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information concerning particular schools, cxxxix; teachers' institutes, etc., cal;
schools, clv; measures for improving secondary instruction, clvi; overwork in
betracts of the official reports of the sehool officers of States, Territories, and cities,
with other inirmation
Educational agacetations and conventions
II. School statistics of cities containing 7,500 inhabitants and over
V. Statistics of kindergärten ...,
X. Statistics of schools of science...
professional schools, and by schools for the superior instruetion of women.
€37 650 654
670 691 783 788
XX. Statistics of schools and asylums for feeblo-minded children.
XXL Statistics of educational benefactions..... INDEX
798 800 839
DEPARTMENT OF THE INTERIOR,
BUREAU OF EDUCATION,
Washington, D. C., June 30, 1885. SIR-I have the honor to submit my fifteenth Annual Report, for the year ending June 30, 1885.
In all the work of this Office it, has been my endeavor to regard with the utmost care the spirit and letter of the law providing for its operations."
The appropriations for the Office have never been sufficient to enable it to do all the work legitimately required of it within the law. For the year covered by this Report the items of the appropriation were as follows: Salaries...
$44, 022 60 Library...
500 00 Current educational periodicals
250 00 Other current publications.
225 00 Completing valuable sets
200 00 Collecting statistics.
2, 200 00 Distributing documents
49, 397 60
The Office may very properly be described as an agency for collecting and disseminating information on the subject of education.
The collected information forms already a professional library of great value. This library, its collection, preservation, and cataloguing, have been objects of my constant care during my sixteen years in this Office. Not a hundred volumes belonged to the library when I assumed direction. Now there are 17,500 volumes and 45,000 pamphlets.
There was no official pedagogical library for a model by which to shape my efforts. But the plan which I adopted for the general work of the Office was applied to the collection of this library. Keeping in mind sound pedagogical principles
First, I sought to answer as far as possible the reasonable demands made for information.
Second, I did not seek to communicate my own opinions, but facts and the opinions of others, and to treat all subjects by historical and comparative methods.
1 According to the Revised Statutes of the United States, the purpose and duties of this Ofice shall be "to collect statistics and facts showing the condition and progress of education in the several States and Territories, and to diffuse such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise prcmote the cause of education throughout the country."
Again, it provides that "the Commissioner of Education shall present annually to Congress a report embodying the results of his investigations and labors, together with a statement of such facts and recommendations as will, in his judgment, subserve the purpose for which the Office is established."
In this way all data naturally had a habitation and a name, and the organization ou the information became geographical instead of purely logical. Demands came for facts about education as conducted at places. Persons reported education at places. Its history was always located. Necessarily the Annual Reports were made on a geographical basis. All the information, whether about a system or an institution, appeared in connection with its place, whether in descriptive text or statistical tables. The same principles substantially determined the arrangement of the library, the logical element, however, being allowed to come in wherever it could facilitate the work to be done.
The intelligent conduct of the work of the Office, as required by the law for its establishment, demanded, it seemed to me, that there should be at hand all current publications on education. These werc, First, reports of systems, State and city, and of institutions of education,-catalogues, announcements, etc. Second, educational periodicals. Third, treatises on educational topics,--pedagogical works. Fourth, dictionaries and encyclopedias and other books of reference in different languages.
Beyond these printed materials imperatively demanded in our work, there was a great variety of other publications to which our inquiries naturally led us, and which we sought to supply as the means furnished the Office permitted. There were, therefore, Fifth, biographies and local histories, for these often supply, in this country especially, the only recorded data of the history of education. Sixth, travels often were the only source of information on education in foreign countries. Seventh, general history, although in the main its construction did not give due importance to education. Eighth, works of eminent men who had specially thought or written or spoken on the subject of education. Ninth, looking upon education as I did, as the means given man for changing his condition, I naturally sought to arrange around this agency all the tests of its results as they are to be found in reports or discussions on sanitation, insanity, charity, pauperism, crime, the improvement of labor, or the advancement of health ; a great variety of these publications are statistical, and are now made by general, State, or city governments. Tenth, general magazine and newspaper literature, which occasionally is the exclusive source of educational information. Eleventh, a great variety of ephemeral publications, often the only source of names and dates.
A special embarrassment connected with the organization of the library has arisen from the fact that we never have had suitable room for the installation of books and pamphlets. We have always had to use the rooms of the library for the general clerical purposes of the Office, and several times the removal of the Office from one building to another has necessitated a perilous carrying of the books to and fro.
It is hoped that only one more removal may be necessary, and that when the appropriate building has been erected for the Office, where the library will take its permanent place.
Every opportunity has been improved to add value to the library. The largest amount appropriated by Congress has been $1,000 a year for the purchase of books, with addi. tional small amounts to be expended for periodicals, completing sets, etc. For the last several years only $500 per annum has been appropriated for books.
The most valuable collection of books and pamphlets in the country relating to education was that made during his life-long labors with much difficulty by my eminent predecessor, Hon. Henry Barnard, LL. D., and was still in his possession. Fortunately he was prepared to sell this collection to the Office and to receive his pay in small amounts from year to year, as appropriations to the Office warranted and other demands permitted. This formed an admirable nucleus for all additions, and saved great expense and labor. Many gists have been made to the collection by those who have gratuitously aided in furnishing information used annually by the Office. These gifts have been largely reports, pamphlets, catalogues, etc. A large share of the foreign material has been obtained by exchange. Great foreign interest has been shown in the publications of the Office.