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A STATEMENT
THEORY OF,DUCATION
IN
'I'HE UNITED STATES OF AMERICA,
AS APPROVED BY
MANY LEADING EDUCATORS.
WASHINGTON:
GOVERNMENT PRINTING OFFICE 
GOVERNMENT PRINTING OFFICE.
i874.
OF THE
. Oal- 0 
'Z    - -   
I-ETTER
OF THE
COMMISSIONER OF EDUCATION.  
LETTER.
DEPARTMAENT OF THiE IN' ERIOR,
BUREAU OF EDUCA'lION,
[fashiigloiz, D. C., Decenber I 5, 1874.
SIR: A meeting of State-superintendents and others was held in
Washington, November r3, 1872, to make preliminary arrangements
for the representation at Vienna of the condition of education in the
United States.  A full report of this meeting will be found in the
Circular of Information of this Bureau for November, 1872, pages
29-40.
At this meeting, it was resolved (see page 36 of the circular above
referred to)  "that we consider it exceedingly desirable that there
should be a brief statement, embodying clearly the idea of the relation of the American free school to the Aimerican Commionwealthl;
and we recommend to the Commissioner of Education that such a
statement shall be prepared as can be signed generally by the educators of the country as a declaration of their sentiments."
The preparation of this statement was intrusted to Hon. Duane
Doty, superintendent of city-schools, Detroit, Mich. In conjunction
with Hon. W. T. Harris, superintendent of city-schools, Saint Louis,
Mo., he prepared a stateiment, which was subsequently submitted
to the several leading educators whose names are hereto affixed in
witness of their approval of the statement.
Al:hough this was not prepared and agreed upon  in time to be
used at Vienna, yet, in view of the constant demands made upon this
Bureau, especially by foreign investigators, for a statement of the
school-system in this country; and in view of the natural tendency of
such foreigners to fall into the error of supposing that there is a
national system of education under control of the General Government of the United States; and, moreover, in consideration of the
dangers that have been and are threatening the welfare of the free
public-school-systems of many of the States, a clear statement of such
fundamental principles as all American educators can agree upon
seems most tilmely, as furnishing to the friends of education everywhere a ready means of refuting the false assertions of those who
oppose  the  establishment and prosperity of the schools in their
several localities. 
6
Th.e free public education of the children of thle United States
depends  everywhere upon  the action taken by the several States
and by the citizens of those States in their several localities.  The
existence of a republic, unless all its citizens are educated, is an admitted impossibility.'1 he schloolsysten-s of many States have suffered
from the results of the war; and their speedy and healthy advancement to the greatest efficiency possible is, therefore, of vital interest
to the whole country.
For the above reasons and as a matter of great convenience to
this Office in replying to constant demands for suchG information, I
recommend the printing of this statement.
Very respectfully, your obedient servant,
JOHN EATON,
Coiz nis.iaonci.
Hon. C. D)ELANO,
Serelao, of fhe o/terfo 
Approved and publication ordered.
B. R. COWEN,
Acting Secretaie. 
STATEMENT
OF TIE
THEORY OF EDUCATION
THE UNITED STATES.
I N'  
A S''TAT''EMEN'IT OF THE THEORY OF EDU'CATION IN THE UNITED STATES OF
AMERICA.
I.
The American school-system  is an organic or historic growth,
having its origin in attempts made to supply social and political needs.
II.
By the Constitution of the United States, no powers are vested in
the central Government of the nation, unless the same relate immediately to the support and defense of the whole people, to their intercourse with foreign powers, or to the subordination of the several
States composing the Union. Military education for the Army and
Navy only has been directly provided for by the national Government; and the further action in aid of education has been limited to
endowments in the form of land-grants to the several States, or portions thereof, for the purpose of providing a fund for the support of
common schools or to found colleges for the promotion of scientific
agriculture and the mechanic arts. Universities also have been endowed by the United States Government in all the new States since
the NorthwestTerritorywas organized in I787.  Recently, (in i867,) a
Bureau of Education has been established at the seat of Government
and a national Commissioner appointed, who collects statistics and
disseminates valuable information relating to) all educational subjects.
