Report of the Board of Trustees of Colored Schools of Washington and Georgetown, D.C. : made in compliance with a resolution of the Senate of the United States, passed December 8, 1870.: a machine-readable transcription.

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REPORT OF THE BOARD OF TRUSTEES OF COLORED SCHOOLS OF Washington and Georgetown, D. C. MADE IN COMPLIANCE WITH A RESOLUTION OF THE SENATE OF THE UNITED STATES, PASSED DECEMBER 8, 1870

WASHINGTON CITY: M'GILL & WITHEROW, PRINTERS AND STEREOTYPERS. 1871

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REPORT. OFFICE OF TRUSTEES OF COLORED SCHOOLS FOR Washington and Georgetown, D.C., Washington, December 1870.

Sir: The undersigned, Trustees of Colored Schools, have the honor to acknowledge the receipt of your communication of the 9th instant, inclosing a resolution adopted by the Senate of the United States on the 8th instant, which resolution is in the following words: “ Resolved, That the Secretary of the Interior be requested to communicate to the Senate any report in his possession or which he may obtain of the Trustees of the Colored Schools for Washington and Georgetown, in the District of Columbia, showing the condition of the schools under their charge during the last school year and at the present time, with the receipts and expenditures of money by such board during the last school year and since its existence, and also whether the acts of Congress relative to the funds for the support of such schools have been complied with by the corporations of Washington and Georgetown, and the extent to which the educational needs of the colored population of these cities are at present provided for; also whether, in their judgment, any additional legislation is required to promote the educational interests of this population;“ and, in reply, we respectfully submit the following report, with the request that it may be transmitted to the honorable Senate.

CONDITION OF THE SCHOOLS.

With reference to the condition of the colored schools during the last school year, ending June 30, 1870, we regret 0003 4to say that no report was prepared, and no records have been preserved in the office of the Trustees from which a full report can now be drawn up. For this unfortunate state of affairs the board, as at present constituted, is not responsible. We have, however, called upon present superintendent of the schools for such information respecting their condition during and at the close of the past year as may be obtained from the records on file; also for a report of the state in which he found the schools on assuming their charge, with such suggestions for their improvement as he may think proper.

His able and elaborate report, covering these particulars, is herewith submitted, (marked A,) and is made a part of this report, its statements and recommendations being fully indorsed and approved. It will be seen that the facts and statistics therein presented are not altogether favorable. In fact, our schools during the last year have suffered severely from the lack of competent and efficient supervision.

With a view of remedying as far as possible these evils, the majority of the present Board of Trustees, at the commencement of the present school year, called to the position of superintendent Mr. O.V. Catto, of Philadelphia, a young man of excellent attainments, large experience as a teacher, and high reputation for energy and efficiency of character. Unfortunately, however, Mr. Catto was unable to obtain a release from previous engagements, and hence remained with us but a brief period. During this time, nevertheless, he rendered a signal service, by preparing an improved system of classification and course of instruction for our schools, which has been adopted by the board, and is now being introduced as rapidly as practicable. * Upon the resignation of Mr. Catto the board offered the position of superintendent to Mr. A.E. 0004 5Newton, who had formerly held the office, and who had a large share in the first organization of the colored schools in this District. We know of no one to whom our colored citizens are more indebted than to Mr.Newton; has untiring zeal in the cause of popular education, with his former success as superintendent, give us assurance that we have committed our schools to the supervision of an able and experienced educator

*A copy of this “Classification and Course of Study” is appended, marked K.

RECEIPTS AND EXPENDITURES.

The amount of money received and expended by the Trustees during the last school year and since the existence of the Board, as ascertained from all sources within our reach, is as follows:

During the year ending June 30, 1870. (Statement published by the Trustees in July, 1870.) RECEIPTS. Cash on hand unexpended July, 1869 $ 53 85 Received from Corporation of Georgetown 1,689 29 Received from Corporation of Washington 58,556 52 Received interest from $14,500 of Washington Corporation bonds, 873 00 Received from sale of $14,500 of Washington Corporation bonds, at 79 cents 11,494 50 ————- Total 72,667 15 EXPENDITURES. Repairs and additions to school buildings $15,648 00 Purchase of buildings on Delaware avenue 120 00 Purchase of lot on Capitol hill 2,800 00 Grading and leveling school lots, and other labor on school lots and buildings 549 05 Amount paid on indebtedness of previous year 1,500 00 School furniture, desks, tables, chairs, and seats purchased during the year 2,113 16 Amount paid for salaries of teachers, superintendent, and janitors, rents, stationery, books, maps and charts, cleaning, whitewashing, and all other items of current expenditures, including fuel and heating apparatus 45,936 94 Cash on hand (estimated) June 30, 1870 4,000 00 ————— Total 72,667 15 0005 6 From July 1 to December 31,1870. RECEIPTS. July 22, from A. Jones, former treasurer, cash $3,213 80 September 16, from Corporation of Georgetown, cash 1,885 67 November 1, from Corporation of Washington, cash 4,000 00 November 22, from Corporation of Washington, cash 8,746 81 December 3, from Corporation of Washington, cash 10,857 31 September 27, from Corporation of Washington, certificates 15,000 00 November 18, from Corporation of Washington, certificates 29,050 00 December 3, from Corporation of Washington, certificates 866 91 73,620 50 Less discount on $10,000 certificates sold 950 00 Total receipts 72,670 50 EXPENDITURES. For teachers' salaries $15,100 12 For new furniture and stoves. 2,887 09 For repairs 4,021 39 For new building, in part 5,000 00 For salaries of superintendent and janitors, fuel, books, maps, stationery, rents, &c 7,290 33 Total expenditures 34,298 93 Balance in hand, certificates $34,916 91 Balance in hand, cash. 3,454 66 38,371 57

The number of teachers employed by the Trustees is sixty-four, including one teacher of music. They are paid as follows: one teacher of preparatory high school, $900 per annum; seven teachers of grammar schools, at $800 each; one teacher of music, $650; thirty-seven teachers, at $600 each; sixteen, at $500 each; and two at $400 each.

Receipts and expenditures since the existence of the board. RECEIPTS. From the Corporation of Washington, from July 16, 1864, to December 3, 1870, as per statement furnish by his honor the Mayor, hereunto annexed, (marked B.) $246,908 13 From the city of Georgetown, from April 25, 1865, to Septermber 15, 1870, as per statement approved by his honor the Mayor, hereunto annexed, (marked C.) 10,748 59 Total 257,692 72

0006 7

In addition to the above we find the following amounts credited on the account-book of the Trustees by our predecessors in office, viz: March 30, 1865. From a friend, for school-house on capitol Hill 1,000 00 May 6, 1865. From Corporation of Georgetown, (in excess of amount charged in statement) 19 January 7, 1867. From the Freedmen's Bureau 2,500 00 Feb. 2, 1867. Deposit, (source not stated) 19 38 June 9, 1868. From Corporation of Washington, (in excess of amount charged in statement) 8,286, 57 Oct. 22, 1869. From Corporation of Washington interest on bonds 436 50 Feb. 7, 1870. From Corporation of Washington, interest on bonds 436 50 Making a total of 270,371 86 Less discount on Washington city bonds and and certificates sold 4,005 50 Total receipts, as per account of Trustees 266,366 36 EXPENDITURES. The expenditures of the board from its creation to June 30, 1870, appear from the accounts in the office to have been $193, 724 98 From July 1 to December 31, 1870, they have been 34,298 93 Making a total to the present date of 228,023 91 Receipts and expenditures for each year. Receipts. Expenditures. From June 8, 1864, to October 31, 1865 $12,742 19 $4,508 97 From November 1, 1865, to October 31, 1866 5,943 99 From November 1, 1866, to October 31, 1867 13,962 80 17,995 50 From November 1, 1867, to August 8, 1868 56,519 26 42,455 95 From August 9, 1868, to June 30, 1869 41,072 11 54,148 88 From July 1, 1896, to June 30, 1870 72,613 30 68,671 69 From July 1, 1870, to December 31, 1870 69,456 70 34,298 93 Total 266,366 36 228,023 91

With reference to the receipts and expenditures for the year ending June 30, 1870, we feel it our duty to state that 0007 8we find the transactions and accounts for that yea to be marked by some irregularities and inaccuracies which cannot receive our sanction. It will be noticed that in one instance a sale was made of bonds of the city of Washington, by which the sum of $3,055 50 of the people's money was sacrificed. These bonds, it should be stated, were held by the board merely as collateral security, subject to redemption by the city, and their sale was made without the authority of any action of the board, and in our judgment was entirely unnecessary. Being desirous of fuller information relative to the manner in which business had been transacted during the preceding year than was afforded by the records of the office, we recently caused an examination to be made of the accounts and vouchers as filed in the Interior Department. The result showed such grave discrepancies and other serious defects, that we are induced to submit herewith a copy of the report made to us, (marked D,) and to invite your attention to the same.

COMPLIANCE WITH THE ACTS OF CONGRESS.

As to compliance with the laws of Congress relative to the provision of funds for the support of the colored schools, we have to state that the mode of ascertaining the amounts required by law to be supplied for this purpose by the corporate authorities of Washington and Georgetown does not put it in the power of the Trustees to know whether the full sum is set apart and paid over, independently of information furnished to them by these authorities.

The act of July 23, 1866, requires “the cities of Washington and Georgetown to pay over to the Trustees of Colored Schools of said cities such a proportionate part of all moneys received or expended for school or educational purposes in said cities, including the cost of sites, buildings, improvements, furniture, and books, and all other expenditures on account of schools, as the colored children between the ages of six and seventeen years in the respective cities bear to the whole number of children, white and colored, between the 0008 9same ages; that the money shall be considered due and payable to said Trustees the first day of October of each year, and, if not then paid over to them, interest at the rate of ten per centum per annum on the amount unpaid may be demanded and collected,” &c.

It will thus be seen that, while the proportion of moneys to be set apart for colored schools is fixed by law, the amounts actually expended for the white public schools, on which the computation is to be made, can be ascertained by us only from such statements as the respective corporate authorities may from time to time furnish to this board.

We take pleasure in adding, however, that such statements have been, so far as we are aware, promptly furnished in all cases when called for by this board or its treasurer, and that (inadvertencies excepted) we have no reason to call in question their accuracy.

With a view, nevertheless, to laying before the Senate satisfactory evidence on this point, we have addressed communications to the mayors of the respective cities, requesting them to furnish such official statements as will cover the ground of this inquiry. A copy of our request to the Mayor of Washington is hereunto appended, (marked E. * ) The reply of the Mayor of Georgetown to a similar request is also appended, (marked G.)

*The reply of the Mayor to the request has not yet been received.

In respect to promptness in paying over to this board such amounts as were acknowledged to be due by the respective municipal authorities, we have to say that the city of Georgetown has in all cases met its obligations without delay. The authorities of Washington, however, though evidently disposed to fulfill the requirements of law in this matter, have at times failed, in consequence of financial embarrassments, as we believe, to do so as promptly as has been desirable. The result has been that the Board of Trustees has been unable during the last two years to undertake the erection of additional school buildings, though these have been urgently needed, and the amount due, could it have been obtained, 0009 10would have covered the expense. We subjoin a copy of a communication addressed to his honor the Mayor of Washington on the 6th of October last, (see inclosure marked H,) requesting the payment of the amounts then due, and citing the acts of Congress and of the Corporation bearing on the matter. We are gratified to add that the Mayor, in response to this communication, has manifested every disposition to comply fully and promptly with the law, and that the full amount due, so far as ascertained, has since been paid over into our Lands, so that no cause of complaint now exists.

