Warn DIVISION OF EXHIBITS DEPARTMENT OF EDUCATION UNIVERSAL EXPOSITION, ST. Louis, 1904 MONOGRAPHS ON EDUCATION IN THE UNITKD STATKS EDITED BY NICHOLAS MURRAY BUTLER President of Columbia University in the City of New York \ EDUCATIONAL ORGANIZATION AND ADMINISTRATION BY ANDREW SLOAN DRAPER President of the University of Illinois THIS MONOGRAPH is PRINTED FOR LIMITED DISTRIBUTION BY THE LOUISIANA PURCHASE EXPOSITION COMPANY COPYRIGHT BY J. B. LYON COMPANY 1899 COPYRIGHT BY J. B. LYON COMPANY 1904 J. B. LYON COMPANY PRINTERS AND BINDERS ALBANY, N. Y. UNIVERSITY OF CALIFORNIA Tl f? SANTA BARBARA COLJJEGE LIBRARY INTRODUCTORY Any treatment of the legal organization and the authori- tative methods of administration by which the great public educational system of the United States is carried on must almost necessarily be opened by a statement of the salient points in the evolution of that system, for the form of organi- zation and the laws governing the operations of the schools have not preceded, but followed and been determined by the educational movements of the people and the necessities of the case. The first white settlers who came to America in the early part of the seventeenth century were from the European peoples, who were more advanced in civilization than any others in the world. Each of the nations first represented had already made some progress in the direction of popular education. Such educational ideals as these different peo- ples possessed had resulted from historic causes, and were very unlike. The influences more potent than any others in determining the character of American civic institutions were English and Dutch. The English government was a constitutional monarchy, but still a monarchy, and the con- stitutional limitations were neither so many nor so strong as later popular revolutions have made them. English thought accepted class distinctions among the people. The advantages of education were for the favored class, the nobility. The common people expected little. Colleges and fitting schools were maintained for the training of young men of noble birth for places under the government and in the government church, but there were no common schools for all. The nobility were opposed to general education lest 4 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [4 the masses would come to recognize God-given rights and demand them, and the masses were yet too illiterate to understand and enforce the inalienable rights of human nature. The Dutch had gone farther than the English ; they had just waged a long and dreadful and successful war for liberty, and with all its horrors war has uniformly sharp- ened the intelligence of a people. This war for civil and religious liberty had enlarged their freedom and quickened their activities ; they had become the greatest sailors and the foremost manufacturers in the world ; and they had estab- lished the government policy of maintaining not only col- leges, but common schools for all. The first permanent white settlers in the United States were English and Dutch. In the beginning they had no thought of ceasing to be Englishmen and loyal subjects of the English monarchy, or Dutchmen with permanent fellowship in the Dutch Republic. They each brought their national educational ideas with them. Each people was strongly influenced by religious feelings, and life in a new land inten- sified those feelings. The English in Massachusetts were at the beginning very like the English in England. The larger and wealthier and more truly English colony recog- nized class distinctions and followed the English educational policy. They first set up a college to train their aristocracy for places in the state and the church, and for a considerable time their ministers, either at the church or in the homes, taught the children enough to read the Bible and acquire the catechism. The Dutch, more democratic, with smaller num- bers and less means, and more dependent upon their govern- ment over the sea, at once set up elementary schools at public cost and common to all. In a few years the English over- threw the little Dutch government and almost obliterated the elementary schools. For a century the English royal governors and the Dutch colonial legislatures struggled over the matter of common schools. The government was too strong for the humble people ; little educational progress was made. Near the close of that century the government el EDUCATIONAL ORGANIZATION AND ADMINISTRATION 5 established King's college to educate sons of noble birth and prevent the spread of republican ideas. The Revolu- tion of 1776 changed all. In righting together for national independence the different peoples assimilated and became Americans in the new sense. They not only combined their forces in war, but in peace they combined the enlarged intel- ligence which the war had brought to them. They realized that education in all its phases and grades must be encour- aged, and, so far as practicable, made universal under a democ- racy in which the rights of opportunity were to be equal. But while they began to be interested in education it was because they saw that schools would help the individual and so promote virtue and extend religion. It did not occur to them at the first that the safety of the new form of govern-? ment was associated with the diffusion of learning among all the people. This is not strange, for the suffrage was not. universal at the beginning of independent government in America. Therefore, while the desirability of education was recognized, it was understood to be the function of parents to provide it for their children, or of guardians and masters to extend it to their wards and apprentices. When schools were first established they were partnership affairs between people who had children in their care, and for their con- venience. They apportioned the expense among themselves ; such as had no children were without much concern about the matter. It was soon seen that many who had children to educate would neglect them in order to avoid the expense of con- tributing to the support of the school. Aside from this the schools were very indifferent affairs. If they were to be of any account they must have recognition and encouragement from government. It was easily conceived to be a function of government to encourage schools. Encouragement was given by official and legislative declarations in their behalf and then by authorizing townships to use funds derived from excise fees and other sources for the benefit of the schools when not otherwise needed. It was a greater step to attempt EDUCATIONAL ORGANIZATION AND ADMINISTRATION [6 to say that townships should require people, who had chil- ;n to educate, to maintain schools, and a still greater one Do adopt the principle that every child was entitled to at least an elementary education as of right, that this was as much for the safety of the state as for the good of the child, that therefore the state was bound to see that schools were pro- vided for all, and that all the property of all the people should contribute alike to their support. Perhaps it was "even a greater step to provide secondary and collegiate, and in many cases professional and technical, training at the public cost. But these great positions were in time firmly taken. There was nothing like an educational system in the United States at the beginning of the nineteenth century. At that time there were four or five colleges, here and there a private academy or fitting school, and elementary schools of indifferent character in the cities and the thinly settled towns. In the course of the century a great system of schools has come to cover the land. It is free and flexible, adaptable to local conditions, and yet it possesses most of the elements of a complete and symmetrical system. The parts or grades of this system may perhaps be designated as follows : a) Free public elementary schools in reach of every home in the land. b) Free public high schools, or secondary schools, in every considerable town. c) Free land grant colleges, with special reference to the agricultural and mechanical arts, in all the states. d) Free state universities in practically all of the southern states and all the states west of Pennsylvania. e) Free normal schools, or training schools for teachers, in practically every state. f) Free schools for defectives, in substantially all of the states. g) National academies for training officers for the army and navy. 7] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 7 h) A vast number of private kindergartens, music and art schools, commercial schools, industrial schools, profes- sional schools, denominational colleges, with a half dozen leading and privately endowed universities. This mighty educational system has developed with the growth of towns and cities and states. It has been shaped by the advancing sagacity of the people. Above all other of American civic institutions, it has been the one most, expressive of the popular will and the common purposes, Everywhere it is held in the control of the people, and so far as practicable in the control of local assemblages. While the tendencies of later years have, from necessities, been towards centralization of management, the conspicuous char- acteristic of the systems has always been the extent to which the elementary and secondary schools are controlled and directed by each community. The inherent and universal disposition in this direction has favored general school laws and yielded to centralized administration only so far as has come to be necessary to life, efficiency and growth. But circumstances have made this necessary to a very consider- able extent. Bearing in mind the historic facts touching the develop- ment of the school system, we may proceed to consider the legal organization and authoritative scheme of administra- tion which have arisen therefrom. We will begin with the most elementary and decentralized form of organization and proceed to the more general and concentrated ones, following the steps which have marked the growth of the system in a general way, but with no thought of tracing the particular lines of educational advancement in the several states. THE SCHOOL DISTRICT The " school district " is the oldest and the most primary form of school organization. Indeed, it is the smallest civil division of our political system. It resulted from the natural disposition of neighboring families to associate together for the maintenance of a school. Later it was recognized by 8 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [8 law and given some legal functions and responsibilities. Its territorial extent is no larger than will permit of all the children attending a single school, although it sometimes happens that in sparsely settled country the children have to go several miles to school. It ordinarily accommodates but a few families : districts have had legal existence with but one family in each : many with not more than a half dozen families. It is better adapted to the circumstances of the country than to those of the town or city. A different form has been provided for the considerable towns, and still another for the cities as they have developed. The " district system " is in operation in most of the states, and in such the number of districts extends into the thousands. In New York, for example, there are over eleven thousand and in Illinois over twelve thousand school districts. The government of the school district is the most simple and democratic that can be imagined. It is controlled by school meetings composed of the resident legal voters. In many of the states women have been constituted legal voters at school meetings. These meetings are held at least annually and as much oftener as may be desired. They may vote needed repairs to the primitive schoolhouse and desirable appliances for the school. They may decide to erect a new schoolhouse. They may elect officers, one or more, commonly called trustees or directors, who must carry out their directions and who are required by law to employ the teacher and have general oversight of the school. Although the law ordinarily gives the trustees free discre- tion in the appointment of teachers, provided only that a person duly certificated must be appointed, yet it not infre- quently happens that the district controls the selection of the teacher through the election of trustees with known preferences. Much has been said against the district system, and doubt- less much that has been said has been justified. At the same time it cannot be denied that the system has had much to commend it. It has suited the conditions of country life : g] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 9 it has resulted in schools adapted to the thought and wants of farming people : it has done something to educate the people themselves, parents as well as children, in civic spirit and patriotism : and it has afforded a meeting place for the people within comfortable reach of every home. The school has not always been the best, but it has been ordinarily as good as a free and primitive people would sustain or could profit by. It is true that the teachers have generally been young and inexperienced, but they have not yet been trained into mechanical automatons, and as a rule they have been the most promising young people in the world, the ones who, a few years later, have been the makers of opinion and the leaders of action upon a considerable field. Cer- tainly the work has lacked system, continuity and progres- siveness, the pupils have commenced at the same place in the book many times and never advanced a great distance, but, on the other hand, the children in the country schools have had the home training and the free, natural life which has developed strong qualities in character and individual initia- tive in large measure, and so have not suffered seriously, in comparison with the children living in the towns. The dis- trict system has sufficed well for them and it has otherwise been of much advantage to the people ; and with all its shortcomings, or the abuses that are common where it pre- vails, they are hardly worse than are found under more pre- tentious systems. Surely the " American District School System " is to be spoken of with respect, for it has exerted a marked influence upon our citizenship, and has given strong and wholesome impulses in all the affairs of the nation. THE TOWNSHIP SYSTEM While in the first half of the century the general educa- tional purpose seems to have been to make the district sys- tem more perfect, the tendency in the latter half has unmis- takably been to merge it into a more pretentious organization, covering a larger area, and capable of larger undertakings. The cause of this has been the desire for larger schools, IO EDUCATIONAL ORGANIZATION AND ADMINISTRATION [~ IO taught by teachers better prepared, and capable of broader and better work, as well as the purpose to distribute educa- tional advantages more evenly to all the people. Accord- ingly, in most of the states there has been a serious discus- sion of the relative advantages of the township as against the district system, and in quite a number of the states the former has already supplanted the latter. The township system makes the township the unit of school government. It is administered by officers chosen at annual town meetings, or sometimes by central boards, the members of which are chosen by the electors of different sub-districts. In any event, the board has charge of all the elementary schools of the township, and if there is one, as is frequently the case, of the township high school. The board, following the different statutes governing them and the authorized directions of the township school electors, provides the buildings and cares for them, supplies the needed furnishings and appliances, employs the teachers, and regulates the general operations of the school. It is at once seen that the township system is much less formally democratic and much more centralized than the dis- trict system. It has doubtless produced better schools and schools of more uniform excellence. One of its most benefi- cent influences has been the multiplication of township high schools, in which all the children of the township have had equality of rights. These high schools have given an uplift- ing stimulus to all the elementary schools of the township, and have led all the children to see that the work of the local school is not all there is of education, and given many of them ambitions to master the course of the secondary school. Very much has been said upon the subject, but it is not necessary to go into it at length here. The township sys- tem has many advantages over the district system for a people who are ready for it. It is adapted to the development and to the administration of a higher grade of schools and very likely to better schools of all grades. It is a step, and an Il] EDUCATIONAL ORGANIZATION AND ADMINISTRATION II important step, towards that general centralization in man- agement and greater uniformity of improved methods of supervision and instruction now so manifest throughout the school system of the United States. THE COUNTY SYSTEM The southern states, most if not all of them, have a county system of school administration. This has not resulted from the development of the school system, but from the general system of county rather than township government prevalent in all the affairs of the southern states from the beginning, and easily traceable to historic causes. The county is the unit of school government in the southern states, because it has been the unit of all government. The county system is not constituted identically in all of the southern states of the union. In Georgia, for example, the grand jury of each county selects from the freeholders five persons to comprise the county board of education ; in North Carolina the justices of the peace and county com- missioners of each county appoint such a county board of education, while in Florida such a board is elected by the people biennially, and in some states a county commissioner or superintendent of schools is the responsible authority for managing the schools of the county. In Georgia "each county shall constitute one school district," but in several of the states the county board or superintendent divides the territory into sub-districts and appoints trustees or directors in each. In the latter case the local trustees seem to be ministerial officers carrying out the policy of the county board. In any case the unit of territory for the administra- tion of the schools is the county, and county officials locate sites, provide buildings, select text-books, prescribe the course of work, examine and appoint teachers, and do all the things which are within the functions of district or township trustees or city boards of education in the northern states. 12 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [l2 THE CITY SCHOOL SYSTEMS As communities have increased in population they have outgrown any primary or elementary system of organization for school purposes. Laws of general application or com- mon usage in a county sparsely settled would not suffice for a city of many thousands of people. In such cities the peo- ple could not meet to fix the policies and manage the busi- ness of the schools : they could not meet even to choose officers to manage the schools. So the state legislatures have made special laws to meet the circumstances of the larger places. In some states these laws are uniform for all cities of a certain class, that is, cities having populations of about the same number, but more often each city has gone to the legislature and procured the enactment of such stat- utes as seemed suited to the immediate circumstances. Because of this there is no uniform or general system of public school administration in the American cities. Of course there are some points of similarity. In nearly every case there is a board of education charged with the manage- ment of the schools, but these boards are constituted in almost as many different ways as there are different cities, and their legal functions are as diverse as there is diversity in cities. In the city of Buffalo, New York state, the school affairs are managed by a committee appointed by the city council, but happily this case stands by itself, and the evil consequences possible under such a scheme have been much ameliorated in this particular case for the last half dozen years by a most excellent superintendent of schools, elected by the people of that city. In the greater number of cities the boards of education are elected by the people, in some cases on a general city ticket, and again by wards or sub-districts ; in some places at a general or municipal election, and in others at elections held for the particular purpose. But in many cities, and particularly the larger ones, the boards are appointed by the mayor alone, or by the mayor and city council acting 13] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 13 jointly. In the city of Philadelphia the board is appointed by the city judges, in Pittsburgh by local directors, and in New Orleans by the state board of education. In a few instances the board is appointed by the city councils. In the city of Cleveland, Ohio, the board of education consists of two branches : a school director elected by the people for the term of two years, and a school council of seven members, likewise elected by the people in three groups with terms of three years each. This scheme was devised in 1892 by prominent business men of the city, and, having been enacted by the legislature, has been in very satisfac- tory operation since. It must be said that there has been much dissatisfaction with the way school affairs have been managed in the larger cities. In the smaller places, even in cities of a hundred thousand or more inhabitants, matters have gone well enough as a general rule, but in the greater cities there have been many and serious complaints of the misuse of funds, of neglect of property, of the appointment of unfit teachers, and of general incapacity, or worse, on the part of the boards. Of course it is notorious that the public business of American cities has very commonly been badly managed. It would not be true to say that the business of the schools has suffered as seriously as municipal business, but it cer- tainly has been managed badly enough. All this has come from the amounts of money that are involved and the number of appointments that are con- stantly to be made. More than a hundred millions of dollars are paid annually for teachers' wages alone in the United States. People who are needy have sought positions as teachers without much reference to preparation, and the kindly disposed have aided them without any apparent appre- ciation of the injury they were doing to the highest interests of their neighbors. Men engaged in managing the organi- zations of the different political parties have undertaken to control appointments in the interests of their party machines. And the downright scoundrels have infested the school organization in some places for the sake of plunder. 14 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [14 As cities have grown in size and multiplied in numbers, the more scandal there has been. And American cities have grown marvelously. In 1790 there was but one having between eight and twelve thousand inhabitants: in 1890 there were one hundred and forty-seven such. By the census of the latter year there were fourteen cities having between seventy-five thousand and one hundred and twenty-five thou- sand inhabitants. Now there are certainly a dozen with more than a half million of people each. The aggregate population of a dozen cities exceeds the aggregate popula- tion of twenty states. But if the troubles have multiplied and intensified as the cities have grown, so has the determi- nation of the people strengthened to remedy the difficulties. There has been no more decided and no more healthy educational movement in the United States in recent years, and none with greater or more strongly intrenched obstacles in its way, than that for better school organization and administration in the larger cities. Its particular features or objective points are pointed out by the committee of fif- teen of the National educational association in the following declarations : "In concluding this portion of the report, the committee indicates briefly the principles which must necessarily be observed in framing a plan of organization and government in a large city school system. First. The affairs of the school should not be mixed up with partisan contests or municipal business. Second. There should be a sharp distinction between leg- islative functions and executive duties. Third. Legislative functions should be clearly fixed by statute and be exercised by a comparatively small board, each member of which is representative of the whole city. This board, within statutory limitations, should determine the policy of the system, levy taxes, and control the expendi- tures. It should make no appointments. Every act should be by a recorded resolution. It seems preferable that this board be created by appointment rather than election, and I^J EDUCATIONAL ORGANIZATION AND ADMINISTRATION 15 that it be constituted of two branches acting against each other. Fourth. Administration should be separated into two great independent departments, one of which manages the business interests and the other of which supervises the instruction. Each of these should be wholly directed by a single official who is vested with ample authority and charged with full responsibility for sound administration. Fifth. The chief executive officer on the business side should be charged with the care of all property and with the duty of keeping it in suitable condition : he should provide all necessary furnishings and appliances : he should make all agreements and see that they are properly performed : he should appoint all assistants, janitors, and workmen. In a word, he should do all that the law contemplates and all that the board authorizes, concerning the business affairs of the school system, and when anything goes wrong he should answer for it. He may be appointed by the board, but we think it preferable that he be chosen in the same way the members of the board are chosen, and be given a veto upon the acts of the board. Sixth. The chief executive officer of the department of instruction should be given a long term and may be appointed by the board. If the board is constituted of two branches, he should be nominated by the business executive and con- firmed by the legislative branch. Once appointed he should be independent. He should appoint all authorized assist- ants and teachers from an eligible list to be constituted as provided by law. He should assign to duties and discon- tinue services for cause, at his discretion. He should deter- mine all matters relating to instruction. He should be charged with the responsibility of developing a professional and enthusiastic teaching force, and of making all the teach- ing scientific and forceful. He must perfect the organization of his department and make and carry out plans to accom- plish this. If he cannot do this in a reasonable time he should be superseded by one who can." l6 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [16 It ought to be said before passing from this phase of the subject that these principles have made much headway, and that the promise is excellent. There is not a city of any importance in the country in which they are not under dis- cussion, and there are few in which some of them have not been adopted and put in operation. The powers of the city boards of education are very broad, almost without limits as to the management of the schools. They commonly do everything but decide the amount of money which shall be raised for the schools, and in some cases even that high prerogative is left to them. They purchase new sites, determine the plans and erect new buildings, provide for maintenance, appoint officers and teachers, fix salaries, make promotions, and, acting within very few and slight constitutional or statutory limitations, enact all of the regulations for the control of the vast system. The high powers, cheerfully given by the people to school boards, have arisen from the earnest desire that the schools shall be independent and the teaching of the best. Of course these independent and large prerogatives are exceed- ingly advantageous to educational progress when exercised by good men : when they fall into the hands of weak or bad men they are equally capable of being put to the worst uses. And it is not to be disguised that in some of the foremost cities they have fallen into some hands which are corrupt, but more often into the hands of men of excellent personal character, but who do not see the importance of applying pedagogical principles to instruction, and who are, in one way or another, used by designing persons for partizan, self- ish or corrupt purposes. Of course it is not to be implied that there are not to be found in every school board men or women with clear heads and stout hearts who understand the essential principles of sound school administration and are courageously contending for them. Nor must the serious difficulty of holding together pupils from such widely differ- ent homes in common schools be lost sight of. And again, the obstacles in the way of choosing and training a teaching I/] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 1 7 force of thousands of persons, and of continually energizing the entire body with new pedagogical life, must be remem- bered. And yet again, the dangers of corruption where millions of dollars are being annually disbursed by boards which are practically independent, are apparent. But, not- withstanding all of the hindrances, the issue is being joined and the battle will be fought out to a successful result. There can be but one outcome. The forces of decency and progress always prevail in the end. The demands of the intelligent and sincere friends of popular education in our great cities are for a more scientific plan of organization which shall separate legislative and executive functions, which shall put the interests of teachers upon the merit basis and leave them free to apply pedagogi- cal principles to the instruction, which shall give authority to do what is needed and protect officers and teachers, while it locates responsibility and provides the way for ousting the incompetent or the corrupt. The trouble has been that the boards were independent and the machine so ponderous and the prerogatives and responsibilities of officials so confused that people who were aggrieved could not get a hearing or could not secure redress, perhaps for the reason that no one official had the power to afford redress. What is demanded and what is apparently coming is a more perfect system, which will give one credit for good work in the schools and enable a parent to point his finger at and procure the dis- missal of one who inflicts upon his child a school room which is not wholesome and healthful, or a teacher who is physically, pedagogically or morally unfit to train his child. THE STATES AND THE SCHOOLS Since the American school system has come to be sup- ported wholly by taxation, it has come to depend upon the exercise of a sovereign power. In the United States the sovereign powers are not all lodged in one place. Such as have not been ceded to the general government are retained by the states. The provision and supervision of schools is 2 1 8 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [ig one of these. Hence the school system, while marked by many characteristics which are common throughout the country, has a legal organization peculiar to each state. The dependence upon state authority which has thus arisen has gone farther than anything else towards the development of a system and towards the equalization of school privileges to the people of the same state. Naturally indisposed to relinquish the management of their own school affairs in their own way, they have been obliged to bow to the authority of their states, in so far as the state saw fit to assert its authority, because they could not act without it, as counties, cities, townships and districts have no power what- ever to levy taxes for school purposes except as authorized by the state. They have become reconciled to the interven- tion of state authority, moreover, as they have seen that such authority improved the schools. Of such improvement by such intervention there can be no doubt. In many cases state school funds have been created, or large sums are raised by general levy each year, which are distributed so as to give the most aid to the sec- tions which are poorest and most need it. In the state of New York, for example, the cities pay more than half a mil- lion of dollars every year to the support of the schools in the country districts. In practically all of the states excel- lent normal schools are maintained to prepare teachers for the elementary and secondary schools. In all of the south- ern and western states great state universities are sustained as parts of the state school systems. In ten universities of the North-Central division of states there are twenty thou- sand students in college and professional courses, and the work is of as high grade and of as broad range as in the oldest universities of the country. These things are exert- ing strong influences upon the sentiment of the people of the different states and increasing their respect for the authority of their states over their schools. And the application of state authority to all of the schools supported by public moneys of course makes them more 1 9] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 1 9 alike and better. The whims of local settlements disappear. The schoolhouses are better. More is done for the prepara- tion of teachers, and more uniform exactions are put upon candidates for the teaching service. The courses of study are more quickly and symmetrically improved. There is criticism and stimulus from a common center for all of the educational work of the state. The different states have gone to very different lengths in exercising their authority. The length to which each has gone has depended upon the necessity of state intervention by the exercise of the taxing power, or of delegating that power to subdivisions of the territory, and upon the senti- ment of the people. In most cases it has been determined by the location of the point of equipose between necessity and free consent. The state government has, of course, not been disposed to go farther than the people were willing, for all government is by the people. The thought of the people in the different states has been somewhat influenced by considerations which arise out of their early history, but doubtless in most cases it is predicated upon their later experiences. All of the state constitutions now contain provisions relating to popular education. This was not true of the original constitutions of all of the older states, for when they were adopted the maintenance of schools was looked upon as a personal or local rather than a state concern. But later amendments have since introduced such provisions into all of the older state constitutions. And all of the newer ones have contained strong and elaborate sections, making it a fundamental duty of the government they estab- lished to encourage education and provide schools for all. Of course, all of the states have legislated much in refer- ence to the schools, and there is scarcely a session of one of the state legislatures in which they do not receive consider- able attention. In all of the states there is some sort of a state school organization established by law. In practically all there is an officer known as the state superintendent of 2O EDUCATIONAL ORGANIZATION AND ADMINISTRATION [ 2 Q public instruction, or the state school commissioner. In some there is a state board of education. In New York there is a state board of regents in charge of the private academies, in some measure of the public secondary schools, and of all of the higher institutions ; and also a state super- intendent of public instruction, with very high authority over the elementary schools and in a large measure over the public high schools. The officer last referred to doubtless is vested with larger authority than any other one educational official in the country. He apportions the state schools funds; he deter- mines the conditions of admission, the courses of work and the employment of teachers, and audits all the accounts of the twelve normal schools of the state; he has unlimited authority over the examination and certification of teachers ; he regulates the official action of the school commissioners in all of the assembly districts of the state ; he appoints the teachers' institutes, arranges the work, names the instructors, and pays the bills. He determines the boundaries of school districts. He provides schools for the defective classes and for the seven Indian reservations yet remaining in the state. He may condemn schoolhouses and require new ones to be built. He may direct new furnishings to be provided. He is a member of the state board of regents and of the board of trustees of Cornell university. He may entertain appeals by any person conceiving himself aggrieved from any order or proceeding of local school officials, determine the practice therein, and make final disposition of the matter in dispute, and his decision cannot be " called in question in any court or in any other place." All this, with the splendid organization of the state board of regents, unquestionably provides New York with a more complete and elaborate educational organization than any other American state. There are some who think that it is more elaborate and authoritative than necessary ; that it unduly overrides local freedom and discourages individual initiative. One who has 2i] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 21 been a part of that system, and who has also been associated with educational work where there is but very slight state supervision, will hardly be disposed to think so. But it is certainly exceptional among the states. Most of them undertake to regulate school affairs but very little. In the larger number of cases the state board of education only controls the purely state educational institutions, and the principal functions of the leading educational official of the state are to inspire action through his addresses and gather statistics and disseminate information deducible therefrom. However, there can be no doubt about the general ten- dency being strongly towards greater centralization. Not only are its advantages quite apparent, but the overwhelming current of legislation and of the decisions of the courts is making it imperative. These are practically in accord, and are to the effect that in each state the school system is not local, but general ; not individual schools controlled by sepa- rate communities, but a closely related system of schools which has become a state system and is entirely under state authority. Local school officials are now uniformly held to be agents of the state for the administration of a state sys- tem of education. The granting of aid by the state, the necessity of the exercise of powers without which the schools cannot live, and which powers reside exclusively in the state, implies the right of the state to name the conditions upon which the aid shall be received, and the duty to see that the exercise of such powers shall result in equal advantages to all. Widely dissimilar conditions lead different states to a greater or lesser appreciation of their educational responsi- bilities and make them more or less able or disposed to exer- cise their legal functions to the full measure of their good. Yet all are appreciating the fact that a constitutional, self- governing state exists for the moral and intellectual advan- tage of every citizen and for the common progress of the whole mass. All are moving as best they are able, and according to the light they have, in fulfillment of wise public 22 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [ 22 policy and constitutional obligation. They have employed and will continue to employ different methods. Some will act directly through state officials : some will delegate a large measure of authority to local boards and officials so long as it seems well : but all have the highest authority, the supreme responsibility in the matter, and under the influence of the later knowledge will undo whatever may be necessary, and take whatever new steps may be necessary, to carry the best educational opportunities to every child. And it is the purpose of the people and the law of most of the states that such educational opportunities shall not only be provided for every American child, but that every one shall be required to take advantage of them. Compul- sory attendance laws have been enacted in most of the states. These are not as carefully framed as a good knowledge of educational administration might very easily lead them to be, and they are not as completely enforced as the true inter- ests of many unfortunate children require, yet it may be said safely that the right and the duty of the state to educate them is recognized, and that the tendency towards greater thoroughness in the way of making education universal as a safeguard to our free citizenship is general. It was not so in the beginning, but American public schools are rapidly coming to be related together in a sys- tem of schools, that system a state system, and at once the most flexible and adaptable to our manner of living, our social ideals and our national ambitions. THE GENERAL GOVERNMENT AND EDUCATION As already pointed out, the authoritative management of the schools has never been conferred upon the general gov- ernment, but is reserved to and exercised by the several states. What might have been done at the time of the framing of the federal constitution, if it had been supposed that in a few years the support and management of schools would develop into a government function, can only be speculated upon. It is well known that the members of the 23] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 23 first constitutional convention were not indifferent to edu- cation. But their view of the subject was the view of all men of their time, i. e., that it was highly desirable that all social organizations should encourage, perhaps even by that time that it was proper for government to see that schools were maintained, but that the real responsibility, and of course the expense, should fall upon people legally charge- able with the custody of children. The functions of gov- ernment touching education were not then under considera- tion at all, and when they forced themselves upon public attention the towns, and, when the exercise of the power of taxation became imperative, the states assumed them as they were bound to do. Accordingly, the federal government has never exercised any control over the public educational work of the country. But it may be said with emphasis that that government has never been indifferent thereto. It has shown its interest at different times by generous gifts to education, and by the organization of a bureau of education for the purpose of gathering the fullest information from all of the states, and from foreign nations as well, and for disseminating the same to all who would be interested therein. The gifts of the United States to the several states to encourage schools have been in the form of land rights from the public domain. In the sale of public lands the practice of reserving one lot in every township " for the maintenance of public schools within the township " has uniformly been followed. In 1786 officers of the revolutionary army peti- tioned congress for the right to settle territory north and west of the Ohio river. A committee reported a bill in favor of granting the request, which provided that one sec- tion in each township should be reserved for common schools, one section for the support of religion, and four townships for the support of a university. This was modified so as to give one section for the support of religion, one for common schools, and two townships for the support of a " literary institution to be applied to the intended object by the leg- 24 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [24 islature of the state." This provision, coupled with the splendid declaration that " religion, morality and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged," foreshadowed the general disposition and policy of the central government and made the " Ordi- nance of 1787 for the government of the Northwest terri- tory" famous. The precedent here established became national policy, and after the year 1800 each state admitted to the Union, with the exception of Maine, Texas and West Virginia, received two or more townships of land for the founding of a university. In 1836 congress passed an act distributing to the several states the surplus funds in the treasury. In all $28,101,645 was so distributed, and in a number of the states this was devoted to educational uses. But the most noble, timely, and carefully guarded gift of the federal government was embodied in the land grant act of 1862 for colleges of agriculture and the mechanic arts. This act gave to each state thirty thousand acres of land for each senator and representative in congress to which the state was entitled under the census of 1860, for the purpose of founding " at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the states shall respectively prescribe, in order to promote the liberal education of the industrial classes in the several pur- suits and professions of life." This act has been added to by other congressional enactments and the proceeds of the sales of lands have been generously supplemented by the state legislatures until great peoples' colleges and universi- ties have arisen in all of the States. The work of the United States bureau of education is a most exact, stimulating and beneficent one. Without exer- cising any authority, it is untiring and scientific in gathering data, in the philosophic treatment of educational subjects, 25] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 25 and in furnishing the fullest information upon every con- ceivable phase of educational activity to whomsoever would accept it. Its operations have by no means been confined to the United States. It has become the great educational clearing house of the world. The commissioners who have been at the head of this bureau have been eminent men and great educational leaders. The present commissioner, Dr. William T. Harris, stands without a peer as the most philo- sophical thinker and the readiest writer upon educational subjects in the world. Under such fortunate direction the bureau of education has collected the facts and made most painstaking research into every movement in America and elsewhere which gave promise of advantage to the good cause of popular education. So, while the government of the United States is not chargeable under the constitution with providing or super- vising schools, and while it does not exercise authority in the matter, it will be quickly seen that it has been steadily and intelligently and generously true to the national instinct to advance morality and promote culture by its influence and its resources. PRIVATE INSTITUTIONS Up to this time we have been treating of the American public school system, using the term in its strictest sense. We have been referring to the schools supported by public moneys and supervised by public officers. Yet there is an infinite number of other schools which comprise an import- ant part of the educational system of the country and are of course subject to its laws. Any statement concerning American school organization and administration, even of the most general character, would be incomplete which did not cover these, but obviously it is not desirable in this con- nection to do more than touch upon the relation in which they stand, by common usage and under the laws, to Ameri- can education. In the first half of the century just closing many private "academies" or "seminaries" sprang up in all directions 26 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [26 where the country had become at all settled. This was in response to a demand from people who began to reach out, but could not get what they wanted in the common schools. Any teacher with a little more than ordinary gifts could open one of these schools upon a little higher plane than usual and very soon have an abundance of pupils and a profitable income. Many of these institutions did most excellent work. Not a few of the leading citizens of the country owe their first inspiration and much help to them. The larger part of these schools served their purpose and finally gave way to new public high schools. Some yet remain and continue to meet the desires of well-to-do and select families who prefer their somewhat exclusive ways. A considerable number have been adopted by their states and developed into state nor- mal schools, and not a few have by their own natural force grown into literary colleges. The earlier American colleges were, in the beginning, in a large sense the children of the state. Yale, Harvard, Princeton, Columbia were all chartered by and in some meas- ure supported by their states at the start, and are yet sub- ject to the law, though they have become independent of such support. A vast number of colleges has been estab- lished by the religious denominations for the training of their ministry, and, so far as possible, for giving all their youth a higher education while keeping them under their denomina- tional influence. In recent years innumerable schools have arisen out of private enterprise. Every conceivable interest has produced a school to promote its own ends and accordingly adjusted to its own thought. So professional, technical, industrial and commercial schools of every kind have sprung up on every hand. All such schools operate by the tacit leave of the states in which they exist. The states are not disposed to inter- fere with them, as they ask no public support. Some of them hold charters granted by the legislature, and more secure recognized standing by organizing under general cor- 27] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 27 poration laws enacted to cover all such enterprises. In some cases the states distribute public moneys to some of these institutions by way of encouragement, and perhaps impose certain conditions upon which they shall be eligible to share in such distributions. But ordinarily a state does no more than protect its own good name against occasional impostors who wear the livery of heaven to serve the devil more effectu- ally, and it is feared that some states have not yet come to do this as completely as they ought. The tendency to regulate private schools by legislation, to the extent at least of seeing that they are not discreditable to the state, is unmistakable. New York, for example, has prohibited the use of the name " college " or " university " except when the requirements of the state board of regents are met. All of the reputable institutions, and they con- stitute nearly the whole number, desire reasonable super- vision, for it certifies their respectability and constitutes them a part of the public educational system of the state. EXPERT SUPERVISION It has not been convenient in tracing the preceding pages to treat of an exceedingly important phase of the American school system which distinguishes that system from any other national system of education, and which has come to be well established in our laws ; that is, supervision by professional experts, both generally and locally. From the beginning the laws have provided methods for certificating persons deemed to be qualified to teach in the schools. This has ordinarily been among the functions of state, city, and county superintendents or commissioners. Sometimes boards of examiners have been created whose only duty should be to examine and certificate teachers. The functions of certificating and of employing teachers have, for obvious reasons, not commonly been lodged in the same officials. Superintendents began to be provided for by law in the early part of the century. The first state superin- 28 EDUCATIONAL ORGANIZATION AND ADMINISTRATION [28 tendency was established by New York in 1812. Other states took similar action in the next thirty years. Town, city and county superintendencies came along rapidly, and by or soon after the middle of the century had been set in operation in most parts of the then settled country. The main duty of these officials in the earlier days was to examine candidates for teaching, report statistics, and make addresses on educational occasions. In later years, however, they are held in considerable measure responsible for the quality of the teaching. In the country districts the super- intendents hold institutes, visit the schools, commend and criticise the teaching, and exert every effort to promote the efficiency of the schools, until a discreet and active county superintendent comes to exert almost a controlling influence over the school affairs of his county. In the cities, and particularly the larger ones, the problem is much more difficult. The teachers are much greater in number and the task of securing persons of uniform excel- lence is much enlarged. The schools are less homogeneous and instruction less easy. Frequently the superintendent cannot know the personal qualities of each teacher, or even visit all of the schools. Yet a system must be organized by which, through the aid of assistants, the superintendent's office will be advised fully of the work of every teacher in the system. And if the system is to have anything like uni- form excellence, if the rights of children are to be met, and the instruction is to have life in it, all teachers must be upon the merit basis, the most deserving must be advanced in rank and pay as rapidly as practicable, and the weak must be helped and trained into efficiency or removed from their positions. The laws are coming to recognize the responsibilities and difficulties of the superintendent's position, and are continu- ally throwing about that officer additional safeguards and giving him larger powers and greater freedom of action. The great issue that is now on in American school affairs is 29] EDUCATIONAL ORGANIZATION AND ADMINISTRATION 29 between education and politics. The school men are insist- ing upon absolute immunity from political influence in their work. It would doubtless seem strange to people of other nations not familiar with our political conditions, that such insistence may be necessary. Pure democracy has its troubles. The machinations of men who are seeking politi- cal influence constitute the most serious of them. However, the good cause of education against political manipulation is making substantial progress. The law books of all of the states show provisions recognizing the professional school superintendent : in many of the states they contain provis- ions directing and protecting his work : and in some of them they are beginning to confer upon him entire authority over the appointment, assignment and removal of teachers, while they impose upon him entire responsibility for the quality of the teaching. It is this professional supervision, by states and counties as well as by towns and cities, taken up almost spontane- ously at the beginning and early established and compen- sated by law, which has given the American schools their peculiar spirit. As intelligence has advanced and the people have come to know the worth of good teaching and have been unwilling that their children should be associated with teachers who have not the kindly spirit of a true teacher, or be kept marking time by incompetents, they have favored larger exactions and closer supervision over the teaching, to the end that it might be in accord with the best educational opinion. All this is yearly becoming more and more appar- ent in the laws, and it is advancing the great body of American teachers along philosophical lines more steadily and rapidly than any other great body of teachers in the world is advancing. American teachers have always had freedom. Now they are learning to exercise it, and they are being permitted to exercise it, in accord with educational principles. 3O EDUCATIONAL ORGANIZATION AND ADMINISTRATION [30 CONCLUSION In conclusion a few facts touching the great school sys- tem, the legal organization of which we have briefly tried to sketch, and which has produced that organization and in turn has in part been produced by it, will be of interest. The enrollment of pupils in the state common schools alone was, in 1895-6, 14,379,078. These schools were kept open an average of 140.5 days in the year. The number of teach- ers employed was 130,366 males and 269,959 females, a total of 400,325. The total value of the public school prop- erty was $455,948,164, and the running expenses for the year were $184,453,780. There was raised by taxation $163,023,294. Of institutions above the grade of elemen- tary schools there were 677 colleges and universities, with 97,134 collegiate students and 69,014 preparatory students. Some of these are too ambitious in calling themselves " colleges," it is true, yet all are doing work that counts, and educational nomenclature is straightening itself out slowly but steadily. There were 5,108 public high schools with 409,433 secondary pupils, and there were 2,100 private high schools and academies with 107,633 secondary pupils. There were 77 law schools with 10,449 students, 148 medi- cal schools with 24,265 pupils, 157 theological schools with 8,173 students, and 362 normal schools with 67,380 students. In cities of over 8,000 inhabitants there were 60 1 schools with 3,590,875 pupils. In the whole country there were 7,184 public libraries with 34,596,258 volumes. In the year 1896 there was paid for teachers' and superin- tendents' wages in the common schools $i 16,377,778, or 63.1 per cent of the total expenditure for school purposes. Laws making attendance at school compulsory have been enacted in 32 states and territories. One of the most gratifying facts in connection with the educational work of the United States is the large increase in the number of graduate students in the colleges. The following table exhibits the number of resident graduate EDUCATIONAL ORGANIZATION AND ADMINISTRATION students in universities and colleges of the United States for 25 years and down to as late a time as the figures are available : 1871-72 198 i8;2-'73 219 1873-74 283 1874-75 369 I875-7 6 399 i876-'77 389 1877-78 414 1878-79 465 i879-'8o 411 i88o-'8i 460 i882-'83 , 522 i883-'84 778 i884-'85 869 1885-86 935 i886-'87 1,237 i887-'88 1,290 i888-'8 9 1,343 1 889^90 1,717 i89O-'9i 2,131 1891-92 2,499 1892-93 2,851 1893-94 3,493 1894-95 3,999 I895-9 6 4,363 4,919 The United States bureau of education, to which I am indebted for the foregoing figures and much other informa- tion, is aided by a corps of 15,000 voluntary correspondents who furnish printed reports and catalogs and cheerfully answer the bureau's inquiries upon every phase of educa- tional work. It is of course difficult for one not familiar with American institutions and American ways to understand or appreciate the American school system. To him it seems anything but a system. It is a product of conditions in a new land, and it is adapted to those conditions. It is at once expressive of the American spirit and it is energizing, culturing and ennob- ling that spirit. It is settling down to an orderly and sym- metrical institution, it is becoming scientific, and it is doing its work efficiently. It exerts a telling influence upon every person in the land, and is proving that it is supplying an education broad enough and of a kind to support free institutions. DIVISION OF EXHIBITS DEPARTMENT OF EDUCATION UNIVERSAL EXPOSITION, ST. Louis, 1904 MONOGRAPHS ON EDUCATION UNITED STATKS EDITED BY NICHOLAS MURRAY BUTLER President of Columbia University in the City of New York KINDERGARTEN EDUCATION SUSAN E. BLOW Cazenovia, New York THIS MONOGRAPH is PRINTED FOR LIMITED DISTRIBUTION BY THE LOUISIANA PURCHASE EXPOSITION COMPANY COPYRIGHT BY J. B. LYON COMPANY 1899 COPYRIGHT BY J. B. LYON COMPANY 1904 J. B. LYON COMPANY PRINTERS AND BINDERS ALBANY, N. V. KINDERGARTEN EDUCATION The history of the kindergarten in America is the record of four sharply denned movements ; the pioneer movement, whose point of departure was the city of Boston ; the philan- thropic movement, whose initial effort was made in the vil- lage of Florence, Mass., and whose greatest triumphs have been achieved in San Francisco ; the national movement, which emanated from St. Louis ; and the great maternal movement which, radiating from Chicago, is now spreading throughout the United States. The first of these move- ments called public attention to the several most important aspects of the Froebelian ideal ; the second demonstrated the efficiency of the new education as a redemptive force ; the third is making the kindergarten an integral part of the national school system ; the fourth is evolving a more enlightened and consecrated motherhood and thereby- strengthening the foundations and elevating the ideals of American family life. In 1840 the first kindergarten was established by Friedrich Froebel at Blankenburg, Germany. Nineteen years later Miss Elizabeth Peabody of Boston became interested in Froebel's writings. In 1867 she went to Germany to study the kindergarten system. Returning to America in 1868 she devoted the remainder of her life to the propagation of Froebel's educational principles. Through her apostolic labors parents were inspired to seek the help of the kinder- garten in the education of their children ; philanthropists were incited to establish charity kindergartens ; the Boston school board was persuaded to open an experimental kinder- garten in one of its public schools and a periodical devoted to the elucidation and dissemination of Froebelian ideals was founded and sustained for four years. The pioneer move- ment, therefore, broke paths in the four directions of private, 4 KINDERGARTEN EDUCATION [36 public, philanthropic and literary work. Above all through the contagious power of devout enthusiasm it created the consecrated endeavor without which the kindergarten as Froebel conceived it can have no actual embodiment. In 1872 an independent pioneer movement was begun in New York by Miss Henrietta Haines who invited Miss Boelte to conduct a kindergarten in her school for young ladies. Miss Boelte had studied three years with Froebel's widow, had won a high reputation in Germany, and later had done efficient work in England. About a year after her arrival in America she married Prof. John Kraus and estab- lished an independent kindergarten and normal class. Her normal work still continues and she is to-day the leading rep- resentative in America of the Froebel tradition. The power of her work results from her resolute adherence to all the details of the original Froebelian method. By this unswerv- ing conformity she has kept alive, through their practical application, ideas which are of the highest importance to the theoretic development of the kindergarten system. In 1874 Mr. S. H. Hill, of Florence, Mass., contributed funds to open the first charity kindergarten in the United States and later put in trust a sum sufficient to sustain and extend the work. Four years later a philanthropic move- ment was initiated in Boston by Mrs. Quincy A. Shaw, who for the ensuing fourteen years supported free kindergartens for poor children, these beneficent institutions reaching at one time to thirty in number. The influence of her noble example has doubtless conspired with other causes to create the one hundred and fifteen local associations which are now rendering efficient service to the Froebelian cause in differ- ent sections of the United States. Of such philanthropic associations the wealthiest and best organized is the Golden Gate association of San Francisco. At the time of its greatest prosperity this organization supported forty-one kindergartens ; had given training to more than thirty thou- sand children ; had received in endowments and other forms of contribution five hundred thousand dollars ; and had pub- 37] KINDERGARTEN EDUCATION 5 lished and distributed over eighty thousand annual reports. Unfortunately the financial depression of 1893 reduced its subscription list and at present it supports only twenty-three kindergartens. A training school for kindergartners is con- ducted under its auspices. Other associations deserving of special mention are the New York kindergarten associa- tion, which supports seventeen kindergartens, and whose aim is to provide for the children against whom the over- crowded public schools still close their doors ; the Brooklyn association, which provides for sixteen kindergartens, and under whose auspices there were conducted during the past year one hundred and eighty-three mothers' meetings ; the Pittsburgh and Allegheny free kindergarten association, which in six years has established twenty-eight kindergar- tens, with an enrollment of fourteen hundred children ; the Cincinnati association, which supports twenty-four kinder- gartens ; the Free kindergarten association of Chicago, which supports eighteen kindergartens and has a flourishing normal school ; the Chicago Froebel association, whose presi- dent organized the first charity kindergarten in that city, and to the veteran leader of whose normal department is due in large measure the introduction of the kindergarten into the Chicago public schools ; the Louisville association, which supports nine kindergartens, and has parents, nurses, Sun- day school, boarding and normal departments. Valuable as is the work accomplished by private kinder- gartens and kindergarten associations, it is necessarily a restricted work ; and had the Froebelian movement devel- oped only upon these lines the kindergarten must have remained forever the privilege of the wealthy few, and the occasional gift of charity to the abject poor. The public kindergarten opened in Boston, though carried on for sev- eral years, was finally given up upon the plea that the city could not afford to appropriate funds to extend the system, and a second public kindergarten, which was opened in Brigh- ton, Mass., in January, 1873, was abolished when Brighton was annexed to Boston in 1874. Meantime, however, Hon. 6 KINDERGARTEN EDUCATION [38 William T. Harris, the present United States commis- sioner of education, who was then superintendent of schools in St. Louis, had called attention to the kindergarten and suggested that experiments be made with a view to intro- ducing into the public school such features of the system as might prove helpful in the education of children between the ages of four and six. The outcome of this suggestion was the opening of an experimental kindergarten in the fall of 1873. The work was approved by the school board; new kindergartens were opened as rapidly as competent directors could be prepared to take charge of them, and when Dr. Harris resigned his position as superintendent in 1880 the St. Louis kindergartens had an enrollment of 7,828 chil- dren and the system was so firmly established that it has since that time proved itself impregnable to all attack. The experiment in St. Louis was a crucial one and had it failed it would have been difficult to prevail upon other cities to introduce the kindergarten into their public schools. There were many ready arguments against such an innova- tion : the argument from expense ; the argument based on the tender age of kindergarten children ; the argument that kindergartens would spoil the children and fill the primary grade with intractable pupils ; the argument that only rarely endowed and, therefore, rarely to be found persons could suc- cessfully conduct a kindergarten. These arguments would have acquired irresistible force when confirmed by an abor- tive experiment. Dr. Harris steered the kindergarten cause through stormy waters to a safe harbor. He proved that the kindergarten could be made an integral part of the public school system. He reduced the annual expense to less than five dollars for each child. He called attention to the fact that the years between four and six were critical ones and that the needs of the child at this period were not provided for either by the family or the school. He convinced him- self that children who had attended kindergartens conducted by competent directors did better on entering school than those who had received no such training, and the weight of 39] KINDERGARTEN EDUCATION 7 his authoritative statement gave other educators faith in the possibilities of the system. Finally, he proved that with wise training young women of average ability made satisfac- tory kindergartners. It was impossible to go on repeating that a thing could not be done in face of the fact that it had been done, and with the success of the experiment in St. Louis recognition of the kindergarten as the first stage of all public education became simply a matter of time. The reasons which convinced Dr. Harris of the value of the kindergarten are stated in the following extract from his monograph entitled Early History of the Kindergarten in St. Louis, Mo. : "If the school is to prepare especially for the arts and trades it is the kindergarten which is to accomplish the object, for the training of the muscles, if it is to be a train- ing for special skill in manipulation, must be begun in early youth. As age advances it becomes more difficult to acquire new phases of manual dexterity. Two weeks' practice of holding objects in his right hand will make the infant in his first year right handed for life. The muscles yet in a pulpy consistency are very easily set in any fixed direction. The child trained for one year in Froebel's gifts and occupations will acquire a skillful use of his hand and the habit of accu- rate measurement of the eye, which will be his possession for life. " In the common school, drawing, which has obtained only a recent and precarious foothold in our course of study, is the only branch which is intended to cultivate skill in the hand and accuracy in the eye. The kindergarten, on the other hand, develops this by all its groups of gifts. " Not only is this training of great importance by reason of the fact that most children must depend largely upon manual skill for their future livelihood, but from a broader point of view, we must value skill as the great potence which is emancipating the human race from drudgery by the aid of machinery. Inventions will free man from thral- dom to time and space. " By reason of the fact already adverted to, that a short training of certain muscles of the infant will be followed by 8 KINDERGARTEN EDUCATION [40 the continued growth of the same muscles through his after life, it is clear now it is that the two years of the child's life (his fifth and sixth), or even one year, or a half year in the kindergarten will start into development activities of muscle and brain which will secure deftness and delicacy of indus- trial power in all after life. The rationale of this is found in the fact that it is a pleasure to use muscles already inured to use ; in fact a much-used muscle demands a daily exercise as much as the stomach demands food. But an unused muscle or the mere rudiment of a muscle that has never been used, gives pain on its first exercise. Its contraction is accompanied with laceration of tissue, and followed by lameness, or by distress on using it again. Hence it hap- pens that the body shrinks from employing an unused muscle, but, on the contrary, demands the frequent exercise of muscles already trained to use. Hence in a thousand ways unconscious to ourselves, we manage to exercise daily what- ever muscles we have already trained, and thus keep in prac- tice physical aptitudes for skill in any direction. 