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In 1848 the number of enrolled pupils was only 8 per cent. of the population, in 1859 the proportion was 25 per cent., showing how rapidly the people had grown into an appreciation of the necessity for popular education.

Universities and colleges.-The lands granted for the endowment of a university and college were loaned out at an early day when they were worth little; the consequence was that the income from these lands fell far short of the intention. In fact, the larger part of the income of these institutions (at Athens and Oxford) was supplied from tuition-fees and private contributions. Though they have sent out many graduates, it is simply matter of history that they have failed in their object, which was to establish universities. Corporate or private institutions have succeeded far better.

In the mean time the State chartered many other institutions sustained by individual or denominational funds, some of which have grown to be important institutions for higher learning. To understand their incorporation and objects it must be remembered that, up to 1850, a special incorporation was necessary; but, after that, any association might take out a charter, on certain conditions.

From 1803 to 1850, there were chartered in the State, by special acts, 56 universities and colleges. Of these, 29 are now in existence, and several of them are important institutions. There are now 36 institutions in Ohio which properly come under the head of universities and colleges.

Academies and seminaries.—From 1803 to 1860, there were chartered of this kind of schools, 161. Of these only 31 are now in existence, but in the mean time many others have risen up, so that the whole number is about 80. Some of these are chartered and others not. In 1859, the number of academies and seminaries was given as follows: "Academies, 90; teachers, 404; pupils, 8,721." The number of institutions and pupils is now somewhat reduced, but they still form an important element in the education of the State.

In the mean time a new class of institutions has arisen which properly come under this head, although more special in their object. These are:

Normal schools and commercial colleges.-There are in the State at least 20 of these, which more than make up the loss of academies, so called. This kind of education is popular, because it professes to teach two things which are valuable in the market: the one how to become teachers and the other how to become men.

Special instruction.—Under this head are included the schools of public and charitable institutions, taught by regular teachers, but confined to and controlled by these institutions. As nearly as can be ascertained they are as follows: the State ReformSchool, thirteen orphan asylums, five houses of refuge, and the work-house. In these places education is regularly going on, but they are not included under any other class of schools.

Progress of institutions supported independently of State-funds.-Under this head are

included universities and colleges, academies and seminaries, theologic, law, medical, commercial, private, and parochial schools. The growth of these institutions since 1859 is shown in the following table:

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Private schools and academies are declining, because they are in immediate competition with the public schools. On the other hand, the colleges and parochial and technic schools are advancing.

HENRY L. HITCHCOCK, D. D.

This eminent educator was a native of Ohio, though Connectient blood ran in his veins. His father-a lawyer of the State, a Congressman from it, 1816-18, afterward a judge of its supreme court, and for many years chief justice-had migrated from Connecticut in 1806 to Burton, in Geauga County, after graduating at Yale and studying law at Cheshire. At Burton, Henry was born, October 31, 1813; prepared there for college, and in 1828, being then 15, entered Yale as freshman. On his graduation in 1832, youth of 19 as he was, he took charge of the academy at Burton, where he had begun his studies, and for two years taught successfully. Subsequently studying theology in the Lane Seminary under Dr. Beecher, he was ordained in 1837 pastor of a church at Morgan, Ashtabula County; there made himself a name, and after two years and a half of useful labor was called to the State capital as pastor of the Second Presbyterian Church. Here he remained for fifteen years, an exceedingly admired and faithful minister, his reputation spreading through the State and his influence becoming every year more powerful. Then came an election--which did him honor-to the presidency of the Western Reserve College, where for some years there had been difficulties about management and where a man was wanted who could command wide confidence. restore lost harmony, raise greatly-needed means, and hold the college in a high position. The choice of Dr. Hitchcock for the place was a declaration to the world that he was the wise, good, influential, and respected man the college needed; and his administration justified the judgment the trustees had formed. He entered on his work as president in July, 1855, and continued in it till his death, June 2, 1-73, though for the two years before his death he laid aside the presidential name. A great success attended his endeavors to revive the college. Its friends were re-united, its opponents were hushed, its debts were liquidated, and in spite of vast financial troubles, affecting the whole country, $175,000 were put into its productive fund.

His influence with the students, too, was wonderful. His sermons in the chapel won their admiration, his obvious integrity secured for him their confidence, his excellent instructions commanded their respect, and his genially kind courtesy to them gained him their affection, so that no student ever was known to put on him any of those little insults which the officers of colleges sometimes receive.

Twelve years of exhausting labor, however, broke him down, and though nine months of European journeying somewhat recruited him, his old strength never came fully back after 1867. He had to gradually lighten his previously great labors and earnestly desired and sought release from them, but, as no one could be found willing to succeed him while he lived, had to work on till, in June, 1873, an exhausting journey brought him to his bed, never to rise again. His task was done; and failing gradually, he tell finally asleep in the Redeemer he had trusted in, leaving behind him, as the monument of his great labors, a college well established and a multitude of nobly educated youth,

SOLOMON HOWARD, D. D., LL. D.

