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The following Regulations of the Girls' High and Normal School, are taken from the “Rules of the School Committee and Regulations of the Public Schools of Boston for 1861."


SECTION 1. This school is situated in Mason Street. It was instituted in 1852, with the design of furnishing to those pupils who have passed through the usual course of studies at the Grammar Schools for girls, and at other girls' schools in this city, an opportunity for a higher and more extended education, and also to fit such of them as desire to become teachers. The following are the regulations of this school, in addition to those common to all the schools.

Seot. 2. The instructors shall be, a master, and as many assistants as may be found expedient; but the whole number of assistants shall not exceed the ratio of one for every thirty pupils.

Sect. 3. The examination of candidates for admission to the schools, shall tako place annually, on the Wednesday and Thursday next succeeding the day of the annual exhibition of the Grammar Schools in July.

Sect. 4. Candidates for admission must be over fifteen, and not more than nineteen years of age. They must present certificates of recommendation from the teachers whose schools they last attended, and must pass a satisfactory examination in the following branches, viz.: Spelling, Reading, Writing, Arithmetic, English Grammar, Geography, and History.

Sect. 5. The examination shall be conducted by the instructors of the school, both orally and from written questions previously prepared by them, and approved by the Committee of the school. It shall be the duty of the said Committee to be present and to assist at the examination, and the admission of candidates shall be subject to their approval.

Secr. 6. The course of studies and instruction in this school shall be as follows:

Junior Class. Reading, Spelling, and Writing continued. Arithmetic, Geography, and Grammar reviewed. Physical Geography, Natural Philosophy, Analysis of Language and Structure of Sentences. Synonymes. Rhetoric. Exercises in English Composition. History. Latin, begun. Exercises in Drawing and in Vocal Music.

Middle Class. Natural Philosophy, continued. English Literature. Algebra. Moral Philosophy. Latin, continued. French, begun, (instruction given by a native French teacher.) Rhetoric, with exercises in Composition, continued. Physiology, with Lectures. General History. Exercises in Drawing and in Vocal Music. Reading standard English works, with exercises in Criticism.

Senior Class. Latin and French, continued. Geometry. General History. Intellectual Philosophy. Astronomy: Chemistry, with Lectures. Exercises in Composition. Exercises in Drawing and in Vocal Music. Exercises in Criticism, comprising a careful examination of works of the best English authors. Instruction in the Theory and Practice of Teaching. Such instruction in Music shall be given to all the pupils as may qualify them to teach Vocal Music in our Public Schools.

Sect. 7. The sessions of the school shall begin at 9 o'clock, A. M., and close at 2 o'clock, P. M., except on Wednesday and Saturday, when the school shall closo at 1 o'clock.

Sect. 8. The plan of study shall be arranged for three years. Pupils who have attended for that period, and who have completed the course in a manner satisfactory to the teachers and the Committee on the school, shall be entitled to receive a diploma or certificate to that effect, on leaving school.

Compiled from Report of School Commissioner (Anson Smyth,) August 31, 1862.

1. Out of 928,890 youth between five and twenty-one years of age, 723,669 were enrolled in the Common Schools, in the year ending August 31, 1862. Of this number (723,669) 348,147, were females.

2. Of the 21,390 teachers employed in the Common Schools during the year, 10,931 were females....

3. In twenty-three incorporated institutions, styled Colleges and Seminaries, (all designed to give to females an education superior to that given in the Academies and High Schools for boys, and several claiming to give an appropriate and equivalent instruction to that given in colleges for male youth,) there were 1,636 pupils in the regular courses, which extended through four, and in two institutions to five years, besides 1,169 in partial and preparatory courses. These institutions have large buildings, many possess extensive grounds, and some are well equipped with the best apparatus of instruction, and the best facilities of residence. These grounds and buildings cost $876,000, approximating closely to the value of the colleges for males, which are returned at $932,000. Of these institutions, for female pupils, we give the tabulated statements of the Commissioner.

Of the organization, studies, and discipline, including the residence and domestic training of the pupils, of the Female College at College Hill, the Western Female Seminary at Oxford, and the Female Department of Oberlin College, as types of the studies and aims of female education in one of the largest and most advanced communities of the country, we hope to give a detailed account hereafter. These institutions for female education have marked peculiarities which distinguish them from seminaries having the same general aims in the Eastern States and in Europe.

4. These statistics of female education do not include a large number of private institutions of different grades, academic, and otherwise, of which, several numerously attended, are under the auspices of the Catholic Church.




When opened.

Years occupied in regular Seminary Course.

Pupils pursuing regular course of studies.

In partial or prepara

tory course.

Graduates in 1862.

Total number of grad


Number of teachers.

Value of buildings,

sites, etc.

Endowments, exclusive of buildings, etc.

Volumes in libraries

Value of apparatus.

Annual expense, ex. clusive of "extras."

Date or next com

Date of next com


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Putnam Ladies' Seminario


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Steubenville Female Seminary,........ Steubenville, ..... 1829

443 12 $25,000

4,000 $3,000 $175 March 27 Granville Female College, ............ Granville, .. 1832


300 101 20,000 | 2,000 800 150 June 24 Springfield Female College, ..


53 68 4 15,000


... June 26 Putnam Ladies' Seminary,............ Putnam, ..



170 5 25,000 $10,000 1,000 1,000 175 July 9 Female Department of College,........ Oberlin, ......... 1835

226 28 311 | 12).