4t 4 $ 4 # H 5 >fc "fc NC " The kindergarten should be a sort of sub-primary edu- cation, and receive the pupil at the age of four or four and a half years and hold him until he completes his sixth year. By this means we gain the child for one or two years when he is good for nothing else but education, and not of much value even for the education of the school as it is and has been. The disciplines of reading and writing, geography and arithmetic, as taught in the ordinary primary school, are beyond the powers of the average child not yet entered upon his seventh year. And beyond the seventh year the time of the child is too valuable to use it for other than general disciplines, reading, writing, arithmetic, etc., and drawing. He must not take up his school time with learning a handicraft. " The kindergarten utilizes a period of the child's life for preparation for the arts and trades without robbing the school of a portion of its needed time. " Besides the industrial phase of the subject which is per- tinent here, we may take note of another one that bears indirectly on the side of productive activity, but has a much wider bearing. At the age of three years the child begins to emerge from the circumscribed life of the family, and to acquire an interest in the life of society and a proclivity to 41] KINDERGARTEN EDUCATION 9 form relationship with it. This increases until the school period begins, at his seventh year. The fourth, fifth and sixth years are years of transition not well provided for either by family life or by social life in the United States. In families of great poverty the child forms evil associations in the street, and is initiated into crime. By the time he is ready to enter the school he is hardened in vicious habits, beyond the power of the school to eradicate. In families of wealth, the custom is to entrust the care of the child in this period of his life to some servant without pedagogical skill and generally without strength of will power. The child of wealthy parents usually inherits the superior directive power of the parents, who have by their energy acquired and pre- served the wealth. Its manifestation in the child is not reasonable, considerate will power, but arbitrariness and self- will with such a degree of stubbornness that it quite over- comes the much feebler native will of the servant who has charge of the children. It is difficult to tell which class (poor or rich,) the kindergarten benefits most. Society is benefited by the substitution of a rational training of the child's will during his transition period. If he is a child of poverty, he is saved by the good associations and the indus- trial and intellectual training that he gets. If he is a child of wealth, he is saved by the kindergarten from ruin through self-indulgence and the corruption ensuing on weak manage- ment in the family. The worst elements in the community are the corrupted and ruined men who were once youth of unusual directive power, children of parents of strong will." By reducing his argument in favor of the kindergarten to a brief statement which no one could dispute and whose force every one could appreciate, Dr. Harris greatly increased its weight, and immediately upon the publication of his report the movement in favor of public kindergartens showed an increased momentum. In the twenty-nine years which have elapsed since the successful experiment in St. Louis the kindergarten has been made part of the public school system in one hundred and eighty-nine cities. In 1897-98 the total number of public kindergartens was 1,365 ; the total number of teachers 2,532; the total number of pupils 95,867. IO KINDERGARTEN EDUCATION [42 The cities which have the most fully developed systems of public kindergartens are Boston, Chicago, St. Louis, Phila- delphia, New York, Brooklyn, Milwaukee, Indianapolis, Rochester, Des Moines, Grand Rapids, Brookline, Newark, Jamestown and Los Angeles. Philadelphia, which reports 20 1 kindergartens, leads in numbers all the cities of the United States. St. Louis follows with 115 kindergartens, New York with 100, Boston with 67, and Chicago with 63. An estimate, based on the sale of kindergarten material, fixes the total number of kindergartens in New York at 600, so that, including private work and association work, this city has presumably a more extensive provision of kin- dergartens than any other in the United States. Sixteen cities have a special supervisor of kindergartens. The following states have the most extensive provision of kindergartens, public and private. The order of the names indicates the relative extent of the provision : 1 New York 8 Wisconsin 2 Massachusetts 9 Pennsylvania 3 Michigan 10 Ohio 4 Illinois n Indiana 5 California 12 Iowa 6 Connecticut 13 Colorado 7 New Jersey 14 Minnesota 15 Washington In the year 1873 the National bureau of education began collecting statistics with regard to the total number of kin- dergartens in the United States. The results are necessa- rily imperfect, but they enable us to form an approximate idea of the growth of the system. Taking public and pri- vate work together, the advance of the kindergarten is shown in the following tables : 1873 1882 1892 1898 Kindergartens A2 248 I 3,11 4 ^63 Teachers 77 8l4 2 ^^ 8037 I 2S2 16916 6e. 206 1 8q 604 43] KINDERGARTEN EDUCATION II Since the aim of the kindergarten is not instruction, but development, its results cannot be tested by examinations or expressed in statistical tables, but must be gathered from the testimony of experts who have had time and opportunity to study its influence. In other words, kindergarten children must be judged by elementary teachers and principals of schools, and unless, upon entering the primary grade, they show superiority to children coming direct from the home, the kindergarten cannot be said to have justified its adoption into our national system of education. Conversely, if the mental and moral superiority of kindergarten children prove to have converted primary teachers and school principals from enemies into warm friends of the Froebelian method, this fact should be accepted as convincing evidence of the merit of the work. Before presenting the testimony which I have collected, it is necessary to call attention to the fact that, in the kinder- garten, talking is not forbidden, but, on the contrary, chil- dren are encouraged to share with the kindergartner and with each other all their happy experience of effort and suc- cess. It is, therefore, natural that pupils 'promoted from the kindergarten should not at first understand the law of silence imposed by the character of the work in the elementary grades, and hence that, without any bad motive on their own part, they should prove troublesome pupils during the first weeks of school life. The failure to understand this fact has caused some unjust criticism of kindergarten children. It will, however, be apparent to all who read carefully the testimony now to be submitted that the adjustment of the kindergarten child to the school environment is a problem which is rapidly progressing towards a happy solution. The more complete the testimony offered, the more cer- tainly should we expect to find some differences of opinion as to the characteristics of kindergarten children. In any large city there will probably be a few incompetent kinder- gartners and some unintelligent or reactionary primary teachers. That the kindergarten fails to commend itself to 12 KINDERGARTEN EDUCATION [44 teachers who are themselves mere martinets should be accounted a merit rather than a defect. The condemnation of incompetent kindergartners by wise primary teachers is a cause of rejoicing to all true friends of the Froebelian method. T he influence of the kindergarten should be determined by the majority report. Variations of opinion should be explained by the occasional defect of the kinder- gartens and the occasional incapacity or prejudice of the judge. The most extensive and carefully collected information which I have received with regard to the characteristics of kindergarten children came from Miss Laura Fisher, director of the sixty-nine public kindergartens of Boston, and con- sisted of 163 letters from teachers of the first grade sent in reply to the following circular communication from Mr. Edwin P. Seaver, superintendent of the Boston schools: " To the principals of districts : " For the Paris Exposition of 1900 Miss Susan E. Blow has been appointed to prepare a monograph of the kinder- garten in the United States. She desires to use the infor- mation which you can gather by asking teachers of your first grade primary to answer carefully the questions hereto appended. Please give a copy of these questions to each first grade teacher, asking her to prepare her answers and give them to you as soon as possible. Ask her to be per- fectly frank in her expression of opinion even if she must make some unfavorable criticisms. "In returning the answers to me after you have collected them, you will confer a great favor if you yourself will write your impressions of the kindergarten system of instruction. " QUESTIONS " i. How many years have you taught children in the first grade ? " 2. About what proportion (per cent) of your children have come to you from the kindergarten ? " 3. What, if anything, have you observed as to the char- acteristics of kindergarten children as compared with other children ? 45] KINDERGARTEN EDUCATION 13 " 4. How do you think the kindergarten training has affected the progress of the children in the primary grade, particu- larly in your own grade ? Has their progress been quicker in point of time ? Has the character of the work done been improved ?" From the 163 letters received in reply to this circular I eliminated those reporting that less than ten per cent of the children attending the given primary room had received kindergarten training. I also omitted several letters based upon experience with children who had been only a few weeks or months in the kindergarten. The total number of letters omitted was 36. Of the remaining 127 letters 102 are favorable and 25 unfavorable to the kindergarten. Among the letters which I have classed as unfavorable one only is unqualified in its disapprobation. All the others admit some distinctive merits in kindergarten children, those most frequently specified being increased power of observation and linguistic expression, greater manual skill, and more general information. The most frequent criticisms are that kindergarten children are talkative and not easily amenable to school discipline. I quote two letters which represent the general trend of unfavorable criticism : I " I have taught the lowest grade one year, two months. " About fifty per cent of my children came from the kindergarten. " I find the kindergarten children are less inclined to obey quickly. They have acquired the habit of whispering over their work which has seriously hurt my other children. I find they understand in some cases more quickly than the other children and are more deft with their fingers. " My kindergarten children are evenly scattered over my class. Owing to limited experience I think I am hardly competent to make a trustworthy estimate of the work of kindergarten children as compared with others. The chil- dren who came from home were nearly seven years of age, and as the children who came from the kindergarten were in most cases younger, there has been but little difference in the results of their work," 14 KINDERGARTEN EDUCATION [46 II " I have taught children in the first grade something over two years in all. About one-fifth of this present class has attended a kindergarten, but has not come direct to me from there. " I have noticed that they observe much more closely than ordinary children, that they are skillful with their hands in any kind of work that calls for skill, as drawing, clay work, science, etc. That .in the arrangement of material, such as busy work, they are more orderly and careful in arrangement. I have found by looking the matter up that the children who have passed through kindergarten now pres- ent in my room are among the worst behaved and trouble- some in the whole room. I also notice a habit to watch each other's work too much. " I cannot say that I have found them any more able to take the work than ordinary children. I do not know that their minds are any more fitted for the retention of new ideas. I think, in some cases, the work is better done by these children than it would be without such training. But I do not know that some of the others would have done any bet- ter work with the kindergarten training. For some children I think it a great help, for others I might say unnecessary." Contrasting the 102 favorable with the 25 unfavorable letters, the first fact which thrusts itself upon the notice of the reader is that the majority of their writers seem to have had little difficulty in solving the problem of discipline. A large proportion of these letters make no direct reference to this question, while the account given of the moral charac- teristics of kindergarten children precludes the thought that they have been found difficult to control. Most of the varying shades of opinion expressed by the remaining writ- ers are indicated in the following extracts, and in the letters quoted in full at the conclusion of my summary of the Bos- ton testimony in behalf of the kindergarten : DISCIPLINE " During the first weeks of the school term the children from the kindergarten are very lively, in fact more so than 47 j KINDERGARTEN EDUCATION 15 is best for the good order of the school room. This is due to the great amount of freedom which the children are allowed in the kindergarten. This fault, if it may be con- sidered as such, must be corrected. When the child realizes that he is in a new atmosphere and that he must attend to one person he very soon adapts himself to the change." " The kindergarten has done so much that is of great value to the children, that I am willing to overlook the only little difficulty that I have found- During the first few weeks of school the children like to go about and show their little friends what they have succeeded in doing or finding out and whisper or talk about it. But they soon learn that we can all work better when each one takes care of his own work and the inclination to move and talk gradually diminishes." 3 " The children I received from the kindergarten were more restless at first. They were easier to discipline after a short time." 4 " Kindergarten children are alert and active, with eager questioning minds and eyes that see and note everything. They know how to use their hands and how to talk and are lovable and sympathetic. They come to the primary room happy, self-confident and talkative. On the other hand, the discipline of such children is very hard and it requires the greatest effort on the teacher's part to accustom them to the quiet, independent work of the primary room." 5 " Entering school from the kindergarten the children have already learned their social relations and their obligations to their companions. Hence from the first there is an absence of shyness and fear, and a school made up of kindergarten children is a delightfully social community. This trait, if firmly and tactfully dealt with, leads not to disorder but to right school spirit. I have not found it more difficult to tone down this trait than to arouse it as it lies dormant in other children." 1 6 KINDERGARTEN EDUCATION [48 6 " Each year the kindergarten children come to school better prepared than the year before. I have noted this particularly in regard to discipline. They are each year more ready to settle down to quiet work. They seem each year to be more evenly developed." 7 " The discipline in my class during the time I had kinder- garten children was as good, if not better, than it was when I had children come to me from their homes. In point of fact, I much prefer the kindergarten children." " The moral side of the child's nature receives special care in the kindergarten. The careful, firm discipline of the kin- dergarten has a great effect upon the receptive minds and hearts of the children. Many of the mothers are glad to testify to this influence. The rough child grows more gentle, the thoughtless child more careful." 9 " The most important characteristic of my kindergarten children was their high moral tone. There was among them more than the usual spirit of kindness, good will and help- fulness. They were more easily controlled than other chil- dren by an appeal to reason or honor. For little children, they had a very quick perception of right and wrong." 10 " Kindergarten children give so much better attention, follow directions so much more readily and apply themselves so much more diligently that they progress much more rap- idly than other children. Their work is always well done and they do all the work given them, particularly what is known as busy work. A great deal of time is saved in this way and the discipline of the school is made much easier." Replying to the questions with regard to the relative progress of kindergarten children and the character of 49] KINDERGARTEN EDUCATION lj their work thirty-eight teachers report both a progress quicker in point of time and improvement in the quality of work. Thirteen teachers report increased rapidity without change in the character of work, and twenty-eight improve- ment in the character of work without increased rapidity of progress. Thus fifty-one report greater rapidity, sixty-six improvement in quality of work, and seventy-nine a decided gain either in speed or quality or in both. The remaining twenty-three teachers seem to consider that kindergarten training increases the child's general intelligence but does not noticeably affect the ordinary routine of school work. In the Kindergarten Magazine for March of the current year Miss Sarah Louise Arnold, superintendent of primary schools, Boston, pronounces a judgment which confirms the majority report of the teachers whose testimony I have summarized. Her statement is as follows : " As a matter of fact the children who have had the full kindergarten training advance much more rapidly than do the children who come to the primary room without such training. In certain schools the kindergarten children have been separated from the other children entering the first grade, and have been taught by teachers who understood the work of the kinder- garten. In almost every instance these classes have com- pleted the primary course in two years instead of three." To the disciple of Froebel the most interesting para- graphs of the Boston letters are those which answer the question, " What, if anything, have you observed as to the characteristics of kindergarten children as compared with other children?" In condensing these replies I have grouped them under three heads, first, specific gain in knowledge and skill, second, intellectual, and, third, moral characteristics. The specific gains mentioned are clearer ideas of number, form and color ; greater knowledge of and interest in nature, improved singing, better expression in reading, improved articulation, more orderly and careful arrangement of material in busy work, and greater manual skill shown especially in writing and drawing. The intel- I 8 KINDERGARTEN EDUCATION [50 lectual characteristics of kindergarten children as compared with others are said to be greater general activity of mind, quicker comprehension, a more receptive mental attitude, greater logical power, greater concentration, more imagina- tion, greatly increased powers of observation and expression, quicker recognition of likenesses, differences and relations, greater love for the beautiful and visibly increased origi- nality and creative power. Of their moral characteristics it is said that as compared with others kindergarten children are neater, cleaner, more orderly, more industrious and more persevering. They are also more self-reliant, more pains- taking and more self-helpful. They are less self-conscious and more polite. They obey more quickly and are more gentle towards each other. They have a more developed spirit of helpfulness. They are more eager, alert, enthusi- astic and responsive. They are interested in a wider range of subjects. They have finer sensibilities, manifest love for and confidence in their teachers and show special interest in everything pertaining to home and family life. In thus condensing the evidence of many different writers I necessarily rob it of force and color. It seems well, there- fore, to present a limited number of replies in full in order that readers may judge for themselves of the impression created by kindergarten children upon teachers of different character, age and experience. I " I have taught children in the first grade about six years. About 35 per cent have come to me from the kindergarten. "These children show certain characteristics which are not so fully developed in the other children. Their intel- lectual qualities are, as a rule, more fully developed, espe- cially perception, imagination, memory and power of thought. Their sensibilities, too, as a general thing, are much quicker to act. For example, if a flower is given to each member of the class, it is the little boy or girl who has attended the kindergarten who is the first to feel its beauty. Power of expression is well developed in these children. What stands 5l] KINDERGARTEN EDUCATION ig out more than anything else in these small kindergarten people is the cheerful, sunny atmosphere they bring to the primary room and the spirit of kindness and helpfulness. In other words, they have begun to come into that stage where love for all humanity is developed in a simple child- like way. It seems to me that this is the most important characteristic of the child from the kindergarten. " I think the progress of these children in the primary school is greatly facilitated by their previous training. Their progress has been quicker as to time. The character of the work done has been improved." II " I have taught children in the first grade two years. " The first year 72 per cent had attended kindergarten ; the second year 74 per cent. " The kindergarten child observes more quickly and with greater accuracy. He is methodical in thought, and, conse- quently, in all expression, oral, written and manual. From an ethical standpoint he is superior to the non-kindergarten child. In all ways he is more intelligent, more nearly the being his Creator meant him to be. " The kindergarten training has been a powerful agent in stimulating the ambition of the child and in making pro- gress a continual joy. "In the majority of cases the progress of the kinder- garten children has been quicker in point of time. In all cases the character of the work has been improved." Ill " I have taught a little over two years in the hrst grade. " Last year all my children had attended the kindergarten ; this year only 5 per cent. " I have found that where the children have had a kinder- garten training they are much more industrious, interested, observant, enthusiastic, imaginative, responsive and courte- ous. They have more general information. The training they have received is a great help in number, language, expression in reading, drawing and all manual work. " The progress has been quicker in point of time, and the work on an average much neater," 2O KINDERGARTEN EDUCATION [52 IV " I have taught children in the first grade for five years. " Until November of the present school year about 80 per cent of my children have come to me from the kinder- garten. Very few children have come directly to me from their homes. Those who have not come from the kinder- garten have usually spent more or less time in the first grade before they have come to me. " The majority of the kindergarten children have been more anxious to work. They have had more confidence in their ability to do what is required of them, and have shown more perseverance in conquering difficulties. Their work has been cleaner, neater and arranged in a more orderly manner. Their power of concentration is much stronger. Their creative power is also much more highly developed. Through their games and talks, they have acquired more knowledge of the world about them, which knowledge has been of much help to them in their new work, especially in reading, language and drawing. They have learned to write more readily, and they have clearer ideas of number. Their love of the beautiful and their power of appreciating beauti- ful thoughts have been much greater. " As a rule, the child who has had a full kindergarten training has done much better, stronger work in the first grade than one who has been in the kindergarten but a short time, or than one whose attendance has been very irregular. " Progress has been quicker in point of time, for the chil- dren who have had the benefit of the full kindergarten training have accomplished more in a given time than those of the same age who have not received the same training. The character of the work has been improved." V " I have taught children in the first grade thirty-two years. "Since the kindergarten was established in our district, about four years ago, about fifty per cent of my pupils have come to me from that grade. Before that time, I received only a few children from the kindergarten. " The characteristics of kindergarten children consist of trained powers of observation, skill in using the hands, a 53] KINDERGARTEN EDUCATION 21 knowledge of number, form, color and music. A great deal has been done for some children in teaching them self-control. " I think the effect of the kindergarten training has been decidedly favorable to the progress of the children in my own grade. " Their progress in point of time has not been much quicker, as I have had very few who have had more than one year of kindergarten training, and several of the bright ones have been delicate children who could only attend half a day or quite irregularly. " I have a class of children whose parents are not anxious to have them pushed. " The character of the work done has been much improved." VI " I have taught four years, one in the Hancock district and three in the W. Allston. " The first year fifty per cent of my children were from the kindergarten ; the second, third and fourth years about fifteen per cent. " Kindergarten children are creative, self-active and inde- pendent. They are accustomed to school life and used to being one of many instead of one alone. " They have been waked up and are used to thinking. They are ready to begin to learn, whereas other children, with the exception of those who have brilliant minds, have to become accustomed to school work. Kindergarten chil- dren have learned how to work, how to use their hands, how to care for property. " They have a good foundation for any kind of work. " For the above reasons they are able to do the work of my grade in half the prescribed time. They always get more out of their work than other children and are always at the head of the class." VII " I have taught six years in the first grade. About 30 per cent of my children have come to me from the kindergarten. " I have observed that kindergarten children are interested and ready at once for the work. The other children do not know how to act. Much time is taken up in teaching them minor details. They are not so quick with their fingers. 22 KINDERGARTEN EDUCATION [54 " The kindergarten children know how to handle their pencils and learn to write in a very short time. " In every case the kindergarten children have shown marked progress in the primary grades. " Toward the latter part of the school year they have done second grade work. I have been interested in follow- ing their course through the grammar school, and have found that they received double promotion." VIII " I have taught children in the first grade fifteen years. " Last year about fifty per cent, this year about sixty per cent, and in preceding years perhaps thirty or forty per cent, of my children came to me from the kindergarten. " I find the children who have had two years of kinder- garten training ready to do the work of the first grade, whereas other children need a great deal of preliminary work. The muscles of the hands of these children have been so trained that they are ready to use pen or pencil for writing and drawing, ready to cut and fold paper, ready to handle material for seat work. This training of the hands has had its corresponding development in the brain, and their minds are ready to intelligently guide the hands and to grasp new ideas. Their eyes have been so trained that they are ready for the color, form and observation work. This training of the eye affects also the work in reading very noticeably, as the children distinguish the forms of words and letters more easily. Their ears have been so trained that they are ready to listen and follow directions. Their number experiences have been many and varied, and it is in arithmetic especially that I notice their advantage over other children. " In fact the normal child who has had a thorough kinder- garten training does rapidly, and with ease, understanding, joy and appreciation what the normal child without this training does slowly and with difficulty. " The kindergarten training has helped many of my chil- dren to do the work of the primary grade in less time than other children, but I think the great gain has been in the character of the work. It has been in quality rather than in quantity ; in enrichment and expansion rather than in extent." 55] KINDERGARTEN EDUCATION 23 IX " I have taught children in the first grade eight years. " I have always had some kindergarten children in my class with the exception of this year. Last year my class was made up wholly of the kindergarten children. The kindergarten children are wide-awake. I never had such an enthusiastic spirit in my class as I did the year it was made up wholly of kindergarten children. The children who come directly from home are, as a rule, diffident, and not responsive. It usually takes two weeks to get acquainted, to find some common bonds of interest. The kindergarten children I had watched in the kindergarten. I knew the stories and pictures they loved ; the work they had done in form and color, and the games they had played. We were friends at once, and the work began earlier and with less friction. The children from home stand in awe of the teacher ; the others have grown to love school and its work. The spirit of helpfulness is very strong. The first two weeks of school I was troubled with the discipline. The children talked aloud and hummed, but they worked. The humming did mean a happy spirit, but of course it did hinder the work. The talking without permission I found was almost always prompted by good motives. At the end of three weeks these children succeeded very well in these directions. They are good workers and they must have enough to do. Folding hands and sitting up straight does not appeal to them. " The training given the children in the kindergarten enables them to take up work more intelligently. They are wide-awake in observation lessons. They are quick in rec- ognition .of form and color, and in seeing resemblances. They are intensely interested in stories and poems. I never had a class who read with so much expression. I think the work done in the kindergarten songs sweetened their voices. Of course I do not think the kindergarten training makes a dull boy bright, but I do think that a dull child is brighter and more responsive than if he had not had this training. " In point of time, if by that is meant double promotions, the children have not gone on any faster. But I do think the children were better developed and more ready to take up the second grade work than the children entering the first grade from home. 24 KINDERGARTEN EDUCATION [56 " I think the kindergarten children do better ana neater work. They are more self-reliant. They have more cre- ative power and are always ready with new combinations in design work." X " I have taught the lowest grade in the primary school for four years. My first class contained no kindergarten chil- dren ; my second, third and fourth contained 33 1-3, 100 and 70 per cent respectively, making an average of 51 per cent. " I have found the kindergarten children to have broader, more original and better trained minds than most of the other children. They are better able to concentrate their attention ; they grasp an idea more readily and go ahead by themselves. They distinguish form more quickly, and so learn to write and read in a shorter time than the others. They have already formed habits of cleanliness and punctu- ality which, with other children of the lower classes, we have to struggle some months to establish. " I think the kindergarten training has advanced the pro- gress of the children in the primary school both in point of time and in the character of the work. If a child has had two years' training in a kindergarten and then enters my room at the age of five and a half or six he can generally finish the first grade work by March first and enter the third grade in September, and, as I have stated in the previous paragraph, the work is better and more intelligently done and shows much originality." XI " It is a great pleasure to me to have the opportunity offered by the questions sent us relative to kindergarten work in preparation for the Paris Exposition to say that I think the kindergarten training is of vital importance to the children of foreign and ignorant parentage such as we have in our district. From general judgment I say that all chil- dren need the kindergarten, but I know that it is of the first importance to those who come from oppressed, lawless and unlovely homes. I hope the fact that I have taught only two years in this grade will not render my testimony worthless. " Last year about 5 per cent of my children had had some, but not a complete kindergarten training. This year, for one month, about 95 per cent of my children were from the 57] KINDERGARTEN EDUCATION 25 kindergarten. At the end of that time the best 45 per cent moved on, the rest remaining with me. None of those left with me had completed the kindergarten course before enter- ing the primary grade. That one month's experience with nearly a whole class of kindergarten children was delightful. " To my mind the comparative characteristics of the kin- dergarten child and the street child are these : " The kindergarten child observes and discriminates ; is intelligent in his attitude towards things ; is able to remem- ber things taught ; is ingenious, spontaneous, interested and imaginative ; has a sense of honor and respects the property and rights of others ; is gentle, kind, helpful and thought- ful ; possesses a sense of the beautiful, and a sense of indi- vidual moral responsibility ; is cognizant of the Supreme Being and reverential. " The street child is unobservant, dull in attitude, weak in imagination, indifferent to things. He is rough, shame- less, thoughtless, teasing, disregards the rights and property of others, is little moved by the beautiful, is ignorant in gen- eral, and, therefore, lacking in love and reverence. He has no sense of individual responsibility and is morally chaotic. " The kindergarten child has further learned to direct him- self along a specific line of action whether it be work or control, in obedience to a spoken or unspoken law. He is, in short, intelligent, sensitive, responsive and self-directing in a far greater degree than the other child. With regard to rapidity of progress, I can answer only in regard to the work in my own grade. The kindergarten child, as I have observed him, moves much more rapidly over the ground of work than another child of equal ability. " The character of the work done by kindergarten chil- dren shows a great improvement over that done by other children. Their manual training helps them to learn writing and seat work more quickly. The information they have acquired in the kindergarten and the dexterity they have gained enable them to progress rapidly, while at the same time their work is better done. They bring to their work a respect for it which increases their sense both of its dignity and of their own dignity. " Of great importance in such a district as ours is the training in understanding good English which the kinder- garten gives the child. Our children who come directly from the homes are a long time learning to understand us 26 KINDERGARTEN EDUCATION [58 when we speak plain but good English. They are also a long time learning to express themselves. In the expression of what has been impressed upon them, kindergarten chil- dren are greatly in advance. " The whole mental and moral character of the children who have attended the kindergarten is much superior to that of the children who come to us directly from the home. " I have one suggestion, not a criticism, to make. A very few children, who have strong imagination and who prefer to use their imagination rather than their perception, are likely to have that tendency increased by the training in imagination given in the kindergarten, so that they have difficulty in seeing things as they really are. For example, such children repeatedly read one word of a sentence and then recite a sentence totally unlike what is before them. I think that kindergarten teachers do not realize this as we do, and that in the care of such children they ought, perhaps, to lay more stress upon truth-telling. This is the only possible fault I have seen in a child as a kindergarten child, and this only in a very few children. " I wish that all children under six years of age in our district were compelled to go to the kindergarten before entering the primary room." XII " It is my pleasure, as it is also my duty, to submit the following answers to the questions issued in the recent cir- cular with regard to the effects of kindergarten training upon the pupils of my own grade, the first primary. " Five years has been the length of my service in the first grade. " About forty per cent of my pupils have received instruc- tion in the kindergarten. The children who have had kin- dergarten training seem to possess greater enthusiasm for and interest in their school work, and, therefore, concentrate their attention sooner and for a longer period than those from home. " My pupils from the kindergarten have greater and more accurate powers of observation and discrimination. This fact is noticeable in their quick recognition of written forms and their associated sounds. " The vocabulary of the kindergarten child is larger, and his power of expression, therefore, greater. He is less shy 59] KINDERGARTEN EDUCATION 2J and timid and so expresses himself readily and freely. He is able from this fact to take up the regular language work in reading sooner, and so time is saved. The willingness to narrate his experiences is so marked that I have to be care- ful that the others have equal opportunities to express them- selves. This is true particularly at the beginning of the school year. " The experience gained in the kindergarten helps the child to understand the literature presented to him more readily and thoroughly. " Generally the kindergarten child recognizes numbers and performs operations with them more quickly than other chil- dren, helped by his former work in weaving and other kin- dergarten occupations. These latter also help him to be more skillful with his hands. He can be left at his busy work with less oversight and with better results to be seen on inspection. This is a saving of time. The manual training which he has received also results in a greater power of expression in the drawing and writing lessons. The terms used in drawing are also more familiar, being recalled instead of newly learnt. Consequently less drill is needed. "The kindergarten child is more familiar with school routine, and, therefore, requires fewer directions. Having attended school before, the primary teacher is not obliged to spend time and energy in comforting him on his separa- tion from home friends. " Finally, the kindergarten child seems to me more cour- teous, more helpful and more ready to recognize the rights of his fellow-pupils. " The kindergarten pupils now in my own grade have been able to accomplish more in the required studies than those of the same age who came directly from home. The few exceptions occur in the cases of children who are not to be regarded as normal. " Several children who have received the full kindergarten course have been able to omit the second year course in the primary, and have, therefore, completed that course in two years instead of the usual three years. This does not occur with other children unless they are unusually old when they enter or have special home training. One child, who proved too immature for the work of my grade, after a short train- ing in the kindergarten, was able to do the work better and more quickly than he could possibly have done without it. 28 KINDERGARTEN EDUCATION " That the character of the work has been improved, I have no doubt. Since I have always been so fortunate as to have some pupils from the kindergarten, I cannot compare the work accomplished with that of pupils, all of whom came direct from home. The comparison I have made between the latter and kindergarten children seems to be just, and I feel sure the kindergarten has helped to produce better results throughout my class, even when a very small propor- tion of the children in the class had had the benefit of its training." The following letter, also received from Boston, and writ- ten by a teacher of third grade, shows that the influence of kindergarten training extends beyond the primary room : " In speaking of the value of kindergarten training I judge from observation and inference rather than from a close grade connection with it. " I have more than once met with such contrasts in the moral attitude and mental atmosphere of younger children who had been under kindergarten training, ana older ones from the same family who began school life before kinder- gartens were established, that I can attribute the source of the happy and healthful influence to but one cause. Indeed, it was unmistakably evident in several instances that the leaven had worked where it would happily do so much good in the future in raising the minds of the parents to a finer conception of the duties and possibilities in training their children. This has come to me more than once from a per- sonal confession and acknowledgment. An influence that makes thus early for the formation of character surely can- not have too high an estimate, especially from those whose efforts must succeed it in the work. " I feel that to the kindergarten training is due much of the possibility of developing in the children the power to observe, to generalize, to execute and to express themselves as intelligently and thoughtfully as they were able to do a year or two later in school life, before kindergartens were with us. In my present class the kindergarten children are all to be promoted with one exception, and they are ten months younger than the other children. Their average age is eight years and ten months, while that of the non- kindergarten children is nine years and eight months, or practically a year of school life. I find the difference is 6l] KINDERGARTEN EDUCATION 2Q about the same in favor of kindergarten children for several years back, as far as I examined. There seems to be but one influence as to the cause for this, the quickening and brightening influence of the first training, coming at a time when the children are awakening fast to the multitude of influences and interests which surround them, and which is of a character to lead the little hearts and hands to the best they can think and do." The limits prescribed for this monograph prevent me from doing full justice to the valuable material sent me from Boston. So far as I am aware, no equal number of competent witnesses reporting upon children received from so large a number of kindergartens have ever been publicly cited in behalf of the Froebelian method. Their testimony proves beyond peradventure that the kindergartens of Bos- ton have actually achieved nearly all the results claimed for the system by its most enthusiastic friends. The following letter from Mr. Edwin P. Seaver, superintendent of the Boston public schools, describes the obstacles with which the kindergarten has still to contend and suggests a plan by which its influence may be increased : " My acquaintance with kindergartens began in the year 1 88 1, when, in making my first official visits in the Boston schools, I found the kindergartens then privately supported by Mrs. Shaw in certain school rooms granted rent free for that purpose by the school committee. At first I was amused by the novel exercises, and then pleased by the evi- dent hold these exercises, or the teachers, or both, had upon the children. Longer and closer study of the kindergarten exercises convinced me that here was a real educational agency of singular efficiency. " Looking at it from the practical side I observed that there were some thousands of children in Boston whose education both morally and intellectually would be greatly advanced by their being placed at an early age in good kindergartens. I thought too that for all children the kindergarten was the best means of passage from the home to the primary school. A knowledge of the spirit and methods of the kindergarten spread among the primary teachers seemed likely to exercise a beneficial influence on 3O KINDERGARTEN EDUCATION [62 the primary schools. There was no .doubt that this same benign influence had made itself felt in many homes. Among the strongest early friends of the kindergarten were many parents whose children had been kindergarten pupils. There were many primary teachers whose experience with kindergarten children enabled them to analyze and describe the effects of the kindergarten system of instruction in favor- able terms. " These were some of the considerations which moved me in the year 1888 to recommend that the kindergarten be made an integral part of the system of public instruction in the city of Boston. Since this was done, the public kinder- gartens have steadily grown in number and in popularity, in so much that nearly all school districts in the city are sup- plied with them, and about one-third of the children now pass through them before entering the primary schools. Our primary teachers have become more and more appre- ciative of the excellent foundation the kindergarten gives for the child's subsequent instruction. Altogether, it may truly be said that the public kindergartens of Boston have fulfilled, and more than fulfilled, the expectations formed of them at the time of their adoption. Imperfections they have shown, as what schools or what things human do not ? But every year there have been improvements, every year a better understanding of the essential principles of kinder- garten instruction, and every year a more widespread knowl- edge of the practical benefit of these principles when prop- erly applied. " As to the subsequent progress 01 kindergarten children in the school grades, it has been impossible for me to arrange and properly carry out a thorough statistical inquiry. I can only say in general that my impressions, gathered from con- versations with teachers these many years, lead me to the conclusion that the progress of kindergarten children com- pares very favorably with that of other children of the same age and similar environment. This progress is not so much manifested by quicker passage from grade to grade in the schools for there is much that is arbitrary and artificial in the rules governing the promotion of pupils through the grades as it is in the broader and stronger work done by children whose education has been started aright in the kindergarten. " Another influence which obscures the result in statistical 63] KINDERGARTEN EDUCATION 3! inquiry arises from the fact that the tests applied to deter- mine progress are often quite out of harmony with that theory of education of which the kindergarten is an exem- plification. The principles worked out by Froebel in the kindergarten were also by him applied to the later education of children and youth. Therefore, the subsequent progress of kindergarten children ought to be tested by methods which are consistent with those principles. " Still another obstacle in the way of satisfactory statistical work is the fact that in very many of the classes of the first primary grade only a minority of the children are from kin- dergartens. The teacher is apt to adapt her methods to the wants of the majority. So it happens that the kindergarten children suffer from a change in the method of their instruc- tion. What was so well begun in the kindergarten is broken off, and, consequently, the results that might other- wise have been expected never appear. Notwithstanding all these difficulties it has been possible in Boston to organ- ize a few primary classes, composed wholly, or almost wholly, of kindergarten children. The progress made by such classes has been eminently satisfactory. This result seems to warrant the belief that if all children could be taken through the kindergarten before entering the primary schools the instruction in the latter would be advanced and enlarged to a degree not now possible." Much of the information received from other cities I omit because it does not relate to experiences with a sufficiently large number of children. I have, however, condensed the following results from letters sent me by Miss Mary C. McCulloch, supervisor of the St. Louis kindergartens. These letters, thirteen in number, were written by teachers of the first grade, and reported the progress of kindergarten chil- dren in each of the several districts of the city. Two of the letters I eliminated because, while kindly in feeling, they were not precise in statement. Of the remaining eleven let- ters nine reported that kindergarten children were proficient in arithmetic, and affirmed the conviction that the training of the kindergarten facilitated progress in learning to write, and was of marked value in learning to read. The other two recognized no difference in these respects between kin- 32 KINDERGARTEN EDUCATION [64 dergarten children and children who came to school direct from the home. The unanimous verdict was that kinder- garten children were superior to others in drawing. All the letters concurred likewise in the statement that kindergarten culture developed the aesthetic sense. The intellectual characteristics specified were accurate observations ; correct expression ; power to make numerical combinations ; famili- arity with geometric forms ; quick recognition of magnitude and relation ; a generally increased perceptive power, and signal ability in illustrating poems and stories. With regard to manners and morals nine teachers recognized the good influence of the kindergarten. Of the remaining two one found " few causes for complaint," and the other referred merely to a possible good effect upon order and punctuality. The moral characteristics which were said to distinguish kindergarten children were order, cleanliness, courtesy, con- sideration, kindness, a perceptible development of the ideal of social dependence and " a love for the beautiful in char- acter awakened by fairy tales and developed along the lines of self-abnegation through song, stories, games arid daily practice." From Mrs. Alice H. Putnam, to whose labors is largely due the adoption of the kindergarten by the school board of Chicago, I have received the following valuable testi- mony of superintendents and principals of schools : From Dr. E. Benj. Andrews, superintendent of schools : " Our best first grade pupils are from the kindergarten, and the influence of kindergarten teaching is more and more felt in all the grades. Its ethical and social value is equal to its intellectual value. In fact the kindergarten is now recognized by all thoughtful persons as one of society's main hopes for the future." From Albert G. Lane, Esq., district superintendent : " It has been noticeable that children well trained in the kindergarten have keen sense-perception, possess construct- ive and expressive power and are alert, active and open- minded," 65] KINDERGARTEN EDUCATION 33 From James Hannan, Esq., assistant superintendent: " The most positive friends of the kindergarten are those who know it best. No principal who has had one in his school is willing to do without it. We have had several cases where the principal of an old school has been trans- ferred to a new one and in every such case there has been urgent demand for the establishment of a kindergarten in the new school." From Mr. Lincoln P. Goodhue of the D. S. Wentworth school : " The kindergarten-trained child is more responsive in early primary work, has greater freedom of thought and expression, better and more definite control of motor activi- ties and many well-established useful habits not usually found in the ordinary beginner. " During the first year many of the kindergarten children take first rank in their rooms, although some fall into the lower classes, even into the C class. It is seldom, however, that a kindergarten child is found overtime in grade. In the second year and above opportunity for the observation of the kindergarten child in this school has been quite lim- ited, and I am unable to submit any definite statement. " That the average child is helped very materially by the kindergarten course must be admitted. That the children of the poor are led into habits of thought and conduct which their home environment could never develop is also true. " The dull child, while he may still be dull, must be quick- ened more or less by kindergarten training well done. The whole question as to the value of the kindergarten can be answered only when the other question as to the training and qualifications of the kindergarten teachers has been positively settled. It is more true in the kindergarten per- haps than in the grades that the teacher makes the school." From Miss Minnie R. Cowan, principal of the McAllister school : "In the following respects we find the pupils who have had kindergarten training very superior to children who come directly from the home, power of observing closely and accurately and ability to express their thoughts readily and clearly. 34 KINDERGARTEN EDUCATION [66 " They have also a considerable degree of manual skill, and in the first year of school life especially this is a great aid to their progress. " I have not found that they ordinarily gain any time in the grades, but they do the work of the grades more easily and perfectly." From Mrs. Elizabeth Huntington Sutherland, principal of the Alice E. Barnard school : " Having been seventeen years in this school, I have had many large families begin and complete their work with me. " The older three or four children of said families were in school before our kindergarten was established ; the younger three or four since. Invariably there is a marked contrast in the ability of the two groups. The younger ones are brighter in every way, and often seem hardly to belong to the same stock. Much of this difference I believe to be due to the early wholesome awakening brought about by the training in the kindergarten." From Mr. Fulton B. Ormsby, principal of the Perkins Bass school : " My observations thus far convince me that the kinder- garten is a distinct and positive help to the future progress of the child. " The motor activities are so developed that the various occupations of the school room are taken up with skill and readiness, and the powers of observation so aroused that the more formal instruction, if desired, may be undertaken at once with success. "In our school, the children who have had the kinder- garten training are advancing more satisfactorily than those who lack such training." From Mr. Samuel A. Harrison, principal of the Burroughs school : " The observations of myself and teachers are that pupils coming from the kindergarten : " i. Know better how to handle themselves. They have been trained to control their attention, and can begin school work at once. " 2. They have gained some little learning in singing and numbers. 67] KINDERGARTEN EDUCATION 35 " 3. They are cleaner, neater and better mannered, and their training shows to advantage in all school proprieties." From Mr. Frank A. Houghton, principal of the Kershaw school : " The kindergarten has a most excellent influence on the primary grades. I feel its influence on the work of the first grade especially." Miss Ida De La Mater, extra teacher, who supervises the primary work of the Kershaw school, adds : " I have found that the kindergarten children lack concen- tration, self-control, and are hard to discipline. "In the games, story work, language and general informa- tion, they are better than other children. I am in hearty sympathy with the work." From Mr. Charles F. Babcock, principal of the H olden school : " The children who have been in the kindergarten classes are noted for their powers of observation and expression, fluency in language, etc. They are vastly superior to those who have not had this training. The only objection to them is that they develop into regular chatterboxes, and it takes some time to tone them down. We have the kinder- garten and non-kindergarten classes together and can speak of them better for so doing." From Mr. Daniel Appleton White, principal of the Everett school : " I have carefully revised the records of this school in regard to the progress cf kindergarten children. By com- paring the progress of several hundreds of children who are at present members of this school, I obtain the following statistics : " Of one hundred promotions from first to second grade, I find that the children who have had the kindergarten work required an average time of thirty-seven and one-half weeks for the completion of the grade work, while the others required forty-four and one-third weeks for the same. For the second grade the respective results are forty-five and one-tenth weeks and forty-four and eight-tenths weeks. For the third grade forty-three and seven-tenths weeks and forty- 36 KINDERGARTEN EDUCATION [68 six weeks, while for the fourth grade the average time required was thirty-three weeks and forty-four and four- tenths weeks. " In addition to these facts I cheerfully submit my opinion of the advantages of the kindergarten training so far as I have observed them. In my judgment * * * the chil- dren gain exceedingly in regard to the following points : " The formation of good habits, the development of free- dom and activity, the power to understand directions, the social element, and last, but not the least, the attention paid to cleanliness." Since the kindergarten system has been more highly developed in Boston, Chicago and St. Louis than in other places, testimony from these cities has seemed to me of the highest importance. Similar results are, however, showing themselves in many smaller cities and towns, in witness whereof I permit myself to quote the following published statements I " Having often been asked if there is any difference in the ages of those children in the several grades who have had kindergarten training and those who have not been so fortunate, I have this year taken some pains to see if there is really any difference. I find that the age of the kinder- garten trained children in every grade is actually less than that of the remainder of the class by a few months until the eighth grade is reached, where the difference is ten months, or one whole school year. At first this does not seem very much, but a year at school is a great factor in the life of any student." (Olive McHenry, principal of Hawthorne school, Des Moines, Iowa. Published in report of city superintend- ent of schools for 1893-94.) II " Referring to our kindergartens and schools as we see them in New England, what is the opinion of the most intel- ligent primary teachers to-day concerning what the kinder- garten does ? Being very familiar with this matter in a town where eleven kindergartens, having some nineteen teachers, are feeding the primary schools, it is a pleasure to say that there is unanimous agreement on the part of all the 69] KINDERGARTEN EDUCATION 37 primary teachers that the children receive incalculable benefit through their kindergarten training, and are far bet- ter prepared to take up the activities of the school because of that training. " Many of these teachers are well advanced in life, and had long experience before the kindergarten was adopted in the town. They have not been hasty in making up their minds ; on the other hand, they have no doubt been slow in doing so. They find the kindergarten children coming to them full of anticipation of what they are to enjoy, and they are slow to adopt any measure that tends to dampen this enthusiasm. They find them active and needing activ- ity. They are quick to see, curious to ask questions, and anxious toco-operate in everything pertaining to the school. And it is delightful to note that the same methods which make the kindergarten a highly socialized community where there is much mutual sympathy, and co-operation operate also in the school so that it becomes something quite different from the school of other days when children were treated as little men and women and when the aim of the teacher was to have as little stir and activity as possible, doing violence to the nature of the child and often crippling him for life. " The time has come when we may safely claim that the kindergarten with all that it has brought to the school of spirit and method gives enlarged capacity to do work of all kinds and its beneficent influence is felt not only in all grades of schools but in college and in after life." (Samuel T. Dutton, Superintendent of Schools, Brookline, Mass., in Kindergarten Magazine for April, 1899.) In view of the attacks so freely and insistently made upon what is called the " sentimentalism " of the kindergarten, it may be well to call attention to the fact that none of the expert witnesses whose testimony I have quoted seem to have detected its existence. That among kindergartners there are some sentimentalists I have no doubt. That sentimen- talism is inherent in the Froebelian ideal or tolerated in the best training schools for kindergartners I unhesitatingly deny. There is greater danger of its appearance in private than in public work because any person calling herself a kindergartner may be accepted as such by ignorant or 38 KINDERGARTEN EDUCATION [70 thoughtless parents. In public kindergartens under compe- tent supervision its persistence is impossible. It is greatly to be desired that all cities establishing kin- dergartens in connection with their public schools, should insist upon having a specially qualified supervisor. With- out watchful and intelligent guidance the kindergarten tends either to relapse into a mere play school or to become too closely conformed to the primary school. The ideal super- visor stands to the individual kindergartener in a relation similar to that which the latter occupies towards her children. She quickens their intellectual and moral aspiration, deepens in them the complementary impulses of self-culture and child- nurture, points out practical errors and suggests the ways and means of overcoming them. She must thoroughly under- stand the method of the kindergarten, its psycologic implica- tions and its relationship to education as a whole. She must unite intellectual insight with moral earnestness and practi- cal sagacity. Hence only the most gifted and illuminated kindergartners are adequate to the work of supervision. Two great dangers assail the kindergarten and threaten to impede its progress towards the realization of Froebel's ideal. The first of these dangers is reversion to instinctive games and traditional toys. In some kindergartens, children are taught to play street games, while it has recently been urged that " peg boards, tops, bean bags, kites, dolls, jack- straws, hoops, spool, chalk and wire games and the whole toy world " should be added to the Froebelian instrumentali- ties. Tendencies such as these indicate a complete failure to comprehend what Froebel has done. He recognized in traditional games the deposit of unconscious reason ; pre- served what was good and omitted what was crude and coarse in these products of instinct ; supplied missing links and presented a series of games wherein each is related to all the others and which, by means of dramatic and graphic representation, poetry and music, win for the ideals they embody a controlling power over the imagination. In like manner, from among traditional toys he selected those which 7l] KINDERGARTEN EDUCATION 39 possessed most educative value, ordered them into a related series and suggested a method by which they might be con- sciously used to interpret the child's experiences and develop his creative power. If this transfiguration of traditional games and toys is valueless, then the kindergarten has no raison d'etre. But if Froebel has translated the hieroglyphic of instinctive play and found means which, without detriment to the child's spontaneity, influence the growth of character and the trend of thought, then the clamor for street games and promiscuous toys is educational atavism. The second danger which threatens the integrity of the kindergarten is the substitution of exercises which attempt to wind thought around some arbitrarily chosen center for those Froebelian exercises whose confessed aim is to assist thought to unwind itself. Too many kindergartners have allowed themselves to be betrayed into selecting some object such as a pine tree or a potato, and making all songs, games, stories and gift exercises revolve around it. Between these so-called cores of interest and the exercises clustered around them there is no valid connection. The clustering like the subject depends wholly upon the caprice of the teacher. Could such exercises succeed in their object, the pupils of different teachers would have their thoughts set to revolving around different centers and more than this around arbitrary and contingent centers. That such a procedure directly contradicts Froebel's ideal will be apparent to all who have understood his writings. That it likewise contradicts every true ideal of education will be evident to all who understand that the function of education is to substitute objective and universal for subjective and contingent associations. The discovery of related qualities in nature, the disclosure of their causes and the reduction of these causes to a system is the great work of science. The discovery of the related activities of mind and their genetic evolution is the work of psychology. The portrayal of the universal and divine man latent in each individual is the supreme achievement of literature and art. To lead pupils away from what is capri- 4O KINDERGARTEN EDUCATION [72 cious, arbitrary and accidental, and thus capacitate them to receive and augment their scientific, aesthetic, literary and psychologic inheritance is the great duty of education. The substitution of arbitrary for necessary cores of thought wherever attempted is, therefore, the parody of education. The future of the kindergarten in the United States is largely dependent upon the work of the normal schools for kindergarteners. The friends of the system must, therefore, view with disapprobation and even with dismay the rapid mul- tiplication of schools with low standards of admission and a low conception of the training they should give. Inexperi- enced students are attracted to such schools, and the result is that the whole country is flooded with so-called kindergartners who are ignorant of the first principles of all true education. In the early days of the Froebelian movement it was believed that in a single year young girls could be prepared to conduct a kindergarten. In most reputable training schools the course has now been extended to cover two years. The requirements for admission into these schools are, gen- erally, graduation from a high school, or an education equiva- lent thereto. The courses of study include theory of the kindergarten gifts and occupations, study of the Mother Play, practice in songs and games, physical culture, lessons in sing- ing, drawing, modeling and color, lectures on the art of story telling, and more or less observation of the practical work of the kindergarten. Finally, some trainers insist that their normal pupils shall not only observe but assist in actual work with the children. In addition to this specific training, the best normal schools offer courses in science, literature, psychology, and the his- tory of education. Prominent among private training schools are those of Miss Garland, Miss Symonds, Miss Wheelock and Miss Page in Boston ; that of Mme. Kraus-Boelte in New York ; that conducted by Miss H. A. Niel in Washington, in con- nection with the work established and sustained by Mrs. Phcebe A. Hearst, and that of the Kindergarten institute of 73] KINDERGARTEN EDUCATION 4! Chicago, which is co-operative with the social settlement work in that city. Conspicuous among normal departments conducted under the auspices of kindergarten associations, is the training school of Miss C. M. C. Hart in Baltimore, which, in addition to a two years' course for kindergartners, offers a fine post-graduate course, and a course preparatory for normal work. Other training schools connected with kindergarten associations are the normal departments of the Froebel association, and the Free kindergarten association of Chicago, and the training schools conducted under the auspices of the Louisville and Golden Gate associations. Kindergarten departments have been established in sev- eral great guasi-public institutions. Among the most nota- ble of these are the kindergarten department of Pratt insti- tute, Brooklyn, and of Teachers college, Columbia univer- sity, and of Workingman's institute, New York. Of the 164 public normal schools in the United States 36 provide some kind of kindergarten training, the courses varying in length from about two years to six months. These kindergarten departments are distributed as follows in the normal schools of the different states : New York, 7 Illinois, I Michigan, 5 Colorado, I Pennsylvania, 4 Kansas, I California, 4 Rhode Island, I Massachusetts, 3 Georgia, I New Jersey, 2 Nebraska, I Connecticut, 2 Ohio, I Wisconsin, 2 Minnesota, I The public normal schools whose kindergartens are most worthy of mention are those of Boston, Milwaukee and Philadelphia. In general, however, the kindergarten work in public normal schools is inferior to that of private train- ing schools, kindergarten associations and the great institu- tions to which reference has been made above. Kindergartners are admitted to surpass all other teachers as students of educational literature. They are also distin- 42 KINDERGARTEN EDUCATION [74 guishing themselves by zealous and persistent attendance upon post-graduate courses in pedagogics, science, literature, history and psychology. Between the years 1880 and 1888 large numbers of St. Louis kindergartners participated in classes organized during successive winters for the study of Herodotus, Thucydides, Sophocles, Homer, Dante and Goethe. They also followed lecture courses in psychology and philosophy, and constantly attended classes devoted to the deeper study of Froebel's educational principles and the illustration of his method. Through the efforts of the Chi- cago kindergarten college post-graduate work of a high order has become a feature of Froebelian activity in that city, and for many years there has been conducted each winter a liter- ary school whose lecturers are recognized as the greatest interpreters in America of the supreme works of literature. During successive winters Miss Laura Fisher, director of the public school kindergartens of Boston, has organized post- graduate classes in the study of the Mother Play and the Pedagogics of the Kindergarten and has also conducted valu- able courses in literature and psychology. Through the efforts of Miss C. P. Dozier, supervisor of the New York kindergarten association, and Miss Mary D. Runyan, head of the kindergarten department of Teachers college, Columbia university, post-graduate work has been organized in New York city. Classes in psychology, literature and the phil- osophy of history are conducted by Miss Hart in Baltimore, and courses in literature and psychology are already given in connection with the young but flourishing work of Miss Niel in Washington. In Philadelphia, Pittsburg, Buffalo and other cities post-graduate work is less developed, but good beginnings have been made. The power of the kindergarten over the minds of its stu- dents arises from the fact that it connects the ideal of self- culture with the ideal of child-nurture. The true woman does not wish to " deck herself with knowledge as with a gar- ment, or to wear it loose from the nerves and blood that feed her action." Therefore, she responds with whole heart 75] KINDERGARTEN EDUCATION 43 to the appeal to learn all she can, be all she can, and devote all she is and all she knows to the service of childhood. Rooted in maternal impulses it would be strange indeed if the kindergarten did not appeal to mothers. That classes for mothers should come into existence was a predestined phase of the Froebelian movement. Whoever has studied the writings of Froebel knows that the education of mothers was one of the most important features of his endeavor. Practically, however, the work in this direction amounted to very little until a mothers' department was established in that unique institution, the Chicago kindergarten college. I call this institution unique because it has consciously attempted the transformation of the girls' college into a school for motherhood. The colleges for men offer many different courses. Why should not the colleges for women offer at least elective courses in subjects fitting their students for the vocation of mother and home maker? Why should not the study of Froebel's Mother Play, the use of kindergarten gifts and the practice of kindergarten games be made one of these elective courses ? Why should not all institutions which ignore the mission of woman as nurturer be supplanted by institutions like the Chicago kindergarten college, which, while giving general culture, make it their supreme aim to fit women for the work, which, if there be any meaning in the process of natural evolution, is theirs by divine appoint- ment ? And, finally, why should not such institutions give instruction not only to young girls but to mothers themselves ? During the single year 1891-92 the mothers' department of the Chicago college gave instruction to 725 mothers. In the eight years since its foundation it has given whole or partial courses to nearly five thousand mothers. The effects of such instruction in enhancing the sanctity and uplifting the ideals of family life can hardly be exaggerated. Recently the work of this department has been extended by holding convoca- tions for the discussion of all phases of child-nurture. Four of such convocations have already been held, each of which had nine sessions of from two to two and one-half hours in 44 KINDERGARTEN EDUCATION [76 length. The attendance was from three to five thousand persons. While the maternal ideal is dominant in the Chicago col- lege it is not exclusive. This organization supports a number of kindergartens wherein students learn to apply Froebelian principles. It has departments for kindergartners, kinder- garten trainers and primary teachers. It has also depart- ments of literature and publication and a philanthropic department, these several departments being all in the hands of competent specialists. Finally, it has developed and extended the literary and historic courses begun in St. Louis and by adding courses in science and art has connected the kindergarten with the total round of man's spiritual activity. Radiating from the kindergarten college as its center the maternal movement is spreading throughout the United States. It is the highest reach of the Froebelian ideal and means nothing more nor less than the attempted regenera- tion of all human life through the regeneration of the family. Froebel's supreme claim to our grateful remembrance rests upon the fact that consciously repeating the unconscious process of social evolution he set the little child in front of the great army of advancing humanity. Science affirms that the feebleness of infancy created the family and that from the family have been evolved the higher institutions. " Without the circumstances of infancy," writes one of our lead- ing scientists, 1 "we might have become formidable through sheer force of sharpwittedness. But except for these cir- cumstances we should never have comprehended the mean- ing of such phrases as self-sacrifice or devotion. The phe- nomena of social life would have been omitted from the his- tory of the world and with them the phenomena of ethics and religion." In his cry, " Come, let us live for the chil- dren," Froebel utters in articulate speech the ideal whose unconscious impulsion set in motion the drama of human history. The little child was pioneer of the process which created human institutions. We must make him the pioneer of their perfection. 