The provision made by the city and the people of New York for the education of the young is in keeping with their metropolitan character. The public and private schools are numerous, and are well supported.

The first in importance are the Public or Free Schools, which are acknowledged to be the best in the Union. The Free School system is under the control of a Board of Education, whose offices are located in a handsome brown stone building at the northwest corner of Grand and Elm streets. The Board consists of twelve Commissioners, who have the general supervision of the schools, the disbursement of the moneys appropriated for the cause of education, the purchase of sites and the erection of new buildings, the purchase and distribution of books, stationery, fuel, lights, and all supplies needed by the schools. There are also five Trustees for each ward, or 110 in all, who were, until recently, chosen by the people. Besides these, are twenty-one Inspectors of Schools, who were, until recently, appointed by the Mayor and confirmed by the people. The charter of 1870, however, changed the whole system, and gave to the Mayor the power of appointing all the officers named above, taking the control of the school system entirely out of the hands of the people. It is needless to add this was the work of the Ring, and was done to secure to them additional power and plunder.

A NEW YORK FREE SCHOOL.

There are about one hundred buildings in the city used by the public schools. About eighty-five of these are owned by the city; the others are rented. The property under the charge of the Board of Education is valued at more than $10,000,000. The annual expenditure for the support of the schools averages $3,000,000. In 1869 it was $3,136,136. Of this sum, $1,759,634, represented teachers’ salaries; $41,908, was for the support of the colored schools; and $164,717, was for the purchase of school apparatus, maps, globes, blackboards, books, etc. The teachers employed in the public schools number 2500, a large proportion being women, The average annual attendance of pupils is 225,000.

The school buildings are generally of brick, tastefully trimmed with brown stone, though some of those more recently erected are entirely of brown or Ohio stone. They are among the most handsome edifices in the city. They are generally four stories in height, with a frontage of 100 or 150 feet. All that were erected for the purpose are commodious and comfortable, though the more recent structures are the best arranged. They are provided with every convenience for teaching, and for the comfort of both teacher and pupil. Some of them cover two city lots, while others occupy as many as six of these lots. Some will accommodate as many as 2000 pupils, and these large buildings have been found to be more economical than small ones. Each is provided with several fire-proof stairways, and each is in charge of a janitor, who resides in the building. The entrances for pupils are at the sides of the building. Visitors enter through the large door in the centre.

The public schools are divided into Primary, Grammar, Evening, and Normal Schools. There are about 200 of these schools in the city, a Primary and a Grammar School often occupying the same building. Some of the Primaries are for boys or girls only, while in others both sexes are admitted. The course in the Primaries is very simple, as very young children are taught here. The pupils are divided, according to qualification, into six grades. The lowest grade receives the simplest instruction, such as conversational lessons about common objects, or “object teaching,” which is designed to form habits of accurate observation; simple instruction in regard to morals and manners; reading and spelling easy words from the blackboard or chart; counting; and simple addition by the aid of the numerical frame. From this simple, but substantial basis, the pupil is advanced as rapidly as his capabilities will permit, from grade to grade; until the first, or highest, is reached. In this the instruction embraces the four ground rules of arithmetic, geography, writing, drawing on the slate, and advanced object lessons. When the pupil is proficient in these studies, he is transferred to the Grammar School.

The Grammar School takes up the course where it is dropped by the Primary, and gives to the pupil a sound and practical “common school education.” It embraces in its various grades, such studies as English grammar, history, astronomy (in its simpler form), physical geography, composition, drawing, and book keeping, besides the simpler studies of the lower grades which were begun in the Primary School.

THE FREE COLLEGE OF NEW YORK.

Girls who are found proficient in the Grammar School course, are advanced to the Normal School, which is temporarily located at the corner of Broadway and Fourth street. Here they may enjoy the benefits of a course as thorough and extended as that afforded by the Free College.

Boys who have attended the Grammar Schools for a certain period, and are found proficient in the course taught there, are promoted to the Free College of the city of New York. This noble institution is located at the southeast corner of Lexington avenue and Twenty-third street. It is a handsome edifice of brick, stuccoed in imitation of brown stone, and was founded in 1848. The President is Horace Webster, LL.D., and the faculty includes some of the ablest men in the country. The course taught here is full and thorough, and is about the same as that of the best colleges in the land. The entire expense of the Female Normal School, and the Free College is borne by the city.

The whole public school system is free to all the children of the city, whose parents will avail themselves of it. Books, and everything needed, are furnished without charge. The pupil is put to no expense whatever, but is required to maintain habits of order and personal neatness. The cost to the city is gladly borne by the tax payers, for it saves the metropolis from an increase of the great army of ignorant and idle men and women, which are the curse of all great cities. The very poorest men or women can thus give to their children the priceless boon of knowledge, of which their youth was deprived. Profiting by the advantage thus acquired, these little ones, in after years, may rise to fame and fortune. Thus not only the metropolis but the whole country reaps the blessings of this magnificent system of free education. The poor, however, are not the only persons who secure the advantages of the free schools for their children. Many wealthy, or moderately comfortable parents send their children to these schools, because they are the best in the city.

