New-York tribune., 1903-01-26

was S6627, ,7os 66, or S924.991 IA more than In
1901 1t was divided as follows: High schools.
S4.445,OS3 II; academies. S2.1o2.62o 40 The totai
cost of higher education in l9o2 was so,Iuo,-
69S OF, an increase over 1901 of 81. 1.132. 433 81
Mr.. Parsons says:
1t was agreed last that exclusive a %f lees s
ask the legislature this year to appropriate more
for the maintenance of the university tnan M ors
than keep this agreement. In fact exclusive OF OF
n appropriations Te9uested by the Regents 1893
"a of ss0l 81 Notwithstanding this fact these et 81
tuition of NONRESIDENT academic students VoV Is
the former limit of 500 and also 81 200 to meet the
demands of the physicians for medical librarian
The sales of University publications rose from
S2141 40 in 1900 to S4.233 % in 1902 During
the year twenty-nine academic departments OF
union schools admitted to the University
permanent charters were granted to eleven IL
brares and 1,Oi3 physicians were examined for
license to practise medicine. The State Library.
under the care of the Regents, grew from
461, ,74O volumes to 4S269I, of which 2'4fZo
in the State Library proper o-,I)3 were
in travelling libraries of the Home Educatlon
Department and I45,S1S were duplicates The
general appropriation for the state Ls3TaTy @ dil1
Home Educa ton for 1902 was Sl22o2o OI
this sum So. .167 granted TO libraries ana
S4,1S7 for pictures, lanterns and lantern SHOES
The travelling libraries went to $40 study ciupS,
20 schools so groups of taxpayers and 70 puoiic
libraries The Library School continued pros
porous. and the State Museum was visited Oy
$4,000 people.
MI Parsons gives the following sketch of
education in New-York, showing that the Re-
gents started the movement which resulted in
establishing the State system or common
schools:
The report transmitted to the legislature by
the Regents result of their meeting III
February. 1877, contained the first Official state
rnent of the great need for common schools Ihe
act su subsequently, passed by the legislature, now
ever and other early acts did not mention COM
mon schools but provided for colleges and
academies only. in the belief. perhaps, that
thereby as President Draper. the distinguished
former Superintendent of Public Instruction mas
said elementary education would De proInoted
Indirectly and possibly, most effectual1y- In
their reports for 1893 and 1874 the regents
again urged the establishment of common
schools In 1895 their efforts were successfu!.
and the work developed rapidly that in Iofo
the eminent educator, Horace Mann, then sec
retary of the Massachusetts, Board OF haucalLoIl'
said: |'The great State of New-4ork IS carry
ing forward the work Of public education more
rapidly than any other State in the Union OF
any other country in the world
Till 1872 when the office of Superintendent
of Common Schools was created, there was no
general supervision of common schools From
1921 to 1854 the duties of this office were dis-
charged by the Secretary of State. In 1904 the
office of State Superintendent of Public IN
struction created, and since that time these
duties have devOlved on him.
New-York secondary schools Including acade-
mics placed under the Regents in 1IS4, and
academic departments of union free schools un-
der their supervision by the original Union Free
School act of 1853 form what has been pro-
nounced "the most thoroughly organized state
system of secondary education which has yet
been developed on American soil. In hlgher
education New-York, beyond all other pollt1cal
divisions has controlled through the Regents
the power of comforting degrees, and has es-
tablished the most advanced standards for ad-
mission to professional practice. In short. &C
cordng TO the late DR.. Sidney Sherwood or
Johns Hopkins, in his History of Higher Edu-
cation In the State of NewYork," published in
1900 there has been scarcely any educational
reform in the State Of which the University has
not been the promoter.