1 Cosmic Philosophy, John Fiske, II: 363. DIVISION or EXHIBITS DEPARTMENT OF EDUCATION UNIVERSAL EXPOSITION, ST. Louis, 1904 MONOGRAPHS ON EDUCATION UNITKD STATKS EDITED BY NICHOLAS MURRAY BUTLER President of Columbia University in the City of New York ELEMENTARY EDUCATION BY WILLIAM T. HARRIS United States Commissioner of Education, Washington, D. C. THIS MONOGRAPH is PRINTED FOR LIMITED DISTRIBUTION BY THE LOUISIANA PURCHASE EXPOSITION COMPANY COPYRIGHT BY J. B. LYON COMPANY 1899 COPYRIGHT BY J. B. LYON COMPANY 1904 J. B. LYON COMPANY PRINTERS AND BINDERS ALBANY, N. Y. ELEMENTARY EDUCATION PART I GENERAL SURVEY OF THE SCHOOL SYSTEM OF THE UNITED STATES In all the schools of the United States, public and private, elementary, secondary and higher, there were enrolled in the year 1898 about sixteen and one-half millions (16,687,643) pupils. (Sec appendix I.) This number includes all who attended at any time in the year for any period, however short. But the actual average attendance for each pupil in the public schools (supported by taxes) did not exceed 98 days, although the average length of the school session was 143.1 days. There were enrolled in the aggregate of public and private schools out of each 100 of the popu- lation between the ages of 5 and 18 years, 71 pupils. Out of the entire number of sixteen and a half millions of pupils deduct the pupils of private and parochial schools of all kinds, elementary, secondary, higher, and schools for art, industry and business, for defective classes and Indians, there remain over 15,000,000 for the public school enroll- ment, or nearly 91 per cent of the whole. (See appendix I.) In the 28 years since 1870 the attendance on the public schools has increased from less than 7,000,000 to 15,000,000. (Appendix II.) The expenditures have increased some- what more, namely, from 63,000,000 to 199,000,000 of dol- lars per annum, an increase from $1.64 per capita of popu- lation to $2.67. To account for this pro rata increase of 6 1 per cent in the cost of the common schools one must allow for a slight increase in the average length of the school term, and for the increase of enrollment from less than 17 per cent to more than 20 per cent of the population. But the chief items of increase are to be found in teachers' wages for professionally educated teachers, and the cost of 4 ELEMENTARY EDUCATION [80 expert supervision. These account for more than two-thirds of the 50 per cent, while the remaining one-sixth (of the whole) is due to better apparatus and more commodious school buildings. The increase of cities and large villages, owing to the influence of the railroad, has brought nearly one-half the school population within reach of the graded school holding a long session of from 1 80 to 200 days per year, and taught by professional teachers. (See appendix III.) In 1870 there were for each 10,000 inhabitants 12.75 miles of railway, but in 1890 the number of miles of railway for the same number of inhabitants had risen to 26.12 miles, or more than double the former amount. The effect of this increase of railway is to extend the suburbs of cities and vastly increase the urban population. The rural schools in sparsely settled districts still continue their old practice of holding a winter school with a session of 60 to 80 days only, and taught by the makeshift teacher who works at some other employment for two-thirds of the year. The school year of ideal length should be about 200 days, or 5 days per week for 40 weeks, i. e., nine and one-half months. In the early days of city schools the attempt was made to hold a session of over 46 weeks in length, allowing only six weeks or less for three short vacations. But experi- ence of their advantage to the pupil has led to the increase of the holidays to nearly double the former amount. Reducing the total average attendance in all the schools, public and private, to years of 200 school days each, it is found that the average total amount of schooling each individual of the population would receive at the rates of attendance and length of session for 1898, is five years, counting both private and public schools. The average schooling, it appears from the above show- ing, amounts to enough to secure for each person a little more than one-half of an elementary school course of eight years, enough to enable the future citizen to read the newspaper, to write fairly well, to count, add, subtract, mul- 8l] ELEMENTARY EDUCATION 5 tiply and divide, and use the simplest fractions. In addition he acquires a little geographical knowledge, so important to enable him to understand the references or allusions in his daily newspaper to places of interest in other parts of the world. But the multiplicity of cheap books and periodicals makes the life of the average citizen a continuation of school to some extent. His knowledge of reading is called into use constantly, and he is obliged to extend gradually his knowl- edge of the rudiments of geography and history. Even his daily gossip in his family, in the shop, or in the field is to some extent made up of comments on the affairs of the state, the nation, or distant peoples, China, Japan, Nicaraugua, or the Sandwich islands, as the case may be, and world interests, to a degree, take the place of local scandals in his thoughts. Thus, too, he picks up scraps of science and literature from the newspaper, and everything that he learns becomes at once an instrument for the acquirement of further knowledge. In a nation governed chiefly by public opinion digested and promulgated by the daily newspaper, this knowledge of the rudiments of reading, writing, arith- metic and geography is of vital importance. An illiterate population is impenetrable by newspaper influence, and for it public opinion in any wide sense is impossible ; its local prejudices are not purified or eliminated by thought and feeling in reference to objects common to the whole civilized world. The transformation of an illiterate population into a population that reads the daily newspaper, and perforce thinks on national and international interests, is thus far the greatest good accomplished by the free public school system of the United States. It must be borne in mind that the enrollment in school of one person in every five of the entire population of the country means the same result for the southern states as for the northern, since the states on the Gulf of Mexico enroll nearly 22 per cent of their total popu- lation, colored and white, and the south Atlantic 20.70 per cent, while the north Atlantic and the western, mountain and 6 ELEMENTARY EDUCATION [82 Pacific divisions enroll only 18 per cent, having a much smaller ratio of children of school age. In a reading population one section understands the motives of the other, and this prevents political differences from becoming too wide for solution by partisan politics. When one section cannot any longer accredit the other with honest and patriotic motives, war is only a question of time. That this general prevalence of elementary education is accompanied by a comparative neglect of the secondary and higher courses of study is evident from the fact that out of the number of pupils enrolled more than ninety-five in every hundred are pursuing elementary studies ; less than four in a hundred are in secondary studies in high schools, acade- mies and other institutions ; only one in a hundred (13 in one thousand) is in a college or a school for higher studies. In considering the reasons for the increase of the length of the term of the elementary school and its adoption of a graded course of study, one comes upon the most important item of improvement that belongs to the recent history of education, namely, the introduction of professionally trained teachers. The first normal school established in the United States recently celebrated its fiftieth anniversary. It was founded at Lexington, Massachusetts, in 1839. The num- ber of public normal schools supported by the state or municipal governments has increased since that year to 167, enrolling 46,245 students, and graduating nearly 8,000 per annum. To this number are to be added 1 78 private normal schools, with an aggregate of 21,293 students and 2,000 graduates. In 1880 there were 240 normal school students in each million of inhabitants; in 1897 there were 936, or nearly four times as many in each million. The professionally educated teacher finds his place in the graded schools, above mentioned as established in cities and large villages, and kept in session for the entire scholastic year of 200 days. It is the experience of school superin- tendents that graduates of normal schools continue to improve in skill and efficiency for many years. The advan- 83] ELEMENTARY EDUCATION 7 tage of the professionally educated teacher above others is to be found in the fact that he has been trained to observe methods and devices of instruction. On entering a school taught by another teacher he at once sees, without special effort, the methods of teaching and management, and notes the defects as well as the strong points if there are any. He is constantly increasing his number of successful devices to secure good behavior without harsh measures, and to secure industry and critical attention in study. Every normal school has a thorough course of study in the ele- mentary branches, taking them up in view of the higher branches from which they are derived, and explaining their difficult topics. This kind of work prepares the teacher in advance for the mishaps of the pupil, and arms him with the skill to assist self-activity by teaching the pupil to analyze his problem into its elements. He can divide each step that is too long for the pupil to take, into its component steps, down to any required degree of simplicity. The normal school graduate, too, other things being equal, has a better idea than other teachers of the educational value of a branch of study. He knows what points are essential, and what are accidental and subsidiary. He therefore makes his pupils thoroughly acquainted with those strategical positions, and shows him how to conquer all the rest through these. As it would appear from the statistics given, the rural dis- tricts are precluded by their short school terms from securing professional teachers. The corps of teachers in a highly- favored city will be able to claim a large percentage of its rank and file as graduates of its municipal training schools - perhaps 50 to 60 per cent. But the cities and villages as a whole in their graded schools cannot as yet show an aver- age of more than one teacher in four who has received the diploma of a normal school. Another important advantage has been named as belong- ing to the schools of the village or city. They are graded schools, and have a regular course of study, uniformity of text-books, and a proper classification of pupils, In the 8 ELEMENTARY EDUCATION [84 small rural schools some 20 to 50 pupils are brought together under one teacher. Their ages vary from 4 years to 20, and their degree of advancement ranges from new beginners in the alphabet up to those who have attended school for 10 or 12 winters, and are now attempting Latin and algebra. It often happens that there is no uniformity of text-books, except perhaps in the spelling-book and reader, each pupil bringing such arithmetic, geography or grammar as his family at home happens to possess. Twenty pupils are classified in three classes in reading, three in spelling, and perhaps as many classes in arithmetic, grammar, geography, and other studies as there are pupils pursuing those branches. The result is from 20 to 40 separate lessons to look after, and perhaps five or 10 minutes to devote to each class exercise. The teacher finds himself limited to examining the pupil on the work done in memorizing the words of the book, or to comparing the answers he has found to the arithmetic problems with those in the printed key, occasionally giving assistance in some difficult problem that has baffled the efforts of the pupil no probing of the lesson by analytical questions, no restatement of the ideas in the pupil's own words, and no criticism on the data and methods of the text-book. This was the case in the old-time district school such as existed in 1790, when 29 out of 30 of the population lived in rural districts; also as late as 1840, when only one in twelve lived in a city. As the railroad has caused vil- lages to grow into cities, so it has virtually moved into the city a vast population living near railway stations in the country by giving them the morning newspaper and rapid transportation. In 1890 one-third of the population were living in cities of not less than 8,000 inhabitants. But the suburban populations made urban by the railroad as indi- cated above would swell the city population to one-half of the whole nation. Hence the great change now taking place in methods of building school houses and in organ- izing schools. In the ungraded schools the naturally bright pupils accom- 85] ELEMENTARY EDUCATION 9 plished a fair amount of work if they happened to have good text-books. They were able to teach themselves from the books. But the rank and file of the school learned a little reading, writing and arithmetic, and probably studied the same book for several winters, beginning at the first page on the first day of school each year. Those who needed no help from the teacher learned to help themselves and enjoyed a delightful freedom. Those who were slow and dull did not get much aid. Their industry may have been stimulated by fear of the rod, which was often used in cases of real or supposed indolence. Harsh measures may succeed in forc- ing pupils to do mechanical work, but they cannot secure much development of the power of thought. Hence the resources of the so-called "strict" teacher were to compel the memorizing of the words of the book. With the growth from the rural to the urban condition of population the method of " individual instruction," as it is called, giving it a fine name, has been supplanted by class instruction, which prevails in village and city schools. The individual did not get much instruction under the old plan, for the simple reason that his teacher had only five or ten minutes to examine him on his daily work. In the properly graded school each teacher has two classes, and hears one recite while the other learns a new lesson. Each class is composed of twenty to thirty pupils of nearly the same qualifications as regards the degree of progress made in their studies. The teacher has thirty minutes for a recita- tion (or " lesson " as called in England), and can go into the merits of the subject and discuss the real thoughts that it involves. The meaning of the words in the book is probed, and the pupil made to explain it in his own language. But besides this all pupils learn more by a class recitation than by an individual recitation. For in the class each can see the lesson reflected in the minds of his fellow-pupils, and understand his teacher's views much better when drawn out in the form of a running commentary on the mistakes of the duller or more indolent pupils. The dull ones are encour- 10 ELEMENTARY EDUCATION [86 aged and awakened to effort by finding themselves able to see the errors and absurdities of fellow-pupils. For no two minds take precisely the same view of a text-book exposition of a topic. One child is impressed by one phase of it, and another by a different phase. In the class recitation each one has his crude and one-sided views corrected more or less by his fellows, some of whom have a better comprehen- sion of this point, and some of that point, in the lesson. He, himself, has some glimpses of the subject that are more ade- quate than those of his fellows. The possibilities of a class recitation are, therefore, very great for efficient instruction in the hands of a teacher who understands his business. For he can marshal the crude notions of the members of the class one after another, and turn on them the light of all the critical acumen of the class as a whole, supplemented by his own knowledge and experi- ence. From beginning to end, for thirty minutes, the class recitation is a vigorous training in critical alertness. The pupil afterwards commences the preparation of his next les- son from the book with what are called new " apperceptive " powers, for he finds himself noticing and comprehending many statements and a still greater number of implications of meaning in his lesson that before had not been seen or even suspected. He is armed with a better power of analy- sis, and can "apperceive," or recognize and identify, more of the items of information, and especially more of the thoughts and reflections, than he was able to see before the discus- sions that took place in the recitation. He has in a sense gained the points of view of fellow-pupils and teacher, in addition to his own. It is presupposed that the chief work of the pupil in school is the mastery of text-books containing systematic treatises giv- ing the elements of branches of learning taught in the schools. For in the United States more than in any other country text-book instruction has predominated over oral instruction, its method in this respect being nearly the opposite of the method in vogue in the elementary schools of Germany. 87] ELEMENTARY EDUCATION II The evil of memorizing words without understanding their meaning or verifying the statements made in the text-book is incident to this method and is perhaps the most widely prevalent defect in teaching to be found in the schools of the United States. It is condemned universally, but, neverthe- less, practiced. The oral method of Germany escapes this evil almost entirely, but it encounters another evil. The pupil taught by the oral method exclusively is apt to lack power to master the printed page and get out of it the full meaning ; he needs the teacher's aid to explain the techni- cal phrases and careful definitions. The American method of text-book instruction throws the child upon the printed page and holds him responsible for its mastery. Hence even in the worst forms of verbal memorizing there is per- force acquired a familiarity with language as it appears to the eye in printed form which gradually becomes more use- ful for scholarly purposes than the knowledge of speech addressed to the ear. This is the case in all technical, or scientific language, and in all poetry and literary prose ; the new words or new shades of meaning require the mind to pause and reflect. This can be done in reading but not in listening to an oral delivery. In the United States the citizen must learn to help him- self in this matter of gaining information, and for this reason he must use his school time to acquire the art of digging knowledge out of books. Hence we may say that a deep instinct or an unconscious need has forced American schools into an excessive use of the text-book method. In the hands of a trained teacher the good of the method is obtained and the evil avoided. The pupil is taught to assume a critical attitude towards the statements of the book and to test and verify them, or else disprove them by appeal to other authorities, or to actual experiments. This ideal hovers before all teachers, even the poorest, but it is realized only by the best class of teachers found in the schools of the United States, a class that is already large and is constantly increasing, thanks to the analytic 12 ELEMENTARY EDUCATION [88 methods taught in the normal schools. Text-book memoriz- ing is giving place to the method of critical investigation. This review of methods suggests a good definition of school instruction. It is the process of re-enforcing the sense-perception of the individual pupil by adding the expe- rience of the race as preserved in books, and it is more espe- cially the strengthening of his powers of thought and insight by adding to his own reflections the points of view and the critical observations of books interpreted by his teachers and fellow-pupils. In the graded school the pupil is held responsible for his work in a way that is impossible in the rural school of sparsely-settled districts. Hence the method of investiga- tion, as above described, is found in the city schools rather than in the rural schools. Where each pupil forms a class by himself, there is too little time for the teacher to ascertain the character of the pupil's understanding of his book. Even if he sees that there has been a step missed somewhere by the child in learning his lesson, he cannot take time to determine precisely what it is. Where the ungraded school makes some attempt at classification of pupils it is obliged to unite into one class say of arithmetic, grammar, or geog- raphy, pupils of very different degrees of progress. The consequence is that the most advanced pupils have not enough work assigned them, being held back to the standard of the average. They must " mark time " (or go through the motions of walking without advancing a step) while the rest are coming up. The least advanced find the average lesson rather too much for them, and become discouraged after trying in vain to keep step with their better prepared fellow-pupils. This condition of affairs is to be found in many rural districts even of those states where the advantages of classification are seen and appreciated in city schools, and an effort is in progress to extend those advantages to the rural schools. But the remedy has been, in many cases, worse than the disease. For it has resulted that classifica- tion gets in the way of self-help which the bright pupil is 89] ELEMENTARY EDUCATION 13 capable of, and the best scholars "mark time" listlessly, while the poorest get discouraged, and only the average pupils gain something. It must be admitted, too, that in many village schools just adopting the system of grading, this evil of holding back the bright pupils and of over-pressure on the dull ones exists, and furnishes just occasion for the criticism which is made against the so-called "machine" character of the American public school. The school that permits such poor classifica- tion, or that does not keep up a continual process of read- justing the classification by promoting pupils from lower classes to those above them, certainly has no claim to be ranked with schools organized on a modern ideal. I have dwelt on this somewhat technical matter because of its importance in understanding the most noteworthy improvements in progress in the schools of the United States. Briefly, the population is rapidly becoming urban, the schools are becoming "graded," the pupils of the lowest year's work placed under one teacher, and those of the next degree of advancement under a second teacher ; perhaps from eight to twenty teachers in the same building, thus form- ing a "union school," as it is called in some sections. Here there is division of labor on the part of teachers, one taking only classes just beginning to learn to read and write, another taking the pupils in a higher grade. The inevitable conse- quence of such division of labor is increase of skill. The teacher comes to know just what to do in a given case of obstructed progress just what minute steps of work to introduce just what thin wedges to lift the pupil over the threshold that holds back the feeble intellect from entering a new and higher degree of human learning. It will be asked : What proportion of the teachers of cities and villages habitually use this higher method in con- ducting recitations. According to a careful estimate, at least one-half of them may reasonably claim to have some skill in its use ; of the one-half in the elementary schools who use it perhaps two-fifths conduct all their recitations so 14 ELEMENTARY EDUCATION [90 as to make the work of their pupils help each individual in correcting defects of observation and critical alertness. Per- haps the other three-fifths use the method in teaching some branches, but cling to the old memoriter system for the rest. It may be claimed for graduates of normal schools that a large majority follow the better method. The complaint urged against the machine character of the modern school has been mentioned. I suppose that this complaint is made quite as often against good schools as against poor ones. But the critical-probing method of con- ducting a recitation is certainly not machine-like in its effects. It arouses in the most powerful manner the activity of the pupil to think and observe for himself. Machine-like schools do not follow this critical method, but are content with the memoriter system, that prescribes so many pages of the book to be learned verbally, but does not inquire into the pupil's understanding, or " apperception," as the Herbartians call it. It is admitted that about 50 per cent of the teachers actually teaching in the schools of villages and cities use this poor method. But it is certain that their proportion in the corps of teachers is diminishing, thanks to the two causes already alluded to : first, the multiplication of professional schools for the training of teachers ; and second, the employment of educational experts as supervisors of schools. The rural schools, which in the United States enroll one- half of the entire number of school children, certainly lack good class teaching, even when they are so fortunate as to obtain professionally educated teachers, and not five per cent of such schools in the land succeed in procuring better serv- ices than the " makeshift" teacher can give. The worst that can be said of these poorly taught schools is that the pupils are either left to help themselves to knowledge by reading their books under the plan of individual instruction, or, in the attempt at classification and grading, the average pupils learn something, while the bright pupils become listless and indolent for want of tasks commensurate with their strength and the backward pupils lose their courage for their want of 91] ELEMENTARY EDUCATION IJ ability to keep step. Even under these circumstances the great good is accomplished that all the pupils learn the rudiments of reading, writing and arithmetic, and all are made able to become readers of the newspapers, the maga- zines, and finally of books. Another phase of the modern school that more than any- thing else gives it the appearance of a machine, and the American city schools are often condemned for their mechan- ism, is its discipline, or method of organization and govern- ment. In the rural school with twenty-five pupils, more or less, it makes little difference whether pupils come into the school room and go out in military order, so far as the work of the school is concerned. But in the graded school with three hundred to eight hundred pupils order and discipline are necessary down to the last particular, for the safety of the pupils as well as for the accomplishment of the ends for which the school exists. There must be regularity and punctuality, silence and conformity to order, in coming and going. The whole school seems to move like a machine. In the ungraded school a delightful individuality prevails, the pupil helping himself to knowledge by the use of the book, and coming and going pretty much as he pleases, with no subordination to rigid discipline, except perhaps when standing in class for recitation. Regularity, punctuality, silence, and conformity to order, military drill, seem at first to be so much waste of energy, necessary, it is true, for the large school, but to be subtracted from the amount of force available for study and thought. But the moment the question of moral training comes to be investigated, the superiority of the education given in the large school is manifest. The pupil is taught to be regular and punctual in his attendance on school and in all his movements, not for the sake of the school alone, but for all his relations to his fellow-men. Social combina- tion is made possible by these semi-mechanical virtues. The pupil learns to hold back his animal impulse to chatter or whisper to his fellows and to interrupt their serious 1 6 ELEMENTARY EDUCATION [92 absorption in recitation or study, and by so much self- restraint he begins to form a good habit for life. He learns to respect the serious business of others. By whispering he can waste his own time and also that of others. In moving to and fro by a sort of military concert and precision he acquires the impulse to behave in an orderly manner, to stay in his own place and not get in the way of others. Hence he prepares for concerted action, another important lesson in citizenship, leaving entirely out of account its military significance. With the increase of cities and the growth of great indus- trial combinations this discipline in the virtues that lie at the basis of concerted action is not merely important, but essential. In the railroad system a lack of those semi- mechanical virtues would entirely unfit one for a place as laborer or employee ; so, too, in a great mill or a great busi- ness house. Precision, accuracy, implicit obedience to the head or directive power, are necessary for the safety of others and for the production of any positive results. The rural school does not fit its pupils for an age of productive industry and emancipation from drudgery by means of machinery. But the city school performs this so well that it reminds some people unpleasantly of a machine. The ungraded school has been famous for its harsh methods of discipline ever since the time of the flogging schoolmaster Orbilius whom Horace mentions. The rural schoolmaster to this day often prides himself on his ability to " govern " his unruly boys by corporal punishment. They must be respectful to his authority, obedient and studi- ous, or else they are made to suffer bodily pain from the hand of the teacher. But harsh discipline leaves indura- tions on the soul itself, and is not compatible with a refined type of civilization. The schoolmaster who bullies his pupils into obedience does what he can to nurture them into the same type as himself. In the matter of school discipline the graded school has an advantage over the school of the rural district. A corps 93J ELEMENTARY EDUCATION IJ of teachers can secure good behavior more efficiently than a single teacher. The system, and what is disparaged as its " mechanism," help this result. In many cities of the largest size in the United States, corporal punishment is seldom resorted to, or is even entirely dispensed with. (See appen- dix V.) The discipline of the school seems to improve after the discontinuance of harsh punishments. The adop- tion of a plan of building better suited for the purpose of graded schools has had much to do with the disuse of the rod. As long as the children to the number of one or two hundred studied in a large room under the eye of the prin- cipal of the school, and were sent out to small rooms to recite to assistant teachers, the order of the school was preserved by corporal punishment. When Boston introduced the new style of school building with the erection of the Quincy school in 1847, giving each class-teacher a room to herself, in which pupils to the number of fifty or so prepared their lessons under the eye of the same teacher that conducted their recitations (/. e., " heard their lessons "), a new era in school discipline began. It is possible to manage a school in such a building with little or no corporal punishment. The ideal of discipline is to train the pupil into habits of self-government. This is accomplished partly by perfecting the habit of moving in concert with others, and by self- restraint in all actions that interfere with the work of other pupils. That the. public schools of cities have worked great and favorable changes to the advantage of civil order cannot be doubted. They have generally broken up the feuds that used to prevail between the people of different precincts. Learning to live without quarreling with school-fellows is an efficient preparation for an orderly and peaceful life with one's neighbors. The rural school, with all its shortcomings, was, and is to-day, a great moral force for the sparsely settled regions, bringing together the youth of the scattered families, and forming friendships, cultivating polite behavior, affording to 1 8 ELEMENTARY EDUCATION [94 each an insight into the motives and springs of action of his neighbors, and teaching him how to co-operate with them in securing a common good. The city school is a stronger moral force than the rural school because of its superior training in the social habits named regularity, punctuality, orderly concerted action and self-restraint. Take any country with a school system, and compare the number of illiterate criminals with the total number of illit- erate inhabitants, and also the number of criminals able to read and write with the entire reading population, and it will be found that the representation from the illiterate popula- tion is many times larger than from an equal number of people who can read and write. In the United States the pre- vailing ratio is about eight to one that is to say, the illit- erate population sends eight times its quota to jails. In the prisons or penitentiaries it is found that the illiterate stratum of the population is represented by two and a half times its quota. (See part IV of this monograph.) School educa- tion is perhaps in this case not a cause so much as an index of orderly tendencies in the family. A wayward tendency will show itself in a dislike of the restraints of school. If, however, the wayward can be brought under the humanizing influences of school, trained in good behavior, which means self-restraint and orderly concerted action, interested in school studies and the pursuit of truth, what can do more to insure a moral life, unless it is religion ? PART II EDUCATIONAL ORGANIZATION IN THE UNITED STATES The European student of education inquiring about schools always asks concerning the laws and regulations issued by the central government at Washington, taking for granted that things of such interest as education are regu- lated by the nation, as in Europe. The central government of the United States, however, has never attempted any control over education within the several states. It is further than ever from any such action 95] ELEMENTARY EDUCATION 19 at the present time. The idea of local self-government is that each individual shall manage for himself such matters as concern him alone ; that where two or more persons are concerned the smallest political subdivision shall have juris- diction and legislative powers ; where the well-being of sev- eral towns is concerned the county or the state may determine the action taken. But where the interests of more than one state are concerned, the nation has ultimate control. While the general government has not interfered to estab- lish schools in the states, it has often aided them by dona- tions of land, and in some cases by- money, as in the acts of 1887 and 1890, which appropriate annual sums in aid of agricultural experiment stations and increase the endowment of agricultural colleges, which were formerly established in 1862 by generous grants of land. The total amount of land donated to the several states for educational purposes since 1785 to the present have been as follows : 1. For public or common schools: Acres Every i6th section of public land in states admitted prior to 1848 and the i6th and 36th sections since (Utah, however, having four sections) 67,893,919 2. For seminaries or universities : Two townships in each state or territory contain- ing public land 1,165,520 3. For agricultural and mechanical colleges : 30,000 acres for each member of congress to which the state is entitled 9,600,000 Total number of acres 78,659,439 At the rate of one dollar and a quarter an acre (the tra- ditional price asked by the government for its lands) this amounts to about one hundred millions of dollars. Besides this a perpetual endowment by act of 1887 is made of $15,000 per annum for each agricultural experiment station connected with the state agricultural college, and $25,000 perpetual additional endowment by act of 1890 for 2O ELEMENTARY EDUCATION [96 each of the colleges themselves this is equivalent to a capitalized fund of one million dollars at four per cent for each state and territory, or in the aggregate about fifty millions more. The general government supports the military school at West Point, established in 1802, to which each congressional district, territory (and the District of Columbia) is entitled to send one cadet, the president appointing ten additional cadets at large. Each cadet receives $540 a year to pay his expenses. (The course of study is four years. The num- ber of graduates between 1802 and 1876 was 2,640, about fifty per cent of all admitted.) The United States naval academy at Annapolis was estab- lished in 1845. I* 5 course of study in 1873 was extended to six years. Cadets are appointed in the same manner as at West Point. The general government provides for the education of the children of uncivilized Indians and for all the children in Alaska. There have been, besides the general grants referred to, special grants of land for educational purposes such as the "swamp lands" (Acts of 1849, I ^5O, 1860), by which 62,428,419 acres were given to 14 states (Alabama, Arkansas, California, Florida, Illinois, Indiana, Iowa, Lou- isiana, Michigan, Minnesota, Mississippi, Missouri, Ohio and Wisconsin) and by some of these appropriated to education. By the act of 1841 a half million of acres was given to each of sixteen states (including all above named except Indiana and Ohio, and besides these Kansas, Nebraska, Nevada and Oregon). This gives an aggregate of 8,000,000 of acres, the proceeds of most of which was devoted to education. The surplus funds of the United States treasury were in 1837 loaned to the older states for educational purposes to the amount of $15,000,000 and this fund con- stitutes a portion of the school fund in many of the states. The aggregate value of lands and money given for educa- tion in the several states is therefore nearly three hundred millions of dollars. 97] ELEMENTARY EDUCATION 21 In 1867 congress established a national bureau of educa- tion " for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several states and territories, and of diffusing such informa- tion respecting the organization and management of school systems and methods of teaching as shall aid the people of the United States in the establishment and maintainance of efficient school systems, and otherwise promote the cause of education throughout the country." This bureau up to 1898 has published 350 separate volumes and pamphlets including 30 annual reports ranging from 800 to 2,300 pages each. The policy of the national government is to aid education but not in anywise to assume its control. The several states repeat in the general form of their state constitutions the national constitution and delegate to the subdivisions counties or townships the manage- ment of education. (See appendix VIII, The local unit of school organization.) But each state possesses centralized power and can exercise it when the public opinion of its population demands such exercise. Compulsory attendance Even in colonial times as far back as 1642 a compulsory law was enacted in Massachusetts inflicting penalties on parents for the neglect of education. In the revival of educational interest led by Horace Mann in the years after 1837, it was felt that there must be a state law, with specific provisions and penalties and this feeling took definite shape and produced legislative action. A truant law was passed in 1850 and a compulsory law in 1852, requiring a minimum of 12 weeks attendance on school each year for children between the ages of eight and four- teen under penalty of twenty dollars. In the Connecticut eolony in 1650 the Massachusetts law of 1642 was adopted. Amendments were adopted in 1805 and 1821. By a law of 1813 manufacturing establishments were compelled to see that " the children in their employ were taught to read, write and cipher [arithmetical calcu- lation], and that attention was paid to their morals." In 22 ELEMENTARY EDUCATION [98 1842 a penalty was attached to a similar law which forbade " the employment of children under the age of 15 years unless they had been instructed at school at least three months of the 12 preceding." The efficiency of these early laws has been denied because cases of prosecution have not been recorded. But a law- abiding people does not wait until prosecuted before obey- ing the law. The existence of a reasonable law is sufficient to secure its general obedience in most parts of the United States. But in the absence of any law on the subject the parents yield to their cupidity and do not send their children to school. The efficiency of a law is to be found in its results and if twenty parents in a district send their children to school in obedience to the law and would not otherwise have sent them, it follows that the law is very useful though the twenty-first parent is obdurate and refuses to send his chil- dren and yet is not prosecuted for it. This explanation of the working of one compulsory law will throw light on the working of compulsory laws in the twenty-seven states and territories that have passed them. There are exceptional localities in each state where an obnoxious law is openly and frequently violated, but the law is obeyed in all but a few places. In each locality, too, there are individuals who are disposed to violate the law and succeed in doing so, while all the citizens except these few obey the law because they have a law-abiding disposition. Abolish the law and the number who neglect the education of their children will increase by a large per cent. More and more attention has been given in later years to drafting compulsory laws with provisions that are sure to be effi- cient. The advocates of these new laws are apt in their pleas for more stringent laws to do injustice to the old laws. The following paragraphs show what states have adopted compulsory laws and the dates of adoption (the earlier dates in Connecticut and Massachusetts being unnoticed) : Statistics of compulsory attendance Thirty states, one ELEMENTARY EDUCATION 23 territory and the District of Columbia have laws making education compulsory, generally at a public or approved private school. Sixteen states and one territory do not make education compulsory, although all of these have fully organized systems of schools free to every child of school age of whatever condition. The most general period of required attendance at school is from eight to fourteen years of age, as is the case in Ver- mont, District of Columbia, West Virginia, Indiana, Michi- gan, North Dakota, South Dakota, Nebraska, Kansas, Mon- tana, Colorado, Utah, Nevada, Idaho, Oregon and California. It begins likewise at eight, but is extended to 15 in Maine and Washington, and is from eight to 16 in New Hampshire, Connecticut, New York, Pennsylvania, Minnesota and New Mexico. The child is required to begin attendance at the earlier age of seven, and continue to 12 in New Jersey, to 13 in Wiscon- sin, to 14 in Massachusetts, Kentucky and Illinois; to 15 in Rhode Island, and to 16 in Wyoming. This is a general statement of age limits ; the required time period is in some states shortened in the case of chil- dren employed to labor, or extended in the case of those not so employed, or growing up in idleness, or illiterate. In Massachusetts and Connecticut the child is required to attend the full time that the schools are in session ; in New York and Rhode Island, also, the full term, with certain exceptions in favor of children employed to work. In Penn- sylvania the attendance is required for 70 per cent of the full term ; in California for 66 2-3 per cent ; for 20 weeks annually in Vermont, New Jersey, Ohio and Utah ; 16 weeks annually in Maine, West Virginia, Illinois, Michigan and Nevada; 12 weeks annually in New Hampshire, District of Columbia, Indiana, Wisconsin, Kansas, North Dakota, South Dakota, Nebraska, New Mexico, Idaho, Washington, Ore- gon ; and eight weeks annually in Kentucky. In the following states habitual truants are sent to some special institution (truant or industrial school, reformatory, 24 ELEMENTARY EDUCATION [lOO parental home, etc.) : Maine, New Hampshire, Massachu- setts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Indiana, Minnesota and Michigan. Massachusetts requires counties, and New York requires cities to maintain truant schools, or provide for their truants in the truant schools of neighboring localities. Illinois requires cities of over 100,000 inhabitants to maintain truant schools. In Rhode Island towns and cities must provide suitable places for the confinement and instruction of habitual truants. Clothing is furnished in case of poverty to enable children to attend school in Vermont, Indiana and Colorado. Laws absolutely prohibiting the employment of children under a specified minimum age in mercantile or manufactur- ing establishments are in force in New Hampshire (under 10 years), Rhode Island (under 12), and Massachusetts and Connecticut (under 14). These states, together with Ver- mont, New York, New Jersey, Ohio, Illinois, Michigan, North and South Dakota, have laws permitting the employ- ment of children of a certain age only while the schools are not in session, or provided they have already attended school a given number of weeks within the year. Statistics of supervision There are county superintend- ents of schools in all those states where the county is a political unit for the administration of civil affairs other than courts of law. About thirty-five states have this form of organization. But in the six New England states and in Michigan the only supervision is that of the township, and the counties in those states are units almost solely for the administration of justice through county courts. In Arkan- sas, Texas and North Carolina supervision is only that of the subdivisions of townships described as districts. Louis- iana, Mississippi and West Virginia have a modified town- ship supervision. The county superintendents are elected by the people in only 13 states. In the rest they are appointed by some state or county officers, or chosen by the combined vote of the school boards. (See appendix VIII for an expla- nation of the local unit of school organization.) lOl] ELEMENTARY EDUCATION 25 Each state has a superintendent of public instruction. He has this title in 29 states ; in the remaining states other designations, as " superintendent of common schools," " of free schools," or "of public schools," "of education" or " commissioner of public schools," are used ; he is called " secretary of state board of education " in Massachusetts and Connecticut. Eight hundred and thirty-six (836) cities have superin- tendents of their public schools. School boards In cities the local boards which have the management of the schools are generally termed "boards of education ; " in towns and districts the designations most generally used are "school directors" and "school trustees." They are termed "school directors" in Arkansas, Illinois, Iowa, Louisiana, Pennsylvania, Tennessee and Washington ; "school trustees" in Indiana, Kentucky, New Jersey, New York, Mississippi, Nevada, South Carolina and Texas ; " school boards " in Michigan, Wisconsin, Nebraska and New Hampshire ; " school committees " in Massachusetts and Rhode Island ; "school visitors" in Connecticut; "superin- tending school committees " in Maine ; " boards of educa- tion" in Ohio; and "prudential committees" in Vermont. These boards are similar in their constitution, powers and duties, and are generally chosen by the voters at elections. They are corporate bodies and can make contracts, acquire, hold and dispose of property. They employ teachers (and superintendents when such are deemed necessary) and fix their salaries. They make the rules and regulations for the government of the schools and fix the course of study and the list of text-books to be used. They hold meetings monthly or oftener. Women in school administration --There are at present (1899) two women holding the position of state superin- tendent of schools, 1 8 that of city superintendent, and 256 that of county superintendent. The last named are divided between California, Colorado, Idaho, Illinois, Iowa, Kan- sas, Kentucky, Michigan, Minnesota, Missouri, Montana, OF CALIFORNIA 26 ELEMENTARY EDUCATION [lO2 Nebraska, New York, North Dakota, Oklahoma, Pennsyl- vania, South Dakota, Tennessee, Utah, Vermont, Washing- ton, Wisconsin and Wyoming. In all these states, women hold minor school offices also. Ohio, Maine, New Hamp- shire, Massachusetts, Rhode Island and Connecticut have no officers corresponding to county superintendents, but in all those states there are women who are members of county examining boards, township superintendents and the like. They may be district trustees or members of local school boards in still other states, as in New Jersey. Women may hold any school office in Colorado, Idaho, Illinois, Indiana, Louisiana, Oregon, South Dakota, Utah, Vermont, Wyo- ming, and any office of school management in Minnesota. One of the members of the Iowa educational board of exam- iners must be a woman. Women have like suffrage, in all particulars, with men in Colorado, Idaho, Utah and Wyoming. With certain lim- itations specified, in some of the states they may vote at school elections in Arizona, Connecticut, Illinois, Indiana, Iowa, Kansas, Kentucky, Michigan, Minnesota, Montana, Nebraska, New Hampshire, New Jersey, New York, North Dakota, Ohio, Oregon, South Dakota, Vermont, Washing- ton and Wisconsin. The limitations, when there are any, usually restrict the suffrage of women to widows with chil- dren to educate, guardians and taxpayers, or to certain kinds of elections. Salaries of teachers The expenditure for salaries in the public schools, teachers and superintendents both included, was $123,809,412, in 1897-98, or 63.8 per cent of the total expenditure for school purposes. The highest average sal- aries are found in the western division, among the Pacific states and territories, the average per month for men being $58.59, and for women $50.92, in that section of the union. The lowest average salaries and the least variance between the averages for men and women are found in the South Atlantic section. The averages are, for men $31.21, and for women $31.45. 103] ELEMENTARY EDUCATION 27 The length of the school year must be considered in determining the annual salary. This period averages for the whole country 143.1 days, or about seven months of 20 days each, and ranges from 98.6 days in the south central division to 174.5 days in the North Atlantic. (See appendix VI, Teachers' pensions, etc.) Co-education of the sexes In both the central and the western divisions the education of boys and girls in the same schools is common and exceptions rare in the public schools. In the North and South Atlantic divisions many of the older cities continue to educate the girls in separate schools. In newly-added suburban schools, however, co-education is the rule (as in Boston, for example). In the rural districts of the Atlantic divisions north and south, co-education has always been the custom. Considering the whole country, it may be said that co-education, or the education of boys and girls in the same classes, is the general practice in the ele- mentary schools of the United States. The cities that pre- sent exceptions to this rule are fewer, apparently, than 6 per cent of the total number. In the majority of these cities the separation of boys and girls has arisen from the position or original arrangement of buildings, and is likely to be discontinued under more favorable conditions. Of the 50 principal cities enumerated by the census of 1890, 4, namely, Philadelphia (Pennsylvania) ; Newark (New Jersey); Providence (Rhode Island) ; and Atlanta (Geor- gia) report separation of the sexes in the high schools only ; 2 cities of this class, San Francisco (California), and Wilmington (Delaware), reported in 1892, separation in all grades above the primary. In 6 cities, New York and Brooklyn (New York) ; Boston (Massachusetts) ; Balti- more (Maryland) ; Washington (District of Columbia), and Louisville (Kentucky) both separate and mixed classes are found in all grades. Five cities of the second class, hav- ing a population of 8,000 or more, report separation of the sexes in the high schools, and 10 cities of the same group separate classes in other grades. Of cities whose population 28 ELEMENTARY EDUCATION [lO4 is less than 8,000, nine report separate classes for boys and girls in some grades. Co-education is the policy in about two-thirds of the total number of private schools reporting to this bureau, and in 65 per cent of the colleges and universities. Sectarian division of school funds In connection with this matter of state compulsory laws against neglect of schools it is well to mention the provisions made in the several states prohibiting appropriations of money to aid denominational schools. There are forty states with constitutional provisions for- bidding all, or at least sectarian diversion of the money raised for the support of education. /. Constitutions which prohibit sectarian appropriations -California, 1 Colorado, Florida, Georgia, Idaho, Illinois, Indiana, 2 Louisiana, Michigan, Minnesota, Mississippi, 3 Mis- souri, Montana, New Hampshire, North Dakota, Oregon, 2 South Dakota, Texas, Washington, Wisconsin, 2 Wyoming, -2i states. 2. Constitutions which do not prohibit sectarian appropri- ations Alabama, 4 Arkansas, 4 Connecticut, Delaware, Iowa, 4 Kansas, Kentucky, 5 Maine, Maryland, Massachusetts, Nebraska, 6 Nevada, 6 New Jersey, 7 New York, North Caro- lina, Ohio, Pennsylvania, 4 Rhode Island, South Carolina, 6 Tennessee, Vermont, Virginia, West Virginia, 23 states. j. Constitutions which prohibit any diversion of the school fund Alabama, Arkansas, California, Connecticut, Flor- ida, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Ken- tucky, Louisiana, Maryland, Massachusetts, Michigan, Min- nesota, Mississippi, Montana, Nebraska, Nevada, New 1 Can make per capita grants to institutions. 'Covers only religious and theological institutions. 8 Prohibits any devise, legacy, or gift by last will and testament to religious or ecclesiastical corporations or societies. 4 Sectarian appropriations can be made by two-thirds vote of all the members of both houses of the legislature. "Has a revised constitution pending popular adoption. 'Prohibits sectarian instruction in public schools. 1 Prohibits appropriations to societies, associations or corporations. IO5] ELEMENTARY EDUCATION 2C) Jersey, New York, North Carolina, North Dakota, Ohio, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Washington, West Virginia, Vir- ginia, Wisconsin, 36 states. The local unit of school organization -The state exercises remote authority over all public schools in its borders. The county in most states has a closer supervision of all schools in its limits, but has very little to do with schools in New England. In certain states it becomes the unit for the entire local administration of public schools. The town or township takes more or less of the local functions in other states, and the district becomes a local unit for variable functions in yet others. In "35 counties of Texas there is a community system. Counties generally receive, hold and disburse moneys for townships and districts formed by sub- division of counties. Towns or townships generally hold the same relation to districts formed by division of towns or townships. In a few states districts have their own tax collectors and treasurers. The summarized statement below shows the principal agency through which local support and control of schools is exercised, special laws excepted, under which cities, towns and independent districts exist. County Alabama, with either town or township ; Florida, with provision for districts of limited power ; Georgia ; Lou- isiana, recognizing congressional townships in accounts of sixteenth section land funds ; Maryland ; Mississippi, with provision for separate districts ; North Carolina, with dis- tricts capable of holding real estate ; Tennessee, with some local functions in districts and only supervisory powers in sub-districts ; Utah, with provision for division. Town or township Alabama, the congressional township ' for administrative convenience, its officers appointed and its accounts kept by county officers ; Connecticut, the town may abolish districts ; Illinois, township based on congressional township or district, optional ; Indiana, New Jersey, Ohio 1 The expression " congressional township " refers to the division established in new territories by the government survey. Lines of latitude and longitude cross one another six statute miles apart, making townships exactly six miles square. 30 ELEMENTARY EDUCATION [lo6 and Pennsylvania, each township, incorporated town or city (or borough in Pennsylvania), a district corporation for school purposes ; Iowa, township based on congressional township, with sub-districts for supervisory convenience and independent districts, both in use ; Maine, Massachusetts ; Minnesota, township may be a district as a part of a county ; New Hampshire ; New York, recognized for certain land funds, but districts generally ; North Dakota, based on con- gressional township ; Rhode Island, may create or abolish districts ; South Dakota, based on congressional township ; Vermont, Wisconsin, optional in formation of districts. District Arkansas, Arizona, California, Colorado; Con- necticut, where not abolished by the town ; Delaware, Florida, Idaho ; Illinois, optional with townships ; Iowa, independent districts as well as townships ; Kansas, Minne- sota, Missouri, districts may be less than townships ; Ken- tucky, Michigan, Mississippi, optional ; Montana, Nebraska ; Nevada, each village, town or city is a district ; New Mexico ; New York, commissioner's district, a county or part of a county, has supervisory authority, school districts are parts of commissioners' districts, towns recognized for certain land funds ; North Carolina, with limited powers as stated under county ; Oklahoma, Oregon, South Carolina ; Ten- nessee, with limited powers as stated under county ; Texas, but cities may acquire exclusive control of their schools, towns and villages may be incorporated for school purposes only, in 35 community counties families associate from year to year to support schools and draw their share of public money ; Utah, permissible as stated under county ; Virginia, West Virginia, corresponding geographically to magisterial districts ; Washington, each city or town (incorporated) ; Wisconsin, optional, see town or township ; Wyoming. PART III THE ELEMENTARY COURSE OF STUDY A committee appointed by the National Educational Asso- ciation in 1894 prepared a course of study for the eight years of the elementary schools recommending two innovations, 1 07] ELEMENTARY EDUCATION 3! namely, the introduction of Latin, French or German in the eighth year and algebra in the seventh and eighth years. The following presents the course as given in the report of the committee together with a conspectus in the nature of a yearly programme. ELEMENTARY SCHOOL COURSE Reading. Eight years, with daily lessons. Penmanship. Six years, ten lessons per week for first two years, five for third and fourth, and three for fifth and sixth. Spelling Lists. Fourth, fifth and sixth years, four lessons per week. Grammar. Oral, with composition or dictation, first year to mid- dle of fifth year, text-book from middle of fifth year to close of seventh year, five lessons per week. (Composition writing should be included under this head. But the written exami- nations on the several branches should be counted under the head of composition work.) Latin or French or German. Eighth year, five lessons per week. Arithmetic. Oral first and second year, text-book third to sixth year, five lessons per week. Algebra. Seventh and eighth years, five lessons per week. Geography. Oral lessons second year to middle of third year, text-book from middle of third year, five lessons weekly to seventh year, and three lessons to close of eighth. Natural Science and Hygiene. Oral lessons, 60 minutes per week, eight years. History of United States. Five hours per week seventh year and first half of eighth year. Constitution of United States. Last half of the eighth year. General History and Biography. Oral lessons, 60 minutes a week, eight years. Physical Culture. 60 minutes a week, eight years. Vocal Music. 60 minutes a week, eight years. Drawing. 60 minutes a week, eight years. Manual Training or Sewing and Cooking. One-half day each week in seventh and eighth years. ELEMENTARY EDUCATION [108 GENERAL PROGRAM BRANCHES ISt ad 3d 4 th sth 6th 7 th Sth J y y Reading 10 lessons a week 5 lessons a week Writin 10 lessons a week 5 lessons a week 3 lessons a week Spelling lists 4 lessons a week English grammar Oral, with composition lessons 5 lessons a week with text-book Latin, French, or German. 5 les- sons Arithmetic Oral, 60 min- utes a week 5 lessons a week with text-book Algebra 5 lessons a week Geography Oral, 60 minutes a week 5 lessons a week with text-book 3 lessons a week Natural Science+Hygiene Sixty minutes a week United States History 5 lessons a week United States Constitution Is General History Oral, sixty minutes a week Physical Culture Sixty minutes a week Vocal Music Sixty minutes a week divided into 4 lessons Drawing Sixty minutes a week Manual Training or Sew- ing+Cookery One-half day each week Number of Lessons 20+7 daily exer. 20+7 daily exer. 20+5 daily exer. 24+5 daily exer. 27+5 daily exer. 27+5 daily exer. 23+6 daily exer. 23+6 daily exer. Total Hours of Recitations 12 12 ii 2-3 13 16 1-4 16 1-4 17 1-2 17 1-2 Length of Recitations.... 15 min 15 min 20 mi n 20 min 25 min 25 min 30 min 30 min 109] ELEMENTARY EDUCATION 33 The subjects actually taught in the elementary schools In the report of the National bureau of education for 1888-89 (pp. 373-410), from a selected list of 82 of the most important cities of the nation, statistics are given showing the amount of time consumed in the entire eight years of the elementary course on each of the branches constituting the curriculum. The returns included 26 branches, one of which was spelling. The total number of hours of instruction in the entire eight years varied in the different cities from 3,000 to 9,000, with a general average of about 7,000 hours, which would mean that each pupil used about four and a half hours per day for 200 days in actual study and in recitation or class exercises. The amount of time reported as used by pupils in studying and reciting spelling during the eight years varied from about 300 to 1,200 hours, with an average of 516. This means that from 37 to 150 hours a year, with average of 77 hours a year for eight years, was devoted to spelling. The English speaking child who learns to read has to use an inordinate amount of time in memorizing the difficult combinations of letters used to rep- resent English words. This report of the bureau of education gives the time devoted to reading in 82 cities as ranging from about 600 to about 2,000 hours, and the average as 1,188 hours. Thus from 75 to 250 hours a year, with an average of 150, are spent in learning to read. Geography is reported as using from 200 to 1,000 hours, with an average of about 500, or 25 to 125 hours per year, the average being rather more than 60 hours a year. This, we see, is less than the time devoted to spelling. Arithmetic, as shown by the report, still receives more attention than any other branch. The amount of time used varies from 600 to 2,240 hours, with an average of about 1,190 hours that is to say, from 75 to 280 hours per year an average of 150 hours a year. No other nation gives so much time to arithmetic. The question naturally arises whether corresponding results are obtained in the mastery 34 ELEMENTARY EDUCATION [lIO of this difficult branch, and whether so much arithmetic strengthens or weakens the national character on the whole. Turning from arithmetic to grammar, we find a great falling off in the amount of attention it receives compared with the time assigned to it a few years ago. The 82 cities report a very large substitution of " language lessons " for technical grammar. Grammar proper gets from 65 to 680 hours of the course, with an average of about 300 hours. This would allow from 8 to 80 hours, with an average of 38 hours per year, if distributed over the entire course. But it is evident that grammar proper is, as a study, not profitable to take up until the seventh year of the course of study. But the language lessons, which are practiced in all the grades above the lowest two, more than compensate for any curtailment in technical grammar and " parsing." Mathematics gives an insight into the nature of matter and motion, for their form is quantitative. But the form of mind on the other hand is shown in consciousness a sub- ject and object. The mind is always engaged in predicating something of something, always modifying something by something, and the categories of this mental operation are the categories of grammar, and appear as parts of speech. The child by the study of grammar gets some practice in the use of these categories and acquires unconsciously a power of analysis of thoughts, motives and feelings, which is of the most practical character. History, which gives an insight into human nature as it is manifested in social wholes tribes, nations and peoples - is a study of the elementary school, usually placed in the last year or two of the course, with a text-book on the his- tory of the United States. The returns from the 82 cities show that this study everywhere holds its place, and that it receives more than one-half as much time as grammar. Con- sidering the fact that grammar is begun a year earlier, this is better than we should expect. With history there is usually joined the study of the constitution of the United States for one-quarter of the year. Besides this, some schools have Ill] ELEMENTARY EDUCATION 35 taken up a special text-book devoted to civics, or the duties of citizens. History ranges from 78 to 460 hours, with an average of about 150. General history has not been introduced into elementary schools, except in a few cases by oral lessons. Oral lessons on physiology, morals and manners, and natural science have been very generally introduced. The amount of time assigned in 66 cities to physiology averages 169 hours ; to a course of lessons in morals and manners in 27 cities 167 hours ; to natural science on an average in the 39 cities that give a systematic course of lessons, 1 76 hours. Singing is quite general in all the schools, and instruction in vocal music is provided for in many cities. Lessons in cookery are reported in New Haven (80 hours) ; and Wash- ington, D. C. (114 hours). It is also taught in Boston, and many other cities not reporting it in the list of 82. Physical culture is very generally taught. Of the 82 cities, 63 report it as receiving on an average 249 hours a year. Manual training Manual training is by no means a nov- elty in American schools. Thomas Jefferson recommended it for the students of the University of Virginia, and Ben- jamin Franklin included it in his plan for an academy in Philadelphia. An active propaganda was carried on in behalf of manual labor in educational institutions for many years, beginning about 1830, and some of our foremost institutions had their origin under its influence. But what is now known as " manual training " is traced to an exhibit of a Russian institution at the centennial exposition in 1876. The value of the system of hand training there sug- gested was recognized by such men as John D. Runkle and C. M. Woodward, who became advocates of the new idea and introduced it into the institutions under their charge. Strong opposition was met among schoolmen for a time, but manual training has steadily grown in popularity, and with its growth it has constantly improved in matter and method, and consequently in usefulness. In 1898 manual training was an essential feature in the public school course of 149 36 ELEMENTARY EDUCATION [lI2 cities. In 359 institutions other than city schools there is training which partakes more or less of the nature of man- ual training, and which belongs in a general way to the same movement. These institutions embrace almost every class known to American education, and the manual features vary from the purely educational manual training of the Teach- ers college in New York city to the specific trade instruction of the apprentice schools. In many cases the legislatures have taken cognizance of the movement. Massachusetts requires every city of 20,000 inhabitants to maintain manual training courses in both ele- mentary and high schools. Maine authorizes any city or town to provide instruction in industrial or mechanical draw- ing to pupils over 15 years of age ; industrial training is authorized by general laws in Connecticut, Illinois, Indiana (in cities of over 100,000 population), Maryland, New Jer- sey, New York, Pennsylvania, Utah, Wisconsin and Wyo- ming. Congressional appropriations are regularly made for manual training in the District of Columbia ; Georgia author- izes county manual labor schools, and in Washington manual training must be taught in each school under the control of the State normal school. Kindergartens Kindergartens are authorized by general law in Arizona, California, Colorado, Connecticut, Illinois, Indiana, Iowa, Michigan, New York, Ohio, Oregon, Pennsyl- vania, Vermont and Wisconsin. Cities also establish kindergartens through powers inherent in their charters. In 1897-98 there were public kinder- gartens in 189 of the 626 cities of 8,000 population and over. In these 189 cities there were 1,365 separate kindergartens supported by public funds. The number of kindergarten teachers employed was 2,532, and under their care were 95,867 children, 46,577 boys and 49,290 girls. Information was obtained concerning 2,998 private kinder- gartens in 1897-98 and it is probable that at least 500 others were in existence. The 2,998 private kindergartens had 6,405 teachers and 93,737 pupils. It will be seen that the 113] ELEMENTARY EDUCATION 37 total number of kindergartens, public and private, was 4,363, with 8,937 teachers and 189,604 pupils. The actual number of pupils enrolled in kindergartens in the United States in 1897-98 must have exceeded 200,000. PART IV THE PLACE OF POPULAR EDUCATION IN THE IDEALS OF THE AMERICAN PEOPLE Education in the United States is regarded as something organic something belonging essentially to our political and social structure. Daniel Webster announced, in his clear and incisive manner, this necessity that appertains to the American form of government. He said: "On the diffusion of education among the people rests the preserva- tion and perpetuation of our free institutions. I apprehend no danger to our country from a foreign foe. * * * Our destruction, should it come at all, will be from another quarter. From the inattention of the people to the con- cerns of the government, from their carelessness and negli- gence, I confess I do apprehend some danger. I fear that they may place too implicit confidence in their public serv- ants, and fail properly to scrutinize their conduct ; that in this way they may be the dupes of designing men and become the instruments of their undoing. Make them intel- ligent and they will be vigilant ; give them the means of detecting the wrong and they will apply the remedy." We are making the experiment of self-government a government of the people by the people and it has seemed a logical conclusion to all nations of all times that the rulers of the people should have the best education attainable. Then, of course, it follows that the entire people of a democ- racy should be educated for they are the rulers. Quoting again from Webster's Plymouth oration in 1822 : " By general instruction we seek as far as possible to purify the whole atmosphere, to keep good sentiments uppermost, and to turn the strong current of feeling and opinion, as well as the censures of the law and the denunciations of religion, against immorality and crime," 38 ELEMENTARY EDUCATION [l 14 This necessity for education has been felt in all parts of the nation, and the whole subject is reasoned out in many a school report published by city or state. By education we add to the child's experience the experience of the human race. His own experience is necessarily one-sided and shallow ; that of the race is thousands of years deep, and it is rounded to fullness. Such deep and rounded experience is what we call wisdom. To prevent the child from making costly mistakes we give him the benefit of seeing the lives of others. The successes and failures of one's fellow-men instruct each of us far more than our own experiments. The school attempts to give this wisdom in a systematic manner. It uses the essential means for its work in the shape of text-books, in which the experience of the race is digested and stated in a clear and summary manner, in its several departments, so that a child may understand it. He has a teacher to direct his studies and instruct him in the proper methods of getting out of books the wisdom recorded in them. He is taught first in the primary school how to spell out the words and how to write them himself. Above all, he is taught to understand the meaning of the words. All first use of words reaches only a few of their many sig- nifications ; each word has many meanings and uses, but the child gets at only one meaning, and that the simplest and vaguest, when he begins. His school work is to train him into accuracy and precision in the interpretation of language. He learns gradually to fill each word of the printed page with its proper meaning. He learns to criticise the state- ments he reads, and to test them in his own experience and by comparison with other records of experience. In other words, the child at school is set to work to enlarge his own puny life by the addition of the best results of other lives. There is no other process so well adapted to insure a growth in self-respect as the mastery of the thought of the thinkers who have stored and systematized the expe- rience of mankind. This is the clue to the hopes founded on education. The 115] ELEMENTARY EDUCATION 39 patriotic citizen sees that a government managed by illiterate people is a government of one-sided and shallow experi- ence, and that a government by the educated classes insures the benefits of a much wider knowledge of the wise ways of doing things. The work of the school produces self-respect, because the pupil makes himself the measure of his fellows and grows to be equal to them spiritually by the mastery of their wisdom. Self-respect is the root of the virtues and the active cause of a career of growth in power to know and power to do. Webster called the free public school " a wise and liberal system of police, by which property and the peace of society are secured." He explained the effect of the school as excit- ing " a feeling of responsibility and a sense of character." This, he saw, is the legitimate effect ; for, as the school causes its pupils to put on the forms of thought given them by the teacher and by the books they use causes them to control their personal impulses, and to act according to rules and regulations causes them to behave so as to combine with others and get help from all while they in turn give help ; as the school causes the pupil to put off his selfish promptings, and to prefer the forms of action based on a consideration of the interests of others it is seen that the entire discipline of the school is ethical. Each youth edu- cated in the school has been submitted to a training in the habit of self-control and of obedience to social order. He has become to some extent conscious of two selves ; the one his immediate animal impulse, and the second his moral sense of conformity to the order necessary for the harmoni- ous action of all. The statistics of crime confirm the anticipations of the public in regard to the good effects of education. The jails of the country show pretty generally the ratio of eight to one as the quotas of delinquents furnished from a given number of illiterates as compared with an equal number of those who can read and write. Out of 10,000 illiterates there will be eight times as many criminals as out of 10,000 4O ELEMENTARY EDUCATION [l 1 6 who can read and write. In a state like Michigan, for exam- ple, where less than five per cent of the people are illiterate, there are 30 per cent of the criminals in jail who are illiter- ate. The 95 per cent who are educated to read and write furnish the remaining 70 per cent. In comparing fractions, it is necessary to consider the denominators as well as the numerators. Comparing only the numerators, we should say education produces more crime than illiteracy ; for here are only 30 per cent of those criminals from the illiterate class, but 70 per cent are from those who can read and write. On the other hand, taking the denominators also into consideration, we say : But there are less than five per cent illiterates and more than 95 of educated persons in the entire adult population. Hence the true ratio is found, by combining the two fractions, to be one-eighth, or one to eight for the respective quotas fur- nished. (f:g::8:i). The penitentiaries, or state prisons, contain the selected criminals who have made more serious attacks on person and property and on the majesty of the law than those left in the jails. These, therefore, come to a larger extent from the 70 per cent of arrests which are from the educated class ; and it is found, by comparing the returns of the 20 odd states that keep records of illiteracy, that the illiterates furnish from two to four times their quota for the prisons, while they furnish eight times their quota for the jails and houses of correction. But it is found on investigation that the criminals who can read and write are mostly from the ranks bordering on illit- eracy. They may be described as barely able to read and write, but without training in the use of those arts for acquainting themselves with the experience and wisdom of their fellow-men. 1 'A point is made that those states which have the completest systems of educa tion have the most criminals in their jails and prisons. This is true, but its sig- nificance is not read aright until one sees by an analysis of the causes of arrest that it is not a real increase of crime, but an increase of zeal on the part of the community to abolish the seeds of crimes, to repress the vices that lead to crime. 