United States. After a general introduction, in which the author discusses the educational theory of the American common school, he proceeds to trace, with some detail, the main outlines of the progress of the common-school idea from the time of its earliest appearance in New England. He recounts, also, the attempts at popular education in all of the other Colonics before the era of the Revolution, traces the increased interest in education of the various States as shown by the constitutions adopted during the war of the Revolution, and points out the awakening sense of nationality in matters of education which was displayed in the grants of magnificent areas of territory in what was then the new Northwest for purposes of education by the Congress of the Confederation.

In Chapter XVII, Rev. A. D. Mayo has given a sketch of the services of the late Robert Charles Winthrop to the Peabody education fund. In this paper also he traces briefly the career of George Peabody, showing how his fortune was accumulated, and unfolding the motives which led him to devote so large a share of his fortune to this particular form of education. Dr. Mayo traces also the career of Mr. Winthrop, and suggests the thought that his greatest service to the American people lies not in his political career, nor in his speeches and writings, but in the ability and fidelity which he displayed as president of the Peabody trustees in administering that great fund. The Peabody fund has been used to stimulate State and municipal action toward the organization and equipment of schools. It has also encouraged individual effort. To it more than to any other instrumentality is due the establishment on firm foundations of the common-school system in the South.

By an act of Congress approved August 30, 1890, additional funds were granted to the different States and Territories for the more complete endowment of their colleges of agriculture and the mechanic arts. According to the terms of the act, the expenditure of the sums so appropriated was to be restricted to certain specified purposes. The disposition of these funds made during the current year by the various beneficiary institutions is given in detail in a table in Chapter I of Part II (pp. 792-794).

The effect of forests upon climate, agriculture, and in regulating the flow of water in streams has long been acknowledged. Several European nations own extensive forests, which not only perform important economic functions, but also, under expert management, yield immediate and direct revenue. The national forests of France, of 2,200,000 acres, yield annually about $5,000,000 net income. The planting, care, and preservation of forests are therefore subjects which these nations have recognized as demanding serious study. Mr. C. Wellman Parks, whom I appointed as special agent of this Bureau to the Antwerp Exposition, made an inquiry into the instruction given in several typical European forestry schools, the results of which are given in Chapter II of Part II (pp. 809-818). The account closes with a statement of the instruction

in forestry given at the different land-grant colleges in the United States.

66 Geology in the colleges and universities of the United States" is the subject of Chapter III of Part II, contributed by Thomas Cramer Hopkins, A. M., S. M., fellow in geology, University of Chicago. The information compiled and the matter discussed in this chapter will prove especially valuable to teachers of geology and to prospective students in geology who are desirous of comparing the work done and the facilities offered in the different institutions in this branch of science. In preparing the chapter Mr. Hopkins used the replies from colleges and universities received in response to a circular sent out from this office asking for statistics on this subject. Besides having access to college catalogues, he gained much information from personal correspondence and interviews, and secured contributions from a number of well-known geologists in leading institutions. The matter is conveniently arranged and discussed by States, about 380 colleges and universities being mentioned, the chapter concluding with the statistical tables.

In 1887 a committee of distinguished chemists was appointed by the American Association for the Advancement of Science to consider the question of attaining uniformity in the spelling and pronunciation of chemical terms. Their report was adopted by the association at its meeting in 1891, was readopted in 1893, and is printed in full in Chapter IV of Part II of this report (pp. 873-876). The summary of rules which it contains has also been printed by this office in the form of a chart for distribution to high schools and colleges.

In Chapter V, Dr. C. M. Woodward, director of the St. Louis Manual Training School, has sketched the "Rise and progress of manual training." This phase of the general subject of industrial training has attracted a great deal of attention within the last few years, because of the ability of its advocates and the novelty of their claims in certain respects, but more especially because the decay of the system of apprenticeship has led people to look for some means of industrial education that could prepare youth for their future vocations, without at the same time depriving them of general culture in letters and the arts.

Professor Woodward is the founder of the first school in this country that aimed to give a manual training that is educative in its entire effect.

The university-extension movement has attained considerable proportions since first introduced into this country in 1890. In some cases the extension work has been dropped after a trial, these instances occurring mainly in sparsely settled regions, where the expenses of a circuit of lectures are too great. In general, however, the plan has been found to be a useful and practicable means of supplementing the common-school instruction of large numbers of persons who for one

reason or another have been debarred from the privileges of attending a college or university. Chapter VI of Part II (pp. 951-971) gives a detailed account of the status of university extension in the United States, the courses offered by various institutions, and reports of the work accomplished.

In Chapter VIII, Part II, education of the colored race is discussed at some length with particular reference to the industrial training of the negro. In the 160 schools there are 18,595 pupils in elementary grades, 13,375 in secondary, and 1,161 in higher or collegiate grades, making a total of 33,131 in these schools. Of the total number, 33,131, there were 8,050 students in industrial departments, 5,940 studying to be teachers, and 1,067 studying a learned profession. Chapter VIII reviews the financial history of several colored schools, showing how they were established and how still supported. The courses of study are somewhat critically examined and the courses in industrial training in several of the leading schools are discussed in detail.

A digest of the public school laws of the several States is given in Chapter IX of Part II (pp. 1063-1300). To facilitate examination and comparison of the legislative provisions and requirements of the different States upon any given point, a uniform mode of treatment has been employed.