To the several States individually is left, for the most part, the local
administration of justice, as well as the establishment of public agencies for the well-being of the civil and social community in its industrial, economical, social, and spiritual aspects.
III.
The general form of the national Government is largely copied in
the civil organization of the particular States, and no powers or fun;ctions of an administrative character are ordinarily exercised by the
State as a whole which concern only the particular interests and wellbeing of the subordinate organizations or corporations into which
::.1.::, 1.,
'i. 
1 (-)
the State is divided for judicial and municipal purposes; but the
State usually vests these local powers and functions in the corporations themselves, such as counties, townships, and cities.  The power
of the State over these local corporations is complete; but they are
generally allowed large legislative and administrative powers of a
purely local character, while the State ordinarily confines its action
and legislation to matters in which the people of the whole State are
interested.
IV.
Citizenship in the nation is defined by Articles XIV and XV of
Amendments to the Constitution, and is uniform, including every
native and all naturalized persons. The right of voting and holding
office is not inherent in citizenship, but is given to such as the States
or the General Government determine, except that neither race nor
color can be allowed as a test. Each State-constitution defines the
qualifications necessary for the exercise of the political functions of
holding office in the civil government and electing the citizens who
are to fill such offices.  The State, in its entire existence, is a reflex
of the people thus defined as its electors.  In their hands collectively
is vested the ultimate responsibility for all the power which is expressed through the organism of the State, or, less directly, through
the nation itself.  Upon the several States individually, in which is
vested the power of defining the qualifications of the electors who
choose by ballot the representatives that make and execute the laws
of the land, rests the responsibility of making provision for the education of those charged with the primary political functions. This
responsibility has been generally recognized in the establishment, by
legislative enactment, of a system of free common schools, supported
in part by State-school-funds accumulated from national grants of
lands and from appropriations made from the State-revenue, and in
part by local taxation or assessment made upon those directly benefited by the schools themselves. The local direction and manigement of the schools are left to the municipalities or to the local corporate bodies organized for the special purpose, and a general supervision is reserved to itself by the State.  In some States, compulsory
educational laws have been passed; not, however, requiring those
wvho are taught in other ways to resort to the public schools.
The State arranges the school-system and designates the various
kinds of schools to be supported and managed by the public authorities and sometimes prescribes more or less of the branches of knowledge to be taught; provides how' districts may be created, divided, or
consolidated with others and how moneys  may be raised by or for
2'.! "           -
- I::n    
11
them; prescribes their organization, officers and their powers, and
the time and manner of filling and vacating offices and the functions
of each officer; prescribes the school-age and conditions of attendance; and provides in some cases for the investment and application
of the school-funds derived from the General Government. The
local municipalities organize school-districts under State-laws, elect
school-officers, and levy and collect taxes for school-puLrposes. The
local school-officers examine, appoint, and fix the salaries of teachers
when not otherwise done, build school-houses, procure school-supplies, arrange courses of study, prescribe the rules and regulations
for the government of the schools, and administer the schools.
V.
By the definitions before referred to, the privilege of political participation in choosing those who administer the government of the
country is conferred upon the people at large, with certain general
limitations as to sex and age and certain specific limitations regarding the naturalization of aliens (and, until recently, in some States,
regarding race or color) or the possession of property or intelligence,
&c. The general participation of all the people in thle primary political functions of election, together with the almost complete localization of self-government by local administration, renders necessary
the education of all, without distinction of sex, social rank, wealth, or
natural abilities. This position is generally recognized in theory and
practice.
VI.
In proportion to its degree of localization, the administration ot
the government becomes charged with the interests of civil society,
and thus directly concerned in the creation and distribution of wealth
and the personal well-being of the individual in the community. T'he
national Government and the State-governments regard education
as a proper subject for legislation, on the ground of the necessity of
educated intelligence among a people that is to furnish laze-abiding
citizens, well versed in the laws they are to obey, and likewise lawmakiiTciti/eiis, well versed in the social, historic, and political conditions which give occasion to new laws and shape their provisions.
But the municipal or local corporations, in which are vested the direct
control and management of educational institutions and the collection and disbursement of the funds necessary for their support, regard
education in its social and economic aspects as well as in the more
general one of its political fun ction. Hence, all communities, in their 
12
local capacity, exceed the limits prescribed by the State in their provisions for popular education, and they do this in the ratio of their
grade of advancement in wealth and social culture.   The productive
industry of the community is known to have a direct relation to the
diffusion of educated intelligence therein.
