For statistics of these colleges, see Table IX of the Appendix; for summaries of them, a corresponding table in the report of the Commissioner, preceding.

INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN.

For statistics of this class of institutions, see Table VIII of the Appendix; for a summary of them, a corresponding table in the report of the Commissioner, preceding.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

SCIENTIFIC.

The 4-years' courses of instruction in the Sterens Institute of Technology, Hoboken, include training in elementary and advanced mathematics and their application to mechanical construction; mechanical engineering, including construction of machines; mechanical drawing; shop practice in mechanics; physics; chemistry; applied electricity; and marine engineering-all with excellent appliances and facilities for thorough scientific work.

Rutgers Scientific School, constituted by the legislature the State College of Agricultare and the Mechanic Arts, presents courses of 4 years in civil engineering and mechanics and in chemistry and agriculture; a special course of 2 years in agriculture; and post-graduate courses in the natural sciences, agriculture, and political and social science, each leading to its appropriate degree.

The John C. Green School of Science connected with the College of New Jersey, Princeton, offers courses in general science to the junior year; then elective courses in chemistry and mineralogy, biology and chemistry, biology and geology, and mathematics and mechanics; a course in civil engineering is also arranged. The branches open to special students include geology, mineralogy, biology, physics, practial astronomy, analytical and applied chemistry, assaying, and topography.

The course in civil engineering diverges from that of general science in the beginning of the freshman year, proceeding to measurements of lines and angles, to plane problems and descriptive geometry, topographical drawing, chain and compass surveys, and advancing to applied mathematics, constructions, and studies of terrestrial magnetism and electro-dynamics.

For statistics of scientific schools and scientific departments reporting, see Tables IX and X of the Appendix; for summaries of these, corresponding tables in the report of the Commissioner, preceding.

TECHNICAL SCHOOLS.

A technical school was opened during the year at Newark, under a law of 1881, which provides that when a city, town, or township shall raise $3,000 for the estab lishment of an industrial school, the State will appropriate an equal amount for that purpose. Applicants for admission to the school at Newark must not be less than 16 years of age, and must be well grounded in common-school studies; the course of instruction covers from 3 to 4 years of 6 months each; the sessions occupying 5 evenings a week. Studies include algebra, geometry, trigonometry, descrip.ive geometry, physics, theoretical, descriptive, and applied chemistry, free-hand and mechanical drawing. Special instruction is given as to the care and proper use of tools. Number on roll February 23, 1885, 96, representing 18 different occupations.

At Montclair a technical school has been in operation since 1882, though not under the act of 1881. It is attached to the public school, and is under the supervision of the district board of trustees. The boys of the grammar schools are taught the proper use of wood-working tools, and the girls are instructed in needle-work. This industrial training may not interfere with the regular class work. The work of the boys is not unlike that of the manual training schools of Saint Louis, Chicago, Philadelphia, and elsewhere.

PROFESSIONAL.

THEOLOGICAL instruction is given in the Theological Seminary, Princeton, and the German Theological School of Newark, Bloomfield (both Presbyterian); Drew Theological Seminary, Madison (Methodist Episcopal); the Theological Seminary of the Reformed Church, New Brunswick; and in the Theological Seminary of the Immaculate Conception, South Orange (Roman Catholic). All give at least 3-years' courses of study, Princeton and Drew adding post-graduate studies.

For statistics of these departments reporting in 1884-'85, see Table XI of the Appendix, and for a summary of them, the report of the Commissioner, preceding.

SPECIAL INSTRUCTION.

EDUCATION OF THE DEAF.

The New Jersey School for Deaf-Mutes, Trenton, a State institution founded in 1883, in 1884-85, had 117 pupils, 51 of whom were girls. The common-school branches are taught, together with the industries of shoemaking and carpentering for boys, e

sewing for girls. Articulation is taught in separate classes, 2 of the teachers using this method exclusively. The State appropriated $280 per pupil for the year. The institution owns 9 acres of land, valued, with buildings, etc., at $100,000.

REFORMATORY AND INDUSTRIAL TRAINING.

The New Jersey State Reform School, Jamesburg, receives boys between the ages of 8 and 16 years. The number of different boys registered during the year was 426; 150 were released, indentured, or otherwise disposed of; absent on trial, and escaped, 7; remaining at the close of the school year, 269. The boys are divided into families, the State seeking to give the reforming influence of home, rather than the punishment of a work-house, and the plan has produced excellent results. Instruction is given in the elementary branches of learning, as well as in farm and shop work, the latter including shoemaking, tailoring, carpentry, blacksmithing, painting, and masonry. The State Industrial School for Girls, Trenton, receives girls between the ages of 7 and 16 years, and in 18-4-'85 reported 31 inmates being trained to lead lives of usefulness. The girls are divided into classes, so that all in turn are taught regularly how to wash, iron, and perform all household duties, and in the sewing-room they are taught to make and repair their own garments neatly.

