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Volume 2 of the Commissioner's report includes a chapter on education and crime, which considers the relationship between crime and education with statistics included. The Canadian education chapter discusses the public education system, universities, current issues, technical and industrial education, and a section on Ontario education. Chapter 30, titled "[Tulane University President] William Preston Johnston's Work for a New South," covers Johnston's career at Louisiana State University and Tulane University, including his support for women's education at Tulane. Chapter 31 presents General Agent of Alaskan Education Sheldon Jackson's 14th annual report on Alaskan education. Jackson includes reports from the 20 government schools, reports from mission schools, Alaska public school statistics for 1892-1899, information on Sitka Industrial School graduates. Chapter 32 is Jackson's ninth annual report on introduction of domestic reindeer into Alaska [ED613532]. Consular reports in Chapter 33 address issues in Belgium, France, Austria, Great Britain, Russia, Germany, Switzerland, French children's mutual-aid societies, high-art reproductions for the U.S., French workingmen's aid societies, and schools of firearms and cabinetmaking. Chapter 34 lists foreign higher-education institutions. Chapter 35 discusses city teachers' salaries, teacher pensions and annuities, the English and Welsh teaching force, German university foreign students, Prussian university women students, teacher mortality, and a new history of education. Chapter 36 presents statistics on city school systems, including recent laws, enrollment, attendance, expenditures, receipts, and data on officers, teachers, and property. Chapter 37, on higher education institutions, lists study-course changes and new buildings. The introduction of the associate degree, with its advantages, is discussed. Various universities requirements for the Ph.D. degree are given. Data is provided on public and private institutional enrollment, enrollment in colleges for men and for both sexes, nonsectarian and religious control, professors and instructors, degrees conferred on men and on women, finances, women's colleges, and technology schools. Chapters 38 through 40 present statistics and discussion on professional schools, agricultural and mechanical schools including sections on dairying education and domestic or household economy and art instruction, and normal schools. Subsequent chapters offer statistics on secondary schools; manual and industrial training schools; commercial and business schools; education of the colored race; reform schools; schools for the defective classes, including those for the blind, deaf, and feeble-minded; and public kindergartens. Chapter 47 reviews normal-school history in 33 states and Arizona Territory, and of normal schools for colored teachers, city normal and training schools, and private normal schools. Subsequent chapters present an education necrology for 1898, portable school building discussion, and foreign education statistics. [For Volume 1, see ED622102.]

This is Volume 1 of the Report of the Commissioner of Education for the Year 1895-96, containing Part I. The volume begins with the Commissioner of Education's Introduction and a section entitled, State Common School Systems. Part I includes the following chapters: (1) Laws Relating to City School Boards; (2) The English Education Bill of 1896; (3) Education in Great Britain and Ireland; (4) Education in Central Europe; (5) Music in German Schools; (6) The American Common School in New York, New Jersey, and Pennsylvania During the First Half Century of the Republic; (7) The American Common School in the Southern States during the First Half Century of the Republic, 1790-1840; (8) Public, Society, and School Libraries; (9) Library Legislation in the United States; (10) Comparative Study of Popular Education among Civilized Nations: Administration of Popular Education; (11) Education in France; (12) Education in Mexico and Central America; (13) The Fifth International Prison Congress; (14) The Letters of Rabbi Akibah, or the Jewish Primer as it was Used in the Public Schools Two Thousand Years Ago; (15) Commercial Education in Europe, Particularly in Austria, France, and Germany; (16) Early Educational Life in Middle Georgia; (17) Horace Mann; (18) Correlation of Studies; and (19) Educational Directory. [For "Report of the Commissioner of Education for the Year 1895-96. Volume 2. Containing Part II," see ED622095.]

The matter presented in this circular relates to the military training of youths of school age, conducted either as a part of the regular school work or by independent agencies. Military instruction, of the exact nature and to the same extent as that given to soldiers, is not found in the schools of any country of Europe except the special military schools. Such training is confined everywhere to the period of active service, and no attempt has ever been made to impose upon the school the task of producing fully trained soldiers. In many countries having universal military service, the public schools provide for training boys in such elements of military science as may be conveniently combined with their physical training and at the same time prepare them for the active service awaiting every young man. Following a Letter of Transmittal and an Introduction, this bulletin covers the military training of youths in the following countries: (1) British Empire; (2) France; (3) Germany; (4) Austria-Hungary; (5) Switzerland; (6) Sweden; (7) Norway; (8) Italy; (9) Russia; (10) Netherlands; (11) Greece; (12) Japan; (13) Mexico; (14) Argentina; and (15) Bolivia. The following are appended: (1) Program of Preparatory Military Training in Bavaria; and (2) Program of Preparatory Military Training in Switzerland. A Bibliography is also included. (Contains 11 footnotes.) [Best copy available has been provided.]

Interest in technical education of the higher order has been greatly increased by the European war, and as a consequence numerous inquiries have been received at the Bureau of Education with regard to the higher technical schools of foreign countries. These inquiries relate in the main to the organization and conduct of the foreign schools, their courses of instruction and the relative value of their diplomas. The endeavor has been made in this bulletin to meet such inquiries, whether general or specific, by means of information drawn from official and other authoritative sources. In a broad survey of the subject it is seen that while the term technical is used often in a comprehensive sense, it is more generally restricted to schools which specialize in engineering and the mechanical arts that involve the applications of science. On account of the varying scope of technical institutions and the differences between countries in respect to classification, it is impossible to employ a uniform scheme of presentation for institutions selected as typical and equally impossible to institute exact comparisons between their programs and their standards. The institutions here classed as higher technical require the same entrance qualifications as the universities of their respective countries and confer diplomas that have equal value with the university diplomas. These two conditions afford a basis of classification which has been maintained in the bulletin. The matter presented includes therefore (1) a survey of the studies preliminary to the higher technical schools; (2) accounts of typical schools; and (3) statistical summaries comprising additional institutions of the same order. Contents include: (1) Germany; (2) France; (3) Great Britain; (4) Ireland; (5) Switzerland; (6) Italy; (7) Austria; (8) Russia; (9) Japan; (10) Canada; and (11) South America. A bibliography and an index are included. (Contains 5 plates and 3 diagrams.) [Best copy available has been provided.]

The educational surveys of which some account is given in this bulletin do not by any means represent all the foreign investigations that have been made; it is believed, however, that they will serve to acquaint American students of education with certain foreign types, and at the same time throw some light on the history of surveys and of progress in education. Foreign surveys differ from the American in point of authorization in that: (a) practically all are made under Government auspices and (b) the work is done either by: (1) a royal commission; (2) a select parliamentary committee; or (3) under the direction of a minister of education. The findings of the commissions, accordingly, carry with them the weight of Government authority: In the schools they are conclusive; and by the general public they are received with deference. The scope of the foreign survey is, in general, wider; it looks less to local conditions than the American survey. Even a slight examination of these reports will reveal the reason for the governmental interest in surveys; namely, international industrial competition, and the disclosure of the fact that industrial progress is dependent upon education. Contents of this bulletin include: (1) Letter of transmittal; (2) Introduction; (3) A Swiss survey; (4) English surveys; (5) Belgian surveys; (6) Scotch surveys; (7) Irish surveys; (8) German and Austrian surveys; (9) A French survey; (10) A survey of New South Wales; (11) A Swedish survey; (12) A New Zealand survey; and (13) A Canadian survey. (Contains 2 footnotes.) [Best copy available has been provided.]