seating and good sanitary arrangements has been made to awaken a new interest in the matter among citizens and to encourage the hope that something like fair accommodations for all pupils will be possible in the near future. At no time in the history of the schools, it is said, have so much care and thought been expended on school buildings with a view to combining economy and taste with conditions promotive of convenience and health as in the years 1883 and 1884.

Buffalo, in addition to statistics already given, reported for 1882-'83 public schools taught an average of 40.4 weeks by 41 men and 459 women in 41 school-houses, of which 36 were brick, all valued, with sites, at $504,000; school libraries of 20,664 volumes, worth about $18,766; and 45 private schools, with 9,676 pupils. Of the teachers in the city system 71 had come from normal schools.

In Cohoes in 1882-83 the public schools (primary, intermediate, grammar, and high) were taught 40.8 weeks by 4 men and 58 women in 9 school-houses, valued, with lots, at $100,000. The library comprised 1,845 volumes, worth $2,067. Two private schools were reported, with 800 pupils. In the city high school the English course is the regular graduating course, a classical one being intended for pupils expecting to enter college.

Elmira reported in 1882-83 public schools taught 40 weeks by 7 men and 76 women in 8 school-houses, valued, with lots, at $309,450; a school library of 2,630 volumes, worth $2,700; and 8 private schools, with 610 pupils. Evidence of the good work done in the city system is given in the fact that, in the year, 95 pupils received at the regents' examinations their preliminary certificates, 10 more than in any previous year; while at the regents' advanced examination 491 successful papers were presented, 21 pupils receiving the regents' intermediate certificate and 9 their diploma.

In Hudson the public schools were taught an average of 40.4 weeks in 1882-83. Besides the pupils attending these, 7 private schools reported 600, making a total of 1,874 under instruction. The 3 public school-houses, all of brick, were valued, with sites, at $39,500; the library, of 1,020 volumes, at $1,120.

Ithaca opened its schools in 1882-83 with an unusually full attendance, but epi demic diseases caused absence and tardiness and consequently less satisfactory results in the annual examinations. The pupils in the high school being less affected by disease than those in the lower grades, the number enrolled and the average attendance increased considerably; the number of non-resident pupils advanced over 60 per cent., and it is believed that the attendance might have been considerably increased had there been room to accommodate more. The crowded condition of the school made it impossible to continue the teachers' class which had before been taught there. In November, 1883, it was decided to have a new high school building, to cost about $50,000 and to be one of the best in the State, with accommodations for 500 pupils. Kingston reports an increase during 1883-'84 in pupils enrolled in public schools and in average daily attendance-a better record for attendance, in fact, than had been known before in the history of the schools. Good order was maintained without the use of physical force, except in very few instances; also, without any resort to expulsion and with very few temporary suspensions. All seeming necessity for corporal punishment in the schools is gradually disappearing. The schools are classed as primary, junior, senior, and academic, this last including a preparatory department and an academic class, with two undergraduate courses of study, one in literature and science and the other a college preparatory course. Beyond the last was a graduate course, with 12 students.

Lockport in 1883-84 makes return of primary, grammar, and high schools taught 195 days in 7 buildings having 2,667 sittings and valued, with other public school property, at $105,500. Special teachers of German and penmanship were employed. There was an estimated attendance of 500 in private and parochial schools.

At Long Island City, in the same year, public schools were taught 181 days in 7 buildings, valued, with other school property, at $70,200; 6 of the 61 teachers held normal school diplomas, 1 was licensed by the State superintendent, and the remainder by local authorities. A special teacher was employed for music and German and one for drawing. Seven private schools were taught, with about 248 pupils attending.

Newburgh reports public schools taught 174 days in houses valued, with other school property, at $154,000, and an enrolment in private and parochial schools of 594, which, added to the number attending public schools, gives a total of 3,907.

