Villanova Library VILLANOVA, PENNSYLVANIA Stack . . Section . . . Shelf.../ . Villanova College VILLANOVA, PENNSYLVANIA LIBRARY Class. L 111 ._Ao 1901-11.... - Accession 273S0 l- • ;• i-MF’ [ Whole Number 288 REPORT OF THE OF EDUCATION FOR THE YEAR 1900-1901. NO LONGER PROPERTY OF FALVEY MEMORIAL LIBRARY Volume 2 . WASHINGTON: GOVERNMENT PRINTING OFFICE. us^tiSSflr^tlxJOATICN 1 ° 4sta5H®LLflEf 0UCATION 4001 m MAR 2 8 2013 32 biaaTigffij L HI ^3 __ CONTENTS OF VOLUME 2 Page. Chapter XXVHL— Coeducation of the Sexes in the United States. Coeducation in the public schools _ _ _ 1217 Testimony of city superintendents - - - 1219 Status of women with respect to direction of public education in the States and Territories. 1228 Coeducation in colleges and universities _ _ _ 1230 Citations from officials in charge of public school systems - - - 1240 Dr. W. T. Harris... . . . . . . . - _ _ 1241 Dr. E. E. White _ 1247 Dr. Edward Brooks . . : - - - 1249 Dr. John D. Philbrick - - - - - - - - - 1250 Reports of a Boston school committee _ 1252 Opinions of foreign experts, delegates to the Chicago Exposition, 1893 _ _ _ _ 1267 Dr. E. Schlee, of the Realgymnasium of Altona, Prussia _ 1267 Mile. Marie Dugard _ _ 1269 Miss Anna Bentzen, Norway - - - - - - - 1273 Citations relative to physiological and hygienic bearings _ _ _ 1275 Dr. Edward H. Clarke _ _ _ _ _ _ _ 1276 Thomas Wentworth Higginson - - 1277 Report of Massachusetts bureau of statistics of labor _ 1278 Health statistics of women students of Cambridge and Oxford and of their sisters, by Mrs. Henry Si dg wick . . . . . . . . 1280 Opinions of physicians _ _ _ _ _ _ 1281 Citations relative to coeducation in colleges and universities _ 1283 Sidney Sherwood, in History of Higher Education in New York . . . . 1283 Dr. Wm. F. Warren _ _ _ _ _ _ _ _ _ _ 1284 Dr. David Starr Jordan _ _ _ _ _ 1285 Dr. Edward M. Moore . . . . . . . . . . 1286 Dr. Daniel Bonbright . . . . . . . . . . 1287 Dr. Wm. R. Harper, in report of Chicago University _ 1287 Dr. Timothy Dwight, in report of Yale University, 1892 _ _ _ _ _ 1288 Dr. F. A. P. Barnard _ _ 1288 Radcliffe College _ _ _ _ _ _ _ 1294 Coordinate education, Dr. C. F. Thwing _ _ _ _ _ 1296 Coeducation at Brown University _ _ _ _ 1297 The American Woman from a German standpoint, Prof. Hugo Miinsterberg _ 1298 Coeducation in foreign countries _ _ _ _ _ 1303 Bibliography _ _ _ _ _ _ _ 1310 III IV CONTENTS. Page. Chapter XXIX.— The Present Educational Movement in the Philippine Islands, by Fred W. Atkinson, general superintendent of public instruction in the Philippines. Introduction _ _ _ _ _ _ _ _ 1317 Military government _ _ _ _ _ _ _ _ _ _ J 320 Beginnings of the present work _ _ _ _ _ _ _ _ 1324 The present organization. _ _ _ _ _ _ _ _ _ 1336 Conditions of the problem _ _ _ _ _ _ 1344 American teachers. _ _ _ _ _ _ _ _ 1368 Filipino teachers _ 1395 Filipino children _ _ _ 1396 Text-books and supplies; course of study _ _ _ 1397 School finances _ 1411 Night schools _ _ 1413 Normal, nautical, and trade schools _ _ _ 1416 Special and industrial work _ _ _ _ _ _ 1425 School buildings _ _ _ _ _ _ _ _ _ 1436 Holidays; legislation needed _ 1437 Education of Filipinos in the United States _ _ _ _ _ _ _ 1439 Chapter XXX. List of Foreign Universities and Other Institutions of Higher Education... 1441 Chapter XXXI. Report on Education in Alaska... _ _ 1459 Chapter XXXH. Eleventh Annual Report on the Introduction of Domestic Reindeer into Alaska _ 1481 Chapter XXXIII.— Consular Reports. The city commercial school at Cologne _ _ _ _ 1499 Foreign students at Geneva _ _ _ _ 1500 Reform in education in China _ _ _ _ 1504 Business training for Americans in France _ _ _ 1509 Distribution of N obel prizes _ _ _ _ _ 1510 Manual training for boys in Germany _ _ _ _ 1510 French writing system for the blind _ _ 1511 Forestry in Saxony _ _ _ _ _ _ 1512 American students in German universities. . . . . . . 1513 Educational matters in Mexico _ _ . _ _ _ _ 1518 Education of mining engineers and surveyors and metallurgists in Germany - 1520 Chapter XXXIV.— City School Systems. Notes on the tables - - - - - - - - - 1527 Summary of attendance _ _ _ _ _ _ _ 1530 Summary of property and expenditures . . . . . . . . . - . - 1532 Statistics of population and attendance in cities of over 8,000 inhabitants . . . 1540 Teachers and property in cities of over 8,000 inhabitants - - - - - - - - 1552 Receipts of public schools in cities of over 8,000 inhabitants - - - - 1565 Expenditures in cities of over 8,000 inhabitants . . . . . - . 1575 CONTENTS. V Page. Statistics of evening schools . - . 1585 Statistics of kindergartens - - - . . . . . . . . 1590 School statistics of cities and villages containing between 4,000 and 8,000 inhabitants . 1596 Chapter XXXV.— Universities, Colleges, and Technological Schools. Courses of study - - - - - - 1611 Degrees - - ... - - 1613 N ew buildings and their cost _ _ _ _ _ _ _ _ 1615 Benefactions - - - - - - - 1617 Summary of statistics - - - - 1618 Statistics of professors and students in universities and colleges for men and for both sexes - - - - - - - - 1653 Students pursuing certain courses - - - 1673 Statistics of expenses, scholarships and fellowships, property, and income _ 1688 Statistics of colleges for women, Division A _ 1708 Colleges for women, Division B - - . . - - 1710 Statistics of schools of technology _ _ _ 1730 Technical courses offered in universities, colleges, and schools of technology _ 1736 Chapter XXXVI.— Professional and Allied Schools. Review of the statistics . . . . . . . . . _ - . . 1731 The “ case ” method of instruction in medicine _ _ _ 1737 Degrees in pharmacy _ 1739 Statistical summaries _ _ _ _ _ _ _ _ _ _ _ 1743 Schools of theology . . . . . - . . . . 1753 Law _ _ _ _ _ _ _ - _ _ _ _ 1760 Medicine _ _ . _ _ 1766 Dentistry _ 1776 Pharmacy _ 1780 Veterinary medicine _ 1784 Nurse training _ _ _ _ _ _ _ _ _ _ 1786 Chapter XXXVII.— Agricultural and Mechanical Colleges. Review of the statistics . . . . . . . . . 1801 Changes in courses or methods of instruction _ _ _ _ _ 1803 N ew buildings _ _ _ _ _ _ _ _ 1809 Courses of study _ _ _ _ _ _ _ 1813 Statistics of colleges of agriculture and the mechanic arts . . . . . 1834 Chapter XXXVIII.— Statistics of Normal Schools. Review of the statistics . . . . . . . . . . . . . . . 1843 Statistical summaries _ _ _ _ _ . _ _ _ 1846 Colleges and universities reporting students in teachers’ training courses . . . 1866 Statistics of public normal schools . . . . . . . . . . 1883 Private normal schools . _ . . . . . . . _ . 1894 Chapter XXXIX.— Statistics of Secondary Schools Remarks on the statistics. . . . . . . . . . . . . . . 1903 Establishment of high schools . . . . . . . . . . 1913 Summaries of public high schools . . . . . . . 1915 VI CONTENTS, Page Summaries of private high schools and academies _ _ _ _ _ 1931 Combined summaries of public high schools and private high schools and academies _ 1947 Number of students in each of the leading secondary studies in the public high schools of the 50 largest cities _ _ _ _ _ _ _ 1961 Statistics of public high schools. _ _ _ _ _ ’ _ 1966 Statistics of private high schools and academies. _ _ _ _ 2152 Chapter XL.— Manual, and Industrial Training. Items from the table - - - - - - - - 2231 Special schools of arts and sciences. - _ _ 2232 Cities in which manual training (other than drawing) was given in the public schools _ 2234 Statistics of manual and industrial schools _ _ _ _ _ 2238 Industrial schools for Indian children _ _ _ _ _ 2244 Branches of instruction in industrial schools _ 2247 Chapter XLI.— Commercial and Business Schools. Summaries of the statistics _ _ _ 2269 Statistics of commercial and business schools _ _ _ _ 2276 Chapter XLIL— Education of the Colored Race. Statistical summaries _ _ 2299 Public high schools for negroes _ 2308 Other secondary and higher schools _ _ _ 2314 Chapter XLIIL— Statistics of Reform Schools. Notes on the tables _ 2333 Statistics of industrial and reform schools _ 2336 Branches of instruction - 2342 Chapter XLIV.— Schools for the Defective Classes. Statistical summaries _ _ _ _ 2351 Schools for the blind _ _ _ _ _ 2352 Schools for the deaf _ _ _ _ _ _ _ 2358 Schools for the feeble-minded _ _ _ 2369 Chapter XLV. Instruction in Mining Engineering _ _ _ 2377 Chapter XL VI.— Current Topics. Teachers’ pensions _ _ _ _ _ _ _ _ _ _ _ _ 2395 Transportation of pupils to school _ _ 2396 Higher commercial education _ _ _ _ _ _ 2402 Corporal punishment _ 2402 Coeducation _ _ _ _ _ _ _ _ _ 2404 Women in school administration _ _ _ 2406 Foreign students in German universities _ _ _ _ _ _ _ 2408 Compulsory attendance and child labor _ _ _ 2409 Teachers’ salaries _ _ _ _ _ _ _ _ 2415 CONTENTS. VII Page. Chapter XLVIL— Miscellaneous Educational Topics. Need of a national commission for investigating the negro problem _ _ _ 2417 Information relative to the appointment and admission of cadets to the United States Military Academy - - - - - 2421 Gardiner Greene Hubbard - - - - - - - 2433 The school of comparative jurisprudence and diplomacy of the Columbian University _ 2438 South Carolina State summer school for teachers _ _ _ _ _ 2442 The possibilities of Alaska _ _ _ _ . _ _ 2443 Educational provisions of Cecil Rhodes’s will - - - - - - 2447 Dr. William Henry Ruffner and his great work for popular education _ 2450 Biographical sketch of Prof. Burke Aaron Hinsdale _ _ _ 2454 What the Government fails to do for the people. _ _ _ _ _ _ _ _ 2459 Hampton Normal and Agricultural Institute . . . . . 2463 The method of ventilating schoolrooms by wundows and fireplaces _ _ _ _ _ 2467 Catholic parochial schools in Eastern Massachusetts _ _ 2470 The college man as leader in the world’s work _ _ _ 2473 Statistics of elementary education in foreign countries _ _ 2480 Index 2487 CHAPTER XXVIII. COEDU CATION OF THE SEXES IX THE TJHITED STATES. TOPICAL OUTLINE. Coeducation in the public schools.— Coeducation, a policy characteristic of the public-school system of the United Slates, practically universal in the grades below the high school, and with few exceptions the policy also in the high schools; extent of the policy in private schools; testimony of State and city superintendents as to the effects, social and economic, of this policy, and explanations of the exceptional cases of departure from the policy; coedu¬ cation as affecting the teaching service; classes of school officers for whom women may vote and supervisory positions for which they are eligible. Coeducation in colleges and universities. — [Relation of the policy to the general movement for the higher education of women, especially as fostered by the Government land grant of 1862 and by the demand for professionally trained teachers; influences in the Northwest making for coeducation; in the East making for separate colleges for women; rapid increase in the number of coeducational colleges and universities from 1833 to 1880, and from 1880 to 1900; statistics showing relative proportion of women students in secondary schools and in col¬ leges and universities, also relative proportion of women teachers and professors; scholar, ship and fellowship funds available for women. Literature of coeducation. — (1) Citations from officials in charge of public-school systems: Dr.W. T« Harris, St. Louis, 1872-73; Dr. E. E. White, 1872; Dr. Edward Brooks, Philadelphia, 1902; Dr. John D. Philbrick, Boston, 1885; majority and minority reports of a special committee of the Boston school committee, 1890. (2) Opinions of foreign experts, delegates to the Chicago exposition and educational congresses, 1893: Dr. E. Sehlee, Prussia; Mile. Marie Dugard, M. Jules Steeg, Dr. G-. Compayre, France; Miss Anna Bentzen, Norway. (3) Citations from discussions relative to the physiological bearings of coeducation: Dr. E. H. Clarke (from Sex in Education); Thomas Wentworth Kigginson (from Sex and Education); Association of Collegiate Alumnse, health statistics of women graduates; Mrs. Henry Sidgwick, health statistics of women students of Cambridge and Oxford; opinions of physicians, Boston school document, 1890. (4) Citations relative to coeducation in -universities, annexes for women, and coordinate education: Cornell University, Sidney Sherwood, Ph. D.; Dr. William F. Warren, president of Boston University; Dr. David Starr Jordan, president of Leland Stanford Jr. University; Dr. Edward M. Moore, president of University of Rochester; Dr. Daniel Bonbright, acting president of Northwestern University (1901); Dr. William R. Harper, president of Chicago University; Dr. Timothy Dwight, president of Yale Univer¬ sity (1892); Dr. F. A. P. Barnard, president of Columbia College, report of 1879; status of Barnard College, report of the president, 1901, and of the acting dean, 1900; Radcliffe Col. lege, under the auspices of Harvard University; the system of coordinate education at W estern Reserve University, President C. F. Thwing; at Brown University, President W. H. P. Faunce. (5) The American woman from a German standpoint, Prof. Hugo Munsterburg. Coeducation in certain foreign countries. — Great Britain and Ireland, France, Germany; ad¬ mission of women to German universities, cited from article by Mrs. Martha Krug Genthe Bibliography. COEDUCATION IN PUBLIC SCHOOLS. The policy of coeducation, or the education of the youth of both sexes in the same schools and classes, is a marked characteristic of public education; that is, of education maintained by public funds in the United States. The practice pre¬ vails also in private institutions to a noticeable extent. Therefore, while coedu¬ cation is a policy not peculiar to the United States, it has here an extension both as regards the proportion of the population and the grades of institutions affected which readily explains the fact that all persons interested in the conduct of edu¬ cation look to this country for information in respect to this particular feature. The demand for information on this subject on the part of foreign investigators and officials is constant. From time to time, also, the subject becomes one of special inquiry in our own country, particularly in the sections where public provision for education is comparatively recent. It is the purpose of this chapter ED 1901 — YOL II - 1 1217 1218 EDUCATION REPORT, 1900-1901. to meet these demands by a rehearsal of facts and of arguments drawn from pre¬ vious publications on the subject, with modifications and additions bringing the survey down to the present year. In the consideration of this subject the public schools naturally take precedence, not only because of the vast proportion of the people who are instructed in them, but also because of their consequent influence upon public opinion. This influence is even more important in respect to a matter which like coeducation affects the most delicate social relations than in respect to purely scholastic interests. The enrollment in the public schools of the United States reached in 1900 a total of 15,341,220 (7,734,739 boys, 7,608,481 girls), 91 per cent of all pupils enrolled in elementary and secondary schools. The great body of these young people are instructed together, without distinction of sex. In the elementary grades of our public schools — that is, in the grades below the high schools — coed¬ ucation is practically universal and excites no comment. Exceptions are indeed found in a few cities situated for the most part on the eastern border of the country, but these exceptions are in the main due to accidental conditions, such as the location or structure of school buildings. In some cases they are survivals from the period of feeble beginnings, when experiments in the direction of public schools were cautiously begun by the establishment of schools for boys. When we consider the high schools, which are of later origin than the lower grades, we find not only the same causes for the existence of separate schools for boys and girls, but in a few cities, also, as will appear from the appended state¬ ments, the conviction that this separation is desirable. The statements referred to, which confirm in detail the general view here pre¬ sented as to the status of public schools in respect to coeducation, are taken from the replies of State and city superintendents to special inquiries with respect to this particular feature of the schools under their charge. An inquiry issued by this office in 1891 brought very full responses from every part of the country; the information thus elicited has been here supplemented by replies to an inquiry of the present year addressed to superintendents of those cities which showed excep¬ tional conditions in 1891, and to a few other superintendents in cities which by reason of rapid growth are liable to encounter unforeseen conditions in providing school accommodations. Use has also been made of the answers to a similar special inquiry on the part of Superintendent Edward Brooks, of Philadelphia. STATE SYSTEMS. The inquiry of 1S91* 1 2 was answered specifically by the school superintendents of 40 States and 4 Territories. The superintendents of the following 28 States and 3 Territories reported coedu¬ cation in all public schools, a few exceptions being noted: Arkansas, Connecticut, Idaho, Illinois, Indiana, Indian Territory, Iowa, Florida, Kansas, Maine, Minne¬ sota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey (except¬ ing in the high schools of a few cities), New York (all country schools), North Dakota, Ohio, Oklahoma (Territory), Oregon, Rhode Island (excepting the high school of Providence), South Dakota, Tennessee, Utah (admitted as a State 1896), Vermont, Washington, West Virginia, Wisconsin, Wyoming. The superintendents of the following 12 States and 1 Territory reported coedu¬ cation excepting in the few cities named: California. — Two grammar schools, 1 high school exclusively for girls, 2 gram¬ mar schools for boys, San Francisco. Delaicare. — W ilmington. Georgia. — High schools of Atlanta, Augusta, Savannah, and Columbus. Kentucky. — High schools of Louisville and common schools of Russellville. 