Summary of normal schools, (continued:) showing the number supported by States, counties, citics, &c. aided by the county. 2 3 13 0 17 344 13 199 21 349 19 237 1 4 88 2 2 3 157 17 425 a Also aided by the city or town. One normal school in Louisiana, 1 in Pennsylvania, 2 in Vermont, and 1 in West Virginia are also The States which cannot report schools of this kind are Florida, Nevada, and Texas. It will be seen by referring to the table that 58 of the schools, having 530 instructors and 9,538 students, are under State-supervision and aided or sustained by State-appropriations; 2 schools, having 10 instructors and 223 students, are aided or sustained by county-tax; 5 schools, having 53 instructors and 1,259 students, are aided or supported by cities; the remaining 48 schools, having 284 instructors and 5,600 students, are either normal departments of colleges or academies or are private schools. Ninety provide instruction in drawing; 39 have models, charts, &c., for free-handdrawing; vocal music is taught in 96, instrumental music in 60; 68 possess chemical laboratories and apparatus; 81 possess cabinets and apparatus for illustrating the laws of physics; 45 possess cabinets of natural history, and 68 have model or practiceschools. TEACHERS REQUIRED. If we allow 40 pupils to each teacher, the number required to teach the youths between 6 and 16 years of age would be, on a moderate estimate, 260,000. Where are these teachers prepared? While the number trained more or less thoroughly in the normal schools shows a favorable increase for several years past, the fact still remains that comparatively few of the teachers in our public schools have received any special training for their work. How, then, can the number of trained teachers be increased? The class from which the great majority of our public-school-teachers come is not provided with the means for securing the advantages of a thorough normal training, and few would have the hardihood to say that good thorough work in teaching gets adequate compensation. It would therefore seem to be a wise policy to make the normal schools a part of the State-systems of public instruction, with free tuition. Few, not intending to teach, would seek this kind of training, and diplomas or certificates should not be given, except on condition that the recipient bind himself or herself to render appropriate service in the schools of the Commonwealth. It is estimated that the public-school-teachers in Massachusetts teach on an average three years. Perhaps this period of service would give a high average for the whole country. Hence, confining the estimate to the school-population between 6 and 16 years of age, the number of new teachers which should be prepared each year to take up the work would be 86,666. So that at present all classes of our normal schools, containing 16,620 pupils in their first, second, and third years of instruction, could not probably furnish more than 5,200 teachers for the public schools in 1873. NORMAL INSTRUCTION IN ACADEMIES. The above summaries embrace the statistics of nearly all special schools for normal training. In the State of New York, however, the work of the training-schools is supplemented by normal instruction in 90 of the academies and union schools. The law provides that the sum of $10 shall be paid to each pupil, not exceeding twenty to each academy, instructed under a course prescribed by the regents of the university, during at least one-third of the academic year, in the science of common-school-teaching. The number in training-classes for teachers in the academies in 1872–73 was 1,589. The following table shows the number of pupils enrolled in the State normal schools in 1873 and the ratio of appropriation to enrollment : E-III The following is a comparative exhibit of colleges for business-training, as reported to this Bureau from 1870 to 1873: Number of institutions Number of students 1870. 1871. 1872. 1873. The table shows an increase in the number reported in 1873 over that of the preceding year of 59 colleges, 251 instructors, and 13,946 pupils. The whole number of pupils reported in attendance during the year was 22,397. The following is a summary of Table IV, for which see appendix. The names of eight colleges from which no statistics have been received will also be found in the table. The rapid growth of these schools and the large number of pupils seeking the special training afforded by them sufficiently attest that they meet a want which is supplied by no other schools in an equal degree. The object aimed at being simple and direct, they are calculated to supplement in special departments the instruction of the public schools and academies. In their peculiar province they should present advantages similar to those of other special schools, viz: those of directing the energy and industry of the pupils to the mastery of those branches of study necessary to insure businesssuccess, as well as the forms, methods, and principles of business-transactions. Hence it would seem that there could be no question of their utility and importance nor of their title to recognition and encouragement. One of the obvious needs of the colleges is material for illustration in the way of museums or cabinets of commerce and manufactures, embracing the chief products and articles of exchange of the leading commercial nations. Such museums would be no less valuable as aids in the instruction given in these colleges than the museums of natural history in the instruction of schools of science or the