New York City reported for 1883 297 schools under the supervision of the board of education, as follows: A normal college, a training department, 103 grammar schools, 113 primary schools, 3 colored schools, 27 evening schools, 1 nautical school, and 48 corporate schools, including industrial schools, reformatories, orphan asylums, &c. While the whole number enrolled in all these schools remained nearly the same as in 1882, the average daily attendance was 4,848 more. A large proportion of the increase (3,447) was in the primary and grammar schools, which have in the past 10 years advanced about 38 per cent. During two years past the increase in the grammar schools has about equalled that in primary grades, though the whole number in grammar

schools is only about a third of that in primary schools, an indication that higher education is gradually making its benefits more manifest. Still, the highest grammar grade embraced only about 27 per cent. of the pupils who entered its first year in 1-79. Ninety per cent. of the average number enrolled in grammar and primary schools attended every session during the year.

In all the schools 79 more teachers were employed than in 1882, and 44 more in the primary, grammar, colored, and training schools. Of 391 licenses granted, 70 were to men and 321 to women, 247 of the latter being graduates of the normal school. Examination into the character of the instruction and discipline of the schools showed that in 1,895 classes the instruction was excellent; in 657, good; in 24, fair; that the discipline of 2,470 was excellent; of 167, good; of 12, fair. The general methods of discipline remained unchanged, punishment for neglect of duty or for disorder consisting in a loss of marks, in detentions, and, in extreme cases, in suspension. Corporal punishment in any form is absolutely forbidden. During 1880 there were only 80 suspensions, fewer than in any previous year. The gradual diminution of this number, it is said, is only one of several indications of the improvement in discipline that has taken place during the past few years, other indications being a higher standard of scholarship, greater regularity in attendance, and increased punctuality. The 4 corporate schools participating in the school fund enrolled 28.211 pupils and had 9,979 in average attendance. Of these the 21 schools of the Children's Aid Society enrolled 14,132; those of the American Female Guardian Society, 5,237. These schools supply a want felt in all populous cities among a class of people whose poverty is so great as to make the labor of children, for at least part of the time, necessary for the support of the family. While in the public schools absence for days or parts of days would materially interfere with progress, in the corporate schools instruction is adapted to the peculiar circumstances, the course of study for the public schools and their methods of instruction being followed, however, as far as possible. The character of instruction in the corporate schools was reported in 1882-83 to be excellent in 56 classes, good in 29, fair in 5, and indifferent in only 1.

The 26 evening schools showed an increased attendance of pupils, accompanied by a steady improvement in instruction and discipline. These schools are divided into senior and junior grades; the former, admitting no pupil under 16, have an optional course of study, comprising reading, arithmetic, book-keeping, penmanship, and composition. Pupils may select any 2 of these studies. Classes for foreigners learning English were formed in both grades, and their average attendance was nearly 40 per cent. of that of the whole. The total enrolment was 20,910; average attendance, 7,853.

Truancy decreased by 17 per cent. during the year. The 12 agents of truancy employed to assist in enforcing the compulsory education law made more than 41,000 visits during the year, about 12,000 to families and over 24,000 to stores and factories in which children were known to be employed. In all these establishments only 243 instances were found in which there was a violation of the law, showing the general cooperation of employers and the sympathy of the public in the matter of properly instructing the young.

Ogdensburg reports for 1883-84 schools taught by 48 teachers in 10 school buildings, valued, with other school property, at $71,000, and, besides 2,035 enrolled in public schools, about 560 in private and parochial schools.

The Oswego public schools in 1883-84 were taught 196 days by 2 men and 61 women in 23 school buildings, with 2,920 sittings for study. All public school property was valued at $171,980. Estimated enrolment in private and parochial schools, 1,209.

Poughkeepsie reports for 1882-83 a prosperous year in school work; a course of study extending over 12 years, of which 3 were in introductory grades, 3 in primary, 2 in grammar, and 4 in high; a slight increase in the percentage of attendance on enrolment, although the total attendance was somewhat less than the previous year; a continued improvement in drawing; and over 1,000 additions to the library, of which nearly 800 were gifts of citizens. The plan adopted two years ago of retaining the youngest children only half a day in school worked so well that it was proposed to adopt it in the next higher grade. The experiment of dispensing with the regular recess worked admirably. Each pupil is allowed to leave the room on request, and the time saved from the ordinary recess is taken off the length of the session.