117] ELEMENTARY EDUCATION 41 It is against all reason and all experience that the school whose two functions are to secure good behavior and an intelligent acquaintance with the lessons of human experi- ence, should not do what Webster said, namely, " Prevent in some measure the extension of the penal code, by inspir- ing a salutary and conservative principle of virtue and of knowledge in an early age." Thus the political problem, which proposes to secure the general welfare by intrusting the management of the gov- ernment to representatives chosen by all the people, finds its solution in the establishment of schools for the people. PART V HISTORICAL BEGINNINGS OF SCHOOLS IN THE UNITED STATES All who become interested in the system of education pre- vailing in the United States and see the direct bearing it has on the realization of the ideal of self-government, feel an interest in the question of its origin. Anything is best understood when seen in the perspective of its history. We see not only what is present before us but its long trend hitherward. The school is the auxiliary institution founded for the purpose of reinforcing the education of the four funda- mental institutions of civilization. These are the family, civil society (devoted to providing for the wants of food, clothing, and shelter), the state, the church. The character- istic of the school is that it deals with the means necessary for the acquirement, preservation, and communication of intelligence. The mastery of letters and of mathematical symbols ; of the technical terms used in geography and gram- mar and the sciences ; the conventional meaning of the lines used on maps to indicate water or mountains or towns or latitude and longitude, and the like. The school devotes In Massachusetts, for example, there were in 1850, 3,351 arrests for drunkenness, while in 1885, the number had increased to 18,701. But meanwhile the crimes against person and property had decreased from 1860 to 1885 forty-four per cent, making allowance for increase of population. Life and property had become more safe, but drunkenness had become less safe. Jj.2 ELEMENTARY EDUCATION [ll8 itself to instructing the pupil on these dry details of arts that are used to record systematic knowledge. These con- ventionalities once learned, the youth has acquired the art of self-help ; he can of his own effort open the door and enter the treasure-house of literature and science. What- ever his fellow-men have done and recorded he can now learn by sufficient diligence of his own. The difference between the part of education acquired in the family and that acquired in the school is immense and incalculable. The family arts and trades, manners and customs, habits and beliefs, form a sort of close-fitting spiritual vesture : a garment of the soul always worn, and expressive of the native character not so much of the indi- vidual as of his tribe or family or community. The indi- vidual has from his birth been shaped into these things as by a mould ; all his thinking and willing and feeling have been moulded into the form or type of humanity looked upon as the ideal by his parents and acquaintances. This close-fitting garment of habit gives him direction but not self-direction or freedom. He does what he does blindly, from the habit of following custom and doing as others do. But the school gives a different sort of training, its discipline is for the freedom of the individual. The educa- tion of the family is in use and wont and it trains rather than instructs. The result is unconscious habit and ungrounded prejudice or inclination. Its likes and dislikes are not grounded in reason, being unconscious results of early train- ing. But the school lays all its stress on producing a con- sciousness of the grounds and reasons of things. I should not say all its stress ; for the school does in fact lay much stress on what is called discipline, on habits of alert and critical attention, on regularity and punctuality, and self- control and politeness. But the mere mention of these elements of discipline shows that they, too, are of a higher order than the habits of the family, inasmuch as they all require the exertion of both will and intellect consciously in order to attain them. The discipline of the school forms ELEMENTARY EDUCATION 43 a sort of conscious superstructure to the unconscious basis of habits which have been acquired in the family. School instruction, on the other hand, is given to the acquirement of techniques ; the technique of reading and writing, of mathematics, of grammar, of geography, history, literature, and science in general. One is astonished when he reflects upon it at first, to see how much is meant by this word technique. All products of human reflection are defined and preserved by words used in a technical sense. The words are taken out of their collo- quial sense, which is a loose one except when employed as slang. For slang is a spontaneous effort in popular speech to form technical terms. The technical or conventional use of signs and symbols enables us to write words and record mathematical calcula- tions ; the technical use of words enables us to express clearly and definitely the ideas and relations of all science. Outside of technique all is vague hearsay. The fancy pours into the words it hears such meanings as its feelings prompt. Instead of science there is superstition. The school deals with technique in this broad sense of the word. The mastery of the technique of reading, writ- ing, geography and history lifts the pupil into a plane of freedom hitherto not known to him. He can now by his own effort master for himself the wisdom of the race. By the aid of such instruments as the family education has given him he cannot master the wisdom of the race, but only pick up a few of its results, such as the custom of his com- munity preserves. By the process of hearsay and oral inquiry it would take the individual a lifetime to acquire what he can get in six months by the aid of the instruments which the school places in his hands. For the school gives the youth the tools of thought. Immigrants to America in the colonial period laid stress on the establishment of schools. The ideas of Luther were echoed by reformers in Holland, Sweden, Switzer- land and elsewhere. Education is called " the foundation 44 ELEMENTARY EDUCATION [l2O of the commonwealth," in 1583, in a school law of Holland. At that time there was a stringent school law passed. In Sweden education was common before 1650, and every peas- ant's child was taught to read. Boston, in 1635, voted a school and funds to support a master. Roxbury was quite active in the founding of free schools. Plymouth, Weymouth, Dorchester, Salem, Cam- bridge, and other towns had schools before 1650. A law of the general court of Massachusetts decreed that in every town the selectmen should prosecute those who refused to " train their children in learning and labor," and to impose a fine of 20 shillings on those who neglected to teach their children " so much learning as may enable them perfectly to read the English' tongue." Schools were established in the Connecticut colonies immediately after their settlement. The Rhode Island col- onies had schools by 1650. In 1636 occurred the important vote of the general court of Massachusetts, setting apart four hundred pounds for the establishment of a college which was endowed two years afterward by John Harvard, receiv- ing 1700 pounds and named from its benefactor. The public Latin school of Boston dates from 1635. Meanwhile in New York the Dutch had brought over their zeal for education. The Dutch West India company, in 1621, charged its colonists to maintain a clergyman and a school- master. It seems that in 1625 the colonial estimate included a clergyman at 1440 florins, and a schoolmaster at 360 florins. In 1633 the first schoolmaster arrived Adam Roelandson. His name is revered like that of Ezekiel Cheever and Philomon Purmont, schoolmasters of early Boston. As regards common schools in Virginia, the opinion of the royal governor, Berkeley, is often quoted : " I thank God there be no free schools nor printing-presses, and I hope we shall not have them these hundred years ; for learning has brought disobedience and heresy and sects into the world, and printing has divulged them and libels against the best I2l] ELEMENTARY EDUCATION 45 of governments : God keep us from both." The governor of the Connecticut colony answered to a question (appar- ently of the commissioners of foreign plantations) : " One- fourth of the annual revenue of this colony is laid out in maintaining free schools for the education of our children." Apropos to this utterance of Berkeley, against whom the more progressive spirit of Virginia arose in rebellion in 1676, there should be quoted a more noteworthy sentence from the Virginian, Thomas Jefferson, who wrote (to J. C. Cabell) in 1818: "A system of general instruction which shall reach every description of our citizens from the richest to the poorest, as it was my earliest, so shall it be the latest of all the public concerns in which I shall permit myself to take an interest." In 1647 the Massachusetts general court passed what has become the most celebrated of the early school laws of the colonies. In it occurs the often-quoted passage : " To the end that learning may not be buried in the graves of our forefathers, * * * it is ordered that every township within this jurisdiction * * * of the number of fifty households shall appoint one within their town to teach all such children as shall resort to him to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general * * * further ordered that any town * * * of one hundred * * * householders * * * shall set up a grammar school, the master thereof being able to instruct youths so far as they may be fitted for the university." This law attached a pen- alty to its violation. " Grammar " meant Latin grammar at that period. New Jersey established schools as early as 1683, and an example of a permanent school fund is found in an appro- priation made that year. In 1693 a law compelled citizens to pay their shares for the maintenance of a school. In 1726 a clergyman from Pennsylvania established in New Jersey a classical school that grew in after times into Prince- ton college. 46 ELEMENTARY EDUCATION [l22 The original charter given William Penn required that the government of his colony should erect and aid public schools. Within 20 years after its settlement, schools were founded in Philadelphia, and others in towns of that colony. The management of the district (elementary) schools began in most cases with the church and gradually came into the hands of the smallest political subdivision, known as "districts." Each township was divided into districts for school purposes, and for minor political purposes such as repair of the public highways. Each district contained an average of four square miles, with a schoolhouse near the cen- ter of population, usually a little distance from some village, and holding a maximum of forty or fifty pupils. The school committee employed teachers. The schools held a three months' session in the winter, and sometimes this was made four months. The winter school was nearly always " kept " by a man. There might be a summer school for a brief session kept by a woman. Wages for the winter school, even as late as 1840, in the rural districts of New England, were six to ten dollars a month. The schoolmaster might be a young college student trying to earn money during his vacation to continue his course in college. More commonly he was a surveyor, or clerk, or a farmer who had a slender store of learning but who could "keep order." He pos- sessed the faculty to keep down the boisterous or rebellious pupils and could hear the pupils recite their lessons memor- ized by them from the book. There were in some places school societies, semi-public corporations, that founded and managed the schools, receiv- ing more or less aid from the public funds. Such associa- tions provided much of the education in New York, Phila- delphia, and in many parts of New England before the advent of the public school. When the villages began to catch the urban spirit and establish graded schools with a full annual session, there came a demand for a higher order of teacher, the profes- sional teacher, in short. This caused a comparison of ideals ; 123] ELEMENTARY EDUCATION 47 the best enlightened in the community began an agita- tion of the school question, and supervision was demanded. In Massachusetts, where the urban civilization had made most progress, this agitation resulted in the formation of a state board of education in 1837, and the employment of Horace Mann as its secretary (June, 1837). Boston had been connected with Providence, Worcester and Lowell by railroads before 1835, anc ^ m ^42 the first great trunk rail- road had been completed through Springfield to Albany, opening to Boston a communication with the great west by the Erie canal and the newly completed railroad from Albany to Buffalo. This was the beginning of the great urban epoch c \ in America that has gone on increasing the power of the city to this day. The number of cities containing 8,000 inhabitants and upwards, was, in 1790, only six ; between 1800 and 1810 it had increased to n ; in 1820 to 13 ; in 1830, 26; in 1840, 44; in the fifty years between 1840 and 1890 it increased from 44 to 443, or 10 times the former number. The urban d^l population of the country in 1790 was, according to the superintendent of the census (see Bulletin No. 52, April 17, 1791), only one in 30 of the population; in 1840 it had increased to one in 12 ; in 1890, to one in three. In fact, if we count the towns on the railroads that are made urban by their close connection with the large cities, and the subur- ban districts, it is safe to say that now one-half of the popu- lation is urban. Horace Mann came to the head of education in Massachu- setts just at the beginning of the epoch of railroads and the growth of cities. He attacked with unsparing severity the evils of the schools as they had been. The school district system, introduced into Connecticut in 1701, into Rhode Island about 1750, and into Massachusetts in 1789, was pro- nounced by him to be the most disastrous feature in the whole history of educational legislation in Massachusetts. Horace Mann extended his criticisms and suggestions to the examination of teachers and their instruction in teachers' 48 ELEMENTARY EDUCATION [124 institutes ; to the improvement of school buildings ; the raising of school funds by taxation ; the creating of a cor- rect public opinion on school questions ; the care for vicious youth in appropriate schools. He discarded the hide-bound text-book method of teaching and substituted the oral dis- cussion of the topic in place of the memorizing of the words of the book. He encouraged school libraries and school apparatus. Horace Mann's influence founded the first normal school in the United States at Lexington (afterwards moved to Framingham), and a second one founded at Bridgewater in the fall of the same year (1839). Inspired by the example in Massachusetts, Connecticut was aroused by Henry Barnard, who carried through the legislature the act organizing a state board of commissioners, and became himself the first secretary of it (1839). ^ n J ^49, Connecticut established a normal school. In 1843, Mr. Barnard went to Rhode Island and assisted in drawing up the state school law under which he became the first com- missioner, and labored there six years. These were the chief fermenting influences in education that worked a wide change in the management of schools in the middle and western states within the past fifty years. Superintendents of city school systems began in 1837 with Buffalo. Providence followed in 1839; New Orleans in 1841 ; Cleveland in 1844; Baltimore in 1849; Cincinnati in 1850; Boston in 1851; New York, San Francisco and Jersey City in 1852; Newark and Brooklyn in 1853; Chi- cago and St. Louis in 1854 ; and finally Philadelphia in 1883. State superintendents began with New York, 1813 ; New York was followed by 16 of the states before 1850. From 1851 to the civil war, eight states established the office of state superintendent ; since then, nineteen other states, including 10 in the south, that had no state systems of education previously. Normal schools in the United States increased from one, beginning in 1839 m Massachusetts, to 138 public and 46 125] ELEMENTARY EDUCATION 49 private normal schools in 1889, with an attendance of upwards of 28,000 students preparing for the work of teach- ing. This would give a total of some twelve thousand a year of new teachers to meet the demand. It may be assumed, therefore, that less than one-sixth of the supply of new teachers comes from the training schools specially designed to educate teachers. The history of education since the time of Horace Mann is very largely an account of the successive modifications introduced into elementary schools through the direct or indirect influence of the normal school. ELEMENTARY EDUCATION [126 i 3 f 2 4 -2 u rt Q S -a * " > | *$*$* iM N d 3 K 41 II V) < * * - 3 -s - - ^ I 8 g Vk Q *^ ^5 ^ "C g ** -2 1 -g 1 5 I, A !3 1 "o -5 .a Q T "x 2 uf S 3 * 'S | *%i C B . B ^ ^^ v o a . "a u A< *o S o ^ 5 E g j> 1 W3 , .2 "" *** rt >S >d O *> (f O O . 5 T '" 1 '** ** _e t> P :>. VI APPENDIXES t If le is the same as that adopted by tl iland, Connecticut, New York, N >rth Carolina, South Carolina, Ge homa. North Central Division : Western Division : Montana, W; 1 " a 2 i S M T3 C S J ;s i .2 r9 2 2' "* 3 1 rt ,f = -3 x as *^k rt , o O g ^ ^2 w JJ O iJ o O ^, - ^ - V) ^* o -S o "S. - " K ||.|| S 1 cJ a- s ' jj o w * -2 .2 Q b *C ^ Q M J> HH 'S ^ " " X 1 * j | | g 3 H || ^ | | [j *i L' r > ^ t> PH S| g s s ^. PH ^4 55 | ^ B * ! 00 * S\? ** S M "o 1 o H H 1 H 10 1^00 o X 5 J^-o *2 c m JJ M M S-m*^ *rt p 1 -~ w 8 M g > B u 10 IA Q* B J3 ^ f ^ ^ O* 10 t^. 3 fH ** 0-T JOfO *T B y, M O H H S r^^ m H i-t '11 V 10 vo ma? mm . i 0) 3 e M ^vo vo !c O ** c H * M M be W) *T3 cu 3 g o 85 S u 1 Sif&S e"" 3 a 00 H 10 M 3 o "rt 00 OSO O 1OOO n v M in o 1-OO>O O> O o B H ftPC'S' V "o V M g. t-00 10 M o> || rt t* p. U228" '"I 3 M 00 WOO 0*0' C u fv o"S DO'S o 11 3 o K iom .j-m 3 fi b c 'I t i t ) instruction tool grade), be V s 'S. (2 mentary (prima gram mat 1 e H VO M OO * V O R.Sll MOO * ?. m 10 : : : : : i B B V _0_0 C B ; 5 j< | !5'3'S '. M -">'> m i i H O V QQQQj "S '3""<5" ^OgJJ JJM M ^ M ^- * N m\o Summary according to control Private H i,554 725 vo"oo o" i" o vo oo vo o m \O M H IO 1 O M 15 132 918 O\Q o o -^ fi.fli M ^ -^- t^ 1A >o MOO . R Summary of pupils by grade V M S 0) H 1 S. V V SoO > M 1 Second- ary W H I Elemen- tary H 15 838 701 fO O*\O H OO 00 O-OO i-l 10 Summary of higher (including normal) instruc- tion Private C H 00 00 t^ o oo o* * 10 5 DIVISION H : : : : : The United States South Atlantic Division North Central Division Western Division 1 5 itutions, public and private, and excluding elementary pupils, who are classei , and is somewhat too small, as there are many secondary pupils outside the c leges and scientific schools. Students in law, theological, and medical departml k V *J ' V dinary secondary schools. in universities, colleges, and public and private high schools. .S reau "o i rt ft "c 3 V TJ D B fa V .? IS o e V 6 S h schools to the bu f enumerating. :hanical (land-grant n academic and pre lanical colleges. c 'o 3 V e cr rt c law attached to stal ded in columns 4 ar kH o a 3 ~v rt ts taking normal coi ft ,M 0) s u o _3 c 73 IS c e c o S c rt 1! c ' 3 B "2 S m 3 c / 3 C k* '*_* ^ O o o 3 re are no ricultural (^ [cultural i harmacy, 3 V e . schools i ew excep M u o 2 eturns V S o n c V C a o & rt T3 c o. *- tments normal 1 is num ft g t worn c rt - c V rt ft c T rt u 2 ft .5 S o "o k. a JS 'E a 'o o fa 'ft 3 ft "o c = 'Eu ft ji V tu *J j= rt 'c "c "o _c "5 C o -rt 3 ft li i " This is made organized hi Including co M c 'S a" -a Mainly state Including sc Mainly in scl Non-professi Private norm There are, in 8 E * Vl "o X "* * S < ^ ELEMENTARY EDUCATION [128 I , r3 * X HH Q - - o-g T O *vo ^ ci tx mmomrx--foo o^MtxwHt^-ininm 8^. m O 1 H) ~ f * 3 Rfc8*t ff&jMKfc 8,8*8 Sttttft;: to ^ to V ~eo a m ^SJoT^ oSmS^m&SSm 8 ff 5- 8 S .E"^ 3"2 Svg Is ""> k 00 t * R^Rv? 2^&t6^< JrtAMAW^ ** Per cent < childrer 1 1 Itltm Ilillflll Ili'lUfs 8^ during the enrollments) 1 e? 10 \o m tojo no u^t^WM^roQ^ow ^ **oo t^oo *o w m wfoio Mw^^"C *c H* MOO pils enrollec J duplicate < I 4 M M oo O* M M m vivo t- in <- m w rooo fn * s O oo o- t* wt^no*^ n 'o'^ 1 ^OwO M roHfjnm f) W IO M H JO m m M different pu ir (excludin ! 00 M 10 10 M 1000 *o r>MCO^-f^r<)HO w M o^o o m o O ^MtN.M^- fi^-rorN.oO' o*vO M c*rnrOM*oK-fiM o moo o-oo 10 co m ti t*vo c 10 o^ m oo * ^ t^oo o o o m OO O*eiroO m MOO* MM O^ M H ^ M * Number of school ye 'ORY t 00 9* oo * M m^o fi o looo ^O O oo r*> M tnoo 1000 & o 10 t^- o H ro fi t-^ O ^O MMiorO 1 ^ rOOO O 1 ^" O 'I W> H VO *OvQ O ^ \O ^- b *O O * 10 t^\o t^fOMW^oro eiMMrot^M\o^M FN. M ro Q M Q tt ' : : : ; .^> : : " : .*> ; :::::::: : - : - .5 ::::::::: S : : ion '178457 141 3" STATE OR TERRI1 H - - : g ; :!::::::; fc *:::;::::: G G 0.0 g g : ::::::::: : : : :::::: Seuth Central Divii I 'Hill I SiJ!,Li i:3:^|l ^ -S-SSSQ LHJ*O ^-s^ss a ^^vjvUg Jc - 5'~'y o '5, S".2;>yO2i Kentucky Tennessee.. .. Alabama I2 9 ] ELEMENTARY EDUCATION 53 too ^ o*o *o 10 1000 o moo tx o "*^o to o o^ IOBO co v K H t^oo t^. cr< o m m ^*o o s oo'4 - K. 52 9. "^ * 3 ^^ o* ts, ?o M ",* : ^'^^^ vOooMQt^ M\oroo> moo ^-oo *ocot*.tx mwOWMtN. o-oo w> mnxom ootno>-*--fo iovo t m M K^ ^ ^> ooroM S? /1 !?*?Lr?5 t ^*!^"^^Q w -5^*5i. }*? ^Jf> M -^ ^so I? 1 oo'o" t^ M CO tNH O fO O LOOO O Q- VO t>. LOCO ts Is, f* * IO fO H O* M h IOOO O N fOts.^0^ M SOM fO M V>^O &OQ 5- 10 10 ^- tooo M - r*> to 1 * do^wi^wmOoot^^tx m t^ woo N i>mrmCTM^-^- o o* ^- 1* t- t^vp 10 rnoo o o lots txot*-o o m o w tN. 1000 \ooooomr*.so "Oh- moto o\oioo* r^o^ s '^MOo^o*o w^ VO^POPO txt^mOi O^OM*OfOO M fOO* MH-^-M ^fO OWM M IOVO \O M O t> O^VO M**-rO.j,C<00 fc. M MC4Q> t- ^vc et M ro m Q 8 :::::::::::: : : ^ *""*;*; * ; : i 1 1 j I j i i I- 1 i 1 1 1 j j * M j ! 1 1 i I j M H j I M JlMMiMMH INN 1 -ilil X u o J3 00 bO M S J3 - S M 01 < 5 54 ELEMENTARY EDUCATION [130 APPENDIX III Common school statistics of the United States 1870-71 1879-80 1889-90 1897-98 a I General statistics 39 500 500 12 305 OOO 7 561 582 19.14 6i-4S 4 545 317 60. i 132.1 600 432 802 48.7 79-4 50 155 783 15 065 767 9 867 505 19.67 65.50 6 '44 M3 62.3 '3-3 800 719 970 53-* .81.1 62 622 250 18 543 aoi 13 722 581 20.33 68. 61 8 153 635 64.1 134-7 i 098 232 725 59-2 86.3 72 737 ico 21 458 294 15 038 636 30.68 70.08 10 286 092 68.4 '43-1 i 47* 435 367 68.6 97-8 Number of persons 5 to 18 years of age Number of different pupils enrolled on the Per cent of total population enrolled Per cent of persons 5 to 18 years of age Average length of school term (days) Aggregate number of days attended .... Average number for each person 5 to 18 Average number for each pupil enrolled 90293 129 932 122 795 163 798 125 525 238 397 '3' 75 277 443 286 593 42.8 363 922 34-5 409 193 32.2 b {45 16 6 $38 74 242 300 $492 703 781 41.0 Average monthly wages of teachers: Males 132 119 $143 818 703 178 222 $20 9571 718 224 526 $342 S3' 79i II Financial statistics Receipts : $7 744 765 26 345 323 97 222 426 II 882 292 $9 213 323 35 600 643 134 104 053 o 399 578 Total receipts $143 194 806 $199 3'7 597 Per cent of total derived from 5-4 18.4 67.9 8-3 4.6 17.9 67-3 10.3 All other sources Expenditures: For sites, buildings, furniture, libraries, $26 207 041 91 836 484 22 463 190 $32 814 532 123 809 412 37 396 526 For salaries of teachers and superin- $42 580 853 $55 942 972 $69 107 612 '75 $78 094 687 1.56 $140 506 715 2.24 $194 020^470 3.67 Expenditure per capita of population Expenditure per pupil (of average attend- ance) : $ 3 .1I 11.26 2.76 $3-9 12.04 3-63 $9-37 $9.10 Total expenditure per pupil $15.20 $12.71 $17.23 $18.86 Per cent of total expenditure devoted to 18.6 65-4 16.0 8.4 12.8 16.9 63-8 19.3 8.4 3- 61.6 71.6 Average expenditure per day for each pupil (in cents): 7-' "5 7.0 9-7 The figures for 1897-98 are approximate. b In 44 states. '3'] ELEMENTARY EDUCATION 55 .^ >< S 52: w On PH < ?lll M V $194 020 470 m*HO9 oo^tOMWw^rM Q *o * **> moo o M ^ n < o mON-4- o>^o t^no o o >o O -*s? o coo*h*t. tomm t^^o oo ro + 10 o M K*o ** >^co o D v M 10 IN MtmiOHioooon't 1% o wi V 9 o *oo 5- H 10 10 t-\o K. oo o O"O f~- lH I'll R SS! Mill! *- O Q v>Q MOO O O O oo **o O O BO ro O O \O ^ fi O n-i^S ^ M 10X0 O > J 1>o, N Hm co ^H^ "3 o> S ?00 100O W M 00 O 10 tOO t0? -*00 O >^3 M ~ O O iSSS5 o H 1 S*gfa M m 8 s 1 i RH?I ^msiis lotHaaHi- w *OO * N < V M fa H K M 8 2 M H - - JO 1 K MwrOO^O c*flMMfO "^QO en WWMOO*OW*OH <> M M O * S S>2^m w tO t-svo ^OO \O OO -^ 00 O> * M >O m Suunp )da?( OJSAV ? * oo M c^. -4- 4- i o M cd 'O in o> QnmQMoo <^.^o < ^ M ^ u!j 10 M 7>oo ooo (N.OO in \5 oo oo * M \3 oo M O !?8-2 S*8 sjuoips sqi sAcp jo jaquinu aScjaAy AUp IJDE3 [OOqOS SuipuaiiB sndnd jo Jaquinu alfejaAy | o to rnoo O^^o mHoonoo H CIMMMC* ct H H m m m n H pajiojua sjidnj 15 038 636 m *n\o MO iotxM^fO o; O * ^oo t*.oo 10 m t 10 ^t-xromio ^-IOM moo M S O MO ^o oo M m oo ^- m o o o *- d>oo o ^ STATE OR TERRITOR \\\\\ .;;;;;;;; .1 ; ; : i ; ; ; ; . ;:;;; .<*'.'.'.'.'.'.'.'. .<*'.'.. '.'.'.'..'. : : : : : S ::::::::: S ::::::::: : : : : : ^ :::::: I : : ^ ; : : : : : : : : s : . : : : 3 ::::::::: 3 ::::::::: : : : : : ^ ::::::::: ^ ::::::::: : : : : : ! ::.:::::: Ijgg; rt.2.S3 ** o 5 Sj2 Mississippi ELEMENTARY EDUCATION 5m m o vo t^ o vo r^ivp w tx vn o ""OSovom&'O'OO'* N i [132 tf> *ee vo M M trt *** O * 3 x till co n ^oo Qvo m - m^-Mvo *o v& o o o M * r-* vnvo oo vo moo ooooonom-4- rxMrxMnnmo. r^co o wmOmommwmM^o m -^-oo co tx mvo o tx * < ^incxMcom^rxMO>om co^-o-n -^-vo K ft S I* n > M row * ->O CO 1 1 o '0 " t -'g ?3- M m m M| ^oo" R R in ^-oo O o tx * - co mmtxrxmrx - 8 2 Suunp jda^t s[obtps sqi JO jaqiunu si [OOlpS sjtdnd -<-00 oo moti*t**mQ O m -*oo ^ fC ir oo o M n M <- nvovoc jo squinu i^O w o M O O m * moo oo t^vo o o> tx moo H rx m ~ m ft o t *>o oo m tx o n < m m *-vo < o tx c> rx to o m M n H . o-co S : . : r? ; . o :<:: . : : : ^ u : o S ' : : : S : sit rt u % EH c _2 c a c ; =' s VI .2.5*5 S gQQ-S j S.S-SJ S , ^ S M ciertSe rt T3 - . J ** * .2 a la ia 12 IS ,1^21 HI* 1-1 22 di lin is in w is or ut H i i M M 1 > > i M at IA a D t-H 1 I M in tt 1 C \ 6 302 3 628 12.08 C7.C7 5846 I 760 1 1. 02 3O.II Students in Latin 50 986 48 4^ 27 008 H1.4Q 21 O78 43.5O Greek IO Q71 IO 41 8 081 17.21 I OQO 3-75 French 24 24.8 21 O4 8 682 16.64 15 566 29.34 German IQ 417 18 4<; 97IQ 18.61 9 698 18.28 Algebra C.A 107 ei 70 2Q 47O c6.4Q 2 4 927 46.99 Geometry 2C 7O2 24 41 14 7QI 28.35 10 911 20.57 Trigonometry e tin e.2i; 1 447 6.61 2 O72 3.91 Astronomy 7 26^ 6 QI 2 188 4.19 5 75 9.57 Physics 20 612 IQ "?Q 10 230 I9.6l 10 382 19.57 Chemistry 10 119 9.62 4QQI 0.67 5 128 9.67 Physical geography. Geolocv . . 22 849 6 201; 21.79 e.OO 10555 2 K.OO 20.23 4.80 12 294 3 699 23.17 6.97 Physiology 28 205 26.80 12 561 24.08 15 644 29.49 Psychology Rhetoric 7873 14 124 7.48 12.41 2 814 le, 164 5-39 29.07 5059 18 960 9-54 35-74 English literature.. . History 35 654 an ee6 33-88 a7.cn 15 709 1 8 146 30.11 35.16 19945 21 2IO 37-59 39.98 Civics 16 565 ic. 74 7 075 15.29 8 590 16.19 1 Per cent to number of graduates. 203] SECONDARY EDUCATION TABLE IV 1 STUDENTS IN CERTAIN COURSES AND STUDIES IN PUBLIC AND PRI- VATE HIGH SCHOOLS AND ACADEMIES IN 1897-98 COURSES, STUDIES, ETC. Number students Per cent to total number secondary students Male students Per cent to total number male students Female students Per cent to total number female students Students preparing for college: Classical course A A 206 7.QQ 24 7O1 IO.24 IQ 5Q1 6.25 Scientific courses . . . 33463 6.03 19485 8.07 13978 4.46 Total preparing for college 77 75O I4.O2 44 188 18.11 11 571 IO.7I Graduating in 1898. . . . College preparatory students in graduat- ing class* 65 170 IO O4O H-75 30.60 25 549 IO 127 10.59 4O.42 39621 Q 6l1 12.64 24.26 Students in Latin 274 2O1 4Q.44 115 4.17 47.8l 158 856 50.68 Greek 2/1 OOA 4. Co 16 639 6.8q 8 155 2.67 French 58 165 IO.48 20 688 8.57 "37 4-77 11.96 German 78 nn/i 14 24 11 occ I7.7O At nan 14.66 Algebra 106 7KC 55. 2Q 136 146 e6.4I 1 7O 600 54-43 Geometry 147 5 1C 26.5Q 64 578 26.76 82 Q17 26.46 Trigonometry Astronomy ... 15 719 24 411 2.83 4. 4O 8413 8 5iQ 3-49 1.54 7 306 15 804 2.33 5.07 Physics 113 650 2O.48 4Q 721 2O.6O 63 927 20.39 Chemistry A 7 448 8 55 21 441 8.88 26 007 8.30 Physical geography.. Geology .. 134 9 8 2 25 8m 24-33 4.66 57629 10 231 23.88 4.24 77 353 15 620 24.68 4.98 Physiology 162 990 2Q. l8 60 OKI 28.08 01 017 29.68 Psychology 20 198 1.64 7 160 2.Q7 13 029 4.16 Rhetoric io5 848 15. 1O 82 113 14. 02 113 735 36.28 English literature. . . History (other than United States) Civics 215 810 209 034 118 807 38.90 37-68 21.41 89723 87 982 51 972 37.18 36.45 21-53 126 087 121 052 66835 40.22 38.62 21.32 1 Result of combing tables II and III. 1 Per cent to number of graduates. 6 4 SECONDARY EDUCATION [204 TABLE V NUMBER AND PER CENT OF STUDENTS PURSUING CERTAIN STUDIES IN PUBLIC AND PRIVATE SECONDARY SCHOOLS, 1890 TO 1898, IN FOUR-YEAR PERIODS. 1889-90 '893-94 1897-98 Number of students Per cent to total Number of students Per cent to total Number of students Per cent to total Total number of sec- ondary students. . . Number studying Latin 297 894 loo 144 12 869 28 032 34 208 127 397 59 789 407 919 177 898 20353 42 072 52 152 215 023 103 054 15 500 97974 42 060 554 814 274 293 24994 58 165 78 994 306 755 147 515 15 719 113 650 47448 49.44 4-50 10.45 14.24 55-29 26.59 2.8 3 20.48 8-55 33.62 4-32 9.41 11.48 42.77 20.07 43-59 4-99 10.31 12.78 52.71 25-25 3-80 24.02 10.31 Greek French German Algebra Geometry Trigonometry Physics. 63 644 28665 21.36 9.62 Chemistry SELECTED BIBLIOGRAPHY Reports of the commissioner of education. Washington, annual publication. These reports include a great deal of statistical information relating to sec- ondary education. Since 1871 they have presented statistics of private high schools, academies, etc.; since 1876, of city high schools; since 1886-87, of students pursuing each of the more common secondary school studies; since 1889-90, of public high schools not included in city school systems. Adams, Herbert B. (Editor). Contributions to American educa- tional history. Washington, 1887-. Published as circulars of information of the United States bureau of educa- tion. Nineteen monographs have already appeared in this series, the most of which contain matter relating to the history of secondary schools. Boone, Richard G. Education in the United States, its history from the earliest settlements. New York, D. Appleton and Company, 1893. Contains several chapters on the history of secondary education. 205] SECONDARY EDUCATION 65 Report of the committee on secondary school studies appointed at the meeting of the National educational association, July 9, 1892, with the reports of the conferences arranged by this committee and held December 28-30, 1892. Washington, 1893. Better known as the report of the committee of ten. It has been repub- lished by the American Book Company (New York) for the National educa- tional association. Report of committee on college entrance requirements, July, 1899. Published by the National educational association, 1899. The American journal of education. [Barnard's] Vols. 1-31. Hartford, Conn., 1856-1881. These volumes contain a great amount of matter relating to the history of American secondary schools. The Academy, a journal of secondary education. Issued monthly under the auspices of the associated academic principals of the state of New York. Vols. 1-8. Syracuse and Boston, 1886-1892. School and college, devoted to secondary and higher education. One volume only, Boston, 189?. The school review, a journal of secondary education. Vols. i- (current publication). Chicago, 1893-. The educational review. Vols. i-(current publication). New York, 1891-. To these should be added the annual reports of the sev- eral school systems mentioned in this monograph, the vol- umes of proceedings of the various associations of teachers to which reference has been made, and the annual catalogs and occasional anniversary publications of the more impor- tant schools. DIVISION OF EXHIBITS DEPARTMENT OF EDUCATION UNIVERSAL EXPOSITION, ST. Louis, 1904 MONOGRAPHS ON EDUCATION UNITKD STATKS EDITED BY NICHOLAS MURRAY BUTLER President of Columbia University in the City of New York THE AMERICAN COLLEGE BY ANDREW FLEMING WEST Professor of Latin in Princeton University, Princeton, New Jersey THIS MONOGRAPH is PRINTED FOR LIMITED DISTRIBUTION BY THE LOUISIANA PURCHASE EXPOSITION COMPANY J. B. LYON COMPANY PRINTERS AND BINDERS ALBANY, N. Y. COPYRIGHT BY J. B. LYON COMPANY 1899 COPYRIGHT BY J. B. LYON COMPANY 1904 THE AMERICAN COLLEGE I ITS PLACE AND IMPORTANCE The American college has no exact counterpart in the educational system of any other country. The elements which compose it are derived, it is true, from European sys- tems, and in particular from Great Britain. But the form under which these elements have been finally compounded is a form suggested and almost compelled by the needs of our national life. Of course it is far from true to say that Ameri- can colleges have been uninfluenced in their organization by European tradition. On the contrary, the primary form of organization found in our earliest colleges, such as Har- vard, Yale and Princeton, is inherited from the collegiate life of the University of Cambridge. But it was subjected to modification at the very beginning, in order to adapt the infant college to its community, and progressively modified from time to time in order to keep in close sympathy with the civil, ecclesiastical and social character of the growing American nation. The outcome of all this has been an institution which, while deriving by inheritance the elements of its composition, and in some sense its form, has managed to develop for itself a form of organization which notably differs from the old-world schools. Moreover the college, as might be expected from the fore- going considerations, occupies the place of central importance in the historic outworking of American higher education, and remains to-day the one repository and shelter of liberal education as distinguished from technical or commercial training, the only available foundation for the erection of universities containing faculties devoted to the maintenance of pure learning, and the only institution which can furnish the preparation which is always desired, even though it is not 4 THE AMERICAN COLLEGE [2IO yet generally exacted, by the better professional schools. Singularly enough, but not unnaturally, the relation of direc- tive influence sustained to-day by our colleges to the univer- sity problem is not unlike the relation held in the middle ages by the inferior faculty of arts at the University of Paris to the affairs of the university as a whole. 1 The points of resemblance are marked and are of a generic character. In both cases the college, or faculty of arts, appears as the preliminary instructor in the essentials of liberal education. In both cases this earlier education is recognized as the proper prerequisite for later study in the professional facul- ties. In both cases the inferior faculty, even if still undevel- oped or but partially developed, contains the germ of the higher university faculty of pure learning, the faculty of arts, sciences and philosophy. In this there is much that is remarkable, but nothing novel. For the American college in this respect merely perpetuates and develops a funda- mental tradition of liberal learning, which found its way from Paris through Oxford to Cambridge, and then from Cambridge to our shores. The parallel of our college his- tory with the old-world history holds good in other impor- tant respects, and would be most interesting to trace. Still, in order to understand the precise nature and unique influ- ence of the college in American education, it is not neces- sary here to trace step by step the story of its development, for in its various forms of present organization it reveals not only the normal type which has been evolved, but also sur- vivals of past stages of development, instances of variation and even of degeneration from the type, and interesting present experiments which may to some extent foreshadow the future. II THE OLD FASHIONED COLLEGE The three commonly accepted divisions of education into the primary, secondary and higher stages, while fully recog- nized in America, are not followed rigorously in our organi- 1 Rashdall : Universities of Europe in the Middle Ages. Chap. I, p. 318. 2Il] THE AMERICAN COLLEGE 5 zation. The primary education is more clearly separable from the secondary than is the secondary from the higher or university stage. The chief cause for this partial blend- ing, or perhaps confusion, of the secondary and higher stages is the college. However illogical and even practi- cally indefensible such a mixture may appear in the eyes of some very able critics, it is still true that the historical out- working of this partial blending of two different things, commonly and wisely separated in other systems, has been compelled by the exigencies of our history and has at the same time been fruitful in good results. Let us then take as the starting point of our inquiry the fact that the American college, as contrasted with European schools, is a composite thing partly secondary and partly higher in its organization. It consists regularly of a four- year course of study leading to the bachelor's degree. Up to the close of the civil war (1861-1865) it was mainly an institution of secondary education, with some anticipations of university studies toward the end of the course. But even these embryonic university studies were usually taught as rounding out the course of disciplinary education, rather than as subjects of free investigation. Boys entered college when they were fifteen or sixteen years of age. The average age of graduation did not exceed twenty years. The usual course of preparation in the best secondary schools occupied four years, but many students took only three or even two years. In the better schools they studied Latin and Greek grammar, four books of Caesar, six books of Virgil's ^Eneid, six orations of Cicero, three books of Xenophon's Anabasis and two of Homer's Iliad, together with arithmetic, plane geometry (not always complete) and algebra to, or at most through, quadratic equations. There were variations from this standard, but in general it may be safely asserted that the Latin, Greek and mathematics specified above consti- tuted as much as the stronger colleges required for entrance ; while many weaker ones with younger students and lower standards were compelled to teach some of these prepara- 6 THE AMERICAN COLLEGE [212 tory studies in the first year or the first two years of the college course. With but few and unimportant exceptions the four-year course consisted of prescribed studies. They were English literature and rhetoric, Latin, Greek, mathe- matics, natural philosophy, chemistry, the elements of deduc- tive logic, moral philosopy, and political economy, and often a little psychology and metaphysics. Perhaps some ancient or general history was added. French and German were sometimes taught, but not to an important degree. At grad- uation the student received the degree of bachelor of arts, and then entered on the study of law, medicine or theology at some professional school, or went into business or into teach- ing in the primary or secondary schools. Such was, in barest outline, the scheme of college education a generation ago. Ill THE COLLEGE OF TO-DAY ; PROPOSALS TO SHORTEN THE COURSE At the present time things are very different. With the vast growth of the country in wealth and population since the civil war there has come a manifold development. The old four-year course, consisting entirely of a single set of prescribed studies leading to the one degree of bachelor of arts, has grown and branched in many ways. It has been modified from below, from above and from within. The better preparation now given in thousands of schools has enabled colleges to ask for somewhat higher entrance requirements and, what is more important, to exact them with greater firmness. The age of entrance has increased, until at the older and stronger colleges the average is now about eighteen and a half years. A four-year course leading to a bachelor's degree remains, although in some quarters the increasing age of the students is creating a tendency to shorten the course to three years, in order that young men may not be kept back too long from entering upon their professional studies. It was an easy thing a generation ago for young men to graduate at twenty, and a bright man could do it earlier without difficulty. After two or 213] THE AMERICAN COLLEGE 7 three years spent in studying law or medicine he was ready to practice his profession, and then began to earn his living at the age of twenty-two or twenty-three. This was within his reach. But to-day a college student is twenty-two years old at graduation as olpl as his father or grand- father were when they had finished their professional studies. If he follows in their steps, he must wait until he is twenty- five to begin earning his living. Accordingly boys are now passing in considerable numbers directly from secondary schools, which do not really complete their secondary educa- tion, to the professional schools, thus omitting college alto- gether. If this continues the effect both on colleges and pro- fessional schools will be discouraging. The problem is an eco- nomic one, and it is affecting college courses of study. One solution, as suggested above, is to shorten the course to three years. This has been advocated by President Eliot of Har- vard. Three years is the length of the course in the under- graduate college established in connection with the Johns Hopkins university. Another proposal is to keep the four- year course and allow professional in place of liberal studies in the last year, thus enabling the student to save one year in the professional school. This experiment is being tried at Columbia. A third proposal is to keep the college course absolutely free from professional studies, but to give abun- dant opportunities in the last year or even the last two years to pursue the liberal courses which most clearly underlie professional training, thus saving a year of professional study. That is, teach jurisprudence and history, but not technical law, or teach chemistry and biology, but not techni- cal medicine, or teach Greek, oriental languages, history and philosophy, but not technical theology. This seems to be the trend of recent experiments in Yale and Princeton. The one common consideration in favor of all these pro- posals is that a year is saved. Against the three-year course, however, it is argued that there is no need to abolish the four-year course in order to save a year. Against the admission of professional studies it is argued that work done 8 THE AMERICAN COLLEGE |2I4 in a professional school ought not to count at the same time toward two degrees representing two radically different things. Against the proposal to allow the liberal studies which most closely underlie the professions, it is argued that this is a half-way measure, after all. Nevertheless for the present, and probably for a long time in most colleges, the four-year course is assured. IV ALTERATIONS IN THE CONTENT OF THE COURSE AND IN THE MEANING OF THE BACHELOR'S DEGREE The four-year course, however, no longer leads solely to the degree of bachelor of arts, nor has this old degree itself remained unmodified. With the founding of schools of science, aiming to give a modern form of liberal education based mainly on the physical and natural sciences, and yet only too often giving under this name a technological course, or a somewhat incongruous mixture of technical and liberal studies, the degree of bachelor of science came into use as a college degree. Then intermediate courses were consti- tuted, resting on Latin, the modern languages, history, philosophy, mathematics and science, and thus the degree of bachelor of letters or bachelor of philosophy came into use. Sometimes the various courses in civil, mechanical, mining or electrical engineering were made four-year undergradu- ate courses with their corresponding engineering degrees virtually rated as bachelor's degrees. Still other degrees of lesser importance came into vogue and obtained a foot- ing here and there as proper degrees to mark the comple- tion of a four-year college course. The dispersing pressure of the newer studies and the imperious practical demands of American life proved too strong either to be held in form or to be kept out by the barriers of the old course of purely liberal studies with its single and definite bachelor of arts degree. New degrees were accordingly added to represent the attempted organization of the newer tendencies in courses of study according to their various types. The organiza- tion of such courses was naturally embarrassed by grave 215] THE AMERICAN COLLEGE 9 difficulties which are as yet only partially overcome. Com- pared with the old course they lacked and still lack defi- niteness of structure. They aimed to realize new and imperfectly understood conceptions of education, and were composed of studies whose inner content was changing rap- idly, as in the case of the sciences, or else were " half-and- half " forms of education, difficult to arrange in a system that promised stability, as in the case of studies leading to the bachelor of letters or bachelor of philosophy. A graver source of trouble, in view of the too fierce practicality of American life, was the admission of various engineering and other technical studies as parallel undergraduate courses, thus tending to confuse in the minds of young students the radical distinction between liberal and utilitarian ideals in education, and tending furthermore, by reason of the attrac- tiveness of the " bread-and-butter " courses, to diminish the strength of the liberal studies. When in addition it is remembered that the newer courses, whether liberal, semi- liberal or technical, which found a footing of presumed equality alongside of the old bachelor of arts course, exacted less from preparatory schools in actual quantity of school work necessary for entrance into college, it will be seen that the level of preparation for college was really lowered. The present drift of opinion and action in colleges which offer more than one bachelor's degree is more reassuring than it was some twenty years ago. There is a noticeable tendency, growing stronger each year, to draw a sharp line between liberal and technical education and to retain under- graduate college education in liberal studies as the best foundation for technical studies, thus elevating the latter to a professsional dignity comparable with law, medicine and divinity. The more this conception prevails, the more will college courses in engineering be converted into graduate, or at least partially graduate courses. No doubt most inde- pendent schools will continue to offer their courses to young students of college age, but where such schools have been associated as parts of colleges or universities the tendency 10 THE AMERICAN COLLEGE [216 to a clearer separation of technical from liberal studies in the manner indicated above seems likely to prevail. If this happy result can be considered assured, then the under- graduate college course, the sole guarantee of American liberal culture, will have a good chance to organize itself in accordance with its own high ideals, however imperfectly it may have realized these ideals in the past. Another hopeful tendency which is gradually gathering strength is to give the various bachelor's degrees more defi- nite significance by making them stand for distinct types of liberal or semi-liberal education. Three such types or forms are now slowly evolving out of the mass of studies with increasing logical consistency. First comes the historical academic course, attempting to realize the idea of a general liberal education, and consisting of the classical and modern literatures, mathematics and science, with historical, polit- ical and philosophical studies added, and leading to the bachelor of arts degree. The second is the course which aims to represent a strictly modern culture predominantly scientific in character, and culminating in the degree of bachelor of science. As this course originated in the demand for knowledge of the applied sciences in the arts and industries of modern life, the ideal of a purely modern lib- eral culture, predominantly scientific in spirit, was not easy to maintain. On the contrary, the technical aspects of the sciences taught tended more and more to create a demand for strictly technological instruction to the exclusion of the theoretical and non-technical aspects. It is this cause more than any other which has tended to restrict the energies of schools of science to the production of experts in the various mechanical and chemical arts and industries and has caused them to do so little for the advancement of pure science. Conscious of this difficulty, many schools of science have been giving larger place in the curriculum to some of the more available humanistic studies. Fuller courses in French and German have been provided for and the study of Eng- lish has been insisted upon with sharper emphasis. Eco- 217] THE AMERICAN COLLEGE H nomics, modern history and even the elements of philosophy have found place. Some improvement has also been effected by increasing the entrance requirements in quantity of school work. But in spite of all these efforts the course still suffers from an inner antagonism between technical and liberal impulses, and until the bachelor of science course finally set- tles into a strictly technical form, or else comes to represent a strictly modern liberal culture, its stability cannot be regarded as assured. In the independent scientific schools, unassociated with colleges, it seems probable the course will keep or assume a highly technical form, but wherever it exists side by side with other bachelor's courses as a proposed rep- resentative of some form of liberal education, it does seem inevitable that the bachelor of science course will tend to conform to the ideal of a modern culture mainly scientific in character. But even if this result be achieved, the pro- cess of achievement promises to be slow and difficult. Few American colleges are strong enough financially to make the experiment, which it must be admitted involves considerable financial risk, and even where the risk may be safely assumed there still remains a serious theoretical difficulty in realizing this form of liberal education. The antagonism between the technical and liberal impulses in the course seems very difficult to eliminate completely. For if the question be asked, Why should an American college student seek as his liberal education the studies which represent a purely mod- ern culture rather than pursue the bachelor of arts course, which professes to stand for a more general culture ? the preference of most students will be found to rest upon their instinct for something useful and immediately available, rather than on a desire for things intellectual. This con- stantly militates against devotion to the intellectual value of their modern studies and tends more and more to drag them toward technical standards. The third aspirant to be considered a type of liberal col- lege education is the course intermediate in character between the two already discussed. It is labeled with the 12 THE AMERICAN COLLEGE [2 1 8 degree of bachelor of letters or bachelor of philosophy. It differs from the other two courses mainly in its treatment of the classical languages. In its desire to placate the practical spirit it drops Greek, but retains Latin both as an aid to general culture and as a strong practical help in learning the modern languages. Notwithstanding its indeterminate and intermediate character, it is serving a valuable end by pro- viding thousands of students, who do not care for the clas- sical languages in their entirety, with a sufficiently liberal form of education to be of great service to them. It is by no means technical in spirit. Judged from the standpoint of the historical bachelor of arts course, it is a less gen- eral but still valuable culture. Judged from the standpoint of the bachelor of science course, it appears to escape the unhappy conflict between the technical and liberal impulses and anchors the student somewhat more firmly to funda- mental conceptions of general culture. These three are the principal forms of undergraduate col- lege education which in any degree profess to stand as types of liberal culture in this country at the present time, and they are usually labeled with three different degrees, as already indicated. But some colleges, following the example of Harvard, have dealt with the bachelor's degree very differently. The degree has been retained as the sole symbol of liberal col- lege education, but the meaning of the degree has been radically altered in order to make it sufficiently elastic to represent the free selections and combinations made by the students themselves out of the whole range of liberal studies. In these colleges it therefore no longer stands for the completion of a definite curriculum composed of a few clearly-related central studies constituting a positive type. What it does stand for is not quite so easy to define, because of the variation of practice in different col- leges and the wide diversity in the choice of studies exer- cised by individual students in any one college. But, gen- erally speaking, it means that the student is free to choose 219] THE AMERICAN COLLEGE 13 his own studies. In the undergraduate college connected with the Johns Hopkins university at Baltimore choice is regulated by prescribing moderately elastic groups of cog- nate studies, the student being required to say which group he will choose. In Harvard college the range of choice is restricted in no such way. The student is allowed to choose what he prefers, subject to such limitations as the priority of elementary to advanced courses in any subject, and the necessary exclusions compelled by the physical necessity of placing many exercises at the same time, in order to accom- modate the hundreds of courses offered within the limits of the weekly schedule. In Columbia college the degree is still different in respect to the mode of the student's freedom of choice, and especially in the admission of professional studies in the last year of the course. A Columbia student in his senior year may be pursuing his first year's course in law or medicine, and at the same time receiving double credit for this work, both toward the degree of bachelor of arts and toward the professional degree of doctor of medi- cine or bachelor of laws. These examples are sufficient to indicate the variety of meaning found in colleges which have changed the historical significance of the bachelor of arts degree. V OTHER PHASES OF CHANGE Up to this point we have looked at the American college mainly from the outside. We observed in the college of a generation ago an institution of liberal education providing a single four-year course, consisting entirely of prescribed studies for young men from sixteen to twenty years of age, and culminating in one bachelor's degree of fairly uniform intentional meaning. We observe in the college of to-day the developed successor of the earlier college, providing a four-year course consisting generally of a mixture of pre^ scribed and elective studies in widely varying proportions. The average age of the students has increased at least two years, and at the end of the course there is a multiform instead of a uniform bachelor's degree, or in some instances. 14 THE AMERICAN COLLEGE [22O a single bachelor's degree of multiform meaning. To some extent the undergraduate collegian has become a university student. To what extent ? is the real question around which a controversy of vital importance is raging. The profound change indicated by these external symp- toms, a change so full of peril in the directions of disintegra- tion and confusion, and yet so full of promise if rationally organized, has been in progress since the civil war, and is still steadily and somewhat blindly working along towards its consummation. An exact estimate of such a state of affairs, a diagnosis which shall at the same time have the value of a prognosis for all colleges, is manifestly impossible at the present time. The difficult thing in any such attempt is not merely to understand the change from a uniform to a multiform mode of life and organization, but to understand what it really is that is changing. This something that is changing is the old-fashioned American college. It seems simple enough to understand what this was, but at the same time it needs to be remembered that the old-fashioned col- leges, while aiming to follow out a single course of study ending in a single degree of single meaning, nevertheless did not succeed in exhibiting such close individual resem- blance to each other as is to be found, let us say, among the lycees of France, the public schools of England or the gym- nasia of Germany. Many so-called colleges really served as preparatory schools for larger and stronger colleges, and many so-called universities did not attain and in fact do not yet attain to the real, though less pretentious dignity of the better colleges. In fact "university," as President Oilman observes, is only too often a "majestic synonym" for "col- lege." To aid in giving as much simplicity and consequent clearness to our view as is necessary to disclose the leading features of the situation, neglecting all the others, we may therefore at once discard from our consideration all except the better colleges which, when taken together, exhibit the dominant tendency. How, then, have these better colleges changed? Speak- 22 l] THE AMERICAN COLLEGE 15 ing generally, they have changed in a way which reflects the diversified progress of the country, and yet in some sense they have had an important influence in leading and organ- izing the national progress itself. Then, too, the change is not merely a change of form, but of spirit. In the older days scarcely any college had as many as four or five hundred students, and the range of studies, even if important, was limited. The faculty of the college exercised a strong paternal anxiety and oversight on behalf of the morals and religion, as well as over the studies of the students. The authority of the president was almost patriarchal in charac- ter. Not highly developed insight into the problems of edu- cation, but plain common sense in governing students was the condition of a successful presidency. The life of the students was mildly democratic, being tempered by the gen- erally beneficent absolutism of the president and the faculty, which in turn was itself tempered by occasional student outbreaks. According to the last report of the United States commissioner of education (1896-97) there are now 472 colleges, 1 excluding those for women only. Seventy- seven of these enroll more than 200 undergraduate stu- dents, and of these seventy-seven colleges twenty-four enroll over 500, and eight over 1,000. The range of studies, as already mentioned, has increased. With the strengthening of preparatory courses, the school preparation of students has improved, and at the same time their average age at entrance has risen. The number of professors has multiplied. The old-fashioned college professor, the man of moderate general scholarship and of austere yet kindly interest in the personal welfare of those he taught, still remains ; but at his side has appeared more and more fre- quently the newer type of American college professor, the man of high special learning in some one subject or branch of that subject, who considers it his primary duty to investi- gate, his next duty to teach, and his least duty to exercise a 'That is, 472 " colleges and universities." As almost every university, real or nominal, contains a college, the total of 472 colleges is approximately correct. l6 THE AMERICAN COLLEGE [222 personal care for the individual students. Perhaps the old type will be replaced by the new. Such a result, however, would not be an unmixed gain, and it is indeed fortunate that our finest college professors to-day endeavor to combine high special attainments as scholars with deep interest in the personal well-being of their students. The authority of the faculty is still sufficient, but is exercised differently. Stu- dent self-government is the order of the day, and the more this prevails the less is exercise of faculty authority found to be necessary. With student self-government there has naturally come an increase of intensity in the democratic character of student life. The presidents of our larger col- leges, and even of many of the smaller, are becoming more and more administrative officers and less and less teachers. It is no doubt something of a loss that the students should not have the intimate personal acquaintance with the presi- dent enjoyed by students a generation ago, but this can- not be avoided in places where a thousand undergradu- ates are enrolled. Out-door sports have also entered to modify and improve the spirit of our academic life. They have developed their own evils, but at the same time have done wonders for the physical health of the students, the diminution of student disorders and the fostering of an intense esprit de corps. In the reaction from the asceticism of our early college life there is little doubt our athletics have gone too far ; so far as to divert in a noticeable degree the student's attention from his studies. But it is gratifying to notice that the abuses of college athletics can be corrected, and that they are to some extent self-correcting. It must not be forgotten that unlike his father or grandfather, whose college life was so largely spent indoors, the American stu- dent of to-day lives outdoors as much as possible. The moral and religious spirit of the college of to-day is inher- ited from the old college. Nearly all our colleges are avowedly or impliedly Chris- tian. A respectable minority of them are Roman Catholic. The large majority are under Protestant influences, some- 223] THE AMERICAN COLLEGE 17 times denominational, but generally of an unsectarian char- acter even in the church colleges. In most of them the stu- dent is expected to attend certain religious exercises, such as morning prayers ; in many, however, all such attendance is voluntary. The voluntary religious life of the under- graduates finds its expression in various societies, which endeavor to promote the Christian fellowship and life of their members. While moral and religious convictions are freer and sometimes laxer than of old the Christian life in our colleges is real and pervasive. As a rule the student is so absorbed by the scholastic, athletic and miscellaneous activities of his college that he sees little outside social life. This is particularly true in colleges which enjoy truly academic seclusion amid rural surroundings, for here more than anywhere else is to be seen the natural unperturbed outworking of the undergraduate spirit. It is the old spirit enlarged and liberalized, the spirit which finds its delight in a free, democratic, self-respect- ing enjoyment of the four years which are so often looked back upon as the happiest four years of life. VI INCREASED FREEDOM IN STUDIES. DEVELOPMENT OF ELECTIVE COURSES Such are some of the non-scholastic aspects of our present college life. They are important in that they give tone to the whole picture, but they do not account for what, after all, is the great transformation which has been wrought, for that transformation is distinctly scholastic. It is caused by the increase of students, their better preparation and their greater age. The studies which by common consent made up the curriculum leading to the old bachelor of arts degree are now being completed before the end, sometimes by the middle of the college course. There is to-day no reason why a young man of twenty should not know as much as his father knew at twenty. But at twenty his father had gradu- ated with the bachelor of arts degree, whereas at twenty the son is only half way through his college course. In other 1 8 THE AMERICAN COLLEGE [224 words, he has passed the time of prescription and entered upon the time of his freedom. As this fact forced itself more and more upon the older and stronger colleges, experi- ments were made in granting a limited amount of elective freedom to students in the latter part of their course ; first in the senior year and then in the junior year, until in some instances the whole four-year course is now elective. The solid block of four years' prescribed study has been cleft downward, part of the way at least, by the " elective " wedge, thin at its entering edge, but widening above the more it enters and descends. To-day the problem of the relation of prescribed to elective studies is a question of con- stant interest and perpetual readjustment. On the whole, the area of elective opportunity is extending downward, but whether this downward extension is being accomplished by injuring the foundations of liberal education, is to-day as grave a question as any we have to meet. In some colleges a student may obtain the bachelor of arts degree without studying any science, or he may omit his classics, or he may know nothing of philosophy. The solutions offered for this perplexing problem are many. The first proposal, which has now scarcely an advocate, except possibly some laudatores temporis acti, is plainly an impossible one. It is to insist on the old-fashioned four-year prescribed course. But the old-fashioned course is gone. It cannot be restored, because it no longer suits our age. Young men will not go to college and remain there until the age of twenty-two years without some opportunity to exercise freedom of choice in their studies. The second proposal is to constitute the undergraduate course entirely, or almost entirely, of elective studies. It is argued that when a young man is eighteen or nineteen years of age, he is old enough to choose his liberal studies, and that his own choice will be better for him individually than any prescription the wisest college faculty may make. The advocates of this view admit its dangers. They see the perils of incoherency and discontinuity in the choice of 225] THE AMERICAN COLLEGE 19 studies. They see that many students are influenced, not by the intrinsic value of the studies, but by their liking for this or that instructor, or the companionship of certain stu- dents, or for the easiness of those crowded courses which in college slang are called " softs " or " snaps " or " cinches." Yet they argue that the college student must be free at some time, that his sense of responsibility will be developed the sooner he is compelled to choose for himself, and that he will have the stimulating and sobering consciousness that what he does is his own act and not the prescription of others for him. Those who oppose this view argue that the academic free- dom here proposed belongs to university rather than to col- lege students ; that the American freshman is not a university student in the sense in which that term has been commonly understood in the educated world. He has not spent eight, nine or ten years in secondary studies, as is the case in France, England or Germany. On the contrary, he has usually spent not more than four years in such secondary studies occasionally a year or so more. At eighteen or nineteen years of age, he, therefore, comes to college with less training and mental maturity than the French, English or German youth possesses on entering his university. If, therefore, he is to be as well educated as they are, some of his time in college, the first two years at least, should be spent in perfecting his properly secondary edu- cation before entering upon that elective freedom which, as is generally conceded, has a place and a large place in our present undergraduate courses. The arguing on this ques- tion has been interminable, and almost every intellectual interest of our colleges is bound up in its proper solution. A third proposal is a conservative modification of the one just mentioned. It is to prescribe groups of cognate studies with the object of concentrating attention on related subjects in that field which the student may prefer, as, for example, physical science or ancient literature or philosophy. Of course the advantage claimed for this mode is that it allows the student to choose the field of study he likes, and then 2O THE AMERICAN COLLEGE [226 safeguards him against incoherency by requiring him to pur- sue a group of well-related courses in that field. Or he may elect the "old-fashioned college course," if he likes. The advocates of wider freedom object to this as fettering spon- taneity of choice, as not recognizing the fact that there are many students for whom it is advantageous to choose a study here and there at will, as a piece of side work outside the chosen field of their activity. The objectors to this plan of restricted groups and also to the plan of practically unre- stricted freedom, assert that the fundamental difficulty in basing any college course on a single group of cognate studies within some one field is that it offers temptations to premature specialization at the expense of liberal education. Still another proposal remains to be considered. It is the proposal of those who believe that the best type of liberal education is to be found in the historic bachelor of arts course, which has been the center and strength of Ameri- can college life. They concede, however, that the other bachelor's courses which have been established will give a valuable education to many, provided these courses are consistently organized according to their own ideals. They hold that it is possible to ascertain with sufficient exactness just what studies ought to be prescribed as integral parts of these courses, and that it is the preliminary training given in these prescribed studies which develops maturity in the young student and enables him to choose intelligently his later elective studies. At the present time, in their view, it is not wise to introduce elective studies until about the middle of the college course. These studies, once intro- duced, should themselves be organized and related in a sys- tem, and connected with the underlying system of prescribed studies. The principle of freedom should be introduced gradually, not suddenly. A form of this view which finds a good deal of support is that elective studies should be introduced first of all in the form of extensions of subjects already studied by the student, in order that he may make his first experiment of choice in an area where he is most 227] THE AMERICAN COLLEGE 21 familiar. According to this view the second stage of elec- tive studies should be the introduction of large general courses in leading subjects, accompanied or flanked by special courses for students of exceptional ability in special direc- tions, and finally leading to as high a degree of specializa- tion as the resources of the college will allow. But in this region the American college merges itself into the university, and it may be fairly asserted that in the last year and in some colleges in the last two years the student is really a university student. In these various ways we are to-day experimenting in order to find a form under which to organize the rapidly-increasing mass of elective studies. VII MODES OF INSTRUCTION. ACADEMIC HONORS Instruction is still mainly conducted by recitation and lec- ture, the recitation finding its chief place in the earlier and the lecture in the later part of the course. For purposes of recitation the classes are divided into sections of twenty-five or thirty students, and the exercise is usually based on a definitely allotted portion of some standard text-book. Much has been done to improve the character of this exer- cise. The attempt is made to make it something more vital than the mere listening to students as they recite what they have learned. The correction of mistakes, the attempt to lead the student along so as to discover for himself the cause of his mistakes, the endeavor to teach the entire class through the performance of each individual, to carry the whole group along as one man and thus conduct them through a stimulating and pleasant hour, is the aim of the more skilful instructors. Variety and consequent freshen- ing of attention and effort are added by setting collateral topics of special interest to this or that student, for him to look up somewhat independently. And it must be confessed that the professors most skilled in the art of conducting recitations, rather than those who depend wholly on lectures, leave the most abiding impression. The old-fashioned reci- tation too often put the student into a laborious treadmill, 22 THE AMERICAN COLLEGE [228 and monotony was the result. But the best recitations in our colleges to-day are fine examples of dialectic play between instructor and student, and the best moments of such exercises are remembered with enthusiasm. While instruction by recitation continues with effectiveness in the latter part of the course, especially with smaller groups of students, yet instruction by lecture is the rule. The lec- turer may have to face a class which enrolls as many students as the whole college contained a generation ago. Two or three hundred may assemble to hear him. He delivers his lecture, while those before him take notes or sometimes, as they listen, read the outline of his discourse in a printed syllabus prepared for the use of the class, and add such jottings as may seem desirable. In many lecture courses the recitation is employed as an effective auxiliary. But other forms of instruction find place. In all except the elementary courses in science the laboratory plays a most important part, and even in the lectures in the introductory courses in physics, chemistry or biology full experimental illustration is the rule. Then, too, the library serves as a sort of laboratory for the humanistic studies. Students are encouraged to learn the use of the college library as auxiliary to the regular exercises of the curriculum. Certain books are appointed as collateral reading, and the written exami- nation at the end of the term often takes account of this outside reading. But American students read too little. That prolonged reading, which gives such wide and assur- ing acquaintance with the important literature of any sub- ject, is as yet unattempted in a really adequate degree. The academic year is divided into two, and sometimes into three terms. At the end of each term the student is required to pass a fairly rigorous set of written examina- tions. Oral examinations have largely disappeared. Some- times a high record of attainment in recitations during the term entitles a student to exemption from examination, but this is not common. In awarding honors for scholarly pro- ficiency the old academic college confined itself almost 229] THE AMERICAN COLLEGE 2$ entirely to general honors for eminence in the whole round of studies. The " first honor-man " in older days was the hero and pride of his class. At graduation he usually deliv- ered the valedictory or else the Latin salutatory. Honors for general eminence still remain in most colleges. The rank list of the class at graduation either arranges the stu- dents in ordinal position (in which case the first honor-man still appears) or else divides the class into a series of groups arranged in order of general scholarly merit. In such cases the old first honor-man is one of the select few who consti- tute the highest group in the class. But special honors in particular studies, while not unknown in the past, are really a development of our time. Undoubtedly they have tended to increase the interest of abler students in their favorite studies. A student trying for special honors is, of course, specializing in some sense, though he is not ordinarily pur- suing original research. He is rather enlarging and deepen- ing his acquaintance with some one important subject, such as history or mathematics. But sometimes he is beginning independent investigation, and thus passes beyond the col- legiate sphere of study. VIII STUDENT LIFE Let us try to picture the career of a young American of the usual type at one of our older eastern colleges to-day. At eighteen years of age he has completed a four-year course in some secondary school, let us say at a private academy in the middle states, or some flourishing western high school. He does not need to make the long journey to his future college in order to be examined for entrance, but finds in the distant town where he lives, or at least in some neigbor- ing city, a local entrance examination conducted by a repre- sentative of his intended college. The days and exact hours of examination and the examination papers are the same as for the examination held at the college. His answers are sent on to be marked and estimated. In a week or two he receives notice of his admission to the freshman class. 