1 The inquiry comprised the two following questions: (1) In what cities and towns of your State are the boys and girls taught in separate classes in the public schools? (2) In how many country public schools in your State are the boys and girls taught in separate classes? A request was also made for additional information or opinions bearing upon the subject. COEDUCATION OF THE SEXES. 1219 Louisiana. — High schools, New Orleans. Maryland. — High schools. Frederick City and Hagerstown. Massachusetts. — Boston, Latin school and English high school for boys: girls’ Latin school and high school. 3Iississippi. — Natchez, Vicksburg. Yazoo City, and Columbus; mixed schools in some of the departments. New Mexico {Territory) . — One school in Santa Fe, 1 in Old Albuquerque, and 1 in La Mesilla. North Carolina. — One public graded school, Raleigh: boys not allowed after they have passed the second grade. Normal and industrial school at Greensboro; this school is part of the public-school system. South Carolina. — Columbia. Texas. — Atlanta. Virginia. — One city. Official reports and the statements of city superintendents made it evident that coeducation was the general policy in the remaining 5 States and 1 Territory — Alabama, Arizona (Territory), California, Colorado, Michigan, Pennsylvania. The replies above considered were generally limited to the statement of the facts and a strong indorsement of the policy of coeducation by the superintendents. The following citations present all the additional information offered in response to the inquiry of 1891 by the State officials: Hon. Edward Porter Thompson, State superintendent, Kentucky: The tendency now and for some years past has been toward coeducation of boys and girls in same school and same class. Hon. E. B. Prettyman, State superintendent, Maryland: Early in this century the general assembly established male academies in the counties, but the majority of these have been changed into high schools, teaching the sexes together. Washington College, at Chestertown, Kent County, estab¬ lished in 1782, and based on a flourishing academy which was established in 1728, for the first time adopted coeducation about three years ago, and in 1892 reported 90 male and 20 female students. Dr. Reid, the president, informs me that the faculty and the board of visitors are entirely satisfied with the change. The Maryland State Normal School, located in Baltimore, has had both male and female students in the same classes since its establishment in 1885. This arrange¬ ment continues to have the approval of the faculty and of the State board of education. Hon. J. R. Preston, State superintendent, Mississippi: Natchez, Vicksburg, Yazoo City, and Columbus are the only towns in which boys and girls are taught in separate classes in the public schools. Even in these towns the practice is disappearing and mixed classes are taught in some of the departments. Hon. Amado Chaves, superintendent of schools, New Mexico: In a year or two there will be no separate classes for boys and girls in this Ter¬ ritory. Better results are obtained by teaching both boys and girls together. Hon. E. B. McElroy, State superintendent, Oregon: We have, likewise, coeducation of the sexes in special lines of State school work; for example, in the State blind school and in the State school for deaf mutes the boys and girls are taught together and receive their instruction in the same classes from day to day. Hon. C. W. Bean, State superintendent, Washington: There are a few schools for separate education of the sexes in this State, but they are under the control of churches. These supply the demand for such teach¬ ing, and under these circumstances the public sentiment in favor of coeducation in the public schools is very strong. Most of those who favor separate education do not appear as very strong advocates of a public-school system at all. CITY SYSTEMS. The inquiry addressed to city superintendents in 1891 sought not only to ascer¬ tain whether coeducation or separate education .was the rule, but also the grades, if any, in which boys and girls were not taught in the same classes. 1220 EDUCATION REPOET, 1900-1901, The following table summarizes the information from 628 cities, and indicates also (columns 10-12) changes that have taken place during the decade as dis¬ closed by the inquiry of the present year. Status of the public schools in cities ivith respect to the coeducation of the sexes (i. e., the instruction of boys and girls either together or separately ), 1891-92. Number in which boys and girls are taught separately in some or all grades. Distributed. N umber of cities reporting in 1891-92 in which changes have been made from separate to coeducation schools, as re¬ ported in 1902.1 2 3 1 Alabama . 1 Arkansas . . . . . 1 California . .. . j Colorado _ _ _ Connecticut . . Delaware _ District of Columbia J Florida . . i Georgia _ _ i Illinois _ Indiana . . _. . Iowa _ _ Kansas _ _ Kentucky . . Louisiana _ Maine . . Maryland _ Massachusetts _ Michigan . . . Minnesota . . __j Mississippi- . . . Missouri _ Montana . . Nebraska _ Nevada . . . New Hampshire _ New Jersey . . . New York _ North Carolina _ Ohio . . . Oklahoma . . . Oregon . . . Pennsylvania. . Rhode Island . South Carolina . . South Dakota _ Tennessee _ Texas . . . . Utah . Vermont _ _ Virginia . . . Washington . . West Virginia . . Wisconsin . Wyoming . i Total. . . OQ .2 M | $ EH © , — i "a S £ © ft Total. to © g 3) : < High schools. 6 g s +3 a g «! 1 ; 1 J ' | 1 P-i i -S © if o est*a$ ^resent^to gst^blish a classical course in any of these high schools, sdpc£ 'a.f ul*e *thdse whoidqsive a classical course are look¬ ing forward to a colldgl&fe education, which indicates financial circumstances ED 1901— VOJfc* II - 3 1250 EDUCATION REPORT, 1900-1901. that would, enable their parents to bear the expense of the pupils attending the two high schools already established. The new schools should provide for the gen¬ eral needs of the communities in which they are established, and not for the exceptional demands of the few. I realize that I am touching upon a mooted question when I advocate coeducation in our high schools; and yet from the experience of many years in the management of a large institution where young men and young women were educated together, reciting daily in the same classes, I do not hesitate to recommend that these new high schools should be open to both boys and girls. The system is a natural one, and when properly conducted is found to be conducive to "better discipline and a higher standard of moral thought and feeling. While I believe it is in accordance with a true theory of education, I advocate it in respect to our new high schools on the ground of economy and convenience. It would seem to be a needless and unpardonable waste of money to double the expense in providing facilities for the higher education of the children of the city on account of an old prejudice, now rapidly passing away, against the education of boys and girls together in the school as in the family. "What God hath joined together in the family why should we separate in the school? I believe if such a school could be opened as an experi¬ ment, with a suitable man as principal, it would be a great success, and demon¬ strate beyond question the correctness of the system of coeducation in these new high schools. I would therefore strongly recommend to the board of education the establishment at an early date of a new high school in some suitable location of the city for boys and girls, with the three courses of study as suggested above. The success of this school would pave the way for the establishment in a few years of other “territorial ” high schools, so that in time we shall have four or five of these high schools distributed throughout the city. (From Supplementary Report to the Board of Public Education on Coeducational High Schools. 1902.) The most extensive inquiry into the subject of coeducation, as related to public schools, was conducted by a special committee appointed in 1890 by the Boston school committee. Particular interest attached to this action, as the policy of separate high schools had been adopted in Boston and was earnestly advocated by Dr. Philbrick, whose superintendence of the Boston schools1 forms one of the most important chapters in the history of educational administration in this country. Dr. Philbrick regarded the specialization of the high schools of his city as the climax of an evolutionary progression which had already been attained in the most advanced educating countries. His position is shown by the following citations from a circular of information published by this office in 1885. The reader should keep in mind the statement by the present superintendent of the Boston schools as to the status of the high schools,2 and also that of the superintendent of Salem schools,2 to which Dr. Phil¬ brick refers. In respect to the foreign precedent, it should be remembered also that provision for higher education of women has not yet been developed in the German States, which alone are mentioned by Dr. Philbrick, and consequently their example has really little bearing upon the question before us. CITY SCHOOL SYSTEMS IN THE UNITED STATES. [By John D. Philbrick. LL. D., in Circular of Information of the United States Bureau of Educa¬ tion, No. 1, 1885.] We have seen that in Boston the foundation of the high-school system was begun by a specialization of institutions instead of a specialization of courses within an institution. In harmony with this method a separate classical high school for girls was opened in 1878, although this plan was opposed by the friends of coeducation, who urged as a substitute the admission of girls to the Latin school for boys. In the meantime the first high school for girls, above mentioned, having been set up in advance of public sentiment, had a short life, being abol¬ ished under the lead of a very eminent and public-spirited citizen, who repre¬ sented the aristocratic sentiment, which is always anxious to keep the education of the people within pretty narrow limits. A quarter of a century later the estab¬ lishment of n city female normal school wa>- immediately followed by the demand of the people for a girls' high school. This demand was met by the makeshift method of reorganizing the normal into a girls' high-^nd normal school, the result 1From 1857 to 1874,Linclif?ive, and again from 1876 to 1878. 2 See p. 122L COEDUCATION OF THE SEXES. 1251 being a good high school and a poor normal school. In time the specializing process took the poor, pinched normal department ont of this double organization and organized it into a separate school, which soon became vigorous and efficient. We find here also another interesting illustration of the process of specialization in the development of the high-school system by the annexation of adjacent municipalities. The Boston system was by this means increased by the addition of five high schools, mixed both as to sexes and courses; and, besides, the old, endowed Roxbury Latin Grammar School above alluded to was opened to the inhabitants of the whole city as a free classical school for boys. The annexed mixed schools were allowed to remain mixed as to sex. but their courses were unified in conformity with that of the English high school, the ele¬ ments of Latin, however, still being permitted in addition, for the local conven¬ ience of beginners in the classical course, who must later go to the central Latin schools in order to complete the preparation for college. At the same time an advanced course of two years was added to the original course of three years in the central boys’ English high school and in the corresponding school for girls, to which the graduates of the local high schools were admitted, and finally a new high school of the local type has been recently established to accommodate the inhabitants of an outlying district of the city. The system as it now stands, then, exclusive of the free corporate school above referred to, consists of 6 local mixed schools of the lower order and the 4 central schools of the superior order, a classical and a nonclassical one for each sex. This central group of four high schools may be regarded as the normal type of high-school organization. It is in harmony with the organization of secondary, education in the most advanced educating countries, which educates the sexes in separate schools and provides separate classical and nonclassical schools for boys, of which the representative types are the German gymnasium and the Realschule. Considerations of economy will prevent this specialization in the small cities, in the largest cities, as we have seen, the progress toward this specialization is already considerable, and the history of education justifies the prediction that it will continue to advance in proportion as the inhabitants comprehend what is best in education and demand it for their children. The ancient and cultured city of Salem is the only city where a fair trial of the specialized and doubly mixed systems has been made. The former was tried first for many years; it was exchanged for the latter twenty-five years ago, to save expense. The result has not been satisfactory, and a movement is now on foot for restoring the specialized system, which is said to meet with no serious opposition, except from the economical point of view. But the specialization of the high-school system in our large cities is not to stop here. We see already that Baltimore has incorporated into her system an institu¬ tion for higher education, patterned after the corporate manual training high school at St. Louis. It seems quite probable that high schools of this kind, with such modifications as experience may suggest, will be established in all the principal cities. Such a school will, no doubt, meet the wants of a certain class of pupils, but if adopted it should be in addition to the standard types of classical and non¬ classical high schools, and not as a substitute for either of them. And the reasons for establishing a supplementary high school of this kind for boys hold equally good for establishing a corresponding school with appropriate hand work for girls. * * * * * * # Free secondary education having now become a fixed fact, attention in the future will naturally be given in larger proportion to the work of perfecting its organiza¬ tion and management, so as to adapt it more completely to the wants of all classes of citizens and render it an instrument of the greatest possible good, accompanied by the least possible evil. In m37 view, the evil connected with the high school which most loudly calls for a remedy is the harm which it is doing to the health of the girls who attend it. This evil is not of recent origin. It dates back to the time when girls were first admitted to high schools; it is not limited to any par¬ ticular description of high schools; it is found in both small ones and large ones, in separate schools and mixed schools. Nor is it restricted to any one region or section of the country; wherever there is a high school, there the evil is found, and there the application of the remedy should begin. Of course, the harm inflicted has it degrees. There may be schools under very judicious management of par¬ ents’ committees, superintendents, principals, and. teachers where the injury to the health of girls has been reduced to a minimum. I am not aware, however, that such a school has come under my observation. On the other hand, there is a large number of schools, among which are some of the most noted in the coun¬ try. where the injury inflicted upon the health of the female pupils is a very serious evil. What I mean is precisely this: That the evil of which I am speaking is gen- 1252 EDUCATION EEPOKT, 1900-1901. eral in onr high schools and that the reform in this respect should he general; not that the evil reaches every individual pupil, but that it affects injuriously some pupils even in the best schools, and a large percentage of the pupils in that large class of schools where as yet hygiene is only a word and not a reality. In justice to the public high schools, it should be said, however, that the evil is not confined to them. It is quite serious, if not more so, in the whole body of thoroughly organ¬ ized institutions for the higher female education. The causes of this evil are manifold. The following are some of them: Injudi¬ cious application of the marking system; injudicious system of examinations: too many studies; too many home lessons; an injudicious method of teaching, which confounds thoroughness with exhaustiveness: too much pressure to secure punc¬ tuality and regularity of attendance; rolls of honor printed in annual reports; competition for honors and medals; too long abstinence from substantial food and nourishing drinks; bad air; cold drafts; too many flights of stairs. These manifold causes suggest the manifold remedies. The remedies can be more easily and effectually applied in separate schools than in mixed. To remedy the evil in ques¬ tion effectually in mixed schools •without too great laxity toward the boys is no easy task. Higher female education has come to remain. It is a new element in modern civilization. It is a great boon. It has been attended with a lamentable evil which has largely offset its blessings. Let the remedying of that evil be one of the chief tasks of all earnest promoters of higher female education. The reports of the special committee on the subject of coeducation, already referred to here, are as follows: BOSTON SCHOOL DOCUMENT NO. 19. 