The Rochester public schools, embracing primary, intermediate, grammar, academic, and training departments, the last organized in 1883, were never before in so good a condition as during that year. The chief difficulty reported was insufficient school accommodations, occasioned by the growth of the city and the increase in public school attendance. A new school building was erected and others were repaired and improved, but, even with this additional provision, between 400 and 500 children were exgelnded for want of accommodations. The report for 1884 shows a continuation of the favorable condition of previous years. Enrolment had still increased, rendering it secosary to occupy rented buildings. The per cent. of attendance was 96.08, a never excelled in the history of the schools. The superintendent thinks this in

creased attendance over other years is largely due to the abolition of the general recess, a measure first adopted in 1883, and which, though meeting with strenuous opposition at first from some, had been finally accepted as a step in the right direction. In Rome public schools were taught 193 days in 1883-'84, in 8 buildings, with 1,833 sittings. Two special teachers were employed, one in drawing, one in penmanship, all the force but 3 being women. Public school property was valued at $81,000. Enrolment in private and parochial schools was 375. The schools were classed as primary, grammar, advanced, and academic, the last affording preparation for college as well as a full English course.

Schenectady reports for 1883-84 public schools taught 192 days in 10 buildings, valued, with other school property, at $94,000, all the teachers but 3 being women. The estimated enrolment in private and parochial schools was 800.

While no marked changes occurred Syracuse claims progress made in school work during 1883. Ample accommodations were afforded the school children in 18 buildings, although some of these needed improvement in respect to heating and ventilation. A new building, perfect in these respects and capable of accommodating 850 pupils, was erected during the year. The system includes primary, junior, senior, and high schools, besides a training class for teachers, the course up to the high school covering 8 years. Enrolment in the high school was 473, somewhat smaller than usual; the number of graduates, 43. Monthly teachers' meetings were held, as usual. Corporal punishment is never resorted to in preserving discipline, and only 127 cases of suspension, or about 1 in 100, occurred, and of those suspended all but 22 were reinstated. As for those not readmitted to the schools, the superintendent thinks they are better off outside, as in his view most of such cases arise from a dislike of school and a desire to engage in some kind of work; he thinks it better for a boy to be learning a trade if the teacher cannot inspire him with a love for books and the tradesman can interest him in tools. The figures for 1883-84 show a decrease of 211 in pupils registered in public schools and of 30 in the average daily attendance. This is accounted for by the increased attendance in parochial schools, which, with private schools, numbered 2,484 against 1,826 in 1883. The enrolment and average attendance in the high school increased somewhat during 1883-84.

Troy reports public schools taught in 14 buildings, public school property valued at $317,000, and about 1,500 attending private and parochial schools, making, with public school attendance, 9,798 under instruction. Attendance on public schools decreased somewhat during the year, but the time lost by absentees was also less, making the ratio of attendance better. A large part of the loss was due to a vigorous agitation of the subject of founding and maintaining parochial schools, of which one was erected capable of receiving 600 pupils. Still, it is estimated that as many as 5,000 youth between 5 and 16 years of age and about 3,000 between 5 and 13 were not attending any school. The public schools were primary, intermediate, grammar, and high, the last having 181 pupils enrolled and 162 in average attendance.

Utica in 1983 had 35 public schools (primary, intermediate, advanced, ungraded, and evening) and a free academy, all taught in 18 substantial brick buildings, well lighted, well ventilated, and in other respects comfortable. A new and commodious building was completed during the year, nearly 700 volumes were added to the library, and over 8,000 more books were taken out. The demand for books of an instructive character was increasing: during four years the call for works of fiction had fallen off from 64 per cent. to 53. The free academy offers four courses of study: a normal of 2 years, an English and scientific of 3, and two classical courses, one of 4 years, the other of 3. Of 160 pupils 127 were in average daily attendance.

Watertown in 1883 shows primary, grammar, and high schools, the course extending over 12 years. The enrolment was somewhat less than during the previous year, though average attendance was about the same, and there were fewer cases of tardiness and about 64 hours less time lost. More select schools were taught and they drew somewhat from the public schools, the enrolment in them being about 100. The number of books lent from the library increased, but fewer novels were called for, the demand for useful books advancing. The high school offers two courses of study, classical and English, the latter subdivided into French, German, and LatinEnglish courses. Of 197 pupils enrolled 154 were in average attendance. Yonkers in 1884 reports public schools taught 199 days in 6 buildings by 3 men and 43 women, public school property valued at $137,449, and an estimated enrolment of 1,556 in private and parochial schools.