24 THE AMERICAN COLLEGE [230 When the long summer vacation is over he sets out for his college. Having passed his entrance examinations, he is now entitled to secure rooms in one of the dormitories, or else to find quarters outside the college campus in town. His name is duly enrolled in the matriculation book and his student career begins. He usually comes with an earnest purpose to study, or at least to be regular in all his attendance. His newness and strangeness naturally pick him out for a good deal of notice on the part of the older students, especi- ally those of the sophomore class. He is subjected to some good-natured chaffing and guying, and perhaps to little indignities. If he takes it good-naturedly, the annoyance soon ceases. If, however, he shows himself bumptious or opinionated or vain or " very fresh," his troubles are apt to continue. Unfortunately it is not impossible they will cul- minate in some act of mean bullying, known in college par- lance as " hazing." The entering freshman is too often like the newly-arrived slave mentioned in Tacitus, conservis ludibrio est ; and it would be little comfort for him to know that in this respect he is also a lineal successor of the bejaunus, the freshman "fledgeling" among the students of medieval Paris. But the daily round of college exercises demands his attention, and in the class room he begins to pass through a process of attrition more beneficent in its spirit. Under the steady measuring gaze of the instructor, and the unuttered but very real judgment of his classmates who sit about him, he begins to measure himself and to be measured by college standards. Probably for the first time in his life he is compelled to recognize that he must stand solely on his merits. The helps and consolations of home and of the limited circle in which his boyhood was fostered and sheltered are far away. He is learning something not down in the books ! and what he is thus discovering is well pictured in the words of Professor Hibben : "There is a fair field to all and no favor. Wealth does not make for a man nor the lack of it against him. The students live their lives upon one social level. There is a deep-seated intoler- 231] THE AMERICAN COLLEGE 25 ance of all snobbishness and pretension. The dictum of the Varsity field, ' No grand-stand playing ! ' obtains in all quarters of the undergraduate life. It signifies no cant in religion ; no pedantry in scholarship ; no affectation in manners ; no pretence in friendship. This is the first and enduring lesson which the freshman must learn. He learns and he forgets many other lessons, but this must be held in lively remembrance until it has become a second nature." But he has many encouragements. He is passing out of callow youth toward manhood, and his classmates are in the same situation with him. Here is the impulse which sud- denly sweeps the whole entering class together in intimate comradeship. And so he starts out with his companions on the ups and downs of his four-year journey. No wonder so many college graduates say freshman year was the most valuable of all; it was surely the hardest. His college comradeship continues and constitutes his social world. Day after day, term after term, they are thrown together in all the relationships of student life. In the classroom, at the " eating clubs," at the athletic games, in the musical, literary and religious societies, in scenes of exuberant jollification and careless disorder, and in endless criticism of the faculty or of the various courses of study, how their frank and unconventional ways constantly surprise and bewilder the common-place American philistine ! You may pass across the lawns of many a campus at any hour of the day and almost any hour of the night in term-time, and rarely is there a time when some student life is not astir. Some are thronging toward the lecture hall to the punctual ringing of the college bell, meeting returning throngs whose exercises are just finished. They are walking by twos or threes, smoking or chatting or mildly " playing horse " in some very pleasant way, unmindful and probably unaware of Lord Chesterfield's horrified injunction to his son : " No horse- play, I beseech of you." Or they are thronging to fill the " bleachers " at a baseball or football game that is about to be played on the college grounds. The different varieties 26 THE AMERICAN COLLEGE [232 of the college cheer startle the air, and afford some color of excuse to the ingenious hypothesis that our student cheers are derived from Indian war whoops. Or else when they are assembled in Sunday chapel, a decorous but not always solemn audience, their capacity for " simultaneous emotion " appears in their spirited singing of a favorite hymn, or per- haps shows itself in the sudden sensation that sweeps across the chapel like a lightly rustling breeze in response to an inopportune remark of some inexperienced visiting clergy- man. Or in the moonlit evenings of October, the time when the trees are turning red and yellow, their long processions pass to and fro, singing college songs. Truly the American collegian is brimful of the "gregarious instinct." In addition to this ever-present gregarious comradeship which environs and inspires him, our entering freshman finds the deeper intimacies of close individual friendship. As a matter of course he has some one most intimate friend, generally his room-mate or "chum." Side by side they mingle with their fellows. They stand together and, it may be, they fall together, and then rise together. And thus the class is paired off, and yet not to the lessening of the deep class fellowship. Here indeed is a form of communism, temporary and local, but most intense. They freely use things in common, not excepting the property of the college. The distinction between meum and tuum does not hold rigorously. Td rwv - 329] EDUCATION OF WOMEN II versity of Georgia; in Louisiana the two most important, the Louisiana state university and Tulane university, and in Virginia the very import- ant University of Virginia. 1 Roman Catholic institutions apart, all the colleges in the states of Alabama, Arkansas, Florida and West Virginia are coeducational. In New England and the northern mid- dle states out of 64 colleges, excluding Roman Catholic colleges and seminaries, only 29, or less than half, are coeducational. The col- leges for men only include (with the exception of Cornell) all the largest undergraduate colleges in this section Harvard, Yale, Colum- bia, Princeton, Pennsylvania. Maine and Vermont are liberal to women, 2 colleges (3 if we count the limited coeducational college of Colby) in Maine and 3 in Vermont being coeducational, but the total number of students in college in these states is very small (in Maine only 843 men and 189 women; in Vermont only 301 men and 99 women). The leading colleges of New Hampshire, Rhode Island, Connecticut, New Jersey and Pennsylvania are closed, and in Massachusetts only 2 are open and 7 closed.* Of the four hundred and eighty colleges for men enumer- ated by the commissioner of education 336, or 70 per cent (or, excluding Catholic colleges, 80 per cent), admit women. It would be misleading, however, to count among Ameri- can institutions for higher education, properly so-called, most of the coeducational colleges and separate colleges for men included in this list, and it would be equally misleading to compare the number of women studying in such colleges in the United States with the number of women engaged in higher studies in England, France and Germany. 3 In order to obtain a better idea of opportunities 1 Two of the three next largest colleges in Virginia Richmond and Roanoke admit women, but the advance in women's education in that state has been very recent. Until the establishment of the State normal school in 1883 there was not a scientific laboratory in the state accessible to women; in 1893 the Randolph- Macon Woman's college opened with several laboratories, see Prof. Celestia Parrish, Proceedings 2d Capon Springs conference for education in the south, 1899, p. 68. I am much indebted to the author of this paper for valuable data in regard to coeducation in the south. 8 The Massachusetts institute of technology is classified by the U. S. ed. reps, among technical schools. 3 The commissioner of education does not feel himself at liberty to discriminate among the colleges chartered by the different states, but it is well known that in most states the name of college, or preferably that of university, and the power to confer degrees are granted to any institution whatsoever without regard to endowment, scientific equipment, scholarly qualifications of the faculty or ade- 12 EDUCATION OF WOMEN [330 for true collegiate work open to women at the present time in the United States I have selected from these four hun- dred and eighty colleges and from the numerous colleges for women classified elsewhere, a list of fifty-eight colleges properly so-called, employing for the purpose the four means of classification most likely to commend them- selves to the impartial student of such things. 1 Of these quate preparation of the students. The majority of the so-called colleges and universities of the south and west are really secondary schools. In most of them not only are the greater part of the students really pupils in the preparatory or high school department, but most of the students in the collegiate departments are at graduation barely able to enter upon the sophomore or second year work of the best eastern colleges. Throughout this monograph I have used the word col- lege in speaking of institutions for undergraduate education, except when quoting their official titles, and this whether the college in question is, or is not, included in a larger institution providing also three years of graduate instruction. The terms college and university are used in America without any definite understand- ing, even among colleges and universities themselves, as to how they shall be differentiated. Probably the most commonly accepted usage is to call an institu- tion a university if it has attached to it various departments, or schools, without regard to the standing of these departments, the preparation of the students enter- ing them, or the work done in them. In this sense all the state universities of the west are called universities because, although many of them are really high schools, they have attached to them schools of pharmacy, veterinary science, agriculture, and sometimes medicine or law. It is in this sense that many insti- tutions for negroes are called universities, because they include various depart- ments of industrial art as well as a high school department. Until very recently the requirements for admission to the departments of law, medicine, dentistry, etc., have been so low that it has been a positive disadvantage to have such schools attached to the college department, and when lately the graduates of Harvard col- lege decided not to allow the graduates of its affiliated schools to vote with them for representatives on the board of trustees, they claimed with justice that the illiberal education of the majority of these graduates would tend to lower the standard of Harvard college. The use of the word university should be strictly limited to institutions offering at least three years of graduate instruction in one or more schools. 1 In this list of fifty-eight colleges I have included : first, the twenty-four col- leges (indicated in the list by "a") whose graduates are admitted to the Associa- tion of collegiate alumnae; second, the twenty-th*ee colleges (24 are included in the Federation, but Barnard has ceased to be a graduate school, see page 28) included in the Federation of graduate clubs (indicated by " b "); third, the fifty- two colleges (indicated by " c ") included in the 1899-1900 edition of Minerva, the well-known handbook of colleges and universities of the world published each year by Truebner & Co.; and fourth, the colleges which, according to the U. S. education report for 1897-98, have at least $500,000 worth of productive funds (indicated by " d "), and also three hundred or more students (indicated by " e "). In the case of state universities the money they receive annually from national and state appropriations may reasonably be regarded as a sort of supplementary endowment ; I have, therefore, included the state universities of Maine, Iowa and 33 l] EDUCATION OF WOMEN 13 fifty-eight colleges four are independent colleges for women and three women's colleges affiliated to colleges for men ; of the remaining 51, 30, or 58.8 per cent, are coedu- cational, and a nearer examination makes a much more favorable showing for coeducation. Of the 21 colleges closed to women in their undergraduate departments five have affiliated to them a women's college through which women obtain some share in the undergraduate instruc- tion given, the affiliated colleges in three cases being of West Virginia, whose productive funds do not amount to $500,000. This list of fifty-eight colleges, arranged according to the different sections of the country, and as far as possible in the order of the numbers in their undergraduate depart- ments, is as follows: New England and j northern middle states: Harvard (bcde), Yale (bcde), Cornell (abcde-coed.), Massachusetts institute of technology (acde- coed.). Smith (acde-woman's college), Princeton (bcde), Pennsylvania (bcde), Colum- bia (bcde), Brown (bcde), Wellesley (abce-woman's college), Vassar (acde-woman's college), Syracuse (acde-coed.), Dartmouth (cde), Boston (acde-coed.), Amherst (cde), Radcliffe (abce-affiliated), Williams (cde), Lehigh (cde), Maine (e-coed.), Wesleyan (acde-coed.), Vermont (c-coed.), Lafayette (c), Bryn Mawr (abed- woman's college), New York University (cd), Barnard (a-affiliated), Hamilton (c), Colgate (cd), Clark (bed-no undergrad. department). Southern and 2 southern middle states: Missouri (bcde-coed.), Texas (cde-coed.), Columbian (bee-coed.), West Vir- ginia (e-coed.), Tulane (cd), Vanderbilt (bed-coed.), Virginia (c), Johns Hopkins (bed), Washington (St. Louis) (cd-coed.), Georgetown (c-Catholic), Catholic uni- versity (cd-no undergrad. department). Western states: Minnesota (abcde-coed.), Michigan (abcde-coed.), California (abcde-coed.), Wisconsin (abcde-coed.), Chicago (abcde-coed.), Leland Stanford (abcde-coed.), Nebraska (ace-coed.), Ohio state university (de-coed.), Indiana (cde-coed.), Illinois (ce-coed.), Kansas (ace-coed.), Ohio Wesleyan (cde-coed.), Iowa (e-coed.), Northwestern (acde-coed.), Oberlin (acde-coed.), Cincinnati (cd-coed.), Colorado (c-coed.), Western reserve (bed), College for Women of western reserve (a-affiliated). The only attempt hitherto made in America to discriminate between colleges of true college grade and others has been made by the Association of collegiate alumnae. This association was organized in 1882 for the purpose of uniting women graduates of the foremost coeducational colleges and colleges for women only into an association for work connected with the higher education of women. In the early years of the association there was appointed a committee on admissions, and the admission of each successive college in the association has been carefully con- sidered, both with regard to its entrance requirements, the training of its faculty and its curriculum. The Association of collegiate alumnae concerns itself, of course, only with colleges admitting women, but there is no doubt that the fifteen coeducational colleges and seven colleges for women only admitted to the association would, in the estimation of every one familiar with the subject, rank among the first fifty-eight colleges of the United States. The Federation of graduate clubs is an association of graduate students of those colleges whose graduate schools are important enough to entitle them to admission to the federation. The colleges in the Federation of graduate clubs are the only colleges in the United States that do true university work. EDUCATION OF WOMEN [332 GROWTH OF COEDUCATION Coeducational 30-7% 1870 For men only 69-3% Coeducational 51-3% I860 65 5% 1890 For men only 54-5% Coeducational 70-% 1898 For P"en only 30-% I have prepared the diagram for 1870 from the U. S. ed. rep. for 1870, pp. 506-516, and the diagram for 1897-98 from the U. S. ed. rep., pp. 1848-1867, and from the table, opposite page 9 of this monograph. The diagrams for 1880 and 1890 are copied from the report for 1889-90, p. 764. For assistance in the prepara- tion of this and other diagrams, and in working out the percentages given here, and elsewhere, in this monograph I am much indebted to Dr Isabel Maddison. If Catholic colleges are excluded, as in the map opposite page 10, coeducational colleges formed, in 1898, 80 per cent, and colleges for men only 20 per cent of the whole number a still more favorable result for coeducation. 333] EDUCATION OF WOMEN 15 enough importance to appear in the same list. Of these five, four (all but Harvard) admit women without restric- tion to their graduate instruction, and in addition Yale, the University of Pennsylvania and New York university make no distinction between men and women in graduate instruction. The Johns Hopkins university maintains a coeducational medical school. In this list then of fifty- eight, which includes all the most important colleges "in the United States, there are, apart from the two Catholic col- leges, only ten (Dartmouth, Amherst, Williams, Clark, Princeton, Lehigh, Lafayette, Hamilton, Colgate, Virginia, all situated on the Atlantic seaboard) to which women are not admitted in some departments. Princeton is the only one of the large university foundations that excludes women from any share whatsoever in its advantages. The diagram on page 14 shows the steady progress of coeducation from 1870 to 1898.' All the arguments against the coeducation of the sexes in colleges have been met and answered by experience. It was feared at first that coeducation would lower the standard of scholarship on account of the supposed inferior quality of women's minds. The unanimous experience in coeducational colleges goes to show that the average standing of women is slightly higher than the average standing of men. 2 Many 1 In only two instances, so far as I know, has coeducation once introduced been abandoned or restricted in any way. The private college of Adelbert of Western reserve, coeducational from 1873, opened a separate woman's college and excluded women in 1888. As the college department was very small and the state of Ohio in which the college was situated the most eastern in feeling of all western states, the change was seemingly to be attributed to a bid for students through under- graduate novelty. The Baptist college of Colby, in Maine, coeducational from 1871, has taught women in separate classes in required work since 1890. Women are not allowed to compete with men for college prizes or for membership in the students' society, which elects its members on account of scholarship. Complete separation, which was at first planned, has proved impracticable and from the beginning of the sophomore year women and men recite together in all elective work. 2 In an investigation made several years ago in the University of Wisconsin, which has been open to women since 1874, it was found that the women ranked in scholarship very considerably beyond the men. In the University of Michigan, where women have been educated with men since 1870, President Angell has repeatedly laid stress on their excellent scholarship. When in 1893-94 a committee l6 EDUCATION OF WOMEN [334 reasons for the greater success of women are given, such as absence of the distraction of athletic sports, greater dili- gence, higher moral standards, but the fact, however it may be explained, remains and is as gratifying as astonishing to those intersted in women's education. The question of health has also been finally disposed of ; thousands of women have been working side by side with men in coeducational institu- tions for the past twenty-five years and undergoing exactly the same tests without a larger percentage of withdrawals on account of illness than men. The question of conduct has also been disposed of. None of the difficulties have arisen that were feared from the association of men and women of marriageable age. Looking at coeducation as a whole it is most surprising that it has worked so well. 1 Perhaps the only objection that may be made from men's point of view to coeducation in America is that it has succeeded only too well and that the proportion of women students is increasing too steadily. Not only is the number of coedu- cational colleges increasing but the number of women rela- tively to the number of men is increasing also. In 1890 there were studying in coeducational colleges 16,959 men and 7,929 women ; or women, in other words, formed 31.9 per cent of the whole body of students. In 1898 there were 28,823 men and 16,284 women studying in coeducational colleges, women forming 36. i per cent of the whole body of students. Between 1890 and 1898 men in coeduca- tional colleges have increased 70.0 per cent, but women in coeducational colleges have increased 105.4 per cent. 2 of the faculty of the University of Virginia asked the officers of a large number of coeducational colleges especially in regard to this point the testimony received was very remarkable. In England it should be noted that the question of the success of women in collegiate studies has been put beyond a doubt by the pub- lished class lists of the competitive honor examinations of Oxford and Cambridge, In the discussions in regard to granting women degrees at Cambridge, it was freely admitted that women's minds were "splendid for examination purposes." 1 For a discussion of coeducation in schools and colleges in 1892, see U. S. educa- tion report for 1891-92, pp. 783-862. * U. S. education report 1889-90, pp. 761, 1582-1599, and 1897-98, p. 1823; account is taken of students of true college grade only in the college proper. Through- out this monograph I have corrected the figures of the U. S. ed. reps, which are 335] EDUCATION OF WOMEN 17 There is every reason to suppose that this increase of women will continue. Already girls form 56.5 per cent of the pupils in all secondary schools and 1 3 per cent of the girls enrolled and only 10 per cent of the boys enrolled graduate from the public high schools. It is sometimes said that men students, as a rule, dislike the presence of women, and in especial that they are unwilling to compete for prizes against women for the very reason that the average stand- ing of women is higher than their own. If there is any force in this statement, however, it would seem that men should increase less rapidly in coeducational colleges than in separate colleges for men. The reverse, however, is the case. During the eight years from 1890 to 1898 men have increased in coeducational colleges 70.0 per cent, but in separate colleges for men only 34.7 per cent. 1 This is all the more remarkable, because in the separate colleges for men are included the large undergraduate departments of Harvard, Yale, Princeton, Columbia and the University of Pennsylvania. It is women who have shown a preference for separate education ; women have increased more rapidly in separate colleges for women than in coeducational colleges. It will be observed, however, that the separate colleges for women, like the separate colleges for men included in my list of fifty-eight, are in the east ; it is in the east only that any preference for separate education is shown by either sex. 2 affected by the erroneous assumption that the undergraduate departments of Brown, Yale, Rochester, New York Univ., Pennsylvania, Tulane and Western Reserve are coeducational. In the University of Chicago women formed, in 1898, 54.5 per cent of all regular, and 70 per cent of all unclassified, students; in Boston university in the regular college course there were, in 1899, 299 women as against 192 men. 1 In 1889-90 there were 19,245 men studying in 146 colleges for men only ; in 1898-99 there were 25,915 men studying in 143 colleges for men only, an increase of only 34.7 per cent. (In enumerating students I have regarded the limited coeducational college of Colby as coeducational.) Women, however, have increased in women's colleges 138.4 per cent. *The objection of men students in the east to coeducation seems to be mainly in the apprehension that the presence of women may interfere with the free social life which has become so prominent a feature of private colleges for men in the east. These colleges are, for the most part, situated either in small country towns, 1 8 EDUCATION OF WOMEN [336 Independent colleges for women Since independent col- leges for women of the same grade as those for men are peculiar to the United States, I shall treat them some- what more fully. 1 The independent colleges here taken into account are the eleven colleges included in division A a of the U. S. education reports. 3 The independent or in the suburbs of a city, in communities which have grown up about the college, and their students live largely in college dormitories; the conditions, therefore, are exceedingly unlike those prevailing in non-residential colleges and also unlike those prevailing in the world at large. These exceptional conditions are a source of pleasure and, in many respects, of advantage to the student. Undoubtedly there is in coeducational colleges less unrestraint ; young men undoubtedly care much for the impression that they make on young women of the same age, and there is more decorum and perhaps more diligence in classrooms where women are present. The objection to coeducation on the part of women students is, to some extent, the same ; separate colleges for women in like manner are, as a rule, academic communities living according to regulations and customs all their own ; women also feel themselves more unrestrained when they are studying in women's colleges. Then, too, coeducation in the east is still regarded as in some measure an experiment, to the success of which the conduct of each individ- ual woman may, or may not, contribute, and the knowledge of this tends to increase the self-consciousness of student life. 1 In the case of the colleges in groups I and II these statistics have been obtained through the kindness of the presidents of the colleges concerned; they are for the year 1900, except the numbers of instructors and students which are obtained from the catalogues for the year 1898-99; in enumerating the instructors, presidents, teachers of gymnastics, elocution, music and art have been omitted. Instructors away on leave of absence are not counted among instructors for the current year. * Women's colleges were first classified in division A and division B in 1887. In these reports there appeared sporadically in division A Ingham university, at Leroy, New York, and Rutgers female college in New York city. Nei- ther of these had any adequate endowment and neither ever obtained more than 35 students. Ingham university closed in 1893, Rutgers female college in 1895. 1 The women's colleges, so called, included in division B of these reports, are in reality church and private enterprise schools, as a rule of the most superficial character, without endowment, or fixed curriculum, or any standard whatsoever of scholarship in teachers or pupils. What money there is to spend is for the most part used to provide teachers of music, drawing and other accomplishments, and the school instruction proper is shamefully inadequate. Few if any of these schools are able to teach the subjects required for entrance to a college properly so called; the really good girls' schools are, as a rule, excluded from this list by their honesty in not assuming the name of college. The U. S. education report for 1886-87 gives 152 of these colleges in division B, the report for 1897-98, 135. When it is said that separate colleges for women are decreasing, the statement is based on this list of colleges in division B, which are not really colleges at all; and when it is said that women students are not increasing so rapidly in separate colleges for women as in coeducational colleges, it is the students in these mis- 337] EDUCATION OF WOMEN 19 colleges for women fall readily into three groups : I. The so-called " four great colleges for women," Vassar, Smith, Wellesley, Bryn Mawr. It will be seen by referring to the classification on page 12 that these four colleges are included among the fifty-eight leading colleges of the United States; they are all included in the twenty-two col- leges admitted to the Association of collegiate alumnae ; two of them, Bryn Mawr and Wellesley, are included in the twenty-three colleges belonging to the Federation of gradu- ate clubs ; they are all included in the list of fifty-two lead- ing colleges of the United States given in the handbook of Minerva ; they are all, except Bryn Mawr, included in the list given by the U. S. education report for 189 7-98 l of forty-six colleges in the United States having three hundred students and upward ; three of them, Bryn Mawr, Smith and Vassar, are included among the fifty-two colleges of the United States possessing invested funds of $500,000 and upward, and two of them, Vassar and Bryn Mawr, are included among the twenty-nine colleges of the United States possessing funds of $1,000,000 and upward ; three of them, Smith, Wellesley and Vassar, rank among the twenty-three largest undergraduate colleges in the United States ; one of them, Smith, ranks as the tenth undergradu- ate college in the United States. called colleges who are referred to; for precisely the reverse is true of students in genuine colleges for women. It is happily true that since better college edu- cation has been obtainable, women have been refusing to attend the institutions included in class B. Between 1890 and 1898 women have increased only 4.9 per cent in the college departments of such institutions, whereas, in these same eight years, they have increased 138.4 per cent in women's colleges in division A. The value of statistics of women college students is often vitiated by the fact that women studying in institutions included in division B are counted among college students. Many of the colleges for men only and of the coeducational colleges included in the lists of the commissioner of education are very low in grade, but few of them are so scandalously inefficient as the majority of the girls' schools included in division B. I have, therefore, in my statistics taken no account whatever of women studying in institutions classified in division B. 1 See pp. 1821, 1822, 1888, 1889. Bryn Mawr had not 300 undergraduate students in 1897-98, but the next year, 1898-99, passed the limit. I have excluded Western reserve as it is not coeducational in its undergraduate department, and, in 1899, had only 182 men in its men's college and 183 women in its women's college. 2O EDUCATION OF WOMEN [338 Vassar college, Poughkeepsie, New York 1 Founder, Matthew Vassar ; intention, " to found and equip an institution which should accomplish for young women what our colleges are accom- plishing for young men ;" opened, 1865; preparatory department dropped, 1888 ; presidents, three (men) ; 45 instructors (16 Ph. D.s.) 35 women, 2 without first degree; 10 men ; 584 undergrad. s., 11 grad. s., 24 special s. ; productive funds, $1,050,000 ; a main building with lecture rooms, library and accommodation for 345 students, and two other residence halls accommodating 189 students; a science building ; a lecture building ; a museum with art, music and labora- tory rooms ; an observatory ; a gymnasium ; a plant house ; a presi- dent's house ; five professors' houses ; total cost of buildings, $1,044,365 ; vols. in library, 30,000; laboratory equipment, $33,382 ; acres, 200; music and art depts., but technical work in neither counted toward bachelor's degree ; tuition fee, $100 ; lowest charge, tuition, board and residence, including washing, $400. Wellesley college, Wellesley, Massachusetts Founder, Henry F. Durant ; intention, " to found a college for the glory of God by the education and culture of women," opened 1875; preparatory department dropped, 1880; requirement from stu- dents of one hour daily domestic or clerical work dropped, 1896 ; presidents, five (all women); 69 instructors (13 Ph. D.s.) 64 women, 16, apart from laboratory assistants without first degree ; 5 men; 611 undergrad. s., 25 grad. s., 21 special s. ; productive 1 To any one familiar with the circumstances it does not admit of discussion that in Vassar we have the legitimate parent of all future colleges for women which were to be founded in such rapid succession in the next period. It is true that in 1855 the Presbyterian synod opened Elmira college in Elmira, New York, but it had practically no endowment and scarcely any college students. Even before 1855 two famous female seminaries were founded which did much to create a standard for the education of girls. In 1821 Mrs. Emma Willard opened at Troy a seminary for girls, known as the Troy female seminary, still existing under the name of the Emma Willard school. In 1837 Mary Lyon opened in the beautiful valley of the Connecticut Mt. Holyoke seminary, where girls were educated so cheaply that it was almost a free school. This institution has had a great influence in the higher education of women; it became in 1893 Mt. Holyoke college. These seminaries are often claimed as the first women's colleges, but their curriculum of study proves conclusively that they had no thought whatever of giving women a collegiate education, whereas, the deliberations of the board of trustees whom Mr. Vassar associated with himself show clearly that it was expressly realized that here for the first time was being created a woman's college as distinct from the seminary or academy. In 1861 the move- ment for the higher education of women had scarcely begun. It was not until eight years later that the first of the women's colleges at Cambridge, England, opened. 339.1 EDUCATION OF WOMEN 21 funds, $7,000 ; l a main building with library lecture rooms and accommodation for 250 students; a chemical laboratory ; an obser- vatory ; a chapel ; an art building ; a music building ; 8 halls of residence, accommodating 348 students (new hall being built) ; total cost of buildings, $1,106,500; vols. in library, 49,970; laboratory equipment, $50,000; acres, 410; music and art depts., but technical work in neither counted toward bachelor's degree ; tuition fee, $175 : lowest charge, tuition, board and residence (beds made, rooms dusted by students), $400. Smith college, Northampton, Massachusetts Founder, Sophia Smith ; intention, to provide " means and facilities for education equal to those which are afforded in our colleges for young men;" opened, 1875; no preparatory department ever connected with the college ; president, one (man) ; 49 instructors (13 Ph. D.s.) 27 women, 9 without first degree ; 12 men ; 1,070 under- grad. s., 4 grad. s. ; since 1891 no special s. admitted; productive funds, $900,000 ; two lecture buildings ; a lecture and gymnastic building ; a science building ; a chemical laboratory ; an observa- tory ; a gymnasium; a plant house; a music building; an art building; 13 halls of residence accommodating 520 students; a president's house ; total cost of buildings $786,000 ; vols. in library, 8,000 (70,000 vols. in library in Northampton also used by the stu- dents) ; laboratory equipment, $22,500; acres, 40; music and art depts., technical work in both, amounting to between one-sixth and one-seventh of the hours required for a degree, may be counted toward bachelor's degree ; tuition fee, $100; lowest charge, tuition, board and residence (beds made, rooms dusted by students), $400. Bryn Mawr college, Bryn Mawr, Pennsylvania Founder, Joseph W. Taylor: intention, to provide "an institution of learn- ing for the advanced education of women which should afford them all the advantages of a college education which are so freely offered to young men;" opened, 1885; no preparatory department ever connected with the college ; presidents, two (one man, one woman) ; 38 instructors (29 Ph. D.s. i D. Sc.) 15 women, 23 men; 269 undergrad. s., 61 grad. s., 9 hearers ; productive funds, $1,000,000 ; a lecture and library building ; a science building ; a gymnasium ; an infirmary ; five halls of residence and two cottages, accommodat- ing 323 students; a president's house ; 6 professors' houses; total 1 The founder of Wellesley expected to leave the college a large endowment, but his fortune was dissipated in unfortunate investments. The splendid grounds and many halls of residence of the college constitute a form of endowment, other- wise its lack of productive funds would have excluded it from class I, 22 EDUCATION OF WOMEN [340 cost, $718,810; vols. in library, 32,000; laboratory equipment, $47,998; acres, 50; no music department; no technical instruction in art ; tuition fee, $125 ; lowest charge, tuition, board and resi- dence, $400. II. The women's colleges not included in the list of the fifty-eight most important colleges in the United States given on page 12, but of exceedingly good academic stand- ing as compared with the greater number of the separate colleges for men and the coeducational colleges included in the four hundred and eighty enumerated by the commis- sioner of education. Mt. Holyoke college, South Hadley, Massachusetts Founder, Mary Lyon ; seminary opened, 1837; chartered as seminary and college, 1888 ; seminary department dropped and true college organ- ized, 1893; presidents, two (both women); 37 instructors (7 Ph. D.s.) all women ; 5, apart from laboratory assistants, without first degree ; 426 undergrad. s., 3 grad. s., 9 special s., 3 music s.; pro- ductive funds, $300,000 ; a lecture building; a science building; a museum and art gallery ; a library ; a gymnasium ; a rink ; an observatory ; an infirmary ; a plant house ; 9 residence halls accommodating 478 students ; total cost of buildings, $625,000 ; vols. in library, 17,700; laboratory equipment, $33,000; acres, 160 ; music and art depts., technical work in both, amount limited by faculty, may be counted towards bachelor's degree ; tuition fee, $100; lowest charge, tuition, board and residence (beds made, rooms dusted, by students, and in addition one-half hour of domestic work required), $250. Woman's college of Baltimore, city of Baltimore, Maryland Founded and controlled by Methodist Episcopal church ; opened, 1888; preparatory department dropped, 1893; presidents, two (men); 21 instructors (10 Ph. D.s.) 11 women, I without first degree; 10 men, I without first degree; 259 undergrad. s. ; o grad. s. ; 15 special s. ; productive funds, $334,994; a lecture building and three houses adapted for lecture purposes ; a gymnasium ; a biological laboratory ; 3 residence halls holding 230 ; total cost of buildings, $505,703 ; vols. in library, 7,800 ; laboratory equipment, $47,000 ; acres (in city), 7 ; music and art depts., but technical work in neither counted towards bachelor's degree; tuition fee, $125 ; low- est charge, tuition, board and residence (beds made, rooms dusted by students), $375. 34 1] EDUCATION OF WOMEN 23 Wells college, Aurora, New York Founders, Henry Wells and Edwin B. Morgan; seminary opened, 1868; chartered as col- lege, 1870 ; preparatory dept. dropped, 1896 ; presidents, two (men); 13 instructors (4 Ph. D.s.) 10 women, 3 without first degree ; 3 men ; 59 undergrad. s. ; o grad. s. ; 27 special s. ; 4 music s. ; productive funds, $200,000 ; a main building with lec- ture rooms and accommodations for 100 students ; a science and music building; a president's house; total cost of buildings, $195,000; vols. in library, 7,300; laboratory equipment, $20,200; acres, 200 ; music and art depts., technical work in neither counted towards bachelor's degree ; tuition fee, $100 ; lowest charge, tui- tion, board and residence (beds made by students), $400. III. Elmira college, the Randolph-Macon Woman's col- lege, Rockford college and Mills college are here relegated to a third group because of certain common characteristics. Their endowment is wholly inadequate, averaging consid- erably less than $50,000 apiece, reaching $100,000 only in the case of the Randolph-Macon Woman's college. In each of them a disproportionate number of students is studying in the music or art department ; special students form too large a proportion of the whole number of students ; the number of professors is too small to permit college classes to be conducted by specialists ; the college classes are too small ; true college training cannot be obtained in very small classes, and moreover, in view of the increasing number of women now going to college, when a college for women does not grow steadily it is reasonable to assume that there must be some good reason for its lack of growth. Elmira college, situated at Elmira, New York, has, apart from the president, 10 academic instructors (7 women, 2 without first degree ; 3 men) ; 5 teachers of music, 2 of art. There are studying in the college 70 regular college students, 17 specials and 61 special students in music. The Randolph-Macon Woman's college, situated at Lynch- burg, Virginia, has, apart from the president, 12 academic instruc- tors (2 Ph. D.s.) 7 women, 2 without first degree; 5 men; 9 instructors in music. Of the 226 students, 1 55 are regular college students ; 44 registered for degree but spending one-fifth of time in 1 The numbers of students are for the year 1899-1900. 24 EDUCATION OF WOMEN [342 music or preparatory work ; 16 special students ; 6 students of art ; 49 preparatory students ; 46 students of music. Rockford college, Rockford, Illinois Opened as seminary, 1849; chartered as college, 1892; 13 academic instructors (2 Ph. D.s.) all women, 3 without first degree; 4 teachers of music, I of art ; 35 college s. ; 7 special s. ; 70 s. in music only. Mills college, California Opened as seminary, 1871 ; char- tered as college, 1885; 11 instructors (9 women, 3 without first degree; 2 men); 8 teachers of music; 22 college s. ; 135 pupils in preparatory department. In addition to the existing colleges belonging to these groups, a separate college for women, Trinity, meant to be of true college grade, will soon be opened in Washington under the control of the Roman Catholic church. It is often assumed by the adversaries of coeducation that independent colleges for women may be trusted to intro- duce a course of study modified especially for women, but the experience, both of coeducational colleges that have devised women's courses and of women's colleges, demonstrates conclusively that women themselves refuse to regard as satisfactory any modification whatsoever of the usual academic course. At the opening of Vassar college itself it is clear that the trustees and faculty made an honest attempt to discover and introduce certain modifications in the system of intellectual training then in operation in the best colleges for men. They planned from the start to give much more time to accomplishments music, draw- ing and painting than was given in men's colleges, and the example of Vassar in this respect was followed ten years later by Wellesley and Smith. These accomplishments have gradually fallen out of the course of women's colleges ; neither Vassar nor Wellesley allows time spent in them to be counted toward the bachelor's degree. Smith alone of the colleges of group I still permits nearly one-sixth of the whole college course to be devoted to them. Bryn Mawr, which opened ten years later than Smith or Wellesley, from the beginning found it possible to exclude them from its course. 343] EDUCATION OF WOMEN 25 In like manner Vassar, Smith and Wellesley in the begin- ning found it necessary to admit special students students, that is to say, interested in special subjects, but without sufficient general training to be able to matriculate as col- lege students ; but their admission has been recognized as disadvantageous, and has gradually been restricted. In 1870 special students, as distinguished from preparatory students, formed 19.6 per cent of the whole number of the students of Vassar; in 1899 they formed only 3.9 per cent, and only 3.3 per cent of the whole number of Wellesley students. Smith since 1891 has declined to admit them at all, and Bryn Mawr never admitted them. 1 Again, Wellesley and Vassar in the beginning organized preparatory departments with pupils living in the same halls as the college students and taught in great part by the same teachers. The presence of these pupils tended to turn the colleges into boarding schools, and the steady and rapid development of Vassar as a true college began only after the closing of its preparatory department in 1888 ; until this time the number of students in the college proper had been almost stationary ; Wellesley closed its preparatory depart- ment in 1880; Smith never organized one; Bryn Mawr never organized one; Mt. Holyoke, the Woman's college of Baltimore, and Wells college have all closed their pre- paratory departments within the last seven years. 2 1 To the women's colleges of group III they are admitted still in large numbers, and they still form 35.1 per cent of all the undergraduate students in the affiliated college of Radcliffe, and 35.7 per cent of all the undergraduate students in the affiliated college of Barnard; in part, perhaps, because these colleges are largely dependent upon their tuition fees, and in part too, no doubt, because the presence of special students is less disadvantageous where there is no dormitory life. 'Colleges for women draw their students from private schools to a much greater extent than do coeducational colleges; and it was the very great inefficiency of these schools that induced the earlier colleges for women to organize preparatory departments of their own. The entrance examinations of the women's colleges are the only influence for good that has ever been brought to bear upon the feeble teaching of these schools. In 1874, before the numbers of women wish- ing to prepare for college were great enough to influence the private schools, a plan for raising their standard was devised by the Woman's education association of Boston, at whose request Harvard university for 7 years con- 26 EDUCATION OF WOMEN [344 It seems to have been at first supposed that the same standards of scholarship need not be applied in the choice of instructors to teach women as in that of instructors to teach men, that women were fittest to teach women, and that the personal character and influence of the woman instructor in some mysterious way supplied the deficiency on her part of academic training. For a long time not even an ordinary undergraduate education was required of her, and there are still teaching in women's colleges too many women without even a first degree. But it has been found on the whole that systematic mental training is best imparted by those who have themselves received it ; the numbers of well- trained women are increasing ; and the prejudice against the appointment of men where men are better qualified has almost disappeared. 1 ducted a series of examinations modeled on the Oxford and Cambridge higher local examinations which have been such an efficient agency in England. Com- mittees of women were organized in different cities, and an attempt was made to induce girls' schools to send up candidates for these examinations. In 7 years, however, only 106 candidates offered themselves for the preliminary examination, and only 36 received a complete certificate. In 1881 the entrance examinations of Harvard college were substituted for these special women's examinations, in the hope that the interest in reaching the standard set by Harvard for its entering class of men might add to the number of candidates; but even after this change was made comparatively few candidates took the examinations, and in 1896 the effort was discontinued; the Harvard examinations have been used from that time onward simply as the ordinary entrance examinations of Radcliffe college. In Great Britain the Cambridge higher local examinations are taken annually by about goo women. There was needed some such pressure as is brought to bear by pupils determined to go to college to induce private schools to add college graduates to their staff of teachers. The requirements for admission to Bryn Mawr college have to my personal knowledge been a most important factor in introducing college-bred women as teachers into all the more important private girls' schools of Philadelphia and in many private schools elsewhere; and every college for women drawing students from private schools has the same experi- ence. On the other hand, every relaxation in the requirements for admission, such as the practice of admitting on certificate adopted by Vassar, Wellesley and Smith, tends to deprive girls' schools of a much needed stimulus. Radcliffe and Barnard, like Bryn Mawr, insist upon examination for admission and decline to accept certificates. 1 Until Bryn Mawr opened in 1885 with a large staff of young unmarried men, it had been regarded as almost out of the question to appoint unmarried men in a women's college; now they are teaching in all colleges for women. The same instructors pass from colleges for men to colleges for women and from colleges for women to colleges for men, employing in each the same methods of instruc- 345] EDUCATION OF WOMEN 2J It has been recognized that the work done in women's colleges is most satisfactory to women when it is the same in quality and quantity as the work done in colleges for men, and it has been recognized also that they need the same time for its performance. Domestic work, therefore, which by the founder of Wellesley was regarded as a necessary part of women's education, is at present, I believe, required nowhere except on the perfectly plain ground of economy. The hour of domestic service originally required of every student in Wellesley was abandoned in 1896; a half-hour is still required at Mt. Holyoke, but tuition, board and resi- dence are less expensive there. The time given to domestic work is obviously so much time taken from academic work. In the matter of discipline the tendency has been toward ever-diminishing supervision by the college authorities. Vassar and Wellesley began with the strict regulations of a boarding school ; it was regarded as impossible that young women living away from home should be in any measure trusted with the control of their own actions. Smith from the first allowed more liberty, in part because many of her students lived in boarding houses outside the college. In all three colleges the restrictions laid upon the students have been gradually lessened, and at Vassar there is at present a well-developed system of what is known as " lim- ited self-government," according to which many matters of discipline are intrusted to the whole body of students. Bryn Mawr was organized with a system of self-government by the students perhaps more far-reaching than was then in operation in any of the colleges for men ; the necessary rules are made by the Students' association, which includes all undergraduate and graduate students, and enforced by an executive committee of students who in the case of a serious offense may recommend the suspension or expulsion tion. Some years since one of the professors at Smith college received at the same time offers of a post at the Johns Hopkins, at Columbia, and at Bryn Mawr; and among the professors the most successful in their teaching at Princeton, Chi- cago and Columbia are men whose whole experience had been gained in teaching women at Bryn Mawr. 28 EDUCATION OF WOMEN [346 of the offender, and whose recommendation, when sustained by the whole association, is always accepted by the college. The perfect success of the system has shown that there is no risk in relying to the fullest extent on the discretion of a body of women students. Affiliated colleges 1 There are five* affiliated colleges in the United States Radcliffe college, Barnard college, the Women's college of Brown university, the College for Women of Western reserve university, and the H. Sophie Newcomb memorial college for women of Tulane university. 3 The affiliated college in America is modeled on the English women's colleges of Oxford and Cambridge, with such modi- fications as are made necessary by the wholly different constitution of English and American universities. These modifications, however, it must in fairness be explained, are so essential as to make of it a wholly different institution. 4 1 The following data have been furnished me by the courtesy of the presidents or deans of the colleges concerned, except the data of the H. Sophie Newcomb memorial college, for which I am indebted to Professor Evelyn Ordway. These data are for the year 1900; the numbers of instructors and students have been obtained from the catalogues for 1898-99. 8 In one instance only that of Evelyn college in New Jersey has an affiliated college, once established, been compelled to close its doors. Evelyn, however, partook of the nature of a private enterprise school, and was begun on an unaca- demic basis in 1887. A certain number of Princeton professors consented to serve on the board of trustees and give instruction there, but it was, in reality, a young ladies' finishing school with a few students (in 1891, 22; in 1894, 18; in 1897, 14) pursuing collegiate courses. Music and accomplishments were made much of, and in 1897 the college came to a well-merited end. 3 Radcliffe and Barnard are the only two of the affiliated colleges that appear in the U. S. education reports in division A of women's colleges. The students of the other three are reported under Brown, Western reserve and Tulane respec- tively, thus giving these colleges a false air of being coeducational in their under- graduate departments. The endowment and equipment of these three affiliated colleges, although entirely independent of the colleges to which they are affili- ated, are given nowhere separately. 4 It is difficult for those interested in women's education in England to under- stand the existence in America of independent colleges for women, and if Ameri- can education were organized like English education they would, indeed, have no reason to exist. In an English university, consisting, as it does, of many separate colleges whose students live in their separate halls of residence, are taught by their own teachers, hear in common with the students of other colleges the lectures offered by the central university organization, and compete against each other in honor examinations conducted by a common board of univer- sity examiners, the colleges for women at Cambridge, Girton and Newn- 34?] EDUCATION OF WOMEN 2Q Radcliffe college, Cambridge, Massachusetts l Affiliated to Harvard university, union dissoluble after due notice ; opened by the Society for the collegiate instruction of women in 1879; incor- porated as Radcliffe college with power to confer degrees in 1894; board of trustees and financial management separate from Harvard ; B. A. and M. A. degrees conferred by Radcliffe ; Ph. D. degree as yet conferred neither by Radcliffe nor Harvard ; degrees, instructors, and academic board of control, subject to approval of Harvard ; no instructors not instructors at Harvard also ; under- graduate instruction at Harvard repeated at Radcliffe at discretion ham, and at Oxford, Somerville hall, Lady Margaret hall and St. Hugh's hall are organized in precisely the same way as colleges for men. They may, or may not, be as well equipped as the best men's colleges, but the difference is a matter of endowment, not of university organization ; there are differences also between the various colleges for men. Examinations, again, play a far more important part in English than in American education. There are in Great Brit- ain only a few examining and degree-giving bodies, for whose examinations all the various colleges prepare their students. The degrees mean that certain examinations have been passed, and have a definite and universally acknowledged value. A degree given by an American college means that the person receiving it has lived for some time in a community of a certain kind, enjoying certain opportunities of which he has conscientiously availed himself. For this reason no one of the 491 colleges of the United States enumerated in the U. S. education report for 1897-98 bestows its degree in recognition of examinations passed in any other college. For this reason Harvard college has had logic on its side in declining to confer upon the students completing their undergraduate course in Radcliffe college the Harvard B. A. They have not lived in the same community, nor yet had all the opportunities of the Harvard student. The certificate received by the student of Girton or Newnham represents exactly the same thing as the Cambridge degree; the B. A. of Radcliffe does not represent the same thing as the Harvard B. A. What is represented by the degrees of different colleges in the United States may, or may not, be equal, but never is the same. Nevertheless Columbia, Brown, Tulane and Western reserve confer their degrees upon the women graduates of their affiliated colleges for women. 1 The first American affiliated college was the so-called Harvard annex, which was brought into existence by the devoted efforts of a small number of influential professors of Harvard college, who voluntarily formed themselves into a " Society for the collegiate instruction of women," and repeated each week to classes of women the lectures and class work they gave to men in Harvard college. The idea first occurred to Mr. Arthur Gilman in 1878. Girton college, Cambridge, England, after which the annex was modeled, had then been in suc- cessful operation for nine years. Mrs. Louis Agassiz, the widow of the famous naturalist, agreed to become the official head of the undertaking, and she asso- ciated with herself other influential Boston and Cambridge women. Mr. Arthur Gilman became the secretary of the society. The president of Harvard college declared that, so far as the university was concerned, the professors were free to teach women in their leisure hours if they chose. The annex was opened for students in 1879 in a rented house near the Harvard campus with 25 students. 3O EDUCATION OF WOMEN [348 of instructors; since 1893 women admitted to graduate and semi- graduate courses given in Harvard, at discretion of instructor, subject to approval of the Harvard faculty; in 1899, 64 such courses open to Radcliffe students ; 238 undergrad. s. ; 54 grad. s. ; 129 special s. ; productive funds about $430,000; a lecture and library building; a gymnasium ; 4 temporary buildings used for lectures and laboratories ; a students' club house ; no residence hall, but one about to be built; total cost of buildings about $110,000; vols. in library, 14,138; access to Harvard library and collections; scientific laboratories of Harvard not available : cost of laboratory equipment not ascertainable, inadequate ; acres (in city) about 3 ; tuition fee, $200. Barnard college, New York city Affiliated to Columbia uni- versity, union dissoluble by either party after year's notice ; opened in 1889; status very much that of Radcliffe until Janu- ary, 1900, when women graduates were admitted without restric- tion to the graduate school of Columbia, registering in Columbia, not as heretofore in Barnard, and Barnard was incorporated as an undergraduate women's college of the university, its dean voting in the university council, and the president of Columbia becoming its president and a member of its board of trustees ; Barnard's faculty consists of the president of the university, the dean of Bar- nard, and instructors, either men or women, nominated by the dean, approved by Barnard trustees and president of Columbia and appointed by Columbia; courses for A. B. degree and all examina- tions determined and conducted by Barnard faculty, subject to provisions of university council for maintaining integrity of degree; all degrees conferred by Columbia; after July I, 1904, no undergraduate courses in Columbia, except in the Teachers' col- lege, will be open to Barnard seniors as heretofore, complete undergraduate work will be given separately at Barnard, not neces- sarily by same instructors 5131 undergrad. s. ; 76 grad. s. ; 73 special s. ; productive funds, $150,000; one large building containing lec- ture rooms, laboratories and accommodation for 65 students, cost, $525,000; vols. in reading room, 1,000; access to Columbia, library ; scientific laboratories of Columbia not available ; cost of laboratory equipment $9,250; land (in city), 200x160 feet; tui- tion fee, $150. Women's college of Brown university, Providence, Rhode Island Affiliated to Brown university; university degrees and examinations opened to women, and their undergraduate instruc- tion informally begun in 1892 ; women's college established by 349] EDUCATION OF WOMEN 31 Brown university as a regular department of the university in 1897 under control of the university trustees ; advisory council of five women appointed by trustees to advise with president of university and dean of women's college ; funds of the women's college held and administered separately by trustees ; all degrees conferred by Brown ; women and men examined together ; required courses given in Brown repeated to women by same instructors ; all instruc- tion given by Brown instructors ; all graduate work in Brown open to graduate women without restriction since 1892 ; women recite with men in many of the smaller elective undergradu- ate courses; 140 undergrad. s. ; 38 grad. s. ; 25 special s. ; a lec- ture hall costing $38,000 ; no residence hall ; access to Brown library ; scientific laboratories of Brown not available ; very inadequate laboratory equipment ; no productive funds ; tuition fee, $105. College for women of Western reserve university, Cleveland, Ohio Affiliated to Western reserve university; established by Western reserve in 1888; degrees conferred by Western reserve; graduate department of Western reserve open to graduate women without restriction ; separate financial management ; separate faculty 21 (9 Ph. D.s.) 14 men, 7 women; 165 undergrad. s. ; 18 special s. ; productive funds, about $250,000 ; a lecture hall, a residence hall accommodating 40 students ; total cost of buildings, including land, about $200,000 ; 3 laboratories of men's college available at certain times ; access to Western reserve library ; tuition, $85 ; lowest charge, board, room rent and tuition (beds made by students), $335. H, Sophie Newcomb memorial college for women, New Orleans, Louisiana Affiliated with Tulane university, but situ- ated in another part of the city ; founder, Mrs. Josephine Louise Newcomb; opened 1886; under control of board of trustees of Tulane ; graduate department of Tulane university open to gradu- ate women without restriction since 1890; separate financial man- agement ; separate president and faculty ; 8 instructors (i Ph. D.) 5 women, 2 without first degrees ; 3 men, I without first degree ; 51 undergrad. s. ; 34 special s. (10 in gymnastics) ; 54 s. of art ; 80 pupils in preparatory dept. ; art dept. ; productive funds, $400,000 ; a lecture building, a chapel, an art building, a pottery building, two residence halls accommodating 75 students, a high school building; total cost of buildings about $225,000 ; vols. in library about 6,000 ; tuition, $100; lowest charge, board, room rent (two in one room, beds made by students) and tuition, $280, 32 EDUCATION OF WOMEN [35 In the smaller group, which includes the College for women of Western reserve university and the H.Sophie Newcomb memorial college, the affiliated college tends to become an tirely separate institution ; in its instructors and instruc- n it differs widely from the institution to which it is affili- ated ; it is, in fact, a different college called into existence by the same authorities. In the larger group, which includes the Women's college of Brown, Barnard and Radcliffe, the affili- ated college tends to blend itself with the institution to which it is affiliated in a new coeducational institution. The ideal in view is a complete identity of instructors and instruction and the law of economy of force forbids attaining this ideal by the duplication of the whole instruction given. It is less wasteful to double the number of hearers in any lecture room than to repeat the lecture. It is in the Women's col- lege of Brown that we find the closest affiliation and, accordingly, the nearest approach to coeducation. The corporation of Brown furnished the land on which Pem- broke hall, the academic building of the Women's college, was erected, and accepted the gift of the building when it was completed ; Brown has from first to last openly assumed responsibility for its affiliated college in fact as well as name. In the graduate department of Brown there is, as has been said, unrestricted coeducation ; and in many of the smaller undergraduate elective courses women are reciting with men. In the graduate department of Columbia there is now unrestricted coeducation. It is in the case of Radcliffe that there is least approach to coeducation. What has made possible the policy pursued at Radcliffe has been the self-sacrificing zeal of many eminent Harvard professors, willing at any cost of inconvenience to give to women what could seemingly on no other terms be given ; but the sacri- fice is too great, and in the modern world too unnecessary ; it is at present almost everywhere possible for the professor interested in educating women to lighten his own labors by admitting them to the same classes with men. Only the affiliated colleges of the second group present in their inter- 35 1] EDUCATION OF WOMEN 33 nal organization a type essentially different from that of the independent college a type intermediate between the inde- pendent and the coeducational. PROFESSIONAL EDUCATION Graduate instruction in the faculty of philosophy True uni- versity instruction begins after the completion of the college course, and very little such instruction is given by any American university 1 except in the so-called graduate schools belonging to the twenty-three colleges in the United States included in the Federation of graduate clubs. 