VII.
The idea of the state and the idea of civil society-the former the
idea of the actualization of justice and the latter that of the supply
of human wants and necessities through the creation and distribution
of wealth-conspire, by general consent, in the production of the
American system of public education; and, to its maintenance and
support, the property of the community is made to contribute by taxation.   Both the preservation of property by the actualization of
justice and the increase of property by productive industry are
directly conditioned, in a republic, upon the educated intelligence of
the people. This is so, especially in that species of incorporeal property of the nature of franchises, such as constitute the basis of those
corporate combinations formed for the promotion of manufacttures and
commerce, the creation of transit-facilities, and the diffusion of inforrnmation, (patent-rights, charters for railroads, canals, telegraphs, banks
of issue, insurance-companies,  &c.)  These  franchises, vested in
corporations, incite to the production of wealth to an extraordinary
degree, and at the same time make such a demand upon thie community for directive intelligence that it may be said that the modern
industrial community cannot exist without free popular education
carried out in a system of schools ascending from the primary grade
to the university.  And without a free development of productive
industry, enabling the individual to accumulate the wealth necessary
for the supply of thle necessities of life faster than he consumes them,
there is not left the leisure requisite to that cultivation of intelligence
needed in the theoretical discussion and comprehension of public
affairs; and without such occupation of the individual with public
affairs, a democracy could exist only in name.
VIII.
The past and present history of the United States exhibits a process
of development comprising three stages:
(() The settlement of new territory by pioneers and the reduction
of the wilderness to an agricultural country. 
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(b) The rise of commercial towns and the creation of transit-facilities in the new regions.
(c) The development of imanlufacturing centers and the ascendency
of domestic commerce.
In consequence of this constant spectacle of the entire process of
founding a civilization and developing it from the rudimentary stages
up to the completed type, there is produced a peculiar phase of character in the American people. There is always unlimited opportunity for the individual to build anew his fortunes when disaster has
overtaken him in one locality.
As a consequence of the perpetual migration fromn the older sec —
tions of the country to the unoccupied Territories, there are new
States in all degrees of formation, and their institutions present earlier phlases of realization of the distinctive type than are presented in
the mature growth of the system as it exists in the thickly-settled and
older States.  Thus States are to be found with little or no provision
for education, but they are rudimentary forms of the American State,
and are adopting, as rapidly as immigration enables them to do so,
the type of educational institutions already defined as the result of
the American political and social ideas.
IX.
The education of the people in schools is a phase of education
lying between the earliest period of family-nurture, which is still a
concomitant and powerful auxiliary, on the one hand, and the necessary initiation into the specialties of a vocation in practical life on
the other.  In America, the peculiarities of  civil society and the
political organization draw the child out of the influence of familynurture earlier than is common in other countries.  The frequent separation of the younger branches of the family from the old stock
renders family-influence less powerful in molding character. The
consequence of this is the increased importance of the school in an
ethical point of view.
X.
In order to compensate for lack of family-nurture, the school is
obliged to lay more stress upon discipline and to make far more
prominent the moral phase of education. It is obliged to train the
pupil into habits of prompt obedience to his teachers and the practice of self-control in its various forms, in order that he may be
prepared for a life wherein there is. little police-restraint on the part
of the constituted authorities. 
14
XI.
The school-discipline, in its phase of substitute for the family, uses
corrective punishment, which presupposes a feeble development of the
sense of honor in the child. It is mostly corporal punishment. But
in the phase wherein the school performs the function of preparing
the pupil for the formal government of the state, it uses retributive
punishment and suspends the pupil from some or all the privileges
of the school. In this phase of discipline, a sense of honor is
presupposed and strengthened.
XII.
In commercial cities and towns, the tendency preponderates towards
forms of punishment founded on the sense of honor and towards the
entire disuse of corporal punishment.  This object has been successfully accomplished in New York, Chicago, Syracuse, and some other
cities.  In the schools of the country, where the agricultural interest
prevails, the tendency to the family-form of government is marked.
