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■fl*^ It •*'« *- -^fcT ' "^^
W
-n
THE
EXECUTIVE DOCUMENTS
OF Tm
HOUSE, OF p^PRESENTATIVES
FOB TIIB
SECOND SESSION OP THE FIFET-SECOND CONGRESS.
18 9 2-'9 3.
IN THIRTY-FOUR VOLUMES,
WASHINGTON:
GOTEBNMENT FBINTINO OFFICE.
1893.
'<-u )
-• <^ - .J •« ^
i/'e R G^'"^^
INDEX TO EXECUTIVE DOCUMENTS OF HOUSE OF
EEPRESENTATIVES. .
CONTENTS OF THE VOLU^iES.
Vol- l.-FOREXGN RELATIONS: Xo. 1, pt. 1.
Vol. 2..WAK: No. 1, pt. 2, v- 1.
Znodtbebs: Ko. 1, pt. 2, V. 2,
pt. 1. •
£>'OIKEBBS: Ko. 1, pt. S, ▼. 2,
pt. 2.
£:iaiNEEJ2S: No. 1, pt. 2, V. 2,
pt. 3.
!EireiNBSBS: No. 1, pt. 2, v. 2,
pt. 4.
Ekqinsers: No. 1. pt» 2, ▼. 2,
pt. S.
Ordstakcc: No. 1, pt. 2, v. 5.
Inspbctob-Gbkeral: Ko. 1, pK
2, V. 4.
Vol. 10.. NAVY: No. 1, pt. 3.
Vol. ll..POSl'MASTER-GKNERAL: No.l,pt.4.
Vol. 12..INTER10B: No. 1, pt. 6, v. 1.
Vol. 13.. No. 1, pt. 5, V. 2.
Val. 14.. No. 1, pt. 5. T. 8.
Vol. 15.. GSOI/>QXCAL SUBTET: No.
Vol.
3.
Vol.
4.
Vol.
5.
Vol.
C.
Vol.
7.
Vol.
Vol.
8.
9.
Vol. la.*
1, p. 5, V. 4, pt. 1.
Geological subvet: No.
1, pt. 6, Vt 4, pt. 2.
Vol. 17.. INTERIOR: GEOLOGICAL StTBTET: No.
1, pt. 5, T. 4, pt. 3.
Vol.18.. Sducatiok: No. 1, pt. 5,
T. 5, pt 1.
Vol. 19.. £DUCAT102f: No. 1, pt. 5,
Vol. 20..AGRlCTrLTUIlE: No.*l,'pt. 0.
Vol. 21.. DISTRICT OF COLUMBIA: No. 1,
pt. 7.
Vol. 22. .No. 1, pts. 8 and 9, and Nos. 4 and 7.
Vol. 23.. No. 2.
Vol. 24.. No. 3,«i>t. 1.
Vol. 25.. No. 8. pt. 2.
Vol. 20.. Nos. 5, 72, and 16?.
Vol. 27.. No. 6.
Vol. 28.. Nos. 8 to 127, inclasive, excopt Nos. 43
and 72.
Vol. 29.. No. 48.
Vol. 30.. Nos. 128 to 229, inclosivo, oxcopt Nos.
• 161 and 328.
Vol. 31.. No. 228.
Vol. 32.. Nos. 230 to 255, inclaairo.
Vol. 83.. No. 256.
Vol. 34.rNo. 257.
INDEX TO EXECUTIVE DOCITMENTS.
Subject.
Adams Lnnding, Vennont, Teport of examination of harbor at
Agricnlt arc, annual report on
Awgua Ba^on, Florida, report of examination of bar at mouth of....
Alaska, estimate for support of native inhabitants of
statement relative to allowance of jurors and witnesses in ...
Alexander, estate of Thomas, report on allowance of claim of
Allegheny Biver, report of examination for lock and dam on, in Penn-
sylvania
report of examination for lock and dam on, between
Terentam and Herr Island dams
report of examination of, from Olean, N. Y., to War-
ren, Pa
AUonez Bay, Wisconsin, report of examination
Alsea Biver, Oregon, report of examination of inner na\'igation of ....
Alviso Slongh, California^ report on examination of
^^erican Sngar Beiineis' Company, reports of drawbacks allowed to
■^tietaiD eat^lmate for battle fines and tablets at
-^PPomatioxii ver, Virginia, report of examination of
88
180
223
190
37
87
Vol.
28
20
28
SO
30
30
28
28
61
28
49
28
53
28
44
28
149
30
123
28
113
28
nx
IV
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
Subject.
Appropriatious, aniiaal Book of Estimates of
estimate of tleficicncios in
snpplemental doticiency estimates of
Army, annual report of Inspector-General of the
statement of expend itnres of the appropriation for contingent
expenses of the military establishment
communications from officers at Fort Sill relative to retiring in.
relative to rank of certain retired officers of the
estimates for buildings at Atlantic and Gulf posts
relating to bill (S. 2699) for brevets in
letter of Secretary of War relative to detail of officers of, with
the militia ^
accounts of disbursing officers of the
Attorney-General :
Communications from —
Claims, report on war ". . . .
Judgments, report on, rendered, since J nly 12, lii02 .*
Ba^aduco River, Mo., report on, survey
Bain, William E. ana Mary £., report mi allowance of claim
Barucgat Inlet, New Jersey, report of examination of
Bayous, Black and Teri'ebone, Louisiana, report of preliminary exami-
nation of '
Beaufort, N. C, report of preliminary examination of breakwater at ..
Belle River, Michigan, report of preliminary examination of
Berriaus Creek, Long Island, New York, report of examination of
Big Sandy River, Kentucky, report of examination of
Black Walnut Harbor, Maryland, report of examination of, at mouth
of Great Choptank River
Board of Ordnance and Fortifications, report of {see also War Depart-
ment)
Bowen, T. C, estimate to pay
Brazos River, Texas, report of preliminary c^-amiuation of, from mouth
to town of Richmoml
Brevets. {See Axmy»)
Calumet Harbor, on Lake Winnebago, Wisconsin, report of examina-
tion of
Cape Canaveral, Florida, report of examination of harbor of
Census Office, report relative to refusal of refiners to answer qnostious
of
Chelsea River, Massachusetts, report of examination of r ...
Chetco River, Oregon, report of examination of
Chilean Claims Commission, estimates for expenses, etc
Chippewa Indian lands, relativo to use of certain, for rescrvoirE
Civil service, report of Commission, 1892. Rc]
iport 1, Part 8
report on extensions of law of in rost-Office Department.
Civil Service Commission, estimates for traveling expenses of
Civilian engineers, statement showing names and residence of those
employed in river and harbor work
Claims, list of, allowed by accounting officers of the Treasury
list of, allowed under act of July 4, 1864
list of, allowed by accounting officers of the Treasury
report on war claims pending before Department of Justice. ..
report on war claims pending before War Dop.'^rtmcnt
report on war claims pending in Navy Department
statement of war claims x^ending in Treasury Department
Coast Survey. See United States Coast and Geodetic Survey.
Commerce and navigation, annual report on
Commercial relations of the United States with foreign countries,
1891-1892
Commissioner of Internal Revenue, annual report of
Comptroller of the Currency, report of, part 1
part 2 (bank statements)
Cooper Creek, New Jersey, report of examination of
Coos Ri ver, Oregon, report of examination of.
Court of Claims, list of judgments
Courts of United States, .additional deficiency estimates for
Crescent City, Cal., report of examinatiou of harbor of
^'urreut River, Arkansas, report of preliminai'y examination of
15
75
108
1G8
198
224
225
217
176
17
19()
16
15S
246
2:34
ro
Gij
69
11
151
136
117
54
242
40
92
152
124
249
219
109
127
190
191
217
230
244
248
6
257
4
81
42
189
221
29
227
28
28
28
30
30
30
30
80
30
28
30
28
30
32
32
28
28
28
28
80
SO
28
28
32
28
28
SO
28
22
32
SO
28
28
30
30
30
32
32
32
27
34
22
24
25
28
28
30
30
28
82
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
Subject.
No.
Vol.
Castomd dnties, annnal report on refumlBof
CnstoDis service^ report on official emoloments of officers in
report on payments to informers and seizing officers .
relative to payment of certain notarial fees m the
estimate for defraying expenses of collecting revenues
from
Deficiencies. (See Appropriations.)
Delaware Breakwater quarantine st.ation. (See Quarantine service.)
Deuuis Creek, New Jersey, report on examination of
Department of Justice^ estimates of deficiencies in appropriations to
pay special assistant attorneys
statement relative to claims of 'certain legal
counsel for
report on claims pending before
deficiency estimates for
DiBtrict of Columbia^ annual report of Commissioners of
deficiency estimates on acc4)unt of assessments in.
estimate for widening and extending alleys in ..
deficiency estimates tor militia of
report of superintendent of charities
Duck River, Tennessee, repwrt of examination of
Dnlnth Harbor, Minnesota, report of investigation of ownership of
ground at -
Dunkirk Harbor, New Yoifk, report of examination of
Dfirham's Estuary, North Carolina, report of examination of
East Boston Channel, Massachusetts, report of examination of
Educational report :
Vol. 5, part 1 -
Vol. 5, part 2
Embnrras Kivcr, Illinois, report of preliminary examination of
Emory River, Tennessee, report of examination of, from mouth to Har-
riman
Engineers, report of Chief of (all in vols. 3, 4, 5, 6, 7) •.
Estimates of appropriation for fiscal year ending June 30, 1894
Evansville, Ina, report of examination of harbor at
Everett Harbor, Washington, report of examination of
Fehnet, M. C^ ^timato to pay
Fernandina, Fla., information relating to port of
Finances, annual report on
Foielgn mails. (See Postal service.)
Foreign relations (part 1 of number 1)
Fort Leavenworth, Kans., relative to the appointment of clerk at mil-
itary school at
Fort Monroe, Va., relative to appointment of clerk at
Fort Pond Bay, New York, report of preliminary examination of
Fort Riley, Kans., estimate for cavalry and artillery school at
Fourche Le Fevre River, Arkansas; report of the preliminary exami-
nation of
Fourth of July claims. (See Claims.)
Fox River, Wisconsin, report of examination of
Frenchs Beach, Maine, report of examination of
Genoa Indian school, Nebraska, referring to amendment to Indian ap-
propriation relative to
Geological Survey :
Vol. 4, parti
Vol. 4, part 2
Vol. 4, part 3
Deficiency estimates for
Georges River, Maine, report of examination of
Gloucester Harbor, Massachusetts, report on survey of Vincent Cove . .
report of examination of, from
Five Pound Island to head of
river
Grand Army of the Republic, report on expenditures for encampment
at Washington, D. C
202
177
178
206
220
46
135
193
217
218
209
214
181
9
33
122
119
99
55
162
21
5
115
47
151
250
2
199
199
110
159
226
28
55
201
150
58
56
70
232
30
30
30
30
30
28
30
80
30
30
21
30
30
30
28
28
28
28
28
28
18
19
30
28
• »■
26
28
28
30
32
23
30
30
28
30
30
28
28
30
15
16
17
30
28
28
28
30
VI
INDEX TO HOUSE EXECUTIVK DOCUMENTS.
Subject.
Great Soutli Bay, New York, report of examination of channel con-
necting Freeport with
Greeu Bay, A&^iseonsin, report of examination
Guthcnbnrg system. (See Liquor traffic.)
Hamburg Bay, Illinois, report on examination of
Hammond Bay, Lake Huron, Michigan, report of examination of
Hastings and Dakota Kailway Company, relative to grant to «.
Hardys Point, below Pembroke, Me., report of examination of channel
Vol.
near
Hart, John M., report on allowance of olaim of
Hiwassee River, 1 enneaaee, report of examination of
Homochitto River, Mississippi, report of examination of, near mouth,
etc
Houston, J. A., administratrix repoj[t on allowance of claim of
Indian agonciea, sale of property at ,
Indians, Turtle Monntain, repoi-t on agreement with ,
estimates to fulfill treaties with Choctaw
Indian service, annual report on disbursements for
Interior Department. (See also Secretary of the Interior.)
annual report on contingent expenditures in
Iron and steel, report on testes of, 1892
Judgments, report on, rendered against United States since July 12,
1892
Kansas River, Kansas, report of preliminary examination of
Kathleen (schooner), estimate to pay-damages to
Kootinai Ixiver, Idaho, report of examination of, near Fry, Idaho
Lake Pontcbartrain, Louisiana, report of examination for harbor of ref-
uge on
Lark i n, G. T., relative to expenses of
Lewis River, Washington, report of examination of, from its mouth to
Speliah Creek
Licking River, Kentucky, report on survey of
Life-Saving Service, estimate for si to at Long Branch
Lincolnvilfe Harbor, Maine, report of examination of
Liquor traffic, report of the Guthenberg system of regulating
Li ttlo Miami River, Ohio, report of examination of
Little Wabash River, Hliuois, report of preliminary examination of
Little Wicomico River, Virginia, report of preliminary examination of
mouth of - *
Long Branch Life-Saving Station. {See Life-Saving Service.)
Lynch River, South Carolina, report of examination of
Mexico Bay, on Lake Ontario, New York, report of examination of...
Merced River, California, report of examination of
Mil ford Haven, Virginia, report of examination of bar at mouth of...
Military Academy, west P.oint, relative to appointment of associate
professor of mathematics at
Military Establishment. {See Army.)
Military telegraphs, estimates for, between Fort Ringgold and Fort
Mcintosh 1
Mispillion and Broadkiln rivers, Delaware, report of examination for
inland waterway between
Mississippi River (near Bollevue, Iowa), report of survey of
from mouth of Iowa River to Burlington, report of
examination of..
Mitchell, Pinlcey W., estimates to pay
Moline harbor, Illinois, report of examination of
Morattico Creok, Virginia, rejiort of examination of
Nanticoke River, Delaware, report of examination of
Neponset River, Massachusetts, report of examination of
National Zoological Park, deficiency estimate for
Navarro River^ California, report on examination of mouth of
Naval review, estimates for expenses of
Kavy Department, annual report on contingent expenses
annual report on employite in the
65
22
20
76
188
104
190
27
110
190
203
229
HI
239
112
43
176'
243
160
93
IScS
132
144
57
174
100
264
68
163
1»7
135
118
95
59
133
165
85
83
88
151
30
62
120
35
194
23
155
183
197
28
28
28
28
SO
28
80
28
30
30
30
30
30
32
30
29
30
32
80
28
30
30
30
28
30
28
32
28
80
30
28
28
28
28
SO
30
28
28
28
30
28
28
28
28
30
28
30
30
80
k
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
yn
Subject.
Vol.
Ifavy Department^ statement of trar claima pending before
Ifechea Siyer, Texas, report of preliminary examination of
Nema4ji River, Wisconsin, report on exan;^nation
Nestugga Ri^er, Oregon, report of examination of, as far as Woods . . .
New Onenns, eommnnication relative to additional clerk in office of
assistant treasurer at
Mew York (city) estimate for pnrobase of site for appraiser's ware-
house at
New York Harbor, report of examination for channel to connect month
ofArthnrKUlwith
Nooksack River, Washington, report of examination of
North Hero Harbor, Lake Champlain, New York, report of examina-
tion of
Norwalk Harbor, Connecttcnt, report of examination of
Ohio River, report of survey for locks and dams on, hi Pennsylvania . .
report of survey of, near Elizabethtown, HI .
River (between Ironton, Ohio, and Gnyan River, West Virginia),
report of examination of
report of preliminary examination of, at Cincinnati and
Covington
Old River, California, report of oxamin ation of
Ordnance and Fortification, report of Board of
Owls Head Harbor, Maine, report of examination of
Pacific railroads, schedule of claims of
Paducah, Ky., report of examination of harbor and marine ways to
protect
Pan-American Medical Congress, estimate of appropriation for ex-
penses of
Parish Creek, Maryland, report of examination of mouth of
Patapsco River at Baltimore, Md., report of examination of ,
Pensions, deficiency estimates for payment of I
deficiency estimate for investigation of pension cases
report on number granted between July 1, 1892 and January
1,1893
Petersburg, Va. . report of examination of harbor at
Pine River, Mieoigan, report of preliminary examination of
Pocomoke River, Maryland, report of examination of, near Snow HUl
Portland, Me., report of examination of harbor at
estimate for repairs of U. S. marine hospital at
Port Royal, 8. C, estimate of appropriation to complete officers quar-
ters at
Postal service, annual report of Postmaster-General on
deficiency estimates for
supplemental deficiency estimates for the
deficiency estimates for
estimates for transportation of foreign mails
Postmaster-General :
Communication from —
Annual report of
Post-Office l5e^>artmont-:—
Letter submitting amendment to bUl making appropriation for . .
Extensions of civil service law in
Tice, George H., relative to claim of
Letter of Postmaster-General, submitting amendment to bill mak-
ing appropriation for
Report on extension of civil service law in
Potohunk River, North Carolina, report of preliminary examination
of
Precious metals, report on product of, for 1892
Frcsiddnt of the United States:
Communications ixom —
Annual report on foreign relations
Liquor traffic, roport on Guthenberg system of regulating
Turtle Mountain Indiana, relative to agreement with
World's Colombian Exposition, report of Board of Management of
U. S. Government exhibit
annual report of Commission, etc .|
244
156
49
97
171
173
77
82
112
82
45
111
121
157
18
11
67
147
107
8
106
84
187
210
245
lis
2%
94
102
212
130
US
128
195
196
182
148
223
1^9
215
223
249
207
247
254
229
1
211
32
30
28
28
30
80
28
28
28
28
28
28
28
30
28
28
28
30
28
28
28
28
30
30
32
28
32
28
28
30
30
30
28
30
30
30
30
30
32
30
30
32
30
32
1
32
30
22
30
VlII
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
Subject.
Public buildings, estimate to pay assistant custodians and janitors of.
relative to care and preservation of
relative to delay in erection of
Public documents; annual report on sale add distribution of, by Interior
Department
Public grounds, estimate for removal of snow and ice from, in Wash-
ingtou, D.C
)li(
Public lands, relative to purchase of records of Virginia military dis-
trict . .
Public property, statement of leases of
Pnget Sound, Washington, estimate of appropriation to construct
Quarantine service, estimate of appropriation for
relative to ajiproiiriatiou for Delaware Break-
water station
Raccoon River, Ohio, report of examination of
Ready, Thomas, bill for relief of
Receipts and expenditures, 1890
1889....
Rivers and harbors, list of civilian engineers employed in work on ....
Survey of. (See Secretary of War.)
Rockland Harbor, Maine, report of examination of ... ,
Rogue River, Oregon, report of examination of, from Grant's Pass to
mouth
Sabine Lake, Texas, report of preliminary examination of channel
through
Sabine Kivei\, Louisiana, report of preliminary examination of, from
Sudduth's Jilnffs, Texas, to Logansport, La
St. Jones River, Delaware, report of examination of
St. Louis, request lor increase of force in office of assistant treasurer at.
St. Marys Falls Canal, report relating to commerce passing
Saline River, Arkansas^ report of preliminary examination of 1
San Francisco, Cal.^ report of examination of entrance to harbor at. . .
San Joaquin River, California, report of examination of
San Pedro Bay, report of examination for deep-water harbor at
Santa Monica Bay, report of examination for deep-water harbor at
Saugus River, Massachusetts, report of examination of
Savannah River, Georgia, report of examination
Seaford Creek, Now York, report of examination of
Sebewaing River^ Michigan, report of preliminary examination of
Secretary of Apnculture :
Communications from —
Annual report of
Sugar, report on expenditures for experiment in manufacture of. . .
Secretary of the Interior:
Communications from —
Annual report of—
Vol.1
Vol.2
Vol.3
Educational report —
Vol. 5, part 1
Vol. 5, part 2
Genoa Indian 6chopl,rolative to amendment to Indian appropriation
bill to apply to
Geological Survey —
Vol. 4, part 1
VoL4,part2...
Vol. 4, part 3
Hastings and Dakota Railway Company, relative to grant to
Indian agencies, relative to sale of property
service, annual report on disbursements for ,
Interior Depai*tment, annual report on contingent expenditures in.
Pensions, report of, granted between July 1, 1892, and January 1,
1893
Public documents^ annual report on distribution and sale of, by .. .
No.
13
184
231
14
102
71
164
131
129
179
116
200
256
228
109
105
51
120
139
ai
170
134
236
90
20
41
41
98
50
38
237
Vol.
251
204
188
203
239
142
245
14
28
30
82
28
28
30
30
30
30
28
30
33
31
30
28
28
28
30
28
30
30
32
28
28
28
28
28
28
28
32
20
32
12
13
14
18
19
30
15
16
17
30
30
32
30
28
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
IX
Subject.
No.
Secretary of tlie Interior — Continued.
CoDuuuuicatiouB from — Continued.
Sugar statistica, lelatiye to refusal of rotiners to furnish to Census
Office :..
Secretary of the Navy —
Communications from —
Annual report of
Claims, statement of war claims pending before Navy Department.
Navy Department, annual report on contingent expenses
annual report on employ 66
Secretary of the Treasury :
Communications from —
Statement relative to allowance to witnesses and jurors in
Alaska, estimates for support of native inhabitants of.
American Sugar Refining Company, report on drawbacks allowed to.
" li
Antictam, estimate for battle lines and tablets at
Appraisers warehouse. New York, estimate for site
Appropriations, annual estimates of, to June 30, 1894
estimates of deficiencies in ,
Supplemental estimates of deficiencies in
Army post-s, estimate for buildings at Atlantic and Gulf posts
Chilean Claims Commission, estimates for expeuoes, etc., of.
Civil Service Commission, estimate lor traveUng expenses of
Claims, list of^ allowed by accounting officers
list ofl allowed by accounting officers
list allowed under act of July 4, 1864
Coast and Greodetic Survey, statement of expenditures on account
of
Comptroller of Currency, report of, first part
second part, bank stateuiout. .
Counsel, claims, communications relative to certain
Court of Claims, list of judgments
Courts of United States, additional deficiency estimates for
Custodians and janitors, estimate of appropriation to pay
Customs duties, annual report on refunds of
Customs service, report on official emoluments of officers in
payments to informers and seizing officers
relative to payment of certain notarial fees, etc. .
estimate of expenses to defrsyr cost of collection
of
Department of Justice, estimate of deficiency in appropriations for
nay of special assistant attorneys
men
deficiency estimates for
District of Columbia, report of superintendent of charities of
deficiency estimates account of assessment
of real property in
estimate of appropriation for widening and
allevs
ifficiency of appropriation for public
extending alleys
militia, estimate of deficiencies in appropria-
tions for
Finances, annual report on
Fort Riley, Kans., estimate for cavalry and ligbt artillery school at
Geological Survey, deficiency estimates for
Gun and mortar nlatforms^ estimate for erection of
Houlton, Me., relative to insafficien(
building at
Indians, estimates to fulfill treaties with Choctaws
Kathleen (schooner), estimate to pay damages to . .
Larkin, G. T^ relative to expenses of
Life-Saving-Service, relative to site at Long Branch
Military telegraphs, estimate for, between Irort Ring
Mcintosh
National Zoological Park, deficiency estimates for
Naval review, estimate for expenses of
New Orleans, communication relative to additional clerk in office
^i^^hiaj^t treasurer at -
Ringgold and Fort
Vol.
242
244
183
197
222
180
149
123
173
5
72
161
154
152
219
127
191
190
253
193
189
221
13
202
177
178
206
220
135
218
9
32
10
32
30
30
30
30
28
30
26
26
26
30
30
28
30
32
24
25
30
30
28
30
30
30
30
30
30
30
28
209
30
214
30
181
30
2
23
159
30
150
30
167
30
238
32
141
160
30
132
30
174
30
165
30
194
30
155
30
171
30
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
Subject.
Vol.
Secretary of the Treasury — Continued.
Communications from— Continued.
Pacific railroads, ached ale of elaixns of
Pan-American Medical Congress, estimate of ai>propriation for
expenses of
Pensions, deficiency; estimates for
Pensions, deficiency, estimates for investigation of penaion cases..
Portland, Me., estimate for repairs of United States Marine Hos-
pital at
Port Koyal naval station, estimate for additional appropriations
for construction of officers' quarters
147
8
187
210
212
130
5126
\im
195
182
184
Poatal service, deficiency, estimates for
supplemental deficiency, estimates for ,
estimates for transportation of foreign mails
Public buildings, relative to care and preservation of
certain information about nouerection of, appro-
priated for 231
Public grounds, dehciency estimate for care of, in Washington,!
Puget Sound dry dock, estimate of appropriation to construct j 131
Quarantine service, estimate of deficiency in appropriations for., .j 129
relative to appropriation for station at Dela- !
ware Breakwater ! 179
Receipts and expenditures, schedule of I 228
St. Louis, request for increase of force, etc., in office of assistant |
' treasurer at I 170
Sheboygan, Wis. , statement relative to public building ; 216
Shoshone Agency, estima^ for substation and bridge at '■ 233
Silver, names of organizations petitioning for repeal of law for ( j 240
pni-chnse of ( j 241
Soldiers' homes (State and Territorial), estimates for ■ 128
Statistical abstract for 1892 ' 255
Timber exports, estimate to pay expenses of certain j 151
Treasury Department, annual report on commerce and navigation. ' 6
annual rex)OTt on contingent expenses ' 10
request for increase of salary to mail mes- 172
senger in | 172
estimate for printing and binding for 186
United States, receipts and expenditures of, for year ending June
30,1890 228
Virginia military land records, relative to purchase of 71
War claims, report on, pending in Treasury Department 248
War Department, estimate for pay of two laborers in office of In-
spector-General 175
estimate for additional force in office of In-
spector-General 185
annual estimate for expenses of Board of Ord-
nance and Fortification 12
World's Columbian Exposition, estimate of appropriation for Board
of Lady Managers of 74
estimate of appropriation for Colom-
bian Commifisiou 73
estimate for expenses of Committee
onAwarda 166
Secretary of War :
Oommunications from —
Annual report, part 2, vol. 1
Army, report on exi>enditure of appropriation for contingent ex-
penses of the military establisnment 15
communications from officers of, at Fort Sill, relative to re-
tiring in 75
relative to rank of certain retired officers :.. 106
transmitting letter of major-general oommanding opposing
biU (8. 2^) relating to brevets in .:. 198
accounts of disbursing offleers of the 235
officers, relative to detail of, for service with the militia.... 224
30
28
30
30
30
30
28
30
30
30
30
32
30
30
30
30
31
30
30
32
32
30
32
30
27
28
30
30
•30
31
28
32
30
30
28
28
28
30
2
28
28
28
30
30
30
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
XI
Subject.
No.
Secretary of War — Continaed.
Commanications from— Continued.
Board of Ordnance and Fortification, report of.
Chippewa IndianS; relatiye to use of certain lands of, for reservoirs,
etc
Ciyilian engineers, names and residence of, employed in river and
harbor work
Claims, report on, ponding before War Department
Engineers report—-
Part 2, Vol. 2, part 1
Part 2, Vol. 2, part 2
Part 2, Vol. 2, part 3
Part 2, Vol. 2, part 4
Part 2, Vol. 2, part 5
Femandina, Fla. , relatiye to port of...i
Qeneral-service clerks, relative to the appointment of two
Grand Army of the Bepnblic, report on expenses of encampment
at Washington, D. 0
Inspector-General's report
Leased property, report on 1
Library in Surgoon-Generars office, relative to appropriations to
complete
Military Academy, relative to appointment of an associate pro-
fessor of mathematics at
Ordnance report
Ready, Thomas, transmitting bill for relief of
Bivers and harbors, surveys, etc. —
Adams Landing, Vermont
Alaqua Bayon,Florida
-Allegheny Kiver, from Olean, N. Y., to Warren, Pa
Allegheny River, Pennsylvania -
Allegheny River, Pennsylvania (lock and dam on)
Alloues Bay, Wisconsin
Alsea River, Oregon
Alviso Slough, California
Bagaduce River, Maine
Barnegat Inlet, New Jersey
Bayous Black and Terrebonne, Louisiana
Bean fort, N. C. (breakwater at)
Belle River, Michigan
Borrians Creek, Long Island, New York
Big Sandy River, Kentucky
Black Walnut Harbor, Maryland J
Brazos River, Texas
Calumet Harbor, Lake Winnebago, WiBconsin
Cape Canaveral, Florida
Chelsea River, Massachusetts
Chetko River, Oregon
Cooper Creek, New Jersey
Coos River^ Oregon ,
Crescent City, California
C nrren t River, Arkan sas
Dennis Creek, New Jersey
Duck River, Tennessee ,
Duluth Harbor, Minnesota
Dunkirk Harbor, New York
Darham's Estuary, North Carolina
East Boston Channel, Massachusetts
Embarras River^ Illinois
Emory River, Tennessee
Eyansville, Ind
Everett Harbor, Washington
Fort Pond Bay, New York
Fonrche Le Fevre River, Arkansas
^^^^iver, WiflCOMin
11
124
109
230
&1
86
61
87
37
49
53
U
17
16
158
246
234
80
66
69
136
117
54
40
92
81
42
29
227
46
33
122
119
99
55
162
21
115
47
110
226
28
Vol.
28
28
28
32
3
4
O
6
7
32
30
32
9
30
30
30
9
30
28
28
28
28
28
28
28
28
28
28
30
32
32
28
28
28
30
28
28
28
28
28
2S
30
28
28
28
28
28
28
30
28
28
28
28
30
28
XII
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
Subject.
Secretary of War — CoDtinaed.
Communications from— Continued,
Rivers and harbors, surveys, etc. — Continued.
Frenchs Beach Harbor, Maine
Georges River, Maine
Gloucester Harbor, Massachusetts <
Great South Bay,Now York
Green Bay, Wisconsin
Hamburg Bay, Illinois
Hammond Bay, Lake Huron, Michigan
Hardys Point, below Pembroke, Me *....
Hiawassee River, Tennessee
Homochitto River, Mississippi
Kansas River, Kansas
Kootenai River, Idaho
Lewis River, Washington
Licking River, Kentucky l
Lincolnvill^Harbor, Maine
Little Miami River, Ohio
Little Wabash River, Hlinois
Little Wicomico River, Virginia
Lynch River, South Carolina
Merced River, California
Mexico Bay, Lake Ontario, New York
Milford Haven, Va., bar at mouth of
Mispillion and Broadkiln rivers, Delaware, inland waterway
between
Mississippi River, near Bellovue, Iowa ,
from mouth of Iowa River to Burlington
Moline Harbor, Illinois
Morat tico Creek, Virgini a
Nauticoko River, Delaware ,
Navarro River, Califoniia
Neehes River, Texas
Nemodji River, Wisconsin
Neponset River, Massachusetts
Nestuffga River, Oregon
New York Harbor, channel to connect mouth of Arthur Kill
with
Nooksack River, Washington
North Hero Harbor, Vermont
Norwalk Harbor^ Connecticut
Ohio River, at Cincinnati, etc
near Elizabethtown, 111
between Iron ton, Ohio, and Guy an, W. Va
for locks and dams in JPennsylvania
Old River, California
Owls Head Harbor, Maine
Paducah, Ky. (harbor and marine ways) ,
Parish Creek, Maryland
Patapsco River at Baltimore, Md
Petersburg, Va
Pine River^Iichigau
Pocomoko Kiver, Sin ryland
Portland Harbor, Maine
Potohunk River. North Carolina
Racoon River, Onio
Ref\ige Harbor, Lake Pontchartrain, Louisiana
Rocluand Harbor, Maine
Rogjiie River, Oregon ,
Sabine Lake, Texas ,
Sabine River, Louisiana
St. Jones River, Delaware
St. Mary Falls Canal
Saline River, Arkansas
25
58
56
70
e&
22
26
76
104
27
140
243
93
144
57
100
68
163
137
125
95
118
59
Vol.
!
28
28
28
28
28
28
28
28
28
80
32
28
30
28
28
28
30
30
28
28
28
28
85
28
83
28
88
28
30
28
62
28
120
28
23
28
156
30
49
28
35
28
97
28
77
28
32
28
112
28
82
28
157
30
111
28
121
28
45
28
18
28
67
28
107
28
106
28
84
28
113
28
235
32
94
28
102
28
207
30
116
28
138
30
105
28
51
28
146
30
139
30
34
28
134
30
236
32
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
XIII
Subject.
Secretary of War — Continned.
Commuiiications from — Continued.
Bivers and harbors, surveys, etc. — Continued.
San Francibco. Cal. (entrance to harbor at)
San Joaquin Kiver, California
San Pedro Bay, deep water harbor at
Saugua River, Massachusetts
Savannah River, Georgia
Scaford Creek, New York
Sebewaing River, Michigan
Sequatchie River, Tennessee
Snohomish River, Washington
Southhold Harbor, Long Island
Spokane Rivoi^, Idaho
Stanislaus River, California
Stockbrid^e Harbor, Wisconsin
Tennant Harbor, Maine i
Tennessee River from Chattanooga to j miction of Holstou and
French Broad rivers
Tuolumne River, California
Twelvemilo Creek, California
Upper Columbia River, Washington
y inalha ven. Me
Westport, Conn
' Whale Crcek^ New Jersey
Wicomico River, Maryland
Willamette River, Oregon
Wolf River Harbor, Indiana
Tamhill River, Oregon
Yaquina Bay, Oregon, bar at entrance to harbor at
War Department, annual report on employ ^.s in
Sequatchie River, Tennessee, report of examination of
Sherman act. (aeo Silver).
Sheboygan, Wis., statement relative to public building at
Shosliouo Agency, Wyo., estimate for erection of substation and bridge
at
Silver, report of Secretary of Treasury relative to petitions by organ- (
izations for the repeal of act for purchase of \
Snohomish River, Washington, report of survey of
Soldiers' homes (State ana Territorial), estimate for
Southhold Harbor, Long Island, N. Y., report of examination of
Spokane River, Idaho, report of examination of, irom Post Falls to
Lake Coeur d'Alene
Stanislaus River, California, report of examination of ,
Statistical abstract
Stockbridge, Wis., report of examination of harbor at
Sugar, relative to failure of refiners to furnish Information to Census
Bureau
•report on expenditures for experiments in manufacture of
Tennant Harbor, Maine, report of examination of
Tennessee River, report ot survey from Chattanooga to junction of
French Broad and Holston rivers
Tests of iron and steel, 1892
Tice, George H., relative to claim of
Treasury, report on receipts and expenditures of the Government :
1889
1890
Treasury Departiucnt, annual report on commerce and navigation, etc.
annual report on contingent expenses in
estimate for printing and binding in
recinest for increase of salary for mail messenger
m
Taolamoe Riyer, California, report of examination of
Turtle Mountain Indians, report on agreement with
Twelvemilo Creek| California, report of examination of
No.
Vol.
90
20
41
98
50
38
237
60
103
48
79
19
78
101
252
24
91
39
31
114
89
63
36
169
145
96
153
60
216
233
240
241
103
128
48
79
19
255
78
242
251
101
252
43
215
228
256
6
10
186
172
24
229
91
i
I
28
28
28
28
28
28
32
28
28
28
28
28
28
28
32
28
28
28
28
28
28
28
28
30
30
28
30
28
30
32
32
28
SO
28
28
28
32
2S
32
32
28
32
29
SO
31
31
27
28
SO
SO
28
SO
28
XIV
INDEX TO HOUSE EXECUTIVE DOCUMENTS.
Subject.
Vol.
United Statos, rci»ort on receipts and cxpcndituros:
1889
1890
United States and ChileAn Claims Commission, estimates for exx>ense8;
etc., of
United States Coast and Geodetic Surrey, deficiency estimates for
statement of exjienditures
on aeeount of
United States Geological Survey, ddicieiicy estimates for
reports of (Vol. 4, part 1)
(Vol. 4, part 2)
(Vol.4, parts)
Upper Columbia River, Washington, reiwrt of examination of
Vmalbaven, He., report of examination of
Virginia military land records, relative to purchase of
War claims. (See Claims.)
War Deparfmcnt. (See also Secretary of War.)
annual estimate for expenses of Board of Ordnnnce
and Fortification . . .'
annual report on employ^ in
estimate for gun ana mortar platforms
estimate for pay of two laborers iu office of Inspec-
tor-General
estimate for additional force in office of Insx^cctor-
Gcncral
relative to appropriation for printing index of
library in Surgeon-Gencrnl's office
Washington, D. C, deficiency estimate for care of prirate grounds in ..
Westport Harbor, Connecticut, report of examination of
Whale Creek, New Jersey, report of examination of
Wicomico River, Maryland, report of examination of
Willamette River, Oregon, report of examination of
Wolf River Harbor, ludiana, report of preliminary examination of
Yamhill River, Oregon, rejjort of preliminary examination of
World's Columbian Exposition, annual report of Commission for, etc.. .
estimate of appropriation for Board of
Lady Managers of
estimates of appropriation for Colum-
bian Commission
report of board of management of Gov-
ernment exhibit
estimates fbr expenses of committee on
awards
Zoological Park. (See National Zoological Park.)
39
31
71
81
33
30
30
32
30
15
16
17
28
28
28
28
30
30
30
30
30
28
28
28
28
30
30
SO
2d
28
22
30
62d Congress, ) HOUSE OF REPRESENTATIVES. \ Ex. Doo, 1,
ton. ) ( Part 5.
J^d Session,
REPORT
OF tarn
SECRETARY OF THE INTERIOR;
iisuo PAUT or
THE MESSAGE AND DOCUMENTS
OOMMUXICATKD TO THB
TWO HOUSES OF CONGRESS
AT THB
BEGINNING OP THE SECOND SESSION OP THE FIFTY-SECOND CONGRESS.
IN FIVE VOLUMES,
VOLUME V-IN TWO PARTS.
PART 3.
WASHINGTON:
GOVEENMENT PRINTING OFFICE.
1895.
CONTENTS OF VOLUME IL
FA.HnO II.
Chapter XVI.— Name Register.
Pago.
Chief State school officers 637
List of city superintendents 638
College presidents 616
Chapter XVn.— City School Systems.
•
Enrollment 661
Average attendance 663
Liengthof school term 663
Supervision 665
Number of teachers 667
Sex of teachers 668
School buildings 671
Number of sittings 673
School property 674
Expenditures 675
Table 1.— Summary of statistics of school systems of cities, showing increase or decrease
from the previous year 677
Table 2.— Summary, by States, of population and school enrollment and attendance in
cities 679
Table 3.— Summary, by States, of sux>ervising officers, teachers, proiMjrty, and expendi-
tures of school systems of cities 680
Table 4.— Summary of statistics of public evening schools 681
Table 6.— Comparative statistics of school systems of cities 682
Chapter XVIII.— Secondary Schools.
Summary of statistics of public high schools 685
Of private secondary schools 688
Tables and d iagrams illustrating status of secondary schools 600
Number of students in each branch of study in public high schools 695
Number of students in each branch of study in private secondary schools 696
Number and percentage of students pursuing certain studies to whole number of students. 701
Sex In secondary schools 707
Chapter XIX.— Universities and Colleges.
Discussion of statistics 711
Professors and instructors 712
Students 713
Preparation of freshmen 719
Equipment 730
Income and benefactions 721
Degrees in letters, science, and philosophy 722
Honorary degrees 723
Chairs of pedagogy 725
Chapter XX.— Colleges for Women.
Discuasion of statistics 731
Chapter XXI.
The Place op University Extension in American Education 743
III
;IV TABLE OF CONTENTS.
chapteh xxn.
' Pago.
The Relation op the Independent Colleges to the System of State Schools. .. 753
Chapter XXIII.
Rensselaeii Polytechnic Institute 757
Chapter XXIV.
United States Military Academy at West Point 4 7fi7
Chapter XXV.
The Care op Truants and Incorrigibles 775
Chapter XXVI.— Coeducatio:; of the Sexes in the United States.
Introduction 783
Status of public schools with respect to coeducation:
State systems 784
City systems ^ 786
Coeducation in colleges and universities : 701
The literature of coeducation 733
Physiologrical and hygienic bearings of higher education for women with special reference
to coeducation 838
Views of college and university presidents and prof essors 848
BibUography 860
Chapter XXVII.— Education of the Colored Race.
Public school statistics 861
Secondary and higher institutions 863
Universities and colleges 863
Northern aid to colored schools 865
Schools conducted by colored instructors 866
Industrial instruction , 866
Institutions for the colored race, property 867
Chapter XXVm.— Report on Education in Alaska.
Number and general condition of the schools 873
Killing of Charles H.Edwardsand the outrage upon J. E.Connett 878
Statistical tables 880
Supervision — 884
Chapter XXIX.— History of Summer Schools in the United States.
Contents 888
Introduction 8&4
Schools for original research and for the training of specialists 888
Summer schools giving instruction In single subjects:
Schools of philosophy, literature, and ethics 900
Schools of languages, music, oratory, expression, and of physical training 917
Summer schools giving instruction in several branches:
Chautauqua 921
Chautauqua assemblies 937
Marthas Vineyard Summer Institute 946
Summer schools of Harvard University, of the University of Virginia, and of other
schools 952
T?A.YCT III.
STATISTICAL. TABLES.
Population, private schools, and public school enrollment, attendance, lengrth of session,
supervising officers, teachers, accommodations, and length of course of study in cities of
over 8,000 inhabitants 968
Evening schools in cities of over 8,000 inhabitants 980
Property, receipts, and expenditures of public schools of cities of over 8,000 inhabitants — 984
Public high schools - _ 1002
Private secondary schools 1064
TABLE OP CONTENTS. V
Universities and coUeses *. 1140
Collegee for women (Division A) 1168
CoUegee for women (Division B) 1169
Bnnmuuy of statistics of schools of medicine, dentistry, pharmacy, and for nurses and vet-
erinarians 1163
Schools of medicine 1106
dentistry 1172
pharmacy 1174
Teterinary science 11716
nnrse training , 1177
Uw UT9
theology IISS
Colleges of agriculture and the mechanic arts 11B8
Scientiflcand technological schools 1W6
Manual training schools 1197
Normal schools 1198
University extension 1306
Business colleges W16
Schools for the colored race 1284
Schools for the deaf 1238
Schools for the blind 1»1
Schools for the feeble-n:ilnded 1267
fieformschools 1268
Index - 1273
PART 11.
CHAPTER XVL
NAME REGISTER.^
1. — Chief State School Officers.
Name.
Address.
J. G. Harris Montgomery, Ala
Sheldon Jackson
F. J. Netherton..
Josiah H. Shinn
J.W. Anderson .
J. F. Murray —
C. D. Hlne
Robert J. Reynolds
W. B. Powell
W. N. Sheate
S. D. Bradwell..
B. Byron Lower
Henry Raab
H. D. Vories ,
Henry Sabin
H. N. Gaines
Ed. Porter Thompson
A. D. Lafargue
N. A. Luce
E. B. Prettyman
Frank A. Hill
Henry R. Pattengill
W. W. Pendergast.
J. R. Preston
L. £. W'olfe
Sitka, Alaska
Mesa, Ariz
Little Rock, Ark.
Sacramento, Cal .
Denver, Colo
Hartford , Conn .
Dover, Del
Washington, D. C
Tallahassee, Fla . .
Atlanta, Ga
Ftoise City, Idaho
Springfield, 111-...
Indianapolis, Ind..
Des Moines, Iowa.
Topeka, Kans
Frankfort, Ky
Baton Rouge, La..
Augusta, Me...
Baltimore, Md
Boston, Mass .
Lansing, Mich
St. Paul, Minn
Jackson, Miss..
Jefferson City, Mo
Official designation.
State superintendent of edu-
cation.
General agent of education.
Superintendent of public In-
struction.
State superintendent of pub-
lic Instruction.
Do.
Do.
Secretary of State board of
education.
President of State board of
education.
Superintendent of Dlst.lct
schools.
State superintendent of pub-
lic Instruction.
State school commissioner.
State superintendent of pub-
lic instruction.
Do.
Do.
Do:
Do.
Do.
State superintendent of edu-
cation.
State superintendent of com-
mon schools.
State superintendent of pub-
lic Instruction.
Secretary of State board of
education.
State superintendent of pub-
lic Instruction.
Do.
State superintendent of edu-
cation.
SUite superintendent of pub-
lic schools.
* Including all changes reported to the Bureau up to May, 1894.
637
638
EDUCATION REPORT, 1891-92.
I.— Chief State School Officers — Continued.
Name.
E. A. Steare
A. K. Goudy..
OrviB King*
Fred. Gowingf.
A. B. Poland. -
Amado Chavez
James F. Crocker
Address.
Jno. C. Scarborough ...
Mrs. Laura J. Eisonhuth
Oscar T. Corson
E. D. Cannon
E. B. McElroy
Nathan C. Schaeffer
T. B. Stockwell
W. D. Mayfield
Cortez Salmon _
Frank M.Smith
J. M. Carlisle...
J. S. Boreman .
M. S. Stone
John E. Massey
C. W. Bean
Virgil A. Lewis
Oliver E. Wells
Stephen T. Far well
Helena, Mont
Lincoln, Nebr
Carson City, Nev
Concord, N. H
Trenton, N. J
Santa Fe, N. Mex...
Albany, N.Y
Raleigh, N. C
Bismarck, N. Dak...
Columbus. Ohio
Guthrie, Okla
Salem, Oreg
Harrisburg, Pa
Providence. R. I
Columbia S. C
Pierre, S. Dak
Nashville, Tenn
Austin, Tex
Ogden, Utah
Montpelier, Vt
Richmond, Va
Olyrapia, Wash
Charleston, W. Va..
Madison, Wis
Cheyenne, Wyo
Official designation.
State superintendent of pub-
lic instruction.
Do.
Do.
Do.
Do.
Superintendent of public in-
struction.
State superintendent of pub-
lic instruction.
Do.
Do.
State commissioner of com
mon schools.
Superintendent of public in-
struction.
State superintendent of pub-
lic instruction.
Do.
Comm issioner of public
schools.
State superintendent of edu-
cation.
State superintendent of pub-
lic instruction.
Do.
Do.
Commissioner of schools
State superintendent of edu-
cation.
State superintendent of pub-
lic instruction.
Do.
State superintendent of free
schools.
State superintendent of pub-
lic schools.
State superintendent of pub-
lic instruction.
II.— City Superintendents.
ALABAMA.
Anniston, L. D. Miller.^
Bessemer, A. M. Hendon.
Birmingham, J. H. Phillipa.
Eufaula, J. J. Kilpatrick.
Florence, H. C. Gilbert.
Hunts ville, A. W. Eahman.
Mobile, John D. Yerby.
Montg-omery, C. L. Floyd.
Solma, Louis E. Jeffries.
Tuscaloosa, Carleton Mitchell.
ARIZONA.
Tucson,
ARKANSAS.
Fort Smith, J. L. Holloway.
Helena, John Caldwell Davidson.
Hot Springs, George B. Cook.
Little Rock, J. R. Riofhtsell.
Pine Bluff, Ruth McBride.
CALIFORNIA.
Alameua, D. J. Sullivan.
Be -keley, S. D. Waterman.
Eureka, G. Warren.
Fresno, T. L. Heaton.
Los Angeles, Leroy T. Brown.
Napa City, J. L. Shearer.'
' County superintendent : post-office, JacksonviUo. 'Principal.
NAME REGISTER.
639
II. — City Superintendents— ContiDued.
CA UPOBNi A— c ^ntinued .
Oakland, J. W. McOlymonds.
Pasadena, James D. Graham.
Rirerside, Eli F. Brown.
Sacramento, O. W. Erlewine.
SaA Bernardino, W. Scott Thomas.
San Diego, Eugene Do Burn,
San Francisco, John Swett.
San Jose, Frank P. Russell,
Santa Barbara, C. Y. Hoop.
Santa Cruz, J. W. Linscott.
Santa Bo«a, I. S. Crawford.
Stockton, James A. Barr.
Vallejo, L. G. Harrier.
COLORADO.
Aspen, J. F. Keating.
Colorado Springs, P. K. Pattison.
Denver, District No. 1, Aaron Gove.
Denver, District No. 2, L. C. Greenlee.
Denver, District No. 17, J. H. Van
Sickle.
Highlands, J. H. Van Sickle.
Leadville, W. W. Watters.
Pueblo, District No. 1 , James S. Mo-
Clung.
Pueblo, District No. 20, P. W. Search.
Trinidad, E. C. Stevens.
CONNECTICUT.
Ansonia, W. H. Angleton.
Birmingham, Robert L. Gilbert.
Bridgeport, Charles W. Deane.
Bristol, James P. Williams.
Danbury, J. M. Smith.
Greenwich, George P. Fisher.
Hartford, John H. Brocklesby.
Manchester, Oliver B. Taylor.*
Meriden, J. T. Pettee.
Middletown, Walter B. Ferguson.
New Britain, J. N. Bartlett.
New Haven, Virgil G. Curtis.
New London, Charles B. Jennings.*
Nor walk, Charles Dims lea d.^
Norwich, N. L. Bishop.
Rockville, I. M. Agard.-
Stamford, Everett C. Willard.
Thompsonville, E. H. Parkman.*
Torrington, Edwin H. Forbes.
Wallingford, Daniel R. Knight.
Waterbury, M. S. Crosby.
Willimantic, .
Winsted, Walter G. Mitchell.*
DELAWARE.
New Castle, A. H. Knapp.
Wilmington, David W. Harlan.
DISTRICT OP COLUMBIA.
Washington, William B. Powell, super"
intendent of public schools.
Washington, G. P. T. Cook, superin-
tendent of colored schools.
» Saeretaryof tho Board of School Visitors.
9 Acting school visitor.
• Principal.
FLORIDA.
Jacksonville, Joel D. Mead.*
Key West, C. F. Kemp.*
Pensacola, N. B. Cook.*
St. Augustine, R. F. Sabate.*
Tampa, L. W. Buchbolz.*
GEORGIA.
Albany, J. S. Day is.
Americus. Wm. Harper.
Athens, G. G. Bond.
Atlanta, W. F. Slaton.
Augusta, Law ton B. Evans.
Brunswick, A. I. Branham.
Columbus, W. H. Woodhall.
Griffin, Both well Graham.
Macon, B. M. Zettler.
Home, James C. Harris.
Savannah, W. H. Baker.
Thomas ville, K. T. MacLean.*
ILLINOIS.
Alton, Robert A. Haight.
Aurora, District No. 5, J. H. Freeman.
Austin, Newell D. Gilbert.
Beardstown. M. Moore.
Belleville, H. D. Updike.
Bloom Ington, E. M. Van Petten.
Braid wood, C. F. Van Doren.
Cairo Taylor C. Clehdenen.
Canton. C. M. Bard well.
Centralia, .
Champaign, C. A. Bowsher.
Charleston. J. W. Henninger.
Chicago, Albert G. Lane.
Danville. Joseph Carter.
Decatur. E. A. Gastman.
Dixon W, H.Williamson.
Duquoin. J. E. Wooters.
East Kt. Louis. James P. Slado.
Elgin, H. F. Derr.
Evanston. Homer H. Kingslev.
Freeport. F. T. Oldt.
Galena I. C. Baker.
Galosbur^. William L. Steele.
.Tacksonville, John R. Long.
Joliet, D. H. Darling.
Kankakee. F. N. Tracy.
Kewanee, E. C. Rosseter.
La Salle, L. A. Thomas.
Lincoln, A. L. Anderson.
Litchfield, J.E. Bryan.
Macomb, S. F. Hall.
Mattoon. B. F. Armitago.
Moline, H. M. Slauson.
Monmiouth. JEunes C. Burns.
Oak Park, W. H. Hatch.
Ottawa, .
Pana, L. S. Ham.
Paris. Alfred Harvey.
Pekin, F. W. Reubelt.
Peoria, Newton Charles Dougherty.
Peru, Fred W. Smedley.
Quincy, T. W. Macfall.
* Principal of the bi^h school.
^ County superintendent.
640
EDUCATION REPORT, 1891-92.
JI. — City Superintendents — Continued.
ILLINOIS — continued.
Hock Island, S. S. Kemble.
Rockford. P. R. Walker.
Springfield, J. H. Collins.
Sterling, district No. 3, Alfred Bayliss.
Streator, J. N. Patrick,
Waukegan, Frank H. Hall.
INDIANA.
Anderson, John W. Carr.
Bloomington, D. W. Leonard.
Brazil, John C. Gregg.
Columbus, J. A. Carnagey.
Connersville, W. F. L. Sanders.
Crawfordsville, Samuel E. Harwood.
Elkhart, D. W. Thomas.
Evansville, J. W. Layne.
Fort Wayne, John S. Irwin.
Frankfort, B. F. Moore.
Goshen, William H. Sims.
Greencastle, Robert A. Ogg.
Hammond, W. C. Bel man.
Huntington, Robert I. Hamilton.
Indianapolis, L. H. Jones.
Jeffersonville, P. P. Stultz.
Kokomo, H. G, Woody.
Lafayette, Edward Ay res.
La Porte, .
Lawrenceburg, W. H. Rucker.
Logansport, Albert H. Douglass.
Madison, D. M. Geeting.
Marion. W. D. Weaver.
Michigan City, James C. Black.
Mount Vernon, H. P. Leiven worth.
Muncie, W. R. Snyder.
New Albany, J. B. Starr.
Peru, W. R. J. Stratford.
Richmond, Justin N. Study.
Seymour, H. C. Montgomery.
Shelby ville, J. C. Eagle.
Routh Bend, Calvin Moon.
Terre Haute, William H. Wiley.
Valparaiso, William H. Banta.
Vincennes, Albert E. Humke.
Wabash. M. W. Harrison.
Washington, William V. Hoffman.
IOWA.
Atlantic, G. W. Samson.
Boone, George I. Miller.
Burlington, Charles Eldred Shelion.
Cedar Rapids, J. F. Merrill.
Clinton, O. P. Bostwiok.
Council Bluffs, Hugh W. Sawyer.
Creston, H. B. Larrabee.
Davenport, J. B. Young.
Des Moines, East Side, Amos Hiatt.
Des Moines, West Side, F. B. Cooper.
Des Moines, North Side, O. E. Smith.
Dubuque, Thomas Hardie.^
Fort Dodge, F. C. Wildes.
Fort Madison, C. H. Morrill.
> Secretary of the Board of Education
'Principal of the high school.
IOWA — continued.
Iowa City, W. F. Cramer.
Keokuk, O. W. Weyer.
Le Mars, E. N. Coleman.
Lyons, H. E. Bobbins.
Marshalltown, C. P. Etogers.
Mason City, A. R. Sale.
Muscatine, F. M. Witter.
Oskaloosa, Orion C. Scott.
Ottumwa, A. W. Stuart.
Sioux City, H. E. Kratz.
Waterloo, East Side, F. J. Sessions.
Waterloo, West Side, George A. Bate-
man.
KANSAS.
Argentine, Charles R. Sator.
Arkansas City, T. W. Conway.
Atchison, J. H. Glotfelter.
Emporia, John Dietrich.
Fort Scott, Guy P. Benton.
Hutchinson, John A. McClain.
Junction City, G. W. Kendrick.
Kansas City, L. L. L. Hanks.
Lawrence, Edmund Stanley.
Leavenworth, James E. Klock.
Newton, J. W. Cooper.
Ottawa, Frank P. Smith.
Parsons, H. C. Ford.
Pittsburg, C. M. Ligh .
Salina, .
Topeka, William M. Davidson.
Wellington, .
Wichita, William Richardson.
Winfield, J. W. Spindler.
KENTUCKY.
Ashland, John G. Crabbe.
Bowling Green, W. B. Wylie.
Covington, W. C. Warfield.
Dayton, R. M. Mitchell.
Frankfort, McHenry Rhoades.
Henderson, Edward S. Clark.
Hopkinsville, Charles H. Dietrich,
Lexington, William Rogers Clay.
Louisville, George H. Tingley, jr.
Maysville, J. H. Rowland.'^
Newport, John Burke.
Owensborough, James McGlnniss.
Paducah, George O. McBroom.
Paris, Clarence L. Martin.
Richmond, George W. Pickels.
Winchester, C. E. Lyddane."
LOUISIANA.
Baton Rouge, Fred. J. Tunnard.*
New Orleans, Warren Easton.
Shreveport, John L. Hargrove.
MAINE.
Auburn, W. W. Stetson.
Augusta. J. Frank Leland.*
Bangor, Miss Mary S. Snow.
I County superintendent. ' Super Vlaor.
* Parish superintendent
NAME BEGI8TER.
641
1 1. — City Supbbintendents — Continued.
MAINE — continued .
Bath, J. C. Phillips.
Belfast, A. I. Brown.
Biddeford, Royal E Gould.
Brewer, George Curtis.
Calais, A. J. Padelford.
Ellsworth. John F. Knowlton.
Gardiner, James M. Larrabee.'
Lewlston, W. W. Stetson.
Portland Orlando M. Lord.
Rockland, J. R. Dunton.
Saco, Walter T. Gooda e.
Waterville, J .H. Blanchard.
MARYLAND.
Annapolis, John C. Bannon.*
Baltimore. Henry A. Wise.
Cambridge. James L. Bryan.'
Cumberland, H. G. Weimer.*
Frederick. Ephraim L Boblitz.*
Hagerstown, George C. Pearson, »
MASSACHUSETTS. .
Adams, Walter P. Beckwith.
Amesbury. Frank Savage. *
Attleborough. J. O. Tiffany.
Beverly. A. L. Safford.
Boston, Eklwin P. Seaver.
Brockton, B. B Russell.
Broolcline, S. T. Dutton.
Cambridge. Francis Cogswell.
Chelsea. Eben H. Davis.
Chicopee, R. H. Perkins.
Clinton. Charles L. Hunt.
Dan vers, A. P. Learoyd.
Dedham. Roderick Whittlesey Hine.
Everett, R. J. Condon.
Fall River, William Connell.
Fitchburg, Joseph G Edgerley .
Framingham. OrviUe W. Collins,
Gardner, Louis P. Nash.
Gloucester, Freeman Putney,
Haverhill Albert L. Bartlett.
Holyoke. Edwin L. Kirtland.
Hyde Park Richard M. Johnson.^
Lawrence, William C. Bates.
Lowell, Arthur K. Whitcomb.
Lvnn, Orsamus B. Bruce,
balden, Charles A. Daniels.
Marblehead, .
Marlboro, John E, Burke.
Medford, Ephraim Hunt.
Melrose, Benjamin F. Robinson.
Milford, S. F. Blodgett.
Natiok, Frank E. Parlin.
New Bedford, William E. Hatch.
Newburyport, William P. Lunt.
Newton, George I. Aldrich.
North Adams, Mrs. Julia M. Dewey.
Northampton, Alvin F. Pease.
Peabody, John B.Gifford.
' Supervisor.
> County school examiner.
ED 92 41
MASS ACAUSETTS— continued.
Pittsfield, Eugene Bouton.
Plymouth, Charles Burton.
Quincy, H. W.LuU.
Salem, William A. Mowry.
Somerville, Gordon A, South worth.
Southbridge, John T. Clarke.
Spencer , Wyman C. Fickett.
Springfield, Thomas M. Bailie t.
Stonebam, Sarah A. Lynde."»
Taunton, C. F. Boyden.
Waltham,. Henry Whittemore.
Watertown, George R. Dwelley.
Westfield, G. H. Danforth.
Weymouth, I. M. Noroross.
Woburn, F. B. Richardson.
Worcester, Clarence F. Carroll.
MICHIGAN.
Adrian, George W. Walker.
Alpena, L. S. Norton.
Ann Arbor, Walter S. Perry,
Au Sable, E. M. Hartman.
Battle Creek, F. W. Arbury.
Bay City, J. W. Smith.
Big Rapids, James R. Miller.
Cadillac, George R. Catton.
Cheboygan, William C. Thompson.
Coldwater, Egbert L. Briggs.
Detroit, W. E. Robinson.
Escanaba, S. S. Biggs.
Flint, George M. Fisk.
Grand Haven, J. B. Estabrook.
Grand Rapids, W. W. Chalmers.
Ionia, C. L. Be mis.
Iron Mountain, E. F. Abernethy.
Iron wood, L. L. Wright.
Ishpeming, Harlow Olcott.
Jackson, District No. 1, Thomas L.
Evans.
Jackson, District No. 17, .
Kalamazoo, O. E. LatHam.
Lansing, Charles O. Hoyt.
Ludington, H. E. Kln^.
Manistee, Albert Jennings.
Marquette, Anna M. Chandler.
Menominee, Jesse Hubbard.
Monroe, A. W. Tressler.
Mount Clemens, J. H. Lee.
Muskegon, David Mackenzie.
Negaunee, F. D. Davis.
Nlles, J. D. Schiller.
Owosso, J. W. Simmons.
Pontlao, F. E. Converse.
Port Huron, John A. Stewart.
Saginaw, East Side, A. S. Whitney.
Saginaw, West Side, Edwin C. Thomp-
son.
Sault Ste. Marie, A. Jay Murray.
Traverse City, Charles T. Grawn.
West Bay City, J. E. Lemon.
Ypsilantl, M. A. Whitney.
■ Chairman of school committee.
* Secretary of the school committee.
642
EDUCATION REPORT, 1891-92.
II.— City SuPRRmTSNDBNTs— Continued.
MINNESOTA.
Anoka, Z. N. Vaughn.
Brainerd, B. T. Hathaway.
Duluth, Robert E. Denfeld.
Faribault, F. D. Budlonp.
Mankato, George F. Kenaston.
Minneapolis, C. M. Jordan.
Red Wing, G. V. Brohaugh.
Rochester, Edward G. Adams.
St. Cloud, S. S. Parr.
St. Paul, Charles B. Gilbert.
Stillwater, M. A. Stone.
Winona, Buel T. Davis.
MISSISSIPPI.
Columbus, W. L. Lipscomb.
Greenville, E. E. Bass.
Jackson, .
Meridian, Andrew A. Kincannon,
Natchez, I. W. Henderson.
Vicksburg, C. Pendleton Kemper.
MISSOURI.
Boonville, F. W. Ploger.
Brookfield, W. H. Brownlee.*
Cape Girardeau, T. E. Joyce.
Carthage, J. M. White.
Chillicothe, A. L. Jenness.
Clinton, Charles B. Reynolds.
Columbia, James S. Stokes.
Fulton, John P. Goss.
Hannibal, R. B. D. Simonson.
Independence, William F. Bahlmann.
Jefferson City, J. U. White.
Joplin, Stepnen A. Underwood.
Kansas City, J. M. Greenwood.
Lexington, H. D. Demand.
Louisiana, A. P. Settle.
Marshall, R. H. f^mberson.
Maryville, A. E. Clarendon.
Mexico, W. T. Carrington.
Moberly, J. T. Muir.
Nevada, W. J. Hawkins.
Rich Hill, A P. Warrington.
St. Charles, George W. Jones.
St. Joseph, Edward B. Neely
St. Louis, Edward H. Long.'
Sedalia, Georpe V. Buchanan.
Springfield, .'onathan Fairbanks
Trenton, H. E. Du Bois.
Warrensburg, F. E. Holiday.
Webb City, W. J. Stevens.
MONTANA.
Butte City, S. P. Hendricks.
Helena, R. G. Young.
1 Secretary of the.schooI board.
' Supervising principal.
NEBRASKA.
Beatrice, Carroll G. Pearse.
Fremont, Daniel Miller.
Grand Island, Robert J. Barr.
Hastings, Edwin N. Brown.
Kearney, Jesse T. Morey.
Lincoln, Frank Strong.
Neuraska City, W. H. Skinner.
Omaha, Frank A. P^tzpatrick.
Plattsmouth, Frank C. McClellan.
South Omaha, A. A. Munroa.
NEVADA.
Virginia City, C. E. Mack.
NEW HAMPSHIRE.
Concord, Louis J. Bundle tt.
Dover, Channing Folsom.
Keene, .
Manchester, William E. Buck.
Nashua, James H. Fassott.
Portsmouth, J. Clifford Simpson.
Rochester, Charles W, Brown.
NEW JERSEY.
Atlantic City, Charles B. Boyer.^
Bayonne, Charles M. Davis.
Bordentown, William Macfarland.^
Bridgeton, John S. Turner.
Burlington, Wilbur Watts. '
('amden, Martin V. Bergen.
Eli'^abeth, J. Augustus Dix.
Gloucester City, J. C. Stinson.
H ickensack, C. D. Bogart. '
Harrison, John Dwyer.*
Hoboken, David E. Rue.
Jersey City, Henry Snyder.
Lara bar tville, Levi Brown.
Long Branch, C. Gregory.
Millville, E. C. Stokes. '
Morristown, W. L. R. Haven.
New Brunswick, George Q. Ryan.
Newark, William N. Barrlnger.
Orange, Usher W. Cutts.
Passaic, H. H. Hutton.
Paterson, J. A. Reinhart.
Perth Amboy, C. C. Hommann.
Phillipsburg, H. Budd Howell.
Pliiinfield. Henry M. Maxson.
Rah way, D. B. Corson.
Red B-ink, Charles D. Warner.
Salem, Robert Gwynne, jr.
South Amboy, W. L. Heineken.'
Trenton, B.C.Gregory.'
Union (/. c. Town of Union. Hudson
County),OttoOrtel.*
•Principal.
* Principal; piiSt-omc«. Weehawken.
KAHS SSGISTBK.
643
II. — City SuPB&mTSKDBNTS — Oontinued.
NEW MSXIOO.
Santa Fe, John P. Victory.
N3EW YORK.
Albany, Charles W. Cole.
Albion, Freeman A. Greene.
Amsterdam, J. W. Kimball, John G.
Serviss.
Auburn, Benjamin B. Snow.
Batavia, John Kennedy.
Binghamton, Marcus W. Scott.
Brooklyn, William H. Maxwell.
ButTalo, Henry P. Emerson.
Canandaigua, Henry L. Taylor.
Catskill, Edwin S. Harris.
Cohces, George E. Dixon.
College Point, .
Co ning, Leigh R. Hunt.
Cortland, C. V. Coon.
Dunkirk, J. W. Babcock.
Edgewater, J. J. Kenney.'
Elmira, Elias J. Beardsley.
Flushing, District No. 5,W. C. Ingalls.
Flushing, District No. 7, Marv L. Lyles;
Fulton, B. G. Clapp.*
Geneva, William H. Truesdale.
Glens Falls, Sherman Williams.
Gloversville, James A. Estee.
Green Bush, H. R. Jolley
Green Island, James Heatley.
Ha erstraw, L. O. Markham.*
Hempstead, Albert C. Almy.*
Hoosick Falls, A. G. Clements.
Hornellsville, William R. Prentice.
Hudson, William S. Hallenbeck.
Ilion. Judson I. Wood.
Ithtca, Luther C. Foster.
Jamaica, District No. 4, William J.
Ballard.
Jamaica, District No. 7, Cyrus E.
Smith.
Jamestown, Rovillus R. Rogers.
Johnstown, William S. Snyder.
Kinofston, Charles M. Ryon."
Lansingbur;^:, George P. Sawyer.
Little Falls, Thomas A. CiisweU.
Lockport, Emmet Belknap.
Loiig Is' and City, John E. Shull,
Lyons, W. H. Kinney.
Mai one, S rah L. Perry.
Matteawan, Walter S. Allen.'
Medina, Henry Pease.
Middletown, .lames F. Tuthill.
Mount Vernon, A. B. Davis.
New Brighton, J. J. Kenney.*
New Rochelle. Isaitc E. Young.
New York, John Jasper.
Newburg, R. V. K. Montfort.
1 School commissioner; post-office New
Brighton.
'Prtncipal
*Supermt«ndeiit of the •• KlnKBton school
district," which does noi Include the entire
City.
NEW YORK — continued.
Niagara Falls, K. L. Benham.
North Tonawanda, Clinton S. Marah.
Norwich, Elbert W. Griffith.
Nyack, Ira H. Lawton.
Ogdensburg, Barney Whitney.
Olean, Fox Holden.
Oneida, F. W. Jennings.*
Oneonta, Nathaniel N. Bull.
Oswego, George £. BuUis.
Owego, Edwin P. Recordon.
Peekskill, Drum Hill District (district
No. 7 ), John Millar.
Pe kskill, Oakside District (district
No. 8j, A. D. Dunbar.
Penn Yan, F. T. Shultz. .
Plattsburg, James G. Riggs.
Port Chester, John C. Rockwell.
Port Jervis, John M. Dolph.
Port Richmond, Orry H. Hoag.
Poughkeepsie, Edward Burgess.
Rochester, Milton Noyes.
Rome, W. D. Manro.
Saratoga Springs, Thomas R. Knell.
Saugerties, Fred N. Moulton.
Schenectady, S. B. Howe.
Seneca Falls, F. S. Porter.
Sing Sing, J. Irving Gorton.
Syracuse, A. B. Blodgett.
Tonawanda, F. J. Diamond.
Troy, Edwin E. Ashley.
Utica, George Griffith.
Water ford, Alexander Falconer.
Wate loo, F. C. Wilber.
Watertown, William G. Williams.
Waverly, P. M. Hull."
West Troy, James R. Main.'
White Plains, Charles A. Genung.*
Whitehall, W. W. Howe.
Yonkers, Charles E. Gorton.
NORTH CAROLINA.
Asheville, J. D. Eggleston, jr.
Charlotte, Alexander Graham
Concord, J. F. Shinn.
Durham, Edwin W. Kennedy.
Fayette ville, B. C. Mclver.
Goldsboro, Logan D. Howell.
Henderson, J. B. White.''
New Berae, John S. Long.
Raleigh, Edward P. Moses.
Salisbury, R. G. Kizer.
Wilmington, M. C. S Noble.
Winston, .lohn J. Blair.
NORTH DAKOTA.
Fargo, Darius- Steward.
Grand Forks, C. H. Clemmer.
* School commlshioner.
& School Commissioner; post-office, Guilder-
land.
^ Chairman of the school committee.
644
EDUCATION REPORT, 1891-92.
II. — City SuPERrNTBNDENTS — Continued.
OHIO.
Akron, Elias Fraunfelter.
Alliance, John E. Morris.
Ashtabula, J. S. Lowe.
Avondale, A. B. Johnson.
Bellaire, Benjamin T. Jones.
Bellefontaine, Henry Whitworth.
Brooklyn, Charles M. Knig'ht.
Bucyrus, F. M. Hamilton.
Cambridge, E. L. Abbey.
Canton, James J. Burns.
Chillicothe, E. S. Cox.
Cincinnati, William H. Morgan.
Circleville, M. H. Lewis.
Cleveland,
Columbus, J. A Shawan.
Dayton. W. J. White.
Detiance, J. W. Mclnnls.
Delaware, D. E. Cowgill.
DelphoB, E. W. Hastings.
East Liverpool, 8. D. Sanor.
Klyria, Henry M. Parker.
Fiudlay, J. W. Zeller.
Fostoria, H. L. Frank.
Fremont, W. W. Ross.
Gallon, A. W. Lewis.
Gallipolis, J. B. Mohler.
Greenville, .
Hamilton, C. C. Miller.
Iron ton, M. C. Smith.
Jackson, J. E. Kinnison.
Kenion, E. P. Dean.
Lancaster, Elijah Burgess.
Lima, J. M. Greenslade.
Lorain, F. D. Ward.
Mansfield, J. W. Knott.
Marietta, W. W. Boyd.
Marion, Arthur Powell.
Martins Ferry, F. Gillum Cromer.
Massillon, £. A. Jones.
Middle town, B. B. Harlan.
Mount Vernon, Lewis D. Bone brake
Nelsonville, Fletcher S. Coultrap.
New Philadelphia, G. C. Maurer.
Newark, J. C. Hartzler.
Niles, F. J. Roller.
Norwalk, A. D. Beechy.
Oberlin, George W. Waite.
Painesville, George W. Ready.
Piqua, C. W. Bennett.
Pomeroy, Morris Bowers.
Portsmouth, Thomas Vickers.
Salem, M. £. Hard.
S ndusky, E. J. Shives.
Sidney, M. A. Yarnell.
Springfield, William H. Weir.
Steubenville, Henry Ney Mertz.
Tiffin, J. H. Snyder.
Toledo, Harvey W. Compton.
Troy, C. L. Van Cleve.
Urbana, W. McK. Vance.
Van Wert, W. T. Bushman.
' Secretary of Bchool board.
OHIO — continued.
Warren, R. S. Thomas.
Washington C. H., N. H. Chaney.
Wellston, Timothy S. Hogan.
Wellsville, J. L. MacDonald.
West Cleveland, J . M. Talbott.
Wooster, Charles Haupert.
Xenia, Edwin B. Cox.
Youngstown, F. Treudley.
Zanesville, W. D. Lash.
OKLAHOMA.
Oklahoma, E. L. Hallock.
ORBGON.
Astoria, R. N. Wright.
Portland, I, W. Pratt.
Salem, E. H. Anderson.
PENNSYLVANIA.
Allegheny, John Morrow.
Allentown, Francis D. Raub.
Altoona, D. S. Keith.
Archbald, R. N. Davis.
Ashland, William C. Estler.
Beaver Falls, J. M. Reed.
Bethlehem, Thomas Farquhar.
Bloomsburg, L. P. Sterner.
Braddock, John S. Keefer.
Bradford, Henry Rupp Roth.
Bristol, Matilda S. Booz.
Butler, Ebenezer Mackey.
Carbondale, John J. Forbes.
Carlisle, C. P. Humrich, ' Maggie Lah-
dis.«
Chambersburg, William H. Hocken-
berry.
Chester, Charles F. Foster.
Columbia, S. H. Hoffman.
Connellsville, W. G. Gaus."
Conshohocken, J. Horace Landis.
Corry, A. D. Colegrove.
Danville, W. D. Steinbach.
DuBois, W. W. Fell.
Dummore, John E. Williams.
Ekiston, William W. Cottingham.
Erie, H. C. Messimer.
Franklin, N. P. Kinsley.
Greensburg, H. B. Twitmyer.
Harrisburg, Lemuel O. Foose.
Ha/Jeton, David A. Harman.
Homestead, John C. Kendall.
Huntingdon, William M. Benson.
Johnstown, T. B. Johnston.
Lancaster, R. K. Buehrle.
Lansford, .
Lebanon, Cyrus Boger.
Lock Haven, John A. Robb.
McKeesport, H. F. Brooks.
* Principal.
NAME REGISTER.
645
II. — City Superintendents — Continued.
PENNSYLVANIA — continued .
Mahanoy City, Frank Seward Miller.
Mauch Chunk, James J. Bevan.
Meadville, Henry V. Hotohkiss.
Middle town, H. H. Weber.
Milton, S. O. Goho.
Monongahela City, E. W. Dalby.*
Mount Carmel, Samuel H. Dean.
Nanticoke, Clarence B. Miller.
New Brighton, J. Burdette Richey.
New Castle, William J. Shearer.
Norristown, Joseph K. Gotwals.
Oil City, C. A. Babcock.
Olyphant, M. W. Cumming.
Philadelphia, Edward Brooks.
Phoenixvllle, Mary F. Leister.
Pittsburg, George J. Luckey.
Pittston, Ro]>ert Shiel.*
Plymouth (borough), Irving A.Heike8.*
Pottstown, William W. Rupert.
Pottsville, B. F. Patterson.
Heading, Samuel A. Baer.
Renovo, D. M. Brungard.
Scranton, George W. Phillips.
Shamokin, William F. Harpel.
Sharon, J. W. Canon.
Sharpsburg, E. B. McRoberts.
ShenandotSi, Martin P. Whitaker,
South Bethlehem. Owen R. Wilt.
South Chester,' A. G. C. Smith.*
South Easton.'^ Samuel E. Shull.
Steel ton, L. E. McGinnis.
Sunbury, C. D. Oberdorf.
Tamaqua, Robert T. Ditchburn.
Tarentum, B. S. Hunnell.
Titus vlUe, Robert D. Crawford.
Towanda, Minor Terry.'
Tyrone, C. E. Kauffman.
Union town, Lee Smith.*
Warren, W. L. MacGowan.
Washington, A. G. Braden.
West Chester, Addison Jones.
Wilkesbarre, James M. Coughlin.
Wllkinsburg, J. D. Anderson.
Williamsport, Samuel Transeau.
York, Atreus, Wanner.
RHODE ISLAND.
Bristol, J. P. Reynolds.
Central Falls, Frank O. Draper.
East Providence, George N. Bliss.
Newport, Benjamin Baker.
OlneyvlUe, Nathan M. Wright.
Pawtucket, Oilman C. Fisher.
Providence, Horace S. Tarbell.
Westerly, W. R. Whittle.'
Woonsocket, F. E. McFee.
SOUTH CAROLINA.
Charleston, Henry P. Archer.
Columbia, D. B. Johnson.
» Principal.
Supervising principal.
'Post-office, Chester.
SOUTH CAROLINA— continued.
Greenville, William S. Morrison.
Spartanburg, P. T. Brodle.
SOUTH DAKOTA.
Sioux Falls, A. M. Rowe.
TENNESSEE.
Chattanooga, A. T. Barrett.
Clarksville, J. W. Graham.
Columbia, J. G. Meadors.
Jackson, Thomas H. Paine.
Johnson City, R. H. Freeland.
Knoxvllle, Albert Ruth.
Memphis, George W. Gordon.
Nashville, Z. H. Brown.
TEXAS.
Austin, John B. Winn.
Brenham, E. W. Tarrant.
Brownsville, J. F. Cummings.
Corpus Chrlsti, Charles W. Crossley.
Corslcana, J. T. Hand.
Dallas, J. L. Long.
Denlson, William Gay.
El Paso, W. H. Savage.
Fort Worth, P. M. White.
Gainesville, E. F. Comegys.
Galveston, Oscar H. Cooper.
Greenville, J. H. Van Amburg.
Houston, W. S. Sutton.
Laredo, F. A. Parker.
Marshall, Chesley F. Adams.
Palestine, P. V. Pennypacker.
Paris, J. G. Wooten.
San Antonio, J. E. Smith.
Sherman, W. Leonard Lemmon.
Temple, J. E. Blair.
Tyler, John A. Boon.
Waco, Charles T. Alexanc^er.
UTAH.
Logan, Ida J. Cook.
Ogden City, R. S. Page.*
Provo City, William S. Rawnugs
Salt Lake City, J. F. Mlllspaugh.
VERMONT.
Barre, O. D. Mathewson.
Brattleboro, James H. Babbitt.
Burlington, Henry O. Wheeler.
Rutland, Edward L. Temple.
St. Albans, F. W. Whippen.
VIRGINIA.
Alexandria, Kosciusko Kemper.
Charlottesville, F. W. Lane.
Danville, John A. Herndon.
Fredericksburg, E. M. Crutohfield.
* County superintendent; i>o8t-offlce, Media.
•Post-offlce, Easton.
646
EDUCATIOH BEPORT, 1891-92.
■
II. — City SuPBBUfTBifDBNTs — Ck>ntinned.
VXIKHKIA— oontinued.
Lynohbur^, E. C. OlasB.
Manchester, A. H. Fitzg^erald.'
Newport News, J. H. Craflford.'
Norfolk, K. C. Murray.
Petersburg, D. M. Brown.
Portsmouth, Jacobs.
Richmond, William P. Fox.
Roanoke, Rush U. Derr.
Staunton, John H. Bader.
Winchester, Maurice M. Lynoh*
WASHINGTON.
Fairhaven, C. W. Albright.
New Whatcom, G. B. Johnson.
Olympia, B. W. Brintnall.
Port Townsend, O. B. Grant.
Seattle, Frank J. Barnard.
Spokane Falls, D. Bemise.
Tacoma, H. M. James.
Wallawalla, R. C. Kerr.
WEST VIRGINIA.
Charleston, George S. Laidley.
Huntington, James M. Lee.
Martinsburg, J. A. Cox.
Parkersburg, W. M. Straus.
Wheeling, W. H. Anderson.
WISCONSIN.
Antigo, John E. Martin.
Appleton, M. R. Winslow.
Ashland, J. M. Turner.
Baraboo, K, C. Wis wall.
'Principal.
¥asc50N8iN — continued .
Beaver Dam, James J. Dick.
Beloit, C. W. Merriman.
Berlin, Perry Niskem.
Chippewa Falls, R. L. Barton.
E!auclaire, J. K. McGregor.
Fond da I^c, Ed. MoLougfalin.
Fort Howard, A. W. Burton.
Green Bay, McMahon.
JanesTllle, D. D. Mavne.
Kaukauna, H. S. Cooke.
Kenosha, D. A. Mahoney.
Lacrosse, Albert Hardy.
Madison. R. B. Dudgeon.
Manitowoc, H. Evans.
Marinette, J. F. Powell.
Menasha, M. M. Schoetz.
Menomonee, Judson E. Hoyt.
Merrill, ■ .
Milwaukee, George W. Peckham.
Neenah, J. N. Stone.
Oconto, Eln er E.Carr.
O.shkosh, Rufus H. Halsey.
Portage, A. C. Kellogg.
Racine, O. C. Seelye.
Sheboygan, George Heller.
Stevens Point, Honrv A. Simonds.
Superior, A. W.Rankin.
Watertown, C. F. Viebahn.
Waul esha, George H. Reed.
Wausau, William R. Moss.
White Water, T. B. Pray.
WYOMING.
/
Cheyenne, James O.Churchill.
Laramie, P. W. Lee.
2 County superiuteudeut : post-offlco, Loe
Hall.
IIL — College Presidents.
J. — Colleges for males and coed'iumtional colleges of liberal arts.
Name of president.
University or college.
Address.
Arthur W . McGaha, D. D _ .
Howard Collecre
East Lake, Ala.
A. S. Andrews, D. D., LL. D_
George R. McNeill , A. M
Henry J. Willingham, a. B .
J. M. Bledsoe
Southern University
T^ Fayette College
Lineville College
Scottsboro College
Selma University
Greensboro, Ala.
I A Fayette, Ala.
Lineville, Ala.
Scottsboro, Ala.
Charles L. Puree, D. D
Selma, Ala.
James Lonergan, S.J
R. C. Jones, LL. D
Spring Hill College
University of Alabama
University of Arizona
Ouachita Baptist College .
Arkansas College -
Hend rix Colle£?e
Spring Hill, Ala.
University, Ala.
Tucson, Ariz.
Arkadelphia, Ark.
Bates ville. Ark.
Conway, Ark.
Little Rook, Ark.
Theo. B. Comstock, sc. D ..
John W. Conger, a. M
Eugene R. Long, PH. D
A C.Millar, A. M
M L. Curl.D. D
Little Rock University
Philander Smith College..
University of California...
Thomas Mason, a. M., d.d. .
Martin Kellogg, A. M
Do.
Berkeley, Cal.
KAM1& KE6TSTSR.
647
III. — College Pbesibicntb — Continued.
I. — Colleges for '^nales avil coedurottonaZ colleffes of Uberal urtt* — Continued.
Name of president.
University or college.
"Win. Henslee, A. B-
W. C. Sawyer, ph. d., act-
ing pre6.
James C. Keith, A. B
A. J. Me^er, c. M
J.N. Beard. D. D
S. B. Morse, D.D
Brother Cianan
Edward Allen, s. J
Joseph Riordan, s. J
J. S. Austin, A.M
D. S. Jordan, ph. d., ll.. d. .
J. P. Widney, a. m., m. d
"W. J. Ham. a. M
Henry D. McAneney, a, m..
James H . Baker. LL. D
"Wm. F. Sloeum. jr., LL.D _.
Horatio S. Beavis, a. m.,
PH. B.
Wm. P. McDowell, ph. d.,
s. T. B.
George W. Smith, d. d.,
LL. D.
B. P. Raymond, D. D., ll. d.
Timothy D wight, D. D.,
LL. D.
Albert N. Raub, PH. D
James C. Welling, ll. d
J. Havens Richards, s. J
Jei-emiah E. Rankin, D. d.,
LL. D.
E. M. Gallaudet, ph. d.,
LL.D.
John F. Forbes, ph. d
W. F. Melton. A. M _
A. F.Lewis, A.M
Charles G. Fairchild
Will. E. Boggs. D.D., LL. D..
Horace Bumstead, D. D
Frank .T. Amis, B. S
Lamont Gordon. B. s
J. B Gambrell, D. D
W. A. Candler, D. D
D. C. John, D. D
C C. Spence.A.B
Franklin B. Gault :...
J. G. Evans, D. D., LL. D...
Wm. H. Wilder, A. M., D. D.
M .L Marsile, c. S. v
James £. Rogers, d. d., ph.
D.
Pierce Christian College ..
University of the Pacifio . .
Washington College
St. Vlnoen Vs College _
Napa College -
Calif oinia College
St. Mary 'd College
St. Ignatius College •
Santa Clara College
Pacific Methodist College .
Leland Stanford Junior
University.
University of Southern
California.
San Joaquin Valley Col-
lege
Hesperian College
University of Colorado
Colorado College
Presbyterian College of
the Southwest.
University of Denver
Address.
Trinity College
Wesley an University
Yale University
Delaware Col lege
Columbian University ..
Georgetown University .
Howard University .
National Deaf Mute Col-
lege.
John B. Stetson Universitv.
Florida Conference Col-
lege.
Seminary West of the Su-
wannee River.
Rollins College ._
University of Georgia
Atlanta University
Bowdon College
Buford College
Mercer University
Emory College
CI rk University --
Young Harris College
University of Idaho
Hed ding College
IllinoisWesleyanUniversity
St Viateur's College
Blackburn University
College City, Cal.
College Park, Cal.
Irvington« Cal.
Los Angeles, Cal .
Napa, Cal.
Oakland, Cal.
Do.
San Krancisoo. Cal.
Santa Clara, Cal.
Santa Rosa, Cal.
Stanford University,
Cal.
University, Cal.
Woodbridge, Cal.
Woodland, Cal.
Boulder, Colo.
Colorado Springs,
Colo.
Del Norte, Colo.
University Park,
Colo.
Hartford. Conn.
Middletown, Conn.
New Haven. Conn.
Newark. Del.
Washington, D. C.
Do.
Do.
Do.
De Land, Fla.
Leesburg. Fla.
Tallahassee, Fla.
Winter Park, Fla.
Athens, Ga.
Atlanta. Ga.
Bowdon. Ga.
Buford. Ga.
Macon. Ga.
Oxford. Ga.
South Atlanta, Ga.
Younsr Harris, Ga.
Moscow. Idalio.
Abingdon, ill.
Bloomington, 111.
Bourbonnais Grove,
III.
Carlinville, III.
648
EDUCATION REPORT, 1891-92.
III. — College Presidents — Continued.
I. — Colleges for males and coeducational colleges of liljeral arts — Coiitinu<,-d.
Name of president.
Holmes Dysinger, D. D
Andrew S. Draper.
Thomas S. Fit/.gerald, S.J.
Wm. R. Harper, PH. D., D. D
Daniel Irion
Carl Johann, A. M., ll. d. . .
Henry W. Rogers, ll. d
J. A. Leavitt
J. H. Breese, ph. d
J. H. Finley, A.M
John V. N. Standish, PH. D .
John E Bradley, PH. D
John M. Coulter, ph. d., ll.
D.
Morris L. Barr, A. B
A. E.Turner, a. m
J. B. McMichael, D. D
H. J. Klekhoefer, a. M
B. W. Baker, A. M
Nicholas Leonard, o. s. F . .
Olof Olsson
Hugoline Stor ff, o. s. F
A. A. Kendri«k, D. D
W. H. Klinefelter, D. D
Chas. A. Blancharid
Joseph Swain, LL. D
Geo. 8. Burroughs, PH. D.,
D. D.
Andrew Baepler
William T. Stott, D. D
John P. D. John, D. D
D. W. Fisher, D, D., LL. D. . .
W. H. Divis
Scot Butler, A. M
L. J. Aldrich, A. M., D. D-.-.
John H. Martin, A. M., D. D .
Andrew Morrissey, c. S. o . .
Joseph J. Mills, A. M., ll. d .
George Hindlej'-.
Fin tan Mundwiler, o. s. B, . .
T. C. Reade, A.M
James Marshall, A. m., d. d. .
Frederick Schaub, A. M
W. W. Chandler, PH. D
Wm. S. Perry, D. D., LL. D.,
D. c. L.
Laur. Larsen
H. L. Stetson, D. D
B. O. Aylesworih
Ambrose C. Smith, d.d
John W. Bissell, A. M., D. D. .
George A. Gates, d. D
Alexander G. Wilson, D. D-.
Fletcher Brown, A. M., B. D .
Charles A, Schaeffer, ph. d
Friedrich Munz, A. M
C. L,. Stafford, d. D
Wm. P. King, LL. D
UniverBlty or college.
Address.
Carthage College
University of Illinois
St. Ignatius College
University of Chicago
Evangelical Prosemlnary .
Eureka College
Northwestern University _
Ewing CoUeffe
Northern Illinois College .
Knox College
Lombard University
Illinois College . . . "
Lake Forest University . .
McKendree Col lege
Lincoln University
Monmouth College
Northwestern College
Chaddock College -
St. Francis Solanus College
Augustana College
St. .) oseph s Diocesan Col-
lege.
Shurtleff College
Westfield College
Wheaton C 'oUege
Indiana University
Wabash College
Concordia College
Fran klin College
De Pauw University
Hanover College . . _
Hartsville College
Butler University
Union Christian College . .
Moore's Hill College
University of Notre Dame.
Earlham College
Ri Igeville College _ .
St. Meinrad's College
Taylor University
Coe College
German English College . .
Amity College
Griswoli College
Luther College .-_
Des Moine j College
Drake University
Parsons College
Upper Iowa University
Iowa College
Lenox College - -
Simp-on College
State University of Iowa.
German College
Iowa Wesleyan University
Cornell College
Carthage, III.
Champaign, 111.
Chicago, 111.
Do.
Elmhurst, III.
Eureka, 111.
Evanston, 111.
Ewing, 111.
Fulton, III.
Galesburg, 111.
Do
Jacksonville, III.
Lake Forest, 111.
Lebanon, III.
Lincoln, 111.
Monmouth, 111.
Napervllle, III.
Quincy, 111.
Do.
Rock Island, 111.
Teutopolis, 111.
Upper Alton, 111.
Westfield, 111.
Wheaton, 111.
Bloomington, Ind.
Crawfordsville, Ind
Fort Wayne, Ind.
Franklin, Ind.
Greenoastle, Ind.
Hanover, Ind.
Hartsville, Ind.
Irvington, Ind.
Merom, Ind.
Moore's Hill, Ind.
Notre Dftm^', Ind.
Richmond, Ind.
Ridge ville, Ind.
St. Meinrad, Ind.
Upland, Ind.
Cedar Rapids, Iowa.
Charles City, Iowa.
College Springs, Iowa
Davenport Iowa.
Decorah, Iowa.
Des Moines, Iowa.
Do.
Fairfield, Iowa.
Fayette, Iowa.
Grinnell, Iowa.
Hopkinton Iowa.
Indianola, Iowa.
Iowa City, Iowa.
Mount Pleasant, Iowa
Do.
Mount Vernon, Iowa.
NAME REGISTER.
649
III. — College Presidents — Continued.
I. — Colleges for males and coeducatimial colleges of liberal arts — Continued.
Name of president.
J. M. Atwater, A. M
Absalom Rosenberg-er, A.
B.f LL. B«
John Stuart, B. D., ph. D..
William Brush, D. D
University or college.
Oskaloosa College
Penn College
Address.
John M. Linn, A. M
Wm. M. Brooks, A. M
A. P. Funkhouser
George Grossmann
Jacob A. Clutz, D. D
Innocent Wolf, o. s . B. , D. D.
Wm. A. Quayle, a.m
J. D. Hewitt, D. D
J. A. Weller, D. D
S. Ensminger, acting
E. J. Hoenshel
F. H. Snow, PH. D., LL. D .
O. B. Whitaker
C. A. Sweneson, a. M
F. W. Colegrave, A. M
Edward A. Higgins, s. J -.
Aaron Schuyler, LL. D
F. M. Spencer, D. D
Peter Mc Vicar, A. M., D. D.
A. S. Miller, A. M., PH. D . .
Milton E. Phillips, D. D....
Wm. G. Frost, PH. D
Wm. A. Obenchain, A. M...
W. C. Young, D. D., LL. D-
W. S. Giltner, A.M
D. F. Boyd
A. C. Davidson D. D
J. W. Hardy
Milton Elliott
Charles L. Loos
L. H. Blanton, d.d.
W. S, Ryland, D. D .
D. W. Batson, a. m
J. W. Nicholson, a. m
James H. Blenk, s. M
W. L. C. Hunnicutt, D. D.
C. W. Tomkies
Henry L. Hubbell^^D. D -.
D. McKlniry, s. J
E. C. Mitchell, d.d
L. G. Adkinson, d.d
Oscar Atwood, A. M
Wm. P. Johnston, LL. D
William De Witt Hyde, d.d.
Oren B. Cheney, d.d
B. L. Whitman, A.M
Central University of Iowa
University of the North-
west.
Buena Vista College
Tabor College
Western College
Wartburg College
Midland College
St. Benedict's College
Baker University
College of Emporia
Central College
Highland University
Campbell University
University of Kansas
Lane University
Bethany College
Ottawa University
St. Mary's College
Kansas wesleyan Univer-
sity.
Cooper Memorial College .
Washburn College
Wichita University
Southwest Kansas College -
Berea College
Ogden College
Centre College
Eminence College -.-
Kentucky Military Insti-
tute.
Georgetown College
South Kentucky College . .
Garrard College
Kentucky University
Central University
Bethel College
St. Mary's College
Kentucky Wesleyan Col-
lege.
Louisiana State Univer-
sity.
.Jefferson College
Centenary College of Lou-
isiana.
Keachie College
Lake Charles College
College of the Immaculate
Conception.
Leland University
New Orleans University . .
Straight U niyersity
Tulane University
Bowdoin College
Bates College
Colby University
Oskaloosa, Iowa.
Do.
Pella, Iowa.
Sioux City, Iowa.
Storm Lake, Iowa
Tabor, Iowa.
Toledo, Iowa.
Waverly, Iowa.
Atchison, Kans.
Do.
B lid win, Kans.
Emporia, Kans.
Enterprise, Kans.
Highland, Kans.
Holton, Kans.
L'iwrence, Kans.
Lecompton, Kans.
Lindsborg, Kans.
Ottawa, Kans.
St. Mary's, Kans.
Saliua, Kans.
Sterling, Kans.
Topeka, Kans. .
Wichita, Kans.
Winfield, Kans.
Berea, Ky.
Bowling Green, Ky.
Danville, Ky.
Eminence, Ky.
Farmdale, Ky.
Georgetown, Ky.
Hopkinsville, Ky.
Lancaster, Ky.
Lexington, Ky.
Richmond, Ky.
Russellville, Ky.
St. Marys, Ky.
Winchester, Ky.
Baton Rouge, La.
Convent, La.
Jackson, La.
Keachie, La.
Lake Charles, La.
New Orleans, La.
Do.
Do.
Do.
Do.
Brunswick, Me.
Lewiston, Me.
Waterville. Me.
KAME KE6I8TER.
651
III. — CoLLEOK Presidents — Coiitiuued.
I. — Ck>Uegesf0r males and coeducati(nial colieges of liberal art* — Continued,
Name of president.
Will Z. Lonir, A.M
G. A. Hoffmann
Francis V. Nugent
Salem G. Pdttison
Richard H. Jesse, i^L. D
W. H. Lowry, B. L
J. D. Hammond, D. D
Wm. Hoee Marquess
Cbas. C. Hemenway
J. H. Selden, A.M
J. T. Aldridge
J. P. Cook, A.M., Lli.D
H. G. King
J. P. Greene, D. D., LL. D. .
Wm. H. Black, D. D
J.B.Ellis -
C.C.Woods, D. D
L. M. McAiee
Janies A. L nius
Brother Pauiian. p. S. C
Joseph GrimmelBman, s. J. .
Winfield S. Chaplin, ll. D.
C. D. Adams, ph. D.. acting
J. A. Thompson, A.M ,
F. A Z. Kumler, A.M
H. A. Koch, D.D
James Reid, a-B
David R. Kerr, PH. D,, D. D
David R. Dungan, A.M
David B. Perry, A.M
A. J. Mercer, A.M
James H. Canfield, LL. D..
H.K.Warren, A.M
James F. X. Hoeffer, s. J
Isiiac Crook, D. D
J. George, a. M
Stephen A. Jones, ph. d
W. J. Tucker, D. D., LL. D.
Ernest Helmstetter
Austin Scott, PH. D, LL. D.
Francis L. Patton, D. D.,
LL.D.
Wm. F. Mnrshall, a. m .-.
P. H. Guicheteau, S. P. M .
E. S. Stover
Arthur E. Main» D. D
Joseph F. Butler, o. s. P ..
Roberts. Fairbairn, D. D.,
LL. D.
David H. Cochran, ph. d.
LL. D.
Brother Jerome, o. S. F -.
J. A. Hartnett, c. M
University or college.
Address.
PikeCoUege
Christian University
St. V incent^s College
Carthage Collegiate Insti-
tute.
University of the State of
Missouri.
Gi'and River College
Central College
Westminstsr College
Pritchett School Institute.
Ozark Collecfe
Western College . -
La Grange College
Lawson Presbyterian Col-
lege.
Willi im Jewell College. ..
Missouri Valley College. . _
Morris ville College
Scarritt Collegiate Insti-
tute.
Park College
St Charles College
College of the Christian
. Brothers.
St. Louis University
Washington University...
Drury College
Tarkio College
A valon College
Central Wesleyan College .
College of Montana
University of Omaha
Cotner University
Doane College
Fairfield College
University of Nebraska. -.
Gates College
CreightoA University
Nebraska Wei ley an Uni-
versity.
York College
State University of Nevada
Dartir outh College
St. Benedicts Collecre
Rutgers College
College of New Jersey
Seton Hall College
College of theS acred Heart
University of New Mexico-
Alfred University
St Bonaventure's College.
St. Stephen s College
Polytechnic Institute of
Brooklyn.
St. Francis College
St. .John's College
Bowling Green, Mo.
Canton, Mo.
Cape Girardeau, Mo.
Carthage, Mo.
Columbia, Mo.
Edinburg, Mo.
Fayette, Mo.
Fulton, Mo.
Glasgow, Mo.
Greenfield, Mo.
La Belle, Mo.
La Grange, Mo.
Lawson, Mo.
Liberty, Mo.
Marshall. Mo.
Morrisville. Mo.
Neosho, Mo.
Park ville. Mo.
St. Charles, Mo.
St. Louis, Mo.
Do*
Do.
Springfield. Mo.
Tarkio, Mo.
Trenton, Mo.
Warren ton, Mo.
Deer Lodge, Mont.
Bellevue, Nebr.
Bethany, Nebr.
Crete, Nebr.
Fairfield, Nebr.
Lincoln, Nebr.
Neligh, Nebr.
Omaha, Nebr.
University Place,
Nebr.
York, Nebr.
Reno, Nev.
Hanover, N.H.
Newark, N.-J.
New Brunswick, N.J.
Princeton, N. J.
South Orange, N.J.
Vineland, N. J.
Albrquerque.N.Mex.
Alfred Center, N. Y.
Allegany, N. Y.
Annandale N. Y
Brooklyn, N. Y.
Do.
Do.
652
EDUCATION REPORT, 1891-92.
III. — College Presidents — Continued.
I. — Colleges for males and coeducational colleges of liberal arts — Continued.
Namo of president.
University or college.
John I. Zahm, 8. J
Alpheus B. Hervey, ph. d .
M. Woolsey Stryker, D. D .
Eliphalet N. Potter, s. T.
D., LL. D., D. C. L.
N. L. Andrews
Jacob G. Schurman, sc. D.,
LL. D.
George H. Bali, d. d
Wm. O'B. Pardow, s. j
Alexander S. Webb, LL. D .
Seth Low, LL. D
Brother Anthony
Thomas J. Gannon, S. J
H. M. MaoCraoken, d. d.,
LL. D.
P. V. Kavanagh, c. M
David J. Hill, LL. D
Andrew V. V. Raymond,
D. D.
James R. Day, D. D _
George T. Winston, ll. d
D. J. Sanders, D. D
J. B. Shearer, D.D., LL. D..
John F. Crowell, litt. d . .
L. Lyndon Hobbs, A. M
J. D. Shirey, A. M
J.C. Clapp, D. D -.
R. L. Abernethy, A. M., D. D.
Chas. E.Taylor, D. D., litt.
B.
H. F. Wogan, ph.*D., D. d.
Reuben A. Beard
Wm. H. Becker, LL. B
W. Merrifield, A. M
M. V. B. Knox, D. D.
Orello Cone, D. D. . _
Tamerlane P. Marsh, D. d ..
D. C. Christner, D. D., LL. D.
Chas. W. Super, PH. D
Joseph E. Stubbs, d.d„ ll.d.
Wm. Nast. D. D
James Rogers, c. S. o
H. A. Schapman, s. J
W. O. Sproull, PH. D., LL. D.
H. J. Ruetenik, D. D
Chas. F. Thwing, D. D
Canisius College
St. Lawrence University
Hamilton College
Hobart College
Colgate University
Cornell University
Keuka College
College of St. Francis
Xavier.
College of the City of
New York.
Columbia College
Manhattan College
St. John's College
University of the City of
New York.
Niagara University _ .
University of Rochester.
Union University
Sy racuse University
University of North Caro-
lina.
Biddle University
Davidson College
Trinity College
Guilford College
North Carolina College
Catawba College
Shaw University
Rutherford College
Llvlngtone College. -
Wake Forest College.
Weavervllle College
North Dakota University
Fargo College
Rolla University
University of North Da-
kota.
Red River Valley Univer-
sity.
Buchtel College
Mount Union College
Ashland University
Ohio University
Baldwin University
German Wallace College .
St. Joseph's College
St. Xavier College
University of Cincinnati .
Calvin College -
Western Reserve Univer-
sity.
Address.
Buffalo, N.Y.
Canton, N. Y.
Clinton, N. Y.
Geneva, N. Y.
Hamilton, N. Y.
Ithaca, N. Y.
Keuka College, N. Y.
New York, N. Y.
Do.
Do.
Do.
Do.
Do.
Niagara University,
N. Y.
Rochester, N. Y.
Schenectady, N. Y.
Syracuse, N. Y. ^
Chapel Hill, N. C.
Charlotte, N. C.
Davidson. N. C.
Durham, N. C.
Guliiord College.
N.C.
Mt. Pleasant, N. C.
Newton, N. C.
Raleigh, N. C.
Rutherford College,
N.C.
Salisbury, N. C.
Wake Forest, N. C.
Weavervllle, N. C.
Bismarck, N. Dak.
Fargo. N. Dak.
Rolla, N. Dak.
University, N. Dak.
Wahpeton. N. Dak.
Akron, Ohio. /
Alliance, Ohio.
Ashland Ohio.
Athens, Ohio.
Berea, Ohio.
Do.
Cincinnati, Ohio.
Do.
Do
Cleveland. Ohio.
Do.
NAME BE0I8TER.
65£
III. — GoiiLEGE Presidents — Continued.
I. — CoUegeafar males and coeducational colleges of liberal arts — Continued.
Name of president.
C. -H. L. Schuette, a.m
Wm. H. Scott, LL. D
James W. Bashford, ph. D .
Wm. N. Y^tes, acting..
Tfaeodore Sterling, ll. d. . .
Orvon G.Brown, A. M
D. B. Purinton, A. M., LL. D .
Fenton Gall, B. s
Ely V. Zollars, ll. D
S. M. Jamieson, D. D
John W. Simpson, d.d.,ll.d
W. A. Williams, D. D
Jesse Johnj; on
Wm.G.Ballantine,D.D.,LL.D
Wm. O. Thompson, D. D...
Geo.W.MacMillan,PH.D.,DD
John M. Davis, PH. D
R. M. Freshwater, D. D., act-
ing.
Samuel A.Ort,D. D
John A. Peters. D. D
.Thomas F. Moses, a.m., m.d
Thomas J. Sanders, PH. D.
S. T. Mitchell, a. m., ll. d
James B. Unthank, M. S.-.
S. F. Scovel, D. D
Daniel A. Long, D. D., LL. D
D. R. Boyd, A. M
D. Atkins, d. d.
Chas. H. Chapman, PH. D..
Thomas McClelland, D. D. . .
T. G. Brownson
Thomas Newlin
Wm. S. Gilbert, A. M
Willis C. Hawley, A. M.,
acting.
W. J. Holland, PH. D., D. D.
Theodore L. Seip, D. D
E. B. Bierman, ph. d
Leander Schnerr
W. P. Johnston, A. M
George £. Reed, D. D., LL. D.
C. E. Hyatt, C. E
Henry T. Spangler, A. M...
Solomon P. Hogue . _
E. D. Warfield, ll. d
H.W. McKnight, D. d.,ll. d
Theo. B. Roth
Isaac C. Kotler, ph. d
Isaac Sharp I ess, sc. D., ll. d
John S. Stahr, ph. d., d, d.
John H. Harris, ph. d
Isaac N- Kendall, d. d
Brother Francis, o. s. p. . . .
University or college.
Capital Oniversity
Ohio State University
Ohio Wesley an University
Findlay College
Kenyon College
Twin Valley College
Denison University
Hillsboro College
Hiram College
Hop3dale NormtJ College
Marietta College
Franklin College
Muskingum C >llege
Oberlin College
Miami University
Rich mond College
Rio Grande College
Scio College
Address.
Wittenberg College
Heidelberg University
Urbana University
Otterbein University
Wilberforce University - . .
Wilmington College
University of Wooster
Antloch College
University of Oklahoma. ..
Corvallis College
University of, Oregon
Pacific University
McMinnvllle College
Pacific College
Philomath College
Willamette University
Western University of
Pennsylvania.
Muhlenberg College
Lebanon Valley College . . .
St. Vincent College
Geneva College
Dickinson College
Pennsylvania Military
College.
Ursinus College
1 'onongahela College
Lafayette College
Pennsylvania College
Thlel College
Grove City College
Haverford College
Franklin and Marshall Col-
lege.
Bucknell University
Lincoln University
St. Francis College
Columbus, Ohio.
Do.
Delaware, Ohio.
Findlay, Ohio.
Gambler, Ohio.
German town. Ohio.
Granville, Ohio.
Hillsboro, Ohio.
Hiram, Ohio.
Hopedale, Ohio.
Marietta, Ohio.
New Athens, Ohio.
New Concord, Ohio.
Oberlin, Ohio.
Oxford, Ohio.
Richmond, Ohio.
Rio Grande, Ohio.
Scio, Ohio.
Springfield, Ohio.
Tiffin, Ohio.
Urbana, Ohio.
Westerville, Ohio.
Wilberforce, Ohio.
Wilmington, Ohio.
Wooster, Ohio.
Yellow Springs,Ohio
Norman. Okla.
Cop vail is, Oreg.
Eugene, Oreg.
Forest Grove, Oreg.
McMinnvllle, Oreg.
Newberg, Oreg.
Philomath, Oreg.
Salem, Oreg.
Allegheny, Pa.
Allen town. Pa.
Annville, Pa.
Beatty, Pa.
Beaver Falls, Pa.
Carlisle, Pa.
Chester, Pa.
Collegeville, Pa.
East McKeesport,Pa
Easton, Pa.
Gettysburg, Pa.
Greenville, Pa.
Grove City, Pa.
Haverford, Pa.
Lancaster, Pa.
Lewisburg, Pa.
Lincoln Universitj
Pa.
Loretto, Pa.
654
EDUCATION REPORT, 1891-92.
III. — College Presidents — Continued.
I. — Colleges for males and coeducational colleges ofUbei'al arts — Continued.
Name of president.
University or college.
Wm. H. Crawford, d. d
Aaron E. Gobble, A. M .
R. G. Ferguson, D. D
R. E.Thompson
Brother Isadore
Charles C. HarriBOQ
E. M. Wood, D. D., LL. D
John T. Murphy, c. S. SP ---
Charles Do Garmo, PH. D ..
Christopher A. McEvoy,0.
s. A.
James D. Morat, D. D
E. B. Andrews, D. D.. LL. D .
H. E. Shepherd, A. M.,LL. D -
E. C. Murray. A. M-
Joseph W. Morris, a. m.,
LI.. D.
James Wood row, ph. d.,
LL. D.
W. M. Grier, D. D
Charles Manly, D. D
G. W. Holland, PH. D., D. D ,
L. M. Dunton, d.d
James H. Carlisle, LL. D
Wm. M. Blackburn. D. D ...
J. W. Hanoher, M. S., A. M -
W. I. Graham, A. M
I. P. Patch -
Joseph W. Mauck, A. M
Albert T. Free, A. M
J. Albert Wallace, D. D ..---
Is*wc W. Joyce. D. D., LL. D -
Geo/go Summey, D. D
Allegheny College
Central Pennsylvania Col-
lege.
Westminster College
Central High Sohool
La Salle College -
University of Pennsylvania
Du' ; uesne College
Hol^ Ghost College
Swarthmore Colle^^e
Villanova College
Washington and JefTer-
son College.
Brown University
College of Charleston
Presbyterian College of
South Carolina.
Allen University
S. G. Gilbreath
G. M. Savage, a. m., ll. d _ _
J. S. McCulioch, D. D
Chas. W. Dabney, jr., PH.
D., LL. D.
N. Green, LL. D
T. H. M. Hunter, A. B
, S. W . Boardman, ll. d
Brother Maurelian
S. Hop wood, A. M.
J. T. Henderson..
J. Braden, d. D
E. M. CravatH, D. D
Alfred Owen, D.D
James H. Kirkland. PH. D
B Lawton Wiggins, a. m.
W. M. Billingsley, a. M...
South Carolina College ..
Ersklne College
Furman University
Newberry College
Claflin University
Wofford College
Pierre University
Black Hills College
Dakota University
Redfield College ._-
University of South Da-
kota.
Yankton College
King College
U. S. Grant University
Southwestern Presbyteri-
an University.
Hiwassee College
Southwestern Baptist Uni-
versity.
Knoxville College
University of Tennessee...
Cumberland University - . .
Bethel College
Maryville College
Christian Brothers* Col-
lege.
Milligan College
Carson and Newman Col-
lege.
Central Tennessee College .
Pisk University
Roger Willifims University
Vanderbilt University
University of the South.. .
Burritt College
Address.
Meadvllle, Pa.
New Berlin, Pa.
New Wilmington » Pa.
Philadelphia, Pa.
Do.
Do.
Pittsburg, Pa.
Do.
Swarthmore, Pa.
Villanova, Po.
Washington, Pa.
Providence, R. I.
Charleston, S. C.
Clinton, S. C.
Columbia, S. C.
Do.
Due West, S. C.
Greenville, S. C.
Newberry, S. C.
Orangeburg, S. C.
Spartanburg. S. C.
East Pierre. S. Dak.
Hot Springs S Dak.
Mitchell, S. Dak.
Redfield S. Dak.
Vermillion, S. Dak.
Yankton, S. Dak.
Bristol, Tenn.
Chattanooga, Tenn.
Clarksville, Tenn.
Hiwassee College,
Tenn.
Jackson, Tenn.
Knoxville, Tenn.
Do.
Lebanon, Tenn.
McKenzie, Tenn.
Maryville, Tenn.
Memphis, Tenn.
Milligan, Tenn.
Mossy Creek, Tenn.
Nashville, Tenn.
Do.
Do.
Do.
Sewanee, Tenn.
Spencer, Tenn,
ITAUE RBOI8TER.
655
III. — CoLLBGE PsBSiDENTB — Gontinaed.
I. — Colleges for males and coeducational ooUeges of liberal arts — Continued.
Name of president.
J. Li. Bachman
Jer ? Mooi% D. D
James T. Cooter, A. B
Leslie Waggener, ll. d
,). D. Robnett,D. D
Oscar L. Fisher , a. M., B. D. .
John O Shanahan, S.J
John H. McLean, A. M., D. D
J. B. Scott. D.D
S. M. Luckett. D. D
B. D.Cockrill
Addison Clark -
R. C. Burleson, D. D., ll. d.
H. T. Kealing, a. M
J. T. Kingsbury, a. M.,aet-
inor.
Matthew H. Buckham, D. D.
Ezra Brainerd, ll. D
Wm. W. Smith, A. M
Wm. M. Thornton, LL. D -.
R. O. Waterhouse, D. D
Richard Mcllwaine, D. D . . .
G. W. C. Lee, LL.D
B. Puryear, LL^
Julius D. Dreher, PH. D. .. .
F. N. English, A. M
Thos. M.Gatch,PH. D ^.
Calvin W. Stewart, D.D
Aegidius Junger, D. D
.lames F. Eaton -
Robert W. Douthat
H. McDearmid, A. M
Thos. E. Peden
P. B. Reynolds, D. D., acting
H. F. Fisk, D.D
Edward D. Eaton, D. D. ,
LL.D.
H. A. Muehlmeier, D. D
F. P. Dalrymple, a.m
Chas. K.Adams, LL. D
Wm. C. Whitford, D. D.-..
Leopold Bushart, S.J
RufusC. FJagg, D.D
Joseph Bainer
A. F. Ernsr.
A. A. Johnson, D.D
University or college.
Sweetwater College
Greeneville and Tusculum
C/oUege.
WaK«hington College -
University of Texas
Howard Payne College
Fort Worth University ._.
St. Mary's University
Southwestern University..
Wile V University
Austin College
Trinity University
Add-Rann Christian Uni-
versity.
Baylor University
Paul Quinn College
University of Utah
University of Vermont
Middlebury College
Randolph-Macon College .
University of Virginia
Emory and Henry College .
Hampden -Sidney College .
Washington and Lee Uni-
versity.
Richmond Colle';e
Roanoke College
Colfax College
Universitv of Washington.
Whit worth College
St. James Colletje
Whitman Colle;/e
Barboursville College
Bethany College
West Virginia College
West Virginia University.
Lawrence University
Beloit College
Mission House
Gale College
University of Wisconsin . .
Milton College
Marquette College
Ripon Colle^-'c
Seminary of St. Francis of
Sales.
No th western University .
University of Wyoming. ..
Address.
Sweetwater, Tenn.
Tusculum, Tenn.
Washington College,
Tenn.
Arstin, Tex.
Brown wood, Tex.
Fort Worth, Tex.
Galveston, Tex.
Georgetown, Tex.
Marshal], Tex.
Sherman, Tex.
Tehuacana, Tex.
Thorp Spring, Tex.
Waco, Tex.
Do.
SaitLake City, Utah.
Burlington, Vt.
Middlebury, Vt.
Ashland, Va.
Charlottesville, Va.
Emory, Va.
Hampden-Sidney, Va.
Lexington, Va.
Richmond, Va.
Salem, Va.
Colfax, Wash.
Seattle, Wash.
Sumner, Wash.
Vancouver, Wash.
Walla Walla, Wash.
Barboursville. W. Va.
Bethany, W. Va.
Flemington, W. Va.
Morgan town, W. Va.
Apple ton, Wis.
Beloit, Wis.
Franklin, Wis.
Galesville, Wis.
Madison, Wis.
Milton, Wis.
Milwaukee, Wis.
Ripon, Wis.
St. Francis, Wis.
Watertown, Wia.
Liiramie, Wyo.
656
EDUCilTION REPORT, 1891-1».
III. — College Presidents — Continued,
n . — Colleges for women ,
Name of president.
Cor.egre.
S, W. Averett, ll. d
Jaa. D. Wade, A. M
P. P. Winn, A. M
E. H. M'Jrfree
Alonzo Hill, A. M
John Massey, ll. d
j Athens Female College . . .
A. B. Jones, D. D., LL. D...| Huntsville Female College.
J.D.Anderson Huntsville Female Semi-
nary.
Judson Female Institute . .
Marion Female Seminary . .
Isbell College
Central I'emale College . . .
Tuskaloosa Female College
Alabama Conferenoe Fe-
male College.
Mills College
College of Notre Dame
San ta Rosa Seminary
Lucy Cobb Institute
Andrew Female College...
Dal ton Female College
Monroe Female College . . .
Georgia Female Seminary.
La Grange Female College.
Southern Female College..
Wesleyan Female College .
Georgia Normal and Indus-
trial College.
Shorter College
Youn^ Female College
Illinois Female Colles:e
Jacksonville Female A cad-
Mrs. C. T. Mills ,
Sister Mary Bernardine
Martha E. Chase
Miss M. Rutherford
P. S. Twitty
G. J. Orr
Rev. James E. Powell...
A. W. Van Hoose
Rufus W. Smith, A. M..,
Chas. C. Cox, A. M
E. H. Rowe ,
J. Harris Chappell ,
A. J. Battle, D. D., LL. D ..
John E. Baker
Joseph R. Ilarker, ph. d .
E. F. BuUard, A. M
C. W. Lefflngwell, D. D
Sarah F. Anderson
J. F. Hendy, d.d
Elisha S. Thomas, s. T. D
Benj. F. Cabell
Amanda M. Hicks ..
Miss C. A. Campbell
J. J. Rucker, ll. p .
J. M. Bent, D. D
E.W.Elrod
J. R. Biiumes
J. B. Skinner
H. B. McClellan, A. M.
Cadesman Pope
Mrs. B. W. Vineyard
W. H.Stuart
Erastus Rowley, D. D.
A. G. Murphey
MissL. V. Sullivan ,.
John M. Hubbard, A. M
S. W. Pearcy, A. M
George J. Ramsey, a. M .
A. D. McVoy, A. M
S. Decatur Lucas
H.S.Whitman
Address.
emy.
St. Mary's School
Rockfofd College
College for Youn^ Ladies.
College of the Sisters of
Bethany.
Potter College
Clinton College
Cald wel 1 College . . _
Georgetown Female Semi-
nary.
Liberty Female College . _ .
Lynnland Female College.
Daughters College
Hamilton Female College.
Sayre Female Institute ..
Millersburg Female Col-
lege.
Jessamine Female Institute
Owensboro Female College
Kentucky College for
Young Ladies.
Logan Female College
Stuart Female College
Stanford Female College..
Winchester Female Col-
lege.
Silliman Female Institute.
Mansfeld Female College
Je''^erson Davis College...
Westbrook Seminary
Athens, Ala.
Huntsville, Ala.
Do.
Marion, Ala.
Do.
Talladega, Ala.
Tuskaloosa, Ala.
Do.
Tuskegee, Ala.
Mills College, Gal
San Jose, Cal.
Santa Rosa, Cal.
Athens, Ga.
Cuthbert, Ga.
Dal ton. Ga.
Forsyth, Ga.
Gainesville, Ga.
La Grange, Ga.
Do.
Macon, Ga.
Milledgeville, Ga.
Rome, Ga.
Thomasville, Ga.
Jacksonville, III.
Do.
Knoxville, 111.
Rockford, 111.
Oswego, Kans.
Topeka, Kans.
Bowling Green, Ky,
Clinton, Ky.
Danville, Ky.
Georgetown, Ky.
Glasgow, Ky.
Glendale, Ky.
Harrodsburg, Ky.
Lexington, Ky.
Do.
Millersburg, Ky.
Nicholasville, Ky.
Owensboro, Ky.
Pewee Valley, Ky.
Russell ville, Ky.
Shelby ville, Ky.
Stanford, Ky.
Winchester, Ky.
Clinton, La.
Mansf e]d,LA.
Minden, La.
Deering, Me.
NAME REGISTER.
€57
III. — College Presidents — Continued.
II. — Colleges for women.
NHine of president.
Hdg'fir M. Smith
John F. Goucher, d,d
J. H. Apple, A.M
C. L. Keedy, a. M., M. D . . .
J. H. Turner, a. M
CO. Bragrdon, A. M
Arthur Gilman, a.m., sec-
retary. *
L. Clark Seelye, D. D
Mrs. E. S. Mead, A.M
R. B. Abbott, D. D
W. T. Lowrey, a. m., d. d. .
Lewis T. Pitzhugh
Mrs. Adeiia M. Hillman . . .
Robert Frazer, LL. D . .
B. R. Morris3n
Chas. W. Anderson
H.N. Robertson, a. M
W. V. Frierson
W. H. Huntley
L. M. Stone
Chas. H. Otken, LL. D
W. A. Oldham, A.M
T. W. Barrett, A.M
Hiram D. Groves
John W. Primrose, D. D . - .
Lilna Moxley
B. T. Blewett, LL.D
W. A. Wilson, A.M
Archibald A. Jones
J. D. Blanton
A. K. Yancey
Robert Irwin, d. D
Jesse M. Durrell
Gertrude G. Bowen
J. H. Mcllvalne, D. D
Bdward S. Friabee, D. D...
Truman J. Backus, ll. D-.
Bii/tig S. Green, d. d
Afiss James Smith, dean...
Goo. Pr. Samson, dd.,ll.d-
Jamea M. T*yh>r, d.d
^j^ Q2 42
Unive: slty or college.
Maine Wesleyan Seminary
and Femnle College.
Woman's College of Bedti-
more.
Woman's College
Kee Mar College
Lutherville Female Semi-
nary.
Lasell Seminary for Young
Women.
Harvard Annex
Address.
Smith College
Mount Holyoke Seminary
and College.
Wellesley College
Albert Lea College
Blue Mountain Female
College.
Whitworth Female Col-
lege.
Hillman CoUeo e . . j
Industrial Institute and I
College. I
Corinth Female College . -i
East Mississippi Female |
College.
Union 1- emale College i
Chickasaw Female College I
Port Gibson Female Col- '
lege.
Shuqualak Female College
Lea Female College
Christian Female College.
Stephens Female College .
Howard Payne College . . .
Synodical Female College
Presbyterian College
St. Louis Seminary
Baptist Female College . . -
Central Female College _.
Elizabeth Aull Female
Seminary.
Hardin College _
Linden wood Female Col-
lege.
New Hampshire Confer-
ence Seminary and Fe-
male College.
Bordentown Female Col-
lege.
Evelyn College
Wells College
Packer Collegiate Insti-
tute.
Elmira College
Barnard College
Rutgers Female College. - .
Vasaar College
Kents Hill, Me.
Baltimore, Md.
Frederick, Md.
Hagerstown, Md.
Lutherville, Md.
Auburndale, Mass.
Cambridge, Mass.
Northampton, Mass.
South Hadley. Mass.
Wellesley, Mass.
Albert Lea, Minn.
Blue Mountain, Miss.
Brook haven, Miss.
Cii iton, Miss.
Columbus, Miss.
Corinth, Miss.
Meridian, Miss.
Oxford, Miss.
Pontotoc, Miss.
Port Gibson, Miss.
Shuqualak, Miss.
Summit, Miss.
Columbia, Mo.
Do.
Fayette, Mo.
Fulton, Mo.
Independence, Mo.
.Jennings, Mo.
Lexington, Mo.
Do.
Do.
Mexico, Mo.
St. Charles, Mo.
Tilton, N. H.
Bordentown, N. J.
Princeton, N.J.
Aurora, N. Y.
Brooklyn, N. Y.
Elmira, N. Y.
New York, N. Y.
Do.
Poughkeep^ie, N. Y.
658
EDUCATION REPORT, 1891-92.
III. — College Presidents — Continued.
II. — Colleges for ironicii.
Name of president.
University or coUe^ire.
Benj. E. Atkins .
S.S. Rahn
F. L. Raid, D. D
Joseph L. Murphy, a. M.
John D. Minlck, a. m
S. D. Bagley
John B. Brewer, A. M _..
N. Penlck
John H. ClewelL
H. W. Reinhart
Silas E. Warren
G. K. Bartholomew, a. M.,
PH. D.
W. K. Brown, a. m., d. d. .
Chas. F. Thwing, D. D
Address.
Asheville, N, C.
Dallas, N. C.
Greensboro, N. G.
L. D. Potter, D. D
D. B. Hervey, PH. D
D. B. Purinton, LL. D
H.Walter Feather8tun,D. D.
Paye Walker, D. D
Miss Mary Evans
J. W. Knappenbsrger, a. m.
J. Blickensderfer, a. M
M. Carey ThomRS, PH. D
J. W. Sunderland
Asheville Female College.
Gaston College
Greensboro Female Col-
lege.
Claremont Female Col-
lege.
Davenport Female Col-
lege.
Louisburg Female College.
Chowan Baptise FemEue
Institute.
Oxford Female Seminary . .
Salem Female Academy...
Thomasvllle Female Col-
lege.
Wilson Collegiate Insti-
tute.
Bartholomew English and jCincinnati, Ohio.
Classical School.
Hickory, N. C.
Lenoir, N. C.
Louisburg, N. C.
Murfreesboro, N. C.
Oxford, N. C. .
Salem, N. C.
Thomasvllle, N. C.
Wilson, N. C.
Charles B. Shultz
E . E. Campbell, a.m..
Frances E. Bennett . .
A. H. Norcross, D. D . .
Samuel B. Jones, D. D.
W. R. Atkinson, D. D .
Mrs. L. M. Bonner
H.P.Griffith
Alexander S.Townes
B. P. Wilson
H.G.Reed
S. Lander, a. M
D. S. Hearon, D. D
C. A. Folk, A. B _
Kate MoFarland
Robert D. Smith, A. M
Wilbur F.Wilson
A . M. Burney
Cincinnati Wesleyan Col-
lege.
Cleveland College for
Women.
Glendale Female College..
Granville Female College.
Shepardson College
Edward McGehee College .
Oxford College
Lake Erie Seminary
Allen town Female College.
Moravian Seminary for
Young Ladies.
Bry n Mawr College
Wilson College
Pennsylvania Female Col-
lesfe.
Linden Hall Seminary
Irving Female College
Ogontz School
Pittsburg Female College.
Columbia Female College
Presbyterian College for
Women.
Due West Female College .
Cooper- Limes tone Insti-
tute.
Greenville Female College
Converse College
Walhalla Female College
Wiliiamston Female Col-
ic g:e.
Sullins College.
Brownsville Female Col-
leffe.
Union Female Seminary.
Columbia Athenaeum
Tennessee Female College .
Howard Female College. . .
Do.
Cleveland, Ohio.
Glendale, Ohio.
Granville, Ohio.
Do.
Woodville, Miss.
Oxford, Ohio.
Painesville, Ohio.
Allen town, Pa.
Bethlehem, Pa.
Bryn Mawr, Pa.
Chambersburg, Pa.
Collegeville,Pa.
Litita, Pa.
Mechanicsburg, Pa.
Ogontj School, Pa.
Pittsburg, Pa.
Columbia, S.C.
Do.
Due West, S.C.
Gaflfney City, S. C.
Greenville, S. C.
Spartanburg, S. C.
Walhalla, S. C.
Wiliiamston, S. C.
Bristol, Tenn.
Brownsville, Tean.
Do.
Columbia, Tenn.
Franklin. Tenn.
Gallatin, Tenn.
NAME REGISTER.
659
111. — College Presidents — Continued.
JI. — Colleges for uwnen— Continued.
"N
of president.
Howard 'W. Key, PH. D.
N.J.Finney, A. M
MiBS V. O. Wardlaw, A. M-
J.G.Paty
Geo. W. F. Price, d.d
Memphis Conference Fe-
male Institute.
Cumberland Female Col-
lege.
Soule Female College
Boscobel College
Nashville College for
Young Ladies.
Ward Seminary
Martin Female College . . .
Synodical Female College .
Shelbyville Female Col-
lege.
Somerville Female Insti-
tute.
Mary Sharp College
Carlton College
P. H. Eager, A. M ! Baylor Female College ...
S. M. Godbey , Chappell Hill Female Col-
lege.
B. H.Charles
R.M.Saunders
Wm.M. Graybill, A.M
Mrs. H. H. Sanford
N. A. Flournoy.
Z. C. Graves, LL. D
Charles Carlton . . .
University or college.
Address.
R. O. Rounsavall
S.N. Barker
Kate M. Hunt...
W.B. Yount
Wm. P. Dickinson
Waco Female College
Martha Washington Col-
lege.
Stonewall Jackson Insti-
tute.
Bridgewdter College
Albemarle F'emale Insti-
tute.
Mrs. E T. Taliaferro Montgomery Female Col-
lege.
Danville College for Young
Ladies.
C. F. Jrmes. D.D -.i Roanoke Female College. .
Samuel D. Jones, B. L | Southwest Virginia Insti-
tute.
Chas. L.Cocke ■ HoUins Institute
W. W. Smith , LL. D I Randolph-MaconWoman's
College.
J. J. Scherer, A. M
J. A. I. Caesedy...
Arthur K. Davis, A. M
John H. Powell
James Willis. A. M . - •
Mrs. J. E. B. Stuart
Wm. A. Harris, d.d
John P. Hyde, d. d., ll. d - -
l^ra. H. L. Field
EliaC.Sabin
Ciarles R. Kingsley, P^- ^^
Marion Female College . . .
Norfolk College for Young
Ladies.
Southern Female College .
Richmond Female Insti-
tute.
Staunton Female Seminary
Virginia P'eraale Institute.
Wesleyiin Female Insti-
tute.
Valley Female College
Parkersburg Seminary . . .
Downer College
Milwaukee College
Jackson ^-Tenn.
McMinnville, Tenn.
Murfreesboro, Tenn.
Nashville, Tenn.
Nashville, Tenn.
Do.
Pulaski, Tenn.
Rogersville, Tenn.
Shelbyville, Tenn.
Somerville, Tenn.
Winchester, Tenn.
Bon ham. Tex.
Belton, Tex.
Chappell Hill, Tenn.
Waco, Tex.
Abingdon, Va.
Do.
Bridge water, Va.
Charlottesville, Va.
Christiansburg. Va.
Danville, V«.
Do.
Glade Spring, Va.
HoUins, Va.
Lynchburg, Va,
Marion, Va.
Norfolk, Va.
Petersburg, Va.
Richmond, Va.
Stauntoa. Va.
Do.
Do.
Winchester, Va.
Parkersburg, W. Va.
Fox Lake, Wis.
Milwaukee. Wis.
CHAPTER XVII.
CITY SCHOOL SYSTEMS.'
I. ANAL.YSI8 OF THE STATISTICS AND REMARKS SUGGESTED THEREBY : Efir
roUrtient — Average attendance — Length of school term— Number of teackera—Sez
of teachers — SupermsUyix — School buildinga — Number of »ittings — School prop-
erty— Expenditures.
II. Summary of staiistics of city sdiool systems^ showing increase o)' decrease from
premous year (I'able 1)— Summary by States ofpopidatum and school enrollment
and attendance in cities of over 8^000 population (Table 2) — Similar summary of
supervising officers ^ teachers^ prtyperty^ and expenditures (Table S)Similar sum-
mary of public evening schools (Table 4) — Comparative statistics (Table 6),
ENROLLMENT.
If the figures which appear in this chapter possess any significance, it is
that the educational conditions of the cities for this year are less favorahle
than in the year preceding. The first and best evidence of this is that the
school enrollment has not Kept pace with the increase in population. While
the latter shows a gain of 5.5H per cent, the enrollment in public schools has
increased but 4.27 per cent. The ratio of public school enrollment to total popu-
lation has fallen from 14.74 per cent to 14.56 per cent.
This decrease can not be ascribed to a relatively greater increase in the
patronage of private and parochial schools, for, of the whole numbar of school
attendants, the proportion who are in private schools remains the same as last
year, namely, 21.3 per cent. Plainly tne loss of one of these classes of schools
is not due to a gain of the other class. There has been actually a relative loss
to school instruction.
Furthermore, this loss is not confined to any particular section of the coun-
try, but appears in four of the five geographibal divisions, the South Atlantic
beintif' the only one to show a gain. Investigation as to the localities in which
the lessened percentages are most conspicuous discloses several instances in
which snx)erin ten dents* reports have proudly pointed to increased numbers in
the schools, regardless of the fact that the population from which the pupils
were drawn had increased in a much larger ratio. Thus it has often happened
that school officers have congratulated themselves because of fancied increase
in educational prosperity, while the very same facts disclosed to other minds
indubitable proofs of lessened popularity of the schools.
Many superintendents, however, have noticed with deep concern the failure
of their scnools to keep pace with the population, and have searched earnestly
for causes and for remedies. Speculations as to the former and suggestions as
to the latter have been many and varied. But it seems probable that a point
has been reached in the eduoational history of this country beyond which the
efforts of school officials of various kinds in the cities must be redoubled in
order to increase the scho61 attendance beyond the present proportion to pop-
ulation. At this time the former opposition to the public scnool system is
almost entirely a thing of the past. The efficiency of the public schools is
nowhere questioned, and of themselves they attract all those who desire instruc-
tion excepting a comparatively small number who prefer private schools for
reasons that do not concern the efficiency of the public school system.
The facilities for instruction and the means for providing the same are almost
without exception reasonably ample, and it may be doubted whether any con-
siderable-number of children are kept from school because of lack of accommo-
I Prepared by Mr. James C. Boykin.
661
662
EDUCATION REPORT, 1891-92.
dation or of teaching force. With efficient, well-equipped schools, enjoying the
favor of the communities in which they are, it is evident that all efforts whose
object is the conversion of considerable classes of people to a belief in them have
accomplished their aim and have become no longer necessary, since nearly all
intelligent education-seekers have become patrons of the public schools.
But there remain a large number of persons in every city to whom school in-
struction offers no advantages that they can appreciate, and who, if left to them-
selves, would never see the inside of n schoolhouse.
It is toward this class that the efforts of school officials must be directed in
future if they desire to increase the proportion of the population who attend
school ; and it must be remembered that such efforts must be exerted toward
each individual, and not towcurd a class, and must be supplemented by such ex-
pensive and troublesome auxiliaries as compulsory laws, truant officers, and
truant schools.
In fine, the time has passed for great gains in the proportion of enrollment to
population in the cities, and in the future we may expect, instead, constant
fluctuations, due to local rather than general causes, or even r.. downward ten-
dency, since there is good ground for belief that the proportion of paupers, of
the thriftless, and of the deprazed increases in growing cities out of all propor-
tion to the increasa in population.
It is noteworthy that in the largest citiea the failure of the schools to keep
pace numerically with the population is esp3cially noticeable. The following
table exhibits the ratios necessary to bring out this fact so far as it relates to
the sixteen cities whose population is over 200,000, they being arranged in the
order of their size.
city.
Annual
rate of in-
crease of
popula-
tion.
Prr cfiit.
2.07
8.13
2.13
3.58
2.48
2.12
2.71
2.51
Propor-
tion of in-
crease of
public
school en-
rollment
during the
year.
City.
Annual
rate of in-
crease of
popula-
tion.
P*r cent.
1.55
4.93
5.23
1.14
4.35
4.61
5.89
5.84
Propor-
tion of in-
crease of
public
school en-
rollment
during the
year.
New York, N. Y
Ptr cent.
a 0.31
7.66
61.57
1.41
2.36
cri.SO
1.16
4.43
Cincinnati, Ohio
Cleveland, Ohio
Buffalo. N. Y..
New Orleans, La
Plttsbursr. Pa
Percent,
a 0.61
Clilcaeo. Hi
3.10
Philadelphia. Pa
Brooklyn, N. Y
do
St. Louis. Mo
0.03
Boston. Mass
Washington, D. C
Detroit. Mich
3.S7
Baltimore, Md
a4.89
San Francisco, Cal
Milwaukee, Wis
5.27
a Increase from 1883-*90 to I890-*9!~the latest data at hand.
b Increase in '* number belonging at the end of the year. '*
c Increase in '* average number belonging.'*
d Decrease 0. 43 per cent .
In only two of these cities, San Francisco and Buffalo, is the increase in school
attendants«as great as that in population, and in both cases there are evidences
that the increased proportion is only temporary, being larger than usual in the
year for which the figures are given. The increase in enrollment in Buffalo
since 1880 has been irregular, being occasionally at a greater rate than the
average increase of population, as in this year, but generally less, while the
general tendency has been downward. In the ten years from 1880-'81 to 1S90-'91
the population increased 64.80 per cent, while the school enrollment increased
in the same time but 41.11 per cent.
In San Francisco, the increase of population from 1880 to 1890 was 27.80 per
cent, and the enrollment increased in the corresponding period only 12.02 per
cent. It appears in this case that the slow increase of the public scnools is, in
part at least, explain ible by the rapid development of parochial, or church,
schools since 1885. The sudden increase in favor of the public schools in 1892 is
probably due to some action of the managers of the t hurch schools by which the
public schools were benefited.
Thus it appears that in all the great cities of the country the schools are losing
ground.
The subject is one that demands thi most serious attention.
CITY SCHOOL SYSTEMS. 663
AVEKAOB ATTENDANCE.
All else being equal a decrease in enrollment may be expected to be followed
by an increase in the average of regularity of attendance on the part of those
children who are enrolled. It is always the least earnest pupils and the chil-
dren of the least intelligent parents who are last to seek admission to the schools,
and the nonenroUment of this class tends to raise the average of attendance, sinoe
it is to them that low averages are principally due. The inference from the
preceaing paragraphs is that proportionally fewer of such children have sought
admission to the schools, and one is therefore prepared to find a better showing
in the ratio of average daily attendance to enrollment. This proportion for
the entire country was 71.2 per cent in 1891-'92 as ac^ainst 70.7 per cent in the
previous year; the rate of actual Increase during we year for this item has
been 5.03 per cent, but oven this is below the rate of increas3 of total popula-
tion.
In instituting a comparison between the several divisions it is seen that the at-
tendance is least regular in the cities of the North Atlantic Division. This may
excite some surprise in the minds of those familiar with the general excellence
of the schools in that section. But it will ba remembered tlukt in no other sec-
tion are the compulsory laws more generallv enforced than there.
These laws require attendance of all children between certain ages for a part
of th3 school year; and in their operation a class of children are brought into
Bchool for a limited time that would not be enrolled at all in the absence of such
laws. Required to attend against their will, they leave as soon as the legal pe-
riod haa expired, and in the meantime the agencies which brought them in must
be constantly employed to keep them there. Their irregularity of attendanoe
and their short si ly in school reduce the average of the whole to a compara-
tively low point, but since whatever of instruction the irregular class receive is
clear gain and would not be had under other circumstances, the low average of
regularity that it entails is not a matter for regret, except that the period pre-
scribed does not cover the entire school year. The new compulsory law of Ohio
does provide for attendance during the entire term, and it will be interesting to
obeerve whether the present high ratios of regularity will be maintained under
its operation.
The explanation thai low averages are caused b^ compulsory attendance is
only a partial one, however, and can not be applied in all cases where low aver-
agesappear even in the North Atlantic Division. In Pennsylvania, for example,
the average is noticeably low, and yet there is no compulsory attendance law on
the statute books. The low percentage of that State is due to the conditions
thatexist in Philadelphia, which possesses nearly half the urban population of
the State, and in which each child enrolled attends school on an average less
than sixty days in every one hundred.
The high proportions in Georgia and South Carolina are undoubtedly due to
some mode of recording statistics that differs from the methods in use else-
where, and the apparent superiority in respect to regularity in the South At-
lantic Division may be ascribed to that reason. The attendance in the North
Central Division appears from the statistics to have reached a very satisfactory
point, namely, 74 per cent for the whole division. Ohio, Minnesota, and Kan-
sas show especially high ratios, being, with Maine, District of Columbia, and
Kentucky, the only States (excluding Georgia and South Carolina) in which
three-fourths of the pupils enrolled are in constant attendance.
LENGTH OF SCHOOL TERM.
In the length of the school term there has been a distinct loes this year, the
average number of days of school having been reduced from 193.5 days to 191, and
this, too, in the face of largely increased expenditures. The decrease has oc-
curred principally in the older divisions where the schools are most firmly estab-
lished, the North Atlantic Division showing a loss of 4.3 days, and the North
Central a loss o£ 2.2 days. In the Western Division, too, the term has been
reduced sllg^htly, but both the Southern divisions show an increase, the South
Atlantic of 4 days and the South Central 0.1.
Jt is sio-nificant that while tha support of the public schools is more burden-
^ShC In "^the" South the^u^gd of money for the conduct imd equipment of the
664
EDUCATION REPORT, 1891-92.
schools has been a serious drawback since the inception of the system there,
and in point of leng^th of term the Southern cities, ss well as Stites, have as a
rule been behind the more favored localities, simply because' of lack of funds to
continue. The cry there has long been for ** more months of school." On the
contrary, in those sections where it is financially possible to maintain the
schools 'continuously, if need be, numerous advocated of shorter daily sessions
and shorter terms rave arisen, and the grounds they take relate less to the
economical advantaeres than to the supposed injury that school attendance
inflicts upon the children.
Notwithstanding tV e widespread use of physical training in the schools, the
improvements in the heating and ventilation of tchoolhouses, and close attention
to sanitary matters generally on the part of school authorities, it is claimed by
many that a few hours a da^ for nine months in the year are as many as any child
^should be required to remain in school. Regardless of all the principles of arith-
metic it is said, in effect, that more can be accomplished in seventy-two months
thiin in eighty or eighty-eight; that better methods of teaching and the better
health of the pupils that are expected to follow the reduction of school time
will more than make good the difference, etc.
It is not mentioned why the better methods and the improvements in the cur-
riculum often referred to in this connection could not be made with the longer
term as well as the shorter one; nor has it been clearly proved, even if it be
true that the health of school children is generally unsatisfactory, that an im-
Srovement would follow the partial cutting off of their school privileges,
fevertheless such arguments have had their effect upon the minds of many of
the school boards, and a reduction in the school time of the country as a whole
is the consequence.
The loss is more clearly seen in the item of *' aggregate attendance," which
shows that the whole number of days' instruction was less by 4,951,289 days than
it would have been if the length of the school term had been as great as the year
before. In other words, the loss to the sum total of instruction imparted has
been greater because of the average loss of two days and a half than it would
have been if there had been no schools whatever opened in the cities of either
Maine, New Hampshire, Rhode Island, Delaware, Virginia, West Virginia,
North Carolina, South Carolina, Georgia, Florida, Tennessee, Alabama, Mis-
sissippi, Texas, Arkansas, South Dakota, Nebraska, Kansas, or Colorado, or any
of the Western States except California.
The rise and growth of the city school systems of the country are practically
things of the last fifty years; and it is interesting to note what change his oc-
curred in that period in the time a child was expected to devote to ^is school
duties. The following figures are self-explanatory:
In 1841-*42^or thereabouts.
In ]891''92 or thereabouts.
City.
Licngth
of school
term, a
Length of
dally
sessions.
Time given
to recesses
daily.
Length
of school
term.
Daily
sessions.
Recesses.
New York, N. Y
49 weeks...
48 weeks . . .
251 1 days...
11 months..
6 hours . .
202^ days.
192 days. -
201 days..
202 days..
5 hours
5 hours
5 hours
20 minutes.
Chicago, III
Philadelphia, Pa
0 hours . .
15 minutes
7 hours..
10 minutes.
Brooklyn, N. Y
Boston, Mass
224 days
11 months..
11 months..
43 weeks . . .
S5ihours&>
}6 hours € s
^6 hours bi
}7 hours e J
7 hours...
30 minutes.
30 minutes.
30 minutes.
SCO days..
203 days..
190 days..
190 days..
195 days..
5 hours
5 hours
5^ hours
5hour8
20mlnate8.
Baltimore. Md ..
30 minutes.
Cincinnati. Ohio
Cleveland. Ohio
15 minutes.
15 minutes.
Buffalo, N. Y
12 months..
Washington, D.C
Detroit, Mich
238 days
259 days
S6 hours b )
(7 hours c s
6 hours ..
30 minutes.
180 days..
196 days..
5 hours
5^ hours
15 minutes.
SO minutes.
a The exact number of days can not be stated in all cases, because of the uncertainty as to
the length of the week or the month mentioned in the original documents. It is presumed,
however, that the calendar week or month was intended.
b In winter. c In summer.
The facts shown for these cities are indicative of the practices generally pre-
vailing at the two periods named . It was formerly the custom to keep the schools
open nearly the entire year. Vacations of four weeks, either consecutive in the
summer, or one week at the end of each of the four quarters, was as much time
as was considered necessary for rest for pupils or teachers. Holidays were few
CITY SCHOOL SYSTEMS. 665
Independence Day, Thanksg'iving, Christmas, and New Year's Day usually com-
prising the entire list. The day's work began at 8 or 9 in the morning and con-
tinued till midday; the afternoon session opened at 2 o'clock and continued till
r*. th. ro being usually a short recess in each session. On Saturdays the morn-
ing session was held, but the afternoon was always a holiday, and in a few places
the schools wero closed Wednesday afternoons also.
There have been many departures from these practices, the constant tendency
being toward a reduction of the time. First, the Saturday morning session was
discontinued; then the summer vacations were lengthened; the morning ses-
sions were shortened by deferring the opening of school till \) o'clock; the after-
noon sessions were curtailed; new holidays were introduced; provisions were
made for a single session on stormy days, and for closing the schools to allow
teachers to visit other schools, and in some instances to give them opportunity
to attend teachers' institutes.
A liberal estimate would give 950 hours as the actual time devoted to school
work in a year under the present conditions, while 1,320 hours would be a mod-
erate statement of the annual school term as it was at the beginning of the pub-
lic school system. The boy ol to-day therefore must attend school 11.1 years in
order to receive as much instruction, quantitatively, as the boy of fifty years
ago received in 8 years; and the plain arithmetical conclusion is that li the
length of session and term were restored to the old figures nearly the entire
elementary and high-school coursecould be completed in the time now required
for the elementary course alone. This may not be true to its full extent, but
that it approaches the truth can not be denied. In the countries of Continental
Europe the sessions and terms have not been subjected to the steady reduction
that our schools have suffered; it is scarcely necessary to look further than this
for the explanation for the greater amount of work accomplished in a given
number of years in the German and French than in the American schools.
During the fifty-year period mentioned in the foregoing paragraphs the
changes in the course of study have been equally as constant as the changes in
school term, but in this respect the change has been in the other direction, the
tendency being toward tho addition of new subjects. Music, d rawing, physiology
and hygiene, elementary science, cooking, sewing, carpentry, paper folding,
modeling, ail find places in the elementary course of to-day, and none ox them
was to be found among the studies pursued a half century ago.
The improvement in the preparation of teachers, the increased care which the
greater supply has made possible in the selection of new appointees, and the
better equipment of the schools in respect to material appliances, have improved
the average character of the instruction Whether these improvements have
been sufficient to compensate for the lessened time and the increased require-
ments is a proper subject for investigation.
SUPERVISION.
Few realize to what an extent the business of supervion has grown in this
country within the last few years. In the year just passed the number of su-
pervising officials in the cities reached z,724,an increase over 1890 '91 of 261, or
10.6 per cent, a larger gain than in any other item. There is now an average
of one supervisor to every 20.2 teachers, against one to every 21.3 last year; if
the supervisors were equally distributed eunong the cities, each would huve six.
The last decade of years has been unusually fruitful in the est iblishment of
normal schools; other agencies for the improvement of the teaching force have
multiplied to a wonderful degree: and greater care has been possible in the se-
lection of teachers than ever before. But notwithstanding all this the number
of perscns employed to oversee them at their work has increased in a still greater
ratio.
A casual glance at the meager number of superintendents and assistant su-
perintendents whose names appear in the printed reports ordinarily conveys the
impression that the amount of supervision performed is limited. In fact com-
parisons are frequently made between cities on the basis of only the officers who
are legally and specifically styled superintendents and assistant superintendents;
and on that basis, complaint is sometimes made that there is still a dearth of
flupervislon, because there are only one or two superintendents in each city.
But the supposition that these are the only supervising officials is erroneous, for
under this head must be placed all those who do notaetually and regularly teach,
but whose duty it is to observe and direct the worK, either generally or in spe-
/Wu7 Hn«8 of those upon whom the burden of instructing the pupils re .Uy falls.
The category includes not only superintendents, assistant superintendonta.
666 EDUCATION REPORT, 1891-92.
sopervisors, and inspectors specifically so called, but also directors, supervisors,
or special teachers of drawing, writingf, singinj?, physical culture, science, sew-
ing, kindergarten, primary methods, reading, elocution, manual training, slojd,
and cooking, and generally principals, or masters, heads of departments, and
*' floor principals." Of course no single city can boast of all the officials named,
but, so far as the directors of special branches are concerned, the arguments in
favor of one apply equally to all, and if the system is right on general principles,
no school is properly equipped that does not get the benefit of the whole list.
The reason always assigned for the emplovment of a special teacher is that
many of the regular teachers can not teach that branch effectively, and special
assistance and direction is required to enable them to properly present their
instruction. New subjects were originally the only ones which were supposed
to require special irstructors; but writing, drawing, and music are no longer
new subjects, and it can only be said in favor of them now that under special
supervision the pupils receive better instruction because of the greater atten-
tion to those particular branches. By far the greater number of specialists em-
ployed are for the three branches named, while, strangely enough, the much
more important subjects of arithmetic, langua^, spelling, geography, etc.,
must fare as best they may with the ^' regular ^' teacher under the guidance of
the '* regular' supervisors.
When the numoer of these officials of all kinds is taken into account it will
be seen that the work of supervision is not so sadly neglected after all. On the
contrary, the reports of superintendents themselves have in a few instances
contained recommendations looking toward a reduction of the supervising force.
Superintendent W. H. Maxwell, of Brooklyn, has given close attention to the
subject of supervision generally, and his utterances in regard thereto are
marked with clearnefis and vigor. In his report for 1891 he said :
*^ Principals and heads of departments do not teach classes. They are sup-
posed to spend their whole time in supervision. There is one supervisor who
does not teach for every eleven classes. In my judgment the number of non-
teaching supervisors is unneoessaril v large. The excessive development of super-
vision has resulted in several clearly defined evils in our schools:
** First, it has withdrawn from the work of class teaching many of our best
teachers, and has thus lessened the efficiency of the teaching force as a whole.
*^ Second, it has created the feeling that office work and making;' out examina-
tion questions are more honorable than the active work of teaching. If teach-
ers are to have a due moral influence on their pupils their office should be held
in the highest honor.
** Third, the struggle for the prizes that are held up before the eyes of our
teachers in the shaj^ of head of department places, involving as they do, in
most cases, considerably less work and considerably better pay, has resulted in
much unseemly wire-pulling and intrigue, an evil always to be deprecated in
the administration of a public school system.
*^ Fourth, the multiplication cf superfluous heads of departments has resulted
in division of responsibility in school management, in petty jealousy, and in
much harmful interference with the work of class teachers.
*^ Fifth, the unnecessary increase in the number of heads of departments has
led to much of the excessive examination of pupils, with its attendant evils of
cramming and nervous prostration, that, though now much less than in former
years, still hurts our school work.
^^ Sixth, the cost of this supervision, not merely in the salaries of heads of
departments but in the fitting up of elaborate offices with expensive furniture,
is withdrawing each year a vast amount of money that is sadly needed for nec-
essary work and material.
"A close estimate would show that not less than $30,000 per annum is expended
on superfluous heads of departments. Surely a better use might be found for
this money."
From such facts as are here set forth, it appears that in some places general
supervision has been carried to too great an extreme, and the only question that
remains to be settled is where to draw the line. It is generally conceded that
the principal of every large building, or of a group of buildings, should be in
every sense a supervisor; that he should devote a great part of his time to the
regulation of the affairs of the school as a whole rather than to the instruction
of a single class. That he should with the aid of an assistant have especial
charge of the highest class, or of some especial subject or subjects studied by
them, is not incompatible with this view, but on the contrary is desirable both
because the principal should be a teacher as well as a supervisor and should
CITY SCHOOL SYSTEMS. 6.67
therefore keep in touch with the actual business of teaching^ no less than with
the duties of superrision, and because the pupils should not be deprived wholly
of the benefits of direct contact with the strongest teacher, presumably, of the
school. •
Above the principal there should of course be the superintendent, whose busi-
ness relates in a small degree to the details of school instruction and discipline
but largely to the general direction of the entire system as a whole. It is evi-
dent that the number of superintendents and assistant superintendents required
to give unity and harmony to the school system will be reduced to a minimum,
provided the principals aroof the right kind and act in hearty cooperation with
each other and with the superintendent* The idea of a graded fine of super-
vising officers, ranking one above the other in military fashion, is fast disap-
pearing, and will soon take its place with other discarded pedagogical theories,
such as rigid annual classification, strict adherence to percented examinations
for promotions, and all those other appendages and devices conjured up when the
system was supposed to be the single feature which it was important to perfect.
But there is little prospect of a decline in the idea of specialization now rep-
re»sented by the system of special supervision. The results accomplished under
it are so far superior to what had been done without it that a furtner exteuBion
seems inevitable. It is like going to another world to leave an alleged musical
exercise in a school whcse teacher has had little musical training and less tal-
ent, and who attempts t3 teach what she herself does not know, with no othir
guide than the 'course of study " and ** handbook "—and then to p?.ss to a school
into which a skilled musician has infused a liberal share of his own enthusiasm
and devotion to the art. Such differences as appear under these opposite con-
ditions are the strongest arguments for specialization. It is altogether fitting
and proper that if a subject is to be taught at all it should be placed under the
most favorable conditions, and specializing the work of all te-ichers, at least in
the higher grades, seems to bo the most probable outcome of the educational ex-
periences and experiments of the last few years.
The strongest argument in favor of conservatism in this matter has been the
greater moral influence over her class that a teacher has who conducts all their
school exercises throughout a whole year. Hut it is doubtful whether, under the
present circumstances^ the argument still holds good. The basis of the influence
of the tsacher upon the child lies in the fact that she is to a certain extent the
embodiment of his ideal of knowledge and goodness. But can he hold her and
her attainments in that same high regard when he observes that a supervisdr of
drawing must come in to aid her to teach one thing; a supervisor of penmanship
is necessary for another; a supervisor of physical culture furnishes the list of
exercises for gymnastics and instructs her how to direct them; a supervisor of
music is as far superior to the teacher as she is to the pupil; the ** floor princi-
pal "directs how she shall punish bad little Johnny Green; the principal fre-
quently comes in to show her how to conduct a lesson In language or geography;
the assistant superintendent and the superintendent occasionally come around
with *' aid and direction," and the school trustee does likewise? In the end the
pupil, by degrees and unconsciously, oerhaps, is very liable to arrive at the con-
clusion that *'that teacher is not much of anybody after all, for all these other
people have to come in and tell her what to do ''—a remark which, by the way,
was recently made by a sturdy little fellow of 12.
It is probable, therefore, that the department system, with which experi-
ments are now being made in some localities, will frain favor as a means of pre-
senting instruction by specialists, and at the same time of avoiding the evils of
too much supervision. And there is little to be feared from any loss of moral
influence in the transition from the present methods to an arrangement by
which the pupil will remain under the same teachers during the entire time of
his attendance in the higher grades, especially aff each of those teachers will
presumably know more of his or her particular branch than any of the superior
officers, though their attainments may be broader and more general in their
character.
NUMBER OF TEACHERS.
The number of teachers has increased from 52,431 to 55,057, maintaining
nearJv the same ratio of increase as the average attendance of pupils, so that
668 EDUCATION REPORT, 1891-92.
while in individual cases there are extremes which are abnormal. For example,
in Brooklyn there were 3^ 9 classes in each of which over GO pupils were regis-
tered atone time. '^Of these classes 259 hjul registers of between 60 and 70;
60 classes had registers between 70 and 80; 17 classes had Registers between 80-
and 90; 12 classes had registers between 90 and 100; 0 classes had registers
between 100 and 110; 19 classes had registers between 110 and 120; 10 classes had
registers between 120 and 130; 2 classes had registers between 130 and 140, and
1 class had a register of over 140."
Brooklyn is not alone in this respect, for a similar if not equally bad state of
affairs may be found in other great cities, certainly in all in which district lines
are rigidly observed, and all applicants are admitted without regard to the
size of existing classes.
Supt. Maxwell, of Brooklyn, discussed the subject thus in his report for 1801:
*' A tible of averages can give no adequate idea of the extent to which crowd-
ing in the lowest primary grade is tolerated. In some localities there is plenty
of room; the class rooms are not crowded. In nearly all the nower sections of
the city, however, the crowding is appalling. * ♦ *
** In most of these very large classes there are half -day sessions, t. c, some of
the pupils attend only in the forenoon: the others only in the afternoon. But
this crude device is really of very little assistance. No teacher, it matters not
how vigorous or how skillful she may be, can teach properly more than sixty
children. Not more than that number may be present at each session; but can
any living being, within five hours a day, give to each one of over a hundred
children that care and attention which at the opening more than at any other pe-
riod of school life proper teaching demands? The first introduction to school
life, on which so much depends for giving the right bent to the child's mind,
ought to be pie smt, encouraging, and healthful; the opposite is the cise — ^a
vitiated atmosphere and an overworked te?cher. The child's first school work
should be full of variety and unexpected delights: we give him instead a dull
routine, enforced idleness, and unnatural restraint.
^ ' The system has not even the poor defense of necessity. It can not be claimed
that it is necessjirv, unless it can be shown that in this way a larger number of
children receive the benefits of an elementary education. This can not be done.
One fact alone is sufficient to show that exactly the contrary is the case: The
aver^^ge number of children promoted from the seventh primary classes^ each
term is only 50 per cent. The average number of children promoted from the
other grades is about 80 per cent of the register. But here, again, the average
does not tell the whole truth. From these very large classes in the crowded
schools, only about 30 per c:^nt of the pupils are promoted.
'* Could anything tell the dreadful story more plainly? As clearly as words
could express it, these figures proclaim the truth. The teachers of the seventh
primary classes ' do not and can not teach any but a small proportion of these
crowds of children. They teach those whom it is possible to prepare for pro-
motion: the remainder, by far the larger number, are left to a large extent
untaught. The energy that should be wholly given to teaching is dissipated in
the efiort to maintain order among the unt:&ug*ht, so that even those who are under
instruction do not receive the advantages to which they are entitled. In other
words, w^ *\e out of a class of CO a skillful teacher will easily prepare 50 for pro-
motion, tud same teacher, out of a class of 100, Is not able, even with a muoh
greater exertion, to prepare more than 30 or 35 for promotion. The untaught
remain one, two, in some cases three terms in the grade before their turn to
receive instruction arrives. After they have sufl'ered physic€illy through close
confinement in a vitiated atmosphere; after they have suffered intellectually
through the suppression of natural activity; after they have suffered morally
through lack o: exercise of the will, they are at last put on their passage up-
ward through our schools. Fewer children are taught, and the quality of the
teaching is seriously deteriorated by reason of overcrowded classes."
SEX OF TEACHERS.
It is a matter of common observation that the proportion of men in the teach-
ing force has been growing less for a long time. The decrease from 7.20 per
cent to 7.10 per cent during the last year has been slight, but sufficient to show
that the tendency is still in the same direction. The number of male teachers
increased 4 39 per cent, while the females Increased 5.27 per cent.
Fifty years ago by far the greater number of teachers were men, and it has
been but a few years since the employment of men as assistants in elementary
schools was quite general; now it is the exception to find more than one man in
* That is. those of the lowest primary srade.— Ed.
CITY SCHOOL SYSTEMS. 669
any one building, the aesistants' positions being almost wholly monopolized by
women.
In some places they have done even better, and have captured the princpal-
ships as well as the minor positions. In Wilmington, Del., for instance, there
are 11>3 teachers, of whom only 5 are males, and they are all employed in the
high school. A similar condition appe?irs in Minneapolis, Minn., where all the
605 teachers are women, excepting 4 principals of high schools, (i special teach-
ers and G instructors of manual training. Substantially the same thing is true
of several other cities, most of them bein^ located in the West.
The change which resulted in this condition of affairs was brought about in
consequence of the conviction that women are n iturally better fitted than men
to be teachers of young children, and also by the lower price at which women
may be employed.
The latter was at first the principal reason for the initiation of this change,
lor it was begun at the instance of Horace Mann, Henry Barnard, and their eon-
temporaries, when the public-school system was in its infancy. Money was scarce
and every device that could be thought of was utilized to increase the number of
schools and the number of people reached by them. But the change has gone
much further than was ever intended or dreamed of by the original advocates
of the employment of women, and further than the general sentiment of school
men now approves. It has had many consequences that were not foreseen and
which are aifficult to overcome. The business of school teaching is coming
to be considered a woman's business, and therefore, offers less attractidn to
Jroung men than formerly, especially in the subordinate positions, where the
ow salaries also operate to repel them. The appointment of principals, too,
presents new diificulties. The assistants' positions were formerly the training
schools of principals, and from them it was always easy to select a man to fill
any vacancy; but now it becomes necessary either to employ a new and untried
college graduate, to import a rustic schoolmaster, or to transfer a high-school
assistant. The first two sources of supplv are open to the objection that there
is too much uncertainty about the men of whoso fitness for the position so
little can be known, while the third expedient invariably weakens the fac-
ulty of the high school. With the source of supply so curtailed it is not
surprising that in many cases women have been promoted from subordinate po-
sitions and made principals because no man was available about whom enough
was known to justify the belief that he could fill the place better. The ten-
dency thus gains force as it proceeds by constantly miking it more and more
difficult to secure good material, and there is danger that the increasing femi-
ninity of the schools, if such a term is permissible, maybe productive of se-
rious results. The already noticeable decrease in the proportion of boys in the
higher grades is ascribed by many to this cause, and with some show of plausi-
biUty.
The subject is often canvassed in school reports. In many instances the em-
ployment of women principals is defended stoutly, a fact th it is not surprising in
view of the conditions which practically shutout men from all school experience
as subordinates. But on the contrary, there are indications that the tendency
of the last half century will soon be checked, for from some of the most influen-
tial educational centers in the country there has come a demand for '^ more men "
that must soon make itself felt.
Supt. Aaron Gove, of Denver, Colo., has this to say of the matter in his report
lor 1891 92:
*'Oneof the most desirable reforms in the administration of the American
common school at the present day is that whereby more men mav be employed
as teachers. Not that a man in a better teacher than a woman. This is not true.
But there are elements in the teaching profession which belong to sex, and the
elements proper to both sexes are needed in training and character making, the
main worK of the schopl. A complete course of twelve years can be established
only by an equal allotment of teachers from each sex. I would year by year al-
ternately place the pupil under the companionship of, first, a man; second, a
woman, and so on, from the first to the twelfth grade. In the present condition
of society and of the financial world, this is impossible. But the change will come,
and improvement will follow in the increase of the number of men teachers."
In Philadelphia, Pa., active steps have been made towards increasing the
mascuHne element in the teaching force by the establishment of the " School
of Pedagogy *' for men, and the unanimous adoption of a rule that in future
male teachers will be appointed for the two hi-^hest grades of the boys gram-
mar schools.
CITY SCHOOL SYSTEMS. 671
one -half of the pupils of our schools are girls, and that therefore it must necea-
sarily follow that those whose duty it is to govern the schools should not con-
sist of men only, but that a fair number of women ought to be appointed to take
care of the needs of the women teachers as well as the girl pupils. If this ar-
gument has any value whatever, if there is any good reason, to have women on
our board bacause there are female teachers and girls in our schools, the argu-
ment will also hold good that we should have a sufficient number of male teach-
era because about one-half of our pupils are boys. Whenever a family has lost
the father while the children of the family are still of that age during which
they need guidance on the part of the parents, it will show, with only very rare
excsptions to note, that the mother alone was not fully able to cope with the
problem before her, and that the boys and girls in after life feel the lack of
training by the strong hand of a man. It will necessarily follow that in our
schools where our children ]3ass a large part of their time the lack of masculine
element among the teachers must show as well. A man (if he is the right kind
of a person, and if not he has no place there] will inspire the children with
more respect, after they have advanced to a certain age, than a woman, and they
therefore will be more ready to listen to the teachings of the man and pursue
their studies more diligently thin if they are in the hands of a woman.
**It can undoubtedly be shown thit some women are fully as able as men to
inspire the children and have their respect to as full an extent, but If we look
at these women we will always find in their character and their make-up some
very prominent traits of the masculine character. I believe it will be one of the
duties of the board to bring about some system by which our young men, who
come to us with a college and university training, or who come as graduates of
teachers^ S3minaries, are not turned away as has been done in the past, simply
becausethosentimentisagainstthemand we have been accustomed to see women
only in our public schools. At tho present time we have hardly any male teach-
ers in our primary and grammar grades and only a small number of male prin-
cipals, our high schools only showing a fair percentage of the male sex among
our teachers. At the end of our school year the official list shows the totfu
number of teachers employed to be 3,001. Of these 190 are men (of these V.)0, 68
are employed in the high schools, 20 are teachers of special branches, and 04 are
teachers and principal in our primary and grammar grades), while 2,811 are
women. These figures, which are taken from the official records, ought to be suf-
ficient to show that I am right in asking the appointment of more male teachers.'*
SCHOOL BUIL.DINGF.
The number of school buildings shows an increase over 1890-'91 of 303, or 4.67
per ceo tf while the number of sittings is greater by 116,098, or 4.98 per cent, than
last year. This indicates a tendency to erect larger buildings.
There is no uniform policy in regard to the size or arrangement of buildings,
and the drcumstanoes of each particular ease almost invariably determine the
character of the structure. In the smaller cities two stories with eight rooms
is the size most commonly found, and the number expressed in the ** average
sixe of buildings" f. e., 370, expresses with greater correctness than averages
usually do the number of pupils that may be accommodated in a typical building
of this, the commonest kind.
In the great cities, however, the compact population and the high cost of land
have led to the erection of immense edifices, each capable of accommodating as
many pupils as are found in the entira school systems of half the cities of the
oounti7.
In New York City, of the eight new buildings in progress of erection one will
have 1,736 sittings, another 1,848, another 2,016, still another 2,352, and two oth-
ers will accommodate 2,520 pupils each. But even these are not the largest in
the city. Grammar school No. 90, erected in 1890, contains 2,633 sittings, and
anotber new building was furnished in 1891 with 2,722 sittings. Each of these
buildings is four stories high, and of course does not leave much o. the lot for a
piAygrcHind. The first cost of one of them would entirely support the schools
of Uie averagr^ ^^^^ ^^ 2^3,000 inhabitants for four years. Grammar School No.
^ cost $2^^000^ in addition to the value of the lot, which was $30,000, a very
moderate price for a school site in New York, for an examination of the list
shovs one valued at $135,000 another at $147,000, another at $167,000, and finally,
<ttie at $165,000. Fifty sites are worth $50,000 or more.
An New York at this time represents the maximum of urban growth and of
density of population, so j^ buildiags represent the maximum size in sehool-
672 EDUCATION REPORT, 1891-92.
house construction in this country and with probably not more than two excep-
tions in the world.
In London may be found the larg^est buildings ever erected at one time in Eu-
rope for public elementary schools, pure and simple, but the greatest of them all,
the ^* Hugh Myddelton," recently completed, accommodates ^nly 2,150, and cost
£G2,000, or about $310,000. Ot this, £20,634 were for the site, so that the New
York structure exceeds it both in value and capacity. Only one other London
'* bo :rd school *' accommodates as many as 2,000 pupils. Brooklyn, as well as
New York, far surpasses this record.
The fiimous Jews* Free School, in London, a privately endowed institution
receiving Government grants, is ono of the exceptions mentioned above as
being more capacious than any building in this country. In the worda of
one of those in authority in the school : ** It having become evident, in 1833,
that the buildings were no longer adapted to the demands, new plans were
formed, and in March, 1884, the old buildings were demolished, and on their
site a magnificent set of class rooms, surrounding a great central hall, was
erected at a cost of £25,000. By this means the school was rendered capable of
accommodating 2,250 boys and 1,25J girls, and in a very short time those num-
bers of children were entered on the school registers.*' This may, or may not,
mean that the *' set of class rooms ^* and the *^ great hall " are all under a single
roof; but whether this is the case or not, there remains the fact that all that
army of children form a single school under the control of a single head master,
and though the building may not be more notable in size than in value, the
school must be ranked ns one of the most numerously r.ttended in the world.
But there is another school which surpasses this in size, though its growth
to its enormous proportions was due to motives of economy rather than to a
policy favoring large schools. The school is in M Ihausen, Alsace, and is thus
described in Dr. L. R. Klemm's book on European Schools : " I found a unicum
of a school here, such as I hope n3vcr again to see -a school containing no less
than sixty-two class rooms, several offices, and the rector'3 dwelling, all in a
conglomerate of buildings rickety and shabby. The pupils oii the third floor
must wait till the otLar floors are empty before they can be dismissed. The
whole building is one dangerous mantrap. In case of fire thousands of chil-
dren's lives would be in danger. This school is a blot upon the fair reputation
of the city of Mi: Ihausen.'*
It is said that this school is several centuriej old ; its growth has been provided
for by repeated additions to the original structure, the idea being each time to
save the cost of one wall by tacking on a new wing to the old building instead
of establishing a new and separate school, which would necessitate four new
walls instead of three ; the pupils are seated upon benches, each of which holds
six or eight children; there are twelve benches in each room, and the whole
number of children in the school is not less than '',46-!.
It has never been the policy of the school officials of the second city of the
Union, Chicago, to erect such monster buildings as those described; the largest
one in use, the Newberry, accommodates 1,320 pupils. At the present time most
of the buildings erected in the populous districts of the city have 1(5 rooms and
an assembly hall which can be converted into ^ class rooms, if necessity demands
it. These buildings are of three stories with G rooms on each of the two lower
floors and 4 rooms and the assembly hall in the third story. The seating
capacity of each is about 864 in addition to the hall.
The most striking feature of the Philadelphia schoolhouses is that the class
rooms are separated from each other only by movable partitions, which permit
of the ready conversion of a series of rooms into a single long hall for general
exercises. There seems to be no standard size or plan for the buildings in this
city, and those recently erected contain 10, 12, 15, 18, or 21 rooms or divisions,
apparently according to the existing needs of the pa: ticular locality in which
the building is situated. The James Logan school, which seems to be one of
the largest if not the largest building in the city, has 24 rooms on three stories,
and had 1 ,663 pupils belonging at the beginning of the year.
Brooklyn is like New York in its mammoth buildings, there being ahalf dozen
or more which accommodate over 2,000 pupils each, and several others whose
capacity is between 1.500 and 2,000. The Inrgest of them all, however, does'not
quite reach the 2,500 mark.
The largest buildings in St Louis accommodate from 1,200 to 1,500 persons,
and the present policy of the board, as Indicated by the character of the houses
erected since 1885, favors buildings of not more than twelve rooms accommo-
dating about 700 pupils. '
CITT^ SCHOOL SYSTEMS. 673
In Boston, the plan of school org^anization differs from that of the cities out-
side of New England, in that primary schools are not conducted in the same
buildings with grammar schools. The grammar school, embracing six years of
th 3 course, forms the center pedagogicaUy, and if possible geographically, of
the sc ool district. Around it the primary schools, in which the first three years'
work is done, are placed in the best locations available for the convenieuce of
the p'jpils. The buildings used in the pursuit of this plan are small as com-
pared with those in the cities mentioned above, the most numerously attended
having but 1,000 pupils; all the others with one exception have less than 800.
The new Thomas N. Hart building, which is considered one of the best in the
citv, has 13 class rooms and an assembly hall, arranged in three stories, there
being 5 rooms on the first floor, 6 on the second, and 2 rooms and the hall on the
third.
In Bs^timore. Md., there are but two elementary school buildings that are
valued at as much as $35,000. The officials complain that the appropriations
are insufficient to construct buildings large enough to provide for reasonable
l^rowth of the schools; and that a model school building, embodying the best
features of the older buildings and omitting their defects, is greatly needed.
None of the buildings erected up to this time are provided with assembly halls.
In San Francisco, Cincinnati, and Cleveland the buildings, like those of Chi-
cago, vary in capacity from 500 to 1,300, the majority having accommodations
for less than a thousand. In Cleveland, however, two or three have nearly
1,500 sittings.
The ten American cities mentioned in the foregoing paragraphs are the most
populous in the country, and while their plans and methods may not be the
ideal ones, they undoubtedly represent in their different types the conditions
which may be naturally expected of all other cities when time and the remark-
able tendency of the American people to congregate in cities has brought them
up to the size of the great cities named. Their schools, therefore, in this sense
may be said to be the resulting types of the half century's development of the
American public school, and as such their features are worthy of especial study.
Among the smaller cities, the buildings of Denver, Colo., whose population
is slightly over 10O,0C0, are most frequently praised. Uniformly two stories
high, of not more than 12 rooms, excepting the high school, with ample light,
air. and floor space for each pupil, satisfactory apparatus for heat and ventilar
tlon, good arrangement of rooms and stairways, tney have served as models for
many of the best buildings of other cities, it may be well to state, however,
that in designing them the architect was evidently not hampered with a strin-
gency in the money supply, such as frequently or generally exists in cities of
like size when a new ^choolhouse is desired. To Illustrate: The high school
building was erected upon land donated by the General Government, and has
cost $354,195.41; the estimated value of the site Is $414,000, making the entire
value of the property considerably over three-quarters of a million dollars. The
new Swansea building cost $78,053; theCorona, $87,901, and the Wy man. $9 1,570.
Compare the value of the Baltimore buildings with these figures, and the cause
for the dissatisfaction of the officials of that city mvy be batter understood.
NUMBER OF SITTINGS.
The accommodations for pupils as compared with the number in average daily
attendance are somewhat less ample than in the last year. In 1890-^91 there
were 136.7 seats for every 100 in actual attendance, while there were 136 during
the year just past. The average att^^ndance increased 5.09 per cent, while the
number of sittings increased 4.96 per cent. The difference is very slight, and
would not possess any significance but for the fact that it is one of many statis-
tical indications that 1891-'.)2 was unfavorable for school work.
It would probably be well to repeat that this comparison of sittings with av-
erage attendance is not intended to show the actual degree of sufficiency of
accommodations in any individual instance, but merely as a means of compari-
son between localities and dates.
The sufficiency or insufficiency of school accommodations in a quantitative
sense is a matter which it is very difficult if not impossible to determine sta-
tistically. It is certainly not necessary that there should in any case be as many
seats as there are pupils enrolled, for not all of them are in attendance the year
around. Nor is the average attendance the proper measure of the number of
seats needed, for a t3mporary absence of a pupil or j.upils cm not be made the
occasion for the shifting of the seating arrangements without serious confusion
ED 92 43
674 EDUCATION REPORT, ^l«91-92.
and inconvenience. There must, therefore, be more seats than there are pupils
actually present. If it were possible to get a satisfactory and uniform defini-
tion of the '^average number belongfing," either that quantity or the *' greatest
number belonging at any one time " would be the better criterion by which to
judge.
But even that would be exceedingly defective, for if the seats were as many
as the greatest numbeo belonging that would not necessarily indicate that there
were enough, because of the impossibility of so locating buildings and accom>
modations as to precisely meet the necessities of the school popumtioiL.
The reasons for this difficulty are stated by Supt. W. E. BobinBon, of Detroit,
Mich., to be *' the rapid growth in the population in some of the newer portions
of the city, the floating population in certain other parts, and the variation in
the numbers promoted half-yearly from grade to grade and class to class."
In his characteristic vein, Supt. A. P. Marble, of Worcester, Ma^s., says: ''The
reason for this excess is apparent when we consider that the pupil scan not always
be sent to the houses where tixe «xtra seats are; for example, the seats in a
suburban school can not be made to accommodate pupils in the high school any
more than the vacant seats in one train of cars will accommodate the extra pas-
sim ngers in another train.''
The gre:%test trouble experienced in the matter of providing accommodations
seems to be the difficulty in persuading those who hold the purse strings to erect
buildings in advance of present needs. The steady growth of our cities and
schools is a matter which does not admit of doubt, but nothing seems harder for
a city councilman to understand than the neoeseity for going to the expense of
building a house for 8U0 children that were not in school last year. Oi course
when the next year has rolled around and the 800 new children have come in,
he will see that it would be a good thing to have another house rather than
have the chUdren sit on the edge of the teacher's platforms and on the radiators,
and then he is willing to appropriate the money for a new building to be ready
lor the children on the perches by the beginning of the next year. But by that
time 800 or more other new ehUdren have arrived, and the same process is
repeated. In this way and for this reason a great many, if not a majority, of
the cities of the country are about a year behind in the erection of buildings.
There is no disposition on the part of the public officers of any city to cripple
the schools or to withhold the funds necessary for their proper support. But
the demands upon every city's treasury are many, and the aggregate of the esti-
mates.of the several departments in variably exceeds the annual revenue. Then
in the general scaling down which always follows, woe be linto the achoolhouse
asked for by the board of education if the superintendent has indiscreetly hinted
at ' ' building for the future '* in his recommendation! Thp reply is, * * We can take
eare of the future when it comes. There are expenditures now needed that will
take all our money without providing for the demands concerning the next cren-
eration."
To this is due the most of the complaint concerning insufficient aocommo-
dations. There are, to be sure, many instances of neglect, more or less flag-
rant, of the just and reasonable demands of the schools in the matter of
buildings, but the neglect has been of short duration, and after a few years of
inaction the authorities have always awakened suddenly to a sense of their
duty, and have gone to work with feverish haste to make up lost ground.
S^moOli PROPKRTY.
The value of school property shows an increase over last year of $9,100,729,
or 4.93 per cent. This increase has been larger proportionately than that in the
number of buildings, which indicates a greater average value per building — a
result which naturally follows the increased size of buildings noted in a previ-
ous paragraph. But the increase in value is less in proportion than the increase
in number of sittings, which merely adds another proof to the well-known ex-
perience that within certain limits the cost of building does not increase in direct
ratio with the capacity of the structure. For example . a three-story house costs
much less than oO per cent more than one of two stories, because the cost for
foundation and rooi is practically the same in both cases.
The value of school property in this connection must be understood to mean
the value of property owned by the public authorities and used for school pur-
poses. Furniture, apparatus, school libraries, etc., are included as well as real
property, but lands held for purposes of revenue and rented pronertv are not.
Some of the Western cities, notably St. Louis and Chicago, are i»rticularly
CITY SCHOOL SYSTEMS, 675
fortunate in the possession of valuable property from the rental of which a con-
siderable portion of thoir revenue is derived. Chicag^o received $225,634 from
this source in 1891-92, and St. Louis received $54,235.
The possession of this property is s resiflt of the long-established policy of
the United States Government to set aside two sections for school purpot^es out
of every township newly opened for settlement. Ctiicago's school land is situ-
ated partly in the heai*t of the city, and has inci^eased enormously in value,
being worth now several millions.
The General Government has, in a few instances, given aid to city schools in
other and mo^e direct ways than in the reservation of school lands. For instJince,
the site of the Denver liigh School is a block which was donated by the United
Stales; and the schools of Fort Smith, Ark., are supported mainly by the reve-
nue from a gift of the National Government in the shape of an abandoned mil-
itary reservation.
Rented property plays a very small part in the school economy of our cities,
and its use is always a makeshift to serve till arrangements can be made for the
occupation of quarters owned by the cities themselves. It is almost impossible
to rent buildings suitable for school purposes. To meet the wants of a school,
the building must have been designed Jor a school. But private capital is rarely
employed nowadays in the erection of schoolhouses, excepting:, of course, for the
church schools, and never for the purpose of renting them, as is frequently the
case in nearly every other class of buildings. In case of emergency, therefore,
in which the city's school property does not suffice for its needs, whatever is
available must be taken, and that usually means an old hall, church, store, or
even dwelling. It goes without saying that In light, heat, and ventilation such
quarters are exceedingly defective, and thoir use is justitied only by urgent
necessity, and is continued no longer than is absolutely necessary.
It is the policy of most cities to erect their schoolhouses upon land owned by
them in fee simple, but in a few instances the local customs make it generally
impossible to secure lots in that way. Baltimore is the most conspicuous exam-
ple of this, for in the city proper only about a half dozen of the school sites are
owned in fee, while more th^n seventy are leased, and require a large annual
payment of * Aground rent.'' The policy of the board, however, in recant years
at least, is to secure the ground in fee simple whenever it is poiSBible.
EXPENDITURiSS.
£xoept in the number of supervising officers the greatest increase for the year
is in the matter of expenditure. The cost of supervision and teaching was greater
than last year l^ 6.33 per cent, and the total expenditure was greater by 6.36
per cent. The whole amount expended for schools by the 459 city systems was
$60,555,120, a sum by no means niggardly, "being equivalent to a contribution of
$3.17 from every man, woman, and child in the population of those cities. For
each pupil in average attendance, the average amount spent for all purposes was
$30.58. Of this $17.86 were for instruction pure and simple, embracing only the
cost of teaching and of the supervision of teaehing. The remainder was for inci-
dentals of various kinds, supplies, text-broks.jinitors' wages, repairs, furniture,
and new buildings, and, in fact, everything for which money was spent during
the year, except the single item of tuition. The repayment of loans and boncS
are not and should not be included, for the obvious reason that misleading
duplication would be caused thereby. For example: Cities frequently negotiate
temporary loans in anticipation of expected receipts. S uppose that a city should
borrow each month the money for the teachers' salaries in order to pay them
promptly, repaying the loan every time a few days after. It is plain that only
the money paid to the teachers was actually spent for the schools, yet if all the
money disbursed were included, it would appear that the cost of the schools was
just t.vice as much as it really was. All loans and bonds rest upon the same
basis, and add to the actual cost of the schools only to the extent of the interest
paid on them.
Since the expenditures increased during the year at a greater rate than any
oi the items of enrollment and attendance it naturally follows that the cost i>er
capita is also greater. The expense for tuition per pupil in average attendance
was greater by 21 cents than Lst year, and the expenditure for all purposes was
27 cents more. Every day that a city child went to school during the year, he
coat on an average 16.02 cents; of this, 9.35 cents were for his direct instruction.
Both thi^e items are larger than in the previous year.
Ti ia f ntere€ting to note that the purposes for some of this increased expense
are brought out in the statistics. In the first place the great increase in the
676 EDUCATION REPORT, 1891-92.
number of supervising officers undoubtedly affects the cost of tuition to a con-
siderable extent, and largely, if not entirely, accounts for the difference in its
per capita cost.
In regard to expenditure other tUan that for tuition the increase is due to sev-
eral circumstances. The public are more inclined to be liberal in money matters
with the schools than ever before, because they very generally appreciate the
work of the schools, and because the^ are more than at any previous period accus-
tomed to associate generous expenditures with good schools. Therefore it has
been possible to secure sums for furnishing the schools with improved sanitary
arrangements, apparatus for instruction, and supplies of every kind, which a
generation ago would have been couBidered by the authorities as useless extrav-
agance and would have been promptly refused. Besides, certain new features of
the schools have been the occasion of a great deal of expense not required in
past years. Let us mention a few of them:
The free text-book system is growing in popularity, and its adoption by an
increasing number of cities adds each year to the aggregate amount expended.
Physical training is becoming popular and demands more or less of apparatus
of the lighter sort under any system, and in many cases complete gymnasiums
have been fitted up at a considerable cost.
The modem and most approved methods of instruction, notably in the sciences,
demand ample laboratory facilities. Geography, physics, chemistrv, p^eology,
etc., now require the expenditure of money for apparatus that the old-time text-
book teacher never dreamed of the possibility oi securing.
Manual training is constantly gaining ground, and wherever it is begun there
must be shops for carpentry, forges, furnaces, and machines for iron- working,
materials for sewing, and school Kitchens for instruction in domestic economy,
not to mention the colored paper, modeling clay, and other material required for
the lower grades.
The kindergarten idea is rapidly spreading, and is attended with the pur-
chase of the characteristic material required For the peculiar work, of course,
but still more important, it frequently involves the provision of new and special
furniture, musical instruments, and even new buildings.
Compulsory attendance laws are being diligently enforced in several States
and the agencies necessary therefor are expensive and additional to the usual
requirements of the schools. Truant officers and truant schools are necessities
which have grown out of the new state of affairs, and must be niaintained wher-
ever an earnest effort is made to enforce the law.
Certain changes in matters of discipline and classification have caused new
items to be added to the expense account of many cities. The total or partial
abolishment of corporal punishment has been followed by the establishment of
** schools for incori'igibles " in many instances, and ' ' ungraded classes " for back-
ward or for unusually bright pupils Are maintained in some localities to avoid
the evils of long intervals between classes. These schools are in the nature of
*^ extras," and while their ultimate result is a saving of money by hastening the
progress ol the children, their immediate effect is an addition to the school
Dudget.
All these features are among the developments of the last few years. They
are not yet universal, or even general, but all are growing in favor, and e ich
year sees the addition of one or more of them to a very respectable number of
city systems. All are expensive in a greater or less degree, and so long as their
extension continues, just so long mw an annual increase be expected in the per
capita as well as the absolute cost of city schools, unless indeed some unex-
pected calamity or some ill-advised movement should occur to hinder the pres-
ent favorable progress of public education.
But in addition to these features in the nature of permanent improvements in
the system, there has been one item of expenditure which has appeared in the
accounts for 1891-'92, and is only temporary in its character, but which amounts
to a goodly sum in the aggregate, because nearly all the cities report it, namely,
preparation for the World's Columbian Exposition at Chicago. The expense
attending the preparation and care of the exhibits varied from a few hundred
dollars to several thbvisand. In addition to this and related to it was the cele-
bration of Columbus Day, October 12, 1892, in honor of the discovery of Amer-
ica four centuries before. The occasion was commemorated, either by formal
exercises or by processions, in probably every city in the country.
These two events entailed a great deal of extra work upon the teachers and
pupils, and seriously interfered with the even tenor of school work for a consid-
erable time. Though the ultimate results, especially of the World's Fair ex-
CITY SCHOOL SYSTEMS. 677
hibit, must necessarily be beneficial to American education, there can be no
doubt that the immediate elTects were by no means favorable. In fact, one of
the potent reasons for the bad dhowlnsr in the statistics of the year may be found
in this.
Tabi-k 1. — Summary of statistics of acfvool systems of cities containing over 8,000
i}ihabitants, showing increase or decrease from the previous year.
Total population :
1890 - - 18,088,348
1891 al9,094,694
Increase ___ _ 1,006,246
Percentof increase* 5.56
Enrollment :
1890-'9i _ 2,667,042
1891-'92 - 2,780,800
Increase 113, 758
Per cent of increase _ 4. 27
Aggregekic number of days' attendance of pupils :
1890-91 - - 364,687,603.5
1891-'92 378,208,076.6
Increase -,- 13,520,473.1
Per cent of increase - 3. 71
Average daily attendance :
1890-'91_ _ 1,884,473.9
1891-»92.... 1,980,515.5
Increase -. 96,042.6
Per cent of increase 5. 09
Average length (in days) of school term :
1!:590-'91 193.5
1891-'92 ._ 191.0
Decrease _ 2. 5
Enrollment in private schools (estimated):
1890-'91 723,990
1891-'92 753,178
Increase.--- 29,188
Per cent of increase - 4. 03
Number of supervising ofiAcers:
1890-»91 2,463
l891-'92 2,724
Increase 261
Per cent of increase 10.60
Number of teachers:
1890-'91 52,431
1891-'92 65,057
Increase _ 2, 626
Per cent of increase ^'^^
flThe popuUtlon of each city, with a teW exceptions, being estimated upon the b^sls of the
anjiQai rate of lucre-ise from 1880 to 1890.
678 EDUCATION REPORT, 1891-92.
Table 1. — Summarif of statistics of school systems of cities conUiining over S^OOO
inhabitants^ showing increase or decrease froni the previous year— Continued.
Number of buildings :
1890-'91 _ 6,478
1891-*92 - _ 6,781
Increase 303
Percent of increase 4. 67
Number of sittings or seats:
189(>-'91 2,396,674
1891-'92 --. 2,512,772
Increas3 .•._ -.. 116,098
Per cent of increase 4. 96
Value of school property:
1890-'91 $184,507,058
1891-'92 193,607,787
Increase 9,100,729
Per cent of increase 4. 93
Expenditure for teaching and supervision:
1890-'91 ...y $33,266,128
1891-'92 35,372,482
Increase 2,106,354
Per cent of increase 6. 33
Expenditure for all purposes, excepting loans and bonds:
1890-'91 - - $56,936,447
1891-'92 60,565,120
Increase _ 3,618,673
Per cent of increase 6. 36
CITY SCHOOL SYSTEMS.
679
TA3L.K 2. — Summary, by States, ofpopukUion and school enrollment and attendance
in cities containing over 8,000 inhabitants,^
I
state.
Num-
ber of
school
sys-
tems.
United States
North Atlantic DlTlsion.
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 ,
ArVansos
Oklahoma
Indian Territory
North Central Division:
Ohio
Indiana
Ulinoia ,
Mi higan
Wisconsin
Minuesota
Iowa
Missouri
North Dakota
South Dakota
Nebraska
Kacssts
Western Division:
Montana
Wyoming
Colorado
New Mexico
Arizona
UUh
Nevada
Idaho
Washington
Oregon....
California
450
191
38
89
166
8
5
2
4t
6
U
49
90
46
1
4
S
0
S
6
S
7
8
8
5
5
8
3
11
4
0
0
80
18
24
23
19
7
14
10
0
1
9
10
1
7
0
0
2
1
0
3
1
9
Total iwp-
ulatlon in
18^1 (esti-
mated).
19,094,594
9,175,479
1.483,324
1,223,025
0^206,081
1,003,186
131,855
106.000
23,280
1,669,001
222,730
372.986
8,706,7%
M»,460
2,236,810
69^100
477,850
241,000
232,646
64,870
74,050
80,420
209,410
49,970
29C266
216,230
107,240
36,720
208.150
244,560
60,760
0
0
1,215.3^0
414, 076
1,689.685
586,680
468.660
427, 8n)
294,800
605,670
0
11.880
307,840
196,180
27,860
13.200
168,906
0
0
64,600
8,300
0
136.800
63,030
521,410
Enroll-
ment in
public day
schools.
Aggregate
number of
days' attend-
ance of all
pupils.
2.780.800
1,373.868
212,962
161,826
897,107
145,968
20,986
11,674
3,486
261.994
34,809
61,009
522.902
114.082
862,807
9,408
72,271
89.078
28.248
9,710
9,470
27.917
5,070
40.466
26,486
11,072
4,273
25.803
32,164
10,461
0
0
176,581
66.568
221,065
91,874
70.281
63,626
49,484
103,447
0
1,706
32.157
81,729
4,868
1,192
24,912
0
0
10,294
1,&75
0
14,244
9,641
79,277
878,206,076.6
186,030.811.1
29.564,446.5
19,859,928.5
1S4. 286. 074.0
20. 027,816. 5
2,889,854
1,425,366.8
36,907.933
4.327,045.8
8,003,284.6
71,907.818
14,878.345.5
44,356,156
1,321,820
9,741.691
6.448,624.5
8,798,882
1,843,763
Average
dally at-
tend.ince.