Newark City Home, Verona, which gives educational, industrial, and reformatory training to the wayward youth of the city, sends no report for 1884-'85.

EDUCATIONAL CONVENTIONS.

NEW JERSEY STATE TEachers' assOCIATION.

The ex

This association held its twenty-seventh annnal meeting at Newark, December 2930, 1884, State Superintendent Ellis P. Apgar presiding. Superintendent G. H. Barton, of Jersey City, had prepared an interesting paper on the "Practical teaching of by giene in the public schools," but, being too ill to attend, the document was read by Mr. Patton. The paper advocated this teaching as a means of showing the children that punishment is sure to follow any dereliction of the laws governing health. In the discussion which followed, Mr. C. J. Jacobus, superintendent elect of New Bruns wick, said that the schools and scholars were the best means of doing the hygienic work, as they would diffuse it in homes and places where it would not otherwise be known. W. M. Griffin, of Newark, in a paper on the "Avenues of the mind," said, "Reason refuses to be crammed, but the dullest reasoning faculties in stupid pupils can be made to understand by gentleness and perseverance." The evening was occupied by Rev. W. E. Crowe in an address on "The teacher and his work." ercises of the second day were opened by Principal John Enright, of Freehold, on "Methods of teaching spelling"; he said, “Words must be learned according to their phrases and sentences, and the spelling-book must go "; an idea which Professor Watson pronounced “absurd,” saying that there was but one way to gain a thorough knowledge of spelling-classification and systematic study. Superintendent C. E. Meleney, of Paterson, read an interesting paper on elementary instruction, followed by Prof. J. W. Lycett, of Hoboken, on "Industrial education"; the latter asserted that industrial education is destined ultimately to gain great prominence in the nation. At the afternoon session Prof. John Greene, of Peddie Institute, Hightstown, in a paper on "How to extend the moral influence of the school," said that this influence ought to be a power; that there is no limit to the development of this power; and that there is no place in which to exercise moral influence more potent than the public schools. The music committee submitted a resolution recommending the use of the " Tonic sol fa system" in the public schools of the State, which was unanimously adopted. On motion of Superintendent Meleney, a committee was chosen to ask of the legislature permission and appropriations to organize infant classes, to collect all possible information on the subject of such classes, and to report at the next meeting.

CHIEF STATE SCHOOL OFFICER.

Hon. ELLIS A. APGAR, State superintendent of public instruction, Trenton.

[Sixth term, March, 1882, to March, 1885. Succeeded by Edwin O. Chapman.]

(From report of Hon. William B. Ruggles, State superintendent of public instructious, for the years indicated.)

STATE SCHOOL SYSTEM.

GENERAL CONDITION.

The statistics for 1884-'85 present, as may be seen, an advance over 1883-'84 of 18,159 in school youth, of 24,788 in enrollment in public schools, and of 14,859 in average daily attendance. There were 403 fewer male teachers and 865 more females employed, with a slight increase in average monthly pay. An expenditure of $1,746,056 more than in 1883-84, with advances of $1,409,630 in value of school property, and of $777,227 in the aggregate paid to teachers, seems to indicate a considerable outlay for additional schools and school buildings. With this gratifying record of school work and school facilities, there yet remained 40.45 per cent. of school youth not accounted for. If from this be deducted the large attendance of 124,816 in private and church schools, those over 16 years of age employed in varions industries, and those attending the higher schools, the above per cent. of non-attendance at school would be largely reduced, and an approximation reached to the real facts in the case.

The State superintendent thus emphasizes this view: "While the minimum of school age is as low as 5 years and the maximum as high as 21, the number of children of school age will continue to be largely in excess of the number in attendance in public schools. This excess, it should be remembered, includes a considerable proportion of children between the ages of 5 and 6 years, who have not yet been placed in school. It also includes a large class of persons attendant in the various universities, colleges, academies, and seminaries, with those under instruction in select schools, in families, and in numerous art, commercial, trade, and other technical and industrial schools. It includes the large number of young persons of both sexes under 21 years of age, who, having gone through a complete or partial course in the public schools, have engaged in business, as well as many such persons not in business, and others only temporarily out of school, whose names will hereafter reappear upon the school registers. It is not to be inferred, therefore, that this large excess represents, even approximately, the number of children in the State growing up in ignorance."

While this is true, it is also true that in many cities and towns, especially in the city of New York, school boards find it impossible to keep up with the increase of school youth under 16 years of age. In New York 3 new school buildings were opened during the year 1884, which had an average attendance of 5,500, and yet the superintendent says that, so far as discernible, no apparent diminution was produced in the attendance upon neighboring schools.