2 In the follow- ing 1 6 of these 23 graduate schools women are admitted without restriction and compete with men for many of the scholarships and honors : Yale, Brown, Cornell, Columbia, New York university, Pennsylvania, Columbian, Vanderbilt, Missouri, Western reserve, Chicago, Michigan, Wisconsin, Minnesota, California, Leland Stanford Junior ; BrynMawr and Wellesley admit women only ; Harvard admits them to certain courses through the mediation of Radcliffe. There remain, apart from the Catholic university, only 3 graduate schools excluding women : Clark, Princeton and the Johns Hopkins university; and in the Johns Hopkins they are admitted to at least one university department that of the medical school. 3 1 The medical school of the Johns Hopkins university is a true university school, admitting only holders of the bachelor's degree; the law school of Harvard uni- versity is practically a university school, although seniors in Harvard college are received as students. 8 Out of the 58 most important American colleges enumerated on page 12 only 23, it will be remembered, appear in the lists of the Federation of graduate clubs. Unfortunately it must not be inferred that all these 23 colleges are doing true professional work and offering graduate students a three years' course leading to the degree of Ph. D. In some of them there are provided only courses leading to the degree of A. M., which, like the degree of A. B., indicating general culture. The affiliated college of Radcliffe appears in the list of graduate clubs, although it can scarcely be said to exist independently as a separate graduate school, being virtually the portal by which women are admitted to a limited amount of graduate work at Harvard. In 1899-1900 only 12 graduate lecture courses and 3 research courses were repeated at Radcliffe. 'The graduate courses of Clark (which has no undergraduate department) are few in number and attended by only 48 men ; the exclusion of women is, there- fore, very surprising especially as the principal subjects of instruction, pedagogy, 34 EDUCATION OF WOMEN \_ZS 2 In 1898-99 there were studying in these 23 gradu- ate schools 1,021 women, forming 26.8 per cent of the whole number of graduate students. 1 In 1889-90 the U. S. education report estimates that there were 271 women graduate students out of a total of 2,041 graduate stu- dents, or women formed 13.27 per cent of all graduate students; in 1897-98 the report for that year estimates that there were 1,398 women out of a total of 5,816 graduate students, or women formed 24.04 per cent of all students a remarkable increase as compared to the increase of men graduate students in 8 years. Graduate fellowships and scholarships In 1899 there were open to women 319 scholarships varying in value from $100 to $400 (50 of these exclusively for women) and 2 foreign scholarships ( i exclusively for women) ; 81 residence fellow- ships of the value of $400 or over (18 of these exclusively for women) ; 24 foreign fellowships of the value of $500 and upwards (12 of these exclusively for women). 2 experimental psychology and the like, are of peculiar interest to women. The exclusion of women from all but the medical department of the Johns Hopkins university is really of serious import, because the Johns Hopkins university, judged not by numbers but by scholarly research and publication, the number of Ph. D. degrees conferred, and the important college and university positions filled by its graduates, has long been, and perhaps is still, the most important graduate school in the United States. Its attitude toward women is to be accounted for in part by its location, and in part by the fact that its management is in the hands of a self-perpetuating board of twelve trustees appointed originally by the founder, and without exception Baltimoreans, so that no pressure can be brought to bear upon the corporation from more progressive sections of the country. 1 These figures are taken from the Graduate handbook for 1899, published by the Federation of graduate clubs. Of these the greatest number studying in any one institution in the west was to be found in the University of Chicago, and the next greatest in the University of California; the greatest number studying in any one institution in the east was to be found at Barnard-Columbia, and the next great- est at Bryn Mawr. There were studying in the graduate departments of the Uni- versity of Chicago (including summer students) 276 women; in the University of California, 90 ; in Barnard-Columbia, 82; in Bryn Mawr, 6l; in Radcliffe-Harvard, 58; in Yale, 42; in Cornell, 36; in the University of Pennsylvania, 34. The posi- tion of Bryn Mawr in this series seems to show conclusively that an independ- ent woman's college maintaining a sufficiently high standard of instruction may compete successfully for students with much larger and older coeducational foundations. * See Fellowships and graduate scholarships, published by the Association of collegiate alumnae, Richmond Hill, N. Y., Ill Series, No. 2, July, 1899. 353] :DUCATION OF WOMEN 35 Comparative table of the progress of coeducation and increase of women students from 1890 to 1898 and 1899 in theology, law, medi- cine, dentistry, pharmacy, schools of technology and agriculture. 1890 J 1899" 1800 z ,^S3 V Jj? -" C d o V o ,,n l -""c TJ V O o c c a c o Sfl |s e ?g 8 <~ 4) o v ., , t) O V > "^ c ^ *^ ^M >M C O M M *- 5 u 3 **- v ^ 5 frp. , V JJ MJS *o rt w "O rt M Z e 1 8 2-3 8 1 s 21 S2 C3 rt S2 ^j n C-^ 8 e p O 8 Q 8 H-~ 3"** z E V PH fc fc u V OH 3 fc 5*0 fc S a, Theology . . No women reported 97 68 41.2 No women reported 198 -4 Law Medicine (regular and irregular) 4. . r 67 eporte 46 d 40.7 .g i 22 69 64 So 74-4 53-7 78 6 repo 854 rted 5-5 M7 1397 1 61 e!o 2.4 13 16 5S- 2 4 48 9-3 60 2.1 '74 4-7 Schools of technology and agricul- ture endowed with national land gran t 5 14 12 46.2 16 48 75- 774 "5 fa 16.1 1 The numbers of coeducational and other professional schools are estimated from the U. S. ed. rep. for 1889-90. 4 Through the kindness of Mr. James Russell Parsons, Jr., author of the mono- graph on professional education in the United States, published as one of this series, I am able to insert the figures for 1899, see p. 21. By personal inquiry I have been able to add four to his list of coeducational schools of theology. 'The number of professional students for the year 1898 is taken from the U. S. ed. rep. for 1897-98. 4 For the sake of clearness I have omitted from the above table the 7 separate medical schools for women, although I have counted their students in the total number of women medical students, both in 1890 and 1898. In 1890 there were studying in the 6 regular medical women's colleges 425 women, as against 648 women in coeducational regular medical colleges; in 1898 there were studying in them 411 women, as against 1045 in coeducational colleges, a decrease of 3.3 per cent, whereas women students in coeducational medical colleges have increased 16.3 per cent. I limit the comparison to regular medical schools because women have increased relatively more rapidly in irregular medical schools and there is only one separate irregular medical school for women. It is sometimes said that women prefer medical sects because the proportion of women studying in irregular schools is relatively greater than the proportion studying in regular schools; but in 1898, 85.7 per cent of the irregular schools were coeduca- tional and only 46.6 per cent of regular schools, a fact which undoubtedly increases the proportion of students studying in irregular schools. "The statistics for the schools of technology and agriculture are taken from the U. S. education report for 1889-90, pp. 1053-1054, and from the report for 1897-98, pp. 1985-1988. I have excluded schools of technology not endowed with the national land grant. In 1890 there were 27 of such schools (5 of them coeduca- tional); in 1898 their number had fallen to 17 (3 of them coeducational). Very few women are studying in these schools; in 1898 women formed only 0.2 per cent of all students studying in them. 36 EDUCATION OF WOMEN [354 Theology, law, medicine, dentistry, pharmacy, veterinary science, schools of technology and agriculture Ten years ago there were very few women studying in any of these schools. The wonderful increase both in facilities for professional study and in the number of women students during the last eight years may be seen by referring to the comparative table on page 35. It is evident to the impartial observer that coeducation is to be the method in professional schools. Except in medicine, where women were at first excluded from coeducational study by the strongest prejudice that has ever been conquered in any movement, no important separate professional schools, indeed none whatever, except one unimportant school of pharmacy have been founded for women only. 1 It is evident also that the number of women entering upon professional study is increasing rapidly. If we compare the relative increase of men and of women from 1890 to 1898 we obtain the follow- ing percentages : increase of students in medicine, men, 51.1 per cent, women, 64.2 per cent ; in dentistry, men, 150.2 per cent, women, 205.7 per cent ; in pharmacy, men, 25.9 per cent, women, 190 per cent; in technology and agriculture, men, 119.3 per cent, women, 194.7 per cent. GENERAL CONSIDERATIONS There are many questions connected with the college edu- cation of American women which possess great interest for the student of social science. Number of college women In the year 1897-98* there were studying in the undergraduate and graduate depart- ments of coeducational colleges and universities 17,338 women, and in the undergraduate and graduate depart- ments of independent and affiliated women's colleges, divis- ion A, 4,959 women, women forming thus 27.4 per cent of 1 A private law school for women existed for some years in the city of New York, founded by Madame Kempin, a graduate of the University of Zurich. At the request of the Women's legal education society it was incorporated with the New York University law school. 'See U. S. ed. rep. 1897-98, p. 1825, corrected according to note i, page 15 of this monograph. 355] EDUCATION OF WOMEN 37 the total number of graduate and undergraduate students. The 22 colleges belonging to the Association of collegiate alumnae, which are, on the whole, the most important colleges in the United States admitting women, have conferred the bachelor's degree on 12,804 women. If we add to these the graduates of the Women's college of Brown univer- sity, 1 02 in number, and the graduates of the 14 additional coeducational colleges included in my list of the 58 most important colleges in the United States, we obtain, including those graduating in June, 1899, a total of 14,824 women holding the bachelor's degree. 1 There is thus formed, even leaving out of account the graduates of the minor colleges, a larger body of educated women than is to be found in any other country in the world. These graduates have received the most strenuous college training obtainable by women in the United States, which does not differ materially from the best college training obtainable by American men (indeed, women graduates of coeducational colleges have received precisely the same training as men), and may fairly be compared with the women who have received college and university training abroad. In other countries women uni- versity graduates, or even women who have studied at universities, are very few ; 2 in America, on the other hand, 1 The number of women graduates has been obtained in every case through the courtesy of the presidents of the colleges concerned. In some cases the women graduates have had to be selected from the total number of graduates and counted separately for the purpose. As the figures have never been printed before, I give them below: 22 colleges belonging to the Association of collegiate alumna : coeducational colleges: Boston, 522 graduates; California, 440; Chicago, 267; Cor- nell, 517; Kansas, 259; Leland Stanford, Jr., 289, Massachusetts institute tech- nology, 45; Michigan, 940; Minnesota, 458; Nebraska, 263 ; Northwestern, 317; Oberlin, 1,486; Syracuse, 508; Wesleyan, 118; Wisconsin, 620. Independent col- leges: Vassar, 1,509; Wellesley, 1,727; Smith, 1,679; Bryn Mawr, 321. Affiliated colleges: Radcliffe, 278; Barnard, 106; College for women of Western reserve, 135. Additional colleges, 15 in number: Women's college of Brown, 102; Cincinnati, 99; Columbian, 60; Colorado, about 70; Illinois, 131; Indiana, 282; Iowa, 340; Maine, 28; Missouri, no record; Ohio State university, 150; Ohio Wesleyan, 615; Texas, 60 Vanderbilt, n; Washington (St. Louis), 55; West Virginia, 17. Total, 14,824 women graduates. 1 The number of women studying in universities in Germany in 1898-99 was approximately 471, probably mainly foreigners (statistics given in the Hochschul Nachrichten, Minerva, etc.); in France in 1896-97, approximately 410, of whom 83 38 EDUCATION OF WOMEN [356 the higher education of women has assumed the proportions of a national movement still in progress. We may p be able to guide in some degree its future development, but it has passed the experimental stage and can no longer be opposed with any hope of success. Its results are to be reckoned with as facts. Health of college women ' Those who have come into con- tact with some of the many thousands of healthy normal were foreigners (Les Universite"s francaises, by M. Louis Liard; vol. 2 of Special Reports on Educational Subjects, Education department, London, 1898) ; in England and Wales in 1897-98, approximately 2,348. (See catalogues of different colleges.) The total number of women graduates in England and Wales who have received degrees, or their equivalent, from English and Welsh universities is about 2,180. 1 Two statistical investigations of the health of college women have been under- taken; one in America in 1882, which tabulated various data connected with the health, occupation, marriage, birth rate, etc., of 705 graduates of the 12 American colleges belonging at that time to the Association of collegiate alumnae (Health statistics of women college graduates; report of a special committee of the Associ- ation of collegiate alumnae, Annie G. Howes, chairman; together with statistical tables collated by the Massachusetts bureau of statistics of labor. Boston: Wright and Potter Printing Co., 18 Post Office Square. 1885), and one in England in 1887 (Health statistics of women students of Cambridge and Oxford and of their sisters, by Mrs. Henry Sidgwick, Cambridge university press, 1890). The English statistics dealt with 566 women students (honor students who had taken tripos examinations and final honors, and women who had been in residence three, two and one year) of Newnham and Girton colleges, Cambridge, and of Lady Margaret and Somerville halls at Oxford. It was found that in England 75 per cent of the honor students were at the time of the investigation in excellent or good health. It was found that in America 78 per cent of the graduates were at the time of the investigation in good health and 5 per cent in fair health. In estimating the result of this investigation it is difficult to find a standard of comparison. There is no way of knowing what percentage of good health is to be expected in the case of the average woman who has not been to college. It is stated in the Ameri- can health investigation, page 10, that Dr. Mary Putnam Jacobi, while obtaining data for her monograph on the question of rest for women, found that of 246 women only 56 -\- per cent were in good health. The American statistics were compared with the results obtained in an investigation of the condition of 1,032 working women of Boston, made by the Massachusetts bureau of statistics of labor; the comparison showed that the health of college women was more satis- factory than the health of working women. The English statistics were com- pared with the health statistics of 450 sisters or first cousins who had not received a college education, and it was found that, at all periods, about 5 per cent less of honor graduates were in bad health than of sisters and cousins. The compara- tive tables showed that the married graduates were healthier than their married sisters, that there were fewer childless marriages among them, that they had a larger proportion of children per year of married life, and that their children were healthier. 357] EDUCATION OF WOMEN 39 women studying in college at the present time, or who have had an opportunity to know something of the after-lives of even a small number of college women, believe that experi- ence has proved them to be, both in college, and after leav- ing college, on the whole, in better physical condition than other women of the same age and social condition. Since, however, people who have not the opportunity of knowledge at first hand continue to regard the health of college women as a subject open for discussion, a new health investigation, based on questions sent to the 12,804 graduates of t^ e 22 colleges belonging to the Association of collegiate alumnae, is now in progress. The statistical tables will be collated a second time by the Massachusetts bureau of statistics of labor and sent to the Paris exposition as part of the educa- tional exhibit of the Association of collegiate alumnae. 1 Marriage rate of college women Here again no positive conclusions can be reached until we know what is the usual marriage rate of women belonging to the social class of women graduates. Everything indicates that the time of marriage is becoming later in the professional classes and that the marriage rate as a whole is decreasing. An inves- tigation undertaken simultaneously with the new health investigation by the Association of collegiate alumnae will enable us to speak with certainty in regard to the marriage rate of a large number of college women and their sisters.* 1 The health, marriage rate, birth rate, etc., of woman graduates will be com- pared in every case with the corresponding statistics for the women relatives nearest in age who have not received a college education; an attempt will also be made to obtain corresponding statistics for the nearest men relatives who are college graduates. 9 The health investigation of English women students showed that the average age of marriage for students was 26.70 as against 25.53 for sisters, and that 10.25 per cent of the students were married and 19.33 per cent of the sisters, or, omit- ting the students who had just left college when the returns were sent in, about 12 per cent of students. The rate of marriage of students after their college course was completed and of their sisters seemed to be the same, the difference in the total number of marriages being apparently accounted for by causes existing before the termination of the college course, " possibly the desire to go to college, or to remain in college maybe among them, but having been in college is not one of them." (See summary of results by Mrs. Sidgwick, page 59.) Mrs. Sidgwick concludes as a result of the investigation that not more than one-half of English EDUCATION OF WOMEN [358 Marriage rate of college women Opened in Percentage of graduates married Vassar 1865 1C . I Kansas 1866 ! . l Minnesota 1868 24. 5 Cornell Syracuse 1870 11. l87I 24. 1 Boston , l871 22.2 Wellesley . . . ) Smith 1875 18.4 Radcliffe l87Q I6.S Bryn Mawr 1885 I* .2 Barnard . 1889 IO.4 Leland Stanford Junior 1891 Q. 7 Chicago 1802 0.4 It will be seen that independent, affiliated and coeducational colleges fall into their proper place in the series, thus showing conclusively that the method of obtaining a college education exercises scarcely any appreciable influence on the marriage rate. The marriage rate of Bryn Mawr college, calculated in January, 1900, will also serve as an illustration of the importance of time in every consideration of the marriage rate : graduates of the class of 1889, married, 40.7 per cent; graduates of the first two classes, 1889-1890, married, 40.0 per cent; graduates of the first three classes, 1889-1891, married, 33.3 per cent; graduates of the first four classes, 1889- 1892, married, 32.9 per cent; graduates of the first five classes, 1889-1893, married, 31.0 per cent; graduates of the first six classes, 1889-1894, married, 30.0 per cent; graduates of the first seven classes, 1889-1895, married, 25.2 per cent; graduates of the first eight classes, 1889-1896, married, 22.8 per cent; graduates of the first nine classes, 1889-1897, married, 20.9 per cent; graduates of the first ten classes, 1889-1898, married, 17.2 per cent; graduates of the first eleven classes, 1889-1899, married, 15.2 per cent. 358 a] EDUCATION OF WOMEN 40 a It must be borne in mind that the element of time is very important, and in the case of women the later and therefore younger classes are all larger than the earlier ones. (See table, page 40.) Occupations of college women It is probable that about 50 per cent of women graduates teach for at least a cer- tain number of years. Of the 705 women graduates whose occupations were reported in the Association of collegiate alumnae investigation of 1883 50.2 percent were then teach- ing. In 1895 of 1,082 graduates of Vassar 37.7 per cent were teaching ; 2.0 per cent were engaged in graduate study and 3.0 per cent were physicians or studying medicine. In 1898 of 171 graduates (all living) of Radcliffe college, includ- ing the class of 1898, 49.7 per cent were teaching ; 8.7 per cent were engaged in graduate study ; .6 per cent were studying medicine ; 17.5 per cent were unmarried and with- out professional occupation. In 1899 of 316 living gradu- ates of Bryn Mawr college, including the class of 1899, 39.0 percent were teaching; 11.4 were engaged in graduate study ; 6 per cent were engaged in executive work (includ- ing 4 deans of colleges, 3 mistresses of college halls of residence) ; 1.6 per cent were studying or practising medi- cine, and 26.6 per cent were unmarried and without profes- sional occupation. 1 Coeducation vs. separate education It is clear that coedu- cation is the prevailing method in the United States; it is the most economical method ; indeed it is the only possible women of the social class of women students or their sisters marry. The Ameri- can investigation of 1883 showed that 27.8 per cent of the American college gradu- ates, their average age being 28 1-2 years, were at that time married, and that, judging by the indications of the marriage percentages among older graduates, about 50 per cent were likely sooner or later to be married. In an investigation of the marriage of Vassar graduates made in 1895, and not including the graduates of that year, it was found that rather under 38 per cent of the whole number of students, and about 63 per cent of the first four classes, were married, see Frances M. Abbott: A Generation of college women, The Forum, vol. XX, p. 378. Out of the total number of 8,956 graduates, including those graduating in June, 1899, of the 16 colleges belonging to the Association of collegiate alumnae that have kept accurate marriage statistics, 2,059 are married, or 23.0 per cent. 1 Mrs. Sidgwick's investigation showed that 77 per cent of all English students reporting, and 83 per cent of honor students, had engaged in educational work. 4Ob EDUCATION OF WOMEN method in most parts of the country. Now that it has been determined in America to send girls as well as boys to college, it becomes impossible to duplicate colleges for women in every part of this vast country. If, as is shown by the statistics given in the successive reports of the commissioner of edu- cation, men students in college are increasing faster far than the ratio of the population, and women college students are increasing faster still than men, 1 it will tax all our resources to make adequate provision for men and women in common. Only in thickly-settled parts of the country, where public sentiment is conservative enough to justify the initial outlay, have separate colleges for women been estab- lished, and these colleges, without exception, have been private foundations. Public opinion in the United States almost universally demands that universities supported by public taxation should provide for the college education of the women of the state in which they are situated. The separate colleges for women speaking generally are to be found almost exclusively in the narrow strip of colonial states lying along the Atlantic seaboard. The question is often asked, whether women prefer coeducation or separate educa- tion. It seems that in the east they as yet prefer separate education, and this preference is natural. 2 College life as 1 Between 1890 and 1898 women undergraduate students have increased 111.8 per cent, and men undergraduate students have increased 51.2 per cent. s In the college departments of coeducational colleges the average number of women studying is 48.4, whereas in the college departments of independent women's colleges the average number of women studying is 331.91, and in affiliated col- leges 192.8. In 1897-98 11.4 per cent of all the women studying in coeducational colleges obtained the bachelor's degree, whereas 13.4 per cent of all the women studying in independent women's colleges obtained the bachelor's degree, which indicates probably that women prefer women's colleges for four years of resi- dence. In the same year 13.3 per cent of all men undergraduate students obtained the bachelor's degree. The average number of graduates of the 4 women's col- leges belonging to the Association of collegiate alumnae is 1,309 per college, the average age of the colleges being 23 years; the average number of graduates of the 15 coeducational colleges belonging to the Association of college alumnae is only 469.9, although the average age of the colleges is 27.7 years. During the 8 years from 1890 to 1898, women undergraduate students have increased in coedu- cational colleges 105.4 per cent, whereas they have increased in women's colleges, division A, 138.4 per cent. Precisely the reverse is true of men students (see pp. 14 and 15, including foot notes). EDUCATION OF WOMEN 40 C it is organized in a woman's college seems to conservative parents less exposed, more in accordance with inherited tradi- tions. Consequently, girls who in their own homes lead guarded lives, are to be found rather in women's colleges than in coeducational colleges. From the point of view of conservative parents, there is undoubtedly serious objection to intimate association at the most impressionable period of a girl's life with many young men from all parts of the country and of every possible social class. From every point of view it is undesirable to have the problems of love and marriage presented for decision to a young girl during the four years when she ought to devote her energies to profiting by the only systematic intellectual training she is likely to receive during her life. Then, too, for the present, much of the cul- ture and many of the priceless associations of college life are to be obtained, whether for men or women, only by residence in college halls, and no coeducational, or even affiliated, col- leges have as yet organized for their students such a com- plete college life as the independent woman's college. So long as this preference, and the grounds for it, exist, we must see to it that separate colleges for women are no less good than colleges for men. In professional schools, including the graduate school of the faculty of philosophy, coeducation is even at present almost the only method. There are in the United States only 4 true graduate schools for men closed to women, and only i independent graduate school main- tained for women offering three years' consecutive work leading to the degree of Ph. D. There is every reason to believe that as soon as large numbers of women wish to enter upon the study of theology, law and medicine, all the professional schools now existing will become coeducational. A modified vs. an unmodified curriculum The progress of women's education, as we have traced it briefly from its beginning in the coeducational college of Oberlin in 1833, and the independent woman's college of Vassar in 1865, has been a progress in accordance with the best academic tradi- tions of men's education. In 1870 we could not have pre- 4Od EDUCATION OF -WOMEN [358 d dieted the course to be taken by the higher education of women ; the separate colleges for women might have devel- oped into something wholly different from what we had been familiar with so long in the separate colleges for men. A female course in coeducational colleges in which music and art were substituted for mathematics and Greek might have met the needs of the women students. After thirty years of experience, however, we are prepared to say that what- ever changes may be made in future in the college curriculum will be made for men and women alike. After all, women themselves must be permitted to be the judges of what kind of intellectual discipline they find most truly serviceable. They seem to have made up their minds, and hereafter may be trusted to see to it that an inferior education shall not be offered to them in women's colleges, or elsewhere, under the name of a modified curriculum. DIVISION OF EXHIBITS DEPARTMENT OF EDUCATION UNIVERSAL EXPOSITION, ST. Louis, 1904 MONOGRAPHS ON EDUCATION UNITED STATKS EDITED BY NICHOLAS MURRAY BUTLER President of Columbia University in the City of New York 8 THE TRAINING OF TEACHERS BY B. A. HINSDALE Professor of the Science and Art of Teaching in the University of Michigan THIS MONOGRAPH is PRINTED FOR LIMITED DISTRIBUTION BY THE LOUISIANA PURCHASE EXPOSITION COMPANY COPYRIGHT BY J. B. LYON COMPANY 1899 COPYRIGHT BY J. B. LYON COMPANY 1904 J. B. LYON COMPANY PRINTEKS AND BINDERS ALBANY. N. Y. THE TRAINING OF TEACHERS The agencies of an institutional character for training teachers in the United States are the following: Normal schools and colleges, teachers' training classes, teachers' institutes, summer schools, university extension lectures, teachers' reading circles, chairs of education in colleges and universities, and teachers' colleges. None of these agencies go far back in our history ; all of them, on the contrary, sprang directly or indirectly out of the educational revival that began to show marked power in the most progressive countries early in the present century. We shall under- stand the origin and development of these agencies the better if we first glance at the preparation of teachers in the period preceding this revival. The first thing to be considered is the fact that the train- ing of teachers, as the phrase is now understood, had pre- viously been wholly neglected throughout the country. Teachers had no other preparation for their work than their natural aptitude for the art, their knowledge of the subjects which they taught, and such practical lessons as they learned in their school rooms. As respects their academic prepa- ration, they presented, as a class, a very motley appearance, as a cursory view of the schools of the country will abun- dantly show. New England was much better supplied with schools of all kinds than any other section of the country. Here were found four of the nine colleges that existed at the time of the revolutionary war; here permanent grammar schools and academies existed in larger numbers than elsewhere; and here were the only systems of public schools that had been founded. The teacher was always highly respected by the Puritans ; but some of the accounts of teachers and 4 THE TRAINING OF TEACHERS [362 schools that have come down to us bear a striking resem- blance to the descriptions of the state of education existing in Switzerland and France in the youth of Pestalozzi. In the early time we read of one town, for example, that required its schoolmaster to perform the following duties in addition to taking charge of the school : to act as court messenger, to serve summonses, to conduct certain ceremo- nial services of the church, to lead the Sunday choir, to ring the bell for public worship, to dig graves, and to perform other occasional duties. 1 Matters improved as time went on, but Horace Mann wrote of Massachusetts as late as 1837 : " Engaged in the common schools of the state there are now, out of the city of Boston, but a few more than a hundred male teachers who devote themselves to teaching as a regular profession. The number of females is a little, though not materially, larger. Very few even of these have ever had any special training for their vocation. The rest are generally young persons, taken from agricultural or mechanical employment, which have no tendency to qualify them for the difficult station ; or they are undergraduates of our colleges, some of whom, there is reason to suspect, think more of what they are to receive at the end of the stipulated term, than what they are to impart during its continuance." 2 The winter schools were taught by men, the summer schools by women, the men being much the better fitted for the office of instruction. In the middle states education had never taken on a strong institutional form. The four colleges of that section Philadelphia, New Jersey, Queen's and King's were much younger and weaker than Harvard and Yale ; acade- mies and grammar schools were less firmly established than east of the Hudson river, while common schools were wholly of a voluntary or parochial character. Private schools and domestic instruction were mainly relied on. The old Dutch schoolmasters of the Hudson and the Delaware performed 'Boone, R. G. Education in the United States, p. 12. * Life and Works of Horace Mann, vol. II, p. 425. 363] THE TRAINING OF TEACHERS 5 quite as many offices as ever the New England schoolmas- ters performed. They were forereaders and foresingers in the churches, comforters of the sick, and church clerks, not to mention other services, as well as pedagogues. 1 Presi- dent Dwight, of Yale college, visiting the city of New York early in this century, gives this account of the majority of the schools that he found there : " An individual, some- times a liberally educated student, having obtained the proper recommendations, offers himself to some of the inhabitants as a schoolmaster. If he is approved and pro- cures a competent number of subscribers, he hires a room and commences the business of instruction. Sometimes he meets with little, and sometimes with much encourage- ment." 2 And so it was, for the most part, throughout the middle states. At the south schools were still less firmly rooted. Here was found, before the revolutionary war, but a single col- lege, William and Mary, and academies of a permanent character were infrequent. In the later colonial days, and perhaps afterwards, it was common for southern gentlemen to send abroad for university educated men, who were duly installed as teachers in their families. Thus George Mason, the distinguished Virginia statesman of the revolutionary era, sent to Scotland for two teachers in succession for his sons. 3 At an earlier time it was still more common in the southern states for heads of families to buy teachers in the market as the Romans bought them in the days of Cicero ; such teachers being commonly redemptioners, men who had sold their services for a term of years to a merchant or ship- master in payment for their transportation to America, but sometimes, also, convicts who had been expatriated. It was common, too, at the south, and in a less degree in the mid- dle states, for leading families to send their sons abroad to 1 History of the school of the collegiate reformed Dutch church in the city of New York, etc. H. W. Dunshee, New York, 1883, passim. * Travels in New England and New York, 4 vols. London, 1823, vol. IV, p. 443. 'The Life of George Mason, etc. Kate Mason Rowland, N. Y. London, 1892, vol. I, pp. 96, 97. 6 THE TRAINING OF TEACHERS [364 be educated. Thus the father and two elder brothers of Washington were sent to Appleby school in England. Foreign trained teachers were much more common at the south than at the north. Andrew Bell, author of the Mad- ras system of education, taught in Virginia through the period of the revolutionary war. 1 The Scotch-Irish race, both in and out of the country, furnished a large number of teachers, some of whom were as vagrant in their habits as the wandering scholars of the sixteenth century. " The whole southern country," writes one who has carefully studied the subject, " was opened to the wandering teachers, all the way from an educational tramp and a drunken importation from a British university, to now and then, probably, a com- petent teacher." Such men as these were met with every- where, but more commonly at the south and west. Following the revolution, as the different sections of the union became more closely knit together, New England, which had a surplus of teachers, such as they were, began to send her overplus beyond her borders. Other states at the north followed her example. Probably the practice ante- dated the war ; but now the " Yankee " schoolmaster became better known in the south and west than ever the Scotch professor had been known in continental countries in the middle ages. It may be worth recalling that it was one of these New England schoolmasters, Eli Whitney, who invented the cotton gin, which gave such an impulse to cotton production and cotton manufacture. William Ellery Channing taught as a private instructor in Richmond, Vir- ginia, in 1798-1800; William H. Seward taught part of the year 1819 in Georgia ; Salmon P. Chase carried on his select classical seminary in Washington in 1827-28, while studying law in the office of William Wirt ; and at a later day James G. Blaine taught for a time in the Western Military institute at the Blue Lick Springs, Kentucky. Women, as well as men, went to the south to teach. Probably most of these 1 The Life of Rev. Andrew Bell, etc. By Robert Southey, London, 1844, vol. I, chap. II. 365] THE TRAINING OF TEACHERS 7 teachers returned north again after a period of service ; but some remained and became identified with the country. Thus the gentleman quoted from above testifies : "In my wanderings through the older Atlantic states, I have come upon a good many old men and women who left New England as teachers and married and settled among the people." ' It must be added that at the south, and in the middle states in less degree, men of superior education looked with little favor upon teaching as a vocation, being more interested in the professions or in public life. The general situation in the first quarter of the present century may be summed up as follows : The teachers of the best academies, grammar schools, and select schools were educated men, a large majority of them trained in the col- leges of the country, but some in the universities of the old world, particularly of England and of Scotland. Not unfre- quently these teachers were ministers of religion actually in charge of parishes or churches. In fact, it had always been common for ministers to teach, if not formal schools, then private pupils in their own studies. Next to this group the best educated teachers, as a class, were college students and young men preparing for professional life the law, medicine, or the ministry who had resorted to teaching for the time as a means of supplying themselves with needed funds. John Adams, after graduating from Harvard college in 1755, taught for a time in the grammar school at Worcester, Mas- sachusetts. Some of these persons, by reason of aptitude, enthusiasm, and scholarly attainments, were excellent teach- ers. The third group to be mentioned was composed of persons who had studied in the academies and grammar and select schools but had not attended institutions of a higher grade. These were found not only in the elementary schools but in the grammar schools and academies themselves. Schools of this grade, it may be explained, performed a double function ; they sent young men to the colleges, but a much larger number directly into practical life. Much of *Pr. A. D. Mayo, in private letter. 8 THE TRAINING OF TEACHERS [366 the instruction that they furnished, especially the inferior schools, was of a strictly elementary character. The fourth group, found in the common schools, were fitted, so far as they were fitted at all, some in the grammar school and academies, but many more in just such schools as they taught themselves. Sometimes, however, a college student, or even graduate, was found in one of the common schools. In America, as in Europe, the education of women had been greatly neglected. In the first half of the eighteenth century fewer than forty per cent of the women of New England who signed legal papers wrote their names ; the others made their mark. 1 Mrs. John Adams, writing of the middle of the century, said female education in the best families went no further than writing and arithmetic ; in some few and rare instances music and dancing. It was fashionable, she said also, to ridicule female learning. 2 Girls were not admitted to the public schools of Boston until 1769. When the first quarter of this century was well turned some change for the better was apparent ; but even then, there were slight manifestations of that splendid out- burst of interest in women's education which was carried in the bosom of the great democratic movement. All this was the more unfortunate because a large proportion of the teach- ers, at least in the northern states, were women, who were, generally speaking, grossly incompetent and miserably paid. Still it must not be supposed that, down to the educational revival, no attention was given to the qualification and preparation of teachers. That were a great mistake ; the maintenance of colleges and academies was often advocated on the ground that they would furnish teachers for the com- mon schools. Dr. Franklin, for example, in urging the claims of the Academy of Philadelphia, now the University of Pennsylvania, remarked upon the great need of school- 1 The Evolution of the Massachusetts public school system, G. H. Martin, New York, 1894, p. 75. *The Familiar letters of John Adams and his wife Abigail Adams during the revolution, with a memoir of Mrs. Adams by Charles Francis Adams. New York, 1876, pp. xxi, 339. 367] THE TRAINING OF TEACHERS 9 masters, and said the academy would be able to furnish teachers of good morals well prepared to teach children reading, writing, arithmetic, and the grammar of their mother tongue. 1 But nothing was said or done, so far as known, relative to instructing prospective teachers in the science and the art of teaching. It is clear, therefore, that, at the opening of this century, there was urgent need of a general educational revival throughout the country, and particularly of a revival, or cre- ation, of interest in the training of teachers. Both of these needs were the more pressing because population was largely increasing, owing partly to its growing density in the old states, but more to its rapid extension into the new regions of the west. There was, in fact, no other part of the union where the schoolmaster so much needed to be abroad as on the western frontiers. In fact, the two elements that have just been mentioned could not be separated. In America, as in Europe, the demand for better teachers was a marked feature of the great democratic movement towards popular education ; per- haps it may be called the feature of this movement. Early in this century calls began to be heard in various parts of the United States, at first in slow and then in rapid suc- cession. These calls were not made according to a pro- gram ; there was no central propaganda ; in fact, there was little direct connection between the early discussions and efforts to do something in different parts of the country. On the other hand, these discussions and efforts sprang from the forces or causes that produced the great educa- tional uprising in this country and in other countries. Men will differ as to the relative power of these forces, or perhaps even as to the number ; but the best judges, it is believed, will hardly dispute the assertion that, in America at least, the democratic spirit was the most far reaching and effica- cious of such causes. " Schools must be provided for the 1 History of education in Pennsylvania, etc. J. P. Wickersham, Lancaster, Pa., 1886, p. 606. IO THE TRAINING OF TEACHERS [368 people ", " the property of the state must educate the youth of the state ", " the schools must have better teachers ", became national watchwords. 1 I NORMAL SCHOOLS The highly mechanical method of teaching that bears the names of Bell and Lancaster, called also mutual and moni- torial instruction, demanded much skill in its conductors. Among other places, this method took root in the city of Philadelphia, and there, in 1818, it called into existence the model school, which was, no doubt, the first school estab- lished in the country for the training of teachers ; it did not, however, outlive the movement of which it was a part. The first permanent normal schools were the three founded at Lexington, Barrie, and Bridgewater, Massachusetts, in 1839-40. They were an outgrowth of the interest in popu- lar education and especially of interest in schools for pre- paring common school teachers, which had been increasing for years, and particularly after German influence began to be felt upon American education, that is, about 1820. These primitive schools were in all respects on a small scale studies, teachers and pupils. Candidates to be admitted were required to be, if males, seventeen years old, if females, sixteen years. They were required to declare an intention to become school teachers ; they also took an entrance examination, and submitted evidence of intellectual capacity and moral character. The minimum term of study was fixed at one year, and at its expiration the pupil, if deserv- ing, was promised a certificate of qualification. The official course of study, prepared by the state board of education, said the studies first to be attended to should be those which the law required to be taught in the district schools, viz.: 1 The writer has given a much fuller account of the state of schools in the United States previous to 1837 i* 1 his work entitled " Horace Mann and the com- mon school revival in the United States." New York, 1898, chaps. I, II. See also chapters on various aspects of our educational history by Dr. A. D. Mayo, in the reports of the commissioner of education, 1895, 1896, 1897. Also chap. XXIX of the last named report. 369] THE TRAINING OF TEACHERS II orthography, reading, writing, English grammar, geography and arithmetic. When these were thoroughly mastered, those of a higher order might be progressively taken. Per- sons wishing to remain at the school more than one year, in order to increase their qualifications for teaching a public school, might do so, having first obtained the consent of the principal ; and to meet their needs, a further course of study was marked out. The whole course, properly arranged, was as follows : (i) Orthography, reading, grammar, composition and rhetoric, logic ; (2) writing, drawing ; (3) arithmetic, men- tal and written, algebra, geometry, bookkeeping, navigation, surveying ; (4) geography, ancient and modern, with chro- nology, statistics, and general history ; (5) physiology ; (6) mental philosophy ; (7) music ; (8) constitution and history of Massachusetts and of the United States; (9) natural philosophy and astronomy ; (10) natural history; (n) the principles of piety and morality common to all sects of Christians; (12) the science and art of teaching, with refer- ence to all the above named studies. A portion of the Scriptures should be read daily in every normal school. A selection from the above studies should be made by those who were to remain at the school but one year, accord- ing to the particular kind of school it might be their inten- tion to teach. To each normal school an experimental or model school was attached, where the pupils could reduce to practice the knowledge that they acquired of the science and art of teaching. Every school was put in the immediate charge of a principal aided by needed assistants. 1 Such was the program. Perhaps it is to-day most interest- ing when viewed as a gauge of the time, or as a base line from which to measure progress. These primitive schools were the joint product of private and public liberality ; both citizens and the legislature shared in founding them ; moreover, they were an experi- 1 The Common school journal, edited by Horace Mann, secretary of the Massa- chusetts board of education, vol. I, pp. 32-38. 12 THE TRAINING OF TEACHERS [370 ment, the legislature refusing at first to commit itself to their maintenance beyond the period of three years ; but they so commended themselves to the public that they were soon regularly incorporated into the state system of public instruction. Furthermore, not only have these schools greatly grown, in number of pupils and teachers, in appli- ances and breadth of studies, and in influence, but others have been added to the list until Massachusetts has now nine state normal schools. The northern and western states have generally adopted the normal school idea. In the west they spring out of the soil and grow up side by side with the other institutions of civil society. Nor is this all. At the close of the civil war there was not a single normal school in the southern states ; since that time, however, they have been generally intro- duced as an indispensable feature of the common school system. The places and times at which some of the leading schools were established will illustrate the progress of the movement. Albany, N. Y., 1844. Framington, Maine, 1864. New Britain, Connecticut, 1850. Winona, Minnesota, 1864. Ypsilanti, Michigan, 1852. Chicago (Cook county), 111., Boston, Massachusetts, 1852. 1867. Normal, Illinois, 1857. Plattville, Wisconsin, 1866. Millersville, Pennsylvania, 1859. Nashville, Tennessee, 1875. Oswego, New York, 1860. Cedar Falls, Iowa, 1876. Emporia, Kansas, 1864. Terre Haute, Indiana, 1870. New York now has twelve public normal schools, Penn- sylvania thirteen, Massachusetts nine, West Virginia, North Carolina, Missouri, and Wisconsin seven each. No other state has more than six, and a few have none. Ohio, how- ever, is the only great state that has no state normal school. Perhaps no school in this list has exerted a greater influ- ence than the Oswego school. This influence has been largely due to the practical application that was here made of Pestalozzian ideas and methods, and to the great ability and elevation of character of its founder, Dr. E. A. Sheldon. 37 1 ] THE TRAINING OF TEACHERS 13 This development has been due partly to the quickening example of Massachusetts, but far more to the general preva- lence of the same causes that acted in that state. A high educational authority has said that " all normal school work in the country follows substantially one tradition, and this * * * traces back to the course laid down at Lexington in 1839."* There is truth in this view, but the operation of the same general causes was, no doubt, a more powerful factor than direct imitation. We come now to the question, What and how much are the students in the normal schools doing ? Only a general answer can be given. Candidates for admission to the Massachusetts schools must be graduates of approved high schools, or must have received an equivalent education. The general two years' course designed for intending teachers below the high school comprises, (i) psychology, history of education, principles of education, methods of instruction and discipline, school organization, and the laws of Massachusetts ; (2) methods of teaching English, mathematics, science, vocal music, physical culture, and manual training; (3) observation in the model school and in other public schools. The Bridge- water school has a regular four years' course embracing, in addition to the foregoing studies, work of a more academic character, as instruction in Latin and French, Greek and German, English literature, history, etc. This course looks to the preparation of grammar school principals and a grade of high school teachers. Bridgewater also offers a three years' course, a cross between the other two, while provision is also made for advanced instruction for college graduates and other approved candidates in all the schools. Diplomas are given to graduates from all courses. 2 'Dr. W. T. Harris, oration delivered at Framingham, Mass., 1888. See Pro- ceedings of the semi-centennial celebration of the founding of state normal schools in this country. *See Sixty-second annual report of the board of education, Massachusetts, 1897-98, passim; also reports of the various normal schools, particularly that of the school at Bridgewater for 1898-99. 14 THE TRAINING OF TEACHERS [372 The other state normal schools, while conforming in the main to the Massachusetts type, present numerous variations. The common standard for admission is not as high by at least two years of high school study. Often, however, there will be found a greater variety of instruction than the Mass- achusetts schools furnish, and partly for the very reason that the standard is not as high. On the whole, for some years past there has been a marked tendency to raise the standard of admission and to strengthen and diversify courses of study. Advanced courses for normal school graduates and other candidates having an equivalent education are well nigh universal. Furthermore, the best schools in their best courses give an amount of instruction that will carry the student nearly, if not quite, to the middle of a good college course. Naturally, therefore, many students pass from the normal schools to the colleges and universities. Special courses for college graduates are often met with, designed to give, in a single year, a professional preparation for teaching. Some schools have assumed the higher name of college, in connection with the assumption of some higher function. Thus, the Michigan state normal college gives the degree of bachelor of pedagogics to students who complete satis- factorily its four years' course of study. It also confers the corresponding master's degree upon those bachelors who comply with some further conditions, none of which, how- ever, involve the element of residence. The Normal college of the city of New York, which has as its main function the training of teachers for the schools of that city, offers two main courses of instruction, the nor- mal course of four years and the academic course of five years. A special diploma is granted to those students who complete the normal course ; moreover, such graduates may obtain the degree of bachelor of arts or bachelor of science, if they successfully pursue a two years' graduate course in literature or science. The academic course, which con- tains Greek, is crowned with the degree of bachelor of arts, 373] THE TRAINING OF TEACHERS 15 and graduates in this course may receive the degree of mas- ter of arts provided they afterwards pursue graduate studies for at least two years. The degree of bachelor of pedagogy or doctor of pedagogy may be conferred on any graduate in either of these courses who has made a study of the science and the art of teaching for a period of at least two years after graduation. Graduation from an approved high school, or an equivalent amount of education, is the educa- tional qualification for admission. One of the prominent institutions of this class is the New York state normal college at Albany. This institution is an outgrowth of the first New York normal school, founded in 1844, the reorganization taking place in 1890. It is a pro- fessional school exclusively, not duplicating the instruction given in literary colleges. The purely professional work in both courses, the English and classical, is the same, and graduates from both receive life certificates to teach in the public schools of the state ; graduates in the higher course also receive the degree of bachelor of pedagogy. Gradu- ates from fifty colleges and universities have sought instruc- tion in the college. The two oldest public normal schools of Illinois are called normal universities. The name, however, is purely historical, and has no educational significance whatever. The cities have followed the states in founding normal schools, often called, however, training schools. The prin- cipal reason for maintaining such schools is the urgent need for trained teachers for the local system of schools, which can- not be otherwise supplied. Other reasons, as the desire on the part of local authorities to round out the system with a professional school, and the wish of parents to have their daughters prepared for teaching, also exert some influence. Many of the public normal schools fall into this class. Nearly all the large cities, and many of the small ones, have their own independent schools. Greater New York has sev- eral of them. These schools commonly make graduation from the local high school, or an equivalent education, a 1 6 THE TRAINING OF TEACHERS [374 qualification for admission, and they graduate their students after a one year's or a two years' course. In 1895 the legis- lature of New York passed an act which authorizes the cities of the state and villages employing superintendents of schools, to establish and maintain one or more schools or classes for the professional instruction and training of teachers in the principles of education and in the method of instruction, for not less than thirty-eight weeks in each school year. Such schools receive assistance from the state funds ; the requirements for admission and the course of study are fixed by the state superintendent of public instruction, under whose general direction such schools are carried on ; graduation from an approved high school or academy has been made the test of admission. The results have been so encouraging that the superintendent pronounces the law the most important statute relating to its subject which has been enacted in any state in the union. 1 With the single exception of the Philadelphia model school, the first schools of the country to train teachers were private schools, created and carried on by their owners and managers, as means of livelihood and instruments of doing good. Nor has the establishment of public schools driven the private ones out of the field. On the contrary, the private schools have greatly increased in number, and have assumed the name normal. Some of them are the property of corporations, some of private owners. A few rival the public schools in number of students and teachers and in equipment. They are more numerous, but have not so large an aggregate attendance, as the accompanying statistics will show. The Peabody Normal college, Nashville, Tennessee, has a unique history among American schools for the training of teachers. It takes its name from the distinguished philan- thropist George Peabody, a name well known in both worlds, and derives the larger part of its support from the education fund that Mr. Peabody created in 1867-69, committing it to 1 Report of the superintendent of public instruction. New York, 1898, vol. I, xxv. 375] THE TRAINING OF TEACHERS IJ a board of trust, with instructions to apply the income, at their discretion, for the promotion and encouragement of intellectual, moral, or industrial education among the young of the more destitute portions of the southern and south- western states of the American union. This board soon made choice of the preparation of teachers as the best means of carrying out the founder's wishes. In connection with the trustees of the university of Nashville, an old institution of learning that had fallen into decay, the board founded, in 1875, the normal school, which has since expanded into the college. The state of Tennessee has since come to the assistance of the two boards of trustees. The general agent of the Peabody fund says of it : " Giving to all the southern states the benefit of improved normal instruction widened the college from a local state institution into a college for the south." And again : " In establishing the college there there was no intent to favor Tennessee above other southern states. The training of teachers for all the southern states was the object. As the munificence of Mr. Peabody was the stimulus and the means for establishing systems of public schools in the states, so the normal college has pointed the way and aroused the effort for the organizing of more local but indispensable normal schools." J The college is the literary department of the university of Nashville, and con- fers, in addition to the degree of licentiate of instruction, the usual degrees conferred by the literary and scientific colleges. The Peabody trustees, besides their other contributions to the support of the college, provide a liberal system of scholarships for the assistance of students who wish to pre- pare themselves for teaching. In the normal schools of the country women hold the same relative preponderance as students that they hold in the com- mon schools as teachers, as the statistics clearly show.* It 1 A Brief sketch of George Peabody and a history of the Peabody education fund through thirty years, by J. L. M. Curry, Cambridge, 1898. 9 In 1896-97 the numbers of male and female teachers in the common schools of the country, as reported by the bureau of education, were as follows: Male?, ^31,381 ; females, 271,049. 1 8 THE TRAINING OF TEACHERS [376 is interesting to observe, however, that they are far more numerous, relatively as well as absolutely, in the public nor- mal schools than in the private ones, which is owing, for the most part probably, to the fact that tuition is free in the one case and not in the other. Kindergarten teachers are frequently trained for their work in normal schools, and occasionally manual training teachers as well. Mention may be made in particular of the Chicago Kindergarten college, which aims to extend help to kindergartners, primary teachers, mothers, or other persons intrusted with the education of little children. The work is distributed among seven different departments, of which the teachers' department stands first, followed immediately by the mothers' department. The teachers' department pro- vides both central and branch classes. The regular teachers' course is three years, the educational qualification for admis- sion to it being a high school education or its equivalent. Numerous and well attended as normal schools have become, they still come very far short of supplying the com- mon schools with a sufficient number of professionally trained teachers. In this connection it must be considered that a great army of teachers is required to carry on the common schools of the country, and that a great majority of this army serve for short periods. In 1896-97 the total number was 403,333, and it increases by an increment of many thousand every year. Assuming that ten per cent pass out of the service every year, which is a very moderate estimate, we see that more than 40,000 recruits are needed annually to keep the ranks full, to say nothing of meeting the growth of the country. But this number is more than three times the number of normal graduates in 1897-98, and more than one-half the total number of students in all the training schools and classes in the country. No state makes a better showing than Massachusetts ; but in 1897-98 only 38.5 per cent of her teachers in public schools had received normal instruction, and only 33.5 per cent were normal graduates. Of those who had not received such 377] THE TRAINING OF TEACHERS instruction, the secretary of the state board of education says a few have probably been appointed without reference to their fitness for their work ; some have had a little pre- liminary training in schools for the purpose ; some began to teach before normal preparation had attracted the attention of school committees that it has done in recent years, while some are college graduates. 1 Unfortunately, we do not possess the statistics that would enable us to make a similar showing for the whole country. 2 STATISTICS OF NORMAL SCHOOLS IN THE UNITED STATES FOR 1897-98* Public normal schools Private normal schools Total Number of normal schools 167 173 041: Teachers instructing normal students. . . . I 86!99 Private normal schools 198 24,181 Colleges and universities 196 6,489 Public high schools 507 9,001 Private high schools and academies 422 7,064 Nothing need be added to what was said in the former division of this monograph concerning the normal schools. But the normal students, so called, in the colleges and universities are a less definite body of persons. The nor- mal work that many of them do does not differ in character from that done in the proper normal schools ; a smaller number are taking the strictly professional courses leading 'On normal schools in the United States, see the following authorities: Henry Barnard, Normal schools and other institutions, agencies, and means designed for the professional instruction of teachers, Hartford, 1851. J. P. Gordy, Rise and growth of the normal school idea in the United States, Washington, 1891. G. H. Martin, The Evolution of the Massachusetts system of public instruction, New York, 1894, Lecture IV. B. A. Hinsdale, Horace Mann and the common school period in the United States, New York, 1898, chapter VI. S. S. Randall, History of the common school system of the State of New York, New York, 1871, passim. J. P. Wickersham, History of education in Pennsylvania, etc., Lancaster, Pa., 1894, passim. A. P. Hollis, The contribution of the Oswego normal school to educational progress in the United States, Boston, 1898. Proceedings of the semi-centennial celebration of the state normal school at Framingham, 1889, particularly the oration delivered by Dr. W. T. Harris. 22 THE TRAINING OF TEACHERS [380 up to the academic degrees, which will be explained in another place ; some are members of what may be called teachers' training classes. The training work done in the institutions of this class is of very different degrees of quality ; some of it, perhaps, amounting to nothing more than attendance upon one or two courses of lectures, while some of it is of strictly university grade. The statistics given under this head are the least value of all, partly on account of the facts just stated, and partly because the returns are not complete. The normal students in high schools and academies, more than 16,000 in number, are, generally speaking, in training classes. They may be divided into three groups. First, many of these students in the private schools, and no doubt some in the public ones, have had nothing more than a fair elementary education, if indeed some of them have had as much education as that. They are looking for- ward to teaching, most of them in the district schools, and have come into the high schools and academies where they are found to enlarge their knowledge of the branches that they expect to teach and to receive some professional instruc- tion in addition. Secondly, some instruction in the principles of education and its history is often made an elective study in the last year of the high school or academy course for those students who are looking forward to teaching. The elementary schools look for many of their teachers to the graduates of the high schools and academies, particularly the public high schools, and even the limited amount of training that they receive fits them in a measure for teaching. Thirdly, classes are sometimes formed in these schools consisting of graduates who wish, or are required, to fit them- selves more thoroughly for the teacher's work. Such classes do not differ from the city training schools, only they are less fully developed. They may be called rudimentary training schools. The training class is an old device for preparing elementary 381] THE TRAINING OF TEACHERS 2$ teachers. Thus New York early sought to solve the teacher problem for the common schools by providing instruction for teachers in the academies of the state, under the man- agement of the regents of the university. This experiment did not prove to be as successful as had been hoped, and the state supplemented it by adopting the normal school policy. The earlier plan was never abandoned, however, but in 1889 tne supervision of training classes was transferred to the department of public instruction. In the year 1888-89 sixty institutions were authorized to organize and to carry on such classes. In 1895 the legislature passed the law referred to under the last heading, which has put the train- ing classes on a new footing both as respects management and instruction. With a single exception the leading features of this act have already been given. The omitted feature is that no person shall be employed or licensed to teach in the ele- mentary schools of any city or village authorized by law to employ a superintendent of schools (that is, cities and vil- lages having 5,000 inhabitants or more) who has not taught successfully at least three years, or in lieu of such experience, graduated from a high school or other school of equal or higher rank, having a course of study of not less than three years approved by the state superintendent of pub- lic instruction, and subsequently received at least as much professional training as that furnished by one of these train- ing schools or classes ; local boards were left free to place their requirements as much higher as they see fit. The terms of admission to the training classes are the same as those for the training schools organized under the same law. The course of instruction embraces the leading common branches, the history of education, school manage- ment and school law, and the art of questioning. Instruc- tion in the school studies includes both subject-matter and method, together with some work in the observation and practice school. In his report for 1897-98, the state super- intendent says that in no branch of the work under his direc- 24 THE TRAINING OF TEACHERS [382 tion have more gratifying results been secured than in the training classes. For that year there were organized eighty- three such classes, enrolling 1,278 students. The same year fourteen cities organized training schools under the law with an attendance of 523.' HI TEACHERS' INSTITUTES The teachers' institute, which is an original American institution for training teachers, has grown up side by side with the normal school. The commonly accepted account of its origin is that it dates from conventions of teachers held in Hartford, Connecticut, in 1839 anc ^ 1840, under the leadership of Dr. Henry Barnard. That it met a popular need is shown by its rapid spread. The first institute in New York, and the first anywhere to bear the name, was held in 1843; the first in Massachusetts and Ohio, 1845; the first in Michigan and Illinois, in 1846 ; the first in Wis- consin, in 1848, and the first in Iowa, the year following. The institute system soon embraced the whole northwest, and it was established in the south along with common schools after the civil war. At first the institute was a purely voluntary agency. There were no funds for its support, save such as the teach- ers attending and public-spirited citizens supplied. Often citizens showed such interest in the work that they freely opened their houses to receive the teachers, not as boarders but as guests. But such an instrument of power could not long remain outside the limits of the law. Massachusetts appropriated money for institutes in 1846; New York and Ohio, in 1847; Pennsylvania, in 1855. In course of time the institution was firmly imbedded in state school laws, and at present most of the states, if not all of them, give it some legal recognition and financial support. Tuition is free, unless, indeed, as is often the case, the teachers voluntarily 'On teachers' training classes in the state of New York, see S. S. Randall, History of the common school system of the State of New York, N. Y., 1871, passim, and reports of the state superintendent of public instruction, 1889-90^ and 1897-98, passim. 