Connected with the day schools, there are twenty-seven evening schools, with an average annual attendance of 20,000 pupils. These are designed for the instruction of those whose avocations or age prevent them from attending the day schools. Only simple studies are taught in these schools. The pupils consist of cash boys, clerks, porters, and laboring men and women. Many of them are foreigners, who come to learn the English language. The adults show as much eagerness to learn as the younger pupils. All are generally neat in person, though their clothing may be rough and worn. Sometime ago, a member of the Board of Education, in addressing one of these evening classes, dwelt especially upon the necessity of cultivating habits of personal neatness. It happened that there were several men present, whose appearance indicated that they had come directly from their work to the school. One of them arose, and offered the following excuse for their appearance. He said, “We don’t always come to school in this way, but we were at work in the yard pretty late, and had no time to go home for supper even, as we didn’t want to be late at school; and not expecting any visitors, we made up our minds to come as we were. The Principal knows us, and we knew he would excuse us for coming so.”

An Evening High School, for males only, has been established, at which working men, and others unable to attend the day schools, may pursue a more extended course of study. English grammar, mathematics, natural science, drawing, navigation, municipal and constitutional law, phonography, declamation, book-keeping, Latin, French, German, and Spanish are embraced in the course. The students may pursue one or more studies, as they may desire.

The Mission Schools have been mentioned already.

II. THE COLLEGES.

The higher institutions of learning are numerous, but we can mention only the principal here.

The University of the City of New York was established in 1831, and is regarded as one of the best institutions of its kind in the country. It has a chancellor and a full corps of professors in its several schools. It includes a preparatory department, a grammar school, a school of art, a school of civil engineering, a school of analytical and practical chemistry, a school of medicine, and a school of law. The medical school has been especially famous, and has numbered among its professors, at various times, such men as Valentine Mott, John W. Draper, and William H. Van Buren.

The University building is a showy edifice of white marble, in the English collegiate style of architecture, and is situated on the east side of Washington Square, between Waverley and East Washington Places, fronting on University Place. It has a frontage of 200 feet and a depth of 100 feet. The principal entrance is by the central door. From this a flight of marble steps leads to the main floor. Besides the rooms used for the various purposes of the University, there is a handsome chapel, and a hall containing a valuable library. Many of the rooms of the building are occupied by physicians, artists, and various societies, and as chambers by single men.

UNIVERSITY OF NEW YORK.

Columbia College, occupying the block bounded by Madison and Fourth avenues, and Forty-ninth and Fiftieth streets, is the oldest institution of learning in the State, and ranks among the leading institutions of the country. It was founded by George II., in 1754, under the title of King’s College. The college was originally located in the lower part of the city, but, in 1849, the trustees purchased the present buildings, which were formerly used by the State Institution for Deaf Mutes. Attached to the college is a school of mines, in which full instruction is given in all the branches required to make a perfect scientific as well as a practical mining engineer. Large and extensive laboratories are attached to the school. There is also a law school, which forms a portion of the college, and which is located in Lafayette Place, opposite the Astor Library. The College of Physicians and Surgeons, at the corner of Twenty-third street and Fourth avenue, constitutes the medical school of Columbia College. The college is very wealthy, and its property is valued at several millions of dollars.

COLUMBIA COLLEGE.

The other colleges are, the College of St. Francis Xavier, in West Fifteenth street, the Union Theological Seminary, conducted by the Presbyterian Church, the College of Pharmacy, the New York Medical College for Women, the New York College of Veterinary Surgeons, the General Theological Seminary of the Protestant Episcopal Church, the Rutgers Female College, the New York Homoeopathic College, several other medical colleges, and several business colleges.

There are about 325 private and sectarian schools and academies in New York, with an average annual attendance of about 15,000 or 20,000 pupils, and employing more than 1500 teachers.

The Cooper Institute is an imposing edifice of brown stone, occupying the block bounded by Third and Fourth avenues, and Seventh and Eighth streets. It was erected at a cost of nearly half a million dollars, by Peter Cooper, Esq., an eminent merchant of New York. The basement is occupied by an immense lecture room, capable of seating several thousand persons. The street floor is taken up with stores. The floor above this contains a number of offices, and the remainder of the building is occupied by a free library and reading room, and halls for lectures and for study.

THE COOPER INSTITUTE.

The Institute is designed for the gratuitous instruction of the working classes in science, art, telegraphy, English, literature, and the foreign languages. One of its departments is a School of Design for women. The course is thorough and the standard of proficiency is high. The examinations are very searching, and it may be safely asserted, that the graduates of this institution are thoroughly grounded in the practical arts and sciences. The institution is a noble monument to the wisdom and benevolence of its founder, and is doing an immense amount of good to the class he designed to benefit. It is liberally endowed, and is managed by a Board of Directors. The stores and offices yield an annual income of nearly $30,000. The annual attendance upon the schools is about 1800.