EXTENT OF SCHOOL ACCOMMODATION.

By reference to the report of the superintendent, herewith incorporated, (pages 10 and 22, original,) it will be seen that the school building now owned by the Trustees can seat but 2,944 pupils, or about 31 per cent. of the 9,300 children for whose education we are required to provide, while 6 per cent. more are very poorly accommodated in rented buildings, for the most part quite unfit for the purpose. It thus appears that nearly 63 per cent. of the colored children are unprovided with public school accommodations of any kind, while few enjoy the advantage of private schools worthy of the name.

There are now in operation, as already stated, 66 schools, in which 64 teachers and assistants, including a teacher of music, are employed by the Trustees. Five teachers in addition are furnished and paid by the New England Friends' Association, to whom great credit is due for the liberal and long-continued aid they have rendered to the work of education in this city. They have, however, given us notice that they will be compelled to withdraw before the close of the school year, for the want of funds to go on. It should be added in this connection that the Trustees, having recently obtained from the Corporation of Washington funds sufficient for the purpose, have already contracted for the erection of a large and commodious school building, capable of seating 550 pupils. It will take the place of a dilapidated building now standing on C street south, near Second east, 0010 11and will add about 300 seats to the accommodations now existing. The building is to be of brick, 68 feet front by 75 in depth, and will have four stories, with a Mansard roof. It will have 10 school-rooms, each 25 by 32 feet, and an assembly hall of sufficient capacity to seat all the pupils, with ample cloak-rooms, closets, provisions for ventilation, and other conveniences. In the basement, provision will be made for heating apparatus, fuel-rooms, janitor's rooms, and play-rooms for each sex, in addition to inclosed grounds in the rear of the building. The plans and specifications for this school-house have been prepared with great care by Edward Clark, Esq., the well-known and accomplished architect of the Capitol, whose valuable services in this matter have been gratuitously rendered. It is believed that, when completed, this building will be not only an ornament to the section of the city where it will stand, but at the same time the most convenient, well-adapted, and economical structure of the kind in the city or District. It will be erected as soon as the season will permit, and will cost about $25,000.

Besides this, the Trustees estimate that the revenue of the current school year (if promptly paid over) will enable them to erect another building of equal capacity in another section of the city, which they hope speedily to put under contract. But both these buildings, when completed, will still leave upwards of 5,000 children without a seat in school.

NEED OF ADDITIONAL LEGISLATION.

In regard to further legislation by Congress, required to promote the educational interests of the people of color, we beg leave, in response to the invitation of the honorable Senate, respectfully to submit the following considerations:

It is our judgment that the best interests of the colored people of this capital, and not theirs alone, but those of all classes, require the abrogation of all laws and institutions creating or tending to perpetuate distinctions based on color, and the enactment in their stead of such provisions as shall secure equal privileges to all classes of citizens. The laws 0011 12creating the present system of separate schools for colored children in this District were enacted as a temporary expedient, to meet a condition of things which has now passed away. That they recognize and tend to perpetuate a cruel, unreasonable, and unchristian prejudice, which has been and is the source of untold wrong and injustice to that class of the community which we represent, is ample reason for their modification. The experience of this community for the last few years has fully demonstrated that the association of different races in their general convenience as it is with justice. And custom is now fully reconciled at this capital to the seating side by side of white and colored people in the railway car, the jury-box, the municipal and government offices, the city councils, and even in the halls of the two houses of Congress. Yet, while the fathers may sit together in those high places of honor and trust, the children are required by law to be educated apart. We see neither reason nor justice in this discrimination. If the fathers are fit to associate, why are not the children equally so?

Children, naturally, are not affected by this prejudice of race or color. To educate them in separate schools tends to beget and intensify it in their young minds, and so to perpetuate it to future generations. If it is the intention of the United States that these children shall become citizens in fact, equal before the law with all others, why train them to recognize these unjust and impolitic distinctions? To do so is not only contrary to reason, but also to the injunction of Scripture, which says, “Train up a child in the way he should go, and when he is old he will not depart from it.”

Objection to the step here recommended has been made on the ground of expediency. Every advanced step in the same direction has been opposed on the same superficial allegation.

The right of the colored man to ride in the railway cars, to cast the ballot, to sit on the jury, to hold office, and even to bear arms in defense of his country, has encountered the same objection. We are confident that it will prove of no 0012 13greater weight in the present case than it has in the others. There is no argument for equality at the ballot-box, in the cars, or the jury, in holding office, and bearing arms, which is not equally applicable in the present case. We may go further, and insist that equality in the other cases requires equality here; otherwise, the whole system is incomplete and inharmonious.

It is worthy of note in this connection that some of the most distinguished men in literary, social, and political circles in this section of the country have recently, in setting forth their claims to be considered the best and truest friends of the people of color, taken pains to inform the public that they were reared with colored children, played with them in the sports of childhood, and were even suckled by colored nurses in infancy; hence, that no prejudice against color exists on their part. If this be so, then with what show of consistency or reason can they object to the children of both classes sitting side by side in school?

That the custom of separation on account of color must disappear from our public schools, as it has from our halls of justice and of legislation, we regard as but a question of time. Whether this unjust, unreasonable, and unchristian discrimination against our children shall continue at the capital of this Republic is for the wisdom of Congress to determine.

We deem it proper to add, that a bill now before the honorable Senate, entitled “A bill to secure equal rights in the public schools of Washington and Georgetown,” (Senate No. 361, Forty-first Congress, second session,) reported to that body May 6, 1870, by Mr. Senator Sumner, meets our approbation. It is plain and simple, and prescribes the true rule of equality for our schools. This bill is in the nature of a “corner-stone.” Beyond this bill the Trustees further recommend certain other requirements essential to a school system worthy of the District of Columbia.

1. Provision should be made for a large increase of the number of members constituting the Board of Trustees for the city of Washington. Even the number which would be 0013 14formed by adding together both school boards, as now constituted, would in our opinion be insufficient. In order to secure a proper and vigilant supervision of the schools, and due attention to the various details on which their success depends, a Board of Trustees consisting of not less than twenty-one members for Washington alone, or three for each ward, is needed, and five for Georgetown. These Trustees should be residents of the ward for which they serve, and, after the first term, should hold their office for three years, one-third to retire annually; and they should be appointed in such a manner that their tenure-of-office shall be as little as possible affected by local politics. Should Congress see fit, as hereinafter urged, to make an appropriation in aid of our schools, it would, in our judgment, be just and proper that the Government, through the President of the United States, should appoint a part of the Trustees, proportionate to the amount of aid afforded.

2. This Board of Trustees should be authorized to employ a competent superintendent of schools, who should be a person of the highest qualifications for the position, and should hold his office for the term of three years. They should also have authority to employ and properly compensate a secretary and a treasurer outside their own number; the treasurer to be placed under suitable bond for security of the funds intrusted to his care.

3. The Trustees should also be authorized to establish schools of a higher grade than now exist, and especially a school for the preparation of teachers for their work. The present law contemplates only the institution of “primary schools” for colored children though the term “primary” has been presumed and construed to include the elementary branches usually taught in our grammar schools. But the demand for a high school, in which some portion of these pupils may obtain fitness for higher departments of usefulness, is now urgently pressed upon us, and preparatory steps have been taken to meet it. A still more urgent necessity exists for the establishment of a school for the special training of teachers. We earnestly invite your attention to the weighty considerations 0014 15on this point embodied in the accompanying report of our superintendent. These considerations apply with especial force to the schools under our charge. The great majority of the pupils are not only suffering the hereditary effects of the deprivations and wrongs of centuries, but the poverty of their parents affords them at best but a brief period in which they can enjoy the advantages of schools. Hence the importance of providing for them teachers so trained and skilled in their work that they shall be able to impart the greatest practicable amount of instruction in the shortest time.

4. It should also be provided that any action taken by the Board of Trustees, calculated directly or indirectly to subserve the private interest of any member, to the detriment of the public good, shall be null and void, and that such member thereafter be disqualified for the office. All temptations or opportunities to use the office of school trustee for private emolument should be as far as possible removed. This is rendered desirable from the fact that the office, which, in former years, when there were small funds to be handled, went begging for incumbents, is now eagerly coveted and urgently sought for.

5. We would further earnestly advise that whatever changes may in the wisdom of Congress be determined upon in the organization or management of the schools, such changes should not take effect until after the close of the current school year, that is, after June 30, 1871. Arrangements and plans for the present year, including the introduction of a new system of graduation and course of instruction, calculated, as we believe, to greatly improve the condition of the schools, have already been entered upon, and are now in course of successful application. One-half of the year has already expired. To interrupt these plans and to disturb these arrangements, by a change of organization or administration in the midst of the term, cannot be otherwise than disastrous to the progress of the pupils. Besides, as already stated. the schools which we represent are now under the superintendence of a gentleman of whose competency and efficiency there is no question, and whose past success in the position is guaranty of progress 0015 16and improvement for the future; and we consider ourselves fortunate in the selection of a corps of teachers who for the most part have proved competent and faithful, among whom are several whose qualifications are of the highest order. And measures have been taken to remedy deficiencies as rapidly as possible.

6. We would urge the need of additional legislation, for the purpose of providing more ample funds for the support of our schools and the supply of school accommodations. We have already exhibited, under the appropriate head, the meagerness of the provisions we have thus far been able to make for the nine thousand children placed under our charge; also our plans for increasing these provisions to the extent of the means at our command.

When this shall have been accomplished, considerably more than one-half of the colored children of school age will still be unprovided with seats in school. Besides, it should be noted that a part of the buildings now owned by the Trustees, containing nearly 1,000 seats, are of a temporary character, and, for safety as well as convenience, must speedily be replaced by more permanent and properly adapted structures.

Not less than one hundred thousand dollars, beyond the anticipated revenue, ought to be expended in the coming year in school-houses alone, and an equal sum in the next following year. To what source shall we look for the supply of this need? Northern philanthropy has already done more for us than could be expected. The Corporation of Washington has done all that can be asked, especially when it is considered that the great bulk of the population to be provided for has been brought hither, not by the business growth of the city, but as a result of the great civil commotion which of late swept over our land.

A law of Congress, already on the statute-book, requires the attendance upon school of all children of school age for some portion of each year, but until far more ample accommodations can be provided, no such law can be enforced.

Congress alone can supply this great need. And we feel that those for whom we plead have peculiar claims upon its 0016 17attention: claims which we should be recreant to our trust if we did not urge. They are the children, for the most part, of parents who have spent the best years of their lives in unpaid toil, deprived of every opportunity of education, and are now thrown upon their own resources, disqualified by enforced ignorance to compete in the struggle of life with the more favored classes of the community. It is not to be expected that these people, though now free, can at present, under such disadvantages, do much toward providing the means for educating their children. Surely something is due from a great and prosperous nation by way of compensation to those whose unrequited labor has contributed to the nation's wealth, but who have themselves been prohibited by positive law from the acquirement of even the ability to “search the Scriptures,” in obedience to the divine command. No compensation more valuable or acceptable can be made to them than that of furnishing their children with the education of which they themselves were so wrongfully deprived.