1899. — MAJORITY AND MINORITY REPORTS OP THE SPECIAL COMMITTEE ON THE SUBJECT OF COEDUCATION OF THE SEXES. MAJORITY REPORT. In School Committee, September 9, 1890. At the regular meeting of the board, March 25 of the present year, on motion of Mr. Wmship, it was ordered “ that a special committee of three be appointed to consider and report upon the subject of coeducation of the sexes, with special ref¬ erence to future school buildings. ’ ’ In compliance with this order we submit the following: It appears that not until 1790 were girls admitted to our public schools, when they were permitted to enter the grammar schools then established, on an equal footing with boys. A few years prior to 1830 several unsuccessful attempts were made by members of the school committee to separate the sexes. It was not until the latter date that Lemuel Shaw succeeded in influencing the committee to make the departure. The school committee, January 15, 1830, directed a subcommittee “ to inquire whether essential improvements may not be introduced by a modifi¬ cation -of the present system, or by the adoption of some other.” This subcom¬ mittee reported, May 11, 1830, through their chairman, Lemuel Shaw. From this report the following abstracts are taken: ‘ * The last defect which the committee will notice arises from the attendance of children of both sexes on the same masters, at the same houses, and pursuing in all respects the same modes and branches of study. 4 ‘ The committee recommend that an entire separation be established between the schools designed for children of different sexes. By this management we think some evils and dangers will be avoided, and decisive advantage gained. Under the present system, through the strict attention of the masters, little evil, perhaps, has been experienced. • • It is well understood that until the year 1790 there was no public provision whatever for the education of females in "this town. The Latin grammar schools and the public writing schools, being the only schools supported by the public, were designed exclusively for boys. By the system then adopted an English grammar department was added to each of the three public writing schools, and then, for the first time, a provision was made that girls might attend these schools for six months, and no more, in each year. This system continued in operation, with some slight alteration, by enlarging the term for the attendance of girls to eight months in each year, until two years since, when it was determined by the committee that girls should be privileged to attend the whole year. 4 ■ The committee have thought that all the girls who now attend the seven schools may all be accommodated in the three largest schoolhouses, the Franklin, Bow- doin, and Hancock, which would be conveniently situated for the purpose, in the southerly, central, and northerly parts of the city, and that the other four, namely, the Adams, Boylston, Mayhew, and Eliot, would conveniently accommo¬ date all the boys.” COEDUCATION OF THE SEXES. 1253 The following resolution was proposed by Judge Shaw for his committee: “That the present arrangement of the Eliot, the Hancock, the Mayhew, the Bowdoin.tlie Adams, the Boylston, and the Franklin schools be changed, and that the system set forth in the foregoing report be substituted therefor.” The main pronositions of the report were adopted by the school committee June 30. 1830. By the regulations adopted by the school committee, February, 1833, it appears that the Eliot and Mayhew schools were exclusively for boys, while the Bowdoin and Hancock schools were used for the instruction of girls only, the other five grammar schools remaining as formerly, for boys and girls. Thus was rooted in our school system an error which may take years to fully eradicate. Since then this objectionable departure, this rut, has broadened and deepened, with no obstacles in its way, no influential objection to its sway, until we have 30 normal, high, and grammar schools, or school buildings, in 15 of which boys alone are taught, while in the other 15 buildings girls alone are admitted; and in the buildings intended for boys and girls together there are 74 classes, containing nearly 3,700 scholars, of which 39 classes are formed of boys alone, and the remain¬ ing 35 classes of girls. This gives only about 12,547, or 36 per cent, of our scholars in the schools men¬ tioned who are coeducated. Thus this city of Boston, that spends relatively more money for the education of her children than any other city of the Union, if not of the world, that prides her¬ self upon her educational facilities, hampers more than any other city the rightful advance of girls and lessens the refining influences in boys by this separation of the sexes in our schools. The subject is of far weightier importance than a casual or superficial view would give it. It involves the question of the development of the maximum ability of the scholars in moral, intellectual, and physical training. Underlying it is that subtle psychological element which should not be lost sight of, and it is therefore to be hoped that each member will give it grave consideration. In these modem times of push there is, in certain localities, a great lack of deli¬ cate courtesy or chivalry, particularly among young people. The refining influence of woman is well exemplified by Wendell Phillips's story of the young man in the smoking car, who excused himself for using questionable language by emphasizing the fact, There are no women here.” A like story is attributed to Grant. This check upon questionable utterances and acts is notice¬ able in all places where boys or young men are in companionship with the opposite sex: and herein lies the greatest good resulting from coeducation. Such constant companionship represses or subdues the rough and gross nature in young men. It is either right or wrong to have coeducation in our high and grammar schools. There is no middle ground in considering this subject. If a lower quality of scholars attends school in a certain district, that quality applies to the girls as well as to the boys; and if the boys are separated from the girls, still the low quality remains, and is only divided. If it is right for brothers and sisters to live in the same house and eat at the same table, then it is right that they should attend school together. Let them be brought up separately, and if they meet only clandestinely, great harm is likely to result. If wedlock is right and proper, then coeducation is right and proper. If men and women are to marry, they should know each other summer and winter before marriage, and the more they know of each other the less likely will divorces result. The serious objection raised by physicians to coeducation is based upon the delicate organic conditions of girls, but by the introduction of the excellent system of physical culture made in our public schools the weak and delicate girls will become strong, and the objection will ultimately vanish. At Wellesley College, by its special attention to physical and hygienic culture, over 1 ,000 young women are required to enter into a thorough course of physical training, and it is represented that these students pride themselves on their excel¬ lent physical condition, which they first endeavor to attain before subjecting themselves to serious mental strain. To gain the most impressive conclusions upon this subject it was decided by your committee that persons interested in education — intellectual, moral, and physical — be invited to give their views. Accordingly circulars were sent to the several masters of our schools, superintendents, pastors, physicians, and others. The following table gives the names of the several normal, Latin, high, and grammar schools; the number of teachers in each school in favor of or opposed to coeducation; the sex of pupils attending each school; the sex of pupils in the sev- 1254 EDUCATION REPORT, 1900-1901. eral classes, and the average age of the pupils in the first and second classes of the grammar schools: Schools. Number of teachers in favor of or opposed to coeducation. Masters and teachers un¬ decided. Sex of pupils attending. Number of classes com¬ posed of — Average age of pupils ' in the— Mas¬ ters. Teach¬ ers. m >> O ffl Girls. Boys and girls. First class. Second class. In favor. Opposed. Boys. Girls. Boys. % s Yes. 7 Girls . No . 3 ii Boys _ _ Latin (girls) . \ Girls’ High . / Yes. 6 10 16 Girls . Yes. 2 Boys and girls. - Yes. 6 . do . Yes. 5 _ do . . Yes. 4 _ do . . English High. .7 . No . 21 Boys . . ... Yes. 9 Boys and girls. West Roxbury High . Yes. 3 _ .do . GRAMMAR SCHOOLS. Yes. 10 Boys and girls. 10 15.1 15.4 14. 11 14.7 Yes. 5 3 Boys _ 8 15.1 14.2 Yes. 12 Boys and girls 4 4 4 15.2 15.6 14.2 14 4 Andrew . . . Yes. 12 2 _ do . . 14 14.11 15.6 14.7 14. 11 Yes. 10 ... .do . 10 15.6 15.5 15.1 14.6 Yes. 11 3 Boys . . 14 14. 10 14.7 Yes. 3 1 Girls . 9 16 15 Yes. 7 5 2 Boys . 14 15.3 14.7 Bunker Hill . Yes. 14 Boys and girls 14 14.6 15.2 14.3 14.4 Chapman . Yes. 11 1 do .. 3 3 6 15.10 16 14.11 15 4 Charles Sumner . Yes. 10 _ do . 1 1 9 14.6 15.6 14.5 14.7 Comins . . . 3 5 5 . do . 5 5 1 14.5 15.3 13. 11 14 Dearborn . Yes- 4 5 4 _ do . . 4 1 8 14.6 15.1 14.2 14.4 Dillaway . . . No . 2 10 Girls. . . 12 15 14.1 Dorchester-E v erett . Yes- 10 Boys and girls. 10 15.3 14.7 14.6 14.7 Dudley . . . Yes. 11 3 Boys . 14 15.3 13.7 Dwight _ No . 9 4 _ do _ 13 15.8 15.1 Eliot . . . . No . 4 14 2 _ do _ 20 14.11 14.2 Emerson . Yes. 8 4 1 Boys and girls . 5 3 5 15.1 16 14.7 15.5 Everett . . . . Yes. 4 6 4 Girls . 14 15 14 7 Franklin . . . No . 14 _ do . 14 15.11 14.11 Frothingham . Yes. 12 Boys and giris 12 14.11 15.4 14.8 14.6 Gaston . No . 3 5 4 Girls 12 15.11 14 11 George Putnam . Yes. 5 1 1 Boys and girls. 7 14.6 15 13.5 13.9 Gibson . Yes. 8 1 _ do . 9 15.2 15.7 14.4 14.5 Hancock . No . 12 Girls ”12 14.10 14 Harris . . Yes 7 Boys and girls . 7 14.8 15.2 14.10 15.2 Harvard . Yes. 13 _ do . 13 15 15.6 14.10 14.7 Hillside . . No . 7 Girls _ 7 15.5 14.4 Hugh O’Brien . . Yes. "i3 Boys and girls . 5 5 3 15.5 15.3 14.4 14 5 * Hyde . No . 2 ii Girls _ .. 13 15.8 14.6 Lawrence . . Yes- 7 ’”4 Boys _ 18 14.8 14.1 Lewis. . No . 4 8 Boys and girls. 6 6 15.2 15.2 14.3 14.6 Lincoln . . 4 1 7 Boys 1] 14 13 Lowell . . Yes. 11 3 Boys and girls. 1 1 12 15.1 15.3 14.2 14.2 Lyman . . . Yes. 12 1 . do . 13 15.7 16.2 14.6 14.10 Martin . . . . Yes. 5 5 _ do . ”5 14.6 16.1 14.7 14 Mather . . Yes. 8 2 . do . 10 15.4 15.2 14.8 14.6 Minot . Yes. 4 3 _ do . . 7 15.9 15. 2 14.6 14.1 Mount Vernon . Yes. 5 ... .do . 7 15 15 14. 10 14.8 Nor cross . Yes. 14 Girls 14 15.3 14.8 Phillips . . . No 6 6 § Boys 15 1. 14. ii 14.6 Pierce . Yes 4 2 Boys and girls . 6 15.1 13.8 Prescott . Yes. 10 _ do . . 10 15.6 15.2 14.1 14 Prince . Yes 10 .... do 10 15. 5 16.2 15 15.7 Quincy . . . Yes. 2 4 5 Boys . . 11 14.6 13.9 Rice _ Yes 11 _ do _ 31 15.5 14.5 Sherwin . Yes. 12 _ tlo . 12 14.11 14.9 Shurtleff . ’’ii ”’i Girls 14 14.4 14. io Stoughton . Yes 10 Boys and girls . 9 14.11 15.1 14.1 13.7 Thomas N. Hart No . 1 8 Roys ’”8 14. 10 14.3 Tileston . . . 2 ”'i Boys and girls. 3 14.7 15.2 13.11 14.2 Warren . . . Yes. 13 _ '.do . . 13 15.6 15.7 14.11 15 Wells . . Yes 8' "2 Girls *16 15. 4 14.3 Wmthrop . No . 16 . do . .... 15.4 — 14.8 Total . . 421 254 62 208 — 18 242 COEDUCATION OF THE SEXES. 1255 Tlie foregoing table shows: Masters in favor of coeducation _ 44 Masters opposed to coeducation _ 14 Masters undecided or favorable in part - r 7 65 Teachers in favor of coeducation _ 422 Teachers opposed to coeducation _ 254 Teachers undecided _ _ 51 It will be observed by the above that the masters who are opposed to coeduca¬ tion, with but one exception, have charge of either boys or girls alone, while the exceptional master, having boys and girls, has unmixed classes. SUMMARY. I In favor. 1 Opposed. Supervisors . _ _ _ __ _ _ _ _ _ _ _ _ __ _ _ _ ! 3 Masters . - - - - ' 44 14 Teachers . . . . . - . - - . - . . . . 422 254 Presidents of colleges and professors. . . . . . . 12 8 Superintendents . . . . . 18 1 Clergymen . . . . . ... - 87 9 Physicians . . . . . . . . 29 10 Total _ _ _ _ .. ... . .. . . . . 565 291 Of the 254 teachers opposed to coeducation, 122 are teachers of girls alone and 109 instructors of boys only. They may be considered ex parte in their views, and should be ruled out. It appears that certain opponents of coeducation have, by an acquired interest in teaching boys or girls alone, warped their minds into the belief that the sexes should be separated, while others, through a lack of knowledge which experience gains, conclude theoretically that coeducation is wrong. To teach boys alone requires far more concentrated energy, will power, and nerve force or tension, than to teach girls, or boys and girls. The only advantage in having the sexes separated may be to give inferior teachers easy positions in girls’ schools. This is not intended to indicate inferior teachers in our schools devoted alone to girls, for the masters of such schools are as anxious as any to gain the best teachers the State affords, but it is a fact that certain masters of mixed schools have separated boys from girls in order to aid inferior teachers. A very large majority of the opinions gained coincide with the views entertained by a majority of your committee. The committee recommend the passage of the following orders: 1. Ordered , That the normal school be so arranged, that young men may enter and join the young women in the same course of study. 2. Ordered, That the boys in the Latin and English high schools, and the girlsin the girls’ Latin and high schools, be united in mixed classes as soon as practicable. 3. Or dered, That the grammar schools in districts where the boys are taught in different build¬ ings from the girls be arranged for mixed classes as speedily as the necessary changes in the buildings will warrant. 