網頁圖片
PDF
ePub 版

Page.

Report of the Commissioner of Education......

1-64

Appendix ........
........ .

65-700

Abstracts from the official reports of school officers of States, Territories,

and cities with other additional information..

65-401

General condition of education among the Indians..

402-411

Educational conventions and institutes.......

412-426

National schools of science......

427-444

Education of the blind..............

445-448

Education of the deaf and dumb........

419-452

Annual review of education in foreign countries....

453-504

Education in foreign countries aided by American efforts

505, 506

Educational methods in Germany....

507–510

Progress of education for women....

511-518

Cooper Union.......

519–525

Education of artisans..

526-528

The objects of the kindergarten........

529-535

Musical education in common schools...

536, 537

The relation of education to insanity............

538-547

Relation of education to crime...

548–552

The press as an educator....

553-570

General school statistics of the United States.........

571-700

TABLE I. Census statistics of the area, population, and assessed

valuation of the several States.

571

II. Common-school statistics of the United States...

III. Common-school finances.....

573

IV. School statistics of cities...............

574-605

V. Normal schools.........................

606-609

VI. Commercial and business schools

610-613

VII. Institutions for secondary instruction...

614-635

VIII. Appointments, examinations, and rejections at the United
States Military and Naval Academies.

..... 636, 637

IX. Colleges in the United States..

638-653

X. Agricultural and scientific schools..

654, 655

XI. Theological seminaries...

656-661

XII. Law schools.................................. 662, 663

XIII. Medical, dental, and pharmaceutical institution 664-667

XIV. Principal libraries in the United States..

668-677

XV. Institutions for the deaf and dumb.

678, 679

XVI. Institutions for the blind..

680, 681

XVII. Asylums for idiots....

682

XVIII. Summary of unfortunates....

XIX. Inebriate asylums...........

683

XX. Educational benefactions......

684-687

XXI. Cost of education in the States.

688

XXII. Cost of education in cities.

6:9, 690

XXIII. Reforniatory statistics......

691

XXIV. Prison statistics..

692-695

XXV. Printed reports of city superintendents.

696, 697

XXVI. Educational publications...

698-700

Index to report and accompanying papers....

701-715

REPORT.

DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION,

November 15, 1871. SIR: I have the honor to submit my second annual report. The law regulating my duties requires the collecting of such statistics and facts as shall show the condition and progress of education in the several States and Territories, and the diffusing of such information 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 maintenance of efficient school systems, and otherwise promote the cause of education throughout the country.” The report, if made in strict accordance with these requirements, would contain a full, accurate, and complete account of the yearly progress of the American people in all matters directly and remotely pertaining to education-would be, in effect, a record of the nation's growth in intelligence and virtue.

METHOD OF COLLECTING MATERIAL FOR THE REPORT.

To make even an approximate statement of the progress resulting from so many and various instrumentalities, necessitates a system of inquiry which can only be prosecuted by the action of the General Government.

Our public-school systems and incorporated institutions of learning, under most diverse control, serve alike to illustrate and to perpetuate that larger liberty regulated by law, that selfpoised individuality of persons and civil units which are highly prized as a distinguishing characteristic of the American people.

The furnishing of information by these State and city officials and by the officers of incorporated institutions of instruction is wholly voluntary, and, notwithstanding the perfect willingness which has been shown on their part, some time must elapse before they can become so familiar with the forms as to render the supplying of these educational statis. tics a matter of routine, while the field and scope of inquiries are stead. ily enlarging.

Thus, the report of last year, the first publication of its kind, could hardly be more than preparatory, and while the present report will be found fuller and more accurate in many of its statistical details, it must still be regarded as only tentative, and but partially illustrative of the purposes of the Bureau.

Last year, in making up the abstract of information in regard to the different States, the oficial reports of school officers were used as the only source of information save in a few instances. This year a large amount of valuable information is added from other sources considered authentic. The preparation of this material required, as moderately estimated, the reduction of about 15,000 octavo pages to the first 350 pages of the Appendix of this report. As indicating the want of uniformity of plan on which the various State and local reports are made, a schedule has been prepared and will be found in the accompanying papers, and is in itself a curiosity to the student of educational literature. It has been the purpose in this abstract to seize the most valuable features of all these reports, and gather them for the benefit of the whole country. The information sought from this office in regard to school legislation in the different States, it has been impossible to give fully in this report without occupying too much space. To meet these special demands a careful synopsis of all the respective school-statutes is in the course of preparation. As far, however, as this information appears in the respective reports from which the abstracts are taken, it is included.

USE OF SUCH A REPORT.

The grouping of these facts, collected as well as may be for the entire country, gives the patriotic student and statesman an opportunity to place aright in the scale of progress each section or locality. It makes possible those most valuable suggestions which come from the diverse conditions of various communities under one Government, and trusting to the same aspirations and efforts for future success.

UNIVERSAL EDUCATION ESSENTIAL TO THE REPUBLIC.

As a nation, from the first, the American people have appealed to the judgment of mankind. We believe our institutions founded in the interest of human nature, and susceptible of clear and satisfactory vindication to right human reason. We propose to offer to the world the best illustration of human goverument,' promoting with equal care the welfare of every citizen. But, plainly, we can neither know nor be assured that we have the best without a knowledge of the condition of other peoples. Our civilization, following its own mode of Americanizing everything that becomes a part of itself-population, ideas, institu. tions-welcomes all comers.

Education, the great process of assimilation, evidently should receive more attention than any other function of our civil life. It should be conducted more intelligently. Our dangers, present or remote, should be kept fully and accurately in view.

Moreover, our society is of such a nature, the establishment of permanent caste is so impossible, the interchange, the flow and reflow of individuals through all stations, from the highest to the lowest, so constant and easy, that the conduct and character of any one man, woman, or child can in no sense become safely a matter of indifference to the other members of society. The moment of neglect is the opportunity of vice and crime. And the extent of neglect is the measure of the peril from these sources, and the index of the reduced prodnctiveness of industry and of the losses of capital. Moreover, it should be remembered that this power of the individual, as a part of the whole, to affect the general welfare, arises not merely from his relation as a member of society; he has here an additional function of direct action as a part of the governing power. He is a voter, a witness, a juryman; he may be a judge, a legislator, or executive. His character is, therefore, of con. sequence, not merely from its silent and general influence, but especially as actually constituting a part of the government, with a possibility of being called to the duties of office in town, city, county, or state, in every civil unit in which he is embraced. If the individuals who are idle, ignorant, vicious, criminal, increase so as to constitute the majority,

« 上一頁繼續 »