This other eminent Ohioan was a native of Cincinnati, having been born there November 11, 1811. Dr. Howard began his college-life at Miami University when he was 17, and removing thence to Augusta College, in Kentucky, graduated with honor in 1833, then being somewhat over 22. On his graduation he was elected professor of St. Charles College, Missouri, accepted the position and served in it some time, receiving ordination to the ministry meanwhile. His qualifications as an educator having gained him reputation, he was placed in charge of the Ohio Wesleyan University at Delaware, and served there successfully from 1843 to 1845. Then he became president of the Springfield Female College, acting, also, as principal of the Springfield High School. In 1852 he was made president of Ohio University, at Athens, and for twenty years did noble service there. A broken constitution compelled him to

remit his labors and seek rest and health in California. It was sought too late, however. Though the airs of California benefited him and eased him, he still went downward, till, in 1873, the strong mind ceased from action and the educator went to his rest.

CHARLES P. M'ILVAINE, D. D., LL. D.

This other great citizen of Ohio died at Florence, Italy, March 12, 1873, at the ripe age of 75. A native of Burlington, New Jersey, a graduate of Princeton in 1816, and afterward for some time rector of Christ Church, Georgetown, District of Columbia, he was, from the outset, evidently destined to distinction. Of noble presence, an eye that kindled as he spoke, a countenance that played with every emotion, a voice that could be musical or thunderous at his will, and a mind of lofty power and thorough culture, he was one of the born princes of the world. In 1825, when only 27, he was made professor of ethics and chaplain at West Point Academy, where his religious influence among the cadets became so great that Army officers indulged alarm lest an undue proportion of the students should become ministers, and be lost to the military service. The perception of this on his part induced him to accept, in 1827, a call to St. Ann's Church, Brooklyn, New York. Delivering here to his congregation the lectures on the evidences of Christianity prepared by him for his classes at West Point, they attracted such general attention that he was requested by the chief citizens of New York City to repeat them there. This was done in the chapel of the University, and great audiences were held enchained by them. These lectures were subsequently printed, and have passed through a great number of editions. He became, in 1831, professor of the evidences of revealed religion in the university, and the next year bishop of the Protestant-Episcopal Church in Ohio, and, ex officio, president of the theologic seminary of the Church at Gambier. Removing after some years to Cincinnati, he gave himself, in connection with his other labors, to the publication of important works on the chief theologic topies of the period, which made a great impression. But such work proved too exhausting. Tendencies to apoplexy became threatening, and frequent visits to Europe had to be resorted to, to keep these in check. It was in such a visit that a cold, taken from brief exposure, brought him to his end.

OTHER TEACHERS.

Miss Emma Dubach, a young teacher in the German department of the sixth district of Cincinnati, died during the session of 1872-73. She is said to have done her work skillfully and well, with a natural tact in management of children and an aptitude in teaching which gave promise of much excellence.

Miss Laura E. Belknap, also of Cincinnati, died during the same session. after eighteen years of faithful service in the schools, first in the regular branches and afterward in the drawing department. Persevering, conscientious, self-sacrificing, she continued her labors even when exhausted nature demanded repose, and only rested from them when labor was no longer possible.

Mr. Hermann Meisner, who had served as a teacher for ten years in Cincinnati, and had risen to a principalship a few months before his death, passed from his labors also in 1873, after having won himself an honorable position by steady, unobtrusive, and honest work, work that looked only to the welfare of his pupils and threw selfish considerations entirely into the shade.

OREGON.

[From report of Hon. Sylvester C. Simpson, State-superintendent of public instruction, for the year ended April 1, 1873.]

DISTRIBUTION OF INTEREST ON THE COMMON-SCHOOL-FUND.

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The distribution for 1871-'72 was the first ever made, and included interest gathered during two years. This accounts for the decrease in the amount distributed for 1872-73.

FINANCIAL STATEMENT.

Amount apportioned to districts at last apportionment..
Amount of district-tax levied and collected..

Amount paid teachers from district-tax.

Amount paid teachers from rate-bill and subscriptions.

Amount paid teachers from county-funds..

Amount of incidental expenses..

Amount paid for building school-houses

Value of school-houses....

Value of other school-property

$49,454 17

71, 152 04 28, 65 32 45,640 38 80,437 85

35,977 654

2,352 45

236,001 10

76,238 89

SCHOOL-STATISTICS.

Number of districts reporting

Number of legal voters reported.

Increase over last year..

Average attendance reported..

Number of quarters school was taught..

Number of children of school-age-males, 19,391; females, 18,049.