4. Ordered , That in the grammar- school buildings where boys and girls attend, but where the boys are taught in separate rooms from the girls, the change be made by having mixed classes. •5. Ordered , That all newly erected buildings, and buildings to be erected, be arranged for the coeducation of the sexes. J. P. C. W INSHIP. Emily A. Fifield.. MINORITY REPORT. The undersigned, a minority of the special committee on coeducation, unable to agree with the conclusions or to support the recommendations of the majority of the committee, respectfully submits the following report: It is not deemed necessary by the minority to traverse the whole subject of coeducation of the sexes. The subject has been so fully and frequently discussed in recent years that the opinion of those interested is undoubtedly already formed. Indeed, as to the wisdom or unwisdom of educating together boys and girls, or 1256 EDUCATION KEPOKT, 1900-1901. young -women and young men, it does not seem probable to the writer that there will ever be any substantial agreement. It is one of those questions about which there will always be wide differences of opinion, according to personal experiences and the conditions of population in different localities. It is easy to see that in small and homogeneous communities the conditions are entirely different from those obtaining in large, cosmopolitan cities; and looking at the subject from the point of view of the parent, it is obvious that while in cer¬ tain localities where the population is homogeneous a parent will unhesitatingly send his children to a mixed school, he would be unwilling to do so if he lived in a community where the conditions of population are quite different. In small towns and villages economic reasons seem to make mixed schools neces¬ sary; but in cities the question of expense in maintaining separate schools for the sexes is not an issue, and in such places it would seem to the minority a manifest injustice to compel a parent to send his children to mixed schools, if he strongly objected to doing so. Unless, therefore, it can be shown that there is a principle at stake — that it is unjust and wrong to separate the sexes — expediency would cer¬ tainly dictate that the wishes of a very large proportion of this community which does not believe in mixed schools should be respected. For many years it has been the wise policy of this city to maintain separate schools for boys and girls after they have passed the primary-school age, except in the suburban districts, where for financial reasons the local mixed high schools and some of the mixed grammar schools have been retained: but as it is allowed that suburban high-school pupils may attend the large city schools where the sexes are separated, provided the parent so desires, it would seem that our present policy is an eminently fair one, and that it should not be changed, as recommended by the majority of the special committee, unless it can be shown that to separate the sexes is wrong, unjust, and unwise. Does the report of the majority show this? The statistical evidence of the report seems to the minority of little worth, for the reason that while a very large proportion of those interested in changing an existing state of affairs is always active to accomplish their object, those who are not in favor of a change seldom take the trouble to defend the status quo until they are driven to do so.1 The minority has made no attempt to collect statistics other than those pre¬ sented; but he ventures to predict that if such changes as the majority recom¬ mend were found to be seriously thought of by this board, a flood of remon¬ strances would be forthcoming, not from other States and country towns, but from our own educators and from parents of this city, which would make the majority's statistics seem futile indeed. Large numbers of letters have been received from teachers in favor of mixed schools chiefly on the grounds that it is easier to maintain discipline when boys and girls are together, and second, that the influence of the sexes is mutually salutary. In regard to the first supposed advantage, the minority would reply that a good teacher has no difficulty in maintaining discipline in separate schools, in witness of which statement attention is directed to the central high and Latin schools of this city, in which the sexes are separated. As to the beneficial influence of boys and girls on each other, there is a difference of opinion. That there are certain mutual benefits in the association of the young of opposite sexes, under judicious supervision and under proper conditions, no one can deny; but whether the judicious supervision and the proper conditions are generally obtainable in public schools is another question; furthermore, it remains to be shown whether the supposed advantages of association in schools are not by far overbalanced by certain evils of such association. A favorite argument of those who favor mixed schools is, that as brothers and sisters are brought up together in the same family, boys and girls should not be separated when they go to school. It seems idle to take time to consider this argument: it is enough to point out that parents who delight in the brotherly and sisterly relations of their own children may naturally prefer to have some choice in their children's associates, and may be unwilling that their sons and daughters should mingle freely in the mixed public schools with children of opposite sex. There are those who take the position that, as marriage is the ultimate destiny of most boys and girls, they ought to be given an opportunity of meeting each other in early life in order to enable them to understand each other better, and thereby to make their choice more intelligently. To all this the writer would reply that the duty of the State is to educate her children in the 1 There were sent to physician?, who are largely opposed to coeducation, 185 circular letters of inquiry. Out ot this number replies were received from only 48: so that-' the majority report can hardly be said to correctly represent the opinions of the medical profession. COEDUCATION OF THE SEXES. 1257 public schools in the branches of common-school education, and not to provide for social intercourse between the sexes, however desirable that may be. The proper place, in the opinion of the minority, for the young of both sexes to meet and to leam to know each other is in the home and in the smaller circles of social life, under the eyes of judicious parents and with their approbation. The responsibility of the maintenance of proper relations between the sexes, then, rests where it belongs — with the parents and not with the state. If it is argued that whether boys and girls attend the same school or not they are sure to meet and associate more or less out of school hours, the natural reply would be that wise parents control their children out of school and restrict their associations in accordance with their own judgment. It is stated or implied in the majority report that a certain injustice is done to gii’ls by not allowing them to attend school with -boys. The writer fails to see the truth of this implication; so far as his knowledge of our schools goes, the curriculum is the same in all our schools of similar grade, except that girls are taught sewing and cooking, while boys are given lessons in the use of tools. If the implied injustice consists in withholding from girls the stimulating influence of good boys, let us be thankful that they may thereby escape certain evil influ¬ ences of bad boys. That the writer may not be thought to overestimate the possibilities for evil in the mixed school, let him state briefly the result of his personal experience. He passed through all the grades of the public schools and was graduated from the high school in a flourishing suburban town, where the schools were second to none in the State, and where the teachers were faithful and judicious. Even in the pri¬ mary schools, but more especially in grammar and high schools, words and actions came to his notice that no good boy or girl could hear or see without blushing. There were, so far as he knew, no overt acts of positive immorality; but in addi¬ tion to much foolish flirting and frivolity, there were not infrequent instances of outrageous offense against good manners and morals. It did not appear that any of these offenses could have been prevented by the teachers; but they could not have occurred in schools where the sexes are separated. Passing from this atmos¬ phere it was the writer's happy fortune to enter one of our Boston schools of which we all are proud — the Boston Latin school. In his three years’ experience in that school there was a conspicuous absence of anything of a low or immoral nature, and the contrast with his former experiences was as refreshing as it was startling. Can it, then, be wondered at that when some thirteen years ago it was sought to admit girls to this school the writer united with other alumni and did all in his power to avert such a catastrophe? The minority would certainly not imply that the pupils of our prosperous girls’ Latin school could possibly be guilty of any impropriety of conduct if sent to the boys’ school; but he wishes to express in the strongest way his belief that schools are places in which to educate the young, that all possibilities of harm should be kept out of them, and that there should be in them no sexual distractions. There are other objections to teaching the young of both sexes in the same schools besides those based on moral considerations: but the minority does not consider it necessary to dwell upon them. Much could be said of the unwisdom, considering the differing aptitudes and mental attributes of boys and girls, of teaching both sexes after the same methods, even if the studies pursued are identical. Much, too, could be said of the un healthful rivalries between boys and girls, and of the baneful stimulus to delicate girls to overwork their minds at times when they should be allowed to rest. But enough has been said, it is believed, to show why the undersigned can not support the changes proposed by the majority, and to war¬ rant him in recommending to this board that no action be taken in the direction of coeducation. Charles M. Gkekv. By reference to the tabulated summary of replies to the inquiries sent out by the Boston committee, it will be seen that 58 per cent of masters and teachers whose opinions were given favored coeducation, 7 per cent were undecided, and 85 per cent opposed the policy. Of 122 other persons, including ministers, d.octors, college presidents, and professors who responded, 81 per cent favored the coeduca¬ tion policy. The report of the committee embodied numerous and copious extracts from the replies to their inquiry. In general, these are of similar character to the letters from superintendents cited in the first division of this chapter. A few of the 1258 EDUCATION REPORT, 1900-1901. letters from school officers and teachers replying to the Boston committee are here reproduced, because of their historical bearings, or their value as expert testimony. To these citations are added a few letters from representative persons not connected with the public schools. Citations from the Boston School Document. Opinions of superintendents, supervisors , and teachers. SUPERVISORS. I was submaster in the Adams school from 1856 to 1861. At that time, as now, both sexes were educated under the same roof, but not in the same classes. I requested the master (Mr. P. W. Bartlett) to allow me to try the experiment of teaching both in my room. Previous to that date (about 1858-59) the boys and girls were mixed in the first class only. My request was granted, and the experi¬ ment was so successful that soon it was the common practice in other schools. Of late years 1 have watched the high schools in the outlying districts, where boys and girls study and recite in the same rooms, and I feel sure that the results are very satisfactory. I am heartily in favor of the coeducation in well-disciplined schools. R. C. Metcalf. I believe in coeducation of boys and girls. The mutual influence is refining and strengthening to both. The natural emulation is a healthy stimulus and motive to study and thought. The moral effect is purifying and elevating, making the relations between them less artificial and giving each a true appreciation of the other, leading to juster comparisons of the sexes and more hearty respect and good will on both sides. Coeducation corrects some of the most troublesome incidents of school discipline and throws increased interest into school work; it also develops symmetrically and naturally the social feelings and cultivates courtesy and helpfulness in all the relations of life. Louisa Parsons Hopkins. Ann Arbor, Mich., May 5, 1890. In our Western schools — grammar and high schools — we know nothing by experience of separate education of the sexes. Our pupils are all treated exactly alike, have the same course of study, the same teachers, recite in the same classes, have the same questions in examination, and participate in the same public exercises. This is true up to and through the high school. In the high school there is this degree of separation: The girls have their own “session rooms,” presided over by women; and the boys, their own, presided over by men; but in all school work the sexes mingle. In the junior and senior classes of the high school the pupils have class organi¬ zations, partly literary, partly social. These class organizations make arrangements for occasional class social enter¬ tainments, which are held, by invitation, at the homes of class members. No evil seems to develop from any of these interminglings of the boys and girls, while their general influence upon each other seems to be salutary. Especially is the presence of genteel, cultured girls a great benefit to some of the boys, in restrain¬ ing, softening, humanizing them. We believe that boys and girls were intended to be brought up together in fam¬ ilies, educated together in schools, and yoked together in the same fields of duty and usefulness in the world. W. S. Perry, Superintendent. Philadelphia, April 30, 1890. In the Philadelphia public schools the sexes are educated separately, not only in the high schools, but, with few exceptions, in every grade of the elementary schools. Public sentiment is, however, gradually changing on this question. My own conviction is that boys and girls can be taught to better advantage in every way together. Experience shows this to be the case, and coeducation is becoming universal throughout this country. Jas. MacAlister, Superintendent. COEDUCATION OF THE SEXES. 1259 Cleveland, Ohio, May 2, 1890. • Formerly the practice in this city was to separate the sexes in all the grades, from the time of entering the school nntil the pupil left school, except in instances where the smallness of the school rendered it too expensive to so conduct the schools. Pupils of both sexes were obliged to recite together in the same room in the high school, and in many cases were obliged to be placed in the same general session room, the city having but one high-school building on each side of the river. No bad effects whatever resulted from this coeducation method, but rather the reverse. As rapidly as the old ideas could be overcome, the coeducation of the boys and girls in all the grades — high, grammar, and primary schools — was introduced. For the last fifteen years at least the coeducation plan has been uniformly followed. I have no hesitation whatever in commending it to all who are interested in the question, either practically or theoretically, bio bad results have followed. On the other hand, there is a better tone and higher moral standard among the pupils. I shall be pleased to receive a copy of the report of your committee, when printed, if the same is for distribution. L. W. Day, Superintendent. TEACHERS. NORMAL AND HIGH SCHOOLS. Normal School, Boston, May 5 , 1890. I think all the teachers in the normal school agree with me in the opinion that it would improve the training school as such to introduce girls. It would give the normal pupils an opportunity to observe the modes of discipline adapted to both boys and girls in a grammar school. "Whether the change is practicable at the present time I am not prepared to say. Springfield, Mass,, April 28, 1890. I have always been in favor of such coeducation; and whilst I have had super¬ vision of schools in which the sexes were kept separate, from the primary schools up through the high schools, I have not seen any good reason for changing my views on the subject. I have observed in schools where the sexes are educated together, as is the case in this city, that they have a mutually beneficial influence upon each other. I have not found any evils of a serious character at all to result from such associa¬ tion in school. I have further observed in places in which the sexes were separate, that such separation in school had the effect of leading to evils in other unavoidable associa¬ tions on the street and on social occasions; evils which, but for this artificial sepa¬ ration in school, I believe would not have existed. I believe that what objections there have arisen in certain localities to coeducation are due to evils which are not due so much to the effect of coeducation, as they are due to the fact that there are weak teachers in the schools who have not the power to create either a stimu¬ lating, intellectual, or a wholesome moral atmosphere in the school. Wherever the separation of sexes appeared to be a necessity I have found weak teachers and poor schools in general. I believe that they are related as cause and effect. Thomas M. Balliet, Superintendent. I should be in favor of having boys and girls in all grammar schools if there were schools in which the more vicious boys were required to attend. It is a serious question how far it is our duty to assist the vicious by association with the good. I am pretty well satisfied in my own mind that the discipline of a school is made easier by the presence of both sexes. Larkin Duntox. Boys’ Latin School, Boston, June 6, 1890. On general principles and under ordinary circumstances I am not opposed to the coeducation of the sexes. I am opposed to it in the Latin school. Several years ago a protracted and exhaustive hearing was given by the school board on this very question, so far as the Latin school is concerned. A happy solution of the question, as it has always seemed to me, was made by the school board in the establishment of a separate school for girls. The boys' Latin school is large enough already. The schoolhouse is constructed for boys alone. Some of the work in the Latin school seems better adapted for boys than for girls. I have always had considerable sympathy with the objectors 1260 EDUCATION EEPORT, 1900-1901. to the coeducation of the sexes in a classical course of instruction, though I do not consider their reasons as conclusive. Under the present peculiar and favora¬ ble condition of the two Latin schools in this city I should consider it unfortunate to have them united. Three teachers are in favor and eleven are opposed to the coeducation of the sexes. I understand that this expression of the teachers’ opinion is in most cases, if not all, confined to coeducation in the Latin school, and not to the question in its general application. Moses Merrill. Girls’ High and Latin Schools, Boston, April 25, 1890. To my mind coeducation in secondary schools is largely a question of balancing advantages against disadvantages, and so is to be viewed with favor or disfavor according to the local conditions under which it is tried. In towns and small cities having a substantially homogeneous population coeducation works well in the main , for there