1,980,515.6
950,394.7
155, 174. 1
108,248.5
663,6:^.6
103, 177. 6
15.807.7
8,217.8
186,880 0
23,316.2
41,686.8
867,464
76,010.8
£28,259
6.776
48.716
29,762
20.586.1
7,186
1,446,842
4,468,529
7.706
23,750
6,242.699.5
3, 558!, 570
80.489
19.4(B
668,642
3,484,742
3,882,071
8,104
18.566
21,920.5
23,350,
8.896,
81,463,
12,766,
9.889.
7.519.
6, 660,
12,904,
208,
4.141,
8,935,
691,
150.
3,062,
1,307,
231,
1.944.
1,324.
11,356,
0
0
106.8
566.2
990.5
297.5
487.8
624
666. 8
849
0
970
474
060.9
445
117
038
0
0
906
800
0
011.5
870
099
0
0
189.189.8
48,512.2
165,020.9
66,597.8
49,911.8
40,021
86.170.4
70,953.2
0
1,179
21,942.6
24,021.9
3,238.4
814
16,404.1
0
0
7,370.9
1,150
0
10. 196. 8
6,073
57,015.4
Enroll-
ment In
private
and paro-
chial
schools
(esti-
mated).
753,178
354,366
45,968
48,908
280.439
28,508
4,464
6,060
45,246
8,863
12,020
168,351
42,857
79,483
%
17, 167
8,500
7,284
1.225
•4,ai7
3,775
1,075
13,024
4,988
2,456
6,171
1, 59i!
0
0
50.771
20,372
81,686
29,716
31,980
10,841
80,236
0
140
5,873
4,332
500
500
1.772
0
0
253
0
2,143
1,200
14,584
'In the preparation of this table omissions and deflcleuces in the returns of individual cities
were supplied from the best sources available. If no accurate information could be had in any
pftrtlcniar case, an estimate based upon the ratios developed In the other cities of the same
SUee w*s used unless It appeared that the conditions were ensentlally different in the city for
'BiMS^dfca?e*thI?7hS^«m^ of cities which reported the item was not sufficient to justify
AD dstimate to supply the deficiency.
680
EDUCATION REPORT, 1891-92.
Table 3. — Summary by States of supervising officers, teachers, properly, and
pendiiures of school systems of cities containing over 8,000 inhabitanls.^
Stat«.
►
u
9 «
0
p
S5
Number of
teachers.
-^
S
Q
o
United States
North Atlantic Dlrislon.
South Atlantic Division.
South Central DlTislon..
North Central Division..
Western Division
North Atlantic Division:
Maine
New Hampshire
Vermont
Massachusetts
Rhode Island
Connecticut
New York
^ew 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 Contra! Division:
Ohio
Indiana
Illinois
Michigan
Wisconsin
Minnesota
Iowa
Missouri
North Dakota
South Dakota
Nebraska.. .2
Kansas
Western Division:
Montana
Wyoming
Color&do
New Mexico
Arizona
Utah
Nevada
Idaho
Washington
Oregon
California
2,724
1,282
142
ITOi
947
208
8,94451,113
1,68725,438
22
16
2
162
49
56
606
148
212
1
27
82
31
9
9
23
3
47
56
6
5
40
4
0
0
166
79
273
109
72
71
71
86
0
1
43
27
6
2
87
0
0
36
0
0
22
14
86
450
283
1.815
809
38
22
6
897
34
115
567
59
459
6
141
102
75
11
3,660
2,498
16,981
2,501
IS
60
30
41
56
3
35
102
23
0
0
838
123
213
101
119
90
55
165
0
2
34
75
6
0
33
0
0
28
3
0
II
23
105
498
267
71
4,993
664
1,180
9,961
2,019
5,795
187
1,311
719
487
184
55,067
27,125
4,110
2,776
18,246
2,800
586
279
77
5,390
696
1.295
10. 518
2,078
6,254
198
1,452
821
512
195
139
433
67
781
351
73
497
505
187
3, jKR)
1,200
4,177
1.795
1,252
1.211
1,034
1,798
0
84
587
585
91
24
422
0
0
167
27
0
254
177
1,420
9
JO
o
u
B
s ^
5
On
6
6,781
3,219
483
870
2,297
412
189
TI
16
971
123
184
686
803
770
27
124
101
64
23
152
483
97
772
407
222
76
532
607
160
0
0
3.646
1,323
4,390
1,896
1,371
1,301
1,069
1,963
0
86
621
610
97
24
455
0
0
105
30
0
865
200
1,534
16
69
86
74
50
21
9
68
116
32
0
0
409
187
497
259
185
139
165
213
0
8
124
111
24
4
64
0
0
53
6
0
51
24
186
2,612.772
1,281.862
186,980
120.118
845,066
128,726
88,066
12,411
2,793
249,058
31,209
55,542
464,656
96,530
207,597
9,832
66,708
86.648
25,071
8,250
o 5* "^
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c
u O
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1193, 607, 787 135. 372, 4«2 860. 556, 120
97,070,586
8.908.588
7,705,290
64,031,960
15. 891. 363
1,220.397
1,807,195
181,000
84,5er.289
2,428,917
5.179,253
85,318,005
5,437,905
81,521,535
551,817
8,851,584
8,800
28,935
20,120
4,899
14,275
25,813
8,769
0
0
184,666
62,612
196,014
85.114
65.753
52,187
46,473
91,968
0
1,520
27,530
81,249
4,723
1,000
19,926
0
0
766.662
445,727
208,250
1,309,515
0
15,113
8,000
70,779
2,087,081
1,234.000
601,600
108,600
1,057,920
2.013,865
612,225
0
0
14,600,821
8,989,953
14,989,496
5,983,834
4, 104, 020
6.825,300
3,508,800
5,870.646
0
175.000
2.382,260
1,812,340
837,430
120,000
3,679,950
0
0
672, ."iOO
50,575
0
1.661,487
988, 824
7,880,597
17,380,426
2,868,220
1,687,110
11,073,823
2,462,007
883,809
156,672
37,587
8,675,800
448.769
768.941
7, 174, 636
1,831,333
3,503.879
94,578
788,967
242,341
95,488
58,827
287,481
87,835
481,766
256,735
86,069
395,538
98,481
0
0
2,407,678
743,849
8,282,546
1,017,770
850,012
926.260
545.828
1,158,815
0
»t,260
410,826
312,585
80,098
20,096
890,822
0
0
116,444
80.065.636
3,587,654
2,800,300
80,057,510
4,504,058
307,506
261,610
56.948
6,289,179
900,637
1,580,908
11,658,946
2,103.489
6,886,827
154.811
1,242,648
819,411
138,014
0
250,251
149,686
1,439,790|
86,037
447,487
49.788
751,588
832,868
108,446
44.918
86), 576
573,778
188,814
0
0
4.066,870
1,833,978
5.680.583
1,000.889
1,191,077
1.856,810
1,184,748
1,086,400
0
48,871
839,066
652,176
187.484
45,561
916,498
0
0
884.549
64.184
0
886,536
282,496
1.936.728
»In the preparation of this table omissions and deficiencies In the returns of Individual cities
were supplied from the best sources available. If no accurate information could be had in any
Particular case, an estimate based upon the ratios developed in the other cities of the same
tate was used unless it appeared that the conditions were essentially different In the city for
which precise data were lacking. j « ci* #
an^itumaw w supV^ly\?e%° flcl^cy .' '"'"'^ ""*"' r^VOtuA the IWm was not sufflclent to Justify
CITY SCHOOL 8TSTEM8.
681
Table 4.^Suinmfiry of statistics of public evening schools in cities of 8,000 or more
inhabitants, 1891- BH,
State.
Tbe United States..
Nortrh Atlantic Division..
South Atlantic Dlyislon. .
Soutli Central Division . . .
Nor til Central Division...
Western Division
North Atlantic Division:
Maine
New Hampshire
Vermont
Massachusetts
Rhode Island..
Connecticut
New York ..
New Jersey.
Pennsylvania
Bouth Atlantic DiTtslon:
Delaware
Maryland ,
District of Columbia
Virginia
Georgia
South Central Division:
Kentucky
Texas
North Central Division:
Ohio
Indiana...
Illinois....
Michigan..
Wisconsin.
Minnesota
Iowa
Missouri
Nebraska
Kansas
Western Division:
Colorado
ptah
Wasblngton...
»fregon
Osditomi^
5 ^
> "
o^t«
Acs S
-a >
90
7
2
39
10
3
1
36
5
5
12
12
14
1
1
2
2
1
I
1
10
4
3
K
2
1
3
1
1
1
1
5
Number of teachers.
i
148 I 852
h.
669
30
7
219
18
18
2
168
28
26
90
49
174
4
8
17
9
1
6
1
82
5
57
19
S2
26
3
18
6
1
1
1
1
13
(952) (
408 I 1,780<
(012)
883 1 1,418
(32) I
34 I 44^
7 I 26
(8)
244
442
42
46
19 26
2 0
194 462
109
281
(^)
18 I 29^
(217)
403 I 317^
(26)
75 I 226<
(889)
59 115<
0
17
(82)
6
6
5
o
20
6
189
34
61
87
4
88
8
0
8
• 2
1
3
28
8
21
18
5
0
25
0
26
(2)
(9)
2
72
4
27
45
19
2
49
1
1
1
0
1
1
43
3
o
4,140
8,206
118
32
604
88
16
45
9
963
840
937
327
513
8
38
56
11
5
SO
2
46
10
261
67
106
106
6
82
9
1
9
2
2
4
71
Number of pupils.
p4
8
\ (59,826) >
^86,540 I 29,553S
(50,210) \
f56,177 I 21,08h
(4,743)
343 I Q\
1,057 t 833
(4. 242)
>23, 378 I 7, 423<
(131)
5, 685 I 716i
210)
266
T02
73
189^
433
4
5 (9, 446) ,
?12,021 I 6,081<
(266)
4,411 I l,e26<
(2, 690)
132 I 47<
(13, 150)
»26,433 I 9,897<
(6. 535)
7.078 1 1,960<
(18,918)
4,061 644<
(162)
(1,413)
(2,907)
343 1 0
(261)
o
1.038
19
(225)
896 I
(30)
105
328
5
200
12,027
190^
3,187
(980)
1,818 I 1.868
(700)
2,734 I 730^
(2. 307)
1,740
206
3,501
218
43
611
23
418
100
6
(1
31) h
6<i
56
82
18
171
22
231
71
5,045
599
1
9
174,419
126,468
5,086
1.890
35,043
6,432
1.366
24
1.411
415
16,214
4, 666
4,164
4.658
229
8,919
318
49
193
100
103
302
5,644
8
s
d
«
<
lO
70,064.1
50,906.9
2,792
766
13,305.4
2,298.8
442
420.8
5J7
13,728.8
2,451
660.4
18,910
5,491.1
8,782.3
87
1,250
1,165
170
130
754
12
662.8
208.8
6,600
1.310
\,726
1,614
119
1,886
159
19.8
69
43.8
46.1
128.9
2,006
i
682
EDUCATION EEPORT, lWl-ft2.
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is
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11.97
11.88
16.14
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CITY SCHOOL SYSTEMS.
683
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CHAPTER XVIII.
SBCONDAEY SCHOOLS.
A. — Puhlie high sehooU, B. — Academies^ preparatory schooU, private high schoohf etc,
Tlie great interest taken iu the subject of education in secondary schools the ^ast
few years has been emphasized by the National Educational Association in the appoint-
ment of a special committee to consider the relation of the secondary schools to the
collegee and universities.
The exact place of the secoudarv school has not been definiteljr determined, and
the office of this committee, and the subcommittees appointed by it, was to inveeti-
eate the whole subject of secondary instrnction and present the resnlts of their
deliberations in a consolidated report. By this means it was expected to show -what
the relation of these schools to the colleges is, especially in regard to the studies to
be pursued. In the reports of the Bureau of Education the attempt has been made
to collect the most complete data possible from these schools and make all of it
available for comparison and study. For three years the statistics have included
the public high schools, as well as private institutions of secondary grade. The
statistics of these two classes of institutions have been compared with each other as
far as possible, and for the report of 1890-'91 special tables and diagrams were pre-
pared to show the growth and the comparative increase of each class. Each year the
figures given become more complete, and certain of the percentages may be regarded
as virtually correct, although not all the schools are reported, 'niis is specially true
in regard to the studies pursned at these schools and about which, perhaps, the
greatest interest centers at the present time. If we have complete reports from three-
fourths of the schools, then the percentages of those reported in matters relating to
studies pursued may be taken fairly to represent the otner fourth not reported, and
we may thus get the average condition of the schools throughout the country.
One of the difficult questions has been to eliminate the students of the elementary
grade found in quite a number of these schools; it is believed that this has prac-
tically been done, and that the students given iu the tables all projterly belong to the
secondary or preparatory school grade.
In the year 1889-'90, reports were received from 2,526 public high schools, with
9,120 teachers and 202,963 students. In 1890-'91, 2,773 schools reported, with 8,270
teachers aud 211,598 students. This year (1891-'92), 3,035 schools are reported, with
9,5&1 teachers and 239,584 students.
Of the private academies, preparatory schools, and private high schools, there
were reported in 1889-^90, 1,632 schools, with 7,209 teachers aud 94,931 students. In
1890-'91, there were reported 1,773 schools, with 6,231 teachers and 98,400 students:
while this vear ( 1891-92), the reports show 1,550 schools, with 7,093 teachers ana
100,739 students.
The seeming discrepancy in some of these figures in both classes of schools comes
from the imperfect classitication of the students and teachers into elementary and
secondary in cases where the enrollment of the school included pupils below the
academic or high-school grade. But this matter is being gradually accommodated
to the conditions of the various schools, and will doubtless soon be sufficiently exact
for practical purposes. The relative changes in the number of students, the number
pursuing certain studies, etc., can best be seen by comparing the data from these
two classes of schools for a period of years.
SUMMARIES OF STATISTICS, ISOl-W.
/. — Public high schooh.
The two following tables of summaries are arrau.^ed for comparing the two classes
of schools, public and private, and each is arranged by geographical divisions and
by States and Territories.* Table I gives the number of schools, instructors, and
students in the public high schools.
Of the 3,035 schools reported in this table, 1,571 are in the North Central Division;
900 in the North Atlantic Division; 244 in the South Central Division; 189 in the
South Atlantic Division; and 131 in the Western Division. Of the 9,564 instructors
in these schools, 4,714 are in the North Central Division; 3,282 in the North Atlan-
tic Division; 626 in the South Central Division; 528 in the South Atlantic Division,
and 414 in the Western Division. Of the 239,556 public high-school students in the
country, 117,261 are in the North Central Division; 85,628 in the North Atlantic
Division; 13,720 in the South Central Division; 12,556 in the South Atlantic Divi-
sion, and 10,391 in the Western Division. It is interesting to note that in every part
of tne country there has been a substantial increase in the number of students dur-
ing the past year.
* In addition to the nanbfr of aecoudnry student* reported in tbe •bove l«blei% there nre o( theae rtudent* 4,617 In the public
Bornmi •chooU esJ 4.314 iu the privwt.^ normal ichoobVLWl *«*»'• "?*""■' training «hoolii;ao.»lp >«» /he Prep«rmt«ry depart-
oenU of biiber iDnituliow. Tl,^ added to thinwrS^ri^l^rleA IVoin the wcondary KhooU would mak« a toul of 40^ ■tudenti.
686
EDUCATION REPORT, 1891-92.
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SECONDARY SCHOOIA
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688
KliUCATION REPORT, 1891-92.
//. — Academie$, preparatory tckooU
Table II, following the same plan as the one for public schools, is the snmmaij
Of the 1,550 schools reported 529 are in the Kortii Atlantic Division ; 335 in the
Division : and 112 in the Western Division. Of the 7,903 instructors 2,9^ are in the
Central Division ; 1,060 in the 8onth Atlantic Division ; and 525 in the Western Divis-
the North Central Division; 19,553 in the South Central Division; 15,847 in the
By comparing this table with Table I, it wil^ be noticed that the proportion of
differs considerably from that of the public schools. ,
Tablk II. — Summary of $tati8tic8 of endowed tLcademiei^
a
4
5
6
7
8
0
10
11
12
13
14
15
10
17
18
19
20
21
22
23
24
25
20
27
28
29
30
31
32
33
34
35
30
37
38
39
40
41
42
43
44
45
40
47
48
40
50
51
62
States and Territories.
United SUtes.
North Atlantic Division
South Atlantic Division.
South Central Division . .
North Central Division. .
AVcsterr Division
North Atlantic Division :
Maine
New ilampshiro
Vermont
Massachusetts ,
Khode Island ,
Connecticut ,
Now York
New Jersey ,
PennHylvauia ,
South Atlantic Division:
Delaware
Maryland
District of Columbia. .
Virginia
West Virginia
North Carolina
South Carolina
Georgia ,
Florida
South Contra! Division :
Kentucky
Tennessee
Alabama
Mississippi
Louisiana
Texas
Arkansas
Indian Territory
North (Jentral Division:
Ohio
Indiana
Illinois
Michigan
Wisconsin ,
Minnesota
Iowa
Missouri ,
North Dakota
South Dakota
Nebraska
Kansas
Western Division:
Montana
Colorado
New Mexico ,
Utah
Nevada
Washington
Oregon
Calilomia
ae
O
u
1,540
272
112
27
24
22
79
0
37
177
65
101
4
31
11
59
3
81
35
68
10
48
83
42
68
28
46
16
0
45
15
36
10
20
18
30
67
3
6
12
15
Secondary
instructors.
-a
3,352
528' 1.420
3021 545
335! 610
040
237
47
78
51
202
31
50
491
174
290
10
88
40
110
8
140
55
82
12
58
138
52
107
30
86
28
131
23
9C
27
i»
42
01
141
5
10
19
37
6
2
7
27
2
1
13
37
1
1
15
24
14
34
54
111
-a
3,741
1,508
516
024
740
288
o
7,093
02
51
71
200
14
71
2,988
1,060
1.134
1,380
625
109
129
122
408
45
127
5391 1,030
169' 343
325! 016
9
74,
371
104'
111
101
51'
110
18
j
•7'
1331
50|
97
94
116
15
9
1351
481
126
47
46
30
53
169
10
8
41
27
15
24
2
19
3
:u
33
158
Students.
Secondar}-.
'3
6
52, 523
19
162
77
214
19
241
106
192
30
155
271
108
204
124
201
43
18
266
71
222
74
94
78
114
310
15
18
60
U
17
51
5?'
4'
58
07
269:
21, 408
8,404
9,451
10, 628
2,632
1,253
1,293
1,158
2,851
469
778
5,633
2. 477
5,490
147
907
378
1.469
130
2,532
950
1,804
81
098
2,840
1.127
1,794
430
1, 639
579
144
2,831
300
1,487
384
757
785
1,200
1,886
58
147
268
525
41
289
8
0
274
301!
1, 126i
9
§
48, 216
17. 177
7,443
10, 102
10, 473
3.021
I
8
100, 739
1,215
094
1,154
2,577
200
092
5,010
1,412
3,023
153
844
377
1,205
110
1,602
810
2,188
194
1,048
2.320
1,001
2,000
820
2,304
435
114
1,908
633
2,031
747
348
547
950
2,129
88
155
526
451
120
278
19i
273
38|
490
415
1,288
33.585
15,847
19, 553
21, 101
5,053
Colored (included
iu the preceding) .
2,468
1.987
2,312
5,428
009
1,470
11,243
3,889
9,119
300
1,751
755
2,074
240
4,094
1,700
3,992
275
2,040;
5,160
2,188
3,794
1,250
3.843
1,014
258
4,799
833
3,518
1,131
1,105
1,332
2,150
4,015
140
302
794
976
101
507
27
900
38
764
776
2,414
-a
•
067
32
311
315
0
0
10
0
0
0
14
0
4
0
1
4
0
6
0
44
0
97
24
117
23
52
20
104
4
136
0
0
4
2
2
0
0
0
0
0
0
0
0
1
0
0
SI
i
0
0
651
12
311
316
6
6
0
3
0
3
0
3
3
0
0
0
0
46
0
132
44
68
21
0
47
»
131
2
110
0
0
3
e
H
11
1,311
44
«81
IS
1:
11
1
690
EDUCATION REPORT, 1891-92.
AiVAiional tabha end diagrams iUustrat'mg the status of secondary ittBiructian.
Besides tlio pjencral summaries given in tho foregoing tables, several sulisldiaiy
tables and diagrams have been prepared toshoxr more clearly' the comparison between
public and private secondary schools.
Dxa<2x:am 1. — Comparison of public high schools and private academuiSj eeminarit^rie.
Number and percentage of schools j instructors, students, graduates, etc. ISDl-^oe.
■ Pulilic
; iiigii
schools.
ScbooLt
IiiJilructors
Students
Preparing for oolLe|g«:
Classical courno. .
Scientific conrae
In gradnathig chisa, both
. ■cooracs
GradnatcR .
3, OSS
9,56i
230, 556
15,233
r,**^
10,
0.246
28,490
Private
ucade-
iiiicn,
etc
1,550
7,C03
ICO. 739
15,99S
0.291
5.
8,4T7
Total.
4,585
1G,G57
Per cent of wliolo uumber.
Public schools.
66.17
Privato achoola.
33.83
340,295
31,228
70.39
29. CI
48.78
51.22
■ : 'i- ■'.;'■■: yy . •" '// v - ■ ■ -^.^yy ■■ <
6L63
38.37
^' «^ ife:: y^.,miA ■a^y.-^A'JA^m^/Im^
14,475
36,976
63.87
08. 13
•7.07
22.93
Diagram 1 sbows tho relation of both classes of schools as to their nnmber, num-
ber ot instructors, number of students, also nuiuber of students preparing for col-
lege in both conrscs, the number in tho graduating class, aud tho number of gradu-
al^ for tho year. It is seen that^ so for as reported, the public high achools are OTer
66 per cent of tho Avhelo number, and have over 57 per cent of tho instructors and
70 per cent of tho students, in cachof these a slight gain over the past yesir. Of
those preparing for college, in tho classical course 48.78 per cent are in the public aud
51.22 per cent iu the private high schools, while in the scientiiio course Uio publie
high schools have 61.63 per cent and the private high schools 38.37 percent. Of
those preparing for college, in the graduating class both courses, almost 64 per
cent aro in tho public schools. Of the total number of graduates 77 per cent are
in the 2)ublic high schools, leaving about 23 per cent in tho private high schoola.
SECONDARY SCHOOLS.
691
Tlio tiiimber and percentage of the Btndents in both clasBcs of schools prcparinjBf
for college arc given in diagram 2, Parts i and ii, classified by geoj^aphical divi-
sions ana ibr both classical and scientific coarses, showing the proportion of each to
the whole uuTnl>erof students in the schools, and by comparison the relative mim-
ber ill eacb cJads of schools.
Diagram 2, Part i. — Xumher of sindenis prepariiuf for college amd proportion 1o vshoU
number of studenta in ike schooU.
A.-PUBLIC HIGH SCHOOLS.
Total
namber
of stu-
dents.
239,556
85,628
12,556
13,720
117,289
f
Number of
studonts pre-
paring for col-
lege.
Percentage
.
ClaAsi-
cal
course.
Scien-
Uflo
course.
1
15,233
6,850
f
991
1,324
5,501
1
16,532
4.482
340 1
683
9,950
1,068
6.33%
T7_t*'>.^l <£♦<«♦#»■ ...........
WA
u nltcct 5>vi»»«'» ............
6.0%
-
7. 990^
Wi
SoTih Atlantic di viuion . .
6.23%
7.88%
•
£oiitk Atlantio dirisfon..
2. 70%
-
-a
:3
9. 65%
Saath Central division . . .
4. 97%
.
4.77%
i
Nortli Central division . . .
8. 49%
f:-" --
1
5.40%
10,368
567
1
1
Wastem dhriaion • - •
10. 30%
Part I of the »bor« diaffram shows that over 12 per cent of the students reported in
ihei>ablic liMrh schools are preporiDg for college, and they are almost equally divided
between the claeaical and scientific courses. The larger percentage of students in
the elmaeical eonree in the public high schools is found: in the North Atlantic, South
AtlnTitic. and Sonth Central Divisions, the largest proportion being in the South
CaitralDivisicm, while in the North Central and Western Divisions the numbers in
^wjw«* *^ » % . /loiible those in the classical course: that is, in pub-
S5',:^dJK^ri8^e SiStled P«t8 of tho country show cimparativel^ th«
692
EDUCATION EEPOET, 1891-92.
greater proportion of clasaical students and the newer portions the larger nnmber
in the scientific course.
By examining Part ii of the diagram it will be found that in the private acade-
mies, seminaries, etc., over 25 per cent are preparing for college, nearly 16 i>er cent
in the classical course, and over 9 per cent in the scientific course.
Diagram 2. — Part II. — Numher of $tud€nt8 preparing for collegey and proportion to
whole numher of etudenta in the achoola,
B.— PRIVATE ACADEMIES, SEMINARIES, ETC.
United Stotes
North Atlantic Diviaion.
South Atlantic Dlvieion
Soiitli Central Division
North Central Diviaion
Weatem Diviaion
ToUl
number
of .
atudenta.
Number of
atudenta pre-
paring ror
college.
100,739
38,585
15,847
19,553
21, 101
5,653
Claaai-
cal
courae.
15,995
Scien-
tific
courae.
Percentage.
15. 87%
r// ^.v
""y^
^^
6,971
3,127
3,126
2,008
7«W
9,291
4,035
908
2,076
1,601
581
A^*« ..... J-.^A^
9. L'2%
18.060^
'.:■'■■■■■■ ''4
10. 46VC
19.85%
c. 'm'Q
y
15. 98%
15. 73%
9. 51%
'";.■ v..
7. 58%
13. 50%
10. 27%
In each of the geographical divisions the classical conrse has the larger per-
centage of students in this class of schools. The largest proportion, nearly 20 per
cent of the whole number, is found in the South Atlantic Division, the North Atlan-
tic Division having 18 per cent, the South Central Division nearly 16 per cent, the
Western Division nearly 13i per cent, and the North Central Division the lowest, 9^
per cent. In the scientific course the South Central Division has the largest propor-
tion, nearly 16 per cent of the whole numher of students, the North Atlantic Division
nearly 10^ per cent, the Western Division over 10 per cent, the North Central Divi-
sion 1\ per cent, and the South Atlantic Division having the lowest proportion a
little more than 6 per cent. It will be noticed that in the South Central and West-
ern Divisions the percentage of students in each course is about the same that is
nearly 16 per cent in the South Central Diviaiou and nearly 11 per cent in the Weali
em Division. "^
SECONDARY SCHOOLS.
693
An examiuation of the Agnrea conn6cte<l with this same diagram shows that of the
25,286 students in the private schools, in both courses, preparing for college, 11,006,
or over 43 per cent, are found iu the North Atlantic Division, while of the 31,765
students preparing for college in the public high schools in the country 15,460, or
4Si per cent, are in the North Ceutral Divif»iou alone, the North Atlantic States hav-
ing the largest perceutage of college preparatory students in the private academies
and the Northwestern States the largest proportionate number iu the public high
schools.
GRADUATES.
Another interesting fact is the proportion of students in these schools who com-
plete a certain prescribed course of study and graduate. - This number includes a
part of those preparing for college, and also quite a largo proportion who do not
pursue a higher course in college.
The following diagram (3) gives the number of graduates in each class of schools,
together with proportion of each to the whole number :
Diagram 3.—Xumher of graduates in 1892, with proportion in each class of schools.
Pablio
Kigh
schools.
United Statei)
North Atlantic Division
South Atlantic Division
South Central Division
North Central Division .
Western Division
28,490
10,836
006
1,215
14,282
1,170
Private
acade-
mies, etc.
8,477
4,237
875
1,062
1,753
550
Percentage.
PubUc.
Private.
77. 7%
^mm^'^
71. 89%
22.3%
^7ry77.
''TTZ
"■A'r,"
28.11%
53. 23%
46. 77%
.;^fyy'Af:^^
Trrrrr'
"/' '■'.',
y/'-
/
rXy::<^ ■zyyyyy.^-:^:/>^^/yy/////^{^>;-;. f/X
63.4%
46.6%
87. 97%
^M^^ J^M^>^> ^.a^i;^;^^:;^ ;
12. 03%
^
31.98%
In the year 1^92 there were reported, as shown in the diagram, in the United
States, a total number of 36,976 graduates, of whom 28,499^ or 77.7 per cent, were
from the public high schools, and 8,477, or 22.3 per cent, from the private acade-
mies, etc.
Of the 2f^,^^ graduates from the public high schools 14,182, or a little over one-
half, came from the North Central Division, while of the 8,477 graduates from the
private, institutions the North Atlantic Division furnished 4,237, or nearly one-half
of the whole n amber. The proportion of graduates in each class of schools to the
other, ill the several divisions, varies considerably. In every division the public
^%h schools have the larger percentage, the largest being nearly 88 per cent in the
^^tXh Central Division, about 11 per cent in the North Atlantic Division, 68 per
^^Qt ju the Western Division, and 53 per cent in both the bouth Central and South
•^Wantic Divisions. I^ the private academies, etc., the largest proportion, nearly
^ Der cent is found in the South Atlantic Division, and nearly the same in the
Sonfii r<4>ti^o] r>i vision ; about 32 per cent in the Western Division, 28 per cent in
*he North Atiantio Division, and the lowest, 12 per cent, iu the North Central
694
EDUCATION REPORT, 1891-92.
It is iutercsting to note, in this connection, the proportion of^rradnates to the total
number of Btndents in each class of schools in the different geographical diTisions,
and to exhibit this proportion the following diagram (4) has been prepared:
Diagram 4. — Proportion of ffradutitefi to total number of sludents in each cIobm of
BchooU.
[A. rulilicliigli Hcliools. I{. Privato ncwlemioA, Rcminarios, otc]
United Statew.
Total ToUl
HtudentM. graduates.
A. Puldic. 2K»,556 28, 4»
11. 4S%.
'/'
8, 41%.
B. Private. 10), 739
8.477 ^
A. Publir
12.65%.
North Alluntir I>ivi- \
sion.
85,628 10,830 ^> ,
' .'1' ■■:■>/ X,
10. 0%.
South Atlantic I>ivl-
aion.
Sontli C^ontrul I>i vi-
sion.
\\. Private. 38,585
A. Piihlir. 12,556
». Private. 15.847
A. Public. 13,720
4,237
896
875
7.01%.
K.VV,
5.52%.
1.215 ^;J
8.85%.
5. 430^,.
j;. Private. 19,553 1.C62 £J
12.09%.
Korth Ceiitml Diri •
sion.
A. Public. U7,961 14,282
^,^
W, Private. 21,101
8.30%.
1,753 |I
U.26%.
A. Public. 10,391 1,170
Western Division . * . . <
■■/////
9.73%.
B. Private. 5,653
550
I -'-M
The above diftgram shows that the pnblic high schools graduated nearly. 11 1 per
cent of the total number in attendance during the year, and the private academies
nearly 8i per cent. In the North Atlantic Division the nighest ratio of graduates is
found in both the pnblio high schools and in the private academics, the ratio being
12.65 per cent in the public and 10.9 per cent in the private schools.
The North Central Division graduated over 12 per cent of the attendance in tho
public schools and over 8 per cent in the private schools. In the Western Division,
over 11 per cent in the public schools ana almost 10 per cent in the private schools
graduated. In the South Central Division the percentage is 8.85 per cent in the
public schools and 5.43 in the private schools, ivhile in the Bouth Atlantic Division
almost 8 per cent in the public schools graduated and over 5i^ per cent in the private
academies.
It is, of course, evident that these figures an»l percentages alone do not necessarily
show the grade of the schools in the different sections of the country because the
standards required for graduation vary somewliat in the different elates of schools.
If uniformity in courses of slufly should be adopted for secondary schools then the
porcontage of students completing the course in any school or class of aphnols would
hecomQ a more significant fact for comparison, ^ otuuui
SECONDARY SCHOOLS.
695
STUDIES PURSUED IK SKCOXDAIlY SCHOOLS.
In order to Bhow the conclition of the schools, aa indicntcil by tho studies x)ursiicd in
tlicm, tbo following summaries havo been prepared. Tablo III, following, gives tho
number of students pursuing tho principal studies in tho public high schools in tho
country considered cs a whole, und geographical divisions, and also by States and
Territories :
Table III. — Xumber of students in each branch of study in public high schools.
Stat«!a and Territories;
Latin.
"3
i
I
United States 36, 084 57, 000 93, 144
l!7orth Atlantic Division —
South Atlantic Division —
South Central Division
North Central Division
"Western Division
13, 307 18, 721,32, 028
2, 5531 4,363 0,916
2.769! 3,802 0,571
15, 838 27, 992 43, 830
l,617j 2,182 3,799
^ortU Atlantic Division :
Maino
New Hampsliiro
Vermont
Massachusetts
Kliodo Island
Connecticut
Nevr Yorlc
New Jersey
Fcnnsylvanin
South Atlantic Division:
Delaware
MaryUud
District of Coluinhia .
Virginia
"West Vif ginLa
North Carolina
South CarcUna
Greorcia
Florida
South Central Division:
Kentucky
Tennes^e
Alabama
Mississippi
Iioaisiaua
Texas
Arkansas
OkLthoma
Indian Trrritory
Vorth Central Division :
Ohio :....
Indiana
Illiuois
Michigan
IViscohsin
Minnesota
Iowa
Missouri
North Dakota
South Dakota
Nebraska
Kansas
^Testom Division:
Montana.
Wramin^5 _
Colorado
New Mexico
Arizona
Utah ;;;...
Nevada
Idaho ,
Washington... J** J
Oreffon ..» '.'..l'.'.,.
CaliiToniia ..."!'..
1,092,
562
328
4,332
428
056
3,287
469
1,853
38
333
373
543
20
177
131
727
204
032
405
212
220
305
804
171
1,585
777
454
0,211
562
1,307
4,077
856
2,892
244
406
504
1,063
37
256!
Groek.
-a
4,610
3,003
315
189
847
166
2,677
1,339
782
10,543
090
2,263
7.364
1,325
4,745
283
739
967
1,606
63
433
179! 310
1,336 2,063
248 452
865
G37
261
245
330
1,216
248
1,407
1,042
473
465
635
2,020
419
20
4,103
1,622
2,62:t
1,230
726i
1,857
1.461
998
51
48
099
914
68
14
351
4
8
10
0
9
91
GO
C,C96
2.756
5,447
2,169
1,205
1.9C0
2,708
2, 212
67
80
1.J65
1,528
104
20
457
6
20
22
15
11
135
90
^«^| 1, 302
20
10,799
4,377
8,070
3,405
1,931
3,317
4,169
3,210
118
128
1,864
2,442
172
34
808
10
28
38
21
20
226
156
2,286
381
100
741
1,058
125
273
765
07
220
0
34
-26
8
Q
0
9
211
27
103
4
45
19
0
'I
2,787
1,875
84
34
072
122
o
H
7,397
rrencli.
8
o
-a
§
o
o
H
lO
German
■a
s
P4
11
19
o
13
4, 019,8, 404 12, 423 9, 113 15, 873,24, 080
4,968
399
223
1, 519
288
3,348 5,656
1301 C77
9 310
491 1, 560
206
88
51
828
67
100
423
61
41
0
25
16
3
0
0
o
St
27
11
% 8
0
1
16
0
9
0
41
281
7
192
94
35
105
20
68
0
0
28
17
3
0
51
0
0
0
0
0
2
0
no
206
10
155
93
34
61
9
54
0
0
81
19
0
0
22
0
0
0
0
0
1
0
CO
687
189
125
1,886
192
382
1.188
158
261
0
SO
42
11
0
0
11
238
38
111
4
46
35
0
27
0
159
136
54
,308
98
149
369
42
33
0
37
0
40
0
5
0
7
41
2
0
3
0
0
4
0
201
9.004
807
319
2, 051
2421
487i
17
347
187
69
166]
20
122
0
0
59
36
3
0
73
0
0
0
0
0
3
0
200
0
04
0
126
74
17
165
5
34
0
0
0
C
0
0
22
0
0
1
0
0
0
0
18
395
257
111
3,553
147
273
722
103
95
0
48
0
110
0
7
0
436
67
16
0
39
35
178
42
0
222
0
632
174
27
265
31
192
0
0
0
17
1
6
89
0
0
6
0
0
0
0
105
3,332 5,887 9,219
400 601 1,091
473 473 946
4,593 8,190,12,783
315
632 947
554
308
165
u,861
245]
122
1,091
145
128
0
65
0
159
0
12
0
443
108
18
0
42
35
178
46
0
13
4
33
588
15
202
1,441
354
622
0
70
151
132
20
3
2
0
13
304
23
15
0
0
123
8
0
280
0
758
248
44
430
36
226
0
0
0
23
1
Ol
111
0
0
7
0
0
0
()
123
51
8]
45
1,259
39
520
2,288
618
1,053
0
91
429
115
29
4
1
22
0
174
60
21
0
0
192
26
64
12
78
1,847
54
789
3.72tt
072
1,675
0
101
580
247
49
7
3
31
13
478
83
36
0
0
315
34
073
313
731
640
475
414
376
196
0
2
207
257
30
0
124
0
0
5
3
0
18
55j
74
1,541
513
1,833
1,212
657
717
702
383
3
10
256
363
37
0
329
1
0
5
5
0
48
98
109
2,514
826
2,564
1,861
1,132
1,131
1,078
579
3
12
403
620
73
0
453
1
0
10
8
0
CO
153
183
696
EDUCATION REPORT, 1891-91
Tablk IJI. — y umber of atudent$ in each "branch of study in public high achooU-^ConVd,
StAtett and Territories.
United Stat«8
Xorth Allantio Division
South Atlantic DiviBioo
South Central DiTision .
^'orth Central Division .
Western Division
North AtUntio Division :
Maine
New Hampshire
Vermont
Mojisachnsett^)
Ehode Ifiland
Connecticut
Now York.
New Jersey
Fennny Ivania
South Atlaniio Division :
Delaware ,
Maryland
District of Columbia .
Virginia
West Virginia
North Carolina
South Carolina
Georgia
Florida
South Central Division :
Kentucky
TennesMco ,
Alabama
Mississippi
LouiHiana
Texas
Arkansas
Oklahoma
ludinn Territory
North Central Division :
Ohio
Indiana
Illinois
Michigan
Wisconsin
Minnesota ,
Iowa
Missouri
North Dakota
Sontli Dakota
Nebraska
Kansas
Western Division :
Montana
Wyoming
Colorado
New Mexico
Arizona
Utah
Nevada
Idaho
Washington
Oregon ....."
California
Algebra.
•§
^
14
46, 517
14,549
2,000
3,718
22,848
2,502
337
420
425
8,886
*420
1,032
4,121
1.021
2,887
117
41G
282
621
156
144
123
792
249
753
466
270
313
169
1,398
329
a
15
70, 719
3
o
16
117, 236
22,287
4,556
5,142
35,225
3,509
1,582
553
497
4,757
426
1,176
5,797
1,775
5,724
150
611
466
880
312
219
303
1.348
267
983
736
359
348
363
1,904
219
20
5,432
2,018
3,395
2,375
1,354
1,507
2,542
1,550
37
62
1,140
1,436
71
25
391
9
18
51
115
51
324
180
1,207
7,741
3,068r
5,638
3,603
1,963
2,295
3,977
2,858
48
158
1,704
2,172
97
31
542
13
32
63
261
61
373
333
1,703
36,836
7,450
8,860
68.073
6,011
1,919
973
922
8,643
846
2,208
9,918
2.796
8,611
267
1,027
748
1,501
468
363
426
2,140
516
1,736
1,202
620
661
532
3,302
778
Geometry.
Trigonometry.
IT
o
•a
a
3
o
H
18 19
21,878
34,937
56,815
7,867
l,202r
1,579
9,748
1,481
677
234
194
2,219
193
361
2,193
445
1,351
82
290
105
181
47
65
15
304
114
264
227
94
102
96
660
130
20
13,173
5,086
0,033
5,978
3,317
3,802
6,519
4,408
85
220
2,844
3,608
168
56
933
22
50
114
376
112
697
513
2,970
6
2,450
846
1,487
862
580
722
1,086
567
9
41
480
609
23
8
193
0
11
10
42
25
92
60
1,017
11,844
2,092
2,709
16, 178
2,114
816
324
200
2,868
254
484
2,787
860
3,242
63
446
273
293
77
75
127
620
118
440
373
232
147
249
1,028
240
8,902
1,357
3,090
1,827
889
993
1,815
1,086
26
61
750
882
37
19
283
3
13
5
112
34
126
105
1,377
19,711
8,29f
4,288
2f,026
8,595
1.493
558
403
5,087
447
845
4.980
1,305
4,593
145
730
378
474
124
140
142
924
232
704
600
326
249
345
1,688
370
ao
2,443
'3
a
31
005
230
334
1,147
118
483
220
519
1,859
156
2
17
3
53
52
64
241
40
124
20
44
46
30
6
0
0
77
16
68
23
37
6
83
96
21
6,352
2,203
4,577
2,189
1,478
1,715
2,901
1,653
35
102
1,230
1,491
60
27
476
3
24
15
154
59
218
165
2.394
392
62
361
56
42
33
80
76
0
6
10
29
7
0
30
0
0
2
1
0
0
4
74
0
3
0
41
0
9
208
100
122
3
18
10
67
14
0
0
84
24
175
44
85
25
7
137
46
541
108
851
28
16
2
137
100
0
8
30
20
9
0
23
0
0
0
0
0
0
16
108
o
H
*J9
3,237 5.680
1,088
450
&53
3,006
274
2
20
8
M
&2
73
440
149
240
23
63
M
07
20
0
0
161
40
243
67
122
31
00
238
67
033
170
1,212
84
58
85
217
185
0
14
40
S8
16
0
53
0
0
2
I
0
0
20
182
698
EDUCATION REPORT, 1891-92.
AtlaT)tic Division. In nlgobra ilio nnmbcr of fitudouts is mncli greater, being 117,23G^
of whom nearly one-half were in the North Central Division. In geometry and trig-
onometry the nnmbers are ninch less, but the larger proportion in geometry being
in the North Central Division. There v.-ero only 54,6HS6 students in physics and 24,386
in chemistry. In general history there were 74,206 students, the larger number being
in the North Central Division.
In Table IV below, the saino statistics are given for the private aciulcmios, etc.,
arranged in the same way for comparison with the pnblic high schools.
Tabli: IV. — Xumbcr of aiudcnts in each Iranch of Btudjf in jmva/^ secondary achooh.
States aiid Torritories.
United States.
North Atlantic Divijiion:
Muiiio
Now Hampsbiro
Vermont
MasROchnHotts
Itliodo Island
Connecticut
No\T York
Nor JerRcy
Pennsy Ivanlft
Sotith Atlantic Division :
Delaware
Maryland
District of Culumbia.
Virginia
WpKt Virginia
Korth Carolina
South Carolina
. Georgia
riorida
South Central Division :
Kentucky
TennesHCO
Alabama
Mississippi
Louisiana
Texas
A rkansns
Oklahoma
Indian Territory. . .
North Central Division i
Ohio
Indiana
Illinois
Michigan
Wisconsin
Minnesota
Iowa
Missonri
y orth Dakota
Sonth Dakota
Nebraska
Kaiisrs .
"Western Division :
Montana
- 3
North Atlantic Division. . .
8outh Atlantic Division. . .
South Central Dixision
Nortl) Central Division
"Wcstcrii Division
Latin.
Greek.
-a
g
5
o
H
22, 269 10. 023 38, 832
0,906
4. 244
3.348
3,897
874
1,
1.
2,
1,
1,
401
559
395
450
235
414
771
320
295
OC
509
100
883
30
201
484
818
51
419
159
458
483
152
4.'i7
198
"Wyoming.
Colorado . .
New Mexico,
Arizona
Utah
Nevada
Idabo ,
Washington ,
Oro^ron
California ...
1,
22
108
129
348
127
522
242
353
706
151
88
96
163
0,731
3,170
3,074
2,930
718
16,637
7,414
6,422
0,827
1, 592
383
330|
8491
1,188
112
434
1,954
577
1,401
108
425
97
529
8
587
275
1,100
35
380
751
330
035
159
595
200
14?
8,
S)
12
014
288
393
149
119
107
200
090
15
32
173
138
10
CO
7
159
143
436
05
38
106
133
209
847
889
744
2,688
347
848
4,725
1,903
3,600
204
994
203
1,412
44
1,788
759
1,924
80
805
1,910
794
1,118
311
1,052
898
34
1,722
417
741
276
041
349
559
1,402
30
120
269
301
14
i
S
o
H
French.
•a
7,248
4.257
897
668
1,159
267
217
612
167
840
68
05
1,165
018
585
18
128
90
157
11
221
81
176
15
88
324
81
56]
13
69
33
203
15
145
38!
285
276
7X
835
5
115
25
257
49
129
156
2
191
45
6
N
o
a
9
et
O lO
GermaD.
-a
11
o
•a
a
9
19
et
O
H
13
1, 205 8. 543
660'
lis;
195
291i
36!
4,917
1,010
863
1.450
303
78
44
49
178
2
41
147
42
79
2
14
2
25
5
to
1
32
12
27
51
40
16
4
35
20
87
1
20
C
r9
29
91
67
17
44
14
3
10
24
47
Ij
14
361
14
205
556
206
6,10310,71816,8217,778
4,187
943
420
421
182
78
291
80
6, 470; 9, 607
1,806
1,103
1,571
768i
l.Olfti 865
70
136
1,312
060
664
20
142
02
182
16
241
82
208
27
115
375
121
72
17
104
53
402
22
159
39
260
59
153
203
3
36
55
50
a
0
801
1
20
4
4
6
20
43
35
111
140
70
1,668
490
549
62
165
61
288
0
119
196
52
0
35
41
48
21
236
33
3
I
134
149
177
969
62
240
2,283
613
043
75
318
242
393
2
165
226
376
9
120
106
104
60
421
201
1
92
1
30
63
133
14
5
60
4
0
0
13
272
108
457
119
36
32
34
371
10
7
91
34
13
20:
281
4
12
01
14
20
4,021
834
396
2. 749
1.523
1.992 2,299
9501 268
212:
440
257,
1,834
202
310
15
123
62
467
8
120
3,8511,671
1,0001 609
1,492: 996
137
483
303
681
2
284
422
428
9
155
237
152
81
657
234
4I
364
100
487
182
169
46
30
437
14
7
01
47
13
48
4
26
20
17i
33,
100
81
44
504.
08
77
634
28
357
12
242
»•
83
56
31
18
72
73
37
17
17
161
15
6. 741 14, 510
3,437
082
607<
1.677,
448,-
33
72
88
564
21
154
1,253
SOO*
856
24
283
57
156
3
49
66
25
17
97
i42
23
49
53
204
27
7,458
1,516
003
3,83a
716
48
195
140
1,031
20
274
2,034
965
1,852
52
640
00
308
10
1»
IM
56
35
160
215
60
86
70
365
42
6
SECOm>ARY SCHOOLS.
699
Tabjle IV. — Xumher of
eludenia in rack branch of
BchooU— Continued .
ttud$ in private secomdary
States and Tctrritoriofl.
Algebra.
Goomotry.
Male.
14
United States
Korth Atlantic Divisira . . .
South Atlantic Division. . .
Scmth Central Diviaion . . .
Ifortli Central Division . . .
Western Diviaion
North Atlantic Division:
Maine
New Hampshiro
y ennont
Massachusetts
Bhode Island.
Connect:cnt
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
I^ouisiana
Texas
Arkansas
Okbihoma
Indian Territory
North Central Division :
Ohio
Indiana
Illinois
Michigan
Wisconsin
Minnesota
Iowa ,
Miflsonri
North Dakota
.Soath Dakota
Nebraska
Kansfls ,
Western Division:
Montana
Wroniing -
Colorado
New Mexico
A ritona —
mail
Neviula
Jilaho
Washington
Oregon --
Caliibniia
25,007
10.205
4,511
4,008
4,301
1,062
573
714
340
1,447
245
331
2,774
1.466
2,306
00
574
172
807
26
1, 213
450
1,053
36
657
1,306
660
820
256
002
226
to
1,281
117
466
166
345
174
475
1,005
24
53
86
100
10
115
3
108
0
Fe-
male.
13
10.803
0,203
3,713
5,006
3,625
1,076
555
204
351
851
07
401
1.816
406
1.431
72
450
177
012
16
060
356
1,205
57
503
1,146
644
803
402
1,230
210
Total. I Male.
16
44,600
17
Fe-
male.
Total.
Trigonometry.
Male.
18
19
11,854
16,407
8.224
10,004
8,016
2,158
5,454
1,856
2.004
2.003
537
1.128
1,008
700
2,208
342
732
4,500
1,062
3,737
163
1,033
340
1,500
42
1.872
806
2,348
03
1,160
2,452
1,304
1,710
658
2,141
436
315
266
174
866
145
301
1,623
7TO
1,120
24
368
131
440
11
200
128
447
17
306
420
278
320
114
488
65
5i I
I
730 I
148 t
563
234
115
124
386
044
30
62
151
148
54
00
7
lUS
25
117
100
530
90
139
554
134
2,0tl
265
1,029
40O
460
208
861
1.040
54
105
237
347
73
205
10
546
41
175
02
266
84
260
389
11
40
46
74
7.056
10, 810
3,037
1.174
1.010
1,390
436
8,401
3.030
3,023
3.303
073
SO
2.705
Fe-
male.
SI
1.700'
002
317
309
245
705
648
506
408
103
82
242
128
167
520
36
150
050
201
634
30
168
63
170
3
139
100
484
17
181
364
231
276
136
G25
83
3
2C6
73
105
08
45
46
167
320
5
23
85
58
38
0
20
1
. 557
304
341
1,305
181
351
2,572
040
1,760
54
536
104
610
14
420
228
031
34
487
813
500
506
250
1.113
148
15
34
27
138
13
23
258
223
171
3
70
0
1G4
2
5L
17
£0
2
1C5
100
72
iro
20
88
40
812
114
370
160
311
130
430
718
16
63
131
132
252
10
22
11
01
10
34
117
5
0
13
IG
G7
1
13
0
210
25
216
320
l.OM
64
0
07
13
53
61
::2i
46
43
220
131
13
23
0
00
100
547
20
8
SO
7
18
5
62
0
1
131
18
55
0
17
13
08
0
33
2
1C8
4
^6
204
71
la
57
132
:!4
31
GJ
S.'S
0
2
11
126
4
2
C2
8
1
3
3
7
22
8
C8
Total.
sa
4.405
1,210
6U
l,35f
1.004
185
22
53
33
220
13
24
380
2il
226
3
87
13
232
2
81
10
198
0
211
403
143
214
£6
220
74
2
340
47
83
46
100
12
45
2^3
0
11
<5
24
14
3
•JO
7
12
10
77
700
EDUCATION EEPORT, 1891-92.
Taulk IV. — Xumbev of siudenU in each hranch of study in private secondary
schools — Continued.
rtaten and TerritoHes.
TJnitod States
^rorth Atlantic Division.
>'onth Atlantic Divinion.
I^mth ( 'ontrHl Diviaiou. .
Xortlt Central Division. .
Western Division
Xorth Atlantic Division. .
Maine
ICew Hampshire
Vermont
Hassachnsetts
Hbode iHlaud
Connecticut
New York
N*» w Jersey
Peunsyl vania
South A thintic Division :
Delaware
llaryland
DiHtVict of Columbia .
Virginia
West Virginia
North Carolina
South Carolina
Gc trcria
Florida
South Central Division :
Kentuc]<y
Teuiiossco ,
A]ftban?a
H'ssiHsippi
Louisiana
Texas
Arkansas
Oklahoma
Ind Ian Territory
North Central Division:
Ohio
Indiana
Illinois ,
Michigan
"Wisconsin
Minnesota ,
Iowa
Missouri
North Dakota
South Dakota
Nebraska
Kansas
Western Division :
Montana
^Vvonliug
Colorado
New Mexico
Arizona ,
VU\h
Nevada
Idalio
Physics.
Male.
Fe-
male.
93
10,601
94
9,715
4,199
1.030
2,337
2.003
432
3, 107
1.400
2,887
1. 726
595
2(»
205
190
554
56
90
1,266
512
974
22
290
73
432
8
411
131
257
6
204
423
241
714
152
505
89
9
536
83
215
64
246
69
199
390
19
35
38
89
210
118
142
452
60
118
1.138
202
652
17
159
110
272
2
330
142
357
11
201
482
216
717
388
775
101
279
91
262
130
71
47
127
473
12
20
120
79
22
24
0
12
3
67
0
"Washington.
Oregon
Calilbmia...
44
71
236
36
12
58
92
360
Total.
95
20, 310
7,306
3.030
5,224
3,729
1,027
478
413
332
1,006
125
208
2,404
714
1,.626
39
449
183
704
10
741
273
614
17
405
905
457
1,431
540
1,280
190
16
815
174
477
223
317
116
326
863
31
61
158
168
22
36
3
93
12
102
163
596
(
Jhemistry.
Male.
Fe-
male.
9r
Total.
96
98
5,155
4,754
9,909
General history.
Male.
9»
15.479
2,332
1,545
3,877
630
728
1,358
730
1, 272
2,002
1,196
929
2,125
267
283
547
6.034
3.134
2, 625
2,797
889
144
157
105
311
21
65
826
248
455
29
145
23
153
5
127
23
114
11
110
92
1.56
125
68
144
30
144
61
92
327
18
72
457
113
261
30
65
74
116
10
132
63
234
4
144
201
141
137
298
317
28
288
218
107
638
39
137
1,283
361
716
59
210
97
269
15
259
80
848
15
254
2UJ
297
262
366
461
58
267
299
188
817
197
212
2,074
689
1,291
19
430
215
564
8
812
441
038
7
403
508
564
393
243
398
90
Fc.
male.
30
16.981
6.351
2,638
3,570
3,168
1,255
209
137
192
034
98
383
2,337
645
1,456
33
361
265
367
20
492
299
755
46
604
683
450
496
555
711
117
541
26
62
59
118
29
73
211
9
7
19
42
87
0
43
0
14
31
92
6
185
37
184
93
18
4
61
253
7
0
52
35
20
1
19
7
34
23
174
11
726
63
246
152
136
33
134
464
16
7
71
77
107
26
550
89
396
91
414
147
307
579
18
51
54
101
15
I
129
1
45
538
159
532
226
152
83
229
819
24
50
270
86
43
46
6
62
150
7
0
48
109
54
92
266
393
115
12
170
106
757
Total.
31
32.460
12.385
5,772
6,195
5.965
2.144
536
438
880
1,751
295
595
4,411
1,234
2.747
52
791
480
931
28
1.304
740
1,S83
53
907
1.191
1,023
889
798
1.109
807
71
1,006
M8
928
317
560
SO
536
1,308
42
101
324
187
58
175
7
265
12
270
198
1,150
From this table it is seen that of the 38,892 students in Latin in the private acade-
mies and seminaries, etc., 16,637 were in the North Atlantic Division, the South Atlan-
tic Division having the next highest number, 7,414, the North Central Division having
only a few less, and the South Central Division about 1,000 less. Of the 8,543 in
Greek 4,917 were in the North Atlantic Division. Of the 16,821 in French 9,607 were
in the North Atlantic Division and 2,749 in the South Atlantic Divit}ioD. ^^ *^®
14,519 in Gorman the North Atlantic Division had a little over one-half and*^® North
Central Division 3,836. Of the 44,899 in algebra 16,497 were in the Kortl> M^*^^^^®
8KCONDARY SCHOOLS.
701
Division, 10,004 in the Sonth Central Division, and over 8,000 each in the South
Atlantic and North Oentral divisions. In geometry the number is only 19,810, with
a large proportion in the North Atlantic Division. In trigonometry the number of
student^ was only 4,405, the South Central Division having the largest number, 1,353.
The other studies are nearly in the same proportion among the geographical divisions.
To show the relative importance of the studies pursued in those schools in the
United States diagram 5 has been prepared. This gives tho number of students in
each study and the percentage of these in each study to the whole nunfber of stu-
dents in each class of schools. The arrangement of tho diagram is made so as to
show the comparison between the public and private schools and indicates their
relation to each other in each study.
Diagram 5. — Number and percentage of atudenia pursuing certain studies to whole number
of students in the schools.
A. Public high schools. }
Whole number of atudenta, 239,6r>G. $
5B. Private aca<lcmieA, Aominaries, etc.
I Whole number of stucl6nt«, 100,730.
Number studying.
500c
100%.
Latin.
Greek.
French
German
Algebra .
Geometry
Trigonometry ■
A. 03,144
38 88^'
''.yy^
m^:^^M^<^<;^4i^<^3
i^
38.600.^
B. 38,892 W.
\M.
(
3. 08% •
A. 7, 307
B. 8, 543
8. 48%
5. 18%
A. 12,423 /'
16. 60Oo
B. 16,821
10. 43%
''-•' " "yy
A. 24,086 r 4<
Vyy.'^^y.yy^
14.4-f 0,',
B. 14,510
48. 930/,
A. 117,236 '
////// y/''^yy/y '///.>/./:.. /yv .fy- ■ / , /
•/^'' :■'/ y/y/-., ■<•,•-;■./'■'' ■, . ■'y
^/.yyyy/.yyyyyyyy/. .yyyyy Ayyyy: yy/y / . yy.yy :
44. 57«>i,
)
B. 44,809
23. 29%
A. 56,815 FiT^'^^^^^'i^
'/./ /^ y
• •' /
19. 66<io
B. 10,810
2. 33%
A. 5,680
B. 4, 405
I
4. 3790
702
EDUCATION REPORT, 1891-92.
Diagram 5. — Xnmher and percentage of 9tudenU purauing certain siadicM to whole number
of atudenta in the schooU — Continued.
A. Puliiir. high flcliools. (
Wholo uuiuber of students, 239,556. )
)B. PrivAte academies, fieminarioa, etc.
I Whole nnmber of stndenta, 100, 739.
Xumlier ntiidying.
M. 080
22.82
50%.
100%.
A.
A.
%
PliViii<^
20. 10%
20. .'110
(
!
24,380
_
"" '--r,
1
1
«
10.17
%
*
Clieniintrv
9. 8:i<^o
15.
0,000
-_
f
30. 97«6
A.
74,206
Qencnil ItUtory
32.460
32.22
«0
B.
=-:--■ , T— r; i . .i ji: • .- • -
It is interesting to note in the above diagram the lar^e proportion of those study-
ing Latin and that it is so nearly alike in both the public and private schools, being
nearly 39 per cent of the total number. Only 3 per cent of those in the public schools
study Greek, while in the private schools the proportion is nearly tnree times aa
great. Bat a little more than 5 per cent study Frencn in the public schools, while the
private schools have throe times as many in'the same study. The students of Ger-
man in the public schools are about lOi per ceiit ; in the private schools, 14 percent.
In algebra the public schools have nearly 49 per cent of all their students ; the private
schools, over 44^ per cent. In geometry the proportions are 23.71 per cent in the
public schools and nearly 20 ))er cent in the private schools. Students of trigonom-
etry are only a little more than 2^ per cent in the public schools and 4^^ per cent in
the* private schools. In physics the proportion is about 23 percent in the public
schools and 20 per cent in the private schools. In chemistrv the number is about
the same in cacii, nearly 10 per cent, and in general history the students in the pub-
lic schools are about 31 per cent and in the private schools a trifle over 32 per cent.
In order to show the status of secondary schools in regard to the number of stu-
dents pursuing the principal studies in such schools, the followiug table (V) has
been prepared, which gives the number and percentage of students in ten different
studies, comparing public and private schools together. The table gives tirst the
whole country, then by geographical divisions, and lastly the detailed figures and
{percentages for each State apu Territory, and In every case for each study sepa-
rately.
This table makes it possible to see at a glance the condition of the schools in any
section or State in regard to any study or class of studies, as classics, modern lan-
guages, mathematics, or physics, etc., and to see how the two classes of schools com-
pare with each other in regard to studies, or rather in regard to the number pursuing
certain studies.
704
EDUCATION REPORT, 1891-92.
a
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706 EDUCATION REPORT, 1891-92.
By examining tho abovo tablo, iu connootion with diagram 5, it will bo foand that
the proportionate number of Btndents pursuing the several studies varies greatly
in different parts of the country. In diagram 5 the percentages ore given for the
whole country only.
Latin. — In thistablOf by comnaring the geographical divisions, it is seen that of the
students in Latin tho South Atlantic Division has the highest percentage in both the
public and private schools, being 55 per cent in the former and almost 47 per cent
in the latter. In the public schools the next highest percentage is in the South
Central Division^ being nearly 48 per cent; while in the remaining three divisions
tho percentage is almost the same, about 37 per cent for each. In the private
schools the second highest in Latin is the North Atlantic Division, 43 i)cr cent, with
a little over 32 per cent in the South Central and North Central Divisions, and 28
per cent in the Western Division. By comparing the States, North Dakota shows
89 per cent in Latin, although having but a small number of students; Georgia, 80
per cent: North Carolina, nearly 70 per cent; Louisiana, nearly 64 ner cent; DiA-
trict of Columbia, 55.64 per cent ; Kentucky, 55 per cent; Rhode Island, nearly 55 per
cent^ New Hampshire, 54.1 per cent: and so down through the list of States, with
varying proportions, to Nevada, whicn is the lowest in rank, having only 4 per cent.
In the private schools tho. highest ratio is tho State of Nevada, being 100 per cent;
Delaware, 68 percent; Wisconsin, 58 per cent; Connecticut, 57 per cent: Rhode
Island, about 52 per cent ; Indiana, 50 per cent ; New Jersey and Massacnnsetta,
nearly 49 per cent. Montaua is the lowest in the list, a little over 8 per cent ; Wyo
ming, Arizona, and Idaho having no reports.
Taking the States by geographical divisions and making comparisons, it will be
found that in the public scuools of the States in the North Atlantic Division Rhode
Island has the largest ratio. 54.72 per cent, and New York the smallest, 27.65 -per
cent. In the private schools of the same division Connecticut has the largest, 57
per cent, and Vermont the lowest, 32.18 per cent. In the South Atlantic Division
North Carolina has the highest ratio, 68.73 x^er cent in the public schools, and Vir-
ginia tho lowest, 7.47 per cent, while iu the private schools of tlHs division Delaware
has the highest, 68 per cent, and West Virginia the lowest, 18.33 per cent. Of the
States in tho South Central Division Louisiana has the greatest ratio, 63.56 per cent
of Latin students in the public schools, and Arkansas the lowest, 33.14 per cent:
while in the private schools in tho same division Kentucky has the highest ratio, 39.34
per cent, and the Indian Territory tho lowest, 13.18 per cent.
In the public schools of the North Central Division North Dakota has 89.4 per
cent, the highest ratio, and Wisconsin the lowest, 21.44. per cent; while in the pri-
vate schools Wisconsin hajs tho highest ratio, 59 per cent, and North Dakota the
lowest, 20.55 per cent in this study. In the public schools of the Western Division
California has tho highest ratio, 44.94 per cent, of students in Latin, and Nevada the
lowest, 4.1 per cent; while in the private schools of this division Nevada has the
highest ratio, 100 per cent, and Montana the lowest, 8.17 percent.
Greel'. — In Greek, tho proportion of students is very much smaller, the State having
the largest ratio in the public schools being New Hampshire, with nearly 28 per cent,
the lowest being Louisiana, with 1.36 per cent. In the private schools New Jersey
has the highest ratio, almost 17 per cent, in Greek, while North Carolina, Delaw.are,
Louisiana, Arkansas, Indian Territory, North Dakota, South Dakota, Wyoming, New
Mexico, Arizona, Nevada, Idaho, and Oregon report no Greek students whatever,
and Indiana reports not quite two- tenths of 1 per cent.
French. — Tho proportion of students in French also varies greatly. Of the public
schools in the North Atlantic Division the largest ratio is in Massachusetts, almost
28 per cent ; the lowest, Pennsylvania, only nine- tenths of 1 per cent. In the private
schools New York has tho largest ratio, 34.25 per cent, and Maine tho lowest, over
8.50 per cent. In the South Atlantic Division the public schools of Georgia have
the highest ratio, 15.65 per cent ; while Delaware, the District of Columbia, West
Virginia, and South Carolina have no students in French, and North Carolina only
about 2 per cent. In the private schools Delaware has the highest ratio, 45.6 per
cent, and West Virginia the lowest, about four-fifths of 1 per cent. In the South
Central Division, in tho public schools, the highest ratio is in Louisiana, almost 18
per cent; while in Texas, Arkansas, and Indian Territory there are no students in
French, and Kentucky has two- thirds of 1 per cent. In the private schools Louisi-
ana has the highest, over 52.5 per cent, and Arkansas the lowest, about two-fifths of
1 per cent. In the North Central Division, in the public schools, tho highest ratio is
in Minnesota, over 6 per cent; while Indiana, North Dakota, South Dakota, and
Nebraska report none, and Iowa one-fourth of 1 per cent. In the private schools
Michigan has the greatest ratio, 16 per cent, and Iowa tho lowest, not quite 2 per
- , .. _* — , - * *« .^.vp pnv^
pcnools Nevada, though reporting but a very few secondary BcheolB, haft the hichest
ratio in French, being over 52^ per cent, and Utah tho lowest, not quite 3 i>er cent.
S£COin)ARr SCHOOLS.
707
German. — The proportion of stadents in German varies greatly in different see-
tions of the country. In the North Atlantic Diviaion, in the public schools, Con-
necticut has the highest ratio, over 17 ^r cent, and New Hampshire the lowest, not
quite one-half of 1 per cent. In the private schools New York has the greatest pro-
portion, 26 per cent, and Maine the lowest, not q^uite 2 per cent. In ^e South
Atlantic Division, in the public schools, the District of Columbia has the highest
ratio, over 27.5 per cent; while Delaware reports none, and North Carolina only a
little over 1 per cent. In the private schools Maryland has over 36.5 per cent, the
highest ratio, and Georgia the lowest, not quite 1.5 per cent. In the South Central
Division, in the public schools, Kentucky has the largest ratio, over 17 per cent,
while Mississippi, Louisiana, and Indian Territory report none, and Arkansas 2|
per cent. In the private schools Tennessee has the hignest ratio, over 14 per cent,
and Mississippi the lowest, 1.75 per cent. In the North Central Division, in the
public schools, Nebraska has the highest ratio, over 22 per cent, and North Dakota
the lowest, 2.25 per cent. In the private schools Wisconsin has the highest ratio,
58.75 per cent, and North Dakota the lowest, about 8.25 per cent. In the Western
Division, in the public schools, Colorado has the highest ratio, over 24 per cent;
while Wyoming, Arizona, and Idaho report none, and New Mexico only 3^^ per cent.
In the private schools Oregon has the largest proportion, 23.2 per cent, and Wyo-
ming, Arizona^ and Idaho make no report, while Montana has almost 5 per cent.
Very interesting results can bo found by going over the entire list of the studies of
which the statistics and percentages are compiled in this table. The facts relating
to the studies are given as indicating what a complete analysis of the table wiU
show, and the table itself is so full and complete that it is not thought necessary to'
go further into the details.
PBOPOKTION AS TO SEX IN SECONDARY SCHOOLS.
The question of the proportion of the sexes in the secondary schools becomes a
matter of interest in comparing a series of years, so that changes, if any, can be
noted. For this reason the following Table vi has been prepared, giving as far as
possible the number and percentage as to sex of instructors and studcuts, includ-
ing the students preparing for college. There is also given the percentage of each
sex preparing for college to the whcue number in the school.
Table VL — Jiatio of male and female instructors and students, and students preparing
for coHegCf classical and scienlifio courses, in secondary schools in the United States,
Instructors.
Whit© students.
Colored students.
!Num-
ber.
PcrceutAge.
Number.
Percentage.
Number.
Percentage.
Male.
male.
Male.
Fe-
male.
Male.
Fe-
male.
"~— . —
9.564
7,093
43.21
47.26
56.79
52.74
239,556
100,739
39.8
52.14
60.2
47.86
4,047
1,318
38.55
50.6
61.45
*uOiiCflC/IOOJJ»- - • - - -
^>ate academies. »em-
d.A
iiuunefl, cic. ------
Preparing for college.
Classical course.
Num-
ber. I
Percentage.
Scientific course.
Preparing for col-
lege, classical, and
scientific courses.
Male.
I*ubllc schools -, * ' *J|' ■
I*rivate acadcmieB, »eni
ioaries, etc
15,233
54.65
15,995 97
Fe-
male.
Num-
ber.
45.44
3
16,532
9,291
I
Percentage.
Male.
Fe-
male.!
Num-
ber.
Percentage of
students prepar*
ing for college,
both classical
and scientific
courses, towhole
^ , I number in
Percentage.} schools.
Male.
Fe-
male.
Male.
49.55
73.52
50.45 31,741
26.48 25,286
52
72.12
48
27.88
17.3
34.72
Female.
10.7
14.58
Ti, V ^^trc^iuft tabic shows that of the instructors, 56f per cent in the public high
Rrii 1 -T '52 75 per cent in the private academies, etc., are women. Of the white
stnnfi^f ?,; the public schools GO per cent are females, and in private academies etc.,
?ot qu^o^ P^r ^Bt, themales having a majority in the private schools alone. Of the
708
EDUCATION BEFOBT, 1891-92.
colored Ptndeots in tho public scIiooIb, abont G1.5 percent are females, and in the pri-
yate academieB, etc., the sexes differ less than 1 per cent. Of tho students preparing
for college in the classical course of the public high schools, the males are 54.5 per cent
to 45,5 per cent females, while in the private academies, the males are 97 per cent,
the females only 3 per cent. Of those in the scientific course preparing for college,
in tho public schools, the males are 49.5 per cent, the females 50.5^ less than 1 per cent
difference, while of those in the same course in tho private academies, the males are
73.5 per cent, and the females 26.5 'per cent. Taking the preparatory students in
both courses together, in the public high schools^ the ratio is 52 per cent males to
48 per ceut females ; in the private academies, it is 72 per cent males to almost 28 per
cent females. The ratio of male students preparing for college in both courses to
the whole number of male students in tho schools is 17.3 in the public schools and
34.75 per cent in^ the private academies; while the ratio of female preparatory stu-
dents to tho total number is, in the i)ublic schools, 10.7 per cent, and in the private
academies, nearly 14.6 per cent.
Another interesting fact in connection with sex is a comparison as to the ratio of
each sex pursuing different studies in the schools. The following Table YII civea
the percentage of male and female students for each of ten different studies in Doth
classes of schools, by geographical divisions, the public and private schools being
arranged together unuer each division; for easy comparison.
Table VII. — Percentage of male and female students pursuing certain studies, 1891- 9t,
[A, public Bcbools; B, private bcIiooIb, academies, etc.]
United States J ^
North Atlantic di-(A!
vision ( B .
Sonth Atlantic di-CA.
vision j B .
Sonth Central di-CA.
vision I B.
Korth Contra! di-(A.
vision ( B .
Western division J g ■
Latin.
Male.
38.73
67.25
41.54
59.54
86.95
67.24
42.14
52.13
86.13
57.06
42.56
54.89
Fe-
male.
61.27
42.75
58.46
40.46
63.05
42.76
67.86
47.87
63.87
42.92
67.44
45.11
Greek.
French. German.
Algebra.
Male.
Fe-
male.
Male.
Fe-
male.
Male.
Fe.
male.
Male.
Fe-
malow
62.32
84.84
62.25
86.37
79.44
88.81
84.75
77.28
55.76
79.93
57.64
88.11
37.68
15.16
37. C5
13.63
20.56
11.19
15 25
22.72
44.24
20,07
42.86
11.89
32.35
36.28
37.17
43.06
16.11
34.4
2.82
27.57
23.89
21.13
16.9
19.15
67.65
63.72
62.83
66.94
83.89
65.6
97.18
72.43
76.11
78,87
83.1
80.84
36.47
53.57
86.14
53.01
36.66
55.01
50
39.88
35.87
58.88
83.15
86
64.53
46.43
63.86
46.09
63.34
44.99
50
60.12
64.63
31.12
66.85
64
39.67
55.^9
39.47
61.85
88.89
54.85
41.95
49.06
89.84
54.77
41.62
50.14
60.83
44.11
60. 5S
88.15
61. U
45.15
58.05
60.M
00.65
45.23
58.88
49.80
United States J^"
Korth Atlantic diCA!
vision ^ B . .
Sonth Atlantic di-(A..
vision J B..
South Central di-^A..
vision ( B . .
North Central dl(A..
vision \B..
Western division j g •
Geometry.
Male.
Fe-
male.
Trigo-
nometry.
Physics.
Msle.
Fe-
male.
38.50
59.83
89.86
64.23
86.50
61.25
63.17
51.08
37.50
59.03
41.19
55.19
61.50
40.17
60.14
35.77
63.50
38.75
36.83
48.03
62.41
40.97
68.81
44.81
43
61.4
55.6
72.35
52.00
61.95
89.15
52.1
38.15
59.36
43.07
55.67
67
38.6
44.4
27.65
47.91
38.05
60.85
47.9
61.85
40.64
66.93
44.33
Male.
Fe-
male.
39.76
47.25
40.82
67.47
37.93
62.79
42
44.73
39.04
53.71
38.76
42.06
60.24
62.76
69.18
42.53
02.07
46.21
58
55.27
60.95
46.29
61.24
57.04
Chemistry'.
Male.
Fe-
male.
38.22
62.02
37.91
60.13
34.6
46.89
40.14
36.98
38.38
56.28
40.77
51.19
61.78
47.98
62.04
30.87
65.5
53.61
69.86
68.02
61.62
43.72
59.23
48.81
General
History.
Male.
87.28
47.68
86.17
48.72
38.05
64.29
8&63
42.87
87.98
46.89
40.94
41.46
Fe-
male.
62.72
62.33
64.83
51.28
60.96
45.71
6L47
67.68
62.02
68.11
60.06
58.64
On examination Of tho above table it Will be seen that in the pnblic hi^h schools
the females are oyer 60 per cent of the stndents j^nrsning all the ten studies named,
except Greek and trigonometry, and a majority m Latin, French, German, algebra,
geometry, trigonometry, physics, chemistry, and general history, that is in Sll the
studies except Greek, in which the ratio is 62^ per cent males to 37f per cent females.
In trigonometry the females are 57 per cent. In the private academies, the males
are a majority in Latin, Greek, German, algebra, geometry, triconometry, and chem-
istry, the highest ratio being in Greek, nearly fe per cent. The females have the
larger percentage in French, physics, and general history, the highest ratio beine
in *>ench, 63.75 per cent. *
m
SECONDARY SCHOOLS. 709
The varioiis-geo^aphical divisions differ considerably in the relative percentages
of the sexes parsning certain stadies. For instance, in the public high schools, of
those stndying Latin, the majority are females in every division ; in the private
academies, the males are a majority in every division except the South Central. Of
the students in Greek, a very large percentage are males, in both classes of schools
and in every division; while in French the opposite is true, the larger percentage
being females in both classes in all divisions. In German, in the public high schools,
the large proportion are males in every division except the South Central, and in
that the two sexes are equal. In the private academics the males are the greater
ratio in all divisions except the South Central and the Western divisions. Of the
students in algebra in the public high schools, the greater proportion are females in
all the divisions, the largest ratio, over 61 per cent being in the South Atlantic divi-
sion ; while in the private academies the males have the majority in every division
except the South Central, and in that not quite 1 per cent less. In geometry, the
females are the greater number in the public schools in all but the South Central
division. In the private academies the males have a majority in all the divisions.
In trigonometry the males predominate in the public schools only in the North
Atlantic division and South Atlantic division; while in the private academies the
males are the larger percentage in all divisions, being the greatest in the North Atlan-
tic division, or 72 per cent. In the public high schools, ot students in physics, chem-
istry, and general history, the greater ratio are males in all the divisions, while in
the private academies, in physics, the females are the greater ratio in the South
Central and Western divisions. In chemistry in the South Atlantic and South Cen-
tral divisions, and in general history, the females have a greater percenti^ge in all
except the South Atlantic division.
CHAPTER X-IX.
Ui^ITERSITIES A2^D COLLEGES.
DISCUSSION OF STATISTICS.
Kumber of institutions. — Tho number of universities and colleges reporting to
this oflRce during the year 1891-'92 was 442, showing an increase of 12 over the
number reporting during the previous year. Prominent among the new in-
stitutions reported are the University of Arizona, at Tucson, Ariz., and the JLe-
land Stanford Junior University, at Palo Alto, Cal.
The University of Arizona was established by an act of the Territorial legis-
lature in 1885, but owing to a lack of funds the institution was not opened to
students until October 1, 1891. The act establishing the University of Arizona
provides for the following departments:
First. Tho Department of Science, Literature, and the Arts.
Second. The Department of Theory and Practice, and Elementary Instruction.
Third. The Department of AgriciUture.
Fourth. The Normal Department.
Fifth. The Department of Mineralogy and the School of Mines.
Only two of these departments, tho third and fifth, have thus far teen opened
to students. This action was rendered necessary owing to the insufficiency of
the income to equip and support all the departments. The resources of the in-
Btitution at present consist of the $15,000 per annum for experiment stations
and of the appropriations by the act of August 30, 1890, to agricultural and me-
chanical colleges. No funds from the act of July 2, 1862, are yet available. The
university reported for its first year 9 professors and 31 students.
The Leland Stanford Junior University, at Palo Alto, Cal., was determined
upon by the Hon. Leland Stanford and Jane Lathrop Stanford in 1881. Novem-
ber 14, 1885, the grant of endowment was publicly made, and on the same day
the board of trustees held its first meeting in San Francisco. The work of con-
struction was at once begun and the corner stone laid May 14, 18S7. The uni-
versity was formally opened to students October 1, 1891. The property con-
veyed to the university consists of the Palo Alto estate of 8,400 acres, the Vina
estate of 55,000 acres, and the Gridley estiite of 22,000 acres. The value of the
endowment is generally estimated at about $25,000,000. The general manage-
ment cind control of the institution are vested in a board of 24 trustees, but the
charter provides that the founders, during their lives, shall ** perform all the
duties and exercise all the powers and privileges enjoined upon and vested in
the trustees." Tuition in all departments is free and board is furnished at cost.
The number of professors and instructors during the first year was 38, while
the students numbered 558, of which number 38 were graduate students. The
university does not furnish preparatory instruction.
Professors and instmctors. — The following table gives tho number of profes-
^rs and instructors, male and female, in the several departments of universi-
ties and COllGgGBl
711
712
EDUCATION EEPORT, 1891-92.
Number ofprofesaora and instructors in uniicrsities ami colleges in 1891-^9 S,
States and Territories.
Num-
ber of
insti-
tu-
tions.
Preparatory
dep:trtmcnis.
Collegiate
departments.
Professional
departments.
Total
numter.
Male.
Fe-
male.
Male.
Fe-
male.
Male.
Fe-
male.
Male.
Fe-
male.
United States
442
U710
694
4,693
617
2.870
23
8,056
1,270
North Atlantic Division
South Atlantic Division
South Central Division .
North Central Division.
Western Division
77
78
200
86
260
176
176
071
138
34
74
130
308
58
1,404
651
617
1,845
286
41
46
01
276
63
797
192
256
921
205
2
0
1
21
1
2.483
858
877
8.272
566
76
131
220
720
114
North Atlantic Division:
Maine
3
1
2
0
1
8
23
6
80
1
10
4
8
8
11
8
8
4
13
22
8
6
0
11
6
88
15
27
12
10
11
24
27
4
6
0
17
1
1
4
1
1
1
5
6
15
0
0
0
26
0
0
137
7
00
0
41
28
18
8
80
17
16
14
28
61
7
10
43
18
8
100
78
160
48
88
48
82
164
17
80
88
08
1
7
27
1
8
2
16
19
67
0
0
%
0
0
15
0
17
0
12
0
3
1
14
8
15
21
6
51
0
7
24
28
10
68
21
61
20
8
13
66
70
6
17
16
84
1
8
8
0
0
2
10
8
26
41
26
33
250
47
133
496
106
363
12
133
78
06
24
84
64
56
15
00
166
62
88
71
74
21
833
172
263
160
116
132
104
215
86
137
7
11
87
7
12
11
16
26
150
0
0
0
3
0
0
0
0
20
0
14
8
2
1
7
1
10
8
7
84
6
5
15
18
7
42
20
28
20
11
10
47
43
8
12
14
81
0
8
10
1
0
1
10
0
29
15
17
22
211
0
62
280
5
176
0
4
114
10
2
27
8
18
0
26
153
5
5
50
16
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
66
42
66
486
47
196
017
118
673
12
171
228
128
84
110
68
81
17
124
830
73
47
156
111
27
680
272
600
228
163
234
831
377
28
88
174
198
7
11
112
8
16
12
25
87
288
0
New Han\p8hire
Vermont
0
0
Massachusetts
Rhode Island
6
o
Connecticut
o
New York
24
New Jersey
0
Pennsylvania
47
South Atlantic Division:
Delaware
0
Maryland
20
District of Columbia. .
Virg^inia
12
6
West Virginia
It
North Carolina
South Carolina
Georffla
Florida
20
18
86
24
South Central Division:
Kentucky
Tennessee
20
60
Alabama
17
Mississippi
12
I^uisiana
48
Texas
42
Arkansas
21
North Central Division:
Ohio
160
46
250
56
82
01
104
78
5
0
78
21
U
0
73
0
1
0
I
67
73
0
0
10
0
1
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
1
186
Indiana ,
Illinois
48
115
Michigan
&7
Wisconsin
21
Minnesota
21
Iowa
114
Missouri
104
North Dakota
14
South Dakota
22
Nebraska
27
Kansas
60
Western Division:
Montana
1
Wyoming
8
Colorado
18
Arizona
Utah
1
0
Nevada
fi
Washington
18
Oregon
10
California
62
Tho above table shows that of the total number of instructors reported, 1,270,
or 13.G par cent were women. Examining these figures by departments, we
find that of the number of instructors in the preparatory departments, 28.8
per cent were women, while in the college departments but 9.9 per cent were
women. Tho smallest ratio of women Instructors in college departments is
found in the North Atlantic Division, where it is but 2.7 per cent.
Students,— The summarized statistics respecting students in the several de-
partments for the year under consideration are given very fully according to
color and sex in the followinsr tables :
714
EDUCATION EEPOBT, 1891-92.
73
a
o
O
8
;3
s
I
a
a
3
a
•J
rt
P.
2
-Si
3
o
a
IS
p«
o
O
■»■»
a
P.
c;
w^
rt
««
Fe-
male.
g| IS sss
o
MOOO
s
O
Male.
g S8 ssasij^-* :
s g -^
^oe*--
§
1
o
Fe-
male.
o o o
ooooo
o
o
o
o
oooo
o
Male.
^ o o
ooooo
oooo
o
w4
. «
a
•
S fe S5S^t:52;®
•o •^ o
91000
s
A
^
g S8 2S3??il§5$^
) >.4
-TON-*
5
o
o
2
3
o
•a
•—4
o
o
09
U
o
h
3
«
3
til
a
00 -"Trr-S^ccrael^t* r? ~ ""'
•^ ta i-> 00 ?'i ra i^ <
eo
lO !.« ^< ««• m
;"§isS§i5^-0 s-s-sSc-tg
ei r^ w
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a
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-a
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ooo
ooooooooo
OOOOOOOOt-i
• o
a
g S8Siig§s85?g 8
tc — «^ecQO
— e M
et ^* e< ^« ^< »i^ ^^
"^i; --
9
rt
eo ^ 04
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a
tr ^ mctooffioooo m
ooooooooo
rt
•^ CI ac«^ooecoooo eo
0000000^-4
^a
rt
^ tr r** aoOQM cLi ^c^n m ^<»QO«tO'«rox
n" 1-1" ef i-Tcf '^
a
o
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is
5z;
53
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n
la^
BB
11
rt
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iSBfl
llill^ilil |it|lil|H
1
UNIVERSITIES AND COLLEGES.
717
An examinatLOQ of these tables shows that the students in the several depart-
ments according' to color are as follows:
Preparatory departments
College departments
Graduate departments
Professional departments
All departments
White.
Per cent.
90.4
01.3
89.3
83.3
88
Ck>lored.
Ptr cent.
7.7
1.2
.1
3.8
6
Unclas-
sified.
Per cent.
1.9
7.5
10.6
12.9
6
Th3 proportion of mxle and female students in the several depjirtments is as
follows :
Preparatory departments
College departments
Graduate departments
Professional departments
AU departments
Male.
Female.
Unclas-
blfled.
Per cent.
Per cent.
Per cent.
70.3
29.7
0
80.7
19.1
.2
87.3
12.7
0
97.2
2.8
0
74.6
23.6
1.8
The numbar of stadents pursuing the several courses of study are g^iven in
the following table:
Students in univeraUiea and colleges^ 1891- 9S,
Number in collegiate departments pursuing
courses leaalng to—
Number in pedagog-
ical course.
Number In business
course.
Number in other
special or partial
courses.
states and Territories.
■
n
1
03
•
1
t
■
•d
■
0
Other first de-
grees.
United States
24.296
8,202
2,538
3,329
1,163
1,860
5,307
7,478
7,798
North Atlantic Division. ..
South Atlantic Division...
South Central Division
North Central Division
"Wesiem Division . . ;
10,236
3,164
2,097
7,678
1,121
1,964
392
1,386
4,030
440
266
106
158
1,868
138
1,136
162
119
1,693
219
567
124
124
326
22
911
42
227
651
38
356
986
865
2,460
700
687
291
1,435
4,429
C36
i.iee
746
503
4,790
678
North Atlantic Division:
Maine
497
197
130
2,442
299
1,123
2,359
713
2,476
54
731
138
768
125
510
871
456
12
423
471
266
82
278
481
101
10
New Hampshire
Vermont
69
80
241
0
47
741
211
566
41
20
18
11
""hi"
60
96
5
240
448
105
146
153
206
' 88
60
0
6"
2
125
0
40
40
61
483
276
8
3'
0
24
CO
0
0
6'
0
0
26
0
0
0
Massachusetts
285
Rhode Island
40
Conne<*-ti<*'nt . ,
19
New York
203
94
253
603
48
176
2
220
'"127"
263
70
338
292
New Jersey
183
Pennsylvania
79
236
394
South Atlantic Division:
Delaware
Maryland
40
i"
25
22
i
19
18
66
8
186'
14
4
50
386
232
109
5
64
358
137
102
58
106
40
82"
8
17
"■"i38"
8
12
31
722
226
20
96
204
156
12
130
District of Columbia. . .
20
27
Virginia
66
8
78
West Virginia
20
North Carolina
South Carolina.
81
12
49
24
14
37
8
Georgia
31
23
25
Florida
16
South Central Division:
Kentucky
Tennessee
14
69
12"
7
86
24
82
52
4
69
123
Alabama I
86
Mlssli^lDnl ' 1
20
X^nlsiana ........ i
2
5
1
138
0
Texas ..["'A
Arkansas 1
^1
10
■■""24'
196
8
718
EDUCATION REPORT, 1891-92.
Students in universities and colleges, 1891-92— Continued,
Number in collegiate departments pursuing
courses leading to—
Number in pedagog-
ical course.
Number in business
course.
ther
rtlal
States and Territories.
i
PQ
•
<
•
n
o
m
•
i
•s
•
Other first de-
grees.
Number in o
special or pai
courses.
North Central Division:
Ohio
.1,740
1,069
903
668
546
346
035
701
30
68
429
658
■
467
»71
1,090
370
202
199
700
249
13
28
163
188
6
4
20
9
20
18
62
10
301
343
116
270
316
379
197
92
68
2
1
10
74
I
6
14
0
5
0
9
2
101
446
200
141
342
6'
406
97
1
11
3
42
6"
20
0
65
31
96'
61
23
60
0
156
ao'
3
296
63
63
66
1
435
206
231
257
52
24
363
341
9f
64
150
306
664
231
63.1
624
140
223
881
533
20
136
123
292
822
Indiana
53
Illinois
478
Michigan
501
Wisconsin
78
Minnesota
417
Iowa
990
Missouri
451
North Dakota
IfiS
South Dakota
100
Nebraska
i'
16
U
2
1
257
Kansas
Western Division:
Montana
S42
Wyoming
4
64
0
10
27
52
S41
723
0
6
200
0
209
37
14
129
10.')
Co orado
29
0
53
68
85
86
315
ao
Arizona
0
o'
0
Utah
154
Nevada
0
0
0
SI
Washington
59
Oregon
7'
192
26
California
6
38
288
This tiblo shows that of 41,397 students la college departments pursuing
courses of study leading to a degree, 58. 7 per cent are in courses lei4ing to A.
B., 19.8 per cent to B. S., (5.2 per cent to B. L., 8 per cent to PH. B., 2.8 per cent
to C. E., and 4.5 per cent in courses leading to other first degrees. Students
pursuing courses leading to advanced degrees like A. M., Ph. D., etc., are not
included. This table also shows that a large number of students are included
in pedagogical and business courses.
An attempt was made during the year to obtain information concerning the
E reparation of college students. To this end the following question was included
1 the blank form sent to universities and colleges:
Number of students In Ireshman class who were prepared in preparatory departments of
colleges, ; in private preoaratory schools ; in public high schools ; by pri-
vate «tudy,
Replies to this question were received from but 234 of the 412 institutions.
The results of this inquiry are given in the following table:
UNIVERSITIES AND COLLEGES.
719
PreparcUion of freshmen of 1891-92,
m
Number of institutions
reporting.
Total number of fresh-
men included.
Number of freshmen of
1891-'92 prepared by-
Per cent of freshmen of
1891-'92 prepared by-
States and Territories.
Preparatory de-
partments of
colleges.
Private prepar-
atory schools.
Public high
schools.
•
0
m
1
Preparatory de-
partments of
colleges.
Private prepar-
atory schools.
u Public high
? 1 schools.
QD
09
2
eS
>
United States
234
9,254
3.866
1,791
3,810
287
41.8
19.3
8.1
North Atlantic Division . ..
South AtlanticDlvlsion.-..
South Central Division
North Central Division ....
Western Division
48
2i
28
112
22
2,994
668
963
3,882
747
1 840
313
452
2,068
193
803
175
223
439
151
1,220
174
289
1,345
332
181
6
49
80
71
28.1
46.9
46.9
53.3
25.9
26.8
26.2
23.2
11.3
20.2
40.7
26
24.8
84.6
44.4
4.4
.0
5.1
.8
9.5
North Atlantic Division:
MalRe
Vermont
2
2
7
1
li
2
20
1
6
o
1
4
4
4
2
5
10
1
2
5
5
10
10
19
6
5
0
10
12
4
2
0
10
1
2
1
1
1
2
5
9
102
101
698
74
801
76
U142
41
188
8
6
148
80
171
26
295
249
12
108
Ti
227
556
449
892
180
123
281
644
361
57
23
135
181
2
11
9
23
19
32
35
613
14
2
80
3
397
29
815
1
79
8
6
45
47
103
24
123
106
12
48
45
118
352
192
448
fO
103
08
209
280
19
23
94
124
2
7
0
14
0
32
33
99
84
18
901
4t
109
15
282
14
4
53
80
269
24
278
31
485
23
105
1
1
48
8
17
1
GO
3
13.7
2
11.6
4.1
49.6
38.2
27.6
2.4
42
100
100
30.4
58.7
00.2
92.4
4i.7
42.0
100
44.4
02.5
52
03.3
42.8
50.2
50
83.7
21.2
41.8
70.2
33.4
100
69.0
08.5
100
03.0
0
53.0
31.0
100
94.3
10.2
83.3
17.8
43.1
59.4
13.6
19.7
24.7
34.2
2.1
0
0
41.9
41.3
35.7
3.8
82.9
35.7
0
14.8
18.1
3.5
5.6
5.5
23.2
.6
4.9
12.8
12.1
6.1
10.5
0
14.8
3.9
0
30.4
0
15.4
0
0
0
23.3
52.
79.2
38.5
32.4
34.7
40.8
42.5
56.1
55.9
0
0
27
0
2.9
3.8
13.6
19.3
0
40.8
9.7
44.1
30.2
49.9
20.1
49.4
11.4
03
45.0
14.4
52.0
0
12.6
20
0
0
100
19.2
52.0
0
5.7
49.9
1
1
0.0
Connecticut
New York
4.1
2.1
New Jersey _.
1.3
Pennsylvania
South Atlantic Division:
Delaware
5.2
7.3
Marvland
0
Virginia
0
West Virirlnia
0
North Carolina
02
83
01
1
97
89
40
1
.7
South Carolina.
0
Georgia
5
1
40
<8
2
35
0
1.2
Florida
0
South Central Di vision:
Kentucky
11.8
Tenne.sseo. _.
2.4
Alabama .. .
0
Mississippi
10
13
8
31
25
207
1
0
30
78
22
0
U
7
100
168
224
233
89
14
177
294
52
30
......
1
5
8
4
......
1
o
0
Louisiana
9.7
Texas
.4
North Central Division:
Ohio
.0
Indiana
Illinois
1.8
.5
Michigan
0
Wisconsin
Minnesota
0
0
Iowa :...
.5
Missouri
.3
North Dakota
3.5
South Dakota
0
Nebraska
20
7
0
4
0
4
0
17
47
0
4
3
0
3
Kansas
1.6
Western Division:
Montana r..
0
Colorado
0
Arizona
U
5
10
0
3
3
0
Utah
Nevada -
11.5
15.8
WashinfiTton ,. ....■-.
0
Qreson
" 143'
2
300
"05*
0
California
10.6
According' to these statistics, of the 0,254 students included, but 35.8 per cent
were prepared in public high schools. The showing made by the North Central
jDiWsion in this respect would seem to be verv discouraging, considering the ef-
forts of tbo State universities to bring themselves into intimate relations with the
high schools. Th3 poor showing made by this division is explained, however,
by the fact that reports on this point were not made by the State universities of
Michigan J Kansas, Missouri, Nebraska, and Wisconsin, which are in close rela-
tinns with the public high schools of their rcspoctivo States.
J^^r/iTfni^nt' — The followiiig table gives in a summarized form the number of
ir?«L^hips, fellowships, and endowed professorships, the number of volumes
^^ «r«r>hlet8 in the libraries, tho value of the scientific apparatus and librario::?,
and P^f^X of grounds and buildings, and the total amount of productive funds, or
l^J^mtnt as it is frequently called:
720
EDUCATION BEPOBT, 1891-92.
Universities and colleges^ 1S91~02»
EQUIPMENT.
Stales ana Territories.
United States.
North Atlantic Division
South Atlantic Division
South Central Division . .
North Central Division.
Western Division
g
H
4,914
North Atlantic Division:
Maine
New Hampshire
Vermont
Massachusetts
Rhode Island
Connecticut
New York
New Jersey
Pennsylvaiila
South Atlantic Division:
Delaware
Maryland
District of Columbia..
Virginia
West Virginia
North Carolina
South Carolina
Georgia
Florida
South Central Division:
Kentucky
Tennessee
Alabama
Mississippi
Lfonisiana
Texas
Arkansas
North Central Division:
Ohio
Indiana
Illinois
Michigan
Wisconsin
Minnesota
Iowa
Missouri
North Dakota
South Dakota..'.
Nebraska
Kansas
Western Division:
Montana
Wyoming
Colorado
Arizona
Utah
Nevada
Washington
Oregon
California
2,653
457
698
1,078
128
107
130
15a
821
100
72
915
80
2t»
30
123
60
84
122
10
26
2
197
385
6
8
a>
V4
'a
(0
g
234
805
80
253
4
106
25
141
177
2
10
14
11
0
0
8
0
0
0
101
19
132
35
86
26
5
0
59
2
7
40
14
10
0
21
0
1
3
4
0
24
0
4
8
3
2
0
1
1
10
0
0
1
0
0
0
9
Is
Sg
498
220
33
83
200
12
9
11
5
50
4
41
50
50
0
2
1
19
4
2
5
0
11
13
0
1
6
2
52
25
2St
25
15
7
23
20
2
5
4
0
0
2
0
0
0
Libraries.
?
4,661,206
2,296,497
506,031
831,931
1,830,142
196,604
87,051
78,000
60.452
596,470
71,000
284,000
629,784
117,668
377,072
5,475
117,770
81,000
120.350
7,200
C8.056
53,950
45,000
7,230
48,380
122,568
21,800
20,700
81,800
26,483
10,700
293.638
156,725
181,802
172,473
103,850
66,405
118,719
110, 150
5,700
13,690
86,950
70,010
1,200
2,300
22,800
600
12,000
3,018
8.064
16,320
130,302
1,066,963
568,844
12(.204
09,575
264,778
89,562
3,000
1,200
834,780
20,000
22,000
70,250
6,000
111,005
4.079
57,400
18, 095
25,200
2,050
6,850
2,540
6,000
1,890
5,&n&
31,890
1,450
5,400
13,310
4,950
8,000
73,562
6,900
83,220
56,125
16,175
4,700
80,250
28,427
2,750
2.864
8,825
15,990
800
1.000
2,300
1,500
5,000
1,820
5,400
4,050
18,192
w « >^
<8eB.a
>
811,168,272
5,818,070
1,022,500
638.098
3,362,635
326,969
95,000
100,000
160,000
1,340,145
527,000
113,430
2,116,165
552,000
824,330
27,000
229,100
160,000
851,900
17,300
107,500
12,700
106.300
10,700
64,600
205,500
84,100
66,300
106,096
95.600
16,000
548,022
872,200
- 454,200
676,565
296.500
284,193
196,125
280.490
90.000
80,850
87.200
306,300
1,000
45,600
17,769
29,000
25,000
6,100
32,200
170,400
888,784,901
33,423,662
9,140,700
7,358,810
27,605,815
11,256.424
650,000
250.000
875,000
6,867.600
96?, 480
4,660,000
11,064,962
1,535,000
7,048,600
80.000
1.704,000
2.000,000
2,202,000
235,000
1,146,000
670,000
801,000
212,780
1,080,000
8,062.400
709,000
401,000
1,067,910
773,000
266,000
6,656,605
2,436,668
8,729,775
1,801,883
1,871,000
2,298,875
£.098,975
3,666,000
270,000
844,000
1,853,500
1,584,060
60,000
150.000
1,980,000
78,584
217,000
75,000
660.000
408,000
7,682,900
1
0
186,096,838
47,646.967
7,280,338
€,447.Cfi6
22,063,818
8,281,708
1,889,000
1,028,990
423, 6BS
11,817,771
1,200,000
4.078,638
19,489.242
2,700,000
5^174.290
83. COO
8,068,500
436,000
1,712,500
187,150
625,000
277,000
009.060
toe, 000
1,266,358
2,077,000
860,000
688,900
1,422,000
727,900
15,500
6,966,285
1,838,000
3,852,527
1.666,064
1,894,748
1.960,400
1,778,691
2^662,667
25.000
61.000
416.156
027,600
452,000
367,078
2,421,7»4
Tho total valuo of tho equipment as givon In this table is $186,651,506. In
a number oi cases where the several items were not reported by the institutions
concerned, an estimate was made and included in the summary.
Income and benrfactions, — The income from the several sources and the amount
of baaefactions received by the univariities and collegej during the year are
given in the following table;
UNIVERSITIES AND COLLEGES.
721
Universities and colleges, ISOl-'OS.
INCOME AND BENEFACTIONS.
States and Territories.
United States...
North Atlantic DlTlsion
Sonth Atlantic Division
South Central Division.
North Central Division.
Western Division
North Atlantic Divi-
sion:
Maine
New Hampshire
Vermont
Massachusetts
Khode Islcnd
Connecticut
New York....^
New Jersey
Pennsylvania
Sonth Atlantic Divi-
sion:
Delaware
Maryland
District of Columbia
Virginia
West Virginia
North Carolina
South Carolina
Georgia
Florida
Sonth Central Division:
Kentucky
Tennessee
Alabama
Mississippi
Louisiana
Texas
Arkansas
North Central Division
Ohio
Indiana
Illinois
Michigan
Wisconsin
Minnesota
Iowa
Missouri
North Dakota
South Dakota
Nebraska
Kansas
Western Division:
Montana
Wyoming
Colorado
Arizona ...
Utah .".".,.
Nevada
Washington
Oregon ^
California
Income.
From
tuition
fees.
»l, 820, 766
2,102,608
424,330
487,943
1,619,732
186,153
82,000
17,635
6,975
667,139
44,642
233,394
736,162
51,000
428,652
0
136,997
96,478
70, 410
6,400
51,546
21,233
27.140
12,117
72,294
148,609
75,850
15,794
70,047
87,740
17,700
255.643
106,493
337.501
190,301
65,660
65,151
201.996
289,230
8,650
14,016
24,542
73,540
7,600
366
25.981
145
2,585
0
21,816
12, 396
115,364
From
product-
ive funds.
H 862, 907
2,601,779
368,118
425,604
1,255,912
201,494
64.849
55,421
25,023
605,595
57,905
240.931
1,053,992
H8,000
260,063
4.980
iau.517
21,426
91.290
11,427
32,380
24,941
54,128
7,020
68.065
127,375
27,000
a5,5{0
99,400
63,294
1,930
845,697
97,418
225,156
114,918
66,770
84,855
96,558
169,437
1,500
8,290
18,228
82,000
0
4.436
40,000
0
0
0
25,608
131, 450
From
State or
munici-
pal ap-
propria-
tions.
From
U.S.
Govern-
ment.
82,276,503 1644,597
207,200
184.837
139,056
1,488,796
256,614
0
0
8,400
0
25,000
12,500
40,000
40,000
20,000
46, 670
667
800
1,000
5,700
24,656
107,000
0
123, C85
85,000
79,011
147,700
196,000
85,750
90,500
850.000
30,900
25,500
240,650
77,500
0
0
45,000
25,179
45,000
10,000
5.000
24,000
102,435
89,130
169,500
63,532
193,435
129,000
0
0
25,130
148, 800 I 32. 000
I 32,000
50,000 0
28,600
94,200
0
20,000
5,700
12,000
24,800
0
0
33.732
0
0
0
32,000
0
17,000
0
32,000
0
48,000
<1, 487, 955
17,000
48,000
0
32,000
82,000
82,000
0
435
32,000
From
all other
sources.
452,222
140,105
117,847
455,392
312,389
0
0
8,271
139,671
688
28,050
106.228
20,000
150,405
1.676
7.393
20,968
28.719
0
24,470
18,900
36,8;9
1.100
2,800
06.820
2,300
3,300
19,403
13,224
10,000
97,621
21,557
113,965
73,578
33,410
89,445
26,649
15,000
100
4,585
17,491
12,091
0
7,037
0
0
0
4,600
2,200
296,252
114,256,020
Total
income.
5,636,237
1,286,890
1.233,962
5,013,267
1,065,660
96,858
78.056
73,799
1,622,305
103,235
602,384
2,120,480
251,000
893,120
60,256
2n,407
232,072
230,437
86,827
128,396
120, 444
130,814
20,237
143,159
868,304
106,150
60,334
252,138
274,267
29,630
839,546
26g,468
804,233
626,497
883,840
807,201
415,703
855,676
86,150
47,826
838.906
195, 221
7.500
36,802
118.018
42,324
47, Bas
42,000
31,716
64,204
605,501
Benefao-
tions.
86,464,438
8,687,016
805,812
891,349
2,023,604
106.657
106,000
84,604
61,768
429,000
31,754
474,360
2,022,008
435,582
13,060
115,400
2
54, nX)
24,000
81,622
17,028
C9,584
106,785
5,150
8,000
51,230
136,600
20,000
044,373
66,992
102,289
249,349
169,260
46,117
152,973
266,974
28,100
60,922
40.419
186,886
300
0
61,547
0
14,500
13.710
16,600
This tablo Bhowa that of the total income of $14,256,026, but 33.8 per cent was
received from tnition fees, 34 per cent from productive funds, 16 per cent from
State or municipal appropriations, 4.5 per cent from the U. S. Government, and
the remAinderf or 11.7 per cent, was obtained from miscellaneous sources. The
amouat of b=»nefaction8 received by these institutions was $6,464,438. This, of
floursp does nut include the amounts ffiven to the University of Chicago, which
bunoi yetinado a report to this offiol. Of the total amount received, the insti-
EV 92 *<*
722
EDUCATION EEPORT, 1891-93.
tutions in the North Atlantic Division report 56.3 per cent, the institutions in
the N( rth Central Division 31.3 percent, while the remainder is divided insmall
amounts among the other three divisions.
JMfrees.—The following tables give first, the number of degrees, excluding
professional degrees, conferred on examination in 1891-'92; and second, the
number of honorary degrees conferred during the same period:
Numbtr oj degrees conferred on examinaUon by umversiUes and colleges in 189l-^9t,
States and Territories.
n
S,538
1,798
449
209
999
89
45
15
241
801
14Q
854
r
130
17
97
7
A*f
70
73
•
48e
m
3oe
•
■
33
14
"i
10
2
t
6M
*
12
•
{!<
168
79
40
8
30
CO
d
984
380
50
123
449
48
76
3
•
174
•
128
16
9
7
2
<
n
8
"8
•
n
8
n
83
*
a
1
n
12
11
t
as
•
e
m
2
•
0
United States
11
North AUantlc DiviBion ....
South Atlantic Division
225
54
47
140
16
2
"z
86
7
16
60
5
47
61
44
21
254
18
246
14
10
295
29
5
*
25
1
2
45
2
1
"2
112
14
12
86
106
6
9
1
2
32
11
South Central Division
11
12
7
...
North Central Division....
Weetem Division
15
7
4
1
5
2
11
1
' i
---
-—
.......
• • "
Norib Atlantte Division:
Maine
1 ■■■
New Uampstaire
Vermont
9
"\
42
"9
2
"38
13
111
•JO
124
f
2
2
6
17
10
8
2
21
36
22
10
16
18
1
66
39
114
60
24
26
63
24
1
4
19
19
1
—
"i
2
6
■ • w
ii
1
"2
7
14
19
no
77
28
6
" • •
"ii
12
31
2
23
Massachusetts
...
1
--
—
—
Rhode Island
I
w * *
Connecticut
18
8
8
...
i
84
1
99
"6
New York
7
2
—
—
5
8
11
—
ss
11
New Jersey
Pennsylvania
2
...
1
...
—
—
"2':::\
South Atlantic Division:
Delaware
Maryland
10
14
12
39
"i
1
f
...
District of Columbia ..
"8
8
4
...
1
VirGTinia
—
...
7
• • •
West Virginia
North Carolina _.
6
4
8
35
'i
8
—
...
...
—
2
-- .
South Carolina
Georffta
1
—
5
3
Florida
South Central Division:
Kentucky --...
38
66
f2
11
18
18
6
276
121
120
104
55
40
113
73
4
11
15
67
5
19
4
4
7
8
1
10
8
1
• • •
- - •
"2
Tennessee
1
2
6
4
Alabama
» - .
2
2
—
Mississippi
—
"'i
.--
Louisiana
1
—
2
, ,
* * *
Texas
6
7
...
7
—
...
Arkansas
" • •
North Central Division:
Ohio
47
li
19
15
8
4
8
7
56
9
40
37
46
26
12
8
1
'4
"4
"i
61
25
41
62
10
5
80
7
- • •
• • •
"2
"5
13
2
4
7
1
1
1
1
2
5
19
4
5
2
2
...
9
5
...
1
3
...
• a M
Indiana
...
Illinois
—
4
4
Michigan
Wisconsin
—
5
2
10
2
6
2
1
*
4
—
2
"2
1
1
Minnesota
Iowa
1
11
. . •
Missouri
2
2
3
~ * *
North Dakota
...
...
South Dakota
2
1
1
...
—
i
1
...
...
Nebraska
9
12
li
8
"\
3
1
! "
...
• * •
Kansas
5...
::t--i-
r,
\
Western Division:
Montana
1
Wyoming
2
2
1
...t...
1-1-"
. • « •
...
Colorado
TTlAh
5
2
—
—
1
2
"2
3
33
—
j
- - .
::::::l::t4:::-.
' "-•
...
Nevada
Washington
"*"3
—
2
2
10
I
2
• *
*27
:::
—
2
. . . ' -■<
- - —
- - .
'-|-- '^-
...
Oregon
California
9
71
16
—
...
■:::::::::li •■«::::-•
" ' ' > ' -^ —^
UNIVERSITIES AND COLLEGES.
723
Number of honorary degrees conferred hy umversiiies and colleges in 1891-92,
States and Territories.
United States
n
<
11
North Atlantic Division . . . .
South A tlantlcDlvislon . . . .
South Central Division....
North Central Division...
Western Division
North Atlantic Division:
Maine ---
New Hampshire
Vermont
Massachnsetts
Rhode Island
Connecticut
New York
New Jersey
Pennsy 1 vania .».
Sonth Atlantic Division:
Maryland
District of Columbia.
Virginia
West Virginia
North Carolina
South Carolina
Georgia
Sonth Central Division:
Kentucky
Tennessee
Alabama
MissibSippi
Louisiana
Texas
Arkansas
North Central Division:
Ohio ,....
Indiana
Illhiols
Michigan
Wisconsin
Minnesota
Iowa
Misgourl
North Dakota
South Dakota
Nebraska
Kansas _
Wsitern Division:
£o^orado
gtah
JJashington
JJegOD
^il/ornla
3
8
1A
^
354
196
80
47
T7
SO
6
16
66
4
79
17
8
8
21
16
1
4
12
7
I
2
32
13
2
2
1
1
2l
en
n
1
en
11
8
8
1
J
2
tf2 n
2
I
266
86
89
81
104
7
6
2
8
2
4
7
11
SO
7
8
9
2
6
6l
2
12
8
1
6
7
n
►4
3
41
12
17
6
4
1
8
4
1
1
1
8
2
1^1
109
56
18
5
85
8
3
2
4
4
8
19
7
7
1
4
4
1
n
3
3
15
2
6
2
8
2
81
1
86
1^1
21
2
1
IS
•i tt
2
1
1
8
6
1
1
2
2
h3
2
1
s
•p
8
8
•
•
1
fi4
%
M
724
EDUCATION REPORT, 1891-92.
In the following diagrams an attempt has heen made to represent graphioally
the proportion of leading items concerning universities and colleges reported
by the several geographical divisions of the eountry :
NORTH ATLANTIC DIVISION.
InBtluUlons 77, or 17.4 per cent.
( Preparatory .. .294, or 12.2 per cent.
Instructors -s _ .
f College 1,535, or 29.5 per cent.
' Preparatory. 4,941, or 11.7 per cent.
Students .. • College 17,008, or 32.6 per cent.
I I I
nn
I I I
w/^ I
y///v///^/M\ r
Graduate .... 1 ,267, or 43.7 per cent. V/// /////A/Z/A^i^^^m
Volumes iu library.... .2,296,497, or 49.3 per cent.
Value of grounds, build-
ings, and apparatus. . $89,2 11,722, or 39.3per cent.
Productive funds $47,646,^7, or 53 per cent.
y//m//Amy///.^m
y//Ay//A^//Avm
Y^//yy///AWJ^//Av//m [ I
SOUTH ATLANTIC DIVISION.
Institutions 57, or 12.9 per cent.
( Preparatory -...^49, or 10.3 1 er cent.
Instructors-!
(College 507, or 11.4 iier cent,
< Preparatory .... 4,168, or 0.8 per cent.
Students . . \ College 5,3SI , or 10.2 per cent
I Graduate 376, or 13 per cent.
Volumes in libraries r.0G,031,or lO.O i^r cent.
''tigs, an^ap5a?ktSi':'i^ or 10.0 p.r cent.
Productive funds f7.289,338, or f-. 4 i^r cent^
^yyy^^ I I I I I I
V//^ I I
y//A I I
^
TH
vm.
ms.
v^
mE
SOUTH CENTRAL DIVISION <
Institutions 73, or 10.5 per cent. ^^^
/ Preparatory. ...305, or 12.7 i)cr cent. Y//^
Instructors^ CoUe.e 008. or n.7i.ercent.^
^Py^
Preparatory. . .6,C4«, or 10. l per cent.
Students..] Co:;oge 7,005, or 13.5 per cent.
l Graduate U),or.">X)crc«nt.
Volumes In libraries 331,031, cr 7.1 per cent.
Value of grounds, build- ittt,
togs, and apparatus C7,900,408, or 8 -pax cent. ^02.
W'^'y^ I
nn
w
^
Productive funds W,447.0.j(<, or 7.4 per cent V/A I I — I
I
J_ZL
I I I
nz:
EZE
UNIVERSITIES AND COLLEGES.
725
NORTH CENTRAL DIVISION.
Institutions 200. or 45.3 per cent. [?^^;^^<X>/^^l;k^(^j I I
(Preparatory.. 1,869, or 60.7 per cent. ^///yj^//y///y///^///y/A
Instructors -<
f College 2,121,or 40.7 per cent. y//X///X///9C///^ 1 "~
Preparatory.. 23,228, or 64.8 per cent. \//Ar///y//A^//r/.
Students . . I College £0,605, or 39. 1 per cent.
I Graduate 1,022, or 35.2 jwr cent.
Vclumes In libraries 1,330,142, or 28.5 per cent.
Value of grounds, build-
ings, and apparatus . . .830,068,460, or 81 per cent.
Productive funds $22,033,818, or 25.5 per cent.
y/A^y//)C^/A\
y//^//^//m
V/Ay/A'/A
v//y//A7^A
V//A'/yAv:^
nn
I I I
I I I
th
I I I 1
I I I I I
WESTERN DIVISION.
Institutions 35. or 7.0 x^r cent. V^
( Preparatory 196, or 8. 1 per cent.
Instructors -<
' College 349, or 6.7 per cent
|- Preparatory 3,092, or 7.3 per cent.
Students . . -j College 2,343, or 4.6 per cent.
'Graduate 91, or 3.1 i)er cent.
Volumes In libraries 196,604, or 4.2 i>er centw
Value of grounds, build-
ings, and apparatus ..$11 ,583,393, or 1 1 .6 i)er cent.
Productive funds ?8.23 1 ,762, or 3.7 per cent.
^
m_
^
w
a
^
^
w
I I \
EZI
rzi
rzr
CHAIRS OP PEDAGOGY IN UNIVERSITIES AND COL.LKGES.
The catalogues of tho following-nanysd institutions show that professors of
pedag-ogy, didactics, or science and art of teachingf. are included in the faculties
of the several institutions. An asterisk (*) placed before tho name of an insti-
tution shows that tho professorship includes other studies besides pedagogy,
while a dajjger (t) denotes a lectureship:
* La Fayette College, La Fayette, Al:i.
* Hendrix College, Conway, Ark.
'" Arkansas Industrial University, Fayetteville, Ark.
University of California, Berkeley, 'Cal.
Leland Stanford Junior University, Palo Alto, Ct.l.
* University of Colorado, Boulder, Colo,
t Yale University, New Haven, Conn.
* John B. Stetson University, De Land, Fla.
* Seminary West of the Suwannee River, Tallahassee, Fla.
University of Illinois, Champaign, HI.
University of Chicago, Chicago, 111.
Northwestern University, Evanston, 111.
Illinois College, Jacksonville, 111.
Lake Forest University, Lake Forest, 111.
* Wheaton College, Wheaton, 111.
Indiana University, Bloomington, Ind.
* Union Christian College, Merom, Ind.
Moores Hill College, Moores Hill, Ind.
* HidgevlUe College, Ridgeville, Ind.
* Drake University, Des Mornes, Iowa.
* Iowa College, Grinnell, Iowa.
726 EDUCATION KKPOET, isn^n.
* SimpBon College, Indianola, Iowa.
^ * State University of Iowa, Iowa City, Iowa.
* Iowa Wesley an University, Mount Pleasant, Iowa.
* Cornell College, Mount Vernon, Iowa.
* University of the Northwest, Sioux City, Iowa,
t Tabor College, Tabor, Iowa.
Western College, Toledo, Iowa.
* Central College, Enterprise, Kans.
* Campbell University, Holton, Kans.
University of Kansas, Lawrence, Kane. *
* Lane University, Lecompton, Kans.
* Kansas Wesley an University, Salina, KaBS.
* Southwest Kansas College, Winfleld, Kans.
t Berea College, Berea, Ky.
Agricultural and Mechanical College of Kentucky, Lexington, Ky,
Harvard University, Cambridge, Mass.
t Wellesley College, Welles ley, Mass.
Clark University, Worcester, Mass.
Adrian College, Adrian, Mich.
University of Michigan, Ann Arbor, Mich.
Western Michigan College, Grand Rapids, Mich.
* Olivet College, Olivet, Mich.
University of Minnesota, Minneapolis, Minn.
* St. Olaf College, Northfield, Minn.
* Gustavus Adolphus CoUege, St. Peter, Minn.
University of Mississippi, University, Miss.
* Carthage Collegiate Institute, Carthage, Mo.
University of the State of Missouri, Columbia, Mo.
Cotner Univerbity, Bethany, Nebr.
t York College, York, Nebr.
University of Nevada, Reno, Nev.
* College of New Jersey, Princeton, N. J.
* University of New Mexico, Albuijuerque, N, Mox.
Cornell University, Ithaca, N. Y.
* Keuka College, Keuka College, N. Y.
t Columbia College, New York, N. Y.
University of the City of New York, New York, N. Y.
* Syracuse University, Syracuse, N. Y.
* Fargo College, Fargo, N. Dak.
* University of North Dakota, University, N. Dak
* Ohio University, Athens, Ohio.
Findlay College, Findlay , Ohio. •
* Muskingum College, New Concord, Ohio.
* Muhlenberg College, Allentown. Pa.
* Lebanon Valley College, Annville, Pa.
* Ursinus College, Collegeville, Pa.
* Monongahela College, Jefferson, Pa.
* Swarthmore College, S war th more. Pa.
Claflin University, Orangeburg, S. C.
* Black Hills College, Hot Springs, S. Dak.
University of Tennessee, Knoxville, Tenn*
* Maryville College, Maryville, Tenn.
* Carson and Newman College, Mossy Creek, Tenn.
University of Texas, Austin, Tex.
* Howard Payne College, Brownwood, Tex.
University of Utah, Salt Lake City, Utah.
Randolph Macon Woman's College, Lynchburg, Va.
t Whitworth College, Sumner, Wash.
West Virerinia University, Morgantown, W. Va.
* Beloit College, Beloit, Wis.
* University of Wisconsin, Madison, Wis.
* University of Wyoming, Laramie, Wyo.
UNIVEB8ITIS8 AND COLLEOES.
727
I^resent occupatioii of men who have lidd feUowshipn at Jofms Hopkins University,
Institution wltb which connected.
1
•
1
1
■
u
I
1
<
•
1
1
•
1
j
1
•
1
S
1
s
1
1
1
AlleslMfnr College (PmiuTl vftnia)
Amherst'College (Utassachusetts)'.
Aoyama Yelwa Oakuko, Toklo. J asan
Brown Uniyersitx (Rhode Island)
1
1
1
- -•
BrmMawrColldfice (Pennsylvania) .
2
...
1
Case School ot Applied Science (Ohio)
Clark University (Massachusetts)
1
2
Clemson AKricoitural ColIeKe( South Carolina)
....
3
1
t
Colby University (Maine)
College of New Jersey
'.'.'.'. i
CoUegeof Physicians and Surgeons ( New York ) .
Colorado College
1
1
•>
1
Columbia College (New York)
2
1
Columbian Unlversitv (District of Columbia). .
Concordia Colleire ( wisco&sin)
1
Oomell College (Iowa)
;:;:::::
Cornell University (New York )
1
o
■■ * *
1
Dalhonsie College (Nova Scotia) __>
First Middle School of Tokio (japan)
'
Georeetown College (Kentucky)
1
Qeortria School of Technoloiry
1
Hamline University (Minnesota) .
Hampden Sidney College (Virslnia) . ...
" ■
Hartford Theological Seminary (Connecticut) .
Harvard University
8
1
Haverford Collece (Pennsylvania) ..
Bobart Colleire (New York)
Illinois Wesleyan University
Indiana U»l*veridl;y. .
Iowa College
Iowa State University
Johns Hopkins University (Maryland)
5
1
3
0
2
1
I
1
—
7
2
Kentucky State College
Lafayette College (Pennsylvania)
Iceland Stanford Junior University (California).
....
1
Massachusetts Institute of Technology
2
1
Miami University
Middlebury College (Vermont)
Northwestern University (Illinois)
)
Ohio Wesleyan University :
""I" '
Pennsylvania College
r ^
Randolph-Macon College (Virginia)
1
Ripon Colle&:e (Wl8Con»in)
Rose Polvtechnic Institute (Indiana)
Rutflrers Colleire (New Jersey)
I
St. Olaf Colletre (Minnesota)
Sapporo ARricultural College (Japan)
Southwestern Presbyttrrian University (Ten-
nessee) - .- ...
Swarthmore CoUeze (Pennsylvania)
Tulane University (Louisiana)
•
University College (Toronto)
1
University of Uon a
2
_
University of California
1
I
University of Chicago (Illinois)
1
University of the City of New York
1
University of Colorado
University of Denver (Colorado)..
1
University of Georgia . .
3
University of Kansas
1
University of Maryland
.::. ""
University of Michigan. .
1
1
University of Minnesota
University of Nebraska ..
I
I
University of North Carolina
2
1
1
2
1
I
1
1
2
University of Pennsylvania
University of the South
1
University of South Carolina
...'.-.
University of Texas
1
■""T"""
i
University of Toklo (Japan)
University of Toronto.
University of Vermont *" .'.--
Univeralty of Wisconsii" ""[
----
2 !'."
"2
...
...
•P -•
—
1
^
728
EDUCATION EEPORT, 1891-92.
Present occupation of men who have held fellowships at Johns Hopkins University —
Continued.
•
Institution with which connected.
•
•
1
OB
O
1
5
<
1
<
o
1
•<
•
i
i
2
3
1
<
•
s
i
B
«>
•
u
1
•
s
1
1
•
o
(S4
a
•a
Upper Canada College (Tof onto)
Vassar College
I
1
Washington ( District of Columbia) High School.
1
Wesley an University (Connecticut)
I
1
Western Reserve University (Ohio)
1
William Jewell College (Missouri)
William and Mary College (Virginia)
Williams Collecre (Massachusetts)
2
Woman's College of Baltimore (Maryland)
2
Yale University
1
13
I
I
1
83
16
3
16
8
4
5
2
- •• •
Total
Baltimore. Md
1
7
2
—
1
— —
Farmington, Conn
Loudon, EuKlaiid
MISCELLANEOUS.
Chemists 7
Lawyers 3
Editors 2
Clergymen 2
Students 1 7
Observatory work 1
Physicians 4
Geologist 1
Electrician 1
Librarian 1
Laboratory worU 1
Of the 53 men included under miscellaneous occupations, twentyuin»
engaged in teaching.
U. S. Census I
U. S. Patent Office «
U. S. Geological Survey »
U. S. Coast and Geodetic Survey i
Secretary Associated Charities i
Director of physical training i
Occupations unknown ■ lO
Dead 8
Total
M
Were formerly
UNIVEBSITIES AND COLLEGES.
729
Occupations of men (excluding fellows) who liave received the Ph, D, degree at Johns
Hopkins University,
Institution with which connected.
I
o
u
p.
s
o
o
Alabama Agricultural and Mechanical College
Bryn Mawr College (Pennsylvania)
Carleton College (Minnesota) ' — ] 1
Clark University (Massachusetts) ■ — ...
Clemson Agricultural College ( South Carolina) ' ...
Davidson College (North Carolina) • — I 1
Geneva College (Pennsylvania) ' i 1
Georgetown College (Kentucky) : | 2
Illinois Wesleyan University I 1
Johns Hopkins University (Maryland »
Lelaud Stanford Junior university (California)
National Deaf-Mute College (District of Columbia)
Ohio State University
Oskaloosa College (Iowa)
Pennsylvania State College
Rose Polytechnic Instiiuto (Indiana)
St. John'3 College (Maryland)
Sapparo Agricultural College (Japan)
ShattucU school (Minnesota)
S warthmore College ( Pennsylvania)
Trinity Coller^e (North Carolina) i I I
U.S. Naval Academy (Maryland) ' i
University of Calif oxTiia i '
o
u
p.
o
§
<
9
^
J3
<
1
1
i
University of Chicago
University of Cincinnati
University of Georgia i '...
University of Michigan ! ...
U ni vers! ty o f Nebraska j I 1
University of Pennsylvania '< ...
University of .South Carolina ' 1
University of Toronto.
University of Wisconsin
Washington (District of Columbia) High School.
Wesley an University (Connecticut)
Western Reserve University (Ohio)
Wittenberg College (Ohio)
Woman's College of Baltimore
Total.
2
1 25
u
9
MISCELLANEOUS.
Inutmctors (private) 3
Chemists 3
Editors 2
Lawyers. 3
Physicians
Clergymen 1
Librarian 1
Unknown 3
Total.. 18
Of the 18 men lnclude<l under miscellaneous occupations, six were formerly engaged In
teaching.
730
EDUCATION REPORT, 1891-92.
Present occupation of nien who have been connected with Clark University ^ Woreetter^
Mass.
Institution with which now connected.
1
1
Head professor.
f
*
1
5
S
•
1
1
3
<
i
5
1
n
1
<
•
<-•
•
-i
•
1
4
Adrian College (Michigan) ^
Bethel Colletre (KentackT)
1
1
Brown University ( Rhode Island) . . .
■-
.
Brrn M<^wr C^'>liMr^ (PennsTlyania) . ...
1
Chicago High School
1
8
Clark university (Massachusetts)'".* - I — .
2
—
4
1
2
1
• • •
...
.—
19
11
College for Training of Teachers (New York). ..
Colorado (Jolletre
1
Collese of New Jersey
1
1
2
Cornell UnlverBltv .. .. ....
Harvard Unlyersity
t
Higher Normal School (Jansui)
1
1
Indiana Unlyersity . . . . .
Johns Hopkins UiUversity ...
1
1
2
...
—
Maine State College . .
Massachusetts Institute of Technology
Northwestern University (Illinois)
1
Ohio University
1
I
3
1
i
1
State Normal SchooL Winona. Minn
University of Chicago
2
I
2
...
1
1
2
1
1
10
TTnivArRity of ninr^^nnatl
University of the City of New York
University of 1 Uinobi
Unlyersity of Leipsig . .
t
Unlyersity of Michigan.
1
—
—
...
1
1
University of Munich
University of s trass burg...
1
University of Texas
1
University of Toronto
1
University of Wisconsin ' " "-'
2
Western Michigan College.
1
Worcester Polytechnic Institute . .
1
Yale Unlyersity.,
1
2
2
17
- - -
Total
4
17
1
3
18
2
2
ill
29
14
1
Miscellaneous occupations 10
Occupation not given II
Dead I. ... 'l.'.'! ■".'". ].""I]I."." : 1
CHAPTER XX.
COLLEGES FOE WOMEN.
DISCUSSION OP STATISTICS.
ZHvisian A. — The total number of ooUeges for women reportinfir to this Offioe
during the year 1891-'92 was 158, of which number 14 nave been placed in a class
by themselves. The summarized statistics of these 14 institutions are given in
the two following tables:
COI^LFOES FOR WOMEN, 1891 -*92— DIVISION A.
Professors and students.
States.
XJnlted States
NortlL Atlantic ^Tision.
Soxktli Atlantic DlTlslon.
Nortli Central Division..
Western Division
Nortb Atlantic Division:
Massaclineetts
New York
New Jersey.
Pennsylvania
Sontn Atlantic Division:
Maryland.— ^..
North Central Division:
Ohio ----T-i
Western Division :
California
«3
a
o
Professors and instructors.
PreiMura-
tory de-
partment.
9>
14
11
1
1
1
4
5
1
1
1
1
1
12
2
10
0
0
0
0
2
0
10
0
0
as
6
17
0
12
0
4
2
0
17
0
12
Collefflate
depart-
ment.
"3
7^
1S9
157
12
15
5
00
34
14
19
12
15
5
201
181
11
2
7
122
45
5
9
11
2
7
Total
number.
e
•
"3
g
s
£
190
230
166
191
14
18
15
2
5
19
90
41
15
19
14
15
5
122
54
0
9
18
2
19
Students.
r
540
95
0
109
0
81
14
0
285
0
169
II
1
2,556
2,427
76
45
11
1,700
561
28
143
75
45
11
^
%*
S o
38
13
0
27
0
0
0
u
a
I
78
8,460
78
2,874
0
860
0
45
0
180
1.882
785
87
170
860
45
180
731
732
EDUCATION REPORT, 1891-92.
Colleges fou Women, 1891 -'92 — Division A.
Students,
Students.
Number in collegiate de-
partment imrsuing courses
leading to—
■
7
1
a
(a In special or partial
f% courses.
Number of freahnien
prepared in—
states.
1
e
•
n
•
<
€>
xi
P4
D. L. degree.
i
CO
Q
353
; Preparatory
3 departments.
1^
355
Public high
schools.
>
u
&4
United States
1,203
2
301
20
C39
17
North Atlantic Division
South Atlantic Division
1,271
6"
2
0
292
0
352
0
£0
0
SIO
27
^5
CS7
17
North Central Division
20
2
0
Weslem Division
0
U
u
2
i •>
2
0
North Atlantic Divi.lun:
Massachusetts
707
419
7
138
280
12
330
22
20
229
46
IG
28
2
23
253
¥ 6J
1
S99
79
7
New York
New Jersey
7
Pennsylvania
0
0
2
0
0
0
0
0
0
0
1
0
3
South Atlantic Division:
M ar y 1 and
North Central Division:
Ohio
20
2
23
0
1
1
Western Division:
California
9
0
0
0
o
4*
0
Property.
States.
Number
of
sc holar-
shlps.
Number
of
fellow-
ships.
Number
of
endowed
profes-
sorships.
Volumes
in libraries.
Value
of scientific
apparatus
and
libraries.
Value
of (grounds
and
buildings.
United States
ICl
0
0
irs, C60
S387,5.jfl
ti.£i8,119
North Atlantic Division. . .
South Atlantic Division. ..
148
7
5 i 108, ICC
36 r, 556
10.000
3,M8.119
S40,000
North Central Division
2
0
25,000
4,500
100,000
Western Division
13
1
10,000
2&0.000
North Atlantic Division:
Massn chuset tr;
138
1
1
4
66,noo
29,166
165,908
166,648
1.921.619
New York
0
1.066,500
New Jersey
Pennsylvania
9
7
0
10,500
3>,000
10,000
560.000
340 000
South Atlantic Division:
Maryland
North Central Division:
Ohio
2
0
25,000
4,500
100,000
250.000
Western Division:
California
13
1
10,003
COLLKGES FOR WOMEN.
733
Property and income.
Amount
of pro-
ductive
funds.
Income.
States.
Prom tui-
tion fees.
Prom pro-
ductive
funds.
8101,504
Prom all
other
sources.
Total
income.
Benefac-
tions.
United States
$3,237,357
8610,095
8116,331
8041,090
8146.662
North Atlantic Division . .
Soutb Atlantic Division..
2,842,357
150,000
170,000
75,000
561, 0l»
18,000
178,594
8,000
110,301
860,990
26,000
85,662
North Central Division...
60,000
Western Division
50,000
5,00)
55,000
1,000
North Atlantic Division:
Massachusetts
755,875
l,386,4&i
843.093
194,503
74.418
62,098
26,792
43,835
444,302
300, 43 J
15,000
101,252
20,000
41,527
New York
42.885
New Jersey
Pennsylvania
South Atlantic Division :
Maryland
700,000
150,000
170,000
75,000
13,500
18,000
42,078
8,000
45,674
1,2S0
North Central Division:
Ohio
60,000
Western Division:
California
50,000
5,000
55,000
1.000
An examination of these tables shovrs that the preparatory work done by these
institutions is very little indeed, the number of students pursuing such work
being but 15.9 per cent of the total number. Another noticeable feature is the
large proportion of students pursuing courses of study leading to the degree of
A. B. The number of such students is l,2l»3, or 66.4 per cent of the total num-
ber in degree courses. The preparation of the freshmen of these schools forms
another interesting item. While it is found th-it in the colleges for males and
in the coeducational colleges but 35.8 per c ?nt of tho students wore prepared in
public high schools, th3 foregoing table shows that 03.2 per cent of the fresh-
men included in the ♦able were prepar^id in such schools. The institutions in
this clasj are fairly wellendowed, 81.1 per cent of the total amount of productive
funds reported by colleges for women being reported by these few in stitutions.
Divisimi B, — Tho stitistics relating to professors and students of the 144 col-
leges for women of Division B aro included in the following summarized table:
734
EDUCATION REPORT, 1891-92.
Colleges for WoifEN, 1891-'92— Division B.
Summary of ttatistics of professors and students.
1
o
u
i
Professors
and
instmcton.
Students.
8
•
11
9
O
1
1
i
8
1
«
1
1
states.
*
^
•
1
United States
144
388
1.403
2.150
2,816
8,527
9,800
78
21,152
North Atlantic DlTision...
South Atlantic Division...
Sonth Central DiTlsion ....
North Central Division
Western Division
13
48
53
28
2
61
128
102
W
0
172
443
452
807
29
96
668
1,140
212
82
688
668
1,012
561
36
860
063
928
732
54
561
3,844
4,164
1,885
16
9
M
32
11
2
S,4S7
«,086
«,7I7
140
North Atlantic Division:
Maine
2
1
1
1
1
7
2
IS
1
It
7
12
15
16
8
11
2
2
7
5
2
1
11
2
2
11
4
11
8
5
27
8
44
1
25
19
26
29
36
9
17
6
6
13
15
4
1
82
2
0
10
8
22
42
6
84
19
145
2
99
08
116
127
129
85
81
9
21
97
68
14
7
97
24
29
0
55
118
42
19
291
311
102
'""278'
29
MO
85
470
16
21
63
131
1
1
5
446
New Hampshire
Massachusetts
New York
New Jersey
166
161
76D
S9
Pennsylvania
43
""im
68
17
247
890
95
780
2
9
11
896
South Atlantic Division:
Maryland
966
Virginia
1,011
West Virginia
to
North Carolina
06
101
318
399
271
168
179
88
40
24
20
157
75
172
278
285
-116
208
50
65
102
81
121
148
112
138
218
155
IW
S26
55
117
297
228
24
31
115
37
54
744
742
1,508
1,047
1,815
798
712
117
175
193
122
24
16
735
135
16
8"
1
2
9
13
5
s"
3
1
i"
6
2
1,879
South Carolina
1.08S
Georgia
a,]»
South Central Division:
Kentucky
2,108
Tennessee
2,486
Alabama
1,806
Mississippi
Louisiana
1,472
SIO
Texas
400
North Central Division:
Ohio
900
Illinois
847
Wisconsin
Minnesota
169
48
Missouri
128
40
32
152
105
36
1.458
Kansas
900
Western Division:
California
140
COLIiEGBS FOB WOKEN.
735
COLLEQBS FOR WOMEN, 1891-'92— DIVISION B.
Svmtnary of statisiica of students.
Students.
Number In collegiate dei>artment
pursuing courses leading to—
Number in pedagogi-
cal course.
c5
a
1
55
i
a
1
a
u
o .
States.
•
•
■
«
d
i
•
«
•
n
Other first de-
grees.
Number in specl
partial course
United States
2,420
12
1,206
600
546
400
0,048
8,081
1.018
North Atlantic DtTlslon...
Sonth Atlantic DlTision. . .
Sonth Central Division
North Central Division ....
'Western Division
164
1,216
726
818
5
8
4
70
300
721
102
3
'"""fi3
430
69
4
51
78
200
206
8
127
261
7
6
72»
8,418
8,386
1,433
04
209
1,078
1,118
466
70
249
805
578
907
10
North Atla&tlc Dmslon:
Maine ,.
16
40
11
8
137
80
114
26"
421
126
1,100
24
710
453
087
777
053
645
642
63
306
235
414
36
17
603
117
04
60
20
17
0
6
m
6t
823
'"'227'
180
828
229
206
214
289
19
72
155
70
16
130
New Hampshire
10
03
Massachusetts
1
New York
6
0
148
21
60
0
0
0
0
60
20
07
6
0
0
0
0
20
New Jersey
Pennsylvania
4
South Atlantic Division:
Sfeiryland
45
Virginia
73
15
4
186
WestVlTKinla
7
North Carolina
Sonth Carolina *..
00
201
745
185
258
54
156
28
45
86
45
17
5
127
88
5
5
15
123
144
86
108
232
255
10
30
49
50
63"
10
874
28
Georgia
40
131
113
40
14
%
100
84
.... ....
114
45
SO
104
21
61
26
143
le
166
Sonth Central Division:
Kentucky
60
T^tin^^^utAf^
163
Alabama
166
Mississippi
136
Louisiana
Texas
47
' North Central Division:
Ohio
3
56
4*
138
Illinois
Wisconsin .__
Minnesota.
11
17
Missoori -
8
4
140
8'
0
160
47
70
110
50
Western Division:
California
4
3
4
10
As wUl be seen from, this table, a comparatively largenumber of etudentsare
reported in the primary department. A large number of the institutions in-
cluded in this division maintain courses of study from the kindergarten to the
end of a colleg'e coursa, thus rendering necessary the maintaining of a large
number of classas. The proportion of students in courses of study leading to a
degree id comparatively ^naall, but the numbar of students pursuing studies in
music andarfe is large.
Some idea of the kind of instruction imparted by these institutions may be
obtiin*»fl frnm tho following table, giving the number of students pursuing the
different studies in 1891-'92:
736
EDUCATION REPORT, 1891-92.
Num^jcr of students pursuing the folUncing studies.
2i2
•
S^fl
5«5
2oJ3 «
college
by institu
umber of
veral slud
states.
•
a
umber of
reported
porting n
In the se'
B
*->
4
n
U
m
«
•
0
«
1
•
S
V
1
d
0
t
«
i
«
2,7U0
O
O
>
770
129
227
3
476
140
5
0
183
n
United States
6,010
9C0
747
75
195
06
North Atlantic Division.. .
452
811
179
145
62
19
85
87
27
South Atlantic Division ...
2.534
1,045
825
272
278
115
197
95
20
118
70
53
South Central Division ...
2.5C3
997
829
185
231
97
115
40
81
24
11
11
North Central Division....
467
314
157
143
132
12
82
5
5
18
8
5
Western Division
• ■ " " ■
3
"*"*"*
....
North Atlantic Division:
Msine
10
05
SO
82
81
3
7
31
21»
21
New Hampshire
Massachu&etta
(33
131
bi
44
12
53
0
70
7
53
"6
1
S3
•t
0
New York
0
19
6
g
New Jersey
Pennsylvania
242
150
54
25
35
11
*>
"t
-.-.
South Atlantic Division:
Maryland
05
407
43
803
5
25
93
3
12
65
0
18
92
2
"29'
0
10
58
0
5
0
0
5
s
Virginia
30
0
20
0
2
West Virplnia
0
North Carolina
457
702
783
116
192
380
83
65
100
13
56
126
21
64
88
9
12
65
15
29
85
7
12
46
South Carolina
Georgia
111
65
46
South Central Division:
«
Kentucky
008
276
79
55
82
80
20
18
12
G
7
7
Tennessee
785
488
543
31
45
291
133
236
36
25
103
49
78
13
5
59
17
37
12
5
75
46
13
8
7
23
15
23
CI
47
17
17
17
5
1
0
9
Alabama
1
Mississippi
2
1
tiouisiana
12
2
* w w •
Texas
3
* • • •
North Central Division:
Ohio
90
122
14
16
90
135
150
129
6
16
20
23
66
51
4
4
10
16
8")
3^
4
0
01
42
4
3
10
9
4
8
48
28
0
3
5
7
0
3
2
2
Illinois.-
Wisconsin
"■ • • "
Minnesota
3
3
5
3
3
Missouri
Kansas
" • • ■ ■
~ * ** *
Western Division:
California
3
'
1
I
I
COLLEGES FOR WOMEN.
737
Number of tiud^nis pursuing the following studies— Continued.
States.
•
1
1
11
2
•
1
g
1
1
799
308
802
110
79
•
3
a
1
a
o
s
74^1
203
248
163
liO
•
1
1
528
205
117
90
116
■
to
o
1
948
125
288
393
138
4
83
1
799
127
258
803
107
4
31
•
!
656
100
239
239
74
4
17
1
§
667
43
183
276
61
4
i
Pi
•
1
O
i
•
1
1
•
i
S
1
United States
i,a)2
431
1,889
879
82
866
816
125
802
North Atlantic Division. . .
Boath Atlantic Division...
800
641
231
120
51
113
167
100
137
574
492
184
2
18
111
Soatli Central Division
Nortli Central Division
Western Division
6
4
60
18
20
16
"
North Atlantic DiYlsion:
Maine
85
33
54
16
New Hamimhire
Massachusetts
1
1
26
194
40
202
18
123
26
122
'26'
10
20
10
27
10
26
25
27
2
New York
0
45
4
New Jersey
Pennsylvania
45
25
223
0
181
89
173
8U
62
62
20
11
46
18
156
0
6
43
81
19
83
27
29
2
84
62
0
54
21
77
87
84
22
18
46
22
82
0
6
8
49
30
88
14
4
67
40
59
0
0
83
97
58
111
80
122
13
9
66
52
4
8
21
2
4
60
33
eo
0
81
113
21
62
93
49
90
43
30
39
5
21
73
71
40
101
81
60
7
42
24
16
81
88
89
124
14
83
91
7
South Atlantic Division:
Maryland
18
Vir^nla
27
Wmt Virginia
0
North Carol ina
8
21
93
61
87
28
100
23
3
56
56
71
10
80
96
188
177
101
109
144
96
25
15
66
64
6
10
23
16
2
111
81
84
61
106
48
69
25
7
49
30
4
10
20
12
South Carolina
7
Georgia
65
Bonth Central Division:
Kentucky
2
8
Tennessee
16
Alabama ..
Mississippi
41
Ejouisiana .
4
Texas
7
43
61
5
8
"is"
4
86
48
5
6
10
11
9
49
86
7
45
21
North Central Division:
Ohio
2
53
49
29
80
29
20
4
3
3
2
4
83
41
......
11
8
8
Illinois
Wisconsin.....
0
Minnesota
2
6
3
10
8
2
15
Missouri
20
2
4
5
.....
4
10
Kansas .--r
Western Division:
California ...
1
ED 02-
47
738
EDUCATION BEPORT, 1891-92.
Xumber of students pursuing ilis following sticdtes— CoDtinued.
states.
Algebra (to qnadra*
tics).
Algebra (beyond quad-
ratics).
g
•
3
42
12
6
16
0
1
Chemistry.
•
Botany.
•
N
602
103
124
367
95
i
0
•
1
History (other than
Uulted States).
1
1
.3
United States
2,174
1,466
861
1,684
1.8Q3
1,255
797
1.005
2,783
2.486
North Atlantic Dtvtoion...
Sooth Atlantic IM vision...
South Central Division
North Central Divlaton ....
Westflm Division
214
mi
889
262
8
115
638
575
134
6
48
886
843
90
184
606
907
197
ISO
481
480
186
6
98
498
443
216
95
231
850
123
9
121
866
884
130
6
500
1,067
868
352
6
828
1.138
7M
278
8
....
SO
North Atlantic Division:
Maine
50
35
5
58
47
23
17
33
37
43
Nf^w Hamiwhire
Masfiachasetts
82
27
27
T
"6
6
40
8
28
10
19
'60'
8
0
'""iT
121
166
49
New York
tci
08
New Jersey
Penn;?ylvMiia
82
80
223
10
202
146
181
177
248
142
236
66
20
83
116
6
5
23
::3
8
21
40
279
7
161
131
180
83
140
140
184
13
15
53
87
0
8
12
13
G
4
89
71
7
80
47
119
9
130
144
157
131
167
156
96
27
20
78
81
4
""S6'
8
67
45
88
44
41
99
10
41
55
70
33
80
76
52
66
176
67
322
19
296
183
201
1S7
230
2«8
143
70
20
115
160
6
15
27
29
0
145
South Atlantic Division:
Maryland
ito
Virginia
420
West Virirlnla
9
North Carolina
56
05
184
65
73
ISO
75
13
7
20
46
6
"iT
a
"6'
■'5'
"ii"
9
lao
101
117
103
131
133
99
98
169
91
113
102
123
85
6
SO
2
121
123
123'
27
40
91
105
77
82
88
63
80
78
102
118
66
147
South Carolina
168
Oeor^a
South Central Division:
Kentucky
282
207
Teooesste , ,
216
158
Mississippi
Txkliis1it.n:i.
122
21
Texas
9
61
81
2
5
£0
17
0
80
79
83
8
6
24
21
11
40
5
9
41
63
20
89
60
30
North Central Division:
Ohio
124
IlUnoia
85
Wfsronstii
6
Minnesota c ....
7
11
13
5
12
Missouri
28
11
17
2
8
S9
Kansas .
14
Western Division:
California
6
Sea
I
li
1
F
9
B
f
t
L
k
L
T-
(I
L
h
a
The above table shows that the institutions reporting the number of students
pursuing the several studies also reported 6,016 students in the ci>llege depart-
ments. Excluding the studies in the above table commonly known as prepara-
tory studies, we find that the number of students pursuing the several studies
is small when compared with the number of college students reported.
The items respecting the property and income of the 144 Institutions are
given in the following table:
COLLEGES FOR WOMEN.
741
Degrees- conferred.
states.
M.E.L.
or
B.L..
A. B.
B. S.
A. M.
MUS.B.
B.
Paint.
M.Xi.A.
LS.
L.A.
United States
522
357
101
01
109
35
5
3
4
North Atlantic DlTislon..
South Atlantic Division..
13
29
232
48
23
181
112
41
2
34
62
13
iT
61
16
8
SO
88
33
1
8
£5
1
3
8
4
South Central Division . . .
North Central Division. ..
2
North Atlantic Division:
Maine
2
3
4
New Hampshire
1
12
12
1
3
Pennsylvania
21
2
8
2
2
2
4
2a
6
5
22
5
i
3
o
South Atlantic Division:
Maryland
Virginia
14'
8
59
103
S3
80
32
16
8
8
6
North Carolina
South C^ollna
0
10
9
74
83
GZ
Georgia
26
22
9
7'
5
9
6
4
15
41
i"
3
South Central Division:
Kentucky
Tennessee
1
19
5
Alabama
Mississippi
Louisiana
..
Texft^ . . - - - -
4
13
11
o
21
0
North Central Division:
Ohio
4
Illinois
1
Minnesota
8
4
MiBsonrl
24
9
5
12
»{
1
JCajifiAA
CHAPTER XXI.
THE PLACE OF UKIVBR81TY EXTENSION IN AMERICAN
EDUCATION.
[The followiDg .address, delivered by the Commissioner of Kdncation at the First
Annual Meeting; of the National Conference on University Extension, held at Phila-
delphia, December, 1891, discusses the sij^ulticanco of the new movement, and its
bearings on the educational means and appliances now existing in the United States.]
LADUBS and G£NTL£M£N, DELEGATES TO THE NATIONAL. CONFER-
ENCE ON University Extension : I have beea requested to direct
my remarks to the general bearings of the question of university
extension. I sliall therefore offer some considerations regarding the
threefold structure of our educational system into elementary, second-
ary, and higher education, and discuss the general features which dis-
tinguish each grade. I shall endeavor to shovr that higher education
is the sanest and healthiest form of edacation, because it gives the
student the means of correcting one-sided views. It gives him the
method of study which compares one science with another and one
branch of learning with another, and always bears in mind the import-
ant question : How does this element of knowledge relate to the conduct
of human life! From this iK)int of view I shall explain why university
extension seems to me to be one of the most important movements in
our time. An exhibition of the fragmentary nature of elementary edu-
cation and the necessity which has caused this fragmentary character
to adhere to it, will make it evident, I hope, that the directors of higher
education have a sacred duty to perform in extending, by all legitimate
means, the spirit of their methods into the studies which the adult
population carry on by means of the new8pax)er, the periodical, and the
book, throughout life.
Let me ask your attention, first, to the general aspects of our civil-
ization. Let us consider the active means at work to produce cosmo-
politan civilization and obliterate local and provincial peculiarities.
The most striking characteristic of our modem civilization is that
which has to do with the intercommunication of one people with
another. The wonders of modern invention are to be found especially
in this field of human activity. In the first place, the facilities for
travel by land and by sea bring together a greater and greater number
of ])eople in each succeexling year. Think of the increase of the num-
ber of Americans that have visited Europe — of the number of Euro-
peiins that have visited America. Think of the increasing number of
people residing in the Atlantic slope who have visited tlie cities of the
Mississippi Valley and the far-oflf Pacific coast. The personal presence
743
744 ' EDUCATION REPORT, 1891-92.
and tlio humane, friendly interest of foreign people in this country form
a perpetual educative influence, converting our peojile to cosmopolitan
views and sympathies. But the educative influence of travel is small
compared with that of intercommunication by means of letters and
literature. In our time we have seen epic, dramatic, and lyric litera-
ture retire into the background before the novel or romance as a lite-
rary work of art. The novel has been called the prose epic, or the epic
of commonplace, middle-class citizens. But the novel in our time has
extended its gamut from the description of society manners and cus-
toms and the petty events of courtship and marriage to the all-including
scientific and historical movements which constitute the highest fields
of intellectual labor. In the modern novel wc have Shakespeare's
mirror, that is held up to reflect society and the individual. Wc have
the painting of tlic slums, the demi-monde, the processes of the schools,
the Church; wc have fully-colored pictures of ancient historic life, long
buried, and brought to life only by the labors of archaeology; wc have
a series of historical i)ictures, growing rapidly to a great gallery of
paintings, illustrating mediaeval times, the beginnings of modern times,
and, finally, the events of a century ago — Tolstoi's Napoleonic wars,
the Crimean war, Walter Scott's historical pictures; Victor Hugo,
Tha(tkeray, and a thousand wrivcrs less significant and still important.
Each reading i)ublic learns to know the character and motives of its
fellow-men in far off countries or far-off epochs. Out of this comes the
feeling of the solidarity of the human race. Every one feels that there
is nothing human that ho can consider to be entirely strange to him.
But even the hovel is not to be compared, in its influence, with the
daily newspaper and periodical i)ress as an instrument invented by the
human spirit to bring about the higher unity and synthesis of all peo-
ples. Not only shall each people combine in itself the best that has
been realized by other peoples, but each human individual shall take
his morning survey of the daily movement of nations and colossal
enterprises.
Here is the significance of our new university extension movement,
which we are here to-day to celebrate by this conference. University
extension proposes to avail itself of the new inventions and instru-
mentalities which have been developed in the interests of commerce
and the ordinary interchange of opinion, and send the currents of higher
thought, higher scholarship, and higher sentiment through these chan-
nels, so as to directly influence all men.
In brief, university extension proposes to itself to gain possession
of the organs of public opinion, and it is evident that this enterprise is
one of the most important undertaken in our century since the estab-
lishment of the common public school.
In the most advanced civilization we find the completest system of
means for the formation and promulgation of public opinion. All per-
sons in the community, by means of the newspaper, look upon the
same event, look upon the same sketch of public policy marked out by
the statesman, listen to the same arguments, and take sides in view of
the weight of argument. The public opinion thus organized is not the
public opinion of a village or a province. It is the public opinion of
the whole country, and a public opinion which is formed, or secreted,
so to speak, by the aggregate action of all the minds in the nation. In
fact, this does not state it strongly enough. The public opinion of a
newspaper-reading age is an international public opinion, a public
opinion Tvhich takes into it as a determining element the views and
opinions of other civilized nations.
PJLACE OP UNIVERSITY EXTENSION IN AMERICAN EDUCATION. 745
But this kind of public opinion can not bo found in an illiterate
conimunity, nor can the newspaper, whicli is the instrument for form-
ing and disseminating sucU public opinion, penetrate an illiterate
community.
In old times, before the statesman could watch the verdict of public
opinion on a proposed measure, ho was perhaps obliged to take action.
The diplomats found themselves obliged to plunge the nation into war.
Ill our time, with the telegraph, and the newspaper, and a universal
reading people, the dial of public ox)inion is visible to all statesmen
and leaders of the people, and it is possible to avoid an appeal to the
final court of arms.
It is evident enough that the first requisite for the efficiency of these
iDStrumentalitics is a universal diffusion of common school education,
and an ability on the part of all the people to read and understand the
printed page. This is given in tho<*,ommon schools. The question arises
at once, at this point: Why do not the common schools give an all-
sufficient education! Why is not elementary education all that is
desired among the people? Is it not true, that if the schools teach the
l^eople how to read, and the universal prevalence of periodicals and
books furnishes what to read, that the life of the people is turned into
a constant education! Will not such reading — such as the elementary
school provides for — lead necessarily to the diffusion of all human
learning!
In order to answer this question properly, and to see the grounds
which exist for the movement known as university extension, let us
consider for a moment the difference between elementary school educa-
tion and university education. The child who is of the proper age to
learn how to read has not acquired an experience of life sufficient for
bim to understand very much of human nature. He has a quick grasp
of isolated things and events, but he has very small power of synthesis.
He can not combine things and events in his little mind so as to per-
ceive processes and principles and laws — in short, ho has little insight
into the trend of human events or into logical conclusions which fol-
low from convictions and principles. This is the characteristic of pri-
mary or elementary instruction, that it must take the world of human
learning in fragments and fail to see the intercommunication of things.
The education in high schools and academies which wo call secondary
education begins to correct this inadequacy of elementary education;
it begins to study processes; it begins to see how things and events
are produced; it begins to study causes and productive forces. But
secondary education fails, in a marked manner, to arrive at any com-
plete and final standard for human conduct, or at any fnsight into a
principle that can serve as a standard of measure. It is the glory of
higher education that it lays chief stress on the comparative method of
study; that it makes philosophy its leading discipline; that it gives an
ethical bent to all of its branches of study. Higher education seeks
as its goal the unity of human learning. Each branch can be thor-
oughly understood only in the light of all other branches. The best
definition of science is that it is the presentation of facts in such a
system that each fact throws light upon all the others and is in turn
illuminated by all the others.
The youth of proper age to enter upon higher education has already
experienced much of human life and has arrived at the point where he
begins to feel the necessity for a regulative principle and guiding prin-
ciple of his own with which he may decide the endless questions which
press themselves upon him for settlement. Taking the youth at this
746 EDUCATION REPORT^ 1891-92.
■
uioment^ when tbe appetite for principleA is beginning to develop, the
college gives him the benefit of the exx>erience of the race. It ^ows him
the verdict of the earliest and latest great thinkers on the trend of
world history. It gathers into one focns the results of the vast labors
in natural science, in history, in sociology, in philology, and political
science in modem times.
Tbe x)er80Ti who has had merely an elementary schooling has laid
stress on the mechanical means of culture — the arts of reading, writing,
conipnting, and the like. He has trained his mind for tbe acquirement
of isolated details; but he has not been disciplined in comx>arative
study. He has not learned how to compare each fact with other facts,
nor how to compare each science with other sciences. He has never
inquired) what is the trend of this science? He has never inquired,
what is the lesson of all human learning as regards the conduct of
lifef We should say that he has never learned the difference between
knowledge and wisdom, or, what is better, the method of converting
knowledge into wisdom. The college has for its function the teaching
of tliis great lesson — ^how to convert knowledge into wisdom^ how to
discern the bearii)g of all departments of knowledge upon each.
It is evident that the individual who has received only an elementary
education is at a great disadvantage as compared with the person w^ho
has received a higher education in the college or university, making
all nllowiuice for imperfecticns in existing institutions. Theindividnal
is prone to move on in the same direction, and in the same channel,
which he has taken under the guidance of his teacher. Very few persons
change their methods after leaving school. It requires somthing like a
cataclysm to produce a change in method. All of tlie influences of the
university, its distinguished professors, its ages of reputation, the
organization of the students and professors as a whole, thesef and
like influences, combined with the isolation of the pupil from the strong
tie of family and polite society, are able to effect this change in method
when they work upon tbe mind of a youth for three or four years.
Tlie graduate of the college or university is, as a general thing, in
possession of a new method of study and thinking. His attitude is a
comparative one. Perhaps he does not carry this far enough to make
it vital; perhaps he does not readjust all that he has before learned by
this*new uietho<l; but, placing him side by side with the graduate of
the couimon school, we see readily the difference in types of educated
mind. The mind trained according to elementary form is surprise<l and
captivated by sux)erfleial combinations. It has no power of resistance
against shallow critical views. It is swept away by si)ecious arguments
for reform^ and it must be admitted that these agitators are the better
minds, rather than the weaker ones, which elementary education sends
forth. The duller minds do not ever go so far as to be interested in
reforms or take a critical attitude toward what exists.
The duller, commonplace intellect follows use and wont, and does
not question the established order. The commonplace intellect has
no adaptability, no power of readjustment in view of new circum-
stances. The disuse of hand labor and the adoption of machine labor,
for instance, finds the common laborer unable to substitute brain labor
for hand labor, and it leaves him in the path of x>overty, wending his
way to the almshouse.
The so-called self-educated man, of whom we are so proud in Amer-
ica, is quite often one who has never advanced far beyond these ele-
nientary methods. He has been warped out of his orbit by some
shaJlow critical idea, which is not born of a comparison with each
PLACE OP UNIVEBBITY EXTENSION IN AMERICAN EDUCATION. 747
department of hmnan learning with all departments. He is necessarily
one-sided and defective in his training. He is often a man of great
accamnlations of isolated scraps of information. His memory ponch is
precocioosly developed. In German literature such a man is called a
'^ Philistine.^ He lays undue stress on some insignificant phase of
human affairs. He advocates with great vigor the importance of some
local center, some partial human interest, as the great center of all
human life. He is like an astronomer who opposes the heliocentric
theory and advocates the claims of some planet, or some satellite, as
the center of the fiolar system. In sociology these self made men advo-
cate, for instance, as a universal panacea for poverty such devices
as the abolishing of all individual property in land, or a single tax, or
a scheme of state socialism ; or, on the otlier hand, tne equally negative
system of laissez /aire — let each look out for himself, and let the Gov-
ernment forswear entirely all functions of nurture and provision for the
common welfare. In the name of abstract j ustice, Mr. Herbert S pencer
strikes at all of the concrete forms of governmnet in existence, ^id
would fain cut them down te his procrusteau standard, protecting free
competition without provision for common welfare.
There is a conspicuous lack of a knowledge of the history of the
development of social institutions in all this. The individual has not
leamedthe slow development of the ideas of private property in Boman
history, and he does not see the real function of property in land.
Again, he does not know the history of the development of human
society. He has not studied the place of the village community and
its form of socialism in the long road which the state has traveled in
order to arrive at freedom for the individual.
The self-educated man, full of the trend which the elementary school
has given him, comes, perhaps, into the directorship over the entire
education of a State. He signalizes his career by attacking the study
of the classic Languages, the study of logic and philosophy, the study
of literature and the humanities. It is to be expected of him that he
will prefer the dead results of education to an investigation of the total
process of the evolution of human culture. The trsMlitional course of
study in the college takes the individual back to the Latin and Greek
languages in order to give him a survey of the origins of his art and
literatnre and science and jurisprudence. In the study of Greece and
Bome he finds the embryology of modern civilization, and develops
in his mind a power of discrimination in regard to elements which enter
the concrete life of the present age. It is not to be expected that the
commonplace mind, which is armed and equipped only with the methods
of elementary instruction, shall understand the importance of seeing
every institution, every custom, every statute in the light of its evolu-
tion.
^S^iUj the force of these facts is augmented when we consider the
©normous development of secondary instruction in this country, not on
the basis of the university, but on that of the elementary school.
Within one generation the public free high schools have increased from
a hai]dred or less to five or six thousand. For the most part the course
of study in these institutions has been largely under the control of
J»€n educated only in elementary methods. As might have been
^^P^cted this fi^ct has largely determined the charact.er of the studies
pursued in the hig^ schools. The classic studies and pure mathematics
liave been discourage? ^^^ studies substituted for them which have a
real or sannni^ed value in the business vocation. The consequence of
*^8 has beeuthat the high schools of the country have failed to fur-
748 EDUCATION REPORT, 1891-92. «
nish men of real directive power. Their best representatives have
been of the typo of tlio self-educated men that I have just now des-
cribed.
While I consider it a matter of congratulation that the people of the
country are fast establishing throughout the land a system of free edu-
cation in high schools, yet I fiud myself obliged to admit that the
present and past results of these schools may be summed up as the
production of a vast intellectual current of Philistinism. There is not
any argument for the importance of university extension which equals
this in strength. The secondary education has largely been diverted
from the road that leads to higher education, and turned aside in such
a manner as to produce arrested development at the stadium of elemen-
tary or secondary methods. The common schools of the people are
RuHering more from this cause than from all the other causes combined.
It is a prolific source of mere mechanical device and methods which
lead nowhither. It produces a flippant, self-conceited frame of mind
which does not hesitate to attack and tear down institutions which it
fails to comprehend. University extension, as we understand it, pro-
poses to close up this gap between higher institutions and the elemen-
tary schools.
In recent years there has been a considerable elevation of the standard
of admission to the college, and this has led to an increased develop-
ment of secondary instruction, especially since the smaller colleges of
the country have not been able to follow the lead of the great univer-
sities without sufiferiitg in the size of their classes. The influence of
secondary schools as directors of elementary common schools is not,
and never has been, a healthy one. Only the college and university
can give this healthy influence.
With university extension the directors of higher edhcation come
at once into contact with the people. The university, through its prop-
erly organized f;iculties, descends into the community and, as it were,
takes an inventory of the bright and promising minds that are exer-
cising an intellectual influence upon the direction of affairs. It gathers
these into classes and audiences, and discusses with them the living
questions of the day. It fascinates them with the superiority of the
comi)arativc method of study. It vanquishes the spirit of Philistin-
ism and refutes the theories of cranks.
This process of university extension, I need not add, has also a retro-
active influence of great value upon the university itself. Wo all know
how important is the present tendency toward specialization. We
admit, nevertheless, that there is a danger in this, inasmuch as the
specialist who does not use the highest or comparativ^o method, and
endeavors to bring his specialty into comparison with all branches of
human knowledge — tliat this specialist, I say, tends to make his branch
a hobby, and to set up his local center as the grand center of the uni-
verse. Unbalanced si^ecialism in education, therefore, tends to the very
evils which elementary methods produce. But university extension
will correct this. AVhen the specialist finds himself face to face with
an audience collected from people who have received only a common
education, he is forced at once into meeting their crude opinions by
presenting the comparative history of his theme, and by showing the
bearing of other branches of human learning upon it. It is, as I
have said, the characteristic of university extension that it finds its
highest principle in the conduct of life, and that it is ethical in its
method. The direct contact of university instructors with the people
leads to the emphasis of the ethical standpoint.
PLACE OP UNIVERSITY EXTENSION IN AMEBIC AN EDUCATION. 749
So mucb for tho reaction of university extension upon the university
itself. But I should not omit to say that the university extension
movement will have another beneficial effect in increasing the number
of persons who seek higher education. No sooner does tho university
enter the field of competition before the common people than it van-
quishes the claimants for the cause of secondary education, and the
claimants for the cause of elementary education as finalities. Tho peo-
ple see at once the superiority of the higher education, and there arises
throughout the community an aspiration for its advantages. Even the
families of the poor will aspire each to educate one or more of their
children for tho university. Wc know that in former times, when the
requirements for education had not climbed up to the place they now
hold, how often the poorest families in Scotland managed to educate
one of the family for the university. The ideal of education, at that
time, was university education. This desirable ideal will again prevail
in the community, and where wc have at the present in the United
States only one in five hundred of the population enrolled in schools
for higher instruction we shall have, as we ought to have, from five to
ten times that ratio.
Again, the advantage to the university will appear in the furnishing
of direct practical careers to its graduates. In the laboratory and the
seminariuin the university trains its pupils to the work of original inves-
tigation. It sends, therefore, into the community a class of people fully
equipped with an intellectual apparatus for the correction and perfec-
tion of the political and the economical departments. It focuses a
powerful light upon the directive power in the various departments
of productive industry and local self-government. Now, university
extension, by reason of the fact that it collects into organized bodies
the most enterprising minds of the common people, prepares positions
in advance for these graduates of the university. They may take hold
of the places where they are most needed without wasting their strength
in endeavors to discover such opportunities, and to persuade men in
power of the utility of their training for the work.
We have seen how this movement arose in England. With the exten-
sion of suffrage and with the increase of means of self-education among
the people, and especially with the circulation of semi-scientific infor-
mation by means of the printing press, there has been in the past a
something of relaxation in the hold which the great universities had
upon the i^eople. This has been promoted by tho self educated man
whom I have disparaged by calling him a Philistine. The great urban
development of England, and, I may say, of all civilization, has pro-
duced in the community an aggregation of the weaklings of society —
what we may call the papulation of the slums — a fearful problem for
our civilization. It would have been the part of selfish wisdom to
establish university extension in order to recover a hold upon the
common people, and in order to grapple successfully with the social
problem of the slum clement which menaces the rule of law; but, strange
to say, the university extension has not originated in the enlightened
selfishness of the university, but rather in the imre missionary spirit,
the spirit of divine charity which has always largely abounded among
the directors of higher education. There is no movement, however,
which has worked for the perpetuation of the power of the upper
classes, and especially of the university-educated classes of Great
Britain, as has this movement of university extension.
It is true that circumstances in this country differ from those in Eng-
land in many particulars, but there are great broad lines of resemblance.
750 EDUCATION REPORT, 1891-91
In botli coQBtries we have what is called local self-gOYemment. Eng-
land is tbe nation in which local self-government has originated as a
complemcntal element ue(^8sary to compensate for the one-sidedness
of the Eoman principle of centralisation. In oar Government, jost as
in the homo government of England, there is a representation, not only
of all individuals but of all interests, and this not only in the legisla-
ture that makes the law, but in the courts which administer the law,
and in the executive department which enforces the law. The making
of laws is determined by the free process of elections and public debates
in which all powers and interests struggle for the mast^^. The decis-
ions of the courts are determined by the same universal representation
of individuals and interests; and, finally, the enforcement of the laws
concedes the same rights of consideration for all parties concretely exist-
ing in the commnnity. It is evident that in England and in this conn-
try — ^botli democratic — ^there exists a sort of necessity for a free process
of inllueuce between the highest and lowest strata of society. In both
countries demagogism increases in proportion to the neglect of the low-
est stratum by the highest. This argument for university extension
is so obvious that it does not need further expansion here.
There is one incidental effect of university extension which I think
worthy of special mention. The ordinary elementary school, second*
ary school, or college seeks to give a general education to the puplL
It wishes to sec everyone learn the conventional course of study, and
not neglect either langaage, or science, or mathematics, or history.
This curriculum, in a certain sense, mistreats those especially gifteid
individuals^ found in all ranks, who have possibilities of the greatest
usefulness m certain narrow lines of talent, hut who arc not attracted
by other fields of knowledge outside of their specialty. Their love of
one particular branch of human knowledge is so great' that all other
branches seem to them repugnant. These persons aie the stuff out of
which genius is made, but our traditional system of education has not
known what to do with the candidates for genius. But the new meth-
ods of specialization, which the university proper has taken up after
the studies of college are completed, has opened up among our oiuver-
sity educators an interest in special talent wherever it is found. Uni-
versity extension provides new channels of communication between
the directors of the university and these specially endowed people,
scattered here and there throughout the community. The lecturers
and class teachers of the extension movement are prepared to make
an inventory, as it were, of this very important, although not numer-
ous, element in the population. This possibility of saving from waste
some of the most gifted of i)eople will occur to everyone as a strong
reason for the existence of school and university extension.
The old lyceum course did not provide for the active participation
of tbe audience in the work of instruction. But university extension
provides for discussions between the lecturer and his classes. It pro-
vides for reviews, it provides for home studies and examinations.
In regard to the question of maYiagemeut in this great movement, I
suppose that we shall have a full discussion of the question of local
centers versus one all-including society. It seems to me that we should
encourage local centers where there seems to be ambition and ability
for successful organization. I think that this matter will take care of
itself. The advantages of a great central organization are advantiiges
of finance. There is saved a multiplication of offices and a multiplica-
tion of ex]>ense by cooi>erating in one great society. But where local
PLACE OP UNIVERSITY £XTfiK8IOI7 IK AHEBTCAN EDUCATION. 751
reasons exist for independent societies, let them eontinue. Let any
Statue whose government provides money to manage nniv^sity exten-
sion within its boandaries go on and solve its own problems. There
are lines of new experiments needed in order to discover the best instru-
mentalities. The English have developed especially the lectore-coiirse
system, with its discussions and written examinations. In many parts
of this conntry the system of home study and professional instruction
by mail has been developed. There are very many other phases, such
as, for example, that developed by the Brooklyn Institute, which ought
to have full consideration. When we have developed a half-dozen types
of university extension, each local center may adopt and combine three
or four best adapted to it. In the meanwhile we must pay the well-
deserved compliment to the American society, initiated by the Uni-
versity of Pennsylvania, to say that it has made by far the largest step
in making a useful and practical application of university extension
in this country; and all new movements in this direction should con-
sider carefully the question whether something can not be gained by
uniting with thift great movement already so efficiently organizetl.
Whatever may be the practical conclusion arrived at in regard to these
matters of local and central administration, there certaiuly is but one
possible conclusion as to the importance of a national conference with
annual meetings for comparison of views. Each movement wishes to
understand clearly the aggregate result of the experience of all move-
ments. There should be a national conference, which brings out this
experience in all its details, and serves it up for the instruction of all.
I congratulate you, delegates, on your undertaking, which is, in
the bro£ulest sense of the term, a missionary movement. It is a move-
ment which holds out the torch of the highest learning, not only for the
illumination of all, but for the purpose of assisting each individual to
bght his own torch at its sacred flame.
STATISTICS.
Ill order to ascertain Trfaat degree of development nnlTersitj extenffion ba« attamed
in this eonnlry, a statistical investigation iras recently made by tho Burean, the
results of which are here ^ven as an appendix to the foregoing address.
The colicctidn of statistics concerning nnivcrsity extenHion work is fonnd to be a
difficalt matter, especially where the work is not conducte<l under the auspices of
some educational institution. Daring the year 1891-92 reports wero received from
21 different institutions or societies who were engaged in this work. These agencies
reported that thoro were delivered 319 courses of lectures, ranging in length from 1
to 75 Iccturos ]>er C4>arse. The number of lectures in the several courses was as fol-
lows: Four courses of 1 lecture; 3 of 2 lectures; 11 of 3 lectui'es; 2 of 4 lectures; 8
of 5 lectures; 186 of 6 lectures; 6 of 7 lectures; 4 of 8 lectures; 2 of 9 lectures; 20
of 10 lectures; 6-i of 12 lectures; 1 of 13 lectures; 2 of 15 lectures; 1 each of 20, 30,
42, and 75 lectures ; and 1 course in which the number of lectures was not reported.
These courses wero delivered in 159 different cities scattered throughout tho country,
from Maine to California and from Minnesota to Louisiana. The aggregate average
attendance on these courses was 47,613, with the attendance at 14 courses not given.
The number of lectures by subjects was as follows : English literature, 69 j Ameri-
can literature, 5; German literature, 1; Scandinavian literature, 2; political or
social science, 41; poets or poetry, 20; prose, 2; modem novelists, 3; history, 58;
government, 7; evolution, 2; elocution,l;natiiral, physical, or mathematical science,
^; Shakespeare, 11; psychology, 5 ; ethics, l;art, 1; French drama, 1 ; Roman law,
1; Roman antiquities, 1; English grammar, 1; subject not given, 1.
Undoubtedly there wore delivered other courses of lectures of which this office has
no information. Besides this work of university extension large opportunities for
study by t©ach«rs and others aro givei^ by universities and colleges in what are known
as summer schools. Through tho ag^jjjcy of these schools the valuable libraries and
. CHAPTER XXII.
THE RELATION OP THE INDEPENDENT COLLEGES TO THE
SYSTEM OF STATE SCHOOLS.
One of the best plans for tho union of the separate colleges Of a Statd into a
6tale university is that proposed by Dr. S. S. Laws, formerly president of the
University of the State of Missouri, and at present Perkins pro^ssor of Natural
Science in connection with Revelation and Christian Apologetics, in the Pres-
byterian Theological Seminary of Columbia, S. C. He proposes a federation,
under the leadership of the university, of the institutions of a Stato doing col-
lege academic work providing for examinations that will entitle to the B. A.
degree of the State university. Under such a plan as this, for example, the
many excellent colleges scattered over the State of Ohio might be united under
a federated board as the State University of Ohio, and agree upon a curriculum
and upon examination papers that could be used In the several institutions
simultaneously. The candidates who pass successfully the prcscribea examln-
tion would be entitled to the degree conferred by the State university. This
plan of Dr. Laws seems to offer promise of fruitful results In the consolidation
of the colleges of a State. It would Increase tho value of the degree without In
any way encroaching on the local independence of the several institutions.
This project was enunciated by Dr. Laws in the course of a discussion of a
paper read before the Missouri State Teachers' Association, Jefferson City,
December 28, 1876, by President Morrison, of Drury College, Springfield, Mo.,
on *'The relation of the independent college to the system of State schools."
Dr. Laws, being called on, responded by putting forward the following novel plan
of State school federation:
'* Mr. President: I wish to make two remarks, and the first one has reference
to the frequent allusions to the German University. I could name books that
have been written by gentlemen from the German universities, which contain
strictures and suggestions liable to mislead the public mind, and which, in fact,
have misled it. I was seriously misled upon a particular point as to the rela-
tion of the German to the American university.
"The American university Is not like the German university, and the exact
point of difference is this: That In our American university the academic course
is tho nucleus around which all else clusters. It is the cantral point of devel-
opment and of organization. But tho German university has no undergraduate
course. This course is taught in the gymnasium, and It would be necessary to
take up the German gymnasium bodily and plant It down In the midst of a Ger-
man university to establish this vlt il point of the analogy.
** But this would explode th3 German system, as It now stands.
''Bating some irregularities and excaptlons, the German university matric-
ulates only college graduates. Hence, the discipline of the members of the
university community is that of professional schools with us. The gymnasia,
which correspond to our colleges and to the academic departments of our uni-
Yersities, have a discipline quite as rigid as the strlctsst of our undergraduate
courses. The lectures so often given us respecting our university discipline
are utterly Impertinent, for a young man has to graduate at the gymnasium be-
fore he is regularly admitted to the university In Germany. The faculty In
philosophy in the German university does not do undergraduate but post-grad-
nate work in the line of various specialties, and so of the other faculties.
"Moreover, American boys, or men, carry away the degrees of German uni-
versities upon other conditions than the native youth. The reason is that the
ED 92 48 753
754 EDUCATION REPORT, 1891-92.
German universities are in the line of the civil service. For a native German
to gain t\ position at the law, or in medicine, or as an ecclesiastic, his university
degree is indispensable. But to our American youth the degree has no such
use, and may mean almost nothing at all in Germany.
** The gymnasium corresponds to our college or academic department, being
perhaps more thorough in the classics but less complete than our best colleges
in the sciences.
**Tho American University came originally from England. It is still tram-
moled by some miserable monastic features of the Middle Ages, among which
maybe instanced the dormitorv system. It is an unmitigated evil for the youth
to be isolated from the domestic inlluences of the family circle during the lorm-
ative period of college life. This antique jjatch upon our garments at the Uni-
versity of Missouri I hope to see fall not onlv into discradlt, but into entire
desuetude. Ours is a humdrum American university, of which tbo academic
department is crowned by the decree of Bachelor of Arts. There are other
equivalent courses. And then we have the professional schools of normal in-
struction, agriculture, law, and medicine; in fact, at present the institution con-
sists of a group of associated and cooperative academic and proiessional schools,
each haVing its head-center. The classical curriculum luis received various
modifications in our American institutions, but nevertheless it runs through
our educational system throughout the land like a golden thread. Our uniqiie
American university is, in my opinion, better for us than the German article.
There is not now in the Missouri University any preparatory department. The
rabble that bore that name has been dispersed, and the work of the English and
normal schools has been thereby relieved from incongruities. Preparatory or
Bubfreshman work is done by each academic school for itself and in its own
classes.
** 2. The second thing on my mind when I rose to speak, Mr. President, was
the relation of the university to the various denomination j1 or independent col-
leges of this State. There are only about eight or ten of them, and without
exception they all are feeble and struggling for continued existence.
* 'About the time of returning to this State I met with one of the most dis-
tinguished men of the East. In a conversation he said to me, ' Laws, one tiling
you will have to do is to kill off those little colleges and have one gr^at institu-
tion.' I said, Mr. President, there are two very strong reasons in my mind why
J should not commit myself to such a course of action. The first is, that these
denominational colleges won't be killed off* and a man undertaking to engage
in practical work must not d isregard what is practicable. They have a tenacity
of life which a man who attempts to overthrow them will find, perhaps, is equal
if not superior to his own.
**The second reason that I gave him was, that they not only insist on living,
but that they have a title to me which goes back to the very foundations of our
American civilization ; from that time until now religious bodies have ncted a
leading part in our work of education.
**It is also true that these private schools are doing a good work, entitled to
•be recognized, and which, without their action, would be left undone.
** With reference to our present posture at the Missouri University, I happen
to know some things of value by an experience in this State in former years. I
once felt the stinging of a lash wielded by a vigorous hand in the position in
which I now happen to be. I was sensitive, being connected with an independ-
ent college, to anything that seemed to disparage the independent schools, and
to claim for the university what I did not feel called upon to accord to it on the
score of merit or of pretension. The idea has been more or less current hitherto
that the private colleges are to be treated as inferior and tributary to the uni-
versity. There is a serious error committed at this point, which has ministered
to ill feeling and confusion in the State of Missouri.
'*As I have just explained, in the Missouri University, nsin most of our Amer-
ican universities, the academic department is the nucleus, the fundamental
part of the university.
"Now, tike the academic part of the university and bring it into comparison
with these private colleges and it is on a dead level with them. This assertion
of superior claims over them in the teaching of the academic curriculum is not
well founded, and is consequently oiTensive because unjust. The academic de-
partment of the university is simply a college, and it has identically the same
and in some things perhaps better. The university and colTe<'e3 should occupy
PLAN OF 8TATE SCHOOL FEDERATION. 755
the same position of equality as coworkers in the same field, and engagred in
the same general work, so that the academical department of the universi^
should not pretend to superiority except so far as hy common consent conceded.
^^What I nave in mind, and will now express, is something to which I ask the
attention of all oo- workers in this State.
''Why should not our academic faculty of the university and the academic fac-
ulty of each of the denominational colleges throughout the State meet together
on equal footing and effect a literary confederation? To take a single depart-
ment &8 a means of illustration: Let all the professors of mathematics consti-
tute a bonrd on the mathematical studies; let them determine upon their curric-
ulum, having a margin of equivalence, so that a certain flexihility of coopera-
tion would be practicable. There would then be a certain freedom exercised,
on the part of each professor, in leading classes over the work agreed upon in
the mathematical courge to be pursued in all our colleges. The other Apart-
ments could be arranged in exactly the same way. There is no need of repeti-
tion. One department serves as an example for all.
'' When the candidates for graduation of the several colleges are to pass their
examination, let them go before a committee of examiners for each department,
to De appointed by these boards, made up of the professors of the several de-
partments. Let all of the candidates pass through the examination papers, so
th:it their examination will be exactly the same; and then all the students from
these institutions united in this literary confederation who pass the prescribed
examinations will be graduated; and let this be the form, for example: A
William Jewell College graduate of the University of the State of Missouri,
or a Westminster College graduate of the University of the State of Missouri.
And so of the others. There is nothing empirical in this. The only novelty is
in the application of a tested principle. This is precisely what has been done
in the universities of England for ages. Take Oxford, for example. There are
associated there over twenty dilTe} ent institutions, each having its separate
organization, its own facu! ty , government, and tutorial arrangements. If a stu-
dent has passed, and is successful in his examination, if from Baliol College he
becomes a Baliol College graduate of the University of Oxford. The graduate
of the individual college thus be.omes the graduate of the university.
"It seems to me, therefore, that the academic or collegiate department of the
State University might be brought into cooperation with the private institu-
tions, and these several institutions share in the influence and in the honors of
the Centnvl State University ; and then we would have what I would term the
Missouri system. It would not be empirical, but in its principle re^t upon the
experience of ages.
** We do not need or desire any legislation about it. It is a literary confed-
eration that is alone competent to meet the exigencies of the case.
" In proposing and urging this scheme, we stand upon the just and proper
STOuna that the Commonwealth of Missouri is utterly mdilTerent where the in-
ividual is educated within the State, provided the education received is a good
one, qualifying properly for the duties of citizenship. It is the province of the
State, to provide the sort of education which her youth should have in the pres-
ent age, as fairly judged by the opportunities and responsibilities of the present
and the future. And then, if the private colleges do not come up to this stand-
ard, the university is open and ready to receive them. It seems to me that we
hive here the true principle upon which our whole educational work should be
conducted.
*' There are several advantages which this literary confederation and co-
operation, as explained, would bring to us.
*' First. It would establish a standard of educatio&i So that those institutions
that pretend to be colleges, and do not do college work, would at once lose caste
and drop out of the misplaced confidence of the public. Let them pass our ex-
amin itions, or they will reveal their true chara(.'ter by. their fruits. It will give
a distinct place to those institutions as doing secondary work, and it will stimu-
late the real colleges to higher etTorts. We have, then, an organizing and sys-
tematizing influence at once flowing from such an arrangement.
'* Second. This literary federation and cooperation will tend largely to increase
the spirit of education in the State. This is of primiry importimce; for if we
can arouse the spirit of education, all will share in the shower. Were the pub-
lic fully awakened on this supremely important subject, the existing educational
appliances in the State, run to their fullest capacity, would be inadequate. Our
first interest is to bring more power into action through existing plants.
*'rt85eras tome, therefore, that by breaking down this indifference to the
work of education it will be strengthened iu all it3 departments.
756 EDUCATION REPORT, 1891-02.
* * I feel an interest in this as a member of the State Teachers' Association, and
it seems to be something which we ought to attain.
**I expect to take active steps to secure a convention of those connected with
private colle^eSj that we may nave a fair and full consultation over the general
scheme now indicated. I now bespeak your favorable attention to it.
**It is believed that cooperation and confederation can be attained ; and if we
can attain it we have laid the foundation for a good work.
' ' Third. It will not in the slightest unf avoraluy affect the patronage that theee
private institutions enjov, but it will the more firmly fix them in the public oon-
fidence and improve their literary features. They will still have the distinctive
features belonging to them as the private colleges of different bodies. We
weaken nothing ; we strengthen everything. Hence there is no good reason for
isolation or opposition. If anyone does not wish to join with us, there is no quar^
rel. Less than the whole can eater into this confederation to make trial of its
virtues.
** Fourth. It is another point of advantage that this arrangement seems to offer
the encouragement and hope of a comnlete organization of our educational work
in the State, for that organization will not be complete till the private and the
public schools are all ms^e interdependent and cooperative in some such way as
that now indicated.
** Every educational enterprise or organization, whether public or private,
should realize that it is but a section of the great army battling for truth and
light, and showing no quarter to ignorance, superstition, falsehood, and bad
morals.''
CHAPTER XXIII.
BENSSBLABE POLYTEOHinO INSTITUTE.
The Rensselaer Polytechnic Institute is located at Troy, N. Y. It was founded
under tho name of the Rensselaer School in the year 1824 by the Hon. Stephen
Van Rensselaer, of Albany, N.Y. InaletterdatedNovember25,1824, totheKov.
Dr. BLatchford, who was the first president, the founder appointed the first
board of trustees and enunciated certain articles for the temporary government
of the school. At the same time he made Amos Eaton, of Troy, senior profes-
sor. The first meeting of the board of trustees was held December 29, 1824, and
the school was opened January 5, 1825. An act of incorporation was passed by
the Legislature March 21, 1826.
The institution was established as n school of practical science. In the letter
referred to above the founder makes the following statement in relation to its
character:
'*! have established a cchool in the north end of Troy for the purpose of in-
structing persons who may choose to apply themselves in the application of
science to the common purposes of life. My principal object is to qualify teach-
ers for instructing sons and daughters of farmers and mechanics, by lectures or
otherwise, on the application of experimental chemistry, philosophy , and natun^
history to agriculture, domestic economy, the arts, and manufactures."
The intention of the authorities at that time is further shown by quotations
from a circular dated September 14, 1826, which was signed by the president
and to which the names of the trustees and faculty are attached. It was issued
to describe an extdnsion of the course, and is entitled ** Preparation branch re-
cently established at Rensselaer School." Tho curriculum of the ^* preparation
branch ^' is given in detail, and the object of tho school is also stated. This is
believed to be the first prospectus of a school of science ever issued in the Eng-
lish language. From it we learn that ** the Rensselaer School was founded by
tho Hon. Stephen Van Rensselaer, solely for the purpose of affording an oppor-
tunity to tho farmer, the mechanic, the clergyman, the lawyer, the physician,
the merchant, and, in short, to the man of business or of leisure, of anv calling
whatever, to become practically scientific. Though tho branches whicn are not
taught hero are held in high estimation, it is bslieved that a school attempting
everything makes proficient in nothing. The Rensselaer School, therefore, &
limited to an experimental course in tho natural sciences. The studies of the
preparation branch are extended no farther than is necessary, as auxiliaries to
the experimental course."
'*The original method of instruction which has produced such unexpected re-
sults, called the Rensselaer method, will be extended to this branch, to- wit, that of
exercising the student, on the forenoon of each day, by causing him to give an
extemporaneous dissertation or lecture on the subject of his course, from concise
written memoranda, and to spend the afternoon in f cholastic amusements."
Among the subjects taught in the preparation branch were botany, practical
mathematics, logic, rhetoric, and history, and the '^scholastic amusements" in-
cluded the collection and preservation of minerals, plants, and insects, the use
of the mieroscope, drawings of the internal structure of plants, making globes
of plaster of Paris and drawing maps upon them, land surveying, taking the
latitude, simple hydraulic experiments, experimenting with gases, making and
using galvanic batteries and magnets, constructing and using thermometers and
hygrometers, taking specific gravities, etc. The circulars also contain,
among other curious and interesting information, statements of the cost of tuition
and of living. Tho success of tho school in its early days was largely due to the
remarkable powers as a teacher of its first senior professor, Amos Eaton. He
introduced the methods of instruction outlined above, and many of his pupils who
*Tlio followln/? sketch of the history and organization of the oldest polytechnic Institute In
the United' Ststev has been prepared by Mr. Palmer C. Rlcketts, C. E.. tho director of that
institute, at the request of the Coaan^asiaaex.
758 EDUCATION REPORT, 1S91-92.
have since become emlDent as scientific teachers and investigators bear testi-
mony to the peculiar value of his teaching. He was not only sucoessf ul as a
teacher, but was well known as a popular scientific lecturer and as an investig^
tor. The various editions of his text books on botanv, zoology, chemlB^,
geology, and surveying amount in all to about forty publications.
In 1832 by an act of the legislature the name of the institution was changed
from the Rensselaer Sohool to the Rensselaer Institute, and by an act passed in
1833 the trustees were empowered to establish a department of matheniati(»l
arts, for the purpose of giving instruction in engineering and technology. This
meant the establishment of a course in civil engineering. Although uie inclu-
sion among the duties of the senior professor, in the first triennal catalogue pub-
lished in 1828, of lectures on civil engineering is significant of the enlightened
views of the founder and officers of instruction, the institution had been to this
time a school of natural science, its graduates receiving the degree A. B. (r. s.).
It is to be remembered that at this time there were in this countrv hardly any
engineers other than military engineers. The term civil engineer had scaroely
been coined. The Erie Canal hcd only been begun in 1817, and the first short
piece of railroad was opened in 1830.
Eight members of the class of 1835 were graduated as civil eng^ineers and re-
ceived the degree of C. E. This was the first class in civil engineering ever
graduated in any English-speaking country. A circular entitled ''Notices of
Rensselaer Institute," and dated October 14, 1835, gives tho curriculum for stu-
dents of civil engineering as well as for those of natural science. It is interesting,
not only because it is the first prospectus of a school of engineering^ issued hi
English, but because it adds to our information of the state of applied science In
this country at that date. Extracts from it given below show the courses in
natural science and engineering:
^ Students of the Natural Scienoe Department are instructed as follows:
Three weeks, wholly practical botany, with specimens.
Four weeks, zo51ogy, Including organic remains, and physiology, including the elements of
ornnlc chemistry.
Three and a half weeks, geology and mineralogy, with specimens.
Three weeks, traveling between Connecticut River and Schoharie Kill, for making ooUectioos
to be preserved by each student and exhibited at examinations; also for improving in the
knowledge of natural history and mathematical arts.
Ten weeks, chemistry and natural philosophy.
Half a week, preparing for examination and commencement.
The afternoons of all fair days are devoted to surveyinff* engineering, and various mathe-
matical arts; also to miueralising, botanizing, and to collecting and nreservlng subjects la
zoology.
Students of the engineer coris are Instructed as follows:
Eight weeks In learning the uses of Instruments: as compass, chain, scale, protractor, dl-
vlders, level, quadrant, sextant, barometer, hydrometer, pluviometer, thermometer, telescope,
microscope, etc, with their applications to surveying, protracting, leveling, calcolatbig exca-
vations and embankments, talcing heights and d istances, specific gravity and weights of liquids,
degrees of moisture, storms, temperature, latitude, and longitude by lunar observations and
eclipses.