In conclusion, the Trustees suggest that those equal educational advantages to which all children are entitled, in accordance with the great principle of equality before the law, can be obtained only through the common school, where all children meet together in the enjoyment of the same opportunities, the same improvements, and the same instructions. Whatever then is done for white children will be shared by their colored brethren, and all shall enjoy the same care and supervision. Respectfully submitted, WILLIAM SYPHAX, Wm. H.A. WORMLEY, Trustees of Colored Schools. Hon. SECRETARY OF THE INTERIOR.

0017 18

APPENDIX A. REPORT OF THE SUPERINTENDENT. STEVENS SCHOOL BUILDING, TWENTY-FIRST STREETS, WASHINGTON, D. C., December 27, 1870.

Gentlemen: You have requested me to report to you the condition of the schools at the close of the last school year, as it may appear from information obtained from any of the school records; also the state of the schools as I have found them since assuming the duties of my office, with such suggestions for their improvement as I think proper. In compliance with your request, I have the honor to submit the following report:

By your election I resumed the duties of Superintendent of the Colored Schools on the 20th of October last, after an interruption of a little more than two years.

The only records I have been able to find in the office relating to the condition of the schools during these two years are the monthly statistical reports of the several teachers, with the registers and dairies from which these reports are derived. No record of the results of the annual examinations at the close of either year appears to have been preserved, and not even a summary of the statistics presented in the teachers' reports for either year, or for any part thereof, appears to have been made. Consequently, in order to obtain any data for a report, it has been necessary to collate and consolidate these monthly reports; and since the statistics for the last month of the school year alone would afford but an inadequate view of the condition of the schools, (the attendance at that time being usually much smaller than in other months,) the consolidation has been extended over the entire school year of 1869-'70. Some of the teachers' reports, however, were found so defective and inconsistent with themselves, that it was necessary to have recourse to the registers and diaries, in order to secure any approximation to accuracy in the most important items.

The results of this consolidation are presented in the following 0018 19table, in which are given, first, the totals for the month of June, 1870, and, secondly, the totals or averages for the entire school year ending with that month.

Summary of Teachers' Reports, 1869-'70.

For June Total for Av'age for 1870. the entire the entire year. year. Number of schools 66 63 Number of pupils continued from previous month 2,900 Whole number of pupils admitted. 93 6,681 Number admitted by transfer and promotion. 1,456 Number admitted who had not before attended school during the school year 36 3,650 Number transferred and promoted. 1 1,360 Number left. 388 2,514 Number suspended for infraction of rules 8 452 Number readmitted after suspension 8 245 Number expelled.. 3 52 Number belonging last day of month 2702 3,055 Number present every half-day 759 1,251 Number punctual every half-day 592 877 Number receiving certificates of merit 160 1,187 Number of cases of tardiness 2,002 27,775 Number of dismissals before completion of duties 1313 2,163 Number of presences, half-days 82,129 1,019,641 Number of absences, half-days 14,756 121,345 Average number in attendance 2,378 2,748 Average number belonging to school 2,809 3,082 Per cent. of attendance on average number belonging 84 89 Vacant seats at end of month 583 289 Days schools were open 1,036 1/2 11,804 Days schools were closed 176 1/2 1,053 Hours (less than half-day at a time)lost by teachers. 13 67 Number of pupils corporally punished 86 1,741 Number of pupils supplied with books at public cost 63 Cost of books supplied to indigent pupils. * Number of visits of trustees.... 43 324 Number of visits of superintendent... 28 428 Number of visits of parents 67 764 Number of visits of other persons.... 137 2,115 Incomplete. Some reports say, 'A few. 'One says,”Couldn't begin to tell.'

!Not fully reported.

These statistics, though incomplete in some details, and plainly inconsistent in others, give, doubtless, an approximately correct representation of the extent to which the school 0019 20advantages provided by the Board of Trustees during the last year were made use of by the class for whom they were intended. It appears that of the 9,327 colored children of school age in Washington and Georgetown, only 3,650 attended the public schools for any portion of the the year, while an average of but 3,082, or about one-third of the whole, were connected with the schools through the year; also, that of those enrolled as belonging to the schools the average attendance was but 2,387, or 89 per cent. The largest number connected with the schools in any month was in February, averaging 3,334, and the largest average attendance was 2,914 in the same month.

The state of discipline in the schools, as a whole, as indicated by the number of cases of tardiness, absence, corporal punishment, and explosion, reported, appears not to have been of the most satisfactory character, especially when it is noted that the figures given under the last two items are evidently much too small. The number of corporal punishments inflicted, it seems, was 1,741 plus several “fews,” and at least one “couldn't begin to tell,” the precise total of which is difficult to conjecture. It need not be said that excellence of discipline in a school is usually in inverse proportion to the prevalence of such punishments, since they show a want of governing power on the part of the teacher. The number of expulsions is reported as 52, while the number of suspension is given as 452, of whom but 245 were readmitted. The remaining 207, not having been restored, should, under the rules, have been reported as expelled.

As regards the very important points of the progress and proficiency of the pupils in their various studies, the number of promotions from lower to higher grades, the improvement of the pupils in morals and manners, the faithfulness, skill, and efficiency of the teachers, their progress in methods of teaching and discipline, or as regards any effort to improve the regards any efforts to improve the general organization character of the schools, these statistics furnish little or no information; and I am left to such inferences as are suggested by the present state of the schools. I will, therefore, proceed to comply with the 0020 21second branch of your request, and state what I have been able to learn of

THE PRESENT CONDITION OF THE SCHOOLS.

In doing this, your attention is first invited to the following— Summary of Teachers' Reports for September, October, and November, 1870. Items. Sept. Oct. Nov. Number of schools 60 64 66 Number of teachers, including five employed by the New England Friends Mission 65 67 Number of pupils continued from previous month. 2,951 3,100 Whole number admitted during the month 2,311* 481 687 * Number admitted by transfer 392 50 389 Number admitted who not before attended school this year *2,041 367 254 * Number transferred 368 64 430 Number left school voluntarily 119 215 223 Number suspended for misdemeanors 8 31 42 Number admitted after suspension 4 23 19 Number expelled 1 4 10 Number belonging last day of month 3,034 3,130 3,118 Number present every half-day 1,358 1,300 1,455 Number receiving certificates of merit 6 50 79 Number of cases of tardiness 2,391 2,876 3,947 Number of dismissals before completion of duties 117 133 279 Number of presences, half-days 95,841 112,015 114,964 Number of absences, half-days 8,644 11,646 10,570 Average number in attendance during month 2,553 2,891 2,970 Average number belonging during the month . 2,726 3,175 3,251 Percent of attendance of number belonging 93 91 91 Vacant seats at the end of month 300 239 369 Number of days schools were open 1,133 1,245 1,254 1/2 1/2 Number of days schools were closed 20 54 170 1/2 1/2 Hours (less than half-day at a time) lost by teachers 7 4 Number of pupils corporally punished. 85 92 * Number of pupils supplied with books at public cost 15 5 8 Cost of books supplied, (incomplete as to Sep- tember) $ 5 60 $3 10 $5 16 Number of visits to trustees 121 53 49 Number of visits of superintendent 27 70 69 Number of visits of parents 80 91 104 Number of visits of other persons 156 142 104

*These figures are evidently erroneous, the questions being doubtless misunderstood by some of the teachers. The number in both instances should equal the sum of the numbers left, expelled, and belonging the last day—that is, 3,154. One teacher reports,”Did not keep account.” 0021 22

These report show an increase in the number of pupils in attendance, over the corresponding months of last year, of 295 in September, 79 in October, and 79 in November.

They also show that in the city of Washington but 2,811 colored children were connected with the schools on the last day of November. According to the census recently taken, (see statement upon the following page,) there are in this city 8,532 colored children of school age, (3,822 males and 4,710 females,) which is an increase of 141 over the census of 1867. Of this number only 605 are reported as attending private schools. * It follows that there are about five thousand colored children in Washington alone not connected with any school.

*Of these private schools I feel it my duty to say that, judging from the scholarship of pupils who enter the public schools from them, they are in general little better than no schools. They appears to be characterized by an utter lack of mental training, and a want of thoroughness that is destructive of all true scholarship, while in most of them some branches deemed essential to a public-school course are entirely omitted.

In Georgetown, the number of pupils on school November 30,1870, was 307. The total number of colored children of school age, as shown by the census, is 795, a decrease of 99 since 1867. It thus appears that nearly five hundred colored children in that city are not receiving the advantages of the public schools; and, so far as I can learn, no private schools for this class of children are in existence in that borough.

The vacant seats reported are chiefly in the higher grades of schools, and result in general not from lack of applicants, but in part from lack of qualifications to enter the higher grades, and in part from the rule that new pupils are to be received ordinarily on the first day or first Monday in the month.

The following statement of the returns of the late census, as regards the number of colored children of school age in Washington and Georgetown, has been kindly furnished me by General F. A Walker, superintendent of the census:

0022 23

Statement exhibiting the number of colored children in the cities of Washington and Georgetown, D.C., between the ages of six seventeen, inclusive. The extent to which the wants of the several school districts are provided for, and the comparative needs of each, are shown in the following table, computed on the basis of the average number of pupils belonging to the schools through the month of November, 1870: Districts. Colored No. No. Per Per No. Per children in school not in cent, cent, of cent, of school in Novem- school of of seats of age. ber, 1870. Novem- children seats in seats ber, in pro- houses owned 1870. school. vided. owned on No. by of trus- chil- tees. dren. 1st,. (1st and 2d wards) 3,188 1,251 1,937 39.2 43.4 1,020 32 2d, (3d and 4th wards) 2,063 552 1,511 21.9 26.1 420 20.3 3d, (5th and 6th wards) 1,612 381 1,231 23.6 26.4 376 23.3 4th, (7th ward).. 1,669 743 926 44.5 44.8 700 41.9 5th, (George- town) 795 324 471 40.7 53.8* 428 53.8 * Total 9,327 3,251 6,076 34.8 37.8 2,944 31.5

* One room containing forty-eight seats is not supplied with a teacher.

It will be noticed that the second district, comparising the Third and Fourth wards of Washington, has the smallest amount of school accommodations in proportion to the number of children resident therein, being but 26.1 per cent, of the same; while the third district, embracing the 0023 24Fifth and Sixth wards, stands next in need, having seats for but 26.4 per cent. of its colored children. It follows that the second district is the proper locality for the next schoolhouse to be erected by the board, while another should be provided as speedily as possible in the third district, and still another, at the earliest practicable date, in the first district.

STATE OF DISCIPLINE.

The number of cases of tardiness and absence reported is most discreditable, though less, on the whole, than for the corresponding months of last year. The former evil is no doubt attributable, in some measure, to the want of correct knowledge of time on the part of parents and children, and hence may in a degree be remedied by the provision of bells upon the principal school-houses. But the chief source of both these evils doubtless lies in the want of appreciation on the part of parents of the importance of punctual and constant attendance. Most of them probably know little or nothing of the internal economy of a well-regulated school. They do not understand the need of having a precise hour and moment at which the daily exercises must commence, nor the necessity of arranging the pupils into classes, and of assigning to each class a specific lesson for each day or half-day, and a definite number of minutes for the exercises of each class, the result of which is, that, when a pupils must be delayed until he regains the lost time. Thus it follows that parents, who require or permit the absence of their children from school while belonging thereto, not retard the education of their own, but that of their neighbors' children also, thereby committing a great public wrong. This, it is believed, few would be willing to do, after a full understanding of the fact, if possible to avoid it. At all events, parents should be instructed that they have no right to detain their children from the public schools, after having once entered 0024 25them as members, for any trifling reason. The great remedy for these evils, then, lies in the proper instruction of the parents, and the creation of a more correct public sentiment on the subject. To accomplish this the teachers should be required to visit and explain to parents the bearings of the matter; meetings of parents should be held in every school district, and the evils set forth in their proper light; parents should be induced to visit the schools, and see for themselves how they are conducted; and, above all, the rules of the Trustees, calculated to remedy these evils, should be strictly enforced, as the most efficient means of educating the people up to the proper standard.