the conditions approach in simplicity the conditions of family or neighborhood life. In large cities, however, the case is different. There the pop¬ ulation is not homogeneous, the families represented in the school are not known to one another, the numbers brought together in a single school are much larger, and the proportion of coarse natures among the pupils is apt to be somewhat greater. All this tends to make the question of morals and manners a more com¬ plicated one, and it is upon morals and manners — in other words, on the forma¬ tion of character — that the question of mixed or separate classes, as it seems to me, chiefly turns. How, evils in the domain of morals, though perhaps they occur no oftener in mixed than, in separate schools, are more serious when they do occur there. As such evils can be dealt with more directly, more quietly, and with a nicer adap¬ tation of means to ends in separate than in mixed schools, I am inclined to think that for large cities like Boston the former are to be preferred. I am confident that in such subjects as physics and civil government boys are more appreciative, more alert, and more responsive than girls, and the latter would unquestionably derive great benefit- from association with the boys in the study of these subjects. In schools established for boys exclusively the teachers seem to feel under the necessity of resorting to artificial means of stimulating their pupils to industry; whereas, in schools established for girls exclusively, artificial pressure is not only not helpful, but is positively injurious. It is difficult for me to believe that the sex which needs spurring and the sex which needs curbing should be trained together. Miss Shaw and Miss Foster, also three other teachers in our school, express their opinion that girls become intellectually more alert and less passively receptive when associated with boys in the same classes than when taught by themselves. Neither Mr. Thurber nor Mr. \V illiston makes this observation, and I should not have thought of doing so myself as the result of my personal experience. As the result of my observation, however, I recognize the statement as true. This leads me to say that, other things being equal, I am inclined to think that girls are somewhat more responsive to the teaching of men than to the teaching of women. John Tetlowl Girls’ High School, Boston, April 2+ \, 1890. I ha^e had long experience in schools for the separate sexes and also in mixed schools. My opinion is decided that the advantages are, on the whole, on the side of the separation of the sexes in upper schools. The tastes, the natural tendencies, the ways of receiving the subjects of instruc¬ tion, the prospects of employment hereafter, all differ in the two sexes, and, whether he is aware of it or not, 'the teacher’s methods take a coloring from his environment and adapt themselves to the circumstances of the case, with whole¬ some results, so far as this is possible. Many things in high-school teaching take their shape from the conditions as determined by sex. Only as teaching grows mechanical does it come to concern itself less with individual and sexual charac¬ teristics. It is a great gain in any school when it can be so organized as to make the classes homogeneous in all the respects that determine the ways and means of instruction. It is an economy not to have to consider the boys and the girls as needing somewhat different, but parallel, treatment in the same classes. Girls grow more reserved when boys are present, as do boys when girls are pres¬ ent. Something of naturalness has been sacrificed when the sexes are mixed in secondary schools. I am sure that many of the topics which girls choose to write COEDUCATION OF THE SEXES. 1261 their compositions about they would never take if they thought their exercises were to he heard by young men. They are tolerably free to write on domestic employments, cooking, sewing, kinder gar tening, and other such topics — the topics that really interest them. Were boys in the classes, the girls would grow altogether conventional, and write without real personal interest, but only with the aim of avoiding the fate of becoming the objects of a smile, S. Thurber. Charlestown High School, May 5, 1890. I am in favor of mixed classes. My experience covers about twenty-one years in Boston schools, about equally divided between boys’ classes and mixed classes. This experience has convinced me that in mixed classes a better degree of schol¬ arship can be maintained, and that the discipline is better, more wholesome, and higher in tone. The life and spirit of a well-conducted mixed class is simply delightful to me, and there is the same satisfaction to me in the gentlemanly and lady-like bearing of the pupils to each other that I derive from the society of ladies and gentlemen in the world outside of school. I believe in mixed classes because I believe in mixed teachers. I do not subscribe to the sentiment that teachers should all be men. Some of the best teachers I have ever known are women, and aside from their ability to teach, they exercise a most excellent influence. I am sure that boys and girls of the age of high-school pupils need the higher lessons of character, of noble sentiment, of unselfish service which women are quite as ready to give in their lives as men. As I look back over my boy life, I remember with gratitude the great influence of certain women as decided, as energizing, as directing, as that of any men who guided and assisted me; and I like to believe that in youth nature is much the same now that it was then. J. O. Norris. John A. Andrew School, May 5, 1890. This has been a mixed school from the beginning, but until within a few years the sexes have not been together in the same rooms except in the first class. From time to time the number of mixed classes has been increased, and the results have been such as to lead me to believe that coeducation is better, at least in the gram¬ mar schools. It follows the ordinary structure of the family and society, and is the way that three-fourths of all children are educated. In rural communities, from necessity this has been the custom, and certainly in morals, manners, and intellect the country child is the equal of the city child. It is confirmed by the habits and customs of daily life; they are together at home and out of school, and should be taught together in school. To educate sepa¬ rately is to change the order of nature. My experience tells me that it is best for the harmonious development of both sexes. In mixed classes each sex exercises a healthy restraint upon the other. Girls admire a manly boy and boys a womanly girl. And “ What the child admires, the youth endeavors, and the man acquires.” Mean actions, which with either sex alone might be applauded, would be frowned upon in a class of both sexes, and not repeated. Thus the influence of each sex upon the other is healthful. Good discipline comes from evolution, not repression. Self- control is the key to success in school as in life. Coeducation begets self-control. To state briefly, coeducation is best because it is natural; it gives each sex the same opportunities; it cultivates the best in each; it develops self-control; it gives a more harmonious development. J. M. Dill. Bunker Hill School. It is natural for children to grow up together, and up to a certain age, say about 13 years (or indeed so long as it is thought advisable to teach boys and girls pre¬ cisely the same subjects) , I think mixed classes preferable, especially in schools where there is no great difference in the moral standard of the pupils. But when the time comes in the age of children, as I think it should come, that subjects are taught with some reference to their future employment, I think separate classes are preferable, in order to accomplish more (better results) in the same time. The committee has already recognized, in part, this difference in the needs of the sexes, by providing a course of sewing and cooking for the girls, and another 1262 EDUCATION REPORT, 1900-1901. one in carpentry, etc., for the boys. I would go somewhat further in this direc¬ tion. I would make a difference in drawing, working in a less mechanical and more artistic course for girls than for the boys. So in physics and arithmetic. The practical needs of the housekeeper are unlike those of the mechanic and builder, and while general principles should be taught to each, the illustrations and applications should be largely adapted to future requirements. Samuel J. Bullock. Lowell School, April 22, 1890. For fifteen years I was principal of the Comins School, where the sexes were in separate rooms. In this school, seventeen years, we have had mixed classes. My experience leads me to pronounce in favor of mixed classes, for the following rea¬ sons: 1 . The weak points in the character of the pupils of either sex are corrected by the presence of the other. 2. The character of the boy is refined; that of the girl strengthened. 3. The rudeness of the boy and the frivolity of the girl are restrained, and the manners in both are elevated. 4. There is no good reason why the good effects that flow from the mutual influ¬ ence of mingling the sexes in the family circle should not be looked for when we imitate nature in the school. 5. There is no longer any doubt of their being able to go on together with the same work. 6. I feel sure that the suspicion which some have, that the character and man¬ ners of each may be injuriously affected, is not worthy of a moment’s thought. 7. The members of a family going to the same school, having the same master, and being governed by the same discipline, tend to peace and good feeling by all concerned. Daniel W. Jones. We subscribe to the above. Edward P. Sherburne. Eliza C. Fisher. Winthrop School, April 21, 1890. I am notin favor of mixed classes. As society is constituted in our cities, there are necessarily many children in our schools who are ignorant of the amenities of life, and others who are wholly indifferent concerning them. It is better that such pupils should be associated in classes with others of their own sex, in order that the improprieties of conduct may not demoralize the opposite. The citizens in general can have no conception of the manner in which many, many of the children live, whole families crowded together contrary to the laws of decency, so that the gross immoralities of the community become subjects familiar to the sight, and thus those witnessing them lose, in a great degree, the idea of their enormity. Things have transpired in my primary schools, even, that have led me, when possible, to separate the sexes in the upper class. The argument that both sexes are reared together in the family loses its force when the family is made up of hundreds of children from many different homes. My own experience when my children were in a mixed school greatly strength¬ ened my convictions on the subject. Teachers for a boys’ school, peculiarly adapted to the work, would often be less successful with the other sex, and vice versa. In the proper conduct of a school lies the great success of the instructor. The teacher’s ways must be agreeable to the pupils, their ideas must be in harmony in order to accomplish the best results, and I am thoroughly convinced that but very few teachers can be equally adapted to both sexes. Instruction in sewing and in manual training generally can be better arranged when the school is made up of one sex; and so -with physical exercises, boys would enjoy and profit by many movements less suitable for girls. Young girls should not be subjected to the sight of corporal punishment as inflicted upon boys in mixed schools. I think parents are often deterred from send¬ ing daughters (or should be) to the public schools on account of the punishment witnessed there. The personal preferences of boys and girls for each other, and the intercourse to which its leads, are detrimental to close attention to study. I spent eight years as usher and submaster in the Mayhew School for Boys, and, therefore, do not speak exclusively from the standpoint of a girls’ school. Robert Swan. COEDUCATION OF THE SEXES. 1263 CLERGYMEN. Roxbuky, May 30, 1890. I have been for many years one of the trustees of Antioch College, in Ohio. The system of the coeducation of the sexes was introduced in that school at its foundation, and has been continued ever since. I do not think that any person acquainted with the college would wish to change it. This seems to me a fair instance for your purpose, because a large part of the students in this institution are connected with a preparatory school, which receives pupils at about the age of those who would attend high schools here. As is very well known to you, the practice of all the towns in the Common¬ wealth, excepting Boston, has always been to receive pupils of both sexes whatever was their age. The old country academies thought of no other system, and are all organized on that basis. I wish somebody would say why the Boston schools were ever organized on any other basis. I have paid a good deal of attention to our daily school education here, and I never knew. This is, however, certain, that Boston is the exception to the policy and habit of the Commonwealth for two hundred and fifty years. Edward Everett Hale. Jamaica Plain, June 3, 1890. In my opinion the ‘ ‘ coeducation of boys and girls in high and grammar schools ’ ’ is a good thing for the boys and not harmful to girls. Most boys have much of the barbaric in them. The presence of and association with girls helps to humanize and civilize them. So far as the mere acquisition of knowledge and intellectual development are concerned, I do not think it makes any difference whether boys and girls are associated or separated. Yet, of course, the acquisition of knowledge and intellectual development are not the only things for which our schools are maintained. We want our boys to grow up gentlemen. The society and presence of girls is a powerful means to this end. As regards the attraction which each sex has for the other, which, I take it, is the supposed source of the evil that may arise from the coeducation of the sexes, I think the separation of the sexes has a tendency to lead to the very evils it is supposed to guard against. As a boy and youth I was in both kinds of schools, and that is my judgment of the two systems. The male sex, whether young or old, is greatly benefited by association with the female sex, and so society as a whole is benefited. And to be a benefit to the body politic is, I take it, one purpose of the public schools. One of the most public sources of the degradation of oriental countries is the separation of the sexes. I was three years in the army during our civil war, and could not help noting the baneful effect upon men of separation from the influence of women. There was a marked tendency to retrograde in all that has to do with refinement and the finer elements of our nature. Thus, you see, I believe in the coeducation of the sexes, for the sake of the boys. I hold that it is in many ways helpful to girls, but not in such marked degree as to boys. S. N. Shewman, Rector St. John's Church. 61 Cushing Avenue, Boston, April 29, 1890. I am not aware that any institution that has tried coeducation has ever aban¬ doned it. I believe that in every case the results have been favorable. For ten years I had the superintendence of the schools of a large town, so that I can speak from experience. There seems to be no more reason for an arbitrary separation of the sexes during school life than during the period before and after it. They are together in the family and mingle in society, not only without harm, but to their mutual advantage. In the nature of things, boys and girls should be trained up together, since they are to live together as men and women, and need to be taught their true relationship. Separate schools for boys and girls are relics of a monastic age, when women were regarded as inferior beings. But in our day it is proved that woman has the capacity for the highest culture and ability to engage suc¬ cessfully in the various affairs of life. The sphere of woman has so enlarged that many avocations that formerly were held exclusively by men are now open to 1264 EDUCATION REPORT, 1900-1801. women, and women are pursuing them with success. Hence women, as well as men, need a broad and high education. But while coeducation offers equal advantages to both sexes, it does not compel a dead level of uniformity. Eclecticism is now dominant in the higher schools of learning. This elective system affords ample scope for choice of studies to meet the special needs of women. I am confident that the objection made to coeducation on moral grounds has been proved to be groundless. The testimony from the schools where coeducation has been practiced is to the effect that not only no harm comes from the mingling of boys and girls in the class room, but that the results are positively good. Personal observation has led me to the conviction that coeducation is better for mind and morals than educa¬ tion of the sexes in schools apart. There is less rowdyism and more earnestness among boys and less unladylike conduct and fewer escapades among girls in mixed than in separate schools. There is danger for the young of both sexes anywhere, but there is nothing gained and much lost by their separation in the class room. There one is both a stimulus and a restraint on the other. Jean Paul Richter says: To insure modesty I would advise the educating of the sexes together. But I will guarantee nothing where girls are alone, and still less where boys are alone.” Coeducation means a development of life into manly and womanly completeness. R. J. Adams, D. D., Pastor Stoughton Street Baptist Church. First Baptist Church, Commonwealth Avenue, Boston , Mass., April 29, 1890. I know of no valid reason why coeducation should not be a universal and per¬ manent feature of our common school system. The separation of the sexes is detrimental to both. It belongs to the very essence of free government and a Christian civilization that the sexes should be mutually respectful and mutually helpful (with proper supervision a school may be as innocent as a home) , and this they can be only through a proper education together. The world moves forward, not backward. Coeducation is increasing in the higher institutions of learning. The coeducation ought to begin in the grammar school, and continue. Life is a coeducational school. I did not know that the question of coeducation was any longer debatable, at least as far as regards the earlier stages of education. Philip S. Moxom. 