)«:ight weeks, mechanical powers, circles, conic sections, construction of bridges, arcbee, jrters,
railroads, canals, running circles for railwavs, correcting the errors of long levels caojMd by
refraction and the earth's convexity, calculating the height of the atmosphere by twilight and
its whole weight on any given portion of the earth, its pressure on hills and in valleyB as affect-
ing the height for fixing the lower valve of a pump; in calculatLog the moon's distance by its
horizontal parallax, and the distance of planets by proportionals of cubes of times to squares
of distances.
Four weeks, in calculating the quantity of water per second, etc. supplied by streams as
feeders for canals or for turning machinery; In calculating the velocity and quanti^ effused
per second, etc., from flumes and various vessels, under various heads: the result of various
accelerating and retarding forces of water flowing in o];>en raceways and pipes of waterworks,
and in numerous miscellaneous calculations respecting hydrostatics and hydrodynamics.
Four weeks, study the effect of steam and inspect Its various applications— Inspect the prin-
cipal mills, factories, and other machinery or works which come within the province of
mathematical arts; also, study as much geology as may be required forjudging of rocks and
earth concerned in construction.
The requirements for degrees were as follows:
The Rensselaer degree of bachelor of natural science is conferred on all quallfled perscms
of 17 years and upwards.
The Rensselaer degree of civil engineer is conferred on candidates of 17 years and upwards
who are qualified in that department.
One year is sufficient for ootaining the Rensselaer degree of bachelor of natural science or of
civil engineer for a candidate who 1b well prepared to enter. Graduates of colleges may sufr-
ceed by close application durinc; the twenty-four weeks In the summer term.
The degree of master of arts Is conferred after two years of practical application.
Prof. Amos Eaton died in 1842, and George H. Cook, of the class of 1839, wfio
was afterwards widely known for his work as State g'eologist of New Jersey,
was appointed senior professor in the same year.
Under his direction the school was reorganized and the courses of instruction
somewhat extended. He resigned in 1847, and was succeeded hy B. Franklin
KENSSEL A£ R POLYTECHNIC INSTITUTE. 7 6 1
SCHEDULE OP THE COURSE IN NATURAL SCIENCE.
The studies of the course in natural science are identical with those m civil
engineeriogr during the first two years.
THIRD YEAR. FOURTH YEAR.
First Uftn. Firtt term.
Calculus; electricity and magnetism; mln- Metallurgy, general metallurgy, iron metal-
eralogy, petrography; map drawing; chem- lurgy; chemistry, quantitative analyslB, ^n-
tstry, qualitative analysis, elementary quan- alysisof commercial and industrial product:*;
Utatlve analysis. physical lalx>raU)ry work.
Second term.
Second term.
Physical laboratory work; paleontology:
Astronomy; geology, lithology; histology; mineralogy, determinative; petrograph :
chemistry, organic, hlow-pipe analysis, as- chemistry, quantitative analysis, volumet-
saying. ric and gravimetric analysis; law ot con-
A thesis must be written during the sum- tracts.
mer vacation. A graduating thesis must be presented.
McUhemcUics and astroncmy.—ThQ aim of the department is to give each stu-
dent a thorough working knowledge of the several subjects taught. The courses
are made to bear as directly as possible upon the trainin^f of the engineer. Dur-
ing the first year thorough instruction is given in solid geometry, higher al-
gebra, and trigonometry. These are followed by analytical geometry and diffe:*-
ential calculus in the second year, and by integral calculus in the third. Lectures
on the theory and various forms of the slide rule are also delivered. In all these
subjects examples of a practical nature are constantly given. The text-books
used are supplemented oy notes prepared by the instructors.
A course m descriptive astronomy is given in the third year, and that in
spherical and practical astronomv in the fourth. In the latter are considered
the adjustment and use of portable instruments, correction of observations, de-
termination of time, latitude, longitude, and the meridian, the method of least
squares and similar subjects. The theory is supplemented by work in the ob-
servatory, where the use of the sextant, chronograph, transit instrument, etc.,
is taught.
Descrijftive geometry and stereotomy, — In this department careful and thorough
instruction is given In freehand drawing, lettering, the use of drawing instru-
ments, tinting, shading, isometric and orthographic projections, tracing and
making blue prints, the theory and practice of shades, shadows, and persiiect-
ive, machine construction and drawing, including gearing and the slide valve,
and stonecutting.
In all these subjects a great amount of time is spent in the drawing-room
under the immediate supervision of the instructor, and original work sumcient
to ^x the principles is required. In descriptive geometry, for instance, although
a lesson is assigned for each day from the text-lK)ok the student is seldom given
a problem found there, but is required to prove an original one illustrating the
same principles. Besides the drawing required in the course in stonecutting,
plaster of Paris models of arches, stairways, etc., are constructed by the stu-
dents.
Chemistry, — The course in chemistry, which is obligatory for all students, con-
sists of daily lectures, during the last part of the second year, upon general in-
organic chemistry. These are accompanied by daily recitations, including the
solution of chemical problems.
The course in qualitative analysis extends over the first half of the third year,
with laboratory work five days in each week. During this course the student
acquires ability to analytically examine all the ordinary materials likely to be
presented to his attention during his professional engineering practice. He is,
as far as possible, given charge of outside questions which come to the labora-
tory for solution. Blow-ptpe analysis and assaying extend over part of the
second term of the third year, particular attention being given to the assay of
gold and silver and to the recognition of such ores of the heavy metals as may
D3 met with in the mining regions of this country.
Quantitative analysis and organic chemistry are not given to candidates for
the degree of civil engineer. Courses in these subjects are given to candi-
dates for the degree of bachelor of science, to post graduates, and to special
students. Very complete arrangements make these courses es pecially thorough .
Mineralogjh Otology, and metallurgy.— These subjects are taught by means of
lectures and recitations. An unusually fine collection of rocks, mlneraig, and
designs for iron and steel works add greatly to the value of the courses.
762 EDUCATION BEPOBT, 1891-92.
Physics, — The oourae of phvsics begins in the last term of the first year with
tfao mechanics of solids, liquids, and gases, and acoustics. Optics and heat are
studied during the first term of the second year, and electricity and magnetism
during the first term of the third year. These subjects are developed by daily
lectures. The student uses a text-book, and is held strictlv accountable for an
exact knowledge of its contents, but much instruction is ^vqh additionally in
the lectures, accompanied with full experimental illustrations. He is required
to take notes during the course of the lectures and to copy others which have
been put upon the blackboards. In the course of daily recitations problems are
frequently assigned, and upon these as well as on demonstrations of theory the
student is required to give both oral and written explanations. During the first
term of the second year a course of laboratory work is conducted in which the
student is introduced to the methods of quantitative measurement, and he thus
acquires some familiarity with the use of physical instruments. For each ex-
ercise due preparation is made by appropriate reading, and a report is written
which is examined by the instructor. During the first and second terms of the
fourth ye ir laboratory practice is continued, prominence being given to methods
in electrical and mae^notic measurement.
During the second term of the fourth year a course in thermo-dynamics is
given and this is followed by lectures on the elements of electrical eogineering
as an accompaniment to the laboratory work in electrical measurement.
Surveying.— The student begins the work in surveying during his first year
at the institute. In the second term of this year he is taught the use of the
chain, tape, and compass. He also makes a compass survey of a small piece of
land which is mapped and the area computed.
In the second year the construction and use of all modern surveyingr instru-
ments, including transit, level, solar compass and attachment, clinometer, hand
level, aneroid barometer, planimetcr, etc., are taught in the class room, as are
also the various methods in modern use of makinsf land, topographical, hydro-
graphical, mine, and city surveys. In topographical survey ing,while all methods
are taught and the conditions rendering one method more suitable than another,
particular attention is paid to the transit and stadia, and the students become
thoroughly familiar with this most generally suitable method. During the
first term daily practice in the adjustment and use of the various instruments
before enumerated is given. Surveys of limited extent are executed, a me-
ridian is established with the solar compass, checked by stellar observations,
and the magnetic declination of the needle determined.
At the close of the year the class is taken into the field for four weeks, and
makes a complete topop^raphical survey of an area selected with reference to the
diversity of problems it presents. This survey is also made to include hydro-
graphic work, as the portion of the stream within the area chosen for work is
mapped from soundings and its flow determined.
Geodesy. — Besides the course in astronomy, in which the students are taught
to determine latitude, longitude, time, etc., from observations on the heavenly
bodies, a brief course in geodetic surveying is given in the third year. The
work includes the methods of measuring base lines, field work of trlangulation,
adjustment of triangles and quadrilaterals and a discussion of the figure of the
earth.
Highway engineering, — During the third year there is given a course in high-
way engineering, in which is discussed the location, construction, and mainte-
nance of country roads and city streets, the advantages and disadvantages of the
various paving materials and specifications for each, and a study is mEide of the
various road laws in force and their adequacy. A special course of fifteen lec-
tures on the construction and maintenance of country roads is offered to persons
of mature years and is designed for road overseers and others having to do with
this class of work.
Bailroad engineenng.—The subject of railroad engineering is begun in the
third year with a theoretical course in railroad curves, turnouts, and minor
structures, and the staking out and computation of railway earthwork. The
course also includes a discussion of the method of making railway location sur-
veys, and a contour map is furnished the student on which he projects a location
line and makes an estimate of materials and cost. This theoretical course is
followed at the close of the year by four weeks of field practice in railroad sur-
veying, during which a preliminary survey is made ana mapped, a location pro-
jected and run in, the work staked out, quantities computed, and cost estimated.
A line from 3 to 8 miles in length is usually located, and through the oourtesy
of railroad officials interested in the institute, the classes not iiurequently have
RENSSELAER POLYTECHNIC INSTITUTE. 763
an actually contemplated line to examine, which secures an interest and faith-
fulness not always obtained on a mere ^* practice " line.
In the fourth year the subject generally known as Economic Theory of Rail-
road Location, embracing the items of train resistance and the effect of grades,
curves, and length of line on operation is thoroughly studied, together with the
correlative subjects of economic construction, maintenance of way, etc. Numer-
ous problems are given to illustrate the subject, and a short thesis, comparing
two or more possible locations for a line, the data for which are given, is writ-
ten. The students also discuss in the light of the new knowledge the location
made the previous vear. In addition to the above, there is given in the fourth
year a comprehensive series of lectures on railway signals, embracing the con-
struction and operation of block signals and interlocking signals for yards,
crossings, etc.
Summer courses. — It is believed that the summer courses in surveying in the
second and third years are particular lyvaluable, on account of the coatinuous
and practical character of the work. The student is employed all day for six
days in the week, and the methods used both in the topographical and railroad
surveys embody the latest modern practice. The work is usually located in the
Adirondack foothills, and forms the moat enjoyable and healthful as well as
valuable portion of the surveying instruction. These courses are open to a lim-
ited numoer of special students who show themselves competent to perform the
work.
Topographical dra^tnng, — Topographical drawing Is taught in the first, second,
and third years of the course. In the first year the student learns to make the
various topographical symbols, both in pen'and ink and in color. In the second
year, in connection with the course in surveying, he maps small areas from notes
furnished him, measures and computes the areas and araws contours, projects
gt*ades, and computes volumes of earthwork involved in surface grading. He
also makes a skeleton map of the summer survey. In the third year he com-
pletes this map and also makes in the field the map of the railroad survey. The
use of the planimeter and the various diagrams for estimating areas and earth-
work are taught.
I national mechanics. — At the conclusion of the course in Integral Calculus dur-
ing the first term of the third year instruction in Rational Mechanics begins.
In this course, which extends over a part of two terms, with recitations and
lectures every day, the fundamental theoretic principles of statics, cinematics
and dynamics which underlie and form the foundation of all branches of engi-
neering are taught. The higher treatises and text books supplemented by notes
are used. The method of instruction, which applies as well to the technical sub-
jects in the department of mechanics as to the rational, is as follows: The class
IS divided into sections and each section, after a combined lecture and thorough
interrogation by the professor in charge, goes to the assistant for a recitation
on certain selected parts of the subject. The assistant requires each student
each day to put one of these articles on the blackboard and explain it; During
this explanation he is interrogated upon the principles involved.
] Structures, — The theory of structures is taught during the last term of the
third year. This includes tho equilibrum and stability of frames, chords, arches,
buttresses, chinmeys, abutments, piers, retaining walls, dams, etc. Analytical
and graphical methods of treatment are elaborated. A treatise on masonry con-
struction is also used as a text-book, and the strength, prox>erties, and oost^of
cement, mortar, concrete, brick, and stone masonry, together with all the more
important kinds of foundations, are considered.
( resistance of materials. — The elasticity and resistance of the materials of en-
g^ineering are considered during the first term of the fourth year. The f undsr
mental equations of the theory of flexure are first determined and applied to a
consideration of the strength of simply supported and continuous beams and of
columns. Practical formulae for the strength of beams are determined, and the
right line long column formula and those of Gordon and Euler are deduced.
Attention is elao paid to the graphical representation of the strength of col-
umns. Theoretical formulae for torsion are developed and applied to a consid-
eration of the strength of shafting. The design of riveted joints for boiler
and tube work is taken up and the proper size and pitch of rivets determined.
I In the practical part of the subject tne coefficient of elasticity, elastic limit,
ultimate resistance, and other properties of cast and wrought iron, malleable-
ized iron, steel, bronze, copper, and other metals in tension, compression, and
shear are studied, and the students are required to make experiments on the
testing machine and determine their properties as above outlined. Tho value
764 EDUCATION REPORT, 1891-92.
of wood, stonef brick, etc., for use as materiala of engineering is investigated,
and each student also determines the strength of cement by the use of a cement-
testing machine. Attention is paid to the fracture and appearance of metals,
and also to the effect of repetition and reversal of stress.
Bridges and roofs, — The course on bridges and roofs is given in the first and
83Cond terms of the fourth year. The first part is devoted to the theory of
stresses. In this the student becomes familiar with the calculation of stresses
in plate ffirders, in Howe, Pratt, Whipple, and lattice bridges, and in trusses with
curved chords; also in cantilever, suspension, and draw brid&fes, and in various
kind of roof trusses. Analytical and graphical methods and the method of wheel
concentrations and of panel loads are used. Details and connections are care-
fully considered and studied from the very large collection of blue prints of
existing structures of all kinds in possession of the institute, A set of bridge
specifications forms a part of the course upon which recitations are required,
and hand-books of bridge and iron works are used for reference. During this
course the class is taken out for an examination and comparison of various stales
of bridges in the vicinity, and a bridge shop is also visited and the machines
and methods of manufacture explained.
The second part of the course in the second term ia taken up with the design
of bridges ana parts of bridges. The student makes all the calculations and
complete shop drawings of the work in hand, each bridge being different from
the others, and tracings and blue prints are finally made. It is thus seen that
the course is thoroughly practical in its character.
Hydraidics and hyaraulic motors, — This subject is taught in the fourth year.
It includes hydrology, hydrostatics, theoretical hydraulics, the flow of water
through orifices, over weirs and dams, through tubes and pipes, and in con-
duits, canals, and rivers, the measurement and cost of water power, the dynamic
Eressure of flowing water, hydraulic motors, and the general principles of naval
ydromechanics. Numerous examples illustrating the principles are ^iven.
In the direction of water-supply engineering there are considered general rain-
fall statistics, precipitation, evaporation, the collection andstorageof water, and
its impurities; the practical construction of waterworks, including reservoir
embauKments, waste weirs, partition walls, conduits, distributing systems, and
the various methodsof filtering. The delivery of water by pumps is here touched
upon, though this matter is more thoroughly treated inthecourseon the steam
engine. The theory and efficiency of the various forms of water wheels are in-
vestigated and the students are instructed with regard to the different kinds of
turbines, with their draft tubes, diflfusers, and governors.
They are required to measure the flow of adjacent streams by means of weirs,
and thus practically to find the discharge. Practice in the meiisurement of the
velocity of streams by means of current motors and floats is also given, and
models of valves, motors, practical working turbines, etc., add value to the in-
struction. The subject of aerodynamics is also taken up in this course and the
flow of afr through oriflces,and In pipes, blowing engines, the relations between
the velocity and pressure of the wind, anemometers, windmills, etc., are studied.
Scioerage systems, — The design of sewerage systems is taken up in the fourth
year. A comparison of the cost and efficiency of the different systems is made
and the conditions under which each should be used explained. The various
methods of sewage disposal are exemplified and their efficiency discussed. The
effect of the surface and magnitude of area drained in connection with the max-
imum rainfall is considered, and main and branch sswers for the separate and
combined systems are proportioned and their cost determined. The materials
of construction, foundations required, methods of laying, and descriptions of
details, such as branches, manholes, catch-basins, etc., are also given.
IStcam ei\gin€cring,— The course in steam engineering is given during the last
terra of the fourth year. It consists of a series of lectures by a well-known con-
sulting mechanical engineer. The properties of steam are first elaborated, and
afterwards tbe details and construction of the various engines and boilers in
ordinary use considered. _ The strength of their parts are calculated and their
general operation explained. The course also includes pumping machinery.
The lectures are illustrated by drawings, photographs, and nand-books, and
books of reference are used for consultation. Each student makes a general
design for a locomotive, pumping, marine, or other form of engine, though de-
tajiled drawings are not expected. He is also required to take indicator dia-
grams from some engine and determine from them its power. Examinations of
various forms of steam engines in the vicinity are also made under the direction
of the instructor.
k
EENSSELAEB POLYTECHNIC INSTITUTE. 765
Theses, — A thesis on some technical subject must be written by each student
during each summer vacation.
A graduating thesis, which must be cither a review of, or a design for, a ma-
chine, structure, plant, system, or process belonging to a department of scien-
tific or practical technics is also required.
Degrees conferred, — The annual register of the institute for 1893 contains the
following clauses in relation to the conferring of degrees:
The institute will confer the decree of civil engineer or of bachelor of science
upon all its future graduates who shall have completed the course leading to
such degrees, or to either of them.
(1) The candidate must have sustained a satisfactory egcamination in all the
studies of the course in civil engineering or in that leading to the degree of
bachelor of science:
(2) His thesis must have been approved by the faculty.
(3) He must have paid all dues to the institute .
(4) He must be of good moral character.
Buildings and property,— The institute has at present six buildings in use for
purposes of instruction: the main building, the Winslow Laboratory, the Ran-
ken House, the Astronomical Observatory, the Gymnasium, and the Alumni
Bailding.
The main building is 115 feet in length, 50 feet in breadth, and four stories in
height. It contains lecture and recitation rooms, drawing rooms, and thelabora*
lories of the Department of Physics. The main hall of the institution, where
the reading of theses takes place, is also in this building.
The Winslow Laboratory is 77 feet long, 45 feet wide, and three stories high.
It is devoted to the Department of Chemistry. The first story contains rooms
for quantitative analysis and special investigations, and also furnaces for the
work in assaying. The second story contains the general laboratory for quali-
tative analysis and rooms for chemical balances and for the instructor in charge.
Tho third story contains the general lecture hall, a recitation room, a roOm for
thj apparatus used in the lectures on general chemistry, and an office for the use
of fr.e instructors in the department: In this room there is a carefully selected
special chemical library.
The William Froudfit Observatory is an astronomical observatory, consisting
of a central part 40 feet square, with north, eouth, and east wings. It is 70 feet
long and CO feet in depth. It is well equipped with instruments for use in
engineerinfif instruction, containing a transit instrument, chromometer, chro-
nograph, clocks, and sexttint.
The Ranken House is 40 feet square and two stories in height. It is used as
a mechanical laboratory, and contains machines for the testing of the various
metals and of cement, stone, wood, etc.
The Gymnasium is 80 feet wide and two stories high. The first stor^r contains
bowling alleys, sponge and shower baths, adressing room, and a reception room.
The whole of the second story, 30 feet in height is taken up by the gymnasium
proper, which has a gallery with a racing track and is fitted up with the best
patterns of Dr. Sargent's gymnastic apparatus.
The Alumni Building is about 50 feet square and three stories in height.
It is fireproof throughout, having concrete floors and brick partition walls.
The first fioor contains a library, a room for the trustees and the transaction of
general executive business, and one for the office of the director. The second
and third floors contain the geological, mineralogical, and general natural his-
tory collections. There is also a lecture room for the professor of geology on
the second floor.
The Library. — The library, located on the first floor of the new fireproof
Alumni Building, is strictly technical in its character. It consists of about
5,000 volumes and a large number of pamphlets and maps, and consists of many
valuable scientific works, including the publications of foreign and American
societies, and bound volumes of various technical journals. The professional
library of the late Alexander L. HoUey was bequeathed by him to the institu-
tion and forms a part of its collection. The books and pamphlets are accessi-
ble to all members of the institute, and the reading room attached contains the
current numbers of all the more valuable scientific publications of this and other
countries. , ^, „ ^.
histruments and apparatus, — The institution possesses valuable collections of
drawincs models, instruments, and machines for purposes of illustration and
instruction in its various departments. The total value of its property is eetl-
aated at $350,000.
766 EDUCATION REPORTy 1891-92.
ImporiaiicA of the school. — The importance of this iiiBtitution in the educaUonal
history of the country is well known. This is due not only to the methods of
instruction and the high standard of scholarship required, out also to the splen-
did work of its graduates as engineers and teachers of sciienoe. In a pamphlet
published in 1892, entitled, A Partial Record of the Work of Graduates of the
Rensselaer Polytechnic Institute, are given the names of 33 presidents, 121 vice-
presidents, managers, and superintendents, and 69 chief engineers of railroad
companies, steel and iron works, bridge companies, waterworks, electric com-
panies, mining companies, sewerage systems, canals, etc., who have graduated
at the school; also of 5 State geologists and 56 professors who have been con-
nected with most of the great educational institutions of the country.
The pamphlet also ^hows that the graduates of the school have been connected
as designers and constructors with nearly all the larger bridge companies and
great bridges in the country, and that they have in responsible positions helped
to build and equip 109,000 miles of the railroad systems of North America, be-
side many miles in other quarters of the globe. One hundred and ninety of the
graduates of the school have become members of the American Society of CivH
Engineers. It received at the Paris Exposition of 1889 the only grand prize
given to engineering schools of the United States.
That it is widely known ns a school of science may be inferred from the resi-
dences of its studeuts, who have come from all parts of the world.
Number and distribution of graduates, — Including the class of 1893 there have
been 1,093 graduates, of whom 837 are alive and 256 are dead; 947 received the
decree of Civil Engineer (C. E.) The graduates are practicing their profession
in 47 of the States and Territories of the United States, and in 18 foreign
countries.
Beside the General Alumni Association of the Institute there are associations
of graduates in Pittsburg, Kansas City, Chicago, and New York.
Instructors and students, — The Annual Register for 1893 contains the names <A
18 professors and instructors, 8 lecturers and 206 students.
CHAPTER XXIV.
THE UNITED STATES MILITARY ACADEMY AT WEST
POINT.^
By Edwakd S. Hor«DEN,
Director of the Lick Observatory, Mount Hamilton, Cal
It la not long since we were reading in the newspapers daily telegrams from
the seat of tha Indian war in the Northwest. * ^ ** In the midst of peace-
lulEettlements a rebellion sprang up suddenly. Several thousand Indians left
their reaervations, bent on war. Our small and scattered Army was called upon
to suppress the rising, and in a few weeks this was accomplished. The country
Isnow at peace. Th3 Indiansare roled justly, firmly, and honestly, by a couple
of Army officers; in a few months we shall have forgotten the whole matter. As
I read the telegrams day by day it seemed to me that several important points
were missed by the gentlemen who were sendin i:?- them . Here was a rising which
if anyway successful would cost hundreds of lives and millions of dollars. All
the expense of life and money was sived by our little Army directed by a few
competent officers. I have not seen it clearly brought out that the whole cost
of our military establishment for a long term of years would be a cheap price
to pay for so prompt and peaceful a solution. The confidence felt in our officers
was an unconscious compliment to their efficiency , but it seemed that it would
have been worth while to inquire a little more closely just why the confidence
was felt, and just how they came to be efficient. Efficiency is not a natural cfif t
but is an acquired talent. In thinking of this petty war (which came very cfoee
to being serious), and in asking myself these very questions. I reviewed in my
own mind the course of training at our National Military School and saw clearly
how it is that our young men are taught to be prompt, efficient, faithful, and
thorough. And I have thought that others might be interested in a sketch of
the training of the cadet at our War School, especially as it is not always
understood.
I shall speak of the effect of the methods adopted at West Point in developing
moral character chieHy, nnd I shall be obliged to leave unexplained (for the sake
of brevity) many points which might cause those unfamiliar with Its work to
think thnt the intellectual development of the student may suffer. That it docs
not so suffer it, is perfectly easy to show, either by results (tee the table of civil
occupations of graduates, following} or by argument. But it is clear that this
latter question can not l>e thoroughly discussed here. I therefore beg my read-
ers to take it for granted that along with the moral results which I shall exam-
ine in detail, capital intellectual results are attained. These points should be
constantly kept in mind in reading the present paper.
The candidates to the Academy are appointed one from each Congressional
district in the United States nnd ten ** at large" by the President of the United
States. Thus a full corps would now consist of about 350 members. This
method of appointment secures an entirely representative body. The Amerl-
ican people are exactly typified by the entering class of each year. The age of
entrance must be between 17 and 22 years.
* I reprint hero the excellent article of Prol. Edward S. Holden, of Lick Observatory, with
his pcrmissioB. It appeared first In the Overland Monthly.— W. T. HarrlB, Commissioner.
767
768 EDUCATION REPORT, 1891-92.
There is absolutely no salection on the part of the Government, except that
the candidates should be physically sound and that they should be able to pass
a simple examination in English, arithmetic, English grammar, geography,
and American history only. Imagine, if you will, an entering class of say one
hundred members, who come from every State in the Union, from Maine to
Oregon and Louisiana; who have been educated at all kinds of schools, public
and private; who represent all ciasses of society from the cultured to the igno-
rant, from the very rich to the extremely poor, and whose homes may have
been the simplest cottages or one of the brownstone palaces of New York or
Boston.
It is impossible to conceive a more motley assembla<?e as to their external
looks and fashions. Intariorly there is equal variety. Lids stand side by side
who have had the most delicate moral nurture, or none at all; who are pure
and simple, or already far on the road to dissipation; who are models of truth-
fulness and modesty, or already shifty contrivers of escapes from duty and obli-
gations. There is a representation of every possible class of American youth,
and all the inequalities of our society are repeated here. I wish to insist upon
this now, in order that the nature of the material may be thoroughly compre-
hended, and in order that the result at the end of the four years may be ap-
preciated.
In a few days, the entrance examin:\tions are over, and the diss is reduced
to fifty or sixty who are to begin their four years of probation. The external
inequaUtie3 have all vanished as if by magic. Each cadet is dressed precisely
like every other cadet; each has precisely the same duties as every other;
each lives in a room precisely like every other room; no one is allowed to fur-
nish his quarters in any but the prescribed way, with very plain materials made
and issued at the Academv. No express parcels from wealthy homes may
be received. No one is allowed to have money. At the best he can only
have credit, on a pass book, and this credit can not be utilized without speclsil
permission. In a week every sign of external inequality has absolutely van-
ished. It never returns so long as the cadet remains a cadet. After his grad-
uation, wealth or social position may count. Until that time, no external cir-
cumst2mces disturb the absolute personal equality of every member of each
class. There are personal inequalities formed by the cadets themselves between
class and class.
Each higher class maintains (and in general deserves to maintain) a superior
standing U> every lower one. Official inequalities are created by the appoint-
ment of the best men of the second year to be corporals, of the third year to be
sergeants, of the fourth year to be company officers — but these positions can be
attained by good scholarship and by soldiery bearing, and in no other way.
These rewards are open to all on absolutely equal terms. In the class-rooms
the same equality exists. The cadets are divided into small sections of eight
or ten memoers for the purposa of instruction. Each section is presided over
bv some young officer of tne Army, chosen for his ability. The professor in
charge of a department visits all the section rooms frequently. Every two days
or oftener each student recites in the presence of his professor. The most ac-
curate record of the scholarly performance in the section-room is kept by the
instructor and checked and verified by the professor, so that it is certain that
'the scale of markinof is the same throughout the class. The lowest man in the
first section is always a little better than the highest one in the second. Abso-
lute and complete justice is attained in this way more nearly than in any other
organization it has ever been my fortune to see and study. I have never heard
it seriously questioned by student, officer, or professor. Once each week the
marks of each cadet for every recitation are publicly posted. Thus every student
can compare his work with that of every other member of his class. He knows
from week to week exactly what he haj be on doing, and thus exactly what he
must accomplish in the future to attain any given excellence. The sections con-
sist of 8 to 10 members. The recitations are from sixty to ninety minutes long,
depending upon the topic in hand. Therefore each cadet is called upon every
day, and the quality of his work is thoroughly tested.
The certainty that he must recite each day, and that no failure can possibly be
hidden, obliges each student to prepare his lessons with a thoroughness and
faithfulness which is not attained at any other institution of learning with which
I am acquainted. The effect on the moral character is immediate and admir-
able. The cadet learns in the recitation room, as everywhere else, not to shirk
his duty, and he learns what few in civil life learn so early, namely, that every
shortcoming in the course of duty is sure to bring with it its corresponding
penalty. ^
THE UNITED STATES MILITABY ACADEMY AT WEST POINT. 769
A thoroughly unsatisfactory recitation not only receives a low ** mark," but it
Is treated as a dereliction of duty also, and confinement to quarters during Sat-
urday and Sunday afternoons is given as a punishrrent for such failure >. Twice
during each academic year the: e are public written and oral examinations in the
presence of the whole faculty.
A mark i^ assigned for the performance of the student at the examination
also. If the sum of all his marks in any study is above a certain q^uantity the
cadet is proficient, and hd receives a class i ank in thatstudy depending upon his
performance during the year, or it may be on his performance during a period
of two years — for important subjects like mathematics are studied for the whole
of two years. If on the other hand he is deficient, another cireful ex-^mination
under the eye of the whole faculty is given to him and the resultof this decides
whether he shall te dropped altogether (and thus lose all hope of rank in the
Army) or turned back to' the class below his own (thus losing one year's promo-
tion).
None who are defici:n tare permitted to goon with theirclasses. Thesesevere
penalties are constantly before the eyes of every student. They are adminis-
tered with perfect justice, and with inexorable certainty and with promptness.
A few weeks of inattention to duty will subject the careless student to them, and
h^ knows precisely what the result of carelessness will be. Hence the idle, the
careless, and the vicious are soon eliminated from the school; the others are
brought forward to a high point of diligent i:nd persevering attention to duty.
Good intellectual performance is a duty. The Government is at considerable ex-
pense in maintaining a cadet at the Academy. The plain question is, Is it worth
while to be at this outlay for the promise and the performance of this particu-
lar studentV* The daily test in the class rooms and the periodical examinations
answer this question definitively. •
To complete the consideration of this part of my subject it is necessary tosav
how the graduating class rank is obtained. The four or five highest of each
g^raduating class are assigned to the Engineer Corps, the next to the artillery,
the next to the cavalry and infantry. The desirability and precedenca of the
different arms of the service (with respect to their consideration, privileges,
pay, etc.) is in this order. Moreover, the cadets are allowed to select the de-
sirable regiments in e ich branch of service according to their class rank. Pro-
motion in one regiment may come several years before promotion in another,
etc. Hence the graduating class rank is of immediate importance to the cadet.
It is fixed as follows: From his record in each subject, as mathematics, physics,
etc., a rank in that subject is assigned to each student. From the aggregate of
all these special proficiencies a general proficiency is deduced. This latter
mark fixes the graduating class rank. Thus the difference between No. 5 and
Ko. 6 in a class may have been decided by a week or even by a single dav of care-
less work two, three, or four years before the time of graduation; and this dif-
ference may make a marked change in the future of the young officer. Instead
of important and responsible service in the Engineers, he may have slower pro-
motion, less pay, and less desirable service in another arm of the service. This
Is perfectly recognized by all the students. They therefore recognize the per-
fect justice of the final award. Little is said to them of the importance of their
work in this respect. The natural effect of certain conduct is completely un-
derstood by all, and it follows with a certainty and a justice which is practically
perfect It trains each student in the heathen virtues of fortitude and justice
as no other system can. It is the natural system— the system of nature — ulti-
mated.
I may now turn to the more strictly militarv education of the cadet, and here
again we shall see the natural system of training in full operation. Here, as in
the account of the mental work required of thp students, I shall specially con-
sider the effect of the system on the building up of a character and on the de-
velopment of the simpler and sturdier moral virtues.
A method which is so successful in training some of these, is applicable to
education in all the others. The conduct, the whole official conduct, of each
cadet is the subject of record, just as his proficiency in a study like chemistry or
tactics.
»It appears to me that this aspect of school Ufo should be placed frequently before students
in onr state colleges. It costs the State WOO to I'SOO per year for each student. The plain gues-
tion to be answered for each Individual student is, Is he worth WOO to the Stale, or Is he likely
to be» It he la not, then his place should be filled by one who is.
The usual lax system encourages the student to consider the btate as bound to take care of
him and tends to extinguish his manly independence.
EI>92 49
T70
BDUGATIQK BSPORT, 1891-9S.
It is recognized that the otBcial oonduct required is necessarily difficult for
the now comer to follow, and hence this record h :s no effect on his graduating
rank until after the student has heen six months in the Academy. Moreover, his
conduct— discipline— in the last year of his course is counted twice as importr^^nt
as his conduct in any other year.
This is us it should be. To obtain a numerical standard of ccniduct, recourse
is had to a system of demerit marks. Good, that is perfect conduct, is expected
of all, and no credit is given for it. Any failure in conduct has a certain number
of demerits att^hed to it. '* Late at roll call" would cxrry 1 or 2 demerits;
*^ absent,-' 10; slight untidiness in dress, 1; inattention in ranks or in recitation,
5, and so on.
A cadet may obtain 125 demerit miirks between June 1 and December 31 (a
period which includes service in camp) and 90 between Januarv 1 and May 31 (in
oarracks) without incurring any serious consequences. His class r^nk will be
lowered just as if he h.id partially failed in a study like chemistry or physics,
and he must suffer the confinements to quarters on Saturdays, etc., which are
attached as punishments to certain offenses in addition to demerit; but his
standing as a member of the school is only lowered, not endangered. If, how-
ever, he has more ** demerit '^ than these maxima, he is reported as deficient in
conduct; his case is speci illy considered, and he is either suspendei or dismissed*
Let us B30 the process by which these marks are assigned. Any *'o?ense^ —
as for example, *' late at parade roll call ' ' — is noted by the proper officer (nearly
always a cadet officer, not an officer of the Army) and is reported in writing to
one of the army officers. The ^* offenses" for each day are posted on a certain
bulletin board. An * ' explanation '' in writing is required for each offense. Not
to render such an explanation is itself an offense. If there is no excuse, the
•eturn to be made is:
Offense : Late at parade roll call.
Sxplanation: No anfflcient excuse.
(Signed)
A, B.,
Cadet fourth clast^ J> Compciny,
Each cadet must therefore examine his official consclenc3, so to say, regularlv,
and record the results of his examination. Ill feeling is avoided, as the whole
transaction is carried en in writing, and there are no (or few) personal repri-
mands.
Let us now see how rigid a svstcm this is. Take the one matter of tardiness.
A cadet will attend the following roll calls daily: Reveille roll call, breakfast
(and formation after breakfast;; class formation at 9 a. m. (and formation after
this recitation); class formation at 11 a. m. (and formation after this recitation);
dinner roll call (and formation after dinner); class formation at 2 p. m. (and
formation after this recitation); drill roll call about 4 p. m.; parade roll call
about G p. m.; supper roll call (and formation after supper). These are the regu-
lar roll calls of every day during the month devoted to study. In camp Ufe
there are even more. There are fifteen opportunities daily to be **late.*' By
improving all these opportunities for six days (6X15=90) between January land
May 31 the cadet would become deficient in conduct on account of tardiness
alone. There are hundreds of other slight infractions of discipline, such as
'*one button of uniform coat unbuttoned at drill," each of which carries with it
at least one demerit. Ninety in all are allowed, and no more. This limit passed,
the cadet is deficient in conduct, and he knows it from the first. This limit ap-
proached, and his promotion in the Army two, three, or four years from now
will be tea lower corps instead of to a higher; to a less desirable station or
regiment, instead of to m more desirable. This also is known from the first.
Thete is no talking; simple lawa are prescribed; it is not difficult to conform to
most of them; every reasonable excuse is admitted; the result is like the result
of gravitation — inevitable, inexorable, just, immediate.
Observe what effect this constant responsibility must have. Take the case of
punctuality alone. There are fifteen chances daily to b3 ** late.'* The cadet is
at the Academy about forty-six months ( two monthson leave of absence }. Aver-
aging the various duties, we may say that he is called upon to be prompt at roll
call liitocn times a day for something like 1,200 days; that is. the virtueof punc-
tuality is insisted on in this particular way on 18, OtOdii.erent occasions. In the
same way e .ch cadet is personally called upon to be neat, orderly, attentive,
obedient, twenty, thirty, fifty thousand times during his student life. And each
failure is noted. I have forgotten how many *' demerits " I personally received
during my course (many more than I ought, no doubt), but I chance to recollect
that I was not ' * late '' for i\ single one of the 18,000 opportunities. It was a tra-
dition in my time that Prof. A. D. Bache (\x graduate of the Academy ft^^ho head
THE UNITED STATES HIIilTABY ACADEMY AT WEST POINT. 771^
of his class, and the talented chief of the U. S. Coast Survey) had no demerits at
all for his whole course.
. Punctuality and promptness are insisted on in many other ways beside the
ono just cited. Order is enforced in the care of the arms, the clothes, the
books, the quarters of the students. Obadienca is the center of the whole
system. Respect for superiors is natural to lads who are really in the daily
presence of their superiors— toth their fellow-cadets and the Army officers.
Real respect is the oasis of modesty. With regai*d to their own powers
and in relation to their follow-memhers of the Army, the graduated cadets
are modest and respectful not only in manner, but in reality. It is one of
the minor deficiencies of their very special training, that they are allowed to
remain too ignorant of thogr^at world outside of their little one; so that we fre-
quently see a spirit of tirroganco toward this outside world growing up along-
side of a spiritof real modesty to everything within their own smaller circle.
I need not say that this i 3 by no means necessarily so. It is the fault of the
application of the system, not the fault of the system itself, and it c in be easily
corrected. Outward respect is taught in countless ways — by the required
salutes of sontinels, etc. Perfect, simple, absolute truthfulness is taught also in
countless ways. Every written **oxpl€mation" must be perfectly true. Each
cadet must adways stand ready to explain his explanation in writing or other-
wise. If he should descend to prevarication, he would be at once court-mar-
tialed for *' conduct unbecoming a cadet and a gentleman." If he were found
guilty he would be promptly dismissed the service.
Moreover, the cadets have their own private Vehm-GericJiU If a comrade is
known to be guilty of lies or thsf t, he is privately notified to tender his resigna-
tion. Only the guilty will make such a sacrifice of their prospects and career;
and this action on the part of the students has so far, I bjlieve, produced only
good results. In my opinion, however, it is dangerous and unnecessary, and
should be prohibited.
Minor offenses against the unwritten law of the cadets are punished by refus-
ing to have any hut official relations with the ofl^ender. Occasionally tms pun-
ishment has been unjustly administered, hut in general I have no douht that
good and not harm has resulted from this custom. It can not be and should not
be touched hy law.
I have one more regulation and practice of the Academy to consider. 1 refer
to the custom of re<^uiring written reports from certain of the cadets after the
eompletiou of certam duties fas those of officer of the day, etc.). The cadet
whose tour of duty has expirea transfers his functions to his successor, and at
once submits a written report regarding the matter in hand. This report con-
cludes'as follows: "I certify that the above report is correct and just." The
words, "on my honor as a cadet and a gentleman," are always supxwsed to pre-
cede the signature. I have never known such a report to be falsely signed. It
is universally agreed among the cadets that they can not permit a comrade to
violate his honor even to shield others from the severest punishments, still less to
fi^eld himself. A code of honor, highljr artificial, if you choose, but highly effi-
cient both in its outer effects and in its inner compul^ons, is thus created, main-
tained, and transmitted, among the students of this school. When they become
ofScers, this code of honor becomes a code of honesty.
I shall give some of the statistics of the Army considered in its relation to the
disbursement of public money, further on. It will be found that there is no or-
ganization on earth, and that there never has been one, in which money has
been handled so honestly as by the officers of the American Army.
Anyfystemcan be judged by its average, or by its highest product. The
highest intellectual productof the Military Academy is theCorpsof Engineers.
Very few persons not graduates of the Academy have been members of this
Corps. Id general, it is recruited from the first five members cf each successive
class.
To tlie Engineer Corps is intrusted the expenditure of our large appropriations
**for the improvement of rivers and h.-rbors," which often amount to fifteen to
twenty millions of dollars annually. During the war of 1861 -'65 they handled
millions upon millions of public money. I believe that I am correct in s tying
that no single officer of this corps has ever been found guilty of embezzling the
public money for his own use.
The table which follows will give some idea of the intellectual results at-
tained by the methods of the school: ^
>7hi>«A ittAtiaties are completn from 1802 to 1870, and are tai^en, with othrr similar data, from
Qm. SS^rn^B .Pto^rapWcaliteglsserof Cadets of the TJ. S. Military Academy.
772
EDUCATION BEPOBT, 1891-92.
Civil occupation of graduates who Jiave resigned from Vie Army,
PreBldeht of the United States 1
Members of the Cabinet of the United
States 4
Ministers from the United States to for-
eign courts 11
Charg6 d'affaires from the United States
to foreign courts 2
United States consuls-general and consuls 9
Members of the United States Senate and
House of Representatives 21
United States civil officers of various kinds 170
Presidential electors 8
Governors of States and Territories 14
Lieutenant-governors of States 2
Members of State legislatures 77
Presiding officers of the State senates and
houses of representatives 8
Members of conventions to form State con-
stitutions 18
State officers of various grades 76
Adjutant-general and quartermaster-gen-
eral of States and Territories 21
Officers of State militia 145
Mayorsof cities 15
City officers 48
Presidents of universities, colleges, etc... 41
Principals of academies and schools 32
Regents and chancellors of educational in-
stitutions 13
Prof essors and teachers ISl
Superintendent of Coast Survey 1
Surveyors-general of Suites and Territo-
ries 10
Chief engineers of States H
Presidents of railroads and other coTXK>ra-
tions 77
Chief engineers of railroads and other pub-
lic works 61
Superintendents of railroads and other
public works BS
Treasurers of railroads and other com-
panies -. 21
Civil engineers 217
Judges 13
Attorneys and counselors at law 185
Bishops - 1
Clergymen fb
Physician^ 12
Merchants 121
Manufacturers 72
Artists 3
Architects 7
Planters and farmers 228
Bankers 17
Bank presidents 8
Bank officers 21
Editors 18
Authors 158
I have seen a curious comparison by the late Gen. Alvord between the losses to
the Government through the defalcations of Army officers ( both graduates of the
Academy aad appointees from civil life) and losses to the Bank of England
through the defalcations of its employes. In both cases the loss was a very small
fraction of 1 per cent of the money handled, but the percentage lost through the
unfaithfulness of our Army officers Wcis only a small fraction of the loss through
the employes of the bank. I regret that I have not been able to find Gen.
Alvord's pamphlet, so as to quote his exact figures, but lam sure of the general
conclusions.
In comparing such statistics, it must be remembered that the officials of the
Bank of Engl ind are a picked class, as well as the officers of the Army. The
former are selected from th3 younger sons of wealthy families, and a clerkship
is an honorable and well paid life career. Moreover, it must be remembered
that during our civil war m my j ppointmcnts to places in the Pay, Qoarter-
master, and Commissary depariments were hurriedly and ill advisedly made
from civil life, and that the eflfect of the Militirv Academy training was chieSy
felt by the checks placed by its methods over all officials, whether graduates or
not. Even under the tremendous strain of the lat3 war, the code of military
honor and honesty showed itself to be highly effective. The total disbursements
by Army officers during the war were over $1,100,000,000. The defalcations and
money losses of all kinds (including captures of funds by the enemy, were less
than 81 ,000,000, or less than one tenth of 1 per cent on the money handled. No
organization for the disbursement of public money, from the time the pyramids
were built until now, has a record approaching that of the disbursing officers
of the United States Army. And this bright record is a direct result of the
training of the Military Academy at West Point.
We have just seen what the effectof the Academy training has been in matters
relating to faithfulness and honesty in the care of public funds. It is more
difficult to give statlstic'il accounts of faithfulness in the performance of other
duties. Perhaps I may be allowed an illustration which seems to me to express,
in brief, the wtole spirit of the Academy.
One of my close friends, a young engineer officer, was charged with the lon-
gitude determinations along the northern boundary of the United States, be-
tween Winnipeg and the Lake of the Woods. His work consisted in transport-
ing a set of chronometers running on Greenwich time from station to station,
and in determining at e;ich place the local time by observation. A comparison
of the local times with the chronometer times gave the longitudes from Green-
wich. As the country near the Lake of the Woods is but a succession of
morasses, this work h'ld to bo done in the depth of wintoi*, when the marshes
were frozen solidly. My friend . a lad c( 22 or so.' had nearly completed all the
links in his chain of stations, wben he was caught with his en tiro party in ater-
rific storm of wind and snow. For hours and hours the band with the dog
THE UNITED STATES MILITARY ACADEMY AT WEST POINT. 773
sledges, plodded on and on towards the station where their companions were
feverishly awaiting them. To stop was death. One hy one the men became
exhausted and fell in the snow, begging to be allowed to sleep and to perish by
freezing rather than to go on in the hopeless search for camp. The few stronger
ones (my friend among them) spent their forces in comx)elling the others to rise
and struggle forward for their lives. The storm grew wilder and wilder, the
night fen, and finally it seemed certain that the party was hopelessly lost and
must perish.
Even the dogs refused to go farther. There was nothing left to do bu t lie down
and die. My friend opened his note-book and with his freezing fingers wrote
a farewell message to his old father (himself a graduate of the Academy and a
distinguished general officer), to his mother, to his sister. Then folding his
cloak about him and commending his soul to God, this young hero laid down to
sleep— the last of all his command— with the knowledge that sleep was certain
death. He had done his duty. He could do no more. But yes — duty had
another call. In the deadly stupor and chill of death it spoke to him, and the
call was heard. As he told me, simply, not thinking it of great moment, **I
remembered that the chronometers were not wound/' and that the longitude
would thus be lost, for the parly was sure to be sought for and found within a
day. Once more he obeyed the call of duty. Once more he rose, struggled to
the sledge, opened, wound, and carefully covered the chronometers, and once
more laid down to die— this time in peace. All his duty was done. It was a
deed of which humanity may be proud ; donesimply, in solitude, manfullv, faith-
fully, to the utmost. After many hours the party was indeed found — and saved ;
^' the loneritude was not lost ; " and the training of the school on the Hudson
was displayed here, as it had been so often before, as it will be so many times
again.
The Academy was founded in 1802 : in the war of 1812-'ir) the young graduates
took part. One-sixth of all who served in the field laid down their arms for
their country; one-fourth of the total number were either killed or wounded;
one-fifth of the survivors were specially rewarded for conspicuous gallantry.
In the Mexican war our armies were officered by graduates, and were opposed
by a hostile force quadruple their own. In a little over a year they had fought
and won thirty battles, taken a thousand cannon, carried ten fortified places,
and completed the conquest of Mexico and California. Gen. Scott has said
{in a letter of June 21, 1860): **I give it as my fixed opinion that, but for our
graduated cadets, the war between the United States and Mexico might, and
Srobably would, have lasted some four or five years, with, in its first half, more
efeats ihan victories falling to our share; whereas, in less than two campaigns
we conquered a great country and a peace, without the loss of a single battle or
skirmish."
It is something to be able to do well what one sets out to do. Efficiency is a
kind of virtue, and the record of these two wars sets a seal on the practical ef-
ficiency of the graduated cadets. * « *
I have thus traced rapidly a sketch of the national war school at West Point.
I have shown how her sons are recruited from every rank of life, and how various
are their conditions. I have exhibited the training which they undergo, and
have shown how it perfectly conforms to the method of nature itself. I have set
forth, from statistics, the results of such training; and the record is one in
which we as Americans may well be proud. No human organization has ever
fulfilled its special functions more perfectly than our national Military Acad-
emy. It will be immediately obvious why this is so, and I feel confident that no
educator can read this sketch without finding in it lessons for himself to carry
out in his own field of work. The results attained in our national school under
highly specialized conditions can not be reached in degree, under the circum-
stances of the common school.
But the principles which stand out are eternally applicable. Once compre-
hended, they can be applied anywhere, under any circumstances. It would be
unjust and ungracious in a son of the Academy to fail lo name tho man to whom
above all others West Point owes its present system.
Gen. Svlvanus Thayer was its superintendent for seventeen j^ears, from 1817
to 18S3, aiid g-ave to it in his lonjof administration essentially tho form it now has.
The principles of his government have been moat faithfully an i intelligently car-
ried out by his successors in office and by the corps of professors and instructors.
Public opinion among all the graduates i j an immense force which tends to pre-
sflrvA find consolidate the main principles of the present system. There is no
emdntte of the Academy who would not make any sacrifice to preserve a sys-
774 EDUCATION BEPORT, 1891-9t.
tern whose excellence has been proved to him in thousands of rarying elrcttm*
stances. The principles which govern the administration of the Military Acad-
emy are of the highest interest to those in charge of our common schools; but
they are still more important, in my view, to the governors of our State univer-
sities, especially when those universities have benefited by a grant of the public
land and have engaged themselves to maintain a college where military suojects
must be taught. Such universities are endowed by the United States for a spe-
cial purpose, and they are in every way sacredly bound to carry out their trust.
It is impossible and undesirable to organize such military departments on the
exact model of West Point. Their main object is not to make professional
soldiers, but rather to train civil citizens who shall not be totally ignorant
of arms, and who shall have the patriotic spirit as well as the technical ability
to be useful to the nation in a time of trial. Such times of trial we have ex-
perienced already, and we shall experience them again. It appears to me on
every account important that this subject shall receive attention. And I know
of no better way in which to inculcate the simple virtues which are the basis of
character than to encourage and foster these training schools especially en-
dowed by Congress. The General Government, the State, the university, and
the individual student will all be gainers— andthat, in many different ways. If
I have been able to show that there is a duty here, and that the means of per-
forming it are simple and near at hand, I shall have done a public service.
If I have further exhibited some of the excellences of a Spartan system of
training, which has triumphantly withstood the tests of thrae great wars, as
well as the trials which come with peace, I shall be most glad to have returned
thus much to my Alma Mater.
It seems to me that I understand, and'that I must have made it clear, why it
is that our little Army has never failed in any trial and why it never can fail so
lonp^ as the same wis3 counsels govern the war school at which our officers are
trained: and It appears to me that the methods which have been successful there
are, with suitable modifications, universally applicable and deserving of adop-
tion throughout our whole public educational system — ^from the common school
to the State-supported university.
CHAPTER XXV,
THE OABB OF TliUAJ^TS AND INOOBRIOIBLBS.*
By Edwin P. Skaver.
Superintendsnt of Boston Schools.
Boys who will not go to school when they ought, and boys who aro so ill-be-
haved when they do go that teachers have good reason to wish they had stayed
away — thjse are the truants and iucorrigibleswho must be taken care of if edu-
cation in this country is to become universal in fact as well as in purpose, and
BO do its full work in training to good citizenship, and in preventing crime.
Little matters it whether the boy is out of school from his own waywardness,
his parents' neglect, or the willingness of teachers to bo rid of a troublesome
pupu ; in any case he stands for a failure in education, and is n source of danger
to the commonwealth.
How to care for such boys— and girls too, for there are such girls—now to
keep them in a school where they must work steadily, behave well, and learn
lo cherish some worthy purpose in life — this we may ca'l our truancy problem*
Primarily the truancy problem is an educational problem for school authori-
ties to deal with, not a matter of municipal regulation for police magistrates to
manage. Not until truancy , neglected and unchecked , has led to i>osi tive crime,
ought the truant to be handed over to the criminal jurisdiction Not until edu-
cation has exhausted ull means of prevention and reformation should the truant
be surrendered to the police magistrates for punishment.
The distinction hero imp led is of the greatest moment, though often ovor-
Icoked or ignored. Let it be properly emphasized.
Truancy is not in itself a crime; but it is the diingerous \7ay that loads many
a boy into crime. The boy who has broken away from the restraints of home
and school is not by that act a. criminal; though ho is giving rein to tondencies
that will soon make him one. He is in grave danger; but timely care may save
him.
Now, if the truant is not a criminal, it is an injurious mistake to treat him as
if he were; it is worse, it is a crime against society. Restraint he certainly
needs; but the restraint of confinement in a prison, or even in a reformatory
with criminal companionship, destroys at once the best chance there is of saving
him from crime. 1^'or that best chance depends on keeping his self-respect un-
impaired, which cannot be done if he becomes an inmate of a penal institution.
Every inmate of such an institatiom well knows, whatever the causo of his com-
mitment and however correct a life he may lead after rele-^sc, he must ever
afterward bear a certain stigma for having served a sentence in a place set apart
for the detention of criminals. A hard and unjust fate this may be; but there
is no help for it; it is the way the world has of looking at such things, and the
bpy knows this just as well as we do.
Therefore does the hope of saving the truant from a criminal career depend
on his being kept as long as possible out of the criminal jurisdiction. His self-
respect must be guarded and cherished as the very germ of that better life that
*The following valuable paper was read to the Department of Superintendence of the Na-
tional Pdncational Association at Its meeting In Richmond. Vlrghiia, and at the request of the
n^^ziM^z, -^^-m «f v.AnnAtAnrt a conv wan fnmlRhed for this reiwrt.
775
f
T7C EDUCATION REPORT, 1891-92.
U to \i«^ awftkenAdand strengthened in him. The place set apart for his detention,
iuatructiun, and discipline ought not to be the jail, the workhouse, or the reforma-
tory ; but it should be a separate establishment, wholly distinct and apart from penal
institutions, and managed by the educational attthoritie8i*'of city, county, or State,
not by the pennl authorities.
These remarks, and the conclusion drawn from them, seem fairly to sum up the
teachings of experience in the administration of compulsory school-attendanoe
laws in those parts of the count^'v where such laws are enforced. A brief review
of this experience may therefore be interesting.
When really earnest elforts began to be made in Massachusetts to enforce the
school-attendance laws it became necessary for towns and cities to provide places
for the detention of truants. The places selected were generally unsuitable — in some
ouHcs extremely so. The prevailing idea among the ofhcials seemed to be that the
truant was a sort of malefactor, for whom any place of imprisonment was good enough.
Ho was to be punished — that was the main thing — by being detained in a disagree
able place and compelled tp do hard and disagreeable tasks, until he should be glad
to pay for his liberty by going to school regularly; and his disagreeable experience
should be a warning to other boys. Vindictive justice, not reformatory training,
seemed to be the guiding principle. Accordingly truants were sent to the town
almshouses, or to houses of correction, or to reforni schools, or to any place where
they could be kept from running away and forced to work.
But in time there g^w up among thoughtful people the opinion that such treat-
ment of truants was not only ineneotual for the purpose intended, but positively
injurious. The evil which should have been cured was only intensified. The
remedy was worse than the disease. Frequent cases were cited which tended to
prove that ill-managed truant schools — that is, truant prisons— were only primary
schools of vice and crime.
The late Henry F. Harrington, for many years the able superintendent of schools
in New Bedford, eloquently protested in his official reports against the city alms-
house being assigned as a place for the detention of truants in that city, and against
the sort of care and training they received in that place. He declared with emphasis
that by no official act of his would he become responsible for sending a single truant
to that place. Not that the officers in charge were cruel or unfaithful; but they
were much better fitted for their ordinary duties than they were for the delicate and
difficult task of reforming wayward boys.
But perhaps the most conspicuous example of this bad system of caring for
truants was to bo found in the so-called truant school at Boston. Happily this
school is soon to be abolished; and in place of it a new school, to be organized
and managed on a far bettor theory, is nearly ready to start. This will be known
as the Parental School; and some notice will be taken of it in a later part of
this paper.
There is a large and once pleasant island in Boston Harbor, whotte name.
Deer Island, has acquired in recent years an unpleasant notoriety; for it has
become in the popular mind a synonym for city prison. A broad expanse of
water separates this island from other land in all directions save one; and here
the tide runs through a lilcep channel with such force that attempts to escape
by swimming are quite likely to end fatally. The great natural advantages of
such an island as a site for the House of Correction, the House of Industry, and
other such institutions were readily enough perceived by the city authorities.
The impassable gulf of waters served the purpose and saved the cost of high
prison walls.
Here, too, naturally enough under the influence of ideas current forty ycMkra
ago, was placed the House of Reformation for juvenile ofienders, commonly
known as the reform school. This is the institution which has received all boys
convicted of truancy in Boston down to the present time. For convenience of
classificatiou there has been maintained within the institution a certain distinc-
tion between the truants and the other boys, the former being calle«t^ the " tru-
ant school " and the latter the ** reform school." But both ** schools " are to all in-
tents and purposes one and the same. The so-called truant school of Boston,
then^fore, has no real and separate existence, it is merely a department in the
House of Kcfomiation for Juvenile Ofienders maintained for convenience of admin-
istration. All this, however, is soon to be changed. The truants are to be cared for
in some school wholly separate from the House of Reformation and situated at a
distance from it and all similar institutions.
The selection of Deer Island as a place for the detention of truants and iuve-
nile ofieu(lei*s was, as has been said, natural enough forty years ago. Little ac-
THE CARE OP TRUANTS AND INC0RRIGIBLE8. 777
count was then taken of the effect of the criminal associations of the place upon
the minds of the voung candidates for reformation. The one thing certain was
that the hoys could not possihly escape from the island, as boys were constantly
doine from other reform schools, giving the officers infinite trouble in recaptur-
ing them. In those days the lesson had not been learned that right treatment
of boys, even if they are ^* tough characters -' and doers of criminal deeds, is
more powerful to hold them in place than are bolts and barj and high walln.
The reform school was formerly understood to be and practically was nothing
more nor lOcS than a boys' prison. The only advantages it possessed over the
common jail were these two: (1) The boys were instructed in school studies a
part of every day; and (2) they were not oxpo^ed to the society of older and
harder criminals.
But modern experience has proved bayond a doubt that bolts and bars and
high walls and prison-like discipline are wholljr out of place and injurious in
juvenile reformatories ; and the same ought to be even more true of truant
schools. The practical success of such reform schools as that at Plainfield, in
Indiana, or that at Waukesha, in Wisconsin, or that at Lansing, in Michigan,
or that near Providence, in Rhode Island, or that at Westboro, in Massachusetts
(since its reorganization and removal to open premises), leaves no open ques-
tion on this subject. We now know by practical demonstration that the best
way to keep boys in a reform school ia to place no barriers in their way. Let
them run away if they wish— sometimes they will run away, though not so fre-
Suently as under close confinement —but rely on right methods of treatment and
iscipline to hold them— not soft methods nor sentimental methods, butstrong,
kind, and right methods.
The unsuitableness of the House of Reformation on Deer Island as a place for
the detention of truants has been strongly felt in Boston for many years. One
manifestation of this is seen in the increasing unwillingness on the part of
magistrates to send boys who are merely truante *^ down to the island.'' There
has been a growing i5ractice of putting complaints for truancy on file, in the
hope the truant might see his dnnger and mend)iis ways. But often the truancy
complained of has been accompanied by criminal acts which make the case really
more serious. In such cases the boy is usually *^ sent down," the complaint for
truancy being resorted to merely as a means of giving him a shorter term in
the House of Keformation than he would get under a criminal complaint. So it
has come to pass that the so-called truant school on Deer Island is hardly a
truant school at all, but only a primary reform school. The consequence nas
been that truants have been allowed to ripen into juvenile criminals before they
were taken hold of in real earnest. Measures to cure truancy in its early stages
have been delayed until a worse disorder his made its appearance.
Another strong reason for hesitating about sending a mere truant or compar-
atively innocent juvenile ofTender down to the island has been the stigma
thereby entailed, and the consequent lasting injury to the boy's self-respect. Self-
respect, as already pointed out, must be the main thing to rely upon in the work
of reform. This stigma is all the more serious from the fact that the reputa-
tion of having '* been down to the island " may mean that one has served time
not merely in the ** truant school,*' or in the '* reform school,'- but in the House
of CJorrection or in the House of Industry. People do not stop to make distinc-
tions.
To show how cruelly this stigma may be used, let us take a case the like of
which has happened more than once. A truant boy is sent down to the Island
for a short term, we will suppose, and afterwards, having repented of his way-
wardness, has grown up to be an honest, steady man. One day be is called into
court as a witness and he gives his testimony. He is cross-examined, but is
unshaken, because he has told the truth. In conclusion he is asked : '' Have you
ever been convicted of crime? " ** No, sir." " Ever served time at Deer Island?"
** Yes." *' That will do; you may step down." It is of no use for him to explain
that he was at the Island a short time when a boy for truancy: the poisoned
arrow has hit the mark: the jury's mind has been prejudiced; and our grown-up
truant boy feels that his early fault will never be fors^otten.
Realizing the evils growing out of the system that had been practiced in Bos-
ton for many years the friends of a better system made repeated applications to
the city government, and, failing there, to the State legislature for a complete
separation of the so called truant school from its connections and surroundings
by the removal of it from Deer Island to some suitable placo on the mainland.
After some years of continued opposition from those who did not wish to have
the existing system disturbed, a law was passed requiring the city of Boston to
THE CARB OP TBUANT8 AND IN0OBRIGIBL£S. 779^
soma ot the truant sohools there and gathered valuable dcwumentiry informa-
tion, which supports some of the views already expressed, and which was of use
in shaping some features of the parental school in Boston.
Truantschools in England are regarded as wholly distinct in purpose from the
reformatories and from industrial schools. This distinction has been recognized
and acted upon since the vear 1878, when the first truant school was established.
There were, says Her Majesty's inspector in his report for the year 1889, 10
truant schools in the large towns of England. At the same time there were in
Great Britdin 56 reformatory schools, including 3 reformatory school ships; 142
industrial schools, including 7 industrial school ships; and 13 day -industrial
schools. All the reformatories and most of the industrial schools owe their ex-
istence to voluntary and independent efforts. School boirds have the manage-
ment of all the truant schools, of all the day- industrial schools (save one in Liver-
pool) and of eight of the iiidustrial sohools. The industrial school ship Shafts-
bury is managed by the School Board for London; and this Board has also
established two truant schools.
Formerly the practice was to commit truants, if bad enough, to the industrial
school or the industrial school-ship. The presentitruant schools, however, seem
to answer the purpose of an earlier and more re isonable treatment of truants than
the industrial schools could afTorc],for the inspector says:
*' Should the new act stop the commitment of truant children to industrial
schools, a diminution in the number of the latter may be followed by an increase
of truant schools.*'
Something of the character and purpose of the English truant schools may be
gathered from the following language of the inspector:
**To these schools are sent children who, after repeated warnings, have failed
to make a satisfactory number of attendances at the ordinary day schools, in the
hope that the strict corrective discipline which they are subjected to in them
will make them less inclined to play truant when they are allowed to return to
their homes. The terms of detention varv from a few weeks on the first com-
mitment to a few months, if the first or subsequent commitments have not had
the desired efTect. The average length of detention is ninety-five days.'*
On the subject of discipline in these schools the inspector has some significant
remarks, thus:
'* in some of these scho }ls drill is substituted for play, and in some every boy
has to undergo a liirited period of solitary confinement in light cells. In some
schools, which are managed on more kindly and, I think, more rational prin-
ciples, there are no cells, and some play is permitted. I fail to see that the
more strictly managed schools can sl^ow better results than the 1 itter, and
therefore I am entlrelv in favor of the second and more lenient system, and I
would begin by abolisning cells altogether.'*
The ages of boys in the English truantschools are about the same as we should
expect to find in the United States, had we schools of a similar kind. . Thus out
of 1)532 boys admitted in one year there were:
<Jto Syearsof age 2
8 to 10 years of a^e 206
10 to 12 years of age 740
12 to 14 years of age 685
1,532
A prominent feature in the English plan of dealing with truants is the condi-
tional release from the truant school called a license. This is usually given
after a few weeks' detention. It puts the boy on probation, but keeps him still
under the control of the truant Echoolmaster, who may recall him at any time
when he fails to deserve his liberty. The remarkable extent to which this prac-
tioe of ** licensing out " is carried in England is shown by the following figures :
Under detention In all truant schools December 31, 1889 3,980
In school ^ 780
Outonlicense 3,199
Absconded i
Thus it appears that for every boy in the truant school there were four more
out on license and liable to be recalled for irregular attendanca at the regular
schools.
780 EDUCATION BEPOKT, 189? -92.
Theextent towhich boya are returned to the tk*uant school two, three, or more
times is indicated by the following figures :
Total licensed and released in twelve years (187&-"89) 10, 399
Licensed and not readmitted 6, 198
Licensed and once readmitted 2,606
Licensed and twice readmitted 1,017
Licensed and tliree or more times readmitted 578
The inspector oalls attention to the larere number of readmissions, saying that
the results of the truant schools '*are not altogether satisfactory. " Even the
large number, 6,19S, of boys ** licensed and not readmitted " can not be taken aa
proving that three-fifths of the boys are cured of truancy by only one period of
detention, because many of these when first licensed must have been near the
age of 14, at which age absolute release takes place. . These facts seem to show
that the period of detention before the first release on license is generally too
brief. It should probably bo a few months rather than a few weeks. Thus more
time would be allowed for the firm establishment of ricrht tendencies in the boy
before trying him on license. With this improvement the English system of
licensing out from truant schools would seem to be a good one for us to adopt.
Upton House, a truant school under the control of the School Board for Lon-
don, is thus described by Mr. Capen who visited it in 1891:
*^The plan adopted by the London School Board for dealing With truants is as
follows: Boys are usually sent to the Upton House by the magistrates until they
arrive at the age of 1^ years, but in some cases for short periods only, as six,
eight, twelve, or sixteen weeks. The usual course is to license the child out at
the expiration of ten weeks, on condition that he attends a certified efficient
school regularly. It then becomes the duty of the teacher of the school at which
he attends to send a post card to the head office on every Friday afternoDd, giv-
ing particulars of the boy s attendance. If they are perfectly satisfactory for a
period of nine months, application is made to the Home Secretary that the boy
may be discharged. If, nowever, the toacher^s report shows that the boy has
not attended regularly, an officer is at once sent to visit the boy*s home, and to
warn the parents that if the boy does not attend with perfect regularity the
license will be revoked.
** In many cases this warning is all that is needed. But should the boy con-
tinue to be irregular in his attendaace, his licens3 is revoked and he is taken
back tj the truant school. On this occasion the period of detention extends
to about three months, after which the boy is again licensed out. If this license
is revoked a second time, his next period of detention is still longer. In ordin-
ary cases there is no necessity for revocation of the license, but if, as occasion-
ally happens, three or four revocations of the boys license are ineffective, an
application is made and proceedings are taken to have the boy sent to the
ordinary industrial school, or what we call a house of reformation.
** The subsequent attendance of the boys who have undergone the discipline of
Upton House shows the efficacy of the system to cure truancy. The average
attendance of the boys licensed out for the last ten years except the year 1884,
when the school was being rebuilt, is as follows:
Per cenk
Per cent.
1879 88.80
1880 84.07
1881 91.73
1882 90.97
1883 90.96
1885 95.19
1886 »4.«7
1887 91.61
1888 f 88.94
1889 91.(»
The following is the time table at Upton House:
TIME TABLE.
A.M.
6:00 Boys rise, fold bedding, and wash— talking not allowed.
7:00 Clean house and school— quiet conversation allowed.
8:00 Breakfast— talking not allowed.
8:40 Prayers.
9:00 Distribution for school and work ; one dlvislou In school, remainder industrial work-
necessary conversation.
M.
12:00 Drill— talking not allowed.
P.M.
12:50 Prepare for dinner- -quiet conversation allowed.
1:00 Boys' dinner— talking not allowed.
1 : 30 Recreation.
2:00 Distribution for school and work— necessary cm versation.
6:00 Drill— talking not allowed.
f -30 Prepare for supper— quiet conversation allowed.
6:<K) Supper— talking not allowed.
0 : 30 Industrial work —necessary conversation.
7:^ Prayers.
O'W Boys to bed— talking not allowed.
THE CARE OP TRUANTS AND INCORRIQIBLES. 781
In conclusion shall be'gfiven, briefly stated, the points that were considered
essential in the org^anization and manag^ement of the proposed Parental School
in Boston. They are ail implied in tEe idea sugficested by its name. In a leeal
sense the school is to stand in loco parentis to the boy up to the age of 14 and give
to him, as far as possible under the circumstances, a good home.
1. The bo^s should be grouped in families of moderate size, age and moral
condition being considered in the grouping.
2. These families should dwell in separate cottages designed to accommodate
twenty-five or at most thirty boys ench.*
3. The family lire in these cottages should be in all its incidents as complete
and homelike as possible. Meals should be taken in the cottage dining rooms,
not in one large dining hall, even if that be the more economical plan. The
civilizing process, which most of these boys greatly need, c n not go on in the
large h^ll, but it can go on in tha small cottage dining i oom.^
4. Each cottage should b3 1 nder tho ca e of a hou je master and house matron —
preferably a man i nd his wife— who should be to the boys as father and mother.
A third adult, as a te:'.cher or other officer of the school, should be lodged in
each cottage and assigned some of the domestic cares. In emergencies the help
of this third adult might be invaluable.
5. All housework should be done by the boys under competent direction.
(?. There should be school instruction three hours a day.
7. There should be moral and religious instructions on Sunday— a general serv-
ice in one part of the day, morning or afternoon, and in the other part such
separate denominational instruction as might be desirable. In a sense moral
instruction would be going on all the time, the whole discipline of the school
being in fact directed to that end; but the Sunday instruction in morality would
be of the kind usually associated with religious instruction. It would be the
theory, of which week-day experiences would furnish the practical illustrations.
8. There should be some good manual training; although in view of therather
short periods of detention and of the insufficient age and strength of many of
the boys, such training could not be expected to reach very far into the learn-
ing of trades. What has become known by the name of Sloyd is probably the
best form of manual training for such boys as would come into the Parental
School. Many a boy is a truant from sheer inability to grasp book studies. On
the minds of such boys manual training often takes a strong hold.
9. If there be land 1! t for the purpose, instruction in gardening should be given.
This does not mean that tovs should be kopt at work hoeing beans, weeding
onions, picking berries, or digging potatoes merely to reali;:e an income for the
school. Such things they are to do, of course, but they are to be taught at the
same time the principles and the art of gardening as if they were to become
practical ^^ardeners. It has been found difficult and well-nigh useless to interest
city boys m country life and in farming. Nearly always after their release from
reformatories or industrial schools, back they come to the city. Therefore, gar-
dening is the utmost that it is thought wise to attempt in this direction in the
Boston Parental School. And the oO acres of Innd this school is to occupy will
afford good opportunities for horticultural instruction.
10. Domestic service and instruction in other forms of labor should fill four
hours a day.
11. The study of lessons, the reading of books, the piay, the meals, and all
other employments of the day which admit of it should be incidents of the family
life in the cottages. Segregation, not congregation, should be the ruling prin-
ciple in all arrangements for iastruction and employment.
12. The buildings considered necessary are these: (1) A central building for
the offices, superintendent's apartments, kitchen, laundry, bakery, and store
rooms. (2) A schoolhouse and chapel, the class rooms being on the first floor
and tne chapel, large enough to hold the entire school, on the second floor. (3)
Cottages neat and substantial, but not too costly, three or four to begin with,
supposing the number of boys not likely to exoeed a hundred for the first two
or three years.
V'i. Tho grounds should bo inclosed with a fence or a wall of no more than the
ordinary height. No provision against escapes is desirable.
^The writer regrets to Bay that In the new buildings constructed for the Parental School this
limit has been raised to fifty boys. This Is believed to be a serious error, not to bo excused by
^Thls is another^pohit upon which considerations of economy will be a'pt to outweigh moral
and social reasons m the minds of average municipal legislators.
782 EDUCATIOH REPORT, 1S91-92.
14. That the chioliy important thing in the whole buainefis is to secure the
appcmitment of a superintendent well qualified for the very peculiar and exae^
in^ duties of the position hardlj needs to be said. And yet the greatest danger
of failure lies just at this point. Qualified men can be found; but appointing
boards are not always qualified to find them, or appreciate them when found.
la. But the greatest evil of all, and one to ba guarded against at all points
with the utmost care is the abuse of the pardoning power. Somewhere, of
course, must be lodged the power of releasing the boy from further detention,
either conditionally or absolutely. The danger that this power may be placed
where it will be wrongly used can not but be obTious to ail who are familiar with
the character and workings of municipal governments in this country. The
principle should be this: Release from the school always to be earned oy good
conduct, industry, and learning on the part of the boy while in the school, never
by influence acting from outside. The importance of this principle can hardly
be overestimated; and 3'et to secure a wise and steady course of action in accord-
ance with it may become, under unfavorable conditions, an impossibility.
16. What is known in penology as the indeterminate sentenca should be ap-
plied to all reformatories and truant schools, provided this can be done under
conditions that will secure the right working of that principle. The indetermi-
nate sentence is a sentence which the convict may make as short as he chooses
by reforming himself and proving that he has reformed himself by pursuing a
steady course of right conduct for a sufficient length of time; in other wordo,
by repenting and bringing forth fruits meet for repentance.
This principle would work admirably in a truant school, provided always it
were rightly applied and not interfered with b^ irrelevant outside influences.
Let the truant oe brought into court at the earliest stage of the truancy habit.
Let it not be a criminal court, but if possible the probate oourt or some court
not ordinarily exercising crizninal jurisdiction. Let the decree of this court
fdace the truant school in 2ooo parentis over the truant until he reaches the upper
imit of ago for compulsory scnool attendance, say 14 years. Such a boy might
be 10, 9, or even 8 years old at commitment; but the period of detention would de-
pend on the boy, and might be shortened to a few months bv industry and good
conduct on the boy's part. His first release should usually be conditional, so
that the truant school could resume personal custody of him at any time if he
failed to deserve his license. The chiefly important oondition of his license
would of course be regular attendance at some designated day school. A weeklv
report of his attendance should be 83nt to his guardians at the truant school.
The condition of the boy*s home and the disposition of his parents as to taking
proper caro of him are also important circumstances to take into consideration.
Absolute release from the truant school would come in two ways; first, by
the boy's having deserved it through good conduct while in the truant school
and while out on license; and, secondly, by his reaching the ageof 14 years. The
release coming in this latter way by limitation might or might not be deserved.
If not the boy would probably Eoon behave in a way to deserve commitment to
a reformatory for older boys on a complaint before a criminal court. Still it
would be true that the truant school had done all that was possible to be don 3
for him. The younger the boy when first brought under discipline for truancy
the greater the chance of a complete cure before the age of 14. The great and
crying evil throughout the country to-day is that for want of proper means for
dealing with truancy in its c irlier stages it is neglected and allowed to ripen
into juvenile criminality and later into adult crimmality.
\.
CHAFfER XXVL
COEDUCATION OF THE SEXES m THE IINITED STATES, »
The policy of the coeducation of the sexes, which is widely extended
in this country^ becomes periodically the subject of special discussion
and agitation. It was so a little more than two decades ago, when the
demand for provision for the higher education of women had become
general throughout the Forth and the Northwest sections. Unexpected
resources for meeting this demand became available through the
action of the Federal Government, appropriating (1862) about 10,000,000
acres of land for the benefit of agricultural and other colleges. In
the Northwestern States this land grant was regarded as a provision
upon which women had the same claim as men, consequently the col-
leges in that section which received the benefit of the grant were, as
a rule, opened to both sexes. This action, and the influences that about
the same time gave rise to colleges for women (Yassar, 18G1; Welles-
ley, 1870, and Smith, 1871), whose requirements were of the same order
as those of the arts colleges for men, excited widespread interest and
caused every phase of the problem of woman's education to be earn-
estly canvassed. The physiological and hygienic aspects of the prob-
lem were at that time brought into special prominence by Dr. E. Clarke,
of Boston. His work, Sex in Education, was virtually a protest against
coeducation. The book carried great weight from its scientific tone,
and its arguments are still the strongest that are adduced against the
I)olicy. Briefly summarized, Dr. Clarke's argument appears to be that
girls are naturally incapacitated for the sustained and regular work
which boys bear without injury; consequently, the two should not be
educated together.^
Vigorous replies were immediately forthcoming. Especially notable
among these were two books, Sex and Education and The Education
of American Girls. The former comprised thirteen essays by well-
known social and educational leaders, together with testimony from
leading coeducation colleges, in support of their policy. In a contribu-
tion to the book, Thomas Wentworth Higginson pointed out the chief
weakness in Dr. Clarke's argument, i. e., the want of a sufficient basis
of f^cts.^
At that time indeed no systematic efibrt had been made to collect
and si/t the facts as to the actual eflects of coeducation in places where
it WA8 already practiced. The want has since been well supplied by the
collection of vital statistics published by the Collegiate Alumnae Associa-
(jon and hy^ similar collection in England — Health Statistics of Women
Ki^tiiifitnta at Cambridge and Oxford and of Their Sisters* — due to the
effortHof Jtfi'S- Benry Sidgwick. The book entitled The Education of
-— ,^ . Tolman Smith. »See citation np. 839, «*<>. » See citation pp. MO, 841. *So«pp.841-g44.
iprepared hy^- ^ • i *' 7g3
784 EDUCATION BEPOKT, 1891-93.
American Girls comprised also thirteen essays by women of large and
varied interests, professional, public, and social, and was ably c^lited
by Miss Anna C. Brackett. Against scientific theories these writers
offered the results of extended obs^vation and of actual experience in
the acquisition and effects of mental discipline. These several works,
and the opinions and discussions scattered through school reports of
the period, are still the sources of the principal arguments advanced on
either side whenever the subject of coeducation is reopened.
Again, about 1880, the subject was widely discussed with special
reference to the conduct of public high schools in the larger cities. To
meet the demand which arose at that time for precise information on this
pha«e of the problem, a special inquiry was instituted by the Bureau
of Education calling for the facts, and also for opinions of superin-
tendents, with respect to the operations of mixed schools and classes.
The results of this inquiry were embodied in Circular of Information,
No. 2, 1883.
The past year has witnessed a great revival of interest in the subject,
with a corre8j)onding call \\j)on this office for information relating
thereto. As regards our own country, this interest is most active in
the Southern States. It is there due in part to the development of
high-grade public schools, and in part it arises from the recent efforts
of young women to secure admission to Southern universities. Inqui-
ries from that section relate not only to the fact of coeducation, btit
also to its economy and efficiency as compared with separate education,
and, where higher institutions are concerned, to its effect upon scholastic
standards, and upon the moral and physical well-being of students.
Foreign countries, especially France and Germany, are largely rep-
resented in the correspondence on this subject. It was a matter of
constant inquiry on the part of the foreign delegates to the congresses
of education held in connection with the Columbian Exposition, several
of whom had, in fact, been specially commissioned by their govern-
ments to investigate and report upon this feature of the' American
school policy. In view of these circumstances, it was deemed advisa-
ble to issue a special inquiry in order that the present status and ten-
dencies of our public-school systems in this matter might be fully dis-
closed. Inquiries were accordingly addressed, one to superintendents
of State and Territorial systems and a second to city superintendents.
At the same time an analysis of the statistics of higher institutions, i. e.,
colleges and universities, was made in order to ascertain their position
also in respect to coeducation. The results of these inquiries and
investigations are here presented, together with citations from the
literature which the subject has called forth during the periods of agi-
tation above noted.
1. — Status of Public Schools with Respect to Coeducation,
A. state systems.
The letters of inquiry addressed to State superintendents comprised
the two following questions:
(1) In what cities and towns of your State are the boys and girls
taught in separate classes in the public schools?
(2) In how many country public schools in your State are the boys
and girls taught in separate classes!
A request was also made for additional information or opinions bear-
ing upon the subject. Replies received from forty States and four
Territories^ present the following particulars:
I Ko repliea from Alabama^ Ariaona, Colorado, Michigan, Pennsylvania.
1
786
EDUCATION EEFORT, 1891-92.*
Hon. C. W. Bean, State fuiperintendent, Washington :
There arc a few schools for separate) education of tho Kexe<i in this State, bnt th
are under the control of churches. These supply the demand for such teaching, a:
under these circumstances tho public sentiment in favor of coeducation in the pnb
schools is very strong. Most of those who favor separate education do not appe
as very strong advocates of a public-school system at all.
B. — CITY SYSTEMS.
The inquiry addressed to city saperintendents sought not only
ascertain whether coeducation or separate education is the rule, h
also the grades, if any, in which boys and girls are not taught in t
same classes. From the summary of the replies of city superinten
ents given below it will be seeu that in 586, or 93'3 per cent, of the 65
cities represented boys and girls are educated together in all tt — :^e
grades.
status of the public schooU in. cities mih respect to the coeducation of the sexes (i, e., t
instruction of boys and girls either together or separately).
1
Of
^ t^
1^
|2
&
4
3
15
8
21
2
1
3
7
38
33
23
15
12
1
13
4
43
36
11
2
20
2
8
1
7
23
73
3
47
1
3
64
6
1
1
6
16
3
1
7
G
4
20
2
s ®
V
'A
3
3
3
14
7
21
3
4
38
Number in which l>oyA and girls are taught separately is
some or all grades.
Totel.
Distributed.
All
grades.
High
schools.
Grammar
or intiT-
mediate.
Primary ,
grades. '
•
1
1
Part of
tbe
schools
irrespecl-
ireof
grade.
1
4
ft
6
7
1
S
9
Alnbnina
1
1
1
ArkniiRas....
California
1
1
1
I
Colorado
1
'
Connecticut
Delaware
0
1
1
2
District of Colainbia
1
Florida
Georgia
3
••*•*>••••
3
3
lUiiioiH
Indiana...
..........j. .........
Iowa
23
15
9
1
13
2
39
36
11
26'
2
?
7
19
00
2
47
I
3
5
i
0
15
3
I
C
0
4
2D
2
KaoMtH
;
Kcntneky
3
1
■" i 1 2
Louisiana
Maine
1
Af ar\'land
2
3
3
1
1
i
Ma.s8achu8ott8
3!
2
Micbipin
* 1 —
Minnesot-a
;
IdiftMisaippi
2
1
1
MiHsoiiri
Montana
1
!Nebra>«ka.
- « « *^ • • •
\
Kevada
i
\
New Hampsbiro
.
Usevf Jerriij V
4
4
1
i, "3
2
2
1
I
New York
2
•
North Carolina
1
Ohio
!
Oklahoma
1
Oregon
j
PenuHvl vania
10
1
4
I i «
3
1
Rhode Inland
1
«F
South Carolina
1
South Dakota
■ ■ ■"•
TennesBCO
i
Texas
1 1
Utah
Vermont
Virginia
Washington
West Virginia
i ; 1
" . . - . . . . .
1
\V isconniu
Wyoming
Total
C28
580
42
t-
1
COEDUCATION OF THE SEXES IN THE UNITED STATES. 787
The cities included in the table in which coeducation is not universal
may be considered either individually or by groups. Of the 60 prin-
cipal cities enumerated by the United States census of 1890, 40 are
represented in the replies here considered.^ In 27 of these boys and
girls are educated together in all schools. In 4, Philadelphia, Pa. ;
Newark, N. J.: Providence, R. I.; Atlanta, Ga., the sexes are separated
in the high schools only. In Providence this seems to be an outcome
of the policy of elective courses.
Superintendent Tarbell says:
Tho classical department of our high scbool tearhes both sexes. • The English
department teaches a portion of girls separately, 413 in number. The manual train-
ing high school teaches boys only, 150 in number.
Hon. Thomas R. Stockwell, the State commissioner of public schools,
also savs :
In the Providence higli school there was originally a department for girls alone,
but for several years the girls who were fitting for college nave been taught in the
same classes with the boys, and now girls are admitted into the now manual high
school and several of the classes in tho girls' department have been united with
classes in tho same subjects in the boys' English and scientific department.
I consider the change of policy here in Providence very suggestive, for tho plan of
separate schools for boys and girls in tho high school has existed ever since the
scuool was started, and has been most ardently advocated by some of those most
interested in the schools. I think it shows that coeducation is being more and moro
recognized as tho proper method in all grades.
In Newark, in former years, there were separate classes for boys and
girls in some of the grammar schools in the upper grades, i. e., seventh
and eighth years. These have been abolished, but the separation is
maintained in the high school. In 2 of the 50 principal cities, San Fran-
cisco, Cal., and Wilmington, Del., boys and girls are separated in all
grades above the primary. In 6 cities, New York and Brooklyn, N. Y.;
Boston, Mass.; Baltimore, Md.; Washington, D. C; Louisville, Ky.,
separate and mixed classes are found in all grades. This is a matter
of policy in some instances, of circumstances, i. e., location, original
arrangements, etc., in others, as appears from the following statements
by the superintendents of the respective cities:
Hon. John Jasper, New York City:
Aa a rule boys and girls are taught in separate classoS) but thero nro classes of
grammar grades in which both sexes are taught together, and thero are many more
classos of primary grades in which the same state of affairs is found. It is impossi-
ble from the nature of our reports to determine the number of classes in Avhich both
sexes are taught together. It is an almost invariable rule to teach tho boys and the
girls in separate classes where the numbers are large enough to 2)ermit this separa-
tion.
Hon. W. H. Maxwell, Brooklyn, N. Y.:
It is tho policy of our board of odncation to teach boys and girls in separate
classes. It is not, however, always practicable to do this under our scheme of class
organization. Out of a total regintry of 96,054, at tho closo of last year, 16,160 were
taught in what wc denominate as ** mixed'' classes, that is boys and girls in the same
class. Tho sexes are quite evenly divided, being at the close of tho year, 47,963 boys
and 48,091 girls. The proportions of boys and girls in the mixed classes will probably
bold about the same.
Hon. Edwin P. Seaver, Boston, Mass. :
First. Boys and girls are tanght separately in the Latin schools.
Second. They are tanght separately in the high schools of tho old city, namely, in
the girls' high and in the English high (boys).
*TJie ton cities of this groan not replying are New Orlenna, La. ; Fall Hirer, MaM. : Omaha, Nebr.;
T^ntoa. N. J.; Cincinnati, Cleveland, ColnmbnA, Dayton, O.; Reading pa.; Milwankee, Wig. It
S)pcar« from current reporla that coeducation is the rule In all thoao citlea, with the exception of tht
gh achoois of Now Orleans.
i
788 , EDUCATION REPORT, 1891-92.
Third. They are tanght together in the suburban high schools in Roxbury, Dorcheft*
CharlestowD, West Roxbury, Brighton, and East Boston.
Fourth. They are taught separately in 25 of our 59 grammar schools. In the
other grammar schools they are taught together.
Fifth. They are taught together in all primary schools and kindergartens.
Thisunsystematic state of things was brought about by Bostou^s annexing the neigh-
boring cities and towns without changing the organization of the schools more than
was absolutely necessary.
Hon. Henry A. Wise, Baltimore, Md.:
The boys and girls in the primary, grammar, and high schools of Baltimore, except
in a few instances* are taught in separate schools. Number of pupils on rolls Decem-
ber 31,1892, 54,406; pupi Ism schools in which boy sand girls are taught together, 11,785;
pupils in schools in which boys and girls are taught separately, 42,621; boys taught
in classes in which there are no girls, 21,300; boys taught in classes in which there
are girls, 5,785 ; girls taught in classes in which there are no boys, 21,321 ; girls
taught in classes in which there are boys, 6,000.
Hon. W. B. Powell, Washington, D. C. :
In most of our schools the boys and girls are taught together. Owing to the loca>
tion and arrangement of school houses, we are compelled to separate the sexes in
some schools below the high school. The number of such schools is 32, and the num-
ber of pupils attending there is 3,128 (1,506 boys, 1,622 girls) on a total enrollment
of 25,262.
In three of the four high schools of the first six divisions boys and girls are taught
together. In the Central high school they are taught separately.
This statement relates to white schools only. The superintendent of
colored schools, Hon. G. F. T. Cook, says with respect to these:
In my opinion a very material factor in the promotion and maintenance of good
discipline in these schools is its system of coeducation of the sexes, which, beginning
with their establishment, has since nuinterruptedly continued.
Not only in the advantages accruing to discipline, but in other respects essential
to progress, has the wisdom of this education of the sexes been shown. Healthy
competition has been stimulated and keen, active thought awakened. To the
rougher nature of the boy have been imparted tone and refining influences; to the
gentler nature of the girl, strength -and elasticity. The enrollment of boys is less
than that of girls, being about 43 to 57. In the primary schools they are more nearly
balanced than in the grammar, in the former the ratio being about 12 to 13, and in
the latter 17 to 33.
The enrollment of boys to girls is now 44 to 56.
Hon. Wm. J. McConathy, assistant sui)erintendent, Louisville, Ky.:
(1) There is no inflexible rule in our schools below the high school in reference to
sex in claHs. About one-half of the classes contain boys and girls.
(2) The number of boys taught in mixed classes is about 5, 000.
(3) The number of girls about 5,100. We do not find that mixing the sexes works
any injury; on the contrary, it generally benefits the school.
Denver, the remaining city of the list, presents unique conditions.
With a i)opulation of 106,713, the city is divided into three school dis-
tricts, each having its own superintendent. In two of these, i.e., dis-
trict Ko. 2, superintendent, Hon. L. O. Greenlee, and district E^o. 17
superintendent, Hon. J. H. Van Sickle, coeducation is the rule, but in
district No. 1, superintendent, Hon. Aaron Gove, the boys (5,043 in
1893) and girls (5,018) are in separate classes.
Following the classification of the United States census, there are
besides the 50 principal cities above considered, 393 cities having a
population of 8,000 and upwards ; of these 287, or 73 per cent, responded
to the inquiry on coeducation and of this number 20 only rejwrt sepa-
rate classes for boys and girls, a very much smaller proportion (7 per
cent) than was found in the group of 50 principal cities (32.5 per
cent). Separate classes in the high schools or high-school grades only,
are reported in 5 of these cities, i.e., Augusta and Macon, Ga., Cov-
ington, Ky.j Hagerstown, Md.j Burlington, N. J.
COEDUCATION OF THE SEXES IN THE UNITED STATES. 789
Hon. W. C. Warfield, superinteDdent of public schools, Covington,
says:
Our eighth roar grade papils are taught iu separate classes; 62 boys and 71 girls
are now enrolled iu this grade.
A part of our seventh year grade pupils are taught in separate classes; 31 boys
and 38 girls are so taught. I am now watching the results of separate classes for
boys and girls. If a school were provided with A 1 teachers, I think separate classes
^would not be necessary. At the present time I am of the opinion that little or noth-
ing is gained by separating the boys and girls into different classes or rooms.
Montgomery, Ala., which belongs to this group of cities, has a high
school for girls but none for boys.
In the following cities of this group separate classes are the rule:
Vicksburg, Miss, (in white schools only), Lebanon and York, Pa., Alex-
andria, Va. There remain 10 cities whose population is 8,000 inhabi-
tants or more, in which separate classes are maintained in particular
grades or in part of the schools irrespective of grade. This appears
to be occasioned by the location or plan of the buildings, or to be the
esnlt of long-standing custom in particular schools. The cities and
^ades specified are as follows : Newburyport, Mass. (primary and gram-
mar); Salem, Mass. (one grammar school); New Brunswick, N.J. (pri-
mary and grammar); Union, N. J. (grades first to seventh, inclusive);
Peekskill, N. Y. (first and second year) ; Baleigh, N. C. (fourth to
seventh years, white schools); Allen town. Pa. (few primary schools);
Harrisburg, Pa. (primary and grammar, few schools); Reading, Pa.
(high school and some schools of lower grade); Columbia, S. C. (part
of the schools, fourth to tenth grades).
The following additional particulars furnished by the superintendents
named, show very clearly the causes of these varying usages :
Dr. William A. Mowry, Salem, Mass.:
The old school (grammar and primary) w&s for boys; later arose a girls^ school.
8o now, ''down town'' as we call it, there are (1) one grammar school for boys;
(2) one grammar school for girls; (3) one primary for boys, and (4) one for ^irls.
In the rest of the city are three grammar and ten primaries for boys and girls both.
The high school is for both, although the boys sit in separate rooms from the girls.
They recit« together.
Hon. Otto Ortel, town of Union, N. J. :
There is no special reason why boys and girls are separated in our schools except
for convenience, our buildings being located iu the center of a large plat of ground,
thus giving a large yard or playgrouud on each side, and consequently no crossing
other rooms or halls in entering or leaving. About 750 girls and 725 boys are in
separate classes; about 130 girls and 120 boys iu mixed classes.
Hon. Edward P. Moses, Raleigh, ^NT. C. :
We are limited in Raleigh by special legislative enactment to seven grades, or
seven years of school work. In the colored schools boys and girls are taught together
in every room. The sexes are not separated, because of the fact that the different
buildings are widely scattered. In our white schools Iho pupils during the first
three years of school are permitted to attend that buildiug most conveuieut to their
homes, the boys and girls being taught together. In the fourth, fifth, sixth, and
seventh years of schools, the sexes are taught in different buildings. It is proper to
add, however, that, at the request of parents, girls are permitted to attend the ooys'
school, though no boys are allowed in the girls' school beyond the third grade.
Hon. L. O. Foose, Harrisburg, Pa.:
At one time the sexes were separate in all schools in this city. The sexes are
educated together in same room in all but n few buildings in the older part of the
city. The number of distinctively boys and girls' classes is becoming less each year,
and in a few years we will have coeducation throughout the city. The two high
BchoolB each for a different sex, wero recently united into one school with one course
ofBtudy What we now have of the separate schools is what still remains of the
oJci order of things. There is but little sentiment against mixed schools.
790 EDUCATION REPORT, 1891-92.
There remain tbc following nine cities, with populations below 8,000,
that report the separate education of the sexes: New Castle, DeL
(intermediate and grammar grades) ; Marysville, Ky. (intermediate and
high); Columbus, Miss, (white school, all grades except high schools);
Matteawan, N. Y. ^lir^t to third primary) ; Chambersburg, Pa. (all below
grammar grade); Carlisle, Pa. (all except first primary and high
white schools; coeducation in colored schools); Danville, Pa. (high
school); Mauch Chunk, Pa. (one school); Corpus Christi,Tex. (prior to
1893, all grades ; 1893, sixth to eighth grades only). The reasons for the
special conditions here noted are much the same as those advanced in
the larger cities.
Peculiar conditions are noted in a few instances. Superintendent
W, H. Hockenberry, of Chambersburg, Pa., says :
Until the present year our high school was in two departments, one for each sex,
making really two schools, bat after five or six years' hard work the present board
decided to unite the schools.
The secretary of the Carlisle school district says with respect to the
white schools of the district :
After the cbildrcn have passed the first grade primary department they are sepa-
ratedy and do not come together until they reacii the high school grade. In tnis
interval wo have six schools for girls, taught by lady teachers, that have 252 girls
on the rolls, with an average attendance of 240. There are five schools for boys, two
of which, second grade of the primary department, are taught by lady teachers, the
others by men. In these schools there were 255 boys, with average attendance of 236.
From the organization of the schools in 1836 to 1888, the white boys and girls were
separated after they had passed through the first grade primary department, and
never came together again, as we had a boys' high school and a girls' high school in
different localities and under different teachers. In September, 1888, this scheme
was changed as above stated, and now the boys and girls, after having been separate
in the iutermediate grades, arc brought together in the high schools, and, as we think,
with the very best results in the manners, morals, and attainments of the scholars
of both sexes. It is now a question with onr board whether there should not be
coeducation in all the grades of the white schools, and I should not be surprised if
it shall be so ordered as soon as suitable buildings and grounds are obtained.
The results of the inquiries here summarized a;?reo substautially
with those of the similar inquiry of 18S3. They are somewhat more
comprehensive, as the replies from State superintendents and from
74 small cities cover fully the facts which are brought out in
the earlier inquiry by returns from 144 towns and cities of less than
7,500 inhabitants, while the number of cities of larger populations com-
prised in replies to the present inquiry is more than three times the
number that responded in 1883. Three-fifths of this number (133 out
oflOG) are represented in the replies to the present inquiries. In 5
of these cities, viz, Belleville, 111.; Marblehead, Mass.; Easton, Pa.;
Knoxville, Tenn., and Austin, Tex., change from the separate to the
coeducation policy has taken place since the earlier inquiry. The
superintendents of schools in 3 of the cities that have thus come over
to the majority comment as follows;
Hon. H. D. Updike, Belleville, 111.:
Neither discipline nor instruction suffers in consequence of coeducation of the
sexes.
Hon. J. B. Gifford, Marblehead, Mass.:
Until two years ago, boys and girls of our grammar grades were taught separately.
We think that the change has been a great benctit intellectually and morally.
Hon. W. W. Cottingham, Easton, Pa. :
The policy of this city (Eauton, Pa.) in the matter of the coedacatioii of the
•exes was adopted several years ago, and the schools of every grade from the high
COEDUCATION OF THE SEXES IN THE UNITED STATES. 791
school to the lowest primary, have hoen, and are still, organized, classified, and
taught a^eeably thereto. The scheme as affecting the moral, social, or intellec-
tual condition of the pupils has been attended with results that are gratifying, and
especially so when compared with what was attained under the old system of sep*
arate sex assignment and instruction.
These results leave no doubt as to the i)ositioii of our public schools
with respect to the coeducation of the sexes. Jt is the policy generally
pursued, heartily indorsed by supervising oflBcers and strongly sup-
ported by the people in all sections of the country. The '^ common,'^
or public school, of the United States is, as it has ever been, a school
where boys and girls mingle as they do in the family. If additional
proof were needed that parents favor this policy, it would be found in
the fact that a little less than two-thirds of the private schools of the
country are coeducational and that these enroll a little raore4;han two-
thirds of all the pupils in private schools. As the public school is the
only school that three-fourths of the people ever attend, the association
of the two sexes as there maintained must have a very great influence
upon their social and business relations in after years. It expl.iins, 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 educational work of the country. Where boys and
girls are accustomed from early years to compete in intellectual exer-
cises, they entertain a due respect for each other's pov\*ers, and false
notions as to the natural endowments of each are dissipated. Relations
which would cause great irritation and annoyance in countries where
separate education is the rule, here come about naturally and without
friction.
As regards the teaching profession the policy begun in the element-
ary schools, persists through the public, secondary, or high schools,
obtains very largely in private secondary schools, and is gradually
extending to the highest institutions. This is indicated in Table I (p.
797), which shows the proportion of women teachers in all classes of
institutions above the elementary grade of the public schools. In the
public schools (all grades included), 66 per cent of the teachers are
women. Their relation to the public schools does not stop here. They
participate as school officials, and also through the exercise of the bal-
lot in the local conduct of school affairs.
792
EDUCATION REPORT, 1891-92.
The extent of this participation is shown in the following table:
Status of women with respect to the direction of public education in States and Ter^
ritories. *
States in which wo-
men may vote for
Bcliool officers or
are eligible for the
same.
Korth Atlantic Divi-
sion :
Maine
l^ew Hampshire.
Vermont
Masaachnsetta .
Bhode Island...
Connnecticut. . .
New York
New Jersey . . .
Pennsylvania...
South Atlantic Divi-
sion : '
Florida
South Central Divi
sion:
Kentncky
Tennessee
Alabama
Mississippi
Louisiana
Texas
Oklahoma
North Central Divi-
■ion:
Ohio
Indiana
Illinois
Michigan . .
Wisconsin.
Minnesota
Iowa
Classes of school
officers for whom
women may vote.
Districtt
County, town,
distrlct.f
Township t
School offloM to
which women
are eligible.
Districtt
Districtt
District e
District:
Districts
Township
All
Connty, town,
district.
Township a
Township ,
Town and district.
A11&
District e
County, diatrictd.
District/
County
County board g
All
District^
Township, district
District!
Districts
County, district ..
Missouri
North Dakota
South Dakota.
Nebraska
Kansas
All
All elective! p.
District, city t .
Districtt.
All under school
laws.
Any open to
teachers, i
District ,
Township and city
trustees.
All under school
laws, k
Township, dis-
trict.
All except State
superintendent.
AH
AUm
Alio
All elective
Diatrict, county,
and city super-
intendent.
AU
Num-
ber of
women
holding
county
or
town-
ship
offices
lofaras
report-
ed in
1891-
92.
5
6
14
4
4
12
2
5
11
10
11
n4
9
10
10
26
Remarks.
•P-
a Three women have been
pointed on State board.
b it poBseesing the legal qiiaii«
flcations.
ein districts organized under
the general school laws ; L e^
nearly all in the State.
d As directors or comptfoUera
women vote for connty, city,
or boroueh superintendents.
e Limited to widowed mother
or female guardian of a child
of school age.
/Inferred by the anperintend-
ent from their right to vote.
By sufferance women have
also served as county anper-
intendenta.
y Women teachers are eligible
for appointment upon Uieae
boaras, but are never ap>
pointed.
A Limited to women who are
heads of families.
% Apparen tly inclndesonly city
superintendent!!. There ap-
pears to be no legal barrier
to women serving aa district
trustees, but it ia not at-
tempted.
; Limited to listed property-
owners.
ii: Women can not vote for State
officers, as these are named
in the constitution, which
limits the votes to electors.
2 State and county superin-
tendents. These officer are
chosen at a general election.
The legislature having failed
to make provision for a spe-
cial ballot-box, the court haa
decided that until the pro-
vision is made women are
debarred from voting for
these officerb.
mNot ineligible by reason of
fiex.
n Elected as county school com-
missioners. It is supposed
that the Supreme Court will
decide this to be illegal.
o Mrs. Laura J. Eisenhnth has
Just been elected State
superintendent.
in response to a special letter of
* Compiled from repliee received at the Bureau of Education
inquiry addressed to State superintendents February, 1893.
t V ote affects disposition of school money.
{ Widows or spinsters who are taxpayers and guardians of children of achool age vote ou district
COEDUCATION OP THE SEXES TN THE UNITED STATES.
793
Status of loomen iciih respect to the direction of public education in States and Ter-
ritorics — Continued .
States in which wo-
men may vote for
school ofBcers or
are eligible for the
same.
Western Division;
Montana .
Wyoming...
Colorado
Arisona
Herada
Idaho
Washington
Oreffon
Caluomia ..
Classes of school
officers for whom
women may vote.
District.
A.11 elective *
Districts * . . .
District
District
District.
District.
School offices to
which women
are eligible.
District, county
superintendents.
All
District
District
District
District
Districts
All :
District, county
board, r
Num-
ber of
women
holding
county
or
town-
ship
offices
so for as
report
ed in
1801-
92.
n
10
5
2
4
ii
Remarks.
p On the condition that no other
officers aro voted for at same
time.
q I'he courts hold that women
are not eligible to the office
of county superintendent^
that officer being chosen at a
ceneral election. Women
have, however, been elected
to the office.
r Women can not vote for
school officers, but a bill Is
now before the legislature
(February, 1803), authoria-
iug them to do so.
* Vote affects disposition of school money.
REMARKS UPON THK TABLK.
From an examination of colamn 2 it will be seen that in sixteen States and one
Territory school suffrage for women is limited to district officers ; in four States it
includes township and county officers. In the three remaining States and one Ter-
ritory women may vote for all elective school officers. The right thus broadly stated
goes no further, however, in its essence than the apparently more restricted snfifrage
of the following States: New Hampshire, Massachusetts, New Jersey, and Minnesota,
since, in these, offices not included in the woman's vote are filled by appointment.
It would seem probable that women would be eligible to the offices for whose
incumbents they may vote. This is the case (column 3), excepting in Mississippi,
where women who are the heads of families may vote for district school offices, but
may not fill the same. We catch a glimpse here of the underlying conviction which
has given rise to the whole movement ; it begins with a recognition of woman's right,
80 a natural guardian of children, to exercise her judgment in rosnect to their edu-
cation, and ends with the demand for her service as a public expediency. In a few
States^ inolnded in the above lists, women are eligible to school offices other than
tiiose included in the suffrage accorded them.
These additional positions are filled by appointment, by vote of school boards, or
by vote at a general election, in which women can not participate. This reminds ua
that, while tnere is a strong disposition to separate the educational from other civil
affairs, the end has not been completely attained. Thus, questions of school tax and
Bchool appropriations can not always be managed apart from financial matter in gen-
eral. The woman's vote extends in some degree to these matters in sixteen States,
as will be seen by the references to the footnote. The number of women holding
poaitioBB above the grade of district officers (column 4) is small. No statistics of
the district officers is available.
It Bhoald be noted that in many States cities form distiicts under special school
Jam • where this is the case they are not included in the table. As a rule, however,
11 Are eli>rible to the school boards of Northern and Western cities. Among
women »r '^^^^ Ijhey are ^q^ serving in this capacity are Boston, New York,
Bnff£chicBgo, Indianapolis, and Detroft.
iS
794 EDUCATION REPOKT, 1891-92.
II. — CoEi)t:cATioN IN Colleges and Universities.
While inquiries from foreign countries with resi)ect to coeducation
relate almost entirely to the public 'schools, those emanating from the
Southern States have cliief reference to the effect of the policy in col-
leges and universities and the conditions under which it is maintained
in these higher institutions.
Sixty years have passed since Oberliu College, Ohio, gave the first
exami)le of a coeducation college in this country. In 1880 a little more
than half the colleges, 51.3 per cent, had adopted the policy. In the
decade 18S0 to 1890, the proportion increased to 65.5 per cent. This
decade was also characterized by the number of leading institutions that
opened their doors to women. These, however, were all located in the
Northern and Northwestern States. In the present number of coedu-
cation institutions are included 24 State universities and 8 private foun-
dations of the highest order.
Tbe former are : California, Colorado, Iilalio, Illinois, Indiana, Iowa, Kansas, Mtcbi-
m, Minnesota, MiHsissippi, Missouri, Nebraska, Nevada, North Dakota, Ohio, Oregon,
oulb Dakota, Tennessee,* Texas, Vermont, Washington, We^t Virginia, Wisconsin,
Wyoming. Tbo latter are: University of Pennsylvania; Columbian, Washington,
D. C; Do Pauw, Cornell, Boston University, Brown, Vanderbilt, Yale (graduate
department).
Harvard University and Columbia College, New York, whose actiou
with resi)ect to provision for women is everywhere followed with deep
interest, seem for the present to have decided against coeducation.
Harvard by its efforts for the establishment of liadcliffe College for
women, and Columbia by similar efforts in behalf of Barnard College.*
It will be observed that Vanderbilt University and the universities
of Mississippi, Tennessee, and Texas are the only Southern institutions
of high repute or large possibilities included in the foregoing enumer-
ations. Coeducation is indeed a feature of many Southern colleger.
This would bo inferred from the statistics showing number and proiK)r-
tiou of women students in colleges and universities (tables I and II
appended).
The comparative view (table I) would indeed seem to indicate that
this policy is more general in the South Atlantic and South Central
divisions than in the Korth Atlantic, but the comparison is misleading
unless it be considered that, as a rule, the highest institutions of the
Southern States are not included in the number practicing coeducation,
and furthermore that the significance of the showing is modified by
the special character of the courses in which many of the women stu-
dents are enrolled.
The colleges for colored people which form .about 15 per cent of the
whole number included in the statistics of the South Atlantic and South
Central divisions also lessen the force of the comparison, as these inusti
of necessity, be adapted to the special circumstances of their students
The present agitation of the subject in the South arises fmm the desire
of Soutliern women to secure admissioI^ to institutions like the Uni-
versity of Virginia, University of Alabama, etc.
In several Southern States opposition has been made to the opening
of the universities to women on the ground that the number of women
desiring these privileges is too small to justify the changes involved.
To this it has been replied that the expense and labor incurred would
'Jnijo. 1893.
COEDUCATION OF THE SEXES IN THE UNITED STATES. 796
be offset by the advantjiges of retaining at liomo tlio girls who now
seek in Northern institutions the opportunities denied them in their
own States. This has raised the question as to the actual number of
Southern girls who attend ITorthern colleges and universities. To sat-
isfy inquires on this point an investigation has been made of the cur-.
Tent catalogues of ]S"orthern institutions, i. e. coeducation colleges and
universities, and seven colleges for women only.*
From this investigation it appears that 376 young women from the
Southern states are enrolled in eighty-one Northern colleges and uni-
versities. If the number of these students in preparatory departments
(27) be omitted, the remainder (349) is very nearly 20 per cent of all
the Southern girls reported in colleges North and South for the current
year.
. The distribution of the Southern students above referred to by States
and college departments is as follows:
Total number of women students from each Southern State and distribution by departments.
Statea.
Prepara-
tory.
' Collpgi-
[ ate.
Oilier
depart-
ments.
5
G
Total.
Alubama
3
8
12
a5
3
9
40
5
47
4
12
4
23
19
17
20
fi
Arkansaa
1
15
Delaware
12
District of Columbia
1
2
1
5
1
3
1
5
3
20
37
Florida
10
Georgia
13
Kentucky
71
Loaiaiaiia
0
Maryland
3
3
3
53
Miaaisaippi
8
K"oTth Carolina . . . .•
15
Sonth CarnUna
•
4
Texineaace
1
2
o
8
3
14
4
12
27
Texaa
85
Virginia
23
West Virginia -
40
t
1
ToUl
1'7
267
82
376
JHstribution
of Southern
women in colleges of the Xo
rthern A^t
a!cs.
States.
Total.
Stat
cs.
Total.
California
1
11
9
12
2
62
13
2
Misaoari .
INebraakn
Nevada..
Kew Yor
Ohio
21
Colorado
i. m . . . • ....
2
Indiana
2
Illinoia - . - - - - - -
k
52
Iowa
103
Kanaas
Pennsylv
Now Mex
•
Tota
nnia
77
Haasachuaetts
ico
2
MichifAii . .
1
■*
Minnesota
376
The facts here considered, with the tables appended, answer in
part only inquii-ies as to coeducation in colleges and universities. As
regards the conditions under which this p^icy may be maintained
and its effects upon students arid scholastic standards, only those hav-
ing personal experience in the conduct of the institutions can speak
with authority. Hence copious citations from the reports of college
presidents, statements of professors, etc., are included in this chapter
under the nead of the literature of the subject.^ A single consideration
iMonnt Holvoke college, Smith, and Wellealey, Maaaachuactta ; Elmira, Yna«ar, and vrellj^, New
York; BrTD Mawr, Pennaylvania.
'See pp. 846-350.
796
EDUCATION REPORT, 1891-92.
which lies a little outside of our subject, but has nevertheless an import-
ant relation to it, must complete this part of the discussion. Experi-
ence abundantly proves that without the aid of scholarship funds many
of the most promising students among young men would never be able
to push their studies beyond the public schools. This is equally the
case with young women; unfortunately, very little help is affordea
them in graduate and professional courses which are directly prepara-
tory to remunerative careers.
The situation in this respect is shown in the following table:'
UKDERGKADUATB SCHOLARSHIPS.
United States
North Atlantic division
South Atlantic dirision
South Central division .
North Central division .
Western division
Total.
$305,887
200.125
30, 745
32,597
36,355
6,065
Available for-
Men.
$196, 748
141. 700
18,175
27.440
9.133
300
Women.
Men or
women.
Per cent
available
for •
women.
$17,510 ; $91,629
10.504
1,850
1,131
4,025
47.921
10,720
5,157
26.091
1.740
GENERAL FUND FOR BENEFIT OF UNDERGRADUATES.
35-7
29-3
40-9
15-8
74-9
95*1
United States
North Atlantic division .
South Atlantic division .
South Central division . .
North Central division .
Western division ,
United States
North Atlantic division.
South Atlantic dlviRion .
South Central division . .
North Central division .
Western division
United States
North Atlantic Division
South Atlantic Division.
South Central Division..
Nortli Central Division..
Western Division
$141, 552
$89,245
$23,922
•
$28,385
100,532
13, 141
3,000
23,150
1,720
73,545
12,000
23.922
3,065
1,141
3,000
19.459
1,720
3,700
FELLOWSHIPS.
$88,048
$70, 798
$2,300
$14, 950
61,798
11, 700
5,800
6,450
2,300
53,298
11,700
5,800
2,300
6,200
6.450
2,300
GRADUATE SCHOLARSHIPS.
$24, 860 $23, 360
16,710
8,950
200
14, 410
8,950
200
$1,200
1,200 1
JH8irihutio7i of ecliolarship and fellowship funds by (jfographxcal sections.
»
United States
North Atlantic Division
South Atlantic Division
South Central Division
North Central Division
Western Division
37
26 8
8-7
100
84
iOO
19 HI
13-8
0
0
100
100
4-8
7-6
0
Total
funds.
Per cent
by
divisions.
Total avail-
able for
women.
Per cent.
$560,347
100
$179,890
100
378, 165
64,530
41, 397
65,964
10,285
67 5
n-5
7-4
11-8
1-8
95,112
13,711
8,157
63,131
9,785
52-0
7-6
4-5
29-5
5-5
1 Prepareil by Mr. Lewis A. Kalbach, of thi
•loner's Report for 1890-'91, pp. 836-842.
this Bureau. For details by institutions see Commia*
COEDUCATION OF THE SEXES IN THE UNITED STATES. 797
From these statemeuta it appears that of faiids for the aid of under-
gradaates about one- third are available for women; the proi>ortion is a
little less than one-fifth in the case of endowed fellowships, and falls to
an insignificant sum in the total of graduate scholarships.
Tablb I. — Female ieachera andprofesaors and students in several classes of institutions in
SECONDARY SCHOOLS.
Public:
Number of female instmctors
Proportion of whole number . . .per cent. .
Number of female students
Proportion of whole number . . .per cent. .
Private :
Number of female instructors
Proportion of whole number . . .per cent..
Number of female students
Proportion of whole number . . .per cent. .
COLLEOES ENDOWED BY LAND GRANT OV 1802.
l^umber of female students
Proportion of whole number per cent. .
COLLEGES AND SEMINARIES FOR WOMEN.
Number of female instructors
Proportion of whole number per cent. .
Number of female students
Proportion of whole number per cent . .
NORMAL SCHOOLS.
Public:
Number of female students
Proportion of whole number . . .per cent. .
Private :
Number of female ntudents
Proportion of whole number . . .per cent. .
tTNIYERSmES AND COLLEOES.
Preparatory departments :
Number of female instmctors
Proportion of whole number . . .per cent. .
Number of female students
Proportion of whole number . . .per cent. .
CoUei^ departments :
Number of female instructors ^
Proportion of whole number . . .per cent. .
Number of female student^:
Undergraduate
Proportion of whole number, per cent. .
Graduate stndentu
Proportion of whole number, per ct nt. .
Total collefiriate
Proportion of whole number. per cent. .
Professional
Proportion of whole number, per cent. .
The
United
SUtes.
North
Sotuh
South
North
West-
ern Di-
vision.
Atlan-
tic Di.
vision.
Atlan-
tic Di.
vision.
Central
Divi-
sion.
Central
Divi-
sion.
4.625
1,709
266
218
2,127
206
54-7
58-8
56-6
48-2
52
56
126,379
44,969
6,216
6,236
63.012
5,346
69-7
67-7
61
60
61
60-5
3.475
1,567
520
624
746
288
62-7
52-5
48-7
55
53-8
54-8
48,406
17, 158
7,518
10, 236
10, 473
3,021
47-9
44-5
47-2
•
92
49-6
63-4
798
26
108
128
512
24
12-9
1-6
14-6
10-5
21-8
9-3
1,633
363
461
452
309
48
74-7
61-6
77
81-5
79
90
24,611
5,331
7,112
8.086
3,762
8»
100
100
IIH)
100
100
100
22,480
11,813
1.253
1,485
6,806
1,123
76-7
77-5
56 3
58
05 -2
84-3
4, 443
130
221
435
3.556
101
42-2
53-7
45-7
56
40
61-5
694
34
74
130
398
58
28-7
11-5
30
42-6
29
30
12, 572
425
1. 082
2.209
7,848
1,006
20-6
8-6
26
31-8
33-7
32-6
517
41
40
91
270
63
9-9
2-6
7 '7
15
13
18
10, 021
1,352
488
1,503
0,009
669
19 01
7-9
9
21-2
29-2
28-6
369
95
7
14
216
37
12-7
7-5
1-8
9-7
21 1
40-6
10,390
1,447
495
1,517
0,225
706
18-7
7-8
8.G
20 0
28-7
29
530
81
13
2
390
44
2-8
1-4
•G
•8
4 0
6-3
798
EDUCATION KEPORT, 1891-^.
Tauij: II.-
-Statu^ of universities and college*^ with respect to coeducation, as reported
in 18fi9-'90.
Stilton.
Alnliama
ArkauHAB
California
Colorado
Connecticut
Dclawaro
District of Columbia . .
Florida
(icor|y;ia
IlliuoiH
Indiana
Iowa
Kansnfl
Kentucky
Loniaiana
Maine
Maryland
MasHachusetts
Michigan
Minnesota
Mf ftHianijtpi
Missouri
Montana
Nebraska
Nevada
Now Hampshire
New Jersey
New Mexico Territory
New York
North Carolina
North Dakota
Ohio
Oregon
Pennsylvania
Bhodo Island
Soath Carolina
South Dakota
Tennessee
Texas
Utah T<^rritory
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
United States
Total
number
of col-
leges re-
porting.
6
4
12
4
3
1
4
4
7
28
14
21
16
14
12
3
10
0
11
9
6
27
1
7
1
1
4
1
22
10
2
37
6
27
1
9
6
20
11
1
2
8
3
3
8
1
415
Number that are coeduca-
tional in-
Prepara-
tory and
collegiate
depart-
ment*.
2
2
0
4
1
3
4
4
22
10
19
13
5
G
2
2
1
10
5
4
21
256
Profes-
sional and
graduate
depart-
ments.
3
1
8
5
3
1
1
1
3
2
1
4
e
1
1
1
5
4
4
2
30
10
6
14
2
1
1
4
1
10
1
7
2
1
2
1
3
2
5
2
1
Total
coeduca-
tional in
some or
alldepart-
menta.
58
2
2
9
4
1
0
3
4
4
22
10
19
13
6
6
2
2
1
10
5
4
21
1
8
1
0
0
1
5
4
2
80
6
14
0
1
4
10
7
1
2
1
3
2
S
1
256
I*ropor-
tion of all
college
students
iucoodu-
catiimal
colleges.
4»-76
58-85
73 02
100
12-62
Proportion of ea/th
sex to total number
of stndcnta in co-
educational depart-
ments.
63-29
100
62-74
87-48
66-40
96*67
00 '07
66-49
64-50
54 '15
19-85
20-74
94-51
78-61
11-49
75-23
100
83-57
100
100
30-13
55-06
lOO
87-00
100
60-03
38-34
88-98
45-26
74-43
100
100
3
100
61*59
C8-69
100
18
Men. ' Women.
47*31
73*99
71 18
90 13
77-26
94-36
48*43
48-31
77 -35
66-26
68-72
65-66
67-95
47-23
80-20
36-10
72-42
69-04
63-90
72-50
62-46
51-25
65*24
46*72
63-33
83-50
63-48
47*53
64-67
58*78
80 04
56*19
44*04
58*12
60*62
63-87
94-55
60 00
95-82
50*85
67-82
43-75
52-60
26-01
28-82
0-87
22-74
5-64
51-57
51-69
22-66
33-74
31-28
84-34
82-05
52*77
19-80
63-81
27-58
30*96
36*10
27-41
37-54
48-75
44-76
53-28
46-67
16*50
86-53
52-47
35-33
41-22
19-96
44-81
55*06
41-88
39-38
86-13
5*45
40-00
4 18
40 15
83 18
56-25
III. — Thk LiteeaI'urk of Coeducation.
The literature of coeducation consists of arguments pro and cauj a
priori theories, accounts of actual experiments in the establishment
and conduct of mixed schools or classes, and statements of results.
In selecting from this mass of matter the purpose has been to bring
together the strongest arguments and the greatest range of experience
pertaining to the policy. Mu<jh of tliis material is already before the
public, but in scattered books or reports. The only new matter which
the present interest in the subject has developed is found in the reports
of foreign experts, deputed by their governments to study our school
systems. The first place in the following compilation has naturally been
given to citations from these sources. To the European observer coed-
ucation appears the most striking feature of our educational system. Its
COEDUCATION OF THE SEXES IN THE UNITED STATES. 799
causes tliey discover in social conditions radically unlike those wliicU
obtain iu the Old World, and it must, as they foresee, forever tend to
extend and perpetuate these differences. To these relations tliey aro
naturally more alive than we ourselves, among whom they have spon-
taneously developed. We should, however, bear them in mind in
weighing the views of our foreign critics as to the purely scholastic
effects of the policy under discussion.
COEDUCATION OF BOYS AND GIRLS.
(From report of Dr. E. Schlee, of the Keal^mnaaium of Altona, PrusHia, delegate to llio Educational
Congress at Chicago.]
A very common, althongli not universal, feature of the American public school is tho
coeducation of tho boy a and girls, not only in the primary schools (cities) and in the
country schools, as is also the caSo ^vitli us, but also in the grammar and high schools
of cities. Fnrthei more, the sexes are not separated in the normal schools (X^Arer-
Seminarien)j iu colleges, and oven in universities. In Chicago coeducation is the
invariable rule ; in Boston and New York union and separation are both found. To us
it seems strange, at least, to see, if only in photographs, boys and girls not only of
13, but even of 16 years of age, sitting together or standing iu mixed rows, going
through free gymnastics and exercises with wands. It is to bo noticed, however, that
they have single desks ; also, that generally the teacher is a lady, even for the free
gymnastics. All special rooms (i. c., toilet rooms, etc.), and the playground aro
strictly separate for boys and girls. This coeducation has not been without opposi-
tion; especially in Boston where the system has already been twice severely
attacked. Ten years ago Dr. Clarke attributed to this the fact, which, however,
'was elsewhere disputed, that American ladies of tho higher class were not very
^ood housekeepers and mothers. Tho Comniissioner of Education^ obtained reports
n'om 300 cities and towns, and these wero on tho whole favorable to mixed schools.
He therefore commended this policy, arguing that if wo must live together we must
be educated for that purpose; to educate the sexes separately is to change the
natural order of things.^
Later Dr. Philbrick stated that by this means (coeducation) tho peculiar form of
education best suited to the different sexes was prevented. But the Commissioner
responded 3 that Dr. Philbrick had had no experience in mixed schools and that the
statistical returns showed only favorable results ao far as regards conditions of health.
At the same time the good eHects upon morals were mentioned which had resulted
from coeducation in S^orway and Finland, and reference was made to the unfav-
orable efTocts of tho monastery education in France.
A schoolman of large experience also personally told the writer that coeduca-
tion had a favorable effect on the general behavior, on tho bearing of the pupils
toward each other, and on the whole discipline. Germany takes in this respect, per-
haps, the right medium between Franco and America, but if one observes how bene-
ficial in general is the comradeship of the children of intimate families one might,
Tvhere the nature of the studies and where outer ctrcumstance8, especially in smaller
places, ;nake tho union desirable, consider that tho American way would be advan-
tageous in our country also.
The discipline, indeed, is not as strict as in Germany. Whilst formerly in America
corporal punishment isaaid to have taken place often enough it is now everywhere for-
bidden in the public schools.-* Also deprivations of liberty seem not to be practiced.
Where admonition does not avail, temporary Exclusion from school by tho principal
of the school for not more than a month, by the school superintendent »s long as a
quarter of a year, or expulsion from school, is the only means. And yet the Ameri-
can educational method, by reason of the many recitations of the individual scholars,
gives abundant cause of disturbance and tronole of which much complaint is made.
'Gen. John Eaton.
2 Hon. Andrew Joncks, anperintendent of Bchools, Pawtuckct, R. I., iu Circular of Information. !No.
2, J883.
*Tho reference here ifl to the followinfr obflerration by Dr. Harria in response to an inquiry from Dr.
Yom, of Norway: **With regard to Mr. Philbrick's judcinent on the subject of coeducation, I think
that he stood almost alone among our ablest writers on education in his oj>iuion. Tho J^oston schools
under hia charjge e<lucated the sexes separately. It may bo that his experience in that city had undue
influence on bis opinion." [£d.]
< Corporal punishment in pnhlic schools U forbidden by law In the State of Now Jersey, and in
many cities by school law or by school boards. Tho prohibition is far f^om universal, but publio
qpinjon ia very generally opposed to this fonn of panishment. [Ed.]
800 EDUCATION REPORT, 1891-92.
In discussing the teaching force of oar schools, Dr. Schlee dwelt
also upon the spectacle, novel to a foreigner, of the general presence of
women side by side with men in various business and professional pur-
suits. He expressed the opinion that this transfer of women from the
domestic circle into careers competitive with men increased '^ the rest-
lessness, haste, and intense strain in all relations of life.''
Prof. Stephan Waetzoldt, of the University of Berlin, chief commissioner of the
German educational exhibit at Chicago, says:
** No distinction in the Quality, kind, and aim of instruction is made in any of
the elementary* schools for ooys and girls. In the old States the sexes are not, as a
rule, instructed together in second schools, but in the central and western States they
sit together from the primary school to the nniversity, the latter included. This is
the system of coeducation, the education common for both sexes so hiehly com-
mended by Americans. At the congress of education at Chicago this suDject was
. often discussed, aud not one disapproving voice was heard. At first I was alto-
S ether misunderstood when I explained that our views on the education of girls
iffer essentially from those of Americans. They see only the advantages of coedu-
cation, believed to refine the boys and strengthen the girls, and we most accept
these peculiar conditions just as in domestic life. The intercourse of boys and girls,
of adults and children, is altogether different from what it is among us, and I donbt
whether it has a moral advantage. Certain it is, however, that the girls on the
average are more intelligent than the bojrs: they go to school longer. In the
high school of Chicago the proportion of girls to boys is 3:2. As business and
Soil tics take up the men's entire time, the women have oecome the supporters of the
igher intellectual interests and the protectors of intellectuality in domestic life.*
Prof. Emil Hausknecht, of Berlin, for several years professor in the National Uni-
versity at Tokyo, says on the subject of coeducation in America:
''As a makeshift, coeducation is better than nothing. As a principle, it entirely
ignores the needs of the separate sexes, arising from the differences in tne develop-
ment of boys and girls. Boys and girls from the ages 14 to 18 must be differently
treated, both in regard to the intellectual and emotional nature. Coeducation is
possible, however, in America moro than in Germany or elsewhere, because cnatom
and education have given to the girl and the woman greater freedom and determina-
tion in their manners and appearance, but also give them strong protection against
encroachments and improprieties. Coeducation is possible in America also, becwiae
the week has only 5 school days, Saturday being a holiday, and the school day has
only 5 lessons, of which one is usually a study hour. Besides, grammar and*^high
schools require much less severe intellectual efforts, and a much more concentrated
and simple exertion of the mind than is required in our secondary schools for boys."
THK COKDITCATION OF THK SEXES IN THE- UNITED STATES.
[Extract from n report to tho minister of tlio public instmction, France, by Kile. Marie Dtigard, dd*-
gftte to tho Chicago Congresses of 1893.]
Of all the features which characterize American education, perhaps the most strik-
ing 13 the coeducation of young men and young women, whether in the public echoola
(primary and grammar schools) and in the high schools, or in the colleges, the scien-
tific schools, and universities. At least it is most striking to a French observer, for it
reveals to him a state of mind and of habits which is entirely strange to him. The
sight of youths of 16 to 18 years, almost men, working, chatting, ana enjoying daily
comradeship with young ladies, who, by reason of their distinction, elegance, and
often a precocious beauty, seem not at all like students, confounds all his ideas. He
is astonished that such an ideal should have sprung up in the healthy American mind,
and he does not dare to think of the results, so opposed do they seem to his monu
sense. How the United States have come to adopt coeducation, a glance at their ori-
gin enables one easily to understand.
When the settlers nxed themselves in America, their first concern after having
cleared a place, built log houses, and provided for the necessities of the materiu
life, was to organize schools to the end, according to an expression of an ordinance
of MassachuButts, '^ that the knowledge of their fathers might not be buried with
them in their tombs; '' but as they were too poor to give to every village two school
buildings, they opened only mixed schools, where the pupils of the two sexes
received the same instruction. This system, which offered real pecuniary advan-
tages without any moral danger — as the children were restrained by the bondJs of
relation or friendship between their families — was extended, and outlived the
causes which had created it. Rich and prosperous cities covered the prairies of the set-
tlers, palaces took the place of the log cabin of the first builder : but among alltheee
changes, coeducation remained. '
COEDUCATION OP THE SEXES IN THE UNITED STATES. 801
HnrmlesA as it is for small commnnitieB and for elementary classes, is it so still
'when transplanted into the new conditions of the modem life and into all orders of
instmctionl This is a question mnch agitated in the United States. It would 1m-
indeed a mistake to believe that the mixed education is so inwrought into the Ameri-
can customs that it never encounters opposition. In certain communities it is, on
the contrary, mnch criticized, and several cities, especially in the East, have entirely
discarded it; others retained it only in the grammar and i>rimary schools, sometimes
in the latter only.
The controversy is worth analysis, for it enables us to see the possible results of
coeducation and illuminates one of the most important problems of American peda-
gogy-
*'The organization of a being is always in harmony with Iho functions which
nature assigns to it,'' say the opponents of mixed education; now the organization
of woman differs mnch from that of man, therefore she has diiferent functions and
should not receive the same education. These principles do not involve in them tho
thought that woman is inferior to man.
'' The highest ideal of humanity," wrote an ardent adversary of the mixed school
in a book which was formerly considered an authority, rejecting any comparison of
inferiority or of superiority between the sexes, ** demands that each bo perfect after
his nature. Thelilyisnot superiorto the rose, nor tho oak tree superior to thoclover;
neither is the beauty of the lily tho beauty of the oak, nor the purpose of the oak
treo the same as that of the clover." It would be a poor horticulturist who would
treat them in tho same way. And he adds : ^' If woman subjected to masculine educa-
tion intended for the development of the male organization can equal man, she
ought to surpass him if she receives feminine education designed to develop tho
organization of woman."
From these general arguments proceeds a long series of objections physiological,
intellectual^ and moral, which wo will summarize:
Coeducation is injurious to tbo health of the young ^irls : less strong than tho
hoys, they can not endure tho samo work without hurtmg their organism; and to
oblige them to study together is to substitute for the sound emulation, which reigna
in the separated schools, a morbid rivalry from which their nerves must suffer.
Their excessive pride prevents them from admitting that this r<^gime exhausts them:
desirous to equal young men and even to surpass them, they study w ith great zeal ana
constantly s^ain the activity of their brains. The results of this overpressure, ono
can see to-day in the American woman, intellectual, refined, brilliant indeed, praised
hy Europeans on account of her spirit and ^ace, but pale, feeble, of a delicate
beauty which soon vanishes and incapable of having a large family. Therein lies
an imminent danger for the intnre of the race, and if this is not remedied, there
-will soon be a race of women, capable of being doctors, journalists, advocates, archi-
tects, engineers ; in one word everything except wiyes and mothers.
More than this, the woman, having different functions from the man, has not been
endowed with masculine intelligence, and consequently it is not reasonable to impose
upon her the studies and methods which are suitable for the masculine mind. ''The
hoys should work as boys and the girls as girls. Mary can master Virgil and Euclid
aa well as George, but both of them would be weakened and would not attain
their legitimate end if they were condemned to the same methods. In all their
work women should respect their characteristic organization and remain women and
not strive to be men, or they will fail utterly, i or the two sexes there exists no
exception to the law that their ^eatest power and their greatest perfection lie in
the complete development of their organism."
The differences in the intellectual development of the young people of either sex
IB also opposed to their common education ; until the age of sixteen or seventeen
years the young man has a mind less developed than the young girl; if he works
with her he will be discouraged and give up efforts which do not offer him any sucr
cess.
From the moral standpoint the consequences of coeducation are still more dan-
gerous. It is a law that if two individuals live together the one who has the
strongest personality becomes the model for the other. Educated with boys, the
young girl, having a temperament weaker and more supple, copies the manners of
the boys and loses her graces, whilst the boys do not become softer by the feminine
association. Finally, it is impossible that between young men and young women
associated every day in the familiarity of classes there should not be formed some
romances, which the American education, it is true, renders inoffensive as far as
regards manners, but which will nevertheless have disadvantages.
These objections seem judicious, and in the light of them it seems that coeduca-
tion ought to be abandoned, but it is necessary to hear how its partisans defend and
justiiy its continuance.
It must be observed, in the first place, that besides the advantage of conforming
to the historical origin of the United States and to the habits of the majority, it
liM unquestionable advantages; it jg economical and permits the useol a part of
Bd92 51
802 EDUCATION REPORT, 1891-92.
tlio school foTids for tlio purchaso of books, apparatus, etc.; it eimfoTms to the
natural method — that is, to the organization of nature and society; finally, in unit-
ing the minds of the two Boxes in the same culture/it gives them common thoughts
and tasti^Sy and so prepares for the happiness of family life, where the principal
cause of dissensions is the barrier which is raised between the ideas, the sentiments,
and the belief of husband and wife.
Taking up the objections of the opponents, the defenders of the jwlicy reply to
them by considerations which are not without value.
It is assumed, they say, that woman, not having the same nature as man, must not
be educated in the same way. That is a poor argument, for in reality the soul has
no gender. But let us admit that there exist between the man and the woman great
difiercnces on the intellectual side as on the physical ; wo can not draw from this an
argument in favor of separate education, as the resemblances arc, in spite of all,
more numerous than the oppositions.
If the lily and the ruse, following the figure of Dr. Clarke, require different cul-
ture, does not their common need of air, of sun, and of dew permit the horticnlturist
to let them bloom in the same garden? Some maintain that if woman can accom-
plish much with a masculine education, she would accomplish more with a feminine
education. Ought one not to say the contrary, that the more dissimilar the two
sexes, the more useful it is to woman to be educated with man, in order to acquire
certain virile qualities which she will never possess if she remains shut np in her
femininity f
It is asserted that tlio cxrej;sivc work and the morbid rivalry of the mixed schools
are injurious to the health of young women ; bat this dangerous emulation, and this
overpressure, are not duo so much to coeducation as to the general organization of
modern instruction.
In tho schools where the scholars of the two sexes are eoparatcd the programs are
so arranged that tho girls study as much as the boys, and it is oft«n seen there that
emulation degenerates into unwholesome jealousy. The delicate health of women,
of which advantage is taken in this discussion, originates from causes that have
nothing at all to do with mixed education. It is caused rather by the enervating
dryness of tho climate; by the feverish activity and tho unhealthful habits of Amer-
ican life, habits from whoso debilitating influence the less robust female suffers most,
and by tho unhealthful dress which custom imposes upon young women and which
prevents their taking as much exercise as young men, while it makes work harder
for them.
''Women, and even girls at school," says C. H. Dall, ** t.ake their studies in addi-
tion to their home cares. If boys nro preparing for college, they do not have to take
care of tho baby, mako tho beds, or help to serve the meals. A great n^any girls
at tho high schools do all this.''
To all thcso causes must bo attributed tho weak health of tho American women,
and it is entirely unjust to make coeducation responsible for it. «
Resting upon tho principle that woman has not the same mission as man, some
contend, also, that it is not desirable for her to receive the same instruction. This
reason had formerly some weight when woman remained at the fireside, confining her
activity to domestic duties and depending upon her father, her brothers, or her nos-
band for tho caro of her future; but times have changed; in the present state of
our social organization many women are obliged to provide for their own needs and
often for thoso of their families. Forced to work for their living like men it wonld
be unjust to refuse to thoso whom uaturo has mado more feeble, tho same means of
defense — that is, the s!?nie culturn, tho same knowledge. Tho opponents of mixed
instruction acknowledge entirely this truth ; several concedo to the woman the ri^ht
to have tho same knowledge as man, but they add immediately that as her mind
is not tho name she must not acquire them in the same way, and from this difference
they derive tho necessity of separate education — a false conclusion, for there exists
often among certain children of tho same sex greater mental differences than
between young men and young women, taken as a whole, and yet no ono thinks on
that account of providing a special teacher for them. It is the duty of the pro-
fessor to UHo a method flexible enough to accommodate itself to the different int^fiec-
tual necessities of his pupils.
To this tho answer is, that when the young men work with young women whose
livelier minds are more capable of assimliat ion, young men are'discouraged. Expe-
rience hns proved, on the contrary, that the feminine quickness exciter the slower
intelligence of the boys; if there really have been .young men repressed by tho suc-
cess of women, it is certain that tho success of a comrade of the same sex wonld have
ha<l the same effect.
There remain tho moral objections. According to the testimony of educators, who
for a long time have directed mixed schools, young women, far from becoming mas-
culine by the contact with boys, have, on the contrary greater dignity and roserve,
and the yonng men, in their turn, losb in the society of young girls that rough-
COEDUCATION OP THE SEXES IN THE UNITED STATES. 803
uess of manner and tliat cailcssneBS in attitude and language which characteTize
the men cdncated apart from women. As to tho last objection, the gravest of all,
wo have hero the reply of an c<lncator whoso words have special authority, because
he was partly educated in mixed schools, partly in those ox>ou to boys only, and he
directed for several years the mixed schools of St. Louis:
'*My observations have led me to indorse tho stat-ement of Richter: 'To insure
modesty I would advise the education of tho sexes together, for 2 boys will preserve
12 girls or 2 girls 12 boys innocent amidst winks, jokes, and improprieties, merely
by that instinctive sense which is the forerunner of natural modesty. But I will
fi^arantee nothing in a school where girls are alone together, and still less where
hoys are.' I had noticed that the atmosphere of ' mixed * schools was dcsexualizcd,
where that of separate schools seemed to have a tendency to develop sexual ten-
sion. A^ain, whatever tendency toward indecency might manifest itself was far
more easily checked in 'mixed' schools by reason of the crossfire of watchfulness
which made intrigue far more difficult to keep secret. The brothers and sisters and
other relatives and intimate acquaintances of the punil attended the same school,
and every act was scanned from two points of view — tno boys being participants in
boys' gossip, and the girls being participant in girls' gossip — and the barriers being
removed within the precincts of the family, parents could not fail to have a more
faithful account of the behavior of their children than when isolated in different
schools. Brothers and sisters mutually protect each other from shame. Besides
this, the fact that tho chief association between the sexes in 'mixed' schools takes
place under the eye of the teacher and in recitation, wherein the contest is purely
intellectual and where the manifestation of mere femininity — ^softnessand sentiment-
alism — would cause the pupil to lose rank as a scholar; and where mere mascu-
linity— roughness and willfulness — would make an unattractive spectacle, leads one
" to expect that the tendency of coeducation is to elevate tho standard of admiration
irom mere external charms of ^lerson to the spiritual graces and gifts which lie deep
in the character."
To these judicious considerations must be added certain observations which the
opponents of coeducation do not seem to have taken into account ; and, first, that the
habit of being educated together is for young people of both sexes a better safe-
guard against love than contii^ued separation. A young girl whose companions are
almost exclusively of her own sex becomes romantic and is easily enamored, but
one who has been always associated with young men, having experience and matu-
rity, does not yield to extravagant enthusiiism. Moreover, in the love that may
spring up in tho mixed school there is nothing to alarm the severest moralist, and
this because the oversight, as Dr. Harris has shown, is much greater there than any-
where else ; and because the youue American girl has a profound sense of her dignity)
the young man a great respect u>t tho woman, and both together the habit of self-
control, there will result only a marriage, in which the tenderness is tho more
enduring because the husband and wife have so long known each other. It would
bo well if such marriages should happen often.
But will not the preoccupations of such attachments hurt the studies! This is a
chimerical fear. As the relations aro above all intellectual, a rising love, far from fos-
tering idleness, will inspire more earnest work in order to secure the appreciation of
the loved one— -daily witness of failure and successes.
To these theoretic arguments in favor of coeducation there is added a final con-
sideration more important than tho others: It has triumphed in all the cities of the
Middle States and the Far West, and even in tho East it has a tendency to extend in
apite of opposition. Some Americans speak of a reaction; but this triumph in the
Western States, numerous and extensive and called to an important part in the
future of America, does not justify this prediction. It is not for me certainly to
judge of this. It would also be presumption for me to pretend to settle the question
of the inferiority or the superiority of the mixed schools after having seen the great-
est educators of the United States divided as to the subject. Therefore I will offer
only in conclusion my impressions.
It did not seem to me that in the mixed schools the hygiene, the work, and the order
suffered from the presence of tho pupils of another sex, and the appearance of the
classes seemed to mo even better than in the separate schools. But what disturbs
tho pedagogical sense is the great excess of the female sex in the high schools, both
among the scholars and among the teachers. The majority of American youth — enter-
ing there at the a^e of 15 or 16 years — ^two-thirds, even three-fourths, of the pupils
in the higher classes, aro girls. This disproportion is bad for the young men. If it is
good for their manners not to be separated from the women, it is dangerous to their
manliness to bo always in contact with young girls. Moreover, if tho guidance of a
femaio teacher ia best for them when they are very young, at about 14 or 15 years, and
Perhaps younger, they ought to have different control.
h is impassible, at least without seeing it, to realize how painful is the spectacle
of a youDg woman, who has not yet in her tone and attitude the au thority which
804 EDUCATION REPORT, 1891-92.
ago and lon^ experience give, directing young men from 16 to 18 years of ase.
. Certainly, neither the discipline nor the respect suffer from that, so profound is the
deference of the American scholar fur his lady teachers, hut it is nevertheless true
that in this ideal of instruction something is wanting. The female teacher cau not
secure from tho young men all the intellectual work of which they are capable, sho
can not come into intimate relation with their adolescent mind, nor cau she give
them a manly development. Thus one whole part of education, the most fruitful and
the best is eliminated, and the occasion is lost forever. It is right to acknowledge
that these faults are not inherent to the system of coeducation. They arise from
the particular conditions of American life, and in other countries it would doubtless
be easy to avoid them. But would coeducation be acclimatized anywhere else f And
in France, where it exists already in some departments of instructions, should it be
extended to allf This is a question which I shall not consider here.'
M. Jales Steeg, director of the Mus^e P6dagogiqne, who had charge
of the installation of the educational exhibit of France at the Chicago
Exposition, and Dr. Gabriel Oompayr^, delegate from the minister of
public instruction to the edacational congresses, have simply noted
the fact of coeducation in articles ux>on America published since their
return to France.
The former says:
The girls are educated in America together with the boys. They sit on the same
benches, pursue the same lessons and the same exercises without any distinction what-
ever, for the boys even take part in the sewing exercises and are very proud to exhibit
their needlework every year beside that of their female companions. They would be
astonished, I was told, if any one seemed to be surprised at this. I refer here to the
first school years. Later some separation takes pla«e in spite of all the theories in the
world, andl have seen embroideries made by the girls and works in wood and iron
by the boys. (Chicago et I'Exposition. Notes d^ln visiteur Fran^ais. Rev. P6da-
gogique, June, 1893, p. 487.)
Dr. Compayr6, in an article upon the educational congresses, says :
We cast our eyes over the audience — women predominate. The coeducation of the
sexes commenced in the schools is continued in the congresses. (Rev. P6dagog^qne,
November, 1893, p. 387.)
[EztracU from a report by Anna Beutzen, of Korway, who Tistted the United States for the purpose
of studying the syatem of coeducation.]
The first school I visited was the Toledo high school. Here, as usually in the
West, all public schools are mixed, and even the private schools do not class the
boys and girls separately.
1 noticed that the high school in Toledo (average age of pupils from 15 to 18) and
in many other places presented an overwhelming majority of ^irls. In many classes
1 saw from 5 to 6 boys among 40 girls. The question forced itself upon my mind if
this condition was due to coeducation. I addressed inquiries to principals and
teachers as to the cause of this phenomenon, and I received the answer that practical
life has much greater attractions for a lively boy than the school. • * *
Mixed schools are undoubtedly not the only form of schools in the United States,
but when one observes the tendency thereto in all places where coeducation formerly
found no sympathy, in most of the Southern States (whose history deviates in gen-
eral from that of the Northern States), one can see how the system has prevailed
there also theoretically ; practice follows later wherever it is possible. That sepa-
rate, as well as mixed schools, are found iu cities of the Eastern States, e. g., in Bos-
ton, shows simply the possibilities of a large city as to satisfying various views and
wants. ^ *" * It is plain that the cause obtains footing more and more, instead
of losing it. All school authorities, superintendents and Mireotors, who were so
obliging as to enter more thoroughly into the question with me pronounced them-
selves unconditionally in favor of the policy, and presidents of colleges and univer-
sities expressed themselves in the same terms wherever coeducation had been intro-
duced. In vain they look for intellectual inferiority of women, even in the highest
educational institutions.
' In the continuation of the report, which is not yet published, the author consid-
ers the conditions under which coeducation is possible, and comes to the conclusion
tliat it is impracticable for France.
COEDUCATION OF THE 8EXE8 IN THE UNITED STATES. 805
It If! tme that fewer women than men go to universities after having finished the
high-school studies. However, the percentage is constantly increasing, and, in com-
parison to the numher of men, an equal number of women take their degrees with
the highest credit. In the fall of 1890 there were 198 female students at the Wis-
consin State University in Madison, and abont four times as many men. At Ann
Arbor, Mich., there was about the same proportion upon a total of 2,153 students.
Coeducation in Wisconsin dates only from 1863, after the university had been in
existence for many years (from 1838), and in the beginning it was not coeducational
in the exact sense* of the word, since the young women were instructed in a so-called
normal department. At last, in 1873, all peculiarities in the instruction of women
were done away with, and the university was opened to both sexes without any
restrictions. The president of Ann Arbor University told mo that the first woman
student entered the university in 1871, and passed the fiery trial of public criticism
and the university examinations with the greatest honors. Her example was soon
followed by others, and for the last ten years coeducation at this university, as well
as at many others, has been an established feature, and no more comments are made
npon the subject, at least none that are unfavorable. Even the professors, who
were most opposed to the now arrangement, confess that experience has conquered
their opposition.
In some universities they are from principle opposed to coeducation. Harvard
College, near Boston, has established a so-called annex for women students, but
refuses stubbornly to give lectures before a mixed audience ; for what reasons, the
author has not been able to find out. This annex arrangement does not give satis-
faction; it savors too much of ''second hand,'' even although the privileges are the
same as those bestowed upon Harvard proper. The women students up to this time
have shown most interest in the branch of philology, but natnral sciences gain more
and more attention and original scientific investigations by single individuals have
already been undertaken. The law schools are not attended by many women stu-
dents, but in those of medicine there have been numerous women students for quite
a number of years, and now and then some follow even the course of engineering.
But the professions whose courses are followed by women in isolated instances only
are of little consequence in the question of coeducation. When it is fully established
in future the woman's inclination will prove to be equally as good and safe a guiding
star as that of man, and there is no reasonable foundation for the apprehension that
she will follow studies not befitting her sex. • ■• •
In some places I noticed a strict separation of sexes both in respect to their seating
in schoolrooms and their marching in or out, and in most places there are separate
playgrounds for boys and^ girls. One can easily recognize the necessity of t*he latter
upon seeing that the pupils are but little supervised during the recesses. Separate
Cloakrooms are found everywhere. But as far as I could find out these trifling
arrangements were the only ones thought necessary for the sake of order and morals.
One should remember the rough material which American schools receive.
Recent immi^ants, no matter if from the east or west, and without knowing a
word of English, are received in the common schools or high schools. In the mean-
time there is something in the surrounding air that softens the uncouth nature of
the child, and at the same time as he becomes familiar with the language of his new
fatherland he imbibes the respect for his own worth as a human being and for the
rights of his comrades, which is the profoundest principle in an American com-
munity. If those from the lowest classes of the community were kept aloof and
the two sexes kept separate, would the teacher in such a case be able to bring about
such changes f * » *
It must not be imagined that all schools possess a class of clean, well-situated, well-
educated children, who might be sent to an exhibition ; but although there are schools
which use up all the energy of a teacher within a short period of time, destroying her
good humor and tempting her to use a cane, wo find that such is most often the
case in those schools where no coeducation is advocated, and where now, as in some
schools in Boston, they are afraid of introducing coeducation because wildness and
roughness seem to be their inheritance and possession.
# <* « « » « «
In America, young boys and girls associate in a friendly way together from their
earliest childhood. They have all opportunities to become acquainted in school.
• • #
I had special opportunities in the Western States to observe these natnral rela<
tions both in university cities among the students and other young people who were
following practical careers. The young girls were strikingly easy and natural in
their manners. From a moral standpoint, I discovered only healthy results from
the American coeducation. It still remains to examine its effect in a physical
aspect.
806 EDUCATION REPORT, 1891-92.
I have been much impressed in American schools (both in lower nnd common
schools) by the veakly, pale-looking children with bad carringe of the body and
much nearsightedness, judging by the distance of the books from the eyes. Bnt I
did not receive the impression that the girls looked more delicate, nor do statistics
report to this effect.
Both boys and girls snffer from overcrowded classes (being pinned down to the
desk for long hours), from bad ventilation and severe drafts, the want of play-
grounds, and one-sided mental work.
• •»••• •
Finally, I will add a remark on the economical feature of coc<1acation:
When I consider the equipment of the Ameriean high schools, ns I saw them in
most cities, and then imagine these expensive buildings doubled iu order to accom-
modate each sex separately, there arises a strong doubt in my mind. Would it be
possible to furnish these schools with expensive laboratories (not with 1, bnt with
3), with excellent microscopes, well-supplied libraries? Hardly in smaller cities,
where there is at present only one high school; however well the boys' high school
might be equipped, the girls' high school wonld no dcmbt leave mnch for improve-
ment.
COEDUCATION OF THE SEXES.
Dr. W. T. Harris.
[Eoport of Toblic Schools, St. Louis, Mo., 1872-'73, pp. 105-120.]
Previons to 1858, in our grammar schools, the sexes had been entirely separated.
Only in the primary schools and in the high schools, then recently established, had
the experiment of coeducation been made. In that year the Franklin Grammar
School was opened as a "mixed" school, and after it, one by one, the other grammar
schools were reorganized until all except the Eliot School were ''mixed" schools,
receiving into the same rooms and classes both sexes. Having had an unusually
good opportunity to watch the results, and having been educated myself partly in
''mixe4l'' schools and partly iu schools open only to the male sex — the former being
snndrv district schools iu country towns, village ''academies,'' and city grammar
schools, the latter being three classical schools or academies and a college — I felt
considerable confidence in the views then presented. My observatious had led me
to indorse the statement of Richter:' "To insure modesty I would advise the edu-
cation of the sexes together; for two boys will preserve twelve girls, or two girls
twelve boys, innocent, amidst winks. Jokes, and improprieties merely by that instinc-
tive sense which is the forerunner of natural modesty. But I will guarantee nothing
in a school where girls are alone together, and still less when boys are.'' I had noticed
that the atmosphere of "mixed" schools was desexnalized, where that of separate
schools seemed to have a tendency to develop sexual tension. A^ain,. whatever
tendency toward indecency might manifest itself was far more easily checked in
"mixed'' schools by reason of the cross fire of watchfulness which made intrigue
far more difficult to keep secret. The brothers and sisters and other relatives and
intimate acquaintances of the j^upil attended the same school, and every act was
scanned from two points of view — the boys being participant in boys' gossip, and
the girls being participant in girls' gossip, and the barriers being removed within
the precincts of the family", parents could not fail to have a more faithful account of
the behavior of their children than when isolated in different schools. Brothers and
Bisters mutually protect each other from shame. Besides this, the fact that the chief
association between the sexes in "mixed" schools takes place nnder the eye of the
teacher and in recitation, wherein the contest is purely intellectual, and where the
manifestation of mere femininity — softness and sentimentalism — would cause the
pupil to lose rank as a scholar, and where mere masculinity — roughness and willful-
ness— would mako un unattractive spectacle, leads one to expect that the tendency
of coeducation is to elevate the standard of admiration from mere external charms of
person to the spiritual graces and gifts which lie deep in the character.'
1 Recently cited from Riohier's "Lerana" by Dr. Clarke in his Sex in Education.
'The following etatements were made iu the report alladed to (1870), and I have had no oocaBionlo
znodily the views therein expressed :
"That which theory establishes and experience rerifles rosy be safely followed. The coednosti<»n
of the flexe<i within the limits of certain ages and within certain sections of the United States may
be considered approved by the twofold demonstration of theory and practice. Whether these limits
of age and place may be transccnde<l with advantage is a question for practical experiment to solve.
Theory is in favor of the extension of coeducation far be^k'ond present practice, and as a fact the lat-
ter is creeping along conservatively np to the standard ot'the former. The admiaaion of females into
i
COEDUCATION OF THE SEXES IN THE UNITED STATES. 807
But the quoetion of healthy moral tono is not the only one involved. Granting
the most favorable view of this phase of the subject, we have not yet settled the
question whether it is desirable for women to have the same course of study that
men have, nor have wo touched that other much debated question arising from
physiological differences.
Tho question of education has always pointed back to that of vocation and des-
tiny, for education is a process of preparation for an end. Thus it involves the
theory of the life sphere of tho pupil. Again, besides "vocation and destiny," there
is an "absolute state of man/' as rcstalozziaus tell us, for which every human being
has a right to educate himself and be educated. The culture of tho rational sou!,
the intellect, the will, and the aflections, is the privilege of every human being,
whether male or female. More than this, it is a duty ; and the materililism, at present
so fashionable, that finds its delights in chilling the fervor of an aspiration by sug-
gesting physiological limitation as that which should determine the question of the
cultoro of the rational soul and of participation in the spiritual heritage of the
col)«^e« and scientific institntionA, heretofore open exclusively to males, is the straw on tho moving
current, and tells what is coming. It is in accordance with the spirit of our institutions to treat
wonien as self-determining bein<!s, and as less in want of those external artificial barriers that were
bnilt np in such profusion in past timen. Wo give to youth of both sexes more privileges or oppor-
tnnUies for self-control than arc given in the Old World society. Each generation takes a step in
advance in this respect.
** Occasionally, ns in San Francisco, there is a returning eddy which may be caused by the nubal-
anced condition of society found on frontiers. Old cities like iJew York and lioston may move very
slowly in this direction, because of enormous expense roq^uired to change buildings and school yanla
8o as to adapt them to the wants of ' mixed schmtls.' In fact, tho small size of school yards in many
cities renders this chango next to impossible. Western cities take tho lead in this mattiT and outstrip
the East. Within fifteen 3'ears tho schools of St. Lonia havo been entirely remodeled on this plan,
and the results have proved so admirable that a few remarks may Vo ventureu on tho experienco which
they furnish. I wish to speak of the effects on the school system itself, and of the eflocta u^wn the
individual pupils attending.
"I. Economy has been secured through the eircumstanco that tho coeducation of tho sexes makes
it possible to have better cl.issifirntion and at the samo time larger classes. Unless proper grndiiig is
int«rfere<l with and pupils of widcl.y different attainments brought together in tho sanio clnsscH. tho
separation of tho eexes requires twice as many teachers to teach tho samo number of pupils. This
remark applies, of counie, ]>articularlv to sparsely settled d;strictf>. Tho item of economy is vciy
oonsidorabie, but is not to be coropare<l with the other and greater advantages arising.
"While it is conceded by tho opponents of coeducation thut primary (schools may bo mixed to ml van-
tage, they with one accord oppose the system for schools of a higher grade. Now, what is singular in
our experience is tho fact that onr higli school was tho first experiment on this plan for clnssi-s above
the primary. Economy and better classification wero tho controlling reasons thai initiated this oxiteri-
ment, and from tho high school tho system has crept down through all tho intermediate grades. (In
our high school tho sexes aro assigned to separate stad v rooms, and meat only for actual lecitatiou in
tho same room.) What had been found practicable and satisfactory in the highest grades could not
lon^bo kept away from the lower ones.
"II. Discipline lias improved continually with the adoption of mixc«l schools. Our change in St.
Lonia has been so gradual that wo have been able to weigli with tho utmost exactness every point of
comparison between tho two systems.
"The mixioff of tho male and female departments of nl^chool has always been followed by improve-
ment in discipTino, not merely on tho part of tho boys, but on that of the girls as well. Tho rudeness
and abandon which prevails among boys when separate at oiico givoplar« to self-restraint in tho pres-
ence of girls. The prurient sentimentality engendered by educating ^rls apart from boys — it is mani-
fested by a fHvolous and silly bearing when such girls aro brought into tne society of tho ojtposiio
sex— thia disappears almost entirely' in mixed schools. In its place a quiet self-possession reigns.
The consequence of this is a general prevalence of milder forms of discipline. Boj's and girls origi-
nating, according to nature's plan, in the samo family as brothers and sisters their culture should bo
together, so that tho social instincts may be savea from abnormal, diseased action. Tho natural
dependence of each individual upon all Iho rest in society should not bo prevented by isolating one sex
from another during tho most formative stages of crowth.
•*III. lustmction is alj«o greatly improved. Where tho sexes aro senaratc, methods of instruction
are unbalanced, and gravitate continually toward extremes that nisy^uo called masculine and femi-
nine. The masculine extremo is mechanical formalizing in its lowest shape, and tho n'.erely intellec>
tual training on its highest side. Tlio feminine extremo is tho leaming-by-roto system on tho lower
side and the superfluity of sentiment in tho higher activities. Each needs tho other as a counter-
checlE, and it is only through their union that cducatioual nietho<ls attain completeness and do not
foster onesidedness in tho pupil. Wo find hero that mixed schools are noted for the prevalence of a
certain healthy tono which schools on the separate system lack. Moro rapid progress is tho conse-
?[nence, and we find girls making wonderful advances even in nmihematicai studies, while boys seem
o take hold of literature far better for the influence of tho female portion of the class.
"lY. Intellectual development is, as already indicated, far moro sound and healthy. It has been
fonnd that schools kept exclusively for girls or boys require much moro surveillance on tho mrt
of the teachers. Tho girls, confined by tnemselves, develop tho sexual tension much earlier, tneir
imagination being the reigning faculty and not bridled by interconreo with society in its normal omi.
So it is with boys en the other hand. '^ Daily association in tho class room prevents this tension and
•nppliesita place by indifference. Each sex testing its strength witli tho other on an intellectual
fdane in the presenco of the teacher — each one seeing tho weakness and strength of tho other-
earns to esteem what is essential at its tnio value, budden likes and dislikes, capricious fancies
and romantic ideals, give way for sober judements not easily deceived by mere externals. This is the
basis of that 'quiet self-jiOBscssion' before alluded to, and it forms the most striking mark of difierence
between the girls or boys educated in mixed schools and those educated in schools exclusively for
one sex.
"That tho sexual tension bo dovelopeil as Ij^te aa posbible, and that all early love affairs bo avoided.
iB the desideratoni, and experience has showix that association of the sexes on the plane of intellectual
contest is the safeet course to secure this end/*
808 EDUCATION REPORT, 1^91-92.
race, will have exactly the opposite effect from that intended. It will produce an
asceticiBin^ proportioned to the amount of conviction occasioned by such physio-
logical doctrines, and to the consequent intensity of the recoil. If oar highest uoriu
is *' chiefly clinical/' and the mind with its culture is subordinate to the organiza-
tion of the body^ as is believed by (shall I say) a great majority of physiologists
and physicians at the present day, at the least there are very many things relating
to human history and institutions which become at once insoluble contradictions,
the nearest example of which is the evolution, in the brain organism, of the theory
in question.
One docs not need to be reminded that human history is a record of deeds done in
the cause of spiritual ideals, and that these ideals are the biises of all our institu-
tions of civilization. The deeds of history, moreover, that are considered worth
recording are most strangely subversive of physiological and hygienic laws, most of
them involving such waste of human life as to lead even the materialistic si)ectatcr
to believe that life as such is of small moment compared with some phantom idea
secreted by the cells of the brain. To such a view, human history is a record of
uninterrupted fanaticism, and the fruits of preaching the physiological gospel to
young men or young women in the nineteenth century will only produce fanaticism
of a kind that is not needed. By theso remarks one would not intend to deprecate
the study of physiology and hygiene, nor den^ the function of the brain and nerves
as instruments of manifestation, nor the application of hygienic laws to education.
One objects only to the *^ animus^' with wnich the thing is done, and to the theory
of life and mind which is implied as their major premise by certain prolific writers
on the subject, and one insists upon the doctrine tiiat mind is essential self-deter-
mination whose responsibility extends so far as commonly to make it liable for the
proper hygienic determination of the physical conditions of its manifestation. The
physiological motto should be — Know thyself, not as a product of organism, but as
a producer of organism.
In our district schools the ages of pupils range from 6 to 15 years, averaging only
10 years. In the high school the ages range from 12 to 20 years, averaging about 16.
The physiological question, therefore, scarcely affects tho district schools. But the
pupils of the high school aro just at those ages which the physiological question
touches most vitally. So far as it concerns the question of coeducation at those
ages, it is simply this: Whether the necessities of class recitation, with its regular
recurrence and steady progress from week to week, impose any conditions upon one
sex that can not be borne by it without unreasonably taxing the physical organism.
It is claimed in the affirmative that the regular work which young men perform
without injury is unsuitable to young women. '' Identical coeducation " is, there-
fore, to be forbidden. Persistence being the type of the man, and periodicity the
type of the woman, it is argued that they can not be educated togetner, nor in the
same manner. Stated in plain school language, classes imply regularity or peraist-
cnco in work, and this is injurious to girls of the ages between 14 and 20 years.
But this statement at once relieves the question of an^ special reference to cnednca-
tion of the sexes in the same school. When one can point out a plan for a girl's school
wherein there is no necessity for regular recitation and regular work, and wherein
the organization is such that three-fourths of the class do not suffer by the constant
absence of one-fourth of the class, he will have discovered a new organization,
which wise educators will hasten to adopt, even for boy's schools. For tlie average
attendance of boys on recitations is less than 75 per cent., when the schools through-
out the country are considered, although it is common for city schools to secure 90
per cent and over. This per cent of irregularity has forced educators to organize
careful systems of grading and classification, by which there may be secured an
amount of elasticity sufficient to save the regular pupil from the injurious effects of
his neighbor's absence, and likewise 1 1 save the irregular pupil from the necessity
of overwork to keep up with the former. As it is, after all has been done, the evil
of irregularity is counted the most serious drawback that we have to contend with.
But the statistics of the attendance of girls in the St. Louis high school, compared
with that of their percentage in scholarship, does not allow us to conclude that the
progress of the classes suffers on their account. No satisfactory comparison can be
made between the work of girls and that of boys; the problem involves too many
elements; not only quantity and quality of work, but a consideration of tho aims
and motives that stimulates its performance. It is safe to say that no practical diffi-
culty is experienced in the high schools on account of the larger per«cent of absence
of the girls. There are, it is true, '^ clinical cases" that form the exceptions to this
rule. Such cases, however, are no more difficult to manage in mixed schools than
in separate schools. Of course it is out of the question to adopt a system of indivi-
dual instruction for all girls between the ages of 14 to 20. It would practically shut
out from a fair education nine-tenths of the entire sex, and the remaining tenth,
lacking the discipline of class work, would not acquire a thorough education.
COEDUCATION OF THK SEXES IN THE UNITED STATES. 809
Leaving the consideration of the physiological phase of the snbject, it remains to
be considered whether the vocation of women necessitates adiffereutcourseof study
from the general one already marked ont for the primary and secondary schools.
The question of vocation again involves the physiological question and the duties
arising from particular natural functions. Under all circninstances woman's sphere
mnst include a closer relation to family life than the sphere of man does. The inter-
mediate province of civil society including the various phases of productive indus-
try through which the wants of food, clothing, and shelter arc provided may or may
not by its nature belong to woman. The third province, the state, is furthest removed
from the sphere of nurture which is the peculiar function of the family. In order to
discuss intelligently this question we mnst regard it in its liistorical evolution and
study the attitude of the sexes toward the three great institutions^ above named, the
family, civil society, the state, under the different stages of human progress.
The savage or barbarous stage of society — the ago previous to that of productive
industry, or the triumph of labor by means of division —is to bo characterized as an
age in which whatever is fixed and routine, whatever can be accomplished by patient
endeavor confined to prescribed forms or conventionalities, falls to the lot of woman.
Man is driven by the sudden and severe exigencies contingent to savage life to hold
himself in reserve for violent and temporary efforts such as leave him unfit for
routine work. War and hunting beiu|^ the necessary pursuits of man, it is necessary
to learve Co the woman what little agriculture and manufactures there may be car-
ried on.
The slow growth of peoples from the savage state is marked by the division of
labor; first, slavery appears, and its advent partially relieves woman as a sex; the
slaves of both sexes labor together at the same tasks, while the women of the free
class begin to retire within the family. From this stage on there is a growth of the
antithesis between the family and civil society. In the former (the family) is found
more and more the sphere of woman; in the latter (that of civil society), that of
man, until the culmination of the epoch of productive industry which closes the
second stage of human development or of progress in society.
P^rom the second step of development arises the third epoch, that of machinery,
wherein more is produced with less industry. Man gets emancipated from ]>hysicai
labor, but is compelled by the conditions of his civilization to compensate for it by
activity of thought. But the ideal activity of thought is the activity of man's
essence, and hence in being compelled to energize scientifically and with organizing
ideas he achieves indirectly the very highest aim of his being.
This distinction of the civilization connected with the age of machinery from that
of productive industry, in its special sense, is very important; it brings with it the
elevation of woman to more general activities, to a sphere above the tension of sex,
and above the limitations incident to peculiarities of natural organization. Not
merely the vanishing of the distinctions in spiritual life that are founded on sex,
takes place in this epoch, but the disappearance of those that are founded on caste
and occupation of race, of bftth, or wealth, altogether throughout the human
family.
In the savage state of man the vocations of the sexes separate widely into the
extremes of drudge and warrior. The education of woman in this period consistB in
acquiring a knowledge of the few arts and dexterities in the possession ef the tribe,
arts representing the whole sphere that will subsequently separate into the antithe-
sis of uunily life and civil society, while the education of savage man relates to war
and the chase, a field of activity wherein may be found the germ of the future political
organization and the directing power of civil society. Thus in this phase or life the
division of sex is the basis ot a conservative side of society (the sphere of woman),
which provides for the finite wants, such as food and clothin|^, and nurtures the
young, thns forming the internal economy. Over against this is a negative and a
destructive side (the sphere of man), which is turned against external foes and shields
societ^v from the violence of man and beast. Thus the province of man in this state
of society had its positive aspect in the fact that it marks out the channels and sets
up the limits or prescribes the forms of routine work which, as before stated, falls
mainly to the share of woman in savage life. Thus the savage man fills the roll of
the lawgiver and defender: ho deals with the general or universal interest, the state
of society as a whole, while woman deals with the particular or finite interests, the
sphere of wants and necessities.
Ascending above this into the stage of industrial civilization, we find in progress
an intermingling of the two former spheres. On the one hand the man who occupied
the position of director and defender, and who appeared in the role of the generic
or universal, now descends to the extreme of particularity, and, through division of
labor, takes on himself the limitation which is required by special branches of
industry. He descends to the particular and specific so far that he limits his whole
life activity to the creation or production of some part or portion of a product of
indnatrv th&t jnnat be joined to a hundred other parts before it becomes an article
810 EDUCATION BEPORT, 1891-92.
of any use whatever. His whole occnpation, for instance, may be that of tying threads
or of cutting off pins. Man thus limits himself, as individaal, to the finite and par-
ticular, in order that he may, through combination with civil society, make up a
concrete whole of surpassing; grandeur. In this second stage of society woman
withdraws more and more within the family and finds in it a whole — inasmuch as
each family contains a sphere or circle of duties and occupations separable from the
sphere of civil society as a whole. In the total or whole of civil society each laborer
performs some one function, however minute, that contributes to form that whole;
there is only one total — that ot the whole industrial community ; on the other hand,
in the iustitution of the family, each family Is a whole, a reflection of the general
type. On this account woman represents a generic or universal interest — that of
the totality of the family — in the second stage of historic development, while man
represents a particular interest in his functions as member of civil society. Each
woman in the family has the entire round of duties of that sphere to learn and per-
form, while the man has not to know all the trades and vocations of society, out
only his infinitesimal fraction thereof.
From this distinction between the family and civil society flows a well-defined
difference in education. While the boy is to bo educated to concentrate all his
energies in^the pursuit of one specific end— educated to limit himself in order that
he may manage with intensity offeree, and high achievement of skill, some special
department in the articulated whole of the grand process of society— the girl must
be educated to bo versatile, quick to turn from one thing to another, to bo on the
alert for emergencies and not so absorbed in a single aim as to be oblivious of any
one of the manifold phases of her entire sphere — thosphere of the family. Thus it wiil
appear that her culture in the second stage of the growth of society resemblea, in
general outline, that of man in the first stage. Since man, as savage, faced the uncer-
tain, the indefinite, and was obliged to be constantly on the alert, he dissipated his
force and utterly unfitted himself for dealing with the definite routine task and the
prescribed duty, and hence these were assigned to woman.
No writer has penetrated deeper into this relation of occupation to sex than
Goethe. He enunciates clearly the principle as ho finds it in his time, and his deep-
seeing mind catches a few glimpses of the coming epoch wherein the antithesis of
the second stage of human society is to be canceled and solved.
"Men," he makes one of his characters say, *' should wear a uniform from their
childhood upwards. They have to accustom themselves to work together; to lose
tbcmselves among their equals; to obey in masses and to work on a large scale.
Every kind of uniform, moreover, generates a military habit of thought and a smart,
straightforward carriage. All boys are born soldiers, whatever you do with them.
* * • But woman should i;o about in every sort or variety of dress, each fol-
lowing her own style and her own likings, that each may learn to tell what sits well
upon her and becomes her, and for Ji more weighty reason as well — (N. B.) becanse it
isappointedfor them to stand alone all their lives and work alone. * * * Observe
a young lady as a lover, as a bride, as a housewife, as a mother — she always stands
isolated. She is always alone and will bo alone : even the most empty-headed woman
is in the same case. Each one of them cxcluues all others. It is her nature to be
so— (N. B.) because of each of them is required everything which the entire sex
have to do. With a man it is altogether ditferent. He would make a second man if
there were none. But a woman might live to an eternity without even so much as
thinking of producing a duplicate of herself.'' In these words we see how com-
pletely Goetho comprehended the spirit of the civilization in which ho lived — a
civilization now just beginning to show signs of transition to a new one. General-
izing his statements, ho might hiivo said " when that upon which one. labors is uni-
versal, i. e., a general clement in the supply of a general want, association may come
in and the individual may limit himself to a uniform particular activity, to a trade
or special branch of a trade. But not so when the object of labor is a diversified
one, a totality of contingent particulars; there each laborer must perform all; no
division of labor can transpire within that sphere — the sphere of the family, for
example." In the spirit of his time Goethe adds: "In how few words the whole
business of education might be summed up, if people had ears to hear. Educate the
boys to bo servants and the girls to bo mothers, and everything is as it should be."
"To bo servants'- — that is to say, to subordinate and limit themselves to special,
prescribed occupations; "to be mothers " would mean, to cultivate that provident
foresight and wealth of resources constantly required in the family.
In another passage Goethe hints at thepossibility of ascending above these limita-
tions which arise from the tension of sex and which are thus presupposed by the
organization of society in his and our own age. "There is no doubt," says he, " that
in all civilized nations women in general are superior to men, for where the two
sexes exert a corresponding influence over each other, man becomes effeminate, and
that is a disadvantage; but when a woman acquires any masculine virtue, she is the
gainer, for if she can improve her own peculiar qualities by the addition of mascu-
line energy, she becomes almost a perfect being/'
COEDUCATION OF THE SEXES IN THE UNITED STATES. 811
Out of the completest realization of tho division of labor arises the conquest of
nature by machinery. In this conquest man becomes truly free and independent,
inasmuch as he does not any longer have to employ direct struggles to force nature
to yield her products in a form suitable for his use; ho no^ makes nature do this.
Fastening a machine to nature, he harnesses the elements, and thus produces an
activity whose product subserves his rational intelligence. Instead of enslaving
himself in this particular, in order to become free in the aggregate of society, he
now finds his wnole activity to be a directive or supervising activitv, and thus an
activity of thought and ideas, as well as of mechanical exertion. This third epoch
is continually arising from the second one, just as fast as the ultimatum of simplicity
is reached in any occupation and the labor-saving machine comes in to relieve the
hand.
Man thus is continually ascending into the realm of thought and directive power.
In this region there is no longer any unmodified physical nature. Ideas are neither
male nor female; they are universal. So, too, is directive power. Culture in uni-
versals is tho necessary education for it.
While in the division of labor the feminine organization has special adaptations,
and special unfitness for one sphere or another; on tho contrary, in the world of
directive activity, the special fitness or unfitness arising from sex is a vanishing ele-
ment, and there approaches an ideal wherein a concrete identity of spheres and
vocations is to be round. Not that this implies annihilation of nature and sex, but
cmly a complete and thorough subordination of them, just as now it is quito as femi-
nine as masculine to attend school and learn to read. Sex will always remain in its
narrow sphere, its modifying tone or tinge will extend into several higher spheres;
but in science, in religion, and art its effects will be scarcely traceable. And the
ascent from direct manual labor to directive labor, through the introduction of
machinery, is accompanied with such increase of productivity in labor as practically
to lift all individuals into easy circumstances, having most of their time for higher
pursuits.
To the mere animal, sex is the most important fact of his existence, and with good
reason, for he lives only in the species, and does not possess individual immortality.
A conscious being is, by tho fact of consciousness, elevated abovo the sphere of sex,
and becomes immortal as individual.
To sum up the views here advanced, there seem to be three epochs in education
derived from tho changing status of tho sexes toward each other as determined by
vocation :
1. There was tho condition of women in tho savage state when division of labor
within civil society existed only in germ, and the functions of family nurture and
of providing food and clothing and shelter — tho sphere of productive industry and
civil society — belonged to women. Man ^ave his whole attention to defense, the
province of the State, and the police function. Ue also hunted in the forests for a
supply of meat. Hunting was partly industry, partly defense f^om wild animals.
2. Out of the savage state rises tho epoch wherein civil society becomes fully
developed, the era of productive industry and division of labor. The nation takes
the place of the tribe, and frees man from perpetual police service. Ho settles into
productive industry, and as he occupies civil society, woman retires within the
family. Persistency is the typo of laoor in civil society. Periodicity the type of
labor in the fainily ; ^petition of the same thin^, concentration upon one thing, the
characteristic of labor in the industries; diversity and versatility tho characteristic
of the labor within tho family; engaged this hour preparing tho breakfast and,
washing the dishes; tbe next making the beds and sweeping the rooms; the nextf
cleansing and mending the clothing; tho next knitting or weaving : the next, and at
intervals the whole day, attending to the myriad wants of childhood. The labor
within the family is as diversified as in civil society, and could be improved in skill
by division of labor ; but it does not admit of division of labor to the same extent.
The woman prepared for tho life of the family would therefore seem to need an
education which would give her versatility, whilo tho boy should have an education
which would fit him for infinite concentration upon ono thing. The girl should be
educated to stand alone and to work at tho connising variety of tasks in the family.
But tho boy should learn to work in combination with others, to subordinato himself
as a member of an organization.
For the second stago of social development, therefore, persistence and periodicity
would seem to characterize, respectively, the spheres of labor of men and women.
3. But this phase of civilization is not the highest and final one. Out of the
extreme division of labor arises tho possibility of machinery. When labor is divided
80 minutely that each branch of it consists in a simple movement of tho hand, arm,
or body, tho human intellect contrives a cunning mechanism and harnesses some
natural power to it, perhaps water power or steam power, and straightway he
becomes a niere manual laborer— a supervisor. From a slave ho becomes a master.
Tho machiue gets thrust in everywhere between the human hand and tho raw mate-
rjaJ Moro than this, the intellect contrives combinations, and complicated machines
812 EDUCATION REPORT, 1891-92.
grow out of simple onea. The human being becoming more and more powerful,
again, physical force is less and less needed in the supervision of the machines. Ver-
satility and agility come more and more into play. The female is needed again in
the industries, and sh% comes back to tend the power-loom and to make Waltuam or
Elgin watches. In the third and highest period of industrial development, there-
fore, where physical strength is less and less in demand and alertness more and
more in demifnd, woman's sphere comes to be common with that of man, and she
needs an education in the sciences, arts, and accomplishments necessary to the
man. Besides this the realm of proauctive industry and division of labor, aided by
labor-saving machines, encroaches upon the domain of special labor confined within
the limits of the family and conquers one after another its drudgery, and reduces it
to a general branch of industry. The power-loom, the sewing aucfknitting machines,
the washing machine, the baker, the tailor, the manufacturers of preserved and pre-
pared food, etc., are rapidly emancipating the slavery inside the family. We can not
Ignore the effect of great social changes arising through the invention of labor-saving
machinery, and the consequent aggregation ofpopulation into towns and cities where
cooperation may be availed of. Out of social changes arises the necessi ty of modifica-
tions in our systems of education. The demand of women for eqnal advantages in edu-
cation with men is not a mere temporary demand arising out of the seutimeutalism
incident to the epoch, but only an index of the social movement that underlies our
civilization. The demands on the woman of the present day are such as to compel her
to educate herself in science, art, and history. Her natural proclivity to versatility and
alertness of mind fit her in a peculiar sense lor the sphere of teacher of children . Their
arbitrariness and caprico can be best watched and foiled by her. Their feeble strength
demands intormittence and periodicity, and their training must, above all, be gentle.
To enter into the spheres of productive industry opening for her ; to assume the place
of director in the management of the family economy now offered her in exchaujge
for that of drudge; to fill her sphere of nostess and conversationalist in polite
society ; to fill the sphere of teacher iu the school; to enter into the literary domain
recently conquered by such writers of social novels as George Eliot and George Saad,
or into the art domain of music and the drama, con(}uered long since; all these con-
spire to demand for woman discipline, insight, and information, studies such as are
necessary to initiate man into the ** conventionalities of intelligence.'' The demand
for the same course of study is paramount, that for coeducatiun subordinate, although
of considerable importance.
THE COEDUCATION OF THE SEXES.
" By Dr. E. E. White.
The coeducation of the sexes has become one of the live questions, and the argu-
ments pro and con are numerous and various. One of the arguments against educa-
tion is based on the difference between the male and the female mind. Itis afiSrmed
that the minds of men and women differ, and it is inferred that this difference neces-
sarily demands a difference of education. Is this inference a necessary consequence
of the fact affirmed f Let us see. The physical organization of the two sexes is
diverse. Does it follow that they require a diversity of foodf Boys and girls sit at
the same table, eat the same kinds of food, and breathe the same air, and their
bodies are equally well nourished and strengthened. The mere fact of mental diver-
sity no more necessitates a diversity of education than physical diversity necessi-
tates a diversity of food and air. What must be shown is, that the mental differ-
ence of the two sexes is such as to necessitate a difference of education, and this
necessity must be proved^ it can not be inferred. It is not axiomatic. The fact
that there is sex in the mmd does not necessitate sex in courses of study and instruc-
tion.
Equally defective is the argument against coeducation based on the diversity of
pursuit and mission. It is affirmed that the sphere of action of men and women as a
class is diverse, and it is inferred that they conseq^uently require a different prepara-
tion, and hence a different education. Are these inferences necessary consequences f
Why may not diverse minds derive a diversity of preparation from the same course
of education? Almost every family is an illustration of the fact that different per-
sons receive different influences and advantages from the same surroundings and
circumstances. The oak and the elm grow in the same soil. The sameis^ruein
education. The two sexes derive a diversity of preparation from a like course of
study, each eliminating and appropriating according to its own law and its own
life's needs and duties. This argument is eminently absurd when applied to ele-
meutary and general education. The fact that a boy is to do a man's work iu life,
and a girl a woman's work, hardly proves that they should not study arithmetic,
geography, and geometry together. When applied to special or professional educa-
COEDUCATION OF THE SEXES IN THE UNITED STATES. 813
lion the argument may have weight. Moreover, the difference in man's and woman's
sphere of action may require a difference of education, but this is precisely the fact
to be established.
The argument against coedncation based on the difference in the physical strength
and endurance of men and women is more logical. If it be a fact that women, as a
class, have cot the necessary physical stamina to endure a course of education as
thorough and extensive as men, then it follows that women, as a class, must receive
an education less thorough and extensive than men, as a class, arc capable of receiv-
ing. Bnt it does not follow that the education of women should be less thorough
than that which men are receiving ; nor does it follow that women who are physically
capable of competing with men in the highest culture should be denied the privilege.
But where is the average limit of woman's physical capacity in education f So far
as our common schools, high schools, academies, and normal schools arc concerned,
this limit has not been ascertained. In these grades of study she does her work as
easily as her brother, and equally well, though not precisely in like manner. If her
inferior physical strength practically limits her educational progress such limitation
must bo found in the college or university course, and this fact can only be settled by
experience. It does not fall within the scope of logic.
It will be noticed that we do not deny the facts which form the premises of this
triple argument against the coeducation of the sexes. We admit that the intellec-
tual, moral, and physical natures of men and women are not precisely identical, and
this difference may be sufficiently marked to justify some diversity in their higher
education. While we would give a daughter an education every whit as thorough
and complete as a son, we are not sure that we would have their education in every
respect precisely the same. The diversity would not, however, be sufficiently great
to necessitate their attending separate schools. Whether all our colleges and pro-
fessional schools should be opened to men and women alike, we are not prepared to
decide. We would like to see enough of them so opened to afford the women of the
country the highest educational advantages; and yet, could our word do it, we
would, in addition to the Oberlins and Michigan universities for both sexes, endow
Harvards and Yales for women.
We feel sure that such institutions would be attended by many more women than
the mixed colleges. Experience indicates that but few women, comparatively, wish
to take a regular college course. Oberlin, and a few other colleges, have for years
welcomed women to their classes, but very few have availed themselves of the advan-
tages offered. Meanwhile, Vassar and other higher seminaries for women have been
well attended. There seems, at least, to be little danger that the opening of college
doors to women would overcrowd college classes. A few girls, possessing as a class
superior abilities, would be added to the class rolls. What will be true in the future,
when woman's pursuits and mission are enlarged, we can not say.
We intended to notice the logic of several of the current arguments in favor of <
coeducation, but a want of space forbids. Suffice it to say that the non sequitura are '
not all on one side. The logic that can jump from the fact that boys and girls are !
bronght up together in the family to the conclusion that the sexes should be simi- '
larly associated in boarding schools will not pay puncturing. It is sufficient to say ^
that there is not a higher institution in the country that adopts, or can adopt, the unre-
stricted freedom and social community of the family. This sort of talk is, however,
a good deal better than the clap-trap which denounces colleges for men as ''relies
of barbarism." Such a performance requires neither brains nor sense. The truth is
the universal coeducation of the sexes is, to some extent at least, a question of moral
elevation and enlightenment. There are evident advantages in bringing together
young men and women of high moral character and refinement in the same institu-
tion, and even under the same roof, but such an arrangement would hardly do in
Peru or Mexico, since the essential condition would be wanting. We are not sure
that it would work well in all the institutions of this country. The arrangement
requires an all-controlling and vitalizing moral and Christian influence, and where
this \a wanting coeducation, involving coboarding, is a doubtful good ; at least there
are two sides to the question. We would give every woman the opportunity to
acquire the highest and best education possible, and leave experience to settle the
rest. (National Teacher, June, 1872, pp. 214-216.)
The organization of the high schools of Boston natorally meets with
approval from the opponents of coeducation. On this side must be
included the late Dr. Philbrick, whose superintendence of the Boston
schools ' forms one of the most important chapters in the history of
educational administration in this country. Dr. Philbrick regarded
the specialization of the high schools of his city as the eud of an evolu-
'From 1857 to 1874, inclusive; also, 1878-1878.
814 EDUCATIOISI REPORT, 1891-^.
•
tionary pro^^reasiou which had already been attained in the "jnost
advanced educating countries." His position is shown by the follow-
ing citations froin a circular of information published by this office in
1885. The reader should keep in mind the statement by the present
superintendent of the Boston schools as to the status of the high
schools,^ and also that of the superintendent ot Salem schools,^ to which
Dr. Philbrick refers. In respect to the foreign precedent, it should be
remembered also that provision for higher education of women has not
yet been developed in the German States, which alone are mentioned
by Dr. Philbrick, and consequently their example has really little bear-
ing upon the question before us.
[Circolar of InfomiAtlon of the U. 8. Baroaa of Edacation, No. 1. IK85.]
CITY SCHOOL SYSTEMS IN THE UNITED STATES.
ny John D. Philbbick, ll. d.
We have seen that jn Boston the foundation of the high-school system was began
by a specialization of institutions instead of a specialization of courses within an
institution. In harmony with this method a separate classical hish school for girla
was opened in 1878, although this plan was opposed by the friends of coeducation,
who urged as a substitute the admission of girls to the Latin school for boys. In
the meantime the first high school for girls, above mentioned, having been set up in
advance of public sentiment, had a short life, being abolished under the leaa of
a very eminent and public-spirited citizen, who represented the aristocratic senti-
ment, which is always anxious to keep the education of the people within pretty
narrow limits. A quarter of a century later the establishment of a city female nor-
mal school was immediately followed by the demand of the people for a girl's high
school. This demand was met by the makeshift method of reorganizing the normal
into a girl's high and normal school, the result being a good high scfaooland a poor
normal school. In time the specializing process took the poor, pinched normal
department out of this double organization and organized it into a separate school^
which soon became vigorous and efficient. We find here also another interesting
illustration of the process of specialization in the development of the high-school
svstem by the annexation of adjacent municipalities. The Boston system was by
this meaus increased by the addition of 5 liign schools, mixed both as to sexes and
courses; and, besides, the old, endowed Boxbury Latin Grammar School above
aUuded to, was opened to the inhabitants of the whole city as a free classical school
for boys.
The annexed mixed schools were allowed to remain mixed as to sex bat their
courses were unified in conformity with that of the English high school, the ele-
ments of Latin, however, still being permitted in addition for the local conven-
ience of beginners in the classical course, who must later go to the central Latin
schools in order to complete the preparation for college. At the same time an
advanced course of two years was added to the original course of three years in the
central boys' English high school and in the corresponding school for girls, to which
the graduates of the local high schools were admitted, and, finally, a new high school
of the local type has been recently established to accommodate the inhabitants of
an outlying district of the city.
The system as it now stands then, exclusive of the free corporate school above
referred to, consists of 6 local mixed schools of the lower order and the 4 central
schools of the superior order, a classical and a uouclassical one for each sex.
This central group of 4 high schools may be regarded as the normal type of
high-school organization. It is in harmony with the organization of secondary edu-
cation in the most advanced educating countries, which educates the sexes in separ-
ate schools and provides separate classical ana non classical schools for boys, of
which the representative types are the German gymnasium and the Realscbule.
Considerations of economy will prevent this specialization in the small cities. In
the largest cities, as we have seen, the progress towards this specialization is already
considerable, and the history of education justifies the prediction that it will con-
tinue to advance in proportion as the inhabitants comprehend what is best in educa-
tion and demand it for their children.
The ancient and cultured city of Salem is the only city where a fair trial of the
specialized and doubly mixed systems has been made. The former was tried first
> See pp. 787, 788. » See p. 78D.
COEDUCATION OF THE SEXES IN THE UNITED STATES. 815
for many years ; it was exchanged for the latter, twenty-five years ago, to save
expense. The result has not heen satisfactorr^ and a movement is now on foot for
restoring the specialized s^'stem, which is said to meet with no serious opposition,
exc-ept from the economical point of view.
But the specialization of the high-school system in onr lar^o cities is not to stop
here. We see already that Baltimore has incorporated into her system an institu-
tion for higher education, patterned after the corporate manual training high school
at St. LfOuis. It seems quite prohablo that high schools of this kind, with such mod-
ifications as experience may suggest, will be established in all the princi|)al cities.
Such a school will, no doubt, meet the wants of a certain clas» of pupils, but if
adopted it should bo in addition to the standard types of classical and nonclassical
high schools, and not as a substitute for either of them. And the reasons for estab-
llshini^ a supplementary high school of this kind for boys hold eaually good for
est£.blishing a correspoLding school with appropriate hand work for girls. (Pp.
24-25.)
« « « w • » «r
Free secondary education having now become a fixed fact, attention in the future
will naturally be given in larger proportion to the work of perfecting its organiza-
tion and management, so as to adapt it more completely to the wants of all classes
of citizens and render it au instrument of the greatest possible good, accompanied by
the least possible evil. In my view, the evil connected with the high scho<)l which
most 2cu(Uy calls for a remedy is the harm which it is doing to the health of tho girls
who attend it.^ This evil is not of recent origin. It dates back to tho time when
girls were first admitted to high schools; it is not limited to any particular descrip-
tion of high schools ; it is found in both small oues and largo ones, iu separate schools
and mixed schools. Nor is it restricted to any one region or section of the country ;
wherever there is a high school, there the evil is found, and there the application
of the remedy should begin. Of course, the harm inflicted has its degrees.
There may be schools under very Judicious management of parents' committees,
superintendents, principals, and teachers where the injury to the health of girls has
been reduced to a minimum. I am not aware, however, that such a school has
como under my observation. On the other hand, there is a large number of schools,
among which arc some of tho most noted iu the country, where the injury inflicted
upon the health of tho female pupils is a very serious evil. What I mean is
precisely this: That the evil of which I am speaking is general in our high schools
and that the reform in this respect should be general ; not that the evil reaches every
individual pupil, but that it aifects injuriousfv some pupils even in the best schools,
and a largo percentage of the pupils in that large class of schools where, as yet,
hygiene is only a word and not a reality. In justice to the public high schools, it
should bo said, however, that tho evil is not confined to them. It is quite serious,
if not more so, in the wholo body of thoroughly organized institutions for the higher
female education.
