HIGHTSTOWN, NEW JERSEY. Peddie Institute, coeducational, incorporated 1866. HELENA, MONTANA. St. Vincent's Academy, conducted by the Sisters of Charity, established 1869. BELL BUCKLE, TENNESSEE. Webb School, founded 1870. PROVIDENCE, RHODE ISLAND. La Salle Academy, founded by the Brothers of the Christian Schools, 1871. QUINCY, MASSACHUSETTS. Adams Academy, first opened for pupils 1872; founded on a gift of President John Adams, made in 1823. HARRISBURG, PENNSYLVANIA. Harrisburg Business College, organized 1873. PRINCETON, NEW JERSEY. The Princeton Preparatory School, opened 1875; incorporated 1895. ORCHARD LAKE, MICHIGAN. Michigan Military Academy, organized 1877. ST. LOUIS, MISSOURI. Manual Training School, Washington University, organized 1879. EAST NORTHFIELD, MASSACHUSETTS. Northfield Seminary, for girls, founded by Mr. Dwight L. Moody in 1879. MOUNT HERMON, MASSACHUSETTS. Mount Hermon School, for boys, opened 1881; incorporated 1882. TUSKEGEE, ALABAMA. Tuskegee Normal and Industrial Institute, a school of many departments, for colored people, coeducational; founded 1881. KIRKWOOD, MISSOURI. Kirkwood Military Academy and Glendale Institute, founded 1882. CHICAGO, ILLINOIS. The Chicago Manual Training School, founded 1882; presented to Chicago University 1897. NEW YORK (CITY). Hebrew Technical Institute, founded 1883, incorporated 1884. BRISTOL, VIRGINIA. ized 1884. Southwest Virginia Institute, for young women, a Baptist institution, organ NEW YORK (CITY). The Brearley School, for girls, founded 1884. BELMONT, CALIFORNIA. Belmont School, for boys, founded 1885. CAMBRIDGE, MASSACHUSETTS. The Cambridge School for Girls, founded 1886. BROOKLYN, NEW YORK. Pratt Institute, founded 1887, begun as a trade school and gradually extended to include many departments. MARION, ALABAMA. Marion Military Institute, founded 1887. PORTLAND, OREGON. Portland Academy, opened 1889, incorporated 1892. PORT DEPOSIT, MARYLAND. The Jacob Tome Institute, incorporated 1889, opened 1891. A school for white boys and girls, very heavily endowed (over $3,500,000). DENOMINATIONAL CHARACTER OF PRIVATE SCHOOLS. The denominational relations of the nonpublic schools of the country appears from the following table:a With all of this activity in the establishment and conduct of institutions under private control, the main tendency is still setting decisively in the direction represented by the public high school. This is apparent from the following tables and diagrams: b a Report of the Commissioner of Education for 1902, v. 2, p. 1648. b Id., v. 1, pp. xciii, xciv. DIAGRAM 2.—Per cent of the population enrolled as secondary students in private and public secondary schools for a series of years. 1883-84 1882-83 1892-93 1894-95 1895-96 1896-97 1897-98 1880 LATER STATE SYSTEMS OF SECONDARY EDUCATION. Soon after the civil war there began a new movement in the establishment of State systems of secondary education. The high school was generally made the unit in such systems, as the academy had been the unit of the State systems inaugurated in the early part of the nineteenth century. The State of New York, still maintaining the general supervision of the regents of of the university over colleges and academies, provided in 1864 for the establishment of "academical departments” in union free schools. Such academical departments were granted the same privileges in the university as had been granted to the academies, and were put under the general supervision of the regents. Provision was also made for the transformation of academies into high schools when such change seemed desirable. In Maryland a system of county high schools, aided by State subsidies, was substituted for the previously existing system of State aided academies in 1865. Later legislation restored a measure of State aid to the academies. In these cases we see only an extension of State systems already in existence. A new movement in the establishment of State systems where such provision had not hitherto been made, began with "An act in aid of free high schools," passed by the legislature of Maine in 1873. Other States soon followed. Minnesota, by an enactment of the year 1878, which was then in force but one year, but was renewed in 1881, first introduced a provision under which State aided high schools should offer free tuition to all qualified pupils residing in any part of the State. The legislature of Massachusetts, in 1891, added to its long-established provisions a requirement that towns not maintaining high schools should pay the tuition fees of qualified pupils, resident in such towns, who should attend high schools in other towns, and in 1894 made the payment of such fees by the town obligatory, and authorized payment of the transportation expense of the pupils to whom this provision related. Within the past ten years there has appeared a strongly marked disposition among our American commonwealths to provide free secondary instruction for all pupils whose advancement is such as to fit them to profit by such instruction. The establishment of new high schools in small communities has been encouraged by a considerable increase of State subsidies. Strong graded schools have been established in many rural communities by grouping the small schools of contiguous districts in one central building, and rural high schools have followed as the next step in this movement. In a number of States, moreover, provision has been made for pupils residing in communities where there is no high school, by offering them free tuition in high schools or academies elsewhere. STATE SUPPORT AND STATE DIRECTION. Some of the chief State systems now in operation are summarized below. MAINE. Provision (permissive) for free tuition for any qualified student, towns not provided with high schools receiving State aid in paying tuition fees elsewhere. Regular State aid to both high schools and academies. Standards in part statutory, otherwise determined by State superintendent of public instruction. NEW HAMPSHIRE. Free tuition provided for all qualified students in high schools or academies, mainly at the expense of local communities, but with State aid in case of poorer towns. General standard of secondary education fixed by statute. MASSACHUSETTS. High schools required in larger towns. Free tuition provided for all qualified students, with State aid extended for that purpose. The State also aids poorer towns in maintaining high schools. Standards fixed by statute and applied by State board of education. NEW YORK. State aid extended to both high schools and academies. Standards determined by board of regents, who inspect schools and conduct examinations of students. Regents' diplomas, based on these examinations, are accepted in many colleges in lieu of entrance examinations. NEW JERSEY. Free tuition provided for all qualified students at the expense of the communities. aThis summary is mainly based on Mr. D. R. Jones's monograph on State aid to secondary schools. See bibliographical notes. MARYLAND. Both high schools and academies receive annual grants from the State. State board of education determines course of study, choice of text-books, and mode of discipline in State aided schools. OHIO. Provision similar to that of New Jersey. INDIANA. Schools "commissioned" by State board of education enter their graduates without examination at the higher institutions of the State. WISCONSIN. Free tuition is provided for all qualified students at the expense of local communities, but communities supporting high schools are aided by the State. State superintendent deter. mines course of study and number and qualifications of teachers in State aided schools. An inspector, appointed by him, visits schools. University of Wisconsin conducts independent inspection for purposes of " "accrediting." MINNESOTA. State high schools offer free tuition to all qualified students in the State. Such high schools receive cach a uniform grant, not to exceed $1,500, annually from the State. Standards prescribed by statute, and further determined by State high school board, which employs an inspector of high schools and conducts examinations (mainly optional) in schools. Graduates of State high schools admitted to University of Minnesota without examination. NORTH DAKOTA. Free tuition provided for all qualified students in State aided high schools. State high school board prescribes courses of instruction in such schools. NEBRASKA. Free tuition provided for all qualified students, the expense up to a given point being borne by communities, and above that point by the State. State superintendent determines standards so far as qualifications of teachers, appliances, and courses of study are concerned. CALIFORNIA. Free tuition provided for all qualified students in State aided high schools. General standards fixed by statute. University of California conducts independent inspection of schools which apply for "accrediting." UNITY IN DIVERSITY. It will be seen that there is great diversity among the systems of the several States. There is among them free and generous rivalry in the working out of their several educational policies. But in most things of importance the different States are in pretty general agreement. One point of agreement should be noted here. Our public system of elementary schools shows everywhere a tendency to grow up. It grows up through the high school to the level of the college. In States having State universities, these institutions carry forward this tendency of growth, with the least possible interruption, up into the boundless reaches of the higher education. A similar tendency is apparent among schools and colleges not under public control. The prevalent form of our educational system may be rudely represented as that of a tree having a strong central trunk and many branches. The ordinary schooling of children begins about the age of 6. The elementary school beginning at this point is practically the same in content for all children, whatever their destination in life may be, and is ordinarily eight years in length for all alike. It is followed by a high school or academy course, four years in length, but very variable in content, which may be followed by a four-year college or university course, leading to the bachelor's degree. Fully half of such higher course, it should be added, is really "secondary" in character. Instead, however, of taking a course of study in an ordinary high school or academy, a student who has finished the elementary school course may enter a technical or trade school, ordinarily a privately managed institution, branching off from the central series of schools of general culture; and many such divergent institutions for vocational training are open to him from that point upward to the highest members of the series. It follows from this set of conditions that the most interesting of recent movements affecting our secondary education are such as have to do with the articulation of secondary schools with other members of the system, and the differentiation of secondary schools to meet a diversity of needs. ARTICULATION. The high school type has changed materially in the course of time. The academy type has changed with it, but in a different way. The early academy was a "finish a In many places the child who enters an elementary school at 6 has already had a year or two of life in a kindergarten. |