2,000 1,000 ..... Aug. 25 Wesleyan Female College,............ Cincinnati,....... 1842

115 65,000

3,000 600 ..... June 18
Cooper Female Seminary,...."
Dayton, ......... 1845

20 : 815


500 200 160 Sept. 5 Hillsboro Female College, .......... Hillsboro, ....... 1847

61 40,000


.... Aug. 31 Ohio Female College, ........ College Hill,...... 1849

140 1201 80,000

3,000 1 200 June 11 Oxford Female Institute,.....


1401 10,000

300 500 160 June 18 Cincinnati Female Seminary

1850 4

11) 30,000

3,000 5,000 ..... June 20 Xenia Female College, .......


300 500132 June 25 Springfield Female Seminary,......... Springfield, .. 1852


9 25,000

. 800 500 150 June 24 Ohio Wesleyan Female College, ....... Delaware, ....



500 ..... July 23 Oxford Female College, .... .... Oxford, ......... 1854

50 16

81 100,000

1,000 1,000 175 June 24 Cleveland Female Seminary,. ......... Cleveland, ...... 1854


40,000 1600 1,500 200 June 18 Mount Vernon Female Seminary,...... Mount Vernon, ...



........... June 24
Mansfield Female Seminary



500 300 160 June 24
Glendale Female College, .....
..... Glendale, ........


42,000........ 1,500 800 200 June 18 Mount Auburn Young Ladies' Institute, Mount Auburn,...


75,0001.... ... 1,500 | 1,200 300 June 20 Western Female Seminary,........... Oxford,......... 1855 101

90,000 20,000 679

100 July 9 Union Female Seminary,.....

....Xenia,........ 4 - 40


160 June 24 Lake Erie Female Seminary,... ..... Painesville, ...... 1859 3 54



90 July 16 1.... 1,736 1,169 | 191 2,652 / 208 876,000 30,000 27,429 17,900

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The experience of every country where the schools, public, parochial, or private, have attained any high degree of excellence, and the teachers are respected for their personal and professional worth, has demonstrated that early and continued success in the work of instruction, and in the management of educational institutions generally, demands not only certain qualities of mind and character, and an amount and kind of scholarship equal at least to the standard aimed at in the schools, but special preparation in knowledge and methods, and continued efforts at self and professional improvement to obviate the inevitable tendencies of an isolated and monotonous occupation. To secure this preliminary training, and progressive improvement in individual teachers, to exclude from the profession unworthy and incompetent members, to give opportunities of a generous genial culture as the basis of all special studies, and the source of a powerful unconscious tuition in manner, character, and daily life, to protect all who follow the business of teaching from pecuniary anxiety, and increase their means of personal happiness and social influence, various institutions, agencies, and measures, legal and voluntary, have been resorted to, at different times, and in different countries. We here briefly enumerate some of these Institutions and Agencies, which will be more particularly described elsewhere.

I. Religious Communities, or Associations of persons, who, having served a severe and prolonged novitiate, or preparatory course to test their vocation, devote themselves for life, and without pecuniary fee, or worldly reward, to the business of instruction. Such were the Benedictines, the Hieronymians, or Brethren of the Common Life, the Oratorians, the Brothers and Sisters of St. Francis of Paola, and other religious orders which have done their work, and given way to the Jesuits, the Ursulines, the Brethren of the Chris. tian Schools, (Institut des Frères des Ecoles Chrétiennes,) and other teaching communities, whose schools are found in every country where the Catholic Church is established. The Mother House of

each of these orders, where the novitiate is served, is, strictly speaking, a Normal School, having its norma, or rule or pattern of professional life and practice. It is at the same time the home, where help, and rest and health are sought by its members in need, exhaustion, and old age. Several of these Houses preceded the establishment of Teachers' Seminaries which are the creation of the State.

II. Institutions, supported or aided by the government for the purpose of training teachers for the schools which the State has undertaken to establish to protect itself from the ignorance of any portion of its people, or to add to its resources of strength and production the cultivated intellect and restrained passions of all its citizens. These institutions are called by different names, and are organized and managed on different plans in different countries, but in all, their aims and functions are special, viz., to give to young men and women, found qualified in age, character, and scholastic attainments, a practical knowledge of the labors and duties of the schoolroom. In most of the German states, where they first received governmental recognition, they are called Teachers' Seminaries or Normal Schools, although the latter designation was originally applied in Austria, to a select class in certain prominent schools composed of pupils who were receiving special instruction, and at the same time were employed as assistants in the school. In England they are called Training Colleges.

III. Classes, or departments in one or more of the best schools in the chief towns, composed of scholars who have mastered the studies of the school, and show an aptness and desire to teach. These pupils receive additional and special instruction, and are employed at a small and increasing compensation, first as assistants, then as under masters, and finally as head masters. This plan of training teachers for the public schools, especially in large towns, is the main reliance of the government in Austria and Holland, and with some modifications by which the best pupil-teacher become Queen's Scholars in the Training Colleges, in England. It is an admirable preliminary test and preparation of candidates for the regular Normal School, and might profitably be made supplementary to the latter.

IV. Courses of Lectures in all Higher Seminaries of Learning on the History, Principles, and Art of Education-designed particularly for such students as propose to teach or may be called on to organize and administer schools. Such lectures are delivered in many universities of Germany, and theological students are required to attend as a necessary preparation for the right performance of the

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