The causes o€ this evil are manifold. The following are some of them : Injudicious
application of tho marking system; ii^udicious system of examinations; too many
studies; too many homo lessons; an injudicious method of teaching, which con-
founds thoroughness with oxhaustiveness ; too much pressure to secure punctuality
and regularity of attendance; rolls of honor printed iu annual reports; comx>etition
for honors and medals; too long abstinence from substantial food and nourishing
drinks; bad air; cold drafts; too many flights of stairs. These manifold causes
suggest tho manifold remedies. Tho remedies can be more easily and effectually
applied in separate schools than in mixed. To remedy the evil in question effectu-
ally in mixed schools without too great laxity towards the boys is no easy task.
Higher female education has como to remain. It is a new element in modern civili-
sation. It is a great boon. It has been attended with a lamentable evil which has
largely offset its blessings. Let the remedying of that evil be one of tho chief tasks
of all earnest promoters of higher female education.
BOSTON SCHOOIi DOCUMENT NO. 19—1890. •
ALAJOJarr ANi> Minokity Rbports of the Spkcial Committkk ok the Subject
OF COSDUCATIOX OF THE SEXES.
MAJOBITY RErORT.
Is School Committee, September 9, 1S90.
"Mr.
aider audi report upon the subject
to futuxo achool buildings,''
818
EDUCATION REPORT, 1891-92.
Schools.
Kaniber of
ieachora in
favor of or op-
posed t4> coedu
cation.
Mas-
t«n.
ORAUMAR SCHOQIJB— con-
tinned.
Dudley
Dwignt
Eliot
Emerson
Kverc^tt
Franklin
Frothingham ...
Gaston
George Putniun.
Gibson
Hancock
Harris
Harvard
HiUside
Hugh O'Brien..
Hydo
Lawrence
Lewis
Lincoln
Jewell
Lyman
Martin
Mather
Minot -•
Mount Vcmob . .
Norcross
PUilUps
Pierce
Prescott
Prince
Quincy
Kict
Sherwin
Slmrtletr
8toughton
Thomas N.Hart
TiloHton
Warren
Wells
Winthrop ,
Yes
No.
No.
Yes
Yes,
No..
Yes.
No.,
Yes.
Yes.
No..
Yes.
Yes.
No..
Yes.
No..
Yes.
No..
Total
Yes.
Yes
Yes.
Yes
Yes.
Yes
Yes
No.
Yes
Yos
Yes
Yes
Ye.s
Yes
Yes.
No..
Yes.
Yes.
No..
Teach-
ers.
u
o
>
11
9
4
8
4
o
6
a
u
9
A
V
e
s
3
4
14
4
6
14
12
■»
5
8
5
1
ii
T
13
13
2
7
4
4
11
12
5
8
4
5
11
7
6
1
3
1
5
2
3
6'
lo'.
lo;.
11 .
12.
14
6
2
14
lo:
1
2
13
8
8
2
16
2
1
421
254 62
Nomber of
classes com-
posed of—
Sex of pnpila
attenoing.
Boyi
do ,
do
Boys and girls.
Gifls....r.....
...do
Boys and girls.
Girls
Boys and girls .
. .. .do
GirU
Boys and girls.
do
Girls
Boys and girls.
Girls
Boys
Boys and girls .
Boy* 7.....
Boys and girls.
...do....*....
...do
...do
...do
...do
Girls
Boys
Boys and girls.
...do
...do
Bo^'S
...do
...do
Girls
Boys and girls.
Boys
Boys and girls.
...do
Girls
...do
14
13
20
5
18
6
11
1
u
8
14
14
12
12
7
h
13
14
15'
11
11
12
6
14
208
10
16
5
a
m
>%
o
Average ago of papila
in the —
First class.
s
5
12
7
13
8
12
13
» • •
10
7
7
6
10
10
If
ia*3
15-8
14 -11
15-1
X4 11,
14-0
15-2
14-8
15
15-5
14 S
15 2
14
15-1
15-7
14-6
15-4
15-9
15
9
3
13
18 242
14.11
15 1
15-6
15*5
14-6
15-5
14 11
le
16
15 11
15*4
15 11
15
7
10
2
15
14
15
15-6
16-6
15-3
15-8
15-2
15-3
16-2
18 1
15-2
15-2
15
15-3
15-2
16-2
14.11
14*10
14-7
15-6
14*4
15 1
15-2
15-7
15-4
15*4
Socond
class.
I
J9
O
13-7
15-1
14-2
14-7
14*8
13-5
14*4
14-10
14 10
14^
14*1
14-3
13
14-2
14-6
14-7
14*8
14-6
14-10
ii'e'
13-8
14 1
15
13-9
14-5
14*9
14-1
14-3
13 11
14-11
18-5
14-7
14 U
14-6
14 11
13 -•
H"*
14
15-2
14-7
14-4
M-S
14 -«
14 -e
14 -a
14-10
14
14-6
14 1
14-8
14-8
14
16-7
14-10
13-7
14-2
15
14-3
14-8
Tlio foregoing tablo shows:
Masters in favor of coeducation
Masters opposed to coeducation
Masters undecided or favorable in part
44
14
7
65
Teacliers in favor of coodacation 422
Teachers opposed to coeducation 254
Teachers undecided 51
727
It will be observed by the above that the masters who are opposed to coedncation,
with but one exception, have charge of either boys or girls alone, while the excep-
tional master, having boys and girls, has unmixed classes. ^
COEDUCATION OF THE SEXES IN THE UNITED STATES. 819
SUMMARY.
Snperrisors
MasterM
Teachers
PrpaiilenU of colleges and profcMors
Superintendents
Keverends
Flijaieiaua
Total
In favor.
Opposed.
3
44
14
422
2&i
12
a
18
1
37
9
20
10
565
291
Of the 254 teachers opponed to cooducation^ 122 are teachers of girlM alone and 109
mstructors of boys only. They may bo considered ex parte in their views, and shoald
be rule<l out.
It appears that certain opponents of coedncation have, by an acquired iuterest in
teaching boys or girls alone, warped their minds into the belief that the sexes 8hould
ho separated, while others, throagh a lack of knowledge which experience gains,
conclude theoretically that coeducation is wrong.
To teach boys alone requires far more concentrated energy, will power, and nerve
force or tension, than to teach girls, or boys and girls. The onl^ advantage in hav-
ins the sexes separated may be to give inferior teachers easy positions in girls'
sehools. This is not intended to indicate inferior teachers in our schools devoted
alone to girls, for the masters of such schools are as anxious as any to gain the best
teachers the State affords, but it is a fact that certain masters of mixed schools have
separated boys from ^irls in order to aid inferior teachers.
A very large majority of the opinions gained coincide with the views entertained
by n majority of your committee. The committee recommend the passage of th^
joUo w ing orders :
1. Ordered, That the normal school be so arranged that young men may enter and join the young
women in the sanio coarse of study.
f . Ordered, That the boys in ths Latin and English hieh schools, and the girls in the girls' Latin
and high eehoolA, be united in mixed classes as soon as practicable.
S. Ordered, That the grammar schools in districts where tiio boje are tanght in differei t build inn
from the giris be arranged for mixed classes as speedily as the necessary changes in the buildings wul
warrant.
4. Ordered, That in the grammar-school buildings where boys and girls attend, but where the boys
are taught in separate rooms from the girls, the cwnge be made by having mixed claMses.
£. Ottered, Thst all nowl^y erected boiidings, and boUdings to be erected, be ananged for the
coeducation of tho sexea.
.1. P. C. WlXSHIP.
Emily A. Fifleld.
MINORITY REPORT.
The undersigned, a minoTity of the special committee on coedncation, unable to
agree with the conclusions or to support the recommendations of the majority of the
committee/ respectfully submits the following report:
It is not deemed necessary by the minority to traverse the whole subject of coedu-
cation of the sexes. The subject has been so fully and frequently discussed in recent
years that the opinion of those interested is undoubtedly already formed. Indeed,
as to the wisdom or unwisdom of educating together boys and girls, or young
women and young men, it does not seem probable to the writer that there w^ill ever
be any substi^ntial agreement. It is one of those questions about which there will
always be wide differences of opinion, according to personal experiences and the
conditions of population in different localitif'S.
It is eas^*^ to see that in small and homogeneous communities the conditions are
entirely different from those obtaining in large, cosmopolitan cities; and looking at
the subject from the point of view of the parent, it is obvious that while in certain
localities where iho population is homogeneous a parent will unhesitatingly send
his children to a mixed school, he would be unwilling to do so if ho lived in a com-
munity where the conditions of population are quite different.
In small towns and villages economic reasons seem to muke mixed Bchools neces-
sary ; but in cities the question of expense in mnintniuing sepamto schools for the
sexes is not an issue, and in such places it would seem to the minority a manifest
injustice to compel a parent to send his children to mixed Bchools, if he strongly
objected to doing so. Unless, therefore, it can bo shown that there is a principle at
stake — that it is unjpst and wrong to separate the sexes — expediency would cer-
tainly dictate that the wishes of a very large proportion of this community which
does not believe in mixed Achool^ gboulcL bo respected.
820 EDUCATION REPORT, 1891-92.
For uiany years it has been tho wise policy of this city to maintain separate
schools for boys and girls aft-er they have passed the primary- school age, except in
the suburban districts, where for financial reasons tho local mixed high schools and
some of the mixed grammar schools have been retained ; but as it is allowed that
suburban high-school pupils muy attend the large city schools where the sexes are
separated, provided the parent so desires, it would seem that our present policy is
an eminently fair one, and that it should not be changed, as recommended by the
majority of the special committee, unless it can be shown that to separate the sexes
is wrong, unjust, and unwise.
Does the repcrt of tho majority show thisf The statistical evidence of the report
seenia to tho minority of little worth, for the reason that while a very large proportion
of those interested in changing an existing state of affairs is always active to accom-
plish their object, those who are nut in favor of a change seldom take the trouble to
defend the status quo until they are driven to do so.' The minority has made no
attempt to collect statistics others than those ])resented ; but he ventures to predict
that if such changes as the majority recommend were found to be seriously thought
of by this board, a flood of remonstrances would be forthcoming, not from other
States and country towns, but from our own educators and from parents of this
city, which would make the majority's statistics seem futile indeed.
Largo numbers of letters have been received from teachers iu favor of mixed
schools chiefly on the grounds that it is easier to maintain discipline when boys and
?;irls arc together, and second, that the influence of the sexes is mutually salutary,
n regard to the irst supposed advantage, the minority would reply that a good
teacher has no difficulty in maintaining discipline in separate schools, in witness
of which statement attention is directed to the central high and Latin schools of
this city, iu which the sexes are separated. As to the beneficial influence of boys
and girls on each other, there is a difierence of opinion. That there are certain
mutual benefits in the association of the young of opposite sexes, under judicious
supervision and under proper conditions, no oue can deny: but whether the judi-
cious supervision and the proper conditions are generally obtainable in public
schooU is another question; furthermore, it remains to be shown whether the sup-
posed advantages of association in schools are not by far overbalanced by certain
evils of such association.
A favorite argument of those who favor mixed schools is, that as brothers and
sisters are brought up together in the same family, boys and girls should not be
separated when they go to school. It seems idle to take time to consider this argu-
ment; it is enough to point out that parents who delight in the brotherly and sis-
terly relations of their own children may naturally prefer to have some choice in
their children's associates, and may be unwilling that their sons and daughters
should mingle freely in the mixed public schools with children of opposite sex.
There are those who take the position that, as marriaflce is the ultimate destiny of
most boys and girls, they ought to be given an opportunity of meeting each other
in early life in order to enable them to understand each other better, and thereby to
make their choice more intelligently. To all this the writer would reply that the
duty of the State is to educate her children in the public schools in the branches of
common-school education, and not to provide for social intercourse between the
sexes, however desirable that may be.
The proper place, in the opinion of the minority, for the young of both sexes to
meet and to learn to know each other is in the home and in the smaller circles of
social life, under the eyes of judicious parents and with their approbation. The
responsibility of the maintenance of proper relations between the sexes, then, rests
where it belongs — with the parents and not with the state. If it is argued that
whether boys and girls attend the same school or not they are sure to meet and
associate more or less out of school hours, the natural reply would be that wise par-
ents control their children out of school and restrict their associations In accordance
with their own judgment.
It is stated or implied iu tho majority report that a certain injustice is done to
girls by not allowing them to attend school with boys, The writer fails- to see the
truth of this implication; so far as his knowledge of our schools goes the curriculum
is the same in all our schools of similar grade, except that girls are taught sewing
and cooking, while boys are given lessons in the use of tools. If the implied injus-
tice consists in withholding itoto. girls the stimulating influence of good boys, let
Hs be thankful that they may thereby escape certain evil influences of bad boys.
That the writer may not be thought to overestimate the possibilities for evil in
the mixed school, let him state briefly the result of his personal experience. He
passed through all the grades of tho public schools and was graduated from the
nigh sc hool in a flourishing suburban town, where tho schools were second to none
' Thcro woro sent to physicianH, who are largely opponed to coid neat ion, 165 circular letters of
iziquiry ; out of this nurabci- replies were receivca from only forty-eight; so that the minority r«p<vt
can liardly be said to correctly represent the opinions of tho medical profession.
COEDUCATXON OP THE 8EXE8 IN THE UNITED STATES. 821
in the State, and where the teachers were faithful and judicious. Even in the pri-
mary schools^ but more especially in grammar and hiu^h schools, words and actions
came to his notice that ho good boy or girl could hear or see without blushing.
There were, so far as he knew, no overt acts of positive immorality ; but in addition
to much foolish flirting and frivolity, there were not infrequent instances of outrageous
offense against good manners and morals. It did not appear that any of those
offenses could have been prevented by the teachers ; but they could not have occurred
in schools where the sexes are separated. Passing from this atmosphere it was the
w^riter's happy fortune to enter one of our Boston schools, of which we all are proud,
the Boston Latin school. In his three years' experience in that school there was a
conspicuous absence of anything of a low or immoral nature, and the contrast with
his former experiences was as refreshing as it was startling. Can it, then, be won-
dered at that when some thirteen years ago it was sought to admit girls to this
school the writer united with other alumni and did all in his power to avert such a
cntastrophef The minority would certainly not imply that tuo pupils of our pros-
perous girls' Latin school could possibly be guilty of any impropriety of conduct
if sent to the boys' school; but he wishes to express in the strongest way his belief
that schools are places in which to educate the young, that all possibilities of harm
should be kex)t out of them, and that there should be in them no sexual distrac-
tions.
There are other objections to teaching the young of both sexes in the same schools
besides those based on moral considerations : but the minority does not consider it
necessary to dwell upon them. Much conld be said of the unwisdom, considering
the differing aptitudes and mental attributes of boys and girls, of teaching both
sexes after the same methods, even if the studies pursued are identical. Mucn, too,
could be said of the unhealthful rivalries between boys and girls, and of the baneful
stimulus to delicate girls to overwork their minds at times when they should be
allowed to rest. But enough has been said, it is believed, to show why the under-
eiged can not support the changes proposed by the majority, and to warrant him in
recommending to this board that no action be taken in the direction of coeducation.
CuARLBs M. Green.
The report embodied also numerous and copious abstracts from replies
to the circulars of inquiry ; selections from these are cited here and in
subsequent pages, though not in the order or position that they occu-
pied in the original document. In making the selections the purpose
has been to supplement opinions recently expressed by statements rep-
resenting different experiments or a wider range of interests. The cita-
tions immediately foUowing are (1) from supervising officials, pub-
lishers and editors whose observation and experience have not been
limited to Boston, and whose opinions have weight throughout the
country. (2) Teachers whose opinions have been formed in fche imme-
diate conduct of the policies between which choice is to be made. The
arguments which the teachers advance are not new, but they are
accompanied by professional experiences of greater value than opin-
ions, experiences that teachers seldom attempt to formulate, but which
are no where else attainable. (3) Clergymen who are of all men most
thoroughly acquainted with social influences and tendencies. (4) Wel-
known writers on social ethics.
Citations from the Boston School Document.
Opiniofia of superintendenta, supervisors f and teachers,
supervisors.
I was subraaster in the Adams school from 1856 to 1864. At that time, as now,
both sexes were educated under the same roof, bnt not in the same classes, f
requested the master (Mr. P. W. Bartlett) to allow me to 1 ry the experiment of teach-
ing both in my room. Previous to that date (about 1858-'59) the hoys and girls were
mixed in the first class only. My request was granted, and the experiment was so
811 cceas fill that soon it was the common practice in other schools. Of late years I
have watched the high schools in the outlying districts, where boys and girls study
^ ^**^ *-'f" *^® same rooms, and I feel sure that the results are very satisfactory.
I »ni Ueartily in f^^^^ ^^ ^jj^ coeducation in well-disciplined schools.
R. C. Metcalf.
822 KDUCATION REPOBT, 1891-92.
I beliero in coeducation of boys and girls. The mnttial infltience is refining and
strengthening to both. The natural emulation is a healthy stimnlns and motive to
stndy and tlionght. The moral cifect is purifying and elevating, making the rela-
tions between them less artificial and giving each a true appreciation of the other,
leading to juster comparisons of the sexes and more hearty respect and good will on
both sides. Coeducation corrects some of the most troublesome incidents of school
discipline and throws increased interest into school work ; it also develops symmet-
rica] ly and naturally the social feelings and cultivates courtesy and helpfulness in all
the relations of life.
Louisa Parsons Hopkins.
Ank Arbor, Mich., May 5, 1890.
In our Western schools — grammar and high schools — we know nothing by experi-
ence of separate education of the sexes. Our pupils are all treated exactly alike,
have the saiue course of study, the same teachers, recite in the same classes, have
the same questions in examination, and participate in the same public exercises.
Tliis is true up to and through the high school.
In the high school there is this degree of separation : The girls have their own
"session rooms," presided over by women ; and the boys, their own, presided over by
men; but in all school work the sexes mingle.
In the junior and senior classes of the h^h school the pupils have class organiza-
tions, partly literary, partly social.
These class organizations make arrangements for occasional class social entertain-
ments, which are held^ by invitation, at the homes of class members. No evil seems
to develop from any of thes^ mterminglings of the boys and girls, while their gen-
eral influence upon each other seems to be salutary. Especially is the presence of
genteel, cultured girls a great benefit to some of the boys, in restraining, softening,
umanizing them.
Wo believe that boys and girls were intended to be brought up together in families,
educated together in schools, and yoked together in the same nelds of duty and
usefulness in the world.
W. S. Perry,
Supenniendent,
Philadelphia, April 30, 1890,
In the Philadelphia public schools the sexes are educated separately, not only in
the high schools, but, with few exceptions, in every grade of the elementary schools.
Public sentiment is, however, gradually changing on this question. My own con-
viction is that boys and girls can be taught to better advantage in every way together.
Experience shows this to be the case, and coeducation is becoming universal through-
out this country.
J AS. MacAlistcr,
JSuperin ten dent.
Cleveland, Oiiio, May f , 1890.
Formerly the practice in this city was to separate the sexes in all the grades, from
the tim«) of eut«ering the school until the pupil left school, except in instances where
the smalluess of the school rendered it too expensive to so conduct the schools. Pupils
of both sexes wore obliged to recite together in the same room in the high school,
and in many cases were obliged to be placed in the same general session room, the city
having but one high school building on each side of the river. No bad effects what-
ever resulted from this coeducation method, but rather the reverse. As rapidly as the
old ideas could be overcome, the coeducation of the boys and girls in all tue grades-
high, grammar, and primary schools — was introduced. For the last fifteen years at
least the coeducation plan has been uniformly followed.
I have no hesitation whatever in commending it to all who are interested in the
question, either practically or theoretically. No bad results have followed. On the
other hand, there is a better tone and higher moral standard among the pupils.
I shall bo pleased to receive a copy of the report of your committee, when printed,
if the same is for distribution.
L. W. Day,
Supcrintendeni,
COEDUCATION OF THE SEXES IN THE UNITED STATES. 823
San Francisco, Cau, Jf ay ^, i^^.
A cloBo observntion on my part during a period of now noarly forty years, forcibly
conTiuces me that ^be cOedacation of tbo sexes is founded in wi^<lom., and is a very
great \dvantago to both boys and girls.
We iiave both separate and mixed sehooU in this city, and my examination leads
mo to the inference that the latter present adTimtages not to bo had in the former.
We have not, either in our grammar or high schools, had occasion to iind any cause
of complaint upon the part of the pupils, the parents, or the school authorities.
Indeed, in. our mixed schools we find au improved discipliuo and a greater zeal in
the work. Our boys, subjected to the iuflueuce of the gentler sex, become not only
more attentive in the prosecution of their work, but very much more gentlemanly in
** their walk and conversation;" and our ritIb less rude and more ladylike.
My own experience as a teacher in all grades of schools and with my own chil-
dren convinces me that the advantages had in mixed schools are very great, the
disadvantages few.
J. M. Anderson,
SuperiutendenU
Cambkidoe, Mass., May IS, 1890,
Tho inclosed report, w^rittea by William A. Steams, who became president of
Amherst (;ollege, gives an account of the beginning of tbo coeducation of boys and
girls in the Cambridge high school. The arrangement then made of '' placing the
grammar-school scholars of both sexes in the grammar schools and the high-school
scholars of both sexes in the high school " has continued to the present time, and
during my connection with the schools of Cambridge, a period of thirty-six years, I
have never heard tho wisdom of that arrangement questioned.
Francis Coosweli^,
Superintenden t .
Abstract from the report of William A. Steams, chairman of the school committee
of Cambridge, dated March 3, 1846, alluded to above :
"In a wisely-governed school of this description, the manners of the boys are
softened and their minds refined, while the girls are placed under that measure of
restraint which conduces to self-respect, watchfulness, and dignity of character.
Besides, both sexes become acquainted with the good qualities of each other^s minds
and hearts. The friendships which exist among them are more likely to be
founded upon esteem, upon a perception of kindness, of honor, of scholarship, and
snch like virtues in each other, than when the idea of sex is too carefully kept in
view. May not tho manifestation of undue solicitude to keep them apart operate
by a natural law of association through tho imagination to strengthen the evil
tendencies deplored f Are there any means more likely to degrade the minds and
vulgarize the whole character of either sex than to educate them on principles
which exclude all innocent friendships, all mutual regard for the excellencies of
each other's characters, all pure affections and civilities^ and lead them to the
thought that there is nothing attractive in each other's society but just that which
is founded on the lowest distinctions of their nature f It seems to us that it is nojfc
difficult for a wiso and pure-minded instructor to inspire his pupils of both sexes
with those high sentiments of propriety; the boys with that sense of honor, that
regard for the character of a gentleman, and the obligations of duty ; the girls with
that delicacy and dignity so natural to the cultivated female spirit, and both with
that just appreciation of what is due to their nature, to public sentiment, to the
consequences of actions, and to the laws of God, which will not only preserve them
from gross immorality, but make their intercourse in some schools like that of
brothers and sisters in the same family, alike purifying and ennobling.
^' The extreme solicitude of some to Keep up this kind of separation reminds us of
a circumstance which actually occurred in one of our country towns some twenty
years ago. In a large center school, as occasional glances were sometimes thrown
across the aisle, it was seriously proposed by a most excellent citizen that ' a squint-
ing-board ' should be erected between the boys' and girls' side of the house, to pre-
vent any ' casting of sheep's eyes,' to the detriment of the morals of the school.
What wise parent would be willing to send his children to a school, in which a
squinting board should not only separate brothers and sisters, and shutout from the
two sexes the cheerful light of eacb other's countenances, but perpetually remind
them that there is something degrading, something vulgarizing, something to bo
aishamed of in associating together, and even in looking at each other.
824 EDUCATION REPORT, 1891-92.
** Besides if children can not be trusted together amid all the restraints and pxe-
serving influences of a well-governed Bchool, if they can not be taught to live together
like brothers and 'sisters with all purity/ in the name of common sense what is to
become of them when thrown out into society f
''In the opinion of those who attended the late examination, the school has never
been doing better, at least for several years past, than it is at the present time/'
Springfield, Mass., April B8, 1890.
I have always been in favor of such coeducation; and whilst I have had supervi-
sion of schools in which the sexes were kept separate, from the primary schools up
through the high schools, I have not seen any good reason for changing my views on
the subject.
I have observed in schools where the sexes are educated together, as is the caae in
this city, that they have a mutually beneficial inSuence npon each otber. 1 have
not found any evils of a serious character at all to result from such association in
school.
I have further observed in places in which the sexes were separate, that such sepa-
ration in school had the efi'ect of leading to evils in other unavoidable associations
on the street and on social occasions; evils which, but for this artificial separation in
school, I believe would not have existed. I believe that what objections there have
arisen in certain localities to coeducation are due to evils which are not due so much
to the effect of coeducation, as they are due to the fact that there are weak teachers
in the schools who have not the power to create either a stimulating, intellectual,
or a wholesome moral atmosphere in the school. Wherever the separation of sexes
appeared to be a necessity I have found weak teachers and poor schools in general.
I believe that they are related as cause and efi'ect.
Thomas M. Balliet,
Superintendent,
Boston, Mass., August 19, 1S90,
The coeducation of the sexes in onr public schoola is no longer an experiment. It
has passed beyond the domain of experiment into that of well-established results.
Its practical working, and its effect upon the manners, the niiud, and the morals of
pupils have been tested under so many conditions, that it is no longer difficult to
nnd data from which to draw conclusions regarding its value.
It is true that different minds, using the same data, may differ honestly in regard
to the effect of coeducation upon character ; but as to its effects upon mind, man-
ners, and morals, which are to be judged by their outward manifestations, we may
expect that a fair degree of harmony will exist among observing and discriminating
teachers.
My opportonity for gathering data upon this subject has been quite extensive, as,
with the exception of the four years passed in college, my entire life has been in
schools where both sexes have been brought together. These have been academies
made up of young men and women of widely varving ages and conditions, high
schools and union schools, embracing pupils of all degrees of advancement and
every phase of social life and character. I have also been familiar with a large
number of normal schools and universities of the Middle and Western States in which
the sexes have been associated from their origin. With this opportunity to study
the subject, I may not seem bold if I express a decided opinion upon the results of
coeducation.
Few have failed to recognize the reciprocal relation of the sexes, a mutual desire
to stand well in the esteem of each other. This often shows itself in an earnest
rivalry, a <jnite determined though genial competition which stimulates to mental
activity without provoking animosity, especially to that degree likely to exist among
those of the same sex. The complementary character of the sexes is an important
factor in their education when allowed to exert itself in their mutual association.
It is the law of nature the world over, that the contiguity of opposltes stimnlates to
activity. Opposite magnetisms attract, opposite minds arouse m each other dormant
forces. Complementary parts brought together form the unit — the perfect whole.
The family is the unit in society, because it has all the parts to make up the unit.
The school is a unit only when it has both sexes. The family is best trained that
has the training of both father and mother. The daughter gains her most symmet-
rical growth only in the presence of a brother, and the brother only in the gentler
influences of the sister.
COEDUCATION OF THE SEXES IN THE UNITED STATES. 825
That school is best tanght and disciplined which combines in its teaching force the
Intellect and character of both sexes. It wonld seem that teachers, who are students
as well as teachers, of the minds under their charge, must have observed >the opera-
tion of this law. Young women develop better intellectually in the presence of young
men. and the contrary is equally true; and what is true of young men and women
is true of the boy and girl down to an early age. Their minds may not be different,
but there are subtle forces at work that are different. Nobody sees how the sunlight
does its work upon the plant, but he does see that the plant grows, and that sunlight
is necessary to its growth. Nobody sees how the mental forces of one person enter
into and do their work upon the nature of another, but he sees that there is such a
work wrought.
The practical results in Cornell University, Syracuse University, the University of
Michigan, and most of the other universities and normal schools ont«ido of New
Ent^land, demonstrate the value of coeducation. They show that young women do
better work in the mixed schools than in those devoted simply to female education.
More of them reach a high degree of proficiency. The notable cases that have come
from the university annexes indicate the value of contif^uous study of the two sexes.
What has been said of its eil^ct upon mind can be said with equal truth regarding
morals.
The constant mingling of the sexes in recitation, the measuring of themselves one
with another intellectually, begets a self-respect, a circumspection of conduct, that
protects against undue intimacy, and is a safeguard to the young women as it is a
barrier to young men. Kespect of one party for the ability of the other compels
respectful conduct on the part of both.
Manners are so much an out^owth of moral feeling that where a high state of
moral culture exists, other things being equal, we expect to find a corresponding high
condition of refinement of manners. The favorable effect npon young men and boys
will not be questioned. Their manners are improved, and tnere are fewer instances
of the ancient barbarisms of college life. Female society throws around them its
restraints, imposes its obligations, and compels a propriety and refinement of con-
duct not so prevalent in male schools. As a matter of course the government of such
schools is easier, their morals higher, and the esprit de corps more elevating. The
forces of society are combined and act together, and, as a consequence, more satis-
factory results are obtained. And while character is subtle — a something that can
not bo handled or seen — it stands to reason that a fnller and more symmetrical
development will be secured when all the forces of social life are in harmonious
action, than when any single element is wanting, and that better men and better
women will be the outcome of our educational work.
W. C. GiN.v,
Late Superintendent of Schools^ Hillsdale^ Mich.
Editorial Rooms,
New England Publishing Company,
3 Somerset streety Bostony Sepietnber 6', 1890,
I have twice written yon in replv, but have repudiated both. The simple fact is
that it is a line of school thought to which I have given little attention. My
thought has been largely focused upon the other ways and means. I do not see any
principle involved that experience sustains. I have always said that, theoretically,
boys and girls in all grades at all ages should be at school together, but in experi-
ence I do not s^e that it makes any difi'erence in the hands ot a first-class teacher.
The Dwight school and the Gaston are as good schools as I know in the country. I
do not see how they could be much improved if they were "boys and girls'" schools.
I would never open a new school that was not mixed, but I see no call for a read-
justment of the schools.
A. E. WlNSHIP.
TEACHERS.
KOIUIAL AND HIGH SCHOOLS.
Normal School, Boston, May J, 1890.
I think all the teachers in the normal school agree with me in the opinion that it
would improve the training school as such to introduce pirls. It wonld give the
normal pupils an opportunity to observe the modes oi discipline adapted to both
boys and girls in a grammar school. Whether the change is practicable at the pres-
ent time I am not pi'epa.re<l to say.
826 EDUCATION REPORT, 1891-92.
I fibonld be in favor of liariu;; boys and girls in all grammar schoobi if there xrere
schools ill which the more vicions lioys were required to attend. It is a serious
question liow far it is onr duty to assist the vicious by association with tho good.
I nm pretty well satistied in my own mind that the discipline of a school is made
easier by the presence of both sexes.
Larkin Duxtox.
Boys' Latin School, Boston, June 6, 1890.
On general principles and under ordinary circumstances I am not opposed to the
coedncation of tho sexes. I am opposed to it in the Latin school.
Several years ago a protracted and exhaustive hearing was given by the school
board on this very question, so far as the Latin school is concerned. A happy solu-
tion of the question, as it has always seemed to me, was made by the school board in
the establishment of a separate school for girls.
Tho boys' Latin school is large enough already. The schoolhonse is constructed
for boys alone. Some of tho work in tho Latin school seems better adapted for boys
than for ^irls. I have always had considerable sympathy with the objectors to the
coeducation of the sexes in a classical course of instruction, though I do not con-
sider th<*ir reasons as conclusive. Under the present peculiar and favorable condi-
tion of the two Latin schools in this city, I should consider it unfortunute to have
them united.
Three teachers are in favor and eleven are oppose^ to the coedncation of the sexes.
I understand that this expression of the teachers' opinion is, in most cases, if not all.
confined to coeducation lu the Latin school^ and not to the questiou in its general
application.
MosKS Mkkkiix.
Girls' High and Latin Schools, BoaUm, April 25, 2890,
To m}" mind coeducation in secondary schools is largely a question of balancing
advantages against disadvantages, and so is to be viewed with favor or disfavor
according to the local conditions under which it is tried. In towns and small cities
having a substantially homogeneous population, coeducation works well in the
main; for there the conditions approach in simplicity the conditions of family or
neighborhood life. In largo cities, however, the case is different. There the popu-
lation is not homogeneous, tho families represented in the school are not known to
one another, the numbers brought together in a single school are much larger, and
tho proportion of coarso natures among the pupils is apt to be somewhat greater.
All this tends to make the question of morals and manners a more complicated one;
and it is upon morals and manners— in other words, on the formation ot character —
thntthe question of mixed or separate classes, as it seems to me, chiefly turns.
Now, evils in the domain of morals, though perhaps they occur no oftener in mixed
than iu separate schools, are more serious when they do occur there. As suoh evils
can be dealt with more directly, more quietly, and with a nicer adaptation-of means
to cuds in separate than in mixed schools, I am inclined to think that for largo cities
like Boston the former are to be preferred.
I am confident that, in such subjects as physics and civil government, boys are
more appreciative, more alert, and more responsive than girls, and the latter would
unquestionably derive great benefit from association with the boys in the study of
theso subjects. •
In BchooLs established for boys exclusively, tho teachers seem to feel under the
necessity of resorting to artificial means of stimulating their pupils to industry;
whereas, in schools established for girls exclusively, artificial pressure is not only
not helpful, but is positively injurious. It is difficult for mo to believe that tho sex
which needs spurring and the sex which needs curbing should be trained together.
MiHS Shaw and Miss Foster, also three other teachers in our school, express their,
opinion that girls become intellectually more alert, and less passively receptive, when
associated with boys in the same classes, than when taught by themselves. Neither
Mr. Thurher nor Mr. Williston makes this observation, and I should not have
thought of doing so myself as the result of my personal experience. As the result of
my observation, however, I recognize the statement as true. This leads me to say
that, <»ther things bein^ equal, I am inclined to think that girls are somewhat more
responsive to tho teaching of ineu than to the teaching of women.
JoiiN Tktlow.
COEDUCATION OF THE SEXES IN THE UNITED STATES. 827
GiULs' IIicii Scnooi., Do%ton, April r^, ISOO.
I havo had loujo; experience in schools for the separate sexes an<l also in mixeil
schools. My opinion is decided, that the advantages are, on the 'vrhole, on the side
of the separation of the sexes in upper schools.
The tastes, the natnral tendencies, the ^ays of rocciYing the snhjects of instmc-
tion, the prospects of employment hereafter, all difier in the two sexes, and, whether
he is aware of it or not, the teaeher's methods take a coloring from his environment
and adapt themselves to the circumstances of the case, with wholesome resultis, so
far as this is possible. Many things in high-school teaching take their shaped from
the conditions as determined by sex. Only as teaching grows mechanical docs it
come to concern itself less with individual and sexual characteristics. It is a great
^ain in any school when it can be so organized as to make the classes homogeneous
m all the respects that determine the ways and means of instruction. It is an econ-
omy not to have to consider the boys and the girls as needing somewhat different,
but parallel, treatment in the same classes.
Girls grow more reserved when boys are present, as do boys when girls ore present.
Something of naturalness has to be sacrificed when the sexes are mixed in secondary
schools. I am sure that many of the topics which girls choose to write their compo-
sitions about, they would never take if they thought their exercises were to be
heard by young men. They are tolerably free to write on domestic employments,
cooking, sewing, kindergulening, and other such topics — the topics that really
intereht them. Were boys in the classes, the girls would grow altogether conven-
tional, and writ« without real personal interest, but only with the aim of avoiding
the fate of becoming the objects of a smile.
8. Thukber.
Charlestowx High School, May 5, ISOO,
I am in favor of mixed classes.
Mv experience covers about twenty-one years in Boston schools, about equally
divided between boys' classes and mixed classes.
This experience has convinced me that in mixed classes a better degree of schol-
arship can bo maintained, and that the discipline is better, more wholesome, and
higher in tone.
The life and spirit of a well-conducted mixed class is simply delightful to me, and
there is the same satisfaction t» me in the gentlemanly and lady Hko bearing of the
pupils to each other, that I derive from the society of ladies and gentlemen in the
world outside of school.
I believe in mixed classes, because I believe in mixed teachers.
I do not subscribe to the sentiment that teachers should all bo men.
Some of the best teachers I have ever known are women, and aside from their
ability to teach, they exercise a most excellent influence.
I am sure that boys and girls of the age of high-school pupils need the higher les-
sons of character, of noble sentiment, of unselfish service which women are quite as
ready to give, in their lives, as men.
As I look back over my boy-life, I remember with gratitude the great influence of
certain women as decided, as energizing, as directing, as that of any men who guided
and assisted me ; and I like to believe tnat in youth nature is much the same now that
it was then. »
J. O. Nonnis.
DoKCiiESTER High School, May ,5, 1S90,
I am a decided believer in a commingling of the sexes in high schools.' As to gram-
mar schools, I have had no experience to which I can appeal, and hence have no
opinion worth quoting.
My observations are based nx>on a service of fifteen years in the English High
School with boys alone, and some six years with mixed schools mostly in East Bos-
ton and here. At the end of my term of service in the English High, if I had any
opinions, they were, as to boys at least, in favor of separation. During these latter
years, however, it has become increasingly clear to nie that the work douo and the
faithAilness shown by the girls is on the average much superior to those of the boys.
Now, this is not only a stimulus to the latter, but it sets a standard which is con-
stantly on hand, to be appealed toby way either of rebuke or inspiration, while it
silently exerts a leavening influence. Of course I am repeating only the truisms of
the subject when I say that the association of young men and women tends to tone
down many of the roughnesses of boys, to produce a refinement in manners, and,
imcoDSciouflly to them perhaps, exerts a restraint valuable in its eflects. These
Me ^ ^^
828 EDUCATION REPORT, 1891-92.
very effects have como under my direct observation as a teacl^er, while I recall the
same influences as a boy myself in school.
Moreover, I am sure that it is easier to maintain a proper degree of discipline
with a commingling of the sexes.
The influence of the girls is almost always on the side of ^ood order. I recall
instances where the boys have scarcely dared to commit acts which alone they would
not have hesitated to Ao, because the girls emphatically frowned upon them. The
excellent influence exists not only in the intercourse of the school session, bat in
those "off'' periods such as recess aud before and after school.
The benefit does not come wholly to the boys, however. In some lines the knowl-
edge of the latter excels, particularly in practical matters such as mechanics and
civil government, and frequently this tells in the class-room. That a certain man-
liness and a smaller begetting of prudishness results in the girls I am quite sure.
Perhaps, recollecting the faithfulness of the girls and, possibly, their fewer distrac-
tions alone, they might go over more ground in text-books. Whether any better or
healthier work would be done is fairly open to question. With girls alone I have
no experience, and any opinion I may have is based on a priori consideration.
I have never as yet been so unfortunate as to undergo any of those sinister expe-
riences which have not been unknown in mixed schools, and so the optimism of my
opinions is not dampened.
The sentiments also of all the teachers in this school have been sought, and on
the main question harmonize with mine.
Chas. J. Lincoln.
OBjkVMAR BCHOOLS.
John A. Andrew School, May J, 1890,
This has been a mixed school from the beginning, but until within a few years
the sexes have not been together in the same rooms except in the first class. From
time to time the number oi mixed classes has been increased, and the results have
been such as to lead me to believe that coeducation is better, at least in the grammar
schools. It follows the ordinary structure of the family and society, and is the way
that three-fourths of all children are educated.
In rural communities, from necessity this has been the custom, and certainly in
mcirnls, manners, and intellect the country child is the equal of the city child. It is
confirmed by the habits and customs of daily life : they are together at home and out
of school, and should be taught together in scnool. To educate separately is to
change the order of nature.
My experience tells me that it is best for the harmonious development of both
sexes. In mixed classes each sex exercises a healthy restraint upon the other. Girls
admire a manly boy and boys a womanly girl. And *^ What the child admires, the
youth endeavors, and the man acquires.'' Mean actions, which with either sex alone
might be applauded, would be frowned upon in a class of both sexes, and not
repeated. Tnus the influence of each sex upon the other is healthful. Good disci-
pline comes from evolution, not repression. Self-control is the key to success in
school as in life. Coeducation begets self-control.
To state briefly, coeducation is best because it is natural ; it gives each sex the
same opportunities ; it cultivates the best in each ; it develops self-control; it gives
a more harmonious development.
J. M. Dili..
BowDOiN School, April £S, 1890.
I am decidedly in favor of mixed classes.
Because the family is a ''mixed class."
Bcause each sex is a restraint upon the other, and in the right direction.
Because the moral tone is higher when the sexes are together.
Because knowledge will be gained in mutual daily work, which may be of great
use in forming life unions.
Because boys are awakened, refined, and given better ideals by coming into con-
tact with the opposite sex under the watch and care of high-minded teachers.
Especially will this be true if these teachers are of both sexes. I have long felt that
an exchange of teachers should take place between the girls' high and Latin
school8, and the English high and public Latin pchools.
Because girls need to come into contact, during the formative period of their
miuds, with good, strong male tefichers, \\\ order to have a njore complete develop-^
riiexit. Tho iuflueuce of a superior woman or man, acting alone upon the minds of
COEDUCATION OF THE SEXES IN THE UNITED STATES. 829
yonth, can give but a partial development of character. If both exert their influence
dnring the Bame period, the most comprehensive and beneficial results will follow.
In short, I would say the boys and girls would have higher ideals, would bo more
refined, more easily moved by sentiments of honor and respect, and would gain a
more intelligent understanding of each other, which might be of great use in after
life.
As our teachers do not seem inclined to write out their opinions, I venture to
add some opinions of my first class girls.
About two-fifths of them have beeu in mixed classes. All of these, with one excep-
tion, think mixed schools are the best. The girl who did not agree said she went to
school in the country whore teachers were changed every term nearlv, and the boys
had thiugs their own way. The girls, as a whole, are in favor of mixed classes.
Only four voted iu favor of keeping the sexes apart. Without asking leading ques-
tions, these statements were made in favor of coeducation. The girls would try narder
to get ahead of the boys. The boys and girls would be a restraint upon each other.
Both would come cleaner, neater, and be more refined. One girl, who has not been
excellent in deportment all the year, said she would behave better because her brother
would report her at home, etc.
Of course you will take these opinions for what they are worth. They were given
with as much dignity and soberness as could be expected from yonng persons. I
consider them weighty, though not conclusive.
It seems to me that if children are to be separated, it should be done before and
after school first. This would seem more reasonable, because while in school they
are under the care of teachers who can restrain anv improprieties. Besides, when
engaged in school work their minds are withdrawn from sex distinctions.
This battle concerning coeducation has already been fought out in Charlestown.
It was fought a long time ago, when there were three grammar schools, one only being
mixed. It was settled by putting both sexes iu tho other two. During my long
residence in that part of the city I have never heard from any parent tho wish,
even, expressed that a return might be made to the old plan.
These opinions are based on knowledge and experience gained outside of Dostou
in all grades of schools, from the ungraded country school to the well-graded city
high school. Since I came to Boston I have taught two and a half years in a large
boys' school, twelve and a half in a mixed school, and four years nearly in the Bow-
doiu, which I am sorr^ to say has no boys.
I have six children in the public schools of Boston, and I want them nil to have
the benefits of coeducation.
Alonzo Meserve.
Bunker Hill School.
It is natural for ohildren to grow np together, and np to a certain age, say about
13 years (or indeed so long as it is thought a<lyisable to teach boys and girls pre-
cisely the same subjects), I think mixed classes preferable, especially in schools wnere
there is no great difference in the moral standard of the pupils. But when the time
comes in the age of children, as I think it should come, that subjects are taught with
some reference to their future employment, I think separate classes are preferable,
in order to accomplish more (better results) in the same time.
The committee has already recognized, in part, this difference in the needs of the
eexes, by providing a course of sewine and cooking for the girls, and another one in
carpentry, etc., for the boys. I would go somewhat further in this direction. I
would make a difference in drawing, working in a less mechanical and more artistio
course for girls than for the boys. So in physics and arithmetic. The practical needs
of the housekeeper are unlike those of the mechanic and builder, and\vhilo general
Iirinciples should be taught to each, the illustrations and applications should be
argely adapted to future recjuirements.
Samuel J. Bullock.
Gaston School, April 22y 1890,
I am not in favor of mixed classes.
I have taught in mixed schools, in schools for boys only, and for tho last year in a
school for girls.
After leaving a mixed school and taking charge of a boys' school, I soon became
convinced that the boys were more studious, more interested in their work, and made
greater progress than they did when in competition with girls.
830 EDUCATION EEPORT, 1891-92.
I was so well Buiisfied of tho correctnoBS of my con elusions, that when I came to
Boston OS Biibmaster of tho Bip^elow school, I very soon askea the pririlef]^ of hav-
ing boys only, and graduating them, leaving the girls to bo instmcted by themselves.
My request wns granted, aud the boys immediately took equal rank with the girls,
receiving — because tliey hud earned them — as many medals at graduation as the
girls; whereas never before had they taken more than half as many.
The Lawrence and Lincoln schools soon separated the sexes in the same manner,
with the sume good results.
The girls continued to do as well as before, thereby losing nothing scholasticallj,
while the boys made great gain.
I have been a careful student of tho subject, in regard to the effect on boys mor-
ally, aud I have failed to discover that the separation was in any degree demoraliz-
ing, or that tho boys were not as refined and gentlemanly as when taught in the
same classes with girls.
These opinions are confirmed by a twenty years' mastership of a boys' school.
I have not been in a girls' school long enough to have as definite opinions of the
effect of separation upon girls, but as far as I can see they do not suffer in any respect
by tho separation.
Tnos. H. Barnes.
Hydb School, April gS, 1890.
After fifteen years' experience as a teacher of mixed classes in high and grammar
schools, and a longer experience in schools in which in the sexes were taught sepa-
rately, I am of opinion that, on the whole, it is better in high and grammar schools,
in large cities, that the boys aud girls be educated in separate schools.
This has been the policy of the school board for mauy years.
Our so-called mixed grammar schools have beeii two schools, one of boys and one of
girls, in the same building.
Karely have boys and girls in large schools been taught together in tho same room.
Boys, as a rule, have graduated younger than girls.
Girls give four hours a week to cooking and sewing in some classes. Many wise
persons think more time should bo given in school to fit girls for the peculiar duties
of their station.
They should not be disciplined or taught as if they were boys.
Thoy should not be sultjoct to pressure such as is often good for boys.
Important hygienic instruction can be given to girls or boys alone ; nay, should
often bo given.
Tho average mother fails, at the vital point, ])^op6^1y to instruct her daughter;
therefore the teacher must not fail.
Some sins against the body are crimes against tho coming generations.
If these sins are committed ignorantly, the results follow.
A mixed school of young people in their teens must be a nursery of ignoranco as
to some essential truths.
Itiiink more aud better intellectual work is done in schools where the sexes are
taught separately, aud with less friction.
S. C. Stonk.
Lincoln School, April 22, 1S90.
Having tried both mixed and separate schools, I am still in doubt as to which is
better.
In tho Lowell School I had boys and girls in the socond class for two years, and
then asked Mr. Jones to let me have only boys, which he did.
My reason for asking for the change was that it seemed to me that the boys were
soniewliat cowed down in the presence of the girls and would not talk out as freely
as when alone. Some of the quiet girls seemed to be sifraid, too. I found tho change
prolitiible. Tho boys when alone would discnss a subject, expressing their opinions
more freely, where they had before confined themselves to facts simply. They
seemed to grow more manly and independent. As a rule, I think boys in a boys'
school are more manly in many ways than in mixed schools.
But mixed schools make discipline easier than boys' schools and harder than girls'
schools. So that point balances itself. In a moral view, I do not believe it makes
any difference, except in a few individual cases.
M. P. Wnrnt.
COEDUCATION OP THE SEXES IH THE UMTED STATES. 831
LowsLL School, April S3y 1890^
For fifteen years 1 -was principal of tbe Comins School, where the sexes were in
Boparato rooms. In this school, seventeen years, we have had mixed classes. My
experience leads mo to pronounce in favor of mixed dosses, for tho following rca-
aons:
1. Tho weak points in the character of tho pnpils of either sex are corrected by
the presence of the other.
2. The character of the 1>oy is refined ; that of tho girl strengthened.
3. The radeness of the boy and tho frivolity of the girl aro restrained, and tho
mai^neni in both are elevated.
4. Thcro is no good reason why tho good eifects that flow from tho mntnal infln-
enco of miagiing the sexes in tho family circle should not bo looked for when wo
iniitato nature in tho school.
5. There is no longer any doubt of their being able to go on together with tho
same work.
6. I feel euro that the suspicion which some havo, that tho character and manners
of each may be injuriously affected, is not worthy of a moment's thought.
7. The members of a family going to the same school, having the same master, and
being governed by the same mscipline, tend to peace and good feeling by all con-
eemed.
Daniel W. Jones.
We Bubseribe to the above.
EdWABD p. RHERBURXr..
EuzA C. Fisher.
WiNTHROP School, April 21, JS90,
I am not in favor of mixed claases. As society is constituted in our cities, there
are necessarily many children in our schools who are ignorant of the amenities of
life, and otliers w^ho are wholly indifferent concerning them. It is better that such
pupils should bo associated in classes with others of their own sex. in order that the
improprieties of conduct may not demoralize the opposite.
The citizens in general can have no conception of the manner in which many,
many of the children live, whole families crowded together contrary to the laws of
decency, so that the gross immoralities of the community become subjects familiar
to th€> sight, and thus those witnessing them lose, in a great degree, the idea of their
enormity. Things have transpired in my x>rimary schools, even, that have led me,
when possible, to separate the sexes in tho upper class. Tho argument that both
sexes are reared together in the family loses its force when the family is made up of
hundreds of children from as many different homes.
My own experience when my -children were in a mixed school greatly strengthened
my convictions on the subject.
Teachers for a boys' school, peculiarly adapted to the work, would often bo less
successful with the other sex, and vice versa. In tho proper conduct of a school lies
the great success of the instructor. The teacher's ways must be agreeable to the
?upil8, their ideas must be in harmony in order to accomplish the best results, and
am thoroughly convinced that bnt very few teachers can be equally adapted to
both sexes.
Instruction in sewing and in manual training generally can be better arranged
when the school is made up of one sex; and so with physical exercises, boys would
enjoy and profit by many movements less suitable for girls.
Young girls should not be subjected to the sight of corporal punishment as inflicted
upon boys in mixed schools. I think parents are often deterred from sending daugh*
ters (or should be) to the public schools on acoonnt of tho punishment witnessed
there.
Tho personal preferences of boys and girls for each other, and tho intercourse to
which it leads, are detrimental to close attention to study.
I fipent eight years as usher and submnster in the Mayhew school for boys, nnd,
therefore, do not speak exclusively from tho standpoint of a girls' school.
Robert Swan.
clergymen.
Roxbury, May SO, ISOO.
I have been for many years one of the trustees of Antioch College, in Ohio. The
syeteni of tho coeducation of the sexes was introduced in that college at its founda-
tion, and lias been continued ever sinco. I do »<>* think that any person acquainted
With ihd college would wish to change it. This aeems to me a fair instance for your
832 EDUCATION REPORT, 1891-92.
pnrpoBf), because a large part of tbe students iu this institution are connected with
a pr(*paratory school, which receives pupils at about the age of those who would
attend high schools here.
As is very well known to you, the practice of all the towns in the Commonwealth,
excepting Boston, has always been to receive pupils of both sexes, whatever was
their age. The old country academies thought of no other system, and are all organ-
ized on that basis.
I wish somebody would say why the Boston schools were ever organized on anj
other basis. I have paid a good aeal of attention to our dail^ school education hero,
and 1 never knew. This is, however, certain, that Boston is the exception to the
policy and habit of the Commonwealth for two hundred and fifty years. '
Epward Evkrett Haue.
Jamaica Plain, June S, 1890.
In my opinion the ''coeducation of boys and girls in high and grammar schools"
is a good tiling for the boys and not harmful to girls. Most boys have much of the
barbaric in them. The presence of and association with girls helps to humanize and
civilize them. So far as the mere acquisition of knowledge and intellectual devel-
opment are concerned, I do not think it makes any difference whether boys and girls
are associated or separated.
Yet, of course, the acquisition of knowledge and intellectual development are not
the only things for which our schools are maintained. We want our boys to grow
up gentlemen. The society and presence of girls is a powerful means to this end.
As regards the attraction which each sex nas for the other, which, I take it, is
the supposed source of the evil that may arise from the coeducation of the sexes,
I think the separation of the sexes has a tendency to lead to the very evils it is sup-
posed to guard against.
As a boy and youth I was in both kinds of schools, and that is my judgment of the
two systems.
The male sex, whether young or old^ is greatly benefited by association with the
female sex; and so society as a whole is benefited. And to be a benefit to the body
politic is, I take it, one purpose of the public schools. One of the most public sources
of the degradation of Oriental countries is the separation of the sexes.
I was three years in the army during our civil war, and could not help noting the
baneful effect upon men of separation from the influence of women. There was a
marked tendency to retrogade iu all that iias to do with refinement and the finer
elements of our nature.
Thus, you see, I believe in the coeducation of the sexes, for the sake of the boys.
I hold that it is in many ways helpful to girls; but not in such marked degree as
to boys.
S. N. Shewmax,
Rector St, JohWs CKuroK,
61 CUSHING Avenue, Boston^ April £9, 1890,
I am not aware that any institution that has tried coeducation has ever aban-
doned it. I believe that in every case the results have been favorable.
For ten years I had the superintendence of the schools of a large town, so that I
can speak from experience.
There seems to be no more reason foi an arbitrary separation of the sexes during
school life than during the period before and after it. They are together in the fam-
ily and mingle in society, not only without harm, but to their mutual advantl^ge.
In the nature of things, boys and girls should be trained up together, since they are
to live together as men and women, and need to be taught their true relationship.
Separate schools for boys and girls are relics of a monastic age, when women were
regarded as inferior beings. But iu our day it is proved that woman has the capacity
for the highest culture and ability to engage successfully in the various affairs of
life. The sphere of woman has so enlarged thar> many avocations that formerly were
held exclusively by meu are now open to women, and women are pursuing them
with success. Hence women, as well as meu, need a broad and high education.
But whilst coeducation offers equal advantages to both sexes, it does not compel
a dead level of uniformity. Eclecticism is now dominant iu the higher schools of
learning. This elective system affords ample scope for choice of studies to meet the
special needs of women.
I am confident that the objection made to coeducation on moral grounds has been
proved to be groundless.
The testimony from the schools where coeducation lias been practiced is to the
effect, that not only no harm comes from the mingling of boys and girls in the class-
room, but that the results are positively good. Personal observation has led me to
COEDUCATION OP THE SEXES IN THE UNITED STATES. 833
the conviction that coeducation is better for mind and morals than education of
the sexes in scliools apart. There is less rowdyism and more earnestness among
boys, and less unlady-like conduct and fewer escapades among girls, in mixed than
in separate schools. There is danger for the young of both sexes anywhere, but
there is nothing gained and much lost by their separation in the class room. There
one is both a stimulus and a restraint on the other. Jean Paul says, ''To insure
modesty I would advise the educating of the sexes together. But I will guarantee
nothing where girls are alone ; and still less where boys are alone." Coeducation
means a development of life into manly and womanly completeness.
R. J. Adams, D. D.,
Pastor Stoutjhion street Baptist Church.
92 Seaver Street, Hoxbury, April B9, 1890,
I. It is a great stimrlns to iutellectual endeavor, promoting an ambition for suc-
eessful scholarship.
II. It is also a ver}' powerfnl inducement to the cultivation of habits of personal
neatness, to a creditable demeanor and general refinement of manners. The very
disparities of household training manifest in a public school are so exhibited in the
school room where the prevailing mode of mind among the pupils is more observant
and ambitious than elsewhere, that they powerfully plead for the better examples,
and thus tend more to refine than to degrade.
III. Such effects greatly aid the discipline and promote the general success of the
school.
IV. The evils incident to the inevitable association in life of weak or ill-regulated
Toun^ persons of different sex would seem to bo in a measure guarded a||^ainst and
held m check when that association is largely within the range of educational rela-
tions, and is thus necessarily in a good degree guided by their elevating influences.
A. H. Plumb,
Pastor Walnut Avenue Congregational Church,
First Bai»tist Church, Commonwealth Avenue,
Boston, Mass,, April 29, 1S90,
I know of no valid reason whv coeducation should not bo a universal and perma-
nent feature of our common-school system. The separation of the sexes is detri-
mental to both. It belongs to the very essence of free government and a Christian
eivilization that the sexes should be mutually respectful and mutually helpful (with
proper supervision a school may bo as innoccntasa home), and this they can be only
through a prober education together. The world moves forward, not backward.
Coeducation is increasing in the higher institutions of learning. The coeducation
ought to begin in the grammar school, and continue. Life is a coeducational school.
I did not know that the question of coeducation was any longer debatable, at
least as far as regards the earlier stages of education.
Philip S. Moxom.
I wa8 so educated: I believe it to bo the better jtlan; it has a tendency to take
from the boys roughness and coarseness, and cultivate more gentlemanly deport-
ment.
In literary pursuits I can not see that anything is lost.
I am decidedly in favor of coeducation of the sexes. I had an experience of seven
years, and that was the order then.
The best class I ever had in Sunday school was a mixed class, and secured the best
attendance and a more thorough knowledge of the lesson.
C. H. Brown.
Superiniendent B Avenue Baptist Sunday School.
57 KUTLAND Street, Boston, Mass., April S9, 1890.
I unhesitatingly record myself as in favor of coeducation of the sexes. I have
two daughters in attendance upon the Everett School, and a young son in the Rut-
land Street primary department. I do not know that coeducation is important so
£ir as the girls are concerned, but believe it to bo of incalculable advantage to the
hoys. And yet I am persuaded it is better oven for the girls.
Wm. Nast Brodbeck,
Pastor of Tremont Street M, E, Church.
BD 92 63
834 EDUCATION EEPOBT, 1891-98.
109 Columbia Street, Dorchester, May 6, 1890. #
I am a firm belieTer in coeducation of the sexes, in all grades from tlie kinder-
garten to the university, also in professional schools. I am unable to understand
why, in our educational institutions, we should adopt a principle of separating the
sexes which does not obtain anywhere else in life. It seems to me that beneficial
effects only are seen where the sexes are together, as in Cornell University, Ann
Arbor, and the Meadville, Fa., Theological SchdoL
George H. Toung,
Paetor New South Church.
Boston, Jfay IS, 1890.
I am entirely in favor of the coeducation of boys and girls iii both grammar schools
and high schools.
In the West, where the first seven years of my life in America were passed, such
coeducation was, I think, universal, and it was what I there saw of it which
impressed it upon my mind as the best plan. It was a new thing to me, for, in
England, coeducation beyond the infant school is almost unknown.
Brooke Herfori>,
ArlingUm, Street Church,
South Boston, Muy IS, 189S,
I am in sympathy with the plan of coeducation of the sexes.
1. It is the plan of nature in the family. Boys and girls in the family together are
a great blessing.
2. I know how it worked at Antioch College, Ohio, where my father-in-law (a
conservative) was president for seven years.
He was a convert, I know (Rev. Dr. George W. Hosmer).
3. I think more refinement of manners possible where boys and girls are in the
same room and in the same recitations.
We are too sensitive about the influence of social contact. Nature in the young
(as a rule) promotes purity of manner, where all the conditions are elevating. Intel-
lectual training in itself dovclojis moral perception too.
William H. Savarv,
MinxBier of Unity Chapel.
Charleston, May 14, 1890,
I think, on reflection, that the question of coeducation of the sexes in high and
grammar schools admits of a variety of answers, according to conditions.
1. Age of pupils : Up to teu or twelve years of age, children may safely and profit-
ably be educated together. Whether in city or country, in hsul or good neighbor-
hoods, the beneflt outweighs possible danger (always excepting the worst localities).
I would kecji the children together in grammar schools as long as the teachers
think it best to do so, alwa^^s seating boys and girls apart, but mixing them in reci>
tations according to scholarship.
2. In bad quarters of a city (where the state of moral and social life is low),
when the pupils need much discipline, boys and girls may wisely be wholly sepa-
rated in schools; also when some more respectable children are in the school.
3. In high schools : (a) If a school is quite limited in numbers let the sexes study,
recite, come, and go together. High scnools generally draw pupils from the better
classes of the people. (&) In large high schools the two sexes are better apart ; each
in a school by itself.
Because (1) supervision on so many pupils is more difficult.
(2) With each sex by itself, discipline can be better enforced when pupils are
numerous, and study will be less interrupted.
(3) Emulation is suflioient when many are together without the additional stimu-
lus of sex rivalry which, in a smaller school, keeps up the standard to some extent.
(4) In large schools more danger of the influence of reckless pupils and teachers
have less personal influence on individuals.
4. The teachers can tell better than anyone else whether the conditions in anv*
given school are favorable or unfavorable to coeducation. It is a subject on which
general conclusions are theoretical rather than 2)ractical.
5. Separate college education by all means. A. S. Twombly,
Paetor ffimthrop Church.
Addenda. — Sex succ^itibility afl'eots students less than many suppose, when they
are kept hard at work in schools.
Boys and girls are generally shy of each other'(except among the lower classes)
between 14 and 19 years of age. Youths at that age segregate by sex. The question
of coeducation at that period is more concerning its influence on effective study
than as a matter of moral and social expediency.
COEDUCATION OF THE SEXES IN THE UNITED STATES. 835
38 Dartmouth Strbvt, Boston, April £9, 1890.
My opinion is not faTorable to the coeducation of the sexes in our grammar and
high scnools. Admitting its possible intellectual stimnlns, I deprecate its effect
npou morals. The objection does not hold with reference to coeducation in our
colleges and universities any more than to our primary schools, but only to that
class of our youth presumably between the ages of 13 and 17. Of course I concede
exceptions to the rule, but, speaking in general terms, obseryation and experience
would lead me to negative such a proposition as the one suggested.
James M. Gray,
Sector First Reformed Espiacopal Church.
Boston, May g, 1890.
In looking over the history of education it would seem that the coeducation of the
sexes was a method which had been tried and discarded, and had long since passed
out of the region of sneculation.
The stimulative innuence of the competition created, which is claimed in its favor
as one of its greatest advantages, can be shown, I think (though producing brilliant
Sassing efiects), to be the cause of most disastrous final results. Competition in all
irections is proving itself a most pernicious influence, and is being drojiped from
the highest methods of dealing in an departments of life.
But nature seems to have answered the question for you most conclusively.
Education is for two purposes: (a) The training of the intellectual capacity; {T>)
the fitting of the individual for a distinct work in life.
On the question of intellectual capacity as between man and woman there can be
no dispute. They are evidently created to be the companions of each other intelleo-
tually as in every other way. The only question is how to attain the best results
with the mental power that is given. It seems hardly necessary to argue that the
best possible intellectual results will be gained by subjecting two persons so physio-
lojpcally unlike to exactly the same laws and methods of training, just at a time in
li^ when these differences demand the most careful recognition on both sides.
Is it not because this point is not recognized that there is this constant restless-
ness and agitation upon this ver^ question f Recognize the needs of both, and not
subject both boys and girls to virtually the same system^ and we shall have more
manly and more womanly intelligence in the affairs of life, and this question of
coeducation can never arise.
^he same may be said also of the second purpose of education ; women have a
^eat special work for humanity assigned them wnich men can never perform. To
its fulfillment woman's whole nature, moral and physical, is most delicately adjusted.
Upon her intelligent discharge of this task depends the whole fabric of family,
social, and national life. For this a special training is as much needed to-day as it
is almost universally neglected. There is nothing, in my opinion, more essential
to the life of humanity than this distinct higher education of woman, which nature
itself demands.
These are some of my reasons for my opinion that there should not be a system of
coeducation of the sexes beyond the very first rudiments of instruction.
George J. Prescott,
Rector of the Church of the Good Shepherd.
209 W. Canton Street,
Boston, Mass., April SO, 1890.
From the time that boys and girls are old enough for the grammar school until
they are ready for college they should be kept apart. I was ^'coeducated^' from the
time that I began to go to school imtil I was graduated from Boston University, and
I am fully persuaded that free association during the time that I have indicated iji
fraught with danger to both sexes.
George A. Crawford,
Pastor Broomfield Street M. E. Church.
South Boston, April X8, 1890.
While I can bring forward no new arcnment, yet I feel that the old ones are suffi-
cient to justify me in condemning coeducation. The argument of propriety is all
sufficient in my judgment. There are dangers at an earlier period of life in our
fframmar schools; how much greater are not such dangers apt to be in high schools f
And while I admit that youths may receive a stimulus to study, and, also, perchance,
836 EDUCATION REPORT, 1891-92.
a certain refinement, if yon will, by coedncation, yet do I perceive also clangers
which may more than balance snch advanta^^. What these dangers are parents
and educators and others experienced in afiairs may easily snrmise. In snort, I
have no difliculty in condemning coeducation, and deem the separation, which now
happily exists, the very best.
D. O'Callaghan,
Rector SL Augustine^ 8 Church.
Boston, Jpril 28, 1890,
I would not educate the sexes together at any age. Adolescent appetite manifests
itself rapidly between 14 and 18 years of age.
The sedentary habit of long hours stimulates physical function.
Familiar approach of the morally unschooled, the nonreligious, and the actually
yiclous it is impossible wholly to prevent in coeducation.
Pseudo-attachments are likely to spring up and pave the way to unfit ''engage-
ments'' or afiiancings.
The presence of the other sex is more or less* distracting to application to the
curriculum. In city life at best manhood and womanhood are stimulated to prema-
ture ripening, especially in these days of flash novels and baro-legged theatricals,
conditions ditferent from the country school district.
Consult that noble man and true Christian — whom I have long known personally —
Anthony Comstock, as to your problem.
The specious argument of the coeducation of the soxes in the home and the church
needs but a moment's examination. The parent loves and guards as a teacher does
not. Kinship sanctifies as promiscuous commingling does not. l^eligion and posi-
tive morals are present in the one case and wholly lacking in the other.
It is the universal testimony that coeducation in colle/^os tends powerfully to loss
of personal respect, except the young women virtually live like hermits.
In my opinion the young sexes should first learn approach at home. There is a
delicacy, a sweetness, a dignity, a refinement which a younc girl, unfamiliar with
the society of the opposite sex, brings with her from tne cloister when she ''enters
society" at a proper age. The experience of civilization, from feudal timc« to now,
among the best social class is worth considering.
Coeducation is democracy gone to seed.
Emory J. Haynks.
Jamaica Plain, Boston, May 1, 1890,
1. It is seriously detrimental to the morals of boys and girls to place them
together under such circumstances, particularly in the grammar school.
Unless the teachers are jiersons ot much wisdom and of strong influence for good
over the pupils, vulgarity is an almost inevitable feature of the intercourse ot the
boys and girls. I have known cases where even under ordinarily good teacheis the
moral atmosphere of the school was vulgar in the extreme. I meet every day pupils
of one of the largest grammar schools tor boys in Boston, and one of the best situ-
ated, with whom it would be impossible to associate girls without results most
harmful to both sexes. The vulgaritv and profanity is xuready deplorable and can
not N^cU be reached by any except uie parents, many of whom, of course, have no
desire to correct such things.
2. The spirit of rivalry generally excited between the Voys and girls of the better
class in the matter of studies is especially harmful to the latter. Girls ought not to
bo taught under the same methods as boys. There are periods when they should be
relieved from the burden of school work, and when the nature of the class work
should bo so chang»'d as to give them the greatest possibio variety, and the least
possible amount of nervous wear and tear.
John E. Tuttle,
Pastor Central Congregational Church,
72 Alleghany Street, May 1, 1890.
The following considerations are of influence with me as against any greater com-
mingling of the sexes:
1. Many of the children come from unregulated homes, and it is questionable how
far other children should be compelled to hear and learn from unfortunate remarks
and incidents, which arise from want of early discipline in every mixed class.
^ As far as possible children should have the advantages of common-school educa^
tiou without risks.
COEDUCATION OP THE SEXES IN THE UNITED STATES. 837
2. The association of boys and girls in the same building, but not in tlie same
classes generally, furnishes the best elements to be derived from some education of
boys and girls, brothers and sisters in the same set of companions.
3. Many teachers — perhaps most — have distinct fitness for girls or boys, and do
much less satisfactory work with the opposite sex or when they are mingled in the
class room.
William R. Campbell,
Highland Congregational Church,
Nonprofcssion a I opin iont,
Cambridor, Maif £9, 1890,
I am very strongly in favor of the coeducation of the sexes.
'lliis opinion dates back to my early life, when, as a day scholar in what was then
considered the best boarding school near Boston (that of William Wells, in Cam-
bridge), I was struck with the greater decency and reiinemeut of the day scholars,
who lived at home and with their sisters, as compared with those who jived only
among boys. Afterwards, as usher in another large boarding school (that'of Stephen
M. Weld, of Jamaica Plain), I noticed just the same superiority. This impression
has never passed away from my mind.
Since then, while on the school committee of throe different places — Newbury and
Worcester, Mass., and Newport, 11. 1. — I have seen the process of abolishing separate
schools and bringing the sexes together; and always with satisfactory results as to
discipline-, manners, and morals.
I am satisfied that there is in each sex an instinctive desire for the good opii;^ion of
the other, and that this is a very powerful aid ond stimulus in the hands of the
teacher. As a remarkably good teacher, Mr. William Keed, now of Taunton, said
to me forty years ago at Ncwburyport: '^ I never yet saw a schofd which I could not
manage by the waving of a finger, if I could only have boys and girls together.''
This is now generally admitted as to boys; but there is often an impression that
what the boys gain the girls lose. Here again I must quote a very able teacher,
Mrs. Caroline C. Leighton, sister of the well-known educational authoress, the late
Jane Andrews, and as good a teacher. When in Worcester, about 1855, we changed
her girls' grammar school into a mixed school, she said soon after: *^1 was willing
that the change should take place, because I thought we owed it to the bo^s, although
I thought it would be bad for the girls. But now I am satisfied that it is for the
benefit of 'both, and has done as much for the girls as for the boys.''
When I wos on the school committee of Newport, one of our very best grammar-
school principals, a woman, took a day to visit Boston grammar schools. After her
return she said to me, '' I should never wish to teach a public school ia Boston. They
seem to me perfectly tamo and uninteresting, from having one sex only." When I
questioned her farther she said : '' I rely on my girls to give steadiness and regularity
to my school ; they are more punctual and get their lessons better. But I rely on
the boys to bring outside life into the school, to know what is going on in the
world, to illustrate the lessons from what happens in the streets and on the wharves.
Neither would bo sufficient alone; both are needed for the material of a good school."
I thought I had never heard the precise state of the case better put.
Thomas Wentwokth Higginson.
Milwaukee, June S, 1890.
In the West there has never been any doubt as to the feasibility or advisability of
coeducation. In Wisconsin and Michigan both, this system has been fully in practice,
and the University of Wisconsin gives equal privileges to both boys and girls. I
have never heard of any difficulty or scandal arising from this intermingling of the
sexes at school.
I was educated in such a school myself, and .my experience teaches me that there
is a certain emulation or desire to stand well in the eyes of the opposite sex, which
stimulates the pupils in such a school to greater mental exertion, and makes them
more zealous in the pursuit of knowledge. Girls sre usually quicker in iheir per-
ceptions than boys of the same age, consequently boys derive the greatest benefit
from this comradeship. Contact with the gentler sex also smooths the rough edges
of a boy's manner, and develops the chivali-ous side of his character, making him
more manly, more honest and straightforward than he would be if accustomed only
to the society of boys like himself. There is still a good deal of the savage in man,
and this trait is more likely to develop itself when men herd together.
On the contrary, a girl who is brought up in the companionship of boys is more
likely when she arrives at womanhood to estimate men at their true worth, and ia
less likely to become the prey of the Arst deaigning adventurer whom she meets.
838 EDUCATION REPORT, 1891-92.
Yomr inquiry strikes a Wisconsin man or woman somewhat as wonld an invesllg**
tion into the advisability of allowing men and women and boys and girls to occupy
the same pews in church. Coeducation has been so thoroughly accepted and so long
Practised in the West, that we have to speculate as to the probable effects of a return
> the old monastic system.
Mrs. D. H. JOHKBON.
In regard to the coeducation of boys and girls in high and grammar schools, I am
entirely in favor of it, believing it to be for the advantage of both sexes to mingle
freely in all departments of education.
I have not had a very large personal experience, but have had under my care a boy
and a girl who were passing through a coeducative high school. In neither case did I
see any evil or disadvantage arising from coeducation; but on the contrary a natural
healthy friendship with those of the other sex. I should entirely approve of the
principle of coeducation, from the lowest primary school to the highest university or
professional school.
Ednah D. Chicnbt.
PHYSIOLOGICAL AND HYGIENIC BEARINGS OF HIGHER EDUCATION FOR
WOMEN WITH SPECIAL REFERENCE TO COEDUCATION.
Befercnce has already been made to Dr. Clarke's book^ Sex in Edaca-
tion. In the opening chapter the author discussed the physiological
constitution of woman, and set forth conclusions which he had formed
from clinical observation. In the fourth chapter he marshaled the
'^ laws of development," which he says " we have found physiology to
teach," and his personal conclusions as an argument against coeduca-
tion. With resx>ect to the public discussions then in progress,.the pith
of the book was in this chapter, since it was immediately seized upon
as presenting an unanswerable argument against opening to women
institutions originally designed for men alone.
The citation from this chapter, given below, is interesting as showing
the manner in which Dr. Clarke applied his argument, and also the
care with which he avoided open opposition to the general movement
for the higher education of women, that had already become irresisti-
ble. Against Dr. Clarke's position little more could be adduced, at the
time, respecting coeducation, than individual convictions. Mr. Hig-
ginson, however, considerably lessened the effect of Dr. Clarke's argu-
ment by exposing the small basis of fact upon which it rested and
pointing out, categorically, the classes of facts which were I'cquired in
the premises and which, in his opinion, were already attainable. This
portion of Mr. Higginson's article, which formed a chapter in '* Sex and
Education," is also reproduced. It should be added that the subse-
quent investigations by the Collegiate Alumnse Association were the
natural outcome of this call f(»r facts. The data collected related to
the health history of 705 graduates from 12 colleges or universities
open to women, 9 of the institutions claiming 247 of the graduates
being coeducational.
The Massachusetts Bureau of Statistics of Labor, at that time (1885)
under the direction of Hon. Carroll D. Wright, undertook the prepara-
tion and publication of the material, and it is to be found in full as part
Y of the sixteenth annual report of that bureau. The summary of
results which, under the circumstances, must be regarded as entirely
impartial, is inserted here alter the citation from Mr. Higgiuson.
Two years after this report was published the similar inquiry already
noted was undertaken by a committee of women's colleges at Oxford
and Cambndge (England). These colleges are indeed not coeduca-
tional, but this fact does not lessen the significance of the iuvestiga-
COEDUCATION OP THE SEXES IN THE UNITED STATES. 839
tion so far as regards the strain of scholastic work, since the students
are prepared for the same examinations as their brothers at Oxford and
Cambridge.
The results of this investigation are presented in pamphlet report,
of which the summary is here cited, together with* a single table in
which the results of the American and the English investigations are
compared.
Sex IX Education.
By Dr. Edwasd H. Clakkx.
[Pages 121-127.]
Before ^oing further, it is essential to acquire a definite notion of what is meant^ or
at least of what we mean in this discassion, by the term coedacation. Following
its etymology, can educare, it signifies to draw out together, or to unite in education ;
and this union refers to the time and place rather than to the methods and kinds of edu-
cation. In this sense any school or college may utilize its burldings, apparatus, and
instructors to give appropriate education to the two sexes as well as to different ages
of the same sex. This is juxtaposition in education. When the Massachusetts
Institute of Technology teaches one class of young men chemistry and another class
engineering, in the same building and at the same time, it coeducates those two
classes. In this sense it is possible that many advantages might be obtained from
the coeducation of the sexes that would more than counterbalance the evils of crowd-
ing ] arge numbers of them together. This sort of coeducation does not exclude appro-
priate classification, nor compel the two sexes to follow the same methods or the
same regimen.
Another signification of coeducation, and, as wo apprehend, the one in which it is
commonly \i8ed, includes time, place, government, methods, studies, and regimen.
This is identical coeducation. This means, that boys and girls shall bo taught the
same things, at the same time, in the same place^ by the same faculty, with the same
methods, and under the same regimen. This admits ago and proficiency, but not sex,
as a factor in classification. It is against the coeducation of the sexes, in this sense
of identical coeducation, that physiology protests; and it is this identity of educa-
tion, the prominent characteristic of our American school system, that has produced
the evils described in the clinical part of this essay, and that threatens to push the
degeneration of the female sex still further on. In these pages, coeducation of the
sexes is used in its common acceptation of identical coeducation.
Let us look for a moment at what identical coeducation is. The law has, or had,
a maxim that a man and his wife are one, and that the one is the man. Modem
American educntion has a maxim that boys' schools and girls' schools are one, and
that the one is the boys' school. Schools have been arranged, accordingly, to meet
the requirements of the masculine organization. Studies have been selected that
experience has proved to be appropriate to a boy's intellectual development, and a
regimen adopted, while pursuing them, appropriate to his physical development.
His school and college life, his methods of study, recitations, exercises, and recrea-
tions, are ordered upon the supposition that, barring disease or infirmity, punctual
attendance upon the hours of recitation and upon all other duties in their season
and order may be required of him continuously, in spite of ennui, inclement weather,
or fatigue; that there is no week in the mouth, or day in the week, or hour in l^e
day, when it is a physical necessity to relieve him from standing or from studying,
from physical effort or mental labor; that the chapel bell may safely call him to
morning prayer from New Year to Christmas with the assurance that if the going
does not add to his stock of piety it will not diminish his stock of health; that he
may be sent to the gymnasium and the examination hall, to the theaters of physical
and intellectual display at any time; in short, that he develops health and strength,
blood and nerve, intellect and life, by a regular, uninterrupted, and sustained course
of work. And all this is Justified both by experienco and physiology.
Obedient to the American educational maxim that boys' schools and girls' schools
are one, and that the one is the boys' school, the female schools have copied the
methods which have grown out of the requirements of the male organization.
Schools for girls have oeen modeled after schools for boys. Were it not for differ-
ences of dress and figure, it would be impossible, even for an expert, after visiting
a high school for boys and one for girls, to tell which was arranged for the male and
which for the female organization. Our girls' schools, whether public or private,
have imposed upon the pupils a boys' regimen, and it is now proposed, in some
quarters, to carry this principle still further by burdening girls after they leaye
840 EDUCATION EEPOET, 1891-92.
school with a quiidrenniiim of maacnlino college regimen ; and so girls are to learn
the alphabet iu college as they have learned it in the grammar school, Just as boys
do. This is grounded upon the supposition that sustained regularity of action and
attendance may bo as safely reqnired of a girl as of a boy; that there is no physical
necessity for periodically relieving her from walkinj^, standing, reciting, or study-
ing ; that the chapel uell may call ner as well as him to a daily morning walk, with a
standing prayer at the end of it, regardless of the danger that such exercises, by
dcranginc^ the tides of her organization, may add to her piety at the expense of her
blood: that she may work her brain over mathematics, botany, chemistry, German,
and the like, with equal and sustained force on every day of the month, and so
safely divert blood from the reproductive apparatus to the head; in short, that she,
liko iicr brother, develops health and strength, blood and nerve, intellect and life,
by .1 regular, uninterrupted, and sustained course of work. All this is not justified,
cither by experience or physiology. The gardener may plant, if he choose, the lily
nr.d the rose, the oak and the vine, within the same inclosurc. Let the samo soil
uonrish them, the samo air visit them, and the same sunshine warm and cheer them:
still, ho trains each of them with a separate art, warding from each its peculiar
dangers, developing within each its peculiar powers, and teaching each to put forth
to the utmost its divine and peculiar gifts of strength and beauty. Girls lose health,
strength, blood, and nerve, by a regimen that ignores the periodical tides and repro-
ductive apparatus of their organization. The mothers and instructors, tho homes
and schools, of our country's daughters would profit by occasionally reading the
old Lcvitical law. The race has not yet quite outgrown the physiology of Moses.
SEX AND EDUCATION.
A Reply to Dr. Edward IT. Clarke's Skx in Education.
Articio by Thomas "Wextworth Higoinsok, pp., 35-44.
It has been xiointed out, again and again, in the Woman's Journal and elsewhere,
that there are whole classes of facts to be had bearing most closely on this question
which neither Dr. Clarke nor any physiologist opposed to coeducation has yet
attempted to obtain. Instead of shrinking from these facts, wo are constantly beg-
ging for them. Until they are obtained, systematized, and displayed, the whole
ar^j^ument of Dr. Clarko has but an insufficient basis of facts. They are such as
these :
1. Wo need facts as to the comparative physiology of American women in diiTcr-
ent localities. There are highly educated communities and very uneducated
communities. Has Dr. Clarke, or any one, compared the health of women in cities
and in country towns ; in cities with good schools and cities with poor schools ; or
in highly educated States like Massachusetts and Connecticut, as compared with
States where the climate is similar but tho school system less thorough t The
standard of female education is not very formidably high in Pennsylvania, where
they also have an equable climate, no east winds, and most comfortable living; and
yet one of Dr. Clarke's severest statements as to female debility (p. 112) comes from
Pennsylvania.' In country villages I could name, where there are only very poor
district schools, kept for less than half the year, the traveller constantly observes,
among the farmers' daughters, cheeks as pale and vitality as deficient as in tho best
educated metropolis.
2. Again, we need facts as to American-born women of diffetent races. Dr. Clarke
says of a century, "that length of time could not transform the sturdy German
fraulcin and robust English damsel into the fragile American miss." (P. l'>8.) How-
does ho know it could notf I have seen this change very neaily elfected in a single
generation among tho children of English, Irish, French Canadians, and even the
Nova Scotians, wnom he so praises; and this in families where even reading and
writing were rare accomplishments. As far as I can observe, the effect of climate,
change of diet, change of living, on all these classes, is almost sure to produce the
same result of delicacy, almost of fragility, in the second generation, with or with-
out schooling ; and among the boys almost as much as among the girls. A physician
in a large manufacturing town once told nte that the unhealthiest class of the com-
munity, in his opinion, consisted of the sons of Irish parents.
I ' ' Today the American t^oman is, t^o 8i>eak plainly, phynically unfit for her duties as woman, and is,
ferbnps of all ciTiHzed females, the leant qualified to undertake those >v($ighticr tasks which tax so
ea.vily the nervous system of man. She js not fairly np to what nature uska from her as wif« and
mother. How will she sustain herself under tho preksure of those yet more exaclinp duties which
n^^-«-days she is eager to share with the man!" (Wear and Tear, by S. Weir Mitchell, M. D.. of
J»lxlli»d©lphia, quoted in 1873.)
COEDUCATION OF THE SEXES IN THE UNITED STATES. 841
3. We need also the comparative physiology of difTerciit social positions. As a
rale, the daughters of the wealthy in America, who are sent to private schools, or
tanght hy* governesses, are far less severely taxed as to their brains than the daughters
of uie middle classes who go to the public schools. Is Dr. Clarke prepared to show
that those of the former class are decidedly more healthy f If so, this is another
point that would have a direct bearing on his argument. My own impression is that
no would find it hard to prove this.
4. But there is still a fourth class of facts, onlv to bo obtained by an extensive
record of individual instances. Letting go all discriminations of locality, race, and
social "position, and looking only at individuals under similar conditions, is Dr.
Clarke prepared to assert that as a rule, it is the hardest students in the school who
become invalids t He would say, on a ^irtori grounds, that it must be so. But do
facts show itt Looking over families and schools that I have known, I certainly
can not say that the young girls who have lost their health were the most studious —
quite as often the contrary. I have asked teachers of wide experience, '' Have yon
observed that your best scholarM have furnished the'larger proportion of invalids f"
and they have always said **No." Yet who that knows the affection with which
teachers are ai>t to follow the later ctireer of their pupils will deny that this evidence
has much value. Here is a fourth class of facts which have a direct bearing upon
the subject, and the ignoring of which weakens the value of our author's statement.
5. I am struck with the further point that Dr. Clarke seems to have cntereil on his
inquiry in the spirit of an advocsite, not of a Judge, and to have taken absolutely
no account of the physiological benefits of education for women. There certainly
are many instances—all teachers have known them— of great benefit to health, in
case of girls, under the stimulus given by study. Either Dr. Clarke knows such
iustances, or he does not. If he knows them, he is bound to state them in such an
argument; and, if possible, to arrange and tabulate them, in order to set them
against the instances on the other side. If he does not know them, it simply shows
that, "while the facts of disease impress the physician, the facts of health may elude
him.
SUMMARY OF RESULTS OF A SPECIAL INQUIRY INTO THE HEALTH OF
FEMALE COLLEGE GRADUATES, BY THE ASSOCIATION OF COLLEGIATE
ALUMN.E.
[Sixteonth annual Hcport of the Maasachusctts Borean of Statistica of Labor, pp. 528-532.]
Referring briefly to the results as shown by the tables, it appears —
That the graduates are largely of American parentage ; that the greater part of
them spent tueir childhood in the country and had a fair amount of out-door exercise
daily.
That 57 per cent began study in a school and 41 per cent at home, the remaining 2
per cent failing to answer; that the average age at which they began study was 5.64
years; at entering college, 18.35 years ; at graduating from college, 22.39 years; and
that the average present age is 28.58 years.
That during college life the majority studied but moderately ; that 44 per cent did not
worry over their studies or affairs ; that they were generally regular as rej^ards hours
for eating and sleeping, took a proper amount of physical exercise daily, and, as
regards nearly one-half of them, abstained from exercise wholly or in part during the
menstrual period ; that, as a rule, they entei'ed society but little, and for the most part
had college roommates.
That since graduation all seem to have found congenial occupation, a great many
as teachers, while 8 only arc occupied with social duties to the exclusion of other
occupation.
That about one-fourth have married, and that of the whole number of children
born by them, the greater part are living and in good health.
That, for all the various periods of their lives, the health of over three-fourths
of the graduates has been either excellent or good; that during college life a slight
falling off from excellent or good health is apparent, resulting in an increaho in
number reporting fair health, while, on the other hand, the number reporting indif-
ferent or poor health is smaller than for any preceding period, and but slightly in
excess of the number reporting the same conditions of health for the succeeding
period or since graduation.
That over one-half of the graduates are not and have not been troubled with nerv-
ousness, and that nearly 25 per cent have had no trouble at any limo during the
menstrual period.
i
842 EDUCATI<)N EEPOET, 1891-92,
That about 60 per cent have bad somo disorder; the more common disorders
reported relating to the stomach, liver, bowels, longs, nervoua system, generative
organs, neuralgic and rheumatic affections, and, to a certain extent, to the heart and
bruin.
That the roost prevalent cause of disorders is constitutional ireakness, the otJier
causes being bad sanitary conditions, intellectual overwork, emotional strain, and
physical accident.
That the varying conditions of childhood, as shown in the comparisoa tables,
have had no markoa influence for good or evil upon the present health of graduates.
That the present health of graduates seems to have been affected according as
their parents have enjoyed either good or poor health, tii&e figures showing 3 per
cent increase in the health for those whose parents were both in poor health.
That so far as inherited tendency to disease is concerned, a decline in health has
also taken place, as compared with the average good health of all the graduates,
tiiose inheriting tendency to disease from either parent showing a decline in health
of 3 or 5 per cent, those inheriting tendency to disease from both parents of nearly
20 per cent, while in the case of those who have no hereditary tendency to disease,
there has b&en an increase of nearly 3 per cent in good health.
Tliat during college life about 20 per cent show a deterioration in health, 60 per
cent BO change, and 20 per cent an improvement ; that for those who entered college
at 16 years of age and under, an increased deterioration in health of betwoen 10 and
11 per cent as compared with those who entered at a later age is observed, aad of
over 8 per cent as compared with the whole number whose health deteriorated.
That during life there was nearly 2^ per cent less deterioration in hesdth as com-
pared with the deterioration in health reported during working time by the working
girls of Boston.
That those who studied moderately show an increase in health of over 3 per cent
as compared with average good health during college life for all graduates, while
those who studied severely or moderately to severely show a decline of from 5 to 7
per cent as compared with average health during college life.
That, as compared with average good health during college life for all graduates,
those who worried over personal affairs, a decline in health of over 10 per cent; those
who worried over both studies and affairs, a decline in health of 15 per cent, while
thofio who worried over neither studies nor affairs, show am increase in health of 10
per cent.
That for those graduates who studiecl severely during college life, as compared
with the average good health of all graduates, a decrease in health of 7 per cent at
time of entering college is shown ; during college life a decrease in health of over 6
ger cent, and since g^dnation of exactly 6 per cent; that if, on the other hand, the
ealth of these graduates at time of entering, during college life, and since gradua-
tion are compared with each other, without regard to the health of all the graduates
for the three periods, there was a decrease in health during college life of less than
2 per cent, an increase in health since graduation of three-fourths of 1 per cent as
compared with health at time of entering college, and of over 2^ i>er cent as com-
pared with health during college life, and tinally,
That although the average good health of these graduates who studied severely was
conHiderably less than the average good health of all the graduates for the three
periods considered, their health did not suffer material deterioration during college
life, and has more than recovered since graduation its normal state at time of enter-
ing college.
The facts which we have presented would seem to warrant the assertion, as the
legitimate conclusion to be drawn from a careful study of the tables, that the seek-
ing of a college education on the part of women does not in itself necessarily entail
a loss of health or serious impairment of the vital forces. Indeed, the tables show
this so conclusively that there is little need, were it within our province, for extended
discussion of the subject.
The graduates as a body entered college in good health, passed through the course
of study prescribed without material change in health, and since graduation, by
reason of the effort required to gain a higher education, do not seem to have become
unfitted to meet the responsibilities or bear their proportionate share of the burdena
of life.
It is true that there has been, and it waste be expected that there would be a cer-
tain deterioration in health on the part of some of the gradnates. On the other
hand, an almost identical improvement in health for a like number was reported,
showing very plainly that we must look elsewhere for the causes of the greater part
of this decline in health during college life. If we attempt to trace the cause, we
find that this deterioration is largely due, not to the requirements of college life
particularly, but to predisposing causes natural to the graduates themselves, bom
in them as it were, and for which college life or study should not be made re8X>onsible.
A girl constitutionally weak is always at a disadvantage, and naturally would suffer
COEDUCATION OF THE SEXES IN THE UNITED STATES. 843
a deteriaratioA in health, temporary poaaibly. or even permanent, if, at the most
trying period of her life, from 18 to 23 years, she seeks superior education. At the
same time we should not fail to emphasize the fact that ftilly 30 per cent of tiie
total deterioration in health during college life was ft'om excellent to good only. In
the case of thoee graduates who studied severely even, the facts reported concern-
ing their physical condition do not show that they have suffered materially from the
eneets of close application, but that they have since graduation retnmed to the
normal condition reported by them at the time of entering college.
In conclusion it is sufficient to say that the female graouates of our ooUe^es and
universities do not seom to show, as the result of their college studies and duties, any
marked difference in general health from the average health likely to be reported by
an equal number of women engaged in other kinds of work, or in fact, of women
generally withoat regard to occupation followed.
pTnuB Health Statistics of Women Students of Cambrid^ and Oxfbrd and of thatr Sisters, by Mn.
Henry SIdgviclL. Page 91.]
BeMulU of the Engli9h and American invaligations eompared.
AU MtudentM and their nttsra.
Humber American 705
English students 566
Sisters 450
From 3 to 8 years of age
From 8to 14 years of age
From 14 to 18 years of age
At entering ooIlegB
Ihiring ooUege me, and for sisters
from 18 to 21
Present health (Snglish), since grad-
uation (American)
American HudenU who ttudied M-
verely (number, t63) and EngUth
ttudenUwho read/orhonort {num-
ber, 269),
At entering college.
During college life .
Present healui
Percentage in excel-
lent or good health.
9^
76.74
73.33
78.16
74.89
77.87
Bnglish.
«
B
en
71.46
67.09
61.97
68.20
63.08
68.02
71.10
69.58
71.86
74.35
67.66
74.72
I
00
64.70
63.46
56.34
58.45
59.34
Percentage in fi^
health.
1.84
2.98
1.98
7.80
5.11
EttgHsh.
I
B
en
16.98
22.78
27.14
22.08
26.15
22.08
3.04
10.27
9.13
17.47
22.68
1&96
I
14.45
22.76
26.95
26.44
27.11
Percentage in indlf
ferenl or poor health
(American) and in
poor or bad health,
or dead (£n|^h).
21.42
23.09
19.86
17.31
17.02
25.86
20.15
19.01
English.
B
s
B
00
11.57
10.13
10.89
9.72
10.77
9.90
8.18
9.66
6.32
3
00
20.86
13.79
16.71
15.11
18.55
SngJish.
ATerage age at entering college
Average age at time of collecting statistics
dumber married
Percentage married
Aversge number of years married
Percentage of those married who have children
ll^umber of children Uving
Kumber of children dead
A verage age of children
Percentage who teach or have taught (in the case of students, only
tesohingsiaee leaving college is mcluded ; Bnglish students who
left In 1887 are here omittea)
37.88
Summing up the results of our investigation, we may, I think, say witii confidence
that there is nothing in a uniyersity education at all especially iujurious to the con-
stitution of women or involving any greater strain tnan they can ordinarily bear
i
844 EDUCATION REPORT, 1891-92.
without injury. Women gcnerallv pass throagh it without its affecting their health
one way or the other. Ab was to be expected, however, some improve iu health and
some deteriorate, both improvement and deterioration being sometimes the eiiect of
conditions of college life and of circumstances more or less connected with it, though
probably more often due to constitutional or other causes for which college life can
not bo either praised or blamed. The net result of the change is that as large a
proportion of the women who have had a university education oi^oy good health
now as did so at the time they entered college, while the number in poor health,
among those who have read for honors, is somewhat reduced. These results conlirm
those of the similar inquiry previously conducted in America.
As mothers of healthy families wo have seen that the students are more satisfactory
than their sisters, and so fur as we can judge quite up to the average of women.
We have set down ns a fact unfavorable to a university education for women, a
temporary falling off during college life of about 5 per cent in good health as com-
pared with either health at entering or present health. This to some extent depends
on illness or other things occurring accidentally during the colle/;e course, and to
some extent is probably due to the relaxing climate of our universities; but it is also
partly caused by overwork and want of attention to well-known laws of health, and
to this extent both could and ought to bo prevented by reasonable care on the part
of students themselves.
That any serious alarm as to the effect of university education on the health of
women is groundless is clearly shown by the fact that the net amount of increase
in good present health, as compared with health between 14 and 18 years of age, is
greater m the case of students than of their sisters.
In 1874 Prof. Fairchild, of Oberlin, wrote as follows:
*^A. breaking down in health does not appear to be more frequent with women than
witli men. We have not observed a more frequent intt^rruption of study on this
account, nor do our statistics show a greater draft upon the vital forces in the case
of those who have completed the full college course. Out of 84 who have graduated
since 1841 7 have died, a proportion of 1 in 12. Of 308 young men who have gradu-
ated in the same time 34 are dead, or a little more than 1 in 11. Of these 34 young men
6 fell in the war, and leaving out those the proportion of deaths remains I m 13.
Taking the whole number of graduates, omitting the theological department, we
find the proportion of deaths 1 in 9i; of ladies 1 in 12, and this in spite of the lower
average expectation of life for women, as indicated in life-insurance tables."
The Boston School Document already cited (No. 19, 1890) presented
the opinions of 49 physicians of that city, of whom 3ti favored coedu-
cation, two of the number with some reservations, and 19 opposed the
policy. The following citations present substantially the special argu-
ments advanced by this class of professional men.
Opinions of Physicians.
[From Boston School Document No. 19, 1890.]
16 Union Park, Boston ^ April SO, 1890.
I cousider the coeducation of boys and girls in grammar and high schools not only
permissilile, but hip:hly beneficial to both sexes.
First. I cousider it of moral importance that the influence of the boy and the girl
npou each other should be exercised from early youth, so that each sex would become
familiarized with the other's way of thinking, speaking, and feelinfi^.
Second. Such an influence would materially strengthen the health throne^h the
intellectual discipline produced, while the physical condition of the girl would nee-
CMsarily be improved through the association with the boy, because she will be less
likely to hurry on nervously with her studies; the intellect of the boy being some-
what slower in its development, the jjirl will find in the boy's nature a wholesome
counterpoise; thus to botn boy and ^irl will be assured a slower and more thorough
advance iu study, and more time either for physical rest, physical development by
culture in plays and games, or outdoor recreation. This latter is sadly lacking iu
girls' schools, as usually the ambitious pupils and their teachers strive simply for
one object, namely, to be equal to, or in aavanco of, the boys' schools. The result
too often produced is an early ripeness of intellect without a corresponding ripeness
of physical conditions.
Marie K. Zakrzewbka, M. D,
COEDUCATION OP THE SEXES IN THE UNITED STATES. 845
ROXBUBY, April S9, 1S90.
1. My personal experience of coedncation hae been favorable. It was the method
parsaed m the public schools of Brookline, where I was broaght np, and in the high
schools of which I subsequently taught. I believe it has advantages over the sep-
arate system, and in schools representing the well-to-do middle classes of society I
see no objections t«> it.
2. The only considerable argument against it, that girls require at certain periods
special exemption from work for physiological reasons, falls through when, even
though the sexes are separately educated, yet the standard for both sets of schools
is identical, so that no indulgence can be, or at any rate is, granted the girls over
what Is given to the boys.
3. I am inclined to think that in certain localities of large cities where the social
and moral tone is very low, and teachers have no aid from parents in restraining
pupils out of school hourS; coeducation might be open to some objections on the score
of morality.
Chas. F. Withingtox, M. D.
93 Mount Vernon Street, Boston ^ May 2^ 1890,
It seems to me there are three general questions to be considered: first, the effect
upon the health ; second, the effect upon morals and manners ; and, third, the effect
upon the mental traiuinc^ and development. I am .unable to tind any conclusive evi-
dence that the morals of cither sex are vitiated by coeducation, and I believe that
the manners of the boys and youn^ men are improved. It seems the natural way
that the two sexes should be educated together, at least so far as the grammar and
high schools go. In the family where there are boys and girls, both sexes seem to
develop more normally. To bo sure one hears of grave moral deflections happening
occasionally among school girls or boys ; but this does not prove, it seems to me, that
the coming together, as they do in mixed schools, is the cause of it; is not the true
cause, rather, bad outside influences and the neglect of wholesome home iufluenceat
I have been a teacher in a mixed high school myself (the Cambridge High) and I
have talked with others who have been connected with mixed schools in one way or
another, and from our experience we can find no evidence of any general lowering
of the moral tone, and the single cases which have occurred are not proven to have
been the result of coeducation. Looking at it from a purely medical and physiolog-
ical side, one has to consider this question: Is it prejudicial to the normal develop-
ment of either sex to bring them together at school at and after the ago of puberty t
Puberty is a critical time with both sexes, perhaps more so with the girls; then it is
that the nervous system has to be especially guarded from overexcitement; then it
is that the girls are likely to be moruid, etc. The homo influence ought to be the
guarding and guiding hand which safely brings the boy and girl through this
period, and with tolerable care at home I can not see how the bringing together for the
comparatively short time of the school hour will act injuriously on eitnei- sex. On
the contrary, may it not obviate those morbid tendencies so common to the age of
development t
Lastly, there is the question of partial rest once a month for the girls at the men-
strual epoch. Is not this an objection to the mixed systems? Willnot the |^irls feel
compelled to do the same work at such times as in the intervals, to their injury and
suffering? The girls are, as a rule, more ambitious than the boys, and do more
work, and can anord to relax a few days each month and still keep up with the
boys. Of course, just what should be each girl's plan as to work durin<r these times
must bedetermined by her sensations and feelings, together with wise advice at home,
if possible. Here also I believe morbid conditions are less likely to arise if, as in a
mixed school, less attention is attached to this physiological function.
As to the mental training and development, I believe it makes very little if any
difference in the results whether the boys and girls are educated separately or
together; this so far as the purely school work is concerned. In addition, however,
with coedncation, I believe, as I have mentioned, that the manners of the boys are
improved; they learn to be more gentle, and the girls learn some ''robuster virtues."
While writing this I have had the opportunity to speak of the matter with Prof.
Sedgwick, of the Massachusetts Institute of Technology, and from his experience in
mixed grammar and high schools, and in his own department at the institute, he
quite emphatically concurs in my opinion.
Edward 0. Otis, M. D.
846 EDUCATION EEPORT, 1891-92.
138 BOYLSTOX Street, Boston, May 15, 1890,
At the age when the most of the pupils of onr high schools — and the same might
apply to a certain extent to the grammar schools — are sent there, the natural func-
tions of the adolescent organism are nndergoins more complete dev^elopment, and
the person of either sex is passing from the period of childhood toward that of matu-
rity, or at least of perfect development; and certain functions which have lain dor-
mant until this time are awakening into life, and arouse new and unknown sensations
and emotions. There is also at that time an increased need of careful and appropri-
ate training, of Judicious restraint over the associations and surroundings, both
moral and physical, which form the environment of the individual. The hoys of
our community are at this time more restless than heretofore, and often traits of
character of new and sometimes uncontrollable nature are developed. To a certain
extent this is also true of the opposite sex.
The high schools take their pupils from various districts of the city, and often
from out of the city, and these pupils are thereby removed from the influenoea
which have thus far surrounded them; they are brought into association with other
boys or girls whom their parents can not know, and often they are exposed to influ-
ences which parents or guardians would strive to protect them from if this were pos-
sible. I am in a position to speak from experience, and I think that vast harm is
done to many pupils in the high schools from the mingling of boys from so many
directions, and I have seen many, many cases of impairment both of health and
character which are traceable to this cause. This was not long ago illustrated in a
most alarming manner among the pupils of Eton, and I could mention examples in
onr own city. If, now, the membership of our higher schools were made up of both
boys and girls, I can not think that the absence of knowledge on the parents' pari
of the associations which might be formed between the individuals of such a homo-
genous collection of pupils would operate to the detriment of educational ends,
and would not infrequently cause great misfortune. In an institution which I have
visited, in which the education of the pupils of 15 to 20 years is carried on in oom-
mon^ I was told by one of the teachers that great trouble is experienced in the reg-
ulation of the relations between the pupils, and that often very embarrassing sita-
atioiis are encountered.
For these reasonSj and others which I do not think it necessary to mention in this
inquiry, I would express the opinion that coeducation of the sexes in onr higher
schools or in the grammar schools is not, under existing cironmstanees, either Judi-
cious or advisable.
Albert H. Blodgett, M. D.
Views op College and University Presidents and Professors, with Accounts
OF Special Provision for the Higher Education of Women, Established
IN Connection with Universities.
[Dr. F. A. P. Barnard, president Columbia College, New York, X. Y. Report of 1879.]
Expediency of receiving young women as students, — The condition of the college is now
such as to justify the suggestion of the question whether its advantages should not
be open to young women as well as to young men. This question has been brought
to the attention of the trustees heretofore by outside parties, and the reception which
it met has been such as to indicate that the minds of the board are not favorably
prepossessed in regard to it. There has been hitherto, however, no room for con-
sidering it upon its merits; for whether regarded favorably or not, so long as tho
college was confined within recent narrow accommodations the measure has been
impracticable. Not that the admission of young women requires any considerable
provision of space greater than that which is necessary for young men only; but
that, in arriving at and leaving the building, they need their separate retiring rooms
and cloak rooms, and no apartments could be found in the old building suitable
for this purpose. That difficulty no longer exists. The measure has become prac-
ticable. There can be no harm in inquiring whether it is not also expedient.
Many considerations suggest themselves which make in its favor. In the first place,
there can be no doubt that among many of our most judicious thinkers^ and possi-
bly with even a majority, there exists at this time a profound conviction that, in
the interests of society, the mental culture of women snould be not inferior in char-
acter to that of men. The condemnation of that kind of female education which in
past years has been too prevalent, in which the useful has been made subordinate
to the ornamental, and what are called accomplishments have taken the place of
solid acquisitions, is sdl but universal. The demand has been made and its reasona-
bleness has been generally conceded, that the same educational advantages should
be offered to young women which young men enjoy. But when the question is
COEDUCATION OP THE 8EX£S IN THE UNITED STATES. 847
raised as to how that demand shall be met, there Ih no longer found to prevail the
same nnanimity.
One obvious method is to improve the female schools. Of such institutions there
are, and have always been, a sufficient number; but tiie fault of most of these is
that they furnish the merely superficial and ornamental education of which com-
plaint is made. Such can not be improved except by reconstruction, for their
instructors ean not rise above their own level, and their proper level is indicated by
the teaching they have been accustomed to give.
Another method is to create colleges for young women identical in form with the
existing colleges for young men, embracing in the scheme of instruction the same
subjects in the same order, and conferring at the end of the course the same aca-
demic degrees. Examples of this kind of institution are seen at Yassar College, in
this State, and at Butgers Female College, in this city. The objection to these is
that they can not, or, at least, in general, will not, give instruction of equal value,
though it may be the same in name with that furnished to young men in the long-
established and well-endowed colleges of highest repute in the country, and that it
is niyust to young women, when amnitting their right to liberal education to deny
them access to the best.
In more than half the colleges of the United States young women are admitted
on the same terms as young men, and attend the same instructors in the same lec-
ture halls at the same hours. The usage is more general in the Western than in the
Eastern States. But we have two conspicuous examples, the Cornell and the Syra-
cuse universities, in our own State, and there is one in Massachusetts, the Boston
University, and one in Connecticut, the Wesleyan. Yale College admits young women
to her School of the Fine Arts. In the Michigan University, which, in numbers and
in standing, ranks among the leading educational institutions of the country, out
of a total of more than 400 in the School of Letters and Science, between 70 and 80
are young women. The colleges of the country, excluding those under the control
of the Roman Catholic Church, are, according to the latest enumeration, 355 in nnm-
ber, of these 183 are open to students of both sexes.
In many of these colleges the students are permanently resident, separate build-
ings being provided for the female students. The Sage College at the Cornell Uni-
versity, founded by the liberal friend of education whose name it bears, is a splendid
edifice erected for this purpose. In others, as at Syracuse, the students of both
sexes, with few exceptions, attend at the college only during the day, and out of
class hours reside at home or in private families, lliis arrangement relieves the
instructors of responsibility for general supervision and leaves no room for the occur-
rence of troublesome c^uestions of discipline.
As to the practicability of adopting this plan in our* college, no question will be
raised : but doubts may be entertained as to its expediency. It would be difficult,
nevertoeless, to suggest any reason which will bear very close examination why it
should not be adopted. The admission of young women into the classes would not,
in any manner, interfere with and cmbarraas the processes of instrnption as they are
now conducted. No modification of the arrangements of the class rooms would be
necessary. So many more units would simply be added to the number and so many
more names to the class roll. In every scholastic exercise the young women would
be regarded as the young men are regarded — merely as students.
It can not be denied that there is, in some minds, a feeling of aversion to this
proposition which does not seek to defend itself by reasons, but inclines those who
entertain it to dismiss the subject without argument. This is probably owing prin-
cipally to the fact that the admission of young women into colleges is an innovation
upon immemorial usage. The spirit of conservatism never fails to rise up against
novelties, no matter how cogent the arguments by which they may recommended.
That it is this spirit mainly which opposes the opening of colleges to women, rather
than anything inherently objectionable in the proposition itself, is made quite evi-
dent by the tact that no such opposition manifests itself to the association of stu-
dents of both sexes in the academies and high schools with which the country
abounds, many of which profess to teach the same subjects as the colleges, to the
same extent, and to pupils of similar ages, differing chiefly in the fact that they have
not a determinate course of four years, and do not confer degrees in arts.
The opposition to the proposal which has its source in the feeling here referred to
is no doubt the most serious of the difficulties in the way of its adoption, simply
because feeling is not controlled by judgment, but remains often unchanged after
the understanding is convinced. Objections are, however, sometimes made to the
plan which appeals to the reason. Thus, there are those who hold that the average
female intellect is inferior in native capacity to that of the stronger sex, and hence
infer that the association of the sexes m the same classes will have a tendency to
depress the standard of scholarship. It is unnecessary here to go into the general
argument upon this point, for it is not in the effort to master those elementary facts
J
848 EDUCATION REPORT, 1891-92.
of knowledge or principles of science which form the material and the in^tnunent
of early mental training that the relative nltimate strength of difl'erent minds can
be tested. There is in some intellects a qnality of activity, of quickness of percep-
tion and readiness of combination, which, within given limits of time, is more than
a compensation for more slowly moving power. And this is a qnality which
observation has proved to be peculiarly characteristic of the female mind. Similar
observation, moreover, has pretty well established that, as a rule, girls are more
diligent in study than boys, a fact which has an important influence on the record of
their scholarship.
The experience of institutions where this point has been practically tested proves,
moreover, that the presence of young women as members of college classes tends to
a rcsalt directly the reverse of that which the objection supposes, and has the effect
to raise rather than to depress the average scholarship of the classes to which they
belong. In regard to this matter, the results derived from a comparison of the reoora
made in Cornell University during the years preceding and the years following the
opening at that institution of the Sage College for women, which have been kindly
luniislied to the undersigned by Vice-President Kusscl, are exceedingly interesting
as well as instructive.
In order to understand the significancy of these it is necessary to bear in mind
that in every college a larger or smaller proportion of the matriculates of a given
year usually dro]) ofl' before the close for a variety of reasons, among which are
failure of health, failure of means, the disciplinary act« of the faculty, and loss of
position in consequence of defective scholarship. All these causes, except the last,
are pretty uniform in their operation; and, with the same exception, tne effect or
all of them united is never very considerable. The variations, then, in the total
magnitudes of the losses, when successive years are ooninared with each other, must
bo mainly due to the operation of the cause last mentioned, the varying numbers
who fail from deficient scholarship.
Now it appears that at Cornell University, during the years which preceded the
admission of young women, the losses during the year averaged 26 per cent, or
more than a quartt^r of the entire number of the matriculates, per annum, while for
the seven years that have passed since that date the losses have averaged only 16
per cent per annum. During this latter period the standard of attainment for
admission has been twice raised, and the term examinations have been made
steadily more and more rigorous. Either of these causes might have been supposed
likely to increase the proportion of losses, yet no such effect has followed from both
of them together. It has been added in a statement by an officer of the University
recently printed that "these seven years have witnessM a marked improvement in
the quality of the whole institution," and further, a very noteworthy fact, that
during the entire perioil " no young woman has been dropped from the rolls through
failure at examination.'' So far as the experience of this institution is concerned,
the evidence is quite conclusive that the admission of youug women as students
into college classes has the effect to raise rather than to depress the standard of
scholarship.
Another objection to the plan is found in the assumption that the course of study
prescribed iu colleges is too severe to be attempted without danger to the delicate
constitutions of young women. This proposition has been elaborately maintained
by an eminent authority, whose views have had a wide circulation, and have, to
sonic extent, impressed the public mind. So far as these views are founded on a
priori consideration, they are mere opinions, to which the opinions of other authori-
ties no less weighty may bo opposed. So far as they are founded on observation of
injurious results presumed to nave followea from overtasking the physical powers
by excess of stu(l>*, it would be easy to demonstrate by similar examples that the
course of college study is too severe for young men as well.
But this argument, if it proves anything, proves too much. It is not the kind of
study which harms, if study harms at all, either young women or youug men, it is
the quantity; and certainly, valueless as the teaching in many young women's
"finishing schools" may be. it is usually heaped up upon its victims to an extent
not inferior to that which the college course requires. It is inconceivable that the
exercise of the mind upon the solution of an algebraic problem, or the interpretation
of a passage in Homer, can be more exhausting than a similar exercise over the
French irregular verbs, or even so much so as the confinement of hours daily in
bending wearily over the drawing table or drumming on an ill-tuned piano. The
argument of the objector, however, begs the whole question by assuming that this
is really the case, while his opponent might reply that if he has proved anything he
has simply proved that young women ought not to be educated at all.
Of course no one will contend that excess of study can not but be injurious to the
young of either sex. If young women in college commit this error they will suffer
for it, and so will youug men. We see examples of this kind occasionally in the
youth of our own college, but however we may regret these, we do not consider it
COEDUCATION OF THE SEXES IN THE UNITED STATES. 849
advisable to disconraf^o younjp^mcn from entering college on that account. Conld It
be proved that the etudies taught in college offer to young women a more dangerous
temptation to excess than those which from the substance of the more ornamental
education they have been heretofore accustomed to receive, the fact might suggest
the propriety of greater vigilance to arrest this tendency, but it certainly could not
justify us in cutting them off from these so fascinating studies altogether.
There is one consideration bearing on the plan in question which is positively
favorable, and is not without importance. The presence of young women in colleges
is distinctly conducive to good order. Nothing is more certain than that the com-
plete isolation of young men in masses from all society except thfcir own tends to
the formation of habits of rudeness, and to disregard of the ordinary proprieties of
life. No degree of good breeding, no influence of social refinement in tbe family
circle, can effectually secure a youth against this danger. It is this which explains
the frequent participation of young men in college in acts which in other situations
they could not be induced to countenance, and would oven regard asYopreheusible.
Any circumstance, whatever it may be, which destroys this isolation, and subjects
the youth to the wholesome influences which protect his moral tone in the ordinary
environment of society, can not but bo beneficial. Such is the effect of the presence
of women in college. On this point the undersigned is able to speak with the
authority which belongs to knowledge experimentally acquired. As an officer of
the University of Alabama, it was his custom for years to invite the attendance on
his lectures of classes of young women from a neighboring female seminary, and
others resident in the town ot Tuscaloosa. The advantageous effect of this upon
the manners of the young men was a subject of common observation, and the results
were so satisfactory that tho example was followed by other officers of the same
institution, so that scarcely a day passed without the x)resenco of young women in
one or another of tho college classes. These wero not matriculated students, it is
true, and they did not directly mingle with tho young men, but this circumstance
tended rather to diminish than to increase the iufiuenco which their presence exerted,
and yet this influence was very decid^.
The elder Sillinian, during the entire period of his distinguished career as a pro-
fessor of chemistry, geology, and mineralogy in Yale College, was accustomed every
year to admit to his lecture courses classes of young women from tho schools of Now
Haven. In that institution tho undersigned had an opportunity to observe, as a
student, the effect of this practice, similar to that which he afterward created for
himself in Alabama, as a teacher, 'flie results in both instances, so far r.s they went,
were good; and they went far enough to make it evident that if tho presence of
young women in college, insteadof being occasional, should bo constant, they would
bo better.
But it is still objected that though the association of young women with young
men in college may bo beneficial to tho ruder sex, it is likely to be otherwise to the
gentler. The delicacy and tho reserve which constitute in so high n degree tho
charm of the female character are liable, it is said, to bo worn off in tho uncere-
monious intercourso of academic life, and the girl who enters college a modestly
shrinking maiden is likely to come out a romping hoidcn or a self-asserting dog-
matist. Those who make this objection argue rather from assumed premises than
from any facts of observation. It is sufficient to say that tho experience of the high
schools of the country fails to furnish ground for this impression, and that no such
results have been observed in any of the numerous colleges in which the experiment
has for years been tried.
There is another and final objection less frequently urged in these discussions than
thrise above enumerated, yet probably often in tho minus of those who do not urge
it, which is founded on the supposeddlsturbing influence which sentimental causes
may exercise over tho spirit of study. If young people of both sexes are associated
in the same institution, and thus permitted to meet frequently and familiarly, their
thoughts, it is imagined, will be likely to bo moro constantly occupied with each
other than with their books. An appeal might hero again be made to experience to
show that this danger is exaggerated. An(l it might bo said with justice that the
comparative freedom of school intercourse tends far less to excite tho imaginations
of impressible youth, and clotho for them tho objects of their possible admiration
with unreal charms, than do the moro constrained and less frequent opportunities of
mutual converse afforded in general society.
But, however that may be, tho argument is inapplicable to the circumstances of
our particular case. Here no opportunities for intimate intercommunication exist
at all. Tho students attend only during a limited number of hours daily, and dur-
ing their attendance they are constantly in class and occupied either in listening to
instruction or in the performance of their own scholastic duties. No common halls
of assembly exist, in which they m.iy gather either before the exercises of the day
commence or after they are over. From their retiring rooms, which will bo entirely
cut off from every other part of tho building, tho young women will pass directly to
ED 93 54
850 EDUCATION REPORT, 1891-J».
tbe lectnro room, and at the close of their daily taaks will retire in the same way.
Thronghout the entire duration of tbe college course they will he resident in their
own homes and snrronnded by every protecting safegaard that parental solicitude
can provide. If it is really desirable that the edncational advantages offered to
young women should bo equal to those which young men have been so long permitted
to enjoy, it would seem to be neither reasonable nor right that they should be excluded
from the institutions where such advantages exist. If it is not desirable, of course
the argument falls to the ground.
Tbe measure here under consideration, should it meet with approval, would not
probably be productive of any immediate visible effect. Few young women would
be likely to present themselves as candidates for admission within the next few
years, because there are few in this community who are likely to have given atten-
tion to the studies ref|uired as preparatory to the college course. But after that
period, in a great city like this, a very considerable atteudancemight be anticipated,
and thus our college would enter upon a new and important field of usefulness.
Whatever may be the fate of the present suggestion, the undersigned can not per-
mit himself to doubt that the time will yet conio when the propriety and the wi6d<Hn
of this measure will be fully recognized ; and as he believes that Columbia College
is destined in the coming centuries to become so comprehensive in the scope of her
teaching as to be able to furnish to inquirers after truth the instruction they may
desire in whatever branch of human Knowledge, he believes also that she win
become so catholic in her liberality as^to open widely her doors to sAl inquirers
without distinction either of class or sex.
[Citations ftroni tbe Boctoo School Document Ko. 19, 1890.]
Ambcbst Collkoe, Amker$ty Mosb., Mmy 6, 1890.
President Seelye requests me to acknowledge his receipt of your favor of April 21,
and to say that in his Judgment the coeducation of the sexes is both desirable and
practicable in the early st&ges, and he thinks that it might be properly conducted
through both the grammar and high schools; but in his judgment the differentiation
of sex, which is quite as manifest on the mental as on the physical side, requires a
different curriculum for the two in their college course.
Edwakd B. McFadden,
r
BosTOX University, Bosion, May 8, 1890.
In my opinion, the coeducation of the sexes in high and grammar schools, as also
in colleges and universities, is absoli^tely essential to the best results in the educa-
tion of youth.
I believe it to be best for boys, best for girls, best for teachers, best for taxpayers,
best for the community, best for morals and manners and religion.
At the time of the opening of the Boston Latin School for girls, I pleaded as hard as
I could in favor of the opening of the then existing Latin school to both sexes,
instead of st.arting a new and separate school for girls. Since that time I have
seen no reason to change my views. So far as I can judge, Bostcm would do wisely
to repafr the mistake, and to organize all her schools on the plan followed at
Cambridge, and in so many intelligent and x)ro6perouB cities.
W. F. Warben,
Fi^endeni.
Carletox College, Xorih fields ifinn^. May 8, 1890.
It seems to be divinely ordained that boys and girls should be brought up together
in the same family; and no good reason is apparent to me for separating them
at the school-room door. Both mentally and morally they are mutually helpful in
stimulating and in restraining each other, and therefore necessary to a symmetrical
development of character. Any so-called reform which forbids coeducation in our
grammar and high schools is what Dr. Bushneli would call a "Reform against
Nature."
Jas. W. Stroko,
Pretideni,
Arkansas (Industrial) Universitt, May 10, 1890.
Jttdgine from the work in this university preparatory department, both sexes are
benefited by reciting in the same class rooms.
£. H. Murfeb, Pruident.
COEDUCATION OF THE SEXES IN THE UNITED STATES. 861
Drury Collkoe, Springfield, Mo., May 10, 1890,
Our instittttion is coedncational, and tbe preparatory department is of the same
grade as the high school; but the conditions are peculiar, in that we have a lady
principal who has charge of the young ladies who live at the college, and who, with
the other teachers, maintains a general supervision. Our regulations are not exces-
sively strict by any means, nor do we have any restrictions upon the social relations
of the students beyond those which good sense and regard for proprieties suggest.
Coeducation presents no peculiar difficulties with us. It is taken as a matter of
course. Its effect upon the mauners of the students is, I think, good. Occasionally
an intimacy springs up which is disadvantageous^ but I am by no means sure that
such incidents are more frequent than would be found to occur among young people
differently circumstanced. On the other hand, I am inclined to think that the daily
association of young people of both sexes, under wise teachers, may be helpful in
the way of correcting much that would be false in thought and imagination.
As regards class-room work, physical strength, intellectual capacity, etc., I see no
difference. There are bright boys and dull boys, and there are bright girls and dull
ones. Occasionally a girl shows the effect of overwork, and occasionally the same
thing is seen among the boys. It is a matter of strength, endowment, etc., rather
than of sex.
F. T. Inualls.
Little Rock University, Little Bock, Arkr, May S, 1890,
1 believe that the coeducation of boys and girls in high and grammar schools, if
under proper restrictions and guards, is a good thing.
M. L. Curl,
Preeident.
Delaware, Ohio, May 16, 1890,
We have had coeducation in the Ohio Wesleyan University since 1876. No evil
effects have resulted here. Our yonuff men are more gentlemanly and our young
ladies are more vigorous in their work because the two sexes recit« together. Upon
the whole, our experience is decidedly favorable to coeducation. I believe the
experiment would prove a success in your high and grammar schools.
J. W. Bashford.
Bates College, Lewieion, Me,, May 17, 1890,
After an experience of twenty-seven years, we heartily believe in coeducation in
an institution like ours, and we should hesitate to offer any objection to it in high
and grammar schools.
0. B. Cheney, President,
By J. Y. Stanton, Secretary,
Williams College, Williamelown, Maes., May 7, 1890,
So far as I have observed the working of the coeducation of the sexes in high
schools, it has not been attended with evil results. It seems necessary that orai-
nary caution be observed, but the competition of boys and girls in the same classes
has usually been productive of intellectual activity. I do not think that the danger
of immorality is increased by the meetings incident to well-regulated instruction
and exercise in and about the same building. I must add that I have not had opportu-
nity for very extensive or thorough observation.
Franklin Carter.
Oberlin, Ohio, May 7, 1890,
Oberlin College has tried coeducation in all departments from its bejginning, in
1833. We are tnoronghly satisfied with the experiment, and believe it is the most
natural and the most wholesome way under reasonable conditions. I do not think
any of the faculty would fail to say the same thing of coeducation in high and gram-
mar schools.
Henry C. King,
Associate Professor of Mathematics,
852 EDUCATION KEPORT, 1891-92.
Ohio State University, Columbus, Ohio. May 10, 1S90.
An experience of twenty years has convinced mo that for nine- tenths of college
students education of the sexes together is better than tho edncation of them sepa-
rately. The presence of those of the opposite sex is a stimulus in stndy and a
restraint in conduct. The frivolous and foolish Trill be frivolous and foolish under
cither system.
I have no special knowledge of high schools nnd grammar schools to justify an
opinion concerning coeducation in them.
W. H. Scott,
PrcHident of the Univirsity,
VA68AU COLLEOK, May 13, 1S90.
As a member of a school board in an Eastern city, I was accustomed to schools in
which boys and girls were educated together, but where, during the recesses, there
was an absolute separation of the sexes. I never saw aught in these schools to call
for unfavorable comment.
In our high school a similar law was enforced, only there was a considerable sepa-
ration of the sexes in classes as well. But in many lines of study they worked
together, and without unfavorable comment.
I See no objection to such a plan. The expense of a separate system makes it
impossible in most places, nor does it seem at all imperative on other grounds. Bat
\ um sure it is necessary that boys and girls of the age of most of those in our higher
schools need careful watching where they are thrown so indiscriminately together.
One or two may poison a large number, and necessarily our schools must include
every kind.
J. M. Taylor.
Schenectady, N. Y., May 12, 1890,
I am opposed to coeducation in colleges, but have never studied the question as it
relates to high and grammar schools, and do not consider myself entitled to express
any opinion.
H. E. Webster,
President Union College.
Baltimore, May 9, 1890.
I consider the coeducation of boys and girls in high and grammar schools objec-
tionable.
. Ira Rbmsen,
Acting President, Johns Hopkins University.
Massachusetts Institutk ok Technology,
Boston, June 3, 1890.
1 have never taught in high or grammar schools, but after thirteen years' experi-
ence can speak in terms of unqualitied approval with regard to coeducation in
higher grades.
I was educated in a school and college where none of the other sex were admitted,
and naturally was of the opinion that such a course was not desirable. When com-
pelled to admit ladies to my classes I regarded it as a mistake, and endeavored as
far ns possible to keep them apart, and only with great anxiety, and by slow degrees,
permitted any intermingling in the class-room.
The results obtained have been so advantageous that now I have thrown off all
restraint in the class-room and laboratory, and subject all students to exactly the
same discipline and rules, no attention being paid to sex, but the students arranged
alphabetically nnd in every respect treated alike, nnd 1 am satisfied that coeduca-
tion can bo carried on successfully, provided all artificial barriers are swept away;
and the nearer we come to this the better will be the result.
There are natural advantages from the mingling of tho sexes, and the strongest
argument against it is a moral one, which, however strong it may be out of the
schoolroom, loses its force in it.
Thomas E. Pope.
COEDUCATION OF THE SEXES IN THE UNITED STATES, 853
An^ Arbor, Mich., August SS^ 1890,
In every respect Halutary. Our young men arc better behaved on the whole —
more gentlemanly.
In some subjects the women surpass the men : in others the opposite is true. On,
the whole, I do not think our standard has declined. The university has certiiinly
made great strides forward since women were admitted, in 1871. This is, of course,
duo to a variety of causes; but I do not believe that the women have in anyway
retarded the onward movement. In some respects they have certainly facilitated it.
Isaac N. Demmon.
The objections against coeducation in colleges, ns far as they relate to the effects
upon women, are discussed as follows (in Education, January, 1893) by Dr. J. L.
Pickard, ex-president of State University, Iowa City, Iowa:
Before proceeding to a discussion of the question it is proper that coeducation be
detiued. The well-nigh universal practices of Western colleges and universities will
define the term with sufficient clearness.
Young men and young women are invited to pursue their studies together in the
college, as has been their custom in the high school and academy. They are sub-
jected to an identical examination for admission. They are required to choose from
many courses of study offered them. When choice is mado they attend upon the
instruction of the professors at the same hour, and of course in the same class room.
Requirements as to attendance, to preparation, to examinations are identical. They
pads from year to yeai* upon the same basis of scholarship. They have equal oppor-
tunities for winning scholarship honors. Thev graduate upon the same day, present
their theses upon the same platform, and receive diplomas entitling them to enjoy
the privileges of the same degrees.
The objections made to coeducation in colleges are entitled to respectful considera-
tion.
(1) Sex manifests itself in the intellect no less than in the bodily structure and
functions. To ignore sex in educational processes is against nature^ and must result
in disastrous failure. Let it be admitted. Is any psychologist wise enough to draw
the line of demarkation, and to assign these studies as proper to the female' niind
and those to the malef When the attempt is made shall we not lind many studies
upon each side of the linef Will not similarities exceed differences? The (Opening
of pursuits and professions to women within the last few years has brought into
clearer light what is common to the sexes and differences are less prominent.
Tho modern coeducational colleges recognize the differences and provide varied
courses of study. The influence of sex will determine the choice made. In some
feminine minds there may be a masculine element which will affect tho choice. The
same may be true upon the other side. Will the friends of separate schools ignore
nature and presume to correct what they claim to be abnormal f
The objection proceeds upon the theory that all courses of study arc constructed
with sole reference to the masculine mind. The days of the ** trivium'^ and the ^' qnad-
rivium '' are long past. Science, literature, and art present more than seven roads
to a degree. No two applicants need pursue the same road in all its wiadings.
There is ample range for the demands of sex in education. But is it best that these
demands be met in their entirety? Because there is sex in education, coeducation
claims candid consideration. In the economy of nature each sex has its place, not
in studied separation and exclusion, but in mutual strengthening and restraint.
And in no direction is the influence of sex stronger or more complementary than in
that of mental culture. Female colleges of the nigher grade recognize the fact in
the sometime selection of male presidents and male professors. Male colleges do not
as yet reciprocate. If it be true that formative forces are tho better where strength
and grace are combined, who will claim that these forces emanate solely from the
teachers rostrum? The daily mingling of student^s furnishes tho opportunity for
tho exercise of subtlo yet powerful infhiences in the formation of character. This
leads to the consideration of a second objection.
(2) Womanly virtues are endangered by the greater familiarity which coeduca-
tion permits. President Porter expressed the thought when he said, in advocating
woman's education, that he wished it to bo in ** womanly ways." Tho ** womanly
way,'' as I understand it, is in the line of sacred and refining influence upon our
social life. This power, like all others, gains strength by constant exercise. How
can it bo cultivated when opportunity for its exercise is denied. Man, too, needs
training in manly ways. But the manly way Is that of refined strength. Does the .
seclusion of the boys' college bring grace to movement, polish to manners, purity to
thought, refinement to strength? Many of us who were shut out from real society
during a college course can recall many scenes where awkwardness or boorishness
has brought a 1)1 ush of shame to the check when returned to real life in the presence
864 EDUCATION REPORT, 1891-92.
of oar fiistem — an awkwardness by no means relieved in the presence of those who
for the same number of years had learned of man only throngh glimpses obtained
in the occasional party or in the sensational novel, in neither of which does the
truo man appear.
• Sex in education f Tes. It is God's plan. He will ^ive it all needed force. It
requires no stimulus, such as separate schools emphasize. Its action must not be
renex. For this reason I would urge the fact of sex in education as an argument
for coeducation. Where will one find more manly men and more womanly women
than in a family of brothers and sisters under the guidance of a loving father and
' mother. "That our sons may be as plants grown up in their youth, that our daugh-
ters may be as corner stones polished after the similitude of a palace.''
The family is the unit of society. The home is designed to be the citadel of vir-
tue. If God's purpose be attained it will only be through the union of strength and
grace in the makers of the home. Why take away from either sex the opportunity
to form a thorough, a rational acquaintance during the years wherein such acquaint-
ance is ripening into a life companionship? As well attempt to teach astronomy in
a windowless room, or botany in a paved city court, as to expect the starlight of
pure love or the flowers of sincere anection to reach the hearts of those who touch
each other's lives only in formal society, or who know nothing of each other's char-
acter except as gathered from occasional meetings when society demands studied
restraints of the real self.
Let each sex test the other's strength in the class room and respect for real worth
will take the jilace of sentimentalism. Acquaintance will be formed upon the higher
plane.
Those experienced can tell of the happiness of a married life, the road to which
lav througn the class room, society halls and contests for intellectual supremacy
which a coeducational college afforded.
Observation in coeducational work for nearly fifty years since my graduation war-
rants me in declaring the well-nigh universal happiness of those who have formed
their life attachments during a period of study in coeducational institutions.
Indeed, of married classmates or college mates 1 recall no instance of unhappy
results. ,
Not many years since the opponents of opening a boys' school to the girls of the
same cit^, based their opposition upon the injury to the moral character of the girls
by permitting them to occupy the same class room with their brothers ana the
friends t>f their brothers. The natural inference must be that girls are too weak
morally to withstand the temptations of male society, under the restraints of the
best teachers both male and female. Such an argument is an insult to the girls or
a stigma upon their brothers.
If 1 could so far forget my experiences, or so far shut out the light of observation
as to entertain even the snadow of a suspicion that coeducation can in ^e least
degree prove prejudicial to public morality or to womanly refinement, I would raise
my voice loudly in favor of entire separation of the sexes in all our colleges. Says
Ruskiu : '^ The soul's armor is never well set to the heart unless a woman's hand has
braced it, and it is only when she braces it loosely that the honor of manhood
fails."
There remains ono argument having greater weight with many than either of
those thus far considered.
(3) Woman's physical nature demands a difference in treatment as to hours of
study ; as to times of physical exercise and the character of such exercise ; as to
regularity and uniformity of tasks assigned. Undoubtedly true. But give to the
plan of coeducation its legitimate development — place in professional chairs, with-
out distinction in salary, representative luen and women and these differences will
bo recognized and dangers will bo averted.
After all the danger is more apparent than real. A woman will study os a man
does and will control the circumstances attending her. A woman ^vill pursue her
studies in a woman's way. Attempted prescription will end in disastrous failure.
No two men pursue exactly the same methods in attainment of knowledge, aa stated
near the beginning of this article. A wide opportunity for choice is given, and it is
but reasonable to suppose that woman regards her physical nature in making her
choice. She has also had due regard to her future.
Can it be proven that woman's health is not endangered under the processes of
coeducation f
A few years since the following facts were obtained from President Fairchildj of
Oberlin, which was one of the earliest coeducational colleges in America. During
a given period of years under review, he ascertained that of 84 female graduates Y
had died, 8^ per cent. For the same period of 368 male graduates 34 haa died or9|
per cent. So much for those who have entered active life after graduation. What
can be said of those in the active pursuit of study? A school oi 600 pupils ranging
in age from 14 to 18 years — the majority girls — furnishes from its records the faoi
COEDUCATION OP THE SEXES IN THE UNITED STATES. 856
that absences caused by ill health were for a year 1 per cent less in case of female
than of male papils, though the distance traversed varied from half a mile to 7 miles
each day.
In scholarship yonng \romen bear off their full share of honors. Herein says Dr.
j£des iu the Boston Medical and Surgical Journal of March D) 1882, the danger threat-
ens woman. '^ What we are to name that impelling force which drives on the girl
to pursue her studies with a tireless sort of energy it is not easy to say. It seems to
be a compound of conscience, ambition , and a desire to please in varying propor-
tions with a peculiar feminine sort of obstinacy, which in a better causo and reason-
ably directea would demand admiration rather than pity. A boy of moderate abil-*
ity oven with some ambition to do well is apt soon to realize his true position and
content himself with such moderate scholastic honors as are easily within his
reach. * * * In this he has an immense advantage over his sister, that he real-
izes at an early age that many avenues are open to him toward success, and in only
a few of these is high scholarship of any advantage whatever.''
Admitting this to be true, it is an argument in favor of coeducation since it is
reasonable to suppose that the excessive sensitiveness of the girl will be checked in
contact with the indifference of her brother educated at her side. But Dr. £des
would not be quoted as attributing the evils ho depicts to coeducation, for ho says
further on : *' On looking over my case books I have been surprised to find the same
statements repeated again and again, namely, that the sufferer had taken the high-
est honors at some noted female college." All the cases he cites from his own practice
have but few references to school life, but these few are to female seminaries. The
same Journal of November 24, 1881, fives a table of valuable statistics prepared by .
Dr.Tuckerman, of Cleveland, Ohio, for which the assistance rendered me by Dr. Lin-
coln, of Boston, is gratefully recognized. These statistics prove the futility of the
argument under consideration.
For* physical reasons it is certainly not good policy to cultivate- in woman that
''impelling force '' which Dr. Edes finds it so difficult to define, and which his case
book traces to '' female colleges." Now is it well to encourage the indifference of
the yonng man. If these tendencies are inherent in sex, might it not be best for both
sexes that they be brought into mutual action, and that excessive sensitiveness be
checked somewhat in its contact with too ^^reat indifference f
Separate schools quite naturally emphasize the tendencies of sex.
The presence of girls in my own class at the preparatory school gave me an inspira-
tion, which was gradually lessened in power duriiig my college course, when boys were
my only classmates — boys over whose minds indifference gained gradual power as
their years of exclusion advanced. ^
If no good argument can be adduced against the policy of coeducation in colleges,
with cither a psychological, physiological^ or moral basis; and if it bo agreed that
under the present plan of organization young men and young women may be edu-
cated together as well as in the separate schools — then one stronjj; plea may be made
for coeducational colleges on the score of economy. Duplication of all essential
equipments — libraries, laboratories, apparatus of a material nature — and of the -
sources of living inspiration within professional chairs can hardly be justified.
KXPERIENCE OF COEDUCATION AT BROWN UNIVER.SITY, PROVIDENCE, R. I.
[Annual Report of the President, June 29, 1893.]
The educational privileges which the corporation at its meeting last June extended
to women have been very welcome. Ten women have been pursuing studies in the
graduate department the entire year, and the number of regular candidates for
undergraduate examinations has been 39. All those who passea the freshman exam-
inations last year are continuing their studies. Of the rec^ar candidates for this
year's freshman examinations there are 14. The remainoer of the young women
making up the 39 are not at present candidates for any degree, though several of
them will become such. The scholarship of all is remarkably high, averaging a
good percentage, better than that of our men students. The considerable number
of women candidates for undergraduate examinations has induced some gentlemen
in the faculty to institute means for a systematic preparation for these examina-
tions. Classes are formed in all the branches elected, and they are instructed by
the same men who have charge of the corresponding classes inside the university.
There has thus sprung into existence a woman's college, technically and legally
under the university only so far as its examinations are concerned, yet in effect a
department of the university, so closely connected are examinations with the instruc-
tion therefor. * • •
856 EDUCATION REPORT, 1891-92.
While this oHtablishiuent makes uo clrnin xrhatever upon the nnlversity's fiuancial
resources, it adds greatly to its popularity and favor with tho community. From
present prospects another year will find no fewer than 100 women pursuing studies
in connection with the university, ^ther as fhll members of it, viz, in the graduate
department, or as candidates for undergraduate examinations. Applications for reg-
istration begin to come in from a distance. lu view of the rapid progress which this
enterprise is making, I can not but request for it the most attentive consideration
of this board and other friends of higher education. • • * The woman's depart-
ment of the university requires and must soon have an ample, permanent home of
its own, a well-endowed and commodious womeh's college, presided over by an accom-
plished lady principal. Not less than half a million dollars is needed for this pur-
pose. The college must bo part and parcel of tho university, giving women students
tho full university status, and at some time so furnished, endowed, and equipped as
to ofl'er them every facility for education, physical and social as well as iutellectnal,
now within the reach of male students. It may be confidently asserted that no other
expenditure of half a million dollars could possibly advance the higher life of Rhode
Ishiud society in coming time so much as the erectioii of such a cculege.
ORADt'A'IK DKPAKTMKNT OK YALK UNIVKIISITY OPKX TO WOMEN.
[Report of tho rreaident fur 1892, pagea 30,31.]
-Tho plan proposed for the opening of tho courses of tho study in the graduate
department which lead to the degree of doctor of philosophy to graduates of all
colleges and universities, without distinction of sex, was mentioned in tho last
auttual report. This plan was brought before the entire body of professors cou-
hected with these courses, and was fully considered and discussed by them, in the
earlier part of the year. It was presented to the consideration of the members of
tho corporation at their meeting held in the month of March, and was favorably
Deceived by them, and, with unimportant modifications, adopted. Tho action by
which these privileges were offered to graduates of the colleges for young women
was everywhere appreciat-ed very highly, as was made manifest both by the favor-
able comments of the public journals, and by the assurances which came from these
colleges and their ofiicers and teachers.
At the beginning of the now academic year twenty-three young women connected
themselves with this department of university. They represent all the leading
colleges which have been established especially for the education of women, and
also some of the most prominent institutions in which young women and young men
are educated together. Two of them received fellowships, and three other scholar-
ships, according to the provisions made by the corporation, which were stated in
the last report. All of them are pursuing, with much energy aud success, the
various branches of study to which they have devoted themselves.
8TATi;S OF WOMEN STUDENTS AT VAXDEUBILT UNIVERSITY.
[Register 1692-'93, page 29.1
Studeuia hj courtesy, — Young women who are not less than 16 years of age, and
thoroughly prepared, will be admitted by courtesy to any of tho courses of the aca-
demic department. They will be subjected to the same* entrauco examinations for
tho various courses and to the same rules as to attendauco and performance of duty
as young men. Though not formally matriculated, they will have the same privi-
leges of instruction as young men, and on the completion of any full course leading
to an academic degree will be recommended by the faculty for the same.
The fees will be: For a single course, $20; for two courses, $35; for three or more
courses, $50; library fee, $5.
STATUS OK WOMEN STUDENTS AT COLUMUIA COLLEGE, NEW YORK, N. Y.
{Keport of Acting Presidont of Colombia College, Now York, N. T., 1889, pago 16; also Barnard
College Circular of Information, 1889-90, page 4.]
The collegiate course for women . — This course, established in 1883, to meet an appar-
ent public demand for the higher and better education of young women, has not in
its present form proved successful. The college provided examinations, but required
that preparation bo made elsewhere. The women students desired instruction rather
tiiau examination. Accordingly, after an experienco of five years, it has been decided
COEDUCATION OF THE SEXES IN THE UNITED STATES. 857
by tho trustees to discoiitinne tho collegiate conrso for women in its present form,
and to approve tho establishment of an associate but separate school, under the
name of Barnard College, iu which tho instruction shall or may bo given by the pro-
fessors of the college under certain regulations and restrictions. This course will
therefore be discontinued at the close of the present year, except for those who have
already completed a part of the prescribed studies.
In accordance with this division funds were raised for the equipment and main-
tenance of a college for women.
The name, Barnard College, was adopted in grateful recognition of the faith and
energy with which tho late president of Columbia College, Dr. F. A. P. Barnard, for
many years supported and promoted the cause of tho higher education of women.
This connection of Barnard College with Columbia College was officially recog-
nized by the trustees of Columbia College iu March, 1889.
Ri»DCLlFFE COLLEGE, UNDER THE AUSPICES OF HARVARD CNIVERSITY.
[From tbo Harvard Graduates* Magazine, March, 1894, pp. a:)&-342.]
On December 6, 1893, the board of overseers of Harvard College, by a unanimous
vote, gave its consent to an arrangement to be made between tho university and the
Society for the Collegiate Instruction of Women. That arrangement had been
approved by the president and fellows, and was set forth in certain votes which had
been passea by the society and submitted to the president and fellows, and which
were as follows :
** Votedf That it is desirable to change the name of this corporation (The Society
for the Collegiate Instruction of Women) to Kadclifie College, and that proper legal
steps be taken to eftect that change.
** Votedf That it is desirable that this corporation give degrees in arts and scicnecfi,
and that a committee of 3 persons be appointed by the president to take steps to
obtain from the legislature the necessary power.
** Votedf That the president and fellows of Harvard College be, and hereby are,
made and appointed the visitors to this corporation, and are hereby vested with
all visitorial power and authority as fully as if the same had been originally con-
lerred upon tne said president and fellows by the charter or articles of association
of this corporation. This vote shall take etlect upon an acceptance by tho said
president and fellows of the powers hereby conferred, but with the provision that
said president and fellows at any time may abandon and surrender or limit such
powers upon notice to this corporation.
*' Voted, That no instructor or examiner of this corporatiou shall be appointed,
employed, or retained without the approval of tho visitors of this corporation, mani-
fested in such way as said visitors may prescribe.
** Votedf That in case the president and fellows of Harvard College accept the
powers conferred by the foregoing vote the said president and fellows be requested
to empower the president of Harvard University to countersign the diplomas of
this corporation and to affix the seal of Harvard University to said diplomas.^'
By the arrangement embodied in these votes and now accepted and approved by
•the governing boards of the university. Harvard assumes .definite and official
relations with the work which has been prosecuted for some time in Cambridge
under the popular nonie of the Harvard Annex. (Pp. 329-330.)
i» l» « » « « 1^
In this year, 1894, tho annex enters into a declared connection with the university.
It has become plain to everyone that tho institution had passed its phase of private
experiment, and was entitled to s^'me formal recognition by tho university.
What shape this should take was a question with many difficulties, for tho univer-
sity scheme had no place ready for the newcomer. Two or three main points were
gradually developed by discussion.
In the first place, of course, no one wanted to incorporate the annex bodily into
the university, and mingle its students with tho young men. It was plain that the
young AYomen must be separately cared for, and that their household concerns and
domestic economy must be in tho hands of a board composed, at least in part, of
women. Furthermore, the president and fellows of Harvard College were unwilling
to add to their administrative work, already excessively heavy, by taking charge of
the property or attending to the executive details of another enterprise, and they
preferred, for general convenience, to commit to a distinct body tho management of
an undertaking which was to be detached, iu many respects, from tho present organi-
zation of the universitv
858 EDUCATION REPOET, 1891-92.
It reenlted from the«e considerations that tho college for women should h&re s
separate organization, formaUy independent, and distinguished by its own title.
Such a separation does not preclndo any relation which the university may wish to
establish between itself and the new college, nor prevent changes in that relation
whenever they may be found desirable. A college on this footing may hereafter
stand toward the university in a position closely analogous to that held by a college
in an English university.
What should be tho nature of the connection between the two bodies was the next
question and the chief one. Tho university was entirely ready to assume the con-
trol of the work of teaching, tho most vital matter for the women's college, and to
establish, formally and officially^ what had hitherto been informally permitted as a
private arrangement, that the instructors of the women's college should be those
already actually in the university, or specially approved by it, and t5at the stand-
ards and examinations should be identical in the two. It was not easy to express
or defiuo this arrangemeut by a comprehensive phrase. It ilnally took the shape
of a visitorial power, to be assumed by the university over the new college^ This
f tower is, of 'course^ but vaguely described in the word visitorial, but it is nevertbe-
csH, in fact, most substantial, and with the understanding which has been estab-
lished by iifteen years of experience it is effectual and insures a close union in essen-
tial matters. In this view tne vagueness of the term is, and was meant to bo favor-
able to the growth of whatever further connection may hereafter be developed.
Some anxiety has been expressed by eager advocates of women's education because
the university has not made a formal contract, nor specified in what way it will
exercise its powers, nor enumerated the privileges it will give to women, nor
even fixed the time for which it will abide by the new arrangement, which, on the
contrary, is expressly made terminable at its pleasure. But the want of definite
articles of agreement is by no means a ground ot ajiprehension to those who know
the history of the annex and appreciate how fully it is already a part of the university
through adoption by the faculty, which is for this purpose the university. No one
who understands university methods, and especially the character, traditions, and
policy of Harvard College will be disturbed by the fear that she will abandon a work
to which she has set her hand or allow it to languish. The very want of precision
and limitation in the terms of the arrangement indicate a union, not a contract, and
is an assurance of intimacy and identical interests in the one essential matter of
education. Tho change from a private cooperative plan of individual professors to
an officially determined connection with the university is a vital change for the
annex and practically fixes it as a part of tho university, whether in the present
form or some other.
Tho question of university degree remained, and this was met in the only way now
practicable. The ^aduates of tho annex have always had a not unreasonable feel-
ing of deprivation in that their thorough and systematic work, fulfilling the highest
standard of college work in the country, was not marked by any degree or title,
while the same work brought to men the distinction of a Harvard degree. The
annex certificate did represent, to those who were well informed, the fact of educa-
tion, but the syml>oI is also valuable, and is even of material value, for high employ-
ment as teachers is more readily offered to those who have a college degree.
Tho corporation of Harvard College, however, was not prepared to offer to women
the university degree of bachelor of arts, and it must be admitted that there is rea-
son for caution before taking a step so important and so irrevocable. Such a degree
- would probably at once attract a large number of women, and it is not clear how
the scheme could stand a sudden accession of large numbers. To make anything
like au impartial sharing of the resources of the university would cripple the present
work for men even if no law or principle forbade such an application of the funds
and property now devoted to the education of men alone. Nor is it clear that the
opinion of the graduates and friends of tho university is yet so settled as to justify
this departure from tho cHtablished constitution of the university.
In view of these and other considerations, tho corporation of tho university
declared itself unwilling to ofier its A. B. degree. It was, however, willing to give
to the young women a formal certificate, establishing their position at even grade
with the Harv ard bachelor of arts by graduation from the college which Harvard
University is to supervise. The degree, therefore, is to be that of the new college,
but countersigned by the presidentof the university and bearing the university seal.
Exactly what shall be tho form of that degree has not been determined, but it is not
likely to be less explicit than the certificate now used, as given above, in stating
that tho recipient has accomplished tho full measure of undergraduate work which
entitles a student of tho university to its bachelor's degree. I f experience of the new
arrangement with tho women's college shall hereafter justify any further recognition
of its graduates the university is likely to bo ready to advance along the path on
which it has now entered.
The matter of graduate instruction for women has not been made the subject of
any definite arrangement, for the reasons giveu above, namely, that this is now com-
COEDUCATION OP THE SEXES IN THE UNITED STATES. 859
plicftted, for the nniversity, with qneBtion of laboratory aocommodation, and the
readineds of individual profesfiors to arrange classes at once for women. Such classes
are now made up in special cases, and difiSculties in this direction are sure to decrease
with the adjustments which grow with experience, especially if money is furnished
for a better provision of apparatus. It is expected that the opportunities for grad-
uate work will be much extended under the care of the university, and to this cxjayi-
sion the opinions of many members of the university faculty are known to be fatw-
able.
The plan embodying the main features stated above was informally submitted by
the president of the university to the faculty, and was heartily assented to by them,
and this assent secured the continuance of that indispensable support upon which
the annex has hitherto relied. It is this arrangement which, embodied in the votes
of the society as given above, is now approved by both the governing boards of the
university.
It now remains only to obtain an act of the legislature changing the name of thq
society, and giving it the power to confer degrees, and to enter into the proposed
connection with the university. The society being already incorporated, no charter
is sought. The act proposed does not fix any unalterable relations between the
women's college and tne university, but merely authorizes the former "to confer at
any time upon the president and fellows of Harvard College such power of visita-
tion, and 01 direction and control over its management, as the said corporation may
deem it wise to confer and the said the president and fellows may consent to
assume." This will leave it open for the university to adopt hereafter any arrange-
ment it may choose, and to change the plan as experience may show to be desirable.
CO EDUCATION AT THE UNIVliJlSITY OF TENNS88BE.
Knoxvillx, Texn., April SO, 1894.
My Dear Sir : Replying to your communication of the 26th in regard to the work-
ing of coeducation in this university, allow me to say :
(1) It has been tried only one year, but so far iks may be Judged by that there is no
occasion to regret its adoption.
(2) Fifty young women — not under 17 years of age — have been admitted, and both
in quality and quantity of work they rank above any 50 of the male students of the
same age and class.
(3) It is fair to say that I think the large majority of those who applied for
entrance this (the first) year are, in spirit and purpose, if not in capacity, above the
ordinary average that one could expect. They have seemed anxious to do nothing
that would bring the plan into disrepute.
(4) No changes in courses were made for their benefit and no additional expense
incurred by their admission beyond the fitting up of a suitable building for their
occupancy during the day when not at lectures. They board in approved private
families in the city.
(5) A prudent watchfulness is exercised to forestall any imprudence or indiscre-
tion, but that is all. It is our policy not to keep a boy who has to be watched, and
that policy will be emphasized in case of women.
(6) They have ^iven no trouble in the discipline, and their general influence in
class and university life has been salutary.
Very respectfully,
T. W. Jordan,
Dean- and Prof eMor of Latin Univerniy of Tenneatee,
Dr. W. T. Harris,
CommuBioner of Eduoaiionf WaahingUm^ 2>. C.
860 EDUCATION REPORT, 1891-92.
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cv ; 1878, p. 71 ; 1879, pp. 123, 260 ; 1880, p. cxli ; 1881, pp. cli, clii ; 1882-'83, pp. cxxix-
cxxxvi; 1883-'84, pp. cxxxix, cxli, cxli i, cxlv, cxlvi: 1885-*86, p. 350: 1886- W,
pp. 176, 840; 1887-'88,p. 1027; 18«8-'89, 50, 101, 132, 192, 250, 464-469 ; 1889-^90, pp.
209. 257, 273, 284, 290, 301, 427, 441, 470, 506, 764 ; 1891-*92, pp. 783-859 ; Circ. Inf., 2,
1883; 8peo. Rept., New Orleans exp., 1884-'85, pp. 468-470 (foot pagination).
University of Michigan. Report of committee upon admission of females to the
university. Mich. Rept. Pub. Inst., 1859, p. 95.
Valentine, J. F. Coeducation of the sexes. Pa. School Jour., 24 :183.
Voss, P. Ffcllesundervisning fra andre Lande [viz, Finland, Norway, etc.].
Vor Ungdom, 1-2, Hasfte, 1890, pp. 70-80.
I Warner, Charles Dudley. Women in men's colleges. College Courant, 9:75.
Weston, Edward P. Coeducation of sexes. Maine Teacher, Feb., 1863, p. 234,
White, E. E. Coeducation of the sexes. Nat. Teacher, 2 :214.
Whitford, W. C. Coeducation of the sexes. Wis. Jour. Educ, n. s., 5:89.
Wjckersham, J. P. Coeducation of the sexes. Pa. School Jour., 3:87.
Williamson, Robert. Coeducation of the sexes. Va. School Jour., 2:44.
Yale [College] . Admission of womeo as graduate students. By Arthur T. Hadley .
Educ. Rev., 3:486.
CHAPTER XXVII.
EDUCATION OF THE COLORED RACE.
Public school statigticMf olataified by race, 1891'-*9S.
Estimated number
of peraons 5 to 18
yearaof age.
i
Percentage of the
whole.
1
Enrolled in the pub-
lic schools.
Per cent of persona
6 to 18 years en-
rolled.
White.
Colored. \ White.
1 '
Colored.
White.
Colored.
White.
Colored.
AlalMona a
290,935
302,600'
89,850
42, 320
78,150
347.020
585.900
190.930
242.120
197,700
819. 540
364,650
164,330
467,700
644,000
339.360
255,700
1
249,291
117,300
8,980
23.280
61,950
325,680
91.800
203,370
60,880
488,000
49,860
218,650
275, 770
157, 800
197, 200
241, 440
10,500
53-85
72 06
81-60
64-51
65-79
51 -50
85-38
48-42
77*62
40-71
94-26
62-52
S7-34
74-77
76-56
68-43
96-04
46 15
27-94
18-40
36-49
44-21
48-41
14-62
51-58
22-38
59-29
6-74
87-48
62-66
25-23
23-45
41-57
3-96
186.125
187.261
28.316
25,188
57, 181
240, 979
332.160
80,972
154,865
161.986
606,286
215, 919
92.430
380.456
395. 517
218,946
194.332
115, 490
64,191
4,858
14,490
36,599
156, 836
57,700
60,261
34,274
178. 941
34, 513
119, 439
113, 219
107.051
132.797
116. 700
6,467
63-98
61-87
71-03
59-51
73 13
69-43
61-97
42-40
63-97
81-92
73-98
69-21
66-26
81-34
61-42
64-52
76-00
46*33
Arkannas
54-71
Delaware
64*07
Uiat. of Columbia. .
Florida
62-34
59*07
Goorsia. .... ...
48-16
62-86
LiOuisiana
29-16
tf Arvland
49*10
Hissisaippi
^fCi^aniiH
62-13
60-20
North Carolina
South Carolina
Tennessee
64*64
41*06
67-84
Texas
67-33
Virginia
48-84
Wcet Virginia
61-33
ToUl
5.322,806
2, 590, 851
67-26
32-74
3.558,909
1, 352. 816
66-87
62-21
Average daily
attendance.
Per cent of enroll-
ment.
Length of school
year in days.
Number of
teachera.
White.
Colored.
White.
Colored.
White.
Colored.
White.
Colored.
Alabamaa
Arkansas ...
110, 311
72, 166
59-27
62-48
73-9
72-8
4,182
4.468
734
562
2,006
6,-383
8,201
2,255
8,384
4,634
13,634
4.524
2,611
6.783
8.647
6,752
6.560
2.136
1,173
Delaware
b 19, 746
18,929
{>2,947
10,833
69-74
75 17
60-66
74-75
M66
185
M26
185
100
Diat. of Columbia. .
Florida
288
776
Georsria
142. 289
210,684
66.372
88,007
96,818
01,942
35.508
40,103
17,056
100,457
59*04
63-43
69-63
56-82
59-77
68-63
66*34
67-66
49-76
56-14
2,731
Kentucky
elUO
109-8
184*9
elOO
90-8
179-6
1,296
Xiouisiana
930
Murvlft'pfl r - T T
667
Mississippi
Missouri
8.288
711
North Carolina
Sonth Carol] nA .
132, 001
67,934
274, 482
261,549
123,546
124, 181
66,746
80.827
76,001
74, 708
62,481
3,863
61 14
73-50
72 15
66 11
56-43
63-90
55-87
71-38
79-07
56-25
53-54
59-83
63-3
00 -7
2,426
1.787
Tennessee .........
1,629
Texas
107-3
118
100*8
118
2,374
Viririnia
2,041
West Virginia ....
187
Total
<f63-T7
d60.09
83,826
24,741
a In 1890.
h Approximately.
e Average of most of the schools.
d Average of 14 States.
863
864
EDUCATION REPORT, 1891-92,
Skcondary and Higher Institutions for the Colored Rack, l891-'92.
formal Achouls.
Stat«fi and I'erritorieH
Alabama.
Arkansas
Florida . .
ffia..
sianf
Geor
Louisiana
Mississippi
Missoarf
North Carolina
South Carolina
Tennessee
Texas *.
Virginia
West Virginia
District of Columbia
Other States
5
3
1
1
3
3
1
6
3
6
1
2
1
2
Pupils.
Total
67
15
6
5
18
39
7
28
24
37
9
43
7
19
Nor-
mal.
780
407
79
43
142
191
42
434
83
392
34
456
171
222
75
Second-
ary.
95
Ele-
men-
tary.
TotaL
38
324
3.551
163
22
153
125
1.395
8
504
813
620
676
140
277
558
2,270
415
79
43
142
605
205
769
8^
1,193
174
733
171
222
75
3,933
8,042
Status and Territories.
Alabama
Arkausas
Florida
Georgia
Kentucky
Louisiana
Maryland
Mississippi
Missouri
JNorth Carolina
Ohio
Pennsylvania
South *Oarollna
Tennessee
Texao
Virclnia
District of Columbia.
Other States
Institutions for secondary in-
struction.
Universities and colleges.
I
5
5
2
11
2
2
1
6
1
9
Total.
1
12
5
4
6
72
24
21
10
65
11
19
5
32
2
43
6
60
25
39
34
396
Pupils.
46
5
c
S
315
44
226
539
1,562
6 193
257
54
209
50
104
435
11
933
815
901
583
3,563
277
274
84
919
65
1.721
1
1
Students.
8
13
250
596
305
00
688
603
300
3.289
755
1.219
1,403
12
7
•3
til
2
1
4
1
2
41
15
71
10
21
16
31
12
4
97
09
3
33
I
0
1
14
2
37
4
77
1
12
129
21
143
29
90
30
1 i
8
27
137
1,460 6,125 16,237
25
369 791
30
168
77
115
49
143
120
30
63
185
221
55
1,256
15
5
o
292
101
329
716
225
1,602
137
230
267
114
240
1,015
900
833
1,729
190
470
803
165
V»
1,034
1.832
215
82
137
1, 638 8, 110
States and TerritorieM.
Schools of theology. ,
Schools of ]a\r.
Schools.
Teachers.
6
Students.
Schools.
Teachers.
Students.
Alabama
3
1
2
1
3
1
3
1
1
1
2
1
2
70
1
1
Arkansas
1
0
1
6
2
8
8
8
4
4
4
9
17
94
10
32
8
74
10
28
5
38
60
87
44
1
Georgia
1
1 ^ ^
Kentucky
1
Louisiana
M ary 1 and
North Carolina
1
1
1
3
o
Ohio
2
Pennsylvania
South Carolina
1
1
2
5
4
Tennessee
8
Virginia
District of Columbia
• 1
5
77
Other States
19
Total
22
65
577
5 16
110
a Totals larger tlian sum of elements because in some schools the whole number of pupils only was given.
EDUCATION OP THE COLORED BACE.
865
Higher institutions for the colored race, lSOl-92 — Contiuued.
SUtea and Territories.
Schools of medicin
try, and phariu
e, dcntiH-
acy.
Students.
SchoolM for the deaf, dumb,
and blind.
•
Schools.
Teachers.
Schools.
Teachers. Students.
A rkATlflAH
1
1
10
2
1
2
2
1
20 36
4 13
Florida
GoorKia
17
23
48
Kentacky
57
Louisiana
1
12
22
llarylaDd
1
1
2
1
1
2
1
5
9
32
10
6
17
4
89
Hiasissippi
25
IftiAaoari
18
Xortli Carolina
1
7
73
00
Booth Carolina >
23
Tennessee
]
13
137
40
Texas
83
District of Colambia
1
18
137
78
Other States . . . , ,
139
Total
5
51
457
16
116
581
Number of each class of schools for the colored race, and enrollment in them.
Class of institutions.
Normal schools . .
Normal students.
Secondary
Elementaty ,
Total
Institutions for secondary instruction (including elementary pupils)
Schools.
38
Universities and colleges
Collegiate students
Secondarj'
Slementary
Total (including unclassified)
Schools of theology
Schools of lav
Schools of medicine, dentistry, and
Schools for the deaf and dumo and {he blind'
Grand total
72
25
22
5
5
16
183
Enroll-
ment.
3,551
558
3.933
8,042
16,237
791
1,256
4,838
8,110
577
119
457
581
34,129
Universities and Coixkges for the Coloiied Race.
There are twenty-five uuiversities and collegefl, located mainly in the Southern
States, devoted to the education of young men and women of the colored race. These
twenty-five institutions have grounds and huildings estimated at $3,054,433, and
they have permanent productive funds to the amount of $757,446. Tho two univer-
sities in Atlanta, Ga., have property valued at half a million dollars, while tho threo
in Nashville, Tenn., have property valued at considerably more than half a million,
Fisk University alone having a valuation of $350,000. Lincoln University, Pennsyl-
vania, has property valued at $185,000 and an endowment of $237,450.
The most salient point in connection with colored education in professional schools
is the ra])id increase in the number of students engaged in the study of medicine
and law in the last few years. In theology the number has not increased of late
years ; in fact, there seems to have been a slight decrease. In 1886-^87 there were 933
theological students; in 1889-'90 there were 734 ; in 1891-^92 there were 577. In the
law schools, however, the number has been increasing ; 81 students in 1886-'87 and 119
in 1891-'92. But in the medical schools we find a Btill larger increase ; 165 students in
3886-'87, 310 in 1889^'90, and 457 in 18yl-'92. It is very probable that there will be
an increase for some years in all of these lines, for, notwithstanding the occasional
averment of moral obliquity in someof the clerical order, the devout will only recog-
nize the greater need of earnest, consecrated men to proclaim the saving truth and
to establish the people in the paths of rectitude, while tho less punctilious will feel
that there should be more of tnat charity which hopeth all things and is not easily
ED 92 56
/
866 EDUCATION BEPORT, 1891-92.
provoked, and all will be attracted by the opportunities of coming before the people
and exercising the oratorical gifts which they so frequently possess. It is bat natu-
ral to expect, too, that the thousands of colored people will furnish employment to
many of their race both in healing the sick and in representing their claims in the
courts, and so long as there shall be room for more in these pursuits the candidates
will probably not do lacking.
For the last three years the number of stndents reported as engaged in collegiate
studies has been about 800. The question may be asked, why is it there are not
more collegiate students when there are twenty-five universities and colleges pre-
pared to receive themf In the first place, a large number of colored boys and girla,
especially those living in the rural regions, do not have the opportunity of finishing
even the elementary studies with much snccess. on account oi the brief term of three
to fivo months in the public schools and the defective instniction imparted therein.
This eliminates a very large number of possible candidates for higher education.
In many of the schools for white children, when the public term expires, the school
is continued without interruption, each pupil paying a small tuition fee; bat here-
tofore the colored people have not been able to continue their schools in this way.
Again, in the Southern States it is comparatively easy for a young colored man of
energy and a good secondary education to find employment which at once enables
him to begin saving up something and to ^et a start in the world. When he onee
bet^lns to accumalato means, the desire to increase the amount comes to him just as
to others, and consequently he soon has plans formed in which further education is
not considered, especially when he sees that it would take several years to secure the
funds and finish the course. He naturally concludes to let well enough alone. As
there are comparatively few colored parents able to bear the expense of sending
their children through a college course, those who are qualified to begin higher
studies fall in the number just mentioned and do not attend for the reasons tbere
stated.
The work of the colored universities and colleges, therefore, is at present to a
largo extent, below the grade of a university, but they are now only laying thei
foundation of their future work. Many of their students who are grown young men
and women are only engaged in secondary work, and they are entitled to commenda-
tion for that degree of progress. The colored boy in getting an education encounters
many difficulties. The school which he first enters probably continues three or four
months; the rest of the year he labors at whatever he finds to do, and if he fortu-
nately gets a good place he probably keeps it for a year or two. Then he spends
another short term in a school which probably scarcely deserves to be called a school —
the teacher incompetent, no apparatus whatever, possibly not a single blackboard,
and children of all ages and sizes crowded into a building seemingly constructed to
avoid any financial loss when the cyclone shall have leveled it to tlio ground. After
several years spent in this haphazard way of getting an education, he resolves to
enter a college, but as his parents have little means, he has to work his way through.
But all through the course and in after years he labors under difficulties on account
of his defective elementary education. But notwithstanding the difficulties under
which they labor, many young colored men manage to acquire a very valuable
training.
*' A Liw student at Shaw University helped to support a widowed mothei and
worked his way up, teaching a school of 80 scholars 4 miles in the country, walking
both ways, and yet studying law and reciting at night, nearly a mile away from
home. Ho was fin ally 'ipradna ted with honor and admitted to the bar, sustaining
decidedlv the best examination in a class of 30, all the others white, mostly from
the North Carolina State University, and he as black as you will often see^ yet com-
plimented without stint by his white competitors and by the chief justice himself.'' —
{^American Miaaionary, June, ISOS,
While the controversy is going on as to whether the negro is capable of receiving
the higher education, and wnile many reasons are being sidvanced why he is not, the
colored man himself is saying nothing about it, but is going forward learning all he
can and endeavoring to increase the number of object lessons with which the theorist
must contend. The number of highly educated colored ministers, la wvers,. doctors,
and educators is small, indeed, as yet, and they are scattered over a wide expanse of
territory, but each year sees the number increasing, for the very rarity of the highly
educated coloredman is best known by his own race, and hence when they see oneof
their number posscnsing talents so cultivated as to command the admiration of all,
or when one of them is able to secure a position of high honor and distinction, it is
observed by none more quickly than by the colored people themselves. One colored
man in the House of Representatives of the U. S. Congress will excite a thou-
sand hopes and aspirations in the breasts of his admiring friends, and for every
ono who is thus able to rise to distinction hundreds of others will enter the doors
of some university or college resolved that if they shall not be able to reach the
acme of their ambition, they will at least attain to the highest point their oppoc-
i
EDUCATION OP THE COLORED EACE. 867
tanities and diligence will pennit them. The colored parent, too, will be stimnlated
to give his children the advantage of every educational facility posBible, even though
he recognizes that it will require great sacrifices on his part, for he feels that in so
doing, he will be assisting in the elevation of his race, something in which he takes
a personal interest.
NORTUSRN AID TO COLORS D SCHOOLS.
The great work of educating the colored race is being carried on mainly by the
public schools of the Southern States, supported by fiinds raised b^ public taxation
and managed and controlled by public school officers. The work is too great to be
attempted by any other agency, unless by the National Government, the field is too
extensive, the officers too numerous, the cost too burdensome. Societies and
churches may temporarily take hold of places neglected by public-school officers
and show by their work what is needed, but they can not attempt the work legiti-
mately belonging to the public schools. This aim is kept steadily in view by the
societies which have been long engaged in helping the colored child lift itself up
in the world and begin work on a higher plane.
But while the work as a whole can be carried on only by public taxation, it is
being aided very substantially by the societies and churches in the Northern and
Western States, which have had their missionary teachers engaged there since the
first opportunity was offered them, OTen before the war had ended. Most of the
aid given by these States goes through the regular channels of some organization,
but there are quite a numl^r of colored schools which depend entirely on appeals to
individuals for help.
At the close of the war the different denominations began to vie with each other in
the education of the freedmen, who had hitherto not been allowed in a schoolroom.
Young men and women full of missionary spirit left home and friends to go into dis>
tant parts of the South to educate children, parents, and grandparents, for they
were all in the same classes, and they began at the beginning. These teachers soon
found that it required a missionary spirit indeed, for there was something of pathos
aa well as romance in the work. Now, scattered all over the South, at one place
representing one denomination, at another place some other denomination or society,
are to be found schools filled to overflowing with eager learners, taught generally
by teachers selected for their competency and missionary seal. These schools are
not intended to antagonize the public schools. Generally they are of a higher grade
than the public schools, and when not they serve as model schools and are carried
on in a way to enable needy children to work out an education. Not only have such
schools been established and maintained and help given to deserving pupils, but
with almost every school a church has also been established to furnish religions
instruction. But reference is intended to be made here to school work only.
The Freedmen's Aid Society of the Methodist Episcopal Church was one of the
earliest to enter u^n the work of colored education, and it is now one of the most
important factors m the work. The extent of its effort among colored people in
1892~'93 is indicated by the following summary of institutions, teachers, students,
and property: Schools, 23; teachers, 214 ; students, 5,396; property, $1,183,000. In
addition to the regular teachers, 165 practice teachers were employed from the nor-
mal departments. Its expenditure for colored schools in 1892- '93, after deducting
tuition fees paid by the pupils and the amount paid by the State of South Carolina
to the agricultural school at Clafiin University, was about $200,000.
Another very important factor in the work is the American Missionary Association,
one of the pioneers in entering upon this work of education and one of the largest
contributors up to the present time. The Daniel Hand fund, amounting to
$1^000,894, was placed in the hands of this association by Mr. Hand himself, while
still living, and the income (but the income only) is to be used in educating colored
boys and girls in the recent slave States.
The John F. Slater fund is held by a board of trustees, of whom Dr. J. L. M. Curry
is the general agent, and the income is distributed to various schools, but not nec-
essarily to the same schools each year. It is intended mainly to supplement local
funds and to stimulate local effort. The Peajbody fund also aids very materially in
this work.
The Board of Missions for Freedmen of the Presbyterian Church is taking an active
part in the education of the colored race. During the year 1892-93 it had 86 schools,
15 of them bein^ boarding schools, 252 teachers, and 10,520 pupils. Biddle Univer-
sity, Charlotte, 21^. C, Scotia Seminary, and Mary Allen Seminary were among those
supported by it. Schools have also been established by the Baptists, Lutherans,
United Presbyterians, Catholics, Episcopalians, and Friends.
There is a wonderful contrast in the cnaracter of the schools established for col-
ored children. Many of the schools, especially those in the remote rural regions,
are as defective as one could imagine a school to be ; but, on the other hand, most
868 EDUCATION REPORT, 1891-92.
of those established by the missionary societies, are better managed and have
a bettei claB« of teachers. These teachers have generally been educated in the
best Northern schools; and coming as they do from different States, they com-
bine the best methods of different schools. Frequently, too, they have undertaken
the work from philanthropic motives and are filled with aspirations not onlv to ele-
vate the intellectual capacity of their pupils, but to implant in them high and
ennobling principles, and by means of this training given at school to elevate the
entire race. In some cases, these teachers have refused much larger salaries, in order
to continue what had become to them a labor of love; they preferred the satisfac-
tion of helping to build up a race rather than to enter into the contest for pelf.
SCHOOLS CONDUCTED BY COLORED INSTRUCTORS.
That the institutions for the colored race are beginning to accomplish the purpose
for which they were mainly founded, namely, that they might tram up leaders for
the colored people from their own race — preachers, teachers, doctors, lawyers, etc. —
is shown by the fact that there are now some institutious of high grade and of
growing popularity that are conducted entirely by colored instructors, and these
are educating others who will be able to fill their places with equal if not greater
success. While many schools are being conducted wholly oi in part bj' colored
teachers, a few conspicuous examples are given of what they sometimes accomplish.
Allen University, Columbia, 8. C, was established in 1881 by the African Metho-
dist Episcopal Church, and has been conducted solely by colored teachers. From
the very first it has enjoyed great success, and during the year 1891-'92 there was
an attendance of 465 students.
In Biddle University, Charlotte, N. C, all of the eleven instructors except one in
the industrial department, are colored. This institution ranks among the very best
in the land for colored education of high ^ade. Although it is a school for colored
students and taught by colored teachers, it has some of its strongest friends amonir
the white people who live in that part of the State, and who are therefore well
acquainted with the work accomplished by it. Senator Zebulon B. Vance and Dr.
Drury Lacy, lately president of Davidson College, North Carolina, have spoken of it
as accomplishing great good for both the educational and religious welfare of the
race, ({"urther notice of this school on page 869).
One of the most conspicuous results of colored enterprise and ability is the Tus-
kegee Normal and Industrial School, of Tuskegee, Ala. This institution is an
achievement of Mr. Booker T. Washington, a graduate of the Hampton Normal Insti-
tute. Opened in 1881 with 1 teacher and 30 pupils, it attained such success that in
1892 there were 44 officers and teachers and over 600 students. It also owns property
estimated at $150,000, upon which there is no incumbrance. Gen. S. C. Armstrong
said of it: ''I think it is the noblest and grandest work of any colored man in the
land. What compares with it in genuine value and power for goodf It is on the
Hampton plan^ combining labor and study, commands high respect from both races,
flies no denominational flag, but is thoroughly and earnestly Christian; it is out of
debt, well managed and organized." In Alabama Mr. Booker T. Washington is rec-
ognized by all as one of the leaders of the race, facile princeps. His efforts and influ-
ence are not confined to building up and sustaining the large institution which he
has established. Several conventions of leading colored men have been held at Tns-
kegee, at his suggestion, to consider ways and means for the moralj educational, and
financial elevation of the colored people in general.
INDUSTRIAL INSTRUCTION.
Most of the colored institutions bear a close resemblance to a large household
which carries on the work of education, the cultivation of the farm, the building and
repairing of houses, the raising of cattle, and in which the pupils are furnished an
object lesson in the proper management and conduct of a household of which they
form part, and can therefore continue afterwards when opportunity shall present
itself.
Tongaloo University, Mississippi, for instance, is situated about half a mile from
the Illinois Central Railroad, ana 7 miles north of .Tackson, the capital of the State.
Tho grounds embrace about 500 acres of land, and furnish a temporary home for a
family of about 200 persons, who have built the houses in which they live, who raise
the largo quantities of corn, wheat, potatoes, fruits, and vegetables necessary to
supply their table, who raise their own cattle, milk their own cows, cook their own
food, laundry their clothes, and, lastly, provide for their own instruction. In a
word, they are, to a large extent, independent of the rest of the world. This method
of training is the kind specially needed by them, for, on account of their meager
circumstances, they are too little acquainted with model home and family life. Onoe
EDUCATION OP THE COLORED RACE.
869
having felt and learned to appreciate its elevating influences, however, they have
an ideal to which they over afterwards aspire and without which they can never
rest contented.
Moreover, the education they receive in these collective households will enable
them to earn good wages, teach them how to use their earnings to the best advan-
tage, and consequently they will in all probability have the opportunity of carrying
out on a smaller scale their ideal home methods.
In fact, the desire to own a home is already quite common among the colored peo-
ple, and that many of them are beginning to do so is shown by the great increase
during the last decade in the amount of property which they own in Georgia. In
that State there is kept a separate account of the assessed property of colored peo-
ple. In 1882 the amount of assessed property held b^ colored people in Georgia was
$6,689,876; in 1892, the amount was $14,869,575, an increase of more than 100 per
cent.
In Claflm University, South Carolina, ig to be found the same family life as that
of Tongaloo University, but on a still larger scale.
Although specially adapted to the needs of the race, it is probable that this
method of conducting an educational institution was not selected as being the mo: t
desirable, but rather because it was well recognized that in no other way coola
the attendan«e of a large number of students be expected. What would be regarded
as a very moderate cost of education in most of the institutions for white students
would have been beyond the reach of most colored students, but by the plan adopted
at Claflin the expenses for board and tuition are reduced to $8.50 per month, and at
Allen University to $5.50 per month. Quite frequently, too, part of these expenses
is paid by manual work, either for the institution or for adjacent residents. It
is by reason of this low cost of education that we find over 6iOO boys and ^rls
attending Claflin University, and in fact that we find all of the colored schools filled
to overflowing. Many of the students begin a school year with about as much means
as would be tnought sufiScient for a month or two, but they manage to pull along
the entire year, and after three more months of work, instead of that much time
epent in idleness, thei^ are again found on the grounds of the institution, happy on
account of their growing independence and ability. They have no fear of not being
able to find some work to do, for they know how to work and above all are willing
to work, and when one possesses these two qualifications he will rarely lack employ-
ment.
INSTITUTION'S FOR THK COLOKED RACE.
Value of fjrounda and buildings and amount of permanent productive funda^ in 2891- 9Z.
lUHtitlltiOQA.
Selnia University, Selma, Ala
Philander Smith Colle£:e,* Little Rock, Ark
Howard University, Washington, D. C
Atlanta University, Atlanta, Ga
Clark University, Atlanta, Ga
Berca College, Berea, Ky
Leland University,* New Orleans, La
New Orleans University, New Orleans, La
Soathem University,* New Orleans, La
Straight University, New Orleans, La
Morgan College,* Baltimore, Md
Rast University,' Holly Springs, Miss
Alcorn Agricaltural and Mechanical College, Rodney, Miss
Biddlo University,* Charlotte. N.C
Shaw University. Raleigh, N. C
Livingstone College, * Salisbnry, N. C
Wilberforce University, Wilberforce, Ohio
Lincoln University,* Lincoln University, Pa
Allen University, Columbia, S. C
Claflin University, Orangeburg, S. C
Knoxville College, Knoxvillc, Tenn
Central Tennessee College, Nashville, Tenn
Fisk University, Nashville, Tenn
Roger Williams University, Nashville, Tenn
Paul Qninn College,* Waco, Tex
Total
Value
of grounds
and
buildings.
$30,000
20,000
400.000
207,000
250,000
125,000
150,000
100,000
33,533
100,000
46,000
40,000
61,400
80,000
175.000
100,000
02.500
185,000
20,000
100,000
75,000
90,000
350. 000
200,000
35.000
3. 054, 433
Amount of
permanent
productivo
funds.
$185,000
27,873
100.000
95,000
22,000
31,000
20.623
237,450
8,000
600
15,000
16,000
757,446
* In 1889-'90.
870 EDUCATION BEPORT, 1891-92.
lAnooln Univeraity, Pa. — Rev. W. P. Wliite, in Chnroli at Home and Abroad sa^:
Of institntiona making the advanced edncatiou of colored yonth and their txuining
as teachors and preachers to their own people a chief end and aim, one of the fore-
most^ as well as the earliest established, is Lincoln University.
It IS located in eastern Pennsylvania, on the line of the Philadelphia and Balti-
more Central Railroad, 46 miles from Philadelphia and 61 miles from Baltimore.
No better physical or geographical location could be found.
It is near enough to the border line of the South to be easily accessible to the
great majority of those needing and desiring its benefits^ and yet far enough from
the associations and influence to which they have all their lives been subjected.
It was founded in 1854, six years before the war which gave emancipation to the
colored race. During this period it had to contend with prejudice strong and
bitter. The negro's right to be a man and to receive the blessings which Christ
offers freely to every race was not then so universally admitted.
Previous to 1864 it was known as Ashmun Institute, but in that year an amended
charter, with additional privileges, was obtained for it, and a new name was assumed,
one that will be forever linked with the freedom of the negro and with the most
eventful crisis of American history.
Since then the institution has grown largely in resources, in influence, and in
adaptability to the end for which it was established. The results of its work will
compare favorably with those of any institution of like age in the history of our
country. Five hundred young men have been sent from the preparatory depart-
ment and from the lower classes of the collegiate department, many of whom are
engaged in important positions as teachers in the Soutnem States.
ff early 400 have been graduated from the collegiate department: after a course of
instruction extending through four and in many cases seven years. Most of theae
graduates are engaged in professional and educational labors in the Sonth.
About 200 have graduated in the theological department and received ordinatioB
as ministers in dinerent evangelical denominations. Thirteen have gone to Africa
as missionaries of the cross.
The institution has so commended itself to noble men and women of wealth during^
the past twenty- five years as to lead them to place it upon a firm financial baais,
thus securing to it a large degree of success in its work.
Mr. Fayerwether, in including it, a few years since, witlb other representative
institutions of the land, for a share in his munificent bequest to the extent of
$100,000, testified in the most striking way to its importance and usefulness.
The campus or grounds of t&e university consist of 78 acres, on which are four dor-
mitories for students; Livingston Hall, for commencement assemblies, capable of
seating 1,000 persons: University Hall, a four-story building, containing eighteen
rooms, designed largely for recitation and class purposes, carefully constructed and
conveniently arranged, and surmounted by a revolving observatory for the reception
of the telescope recently presented to the university ; and the Mary Dod Brown
Memorial Chapel, containing an audience room for Sabbath services, seating 400
persons ; a prayer hall for dailv use, communicating with the chapel by sliding
frames, and two class-rooms similarly connected with the prayer halL
The nine professorships, inclnding the president's chair, are all endowed and filled
by able and efficient scholars and teachers.
For twenty-seven years Rev. Isaac N. Rendall, d. d., has been its president, and
to his eminent fitness for the position is owing largely its snooess and present proad
position amon^ institutions or its kind.
The connection with it in earlier years, as instructors, of such men as Revs. £. £.
Adams, £. R. Bower, Thomas W. Cattell, and Casper R. Gregory served to give it
its wide reputation.
Each successive year of its history has brought to it an increased number of atu-
deuts, until now 240 crowd its halls and tax to the utmost its measure of accommoda-
tion and means for their support. These 240 students represent twenty-two States
of the Union, the West Indies, South America, and AiHca. Ajnon|^ them are seven
sons of alumni. Three-fourths of them at least are professing Christians. Perhaps
one-half of them will study for the ministry.
In their ea^er desire for knowledge and in their aptness of reception of it, in
their application to study and their readiness in recitation ; in their observance of
the rules of the institution and in the conduct of their devotional meetings, little
difference is oUserved between them and those of white institutions.
From the Howard Qtiorterlyf January f 1893. — The fact that the 141 colored students
in white colleges keep up with their classes without difficulty, and in many cases
have been the recipients of special honors for proficiency in their studies, showa
that they can pursue these higher branches with a success equal to that of their white
classmates. Many individual examples may be cited besides that of the colored class
orator of Harvard two years ago. The last one is from the Chicago University,
where a colored girl led the entire entrance class in the December examinations, and
EDUCATION or THE COLORED RACE. 871
received a very substantial reward in a scholarship which will pay all expenses of
the fonr years' course. This young lady prepared for college at Howard University.
Frivate schools should not antagonize public schools. — J. L. M. Curry : In some of the
towns and cities there is, i^ossibly, an unwise multiplication of denominational or
independent schools. Chnstiau denominations are rivals in their establishment, in
setting the largest number of pupils, and in making the most attractive exhibition.
It seems to be a weakness and an error common to all to seek to catalogue as many
names as possible. The aggregate means not the habitual and average attendance,
but all wno, for any time, one day or several months, have matriculated. This mili-
tates against the nsefulness and popularity of the free schools. In so far us these
institutions, not under State control, impair the efficiency of, or divert attendance
from, the public schools, they are mischievous, for the great mass of children, white
and black, must, more in the future than at present, depend almost exclusively upon
the State schools for the common branches of education. These schools, permanent,
not subject to caprice or varying seasons, incorporated into the body politic, into
the organic law, must be the chief factor in the education of the people. At great
sacriiices, the Southern States have provided means of education, constantly improv-
ing and enlarging, for the colored children. The large number at school, over
1,^)0,000, is the proof that no obstacles are thrown in the way of their getting such
rudiments as the common schools impart, and of occasionally rising to higher grades.
An educational charity would sadly fail of its purpose if any, the leaat impediment
were placed in the path of free ahools.
Ge<yrge R. Smith Collegef Sedaliay Mo. — The cornerstone of George R. Smith College
was laid June 1, 1893, Rev. J. C. Hartzell, of the Christian Educator, being master
of ceremonies. This institution dates its inception from the gift of 25 acres of land,
valued at $25,000, at Sedalia. Mo., by two daughters of Gen. George R. Smith. The
building, when completed and furnished, it is estimated, will cost $35,000. The
Buperintendent of construction, Mr. La Port, will take a lively interest in the work,
not only from his connection with it, but on account of his own dramatic history.
Born a slave, he ran away at 12, but afterwards worked fourteen years to obtain the
money necessary to secure his freedom. He is now worth $75,000, and supports
hiB aged mother and the widow of the master from whom he purchased his freedom.
Of the amount required for building, the conferences of Missouri assumed $14,000,
of which amount $3,000 was paid at the time the cornerstone was laid. Rev. P. A.
Cool was appointed president of the institution, and will devote his attention to
raising funds until the building is completed.
American Missionary, December, JS9S — We have one woman 48 years old, mother of
9 children, who walks daily to and from her house, 3 miles distant. She brings with
her 2 daughters and an adopted son, but leads them all in her classes. This woman
was a slave before the war and having brought up a family since, this is her tirst
chance to attend school.
The Tribune, — It is an interesting and significant circumstance that the highest
honor at Boston University this year has been awarded to a colored man, Thomas
kelson Baker, who was bom a slave in Virginia in 1860. He has paid his own
college expenses by teaching, and the disadvantages under which he haa labored
account for the fact that his age is considerably gi-eater than that of the average
college graduate. He was fond of books from his boyhood, and was bound to get
an education. What he has accomplished should be an inspiration to others of
negro blood.
Straight University, JVew Orleans.— On the night of November 30, 1891, the uni-
versity building of Straight University, New Orleans, was destroyed by fire,
together with the library of 2,500 volumes, printing press, chemical and philo-
sophical apparatus. A new building, however, was soon planned and has been
finished. It is three stories high, of a pleasing style of architecture, and contains
on the first floor the chapel (seating 350 persons), four recitation rooms, a large
college room, music room, libraries and offices of the president and treasurer; on
the second floor are the rooms set apart for the chemical department; and on the
third floor are dormitories for theological students and their reading room.
Jiiddle University, Charlotte, N. C— Rev. E. P. Cowan : The present faculty of 11
men, all of whom are colored but one, are not only engaged in attending to the duties
of their respective places as professors, but they are also engaged in demonstrating
before the world the proposition that educated colored men are capable of success-
fully carrying on the education of other colored men.
The proposition to many is so simple that it seems hardly to need demonstration;
yet some have doubted.
As not all educated white men are capable of successfully administering the affairs
of large institutions designed for the education of their kind, so it is not claimed
that every educated colored man is capable of becoming a successful educator; but
it is claimed that out of the product of our oducational work of the last twenty-
si'iglkt years more than enough selected men can be found perfectly competent to no
872 EDUCATION REPORT, 1891-93.
the work to be done even at so large and important an cdncational center as Biddle
University.
The best argament in favor of Biddle Universitj. ac at present organized, is the
good condition in which it now is, and the ^ood work that is now beine done. This
can be seen by any one who will take the time and tronble to visit the place and
examine for himself. The number of stodents has largely increased, and tne ^gradu-
ating class will be the largest that has ever gone out from the college since it
obtained its present charter.
The order and decorum of the students is remarkable. The rules are stringent,
and are o1>eyed. The buildings are well kept, as far as the age and dilapidated con-
dition of some of them will allow.
The industrial department is better organized and more efficient than it ever was
before in the history of the institution. Prof. Hunt, a graduate of Atlanta Univer-
sity, is a practical carpenter. Under his direction the students have just finished
building a dwelling house for one of the professors. * • »
Look into the shoo shop and you find a dozen young men (the room will hold no
more) who, an hour before, were reading Greek and Latin ; now they are sitting on
cobbler's benches and are driving wooden pegs. In the next room a dozen more are
setting type, while two others are turning a large printing jtress, and a third man is
"feeding^' the machine.
In all these industrial departments the students spend one hour a day that is
regarded as practice, and this is set down to *' tuition.'' Later in the day the same
student gives an hour to some industrial work, which is regarded as "service." For
this ho is paid, or rather he is allowed so much to his credit on his individual account
with tho institution. If a young man receives pecuniary aid, as many do, he does
not get this help for nothing. He must render service, either in Prof. Hunt's indus-
trial department or Prof. Carson's homo department, of which service an accurate
account is kept and the worth of his work is charged up to his credit. In this way
the student does indeed get aid; but ho also is made to feel that he is, at least par-
tially, working his way. This arrangement is admirable, and is all that could be
desired. • • •
Tho institution is now running up to its utmost capacity as regards numbers.
Tho enrollment so far this year, 1893, is 236. The boys are stowed away in their
cheap dormitories, in many'cases eight in a room. Two students sleep in tho engine
room and over thirty in the main building, which was never intended for dormitory
purposes. If the university only had the nccessaiy accommodations and scholar-
ships, the roll would easily run ni) to 500.
Higher education of the negro race. — Dr. F. G. Wood worth : For the sake of the race
as well as for their own sakes, those individuals who have the capacity should have
opportunity for and bo urged to seek the so-called higher education, and the highest
and broadest culture they can obtain.
There will bo constant and increasing need of leaders for the negro race, men who
will be able with wise forethought and ripe Judgment to guide the people on an
upward way. The ^reat uplifters of the race must be from the race. They must
bo men who can bo m wholly sympathetic touch with those whom they would ben-
efit, a sympathetic touch found only in kinship, understanding their needs fully,
feeling their heart-beats, the stirring of their aspirations, able to touch their natures,
as wo can not touch them who are cast in the Saxon mold. If the white race, with
its advantages and its inheritances of culture, needs tho stimulua of men of high
education, how much more the colored people?
Perhaps I may bo met by the Hkepticism whether tho negro can take on this higher
culture. This rests on tho assumption that the negro is essentially inferior. It is
an assumption. No apriori assumption can determine the question either way. It
roust bo settled by facts as time shall bring them to light. To-day the evidence of
facts points in the direction that somo of the nogro raco can and do take on the
higher education, and make valuablo use of it. Each year sees additions made to
tho small army of cultured and successful doctors, lawyers, teachers, and preachers.