XII.
A further difference between the discipline of city-schools and that
of country-schools is founded partly on the fact that the former
schools areusually quite large, assembling from three hundred to fifteen
hundred pupils in one building, while the latter have commonly less
than fifty pupils. In the former, the large numbers admit of good
classification; in the latter, classes are quite small, sometimes containing only a single pupil, and the discipline of combination is consequently feebly developed.  The commercial tone prevalent in the
city tends to develop, in its schools, quick, alert habits and readiness
to combine with others in their tasks.  Military precision is required
in the maneuvering of classes.  Great stress is laid upon (i) punctuality, (2) regularity, (3) attention, and (4) silence, as habits necessary
through life for successful combination with one's fellow-men in an
industrial and commercial civilizatioAn.
XIV.
The course of study is laid down with a view to giving the pupil
the readiest and most thorough practical command of those conventionalities of intelligence, those arts and acquirements which are
the means of directive power and of further self-education.  These
preliminary educational accomplishments open at once to the min('
of the pupil two opposite directions  (a) the immediate mastery ovw 
15
the material world, for the purposes of obtaining food, clothing, and
shelter directly; (b) the initiation into the means of association with
one's fellow-men, the world of humanity.
XV.
(a) The first theoretical study necessary for the mastery over the
material world is arithmetic-the quantification of objects as regards
numbers.
In American schools, this is looked upon as of so much importance
that more time is given to it than to any other study of the course.
Its cultivation of the habit of attention and accuracy is especially
valued.
After arithmetic follows geography, in a parallel direction, looking
towards natural history.  Arithmetic is taught froin the first entrance
into school, while geography is begun as soon as the pupil can read
well.
XVI.
(b) The first theoretical study necessary to facilitate combination
of man with his fellow-men is reading the printed page. Accordingly,
the prevailing custom in A\merican schools is to place a book in the
hands of the child when he first enters school and to begin his instruction with teaching him how to read. As soon as he can read,
he is able to begin to learn to study books for himself, and thus to
acquire stores of knowledge by his own efforts. The art of writing is
learned in connection with reading. This culture, in the direction of
knowing the feelings, sentiments, and ideas of mankind, is continued
throughout the course by a graded series of readers, containing selections of the gems from the literature of the language, both prose and
verse. This culture is re-enforced about the fifth year of the course
by the study of English grammar, in which, under a thin veil, the
pupil learns to discern the categories of the mind and to separate
them analytically from modifying surroundings and define them.
The common forms of thought and of its expression are thus mastered, and in this way the pupil is to some extent initiated into pure
thought and acquires the ability to resolve problems of the material
world and of his own life into their radical elements. The study of
the history of the United States (and, in most instances, of the national
Constitution) carries on this culture by the contemplation of the
peculiarities of his nation as exhibited in its historic relations.
XVII.
The cardinal studies of the "common  school" are: (1) reading
and writing, (2) grammar, (3) arithmetic, (4) geography; the first two 
16
look towards mastery over spiritual combination; the latter two, over
material combination.  The common school aims to give the pupil
the great arts of receiving and communicating intelligence. Drawing and vocal music are taught quite generally and the rudiments
of natural science are taught orally in most city-schools. Declamation of oratorical selections is a favorite exercise and is supposed to
fit the youth for public and political life. Debating societies are
formed for the same purpose.
XVIII.
The secondary education, carried on in "high schools," "academies," and "seminaries," to the studies of the common school adds:
(i) on the side of the theoretical command of material means: (a)
algebra, geometry, calculus, and some forms of engineering, (surveying,
navigation, &c.;) (b) natural philosophy or physics, (i. e., nature quantitatively considered;) (c) physical geography or  natural history,
(nature organically considered.) (2) On the side of the humanities:
(a) rhetoric, (b) English literature, (c) Latin, (the basis of the English vocabulary, as regards generalization and reflection as well as
social refinement,) (d) a modern language, commonly German or
French, of which the latter serves the same general purpose as Latin
in giving to English-speaking people a readier command, a more
intuitive sense of the meaning of the vocabulary of words contributed
by the Romian civilization to modern languages, and especially to
the English, (whose vocabulary is chiefly Roman, though its granmmatical form is Gothic.)