383] THE TRAINING OF TEACHERS 25 contribute out of their own pockets fees, in order to extend the length of the session or to provide better instruction than would otherwise be possible. Institutes are of numerous types, presenting such diver- gencies that it is difficult to define the species. There are state institutes and county institutes ; district, city, and town institutes. However, the best known type takes its name from the county, which is the civil division that, as a rule, furnishes the best unit of organization and management. This type alone presents many varying features. Some county institutes continue but a day or two ; some, several weeks. Some are conducted by state authorities, as the superintendent of public instruction or his assistants ; some by local authorities, as county superintendents, or officers of teachers' institute associations. Some are carried on much like a school, with text books, set lessons, and recitations, together with lectures ; some depend upon lectures alone. Some are graded with a view to securing instruction especially adapted to the different classes of teachers ; others are wholly unclassified and the attendants all receive the same instruc- tion. Sometimes two or more counties are thrown together in one district, it may be for a year only, in order to secure, through the concentration of funds and influence, a longer term and better advantages. State institutes, which are infrequent, commonly look more to the needs and interests of the better teachers of the state. City institutes are con- ducted with special reference to local needs. Dr. Barnard called his conventions of teachers only as a temporary expedient. In his first circular announcing his purpose, he proposed to give those teachers an " opportu- nity to revise and extend their knowledge [i] of the studies usually pursued in district schools and [2] of the best methods of school arrangements, instruction and government under the recitations and lectures of experienced and well-known teachers and educators." On these two lines the institute has continued to move ; that is, it has combined, with fluctu- ating emphasis, the two ideas of general and special prepa- 26 THE TRAINING OF TEACHERS [384 ration for teachers. Commonly the revision and extension of studies comes through the instruction in methods, as instructors or lecturers draw freely upon subject-matter for the purpose of illustration ; but sometimes formal instruc- tion is given in the more difficult parts of the several sub- jects taught in the schools, as geography, grammar, history, and the like. The professional instruction relates to the science, the art, and the history of teaching, and school organization, management, and economy. Mention should be made, however, of what may be called the culture aspect of the institute the lectures and other exercises that bring forward literary, historic, scientific, and other similar sub- jects. The institutes of the states taken together would furnish a wide range of instruction and culture. In those of Massachusetts for 1897-98, there were presented seventy- three distinct topics, which no doubt considerably overlapped. Putting all the facts together, we may give this definition of a teachers' institute : A school for teachers having a short and a vaguely defined course of study, and having as its main object the instruction of teachers, and particularly non- professional teachers, in the elements of their art and their stimulation to excellence in scholarship and teaching. The institutes are held in all seasons of the year, summer being, perhaps, the preferred time. In Pennsylvania and New York, in both of which states the work is well organ- ized, they come in the months October-December and March-May. So long as attendance was purely voluntary the results were gratifying but not satisfactory ; often, but not uni- versally, the principle of legal compulsion has therefore been invoked. In 1867 Pennsylvania passed a law requir- ing acting teachers to attend their respective institutes. A similar provision is in force in the state of New York. When attendance is compulsory, the teacher's salary goes on, the same as though she were on duty in the school room ; at least if the institute is held in the school term. In such cases the local school authorities are required to 385] THE TRAINING OF TEACHERS 2*J close the schools, but when attendance is optional, they fol- low their own counsel in the matter. Statistics of teachers' institutes are not found in the recent annual reports of the Bureau of Education. For the year 1886-87 tne commissioner reported 2,0x^3 institutes, with an enrolled attendance of 138,986 persons. It would not be wide of the mark, perhaps, to say that the annual attendance equals one-half the total number of teachers in the schools. Institute instruction is a more difficult art than class-room instruction. It combines the best elements of the lecture and the recitation. It is not surprising therefore that the institute has created a class of professional instructors or lecturers. The agents of the Massachusetts board of educa- tion devote much time to the institutes, while New York supports a special institute faculty. There has also appeared a class of lecturers, some with and some without other edu- cational connections, who move in much wider circles, visit- ing institutes in widely separated states. Still, taking the country together, the main reliance is upon men and women who are regularly engaged in school work, as superintend- ents, and principals of schools and professional teachers. Col- lege and normal school professors are also frequently drawn into the service. In fact, if the annals of the institute were written in full, they would contain the names of many of the most eminent scholars and teachers, men of letters and men of science, of the last sixty years. Instruction in the methods of the institute is often given in normal schools. The so-called summer institutes, extending over a period of from four to six weeks, which call together large numbers of enthusiastic teachers and very able corps of instructors, and which are becoming more common every year, do not differ materially from the summer schools soon to be men- tioned, in character. They are, however, carried on under state auspices, while those schools are local or private enterprises. At first the institute was regarded as a merely temporary expedient : it has already continued sixty years. Again, 28 THE TRAINING OF TEACHERS [386 while it was called into existence only as a means of helping persons who were already engaged in teaching, it has, unfor- tunately, sometimes been made an agent for preparing intend- ing teachers for their work. Still, representative educators have never for a moment regarded it as a substitute for the school, either general or special. Pressed into a service for which it was never intended, it has been the source of some evil ; but the balance is overwhelmingly on the other side. It has been useful in ways that the founders did not antici- pate or fully anticipate. It has given teachers higher ideals of education and teaching, enlarged their acquaintance with educational men and with one another, created professional spirit, and generated enthusiasm. It has also been an impor- tant means of developing educational intelligence and inter- est in society. Upon the whole, there is reason to think that the teachers' institute possesses lasting usefulness ; in other words, that it fills a place in our school economy that no other agent can fill, and that it will become one of our permanent educational institutions. 1 IV THE SUMMER SCHOOL FOR TEACHERS In its more popular form, the summer school for teachers is a sort of cross between the normal school and the teach- ers' institute. Three types may be recognized. The first type to be mentioned is seen in the schools that form part of the summer assemblies sometimes called " Chautauquas," which combine popular entertainment, rec- reation and diversion, and social intercourse with serious instruction and ethical and religious culture. The next type is the familiar summer school, seen at the normal schools, colleges, and universities. Such schools 'Authorities on teachers' institutes. Henry Barnard, normal schools, etc., Hartford, 1851; The American journal of education, vol. Ill, p. 673, XIV, p. 253, XV, p. 276, 405, XXII, p. 557. J. H. Smart, Teachers' institutes, Washington, 1887. S. S. Randall, History of the common school system of the state of New York, N. Y., 1871, passim. J. P. Wickersham, History of education in Pennsyl- vania, Lancaster, Pa., 1884, passim. James P. Milne, Teachers' institutes, Syra- cuse, N. Y., 1894. B. A. Hinsdale, Horace Mann and the common school revival in the United States, pp. 136-138. 387] THE TRAINING OF TEACHERS 29 have been stimulated by the example of Chicago university in offering to students regular summer terms. At some of the normal schools the summer school has already become a regular summer session ; moreover, there are indications that some of the colleges and universities will do the same thing ; in fact, the University of Wisconsin has already taken the step. Schools of the third type are organized and carried on at chosen seats by private individuals or by associations of individuals. These schools combine both business and edu- cational features. They are generally found at places offer- ing attractive features as summer resorts, and so offer to their patrons the combined attraction of an outing and a term of school. Perhaps the best known of all these insti- tutions is that of Martha's Vineyard, Massachusetts, founded in 1878 and chartered three years later. It is also called an institute. It has twenty academical departments, counts forty instructors on its staff, and enrolls annually five hun- dred students. In the twenty-one years of its history it has taught 9,000 or 10,000 persons. Irrespective of type these schools commonly offer to their patrons both general and special advantages ; in other words, they teach both academical and pedagogical subjects, and also introduce cultural elements of a considerably diver- sified character. While they offer attractions to other per- sons, and actually enroll some of them in their classes, the great functions of these schools is to fit teachers and intend- ing teachers for their work. Their faculties contain many instructors and lecturers of marked ability and high stand- ing in the world of letters, education, or science. All things considered, serious instruction has not perhaps anywhere been offered to teachers in a more attractive form than in the best of these summer schools. These schools, no doubt, approach nearer than any other agencies for fitting teachers in the United States to the great summer meetings held for the same purpose at Oxford, Cambridge, and Edinburgh/ 1 Balf our Graham, The Educational systems of Great Britain and Ireland, Oxford, 1898, pp. 252, 253. 3O THE TRAINING OF TEACHERS [388 V UNIVERSITY EXTENSION COURSES University extension is an importation from England. Here, as there, the idea is to carry the university to the student rather than to bring the student to the university. However, the " university " that is so carried is sometimes nothing more than a secondary school. The method involves a local center, a local committee of managers, local arrange- ments, including the guaranteeing of a certain sum of money, and an instructor. The university sends the instructor, who gives a course of lectures on a subject previously agreed upon ; a class follows each lecture, essays are prepared and corrected, and needed books are supplied. In its purity the method involves a final examination and the granting of certificates to deserving students. For some reason the results of university extension in the United States have been less satisfactory than in England. Ostensibly, the movement takes no account of teachers as teachers ; and the only reason for including it in this survey is the fact that teachers are generally very prominent on the local commit- tees and in attendance upon the classes. This fact has been recognized by the occasional presentation of instruction suit- able to their particular needs ; pedagogical courses are some- times met with on extension programs. vi TEACHERS' READING CIRCLES The teachers' reading circle movement is believed to have originated in Ohio. Mrs. D. L. Williams, a veteran teacher of that state, threw out the primal idea in a paper read before the State teachers' association in July, 1882. She said she had for many years entertained the theory that a course of reading, partly professional and partly general, and reaching through several years, might be instituted under the management of the association that would be of extreme value, particularly to young teachers, and added that since the Chautauqua literary course had proved such an eminent success, she had more confidence than ever in 389] THE TRAINING OF TEACHERS 31 the feasibility of the plan. The suggestion was immediately caught up by the association, steps being taken at once that led to the immediate organization of a course of reading. The next year the Ohio teachers' reading circle was fully organized. The constitution embraced a board of control to conduct the general business in connection with the state association, a course of professional and literary reading, the issuing of certificates of progress to the members, and the granting of diplomas upon the completion of the course, which was to extend over four years. In 1884 a member- ship of more than 2,000 was reported, and in 1887 the first class was graduated. 1 Such was the beginning of a movement that has extended to many states of the Union. Naturally enough, the results that have been obtained in different states and communities vary considerably in respect to efficiency and value. It is generally conceded, however, that the Indiana circle has been conducted quite as successfully as any other of the state circles, if not indeed more successfully than any other, and this fact will be a sufficient justification for some remarks of a more specific character. This circle, which was organized in December, 1883, derives its constitution from the State teachers' association. The executive management is placed in the hands of a board of directors, one of whom is the state superintendent of public instruction ; of the six other members, one must be a county superintendent, one a city superintendent, and four practical teachers, all elected by the state association for a term of three years. It is the duty of the board to plan a course of reading from year to year to be pursued by the public school teachers of the state ; to select the books to be read ; to provide for examinations on the courses, and to prepare questions for the same ; to issue certificates to such teachers as pass the annual examination satisfactorily, and to issue diplomas to such teachers as pass the examination 'The Ohio educational monthly, August, 1882, pp. 316, 323; August, 1883, PP- 307, 308, 309. 32 THE TRAINING OF TEACHERS [390 for four successive years. The board reports to the state association at its annual meeting. The annual membership is about fifteen thousand, twelve thousand teachers and three thousand intending teachers. The Indiana teachers' reading circle has been a powerful influence in the education of the state. Several circum- stances have contributed to its success. One of these has been the wise management of the board of directors, which has uniformly commanded the respect and confidence of teachers. The circle has been strengthened by the official recognition of its work by the state board of education. This the board does by accepting the examinations of the reading circle in literature and the science of teaching in lieu of examinations in those subjects by the regular exam- ining authorities. The character of the reading that is done can best be shown by transcribing the list of books from the beginning. 1884-85 Brooks' Mental Science; Barnes' General History; Parker's Talks on Teaching. 1885-86 Brooks' Mental Science; Smith's English Literature; Hewitt's Pedagogy. 1886-87 Hailman's Lectures on Education; Green's History of the English People ; Watts on the Mind. 1887-88 Lights of Two Centuries; Sully's Handbook of Psychology. 1888-89 Compayre^s History of Education; The Marble Faun; Heroes and Hero Worship. 1889-90 Compayre"s Lecture on Teaching; Steele's Popular Zoology. 1890-91 Wood's How to Study Plants; Boone's Education in the United States; with review of previous psycho- logical studies. 1891-92 Page's Theory and Practice of Teaching; Hawthorne's Studies in American Literature. 1892-93 Fiske's Civil Government in the United States; Holmes' Autocrat of the Breakfast Table. 1893-94 DeGarmo's Essentials of Method; Orations of Burke and Webster. 1894-95 Tompkins' Philosophy of Teaching ; Select Letters and Essays of Ruskin. 39 : ] THE TRAINING OF TEACHERS 33 1895-96 McMurry's General Method; Studies in Shakespeare. 1896-97 Guizot's History of Civilization; Tompkins' Literary Interpretations. 1897-98 Bryan's Plato the Teacher; Hinsdale's Teaching the Language-Arts. 1898-99 Henderson's Social Elements ; Bryan's Plato's Republic. The Indiana circle embraces no important feature that is not found in other states ; such special prominence as it enjoys is due solely to good organization and wise management. 1 It must not be supposed that where this work is carried on efficiently it is left solely to teachers in their individual capacity ; on the other hand, local classes or circles are formed, with prescribed reading for prescribed periods, which hold frequent meetings, conducted by a local leader, often the superintendent of schools. Enterprising educational journals contribute their help to the work by publishing in their successive issues articles that elucidate the books to be read. The future of the teachers' reading circle is not, perhaps, fully assured. It is conceded that it has done much good in arousing interest in the better culture of teachers, in organ- izing courses of reading and study, and in giving the whole work unity and consistent direction. Still, the question is sometimes asked whether it would not now be better to leave the whole matter to local initiative and direction, or to entrust the powers now exercised by the state board of con- trol or directors to local superintendents and their advisers. There is good reason to think that the answers which are given to this question are influenced not a little by the char- acter of the work that has been done in the communities or states from which the answers come. VI CHAIRS OF EDUCATION IN COLLEGES AND UNIVERSITIES The growing interest in training teachers was not long in reaching the colleges and universities. The effect was first 1 Report of the superintendent of public instruction of the state of Indiana, 1898, pp. 449-462. 34 THE TRAINING OF TEACHERS [392 seen in the academical sphere, but it soon declared itself in the professional sphere. A course of instruction in the science of teaching was one of the features of the " new system " that President Way- land sought to establish at Brown university in 1850, but that system was not permanently successful owing to lack of the necessary funds to support it. Horace Mann caused the study of the theory and practice of teaching to be made a part of the regular course in Antioch college, Ohio, on the opening of that institution in 1853, but as an elective study. From 1856 to 1873 a normal school formed a department of the University of Iowa, and was then incorporated into the institution as a chair of didactics. In 1867 the legislature of Missouri authorized and required the curators of the State university to establish a professorship in that institution, to be devoted to the theory and practice of teaching and to call some suitable person to discharge its duties. The chair does not appear, however, to have been firmly established, although some instruction was given for several years in the subject, until 1891. But it was at the University of Michigan that the teach- ing of education in an American college or university was first put on a solid basis. In 1874 President Angell, of that institution, incorporated the following paragraph in his annual report to the board of regents : " It cannot be doubted that some instruction in pedagog- ics would be very helpful to our senior class. Many of them are called directly from the university to the manage- ment of large schools, some of them to the superintendency of the schools of a town. The whole work of organizing schools, the management of primary and grammar schools, the art of teaching and governing a school, of all this it is desirable that they know something before they go to their new duties. Experience alone can thoroughly train them. But some familiar lectures would be of essential service to them." In June, 1879, ^ e regents, on the recommendation of the 393] THE TRAINING OF TEACHERS 35 president and faculty, established a chair of the science and the art of teaching, the objects of which were declared to be five in number : To fit university students for the higher positions in the public school service ; to promote educa- tional science ; to teach the history of education and of edu- cational doctrine ; to secure to teaching the rights, preroga- tives, and advantages of a profession ; to give a more perfect unity to the state educational system by bringing the secon- dary schools into closer relation with the university. At the time the Bell chairs of education in the Universities of Edinburgh and St. Andrews were the only similar ones in English speaking countries. At first only two courses of instruction were offered : A practical course, embracing school supervision, grading, courses of study, examinations, the art of instructing and governing, school architecture, school hygiene, school law, etc. ; and an historical, philosophical, and critical course, embracing the history of education, the comparison and criticism of the systems of different countries, the outlines of educational science, the science of teaching, and the criti- cal discussion of theories and methods. Two lectures a week were given in each course. Before this time, how- ever, the university had given to students, on their passing examinations in certain subjects, a teacher's diploma, which was, however, merely a certificate to the student's compe- tency to teach those subjects. One of the two courses in education was now added to the requirements for this diploma. The field of instruction has continued to broaden and the courses to differentiate, until, in the year 1889-1900 ten different courses are offered, viz. : One in the art and one in the science of teaching ; one in school supervision and one in the comparative study of educational systems ; one in child study and one in the sociological aspects of education ; and four in the various phases of the history of education. The total amount of work offered, given in one semester, now amounts to twenty-four hours. Besides these courses in education, teachers' courses are 36 THE TRAINING OF TEACHERS [394 offered in several departments of the university, as Greek, Latin, German, mathematics, history, etc. These courses are of two types, their character being sometimes deter- mined by subject matter alone, but sometimes by the method of presentation together with the subject matter. In the first case, the professor gives merely a course that he thinks the intending teacher should have, properly to qualify him to teach the subject ; in the second case, the professor also seeks to present, or at least to illustrate, the method of teaching the subject in the school, commonly dwelling more or less upon the peculiar difficulties that it presents. 1 This somewhat extended account of what has been accom- plished at the University of Michigan will not be thought out of place, when it is remembered that the example thus set has proved to be stimulating to other institutions of learning. The same original causes that acted in Michigan have also acted in other states. Since 1879 numerous chairs of education have been established in colleges and universi- ties, and additional chairs are being founded every year. Education has come to be recognized as a fit, if not, indeed, a necessary subject of college and university instruction. Along this line of educational development the state univer- sities of the northwestern and western states have been the pioneers, owing in great part to the fact that these universi- ties are organic parts of state school systems, and in part to the fact that these sections of the country take kindly to new educational ideas. The courses offered by these chairs or departments of edu- cation are purely elective ; they count towards the student's degree the same as courses in philosophy, history, or politi- cal economy. The theory is that courses in education are just as informing and disciplinary to the student as courses 'Contributions to the science of education. By William H. Payne, New York, 1886. Chap. XV, " Education as a university study," and Appendix, " The Study of education in the university of Michigan." "Study of education at the uni- versity of Michigan," B. A. Hinsdale, in The Educational review, vol. VI. 395] THE TRAINING OF TEACHERS 37 in cognate subjects. Not imfrequently, the institution gives a teacher's diploma to the student who complies with certain requirements. At the University of Michigan these require- ments are the following : A university degree, eleven hours of work in the department of the science and the art of teaching, and a teacher's course in some other department of the university. Not unfrequently, too, this diploma, either directly or indirectly, is legally valid as a certificate to teach in the public schools of the state. At different institutions the pedagogical work, while con- forming to a common type, has naturally been developed in somewhat different directions. What is more, the services of a single professor have not always proved to be sufficient to do all the work that is called for ; but this phase of the subject may perhaps be treated to better advantage under the next division of the general subject. vn TEACHERS' COLLEGES Three hundred years ago Richard Mulcaster, master of Merchant tailors' school, London, proposed a teachers' col- lege as a department of a university. " I conclude, there- fore," he said, " that this trade requireth a particular college, for these four causes. First, for the subject, being the mean to make or mar the whole fry of our state. Secondly, for the number, whether of them that are to learn, or of them that are to teach. Thirdly, for the necessity of the profes- sion, which may not be spared. Fourthly, for the matter of their study, which is comparable to the greatest possessions, for language, for judgment, for skill how to train, for variety in all points of learning, wherein the framing of the mind and the exercising of the body craveth exquisite considera- tion, besides the staidness of the person." x This good seed, however, fell into barren soil. Prof. S. S. Laurie renewed the suggestion in a somewhat different form in the address that he delivered in 1876 on assuming the duties of the 1 Positions wherein those primitive circumstances be examined which are neces- sary for the training of children, etc, London, 1851, chap, xli, 38 THE TRAINING OF TEACHKRS [396 chair of the theory, history, and art of education in the Uni- versity of Edinburgh. Vindicating the establishment of this chair, he said : " It makes it possible to institute for the first time in our universities a faculty of education, just as we may be said already to have a faculty of law, theology and of engineering." ' No foreign country has yet taken steps in this direction, and it has been left to the United States first to realize the suggestion of a faculty of education, or, more accurately perhaps, of a college for teachers. Instruction in the science and the art of teaching was included in the university scheme that was proposed for Columbia college in 1858, but then without avail. Again, President Barnard urged the same plan, which he now worked out much more fully, upon the trustees of the same college in 1881 and 1882. The next step forward was the organization in New York city, in 1888, of Teachers college, which was chartered the following year. While this college was organized outside of the Columbia system, it was still under the control, in great part, of Columbia men, and was loosely affiliated with the college. The last step in the evo- lution came in 1898, when Teachers college was made an integral part of the educational system of Columbia uni- versity. 2 The president of Columbia is president also of the college, and the university professors of philosophy and education and of psychology are members of its faculty, while the college is represented in the university council by its dean and an elected representative. The college, however, continues its own separate organization, having its own independent board of trustees, which is charged with the sole financial responsibility of its management. Teachers college is the professional school of Columbia university for the study of education and the training of teachers, ranking with the schools of law, medicine, and 1 The Training of teachers, etc., London, 1882. See inaugural address delivered on the occasion of the founding of the chair of the institutes and history of edu- cation in the University of Edinburgh, S. S. Laurie. 1 See an Article " The Beginnings of Teachers College," by Dr. Nicholas Murray Butler, in Columbia university quarterly, September, 1899, 39?] THE TRAINING OF TEACHERS 39 applied science. The university accepts courses in education as part of the requirement for the degrees of A. B., A. M., and Ph. D. ; while graduate students who prefer to devote their entire time to professional study may become candi- dates for the higher diploma of the college. The college diploma is conferred upon students who have successfully completed some one of the general courses, and a depart- mental diploma upon those who have fitted themselves for particular branches of school work. Undergraduate students of Columbia and Barnard colleges may, if they desire, obtain the diploma of Teachers college at the same time that they receive the degree of bachelor of arts. The Horace Mann school, fully equipped with kindergarten, elementary, and secondary classes, is maintained by Teachers college as a school of observation and practice. These are the undergraduate courses : Secondary course leading to the degree of A. B. and the college diploma ; general course leading to the college diploma in elementary teaching ; general course leading to the college diploma in kindergarten teaching. Then there are several courses lead- ing to the college diploma in art, domestic art, domestic science, and manual training. Candidates for the first of these courses must be either college graduates or candidates for the degree of A. B. in Columbia university. There is a combined course of study prescribed for the degree of A. B. in Columbia university and the diploma of Teachers col- lege ; but particulars must here be omitted. Graduate work is also well developed. For the year 1898-99 the teaching staff counted more than sixty persons. New York university school of pedagogy, established in 1890, aims to furnish graduate work equal in range to other professional schools. The school is an organic part of the university, having its own dean and faculty. More definitely, its aim is declared to be to furnish thorough and complete professional training for teachers. The plan of the school places it upon the same basis as that of the best schools of law, medicine, and theology. The work is of distinctively 4/1^ r^-r-1 MODEL ONE ROOM SCHOOL HOUSE C. Powell Karr, Architect, New York Floor Plan PLATE III A TWO ROOM SCHOOL HOUSE Warren R. Briggs, Architect, Bridgeport, Conn. BOYS' Y71RD = qiRLS' YARD. 1 BOYS' HAY ROOK qiRLS' FLAY ROOM Floor Plan Basement Plan PLATE 11' BOYS' YARD. ."YARD. I / / \ > I TEACHERS &f. I FUEL ROOM. I TEACHER'S RlvT. mmmi^ fuaraea^ SCHOOL ROOM. SCHOOL ROOM. HOT' PLATFORM. ""COAT ROOM. LOBBY. HATCLOAK HOO ' I PLATE V .4 THREE ROOM SCHOOL HOUSE Warren R. Briggs, Architect, Bridgeport, Conn BC5YS- TRW). I SIMS' MBD. Floor Plan Basement Plan PLATE VI FIFTH WARD SCHOOL, JOLIET, ILL. F. S. Allen, Architect, Jo lie t, Ills. First Floor Second Floor PLATE VII SCHJ.E FIFTH WARD SCHOOL, JOLIET, ILL. Basement Plan PLATE VIII Fig. i Fig. 2 \\ * i ro SCHOOL R00f\ L BASEMENT AND FIRST FLOOR PLANS OF AN EIGHT ROOM PRIMARY AND GRAMMAR SCHOOL HOUSE William Atkinson, Architect PLA TE IX t 1 1 1 1 Fig. i f i t 1 1 I t Fig. 2 SECOND FLOOR PLAN AND SECTIONAL VIEW OF AN EIGHT ROOM PRIMARY AND GRAMMAR SCHOOL HOUSE William Atkinson, Architect PLA TE X PUBLIC SCHOOL BUILDING NO. 165, NEW YORK CITY C. B. J. Snyder, Architect, New York Basement Plan PLA TE XI r TTI Second Floor Plan First Ploor Plan PUBLIC SCHOOL BUILDING NO. 163, NEW YORK CITY PI. A TE XJI Fig. / TT1 OTJI. MR OUTLET. MAIN L H R1R INlXT. 1-0. SUGGESTED FOR A LARGE PRIMARY AND GRAMMAR SCHOOL SUGGESTED FOR A SMALL PRIMARY AND GRAMMAR SCHOOL PL A TE XIIl Fig. i PUBLIC SCHOOL A'O. 20, NEW YORK CITY C. B.J. Snyder, Architect Fig. 2 Roof Playground PLATE XIV CAMBRIDGE (MASS.) ENGLISH HIGH SCHOOL Chamber lin 6 Austin, Architects 1 Stoic Clou* 10 5 ftattwrr Room It Coat R FLOOR PLAN PLATE XV .SECOND ^FLOOR PLAN THIRD FLOOR PLAN CAMBRIDGE (MASS.) ENGLISH HIGH SCHOOL Chamber lin & Austin, Architects PLATE AT/ PLATE XVH First Floor Basement PLATE XVIII Third Floor Second Floor PLATE XIX PLATE XX gr Iioo&e*wH MANUAL TRAINING HIGH SCHOOL, KANSAS CITY PLA TE XXI MANUAL TRAINING HIGH SCHOOL. KANSAS CITY PLATE XX 2 J CROSS SECTIONAL I' IE IV PLATE XXIII Hut. 100 10 AMPERES. 'fi HEKT 1 4 9 16 85 36 49 64 81 100 UNIT*. A HEAT DISTRIBUTES UNDER FLOOR, VENTILATION ABOVE. B HEHT DELIVERED ON SIDE, VEirrnjmoK BEL.OW.. C HEAT DELIVERED ON SIDE , VENTILATION ABOVE. PLATE XXIV PLAN FOR OUT DOOR CLOSET 425] SCHOOL ARCHITECTURE AND HYGIENE \J halls are wide and well lighted, and a wardrobe having both school room and hall entrance is provided for each room. The heating of this building is with hot air indirect, supplemented by direct steam radiation. The writer is informed by the school authorities of Joliet that it is not wholly satisfactory in severe weather, and that in their newer buildings they use both direct and indirect steam radiation. In order to secure sufficient directness for the hot air as well as a sufficiently large heating surface, it was found necessary to multiply furnaces and to widely distribute them to differ- ent parts of the basement. A single boiler could accomplish the results easier and more economically by supply steam for indirect supplemented by direct radiation. The advantage of steam over hot air in such a building is seen in cold and windy weather when the impossibility for hot air to make its way against a strong pressure on the windward side has been so often and so fully demonstrated that argument is no longer necessary. Were the Joliet building heated and ventilated by a steam plant properly installed, the writer would not hesitate in classing it as a model of its class. Plates VIII and IX show floor plans, basement and sec- tional view of an eight-room primary and grammar school house which deserve careful study. This plan is the result of an attempt of William Atkinson, architect, to plan a school house possessing all the necessary architectural and hygenic features at a minimum cost "to reduce the cost to its lowest terms." To do this, Mr. Atkin- son selects what is known as the "mill construction" which consists of exposed iron I beams and timbers ; and inside walls finished with faced brick instead of lath and plaster. As to the economy of "mill construction," architects in general do not consider it less expensive than that ordinarily employed. The writer's observation of its use in a portion of the manual training high school of Kansas City, Mo., is that it costs slightly more ; however, this is excellent con- struction and is growing in favor as shown by many recently- 1 8 SCHOOL ARCHITECTURE AND HYGIENE [426 built houses in different parts of the country ; it is strong, and being exposed the work must be faithfully done ; it is especially recommended for laboratories and manual train- ing workshops; it is "slow combustion" and when properly constructed looks well. But it is not so much "mill construction " as other features which commend Mr. Atkinson's plan to careful considera- tion ; its shape in simple parallelogram, and the small space occupied by halls are certainly elements of economy. The absence of a central hall makes it possible to heat and ven- tilate the house by means of one large chimney in the center and could be made a support for I beams if " mill construc- tion " were used. The position of the two halls confines the light to one side of the school rooms which are 24 ft. in width and 32 ft. in length. The five large windows evenly spaced and the proportion of the rooms makes the lighting ideal. There are four well-lighted wardrobes on each floor, one for each room. Although these wardrobes are not in con- junction with the school rooms, they are near to them, and the inconvenience which their location would cause in dis- missing the pupils would be small. Another objection to the arrangement of the rooms is that all of the rooms cannot be reached from a common hallway, making it necessary to pass through certain rooms in reach- ing others. This is unconventional, but the objection is in reality insignificant when it is remembered that in a graded grammar school such passing is only occasional, and is chiefly confined to the movements of the principal in his visits to the different rooms; he could, when necessary, pass around on the outside. We have now reached the proper place to consider the use of mechanical power as a means of ventilation. The necessity of this means in very large buildings is no longer a subject of debate, and is in use in all first class buildings in our large cities ; but it is generally supposed that to buy an engine and fans for ventilating an ordinary eight-room 427] SCHOOL ARCHITECTURE AND HYGIENE 19 building would be an expensive luxury. This is not only an error, but it may be safely said that the reverse is true that it is expensive to do without engine and fans. It is now generally accepted that 2000 cubic feet of air at normal pressure is needed for each pupil per hour if the requirements of perfect ventilation are met ; but the mistake is commonly made that this amount is ever realized in sys- tems of gravity ventilation where the air is moved by heat- ing aspirating chimneys. It is not denied that this quantity of air per pupil can be moved by the gravity method ; only that it is not done in practice. The most careful estimates place the amount of fuel necessary for this purpose as about one-sixth in excess of that required to supply the heating. So that to ventilate a building properly by the gravity method more than doubles the cost of heating without ventilation. It is plain that the burning of such large quantities of coal in chimneys for the purpose of ventilation is expensive and in view of a better way wasteful. Without burdening the reader with deduction formulas, it may be reliably asserted that every pupil in school may be supplied for a whole school year with 2000 cubic feet of air per hour at a power cost of less than one centner capita. As this statement will be reluctantly accepted by many who are unfamiliar with such matters, a few words of explanation will not be out of place. It should be remembered that in securing this result the exhaust steam is not wasted but is admitted directly into the radiators and utilized for heating the building. The engine simply converts enough of the steam as it passes through into mechanical power to run the fans. The drop in the temperature of the steam which this change causes is very small, so small indeed that it might almost be neglected, and it is this drop which supplies the entire expenditure for ventilation. In the complete combustion of a single pound of average bituminous coal, there is liberated 13000 heat units; multi- 2O SCHOOL ARCHITECTURE AND HYGIENE [428 plying this by the mechanical equivalent, 872, we get 10036000 the number of foot pounds of actual work of which one pound of coal is capable when the transformation takes place without loss ; and this is precisely the case when a fan is run by an engine and the exhaust steam used for heating the building. It will be interesting to note that this work, 10036000 foot pounds, when divided by 33000, the horse power per minute, gives 304 plus as the number of minutes one pound of coal will supply a horse power of work. One horse power is the work necessary to ventilate an average class room. We see then that one average sized school room can by this means be amply ventilated for five hours with only one pound of coal. At $4 per ton, this would cost one-fifth of a cent ! To move air at the same rate by burning coal in a venti- lating chimney it would require for the same time an average of 100 pounds of coal; thus the cost of mechanical ventila- tion is only i per cent of that equally well done by gravity. To ventilate an eight-room building by mechanical means would require an eight horse-power engine and two three- foot fans. The cost of an installment would not exceed $350- Twenty-one pounds per hour is the quantity of coal which careful estimates place as necessary to ventilate a school room containing 60 pupils. Now counting seven the number of fire months, 20 the number of days to the month, eight as the number of hours per day in which fire will be needed, $4 the price of a ton of coal, the cost of ven- tilating a building of eight rooms would be 7x20x8x8x21x4 = $376.32. 2OOO Any less expense would imply that the ventilation is imper- fect and short of that which would be supplied by engine- driven fans. Thus, a power plant would pay for itself in one year in the saving of coal alone. But there are other compensations incident to this system 429] SCHOOL ARCHITECTURE AND HYGIENE 21 in the installation. It should be remembered that all ducts, both for fresh and for foul air, need to be only half the size of those for gravity ventilation; this is because of a corre- sponding difference in the velocity of the air in the two systems. Again, the indirect radiating surface is at least one-third less, due to the higher steam pressure which may be carried to supply the drop in temperature which takes place on radiator surfaces when strong currents are passed over them. Taking, then, the great daily saving in coal consumption, the trifling extra expense of first installation, and the cer- tainty of the action and efficiency of the mechanical method, what remains to be said ? Simply that in buildings of eight rooms and upwards, mechanical ventilation should take the place of gravital. Whether we consider the matter from an hygienic, economic or mechanical basis, this conclusion is inevitable a conclusion which has been amply verified by the writer in the Kansas City manual training high school during the past two years (Sept., 1897, to May, 1899), and to which fuller reference is made in subsequent pages. THE LARGE CITY WARD AND GRAMMAR SCHOOL As cities grow in population and as the price of ground increases until in extreme cases it becomes necessary to mass together 2000 to 3000 children under one roof, the problem of meeting all hygienic and mechanical conditions becomes serious and difficult. It is here that the factor of economy must in the main yield to necessity, and the enormous expen- diture of money is one of the inevitable means of solution. The only standpoints from which the discussion of econ- omy has any justification in these gigantic structures is in the question of height and in that of architectural treatment for aesthetic purposes. And even this is scarcely allowable in great cities where the class of construction is practically forced by the surroundings and where a certain measure of beauty is demanded by the artistic spirit prevailing in met- 22 SCHOOL ARCHITECTURE AND HYGIENE [430 ropolitan "air." Notwithstanding that the cost per school room decreases with the number of stories, it requires with the best management about $5,000 per room to construct a building five stories in height in the city of New York. This is five times as much as would be required to secure conditions equally hygienic in the country, where the absence of plumbing and mechanical ventilation is compensated for in the unlimited playgrounds and free country air. As to architectural effect, the writer believes that, consid- ering the educational value of attractive surroundings and the relatively small cost of securing them when artistic skill is exercised, a due regard should be paid to the appearance of our school buildings. When the architectural treatment is undertaken in a true artistic spirit a spirit which makes art conform to utility instead of sacrificing it the additional expense is well invested. It must, however, be confessed that there has been much useless expenditure in an attempt at meaningless ornamentation, resulting in a ridiculous exhibition of cheap filigree and hodge podge, devoid not only of the first ele- ments of beauty, but often sacrificing utility and convenience. The two extremes of expense in building a school house are found in the "factory" type, consisting simply of walls, windows and roof, without ornamentation of any kind ; and in the " hospital " type, which comprises not only all modern improvements in sanitary plumbing, heating and ventilation, but architectural effect as well. When properly done, a suf- ficient architectural treatment can be given to a building with a moderate additional cost. The following from Mr. Edmon M. Wheelwright, city architect, Boston, Mass., who has recently contributed to the " Brickbuilder" a most valuable series of articles on "The American school house," is so well said and so much to the point that the writer takes pleasure in quoting it : "In designing a school house, the architect should strive to produce not an English college building, a French chateau, or a ' Romanesque ' library, but a school house. 43 l] SCHOOL ARCHITECTURE AND HYGIENE 23 The practical requirements of the problem demand in most cases symmetry of plan, and in all cases lighting of the school rooms by wide and high windows. It is requisite that these windows should not have transom bars, and that either a flat roof or one of low pitch should be used. A high, well-lighted basement is also a requisite of a school house. The important rooms in the basement need ample windows, and a stud of ten feet is none too high for the proper installation of the heating apparatus. These require- ments for the basement affect school house designing most radically. " Such being the general requirements which most influ- ence the general expression of our school houses, it will be found difficult to reconcile therewith features borrowed from the late English Gothic and the early English renaissance. " Aside from economy in planning, which certainly leads to a balanced arrangement of rooms, the key to the external expression of a school house is the size and distribution and form of windows which experience has shown to be best adapted for the needs of a school room. This consideration of window treatment alone leads the architect who appreci- ates the economic and practical requirements of the problem to abandon picturesque treatments in a school house design and to adopt those suggested by the brick architecture of the Italian renaissance and by the Georgian work of Eng- land and this country. Sufficiently varied motives for the external expression of our school house plans can be found in these styles. " * * * The architect to whom the designing of a school house is entrusted should accept the limitations imposed by the practical conditions of the problem. He should not seek to be ' original ' or to gain the semblance of a structure, however beautiful in its own time and for its own needs, which does not meet the requirements of an American school house." Mr. Wheelwright concludes that " under ordinary condi- tions, satisfactory architectural results may be obtained at an 24 SCHOOL ARCHITECTURE AND HYGIENE [432 access of cost of not more than 5 per cent above that of the most ' practical ' construction." Public school buildings No. 165 (Plate X), and No. 20 (Plate XIII) are given as types of large city buildings, not because they are considered perfect models of architecture and construction for buildings of their class, but because they are excellent buildings and have been erected under the most trying and extreme conditions in the crowded parts of America's largest city. These buildings are heated by steam radiation and ven- tilated by engine-driven fans located in the basement. A mechanical error has been conformed to in having sepa- rate engines for the different fans instead of deriving all the power from a single unit and distributing it to the fans by electric motors. A 50 h. p. engine with direct connected dynamo of 40 k. w. capacity and two 1 5 h. p. motors would be more efficient, more easily kept in repair, and more up to date than the old method of furnishing an engine to each fan. It would also have been better to have divided the mechanical movement of the air between the plenum and the exhaust methods. The vacuum-forming tendency given by an exhaust fan is always effective and greatly assists the incoming air making its way against friction. And in cases when the room becomes too warm and the fresh air is tem- porarily closed off, the exhaust fan acts like a fireplace and can always be depended upon. The power required in the two methods is about the same. In these New York schools, the air supply is estimated to be 1800 cubic feet per hour for each pupil. In planning very large buildings, two distinct types are employed, known respectively as the open court type and the letter H type. As to which it is better to choose, depends on the size, shape, and location of the building lot. The New York school, No. 165, is a good example of H type, which is for the majority of cases the better for crowded localities. In these districts, it is necessary to build 433] SCHOOL ARCHITECTURE AND HYGIENE 25 close up to the party line ; this plan as seen in the present building makes it possible to build a solid blank wall on the party line with the windows all facing the open court which may be beautified, and the view is unobstructed by unsightly shops, smoky chimneys, and tenement houses. The external treatment of building No. 165 shows an attempt to conform to the Gothic type of architecture. While utility has not, in this instance, been wholly sacrificed, and making due allowance for differences in taste, the writer is of the opinion that the high pitched roof, the pinnacles, and the pointed dormers are not the most appropriate form of decoration. The architect, Mr. C. B. J. Snyder, justifies the space occupied by the roof by using it for a gymnasium and for vent flues. The building laws of New York require such a great thickness of wall in high buildings that much valuable space is gained in buildings over four stories in height by using the steel skeleton type used in the large office buildings ; this makes it possible to reduce the thickness of the first story walls from 36 inches to 16 inches. The introduction of manual training into the schools of the United States has been met in school house building by placing it in different parts of the house, from the basement to the attic. In building No. 165, the whole fifth floor is given over to manual and physical training and a gymnasium. As manual training in grammar grades is still in a transi- tory and unsettled state, the provisions for it in school house building are as various and imperfect as is the knowledge concerning its place, amount, and nature in the course of study. In high schools, certain requirements and methods have become established making more clearly definite the functions of the buildings, as is pointed out further on. There is a difference of opinion as to the necessity of an auditorium in a grammar school. In New York city, a demand for an audience room and a regard for economy are two conflicting ideas which seem to have met and com- promised as shown in building No. 165 in sliding door par- 26 SCHOOL ARCHITECTURE AND HYGIENE [434 titions between all the rooms on the second floor of the central pavilion. An auditorium or general assembly hall in a primary and grammar school is of doubtful utility so far as the management of the school is concerned. The lighting of building No. 165 is generally to be com- mended. All the rooms except those in the ends of the outside pavilions are lighted on one side only, by three very wide mullioned windows occupying nearly the whole inside wall space. It may be said of the end windows that they are objectionable if the rooms are to be used for ordinary class purposes. By using these ends for wardrobes, the windows would not interfere with the requirements of hygienic lighting and might still be left to furnish a justifi- cation for the pretty Gothic window at the top. A difference of opinion prevails among the leading archi- tects of this country as to the form and position of win- dows. Mr. Wheelwright objects to the use of mullions and transom bars, while Mr. Snyder in his best New York build- ings makes free use of both. The objection to mullions is based on the uneven distribution of light which is incident to unequal spacing. This, however, depends on the con- ditions in each instance. There appears to be no objection to mullions as used in the central pavilion of building No. 165 where the rooms are lighted on one of the shorter sides and the windows, whose frames are 1 7 ft. in width and 1 1 ft. in height, occupy nearly the whole of the available wall space ; but in rooms lighted as they should be on one of the longer sides better results can be attained by plain windows evenly spaced than by any use of mullions. The use of them, then, in school house building should be limited to those exceptional cases which require practically the conver- sion of one side of a room into a single, unbroken source of light. The use of transom bars, however, cannot be defended, for they are obstructions to light and are certainly not justi- fied if their only purpose is conformity to ancient ideals which had purposes of their own quite different from those 435] SCHOOL ARCHITECTURE AND HYGIENE 27 demanded in a school house. The highest art will give a pleasing expression to the highest utility. In determining the ideal length for a school room, the two main considerations are the distance which an ordinary con- versational tone of voice will carry, and the distance at which ordinary blackboard writing can be seen. This dis- tance may be taken, with liberal variations to meet particu- lar cases, to be about 32 feet. The width will depend on the height of the windows. If the German standard of requiring the width to be not greater than twice the clear height be accepted, then the width of the rooms in building No. 165 might be 28 ft. 6 in., as the height is 14 ft. 4 in. A room 28x32 ft. will comfort- ably seat singly 56 pupils. This is as many as any teacher should be called upon to manage in one room. In determining the size of classes, there is somewhere a proper balance between the economic and the pedagogical phases of the question. As the child is the all-important factor, it would seem that the maximum number of pupils which can be admitted to one room without sacrificing their health or individuality should be first determined and then make the school house conform to the requirements. As the limits of safety are not confined within fixed, hard and fast lines, the writer believes that the limits of hygienic teaching can be found in a room varying between 22 to 28 feet in width and 30 to 36 feet in length, accommodating respectively 40 to 60 pupils according to conditions. The mistake in school house building has been in making rooms too large instead of too small as is sometimes charged. The answer of Superintendent Philbrick of Boston, Mass., to this charge when made some years ago against the size of the rooms in the English high school of Boston which was planned by him is worth repeating : " It has been said that the rooms are not large enough. One might as well say that a bushel measure is not as large as it should be. The rooms are as large as they need be for the objects in view in planning them." 28 SCHOOL ARCHITECTURE AND HYGIENE [436 In planning a school house the number, size and position of the rooms should first be determined and the architecture adapted to the requirements can then be selected. But the architect too often first decides upon the outside appearance and then makes the interior arrangements to fill the spaces ; this frequently results in rooms of various shape and size not well adapted to the purposes for which they were intended. One of the most important matters in large primary and grammar schools is the number and location of the ward- robes. The provision for these in building No. 165 are not satisfactory. For purposes of order and convenience in handling large numbers of small children there should be one of these cloak rooms provided for each school room. In the building under consideration there seems to be no provision for these rooms in the central pavilion, and those in the outside pavilion are not lighted. This defect could have been corrected by placing windows in the blank wall on the property line. Such windows, notwithstanding their proximity to neighboring walls, would, if ground glass were used, serve a purpose in lighting these cloak rooms without opening a view to objectionable neighborhoods. A provision for an amply lighted cloak room for each school room is shown in fig. i, Plate XII, which the writer suggests as an H plan for a large primary and grammar school house. In this plan it is assumed that the building occupies one-half a block having streets on three sides and an alley on the other. In many available sites this condi- tion can be secured ; but in cases like that of the New York building the position of the corridors and school rooms in the outside pavilions could be reversed without organic change in the design. In this plan the following features are secured : i. Ample shelter for 2000 to 4000 pupils, according to the number of stories ; 2. Rooms 24x32 .ft, the proper proportion ; 3. Ventilation by combination of plenum and vacuum movements as shown by the num- ber and position of flues ; 4. Four large windows in one 437] SCHOOL ARCHITECTURE AND HYGIENE 2g side provide ample light for the school rooms if the clear height is not less than 13 feet; 5. A well-lighted cloak room opening into each room and into the corridor, which serves ideal convenience in dismissing the pupils. This plan does not preclude the use of the space here shown from being occupied by school rooms for other pur- poses which local conditions might require, such as offices, reception rooms, water closets, play rooms, etc. The plan is intended to suggest a way to secure the above-named features for every school room, and the arrangement would conserve equally well the lighting, warming and ventilating requirements for whatever use the space might be employed. The position of the cloak rooms at the ends of the out- side pavilions while unconventional, serves to preserve the intent as to side lighting, while it does not preclude any outside window arrangement which architectural treatment would necessarily require. Fig. 2 illustrates the idea when applied to a smaller building. With the limited opportunities in the densely populated districts of our large cities for exercise in the open air, the question of play grounds becomes important. In building No. 165, the open courts between the outside pavilions not being sufficient, the whole first floor is given over to this purpose. This is unnecessarily expensive. The prejudice in New York city against any use of the basement except for the heating and ventilating apparatus should give way before the light of modern methods for the sanitary regula- tions of basements. A properly constructed basement with half-height top windows and properly supplied with fresh, warm air is as wholesome as any room in the building. It is especially important in providing for a system of ventilation to carry the air from an elevated and pure source instead of taking it from back alleys and beneath porches and door steps as is too frequently the case. The use of the roof for play grounds is a good solution of the problem. Public school No. 20, New York city, Plate XIII, is a good example of this use of the roof. The 3O SCHOOL ARCHITECTURE AND HYGIENE [438 air at this height is generally pure and the sunlight is unob- structed. By thus utilizing the roof and dispensing with the waste space of a high attic under it, this scheme is advis- able from an economic as well as from an hygienic standpoint. THE HIGH SCHOOL BUILDING A study of the high school buildings of this country reveals perhaps more than do buildings of any other class the progress not only in school architecture but in pedagogi- cal methods as well. From the first conception of secon- dary education which consisted of adding four more to the eight primary and grammar grades, the high schools have developed a system of specialized work which is expressed in a building planned and equipped to meet the many and diverse requirements. The first high school building which marked distinctively an epoch in school house architecture in this country was the Latin and English high school of Boston, Mass., which was begun in 1877. This house was planned by Mr. Jno. D. Philbrick, then city superintendent of the Boston schools, and Mr. Clough, the city architect. The plan was inspired chiefly by Mr. Philbrick after a study of the celebrated building in Vienna the Academische Gymnasium which is probably the best school building in the world. The building is a pure type of the court plan and covers a block of ground 423 feet in length by 220 feet in width. The rooms and corridors are arranged in parallelogram form around a central court which admits light and provides a playground. The lighting for the school rooms is taken principally from the street sides. This building marks several interesting transitions in methods and ideals of education, one of which is shown in the large military drill rooms, 30x62 ft., a reflection of the militant type of European education. Another is the amphitheatre style of "lecture" room for the teaching of science instead of the working laboratory method now in vogue in the best schools. True, this building contains a 439] SCHOOL ARCHITECTURE AND HYGIENE 31 working laboratory, but the dominant feature in the science work of that time is seen in the care and expense lavished on the lecture rooms. The building reveals a curious inter- mingling of the ordinary graded high school, a military academy, and a college of the conventional type. But it is not for the purpose of calling attention to its faults that this building is here referred to ; in many impor- tant particulars it may stand as a model of the best that has yet been realized. In the mattter of size, form, loca- tion, and lighting of its 48 school rooms it undoubtedly stands at the head of American school houses. Other houses with more modern characteristics have in these important features not preserved the perfect model which this building furnished. These class rooms are of the ideal size and shape, 24x32x14 ft., and lighted by four windows, 9 ft. 6 in. x 4 ft. 6 in., placed on one of longer sides six inches from the ceiling and four feet from the floor. They will accommodate from 35 to 40 high school pupils seated at single desks. Another excellent feature of this building is the arrange- ment of water closets, which occupy positions in wings from the stairways, there being two stories of them for each floor, one of the stories being entered at the half-way landings between the floors. The building is not sufficiently ventilated, there being allowed but 800 cubic feet per hour for each pupil, instead of 2000 cubic feet which is now considered necessary. There also seems to be little or no provision made for the care of the pupils' wraps, except some low box-like closets under the windows, which proved entirely unsatisfactory. The building was intended to be fire-proof, the corridors being constructed with iron beams and brick arches plastered upon the bricks ; the floors are of black marble ; and the staircases built of iron. The main idea which dominated the minds of the design- ers of this building should not be lost sight of : that the real width of any organic part of the house should be the 32 SCHOOL ARCHITECTURE AND HYGIENE [440 width of one school room plus the width of the parallel cor- ridor. Whether the construction be on the court or the H plan, this principle is sound, and should be rigidly adhered to in planning a very large school house. One of the essential features of a high-school house as it differentiates from one built for grammar school purposes is the assembly hall, which in America is simply a large school room intended for general purposes of classification, and the assembling of the school as a whole for general instruc- tion, announcements, opening exercises, musical entertain- ments, lectures, etc. It is not an imitation of the German Aula, which is largely for general public purposes, and is usually richly ornamented with costly architectural treat- ment. The American high school assembly hall is strictly for utilitarian purposes, and not " to represent the dignity of the state." In the Boston school there are two assembly rooms, both on the third floor in the central pavilion, each capable of seating 800 persons. The purposes of the school would have been better served had these halls been united into a single room capable of seating the whole school. But here again the building represents another transition in high school development, that of separating the " classical " and mathematical from the English and science branches ; indeed, the block is divided into halves, one for the former and the other for the latter branches. These two assembly rooms were probably intended for the two schools. The Cambridge English high school (Plates XIV and XV) may be taken to illustrate the next important step in the development of secondary education in this country. The recognition of natural science to a place in the curriculum came slowly, and the pursuit of it by the working laboratory method came still more slowly. In this building, ample pro- visions have been made for physical and chemical labora- tories in two of the large corner rooms on the second and third floors. These laboratories are well equipped with demonstration tables, chairs with writing-arm attachments, working desks 44 J ] SCHOOL ARCHITECTURE AND HYGIENE 33 plumbed for water and gas, shelves for reagents, and gas hoods in the chemical laboratory for the removal of noxious gases. The building represents what may be called the physical science stage in high school development where physics and chemistry have secured their rights, but where the biological sciences botany, zoology, and physiology are still in the show cabinet stage, no provision being made for working laboratories for them. The building is constructed on the H plan with the end pavilions short. The corner rooms are well adapted for the laboratories and drawing rooms, which need an abundance of light and in which light from more than one side is not an objection. Six of the corner rooms are used for class rooms a use which does not show an ideal adaptation, as they are 4ox 28 ft., which is too large for the purposes of instruction ; it is presumed, however, that they are used to accommodate pupils who are studying as well as those who are reciting. A more recent and a better method of providing for the study periods of the pupils is the seating of them in rooms or " study halls " planned for that purpose. In modern high schools, the pupils change places every period as is the cus- tom in colleges. These corner class rooms in the Cambridge building are too large for class rooms and smaller than they should be for study rooms as a teacher can easily manage from 100 to 150 pupils in the study hall ; they serve to rep- resent that phase in school house building before the func- tion of a room for recitation and for study purposes became differentiated. The large assembly hall and the drawing room on the third floor are well adapted to their uses, and the large room in thq center pavilion on the second floor called the "senior class room " would make an ideal freehand drawing and art room. The number and position of the wardrobes ("coat rooms ") is ideal from the grammar school standpoint ; in 34 SCHOOL ARCHITECTURE AND HYGIENE [442 high schools, however, of more recent construction, these rooms have been left out, and the wraps of the pupils dis- posed of in individual lockers placed in large rooms in the basement set apart for that purpose. This differentiation from the grammar school plan, besides being economical, presupposes that the age of high school pupils puts them beyond the necessity of individual espionage while being dismissed. But the most distinguishing characteristic of the Cam- bridge building is its external appearance, it being the first building in which a rational and artistic treatment and utility were happily combined. When visiting this building in 1896, while making an extended tour of school house inspection, the writer was impressed with the simple, strong, artistic elegance of its architecture. It is well proportioned, its parts well unified without any attempt to obscure the uses for which it was intended ; and it is free from fussy, mean- ingless ornamentation. It stands for what it is a beauti- ful school house. By referring to Plate XIX it will readily be observed that these characteristics are reflected by the manual training high school, Kansas City, Mo., started in 1897. The Cambridge building was erected without special regard for economy ; it is fire proof, and built of expensive material ; the basement is granite, the first story Amherst stone, and the second and third of terra-cotta brick ; its cost, exclusive of ground, was $230000. While this building stands as an architectural unit from a high school standpoint, the course of study pursued in it is unified with the manual training school, which is situated on the opposite side of the beautiful grounds donated by Mr. Frederic H. Ringe. The new high school building at Springfield, Mass., Plates XVI, XVII and XVIII, is given as representing the last step in high school development preceding that of the manual training high school. It exemplifies not only what can be done when economy is not a restraining factor, but 443] SCHOOL ARCHITECTURE AND HYGIENE 35 also illustrates the prestige at which secondary education has arrived in this country. From architects who have $300000 at their command, exceptional results are naturally expected. In the Springfield building, which cost some- what more than this amount, while not above criticism, our expectations for excellence have in the main been met. The external architectural design is based on the Italian renaissance, and while it lacks the harmony of proportion given to the Cambridge building, it is strong, dignified and chaste. The foundation walls above grade are of pink granite ; the walls of the other stories of buff brick, and the trimmings are of Bedford limestone. Every sixth course of brick of the first story is indented (" six cut work ") which adds variety and strength to the general effect. It is constructed on the central court plan, the rooms occupying three of its sides, and a corridor complet- ing the rectangle. It is 203 feet by 173 feet, and built on a lot 400 feet by 270 feet. The interior is rich with all the ornamental detail which polished marble, plate glass, bronze trimmings and other expensive materials can give. Mechanically it is a modern, expensive and magnificent structure. The heating is by indirect radiation supplemented by direct radiation in exposed parts. The furnace and boiler are installed in a separate house outside the main building. This feature is much to be commended as it insures to all the school rooms immunity from coal dust and escaping smoke which are incident to a boiler house even with the most careful firing. This plant has four horizontal tubular boilers each 125 h. p. capacity. The indirect coils are located in heating chambers near the four outside corners of the building. The fresh air is supplied to these heaters through main conduits extending around the parallelogram directly under the corridor of the first floor. These con- duits are very large, about 80 square feet cross sectional area insuring an abundance of fresh air. The air enters this conduit through an elevated shaft a highly commend- able sanitary feature by which a pure source is insured. 