CHAPTER XXVIII.
REPORT ON EDUCATION IN ALASKA.
Department of the Ixterior,
Bureau of Education, Alaska Division,
Washington, D. C, June 30, JS92.
Sir: I have the honor to submit the following annual report of the general agent
of education for Alaska for the year ending June 30, 1892.
Number axd General Condition of the Schools of Alaska.
There is in Uaska a school population of from 8,000 to 10,000. Of these, 1.934 were
enrolled in the 31 schools in operation during the year closing June 30, 1892. Six-
teen day schools, with an enrollment of 798 pupils, were supported entirely by the
Government at an expense of $20,020, and fifteen contract schools, with an enroll-
ment of 1^136, were supported jointly by the Government and the missionary
societies of the Presbyterian, Moravian, Episcopal, Methodist, Congregational,
Lutheran, and Roman Catholic churches. Of the pupils in the contract schools, 788
were day pupils and 348 industrial pupils. These latter were clothed, boused, fed
and taught.
The boys were taught shoemaking, housebuilding, furniture-making, coopering,
baking, gardening, and the care of cattle; the girls were taught cooking, baking,
washing, ironing, sewing, dressmaking, and housekeeping
Toward the support of these contract schools the Government contributed $29,980,
and the missionary societies $68,211.81.
UN ALASKA DISTRICT.
Point Barrow contract «c/m)o^— Presbyterian ; population, Eskimo; L. M. Stevenson,
teacher. The school was opened October 6, 1892. There were but few natives at the
time in the village, the majority of them still being absent, hunting on the land and
fishing in the waters, to secure a supply of winter food. This kept them away until
the dark days of December, and the scarcity of food was such that some remained
away the entire winter, coming in only to bring supplies of food to their relatives
that remained in the village. The caribou had migrated further than usual into the
interior, and only scattered ones were seen. Again, the uativo prejudices against an
ediication and the influence of their sorcerers kept some of the children from school,
so only a few attended the earlier portion of the year. As the wiuter advanced,
however, more came in. The progress of those that did attend was better than that
of the previous year. They seemed to have remembered what they had learned, and
started readily upon a review covering what had been gone over, the review being
thorough and complete, before any new matter was presented, except the short texts
and phrases which were kept constantly on the blackboard to attract their atten-
tion. This cultivation of memory was a somewhat diflicult task and did not succeed
as well ns was desired. One of the characteristics of the northern Eskimo is the
idea that "to-morrow will be another day," and they were unaccustomed to commit
anything to memory for future use. They seemed, however, to have a great desire to
know the English langnago, and studied very diligently in the school room, but
failed to use what they had learned, outside ; although sometimes, when the children
were on the playground, with none of the older natives around, they used the
English which they had learned in school quite freely.
One of the great obstacles to the school work, and the civilization and christian"
ization of these natives, is the liquor which is smuggled in by a few of the whalers.
873
874 EDUCATION REPORT, 1891-92.
The larger portion of the whaling fleet is opposed to the introduction of liqnon
among the native people. A few of the captains, however, still believe in it, and,
as iar as they can, avoid the vigilant watch of the revenue cutter, and deal oat
a bottle hero and there to the natives for the purpose of inducing trade or something
worse. Also, sometimes, when the commanding officer of the whaler is opposed to
the introduction of liquor, some of the men on his ship will smuggle a few bottles
alon^, wliich are dealt out to the natives on the sly. In this way a sufficiency of
liquor gets into the country to demoralize a number of the natives, and drunkenness
coinniences with the arrival of the whaling fleet and lasts until it leaves the country
in the fall.
Another inconvenience and difficulty has arisen from the fact that no mission
buildiugs have yet beeu erected, and the school has been dependent upon the cour-
tesy of Capt. Healy, freely extended, for the use of a room in the refuge station.
In 1891 the Board of Missions of the Presbyterian Church, who have a contract with
the Goverumeut for the renting of this school, chartered a schooner in San Francisco
aud seut up a load of lumber and building material. The vessel reached within 70
miles of Point Barrow, when it was stopped by the presence of the ice-pack of the
Arctic, and could go no further. Under the circumstances the schooner returned to
Bering Straits, and the lumber was lauded at that station. The following year the
school at Cape Prince of Wales failed to secure a needed supply of lumber from
San Francisco, and used the lumber that was intended for Point Barrow, necessitat-
ing the Point Barrow station occupying the refuge station another year.
Point Hope contract school . — Episcopalian; population, Eskimo, John B. Driggs, iff.
D., teacher. The population of Point Hope (Tigara) was slightly increased this
season over last from families arriving from other tribes. Whenever a strange
family came into the village it at once enrolled its children in the school. The daily
average for the year was Ss. It would have been much larger, but for irregular
attendance caused by whole families going off on hunting trips and remaining from
one week to a month at a time.
During the year two new classes were Introdnced into the school, one in which the
teacher required the pupils to repeat short sentences in the native language and then
translate them into the English language orally, or write them out on their slates.
The second class was one in which the teacher repeated short English sentences and
had the pupils translate them into their own language. The majority of the chil-
dren manifested considerable advancement in their studies.
Cape Prince of Wales contract «c^oo7. —Congregational ; population, Eskimo;
W. T. Lopp, teacher. Mr. Thornton, the associate teacher at tiiis station, having
returned to the States in the fall of 1891, Mr. Lopp, who remained behind, was the
only English speaking person left iu a large region of country. The lonesomeness
of such a condition can not be appreciated by anyone who has not been similarly
situated. Toward spring a native family, who had been off some 300 miles to a
trading post, returned, bringing with them a dog that would obey commands given
in the English language. The loneliness had been so great that Mr. Lopp would
visit that dog every day for the companionship of some animal that had once heard
the English language.
Tho school year was a very prosperous one. The ayerage daily attendance of papils
was 106; including teachers, llB. Many of the children mastered the alphabet,
learned to spell and pronounce simple English words, read in the first reader, write
a neat an<l readable hand, and sing gospel and patriotic songs. The^ also became
familiar with several hundred English words, and learned the necessity of greater
cleanliness in their habits. A few of tho larger boys and girls were taught to make
clothing of hair seal skins, after American patterns. Lead pencils, paper, pictures,
hard bread, combs^ and soap wore given as prizes for punctuality and diligence. On
a few occasions it oecame necessary to punish pupils by excluding them from the
privileges of the school for a few days. Visitors to the school came from 50 to 300
miles around. Last season a school bell was received, which greatly delighted the
people. However, in October, the teacher was waited upon by one of the leading
sorcerers, who requested him not to ring it, as the spirits nad informed him that the
noise of the bell would prevent the people from successfully hunting foxes and seals.
But as white foxes were more abundant than ever the ringing of the bell did not
seem to have any bad effect.
Owing to the fear which tho chiefs of the village held towards Capt. Healy, of the
Pear, tho village was very free from whisky or drunkenness during the year. They
expressed a great deal of surprise at the character of the teacher, who neither traded
nor hunted, and at the time was unmarried. He was a puzzle to them. They said:
**Too poor to trade, too stingy to marry, and too effeminate to hunt."
The winter was a cold one. The mean temperature from October to May was 5.6°
and the maximum 40°; minimum, —30'^. In February and March Bering Straits
were blocked up with smooth fields of ice from the North, so that 5 of the people
made a trip by dog sleds across to Siberia for tobacco.
REPORT ON EDUCATION IN ALASKA. 875
Ten Eskimo police were appointed by Capt. Healy, of the Bear, to assist the
teacher and take charge of the dmnken natives who might be inclined to be disor-
derly. These native police worked with great efficiency and were found exceedingly
nseftil in preserving order.
Unalalaklik contract boHooL — Swedish Evangelical; population, Eskimo; Axel E.
Karlson, teacher. No report.
Anvik contract school. — Christ Church Mission ; Protestant Episcopal ; population,
Indians ; John W. Chapman, teacher. School was held from November 9, 1891, to
April 15, 1892. The hours were from 9 to 3, with an hour's intermission at
noon, when the day scholars were furnished with a simple meal. The average daily
attendance for the year was 24.3. The teacher spent an hour and a half each day
in oral training, at which the entire school would be required to learn the meaning
and use of various lists of words, e. g., parts of the body, occupations in the States,
geographical names, the comparison of adjectives, the conjugation of verbs, etc^as
well as to construct sentences on given subjects, and read rapidly off hand. This
seemed to have a stimulating effect upon the pupils. The school was divided into
three classes, one of which went through the reader twice ; the second, once and
Sartially again on review, and the third class went half way through the first reader
uring the year. In arithmetic there were daily drills on the multiplication table and
in combinations of numbers, adding by groups, etc. In geography the pupils were
made familiar with the grand divisions of land and water, and with some or the more
niminent natural features in the continent, with the political divisions in North
erica, and several of the groups of States and their typical products and occupa-
tions. The attendance was larger and more steady than the previous year.
A boarding school for boys was established and maintained, with an average of
nine pupils.
KoBorifftky contract ichool. — Holy Cross Mission; Roman Catholic; population,
Eskimo and Indians; teachers, Sisters of St. Ann. At this station is a large board-
ingor home school in care of the Sisters of St. Ann, which was begun in August,
1^8. The attendance during the year has been 75 and the progress of the pupils
good. This progress was largelv duo to the effect of the pupils being separated from
their parents and being under the influence of their teacners.
Besides a good English education, the girls were taught washing, ironing, sewing,
and cooking. The boys wore taught carpentry, blacksmithing, and gardening.
During the long summer vacation 6 of them found employment on the river steamer
as firemen and pilots.
As in all such schools, English was the only language allowed to be spoken in or
out of the schoolroom. At the same place and time, and by the same sisters, there
was conducted a day school with an enrollment of 40 scholars. These, however, did
not progress as mucn in their studies as did their friends in the boarding school, as
they were less under the influence of the teachers and irregular in their attendance,
the necessity of securing food requiring them to change their location and be absent
from home a considerable portion of the year.
Nulato contract Bohool, — Roman Catholic; population, Indians; teacher, . A
school of 20 pupils was kept from October 1, 1891, to July 1, 189^. No report.
Cape Vancouver contract nchool, — Roman Catholic; population, Eskimo; teacher,
; enrollment, 20 pupils. No report.
Bethel contract school. — Moravian; population, Eskimo; teacher, John H. Kil-
buck. School was kept for two hundred days; attendance, 34 boarding pupils.
Each pupil is provided, at the expense of the school, with two suits of clothing, a
fur ^'parka^'' a fur cap, a pair of seal-skin mittens lined with wool, and from two
to three pairs of fur boots, per year.
The diet at the school table consists of dried salmon, frozen fish and game, bread,
tea, sugar, beans, and salted sahnon. In the spring the boys are allowed to go to
the mountains and trap for fur, which gives them experience and also helps them
earn a portion of their living.
At a later. point in this report is included an interesting account sent by Mrs. Kil-
buck, concerning Shamanism and sorcery in this valley.
Carmel contract echool. — Moravian; population, Eskimo; teacher, F. E. Wolff.
The school was kept from August 19, 1891, to June 7, 1892, with an average daily
attendance of 18 boarding pupils.
Outside of the school hours the pupils were taught in the various industries suited
to their position.
Much difficulty is found in keeping the pupils regularly under the influence of the
school, as on one pretext after another the parents, not recognizing the value of
regularity in school work, are disposed to take them off on fishing and hunting expe-
ditions.
Several families came from distant sections to Carmel, that they might have the
advantage of the school for their children.
876 EDUCATION REPORT, 1891-93.
Unalaaka contract school, — Methodist; population, Aleuts; John A. Tuck, teacher:
enrollment-, 35. This place was selected by the missionary society oi the Meihodist
Episcopal Church as the center of their church operations in Alaska, on June 28.
1^3. Owing to a combination of circumstances, work was not commenced until
the summer of 1889, when Mr. and Mrs. John A. Tuck were sent out to establish a
school and mission home.
In 1890 the homo was commenced by the bringini:^ of 2 orphan waifs, girls, from
the island of Attou, 1,000 miles west of Unalaska. The teachers were in a small one
and one-half story cottage (half of which was used as a schoolroom), and were
unprepared to receive any children into their family. But under the oircumstancea
the waifs had to be received, whether convenient or not. Other girls, finding tha«
2 had actually been received, also came and refused to be driven away, and some
weeks later Capt. M. A. Healy, commandini^ the U. S. S. Bear, brought down 6 orphan
girls from the Seal Islands. Thus the school has grown and grown until 26 girls
ave been received. ,,
The character and efficiency of the school can be fudged by the following letter,
received by the general agent from Capt. M. A. Heaiy :
RbVKKUB MaRIRB STKA.MBR BKA.R,
JPo'rt <(f Unalaska, Alaska, November 9, 1899.
Dear Sir: I have brought 6 girls from the Seal lalanda to the Jes«o Lee School; two years ago I
bnraght down a like namber. I am constrained by this part I have had in providing scholars for the
school to give yoa my views of its character and accomplishments, with the hope that they excite
interest in its behalf among its fonnders and supporters.
In all my experience in the country I have seen nothing that has rendered so much good to tlie
people. From its sitnation, it has tributary to it this whole western end of the Territory where
there aro nam hers of children and poor waifs, many the offspring of white fathers, growing ap with-
out the care of homes or the education and training of Christian parents.
Prof, and Mrs. Tuck have labored zealously and well to teach the scholars the necessities and
reouirements of decent living, and have trained them to become ^ood housekeepers and proper wives
ana mothers. But they aro cramped by the means and accomodations at hand. The school is already
crowded to its utmost capacity, and can not take many wliom it would be a mercy to give its pro>
tection, and who could be received with a suitable building and support.
I am sure the ladies of the Methodist society, could they understand the conditions and field of the
school and how well it is conducted, would become interested in its behalf and provide it with better
facilities with which to continue and enlarge Its work for the elevation of these poor, neglected mem-
bers of their sex.
I can not be accused of bias, for I am of an entirely different religious belief. Prof, and Mrs. Tuck
know nothing of my writing. I am prompted by my interest in the country and the improvement of
its people, and can not remun blind to good to humanity by whomever performed.
Sincerely yours,
M. A. Healt,
Captain U. 8. Revenue Marine.
Rev. Shbldon Jack80K,
Bureau of JSdueation, Washington, D. C.
Sitka contract school, — Presbyterian. In the sping of 1885, 35 picked yonng men,
between the ages of 16 and 25 years, were taken from Mr. Dancan*8 colony at Met-
lakahtla into the industrial training school at Sitka. After a period of four years
22 have left the school. Out of the 35, in addition to the ordinary studies of th*
schoolroom, 21 have learned to speak and read the English language; 21 have
become good musicians and singers: 5 have learned to play on the cabinet organ; 9
have become members of the school brass band; 13 of the 35 were tobacco chewers
and smokers before entering school, but after entering the school none of the others
learned the habit; 7 learned the shoemaker's trade; 8 became carpenters; 4, black-
smiths; 2, coopers; 2, steamboat engineers; 4, hoose painters; 1, printer; 1, pho-
tographer ; 6 had a training in a sawmill ; and 3 became tailors.
Metlakahtla contract school, — This model settlement under the fostering care of
Mr. William Duncan, the veteran missionary, continues to llourish. There are now
about 100 neat frame houseb in the village; the output oi the salmon cannery last
season was about 6,000 cases; it is the intention to increase its capacity to at least
20,000 cases. The other principal industries are a saw and planing miU which fur-
nish all the lumber needed in the vicinity. Of Metlakahtla one of the tourists
writes :
** Metlakahtla is truly the full realization of the missionaries' dream of aboriginal
restoration. The church is architecturally pretentious and can seat 1,200 persons.
It has a belfry and spire, vestibule, gallery across the front, groined arches and pul-
Sit carved by hand, organ and choir, Brussels carpet in the aisles, stained glass win-
ows, and all the appointments and embellishments of a first-class sanctuary ^aud
it is wholly native handiwork. The dwelling houses are neat and attractive. They
have inclosed flower gardens and macadamized sidewalks 10 feet wide along the
entire street. The women weave cloth for garments, and the people dress tastefully
in modern garb."
BEPOET ON EDUCATION IN ALASKA. 877
PUBLIC SCHOOLS.
KADIAK DISTRICT.
Kadiak. — C. C. Solter, teacher; enrollment, 69; population, Russian Creoles. Mr.
Solter writes : '' I opened school on the 8th of September. The number enrolled the
first day was 27. The appearance of the children impressed me favorably. All
came neatly dressed and oiean ; their faces showed signs of intelligence and they
very soon showed their desire to learn. Most of the pupils are anxious to be on
time in the morning, and some frequently went without their breakfast rather than
be tardy. On the whole the school has made as rapid progress as could be expected.
All that were regular in attendance have done well, while some have done exceed-
ingly well. The deportment of my pupils has been such as to deserve commenda-
tion. I have never seen a class of better behaved children than I have in my schooli
and consequently the government of the same has not been a very difficult task.
We had an entertainment at the close of school, which was quite a success. The
visitors enjoyed the exercises very much, especially the singing, and were loud in
their praises. The children take the greatest delight in singing, and as I have
secured the use of an orgau for next winter, a lively time is expected. I am study-
ing the Russian language and shall soon be able to converse with the parents in
their own tongtie."
Afognak,—^T%, C. M. Colwell, teacher; enrollment, 35; population, Russian
Creoles. The prevalence of an epidemic during tbe early part of the year inter-
fered greatly with tbe attendance upon school. There is a ^eat deal of poverty in
the district in which Afognak is situated, and the teacher in the kindness of her
heart frequently supplied her pupils with material as well as intellectual food. She
writes that here, as in all the other schools in Alaska, the children are bright and
anxious to learn.
Vnga.—O, R. McKinney, teacher; enrollment, 38; population. Russian Creoles.
Mr. McKinney writes : '* 1 was greatly encouraged by tne personal appearance of the
pupils and by the interest they took in their studies after I had started them in their
work. It took me some time to j^et them to talk to nie or even to speak English at
all, although 1 knew that some of them could speak English quite well. I overcame
this by degrees, however, and then forbade them to speak either in Russian or Aleut.
The result of this is that they now talk to each other in English instead of Russian.
They have advanced much more rapidly than I expected.''
SITKA DISTRICT.
Juneau No, ./.—Lilly O. Reichling, teacher; enrollment, 26; population, Americans.
Owing to the fact that a number of parents whose children had attended school
moved away from the town during the year, the number of pupils enrolled was
slightly smaller than during the previous year. However, the seating capacity of
the present school house is severely taxed, but the narrow limits of the Congres-
sional appropriation made it impossible to erect a Larger building.
Juneau No. f. — Mrs. W. S. Adams, teacher; enrollment, 75; population, Thlingets.
Mrs. Adams is enthusiastic in her commendation of the aptitude of the native chil-
dren. She writes: ** The year has been a profitable one, and the influence of educa-
tion is plainly discernible in the intelligent faces of the little brown children. We
have a special day set apart for visitors, and those who come express sui*priso and
admiration at the intelligence displayed by our pupils. The children have formed
themselves into a society, elect their own officers, conduct their own meetiilgs, and
do it in a manner that astonishes people who visit the school.''
Dougiaa No, i.— Mrs. A. M. Clark, teacher; enrollment, 25; population, American.
The Treadwell gold mine, the largest gold mine in Alaska, is situated upon Douglas
Island, and this school is attended by the children of the miners employed there.
Mrs. Clark displayed great energy in interesting and advancing the pupils under
her care. During the year a literary entertainment was held, the proceeds of which
were used in purchasing an organ for the use of the school.
Douglas No, ;?.— Miss Millie Mohler, teacher ; enrollment, 24 ; population, Thlingets.
The majority of the children in regular atceudance upon this school are inmates of
the home maintained upon Douglas Island by the Friends' Mission. Miss Mohler
writes: ''In addition to other studies I have taught sewing to boys and girls alike.
They pieced and <|uilted a patchwork quilt that would have done credit to our
grandmothers, besides mending clothes and working in letters and cardboard.''
KiUi8noo,—E. M. Calvin, teacher; enrollment, 33; population, Thlingets and
Russian Creoles.
Sitka No, 1, — Miss Cassia Fatten, teacher; enrollment, 59; population, Americans
and Russian Creoles. This school is attended by the children of the Government
officials at Sitka, and the teacher being one of the most experienced and efficient in
the Territory; the school is one of the most satisfactory in Alaska.
878 EDUCATION REPOBT, 1891-98.
Sitka Ko, f .— Mrs. Lena Yanderbilt, teacher ; enrollment, 54 ; population, Thlingets.
Here, as elne where in the Territory, irregolarity in attendance was the greatest
drawback to progress. The Thiingets are a sociabTe people. During the spring the
natives visit their friends in the neighboring settlements, and at that season the
beantifnl waters of the magnificent fjords are covered with canoes carrying, whole
villages of natives — men, women, and children, on social pleasores bent. Later in
the season hunting and fishing expeditions are in order. Carelessness as to prompt
attendance is also a great discouragement to the teacher. Mrs. Yanderbilt writes :
"While many of the natives have clocks in their houses, few of them are ever wound
up, and when they are a very small number keep anything like the cerrect time.
The increase in attendance during the winter was due to a great extent to the exer-
tions of the local school committee, who visited the native villages from time to
time in the interests of the schools.
"The natural intelligence of the native children, the general interest they show
while in school, and the advancement many of them have made are all matters of
encouragement to the teacher. Some have advanced far enough to appreciate the
value ot their studies, and I expect that gradually the influence of their adTance-
ment upon the other children who do not attend school will be very beneficial.
"I desire to note the uniformly good behavior of the pupils while in the school
room. They seldom require reproof or correction; they are generally attentive and
give me no trouble whatever." •
Wrangell. — Miss £. Tolman, teacher; enrollment, 49; population, Thiingets. Miss
Tolman writes: "When I entered upon my duties my hopes for the rapid advance-
ment of the class before me were not very bright. Perhaps it was because I realized
the extent of the undertaking that the results of my efibrts have surpassed my
brightest expectations. Be that as it may, my opinion of the brain power of the
natives of Alaska has materially changed since 1 have become acquainted with it.
Those of my class who have mastered the art of how to study hare done remarkably
well. Not only have they done well in their regular lessons from books, but they
manifest great interest in various subjects that 1 introduce as a change."
Jackson, — Mrs. Clara G. Gould, teacher; enrollment, 100; population, Hydah.
This school is the most isolated in southeast Alaska. Durine the seven years of its
existence it has been under the charge of Mrs. McLeod, who tnoroughly understanda
the dispositions of the natives, and she has succeeded wonderfully well in training
and elevating the younger natives at Jackson.
Haines.— Rov, W. W. Wame, teacher; enrollment, 89; population, Thiingets. Mr.
Warns writes: " The school has made better progress than I could have expected*
Indeed, I feel quite delighted .with some of the results. Some of mv scholars have
certainly made excellent progress. Those who commenced last fall did not know the
alphabet, and by the end of the term were well along in the second, reader. Every-
body seems friendly and glad to have the school."
MISSION SCHOOLS OF THE CUURCH OF ENGLAND.
Rev. T. H. Ganham, who for the past year kept a ffood school at the mouth of the
Tanana, has this fall removed several hundred miles up the river to Fort Selkirk^
where he intends opening a new school.
The school at Buxton will probably be conducted by Bishop Bompas, assisted hj
Dr. Toty.
The Killing of Charles H. Edwards and the Outraos upon J. E. Connmtt.
In August, 1891, a schoolhouse was built and a school established at Kake vil-
lage, an isolated settlement on Knpreanoff Island, about 100 miles south of Douglas
Island^ in a wild region quite beyond the influences of civilization. The school was
given m charge of Mr. Charles H. Edwards, who had been very successfhl as teacher
of the native school at Douglas. In his new field he was 50 miles from the nearest
white man. Among the supplies furnished to Mr. Edwards were an organ and a
stereopticon, and he soon succeeded in attracting the natives. In a short time the
small schoolhouse was filled to its utmost capacity, and it became necessary to
divide the school into three sections. In the morning the small children came and
kindergarten work occupied their attention ; in the afternoon reading and writing
were taught to the young people, and in the evening a session was held at which no
books were used, the efibrts of the teacher being directed to giving his pupils prac-
tice in conversing in English.
It was not long before troubles came. Whisky found its way into the village. In
one of his letters Mr. Edwards writes:
** Yes; I am lonely. Not a white face have I seen since our steamer left us. Two
nights ago a canoe brought in quite an amount of whisky. One chief and all his
retinue were gloriously drunk. All night long they kept up an infernal hammering
REPORT ON EDUCATION IN ALASKA. 879
on an Indian drum, and the maudlin ToiceB of men and women mingled in savage
Bougs. I could not sleep. Next morning I went around to see what was the matter,
and such a sight as met my eyes ! Half nude human beings in all attitudes, their
staring, intoxicated eyes reminding one of an insane asylum. The only thing you
can do with a drunken man is to let him sober up. No impression made upon him is
lasting. So I let them finish their roTel, as they could get no drunker. Since they
have sobered up they are ashamed to speak to me. I am becoming an ultra whisky
hater."
The account of the final tragedy and subsequent occurrences is best given in the
words of the examiner who, under instructions of the Department of Justice, inves-
tigated the matter :
** Toward the evening of January 10, 1892, a sloop with Maxcolm Campbell and
Emery Elliott on board came into the harbor about 3 miles from the Indian village,
and commenced trading whisky to the Indians. What Mr. Edwards knew concern-
ing this illicit traffic we shall never know; suffice it to say that an Indian named
Squanish purchased $5.50 of whisky from them, which, when Mr. Edwards found oufc,
he poured into the bay. They offered his interpreter, Jimmie Coffin, whisky to
drink, but ho refused. They gave Tah a hoo whisky to drink and he drank it. They
gave whisky to the six or eight Indians who went in advance of Mr. Edwards' party
and went into the cabin of the sloop. Mr. Edwards had been frequently annoyed
by the results of the sale of liquor to the Indians^ and his own life had many times
been jeopardized. He therefore resolved to see with his own eyes and convince him-
self that the parties then in the harbor with thesloo]^ were violating the laws of the
land, and if tney were that he would exercise his right as a citizen and his duty
nnder the laws of Oregon to arrest them and take them forthwith with all speed to
Wrangel and there deliver them up to the authorities. For this purpose he called
a meeting of the Kake Indians at the school house; he informed tnem of the objects
of the meeting. After opening the meeting with a sons he requested 14 volunteers
to assist him in finding out whether these men on the sloop were actually violating
the law or not, and, if they were, to go prepared to arrest them and start immediately
to Wrangel — not armed to the teeth nor with handcufis — but with small cords in
his pockets, to bind them safely and conduct them thither.
*' A canoe with the larger number of the voli^teers proceeded to the sloop under
his directions to find out what was being done on board, and he followed himself in
a smaller canoe with the rest of the volunteers. When he arrived at the sloop the
Indians who had preceded him were engaged in drinking whisky furnished by the
occupants of the sloop. Mr. Edwards was particular to see for himself that the
Indians were drinking. He was particular to know that it was whisky they were
drinking. Then he gave orders to bind the two men. The cabin was small, and with
the two men and the six or more Indians in it there was not much chance to do any-
thing. The Indians informed him that the men were getting the advantage of them
then he had those Indians on the outside who could not get in tear the roof off the
the cabin, and he threw down the ropes he had with him to bind them. This hav-
ing been done ho oegan to clear the sloop for sailing. He had the anchor raised and
requested all the Indians to leave the sloop and return to the village, leaving him
only and two Indians to man the sloop. He had the Indians take on shore with
them a revolver and a rifle, presuming no doubt that they were all the firearms on
board. These he ordered to be placea in the schoolhouse. The Indians also took a
field-glass and the keg, which was partially filled with whisky. When alone on the
sloop with these two Indians and the two desperate smugglers he had not counted
on tne possibility of any more firearms being on board, but Malcolm Campbell, the
owner of the sloop, managed to get his left hand loose, reached under the foot of the
bed and got a revolver, and shot at Mr. Edwards three several times, mortally wound-
ing him, and immediately thereafter shot the other two Indians, one with the
revolver, so that ho jumped into the water and never afterward was seen or heard of.
The other while attempting to escape by swimming was shot at with his rifle and
he was never more seen or heard of. Campbell's associate on the sloop, Emery Elli-
ott, managed to get his hands loose and cut the cords which bound Campbell's feet,
and thus both were liberated. They then proceeded to get away from the place.
They tound the anchor already up, and they said that they attempted to make
Wrangel with the wounded man, but they said the winds were contrary. They next
tried to make Juneau, but met with a head wind and could not. They, however,
r;eached a point near Point Gardner. After this they sailed for Killisnoo and were
there met by Dan Campbell, a retail liquor dealer of Douglas City, who with
another party started out of Douglas in another sloop huntiug for them, fearing from
their long absence that ^hey had met with an accident or been captured. Here
Jimmie Blaine saw the wounded mau, Mr. Edwards, all but unconscious, he being
the only known white man, other than Campbell and Elliott, who saw Mr. Edwards
alive and conscious, or partially so, after receiving his wound. Here he was fur-
nished with the only food he obtained since receiving the wounds three days before,
880
EDUCATION SEPOBT, 1891-92.
yet strange to say, this man Jimmie Blaino was never called upon to testify in any
of tbo cases or at the coroner's inquest.
''The object of their devions sailing was accomplished. The victim was nncon-
scions, no ante-mortem statement conhl be got from him^ dead men, or nnconsciona
men, tell no tales. They arrived at Sitka about thirty -six hours after the infliction
of the wounds, and the victim died about ten hours thereafter.
''A coroner's inquest was held over the remains, hut the only testimony prodnoed
before the jury was that of tbe physicians as to the cause of his death, the clerk of
the court as to the identity of the remains, and the testimony of the self-confessed
murderer and his accomplice as to the manner of his receiving the wounds which
caused his death. The jury, in writing, asked for further testimony, but none was
furnished; they ask for instructions, but they are informed by the U. S. commis-
sioner, ex officio coroner, that instructions are useless; that it is simply a case of
piracy — piracy on the high seas. And, of course, Malcolm Campbell is justified in
the deed."
Subsequently, Malcolm Campbell and Kmery Elliott were convicted of giving
liquor to Indians and were fined $40 each, in satisfaction of which Malcolm Camp-
boll served in jail six days and paid $28, and Emery Elliott was confined in jail ten
days and paid $20.
Campbell was also held for manslaughter in the sum of $1,000, but his case when
presented to the grand jury at Juneau was ignored by them.
For writing a statement of the whole aff'air, Dr. James E. Connett, of the Friends'
mission at Bou^las^ was waited upon by a hand of masked outlaws, called out of
bed at about midnight on April 24, upon the pretext that a miner had been badly
injured and needed surgical attendance, and deliberately tarred and feathered.
As soon as the miners at the Treadwell mines, Douglas City, heard how Dr. Con-
nett had been outraged, they held a meeting and resolved to raise $500 to assist in
bringing to justice the perpetrators of tlie crime. However, no efforts were ma(!e
by the officials to ferret out the matter.
Tablk 1.— Enrollment and monthly attendance^ 1S91-1893,
Schools.
Pvblie.
Sitka^
No. 1
No. 2
Janeaa—
No. 1
No. 2
Doufflos-
No.l
No. 2
Killisnoo
Wrangel .
Jackson .
Haines . .
Klawack
Eako
Kadiak . .
XJnga
Karlnk . .
Afognak .
hi
■8
1
0
• •£> «
Is a
J3
^
Contract.
Anvik
Point nope
Hetlakahlla
Bethel
Carmel
Hoonah
Sitka
Point Barrow
Unalaaka
Nulato
Eosoriffsky
Capo Vancouver
Cape Princo of "Wales.
TJrialaklik
Yakatat
191
1B2
101
190
191
187
44
191
188
192
44
64
176
162
195
147
128
171
161
192
192
125
192
170
102
192
192
150
170
a
X,
a
69
54
26
75
25
24
33
49
100
89
38
60
69
33
29
35
36
78
154
34
29
171
157
33
35
20
73
20
168
72
57
Sept.
o
H
66
25
17
30
25
17
29
26
30
18
28
37
26
100
30
17
139
17
73
105
28
^
<
46
15
15
25
20
15
14
20
19
3
10
18
64
28
16
17
100
12
Oct.
I
65
32
22
26
24
19
28
23
29
30
14
14
40
26
26
47
130
29
24
63
139
17
20
73
163
49
27
?
45
15
18
20
22
17
12
20
19
7
6
4
26
21
Not.
13
77
27
18
22
"'6
19
120
27
17
S
o
H
61
50
21
30
24
18
32
55
47
18
47
26
27
29
82
64
108
27
22
86
130
18
20
t
147
58
47
42
80
16
22
22
16
24
26
27
Dec.
I
49
42
21
81
21
15
36
54
53
10
80
22
'26
22
25
70
26
18
30
6
19
121
27
23
60
44
24
27
28
34
68
118
27
21
119
139
14
20
73
147
58
55
37
25
18
23
18
14
29
28
29
Jan.
3
o
H
37
32
19
49
22
17
21
88
61
44
25
19
is
24
37
77
25
20
46
■ • •
8
10
90
30
34
43
26
27
28
32
70
135
25
21
104
137
20
19
73
149
47
57
tfi
I
Feb.
23
18
17
28
19
14
12
57
23
o
H
36
20
16
35
22
17
34
19
ik
25
39
99
13
18
31
12
16
126
27
27
31
93
48
42
24
27
30
33
69
83
21
19
63
137
16
20
i
30
15
9
23
19
14
13
61
19
Mar.
I
41
20
15
33
21
19
13
36
46
30
20
26
25
43
63
20
18
24
'4
19
73...
122 96
89 20
49 20
49
24
28
26
33
06
91
21
21
101
137
12
20
72
34
15
11
25
18
16
10
29
16
28
21
13
24
43
68
16
19
22
■ • «
6
19
122
36
29
Apr.
o
H
88
16
16
38
22
19
9
83
84
60
29
29
32
29
71
74
12
19
134
14
ao
72.
o
^
26
12
11
27
18
16
8
26
13
18
20
21
22
86
51
0
18
•4
19
Maj.
34
12
17
27
24
18
10
36
22
44
81
20
23
88
62
8
19
134
le
20
107
13
18
114
81
93
17
72
114
26
12
U
a
10
17
10
34
6
27
a
7
U
7
18
4
10
90
IS
RBPORT ON EDUCATION IN ALASKA.
881
Table 2. — Xumher in sundry hranchea of study.
Schools.
•
1
16
28
3
12
5
5
22
13
34
22
10
60
15
12
29
9
13
44
17
10
8
73
a
h
al
20
• ■ * •
5
12
8.
8
5
14
33
31
16
.a
1=
II
20
20
12
13
0
• • • •
1
0
12
* * ■ •
2
a
1
32
50
19
37
14
12
4
36
20
20
1.
n
I_
06
« • « a
13
25
11
■ w « •
• • • •
9
14
1
O
20
2
8
13
11
12
2
s
•
1
1
40
50
18
23
11
12
0
36
32
2
10
60
27
15
29
22
34
27
83
30
17
32
•
u
at
a
I
0
1
i
A
32
• ■ • •
6
1
A
ss
a
'50'
8
25
11
12
•
k
1
P
0
• • • •
0
8
a a ■ •
56
50
21
25
11
12
29
36
93
18
11
60
83
31
29
27
14
27
83
30
11
32
•
1
s
p
!
rublie.
Sitka-
No.1
No. 2
1
0
50
• • • •
18
Janeaa—
No.l
No.2
Douglas —
No.l
11
"4
25
12
29
36
93
No.2
If
K-illisnoo
Wranifol
"i'
9
9
0
• • • •
JacV Aon
14
4
Haines
1
Klawack
2
"9'
■ • • •
2
« • » B
2
60
6
31
• « * •
m m • »
« • • •
3
Kake
60
11
2
60
1 '....
Kadiak
13
15
6
19
8
27
49
20
6
45
19
4
■ ■ • •
30
19
11
23
12
A |....
XXnga
1
Kariuk
29
23
t
Afomak
22
34
56
83
30
15
34
• • • •
66
"'3'
32
• ■ • •
23
4
26
Contract.
Anvik
Point Hope
1
Metlakahtla
17
• • • •
3
• • • •
83
30
9
45
47
66
• • ■ •
66
• 211
Bethel
"6*
5
Cannpl
3
3
8
Bitka
1
10
4
16
• ■ • >
4
20
22
20
20
1
1
Unalaska
17
1
20
20
li
Nulato
i
Kofloriffskv
*"*'l
1
.( .
1
Cane Prince of Wales
163
26
40
163
15
57
64
57
163 163
81
04
57
•
38
16
• • • •
1
64
1
64
11
i
04
57
• • • #
1
64
• • • •
5
1
5 1 36
Takutat
....1 8
1
ED 92-
-50
882
EDUCATION REPORT, 1891-92.
Tablr 3.— Highest enrollment, 1885-189S.
Public seAooU.
Afognak
DoiiglaH City—
No.l
No.2
I^ortWrangel .
Haine«
Jackson
Jimoau —
No.l
No.2
Eadiak
Karluk
Killisnoo
Klawack
Sitka—
No.l
No.2
ITng»
Kale
Contract uhoolt.
Sitka
Iksthel
Camiel
liTulato
KoHoriffsky .
Anvik
ifietlakahtla.
Iloonah
Point Barrow
Capo Prince of Wales
IJnalanka
Point Hope
Ca}>e Vancouver
TJnalaklik
TakuUt
188S-'86.
]860-*87.
(a)
(a)
(o)
70
84
87
90
(a)
(a)
(a)
(a)
(a)
43
77
(a)
(a)
I i 1 1 •■ • .
35
(a)
106
43
123
236
(»)
50
(«)
126
184
60
130
35
(«)
lOO
13
1887-'88.
1888-'80. I 188&.'90.
24
67
(a)
106
144
110
(a)
(a)
25
67
81
44
81
60
60
26
86
17
21
55
04
(a)
90
128
1U5
(«)
36
58
68
90
75
67
51
(a)
170
26
20
170
30
166
45
(a)
(a)
38
SO
92
83
87
31
51
67
32
58
83
34
(a)
164
39
81
29
35
179
30
1800-'91.
0X0 school.
7
23
68
93
(«)
100
33
51
80
33
68
50
54
55
(a)
164
30
18
51
44
171
171
38
304
47
64
1801-'9S.
35
25
24
49
89
106
75
33
38
U
54
sa
eo
157
34
28
20
73
36
154
171
33
168
35
78
20
72
57
Table 4. — Amounts contributed by the churches and Gorernment to the contract schools.
Contract schools.
Papils,
1891- '92.
Anvik
Point Hope
Mctlakafatla ....
Bethel
('amiel
Hoonnh
Sitka indnstrial
school.
Point Barrow . . -
Unalaska
Niilato
Kosoritfsky
Cap« Vancouver .
Cape Prince of
Wales.
Uualaklik
Board. ^
ers. *^*^
7
34
18
157
18
62"
47
31
78
147
10
171
33
17
20
11
20
108
25
Kxi>cnde<l hy Government.
Expended hy societies,
1891-'92. (a)
1887-'88.
$500
(ft)
ib)
500
800
(6)
(6)
ib)
it)
(b)
(l»)
ib)
ib)
(6)
1888-^89. II 880-'00.
$1,000
(b)
2,500
1,000
1,000
(6)
12,500
(6)
(6)
(6)
(b)
(6)
(b)
ib)
$1,000
1,000
3,000
1,000
1,000
ib)
18,000
1.000
1,200
1,500?
1,5005
(b)
1,000
(b)
1800-'91.
$1,000
2,000
3,000
1,000
1,000
200
15,000
2,000
2,000
3,050^
(b)
2,000
(6)
1891-*92.
Name.
Amount.
$1,000)
2,0005
2,500
1,000?
1,0005
2.000
11,000
2,000
2.000
1,000)
1,000S
1,000)
2,000
1,000
Episcopal
Independent..
Moravian
$1,187.61
5,000.00
6,613.37
Preshyterian .
Methodist....
Catholic
Congrega-
tional.
Swedish-Evan-
gelical.
31,724.65
1,953.53
10, 300. 00
4, 107. 65
7.325.00
a AmountH expended hy missionary associations, in addition to snhsidies receivc<l from the Govern-
ment.
&No school or no suhsidy.
REPOBT ON EDUCATION IN ALASKA.
888
Appropriationa for education in AUuka.
First ffrant to establUli schools, 1884 $25,000
AxiDTial grants, school year—
IgBe-'s? 15,600
l«87-*88 25,000
1888-'89 40,000
1880-'90 60,000
1800-*91 60,000
1801-'98 50,000
Personnel^ Salariks, ktc.
General a^ent of education for Alaska, Dr. Sheldon Jaoktfon, Alaska, $1,200; assist-
ant aeent ot education for Alaska, William Hamilton, Pennsylrania, $1,200; super-
intondentof schools for the southeastern district, James Sheakloy, Pennsylvania, $480.
During the past three years the schools in southeastern Alaska have heen under
the direct supervision of Hon. James SheaklCy, to whose judicious oversight their
success has largely been due. Mr. Sheakley, having decided to return to the States,
resigned his position as superintendent of schools for the southeastern district, and
was succeeded by Mr. W. A. Kelly, formerly superintendent of the Industrial Train-
ing School at Sitka. Mr. Kelly entered upon nis duties on May 1, 1892.
ADVISORY BOARD.
Hon. Lyman E. Knapp, governor of Alaska, Vermont, $200 ; Hon. John S. Bugbee,
U. S. district judge, California, $200.
LOCAL SCHOOL COMMITTEES (WITHOUT SAlJLRY).
:a, Edward de Groff, N. K. Peckinpaugh, John G. Brady; Jnnean, Karl Koehler,
G. Heid, Eugene S.Willard; Douglas, P.H.Fox, G. £. Shotter, 8. R. Moon;
Sitka,
John
Wrangel, Thomas A. WiUson, Rufus Sylvester, W. G. Thomas ; Jackson, J. W. Yonne,
W. D. McLeod, G. Loomis Gould; Metlakahtla, W. Duncan, D.J. Leaskj Eadiak,
N. Kashevaroff, F. Sargent; Unga, K. Guttridge, M. Dowd; Unalaska, N. S. Reesoff,
N. B. Anthony.
Tetichers of public echooU.
NanM.
Mrs. W. S. Adams. .
E.M. Calvin
Mrs. A. M. Clark
Hrs.C.M.GolwelL..
C.H. Edwards
If. Faodorif
Miss M. Mofator
O. R. McKinney
Mrs. C. G. McLeod . .
MisaC.Patton
Miss L. O. Reichliog
C.C.Solter
Miss E Tolman
Mrs. L. Yanderbilt . .
W.W.Wamo
H.C. Wilson
State.
Alaska
Iowa
Kansas
Alaska
Kansas
California
Kansas
PennsylTsnia..
West Virginia.
Pennsylvania. .
California
Washington —
Orezon
New Jersey ...
Ohio
School.
Juneau, No. 2 .
Killisono
Douglas, Ko. 2
Afognat
Kake
Karlak
Douglas, No. 2
Unga
JacKSon
Sitka, No. 1...
Juneau, No. 1 .
Kadiak
Wrangbl
Sitka, No. 2...
Haines
Klawack
Salary.
9720
900
720
720
900
900
720
1,000
720
900
720
1.000
720
720
900
720
TEACHERS AND EMPLOYES IN CONTRACT SCHOOLS.
Anvik (Episcopal). — Rev. John W. Chapman, Vermont; Rev. O. Parker, Oregon.
Point Hope (Spisoopal). — John B. Driggs, M. D., Delaware.
Kosoriffsky (Roman Catholic). — Rev. Paschal Tosi, Sister Mary Stephen, Sister
Mary Joseph, John Burke, John Nagro, Mrs. £mma Bandouin, Sister Marv Paulina.
Cape Vancouver (Roman Catholic). — Rev. Joseph Treca, Rev. Paul Muset, Mr.
John Rosati.
Nnlato (Roman Catholic). — Rev. Robaut, Rev. Ragaru.
Bethel (Moravian). — Rev. John H. Kilbnck, Rev. Ernst L. Weber, Mrs. John H.
KObuck, Mrs. E. L. Weber, Miss Lvdia Lebus.
Carmel (Moravian).— Rev. F. E. Wolflf, Mrs. F. E. Wolff, Miss >Iary Huber, Miss
Efluna Huber, Rey. J* A. Schoechert.
884 EDUCATION REPORT, 1891-92.
Cape Prince of Wales (Congregational). — Mr. H. R. Thornton, of Virginia; Mr.
W. T. Lopp, of Indiana.
Point Barrow (Presbyterian^. — Mr. Leander M. Stevenson, of Ohio.
Sitka (Presbyterian). — ^W. A. Kelly, principal; Rev. £. A. Anstin, chaplain; Miss
Anna R. ]|^clsey, matron of girls' department; Mrs. A. £. Anstin, matron of boys'
department; Mrs. 8. A. Saxman, assistant matron of boys' department: Mrs. M. 0.
De Vore, teacher of schoolroom No. 2; Mrs. Clarence Thwing, teacher or schoolroom
No. 1; Miss Frances Willard (native), primary teacher; Miss Mate Brady, in charge
of sewing department; Mrs. Magne Simson, in charge of laimdry department; Miss
Kate A. Kankin, in charge of cooking department; Mrs. Josie Overend, in charge of
girls' hospital; Mrs. Tillie Panl (native), in charge of boys' hospital; Miss Georgie
Guest, in charge of teachers' cooking department; Mr. J. A. Shields, carpentry
department; Mr. A. T. Simson, boot and shoe department; Mr. Ernest Stmven, cooper
department; Mr. John Gamble, general work; Dr. Clarence Thwing, physician;
William Wells (native), interpreter.
Unalaska (Methodist). — Mr. John A. Tuck, Mrs. John A. Tuck, and Miss LydiaF.
Richardson.
Metlakahtla. — Mr. William Duncan, Mr. James F. McKee, Mrs. James F. MoKee.
Unalalaklik (Swedish Evangelical). — Rev. Axel E. Karlsou, Augustus Anderson,
David Johnson, Miss Hannah Swensou.
Yakntat (Swedish Evangelical). — Rev. Albert Johnson, Rev. K. J. Henrickson, Miss
Anna Carlson, Selma Peterson, Agnes Wallin.
TEACHERS IX PIIIVATK AND CHURCH SCHOOLS.
Hoonah (Presbyterian). — Rev. John W. McFarlaud, Mrs. M. 1). McFarland, Fred-
eric L. Moore (native).
Juneau (Presbyterian). — Rev. Eugene S. Willard, Mrs. E. 6. Willard, Miss Eliza-
beth Mattnews, Miss Margaret Dunbar, Rev. S. H. King, Mrs. S. H. King.
Juneau(Roman Catholic). — Rev. John Althofi*, Sister Mary Zeno, Sister Mary Peter,
Sister Mary Bonsecouer.
Jackson (Presbyterian). — Mrs. A. R. McFarland, MissO. A. Baker, Rev. J. Loomis
Gould, Mrs. J. L. Gould.
Douglas (Friends). — Mr. S. R. Moon, Mrs. S. R. Moon, Mr. E. W. Weesncr, Mrs. E.
W. Weesner, Mr. C. H.Edwards.
St. Paul Island (North American Commercial Company). — Simeon Milevedoff.
St. George Island (North American Commercial Company). — A. L. Noyes, M. D.
Nuklukanyet Yukon River (Church of England). — Rev. and Mrs. T. H. Canham.
Buxton, Yukon River (Church of England). — Rt. Rev. Bompas.
Rampart House, Yukon River (Church of England). — Rev. C. G. Wallis.
Supervision.
In accordance with your instrnctions, and by the courtesy of the honorable Sec-
retary of tho Treasury and Capt. L. G. Shepard, acting chief of the Revenue Marine
Division, I was allowed transportation on the U. S. S. Bear, Capt. M. A. Healy, conoi-
manding. On the 2d of May, 1892, I started for my third summer's work on the
coast of Siberia and Arctic Alaska. We reached Unalaska on the 22dof May, where
I found the school in a flourishing condition. From Unalaska we proceeded to the
Seal Islands, where I secured tho statistics of the schools kept by the North Amer-
ican Commercial Company, a statement of which has already been given. From
the Seal Islands we went to St. Matthew Island, where the captain rescued one of a
party of three who had been left on the island the preceding season for the purpose
of hunting polar bear. Tho other two men were not found, and are supposed to
have been drowned. From St. Matthew Island the ship passed directly over to Cape
Navarin, Siberia, which was reached on the 6th of June. It was the intention to
have secured a load of reindeer at this point, but the surf was so heavy that no land-
ing could be made.
From Cape Navarin a course was taken to the settlement on the northwest point
of St. Lawrence Island, where the village and schoolhonse were inspected. From
St. Lawrence Island we attempted again to make tho coast of Asia in the neighbor-
hood of Indian Point, but, being headed off by tho great fields of ice, the captain
changed his course and attempted to make King Island, in doing which he got fast
in the ice, and was only able to reach the mission school at Cape Prince of Wales.
But, after being kept three days a prisoner in the ice, the captain determined to
break his way through. The shocks received made the ship tremble from bow to
stern. In attempting to force his way through the ice, he broke one of the blades of
tho propeller, but by continuous wofk finally reached clear water to the eastward,
and on the 15th of June moored the ship to a large field of ice off Kadiak Island.
REPORT ON EDUCATION IN ALASKA. 885
This was the village that last September we found to be in a Btarring condition,
but the food so generously issued b^ Capt. Healy had tided them over until the seal
and t^e walrus came in their Ticinitv, so that we found them in good condition.
Being anxious to ascertain the fate of the teacher at Cape Prince of Wales, an effort
was made to reach that point through the ice. After great difficulty in ramming
his way through the ice, we came on the morning of the 16th of June within 4
miles of the place where, the ice being too solid for further progress, the captain
very reluctantly turned and made for GoloTin Bay, where it had been reported that
Bomeminers were out of provisions and in a starving condition. At Goloviu Bay
communication was opened with the miners. While waiting for the party to ^et
ready to sail, a flying trip was made to St. Michael, where the teachers, missionaries,
and traders along the great Yukon River were waiting for the annual vessel and
supplies from San Francisco. On the 21st of June the miners at Golovin Bay were
taken on board, and on the 22d taken to St. Michael. While at St. Michael I had an
opportunity of conferring with the teachers and examining some of the pupils of the
various schools.
The annual arrival of the steamer bringing missionaries nnd traders from up the
Yukon River 2^000 miles is the great event of the year at St. Michael. The river
steamer Jrciic is here met by the ocean steamer St. Paulf from San Francisco, and
for a week or two this little settlement, cut off from the world eleven months in the
year, is a scene of bustling activity. The furs of all northern and central Alaska are
^thered here for shipment to market, and the provisions and trade goods of civil-
ization for the coming year are brought up for distribution in the interior. It is a
unique gathering, the only one of the kind that now takes place in the United States.
From over into the British possessions. Fort Selkirk, 2,000 miles or more up the river,
comes Mr. A. Harper, a pioneer trader, who has been 20 years in the country. Business
is so brisk that he is proposing to establish a branch store 200 miles farther up the
stream, which will bring him within a few hundred miles of tlio settlements of south-
eastern Alaska. It is believed that a mail route should bo established across the
country from Juneau to the mines on the Yukon. A mail not exceeding 250 pounds
weight could be carried for, making four trips a year, at a rate not to exceea $1,500
the round trip. The best route is over the White Pass, which comes out on the
Yukon at Windy Arm Lake. There is timber along the whole route. Winter on the
Upper Yukon lasts from September to May. Rev. and Mrs. T. IT. Canham, of Fort
Adams, will open a new station there this fall.
In the United States Postal Guide is Mitchell Post-Office, Alaska. I do not believe
that over 100 of the 60,000,000 American citizens, if asked, could designate its loca-
tion on the map. It is 1,400 miles above the mouth of the Yukon, near the Junction
of Forty Mile Creek with the Yukon River, and is the only post-office for the coun-
try for 1,000 miles around. The postmaster is Mr. L. In. (Jack) McQueston, the
trader, another pioneer trader of twenty years' standing. The office receives a chance
mail from the States once or twice a year. The salary amounts to from $2 to $3 per year.
Last winter 108 men wintered at Forty-Mile Creek, which, by the way, is a river hun-
dreds of miles long. Mr. McQueston raised 9 tons of turnips. Barley and oats grow
and ripen well. A frost on the 7th of August, 1891, killed the potatoes. The placer
gold mines in the neighborhood of this trading post yield from $75,000 to $80,000
worth of gold dust each season. It would bo money well expended towards the devel-
opment of the country if Congress would make an appropriation for opening up a
trail from the coast at Chilcat to the headwaters of the \ ukon, and give the hardy
miners a more frequent mail.
Near the trading station, on the east side of Forty-Mile Creek and south side of the
Yukon River, is Buxton, the location of St. John's Mission of the English Church.
This mission was established in 1888, the first missionary being Rev. J. W. Elling-
ton. In 1890, through privations and hardships, he became insane, and in 1891 was
returned to his friends in England. His station will bo occupied by Right Rev.
Bompas, Bishop of McKenzie River, for two years at Fort Adams.
Rampart House: This is a Church of England Mission and a Hudson s Bay Com-
pany's trading station on the Porcupine River, one of tho tributaries of the Yukon.
It was established in 1874. During the international boundary survey, by Messrs.
Turner and McGrath in 1890-'91, it was found to be 20 miles within the lines of the
United States. Consequently, in 1891 the place was moved 20 miles farther up
the river to get within the British jurisdiction. In tho summer of 1891 Rev, C. C.
Wallis went by the way of San Francisco to England, returning this season.
Fort Yukon : Tho old buildings at Fort Yukon have been taken down by the Alaska
Commercial Company, and the logs cut up for fuel for tho steamer's furnaces.
^ On the Upper Yukon, last winter, fish gave out in January, and tho natives sub-
Bisted on rabbits. On the Keokuk, above Nulato, 3 or 4 died of starvation. One
native subsisted on soup made from an old bearskin.
St. James' Mission, at old Fort Adams, was established by Rev. T. H. Canham, of
the Church of England, in 1888. Mrs. Canham was tho first white woman to cross
886 EDUCATION BEPOBT, 1891-92.
the Rocky MonntAfna narth of the Arctic Circle in winter. This she did
husband on snow-shoes in 1888. The mission is 4 miles up the Token, on the Botth
side of the month of Tonikokat River and 18 miles below the month of theTanuift.
In 1891 Rev. J. L. Prevost was sent to this station by the Missionary Society of Um
Methodist Episcopal Church. Mr. and Mrs. Canham remained with him during the
winter, and this summer removed to Buxton, leaving Mr. Prevost in sole charge of
the station. At this school, the greatest attendance was 67, the least 15, and tho
average 32. Daring the winter of 1891-'92 they had 67 pupils in school ; average
daily attendance, 23. There are about 800 natives in Tanana Valley; abont 200 on
the Yukon, between Tanana and the boundary ; about 100 permanently at Fort Adams,
and about 75 at Tanana Stotiou.
Tauana Trading Station : This station is 8 miles down the Yukon River from St.
James' Mission, and is kept by Mr. 6. C. Bottles. This station is the winter head-
quarters of the miners on the*Koy-u-Knk River.
St. Peter Claver's Mission (Roman Catholic Church) is on the northwest bank 3f
the Yukon River, at the old American station, about 2^ miles above the month of
the Nulato River. There is also a trading station here, kept by a creole, H. Koker-
ine, who has been a resident of Alaska for forty years.
Anvik is the seat of Christ Church Mission of the Protestant Episcopal Church —
on the south side of Anvik River and west side of the Yukon, at the Junction. It
was established in 1^7 by Rev. Octavius Parker and Rev. John W. Chapman. Mr.
Parker retired in 1889, and in 1890 Mr. Marcus O. Cherry was sent in his place. Mr.
Cherry returns to the States this faU. The trading station is in charge of Dennis
Belkoff, a Sitka creole.
Kozorifzky, Holy Cross Mission (Roman Catholic Church) is on the north bank of
the Yukon, directly opposite the month of Shagelnk Slough. This is their largest
establishment in the Yukon River Valley, a school of 80 boarders, in charge of the
followijig sisters of St. Ann (Mother House started in 1850, near Montreal), Mother
Superior Mary Stephens, Sisters Mary Zephrena, Mary Prudence, Mary Joseph, Mary
Englebert, and Mary Paulena. Father Tosi in 1891 raised 40 bushels of potatoes at the
station, besides turnips (one of his turnips weighed 17 pounds and another 15^
}>ounds) and cabbages.
Ikogmut, Russo-Greek Mission, Rev. Zacharias K. Belkoff, priest.
Eight miles up the Yukon River ftom AnfreiefTski and on the Kon-e-Kova River, 2
miles above its mouth, is a trading station (north side), kept by Charles Peterson.
At Kublik (mouth of Yukon) is a station kept by a Kamkoff creole.
Unalacleet is a Swedish mission, composed ot Rev. Axel E. Karlson, August Ander-
son, David Johnson, and Hannah Swenson. They had 72 children in school last win>
ter, with an average attendance of 22. They also have a dozen or more boarders,
and will enlarge their buildings this season. They are also talking of a station at
Goloviu Bay.
At Unalacleet is a living house, one and one-half stories high, 25 by 22 feet. The
kitchen is 25 by 20 feet. The schoolhouse is two stories high, 20 by 22 feet. The
workshop is ^ by 20 feet. There are a bath honse and stables and several store
houses. Four acres of ground are cleared up, upon which they will this year raise
70 bushels of potatoes. They have 2 bulls, 2 cows, and 3 goats.
Father Tosi, of the Roman Catholic Church, has selected a new site for a boarding-
school, near Kusilvak Mountain, near the mouth of the Yukon River. He reports
1,500 natives as living between Capo Vancouver and the month of the Yukon.
Having transported the missionaries to St. Michael on the 23d of June, another
start was made for Cape Prince of Wales, we anchoring in the port of Clarence on
Jnne 25, where we met Mr. W. T. Loop, the teacher at Cape Prince of Wales.
While at anchor at Cape Prince of Wales, the steam whaler Newport arrived from
San fYancisco, having on board Mr. and Mrs. Thornton and Miss Kittridge, for the
mission school at Cape Prince of Wales; Mr. McClellan, a carpenter, for the erection
of additional buildings at that point; Dr. Beaupre, for the Mission station at Point
Barrow : also Messrs. Miner W. Bruce and Bruce Gibson, for the Reindeer Station.
On the 28th of June, having been transferred to the steamer Newportf I visited the
school and station at Cape Prince of Wales.
On the 29th of Jnne I went ashore on what is known as the watering station, as
the northeast side of Port Clarence Bay, and selected a site for the central and first
reindeer station. A piece of driftwood had been set in the ground, with an empty
barrel at its base, as a signal for ships. Upon this trunk of a tree we nailed our flag.
A tent was borrowed from the missionaries at Cape Prince of Wales and another was
furnished by Capt. Healey, which were kept on the spot to shelter the goods and
supplies which a few hours afterward were landed from the steamer Newpiyrt. Port
Clarence, which was known as Kaviayak Bay, was explored by Capt. Beechy. in
August, 1829, and was named after the British King, then Duke of Clarence. The
inner harbor was named after Lord Grantley, and Points Spencer and Jackson after
distinguished officers of the royal navy. Port Spencer, at the extremity of a low
REPORT ON EDUCATION IN ALASKA. 887
sand Bpit which extends some 10 miles from the coast, forms the sonthem and west-
em side of the harbor. This aand spit is low and marshy, with nnmerons lakes.
From Point Spencer to Point Jackson, a distance of 2 miles, is the entrance to the
bay The uortheru and eastern shore of the bay rises from the sea to the monntainfl.
Along the seashore are numerous lagoons and small lakes which, in their season, are
covered with numerous wild fowl, llio bay. in extent, is about 12 miles from east
to west and 14 miles from north to south. At the extreme eastern end two narrow
sand spits, extending from the northern and southern shores, inclose an inner har-
bor, called Grantley Harbor. The entrance is about one-third of a mile across. It
extends about 9 miles from east to west and 3 miles from north to south. At the
eastern end of Grantley Harbor is a second strait, about 30O yards wide, which con-
nects with a third body of water or inland lake, called by the natives Imourouk.
Into this lake empty two rivers, the Aghee-ee-puk and Cov-vee-arak. Alon^ this
line of water courses is an inland road to Grantley Bay and Norton Sound. To the
north of Grantley Harbor Mus-ik-a-chamo Peak rises to a height of 1,600 feet. At
the head of the sand spit between Port Clarence and Grantley Harbor is a large
lagoon, and between the reindeer station, at the beach, and the pass through t<ne
highlands, on the north, are about a thousand fresh-water ponds, or small lakes. At
the extreme northeast comer of Port Clarence, near Grantley Harbor, and upon a
pmall mountain creek, I selected the location of the headquarters of the reindeer
station. A few miles distant from Grantley Harbor was the former location of the
headquarters for thia region of the Russo- American Telegraph Exploration of 1865
and 1867. The shores of the sound on the site of the reindeer station are formed of
shingle, or water-worn stones. These shingled beaches become a marked character-
istic of large sections of the coast in northern Bering Sea and Arctic Ocean. Of late
years it has become the favorite rendezvous of the whaling fleet that gathers here
about July 1 to await the arrival of a vessel from San Francisco with fresh pro-
visions, coal, lumber, etc. It also enables them to ship the spring catch of whale-
bone to San Francisco before entering the dangerous Arctic. Upon my first visit,
about July 2, 1890, twenty-five whalers were at anchor off Port Silencer, awaiting tho
arrival of the ship. On June 30 I returned on the Bear, and the next day the captain
weighed anchor for South Uend Sound, Lawrence Bay, Siberia.
From 2 to 8 o*clock p. m. we steamed through broken ice, and at 11 :45 p. m.
drt^ped anchor off the village. An officer and some men were at once sent ashore,
ana by 6:30 a. m. the ship's launch returned with the first load of reindeer. At thia
place we secured forty -one animals, also four native herders, who agreed to go with
us and take charge of the herd on the American side. At 4 o'clock on tho afternoon
the captain dropped down the coast some eight miles to another camp, where twelve
additional deer were secured, and at midnight weighed anchor and stood north,
steaming through heavy fields of ice. At 4 :So our Asiatic interpreter, Rainbow by
name, was landed at North Head, and at 5 :30 that evening the ship came to anchor
off the reindeer station. The surf being too heavy, nothing was done that evening.
Bright and early on the morning of the 4th of July (6 a. m.) the first boat-load of
tho first herd of domestic reindeer in Alaska and on the the continent of America
was landed. The deer, with their fore feet tied together, were taken ashore in the
6hip*s launch and carried up from the beach on litters borne by the natives. They
were then untied, hobbled, and turned loose. Three ran away and took to tho hills,
and tho herders had a long chase; but they were finally recovered. One of the deer
had his hind legs broken in Siberia and had to be killed, llie ship was decorated
wi+h flags, in honor of the day. On the 5th of July Capt. Healy very kindly had
his carpenters make a flag-staff for the station, which was landed that same evening
and placed in position, after which the Bear started again for Siberia.
At noon, on the 6th of July, we anchored off Whalen, having been for an hour
steaming through heavy fields of ice. Finding no reindeer in the vicinity of the
village, anchor w^as weighed and the ship got under way, following the coast to tho
northwestward, coming to anchor two hours later off Fnchowan, but at 10 o'clock
was compelled to shift anchorage on account of the heavy fields of ice. The follow-
ing dav the ice compelled the captain to shift his position two or three times. At
this place sixteen deer were procured and taken on board. At 9:40 anchor was
again weighed and the start made for the reindeer station, steaming all night through
heavy fog, and from 5 te 7 through heavy fields of ice, reaching Cape Spencer at
5:40. On the 9th of July the ship Americ4i was towed in the narbor, having on
board, among other things, lumber, coal, and supplies for the reindeer station.
On the 10th the captain run down to the reindeer station, unloaded the reindeer,
and also 240 packs of coal, and 77 cases of pilot bread, all of which he hadreceivca
from the bark Ferey Edicarda. On the 12th of July, going aboard the steamer New-
port, which had taken on board the lumber for the building at the reindeer stat-
tion from the bark America, I returned again to the station and superintended the
landing of the building, returning to the Bear on the 13th.
On the 14th the Bear got under way for Siberia, from 1 to 2 p. m., steaming
tbrough large masses of broken ice. On the 15th we came to anchor off Cax>e
888 EDUCATION KEPOET, 1891-M.
Sorclzo Kainen, Siberia, in latitude north, 67° 27' ; long^itudo cast, 180° 2(y, This
cape is the northernmost limit of the exploratioDS of Bering, ho having reached here
Aacnst 15, 1728. llie meaning of the name is '' the heart ol rock," because of afxit-
cied resemblance of a heart in the face of the rocky cape. Along the coast to the
westward are several native villages. The mountain peaks in the back country rioe
to nn elevation of from 2,000 to 5,000 feet. Fresh-water lakes inland and lagoons
along the shore everywhere abound. After Bering, this shore was visited by Cant.
Cook's expedition in August 1778, when he struck the coast, coursing from AlasKa
as high north as North Cape. It was again visited on April 22, 1823, by Admiral von
Wrangell in his fourth Sil>erian expedition.
At 9:30 a. m. Assistant Engineer Falkenstein and Surgeon S. J. Call went ashore
after reindeer, bringing on board during the afternoon some twenty-one animals.
The vessel was surrounded much of the time by heavy masses of drifting ice. The
following day the captain was compelled to shift anchorage several times, the stock
of his port anchor being carried away by the ice. On the 17th the ice became so
heav^ that the ship moored to an ice-floe and drifted with it. Towards night, some
openings being discovered in thoice^ the ship dropped down the coast slowly, forcing
its way, until, about 4 a. m., when it came to anchor again in the ice. At 9 a. m. a
largo ice-floe bearing down upon the ship, anchor was again weighed, when it was
found that a second anchor had been broken by the ice. The 19th was spent in
shifting anchor and dodging ice-floes. The surgeon and two seamen being ashore
and unable to return to the vessel, the captain liired two native boys to cross the
ice, with a launch for tho party. In the evening, the wind having changed and
loosened the ice somewhat, the surgeon returned with six reindeer. Another attempt
was made to start tho engine and force the ship through the ice, but at midnight
tho attempt was given up. The starting and stopping the engine and drifting in
heavy and closely packecf ice were continued the following day until afternoon,
when the ice became too heavy for further progress and tho ship was allowed to
drift. By constant ramming, towards night, there seeming to be a chance to get
out, tho ship was started ogaiu and by constant ramming tho heaviest ico.was broken
through, and by midnight clear water was reached, we having been shut up in tho
ico for a week. ' Coming abreast of the village of Utan, Siberia, a boat was sent
ashore after Passaic, a noted deer-man, who resided there. He having come on
board it was learned that his herd was three or four days distant. As a large ice-
floe was seen bearing down upon us, and as we did not relish tho idea of being
imprisoned another week and perhaps wrecked in this bay, at 3:50 a. m. we were
again under full sway, running a race with the ice, which was drifting down upon
us, a solid, unbroken mass of ice, as far as the eye could reach. The ice rapidly
gained upon us. Large, detached pieces like scours forged ahead of us, placing
themselves directly in our path, against which we rammed nnd jarred, but at noon
tho projecting cape of the bay was reached and passed just as tho ice-floo was
swinging upon it, barring further progress. During the forenoon we steamed
through fog so dense that we passed through Bering Straits before we knew it, and
when tho fog lifted found ourselves twenty miles ahead of tho placo where we sup-
posed ourselves to bo and at 10 :30 that night came to anchor off the reindeer station.
The reindeer on board were landed the following morning at 5 :30 o'clock. In the
afternoon the captain sent his carpenter and a boat's crew ashore to prepare the
foundations for the station house, and also sent a detachment on shore tho following
day, when, a storm having set in, tho captain was compelled to shift anchor into
deeper water.
On Monday, July 25, we again got under way for North Head, Siberia, reaching
Capo Puangoune, Siberia, at midnight. No one coming off from the village to the
ship, and the weather beginning to be stormy, at 8:10 a. m. the anchor was weighed
r.nd tho ship steamed into anchor in Lutko Harbor, Siberia, at 9 o'clock. St. Law-
rence Bay was so named by Capt. Cook because he first anchored in it on St. Lawrence
day, August 10, 1778. Tho bay was fully surveyed by Capt. Lutke of the Russian
navy iu 1828. It is 11^ miles across its mouth and extends inland about 24 miles.
Its uorthcastern extremity is marked by a rounded top mountain, 1,794 feet high,
called Capo Nouniagmo. On tho southern slope is a native village of the same name,
also know n as North Head. From 5 to C miles from Cape Nouniagmo is Capo Pan-
ougoun, which marks tho commencement of the inner bay. Extending from Cape
Panougoun is a bank of gravel or shingle which forms Lutke Island and makes a
sheltered cove 1^ miles in diameter. This is a good anchorage for ships. In this
cove the U. S. S. Briggs, in search of the Jeanettc, was anchored for the winter, when
she took fire and burned to the water's edge. There is a native village on this cove.
While we were at anchor, waiting for the fog to lift and the storm to pass by, the
surgeon and some of the officers went ashore on Lutke Island and shot, in a few hours,
106 eider ducks. On July 27, the gale having subsided, the ship got under way at
7:30 in tho morning, and, steaming out of Lutko Harbor, passed Cape Chargilaoh
with its native village on tho south side of the bay. We anchored at 10 offCape
BEPORT ON EDUCATION IN ALASKA. 889
Kelconffonn. This cape is a bold, rock promontory, crowned with fonr mountain
peaks, 1|542, 1,296, 1,257, and 1,206 feet high, respectively. A native village clings
to the northeastern base, and a smaller one, called Jandonga, on its sontnwestern
slope. Here the surgeon, Dr. Call, went ashore in the afternoon with a boat's crew,
procuring ten reindeer. The following day 56 more were procured and brought on
board. At midnight the ship got under way, reaching the reindeer station at 5:30
o'clock. On July 29 by 8 :30 the deer were all on shore. On ilie 31st the captain
again sent his carpenters and a detachment of men on shore to work at the station
house. Towards night, a gale setting in, the ship was compelled to anchor out in
deeper water. On Monday, August 1, the men that could bo spared v.'cre again sent
ashore to work at the buildiugs.
At 4 :15 a.m. on August 2 we acain got under way for Siberia, and nt 5:45 a.m.
on the 3d of August came to anchor off Indian Point. Learning that there were
no deer in the vicinity, we again cot under way for East Head, at 1 : 25 p. m., stopping
off a village near £ald Head. There being too much surf to land, we continued
around Bald Head into Clover Bay, passing the mouth of Keindeer River, rounded
Cape Haidamaik, and anchored in Port Providence, under Mount Slavianka (1,427
feet), at 2: 40 p. m. Three umniak loads of natives soon came over from the village
on the sand spit. Learning that there was a herd of deer in the viciuity of Emma
Harbor, Surgeon Call was placed in charge of a boat crow, and with an interpreter
went to interview the reindeer men. Later in the afternoon a boat load of natives
were hired and sent after Utoxia, who had gone to the head of the bay (14 miles)
after seal. Both parties were out most of the night. Surgeon Call, upon his return,
reported that the deer men on Emma Harbor had but few deer and would not sell
any. Utoxia, upon his arrival, reported a large herd to the westward of tho head
of the bay. Clover Bay is narrow and runs between two parallel ranges of moun>
tains from 1,000 to 2,300 feet high, with precipitous sides from the water up, while
steep and bare mountains, flecked with great patches of snow, present a panorama
of grand scenery. A bright sun- and blue sky add to tho enjoyment of the day, as
tho steamer slowly picked her way along this memorable fiord. At 10:45 a. m. we
were abreast of Capo Lakhatchov, the northern entrance of Emma Harbor, where the
British ship Clovei', Capt. Moon commanding, in search of Sir John Franklin, entered
in 1848 and 1849. At 11 : 30 we passed Mount Kennicott ('J,343 feet), so named in
honor of Maj. Robert Kennicott, director of the Chicago Academy of Sciences, who
was in charge of the Alaska expedition of the Russo-Auierican telegraph expedition
of 1865 and 1867. At noon we passed Cache Bay, aud at 12:30 Long Harbor, which
was the winter quarters of one party connected with the telegraph expedition.
At 1 p. m. we came to anchor off Cape Ignatief, Vladimir Bay, Siberia. At once a
party was organized, consisting of Dr. Call, tho surgeon, Lieut. White, Assistant
Engineer Falkeusteiu, and two natives, to viEit tho deer men. At the same time
another party, consisting of Mrs. Healy, the wife of tho captain. Engineer Broadbent,
and myself, went down the bay 2 miles to visit the site of tho telegraph expedition.
The solid stone walls of the two houses occupied by them remained to mark the site.
One was a circular room about 20 feet in dia^ieter, and the other a rectangular one
9 by 14 feet. The stone walls were about 4 feet high, symmetrically laid on the inside,
and on the outside covered with earth. They were placed upon the highest point
of a small, narrow peninsula, with the sea close to on three sides. A few pieces of
glass and copper were picked up as mementoes of the place; also some braces and
knees of the native sleigh, made out of reindeer horn. The land around was strewn
with rusty hoops from barrels and casks. Two or three lone graves told their own
sad story. Tho land was dotted with beautiful wild flowers, and icy streams came
d^wn to the sea from largo patches of snow that still remained upon tho mountain
sides.
On the 5th of August, Dr. Call and party returned to the ship about 10 a. m. They
had been iuland some 20 miles, but failed to find any deer men. On their way up
the valley which leads inland from our anchorage they found frequent piles of cnips,
made in trimming the poles forty-five years bclore. The poles themselves had long
disappeared, probably having been carried off by tho natives. At noon we got under
way for Holy Cross Bay, landing Utoxia as we passed Port Providence. The other
native, Wallace, continued with us as interpreter. At 3:40 p. m. we rounded Cape
Stolta aud stood up tho north coast of the gulf of the Anadyr. The mouth of this
gulf, from Cape Tclioukotskoi down tho north to Capo Thaddcus on the south, is 2(X)
miles across, and the circuit of the gulf, without measuring tho coast line of the
smaller bays and indentations, is 420 miles. The first navigator to sail this sea was
Capt. Bering, who was followed in 1826 and 1829 by Capt. Lutke, of tho Russian
navy. The north coast line is remarkable for its bold, rocky shore, In many places
rising perpendicularly from the water's edge. At 5 p. m. we were abreast of Jak-
kun, which is a high, steep bluff with a pyramidal rock. On we go parallel with
the shore 10 miles distant past Cape Tchingan with its red band of rock running
from summit to base. At 10 p. m. we were ofl' Capo Aggeu, to the north of which is
890 EDUCiLTION EEPOBT, 1891-fi2.
TranBfignration Bay. From this up 9 miles to Cape Eamelian the coast Is bounded
by a high, perpendicnlar rock liko a walL About midnij^t we passed C^ape Berini^
where the bold, rocky shore ceases and small Tchuktchi villages are seen. At 9 a.
m. on August 6 traces of ice be^an again to appear, and soon we were riurtini^ a
large field of floating ice. Walrus being discovered, the ship was stopped and the
captain and snrgeon went off, securing a large bull, which was brought onboard and
given tho interpreter as part pay for his services.
Along the northwestern coast of the gulf is a remarkable island, or false shore,
Tvhich forms the southern portion of the Gulf of St. CroLi. It is 45 miles long and but
a few rods wide. A narrow, shallow canal separates this island from the mainland.
There is a village of Tchuktchi near Cape Nectchk on the westernmost end, off which
we were anchored several days during July, 1891. As we passed into Holy Croas
Bay at noon a signal flag was seen floating at the village and two nmniaks put (^
to intercept the ship. One of them was taken aboard, but when it was found that
they wanted us to goto their village to trade ivory, the captain resumed his course
towards the reindeer village on the west side of the bay, wtiere we anchored at 2:50
p.m. Holy Cross Bay is 54 miles from north to south and 35 mil«s from east to west.
Its northern end is within 10 miles of the Arctic Circle and its shore line haa a cir-
cuit of 180 miles. Tho mouth of the bay is 13^ miles across. At the northo^n end ia
Mount Matatchingai, with rocky sides rising 9,180 feet. It is a landmark for the
whole region around. On the west side of Holy Cross Bay are large quantities of
driftwood from the Andyr River. Soon after anchoring at the village 5 nmniaks
full of people come aboard. Inquiries were at once made for reindeer. At various
times thev rei>resented the herds as close to and theu as far off. They said that the
herds had been driven down to the coast earlier in the summer, but the ship not
being seen, had been driven back again into the country; that the mosquitoes w«pe
too bad to keep them near the water. At one time they would ofierto sell a ship-
load, then only promised 9 and then again S. When they thought we wanted
bucks they had only does to sell, and when they found we wanted Goes their herd
was all bucks. They also asked two prices for what they proposed to sell, and then
wanted additional pay for the prospective increase. If they sold a doe she would
bear anotheV the next season, and so on, increasing from year to year; while the
cartridges and powder for which they traded would be used up and they would have
nothing left. The captain met their argument with another, that if their deer
should die next year they would have nothing and starve, while if they had car-
tridges and powder they could shoot walrus and seal and live ; or for what we could
pay them they could trade with natives farther iuland and get two deer from one.
Finally, after Ave hours' talk, the boat was lowered at 8:45 p. m. and Dr. Call,
Assistant Engineer Falkenstein, the interpreter, and a crew of men were sent after
the reindeer. In the vicinity of our anchorage was a temporary village of reindeer
men. Every fall and spring they move all their household efi'ects to and from the
interior with their herd of deer. The village was their summer encampment by the
sea. Around their neat looking tents were great q uantities of deer harness and sleds,
which were used in transportation. , These Tchuktchi men cut their hair on the
crown of the head, leaving a fringe around the head. Sometimes they leave a tuft
in the center and have two rings of long hair. Sometimes a long lock of hair is
left behind the ears, which is braided like a woman's. Some have a small mark or
figure totemed on the cheek, forehead, or same part of the face. This is said to be
done upon the loss of a near relative, also to mark the number of seals killed. The
women have their cheeks covered with totem marks. Some of the women have
strings of beads dangling from tlie ears. August 7 proved a rainy, stormy, and
dismal day. The fact that the boat that went off the night before had not
returned excited considerable anxiety, but by midnight it came in sight and was
soon alongside, with 12 deer. The men had been sixteen hours pulling against
the tide and striving to reach the ship. While absent the^ had discovered a large
river more than a mile across at its mouth. W^hile pulling along the side of this
river they saw a bear and cubs. Pursuit was immediately made over streams and
through swamps, and dodging from one hillock to another they crept up on their
game. Cautiously raising their heads from behind the last hillock, with guns
cocked, they found their supposed bear was a woman and children. At 5:30 a. in.
011 the 8th the cutter was sent ashore to gather moss and food. The deer men were
put off, and at 8 o'clock we got under way, encountering a little floating ice la
passing out of the bay. At G:15 a. m. on August 9 we leit our interpreter at the
native village on Clover Bay, and at 7:45 a. m. stopped off the village at East Head
to communicate with Utoxia, making arrangements with him to purchase deer
durinir the Avinter, which should be called for the following season. At 1 : 30 p. m.
on the 10th of August the ship anchored off the reindeer station and the deer were
duly landed. This closed the trips for the season after reindeer.
Having arranged affairs at the reindeer station at 4 o'clock on the morning of
August 11, the anchor was hove and the steamer Bear got under way for Kotzebae
REPORT ON EDUCATION IN ALASKA. 891
Sonnd. By 10 o'clock \7e were ronnding Cape Prince of Wales throngh the straits.
Off to the westward 3 large nmniaks were seen under sail en route to Siberia.
The next day at noon we came to anchor off Cape Blossom, Kotzebue Sound. Soon
after 12 nmniak loads of Eskimo came off to the ship. This is the location of
one of the international and intertribal annual fairs of the Arctic, and the annual
opportunity for the sick through all Arctic Alaska to secure the services of a physi-
cian. The natives brought wiCh them a number of the bones and tusks of the mam-
moth, which were secured for the Sitka Museum. At 10:45 p. m., the surgeon of the
ship haying attended to the ailments of the population that came on board, the
anchor was hove and the ship steamed for Point Hope, which was reached at 9 p. m.,
Angnst 13. The weather, however, was so foggy that the ship was compelled to go
far out to sea to avoid the shoals off the point, and therefore wo were unable to come
to anchor until midnight. The following morning, the fog having lifted, the captain
very kindly sent me ashore to inspect the station and confer with the missionary
teacher. Returning to the ship at noon, we got under way, sailing to the north.
Learning from the natives that a whaling schooner. Silver Wavef was wrecked in the
vicinity of Icy Cape, a stop of a few hours was made at that point to secure definite
information, after which, continuing northward, the refuse station at Point Barrow
was reached at 11:45 a. m. on the 16th of August. Going ashore to confer with
regard to school matters. I was detained until the fourth day there on account of a
storm bavins come up, making the surf dangerous. Capt. Borden, the os-keeper of
the station, having been relieved from duty, Lieut. Jarvis was placed in charge by
Capt. Healy, pending the turning over of the station to our former teacher, Mr. L.
M. Stevenson, who had been appointed by the Secretary of the Treasury to take
charge. On the 18th of August Mr. Stevenson and myself, after canvassing all sec-
tions of the vicinity, selected a location for the Presbj'terian mission on the first rise
of ground to the north of the village, I^ing back and between the village and the
refuse station, and separated from the village by a small ravine. That same even-
ing 1 was able to return on board ship through the surf. On the 19th the mission
bell, which had been en route two years, was landed on the beach, and for the first
time rang out upon the Arctic air. On the 20th of August Capt. Healy took the Bear
to Point Belcher to bring up some coal which had been left from the previous sea-
son. On the 11th of June a whaleboat, containing 9 boys and 1 woman, was driven
out to sea from Point Belcher, and they were unable to return until the 16th of July,
being thirty-^ ve days out to sea in an open boat. During the time they captured
11 walrus, 1 white bear, and all the seal that they could eat.
From the same place two boats' crew were driven off to sea, but were out only
nine days. While at Point Belcher the Bear was boarded by Capt. Owen, of the
whaling bark Mermaidf who brought us news and newspapers from civilization as
late as June 30. At 4:30 p. m., on the 21st, anchor was weighed and the ship got
under way to return to the refuge station. The Arctic currents wore so strong that
in the fog the ship was carried some 20 miles beyond its destination, so that we
did not come to anchor off the station until 9:45 the next day. All duties having
been discharged at the refuge station and school, at 4 o'clock on the morning of
Aneust 23 anchor was hove, and we started on our return to the south, anchoring
off Icy Cape, on the next day^o enable the crew of tbo Bear to get off from the
beach the Arctic schooner Silver Wave, which was accomplished on the afternoon of the
26th. Taking the schooner in tow at 8:15 a. m. of the 27tb, the Bear started on its
return to the reindeer station at Port Clarence. A gale having come up at mid-
night we anchored off Cape Sabin. The next morning another start was made, but,
finding the sea too rough for comfortably towing the schooner, the captain ran under
the lea of Cape Sabin and anchored. At 3 on the morning of the 30th we again got
under way, reaching Point Hope at noon, whero Lieutenant White and a boat's
crew were sent ashore with the mail. The boat swamped on the beach. The men,
however, escaped with nothing more than a drenching. On the morning of the 31st,
the wind having shifted^a little, anchor was weighed and another start was made
for Cape Prince of Wales. At midnight, meeting the steamer Jane Gray, San Fran-
cisco papers as late as July 23d were received. On tho evening of the 1st of Sep-
tember the Diomede Islands were sighted. In Bering Straits a strong tide was
met, so that from 3 a. m. until 9 the snip steamed but 16 miles. From 9:30 until
5 p. m., with a full head of steam, no progress was made against the gale, the ship
rather drifting back toward the straits, and the course of the ship was changed
to the south. While opposite Cape Prince of Wales Mr. and Mrs. Thornton ven-
tured off in a native boat through a heavy surf and a rough sea. From them we
learned that Mr. W. T. Lopp and Miss Kittredge had been married (the first Chris-
tian marriage ever celebrated in Alaska north and west of St. Michael) and gone
down to the reindeer station in a umiak on a wedding tour.
The gale drove us far south of our course, and when the morning of the 3d dawned
no one on shipboard knew just where we were. About 6:10 o'clock, the foeliftine
for an instant, land was sighted toward the northeast, which was afterward found
892 EDUCATION REPORT, 1891-92.
to bo Kings Island. Owing to a sacceasion of gales and the difficulty of towing a
Bcbooner throngh heavy seas, the ship was detained over a week in reaching Port
Clarence. However, at 2:40 p. m., September Sd, anchor was dropped opposite the
reindeer station, the surf being too heavy to admit of landing. The following day
a landing was cflected, and the varions supplies that were to be landed at the sta-
tion were taken on shore. Mr. A. S. McCfollan, who daring the summer had been
erecting the mission residence at Capo Prince of Wales, was received on board for
transportation to the Aleutian Islands, and at 10:50 p. m. the ship got nnder way
for St. Michael, which was reached on the morning of September 6th. Hero it was
found that the steamer P. B. Ware was on the stocks, being built for the Ynkon
River trade, and that the workmen who had been brought up from Puget Sonnd
had struck for higher wages and tho work was at a standstill ; that the. company
who were building the steamer had on the beach in a canvas house $75,000 worth of
goods and supplies for the miners at the headquarters of the Yukon River, all of
which was in great danger of being lost. On account of these things and the late-
ness of the season, the men in charge very naturally sought assistance from the rey-
cniie cutter. Recognizing the emergency, Capt. HeaTy sent to their assistance
Assistant Engineer Faulkeustein, the carpenter, and 8 men from the crew, and
each day Lieut. Jarvis was sent from tho ship with a boat's crew to render snch
assistance as they could. Mr. McClellan and Mr. Brower, passengers on the Bear,
also volunteered assistance. In nine days, through the assistance of the revenne
cutter, the steamer was so far completed that she was launched. Tho birthday of
the Emperor of Russia occurring on the 11th of September, special services were
held in the Russo-Greek church at St. Michael. Flags were displayed and at noon
a salute of 4 guns was fired. At 11:30 a. m. on the 15th of September anchor
was hove and the ship got under way for Unalaska, reaching anchorage in Dutch
Harbor at 10 a. m. on the 19th of September. On tho evening of the 30th I was
kindly received on board the revenue steamer JRushf Capt. W. C. Conlson, command-
ing. At 5 in the morning of October 1, in tho faco of a north-northwest gale, with
snow and hail, we put out to sea for San Francisco. Great difficulty was experienced
in rounding Priest Rock, for sometime doubt being expressed whether the ship
could make it. Getting safely around tho point in Analga Pass, a heavy tide rip was
encountered and great seas swept over the shin from stem to stern. On the 8th
the gale was so increased that it was not considered safe to run and the ship was
laid to for twelve hours. Again resuming its course, wo dropped aYichor in San
Francisco Bay at 10 o'clock a. m. on the 11th of October. The next day I left by
the Santa Fe route for Washington, which place I reached at noon on October 18,
having traveled 16,997 miles.
I remain, with great respect, yours, truly,
Sheldox Jackson,
General Agent of Education for AJatika,
CHAPTER XXIX.
THE HISTORY OF SUMMER SCHOOLS IN THE UNITED
STATES.
By W. W. WiLLOUGHBY, A. H., pii. p. (Johns Hopkins).
CONTENTS
iDtroduction.
PART ONE.
SchooU fw original research and for the training of apeciaUsta.
J. Schools of Biology : (1) Anderson School on Penikese Island. (2) Chesapeake
Zoological Laboratory of the Johns Hopkins University. (3) Annisqnam and
Wood's Holl Laboratories. (4) Brooklyn Institute Biological Laboratory.
PART TWO.
Summer schools giving instruction in single subjects.
I. Schools of Philosophy, Literature, and Ethics : (1) Concord Summer School of
Philosophy and Literature. (2) Glenmore School for the Culture Sciences.
(3) Chioago Kindergarten College Literary School. (4) Milwaukee Literary
School. (5) School of Applied Ethics at Plymouth.
II. Schools of Languages, Music, Oratory, Expression, and of Physical Training:
(1) Summer School of Languages at Amherst College. (2) Sanveur Summer
College of Languages. (3) Other Schools of Languages. (4) Lexington (Mass.)
Normal Music School. (5) School of Expression. (6) Schools of Oratory.
(7) International Y. M. C. A. Training School.
PART TIIRKE.
I. Chautauqua.
II. Chautauqua Assemblies.
JII. Martha's Vineyard Summer Institute.
IV. (1) Harvard University Summer Schools. (2) University of Virginia Summer
Schools. (3) National Summer School of Methods, (>lens Falls, N. Y. (4)
Other schools: Wisconsin Summer School; Campbell University Summer
School; Flint Normal College School; Asbury Park Seaside School of Peda-
fogy; Niantic School for Teachers; Sweet Springs School; Morehead City
chool; Ann Arbor Summer School; New London (N. H.) School for Popular
and Normal Study ; Western Normal Music School ; Indiana School of Meth-
ods ; Avon-by-the-Sea, Seaside Assembly ; Deerfield Summer School of History
and Romance; Indiana University Summer School; Seaside Normal Institute
(Corpus Christi, Tex.) ; Lake Minnetonka Summer School; Blackboard School
at Cedar Falls (Iowa) ; Springfield (Mass.) Summer School; Normal and Busi-
ness College, Fremont, Nebr. ; Mountain Lake Park (W. Va.) Kindergarten.
893
894 EDUCATION REPORT, 1891-92.
INTRODUCTION.
The history of a movement is rarely that of a steady progress. At
varying intervals of time new forces come into play, new factors are
introduced, and new epochs are inaugurated. In all history we recog-
nize these milestones marking off and separating successive periods.
In the history of educational development in the United States is to
be discovered the same characteristic. Here, too, are found the mile-
stones of progress, and one of the most recent of these is that which
marks the development of summer schools as an element in the educa-
tional system of the country.
The importance of the summer school, and the work to be performed
by it in promoting the increase of knowledge among the people, are
facts easy of determination. The rapid spread of the summer school
idea, as indicated by the establishment of new schools, and the increased
attendance at old schools, proves the existence of a genuine demand
on the part of the people lor just such instruction as these institutions
are able to afiford. The widespread, and, if we may so call it, indige-
nous character of the demand, is further to be noted. Summer schools
in the United States have not been copies of Old World methods, not
primarily as following the example of some one successful effort or the
kind in this country. All over the country, and in almost every State
of the nation these schools have sprung up spontaneously, as it were,
and to supply local demands.
The work, to the performance of which the vacational school is espe-
cially adapted, is of three kinds:
First. There is the task of providing instruction for those persons
desirous of adding to their intellectual attainments, but otherwise
unable to obtain professional assistance in their studies. The instruc-
tion, when it has this object, is generally and of necessity popular in
character and limited to those branches in which information of a fairly
satisfactory nature can bo pbtained without the necessity of prolonged
and continuous effort, and in which the advantages derived from an
attendance at the summer session can be easily supplemented by read-
ing, privately pursued. It is for these reasons that we find in the
schools, whose attendance is largely of students of this class, the
instruction, limited, as a rule, to such subjects as literature, social
problems, general history, physical training, elocution, kindergarten,
and the like. The work of the various Chautauqua assemblies is
almost wholly of this first character, and to a greater or less extent
this feature is present and controls the work of the other schools.
Second. The second advantage afforded by summer schools is the
opportunity given university and college students of adding to their
regular work either by way of making up deficiencies, or advancing
further in favorite branches than the press of other work permits in the
winter time. These sessions likewise afford students preparing for col-
lege the opportunity of obtaining lacking requirements for matricula-
tion, and experience has shown that the number of students who do
thus avail themselves of this privilege is very considerable.
Third. The third task that a summer institute of learning has dem-
onstrated its ability to perform is that exemplified in the work of the
schools of biology. This is work that can not be done at the university
or college, and from its very character has to be performed at the sea-
side and in the summer. As will be pointed out in the chapter treat-
ing of these schools, hero is presented to teachers the opportunity of
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 895
carrying forward private investigation in their own special fields, and
to students the privilege of obtaining a direct knowledge of laboratory
work and an insight into the methods of original work.
Fourth. The fourth advantage derived from the existence of summer
institutes is to be found in the field of pedagogics. Several of the
schools are devoted purely to instruction in the art of teaching, and in
all of the larger institutions are departments of methods. Probably at
the head of the schools devoted to work of this kind is the Martha's
Vineyard Summer Institute, at which, I am told, that of the 600 in
attendance at the last session more than 550 were teachers. At these
summer schools professors in various institutions are able to make the
personal acquaintance of each other, to exchange views, and to obtain
opinions upon new methods of instruction. In addition to this, teach-
ers are enabled to better equip themselves for their work by means of
their own study and their association with minds more fully and more
scientifically trained in their especial branches.
The foregoing description of the proper provinces of work for the
summer schools has served also to define the advantages derived by
the people from the establishment of these institutions. But, further
than these, there are other and peculiar privileges afforded. First of
all, there is presented the opportunity of personal relationship and
contact between teachers and pupils. The recognition of and increase
in the x>ersooal element in instruction is a distinct gain. The specific
information contained in a lecture or class recitation may be small, but
if there be created in the minds of the students a greater enthusiasm
in the search for truth, a stimulus is given to future work, the impor-
tance of which it is not easy to overestimate. Again, the opportunity
is given the student of concentrating attention upon a single favorite
subject. Not only this, but in some of the better and larger schools
the chance is presented of hearing the latest results of study in a
particular field of knowledge as given not by a single lecturer, but by
possibly a dozen of the le^ing professors, each dealing with his own
special topic upon which he is an authority. Last, and not to be dis-
regarded, is the opportunity afforded by summer schools of combining
profit with pleasure, physical iuvigoration with mental development.
With scarcely an exception, summer schools in the United States are
located at pleasure or health resorts, many of them upon the seashore,
others by the lakeside, and some in the heart of the mountains. At
these institutions the elective principle receives its complete applica-
tion. Studies are taken up, and courses of lectures followed, solely
because the student is interested in those particular subjects. This of
itself guarantees an attentive audience to the lecturer, and an inter-
ested class to the instructor.
Summer schools in nowise compete with or antagonize the college
or winter school. They occupy fields which the latter cannot possess.
Indirectly they benefit them. By diffusing and intensifying the desire
for knowledge, they render more fertile the field from which the ordi-
nary school and higher institution of learning derive their support.
The one serious indictment brought against summer schools is the
superficiality or the " scrappy" nature of the instruction given. I think
the charge is rather exaggerated. As has been already noted, so far
as concerns schools that provide instruction for persons who are.with-
ont scholastic training, and have not the time for prolonged and con-
tinuous study, the instruction must necessarily be of a popular char-
acter. Certainly it is neither complete nor profound. Yet, I think it
scarcely a fair use of words to term this instruction superficial. The
896 EDUCATION REPORT, 1891-92.
word superficial has really two distinct meanings. In its purest con-
notation it means solely the opposite of profound. In common parlance,
however, there is attached to this meaning a sense of pretense of pro-
fundity with an actual superficiality — that is to say, a hypocritical
appearance of thoroughness. Unless limited to the first meaning the
word is not properly used. Most of these schools recognize their own
limitations. They appreciate that their instruction must be adapted
to the shortness of their sessions, and that they must therefore deal
with the general principles rather than the details of the arts and
sciences. Yet if the schools properly and fully perform that which they
assume to perform, the word superficial, ^Yith its common invidious
meaning, is not justly applied.
The vital question, however, is this: Is not the instruction that is
given in many cases unnecessarily general and unsystematic and dis-
connected t Can not this instruction be made more systematic, more
substantial, and more useful, and yet be adapted to the abilities of the
people, to the wants of whom these schools minister? There is
undoubtedly room for improvement, and it would be strange if there
were not. I think I see, however, the prospect of great betterment
in the present rapidly spre<ading doctrines of proper university exten-
sion methods. Summer schools undoubtedly represent in their work
the effort at attainment of the same end as that to which the
" university extension movement" is devoted — namely,' the wider
dififusion of sound useful information among the people at large. The
common method of instruction at these schools has been that of lec-
tures, sometime in courses, but more often single. Good teachers have
not been lacking. In the great majority of cases their teaching forces
are composed of professors drawn from the faculties of the leading
colleges and universities. As yet, however, these lectures and lecture
courses have lacked frequently the very essentials that '^university
extension" leaders now insist ui)on. These are, the giving of lecture
courses of considerable length upon some one subject, rather than the
use of a large number of single lectures upon detached subjects; the
use of printed syllabi, giving outlines of the lectures, bibliographies,
and suggestions for private study; the encouragement of discussions
at the end of every lecture; and the holding of written examinations
at the termination of each course. The information obtained thus loses
much of its "scrappy" nature, and is more complete; the student is
stimulated in the discussions to independent thought, and encouraged
to properly directed private reading by the syllabi.
With the spread of the "university extension" movement must come
a fuller acceptance and application of its methods by the summer
schools, which can not but greatly enhance the value of their work.
For this reason, together with the fact that with the increasing intelli-
gence of the people comes a growing demand for still greater enlighten-
ment, one may safely prcdictforthesummerschoolafutureof expanding
usefulness, and a growing importance among the educational methods
of the country.
A description of the history, organization and work of these summer
schools finds a legitimate and important place in a treatment of that
movement, whose aim is the extension of higher education among the
people. A treatment of this phase of university extension in the
United States must, however, both from choice and necessity, be
eclectic in character. The term "university extension" in its special
connotation, as used in England, and of late in this country, designates a
definite idea and purpose, and the development of the plans by which
HISTORY OF S^UMMER SCHOOLS IN THE UNITED STATES. 897
this idea or purpose is to be effected has been definite and easy of
description. With regard to the history of summer schools it has been
otherwise.
In a general way the motives of the various summer assemblies,
schools, colleges, and institutes of learning that have been established
in this country have been the popularization of knowledge and the wider
diffusion ot higher education. But there has been no uniformity of
organization, method, or scope of instruction. There has been no
affiliation among them. Some have been mere summer sessions of col-
legiate institutions; others, semireligious gatherings; others have
beei\ private speculative undertakings; others, institutions established
by learned societies or associations. Very many of these summer
schools have had but an ephemeral existence, being born, ffourishing,
and <lying in the course of a single summer. Others, of larger exis-
tence, have been migratory in character, changing their location from
year to year. Some have been but the continuance of an older school
under a new name, and others the result of the coalescence of two or
more institutions. None, except the few ** teachers' assemblies," have
had connection with State systems of education, or have made reports
to superintendents of education.
In scope and method of instruction there has been also the greatest
diversity, ranging from the kindergarten to the laboratory for scientific
investigation, and from instruction in a single branch to a curriculum
containing a score of subjects.
For these reasons the task of preparing a corrected and complete
history oi summer schools in the United States is beset with difficul-
ties. The task of obtaining the requisite information has been an
especially arduous one. Thgugh great diligence has been employed,
the author has not been able to obtain in many instances that informa-
tion which he desired.
In the following pages summer schools are grouped under special
heads according to fundamental characters and aims The larger,
more important, and typical institutions will receive special considera-
tion. In regard, however, to the amount of space devoted to ea<5h insti-
tution, it will not be possible to maintain in all cases a proper perspec-
tive, owing to the fact that in some instances schools deserving of con-
siderable mention have afforded the author inadequate information.
The following are the groups into which I shall, for convenience,
arrange the summer schools in the United States:
First: Schools for original research and for the training of specialists.
The schools falling under this head are gatherings of investigators and
specialists, rather than of students. Of teaching there is little, the
esi)ecial attention being given to scientific investigation. The sole
representatives of this class are the schools of biology, which embrace
among their number the first permanent summer school m the United
States, and with a sketch of the history of which this monograph
begins.
Second. Summer schools giving instruction in single subject?. Under
this head will fall the schools of philosophy, literature, ethics, lan-
guages, music, etc.
Third. Summer schools giving instruction in several branches. This
class, according to my arrangement, includes a large number of instruc-
tions of a widely varying size and character. Their sessions usually
last from two to six weeks, and the instruction is, for the most part,
by lectures. Two of the schools under this head, ^' The Chautauqua
m) 92 57
898 EDUCATION REPORT, 1891-92.
Assembly" and "The Martha's Vineyard Institute," will, on a<>countof
their size and iini)ortance, receive somewhat extended treatment in
separate chapters.
NoTB.— Prominent amonfi; methods adopted by Americana for securing trained teactiera and atipplo-
nc^ntiug tho work of normal iicluMtlB have boen the tcar.hers' inHtiliiU^H. The»«>inatitiitea are gather-
ingH of public school teacbcrti for tho discuaxiou of methods of instruction, and as such meetings are
almost universally held in the summer, a trt^atment of their work would naturally ac-em to form a
{>art of this monograph. The whole aubjiHSt, however, has been already thoroiif^lily treatKl and pub-
islied aa a monograph by this Bureau (Circular of Information, No, i, 1885), aud'the deacriptioD of
this subject will therefore not be duplicated here.
PART I.
Schools for Original Research and for the Training op
Specialists.
i. — schools of biology.^
The sninmer school can hardly be termed a new facter in our educa-
tional system. As early as the summer of 18G9 a dozen professors and
students, chiefly from the scientific schools of Harvard University,
made a trip te Colorado, where scientific results of considerable value
were achieved. During the next four years parties of students, under
the charge of Prof, Marsh and other Yale professors, made several
expeditions to the region of the Rocky Mountains. The geological and
miiieralogical collections then secured were large and valuable, and are
now dex>osited in the Museum of Natural History at New Haven. It
was also the custom of Protl Orton, of Vassar College, to spend a
cou])le of weeks of the summer vacation with his pupils in different
places of geological interest.
These were instances of educational instruction, but they can scarcely
be dignified by the name of schools. The first idea of the establish-
ment of a permanent summer school can probably be ascribed to Prot
N. S. Shaler, who first suggested to his colleague, Louis Agassiz, the
establishment and maintenance during the summer of a sesuside labora-
tory at Nantucket for the benefit both of university students and of
tea<hers of science in secondary schools. The outcome of this sugges-
tion was the establishment of the Anderson School on Penikese Island
ANDERSON SCHOOL ON PENIKESE ISLAND.
Few events in modern times have had a greater significance, and
exerted a more profound influence upon the course of educational devel-
opment in this country than the establishment of the Zoological Labo-
ratory at Penikese, by Prof. Louis Agassiz. Jyst as in Enrope seaside
schools and laboratories may be traced to the example set and influence
exerted hp the famous International Marine Laboratory at Naples, so
in America, most of the marine stations for biological investigation owe
their origin to influences emanating from Penikese. Outgrowths of this
latter school, itself of short continuance, are the several biological
schools existing to-day, and which constitute the sole representatives
of summer schools whose energies are devoted to research of an original
character.
' In the prnparation of th« following hintory of schools of biology, I have derived great aaaistance
from a paper kindly sent mo by J. C Campbell, profe8^H)r of biology in the tJniveraity of Ghaorgia.
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 899
On the 14th of December, 1872, Prof. Agassiz i^Haed the following
circular : *
MussuM OF Comparative ZooLO<iY.
Cambridge, Mass., Deeembtr 14 ^ IS? J,
Programme of u amrse of inBiruction in natural hisloi-y to he delivered by ike tfcamde in
Nantucket during the summer months, chiefly designed for tcacliers wh4> propose to iairoduoe
the study inUt ihoir schools , and for students }freparing to become teachers.
*' Zoology in general and embryology of the vertebrates," by L. Ag^assixy director of
the MumMim.
'* The extinct animals of past ages compared ^-ith those now living and the metbods
of identifying them," by N. S. Shaler, professor of paleontology in the I^awrence
Scientiiic School.
^'Comparative anatomy and physiologj' of the vertebrates," by Dr. B. O. Wilder,
professor of anatomy and pliysiology in Cornell University, Ithaca, N. Y.
**The animals and plants living in deep waters, and the peculiar conditions of thoir
existence/' by L. F. de Ponrtales, assistant in the U. 8. Coast Survey.
*' Embryology of the radiates,'' by A. Agaasiz, aaaistant in the Musuem of Compara-
tive Zoology.
'^ Natural history and embryology of
** How to make bioloffical collections
the moUusks," by
to illustrate the history of insects injurious
to vegetation," by Dr. H. A. Hagen, professor of entomology in Harvard University.
"Natural history and enibryol(^y of the articnlat-es,*' by Dr. A. S. Packard, pro-
fessor of entomology in the Massaehnsetts Agricultnral College.
** Natural history of the fishes and reptiles," by F. W. Putnam, general secn^tary
of the American Association for the Advancement of Science.
*' Natural history of birds and mammals,'' by J. A. Allen, assistant in the Museum
of Comparative Zoology.
** On bree<Uug, and nests and eggs of birds," by .
"Practical exercises in the use of tliePniicroscox>e," by .
'' Instructions in drawing and painting of animals," by Paulus Roetter, artist in
the Mosenm of Comparative Zoology.
"On iisheries and their management," by Prof. Si>enoer F. Baird, assistant secre-
tary of the tSuiithsonian Institution.
** On fish breeding," by Theodore Lymau, assiHtant in the Museum of Comparative
Zoology.
"The fanna of the North Atlantic, compared with one another, and with those of
other parts of the world," by .
" The plants of tbe sea," by .
"The physics of the sea," '.»y
"Physical hydrography," by Prof. W. Mitchell, assistant in the l\ S. Coast Sur-
vey.
"Chemistry of feeding and breathing," by Prof. W. Gib bs, Humfortl professor of
physics in Harvard University.
" Chemistry of the sea and air,'' by Prof. James Crafts, professor of chemistry in
the Technological Institute, in Boston.
The terms of admission and the day of opening will be advertised as soon as all
necessary arrangements in Nantucket can be made, including intormation concern-
ing board, etc. A number of aquariums and the necessary apparatus to dreiige in
deep water will be provided. The super int'Cndent of the IJ. S, Coast Survey and the U.
8. Commissioner of Fi^^heries have promised their cooperation to the extent of their
ability without interlering with the regular service of their dcpai-tments. Profs.
Shaler, Wilder, Packard, and Pntnam, and yierhaps others, may spend the whole, or
nearly the whole, season in Nantucket, with a view to superintend the laboratory
work, while the other gt^ntlemen will stay there ou4y }»art of the time, or as long as
required by the share they are able to take in the course of instruction.
In behalf of the faculty of the Musenm of Comparative Zoology in Cambriilge,
Mass.
L. Agassi z.
This was the initial prospectus of the first summer school in the
United States. It has been given here in extenso on account both of
its historic interest and its value as showing the nature of the work to
be pursued and the names of the eminent qien connected with the
ezperiment.
I Report of tmsteee of the Audorson Srhool, 1873.
900 EDUCATION BEPORT, 1891-92.
For a time it seemed as though fiDancial difficalties woukl prevent
the accomplishment of the project, but by the generous gifts of Mr.
John Anderson, of New York, sufficient support was obtained to guar-
antee the successful establishment of the scliool.
This gentleman, attracted by the appeal made by Prof. Agassiz to
the legislature for State aid, oilered as a location for the station Peni-
kese Island, in Buzzards Bay, 25 miles southeast of Newport, K. I. It
is the most easterly of the three western islands of the Elizabeth group,
and contains about 100 acres of great fertility. For the purpose for
which it was now donated ifr was admirably adapted. A few days lat^r,
Mr. Anderson, continuing his generosity, met someof tlie further prac-
tical difficulties of the organization by an endowment of $50,000 for the
equipment and runnhig expenses of the school.
Another friend presented a yacht of 80 tons burden for collecting
purposes, and further contributions of money were received from other
sources. A building was erected which offered large accommodations,
there being fifty-eight lodging rooms on the upper floors. In 1873 this
laboratory was thrown open and 43 students were attracted from all
sections of the country, but in December of this year the death of the
founder took place. During the following season the school was con-
ducted by Prof. Alexander Agassiz, with an attendance of 46, but did
not meet with the financial support that was anticipated, so the whole
project was given up.
The establishment of this laboratory was the first consummation of
a plan long cherished by its founder to provide students of marine
animal life with a place where they might easily obtain their mat'Crial,
and at the same time enjoy the conveniences for study afforded by a
well-arranged laboratory. It was the natural outcome of the conditions
of biology in America at the time of its foundation. The early years
of the present century were almost entirely taken up with the collec-
tion, description, and cataloguing of the plants and animals of the
country, and investigators aimed at little more than this. Naturally
the most conspicuous forms first attracted attention. Determination of
names was regarded as the all important thing, and the adult forms
alone were usually made the subject of such study. Embryology was
unknown, and the profound alterations which it has made in biological
work were then scarcely dreamed of. So long as this was the case the
establishment of a marine laboratory would not have been possible.
Collecting grounds and a museum in which to store the objects collected
were alone needed; a fixed location would have been a disadvantage.
With the advent of Prof. Agassiz, in 1846, the character of work
done in America began to change, and in more recent times it has
undergone a complete metamorphosis. Instead of being as it once was,
the study of the external forms of animals, it has become a study of
life itself. It has broadened out to embrace not only the study of ani-
mals now existing, but their past history; and it also includes as a part
of its subject-matter many questions once generally regarded as beyond
the reach of scientific methods.
In consequence of this, it has come about that new conditions for
study are necessary New questions that arise demand new methods
adapted to their solution. Biology has become more experimental than
formerly. As the chemist constructs his own conditions to simplify the
solution of the problems which fall within his province, so the biologist
finds the conditions prevailing in the higher and better known animals
too complex to be solved exceptin thesame way. But nature has already
furnished the simple conditions needed, for in the lower invertebrate
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 901
animals found in the sea, are represented in an elementary form all of
the manifestations of life observed in those highest in the scale, while
at the same time many of the structural peculiarities of higher animals
are made plain only by comparison with these lower forms.
It is to the study of marine animals that we must look for the solu-
tion of many of the problems of biology, and it was perfectly evident to
Agassiz that the entire life history of any animal must be known before
there could bo any real knowledge of its true relationships, and hence
arose the necessity that the investigator should be so placed that he
could collect his own material for study, and observe it under its
natural conditions throughout its entire life. Visits to the seaside had
of course been frequently made by investigators, and while these may
have sufficed for the mere enumeration of supposed new species, they
did not oifer favorable conditions for embryological studies. When
biology reached such a condition that this constituted the greater por-
tion of the work to be done, the establishment of marine laboratories
followed almost as a matter of course. Penikese would not have been
possible many years earlier and indeed when established was almost
premature. The magnetism of Prof. Agassiz held it together, andinves-
tigators came there largely that they might be thrown in contact with
him. His enthusiasm aroused all those within its reach, but after his
death appeals were made in vain for the continuance of the laboratory.
The investigators of the country did not encourage the project, and the
necessary funds could not be obtained. Prof. Alexander Agassiz even
contemplated moving the laboratory to Wood's HoU where it would be
more accessible and the fiiuna richer, but even then the sentiment was
not suflticiently established. Investigators and students generally were
not sufficiently convinced of its utility and practicability, and it was
therefore teuiporarily abandoned.
Such were the circumstances under which were established the first
marine laboratory and summer school in this country. Summer ses-
sions were a necessity, both because many of those in attendance were
teachers and unable to be x)resent at other times and also because the
advantages for collecting were greater at this season than at any other,
and the needs of the investigator were mainly regarded. Since that
time the movement has spread to include other departments of knowl-
edge, and to furnish instruction of a more elementary character to those
who could not be reached in any otiier wa}'. The summer-school move-
ment was warmly seconded at Harvard by Dr. Asa Gray. To meet the
same conditions and a<!commodate the same class of students, he estab-
lished a summer school in botany, iu 1874, which continues to serve a
useful purpose up to the present time.
SUCCESSORS TO THE PENIKESE SCHOOL.
The most direct successor of the Penikese laboratory was the private
laboratory established by Prof. Alexander Agassiz at Newport, in 1877.
This is noted for the elegance of its equipment, and for its many conven-
iences for work, but it can scarcely be classed among the summer
schools of the country for the reason that it is private property, and
open only to a limited number of workers upon special terms.
In 187(5 a summer school of biology was opened at Salem, Mass., by
the Peabody Academy of Sciences. It was under the direction of
Profs. Packard and Kiitgsley, and was intended for beginners, as well
as for advanced students, in 1881 it was discontinued.
902 EDUCATION REPORT, 1891-92.
THK CH«8APRAK« ZOOIXKSICAI. LABORATORT OP TIfK JOHNS HOPKIKS UKIVKRSITY.'
The first real revival of the Penikese idea was in 1878, wben the
trustees of the Johns Hopkins University made an appropriation to
establish the Cbesa))eak6 Zoological Laboratory. Their idea in so
doin^ was to make provision only for stndents sufficiently advanced to
undertake original research. Ko building was erected, and indee<l no
permanent location was chosen, but the laboratory was moved from
place to place as seemed desirable, the appropriation being suffieiecit
to furnish all needed conveniences for work.
This lalK)ratory was established as a branch of the biological depart-
ment of the university, as an experimental seaside station for the study
of the marine zoology of the Chesai)eake Bay. The enterprise was
conceived, organized, and conducted by Dr. W. K. Brooks, who has
been connected with the university since it tirst opened in 1876, as
associate in the biological department, of which Dr. H. N. Martin ha«
been head.
The Secretary of War, at the instance of the late Prof. Henry and of
Prof. Baird, granted the use of the incompleted Fort Wool, at the
mouth of Hampton Boads. The fort is on an artificial island 6 acres
in extent, made by dropping granite blocks into the water; it is 3
miles from one shore, half as far from the other, and 20 miles from the
ocean. A strong current runs close to the walls of the fort, and thus
carries 15 or 20 miles of water past its walls at each turn of the tide, so
that free swimming animals and embryos were obtainable in endless
variety without leaving the fort. Ten workers were at one time or
another during the summer in attendance. A majority of them were
connected with the university, the rest were school teaehers. No lec-
ture courses were given, but the work was so conducted as to accom-
plish four objects, viz, to furnish advanced students with opportunities
for original investigation: to provide material for winter work in the
nniversity; to enable less advanced students to become acquainted
with forms of life, which can only be studied at the seaside, and to give
them an opportunity to become practically acquainted with the methods
of marine zoology; and to increase scientific knowledge regarding the
zoology of Chesai)eake Bay. Though the laboratory was occupied only
eight weeks during the first session, very considerable scientific results
were reached, as is shown in the following list of published pax)er8:
Land Plants found at Fort Wool, N.B.Webster; List of Animals
found at Fort Wool, P. li. Uhler; Development ofLingula, W.K.Brooks;
Early Stages of Amphioxus, H. J. Bice; Lucifer Typhus, W. Saxon;
Development of Gasteropods, W. K.Brooks; Development of Squilla,
W. K. Brooks.
During the session of 1879, Dr. Brooks luid with him at the Chesa-
peake laboratory eleven workers, several, as before, being from the
university. The chief work of the session was the investigation into
the development and habits of the oyster. The United States and
Maryland fish commissions cooi>erated with the university toward
the laboratory and dredging outfit. Seven weeks were spent at Cris-
field, the center of the oyster trade of the eastern shore of Maryland,
and four wet^ks were passed at Fort Wool. The paper embodying the
results of the investigation into the nature and development of the oys-
>See
Hopkins
PH. D.
reports of Tni«tec^a of Johna Hopkins University, CirctUar of Information No. 54, of the Johns
la Univeraity, and N. Y. Tribune April 12, 1880, article, Sammer Scboola, by £. M. HartweU,
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 903
ter, with ten plates, may be found in the Report of the Commissioners
of Fisheries for Maryland.
The sessions of 1880, 1881, and 1882 were silent at Beaufort, N. C,
the situation -^f this town being especially favorable for zoological work,
the surrounding waters presenting such a diversity of conditions that
the fauna are unusually rich and varied.
In addition to the work of the Chesapeake Zoological Laboratory at
Besiufort, a class of beginners was conducted during the summer of
1881 at Fort Wool, Va., by Dr. S. F. Clarke, of the biological depart
men t of the Johns Hopkins University. Instruction was given by means
of lectures and also by daily collecting and observing the various ani-
mals in their native haunts. The lectures, twenty-seven in nunjber,
extended through the session. Eight students were iJi attendance.
The sixth year was spent at Hampton, Va, The appointment of Dr.
W. K. Brooks by the governor of Maryland as commissioner to exam-
ine the condition of the oyster beds caused this removal, as he was
compelled to spend much of the season in the Chesapeake Bay.
The seventh and eighth sessions of the laboratory were held at Beau-
fort.
In the summer of 188G the laboratory was stationed in tUecoral island
Abaco, tlie Bahamas, \V. I., with a secondary station at Beaulort.
The session of 1887 was held at Nassau, on the island New Providence,
and during the following season on one of the Florida Keys. Financial
reasons caused the laboratory to be discontinued during the next
few years, but in the summer of 1891 a session was again held at Port
Henderson in Jamaica, lasting fourteen weeks.
During the entire ten years of the existence of this laboratory it
has be<^u under the direction of Dr. W. K. Brooks. The sessions here
lasted usually about two months, and the amount of work done has
been very considerable. The published results of the work done at
the seaside during these years number over one hundred titles. Thirty-
four of these are books or illustrated papers ; sixteen of them were origi-
nally published in England or Germany; and translations of forty-six of
them have appearedin the zoologicaljournalsofEngland, Germany, and
France. The fact that many of these results thus obtained have been
incorporated into standard text-books attests the value of the work
accom])lished. The laboratory enjoys the distinction of having been
the first marine lalx)ratory successfully carried on in this country in
which research of purely scientific value was made the ruling feature.
This laboratory was established primarily for the benefit of students
already in attendance at the Johns Ho])kiu8 University and conducted
in connection with the courses there given. No effort has been made
to bring it into prominence as a sei)arate organization.
A.NNISQUAM AND WOOD'm HOIJ. I.AHOUATORIKS.
In the Annual Report of the Boston Society of Natural History for
1881 it is stated that '' it has been considered desirable to found a
summer laboratory sufticient to supply the needs of a class of i)ersons
who have begun to work practically under our direction, but have
hitherto had no convenient means for pursuing their studies on the sea
shore. • • • We are sure that such a laboratory is needed for a
limited number of persons • • • about a dozen in all, but we are
not sure of any real demand outside of these.''
In 1881 a circular was issued aunouucing the opening of a marine
laboratory at Annisquam, Mass. This was supported by the Woman's
904 EDUCATION REPORT, 1891-92.
Educational Association of Boston, together with the Boston Society
of Natural History, and was designed '' to afford opportunities for the
study and observation of the development, anatomy, and habits of com-
mon types of marine animals under suitable direction and advice." In
one respect this laboratory ditt'ei ed from both the Penikese and Chesa-
peake laboratories, viz, that students were received who were virtually
beginners. Twenty-two of this class were present the first year, and
although the number fluctuated in different years there were 26 present
in 1880 when the laboratory ceased to exist. It had always been the
policy of both the associations which shared the management of the
Annisquaiu laboratory to give up any of their departments as soon a«
they were upon a firm basis, and any other institutions would accept and
carry them on.
Both tbo society and tlio iiftsociation have therefore felt, after six years of successful
working, that the Anuisqiiam laboratory had reached a stage of advuueement when
it could chiiin and perhaps receive sufKcient aid from tiie patrons of science and
learning to he placed upon an independent and permanent foundation. * * •
The Woman's Educational Association called a meeting, composed largely of rep*
Tcseiitative teachers of biology, and the fate of the laboratory was suiTendered to
their deliberations. They decided that an effort should be nia^le to establish a marine
biological laboratory, and at least $15,000 should be raised to carry it on for five
years. •
This effort was so far successful that in March, 1888, the Marine Bio-
logical Laboratory was chartered and the work of erecting a building
at Wood's Holl, Mass., at once begjjn. Dr. C. O. Whitman was
appointed director of the laboratory, with B, H, Yan Vleck as instructor.
Provision was made for investigators and students, and on July
17 the laboratory opened with 7 of the former and 8 of the latter class
in attendance. During the first session the following subjects, among
others, were studied in the department of investigation : The develop-
ment of the lateral line system in the toadfish; the origin and history
of Kupflfer's vesicle in teleostean embryo; the structure of the sense
organs in the pectoral fins of Trigola; the anatomy and embryology
of Ascidians; the fecundation of the eggs of the sea-urchin.
The work in each case was of a preparatory nature, and designed to
be carried forward at the next session. Attention was given almost
exclusively to laboratory work, and only a few informal lectures on
embryological subjects were given by the director. Prof. W.T. Sedg-
wick, on the invitation of tite director, gave two public lectures upon
insectivorous plants (especially the Droseras).
The work of instruction conducted by Prof. B. H. Van Yleck was
confined chiefly to the study of the structure and life-history of inver-
tebrate forms, such as the sponges, hydroids, ctenophores, wormSi
starfishes, sea urchins, lobsters, crabs, etc. Mounted preparations
added much to the value of the instruction. Considerable attention
was given to the histological technique, and a large amount of valua-
ble material for use in teaching was collected by each member of the
class.*
As to the aim and purpose of this new instruction the director, in
his opening address, said:
WhUe this institatioii traces its historic roots to Penikese, and acknowledges,
with pride, its community of descent with numerous summer schools of natural
history, it has one feature that distinguishes it from all its predecessors, and on the
development of this hangs every pledge of the future. In every attempt hitherto
made to comhine the two chief interests here represented, instruction has been the
• Annnal Report Boston Society of Natural History, 1887, p. 4.
* First annual report of the Marine Biological Laboratory for the year 1888.
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 905
object of first concern. Now, the only way to keep the distributive function
efficient and active is to unite it in proper relations with the ]>rodactive function.
The laboratory is the creative agent — the scmrceof all supplies; the school is merely
the receiver and distributor. Any attempt to combine the two which ignores or
reverses these relations must end in disappointment and failure. The plan pursued
must be one thatAvill meet the approval, arouse the interest, nnd compel the coopera-
tion and active support of the more progressive school of biologists. Our most
distinguished zoologist declares, in a letter just received, / )mre no sympathy xoiik
anything merely detwted to elementary instruciionf and unless the greater part of the
eneigy is given to original work, it is of no interest to wje.'
•
The report of the director for the second session (1889) showed a
prosperous state of afl'airs. The number of investigators, teachers, and
students in attendance during the session, as compared with the first
session, showed an increase to nearly the full capacity of all the labor-
atories.
The following prospectus issued for the session of 1891 will show the
present status of this work.
The corps of instructors for the fourth season (1891 ) consists of Dr. C. O. Whitman,
director, professor of zoology at Clark University, and editor of the Journal of Mor-
phology; £. C. (jiardioer, Pn. D., instructor in zoology, Massachusetts Institute of
Technology; .1. Play fair McMurrich, Ph.D., decent in zoology at Clark University;
T. H. Morgan, Ph. D., Bruce fellow, Johns Hopkins University ; W. M. Wheeler, fellow
in biology, Clark Univeisity; H.C. BumpuB, assistant prolepsor of zoology, Brown
University ; W. M. Rankin, Ph. D., instructor in zoology, Princeton College ; Ryoiche
Takano, artist; G.M.Gray, laboratory assistant; J. J. Veeder, collector.
In addition 1>o the regular courses of instruction in zoology, botany, and micro-
Bcopical technique, consisting of lectures and laboratory work under tne direct and
constant supervision of the instructors, there will be two or more courses of lectures
on special subjects by members of the staff. One such course of six lectures will be
given by Dr. McMurrich on the Ctenophora and the TurbeUaria. Similar courses on
the Mollusca, Crustacea, and Ethinodcrmata will be given by l*rof. Bumpus and
Dr. Rankin.
There will also be ten or more evening lectures on biological subjects of general
interest. Among those who may contribute these lectures and take part in the dis-
cussions upon them may be mentioned, in addition to the instructors above-named,
the following: 1 'r. H. Ayern, of the Lake Laboratory; Prof. B. H. Donaldson, Clark
University; Prof. W. G. Farlow, Harvard University ;' rrof. J. S. Kmgsley, University
of Nebraska; Prof. W. Libbey, jr., Princeton College; Prof. C. S. Minot, Harvard Medi-
cal School; Prof. H. F. Osborn, Princeton College; Dr. g. Watase, Clark University;
Prof. E. B. Wilson, Bryn Miiwr College.
The laboratory is located on the coast at Wood's H oil, Mass., near the laboratories
of the United States Pish Commission. The building consists of two stories — the
lower for the use of students receiving instruction, the upper exclusively for inves-
tigators. The laboratory has aquaria supplied with running sea water, boats, a
steam launch, collecting apparatus, and dredges; it is also supplied with reagents,
glassware, and a limited number of microtomes and microscopes. The library is
provided, not only with the ordinary text-books and works of reference, but also
with the more important journals of zoology and botany, some of them in complete
series.
The laboratory for investigators will be open from June 1 to August 29. It will
be fully equipped with aquaria, glasibware, reagents, etc., but microscopes and
microtomes will not be provided. In this dej^artment there are fourteen private
laboratories supplied with aquaria, running water*, etc., for theexclusive use of inves-
tigators, who are invited to carry on their researches here free of charge. Those
who are prepared to begin original work, but require supervision, special sugges-
tions, criticism, or extended instruction in technique, may occupy tables in the gen-
eral laboratory ior investigators, paying for the privilege a fee of $50. Thenumber
of such tables is limited to ten. Applicants for them must state precisely what
they have done in preparation for original work, and whether they can bring a com-
plete outfit, viz., microscope, microt(tme, camera-lucida, etc.
For the completion of any considerable piece of investigation, beginners usually
require from one to three full years. It is not expected, therefore, that the holders
of these tables will finish their work in a single season. The aim is rather to make
a safe beginning, which will lead to good results if followed up between sessions,
and renewed, it need be, for several buc< essive years. No applications for less than
the whole session can be received in this department.
1 Report of Marine Biological Laboratory, 1888, p. 28.
906 EDUCATION REPORT, 1891-92.
Tlie laboratory for toarhers and stiideuto will Iks opened on Wednesday, Jnly S^
for regular courses of seven weeks in zoology, botany, ftod microscopical technique.
The nnmber admitted to this department will be limited to 30, and preferenre will
be given to teai'hers and others already qualified. By permission of the director
students may lK*gin their individual work as early as June 15 without extra charge,
but the regular courses of iuHtruction will not l)egin before July 8.
More advanced Htudeiits who may wish to limit their work to special groups will
have an opportunity to do so. The regular course in zoloogy, nnder charge of Prof.
Bumpus, will embrace a study of the more tyfdcal marine forms and elementary
methods of niicrosropicul technique. The laboratory work will be accompanied bj
lerturcs. The following is an outline of the course proposed: July 8-13, study of the
lobster; July 13-20, (a) study of annelids (Xei'ei$^ Serpulaf Spir obis, etc,), (6) Balamo-
gloHHHH and PhoMwlosomaf (c) Polyzoa, {d) TurMlaria; July 20-27. stndy of the
cu'lenterates; July 27-Augnst 3, study of the moUusks (ifjfa, Oftrea, Sycaiffpn*,
LoUifo); August 3-10, echinoderms (starfish, sea-urchin, holotharian, etc.); Aa^aai
10-17, crustaceniiH (/h'avvhipiiSf Ci/rlops, Lernna, Lepas, Idotea, Orck^atia, Camcer);
August 17-2*>, vertel»ratcfl {Amphioxus, elanvwhranch^ teh'oat).
Arrangeinents for inMtrnction in botany have not yet been completed, but it is
hoped that Mr. Sutchell will again be able io take charge of the work in this depart-
ment.
A]>plicniitH must stat^ whether they can supply themselves with microscopes ttnd
microtomes. Microscope slides, disso<'ting and drawing iustrumeuts, bottles, and
other supplies, t^ be liiially taken from the laboratory, ars sold at cost. The tuition
fee is $2.5, payable in advMnee.
A dej>artuiei)t of luboratm-y su]>ply has been established iu order to facilitate the
work of teachers :iud others who desire to obtain materials for study or for classes.
It is proposed to fnriuKh, e. g., rertaiu sponges, hydroids, starfishes, sea-urchins,
mnriiie worms, crustaceans, mollusks, and vertebrates, in good condition at fair
prict's.
Wood's Holl, owing to thorichnesis of the marine life in the neighboring waters,
offers exceptioual advantages. It is situated on the north shore of Vineyard Sound,
at the entrance to Buzzards Bay, and may be reached by the Old Colouv Railroaa
(two hours and a half from Boston) or by rail and boat from Providence, VbH
River, or New Bedford.
No better proof of the usefulness of the laboratory can be given
tliaii the fact that in 180() thei^ were present 20 investigators and 27
students. These came from all sections of the (country and the labor-
atory may truly be regarded as a national enterprise. It has been so
coiuiucted as to secure a general interest in its success on the part of
the colleges of the country. The fact that instruction goes hand in
hand with investigati(Hi, and that the most perfect cooi>eration among
investigators is secured by means of lecture ct>urse8 in which all take
part, gives reason for the hope that the great productiveness which has
thus far characterized the laboratory will be far eclipsed in the future,
aud that to the laboratory there will be generally conceded a distin-
guished place among the educational institutions of the country.
THK HKOOKLYN INSTIICTE HIOLOUICAI. I.AHOKATOKV.
The most recent additit^n to the number of seaside laboratories for
tlie investigation of marine life is that opened in 1890, and conducted
under the auspices of the Brooklyn Institute. The location of this sta-
tion is at the liead of Cold Spring Harbor, Long Island, a favorable
situation for biological study.
The country around aff'oitls exc/Cllent hunting ground for every form
of animal and vegetable life common to the climate. Just above the
laboratory is a series of three fresh- water ponds, each fertile in its own
peculiar forms of fresh- water life, and through which flows the water
of Cold Spring Creek. Just below the laboratory is the harbor of Gold
Spring, divided by a sandy neck into an inner and an outer basin. The
inner basin is particularly rich in marine life, and the channel between
the inner and outer basins has a varied and vigorous gi'owth of algie^
uiollusks, and echino<ierms. The outer basin has rocky projec^tiouB,
I
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 907
shallow flats, banks, and eel grass, sheltered pools, oyster bods, and
other conditions favorable for collection and study. The outer basin
opens into Long Island Bound, whose coast is varied in character for
20 miles in either direction.
The main laboratory occupies the first floor of the New York State
Fish Commission building, and is a room 36 feet wide and 65 feet long,
provided with ample light from every side. It is furnished with labora-
tory tables, aquaria, hat<;hing-troughs, glassware, and all the .apparatus
and appliances required for general biological work. Into the labora-
tory is conveyed a bountiful supply of the water of the Cold Springs
for use in the siquaria and troughs. This water is as pure as a crystal,
has the same low temperature throughout the year, and is the water
used so successfiiUy by the New York State Fish Commission in hatch-
ing and growing salmon, trout, and other food fishes. The laboratory
is also supplied with an abundance of salt water, which is puuix)ed up
from the harbor into a brick reservoir, from which it runs to the labora-
tory.
The station is provided with three small row boats and a naphtha
launch, together with nets, trawls, and dredges, for use in colkn'ting
and dredging. Near the main laboratory is a photographic room, witli
a dark room and work room adjoining. Each student is i)r()vided with
dissecting instruments, chemicals, and glassware, to be used in the dis
section, preparation, and study of tissues. Micro8co]>e8 are i)rovided
for those students who can not provide themselves with instruments.
The following general course was open during the session of 181)1 to
each student, and was under the direction of Prof. Conn. It consisted
primarily of laboratory study of si)ecimens illustrating the types of
animal life. The prai^tical work was accompanied by lectures giviner
an outline of systematic zoology, for the x>urpose of showing the rela-
tions of the forms studied to other animals. The lectures also touched
upon various matters of general biological interest. The types studied
in course were as follows : Protozoa, study of microscopic forms, includ-
ing directions in the use of the microscope; (I) Cixlenterata^ hydroids,
including the study of jelly fishes and the development of hydroids;
(2) Uchinodermat/iy the star-fish; (3) Bryozoa^ study of an adult Bryo-
zoan ; (4) Molhisca, the clam, the snail, development of the oyster or
some other type; (5) Crugtacea^ the crab, with a study of its develop-
ment; (6) Insecta, the grasshopper; (7) Vertebrafa, dissecttion of the
fish, dissecti(m of the frog.
Acc^ompanying this course of laboratory work and lectures was given
instruction in methods of mounting objects and in the preparation of
microscopic sections. Opportunity was also given for collecting and
surface skimming.
A special feature of the laboratory this season was an extended course
in the methods of bacteriological research. The course consisted of
laboratory work on the culture and propagation of bacteria, identilica-
tion of species, and of lectures and demonstrations by the director.
Only those who were well prepjired by previous study and experience
in biological or medical work were admitted to the course.
Students who pursue the general course of instruction during the
summer, and who have time for extra work, are given the instruction
and facilities necessary to enable them to carry on special investiga-
tions, while those students who have already gained the knowledge and
experience which is provided by the general course are permitted to
give their entire time to special work.
The laboratory was opened for the season on Tuesday, July 7. The
908 EDUCATION REPORT, 1891-92.
regular session for students was continued from that date until Fridayi
August 28.
A good reference library is placed at the service of students, and a
collection of algae serves to guide students in marine botany. In addi-
tion to the regular lectures given in connection with the laboratory
work^ evening lectures occur two or three times a week, illustrated by
the aid of a magic lantern. The lantern is provided with a vertical
attachment and with large and small cells, in which forms of life may
bo placed and their structure exhibited on fhe screen. A microscopic
attachment to the lantern enables lecturers to demonstrate points in
minute anatomy, and a large collection of lantern slides of biological
subjects furnishes the means for comparison of many allied forms and
structures. The evening lectures are open to the public.
For the summer sessions of 1892 lectures are announced to be deliv-
ered by Profs. H. W. Conn, A. S, Packard, WiUiam C. Peckham, Henry
T. Osborn, Bashford Dead, John B. Smith, B. D. Halstead, T. W.
Hooper, Thomas Morong, A. M. Kirsch, Charles W. Hargett, H. L.
Osborn, and Julius Nelson. It is expected, also, that other specialists
will visit the laboratory during the summer and deliver lectures.
IMPORTANCE OF THE SUMMER BCIIOOLS OF BIOLOGY.
The work that has been performed by these biological schools has
been of a very valuable order, and the comparative prosperous condi-
tion of the institutions of this class now existing indicate a fruitful
future. The methods of instruction followed have been of the most
advanced character, and illustrate in its purest form the inductive
laboratory method in education. In many instances the researches
carried on or commenced at these stations have led to discoveries of
great importance to the whole scientific world and to commerce as
well. An instance of this is to be seen in the work of Prof. W. K.
Brooks upon the oyster and its cultivation. At these several seaside
stations teachers in various institutions have been afforded the oppor-
tunity of making the personal acquaintance of each other, of exchang-
ing views, acquiring new methods, and generally deriving encourage-
ment and stimulation in their work. Younger students have likewise
been able to obtain a personal help from the diflPerent professors, and
to obtain an insight into proper methods of original research, not to be
obtained at the university or college.
Perhaps it would not be too much to say that to the influence exerted
by these summer schools of biology is due, more than to any other
one cause, the rapid progress that recent years has witnessed in the
teaching of biology in the United States.
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 909
PART II.
Summer Schools Giving Instruction in Sinole Subjects.
I. — schools of PHILOSOPHY, LITERATURE, AND ETHICS.
I have made my secx)nd group of summer schools include those giving
instruction in single branches of knowledge. Principal among the
schools embraced under this head are those where instruction has been
limited to the so-called "culture sciences/' to philosophy, literature,
and ethics. As in our treatment of the schools of biology, we were
able to trace the establishntent of them all, more or less directly, to the
intiuence exerted by the Penikese school, so in our description of the
schools falling within the scox)e of this chapter we shall find, in a
degree, the same general influence exerted by the first established
school of their class — the Concord Summer School of Philosophy.
THE 0ON(;ORD SUMMER SCHOOL OF PHILOSOPHY AND LITERATURE.
The Concord Summer School of Philosophy and Literature occupies
a unique and important place in the history of educational experi-
ments of the United States. The aim of this school, which for ten
successive summers met at Concord, its first session being in 1879, was
" to bring together a few of those persons who, in America, have pur-
sued or desire to pursue the paths of speculative philosophy, to encour-
age these students and professors to communicate with each other
what they have learned and meditated, and to illustrate, by a constant
reference to poetry and the higher literature, those ideas which philos-
ophy presents. The first purpose of the school was conversation on
serious topics, the lectures serving merely as a text for discussion,
while dispute and polemical debate were avoided. It sought in the
discussions at Concord, not an absolute unity of opinion, but a general
agreement in the manner of viewing philosophic truth, and applying it
to the problems of life."' No lecturer was supposed to conform his
ideas to what was said by others, and there was no ** Concord schooP
of philosophy, except that the lecturers generally agreed iu an utter
repudiation of materialism, and in maintaining the existence of a per-
sonal, self-conscious, spiritual cause above the material universe.^
The genesis of a school of this character can be traced back to an
idea conceived by Amos Bronson Alcott in 1842, but the materialization
of this hope did not come until many years later. In 1878, the visit of
Dr. Jones, of Illinois, and the conversation with him, suggested to Mr.
Alcott that the time had at last come for realizing his long-felt desire
for a conversational school of philosophy and literature to be estab-
lished in his own town. Accordingly, in the spring of 1879, under the
advice and with the cooperation of Ralph Waldo Emersom, the late
Prof. Pierce, of Harvard University, Mrs. Cheney, Dr. W, T. Harris,
and other friends of Mr. Alcott, the public were invited to the first
session of the school, which was opened in Mr. Alcott's study, at the
" Orchard House," now the residence of Dr. Harris. Later sessions were
held in the '^Hillside House," a building erected for this purpose a few
steps from the ''Orchard House." The officers of the school were: Mr.
* Preface to Genius ami Character of EraerHon, published by the school.
' Introductiou to Concord iectures on philosophy, 1882.
910 EDUCATION REPORT, 1891-92.
A. B. Alcott, dean; Mr. S. H. Emery, jr., director; and Mr. F. B. San-
born, secretary. These three, with Dr. Harris and Dr. H. K. Joues,
constituted the faculty.
The att'Cndaiiee much exceeded the expectation of the faculty,
although the season was much lonffei than was afterwards found expe-
dient, the term being six weeks. The chief lecturers were five in num-
ber, occupying the five week days belbre Saturday, which was giveu
up to single lectures on general topics. During the next three years
the sessions were five weeks; iu 1882 and 1883, four weeks; and after
that two weeks only. The whole number present at the first session
was nearly 400, of whom about oue-fourtii were residents of Concetti.
The last session of the school was held in the summer of 1887. The
be^t idea of the work done by this school, its character, the variety of
subjects considered, and the eminent men who there elaborated their
philosophies, can be gained from the ibliowiug abridged programme of
the courses and lectures for the several years.
FIRST VEAR'S PROGRAMME. 1879.
Mr. A. Bronson Alcott, 10 lectures on *'CbriBtian theiHin."
Dr. William T. Harris, 10 loctures on ** Speculative philosophy."
H. K. Jones, lO l«ctur«)S ou ^^ Platonic philosophy."
D. A. Wasson, 10 lectures on "Political philosophy."
Mr8, Kduah 1). Cheney, 10 le<'ture8 ou ** The history and moral of art/*
Special lecttiw^s were ij^iven by Mr. Ralph WjUdo Emerson, Prof. Benjamin Peirce,
Mr. Thomas Weutworth Hi^t^inson, Mr. lliomsiH Davidson, Mr. F. H. iSaoborn, Kev.
Dr. Cyr«H A. Bartol, and Mr. Harrison G. O. Blake.
SECOND TEAR'S PROGRAMME, 1880.
Mr. A. BroQSon Aloott, 5 loctnros on ** Mysticisms."
Dr. II. K. Joues, 5 lectures on *' The piatooic philosophy" and 5 on "Platouisin in ito
relation to moderu civilizatiou."
Dr. W. T. Harris, 5 lectures ou ''Speculative philosophy" and 5 ou "History of i>hll-
osophy."
Rev. .1. 8. Kednev, D. D., 4 lectures on "The philosophy of the l*eaatifiil and sub-
lime " ' ' .
Rev. William H. Channin^, 4 le^'turos ou "Ori<»ntal and mystic^il philosophy'."
Special lectures by Mrs. Kduah 1). Cheney, Mrs. Julia Ward Howe, Mr. John Albee, Mr.
F. B. Sanborn, Dr. Elisha Mulford, Mr. H. G. O. Blake, Rev. Cyrus A. Bartol, Rev.
Andrew P. Peabody, Mr. R. W. Emerson, Rev. Dr. F. H. Hedge, and Mr. David
A. Wasson.
THIRD YEAR'S PR4)OKAirM£, 1881.
Mr. A. Bronson Alcott, .5 lectures ou "The philosophy of life. **
Dr. W. T. Harris, 5 lectures on "Philosophical distinctions,'' and 5 on "Hegers
philosophy."
Dr. H.K.Jones, 5 lectures on "The platonic philosophy," aud 5 on "Platonism in
its relation to mo<leru civilization."
Mr. D. J. Snider, 5 lectures on **Greek life and literature. "
Special lectures by Mrs. Julia Wanl Howe, Mrs. Ednah D. Cheney, President John
Bascom, Prof. G. S. Morris, Mr. F. B. Sanborn, Dr. Elisha Mnlford, Precddent Noah
Porter, and others.
FOURTH YEAR'S PRCXiRAMMK, 1882.
Mr. A. Bronson Alcott, 4 lectures on "The personal, general, and individual mind."
Dr. Harris, 5 lectures on "The history of xmilosophy ;" 3 on "Fichte's philosophy,''
and 2 ou "Art."
Dr. Jones, 8 lectures on "Christian philosophy."
Dr. Keciney, 3 lectures ou "Hegel's aesthetics," aud 1 ou "The philosophy of Ferrier."
"Mt. F. B. Sanborn, 3 lectures on " Oracular poetry."
Prof. John Watson, S-lectures on "Schelling."
Special lectures by Miss E. P. l^eabody, President Porter, Mrs. Julia Ward Howe, Mr.
G. P. Latlirup, Mr. Alexander Wilder, Rev. Dr. McCoflili, aod others.
HISTOEY OF SUMMER SCHOOLS IN THE UNITED STATES. 911
FIFTH YEAR'S PROGRAMMK, 1883
Dr. Harris, 8 lectnres on "Elementary leBsons in philosophy."
Dr. G. H. Howison, 4 lectureM on ** Kant.*'
Prof. William James, 3 lectures ou ** Psychology."
Dr. D. J. Snider, 4 lectures on ** Homer and the Greek religion.*'
Dr. Kedney, 2 lectures on ''Art appreciation and the higher criticisms."
Mr. F. R. Sanborn, 4 lectnres on ''New £nglau<l philosophers. '^
Special lectures by Mr. Jnliau Hawthorne, Miss £. P. Peabody, Mr. John Albee,
Rev. Dr. Bartol, Mrs, E. D. Cheney, Mr. E. D. Mead, Mrs. Julia Ward Howe, Mr.
David A. Wasson, Mr. Lewis J. Block, and Mr. H. G. O. Blake.
SIXTH YEAR'S PROGRAMME. 1884.
Readings from Mr. Alcott's *' Diary and correspondence."
Fourteen lectures by various speakers, on the *' Genius and chara<.^ter of Kiuerson."
Five lectnres on Immortality, by various speakers.
SEVENTH YEARS PROGRAMME, 1885.
I. Goethe's Genius and Work; 18 lectures by various speakers.
II. A Symposium: Is Pantheism the Legitimate Outcome of Modern Science f
Lectures by Rev. Dr. A. P. Peabody, Mr. JohnFiske. Dr. Harris, Dr. G. H. Howisou, Dr.
F. £. Abbott, and Dr. Montgomery. '
EIGHTH YEARS PROGRAMME, :886.
I. Dant<e and His Divine Comeily; 12 lectnres and conversations.
II. Plato's Philosophy ; 12 lectures by various speakers.
NINTH YEARS PROGRAMME, 1887.
The snbject of the lectnres in 1887 was "Aristotle and His Philosophy in its Rela-
tion to Modern Thought." There were thr(50 courses — two general and oue special.
The first, given in the mornings of the session, dealt with Aristotle's philosophio
system as a whole, and endeavored to give a complete account of it, its origin and
iniluence, and to determine as far as possible the points of identity and diliereuce
between it and the thought of recent times, since Bacou, Descartes, and Locke.
The other general course treated of Aristotle's art doctrines, and yarticnlarly of his
dramatic theory, comparing it with mwlem theories. The special course, or "sym-
posium" wa^devotetl to ontology, how far such a science is possible, and its effect
npon science, ethics, art, and religion. At this se^ssion, in addition to the 12
morning and 10 evening lectures on Aristotle and the papers on ont«)logy, there
were discnssed by the advanced students 26 general topics on the innuence of
Aristotle's writings, his aesthetics, and his theory of cognition and ontology.
The seesions lasted during the m<mth of July, 1887.
TENTH YEAR'S PRfX^RAMME«1888.
This session, the last of the Concord School, lasted but one day, and was devoted
to an Alcott memorial service. The exercises consisted of a biographical address by
F. B. Sanborn ; a lecture upon *'The philosophy of Mr. Alcott," by VV. T. Harris, and
remarks and reminiscences by various speakers.
In some respects the Concord Sammer School of Philosophy stands
for the highest development of the extra-university method of instruc-
tion. At Concord were gathered the leading thinkers in speculative
philosophy, and through their lectures and the attendant discussions
were opened up and traced the paths along which modern philosophic
thought was tending. Old- World systcins of thought, both new and
old, were considered and interpreted in the light of the nineteenth
iLectares on Pantheism nppeared in the Journal of Speculative PhiloHophy for October, 1885,
except Mr. Fiake's ''Idea of God."
912 EDUCATION REPORT, 1891-92.
century's learning. The following quoted paragrax)h shows the impor-
tant task to the performance of whick this school applied itself:
Exactly what we are about, what is the value of our civilization, and toward
what ideals wo are working, nro things not bo clear as they might be, and there is
great need of keener analysis and more careful thinkers to prevent our drifting
blindly — to prevent, that is, not by obstructive conservatism, but by progreasiva
comprehension. To^educato for this purpose, then, is another object of the school.
In order to kuow what to teach and what t-o receive we must seek through philosophy
the one central princiide on which the world — the universe — rests. Then we have to
trace this back again from tliat, through all its manifestations in religion, govern-
ments, literature, art, science, and manners. This is manifestly a large job, and the
Concord School does not expect to carry it out so that it will never have to be done
again, but rather to set people in the right path, so that they can keep on doing it
forever. At a time when Gennauy is overpowered by the influence of Mill, Spencer,
and Darwin, and the genius of materialism is getting so strong a hold everywhere,
it is interesting to find that the Concord School retisserts with breadth and penetra-
tion the supremacy of the mind. * * ^ But it must not be supposed that the sohool
is hostile to science; on the contrary, it approves and heartily sympathizes with it
in its great work, which, properly regarded, it considers tributary to the highest
ends of existence.'
Several of the lectures read at the Concord School have been pub-
lished. In 1882 was issued a volume entitled Concord Lectures on
Philosophy,^ comprising outlines of all the lectures during the session
of 1882. In 1884 was published by the school a volume containing all
essays and poems read in the special course of 1884 on ''The Geiiius
and Character of Kmerson."^ The lectures upon Goethe have also been
iniblisbed under the title of *' The Life and Genius of Goethe."* Mr.
John Fiske's lectures on ''The Destiny of Man," and on "The Idea of
God," have also been printed as separate volumes by Houghton, Mifflin
& Co. A large number of the single lectures have also appeared in
reviews and other periodicals
For several years now this school has been closed. Its sessions were
discontinued, not because of lack of success, for it« promoters con-
sidered that their efforts had been rewarded to a greater extent than
they had anticipated. It was believed that the task for which the
school had been established had been performed. The foremost thinkers
of the time and of the country had been gathered toge.ther, had
mutually stimulated each other by lecture, discussion, and conversa-
tion, and the present position of philosophic thought had been clearly
enunciated. The day may come when we will recognize that by these
discussions the thought of the time was appreciably influenced and
that through these teachings a service was iierformed in stemming, or
at least giving a higher and proper interpretation to, the materialistio
teiuloncies of the age.
The influence exerted by the Concord School resulted in the estab-
lishment of several other educational experiments following somewhat
the same methods, and occupying to an extent the same held.
THE GLBNMORK SCHOOL FOR THR CULTUllK SCIENCES.
After the closing of the summer school at Concord, the idea was
taken up by Mr. Thomas Davidson, the exponent and translator of the
Italian i)hilosopher, Antonio Rosmini, and for a few years there was
conducted by him at Farmington, in Connecticut, a meeting similar to
that which had been held at Concord. Farmington appearing some-
what ill situated for the i>urpose, the locality of the school was changed
» Harper'B Weekly, August 19, 1881.
*8vo. Tn'ss of Moses King, Cambridge.
* 12mo. Tickiior & Co., Boston, pp. 46U, $2.
* Ticknor & Co., pp. 479, $2.
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 913
to the little town of Glenmore, situated in the very heart of the Adi-
rondacks. The culture sciences^ to which the school is devoted, have
for their subject (the programme explains) ^^man^s spiritual nature, his
intelligence, his affections, his will, and the modes in which these
express themselves. Culture includes a history, a theory, and a prac-
tice, a certain familiarity with which must be acquired by every person
who seriously desires to know his relations to the world, and to per-
form his part worthily therein. The aim of the school, therefore, is
twofold — (1) scientific, (2) practical. The former it seeks to reach by
means of lectures on the history and theory of the culture sciences,
and by classes, conversations, and carefully directed private study.
The latter it endeavors to realize by encouraging its members to con-
duct their life in accordance with the highest ascertained ethical laws,
to strive after ^ plain living and high thinking,' to discipline themselves
in simplicity, kindliness, thoughtfulness, helpfulness, regularity, and
promptness."
The following programme of the work of the session of 1892 illus-
trates the character and scope of the instruction given at this school :
The following geutlemeii will give instraction in the subjects appended to their
names:
(1) Prof. J. Clark Murray, ll. i>., of McGill University, Montreal, Canada. (July
16 to end. )
A. ''The Philosophy of Kant: (a) The man and his time; (6) His problem; (e)
Its solution in (a) Speculative, (3) Practical, und (y) ^^sthetic science'' (6
lectures).
B. " The evolution of knowledge, with special illustrations from the perceptions
of sight, and special application to the general theory of the evolution of
nature " (6 lectures).
C. "Social morality: A discussion of living problems with regard to the deter-
minate obligations of justice andsthe indeterminate obligations of benevo-
lence" (6 lectures).
(2) Hon. W. T. Harris, ll. d.. United States Commissioner of Kducatiou, Washington,
D. C. (Latter half of July.)
''The philosophy of A. Bronson Alcott, R. W. Emerson, and the New England
transcendentalists" (3 or 4 lectures).
.(3) Prof. John Dewey, ph. d., of Michigan University. (All the time.)
"Tendencies of English thought duiing the nineteenth century/'
A. Kousseau : The influence from France.
B. GoBtlie and Kant : The influence from Germany.
C. Bentham and Mill: The new liberalism.
D. Newman and the Oxford movement: The new conservatism.
E. Carlyle: The conflict.
F. Emerson : llie hope.
(4) Prof. Josiah Koyoe, ph. d., of Harvard University. (July 20-29.)
" Some recent tendencies in ethical doctrine and their outcome."
I. Introdnction : Kant's "Categorical imperative".
II. The law of love in recent ethics; Scnopenhauer ; the utilitarians; the
philanthropic spirit.''
III. The "law of the healthy social order," Spencer, Von Ihering, Wundt,
Paulsen."
IV. Tolstoi and the "Invisible moral order" in recent ethics.
V. The evolution of the moral consciousness.
VI. The authority of conscience.
(5) Mr. Max Margolis (of Wilna, Berlin, and Columbia College), ph. d. (All the
time. )
" Jewish literature from the close of the Scripture canon to the close of the Tal-
mud (B. C. 100- A. D. 600)." (Fourteen lectures.)
(6) Mr. A. J. L^on (Ibn Abi Suleim&n, of Berut, Paris, and Johns Hopkins Univer-
sity), ph. d. (All the time.)
A. "The Qoran" (2 lectures).
B. "Primitive history and religion of Arabia, and the rise and development of
Islam " (6 lectures.)
C. " Manners and customs of the modern East, illustrative of biblical antiquity "
(6 lectures).
ED 92 58
914 EDUCATION REPORT, 1891 <92.
(7) Mr. Thomas Davidson. (All tlie time.)
A. ''Greek philonophy from the death of Aristotle to the rise of IsUm (B. C. 322-
A. D. 611), and its iiifluenre on Christian Teaching."
B. " iEschylns's Oresteia and Shakespeare's Hamlet. — A comparative study, phil-
osophical, {esthetic, religions, and ethical, of the Principles of the Greek
and English dramas.''
C. '* The Kingdom of God. Christianity and its relation to Judaism. — An expo-
sition of the Epistle to the Hehrews." (Sundays.)
(8) Mr. Lonis J. Block, of Chicago. (In August.)
** The philosophy 6f literature" (3 or 4 lectures).
Besides these gentlemen, several others are expected to lecture from time to time,
and, if there be a sufficient demand, classes will be formed for the study of Greek,
Latin, Arabic, Hebrew, Syrinc, Italian, Anglo-Saxon, and Icelandic.
Mr. A. L. L^on, PH. D., will give daily lessons in French, and Mr. Max Margolis,
PH. D., and Miss Kota Knorr, in German, conversationally or otherwise.
Direction in private study will be given from the middle of May to the middle of
October, and students will be received during all that time; but the school proper
will begin on July 1 and end on August 31, lasting nine weeks.
CHICAGO KINDERGARTEN COLLEGE LITERARY SCHOOL.
Since 1889 there has been conducted, each year, under the anspicea
of the Chicago Kindergarten College, a session of a literary school. At
each of these sessions, held either at Easter or Christmas holiday sea-
son, there have been courses of lectures on some one great man of let-
ters. The prime mover in this school has been Mr. Denton J. Snider,
the author of A Commentary on the Shakespearean Drama, A Com-
mentary on Goethe's Faust, Commentary on Homer, and A Walk
Through Hellas. The session of 1892, held at Easter time, was devoted
to Dante. Ten lectures were given by Mr. Snider, Prof. Thomas Da-
vidson, Dr. David Swing, Rev. Martin E. Vincent, and others.
The method^ of the literary instruction given at these several sessions
has been the' same as that followed by Mr. Snider in his numerous
works. The masterpieces of literature have been studied, each as an
organic whole. Their structure and motives have been examined, the
constituent parts separated and described, and the bearing of each
pai't upon the other explained. Thus, there has been delineated at
once the organic unity of the author's production and the manner in
which each member and organ has been made to play its proper x>art
in contributing to the symmetry and purpose ot the whole.
MILWAUKEE LITERARY SCHOOL.
Imitative, also, of the methods followed at Concord, was a course of
lectures on " The poetry and philosophy of Goethe," given before the
Milwaukee Literary School in August, 1880. These lectures and the
extempore discussions evoked by them were phonographically reported
and have been published in bound form.* The lectures, among others,
included the following: "Goethe's Wilhelm Meister as the gospel of
culture," by Commissioner W. T. Harris; "Goethe as a scientist," by
James MacAlisterj "Goethe's relation to English literature," by
Mr. F. B. Sanborn; "The Divine Comedy and Faust," by Mrs. C. K.
Sherman; "The mythology of the second part of Faust," by Prof. D.
J. Snider; " The elective affinities," by Mrs. M. A. Shorey ; and "What
is most valuable to us in German philosophy and literature," by W. T.
Harris.
That which impressed the writer most, when reading the report
of this course of lectures, even more than the value of the lectures
themselves, was the value of the discussions that were evoked. This
>S. C. Griggs Sc Co., Chicago, 1887. Eiiit4Ml by Manon V. Dudley .
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 915
value clearly indicates the wisdom of the leaders of <^ UDiversity
Extension'' in appending this educational feature to all their courses.
By this means, not only are the lectures broadened in their scope, and
the application of the doctrines enunciated indicated, but also vague
or jiisunderstood statements of the lectures explained or qualified.
TOE SCHOOL OF APPLISD ETHICS AT PLYMOUTH.
This 18 one of the latest exi>eriments in summer instruction, and from
the uniqueness of its scope and the success it obtained at its first session
is deserving of a somewhat extended notice. The following sketch of
this school is extracted from the Review of Reviews for September,
1891 : " In many respects the most noteworthy of the new special
summer schools in lugurated in 1891 has been that of < Applied Ethics,'
at Plymouth, Mass., in session from July 1 to August 12. The term
< applied ethics' might not carry to all minds an accurate or complete
idea of the scope of the school. Possibly the words * practical sociology'
would be more truly expressive of the character of the work that was *
actually done at the first session. The history and progress of mankind
and of communities in matters of religious belief, moral doctrine and
practice, and in economiclife and welfare were the general themes which
were presented and discussed in many topics and phases."
Prof, Felix Adler must be regarded as the founder of the school. It
was widely advertised; but its modest announcements resulted in the
assemblage of a considerable body of modern pilgrims at Plymouth.
Clergymen, teachers, students, workers in various fields of philanthropy,
and cultivated men and women of different professions, or of no pro-
fession, made up audiences which the lecturers found it a pleasure to
meet.
Prof. Henry C. Adams, of the University of Michigan and of the
Interstate Commerce Commission, was the director of the department
of economics. The plan of the department called for three lectures a
week by Prof. Adams, as the backbone of the course, dealing method-
ically with the history of industrial society and economic doctrine,
principally in England and America, and tracing the rise of the condi-
tions in the world of labor that are the themes of so much present-day
discussion and anxiety. Parallel with this broad and consecutive
course of lectures, dealing with economic progress as a philosophic
whole, were groups of special lectures upon practical topics. As a rule
there were three lectures in each group. Thus Prof. John B. Clark, of
Smith College, discussed modern agrarianism, including talks upon the
single-tax movement and the Farmers' Alliance. Mr. Albert Shaw's
course treated of social questions suggested by the crowding of cities,
including housing and transit, slums and pauperism, Gen. Booth's
" Darkest England " project, and London movements for the practical
instruction of the masses. Prof. Taussig, of Harvard University, lec-
tured upon cooperation, describing most instructively British distribu-
tive cooperation, German cooperative credit banks, profit-sharing, and
productive cooperation in Europe and America, and workingmen's
insurance projects. Factory legislation was discussed by Mr. Car-
roll D. Wright, the United States Commissioner of Labor. President
Andrews, of Brown University, gave a course upon socialism, stating
the socialists' complaint, explaining the socialistic remedy, and sug-
gesting what he himself believed to be better ways of social reform.
Prof. Edmund J. James, of Phihidelphia, discussed educational ques-
tions at home and abroad. In connection with the economic lecture
916 EDUCATION REPORT, 1891-92.
courses. Mr. Katzenstein conducted a daily class in the principles of
political economy.
A second department of the school was that of the history of reli*
gionsj conducted by Prof. Crawford H. Toy, of Harvard University,
with whom were associated a group of accomplished scholars. Pro£
Toy's course of 18 lectures, dealing with the history of religions as
a science, explaining its aims and methods, was the basis of the work
in this department, and was of the highest interest and value. Ita
classifications, historical reviews, examinations of religious systems —
ancient and modern, and analyses of the relations of religion to gov-
ernment, society, ethics, art, and x)hilosophy, were a strong groundwork
for the special courses. Prof. Maurice Bloomfield, of the Johns Hop-
kins University, lectured upon the origin, doctrines, and ethics of
Buddhism. Prof. George E. Moore, of Andover Theological Seminary,
gave the course on ^^ Islam," discussing the beginnings, the formative
period, and the ruling ideas of Mohammedanism. Prof. Morris Jas-
trow, jr., of the University of Pennsylvania, lectured upon the Baby-
lonian-Ass3rrian religion — the gods, spirits, and beliefs of the Baby-
lonians and Assyrians, their religidus literature, and the relations of
their culture to their religion. The course upon *^The Greek religion''
was given by Prof. B. I. Wheeler, of Cornell University, who explained
its general characteristics and its ritual, and set forth the Homeric
beliefs concerning the soul. Prof. G. L. Kittridge, of Harvard Univer-
sity, discoursed of the gods and the religious system of the Norsemen,
under the general topic of "The Scandinavian religion." Finally,
Mr. W. W. Newell, of the Journal of American Folklore, lectured
upon " The religion of the laity in the Middle Ages."
The third department of the school, that of ethics, was under the
immediate direction of Prof. Adler, of New York, whose course of 18
lectures, developing a system of applied ethics, with special reference
to the moral instruction of children, extended through the six weeks.
In Prof. Adler's department. Dr. Charlton T. Lewis, of New York,
gave a course upon criminals, and the State dealing with the theories
of penal legislation, the history of prisons, and the progress and pros-
pect of prison reform. Prof. J. B. Thayer, of the Harvard Law School,
and >Mr. Herbert Welsh, of Philadelphia, gave lectures upon the Indian
question, Mr. Thayer discussing its legal aspects and Mr. Welsh sum-
marizing its history and politics and the prospects of reform. Mr.
John H. Finley, of the New York State Charities Aid Society, presented
a course upon the organization and method of charity in cities. Pro£
Robert E. Thompson, of the Pennsylvania University, under the theme
of " Politics and ethics," spoke of the moral aspects of patriotism, party,
and international relations. Other courses in this department were by
Mr. W. M. Salter, of Chicago, upon " Ethical theory;'' Mr. W. L. Shel-
don, of St. Louis, upon "Reform movements among workingmen;''
Prof. W. E. Sheldon, of Boston, upon " Humane treatment of animals,"
and Dr. E. G. Hirsh, of Chicago, upon " The ethical ideal in education.''
The lectures were given in the old high school of Plymouth, a build-
ing now nearly a century old. The daily programme interwove the
departments, no 2 lectures being given at the same hour, and none
of the departments had a body of exclusive adherents. Receptiveness,
breadth, and tolerance marked the entire work of the school. The
series of Sunday afternoon addresses, by representatives of diflferent
religions creeds, was popular and instructive. At one time or another
during the six weeks over 200 students, representing 20 States and the
Dominion of Canada, were in attendance. Of this number about M
HISTORY OP SUMMER SCHOOLS IN THE UNITED STATES. 917
were clergymen, 40 teachers, 20 lawyers, physicians, newspaper men,
and women, etc., and a number of college professors and instructors.
The success of this initial season certainly justifies the expectation
that the school will become a permanent institution. Twenty years
ago it could scarcely have been possible; and even ten years ago the
encouragement for its maintenance would have been comparatively
slight. But the times and their needs have changed. A host of practi-
cal questions of ethical import confront our American society with a
distinctiveness that compels recognition, and their study in annual
summer conferences at Plymouth, in a scientific and impartial spirit,
can but serve a useful purpose.
The second annual session of the School of Applied Ethics opened
at Plymouth, Mass., July 6, 1892, and continued six weeks. The fol-
lowing is the general announcement of the courses of lectures that
were given :
(1) Economics, — In this department there will be the following courses:
" Changes in theory of political economy since Mill,'' Prof. H. G. Adams;
"Theory of social progress,'^ Prof. F. H. Giddings; "Function of philan-
thropy in social progress," Prof. F. W. Taussig ; " Statistical presentation
of industrial and social questions,'^ Hon. Carroll D. Wright; "Critical
study Of the labor problem and the monopoly problem," Prof. H, O.
Adams.
{2) History of religions. — In this department the week-day lectures will
be devoted to the study of the religious ideas of the Hebrews, ^here
will be six courses of 6 lectures each, as follows : "The Prophets," Prof.
Moore; "Per^au influence on Judaism," Dr. Jackson; "The ritual
law," Prof. Jastrow; "The Psalms," Dr. Peters; "The wisdom books,"
Prof. Toy; "The Talmud," Dr. Hirsch. The Sunday afternoon lectures
will deal in general with the relation of religion to the social questions
of to-day.
[3) Ethics. — The principal course in this department will be given by
William Wallace, m. a. It will consist of 15 lectures on " Variations of
the moral standard," illustrated by the " Histoty of ethical theories."
The shorter courses will probably include an historical treatment of the
"Relation of church and state," by Prof. Burgess; The temperance
question," " The idea of justice," and " The moral evolution of our
political institutions."
II. — SCHOOLS OF LANaUAGES, MUSIC, ORATORY, EXPRESSION, AND
OF PHYSICAL TRAINING.
THK 8UMMKR SCHOOL OF LANGUAGES AT AMHERST COLLEGK.
The Amherst summer school was established in 1877 by Dr. L. Sauveur.
with the cooperation of members of the faculty of th^ college. In 1883
Dr. Sauveur retired and established a school at Burlington, Yt., since
which time the Amherst school has been under the direction of Prof.
William L. Montague. The fundamental idea of this school, as
expressed in its last announcement, has been ^< to furnish the best
instruction in different departments at the least possible expense to
tiie pupils, and, especially in French and German, to establish a sort
of foreign society pervaded by such a linguistic atmosphere that every-
one who enters it, even as a spectator, shall be inspired with new vigor
and enthusiasm in language studies." It has been the aim of the
school to supply the wants of the following classes of students :
918 EDUCATION REPORT, 1891-92.
First. Teachers, especially American teachers of foreign languages,
who desire to gain hints and snggestions on the latest and best meth-
ods of teaching those langnages.
Second. Professional and business men and women who would like
to devote a brief vacation to the study of the humanities ; '< those who
enjoy mental culture and literary society while seeking recreation amid
rural scenes of great natural beauty."
Third. Students who desire to begin the study of a language or to
make up deficiencies, or to gain greater familiarity with languages.
The amount of study is optional. In French and German there are
3 or ^professors in each language, each teacher having usually 3 classes,
thus giving a variety of instruction adapted to the wants of students of
different grades of proficiency. The instruction is based on the oral or
inductive piethod.
The morning is devoted to recitations, the afternoons and evenings
to lectures and gymnastics or recreation ; Saturday to picnics and excur-
sions. Thus are spent the five weeks that constitute the duration of
the summer term.
This school has now held 15 consecutive sessions. Since beginning
the scope of the instruction has been gradually enlarged, and some sub-
jects other than the languages taught. During the last session there
were 22 teachers and lecturers, arranged in 12 departments. The attend-
ance was over 200. The 12 departments were as follows: French, Ger-
man, (.ireek and Latin, Italian, Spanish, English literature, art, physi-
cal education, chemistry, Anglo-Saxon and early Englisl^, library econ-
omy, and mathematics. The extent to which this school has, by the
above showing, gone outside of the languages in its instruction might
s^em to render improper classification under the head of schools giving
instruction in one department of knowledge only, but the fact is that it
is but recently that this departure has b^n made, and even now the
main energy of the 8(*>hool has been along the same line as that to
which its efforts in the past have been wholly directed, viz, linguistic
studies.
THK 8AUVRUK SUMMBK COLLRGK OF LANGCAGKS.
This is the oldest school of this class in the country. "The Sauveur
Summer College of Languages," writes Dr. Sauveur, "is the parent,
the prototype of all the schools of the same order that have since been
established. The first session was held at Plymouth, N. H., in 1876.
At that time no summer school of this character was in existence.
Two years later the institute at Martha's Vineyard was opened, and *
the following year Chautauqua. From 1877 to 1883 the work of Dr.
Sauveur was at Amherst College. In 1883 Dr. Sauveur retired, as has
been said, from the management of the Amherst school, and in 18M
reopened his school at Burlington, Vt. In 1886 the school was
moved to Oswego, N. Y., where the sessions of that year and of 1887
were held. Since then the sessions have been again at the University
of Vermont, at Burlington. During its existence the school has had
over 3,000 students in attendance. Half of these have been teachers.
The attendance for the session of 1890 was 235. The last announce-
ment showed a faculty of 14 professors, giving instruction in the fol-
lowing subjects: French, German, Italian, Spanish and modern Greek,
Latin and ancient Greek; comparative grammar of the English lan-
guage, and the formation of modern English; English literature, and
rhetoric. The session lasted from July 7 to August 1. This institution
is thus seen to be strictly a school of languages. The method of instruc-
HISTORY OP SUMMER SCHOOLS IN THE UNITED STATES. 919
tion is the natural method, the introduction of wliich in our schools Dr.
Sauveur has done so much to forward. Dr. Sauveur is the author of a
large number of educational works, among which are his ^^Introduc-
tion to the Teaching of Living Lauguages," ^< Introduction to the
Teaching of Ancient Languages,'^ ^^Entretiens sur la Grammaire,"
^'Orammaire Francaise pour les Anglais," ^^ Gauseries avec mes Eldves,''
and ^' La Parole Francaise.". Besides these, Dr. Sauveur has edited
and annotated American publications of several of the French classics.
OTHER SUMMiSR SCHOOLS OK LANGUAGES.
For four years there has been a Berlitz summer school of languges
at Asbury Park, N. J. The average attendance has been about 75
students. The present faculty numbers 13. Besides simple instruc-
tions in French and German, a normal course has been given to teachers,
in which are explained the various methods of teaching languages.
A Berlitz summer school opened last year at Chicago, with what
success 1 do not know.
A summer school of languages of Cornell and Iowa colleges was held
in 1887. Its subsequent history I have been unable to discover.
SUMMER SCHOOLS OF MUSIC ANI> OK ORATORY.
There have been several summer schools of this class, and among
them the following: The Jjexiugton (Mass.) Normal Music School;
Batchellor's Tonic Sol-fa Institute, Philadelphia; Seward's Tonic Sol-fa
Institute; Straub's American Normal Musical Institute; Dr. S. S.
Curry's School of Expression ; The Boston School of Oratory; National
School of Elocution and Oratory.
TIIK LEXINGTON (MASS.) NORMAL MUSIC SCHOOL.
This school for the training of teachers was established in 1883 and
has had a successful existence, and now possesses a national reputa-
tion. In answer to an inquiry regarding the school, the principal, Mr.
H. E.Holt, writes (1891):
Seven years ago I opened a summer school for the study of normal methods as
applied to the teaching oi music . We had 11 teachers the tirst year, and the num-
ber has steadily^iucreased each year, the term of 1890 nnmhering 130, with a gradu-
ating class (three years' course) of 24. We have teachers from all parts of the
country, and the number and quality are constantly increasing. Next year we shall
arrange for a post-graduate course. We are not able to supply the demand for well-
trained teachers. I also have classes for the training of teachers on Saturdays in
Boston. These classes are w-ell attended and the interest is constantly increasing.
SCHOOL OF EXPRESSION.
The first summer term of this school, at whose head is Dr. S. S.
Curry, was held at Martha's Vineyard in 1886. It was attended by
29 students, nearly all of whom were professors in colleges or teachers
in normal schools or clergymen.
The second term was held at Saratoga Springs, N. Y., the summer
of 1887. There were23 students. The clergymen came from 7 different
denominations.
The summer session of 1888 was held in Boston. There were gradu-
ates from 7 different colleges, and the students came from 20 different
States and Canada. The number of students was 42.
The summer term of 1889 was held at Lancaster, Mass. The number
ot students was the same as the preceding year.
920 EDUCATION BEPORT, 1891-92.
The foarth summer term, that of 1890, was held at Newport, B. I.,
and so happy were the students in the place that they voted a request
to have the session there another year. The next summer school will
accordingly be held at Newport in 1891.
The amount of work done by each student in the school has been on
an average six hours a day for five weeks. The following subjects
have been taken up: Vocal training, phonology and articulation, vocal
expression, physical training, pantomimic expression, Shakespeare,
Browning, Tennyson, extemporaneous speaking, public reading, methods
of training voice and vocal expression, the history of pedagogy in rela-
tion to elocution and expression, principles of educational reformers and
lessons deducted from them for expression, etc.
The Boston School of Oratory for special instruction in the synthetic
philosophy of expression and literature held a summer session of J^ve
weeks in 1890. Summer sessions were also held by the National School
of Elocution and Oratory, James £. Murdock, president, in Philadel-
phia; and by the National School of Elocution and Oratory at Ann
Arbor. The Monroe College of Oratory, Boston, Mass., which held a
summer session in 1887, is now merged with the Martlia^s Vineyard
Summer Institute, and bears the name of Emerson College of Oratory.
This school has been exceedingly successful, and had an attendance in
1890 of over 100 students.
INTERNATIONAL Y. M. C. A. TRAINING SCHOOL.
The Young Men's Christian Association Training School is located
in Springfield, Mass., and is the first, and as yet, the only institution of
its kind in existence. Its object is to prepare Christian young men
to become efficient general secretaries and gymnasium instructors in
the Young Men's Christian Associations. The school has therefore two
departments, the one known as the secretarial and the other as the
physical or gymnasium department. F(»r five successive summers,
beginning in 1887, the school has held a summer session of its gymna-
sium department. At the last session held (1891) there were nine
instructors, giving instruction in Bible study, organization and methods
of association work, athletics and aquatics, physiology, physical depart-
ment management, fencing, wrestling, anthropometry, Swedish system
of gymnastics, prescription, first aid, Delsarte system, library and lit-
erature of physical education. There were also five special lectures.
The number of men registered for the five sessions were respectively
28, 50, 57, 48, and 38, " showing,'' says the secretary, <'the great increase
at first and the gradual falling off now that the special stress of the first
call for gymnasium directors has passed, as more thoroughly trained
men are put forward by the regular schools to fill the positions."
It has been decided to hold no summer session in 1892 and to have
instead a ten days' conference, which shall be open to all men inter-
ested in the physical department and afibrd opportunity for advance-
ment by means of lectures, conferences, and practice, but be less
formal and require less time and expense than a regular school session.
Other schools teaching single subjects that have held summer sessions
are : School for Swedish Gymnastics, at Boston ; School of Elocution
and Oratory, at Thousand Isles; School of Languages, (Alfred Hall,
principal), Prudence Island, R. I.; Western Normal Music School,
Highland Park, 111.; Eastern Normal Music School, New Brighton,
Sf-aten Island, N. Y. ; Manual Training School, St. Louis, Mo. Con-
cerning these schools the Bureau has been unable to obtain informa-
"^ion. Many of them are undoubtedly not now in existence.
HISTOBT OP SUMMER SCHOOLS IN THE UNITED STATES. 921
PAET III.
SuMMEB Schools Giving Instruction in Several Branches.
I. — CHAUTAUQUA.
U«der the title of the Ghantauqua movement are embraced a variety
of methods for thepopularizatiou of knowledge in the United States. The
description of the growth of these agencies forms one of the most inter-
esting and remarkable chapters in the history of educational develop-
ment in this country. The almost marvelous growth of this movement
within the period of a few years offers a striking testimony to what
economists call ^' an effective demand "upon the part of the general
public for a liberal education. '' The ramifications of Chautauqua would
stagger belief,'' says a recent writer,' " did we not know how steam
and electricity have developed the world into the round table of these
latter days and with their weaver's shuttle laced together the thoughts
of men. Chautauqua is a marvelous illustration of the law that often
great social and economic forces flow with a tidal sweep over commu-
nities only half conscious of them. Its 100,000 registered students,
half of whom are between 30 and 40 years of age, and its practi-
cally endless courses of study make this home college the realization of
a world university, the summer assembly being its visible center.
About one in every thousand of the people of the United States
owns the shibboleth Chautauqua, while more than one in every hun-
dre<l visits its yearly gatherings. It exists in every State and Terri-
tory. Its circles have rolled from Chautauqua Lake to Canada, Mexico,
Central America, Chile, Great Britain, France, liussia, Bulgaria, Syria,
Cape Colony, Persia, India, Australia, China, Japan, the isles of the
sea, Hawaii, Alaska*"
The present Chautauqua embraces several instrumentalities by which
it performs its work. These agencies are of three general classes: (1)
voluntary home reading during the year, with reports of progress to
headquarters; (2) scholarly study and professional training by corre-
spondence, and (3) great popular summer meetings at Chautauqua and
other places.
Historically speaking, the whole movement is the outgrowth of a
kind of religious folkmote, the camp meeting, which was transformed
at Fair Point on Lake Chautauqua into a Sunday-school assembly in
August, 1874.
The idea of utilizing the camp meeting for educational purposes, the thought of
a "camp-meeting institute/' where methods of teaching should be cultivated, was
suggested by Silas Farmer, the antiquary and histonan of Detroit, Mich., in the
Sunday School Journal, as early as April, 1870: but a similar, and perhaps larger,
idea was early cherished by Lewis Miller, of Akron, Ohio, the inventor of the Buck-
eye mower, which has revolutionized the farming machinery of America. This
practical-minded, large-hearted, and wealthy man, who all his life had been act-
ively engaged in Sunday-school work, and who was one of the earliest and staunch-
est promoters of mechanical and agricultural education in Ohio, joined hands with
Dr. (now Bishop) John H. Vincent for the improvement of Sunday-school teaching
by a generous alliance with science und literature. Dr. Vincent, for many years a
leader in American Sunday-school work, believed most strongly in the increase of
*' week-day power'' by the intimate association of secular and religious learning.
He believed in the harmony of religion with every-d^ life. In the summer of 1873
the two men, Mr. Miller and Dr. Vincent, visited the Fourth Erie Conference camp
The New England Magazine, vol. 8, p. 94.
922 EDUCATION REPORT, 1891 -B*^.
inectiiiffof the Methodist Episcopal Church, held at Fair Point, on Lake Chantancina,
in Boutheru New York. They chose that Fair Point for a local establishment of
''The Chautauqua 8uuday-School Assembly."
To understand the historical development of the modern Chantauqna, with its
mnny-sided educational and social features, we must never lose si^ht of its original
democratic and religious foundaticms. Whateve** may be the tendencies and aspi*
ratitms, the variations iind specializations of this popular educational experiment,
the folkmote remains the basis of all. The Chautauqua Sunday-Hchool Assembly
beg:'H its sessions on the first Tuesday evening in August, 1874, and that evening haa
continued to be the time for the regular ** assembly opening," althongh fully one
month of educational work along secular lines now precedes this memorable date in
the Chautauqua calendar. The first distinctive objects of Chautauqua are inaep-
arably connected with Biblical study in a Sunday-school normal institute. The
e;irl y programmes of the assembly show a rich succession of lectures on practical Sun-
day-school work^ind on the Bible, with conferences and discussions on methods of
teaching. Into the relii^ious current came,. in successive years, more and more trib-
utiiry strenius representing modern science and literature in their relations to life
and thought. One can distinctly trace in the records of Chaut<auqua the beginnings
of all its modern educational tendencies, whether in pedagogics, art, social Science,
or the higher education. Map-drawing, blackboard sketching, the study of Biblical
geography in a great relief map of Palefttiue madeof turf and stones, open-air talks,
concerts, and even popular entertainments were not absent from those early pro-
grammes. Prominent among the early features of Chautauqua were its wonderful
catholicity, its broad spirit of toleration, it-s democratic and widely representative
character. From the very outlet members of all the leading Protestant churches
Joined in the w«rk. Church congresses were held at Chautauqua, and prominent
clergymen from various denominations addressed the assemblies. Among the 600
students the very first year there were representatives from 25 Statues and fron^ the
provinces of Canada.'
Begiuiiing thus as a popular gathering for the discussion of metbods
of Sunday-school teaching Chautauqua has gradually extended its
scope and differentiated its methods of iMtruction until at present the
Chautauqua University embraces the following distinct departments:
I. \ he Chautauqua assembly.
1. The summer meetings at Chautauqua.
2. The Sunday school normal department.
3. The schools of language.
4. The Chautauqua teachers* retreat.
II. The Chautauqua literary and scieutitic circles.
III. The Chautauqua College of Liberal Arts, formerly known as ''The Chautauqua
University,' and with powers as provided in its charter.
IV. The Chautauqua School of Theology.
V. The Chautauqua press.
VI. Chautauqua extension and summer assemblies.
The summer assembly at Chautauqua is held in July and August of
every year. The city of Chautauqua occupies a well-wooded, naturally
terraced land at a point on the northern shore of Chautauqua Lake,
and contains more than five hundred artistic and attractive cottages,
a large hotel, and many other buildings which are used for public exer-
cises, lectures, and recitations. A large model of Palestine, 300 feet
long, and a miniature representation of modern Jerusalem are among
the peculiar attractions of this academic town.
The exercises that fill the two months' session of this '< summer uni-
versity," as it has been called, are extremely varied in nature, but may
be classed under the two general heads : (1) The public daily programme,
which includes courses of lectures, Sunday sermons, single addresses,
concerts, readings, etc. These are free to all citizens alike. (2) The
educational classes, which comprise the college of liberal arts,
teachers' retreat, school of sacred literature, school of music, school of
physical education, and a large number of other departments, such as
elocution and oratory, drawing and painting, wood-carving, cooking,
* Artiole by Dr. H. B. Adnnis in New York Indei>endciit, September and October, 1888.
HISTORY OF SUMMER SCHOOLS IK THE UNITED STATES. 923
photography, sloyd, stenography, etc. For the special class room
instruction offered in this division tuition fees are charged.
An idea of the character of the exercises of the first class, those open
to the public, may be gained from the following programme for the last
session (1891) :
AMBRICAN COURSBS.
(1) American life and home itiHtitntions (6 lectures), Prof. J. B. McMaster, Uni-
versity of Pennsylvania.
(2) Early politics in the United States (5 lectures), Prof. J. A. Woodburu, Univer-
sity of Indiana.
(3) Constitutional history (6 lectures), Prof. F. N. Thorpe, University of Pennsyl-
vania.
(4) Early voyages and conquests (4 lectures), Prof John Fiske, Harvard University.
(5) Ancient aira native peoples of North America (5 lectures), Prof. Frederick
Starr, American Museum of Natural History, N. Y.
(6) American writers (3 lectures), Mr. Leon H. Vincent, Philadelphia, Pa.
(7) Discovery and revolution (2 lectures, with stereoptioon), Prof. M. L. Will is ton,
Chicago, 111.
(8) The American Navy (2 lectures, with stereopticon), Mr. H. W. Raymond, of the
U. S. Navy Department.
(9) American scenery in the West (3 lectures, with stereopticon), Mr. H. H. RagUn,
Syracuse. N. Y.
(10^ Scenery of the South (3 lectures, with stereopticon), Dr. A. H. CUllet, Cincinnati,
Ohio.
MI8CELLANEOC8 COUR8ES.
(1) Italian beginnings of modem history (4 lectures), Prof. H. B. Adams, Johns
Hopkins University.
(2) Readings in the book of Job (7 lectures), Dr. W. EL Harper, Yale University.
(3) Mediaeval biography (5 lectures), Prof. C. J. Little, Syracuse University.
(4) Literary topics (3 lectures), Miss Agnes Repplier, of Philadelphia.
(5) Biographical studies (3 lectures). Dr. Johu Henry Barrows, Chicago, HI.
(6) Social and economic prohlems (4 lectures), Dr. E. W. Bemis, Vanderbilt Univer-
sity.
(7) The policies of Great Britain (3 lectures), Hou. George Make]>eace Towle,
Bost<m, Mass.
(8) Questions of the hour (3 lecturee), Mrs. Julia Ward Howe, Boston, Mass.
SINGLK LECTURRS AND ADDRESSES.
Siui^le lectures and addresses by Dr. W. T. Harris, Bishop W. A. Leonard, Hon.
Henry Watterson, Dr. Edward McGlynn, Dr. R. S. MacArthur, Miss Frances £. Wil-
lard. Bishop John P. Newman, Mrs. Mary A. Livermore, Col. Francis W. Parker,
Gen. Stewart L. Woodford, Dr. Josiah Strong, Hon. John J. Maclaren,Mrs. Zerelda
Wallace, Dr. George T. Dowling, Mr. MelvilDewey, Dr. Charles Stewart Welles,
Dr. J. T. Edwards, Dr. Frank M. Deems, Mr. Jacob A. Riis, Prof. R. F. Weidner,
Mrs. Lydia Von Finckelstein Mouutfort, Dr. J. M. Buckley, Dr. A. B. Leonard,
Hon. Charles Carroll Bouney.
DRAMATIC READINGS.
The list of readers includes the names of Mr. Thomas Nelson Page, Mr. George Kid-
dle, Prof. R. L. Cumnock^ Mrs. Charles W. Richards, Miss Maud Murray, Miss
May Donally, Miss Jesse Dalrymple, F*red Emerson Brooks, etc.
MUSIC.
Dr. H. R. Palmer, of New York, director of public concerts at Chautauqua, will be
assisted by Rogers's band and orchestra; Mr. William Sherwood, pianist; Mr. I.
* ' ' Miss Marie Decca, prima donna;
soprano; the Schumann Quar-
and bird warbler; Mr. Forest
Cheney, violinist ; large trained chorus of 400 voices.
ASSEMBLY CLASSES (DAILY, AUGUST 5-21).
Boys and girls' class conducted by Rev. B. T. Vincent. Bible study for the young.
The Sunday school normal class. Dr. J. L. Hurlbnt. Course of training for Sunday-
school teachers. Primary teachers' class under the charge of a competent instructor.
Devotional hoar led by Dr. B. M. Adams.
924 EDUCATION EEPORT, 1891-92.
ENTRRTAINMRNT AND RECREATION.
Prize spelling and pronunciation matches, iilnminations. fireworks, open-air con-
certs^ tennis 'tournament, ball matches, regattas, athletic exhibition, boating,
bathing, driving.
The folio wiug abridgmeut of the programme for the educational classes
during the summer session of 1891 shows better than any other descrip-
tion would the almost infinite variety of the subjects presented, and
the personnel of the corps of instructors and lecturers:
COLCEOE OF LIBERAL ARTS.
I. Department of English language and literature:
(1) Old English, 5 hours a week, Mrs. P. L. McClintock.
(2) Class talks on style, 5 hours a week. Prof. W. D. McClintock.
(3) Chaucer, 5 hours a week, Mrs. P. L. McClintock.
(4) Shakespeare, 5 hours a week. Prof. W. D. McClintock.
(5) Browning's shorter poems, 5 hours a week. Prof. W. 1>. McClintock.
(6) An introduction to the study of literature, 5 hours a week, Prof. W. D.
McClintock.
(7) American poets, Prof. W. D. McClintock.
II. Department of German language and literature:
(8) Beginning German, 10 nours work. Prof. H. J. Schmitz.
(9) Intermediate German, 5 hours a week. Prof. Schmitz.
(10) Intermediate German. 5 hours a week, Prof. Starr W. Catting.
(11) Advanced German, 5 liours a week, Prof. Schmitz.
(12) Advanced German, 5 hours a week, Prof. Cutting.
(13) German composition, 5 hours a week, Prof. Cutting.
(14) Light reading class, 5 half hours a week. Prof. Schmitz.
III. Department of French language and literature :
(15) Beginning French, 10 hours a week, Prof. A. do Rougemont, assisted by
Mile. Lea R. de Lagneau.
(16) Intermediate French, 10 hours a week, by Prof, de Rougemont and Mile, de
Lagneau. '
(17) Advanced French, 10 hours a week, by Prof, de Rougemout.
(18) Advanced French, 5 hours a week, by Prof, de Rougemout.
rV. Department of preparatory Latin :
(19) Beginning Latin, 10 hours a week^ Mr. F. J. Miller.
(20) CsRsar, 5 hours a week, Mr. F. J. Miller.
(21) Cicero's Orations, 5 hours a week, Mr. Frank Abbott.
(22) Virgil's iEneid, 5 hours a week, Mr. F. J. Miller.
V. Department of college La^in :
(23) Odes, Satires, and Epistles of Horace, 10 hours a week. Prof. Lewis Stuart.
(24) Agricola and Germania of Tacitus, 5 hours a week. Prof. Stuart.
(25) Easy light reading, 5 hours a week, Mi*. Frank Abbott.
(26) Illustrated lectures on ancient Roman life, 2 hours a week, Prof. Stuart.
(27 ) Latin comedy, 5 hours a week, Mr. Abbott.
VI. Department of preparatory Greek :
(28) Beginning Greek, 10 hours a week. Prof. William E. Waters.
(29) Anabasis, 10 hours a week. Prof. Waters.
VII. Department of college Greek :
(30) Sophocles, 5 hours a week, Prof. Martin L. D'Ooge.
(31) The Athenian orators, 5 hours a week, Prof. D'Ooge.
(32) Homer^ 5 hours a week. Prof. Thomas D. Seymour.
(33) Homeric readings, 2 hours a week. Prof. Seymour.
(34) Plato's Phiedo, 5 hours a week, Prof. Seymour.
VIII. Department of pliysics and chemistry :
(35) Experimentation in physics and chemistry, 5 hours a week. Profs. J. T.
Edwards, L. H. Batchelder, Orville E. Johnson.
(36) Systematic physics, 5 hours a week. Prof. Edwards.
(37) Systematic chemistry, 5 hours a week. Prof. Batchelder.
(38) Quantitative analysis, 10 hours a week, Profs. Edwards, Batchelder, Johnson.
(39) Quantitative analysis, 10 hours a week, Profs. Edwards, Batchelder, Johnson.
(40) Electricity, 10 lectures. Prof. Edwards.
IX. Department of mathematics :
(41) Algebra, 5 hours a week, Prof. William Hoover.
(42) Geometry, 5 hours a week. Prof. Hoover.
(43) Trigonometry, 5 hours a week. Prof. Hoover.
X. Department of geology, mineralogy and botany:
HISTORY OP BUMMER SCHOOLS IN THE UNITED STATES. 925
(44) Economic geology, 5 lectures a week. Prof. Frederick Starr.
(45) Anthropology, 5 honrs a week, Prof. Starr.
(46) Botany, elementary, 3 hours a week, Prof. Starr.