Average number of quarters school was taught, per district

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642

21, 547 37, 440

928

15,329 1,002%

1.5

607

847.54

$43 79

The superintendent says: "The foregoing statistics cannot be relied upon as strictly correct. Indeed, there is scarcely a single particular in which they are perfectly accurate, owing to the incompleteness of most of the superintendents' reports. There are probably from twelve to twenty organized and active school-districts in the State from which there are no reports whatever. The average attendance, as appears from the table, is very small, but as many of the districts failed to report their average attendance, these figures fall short of the truth. As an example of the deficiencies of the reports in this particular, it may be mentioned that the second district in the State in wealth and population made no returns whatever excepting the number of legal voters and persons of school-age. Yet this district maintained flourishing schools, with a large attendance, during the entire year. Only three counties report any expenditures in the erection of school-houses during the year, but it must not be inferred from this that no new school-houses were built in the other counties; there was merely a failure to report them. Possibly, in some cases, expenditures for this purpose were included under the head of 'incidental expenses.' Making due allowance for these inaccuracies, the figures probably approximate the truth nearly enough to show something of the condition of public-school interests in Oregon, and also what need as well as room there is for improvement."

SCHOOL-LAW.

The new school-law, which went into force January 29, 1873, provides for a Statesuperintendent, State-diplomas and certificates for teachers, and a uniform series of textbooks. Institutes are to be held yearly in each judicial district and at the State capital.

The State- and county-fund is to be apportioned on the third Monday of March and in September, (optional with the county-superintendent,) and the school-tax is to be three mills instead of two as heretofore. Candidates for county-certificates are not to be required to pass an examination in algebra, but the standard in all other studies is raised. All vacancies in the board of directors are to be immediately filled by elec tion, and the clerk is required to furnish the county-superintendent the names and post-office-address of the directors within ten days after election.

GENERAL CONDITION OF THE PUBLIC SCHOOLS.

The superintendent remarks that, notwithstanding the many hinderances in the way, the public schools are steadily advancing and growing in character and efficiency and the school-system is making as rapid progress as can reasonably be expected, considering the youth of the State, the sparseness of the population, and the lack of proper educational appliances and facilities. County-superintendents generally report that their schools are "in a tolerably flourishing condition."

The great needs of the schools now are good school-houses, apparatus, libraries, higher qualifications on the part of teachers, a tax-levy sufficient to support schools for at least six months in the year, and a larger and more regular attendance.

Several of the county-superintendents strongly recommend the adoption of the principle of compulsory attendance in the school-law and nearly all favor an increase of the tax-levy for school-purposes.

SCHOOL-HOUSES.

Reports received at the superintendent's office show that there are very few publicschool-buildings in the State of suitable character, and probably not more than two or three that have been constructed upon improved modern plans and that are furnished with the necessary appliances for teaching. Neither the health, comfort, nor convenience of pupils or teachers seems to have been considered in the selection of sites, the style of architecture, or the choice of furniture. Many of the school-buildings are merely rough "box-houses" or common board shanties. One county-superintendent says that in some of the districts of his county there are barns which are better, more costly, and more comfortable buildings than the school-houses. This assertion is not considered at all extravagant, and it is believed that it might be made with equal truth in the case of other counties. In addition to the inferior character of the school-houses, many of them have been damaged by ill-usage and are in bad condi

tion.

From the reports of county-superintendents it appears that there is not a single school-library in the State and that no school is thoroughly supplied with proper apparatus. A blackboard and some chalk-crayons constitute the entire apparatus of the ordinary country school. The more pretentious city-schools have a few wall-maps and charts and though very rarely-globes.

VISITING SCHOOLS.

Complaint is made of the apparent lack of general interest in the schools. It is said that, "aside from the county-superintendents, generally nobody in Oregon visits the schools." The teachers universally complain of the neglect of school-directors and patrons in this particular; and the lack of public interest in the schools is regarded as a serious impediment to their advancement. Parents are urged to "pretend an interest, even if they feel none. The pretense would be some stimulus to both teachers and pupils. The reality would help to advance every school in the State."

TEXT-BOOKS.

At the last session of the legislature a law was passed authorizing the adoption of a uniform series of text-books for the entire State. The board of education prepared a course of study and the text-books for each study were designated by the votes of the county-superintendents. These books are adopted for four years from October 1, 1873. The uniform series has not yet been fully introduced, though the work is proceeding rapidly.

DISCIPLINE.

Corporal punishment is practiced to a greater or less extent in all the public schools in the State, though generally resorted to only after the failure of all milder methods. The best teachers seem to regard a frequent recourse to this method of punishment as an evidence of inefficiency and incapacity to govern.

MORAL TRAINING.

No special attention is given, in the public schools, to the subject of moral instruction. In a few schools it is the practice to read, daily, selections from the Bible. One school is opened with prayer. Aside from these cases, none of the schools have any religious exercises and in none is there any regular instruction in morals. If teachers

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