36 SCHOOL ARCHITECTURE AND HYGIENE [444 The plenum movement is accomplished by three large fans located at convenient distributing points. The four exhaust fans, four feet in diameter, are located near the top of the four vent shafts. Separate fans are used to ventilate the laboratories. The heat is regulated by thermostats, another luxury of modern engineering. This is in reality more than a luxury in a school house ; it is a necessity, for experience has proved that the regulation of the heat in school rooms cannot safely be entrusted to the teachers, whose minds are not only pre- occupied but whose judgment on such matters is not always to be relied upon. The lighting of this building, while in the main abund- ant, is not altogether fortunate in its distribution. The assembly hall in the center of the court is lighted from above and by light courts at the sides. The school rooms on the sides of the building are large 27 feet by 37 feet well proportioned and well lighted by five windows on one of the longer sides ; but the eight corner class rooms on the first and second floors have the objection common to such rooms used for this purpose light in the face of the teacher. This defect is not necessarily incident to the court plan of construction, and has been happily avoided in the Newark, N. J., high school, Howard & Cauldwell, archi- tects. Although the advantage of light on two or more sides for laboratories is not recognized in this school. It is the character and arrangement of the third floor of the Springfield building which especially commends it as a type of modern high school building. Here the recent demands of the physical and biological sciences are fully met, and the relative importance of laboratory and lecture work properly apportioned. The whole provision on this floor comprises seven working laboratories, three drawing rooms and one lecture room. The latter occupies a central position between the chemical and geological laboratories on the one hand and two physical laboratories on the other. The biological laboratories three in number occupy 445] SCHOOL ARCHITECTURE AND HYGIENE 37 positions on the side of the building adjacent to the physical laboratories ; and the drawing rooms are located on the remaining side. The drawing room on the corner, with light on two sides, is adapted to mechanical drawing, while the long room, lighted on one side by seven windows, is admi- rably adapted to freehand, perspective and art work. A conservatory for plants and flowers is situated on the third floor on the inside of the corridor extending into the court. Above this is an astronomical observatory with revolving copper dome. But it is in the location and height of this observatory that the enthusiasm of science has somewhat strained archi- tectural possibilities. While the dome is a very good one and looks well when viewed at some distance, it is practically useless for astronomical purposes except for amateur work of the crudest kind. Although " it rests upon a steel column directly connected with one of the foundation walls," vibra- tions are certain to occur on account of its height and its connection with the roof of the building. The writer speaks from experience with a telescope similarly located in a dome above the third floor of the Kansas City central high school. In the disposition of the pupils' wraps, the grammar school characteristic has been retained. Wardrobes are located in a quarter without light between the corridors and the school rooms, instead of having individual lockers in large rooms in the basement, as now found in many high-school houses of recent construction. An excellent use has, however, been made of the central space in the basement of the Springfield building. A large lunch room is here provided with double counters equipped for furnishing light refreshments. The question of lunches is one of the important and unsolved hygienic problems in high school education. This problem arises from the relatively short school day in sec- ondary schools ; it is too long for one session and too short for two. When put into one, the dinner hour is too late ; when divided into two, the short cold lunch hastily eaten is 38 SCHOOL ARCHITECTURE AND HYGIENE [446 equally objectionable and detrimental to the health of the pupils. A large, well-appointed cafe in the building, where it can be secured and managed economically for the pupils^ is the best solution of the problem. This gives two short sessions, with a light warm lunch given at the proper time. THE MANUAL TRAINING HIGH SCHOOL It has been noticed that the high or secondary school in America started simply as additional grades to the eighth grammar grade ; and that these grades confined the atten- tion of the pupils to books only, differing from the work of the lower grades only in the subject-matter found in them. We have seen the school house for this work grow from the ordinary school room type to that just described. No less interesting is the growth of the manual training high-school house which is as in the former case a material expression of educational progress in this country. With the growth of the high school and the multiplying of branches of study, came a tendency too scholastic and bookish for practical purposes, when science came in as a balance. But laboratory science, excellent as it serves its purpose, is inadequate. The applications of science to the world of industry and art is not made a part of the pupil's growth until he can make this application a part of his training. The first response to this demand for the practical ele- ment was, as in the case of the high school, crude. It was merely a better sort of apprenticeship a trade school. Later, a little academic work was added just thrown in for " a little book learning." Still later the use of tools was generalized, the academic requirements enlarged by the introduction of branches of high school grade. The curric- ulum was adapted to pupils of high school age. The time was divided between tool work, drawing, and book studies, and the " manual training high school " became a reality. It would be interesting to trace the growth and develop- ment of these schools by giving plates from the first one 447] SCHOOL ARCHITECTURE AND HYGIENE 39 which was built in St. Louis twenty years ago under the direction of Calvin M. Woodward, and still a flourishing school, to the latest and most improved ; but space forbids. The first of these schools were supposed to be for those who expected to be mechanics and were for boys only. It was not till the establishment of the St. Louis school that manual training was considered on an educational basis. With the recognition of the educational claims of manual training, apart from its practical utility, came the apportion- ment of the academic studies and tool work in making out the curriculum. In doing this, varying knowledge and con- flicting ideas have been crystalized and recorded in the school houses. In some cases, one or two shops were added to the ordinary high school where the boys could work " after school ; " in others built for manual training schools, the shops predominated, and the mere mechanic fixed the character of the school with too few of the academic characteristics. Later came the extension of the manual high school to girls, and the modification of the training answering to their needs along the lines of the feminine industries ; and this correlated with the full academic, art and science provisions of the ordinary high school. Thus have the two types of school the purely academic and the purely mechanical grown, developed, and con- verged into one correlated unit forming the high school, par excellence. The term " manual training," which at first had its uses in distinguishing two distinct types has become some- what misleading in its application to the school of to-day ; but it must still be retained for the want of a better means of designating it from those high schools which have not yet incorporated manual training into the curriculum. The Kansas City manual training high school, Plate XIX, is here given as a type of its class, not because it is in all respects superior to others or because it is free from defects, but rather because it was planned after others had been care- fully studied, 40 SCHOOL ARCHITECTURE AND HYGIENE [448 The public manual training high school building of to-day should embody in its construction rooms specialized for a four years' course in art, science, academic work, and man- ual training for boys and girls ; and owing to the expense of maintaining it above that of the ordinary high school, its construction should be undertaken with the strictest economy consistent with hygienic and architectural requirements. The writer believes that more of these requisites have been realized in this than in any other school house yet built. When finished (the east pavilion completing the design as shown is now, December, 1899, nearly completed), it will be 190 feet in length and 140 feet greatest width ; it is built on a lot 250 feet long by 165 feet wide, and has a frontage on three streets. The central and right hand (as shown by the cut) pavil- ions were built in 1897 at a cost of $100000 ; this includes heating, ventilating, plumbing, laboratory, equipment, fur- nishings, and manual training equipment for first two years of the course, but not the ground. The wing now being built will, with its equipment, cost $50000 more, making a total of $150000 for the entire plant. The basement walls are of limestone blocks rough hewn and " pitch faced." The upper stories are of Kansas City buff brick, the first story being "six cut" work. The roof is of brown slate. The architectural effect is pleasing ; it is plain, straight- forward, and free from meretricious ornamentation. Flam- boyant trimmings are absent. Something of the harmonious effects which have been noted in the Cambridge high school have been given to this with less expensive materials. The arches which span the piers between the windows of the sec- ond and third stories of the central pavilion, while suggested by the Romanesque style of architecture, do not sacrifice the lighting of the rooms, for the mullioned windows as here employed give a larger opening than could be other- wise secured. But the transom bars used in these windows should have been omitted, for they obstruct light and do not improve the appearance. 449] SCHOOL ARCHITECTURE AND HYGIENE 41 The heating is accomplished by indirect, supplemented by direct, steam radiation ; the ventilation by two Hope pro- pellers, 6 ft. in diameter, one in the fresh air room serving as a plenum, the other in the foul air room as exhaust. The chief merit of this lies in the central location of the plenum containing the indirect steam coils. The arrange- ment is shown in the basement plan ; the plenum is the unlet- tered room in the center. A change was made in the plan which makes the plenum room slightly smaller than repre- sented. This room with its heated steam coils and fresh air supply are to the buildings what lungs are to an animal, and its location in the center insures a balanced circulation. The movement of the air is as follows : The plenum fan located in the fresh air room receives the supply through vertical shafts on either side of the front entrance. The openings into these shafts are the large louvre windows shown in the perspective, Plate XIX. These windows are on the north side of the building far removed from any source of smoke and high enough from the ground to insure purity. The course of the air after it is forced through the plenum room may be followed by referring to the cross section of the building, Plate XXII. The section is made through the fresh air, plenum, and foul air rooms and shows the position of both fans. The air rises through the fresh air flues and is delivered into the rooms about 8 ft. from the floor. It is drawn out by the exhaust fan located in the foul air room through the foul air flues which lead from the wall registers near the floor to a sub-basement shown in fig. i. This sub- basement is three feet high and extends the entire length of the building the full width of the bicycle rooms ; four wings extend from this subway so as to communicate with the four sections of flues between the rooms. The exhaust fan draws the air from this subway, thus connecting the lower registers of every room with low pressure. It would require a longitudinal section of the building through the bicycle rooms to illustrate the movement of the air toward the outside pavilions ; but this is easily described, 42 SCHOOL ARCHITECTURE AND HYGIENE [450 A "false" ceiling three feet below the floor over the bicycle rooms provides an open free passage for the air as it is forced from the plenum room ; this is virtually an exten- sion of the plenum room to the openings to every fresh air flue in the house without the use of distributing pipes. By this means, all the friction which is incident to the usual method of pipe distribution is eliminated. This being a departure in pneumatic engineering, it deserves some attention ; it was a concession on the part of the architect and the result of a compromise with the writer who wanted to extend this plenum chamber in the same manner beneath the floors instead of near the ceiling by the conventional method. Let it here be noted that the economy in fuel when warm air is delivered through the floors and so distributed that it may be let out at the ceiling is enormous. It exceeds the usual way by a ratio almost equal to that of the mechanical system of ventilating over that of the gravital noted on a preceding page. The economy in warming when the air is properly dis- tributed through the floors and let out at the ceiling, as compared with the conventional way, has been carefully tested by the writer by the use of an experimental model. While these experiments are somewhat too technical to suit the purposes of this article, a study of the plot, Plate XXIII, will not be without interest. The figures at the left show the difference in inside and outside temperatures ; those at the top, amperes of electric current used in heating iron coils as the source of heat ; those at the bottom, relative heat units. It will be noticed that these are the squares of the amperes above and thus show the well-known thermal relation between the current and its thermal equivalent. It will be understood that these numbers are not real thermal units, but serve to show the relative amount of heat at different readings of the ammeter. The line AO shows the results when the air was distrib- uted under the floor with ventilation above ; BO, when the 45 I ] SCHOOL ARCHITECTURE AND HYGIENE 43 air was delivered at the side with ventilation below ; CO, when the air was delivered near the top and let out at the top. Take an example : Suppose the temperature above that outside of the room to be 50 degrees, this temperature line crosses the resultant line at X, showing that it requires 2 1-2 amperes of current to maintain this temperature when heat is applied below. With the same temperature when the heat is applied at the side the line crosses at B, showing 10 amperes. Whence it is plain that the relative heat required in the two cases is shown by the ratio of 6 1-2 to 100. In plain words, it would require only 6 1-2 per cent of the cost by present methods to heat a building if the air were properly distributed, delivered through the floors, and let out at the top. The writer fully realizes that the foregoing brief state- ments will be somewhat unsatisfactory to those who are unfamiliar with the details of the tests, 1 but he is confident that this method of warming and ventilating has reached the stage of successful experiment, and will as surely dis- place the old way as that the electric motor displaced the horse in street car locomotion. Returning to the extended plenum chamber under the corridor floors, it may be said that it works perfectly, and so much of the " theory " has passed into history. During the first two years of its use this system, with the exception of the register in one room, has required no regu- lation of the registers, notwithstanding the absence of ther- mostats. The exceptional room is on the first floor just opposite the plenum fan ; in this the delivery is excessive unless the register is kept partly closed. The exception is of so little importance, however, that the placing of a deflec- tor in the plenum room has not been found necessary. While the ventilation of this building has some of the defects common to current practice, the writer believes that 1 For full explanation and experimental details of these tests, see the writer's paper in the Report of the Proceedings of the Mechanical Engineering Section, American Association for the Advancement of Science, at Columbus, O., 1899. 44 SCHOOL ARCHITECTURE AND HYGIENE [452 it is the best ventilated school house in America, and, the size of the building considered, the most economical. The fans, when running at full speed, 400 revolutions, move 60000 cublic feet per minute. This would supply 2OOO pupils each with 1800 feet per hour. The average daily attendance during the past year, 1898-9, was about 900. The fans were run 250 revolutions per minute giving each pupil 2500 cubic feet of pure warm air per hour. The lighting of this building is nearly ideal. The H plan of construction provides light on three sides of all rooms used for laboratories, manual training and mechanical drawing ; including the lunch rooms and the engine room in the basement there are 16 of these. The large windows at and above the three main entrances furnish ample light for the halls and corridors. The class rooms do not conform to the ideal standard recommended in the preceding pages. These rooms, while of ideal shape and size, are lighted on the shorter instead of the longer side. But considering the use of the entire available wall space which has been employed for the mullioned windows lighting these rooms, the height of the rooms being 14 feet, and the use which is made of the rooms, this departure from standard require- ments is not serious. It should be remembered that in high school academic work there is comparatively little pen-writ- ing done, the greater use of the eyes being confined to blackboard work. The light in these rooms is ample for all purposes for which they are ever used. The assembly hall is as light as day itself, as may readily be inferred by glancing at the third floor plan. With ceil- ing 24 feet high, and light from 18 large mullioned windows 8 feet by 16 feet with arched windows above these, entering from opposite sides, more light is provided than is called for by any standard. This assembly hall is 1 20 feet by 84 feet and has a seating capacity of 1600 persons; it serves for lectures, concerts, study hall, and commencement exercises. It is equipped for stereopticon projection work ; and although there is a window area of 2800 square feet, the room is com- 453] SCHOOL ARCHITECTURE AND HYGIENE 45 pletely darkened in 50 seconds by an automatic electrical device which controls the raising and lowering of the dark- ening shades and the screen back of the platform. It may be noted here that provision for darkening rooms for scientific purposes and for illustrated lectures is another phase of modern school architecture, and not until recently have the mechanical difficulties incident thereto been entirely overcome. The mechanism in the Kansas City school con- sists of a i h. p. Westinghouse motor with worm gear, mag- netic clutch, and drum attachment which moves a steel cable extending around the room under the windows and beneath the floors. The physical and biological laboratories provide for teach- ing physics, chemistry, botany, and zoology, and all have separate teacher's laboratory for research work. The work- ing tables in the physical laboratory are each separately wired for the individual use of the current by the pupils. The brick pier (shown in the plan of the girls' lunch room) terminates in the physics demonstration table furnishing a vibrationless support for galvanometer experiments. The chemical laboratory is furnished with students' work- ing desks with solid slate slab tops. Six drawers to each desk provide a locker for each pupil in which to keep appa- ratus for which he is alone responsible. Three large gas hoods located against the walls and in communication with the exhaust fan give perfect ventilation and provide a place to generate noxious gases. Another point of special con- venience in these laboratories is the sliding door 16 feet wide which throws them together with the adjoining large class rooms. By this arrangement, the teacher may oversee a laboratory division while conducting a recitation. The tables in the biological laboratories are topped with plate glass which has the advantage of smooth, easily-cleaned surface for dissections. Wall paper of a neutral tint placed under the glass relieves the eyes of the pupils. The main corridors on the first and second floors are 19 feet wide and serve the double purpose of corridors and exhibition halls 46 SCHOOL ARCHITECTURE AND HYGIENE [454 where at the closing week an exhibit of the yearly work is arranged on long tables. The large "geology and natural history room," on the sec- ond floor will hereafter be used for a free-hand drawing and art room, the north light making it ideal for this purpose. The pupils' wraps are provided for in locker rooms in the basement. The outside pavilions are of the " mill construction " which is especially to be commended for shops and labora- tories. The inside walls are of pressed brick. The floors are supported by large steel I beams running crosswise, car- rying large, finished, wooden joists. One entire pavilion is used to accommodate the manual training work ; while archi- tecturally a unit with the other part of the building, this pavilion is set off by an independent wall with a 4-inch cushion of air between to prevent the communication of vibrations to the class rooms from running machinery. An additional precaution is furnished by the intervening locker and wash rooms which serve the boys in preparing their toilets after the shop exercise. The entire inside finish is of selected yellow pine. The building is not fireproof, except the " slow combustion " which the mill construction secures to the parts just men- tioned. The isolation of the building and a system of night- watch signals make fireproof construction unnecessary. The numerous class rooms supplementing the laboratories, shops, drawing and art rooms provide conveniences for a complete high school academic course correlated with labora- tory science, manual training and drawing. The stairs in this building conform to the standard require- ments as to number and height. The double staircases at either end of the main corridor and the single one at the end of the central hall afford ample and free egress in case of fire. The stairs are five feet in width with six-inch risers and twelve-inch treads. While the injury to the American school girl from stair climbing has probably been exaggerated, it is undoubtedly 455] SCHOOL ARCHITECTURE AND HYGIENE 47 true that girls of delicate organization have suffered much from this cause. It seems to be the consensus of opinion of all who have considered the subject that the six-inch riser and twelve-inch tread makes the easiest stairway. There should not be more than fifteen stairs between landings. CLOSETS The location of closets should be determined by the exist- ing facilities for ventilation and drainage. Where there is any doubt as to the efficiency of either, closets should be placed in outside buildings ; but when a school house has the advantage of good sewage and mechanical ventilation, the place for pupils' closets is the basement. The condition of closets and outhouses which usually prevails in districts without sewage deserves the severest criticism. It is here that the results of ignorance and care- lessness are fully revealed. The privy vault should never be tolerated, and the large receptacle surface tanks which are usually " cleaned " two or three times a year are little better. The following quotation from the report of the state board of health of Maine for 1892-3 is good, and covers about all which need be said of outhouse closets : " All that is needed is a common closet, a supply of dry earth, a water-tight receptacle beneath, and a convenient way of disposing of its contents at quite frequent intervals. " The receptacle should be wholly above the surface of the ground, and may consist of a metallic-lined box, a half of a kerosene barrel with handles upon it for removal, or, which is better, a large galvanized iron pail. " The receptacle may be removed through a door in the back of the closet or in front of the seat, or, by having the seat hinged and made to button backward, it may be removed that way. The earth should be common garden or field loam and finely pulverized. Road dust does well, but sand is not suitable. Coal ashes are good. Whichever of these is used should be dry and screened through a sieve with about quarter inch meshes. The dry earth may be kept in 48 SCHOOL ARCHITECTURE AND HYGIENE [456 a box or bin so arranged, where it can be, that it may be filled from the outside of the closet, or it is quite convenient to have one-half of the seat hinged, and beneath it the small compartment to hold the present supply of the earth. In this box or bin holding the earth there may be a small tin scoop which may be employed in sprinkling in the earth, a pint or more each time the closet is used. The main thing is to use enough of the earth to completely absorb all liquids, and this requirement, of course, precludes the throwing of slops into the closet." Figure i, Plate XXIV, shows the construction of this closet. Arrangements could easily be made with gardeners or farmers for the daily removal of the contents of these receptacles for fertilizing purposes. Closets under the roof of the school building should have good sewer connection through a heavy cast iron soil pipe which should have a vertical extension in a pipe 3 or 4 inches in diameter through the roof for ventilation ; an effi- cient trap situated in a convenient manhole ; an automatic flushing tank, and local ventilation for each separate seat. It is important that provision be made in school house closets against the stopping up of pipes and traps, and the neglect incident to hand flushing, hence automatic latrines are preferable to single closets. The mechanical conditions of a perfect system of closets may be studied by referring to the cut, Fig. 2, which shows a longitudinal section of the automatic flushing latrine in the Kansas City manual train- ing high school. It was installed by Lewis & Kitchen of Kansas City. The trough is made of cast iron lined with heavy enamel and is perfectly smooth and durable. The bottom is so constructed that the water stands only in the parts of the trough directly under the seat. The trap is the invention of J. H. Brady, engineer for the Kansas City board of edu- cation ; it is hinged so that it may be raised up allowing all accidental lodgements a free exit ; it is located in the bottom 457] SCHOOL ARCHITECTURE AND HYGIENE 49 of a dry vault and may be reached with a hook in the hands of the janitor or other person. There is no possibility of needing the services of a plumber should the trap become clogged. The upper drawing in the cut shows the local ventilation of each separate closet. The air enters just below the front part of the seat and passes out at the back into the vent duct which is in direct communication with the exhaust fan. The ventilation in this method of transverse move- ment of the air is better than it is possible to secure in systems which ventilate the trough longitudinally, for even when the lids of the seats are left down the air passing under them from above will supply the current and prevent the requisite flow from the end of the trough remote from the vent. The boys' urinals are of the stall partition type with gutter trough ventilated at the bottom. The back, ends and partitions are made of hammered glass, the tread and trough being of slate. Glass is preferable above all other material for this purpose as it is easily cleaned and free from any tendency to disintegration. NORMAL SCHOOL AND COLLEGE BUILDINGS The essentials of a normal school house are not materially different from those of a first class high school. Class rooms of ordinary typical construction serve the purpose of "professional" work with training classes, and with modern views now taking root respecting the amount of academic, science, and manual training needed in normal school courses, these functions have already been considered in describing the manual training high school. The " Teachers' college " in New York city is an interesting building and might serve equally well the purposes of a modern manual training high school. In universities, the work is specialized in separate buildings which simplifies the task of the archi- tect. The principles of sanitation and architectural treat- ment indicated in the buildings already referred to apply so 5O SCHOOL ARCHITECTURE AND HYGIENE [458 well to special buildings that separate consideration is not considered essential to this short monograph. INFLUENCE OF LEGISLATION ON SCHOOL ARCHITECTURE The state of New York in 1887 passed a law authorizing and directing the state superintendent of public instruction to procure architects' plans and specifications for school buildings ranging in cost from $600 to $10000. This was a very important step and it resulted as was intended in enlisting the best architectural talent in the country. Liberal prizes for the most meritorious designs were offered, and as a result some very creditable designs were secured. The suggestions which these designs furnished have been acted upon in many districts not only in New York but in several other states. Following is the list of the names and resi- dences of the architects who presented creditable designs : Wm. P. Appleyard and E. A. Bowd, Lansing, Mich. John R. Church, Rochester, N. Y. John Cox, Jr., New York city. Clarence True, Yonkers, N. Y. C. Powell Karr, Rochester, N. Y. J. C. A. Heriot and Corliss McKinney, Albany, N. Y. J. Frank Lyman, Yonkers, N. Y. Warren R. Briggs, Bridgeport, Conn. Fenimore C. Bate, Cleveland, Ohio. Proudfoot & Bird, Wichita, Kans. In 1882, the state superintendent of Wisconsin invited the competition of architects in furnishing designs at small cost. Following are the names and addresses of architects who made valuable contributions : J. Bruess, Milwaukee, Wise. W. G. Kirchaffer, Elkhorn, Wise. Edbrooke & Burnham, Chicago, 111. H. C. Koch & Co., Milwaukee, Wise. G. Stanley Mansfield, Freeport, 111. F. S. Allen, Joliet, 111. F. W. Hollister, Saginaw, Mich. In 1895, the state legislature passed a law which says 459] SCHOOL ARCHITECTURE AND HYGIENE 5 1 that : " Hereafter no school house shall be constructed in the city of New York without an open-air playground attached to or used in connection with the same." This law has done much toward improving the hygienic conditions in New York, and its influence has been felt in other cities. The state laws of Massachusetts provide for the placing of fire escapes in all buildings more than two stories in height ; also " that every school house shall be kept in a cleanly state and free from effluvia arising from any drain, privy, or other nuisance, and shall be provided with a sufficient number of proper water and earth closets." It further provides that " every school house shall be ventilated in such a proper manner that the air shall not become so exhausted as to be injurious to the health of the persons present therein." The state laws of Kentucky provide that each school house shall have a floor space of not less than ten square feet to each pupil in the district ; shall be at least ten feet between floor and ceiling ; shall have at least four windows ; one or more fireplaces with chimneys made of brick or stone." It also provides that each school house shall provide for each child " a seat with back the height of the seat and its back to suit the age of the child no desk or bench to be made to accommodate more than two children." The statutes of Vermont (1896) provide that : " The state board of health shall within reasonable time and as often as it thinks necessary issue a circular letter to the local boards of health giving the best information as to lighting, heating, ventilating, and other sanitary arrangements according to regulations by the state board of health." The laws of Connecticut provide that " every school house shall be ventilated in such manner that the air shall not be injurious to the health of the persons present therein." In many of the states the only legislation is that doors in school houses shall open outward. This is a precautionary provision against accidents in fires, and seems to be more generally recognized by state legislatures than any other single necessity. 52 SCHOOL ARCHITECTURE AND HYGIENE [460 In many other states there has been no legislation whatever. In view of the large benefits which have already been real- ized from the little legislation that has been made in a few states, it is to be hoped that this important means of enlight- enment will become more general in the United States. WORK OF SCHOOL SUPERVISORS AND ARCHITECTS Next to the good which has been accomplished by state legislation comes that which has been done by state superin- tendents who, realizing the importance of school architec- ture, hygiene, and sanitation, have from time to time embod- ied in their reports valuable information as to the needs of the schools and suggestions as to how to supply them. In Wisconsin, State Superintendent W. C. Whitford in 1882 issued a valuable circular on " Plans and specifications of school houses " for the country districts, villages, and smaller cities of his state. In 1892 Supt. Oliver E. Wells issued a valuable pamphlet containing suggestions and plans for the ventilation and furnishing of school houses. In Michigan, State Supt. Henry R. Pattengill in his report for 1894 gave some valuable information on " School grounds, school house architecture, and outbuildings." Also Supt. John E. Hammond in his report for 1897 gives valu- able information. The state board of Connecticut issue from time to time valuable school documents, among which No. 13 is a valu- able scientific monograph on " School house warming and ventilating" by S. H. Woodbridge. Documents Nos. 12 and 1 5 contain suggestions on ventilation, and show a large col- lection of plans for school houses. For the state of New York, Supt. Chas. R. Skinner has issued several reports of great value, among which is a large bound volume on " Recent school architecture," and contains a large number of plates showing the plans and perspectives of many of the best school houses in the state. State Supt. Nathan C. Schaefer of the state of Pennsyl- 46 1 ] SCHOOL ARCHITECTURE AND HYGIENE 53 vania has given in several of his reports many good sugges- tions, and has been unsparing in his criticisms on existing conditions in country schools, as a means of stimulating effort toward the improvement of school buildings in his state. In Missouri, Supt. Jno. R. Kirk has done some excellent work in the improvement of country schools and in his reports of 1896 and 1897 he gives apian for a model country school house which has been adopted by many of the country districts in the states. This plan possesses the sanitary features described in the other one-room building already described. Of the architects who have not hereinbefore been men- tioned and who have done excellent work in school house building may be named : Robert S. Roeschlaub, Denver, Colo.; E. H. Mead, Lansing, Michigan, whose "three-room building " shown in the Michigan state report for 1898 is especially to be commended ; Arthur Bohm, Indianapolis, Ind.; Hudson & Wachter, architects, Toledo, Ohio ; How- ard & Camdwell, Newark, N. J.; E. A. Joselyn, New York city. BIBLIOGRAPHY OF SCHOOL HOUSE ARCHITECTURE AND SANITATION Alcott, William A. Essay on the construction of school houses. pp.66. Hilliard: Boston, 1832. Barnard, Henry. School architecture, or contributions to the improvement of school houses in the United States. Sixth edition, pp.464. Norton: New York, 1854. Bicknell, A. J. School house and architecture. Trubner : London, 1877. Chadwick, E. Sanitary principles of school construction. Lon- don, 1877. Chase, C. T. Manual on school houses and cottages for the people of the south, pp. 83. Wash. 1868. Clark, Theodore M. Rural school architecture, pp. 106. Bureau of education. Wash. 1880. Construction and maintenance of school infirmaries. Churchill : London, 1888. 54 SCHOOL' ARCHITECTURE AND HYGIENE Designs for school houses accepted by the department of public instruction of the state of New York. pp. 20, with 19 com- petitive plans. Albany, 1895. Designs for school houses accepted by the department of public instruction of the state of New York. pp. 20, forty pages of plans. Albany, 1889. Dickson system of school house construction. 2000 feet of air per hour for each pupil without mechanical power. School House Construction Company, 215, 217, 219 South Adams street, Peoria, 111. pp. 35. Peoria, 111., 1894. Dukes, Clement. School construction. Lawrence : Rugby, Eng. Dunham, C. A. The model school house, pp. 35. Burlington, Iowa, 1894. Eveleth, Samuel F. School house architecture. Illustrated in 17 designs in various styles, pp. 14, 67 plans. Woodward : N. Y. 1870. Freese, Jacob R. Report on school house and means of promot- ing popular education, pp. 13. Wash. 1868. Gardner, E. C. Town and country school buildings. Kellog: N. Y. 1889, contains designs, plans and descriptions. Gove, Aaron. Public school house. Education 17 (March, 1897) 407-411. Hints and suggestions on school architecture and hygiene, with plans and illustrations. By J. George Hodgins. pp. 135. Toronto, 1886. Hodgins, J. George. The school house, its architecture, external and internal arrangements, with elevations and plans for public and high school buildings, pp. 271. Copp : Toronto, 1876. Johonnot, James. School houses, with architects' designs by S. E. Hewes. Schermerhorn : N. Y. 1872. Public school buildings in the District of Columbia, pp. 48, House of representatives miscellaneous documents No. 35, 47th Congress, ist session. Washington. Report of the general agent (Massachusetts board of education) on the condition of the school houses and giving plans and descriptions of school houses suitable for country towns and villlages. pp. 64. Boston, 1873. Saeltzer, Alexander. Treatise on accoustics in connection with ventilation ; and an account of the modern and ancient methods of heating and ventilation. New York, 1872, 12. 463] SCHOOL ARCHITECTURE AND HYGIENE 55 School houses and public buildings. How they may be safely constructed and properly heated and ventilated. Drawings on exhibition at World's Columbian exhibition, pp. 4, 1893 pp. 33 with plates. (Commonwealth of Massachusetts.) Turnbull, G. B, New high school building at Colorado Springs. School report, i (Dec. 1894): 682. Walker, C. H. Suggestions on the architecture of school houses, Atlantic, 74 (Dec. 1894): 825. Plans for heating and ventilating school houses. In state of Maine board of health report, 1891. 315-386. School architecture and equipment (buildings and grounds) Robins, E. C. Technical schools and college buildings, pp. 244. Whittaker: London, 1887. Robins, E. R. School architecture : planning, designing, build- ing, pp. 440. Murray: London, 1877. Wade, Rufus R. School houses and public buildings : How they may be safely constructed and properly heated and ventilated, pp. 35 34 plates of plans, designs, etc. Boston, 1893. Wheelwright, Edmund M. Series of 17 articles in the " Brick- builder," Boston, on " The American school house." Ventilation and sanitation Briggs, Robert C. Steam heating and exposition of the Ameri- can practice of warming buildings by steam. Pp. 122. Van Nostrand: New York, 1888. Bryant, Walter, and Herman, Leopold. An exposition on heat- ing and ventilating the school houses of Boston in 1846 and 1847. PP-24. Bryant: Boston, 1848. Colyer, Frederick. Public institutions : their engineering, sani- tary and other appliances, pp. 219. Spon : London, 1889. Griscom, John H. The uses and abuses of air. pp. 252. N. Y., 1850. Jacob, E. H. Notes on ventilation and warming of houses, churches, schools and other buildings, pp. 124. Young: N. Y., 1882. Leeds, Lewis W. A treatise on ventilation, pp. 226. N. Y., 1882. Lupton, N. T. On heating and ventilation, with special reference to the school buildings of Nashville. (Nashville, 1878.) 56 SCHOOL ARCHITECTURE AND HYGIENE [464 Marble, Albert P. Sanitary conditions for school houses, pp. 168. Bureau of education: Washington, 1891. Moore, Joseph A. Ventilation of school buildings in Massachu- setts, pp. 15. Chicago, 1893. Morrison, G. B. Ventilation and warming of school buildings, pp. 22-173. Appleton: N. Y., 1887. Morrison, G. B. Some thermal determinations in the heating of buildings. Proceedings of " American Association for the Advancement of Science." At Columbus, 1899. Nichols, W. R. Sanitary conditions of school houses. (Boston, 1880.) Quimby, H. M., and others. Ventilation of school houses in Worcester, pp. 24. Worcester, 1889. Ross, G. On the ventilation of schools, hospitals, law courts and other public buildings. Collingrade: London, 1874. Young, A. G. School hygiene and school houses, pp. 399. Augusta, 1892. This is the seventh annual report of the state board of Maine, and is the ablest discussion of school hygiene that has yet appeared from a board of health. Billings, J. S. The information necessary to determine the merits of the heating and ventilation of a school building. Proceedings National educational association, 1882. pp. 11-19. Hubbard, T. Principles of warming and ventilation as applied to our public schools. (In. pro. san. con. O., 1887. p. 54.) Walker, William A. Report to N. Y. county board of education on the proper size, construction and means of ventilating school houses, and the arrangement of playgrounds. Docs, of N. Y. city board of education. 1842-1850, pp. 5-12. (1846.) Woodbridge, S. H. Connecticut school document, No. 13, on " School house warming and ventilation." DIVISION OF EXHIBITS DEPARTMENT OF EDUCATION UNIVERSAL EXPOSITION, ST. Louis, 1904 MONOGRAPHS ON EDUCATION UNITKD STATKS EDITED BY NICHOLAS MURRAY BUTLER President of Columbia University in the City of New York 10 PROFESSIONAL EDUCATION BY JAMES RUSSELL PARSONS JR Director of the College and High School Departments, University of the State of New York, Albany, New York THIS MONOGRAPH is PRINTED FOR LIMITED DISTRIBUTION BY THE LOUISIANA PURCHASE EXPOSITION COMPANY COPYRIGHT BY J. B. LYON COMPANY 1899 COPYRIGHT BY J. B. LYON COMPANY 1904 J. B. LYON COMPANY PRINTERS AND BINDERS ALBANY, N. Y. \ I \ \ 1 . ' l\ \ \ I j I \ | \ "o \ 1 ; : 1 i s rpin T O\ o O VO f) I B JX ro \O ^-00 m rt ro ^ \ 10 ! "3 \ I n ^jBauaja^ o o o N jn ^ \ - PU V C XOBUUBlfJ N * * Jj Is, "s \ & \ 4 I Xajs;ju3Q o o N *^ ^ J^ 1 \ CJ rt I \ aTinmiiTAT *^ W N fO vO 9Uplp9|^ N CO 00 vO "i ij> a. ? \ V L \ \ AUjq ^ ^ ^ ^ 0, ^ tJ oo s \ tn u \ \ \ XSopaqx M ^2 X R $ *2 "2 \ V jo jo g g 1 \ oo oo oo oo o> 1 I \ I V s \ i/^ vO * vO SO O W *^> t^* 1 \\ \ ft \ \ -d s\ \ _J ' \ (U k \ \ \ 1 \ I V S V \ V S t; 1 \ ^ } t< ^ ' \ \ N w rV \ \ V. g V \ k s -^^ 't A ' r ^h \ ^ L * \ & r> * I ~-\ <<, ftt \ ^> "Vv a c < rA \ _ \ % x \ ~~~ ^> IN t a i* \ "^^, * . h- -^ " 1 ~ = "~^- ^^=v X _Q A ^ 2 ~ - O^g j33J!:tE 1 ;> < < c 3 D 2 a a 1 J c r a > 3 c u a l > i c u- a > > > c 1 a > O o O ! > of O O j ao eo oo co t- S 2 r- - PROFESSIONAL EDUCATION I GENERAL Preacademic, grammar or common school work refers to the eight years of ele- mentary instruction; secondary or academic work, to the four years of secondary instruction between elementary school and college; college work, to the four years of higher instruction, following the four years of secondary. Professional institutions are uniformly called schools. Authorities It is impossible within the limits of this monograph to give more than a brief outline of professional education in the United States. For detailed information touching laws, regulations, location of schools, and courses of study the reader is referred to Professional education in the United States, published by the University of the State of New York. Of the many authorities consulted the following have proved most helpful : U. S. education reports ; Eliot's Edu- cational reform ; U. S. census reports ; Briggs' Theological education and its needs /* Dyer's Theological education in America;* Jessup's Legal education in New York; 3 Well- man's Admission to the bar / 4 Hammond's American law schools, past and future ; 5 Reports of the American bar association; Toner's Annals of medical progress in the United States / 6 Davis' Medical education and medical insti- tutions in the United States / 7 Journal American medical association; Shepard's Inaugural address at the World's Columbian dental congress; Proceedings of the American pharmaceutical association. These and other authorities have been used freely, but limited space makes it imprac- ticable to give in many cases more than this general acknowledgment. 1 Forum, January 1892. * Penn monthly, August 1880. * See the History of the bench and bar of New York. * American law review, May 1881. 5 Southern law review, August 1881. * U. S. education report, 1874. 7 U. S. education report^ 1877. PROFESSIONAL EDUCATION [ 4 68 Assistance rendered by specialists is acknowledged in the chapter relating to each profession. Growth At the time of the declaration of independence there were only two professional schools in this country, the Medical college of Philadelphia (1765), now the medical department of the University of Pennsylvania, and the medi- cal department of King's college (I768). 1 The following statistics, summarized from Professional education in the United States, show unprecedented growth : 3 Schools 1899 Instructors 1899 Students 1898 Graduates 1898 Students 1899 Theology 165 I 070 8 117 I 6oi 8 OQ1 Law 86 Q7O II 78l 1 110 II 883 Medicine 8 i*6 >e 7-11: 8 24 O4 ^ B e 72? *2d IIQ Dentistry 56 I "ill 7 221 I Q2I 7 6l1 4 4 4Q2 4 ^ 525 A V 4 I 122 4 1 561 Veterinary medicine... . 17 249 368 123 378 * Total eo2 IO 029 ee 2 r- co oo CO oo Medicine Theology Law Pharmacy Dentistry Veterinary Z Z Z Z Z Z Z Z Z Z / '25000 (000 47i] PROFESSIONAL EDUCATION 4919. In each profession there has been a growth which is greater proportionately than the growth in population. 1 Preliminary general education for licenses In New York state a preliminary general education equivalent to gradua- tion from a four years' high school course after a completed eight years' elementary course is prescribed by statute as the minimum standard for license to practise medicine. This standard approximates that required in continental Europe. New Hampshire has similar requirements, but they are not as rigidly enforced. The statutes of Delaware, Maryland, New Jersey and Pennsylvania prescribe a "common school education." Louisiana demands " a fair primary education." The rules in Vermont prescribe a high school course ; in Illinois and Iowa less than one year of high school work ; in Virginia, " evidence of a preliminary education." In remain- ing political divisions laws and rules are either silent in this respect or so indefinite (Arkansas and other political divis- ions) as to be of little value. In New York and Illinois (after Jan. i, 1900) a prelim- inary general education equivalent to a three years' high school course is required for admission to the bar. Connec- ticut demands a high school education or an indefinite pre- liminary examination. The minimum requirement in Mich- igan (in case of examination) is less than two years of high 1 These returns were first given in 1860 when the ratio to population (31,443, 321) was : clergymen (37,529) i to 837, lawyers (33,193) i to 947, physicians (54,543) i to 576, dentists (5606) i to 5608. Following are the figures for 1870, 1880 and 1890 : Population Clergymen Lawyers Physicians Dentists 1870 43 874 62 448 6i 608 8c 671 1800 . . 88 203 Students at these periods were reported as follows in 1897 by the American bar association : Theology Law Medicine Dentistry Pharmacy 6 iq8 T 88o A *l8 16 660 a 696 2 871 8 PROFESSIONAL EDUCATION [472 school work, in Colorado it is one year of high school work, in Minnesota (in case of examination) it is less than one year, in Ohio it is a common school education. If anything is demanded in other political divisions the requirement is not sufficiently established (excepting a few local cases) to find a place either in statutes or court rules. The New York law exacts a full high school course as one of the requirements for license to practise dentistry. 1 New Jersey demands by statute " a preliminary education equal to that furnished by the common schools," Pennsyl- vania "a competent common school education," Virginia a " fair academic education." In other political divisions there is no such requirement. 5 Louisiana, Michigan, South Dakota, Wisconsin, and, in case of examination, California and Texas are the only political divisions which mention in their rules preliminary general education as a requirement for license to practise pharmacy. An elementary educa- tion only is prescribed. The completion of a full high school course or its equivalent is one of the statutory require- ments for license to practise veterinary medicine in New York. 8 Pennsylvania demands " a competent common school education." There is no such requirement in any other state. Preliminary general education for degrees In New York, high standards in preliminary general education are demanded both for degrees and for licenses, 4 and in each case the ques- tion of attainments is determined by a central authority, the University of the State of New York. As a rule in other states the professional schools conduct their own entrance examinations, and the tests are often mere matters of form, even though the standards may appear satisfactory on paper. 1 For matriculates before Jan. I, 1901, 3 years in a high school are accepted. ' See section on Dental societies. * For matriculates before Jan. I, 1901, 2 years in a high school are accepted. 4 Excepting licenses to preach and licenses to practise pharmacy. 473] PROFESSIONAL EDUCATION 9 Entrance requirements In 4 theological schools there are no entrance requirements ; in 24 schools they are indefinite. 19 demand a grammar school education. i, 6 and 19 require respectively one, two and three years of high school work. 18, 3 and 71 demand respectively one, three and four years of college work. In 1 6 law schools there are apparently no entrance require- ments whatever ; in 8 schools they are so indefinite as to be practically worthless. 26 schools demand a grammar school education. 8, n, 12 and 3 require respectively one, two, three and four years of high school work. Harvard demands an education equivalent to that required for admission to the senior class. The Columbia law school will be main- tained as a graduate department after 1903. In 2 medical schools the requirements are indefinite; 29 demand a grammar school education; 97, 12, 3 and 12 require respectively one, two, three and four years of high school work. Johns Hopkins requires a college course, Harvard also after Sep. 1901. In 3 dental schools the requirements are indefinite; 18 demand a grammar school education; 18, n and 6 require respectively one, two and three years of high school work. In 6 schools of pharmacy there are no entrance require- ments ; in 4 schools they are indefinite. 24 demand a gram- mar school education ; n, 6 and i require respectively one, two and three years of high school work. In i veterinary medical school the requirements are indef- inite ; 9 demand a grammar school education ; i, 5 and i require respectively one, two and three years of high school work. Professional students with college degrees The 1894 U. S. education report states that probably nearly one half of the theological students held either B.A. or B.S. degrees (46 1-2 per cent), as compared with only about 20 per cent of law students. The corresponding returns from medical schools were so imperfect that they were not tabulated. Tables in the 1897 U. S. education report indicate that of 10 PROFESSIONAL EDUCATION [474 schools reporting graduate students 49 per cent of the stu- dents in theology, 24 per cent of those in law and 14 per cent of those in medicine held either B.A. or B.S. degrees. The corresponding returns for 1898 were 53 per cent in theology, 29 per cent in law, and 2 1 per cent in medicine. Following is a classification of schools i) that report grad- uate students, 2) that report no graduate students, 3) that do not report this item : Schools Students Hold B. A. or B. S. degrees Per cent 1897 1898 1897 1898 1897 1898 1897 1898 Theology i 93 85 5 217 5 086 2 566 2 696 49 53 2 26 28 635 850 O O O o 3 37 42 2 321 2435 1 1 Law i 56 41 7997 6 289 I 932 I 825 24 29 2 2 2 29 20 O O O o 3 25 40 2423 5306 Medicine i 7 6 64 10 709 9969 1498 2094 14 21 2 5 3 1 60 146 O O O 3 69 91 13 5o8 14339 1 1 1 1 Courses in theology, law and medicine are naturally grad- uate courses and will eventually be maintained as such by leading universities. It is believed, however, that it would not be advisable or even desirable for the state to make graduation from college the minimum requirement in gen- eral education for degrees even in these faculties. High school graduation is sufficient for the minimum state require- ment. Anything farther than this should be left to indi- vidual initiative. 2 1 Not reported. 'There are few graduate students in dentistry, pharmacy or veterinary medicine. In library science, however, which under New York's leadership will develop rap- idly throughout the United States, a thorough college training will soon be the usual requirement of all strong schools for admission to the professional course. In 1900 for example all but two of the entering class of 31 at the New York state library school are graduates of colleges or universities registered as main- taining proper standards. In public accounting which was raised by New York to the dignity of a profession in 1896 the New York requirement of a full four years' high school course will doubtless be accepted generally as the standard in preliminary general education. Additional requirements in New York for full C. P. A. (certified public accountant) certificates are three years' satisfactory experi- ence in the practice of accounting (one of which has been in the office of an 475] PROFESSIONAL EDUCATION II Length of professional courses The following table shows as a rule great progress, specially since 1885, in the adoption of higher standards for graduation. Four years Three years Two years One year Not stated 26 77 q o II " 1885.. 26 98 6 o 22 44 1807.. 22 116 7 I II 1808.. '20 117 8 o IO 1899.. 4I 116 7 I o o I IO IO 2 " 1885.., o 18 6 o " 1807... o 21 4.7 7 2 " 1808... o g a6 4 e " 1899 o 44 ^7 4 I Medical schools 1875 o 8 i 72 e o " 1885.. o e IO1 o o " 1897.. oo An o 2 o 41 1898.. IO1 42 o o 4 6 41 1899 141 IO 2 2 i o o 12 O o 44 1885.. o M O o 44 1897. I 47 o o o 44 1898... I AQ o O o 44 1899... .... I ee o O o Schools of pharmacy 1875 o o IO j I 44 1885.. o o 21 o o 44 1897.. o e *A 2 2 1898 I oe O " 1899.., 8 I 6 38 7 o o IO 2 o o 44 1898.. o 12 2 o o 44 1899 o 14 J o o expert public accountant) and examinations in the theory of accounts, practical accounting, auditing and commercial law. Pennsylvania has a C. P. A. law, and attempts have been made to secure similar legislation in Illinois, Maryland, New Jersey and Minnesota. 1 Including 4- schools that report courses of five years. * Including 17 schools that report courses of more than four years. ' Distinction between medical schools with two and three-year courses not certain. 4 Including 3 medical preparatory schools. 5 Department of pharmacy, University of Washington, which has suspended temporarily. 12 PROFESSIONAL EDUCATION [476 Professional schools now remain in session for a much greater part of the year than formerly : Length of courses in months, 1899 Unknown or less than 6 6-7 7-8 8-9 9-10 More than IO Total o i V7 57 54 14 165 I 2 6 62 21 4 86 Medicine IO 74, 4; 21 6 O 156 12 24 II 4 e O 56 e 16 II IO c 5 52 Veterinary medicine c e 2 I o 17 Total 3^ 124. 112 148 Q2 21 12 Evening sessions occur less frequently : Day sessions Evening sessions Both Unknown Total Law AQ 24 7 6 86 Medicine I7C e O 7 156 47 4 o 5 56 Pharmacy 36 4 3 52 Veterinary medicine 7 O a 7 17 Total 274. 42 2^ 28 "?67 University supervision As long as the public had prac- tically no protection from incompetency in professional practice independent proprietary schools flourished. With proper restrictive legislation such institutions will either die or fall under university supervision. Many professional schools not under university super- vision show a self-sacrificing zeal for high standards and an absence of the commercial spirit that might well be emu- lated by all institutions connected with colleges or universi- ties. Nevertheless independent institutions are realizing more than ever before the disadvantages of working without university privileges and tend more and more toward uni- versity connections or university relations. 477] PROFESSIONAL EDUCATION In 1899, 257 schools were separate institutions and 275 were departments of colleges or universities as follows : Separate institutions Departments Total no 46 165 16 70 86 82 74 ie6 20 36 c6 14 38 C2 Veterinary medicine 6 ii 17 Total 257 275 C'22 Scholarships Theological seminaries, when not endowed, are supported by funds from the denominations they repre- sent. Tuition is generally free, and in many cases board and lodging are furnished. Additional help is given usually when needed, and generous scholarships are the rule. In other professional schools scholarships are comparatively rare. The 1895 U. S. education report gives 40 law school scholarships and 295 * medical school scholarships. The largest, offered by College of physicians and surgeons, New York, pays $700 a year and is bestowed to promote the dis- covery of new facts in medical science. An examination of 82 law school catalogues for 1899 shows that 48 scholarships are offered definitely. Tuition is free at the law department of Howard university, the law departments of the universities of Kansas, Texas and West Virginia. The Harvard law school and the Boston univer- sity law school offer a " limited number of free scholarships." Law students may compete for the 150 state scholarships and the 18 university scholarships offered annually at Cor- nell and for the 50 city scholarships offered by the Univer- sity of Pennsylvania. The law department of Centre college offers free tuition to sons of ministers and to all young men of limited means and good character. 3 schools give fellowships annually as follows: New York law school, 1 "Many of these are not scholarships in a strict sense." U. S. education report, 1895 14 PROFESSIONAL EDUCATION [478 I at $500 a year, good for from one to three years ; Law department University of Pennsylvania, i at $300, good for one year ; Pittsburg law school, i at $250, good for one year. 32 schools offer cash prizes amounting to $3010 and law and reference books as other prizes. 151 medical school catalogues for 1899 report definitely only 152 scholarships and n fellowships. These are offered by 31 schools. 5 other schools refer indefinitely to scholar- ships. At Cornell and the University of Pennsylvania med- ical students may compete for state and university, or city scholarships on an equal footing with those who would enter other departments. Tuition is free at the Army medical school, the medical department of the University of Texas and the medical preparatory school of the University of Kansas. 19 schools give cash prizes amounting to $5685 ; 57 offer hospital appointments as prizes ; 47 give gold medals, surgical instruments and other prizes. 56 dental school catalogues for 1899 show that 7 schools offer 58 scholarships. 1 The dental department of the Uni- versity of Maryland deducts one half from tuition fees of one student from each state on recommendation of his state dental society. The Baltimore college of dental surgery had similar beneficiary scholarships till 1898 when they were abolished. 18 schools offer prizes but their value is not great. 52 catalogues of schools of pharmacy for 1899 show that 5 schools offer 12 scholarships and 2 fellowships. Tuition is free at the schools of pharmacy connected with the Ala- bama polytechnic institute, Washington agricultural college, Purdue university, and the universities of Kansas, Ohio, Oklahoma, Texas,. Washington and Wisconsin. 15 schools offer prizes, usually medals or pharmaceutic instruments. 5 of these 15 schools give cash prizes amounting to $620. The committee on revision of the U. S. pharmacopoeia has instituted fellowships in the University of Michigan and the University of Wisconsin for the discovery of new facts in pharmacy. 1 See section on Subjects discussed in dentistry. 479] PROFESSIONAL EDUCATION 1 5 1 6 veterinary school catalogues for 1899 show that 19 scholarships are offered by 5 schools, that i school gives a fellowship and that 6 schools offer prizes. Tuition is free at the veterinary departments of Cornell and Ohio univer- sities, and of Washington agricultural college. Cornell opens to competition by veterinary students, 18 scholarships and to veterinary graduates a fellowship of an annual value of $500. Veterinary matriculates are eligible for 50 city scholarships offered by the University of Pennsylvania. The veterinary department of Ohio state university offers a scholarship in each county in which the agricultural scholar- ship is not taken. Fees Tuition is free in 132 theological schools. Only 8 have matriculation fees, 33 a course fee and 34 other fees. The average matriculation fee is $5.38, the average course fee $91.61, the average of other fees $22.06. Tuition is free in 4 law schools. 23 have matriculation fees (average $14), 83 have course fees (average $69.80), 59 have other fees (average $10.86). Tuition is free in 3 medical schools. 119 have matricula- tion fees (average $10.68), 153 have course fees (average $82.39), 129 have other fees (average $49.47). Tuition is not free in any dental school. 40 have matricu- lation fees (average $8.62), 56 have course fees (average $94.32), 5 have other fees (average $33.48). Tuition is free in 9 schools of pharmacy. 28 have matric- ulation fees (average $8.07), 43 have course fees (average $58.90), 50 have other fees (average $37.90). Tuition is free in 3 veterinary medical schools. 7 have matriculation fees (average $7.85), 14 have course fees (average $81.28), 12 have other fees (average $43.50). Libraries In 1898 the U. S. commissioner of education reported 1,360,720 volumes in libraries of 118 theological schools, 243,054 in libraries of 47 law schools, 151,433 in libraries of 72 medical schools, 6901 in libraries of 16 dental schools, 22,156 in libraries of 17 schools of pharmacy. 3 theological schools, 9 law schools, 21 medical schools, 9 1 6 PROFESSIONAL EDUCATION [480 dental schools and 2 schools of pharmacy reported that they had no libraries. 34 theological schools, 27 law schools, 58 medical schools, 25 dental schools and 26 schools of phar- macy made no report on this item. Libraries in veterinary medical schools were not reported. Following were the largest libraries : Theology Volumes Union theological seminary, presbyterian 71 576 Hartford theological seminary, congregational 68 029 Princeton theological seminary, presbyterian 61 648 Andover theological seminary, congregational 51 ooo Seminary of the Reformed Dutch church in America. . 43 700 Law Harvard university, law department 44 ooo Cornell university, law department 26 ooo Columbia university, law department 25 ooo University of Pennsylvania, law department 1 8 904 Yale university, law department x 12 ooo Medicine Hahnemann medical college, Philadelphia 15 ooo Hahnemann medical college, Chicago 12 ooo University of Michigan, homeopathic medical dep't... 10 ooo University of Pennsylvania, medical department 10 ooo Johns Hopkins medical school 77 12 Dentistry Marion Sims college of medicine, dental department.. . *2 ooo Ohio medical university, dental department 8 2 ooo University of Michigan, dental department 1 600 Pharmacy Philadelphia college of pharmacy 10 ooo Massachusetts college of pharmacy * 5 132 University of Illinois, department of pharmacy I 800 1 Approximate. * Only one library for medical and dental dep'ts. 1 Only one library for medical, dental and pharmacy dep'ts. 48 1] PROFESSIONAL EDUCATION I*J Endowment's The 1898 U. S. education report gives the following : 84 theological schools report endowments of $17,977,325. 54 do not report this item. 17 state that they are not endowed. 19 medical schools report endowments of $1,906,072. (In 1897, 14 medical schools reported endowments of $648,262.) 84 do not report this item. 48 state that they are not endowed. 8 law schools report endowments of $752,500. The law department of the University of Cincinnati reports also an endowment that yields an income of $7500. (In 1897, 4 law schools reported endowments of $431,000.) 48 do not report this item. 27 report that they are not endowed. 1 dental school, the Harvard dental school, reports an endowment of $50,000. 20 report that they are not endowed. 29 do not report this item. 2 schools of pharmacy, the Massachusetts college of phar- macy ($13,675) and the Albany college of pharmacy ($2381) report endowments of $16,056. 17 report that they are not endowed. 26 do not report this item. Following were the largest endowments : Theology Princeton theological seminary, presbyterian $i 369 oco Union theological seminary, presbyterian 1 1 350 oco General theological seminary, protestant episcopal. . . I 260 987 Chicago theological seminary, congregational 968 820 Andover theological seminary, congregational. 850 ooo Law Harvard university, law department 400 ooo University of California, law department 135 ooo Catholic university of America, law department * 100 ooo Medicine Columbia university, medical department 480 ooo Johns Hopkins medical school 427 ooo Woman's medical college of Pennsylvania 296 772 Yale university, medical department 106 coo 1 1897. 9 Approximate. 1 8 PROFESSIONAL EDUCATION [482 Value of grounds and buildings The 1898 U. S. education report gives the following values of grounds and buildings : 98 theological schools, $13,863,628. 54 do not report this item. 3 report that they do not own grounds or buildings. 19 law schools, $1,431,000. 58 do not report this item. 6 report that they do not own grounds or buildings. 96 medical schools, '$11,264,263. 53 do not report this item. 2 report that they do not own grounds or buildings. 15 dental schools, '$1,019,836. 30 do not report this item. 5 report that they do not own grounds or buildings. 15 schools of pharmacy, $656,417. 25 do not report this item. 5 report that they do not own grounds or buildings. The following report the greatest values in grounds and buildings : Theology General theological seminary, protestant episcopal . . $i 353 ooo St Joseph's seminary, Roman catholic I 100 ooo Western theological seminary, presbyterian 780 055 Princeton theological seminary, presbyterian 500 ooo Union theological seminary, presbyterian 500 ooo Law University of Cincinnati, law department 350 ooo Boston university law school .... 225 ooo Harvard university, law department 150 ooo New York university, law department 120 ooo Vanderbilt university, law department 100 ooo Medicine Columbia university, medical department 2 ooo ooo Jefferson medical college 600 ooo Hahnemann medical college, Philadelphia 523 763 Cooper medical college 460 ooo New York homeopathic medical college 450 ooo 1 In 1897, 93 schools reported $7,271,009. * In 1897, 13 schools reported $627,500. 483] PROFESSIONAL EDUCATION Dentistry Baltimore medical college, dental department J $2OO ooo Philadelphia dental college 170 ooo New York college of dentistry 120 ooo Detroit college of medicine, dental department * 105 336 Pennsylvania college of dental surgery 70 ooo Pharmacy New York college of pharmacy Philadelphia college of pharmacy Northwestern university, school of pharmacy, Massachusetts college of pharmacy Maryland college of pharmacy 204 067 150000 '75 ooo 68 850 37000 When grounds and buildings are used for several depart- ments, as for example the Columbia law school which is in the library building, values are not always reported. Total and average property, receipts and expenditures in 1898 It is interesting to compare with the preceding figures those given in Professional education in the United States : Total Schools Property Schools Receipts Schools Expenditures Theology 87 $27 785 QQ7 76 $1 561 516 83 $1 420 921 Law 27 1 O51 261; 11 <;6s 2QS 33 540 887 Medicine 126 IS 146 O3O III 2 185 2l6 in 2 O22 503 Dentistry IQ I 150 915 23 45Q 006 22 421 689 Pharmacy IQ o8l Q12 I* 167 008 11 I 71 QQ4 Veterinary med. . 8 426 697 8 86 598 8 89 604 286 $48 744 836 262 $5 025 719 270 $4 669 598 Average Property Receipts Expenditures Theology $1IQ 170 27 $2O 546 26 $17 119 53 Law 113 083 88 18 235 32 l6 390 52 137 666 90 19 686 63 1 8 22O 74 Dentistry 60 174 47 IQ QQQ 82 IQ 167 68 Pharmacy 51 680 63 12 853 69 13 384 15 ei 117 12 10 824 75 n 200 50 'Cost of medical and dental buildings; dental buildings and grounds cost less than $75,000. 'Includes medical and pharmacy dep'ts. * Reported in Professional education in the United States, $24,000. 20 PROFESSIONAL EDUCATION [484 Gifts and bequests The following made up from Apple- ton's Annual cyclopedia shows the amount of gifts and bequests for educational purposes (including hospitals), of $5000 each and upward in value for each year from 1894 to 1898. The extraordinary total of $i 10,952,199 is divided follows: theological schools $1,918,500, law schools as $127,500, medical schools $2,631,000, hospitals $16,593,701, libraries $14,143,888, general education $75,537,610.' Year 1894 1895 1896 1897 1898 Theology Law Medicine Libraries Gen. educ. Total Schools Hospitals $554000 570 ooo 305 ooo 244 500 245 ooo $12 500 $I26OOO 755 ooo $i 911 ooo 2 722 367 5 096 667 3 394 i67 3 469 5oo $3 927 721 3 602 667 2 197 OOO 2 341 OOO 2 075 500 $11 68l 262 10 817 255 13 894 058 21 224 166 17 920 869 $18 212 483 I 8 467 28g 21 492 725 27 3i8 833 25 460 86q 115 ooo i 750 ooo $1 918 500 $127 500 $2 631 OOO $16 593 701 $14 143 888 $75 537 610 $110952199 Women as professional students The 1898 U.S. educa- tion report shows that women now appear as students in professional schools of each class except those in veterinary medicine. In nursing they are of course in a large majority, 8004 as compared with 80 1 men. In the other professions they are reported as follows: theology 198, law 147, medi- cine 1397, dentistry 162, pharmacy 174. The proportion of women in regular medical schools is much smaller than in homeopathic, eclectic and physiomedical schools, showing that women prefer the medical sects. 1 Including the most notable gifts and bequests for all public purposes the grand total for these five years is $174,800,000. The ordinary denominational contributions for educational and benevolent purposes, all state and municipal appropriations to public and sectarian institutions and the grants of congress for the relief of suffering in Cuba are excluded. 485] PROFESSIONAL EDUCATION 21 The following table made up from Professional education in the United States gives the division of professional schools by sex in 1899 : SCHOOLS Men Women Both Total Theology IOI o 64 i6<; Law 22 O 64 86 Medicine. .. 60 7 80 156 Dentistry 12 O 44 cA Pharmacy 4 o 48 e2 Veterinary medicine 14. o 11 Power to confer degrees Low standards in many profes- sional schools are due to a failure to subject the degree-con- ferring power to strict state supervision. In New York and Pennsylvania the laws now prevent an abuse of the power to confer degrees. 1 In Massachusetts and Vermont bodies formed under the general corporation acts are prohibited from conferring degrees. In Ohio and Nebraska the stat- utes require only the nominal endowment of $5000 for a degree-conferring institution. In other states and territories as a rule any body of men may form an educational corpo- ration with power to confer degrees " without any guaranty whatever that the privilege will not be abused." 2 This matter has been under discussion recently in various educational bodies and there is a strong sentiment in favor of a strict supervision by the state of the degree-conferring power. 3 1 A similar bill, strongly advocated by educators, was defeated at the last ses- sion of the Illinois legislature through the efforts of politicians and others in favor of low standards. * Edward Avery Harriman, Educational franchise (R. Am. bar. ass., 1898). 3 In 1897 the section of legal education of the American bar association resolved that the degree-conferring power should be " subject to strict state supervision to be exercised in a manner somewhat similar to that which is exercised by the regents of the University of the State of New York." In an address before the National educational association in 1897, Pres. Henry Wade Rogers said: "There should be established in each state a council of education, which should be intrusted with powers similar to those vested in the regents of the University of the State of New York, and it should be composed of the most eminent men in the state without any reference to political considerations. No degree-confer- ring institution should be incorporated without the approval of the council of education." 22 PROFESSIONAL EDUCATION [ 4 86 2 THEOLOGY Schools, faculty and students In the United States there is no connection between church and state. Each religious denomination establishes such theological schools as may be required. In 1899 the 165 schools had 1070 instructors and 8093 students. 2 schools were nonsectarian, and the rest were distributed among 23 religious denominations in the order of students for 1899 as follows :* SCHOOLS FACULTY STUDENTS DENOMINATIONS 1899 1899 1898 1898 Grad. 1899 I Roman catholic 2O 222 i 6is 11O i 700 2 Baptist 16 I O2 i 286 171 I 142 3 Presbyterian 17 I2S i 066 283 I O14 4 Methodist episcopal IO IO7 i 005 1 66 981 5 Evang Lutheran 17 7JB ill ill fill nwMmM nil