XI. Department of history :
(47) The nineteenth century, 5 hours a week, Prof. Herbert B. Adams.
(48) The Italian beginnings of modern hist<ory, four lectures, Prof. Adams.
(49) American political history, 5 hours a week, Prof. James A. Woodburn.
XII. Department oi political economy and social science:
(50) Economic questions of the day, 5 hours a week, Prof. Edward W. Bemis.
(51) Four public lectures, Prof. Bemis.
SCHOOLS OF SACRED LITKRATURE.
I. College students' school of the English Bible :
(1) Gospel of the Old Testament, Prof. William R. Harper.
(2) The New Testament epistles. Prof. George S. Burroughs.
(3) The Epistle of the Galatians, Prof R. F. Weidner.
(4) Special conferences.
II. Young people's school of the English Bible:
(1) General view of the books of the Bible, Prof. Burroughs.
(2) Messianic prophecies, Prof. Harper.
(3) Life of Jesus, Prof. J. Lyman Hurlbut.
(4' Special conferences.
III. Teachers' and club-leaders' school of the English Bible:
(1) Introduction: The early manifestations of Jesus and the belief in Him,
Prof. Charles Horswell.
(2) Central manifestations of Jesus and the Victory, Prof Horswell.
(3) (leneral courses and conferences.
IV. General Chautauqua school of the English Bible:
(1) The early chapters of Genesis, 6 hours, Prof. Harper.
(2) I and II Corinthians, 12 hours, Prof. Burroughs.
(3) The teachings of Jesus and Peter, 12 hours. Prof. Weidner.
(4) Various methods of 'Bible study, Bishop Jonn H. Vincent.
(5) Nahum and Zephania, 12 hours, Prof. David A. McClenahan.
(6) Synoptic gospels and the gospels of John, 12 hours, Prof. Burroughs.
(7) Teachings of Paul and John, Prof. Weidner.
(8) Principles of biblical interpretation, 12 hours, Prof. Sylvester Burnham.
(9) Outlines of biblical history. 12 hours, Prof. Loring W. Batten.
(10) Mosaic authorship of the Pentateuch, 6 hours. Prof. W. H. Green.
(11) Unity of Isaiah, 6 hours. Prof. Green.
(12) Outlines of biblical history, 12 hours, Prof. Batten.
(13) Special principles of biblical interpretation, 12 hours. Prof. Burnham.
(14) Epistles of Galatians and Philippiaus.
V. School of Hebrew and the Old Testament :
(1) Hebrew course for beginners, 12 hours a week, Profs. Harper and McClen-
ahan.
(2) Second Hebrew course for reviewers, 18 hours a week. Profs. Harper,
McClenahan, and Horswell.
(3) Third Hebrew course, historical Hebrew, 18 hours a week, Profs. Harper,
McClenahan, and Dr. R. F. Harper.
(4) Fourth Hebrew course, 18 hours a week. Profs. Harper, Burnham, and
Batten.
VI. School of New Testament, Greek:
(1) First Greek course for beginners, 12 hours a week, Profs. Weidner and
Horswell.
(2) Second Greek course, 12 hours a week, Profs. Weidner and Horswell.
(3) Third Greek course, 18 hours a week. Profs. Weidner and Horswell.
(4) Fourth Greek course, 18 hours a week, Profs. Weidner and Horswell.
VII. Sdhool of Semitic languages and ancient versions:
(1) Assyrian for beginners, 12 hours a week, Prof. Harper.
(2) Advanced Assyrian, 12 hours a week. Dr. R. F. Harper.
(3) Arabic for beginners, 6 hours a week, Dr. Harper.
(4) Advanced Arabic, 6 hours a week, Prof. Harper.
(5) Syriac, 6 hours. Prof. Burnhnm.
(6) First Septnagint course, 6 hours a week. Prof. Burnham.
(7) Special lectures (12) in connection with the course.
(8) Special Suuday morning Bible studies.
(9) Conferences and discussions.
J
926 EDUCATION REPORT, 1891-92.
CHAtTTAUQI^A TKACHKRS' IIKTRBAT.
Francis FT. Parker ^ principal.
1. Tho nature of the course :
The facnity of the teachers' retreat will present and illostrate the system of
teachinp^ and trfiiningnow in operation in the professional training class of
the Cook County Normal Bchool, by talks on psychology, pedagogics, and
methods, and lessons upon the principles and metnmis of teaching the natural
seience8, geography, history, elocution, literature, and nnmber.
The distinctive feature of the professional i raining; maybe designated by the
word concentration. All the teachiujc; and traiuing is concentrated upon the
central subject of life and the laws of life, physical, mental, and moral.
All the talks and lessons of every teacher will be in the closest relation and
under one comiuon principle. The director will explain the principles of
psychology and pedagogics, and each teacher in his or her department will
illustrate and apply to practical schoolroom work the theory presented by the
director.
II. Psychology, pedagogics, and the art of teaching (30 talks), Principal F. W.
Parker.
III. Elementary science, (15 talks), one field lesHon every day. Wilbur S. .lackman.
IV. Numbers, iifteen talks, William M. Qriffin.
V. Structural geography, (15 lessons). Sand and putty modeling, painting, and
blackboard lessons, Helen Waley.
VI. Relations of studies to primary teaching, 15 lessons, Sarah E. Griswold.
VII. Physical development, 10 lectures, FrauK S. Parker.
VIII. Experimental science, chemistry, and physics, 5 hours a week, Prof. J. T.
Edwards aud assistants.
IX. Historical Enj^lish Grammar and Shakespeare, 5 hours a week ou style aud 5
hours a week on Shakespeare, by Prof. McClintook.
X. Penmanship.
XI. Normal instruction in Slovd and kindergarten.
XII. Lectures by Dr. W. T. Harris, Mr. C. W. Bardeen, Mr. Melvil Dewey, Col.
Parker, ei al.
SCHOOL OF PHYSICAL CULTUKR.
The gjfmnanum and hoatkou»e.
The gymnasium occupied by this department is a handsome, well-eqnipped build-
ing, beautifully situated on the veiy shores of the lake. Ou the first floor, besides
lecture halls and dressing rooms^ is a storeroom for fine racing barges, light row-
boats, etc. The second story is given up entirely to the gymnasium proper, which
is fitted with the best and most approved apparatus.
The courses of instruction,
(1; Normal course (July 4 to August 14), 5 hours a day (Saturdays excepted).
Systematic course for gymuasiuni teachers. Theory and practice. Anatomy,
physiology, hygiene. First aid. Physical diagnosis. Anthropometry, door
work, etc.
(2) Advanced normal course (July 4 to August 14), 5 hours a day (Saturdays
excepted). Distinct from course No. 1, and designed for those taking more
than one year's work in the school.
(3) Men's class in gymnastics (July 4 to August 14), 1 hour daily.
(4) Children's classes (July 4 to August 24), one-half hour daily. Single exercises
for young children.
(5) Boys' class (July 4 to August 14), 1 hour daily. Systematic course in the tiso
of gymnasium apparatus.
(6) Girls' class (July 4 to August 14), one-half hour daily.
(7) Swedish system of gymnastics (July 4 to August 14). A thorough course in this
valuable system, which is growing rapidly into favor in the United States.
(8) Delsarte system (July 4 to August 14). So much as pertains to physical culture.
(9) Athletics (July 4 to August 14). Boxing, fencing, tennis, baseball, swimming,
rowing, field sports. Tuition varies with character and length of courses.
CHAUTAUQUA SCHOOL OF MUSIC.
The course.
(1) Voice (July 7 to August 22), 5 half hours a week, Mr. J. Harry Wheeler.
(2) Primary and intermediate harmony (July 7 to August 22), 5 hours a week, Mr.
L. S. Leason.
HISTORY OF SUMMEE SCHOOLS IN THE UNITED STATES. 927
(3) Advanced harmony (Jaly 7 to Angasti), 5 half hours a week, Mr. I. V. Flagler.
(4) Aiialvtical haruiouy (August 5 to 22)^5 half hours a week , Dr. H. R. Palmer.
(5) Teachers' club (July 7 to August 22), 5 half hours a week. Methods of teaching
and conducting. Public school music, Mr. L. 8. Leason and Dr. H. R. Palmer.
(6) Piano recitals and analysis of music (July 20 to August 15), Mr. William H.
Sherwood.
(7) Chorus drill (July 7 to August 22), Dr. H. R. Palu sr and Mr. L. S. Leason.
(8) Young people's singing class (July 7 to August 4), 4 hours per week, Mr. L.
S. Leason.
THR CHAUTAUQUA LITERARY ANP SCIKNTIPIC CIKGLR9.
In the fourtk year of the Chaatauqua experiment the now famous
C. L. S. C, or Chautauqaa Literary and Scientific Circles, began to
widen from that beautiful highland lake, Chautauqua, over all the
country. There are now about 2,000 circles in active life, and with a
total enrolled membership that lacks but little of 100,000. Since the
organization of the plan in 1878 there have been fully 180,000 students
enrolled.
The essentials of the reading-circle plan are these:
(1) A four years' course of reading, including selections in English from the
ancient classics, history, literature, science, and art. £aoh year of the four is
devoted especially to a great nation, and is known as *Hhe Qreek year,'' 'Hhe
Roman year," **the English year'*, or "the American year/' No attempt is made
to study languages or mathematics. The course is general and foUows in a measure
tho subjects taught in the average college; it gives what has lieen called the "col-
lege outlook." (2) Certain books, mauy of them specially prepared by well-known
authors, are designated each year by a council of 6 )>rominent men (3) A monthly
magazine. The Chautau^uan, contains supplementary articles on the subjects of the
course by leading writers of the da^^ general miscellaneous matter on current aifairs,
and several departments designed to aid the reader, such as apportionment of the
course by the week and month, notes on the books, outlines of reading, word studies,
etc. (4) A membership book sent to each reader includes analyses of the required
books and question papers (memoranda) to be fiUed out and returncni to the office.
The papers are intended to aid the reader in reviewing and systematically arranging
the facts and principles he has read. They are not examinations, nor are they
regarded as such. (5) Local circles may be formed in any community where three
or more readers desire the benefits of comradeship. There are about 2,000 such cir-
cles now in active life. (6) A certiticate is granted at the completion of the course
to all who report themselves as having read the required literature. This certifi-
cate states only this fact, and has not the remotest connection with a degree. This
first step in the Chautauqua system fails unless it leads people to continue the
habit of reading. Therefore a lar(;e number of advanced courses, prepared by spe-
cialists, are offered. The four years' course is general, and enables the reader to
find a congenial subject for further and particular study. These advanced courses
meet thift demand for specialization. There is a Young Folks' Reading Union,
designed to encourage among the yonth the reading of the best books, and a Teach-
ers' Reading Union, with a three years' course in professional lines.
The present principal of the C. L. 8. C. is Rev. J. L. Hurlbnt, D. d.,
and the following description of the work of which. he is at the head is
from his pen and extracted from a circular issued by the management
of this branch of the Chautauqua enterprise:
During the assembly session of 1878 the Chautauqua Literary and Scientific Circle
was instituted. The plan involved a course of reading and study covering the prin-
cipal subjects of the college curriculum, but omitting of necessity its drill in lan-
suages and mathematics, giving to the English reader an outlook over the field of
learning and some acquaintance with the masterpieces of literature, ancient and
modem; employing handbooks and compendiums for the mastery of outlines, and
appointing more extensive works to be read — a course which the individual could
pursue alone, if necessary, yet adapted for associated study, sufficiently simple to
invite the masses and to lead them on without discouragement from its difficulties
or its extent, yet so thorough as not to be deemed superficial by the more learned.
Above all, it was to bring the six secular days of tho week into harmony of purpose
with the Sabbath, not only by recognizing the Bible as a department of its study,
but more especially by having the entire course penetrated with the spirit of rever-
ence and of faith.
928 EDUCATION BEPOBT, 1891-98.
«
The Bcheme was broached to a few eminent literary men and some leading educa-
tors, with a view to obtain the benefit of their criticisms and snggestions It received
a hearty indorsement from all who took the trouble to investigate it; among others,
from President Chad bourne, of Williams College; President Warren, of Boston Uni-
versity; and Dr. Howard Crosby, then chancellor of the University of the City of
New York. The honored William Cnllen Bryant gave it a strong recommendation
in a personal letter to Dr. Vincent, almost the last written by his pen, less than a
month before his death. In it he wrote:
New York, May 18, 1878.
My Dear Sir : I can not be present at the meeting called to organize the Chau-
tauqua Literary and Scientific Circle, but I am glad that such a movement is on foot,
and wish it the fullest success. There is an attempt to make science, or a knowledge
of the laws of the material universe, an ally of the school which aenies a separate
spiritual existence and a future lil'e — in short, to borrow of science weapons to be
used against Christianity. The friends of religion, therefore, confident that one truth
never contradicts another, are doing wisely when they seek to accustom the people
at large to think and to weigh evidence as well as believe. By giving a portion of
their time to a vigorous training of the intellect and a study of the best books, men
gain the power to deal satisfactorily with questions with which the mind might
otherwise become bewildered. It is true that there is no branch of human knowl-
edge BO important as that which teaches the duties we owe to God and to each other,
and that there is no law of the universe, sublime and wonderful as it may be. so
worthy of being fully known as the law of love, which makes him who obeys it a
blessing to his species, and the universal observance of which would put an end to
the large proportion of the evils which affect mankind. Yet is a knowledge of the
results of science, and such ot its processes as lie most open to the popular mind,
important for the purpose of showing the different spheres occupied by science and
religion, and preventmg the inquirer from mistaking their divergence f^om each
other for opposition f
I perceive this important advantage in the proposed organization, namely, that
those who engage iu it will mutually encourage each other. It will give the members
a common pursuit, which always begets a feeling of brotherhood They will have a
common topic of conversation and discussion, and the consequence will be that many
who, if they stood alone, might grow weary of the studies which are recommended to
them, will bo incited to perseverance by the interest which they see others taking in
them. It may happen in rare instances that a person of eminent mental endowments,
which otherwise might have remained uncultivated and unknown, will be stimulated
in this manner to diligence, and put forth unexpected powers, and, passing rapidly
beyond the rest, become greatly distinguished, and take a place among the lumin-
aries of the age.
I shall be interested to watch, during the little space of life which may yet remain
to me, the progress and results of the plan which has drawn from me this letter.
I am, sir, very truly, yours,
W. C. Bryant.
Rev. Dr. John H. Vincent.
The course of study is planned to cover four years, and may be accomplished by
most readers in an hour a da^ during ten months of each year. Of course no unlet-
tered person can secure a finished education by merely reading an hour per diem for
four years, yet so much time spent with thoughtful and wisely-chosen books will
impart to any mind a knowledge of literature, a measure of intelligence, and an
ititellectnal training by no means to be despised! It embraces the general sub|ect8
of history, science, literature, and Bible study, with a few branches which might be
included under homo and character. As at present arranged the four years' course
is as follows :
1891-92: American history, American literature, history and literature of the far
East, physiology and hygiene, questions of public interest, German literature, reli-
gious literature.
1892-93 : Greek history, Greek literature, Greek mythology, ancient Greek life, cir-
cle of the sciences, zoology, chemistry, philanthropy, religious literature.
1893-94 : Roman history, Latin literature, human nature, political economy, art,
philosophy, physics, physical geography, uses of mathematics, religious literature.
1894-95 : feuglish history, English literature, English composition, astronomy,
geology, pedagogy, readings from French literature, social questions, religious litera-
ture.
The larger part of these readings is contained iu books most of which have been espe-
cially prepared for the C. L. S. C, since the circle requires works of a peculiar qnalityy
not precisely that of the school text-book nor that for popular readings, but uniting
in a measure both characteristics. For each year from six to eight books are read,
HISTORY OP SUMMER SCHOOLS IN THE UNITED STATES. 929
costing generally abont $5, for the large sales — aggregating more than 300|000 toI-
limes per year — enable the publishers to give the books at low prices. A part of the
course is contained in The Chautauqnan, a magazine publisheil by Rev. Toeodore L.
Flood, D. D., Meadville, Pa., as the organ of the C. L. 8. C. Between the covers of
this monthly are found serial papers on subjects of the course, reports from work-
ing circles, plans and suggestions for reading, and many articles of general interest.
It IS a fact worth mentioning that such a magazine, containing only solid literary
and scientific matter, and without stories, circulates to the extent of 60,000 copies.
A helpful element of the plan is that of simultaneous study by all classes. The
studies for 'each year are portioned out among the months as a suggestion, but not
as a requirement; and the subjects are so arranged that all four classes shall study
them during the same year. Thus the studies for 1891 and 1892 are the same for all
members of the circle, but constitute the work of the first year for the class which
begins in 189\and will finish in 1895, of the second year for the class of 1894, of the
third year for the class of 1893, and of the fourth year for the class of 1892. It is as
if a college, seniors, juniors, sophomores, and freshmen were together in the same
text-books, but one class beginuing, another ending, the curriculum. In a college
or school this would not be practicable, since the first year's course is a necessary
stepping-stone to the second year's; but in the C. L. S. C. the work of each year is
complete in itself, and does not relate closely either to what has been or what will
bo studied. The advantage of this plan is that in many places where four separate
classes could not be carried on successfully a circle may be formed, siuce all are
pursuing the same studies.
The flexibility of the plan is such that it admits either individual or associated
study. Some follow it alone, without companionship except in the consciousuess
that more than 60,000 fellow-students are lu line with themselves. Others find it
helpful to unite in ** local circlds,'' or segments of the general circle. These local
circles count up among the thousands, and are of all sizes, from three members to
several hundrea. There are little groups of hulies who meet, with their sewiug, and
listen to one reading from the course; travelers on the railroad conning their Clian-
tauqua text-books; home circles where the kings of England are reviewed at the
breakfast table; social gatherings with criticisms and cream mingled in pleasant
proportion, aud ambitious organizations with lecture courses and public discussions
in the town hall.
There is an arran|^ement whereby each member, however distant, is kept.in con-
stant connection with the office of the circle. This is at Buffalo, N. Y., where Miss
K. F. Kimball, the secretary, aided by her corps of assistants, maintains a supervision
over the details of the work. With every mail come letters of iuquiry, and, in
answer thereto, circulars explaining the plan and blanks for those desiring member-
ship are dispatched. Applications for union with the circle are received, inclosing
the annual fee of 50 cents, which is the sole expense of the association, except, of
course, the cost of books.
Each year there is sent to every member a membership book containing sugges-
tions for study, special test papers, encouraging addresses from the chancellor and
counselors, aud ** outline memoranda '' on the current topics of study. These latter
are sent both as a guide and an examination, and consist of four pages of questions
on the readings of the year, with blan*ks for answers. The items of printing and
postage in sending all this material to 60,000 people are considerable. Lest any may
imagiue a financial aim in the enterprise let it be remarked, in passing, that the fees
received scarcely cover the expenses of the office, aud that the chancellor receives
absolutely nothing for his services.
This circle, though not an ellipse, is remarkable in the possession of two centers,
65 miles apart — one at Bufialo, N. Y., the other at Chautauqua. A beautiful wooded
slope on tne secoud plateau from the lake, and removed a little from the crowd, was
chosen as the special gathering place of the C. L. S. C. In honor of the greatest
man in all the Christian centuries, the apostle who united broad culture with deep
religious enthusiasm, it has been named " St. Paul's Grove." Here, embowered under
lOl'ty beeches aud oaks, rises a white Grecian temple, whose open sides and pillars
seen through the foliage remind one of the Parthenon. Within this building, ''the
Hall of Philosophy," are held the "Round Table" conferences during the annual
at^sembly.
Outside ''the Golden Gate" of this grove the members of the graduating class
assemble on the annual recognition day, and after a responsive exercise they march
with songs and the scattering of flowers through the gate and under the arches into
the hall, where they are formally recognized by the chancellor and his associates
as members of "The Society of the HsQl in the Grove," which is the alumni associa-
tion of the C. L. S. C.
The founder of the C. L. S. C. has a touch of sentiment in his nature, which dis-
closes itself in many of the minor details of the plan. For instance, there are cer-
tain "memorial days" to be celebrated throughout the year, as " Shakspeare's Day,''
BD 92 59
930 EDUCATION REPORT, 1891-92.
"AddiMm'fl Day," "Bryant's Day,** and other birthdays of n^at men in literatnTe.
Thero is *^ Inau^aration Day," commemorattTe of the circled organization ; " Open*
ing Day/' October 1, when the members are supposed to open their text-booka for
the year; and oertain Fpociiil Sandays thronghont the year. Selections are given
for reading on each of these days, and at noon of each " memorial day '* the bic bell
at Chantanqna rings. 'Tis said that all true ChantanquanSi beside what fmores
soever they may dwell, can hear its distant echoes!
There ai« also ''camp fires/' when the members gathto in the erening and sing
Chautauqua songs and listen to Chautanqna speeches by the liffht of blazing boa-
fires; there are aonual ''vigils" on the Sunday nights before and after the recogni-
tion day; and there is the Sunday afternoon '* vesper service/' with its simple ritual
and hymns of praise. Some may look lightly on these exercises, but the wise know
that it is by sentiments and enthusiasms that the world of mankind Is moved and
great results are wrought.
In as much as the readers represent not only ever^ age in life and every social grade,
but also all diversities of taste, information, and intelligence, it is evident that no
one course of reading can be equally satisfactory to all. Some wish a course more
extensive, and some ilesire an examination more thorough than others. Hence,
besides the regular courtiie, there is each year an additional list of four books on the
subjects of the reading, called ''The Garnet Series/' with an outline memonuula
examination, rewarded with a garnet seal on the diploma for every year that it ia
pursued. There is also a more complete examination upon the regular course which
wius another seal for each year. By these methods both the higher and the popular
demands are in a measur*^ supplied.
Another demand among the members of the circle arose very early in its history.
Many wrote for directions in following out special lines of study in which they had
become interetited. The majority of tne members were in country homes, many of
them distant from public libraries, and, while eager for knowledge, knew not in
what direction to seek it. Hence arose a necessity of special courses for members
who desired to supplement the general plan or who bad completed the regular
course. Many of these special courses have been mapped out, and others are in
preparation. As the completion of the regular course at the expiration of ibur years
will be rewarded with a diploma, so for each of the special courses pnrsneil a seal
will be affixed. Thus, there ore special studies in Roman history and literature (scar-
let seal)^ English history and literature (blue seal), Greek hiatory and literature
(crimson seal), astronomy, secular normal study, and others. ThcSse courses have
been arranged with great care. For iustance, in the selection of one course a state-
ment of the plan in writing was fnmisiied to 50 loading clergymen and theological
nrdfessors, who were reqnesteil to recommend suitable wcirks on its various subjects.
Forty -five sent answers more or less extensive, which were tabulated, and the hun-
dred or more works suggested were carefully examined until 10 standard books were
finally chosen and placed upon the llMt.
An inspection of the records and of the letters filed in the general office at Buffalo
reveals many noteworthy facts. Names are found representing all creeds and all
lands. There are several hundred members in the Dominion of Canada, circles and
individual student-s in England, Scotland, Continentiil EnroiH", South Africa, Aus-
tralia, India, .lapan, the ^^andwich Islands, and Alaska. All denominations of
ChriKtiaus and many non-Christian liodies are represented in the meubership.
Though no religious tests are required, yet the course is thoroughly evangelical,
and an atmosphere of earnest Christianity overshadows the circle.
Ah to the beneficial results of the organization there can scarcely be a question.
Any Bvstem which will bring thousands of people into communication with the
thought of the world can not fail of blessing the race. Already this movement has
quickened many into higher intellectual lite. More than one young man has writ-
ten to the ofiice that by it he has been awakened to a hunger after knowledge, and
has left the circle for the larger culture of the college. In one of the leading local
circles a house servant became a member, soon showed herself the brightest schulnr
in the company, resolved to obtain a higher education, and by dint of saving, with
some assistance of friends who perceived her tiilents, entered the State normal
school, where she has since graduated. It has led many young men to employ in
study evenings that might have been wasted, or worse than wasted, in the saloon;
and has substituted strong, thoughtful books for sensational novels in the hands of
many young ladies.
It has breathed an atmosphere of cultnre around homes of poverty and relieved
the dull round of woman's never-ending work by worthy themes of thought and
conversation. It has enabled middle-aged people to supplement the deficiencies,
keenly felt, of their early education. One man wrote:
'' I am so grateful to you that I can't express what I feel. I am a hard-working
man. I have six children, an<l I work hard to keep. them in school. Sinc^ I found
out about your circle, I am trying my best to keep up, so that my boys will see what
father does, just for an example to them."
HISTORY OF SUMMES SCHOOLS IK THE UKITED STATES. 981
Another wrote: "I am a ni^htwatehmAn, and I read ae I come on raj night rennda
to the lighta.'' A •teamboat pilot wrote that he found the eoiirae of great Talae to
him, *'becauae/' be aaja, ** when I ataod on deck on stormy nights I have something
to think about, and yoa know wh<*n one has not taken care of nie thoaghte they will
mil away with him, and he will think about what he ought not/'
We knew of a merchant's clerk and his wife who, except during the saramer vaoa-
tiou, devoted the morning hoars from 5 to 7 o'clock to study, in order to leave tbeir
eveuiugs free for the claims of home, society, «id church. An Army officer's wife
wrote irom the plains that no other white vfoman was living within 60 miles, and
the nearest bookstore was 300 miles distant, so that she was waiting impatiently
three months for her text- books, and when they came she fairly wept with delight
at the realisation that she was at last brought into some communion with seekers
after culture. Such testimonies as these might be multipled by the hundred, if it
were necessary, to show that the Chautauqua Literary and Scientific Circle brings
valuable results to the world.
As has been already mentioned, the office secretary of this branch of
the Gbautauqua work is Miss Kate F. Eainball. The following extracts
from her annaal report for 1891 will serve to farther illustrate the pres-
ent status of the work:
The class of 18&i, the new class, which is always a sort of index of the popular mind,
has enroUed nearly 15,000 members — ^a gain of more than 1,000 over last year's class,
while the membership in some of the Southern and far Western States is double that
of last year. The Pacific coast sends 1,000 new members, Canada 400, the Dakotas
150, Texas more than 300, while the States of New York, Pennsylvania, Ohio, and
Illinois have together contributed more than 5,000. * » * xhe graduate enroll-
ment of the class of 1890 carried the membership ot the C. L. 8. C. : lumni up to
25,000, and a full tenth of the number have been actually engaged in post g^raduate
courses of study during the past year. * * * A growing disposition to hold
weekly instead of semimonthly meetings is worthy of note. * * * xhe conven-
tion idea and the work of the Chautauqua unions are so closely allied thatonenatur-
^y leads up to the other. There have been Chautauqua unions atallperimls in the
history of the C. L. 8. C, but never have they done better work than in this voar
1890-'91.
THE CHAUTAU(jUA COLLBGR OF LIBERAL ARTS.
The Chautauqua College of Liberal Arts is an historical outgrowth
of the Normal School of Languages, first opened in 1879, the same year
as the Teachers' EetreaL At first each school of language was inde-
pendent of all the rest, but they have now been coordinated with other
subjects into one institution. The present principal of the college is
the Hebrew scholar William R, Harper, lately called to the presidency
of the new Chicago University.
The Chautauqua College is an institution desig:ned to aid the following persons in
the acquisition of a liberal and practical education: Those young persons wbo are
unable to leave home or business to attend college; those more aidvanced in years,
wbo have been compelled to give up a college course once begun; those mature men
and women who desii'e to maKe amends for the educational omissions of their earlv
years.
It iH not claimed that the correspondence system of teaching is superior to ornl
teaching: nor that it is destined to supersede oral teacbing ; nor that It can compete
with oral teaching an anything like ecpial terms; nor that a class, school, college, or
university, dependent for its entire work upon pen, paper, and post, shoukl be
sought by the student in preference to established resident institutiouH.
It is claimed that the majority of those who are likely to avail themselves of the
advantages of correspondence instruction are actuated by au eameAt purpose to
obtain an advanced edueution, by any means which are available to them ; that wise
direction through correspondence, by competent and experienced teachers, is cal<>u-
lated to produce better results than can be expected from unaided individual effort;
that teaching by correspondence can be successfully applied to a course of study so
wide and C4>mprehensive that one who masters it will secure a culture that would
rightly be called ]il>eral ; that it tends to form critical habifs of study ; that it allows
tests of the student's acquirement as rigid as can be desired by the highest standard
of educational excellem^e.
This purpose is accomplished by a threefold method of instruction — (1 ) by cor-
respondence; (2) by the work offered in the summer schools of the college at Chau-
tauqua, N. Y. ; (3) by a system of Chautauqua University extension lectures in
932 EDUCATION REPORT, 1891-M.
any town or city making the necessary arrangements. The degrees usually given
by colleges and nniyersities may be granted by the Chantauqna tmstees, thronffh
the college of liberal arts, open the satisfactory completion of the prescribed cnrrlc-
nla. Sixteen coarses are required for any baccalaureate degree, ouch precautions
are taken as will prevent an unworthy candidate from taking a degree. In no case
is any honorary degree conferred.
(1) By correspondence: The scheme of study in each of the schools of the college
is arranged in ''courses/' each of which is equivalent to the amount of work expected
of a resident student, in one subject, in all school years. It is equal to ten hours
of study a week. The number of lessons sent out in each course is equal to thirty-
two, upon which an equal number of recitations will be required. These lessons
may be sent out, one, two, or four at a time, as the instructor may find most effective.
Examinations of the most rigid character, in the presence of judicious and responsi-
ble witnesses, will be required of each regular student.
(2) By summer schools under the regular professors of the summer session of the
C. C. L. A., students may arrange for takiug courses in the curricula and an exam-
ination at the close of the session.
(3) By Chautauqua University extension lectures.
In many cases three or more students form a class for study. The benefits of tbis
plan are obvious and it is strongly recommended by the college officers.
Upon the successful completion of any course in the curriculum of the coUeee, a
certificate, properly signed, is given to the student. Tlie presentation, by a student,
to the board of trustees, of sixteen certificates ou a prescribed curriculum, wiU en-
title the candidate to a diploma and a degree.
While the college year begins October 1, students are received at any time. No
lessons are corrected in the correspondence schools from June 1 to October I, except *
by special arrangement. No limit is fixed to the time which students may take to
complete the required courses, though it is earnestly recommended that the student
make every eflort to do the work in the time suggested by the respective professors.
It is recommended that the students of the College of Liberal Arts attend the sum-
mer sesMiou at Chautauqua. They thus become acquainted with their professors,
and much advance their work.
Any subject taught in the college may be studied by students who desire to avail
themselves of such study without expecting or desiring to complete a whole curric-
ulum.
Those desiring to complete a whole curriculum iu the college must present satis-
factory evidence of prohciency, either by examination or approved certificate.
Curricula leading to the degrees of bachelor of arts and bachelor of science are
offered. For each degree ten courses are prescribed, and six are elective.
After admission the following is prescribed for the degree of bachelor of arts —
ouo course in each of the following subjects: Greek, Latin, mathematics, English.
German or French, history, psychology and ethics, political economy, physical
scieuccs, and biological sciences. The additional six courses may be chosen from
the courses announced under the various departments, subject only to the rules gov-
erning elective courses.
After admission the following is prescribed for tne decree of bacnelor of science —
one course in each of the following subjects: Latiu, Euglish, German or French,
mathematics, history, psychology and ethics, political ecouomy, geology, phyeioal
sciences, biological sciences. The privileges and requirements of the six a<lditionaI
courses are the same as those for the degree of B. A. above.
(1) Not more than two courses may be chosen from one department of study.
(2) The student's choice of electives may be indicated oue course at a time as he
may prefer, but when once made it may not be changed.
(3) More than three courses may be pursued by students wishing special prepara-
tion iu certain subjents, though only two will be counted toward a degree.
(4) In taking more than oue course in a sublect the student must proceed in order
from oue upward, so that the subject may be developed naturally.
It should be distinctly understood that the Chautauqua College of Liberal Arts is
quite distinct from the literary and scientific circles aud from tlie Teachers' Retreat.
The province of the latter is to teach educational methods. TheC. L. S. C. attempts
to give a general outlook upon the world of literature and science by means of
systematic courses of reading in English. The college is a long step forward from
these beginnings. It has introduced classical and other linguistic coursed, including
French and German. The reading circles are under general direction through cor-
respondence with a central secretary. The college has distinct departments, each
under individual direction. In the local circles intellectual stimulus comes from
the contact of members and from joint discussion, as well as from private reading.
In the college there is direct contact between special students and individual
JDstructors in lecture or laboratory courses during the summer session of six weeks.
Afterward, if the student desires it, there is careful supervision of home studies
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 933
along specific lines by means of correspondence, written reports or examinations, at
least once a month. The Chantanqua circles give no degrees, only certificates or
seals, indicating the completion of a four years' course of private reading, with
greater or less nonor according to the character of the examinations passed or the
reports made. The college proposes to give degrees, although it has never yet done
so and never will do so except in cases of absolute merit as ^own by a proper com'
bination and satisfactory completion of a certain number of elective courses.
The correspondence system of college teaching is based on (1) printed instructions,
sent out by the department in which the student has chosen to work ; (2) on skill-
fully constructed examination papers, which test the student's understanding
of what he may have read ; and (3) on written answers or reports, sent in to the
department at least once a month, and then carefully corrected and returned to the
student. The system develops independence of character, habits of investigation
and self-help, and the power of accurate and exact statement on the part of the
pupil. It necessarily involves thoroughness of preparation and complete command
of the entire month's work, which has covered the ground of what would ordinarily
occupy many recitations in a class. Class work, although nndoubtedljr superior,
has its evils, as every college student well knows. The oral recitation is hurried,
and covers for each individual only a narrow range of knowledge. In large classes,
students are. infrequently called up, and, when they have recited, they sometimes
become inattentive and take a long mental rest before beginning to calculate the
probabilities of another call. It is usually thought by students and instructors that
written examinations are, on the whole, the best and fairest all-around test of a
man's ability and attainments. Such severe trials of the knowledge of the pupil
and of the patience of the teacher are these written examinations that they are not
generally resorted to more than once or twice a term ; in fact, under the old college
regime, only once a year, in the dreaded ''annuals." It should be remembered that
the correspondence system requires at least monthly written examinations, from
October to June. These are rarely if ever taken by persons who have shirked their
duty, who have crammed and cribbed for a special test, or who are disposed to cheat
in tne absence of a proctor. Correspondence students are generally persons of mature
years, who are very much in earnest, and who have studied for self- improvement or
a genuine love of the subject rather than for a diploma or for claiiB rank.
Of course the correspondence system is no adequate substitute for the constant
drill, perfect regularity, personal supervision, suggestive power, active stimulus,
and generous rivalry of class-room work, in tlie very sight and hearing of a vigor-
ous and enthusiastic instructor, day after da^, and throughout four years. No sane
man would ever think of advocating education by correspondence as superior to
education by contact. It is for the very sake of establishing personal relations
between master and pupil, between the individual and society, that the summer
session of the Chautauqua College of Liberal Arts was devised. Although a six
weeks' course of lectures and of class work seems very trifling, as compared with
the thirty-six or more weeks of the college year, it should be remembered that one
college lecture or one sermon is sometimes enough to determine a life choice. If a
college professor can sometimes strike sparks of intellectual light in fifty minutes,
he ought to be abletokindlesomesortof afiroin the course of six weeks. If a man's
scientific career, like that of Prof. Joseph Henry, once secretary of the Smithsonian,
is sometimes determined by the reading of a single book, '' although by no means
a profound work," as he himself admitted, it is possible that the suggestion of a
course of gootl reading for an earnest student at Chautauqua may bear rich fruit in
coming years. Many a university student in Germany, England, and America will
admit that the best results of a professor's teaching are introductions to special
literature and to new vistas of scientific interest. Many a doctor of philosophy,
returning from years of foreign note-taking, has left his voluminous note books
unused and has sought fresh knowledge and inspiration in books recommended by
his professors or in more recent literature.
Finally, it should be borne in mind that the Chautauqua correspondence system is
designed for those-, and for those only, who, by the force of circumstances, are pre-
vented from attending a regular college. As Principal Harper truly says : " There
are thousands of men and women unable to avail themselves of oral assistance, who,
nevertheless, are eager to study. It is surely an advantage of the correspondence
system that it can aid this large class, who otherwise would have no help, and
would make no progress." Popular interest in higher education is evinced by the
27,000 local reading circles, embracing, since the original organization in 1878, more
than 180,000 members and a present membership of nearly 100,000. The Chautauqua
literary and scientific circles are but voices of people crying in the wilderness
" Make straight the way toward the people's college and the people's university."
The whole strength of this Chautauqua democracy is directed toward higher
education for its nopeful sons and daughters. He is a superficial judge who esti-
mates the highest educational aims of Chautauqua by those popular addresses of
934 EDUCATION REPORT, IWl-W.
Sam Jonas, Btm Small, DeWitt Talraage, JoMph Cook, Edward Ererett Hale, Pran'k
OnnsaalnSf and PhilHm Brooks, to andioocos of 5,000 men and women in that noat
amphitheater, althoogn these phenomena are wonderfnl, moral, and qnickeningiorees
in themselvea. Here, indeed, is a great edneational folkniote; bnt this popular
assembly, by its cnstomary eontribntions of '' eate money,'' suiiports that growing
College of IJberal Arts npon the hilltop. Ix>naon now boasts ner People's Palace,
bnt it was not fonnded by, and is not snnported by, the people. Chantanqna is a
popular advance, under the leadership of two sons of the people, from a camp-
meeting institute to a college of liberal arte, foreshadowing a people's university.
The American people have a sovereign instinct for good leadership, whether in educa-
tion, religion, or politics. Robert Browning well says:
*' Tis in the advance of individual minde •
That the slow crowd should ground their expectation
Eventually to follow — ^as the sea
Waits ages in its bed, till some one wave
Out o£ the multitude aspires, extends .
The eoipire of the whole, some feet, periiaps.
Over the strip of sand which could confine
Its fellows so long time; theneeforth the rest.
Even to the meanest, hurry in at once."
The Ghaataaqaa School of Theology is an outgrowth of the meetings
of various ministers during the summer at Chautauqua Lake. It was
duly organized and chartered in the winter of 1880~'81. The objects
of the school are thus set forth in the charter granted by the legislar
ture of the State of New York :
(1) To instruct its patrons in the departments of biblical, theological, ecclesias-
tical, historical, and philosophical learning, which are usually taught in seminaries
devoted to the training of candidates for the clerical profession, and in such other
subjects as in the judgment of its instructors shaU conduce to the efficiency of the
candidates.
(2) To provide an archteological library and museum for the illustration of bibli-
cal and oriental research, and the collection of books, manuscripts, charts, plans,
casts, relics, etc. , designed to assist the biblical student in his investigation of the
evidences and contents of the Holy Scriptures.
Atpresenttherearesixdei>artments — New Testament Greek, Hebrew,
doctrinal theology, practical theology, historical theology, and Chris-
tian science. The instruction is done by correspondence, as in the
College of Liberal Arts, and is designed to enable ministers in active
church work to complete their professional studies. Each department
is in charge of an instructor of reputation. In order to obtain the
degree of B. D. the candidate must pass satisfactory ]>ersonaUy super-
vised examinations, and obtain a certificate from each professor. Ko
honorary degrees are given. Eight degrees have been conferred, the
average period of study being five and one-half years, nearly twice the
seminary course. Since its beginning the school lias enrolled more
than GOO ministers of all denominations. There are at present (1892)
150 pursuing the studies of this school.
THE CHAUTAUQUA PRESS.
A treatment of the various agencies by which the Chautauqua idea
of popular education is carried out would be inadequate, were there
no mention of the work performed by its i)res8. From the very
beginning Chautauqua has made use of this power, first through the
Methodist Book Concern, the editor of whose Sunday school publica-
tions was also Chautauqua^s superintendent of instruction, and soon
through periodicals and books from its own presses. It was the desire
or tlie management from the start to have an "organ ^ of its own, and
in 1876 was commenced the publication of the Assembly Daily Herald
as the organ of the summer meeting, and the Chautauc^uan, a monthly
publication, as the organ of the literary scientific circles, and contain-
HISTORY OP SUMMER SCHOOLS IN THE UNITED STATES. 935
ing most of the required readings in Rerinl form, and other articles of
literary and scientiiic value.
The difficulties encountered in supplying the required books to mem-
bers of the literary and scieutitic circles, soon made it necessary for
tbe assembly to take the work into its own hands. The Chautauqua
press was, therefore, established with these objects : To supervise all
publications containing required readings, or for which Chautauqua is
is in anyway responsible in any of its departments; and to make sure
that the books selected by the counsellors are published at low rates
and in sufficient quantities to meet the demands of the circles. The
list of publications from this press is already a long one, and includes
many valuable and notable works written especially for Chautauqua
work.
CHAUTAUQUA EXTENSION.
The English idea of higher education for men and women and for life was clearly
anticipated by Chautauqua. Some of the very features of English university
extension characterized tbe educational work of Chautauqua as early as 1874.
There were then, and in successive years, local lectures on great subjects, conversazione
or class discussions, and written examinations upon topics of public instruction in
Bible history and geography, normal Sunday-school work. etc. * * * Oxford and
Cambridge borrowed the idea of summer meetings from Chautauqua in 1888, and in
that year the lirst definite plan for university extension was drawn up at Chau-
tauqua.'
Writing further of this university extension phase of the Chautauqua
movement, Dr. Adams says, in the Review of Reviews for July, 1891 :
Lons before university extension was heard of in this country, Chautauqua began
to feel its way towards helpful relation between college men and the people. A
step in this direction was the establishment of the College of Liberal Arts at Chau-
tauqua Lake, not for the purpose of giving degrees, but for the sake of Jbringiug
advaueed students directly under the influence of college teachers engaged for the
Bunimcr season from different institutions. In a circular of the Chautauqua College,
publiHhed in 1883, this interesting suggestion was made: ''One may find in almost
every nook and comer of our land representatives of colleges, universities and pro-
fessional schools. They constitute an unorganized brotherhood, whose friendly aid
is gladly given to those who, less favored, seek counsel in their search for culture.
By conversations, caiidid criticisms, direct assistance, they put into the student's
life the advantages of the teachers' living voice and magnetic influence. A number
of students in the same locality may organize university classes, hold frequent meet-
ings, occasionally employ special teachers, and thus may receive many of the benefits
that belong to tbe college recitation room. Thus every student may have his
''college council, '' and most of them the " college class.*'
Of course all such expedients are unsatisfactory witbout direct con-
nection with college and university teachers, such as university exten-
sion now supplies. Dr. Vincent, the sympathetic loader of Chautauqua,
visited England in 1880, and again in October, 1886. He was so
impressed with the manifest growth of the extension movement that he
resolved to urge a similar work in connection with Chautauqua. He
wrote home to the registrar of the Chautauqua College of Liberal Arts,
and a conference was held with Dr. Harper, the principal, as early as
November, 1886. No practical steps were taken, however, until the
summer of 1888, when the first definite Amencan plan for Chautauqua
university extension was drawn up at Chautauqua by Dr. H. B.
Adams, with the approval of Bishop Vincent and his son and assistant,
George B. Vincent, together with Dr. Harper, Dr. R. T. Ely, and Fred-
erick Starr, who formed the principal central committee for the promo-
tion of the new idea.
An elaborate prospectus stating the aims, methods, cost, and history
of university extension was issued September 15,1888, to prominent
' Forum, July, 1891, article on ** University extension," by Dr. H. B. Adams.
936 EDUCATION REPORT, 1891-M.
educators and friends of the movement. The objects proposed were:
(1) A revival in the United States of the original idea of a university as
a voluntary association of students and itinerant lecturers for higher
education by means of systematic courses of local lectures upon special
subjects; (2) the promotion of good citizenship by the popular study of
social science, economics, history, literature, political ethics, and the
science of government, in continuous and progret^sive courses, under
the guidance of competent teachers; (3) courses of instructive lectures
upon natural science; (4) cooperation with American colleges and other
institutions of learning in order to supplement their work by university-
extension courses; (5) affiliations with public libraries, mechanics'
institutes, lyceums, labor unions, guilds, young men's christian asso-
ciations, Chautauqua literary and scientific circles; (6) the higher
education of the American people by the organization of the most intelli-
gent and progressive local forces/
The methods suggested were those of English university extension,
comprising systematic lecture courses, a printed syllabus, class dis-
cussion, written exercises, and final examination. The system was to
be under the general management of a central committee, selected
from representative college and university professors, who agreed, upon
request from the Chautauqua registrar, to ^^ nominate candidates for
itinerant lectureships from among the younger specialists who are per-
sonally known to be fitted for the task of popular teaching." It was
hoped that local branches of Chautauqua would prove instrumental
in organizing local courses of extension lectures. Several editions of
the Chautauqua circular have been published since 1888 and widely
distributed at the summer assemblies, where thousands of people con-
gregate in July and August to hear popular lectures and good music,
and to attend instructive class courses at the Chautauqua College of
Liberal Arts. Undoubtedly much of the widespread popular interest
in university extension, particularly at the West and South, has
resulted from this early and persistent propaganda by the managers
of Chautauqua. The educational results are seen in the increasing
tendency toward instructive and continuous lecture courses in the
numerous summer assemblies and at the central Chautauqua. These
experiment stations might become good training schools for college
graduates and young professors."
The function of Chautauqua in the educational system of the United
States, as set forth by its promoters is compensatory and supplement-
ary. It would not if it could supplant or compete with the institu-
tions of the conventional type. It strives to do work which they either
can not or have not attempted to do, and the result of the Chautauqua
methods has been to increase the interest of the people in the college
and university. Its underlying principle is that education is the privi-
lege of all, young and old, rich and poor; that mental development is
only begun in school and college, and should be continued through adl
of life. Its aim, therefore, is a double one. It would carry the benefits
of intellectual enlightenment to those to whom circumstances have
denied the privilege of attending the higher institutions of learning,
and would provide for those who take the college course incentive for
continual intellectual activity.
Chautaaqua says, therefore [writes Chaucenor VinceDt in his Chautauqwi Move-
ment '], show the leatned their limitations and the iUiterate their possibiliti ties. Chan-
tanqna pleads for a universal education ; for plans of reading and study ; for all
legitimate enticements and incitements to ambition; for all necessary adaptations
>P. 5.
HISTORY OP SUMMER SCHOOLS IN THE UNITED STATES. 937
BA to time and topics; for ideal associations which shall at once incite the imagina-
tion and set the heart agh)w. ** *" Show people out of school what wonders
people out of school^ may accomplish. Show people no longer young that the mind
reaches its maturity long after the school days end, and that some of the best intel-
lectual and literary labor is performed in and beyond middle life.
II — CHAUTAUQUA ASSEMBLIES.
Chantanqna has been a prolific mother. Not the least important
among the methods by which the extension of her influence has been
effectuated has been the establishment of a large number of smaller
assemblies in various parts of the country, at which are imitated on a
smaller scale the exercises of the parent assembly at Chautauqua Lake.
Of such summer Chautauqua centers there now exist somewhat over
sixty. With scarcely an exception these assemblies have been held at
popular summer resorts, and the actual duration of the assembly ses-
sions has been from one to two weeks. In all cases the purpose has
been double— primarily, instruction; secondarily, recreation. The com-
parative amount of emphasis laid upon these aims varies in the differ-
ent assemblies. In some the amount of instruction given is very con-
siderable, and covering a large number of subjected in others the
educational feature has been but slightly developed. The following
information regarding these several summer meetings has been elicited
in response to a circular addressed to their presidents, and containing
the following interrogatories: (1) What are the subjects taught! (2)
What methods of instruction are followed? Do you have courses of
lectures on large subjects, or single lectures on varying topics? (3)
W^hat is the size of the assembly, the number of teachers, lectures, and
students! (4) What is the object of the assembly — instruction or
entertainment, or both! From a few assemblies no answer has been
obtained.
The National Chautauqua at Glen Echo^ Md, — The youngest child of
its 17-year-old mother, Chautauqua, is the new assembly at Glen Echo,
Md., which takes its name ** national" from its location, being situated
but 4 miles from the national capital.
The assembly is but one year old, its first session being held in the
summer of 1891, but an immense amount of work has already been
done in improving the grounds, and its first programme showed an
excellence rivaled only by its parent at Chautauqua Lake. The indi-
cations are, indeed, that this new educational association, incorporated
under the laws of Maryland, will in the very near future assume a
position in the foremost ranks of institutions for popular instruction.
The site chosen is on the high banks of the historic Potomac, 4 miles
above Washington, with which city it is connected by an electric car
line. The grounds comprise about 80 acres, donated to the association
for the purpose, and commands an extended river front. Several
buildings have been erected, among them the amphitheater, the Hall
of Philosophy, the Arcade, and the Red Cross buildings. The amphi-
theater is an immense building of granite, a perfect circle in form, and
2()0 feet in diameter, and has a seating capacity of 6,000. The Hall of
Philosophy is likewise of Potomac granite, and besides containing a
series of rooms-for special classes possesses an auditorium with seats
for 400 people. Regarding the character of these buildings, one of the
lecturers there last summer writes me as follows:
The}>ailding6 which have been erected and are n^w in process of erection sur-
pass by far in beauty, cost, and adaptability to their uses for which they are intended
those of the old New York Chantanqna, and I was told by old Chautauqnus, who
have been everywhere^ that they surpassed anything to be found at any Chautauqua
in this country.
938 EDUCATION REPORT, 1891-92.
•
One of the most serious drawbacks to the success of the first ses-
sion was the lack of adequate transportation facilities from Wash-
ington. The management have, however, promised that before the
opening of the next session a line of the Baltimore and Ohio Railrtnid
will be running to the very gates of Glen Echo, and that a number of
steam packets will be running on the Chesapeake and Ohio Canal, which
runs through the grounds. The following account of the session of 18U1
has been kindly furnished by Dr. A. H. Gillet:
The National Chaatauqna of Glen Echo is the corporate name of a new educational
association formed for the purpose of conducting an annual assembly and snninit r
school on the plan of the famous Chautauqua of western New York. The site selected
is on the banks of the Potomac midway between Washingt^in and Great Falls.
Ample buildings have been erected at a cost of $160,000, and water supply, sewerage,
and electric lij^hting provided at a cost of $100,000 more. The grounds were donated
to the association by Messrs. Edwin and Edward Baltzley, who have also borne the
largest share in the expense of preparing for the first session. The officers of the
association are : President, Mr. Kdwin Haltzley ; chancellor. Dr. A. H. Gillet ; secre-
tary, Liuson De F. Jennings: treasurer, Edward Baltzley. The location is such, the
buildings so fine and so well adapted to the purpose, and the success of the first
session so complete, as to raise great expectations as to the future of this admirable
institution.
The following is an outline of the work done during the first annual session, June
16 to August 1. 1891.
(1) Amphitheater entertainments. ^These include lectures, stereopticon entertain-
ments, readings, and platform meetings. Of these, 54 were given.
(2) ConcertB. — These included chorus concerts, band concerts, concerts by vo«*al
and instrumental talent and piano and organ recitals : and numbered altogether 34.
(3) Courses of lectures. — Two in literature, 1 by Mr.' Leon H. Vincent, of 5 lec-
tures, and 1 by Mr. Robert Niven, sIho of 5 lectures; 1 in American History by Miss
Jane Meade Welch, of 6 lectures; 1 on political economy by Dr. W. A. Scott, of
6 lectures; and 1 on English political leaders by Mr Robert Niven, of 3 lectures.
(i) Stu<fies in Shakespeare. — Miss Imogen S. Pierce conducted a class 5 hours per
week, for 3 weeks, in the study of Shakespeare's plays. Midsummer Night's Dream,
Maclieth, and the Merchant of Venice are the plays through which the class went
with some degree of thoroughness.
(5) Biblical literature. — In thisdepartment, during the first 3 weeks of the assembly
session, classes were taught in Hebrew and New Testament Greek. Two courses of
lectures were delivered, 1 on Old Testament history by Prof. George S. Goodspeed,
and 1 on the gospel of John by Dr. F. K. Siinders. Supplemental to this work Dr.
George Elliott, of Washington, delivered 6 lectures on Biblical subjects and 7 on
normal methods as applied to Sunday-school and church work.
(6) The schools. — Practical class work has been ^successfully conducted in the
industrial-art department by Prof. J. Liberty Tadd;*in the various departments of
business by Prof, and Mrs. S. H. Spencer; in French and Italian by Prof. J. P. dee
Garrennes; in Latin and mathematics by Prof. F. A. Springer; in music by Prof.
Mark C. Baker; in Delsarte by Miss Gwyneth D. King; and in physical training by
Prof. J. W. Sims.
(7) Olhcr work. — In addition to what is enumerated above, special attention waa
given to young people's work. Mr. W. H. H. Smith concluded a series of very help-
ful meetings, spending apart of each hour in devotional service and the remainder
in the study of the best methods of doing such work.
(8) C. L. S. C. — Round tables were held as often as circumstances wonld permit,
and a recognition service was conducted at which 11 people were '* recognized," 6
receiving their diplomas. An **oflfice" was kept open. Circulars, blank forms of
application, and copies of the Chautauquan were distributed.
(9) Sunday services. — Among the most pleasant memories of the first session of
the Glen Echo Chautauqua will be the restful Sabbath hours, able and thoughtful
sermons, inspiring music and the devotional spirit, ministered to by all of the asso-
ciations of the day and place. The Sunday school for the study of the Word and the
Chautauqua Sunday vesper services both contributed much to the value of tbe-se
days of rest.
In the work of this first session the association has had in its employ for the
entertaiument and instruction of the public 304 mnsiciaiis. besides the registered cho-
rus of 900 singers, 60 lecturers and readers, and 17 teachers, making a total
of 441 diflTereut people who in one way or another have contributed to the success
of the first programme of the Glen Echo Chautauqua.
Plans are already maturing for the work of the Glen Echo Chatit^inqna for 1892.
An elaborate programme will be provided coveringthe various lines of summer- school
HISTORY OF SUMMSB SCHOOLS IK THB UNITED STATES. 939
work. The ablest teaohen to be had will be ohoeen and nothing omitted to make
it the equal of any similar institution in the quality and character of its work, as
it is DOW the best equipped with buildings ana facilities.
Acton Parkj Indiana, — ^The annual session of Acton Park Assembly
for 1891 opened July 22 and closed August 10. Properly speaking,
the yearly gatherings at this place have been of a camp-meeting char
acter for religious purposes, but from year to year days have b^n set
apart for Chautauqua work. Lectures upon various topics have been
delivered, classes organized for study, and diplomas delivered to grad-
uates.
Bay VieWj Mich, — Bay View is in northern Michigan, on Little
Tiaverse Bay, out of Lake Michigan, and a mile above the city of
Petoskey. It is entirely a summer city of 400 or more cottages and
hotels, besides 7 halls of the Bay View Summer University.
In 1876 Bay View was founded, and in 1886 the assembly and sum-
mer university were organized. In the assembly instruction is the
principal object, though entertainment is also used to interest. The
general programme is it^^elf a popular school, and courses of lectures
on large subjects are a prominent feature. Lectures for entertainment
are used sparingly. Besides the general programme there are several
departments, notably the Woman's Christian Temperance Union School
of Methods and the Bay View Missionary Institntef each holding
almost daily sessions, where by lecture and exposition leaders instruct
workers and members in these organizations. These departments are
believed to be of great pr<actical value. In addition the Women's Coun-
cil, the Press Club, and a series of meetings conducted by the Young
People's Society of Christian Endeavor and the Epworth League consti-
tute popular schools where ideas are exchanged and leaders with ideals
and ideas are heard in programmes specially arranged to arouse and
instruct. The university has nine departments : college of liberal arts,
Bible school, school of art, school of music, schools of elocution, physical
culture, photography, business, etc. The faculty numbers 32, includ-
ing instructors, and the attendance is between 400 and 500. The
methods of instruction are mainly by lecture and practical work. The
subjects taught are those usually included in the schools named. The
attendance at the assembly is about 12,000 during the season. The uni-
versity term is usually from the middle of July to the middle of
August, and the assembly session begins one week later than the for-
mer, closing with it. The announcements for the session of 1892 con-
tain the information of the acceptance of the principalship of the univer-
sity by Dr. Kichard T. Ely, late of the Johns Hopkins University, at
present professor of economics at the University of Wisconsin. The
department of social science is to be further strengthened by the
coming of Ptof. David Kinley. Among other new men secured by the
Bay View Assembly are Prof. James A. Woodburn, of the University
of Indiana, who will conduct courses in American history, and Prof.
H. M. Magoun, whose work will be in the classes.
In connection with the Bay View Assembly is published a quarterly
magazine entitled. The Bay View Assembly Herald.
Beatrice^ Nebr,, and Mountain Lake Farkj Md, — These two assemblies
are under the same management. Concerning them Mr. W. L. David-
son, D. D., the superintendent of instruction, gives the following facts:
The subjects taught are Sunday-school normal classes in senior and
junior grades, elocution, kindergarten, physical culture, modern lan-
guages, astronomy, art, microscopy, mnsic, and ministers' institute (ten
days' session with lectures along Biblical lines). The instruction is by
940 EDUCATION REPORT, 1891-92.
daily classes, courses of lectures on large subjects, and often single
lectures on varying topics. Over 25,000 people visited the Beatrice
Assembly dui*ing the last session, and over twice that number the
assembly at Mountain Lake Park. Glasses have averaged from 25 to
100 students.
Black HillSj South Dakota. — The Black Hills Chautauqua Assembly
gives instruction in the Bible, music, natural sciences, history, and litera-
ture. About one-half of the time allotted to lecturesis devoted to courses
of lectures on large subjects, the other half to single lectures on varying
topics. At the last session there were 6 teachers, 12 lecturers, and
about 150 studeuts. The session lasted from August 11 to August 26.
The town of Black Hills is built around the famous Hot Springs of
South Dakota, the curative powers of whose waters attract a yearly
gathering of 10,000 people.
Bluff Parky Iowa. — The assembly at this place has not been organized
into a school, with its classes and corps of teachers, nor is there a
record of attendance kept. General instruction, however, on biblical
subjects, is given daily, and there are occasional lectures on varying
topics.
Chester, III. — The Southern Illinois Chautauqua at Chester held its
tirst session in 1801, and is the first one ever conducted by a woman.
The opening Session was successful, several schools were formally
begun, and the attendance increased from 500 at the beginning to
nearly 1,200 on the closing night.
Immediately at the close of the assembly a charter was applied for
and preliminaries of permanent organization effects.
Clarion, Pa. — The subjects taught at this assembly, held at Reynolds-
. ville. Pa., are English branches, Latin, Greek, Hebrew, and German.
There is also an Itinerant's Club department, a Chautauqua Literary
and Scientific Circle, and a Chautauqua Normal Union department.
The instruction is by classes and single lectures on varying topics. The
attendance of students has been about 100 and the corps of teachers
has averaged 10. The object of the assembly has been, primarily,
instruction.
Connecticut Valley, Northampton, Mass, — The fifth session of the Con-
necticut Valley Sunday School and Chautauqua Assembly was held in
1891 at Laurel Park. The subjects systematically taught were music,
elocution, primary, intermediate, and normal work in Bible teacliiug.
In the subjects named there were special instructors. The work of
these teachers was supplemented by single lectures on many subjects.
The instructors numbered 6, the lecturers 27, and there were 100 stu-
dents enrolled. The attendance at the lectures Reached as high as
2,000 in some cases.
Cotmcil Bluffs and Omaha Assembly. — The subjects taught are : Music,
Bible, and pedagogics in classes, and a wide variety of other subjects in
popular lectures. At the last session a special course on literature and
comparative religions was given on the university extension plan. The
attendance at the session of 1891 was 5,000 at the lectures, and from 20
to 150 in each of the classes. There were 8 teachers and 20 lecturers.
East Upping, N. H. — For six years a Chautauqua assembly has been
held at East Epping. At the last session instruction was given in
French, German, vocal music, water color and oil and china painting,
shorthand, and typewriting. There were Sunday school normal and
children's Bible classes, and lectures, concerts, and religious meetings
every evening.
Epworth Heights Assembly, Ohio. — Subjects taught: Music, elocution,
fine arts, painting, china decoration, etc., stenography, typewriting.
HISTORY OP SUMMER SCHOOLS IN THE UNITED STATES. 941
photography, cookery, physical calture, Suu day-school normal studies.
Meth^s of instruction: By class work and lectures. Attendance:
From 2,000 to 3,000 ; 20 teachers and 150 students.
Florida Chautauqua. — The Florida Chautauqua is situated at De
Funiak Springs, Walton County, and is one of the most successful of
these institutions organized on the plan of the parent assembly in New
' York. The subjects taught in classes are: The Bible, art(i, music, kin-
dergarten, pedagogy, elocution, physical culture, and stenography.
During each session there are given several courses of lectures on
literary and social topics. The programme for 1891 shows, for example,
that a course of 6 lectures on "Labor and property" was given
by Dr. Washington Gladden, and another course of 4 lectures on
"Astronomy" by Prof. H. N. Felkel. At these lectures the university
extension plan was followed of distributing to the audience printed
outlines, and closing with a written examination. Besides these
courses there were a large number of single lectures on different sub-
jects. At the session of 1891 there were 12 teachers, 40 lecturers, and
an attendance of 4,000.
Fremont, Nehr. — The Central Chautauqua Assembly, at Fremont,
Nebr., held its first session June 23 to July 6, 1891.
Permanent improvements consisting of an auditorium with a seating
capacity of 3,000, 12 other buildings, and a hotel have been made.
The general work of the assembly for its first year consisted of 47 lec-
tures and addresses; 40 hours of normal work, 40 hours given to the
Teacher's Eetreat: 17 hours to chorus work; 10 hours to Young Peo-
ple's conference, oesides the regular work of the Round Table held
each day and a W. C. T. U. School of Methods. ,
Georgetown, Tex. — The first session of this assembly was held in
1891, and had sufficient success to place it beyond the experimental
stage. The assembly session lasted from July 1 to July 15.
Georgia Chatauqua, — This assembly held at Albany, Ga., confines
its instruction to the departments of music, physical ti^aining and com-
mercial law and bookkeeping, in which the enrollment of students has
averaged 600 yearly.
Bedding Chautauqua, New Hampshire. — The Hedding Assembly is
auxiliary to the Chautauqua University at East Epping. The sub-
jects taught are French, German, voice culture, oil painting, and crayon
work, shorthand and typewriting, cooking, Sunday-school normal work,
and juvenile science. These subjects are taught in classes, and there
are occasional lectures. The number of teachers at the session of 1890
was 10. There were 45 lectures given and an enrollment of over 200
paying students. Those in attendance upon the lectures averaged 800
in number.
Colfax, Iowa. — The Iowa Chautauqua Assembly at Colfax held its
third session in 1891. The subjects that have been taught are. Evi-
dences of Chri stianity, music, political economy, physical culture, history,
biography, science, literature, art, and ethics. Instruction has been
by class work, and by lecture courses on large topics and separate
addresses on varying subjects. At the last session there was an aver-
age of 4 lectures or entertainments per day for ten days.
Island Parky Indiana. — The Island Park Chautauqua held its thir-
teenth session in 1891. There were 12 organized classes. Instruction
was given in the following subjects : Fine arts, languages, English lit-
erature, elocution, physical culture, kindergarten, and normal classes.
Numerous lectures on various subjects were given by prominent men.
The average daily attendance in the auditorium was 2,000.
942 EDUCATION RKPORT, 1891^99.
Kansas Chautauqua. — ^The Kansas Ghimtaaqaa Assembly has met
each summer at Oakland Park, near Topeka, for seven years, h<^ding
annually a 10-days' session, with normal classes for study of the English
Bible, training classesfor instructing Sunday-school teachersin approved
methods of teaching; classes — part of the time — in elementary Greek
and Hebrew, in elocution and literature, with lectures on popular sub-
jects, intended for entertainment as well as instruction ; stereopticon
tours, concerts, classes in music, etc. Missionary conventions and
councils of the Woman's Christian Temperance Union have also been
held sometimes in connection with the assembly. The instruction has
been done chiefly by lecture-lessons, with blackboard outlines. The
normal classes have brought together about 200 students; the popular
lectures have been attended by audiences which sometimes reached the
number of 3,500. The present corps of instructors numbers 12.
Kentucky Assembly. — ^The Kentucky Chautauqua Assembly has been
in existence for five years. Instruction is given in Bible studies, nor-
mal training, W. C. T.U. work, and music. '*We have as yet only
begun our educational work," writes the superintendent, "but our
design is to begin to develop this work, especially in the line of uni-
versity extension courses. We had an audience last year of 20,000
people. The number of lecturers, teachers, and workers was 30.
Ottawa Chautauqua Assembly, — Regarding the work of these three
assemblies, their sui»erintendent, Dr. J. L. Hurlbut, writes the follow-
ing letter:
I liave charge of the above assemblies and all of them are conducted substantially
upon the same plan.
At each assembly wc hold daily classes, at least 2 hours a day, for the study of
the Bible and the best methods of Sunday-school work. We have also children's
classes for Bible study, and an exi>minatiou upon it at the close of the session. We
have a chorus orsranized cousisting of from 100 to 300 singers, which receive train-
ing from 2 to 4 nours every day. We have also a cliiss at most of the assemblies
named above of from 100 to 200 members in Knglish literature.
The afternoon and evening platform exercises are of a popular character intended
to draw the crowds, but literary lectures we find are the most popular. Three
thousand or 4,000 listened to each of GnnsauUus's historical lectures last summer.
The Ottawa Assembly last summer had over 2,000 people attending its daily
c1ass<-8, with about 10 instructors, and the lecture platform embraced about 10 lec-
turers.
The Nebraska Assembly had, perhai)8, 1,0CK) att'eiidiiig its several
classes, with half as many instrnctors as at Ottawa.
Lahe Tahoe, California. — The Lake Tahoe Assembly is a new enter-
prise, and but two sessions have been held. As thus far developed,
there are schools of history, language, natural history, and theological
department of methods. At the session of 1890 there were 10 lecturers,
6 teachers, and 150 students.
Lalceside Assembly^ Ohio, — The following letter from the secretary
explains the character of the work of this assembly:
There is taught the ''Bible normal course," science, art, literature, temperance,
political economy, history, bio^jrapliy, and every subject that comes in the line of
popular lecture courses. We have kindergarten and normal schools, music, and.
elocution.
AVe have both '* courses of lectures ou large subjects and single lectures on vary-
iuir topics."'
The average tittendance at lectures is probably 1,500 at the three popular hours —
10 a. m., 2.30 p. m., and 8 p. m. ; at the oad hours, of course a much less number. In
the special classes say, an average of 20.
Our object is to instruct and entertain as well as furnish a healthful resort. Our
camp meeting, h»'ld at consecutive date, is under the management of a board of trus-
tees, appointed by five conferences of the Methodist Episcopal Church, and is as
well attended as the other.
HISTORY OF SUXMBR 8CEEOOL8 IK THE ITKITED STATES. 943
Ltmg Beach^ OaL — Long Beach Ghaataaqna ABsembly, held at one
of the sammer resorts on the Pacific coast, has afforded instraction in
Sunday school normal work, art, cookery, oratory, music, x>^otography,
and kindergarten. In addition, there have been nnmerous lectures.
For four years, also, the Epworth League Assembly has held its annual
camp meeting in connection with the assembly, and under its auspices
has been conducted a school for the study of the English Bible. Ses-
sions of the Southern California W. C. T. U. Assembly and School of
Methods have also been held at Long Beach.
Long Fin€j Nehr. — ^The assembly at Long Pine teaches the Bible,
political science, natural science, temperance, pedagogy, and music,
with the G. L. S. O. a S]>ecialty. Lectures are given on various sub-
jects, and there is daily class instruction. There are from 10 to 12
teachers and 18 or 20 lecturers employed at each session. The stu-
dents number from 200 to 300, and the attendance ranges from 500 to
2,000.
Monona Lake^ Wi9con8in. — ^The instruction at this assembly embraces
the following subjects: The Bible, pedagogics, vocal music, and elocu-
tion. This work is supplemented by lectures, both single and in courses.
The daily attendance has been from 1,500 to 6,000. Five teachers have
been employed, the number of lectures has averaged 40, and the attend-
ance of students over 400.
Mont EaglCj Tenn. — The following letter of the sujierintendent gives
an outline of the work of this assembly:
Our ftssenjbly embraces two featnres — the schools and assembly platform. In the
Bcbools are tanght the branches needed by teachers of the vanons schools in the
Sonth, embracing ancient and modem languages, English, mathematics, sciences,
pedagogics, mnsic, and art.
Both methods are used. Single lectares, oonrse lectures, and class instruction are
nsed.
The assembly and schools run through two months; more than 60 lecturers and
tea( hers were employed last year, and the average daily attendance SUO to 1,000 per-
sons.
The object is to entertain and instruct, famishing instruction on the leading reli-
giotiH and popular topics of the day.
Northern New England^ Maine, — The instruction at this assembly,
which holds its annual sessions at Fryeburg, is given almost exclu-
sively by means of lectures of which there are a considerable number.
Systematic instruction, however, is given in oratory, Delsarte sciences,
normal methods, and cookery.
Ocean City, N. J, — Concerning the work of this assembly its presi-
dent writes as follows:
We do not make it a business to form classes and go through professional instruc-
tions. We have exercises of a religious character; C. L. S. C. round tables; rei'og-
nition day, when we give the C. L. S. C. diplomas sent tons from Dr. Vincent to those
who have earned them ; lectures, camp-fire servicing, and other services pertaining to
Chautauqua work. Our lectures are on single subjects. Our audiences vary from
100 to 3(X) on week days to 500 on Sundays. Our object is to entertain along educa-
tional lines and to stir np interest in Chautauqua educational methods for those who
can not go to regular schools.
Piasa Bluffs, IllinoU. — The subjoined letter sufficiently describes the
work of this assembly :
Our programmes have been general, but we have so far given most attention to
Sunday-school normal work, and to the Chautauqua literary and scientitic circle.
Our methods have been the normal drills, round-table conversation, and lectures.
So iar we have had only single lectures on varying topics.
'I he attendance varies from 150 to 1,000. There have been but 2 regular teachers,
Rev. C. J. W. Coxe, d. d., in charge of the normal work, and myself. [Rev. Frank
Lenig, ph. d.] in charge of the C. L. 8. C. work. Last year there were about 40 in
the normal class, and about 25 Chautauquans.
944 EDUCATION BEPORT, 1891-92..
We propose both instmction and eutertaimnent. The assembly is onlv about
three years old, bnt its prospects are good. New departments will be added this
year, and a week will probably be given to an itinerant club.
Piedmont Chautauqua^ Georgia, — The Piedmont Chantaaqna, which
holds its session at New Atlanta, rests upon a substantial basis, hav-
ing over (100,000 invested in buildings and park. The subjects taught
are language (Oerman, French, and English), English literature, gen-
eral history, pedagogy, physics, biology, botany, mineralogy, vocal
and instrumental music, art, physical culture, elocution, business, and
kindergarten. The methods of instruction include class work, conver-
sational lectures, and lecture courses on such large subjects as English
literature, Egyptology, and the Bible. The number ot teachers has
averaged 20, the lecturers 40, and the audiences have ranged as high as
3,000.
Riverviewy Ohio. — ^The Riverview Assembly has held three summer
sessions at New Richmond, Ohio. The first season a full course of
studies was conducted, but since then instruction has been limited to
single lectureson detached subjects. Audiences have ranged from 1,000
to 2,000.
Rocky Mountain, Colorado. — The following letter gives the essential
points regarding this assembly:
The Rocky Mountain Chautauqua Assembly, bold at Glen Park, near Palmer Lake,
Colo., is a summer school, which continues about three weeks each summer, begin-
nin<r the second Wednesday iu July.
The subjects taught are: (a) Lessons on the construction, origin, evidences, his-
tory, geography, institutions, and interpretation of Scriptures, and upon the organ-
ization, management, and teaching in Sunday schools; (6) Popular coarse of
instruction in botany, geology, astronomy, and such history as may be in current
line of C.L.S.C. reading; (c) Round table, taking up such subjects as are being
or have recontl}^ been considered in the C. L. S. C. readings.
We adopt, as methods of instruction, lectures and examinations, and in the normal
department a course of study and recitation. We also have a course of platform
lectures of popular character on all subjects that the lecturers may select from.
The number of teachers and lecturers at each assembly will probably average
about 30. Enrolled students average, say, 100, but of those in attendance, 1,500.
Our assembly is principally for instruction, but we combine with it entertain-
meut.
San Mar con, Tex. — Instrnction at the San Marcos Assembly includes,
(1) the course of study prescribed for the C. L. S. C. ; (2) in its teachers'
summer normal institute, the course of study prescribed for the pub-
lic free schools of Texas. There are both courses of lectures on large
subjects and course lectures and illustrations on select and varying
subjects and class work. There are also Sunday school normal lectures
and class work. Elocution, various branches of art, kindergarten are
also taught. The membership of the institution is about 200, and the
teachers at the session of 1891 numbered 13 and the lecturers 22. The
object of the assembly is, first, moral and religious instruction; sec-
ond, social entertainment. At session of 1891 the assembly more than
cleared expenses, besides raising $1,250 for a hall of philosophy.
iSilver Lake, N. T. — The subjects taught are theology, conference stud-
ies for young men entering the ministry, normal Biblical studies,
school of English Bible, Hebrew, Greek, Latin, French, German, Eng-
lish literature, oratory, stenography, typewriting, and music. The-
ology, conference studies, and English Bible are taught in lectures,
the others in schools. The "natural method" is employed in the
Ian guages. The regular teachers number 12, the lecturers about 15, and
in all departments there are enrolled 400 students.
San Antonio^ Tex. — The subjects embraced in the instruction given
at the Texas Chautauqua at San Antonio are the Bible, music, elocu-
HISTORY OP SUMMER SCHOOLS IN THE UNITED STATES. 946
tion, Sunday school normal training, secular normal school, and the 0,
L. S. C course. The lectures are usually on various detached sub-
jects, though occasionally longer courses on large subjects are given.
The teaching force has averaged from 12 to 15, with as many lecturers
in addition.
Waseca Assembly^ Minnesota — This assembly dates from 1884, and
during the eight years of its existence has had remarkable success. A
full equipment of buildings and facilities for every kind of assembly
work have been i)rovided. An auditorium tabernacle, hall of philoso-
phy, and normal hall have been erected. The assembly now includes
9 general departments and more than 20 special classes. The subjects
taught are : Music, French, German, shorthand, botany, biology, astron-
omy, microscopy, history, crayon work, bookkeeping, and typewriting,
Sunday-school normal work, pedagogics, and theology.
Waseca Assembly is the northwestern headquarters for the 0. L. S.*
C, and special attention is paid to G. L. S. G. work. Besides these
branches of work there are an Itinerants' Club of the Minnesota
Annual Gonference, and an Epworth League Training Institute.
WierSj K. H. — Regarding the Winnipesaukee Lake Assembly, which
has held five annual sessions at Wiers, N. H., the president writes as
follows :
The Bubjects tanght aro those treated iu the C. L. S. C. work, the BiblOi and masic.
Wo have l)oth conrses of lectures and single lectures on varying topics. The aver-
age attendance of members may be put at 300, but the visitors are many more. The
ftverage of lecturers and teachers may bo put at 12. Our main purpose is instruc-
tion, but we give entertainments also.
Goncerning the following assemblies no information has been obtained:
Lake Bluff Assembly, Illinois; Lake Madison, South Dakota; Lang-
don Assembly, North Dakota; Hiram Assembly, Ohio; Missouri
Assembly, Warren sburg. Mo. ; Mountain Grove, Berwick, Pa. ; Niagara
Assembly, Canada; Ocean Grove, N. J.; Ocean Park, Me.; Pacific
Coast Assembly, Monterey, Gal. ; Puget Sound Assembly, Washington
Bound Lake, N. Y. ; Seaside Assembly, Key East, N. J. ; AVinfleld, Kans.
Southern Illinois; Gerhart Springs, Clatsop, Greg.; Warsaw, Ind.
Weatherford, Tex. ; llidgeview, Pa.
III. — THE MARTHA'S VINEYARD SUMMER INSTITUTE.
The summer institute that has been held on Martha's Vineyard since
^the summer of 1878 is to-day one of the leading and most flourishing
institutes for summer instruction in the United States. Together with
the great experiment at Chautauqua Lake, it occupies a position in
modern educational movements that will render a detailed description
of its work the best commentary that can be given upon that phase of
popular instruction, which it is the purpose of this monograph to
describe.
The following account of this institution has been adopted from a
sketch very kindly furnished by its present president, William A.
Mowry, ph. d.
The school was started in the summer of 1878. The originator and
first president of the enterprise was Col. Homer B. Sprague, ph. d.,
at that time the head master of the girls' high school in Boston. He
first selected the place, interested others in the scheme, put the plan in
ED 92 CO
946 EDUCATION REPORT, 1891-92.
operation, and carried the institution forward until it was ittcor]>orated
under the laws of the Commonwealth of Massachusetts, and became one
of tpe permanent educational institutions of the Old Bay State, and
secured a tine building adequate for the purpose, where sixteen recita-
tions could bo conducted in the same hour. Dr. Sprague himself thus
describes the beginning and first few years of the scliool:*
Tbo Martlia's Vineyard Summer Institute originated in a very hnmble way . For
a number of years, beginning with 1871, my friend Prof. EUinwood and myself had
spent the greater part of the summer at the Vineyard, and we had often discussed
the possibility of establishing a summer school on the island. There was no qnes-
tion in our minds as to the desirability of well-directed mental employment on the
part of thousands of teachers and others, during a portion of the two or three
months of the long vacation. What to do, and how to do it, in founding such an
institution, was the problem. To us, after much meditating, it seemed best, at last,
to invite a number of eminent teachers to join us m issuing an announcement of
classes, to be formed at Cottage City (then Vineyard Grove), in July, 1878, and to
be continued five weeks. If successful, the work could be repeated in future years,
and possibly a large and permanent institution might grow out of it. If nnsuccess^
ful, no serious harm w<as anticipated, and it would bo gratifying to have deserved
to succeed. No large pecuniary return was looked for; but it was hoped that scores
and hundreds of students would be materially aided, and that valuable service
would be rendered to the cause of education. The hoalthfulness of the island, its
quiet beauty, its accessibility yet seclusion, its facilities for bathing, its innocent
rocrcatious, and especially its traditionally religious character and its wholesome
moral influences seemed to make it of all spots the fittest for such an enterprise.
The plan adopted allowed of indefinite expansion. Any study in which satisfac-
tory work can bo done, or even a satisfactory beginning can be made, or a satisfactory
course of lectures or lessons given, during five weeks, might be admitted, provided a
competent professor could ho found to take charge of the special branch. Each pro-
fessor was to have complete liberty to manage his department in his own wayso far
as it could be done without injury to his associate professors or to the general inter-
ests of the institute. A uniform rate of tuition, $15 in each department, was fixed
upon, and each professor was to receive as compensation for his services the tnition
fees paid by his own students. The professors were to share equally the expense of
advertising by joint circulars and by joint cards in the newspapers, but each profes-
sor was at liberty to advertise further his special classes. The common interests of
the institute were to be managed by the professors assembled as a faculty of instruc-
tion and government or by the president acting for all.
As bonds of union among the students as well as among the professors, all mem-
bers of classes and of professors' families were to be admitted free of cost to public
lectures and entertainments by distinguished men invited by the institute. These
were to be paid by admission fees from all persons not connected with Hie school.
The professors also were at liberty to deliver public lectures, receiving as their com-
pensation the proceeds of tickets sold to persons not membeis.
For such lectures, readings, or concerts the institute was to provide a hall and pay
the cxxiense of tickets and nandbills, but the lecturer or other performer was to be
at his own charges and his own risk as to receipts. The giver of the entertainment
was at liberty, under proper limitations, in his discretion and at his own expense, to
resort to other means of advertisement.
Further to unite the members of the institute and promote social enjoyment,
weekly receptions and excursions wore arranged, the former taking place on Friday
evenings and the latter on Saturdays.
The general plan of operations, allowing to each department independence in all
local matters not afiecting immediately the common interests, yet combining for cen-
tral direction in all things in which the general welfare of the institute is concerned,
has prevailed until the present time. The forenoons are mostly given up to class ex-
ercises, the afternoons and evenings to public lectures and entertainments, Friday
evenings to receptions, and the whole of Saturdays to excursions and recreation.
The election by a student of two or more studies has been permitted but not
encouraged. When interferences have occurred between hours of recitation, the
same stuilent being due at two places at once, the matter has been amicably arranged
by the professors in charge of those classes, or, in case of irreconcilable diversity
of opinion, by the president of the institute.
In the fall of 1877 and winter of 1877-78, after much consideration, and after con-
sultation with many eminent gentlemen, the following instructors were induced to
join in the work :
> Summer lustitute Herald (published by the institute), July 21, 1882.
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 947
In botany, Prof. William R. Dudley, of Cornell University ; in entomology, Prof. B.
PickraanMann, of Cambridge; in French, Prof. Philippe do S4nanconr, of the Bos-
ton Latin School; in geology and mineralogy, Prof. L. S. Burbank, of the Boston
Society of Natural History; in German, Madam Marie Mehlbaoh, of Auborndale; in
industrial drawing, B. W. Putnam, of Jamaica Plain; in Latin and Greek, J. M.
Tetlow, of the Girls' Latin School, Boston; in microscopy, Dr. Ephraim Cutter, of
Cambridge, and Dr. Paulus Reinsch, of Munich; in pedagogics. Prof. J. C.
Greenongh, of State Normal School, Providence, R. I. ; in zoology. Profs. William B.
Dwight, of Vassar College, and A. C. Apgar, of the State Normal School at Trenton,
N.J.
After several unsuccessful attempts to secure a desirable professor to take charge
of elocution, that department, as well as English literature, was placed under my
own care. A public meeting was held in the Union Chapel the day before the
beginning of the session, and the different professors successively stated to the audi-
ence the course in their several studies. Mrs. Abba Gould Woolson was engaged to
deliver a course of 10 public lectures on historical and literary subjects, and Prof.
Robert R. Raymond gave 10 public Shakespearian readings. Mrs. Woolson was
prevented by ill health from fulfilling her appointments. Mr. Tetlow delivered two
public lectures on Latin pronunciation, afterwards printed in the N. E. Journal of
Education; Mr. William Marshall, 1 on an "An evening in wonderland;'' Mr.
Apgar, 2 on " Life in the sea ;'' Mr. Dudley, 1 on botany ; Mr. Putnam, 4 on " Keramics
and the potter's wheel ; " Mr. Mann, 1 on insects, and Mr. Spragne, 4 on Shakespeare,
Milton, and Goldsmith.
Of the departments just mentioned, that of entomology was not be^au, Mr.
Mann, the professor in charge, having married just four days before the institute
opened; that of microscopy (or micrology, as the professor preferred to style it),
which was to have been located at West Falmouth, was discontinued by reason of
the nonarrival of students till after the departure of Dr. Reinsch; and that of peda-
gogics or didactics, which, owing to the modesty of Mr. Greenongh, had been much
less advertised than the rest, was also suspended. The other departments continued
in successful operation till the close of the session. About 80 students were reg-
istered during the first summer, that of 1878.
At the close of the first session a strong feeling of satisfaction at the degree of
success attained under unfavorable circumstances was generally manifest, and found
expression in earnest resolutions unanimously adopted at a large meeting of the
students. At the annual meeting of the faculty in August, Messrs. Sprague, Ellin-
wood, and Putnam wore severally elected president, treasurer, and secretary, and it
was resolved to hold another session in the following summer.
The attendance at the second session was about double that of the first year. Bot-
any, English literature, geology, and mineralogy, French, German, industrial draw-
ing, Latin and Greek, phonography, and zoology were taught by the same instructors,
respectively, as during the first session. A department of history was added under
the care of Prof. H. S. Mackintosh.
The third session, that of 1880, saw many changes in the faculty. A department
of music was established. Astronomy and didactics were also added to the list of
courses. The attendance was smaller in numbers, but, perhaps, of a higher average
quality than the preceding year.
The fourth annual session, that of 1881, witnessed other changes in the faculty,
and several new studies were added, namely, Anglo-Saxon, paleontology, and micro-
scopy. Numerous public lectures also were given. The opinion was quite generally
expressed that, on the whole, this fourth session of the institute had been the most
interesting and profitable since the foundation.
But the inconveniences to which we were subjected by the lack of an institute
building, though reduced to a minimum by the generous hospitality of the people of
Cottage City, seemed from the outset to threaten the prosperity, if not the existence,
of the school. Efforts had been unceasingly put forward to secure permanent quar-
ters for the classes, a permanent home for the organization. One after another
promising plans failed. Some discouragement was natural after these repeated fail-
ures, and one professor seriously proposed to his associates to remove the school to
Plymouth, Mass. ; to abandon it was not to be thought of. But among all our dis-
appointments we had always one resource to fall back upon. We knew that from
year to year there had been in the minds of the residents and visitors at the Vine-
yard a growing sense of the importance of the institute, and- that its permanent
establishment by their voluntary contributions, if in no other way, was but a ques-
tion of time. Happily, one of our number, Mr. Putnam, had the leisure, the dispo-
sition,^ and the ability to give his energies to the important work of soliciting sub-
scriptions. Other professors aided. The results were most gratifying. Within two
weeics about $3,000 had been subscribed bv about 120 donors. It remained to become
a corporation under the laws of Massaciiusetts, with power to hold property. A
meeting of directors for that purpose was held about the 1st of September, 1885,
and the proper officers were elected.
948 EDUCATION REPORT, 1891-93.
Tlio above sketch by Col. Spragiie (continues Dr. Mowry) leaves us
in the spring of 1882, at the time of his resiguation of the office of presi-
dent. Prof. William J. Rolfe, Lit. D., the well-known Shakespearian
critic and writer ujwn English literature, was unanimously chosen presi-
dent. He served the iustitute six years, from 1882 to 1887, inclusive.
The building of a large, commodious, and substantial edifice for the
exclusive use of the institute was a great work. The heavy burden of
this enterprise fell upon Prof. Benjamin W. Putnam, who for many
years was the clerk and general busiuess manager.
In the New England Magazine for July, 1887, the leading article is
entitled '^The Martha's Vineyard Summer Institute." This article is
believed to be largely from Mr. Putnam's pen, and that portion which
relates to the years 1882 to 1887, inclusive, is here reproduced:
On the 13th of February, 1882, Col. Sprague tendered his resignation as president,
impelled thereto by '*ill health and a press of other duties.'' As he made this posi-
tive, the directors were compelled to accept it. Prof. William J. Rolfe, the vico-
S resident, was unanimously elected to fill the vacancy. Of him the retiring presi-
ent said to the directors: ''You are fortunate, indeed, to secure the services of one
who has achieved success in both science and literature; one whose fame, through
his works, is not only national, but international.''
The erection of a spacious and convenient building on a cool and commanding
site gave a new impetus to the good work, which was apparent in the increased
attendance at the openiug of the session of 1882. The building was dedicated with
appropriate services, the former president, Col. Sprague, delivering the dedicatory
address.
The comfort of the now building, with the various appliances of a schoolhonse,
wa3 fully appreciated by those who, for four years, had struggled on without them.
One large room is made extensively useful as a reception room, where students can
idcct for social intercourse, to read and write; where, also, are displayed on shelves
the various new text-books of the year, sent by the publishers for examination ; and
where all other necessary school supplies are kept for sale.
In 1882 the directors decided to publish a paper, which was issued under the name
of the ** Institute Herald." This paper, under tlie energetic management of Dr. Wil-
liam F. Morrison, of Providence, son of the treasurer, was a success, and aided in
making the institute better known, not only in the immediate vicinity, but through-
out the country.
During this session, the department of history was most ably conducted by Dr.
Charles K. Adams, now president of Cornell University. Dr. W. A. Brownell, of
Syracuse, took charge of the department of mineralogy and has continued to fill that
chair most acceptably to the present date. The German department was in charge
of Prof. Hermann B. fioiseu, author of some valuable text-books. The Shakespearian
readings of Prof. R. R. Raymond had become very popular, and large audiences
gathered to enjoy his renderings of the plays of the great poet. The course of
geological lectures, by Dr. Alexander Winchell, was enjoyed by throngs of delighted
listeners.
The season of 1883 was one of continued prosperity for the institute. The erection
of two buildings for the accommodation of the musical department, marked the out-
ward growth, and relieved the already crowded sooms of the main building by fur-
nishing accommodations for the large class in vocal music, under Prof. Daniell, and
that in the pianoforte, under Prof. Howard.
The department of didactics was, durins the sessions of 1882 and 1883, in charge
of Col. F. W. Parker, at that time one of the supervisors of the Boston schools. In
the year 1883 a fair in aid of the institute was held in Agassiz Hall, under the charge
of the wives of the professors, and a considerable sum of money was raised to meet
obligations that had been incurred in the furnishing of the building. Another fair
was held in the Union Chapel the following year, but a severe storm and other
causes combined to make it much less successful than the first.
This year the department of pedagogy was in charge of Prof. H. H. Straight, of the
Cook County Normal School, Chicago, 111.
The department of philosophy was in charge of F. Louis Soldan, principal of the
St. Louis Normal School, with Dr. William T. Harris of Concord, as lecturer. The
department of physical culture was conducted by Dr. Dio Lewis, of New York.
The most noticeable improvement in what may be termed the plant of the institute
this year was the erection of a building for a caf6, where the students who are
obliged to lodge at some distance can take their meals with convenience. This plan
is found to be both economical, affording board at a lower rate, and advantageous
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 949
also in a social way, bringiug the stndents more together and promoting good feel-
ing and a fraternal spirit.
The ninth year (1886) saw but few changes in the faonlty, the most noticeable
being that in the chair of elocution^ which was iilled by Dr. S. S. Curry , dean of
the Boston School of Expression, who endeared himself to thoscunder his immedi-
ate charge to a remarkable degree.
Wo may add, in a general way, that each year, profiting by the experience of the
past, the directors have been able so to systematize matters that work can be begun
the first day of tlie session and continue uninterruptedly till the close, which, by a
rcceut vote, may not bo till the sixth week. It is proper also to state that, as this
is a school established primarily for teachers, the members of the faculty take
especial palusto teach methods, not only by precept, but by example, in imparting a
knowledge of their own subject. Pedagogy, the science of teaching, has always
been a prominent dcpnrtment. They hold that if they fill a pupil full of his subject
he will gain the ability in which he can best teach it. It is a pleasure to teacn a
subject we know and know wo know. It is misery to try to teach a subject wo do
not know and know we do not know.
At the session of 1887 (continues Dr. Mowry) I had my first experience
in a summer school. I had a strong prejudice against this class of
institutions. I had felt that if one wished to become a teacher he
had better attend a good normal school for two or three years, and that
a few weeks' study in the heat of summer was too superficial to be of
any real service whatever. It is true I had seen and experienced the
best results from well-conducted teachers' institutes, but I had not
thought these summer schools were better than the best of institutes,
nor especially that they were of far greater value, inasmuch as those were
generally held for two or three days, or at most for a week, while in
these the attention of the earnest young teachers was held by the best
instructors, the wisest specialists, for five weeks under the most favor-
able circumstances.
I went, therefore, to the Vineyard in July, 1887, to give a course of
lectures upon American history, with the full expectation that that
would be the beginning and the end of my connection with summer
schools. I had no intention of going again.
I was surprised, therefore, to find on the one hand a class of very
earnest young teachers, thirsty for both knowledge and wisdom, and
on the other a faculty composed of some of the best teaching material
to be found in the country.
With a bright and apt class of minds for pupils, these great teachers
did good work — work which could not but commend itself to any
observer. I was a convert to summer schools, if this was a fair sample.
Financially the institute was not at that time on a good basis. At
the close of this session it was in debt for running expenses of this and
previous years to the amount of about $2,500. A subscription paper
waB circulated among the faculty and some other persons, and about
(1,200 was raised towards paying oft' this debt. (Let me say here, in
passing, that the entire debt was paid from the extra earnings of the
institute during the next three years, 1888-1890, inclusive.)
The depressed feeling was so great that two of the former directors,
who hitherto had stood squarely by the institute at all times, saw no
chance for its recuperation, and resigned their positions as directors and
corporators. There was, however, a general disposition on the part of
the directors, the faculty, and all concerned to make a vigorous effort
to put the institution on a strong and efficient basis. A revised sys-
tem of management was effected in 1888, and new features of impor-
tance were added to the school. The most prominent of these was a
"school of methods" under the direction of Mr. A. W. Edson, agent
of the Massachusetts board of education. This department held a
session of three weeks, with a dozen or more teachers, in methods of
950 EDUCATION HEPOKT, 1891-92.
instruction in the ordinary branches of our common schools. These
subjects were as follows: Arithmetic, blackboard sketching^ drawing,
geography, history, kindergarten, language, physiology, natural sci-
ence, pedagogjs psychology, x>enmanship, physical exercises, school
management, and vocal music.
Another important addition made to the courses of instruction was
the placing of the special department of elocution and oratory under
the direction of Dr. C. Wesley Emerson, of Boston. The courses and
instructors this year numbered half a dozen or more in excess of the
previous year. In 1887 there were less than 150 pupils, while the next
year the number was nearly if not quite 250.
In 1889 it became evident that the crucial period in the history of
the school was passed. The school of methods was greatly enlarged.
The full number this year was 350. The department of elocution and
oratory, under the efftcient management of Dr. Emerson, was large
and successful.
The year 1890 was in all respects the most prosperous and satisfac-
tory the school had yet seen. A department of high-school methods
was established, which proved beneficial to a large number of high-
school teachers. A department of physical culture was added and
Baron Nils Posse, k. g., of Boston, gave instruction in the Ling sys-
tem of Swedish ^mnastics. The full membership was 700, including
teachers of all grades from the kindergarten to the college, and coming
from thirty- seven States, Territories, provinces, and countries.
This year the institute added a dormitory to their other accommo-
dations. They had built a caf($ buOding with well-equipped kitchen
and dining room several years before. These two additions to the com-
fort and convenience of the students have proved of great benefit to
the school.
The last session of the institute, that of 1891, was in all respects the
most successful; the numbers showed no falling off from the number of
the previous year and the quality of teachers in attendance has mate-
rially improved.
The directors this year made important improvements to the prop-
erty of the institute. A large addition (25 by 25 feet) to the kitchen
was built, a new refrigerator and a new baker were added, together
with a generous enlargement of the cooking outfit, the caf§ was clap-
boarded, all the buildings — now five in number — were thoroughly
painted and put in good order, and the unsightly gravel bank on the
south of the institute was graded and sown with oats and grass seed.
Altogether, during the last two years, about $3,000 has been expended
upon the property of the institute, nearly all of which has been already
paid from the extra earnings of the institute. It should be borne in
mind that all the receipts from tuition are used to pay current expenses
and the instructors. Not a dollar of tuition money has been appropri-
ated to these permanent improvements.
The present condition of the institute is in all respects prosperous
and encouraging.
I. The breadth of the work is noticeable. There are at the present
time more than 50 different courses of instruction in the school. These
are properly divided into (1) a school of methods for elementary stu-
dies; ^2) a school of methods for high-school studies; (3) a school of
elocution and oratory; (4) eighteen academic departments.
These academic departments may be grouped under the following
heads: (1) The natural sciences; (2) the modern languages; (3) the
ancient languages; (4:) the mathematics; (5) English literature, his-
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 951
tory, and civil governraent; (6) inasic, vocal and instrumental; (7)
drawing; (8) microscopy; (9) painting; (10) sloyd.
II. Its buildings, grounds, location, and general equipment are of the
best. It has five buildings all devoted to its own work. Its grounds
are ample, and its equipment is probably not surpassed anywhere.
III. It is incoi>orated under the statutes of Massachusetts as one of
the permanent educational institutions of the Old Bay State, and is
managed by a board of directors in the interest of education and not
for personal gain.
IV. Its outlook for the future is highly promising. The directors
are now i)erfecting their arrangements for broader operations and more
extended usefulness.
New courses are to be added, the academic departments are to be
strengthened, and the school of methods, both elementary and higher,
is to be enlarged and improved. One of the special features 5) be
emphasized in the school of methods is the laboratory method of teach-
ing the natural sciences in the elementary schools. At the last session
of the school 3 expert instructors gave 30 lessons to the classes, and the
laboratory was open all day for work by the class, under the super-
vision of one or another of these 3 teachers.
Appended is a tabular view showing the present corps of teachers
and the subjects taught.
School of methods,
ELEMENTARY COURSE.
Arithmetic
Civil government..
Drawing
Geo. I. Aldrich, A. H
Wm. A. Mowry, A. H., ph. D. .
Geography and
physiology.
Grammar
History
Kindergarten
Language and
primary work.
Vocal music
Penmanship
Henry T. Bailey
F. F. Murdock..
Misa Mary F. Hyde . .
C. E. MelcDey, A.]i
Miss Lucy Wheelock.
Miss Sarah L. Arnold.
F. H. Batterfield
S. S. Coolev
Beading
Elementary science
50. 1. Aldrich. A.M..
^Miss
5A.C.
^L. E. BniBsiU
iss Carry £. Silloway.
Boyden,
A. M
Superintendent of schools .
Editor £<lucation and Com-
mon School Education.
Agent State board of edu-
cation.
State Normal School
.do
Superintendent of schools . .
Principal Chauncey Hall
Kinaergarten.
Supervisor primary schools.
Supervisor vocal music
Snperin tenden t school8,MilI-
bury and Oxford, Mass.
Superintendent of schools . .
Principal Quiocy School
State Normal School
Supervisor science work. . . .
Snincy, Mass.
oston, Mass
Do.
Bridgowator, Mass.
Albany, If . Y.
Somerville, Mass
Boston, Mass.
Minneapolis, Minn.
New Bedford, Mass.
Oxford, Mass.
Ouincy, Mass.
Poughkeepsie, N. Y.
Bridgewaler, Mass.
Quincy, Mass,
HIGHSCHOOL COURSE.
'Botany j Edw. S. Burgess, A.M
Civil government. . | Wro. A. Mowry, A. M., PB. D.
English literature .
French and German
General history ...
Greek and Latin ..
Mathematics
Microscopy
Physical culture. .
Physical aud scien-
tific geography.
Rhetoric
Prof. Daniel Dorchester, a.m.
Th« faculty of the Berllts
School of^ Languages.
C. E. Meleney, A. m
Isaac B. Burgess, A. M
James Jenkins, A. b
^ Rev. John D. King, pb. d
(Miss Ella M. Drury, A. B
Baron Nils Posse, M. o
F.F. Murdock
J. C. Groenough, A. M.
Science, physics,
zoology, home. ] |^- =• '^*™»
made apparatus, ij
Voice culture Henry L. South wick, a. m. .
H igh school
Author studies in civil gov-
ernment.
Boston University
Superintendent of schools..
Latin school
Principal Dix Street School.
PMse's gymnasium
State Normal School
Principal State Normal
School.
Stato Normal School
do..
Emerson College of Oratory .
Washington, D. C.
Boston, Mass.
Do.
New York City.
Somerville. Mass.
Boston, Mass.
Worcester, Mass.
Edgartown, Mass.
Boston, Mass.
Do.
Bridge water, Mass.
Westiield,Mass.
Bridgewator, Mass.
Salem, Mass.
Boston, Mass.
952
EDUCATION REPOKT, 1891-92.
COMHOK TO BOTH ELEMENTARY AND HIGH-SCHOOL COURSE.
Elemvntary science
Pedagogy
F8ycIiolog3'
School iiiaDage-
ment.
Prof. Boyden and Prof.
Adams.
E. E. White, LL. D
J. C. Groenough, A. M
A. W. Edson, A. M
Stato Normal schools
Late superinteudcnt of
schools.
Principal Stato Normal
School.
Ageut State board educa-
tion.
Bridge water and Sa-
lem, Mass.
Cincinnati, Ohio.
Westfield, Mass.
WonM^ter, Mas8.
ACADEMIC DEPARTMENTS.
Botany
Drawing
Elocation and ora-
tory.
Engliflh literature .
French and Getman
History and civil
goTemraent.
Latin and Greek. . .
Mathematics
Music, iustmmen-
tal and vocal.
Ornithology and
zoology.
Painting
Ph\-sical culture. ..
Sloyd
Edward S. BurgcHs, A. M —
(Henry T. Bailey
(N.L. Berry
C. Wesley Emerson, M. D.,
LL.D.
Prof. Dan'l Dorchester, A, m.
Berlitz School of Languages.
William A. Mowry, A. M.,
PH.D.
Isaac B. Burgess, A. m
James Jenkins, a. B
George H. Howard, ▲. if . . . .
Harry Gordon White
Amelia M. Watson —
Brown Nils Posse, M. o.
Everett Schwartz
High school
Agent Massachusetts board
of education.
Supervisor of drawing
President Emerson College
of Oratory.
Boston University
Editor of Education.
Latin school
Principal Dix Latin School
Late of the Marion Labora-
tory, Woods Holl.
Posse's g3^mna8ium
Instructor iu Sloyd
Comings School.
in
Washingt4in. D. C
North Sictu ate, Mass.
Lynn, Mass.
Boston, Mass.
Do.
New York City.
Boston. Mass.
Do.
Worcester. Mass.
Boston, Mass.
Taunton, Mass.
East Windsor Hill,
Conn.
Boston, Mass.
Do.
IV. — SUMMER SCHOOLS OF HARVARD UNIVERSITY, OF THE UNIVER-
SITY OF VIRGINIA, AND OF OTHER SCHOOLS.
THE SUMMER SCHOOL SYSTEM OF HARVARD UNIVERSITY.
The summer school system of Harvard Uuiversity owes its origin
I)rimari]7 to the influence which Louis Agassiz brought to bear upon
the spirit of scientific education in that institution and upon this
country. From the beginning of his instruction his aim was, as far as
possible, to provide for the training of teachers in the methods of
instruction which he pursued in the sciences of zoology and geology.
His desire to secure to them such instruction was, perhaps, the stronger
for the reason that he received a hearty support from the authori-
ties of the Commonwealth of Massachusetts in the foundation and
maintenance of his museum in Cambridge. From the foundation of
that museum his instruction was freely open to all the teachers of.
the State. Experience showed that owing to their school engagements
teachers found much difficulty in attending the instruction which he
gave during term time. Therefore- in consultation with the assistant
who was engaged with him in teaching it was determined to make an
essay in the line of field instruction given during the summer vacation.
This work was first begun in the year 1869, in a geological school taught
in part in Cambridge and in part in western Massachusetts. Summer
field work in geology designed to acquaint teachers with methods of
instruction to be followed in the* field has been continued with slight
interruptions from that date to the present time. In 1872 a school of
zoology was planned, the intention being to open it in the following
summer on the island of Nantucket. The project having received a
certain amount of public notice, Mr. John Anderson, a manufacturer
of New York City, became interested in the plan and ofl'ered to Profc
HISTORY OF SUMMteR SCHOOLS IN THE UNITED STATES. 953
Agassiz as a gift tbo Island of Penikese, as well as the sum of $50,000
for the necessary initial expenses of the establishment. The history of
this school has been already described. After the death of Prof. Agas-
siz the project of the Penikese school was abandoned, for the reason
that it met with no public general support, and the fees paid by stu-
dents would not support the costly establishment. In the second ses-
sion the excess of expenditures over receipts was $3,000.
The evident utility of these summer schools of natural science, how-
ever, led in succession to the establishment of similar courses of instruc-
tion at Harvard University in chemistry (1874), botany (1874), physics
(1889), field engineering (1889), physical training (1887), and to slighter
experiments in the way of courses in French and German (1888). Dur-
ing the last summer (1891) the following courses (in order of their
mention in the college catalogue) were offered :
• (1) A course in the fundamental principles of chemistry; attended
by 24 students.
(2) A course in qualitative analysis; attended by 14 students.
(3) A course in quantitative analysis; attended by 5 students.
(4) A course in organic chemistry; attended by 7 students.
(6) One student pursued a course in special research.
(7) A course in botany; 15 students.
(8, 0, and 10) In geology three courses were given, known as A, B,
and C. Course A, in its nature elementary, was attended by 17 students.
The instruction in this course was given in Cambridge and in the ter-
ritory near the college. Course B was given in Massachusetts, Con-
necticut, and New York, and was attended by 19 students. Course C
provides for the instruction of students who have been trained to the
point where they may undertake field work somewhat independently,
and was attended by 9 students.
(11 and 12) Two courses in physics were given; one elementary,
answering approximately to the most elementary course in the college,
was attended by 20 students, and a higher course in experimental
physics, attended by 10 students.
(13 and 14) There were two courses in field engineering, intended to
train students and teachers in the methods of topographic and railway
surveying. These were attended by 8 students.
(15) A course in physical training, designed especially for those who
intend to teach this subject or to a€t as supervisors of gymnasiums,
was given in two sections, one known as the full course and the other
as the course in practice. These courses were attended by the total of
83 students.
(16 and 17) Two courses in modern languages, viz^ French and Ger-
man, were given, the special object being to train instructors in the
methods of instruction in those languages pursued in this university.
These were attended by 12 students.
In addition to the above-named courses of instruction a series of
classes held at the medical school in Boston especially designed to
meet the needs of graduates in medicine, which were attended by 48
students.
The total number of persons pursuing summer courses maintained
by the university in the year 1890 was 279. Excepting the classes in
medicine, courses B and C in geology, and the courses in field engineer-
ing, all these classes were open to both men and women. Of the total
about 90 were women. One hundred and fifty persons were engaged
in teaching, their positions varying in grade from that of college presi-
dent to assistants in the lower schools. Thirty-eight were students of
954 EDUCATION REPORT, 1891-92.
Harvard College or of the affiliated Lawrence Scientific School, who,
with the exception of about half a dozen, pursaed their studies for the
results alone. Except in the course in geology and that in field engi-
neering, the work done in the summer school could not be counted for
any degree.
Originally the management of these schools was left altogether in
the hands of the several instructors engaged in teaching. For the
last four years the system has been under the charge of a committee
of five appointed by the corporation of the university. This body
maintains a general oversight of the schools, and provides from time to
time for the institution of new experiments in this kind of teaching.
The receipts of the schools were originally left in the hands of the
instructors. Keceutly, however, an arrangement has been made where-
by the corporation determines the salaries of the instructors and pro-
vides for the incidental exi>en8es of the schools. The fees are thu^
paid directly into the university chest, and the classes are no longer
speculative ventures on the part of the teachers giving the instruction.
The greater part of these schools are taught for the term of 6 weeks
and on 6 days in each week, usually for at least 8 hours of the day.
Care is taken as far as possible in the period of a long vacation to give
the students in attendance on the summer schools all the advantages of
the university. The museums, laboratories, libraries, and other means
of instruction and exercise are all at the disposal of the summer stu-
dents quite as freely as they are to those who attend in term time.
It is the hope of the committee on these courses each year to extend
their range and efifectiveness in such a manner that, as far as may be,
they shall provide a suitable opportunity for teachers to be abreast of
their work in everyone of the common departments of instruction.
PROFESSIONAL AND SCIENTIFIC SCHOOLS AT THE UNIVERSITY OF VIRGINIA.
For many years there have been held summer sessions of schools at
the University of Virginia, at Charlottesville.
The first started of these was that of law, which was instituted in
1870 with only 4 members, nor did the numbers much increase until
1875, when 34 were in attendance, after which the number rapidly
increased, until, in 1878, there were 80 attending. From that time until
now the size of the school has remained lairly constant. Ninety-seven
were in attendance at the sessions of ISQO-'Ql.
At the head of this school, now in the twenty-third year of its exist-
ence, is John B. Minor, professor of common and statute law in the
University of Virginia, and author of several legal treatises. The
duration of the course has averaged two months. During this short
time it has been the effort not to give much positive instruction, which
would obviously be impossible, but to teach the student how to study
and to acquire a philosophic acquaintance with the salient elementary
principles and doctrines of the law, "so as to enable him," says Prof.
Minor, " to proceed with more satisfaction to himself and with more
eflBciency to employ the ^amiablesecrets' with which, according to Coke,
the science of jurisprudence abounds." The scheme of instruction
includes an outline view of the rights relating to the person, to corpo-
rations, to real property, and to personal property, including contracts;
the duties, powers, and rights of personal representations, including
doctrines relating tx) legacies, and the settlement of fiduciary accounts,
and the exposition of the modes of conducting actions in the courts of
common law and of equity.
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 955
A summer school in chemistry has been held at the University of
Virginia for the last ten or twelve years, with a small attendance of
students, ranging from 3 or 4 to 10 or 12, annually. There has been no
regularly prearranged course of study, the work of each man being
arranged in accordance with his previous training and the objects he
has in view, the limited number of students permitting of thoroughly
personal teaching. There have been informal talks or lectures, with
exercises on the blackboard or on paper in chemical calculation, but
most of the time has been taken up with practical laboratory work.
Prof. J. W. Mallet has charge of this work.
Besides these schools of law and chemistry, there have been held at
Gharlettesville summer classes in mathematics and engineering, medi-
cine, and biology. Summer instruction in the first of these subjects
has been given since 1878 for six weeks each summer. The average
attendance has been from 8 to 10. The subjects taught have been:
Xn mathematics, trigonometry, analytical geometry, calculus, differen-
tial equations, and theoretical mechanics: in engineeriiig, land and
engineering surveying, strength of materials, and bridge and roof con-
struction. At the head of this school is Prof. Wm. M. Thornton.
The summer school of medicine has been but recently started, the
first session being held in 1891. In connection with this school is to be
given in the biological laboratory of the university a course upon nor-
mal histology and bacteriology. The teachers are the professors of the
university, lecturing on the subjects they teach during the regular ses-
sion, namely: Chemistry, Dr. J. W. Mallet; anatomy, W. B. Fowles;
histology and bacteriology, A. H. Tuttie; physiology. Dr. W. G.
Christian.
SUMMER CLASSES FOR TEACHERS AT CORNELL UNIVERSITY.
The trustees of Cornell University have issued the announcement
that there is to be opened in the summer of 1892, a number of classes
for teachers. The sessionjs to last firom July 7 to August 18, and there
is to be given instruction in mathemathics, botany, chemistry, phys-
ics, philosophy, English, French, German, Greek, Latin^ classical arch-
eology, and physical training.
THE NATIONAL BUMMER SCHOOL OF METHODS.^
AT GLENS FALLS, N. Y.
This school is the union of several other schools, and the history can
best be given in parts up to the time of union. Nine years ago Mr.
Charles F. Sang, now master of the Dearborn School, Boston, Mass.,
formed the idea of organizing a school of methods. He associated
with himself in the work Supt. Balliet, now of Springfield, Mass. ; Prof.
Walter S. Perry, now of Pratt Institute, Brooklyn. N. Y.; Walter S.
Parker, now master of Everett School, Boston, Mass. ; Prof. Payne,
now of Vanderbilt University. Tennessee, and many other eminent
educators. This was not the nrst summer school, but it was the first
school of methods. Its meetings were held at Saratoga, N. Y. Its
sessions were largely attended from the first, the students coming from
mauy States and thus justifying the name. The National School of
Methods. The school continued to grow in numbers and strength.
Its work broadened and included academic work in some subjects as
well as work in methods. When this school had been in operation
' Kindly furnished by Snpt. Sherman Williams.
956 EDUCATION REPORT, 1891-92.
about four years another school was started at Roaiicl Lake, N. Y. It
was not as larf^e as the Nationnl School, bat each school hnrt the other
in the matter of attendance, being so near together, and the two were
united under the management of 3Ir. King. The first year the session
was divided into two parts, two weeks at Saratoga and two weeks at
Bound Lake. This i>lan did not prove satisfactory, and thereafter the
whole session was at Round Lake.
At the same time the National School was started at Saratoga a
movement was made at Glens Falls that was not thought to be more
than local and a temporary matter at that. At the suggestion of a few
of the teachers of Warren County, N. T., Supt. Ballard, of Jamaica,
N. Y.,and Supt. Williams, of Glens Falls, N. Y., met for one week such
teachers ascared to come to the meetings for instruction in physical train-
ingandprimary methods. No fee wascharged ; no public announcement
was made. There were about 35 tesichers present. At the close of the
session they expressed a desire that there should be a session again the
following year. This was arranged, and with Messrs. Ballard and Wil-
liams were associated Mrs. N. R. Baldwin, who had been a successful
teacher at Quincy, Mass., under Col. rarker,and Miss Kate Raycrofb, of
Prince School, Boston. A small fee was charged, enough to pay these
last two for their services; a few circulars were issued; the work was
somewhat enlarged; Mr. Ballard kept the physical training as before;
Mr. Williams had elementary science, Mrs. Baldwin primary work, Miss
Raycrofb grammar work. It was wholly work in methods. There were
about 100 present at this session and a dozen or more counties of the
State were represented. Those present disked to have the school con-
tinned and drawing and elocution added to the course. Now, for the
first time it was recognized that the school was likely to continue for
some years at least. Miss Swayze, of New York, was engaged to give
instruction in elocution, and H. P. Smith, head drawing teacher of
Brooklyn, N. Y., for drawing. Mr. Smith has been with the school from
that time till now.
The following year the work of the school was greatly enlarged and
many instructors of national reputation engaged. In the meantime a
summer school had been organized at Niagara Falls, N. Y. After two
sessions it was united with the school at Glens Falls.
This brought three schools — the Glens Falls Training School, the
National School^ and the Round Lake School — close together, practi-
cally occupying the same field — three schools where only one was
needed. As has been stated, the National and Round Lake schools
were united. The Glens Falls Training School had been run by Messrs.
Ballard and Williams at a steady financial loss. At the end of the fifth
year they announced their intention of discontinuing the school on
account of the loss at which it was carried on. The leading profes-
sional and business men of the place formed an association to carry on
the school and raised a fund to guarantee the school against all loss.
They have contributed in this way about $1,500 up to this time. The
school was continued another year, and at that time was consoUdated
with the school at Round Lake. This brought together in one school
all the schools that had been organized in this section. The union is
known as the National School of Methods. This is the history of the
school.
The work has grown year by year. The best instructors obtainable
are engaged. The instructors' salaries alone amount to more than
91,000 a week. The entire expense of a session amounts to about
$6,000. More than 30 lecturers appear before the school each year.
The work now includes both methods and academic work.
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 957
The work of last session was as follows :
PSYCHOLOGY AND PEDAGOGICS, BY DR. E. E. WHITE, OP CINCINNATI, OHIO (15
LECTUKES).
Methods in suhject-malter.
Arithmetic, Snpt. G. I. Aldrich, Qnincy, Mass., 8 lectures.
Geograpliy, Principal Charles F. King, Boston, Mass., 10 lectures.
Laugungo and grammar, Supt. I. Freeman Hall, Leominster, Mass., 10 lectures.
History, Prof. B. A. Hinsdale, University of Michigan, 5 lectures.
Elementary language. Miss Anna H. Hadlam, Lewiston, Mo., 10 lectures.
Primary work, Mis^ Sarah Arnold, Minneapolis, Minn., 20 lectures.
Elementary natural science, Prof. John F. Woodhull, New York, 5 lectures.
Kindergarten work. Miss Hart, Toronto, Canada, 10 lectures.
Natural history. Prof. Austin C. Apgar, Trenton, N. J., 5 lectures.
Lloyd work, Principal Gustaf Larsson, Boston, Mass., 5 lectures.
Physical training, Supt. \V. J. Ballard, Jamaica, Long Island, 5 lectures.
Academy work {Si tceeks).
Modem and ancient languages, Prof. Otto H. L. Schwetsky, Oswego, N. Y.
Methods in drawing, H. P.Smith, Brooklyn, N. Y., assisted by Miss Bertha Hintz,
Boston, Mass. ; Prof. Henry T. Bailey, Massachusetts ; N. L. Berry, superintendent
of drawing, Lynn, Mass.
Botany and zoology, Prof. Austin C. Apgar, Trenton, N. J.
Form and drawiug. Prof. Walter S. Perry, Brooklyn, N. Y., assisted by Mrs. Mary
D. Hicks, Boston, Mass., and Miss Stella Skinner, Scran ton, Pa.
Reading and elocution, Prof. L. A. Buttertield, Boston, Mass.
Penmanship, Prof. Lyman D. Smith, Hartford, Conn.
English literature and philology. Dr. Thomas Hume, University of North Carolina.
Homemade apparatus, Prof. John F. Woodhull, New Y^ork City.
Physics and chemistry. Prof. John F. Woodhull, New York City.
Physical training, Supt. W. J. Ballurd, Jamaica, Long Island.
Lectures on supervision and normal training.
Dr. £. E. White, Cincinnati, Ohio.
Prof. B. A. Hinsdale, University of Michigan.
Prof. Austin C. Apgar, State Normal School, Trenton, N. J.
Supt. 6. 1. Aldrich, Quincy, Mass.
Miss Sarah L. Arnold, supervisor of primary schools, Minneapolis, Minn.
Miss Anna B. Badlam, principal Training School, Lewiston, Me.
Snpt. S. T. Dutton, Brookline, Mass.
Snpt. A. P. Marble, Worcester, Mass.
Dr. E. A. Sheldon, State Normal School, Oswego, N. Y.
Prof. Charles F. Carroll, New Britain, Conn.
Principal James M. Sawin, Providence, R. I.
The school was attended at the Last session by nearly 500 students, com-
ing: ft'om 34 different States. Students came from all grades of schools —
from the little country wayside school, from the graded schools, from
academies, from primary, grammar, and high schools, from normal
schools and colleges, from public and private schools, and from paro-
chial schools. All classes of teachers attended — those who were yet
to get their experience, those who had taught all the way up to forty-
nine years, those who were grade-room teachers, principals of depart-
ments, principals of schools, village and city superintendents. There
were a large number of supervisory teachers in attendance. This com-
mingling of teachers of all grades and from all sections of the country
has of itself proved to be of great value.
Other schools which have held summer sessions are: The Wisconsin
Summer School, at Madison, Wis. ; Campbell University Summer School,
Holton, Kans.; Flint Normal College Summer School, at Flint, Mich.;
958 EDUCATION REPORT, 1891-92.
Asbury Park Seaside School of Pedagogy ; Niantic School for Teachers ;
Sweet Springs School, Missouri; Morehead City School, North Caro-
lina; Summer School at Ann Arbor, Mich.; School for Popular and
Normal Study, New London, K. H.; Western Normal Music School,
Highland Park, 111.; Indiana School of Methods, Indiana, Pa.; the
Seaside Assembly, Avon-by-the-Sea, N. J.; Deertield Summer School of
History and Romance; Indiana University Summer School, Blooming-
ton, Ind.; Seaside Summer Normal Institute, Corpus Christi, Tex.;
LakeMinnetonka Summer School, Excelsior, Minn.; Blackboard School,
Cedar Falls, Iowa; Springfield Summer School, Springfield, Mass.;
Summer Schools of Dartmouth College; Normal and Business College,
Fremont, Nebr. ; Kindergarten, Mountain Lake Park, W. Va.
Concerning very few of these schools has the Bureau been able to
obtain information.. Many of them are now undoubtedly not in exist-
ence.
The Wisconsin Summer School lor Teachers was opened for the first
time in the summer of 1887. Its purpose was to improve the methods
of instruction in the high schools of the State, especially in the branches
of natural science. The Wisconsin Teachers' Association had been
interested in tha movement, the privilege of using the lecture rooms
and laboratories of the University of Wisconsin had been secured, aud
the cooperation of the State superintendent and of the board of
regents of normal schools had been promised. Aside from these aids
the movement was essentially a private enterprise. At the first ses-
sion classes were formed in psychology, pedagogy, physics, geography,
physiology, botany, cliemistry, and Latin. All but one of those
engaged in the work of instruction were professors in the university.
The attendance at this session reached 40^ all except 4 of whom came
from Wisconsin. The year following Latin was dropped from the list
of studies and zoology added, but it was not found practicable to give
to the school the enlargement desired by its managers, for the lack of
funds for its support. In 1889 a small appropriation for it was secured
from the legislature, which rendered possible an expansion of the course
of studies and more extensive advertising. From this time its growth
has been steady year by year. In 1891 the enrollment rose to 151;
instruction was given in 10 different departments, and 28 classes, and
there were 33 students in attendance from without the State. The
school has been from the beginning designed especially for high-school
teachers, and its enrollment has been almost wholly of that class of
teachers. There have been also teachers from normal schools and col-
leges, with a few from grammar grades. A few students have attended
every year since the opening of the school, and these have usually
devoted themselves to continuous work in one of the laboratories.
The number who attend for more than one year is increasing, and indi-
cates the possibility of the development of a continuous and somewhat
extended course of study by means of this summer school.
The Campbell University, Holton, Kans., has held summer sessions
during the last four years for the instruction of teachers. The presi-
dent is E. J. Hoenshel.
The Flint Normal College, Flint, Mich., has held a summer review
term of ten weeks since 1888. At the session of 1890 85 students and
teachers were in attendance.
The Asbury Park Seaside School of Pedagogy was opened in 1887
with a corps of 24 teachers. The attendance the first year was large,
but declined the following years, and the school is not now in existence.
The Niantic School for Teachers was started in 1888, with the sup-
HISTORY OF SUMMER SCHOOLS IN THE UNITED STATES. 959
I)ort of the State of Connecticut, There were no tuition fees for teach-
ers, and, as a result, there was a large attendance, 250 or more. In
1887 the attendance was less, and in 1890 no session was held.
The Seaside Assembly, Avon-bythe-Sea, N. J,, has held 8 ses-
sions, and is at present in a flourishing condition. At the la^t session
instruction was given in the following departments: Biology, lectures
and laboratory practice, mathematics, political science, languages, Bible
study and Sunday-school work. Christian philosophy, American litera-
ture, Delsartean system of physical culture, elocution and oratory,
kindergarten, art, writing, and music.
The Seaside Summer Normal Institute at Corpus Christi, Tex., held
its first session in 1801. At its head is Mr. J. E. Kodgers who has con-
ducted various similar summer institutes in the State at Waco and
Marshall.
The Lake Minnetonka Summer School, Excelsior, Minn., has held 6
sessions, and with a very considerable attendance, more than 300 in
1890. The work of the school is planned with especial reference to
the needs of teachers. Instruction at the last session embraced the
following subjects : Psychology and pedagogics (20 lectures) methods of
teaching, English literature^ rhetoric and elocution, Latin, civics,
physiology, history, arithmetic, mathematics, physics, botany, chem-
istry, drawing, commercial law and bookkeeping, music, and synthetic
reading.
PART III.
STATISTICAL TABLES.
CITY SCHOOL SYSTEMS (page 962).
PUBLIC HIGH SCHOOLS (page 1002).
PRIVATE SECONDARY SCHOOLS (page 1084).
UNIVERSITIES AND COLLEGES (page 1140).
COLLEGES FOR WOMEN (page 1158).
PROFESSIONAL SCHOOLS:
MEDICINE (page 1163).
LAW (page 1179).
THEOLOGY (page 1182).
COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS (page 1188).
SCIENTIFIC AND TECHNOLOGICAL SCHOOLS (page 1196).
MANUAL TRAINING SCHOOLS (page 1197).
NORMAL SCHOOLS (page 1198).
UNIVERSITY EXTENSION (page 1206).
BUSINESS COLLEGES (page 1216).
SCHOOLS FOR THE COLORED RACE (page 1234).
SCHOOLS FOR THE DEFECTIVE CLASSES (page 1238).
REFORM SCHOOLS (page 12G3).
ED 92 61
962
EDUCATION REPORT, 1891-92.
STATISTICS OF CITY
Table \, ^Statistics of populaliouj private schools, and public school enroUmevU^
inhab
Cltj.
ALABAMA.
I
2
8
4
5
0
Birminffbam
HuntavUle...
Montgomery
▲RKANBAS.
Fort Smith..
Hot SprlHKS.
Little Uock..
CALirOBVIA.
7 ! Fresno.
8
9
10
11
12
13
14
Los Angeles...
Oakland*
Sacramento...
San Diego
San Francisco
San Jos^
Stockton
15
16
17
18
10
a)
21
22
23
24
25
20
27
28
29
3U
81
82
S3
84
85
80
87
COLORAOO.
Colorado Springs
Denver:
District No. 1
Dli*trict No. 2
District No. 17....
Pueblo:
District No. 1 !^
District No. 2.
CONNECTICUT.
Ansonla
Bridgeport ...
Danbury*
Hartford
Merlden ,
Mlddletown*.
Now Hritalu .
New Haven ..
New London .
Norwalk
Norwich*
.Stamford*
Water bury ..
Willlmantic.
DELAWARE.
Wilmington
DISTRICT OF COLUMBIA.
Washington:
Firat sLx divisions. .
Seventh and eighth
divisions.
S
fl
o
a
■a
O
32,400
8,380
22,500
12.400
8,450
27,700
13,580
58.6(J0
60,400
26,940
19.400
306,000
18,730
14,920
12,275
119. 100
27.500^
10,945
51,700
17, 140
M.fiCO
22,3^
9,260
19,930
83,400
14.120
18, 170
16,270
10.220
80,000
8,880
i 241,000|
I
a
02
3
7-21
7-21
7-21
0-21
0-20
0-21
hA7
5-17
5-17
6-17
6-17
5-17
5-17
5-17
0-21
0-21
0-21
0-21
0-21
0-21
4-16
4-10
4-16
4-16
4-16
4-16
4-16
4-10
5-16
4-16
4-16
4-16
4-16
63, 100 0-21
0-17
10,750
1,808
4,512
8,060
2,670
8,7S7
1,717
11.830
12,194
5,135
2,820
63,033
5,521
3,120
2,179
13,065
7,011
5,709
3,630
2,915
2,300
12,000
3,o00
10,407
0,108
1,719
4,194
18,677
2,488
s,Goe
1,520
3,434
8.221
g
:3
ft
c
> o
O.Oi
' Nomtwr of different pnpils
• enrolled In public day
schools.
600
w6'
300
70
925
250
1,003
2,132
500
•360
8,455
490
467
112
400
200
150
74
1,375
500
•2,200
1,200
600
1,575
1,979
132
558
400
549
1,100
♦8,000
500
4r
s
2,207
2,636
(2,238)
1,030
•894
2,051
1,220
•901
2,415
916
4,966
4,786
2,169
1,660
21,810
1,909
1,416
1,005
4,
2,458
1,066
096
4,8*:3
5,396
1,933
1,516
20,481
2,147
1,197
090
4,867
2,883
1,105
980
901
(2,170)
4, 177 1 4, 196
(3,000)
(8, 136)
(4, 709)
(1,208)
(2.550)
(15.496)
1,236 ! 1,105
(2, 948)
(1,097)
(2,321)
2,931 2,531
(9,463)
(27,398)
6,223 i 7,067
3
4,843
654
2,
2,260
•1,795
4.466
1,774
9,779
10.183
4,ioe
3,075
41.791
4,146
2,613
1.
9,662
4,71»
8,831
1.078
1,787
2,170
8,373
8,000
8,136
4,700
1,206
2,560
15,486
2,401
2,948
1.097
2,321
5,46S5
9.463
27,306
12,280
•Statistics of 1890- '91
aEstimate based upon the annual rate of increase or d<)crease from ISijO to 1890.
STATISTICS OF CITY SCHOOL SYSTEMS.
963
SCHOOL SYSTEMS.
attendance^ aupervismg officers^ teachers, and accommodations in cities of over 8,000
Hants,
p d
Pi
OS'S
ill
178
160
IM
171
158
176
178.5
173
aoi
187
IM
205
aoo
IM
190
100
188
184
178
100
109
180.5
102
IST.O
•102
100
186
200
180
•104
101
106
m
u^-^
S o
8
B
tC^ Pi
S'
•-I
^Pl
'a
>> cs sa
on
Nnmber of au-
pervlslng of-
ficers.
lO
11
19
523.854
36,000
•238,000
•183,300
522,401
200,722
1,297,678
1,346,140
573,156
307,880
6,370,527
555,744
344,258
264,680
1,217,140
560,100
381.388
220,171
227,810
6 300,
1,128,
&380,
1,012,
664,
&152,
234,
2,100,
317,
341,
153,
644
832.6
928
705.9
288
000
614
800
620
246
182
2.943
225
•1,400
1
•1,042
1
2,069
1
1,125
2
7,601
6,607
11
8,065
2,030
80,780
16
2,797
1,760.4
675,024
1,
6,406
3,12T
2,072
1.233
1,199
1,666
5,956.9
•1.984
5,389.6
2,936.3
800
1 799
10' 999
1*680
r759
•802
1,596
8,444
3
2
5
10
4
2
3
5
1
1
1
*n
1
♦0
1
a
13
0
0
0
0
2
2
5
0
37
0
1
1
3
1
1
2
I
0
•7
2
♦0
0
1
O
2
6
13
6
1
63
1
2
6
13
5
3
5
6
2
2
1
•18
3
•0
1
Number of regular
teachers.
«
-a
14 15
ft
§
1«
10
(9)
3
7
•5
7
5
10
10
3
3
51
11
10
1
17
3
3
5
2
3
2
2
S3
10
2
(338)
2
9
2
9
5
72
37
42
•14
56
28
195
162
07
67
747
72
38
30
151
76
47
43
41
38
ISO
45
176
82
21
49
47
46
27
52
102
o
ir
83
0
40
49
•10
62
83
205
162
100
70
798
83
48
40
168
79
50
48
43
41
161
47
208
92
23
53
338
49
55
29
61
107
II
o
... n
u
B
5^.
u
o
*-" .
oa
3&
18
8
"6
8
5
13
4
33
15
14
13
81
13
0
8
17
11
6
7
11
6
23
6
18
16
3
10
41
6
12
6
10
14
c3
*» Q
(0 O
P'*' Pi
MvHc-l
1 8a
j^ o ..*
00 3 *>
V P«o
'si
111
19
3,640
2,000
2,400
1,047
3.686
1,200
8,642
"4,'366'
2,748
39,779
2,794
2,798
1,425
8,006
4,000
2,082
1.600
1,631
2.100
7,855
2.500
7,720
• 4,000
1.075
2,625
13,433
2,261
2,615
1,215
90
12
'12
12
12
13
12
12
12
12
13
IS
12
12
12
12
12
13
12
14
13
13
14
8
0
12
1
2
8
4
5
6
7
8
0
10
11
12
13
14
15
16
17
18
10
20
21
22
83
84
86
27
SO
31
32
33
34
35
36
37
195
1,321,320
63,728,342 I
1^ ' 1.720,282.5
6,776
20,374
0.3^
187
(24)
6
24
8
(&77)
29 I
215
193
577
244
27
77
24
9,232
5 27,000
9,648
11
12
b Estiznat«<^
d
964
EDUCATIOK REPORT, Ifl91-«S.
Table l.—Staiitiie§ of popvlai^mj pritaie sthooU^ amd pmbUc xAool
40
41
42
43
44
45
46
47
48
49
SO
ftl
&e
68
M
66
68
67
66
60
eo
61
02
83
84
85
88
m
88
80
70
71
72
73
74
76
78
77
78
79
80
81
82
84
86
88
87
89
Ctty.
PLORIOA.
Key West.
Peoaacoltk
OBORCIA.
Athens
Atlanta*...
Bmnswick
Ck>liimbiis .
Macon
Savannah .
ILLfHOIS.
Anrora*
Belleville
Bloomington..
Cairo
Chicago
Danville
Decatur
Eaat St. Ixiuis
ElKln
Preeport
Galesbure*
Jackaonville*.
Kankakee
Lasalle
Moline
Ottawa
Peoria*
§nincy
ock Island . . .
Rockford
SpringUeld....
INDIANA.
Elkhart*
Evansvllle
Port Wayne ..
Indianapolis* .
Jfcffersonvllle .
Kokomo
La Fayette*...
Logansport . . .
Marion
Michigan City
Muncle
New Albany ..
Richmond
South Bend* ..
Terre Haute...
Vlncennes*
IOWA.
Burlington ...
Cedar Rapids.
Clinton
Council Bluffs
Davenport
Des Moines—
East Side...
West Side..
9
8
O
9
a
i
o
10.200
12,120
8.040
9.420
18,250
21,100
44,700
20.700
16.930
20,800
10,470
1,189,260
11,950
17,820
15,950
19.100
10,375
15,710
13,150
9.450
10,060
12,53u
10,230
42, •too
32,000
14, 140
24,400
25,580
11,030
53,800
88,400
109,050
10,800
8,870
10,390
13,660
9,710
11,220
12,270
21,000
17,050
22,900
80,670
8,960
28,430
19,090
14,190
21,830
27,120
54,300
9
m
a
c
o
I
o
OD
S3
fa
9
2
2
E
«
5
«2
8-21
8-21
8-18
8-18
8-18
8-18
8-18
8-18
8-21
8-21
8-21
8-21
8-21
8-21
8-21
0-21
8-21
8-21
8-21
8-21
8-21
6,875 '
8,388
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
8-21
6-21
8-21
6-21
6-21
6-21
18,000
2,500
4,200
4,578
13,186
4.488
5,160
7,436
3.406
329.798
2,978
5,505
3,9»
5.4C2
3,^2
4,891
3,706
2,»5
3,923
3,360
12,825
10,177
4.787
7,043
8,450
3,093
15,466
12,877
33.945
4,651
3,086
7.028
5,435
3,547
3,733
3,891
7,866
6,917
7,254
14, 122
2,998
5-21
5-21
5*21
5,752
9,946
5,125
600
150
1.600 j
250
£0 >
aoo ;
80O:
I
801
1,120
800
823
63,9H5
396
300
700
660
600
500
1,200
750
•300
413
1,793
2,300
615
1,200
200
1,600
4,200
350
100
800
750
30
800
200
800
800
2,016
800
800
*2,080
500
600
800
1,200
300
Number of diff(
enrolled fn pobUe daj
S
6
945
787
700
4,257
777
(1.08l>
<2.228>
4,988
1,248
3.419
1.2
I,
1,578
797
77,707
1.335
1,633
1.047
1,631
925
1,233
945
626
452
(2.374)
951
3,543
2,171
1,198
2,140
2,016
1,
3,561
1,231
1.309
1,524
915
80,036
1,300
1,728
1,081
1,823
906
1,242
1,145
485
833
3.686
2,241
1,323
2,287
2,061
1,082
3,471
2,412
(17.074)
1,034
1,016
1,564
U093
1,178
827
1,176
1,659
1,383
1,230
2,768
619
1,929
2,049
1,372
1,856
2,503
1,742
1,985
1,154
3,428
2.605
1,089
1,001
1,877
1,126
1,219
889
1,270
1,787
1,468
2,063
2,859
868
2,060
2,193
1,891
1,906
2,411
1,932
2,306
I.
•.as
1,081
2,494
8^930
2; 478
3,102
1.712
157,743
a. 850
S,108
8,254
1.830
S,475
2L090
1.
987
2,374
1,784
7,229
4,412
2,531
4.407
4,007
2,238
8,893
S,017
17,074
2,123
2,017
3,241
2.219
2,387
1,298
2,445
3,420
2,829
8,283
5,827
1,
4,009
4,242
2,783
3,784
4,914
3,874
4,293
* Statistics of ]890-'91.
o Estimate based upon the annual rate of increase or decrease from 1880 to 1830.
STATISTICS OP CITY SCHOOL SYSTEMS.
965
enrollment, cMendance, supervising officers, teachers, etc.— Continued.
^8 the pub-
were ac-
(slon.
te number of
tendance in all
day schohls.
ly attend-
ublic day
•
Number of su-
pervising of-
ficers.
Number of regular
teachers.
of buildings
yr school pur-
r of seats
for study
schools.
years re-
mplete the
« of study.
umber of da:
lie schools
tually in set
verage dai]
ance in p
schools.
imbe
ings
ablic
umber of
quired to CO
entire coun
ScdP
- .
;8
i
o
2
o
»-4
(8
1
111
Total ni]
or sittl
In all pi
»
•^
<
11
19
£
14.
S
£
1^
2
90
9
lO
13
15
16
ly
18
19
•183
160
•149.828
170,400
•816
1,005
10
9
22
20
32
29
11
11
***"i,'86o'
"id"
88
......
■■"6'
......
89
175
•:45.445
•943
1
0
1
4
24
28
4
1.300
10
40
186
1.706,980
8,764
3
0
3
11
154
165
19
8.060
12
41
170
19»
1
1
4
2
5
3
0
4
23
44
23
48
4
7
1.600
2,400
11
10
42
806. (i66
""2,'6o6"
43
179
346,902
1,988
1
1
2
5
37
42
10
2,000
9
44
182
192
980,202
866,447
5,111
1,837.5
3
2
0
3
8
5
•26
4
•101
48
♦127
52
10
12
45
7
2,400
46
190
432,434
2,173
2
0
2
13
41
54
0
2,700
11
47
176
449,504
2,554
0
8
8
3
68
71
11
28
12
48
178
231,848
1,302.5
1
0
«>
29
31
9
1,493
12
49
192
22,587,077
117,503
102
97
109
iii
2,988
3.106
814
141,241
12
60
190
366,936
1,957
1
0
9
48
57
7
2,700
12
51
180
467,838
2,679.1
1
2
4
51
55
8
2,981
11
52
202
226,767
1,122
1
0
9
31
40
4
1,621
12
53
188
468,086
. 2,432
1
3
2
75
•77
18
•2,640
12
54
197
289,885.5
? 1,394.7
1
0
3
36
89
7
1,692
12
55
177
177
830.813
803,389
1,860
1,715
•3
1
•1
0
• 4
8
7
•2,500
2,100
11
12
66
....„
SO*
42"
57
193
171,127
886.6
1
0
2
26
28
4
1,844
12
66
192
131,124
683
3
0
3
20
23
5
1,100
12
60
•176
6324,896
1,889.7
5
1
^
)
51
6
♦2,200
12
60
196
254.183
1,296
1
0
83
36
7
1,500
8
61
190
961,065
5,248
8
4
12
5
134
139
13
6,8M
12
62
196
501,332
3,017.4
3
1
1
68
69
11
3,648
12
63
177
350,893
2,083.3
3
1
4
51
55
9
2,400
12
64
188
605,360
3.220
I
0
4
87
91
14
3,050
12
65
186
617, 166
3,318.1
2
1
3
10
80
99
12
3,000
12
66
180
310,625
1,725
1
0
1
4
40
44
8
2,200
12
67
191.5
1.031,036
5.384
8
13
21
8
143
151
17
7,000
12
68
192
629.376
3,278
5
9
14
6
111
117
15
5,307
12
60
181
2. 285, 023. 6
12,624.4
5
6
11
17
803
320
37
12
70
178
318,442
1,780
3
0
3
8
35
43
4
12
71
\n
233.604
1,349
1
0
1
7
24
31
5
""i,"662"
12
72
186
363,805
1.967
3
4
7
6
47
53
8
2.500
12
78
178
•281,746
♦1,574
1
0
1
5
39
44
7
2,000
12
74
176
292,635
1.663
1
0
1
8
35
43
10
1,845
12
75
173
173,813.5
1,004
1
1
2
3
23
26
5
1,205
12
76
184
4?f,362
1,601
1
1
2
5
41
46
9
2,229
12
T7
178
2,603.1
1
0
1
11
52
63
12
3,300
12
78
180
400.680
2,276
3
1
4
4
57
61
9
2,700
el2
79
178
445,000
2,500
1
0
1
5
57
62
10
2,500
12
80
191
779,127.2
4,070.2
1
2
3
18
110
128
18
6.004
12
81
200
193
156,267
634,734
805.5
8,200
1
3
1
2
2
5
4
12
1,100
4,120
12
13
82
15
75
90
83
177
594,000
3.300
1
1
2
0
91
91
14
3,800
13|
84
185
879,990
2,054
1
3
4
3
62
65
10
♦2,800
13
85
182
506,923
2,770
1
5
6
3
87
90
18
3,059
12
86
192
608,737.9
3,639.3
8
2
10
3
96
99
10
♦4,286
13
87
176
453,507.5
2,577.3
1
1
2
o
74
76
10
3,238
18
88
176
529,204
3.016.7
3
9
12
4
105
109
12
3,873
12
80
frfistimatei.
« Not including the kinlergarten.
966
EDUCATION REPORT, 1891-92.
Table 1. — Statistics of popuUttiorij privcUe schools, and public sekoci
9C
91
92
93
94
95
96
97
96
99
100
101
loe
103
104
106
106
107
106
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
181
182
133
134
186
City.
IOWA —continued.
Dubuque
Fort Madison*
Keokuk
Marshalltown ,..
Muscatine ..
Otumwa
Sioux City
KASSAS.
Arkansas City*.
Atchison
Port Scott
Hutchinson
Kansas City
Lawrence
Leavenworth...
Topeka
Wichita
KENTUCKY.
Covington..
Henderson*
Lexington..
Louis vUIe..
Newport*.-.
Owensboro .
Paducah*...
LOUISIANA.
New Orleans
Shreveport* .
MAINE.
Auburn...
Augusta..
Bangor...
Bath
Blddeford
Lewi.ston .
Portland..
Rockland .
MARYLAND.
Baltimore
Frederick
Hagersiown*
MASSACHUSETTS.
Adams
Amesbury .
Beverly*...
Boston
Brockton*.
Brookllne . .
Cambridge
Chelsea
Chicopee*. .
Clinton
o
0
a
-3
o
81,200
6,320
14.820
9.240
31,830
141,630
44,500
10, 310
13,840
12,970
10,010
49,100
10,160
20.100
83.300
27,900
38,200
9,290
22,125
165,400
25,400
10.300
13,410
244,800
12,470
11,440
10,735
19,300
8.810
14,640
22,000
36,700
8.230
446,200
8,150
10,560
9,690
10,610
11.000
458.000
29,270
12,600
72,030
28,600
14,360
10,700
I
m
a
I
u
3
5-21
5-21
&-21
&-21
&-21
&-21
5-^1
5-21
5-21
5-21
5-21
5-21
5-21
5-21
S-21
6-21
6-21
6<20
6-20
6-20
6-20
6<20
6-18
4-21
4-21
&-21
4-21
4-21
4-21
4-21
4-21
6-21
5-15
5-15
&-15
&-15
&-15
5-15
5-15
5-16
6-15
5-15
11,886
2,500
4,929
2,679
3,688
4,892
10,274
2.070
4,3-^1
4,237
2.494
11,188
8,559
6,716
11,211
7.234
13,454
2,700
9,120
7!,9T0
7,773
2,879
5,306
4.011
3.236
2,903
6,224
2,886
4,507
8,258
12,013
2,189
110,731
1,760
1,633
1,762
73,176
4,284
2,077
12,160
4,445
2,544
2,082
Sftg
»
1
2,500
LOO
60
200
175
800
30
920
*0
500
300
y0e4
400
3,000
800
*471
1,000
270
250
*16,610
350
175
*80
300
30
800
1,600
*1,200
16,000
400
25
42
40
10,000
508
♦100
2,127
947
700
341
Number of different pupils
enrolled in public aay
• schools.
•
2,448 2,483
n,240)
1,172
962
1.054
(3,844)
3,860
946
1,045
2,568
1,211
1,564
(5,973)
2.144
1,199
1,038
1,107
3,886
1,018
1,100
1,103
2,771
I,'-
1,
2.276
(8,872)
724 I
(3,272>
776
11,386
1,521
823
1,002
11,060
807
12.377
1,539
867
1,180
12.050
840
(1,975)
6(2,046)
1,450
1,571
852
821
886
1,009
1.623
1,220
3,536
2,657
(1.350)
33.200
582
748
84,410
523
806
(1,W7)
(1,191)
(1.814)
36,544 1 84,009
(4,760)
1,063 I 1,117
(12,468)
2,502 I 2,491
(1,781)
9M) I 739
o
8
4,931
1,240
2,371
2.(k:o
2,161
S. J44
5.758
1,9M
2,154
2,682
2,029
5,839
2,536
3,259
5,973
4,420
8,872
1,500
3.2r2
23,783
3,060
1,690
2,182
23,100
1.647
1.975
&3,046
3,021
1,673
1,896
2,643
6,183
1,360
C7,610
1,055
1,646
1,837
1,191
1,814
70,553
4,760
2,180
12,468
4.993
1,781
1.
♦Statistics of 1890-'91.
a Giitimate based upon the annual rate of increase or decrease from 1880 to 1890.
STATISTICS OF CITY SCHOOL SYSTEMS.
967
enroUtnent, attendance^ supervising officerSy teadiers, etc, — Continued.
Number of bq-
perrlslng of-
noers.
s i
,
rt 1
•
o
B i
5
08
•
o
S
b
H
}
106
180
176
176
182
186
178
176
176
M60
175
ItO
168
180
180
175
185
•100
801
200
180
100
187
200
175
1S0>
180^
180
180
170
180
•186
160
718,732
183,600
316,272
272,222.4
202,524.5
430,062
645,166
216,
290,
307,
254,
430,
853,
443,
1.003,
425,
241.
022
010
730
700
018
016
SCO
650
817,950
*6H9,980
3,381,825
508,400
231,525
267,730
3,153,042
189,400
287,875
5214,990
500,230
248,040
211,518
854.210
r845,285
203 8,905,407
168 I 391,776
?51 180,445
150),
105^
116
200
200
200
200
192
193
177,645
287,800
714,800
1,031,800
776,000
229,824
242,023
3,667
1,020
1,797
1.480.91
1,607.7
2,317
3.624.5>
1,399.1
1.654
1,919
1,455.6
3,906
2,082
2,461.2i
5,575
2,438
2,870
•3,642
16,825
2,542
1,286
1,456
16,866
947
1,645
1.226
2,779
1,378
1,256
1,968
4,569
43,869
2,332
1,195
1,301
911
1,439
54,452
3,574
2
1
1
2
o
1
1
•1
1
1
1
2
1
U
1
1
♦i
19
1
6
•1
1
1
♦3
o
M
1
1
3
O
1
0
1
13 14
9,659
8,499
1,197
1,254
b Approximately.
•8 ^12
0
Z
u
0
6
0
1
•0
0
0
0
3
0
o
2
0
•0
10
0
1
•2
0
0
•0
3
0
0
2
2
1
21
0
0
1
0
1
5
8
13
3
1
4
7
5
12
o
1
3
1
0
1
2
8
1
2
8
1
2
•1
1
1
1
5
1
13
3
1
•1
28
1
7
♦3
1
1
•3
5
1
1
5
4
2
25
0
1
Number of regular
teachers.
9
15
9
1
16
0
(24)
7
2
4
0
2
2
5
(
7)
4
22
4
4
(115)
11 !
8
3 I
(65;
10
4
8
10
15
2
4
4
2
8
5
9
4
125
5
7
00
45
58
45
60
la
34
41
33
88
37
47
00
78
31
424
2
o
17
99
24
52
56
49
60
130
36
46
47
37
110
41
51
115
101
86
34
65
434
28 32
25 33
461 480
16 31
52 54
49 53
00 94
41 43
86 44
68 73
133 142
29 33
1,234 1,359
13 18
29 36
35 39
1 29 30
2 39 41 10
(1,416) 1,416 194
(97) 97 26
4 58 62 13
21 251 272 36
8 91 99 12
(&5) 35 6
2 I 32 34 11
c Estimated.
5-
18
13
8
7
8
7
31
6
7
8
7
18
10
10
22
18
6
5
•7
36
6
5
7
50
15
33
27
37
15
22
25
19
11
108
6
7
9
sis
o o-^
19
4,922
2,314
1.780
2,000
2,500
5.568
2,416
•2,400
1,800
5,500
2,159
2,a'>3
•6,300
5,326
3,500
1,600
3,014
1,800
1,806
12,000
1,700
2,000
•1,900
2,700
2,100
2,147
3,250
6,660
1,400
62,000
1,200
1,760
2,000
i,"850'
4,886
... ....
u O^
>*B^
O o o
lis
0 0*0
Z
90
12
12
12
12
12
12
12
12
11
11
12
11
12
13
12
12
12
10
8
10
11
11
8
13
14
13
12
14
13
13
14
13
9
90
91
98
08
94
96
96
97
08
90
100
101
102
108
104
106
106
107
108
103
110
111
112
lis
114
115
116
117
118
119
120
121
122
123
124
125
13 126
127
11 128
13 I 129
.... 130
13 I 131
13 I 132
13 I 133
.... 134
13 I 135
968
EDUCATION REPORT, 1891-92.
Table 1.-^ Statistics of populatio^if private schools, and public school
136
137
138
139
140
141
142
143
144
145
146
147
148
149
160
151
152
153
154
166
156
167
156
159
leo
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
186
186
187
188
189
190
City
MA88ACHUSKTT1!—
continued.
Everett*
Pall River....
Fitchburg
Pram Ingham.
Gloucester
Haverhill*....
Holyoke*
Hyde Park
Lawrence
Lowell
Lynn
Maiden
Marlborough .
Medford*
Melrose*
Natlck
New Bedford.
Newburyport
Newton
North Adams
Northampton
Peabody
Pittsfield*
Qulncy*
Salem
Somerville ...
Springfield ...
Taunton
Waltham
Weymouth . . .
Woburn
Worcester
MICHIGAN.
Adrian
Alpena
Ann Arbor
Battle Creek
Bay City
Detroit*
Pllnt
Grand Rapids
Iron Mountain
Ironwood*
Ishpeming
Jackson:
District No. 1...
District No. 17..
Kalamazoo
Lansing
Manistee
Marquette
Menominee
Muskegon
Port Huron
Saginaw:
East Saginaw* .
West Saginaw*
West Bay City
\
a
i
(8
:i
Pi
&
5
o
9
12,210
77,600
28.330
9,610
126.200
^,500
87,400
10, 670
45^240
79,800
67,870
24,600
14,240
11,510
9,070
9.186
42,460
13,990
25,300
16,820
15,300
10,280
17.730
17,510
31,140
42,100
45,400
25,900
19,600
10.895
13,790
87,900
8,860
11,990
9,580
14,040
28,700
218,000
9,960
64,200
10,660
9.500
11,910
21,300^
18,300
13,710
13,620
9.720
11,730
24,350
14,130
48,400|
13,930
I
s
n
a
o
u
s
■s
03
6-15
6-15
6-15
6-15
6-15
S-15
5-16
5-15
5-15
&-16
5-15
^15
6-15
6-15
6-15
5-15
6-15
&-15
5-15
6-16
8-15
6-15
5-15
5-15
5-15
6-15
8-14
6-14
5-15
8-14
5-15
^21
5-20
6-20
5-20
5-20
5-21
5-20
5-20
6-20
5-20
6-20
6-20
5-21
5-20
5-20
5-20
5-21
6-20
5-20
5-20
5-20
5-20
O
S5
2,173
15,680
4,238
3,599
4,387
7,144
1,901
8,776
12,556
*8,356
4.206
2,258
1,447
*1,636
8,605
2,509
4,570
3,224
2,639
1.772
3,418
4^045
5,120
7,191
8,002
2,592
2,982
1,744
1,574
15,484
2,594
4,233
3,073
3,443
9,540
80,500
2,733
22,163
2,129
1,508
3,208
2,948
2.P50
5,602
4,296
3,791
2,769
7,725
6,932
9,333
6,200
4,333
las
15
3,500
800
*140
375
1,050
2,865
634
*2,000
4,000
♦700
760
300
35
0
*20
2.300
660
*277
800
4W
40
150
60
1,527
671
2,000
550
919
12
325
2,500
350
1,000
300
325
2,000
12,472
200
3,454
460
1,000
640
300
800
350
250
750
700
80O
Number of different pupils
enrolled In puplic day
schools.
«
(2,812)
6,367
2,172
1,092
2,076
(3,779)
2,357 I
909 I
*(6.4ll)
6,070
*4,4I8
2,041
1,240
1,144
•(!,««)
(6,383)
(1.881)
2,286
1,237
(2,845)
(2,075)
1,867
(3,649)
2,513
4,476
3.731
2,122
(2,397)
1,038
(2.561)
7,965
6,818
2,038
1,027
2,187
2,247
910
6,733
*4,488
2,096
1,258
1,155
747
845
1,121
1,164
2,018
13,254
882
(13.187)
(2, 129)
(1,121)
(1,835)
2,262
1,245
1,854
1.718
4,034
8,239
2,029
1,089
7,381
775
928
1,034
1,229
2,370
11,833
977
1,024
854
1,605
1,437
1,082
803
958
2,322
1,301
2,412
1,089
920
1,703
1,548
1,102
794
964
2,629
1,293
2,400
(3,217)
1,406 1 1,363
o
2,812
12,185
4,210
2,119
4,218
8.779
4,604
1.819
•6,411
11,808
*8,90Q
4,187
2,498
2,299
1,668
*1,958
6,883
1,881
4,548
2,482
2,345
2,075
3,721
3,049
4,231
8,510
6,970
4,151
2,397
2,127
2,561
16,846
1,522
1.773
2,155
2,393
4.388
25,087
1,^9
13,187
2,129
1,121
1,835
2,113
1,774
3,806
2,965
2,184
1,597
1.922
4,851
2,593
4.812
3.217
2,769
♦ Statistics Of 1890-'91.
a Estimate based upon the annual rate of Increase or decrease from 1880 to 1890.
b The high school was in session 185 days. c Estimated.
STATISTICS OP CITY SCHOOL SYSTEMS.
«
enrollment t attendance, supervising officers, teachers, etc—Continued.
969
umber of days the pub-
lic schools were ac-
tually in session.
Aggregate number of
days attendance In all
public day schools.
.verage daily attend-
ance in public day
schools.
Number of su-
pervising of-
licers.
Number of regular
teachers.
umber of bulldingrK
used for school pur-
poses.
otal number of seats
or sittings for study
in public schools.
umber of years re-
quired to complete the
entire course of study.
•
1
g
•
1
-3
05
a
*
3
0
7^
<i
19
13
H
14
19
i^
b*
;z;
Eh
Z
O
lO
11
10
ly
18
19
30
200
858,800
1,794
0
4
5
46
51
7
2,800
13
136
200
1,606,200
8,026
2
3
15
231
246
48
10,780
18
137
190
553,970
2,885
1
8
6
83
89
22
8,800
18
138
6180
193
283,500
601,133
1,573.2
3,561
(4J
2
8)
104
48
106
18
22
189
......
......
"■■"4,866"
"is"
140
190
193.5
515.860
600,624
2,715
8,104
5
4
92
£0
97
94
141
" '2'
......
15*
"" '4,"816"
"""13*
142
200
<S50,40O
•1.297
0
0
0
7
36
43
6
2.060
12
143
200
083,800
4,919
•3
•2
•5
•5
•no
•115
•20
•6,000
13
144
192
1,406.076
7.828
3
7
14
196
210
48
10,572
13
145
191
^'SJ^J^
6,968
0
1
15
176
191
41
•8,300
13
146
191
602,228
8,153
3
4
6
95
101
15
4,608
13
147
174
295,178
1,697
1
2
2
52
54
9
2,584
18
148
195
846,395
1.731.3
0
1
7
38
45
14
2,500
12
149
188
170?
190S
197
260,004
•318,017
800,507.6
1,883
1.592
4,520.8
0
0
4
1
4
11
• 2
3
8
33
43
141
35
46
149
150
12
22
18
13
151
6,000
152
201
276,978
1,878
0
I
5
SJ
40
13
1,755
13
153
195
•8,591.9
0
1
16
95
111
24
4,975
13
154
6180
""299,"625"'
1,664
8
4
4
52
56
11
2.500
dl4
153
«190
851.020
1.842
2
3
4
69
73
21
2,900
13
156
200
336,200
1,677.4
0
0
4
45
49
9
2,000
14
157
195
600,565
2,567
1
4
5
77
82
24
8,700
13
158
200
546,600
2,733
8,204
6,091
8
0
4
1
6
9
68
98
74
107
8
16
150
'""'4,'749'
8,063
"is*
160
"ics"
'i,i87,"745"
8
5
!1
163
174
23
13
161
192
993,465.6
5,174.3
5
11
10
156
166
81
6,<H9
13
162
«190
628,140
8.203
0
1
10
101
111
80
4,645
13
163
192
307,488
1,914
2
5
4
68
67
18
2,806
13
164
102
826,688
1,701.5
0
2
9
47
56
20
2,560
13
165
195
868,745
1,801
0
1
5
51
56
14
2,600
18
166
181
1,996,978
11,033
0
1
•29
•294
•828
58
18,016
14
167
194
202,282
1,068
2
8
3
29
82
5
1,760
12
168
184
280,407.5
1,252
1
2
3
29
32
7
1,449
12
160
190
834.035
1,740
0
1
9
40
49
7
/1, 539
12
170
191
857,614
1.829.8
2
3
2
53
55
8
2,319
12
171
•194
<; 61 9, 442
3,198
•2
♦1
•3
(0
4)
94
8
4.156
12
172
196
3,606,596
18,401.5
16
85
51
21
508
529
62
24,258
12
173
192.5
286, 247. 5
1.487
1
2
1
89
40
7
1,801
12
174
189
1,844,959
10,060
5
8
5
284
280
87
18,310
12
175
200
205, 140. 5
1,070.2
0
1
0
26
26
4
1,200
18
176
200
200
195
146,600
733
0
1
0
1
2
16
24
41
16
25
48
177
178
206,350
1,580
2
3
8
.. .... ....
1,750
......
12
179
180
206,800
1,160
0
1
0
31
81
7
1,400
12
180
180
512, 684
2,712
2
3
1
67
68
10
2,000
12
181
183
318,963
2,011
•2
•1
•3
•4
•45
•49
11
2,878
12
182
200
830,425
1,662.2
0
1
6
52
58
6
2,247
12
183
194.5
219,469
1,151
2
2
3
26
29
6
1,491
12
184
194
245,748
1,236
0
1
1
82
83
8
1,527
12
185
193
691,504
8,583
3
6
8
98
106
20
4,500
13
186
198
830,426
1,714
0
1
1
42
43
8
2,100
12
187
195
720,915
8,607.6
2
3
14
103
117
13
4,068
12
188
200
190.5
426,600
389,100
2,133
1,890
(1
2
0
1 2
5
4
7
4
67
54
74
58
180
9"
"'2,' 300*
'"12'
190
^Including: training schools. «The high schools were in session two hundred days.
/Excluding the high school, the pupils of which prepare their lessons at home.
970
EDUCATION REPORT, 1891-92.
Table 1.
— Statistics of population ^ pnvate schools^ and public schodt
191
102
103
194
105
106
107
108
100
90O
aoi
203
204
206
206
207
208
200
210
211
212
218
214
215
216
217
218
210
220
221
222
223
224
225
226
227
228
229
230
231
232
283
Duluth
Mankato
Minneapolis.
St. Cloud
St. Paul
Stillwater...
Winona
MISSISSIPPI.
Natchez ..
Vicksburg
HISSODRL
Carthage
Hannibal
Joplin*
Kansas City.
Moberly
Nevada
St. Joseph...
St. Louis*...
Sedalia*
Springtleld..
MONTAlfA.
Butte City.
Helena
NEBRASKA.
Beatrice
Grand Island. .
Hastings
Kearney
Lincoln*
Nebraska City.
Omaha
Plattsmouth* .
South Omaha .
NEVADA.
Virginia City
NEW HAMPSHIRE.
Concord
Dover
Manchester*.
Nashua
Portsmouth .
NEW JEItSBT.
Atlantic City*.
Bayonne
Bridge ton*
Camden
Elizabeth
Harrison
Hoboken*
I
O
■3
o
42,700
0,260
186,800
8,601
140,700
11,510
10,300
10.470
18,540
8,620
13.060
10,290
129, 150
8,460
8,300
54,000
463,000
14,620
24,700
12,040
15,810
15.900
8.270
15,420
9,380
63,700
12. 540
163,700
9,000
9,930
8,800
17,360
12,910
45. 500
20.000
9,840
14,240
20.400
11,740
60,300
38,900
8,500
45,200
I
■
s
V
8
6-21
6-21
'5^21
&-21
5-21
6-20
6-20
6-20
6-20
6-20
6-20
6-20
6-20
6-21
6-21
&-21
6-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
6-18
si
P
5-15
5-15
5-15
5-18
5-18
5-18
&-19
5-18
5-18
5-18
66,800
8,315
4,420
4,320
8.728
42,920
8,908
21,411
106,454
4,111
7,128
4,500
2.486
2,000
2,228
•05*3
10.000
2,404
26,753
1,881
2,921
2,667
2,060
2,585
1,631
3,116
4.045
2,988
2,600
17,461
*1,500
750
*8,500
•7,000
*300
1,200
750
900
250
80
*2,000
225
1,000
25,000
300
660
250
250
260
100
25
750
50
4,000
240
300
253
300
600
3.700
1.200
250
300
1,160
166
1,500
*2,283
1,000
8,477
Number of different pupils
enrolled In public day
schools.
«
-3
•
7B8
(6,386)
076 I 717
11,810 I 11,078
(1.033)
(l«,786)
(2, ON)
1,735 1,
704
680
062
1,103
(2,
8,020
702
768
8,453
28,000
1.510
2,401
364)
1,106
1.
1.484
017
1,068
045
753
752
3,020
680
7,315
577
857
707
005
714
2.003
(2,
0,184
887
868
3,761
80,708
1,537
2,618
1,546
006
060
786
796
2,980
708
7,410
864
TTB
1,078
709
2,068
652)
(1,466)
(2,005)
1,845 I 1,204
(1,831)
110,010)
(4.8r5)
800 I 860
(6,6W)
6,866
1,803
23,797
1.033
16,786
2,0M
8,197
1,4^7
1.416
2,148
2,406
2,864
17, »3
1,629
1,021
7,214
50.603
8.0M
5.104
3,090
I.
2.120
1,014
1.630
1.548
6,000
1.388
14,725
1,202
1,721
1,575
2,073
1,423
4,071
2,062
1,«6
2,006
2.080
1.831
10,910
4,875
600
0,570
* Statistics of 1890-'91.
a Estimate based upon the annual rate of increase or decrease from 1880 to 1800.
STATISTICS OF CITY SCHOOL SYSTEMS.
971
etirolbnent^ aiteixdance, supervising officers^ teachers^ «Ic.— Continued.
o
•2"
Pi
«s
♦» 5 o
C8 OB S
a.
185
180
192
180
190
166
190
180
183
J76
176
176
180
158
176
190
196
180
160
180
174
175
190
177
175
178
192
200
195
200
ITO
175
176
165
178.5
185
199
200
•190
193
•210
200
0-3
a si
lO
724,460
191,835.5
3,426,120
126.360
2,300,890
264.825
395,633.5
174,420
204,422
288,640
301.975
263,824
2,065,860
181,900
205,552
934,610
7,711,930
424,000
•526,549
366,312
235,133
257,520
249,850
187,373
178,901
167,500
1,993,768
180,600
184,582
231,800
281.360
185,275
473,264
299,548.8
185,928
243.645
364,966
233.400
61.198,046
671,061
684.000
903,600
§
^»
V ^^
0 P U
> C8 CQ
11
3,916
1,066
17,844
702
12,561
1,605
2,307
969
1,117
1.640
1.700
1,490
.11,477^
1,159.2^
1,168
4.919
41,062
2,355
•3,074
1,940
1,298.4
1.472
1,315
1.056.6
1,022
3,902
941
10,379
903
950
1,159
1,656
1,063
2,689
1,804.8
1,016
1,317
1.834
1.167
6,306.5
3,477
400
4,518
Number of su-
pervljslng of-
ncers.
7^
19
•1
• I
7
5
♦2
1
3
1
1
1
4
5
1
14
1
1
4
1
<9
a
13
(4)
3
2
1
1
3
1
1
9
1
2
1
1
6
6
5
0
♦3
1
39
8
•1
5
0
0
1
0
1
0
0
3
1
0
1
0
1
0
0
1
0
20
1
2
0
1
0
0
1
0
0
3
0
14
•4
2
46
8
♦3
6
3
1
2
1
5
5
1
17
2
1
5
1
3
4
3
2
2
1
23
2
3
10
1
2
2
1
6
8
0
Number of regular
teachers.
'5
IS
4
2
12
2
65
2
8
0
2
5
3
6
42
5
5
14
77
4
4
4
2
7
5
1
1
5
11
2
1
2
3
8
3
6
2
0
3
7
0
3
8
-3
i
lO
1X6
26
514
24
420
47
54
24
26
34
43
10
278
22
23
135
1,130
56
69
50
41
86
3t
26
27
107
284
23
28
27
48
40
74
59
36
36
62
S3
189
79
9
114
(8
17
130
28
526
26
485
49
57
24
27
46
25
320
27
28
149
1,207
59
63
54
43
42
39
27
28
112
296
25
29
30
50
43
82
62
42
57
62
96
196
79
12
12S
at
2-
o
.StS CD
ill
18
23
5
46
6
44
7
a
2
4
7
7
9
36
4
2
23
107
8
10
15
9
8
6
6
9
19
10
52
8
7
12
17
82
17
9
4
6
6
18
8
1
6
CD •^'^
Is?
25 ft
•3 ""a
19
6,100
1,300
•21.0UO
1,065
17,832
2,000
2,900
l.SOO
1.793
1,800
2.274
1.500
18,600
1,472
1.660
6,600
60,772
3,090
4,400
2.588
2,200
2,500
1.
1,200
6,040
1,400
12,766
1,100
1,400
2,674
1,568
4,000
2,701
1,448
2,690
2,afi
1,722
8,229
3,630
600
5,0cL'O
222
*3 0) 00
<D do
o 5; 3
a a*®
90
12
12
12
12
13
13
12
10
12
12
11
11
12
12
12
14
12
12
12
11
11
12
12
12
11
8
13
12
13
13
10
"9
13
8
IM
IftB
108
194
195
196
197
198
19B
200
201
203
204
206
207
208
209
210
211
212
21S
214
215
216
217
218
219
280
221
223
224
225
287
230
231
b Estimated.
972
EDUCATION REPORT, 1891-92.
Table l.—StcUusttcs of popuUUvon^ private schools, and public school
234
235
230
237
210
241
242
243
244
215
240
247
248
249
250
esi
252
253
254
255
250
257
258
259
200
201
2CS
263
204
265
200
207
268
269
270
271
272
273
274
275
276
277
278
270
28U
281
282
283
284
285
286
287
288
289
290
291
292
City.
VBW J BBSST— cont'd.
Jersey city
MUlvllle*
Morrlstown
Newark
New Brunswick •
Orange
Passaic
Paterson
Perth Amboy*
PhlUipsburg
Plalnrteld
Trenton
Union
NEW YORK.
Albany
Amsterdam district
No. 8.
Amsterdam district
No. 11.
Auburn
Blnghamton
Brooklyn
Buffalo
Cohoes
Coming
Cortland
Dunkirk
Elmira
Flushing
Glens Falls
Glovers vllle*
HornellsvlUe
Hudson
Ithaca
Jamestown
Kingston School dis-
trict.
Lanslngburg
Little Falls
Lockport
Long Island City
Middle town
Mount Vernon* :.
New Rochelle
New York*
Newburg
Ogdensburg*
Oswego*
Peekskill:
Drum Hill district,
No. 7.
Oak side district,
No. 8.
Port Jervls
Poughkeepsle
Rochester
Rome*
Saratoga Springs
Schenectady
Sing Sing
Syracu.se
Troy
Utlca
WatJ-rtown*
West Troy*
Yonkers*
I
I
-a
&
104.100
10,270
8,510
187,100
18,750
19,600
13,900
81,800
10.140
8,810
11,040
01,300
11,300
05,400
18.420
26,300
87,600
835,200
269,000
22,850
9,0C0
9,260
9,753
32.200
8,630
10,160
14,820
11,330
10,110
11,300
16,880
11,700
10,930
9,000
16,310
S2,3G0
12,400
11,800
8.590
1,540,700
23,7C0
11,800
21,900
10,010
9,395
22.420
139.400
15,300
12,430
20,700
9,C93
02,960
01,400
45,200
15,200
13,4:0
33,800
3
a
s
I
xi
o
3
5-18
&-18
5-18
^-18
6-18
5-18
5-18
5-18
5-18
5-18
&-18
&-I8
S-18
5-21
5-21
5-21
5-21
5-21
5-21
^21
5-21
5 21
5-21
5-21
^-21
5-21
5-21
d-21
5-21
5-21
5-21
5-21
u
S3
II
n
60,918
2,008
2,206
5,012
5,062
8,833
21,801
2.068
2,447
2,704
14,130
3,200
32,138
2,390
2,476
67,100
9,884
&205,000
&85,000
2,406
2,108
1,982
3,450
1.932
4,000
2,841
62.950
4,079
3,123
5-21
5-21
5-15
5-21
5-21
5-21
5-21
5-21
S-21
5-21
5-21
5-21
5-21
5-21
5-21
&-21
5-21
&-21
5-21
5-21
5-21
5-21
6-21
5-21
5-21
2, 424
4.800
8.904
3.24-2
3,748
2,6:>6
486,000
7,014
4,212
7,800
1,304
1,099
3, 142
6,000
650,000
3,000
2,701
5,800
1,767
20,200
20,000
15,843
4.288
4,417
9,900
its
\
%^'
It
9
7,000
111
787
*9,939
1.610
1,700
400
2,000
40S
405
450
2.811
450
5,000
700
1,260
644
80,000
15,531
1,550
*160
680
600
500
150
45
*280
400
425
300
281
*450
470
800
450
200
100
65,000
1,400
800
1,293
312
25
05
•800
8,600
800
30
1,300
120
8,200
3,000
1,738
150
Number of different pupila
enrolled In public day
schools.
1,900
%
•
y.
(22,779)
(1.929)
518 I 517
18,101 I 13,489
(2.410)
(2. 114)
1,010 I 1,010
(13,000)
(l.(»l)
(1,670)
*803
2,948
1,053
0,782
370
551
1,728
2,802
838
3.104
1,130
7,132
341
000
1,743
S,825
(120,121)
18,159 19,305
(1,543)
(1,039)
(1,374)
2,879 I 2.382
(1,118)
528
(2,832)
1,166
700
939
1,489
932
(i.toT)
585
1.205
3,210
988
(2,219)
795
583
1,198
037
1,040
1,555
1,010
620
1,597
3,140
1,041
108, 574
(3,«)1)
(1.8:m)
833
101,379
1,600
216
334
989
1.479
8,756
(2, 138)
1,119 1
(2,779)
5-24
7,051
2,m
(7,249)
(2.586)
1.794
283
C81
1,020
1,591
8,991
1,138
657
7,249
2,844
S
22,779
1.989
1.035
20.060
t,410
2.114
2.002
18,000
1.051
1.570
•1.001
0.112
2.183
13,014
711
1.151
8.471
6.027
120, 121
37,524
1,543
1.030
1,974
4.781
1.118
1,111
2,832
2,364
1,337
1.079
3,044
1,042
1,807
1,206
2,802
0,356
2,029
2.219
1,628
212.953
3,601
1.834
3,394
529
718
2,000
3,070
17,747
2.138
2.257
2,779
1,061
14,800
5,065
7.249
2.565
1,822
1,074
3.496
•Statistics Of 18C0-'91.
a Estimate based upon the annual rate of Increase or decrease from 18S0 to 18S0
STATISTICS OP CITY SCHOOL SYSTEMS.
973
enroUment, aiiendancBj supervising officers^ teachers^ etc, — Continued.
umt er of days the pub-
lic schools were ac-
tually in session.
ggregate number of
dairs attendance in all
public day schools.
rerage daily attend-
ance In public day
schools.
Number of su-
pervising of-
ncers.
Number of regular
teachers.
umber of buildings
used for school pur-
poses.
otal number of seats
or sittings for study
in all public schools.
umber of years re-
quired to complete the
entise course of study.
•
1
"3
•
3
o
5
•
B
&
•
Jz;
<
<
S
£
Eh
IS
&
S5
ti
55
9
lO
11
19
13
14
16
17
18
19
no
192
3,006,448
15,660
15
19
84
3
396
398
23
17,676
13
284
214
200
244,388
156,600
1,142
778
......
......
4
2
37
21
41
23
11
2
1,861
900
"'ii'
236
......
236
190
3,341,720
17.588
26
6
33
10
422
432
42
28,013
14
237
194
888,000
2,000
1
0
1
2
50
62
6
2,540
12
238
198
285,120
1.440
2
2
4
1
42
43
6
2,026
13
230
180
256,960
1,442
1
0
1
1
41
42
6
1,760
10
240
200
1,630,600
8,158
19
2
21
1
225
226
17
9,625
12
241
200
200
143,000
243,236
715
1,216.2
......
......
3
8
17
80
20
33
3
6
937
1,589
"'i%
242
......
243
199
266,377.5
1,338.6
1
2
3
2
41
43
5
1,838
13
244
190
801,970
4,603
5
4
9
1
146
147
26
6,551
12
245
217
320,500
1,477
1
1
2
3
31
34
1
1,596
11
246
191
1,804.840
10,014
14
10
24
23
263
286
22
13,072
13
247
205
84,265
411
1
0
1
0
12
12
1
550
10
248
2(6
160,060
780
1
0
1
0
22
22
4
1,112
11
249
188
511.880
2,675
3
7
10
0
100
106
♦15
*4,060
12
250
196
813,720
4,143
1
2
3
8
123
131
13
5,883
12
251
202
15,808,360
77,893
50
129
188
40
2,060
2,100
100
91,846
in
252
195
4,875,875
25,026
82
4
36
28
801
829
50
80,082
13
253
200
199
334,825
207,503
1,583
1,043
......
1
0
54
25
55
26
11
3
2,459
1,502
12
13
254
......
......
255
194
127,005
668
1
0
1
0
18
18
6
990
9
256
191
198, 161
1.037.5
1
0
1
1
43
44
10
1,400
13
257
196
737.418
8,762
7
2
9
1
103
104
10
4,390
12
258
192
146,389
766.3
1
4
5
3
27
30
2
1,200
11
260
194
127,786
679
1
0
1
1
28
29
4
1,188
12
260
200
314.855
1,751
1
1
2
1
38
39
6
2,118
11
261
195
290. r24
1,490.8
2
2
4
1
40
41
4
1,903
12
262
198
189,820
963
1
0
1
2
27
29
3
1.600
12
263
193
287,177
1,488
1
0
1
3
35
38
6
1.832
12
261
194
457.524
2,358
1
0
1
3
. 74
77
11
2,800
14
266
194
192
256^707
251,250
1,323.2
1,307
1
1
0
3
1
5
5
1,994
•1.560
13
10
266
0
47
47
267
190
158,311
850
1
0
1
3
20
23
3
1,350
12
268
196
414.734
2,116
1
0
1
4
58
62
7
8,100
13
260
197
822,162
4,307
5
8
8
1
125
126
15
5,545
11
270
194
264,275
1,361.2
1
0
1
1
t
34
as
6
i.ore
12
271
200
322,645
1.644
3
2
5
3
45
48
5
3,700
8
272
195
211,463
1,084.4
1
2
3
0
28
28
3
1,400
9
273
202.5
29,933,379
147, 402
GO
172
232
318
3,790
4,108
140
192.311
7}
274
194
602,357
2,589
1
0
1
8
79
87
7
3,460
11
275
200
222.441
1,152.5
2
1
3
4
34
38
10
2,060
13
276
197
477,291
2,423
1
0
1
3
70
73
14
3,000
13
277
196
88,471
460
1
0
1
0
10
10
1
260
278
201
98,869
504
1
0
1
1
12
13
1
508
10
270
193
281,587
1,457
1
0
1
I
40
41
5
2,000
12
280
191
414.249
2,221
2
2
4
3
72
75
11
2.622
12
281
196
2,670,304
18,624
1
1
2
17
533
540
38
17,800
12
282
190
244,114
1,285
2
1
3
4
37
41
8
1,745
12
283
194
296.807
1,522.2
2
1
3
4
43
47
7
2.100
13
284
190
360,870
1,891
1
0
1
1
53
54
6
2,600
12
285
193
135.532
702.2
1
0
1
0
23
23
2
1,000
10
286
196
2,236,650
11,470
12
2
14
16
286
302
28
13,915
11
287
178
888,480
4,991.4
1
0
1
18
152
170
19
8,000
12
288
192
895.945
5.283
2
2
4
7
158
165
19
6.556
13
280
190
828,700
1.730
1
0
1
3
70
73
9
2,500
12
290
200
192
224,732
476,940
1.147
2,484.3
2
27
29
6
291
"ii
292
6 Estimated.
* I
rrj "* 2Z3- aT. 1— "
- .t.-i«-^^ ,_
-" r. 'i'-s '^
..— L
'rtr
- «
^»'
S<S
tti
3SS
C'St
'/AX
'/M
'//,%
'Ml
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I.95S
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i:i3
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i:?
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T-e« j
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s i .».•>
♦o
I.'.«V
i.<:t
2.i'l? {
:•; :?';.
^41
^*^
!.««» (
2* ^■•.r
l.,V2
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3L33
Zl 7 »>
«^-:
aCO 1
• f43
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4.«3»
15 4.^^
1
i.an
i.a»
ta»
:r: r:*j
6^ti
*
l.TSe
1.6S5
X413
i: -!•>
1.^ '
S.10B
s- ''>>
^*i
2?»)
H^
],(08I
1,917
V T»^
.<•"'
ao
i.sre
I! ••fr!
1. :e:
670
1.3SS
2.360
i: xj
.- --..
2? • '•»)
^?i
♦O
1.3SS
1,3»
2,T1«
i: >•'•
yr5
97S
2.0!^
\.(f^j,&}
• *•"•• • — — — ,
tb«; annaal rate of increase or decrease from 18^ to 18M)l
STATISTICS OP CITY SCHOOL SYSTEMS.
976
enroUmenij atiendancCy supervising officers^ teachers, etc, — Continued.
p d
Pi
® S J
a « o
198
176
105
186
190
190
183
183
180
180
19ft
183.5
185
176
184
174
200
200
180
180
190
193
188
193
168
195
185
190
190
200
196
180
160
180
178
160
195
199
180
200
199
175
196
180
180
180
200
180
180
180
180
180
180
155
200
180
801
*i4 ^^
^ >»
¥
mbe
choo
f at
bile
9 ce oQ
=J3
•3 ft
ts*»
^"^ *
ss-
S-.0
^S2
« d V)
Srspi
> rt 3D
<
<
lO
843, 328. 5
883,760
719,356
299,068
5,844,820
5,612,600
2,007,642
1,490,466.8
215,668
811,760
483,480
406,600
849,119
666,470
365,904
290,992
281,504
287.400
206.600
838,940
6219,060
331,360
&501,993
819, 116
337.544
197,354
1,896,765
779,035
521,450
1,324,870
C2,266.2C0
666,796
521,820
206,640
« 136, 800
276, 848
227,186
271,830
456,200
262,800
211,200
387,722
721,032
923,237
262,260
203,580
<; 431, 280
722,400
302,940
431,120
243, 180
272, 161)
« 155, 160
tf 187. 740
270, 165
381.600
<;273,780
20,009.550
Number of su-
nervising of-
flcen).
•
•a-
*
a
S
fi
o
Ui
H
1£
4.392.3
1,330
3,689
1,608
29,078
29.540
11,031
7.068.
1.164
1,732
2,686
2.080
1,905
2,213
2.079
1,413
1,331
1.437
1.043
1,883
♦1,217
1,744
•2,601
4,357
1,752
1,217
9,727
4,211
2,955
6,973
11,276
3,351
3,899
1.304
760
1,573
1,440
1,394
2,281
1,460
1,056
1.949
4,202
4,770
1,457
1,131
2,396
3,612
1,683
2,894
1,351
1,512
862
1,043
1,743
1.906
1,521
99.550
19
13
! 14
1
1
2
1
1
2
3
1
4
2
2
4
37
1
88
8
3
11
7
13
80
4
0
4
1
0
1
1 ""
o
t0
0
2
1
0
1
2
3
5
1
0
1
O
2
4
1
0
1
5
4
9
3
1
4
3
"
17
1
0
1
•2
•3
•5
3
1
4
(f
0
8
10
4
14
1
0
*i
1
2
3
0
0
0
1
0
1
1
3
4
1
0
1
1
0
1
1
0
1
•I
•0
•1
0
0
0
2
18
20
0
0
0
; »
1
2
"••""" — " —
......
0
i
1
0
1
6
1
7
1
3
4
2
0
2
•1
I *0
•1
i 21
' 51
72
Number of regular
teachers.
«
B
16
8
5
10
4
93
(801)
13 I
(206)
I I
1 !
8
10
2
5
3
5
1
6
3
5
3
3
3
18
5
4
10
11
2
103
S2
78
44
637
866
89
86
61
41
44
68
48
29
83
27
28
52
36
47
71
103
52
81
220
86
76
23
177
200
24
276
300
16
68
84
14
111
125
1
37
38
4
20
24
1
40
41
4
31
35
5
28
33
3
70
73
1
82
83
8
26
27
12
40
61
11
168
179
16
113
129
6
81
37
2
87
29
8
40
57
6
80
86
5
38
43
7
60
67
2
28
30
0
43
43
6
17
23
8
83
26
6
43
49
5
54
59
2
36
38
92
2.619
2,711
4
17
111
37
86
48
730
801
279
206
30
36
69
51
46
68
51
34
34
33
31
57
80
50
74
121
57
35
230
97
78
•a
p
iS
« Q
dPC<
55
18
12
7
15
5
44
60
20
20
7
7
14
6
6
10
9
9
8
6
*^ •
o fc t>
O 80
lis
o on
19
6.100
1,750
4,800
,2,100
39,600
•40,268
13,982
•1,800
8,620
2,900
•3,100
2,860
1,020
1,725
Sp<o
BdS
30
11
12
12
12
12
18
12
12
U
12
12
12
12
12
4
11
3,126
12
6
1.804
12
7
9
""*"3,"i96'
12
16
12
6
2,'866
12
4
1.660
12
31
14,000
11
20
4,950
9
18
24
8.000
1
1
to 1
23
12
4.900
ii
11
5,200
12
4
1,800
10
6
2,050
12
4
1,818
13
9
1,800
12
13
8,360
13
5
1,864
14
9
•1,100
12
12
2,968
11
15
5,858
11
20
6,761
13
7
2,016
11
i?
14
4,400
11
10
2,400
13
7
U
4
3
2,250
12
6
6
2,350
13
6
♦2,625
U
8
•1,800
279
125,400
12
888
804
807
200
800
aoi
308
804
306
306
307
308
300
310
311
312
313
314
316
316
317
318
310
320
381
323
324
325
326
3J7
328
329
330
331
333
834
336
336
837
338
340
341
342
343
344
846
346
347
348
340
360
b Estimated. c Approximately.
dThe number belonging December 31, 1891, was 116,445. The enrollment for the year is esti-
mated to be 174,700.
976
TDVCATIOS KEFOST, ia91-9L
Table. X.^^iaHaia cf p^/pulitifytL, primlt fdk«2#. «m<
I i
Chj.
VTLTAVIA-
Uooed.
wa
asi
iM
am
aTTi
a72
an
a74
a7&
a70
an
rs
870
880
881
882
8H3
884
88ft
8f4)
887
88H
880
800
801
802
804
806
300
PbtfKDlxnue
Pltutyurg
Pluiiton
Pljrooath
PrHUU/frn
Pottarille
Reaainff
Scrsukton ,...
Sbamolrin
Sbenaodoah
S^/utb Betbiehem
Su^lum
Tliunville
VfttntChfinU^T
Wtllk«-Hbarre
WUlianuipoft
York
BHODE ISLAHD.
Central Palls
Sttwi>ort
Pawiucket
Provld*.'!!*' e
WooDftocket
IIOCTn CAnOLI5A.
Char1w»ton .
Columbia...
Oreenvlile*.
BOCTB DAKOTA.
Sioux Fallff
TZ1I9ESSEZ.
Cbattanooga
JackHon*
Knoxvlile ..
MemphiM* ...
NaebvUle*...
TEXAS.
Austin
Dallas
DenlKon
KlPano*
Forth Worth.
GalveHton
IIouHton*
Laredo*
ParlH*
Han Antonio
Waco
UTAH.
OtfdenClty ♦....
Halt Lake City.
VKRMONT.
Hurl Inft ton
KutlanU ...
a
5
3
a
Co
C 9
U4
•• sS **
I sr
c8 : ^BS
8
0
10,710
0,760
14,50)
i4.sao
00,470
70.040
15.340
16.6W !
11,000 I
10,540 I
7, Me
8.130
30.790
28,180
21,040
0.060
10, too
28, '.00
135, £00
21.400
56,500
10.020
8,000
11,880
81,000
10,680
24, .^00
68,8,50
80,600
14.900
43,&')0
11,200
13,460
25,500
29,900
20.000
12, 720
8,880
40,000
15,470
16,290
48,400
14,060
8,820
e-21
6-21
6-21
6-21
6-21
6-21
5-15
5>I6
5-15
7-15
6-16
0-18
6-18
6-20
6-21
6-21
6-21
6-21
6-21
7-21
8-16
8-16
6-10
7-20
8-16
8-16
8-16
8-16
6-18
7-18
6-18
6-18
5-20
5-20
^4.000
2.380
1,770
I 1,050
7»i
•565
170
4W
7^ I
S,M» i
£00
150 i
250 i
200 I
1
I
t
16,201 I
610 1
tiffin
1.218
1,
4,
5,466
1,561
1,
SO
1,000
1,285
500
738
810
546
3,038
2,331
1,671
1,161
K
h
1,112
2,300
1.
3,695 1
5,863
24,001 t
5,400
7,707
2,850
2,162
6,007
3,802
10,083
15,732
26,738
♦4,140
7,545
2,309
1,106
4,807
8,943
6,250
2,860
2,205
11,203
4,611
3,207
10, £51
4,126
2,119
1,141
1.493
3,084
1,540
2,067
600
5(0
140
1,800
80
320
I
1,001
2,365
10.^2
1,008
2,468
006
767
1,156
2,213
10.
1.
i.aoo
♦476
500
320
ICO
640
1,800
50O
845
2,256
8,206
1,158
1,663
2,719
4,075
(1.C06)
861
2,833
1,017
3,501
5^586
1,508 1,503
(4,805)
115
600
♦2,086
♦1,470
560
448
1,475
2,161
1,712
(826)
880
2,320
(2,791)
424
1,681
2,401
1,024
1,011
2,710
1,373
3,768
1,303
3,850
(2,017)
700 1
710
o
I,
1.
1,SI5
8,cas
ii.aM
S,142
1,464
1,606
1,177
4,721
s,2n
2. 217
4,9n
21,541
8,898
5,764
2,064
1,642
1.7
4,560
1,606
2,570
6,220
10,501
3,101
4,806
872
3,166
4,562
3,636
826
1,801
5,099
2,791
2,076
7,618
2.017
1,468
♦.Statistics of 18ro- '01.
a Estimate based npon the annual rate of increase or decrease from 1860 to ISSO.
I
STATISTICS OP CITY SCHOOL SYSTEMS.
977
enroUment, attendance^ superoising oj^Hcers^ Laciers, e/c— Continued.
S8S
kte number of
ttendanceinall
day schoolb.
daily attend -
in public day
8 c^s
grega
ays a
ublic
Ill
pS«
tffOPU
Z
<
JO
<
9
11
190
162,380
802
200
M, 869.600
24,296
180
160, 140
923
180
M53, 180
851
200
344,400
l,7.i2
20O
6368.600
1,843
200
1,413,000
7,065
191
1,873,367
8.237
160
6372,480
2,328
180
309.780
1,721
SCO
332,500
1,750
IbO
210, 914
1,172
190
245,480
1,292
200
152,400
762
180
900,054
4,839
IfO
r27,865
3.488
ISO
411,900
2,288
194
323,602
1,668
195
513,641
2.868
186.5
2,789,704.3
14.95H.2
200
359,606
1,987
193
1,012,285
5,246
174
244, 567
1.411
180
189.000
1,050
173
203,970
1,179
177
496,288
2,804
180
245,700
1.365
193
616,041
2.607
175
746,018
4,263
185
1,549,528
8,388
166
356.730
2,162
174
176
180
94,566
638
176
894,217
2.234.8
180
564.280
8,246
173
833,785
2,046
180
72,000
400
178
206,660
1,142
182.2
625,434
8,432.7
180
828,500
1,825
196
472,046
2,406
180
896,860
4,968.9
dlSO
•211,814
•1,214
190
176,700
080
Number of su- ' xr««,K^-^#»^«.«io..
gervUtag Of. I Ntm^of^regular
19
1
♦24
3
•1
1
•1
1
1
1
1
1
3
8
1
0
0
1
3
13
0
6
1
1
1
1
6
1
22
1
2
1
1
2
5
1
1
1
8
6
1
22
•1
1
B
1^
13
0
•15
0
•0
0
•0
1
2
0
0
0
0
1
0
0
2
2
1
22
1
1
0
0
1
0
0
11
lb
0
0
0
0
1
1
0
0
0
4
5
1
12
•0
0
1
o
14
1
•39
3
•I
1
•1
2
3
1
1
1
3
4
1
0
3
4
35
1
7
1
1
1
6
12
35
1
2
1
1
3
6
1
1
1
12
11
2
34
•I
1
15
0
39
1
D
7
8
7
22
13
9
11
14
1
4
19
16
19
1
5
11
12
4
2
5
6
11
3
19
7
16
5
23
2
2
13
13
20
3
4
11
6
6
22
5
1
<9
16
38
51
90
408
52 I
98
23
18
34
5
o
IT
24
24
6S9
668
25
26
20
25
43
50
45
53
192
199
194
210
41
54
35
44
30
41
16
30
36
87
23
27
101
120
79
95
46
65
39
56
201
420
56
100
28
24
36
74
85
18
21
42
61
80
87
187
153
67
72
77
100
82
34
14
16
52
65
78
91
45
65
9
12
30
84
55
66
46
52
63
60
104
126
37
42
34
35
Number of buildings
used for school pur-
poses.
Total number of seats
or sittings for study
in all public schools.
Number of years re-
quired to complete the
entire course of study.