PREPARATION AND QUALIFICATIONS OF TEACHERS.

STATE REQUIREMENTS FOR CERTIFICATES.

Teachers to be legally qualified for employment in the public schools must have normal school diploma or a certificate of qualification from the State superintendent the school commissioner of the district, or from the school officer of a city authorizees

by special act to grant the certificate. Certificates issued by the county commissioner and by the State superintendent are given only after an examination as to qualifications. By a law of 1882 pupils instructed in teachers' classes in academies and union free schools for at least 10 weeks, and who have passed an examination prescribed by the regents (which includes methods of teaching), are entitled to a certificate, and when this is indorsed by a school commissioner it constitutes a license to teach. The State superintendent may annul for cause any certificate granted by a commissioner and may declare any normal school diploma invalid as a qualification to teach.

STATE NORMAL TRAINING.

The 8 State normal schools, at Albany, Brockport, Buffalo, Cortland, Fredonia, Geneseo, Oswego, and Potsdam, report an attendance during 1883-84 of 2,393 pupils in normal studies, besides 2,691 other pupils. Of the normal students 300 graduated, making a total of 5,33 graduates since the opening of the schools. The shortening of the school year affected the figures of attendance in these as in other schools, the whole enrolment being 670 less than in 1882-83. The number of graduates, however, was two more than that in the preceding year.

These schools are all under the supervision of the State superintendent, the regents of the university being associated with him in the case of the Albany school. Tuition is free; so also is the use of text books; and to students who remain at least a full term travelling expenses are refunded. The State makes a regular allowance of $18,000 a year to each school, besides additional appropriations for special objects when necessary. Each county is entitled to send twice as many students as it has representatives in the assembly, and appointments are made by the State superintendent on the recommendation of the school commissioners or city superintendents of schools. Candidates must be at least 16 years of age, must have good health and average abilities, and must pass a prescribed examination in English branches, including arithmetic as far as square root. All of these schools but one present 3 courses, extending over 2, 3, and 4 years. The school at Albany appears to offer only 1 course of 2 years. This school reports a new building in process of erection, for which the legislature of 1883 appropriated $125,000, besides allowing whatever sum might be realized from the sale of the old building.

The demand for normal school graduates as teachers in the better class of schools throughout the State is said to be increasing from year to year. Such teachers find ready employment at fair wages, and in some of the counties their number is becoming noticeably large.

OTHER NORMAL TRAINING.

The Normal College, New York City, gave instruction in 1883-184 to 1,520 young women in a 4-year normal course and sent out 238 graduates. Although this school has been in operation only since 1870, about half the teachers in the schools of the city are graduates from it. Tuition is free, the institution being a part of the public school system of the city.

Classes for instruction in the science and practice of common school teaching were organized by authority of the regents of the university in 111 academies and union free schools, 16 more than during the previous year. The number of pupils receiving instruction was 1,875. These classes are under the supervision of an inspector appointed by the regents, and are also subject to the visitation of the school commissioner of the district in which the school is situated, who is required to assist in the organization, management, and final examination of the classes, and to report thereon to the regents of the university. The number of classes and the number of pupils thus instructed increase yearly, and the beneficial results of the instruction are beginning to be felt in the schools near the localities where the classes are taught.

TEACHERS' INSTITUTES.

It is made by law the duty of each school commissioner to organize each year a teachers' institute in his own district, or, in connection with other commissioners, a combined institute for the county. He must, if possible, induce all the teachers of his district to attend, and there is no deduction from their pay for the time spent at the institute.

Such meetings were held in 1883-'84, as during the preceding year, in 58 counties, at a cost to the State of $16,927, an increase of $1,156 over the cost in 1882-'83. The number of institutes held was 71 against 73 the previous year; the aggregate attendance of teachers was about the same, the average number attending each institute being 10 more in 1884. The percentage of teachers attending in all the counties where institutes were held, based on the number teaching 28 weeks or more, was 81.99 against 80.9 in 1883.