57 Rutland Street, Boston, Mass., April 29, 1890. I unhesitatingly record myself as in favor of coeducation of the sexes. I have two daughters in attendance upon the Everett School and a young son in the Rut¬ land street primary department. I do not know that coeducation is important so far as the girls are concerned, but believe it to be of incalculable advantage to the boys. And yet I am persuaded it is better even for the girls. Wm. Hast Brodbeck, Pastor of Tremont Street M. E. Church. 109 Columbia Street, Dorchester, May 5, 1890. I am a firm believer in coeducation of the sexes in all grades from the kinder¬ garten to the university, also in professional schools. I am unable to understand why in our educational institutions we should adopt a principle of separating the sexes which does not obtain anywhere else in life. It seems to me that beneficial effects only are seen where the sexes are together, as in Cornell University, Ann Arbor, and the Meadville, Pa., Theological School. George H. Young, Pastor New South Church. Charlestown, May 14, 1890. I think, on reflection, that the question of coeducation of the sexes in high and grammar schools admits of a variety of answers, according to conditions. 1. Age of pupils: Up to 10 or 12 years of age children may safely and profitably be educated together. Whether in city or country, in bad or good neighborhoods, the benefit outweighs possible danger (always excepting the worst localities). I would keep the children together in grammar schools as long as the teachers think it best to do so, always seating boys and girls apart, but mixing them in recitations according to scholarship. COEDUCATION OF THE SEXES. 1265 2. In bad quarters of a city (where the state of moral and social life is low), when the pupils need much discipline, boys and girls may wisely be wholly sepa¬ rated in schools; also when some more respectable children are in the school. 3. In high schools: (a) If a school is quite limited in numbers let the sexes study, recite, come, and go together. High schools generally draw pupils from the better classes of the people. ( b ) In large high schools the two sexes are better apart, each in a school by itself. Because (1) supervision on so many pupils is more difficult. (2) With each sex by itself discipline can be better enforced when pupils are numerous, and study will be less interrupted. (3) Emulation is sufficient when many are together, without the additional stimulus of sex rivalry, which, in a smaller school, keeps up the standard to some extent. (4) In large schools more danger of the influence of reckless pupils and teachers have less personal influence on individuals. 4. The teachers can tell better than anyone else whether the conditions in any given school are favorable or unfavorable to coeducation. It is a subject on which general conclusions are theoretical rather than practical. 5. Separate college education by ail means. A. S. Twombly, Pastor Winthrop Church. Addenda. — Sex susceptibility affects students less than many suppose when they are kept hard at work in schools. Boys and girls are generally shy of each other (except among the lower classes) between 14 and 19 years of age. Youths at that age segregate by sex. The ques¬ tion of coeducation at that period is more concerning its influence on effective study than as a matter of moral and social expediency. 38 Dartmouth Street, Boston, April 29, 1890. My opinion is not favorable to the coeducation of the sexes in our grammar and high schools. Admitting its possible intellectual stimulus, I deprecate its effect upon morals. The objection does not hold with reference to coeducation in our colleges and universities any more than to our primary schools, but only to that class of our youth presumably between the ages of 13 and 17. Of course I concede exceptions to the rule, but, speaking in general terms, observation, and experience would lead me to negative such a proposition as the one suggested. James M. Gray, Rector First Reformed Episcopal Church. 209 W. Canton Street, Boston, Mass., April 30, 1890. From the time that boys and girls are old enough for the grammar school until they are ready for college they should be kept apart. I was s‘ coeducated ” from the time that I began to go to school until I was graduated from Boston Univer¬ sity, and I am fully persuaded that free association during the time that I have indicated is fraught with danger to both sexes. George A. Crawford, Pastor Broomfield Street 31. E. Church. South Boston, April 28, 1890. While I can bring forward no new argument, yet I feel that the old ones are sufficient to justify me in condemning coeducation. The argument of propriety is all sufficient in my judgment. There are dangers at an earlier period of life in our grammar schools; how much greater are not such dangers apt to be in high schools? And while I admit that youths may receive a stimulus to study, and also, perchance, a certain refinement, if you will, by coeducation, yet do I perceive also dangers which may more than balance such advantages. What these dangers are parents and educators and others experienced in affairs may easily surmise. In short, I have no difficulty in condemning coeducation, and deem the separation, which now happily exists, the very best. D. O’Callaghan, Rector St. Augustine's Church . ED 1901 — VOL II- 4 1266 EDUCATIONS' REPORT, 1900-1901. 72 Alleghany Street, May 1, 1S90. The following considerations are of influence with me as against any greater commingling of the sexes: 1. Many of the children come from nnregnlated homes, and it is questionable how far other children should be compelled to hear and learn from nnfortunate remarks and incidents which arise from want of early discipline in every mixed class. As far as possible children should have the advantages of common school education without risks. 2. The association of boys and girls in the same building, but not in the same classes generally, furnishes the best elements to be derived from some education of boys and girls, brothers and sisters in the same set of companions. 3. Many teachers — perhaps most — have distinct fitness for girls or boys, and do much less satisfactory work with the opposite sex or when they are mingled in the class room. William R. Campbell, Highland Congregational Church. Nonprofessional opinions. Cambridge, May 29, 1890. I am very strongly in favor of the coeducation of the sexes. This opinion dates back to my early life, when, as a day schola, in what was then considered the best boarding school near Boston (that of William Wells, in Cambridge) . 1 was struck with the greater decency and refinement of the day scholars, who lived at home and with their sisters, as compared with those who lived only among boys. Afterwards, as usher in another large boarding school (that of Stephen M. Weld, of Jamaica Plain) , I noticed just the same superiority. This impression has never passed away from my mind. Since then, while on the school committee of three different places — Newbury and Worcester. Mass., and Newport, R. i. — I have seen the process of abolishing separate schools and bringing the sexes together: and always with satisfactory results as to discipline, manners, and morals. I am satisfied that there is in each sex an instinctive desire for the good opinion of the other, and that this is a very powerful aid and stimulus in the hands of the teacher. As a remarkably good teacher, Mr. William Reed, now of Taun¬ ton. said to me forty years ago at Newburyport : “I never yet saw a school which I could not manage by the waving of a finger, if I could only have boys and girls together. ’ ’ This is now generally admitted as to boys; but there is often an impression that what the boys gain the girls lose. Here again I must quote a very able teacher, Mrs. Caroline C. Leighton, sister of the well-known educational authoress, the late Jane Andrews, and as good a teacher. When in Worcester, about 1855, we changed her girls’ grammar school into a mixed school, she said soon after: •• I was willing that the change should take place, because I thought we owed it to the boys, although I thought it would be bad for the girls. But now 1 am sat¬ isfied that it is for the benefit of both, and has done as much for the girls as for the boys. ’ ’ When I was on the school committee of Newport, one of our very best gram¬ mar-school principals, a woman, took a day to visit Boston grammar schools. After her return she said to me. I should never wish to teach a public school in Boston. They seem to me perfectly tame and uninteresting, from having one sex only.” When I questioned her farther she said: ” I rely on my girls to give steadiness and regularity to my school: they are more punctual and get their les¬ sons better. But I rely on the boys to bring outside life into the school, to know what is going on in the world, to illustrate the lessons from what happens in the streets and on the wharves. Neither would be sufficient alone: both are needed for the material of a good school.” I thought I had never heard the precise state of the case better put. Thomas Wentworth Higginson. Milwaukee, June 8, 1890. In the West there has never been any doubt as to the feasibility or advisability of coeducation. In Wisconsin and Michigan both, this system has been fully in practice, and the University of Wisconsin gives equal privileges to both boys and girls. I have never heard'of any difficulty or scandal arising from this inter¬ mingling of the sexes at school. COEDUCATION OF THE SEXES. 1267 I was educated in such a school myself . and my experience teaches me that there is a certain emulation or desire to stand well in the eyes of the opposite sex, which stimulates the pupils in such a school to greater mental exertion, and makes them more zealous in the pursuit of knowledge. Girls are usually quicker in their perceptions than hoys of the same age; consequently hoys derive the greatest benefit from this comradeship. Contact with the gentler sex also smooths the rough edges of a hoy’s manner, and develops the chivalrous side of his char¬ acter, making him more manly, more honest and straightforward than he would he if accustomed only to the society of hoys like himself. There is still a good deal of the savage in man, and this trait is more likely to develop itself when men herd together. On the contrary, a girl who is brought up in the companionship of boys is more likely when she arrives at womanhood to estimate men at their true worth, and is less likely to become the prey of the first designing adventurer whom she meets. Your inquiry strikes a Wisconsin man or woman somewhat as would an inves¬ tigation into the advisability of allowing men and women and boys and girls to occupy the same pews in church. Coeducation has been so thoroughly accepted and so long practiced in the West that we have to speculate as to the probable effects of a return to the old monastic system. Mrs. D. H. Johnson. In regard to the coeducation of boys and girls in high and grammar schools, I am entirely in favor of it, believing it to be for the advantage of both sexes to mingle freely in all departments of education. I have not had a very large personal experience, but have had under my care a boy and a girl who were passing through a coeducative high school. In neither case did I see any evil or disadvantage arising from coeducation: but on the con¬ trary a natural healthy friendship with those of the other sex. I should entirely approve of the principle of coeducation, from the lowest primary school to the highest university or professional school. Ednah D. Cheney. IL— OPINIONS OF FOREIGN" EXPERTS. The Chicago exposition and congresses of 1893 brought to this country many foreign experts deputed by their governments to study our school systems. To these critical observers coeducation appeared the most striking feature of our educational systems. They realized also that it arose out of social conditions radically unlike those that exist in the Old World, which differences are in turn strengthened and perpetuated by this policy. COEDUCATION OF BOYS AND GIRLS. [From report of Dr. E. Scklee, of the Realgymnasium of Altona, Prussia, delegate to the Educa¬ tional Congress at Chicago.] A very common, although not universal, feature of the American public school is the coeducation of the boys and girls, not only in the primary schools (cities) and in the country schools, as is also the case with us, but also in the grammar and high schools of cities. Furthermore, the sexes are not separated in the normal schools {Lehrer-Seminarien) , in colleges, and even in universities. In Chicago coeducation is the invariable rule; in Boston and New York union and separation are both found. To us it seems strange, at least, to see, if only in photographs, boys and girls not only of 13, but even of 18 years of age, sitting together or stand¬ ing in mixed rows, going through free gymnastics and exercises with wands. It is to be noticed, however, that they have single desks; also, that generally the teacher is a lady, even for the free gymnastics. All special rooms (i. e., toilet rooms, etc.) and the playground are strictly separate for boys and girls. This coeducation has not been without opposition; especially in Boston where the sys¬ tem has already been twice severely attacked. Ten years ago Dr. Clarke attributed to this the fact, which, however, was elsewhere disputed, that American ladies of the higher class were not very good housekeepers and mothers. The Commis¬ sioner of Education1 obtained reports from 300 cities and town, and these were, on the whole, favorable to mixed schools. He therefore commended this policy, Gen. Jolm Eaton. 1268 EDUCATION EEPOKT, 1900-1901. arguing that if we must live together we must he educated for that purpose; to educate the sexes separately is to change the natural order of things.1 Later Dr. Philhrick stated that by this means (coeducation) the peculiar form of education best suited to the different sexes was prevented. But the Commis¬ sioner responded 2 that Dr. Philbrick had had no experience in mixed schools and that the statistical returns showed only favorable results as far as -regards condi¬ tions of health. At the same time the good effects upon morals were mentioned, which had resulted from coeducation in Norway and Finland, and reference was made to the unfavorable effects of the monastery education in France. A schoolman of large experience also personally told the writer that coeducation had a favorable effect on the general behavior, on the bearing of the pupils toward each other, and on the whole discipline. Germany takes in this respect, perhaps, the right medium between France and America, but if one observes how benefi¬ cial in general is the comradeship of the children of intimate families one might, where the nature of the studies and where outer circumstances, especially in smaller places, make the union desirable, consider that the American way would be advantageous in our country also. The discipline, indeed, is not as strict as in Germany. While formerly in America, corporal punishment is said to have taken place often enough, it is now everywhere forbidden in the public schools.3 Also deprivations of liberty seem not to be practiced. Where admonition does not avail temporary exclusion from school by the principal of the school for not more than a month, by the school superintendent as long as a quarter of a year, or expulsion from school is the only means. And yet the American educational method, by reason of the many recitations of the individual scholars, gives abundant cause of disturbance and trouble of which much complaint is made. In discussing the teaching force of our schools, Dr. Schlee dwelt also upon the spectacle, novel to a foreigner, of the general presence of women side by side with men in various business and professional pursuits. He expressed the opinion that this transfer of women from the domestic circle into careers competitive with men increased “the restlessness, haste, and intense strain in all relations of life.” Prof. Stephan Waetzoldt, of the University of Berlin, chief commissioner of the German educational exhibit at Chicago, says: “No distinction in the quality, kind, and aim of instruction is made in any of the elementary schools for boys and girls. In the old States the sexes are not, as a rule, instructed together in second schools, but in the Central and Western States they sit together from the primary school to the university, the latter included. This is the system of coeducation, the education common for both sexes so highly commended by Americans. At the congress of education at Chicago this subject was often discussed, and not one disapproving voice was heard. At first I was altogether misunderstood when I explained that our views on the education of girls differ essentially from those of Americans. They see only the advantages of coeducation, believed to refine the boys and strengthen the girls, and we must accept these peculiar conditions just as in domestic life. The intercourse of boys and girls, of adults and children, is altogether different from what it is among us, and I doubt whether it has a moral advantage. Certain it is, however, that the girls on the average are more intelligent than the boys; they go to school longer. In the high school of Chicago the proportion of girls to boys is 3 : 2. As business and politics take up the men’s entire time, the women have become the supporters of the higher intellectual interests and the protectors of intellectuality in domestic life.” Prof. Emil Hausknecht, of Berlin, for several years professor in the National University at Tokyo, says on the subject of coeducation in America: “As a makeshift, coeducation is better than nothing. As a principle, it entirely ignores the needs of the separate sexes, arising from the differences in the develop¬ ment of boys and girls. Boys and girls from the ages 14 to 18 must be differently 1 Hon. Andrew Jencks, superintendent of schools, Pawtucket, R. I., in Circular of Information, No. 2. 