18
19
30
4
1,600
12
361
66
11
11
3SS
5
1,550
858
•4
•1.300
11
364
21
2,963
12
8S6
9
•2,400
12
356
30
857
34
9,887
12
358
6
859
7
2,'ro6
il
860
9
2,350
13
861
5
1.728
12
862
5
1,613
11
863
3
1,090
12
364
14
6.480
11
265
15
6,029
12
860
13
3.350
12
367
366
11
2,480
14
369
23
5,500
13
370
63
18,560
13
871
16
2,223
18
372
6
6,900
10
873
4
1,250
10
374
6
1,650
8
376
8
1,520
12
376
7
3,847
11
877
3
8
11
878
11
3,500
879
11
4,221
11
880
18
7,568
11
381
17
2,375
11
888
16
4,500
11
883
9
1.788
11
384
4
700
11
885
12
2,950
11
386
11
4,423
12
387
13
2,986
11
388
9
600
389
3
1,664
11
390
12
8,412
11
391
10
2,666
11
392
12
1,900
11
808
41
12
13
894
•10
•1,428
896
6
1,365
13
396
b Approximately.
ED 92 62
c Estimated. dThe High School was in session 195 day&.
978
EDUCATION REPORT, 1891-92.
Tablk 1. — HtatiMiat of pftpuXaticn^ priraU xhooU, amd pmbUc «dbool
397
39fK
401
4oe
408
4M
406
406
407
408
400
410
411
Cktj.
▼iBorviA.
Alexandria...
Danville
Lvnchburg*..
400 ' Manchester • .
Norfolk
Petersburg...
PortMmontb •
Richmond
Roanoke *
WASHINGTOir.
Seattle
Spokane Falls.
Tacoma
WEST VIRGIHIA.
Huntington .
Parkersburg
Wheeling....
WI8CON8IV.
412 ; Appleton
418
414
415
416
417
418
410
480
421
422
4S!3
424
425
426
427
AHhland
Chijtpewa Falls
Eau Claire
Fond du Lac ...
Green Bay
Janesrllle*
LaCroHHe
Madison
Milwaukee
OshkoBh
Karlne
Sheboygan
Superior
Wausau
WTOMINO.
Cheyenne
8
a
o
c
1
O
14.740 i
10,685 1
20.100 I
0.700
86.500
22,800
13,470
83.400
21.800
3
c
a
%
5-21
6-21
5-21
5-21
1^-21
6<21
6-21
5-21
5-21
56,000
.V21
29,800
6-21
51.000
5-21
U.3S0
6-21
8.C20
6-21
34.900
6-21
12,350
4-20
12, 525
4-ao
9.370
4-20
18.390
4-20
11,920
4-20
9,260
4-20
tl.036
4-20
26,500
4-20
13,780
4-20
216.400
4-20
23,700
4-20
21,600
4-20
17,780
4-20
15,360
4-30
9,990
4-20
13,200
6-21
«i«
1
>^
1
a -
! 11
■Ml
Nimlwr of dlflannt pvpilfl
enrolled In public dasri
schools.
*^2
(>o.S
I ®8
\-S
1 t*"^
J
P
•
3
9S
«PiDi
■
•
o
^
> &4
s
Sc
&
1 4
»
6
7
8
4.828
600
970
884
l,»4
8,578
200
776
884
1.610
6.748
860
1,«7
1.081
8.406
8. .573
9.604
M7
1.236
612
1,896
t.l89
2.«4
2,000
7.460
600
1.475
1.7S0
S,2S2
8,610
24,974
726
6,171
767
6,270
1,498
11.441
2,500
4,116
331
622
810
1.438
9.800
(6,417)
6.417
4,078
225
1,490
1,447
2.946
7,025
1,060
2,467
2,414
4.881
8.062
125
866
957
1.818
3.397
200
1,180
1,180
2,300
11,313
900
2,746
2.791
5.637
4,308
1.172
1.042
962
1.994
2,994
800
728
769
1.486
3,338
1.100
614
662
1.276
5,644
•784
1,716
1.734
3.450
4,493
40C
1,076
1,066
2.161
8,035
700
696
681
1,877
4,062
400
(1,«
«6)
1,685
8,600
1.200
2,401
2,864
4.756
4.492
1,000
1,006
1,088
2,037
80.116
17,586
14,876
14,677
20.662
8,521
1,660
1,499
1,489
2,988
8.567
1,163
1,787
1,838
2,610
7,387
1,400
1,896
1,877
2,772
4,486
568
1,724
1,817
8,541
8,176
266
(1,7
72)
1,772
1,800
500
627
566
1.198
• Statistics of 1890-'01.
a Estimate based upon the annual rate of increase or decrease from 1880 to 1890.
STATISTICS OF CITY SCHOOL SYSTEMS.
979
enrolimeni^ attendance, atipervinng offioerSf ieachera, etc. — Continued.
i>6
00 ,•
9p
tal number of seats
r sittings lor study
a all public schools.
mber of days the p
c schools were
iially in session.
gregate number
ays attendance in
»ubUc day schools.
erage daily atte
nee In public (
choolB.
Number of su-
pervising of-
ficers.
Number of regular
teachers.
umber of buildi]
used for school p
poses.
mber of years
uired to complete
ntire course of stu
•
•
•
s
•
9
•
9
5
P?*3
^«,
> C8 OB
eS
o
o
c8
«
o
o o*«
p cr©
55
<
s
Cc.
14
15
fa
19
«
H
55
9
lO
11
19
13
16
18
19
202
284,012
1,406
1 ■ 0
1
8
23
31
5
1.660
10
397
188
194,280
1.038.1
4 0
4
3
29
32
3
1,400
11
396
103
482,343
2, 6il
2
1
8
12
61
63
12
2,950
10
399
180
151,200
840
1
0
1
6
13
19
2
1,000
12
400
190
800,700
1,630
0
0
0
8
29
87
9
2.820
8
401
188
449,937
2,393
1 1
2
2
45
47
9
2,350
11
403
200
213,800
1,069
1
0
1
8
21
24
8
1,212
11
403
177
1,525,740
8,620
18
0
18
80
206
236
17
10.639
11
404
180
187,9ii0
1,044
1
0
1
3
20
23
4
1,660
9
406
192
896,832
4,697.4
7
0
7
7
104
111
27
6,776
12
406
190
876,417
1,9*^1
1
2
3
1
52
53
10
2,660
12
407
190
160
670,792.5
192,960
8,548.4
1,206
7
1
5
0
12
I
8
3
08
81
101
84
14
7
12
12
408
1.760
400
182
328,828
1,804
0
0
0
5
31
86
6
•1,500
12
410
197
822,475
4,175
3
5
8
3
122
125
10
5,000
11
411
175
248,580
1,245
1
1
2
8
42
50
9
2,380
12
412
180
180,612
1,000
1
0
1
4
25
29
9
1,300
12
413
176
162,152.8
927
1
0
1
1
28
29
8
1,800
12
414
177
384,468
2,172
1
0
1
7
54
61
16
•2,916
12
416
197
339,942
1,676
1
0
I
8
43
46
16
2,750
12
416
195
223,663
1.147
1
0
1
1
27
28
6
1,463
IS
417
190
196
275,894
657,595
1,385
8,372.3
......
I
8
45
80
46
88
7
17
1,400
4,257
12
11
418
1
2
......
3
419
185
277,807
1,502
2
1
3
2
45
47
9
2,070
12
4i0
194
8,948,014
21,737
89
4
43
35
603
538
86
27,718
12
421
196
410,036
2,119
1
1
2
9
55
64
10
8,300
12
422
200
551,005
2,751
1
0
1
9
63
72
9
3,098
12
423
196
861,565
1,883
1
0
1
9
47
56
9
2,700
12
434
195
358,^95
1,841
8
0
8
9
64
73
14
425
176
2SS6, 866
1,268
1
0
1
8
28
31
12
1,500
12
436
187
150, 117
814
2
0
2
0
24
24
4
1.000
12
427
i
980
EDUCATION REPORT, 1891-93.
Table 2. — StatisUes of public evening KhwU in ciUu of SfOOO or more inhabUanU.
City.
t as
b ^ K
. fL C K
Number of dlfferant
popUs enrolled.
a
2:
1
1
4
0
I
3
2
1
12
8
11
0
1
CALIPOIUriA.
Loe Angeles
Sacramento
Oakiand*
SanKrancuco
San Joae
CX)LOBADO.
DenTer:
EH»trictNo. 1
District No. 17
covmEoncuT.
Bridgeport
Hartford
New Britain
New Haven
Waterbury
DELAWARE.
Wilmington
DISTRICT OF COLUMBIA.
Washington (first Six divi-
sions)
Washington (seventh and
eighth divisions )
GEORGIA.
Savannah
ILLINOIS.
Chicago
Peoria*
Springfield
INDIANA.
Evansville
Indianapolis*
Marlon
Muncie
IOWA.
Cedar Rapids
Davenport
KANSAS.
Arkansas City *
KENTUCKY.
LoxilsviUe
MAINE.
Angusta
Biddeford
Lewiston
MARYLAND.
Baltimore
* Statistics of 1890-*91.
a Average time.
80
111
52,60
50,77
51
a04
03
05
178
1
31
184
1
201
5
205
17
120
21
58
48
1
121
50
0
1
113
00
100
2
1
1
1
80
75"
40
1
2
00
78
1
00
0
85
o
1
o
58
04
80
8
100
7
1
2
•0
S
(623)
2
1
•8
0
14
8
(32)
I
« I
183
4
2
4
I
1
18
0
70
2
0
o
mm
0
0
rz)
O
O
0
0
2
♦2
2
5
17 '
25
•4
3
0
21
3
•14
9
623
10
32
24
5
253
0
2
0
1
1
2
4
30
•0
5
5
38
132 :
(041)
(338)
(1,138)
(003)
(162)
I
(I.5M)
(1,353)
I
(201)
11,798
104
05
95
3,135
52
0
(cSO)
25
75
76
131
43
1,038
100
0
0
0
(£210)
141
125
(1,413)
328
84
106
179
041
1.108
003
103
1,564
1,353
201
14,«33
210
06
285
tao
25
75
75
154
40
1,300
<;210
225
230
51. S
100
73
20.1
87
424
731
130
5,432
elSO
38
14&8
«15
12
50
10.8
7M
14S
98
807
1,413 1,260
b This number was reduced to 15 before the close of the term.
e Estimated.
STATISTICS OP CITY SCHOOL SYSTEMS.
981
Tab LB 2. — StatUtics of public evening schools in cities of 8,000 or more inhabitants-
Continued.
aty.
MASSACHUSETTS.
Boston
Brockton*
Brookline
Cambrldf^e
Chelsea
Chicopee*
Clinton
Everett*
Pall River
fltchburg
Framingham
Haverhill*
Holyoke*
Hyde Park
Lawrence
Lowell
Lynn
Maiden
Medford*
Natlck
New Bedford
Newburyport
Newton
North Adams
Northampton
Qulncy*
Flttsfleld*
Salem
Somervllle
Springfield
Taunton
Waltham
Weymonth
Wobum
Worcester
MICHIGAN.'
Bay City
Detroit*
Grand Rapids
M u skegon
West Bay City
MINNESOTA.
Duluth
Minneapolis
St. Paul
Winona
Missoniu.
St. Louis*
NEBRASKA.
Nebraska City
Omaha
Plattsmouth*
NEW HAMPSHIRE.
Manchester*
Nashua
Portsmouth
* Statistics of 1890-^91 .
U3
V
-5
|8
I
z
22
o
mm
1
6
2
•>
2
1
14
4
2
4
0
3
6
10
♦13
o
1
I
5
2
2
9
0
o
M
•J
4
4
5
6
8
1
1
13
3
0
5
1
1
4
12
6
4
18
1
4
1
8
9
1
I
s
So *
Z
105
47
84
50
90
40
60
80
68-81
38-48
50
00
40
82
♦54
78
55
80
15
35
58
30
33
39
20-eo
11-47
64
Number of teachers.
42
137
30-36
145
60
50
88
43,60,er
80
107
70
75
80
76
100
120
60
62
32
80
55
-a
«
I
(187)
4
1
(46)
3 I
(26)
•>
1
2')
6
1
(17)
10
4
80
18
(22)
8
2
1
5
1
4
3
0
ib9)
24
6
3
1
4
46
37
0
33
1
4
3
12
4
3
(8)
7
o
9
12
2
69
11
8
50
1
20
86
2
4
3
46
6
7
14
15
25
2
0
0
0
0
15
4
49
1
0
0
11
13
2
3
2 1
4
12
11
9
7
20
13
13
7
6
4
. 0
2
2
24
29
O
187
11
3
46
12
26
14
3
94
17
4
17
60
5
40
104
22
10
6
4
51
7
11
17
15
69
5
16
20
27
28
13
4
4
53
6
49
8
3
1
4
46
52
4
82
2
4
8
23
17
5
Number of d liferent
pupils enrolled.
cQ
n
8
(*o6, 003)
271 !
(123)
(1,208)
(375)
230
221
(140)
2.202 1
219 I
(121)
294
658
196
603
2,182
78
248
144
994
107
(788)
185
49
(75)
1,880
51
125
(250)
132 I
(ft 254)
90
455
848
737
410
208
80
(112)
745
150
520
46
812
1,445
88
36
662
41
68
80
100
112
85
251
165
166
46
142
(331)
1,706 I 1,848
<649)
85
27
(805)
1,546
(2,002)
194
3.601
80
168
80
465
215
32
25
0
561
60
418
80
76
5
320
92
21
3
o
9
•a6,008
844
123
1.208
375
478
865
140
3,196
826
121
444
1,178
242
915
3.627
788
223
85
75
2,042
92
193
260
212
a254
190
607
433
988
575
874
126
112
887
881
8,549
649
110
27
306
2,097
2,002
254
3,919
40
243
85
775
807
68
S
eS
I
u
<
to
3,588
833
28
472
166
366
141
50
1,606
149
661
260
647
67
462
1,778
802
216
29
37
078.4
66
21.9
174
144
126.8
107
166
161
888.7
157
178
70
60
661
117
960
140
66
18
77
795
5644
96
1.886
80
121
18
166
229.8
d2S
a Average number belonging, 5,490.
b Estimated.
972
EDUCATION REPORT, 1891-92.
Table 1. — Statistics ofpopulattonf private schools^ and public school
234
236
236
237
288
289
240
241
242
243
244
245
246
247
24S
249
250
251
252
253
254
255
256
257
258
250
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
270
280
281
282
283
284
285
286
287
288
289
290
291
292
City.
NBW JERSBY— cont'd.
JerseyCity
Mlllvllle*
Morrlstown
Newark
New Brunswick*
Orange
Passaic
Paterson
Perth Amboy*
PhilUpsburg
Plalntteld
Trenton
Union
NEW YORK.
Albany
Amsterdam district
No. 8.
Amsterdam district
No. 11.
Auburn
Blnghamton
Brooklyn
Buffalo
Cohoes
Coming
Cortland
Dunkirk
Elmlra
FluBbing
Glens Falls
Gloversville*
Hornellsville
Hudson
Ithaca
Jamestown
Kingston School dis-
trict.
Lanslngburg
Little Falls
Lockport
Long Island City
Middletown
Mount Vernon* :.
New Rochelle
New York*
Newburg
Ogdensburg*
Oswego*
Peekskill:
Drum Hill district,
No. 7.
Oak side district,
No. 8.
Port Jervis
Poughkeepsie
Rochester
Rome*
Saratoga Springs
Schenectady
Sing Sing
Syracuse
Troy
Utica
Wat'^rtown*
West Troy*
Yonkers*
g
I
a
■i
O
164.100
10,270
8,510
187,100
18,750
19,500
13,960
81,800
10,140
8,810
11,640
61,800
11,800
95,400
18,420
26,300
87,600
835,200
269,000
22,850
0, oeo
9,260
9,753
82,200
8,630
10,160
14,820
11,330
10,110
11,300
16,880
11,700
10,930
9,000
16, 310
82,300
12,400
11,800
8,590
1,546,700
23,7C0
11,800
21,900
10,010
9.395
22,420
139,400
15,300
12. 430
20,700
9,C90
92,960
61,400
45, £00
15,200
13,470
33,800
i
a
o
I
3
5-16
5-18
5-18
5-18
6-18
5-18
5-18
5-18
5-18
5-18
5-18
5-18
5-18
5-21
5-21
6-21
5-21
6-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
0-21
5-21
5-21
5-21
5-21
5-21
5-21
5-15
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
10 fit
-I
OS
59,918
2,668
2,205
5,012
5,662
8,833
21,801
2,088
2,447
2,704
14,130
8,200
32,138
2,890
2,470
67,100
9,884
5265,000
685,000
2,405
2.108
1,982
8,150
1,932
4,000
"2.'84i'
52.950
4,079
8,123
2, 424
4,800
8,904
3,242
3,748
2,626
486,000
7,014
4,212
7,800
1,304
1,099
8,142
6,000
550,000
3,000
2,701
5,800
1,767
26,200
20,000
15,843
4,288
4,417
9,000
7,000
111
787
*9,939
1,516
1,700
400
2,000
402
405
450
2,811
450
5,000
700
1,250
544
30,000
15,531
1,550
♦150
680
600
600
150
45
*280
409
425
300
281
*450
470
800
450
292
200
100
65,000
1,400
800
1,203
312
25
65
*800
8,600
800
80
1,300
120
3,200
3,000
1,7«8
150
Num ber of different pupils
enrolled in public day
schools.
1,900
o
(22,779)
(1,929)
518 I 517
13,161 I 13,489
(2, 410)
(2, 114)
1,046 I 1,016
(13,000)
(1,061)
(1,676)
♦ 863 ♦828
2,948 3,164
1.053 1,130
6,782 7,132
370 311
551 600
1,728 1,743
2,802 3,825
(120.121)
18,159 10,365
(1,543)
(1,039)
(1,374)
2,379 I 2,382
(1,118)
528
(2.832)
1,106
700
939
1,489
932
(1,807)
585
1,205
3,210
988
(2,219)
795
583
1,198
637
1,040
1,555
1,010
620
1,597
3. 146
1,041
108, 574
(3.601)
(1.831)
833
101,370
1,600
246
&34
989
1.479
8,756
(2,138)
1,119
("
524
7,061
2,721
(7,249)
(2,585)
(2,779)
1,794
283
C8i
1,020
1,591
8,991
1,138
557
7,249
2,844
1,822
1,674
9
22,779
1,920
1,035
26,660
2,410
2,114
2.062
18,000
1.051
1,576
•1.601
6.112
2,183
13,914
711
1,151
8,471
5,627
120.121
37,524
1,543
1,039
1,974
4.761
1,118
1,111
2.832
2,3<M
1.S37
1,979
8,044
1,942
1,807
1,206
2,802
6,366
2,029
2,210
1,628
212,953
3,601
1,834
3,394
529
718
2,009
8,070
17,747
2,138
2,257
2,779
1,061
14.800
5,065
7,249
2,665
3,490
♦Statistics of 18£0-'91.
a Estimate based upon the annual rate of increase or decrease from 18S0 to 18S<>
STATISTICS OP CITY SCHOOL SYSTEMS.
973
enrollment, atiendancCy supervising officers, teachers, etc, — Continued.
umter of days the pub-
lic schools were ac-
tually In session.
ggregate number of
days attendance In all
public day schools.
verage daily attend-
ance in public day
schools.
Number of sn-
pefvislng of-
ilcers.
Number of regular
teachers.
umber of buildings
used for school pur-
poses.
otal number of seats
or sittings for study
in all public schools.
umber of years re-
quired to complete the
entiae course of study .
-3
6
•
1
i
■
1
i
55
<
^
S
£
Eh
S
£
&
"A
^
%
0
to
11
19
13
14
15
16
\7
18
19
SiO
192
3,008,448
15,660
15
19
84
3
896
398
23
17,676
13
284
214
200
244,888
156,600
1,142
778
......
......
4
2
87
21
41
23
11
2
1,861
900
"it
235
-----
286
190
^»2!i'IS
17,588
26
6
32
10
422
432
42
28,618
14
237
194
388,000
2,000
1
0
1
2
50
52
6
2.540
12
238
198
286.120
1.440
2
2
4
1
42
43
6
2.026
13
239
180
266,960
1,442
1
0
1
1
41
42
6
1,760
10
240
200
1,630,600
8,153
19
2
21
1
226
226
17
9,625
12
241
200
200
143,000
243,236
716
1,216.2
......
3
8
17
80
20
33
3
6
937
1,589
*""iT
242
"'6'
......
243
199
266.377.6
1,338.6
1
2
3
2
41
43
6
1.838
13
244
190
891,070
4,603
5
4
9
1
146
147
26
6,561
12
245
217
320,609
1,477
1
1
2
8
81
34
1
1,608
11
246
191
1.894,840
10,014
14
10
24
23
263
286
22
13,072
13
247
205
84,266
411
1
0
1
0
12
12
1
550
10
248
205
160.080
780
1
0
1
0
22
22
4
1.112
11
249
188
611,880
2,075
3
7
10
6
100
106
•16
•4,060
\2
260
196
813,720
4,143
1
2
3
8
123
131
13
5,883
12
251
202
15,806,360
77,893
50
129
188
40
2,060
2,100
100
91,846
lU
252
196
4,875,875
25.025
32
4
36
28
801
829
59
80,082
13
253
200
199
831.825
207,503
1,583
1,043
......
1
0
64
25
56
25
11
3
2,459
1,502
12
13
254
......
......
255
194
127.606
668
1
0
1
0
18
18
6
090
9
256
191
196. 161
1,037.5
1
0
1
1
43
44
10
1,400
13
267
196
737.418
3,762
7
2
9
1
103
104
10
4,390
12
258
192
146,389
766.3
1
4
5
3
27
30
2
1,200
11
260
194
127,786
679
1
0
1
1
28
29
4
1,188
12
260
200
844.855
1.751
1
1
2
1
38
S9
6
2,118
11
261
195
290,724
1,490.8
2
2
4
1
40
41
4
1,903
12
262
198
189.820
963
1
0
1
2
27
29
3
1,500
12
263
198
287.177
1,488
1
0
1
3
35
38
6
1,832
12
264
194
497.524
2,358
1
0
1
3
. 74
77
11
2,800
14
266
194
192
256^707
251,260
1,323.2
1,307
1
1
0
3
1
5
5
1,994
•1,500
13
10
266
0
47
47
267
190
158,311
850
1
0
1
3
20
23
3
1,350
12
268
196
414,734
2,116
1
0
1
4
58
62
7
3,100
13
260
197
823,162
4,307
6
3
8
1
125
126
15
5,545
11
270
194
264,275
1,361.2
1
0
1
34
35
6
1,672
12
271
200
322,646
1,644
3
2
5
3
45
48
5
3,700
8
272
196
211,463
1,084.4
1
2
3
0
28
28
3
1.400
0
273
202.5
29,933,379
147, 402
60
172
232
318
3,790
4,108
140
192.311
7i
274
194
502,357
2,589
1
0
1
8
79
87
7
3.460
11
275
200
222.441
1,152.5
2
1
3
4
34
38
10
2,066
13
276
197
477,291
2.423
1
0
1
3
70
73
14
3,000
13
277
196
88,471
460
1
0
1
0
10
10
1
f:60
278
201
96,800
504
1
0
1
1
12
13
1
596
10
279
193
281,587
1,457
1
0
1
1
40
41
5
2,000
12
280
191
414, 249
2.221
2
2
4
3
72
75
11
2.622
12
281
196
2,670.304
13.624
1
1
2
17
533
540
38
17,800
12
282
190
244,114
1,285
2
1
3
4
37
41
8
1,745
12
283
194
206,307
1,522.2
2
1
3
4
43
47
7
2.100
13
284
190
360,870
1,801
1
0
1
1
53
54
0
2,600
12
285
193
136,532
702.2
1
0
1
0
23
23
2
1,000
10
286
196
2.236,660
11,470
12
2
14
16
286
302
28
13,915
11
287
178
888.480
4.991.4
1
0
1
18
152
170
10
8,000
12
288
192
895,945
5,283
2
2
4
7
158
165
19
6,556
13
280
190
328,700
1,730
1
0
1
3
70
73
9
2.500
12
290
200
192
224.732
476,940
1.147
2,484.3
......
2
27
29
6
291
"n
292
6 Estimated.
974
EDUCATION KEPOBT, 1891-02.
Table 1. — Statistics of population, private schools, and public school
203
296
2M
297
208
299
300
301
303
304
806
306
307
SOB
300
810
311
312
313
314
316
316
317
318
319
320
321
822
328
324
328
326
327
328
329
330
331
332
333
334
336
336
337
338
339
340
341
342
843
344
345
346
347
348
349
880
City.
OHIO.
AkroD
Bellalre
Canton*
ChilUcothe
Cincinnati*
Cleveland
Columbus
Dayton*
Delaware
East Liverpool*.
Findlay*
Hamilton
Iron ton
Lima
Mansfield*
Marietta
Marion
Masslllon*
Mlddletown
Newark
Plqua
Portsmouth*
Sandnsky
Springfield*
Steubenville
Tlflln
Toledo
Youngs to wn
Zanesvllle*
OREGON.
Portland
PENNSYLVANIA.
Allegheny
Allentown
Aitoona ,
Beaver Falls...
Braddock
Bradford
Butler
Car bond ale
Chester ,
Columbia
Dunmore
Easton ,
Erie
Harrlsburg
Ilazleton
Homestead
Johnstown
Lancaster
Lebanon
McKeesport ...
Mahanoy City ,
Meadville
Mount Carmel.
Nanticoke
New Castle
Norrlstown
OU City
Philadelphia ..
3
a
o
eS
a
o
29,100
10,160
28.260
11,326
301.500
274,400
03,000
04.100
8,370
11, ra)
21,300
18.280
11,170
17,220
13,000
8,630
8. 980
10,490
8,100
14,850
9,760
13,610
18.760
83,300
13,530
11.146
86.500
35.870
21,300
63,030
1,
108,
26,
31,
10,
9,
10,
9.
11.
20.
12,
8.
14.
42,
40.
12,
10.
24,
32.
15,
•>»
*'■>',
11,
9,
9,
11.
11,
20,
11.
069,
400
100
600
880
414
660
670
200
830
750
720
760
200
400
530
2C0
050
700
430
750
810
590
350
040
980
600
380
260
I
s
s
8
8
O
(A
6-21
6-21
6-21
6-21
6-21
6.21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6,21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
4-20
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
I!
8,656
8,063
8,537
3,267
84,830
80,746
26,121
17,496
2,096
3,834
6,507
6,966
♦3,420
4,864
2,646
2,440
3,617
2,752
4*, 046
6,990
9,489
4,475
3.384
28,146
10.823
6,504
14,310
u
2,120
3,000
12,882
6 3,000
6-21
6-21
6-21
6-21
1,183
300
1,000
250
8,601
2,221
279
1,000
•460
500
300
20
250
•402
967
1,600
700
1,000
4.500
2,000
1,200
800
2,600
250
3U0
600
250
eoo
400
180
3,000
700
400
600
15
250
500
500
400
875
40,000
Number of different pupils
enrolled in public day
schools.
9
n
c
2,667
920
2,348
990
18,926
18,472
6,942
(9,006)
606 I
(2.748)
(3,466)
1,244
1,101
1,536
1,272
816
846
(1,848)
(1,386)
1,280 I
769 I
(2.333)
1,479
2,660
1,206
749
6.209
2,473
(3, 524)
4,704
8.124
2,250
2,796
854
488
880
978
904
1,630
926
702
1,254
3,328
3.515
1,006
841
1,582
2,443
1,001
1,758
1,081
916
775
662
1,162
1,322
978
2,743
978
2,445
1,007
17,966
18,391
7,086
787
1,366
1,168
1,527
1,298
916
863
1,491
756
1.498
2,587
1,149
813
6,224
2,706
4.987
8.092
2,393
2,867
961
643
Wv
997
1,066
1.739
1,026
903
1,316
3,113
3,733
1,012
828
1,741
2,496
1,084
1,666
1,078
1,031
803
670
1,198
1,890
1,097
id)
o
8
6,400
1,803
4, TVS
1,907
36,881
86,863
13,907
9,006
],44S2
2,748
3,466
2,610
2,269
3,062
2,570
1,730
1,090
1.848
1,886
2,771
1.6S5
2,8S8
2,077
6,250
2,355
1,602
12,433
6.181
3,624
9.041
16,210
4,043
5,002
1,916
1,031
1,874
1.076
1,069
3,300
i.ose
1,006
2.509
6,441
7,248
2,018
1,600
S,8SS
4,030
2,085
8,413
2,100
1,047
1.578
1,32S
2,300
2.712
2,075
• Statistics of 1890- '91.
a Estimate based upon the annual rate of increase or decrease from 188D to 1890.
STATISTICS OF CITY SCHOOL SYSTEMS.
975
enroUment, attendance^ supervising officers, t€achei*s, etc. — Continued.
p d
® £ -:
d « o
■2:
175
195
186
190
190
Iffi
183
180
180
195
183.5
185
170
184
174
200
200
180
180
190
193
188
193
18S
195
185
190
190
jdfl
lO
843.
882,
719,
299,
5,844,
5,612,
2,007,
1,450,
215,
811,
483,
405,
849,
666,
365,
250,
281,
287,
206.
338,
6219,
831,
&501,
819,
337.
197,
1,896,
779,
521,
328.5
760
355
068
820
600
612
466.8
668
760
480
600
119
470
904
092
400
600
940
060
360
993
116
544
354
765
035
450
■go.
^da^
8
Number of su-
pervising ol-
flcars.
1,324,870
11
4.392.3
1.330
3.689
1,608
29,07H
29.540
11,031
7,068.
1,164
1,732
2,686
2,080
1.905
2,213
2,079
1,413
1,331
1.437
1.043
1,883
♦1.217
1,744
•2,601
4,357
1.752
1.217
9,727
4,211
2,965
6,973
200
<r2, 266,200
11,276
196
666,796
3, 351
180
521,820
3,899
160
206,640
1.304
180
c 136. HOC
760
176
276,848
1,573
160
227,186
1,440
195
271.8.%
1,394
199
456,200
2,281
180
262,800
1,460
200
211,200
1,066
199
387,722
1,949
175
721,032
4,202
195
923,237
4,770
180
262.260
1,497
180
203,580
1.131
180
«431,280
2,396
200
722,400
3,612
IHO
302,940
1,683
1H0
431,120
2,394
180
243. IW
1,351
180
272,160
1,512
180
c 155. 160
862
180
c 187. 740
1,043
155
270,165
1,743
200
881,600
1.908
180
c 273, 780
1,521
201
20,009.550
99,550
d
19
1
1
3
2
37
8
7
4
1
2
1
2
1
«
1
•d-
a
2
5
13 i 14 15
1
1
1
2
1
3
13
0
0
0
0
3
0
o
0
6
3
4
1
14
10
1
1
0
I
1
1
1
i
•I
0
2
0
1
0
2
0
0
3
0
0
0
•0
0
18
0
1
♦1
21
•0
51
2
2
4
4
38
11
20
4
1
2
1
5
1
4
1
9
4
17
1
0
1
•2 1
•3
♦5
3
1
4
(8)
8
14
1
3
0
1
4
1
1
1
♦1
0
20
0
2
1
1 1
1
0
0
1
1
1
7
I
3
4
!
2 i
0
2
•1
72
Number of regular
teachers.
9
d
16
8
5
10
4
93
(801)
13 '
(206)
1
1
8
10
2
5
3
5
1
6
3
5
3
3
3
18
5
4
10
11
2
23
24
16
14
1
4
1
4
5
3
1
2
12
11
16
6
2
8
6
5
7
2
0
6
8
6
5
2
92
103
82
76
44
637
29
85
61
41
44
68
48
29
83
27
28
52
86
47
71
103
52
31
220
86
76
177
276
68
111
37
20
40
31
28
70
82
25
49
168
113
31
27
49
80
88
60
28
43
17
23
43
54
36
2,619
16
&
17
111
87
86
48
730
801
279
206
30
36
69
51
46
68
51
34
34
33
81
67
39
60
74
121
67
85
230
97
78
200
300
84
125
38
24
41
35
33
73
33
27
61
179
129
37
29
57
86
43
67
30
43
23
26
49
69
38
2,711
dings
pur-
seats
study
ools.
s re-
study.
bull
hool
o !; o
O m
Sao
umber of
used for sc
poses.
III
§35.
o oH
28
Z
b*
30
18
19
12
6.100
11
288
7
1.760
12
294
15
4,800
12
295
5
2,100
12
296
44
39.600
12
297
60
•10,268
12
298
29
13,982
12
299
20
12
800
7
•i,800
U
301
7
808
14
•
mm * * « •
308
6
2,620
12
304
6
2,300
- • •«• -
305
10
•3,100
12
306
9
2,860
12
307
9
1,920
12
306
8
1,725
12
300
6
310
4
311
11
3,126
12
312
6
1,804
12
313
7
314
9
3,190
12
315
16
12
316
6
2,300
12
317
4
1,660
12
318
81
14.000
n
319
20
4,960
9
3^
18
»fti
24
8.000
1
'
1
12 j 322
1
23
1
■ 323
12
4.900
11 ! 324
11
5,200
12
325
4
1,800
10
326
327
6
2,060
12
328
4
1,818
13
329
9
1,800
12
T30
13
8,360
18
331
6
1,864
14
332
9
•1,100
12
338
12
2,968
11
334
15
5,858
11
335
20
6,761
13
336
7
2,016
11
837
338
i7
14
339
4.400
ii
340
10
2,400
13
ail
7
4
11
342
343
3
2,250
12
344
845
5
346
6
2.350
13
347
6
•2,625
11
348
8
•1,800
849
279
125,400
ii
360
b Estimated. c Approximately.
dThe number belonging December 31, 1891, was 116,445. The enrollment for the year is esti-
mated to be 174,700.
976
EDUCATION REPORT, 1891-92.
Table I.— Statistics of population, private schcolSf and public school
851
852
868
854
855
856
vyr
868
860
860
361
862
963
864
365
866
867
368
869
371
372
873
874
875
876
877
878
879
880
881
882
383
884
385
886
887
888
389
390
891
392
893
394
896
S9€
City.
PXNNSTLVANIA— con-
tinued.
Phoenix vlUe
Pittsburg
Plttston
Plymouth
Potts town
PottsviUe
Reading
Scranton
Shamokin
Shenandoah
South Bethlehem
Steelton
Titus ville
Westchester
Willkesbarre ,
Williamsport
York
RHODE ISLAND.
Central Falls
Newport ,
Pawtucket
Providence
Woonsocke t
SOUTH CAROLINA.
Charleston
Columbia
Greenville*
SOUTH DAKOTA.
Sioux Falls
TENNESSEE.
Chattanooga
Jackson*
KnoxvUle ..
Memphis* ...
Nashville*...
TEXAS.
Austin
Dallas
Denlson
El Paso*
Forth Worth.
Galveston ....
Houston*
Laredo*
Paris*
San Antonio .
Waco
UTAH.
OgdenClty *....
Salt Lake City.
VERMONT.
Burlington
Rutland ...
»>^
d
o
TS
•a
I
o
9.
249,
10,
»,
14.
14,
79,
16,
16,
11,
10,
7,
8.
89,
28,
21,
734
000
710
760
660
530
470
040
240
680
090
560
982
130
750
130
640
9,050
19,900
28,^00
135,200
21,400
65,600
16.020
8,900
11,880
31,600
10,680
24,600
68,850
80,600
14,090
43,350
11,290
13,460
25,500
29,900
29.000
12,720
8,880
40, GOO
15,470
16,290
48,400
14,9€0
8,320
§
§
s
s
/a
o
73
6-21
0-21
6-21
^21
6-21
6-21
6-21
5-20
5-15
5-16
5-15
7-15
<^16
6-18
6-18
6-20
6-21
6-21
6-21
6-21
6-21
7-21
8-16
8-16
6-19
7-20
8-16
8-16
8-16
8-16
(^-18
7-18
6-18
6-18
5-20
5-20
On
d 00
C4,000
2,380
1,770
1,650
"6,'968'
3,695
5,853
24,001
5,409
7,797
2,850
2,162
6,907
8,802
10,083
15,732
26,738
•4,140
7,545
2,309
1,105
4,397
8,943
6,259
2,860
2,205
11,203
4,611
8,297
10,S51
4,126
2,119
Hi
dB.S^
■853
M
T3 dd
tod. Pi
Number of different pupils
enrolled in public day
schools.
250
720
•665
170
400
760
2,500
900
150
260
200
350
1,000
1,285
600
1,141
1,493
3,984
1,549
2,967
600
5C0
140
1,800
80
320
578
16,291
619
662
1,218
1,353
4,329
6,466
1,664
1,205
968
738
810
546
3.038
2,331
1,671
1,200
♦476
500
320
ICO
640
1,8G0
500
1,091
2,365
10,882
1,908
2,468
906
757
845
2,256
620
16,501
751
758
1,161
1,207
4,307
5,888
1,578
1,897
1,112
726
886
631
8,288
2,800
1,600
1,156
2,213
10,650
1,390
3,206
1,158
885
861
1,653
2,719
4,975
(1.C06)
115
600
•2,086
•1,470
560
2,333
1.917
3,501
5,526
1,508 1.593
(4,805)
448
1,475
2,161
1,712
(826)
880 I
2,320 I
(2,791)
424
1,681
2,401
1,924
1,011
2,719
1,373
3,768
1,308
8.850
(2,017)
709 I
7E9
O
8
1.198
1,870
1,815
2»879
S.64»
8,636
11.854
8,148
8,002
8.080
1,464
1,606
1.177
6,328
4,721
8,271
8,847
4,578
21,541
8,286
5,764
2.064
1,642
1.706
4,560
1,606
8,570
6,280
10,501
8.101
4,805
878
8,166
4,568
8,696
8996
1.881
6,038
8.791
2,676
7,618
2,017
1,466
♦Statistics of iseo- '91.
a Estimate based upon the annual rate of increase or decrease from 1880 to 1880.
I
STATISTICS OP CITY SCHOOL SYSTEMS.
977
enrollTnent^ attendance, supervising oj^ccr."*, tactcrs, cic— Continued.
1
^8»
»4A d
i«
numbe
ndance J
y school
ally atl
public
Number of su-
pervising of-
ficers.
Number of regular
teachers.
S§S
^a .
IN
& -1
.
•
PiSflS
tit
*
d
1
a
9
1
m
©
d
d
i
■
3
^
•<
<
93
fn
&
S
s,
&
9
lO
11
19
13
14
15
to .
IT
190
162,380
802
1
0
1
0
24
24
200
M,850.6GO
24,298
♦24
•15
♦39
39
629
668
180
160, 140
923
8
0
3
1
25
26
180
dl63, 180
851
♦1
♦0
♦1
5
20
25
200
844.400
l,7:i2
1
0
1
7
43
50
200
^368, 600
1,843
•1
•0
•1
8
45
53
200
191
1,413,000
1,573.267
7,065
8,237
7
22
192
194
199
......
......
......
216
160
180
6372.480
309.780
2,328
1,721
13
9
41
35
54
......
......
......
44
2L0
332,500
1,750
1
0
1
11
30
41
IbO
210,914
1,172
1
0
1
14
16
80
190
245.480
1,292
1
0
1
1
36
87
200
152,400
762
3
0
8
4
23
27
186
900,054
4,830
8
1
4
19
101
120
]{fO
r27,855
3.488
1
0
1
16
79
%
ISO
411,900
2,288
0
0
0
19
46
65
0
1
2
2
2
8
1
5
38
51
39
*"i94"
323,692
""i,*668"
56
195
613, (Ml
2,868
3
1
4
11
90
101
186.5
2,789,704.3
14,96».2
13
22
35
12
408
420
200
859,606
1,987
0
1
1
4
52
56
198
1,012,285
6,246
6
1
7
2
98
100
174
244,557
1.411
1
0
1
5
23
28
180
180,000
1,050
1
0
1
6
18
24
173
203,970
1,179
1
0
1
•
2
34
36
177
496,288
2,804
1
1
2
11
74
85
180
245,700
1.366
1
0
1
3
18
21
198
616,041
2,697
6
0
6
19
42
61
176
746,018
4,263
1
11
12
7
80
87
186
1,549,523
8,838
22
lb
35
16
137
153
166
866,730
2,162
1
0
1
5
67
72
174
176
180
2
1
1
0
0
0
2
1
1
23
2
2
77
32
14
100
34
94,666
633"
16
176
894,217
2,234.8
2
1
3
13
82
65
180
584.280
8,246
6
1
6
13
78
91
173
853,785
2.046
I
0
1
20
45
ef>
180
72,000
400
1
0
1
3
9
12
178
206.660
1,142
1
0
1
4
30
34
182.2
625,434
3,432.7
8
4
12
11
55
66
180
828,500
1,826
6
6
11
6
46
52
196
472,046
2,406
I
1
2
6
63
69
180
896,860
4,968.9
22
12
84
22
104
126
dl80
*211,814
•1,214
•1
•0
♦1
5
37
42
190
176,700
980
1
0
1
1
34
35
Number of buil.dings
used for school pur-
I>ose8.
Total number of seats
or sittings for study
in all public schools.
Number of years re-
quired to complete the
entire course of study.
18
1»
30
4
1,600
12
861
60
5
11
11
38S
1.550
858
♦4
♦1,300
11
364
21
2,963
12
856
9
♦2.400
12
356
30
84
357
9.887
12
858
6
7
as9
2,^*
11
360
9
2,350
13
861
5
1.728
12
862
5
1,613
11
863
3
1,090
12
364
14
6.480
11
265
15
5,029
12
866
13
3,350
12
367
868
11
2,480
14
869
23
5,600
18
870
63
18,550
13
871
16
2.223
13
372
6
6,900
10
878
4
1.250
10
374
6
1.650
8
875
8
1,520
12
876
7
3,847
11
877
3
11
8
11
878
8,500
879
11
4,221
11
380
18
7,566
11
881
17
2,375
11
388
16
4,500
11
888
9
1,738
11
3H4
4
700
11
885
12
2,950
11
386
11
4,423
12
387
18
2,966
11
388
9
600
889
3
1,564
11
390
12
8,412
11
391
10
2,566
11
892
12
1,900
11
898
41
♦10
12
18
804
♦1,428
806
0
1,865
13
896
b Approximately.
ED 92 62
e Estimated. dThe High School was in sesnion \9b dayb.
i
978
EDUCATION REPORT, 1891-92.
TABLE 1. — Statistics of populati<m, private schools^ andptiblic Bchool
av7
400
401
402
403
404
405
406
407
406
409
410
411
412
413
414
415
416
417
418
410
420
421
422
423
424
425
426
427
CltJ.
VIBOINIA.
Alexandria
Danville
Lynchburg ♦
MancheBter *
Norfolk
Petersburg
Portsmouth •
Richmond
Roanoke*
WASHINGTON.
Seattle
Spokane Falls
Tacoma
WEST VIBOINIA
Huntington
Parkersburg
Wheeling
WISCONSIN.
Appleton
Ashland
Chlitpewa Falls ...
Eauulalre
Fond du Lac
Qreen Bay
JanesTille*
LaCroBse
Madison
Milwaukee
Oshkosh
Racine
Shebovgan
Superior
Wausau
WYOMINO.
Cheyenne
o
3
a,
a
o
14,740
10,685
20,100
9.700
36,500
22,800
18,470
83,400
21.300
55,000
29.800
51,000
11,350
8,620
34,900
12,350
12,525
9,»70
18,890
11,920
9,250
11,035
26,600
13,780
216,400
23,700
21,600
17,730
15,360
0,990
13,200
I
9
0
8
s
o
5-21
5-21
5-21
6-21
5-21
6-21
5-21
5-21
5-21
5-21
5-21
5-21
6-21
e-21
6-21
4-20
4-20
4-20
4-20
4-20
4-20
4-20
4-20
4-20
4-20
4-20
4-20
4-20
4-20
4-20
e-21
(3
2
I
o8
I"
4,828
8,578
6.748
8,573
9,604
7.450
8,610
24,974
4,116
9,200
4,078
7,025
3,062
3,397
11,313
4,303
2,994
3,338
5,644
4,493
8,035
4,062
8,600
4,492
80,116
8,521
8,567
7,387
4,486
8,176
1,800
•^ -. JS
III
a*
P
600
200
360
2.000
500
2,500
331
225
1,060
125
200
900
1,172
800
1,100
•784
40C
700
400
1.200
1,000
17,586
1,669
1,163
1,400
668
266
500
Number of different pupila
enrolled in public day
schoolB.
S
970
776
1,477
677
1,286
1,475
728
5,171
622
884
834
1,831
612
1,898
1,769
767
6,270
810
(6,417)
1,499
2.497
1,447
2,414
866
1,180
2,746
1,042
726
614
1.716
1,076
606
(l,fl86)
2,401
1.006
14.876
1.499
1,787
1.896
1,724
(1.T72)
627
957
1,180
2,791
062
760
602
1,734
1.0B5
681
2.364
1,032
14.677
1,489
1,823
1.877
1.817
666
3
g
1.8M
1.610
8,406
1.180
2.6S4
1,403
11.441
1.432
6.417
2,946
4.881
1,813
2.360
5,597
1,904
1.406
1,276
8,450
2,161
1,877
1.665
4.756
2.037
29.552
2,088
8.610
2,772
8.541
1.772
1.192
• Statistics of 1800-'91.
a Estimate based upon the annual rate of increase or decrease from 1880 to 1800.
STATISTICS OF CITY SCHOOL SYSTEMS.
979
enrollment^ attendaneef supervising offioera, teacherSf etc. — Continued.
P.
O « .
^. CO
flS 00 S
■a o «
|«^
9
aoe
188
193
180
190
188
200
1T7
180
192
190
190
100
188
197
176
180
176
177
197
195
190
196
186
194
198
200
196
196
176
187
|§8
fl-O •
<n ® eB
9 *^ mZ
ill
lO
284.012
194.230
483,343
151,200
309,700
449,937
213,800
1,525,740
187,920
896,832
876,417
970,792.5
192,960
828,328
822,476
248,
180,
162,
384,
399,
223,
275,
6&7,
277,
8,948,
410,
661,
861,
358,
2afi6,
669
612
162. 3j
463
942
663
804
506
807
014
036
005
566
M6
866
150. 117
> c8 OS
<
If
1,406
1.038.1
2.551
840
1,630
2,398
1,069
8,620
1,044
4,697.4
1,9*<1
8,648.4
1,206
1.804
4,175
1,246
1,000
927
2,172
1,676
1,147
1,385
8,872.3
1,502
21,7^
2,119
2,751
1,883
1,841
1,268
814
Number of sa-
gervlslng of-
cers.
e8
a
13
13
I
1
4
2
1
0
1
1
18
1
7
1
7
1
0
3
1
2
39
1
1
1
3
1
2
0
0
1
0
0
1
0
0
0
0
2
5
0
0
5
1
0
0
0
0
0
2
1
4
1
0
0
0
0
o
14
1
4
3
1
0
2
1
18
1
7
3
12
1
0
8
2
1
1
1
1
1
3
3
43
2
1
1
8
1
Number of regular
teachers.
15
8
3
12
6
8
2
3
30
3
7
1
3
8
6
3
8
4
1
7
3
1
1
8
2
36
9
9
9
9
3
B
16
23
29
51
13
20
45
21
206
20
104
62
96
81
81
122
42
26
28
64
43
27
46
80
46
603
56
63
47
64
28
84
s
o
OB •
•d
n
o
a|S
oBot
55
iS
17
18
31
32
63
19
87
47
24
236
23
111
58
101
84
36
125
50
29
29
61
46
28
46
88
47
538
64
72
66
73
31
84
5
3
12
2
9
9
3
17
4
27
10
14
7
6
10
9
9
8
16
16
6
7
17
9
86
10
9
9
12
3^ .
CO o
O O^
19
1,660
1,400
2,960
1,000
2,320
2,360
1.212
10,689
1.660
6,776
2,669
1.760
•1.600
6,000
2,389
1,300
1,300
^,916
2,760
1,463
1,400
4,267
2,070
27.718
3,300
3,096
8,700
1,600
1.000
©2 !>;
o 9
00*5 tfl
»4 0) <B
tf v^ «i4
©9.0
9 S
°28
III
gsS
3 cr©
Z
90
10
11
10
12
8
11
It
11
9
12
12
12
12
12
11
397
398
399
400
401
402
403
404
406
406
407
408
409
410
411
12
412
12
413
12
414
12
415
12
416
13
417
12
418
11
419
12
4i0
12
421
12
428
12
423
12
424
14
425
12
428
12
427
980
EDUCATION REPORT, 1891-92.
Table 2. — Statistics of public evening schools in cUies of 8,000 or more inhabitants.
city.
1
CALirORNIA.
Ltos Angeles
Sacramento ,
Oakland*
San Krancisco ,
San Jose
COLORADO.
Denver:
District No. I
District No. 17
coNNsaricuT.
Bridgeport
Hartford
New Britain
New Haven
Waterbury
DELAWARE.
Wilmington
DISTRICT OF COLUMBIA.
Washington (first six divi-
sions)
Washington (seventh and
eighth divisions)
QKORGIA.
Savannah
ILLINOIS.
Chicago
Peoria*
Springfield
INDIANA.
Evansville
Indianapolis*
Marion
Muncie
IOWA.
Cedar Rapids
Davenport
KANSAS.
Arkansas CJlty ♦
KKNTUCKT.
Lotiisvllle
MAINE.
Augusta
Biddeford
Lewlston
MARYLAND.
Baltimore
* Statistics of 189a-*01.
a Average time.
U3
o
va
^«
B
5?
1
1
4
6
1
3
2
1
12
8
11
6
a 9
U
*^ o S
•J 2 S
fl • ■
I
50
6
1
1
o
o
1
2
8
178
184
201
206
ISO
80
111
52,50
60,77
61
a64
03
65
58
48
121
113
60
100
86
75
40
60
78
60
85
58
64
80
100
Number of teachers.
3
1
5
17
2
7
1
2
•6
3
(628)
2
B
9
(38)
183
4
2
4
1
1
(2)
O
o
♦2
2
5
17
0
1
2
40
0
0
1
1
*8
6
14
8
18
0
70
2
0
o
M
0
0
0
2
26
*4
3
0
21
3
2
7
57
2
7
9
3
*14
0
623
16
Number of different
pupils enrolled.
32
24
263
6
2
6
1
1
2
4
80
•6
5
5
38
5
106
128
727
3,036
88
§
8
0
35
114
445
5
(131)
66
182 I
(Ml)
(338)
(1,1»)
(603)
I
I
I
(162)
(1,664)
(1.853)
1
I
t
I
(261)
47
11,798
164
65
05
3,135
52
0
(c30)
25
75
76
131
43
1,038
190
0
0
0
JB3
rc2i0)
141
125
(1,413)
328
84
106
3
9
166
163
841
4,381
93
181
62
179
641
338
.1.108
603
162
1,554
1,353
281
14,933
216
66
285
<:30
25
75
76
164
40
1,366
<;210
225
230
1.413
f
66
2ft
186
1,695
44
41
28
51.8
169
73
29.1
87
424
781
190
5,432
tfiaO
38
14&8
«15
le
33
50
19.8
754
14t
98
907
1,260
6 This number was reduced to 15 before the close of the term.
e Estimated.
STATISTICS OP CITY SCHOOL SYSTEMS.
981
Table 2. — StatiHics of public evening schools in cities of 8,000 or more inhabitants —
Continued.
aty.
MA88ACHU8BTTS.
Boston
Brockton*
Brookllne
Cambridge
Chelsea
Chicopee*
Clinton
Everett*
Pall River
Fitchburg
Framingham ..
HaYerhfil*
Holyoke*
Hyde Park
I«awrence
Ltowell
Lynn
Maiden
Medford*
Natick
New Bedford
Newburyport
Newton
North Adams
Northampton
Qulncy*
Plttsfleld*
Salem
Somerville
Springfield
Taunton
Waltham..
Weymouth
Wobum
Worcester
Michigan/
Bay City
Detroit*
Grand Rapids
Muskegon
West Bay City
MINNESOTA.
Duluth
Minneapolis
St. Paul
Winona
Missoniu.
St. Louis*
NEBRASKA.
Nebraska City
Omaha
Plattsmouth*
NEW HAMPSHIRE.
Manchester*
Nashua
Portsmouth
* Statistics of 1890-*91.
U3
O
0
B
0
z
22
2
1
6
o
o
2
1
14
4
o
4
6
3
6
10
♦13
o
1
1
5
2
*J
9
6
o
o
4
4
6
6
3
1
1
13
3
0
5
1
1
4
12
0
4
18
11
Is.
0) 00 3)
jS o
ft *»^^
55
106
47
84
50
90
40
60
80
68-81
38-48
50
00
iO
82
♦54
78
55
80
15
35
58
80
33
39
11-47
84
Number of teachers.
1
4
1
8
9
1
42
137
30-36
145
00
50
88
43,00,67
80
107
70
75
80
76
100
120
60
62
32
80
56
-a
(187)
4 I
1 I
(46)
3 I
(26)
1
2ry
6
I
(17)
10
4
80
18
(22)
8
o
1
5
1
4
3
0
24
6
3
1
4
46
37
0
83
1
4
12
4
3
(6)
7
2
12
2
69
11
3
60
1
20
86
2
4
3
46
6 I
7 '
la !
(&9) !
3
2
4
12
11
9
7
20
13
13
7
6
4
. 0
2
2
24
29
26
2
0
0
0
0
16
4
49
1
0
0
11
13
2
o
187
11
3
46
12
26
14
3
94
17
4
17
60
6
40
104
22
10
6
4
61
7
11
17
15
69
6
16
20
27
26
13
4
4
53
6
49
8
8
1
4
46
62
4
82
2
4
8
23
17
6
Number of diiferent
pupils enrolled.
5
ee
8
(•o6, 003)
271 !
(128)
(1,208)
(375)
230 I
221 I
(140)
2.202 1
219 I
(121)
294
658
196
603
2,182
78
248
144
994
107
(788)
186
49
(76)
1,380
61
126
(250)
132 I
(6 264)
90
466
848
737
410
208
80
(112)
746
160
620
46
812
1.445
88
36
662
41
68
80
100
112
86
251
166
166
46
142
(331)
1,706 I 1,848
<649)
86
S7
1,646
(W)
25
0
661
(2,002)
194 60
8,601
80
168
80
465
215
32
418
80
75
6
820
92
21
&
9
♦a6,008
844
123
1,208
376
478
366
140
8,196
826
121
444
1,178
248
916
3,6»7
788
223
85
76
2,042
92
198
260
212
0254
190
607
483
988
676
874
126
112
887
881
8,649
649
110
27
805
2,097
2,002
264
8,919
40
243
86
775
807
58
a
S
I
to
3,688
838
28
472
166
366
141
60
1,666
149
6 61
260
647
67
468
1,778
808
215
29
87
678.4
65
21.0
174
144
126.8
107
166
161
888.7
167
178
70
60
651
117
960
140
65
18
77
795
6644
98
1,886
80
121
18
166
229.8
d25
a Average number belonging, 5,490.
6 Estimated.
982
EDUCATION REPORT, 1891-92.
Table 2. — StatisUcs of public etfentnq schools in cities ofs,ooo or more infiaMants —
ConUnued.
city.
NSW JERSBT.
Camden
Elizabeth
Harriaon
Hoboken*
Jersey City
Millvllle*
Newark
New Brunswick*.
Passaic
Paterson
Trenton
Union
NEW YORK.
Albany
Auburn
Brooklyn
Buffalo
Cohoes ,
New York ,
Long Island City.. .
Rochester
Syracuse
Utlca*
Watertown ,
Yonkers*
OHIO.
Columbus ...
Dayton
Hamilton
Plqua
Sandusky ...
Springfield* .
Steubenville
Tiffin
Toledo 6
Youngstown
OREGON.
43
O
o
a
Porilaud
PENNSYLVANIA.
Allen town
Altoona
Dunmore*
FastoQ
Erltt
Lancaster —
Phila<.lelphla .
Pittsburg*.-..
Pittston
Plymouth* . . .
PottsvlUe* ...
Scran ton
Shenandoah . .
Wilkes Barre.
RHODE ISLAND.
Central Falls.
Newport
Pawtucket . . .
Providence . . .
Woonsocket..
2
8
4
3
1
4
54
28
7
3
4
44
5
12
3
4
1
I
1
7
3
0
1
1
12
5
1
4
2
16
23
•9
29
5
2
4
o
1
o
4
2
2
1
3
1
3
1
1
U
72
40
80
73
57
65
90
36
12S4
HO
150
(30
62
66
100
41
*98
90-120
51-77
129
55
60
130
73
97
80
80
90
129
198
100
24
70
100
90
100
60
117
77
120
n
40
80
60
60
80
80
80
Number of teachers.
1
51
1
60
6
49
15
TO
5
50
4
4
(2
86
0
833
5
8
9
0
0
9
0
8
2
1
0
1
0
1
2
5
7)
8
2
103
17
137
12
19
4
8
2
5
7
0
8
0
8
2
5
0
0
6
1
8
0
3
2
2
(839)
10
1
3
2
15
1
11
8
0
SO
58
18
1
0
4
0
4
8
55
6
0
2
29
5
1
7
9
20
104
81
12
6
217
139
17
470
17
22
IS
8
2
14
7
8
5
1
3
3
5
1
2
11
2
8
4
8
6
10
889
66
7
3
4
44
6
12
10
9
50
222
49
Number of different
t
pupils enrolled.
S o
<• ^
•
?s
9
u
•
i
3
g
n
«
o
►
s
^
H
<
7
8
9
!•
1
i
(1.064)
1,064
36C.1
163 0
163
78
180 100
280
189
(•V3)
643
189
(8,500)
8.500
1.126
(294)
294
286
3,141 1 744
8,886
1.700
(131)
181
06
292
192
484
177
2.864
668
3.032
044
•788
*S26
*1.014
349
150
80
180
«^V
350
74
433
aoi
92
13
106
61
(12,433)
12,483
4.194
2,145 1 1,525
8,670
1,506
(*717)
m7
•887
21,571
7,594
29,166
11,018
700
100
800
898
514
365
869
340
361
84
446
817
341
36
876
88
35
10
46
16
315
107
422
*70
181
66
287
106
(as
i26)
a226
a 100
14
9
23
18
12
18
80
a 14
91
12
108
a48
112
11
123
41.4
187
14
151
64.4
19
0
19
12
30
20
50
40
*300
*!60
*460
280
231
71
802
128.9
37
57
94
44
296
131
427
200
140
0
140
120
121
0
121
44
803
62
866
81.8
221
119
840
184
(16,206)
^^S5
5.228
(2.603)
2,508
a931
(206)
806
144
160 i 0
160
75
lao
80
150
75
I.TTO
246
2,015
1,310
898
0
896
148
605
0
506
250
(»
8)
266
64
81
08
149
tf
631
288
869
842
8,198
1.804
4.408
1.7S1
601
816
817
810
* Statistics of 1800-91.
a Estimated.
b A manual training school.
STATISTICS OF CITT SCHOOL SYSTEMS.
983
Table 2.— Statistics of public evening schools in cities of 8,000 or mare inhalitants—'
Continued.
City.
TEXAS.
Denison
UTAH.
Salt Lake City
VERMONT.
Burlington* ,
VIRGINIA.
Norfolk...
Richmond
WASHINGTON.
Seattle.
WISOONSIN.
Asbland ...
Milwaukee
Oshkosh...
Sheboygan
Superior...
Wausau ...
ao
3
6
1
23
1
14
10
3
i4 CJ a
S CB «
68
115
88
180
77
192
00
26-87
00
48
60
60
Number of teachers.
-a
2
8
8
1
a 89
2
8
10
1
a
0
5
0
a33
0
10
0
o
o
O
2
8
8
2
1
a 72
2
18
10
8
Numb^ of different
pupils enrolled.
c6
8
10
82
73
J
i
190 I
153
171
20
2,093
110
(ft 700)
424
87
18
0
0
22
15
600
28
90
2
o
9
24
100
77
190
153
103
85
2.603
183
&700
514
80
I
I
<
lO
12
43.8
27
100
70
46.1
15
1.052
45
6290
274
50
* Statistics of 1890-*9I.
a Average number.
6 Estimated.
LIST OP CITIES CONTAINING OVER 8,000 INHABITANTS, CONCERNING WHICH
NO SCHOOL DATA ARE AT HAND.
Anniston and Mobile, Ala.
Pine Bluflf, Ark.
Alameda, Cal.
Leadville, Colo.
Jacksonville, Fla.
Augusta, 6a.
Alton, .Toliet, and Streator, 111.
Anderson and Madison, Ind.
Pittsburg, Kans.
Bowling Green, Ky.
Baton Rouge, La.
Cumberland, Md.
New Brighton, Edgewater, and Johns-
town, N. Y.
Asheville, Charlotte, Newborn, Ral-
eigh, Wilmington, and Winston,
N. C.
Ashtabula, Ohio.
Olneyville, R. I.
Marinette, Merrell, Stevens' Point,
and Watertown, Wis.
984
EDUCATION REPORT. 1891-92.
Table 3. — Statistics of property, receipts, atid expendi^res of
City,
ALABAMA.
1
2
8
4
5
6
7
8
0
10
11
12
18
14
15
16
17
18
10
20
81
22
28
24
26
26
27
28
29
30
81
82
33
84
85
86
87
88
Birmingham.
Hunts vllle ...
Montgomery.
ARKANSAS.
Fort Smith .
Hot Springs
Little Rock .
OALIFORNIA.
Fresno
Los Angeles...
Oakland*
Sacramento...
San Diego
San Francisco
San Jose
Stockton
COLORADO.
Ck>lorado Springs.
Denver :
District No. 1 ..
District No. 2 ..
District No. 17 .
Pueblo:
District No. 1 ..
District No. 20.
CONNECTICUT.
Ansonia
Bridgeport...
Danbury*
Hartford
Meriden
Middleton*..
New Britain.
New Haven. .
New London.
Norwalk
Norwich •
Stamford* ...
Waterbury...
Willlmantic .
Total taxable. property
in the city.
890,000,000
DELAWARE.
Wilmington
DISTRICT or COLUMBIA.
Washington:
First six divisions*.
Seventh and eighth
divisions.*
FLORIDA.
Key West.
Pensacola
10,000,000
12,000,000
8,750,000
17,708,7W
11,280,000
137, 047, 317
40,371,035
14,000,000
23. 500, 000
811,566,070
10,992,114
16,963,844
17, 136, 180
184,505,895
28,423,333
21,600,000
8,980,412
18,203,648
50,998,005
2,660,667
*15,421,682
8,468,144
84,828,640
I
s
i
5
•18,000,000
"16,066,660
4,090,000
3,500,000
10,625,274
7,500,000
45.682,439
40.371,085
14,000,000
15,000,000
811,566,070
19,992,114
12,787,888
5,712,060
61,501,965
8,527.000
7,20^,000
8,980,412
7,281,459
if 909, 9m8
24,880,915
60,998,005
2,000,000
*6, 168, 673
s
Is.'
I
I
I
g.8
St
OPPi
Receipts for the school
year 1801 -*92.
8250,000
5,000
100,000
190.000
50,000
258,000
100,000
724,820
1,002,970
267,500
203,862
4,032. 754
236,450
232,271
183,000
2,000.000
500,000
328,500
250.000
200,000
a90,000
629,389
8,468,144
10,000,000
34,828,649
7,&72,000 I 3,028,800
el 451,000
345,910
80,000
263,000
c922,904
188,000
115,300
167,000
0140,500
420,000
551,817
777,500
•20,000
40,000
•11,566
1,792
4,400
2,600
3,000
11,078
8.589
106,253
111,068
87,324
19. 101
705,926
38,975
21,198
9,664
99,112
10,400
20.811
5,189
29,029
6**
So
Pi
&"
£
•61,170
1,859
15,000
10.000
14,000
48,786
16.229
59,637
80,423
38,196
45.616
485,580
16,906
1,871
172,575
62,328
51,383
29,530
78,108
180,716
23,416 dti5,371
(60,171)
8,868 17,506
43,557
5.978
7,848
6,996
7,864
18,497
11,975
191,109
4,724
<f62,756
2r,000
(226.514
20,868
35,264
92,850
S.
o o
£
•1,800
2,000
0
12,736
81,800
44,029
18,802
15,490
19,907
11,480
29.067
44,072
86,467
4,091
0105, 793
«8,661
«170,637
189,727
191,170
€12,265
0
9,065
* Statistics of 189a-'91.
aThe expenses of evening schoos are included in columns 14 and 15
6 Accounts of evening schools are not kept separate.
c Value of sites and buildings only.
/
STATISTICS OP CITY SCHOOL SYSTEMS.
985
public school systems of cities of over 3,000 inhabitants.
Receipts for the
school year 1801-'92.
Total sum available for
use during the year.
Expenditures for the school year ]891-'92.
PYom all other
sources.
3
^^ IM ♦* 5?
©►50
-'si
U90Z
0*» too
if
Is
a
'I
'J
0
•
3
8
0
lO
11
19
13
14
1ft
S3, 866
292
3,444
26,500
t76,oeo
3,943
22.844
39,300
19.000
59,864
87.554
196,809
239,977
94,826
80,510
1,196.447
76,413
39,497
49,666
883,398
117,839
87,044
62.958
45,814
88,297
211,807
$88,340
3,943
23,011
42,300
19,000
63.100
t83,96S
456
$43,281
3.166
910,362
321
•87,545
3,943
22,658
41,000
16,000
55,914
86,150
214,210
253,461
107, 515
86,714
1,086.089
87,307
70,932
• 184,111
840,545
170,506
68.600
91,466
56,764
88,892
211,807
1
0
8
8
9.000
28,000
15,000
87,066
26,201
147.118
162,851
76,988
64.136
0880,628
• 68,622
45,276
38,719
al50,606
70,095
a44,449
39,110
4,000
0
4
6
0
10,259
2,532
88,121
86,711
5,216
15,129
71,372
4,402
11,639
T7.211
145,185
72,063
7,121
18,029
8,699
7,417
28,001
49,399
24.881
0
6
7
1,219
4,46:2
503
294
6,941
675
5,452
10,935
111.710
1,038
194
8,526
204,106
260,243
136,194
98,263
1,252,734
103,961
77,617
156,967
422,100
241,739
90.109
166,869
103,824
83,297
211,807
•970
4,500
930
8
0
10
11
M84,oeo
18,467
14,016
18, 181
a44,766
28,350
al7,120
84,826
(6)
816
0
0
(6)
12
18
14
16
16
17
(6)
18
19
80
0
2,062
52,136
88,000
22,062
91,251
9,164
82,153
81
403
88
28
2(,142
3,485
7,896
228,722
72,307
28,8e0
228,722
72,307
81,9<f7
87,606
481,119
60,006
47,208
28,964
183.566
148.222
50.861
13,477
91,050
24,476
11.968
867,772
75,887
25,661
87,506
883,154
58,272
♦46,116
28,364
48,756
115,746
84
25
206
0
26
27
8,815
6,678
581
1,000
1,128
1,914
280.265
89,666
47,206
88,621
26.600
212,900
22,772
80,897
20,070
80,922
. 69,347
78,790
10,000
2,848
28
29
80
8,294
12.834
81
88
112,670
213,670
7,659
46,465
2,276
83
84
1.497
158.199
166,573
21,684
66.186
187,683
864
8.800
94,573
398,588
150,925
12,683
11.019
37,757! 620
78,725 3.626
154,211
641,074
382,389
15,554
15,619
86
86
0
886
382.889
14.646
882,839
18.924
40,888
2,007
1,800
2,843
87
88
6
89
dFrom town treasury.
«From district taxes.
986
EDUCATION REPORT, 1891-92.
Table 3. — Statistics of property , receipts, and expenditures of
4/0 Athens
41 Atlanta* .
42 BrunHWlck
43 Columbus.
44 ' Macona ...
46 Savannah.
ILLIHOIS.
46 Aurora (East Side) ....
47 Belleville
48 i Bloomlntston
49
50
51
52
53
54
56
56
fff
58
69
60
Cairo
ChicaKO
Danville
Decatur
East St. Louis.
Eli^ln
Frew port
Gale-Hinirar
Jacksonville ♦ .
Kankakee
Lasalle ♦
Moline
61 Ottawa
62 Peoria •
63 : Quincy
64 Rock island ...
6h Rockford
66 SprlnerHeld ....
67
68
69
70
71
rz
73
74
76
70
77
78
79
80
81
82
INDIANA.
Elkhart*
Evansville* .
Port Wayne*.
Indianapolis*.
Jefferson viUe
Kokomo
Lafayette
Lo<;ansport...
Marion
Michigan City
Muncie
New Albany ..
Richmond
South Bend*..
Terre Haute..
Vincennes*...,
IOWA.
87
88
89
Total taxable property
in the city.
I
I
1
i6,335,8i22
97,415.900
,1.
16,335,822
48,707.960
18,750.000
1,
30, 783. 188
9,200,000
8,853,620
17,228,220
5,094.289
204,698,083
8,333,960
9.748.000
8,973,120
6, 3K7. 600
to, 938,876
3,056,036
6.269,063
6,147,296
86,213,445
24.879,160
6. 747, 936
26,(132,469
17,083,302
5,097,350
18,
W,
2.
7,
000.000
308,835
000,000
052.413
7,
S.
5,
10,
10,
15,
18.
4,
.500,000
333,333
761,067
247,120
740,165
765,099
561,676
332,685
335,880
16,000,000
'30,' 783,' 188'
2,300,000
2,213,406
3,446,244
1,608.289
256, 509, 674
2,083,490
2,437,000
2,243,280
1,825,000
2,734,719
731,207
850,000
•1,763,021
1,286,824
7,242,680
4,975,832
2,249,312
5,962,771
5,694,484
5.097,350
18,000.000
58.205,890
2,000,000
5,289.810
7. 500. 000
7,000,000
2,820,800
5,247,120
10,740,166
10,765,099
6.224.670
18, 332, 685
4,335,880
15,750,000
14.000,000
14, 028. 125
14, 560. 420
7, 619, 375
22,306.200
49,425,997
150,000
250.000
160.000
825,000
315,000
258.000
487,000
280,000
71,400
86,180
'■86.'6i8
66,T7S
106,096
71.301
M,233
83 Burlington
84 : Cedar Rapids
86 ' Clinton
86 Council Bluffs
Davenport
Des Moines:
East Side
WestSide
90 i Dubuque
91 Fort Madison "
•Statistics of 1890-91.
aThe bchoolB of the city, suburbs, and country districts are operated under the county ays-
tern, and it is not practicable to separate the financial mattera
4,500,000
3,500,000
2,000,000
5.611,260
4,850,140
3,047,750
8,928.280
19,770,896
•30,000
351.516
50,000
160,000
•101,000
400.000
160,000
120,200
815, 000
87.600
11,000.000
200.000
163,714
120,900
95,
151,
152,
90,
55,
♦200,
56|
600,
218,
165,
225,
216,
739
188
660
000
000
000
500
000
250
000
000
900
134.000
414,500
274,400
1,014,986
75,000
76,300
160,000
146,000
66,500
200,000
170.000
256,000
184,000
3i>3, 667
65.000
Receipts for the achool
year 1891-02.
13
13,884
26,278
6,337
6,896
22,018
3.129
4,041
5,668
2,512
346.974
8,087
4.804
2,866
8,422
8.218
1,961
2,000
2,868
10,258
7,721
8,568
5,038
6,221
9,711
36,738
90,908
•86,759
10,097
10.740
15,521
8,406
17.150
52,560
10.000
7,681
2,956
8,468
11,218
2,681
11,480
11,664
1^
3
•10,900
107,420
8,000
13.880
79,802
h
^3
8d
•9,740
2.000
966
10,790
27,628 6,410
81,321
46,843
0 16,776
4,426,008 0
r30.289)
40.980
80,754
86,204
35^077
26,618
17,000
(28,
102,889
60,008
64.201
63,406
73.840
10,500
660)
130,961
'84,'3i7
7,901
13, 666
6.830
1,641
82
47,374
81. av
•22.620
26,717
0
16,700
22,727
60,987
71,190
1.
STATISTICS OP CITY SCHOOL SYSTEMS.
987
public aehool systems of cities of over 8,000 inhabitants — Continued.
Beoeiptfl for the
school year laQl-flS.
tl,407
4,103
8,083
500
818
316,752
eo
183
i
o
lo
115,758
135,105
15,837
112,011
45,256
35,871
52,3t0
19,287
4, 989, 134
42.386
45,857
Expenditures for the school year 1891-02.
-2
9^B
§11
It
915,758
140.635
113,564
56,603
48,561
67.492
38,085
5,572,903
48,440
54.105
10.000
18,761
22,000
'26^740'
2,007
2,472
16,166
005,804
12,070
^ ^ 00
-SSc
^ 4? ^ «
0*S 00 C^
1))
tl3, 147
94,065
10,822
*70,"757'
28,000
30,307
39,861
14,255
2,555,821
26,786
29.971
23,252
13
82,611
25,734
3,800
"6,*90r
9,947
7,061
10,875
4,470
864,446
13,854
9,231
9,381
bo
a
o
OB
U
o
14
0
0
1101,166
15
824,758
130,460
15,000
45,622
85,000
113,497
87,966
40,275
68,208
34,891
4,606,736
40,639
51,272
32,633
40
41
42
43
44
45
46
47
48
49
60
51
62
53
54
55
56
57
53
50
60
61
62
68
64
66
66
67
68
69
TO
71
72
78
74
75
76
77
78
79
80
81
376
136
802
33,496
38,626
38,426
28,297
19,000
44,103
49,217
36,891
11,808
1,042
1,865
951
18,000
221
3,107
164
7,276
1.363
1,524
113
7
7,398
81,758
116,254
60,802
' 65,045
50,807
81,667
20,333
121,000
84,110
200,336
•58,379
44,404
42,474
231,450
88,535
125,705
60.136
100.382
40.070
146.257
150,576
584,722
•68,370
57,408
278
27,360
31,988
28,000
1,000
10,200
8,154
20,283
66,012
10,068
21.220
2rt,982
21,905
13,850
12,640
28,808
23.470
78.52C
30,307
30,901
44,125
54.600
21,493
88,085
60,022
216, 134
• 10,825
16,528
0,024
6,240
4,860
5,813
3,700
12,944
18. 726
18,925
11,263
13,701
14,434
8,807
4,152
11,824
80,114
8,946
0
"6"
(»)
0
400
1,610
42,152
84,273
28,639
20,614
29,340
4i,7ee
42,474
124,814
82,648
72,602
69.668
74,097
c 30.432
118,715
101,079
852,260
•84,822
45,437
780
81
27,106
87,247
23,603
37,780
6, 506
2,616
236
401
6,104
6,064
2,540
6,508
70,041
46,383
112,988
14,321
81,400
72,150
30,546
85,764
07,010
61,001
110,666
80.888
86.823
72,400
40,098
70.285
82,381
116,226
73,705
142,904
46,282
187,970
174,064
46,308
185.886
138,028
71,180
120,510
02,010
7,000
1,500
1,308
18,300
0,464
12,888
17,401
12,048
40,740
50,000
8,065
13,838
18,724
5,568
20,882
18.017
10,476
12,009
24,441
30,526
86,227
28,204
73,282
12,537
50,862
38,589
26,730
47,305
04,832
35,?n>
72,212
48,946
9,718
6,536
17,445
6,065
17,896
6,018
13,367
9,736
19,597
2,812
25,289
21,818
14,878
35,669
21,667
24.224
42,739
15,707
5 The accounts of the eyeningr schools are not kept separate.
e The sum of the item reported is $28,799.
0
o"
0
0
606
0
"'o
82,453
44,828
19,504
43,645
54,844
59,068
50,828
.111,280
27,807
116,801
110,401
41,608
01,020
100,837
78,223
120,510
86,545
84
86
86
87
88
89
90
«88 •
EDUCATION REPORT, 1891-92.
Table l\.-~ Statistics of property, receipts, and expenditures <if
92
98
94
90
97
98
99
100
101
102
103
104
106
100
107
106
109
110
111
112
lis
114
116
116
117
118
no
120
121
122
128
124
126
120
127
128
129
180
131
182
133
184
185
186
187
City.
IOWA— continued.
Keoknk
Marfthalltown
Muscatine
Ottumwa
Sioux City ....
KANSAS.
Arkansas City*.
Atchison
Fort Scott
Uutclilnson
Kansas City
Lawrence
Leavenworth . . .
Topeka
Wichita
KKNTI7CKT.
Covington..
Henderson*
Lexlnirton..
Louisville..
Newport*...
Owens boro .
Paducah*...
I^OUIBIANA.
New Orleans
Shreveport*.
MAIHB.
Auburn...
Augusta..
Bangor...
Bath
Biddeford
Lewis ton.
Portland .
Rockland.
MARYLAND.
Baltimore
Frederick*
Hagerstown*
MASSACBUSBTTS.
Adams
Amesbury .
Beverly*.-.
Boston
Brockton* .
Brookline..
Cambridge.
Chelsea
Chlcopee*..
Clinton
Everett*...
Pall River..
Total taxable property
in the city.
i5f
1HI
m
16,417.881
4,018,077
6.885,287
9,675,400
4.069,860
80,a04,U00
7,484,580
10, 200, 000
*80, 104. 400
23,493,783
17.000,000
18,280,720
1,539.369
2,754,215
1,404,012
1,863,120
*5. 000. 000
114.880,307
7,800,000
6.403,447
5, 125, 000
196,000,000
8,000,000
11,103,001
9,207,706
12,016,200
151.849,107
80,583.295
4,578,685
282,720,820
0,525.000
8,901,000
4. 522. 188
13, 180. 756
17,477,847
60.r29,500
70,581,070
18,800,300
6,377.070
0, 258, 910
8, 317. 000
54,281,930
1,858,120
7,661,000
1,871,145
6,400,000
•10,316,500
7,048,426
17,000,000
8.000,000
*6, 000. 000
80,100.230
7,800,000
3.278.008
6,126,000
130,000,000
4,000,000
11,109,001
0,138,470
0,307.080
113,880,830
80,583,296
4,678,666
28-2,720,820
"""4," 866,' 665'
8,901,000
4.522,188
18,180,756
17,477,847
60,729,600
70,581,070
18,800,800
0.377,070
0,258,940
8, 317, 000
64,281,930
8140,000
118.000
115.000
150.000
710,000
126,000
106,000
119,000
106.600
275,000
145.000
190,000
850,000
258,400
206,840
90,000
160,000
1, 180. 627
225.000
86.000
92,000
1,000,000
16.000
100.000
•90,000
125,000
150,000
110.000
260,000
52,847
2,080.717
""46,'666
112,000
174,400
ft 8, 960, 000
427,000
'444,'266
132,900
200,000
751,000
Receipts for the school
year 1891>*93.
•10.088
2.003
4,000
14,889
2,800
4,796
2,086
11,008
8.587
7.041
•11,072
7,897
80,406
0,000
18,422
167.704
17,480
0.882
11,800
82,000
7,880
6.826
10.987
6,827
9,356
17,930
18,960
6,268
184.007
4,187
»• o
Ck
an
g.
•a
•(•35.106)
40.474
81,961
(82,678)
80,757
84,888
81,880
-
24.484
So, Sob
(95.483)
(82, 479)
39,458
10,000
15.750
248,666
SO. 100
28,797
11.500
0
65,563
196,000
20,600
12,928
87,aoo
14,260
20,000
80.203
116,806
11,600
988,140
0
400
7,600
C7,7«
0
0
29,000
73,000
74.600
371,581
85,073
0
7,100
28,600
35,0CO
200,538
0
0
0
0
• Statistics of 1890-'91.
a The accounts of the city schools are not kept separate from those of the county.
STATISTICS OF CITY SCHOOL SYSTEMS.
989
public school systems of cities of over 8^000 inhabitants — Continued.
Recetptsfor the
school year 1801-*92.
6
p
(0
o
(0
*t2I0
1,199
226
103
100
1,5U
0
207
2,846
3,823
•1,496
1,061
1.602
500
8,604
833
4,225
798
138
127
456
40
8,647
6
9
u
9 3
^^
S 9
"35
§^
H
o 3
Eh
*M1.408
44.386
86,267
97,670
83,167
41, 147
34.615
77,428
30,917
49.262
*106,001
90.937
71,866
16,500
84. IW
414,923
97,668
81,612
27,426
235,600
19,800
28,336
27,468
49,066
21,215
29,356
48,260
186,300
16,806
1,176,484
"""ii,'297*
lO
«$41,998
68,609
86,758
199,211
85,157
43,877
87.463
77,428
33,201
56,354
*lll,286
97,226
100,847
16,500
84,172
560,720
62,658
38,071
27,425
19,300
28,836
27.468
49,066
21,216
29,366
48,200
144,109
19,866
1,176,484
""'ii,"297"
Expenditnres for the school year 189l-'92.
2i|
• >s a
11
•t840
260
00(8 O
*ofe .
Vi ® 0 o
0«» so o
lil
72.062
62,000
37
112
7,600
0
86,729
26,370
9,311
6,600
10,000
2,000
1,196
835
0
•829,385
2,894
26,492
2,680
80,953
191, 17o
66,665
18.000
22.759
23,918
17,918
87,298
19. 961
036,681
62,412
60.123
69,000
14,000
86,380
209.222
28,425
14,280
17,149
•215,000
8,800
21.000
17,635
84,970
16,642
23,706
28,694
77,912
14,248
743,807
'"i6,"287'
13
♦110,976
13,591
10, 951
40,878
12,000
12,178
12,940
9,607
0.043
a9,993
•7,926
26,700
9,856
1,500
4,033
95,500
3,863
2,580
2,941
500
6,336
8,693
12,666
5.570
6,770
16,773
86,244
3,107
287,586
380"
« o
«^
o
14
•0
0
•126
•0
0
6,601
0
0
286
0
0
526
1,200
3,916
I
1ft
•141. 161
42,685
87,443
•62,000
179,616
82.125
84,938
28,362
80,895
46,900
29,064
46,674
142,392
86.935
76, 366
16,500
40.363
487,052
68.658
26,130
26,500
236,600
19,300
28.336
27,762
48,471
21,212
81,003
49,347
144.109
17,856
1,176,484
92
93
94
96
96
97
98
99
100
101
102
103
104
106
106
107
106
109
no
111
112
113
114
116
116
117
118
119
120
121
122
128
124
126
126
127
128
129
130
131
132
133
131
135
186
187
634
i,'206
1,427
2,780
0
363
4,540
580
1,600
29,684
'74,266'
29,684
973.006
87,85jf
74,276
74,600
873,008
87,863
28,500
85,456
214,078
28.600
61,566
216,828
118.145
1,792
18,836
27,620
22,135
13,000
6,000
16,809
11,061
60,328
43,575
200,848
63,167
12,332
81,445
52,553
21,756
18,588
22.550
130.706
9.250
10,685
49,653
88,608
1,615
519
1,462
1,138
M7
'450
11,528
11,297
26,500
15,168
27,890
• 2, 120. 546
74,275
75,539
873,008
87,853
84.329
28,424
61,305
214,024
b Value of sites and buildings.
990
EDUCATION REPORT, 1891-02.
Table 3. — StatiMic^ of proinrty^ receipts^ and expenditure,^ of
138
189
140
141
142!
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
166
16)
170
171
172
178
174
176
176
177
178
179
180
181
182
1^
184
186
186
187
188
189
190
191
192
193
taxable property
in the city.
MASSAOHURETTS—
continued.
ntchburg
F^amlngham .
(vloucestFer
Haverhill*....
Holyoke*
Hyde Parle
Lawrence
I.rf)well
Lynn
Maiden
Marlboro*
Medford*
Melrose*
Natick
New Bedfortl .
Newbury port.
Newton
North Adams.
Northampton
Peabody
Pltt«fleld*
Qulncy*
Salem
SomerviUe
Springfield...
Taunton
Waltham
Weymouth
Woburn
Worcester
MICHIGAN.
Adrian
Alpena
Ann Arbor
Battle Creek
Bay City
Detroit ♦
Flint
Grand Rapids
Iron Mouutato . . .
Ironwood
Ishpeming*
Jackson:
District No. I..
District No. 17.
Kalamazoo
Lansing
Manistee
Marquette
Menominee
Muskegon
Port Huron
Saginaw :
East Saginaw*.
West Saginaw*
West Bay City...
MINNK80TA.
Dnluth
Mankato
Minneax)oll8.
•22,754,060
♦7.861,630
18,950,694
17.870,772
30,591,920
7,725,590
• 30, 51 ti, 000
64.088.275
44.766,872
18, 727. 280
10,065.524
14, 898. 339
6,724,^/05
5.573,850
38, 518, 943
9.702,058
9.024,295
10,000,000
9.921,600
11,429.939
14,427.080
26, 427, 876
36. 843, 400
48. 329, 634
18,313,360
15,210.714
6. 534, 740
9.130,000
77,635,908
8,500,000
6,000.000
6, 4?2, 500
8,750,050
♦10,236,005
250.643,800
4, 144. 492
71,658,457
4,800,000
6, 078. 870
2. 775, 000
11,828,247
7,000,000
4,725,038
3
•17.066,645
•7,861,680
14,213,021
17,870,772
22,943,940
7,725,690
•80,512,000
64, 088. 275
44,766,872
18,727,280
6,284,638
9,932,225
6,724,705
6,673,850
38.518.943
9,702,0.'>8
6,016,197
10, 000, 000
7.441,200
11,429,989
14,427,080
28,427,876
86,843,400
48.329,634
18,313,850
15,210,714
6,684,740
9,130,000
77,686,906
3,600,000
4,000,000
6,452,500
4,375,025
♦10,236,006
175, 450, 310
4,114,492
23,852.819
1,600,000
5, 078, 870
1,850.000
7,562,186
7,000,000
4,725,088
4,575,000
'8.'470,"666"
14,831.068
'6,' 400, 666'
2,746,000
"6, 682,' 666"
11.123,800
'"8,266,666
7,617.875
233.816,410
3.046,950
140,289,846
.^ (8 4> n
"C^ CO 0
aoO0Pi
B
M
A
Heceipts for the school
year 1891 -'92.
•386,688
258,900
306,812
115,000
♦860,000
884.670
♦657,000
406,446
160, 194
200.000
677,000
95,000
616,600
1713.800
166,000
150,000
216,660
383,600
623,366
864.496
320.000
268,200
160,000
100,000
1, 366, £45
128,
75,
206,
223,
•206,
1.762,
135,
1.087,
♦40,
000
000
000
000
000
760
000
000
000
0
0
0
•97
90
0
0
189
0
0
0
0
70
199
0
8,680
5,226
4,300
6,888
13,558
95.755
8,877
26.868
81,000
125,000
75,000
800,000
135,500
110,000
105,000
80,000
400,000
110,000
280,108
153. 471
150,000
1,200.000
108, h(H)
2,860,000
9,143
8,570
7,823
6,200
6.084
6,809
5,647
11,291
13,854
14,113
'9,'679"
6.394
92,820
So
rid
877,645
64,447
82.835
40,420
90.000
186,601
174, 163
83,414
44,378
47,580
30,300
160,382
25,679
128,076
40.300
41, 144
30,500
61,000
64,925
100, 130
180.423
249,294
81,081
80,406
40,000
40,279
801,480
19,224
24,856
28,150
48,053
63,600
390,217
28,693
166,740
33,603
25,995
17,640
44,208
45,202
35,986
25,500
24,759
81,994
21.400
85,134
"i'sio
2,905
689.439
o
o
u
o o
u
•1,503
0
0
0
0
0
0
0
0
2.781
472
966
1.868
0
0
0
8,500
0
0
11.046
6,452
20,603
2,258
(1.131)
1,235
003
130
443
84,4106
18.140
12,702
• Statistics of 1890- '91.
STATISTICS OP CITY SCHOOL SYSTEMS.
991
public school gystetns of cipiea of over 8,000 inhdbUaiUs — Oontin led.
Receipts for the
school year 1891 -*92.
Total sum available for
use daring the year.
Expendttnres for the school year 1891
-'92.
From all other
Hources.
1
til's ^
alls
0^
Bfi U ^
0 *3 CO U
•V4 aj
as
13
to
a
•o
s
u
o
1^
1
8188
0
lO
11
19
861,850
(a 15
49,741
14
IS
i77,728
•97,728
45.200
64,447
•22.268
al5,000
f*31,!«6
.000)
14.706
•1,629
a750
•97,728
a45,20C
<M,447
78,334
84,486
40,498
96.316
806,189
175,000
86,116
44,603
97,136
55,129
29,863
159,486
26,712
180.857
40,901
42,520
84,844
60,986
64,838
102.511
251,216
SSO.IO?
86,081
78,237
39,864
40,375
486,794
22,925
97,119
48,047
43.183
66,989
672, 148
27,286
829,058
60,8?1
188
ISO
64,447
140
141
148
84,486
40. 420
90.178
189,028
175, (XX)
83,414
44,60:)
47,670
84.486
41,0€0
90.178
458,028
175,000
• 1.844
2,499
67,"6i5"
7,850
63,267
26,463
74,887
149,409
117, ire
67, 191
27,285
31,868
15,606
10,095
21.896
70,564
48,146
26,223
10,331
14.843
8.769
841
2,031
80,561
2,332
1.701
142
149
178
3,427
897
0
133
0
144
146
146
147
44,603
47,670
6,987
20.284
25,528
1,919
84,962
1,000
6.850
1,946
0
148
196
140
ISO
180
4,292
8D4
30,480
164.674
26, 712
130,857
40,772
42,571
31,897
51,000
64,925
102,511
160,423
250,456
81,081
60,406
49,448
40,478
802,407
25,451
41,127
47,329
52,560
97,526
492,673
81,926
247.940
36,323
30,480
197,706
26,712
130.857
40,772
42, ,^71
31.387
61,000
64,926
102,511
253.766
260,456
81.061
60,406
50,585
40,951
902,407
21.000
84,823
20,528
97,996
24.537
81,494
23,446
37,730
45.695
71,920
112.332
113,447
69.989
60,565
27,248
34, .ft76
206,913
15,739
18,916
29.964
20,971
45,811
336,291
18.088
156,762
13,711
6,646
33,235
4.932
25,706
13,497
9,974
11,398
10, hSS
17.075
23,662
43,274
45,381
24.472
15.172
8,585
.ft, 151
79,660
7,186
4,938
9,612
18,373
16,383
136,785
9.196
63.799
6,909
298
6,466
252
806
981
1,352
0
501
2,067
2.303
1,849
3,98(i
1,620
2,000
828
648
6,869
161
158
158
ll>4
0
461
887
156
156
157
2,2112
158
ISO
513
0
1.161
0
0
878
0
947
624
4,726
98,766
87,294
0
10,500
3,703
0
131,452
160
161
162
16S
164
166
166
167
168
41,127
47,829
62.638
67,526
560,160
18,265
3,471
4,139
4,7!3
88,203
0
169
8,427
619
468
6,701
1 a=>5
15, 6M
462
ITO
171
682
10,919
172
173
174
514, 403
94.789
106, 473
40,201
1.034
175
176
177
13.TO5
24,706
12, 150
33,627
24.838
l@,147
16,862
16,856
68,710
19,976
69.705
80,889
27,289
«52,410
13,540
402,896
88,742
82,966
39,490
112,644
46.074
42.397
32, Mb
24,409
140.699
38.057
104,487
48,r28
61.410
178
(1,131)
50
12,888
1,974
279
6
940
4,788
512
1.785
96,220
21,260
66,144
52,976
42,349
32,346
32,367
98,156
86^266
101, 475
87,774
41,260
113.820
75,618
45.987
32,346
89,632
141.284
61,066
108,975
1,529
20,000
60.041
6,221
1,728
4,070
1,326
68,060
200
29,858
6,671
7,340
. 18,876
16, 615
16. 512
11.413
6.227
28,928
18.482
16«424
60
0
....k. ......
179
180
181
182
188
0
184
186
186
187
188
180
294
47,978
57,878
0
24,081
90
190
191
468
89,657
27.916
684.118
64,427
926,518
15,066
48,116
7,817
121,042
88,423
574,866
198
7,802
108
a Appioximately.
f
992
EDUCATIOH BEPOBT, 1881-92.
TabL£ X-— statistics of property, receipts^ and eocpenditures of
194
106
196
197
196
199
aoo
201
202
203
204
205
200
207
206
209
210
211
212
218
214
215
216
2' 7
218
219
220
221
222
223
224
225
226
227
228
2-^9
230
231
232
283
284
235
City.
M INNBSOTA — cont'd.
St. Cloud ...
St. Paul
Stillwater*
Winona....
MISSISSIPPI.
Natchez...
Vlcksburg.
MISSOURI.
Carthage
Hannibal ...
Joplln*
Kansas City
Moberly
Nevada
St. Joseph...
St. Louis* ..
Sedaiia*....
Springfield .
MONTANA.
Butte City.
Helena
NEBRASKA.
Beatrice
Grand Island ..
Hastings
Kearney
Lincoln*
Nebraska City.
Omaha
Plattsmouth *.
South Omaha .
NEVADA.
Virginia City
NEW HAMPSHIRE.
Concord*
Dover
Manchester*.
Nashua
Portsmouth .
NEW JERSEY.
Atlantic City *.
Bayonne
Brldgeton*
Camden
Elizabeth
Harrison
Hoboken*
Jersey City
Millvllle*
Morrlstown
Total taxable property
in the city.
a fe ®
ReB.o
3
9184,500,000
7,500,000
15,663,325
4,158.558
4,600,000
8,125,000
2,913,207
735,000,000
3,500,00.
72,000,000
245,932,200
21,448,848
15,196.000
19,000,000
6,971,130
3,600,000
7,003,500
5,000,000
8,000,000
105,000,000
10,000,000
9,105,206
24,812,492
19,000,000
7,565,778
10,353,853
81,386,963
15,578,500
5,000,000
30,037,414
•128, 000, 000
5,000,000
11,739,994
A, 158, 563
4,503,000
2,045,364
3,250.000
971.069
150,000,000
1, 400. 000
1,621,088
24,000.000
245,932,200
2,663,100
7,149,616
15,196,000
19,000,000
1,394,226
800,000
1.400,700
5, 000,000
1,000,000
2i,oyo.ooo
2,000,000
9,105,206
24,8/2,492
19,000,000
7,585,778
10,853,353
81,386,963
15,578,500
2,600,000
21,023,190
835,000
2,561,800
180,000
400,000
40,000
33,000
100,000
77,900
75,000
1,500,000
75,000
50,000
420,335
3,287,411
135.000
150,000
405,430
432,000
96,500
125,000
150,000
891,000
85,000
1,278,795
30,000
150,000
50,575
252,000
175,000
420,800
259.395
100,000
115,000
175,000
37,000
680.000
218,000
25,000
158,500
014. 930
46,100
70,000
Receipts for the school
year I801>*ft2.
si
aS
•183,679
4,811
10,964
4,019
3,000
c9 5
M
9
>»9
oo
8139.075
33,607
38,501
9,066
16, 914
6,690
0
1.974
5,983 ,
64,234
5.076
26,425
109,038
4,552
11,801
113,587
944,170
32,200
30,922
1,901 13,367
(24 277)
2,412
3,100
12,680
31,239
2,868
8,947
1,995
5,288
8.668
1,540
18,463
67,679
52,285
10, 123
269,416
10*381
8.166
18,208
96,896
856,568
6,474
29,380
93,108
46.250
25,000
32,480
116,700
23,500
8,500
181,818
"is," 665'
17,048
837,219
6,355
18. 101
11,540
71,185
70,156
15, an
12,962
0
1,878
8.735
6.066
65.782
4.000
• Statistics of 1800-*91.
STATISTICS OP CITY SCHOOL SYSTEMS.
993
public schcol systems of cities of 8,000 inhcibitarUs — Continued.
Receipts for the
achool year 1891-'92.
u
9
i
s
a
o
8
5
o
lO
Expenditures for the school year 189l-*92.
^11
11
19
13
a
•I
u
o
PE4
14
o
1ft
194
105
too
107
186
100
20O
201
208
208
204
206
200
207
208
200
210
211
212
213
214
215
218
217
218
210
220
221
6,087
0
206
268
0
8,066
2,188
883
141,588
8,061
606
5,674
12,451
88
11,501
8,500
4,665
5,500
49,214
281
450
l.SOO
1,000
3,022
0
0
"sii
820,341
"66," 184"
18,105
22,004
87,506
83,675
28,011
405,410
10,066
16,804
146,600
1,212.897
46,713
48,068
71,186
75,880
43,006
87,827
22.070
24,802
110,054
23,822
806,207
15,482
58,161
65,782
31,666
08,856
51,218
31,630
50,898
187,401
75,735
13,625
686,841
58,873
108,873
13,105
28,063
88,864
87,815
61,851
677.613
25,740
18,476
154,766
1,884,065
47,661
68,066
06,764
228,865
07,545
51,667
47,448
82,442
147,340
88,520
608,282
16,955
84,197
66,782
454,220
'"24,*60'j
32,551
08,865
51,376
81,630
80,522
51,833
20,611
244,383
84,896
13,625
116,390
454,229
24.013
36,314
1,458
17,166
0
1,800
8,999
1,159
25,611
8,442
4,838
3,613
13,855
218,000
5,341
18,883
7,845
62,876
10,160
8,248
17,618
0
26,411
1.552
120,706
28,498
2,670
1,263
27,027
2,000
7.344
0
352
44,188
3,888
2,517
152,106
67
4,758
879,124
23,889
85,790
11,275
12,984
19,275
14,022
15,601
228.362
10,025
12,438
85,836
713.663
26,044
25,569
43,579
86,519
28,940
22,102
14,275
16, 145
60,061
16,406
226,772
11,878
18,767
27,410
21,177
62.429
32,970
21,686
19.826
86.634
14,926
103.371
&8,197
10.125
78,339
244,409
17,065
14,042
93.458
16,954
13,857
1.793
2,799
4.113
8,224
6,626
122,346
5,472
2,436
64,118
810.831
11,132
7,856
28,131
24,044
29,513
12,004
6.425
9,215
25,693
7,765
127.014
3,266
9,663
18, 151
9,409
17,782
18,075
5,944
9,451
14,510
3,391
48,904
21,169
3.500
82,848
50.943
3,830
925
0
0
0
16.688
0
0
0
1,617
2,000
2.000
454
6,769
414,035
40,843
07,660
13,068
17,088
27,887
28,406
46,889
854,140
19,885
18,487
153,300
1,860,172
41,518
47,808
74,066
128,430
68,603
87,854
88,318
25,860
112, 155
25,723
474,401
15, 143
66,018
64,104
48,881
81,840
96,855
51,045
81,630
86,622
61,144
18,660
106,458
78,708
13,6^
113,701
454,220
20,964
10,726
223
224
225
226
227
228
220
230
231
232
233
234
235
236
ED 92-
03
994
EDUCATION REPORT, 1891-92.
Table Z.— Statistics of property , receipts, and expenditures c§
287
838
230
240
241
242
243
244
245
246
247
248
240
250
251
252
253
254
265
256
257
258
250
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
2ro
280
281
282
283
284
285
286
287
288
280
290
291
292
293
294
City.
Total taxable property
In the city.
0 •£ ^
'^ a> » CO
•fl (^ :£ a
NEW JKUSEY— cont'd.
Newark
New Brunswick*.
Orange
Passaic
Paterson
Perth Amboy*
Philllpsburg
Plaintteld
Trenton
Union
9152,361,585
10, 050, 000
26,151.000
51,175,343
2.800.000
12,027,272
41,400,000
NSW YORK.
Albany
Amfiterdam:
District No. 8
District No. 11
Anbam
Bingham ton
Brooklyn
Buffalo
Oohoes
Corning
Cortland
Dunkirk
Elmira
Flushing
Glens Palls
Gloversville ♦
Homellsville
Hudson
Ithaca
Jamestown
Kingston School Dist. .
Lansingburg
Little Falls
Locki>ort
Long Island City
Middletown
Mount Vernon •
New Kocbelle
New York*
Newburg
Odgensburg *
Oswego*
Peekskill:
Drum Hill District
Oakside District....
PortJervls
Poughkeepsie
Rochester
Rome *
Saratoga Springs
Schenectady
Sing Sing
Syracuse
Troy
Utica
Watertown
Welsh City*
Yonkers
70,375,755
6,005,228
11,296,880
16,294,758
18,792,240
667,020,356
11,500,000
8, 807. 834
8,006,276
7,692,000
22,815,000
2,443,700
3,316,470
6,650,038
8,926,450
7,593,122
4,222,742
6, 336, 705
6,025,765
1,049.850
6,500,000
4,645,593
13.000,000
8, 945. 175
2,551,224,768
28.447,060
9, 290, 400
1,460,453
2,31(5,635
1,561,471
17. 765, 957
124. 946, 062
5,000,000
5,757,261
37,253,183
56, 374, 974
12,000,000
3, 736, 869
24, 157, 000
9121,880,268
10,050,000
6,717,000
5,265,242
30,705,206
2,800,000
6,615,000
27,600,000
1,500,000
70,375,755
4,003,485
4.236,022
10,863,172
18,792,240
466,914,240
11,500.000
2,855,875
2,001,568
1,023,000
15.210,000
2,443,700
3,316,470
4,433,350
5,355,870
8,037,240
4,222,742
6,336,705
6,025,766
1,200,906
6,500,000
2,787,356
3,250,000
2,981,725
1,785,857,338
0,482,300
0,290,400
1.005,340
1,316,635
1,561,471
12,436,170
99, 950. K)0
5,000,000
4,230,000
1,919,067
OHIO.
Akron 24,600,000
Bellalre
37, 253, 183
18,791,656
8,000,000
3. 736, 869
24, 127, 000
14,760,000
III
5osa
tt. 379,375
140.000
165,000
81,000
476,000
45,000
85,000
100,000
897,000
90,000
*030,000
31,585
65.000
285,000
820,300
06,840,788
1,774,725
115,000
100,000
24.000
116,000
400.000
130.000
75,000
77,000
72.964
46,000
150,000
195,500
189,000
71,000
90,000
204,300
275,000
00,000
Receipts for the school
year 1801>*92.
115,000
17, 307, 502
300.000
96,888
182,000
28,750
40,000
80.000
180;488
1.103,900
100,000
137,500
110,000
73,000
805,500
425,000
447,702
140,000
43,000
345,823
*.'>75,000
58,500
i.S
tfjg
9
M
cS
ill
o
§ -
o
8356,034
10,005
36,555
12,067
14,200
678
76,317
11,050
40, 441
2,025
4.805
16,585
21,376
378,701
120,630
12.134
5,118
3,707
6,038
•17,858
4.500
4,006
7,470
8,746
5,452
6,781
12,783
8.372
7,682
4,500
10,096
17,880
6,668
8,415
5.471
608,030
13,153
6,205
13,071
2,108
2,421
8,404
12.771
103,525
7,026
8,524
0,707
4,828
48,145
31,304
25,660
11,240
1170,860
26,578
8,000
21,331
212, 130
8,733
85.004
97,025
13,000
178,810
8,
n.
60,
65.
2.842,
4CIB,
81.
17,
•6,
20.
•60.
18.
0.
23,
18,
11.
20.
«4.
21.
23,
18,
86,
54,
18,
47,
34,
4,401,
61.
16,
30.
008
181
000
502
403
548
060
200
067
475
320
WK
277
850
000
110
474
774
617
720
800
688
975
806
007
337
325
500
000
5,002
0
21,856
37,400
967,422
17,383
62,000
22.000
10,039
210,777
06,535
84,000
35,000
14,335
13,663
86,048
* Statistics of 1890-'91.
(27,855)
a Sites and buildings only.
120,018
0
"o
914,993
0
1.000
0
0
0
0
6
102
200
0
0
6'
0
8,000
0
0
0
0
4.126
STATISTICS OP CITY SCHOOL SYSTEMS.
995
public school systeins of cities of over 8,000 inhabitants — Continued.
Receipts for the
school year 1891 -*92.
t240
648
697
2,276
2,844
0
468
9«8eo
16, 181
546
1.150
27,314
5,863
402
685
564
•999
4,945
652
1,414
804
570
6,492
1,501
1,829
85
3,307
15,824
4,413
1.022
401
0
2,385
3,106
815
162
157
640
1,273
1,821
1,519
1,002
4,079
471
5,441
2,110
4,157
510
o
•535,124
46,226
45,152
33,396
212, 130
25,209
53,519
114,242
26,418
238.120
11,018
77.312
87,526
623,806
44,084
22,863
9,997
28,469
♦69,327
27,783
15,560
32,162
27,909
17.022
32,392
88,796
31,475
31,486
18, 219
51,243
88,392
30,056
87,332
40,872
5, 189, 367
76,863
25,811
43,886
8,262
10,668
30,090
51,444
472,768
26,828
71,526
36,476
25,238
264,363
132,030
113.816
46,750
o3
Expenditures for the school year 1891-*92.
lO
1694,101
46,759
49, 147
33,396
212,130
34,599
82,000
153,197
80,923
834,446
12,618
35.138
82,874
96.592
4,078,633
991,715
52,058
25,767
42.687
31,433
•70.238
38,415
18,100
84,387
35,633
23,872
34,560
41,958
81,475
35.365
18,591
80,936
121,011
3,504
87,452
53.509
5,189.387
76.964
40.066
45,306
8,936
11,318
34,253
72,668
501.186
27,049
100,632
46. 476
30,852
418, 286
106.454
118,535
46,750
u
11
126.578
6,838
5,934
475
1,323
15,279
29,151
4,445
1.068
19,395
4,858
9,736
762,576
284.360
3,706
0
11,276
2,140
•12,822
10,632
828
8,031
2,371
411
285
2,796
1,491
0
84,939
22,869
17,946
18,500
927,570
20.306
8,006
3,099
1,063
0
1,260
3,500
102,208
2,810
11,256
16,265
2,112
25,227
420
13,197
10,000
13
8343,289
27,020
30,961
21,331
156,094
0.793
14,968
28,038
89.906
18.020
181,897
6,800
11,011
50,197
50,745
1,608,987
527,717
26,205
12,731
8.006
19.688
•62,687
16,178
9,928
16,900
10,363
12,992
S»,7T0
32,504
23,012
20.473
12,218
80,596
70,842
5.644
33,668
19,210
£3,236,029
41,874
17,314
32,872
6.640
0,161
18,838
34,915
254,360
19,946
27,847
24,401
13,424
167,506
103,941
6 79,643
27,000
13
•I
o
PC4
14
896.722
10,566
7,096
9,797
2,838
16,579
14,750
28,270
6,269
40,102
1,846
8,724
14,861
16,965
875,126
81,650
9,222
6.476
1,939
6,368
•10.608
0,605
8,202
5,889
4,989
2,207
6,633
6,010
6.972
6,892
6,066
11,920
2&,ni6
0
8,600
cl. 025, 759
14.853
6,248
7,147
1,866
2,185
7,415
18,929
91,900
4,234
8,806
5,810
4,930
53,178
24,788
6 16,837
9,500
121,375
1,130
3,812
1,162
600
1,415
120
0
60,860
15,688
0
•0
0
'6"
0
2,718
0
0
0
6
0
2,399
0
0
1.920
'(V)""
250
""2,'8»'
g
1ft
8487,064
48,900
43,090
82,258
212,180
13,107
82,870
58,067
148,497
24,780
236,368
0,720
88,130
€9,530
86,44a
8,797,488
909,315
89.13S
19,207
21,220
28,186
•76,108
86.415
618,847
80,821
26.073
15,610
27,688
41,310
81,475
27,365
18.283
77.454
120, 94E
27,004
55,658
31,220
6,189,367
76,532
26.572
48»718
8,0B7
8.896
27,514
62,844
460,766
27,049
47,910
46,476
19,930
247,922
129, 149
. 109.677
46,750
287
240
241
242
248
244
246
246
247
248
240
250
251
252
258
254
256
256
2S7
250
200
261
263
264
265
266
267
268
260
270
271
272
278
274
275
276
2n
278
270
280
281
283
284
285
286
2t57
288
299
290
291
292
298
294
10,129
2.602
384
110,513
140,^04
28,239
131,463
177,186
34,950
10,453
54,485
53,582
58,028
14,840
51,398
85,784
0
117,293
148,297
24,378
b The sum of items reported Is 113.518.
cThe acccounts of the evening schools are not kept separate.
996
EDUCATION REPORT, 1891-92.
Table X—StcUistics of property ^ receipts^ and expenditures €f
«06
290
297
298
299
800
801
802
803
804
805
806
807
806
809
310
811
812
813
814
815
816
817
818
319
820
821
822
823
824
325
826
S27
328
820
880
331
832
383
334
335
335
337
338
380
340
841
342
343
844
IU5
346
847
848
849
850
851
852
853
City.
OHIO— continued.
Canton*
Chillicothe
Cincinnati ♦
Cleveland
Columbus
Dayton* j..
Delaware
East Liverpool *
Findley ♦
Hamilton
Ironton
Lima
Mansfield •
Marietta
Marion
MassiUon*
Middletown
Newark
Piqua
Portsmouth*...
Sandusky
Springfield*
Steuben vlUe
Tiffin
Toledo
YoungRtown
Zanesville*
OREGON.
Portland
PENNSYLVANIA.
Allegheny
Alleutown
Altoona
Beaver Falls ..
Br ad dock
Bradford
Butler
Carbondale. ..
Chester
Columbia
Dunmore
Easton
Erie — ...
Harrisburg
Hazelton
Homestead
Johnstown
Lancaster
Lebanon
McKeesport...
Mahanoy City
Meadville
Mount Carmel
Nauticoke
New Castle
Norristown ...
Oil City
Philadelphia..
Phoenix viUe ..
Pittsburg
Pittston
Total taxable property
in the city.
9181,920,323
113,000,000
5,746,005
15,582,164
5,000,000
12,500,000
8,000,000
9,196,000
6,220,542
88,000,000
5,605,320
10.044.100
63,000,000
35,142,857
14,908,870
16,216,142
4,300,000
5,100,000
9,375,000
14,079,805
5,560.190
8,006,000
9,554,410
16.000,000
21,095,484
4,120,000
13,000,000
25,513,770
*'4','d6o,"666
10,700,000
10,936,850
"3 Is
8179,000,000
121,280.215
56,500,000
3,830,670
7,791,082
3,000,000
7,500,000
3,000,000
6,180,000
4,147,028
16,500,000
5,605,320
4,017.640
42,000,000
12,000,000
45,000,000
14,908,370
12, 162, 106
4,300,000
1,700.000
1,875,000
10,559,854
2,784,595
*1, 002, 000
0,564,410
16,000,000
21,095.484
1,030,000
13,000,000
12.756,885
""2,"o66,d65"
5,300,000
8,749,480
4,666.667
*2S0, 000,000
3,060, COO i
3,500.000
♦250,000,000
3,080,000
894,000
8,000,000
3, 402. 159
1,795,750
650,000
130,500
127,500
214,000
182,463
110,000
180,000
180.000
75,500
40.000
143,000
218,749
175,900
160.000
180,000
245,000
250,000
163,000
150,000
800.000
510,000
250.000
988,824
*1, 803, 583
533,928
420, 485
108,000
85,000
85,000
83,500
200,000
* 45, 300
65,000
290.000
548,000
417,097
95,000
200,000
330,650
190,000
235.000
61.000
195,000
87.000
100,000
182,000
112,600
8,871, 566
65.000
3, 276, 000
69,000
Receipts for the school
year 1891-*92.
2
Its
s
Am
£
913,430
4,874
136,271
121.118
39,503
28,552
3,707
8.871
5,750
7,688
6,261
3,968
6,498
5,066
8,085
14,667
6,558
4,784
21,110
16,233
42,957
34,128
10,485
10,227
3,141
2,490
2.954
2,881
3,989
7,391
3,886
2,906
5,937
11,712
13,509
3.929
2,434
8,211
12,710
4,621
7,197
5,240
4.188
2,727
3,701
4,101
7,174
3,980
3,095
77,348
3,484
890,174
(28.810)
507,375
770.796
284,684
210,302
19,971
52,716
44,694
39,219
21,248
•5,7
24,097
0
0
(41,894)
28, 145 {
44,084 0
92,680 807
24,014 0
(24.007)
195, 181 1, 880
92,628 860
87,137
313,
86,
64.
19.
17,
17.
19.
44,
16.
18,
54.
no,
89,
26.
17.
50,
50,
27,
78,410
995
202
134
773
616
(33,126)
171
263
978
976
725
822
293
946
215
438
014
OOO
2^
19,
30,
10.
21.
28.
38,
34,
3,303,
.17,
637,
15,
715
192
944
210
885
621
582
112
326
3::0
505
0
2,602
1,068
1,058
01
1,146
'62~0M'
144
* Statistics Of 1890-91 .
a The items reported amount to8142,250.
STATISTICS OP CITY SCHOOL SYSTEMS.
997
public school systems of cities of over 8,000 inhabitants— Continued.
Receipts (or the
school year 1801-'02,
u
e
o .
9
4)
cA p
O
1010
1,461
43,930
7,260
2,000
3,568
824
3^3
2i
348
3.663
2,442
346
792
6,414
372
106
6,392
11,109
66,871
2,103
170
654
017
187
167
729
208
2,023
121
363
&
136.146
697.686
904,973
826,187
242,412
24,002
61,480
80,447
62,403
46.828
28,869
32,640
60,834
38,567
64.461
114,068
80,944
29,790
219.013
120,832
260,873
98.8(^0
74, 531
28,468
36.997
20.248
26.101
63,098
21,070
61.817
125,066
103,676
29,598
19.872
66,601
407
676
32,310
60,866
2,446
36,826
13,671
886
1,826
83,879
47, 121
3,802.112
20,907
"486"
19,183
lO
a 8128, 860
36.146
760,306
1,344,926
618,026
28.416
41,993
99.670
133,962
40,647
71,964
96,909
61,414
49.646
89.892
102,666
80,619
83,667
66,470
60,942
147,666
64,363
46.561
805,736
171,914
84,687
812,916
468,908
103,811
110.446
24,454
43,798
37,157
20,248
32,061
67,498
23,899
28,404
85,163
210,399
165.609
82,277
19,872
126,501
131.462
86.768
80.046
30.742
36,960
13,671
83,834
37.468
49, 101
63,476
8,630,326
26,667
1,072,679
22,676
Expenditures for the school year I891-*92.
.^ n O
a §11
04
11
826,680
187,126
178.363
108,994
0
11,381
20.966
68,463
8.044
19,767
10.120
7,489
8,600
11,942
1,421
2.3U0
6,632
6,783
16,600
37,000
84,401
88,860
24,406
26,613
26,323
1,803
26,662
928
270
5,997
13,913
11.192
10,977
99,400
64,729
2,281
9.207
68,779
74,713
1,422
13,286
993
1,733
603
16,878
4,482
1,023
26,618
876,285
1,499
248,906
1,890
SI
cB u ^
»4 O 0 O
o*> « O
19
848,865
26,250
639,629
653,589
218, 267
144, 146
16,891
13,817
80,296
31,963
19,600
27,914
24,460
17,477
16,264
19,604
20,410
29,661
18,858
24,766
32,161
68,749
28,166
17,124
127.683
68,420
44,803
149, 666
192,876
38,120
52.543
13.441
12,808
19,825
14,894
14,547
84,306
13,166
11,379
31.319
70,779
63,746
20,272
12,356
26,522
89,.440
15, 701
82,282
11,285
23,325
7,668
12.084
20,250
80,470
18,664
1,738,637
11,666
402,012
10,666
fa
13
2» 856, 896
13,562
56,480
168,747
70.910
C56,000
6,643
1,672
8.112
10,904
10,618
8,192
6,206
22,411
8,642
14,495
21.985
7,366
6,263
66,426
81,108
48,940
136,906
33,978
80,647
6,793
4,325
11,186
10,180
4.066
7.433
4,392
3,913
18,796
40,923
26.791
3.972
9.869
18,659
16.673
6,799
18,166
8.067
7.608
4,586
6,669
9,160
16,556
14,024
868,384
6,302
261,192
4,005
60
o.d
o
14
0
811,913
1,178
0
0
0
0
615
0
70
510
298
720
385
744
0
41,383
"""sir
o
15
840,049
721.739
921,874
468,706
808,140
22,434
33,693
83,874
100,068
27,721
41,862
64,864
86,780
28,901
83,266
91,866
63,934
28,921
86,896
60.706
97,881
41,316
88,947
880,198
118,080
04,660
282,496
187
009
888
037
695
039
294
610
661
667
484
476
846
266
626
932
960
826
922
684
336
666
947
582
007
048
806
680
466
110
101
99.
110,
81,
43.
31,
25,
24.
66,
17.
20,
01.
211,
146,
26,
80,
106,
180,
22,
63.
20,
32,
12,
3o;
48,
60,
3,013,
18,
902,
17,
b Amount paid on bonds is reported with "current expenses. " c Estimated.
296
290
297
208
299
300
801
802
803
804
806
800
807
806
800
810
811
312
818
814
316
310
817
818
819
380
821
828
824
826
820
887
829
880
881
832
834
835
880
837
338
339
840
841
842
843
344
845
340
847
348
840
360
861
352
863
(
998
EDUCATION REPORT, 1891-92.
Table 3. — Statistics of property , receipts^ and expenditures of
854
366
363
357
358
360
seo
361
382
363
364
366
366
897
866
86»
370
871
372
878
374
875
376
377
878
379
380
381
382
383
384
385
386
387
388
389
390
391
392
893
394
396
396
City.
PBNNSVLVAN I A— con-
tinued.
Plymouth
Pottstown
Potts viae
Reading
Scranton
Shamokin
Shenandoah
South Bethlehem.
Steelton
Titusville
Westchester
Wlikesbarre
WiUlamsport
York
BBODS ISIjAND.
Central Falls
Newport
Pawtucket ...
Providence...
Woonsocket..
SOUTH CAROI^lNA.
Charleston.
Columbia .
Qreenville .
SOUTH DAKOTA.
Sioux Falls
TBNNBSBKB.
Chattanooga.
Jackson*
KnoxvlUe
Memphis*...
Nashville*...
TBXAS.
Austin
Dallas
Denison.
El Paso*
Fort Worth.,
Galveston....
Houston*
Lafredo*
Paris*
San Antonio
Waco
UTAH.
OgdenClty*....
Salt Lake City.
VERMONT.
Burlington.
Rutland ...
Total taxable property
in the city.
aal
3
*I6,&00,000
9,936,000
6,375,000
54,000,000
6,271,960
3,8r2,452
56.500,000
16,333,467
15,106,756
80,000.000
146,901,840
12,767.600
21,426.668
6.666,667
16,868,800
83.000.000
'26,'836,'646'
'66,'878,'426'
16,000.000
42.666,667
4.000,000
6,318,210
23,944.987
23.000.000
22.500,000
2.500,000
5.999.946
51,259,142
12,446,638
18,000,000
52,000,000
•1650.000
4,968,000
*4, 260,000
18,000.000
1,862.640
4,703.966
8.872.462
1.500,000
6,660.000
9.333.410
10,072,604
88,044.150
80,000,000
146.901,840
12,767,600
21,426,668
4,000,000
6.845.320
16,600,000
*i50.000
156.268
220,000
447,800
610,000
102,500
85.000
92,800
118,000
76.000
100,000
400.000
259,900
210,968
288.848
400,000
1.363,899
200,000
160,000
85,200
14,000,000
12.406,024
41.624.488
87,918.960
10.000.000
82,000,000
4,000.000
6, 318, 210
23,944,967
23,000,000
15.000.000
2,500,000
3, vvV, WM
30.755,486
9,534,978
13.000.000
52.000.000
7,000,000
176,000
400,000
18,400
110,000
875,000
820,000
*84,8S5
886,860
267,626
60,800
231.060
380.800
131.516
15,000
65,100
126.800
266.000
222,600
450,000
81,000
100.000
Receipts for the school
year 180l-*92.
si
a
88.988
4,868
6,789
20.544
24,272
6,538
6,207
2,502
8,406
8,236
2,990
11.308
10,687
8,660
8.
8,
27,088
7,048
36,626
8,187
18,981
21,825
0,789
6,167
16.646
41.568
28.166
10.000
10,373
48,128
15,628
14,602
80,460
8.286
1°
Si
lis
O
•12.808
29.421
84.18e
190,000
171,129
26,368
28,009
22,040
17.110
32.039
23.896
80,786
75.281
35,297
46,217
88,000
472.968
27,900
20,479
9,024
80,176
n
816,245
881
.....
0
8,808
0
0
8,860
1,
9,185
7.282
7.116
46,441
31, 174
10,094
18.296
80.712
48.103
19,400
0
7,442
26.488
23,266
6,600
18,080
48.968
873
1.
85
23,519
27.000
18.836
312
0
0
806
80,386
62,164
* Statistics of 189a-*91.
STATISTICS OP CITY SCHOOL SYSTEMS.
999
public school systems of cities of over 8,000 infiabitants — Continued.
Receipts for the
school year 1891 -*92.
*»
o .
§
0"
o
8
il06
1,528
974
688
8,971
0
4,508
887
2,808
7,010
706
490
2,434
1,746
c8
O
$84,804
212, 174
32,280
25.660
24,466
35,274
27,168
105,687
86,766
46.660
si
lO
830.762
70,767
45,617
178.089
260.640
36.650
48,709
61,660
44.571
75,023
27,789
126.329
87,778
82.600
Expenditures f^r the school year 1891-*92.
^tt
Sill
11
69,489
100,412
500.451
37,382
61,864
16,626
85,692
132.097
705,768
87,382
61,864
23,641
61.794
29,667
3.923
23,412
50.788
3,647
234
3,200
6.034
14,426
178
80,000
9,324
32,2?7
0
18,717
338,960
976
DO c8 O
•«ofe .
19
$10,428
20,402
25,507
80,114
105.722
17.146
22,133
18,646
16.000
20,084
13,626
61.996
47,948
86,944
15,333
42,366
63,664
287,833
22,963
61,002
11,316
♦a®
13
86,260
9,968
16,830
56,589
65,249
13,185
11.504
17,205
3.879
12,888
8,604
83,978
82,366
8,941
2,413
17.349
20,380
69,709
12,420
10,862
2,372
o
14
$4,166
753
0
i.'wo'
502
977
4,258
19.764
1,
3
o
lA
$17,472
60,937
4^.260
102,115
215, 919
33,878
84.624
89,051
25,903
47,348
22,407
127, 174
89,638
68,112
18,248
60,602
102,049
705,766
37,282
61,864
14,663
854
as7
858
359
360
361
363
364
366
367
370
371
372
373
874
376
109
1.345
11,047
1,740
39.361
59.967
12,881
46,322
106.456
56,612
14.190
46.714
119,785
130,000
68,276
14,661
2,909
374
1.124
17,208
3,069
8.666
24,250
42,335
10,414
39,896
54,412
109,679
87,267
66,140
9,360
6.633
2,270
5,661
22,491
13.803
10.526
9,155
0
0
0
0
48.«ri
61,877
13,058
46,680
94.106
126.541
56.858
75,296
377
878
379
380
881
388
384
386
386
387
388
889
390
391
392
393
394
396
396
100
168
0
348
0
2.736
15
602
2,873
929
18.552
47,510
85.982
47,878
10,000
18, 491
74,611
42,527
45,003
106,645
29,873
28,050
33.870
106.725
101, 146
47,964
12,600
19.919
124,782
46,129
45,906
542,686
29.873
34,321
18,599
39,294
26,643
2.706
0
362
0
4,243
7,511
77,410
15, 514
40,093
65.951
36,927
7,360
16, 401
56,265
35,670
20.615
96,829
19,326
18.261
2,466
3,701
8,318
6,019
1,640
2,860
16.676
6.216
10, 176
112,283
8.829
4,831
6.702
a The sum of the items reported is $45,681.
0
0
"6"
0
0
0
726
0
36,579
83,688
100.912
047, 681
9.000
19, 712
71,941
46,129
38,802
286,247
28. 155
28,794
1000
EDUCATION REPORT, 1891-92.
Table 3. — Statistics of property, receipts, ai^d expenditures of
897
396
390
400
401
403
403
404
406
400
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
City.
VIRGINIA.
Alexandria....
Danville
LrnctaburK ♦ .
Manchester*..
Norfolk
Petersburg ...
Portsmouth*.
Ricliniond
Roanolie*
WASHINGTON.
Seattle
Spokane Falls
Tacoma
WSST VIRGINIA.
Huntington..
Parkersburg
Wheeling
WISCONSIN.
Appleton
Ashland
Chippewa Falls.
£auciaire
Ponddu Lac
Green Bay
Janes vllle*
La Crosse
Madison
Milwaukee
Oshkosh
Racine ..:
Sheboygan
Superior ,
Wausau
Total taxable property
in the city.
li, 462, 728
i3,'333,'833"
26,738,445
9,800,000
50,573,5^
li, 162, 728
10,000,000
17,825,630
9,800,000
59,573,527
WYOMING.
Cheyenne
78,833,333
53,473,200
45,000,000
4,681,850
"24,'T76,"i66
9,792,135
6,000,000
4,500.000
7,200,000
5,060,706
6,000,000
16,276,723
10,273,406
166,042,646
13,333,333
12,106,400
52,637,420
7,000,000
44,000,000
82,063,920
45,000,000
2,809,110
'i8,"68i,'374"
8,916,856
6,000,000
3,000,000
5,400,000
8,850,000
2,584,853
8,000,000
10,851,149
6.848,937
123,781,064
8,000,000
9,081,300
5,419,365
26,818,710
3,500,000
o *■' a
ce V P<
> &_
^ P o
o c^ ^
121 1
nO;3 Pi
137,600
34,000
75,000
80,000
80,000
75,000
14,662
890,500
30,000
640,000
421.987
699,500
71,710
'3W,"666"
Receipts for the school
year 18Dl-*92.
"Is
log
1^-
196.000
200,000
120,000
97,155
180,000
76,000
250,000
250,000
285.000
•1,400.304
230,000
250,000
90,000
180,161
♦60,000
120,000
16,662
4,943
8,941
4,734
13,268
10,292
4,783
34,417
5,454
1,674
1,341
2,796
3»435
i5,"S54
O
112,000
37,894
22,881
7,877
8,261
8,071
5,865
11,620
4,060
8,947
7,214
106,626
8,314
22,416
7,274
2,804
7,792
15,370
18,888
8,685
109,537
5.486
0
82,680
192,806
19,664
'6i,"8i9'
.82,000
15,500
12,500
38,800
15.000
12,878
44,600
26,783
397,863
30,000
28,000
45,293
145,030
12,688
s.
00
flcS
So
0
0
$4,433
0
0
201,485
1.285
'""ftSO"
6,121
8,S75
4,600
7,404
5,776
3,902
11,024
6,282
^ 0
12,000
8,403
5,453
4,792
28,260
•Statistics of 1890-'91.
a The sum of the items re];>orted is IM9,343.
STATISTICS OP CITY SCHOOL 8TSTEM&
1001
public school systems of cities of over 8,000 inhabitants — Continued.
Receipts for the
school year 1891-'92.
Total sum available for
use during the year.
EziMndltures for the school year 1891-'fi2.
From all other
sources.
•
3
fill
II
For salaries of
teachers and
supervising offi-
cers.
II
5^
d
^«
©.d
0
•
3
8
820
0
1,356
9
lO
V2
13
14
15
818,683
42,337
83,178
9,167
28.638
24,733
13,468
145,377
11,046
209.293
84,566
195,640
24,384
•21,445
42,340
33,261
9,872
82,575
24,783
13,469
146,377
11,124
418,798
92,241
860,790
40,196
814,566
12,945
26,622
7,086
22,300
19.704
10,275
121,230
7.624
113,096
41,816
96,340
13,126
84.800
2,400
6,988
1,969
2,712
6,029
2,492
17,791
1,639
99,663
80,864
819,856
J9,345
82,680
9.290
26,184
24,733
12,960
146,377
9,491
850,860
88.442
881,233
33,679
397
824,000
70
236
902
0
189
6,348
228
144,102
15,772
117,618
17,665
89H
0
8270"
0
399
400
0
553
401
402
403
1,423
106
3,134
644
437
1,008
404
406
406
407
408
2,788
409
410
1,152
2,748
3,019
5,078
40,242
775
401
78,776
48,746
25,055
30,149
87,311
83,171
20,851
85,000
66,135
42,591
606,222
88,685
63,348
61,0KR
154,586
81,671
66,634
89,144
45, 149
110, 182
41,209
21,240
6,451
2,662
6,642
20,021
7,504
760
1,172
67,857
25,286
15.454
15,C»47
28,797
20,576
14,610
8.952
21,395
82,760
a48,893
S»,860
86,690
48.525
28,916
19,781
411
0
412
418
1,622
12,134
7,590
3,999
0
414
416
416
417
418
564
2,312
1,733
871
932
118
1,269
115,468
53,002
724,906
67,710
85,913
68,975
190,671
27,997
74,992
21,903
8,532
4,811
14,728
2,026
7,862
50,201
25,769
409,788
30,759
36,303
28.372
45.984
12,776
20,096
12,292
9,060
50,601
12,178
10,323
7.225
36,151
84,896
48,361
c466,T79
47,931
61.354
39,123
90,405
23,033
45,561
419
0
0,390
183
4:20
421
422
423
1,500
998
424
425
436
28,2C0
21,486
7,970
427
6 The building fund is controlled by another board.
(7 Not including the expenditures of the board of public works.
1002
EDUCATION REPORT, 1891-92.
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STATISTICS OF PUBLIC niGH SCHOOLS
1003
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STATISTICS OF UNIVERSITIES AND COLLEGES.
1157
§§ § §
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1158
EDUCATION REPORT, 1891-98.
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STATISTICS OP COLLBOES FOB WOMEN.
115U
Table 8.-*Stat«tic» <r/ cottegw /or toomeii /or i^Si-^if—Dx virion B.
Name.
Pro-
feasors
Students.
and in-
struct-
ors.
•
a
1
1
1
5
•
**
I
9
1
6
1
P.
•o
0
1
<
7
1
1
s
to
9>
f^
5
8
130
170
128
40
60
75
106
•90
16
2
d
s
1
s
i
u
'5"
8
2
1
3
0
Location.
•
-a
3
1
2
2
0
1
J
2
0
0
0
0
2
2
0
5
3
7
0
2
4
1
2
5
4
4
0
0
2
2
0
6
2
2
5
2
4
0
2
1
1
0
1
1
•
1
4
1
a
09
•0
>
1
9
10
11
AULBAMA.
Athens..-.-
Athens Female Collan*
Huntsville Female College
Judson Female Institote
Marlon Female Seminary
Isbell College
10
21
12
0
0
5
8
11
20
9
11
10
6
C
10
11
18
10
7
43
12
0
25
85'
28
*90
22
10
2
178
241
150
118
75
150
220
•170
100
40
125
178
120
96
220
213
204
806
161
212
200
96
140
170
238
130
160
72
228
227
150
127
60
130
190
221
212
165
83
87
168
72
800
HnntsTllle • —
25
26
10
15
0
*40
23
8
14
'35'
'40"
48
*20
33
22
12
51
3,268
Marion....
1,400
Do
600
Talladesra
4n
Tuscaloosa ....... .
Central Female College ♦
Tuscaloosa Female College*
Alabama Conference Female
College.
CoUefre of Notre Dame*. ........
500
Do
3,000
Tnskegee . ............
1,000
CALIFOBNIA.
San Jos6
5,090
Santa Rosa
San ''A Rosa Seminary . . . . ^. .
1,000
GKOBRIA.
Atbens.....
Lucy Cobb Institute*
111
124
60
45
120
103
169
306
67
172
168
68
• s • •
1
2,000
Cnthbert — .
Andrew Female College ♦
Dal ton Female College
2,600
Dal ton
60
50
GO
52
300
Forsyth
Monroe Female College*
Georgia Female Sem nary
La Grange Female College *
Southern Female College
Wesleyan Female College
Harwood Semteary
Georgia Normal and Industrial
College.
Shorter College
Young Female College ^..
Seminary of the Sacred Heart ♦. .
Illinois Female College ....
1,000
Gainesville
40
35
47
800
T A arangA , . , ...
968
Do
5.000
Macon
2,500
Marietta
40
30
25.
200
Mllledgeville
10 40
606
Rome
14
8
16
7
13
12
20
0
15
16
12
0
2
5
11
11
11
10
5
8
0
6
5
7
v«ai«
40
27
2,000
ThomasTllIe.....
ILLIVOI8.
Chicago
5,600
Jacksonville
20
60
31
100
'82
—
1,000
Do
Jacksonville Female Academy..
St. Mary's School
2,000
KnoxvlUe
1,600
Rockford
Rockford College
128
37
40
28
109
227
86
04
25
100
145
110
8t
18
53
36
33
1
"2
5,000
KANSAS.
Oswego
College for Young Ladies
College of the Sisters of Bethany.
Potter College
5
35
21
81
600
Topeka
2,000
KUJCTUCKY.
Bowling Green
3,000
Danville
Caldwell College
20
33
■36"
20
77
69
20
30
27
23
44
*i6"
"26"
62*
33
'is'
47
*25'
'29'
'46"
38
^600
Georgetown
Gleoaale
Georgetown Female Seminary..
Lyniuand Female College
Daughters' College
Hamilton Female College *
Say re Female Institute
300
3,000
Harrodsburg
COO
Lexixigton
1,000
Millersbnrg
MillersburgFemale College
Jessamine Female Institute*
Oweusboro Female Collage
Kentucky College for Totmg
Ladies.*
Logan Female College
Stuart Female College *
30O
NlcholasvlUe
0
Owenaboro
500
Pswee Valley
Rnssellvllle
1,500
300
Shelby ville
250
Stanford
Stanford Female College
Winchester Female College
20
30
25
17
40
10
* « s«
104 1,000
Winchester
40 ' 20
107
* statistics of 1890-91.
1160
EDUCATION REPORT, 1891-92.
Table S,—Statistic8 of colleges fw foomen for i^W-'pf— Division B— Continued.
Location.
LOUISIANA.
Clinton
Mlndcn
MAINS.
Deerlng
KentsHlU.
MABTLAND.
Frederick...
LuthervlUe.
MASSACHUSETTS.
Aubomdale
MINNESOTA.
Albert Lea
MISSISSIPPI.
Bine Mountain.
Brookhaven
Clinton
Columbus
Corinth
Meridian
Oxford
Pontotoc
Port Gibson
Shuqualak..
Summit
MISSOURI.
Columbia
Do
Fayette
Fulton
Independence
Jennings
LezlnRton
Do'.'.y.V.'.
Mexico
St. Charles
NEW HAMPSHIRE.
Tilton.
NEW JBRSBT.
Borden town
Name.
Pro-
fessors
and in-
struct-
ors.
SllUman Female Collegiate In-
stitute *
Jefferson Davis College
Westbrook Seminary ,
Maine Wesley an Seminary and
Female College.
Frederick Female Seminary . .
Luther ville Female Seminary.
Lasell Seminary for Young
Women.
Albert Lea College
Blue Moantain Female College.
Whltworth Female College ♦
HlUman College
Industrial Institute and College
Corinth Female Colle«ce *
East Mississippi Female Col-
lege.
Union Female College
Chickasaw Female College
Port Gibson Female College . . .
Shuqualak Female College
Lea Female College
Christian Female College *
Stephens College*
Howard Payne College
Synodlcal Female College
Presbyterian College
St. Louis Seminary
Baptist Female College
Central Female College ♦
Elizabeth AuU Female Semi-
nary.*
Hardin College
Linden wood Female College*..
New Hampshire Conference
Seminary and Female Col-
lege.
Hordentown Female College *.
2
3
4
7
2
0
11
5
S
2
1
0
0
1
1
2
1
1
4
5
2
2
1
1
3
4
4
0
0
B
V
students.
0
3
4
0
10
9
22
13
5
7
16
7
10
6
4
5
5
4
6
8
11
12
0
6
6
12
8
8
11
8
4i
8
Pi
eS
a
4 5
20
C8
38
4
15
0
85
27
40
20
33
"26
45
20
10
a
g
p.
«>
•a
b
o
23
36
60
58
17
19
32
16
20
0
30
32
17
85
27
21
28
70
21
d
B
ti
P*
9
•a
O
B
c
55
70
241
85
31
a
9
B
p.
I
U
o
o
o
83
34
16
30
117
35
14
74
21
63
16
160
121
70
142
8
61
0 13
40
21
9
29
6
40
30
54
43
92
100
50
42
11
102
29
90
15
45
108
230
59
21
5
u
O
2
7
u
i
d
&
10
120
193
130
315
93
118
161
2
3
86
106
9
B
0
o
>
II
1,000
1,000
3,000
6,000
2,500
2,000
1,850
48
1,600
280
1,200
141
600
135
2,600
319
aoo
108
134
800
81
300
75
2,000
95
102
400
58
384
140
1,000
128
2,000
221
1,000
165
1,000
96
100
20
2,600
107
500
163
2,600
91
500
1 IMA
2,000
20 I 1,000
* Statistics of 1890-*91.
STATISTICS OF COLLEGES FOR WOMEN.
1161
Table f^.— Statistics of colleges for vxymen for 1891-'9e~ Division B— Continued.
Location.
NSW YORK.
Brooklyn
NORTH CAROLINA
AsheWUe
Dallas
Greensboro
Hickory
Lenoir
LouiBburfi
Mur frees bore
Do
Oxford
Salem
Wilson
OHIO.
Cincinnati
Do
Glendali'
Granville
Do
Oxford
PalnesvlUe
PENNSYLVANIA.
AUentown
Bethlehem
Chambersburg
Lltitz
Mechanics bnrg
Oeontz School
Pittsburg
SOUTH CAROLINA
Columbia
Do
Due West
Qaffney City
Greenville
Walhalla.
WilUamston
TKNNS8SEB.
Bristol
Brownsville
Do
Franklin
Gallatin
Jackson
McMlxmville
Murfreesboro
NashvlUe
Name.
Packer Collegiate Institute
AshevlUe Female College
GastonCoUege ,
Greensboro Female College
Claremont Female College
Davenport Female College
Loulsburg Female College
Chowan Baptist Female Instl
tute.*
Weslevan Female College*. ...
Oxford Female Seminary ♦
Salem Female Academy
Wilson Collegiate Institute....
Bartholomew English and Clas-
sical School.
Cincinnati Wesleyan College. .
Glendale Female College
Granville Female College*
Shepardson College •
Oxford College
Lake Erie Seminary
AUentown Female College
Moravian Seminary for Young
Ladies.
Wilson College*
Linden Hall Seminary
Irving College for Young Ladles
Ogontz School
Pittsburg Female College
Columbia Female College
Presbyterian College
Women.
Due West Female College ..
Cooper Limestone Institute
Greenville Female College..
Walhalla Female College*..
Wmiamston Female College
for
Sulllns College
Brownsville Female College
Union Female College •
Tennessee Female College*
Howard Female College
Memphis Conference Female
Institute. *
Cumberland Female College....
Soule Female College •
Nashville College for Young
Ladies. *
* Statistics of I890-*9i.
Pro-
fessors
and in-
struct-
ors.
o
•
ti
-a
9
S
fu
3
4
8
42
3
7
2
4
3
15
3
6
1
6
1
8
2
0
2
2
8
12
4
28
1
6
W M* •
17
4
7
2
11
2
8
2
15
3
10
0
22
I
8
3
12
4
10
3
7
4 . 6
6
20
6
16
4
6
5
10
1
10
2
0
4
15
1
2
2
7
6
6
4
9
0
4
2
0
0
10
2
12
2
3
1
9
0
18
1
Students.
a
«
B
M
a
c
«
>*
u
eS
a
£
55
28
23
10
25
16
8
14
18
U
64
'22'
15
35
15
12
22
20
28
a
A)
B
•A
u
a
P.
•a
s
a
0
291
25
51
a
a
u
c3
P.
0)
■a
a
o
<
278
21
39
18
30
80
18
8
32
44
18
89
11
0
15
30
'so'
26
12
80
9
5
33
30
40
31
^0
115
14
39
129
29
111
0
17
20
40
35
40
47
■31"
SO
P
«
a
•a
u
d
P.
o
•o
s
a
Si
o
o
131
134
237
50
213
20
29
61
26
77
44
79
78
67
62
125
78
125
106
178
40
88
98
60
32
54
107
124
100
180
CO
d
0)
•a
p
2
O
20>
48
9 I 10
760
159
73
237
84
82
07
81
...I
8
8
0
6:.
ILt)
2:55
05
169
54
113
90
128
217
129
128
97
199
70
80
122
200
125
127
189
141
258
125
128
202
153
74
110
152
157
128
210
413
a
p
o
11
5,600
800
40O
1,000
170
450
4,000
000
5,000
1,0'JO
1,000
1.100
3,000
1,503
4,000
5,000
600
6,000
3,500
3,700
300
5,000
2,000
1.000
50
300
100
700
300
8,000
1,000
1,600
300
500
480
4,0U0
1,000
300
800
1162
EDUCATIOH B«POHT, 1891-92.
Table S.^Staiisties of colleges for women for 189 1-^9 f ^'Division B — Continiied.
hOCAtlOIL
TSHNB8SKB— cont'd.
NashTUle...
Pulaski
Rogersvllle .
Shelby vllle.
Somerrllle .
Winchester.
TSXAS.
Beiton
Chapel Hill....
YIBGINXA.
Ablnsdon
igaoi
Charlottesville .
Chrlstlansburg.
Danville ,
Do
Glade Spring.
HoUlns
Marlon
Norfolk
Petersburg .
Staunton...
Do
Do
Winchester
WEST VIBGINIA.
Parkersburg
WISCONSIN.
Pox Lake
Milwaukee
Ward Seminary
Martin Female College
Synodlcal Female College
Shelby vlUe Female College *. .
SomerviUe Female Institute*
Mary Sharp College*
Baylor Female College •
Chapel Hill Female College...
Martha Washington College*. .
Stonewall Jackson Institute...
Albemarle Female Institute. . .
Montgomery Female College. ..
Danville College for Young
Ladies.
Roanoke Female College
Southwest Virginia Institute. .
Hollins Institute
Marlon Female College
Norfolk College for Young
Ladles.
Southern Female College * . . . .
Staunton Female Seminaiy...
Virginia Female Institute
Wesleyan Female Institute
Valley Female College ♦
Parkersburg Seminary
Downer College
Milwaukee College*
Pro-
Students.
fessors
and In-
«i
struct-
a
ors.
«i
o
8
s
1
5
S
^
t
1
I
a
1
$:
o
b
s
2
£
d
TJ
3
s
S
•
B
«•
•
«>
'3
^
§
Ts
9
s
S
B
-a
3
a
a
•pi*
•
■i
SS
-i
"3
s
&
4
5
6
t
6
8
u
O
9
&
o
>
to
11
S
15
31
22
17
282
902
800
0
9
6
14
• * * w
63
88
i.aoo
2
13
23
30
125
0
1S4
100
1
5
30
K
• «••
40
125
900
2
2
fiO
^
57
107
500
S
8
....
19
43
81
4
16
10
40
117
180
8
8CD
2.001
2
5
30
25
....
45
— -
100
800
8
9
10
15
52
75
161
1,800
1
8
24
• • • •
19
40
106
SDO
S
0
4
4
66
8
06
88
B09
20
18
27
3
8
....
48
»•* >
89
....
158
3
4
10
14
12
40
1
70
1,500
8
8
2
18
18
7
140
173
84
1.800
16
157
69
1.500
26
^r««**
ftiO
5
18
30
75
856
—
800
TOO
3
9
12
75
87
5.000
4
2
ll
26
60
40
47
86
8dB
9
116 500
3
22
40
40
20
66
i5
17^4. 800
1
1
0
6
2
*
80
86
M
24
14
49
2,000
4
7
no
10
—
lao
8.000
*StatisUc8 of 1800-*9I.
STATISTICS OF SCHOOLS OF MEDICINE.
1163
PROFESSIONAL SCHOOLS.
Table 9 — Summary of statistics of schools of medicine, dentistry , pharmacy , and
for nurses and veterinarians for 1891-92.
1
to
o
u
a
Professors and
instructors.
Students.
•
Begular and per-
manent.
Special or occa-
sional.
1
PI
1
1
C3
Haying degree in
letters or science
(as far as re-
ported).
Number of. in
schools repre-
sented in col-
umn 7.
1
9
3
4
A
e
7
8
United States
220
4,301
496
23,954
7.281
1,342
14,898
(A)BT CLASSKS.
Prenaratory
2
89
13
8
2
8
25
29
86
8
17
2,233
292
121
89
839
496
8(13
457
105
0
190
7
11
0
74
201
18
47
14,984
1,086
670
48
1,201
2,874
2,799
1,862
533
0
4,115
243
164
2
5
1,097
81
39
1
81
Regiilar — .-.—
9,570
Homeopathic
1,000
Eclectic —
490
Physio-medical
Graduate ^
15
Dental
1,282
722
582
171
82
31
1,888
Pharmaceutical...
Nurse training
1,082
"^'^eterinary
0
6
866
(B) BT GBOGRAPBIOAL DIVI-
SIONS.
North Atlantic
South Atlantic
72
'27
28
80
13
1,703
406
379
1,571
242
239
76
40
120
21
10,414
2,875
3.473
8.503
689
2,837
862
1.152
2,3«J
134
a804
167
106
220
89
a6.4SS
1.424
South Central
1.600
North Central
3,918
Western
669
(C) BT 8TATB8.
Regular.
Maine
1
1
1
2
1
9
5
5
4
2
1
1
3
4
4
1
2
1
1
7
8
4
8
2
8
8
2
3
2
8
2
0
14
40
24
361
250
116
79
18
8
16
38
80
74
14
25
14
20
143
59
177
129
49
49
207
89
66
41
72
■ II
6
6
12
44
0
39
8
0
10
9
0
0
0
V
0
4
0
8
1
8
18
4
0
2
4
6
0
3
1
99
104
195
479
72
2,828
1,758
1,186
40S
203
62
SO
249
1,332
791
131
896
24
11?
701
216
1,254
739
170
807
1,006
82
103
44
807
29
25
50
109
22^
604
441
343
72
41
8
12
101
495
258
85
101
3
25
201
79
290
202
28
73
360
14
18
11
65
N^w TT&TnpAb{ir«^
3
15
161
27
383
114
47
44
27
No data
12
No data
9
39
No data
23
3
10
9
29
33
44
0
6
24
1
0
1
83
104
Vermont
195
Massachusetts
479
Connecticut
72
New York
2,120
PennsylYftnia
Maryland
1,653
292
District of Columbia
377
Virginia
145
North Carolina
South Carolina
fiO
Georgia...'.
Kentucky
435
875
Alabama
Xfoulsiana
806
Texas _
24
25
Ohio
168
Indiana
246
Illinois
1.026
Michigan
4i6
Minnesota
26
Iowa
43
Missouri
885
Nebraska
47
Colorado
103
Oregon
28
California
807
a Not including schools of veterinary science and nurse training.
1164
Table 9.
EDUCATION REPORT, 1891-92.
■Summary of statistics of schools of medicine, dentistry, pharmacy, and
tor nurses and veterinarians for 1891-^9$!— Continued.
19 Number of schools.
Professors and
instructors.
Students.
Regular and per-
manent.
Special or occa-
sional.
•
•a
a
S
a
1
1
Having degree in
letters or science
(as far as re-
ported).
Number of, in
schools repre-
sented in col-
umn?.
1
3
4
ft
e
1.280
577
917
1,247
94
7
8
(c) BY STATES— continued.
i?«(7tt/ar— Continued.
North Atlantic Division
South Atlantic DivlBion
South Central Division
North Cent r al Division
Western Division
20
16
13
82
8
700
276
227
852
179
115
19
14
88
4
5.08:1
2,152
2,786
4,507
454
703
190
84
I4«
34
4,e3
851
1.&5
2,392
438
United States
80
2,233
190
14,934
4.115
1.097
9, WO
Bomeopithie.
Massachusetts
1
2
1
2
1
1
1
1
2
1
30
06
25
44
25
9
20
9
86
19
2
0
0
0
1
1
0
0
3
0
183
169
247
146
181
82
24
57
66
31
24
43
64
45
19
18
4
8
12
11
24
11
10
6
15
2
4
2
6
2
133
New York
1«
Pennsylvania
247
Ohio
101
Illinois
131
Michigan
8i
Minnesota
24
Jowa
57
Missouri
23
California
31
North Atlantic Division
North Central Division
Western Division
4
8
1
190
143
19
2
5
0
549
506
31
131
101
11
45
34
2
549
4-30
31
United States
13
292
7
1.086
243
81
1,000
Eclectic,
New York
2
17
7
27
23
17
20
10
7
1
I
0
0
2
66
63
250
65
22
25
80
IS
29
67
13
5
9
28
4
5
15
10
4
1
No
63
Georgia
63
Ohio
250
Illinois
65
Indiana
23
Iowa
£
Missouri
data.
North Atlantic Division
South Atlantic Division
North Central Division
6
17
7
97
7
1
3
65
63
442
18
29
122
4
5
30
61
63
383
United States
8
121
11
670
164
39
490
Dentistry.
Massachusetts
1
1
3
2
3
1
2
1
1
3
1
1
1
2
1
1
88
39
59
49
49
14
18
12
23
80
11
15
11
48
11
23
3
4
80
50
6
11
15
3
0
31
0
10
9
12
0
17
i
50
272
598
310
86
«7
133
145
88
487
188
53
184
162
12
89
SO
85
324
175
17
86
7^
89
55
193
39
4
68
83
5
24
2
8
25
sa
2
0
0
(Nod
12
4
(Nofl
0
SO
New York
tit
Pennsylvania
4^
Maryland
310
District of Columbia
33
Kentucky
67
Tennessee
133
Ohio
lata.)
Indiana
»s
Illinois
27;
Michigan
ata.)
Minnesota
63
Iowa
Missouri
2
97
Colorado
California
1
89
STATISTICS OP SCHOOLS OP MEDICINE.
1165
Table 9. — Summary of statistics of schools of medicine, dentistry, pharmacy, and
Jot nurses and veterinarians for i59i-'5f— Continued.
■
1
O
1
Professors and
instructors.
Students.
i
f
&
•
cS
■
eStt
I
1
•
0
U
O
Having degree in
letters or science
(as far as re-
ported).
Number of, in
scbools repre-
sented in col-
umn?.
1
9
5
6
3
10
2
3
4
s
6
r.
8
(c) BY STATES— continued.
i>«n^t«<ry— Continued.
North Atlantic Division
South Atlantic Division
So L. til Central Division
North Central Division
Western Division
131
98
32
200
34
37
56
26
65
17
920
396
200
1,257
101
429
192
108
524
29
30
32
18
1
i
751
&I3
200
505
89
United States
25
495
201
2,874
1,282 83
1,888
Pharmacy.
Massachusetts
1
3
2
1
2
2
2
I
2
1
2
1
1
1
2
2
1
1
1
9
%
15
3
12
20
11
3
23
6
6
11
6
6
12
13
12
2
2
0
0
0
0
0
0
0
0
5
0
0
0
8
1
0
279
425
686
135
73
78
33
46
100
70
250
81
64
6
77
246
47
26
142
215
39
20
19
8
13
35
21
50
31
15
1
13
62
12
. 4
1
13
0
0
3
0
1
0
1
(Noc3
5
0
0
3
(No d
0
279
New York
08
Pennsylvania
Maryland
49
135
District of Columbia
19
Kentucky
C6
Tennessee
33
Louisiana ..
46
Ohio
100
Indiana
70
Illinois
ata.)
Michigan
81
Wisconsin
64
Minnesota
6
Iowa
26
Missouri
ata.)
Kansas
^ 47
Colorado
California
10
0
103
0
2
103
North Atlantic Division
South Atlantic Division
South Central Division
North Central Division
Western Division
6
3
5
13
2
49
15
34
95
10
4
0
0
9
0
1,390
208
157
941
103
383
59
40
240
0
17
0
4
8
2
406
154
145
224
103
United States
29
203
13
2,799
722
3 1 1,032
Nune training.
Vermont
1
5
1
I
14
2
4
1
1
I
2
1
1
1
5
107
8
18
15i
14
58
7
8
3
33
11
17
14
17
354
54
32
746
50
245
40
26
115
65
21
47
50
3
108
21
8
212
22
100
5
7
45
22
2
11
16
Massachusetts
Connecticut
Rhode Island
New York
New Jersey
Pennsylvania
1
District of Columbia
1
Indiana
1
Illinois
(
Michigan
Minnesota
Missouri
California
North, Atlantic Division
28
1
6
1
364
7
72
14
1,498
40
274
50
474
5
87
16
South A tlantic Division
North Central Division
Western Division
(
• UnltedStates
36
457
1,862
582
.
1166
EDXJCATIOK REPOBT, 1891-92.
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1182
EDUCATION REPORT, 1891-92.
Table 11. —Summary of statistics of schools of theohgyy for XS91-*9e.
state or Territory.
United States.
North Atlantic Division.
Sonth Atlantic Division.
South Central Division . .
North Central Division..
Western Division
North Atlantic Division:
Maine
Massachusetts
Connecticut
New York
New Jersey
Pennsylvania ,
South Atlantic Division:
Maryland
District of Columbia. .
Virginia
North Carolina
South Carolina
Georgia
South Central Division:
Kentucky
Tennessee ,
Alabama
Louisiana
Texas
North Central Division:
Ohio
Indiana
Illinois
Michigan
Wisconsin
Minnesota
Iowa
Missouri
Nebraska
Western Division:
Colorado
Oregon
California
1
Professors and
Instructors.
Students.
t
o
Resident and
permanent^
Special or oc-
casional
1
t
a
B
o
Having degree
In letters or
science (as far
as reported).
Number of, in
schools repre-
sented in col-
umn?.
«J
3
710
4
144
A
•
7
8
141
7,729
1.370
1,061
&,76i
45
263
62
2,666
694
904
2,217
20
120
15
1«144
188
123
473
15
68
22
728
88
201
889
56
252
44
8,144
543
707
2,338
5
17
1
58
7
26
58
10
1
62
14
14
164
$
46
19
460
105
197
387
19
15
162
48
188
I8S
11
75
11
957
140
256
588
28
1
898
98
51
271
17
86
U
888
19t
258
645
86
0
M4
43
46
284
17
6
120
14
4
77
20
1
191
29
58
65
18
1
72
0
0
11
5
25
7
823
48
17
84
2
9
0
94
9
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19
0
416
58
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416
5
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165
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38
100
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2
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84
143
831
3
16
4
108
24
5
lis
15
82
10
1,287
229
808
1,007
3
9
2
67
7
6
87
5
80
0
865
48
27
66
3
16
3
WO
22
21
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7
19
2
297
86
44
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158
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2
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1
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55
STATISTICS OP SCHOOLS OF THEOLOaY.
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EDUCATION BEPORT, 1891-92.
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BD92 76
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1186
EDUCATION REPORT, 1891-92.
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EDUCATION REPORT, 1891-92.
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STATISTICS OF SCHOOLS OF SCIENCE.
1195
Table 21. — Degree.^ in course conferred in, 1891-92 by colleges of agriculture and
technology.
XNDOWBD WITH LAND GBANT OF 186S.
Agricnltural and Mechanical College of Alabama
State Aericultural College
Scheffleid Scientific School of Yale University
Delaware College
North Georgia Agricultural College
University of Illinois
Purdue University
Kansas State Agricultural College
Agricultural and Mechanical College of Kentucky
Maine State College of Agriculture and the Mechanic Arts
Maryland Agricultural College
Massachusetts Agricultural College
Massachusetts Institute of Technology
Agricultural and Mechanical College of Mississippi
Alcorn Agricultural and Mechanical College
School Of Mines of the University of Missouri
Rutgers Scientiac School
New Hampshire College of Agriculture and the Mechanic
Arts.
Cornell University
Agricultural and Mechanical College of Texas
Vurglnla Agricultural and Mechanical College
OTHKB TECHNICAL SCHOOLS.
Colorado State School of Mines
Rose Polytechnic Institute
Itawrence Scientific School of Harvard University
Bussey Institution of Harvard University
Worcester Polytechnic Institute
Michigan Mining School
School of Mines of the College of Montana
Chandler Scientific School of Dartmouth College
Thayer School of Civil Engineering
The Stevens Institute of Technology
John C. Green School of Science of the College of New
Jersey.
Case School of Applied Science
Virginia Military Institute
88 B. S..5 M. S.,3 C.E., 1 M. E.
9 B. S. (1 on woman).
102Ph.B., 1C.E..1M.E.
2B. a,7A.B
4A.B.
27 B. S. (2 on women), 8 A. B. (1-on
woman), 12 B. L. (2 on women).
24 B. S. (7 on women) ,9 M.S. (3 on
women), C. E., 5; M.E., 14; Ph.
G., 22 <2 on women).
85 B. S. (10 on women).
8B.S. (lonwoman).4C.E., 4 A.B.
1 B. S., 5 M. S., 10 B. C. £., 1 C. E., 8 B.
8 B. S.,5 A. B.
2SB.S.
132 B. S. (4 on women).
23B.S.
lOB.S.
2B.S. (in chemistry), 2 C.E.,1 M.E.
15 B. S.
4B.S.
37 B. S. (7 on women), 8 M. S. (1 on
woman). 30C. E.,84M.£.,0M. M.
£., 26 Ph. B. (« on women), 31 B.
L. (5 on women), 30 A. B. (5 on
women), 8 Ph. D. (1 on woman), 0
A. M. (1 on woman), 1 M. L. (wo-
man), 3 LL.M.. 37 LL. B.,2Ph.M.
0B.S.Ag.,13B.C.E.,6B.M.E.
5 B. S.. 1 M. S.
4M.E.,5Met. Eng.
2SB.S.,1M.S.
6B.S.
IB.S.
85B.S.
4 M.E.
2 M.E.
12 B. S.
2C.E.
0 B. S.| 2 M. S., 9 C. E., 0 E. E.
10B.S.. 1 C.E.
1 B. S. , 2 C. £.
1196
EDUCATION REPORT, 1891-92.
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1198
EDUCATION BEPORT, 1891-92.
NORMAL SCHOOLS.
Table 2\,^Sumniary of statistics of schools for training teachers, tckich are whoOy
or partially supported by pvJblic funds^ for 189X-^9S.
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
Pennsyl vajila
South Atlantic Division
Maryland
District of Columbia
Virginia
West Virginia
North Carolina
South Carolina
Florida
South Central Division:
Kentucky ,
Tennessee
Alabama
Mississippi
Louisiana
Texas
Arkansas
North Central Division:
Ohio
Indiana
Illinois
Michigan
Wisconsin
Minnesota
Iowa
Missouri
North Dakota
South Dakota
Nebraska
Kansas
Western Division:
Colorado
Arizona
Washington
Oregon
California
Instmctors.
>*^ .
1 a
1
0
u
1
Wholly or partlall
engaged in profei
sional department
Wholly engaged i
other departments.
138
1,436
243
M
008
05
20
181
24
17
115
64
85
406
40
10
86
11
0
41
0
2
7
0
8
21
0
10
106
13
1
0
0
8
56
0
15
190
20
8
20
10
13
230
84
1
7
3
2
18
0
4
46
16
0
SO
0
4
15
1
1
6
0
2
0
4
1
2
0
8
82
14
8
58
46
1
8
1
2
10
8
1
11
0
1
4
0
4
21
0
8
47
5
8
55
5
2
86
1
5
60
20
5
47
12
8
27
0
4
49
0
2
12
0
2
22
0
1
12
2
1
18
4
1
15
0
1
- 2
0
2
10
2
2
8
7
A
51
2
Stndents.
Professional (normal).
0,538
3,289
1.256
1.216
8,560
250
162
1
114
58
0
86
756
27
2,085
10
2
837
464
206
0
227
0
220
581
118
84
125
158
40
403
417
835
461
108
207
862
53
61
137
400
54
10
57
32
106
i
23,189
12,153
1,440
1,780
7,167
1,390
565
106
885
1,229
214
476
4,174
408
4,516
234
60
258
426
189
57
216
82
879
702
117
150
281
80
230
686
616
709
945
789
57B
1,102
118
235
310
800
218
88
100
87
088
5 a'
5.840
3,^6
357
8S5
1,486
127
87
103
864
31
112
1,247
102
1,148
70
€8
103
64
14
28
10
81
143
106
5
46
44
10
• 175
71
129
210
180
194
101
808
0
32
60
75
o
c
o
4,615
1,8?7
789
1,1S
791
106
0
0
0
0
88
516
0
440
89
10
9
124
0
lO
917
0
0
0
0
0
5
431
0
12
10
250
0
85
35
0
13
12
0
2
38
3
28
11
40
268
0
STATISTICS OP NORMAI. SCHOOLS.
1199
TabLiE 25. — Amount received from State, county^ or city (numy city normal schools
not reporting) by public normal sdiools for I891-^9S,
State or Territory.
For sup-
port.
United States.
Alabama
Arizona
Arkansas
California
Colorado
Connecticut...
Florida
Illinois
Indiana
Iowa
Kansas
Louisiana
Maine
Maryland
Itassachnsetts
Michigan
Minnesota
Mississippi
11,567,082
For
building
and
repairs.
C394,6S5
31,000
5,448
6,000
0
4.300
0
90,500
89.000
35,000
90,000
84,600
0
3,780
0
100,104
0
41,100
0
25,000
6 000
23,625
0
10,000
2,600
24.6.')0
5,000
10,500
2,224
105,011
1^5, MO
49,908
4.000
68,500
25,000
2,500
0
State or Territory.
Missonri
Nebraska
New Hampshire
New Jersey .:.-.
New York
North Carolina.
North Dakota..
Ohio
Oregon
Pennsylvania
Rhode Island...
South Carolina.
South Dakota ..
Tennessee
Texas
Vermont
Virginia
Washington
West Virginia..
Wisconsin
For sup-
port.
837, S50
19,350
9,000
21,500
331,847
6,000
13,500
6,000
900
150,000
14,000
1,050
21,600
16,000
20,000
8,676
58,600
2.^, 300
13,480
121,201
For
building
and
repairs.
0
f3,000
0
0
41,550
0
40,000
0
1,100
04,000
0
0
0
4,003
0
0
0
40,400
22, U3
Table 26. — Summary of statistics of scliools for training teac/icr», which are not
supported by public funds, for 1891- 9t.
*
•
%
1
o
u
1
Instructors.
1
*
Students.
State or Territory.
Wholly engaged
in professional
departments.
Wholly engaged
in other depart-
ments.
In professional
departments.
In nonpro-
fessional depart-
ments.
c3 o O
Men.
Women.
Men.
Women.
S « o
5R0
United States
40
235
147
2,874
2,836
2,263
2,052
6ir/
North Atlantic Diylslon ..
South Atlantic Division ..
South Central Division ...
North Central Division ...
Western Division
2
6
It
17
4
34
22
56
109
14
0
22
71
44
10
110
145
534
1,659
426
306
167
584
1,455
822
5
340
663
1,219
36
12
360
678
953
49
17
41
73
361
100
North Atlantic Division:
Naw Yorkk
1
1
1
3
1
1
2
2
8
2
1
1
2
2
4
1
2
3
1
1
1
1
1
2
27
7
2
12
5
3
14
8
16
10
2
6
8
25
19
3
18
9
3
18
6
?
4
0
0
8
10
0
4
24
7
18
18
4
5
5
0
16
8
6
9
8
102
62
40
23
20
215
89
173
7
20
30
63
1,200
196
5
45
70
211
97
84
43
20
20
180
151
185
9
14
45
30
660
558
20
21
141
0
5
12
208
0
120
390
0
109
100
50
5
63
50
295
19
54
106
0
12
9
271
0
SO
360
0
139
95
81
3
48
75
220
36
0
70
3
Pennsylvania
14
South Atlantic Division:
North Carolina
South Carolina
Georgia
2
27
10
Florida
2
South Central Division:
Tennessee
18
Alabama
7
Mississippi
Louisiana
3;
1
Texas
10
Arkansas
6
North Central Division:
Ohio
14
Indiana
180
Illinois
47
Michigan
0
Wisconsin
16
Iowa
10
Missonri
Nebraska
*"o*
5
0
0
10
90
35
632
504
91
Kansas
We&tern Division:
Wyoming
0
404
7
15
300
0
SO
6
5
42
o
1
0
Washington
CaliComia
0
100
1200
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STATISTICS OP SCHOOLS OF SCIENCE.
1195
Table 21. — Degrees in course conferred in 1891-92 by colleges of agriculture and
technology.
ENDOWED WITH LAND GRANT OF 1862.
A^cnltnral and Mechanical College of Alabama
State Agricultural College
Scheffleld Scientific School of Yale University
Delaware College
North Georgia Agricultural College
Unlyersity of Illinois
Purdue University
Kansas State Agricultural College
Agricultural and Mechanical College of Kentucky
Maine State College of Agriculture and the Mechanic Arts
Maryland Agricultural College
Massachusetts Agricultural College
Mabsachusetts Institute of Technology
Agricultural and Mechanical College of Mississippi
Alcorn Agricultural and Mechanical College
School Of Mines of the University of Missouri
Rutgers Scientific School
New Hampshire College of Agriculture and the Mechanic
Arts.
Cornell University
Agricultural and Mechanical College of Texas
Virginia Agricultural and Mechanical College
OTHER TBCHNICAIi SCHOOLS.
Colorado State School of Mines
Rose Poly technlclnstitute
Lawrence Scientific School of Harvard University
Bussey Institution of Harvard University
Worcester Polytechnic Institute
Michigan Mining School
School of Mines of the College of Montana
Chandler Scientific School of Dartmouth College
Thayer School of Civil Engineering
The Stevens Institute of Technology
John C. Green School of Science of the College of New
Jersey.
Case School of Applied Science
Virginia Military Institute
88 B. S.. 5 M. S., 3 C. E., 1 M. £.
9 B. S. (1 on woman).
102Ph.B., 1C.E.,1M.E.
2B. S.,7A.B
4A.B.
27 B. S. (2 on women), 8 A. B. (1-on
woman), 12 B. L. (2 on women).
24 B. S. (7 on women),9 M.S. (3 on
women), C. B., 5; M.E., 14; Ph.
G., 22 (2 on women).
35 B. S. (10 on women).
8 B. S. (1 on woman). 4 C. E., 4 A. B.
1 B, S., 5 M. S., 10 B. C. E., 1 C. E. , 8 B.
M. E.
8 B. S.,5 A. B.
22B.S.
132 B. S. (4 on women).
23B.S.
lOB.S.
2 B. S. (in chemistry), 2 C.E., 1 M. E.
15 B. S.
4B.S.
37 B. S. (7 on women), 8 M. S. (1 on
woman), dOC. E.,84M.£.,OM. M.
£., 26 Ph. B. (« on women), 31 B.
L. (5 on women), 30 A. B. (5 on
women), 8 Ph. D. (1 on woman), 6
A. M. (1 on woman), 1 M. L. (wo-
man), 3 LL.M.. 37 LL. B.,2Ph. M.
0 B. S. Ag., 13 B. C. E., 6 B. M. E.
5 B. S.. 1 M. S.
4M.E.,5Met. Eng.
25 B. S., 1 M. S.
6B.S.
1B.S.
35B.S.
4M.R
2M.B.
12 B. S.
2C.E.
6 B. S., 2 M. S., 0 C. E., 6 E. E.
10B.S., 1 C.E.
1 B. S.,2 C. £.
1196
EDUCATION REPORT, 1891-92.
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EDUCATION BEPORT, 1891-92.
NORMAL SCHOOLS.
Table 2i,^8ummary of stcUistics of schools for training teachers^ which are tckoibf
or partially supportid by pvblic funds^ for 1891-^9^,
1
o
1
Ins tractors.
Students.
Wholly or partially
engaged in profes-
sional department.
Wholly engaged in
other departments.
Professional (normal).
■
State or Territory.
1
•
0
i
Graduating
during year.
§
s
o
1
United States
138
1,436
243
9.638
23,189
5,849
4,615
•
North Atlantic Division
66
20
17
36
10
698
131
115
406
86
96
24
64
40
11
8,239
1.266
1.216
3,669
269
12,153
1,449
1,730
7,167
1,390
3,326
357
3S5
1,485
296
LSI
South Atlantic Division
789
South Ceniral Division
I.IS
North Central Division
'791
Western Division
lOS
North Atlantic Division:
Maine
6
2
8
10
1
8
15
8
13
1
2
4
6
4
1
2
1
8
8
1
2
1
1
4
3
8
2
5
5
8
4
2
2
1
1
1
1
2
2
4
41
7
21
106
9
66
190
29
239
7
18
46
SO
16
6
9
2
32
63
8
10
11
4
21
47
66
86
60
47
27
49
18
22
12
18
16
* 2
10
8
61
0
0
0
13
0
0
29
19
34
3
0
16
0
1
0
4
0
14
46
1
8
0
0
0
6
5
1
20
12
0
0
0
I
4
0
0
2
7
S
162
1
114
68
0
36
766
27
2,086
19
2
337
464
806
0
227
0
220
681
113
24
126
158
40
403
417
835
461
193
207
862
53
61
137
400
54
10
57
32
106
565
106
386
1,229
214
476
4,174
498
4.616
234
69
258
426
189
67
216
32
379
702
117
159
281
80
230
636
616
709
946
789
67B
1,198
118
286
819
800
218
38
109
37
968
i2r
37
103
364
31
112
1,2*7
163
1,143
70
68
103
64
14
28
10
SI
143
106
5
46
44
10
71
129
210
ISO
194
101
806
0
S2
60
75
12
2
3
11
2G8
28
New Hampshire
0
Vermont
0
MasBachusetts
S8S
Rhode Island
0
Connecticut
0
New York
9«
New Jersey
88
Pennsylvania
510
South Atlantic Division:
Maryland
District of Columbia
0
Virginia
4«
West Virginia
North Carolina
29
187
South Carolina
0
Florida
1S4
South Central Division:
Kentucky
0
Tenne>see.
la
Alabama
9(7
Mississippi
0
Louisiana
0
Texas
6
Arkansas
0
North Central Division:
Ohio
0
Indiana
5
Illinois
431
Michigan
0
Wisconsin
12
Minnesota
10
Iowa
Missouri
2S0
0
North Dakota
35
South Dakota
35
Nebraska
0
Kansas
13
Western Division:
Colorado
0
Arizona
88
Washington
28
Oregon
40
A
California «
a
STATISTICS OF NORMAL SCHOOLS.
1199
TabLiE 25. — Amount received from State, county, or city [numy city normal schools
not reportvig) by public normal scfiools for 1891-92.
state or Territory.
For sup-
port.
United States.
Alabama
Arizona
Arkansas
California
CJolorado
Connecticut...
Florida
Illinois
Indiana
Iowa
Kansas
Louisiana
Maine
Maryland
Stassachusetts
Michigan
Minnesota
Mississippi
11.587,062
31,000
6,000
4,300
90.500
35,000
84,600
8,780
100,104
41,100
:».ooo
23,625
10,000
24.650
10,500
105,011
49,908
68,S00
2,500
For
building
and
repairs.
f394,635
5,448
0
0
89,000
30,000
0
0
0
0
6 000
0
2,500
5,000
2,224
1^,500
4,000
25,000
0
State or Territory.
Missouri
Nebraska
New Hampshire
New Jersey .;...
NewYork
North Carolina.
North Dakota..
Ohio
Oregon ....
Pennsylvania...
Rhode Island...
South Carolina.
South Dakota ..
Tennessee
Texas
Vermont
Virginia
Washington
West Virginia --
Wisconsin
For sup-
port.
C37,S50
19,350
9,000
21,500
334,847
6,000
13.500
6,000
900
150.000
14.000
1,050
21.500
16,000
20,000
8.67C
58,500
23, 30O
13, 430
121.201
For
building
and
repairs.
0
W,000
0
0
4t,550
0
40,000
0
1,100
04,000
0
0
0
4,003
0
0
0
40,400
22,113
Table 26. — Summary of statistics of schools for training teacJiers, which are not
supported by pubUc funds, for 1891- 9t.
•
8
1
o
u
%
JZ5
Instructors.
*
Students.
State or Territory.
Wholly engaged
In professional
departments.
Wholly engaged
in other depart-
ments.
In professional
departments.
In nonpro-
fessional depart-
ments.
lis
CS o o
•a o a
c8 L. ^
Men.
Women.
Men.
Women.
United States
40
235
147
2,874
2.836
2,263
2,052
V8i
North Atlantic Dlyislon ..
South Atlantic Division ..
South Central Division . ..
North Central Division . . .
Western Division
2
6
11
17
4
34
22
56
109
14
0
22
71
44
10
110
145
531
1,659
420
3(16
167
584
1.455
322
5
340
e«3
1,219
SO
12
360
678
953
49
Yt
41
73
341
100
North Atlantic Division:
Naw Yorkk
8
1
8
2
1
1
2
2
4
1
2
3
1
1
1
1
1
2
27
7
2
12
5
8
14
8
16
10
2
6
8
25
19
8
18
9
3
18
6
3
7
4
0
0
8
10
0
4
24
7
18
13
4
5
5
0
16
8
6
9
8
102
62
40
23
20
215
89
173
7
20
30
63
1,200
196
5
45
70
211
97
■
84
43
20
20
180
151
185
9
14
45
30
660
558
20
21
141
0
5
12
208
0
120
390
0
109
100
59
5
63
50
• 295
19
54
100
0
12
0
271
0
80
360
0
139
95
81
3
48
Iff
220
36
0
70
8
Pennsylvania
14
South Atlantic Division:
North Carolina
South Carolina
Georgia _
2
27
10
Florida
2
South Central Division:
Tennessee
18
Alabama
7
Mississippi
s;
Louisiana
Texas
1
10
Arkansas
6
North Central Division:
Ohio
14
Indiana
180
Illinois
47
Michigan
0
Wisconsin
16
Iowa
10
Missouri
Nebraska
0
5
0
0
10
90
S3
632
504
91
Kansas
Webtarn Division:
Wyoming
0
2-J
404
7
15
300
0
SO
6
5
42
o
1
0
Washington
0
California
100
1200
EDUCATION REPORT, 1891-92.
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EDUCATION REPORT, 1891-93.
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STATISTICS OP BUSINESS COLLEGES.
1217
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1218
EDUCATION REPORT, 1891-92.
Table 31. — StatMtics of txnnmercM
2
3
4
6
6
7
8
0
10
11
12
IS
14
15
16
17
18
19
20
81
88
24
85
26
87
State and post-
office.
ARKANSAS.
Little Rock
CALirOBNIA.
Fresno
Los Angeles.
COLORADO.
Pueblo
CONNECTICUT.
Brldgeiwrt ,
....do
Hartford.
...do
...do
New Haven
DKLAWARK.
Wilmington, Del.
DISTRICT OF CO-
LUMBIA.
Washington
FLORIDA.
Tampa
GEORGIA
Augusta
...-do
Atlanta.,
ILLINOIS.
Champaign
Chicago .
Name.
9
Kxecatlre officer.
§
Instmct-
ora.
S
Oakland
Sacramento
San Francisco ....
....do
San Jose
Santa Rosa
Stockton
Little Rock Commercial Col- I ^. A. Stone,
lege. J
1874
Fresno Business College i F. E.Cook 1*1
Woodbury Business College . O. A. Hough, presl- 18»4
I dent.
Willis sOakland Business Col-| O.J. WUlls 1877
lege. i „
Atkinson's Business College Edmund C. Atkinson' 1873
and English Training School ^
Commercial High School Walter N. Bush 1884
Heald's Business College , E. P. Heald 1868
Garden City Business College . ' H. B. Worcester 1871
Santa Rosa Business College. S. J. Sweet, principal ItAl
Stockton Business College i W. C. Ramsey 1875
and Normal Institute. '
Pueblo Business College H. C. Warden, prin-
cipal.
Bridgeport Business College., O.H. Turner, princi
Chicago (1 13 Adams
St.).
Chicago (276, 878,
280 Madison St.).
Martin's Shorthand School .
H annum 's Business College.
Huntsinger's Business Col-
lege and Shorthand.
Robertson's Shorthand
School.
Gaffey's Shorthand School. ..
Goldey's Wilmington Com-
mercial College and School
of Shorthand and Type-
writing.
Washington Busine.ss High
School
Tampa Business College
paL
W; J. Martin
T. W. Hannum and
F. A. Steadman,
principals.
£. M. Huntsinger...
Miss E. M. Olmstoad.
John F. Gafley
H. S. Goldey*
Osborne's Business College
St. Patricks College
Moore's Business College ..
Champaign Business College.
Metropolitan Business Col-
lege.
Charles A. Davis.
B. B. Euaton, prin-
cipal.
S S. Osborne
Brother Doslthens.
BenJ. F. Moore
Kemball's Shorthand Type-
writing Training School.
West Side Business College.
C. T. Haidcer
O. M. Powers
D. Kimball
Frederick F. Judd .
1887
1888
1887
1877
1888
1887
IB84
1886
1890
1801
1
1875
1868
1883
1873 i
1884
1872
4
7
8
6
14
8
8
10
0
I
1
6
8
8
3
8
I
0
1
0
"8
8
1
01
0
0
« Statistics for 1880-'00.
a Number of months for graduatVon ^Xep^TvAs otv v«<avVo>jAvc«v^'«^^'\«^ ^^ student, aad appli-
cation wblle in school.
STATISTICS OF BUSINESS COLLEOBS.
1219
and business colleges, for 1S91-9:,
students.
Aver-
Num-
ber in
com-
mercial
course.
Num-
ber In
aman-
uensis
course.
Num-
ber In
Eng-
lish
course.
Num-
ber in
teleg-
raphy.
Annual
charge for
tuition.
•
Number of
months
necessary
for grad-
uation.
a
Day
course.
Even-
iUK
course
daily
attend-
ance.
1
t
93
•
-a
a
•
•
9
lO
•
8
t
11
IS
i
1
19
13
■
14
6
lA
1
16
i
•
•
•
•
t
8
&
•
•
8
i
%
7 jN
17
18
19
90
91
99
93
94
178
0
0
0
0
0
0
6
8
16
0
s
9
•60
75
86
100
7E
100
60
0
9
6^
24
4
4
6
76
38
1
75
251
26
176
18
20
29
6
15
4
40
226
7
55
190
00
283
10
110
40
6
28
10
21
30
96
10
87
8
8
75 60
854 106
4
64
1
27
00
60
4
(a)
(0)
6
1
21624!?
666173
147 63
100 SO
4001^)0
1
0
0
0
0
0
0
0
2U
466
246
658
142
100
300
242
56
31
20
100
O' 0
611 94
23 49
0
0
12
100
0
11
0
14
0
0
15
I
24
0
266
•s
28
76
6
860i 0
60 0
185
60
75
78
61
6^
7
8
40
300
0
20
10
20
5
80
6
60
8
12
0
9
10
1
60 40
1
40
20
15
8
12
6
4
12
4
8
0
0
7»
40
6
9
• •• ■
11
115 25
1
60
10
70
20
100
25
25
20
0
0
0
0
100
^
6
12
70
18
20
SO
20
43
15
18
36
18
78
5
«18
18
106i 53
1
1
75
20
100
35
7
89
10
2»
0
0
6-0
•
10-16
0
14
1
168' U
5 35
201
0
0
61
19
108
60
8
6
IB
14
10
10
12
85
0
0
0
0
60
1&-18
28
JO
40120
1
114 68
107
IS
40
40
00
80-117
00
80 84
0
6-17
12
24
17
18
190
170
0
0
310
0
190
170
190
170
190
170
0
0
0
0
18
0
60
19
2U
8
16
0
10
10
8
2
0
0
9
0
0
0
80
54
18
18
3
80
96
179
160
80
25
0
6
SO
20
0
0
20
187
6
0
0
4
40
153
30
18
450
16
0
0
6
76
86
179
166
60
840
6
0
0
2t
426
85
0
0
6
0
25
0
0
1
0
10
179
0
16
aw
8
0
12
426
2
0
0
2
2
60
80
8
70
4
6
12
7
7
1
86
75
21
23
60
50
100
28
80
24
84
1,000500
I
0
0
88
7
>65
7
6
12
6
0
0
14
71
0 0
t
0
0
48
86
8^
0
....
89
I6e!i06
1
129
32
120
76
27
6 For 1891.
C FOT ^XHOT^CtaA.
1220
EDUCATION REPORT, 1891-92.
Table 31 . — Statistics of corr^niercial and
state and post-
office.
I ILLINOIS— cont'd.
28 ! Decatur
29
31
32
S3
34
85
36
37
38
40
41
42
48
44
45
46
47
48
40
50
51
52
53
54
55
56
67
58
Dixon....
Preeport-
Galesburg.
JoUet..
Onarga
Peoria .
Qulncy ..
Rock ford
Springfield ..
Sterling
INDIANA.
Danville
Evansville ..
Port Wayne.
Indianapolis
Lafayette . .
..-.do
Logansport
Ricnmond ..
Terre Haute .
Valparaiso
IOWA.
Burlington
Cedar Rapids..
Clinton
Council Bluffs.
Davenport
Decorah
Des Moines.
...do
....do
Dubuque
69 / Gamer.
Name.
9
Brown's Decatur Business
College.*
Dixon Business College
Preeport College of Com-
merce.
Brown's Qalesburg Business
College.
•loliet Business College and
English lYaining School.
Grand Prairie Seminary and
Commercial College.
Peoria Business College
Gem City Business College ..
Rockford Business College..
Springfield Business College.
Sterling Business and Pho-
nographic College.
Central Normal College
EvansvlUe Commercial Col-
lege.
Fort Wayne Business College.
Indianapolis Business Uni-
versity.
Star City Private College . ..
Union Business Col ege
Hall's Business College
Richmond Business College
and Institute of Penman-
ship and Shorthand.
Terre Haute Commercial
College.
Northern Indiana Commer-
cial College.
Elliott's Business College ...
Cedar Rapids Business Col-
lege.
Clinton Business College
Western Iowa College
Iowa Commercial College
Valder Business College
Capital City Commercial Col-
lege.
Iowa Business College
People's Commercial College.
Bay less Business College
Executive officer.
G. W. Brown
J. B. Dllle
J. J. Nach, M.B., prin-
cipal.
G. W. Brown, presi-
dent; W. P. Cald-
well, principal.
Homer Kussell
N. L. Richmond
G. W. Brown, presi-
dent.
D. L. Musselman
G. A. Winans, a. M.,
W. H. Johnson,
i<L. B., principals.
Bogardus and Chic-
ken.
P.M.Wallace
J. A.Joseph
S. N. Curnick, prin-
cipal.
W. £:. McDermut ....
£. J. Heeb, manager.
Francis Kennedy . . .
C.M.Robinson
E. A. Halla
O.E.Fulghmn
W. C. Isbell .
H. B. Brown
Northexn loyf » Bm&Vq»«« in-
stitute.
G. W. Elliott, prin-
cipal.
A. IQ. Palmer
M. S. Jordan, presi-
dent.
W. S. Paalson,prin-
clpal.
B. C. Wood, presi-
dent.
C.H. Valder
J.M.Mehan
A. C. Jenniiig8,pre8-
Ident.
B. W. Bowen
C. Bay less, A. m.,
president.
\A,\^,Y^AVwik
\
60
a
a
s,
U
O
u
1880
1881
1888
1890
1860
1864
1862
1870
1864
1878
1876
1850
1885
1850
1891
1882
1867
1860
1862
1873
1870
1880
1885
1884
1884
1888
1884
1865
1890
1868
♦StatlBtlCB ol 188»-'W.
\
1888
Instruct-
ors.
6
5I
14
2
3
6
1:
6
15|
11
7
4
3
6
5
6{
1
4
c3
B
4
2
2
3:
1
4
2
s
1
5
S
1
1
STATISTICS OF BUSINESS COLL£a£&
1221
business colleges, for 1891-^9S— Continued.
Students.
Aver-
Num-
ber in
Num-
ber in
Num-
ber in
Num-
ber in
teleg-
raphy.
Annual
Num
moi
ber of
la
daUy
iths
Day
course.
Even-
com-
aman-
Eng-
lish
course.
charge for
necessary
39
4>
ing
course
attend-
ance.
mercial
course.
uensis
course.
tuition.
for grad-
uation.
a
bo 1
s
i
«
•
3
u
9
^S
S
8
I
8
2
§
93
O
0-
r
8
«
i
3
8
&
Q
11
>
19
•
13
«
1
&
14
-a
•
o
d
B
r*
■
17
6
B
18
•
19
•
I
s
>
60
a
d
>
94
1
i
95
9 'lO
13 |16
91
99
90
62
40
19
1
76
80
60
76
60
85
75
24
6-9
12, A
28
269 97
ISO
62
50
450
10
80
41
88
0
13
0
9
88
0
68
11
29
67
80
660
36
SSO
40
52
100
35
200
10
160
2
60
2 23
6
6-12
20
7
9
30
ao
90
450
40
14
25
1
19' 81
400
100
40
70i 32
36
30(
35
60
7 10
50 150
1
1
26' as
30
20
200
36
0
0
0
0
SO
451 34
600
324
100
180
29
75
'40
800
180
20
60
676
210
26
90
29
30
100
76
0
86
0
96
0
0
0
•0
60
66
8
146
82
36
26
36
166
75
1,000
76
69
500
82
30
24
19
114
90
76
100
100
19
20
25
20
20
16
26
49
70
106
82
0
0
16
0
0
0
0
6
0
0
60
60
32
50
40
25
80
6-10
10
12
6
6
4-6
6
12
30
(b)
37
118
43
SR
950
0
5
440
0
0
100: 89
0 40
110 50
lOol 40
15
80
5
10
10
16
80
80
30'
25;
60
40
40 41
200
150
100
60
125
76
200
60
76
150
15
9
1
0
a60
C30
6
18
79 42
16
96
4
60
10
40
'20
19
86
10
48
15
60
4
40
10
0
3
0
0
0
0
0
80
40
18'
10-12
9
12-14
6 43
15
40
88l 44
132
185
200
66
65
82
26
10
m m m
160
175
1,(M7
64
23
46
40-60
20,
20-40
6
4-6
12
8-12
27! 46
::::'::::!
46
...
180
1,60?
680
188
94
40
430
46
30
68
10
460
41
22
65
42
250
80
46
96
10
180
0
0
0
441 47
2,333745
*
66
0
0
0
•-■---"-'1
40
80
76-85
46
9
12
6-9
6
I
48
49
721
126
180
82
89
45
4
16
15
5
1
2601103
146
40
d3-4
no
137
109
33
2\
14
61
43
83
21
60
"Ve
7
20
a — •
1
—
68
23
14
85
43
60
0
0
el
18
6
6
62
1
200150
300126
260133
40
40-70
46-66
12 ^f^
63
"200
...
181
175
34
180
66
18
93
90
17
73
19
0
0
0
0
101
63
54
020
55
281
91
21
3
—
163
52
81
60
40
5
28
4
75
25
6-9
12
86
66
26
20
30
18
40
38
40
20
0
6
20
14
0
0
40
30
8
12
26
67
187
42
47
4
97
26
114
46
10
28
50
12
0
0
75
25
6
12
44
68
26
15
20
8
5
7
I -^
V--
V v^\^
^ :--\ V
\
\I4
b No data.
cSix months.
dPer ixioiit.Yv.
eY«« '«w^«^K.,
1222
EDUCATION REPORT, 1891-92.
Table 31. — Statistic« of ccftitnercial and
State and post-
office.
1 IOWA— cont'd.
«0 ! Iowa City
61 1 Keokuk
02 ; Marshalltown
63 Muscatine
64
68
60
70
71
72
78
74
76
76
77
78
70
80
81
82
88
84
86
86
97
Oskaloosa
Ottumwa .
65
66 1 Sioux City.
67 Waterloo..
KANSAS.
Arkansas City
Atchison
Harper
Lawrence
Leavenworth.
Topeka .
Wichita.
KSNTUCKY.
LouisTlUe
....do
LOUISIANA.
New Orleans...
MAINS.
Augusta .
Portland
Rockland
MARYLAND.
Baltimore
MASSAOHUSSTTS.
Boston
Boston (608 Wash-
ington St.)
Boston (666 Wash-
ington St.).
Boston
do
do
88 Holyoke ..
89 / Lawrence.
Name.
Ezecutive officer.
Insttmct-
a
a
s.
o
«3
^«
O
u
i
Iowa City Commercial Col-
lege, Academy, and School
or Shorthand.
Gate City Business College. . .
Marshall Businens College , . .
Muscatine Commercial Col-
lege.
Oskaloosa Business College. .
Ottumwa Commercial Col-
lege.
Northwestern Business Col-
lege.
Waterloo Collegiate Institu-
tion and Commercial Col-
lege.*
Gate City Business College..
Atchison Bu.sine8s College . .
Harper Normal School and
Business College.
Lawrence Business College .
Central Business College
Coonrod & Smith. .
N. B. Leach, prin-
cipal.
Pond's Business College i M. A. Pond.
W. A. Willis and J.
H. v\ iliiams.
Chandler H. Peirce.
Anderson & Starr...
J. B. Harris, princi-
pal.
W. J. Ives
J. W. Bryan
E. M. Chartier
W. H. Brown.,
C. E. Lane...
C. S. Smith..
J. W. Runcle
Southwestern Business Col-
lege.
Weaver's Business College. . .
Louisville Bryant & Strat-
ton Business College.
E. H. Fritch.
Ben. C. Weaver,
president.
James Furrier, pres- 1864
ident.
1866
1867
1891
1887
1866
18»1
1883
1800
1880
1885
1886
1860
1887
1867
1886
1878
Soul6 Commercial College Geo. Soul^.
and Literary Institute. i
Dirigo Business College R. B. Capen
Portland Business College*.. Levi A. Gray, a. m.,
Rockland Commercial
lege.*
Col-
principal.