It is proper to mention here, that in the white public schools of this city, in the months of October and November, 1870, the cases of tardiness reported were only 29 to the 100 pupils in attendance; while in our schools they were 99 to the 100 in October, and 142 to the 100 in November. In October, 1869, they were 153 to the 100; in November, the same year, 121 to the 100. The per cent. of attendance in the white schools for October and November, 1870, was 95; while in ours, for the same months, it was but 91. There seems to be no good reason for so great a disparity, especially in tardiness.

The number of cases of corporal punishment reported in another unpleasant feature of these statistics, though the highest number (92) is far less than the average per month reported last year, (174). While I regard the judicious infliction of physical pain as the best available resource for securing obedience in some cases—as where the pupil has been accustomed to no higher means of control, and where the moral faculties are not sufficiently awakened to feel the force of higher motives—yet these cases are comparatively rare under the administration of teachers who have proper governing abilities. The new rule recently adopted by the Trustees, requiring an immediate report to the Superintendent of each case of such punishment, with the reasons therefor, will doubtless tend to lessen materially the instances of its hasty and injudicious infliction. Many of the teachers— 0025 26and these are, as a general rule, those whose schools are the best governed—are able to dispense with it almost altogether. It is hoped that at no distant day an improved public sentiment will demand the employment as teachers of those only who are able to command respect and obedience without resort to the rod.

Taken in connection with the statistics of last year, the foregoing facts indicate that a general laxity of discipline has become prevalent in the schools, and that the measures necessary for the remedy of the evils specified have not been vigorously applied.

QUALITY OF INSTRUCTION.

From such inspections as I have thus far been able to make, it is plainly apparent, not only that there has been no marked improvement in the methods or thoroughness of instruction in the schools, as a whole, since 1868, but that in some respects there has been a positive deterioration. Measures for improvement, which had then been initiated—the same are in practice in the best schools throughout the country—have been allowed to fall into disuse, and the consequences are visible in marked deficiencies in various respects. And pupils in many of the schools have evidently been allowed or urged to hasten forward in their text-books at the expense of thoroughness, as if the chief end in view were to “go through” the greatest possible number of books. Superficiality and defectiveness of training are evident to a painful extent. I scarcely need add that there are some schools to which these general remarks do not apply.

GRADATION AND CLASSIFICATION OF THE SCHOOLS.

Of the importance of a carefully-adjusted and well enforced system of gradation and classification in the schools it seems hardly necessary to speak. By means of the division of labor which it introduces, the work of each teacher can be made not only vastly more effective upon each pupil, but at the 0026 27same time lighter to herself than in an ungraded school of equal numbers. But it is quite essential to the best results in such a division of school labor, not only that the limits of each teacher's duty be clearly defined, but that the teacher be required to perform fully what belongs thereto. In this way only can the work of one grade be adjusted to that of another, and the entire results be in any measure complete.

Under my former superintendency preliminary steps were taken toward the establishment of such a system, by the adoption of a proximate plan of gradation, with a general outline of a course of studies adapted thereto. Had this been carefully followed up and completed in subsequent years, the schools might ere this have been experiencing the advantages of a tolerably complete system. But even the provisonal plan then adopted appears not to have been adhered to, much less perfected; and the consequence is, that great discrepancies exist between the attainments of pupils in one school or class and those of pupils in another of nominally the same grade. This leads to great embarrassment and difficulty whenever transfers from one school to another, or promotions from one grade to another, become necessary.

A very complete system of gradation, however, with a detailed course of instruction corresponding thereto prepared by Mr. Catto, my immediate predecessor, was adopted by you October 4, 1870, and seems excellently adapted (with so additional provisions which will be suggested at a proper time) to meet the requirements of the case. Some time, indeed must elapse before the schools, taken as they were found, can be brought to conform very closely to this system; but if no system were adopted, conformity and uniformity could never be reached. To attain this will require close and constant supervision of the work of the school-rooms, owing to the inexperience of many teachers, and the reluctance of some to yield their preferences, or to break out of old ruts, in order to meet the requirements of any system.

An approximate classification of the pupils in all the 0027 28schools, in accordance with the new system, has been made since November 1, showing the following general results: Number of pupils in the grammar grades 115 Number of pupils in the intermediate grades 773 Number of pupils in the primary grades 2,380 ——- Total 3,268

AN IMPORTANT CONSIDERATION.

It will be noticed that nearly three-fourths of all the pupils in our schools fall within the primary grades, where, even under the best instructors, they can acquire, beyond simple reading, spelling and the rudiments of writing, only the first elements of arithmetic and a slight knowledge of geography. This fact, while it corresponds substantially with the state of things in other schools throughout the country, is one of important bearing. It shows that but a comparatively small number of children here, as in the country at large, remain in school sufficiently long to advance beyond the rudimental studies. Hence it follows that whatever schooling the great majority obtain, they must get in the primary schools; and hence again the importance of supplying the best teaching talent, and the best conveniences possible, in that grade of schools, so that those who can go no higher may be able to gain the greatest possible benefit from the advantages they can there enjoy.

A contrary opinion unfortunately has been very prevalent, not only here but elsewhere, and school authorities have been too prone to yield to it, to the effect that a poor teacher and poor accommodations “will do for a primary school.” The result is that great numbers of American children are sent into busy life poorly taught and poorly fitted to meet life's responsibilities, or to enjoy its highest pleasures; for it is unquestionably true that on the bent which the childish mind receives in its earliest schooling depends in a great degree its desire and ability to continue the acquisition of knowledge, and with it to enjoy the uses and delights which knowledge brings, in after life. An unskillful or sour-tempered 0028 29teacher may create an aversion to school and to everything connected with study, which may be carried to the grave or to the gallows; while a well-trained and sunny-hearted instructor, sympathetic with childhood, may awaken a love of inquiry and of achievement in the youthful breast, which will triumph over all obstacles, and reap untold rewards.

A PRESSING NEED.

This suggests one of the most pressing needs of our school system at the present time. It is that of a school for the training of teachers for the primary schools. It is, I think, a general fact, that few of the teachers now employed in primary schools have any special liking for that position. Applicants for teacherships, when questioned, almost invariably express an aversion to teaching beginners, and they accept primary positions only because no others are available. Of course, what one dislikes to do is seldom done well. One reason of this dislike is, that they have never learned to teach young children, and probably never had any opportunity to learn. Their later studies have carried them away beyond interest in and sympathy with childhood. To teach beginners successfully—to awaken and lead forth judiciously the untrained powers of observation, memory, and thought—requires far more skill and tact than to guide those who have already been some years in training, and have learned to some extent how to study. And yet it is common, not only in this city but elsewhere, to assign young girls not out of their teens, who have hardly given a thought to the study of the infantile mind and the laws of its development, nor an hour to learning the best methods of unfolding and training it—to assign such girls to the charge of fifty to seventy young children, unaccustomed to restraint, and full of all imaginable impulses. These children they are expected to reduce to order and to instruct in the rudiments of learning. What wonder that in many cases the work is badly done? What wonder that both teacher and pupils come to abhor the school-room, 0029 30with its unnatural, repulsive tasks, and its inevitable punishments?

The only remedy for this state of things is that already adopted in several other cities, namely, the establishment of a school in which teachers may be especially trained for the work of primary teaching, and in the use of the improved methods which modern experience and skill have devised for this purpose. These methods, in the hands of skilled teachers, transform the primary school-room from a hateful prison—hateful alike to teacher and to pupil—to an attractive and delightful “children's garden,” where all like to be. And when teachers have acquired these qualifications, they should be paid correspondingly, so that they may have proper inducements to remain primary teachers. Until teachers can be obtained who have had special training for their work, our primary schools cannot be made what they should be; and the sooner such a school is established here the sooner will the daughters of our own citizens be able to compete with those who have had better advantages abroad. The establishment of a high school, for which provision has already been made, is an important and necessary complement of our school system; but with reference to meeting the educational wants of the great mass of the people, a normal or training school for teachers is vastly more important. For while it is a fact that not more than twenty of our pupils are fully prepared to enter upon a high-school course, there are more than one hundred times that number in our primary schools, many of whom are being imperfectly taught, and of whom but few will ever reach the grammar grade, and scarce one in fifty will ever see the inside of the high-school room.

SCHOOL-HOUSES.

The following tabulated statements show the number, capacity, condition, and estimated value of the several school buildings owned and occupied by the colored schools in each school district:

0030 31

I.— School Property belonging to the Trustees. Note.—In additio to the above, the Trustees own furniture in the high-school room and at the New England Friends' mission schools, valued at $1,000.

0031 32

II.— Rooms occupied, not belonging to the Trustees. First district.

Basement of church in Fifteenth street west, between I and K north; one room, occupied by preparatory high school; fifty seats; condition of building good; furnished with Shattuck's improved school desks; no playground.

Caral hall, in C street, between Twelfth and Thirteenth northwest; two rooms over a stable, furnished with rough desks, benches, and chairs; seventy seats; badly ventilated; no yard; in every way a very unfit place.

S street, near Thirteenth northwest; five rooms belonging to New England Friends' mission; old hospital barracks, in poor condition; three rooms, furnished with Schermerhorn's desks, and two rooms with rough desks and chairs; two hundred and forty-six seats; no inclosed yard.

Second district.

Old barracks, corner Seventh and O streets northwest; two rooms, one hundred and twenty seats; rough desks and benches; building in poor condition; no playground.

Third District.

Small building in First street, between B and C southeast; one room; fifty seats; long benches without desks; bbuilding in fair condition; n inclosed playground.

Fourth district.

Small building in E street, between Ninth and Tenth southwest; one room; fifty seats; rough desks and long benches; building in tolerable condition, with small playground.

Of these school buildings not belonging to the Trustees, it may be said that, with the exception of the first-named, not one is fit to be used for the purpose, except under the most urgent necessity; and this necessity should be removed at the earliest possible day by the erection of suitable school-houses.

Of the school buildings belonging to the Trustees, it is equally true that while a portion of them will serve in a tolerable manner their purpose for some years to come, there is not one that, in respect to convenience, healthfulness, or general adaptation, to say nothing of elegance of structure, is worthy of the present time, or creditable to the capital of an enlightened nation. In regard to most of them, however, it may be said, by way of apology, that they were erected to 0032 33meet a present emergency, at a time when small means were at command for the purpose. But this cannot be urged in behalf of the one most recently erected, and the only one making any pretensions to architectural effect. I refer to the Stevens school building, in Twenty-First street west, erected in the latter part of 1868. It seems exceedingly unfortunate that so large and costly a structure should have been marred by so sad a lack of adaptation to its purpose as is here displayed. Not only is it placed in a location utterly unfit on several accounts for such a building, but it is destitute of any proper means of ventilation and of heating, in consequence of which its hundreds of pupils are continually exposed to discomfort and disease; besides which its school-rooms can only be reached over long flights of uncovered stairs, unrelieved even by landings on the outside of the building, the daily passage of which by crowds of young children is attended with constant danger to life and limb. The purpose of this mal-construction undoubtedly was to accommodate on the first and most valuable floor a hall, which appears to have been chiefly intended, and hitherto mainly used, for other than school purposes. I cannot characterize in too strong terms so flagrant a misuse of funds which should have been sacredly devoted to providing the best possible facilities for the education of youth. The remodeling of this building, so as to provide for general heating, ventilation, more commodious entrances, and the use of all its parts for school purposes, should be affected at the earliest practicable day.