museums of art in schools which aim to teach the theory and practice of art. The following remarks are extracted form an address, "Business as a learned profession," delivered by General R. D. Mussey, at the commencement-exercises of the Washington Business-College, June 18, 1873: I confront to-night young men and women who are not certified to have read Latin and Greek and studied mathematics, but to have completed a course of business-education. The tongue of these diplomas is that of the people and the certificate is of practical training. This change challenges attention and provokes comparison and reflection. It is significant of the breadth of modern civilization, indicative of its needs and the provision to meet them, and anticipatory of the larger future awaiting educational institutions. The vocations of university-graduates-law, medicine, theology-have bad in the popular mind heretofore a certain exclusiveness attached to them. They have been called the learned professions. This scene to-night accumulates proof that education is not to be confined to three out of the thousand pursuits necessary to secure for us the comfort, the help, the security of our social system. ** It is one of the signs-this fitting for business by imparting culture-that the future of our race is not to be an unstable equilibrium between discordant forces-thought and # * * * * 66 action-but the firm resultant of their harmonious co-operation. It was redolent with the exclusiveness of class, that division of human pursuits which gave to three the title "learned professions" and lumped all the rest under the phrases occupations," "trade," "labor." It came to us Americans honestly enough from our mothercountries, but it is not consonant with our ideas, either political or social, and it should perish from our speech. Ours is a Republic; and among those really at work for the common weal there is no precedence because of the employment. The diguity of labor is not an empty phrase. It expresses a profound truth. And I read this lesson here to-night: that business has its dignity. And I have received another lesson to-night, namely, that we are recognizing the mutuality of help which men and women can give, and that it is no disgrace to be a "business-woman;" not only no disgrace, but that it in no wise derogates from the fine charms of womanhood. If it were true that all women should be wives and mothers, a business-training would make them more helpful as wives, more capable as mothers. many women the winning of bread, as well as the making of it, becomes a duty, a necessity. It is wise to admit this fact, to provide for this exigency; nay, rather it is criminal not to do so. A business-education is also to be commended for the so-called professional man. There is no minister, no lawyer, no doctor, but will better reach his people, his clients, his patients, if he understands business-forms, business-necessities, business-experiences. There is this general principle running through all affairs, that knowledge of the many fits for practice of one. * TABLE V.-SECONDARY INSTRUCTION. To The results of the efforts of this Bureau to collect full statistics of secondary instruction are as yet far from satisfactory. The table, however, shows a large increase in the number of institutions over the number reporting in 1872. The following comparative summary exhibits the gain in the work since 1871 : Difficulty of obtaining full statistics.-It should be borne in mind that: first, institutions of this class are mainly endowed academies and private schools; secondly, in a majority of the States they are under no State-supervision and do not report concerning themselves to any public officer; thirdly, from the greater proportion no catalogues or printed programmes are obtainable; fourthly, the annual or biennial reports of the State-superintendents of public instruction, with few exceptions, make no specific mention of them. For ascertaining the names, location, &c., of institutions claiming this rank, the Office has therefore but one resource, viz, correspondence with State-, connty-, and citysuperintendents, school-principals,* and others interested in educational work. When it is considered, therefore, that the work of collecting these statistics was first begun in 1871 and that the report of that year contained the names of 638 institutions, with 80,227 pupils, while the tables for this year contain the names of 944 institutions, (exclusive of those in Table VI, academies having collegiate-preparatory departments,) with 118,570 pupils, there would seem to be good ground for hoping that sufficient data will soon be in possession of the educator for a more intelligent and thorough review and discussion of secondary education in the United States than is now possible. Classification of schools, (co-education, &c.)—For convenience of comparison between those of like character, the 944 institutions in the table have been put in three classes, the first comprising schools for boys only, the second for girls only, and the third for both sexes. It will be observed that 596 institutions, with 2,779 instructors and 88,444 pupils, belong to this latter class. This shows that co-education of the sexes is a predominant feature of secondary instruction among us. The following summary of the *J. J. Rucker, principal of Georgetown Female Seminary, of Kentucky, and W. E. Ward, principal of Ward's Seminary, of Tennessee, have furnished us with valuable information respecting institutions in their respective States. |