Among the encouraging features shown is an annual increase of teachers employed during the full legal school year. A better grade of teachers is indicated, too, by the expenditure of $8,762,950 for teachers' wages during the year, $497,497 more than in in any previous year. A further indication of improved condition is that while enrollment has varied, the average attendance has been uninterruptedly increasing for the last 6 years. A large increase of volumes in school district libraries in 1884-'85, the superintendent says, does not break the force of the fact that these libraries have been steadily running down for over 30 years, having decreased from 1,604,210 in 1853, to 732,876 in 1885.

ADMINISTRATION.

The State superintendent of public instruction has general supervision of all the public schools.

Academic, collegiate, and professional training are under the direction of a board of regents of the University of New York, the State superintendent being ex officio a member. For local administration there are school commissioners of one or more counties, called commissioners' districts, and boards of trustees of 1 or 3 members for ordinary school districes and of 3 to 9 in union districts. Teachers at the close of their engagements must report to the district clerk the prescribed school statistics, he to the trustees, they to the school commissioner, and he to the State superintendent, who reports to the legislature.

The school comissioners are elected for 3 years, district trustees for 2 or 3 years. No school commissioner or supervisor may be a school trustee, or a member of any board of education within his district or town; and no trustee can hold the office of district clerk, collector, or librarian. Every district and neighborhood officer must reside in his district or neighborhood, and be qualified to vote at its meetings. Women eligible as school officers may also vote at school meetings.

Public schools are free to all resident children 5 to 21 years old in their school dis

tricts.

For Indian children separate arrangements are made on reservations. School authorities of cities or incorporated villages may establish separate schools for colored

children, and must furnish facilities for instruction equal to those in schools for whites, of the same grade.

A compulsory law of 1876 requires parents and guardians to see that their children 8 to 14 years old attend school at least 14 weeks each year, unless otherwise instructed in the common school branches, and no child under 14 who has not so attended may be employed in any business during school hours under penalty of $50. Training in industrial and free-hand drawing must be given in all the State normal schools, in at least one department of city schools, and in union free schools in districts incorporated by special acts, unless excused by the State superintendent. Boards of education in cities and villages designate the text books to be used in their schools, and no change can be made under 5 years except by vote of three-fourths of the board, or of the same proportion of the legal voters of the district.

SCHOOL FINANCES.

Public schools continue to be sustained from an annual tax of 14 mills on $1 of taxable property; from district taxes; from the income of a common school fund; from trust funds coming from the acquisition of real estate by gifts or otherwise; from such portion of the United States deposit fund as may be set apart for the purpose, and from certain fines and penalties. District taxes may be levied for sites, buildings, apparatus, libraries, fuel, etc., for supply of a deficiency in a former tax, or for paying teachers.

To entitle a district to State school moneys it must have sustained at least 1 school for 28 weeks under a qualified teacher the preceding year, and must have filed its annual report with the town clerk. No unqualified teacher may be paid from tho public funds.

NEW LEGISLATION.

An act passed May 27, 1885, amends former acts as to the distribution of State school moneys, and requires that after deducting the usual annual amounts for salaries of school commissioners, city superintendents, libraries, etc., the State superintendent shall divide the remainder into 2 equal parts, and apportion one-half equally among the school districts and cities from which reports have been received, the other half (and also the library moneys separately) among the counties of the State, according to their respective populations, excluding Indians residing on their reservations. But as to counties in which are cities under special acts, he is to apportion to each city the part to which it appears to be entitled, and to the residue of the county on the same basis.

After October 1, 1885, each school commissioner is to have an annual salary of $1,000. Any sum allowed him from the free-school fund by the supervisors of his district beyond this $1,000 the supervisors must assess upon the towus composing his district, according to the rated valuations of property therein.

After August 20, 1885, no person under 16 years of age shall be considered a qualified teacher for a public school.

Every union free school district is to be subject, in all its departments, to the visitation of the superintendent of public instruction, who is charged with the general supervision of its board and management.

The superintendent is to establish such regulations as will furnish incentives to teachers to attend the institutes in the county or school district in which each is teaching, and such attendance is not to be allowed to work a forfeiture of contract or pay.

Provision is also made for instruction, in all schools under State control, as to the effects of alcoholic drinks, stimulants, and narcotics on the human system; and no certificate is to be issued after January 1, 1885, to any teacher in the public schools that has not passed a satisfactory examination in physiology and hygiene, with reference to the effects of such drinks, stimulants, and narcotics.

SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS.

ADMINISTRATION.

City public schools are managed by local boards of education, under special statutes, varying in the nature of their provisions. They are also under the supervision of local superintendents (or clerks of local boards), who perform the duties of superintendents, and exercise powers and duties similar to those of school commissioners. Such superintendents report annually to their boards of education, and also directly to the State superintendent, transmitting whatever facts he may require.