EDUCATIONAL JOURNALS.

The most important of the journals in this State devoted to the diffusion of educational information are the following: The School Journal, a weekly published at New

York City; a monthly publication, The Teachers' Institute, an abstract of the preceding one; The School Bulletin, Syracuse, a monthly, in its eleventh volume in 1884; and The Industrial News, published monthly by the Inventors' Institute, Cooper Union, in its fifth volume in 1884.

SECONDARY INSTRUCTION.

ACADEMIES AND HIGH SCHOOL DEPARTMENTS.

In this State two classes of institutions come under the general designation of academies: (1) incorporated ones governed by boards of trustees and supported by the income of property and of tuition fees; (2) academical departments of union schools under the control of boards of education and supported chiefly by taxation. By a law of 1864 provision was made for the organization of these academical departments and for their participation, subject to the visitation of the regents, in the privileges enjoyed by incorporated academies; also, that incorporated academies may, with the consent of their trustees and of the district, be adopted as academical departments of union schools and permanently transferred to the board of education. Under these two provisions the number of academical departments of union schools has steadily increased and that of incorporated academies has diminished. In 1882-83 3 academies were incorporated by the board of regents and 5 academical departments of union schools were received under visitation. The whole number of academies and of departments reporting for that year was 256; total attendance, 32, 126, under 1,325 teachers. More than 7,000 of these students were pursuing classical studies, 2,252 were preparing for college, and 7,545 had passed the regents' preliminary examination. In 1883-84 the aggregate attendance was 34,162, an increase for the year of more than 2,000.

OTHER SECONDARY SCHOOLS.

For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, and IX of the appendix, and for summaries, see the report of the Commissioner preceding.

SUPERIOR INSTRUCTION.

UNIVERSITY OF THE STATE OF NEW YORK.

This university is composed of all the colleges, academies, and academic departments of union schools in the State, the term college including all institutions in the State legally incorporated with power to confer collegiate degrees. Colleges of arts, law schools, medical schools, and professional schools of science are thus embraced, It not schools of theology. The statistics of these colleges, so far as reported to the Legents for 1882-'83 (3 failing to report), showed property valued at $21,525,052; an expenditure for the year of $1,949,459; a total attendance of 10,236 students, under 675 instructors; and 1,476 graduates. Of the students 3,626 belonged to 23 colleges of arts, 18 of them for men or for both sexes and 5 exclusively for women.

COLLEGES OF ARTS FOR YOUNG MEN OR FOR BOTH SEXES.

To the colleges of this class noticed in 1882 were added in 1883, by action of the regents of the university, Canisius College, Buffalo, and the Seminary of Our Lady of Angels, Suspension Bridge, the latter changing its title to "Niagara University.” For statistics, see Table IX of the appendix.

From the regents' report for 1882-83 it appears that the year was one of great activity among the colleges and that educational work was carried on in them with energy; in many, with increased advantages. Several of them received large additions to their endowments and initiated movements towards fuller and more effective work. The report of the regents for 1883-84 has not been issued when this goes to press; but, from an examination of catalogues and returns for that year and from the report of the State superintendent, it appears that a like activity continued. The report of the State superintendent, published earlier than that of the regents, shows a total of 8,381 students in collegiate schools against 7,544 in 1882-'83, these figures including, of course, those in preparatory and other departments as well as the properly collegiate, which last were reported by the regents as 3,106 in 1882–83.

Columbia College, New York, in 18-3 completed, at much expense, extensive buildings that had been long in process of erection for the better accommodation of its growing departments, and gathered its large libraries into one noble structure, under the care of an experienced librarian. It followed some western colleges in a plan for granting degrees in certain cases on examination without residence (as did Syracuse University also), and agreed to admit women, on a system similar to that of the Annex at Harvard, to study under its professors and stand examinations for degrees. The University of Rochester, which has received by will of Mr. Lewis H. Morgan his choice library, cabinet, and other gifts, has been made the residuary legatee of his