In Chapter X of Part II (pp. 1301–1349) is given a compendium of sanitary legislation affecting schools in the United States, compiled by Miss Hannah B. Clark, of the University of Chicago. An attempt has been made to include in it all the laws affecting the health and safety of school children which appear upon the statute books of the different States, as well as city ordinances and regulations of school boards and boards of health. It would appear from Miss Clark's investigations that about one-third of the States require vaccination of school children; one-third take some slight precaution against fire; one-fourth have enactments designed to prevent the spread of contagious diseases; eight States require suitable sanitary arrangements; two prescribe proper ventilation, and one (Kentucky) the minimum amount of space to be allotted to each pupil. Kentucky is also the only State that requires school seats to be "suited to the age of the child.”

Various questions relating to the status of education in several of the States are treated of in Chapter XI of Part II (pp. 1351-1449). Chapter XII (pp. 1451-1492) is taken up with the "Report on education in Alaska," by Rev. Sheldon Jackson.

Chapter XIII, Part II, presents "A preliminary list of American learned and educational societies." The compilation of this list was originally begun by Mr. Appleton Morgan, president of the New York Shakespeare Society, assisted by Mrs. L. L. Lawrence, of Plainfield, N. J., to both of whom my thanks are due. The work was continued and completed by Dr. Stephen B. Weeks, of this Bureau. An effort has been made to give the leading facts connected with the life history

of each society, its objects, the time and place of organization, the names of its founders, its present officers, and some notice of the extent and form of its publications. Such a list as that undertaken here has no direct predecessor in the United States, and has been particularly dif ficult for that reason; but it is believed that the list as printed will be of service, and will be useful in making future lists more complete.

In Chapter XIV of Part II, Dr. A. McDonald, specialist in education and crime, contributes a chapter on his criminological studies. He endeavors to prove that there can be no rational treatment of crime until causes are investigated. He estimates nine-tenths of crime to be due to bad social conditions. But he contends that crime is not a disease, in the medical sense, for statistics recently gathered by this Bureau show 82 per cent of criminals in good health. But the criminal should be imprisoned, first of all, because he is dangerous to the community.

Criminology is not yet a science, except by courtesy. It is an initiatory step in the direct study of human beings themselves and their relations to their surroundings. The students engaged in this field of research hold that the brain and the mind of the criminal naturally act and react upon each other, but can not decide which is primary in the present state of our knowledge.

There is little chance of lessening crime until children have the educative influence of a proper home or home-like institution.

In Chapter XV of Part II, Dr. McDonald makes report on the recent international congress held at Budapest for psychological, criminological, and demographical questions.

The best measures of combating or ameliorating criminal degeneracy are those of education (von Liszt). Whether responsible or not, the criminal must be placed where it is impossible for him to do injury, if he is dangerous to life or property (von Liszt).

At the Demographical Congress the Bertillon system of measurement was recommended not only for criminals but for all persons, so that every citizen could easily establish his identity beyond doubt.

The congress favored legislation that would gradually enact an eighthour work day for all trades, and that would prohibit night work except where general public considerations require it. In regard to hygiene the congress resolved that: At all universities professorships should be constituted for the advancement of scientific researches in hygiene. In all elementary and special schools instruction in hygiene should be combined with and form the complement to gymnastics, games, and other exercises of the season. The teaching might be carried on in conjunction with the instruction in natural-science branches. There was a general agreement among those experts of different nations who examined young men for entering the military service that for the last few years there has been a gradual degeneration, physical and moral.

The extent to which industrial training in its various phases has been engrafted upon the work of education in America is brought out by the tables upon pages 2093 and 2114. These show that industrial training is of such prominence as to be almost the principal purpose of many of the schools for colored youth in the South and for Indians in the West; that it is an essential part of the training of reform schools, and in a less degree of that of schools for the so-called defective classes; and that the number of charitable concerns in which industrial training is the central idea is constantly growing. In institutions of these classes the instruction is avowedly intended to be of direct use to the pupil in earning his livelihood, and as such it amounts to trade-teaching pure and simple. But in other classes of schools represented in the tables the "trade idea" is scouted, and the statement is made that the principal, if not the sole, purpose of the manual training given is its educational value. In this category are to be included the distinctively "manual training schools" and most of the normal schools and city public schools. Other schools combine the two ideas and attempt to so adjust their instruction as to give it a direct practical use, claiming for it at the same time an important pedagogical value. In this category may be included most of the mechanical training given in the colleges. and schools of technology, as well as in many schools of lower grade. Notwithstanding these differences in purpose and the resulting variation of method, there is a strong similarity between them, and all must be included in any presentation of industrial training in America.

The showing is on the whole a creditable one. In the tables there are represented as giving industrial training the public schools of 94 cities, 19 normal schools, 49 institutions of collegiate grade, 65 schools for colored youth, 28 schools for Indians, 27 schools for the blind, 57 schools for the deaf, 20 schools for the feeble-minded, 55 reform schools, 17 manual training schools, 6 trade schools, and 19 charity schools.

Numerous bibliographies of educational literature have been compiled and printed. Some of these bibliographies are general in their character, covering the whole field of education, while others are restricted in their scope to some particular subject, such as "child study" or the study of geography." They are to be found principally seattered through official reports, text-books, pamphlets, periodicals, etc. In Chapter XVI of Part II (pp. 1701-1722) an attempt has been made to compile a classified list of such recent educational bibliographies as were more readily accessible to the compiler or of the existence of which he obtained knowledge through any source. Details of size and classification or contents of the bibliographies, publisher, and price of the work they are contained in, are given when obtainable, as well as such other information, in the form of notes, as would enable a reader to determine whether any bibliography were such a one as he wanted, and put him in the way of getting it if he desired it.