The need of additional school buildings of a creditable character, not only to replace the poorest of the structures now in use, but to accommodate the nearly six thousand children for whom no school-room of any kind has yet been provided, cannot be set forth too strongly. The fact that such an army of children of the one class alone who are under your special care, to which is to be added a more than equally numerous army of the children of whites, is growing up here in the very capital of the Republic, in illiteracy and unfitness for the duties of American citizenship, is an alarming one, in which the people of our whole country have an interest, 0033 34and which should be urged upon the immediate and effective attention of Congress. The equally patient fact that the sources of revenue for for school purposes thus far provided in this District are wholly inadequate to the need, and should be supplemented, either by such aid as Congress has already granted to many of the States and Territories of the Union, or in some other efficient way, should also, in my judgment, be urged upon that body until favorable action is secured.

To conclude, gentlemen, I have taken occasion to speak freely, but I believe with entire truthfulness, in criticism of the condition of the schools and school buildings as I have found them, and to express the opinion that they might and ought to have been in some respects in a better state at the present time. But I have not attempted to cast the blame upon any individual or individuals, nor to inquire where it properly belongs. My conviction is that it is in part due to the constitution of the Board of Trustees itself, in that it consist of two small a number of members. It is physically impossible for one superintendent, whatever his abilities, besides attending to the thousand and one incidentals that claim his care, to give such personal supervision to sixty or seventy schools, many of them in charge of inexperienced teachers, as to secure the most desirable results; nor can a Board of three Trustees, each largely occupied with his own private business, and unfamiliar with the details of an educational system, be expected to supply the deficiency.

I therefore venture to add to the suggestions already offered, looking to the improvement of the schools, that provision should be made for their more frequent and thorough supervision, either by such an increase in the number of Trustees as will enable them to take on themselves a larger share of this work, or by empowering them to employ a requisite number of qualified persons specially for the duty.

My own judgment, however, if it is within my province here to express it, is and long has been in favor of the constitution by Congress of one general school system, with an adequate board of managers, for the entire District of Columbia, or at least for the city of Washington, in which distinctions 0034 35of class and of color shall be unknown to the law, and equal and impartial advantages be secured to all in the most judicious manner.

Hoping that the time for this advanced step in educational legislation is near at hand, I am, very respectfully, your obedient servant, A. E. Newton, Superintendent of Colored Schools. To the Board of Trustees Of Colored Schools for Washington and Georgetown, D. C.

APPENDIX B. Payments Made by City of Washington. Mayor's Office City Hall., Washington, D. C., December 19, 1870.

Sir: I have honor to transmit herewith, in compliance with request contained in your letter of the 13th instant, a statement of payments made to Trustees of Colored Schools by the city of Washington. Very respectfully, M. G. EMERY, Mayor. WILLIAM SYPHAX, Esq., Treasurer Colored Schools.

Statement of payments made to Trustees of Colored Schools by the corporate authorities of Washington City. Date To whom paid. No. of Amount. warrant. July 16 1864 Daniel Breed 238 $700 00 Feb. 16, 1865 Daniel Breed 109 700 00 May 15, 1865 Daniel Breed 148 744 70 Oct. 10, 1865 J. McC. Perkins 1 7,789 63 Jan. 31, 1867 S. J. Bowen 106 9,159 39 Jan. 4, 1868 S. J. Bowen 1242 15,000 00 Jan. 4, 1868 S. J. Bowen 1243 21, 59 54 Jan 4, 1868 S. J. Bowen 1244 6,000 00 Jan 11, 1868 S. J. Bowen 1629 4,743 48 Dec. 2, 1868 Alfred Jones 590 3,000 00 Dec. 5, 1868 Alfred Jones 612 4,020 89 Dec. 12, 1868 Alfred Jones 665 4,020 89 Jan. 6, 1869 Alfred Jones 1019 7,712 12 Jan. 26, 1869 Alfred Jones 1366 5,871 50 Mar. 12, 1869 Alfred Jones 1759 2,073 44 April 17, 1869 Alfred Jones 1981 130 00 April 30, 1869 Alfred Jones 2124 11,855 00 June 26, 1869 Alfred Jones Bonds. 14,550 00 Oct. 29, 1869 Alfred Jones 495 3,635 85 Nov. 9, 1869 Alfred Jones 517 1,157 53 0035 36 Statement of payments —continued. Date. To whom paid. No. of Amount. warrant. Dec. 2, 1869 Alfred Jones.. 848 $10,000 00 Dec. 16, 1869 Alfred Jones.. 951 8,763 00 Dec. 24, 1869 Alfred Jones.. 1023 4,000 00 Jan. 3, 1870 Alfred Jones.. 1166 10,000 00 Jan. 31, 1870 Alfred Jones.. 1381 5,000 00 Feb. 28, 1870 Alfred Jones.. 1644 5,000 00 April 2, 1870 Alfred Jones 1924 6,000 00 May 3, 1870 Alfred Jones.. 2162 5,000 00 Sept. 27, 1870 William Syphax 2212 15,000 00 Nov. 1, 1870 William Syphax 3318 4,000 00 Nov. 18, 1870 William Syphax 3727 29,050 00 Nov. 18, 1870 William Syphax 3728 8,746 81 Dec. 3, 1870 William Syphax 4525 10,857 31 Dec. 3, 1870 William Syphax 4527,4528 866 91 Total 246,908 13 Henry M. Whittlesey, Comptroller.

December 19, 1870.

APPENDIX C. Payments Made by City of Georgetown. Total payment made to Trustees of Schools for colored children by the Corporation of Georgetown, D. C. 1865, April 26 $138 73 1865, May 1 1,000 00 1865, September 15 468 94 1866, November 2 1,372 04 1867, July 13. 911 99 1868, April 1 929 67 1868, November 11.. 809 78 1869, April 22 1,578 49 1869, July 29. 429 50 1869, November 1 176 75 1870, January 28... 1,083 03 1870, September 15. 1,885 67 ————- 10,784 59 ========= I do hereby certify that the above statement is correct. Wm. LAIRD, Clerk. Approved December 16, 1870. H. M. SWEENY, Mayor.

APPENDIX G. 0036 37LETTER FROM THE MAYOR OF GEORGETOWN. MAYOR's OFFICE, GEORGETOWN, D. C., December 30, 1870. SIR: Your favor of the 28th instant is received and contents noted, and in reply I have to state that I can only give you the assurance that the corporate authorities of Georgetown, District of Columbia, have complied strictly with all acts of Congress in reference to White and Colored Public Schools of this city since their establishment here.

I am, very respectfully, your obedient servant, &c., H. M. Sweeny, WILLIAM SYPHAX, Esq., Mayor. Trustee and Treasurer Colored Schools.

APPENDIX D. REPORT ON ACCOUNTS AND VOUCHERS OF THE LATE TREASURER. 1401 NEW YORK AVENUE, WASHINGTON, D. C., October 20, 1870.

GENTLEMEN: In compliance with the request contained in your communication of the 7th instant, I have carefully examined the papers placed in my hands at the office of the Bureau of Education, purporting to be the statements and vouchers submitted by the late Treasurer of the Board of Trustees of Colored Schools, covering the receipts and expenditures on account of those schools for the year ending June 30, 1870, and have the honor to submit the following report of the results:

I find the vouchers arranged in four packages, one for each quarter of the year, and each accompanied by a statement signed by the late Treasurer of the Board, purporting to give the receipts and expenditures for the respective quarters, and referring to the accompanying vouchers as duplicates of all bills paid within the periods. It is noticeable, however, that in no instance does the amount of expenditures given in the statements agree with the amount of the vouchers. The following tabulated transcript will exhibit the differences:

EXPENDITURES. As per statement. Per vouchers. Of first quarter $11,178 83 $10,771 13 Of second quarter 16,688 89 16,664 89 Of third quarter 19,722 24 17,269 47 Of fourth quarter 21,440 33 22,465 03 ————— —————- Totals 69,030 29 67,170 52 ========== ========== Amount of difference in excess of vouchers, $1,859 77.

0037 38

A discrepancy also appears between amount of balance in the treasury at the end of the year, as given by the treasurer's statement, and that shown by deducting the total expenditures (whether as stated by the treasurer or as shown by the vouchers) from the total receipts, as follows: Total receipts for the year, after deducting $3,055 50, lost by sale of bonds, and $358 60 paid February 20, 1869, nor previously accounted for $72,254 70 Deduct total expenditures as per treasurer's statement, ($69,030 29,) adding excess of expenditures of previous year, ($398 33,) 69,428 62 ————— And we have a balance unexpended of 2,826 08 —————

Or, taking the expenditure as shown by the vouchers ($67,170 52) and adding excess of previous year as above, we have a total of $67,568 85, which, deducted from total receipts, ($72,254 70,) leaves $4,685 85 as the balance in the treasury, instead of $3,184 68, as reported by the late treasurer.

An examination in detail of the vouchers accompanying these statements discloses many defects and irregularities, which seem worthy of your attention. I submit herewith a full list of the same, (see Appendix,) showing in each case: 1. the date of payment; 2. The number of the check used; 3. The person to whom paid; 4. The object of the expenditure, so far as these particulars are given; 5. By whom approved; 6. the amount; 7. A column of remarks, in which are noted the more important defects and informalities observed. By reference to this list you will see that a number of bills were paid (chiefly in the early part of the year) without the approval of trustee, except the treasurer, whose act in paying the same may doubtless be considered a virtual approved on his part.

You will also observe that a large number of vouchers were receipted by mark, (the signers being undoubtedly unable to write their names,) without any witness to the genuineness of such marks. The board appears to have adopted, about the 1st of January, a rule requiring all signatures by mark to be attested by two witnesses who can write; nevertheless numerous instances occur subsequently to that date in which not even one attestation appears. I have noted in the column of “Remarks” only those cases in which no witness is given, and they are seventy-nine in number. It will be noticed that one person, (William Schooler,) whose name often occurs and who usually signs by mark; indicating inability to write, has in three instances (October 12 and 22) apparently written his own name in full, but in different handwritings, thus showing plainly that it was written for him by other parties; yet the fact is not noted on the vouchers, much less is there anything to show the authority of other parties to sign for him. In two other instances(M. Gibson and F. Davis, October 5) the vouchers appear to have been prepared for signature by mark, but no mark appears, and of course there is no attestation. In another case (W.W. Boyce, May 14) a bill of $434 37 appears to have been paid without a proper receipt. The name of the payee, however, is indorsed upon the back, and may have been intended as an acknowledgment of payment, though not in due form. In two instances (J. R. Harrover, January 5, and W.S. Cox, June 28) the receipts are signed by other 0038 39persons than those in whose favor the bills are drawn, and there is nothing to show the authority of the signers to receive the money.