The high schools generally form a portion of the free publicschool-system; the academies and seminaries are generally founded
and supported by private enterprise or religious zeal, and are not controlled or interfered with by the State, although many of them are
chartered by it and are free from taxation.
XIX.
The highest form of school-education is found in the colleges and
universities scattered through the country, some under the control
and support of the State, but far the larger number founded and supported by religious denominations or private endowment and tuitionfees from the students. All, or nearly all, of them are chartered by
the State, and their property is exempt from taxation.  These institutions support one or more of the following courses:
(a) Academic course, generally of four years, a continuation of 
17
the secondary education, as herein described, embracing a course in
Latin and Greek, French and German, higher mathematics and some
of their applications, the general technics of the natural sciences and
also of the social and political sciences, belles-lettres and universal
history, logic, metaphysics, and moral philosophy;  (b) a scientific
school; (c) a law-school; (d) a medical school; (e) a theological
seminary; (f) a normal school, (for the training of teachers; this is
seldom found except in State-universities, but is usually a separate institution, founded by the State or municipality.)
The academic course is the college-course proper; when united
to the others, it forms a "university."
XX.
The general system of instruction lays special emphasis on the use
of text-books and the prevalent tendency is towards giving the pupil
an initiation into the method of using the printed page in the form of
books and periodicals for the purpose of obtaining information from
the recorded experience of his fellow-men; but in many schools and
systems of schools equal or greater stress is laid upon the practical
method of conducting investigations for the purpose of verification
and of original discovery.
XXI.
In the Northern States, the colored population (being small in
number) usually attends the same schools as the white population.
In those States in which the colored people are very numerous, separate schools, with few exceptions, are established for them.
XXII.
In the country, girls and boys attend the same school; in some of
the older cities, the sexes are educated together in the primary schools,
but separated in the grammar- and high schools. The course of study
is generally the same for boys and girls. In cities of most recent
growth, the co-education of the sexes prevails from the primary school
up through the higher grades, and some colleges admit both sexes.
There are, also, colleges established for the education of women
alone.
XXIII.
Private schools, supported by individual enterprise or by corporations and religious denominations, are numerous, and the course of
study in them is nearly the same as in the public schools, except in
2 
18
laying more stress upon certain ornamental branches, such as vocal
and instrumental music, French, drawing and painting, embroidery, &c.
These schools are more frequently for the separate education of
the sexes and for secondary education. Very many academies and
seminaries have been founded with a view to supplying the Christian ministry with clergymen. There are some denominations more
or less hostile to the public-school-system because of its secularity,
and these favor a division of the school-funds so as to allow each
denomination to carry on its own school-system.
XXIV.
Sectarian instruction is not given in the public schools. Religious,
particularly sectarian, training is accomplished mainly in families and
by the several denominations in their Sunday-schools or in special
classes that recite their catechisms at stated intervals during the
week. It is quite a common practice to open or close the public
schools with Bible-reading and prayer. Singing of religious hymns
by the entire school is still more common.
XXV.
Free evening-schools are common in cities, to provide means of
improvement for adults and for youths who are prevented from
attending the day-schools by reason of some useful employment.
Special attention is given in them to reading, writing, arithmetic, and
to certain industrial studies, such as book-keeping, line-drawing, &c.
XXVI.
Schools for unfortunates, including reform-schools for vicious
children, asylums for the blind, insane, deaf and dumb, idiots, and
orphans, are usually established by the State-government directly,
and less frequently by municipal corporations, and to some extent by
religious denominations. In cities, truant-schools, established by
the municipal authorities, are becoming common, and seem to be
necessary where compulsory-attendance-laws exist.
XXVII.
In the city-schools, female teachers largely preponderate, composing frequently 9go per cent. of the entire corps of teachers. In country-schools, the proportion is very much smaller, but has increased
considerably in late years. The pupil, coming directly from homeinfluence, finds a less abrupt change upon entering the school,under 
19
the charge of a female teacher. The female character, being trained
by experience in family-supervision to the administration of special
details wherein division of labor cannot prevail to any great extent,
is eminently fitted to control and manage the education of the child
while it is in a state of transition from caprice to rationally-regulated
exercise of the will; and the development of individuality is generally
more harmonious up to a certain age if the pupil is placed under
female teachers. The comparatively small cost of female-labor, also,
largely determines its employment in all public schools.
