possession of chemic laboratories and natural-history-museums, 3 philosophic cabinets, and one each an art-gallery and a gymnasium. All have libraries, the largest numbering 3,000 volumes, the smallest, 550. BUSINESS-COLLEGES. Indiana has six of these-at Evansville, Indianapolis, Logansport, Notre Dame, and Terre Haute-reporting, in all, 25 teachers and 1,096 pupils. Books and apparatus. Only the president and professor of chemistry yet appointed. The institution will open for the reception of students March 1, 1874, but not with a full corps of professors. No students have been received in 1873. The gift of Mr. John Purdue, securing the naming of the institution after him, was $150,000 in cash. Citizens of Tippecanoe County have given $50,000 cash and citizens of Chauncey 100 acres of land, valued at $50,000, to secure its location at Chauncey. The State of Indiana in 1873 made an appropriation of $60,000, half of which was paid in June, 1873; the remainder to be paid in June, 1874. 66 INDIANA STATE TEACHERS' ASSOCIATION. The nineteenth annual meeting of this association convened in the city of Logansport on Tuesday, December 31, 1872, and remained in session until the 3d of January. Mr. W. A. Bell, the president-elect, in his inaugural address, touched upon the woman-question," including the co-education of the sexes, woman as the teacher by nature, and the salaries of lady teachers. He brought forward the testimony of numer ous presidents of colleges and professors in universities to establish the truth of certain propositions, the principal of which were that "women should be admitted to all colfeges and universities on the same terms as men." "Co-education is the natural plan." "The effect upon character and manners is mutually elevating and refining;"" it promotes studiousness and good order." The subject of "The study of German in the public schools" was discussed at considerable length. Prof. H. B. Boisen, of the State University, read a paper on the Kindergarten, in theory and practice, in which he gave an account of the origin of the Kindergarten-system, its progress, the obstacles in its way, and its ultimate prosperity and success. "In the Kindergarten, morality is taught without moralisms, religion without theology, and science without text-books. Those American institutions into which text-books have been introduced do not deserve the name of Kindergarten." "How to cultivate a taste for English literature" was the subject of a paper read by J. A. Zeller, principal of the Evansville high school. He held that teachers should be more fully cultivated in literature and should make a constant effort to enable the children to lay hold of ideas through words, the vocabulary to be increased only as the ideas increase. A lengthy and highly-interesting address was given by John H. French, State-superintendent of the schools of Vermont. He confined his remarks chiefly to the subject of natural history in the common schools, showing how this branch of study can be made not only interesting but very profitable, even in the lower grades of the schools. In some of the eastern cities natural history is taught one year before the pupil commences English grammar. Every teacher in the common school has the means at hand by which he may give lessons to the pupil that will make him wiser and better. In teaching this subject, short oral lessons should be given two or three times each week. They should be reproduced by the pupil at some future time, and criticised by the pupils and teacher. J. McNeil, superintendent of the Richmond schools, read a paper on the defects of the graded system of schools. The writer regarded the graded-school-system as having done more than given system to the work. It has given enthusiasm and a general interest in public education, but the highest object of this education has not yet been reached. The graded-school-system, in its unmodified form, makes no distinction as to mental ability, and is defective in that it expects equal results from very different capacities. President W. A. Jones, of the State Normal School, read apaper on "Moral training in the public schools." He assumed, in the first place, that training involves. both instruction and practice. A prevalent opinion among the people is, that the province of the public school is to teach scientific and literary subjects; but that, if moral instruction is taken into account at all, it is to be given in the most general manner; whereas, principles of social morality must be stated and practice of these be required. T. C. Philips, editor of the Kokomo Tribune, in a paper on "The relation of journalism to education," claimed that the present intelligence of the people is very largely due to the newspaper; that while journalism was in its infancy ignorance everywhere prevailed, schools were poorly supported, and original thinkers were few. Since the newspaper contains that knowledge which is adapted to the practical wants of men, he would have in every school a "news chair," with its regular professor. He would introduce daily or weekly papers into every school in the village or city and have a judicious selection from them read. "The art of questioning" was the subject of a very practical paper by Mrs. Lois G. Hufford. Among many suggestions were the following: Do not word questions so as to convey information. Do not end questions with the word "what?" The teacher should never answer his own question. As a rule, do not give questions that can be answered by yes and no. Require the answers in complete sentences. An address was delivered by Hon. William T. Harris, superintendent of the St. Louis schools, on "The function of education in its relation to the government, to society, and to the individual." He prefaced his discussion of the different parts of the subject by glancing at the heterogeneous elements which enter into the composition of the population of this country, and drawing the conclusion that a composite population conduces more to liberty and toleration than a homogeneous one. In such a community men learn that toleration and license are two different things. It is the province of the school to give the pupils a clear insight into the problems of life, to show them that true freedom is to be obtained only in subordination of self. The teacher