Among the vouchers of the first quarter is memorandum of interest and stamps, apparently in favor of the First National Bank of this city, but nothing to show the payment of this sum, and I have therefore omitted it from the account. Among the vouchers of the second quarter is a bill in favor of Harvey, Clark & given, for $793 75, on which appears to have been credited a payment of $600, but without anything like a valid receipt. I have omitted this also from the accounts; but, if included, the amount of these bills would not make the sum of the vouchers equal that of the statement.

But the most serious defect in these vouchers is perhaps the following: Payments appear to have been made to one person (A. Pannell) on sixty-two different vouchers, at different times during the year, amounting in all to the sum of $10,253 21, for “work done” and “materials furnished,” but the vouchers contain no definite items, and in most cases no items at all, showing either the nature or amount of work done, or the kind or quantity of materials furnished, or even the locally where the service was performed. One of these vouchers (paid August 7, 1869, for $250) bears no approval of a trustee; and another (paid May 23, 1870) is made out and approved for $60, the same amount being indorsed on the back, while the receipt is given only for $50. I might add that in several instances receipts are signed in blank, upon the forms provided by the trustees, the validity of which is at least doubtful. But I will not trouble you with further details.

You ask my opinion as to whether “the accounts as filed are correct.” The figures to which I call your attention above speak for themselves. Yet it is possible that such explanation may be given as will show the substantial accuracy of the accounts. Nevertheless it is apparent that the statements and vouchers under examination have not been prepared with that exactness and attention to ordinary business rules which are desirable on the part of a custodian of public funds, nor which are necessary to enable him to render a satisfactory account of his stewardship. I doubt if these papers would pass the scrutiny of the accounting officer of any department of the Government.

You also ask “for a statement of the condition of the schools at the close of the year, as it may appear from information obtained from any of the school records.” The records put into my hands are in so incomplete a condition that to obtain any information of importance from them as to the general condition of the schools will require an amount of labor which I have not yet been able to perform. As soon as it can be accomplished, I will reply to that part of your communication. Very respectfully, your obedient servant, A.E. Newton. Messrs. William Syphax and William H. A. Wormley, Trustees of Colored School for Washington and Georgetown.

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APPENDIX E. Letter to the Mayor of Washington. Office of the Board of Trustees of Colored Schools for Washington and Georgetown, D.C., Washington, December 28, 1870.

Sir: The Board of Trustees of Colored Schools for Washington and Georgetown have been called upon by the honorable Secretary of the Interior, in pursuance of a resolution of the Senate of the United States, adopted December 8, 1870, to furnish information, among other things, as to “whether the acts of Congress, relative to funds for the support of such (colored) schools, have been complied with by the corporations of Washington and Georgetown.”

Since, from the manner in which the amount of funds required by law to be set apart for the support of colored schools is computed, it is impossible, as you are aware, for this board to have any definite knowledge on the subject of this inquiry, except as informed by the municipal authorities; and since we have some reason to believe that, through inadvertence, the full amount justly due these schools has not, in former years, in all cases, been computed or paid, we respectfully request that you will furnish us such information as will enable this board to make an intelligent and correct response to the official inquiry cited above.

It may be proper, in this connection, to specify that the particular cases in which we have reason to believe the proportionate sums legally due the colored schools were inadvertently omitted to be set apart and paid, were as follows: First, in sundry payments made to various parties in “ten-year bonds,” so called, prior to May 1, 1869, and charged to the school and school-house funds, amounting to more than $76,000; and, second, in some part of the sum of $62,000,more or less, charged up against the school fund by the First National Bank of Washington, in December, 1868, or thereabouts.

Trusting that this request will receive your early attention, I am, in behalf of the Board of Trustees, Very respectfully, your obedient servant, William Syphax, Trustee and Treasurer of Colored Schools. Hon. M.G. EMERY, Mayor of Washington.

APPENDIX H. Letter To The Mayor Of Washington. Office Of Trustees Of Colored Schools For Washington And Georgetown, D.C., Washington, October 6, 1870.

SIR: The undersigned, Treasurer of the Board of Trustees of Colored Schools for Washington and Georgetown, in behalf of said trustees, respectfully requests 0040 41the payment by the corporation of Washington of the amounts remaining due to said trustees up to the 31st day of August last, (as shown in a report submitted to your honor by the city comptroller, under date of September 3, 1870,) with interest at ten per cent. per annum from the 1st day of October instant, as provided by act of Congress of July 20, 1866.

These dues are urgently needed in order to enable the Trustees of Colored Schools to enter at once upon measures for provided school accommodations imperatively required by those whose education is intrusted to their care.

The undersigned would also beg leave respectfully to call your attention to the following provisions of law bearing upon the subject:

The act of Congress providing for the support of colored schools, approved June 25, 1864, section 18, directs as follows:

“It shall be the duty of the municipal authorities of the cities of Washington and Georgetown, in the District of Columbia, to set apart each year, from the whole fund received from all sources by such authorities, applicable under existing provisions of law to purposes of public education, such a proportionate part thereof as the number of colored children between the ages of six and seventeen years in the respective cities bears to the whole number of children thereof, for the purpose of establishing and sustaining public schools in said cities for the education of colored children; that the said portion shall be ascertained by the last-reported census of population of said cities made prior to said apportionment, and shall at all times be regulated thereby.””

The act of Congress of July 20, 1866, requires “that the money shall be considered due and payable to said trustees on the first day of October of each year, and, if not then paid over to them, interest at the rate of ten per centum on the amount unpaid may be demanded and collected from the authorities of the delinquent city by said trustees.”

And the act of the City Councils making the appropriations for school purposes for the year ending June 30, 1870, passed in pursuance of the above-recited acts of Congress, and approved November 29, 1869, after fixing the proportion to be paid for the support of the colored schools at 30.41 per cent. of the entire expenditure, specifically provides as follows:

“Sec. 3. And be it further enacted, That the Mayor be and he is hereby, directed, in disbursing from time to time the appropriation made in the first section of this act for the support of the schools of this Corporation, [ i.e., the white schools,] to set apart and pay at the same time and times a proportionate sum or sums of money to the Trustees of Colored Schools, the said proportion to correspond with the amounts appropriated in the first and second section of this act and the late decision of the Supreme Court of this District.”

In accordance with the express terms of this act, and the practice of the municipal authorities heretofore, I have to request that hereafter, whenever a warrant shall be drawn for the payment of any considerable sum in behalf of the public (white) schools of the city, a warrant shall also at the same time be drawn for a proportionate corresponding amount in favor of the Trustees of Colored Schools. Very respectfully, your obedient servant, William Syphax, Treasurer of Trustees of Colored Schools. Hon. M. G. EMERY, Mayor of Washington.

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APPENDIX K. Classification and course of Study for the Colored Schools of Washington and Georgetown, October, 1870. office of Trustees of Colored Schools for Washington and Georgetown,

Washington, D.C., October 12, 1870.

The following “classification and course of instruction” for the schools under the supervision of this board were adopted at a board meeting held October 4, 1870. Attest: WM. H. ASHBURTON WORMLEY, Secretary.

PREFACE.

WASHINGTON, D.C., October 4, 1870.

The following classification and graded course of instruction for the colored schools of Washington and Georgetown are respectfully submitted to the Board of Trustees for their adoption as a part of the rules that shall serve to guide the teachers in the prosecution of their onerous labors, and to advance the cause of popular education:

The present want of a uniform and well-defined division of labor, allotting to all teachers and schools of the same grade a course of instruction equal in character and extent, and requiring at regular and stated intervals the promotion of those pupils who shall have completed the studies of a grade, cannot but embarrass the most efficient work of all good teachers and retard the progress of the schools committed to their charge.

We are conscious that the outline submitted is not perfect; but it is hoped that its present use, in the hands of earnest and devoted teachers, will soon bring the schools to such an organized and systematic course of procedure as to necessitate a more rigid and thorough grading.

In its preparation, we have been freely and cheerfully aided by the teachers themselves, and we herein gratefully acknowledge our indebtedness to them for valuable suggestions.

The instruction in singing and drawing will be regulated and varied as special teachers in those branches may be employed.

The classification in the high school shall be made as soon as its organization will admit of it.

Appended will be found a list of reference-books for teachers, and text-books for pupils. Octavius V. Catto, Superintendent.

CLASSIFICATION.

The following classification, course of instruction, and the rules accompanying the same, shall constitute a part of the rules of the Trustees of Colored Schools for Washington and Georgetown, and shall not in any way be changed or amended, unless by the trustees, at a regular meeting subsequent to a meeting at which such changes or amendments shall have been submitted.

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The course of study shall be equal and uniform throughout all the schools, and it shall be the duty of the superintendent and principals of the several schools to enforce the same invariably.

The grading, course of study, and text-books prescribed shall be strictly adhered to, and no other studies or text-books than are herein named shall be required of the pupils.

Classification of schools. The schools under the supervision of the trustees shall be divided into three classes: primary, intermediate, and grammar schools.

There shall also be established a high school. The preparatory class in the high school shall be constituted from the most advanced pupils now in the grammar schools, and their present studies shall be continued until they are able to begin the high-school course hereinafter prescribed.

Lessons and reviews. Lessons that require study after school hours shall not be given to pupils in the primary schools.

Lessons that require more than two hours of daily study from a child of average ability shall not be required of pupils in the intermediate or grammar schools.

Each examination for promotion shall be preceded by a thorough review of the studies in the grade from which promotion is to be made; and on the last Friday in every month each class shall review, in outline, the studies of the previous month. The monthly reviews to be made without text-books.

Examinations. Private examinations in the studies of the grades from which promotion is to be made shall be held semi-annually in June and December, under such regulations as the superintendent may direct. They shall be in writing, as far as practicable, and all promotions shall be based on the standing of the pupils in these examinations.

Promotions. Promotions from the primary to the intermediate, and from the intermediate to the grammar schools, and thence to the high school, shall be made semi-annually, and not oftener, except by the written permission of the superintendent.

Promotions from one grade of a school to a higher grade of the same school shall conform to the above regulations. The promotions shall be made in January and September of each year.

Pupils may be transferred from a lower to a higher school in sufficient numbers to form a class, when, in the judgment of the trustees and superintendent, such transfer would relieve the crowded condition of a lower school, or supply a vacancy not desired in a higher school. Such pupils must be counted a part of the attendance in the school to which they have been transferred, but shall pursue regularly the grade of studies belonging to the school from which they came.

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COURSE OF STUDIES. PRIMARY SCHOOLS. Sixth Grade.

Alphabet, reading, and spelling familiar words from the blackboard and charts; the same words to be spelled from dictation.

Printing on slates, and instruction on holding and using the pencil.

Exercises on the elementary sounds of letters, to train the organs of speech and hearing.

Arithmetic.—Counting and adding on numeral frame by ones to 100, and by twos and threes to 60. Arabic figures to 100, to be read at sight.

Oral instruction and object lessons.—Common objects to be shown, and more observable parts and properties pointed out; five senses and their organs; parts of the human body; principal colors.

Morals and manners. —Brief intervals devoted to instructions illustrated by home and school incidents.

Physical exercises and rote songs. N.B.—The exercises of this grade should not exceed fifteen minutes at one time. Fifth Grade.

Reading from charts, and No. 1 Primer begun and completed. The words read to be explained by short sentences. Care should be taken to teach the proper manner in which to hold the book and turn the leaves.

Elementary sounds continued; to be made in monosyllables containing the principal vowel sounds.

Spelling familiar words and those from the reading lesson.

Slate writing, and the names and uses of the period, interrogation mark, and hyphen.

