ance of any of our social or civil affairs is in its infancy. The diverse material from the numerous and widely separated portions of our country has never yet been collated for the satisfactory study of the educational statistician, upon whom we must depend to give them their best shape and whatever approximation they are to have to uniformity, and to deduce from them the great lessons needed in the establishment of schools, the education of teachers, and the training of the young. A greater amount of these statistics has been given in this first risumé, in order that their great diversity, peculiarity, and irregularity may be duly understood and attention appropriately turned to their improvement. Figures cannot, indeed, take up and fully represent mind, or its progress in virtue or vice; but they must form the chief basis from which to determine the excellence or deficiency of different methods of culture. Tables 1, 2, 3, 4, 5, and 6 were first prepared, as fully as possible from the material in the Bureau, and printed, and a copy was sent to every person responsible for the statement against each State, college, or other institution reported, with a printed slip.* It was my intention to have presented the final result of State efforts in several forms. The inadequacy of material from which such results could be drawn will be seen by reference to Tables I and II. A single line of comparison, however, only is here attempted from the facts in these tables, which is found for each State by dividing the whole amount reported as expended for public schools by the total population of school age. From the report furnished by General Pitcher, Superintendent of the Military Academy at West Point, we also find the per cent. of those examined for admission during the last fifteen years who failed on account of literary incompetency. As these candidates are nominated, as a rule, one from each congressional district, this result will show something of the quality of education in each State, while the percentage of adult illiteracy from the census of 1860 will indicate the condition of intelligence at that date. * DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION, Washington, D. C., October, 1870. SIR: Two copies of tables, intended to accompany the report on national education now in process of preparation by this Bureau, are sent you. They include the latest information in this office. The greatest attainable correctness is desired. They are sent you with the hope that you will aid the accomplishment of the purpose of this Bureau by supplying omissions and correcting errors, as far as you are able, and return one copy to this office. My intention is to make all reasonable efforts for completeness, but to publish the best results I can obtain, whether complete or not. Very respectfully, your obedient servant, JOHN EATON, JR., Commissioner of Education. Number. Graduated table, showing the amount expended by the different States for the education of each child, of their school age, &c. States. Public school expenditure From census of 1860, per- Percentage of failures at entrance examination in the Military Academy for 15 years. *School population from United States census of 1860; school expenditure of 1868. + School population from United States census of 1860; school expenditure of 1869–70. NOTE.-The school expenditure in the States of Oregon and South Carolina, tho school expenditure and school population in the States of Georgia, Texas, and Virginia, and the school population of West Virginia are not ascertainable by reports. COLLEGES, ETC., IN THE UNITED STATES. The statistics of colleges in the United States, presented in Table III, are necessarily imperfect, as indeed are all the statistics presented in this report; their accuracy depending entirely on the interest taken by the individual institutions mentioned. Every attempt has been made consistent with the limited time allowed. At the time this report is being written there is very little known-about 80 of the 369 in this table. As the tables will be corrected to the very latest possible moment, I will not attempt here to furnish a complete résumé, but only such as I have the materials for at the present time. Of the 369 colleges, then, there are— Of the 369 colleges, 25 are under the supervision of States; 1 of a city, and 1 of the masonic fraternity; supervisory power over 83 is undetermined. The remaining 259 are divided among the denominations as follows: In the 299 colleges reporting, (up to date,) there were 3,201 instructors and over 54,500 pupils. One hundred and sixty-seven colleges instruct males only; 54 instruct females only; 77 admit both; and of 71 the sex of the students is unknown. THEOLOGICAL SEMINARIES. From the best information in possession of this Bureau at the time of preparing this statement, the number of theological seminaries in the United States is as follows: In Alabama, 1; in California, 2; Connecticut, 3; Georgia, 1; Illinois, 10; Iowa, 3; Kentucky, 6; Louisiana, 1; Maine, 2; Maryland, 2; Massachusetts, 6; Michigan, 1; Minnesota, 