XXVIII.
The ratio of the entire population in school varies from i 6 per cent.
in some cities down to 5 per cent., or even 3 per cent., in some agricultural sections. City-schools generally hold their sessions dailyfrom 9 to 12 a. m. and from I to 4 p. m., with a recess of a quarter
of an- hour in each session-for five days in the week, and for about
ten months in the year, two months or less being allowed for vacations. In some cities, the plan of half-day-schools for young children
has been tried and in many cities such children are not confined to
the school-room more than four hours a day. The school-age of the
pupil generally begins at 6 years and ends at i6, but in the cooler
climates of the northern sections it begins earlier and lasts longer;
the school-sessions are usually longer in the colder climates.
XXIX.
The salaries paid teachers indicate somewhat the estimate placed
upon their work by the public. For some years there has been a
steady increase in salaries. Better qualifications have been brought
to the work, and teaching, particularly in cities, has become a regular
occupation. Teachers mingle freely in the best social circles and
enjoy the respect of the community.
XXX.
Educational journals are published in nearly every State. These
journals are sometimes published by the State-superintendent of public instruction, sometimes by committees appointed by State-associations of teachers, and more frequently by individuals. In addition
to these periodicals, there are many local educational papers issued
by city- or county-teachers' associations, and some of the secular papers have educational departments.  The State and city educational
reports take rank among the ablest of our public documents. 
20
SIGNATURES.
The foregoing statement is approved by the following gentlemen:
Hon. J. V. CAMPBELL, Chief justice of Michigan.
Hon. C. I. WALKER, Law-department of the MJichigan University.
Hon. D. B. BRIGGS, State-superintenden4t, Lansing, Afichigan.
HENRY CHANEY, Superintendent of the Detroit Public Library.
I. M. WELLINGTON, Principal of the H]-h School, Detroit.
J. B. ANGELL, President of the Michigan University.
Prof. J. H. TWOMBLY, President of the Wisconsin Unziversity.
ASA D. SMITH, President of Dartmouth College.
M. HOPKINS, President of Williams College.
J. L. CHAMBERLAIN, President of Bowdoin College.
S. G. BROWN, President of Hamilton College.
W. A. STEARNS, President of Am4herst College.
JOSEPH CUMMINGS, President of the Wesleyan University.
H. D. KITCHELL, President of Middlebury College.
ALEXIS CASWELL, President of Brow,n University.
A. D. WHITE, President of Cornell University.
W. H. CAMPBELL, President of Rutgers College.
ABNER JACKSON, President of Trinity College.
J. C. BURROUGHS, President of Chicago Universiy.
J. M. GREGORY, President of the Illinois Industrial  University.
Hon. WARREN JOHNSON, State-superintendent of the common schools,
,4ugusta, Maine.
Hon. J. H. FRENCH, Secretary of the board of education, Burlington, Vermont.
Hon. JOSEPH WHITE, Secretary of the State-board of education,
Boston, Massachusetts.
Hon. B. G. NORTHROP, Secretary of the State-board of education,
NVew Haven, Connecticut.
Hon. A. B. WEAVER, State-szuerintendent of public instruction, A4bany, 2Vew York.
Hon. E. A. APGAR, State-superintendent of public instruction, Trenton, -New jersey.
Hon. J. P. WICKERSHAM, State-superintendent of public instruction,
Harrisburg, Pennsylvania.
Hon. THOMAS W. HARVEY, State-commnissioner of common schools,
Columbus, Ohio.
Hon. A. C. SHORTRIDGE, Szuerintendentof city-schools, Indianapolis,
Indiana. 
21
Hon. WILLIAM KEMPT, Iroy, New  York.
Hon. A. P. MARBLE,  Superintendent of  ciy-schools,  Worcester,
Massachusetts.
Hon. E. B. HALE, Superintendentofciy-schools, Cambridge, Massachusetts.
Hon. S. C. HOSFORD, Superintendent of city-schools, Paterson,
New  Xersey.
