Page images
PDF
EPUB

1790, the number of academies was 3; in 1791, it was 5; in 1792. it was 7; and in 1793 and 1794 it was 10 at the date of reports, but some of these had but just been incorporated, and no statement of attendance was given.

The report of 1795 was much more extended than those of previous years, and had it been sustained in this manner, we might date from this period the beginning of very satisfactory returns. The statement of attendance was however fragmentary and defective for some years after, but enables us to present the following tables, in which the years are those to which the reports refer, and preceding those in which the reports to the Legislature were made.

Several changes have been made in the headings of the classifica tion of attendance, which will render it proper to divide the whole series into periods, having common resemblance, as follows:

(I) Period during which the Apportionment was based upon the Total number attending.

[blocks in formation]

YEARS.

1818. 1819...

1820...

1821.

1822.

1823.

788149040

6

11

Number attending.

28
30

31

31

35

35

Attending at date of report.

391

451

363

*692

232

2.125
2,218

2.230

191 331

2,417

2.6-3

2,667

YEARS.

1802.
1803...:

1804.

1805.

1:06.
1807.

1808.
1809....

26

reporting. Academies

Pursuing class-
ical studies.

[blocks in formation]

861

1824.

636

1825

629 1826.

791

1827.

820

851 1829.

Number attending.

YEARS.

400 1810.

1811...

*Probably the number attending during the year. The other returns are generally those of students attending in the term in which the report is made, but of this there is uncertainty.

*93

1812.

653 1813.

*651

*1,490

(II) Period during which the Apportionment was made upon the number of Students pursuing Classical or Higher English Studies throughout the State.

YEARS.

Attending at date of report.

1814...

1815....

IS16..

1817.

39 31

2,475 2,416

33

2,440

44 3,050

47

3,421

49

3,835

[merged small][ocr errors][ocr errors]

Claimed.

Number

attending.

Pursuing classical studies.

Allowed.

1.-19

1,916

[blocks in formation]
[ocr errors]

1

700 100

10

100

100

100

YEARS.

1824. 1825....

1826....

1827...

1828..........

129...........

[blocks in formation]

1846. 1847...

1848..

1849...

1850 1851..

1852 1853..... 1854. 1855... 1856..

1857..

1858

1859

1860. 1861.

1862

1863.

1864

1865.

1866....

Attending at date of report.

39

34

33

1867

1868

1869.

1570...

57

57

64

67

63

65

69

73

105

116

127

131

142

149

146

149

(III.) Period during which the Apportionment was made upon the number of students pursuing Classical or Higher English Studies by Senatorial Districts.

2,475
2,446

2,440

3,050

3,424

3,835

4,303

4,188

4,856

5,506

5,296

5,548

6,056

6,391

10,111

10,881

11.477

11,306

12,142

11,581

11.803
12,608

Claimed as pursuing classical

studies.

41

48

53

[ocr errors]

57 58

69

74

106

118

127

131

142

149

146 153

[ocr errors]

1,377

1,780

2,120

2,422

2,487

3,025

3,502

3,792

4,069

4,590

5,084

7,122

Sex of students
claimed, etc.

8,957

10,258

10,733

[blocks in formation]

11,374 6,278 5,056

11,669 6,511

5,156 5,760 6,955 6,563

12,279 6,519
13,518

(IV.) Period during which the Apportionment was made upon the number of Students pursuing Classical or Higher English Studies throughout the State, as shown by the Reports made by Trustees of Academies.

[blocks in formation]

Allowed as pursuing
classical or higher
English studies.

39

34

32

41

48

675

709

709

1.240

1,632

53 2,030 95.75

100
100

[blocks in formation]

90.05

91.68

3,741

4,017

98.72

69 4,563

99.41

74 5,046 99.25

106 7,070
118 8,842

99.27
98.72

99.29

127 10,186
131 10,560

98.39
99.15

99.38

11,277
11,596
12, 257
13, 481

99.73

99.73

[blocks in formation]
[blocks in formation]
[graphic]

164 29,967 173 35,973

157

180

185

36,498 35,009

36,733

36,951 37,929

35,958 35, 192 36,892 36, 133 36,464

34,851

32,735 30, 131 30,313

(V.) Attendance at academies since the adoption of the Regent's Preliminary Examinations in writing, as prescribed by the Regents.