1; Missouri, 2; New Jersey, 3; New York, 11; Ohio, 9; Pennsylvania, 15; South Carolina, 3; Tennessee, 1; Texas, 1; Virginia, 4; Wisconsin, 4; District of Columbia, 1; total, 93. These are divided among the following denominations: As the table of theological seminaries among the accompanying papers will be corrected to the latest possible date, reference to it for more correct information is made. SCHOOLS OF MEDICINE. The total number of institutes of medicine and kindred branches reported is 88; professors, 588; pupils, 6,943. Medical colleges, 72; professors, 523; pupils, (1869-70,) 6,194. Regular colleges, 59; professors, 430; pupils, 5,670. Eclectic colleges, 5; professors, 22; pupils, 211. Homœopathic colleges, 7; professors, 65, pupils, 275. Physiomedical colleges, 1; professors, 6; pupils 42. Dental colleges, 6; professors, 39; pupils, 257. Pharmaceutical schools, 10; societies, 9; professors, 26; pupils, 512. In connection with this table special attention is invited to the article on Medical education, which has been carefully prepared from the materials on hand. This will explain the apparent prominence given to some institutions in certain parts of the article. For instance, no late catalogue or announcement of any medical college in New York for males is on file in the office. LAW SCHOOLS. The résumé of the latest statistics of law schools, presented in Table VI, shows, up to date, 28 institutions, with 99 professors and 1,653 pupils. For the latest corrections reference is made to the table itself. AGRICULTURAL AND SCIENTIFIC SCHOOLS. The résumé of the latest facts respecting these institutions gives 26 schools, 144 teachers, and 1,413 students. Some of these institutions are due to private munificence, but most of them to the act of Congress donating public lands for the establishment of colleges of agriculture and mechanic arts. This action came none too soon. Our workmen, especially those engaged in occupations requiring skill, were already suffering in comparison with those producing similar fabrics in foreign countries. The American College, pressed to its utmost capacity, seizing every opportunity afforded it, was failing to give that training with reference to the industries which the changed condition of society and occupation required. Secondary education was equally inadequate. President Folwell, of the University of Minnesota, observes: Outside of these institutions stood quite uninterested the great body of the population: the tillers of the soil, the delvers in the mines, the sailors of the sea and boatmen of the rivers, the artisans in stone, wood, and iron, the carriers, and the great army of mere laborers. For all these no provision was made, nor was expected to be made, in the way of schooling beyond the rudiments taught in the common schools. In the course of two or three decades an immense revolution has taken place. The steam-engine, the telegraph, the cylinder press, the new processes of chemistry, the extension of geographical discovery, have raised many of the trades almost to the rank of professions. These farmers, artisans, and tradesmen are knocking at the doors of our educational circumlocution offices, "wanting to know." In short, a huge load in the way of technical education has been thrown upon us; for these classes are not asking merely for the ordinary instruction in mathematics, language, science, and history, but in the application of science to their respective arts and trades. There are demands not only for general schools of technology, but for special schools for agriculturists and horticulturists, for miners, for navigators, and for engineers. The mercantile classes cannot long be satisfied with the meager and unscientific training offered in the business colleges. The normal school, almost a necessary incident of any system of public schools, no longer needs apologists nor defenders. Here, then, are new elements and conditions in the problem. It is no longer a small number of persons preparing for professional work, who are demanding higher education, but a vast body of people, hitherto unknown to educators, thronging forward, clamoring to be taught how to do their work in the best way. These new demands, so far from supplanting the ancient liberal discipline, but multiply the need of it. Without attempting to characterize the result of this donation by Congress, or the success of the various State efforts, I may quote a statement made in another address by this very intelligent educator: Maine has her separate college, and will make a specialty of the building, rigging, and navigation of ships. New Hampshire has confided her trust to Dartmouth College; Vermont, hers to the State University. Massachusetts has divided her fund, one-third of it going to the Agricultural College at Amherst, two-thirds to the School of Technology near Boston, which school is devoted of course to the mechanic arts. Rhode Island passes her money over to Brown University, which will operate a department of agriculture. Connecticut unites her share of the endowment with the splendid private |