has achieved success when he has learned to govern his pupils through their own convictions. In order to secure uniformity in the reports of schools, on motion of W. H. Wiley, the rule known as the national rule was adopted by the association. A large portion of the closing session was occupied with a discussion on the subject of compulsory education. J. M. Bloss, superintendent of the New Albany schools, strongly favored the adoption by the State of some law by which compulsory attendance at school may be secured. He believed that the vote of the people, which would be necessary to secure such an act, would of itself create a public sentiment that would be sufficient to enforce all the regulations of the system. D. D. Luke, superintendent of the Goshen schools, argued on the negative of the question. The time allotted for this exercise having expired, the discussion was not finished. C. W. Ainsworth, assistant superintendent of the Boys' Reform-School, in a paper on "What shall be done with the bad boys?" sketched the management of the reformschool and gave some of the means of discipline that are brought to bear upon those who are admitted into the institution. A curtain is dropped between them and the world of crime in which they have been living. Religious teaching, music, cheerful amusements, &c., are employed with good effect. The object is to educate the head, the heart, and the band, so that when they leave the institution they may be fully prepared to take their places in the world as intelligent, conscientious, and industrious members of society. J. Cooper, superintendent of the Winchester schools, in a paper on "Discipline: what it is and how to secure it," defined school-discipline as such an adjustment of school-work that the proper ends of the school may be attained. The disciplinary agencies to be employed in the government of the school should receive the most earnest and careful study of the teacher. Among them may be noticed: (1) the literary qualification of the teacher, (2) self-control on the part of the teacher, (3) confidence in one's self, (4) work, and (5) the co-operation of parents. The report of the committee on resolutions, which was unanimously adopted, contained the following: "This association bears testimony to the value of the National Bureau of Education as a means of collecting and disseminating valuable educational information, and we specially indorse the labors of General Eaton, the United States Commissioner of Education, as wisely planned and ably and efficiently carried out, and we hope the teachers of this State will, through the members of Congress of their respective districts, obtain the reports of this Department and make them a subject of special investigation." The examiners' and superindents' section of the association discussed at considerable length the subject of "The powers, duties, and qualifications of county-superintendents." Papers were read on "The advantages, disadvantages, and feasibility of district and graded-schools" and on the "Best method of influencing public opinion in favor of education." In the collegiate and high-school-section, a number of the members participated in a debate on the subject of "A common course of study for our colleges ;" and the meeting listened to papers from Dr. Nutt, on the "Lecture-system of the German universities;" and from Prof. Geo. P. Brown, on 66 High-school-work in Indiana." LIST OF SCHOOL-OFFICIALS IN INDIANA. Hon. MILTON B. HOPKINS, State-superintendent. COUNTY-SUPERINTENDENTS. County. Adams Name. Post-office. County, Name. Post-office. Bartholomew Allen Benton. Blackford Boone. Brown Carroll Cass Clay Clinton.. Crawford Daviess Fayette Floyd Fountain Franklin Fultou Gibson Grant.. Greene.. Hamilton. Hancock Harrison Howard Huntington. Jasper Jay Jefferson Jennings Johnson Kosciusko La Porte D. D. Heller... John M. McGee. J. N. Armantrout.. E. R. Bundick Jason L. Rippetoe.. IOWA. [From the biennial report of Hon. A. Abernathy, State-superintendent of public instruction, for 1872 and 1873.] SUMMARY OF STATISTICS. SCHOOL-FUND. Amount of the permanent school-fund. November 1, 1873.. Amount of interest on the same for 1873 Number of acres of school-land yet unpatented Amount of indebtedness to the school-districts in outstanding bonds RECEIPTS AND EXPENDITURES. Amount received from district-tax, semi-annual apportionment, and other Total expenditures for school-purposes Increase in two years... Number of private schools The foregoing statistics and comparisons exhibit concisely the present condition of the public schools of the State. They indicate a uniform and healthy growth in almost every department during the last two years, the only special exception to this being the marked increase in the number of independent districts, the cause here being found in the fact that the school-law of 1872 authorized the formation of independent districts from the subdistricts of a district-township, upon vote of the electors, whenever the people of any district may elect. This is substantially a return to the old district-system. For the purpose of exhibiting the rapid and uniform growth of our school-system for a more extended period, the following table has been prepared, embracing some of the more important items of school-statistics for the last ten years, from 1863 to 1873; During the period embraced in this table, the total population of the State has increased from 702,162 to 1,249,418, and the total assessed valuation of property, personal and real, from $167,113,639 to $364,336,580, the per cent. of increase in population being 78, in the valuation of property 118. The number of persons between the ages of 5 and 21 years has advanced from 281,733 to 491,344, an increase of 74 per cent.; the total enrollment has increased in the same ratio, while the total average attendance has increased 83 per cent. INCREASE OF SCHOOLS. The number of schools has increased during the same period from 6,237 to 8,816, an increase of 41 per cent. The increase in the number of schools, however, is less than in other items; the real gain is much greater than would appear from these figures, each room or department of our 419 graded schools, over which a single teacher presides, being counted as one school. These schools, which are rapidly increasing in number, |