1883. 2 The reference here is to the following observation by Dr. Harris in response to an inquiry from Dr. Voss, of Norway: “With regard to Mr. Philbrick’s judgment on the subject of coedu¬ cation, I think that he stood almost alone among our ablest writers on education in his opinion. The Boston schools under his charge educated the sexes separately. It may be that his experi¬ ence in that city had undue influence on his opinion.” [Ed.] 3 Corporal punishment in public schools is forbidden by law in the State of New Jersey, and in many cities by school law or by school boards. The prohibition is far from universal, but pub¬ lic opinion is very generally opposed to this form of punishment. [Ed.] COEDUCATION OE THE SEXES. 1269 treated, both in regard to the intellectual and emotional nature. Coeducation is possible, however, in America more than in Germany or elsewhere, because custom and education have given to the girl and the woman greater freedom and deter¬ mination in their manners and appearance, but also give them strong protection against encroachments and improprieties. Coeducation is possible in America also, because the week has only 5 school days, Saturday being a holiday, and the school day has only 5 lessons, of which one is usually a study hour. Besides, grammar and high schools require much less severe intellectual efforts, and a much more concentrated and simple exertion of the mind than is required in our sec¬ ondary schools for boys.” THE COEDUCATION OF THE SEXES IN THE UNITED STATES. [Extract from a report to the minister of the public instruction, Prance, by Mile. Marie Dugard, delegate to the Chicago Congresses of 1893.] Of all the features which characterize American education, perhaps the most striking is the coeducation of young men and young women, whether in the pub¬ lic schools (primary and grammar schools) and in the high schools, or in the col¬ leges, the scientific schools, and universities. At least it is most striking to a French observer, for it reveals to him a state of mind and of habits which is entirely strange to him. The sight of youths of 16 to 18 years, almost men, work¬ ing, chatting, and enjoying daily comradeship with young ladies, who, by reason of their distinction, elegance, and often a precocious beauty, seem not at all like students, confounds all his ideas. He is astonished that such an ideal should have sprung up in the healthy American mind, and he does not dare to think of the results, so opposed do they seem to his moral sense. How the United States have come to adopt coeducation, a glance at their origin enables one easily to under¬ stand. When the settlers fixed themselves in America, their first concern after having cleared a place, built log houses, and provided for the necessities of the material life, was to organize schools to the end, according to an expression of an ordinance of Massachusetts, “that the knowledge of their fathers might not be buried with them in their tombs; ” but as they were too poor to give to every village two school buildings, they opened only mixed schools, where the pupils of the two sexes received the same instruction. This system, which offered real pecuniary advan¬ tages without any moral danger — as the children were restrained by the bonds of relation or friendship between their families — was extended, and outlived the causes which had cheated it. Rich and prosperous cities covered the prairies of the settlers, palaces took the place of the log cabin of the first builder; but, among all these changes, coeducation remained. Harmless as it is for small communities and for elementary classes, is it so still when transplanted into the new conditions of the modern life and into all orders of instruction? This is a question much agitated in the United States. It would be indeed a mistake to believe that the mixed education is so inwrought into th8 American customs that it never encounters opposition. In certain communities it is, on the contrary, much criticised, and several cities, especially in the East, have entirely discarded it; others retained it only in the grammar and primary schools, sometimes in the latter only. The controversy is worth analysis, for it enables us to see the possible results of coeducation and illuminates one of the most important problems of American pedagogy. ‘ ‘ The organization of a being is always in harmony with the functions which nature assigns to it , ” say the opponents of mixed education . 1ST ow the organization of woman differs much from that of man, therefore she has different functions and should not receive the same education. These principles do not involve in them the thought that woman is inferior to man. ‘ ‘ The highest ideal of humanity,” wrote an ardent adversary of the mixed school in a book which was formerly considered an authority, rejecting any comparison of inferiority or of superiority between the sexes, “ demands that each be perfect after his nature. The lily is not superior to the rose, nor the oak tree superior to the clover; neither is the beauty of the lily the beauty of the oak, nor the purpose of the oak tree the same as that of the clover. 5 ’ It would be a poor horticulturist who would treat them in the same way. And he adds: “ If woman subjected to masculine education intended for the development of the male organization can equal man , she ought to surpass him if she receives feminine education designed to develop the organization of woman.” From these general arguments proceeds a long series of objections — physiolog¬ ical, intellectual, and moral— which we will summarize: 1270 EDUCATION REPORT, 1900-1901. Coeducation is injurious to the health of the young girls; less strong than the boys, they can not endure the same work without hurting their organism; and to oblige them to study together is to substitute for the sound emulation, which reigns in the separated schools, a morbid rivalry from which their nerves must suffer. Their excessive pride prevents them from admitting that this regime exhausts them; desirous to equal young men and even to surpass them, they study with great zeal and constantly strain the activity of their brains. The results of this overpressure one can see to-day in the American woman, intellectual, refined, bril¬ liant indeed, praised by Europeans on account of her spirit and grace, but pale, feeble, of a delicate beauty which soon vanishes, and incapable of having a large family. Therein lies an imminent danger for the future of the race, and if this is not remedied there will soon be a race of women capable of being doctors, jour¬ nalists, advocates, architects, engineers; in one word, everything except wives and mothers. More than this, the woman, having different functions from the man, has not been endowed with masculine intelligence, and consequently it is not reasonable to impose upon her the studies and methods which are suitable for the masculine mind. “ The boys should work as boys and the girls as girls. Mary can master Virgil and Euclid as well as George, but both of them would be weakened and would not attain their legitimate end if they were condemned to the same methods. In all their work women should respect their characteristic organization and remain women and not strive to be men, or they will fail utterly. For the two sexes there exists no exception to the law that their greatest power and their great¬ est perfection lie in the complete development of their organism.” The difference in the intellectual development of the young people of either sex is also opposed to their common education. Until the age of 16 or 17 years the young man has a mind less developed than the young girl; if he works with her he will be discouraged and give up efforts which do not offer him any success. From the moral standpoint the consequences of coeducation are still more dan¬ gerous. It is a law that if two individuals live together the one who has the strongest personality becomes the model for the other. Educated with boys, the young girl, having a temperament weaker and more supple, copies the manners of the boys and loses her graces, while the boys do not become softer by the feminine association. Finally, it is impossible that between young men and young women, associated every day in the familiarity of classes, there should not be formed some romances, which the American education, it is true, renders inoffensive as far as regards manners, but which will nevertheless have disadvantages. These objections seem judicious, and in the light of them it seems that coeduca¬ tion ought to be abandoned, but it is necessary to hear how its partisans defend and justify its continuance. It must be observed, in the first place, that besides the advantage of conforming to the historical origin of the United States and to the habits of the majority, it has unquestionable advantages; it is economical and permits the use of a part of the school funds for the purchase of books, apparatus, etc.; it conforms to the natural method; that is, to the organization of nature and society; finally, in unit¬ ing the minds of the two sexes in the same culture, it gives them common thoughts and tastes, and so prepares for the happiness of family life, where the principal cause of dissensions is the barrier which is raised between the ideas, the senti¬ ments, and the belief of husband and wife. Taking up the objections of the opponents, the defenders of the policy reply to them by considerations which are not without value. It is assumed, they say, that woman not having the same nature as man, must not be educated in the same way. That is a poor argument, for in reality the soul has no gender. But let us admit that there exist between the man and the woman great differences on the intellectual side as on the physical; we can not draw from this an argument in favor of separate education, as the resemblances are, in spite of all, more numerous than the oppositions. If the lily and the rose, following the figure of Dr. Clarke, require different culture, does not their common need of air, of sun, and of dew permit the horti¬ culturist to let them bloom in the same garden? Some maintain that if woman can accomplish much with a masculine education, she would accomplish more with a feminine education. Ought one not to say the contrary, that the more dissimilar the two sexes, the more useful it is to woman to be educated with man, in order to acquire certain virile qualities which she will never possess if she remains shut up in her femininity? It is asserted that the excessive work and the morbid rivalry of the mixed schools are injurious to the health of young women; but this dangerous emula- COEDUCATION OF THE SEXES. 1271 tion. and this overpressure, are not due so much to coeducation as to the general organization of modern instruction. In the schools where the scholars of the two sexes are separated the programmes are so arranged that the girls study as much as the boys, and it is often seen there that emulation degenerates into unwholesome jealousy. The delicate health of women, of which advantage is taken in this discussion, originates from causes that have nothing at all to do with mixed education. It is caused rather by the enervating dryness of the climate; by the feverish activity and the unhealthful habits of American life, habits from whose debilitating influence the less robust female suffers most, and by the unhealthful dress which custom imposes upon young women and which prevents their taking as much exercise as young men, while it makes work harder for them. Women, and even girls at schools,'’ says C. H. Dali, ‘‘take their studies in addition to their home cares. .Lf boys are preparing for college, they do not have to take care of the baby, make the beds, or help to serve the meals. A great many girls at the high schools do ail this.” To all these causes must be attributed the weak health of the American women, and it is entirely unjust to make coeducation responsible for it. Resting upon the principle that woman has not the same mission as man, some contend, also, that it is not desirable for her to receive the same instruction. This reason had formerly some weight when woman remained at the fireside, confin¬ ing her activity to domestic duties and depending upon her father, her brothers, or her husband for the care of her future; but times have changed; in the pres¬ ent state of our social organization many women are obliged to provide for their own needs and often for those of their families. Forced to work for their living like men, it would be unjust to refuse to those whom nature has made more feeble the same means of defense; that is, the same culture, the same knowledge. The opponents of mixed instruction acknowledge entirely this truth; several concede to the women the right to have the same knowledge as man, but they add imme¬ diately that as her mind is not the same she must not acquire them in the same way, and from this difference they derive the necessity of separate education — a false conclusion, for there exists often among certain children of the same sex greater mental differences than between young men and young women, taken as a whole, and yet no one thinks on that account of providing a special teacher for them. It is the duty of the professor to use a method flexible enough to accom¬ modate itself to the different intellectual necessities of his pupils. To this the answer is, that when the young men work with young women whose livelier minds are more capable of assimilation, young men are discouraged. Experience has proved, on the contrary, that the feminine quickness excites the slower intelligence of the boys. If there really have been young men repressed by the success of women, it is certain that the success of a comrade of the same sex would have had the same effect. There remain the moral objections. According to the testimony of educators, who for a long time have directed mixed schools, young women, far from becom¬ ing masculine by the contact with boys, have, on the contrary, greater dignity and reserve, and the young men, in their turn, lose in the society of young girls that roughness of manner and that carelessness in attitude and language which characterize the men educated apart from women. As to the last objection, the gravest of all, we have here the reply of an educator whose words have special authority, because he was partly educated in mixed schools, partly in those open to boys only, and he directed for several years the mixed schools of St. Louis: “ My observations have led me to indorse the statement of Richter: ‘ To insure modesty I would advise the education of the sexes together, for 2 boys will preserve 12 girls or 2 girls 12 boys innocent amidst winks, jokes, and improprieties, merely by that instinctive sense which is the forerunner of natural modesty. But I will guarantee nothing in a school where girls are alone together, and still less where boys are. ’ I had noticed that the atmosphere of ‘ mixed ’ schools was desexualized, where that of separate schools seemed to have a tendency to develop sexual ten¬ sion. Again, whatever tendency toward indecency might manifest itself was far more easily checked in ‘ mixed ’ schools, by reason of the crossfire