H. A. Howard
Eaton and Burnett Business
College.
Allen Institute
Brvant & Stratton Commer-
cial School.
Comer's Commercial College.
French's Business College ...
Hickox's Shorthand School . .
Reckers & Bradford Com-
mercial School.
Child' 8 Buaineaa CoWe^ft
Cannon'a CoinmeTt\a\ CoV
lege.
A. H. Eaton and E.
Burnett.
G. G. Allen
H. T. Hebbard, prin-
cipal.
Charles E. Coiner . .
Charles French
W. E. Hickox
E. E. Bradford, prin-
cipal.
l^CH.Childs
\ Qi.^.^^XJlHWI
1866
1863
1863
1880
1878
1880
1860
1840
1848
1870
1876
•
\
1888
1880
\
3
B
6
a
2
i
I
i
1
1
1
4
4
1
2
S
1
1
4
2
1
1
1
6
4
6
1
8
1
8
2
7
4
1
2
2
7
1
1
18
'*
0
t
?
1
1
1
i
STATISTICS OP BUSINESS COLLEOES.
1223
kunness eoUeges, for 1891- 9t—C on ti n ued .
401 401 ROI
a Scholarahipi
bSix months.
0 T\iTe« montt^a ■
dV«t "ovoxiXX^.
1224
EDUCATION REPORT, 1891-92.
Table 31. — Statistics of commercial and
90
91
92
93
94
96
96
97
98
99
100
101
102
103
104
106
106
107
108
100
110
Itl
118
113
114
115
116
117
J18
State and post-
office.
MASSAOHU8STT8—
continnBd.
Lowell
Sprinfrfleld
waltbam...
Worcester..
MICHXOAH.
BayCity
Battle Creek.
Big Rapids ..
Detroit
Grand Rapids
do
Jackson
Kalamazoo.
Marquette ..
MINNESOTA.
Duliith
MlnneapoUs
St. Paul
....do....
Winona
MISSISSIPPI.
Bay St. Louis .^.
Jackson
Vlcksburg
MISSOURI.
Caledonia
Carthage...
CtailUcottae .
Humphries.
Kansas City.
KirksvUle...
Perry
St. Joseph.
iiP/....do.
Name.
9
Lowell Commercial College*.
Chllds Business College ......
Commercial Department,
Waltham High School. «...
Crulman's Shorthand !:*chool*
Devlin's Business College
Krug*s Business College
Industrial School of Busi-
ness. *
Cston*8 Detroit College of
Commerce.
Grand Rapids Business Col-
lege.
Welion's Commercial Col-
lege. •
Devlin's Business College
and Shorthand Institute.
Parson's Business College.
Upper Peninsula Business
College.
Parson's Business College
and Shorthand Institute.
Minnesota School of Business
Curtlss Commercial College..
St. Paul Business College
Winona Commercial College.
St. Stanislaus Commercial
College.
Capital Commercial College..
St. Aloysius Commercial Col-
lege.
Business Department of
Bellevue Collegiate Insti-
tute.
Carthage Business Cbllege...
Chllllcothe Normal School
and Business Institute.
Humphries College and Busi-
ness Institute.*
National Busin-ss College ...
KlrksYlUe Mercantile College
Company.
Perrv Institute and Business
College.*
Rltner's Commercial Col-
lege,*
St. Joseph CoiimieTc\a>\ Cq.V
lege.
* \\&^^^\.
EzecutlTe officer.
Albert C. Blalsdell,
principal.
E.E. Chllds
Wm. M. Ne wion,prin
cipal.
G. C. Crulman
C.H. Devlin
J. B. Krug
W.N. Ferris
M. J. Caton, presl-
den.
A. S Parish
J. W. Welton
G. M. Devlin
William F. Parsons.
E, C.Glenn
Abdiel C. Parsons,
A. M.f Lli. B.
Blckard Sl Gmman,
proprietors.
Cnrtlss & Chapman
W. K. MuUiken ....
R. A. Lambert
Bro. Stanislaus
Sharp & Deupree...
Bro. Charles
Nelson B. Henry ..
Worsdell&Glimand
Allen Moore, a. m.,
PH. D.
G. A. Smith
G.M.Randall
W. J. Smith, presi-
dent.
French Strother ...
P. Rltner. president.
\
60
I
O
e
«3
O
U
Instmct-
ora.
I860
1884
1883
1887'
1880
1882
1884
18553
1884
1870
1892
1890'
1884
1884
1880
1885
1879
6
1
2
3
8
5
4
1
8
2
4
4
2
2
10
3
8
s
&
I
0
6i
1
0
2
1
1
2
2
a
0
2
STATISTICS OP BUSINESS COLLEGES.
1225
business colleges, for i59i-'9;?— Continued.
Students.
Day
course
Even-
ing
course
Aver-
age
dally
attend-
ance.
Num-
ber in
com-
mercial
course.
Num-
ber in
aman-
uensis
course.
Num-
ber In
fing-
Usl
course.
Num-
ber In
teleg-
raphy.
Annual
charge for
tuition.
Number oto
months
necessary
for grad-
uation.
3
3
a Six montlis.
1226
EDUCATION RKPORT, 1891 -W.
Table ^l.— Statistics of commercial and
120
121
122
128
124
126
IM
127
128
120
130
181
182
183
184
186
136
187
188
138
140
141
142
143
144
146
146
147
148
140
160
1B2
State and post-
ofllce.
MISSOURI— cont*d.
St. Joseph
St. tiouls
....do
....do ,
Sedalia...
Stanbury
NEBRASKA.
Hastings.
Lincoln..
Omaha. . .
York
NEW HAMPSHIRE.
New Hampton
Portsmouth
NEW JERSEY.
Jersey City.
Newark
Newark (764 and
766 Broad st.)
Trenton
do
NEW TORK.
Albany
Blnghamton..
Brooklyn (45-49
Ashland place).
Brooklyn
Brooklyn
...do...
Buffalo
...do...
Elmira
Geneva
Ithaca
Jamestown.
Lima
New York
Name.
St. Joseph Business Untver-
Ity.
Jones's Commercial College.
Mound City Commercial Col-
lege.
Perkins ft Herpel's Mercan<
tile College.
Central Business College
Northwestern Missouri Nor-
mal, Business, and Short-
hand College.
Queen City Busine.ss College
Lincoln Business College
Rathbum's Business College.
York College
New Hampton Commercial
C'Ollege.
Smith's Academy and Com-
mercial College.
Drake's Business College
Coleman National Business
College.
New Jersey Business College.
Trenton Business College..
Stewart Bu.slness College ..
Executive oflBcer.
.1
Albany Business College
Lowell Business Collese. . : . .
Klsslrk's Business College*.
A.N. Palmer 1801
G. Bohmer
Jos. P. Foeller. seo>
tary.
H. C. Perkins and
P. J. Ben)el.
C. W. Kobblns,
principal.
Jnn. £. Tesler, presi-
deut.
O. P. Wilson
D. R. Lillibridge.
G. R. Rathburn..
J. George
Atwood B. Meserrey
Lewis R.Smith
William E. Drake..
H. Coleman
C. T. Miller 1874
Andrew J. Rider
Thomas J. Stewart.
John R. Camell
J. E. Bloomer
William A. Klssick,
A.M.
Long Island Business College' Henry C. Wright....
St. James Commercial Col-
lese
Wright's Business College*..
Buffalo Business University.
Caton's National Business
College.*
School of Commerce
Geneva Business College and
Shorthand School.
Wykoff*8 Phonographic In-
stitute.
Jamestown Business College.
Lima Business College
Packard's Business College..
New York (62 Bow-
ery).
New York (107 W.
84th street) .
Palne's Business College
Paine TJpt.owu B\iRVn.«iaa CoV \
lege.
Rev. Bro. Castor is,
director.
Henry C. Wright....
Cu. Johnson.
M. J. Caton, presi-
dent.
Nelson A. Miller
Ansul E. Mackey
Mrs. Mary A. Adsltt.
P. W. Crossiield,
president.
Geo. Swayase.-
S. S. Packard, presi-
dent.
Rutherford and
\loveU.
ZmiimcV
1841
18B0
186ft
1883
1867
1859
1866
7! 1
1873
1886
1897
1880
1880
in?
1858
12
\
STATISTICS OF BUSINESS COLLEGES.
1227
business colleges^ for 1891-^9S — Continued.
Students.
Aver-
Num-
ber in
com-
mercial
course.
Num-
ber In
aman-
uensis
course.
Num-
ber in
Eng-
lish
course.
Num-
Annual
charge for
tuition.
Number
of months
necessary
for grad-
uation.
1
1
93
Day
course.
Even-
ing
course
age
dally
attend-
ance.
ber in
teleg-
raphy.
1
r
•
a
9
•
a
lO
1
•
o
o
•
•
1
13
•
a
14
•
lA
a
&
16
17
•
9
i
18
-a
19
•
1
1
•
s
o
o
1
•
8
1
•
8
B
a
H
11 {l9
91
99
93
94
102
278
68
164
90
53
10
55
80
67
52
201
81
23
8
18
82
167
48
100
40
67
51
176
92
807
122
290
45
5
70
25
28
53
67
35
106
78
65
20
39
7
5
20
24
0
3
87
0
76
IS
100
9
S
6
12
12
12
14
96
46
21
120
Si
60
121
122
10
58
0 0
123
726
(«)
285
725
285
520
800
145
20
206
70
140
30
0
0
0
0
0
10
0
0
75
^1
80
17
33
124
6
125
20
889
300
96
76
40
80
247
130
16
91
135
98
16
18
62
55
75
14
83
0
16
17
0
34
25
20
825
110
41
30
20
90
15
0
105
46
8
103
55
0
0
40
0
5
17
67
0
0
SfO
0
0
6
1
i
s
60
60
012
mmm m ■ «*a*
c'lO
d2Q
6
9
16
"38
126
127
250
0
s s
128
129
0
123
48
75
0
11
12
25
24
25
7
0
0
0
0
0
0
0
0
0
0
0
50
16
"ieo
83
180
81
117
13
13
6
20
7
59
131
9(M
86
75
26
26
25
10-20
4-6
12
14-21
^7
16
132
133
ISO
75
219
63
5
28
206
100
134
2031119
150 32
265
194
73
18
30
23
64
9o
53
100
11
4U
5
0
8
0
76
75
26
80
10-20
10
6-12
15
'"23
185
207
82
120
52
225
98
136
679
168
402
214
676
150
57
214
117
0
88
56
12
14
425
50
420
111
76
8
54
121
120
38
^
0
25
0
31
0
0
100
25
66
120
40
50
16
46
60
0
6
6
12
12
"85
127
20
137
188
139
189
0
71
0
12
10
24
0
140
600
0
125
0
70
0
225
0
0
0
141
184
133
182
106
150
20
20
40
42
50
10
8
120
76
80
80
45
50
60
25
10
8
12
12
12
24
6
6^
66
88
125
176
10
142
818121
400i2fi0
213
94
876
1
43
68
"6
0
143
144
175
80
185
12
125
85
20
15
135
25
40
7
56
8
86
15
0
12
g
20
0
5
0
145
146
12
60
18
60
0
8
0
7
12
66
0
10
12
21
18
9
100
'60
6-9
6
147
45
85
0
0
0
0
20
30
148
64
470
23
148
0
0
0
0
**86d
C
466
8
6
8
138
15
0
0
s
0
0
l£
•l?
0
14
66
140
12j 20
0
150
208
289
36
79
107
120
20
39
186
228
23 55
87 29
61
67
52
75
44
56
1 0
0
\^ «>-%l
88
v»
Vi
i. .
VVSA^
51
28
J^ Vi-T^ \ \\
1^>5fiL
i
oa't
rwe
kot
tek.
7W.
c
d
Thr
Twc
ee n
>nty
nont
we<
ekft.
xxsv
>bVV-
1228
EDUCATION REPORT, 1891-92.
Table 31. — Staiistica of coinniercial and
state and post-
office.
163
164
166
166
167
166
169
IflO
161
102
168
164
166
166
107
168
160
170
171
172
178
174
176
1?6
177
178
179
180
181
182
NEW YORK— cont'd.
New York
Olean
Peekskill .
Rochester
Troy
Utica
NORTH OABOLIVA.
Littleton
Oak Ridge
NORTH DAKOTA.
Fargo
oHia
Canton
Cincinnati
do
Cleveland
do
Colnmbus
Dayton ..
Delaware
German town
Findley
Hoped ale ..
Manstleld..
Oberlin
Springfield
do
Toledo
Youngs town
Zanesville...
OREGON.
Baker City ..
Portland ..
PBNNSTIiVANIA.
AUentown
Name.
Walworth's Business and
Stenographic College.
Westbrook Commercial Col-
lege.
Westchester County Insti-
tute.
Rochester Business Univer-
sity.
Troy Business College
Utica Business College *
Littleton High School and
Business Institute.
Oak Ridge Institute
Fargo College
Canton Business College *
Nelson Business College
183 ....do
R. M. Bartlett *8 Business Col-
lege.
Caton's Business College *
Euclid Avenue Business Col-
lege ♦
Columbus Business College . .
Miami Commercial College*.
National Pen Art Hall and
Business College.
Twin Valley College— Actual
Business School.*
Findley Business College
Buchanan Business Institute.
Ohio Business College
Oberlin Business College
Nelson's Business Collecce
Williss CoUege of Shorthand.
Business College and Short-
hand School.
Normal Busnless College
Executive officer.
3
Geo. S Walworth
and J. C. Wal-
worth.
E. D. Westbrook
Charles Unterrunes
Williams and Rog-
ers
ThosiH. Shields
G. F. Hendrick, T.
H. Shields.
L. W. Bagley
J.A. M.H.Holt
R. A. Beard, d. d.,
president.
William Feller.
president.
Richard Nelson,
president.
C.M.BarUett
In 8 tract-
ors.
M. J. Caton, presi-
dent.
do
W. J. Hudson, presi-
dent.
A. D.Witt
G.W.Michael
O.G.Brown
Zanesville Business and Com-
mercial College.
Baker City Normal and Busi-
ness College.
Poatland Business College*..
American Business College .
AUentown Business College.
* 1880-*01
J. N. Woolflngton,
principal.
W. Buchanan
J.W.Sharp, ph. d...
J. T. Henderson
R.J.Nelson
F. W. Willis, princi-
pal.
Matthew H. Da^is ..
F. T. McEroy, prin-
cipal.
O. S. Johnston
J.J.Sturgill
A. P. Armstrong.
O. C. Domey
W. L.Blackman.
to
a
&
o
u
O
>*
as
1883
1882
1877
1863
1858
isez
ItSBZ
1852
I
1875
1866
1834
1891
1887
1863
1800
18T8
1889
1883
1885
1866
1881
1880
187t>
1885
1866
18S7
1866
1880
1860
3
2
10
12
8
3
4
4
6
4
3
18
14
3
b
1
3
3
I
I
4
3
Si
8
2
1
Si
9
s
a
4
6
1
a
12
2
2
2
2
S
7
0
a
1
STATISTICS OF BUSINESS COLLEGES.
1229
business colleges^ for 1891-'*92 — Continued.
Students.
Aver-
Num-
Num-
ber in
Num-
Num<
«
Number of
•r4
age
oer
111
ber in
ber in
teleg-
raphy.
Annual
months
Day
course.
Even-
ing
daily
attend
com-
mercial
aman-
uensis
Eng-
lish
chargCT for
tuition.
necessary
for grad-
d9i
course
ance.
course.
course.
course.
uation.
w
I
«
fe"
,
^
jC
«
d
o
■
S
3
0
0
s
8
o
•
•
■
"3
a
1
•i
"3
6
■3
■
©
§
>>
u
I
4)
u
a
oi
,*
es
4)
CS
>
d
S
d
0
eS
0
d
0
d
►
rt
> |3
7
9
lO
11
13
1^
14
13
16
17
18
S
W
n
H
33
H
55
3A
10|30
31
39
34
40
•GO
30
5
100
35
ao!
60
40
59
0
0
0
0
150
95
6
8
23
158
71
26
19
C
60
15
66
1
12
6
12
0
0
11
3
60
25
6
10
22
164
38
39]
26
83
11^0
0
42
115
0
26
85
56
0
9'
3
0
0
20
2
0
0
60
120
100
9
6-12
6
5
156
156
175140
260'
85
30
60
85
52
20
8
80
12
76
157
90
39
41
30
60-76
20-85
158
1
\2Q 0
272 30
1
olo
O' 0
70 0
1
160 0
21
67
0
4
1
s' 0
!
30* 5
78
50
0
3
19
16
0
1
36
14
28
150
160
i
;
3
830
161
1
i
58' 40
278188
185150
100 a>
1,100700
700200
1
1
1
t
oi 14
i 0
42* 10
110 45
t
1
300200
1
1
1
1 .
1
100
80
76
100
60
50
60
6
9
56
4
162
906
117
45 45
1
168
(
L..
75
60
36
80
6
12
164
i
125125
600'400
200;200
1
I
I
165
166
I
308
' 150
100
!
lOOj 178
75
*- " -
45
15
2
12
12
250 167
720! 40
697j 75
1
r
1
1
50
45
40
50
50
4-6
3
6-...
668
168
0 0
125
1 • • - - "
""74| i5
1
169
25
79
24
33
■*'!
!
25
30
4
47
170
15| 11
75
15
53
15
6 18
1
20
0
0
0
6
9
171
29
119
107
120
50
400
21
40
42
5
50
200
30
35
[ 20
88
15
12
lo' 5
31 28
40
0
46
0
0
0
0
0
40
70
40
50
100
60
10
4-6
6
6
12
9
18
70
172
0 6
! *^
0
173
174
1
:::::;::::i"::
'
175
0
90
0
30
r
1
50 £0
50 75
1
176
' 200
80
' 276
200
200
100
0
0
20
18 100
177
100
50
30
20
60
25
30
10
6 15
j
15
10
3
2
66
45
6
12 35
178
154
224
28
50
110
32
200
100
45! 116
45
86
16
48...
;
179
ao
10
85
6
85
87
82
7
0
6
3
2
0
0
60
40
6
12' 27
180
876
125
8
20
225
50
•
68
60
5-7
10-15 150
181
201
60
49
44
102
66
125
26
60
28
12
8
29
4
50
86
10
i
■
20| 6
182
81
13
26
4
25
15
48
7
5
6
20
4
2
1
50
25
4-10
14-20
5
188
1230
EDUCATION REPORT, 1891-92.
Tabi^e 31. — StatisticBof amniercialand
184
i»
186
197
188
180
190
191
192
198
194
196
190
197
196
199
2U0
201
202
803
804
205
206
207
206
209
210
211
212
218
214
215
State and po«i-
ofllce.
PBNNRTLVANIA-
contlnued.
Altoona
Easton .
Erie .
...do
Harrisburg
£janca8ter .
....do
MeadvlUe..
Philadelphia
....do
Pittsburg
Pittsburg (410
Fifth ave).
Scranton
Union City
Wilkesbarre
Wllliamsport ...
York
RHODB ISLAND.
East Qreenwich.
Providence
...do
BOXTTH DAKOTA.
Sioux Falls
TSNMXSSSK.
Benton
Chattanooga
...do
KnoxviUe
Memphis
....do
Nashville
Washington Col-
lege.
TXZAS.
Aujtin.
Dallas
Fort Worth
Name.
Mountain City Business Col-
lege.*
Easton College of Business . .
Clark's Business College
Erie Shorthand and Busi-
ness College.
Keystone Business College...
Keystone Business College...
Lancaster Business College..
Bryant, Stratton and Smith
Business College.
Peirce College of Business
and Shorthand.
Palms's Busmess College
Curry Business College and
School of Shorthand.
Duff's Mercantile College
Executive offloer.
Wood 's Business College
Luce *& Commercial College . .
Wilkesbarre Business College
Wllliamsport Commercial
College.
Bacheldor'a Business College
Greenwich Bu8ine.<is College..
Providence, Bryant and
Stratton Business College.*
Scholfleld's Commercial Col-
lege.
Sioux Falls Business College
and School of Shorthand.
Benton Academy and Busi
ness College.
Behm's Commercial College*
Mountain City Business Col-
lege.
Knoxville Business College.
W. T Watson's Business Col
leflre
Nelson's Business College *. .
Jennlng's Business College..
Christie's Music Business
College.*
Capital Business Col lege
Hill's Business College
Port Worth (Tex. ) Business
College.
G. G. Zeth. principal
Charles L. Free,
principal.
H.C.Clark
E. J. Cobum
H. O. Bernhardt
H. C. Ulmer, b. o. B .
H. Werdler
A. W. Smith
Thomas May Peirce,
PH. D. , principal.
Theodore W. Palms.
H. M. Rowe. presi-
dent.
Wm. H. Duff, presi-
dent.
F. E. Wood
Rev. N. R. Luce,
president.
G. L. Baldwin, A. W.
Mass, principals.
F. M. Allen
J . M. Bacheldor
F. D. Blakeslle. D. D .
Theodore B Stowell
Albert G. Scholfield.
G, C. C^hrlstopherser
I. J. Woods
Jeremiah Behm . . . .
Wiley Brothers...
J. T. Johnson, presi
dent.
W. T. Watson
A. E. Nelson
R. W. Jennings
H. R. Christie
O. G. Neumann
J. H. Gillespie
F P. Preultt
I
a
&
o
1879
1873
1883
1888
1889
1890
1880
1805
1865
1885
1880
1840
1886
1877
1887
1866
1886
Inatmci-
om.
1863
1846 ]
1879
1800
187!»
1886
1885
1864
1887
1884
1877
1883
1887
1875
3}
8
3
3
2
S
4
20
t
10
8
1
4
4
2
a
a
t
•1890— '9J.
^
STATISTICS OF BUSINESS COLLKGE&
1231
bitsiness ooUeget, for 1891- 9i — Continued.
Students.
Aver-
Num-
Num-
Num-
Num-
Number of
fl
age
d^ly
attend-
ance.
ber In
com-
mercial
course.
ber In
aman-
uensis
course.
ber in
Eng-
lish
course.
Annual
charge for
tuition.
months
necessary
for grad-
uation.
Day
coarse.
Even-
ing
course.
ber in
teleg-
raphy.
OB
s
i
i
^4
i
0
o
&
9
8
i
8
•
8
^2
ale.
•
•
"3
9
1
•
«
1
B
9
1
•
iS
1
1
1
4>
1
a
£
90
8'
1
1
a
p
S
T
8
9
lO
11
lt»
13
14
1ft
16
17
fa
18
19
Q
u
Q
» 1^
91
99
93
94
9ft
675
40
875
146
84
10
66
35
29
80
75
60
50
20
A
10
0
6
70
184
20 20
60
20
10
10
0
0
8
8
186
Ava
288 200
146
320
125
341
189
54
8^
48
26
0
0
125
45
6
9
64
186
75
70 40
20
60
20
80
2
15
25
10
18
0
0
100
60
6-8
12-18
187
84
22 28
18
80
20
42
84
41
44
0
0
0
0
76
60
4
6
188
ao
10
15
5
18
12
29
17
2
8
0
0
0
^
40
80
6
6
13
189
00
40
40
20
90
55
100
60
0
0
0
0
0
0
50
80
4-10
10
80
190
121
160
41
16
170
60
60
^
80
18
67
53
6
4
60
20
6-10
10
36
101
586
215
308
54
409
294
010
168
^
15
0
0
0
0
120
025
10
18
168
198
150
80
50
200
10
25
180
300
250
60
&50
86
50
5
6-10
4
ii^i5
12
IIU
105
800
198
807 249
000125
1
25
194
150
550
50
50
75
0
0
0
0
196
502109315
27
420
275
641
140
120
62
76
4
0
0
50
80
10
16
182
196
22
89
10 30
25
7
30
60
45
47
60
87
15
67
80
48
10
45
9
6
8
12
12
42
197
58
88
22
14
0
0
6
0
196
150
15
60
6
0
6
0
0
75
12
0
5
100
18
26
6
25
4
25
6
26
40
4
5^
190
0
0
0
0
20
5-6
13
SOO
90
82
0
0
60
0
85
7
6
9
0
0
0
0
85
0
10
0
8
801
191
118
60
111
29
25
15
20
10
11
10
5
100
20
la
5 IG
75
41
6
808
112
25
28
6
108
35
29
5
.....
8
15
14
20
18
6
0
0
0
0
0
808
60
20
6
804
eo
66
0
0
90
0
14
0
8
2
0
0
0
0
80
0
8
0
11
206
12
182
2
64
15
88
%
60
84
1
10
800
11
—
107
22
10
54
21
9
0
0
6or7
807
too
281
70
69
25
5
50
142
20
26
100
242
20
58
100
85
60
6
6
12
12
29
65
808
80
58
0
0
0
0
809
100
14A
254
30
0
0
28
0
0
"6
0
60
40
0
20
0
0
180
60
6
4
18
_ _ _ ^
*i35
10
210
146
0
0
0
0
0
0
0
211
0
4 0
218
188
42
29
4
96
20
112
28
18
84
24
15
22
6
60
25
10
42
218
166
280
33
60
0
80
0
70
0
40
150
200
10
80
15
150
1
0
0
\
0
0
0
50
50
4
33 214
20 100
40
10 20
53 215
a For six months.
6 Scholarship.
t: Per month.
1232
EDUCATION JUSPOBT, 1801-02.
TabTuE 31.— Statistics of coimriercial and
State and post-
office.
216
217
218
219
220
221
223
224
225
226
227
228
229
230
231
232
233
234
TBXA8— cont.nued.
Omen
Thorp'8 Spring....
VKKMONT.
Lyndon Center —
Burlington
Rutland
WaterburyCenter
VIRCilNIA.
Richmond
Suffolk
WASHINGTON.
Spokane —
Wallawalla.
WSST VIRGINIA.
Wheeling
WISCONSIN.
Appleton
Chippewa Falls
Fond du Lac . . .
Green Bay.
Madison ...
Milwaukee
...do
do,
Name.
9
Summer Hill Business Col-
lege.
Commercial Department,
Add-Ran University.
Lyndon Commercial College.
Burlington Business College .
English and Classical Insti-
tute and Business College.
Minard Commercial College..
Smithdeal Business College. .
Reid's Normal and Business
College. ♦
Spokane Business College ...
Empire Business College*
Wheeling Business College,
School of English and
Shorthand and Typewrit-
ing School.
De Land's Business College..
Chippewa Falls Business Col-
lege.
Fond du Lac Commercial
College.
Green Bay Business College .
Northwestern Business Col-
lege.
Charles Meyer's Business
College.
Spencerian Business College.
Wilmot Bu.sine8s and Short-
hand College. *
Executive officer.
A. W. Orr
A. C. Easley, B. l.
WalterE. Baryer, a.
M., principal.
E. G. Evans
O. H. Perry and G.
W. Perry.
Chas. E. Martin
a
a
t
o
s
«
Instruct-
ors.
G. M. Smithdeal.
president.
JohnM. Reid
Jno. R. Cassin
John F. Stubblefield
J. M. Frasher
188S
1890
1883
1878
1889
1881
1867
1891
1887
1883
1860
)
I
O. P. DeLand...
C. H. Howeison.
Salem D. Mann
J. N. McCunn
R. E. Denning and
J. C. Proctor.
Charles Meyer
Robt. C. Spencer
Mitchell Wilmot....
1883
1887
1866
1868
1866
1876
1863
1881
I
3
5
6
5
B
2
1
5
'I
1
?
•In 1890-91.
V
STATISTICS OF BUSINESS COLLEGES.
1233
business coUegeSffor i^5i-'9;^— Continued.
Students.
Aver-
Num- ' Num-
Num-
Num-
ber in
teleg-
raphy.
Number of 5
age
daily
ber in
ber in
ber in
Annual
months I
Day
course.
1
Even-
com-
aman-
Eng-
charge for
necessary S
for grad- §
uatlon. :i
ing
course
attisnd-
ance.
mercial
course.
uensis
course.
Ush
course.
tuition.
1
•a
•
ti
s
8
•
■
13
O
•
1 '?2
4
1
7
B
8
•
o
9
13
B
lO
19
"3
13
05
-3
S
£
14
•
"3
1ft
16
i
19
1
18
•
9
"3
B
&
8
8
93
0 s
1 1
94 Itlft
1
19|90
91
99
ao
0
26
0
0
0
0
•
15
82
0
4
8
14
1
6
0
0
0
0
0
0
0
0
880-40
60-75
4
0-12
216
70
0
0
0
0
217
68
0
83
0
85
0
11
67
40
0
28
0
6
0
6
0
18
0
4
0
6
0
0
80
4IM»
10
3
18
218
50
20
flO-15
13 210
63
83
75
47
207
20
2
22
30
58
15
0
36
31
6
0
5
0
82
23
81
22
2
5
0
«
22
0
3
22
0
0
0 0
0 0
76
80
a40
40
50
45
0
18
0
8-6
0
6-8
0
0-12
6 220
10
11
221
40
00
70
• • •
23
0
26
0
0
8
0
222
228
148
0
22
42
42
11
0
0
60
6-10
23
224
00
286
M
72
6
6
12 U
225
106
88
126
60
178
38
46
64
108
20
0
0
60
60
•
12
0?
22i
62
22
10
8
47
12
10
4
0
0
0
0
66
20
7-0
0
227
60
40
10
8
76
12
50
26
8
17
0 0
0 0
65
16
6
25
228
43
21
18
7
26
12
24
8
5
10
14
1 8
0 0
40
25
6
10
16
220
100
140
25
4
06
18
145
28
18
14
60
15
0 0
60
25
10
6
11
230
136
54
39
4
20
, 65
10
21
14
501 30
0
0
45
20
6
6j 27
231
330
232
42
83
0 0
1
100
100
50
35
12
10
18
6
20
232
72
22
150
60
1 ^-«
278
86 26
00
1
' 0
00 0
238
65
86
30
24
21
40
1
1
65
30
6
10
52
234
.
1
1
1
ED92-
78
a Scholarship.
1234
EDUCATION REPORT, 1891-92.
SCHOOLS FOR THE COLORED RACE.
Tablb 32. — Statistics of institutions for the iTistructian of the colared race, for lS91-'*9t,
NORMA T^ SQHOOLS.
LiOcatloiL
Huntsville, Ala ...
Marlon, Ala
Mobile. Ala
Montgomery, Ala.
Tnskegee, Ala
Helena, Ark
Pine Bluff, Ark....
Southland, Ark ...
Washington, D. C.
Do ,
Tallahassee, Fla .
Augusta, Ga
New Orleans, La .
Do
Do
Holly Springs, Miss.
Jackson, Miss
Tougaloo, Miss
Jeffernon City, Mo . .
Fayeiievllle. N. C...
Goldsboro, N. C
Lumberton, N. C
Plymouth, N. C
Kalelgh, N. C
Salisbury, N. C.
Aiken, S. C
Charleston, S. C.
Greenwood, S. C
KnoxvlUe, Tenn
Memphis, Tenn ...
Mornsto v n, Tenn,
NashYiile, Tenn...
Do
Do
Austin, Tex
Hampton, Va ..
Petersburg, Va
Harper's Ferry, W.
Va.
Name.
Central Alabama Academy* ..
Colored Normal Institute*
Emerson Institute*
State Normal School for Col-
ored Students.
Tuskegee Normal and Indus-
trial Institute.
Helena Normal School for Col-
ored Students.
Branch Normal CoUe ;e of Ar-
kansas Industrial Univer-
sity.
Southland College and Normal
Institute.
Normal Department of How-
ard University.
Washington Normal School
(seventh and eighth divi-
sions).
State Normal College for Col-
ored Teachers.
The Paine Institute
Normal Department of New
Orleans University.
Normal Department of South-
em University. *
Normal Department of
Straight University.
Mississippi State Normal
School.
Jackson College
Tougaloo University
Lincoln Institute*
State Colored Normal School..
do
Whitln Normal School*
State Colored Normal School..
St. Augustine Normal School
and Collegiate Institute.
State Colored Normal School..
Schofleld Normal and Indus-
trial School.*
Avery Normal Institute
Brewer Normal School
Slater Normal and Industrial
School.
Le Moyne Normal Institute
Morristown Normal Academy.
Normal Department of Central
Tennessee College.
Normal Department of Fisk
University.
Normal Department of Roger
Williams University.
TlUotson Collegiate and Nor-
mal Institute.
Hampton Normal and Agricul-
tural Institute.
Virginia Normal and Collegi-
ate Institute.
Storer College
Colored normal students in va-
rious Northern schools.
Total.
Religions
denomina-
tion.
M. E ....
Cong
Cong
Nousect.
Nonsect.
Nonsect..
Friends..
Nonsect..
Nonsect..
Nonsect..
M. E. So.
M. E
Nonsect..
Nonsect..
Nonsect..
Bapt
Cong
Nonsect..
Nonsect..
Nonsect..
Nonsect..
Nonsect..
P. £
Nonsect..
Nonsect..
Cong
C'ong
Cong,
Cong
M.E.
ME.
Cong
Bapt
Cong
Cong
Nonsect.
Nonsect.
e
2
5
7
10
20
25
11
11
8
5
9
12
23
7
3
6
2
8
10
4
8
8
8
15
13
8
4
2
9
28
15
7
824
48
15
21
542
1^
99,
238
75
196
26
79
48
42
53
47
107
41
43
42
46
110
27
80
66
105
47
22
14
116
145
68
19
2r
28
84
801
165
171
75
3.661
Student.s.
08
<9
•a
a
0
u
jr
O
2
sz;
Cfl
22
30
43
163
0
'22'
38
116
10
66
49
I
a
146
174
900
282
493
8
122
196
186
0
85
54
60
48
76
T7
207
276
460
226
140
277
558 3,933
O
211
219
864
824
662
99
233
83
196
26
79
43
42
53
47
229
237
ao5
131
164
77
128
IM
105
\ti
404
290
116
506
290
85
76
2S
174
301
432
171
75
8.042
•In 1890-»9l.
K
EDUCATION OF THR COLORED RACE.
1235
Table S2.^Stati8tie8 ofinaiiiUUionM for themstfTteUon of the coloredrdcejetc— ConVd.
INSTITUTIONS FOB SfiCONDABY INSTRUCTION.
Ijocatlon.
At>iens, Ala
HuntHvlUe, Ala
Selma. Ala..
»o
Talladega, Ala
Arkadeiphia, Ark ...
Cotton Plant, Ark...
Moutlcello, Ark
PlneBluil, Ark
Stephens, Ark
JacksoDvllle, Fla
Live Oak, Fla
Atlanta, Ga
Do
Do
Augusta, Ga
Cuthbert, Ga
La Grange. Ga
Mcintosh. Qa
Macon, Ga
Savannah, Ga
ThomaBYllle, Ga
"Waynesboro, Ga
Harrudsburg, Ky
Lexington. Ky
Delhi, La
"Wlnsted, La
Princess Ann, Md
Clinton, Miss
Jackson, Miss
Meridian, Miss
Natchez, Miss
Roxie, Miss
Vlcksburg, Miss
Mill Spring, Mo
Beaufort, N.C
Concord, N.C
Franklin ton, N. C...
Greensboro, N.C
Kings Mountain, N.C.
Kltirells, N.C
Wilmington, N. C...
Windsor, N. C
Wlnion,N. C
Philadelphia, Pa
Anderson, S. C
Abbeville, S. C
Aiken. S.C
Beaufort, S. C
Charleston, S.C
Cberaw, S.C
Chester, S. C
Columbia. S. C
Wlnnsboro.S. C
Frogmore, S.C
Mayesville, S. G
Sumter,S. C
Mason, Tenn
Memphis, Tenn
Mornstown, Tenn . . . ,
Rogersvllle, Tenn ....
ShelbyyiUe. Tenn
Crockett, Tex
Heame, Tex
Marshall, Tex
Do
BurkevlUe, Va
Cappahoslc, Va
Danville, Va
Norfolk, Va
Lynchburg, Va ,
Richmond, Va
Name.
Trinity School •
Central A labama Academy
Burreil School*
Payne University
Talladega College
Bethel University
Cotton Plant Academy
Monticello Academy
Richard Allen Institute
Shorter Institute
Cookm an Institute
Florida Institute*
Atlanta Baptist Seminary
Spelman Seminary
Storr's School
Haines Industrial School
Payne High School
La Grange Academy
Dorchester Academy
Ballard Normal School
Beach Institute* ,
Industrial Institute*
Haven Academy
Wayman Institute
Lexington Colored Normal School*
Delhi Agricultural Institute
Gilbert Academy
Delaware Academy
Mount Hermon Female Seminary *
Mary Holmes Seminary
Meridian Academy
Natchez College*
Male and Female Institute
J. P. Campbell College
Hale's College*
Washburn Seminary *
Scotia Seminary
Albion Academy
Bennett Seminary
Lincoln Academy
Klttrell Scientiflc and Indust'l Inst.
Gregory Institute
Rarikin-Hichaids Institute*
Water's Normal Institute
Institute for Colored Youth*
Salem School
Ferguson Academ;^
Immanuel School ,
Beaufort Academy
Walllngford Academy
Coulter School
Bralnerd Institute
Benedict Institute
Calvary .School
Penn Indust'l and Normal School* .
Goodwill School
Ebenezer School
West Tennessee Academy
Slater College
Morrlstown Seminiury and Normal
Institute.
Swift Memorial Academy
Turner Institute
Mary Allen Seminary
Heame Academy .^-
Bishop College
Wiley University .^,
Ingleside Seminary
Gloucester Agric'land Ind'l School
Holbrook Street School
Norfolk Mission School
Virginia Seminary
H irtshom Memorial College
Colored pupils attending various
other secondary schools.
Total
Religious
denomina-
tion.
Cong
M.E.
Cong
A. M.E
Cong
A. M.E
Presb
Presb
Presb
A. M.E
M.E
Bapt
Bapt
Bapt
Cong
Presb
A. M.E
M.E
Cong
Cong
Cong
Cong
M.E :.
A.M.E
Cong
A.M.E
M.E
M. E
Nonsect ..
Presb
M.E
Bapt ,
Nonsect ..
A. M.E ....
Bapt
Cong
Presb
Presb
M.E
Cong
A.M.E....
Cong
Nonsect...
Bapt
Friends...
Presb
Presb
Presb
Presb
Presb
Presb
Presb
Bapt
Presb
Nonsect...
Presb
Presb
M.E
A.M.B....
M.E
Presb
A. M. E. ...
Presb
Bapt ,
Bapt
BIB
Presb.......
Cong
Presb
U. Presb..
Bapt
Bapt
1
3
8
5
6
2
5
4
7
8
8
2
4
2
8
8
3
3
3
12
11
7
4
5
6
3
16
5
6
U
5
4
3
3
2
5
2
4
8
3
4
11
3
3
6
3
5
8
7
7
2
8
2
3
3
3
6
3
7
4
5
13
8
9
14
9
Z
4
2
10
7
Students.
e8
•a
a
o
o
14
3^
37
7
117
68
5
'26*
11
22
155
45
85
54
18
39
64
12
a
5
•70
50
44
201
60
27
'63'
60
396 1,460
185
130
441
98
44
753
130
477"
158
193
157
64
114
100
11
102
221
153
117
78
178
84
250
68 386
36 210
186
134
368
24
'579'
6,185
o
1?»
150
219
85
1G2
lUO
212
152
317
120
478
105
161
821
370
818
143
135
392
502
351
201
169
62
215
75
VJ9
81
179
152
21^
159
135
75
65
I'iO
260
217
2.>0
129
78
319
200
1?8
3U0
140
144
2.'i0
514
454
208
371
323
107
246
242
280
no
47
806
175
117
228
280
335
428
103
51
20a
649
2J3
115
16,287
*1890-'91.
1236
EDUCATION REPORT, 1891-92.
Table ^2.— Statistics of institutions for the instruction of the colored race, etc. -—Cont'd.
UNIVERSITIES AND COLLEGES.
Location.
Selma, Ala
Little Rock, Ark
Washington, D. C...
Atlanta, Oa
Do
Berea, Ky
New Orleans, La
Do'.
Do
Do
Baltimore, Md
Holly Springs, Miss.
Rodney, Miss
Charlotte, N. C
Raleigh, N.C
Salisbury, N. C
Wilberf orce, Ohio . . .
Lincoln University,
Pa.
Columbia, S. C
Orangeburg, S. C ...
Knoxville, Tenn
Nashville, Tenn
Do
Do
Waco, Tex
Selma University
Philander Smith College...
Howard University
Atlanta University
Clark University
Berea College
Leland University*
New Orleans University
Southern Univeruity *
S tralght University
Morgan College.
Rust University
Alcorn Agricultural and
chanical College.*
Biddle University
Shaw University
Livingstone College *
Wilberf orce University
Lincoln University ♦
Me-
Allen University
Claflin University
Knoxville College
Central Tennessee College
Fisk University
Roger Williams University
Paul Quinn College
Colored students attending va-
rious Northern universities
and colleges.
Total number
B 5
Religious
denomina-
tion.
1
s
a
fi
8
13
8
22
19
15
13
21
17
20
10
12
9
11
10
12
9
14
10
27
16
24
24
IS
.12
Bapt
ME
Nonsect
Nonsect
M.E
Nonsect
Bapt
M.E
Nonsect
Cong
ME.
M.E
Nonsect
Presb
Bapt
A.M.E.Z..
A.M. E
Presb
A. M.E
M.E
Presb
M.E
Cong
Bapt
A.M. E
cC
12
7
27
14
2
31
8
6
0
8
4
11
86
51
53
26
21
143
9
20
16
11
49
20
30
137
;369
791
Students.
1
(A
30
55
123
45
TT
21
82
48
14
49
93
60
50
\
292
424
292
263
525
352
463
197
128
102
87
70
30
63
186
180
114
0
240
66
61
66
28
201
412
296
106
1,256
4,838
o
191
329
a8t
561
339
333
287
563
400
479
190
233
238
188
340
275
165
ao6
434
600
484
411
154
215
137
fr8,116
SCHOOLS OP THEOLOGY.
Location.
Selma, Ala
Talladega, Ala . .
Tuscaloosa, Ala.
Little Rock, Ark
Washington, D. C.
Do
Atlanta, Ga
Do
Berea, Ky :.
New Orleans, La..
Do
Do
Baltimore, Md .
Charlotte, N. C.
Raleigh, N. C...
Do
Wilberf orce, Ohio . . . .
Lincoln University,
Pa.
Columbia, S. C
Nashville, Tenn
Do
Richmond, Va.
Name.
Theological Department of Selma University..
Theological Department of Talladega College. .
Institute for Training Colored Ministers
Theological Department of Philander Smith
College.
Theological Department of Howard University.
Wayland Seminary
Atlanta Baptist Seminary
Gammon Theological Seminary
Theological Depar tmeht of Berea College
Gilbert Haven School of Theology (New Or-
leans University).
Theological Department of Leland University.
Theological Departmentof Straight University
Theological Department of Morgan College
Theological Departmentof Biddle University..
Theological Department of St. Augustine's
Normal School.
Theological Department of Shaw University . .
Theological Department of Wllberforce Uni-
versity.
Theological Departmentof Lincoln University.
Theological Department of Allen University . . .
Theological Department of Central Tennessee
College. •
Theological Department of Fisk University
Richmond Theological Seminary *
Colored students in various Northern theolog-
ical schools
Total
Religious
denomina-
tions.
Bapt .
Cong.
90
Pres
M.E
Nonsect...
Bapt
Bapt
M.E
Nonsect...
M.E
Bapt .
Cong.
M.E..
Presb
P.E..
Bapt...
A. M E.
Presb ..
A. M. E ..
M.E
Cong
Bapt
is
0
*In 189a-*91.
a ExcluslTe of prof eaalonal studento. b Inclodlng students not dassiaed.
2
2
2
1
7
2
6
4
1
2
2
2
2
4
2
2
S
8
4
2
OS
5
a
«>
a
2S
23
22
17
4S
44
22
72
10
5
15
12
8
17
11
46
10
28
2
41
srr
EDUCATION OP THE COLORED RACE.
1237
Table 32. — Statistics of instUittiana for instruction of the colored race, etc. — Cont d.
SCHOOLS OP MEDICINE, DENTISTRY, AND PHARMACY.
Little Rock, Ark. .
Washington, D. C.
New Orleans, La
Raleigh, N.C....
Nashville, Tenn.
Medical Department of Philander Smith College*
Howard University :
Medical Department
Dental Department
Pharmaceutical Department
Medical Department of New Orleans University
Leonard Medical College of Shaw University
Pharmaceutical Department
Central Tennessee College:
Meharry Medical Department
Dental Department
Pharmaceutical Department
Colored students attending various Northern schools
Total
I
12
5
1
12
13
M
10
113
7
17
22
e2
11
121
7
9
78
457
SCHOOLS OP LAW.
Washington. D. C...
Raleigh, N.C
Wilberforce, Ohio...
Coltimbia, S C. ...
Nashville, Tenn
Law Department of Howard University
Law Department of Shaw Unl versltv
Law Department of Wilberforce University
Law Department of Allen University
Law Department of Central Tennessee College
Colored students attending various Northern schools
Total.
5
1
3
2
5
77
9
2
4
8
19
16 I 119
SCHOOLS FOR THE DEAF AND DUMB AND THE BLIND, a
Little Rock« Ark ...
Do
St. Augrustlner Fla .
Cave Spring, Ga
Macon, Qa
Danville, Ky
Louisville, Ky
Baltimore, Md
Jackson, Miss
Fnlton, Mo
St. Louis, Mo
Raleigh, N.C
Cedar Springs, S. C
Knoxvllle, Tenn
Nashville, Tenn
Austin, Tex
Arkansas-School for the Blind
Arkansas Institute for Deaf Mutes
Florida Institute for the Deaf and Blind
Georgia Institute for the Deaf and Dumb
Georgia Academy for the Blind*
Kentucky Institution for the Education of Deaf Mutes
Kentucky Institution for the Education of the Blind
Maryland School for Colored Blind and Deaf Mutes
Institution for the Education of Deaf and Dumb
School for the Deaf and Dumb
Missouri School for the Blind
North Carolina Institution for the Deaf and Dumb and the
Blind.
South Carolina Institution for the Education of the Deaf
and Dumb and the Blind.
Tennessee School for the Deaf and Dumb
Tennessee School for the Blind
Institution for Deaf and Dumb and Blind Colored Youth
Deaf, dumb, and blind colored youth in various other insti-
tutions (Northern and Western)
Total
10
10
4
7
10
15
8
5
9
18
14
10
8
9
4
146
24
12
13
81
17
33
24
S9
25
12
6
60
23
28
12
83
139
581
* In 1890-91. a In schools for both races the number of colored students only is given
1238
EDUCATION BEPORT, 1891-92.
CO
GQ
CO
<
>
o
M
tx,
W
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INDEX.
A.
Aberdeen University, 97.
Academioa. See Hecondtfry edncation.
Adams, H. B., qaoted, 410.
Adams, R. J., qaoted, 833.
Adams, Mass., MO, 088.
Add Ran Christian University, 1156.
Adler, Felix, mentioned, 915.
Adler. V., quoted, 437.
Administration and orj^anisation of system, in
France, 74 ; in Switzerland, 108, 2011, 212, 218 ;
of German universities, 255 ; of Sweden, 424 ;
of Stockholm, 430; participation of women
in. 792.
See aleo Management and supervision of in-
struction and Appropriation, State and
local.
Admission, requirements for.
See Higher and professional education.
Adrian, Mich., 968. 000.
Adrian College, 1147, 1186.
AgasHiz, L., opens Anderson School of Zoology,
899.
Age, number of children of schocd, 29; of children
in public schools, 35; for school attendance,
in SwitEerland,214: of students in German
universities, 306 ; of students in English
truant schools, 779,
Aggregate number of days of schooling, 27, 46, 963.
Agr^gi-s, appointment of, 90.
Agricultural and Mechanical College of Missis-
sippi. 1189, 1191.
Agricultural and Mechanical College of Texas,
1190. 1192.
Agricultural College for Colored Students, Dela-
ware, 1193.
Agricultural College of North Carolina, 1189, 1192.
Agricultural colleges, statistics of, 1188. See alao
Higher and professional education.
Agriculture, instruction in. in Great Britain and
Ireland, 130; in France, 302; in Sweden, 440.
See alao Higher and professional education.
Akron, Ohio, 586, 974, 994.
Alabama, statistics of elementary education, 29-71,
580, 679 ; of secondary schools, 687 ; of higher
educaUon. 712, 734, 863, 1163, 1179,1182,1198;
of business colleges, 1217 ; of the defective
and delinquent classes, 1244, 1251.
Alabama Academy for the Blind. 1253.
Alabama Agricultural and Mechanical College,
1188, 1191.
Alabama Conference Female College, 1159.
Alabama Institute for the Peaf, 124iB.
Alabama State Normal Schools, 1 200.
Alaska, report of General Agent of Education for,
873.
Albany, N. Y., 972, 982. 994, 1201.
Albany College of Pharmacy, 1175.
Albany Home School for the Oral Instruction of
the Deaf, 1242.
Albany Law School, 1181.
Albany Medical College. 1168.
Albemarle Female Institute, 1162.
Albert Lea College, 1160.
Albion, N. Y., Physical Training, 586.
Albion CoUege, 1147.
Alcorn Agricultural and Mechanical College, 869,
1193.
Alcott, Amos Bronson, mentioned, 909.
Aloott, W. A., mentioned, 511.
Alexandria, Va., 978, 1000.
Alfred University, 1149.
Algebra. Ss€ Mathematics.
Alger, William R., quoted, 556.
Allegheny, Pa., 594, 074, 996.
Allegheny College, 1153.
Allentown, Pa.. 974, 982, 996.
Allentown Female College, 1161.
Allen University, 869, 1153, 1181, 1186
Alma College, ll47.
Alpena, Mich., 968, 990.
Alsaco-Xorraine, normal schools, 154.
Altoona, Pa., 974. 982, 996.
American Association for tho Advancement of
Physical Education, 520.
American Asylum for the Education of the Donf
and Dumb, 1246.
American College of Dental Surgery, 1172.
American Eclectic Medical College. 117].'
American Medic-al College, 1171.
American Society for miiversity Extension, 752,
1209.
American Veterinary College, 1176.
Amesbury, Mass., 9^0. 988.
Amherst College, summer school of language of^
917; statistics, 1146.
Amity College, 1143.
Amsterdam, Holland, school museum at, 244.
Amsterdam. N. Y., 594, 972. 994
Anderson, John, gifts of, to establish a marine lab
orntory, 90U.
Anderson, JT M., quoted, 823.
Anderson, W. G., mentioned, 520.
Anderson School of Zoology, 898.
Andover Theological Seminary, 1184.
Andrew Female College, 1 159.
Ann Arbor, Mich., 968, 990.
Annis<]uam Laboratorv, 903.
Ansonia, Conn., 962, 981.
Antioch College, 1152.
Anvik Contract School, 875.
Appleton, Wis., 978, 1000.
Appropriation, State and local, for State systems,
28,65; for industrial education in Euroi)e,
133; to German universities, 230; for tech-
nical education in Sweden, 439; for colleges
and imiversities, 721, 740; by Government
and churches to contract schools iu Alaska,
882; for city public schools, 984; to agricul-
tural and mechanical colleges, 1101, 1197; for
schools for training t«achers, 1199, J2<J0.
Arohbald, Pa., physical training, 594.
Architecture, conditions of admission to public
service, in Germany, 420.
Aristotle, authority of, in mediaeval universities,
259, 260.
Arithmetic, in course of Prussian Normal School,
165, 195.
See also Mathematics.
Arizona, stAtistics of elementary schools, 29-71,
679; of secondary schools, 687; of higher edu-
cation, 712, 1198.
Arizona Normal School, 1200.
Arkansas, statistics of elementary schools, 29-71,
581, 679 ; of secondary schools, 687 ; of higher
education, 712. 863, 1179, 1198; of business
colleges, 1217; of the defective and delin-
quent classes, 1244, 1251.
Arkansas City, Kans., 966, 960, 988.
1273
Athens Femiilo College, 1159.
Atlanta. Ga., 590, 004, 986.
Atlanta Baptist Sominary, theolo^icid depart-
ment, 1183.
Atlanta Medical Colloco, 1107.
Atlanta ITniverHitj,8«9, 1142.
Atlantic City, N..t., 970, 992. _. ,^ ,
Attendance, on all schools of tho United Stotes, 1 ;
in elementary school j» of United States, 83,
CGI, 677, 679; in secondary schools, C86, 688;
in jolleges and nniversitios, 713. 732, 734; in
professional schools, 1163. 1179, 1182; In
U'chnological schools, 1188, 1196, 1197; in nor-
mal schools, 1198, 1204; in business oolleeea,
121C ; in schools for tho defective and delin*
qTipnt classes, 1238-1250, 1251, 1257, 1263; in-
crease in, cau8e<l by abolition of school fees
in England, 99 : at nnivcrsities daring middle
ages, 255; effect of compnlsory, Gn average
attendance, 663; comparison of, with poua-
lation of cities, 082 ; at university extension
lectures, 752, 1206; in colored schools, 803;
in Alaskan schools, 880.
See also Average daily, Aggregate attendance
and Students.
Avalon College, 1140.
Average attcudanoD in pnblic schools, 42, 628, 063,
673, 677, 679, 681, 963 ; increase of, caused in
England by remission of school fees, 99; in
col'>red scfiools, 8G3 ; in schools of A la^^ft,
880; in evening schools. 981.
Avery Normal Institute, 1205.
Avondale, Ohio, physical traiuing, 593.
Auburn, Me., 906. 988.
Auburn, N. Y., 594, 972, 982, 994.
Auburn Theological Seminary, 1185.
Auer, Ludvrig, mentioned, 241.
Augsburg Seminary, 1147, 1185.
Augusta, Ga., physical training, 582.
Augusta, Me., 066, 980. 988.
Augustana College, 1143.
Angiistana Theological Seminary. 1183.
Auricular perception, number studying in schools
for the deaf, 1238-1248.
Aurora. HI., 90^, 986.
Au Sable, Mich., physical training, 501.
Austin. Tex., 594, 076,098.
Austin College, 1155.
Austria-Hungary, normal schools, 154; achool
exhibits oi; 243.
1%««1ati nnrrmal a<»Vmn1a ^KA
Heau, C. W., quoted, 786.
Beatrice, Nobr., 560, 970. 992.
Beaumont Hospital Medical College, 1108.
Beaver Falls, Ta.. 074, 990.
Beck, Dr.. mentioned, 504.
Bee4:;her. Miss C. E., mentioned. 512.
Beeger, Julius, summary of work by, on scbcol
museums, libraries, etc., 239, 242.
Belgium, national school museam, 244.
BolTaire. Ohio, 974, 094
Belleville. 111.. 500, 0&4, 908.
Bellevuo Hospital Medical College, lioa
Belmont College, 1151.
Beloit Colleffe, 1150.
Benotlict College, theological deportment, 1186.
Benefactions, 721, 733, 740, 1197.
Bennett CoUege of Koleictic Medlcino and Sur-
gery, 1171.
Bentzen, Anna, on ooedneation in tho United
States, 804.
Benzonia College, 1147.
Bequests. ^Sm Benefactions.
Berea College, 800, 1145.
Berkeley, Cal,, physical training, 582.
Berkeley Divinity School, 1183.
lierlin, Germany, school mnseams at, VAl.
Berlin. Wis., physical training, 504.
Berlita Summer School of LangnAgoa, 910.
Berne, Switzerland, school exhibit of, 243.
Bethany College, Kans., 1145.
Bethany College. W. Va., 1150.
Bethel College, Ky„ 1145.
Bethel College, Tenn., 1154.
Bethel Contract School, 875.
Betz, Carl, mentioned, 519.
Beverly, Mass., 960, 088.
Biddetord. Me., 066, 980, 068.
Biddle University, 800, 871, 1150. 1186w
Binghamton, N. Y., 072, 004.
Biology, summer schools of, 9SS.
Birmingham, Ala., 582, 002.084, 1300.
Birmingham, England, tecnnic»I inatmcticm, Hf.
Bishop, Matlian, mentioned, 514.
Bishop College, theological department, 11S7.
Black Dum University, 1142.
Bhick Hills College, 1154.
Blake, J. G., mentioned, 532.
Blind, special grant for Soottlah schools for tho
education of the, 102; education of, in
Sweden, 441 ; schoola for in United Statea
1251.
Blodgett, Albert H., quoted, 84S.
Bloomington, III., 004, 080.
Bloomington Law School, 1180.
1)1..
Vf i-kiinfotn T!*A*«««l4» /^a11a«M& lYitn
INDEX.
1275
Bowdoin Ctfllogo, nnirenitr extension at, 752 {
sUtintics. 1145, 1167, 1208.
Bovdon College, 1142.
Boykin, James C-, paper on phrsical training, 451.
Bmddock, Pa.. 974, 996.
Bradford, England, technical instruction at, 129.
Bradford, Pa.. 594,974, 996.
Bradford Technical College, 129.
Broftins, George, mentioned, 519.
Bremen, normal schools, 154.
Brewer If ormal School, 1205.
Bridgeport, Conn., 962, 980, 984.
Bridget4m, K. J., 970,992.
Bristol, Conn., physical training, 594.
Bristol, Kngland, technical instmotkai in, 113.
Bristol, Pa., physical training, 594.
Brocton, I^fass., 906, 981, 088. ^
Brodl>eck, W. N., quoted, 833.
Brookline, Mass., 5»1, 966, 98L 988.
Brooklyn, N. Y., physical training, 694; oompar-
a'tiTO decrease In enrollment, 662 : Isngtn of
school term 1841-1891,664; school bniidinga
of, 672; statistics, 972, 982, 904, UOl.
Brooklyn Hospital Training Hcbool for Knzaea,
1177.
Brooklyn Institute Biological Laboratory, 906.
Brooklyn Truant Home, 1267.
Brooks, W.K., mentionetl, 903.
Brown, C. U., quoted, 833.
Brownsville, lex., physical training, 603.
Browcsvillo Female CxtUege, 1161.
Brown University, university extension, 752; eo-
edncalion, 855; atatiatica, 1153, 1190, lljtt,
1212.
Brunswick, nornmi schools, 154.
Branswick, Ga., 590.964,960.
Brunswick Home School, 1258.
Brussels, national school muaemn at, SM.
Bryant, W. C, quoted, 028.
Bryce, James, quoted, 352.
Bryn Mawr College, 1158.
Buchtel College, 1151.
Bucknell Unireraity, 1153.
Biida-Pesth, state exhibitioa of achool appUanees
at. 244.
Bnena Vista College, 1144.
Buiialo, K. T., physical training, 586; compara-
tive increase in eoroUment, 662; length of
school term 1841-1891, 664; atatiatica, 972
982 994.
Buffalo Law School of Niagara TJnivoiaity, 1181.
Bnford College, 1142.
Buildings and accoaaorioa, number, capacity,
value, etc., of public school, 27. 28, 63, 60^
671, 674, 678, 680, 682, 984 ; of the Whitvorth
(technical) Institute, 124; of the Central
Higher School of Leeds, 128 ;• for training
teachers in Germany, 184. 193; permanent
exhibition of aohool furniture at Hunich,
242; cost of, in case of German univer-
sities, 859; for physical training in an-
cient Greece, 457; gymnasiums and play
grounds attached to, 583, 500; ralue of
apparatua and libraries of hieher inatitu-
tions, 720, 732, 739; value of, beionging to
eolleges and nniversitiea for eolorra race,
809; value of, belonging to coUegea of agri-
culture and the mechanic arts, 1188; coat
of, for training teachers, 1199; value o^
pcmsessed by schools for the defective and
delinquent classes, 12^1278.
Bullock, Samuel J., quoted, 829.
Bureau of Education, Division of Library and
Museum of, 245^
Burlington, Ind., 964, 986.
Burlington, Iowa, physical training, 584.
Burlington, Yt.. 970, 963, 998.
Bumham Industrial Farm, 1268.
Burritt College, 1155.
Burjchenschaft, 311.
Business education, for students in colleges and
universities, 717; scboola for, 1216.
Bnsoey Institution, 1196.
Butler, Pa., 594. 974, 996.
Butler University, 1143.
Butte City, Mont., 502, 970, 902.
C.
Cairo, HI., 590, 064, 96Q.
Caldwell College. 1159.
California, statistics of elementary education, 29*
71,580,070; of secondary schools, 687; of
higher education, ^12, 731, 734, 1163, U79,
1182, 1196; of business colleges, 1217; of the
defective and delinquent classes, 1245, 1252,
1259, 1264.
California College, 1141.
California College of Pharmacy, 1174.
Califomia Home for the Care and Training of
Feeblo-Minded Children, 1200.
California Institution for the Deaf and Dumb and
the Blind, 1246, 1253.
California Medical College. 1171.
Califomia Stote Nonnal School, 1200.
Calviu College, 1151.
Cambridge, Mass., 591, 966, 981, 088; truant school,
Cambridge (England) University, 97.
Camden, N. J ., 970, 081, 992.
Campbell, W. K., quote«l, 837.
Campbell University, 968, 1145.
Canada, early introauction of physical educatiju,
513.
Canondaigua, }(. T., physical training, 502.
Canisius College, 1149.
Canton, Ohio, M6, 974. 996.
Canton Theological Seminary, 11 8S.
Cape Prince of Wales Contract School, 874.
Capital UniversiW, 1151.
Carbondale, Pa., 97i, 996.
Corleton College, 1147.
Carmel Contract School, 875.
Carson and If ewman Odleffe, 1155.
(barter, Franklin, quoted. 851.
Carthage, Mo., 594, 970. 902.
Carthage College, 1142.
Carthage Collegiate Institute, 1147.
CaseScnool of Applied Science, 1196.
Cassianum, at Donanworth, 241.
Catawba College, 1151.
Catholic Konnal School of the Holy Family, 1205.
Catholic University of America, 1183.
Cedar Kapids, Iowa, 9ftl, 980, 986.
Centenary College of Louiaiana, 1145.
Center College, 1145.
Central Alabama Academy, 120A.
Central College. Kons., 1145.
Central College, Mo., 1148.
Central College of Physiclana and Surgeons, 1167.
Central Falls. 976, 982, 998.
Central Female College. Ala., 1150.
Central Female College, Mo., 1160.
Central High School, Philadelphia, 1153.
(Jentral Law College, 1181.
Central Memorial University, law department
1180.
Central New York Institution for Deaf-Mutes,
1247.
Central Normal College, 1204.
Central Pennsylvania College, 1153.
Central Tennessee College, 869, 1155, 1160, 1173,
1175.1181,1187.
Central University, 1145, 1167, 1172. ^
Central University of Iowa, 1144.
Central Wesleyan College, 1149, 1185.
Chaddock Colfoge, 1143, 1167. 1180.
Chaffee College of Agriculture, 1196.
Chalmor's TechnicalTnstitnte, 439.
Chandler Scientiflo Department of DartmoojOi
College 1196.
Chapel Hill Female College, 1162.
Charities, in Sweden. 441.
Charleston, 111., physical education, 594.
Charleston, S. C, 97& 998,
Charleston (S. C.) Coll^ro, mentioned, 505.
Chattanooga, Tonn., 976. 998.
Chautauqua, origin and progress of the edoaft'
tional movement called, 021.
Chaves, Amado. quoted. 785.
Chelsea, Mass.. 966. 981. 088.
Chemistry. See Science.
Cheney, £. D., quoted, 838, 851.
1276
INDEX.
Chester. Pa., 074, 008.
Choycnue, Wyo., 978. 1000.
Chicago, 111., phyaical tmining, 582; oomparaiive
ae^reaHeiu enmllment. 082 : length of school
terni 1841-1891, 064 ; school huildings of, 672;
statiHtics, 064, 980, 980.
Chicago ColIegB of Dental Surgenr, 1172.
Chicago College of Pharmacy, 117^4.
Chicago Deaf Mute Day School, 1239.
Chicogo Uomeopatbio Medical College, 1170.
Chicago Kindergarten College Literary Sehool,
914.
Chicago Manual Training School, 1107.
Chicago Medical College. 1167.
Chicago Oiihthalroio College, 1170.
Chicago Physio-Medical CoUege, 1171.
Chicago Polyclinic, 1170.
Chicago Society for University Extension, 762,
1206.
Chicaffo Theological Seminarv, 1183.
Chicago Veterinary College, 1176.
ChickiU<aw Female College, 1160.
Chicopee, Mass., 968, 981, 088.
Chief State school officers, 0.37.
(.'hildn>u. See Population, Students, and Vienna.
Chillicothe, Ohio, 974, 996.
Chinchuba Institute for the Deaf, 1242.
Chippewa Falls, Wis., 978, 1000.
Chivalry, influence on physical training, 480.
Chowan Baptist Female institute, 1181.
Christian Biblical Institute, 1185.
Christian Brothers' College, Mo., 1148.
Chrintian Brothers' College, Tenn., 1155.
ChriHtian Female College, 1160.
Christian University, 1147.
Cincinnati. Ohio, ptiyaical training, 5.36,503; com-
parative decrease in enrollment, 862. length
of school term 1841-1891,664; statistics, ^4;
090.
Cincinnati College, law department, 1181.
Cincinnati College of Medicine and Surgery, 1189.
Cincinnati College of Pharmacy, 1175.
Cincinnati House of Refuge, 1268.
Cincinnati Normal School 1202.
Cincinnati Oral School for the Deaf, 1239.
Cincinnati Public School for the Deaf, 1230.
Cincinnati Wesleyan College, 1161.
Cities, population, etc., of, containing 8,000 or
more inhabitants, 677, 679, 962.
City and (luilds of London Institute, 100.
Civil service, schools for recruiting, in France
and Germany, :J09.
Claflin University, 809, 1153, 1193.
Claremont Female College, 1161.
Clarke, E. H., on hygienic influence of coednca-
lion. 783, 838.
Clarke Institution, 1242.
Clark University. Ga., 1142.
Clark University, Mass., 730. 809, 1147.
Classics. See Language, study of.
Clas.sili<'ation. See Manageme*^nt and 8ni>erviaion
of instruction.
Cleveland, Ohio, physical training, 586; compara-
tive decrease in enrollment, 662 ; length of
school term 1841-1891,604; recommendation
of city council respecting walfe, 778; statis-
^ tics, 974, 996; training school, 1202.
Cleveland College for Women, 1158.
Cleveland School for the Deaf, 1242.
Cleveland Society for University Extension, 752,
I'JOO.
Clinton, Iowa, 584, 964, 986.
Clinton, Mass., 591, 966, 981, 988.
Cobb Divinity School, 1184.
Coe College, 1143.
Coeducation. See Women.
CogHwell, Francis, quoted, 823.
Cogswell, Joseph G., mentioned, 503.
Cogswell Polytechnic College, 1196.
Cohoes, N. y., 072. 982, 994.
Colfax CoUege, 1156.
College de France, history of, 77 (note).
College for Young Ladies, Oswego, N. Y., 1150.
College of Agriculture and the Mechanic Arts,
N. Mox.,1189, 1192.
College of Emporia, 1145.
College of Montana, 1 149.
College of New Jersey, 1149, 1198.
College of Notre Dame, 1150. a
College of Pharmacy of the City of New York, 1175.
College of Phytticians and Surgeons, Iowa, 1187.
College of Physicians and Surseons, Mass.. 1167.
College of Physicians and Surgeons in the City of
New York, 1168.
College of Physicians and Surgeons of Baltimore^
1187.
College of Physicians and Surgeons of Chicago,
1167.
College of St. Francis Xavier, IISO.
College of the Bible, 1184.
Collejfe of the City of New York, 1150.
College of the Holy Cross, 1147.
College of the Immaculate Conception, 1145.
College of the Sacred Heart, 1 140.
Conege of the Sisters of Bethany, 1159.
College of William and Mary, 1203.
Colleges. See Higher and professional edacatioa.
Colleges of agriculture and tho mechanic arta.
See Higher and professional education.
Colby University, 1146.
Colgate University, 1150.
Colorado, statistics of elementary education, 20-71,
580, 879; of secondary schools, 667 ; of higher
education, 712, 1183, 1179. 1182, 119«; of baai-
ness colleges, 1217; of the defective and de-
linquent classes, 1245, 1252, 1264.
Colorado Agricultural College, 1188, 1191.
Colorado College, 1141.
Colorado Springs, Colo., 582, 062, 084.
Colorado State Industrial School, 1265.
Colorado State Normal School, 1200.
Colored race, education of, 8, 686, G88, 707, 713, 863,
1002, 1234.
Columbia, Mo.» physical training, 592.
Colnmbia, Pa., 074, 998.
Columbia, S. C, 593, 976, 998.
Columbia Colleee, 858, 1150, 1181, 1198.
Colombia Female College, 1161,
Columbia Institution for the Deaf and Dumb,
1246.
Columbia University, 1141, 1166, 1172, 1180, 1108.
Columbus, Ga., 984, 986.
Columbus, Miss., physical training, 594.
Columbus, Ohio, 586, 974. 982, 998.
Commercial schools. i^M Business, education for.
Compayr6, G., quoted, 804.
Concorii, N. H.. MO. 970, 992.
Concord Summer School of Philoeophy and
Literature, 909.
Concordia College, 111., 1184.
Concordia College, Ind., 1143.
Concordia Theolo^cal Seminary, 1185.
Connecticut, statistics of elementary education,
29-71,580,679; of secondary education, 888;
of higher education, 712. 1163, 1179, 1182,
1198: of business coUeges. 1218; of the
defective and delinquent clasacs, 1241, 1244^
1259, 1263.
Connecticut Normal and Training School, 1200.
Connecticut School for Imbeciles, 1260.
Connecticut State Reform School, 12ti5.
Connecticut Training School for Nurses, 1177.
Connett, J. £., mentioned, 878.
Conrad, J., statistics of German universities. 328L
Continuation schools, in Switzerland, 219.
Convent of the Good Shepherd, 1268.
Cook, G. F. T., quoted. 788.
Cook County Normal School, 1200.
Coop, W. L., quoted, 501.
Coo)>er Limestone Institute, 1161.
Cooper Medical College, 1168.
Cooper Memorial CoUego, 1145.
Cooper Normal Colleee. 1147, 1204.
Copenhagen, Danish School Museura at. 245.
Corcoran Scientific School, 1198.
Corinth Female College, 1160.
Cornelius, Dr. Ellas, mentioned, 507.
Cornell College, 1x44.
Cornell Universitv, 955, U50, 1181, 1189, 1182.
Coming, N. Y., 075, 004.
Corry, Pa., physical training. 603.
Corsicana, Tex., physical training, 594.
Cortland. N. Y., 972, 094.
Cost of education . See Expenditnrea.
Cotner University, 1149, 1168.
Cottingham, W. w ., quoted, 700.
INDEX.
1277
Conncil Bluffs, 684, M4. 068.
Coun»iii) of stndy. 8€€ Carrionliim.
CoviiiKtoD, Ky., 966.088.
Crawford, Georm A., quoted, 835.
CrawfordBTille, Ind., pnysical train iUg, 600.
Creigbton Uniyersity, 1140.
Crozer Theoloeioal Seminary, 1166.
Cumberland Female College, 1161.
Cumberland UnlTersity, 1154, 1181, 1187.
Curl. M. L., quoted, 851.
Curriculum, Inereaae of the number of students
pursuing certain studies tbrough Goyem-
ment grants in England, 09; of technical
schools of England, 114, 118, 120 : of a course
for training teachers proposed bv Dr. Lent-
berger, 147; length of, in Prussian normal
schools, 160 ; object and character of, in
Prussian normal schools, 160, 162; of schools
for training teachers in Switzerland, 173; of
Swiss elementary schools, 217; of the uni-
versities of the middle ages, 257 ; of Qermaa
universities, 280, 306, 342; of French pro-
fessional schooU, 875, 881. 386, 893, 886, 380,
401,406; of Swedish technical schools, 437;
of secondary schools and number pursuing
each study, 605; of tUb Kensselaer Poly-
technic Institute, 750; of ChauUuqua edu-
cational exercises, 923; of Martha's Vine-
yard Summer Institute, 051 ; of National
Bummer School of Methods, 957; number of
years required to complete, in city school
system, 963; in professional schools, 1166,
1180,1183, 1190; in nurse training schools,
1178; in business colleges, 1219.
Se€ also Study of language. I^gramme for
time devoted to each stuuy, and Term for
annual duration of study. AUo Methods
of instruction. History, Mathematics, afMl
Science.
Curtmonn, Dr., quoted, 146.
Custodial Asylum for Feeble-Minded Women,
1200.
]».
Daily programme. i9«« Programme.
DaiiTuig, Swedish college for, 440.
Dakota Uniyersity, 1154.
DaUas, Tex.. 594, 976, 996.
Dalton Female College, 1159.
Danbury, Conn., 962, 984.
Danville, lU., 964. 986.
Danville, Ya.. 978, 1000.
Danville College for Young Ladies, 1168.
Danville Theological Seminary, 1184.
Dartmouth College, 1149, 1168, 1196.
Daughters' College, 1150.
Davenport, Iowa, 584, 964, 980, 986.
Davenport Female College, 1161.
Davidson College, 1150.
Day, L. W., quoted, 822.
Days, aggregate number of attendance in schools.
See Term.
Dayton, Ohio, 586, 074, 982, 996.
Dayton Normal School, 1202.
Deaf, special grant for Scottish schools for the
education of, 102 ; education of, in Sweden,
441; schools for, in United SUtes, 1238.
Decatur, HI., 594, 964, 986.
Dedham, Mass., physical training. 591.
Degrees in the mediBval university, 257 ; granted
by German universities, 856; conferred by
universities and colleges, 722, 741 ; students
in universities and collei^es studying for,
717, 732, 735; students iu professional schools
having literary, 1164, 1179, 1182.
De Lancy Divinity School, 1185.
Delanmosne, Abbe, quoted, 556.
Delaware, statistics of public schools, 29-71, 679;
of secondary education, 686; of higher edu-
cation, 712, 863 ; of business colleges, 1216,
1263.
Delaware, Ohio, 974, 996.
Delaware College, 1141, 1188, 1191.
Delinquents, Juvenile, education of, 775; schools
for, 1263.
Delsarte, Francois, biography and system of phys-
ical expression of, 556 : cites omp'oving sys-
tem of physical expression, 580, 581.
Demmon, Isaac K., quoted, 853.
Denmark, national school museum, 245.
Denison, Tex., 976, 983, 998.
Denison University, 1151.
Dentistry, schools of, 1103.
Denver, Colo., 582. 962, 980, 984; size of school
buildings, 673.
D'Ooagne, Matemes, quoted, 380.
De Pauw University, 1143, 1180, 1184.
Des Moines, Iowa, 584, 591, 964. 986.
Des Moines College, 1143.
Detroit, Mich., physical training, 586; compara-
tive decrease in enrollment. 662; length of
school term 1841.'01, 664 ; statistics, 968, 081,
990
Detroit College. 1147.
Detroit College of Medicine, 1167, 1176.
Detroit Institute of University Extension, 752,
1208.
Detroit Normal Training School, 1201.
Dentistry, schools of, 1172.
Dexter Normal College, 1204.
Dickinson College, U53, 1181.
Dill, J. M., quoted, 827.
Diocesan Seminary of the Immaculate Concep*
tion, 1185.
Discipline. See Management and supervision of
instruction.
District of Columbia, statistics of elementary
education. 29-71,580, 679; of secondary edu-
cation, 686; of higher education, 712, 803,
1163 1179. 1182, 1198: of business colleges,
1216; of the defective and delinquent
chisses, 1244, 1263.
Division of time. See Programme.
Divoll. Ira, mentioned, 524.
Doane College, 1149.
Dr. Martin Luther College, 1147.
Dover, N. H., 592, 970, 992.
Downer College, 1162.
Drain Academy and State Normal School, 1202.
Drake University, 1143, 1174, 1180, 1184.
Drawiuff, in course of Prussian normal schools,
166; a lesson in, 194.
Drew Theological Seminary, 1185.
Drury College, 1148.
Dubois, Pa., physical training, 594.
Dn Bois Raymond, Emil. quoted, 546.
Dubuque, Iowa, 694, 966, 986.
Due West Female College, 1161.
Dugard. Mario, report of, on coeducation in thfl
United SUtes, 800.
Duluth, Minn.. 586, 970, 981, 990.
Dundee University, 97.
Dunkin. Larkin, quoted, 826.
Dunkirk, N. Y..9i2,094.
Dunmore, Pa.. 974. 982, 996.
Duquesne College, 1153.
Duquoin, 111., physical training, 590.
Durham University, 97.
Durre, Ed., mentioned, 239.
Earlham College, 1143.
Eastern Iowa School for the Deaf, 1242.
Eastern Oregon State Normal School, 1202.
East Liverpool, Ohio, 974. 990.
East Mississippi Female College, 1100.
Easton. Pa., 974, 982, 996.
East St. Louis. 111., 964. 986.
Ean Claire, Wis., 594,978, 1000.
Eclectic Medical College of the City of New
York, 1171.
Eclectic Medical Institue, 1171.
Eclectic Medicine, schools of, 1163.
Eclectic system of physical training. See Pbysi-
cal training.
£cole Centrale des Travaux Publics, 373.
£cole Coloniale, 400.
£cole d' Application des Poudres et Sa1p6tres, 301
:ficole d*Hydrographie, 391.
I^cole des Chartes, 399.
Joole des Haras, 398.
Ecole des Pouts et Chanss^es, 383.
Ecole Libre des Sciences Politiques, 406.
£colo Nationale Foresti^re, 394.
Ecole Normale Sup6rieure, history, 78.
1278
licolo Polytcchniqne, 37J.
£colu I'r«>f(^Aioiin«;l)« Sup«rieate des Pbstes et
des Tt'16graj»hc8, 388.
KcoIcH lies Mauulacttirt'rt do VEtat, 389.
£colc Si>6cialo du>i Langue» OrioDtftlea Virantas,
402.
Ecolo Siip6rieuro des Mines, 378, 3S0.
ICcoiioinics, HUDimer school of, 915.
Eden College, 1185.
EdiDbiirgli University, 97.
Edacatiou. Ste Klenientary, Ilipber ftsii profiBS>
kional, and Secondary education, Aotniitifr*
tratiou and orgnnixution of syBtems, Man-
a^^ement and supervision of Inatmction,
Methods of instruction, Curricnlum, Pro-
ffssori)andinstrnctors, Teachers, Studoits,
Attendance, and name of each country,
8tat«, city, or iustitnlion. AUo Income,
ExjM'nditure, SalaricH. and Funda. AUo
Jiuildings and aceessorioa.
Edwards, Charles IT., 878.
Elemcntarv education, pupils in TTnfted States
receiving, 2, 27, :i5, 061, 677, 679. 602; avera|m
number of days' school proviiled by eaca
adult male, 49; statistici of examination
and qualitications of teachers, 58; statiHtics
of, iu Great Britain and Ireland, 97; objec-
tions by Conservative party in Germany to
work of normal gradoatea, 146; in Switzer-
land, 213^221,2.10; character of home train-
ing of 9, 000 children of Vienna, 231; the ped-
agogical Ubraries and museuma of Europe,
2JU; condition of, in Swedeu, 424; studenta
receiving, in secondary schools, 686,689;
students in departments of, in colleges for
women, 734, 1161; insutticiency of, Trom a
social standpoint, 745; relation of independ-
ent colleges to Stato systems, 753; care of
truants and incorrigibles, 775; coeducatioii
of sexes, 785 ; statistics of, fur colored raoe^
863, 1234 ; condition of, in Alaaka, 873 ; ata-
dents in department for, in coUegea tot
women, 1161.
See aUo Kindergarten, Administration and
organization of systems. Management snd
sujiervietion, of instruction. Methods of in-
struction, Cnrriculum, Programme, Temtik-
ers, Studenta, Salariea, Income, Expend!-
tiires, Funds, ami Appropriation, State and
local.
Elgin, IIL, 964,986.
Elizabeth. N. J., 594, 970. 982, 9Q2.
Elizabeth Aull Female Seminary, 1160.
Elkhart, Ind., 964, 986.
Elmira, N. Y., 594.1)72,904.
Elmira College, 1158.
El Paso, Tex.. 976, 998.
Elyot, Sir Thomas, quoted^ 477.
Emerson Institute, r204.>
Eminence College, 1145.
Eraorv and Henry College, 1155*
Emory College, 1142,1180.
Emporia, Kans., physic^ training, 591.
Engineering, conditions of admission to public
service, in Germany, 420.
Engineering, schoola of. See Higher and profba-
sionafoducatioh.
England and Wales, statistics and condition of
education, 97, 98; technical instruction in«
105; Educational diviaioa of Sonth Ken-
sington Museum, 245.
England, truant schools in, 779.
Enebuske, Claes J., mentioned, 531^.
Enrollment. See Attendance.
Ephpheta School for the Deaf, 124?.
Episcopal Theolojifical School, 1184.
Erasmus, Desidenus, mentioned, 261»
Erie, Pa.. 588, 974, 982, 996, 1206.
Erskine College, 1153.
Erskine Theological Seminary, \\9L
Eskilstuna, technical school of. 439.
Essex County Truant School, 1267.
Eureka College, 1142, 1183.
Evangelical Lutheran Deaf and Dmnb luatltate,
1242.
Evangelical Proseminary, 1142.
EvanstoB, 111., physical'tniining, 594.
Evansville, Ind.. iM4, 980, 986.
Evansville School for tho Deaf, 1239.
Evelyn College. 1158.
Evening schools, atKtiaiiea af, in Great BritalB
and Ireland, 97: statistica of city, 681,080;
of bnsineaa collagen, 1216. 1210.
Everett, Maaa., 564, 968, 061, 9(».
Ewin^ College, 1143.
Examination, for admiaaion to eattrao of PnxaaiaK
normal achoola, 157; in Garmui nnivnvi.
ties, 330; of caiMldates for public jyoaitiona
connected with the admialatration of jii»-
fice,415; nnireraity, in Swaden, 448; uni-
Tersitj extenaiott atvdamta aaaaing, 752,
1206.
Steatto Degreea.
Expanditnres, of Stataandefty ayatems. 28.68,
975, 678, 680, 6ffi,. 9B5 ; amount paid to teachers
in the pnblia schools, 28, 9i, 678, 680; for
Swiss acfaoolst 223; of German nniveraitj
atudenta, 309; of German universities, 358;
Ibr aehoela of Stoekbaim,431; for ail par.
laea by acricnltarai and mechanical col-
I, UOl ; ov sehoola Ibr dia dafaetivo and
kqnent dasaea, 130-1271.
Ftfrfleld CoHegclllOL
Fairmoont State Normal Sdh<ioI, 1209.
Fall Kiver, Mass., 591, 068, 981, 088, 1201.
Fargo College, 1151.
Farmer. Silas, mentioned, 02L
Farrana Training School for Ifnzaea; I17T.
Feeble-minded, education of. in Sweden, 441:
achaola for in United Ststea^ 1257.
Fees. Ste Tuition.
Fellenberg, P. E. de^ qnoted on physical tnuning.
485; mentioned, 606.
FeRowahipa. See Seholarshtpaw
Ferria Fnaoatrial School, 126&.
Fifleld, Emily A., report of, on coedncstfon, 819.
Finances. <Sm Income and BxpandltmrB.
Fittdlay, Oliia^, §74, 906.
FindUiy College, 1151.
Finsburv College, 110.
Fisk University, 869, 1155.
Fitch, J. 6., an the edueatian of the seeandary
teacher, 100.
Fitchburg, Mass., 968, 981, 00(1.
Flint, Mich., 594,908,990.
Flint Normal College. 068.
Florida, sUtistica of pitbRe aahoala, 28-77, 500,
679; of secondary educatioo, 687; of higbsr
education, 712,863,1196; ofboainaaa col>
legea, 1216; of tika daftctiToand delinq^nent
classes, 1244, 1251.
Florida Agricnitnral CoOBga^ 1188, Ilfl.
Florida Blind and Deaf -MiUa Institota^ I29T, 12M^
1253.
Florida Conference Collaga, 11€I»
Florida St%to Normal Schools, 1200.
Flower Mission Training School fiHr!Nnr8oa,inT.
Fhrahimr, N. T., 586, 072, 904.
Follen. Charles, mentioned, 503^505.
Fond da Lac, Wis., 078, 1000.
Font Hill Private Institatkm for tho FeeUo-
Minded and £t>il€ptio CMldEen, 125S.
Fooae, L. O., quoted, 789l
Foreigners, studj-in^in ficole dea Pdnta et Ckaiia>
86es, 385 : may attend Inatitnto Agroaoca-
ique da France,^ 303.
Foreign langaages oratndenta. Aa Langvaipe^
study of, ami Students.
Forestiy, preparation reqnirad hi German for
higher positiona e<mnacted with, 413 ; Swed-
ish sehoola for, 440.
Fort Madison, lo^a, 866, 086»
Fort Scott, Kans., 066, 088.
Fort Smith, Ark., 590, 862, 984.
Fort Wayne, Ind^ 864, 086..
Fort Wayne Collega of ModSe{ki«v ttSt,
Fort Worth, Tex., 076, 998.
Fort Worth University, 1155.
Fostoria, Ohio, physical tiai^Etinff; SSt.
Framingham, Maaa., 968, 081, 900.
France, statistica of odacatiooia, and piupuaed
establishment of univeraities, 73; pedago^-
cal mnseama and lilnrariaa at^ 244; apcemi
aohools for educating public aerraBta, 3^
Frauke, A. H., mentioned, 141, 267.
Frankfurt, Ind., physical training, 581.
1279
Fnikkfort. Ky^ pbydesi training Sil.
VTBBklin, Bei^jamm, meotkiiied, 4Ak
IPrAoklin Collemi Ind^ 1143.
Franklin GoUece. Ohio, U51.
Frasklia and UanhaU College, 11S9L
Frederick, Md^ 594» 96«i. 088.
Frederick Female BemJnaiy^ 1160.
Freeport» 111., 6B2, 964, 988.
Fremont, Okio^ phyaidtl training, 590.
Fremont Xormal, 1204.
French. 8m Langnage^ stndy of.
Fxench« Miaa Fmaees GraiuoiL, pi^er on adaoa-
tioa in Sweden, 433.
French Protestant College^ 1147.
Freeao, Cal., OtS, 984.
Friboarff, HwitaerlaBd^ achool exhibit^ 243L
Fuller, WiUiam,6iiaL
Fulton, Ho,, phveieal trainiag, 586.
Fulton, K. Y., phraiGal training, 504.
Funds, roceipta irom, by State aysteBS, tt, 65;
amount deriyed from, by Gennan onlverBi-
ties, 350; poaseseed by inatitationA for
higher eduention, T90, 721, 733, 730^ 740:
amount of permanent produetiTe, paaeessed
by* inatitntlona for colored race, 809; in-
crease derived by manual training' schools
firoim, 1197.
Fnrman University, 1153.
Fnnulnre, pennauent exhihitlfln of school, at
Hunicb, 242.
Gainesville College, 1142.
Gale College. 1156.
Galesbarff, 111., 064, 986.
Gallon, Ohio, physical training, SUL
Galveston, Tex., 976, 098.
GaimnoB School of Theology, 11831
Garrard College, I14&
Garrett Biblkal Inatitoie, 1183.
Gaston Collfl^pe, 1161.
Gsies Conejn, 1140.
German CoUoge, 1144, 1184.
German Congregational Tliecdogfeal SemimiTy;
1185.
German English College, BL, theologiea] depart-
ment, 1183.
Oennan Sn^sh College, Iowa, 1143, 1184.
Gorman language. See Language, study o£
Gfmamu. IrUtlieisn Seminflory, llSn.
German National Teachers' Association, reaoln-
tions of, respecting training of teachors, 148.
German Presbyterian Theologieftl School of the
Northwest, 1184.
German system of gyninastica. Se* Fhyafieal
training.
German Theou^cal Scfaoot of Newark. 1185.
German WaUaoe GoUege, 1151, 118S.
Germany, reaolutiooa respecting education,
adopted by the national assembly at Frank-
fort, 145 ; school museums, libraries, etc.,
241 physical exercises in ancient^ 468.
Gkncral Hospital Training School for Nurses^
1177.
Gieneral Theological Seminary of the Pntestant
Episcopal Church in the United States.
1185.
Geneva, N. Y., physical training, S0&
' Greneva College, 1153.
Geography, a lesson in, 196w
Geometry, See MathematicsL.
George B. Smith CoUeee, 871.
Georgetown College (I^.),1145.
Georgetown Femalo Seminary, 1180.
Georgetown University (D.C.)^ U41, 1166,1169,
1180.
Georgia, statistics of puMio schools, 20-71, 580,
679; of secoodarv education, 686; of higher
education, 712, 734, 863. 1163, U7ft, 1182, 1100;
of business collegest 1216; of this defective
and delinquent classes, 1244, 1231.
Georgia Academy for the Blind. 1287, I2S3L
Georgia CoUege of Bdectie Medfeine and Sur-
gery, IVfi,
Georgia Female Seminary, I15BL
Qeorgia Industrial College for Colored Youths,
1193.
Georgin InstitniiBn for the EducatJonof the Boa^
and Dumb, 1237, 1240.
Georgia Normal and Industrial College, 1150-
Georgia School of Technoiogyi 1106.
GifTord, J. B., quoted, 700.
Gilbert Academy, 1204.
Ginn, W. C, quoted, 825.
Girard College, 1197.
Girls' Industrial Home, Delaware, 1268.
Glasgow University, 97.
Glendale Female Coli^pB, 1161.
Glenmore School for the Culture of Seienoea, 912.
Glens FaUs. N. Y., SM, 972, 904.
Glenvllle State Normal School, 1203.
Gloucester. Mass. , 068, 900.
Gloversville, N. Y., 072, 904.
Goethe, J. W., quoted, 208.
Goldsboro, N. Cf., physical toaining, 586.
Goshen, Ind., physical training, 500.
Gottengen, university of, during; 17th century,
Gove, Aiuron, quoted, 660.
Graded schools. Sm Management and supervi*
skm of instraetiim.
G^adflatee, from the Jscolo des Chcrtes, 400 ; from
the Eoole Speciale des Langues Orientales
Tivnates,403; of seoondary sehools, 686,
680, 693, 1002, 1084; occupation of West Point
Academy, 772; from profoesional schools,
1164, 1170, 1182, 1103, 1108; firom business col-
leges, 1216, 1210; from schools for the delieo-
tivn dosses, 1238-1254.
See also Degrees.
Graeser, Louis, mentioned, 627.
Grand Haven, Mich., physical training, 504.
Grand Island, Nebr., 594. 970. 902.
Grand Rapids, Mich., 504. 068, 981, 900.
Oraod Siver CoUefle. 1148.
Granville Female College, 1161.
Groszniann, Maximilian, P. B., quoted, 543.
Gray, Jomea A., quoted, 835.
Gnus, Austria, school exhibition in, 243.
Greece, games of, ancient, 453
Onek. See Lanouage, study of.
Green, Charles M., report of; on ooednoatlon, EIL
Green Bay, Wia.,078, 1000.
Groencastle, Ind., physical training, 500.
Greene, B. F., quoted^ 750.
Greensboro Female College, 1161.
Greenville, Miss'., physicu training, SDi.
Greenville, S. C, 076, 088.
Greenville and Tuacnlum College, 115&.
Greenville Female CoUege, 1161.
Grimm, Jacob, quoted, 288.
Griscom, John, mentioned, 509.
Griswold College, 1143, 1184.
Gross Medical College, 1166.
Grove City CoUege. 1153.
Guilford College, 1151.
Gttstavus Adolphus College, 1147.
Gntsmuth, J., mentioned, 483.
Gymnaatios. Set Physical training.
Baddonfleld Training School tor Foeblo-Mlnded
and Backward Children, 1258.
Hagerstown, Md.. 966, 988.
Hahnemann Hospital CoUego of San Francisooi
1170.
Hahnemann Medical CoBoge and HosiMtal m>
1170.
Hahnemann Medical College and Hospital, Pa.
1171.
Haish Manual Training School, 1197.
Hals, Edward Everett, quoted, 832.
HaUe, university at, the first modent unlversitj,
Hamburg, normal schools, 154.
Hamilton, Alexander, meentuMied.497.
Hamilton, Ohio, 974, 982, 906.
HamUton College, 1149.
Hamilton Female Cbllese, 1199.
Hamilton Theological l&minary, 1183.
Hamline Univer^ty, 1147.
Hammersloy, Hartnett, mentioned, 524.
Hammond. Ind.. physical training. 504.
Hampden County Truant School, 1267.
HvDpdea-SidDflQr CoUoge, XI56»
1280
INDEX.
"N
Hampton Normal and Agricnltaral Institnte,
1203.
Hampton Normal Institate, 1194.
Hannibal^ Mo., 586, 070, 092.
Hanover College, 1143.
Harcort, Dr., qaoted, 144.
Hardin CoUegie, 1160.
Harrington, superintendent, qaoted, 024.
Harris, W. T., on tho age of withdrawal from the
pnblic schools, 6fio ; claasiflcation in graded
schools, 601 ; address on place of university
extension in American edncation, 743; on
coeducation of tho sexes, 806.
Harrisbnrg, Fa., 504, 074. 900.
Harrison, W. J., 070. 982, 002.
Harrison, William Henry, quoted, 408.
Hart, J. M., quoted, 313, 315.
Hartford, Coun., 062. 080. 984.
Hartford Theological Seminary, 1183,
Hartsville College, 1143.
Hartwell, £. M., mentioned, 521, 528, 535, 541.
Hart wick Seminary, 1185.
Harvard University, establishes a gj-mnasium,
503; erection of Hemenway gymnasium at,
518; summer schools of, 890, 952; connec-
tion of Radcliffe College with, 857 ; statistics
of several departmenu, 1146, 1167, 1172, 1176,
1180,1184,1106.
Harwood Seminary, 1150.
Hastings, Nebr., 070, 002.
Hastings College of the Law, 1180.
Hausknecht, Emit, remarks on coeducation in
United SUt«s, 800.
Haverford College, 1153.
Haverhill. Mass^591, 068, 081, 090, 1201.
Hayues, Emory J., quoted, 836.
Hazleton, Pa., 604, 074, 090.
Healy, M. A., influence and activity of, in Alaska,
874, 876.
Hebrew Technical Institute, 1107.
Hebrew Union College, 1185.
Hecker, J. J., mentioned, 141.
Hedding College, 1142.
Hegel, &. W. F., influence of, upon Pmssian sys-
tern of education, 270.
Heidelberg Theological Seminary, 1185.
Heidelberg University, 1152.
Helena, Mont., 970, 992.
Hemenway, Mrs. Mary, mentioned, 521, 534.
Heiidorson, Ky., 066, 988.
Hendrix College, 1140.
Herbart. J. F., educational syst«mof, not accept*
able to teachers in Germany, 188 ; mentioned,
271.
Hcrfonl, Brooke, quoted, 834.
Hesi)erian College, 1141.
HesHia, normal schools, 164.
Hig;niison, T. W., qaoted, 837; article on coedu-
cation, 840.
Higher and professional education (including
training for teaching and industries, 2, 10;
sex of students receiving, 15 ; movement for
transforming thu faculties into universities,
70 : statistics of, in Great Britain and Ire-
laud. 97 ; technical instruction in Great Brit-
ain, 105 ; all-pervading charact^ir of techni-
cal education on continent of Europe, 132;
efforts in Germany to make training for
teaching a university courHe, 143, 145; char-
acter that should be given to the professional
training of teachers, 175; in Switzerland,
222: development, character, and statistics
of, in Germany, 247 ; original meaning of the
term nniversity. 254 ; study of law and med-
icine In post medifBval universities, 265, 272;
spirit of^German university education, 274 ;
iuduenceof the age on, in Germany, 284 ; lib-
erty of teaching in German universities, 280,
301 ; education in the German polvtechnica,
284 ; advantage of atndying in several ani-
▼ersities, 310 : special object of, iu German,
313 ; unity of, in German, 321 : statistics of
German universities, 328; militarv service
and its relation to, in Germany, 34^; admis-
sion requirements to special Government
schools in France, 374 : special schools fored-
ncatiug pnblic servants. 375; schools in con-
nection with the national manufactures of
France, 402; efforU to establish a school for
the training of Government officials, in'
France, 404 ; desirability of an academy for
civil servants in the United States, 410 ; con-
ditions of admission to public positions con-
nected with law, medicine, or pnblic baa-
inesain Germany, 415. 421 ; training in alojd.
In Sweden, 427; in Sweden, 434: technioiu
education in Sweden, 437 ; at West Point,
490; early manual labor in school and col-
leges of United States, 506; students pre-
puing for, in secondary inatitutionJ». 686,
080, 661, 707 ; general statement and statis-
tics of, 711, lUO, 1158, 1159, 1163; manner in
which students are prepared for, 719, 732;
institutions for, having chairs of pedagogy,
726; statistics of institutions for women,
731; sanest form of instrnetion, 743; differ-
ence between a German and an American
nniversity, 753; relation of the independ-
ent colleges to the public-school system,
753; education at west Point Military
Aoadamy, 767 ; coednoation of sexes in in-
stitntions for, 794; effect of, on health of
women students, 843; of colored persons,
804; snmmer schools in the United States.
883. ^^
£Em alto Curriculum, Professors and instmot*
ors, Teachers, Students, Degrees, Scholar-
ships, Funds, Income, Expeimitare, Appro*
priation. State and local.
Highland University, 1145.
High Schools. &ie Secondary education.
Hildersheira, school mnsnem of, 242.
Hillman College, 1160.
Hillsboro College, 1151.
HUlsdale College, 1 147, J 185.
Hillside School; 1258.
Hiram ■College, 1151.
History, in coarse of Prussian normal schools,
l64 : synopsis of a course in, in Prussian nor-
mal schools, 168; students iu secondary
schools studying general, 607, 700, 701 ; num-
ber in colleges for women studying general,
738.
Hiwassee College, 1154.
Hobart College, 1148.
Hoboken, N. J., 070, 082, 002.
Hookenberry, W. H., quoted, 700.
Hogg, Quinton, his work for technical edacation,
111.
Holden, Edward 8., paper by, on the U. S. Militszy
Academy, 767.
Holland, school museums of, 244.
Hollins Institute, 1162.
Holt, H. £., qaoted, 919.
Holy Ghost College, 1153.
Holyoke, Mass., 684, 968, 981, 900.
Home for Neglected Children, 1266.
Home for Training iu Speech, 1242.
Homeopathic Hospital College, 1171.
Homeopathic Medical College of Missoori, 117L
Homeopathy, schools of, 1163.
Home School for Nervous and Delicate Ckildrra,
J258.
Homestead, Pa., 074, 006.
Hoosic Falls, N. Y., physical training, 604.
Hope College, 1147.
Hopedale Normal College, 1151.
Hope Institute, 1155.
Hopkins, Louisa Parsons, qaoted, 822.
Horace Mann School for the Deaf, 1239.
Homellsville, N. Y., 604, 972, 004.
Horticulture, in course of Prossion normal
schools, 167.
Hot Springs, Ark., 802, 084.
Hours of study. Set Session.
House of Correction and Reformation, 1268.
House of Employment and Reformation Ibr Ju-
venile Offenders, 1267.
House of Reformation, Boston. 1266.
House of the Good Shepherd, 1267.
Hoa.«iton, Tex., 583, 876, 008.
Howard College, 1140. *
Howard Female College, 1161.
Howard Pa3me College, Mo., 1155.
Howard Payne College, Tex., 1160.
Howard University. 869, 1141, 1160, 1174, 11801
1183.
Howe, John de la, mentioned, 600.
INDEX.
1281
HndsQD. N. Y., 602, 972, 004.
Hamane Society of Rochester, quoted, 778.
Hnntuid Hnddleetone College, 1147.
Huntingdon, Pa.,_physical training, 568.
Hnntiugton, W. Va., 693, 078, lOOOi
HnntaTille, Ala., 962, 984.
Hunterille Female College, 1159.
Honziker, O., the Swlsa school njstem, 197.
Hutchinson, Eans., 504, 066. 088.
Hutten, Ton, ririch, nu*ntioued, 261.
Hyde Park, Mass., 504, 968, £81, 000.
Hygiene, in Bohools oX SwitaerUnd, 227.
I.
Idaho, statlstioa of public schools, 20-71, 079; sta-
tistics of secondary schools, 687.
Hion, N. Y., physical training, 504.
Illinois, statistics oi public schools 20-71, 580, 670 ;
of secondary schools. 687: of higher educa-
tion, 712, 734, 1163, 1179 1182, 1196; of busi-
ness oollegos, 1217 ; of the defective and de-
linquent olasaes, 1238, 1241, 1245, 1252, 1250,
1263.
Illinois Asylum for Imbeciles, 1200.
BUnois College, 1143. «
Illinois College of Pharmacy, 1174.
Illinois Femnle College, 1159.
Illinois Industrial School for Girls, 1265.
Illinois Institution for the Education of the
Blind, 1253.
Hlinois Institution fbr the Education of the Deaf
and Dumb, 1246.
Illinois SUte Normal University, 1200.
Illinois SUte Reformatory, 1265.
Illinois Training School for Nurses, 1177.
Illinois Wesleyan University, 1142, 1180.
Illiteracy, as snown by school attendance, 37.
Income, of State and city systems, 28, 65, 085; of
Crerman universities, 358; derived from all
sources by universities and colleges, 721,
783, 740; from all sources, of agricultural
ana mechanical colleges, llbl; of schools
for the defective classes, 1238-1271.
Indiana, statistics of publio schools, 29-71, 580,
670; of seooncary schools, 687; of higher
education, 712, 1163, 1170, 1182, 1108; of busi-
ness colleges, 1217; of the defective and
delinquent classes, 12^8, 1244, 1251, 1250, 1263.
Indiana Dental College, 1172.
Indiana Eclectic Col^ge of Physicians and Sur-
geons, 1171.
Indiana Eclectic Medical College, 1171.
Indiana Institute for the Blind, 1253.
Indiana lusiitntion for the Education of the Deaf
and Dumb, 1246.
Indiana Normal College, 1200.
Indiana Ophthalmic College, IITO.
Indiana Stato Normal School, 1200.
Indian:^ Reform School, 1265.
Indiana Reform School for Girls and Women's
Prison. 126B.
Indiana School for Feeble-Minded Youth, 1260.
Indiana University, nnlversity extension at, 752;
statistics, 1143, 1180, 1207.
IndianapoliH, Ind., 584, 964, 980, 986.
Indianapolis Normal School, 1200.
Indian Territory, statistics of cities, 670; sta-
tistics of secondary schools, 687.
Industrial education. See Higher and profes-
sional education afni Manual training.
Industrial Homo for Colored Girls, 1266.
Industrial Distitnte and College, 1160.
Ingalls, F. T., quoted, 851.
Innsbruck, Austria, school exhibition at, 244.
Inspection. See Management and supervision of
instruction.
Institute for Training Colored Ministers, 1183.
Institution for the Blind of Mississippi, 1253.
Institution for the Education of the Mute and
the Blind of Colorado, 1246, 1253.
Institution for the Improved Instruction of Deaf-
Mutes, 1247.
Institut National Agronomiqne, 392.
International Y. M. C. A. Training School, 920.
Ionia, Mich., physic^ training, 004.
ED 92 81
luwa, statistics of public schools, 20-71, 580, 670;
of secondary schools, 687 ; of higher educa-
tion, 712, 1163, 1170, 1182, 1108; of business
colleges, 1217; of defective and delinquent
classes. 1241, 1245, 1252, 1250, 1263.
Iowa Agricultural College, 1188, 1101.
Iowa College, 1144.
Iowa College for the Blind, 1253.
Iowa College of Law, 1180.
Iowa College of Pharmacy, 1174.
Iowa College of Physicians and Surgeons, 1167.
Iowa Eclectic Medical College, 1171.
Iowa Industrial School, 1265.
Iowa Institution for Feeble-Minded Children,
1260.
Iowa School for the Deaf, 1246.
Iowa State Normal School, 1200.
Iowa State Universitv, university extension at,
752. 1207: stotistics, 1141, 1167. 1170, UT2,
1174, 1180.
Iowa Wesleyan University, 1144.
Ireland, statistics of e<liicational inftitutions, 07;
educational atfairs in, during 1892, 103; tech-
nical instruction in, 105.
Iron Mountain, Mich., 968, 000.
Ironwood, Mich.. 008, 090.
Ironton. Ohio, 580, 074, 990.
Irving CoIIe;;o for Young Ladies, 1161.
IsbelfCollc^e, 1159.
Ishpeming, Mich., 968, 990.
Ithaca, N. Y., 594, 972, 994.
Jackson, Mich., 968, 990.
Jackson, Sheldon, work of supervising schools of
Alaska, 884.
Jackson, Tenn., 076, 998.
Jackson College, 12<)4.
Jacksonvillo, 111., 964, 986.
Jackson ville Female Academy, 1159.
Jacobi, Dr., mentioned, 145.
Jahn, Friedrich Ludwig, quoted, 486, 641.
Jamestown, N. Y., 586, 972, 994.
Janes ville. Wis., 978, lUOO.
Japan, i>cdagogioal museum of, 246.
Jasper, John, nuoted, 787.
Jasper Normal Institute, 1204.
Jefferson, Thomas, quoted, 496.
Jefferson College, 1145.
Jefferson Davis College, 1160.
Jefferson ville, Ind., 9(M, 986.
Jersey City. N. J.. 594, 972, 982, 992.
Jessamine Female Institute, 1159.
John B. Stetson University, 1141.
John C. Green School of Scionc«, 1 196.
Johns Hopkins University, present occupation
of men who have h'ad fellowships in, 727;
Chesapeake ZoologicA Laboratory of, 002;
statistics, 1146.
Johnson. Mrs. D. H., quoted, 838.
Johnson City, Tenn., physical training, 504.
Johnstown. Pa., 074. 996.
Jones, D. W., qnoted, 831.
Joplin, Mo.. 970, 992.
Jordan, T. W., quoted. 859.
Joynes, Dr. Ed. S., quoted, 140.
Judson Female Institute, 1150.
Kalamazoo, Mich.,068, 000.
Kalamazoo College, 1147.
Kankakee, 111., 500. 064, 086.
Kansas, Btatistics,of public schools, 20-71, 581, 670,
of secondary schools. 687; of higher educa-
tion, 712, 734, 1170, 1108 ; of business coUeees ;
1217; ot the defective and delinquent classes,
1245, 1252, 1250, 1263.
Kansas Agricultural College, 1188, 1101.
Kansas City, Kans., 501. 066, 088.
Kansas City, Mo., 586, 070. 092.
Kkusaa C'ity College of Pharmacy, 1174.
Kansas City Dental College, 1172.
Kansas City Homeopathic Medical College, 1171.
1282
INDEX.
^
KansM City Medical College, 11G8.
yaTi^o. Institution for tho Edacation of the Blind,
1253.
Kansas Inatitntion for the Edocation of tbe Deaf
and Dnmb. 1240.
Kansas Kormal CoUeee, 1304.
Kansas Schoolforldiotlc and Imbecile Youth, 126a
Kansas State l^ormal School, 1201.
Kansas State Kcform School, 1265.
Kansas Wesley an University, 1145
Kant, Immanuel, quoted, 304.
Keacliio Collogo, 1145.
Kearney, Nobr., 970, 092.
Keone, N. U., physical training, 504.
Kehr, Prof., quoted, 148.
Kentucky, statistics of public schools, Sd-Tl, 681,
679; of secondary education, 687 ; of higher
education, 712, 734, 863, 1163, 1170. 1182, 1198 ;
of business colleges, 1216; of tho defective
and delinqueut classes, 1244, 1251, 1259, 1263.
Kentucky Agricultural and Mechanical College,
118&, 1191.
Kentucky College for Young Ladies, 1150.
Kentucky Industrial Schoolof Keform, 1265.
Kentucky Institute for Deaf Mutes, 1237, 1246.
Kentucky Institution for the Education and tho
Training of Focblo-mlnded Children, 1260.
Kentucky Institution for tho Education of tho
Blind, 1237, 1253.
Kentucky Militaiy Institute, 1145.
Kentucky School of Medicine, 1167.
Kentucky University, 1145.
Kentucky AVosley an* College, 1145.
Kenyon College, 1151, 1185.
Keokuk, Iowa, 966, 068.
Keuka CoUego, 1150.
Kowanee, IlL. physical training, 690.
Key West, Fla., 064, 084.
Kindergarten, number of pupih In, in schools for
tho defective classes, 1238-61.
King, II. C, quoted, 851.
King College, 1154.
Kingston, K. Y., 692, 972, 994.
Kicmm, L. R., on training of teachers in Germany,
Austria, Switzerland, 139; and Swiss sshool
system, 107; translation of paper on Ger-
man universittV education, 247 ; translation
of paper on gymnastics in Saxony, 490.
Knapp's English and German Institute, 1242.
Knowlton, Kbenozer, mentioned, 525.
Kuox, Henry, mentionod, 408.
Knox College, 1143.
Kuoxvillo, Tcnn., 593, 976, 098.
Knoxvillo College, 869, 1154, 1203.
Kokomo, Ind.,064, 086.
Konigaberg, school museum, 242.
Kopp, F.. quoted, 144.
KosarifTsky Contract School, 875.
Krugcr, Daniel, mentioned, 142.
Kugler'a (Mian) Oral School for Deaf Mutes, 1242.
JIuTcr's (Miss) Articulation Class for Deaf
Mutes, 1242.
I..
La Crosse, Wis., 593, 978, 1,000.
La CrosMO Public Oral School for the Deaf, 1330.
LaFayctte, Ind., 504, 904, 98G.
LaFayetto College, Ala., 1140.
Lafayette College, Pa., 1153.
Lagerstedt, Dr., quoted, 434.
Lagrange College, 1148.
Lagrange Female College, 1159.
Lako Erie Seniiuary, llUl.
.Lake Forest University, 1143.
Lako Minnetonka Summer School, 050.
Lancaster, Pa., 588, 974, 982, 996.
Lane Theological Seminary, 1185.
Lane University, 1145.
Languages, study of, optional in Prussian nor-
mal school, 161; illustrated, 183; Latin in
tho universities of the Kenaissance, 261 ;
introduction of the study of Greek in Ger-
many, 2G1; students preparing for collego
course in classics, 680, 688, 707, 1002, 1084;
student.^) in secondary schools studying a
foreign, G95, 698, 701; numerical relation of
the sexes in, in secondary education, 707;
number pursuing in colleges for women,
730, 738; in summer schools, 917.
Lansing. Mioh., 968, 990.
Lansingburg, X. Y., 972, 994.
Laredo, Tex., 976, 096.
LaSalle, Dl., 964, 086.
La Salle College, 1153.
Lasell Seminary for Young Women, 1160.
Latin. See Language, study of.
Law, BCbools of, 1180.
For laws respecting schools, ««« Legialatlon ;
also in general Iligher and profoaaional
education.
Lawrence, Kaas., 060, 088.
Lawrence, Mass, 584, 968, 081, 990, 1201.
Lawrence Scientific School. 1J9G.
Lawrence University, 1156.
Laws. S. 8., on State school federation, 753.
Lea Female College, 1160.
I^iearen worth, Kans., 066. 068.
Leavitt, J., mentioned, 513.
Lebanon, Pa., 074, 906.
Lebanon Valley College, 1153.
Le Coutenx St. Mary's for tho ImproTed Instruc-
tion of Deaf Mntea, 1247.
Loetnrofl, in thoGrerman unirersity, 7^; nnmber
of university extension, 752; number of
university extension, 1206.
Leeds, Eneland, technicalieducation in, 1X».
Lo Garde, Miss Ellen, mentioned, 561.
Ltigisiation, regarding technical edncatioii in
Great Britain and Ireland, 106 ; respoctix^
the admission to public office in Germany,
415.
Leland Stanford Junior University, organizati<m
of, 711; university extension at* 732; star
tiatics, 1141, 1206.
Leland University, 869, 1145, 1184.
Le Mo3rne Normal Instituce, 1203.
Lenox College, 1144.
Leonaond Medical School, 1160.
Leutbecber, J., quoted, 147.
Lewis, Dio, work of, 615.
Lewiston, Me., 584, 066. 080, 988.
Lexington, Ky., 066. 988.
Lexington Kormal Music School, 019.
Liberty of teaching in German universities, 314.
Libraries required by law in PmsBian normal
schools, 161; educational, 239; Ttsefnl'^eas
in German universities, 319; rolmnoa in, of
higher institutions, 720,732,730; volumes
in, of universities and colleges, 1146,
volumes in, possessed by colleges for
women, 1158, 1159; volumes possessed by
colleges of agriculture and the mechanic
arts, 1188; volumes in, possessefl by schools
for the defective classes, 1238-1262.
Licensing of teachers. Sec Teachers, qualiflea*
tions of.
Liobcr, Francis, mentioned, 504, 535.
Lima, Ohio, 974. 996.
Lincoln, Charles J., quoted, 827.
Lincoln, Nebr., 070, 092.
Lincoln Institute, 1193.
Lincoln University, 111., 1143.
Lincoln University, Pa., 869, 870, 1153, 1186.
Linden Hall Seminary, 1161.
Lindenwood Female College, 1160.
LineviUe College, 1140.
Liiig, P. H., system of gymnastics, 534, 536.
Lisbon, muxdcipal pedaj^ogical museum, 243.
Literature, synopsis of^a course in, in I^roasian
normal schools. 168 : a lesson in, 193 ; value
of current, in otvio life, 745.
Little Falls, N. Y., 972, 994.
Little Kock, Ark., 962. 984.
Little Kock University, 1140.
Liverpool, England, tectdnal instruction at, 121.
Livingstone College, 869,1151.
Local taxes for support of schools. Ste Appro-
priation, State and local.
Lecke, John, on physioal education, 479.
Lockport,N. Y., 592, 972, 994.
Logan Female College, IISO.
Logansport, Ind., 064, 086.
Lombard University, 1143, 1183.
London, technical education in, 109; else of school
buildings in, 672; plan of school board, is
dealing with truants, 780.
Long Island Citv, N. Y., 972, 982, 904.
Long Island CoUego Uospiul, 1168.
INDEX.
1283
Long Islimd Gollego Hospital Training School for
yomes, 1177. ,
Lorain, Ohio, physical training, 694.
Lorinoer, Dr., mentioned, 480.
Los Angeles, Cal., 582, 962, 980, 984.
Lot, FrM., gnoted, 276.
Louisbnrg f'emale College, 1101.
Loaisiana, statistics of pnblio schools. 29-71, 670;
of secondary scboola, 687; of higher educa-
tion, 712, 734, 863, li03, 1170, 1182, 1198; of
business colleges, 1217; of the defective and
delinonent classes, 1238, 1241, 1244, 1351, 1263.
Louisiana, Mo., physical training. 902.
Loaisiana Boys' Houmo of Kefuge, 1366.
Louisiana Institution for tbo i>eaf and'Dumb,
1246.
Louisiana Institution for the Education of the
Blind and Industrial Home for the Blind,
1253.
Louisiana State Normal School, 1201,
Louisiana State Universitv, 11.5, 1180, 1191.
Louisville, Ky., 906, 980, 98^.
Louisville College of Dentistry, 1172.
Louisville College of Pharmacy, 1174.
Louisville Medical College, 1167.
Louisville Normal School, 1201.
Louisville School of Pharmacy for Women. 1174.
Lowell, Mass., 584, 968, 981, 990.
Loyola College, 1146.
Lucv Cobb Institute, 1150.
Luther, Martin, mentioned, 261, 477.
Lutlieran Theological Seminary of the Synod of
Wisconsin, 1187.
Luther College, 1143.
Lutherville Female Seminary, 1160.
Lycoming County, Pa., Normal School, 1205.
Lyman School for Boys, 1207.
Lynchburg, Vn.. 978, 1000.
Lynn, Mass., 584, 968, 981. 990.
Lsrnnland Female College, 1159.
Lyons, Iowa, physical training, 594.
Lyons, N. Y., physical training, M4.
HI
Macalester College, 1147.
MacAlister. James, quoted, 822.
Maclay College of Theology. 1183.
McCouathv, William J., quoted, 788.
McCormick Theological Seminary of the Presby-
terian Church, 1183.
McCorran Oral School for Young Deaf Children,
1242.
McDonogh School, 1197.
McElroy, E. B., quoted, 785.
McFadaen, Edward B., quoted, 853.
Mackaye, James Steele, mentioned, 536.
McKeesport, Pa., 974, 996.
McKondree College, 1143, 1180
McLean Asylum Training School for Nurses, 1177.
McMinnviilo College, 1152.
Macomb Normal and Commercial College, 1204.
Macon, Ga., 5G4, 964, 986.
Madawaska training schools, 1201.
Madison, Wis., 978, 1000.
Mahanoy City, Pa., 594, 974, G90.
Maine, statistics of elementary schools, 2(^71,
580, 610; of secondary schools, 686; ot'higher
education, 712, 734, 1163, 1182, 1 198 ; of busi-
ness colleges, 1216; for the defective and
dclinciuent classes. 1238, 12(>3.
Maine Agricultural and Mechanical College, 11S9,
1191.
Maine Industrial School for Girls. 1266
Maine State normal schools, 1201.
Maine State Reform School, 1266.
Maine Wesleyan Seminary and Female College,
1160.
Maiden, Mass., 584, 068, 981. 990.
Management and supervision of instruction of
normal schools in Prussia. 157 ; in Switzer-
land, 226 ; effect of enforced attendance on
university courses, 313; classification in
graded schools, 601 ; in cities, 665 ; at West
Point Military Acttdem}', 768 ; advantages
of coeducation. 799.
Bee also Administration and organization of
systems.
Manchester, England, technical instruction at,
123, 134.
Manchester, N. H., 970, 981, 092, 1201.
Manchester, Ya., 978. 1000.
Manhattan Collego. 1150.
Mankato, Minn., 070, 090.
Manistee, Mich., 594, 968, 990.
Mansfield, E. D., mentioned, 497.
Mansfield, Ohio, 974, 906.
Manual Training, in Swiss schools, 210; private
schools for, 1107.
Marietta, Ohio, 974, 906.
Marion, Ind., 964, 980, 980.
Marion, Ohio, 974, 996.
Marion Female College. 1102.
Marion Female Seminarv, 1159.
Marquette, Mich., 968. 090,
Marquette Collie, 1156.
Marsnall, Mo., physical training, 604.
Marshaiitown.Iowa, 594, 066. 988.
Marble. A. P., quoted, 674.
Marbiehead.Mass, physical training, 591.
Marlboro, Mass., 968, 990.
Maria Consilia Deaf Mute Institute. 1242.
Marietta, Ohio, physical training, 594.
Marietta College, 1151.
Marshall College, 1203.
Martha's Yineyard Summer Institute, 045.
Martha Washington College, 1162.
Martin Female College, 11^.
Massilon, Ohio, 974, 996.
Matthews Hall, 1183.
Mary Fletcher Hospital Training School for
Nurses, 1178.
Maryland, statistics of elementary schools. 20-71,
581,679; of secondary education, 086; of
higher education, 712, 731. 734, 863. 1163, 1170,
1182, 1108; of business colleges, 1216; of the
defective and delinquent classes, 1241, 1244,
1251, 1257. 1263.
Maryland Agricultural College, 1189, 1191, 1103.
Maryland College of Pharmacv, 1174.
Maryland House of Beformation, 1266.
Maryland School for Colored, Blind, and De.if, 1237,
1246. 1253.
Maryland School for the Blind, 1253.
Maryland School for the Deaf and- Dumb, 1240.
Maryland State normal schools, 1201.
Mary Sharp College, 1162.
Maryville College, 1155.
Mason, S. W., mentioned, 530.
Mason City, Iowa, physical training, 584.
Mason College, 117.
Massachusetts, statistics of elementary schools,
29-71,580,679; of secondary education, 686;
of higher education, 712. m, 734. 116:i, 1170,
1182,1198; of business colleges, 1216; for the
defective and delinquent classes, 1238, 1241,
1244, 1251, 1257, 1259, 1263.
MaAsachiisetts Acnricnltural College, 1189, 1101.
Massachusetts burean of statistics of labor, re-
port on health of graduates of colleges for
women, 841.
Massachusetts College of Pharmacv, 1174.
Massachusetts Institute of Technology, 1180, 1101.
Ma.ssachuHetta normal schools, 1201.
Massachusetts Koformatory, 1266.
MosHachuaetts School fortlie Feeble-minded, 12G0.
Massachusetts State Industrial School for Girls,
1267.
Massachusetts State Primary School, 1267.
Mathematics, course ot instruction in Prussian
normal schools, 165; students in secondary
schools studying higher. 696. 699,701.
Maxwell, W. H., quoted, 666, 668, 787.
Meadvillo, Pa., 074. 006.
Meadvillo Theological School. 1186.
Mechanic arts, school for, 1188, 1100. 1197.
Mochlenbnrg, normal schools. 154.
Med ford, Mass., 968, 981. 900.
Medical College of Alabama, 1166.
Medical College of Indiana, 1167.
Metlical College of Ohio. 1169.
Medical College of the State of South Carolina,
1169.
Medical Collego of Yirginia, 1160.
Medicine, schools of, 1106.
See aI<o, Higher and professional education.
Medina, N. Y., physical training, 594.
Meharry Medical Department, 1169.
Meijerberg, Carl Jonas, mentioned, 426.
Melanchthon, Philip, prseceptor GermanioB^ IS^^
Melbourne, school muaewnx^X..,!^.
1284
INDEX.
Melrose, Manii., 908. 930.
Mempbis, Teuu., 976, 993.
Memphis Conference Female Institute, 1161.
Memphis Hospital Medical College, 1169.
Menominee, Mich., 588. 968, 990.
Mercer University, 1142, 1180.
Merchant VonturorB, Society of, teohnical school
of, 113.
Mercnrialis, quoted, 477.
Meriden. Conn., 962, 984.
Merrill, Moses, quoted, 826.
Me»erve, Alonzo, quoted, 827.
Motcalf, K. C, quoted, 821.
Methods of instruction, in Prussian normal
schools, 161; in German 'university, 258,
294,301,814,317; in the elementarv schools
of Sweden, 426; in schools of eighteenth
century, 481 ; inadequacy of a single teacher
to instruct two half-day schools, 6w ; at West
Point Military Academy, 768; in sommer
schools, 896.
Metener, Heinrich, quoted, 544.
Miami Medical CoUege, 1169.
Miami Tuiversity, 1151.
Milwaukee, Wis., physical training, 618,588;
comparative decrease in enrolfinent, 662;
statistics, 978, 983, 1000, 1239.
Milwaukee College, 1162.
Milwaukee Day School for the Deaf, 1239.
Milwaukee Literary School, 914.
Michigan, statistics of elementarv schools. 29-71,
580, 679 ; of secondary schools, 687 ; of higher
education, 712, 1163, il79, 1182, 1198; of busi-
ness colleges, 1217; of the defective and
delinquent classes, 1241, 1245, 1252, 1257,1263.
Michigan City, Ind., 590, 964, 986.
Michigan College of Medicine and Surgery, 1167.
Michigan House of Correction and Beformation,
1267.
Michigan Industrial Home for Girls, 1267.
Michigan Mining School, 1196.
Michigan School for the Blind, 1253.
Michigan School for the Deaf, 1246.
Michigan State Agricultural College, 1189, 1191.
Michigan State Normal School, 1201.
Michigan State Reform School, 1267.
Middle Ages, movement of thought during, 253.
Middlcbury College, 1155.
Middletown, Conn., 594, 962, 984.
Middletown, N. T., 972, 994.
Middletown, Ohio, 074, 990.
Midland College, 1144.
Military Academy at West Point, 497.
Military exercises (as gymnastics) or education.
See Physical training, or Higher and pro-
fessional education.
Miller, Lewis, mentioned. 921.
Miller Manual Labor School, 1197.
Millersburg Female College, 1159.
Milligan College, 1155.
Mills CoUego. 1158.
Millville, N. J., 972. 982, 992.
Milton, 0 ., quoted, 478.
Milton College, 1156.
Mining, Swedish schools for, 440.
Minneapolis, Minn.. 501. 070, 981, 990, 1201.
Minneai>olis College of Physicians and Sur-
geons, 1168.
Minnesota, statistics of elementary schools, 29-71,
580, 679 ; of secondary schools, 687 ; of higher
education, 712,734, fl63, 1179. 1182. 1198; of
business colleges, 1217 ; of the defective and
delinquent classes, 1241. 1245, 1252, 1259, 1263.
Minnesota College of Pharmacy, 1174.
Minnesota Keformatory, 1267.
Minnesota School for Feeble-Minded, 1260.
Minnesota School for the Blind. 1253.
Minnesota School for the Deaf, 1246.
Minnesota State normal schools, 1201.
Minnesota State Keform School, 1267.
Missionorv Institute, 1186.
Mission £fouse, 1156, 1187.
Mississippi; statistics of elementary 8chools,29-71,
581, 679 ; of secondary schools, 687 ; of higher
education, 712, 734. 863. 1179. 1198; of busi-
ness colleges, 1217; of the defective and de-
linquent classes, 1244, 1251.
Mississippi College, 1147.
Mississippi Institution for the Education of the
Deaf and Dumb, 1237, 1247.
MiMissippi State Normal School, 1201.
Missonn, statistics of, elementary schools. 29-71,
560; 679 : of secondary schools, 667 ; of higher
education, 712, 734, 863, 1163, 1179. 1182, 1 198;
of business colleges, 1217; of the defective
•ad delinquent classes, 1238, 1241, 1245. 1252.
1263.
Missouri Industrial Home for Girls. 1267.
Missouri Reform School for Boys, 1207.
Missouri School for the Blind, i254.
Missouri School for the Deaf and Dumb, 1237, 1247.
Missouri State normal schools, 1201.
Missouri Dental College, 1172.
Missouri Medical CoUege and St. Louis Post
Graduate School ofMedicine, 1168.
Missouri Valley College, 1148.
Mixed schools. See Women.
Moberly. Mo., 970, 992.
Modem languages. See Language, study of.
Moline. III.,^, 964, 986.
Monmouth College, 1143.
Monongahela CoUege, 1153.
Monroe, Lewis B.. mentioned, 531.
Monroe Female CoUege, 1159.
Montaigue, M. de, quoted on education, 473.
Montana statistics of elementary schools, 29-71,
581; of second&ry schools, 687; of higher
education, 712.
Montgomery, Ala., 962, 984.
Montgomery Female CoUege, 1162.
Moore, Hobart, mentioned, '531.
Moore's HUl College, 1143.
Moravian College. 1153.
Moravian Seminary for Young Ladies, 1161.
Moravian Theological Seminar}-, 1186.
Morf, Dr., quoted, 199.
Morristown, N. J., 972, 992.
Morristown Normal Academy, 1203.
Morris ville College, 1148.
Morgan College, 869, 1146.
Moses, Edwara P., quoted, 789.
Mother tongue, in course of Prussian normal
schools, 163.
Mount Carmel, 594. 974, 996.
Mount Holyoke Seminary and CoUege, 1158.
Mount St. Mary*s College, 1146.
Mount St. Mary's Ecclesiasti^I Seminary, 1184.
Mount Sinai Training School ror Kursea. il77.
Mount Union CoUege, 1151.
Mount Vernon, M. Y., 594. 972, 904.
Mo wry, W. A., mentioned. 535; quoted, 789.
Moxom. PhUip S., quoted, 833.
Muhlenberg College, 1153.
Mulcaster, Richard, work on physical training,
475.
Mulhausen, Germany, large school of, 672.
Muncie, Ind.,li94, 964, 980, 986.
Municipal aid. See Appropriations, State and
local
Murfee, £. H., quoted, 850.
Muscatine, Iowa, 591, 966, 988.
Museums, In European technical instrucUoo, 133;
school, 239.
Music, in course of Prussian normal schools, 166:
a lesson in, 195; as an accompanyment of
physical exercises. 580 : students in coUeges
for women studying. 735; institu|ea for, 919.
Muskegon, Mich., 594. 968. 981,090.
Muskingum CoUege, 1151.
IV.
Nfias. B\m. Seminary at, 427.
Nachtegall. . mentioned, 485.
Nauticoke, Pa., 974, 996.
Napa College, 1141.
Narragansett Machiite Company,
manufactured by, 561.
Nashotah House, 1187.
Nashua, N. H., 970, 981, 902.
Nashua, N. H., physical training, 594.
Nashville, Tenn., 976, 998.
Nashville CoUege for Young Ladies, 1161.
NashvUle. Tenn., physical training, 593.
Natchez. Miss., 970. 992.
Natick, Mass., 968, 981, 990.
apparatus
lV
INDEX.
1286
KationaWBritish) Association for the Promotion
of Technical and Seoonda^ Edacation, 100.
Xational Colleee of Phannacv, 1174.
Ifational Deaf -Mute College, 1141.
National Edncation Association, scheme of grad-
ing of, 631; on'province of secondary edu-
cation, 685.
National German- American Teachers' Seminary,
1206.
National Summer School of Methods, at Glens
Falls, N.Y., 955.
National Univei-sity, 1106, 1172. 1180.
Natural philosophy. Ste Science, study of.
Neal, John, mentioned, 504.
Nebraska, statistics of elementary education,
2&-71f 500, 679; of secondary schooln, 687;
of higher education, 712, 116:t, 1179, 1182,
1198; of business coilegei^, 1217; of the dc;
fective and delinquent classes, 1245,1253,*
1259, 1263.
Nebraska Clty.Nebr.. 970, 981. 902.
Nebraska Inauatrial School fur J uvenile Offend-
ers, 1267.
Nebraska Institute for the Deaf and Dumb, 1247.
Nebraska Institution for Feeble- Minded Youth,
1260.
Nebrask.i Institution for the Blind, 1254.
Nebraska State Normal School, 1201.
Nebraska Wesleyan University, 1149.
Negaunee, Mich., physical training, 586.
Neero, education of. 8t€ Colored race.
NeiBonville, Ohio, physical training, 504.
Netherlands. See Holland.
Nettelhorat, Louis, quoted, 670.
NeufchAtel, Switzerland, schpol exhibit of, 243.
Nevada, statistics of elementary education, 29-71,
679 ; of secondary schools. 687 ; higher edu-
cation, 712; of busincsa colleges, 1217.
Nevada, Mo., 970. 992.
New Albany, Ind., 964, 986.
Newark, N. J., 594. 972, 982, 994, 1201.
Newark, Ohio. 974, 996.
Newark City Home, 1267.
New Bedford, Mass., 968, 981, 900.
New Bedford City Truant School, 1267*
Newberry College, 1153.1186.
New Britain. Conn., 594, 962, 880, 984.
New Brunswick, N. J., 972. 982. 994.
Newburg, NY., 972, 994.
Newburvport, M a'se., 594, 968, 081, 990.
Newcastle, P«., 974. 096.
New Church Theological School. 1185.
New Kngland Home for Little Wanderwt, 1266.
New England Hospital Training School for
Nurses, 1177.
New England Industrial School, 1246.
New Hampshire, atatiatics of elementary schools,
21^71,580.679; of secondary schools, 686; of
higher education, 712, 734, 1163, 1198 ; of busi-
ness colleges, 1216 ; of delinquent class, 1263.
New Hampshire College of Agriculture and Me-
chanic ArU. 1189, 1192.
New Hampshire Conference Seminary and Female
College, 1160.
New Hampshire Industrial School, 1267.
New Ham pah ire State Normal School, 1201.
New Haven, Conn.. 594,962,980,984.
New Jersey, statistics of elementary schools,
29-71^581,679; of secondary education, 686 ;
of higher education, 7]2,7'^1,734, 1182,1198;
of busineaa coUcges, 1216, 1244, 1257, 1259,
1263.
New Jersey Home for the Education and Care of
Feeble-Minded Children, 1260.
New Jersey Industrial School for Girls, 1267.
New Jersey Keform School, 267.
New Jersey School f^r Deaf-Mutes, 1247.
New Jersey State Institution for Feeble-Minded
Women, 1260.
New Jersey State Normal and Model School, 1201.
New London, Conn., 582, 962, 984.
New Mexico, statistics of elementary schools,
29-71.679: secondary schools, 687.
New Mexico School for the Deaf and Dumb, 1247.
New Orleans, La., 662. 966, 988.
New Orleans Free Public School for Deaf-Mutes,
1239.
New Orleans Normal School, 1201.
New Orleans Polyclinic, 1170.
New Orleans XTnirersity, 809, 1145, 1167.
Newport, Ky^ 966, 988.
Newport, R. I., 593, 976, 982, 998.
New Rochelle, N. Y., 972, 994.
Newton, Kan., physical training, 591.
Newton, Mass., 968, 981, 990.
Newton Theological Institute, 1185.
New Windsor Cx>llege, 1146.
New York, statist^s of elementary education,
29-71, 580« 679; of secondary education, 686;
of higher education, 712. 731, 734, 1163, 1179,
1182, 1198; of business colleges, 1216; of the
defective and delinquent cusses. 1241, 1244,
12dl,12.'>7. 1259. 1263.
New York, N.Y., physical training, 594; com-
parative decrease in enrollment, 062 ; length
of school term 1841-1891, 664; size of recent
school buildings. 671 ; statistics, 972, 982,-
994.
New York Catholic Protectory, 1268.
New York City House of Befuge 1268.
New York City Training School for Nuraes, 1177.
New York College for the Training of Teachers,
1204.
New York College of Dentistry, 1173.
New York College of Veterinary Surgeons, 1176.
New York Female Normal College, 1202.
New York Homeopathic Medicarcolloce, 1171.
New York Hospital Training School for Xursea
1177.
New York House of Befuge for Women, 1268.
New York Institution for the Blind, 1254.
New York Institution for the Instruction of the
Deaf and Dumb, 1247.
New York Juvenile Asylum, 1268.
New York Medical College and Hospital for
Women, 1171.
New York Polyclinic, 1170.
New York Postgraduate Medical School and
Hospital, 1170.
New York School for Feeble-Minded, 1260.
New York School for Training Nurses, 1177.
New York State Industrial School, 1268.
New York State Institution for the Blind, 1254.
New York State Normal Schools, 1201.
New York State Reformatory School, 1208.
New York Training School for Nurses, 1177.
Niagara University, 1150, 1168. 118L
Niantio School for Teachers, 958.
Nicolai, Fr., quoted, 315.
N ight schools. See Evening schools.
Nisson. Hartvig, mentioned, 535.
Norfolk, Va., 978, 98.V00O.
Norfolk, Bristol, anttPlymouthUnion School, 1267.
Norfolk College for Young Ladies. 1162.
NormalandSpecial-TrainiligSchool.Oakland,1204.
Normal schools. Sec Teachers, training of.
Norris, J. O., quoted, 827.
Norristown, Pa., 594, 974, 996.
North Adams, Mass., 594, 968^981, 990.
Northampton, Mass., 694, 968, 981, 990.
North Carolina, statistics of elementary e<luca-
tion, 29-71, 580, 679; of secondary education,
686; of higher education, 712. 734, 863, liu:),
1179, 1183, 1198; of business colleges, 1216; of
the defective and delinquent classes, 1244,
1251.
North Carolina College, 1151.
North Carolina Institution for the Deaf and the
Dumb and the Blind, 1237, 1247, 1254.
North Carolina State normal schools, 1202.
North Dakota, statistics of elementary education,
29-71, G79; of secondaiy schools. 687; of
higher education, 712. 1198; of business col-
leges, 1217 ; of the defective and delinquent
North Dakota Agricultural College, 1189, 1192.
North Dakota State normal schools, 1202.
North Dakota University, 1151.
Northern Illinois College, 1143.
Northern Illinois Normal School. 1204.
Northern Iowa Normal College, 1204.
Northern New York Instituuon for Deaf-Mntes,
1247.
Northwestern College, 1143.
Northwestern College of Dental Surgery, 1172.
Northwestern Hospital Training Scliool for
Nurses, 1177.
Northwestern Medical College, 1168.
1286
INDEX.
North wostem Normal, 1201.
Slorthwcatem Unlyenity, HI., 1142, 1107, 117i,
1180.
North wt)8tom University, Wis., 1157.
Northwestern Veterinary College, 1176.
Northwest Normal School, 1205.
Notre Bame School for the Deaf, 1242.
Norwalk, Conn., 594, 962. 984.
Norwegian and Danish.Theological School, 1188.
Norwich, Conn., 062, 984.
Norwich University, 1196.
Nurse training schools, 1177.
O.
Oakland, Cal,, 683, 062, OSO, 984.
Oakland School for Girls, 1269.
Oakside School, 1204.
Oberlin, Ohio, physical training, 503.
Oberlin College, 1151, 1185.
Obligatory school attendance. Ses Attendance.
O'Callighan, D., quoted. 835.
Ogden, Utah, 504, 976, 098.
Ogden College, 1145.
Ogdcnsborg. N. Y., 072, 004.
Ogontz School, 1161.
Ohio, statistics of elementarr education. 29-71,
580, 679 ; of secondary schools. 687 ; oi higher
education, 712, 731, 724, 1163, 1170, 1182, 1108,
of business colleges, 1217; of the defective
and delinqnent classes, 1238, 1241, 1244, 1251,
1259 1263.
Ohio College of Dental Surgery, 1173.
Ohio Institution for FeebleMiuded Youth, 1261.
Ohio Institution for the Education of the Blind,
1254.
Ohio Institution for the Education of the Deaf
and Dumb. 1247.
Ohio State University, 1151, 1175, U76, 1161, 1180,
1192.
Ohio Universi^, 1151, 1202.
Oil City, Pa., 074, 006.
Oklahoma, statistics of elementary education,
20-71, 679 : of secondary schools, 687.
Oklahoma Agricultural and Mechanical CoUege,
1189, 1102.
Oldenburg, normal schools, 154.
Olivet College, 1147.
Olyuipia, Wash., physical training, 593.
Omaha, Nobr., 586. 9t0, 081, 092.
Omaha Medical College, 1168.
Oneida, N. Y., phj'sical training, 502.
Onoonta. N. Y., physictil traiuiug, 5'J4.
Orange, N. J., 072, 004.
Orange Training School for Nurses, 1177,
Oratory^ schools ior, 019.
Oregon, statistics of elementary education, 20-71,
679 ; ol secondary schools, C87 : of higher
education, 712, 1163, 1179. 1182. 1198; of busi-
ness colleges, 1217 ; of the defective and de-
linquent classes, 1245, 1252, 1264.
Oregon Institute for the Blind, 1254.
Oregon School lor the Education of Deaf>Mates,
1247.
Oregon State Heform School, 1268
Organization and management of systems, of Ger-
man universities, 279.
Organization of schools . JSee A dministration and
oreauization of systems aiui Management
anu supervision of instruction.
Ortel, Otto, quoted, 780.
Oshkosh, Wis., 588, 078, 083, 1000.
Oskaloosa, Iowa, physical training, 564.
Oskaloosa College, 1144, 1184.
Oswego. N. Y.. 972, 004.
Otis, Edward O., quoted, 845.
Ottawa, 111., 064, 080.
Ottawa University, 1145.
Otterbeiu University, 1152.
Ottnmwa, Iowa. 066, 988.
Ottumwa Normal School, 1204.
Ouatchita Baptist College, 1140.
Owensboro, Ky., 066, 088.
Owensboro Female College, 1150.
Oxford College, 1161.
Oxford Female Seminary, 1161.
Oxford University, 07.
Ozark CoUege, 1148.
Pacific College. 1132.
Pacific Methodist College, 1141.
Pacific Theologioal Semlnkry, 1183.
Pociflo University. 1162.
Packer CollegiAte Institute, 1161.
Padacah, Ky., 066, 988.
Paine Institute, 1204.
Paria, France, Pedasogical Masenm and Centod
Library of Elementary Inatmction, 2M;
university at, the first of its kind, 253.
Paris, 111., physical training, 594.
Paris, Tex., 076, 098.
Park College, 1148.
Parker CoUege, 1147.
Parkersburg, W. Va., 078, 1000.
Parkersburg Seminary, 1162.
Parochial scdooIb. See Elementary 6dn<»ition.
Parsons, Kans., physical training, 504.
Parsons College, 1143.
Partridge, Alden, quoted. 501.
Pasadena, CaL, physical training, 504.
Passaic, N. J., 602, 072, 082, 004.
Pateraon, N. J., 072, 982, 904 ; normal traiuinc class,
1201.
Paterson General Hospital and Training School
for Nurses, 1177.
Paul Qninn CoUege, 869, 1155.
Paulsen, lY., report on German univcraitioa* 24fi.
Pawtucket, K. I,. 588, 076, 082, 996.
Peabody, Mam., 068, 090.
Peabody Normal CoUeffe, 1203.
Pedagogical Central Library at Leipzig, 242.
Pedagogy, in course .of Prussian normal schools,
1& ; a professional coarse in, in GemuuiT,
170; schools of, 1108. See also Teachers,
training of.
Peekskill, N. Y., 504, 072, 004.
Pekin, 111., physical traininff, 500.
Penmanship, in ooorae ot Prussian nornud
schools, 166.
Penn College, 1144.
Pennell, C. §., mentioned, 524.
Pennsylvania, statistics of elementary aohoola,
2»-71, 580,670; of secondary <Mlaoation, 686;
of higher education, 712,731,734,1163.1179,
1182, 1106; of business colleges, 1216; of the
defective and delinquent classes, 1241, 1244,
1251,1250,1263.
Pennsylvania CoUege, 1153.
Pennsylvania CoUego of Dental Surgery. 1173.
Pennsylvania Industrial Reformatory-, 1268.
Pennsylvania Institution for the Instruction of
the Blind, 1254.
Pennsylvania Institution for the Deaf and Diunb,
1247
Pennsylvania MiUtary CoUege, 1153.
Pennsylvania Oral School for the Deaf, 1247.
Pennsylvania State CoUege, 1190, 1102.
Pennsylvania State normal schools, 1202.
Pennsylvania Training School for Feeble -Minded
Children, 1201.
Ponsacola. Fla., 504, 064, 084.
People'H School Museum, at Kostock, 243.
Peoria. lU., 964. 080, 966.
Perkins Institution and Massachuoatts School
for tho Blind. 1253.
Perry, W. S., quoted, 822.
Perth Amboy. N. J., 072, 094.
l^estolozzi, J. H., mentioned, 208, 485.
'^cstAloszianiini, Ziiriob, 243.
Petersburg, Ya., 504, 078, 1000.
Pharmacy, schools of, 1174.
Philadelphia, Pa., comparatiye deoreaao in enroll-
ment, 662 ; lengui of school term 1341-181)1.
664; efibrts to increase nnmber of uic>n in
teaching corps, 660 ; school buildings of, G7:: :
statistics, 074, 082, 006; girls' normal school
1203.
Philadelphia College of Pharmacy, 1 175.
Pliiladelphia Dental CoUege and Hospital of Oral
Surgery, 1173.
Philadelphia Hospital Training School f.v
Nur8e8, 1178.
Philaflelphia House of Befuge, 1269.
Philadelphia Lying-in Charity and Nurse School
1177.
•^
INDEX.
1287
FhiUtlelphiaPolycliniciuixl CoUego (br GrsduAlot
iu Medicine, 1170.
Philandor Smith College, 869, 1140.
Philbrick, John D., quoted, 510, 628, 533, 813.
Phillips Academy, Andover, classification of
papils, 026.
PhiUipsbnrg. N. J., 072, 804.
Philosophy, as taught in German nnlTersities,
303 ; importance of, in study, 310.
Philomath College, 1152.
Phcenixvillo, Pa., 593, 076, 090.
Physical training in course of PruAsian normal
schools, 166; in Sweden, 444; historical de-
velopment of, 451 ; military drill as a form
of gymnastics, 530 ; Swedish system of gym-
nastics, 530, 580 ; German system of gym-
nastics, 549, 980; gymnasinms in city
schools, 560, 580, 581 ; eclectic system of phy-
sical training, cities employing, 580, 681;
time devotea to, 583 ; effect of coeducation
on health of girls, 763 ; in International Y.
M.aA.Sehool,920.
Physios. See Science.
Physio-Medical College of Indiana, 1171.
Pickard, J. L., quoted, 853.
Pierce Christian Colleeo, 1141.
Pierre TTniversity, 1154.
Pike College, 1147.
Plqua, Ohio, 074, 882, 006.
Pittsburg, Kans., physical training, 581.
Pittsburg, Pa., 002, 070. 082, 090.
Pittsbnrg College of Pharmacy, 1175.
Pittsburg Femide College, 1101.
Pittsbnrg TrainiBg School for Nnrses, 1178.
Pittsfield, Mass.. 008. 081, 000.
Pittston. Pa., 070, 082, 000.
Plainiield, N. J., 504, 072, 004.
Plattabnrg; If. T., physical training, 502.
Plattsmoutb, Nebr., 070. 081. 002.
Playgrounds, number of cities having ample, 580,
581, 500.
Pleasant Hope Normal Academy, 1204.
Plumb, A. EL, quoted, 833.
Plnmmer Fnrm School, 1207.
Plymouth, Pa., 076, 082, 008.
Poinc Barrow Contract School, 873.
Point Hope Contract School, 874.
Polytechnic Institute, Va., 1155.
Polytechnic Institute of Brooklyn, 1140.
Pope, Thomas £., quoted, 852.
Powell, W. B., quoted, 788.
Population, proportion attending school, 4; in
higher institutions, 13; of women attend-
ing college, 20; of tho United States 5-18,
27, 29 ; of foreign parentage, 30 ; percentage
of school, enrolleci, 37 ; of cities containing
8,000 or more inhabitants, 677, 670, 902 ; esti-
mated, of colored persons 5-18, 803; of
school age, in Alaska, enrolled, 873.
Port Gibson Female College, 1160.
Port Huron, Mich., 908, 090.
Port Jervls, N. Y., 072, 004.
Portland, Me., 060, 988, 1201.
Portland, Oreg., 974, 982, 996.
Portland School for Medical Instruction, 1160.
Portland School for the Deaf. 1239.
Portsmouth, N. H. .504, 070, 092.
Portsmouth, Ohio, 074, 000.
Portsmouth, Va., 078, 1000.
Posse, Nils, mentioned, 534 ; quot«d, 539.
Post-graduate instruction, ate Higher and pro-
fessional education.
Post Graduate Medical School and Hospital, 1170.
Post Graduate Polyclinic of Eclectic Medicine and
Surgery, 1170.
Potter College, 1150.
Pottstown, N, Y., 070, 982, 008.
Pottsville, Pa., 070, 082, 098.
Poughkeepsie, N- Y., 072, 904.
Practice school, in Prussia, 180.
Prairie View Normal School, 1194.
Pratt Institute, 1197.
Preparatory normal schools, in Germany, 163, 177,
185.
Preparatory schools. See Secondaij education.
Preparatory School of Medicine, university of
North Carolina, 1100.
Presbyterian College, 1100.
Presbyterian College of Upper Missouri, 1148.
Presbyterian College for women, 1101.
Presbyterian College of South Carolina, 1153.
Presbyterian College of the Southwest^ 1141.
Proscott, George J., quoted, 835.
Presidents, names of college, 046.
Preston, J. R., quoted, 785.
Prettyman, £. B.^uoted, 785.
PriucipaJsk /9ita-Teaohers, and for names see the
several statistical tables of Uie third or sta-
tistioffl part of this volume.
Pritohett School Institute, 1148.
Privnt-dbeents. See Professors and instructors.
Private Home and School for the Feeble in Mind,
1258.
Private Institution for tho Education of Feeble-
minded Youth, 1258.
Private schools. See Elementary education.
Produetive ftmda. See Funds .
Professional schools. See Higher and professional
education ; oif o Business, education for.
Professors and Instructors, character of, in French
higher education, 86; in educational insti-
tnSions of Great Britain and Ireland, 97 ; in
technical school at Bristol, England, 115; in
GermMi normal schools, 153 ; properly qual-
ified a desideratum in German normal
schools, 183; character of, at German uni-
Tersities, 249, 290; liberty of, in teaching,
280,301; prepared for German secondary'
schools, by university philosophical fooultv,
274, 281 ; position of, in German society, 2^ ;
character and mutual influence of thothreo
classes in Gorman universities, 290; inilu-
ence of fee system upon teaching of, 294;
nroper Sanction of, 290 ; not expected to per-
form police duty in German universities,
315; effect on, ot the unity of all higher in-
struction in Germany, 321 ; in German uni-
versities, 352 ; income of, in German univer-
sities, 360 ; in technical schools of Sweden,
439 ; in secondary schools, 080. 089 ; in all de-
partments of institutions for higher educa-
tion, by sex, 712, 724, 732, 734 ; having endowed
chairs, 720, 732; onoe connected with Johns
Hopkins or Clark universities, 727; synop-
tic view of sex of, 797 ; in public highscnools,
1002; in all departments of universities and
colleges, 1140, 1158. 1159; number having en-
dowed chairs, 1140, 1158; in professional
schools.1103,1179,1182, 1188, 1198; in busi-
ness c-olleges, 1210, 1218 ; in schools for the
defective classes. 1238-1271.
See alto Teachers.
Programme, of technical school of Society of Mer-
chant Yenturers of Bristol, England, 114 ; of
a German school for training teachers, 190;
of elementary schools of Sweden, 427; of
the Upton House (truant school), 780.
See alto Curriculum and Term.
Promotion, in German civil service, 421.
Property, value of, subject to taxation, in cities,
984.
See alto Buildings and accessorioH.
Protestant Episcopal Church in Philadelphia,
divinity schuol. 1180.
Protestant Episcopal Theological Seminary of
Virginia, 1187.
Providence, K. I., 594, 070, 982, 998.
Provo City, Utah, physical training, 693.
Prussia, duration of service of teachers, 01; nor-
mal schools, 153; requirements for admis-
sion to public ofiice. 309; civil service re-
quirements in, 412; physical culture in
schools of, 489.
Psychology, in course of pedagogy, 171.
Public schools. See Elementary education, and
the names of foreign countries and of the
States of tho Union, Administration and
organization of systems. Management and
supervision of instruction. Methods of in-
struction. Curriculum, Teachers, Students,
Buildings and accessories, Seats, Funds,
Incomes and Expenditures.
Pueblo. Colo., 582, 902, 984.
Pulto Medical College, 1171.
Pupils. See Students
Purdue University, 1174, 1188, 1191.
Recreation. See Phyaicai training and Seasion.
Kecum, M. Van. quotCMl, 3M.
liedcmptionists College of Ilchester, 1184.
Rcdfield College, 1154.
Ked Wine, Minn., pbvnical training, 501.
Refonnatlon, a popular movement antagoniatic
to cultnre. 261.
Reform School of the District of Colombia, 1265.
Rein, H., quoted, 142, 150.
Religion, of Prussian normal schools, 163 ; donom*
inatioualcharocterof schools for the training
of teachers, 179; instraction in, in a Prussian
normal school. 192; study of, in Swiss
schools, 218 ; relation of German universities
to the chnrch, 282; dogma in faculties of
German universities, 302; summer school
of, 916; school for training secretaries of
yonng men's Christian associations, 920.
Remsen, Ira, ouoted, 8o2.
Rensselaer Polytechnic Institute, 757, 1196.
Repeti tores, in*^German university education, 301.
Revenue. See Income and Tuition.
Reynolds, J. H., report of, on tec hnicaA education
on the continent of £uroi)e, 135.
Rhode Island, statistics of eleraentAry schools,
29-71,580,679; of secondary educ4itiou. 686;
of higher education, 712, 11G5. 1198; or bus-
iness colleges, 1216; for the defective and
delinquent classes, 1238, 1263.
Rhode Island Uospital Training School for
Nurses, 1178.
Rhode Island School for the Deaf, 1239.
Rhode Island State Normal School, 1203.
Richmond, Ind., 964, 986.
Richmond, Ya., 604, 978, 983, 1000.
Richmond College, Ohio, 1151.
Richmond College, Va., 1155.
Richmond Theological Seminary, 1187.
Rickett^. Palmer C., paper by, on the Rensselaer
Polvtechnic Institute, 757.
Riclcoff, A. J., mentioned, 526.
Rider Divinitv School, 1183.
Ridgeville College, 1143.
Rio Grande College, 1151.
Rio de Janeiro, national school museum at, 246.
Ripou Coileije, 1167.
Riverside, Cal., physical training, 594.
Roanoke, Va., 978, 1000.
Roanoke College, 1 155.
Roanoke IVniale College, 1162.
Robinson, W.E., quoted, 674.
Rochester, N. Y,. 592, 972, 982. 994, 1201
Rochester Theological Seminary, 1186.
Rockford. 111.. 964, 986.
Saginaw, Mich., 586, 968, 090.
St. Andrew's University, 07.
St. Augustine, Fla., physical training, 582.
St. Augustine Normal and ColleglatQ Institute.
1185. 1204.
St. Benedict's College, K^ns., 1144.
St. Benedict's College. K. J., 1149.
St Bonaventure's College. 1140.
St. Bonaventure's Seminary, 1185.
St. Charles Barromeo Theological Seminary, llf^.
St. Charles College, Md.. 1146.
St. Charles College, La., 1184.
St Cloud, Minn., 501. 070, 992.
St Francis College, N. Y., 1140.
St. Francis College, Pa.. 1153.
St Francis Solan us College, 1143.
St Ignatius College, Cal., 1141.
St Ignatius College, 111., 1142.
St James College, 1156.
St John's Catholic Deaf-Mate Institute, 1342.
St John's College, Md., 1146.
St John's College, Brooklyn, 1149.
St John's College, Fordham, 1149.
St John's University, 1147, 1185.
St Joseph. Mo., 586, 070, 002.
St. Joseph 8 College, 1151.
St Joseph's Disocesan College, 1143.
St. Joseph's Institute for Improved Instme-
tion of Deaf-Mutes, 1247.
St Joseph's Provincial Seminary, 1185.
St Lawrence University, 1149.
St Louis, Mo., physical training, 524, 566; aT«r-
ago age of withdrawal of pupils from pub-
lic schools of. 599 ; comparative decrease in
enrollment, 662; school buildings of, 672;
statistics. 970, 981, 992.
St. Louis College of Pharmacy, 1175.
St. Louis College of Physicians and Surgeons,
1168.
St Louis Day School for the Deaf. 1239.
St Louis House of Refuge, 1267.
St Louis Law School, 1181.
St Louis Medical College. 1168.
St Louis Normal School, 1201.
St. Louis Post-Graduate School of Medicine, 1170.
St. Louis Seminary, 1160.
St Louis Training School for Nurses, 1177.
St. Louis UniversTtv. 1148.
St. Luke's Hospital Training School for Nurses.
1177.
St. Mary's College, Cal., 1141.
St. Mary's College, Kans., 1145.
St Mary's College, Ky., 1145.
St. Mary's Industrial School for Boys, 1266
INDEX.
1289
St Yincent'B College and Theological Seminary,
1185.
St. Vincent's Seminary. 1188.
St. Xavier College, 1151.
B^ariea, of teacners and eaperintendenta of State
systems, 62 ; amount paid teachers by State
systems, 09; of teachers in Switzerland,
229 ; of German nniversity prpfessors, 281 ;
of personnel of the £cole Sup^rienre dea
Mines, 383 ; of teachers in Stockholm, 491 ;
amount of teachers', in cities, 078, 080.
Salem, Mass., 908, 981, 990.
Salem, X. J., physical training, 594.
Salem, Ohio, physical training, 593.
Salem, Oreg., physical training, 504.
Salem Female Academy, 1161.
Salina, Kans., physical training, 501.
Salt Lake City, UUh, 976, 983, 098.
Salamann, C. G., mentioned, 483.
Sam Houston State Normal School, 1203.
San Antonio, Tex., 976, 998.
San Diego, Cat., 962, 984.
Sandusky, Ohio, 974, 982. 996.
San Ii^ancisco, Cal., physical training, 582; com-
parative increase in enrollment, 662; sise of
school building, 673; statistics, 962, 980,984,
1200.
San Francisco, Seminary, 1183.
San Francisco Training School for Nurses, 1177.
San Joaquin Valley College, 1141.
San Jose, Cal., 582, 902. 980, 984.
Santa Clara College, 1141.
Santa Crus, Cal.. physical training, 590.
Santa Kosa Seminary, 1159.
Santee Normal Training School, 1185.
Sarah Fuller Home, 1242.
Saratoga Springs, 586, 972, 994.
Sargent, D. A., mentioned, 618: system of ph^loal
culture, 549.
Sargent, F. M., quoted, 557.
Sault de Ste. Marie, physical training, 586.
Sauveur, L., School for the Study of Language,
917.
Savannah. Ga., 004, 960, 986.
Savary, William H., quoted, 834.
Savigny, K. Fr. Ton, quoted, 326.
Saxony, normal schools, 153; gymnastics in, 490.
Sayre Female Institute, 1159.
Scarritt College Institution, 1148.
Schenectady, N. Y., 972, 904.
Schloo, r ., report on coeducation in the United
States, 799.
Schlciermacher, Fr., mentioned, 272; quoted, 317.
Schleswig-Holstein School Museum at Kiel, 242.
Schobcrlo, Frans, on the resulto of home training
and influence, 231.
Schoficld Normal and Industrial School, 1205.
Scholarships, in technical school of Bristol, 116;
in Gorman uniyerslties, 365; in colleges for
women, 720, 732, 796, 1140, 1158.
School exhibit of the Teachers' Association of
the Province of Saxony, at Magdeburg, 242.
School for the Deaf of North Dakota, 1247.
School of Applied Ethics at Plymouth, 915.
School of Expression, 919.
School of Mines of Colorado, 1190.
School of Mines of Columbia College, 1190.
Schools. Bt€ Education.
Schumacher Gymnasium Company, apparatus
manufactured by, 576.
Science, schools for, under English Science and
Art Department, 97 ; a laboratory for the
study of, required in Prussian normal
schools, 161 ; in course of Prussian normal
school, 165; lesson in natural histoir, 194;
in German universities, 271 ; students pre-
paring for college course in, 686, 688, 707,
1002, 1084; students studying in secondary
schools, 607, 609. 701 ; number in colleges
for women studying some branch of, 737.
Scio College, 1151.
Scotland, statistics of educational institutions, 97;
educational alfairs in, during 1891, 101;
technical instruction in, 105.
Scott, W. H., quoted. 852.
Scottsboro College, 1140.
Scranton, Pa.. 970. 982,, 998.
Seabury Divinity School, 1185.
Seaside Assembly, Avon by the Sea, N. J., 959.
Seaside Summer Normal Institute, Corpus Christi,
Tex., 059.
Seats. See Buildings and accessories.
Seattle, Wash., 588, 978, 983, 1000.
Seaver, Edwin P., paper on care of truanta and
incorrigible8,T7D; quoted, 787.
Secondary education, pupils in the United States
receiving, 2; sex of students in institutions
giving, 15; statistics, 04: training of teach-
ers for, 100; time devoted to secondary stud-
ies in Prussian normal schools, 161; in
Switzerland, 221; professors for German
schools of, prepared in university, 274; in-
fluence of education of teachers upon, 275;
universally sought by German people of
wealth or family, 285 ; as a preparation for o
university career, 300; preparation of Ger-
man university students, 839; number of
studento in German schools for, 308; in
Sweden, 432; condition of, tn the United
States, 685; studenta studying a foreign lan-
guage, or a science, in secondary schools,
095,701; studento in preparatory depart-
menta of institutions for higher education,
713, 734, 1002, 1084; effect o^ in forming the
mind, 745, 747; statistics of for colored race,
804.
See alto Administration and organization of
systems. Management and supervision of
instruction, Methods of instruction. Cur-
riculum, Programme, Professors and in-
structors. Salary, Studenta, Funds, Income,
Expenditures, and Appropriations, State
and local.
Sedalia, Mo., 970,902.
Seguin Physiological School for Children of Ar-
rested Devel(mm<»it, 1258.
Selma Universitv, 869, 1140.
Seminary of St. Charles Borromeo, 1180.
Seminary of St. Francis of Sales, 1157.
Seminary of St. Francis Sales, 1187.
Seminary of the German Evangelical Synod of
North America, 1185.
Seminary, of the German universities, 300.
Seminary of the Sacred Heart, 1159.
Seminarv West of the Suwannee River, 1141.
Seneca Falls, N. Y., physical training, 594.
Session, suspended one day in each month, in
Prussi^ normal schools, 162; duration of
recess in cities having physical training,
583, 590; length of in certain cities, in 1841
and 1891, 004.
Seton UaU College, 1149.
Sex. See Women ; aI«o, Professors and instruct-
ors. Teachers, and Studenta.
Shamokin, Pa., 976, 998.
Shaw University, 869, 1151, 1160, 1185, 1193.
Shoboyean. Wis., 978, 983, 1000.
Sheffield, England, technical education at, 120.
Sheffield Scientific School, 1188.
Shelbina Collegiate Institute. 1148.
Shelby ville Female College, 1162.
Shenandoah, Pa., 593, 976, 982, 998.
Shepardson College, 1161.
Shepherd's College, 1203.
Sheppard, Isaac A., quoted, 670.
Shewman, S. N., quoted, 832.
Shorter College, 1159.
Shreveport, La., 594, 066, 988.
Shuqualak Female College, 1160.
Shurtleff College, 1143, 1184.
Sidgwick, Henry, on hygienic effecta of higher
education oT women, 843.
Silliman Female Collegiate Institute, 1160.
Simpson College, 1143.
Sing Sing, N. Y., 592, 972. 994.
Sioux City, Iowa. 584. 966, 988.
Sioux Citv Training School for Teachers, 1201.
Sioux Falls, S. Dak., 976, 998.
Sloane, A. E., mentioned, 532.
Slojd, training in, 427.
Smith, A. Tolraan. report on education in France
and Great Britain, 73-137; paper on coedu-
cation of the sexes, 783.
Smith College, 1158.
Society fur Promoting Manual Labor in Literary
Institutions, 507.
Societv for the Collegiate Instruction of Women,
il58.
1290
INDBX.
Society for the Reformation of JnTcnile Delin-
qneuta in the City of New York, 1268.
SockanoRset School for' Boys. 1209.
Somorville, Mass.. 584, 968, 981, 990.
SonenriUe Female Institate, 1162.
Soulo Female College, 1161.
South Amboy, K. J., physical training, 504.
South Bend, Ind, , 964, 986.
South Bethlehem, Pa., 076. 998.
South Carolina, atatisties of elementary schools,
29-71, 581, G79 ; of secondary education, 686 ; of
higher education, 712, 734, 8()3, 1163, 1179,
1182, 1198; of business colleges. 1216; of the
defective and delinquent classes, 1244, 1251.
South Carolina Culle|;e, 115.'^.
South Carolina Institution for the Education of
the Deaf and the Blind, 1237, 1247, 1254.
South Dakota, statistics of elementary schools, 29-
71, 670; of secondarv schools, 687; of higher
education, 712, 1198; of business colleges,
1217 ; of the defective and delinquent classes,
1245, 1263.
South Dakota School for Deaf-Mutes, 1247.
South Dakota State Normal Schools, 1203.
South Dakota State lieform School for Boys and
Girls, 1269.
Southern Academic Institute, 1204.
Southern Baptist Theological Seminary, 1184^
Southern California College, 1141.
Southei-n Female College, Ga., 1159.
Southern Female College, Va., 1182.
Southern Dlinois St«te Normal School. 1200.
Southern Indiana Normal College. 12U4.
S«Jut hem Medical College, 1107. 1172.
Southern Normal University, 1154, 1205.
Soutliem University, 869, 1140, 1193.
South Kentucky Cmlege, 1145.
Soutiiland College and X^ormal Institute, 1204.
S<juth Omaha, Nebr., 594, 970, 992.
Southwest Baptist College, 1147:
Southwestern Baptist Lniversity, 1154, 1169.
Southwestern Presbyterian University, 1154.
Southwestern University, 1155.
Southwent Kansas Collef>;e, 1145.
Southwest Virginia Institute, 1162.
Southwick, F. Townseud, quoted, 556.
Spalding Bros., A. G., apparatus manufactured
by, 574.
Spartanburg, S. C, physical training, 693.
Spencer, Mass., physical training, b'M.
Spokane Falls, 593, 978, 1000.
Springfield, 111., 504. 964, 1)8?, 086.
Springfield, Mass., 684. 0G8, 081, 990.
Springfield, Mo., 970, 092.
Springfield, Ohio, 974, 982, 996.
Springfield (Me.) Training School. 1201.
Spring Hill College. 1140.
Stamford, Conn., 962, 984.
Stanford Female College, 1159.
Stapfer, Phillip Albreclit, mentionetl, 206.
State, relation of German universities to the, 277.
State -Agricultural College of Oregon, 1189, 1192.
State Agricultural College of South Dakota, 1190,
1192.
State and mnnicipnt aid. J^'ce Appropriations,
State and municipal.
State control. See Administration and organiia-
tiou of svstems.
State Normal College, Frankfort. Ky., 1193.
State Normal and Industrial Schoor, Ala., 1193.
State Normal School, Tallahassee, Fla., 1193.
Statistics, sunnnavy of, 1. iiee aho name of each
State or Territory and city.
Staunton Female Seminary, 1162.
Xtearns, William A., quot-jd, 823.
Stebbins, Genevieve, quoted, 559.
Steeg, Jules, mentioned, 244 ; quoted, 804.
Steelton, Pa., 970. 998.
Stephani, H., quoted, 143.
Stephens College. 1160.
Stenbenville, Ohio, 974, 982, 996.
Stevens Institute of Technology, 1196.
Stevenson, Snperintendent, quoted, 618.
Stillwater, Minn.. 970, 992.
Stockholm, iiedagogical library at, 245 ; schools of,
420.
Stockton, Cal., 590, 062, 984.
Stockton BiidnetB CoUege and Noraal Instltixte,
1204.
Stockwell, Thomas R., quoted, 787.
Stone, S. C. ouoted, 830.
Stone, Superintondeiit, quoted, 621.
Stonewall Jackson Institute, 1182.
Storer College. 1203.
Storrs Agricultural School, 1196.
Straight University, 809, 871, 1145. 1184.
Strong, Jamea W., quoted. 850.
Stuart Female College, 1150.
Studenta, in all schools of the United States, 1 ; in
Srivate schools, 8; sex of, in the United
tates, 15. 34 ; in pnblio schools, by States,
27,33,34,35; in cities, 677,679,681,963: coet
of each, to State systems, 28 ; enrolled in
the elementary, secondary, and higher
schools of France, 73 ; in educational insti-
tutions of Great Britain and Ireland, 07; in-
Merchant Venturers School of Bristol, Eng-
land, 1 15 ; iu German normal schools, 153 : pov-
erty of, a detriment to higher study, 288; in
Swiss schools of all grades, 230; university
life of, durtngmiddle ages and modem times,
256, 200 ; of German universities, social posi-
tion of, 287; no enforced cuTTicnlnro in Ger-
man universities, 293, 314; work of, in Ger-
man universities, 305; extramural life of~
German university students, 308; expenses
of, in German univorsities, 309; changing
from one university or faculty to anotber in
Germany, 310, 344 ; effect on, of unity of all
higher instruction in Germany, 323; ratio of,
to population, in Europe, 329, 331 ; number, in
German universities, 331; percentage of for-
eign, iu German universities, 340; occupa-
tion 8 of fathers of, in German university, 348 ;
religion of German university, 351; to a pro-
fessor in German universities, 354; oostof
educating,iu German universities, 361 ; costs
of university study in Gexmany, 363; aid
ffranted to needy, German university, 367 ;
foreign, in Ecoledes Pouts etChauss^es, 385 ;
in the Institut Agronomique de France,
393 ; in elementary schools of Sweden, 425 ;
in technical schools of Sweden, 430 : age of
withdrawf^ of, from publks soiools; 695:
relative decrease of, in city systems, 661;
average cost of instmoting in cities, 675:
in evening schools, 681 ; average number of
days attendance of each, in cities, 682;
average number of, to a teacher in cities,
682 ; averag^e number of seats to each 100, in
cities, 682; in secondary schools, 686,088;
elementary, in secondary schools, 686,689;
preparing for college classical and scientific
courses, in secondary schools, €88, 689, 707 ;
in secondary schools, studying a language,
science, or history, W5, 701 ; by sex, pre-
paring for college, classical, ana scientific
courses, in secondary schools, 707; in all de-
partments of institutions for higher and
profe.ssional education, 713. 724, 732, 734,
1140, 1158. 1159. 1163, 1179, 1182, 1188. 1198; in
courses leading to degrees, 717, 732. 735;
place of preparation of. for college educa-
tion, 719,732; at West Point Academy, 767;
in colored schools, 863, 1284; in schools of
Alaska, 873, 880; in evening schools, 981;
of elementary grade in secondary schools,
1002, 1084 ; at university extension lectures,
1206; in all departments of business col-
leges, 1216, 1219; in schools for the defective
classes, 1238, 1271.
See aUo Graduates, and Higher and profes-
sional, Secondary, and E^mentary educa-
tion.
Studies. See Curriculum ; alto Language, study
of, Mathematics, Science, Histor}', and
Ge4>graphv.
Sullins College, '1161.
Superintendents, preparation for work of, deoned
necessary in Germany, 183; names of, 637,
tI38.
Superior, Wis , 978, 983, 1000.
Summer courses iu Sweden, 448.
Summer schools, history of, 083.
^
INDEX.
1291
Snperriwna, number of, in city Bymtema, 677, 880.
Swan, Kobert, quoted, 831.
Swarthmoro College, 1153.
Swedish system of ^mnastics. See Physical-
training.
Swedish Theological Seminary, 1183.
Switzerland, professional training of teachers in,
150 ; normal schools, 155 ; training of teach-
ers in, 172; permanent school orhibits oti
243.
Sjbel, H.Ton, quoted, 307,313,317.
Synodical Female College, Mo., 1160.
Synodical Female College, Tenn., 1182.
Syracuse, N, Y., 504, 972, 082. 094, 1202.
Syracnse Stato lustitution for Feeble-minded
Children, 1260.
Syracuse University, 1150, IIGO.
Tabor College, 1144.
Tacoma. Wash., 588, 078, 1000.
Talladcgn College, theological department, 1183.
Tarkio College, 1148.
Taunton, Haas., 594, 968, 061, 9S0.
Taxes. See Appropriation, Stato and local.
Taylor, J. M., quoted, 852.
Taylor University, 1143.
Teachers, number, in public schools by sex, 27,
54, CG7, 677, 680, 983 ; changes in force of
during school year, 58; in schools of Great
Britain and Ireland, 97 ; in the elementary
schools of Sweden, 426: cities employing
special, for instruction in physical culture,
580 ; in evening schools, 681 ; average to a
supervising officer, 682 ; in colored schools,
863; higher schools conducted by colored,
868; in evening schools, 981.
training of, students in normal schools of the
United States, 11 ; statistics of, in Great
Britain and Ireland, 97; for technical
schools, 135; in Germany, Austria, and
Switzerland, 130; admission to course of
normal schools in Prussia, 158; what it
should bo, 175; and tonuro of office, in
Switzerland, 229; in Sweden, 447; students
inpedagogicalcourHes of colleges and uni-
versities, 717; students in pedagogical
courses of colleges for women, 732, 735;
schools for, 864, 1198; in summer schools,
895.
qualifications of, character of, 59 : in Switzer-
land, 228; who do not teach, 665; men de-
sirable for, in upper grades of olementary
instruction, 668.
See aUo Salary, Professors and instructors,
Management and supervision of instruc-
tion, Curriculum, and Expenditure.
Teachers' Seminary of the Evangelical Lutheran
Synod of Ohk>, 1205.
Teaching, education for. See Teachers, training
of.
Technical education. See Higher and profes-
sional education.
Technical Instruction Cummittco of Manchester,
England, cited, 132.
Technical School of Cincinnati, 1197.
Telegraphy, students of, in business colleges, 1216,
1219.
Temple, Tex., physical training, 594.
Tennessee, statistics of elementary education, 29-
71, 581, 079; of secondary schools, 687; of
higher education, 712,734, 803, 1163, 1179,
1182, 1198: of business colleges, 1217; of
the defective and delinquent classes, 1244,
1251, 1263.
Tenne9.see Deaf nnd Dumb School, 1237, 1247.
Tennessee Female College, 1161.
Tennessee Industrial School, 1269.
Tennessee School for the Blind, 1237, 1254.
Term, length of, in State systems, 27, 46; in Swit-
zerland, 215; in cities, 663, 677, 682, 963; of
colored schools, 863 ; of evening schools, 981 ;
in professional courses. 1166, 1130, 1183, 1200;
in nurse- training schools, 1177.
Terre Haute, Ind., 964, 986.
Tetlow, John, quoted. 826.
Texas, statistics, of elementary education, 29-71,
679; of secondary schools, 687; of highsr
education, 712, 734, 863, 1163, 1179, 1182, 1108;
of business eoUsges, 1217 ; of the defectiff«
snd delinquent classes, 1244, 1251, 1263.
Texas Deaf and Dumb Asylum, 1247.
Texas Deaf, Dumb, and Blind Institution for
Colored Youth, 12S7, 1247, 1254.
Toxt-books, published by state in Switzerland,
221 ; and the lecture, 295.
Thayer, Sylvanus, mentioned, 600.
Thayer School of Civil Engineering, 1106.
TheologiciU Seminary of the Prosbytarian Chnrob,
Theological Seminary of tho Evangelical Luth-
eran Church in Philadelphia, 1186.
Theological Seminary of the General Assembly
of the Presbyterian Church in tho United
States, 1186.
Theological Seminary of tho General Synod of
the Evangelical Lutheran Church in the
United States, 1186.
Theological Seminary of the Reformed Church in
the United States, 1186.
Theological Seminary of the Reformed (Dutch)
Cluirch in America, 1185.
Theological Seminary of the Reformed Presby-
terian Church, 1186.
Theology, instruction in schools of, 1182. Sec dko
Iligher education.
Thiel College, 1153.
Thomosius, Chr., mentioned. 267.
Thompsoxi, E. P., quoted, 785.
Thurber. S., quoted, 827.
Thuringia, normal schools, 164.
Thuringian School Museum, at Jena, 241.
Tice, John H., mentioned. 524.
Tiffin, Ohio, 586, 974, 982, 996.
Tillotson CoUegiate and l^ormal lustituto, 1205.
Titusville. Pa., 976, 908.
Tokio, Pedagogical Museum at, 246.
Toledo, Ohio, 594, 974, 982, 996.
Toledo DeafMuto School. 1242.
Toledo Public Oral School for the Deaf, 1230.
Topeka, Kans., 966, 988.
Toronto, educational museum at, 246.
Tougaloo University, normal department, 1201
Tournaments, 470.
Training of teachers. See Teachers.
Training School for Nurses of Brooklyn Homeo-
pathic Hospital, 1177.
Training School for Nurses, House of the Good
Shepherd, 1177.
Training School for Nurses of Rochester City
Hospital, 1177.
Training School for Nurses of the Buffalo Stato
Hospital, 1177.
Training School for Nurses of the Woman's Hos-
pital, 1178.
Trenton, N. J., 972, 082, 994. •
Trigonometry. See Mathematics.
Trinidad, Colo., physical training, 582.
Trinity College, Conn., university extension at,
752; statistics, 1141,1206.
Trinity College, N. C, 1151.
Trinity University. 1155, 1187.
Troy, N. Y., 594, 972, 094.
Truants. See Delinquents, juvenile.
Tufts College, 1147, 1185.
Tuition fees, remiHsion of, for, in England, 98 ;
intiucneo of fees for, on character of woik
done by professor and student, 293 ; amount
received from fees for, 97 ; in German uni-
versities, 359; amount received as, by uni-
Tcrsities and colleges, 721, 733.740; annual
charge for, in business colleges, 1219.
Tulano University, university extension at, 752,
1146, 1167, 1174, 1180. 1197.
Turners, association of, 488.
Tuscaloosa Female College, 1 159.
Tuskegee State Normal and Industrial School,
1200.
Tuttle. J. E., quoted, 836.
Twin VnUey College, 1151.
Twombly, A. S., quoted. 834.
Tyng, Stephen H., mentioned, 507.
1292
INDEX.
U.
Unaloska Contract School, 876.
Union, N. J., 872, 082. 994.
Union Benevolent ADsociation Home and Hospital,
1177.
Union Biblical Institute, 1183.
Union Biblical Seminary, 1185.
Union Christian College, 4143, 1184.
Union College, 1150.
Union College of Law, 1180.
Union Femue College, Miss., 1160.
Union Female College, Tenn., 1161.
Union Theological ^minary, 1187.
Union Theological Seminary in the City of New
York, 1185.
Union University, 1168, 1175, 1181.
United Presbyterian Theological College of
Xenia, 1186.
University de France, foundation and administra*
tion of, 78.
Universities. See Higher and profeasional edu-
cation.
University extension, place of, in American edu-
cation, 743 : statistics of, 751, 1206.
University of Alabama, 1140, 1180.
University of AriKons, organiKation of, 711 ; sta-
tistics, 1140, 1186, 1191.
University of Buflfalo, 1168, 1175.
University of California, 762, 1141, 1166, 1172, 1180,
1188. 1191, 1196, 1206.
University of Cincinnati, 1161.
University of Colorado, 1141, 1166, 1174, 1180.
University of JL>enver, 752, 1141, 1166, 1172, 1174,
1206.
University of Georgia, 1142, 1180, 1188. 1191.
University of IlUnas, 752, 1142. 1188, 1101, 1207.
University of Kansas, 752. 1145. 1174, 1180, 1207.
University of Louisville, 1167, 1180.
University of Maryland, 1167, 1172, 1180.
University of Michigan, 1147, 1167, 1170, 1172, 1174,
1180.
University of Minnesota, 1147, 1167, 1171, llTi,
1189, 1191.
University of Mississippi, 1147,1180.
University of l^ashville, normal college, 1203.
University of Nebraska, 1149, 1189, 1191.
University of Nevada, 1149, 1192.
University of North Carolina, 1150, 1166, 118L
University of North Dakota, 1151.
University of Notre Dame, 1143, 1180.
University of Omaha, 1149.
University of Oregon, 1152, 1181,
University of Pans, first in the Occidents 253.
University of Pennsylvania, 1153, 1172, 1173, 1181.
University of Ilocfaester, 1150.
University of South Carolina, 1181.
University of South Dakota, 1154.
University of Southern California, 1141, 1166, 1183.
University of Tennessee, 859, 1154. 1160, 1173, 1181,
1190, 1192.
University of Texas, 1155, 1169, 1181.
University of the City of New York, 1150, 1168,
1181.
University of the Northwest, 1144.
University of tiie Pacific, 1141.
University of the South, 1155. 1187.
University of the State of Missouri, 1148, 1168,
1181, 1189, 1191.
University of th« State of New York, university
extensV>n lectures, 752. 1209.
University of Utali, 1155, 1247.
University of Vermont, 1155, 1169, 1190, 1192.
University of Virginia, 954, 1155, 1169, 1181.
University of Washington, 1156.
University of Wisconsin, 752, 1156, 1175, 1181,
1190, 1192, 1214.
University of Wooster, 1152.
University of Wyoming, 752, 1157, 1190, 1192, 1215.
Updike "A. D., quoted, 790.
Upper Iowa University, 1144.
Upton House, work o'f, in caring for students,
780.
TTrbaiia College, 1152.
UrainuE Colh'ffe. 1153 1186.
U.S. Grant University, 1154, 1169, 1186.
Utah, statistics of elementary education, 20-71.
581, 679; of secondary schools, 687: of
higher education, 712; of business coUegea,
1217; of the defective and delinquent
classes 1245
Utah Agriculturai College. 1190, 1192.
Utica, N. Y.j594, 972, 982; 904.
Utica State Hospital Training School for Nurses,
1177.
V.
Vacation, in German university life, 307.
Valley Female College, 1162.
Vanderbilt University, 856, 1155, 1169. 1173, 1175,
1181, 1187.
Vardeman School of Theology, 1185.
Vassar College, 1158.
Vermont, statistics of elementary education, 2Su
71. 679; of secondary education, 686; of
higher education, 712, 1163, 1108; of busi-
ness colleges, 1216; of the delinquent claaaes,
1263.
Vermont House of Correction, 1269.
Vermont State normal schools, 1203.
Veterinary medicine, schools of, 1163, 1176.
Vicksburg, Miss., 594, 070, 002.
Vienna, Austria, classification of children of, in
regard to home training, 231.
Villanova College, 1153, 1186.
Vincennes, Ind., 964, 986.
Vincent, J. H., mentione<l, 021.
Virginia, statistics of elementary education, 20-
71, 679; of secondary education, 086; of
higher education, 712, 734, 863, 1163. 1170,
1182, 1198; of business colleges, 1216 ; of the
defective and delinquent classes, 1244. 1251.
Virginia Agricultucal and Mechanical College,
Virginia City, Nebr., 970. 992.
Virginia Female Institute, 1162.
Virginia Institution for the Education of the Deaf
and DuroKand the Blind, 1848, 1254.
Virginia Military Institute, 1106.
Virginia normal schools, 1203.
Virfbert, H., quoted, 407.
Toarino, Signer, 512.
W.
Wabash College, 1143.
Waco, Tex., 594, 976, 998.
Waetzoldl Stephan, remarks on coeducation in
the United States, 800.
Wages. See Salaries.
Wake Forest College, 1151.
Walgant, Mr., mentioned, 242.
Wa halU Femnlo College, 1101.
Wallawidla, Wash., physical training, 588.
Waltham, Maas., 584, 068, 981, 900.
Walton. G. A., quoted, 150.
Ward Seminary, 1162.
Warfield, W. C, quoted. 789.
u arren, W. F., quoted, 850.
Warren Articulation School. 1242.
Warrensburg, Mo., physical training, 602.
Wartburg College, 1144.
Wartburg Seminary, 1184.
Washburu College, 1145.
Washington, staustics of elementary schools, 20-
71. 680, 670; of secondary schools. 687; of
higher education, 712. 1198; of buniness col-
leges, 1217 ; of the defective and d^inquent
classes, 1245, 1259, 1264.
Washington, D. C, ph^'sical training, 582; com-
parative decrease in enrollment. 662: length
of school term 1841-1891, 661 ; statiaUca, 062,
980. 984, 1200.
Washington, Pa., physical training, 504.
Washington and Jeflferson College, 1153.
Washington and Lee University, 1155, 1181.
Washington College, Md., 1146.
Washington College, Tenn., 1155.
Washington School for Defective Youth, 1248,
1261.
Washington StaU normal schools, 1203.
INDEX.
1293
WnshinKton State Befonn School, 1269.
Washington Training School for Kursea, 1177.
Waahin(£ton UniverBity, 1148, 1168, 1181, 1106, 1197.
Waterbary^ Conn., 962, 980, 984.
Waterloo, Iowa, physical train in;;, 584.
Webb City, Mo., physical training, 592.
Weber, Dr., quoted, 143.
WatertowBi K. Y., 972, 982, 994.
Wansan, Wis., 978, 983, 1000.
Waiisaa Day School for the Deaf, 1239.
Wayland Seminary, 1183.
Webster. H. E., quoted, 852.
Weld, Theodore I3., mentioned, 508, 510.
Wellesley College, 1158. ,
Wells College, 1158.
Wells School for Teachers and School for Indi-
vidual Instruction, 1204.
Werner, J. A. L., montioned, 491.
Wesley Ian Female College, 6a., 1159.
Wesleyan Femalo College. N. C, 1161.
Weslcyan Female Institute, 1162.
Wesleyan University, Conn., 1141.
West bay City, Mich.. 968. 981, 990.
Westbrook Seminary, 1160.
West Chester, Pa., 976, 998.
Western College, Iowa, 1144.
Western College, Mo., 1148.
Western Literary Institute and College of Pro-
fessional Teacherv, report of, on physical
education, 510.
Western Maryland College, 1146.
Western Mic^ijofan College, 1147.
Western New York Institution for Deaf-Mutes,
1247.
Western Normal School, 1204.
Western Normal University, 1204.
Western Pennsylvania Institution for the In-
struction of the Deaf and Dumb, 1247, 1254.
Western Pennsylvania Medical College, 1169.
Western Reserve Normal College, 1205.
Western Reserve University, IWl.
Western Seminaiy of the Reformed Choroh in
America, 11».
Western Theological Seminary, 1183.
Western Theological Seminary of the Presby-
terian Church in the United States, 1186.
Western University of Pennsylvania, 1152.
Westfleld, Mass., pliysioal training, ^91.
Westfleld College, 1143.
West Liberty State normal schools, 1203.
Westminster College, Mo., 1148.
Westminster College, Pa., 1153.
Westminster Theological Seminary of the Meth-
odist Episcopal Church, 1184.
West Point Military Academy, 707.
West Troy, N. Y., 972, 994.
West Virginia* statistics of elementary educa-
tion, 29-71, 581, 679 ; of secondary education,
686; of higher education, 712. f 34, 863, 1179,
1198; of business colleges, 1216 ; of the de-
fective and delinquent classes, 1244, 1251,
1263.
West Virginia College, 1156.
West Virginia Institute, 1194.
West Virginia Reform School. 1269.
West Virginia School for the Deaf and the Blind,
1248 1254.
West Virginia University, 1156, 1181, 1190, 1192.
Weymouth, Mass., 591, 968, 981, 990.
Wheaton College, 1143.
Wheeling. W. Va., 978, 1000.
Whipple Home School, 1242.
White. E.E., a noted, 617; on coeducation of the
sexes, 812
White, M. P., quoted, 830.
Wbitehall, N. Y., physical training, 592.
Wbite water. Wis., physical training, 594.
Whitman College, 1150*.
Whittier Reform School for Juvenile Offenders,
1265.
Whitworth College, 1156.
Whitworth Female College, 1160.
Whitworth Institute, 124.
Wichita, Kans., 966, 988.
Wichita University, 1145.
Wilberforce University, 869, 1162, 1185.
Wilbur School and Home for the Feeble-Minded,
1258.
Wiley University, 1155.
Wllkesbarre, Pa., 593, 976, 982, 998.
Willamette University, 1152. 1181, 1186.
William Jewell College, 1148.
Williams College, 1147.
Williamsport, Pa.. 976, 998.
Williamston Female College, 1161.
Willimantic, Conn., 594, 9(^^984.
Willoughbv, W. F. and W. W., on special educa-
tion lor public servants, 369 ; paper by latter
on summer schools in the United Staies, 893.
Wilmington, Del., 594, 962, 980, 984.
Wilmington College, 1152.
Wilson College, 1161.
Wilson Colle^ato Institute, 1161.
Winchester Female College, 1159.
Winona, Minn., 694, 970, 981, 992.
Wiuship, A. E., qnoted, 825.
Wii^hip, 6. W., mentioned, 615.
Winship, J. P. C, report of, on coeducation, 819.
Winthrop Normal College, 1203.
Wisconsin, statistica of elementary education.
29-71, 580. 679; of secondary schools, 687; of
higher education, 712, 1179. 1182, 1198; of
business colleges, 1217 : of the defective and
delinquent classes, 1238, 1246, 1252, 1263.
Wisconsin industrial schools, 1260.
Wisconsin School for the Deaf, 1248.
Wisconsin State normal schools, 1203.
Wisconsin Summer School for Teachers, 958
Wise, H. A., quoted, 788.
Withington, Charles F.. quoted, 845.
Wittenberg College, 1152.
Wittenberg Seminary, 1185.
Woburn, Mass., 68^t. 968, 981, 090.
Wofford College, 1153.
WolflT, Chr., mentioned, 267.
Woman's College of Baltimore, 1158.
Women's Me<lical College of Baltimore, 1107.
Woman's Medical College of Georgia, 1167.
Woman's Medical College of Cincinnati. 1169.
Woman's Medical College of the New York In-
firmary, 1169.
Women, proportion of, in colleges, 20; in schools
for training teachers, 24 ; number and sex of,
employed by State and city systems, 56, 680;
not admitted in German normal schools,
157; coeducation of sexes in Switzerland.
217, and in Sweden, 446 ; schools for handi-
work adapted to, in Switzerland, 219; per-
centage of, in teaching corps of Swiss can-
tons, 228; education of, in Sweden, 446;
physical training of, in ancient Greece. 460;
evils of a great preponderance of, as teachers
in elementary education, 668; ratio of, as
teachers and students in secondary schools,
to men ; 707 ; colleges for, 731 ; education of,
in institutions admitting men, 783 ; partici-
pation of, in management of school aflairs,
See Students, ctUo Professors and instructors,
aUo Higher and professional, Secondar3' and
Elementary education.
Woodbine Normal School, 1201.
Woods HoU Laboratory, 004.
Woodward, C. M., method devised by, for comput-
ing tlio average age of pupils at time ol' leav-
ing school, 595.
Woodworth, F. G., quoted, 872.
Woonsocket, R. I., 976, 982, 998.
Worcester, Mans., 584, 068, 981, 990; report of
school committee on classification, 623.
Worcester City Hospital Training School for
Nurses, 1177.
Worcester Poly tec hnic Institute, 1196.
Worcester Truant School, 1267.
Wuntschli, Dr., quoted, 143.
Wiirbemherg, normal schools, 153.
Wyoming, statiAtiesof «ilera«ntary schools, 20-71,
581; of secondary schools, 687; of higher
education, 712, 1199.
Wyoming Normal and Scientific School, 1205.
1294
INDEX.
Xcnia, Ohio, pbyslcnl training, 586.
Yalo TJoivorsity, 856, 1141. 1166, 1180, 1183, 1188,
1191.
Yankton Colloge, 1154.
Tonkera, N. YT, 972,982,094.
York, Pa., 076, 003.
York College, 1140.
Yonng, Georse H.. qnoted. 834.
Young Foiualo College, 1150.
Yoangstown. Ohio. 504. 074, 982. 906.
Ypiiilanti, Mich., physical training, SOL
Zakrzeiraka, Marie £., quoted, 81^.
Zanesville, Ohio, 074, 006.
Zettler, M., paper on gymnastica, 480.
illllii
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