[merged small][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][ocr errors][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][merged small][subsumed][subsumed][subsumed][merged small][subsumed][subsumed][subsumed][subsumed][subsumed][merged small][subsumed][merged small][merged small][merged small][subsumed][merged small][merged small][merged small][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][merged small][merged small][merged small][merged small][merged small][subsumed][subsumed][subsumed][merged small][merged small][subsumed][merged small][subsumed][subsumed][merged small][merged small][merged small][merged small][merged small][subsumed][subsumed][merged small][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][merged small][subsumed][merged small][subsumed][merged small][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][merged small][merged small][merged small][merged small][merged small][graphic][merged small][ocr errors][subsumed][subsumed][merged small][subsumed][subsumed][subsumed][subsumed][subsumed]

COLLEGES OR OTHER INSTITUTIONS AT WHICH THE PRINCIPALS OF NEW YORK ACADEMIES WERE EDUCATED.

The Regent's Report of 1863 (referring to 1862), introduced a statement of the Colleges or other institutions at which the Principals of Academies were educated, and this has been continued down to the present time. A summary of these returns for the whole period would have interest if they could be made complete; but from the large number of names returned without mentioning the place of graduation, in former years, we have deemed it sufficient to present a summary for the last five years; still incomplete but instructive so far as it goes.

[merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][ocr errors][merged small][ocr errors][merged small][merged small][merged small][ocr errors][subsumed][merged small][ocr errors][subsumed][subsumed][subsumed][subsumed][subsumed][merged small][merged small][merged small][ocr errors][subsumed][merged small][merged small][ocr errors][subsumed][subsumed][subsumed][merged small][subsumed][ocr errors][merged small][subsumed][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][ocr errors][merged small][merged small][merged small]

METHODS OF TEACHING.

In 1817, Jonathan Ware, of Albany, addressed a memorial to the Senate, relating to an improved mode of teaching the languages, which was referred to the Regents for examination. Their committee, after making inquiries, and observing the result in different examinations in French classes, reported, that in their opinion, "the system of teaching practiced by him is superior to the ordinary course pursued in the generality of schools in this State. The method adopted by Mr. Ware resembles that of Dufief: it consists in teaching the proper names of things, and short familiar sentences in the first instances, and leaves grammatical instruction until the pupil is proficient in the art of speaking and understanding the language. This is the natural course, and its advantages are illustrated by the examinations referred to."

They had however no pecuniary patronage to bestow for rewarding individuals for discovering new and successful modes of instruction, however meritorious, and therefore simply reported as above.

Upon the 11th of April 1817, the Senate committee reported to the effect, that it appeared that Mr. Ware's method was a new and valuable improvement in the education of youth, and they recommended him as deserving of encouragement and patronage.'

About the year 1834, as the question of instruction of common School Teachers by Academies came up for discussion, we find Regent's Reports beginning to embrace articles and extracts from returns made by academies, in which " Methods of Teaching" form an important part. This information does not admit of condensa tion or classification, and our limits do not allow of its admission in these pages. But to the student of educational history we would commend the Regents' Reports for many years following the date above mentioned, as well worthy of his careful examination, and feel confident in assuring him that he will be well rewarded by the study. Average Attendance in the several Terms of the Year.

YEARS. Number.

1861.

1862.

1863.

1864...

1865. 1866...

YEARS.

1838. 1839.

1840..

1841.

1874.

1875...

1876.

1877

1878..

Academies reporting.

22,238 1867.
20,676 1868.

20,066 1869..

21,536 1870.

21,696 1871..
21.885

1872....

31
36

Number.

151
156

41 243

45 269

YEARS. Number.

YEARS.

Academic and preparatory students.

Number of Students Gratuitously Instructed.

1842..
143...

1844.

1845...

reporting. Academies

20,724

19,948

19,032

19,545

*9,182

21,129

YEARS. Number.

Number.

[blocks in formation]

YEARS.

41 228 1846..

47 295

1847..

44 221

1848.......

39 207 1849....

reporting. Academies

4345

17,553 1879.
20,942 1880.

19,664 1881.
20,844 1882
21,323
21,611

1863.

YEARS.

Number.

1 Senate Journal, 1817, p. 324.

YEARS.

251

257

213

57 455 1833.

1850.

1851

1852.

Students pursuing Classical Studies, preparing for College, and

entering College.

Entering College this year.

Number.

reporting. Academies

3438

21,930

21,861

23,563

25,432

24,359

Number.

547

664 874

[graphic][subsumed][merged small][merged small]
« ՆախորդըՇարունակել »