Arithmetic.—Counting and adding with and without the frame, by threes, fours, and fives, to 100. Subtracting, with numbers below ten. Write and read, without numerating, numbers of three figures to 999. Roman numbers under L.

Oral instruction and object lessons.—Uses of domestic animals and common vehicles. Simple geometrical figures. Colors pointed out in articles at hand. Conversations on food, clothing, &c.

Morals and manners. Physical exercise and rote songs. Those of grade sixth continued.

N.B.—Not more than fifteen or twenty minutes to each exercise of this grade.

Fourth Grade. Reading in the Second Reader, begun and finished; pupils to explain their lessons to the teacher and class. 0044 45

Elementary sounds.—Charts continued and flexibility of voice cultivated, by sounding letters in words of one syllable.

Spelling from reading lessons and dictation.

Slate writing.—The simplest letters of the alphabet and neat Arabic figures. Punctuation marks continued.

Arithmetic.—Adding as before, with higher combinations to 100, and subtracting with numbers below 20. Simple, practical, and familiar questions in easy addition. Numeration and notation of numbers through six places, (100,000.) Roman numbers to C.

Oral instruction and object lessons.—Short conversations, illustrating what has been read. Rapid combinations in easy addition and subtraction. Comparison of different animals-their food, habits and mode of living compared with man's. Secondary colors, shades, forms, &c.

Morals and manners.—Gratitude, truthfulness, kindness, neatness, politeness, &c., by incidents or anecdotes.

Physical exercises and singing continued.

N.B.—Exercise not to take more than twenty or twenty-five minutes. Third Grade.

Reading in first half of Third Reading; pupils to explain what they have read. Introductory lessons to geography.

Elementary sounds.—Words given by teachers, and silent letters pointed out by pupils.

Spelling from reading lessons, and through about sixty lessons in Primary Speller. Dictation.

Slate writing.—The small letters of the alphabet, short words, and drawing simple figures of straight lines. Punctuation in reading.

Arithmetic.—Counting to 1,000 numeration through nine places, and reading and writing numbers to 100,000. Multiplication table to 6 times 12. Roman numbers and their combinations to 200. Short examples in addition and substraction, on the slate and mentally. Primary arithmetic begun.

Oral instruction and object lessons.—Conversations on reading lessons. Rapid combinations in addition and subtraction. Lines, angles, trades, tools, materials of building, common plants, colors, and qualities. To be explained and illustrated by blackboard, charts, or specimens.

Morals and manners.—As in previous grade.

Physical exercises and singing continued. Second Grade.

Reading.—Third Reader completed. Pupils to explain lessons in their own language. Introductory lessons in geography continued.

Elementary sounds.—Their names and application to false pronunciation.

Spelling.—Oral and written. From reading lessons and Primary Speller. The meaning of the words to be given in short sentences.

Writing on slates.—The capital letters of the simplest forms. Short words to be written and simple figures to be drawn.

Writing in books.—From the charts and easy letters of the alphabet. Pupils to learn to write their names and ages. 0045 46 Arithmetic.—Add and subtract, with practical examples. Multiplication with one-figure multipliers. Multiplication table to 12 times 12. Federal money and the weights. Mental arithmetic as far as in practical arithmetic. Roman numbers completed.

Oral instruction and object lessons. The reading lessons. Rapid combination of numbers in addition, subtraction, and multiplication. Circles, triangles, &;amp., to be made plain by charts and blackboard. The animal, vegetable, and mineral kingdoms, illustrated by specimens, &c. Materials of cloth. Towns and cities. Definitions and primary divisions in geography.

Morals and manners.—Inculcate respectfulness to the aged and to parents, guardians, &c.; honesty, and careful and observing habits, by means of school incidents or from the teacher's reading.

Physical exercises and singing.—To be varied at the discretion of the teacher. First Grade.

Reading.—The Fourth Reader. The substance of the lessons to be given, and the punctuation and its uses explained.

Elementary sounds.—Applied to correct enunciation and pronunciation by examples from reading lessons and teachers.

Spelling.—Oral and written. From reading lessons and the spelling book.

Slate writing.—rsentences from dictation. Punctuation marks. Pupils' ages, names, and the date.

Writing in books.—The instruction to be given at least three times a week, to be confined to one or two books, and all the pupils to be required to write the same page at the same time.

Arithmetic.—Addition and subtraction reviewed. Multiplication by three figures and four figures. Common tables for time, liquids, and measures, to be illustrated. Division with divisors under twenty-five; practical examples under each, and mental arithmetic to same extent.

Oral instruction and object lessons.—Primary definitions and divisions in geography, taught from charts and outline maps, and from the globes and elementary work. Location of principal countries. Productions. Direction of the familiar and surrounding cities, rivers, &c. Continue exercise in rapid combinations of numbers.

Morals and manners.—Instructions to be given from incidents and experience, so as to assist in disciplining the school. Order and good behavior in church and public places, and impressions in honor and self-respect.

Physical exercises and singing continued.

INTERMEDIATE SCHOOLS. Fourth Grade. Reading in No.4 Reader. Review punctuation, Roman numbers, and elementary sounds as they occur in lessons.

Spelling.—From spelling book, selected words, and dictation. Definitions, to teach the meanings of words in reading lessons and from selected sentences.

Written arithmetic.—Through the simple rules and the United States money, 0046 47with practical examples. Mental arithmetic. Analysis of examples and quick calculations as far as in written arithmetic. The common tables reviewed.

Writing in books continued. Instruction, as in previous grade, with No.4, if considered desirable.

Geography.—Primary geography through outlines. Size, motions of the earth, &c., to be illustrated by globe, maps, and blackboard.

Oral instruction and object lessons.—Classification of animals. Trees, weights, and measures, hills, mountains, roads, toll-gates, minerals, metals, and such subjects as may be suggested in geography or reading.

Morals and manners.—Duties of God, parents, fellow-pupils, and the common law; to be illustrated by examples. Habits of economy and the proper use of money.

Physical exercises and singing. Third Grade.

Reading in Intermediate Reader. Exercises of previous grade continued.

Spelling and defining.—From reading lessons, spelling book, and dictation in writing sentences.

Written arithmetic.—Work of grade fourth reviewed, and the simple operations in common fractions. Tables of weights and measures reviewed and applied.

Mental arithmetic —Analyze and rapidly calculate as far as in written arithmetic.

Geography.—Outline and descriptive geography of hemispheres; North America, United States, and the West Indies. Definitions: latitude and longitude.

Writing in books continued. Nos. 4 and 5.

Oral instructions and object lessons.—To be directed toward qualities and properties of land and water, animals, vegetables, flowers, and the different kinds of matter, &c.

Morals and manners.—Instructions to suit the needs and understanding of the pupils.

Physical exercises and singing.—Continued and varied at the discretion of the teacher.

Second Grade. Reading in the Intermediate Reader, with particular attention to fluent utterance, distinct articulation, and proper intonation, in addition to previous exercises.

Spelling.—Oral and written. The Speller nearly completed. Lessons read by the class before given for study. Defining as in third grade.

Written arithmetic.—Common fractions completed and reviewed. Applications to easy examples. Accuracy and rapidity in review.

Mental arithmetic.—Continued and reviewed over the preceding grades.

Geography.—Descriptions of States and Territories; the United States more in detail. Rudiments of map drawing. Book reviewed.

Writing in books continued, with an additional number. Particular attention to analysis of letters.

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Oral instruction and object lessons.—Writing short letters on the slates, positions of dates, names, &c. National flags. Different classes of sea-going vessels, their purposes, &c Axis, poles, zones, &c., of the earth, shown by illustration or specimens.

Morals and manners.—Examples and precepts from biography.

Physical exercises and singing continued.

FIRST GRADE. Reading.—Fifth Reader. Attention should be given especially to articulation, accent, emphasis, and inflection. They should be illustrated by selected sentences and the lessons before the class.

Spelling.—The Speller completed. Proper names and abbreviations in ordinary use. Definitions from spelling and reading lessons.

Written arithmetic to the end of decimals, and their application with those of common fractions to practical questions. Mental arithmetic to be carried along in connection with written arithmetic. The same topics taught in both at the same recitation.

Geography.—In addition to a review of the previous grade, South America, Europe, and the drawing of maps from memory to be continued; the attention of the pupils being directed to a more detailed view of the productions, government, and local description of the countries named.

English Grammar.—To be taught without the text-book; oral instructions being given on distinguishing the different parts of speech, using capitals, correcting flagrant errors, and short sentence-making. The outline and first principles of the science should be so presented that the pupils may enter intelligently and with some degree of preparation the text-book in the next grade.

Writing in books.—To be continued, with the same instruction as in second grade.

Oral instructions and object lessons.—Writing short letters on paper should be taught, with a view of teaching neatness and the proper place for beginning and signing. Bill-making and receipt-writing, not oftener than once a week. Sowing, planting, and harvesting. Rain, hail, thunder, &c., explained. The manufacture of common articles, &c., to be made plain by use of blackboard or specimens. Simple lessons in drawing.

Morals and manners.—To be continued by amplifying and applying such hints or suggestions as may attach to these subjects in the newspapers of the city, or in church, Sabbath school, or other meetings.

Vocal and physical culture to be carried on at suitable seasons by the teachers.

Grammar Schools. Fourth Grade. Reading.—The Fifth Reader, with the same instruction as in former grade.

Spelling.—The Speller, with the definitions from page 109 to 130. The class should be required to write sentences and passages containing words of the same sound, but different orthography, daily.

Written arithmetic.—Through denominate numbers, with practical applications.

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Review decimals. Mental arithmetic continued through the grade, to acquirereadiness and promptness in calculation and facility in analysis.

Geography.—The class questioned on the subjects gone over in the previous grade, and in addition take the local and descriptive geography of Asia, Africa, and Oceanica. Map-drawing to be continued.

English Grammar.—The text-book to be put into the hands of the pupils. Analysis, parsing, and construction of simple sentences. Particular attention given to the modifications, of nouns, pronouns, verbs, adjectives, and adverbs. False syntax under the principal rules. Compositions on simple subjects, alternating with letter-writing.

Writing in books.—An additional number or two may be allowed. Ease, neatness, freedom, and rapidity should be looked to.

Oral instruction and object lessons.—Partly provided in composition. Declamations and recitations should be introduced as a regular exercise at least once in two weeks, the teachers appointing the pupils who are to take turns in the proceedings. Object lessons as in the previous grade. Early discoveries in the New World.

Morals and Manners continued.

Vocal and physical exercises as in the former grade.

THIRD GRADE. Reading.—The Fifth Reader reviewed, and the more difficult lessons particularly studied, to secure expression and a natural style adapted to the thought and character of the pieces.

Spelling.—The Speller reviewed, by giving out from ten to fifteen pages, from which difficult words will be given, oral and written. The class should be required to write from dictation the exercises in which the difficult words are italicised in the Speller.

Written arithmetic.—Percentage, interest, and profit and loss. Mental arithmetic in the same subjects. Rapidity, analysis, and a thorough understanding of the principles to be secured.

English Grammar.—Continued as in the fourth grade, with analysis, parsing, and construction of compound and complex sentences. The first lessons to be finished in this grade.

Compositions, declamations, and recitations to be continued.

Oral instruction and object lessons continued. The colonial settlements and the French and Indian wars.

Writing in books, with an additional number. Morals and manners. To be conducted as the occasion and advancement of the pupils require.