Hon. G. E. HOOD, Szuerintendent ofcity-schools, Lawrence, Massachusetts.
ALEXANDER WINCHELL, President of Syracuse Universiy, New York.
J. T. CHAMPLIN, President of Olivet College, Michigan.
DANIEL READ, President of the Unziversiy of Missouri, Columbia,
Afissouri.
GeneralA. S. WEBB, Presidentof the College of the Ciy of  Vew  York,
New York.
F. A.  P.  BARNARD, President of Columbia College, New  York,
New York.
M. B.  ANDERSON, President  of Rochester  University, Rochester,
,Aew  York.
E. N. POTTER, President of Uzion College, Schenectady, New  York.
S. HOWARD, President of the Ohio Universiy, Athens, Ohio.
E. T. TAPPAN, Presidentof Kenyon College, Gambier, Ohio.
O. N. HARTSHORN, President of Mount Union College, Ohio.
J. H. FAIRCHILD, President of Oberlin College, Ohio.
J. C. WELLING, President of the Columbia College,  Washinzgton,
District of Columbia.
J. H. RAYMOND, President of Vassar College, Poughkeepsie, 2Vew
York.
Hon.  M. B. HOPKINS,  State-superintendent of public instruction,
indianapolis, Indiana.
Hon. SAMUEL FALLOWS, State-superintendent of public instruction,
liadison, Wisconsin.
Hon  ALONZO ABERNETHY,  State-superintendent of public instruction, Des Mfoines, Iowa.
Hon. JoHN MONTEITH, State-superintendent of public schools, yefferson City, Mfissouri.
Hon. NEWTON BATEMAN, State-superintendent of public instruction,
Springfield, Illinois.
Hon. H. D.  MCCARTY, State-su.perintendent of public instruction,
Leavenworth, Kansas.
Hon. H. B. WILSON, State-superintendent of public instruction, Saint
Paul, Minnesota.
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22
Hon. M. A. NEWELL, Principal of the State Normal School, Baltimore, Maryland.
Hon. E. E. WHITE, Editor of the National Teacher, Columnbus, Ohio.
Hon. JOHN D. PHILBRICK, Superintendent of ciy-schools, Boston,
Mfassachusetls.
Hon. W. T. HARRIS, Superintendent of ciy-schools, Saint Louis, Missouri.
Hon.  HENRY  KIDDLE, Superizztendent of city-schools,  Vew  cork,
NVew York.
Hon. J. W. BULKLEY, Superintendent of city-schools, Brooklyn,  Vew
York.
Hon. GEORGE  B. SEARS, Superintendent of city-schools, NVewark,
New 7ersey.
Hon. J. L. PICKARD, Sufperintendent of city-schools, Chicago, Illinois.
Hon. WILLIAM R. CREERY, Superintendent of city-schools, Baltimore,
A[aryland.
Hon. JOHN HANCOCK, Superintendent of city-schools, Cincinnati, Ohio.
Hon. A. J. RICKOFF, Suierintendentof city-schools, Cleveland, Ohio.
Hon. DUANE DOTY, Superintendent of ciy-schools, Detroit, MJichigan.
Prof. STEPHENSON, Superintendent of city-schools, Buffalo, New  York.
Hon. EDWARD SMITH, Superintendent of ciy-schools, Syracuse, New
York.
Hon. S. A. ELLIS, Superintendent of cily-schools, Rochester, N2ew
York.
Hon. D. F. DE WOLF, Superintendent of cily-schools, Toledo, Ohio.
Hon. J. O. WILSON, Superintendent of city-schools, Washington, District of Columbia.
Hon. GEORGE H. TINGLEY, Superintendent of city-schools, Louisville, Kentucky.
Hon. GEORGE J. LUCKEY, Superintendent of ciy-schools, Pittsburg,
Pennsylvania.
Hon. WILLIAM L. DICKINSON, Szperintendent of city-schools, jersey
Ciy, 2Vew _ersey.
Hon. F. C. LAW, Superintendent of cily-schools, Miluaukee, Wisconsin.
Hon. DANIEL LEACH, Superintendent of city-schools, Providence,
Rhode fIsland.
Hon. ARIEL  PARISH, Superintendent of city-schools, New  Haven,
Connecticut.
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