Geography.—A general review of the whole subject thus far studied, a special effort being made to secure an outline knowledge of the countries, natural divisions, productions, and employments of the people.

Second Grade. Reading.—The Sixth Reader, should the proficiency of the pupils warrant it. The examples in the introduction should be frequently practiced, and the different 0049 50classes of pieces requiring different styles of reading should be brought before the class.

Spelling.—Continued through this grade, with the analysis and construction of words according to the rules of spelling, which ought to be reviewed and so completely mastered as to be readily given and applied to examples. Instructions should be given in the force of suffixes and prefixes.

Written arithmetic.—Review by practical examples the subjects of the last grade, and add proportion and involution. The book to be thoroughly mastered to the extraction of the roots. Mental arithmetic of previous grade.

English Grammar.—The larger work to be begun. Orthography and etymology thoroughly gone over more in detail. Sentence-making, parsing, and analysis.

Compositions.—Letters, orders, bills of purchase, notes, drafts, invitations, &c.

Geography.—The United States: climate, physical features, and sectional productions. About twenty-five of the chief cities in the different sections of the country should be learned; their location, commercial and manufacturing advantages, &c. Outline maps of the States drawn from memory.

Declamations and recitations to be continued at least once in two weeks.

The United States History read. The colonial settlements and the French and Indian wars, with the most important early discoveries, to be reviewed, and the Revolutionary war added.

Oral instruction and object lessons.—The solar system. Historical sketches and eminent men. The Declaration of Independence. The different kinds of governments explained. The mechanical powers and forces of nature, &c.

Morals and manners.

Vocal and physical culture to be continued.

First Grade. Reading.—The Sixth Reader continued, with a continuation of the training in the second grade.

Spelling.—To be a part of the other studies. Attention to all the difficult and unusual words which may be met in them, educating the eye to serve as a guide in spelling. At least twice a week there should be writing in dictation exercises, with passages containing difficult words.

Written arithmetic.—The roots and a thorough review to mensuration, the chief aim being to secure readiness and familiarity with the principles in interest, banking, discount, insurance, percentage, profit and loss, and proportion. Mental arithmetic of similar subjects.

English grammar.—Syntactical parsing, analysis, and the correction of false syntax. The rules of syntax to be learned and applied in parsing. Selections may be made from Reader and other source for exercise and instruction. The use of correct language in recitations should receive special attention.

Composition.—Selected subjects. Correspondence, declamations, and recitations.

Geography.—An outline review of the subject to be kept up through the grade, with a few of the chief cities of European countries. Ever systems and mountains of the United States and Europe. The lessons to be selected anywhere in 0050 51the text-book, with the purpose of giving general information on the leading countries of the New and the Old World. Political geography and map-drawing.

History of the United States.—From the close of the Revolution. Particular attention to the principal wars, administrations, and acts of Congress at critical periods.

Oral instruction and object lessons.—In the outlines of physiology; circulation, respiration, digestion, &c. Natural phenomena. Illustrious characters. Historic, literary, or scientific incidents.

Morals and manners.

Vocal and physical culture.

Algebra.—Begun and continued to simple equations.

SCHEDULE OF STUDIES FOR THE HIGH SCHOOL.

Mathematics.—Higher arithmetic, algebra, mensuration, geometry, trigonometry, and astronomy.

Language.—grammar, composition, elocution, rhetoric, and English literature.

History.—united States, English, and general history.

Science.—natural philosophy, chemistry, botany, moral and mental philsophy, physical geography.

Other Branches.—drawing, penmanship, and book-keeping, with such instruction in the ancient or modern languages as the Trustees may direct.

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LIST OF TEXT-BOOKS FOR THE SEVERAL GRADES. PRIMARY SCOOLS.

Sixth Grade.— No Books. Cards, charts, (arithmetical, color, and phonic,) and numeral frame.

Fifth Grade.—Hillard's Primer, or No. 1 Reader, and the charts, &c., of sixth grade.

Fourth Grade.—Hillard's Reader No. 2, charts, tables, &c.

Third Grade.—Hillard's No. 3 Reader, Worcester's Primary Speller, Guyot's Introduction to Geography, Davies's Primary Arithmetic, cards, charts, tables, &c.

Second Grade —Hillard's No. 3 Reader, Worcester's Primary Speller, Davies' Primary Arithmetic, Guyot's Introduction to Geography, First Spencerian writing-book, charts, &c.

First Grade.—Hillard's No. 4 Reader, Worcester's Pronouncing Speller, Davies' Elements of Written Arithmetic, Colburn's Mental Arithmetic, (for teachers only,) Guyot's Elementary Geography, Spencerian copy-books Nos. 2 and 3, tables, charts, &c.

INTERMEDIATE SCHOOLS.

Fourth Grade.—Hillard's No. 4 Reader, Worcester's Pronouncing Speller, Davies' Elements of Written Arithmetic, Colburn's Mental Arithmetic, Guyot's Elementary Geography, Spencerian copy-books Nos. 3 and 4, tables, &c.

Third Grade.—Hillard's Intermediate Reader, Worcester's Pronouncing Speller, Guyot's Intermediate Geography, Davies' Elements of Written Arithmetic, Colburn's Mental Arithmetic, Spencerian copy-books Nos. 4 and 5, charts, tables, &c.

Second Grade.—Hillard's Intermediate Reader, Worcester's Pronouncing Speller, Guyot's Intermediate Geography, Davies' Elements of Written Arithmetic, Colburn's Mental Arithmetic, Spencerian copy-books, tables, charts, &c.

First Grade.—Hillard's Fifth Reader, Worcester's Pronouncing Speller, Guyot's Common School Geography, Colburn's Mental Arithmetic, Davies' Practical Arithmetic, Kerl's First Lessons in English Grammar, (for teachers only,) Spencerian copy-books, charts, maps, &c.

GRAMMAR SCHOOLS.

Fourth Grade.—Hillard's Fifth Reader, Worcester's Comprehensive Speller, Guyot's Common School Geography, Colburn's Mental Arithmetic, Davies' Practical Arithmetic, Kerl's First Lesson in English Grammar, Anderson's Common School History of the United States, (for teachers' use,) Spencerian copy-books.

Third Grade.—Hillard's Fifth Reader, Worcester's Comprehensive Speller, Guyot's Common School Geography, Davies' Practical Arithmetic, Colburn's 0052 53Mental Arithmetic, Kerl's First Lessons in English Grammer, Anderson's United States History, (for teachers' use,) Spencerian copy-books.

Second Grade.—Hillard's Sixth Reader, Worcester's Comprehensive Speller, Guyot's Common School Geography, Davies' Practical Arithmetic, Colburn's Mental Arithmetic, Anderson's United States History, Kerl's Common School Grammar, Spencerian copy-books.

First Grade.—Hillard's Sixth Reader, Worcester's Comprehensive Speller, Guyot's Common School Geography, Davies' Practical Arithmetic, Colburn's Mental Arithmetic, Anderson's United States History, Kerl's Common-School Grammar, Cutter's First Lessons in Anatomy, (for teachers,) Davies' Algebra, Spencerian copy-books, business forms, &c.

The following books of reference are respectfully suggested to the teachers; they will be found of great assistance in the performance of their studies: Page's Theory and Practice of Teaching, Wickersham's School Economy, Welch's Object Lessons, Sheldon's Object Lessons, Northend's Teacher and Parent, Youmans' Household Science, Wells' Science of Common Things, Reason Why, Guyot's Geographical Teaching, (Chas. Scribner & Co., New York,) Revised Course of Instruction of Chicago Schools, (1869.)

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COLORED SCHOOLS OF WASHINGTON AND GEORGETOWN. William Syphax, ) Charles King, ) Trustees. Wm.H.A. Wormley,) A.E. Newton, Superintendent. Office: Stevens School Building, Twenty-First street west, between, K and LIST OF TEACHERS. High School. Basement of Church, Fifteenth street, between I and K northwest. Eemma J. Hutchins. First District. M street north, near Seventeenth. Room. Room. No. 1. Mary C. Bozemon, Principal. No. 5. Martha C. Hart. No. 2. Annie P. Spencer. No. 6. Cleo. A. Jones. No. 3. Chanie A. Patterson. No. 7. Euretta Bozemon. No. 4. Carrie Lewis. No. 8. Abby S. Simmons. Stevens School Building, Twenty-First street west, near K. Room. Room. No. 1. Annie E. Washington, Principal. No. 7. Lucy A. Barbour. No. 2. Charlotte M. Echols. No. 8. Mary V. Datcher. No. 3. Amelia Holmes. No. 9. Laura V. Fisher. No. 4. Genevieve I. Fleet. No. 10. Mary L. Colder. No. 5. Carrie E. Browne. No. 11. Emma V. Dyson. No. 6. Adeline T. Howard. No. 12. Annie Crusor. N.E. Friends' Mission, Thirteenth street, corner of S north. Room. Room. No. 1. Hannah S. Macomber, Principal. No. 2. Lizzie P. Nichols. No. 1. Mary E. Jenkins. No. 3. Jessie Girdwood. No. 1. Abby S. Phillips. No. 4. Sarah H. Pierce. 0054 55Carall Hall, C street, near Twelfth. Room. Room. No. 1. Mary F. Kiger. No. 2. Frances Martin. Second District. O Street School, between Fourth and Fifth streets west. Room. Room. No. 1. Mary H. Anderson, Principal. No. 5. Annie L. Foote. No. 2. Rilla Carrington. No. 6. Mary C. Kelly. No. 3. Sarah M. Jones. No. 7. Selina Shadd. No. 4. Maria A Dorster. No. 8. Mary E. Garrett. Wisewell Barracks, corner O and Seventh streets. Room. No. 1. Julia A. Hawkins. No. 2. Mary A.C. Coakley. Third District. Capitol Hill School, corner C and Second streets southeast. Room. Room. No. 1. Emma V. Brown, Principal. No. 3. Christiana Nichols. No. 2. Mary E. Fayerweather. No. 4. Lucy E. Moten. Third street east, between B and C streets southeast. Amelia W. Tilghman. Lincoln Chapel School, corner Twelfth and D streets northeast. Room. Room. No. 1. Grace A. Dyson. No. 3 Robena Elkins. No. 2. M.A. Bailey. Fourth District. Island School, corner 9th and E streets southwest. Room. Room. No. 1. Martha B. Briggs, Principal. No. 5. Mary J. Divoll. No. 2. Sarah J. Fleetwood. No. 6. Mary E. Reed. No. 3. Fannie E. Shippen. No. 7. Mary E. G. Brooks. No. 4. Louie A. Smith. No. 8. Anna M. Wormley, E street, between Ninth and Tenth streets southwest. Annie Holmes. Delaware Avenue School, corner Delaware avenue and H street southwest. Room. Room. No. 1. Eliza G. Randall, Principal. No. 4. Helen A. Simmons. No. 2. Anna V. Thompkins. No. 5. Harriet A. Saunders. No. 3. Helen M. Johnston. 0055 56G street south, between Third and Four-and-a-Half west. Eliza J. Brooks. First street west, near N south. Jane E. Clark. Fifth District. Chamberlain School, East Street, Georgetown. Room. Room. No. 1. Sarah L.Daffin, Principal. No. 6. Anna P. Bell. No. 2. A. E. Vanderhoop. No. 7. Marcellina Wood. No. 4. Sarah Flagler. No. 8. Martha G. Simms. No. 5. Laura H. Iredelle. Miss L. M. Arnold, Teacher of Music.