of watchfulness which made intrigue far more difficult to keep secret. The brothers and sisters and other relatives and intimate acquaintances of the pupil attended the same school, and every act was scanned from two points of view — the boys being par¬ ticipants in boys’ gossip, and the girls being participants in girls’ gossip — and the barriers being removed within the precincts of the family, parents could not fail to have a more faithful account of the behavior of their children than when isolated in different schools. Brothers and sisters mutually protect each other 1272 EDUCATION EEPOET, 1900-1901. from shame. Besides this, the fact that the chief association between the sexes in ‘ mixed ? schools takes place under the eye of the teacher and in recitation, wherein the contest is purely intellectual and where the manifestation of mere femininity — softness and sentimentalism — would cause the pupil to lose rank as a scholar, and where mere masculinity — roughness and willfulness — would make an unattractive spectacle, leads one to expect that the tendency of coeducation is to elevate the standard of admiration from mere external charms of person to the spiritual graces and gifts which lie deep in the character.” To these judicious considerations must be added certain observations which the opponents of coeducation do not seem to have taken into account, and, first, that the habit of being educated together is for young people of both sexes a better safeguard against love than continued separation. A young girl whose companions •are almost exclusively of her own sex becomes romantic and is easily enamored, but one who has been always associated with young men, having experience and maturity, does not yield to extravagant enthusiasm. Moreover, in the love that may spring up in the mixed school there is nothing to alarm the severest moralist, and this because the oversight, as Dr. Harris has shown, is much greater there than anywhere else, and because the young American girl has a profound sense of her dignity, the young man a great respect for the woman, and both together the habit of self-control, there will result only a marriage in which the tenderness is the more enduring because the husband and wife have so long known each other. It would be well if such marriages should happen often. But will not the preoccupations of such attachments hurt the studies? This is a chimerical fear. As the relations are above all intellectual, a rising love, far from fostering idleness, will inspire more earnest work in order to secure the appreciation of the loved one — daily witness of failure and successes. To these theoretic arguments in favor of coeducation there is added a final con¬ sideration more important than the others: It has triumphed in all the cities of the Middle States and the far West, and even in the East it has a tendency to extend in spite of opposition. Some Americans speak of a reaction, but this triumph in the Western States, numerous and extensive and called to an impor¬ tant part in the future of America, does not justify this prediction. It is not for me, certainly, to judge of this. It would also be presumption for me to pretend to settle the question of the inferiority or the superiority of the mixed schools after having seen the greatest educators of the United States divided as to the subject. Therefore I will offer only in conclusion my impressions. It did not seem to me that in the mixed schools the hygiene, the work, and the order suffered from the presence of the pupils of another sex, and the appearance of the classes seemed to me even better than in the separate schools. But what disturbs the pedagogical sense is the greater excess of the female sex in the high schools, both among the scholars and among the teachers. The majority of American youth — entering there at the age of 15 or 16 years — two-thirds, even three-fourths, of the pupils in the higher classes, are girls. This disproportion is bad for the young men. If it is good for their manners not to be separated from the women, it is dangerous to their manliness to be always in contact with young girls. Moreover, if the guidance of a female teacher is best for them when they are very young, at about 14 or 15 years, and perhaps younger, they ought to have different control. It is impossible, at least without seeing it, to realize how painful is the spectacle of a young woman, who has not yet in her tone and attitude the authority which age and long experience give, directing young men from 16 to 18 years of age. Certainly, neither the discipline nor the respect suffer from that, so profound is the deference of the American scholar to his lady teachers, but it is nevertheless true that in this ideal of instruction something is wanting. The female teacher can not secure from the young men all the intellectual work of which they are capable, she can not come into intimate relation with their adolescent minds, nor can she give them a manly development. Thus one whole part of education, the most fruitful and the best, is eliminated, and the occasion is lost forever. It is right to acknowledge that these faults are not inherent to the system of coeducation. They arise from the particular conditions of American life, and in other countries it would doubtless be easy to avoid them. But would coeducation be acclima¬ tized anywhere else? And in France, where it exists already in some departments of instruction, should it be extended to all? This is a question which I shall not consider here.1 1 In the continuation of the report the author considers the conditions^ under which coeduca¬ tion is possible, and comes to the conclusion that it is impracticable for t rance. COEDUCATION OF THE SEXES. 1273 M. Jules Steeg, director cf the Muses Pedagogique, who had charge of the installation of the educational exhibit of France at the Chicago Exposition, and Dr. Gabriel Compayre, delegate from the minister of public instruction to the educational congresses, have simply noted the fact of coeducation in articles upon America published since their return to France. The former says: The girls are educated in America together with the boys. They sit on the same benches, pursue the same lessons and the same exercises without any distinction whatever, for the boys even take part in the sewing exercises and are very proud to exhibit their needlework every year beside that of their female companions. They would be astonished, I was told, if anyone seemed to be surprised at this. I refer here to the first school years. Later some separation takes place in spite of all the theories in the world, and I have seen embroideries made by the girls and works in wood and iron by the boys. (Chicago et l’Exposition. Notes d’un visiteur francais. Rev. Pedagogique, June, 1893, p. 487.) Dr. Compayre, in an article upon the educational congresses, says: We cast our eyes over the audience — women predominate. The coeducation of the sexes, commenced in the schools, is continued in the congresses. (Rev. Peda¬ gogique, November, 1893, p. 387.) [Extracts from a repoi*t by Anna Bentzen, of Norway, who visited the United States for tbe purpose of studying the system of coeducation.] The first school I visited was the Toledo High School. Here, as usual in the West, all public schools are mixed, and even the private schools do not class the boys and girls separately. ******* I noticed that the high school in Toledo (average age of pupils from 15 to 18), and in many other places, presented an overwhelming majority of girls. In many classes I saw from 5 to 6 boys among 40 girls. The question forced itself upon my mind if this condition was due to coeducation. I addressed inquiries to principals and teachers as to the cause of this phenomenon, and I received the answer that practical life has much greater attractions for a lively boy than the school. * * * Mixed schools are undoubtedly not the only form of schools in the United States, but when one observes the tendency thereto in all places where coeducation for¬ merly found no sympathy, in most of the Southern States (whose history deviates in general from that of the Northern States) , one can see how the system has pre¬ vailed there also theoretically; practice follows later wherever it is possible. That separate, as well as mixed 'schools, are found in the cities of the Eastern States, e. g., in Boston, shows simply the possibilities of a large city as to satisfying vari¬ ous views and wants. * * * It is plain that the cause obtains footing more and more, instead of losing it. All school authorities, superintendents and direc¬ tors, who were so obliging as to enter more thoroughly into the question with me, pronounced themselves unconditionally in favor of the policy, and presidents of colleges and universities expressed themselves in the same terms wherever coedu¬ cation had been introduced. In vain they look for intellectual inferiority of women, even in the highest educational institutions. It is true that fewer women than men go to universities after having finished the high-school studies. However, the percentage is constantly increasing, and, in comparison to the number of men, an equal number of women take their degrees with the highest credit. In the fall of 1890 there were 198 female students at the Wisconsin State University in Madison, and about four times as many men. At Ann Arbor, Mich. , there was about the same proportion upon a total of 2,153 students. Coeducation in Wisconsin dates only from 1883, after the uni¬ versity had been in existence for many years (from 1838), and in the beginning it was not coeducational in the exact sense of the word, since the young women were instructed in a so-called normal department. At last, in 1873, all peculiari¬ ties in the instruction of women were done away with, and the university was opened to both sexes without any restrictions. The president of Ann Arbor Uni¬ versity told me that the first woman student entered the university in 1871, and passed the fiery trial of public criticism and the university examinations with the greatest honors. Her example was soon followed by others, and for the last ten years coeducation at this university, as well as at many others, has been an estab¬ lished feature, and no more comments are made upon the subject, at least none 1274 EDUCATION REPORT, 1900-1901. that are unfavorable. Even the professors, who were most opposed to the new arrangement, confess that experience has conquered their opposition. In some universities they are from principle opposed to coeducation. Harvard College, near Boston, has established a so-called annex for women students, but refuses stubbornly to give lectures before a mixed audience; for what reasons, the author has not been able to find out. This annex arrangement does not give satis¬ faction; it savors too much of “ second hand,” even although the privileges are the same as those bestowed upon Harvard proper. The women students up to this time have shown most interest in the branch of philology, but natural sciences gain more and more attention and original scientific investigations by single individuals have already been undertaken. The law schools are not attended by many women students, but in those of medicine there have been numerous women students for quite a number of years, and now and then some follow even the course of engineering. But the professions whose courses are followed by women in isolated instances only are of little consequence in the question of coeducation. When it is fully established in future, the woman’s inclination will prove to be equally as good and safe a guiding star as that of man, and there is no reasonable foundation for the apprehension that she will follow studies not befitting her sex. * * * In some places I noticed a strict separation of sexes, both in respect to their seat¬ ing in schoolrooms and their marching in or out, and in most places there are separate playgrounds for boys and girls. One can easily recognize the necessity of the latter upon seeing that the pupils are but little supervised during the recesses. Separate cloakrooms are found everywhere. But as far as I could find out these trifling arrangements were the only ones thought necessary for the sake of order and morals. One should remember the rough material which American schools receive. Recent immigrants, no matter if from the east or west, and without knowing a word of English , are received in the common schools or high schools. In the mean¬ time there is something in the surrounding air that softens the uncouth nature of the child, and at the same time, as he becomes familiar with the language of his new fatherland, he imbibes the respect for his own worth as a human being and for the rights of his comrades, which is the profoundest principle in an American community. If those from the lowest classes of the community were kept aloof and the two sexes kept separate, would the teacher in such a case be able to bring about such changes? * * * It must not be imagined that all schools possess a class of clean, well-situated, well-educated children, who might be sent to an exhibition; but although there are schools which use up all the energy of a teacher within a short period of time, destroying her good humor and tempting her to use a cane, we find that such is most often the case in those schools where no coeducation is advocated, and where now, as in some schools in Boston, they are afraid of introducing coeducation because wildness and roughness seem to be their inheritance and possession. * * * In America young boys and girls associate in a friendly way together from their earliest childhood. They have all opportunities to become acquainted in school. * * * I had special opportunities in the Western States to observe these natural rela¬ tions, both in university cities among the students and other young people who were following practical careers. The young girls were strikingly easy and nat¬ ural in their manners. From a moral standpoint, I discovered only healthy results from the American coeducation. It still remains to examine its effect in a phys¬ ical aspect. * * * I have been much impressed in American schools (both in lower and common schools) by the weakly, pale-looking children with bad carriage of the body and much nearsightedness, judging by the distance of the books from the eyes. But I did not receive the impression that the girls looked more delicate, nor do statis¬ tics report to this effect. * * * Both boys and girls suffer from overcrowded classes (being pinned down to the desk for long hours), from bad ventilation and severe drafts, the want of play¬ grounds, and one-sided mental work. * * * Finally. I will add a remark on the economical feature of coeducation: When I consider the equipment of the American high schools, as I saw them in most cities, and then imagine these expensive buildings doubled in order to accom¬ modate each sex separately, there arises a strong doubt in my mind. Would it be possible to furnish these schools with expensive laboratories (not with one, but with three ) , with excellent microscopes , well-supplied libraries? Hardly in smaller cities where there is at present only one high school; however well the boys' high COEDUCATION OF THE SEXES. 1275 school might be equipped, the girls’ high school would no doubt leave much for improvement. III.— CITATION S FROM DISCUSSIONS RELATIVE TO THE PHYSIOLOGICAL AND HYGIENIC -BEARINGS OF HIGHER EDUCATION FOR WOMEN, WITH SPECIAL REFERENCE TO COEDUCATION. The widespread interest excited in the problem of the higher education of women by the land-grant act of 1862 and the founding of separate colleges for women (Vassar, 1861; Wellesley, 1870, and Smith, 1871) caused every phase of the question to be earnestly canvassed. The physiological and hygienic aspects of the problem were brought into special prominence by Dr. E. Clarke, of Boston, whose book, Sex in Education, was virtually a protest against coeducation. His arguments carried great weight at the time by reason of their scientific tone, and they are still the strongest that are adduced against the policy from the physi¬ ological standpoint. In the opening chapter the author discussed the physiological constitution of woman, and set forth conclusions which he had formed from clinical observa¬ tion. In the fourth chapter he marshaLed the “laws of development,” which, he says, “we have found physiology to teach,” and his personal conclusions as an argument against coeducation. With respect to the public discussions then in progress, the pith of the book was in this chapter, since it was immediately seized upon as presenting an unanswerable argument against opening to women institu¬ tions originally designed for men alone. The citation from this chapter, given below, is interesting as showing the man¬ ner in which Dr. Clarke applied his argument, and also the care with which he avoided open opposition to the general movement for the higher education of women that had already become irresistible. Against Dr. Clarke’s position little more could be adduced, at the time, respecting coeducation, than individual con¬ victions. Mr. Thomas Wentworth Higginson, however, considerably lessened the effect of Dr. Clarke’s argument by exposing the small basis of fact upon which it rested and pointing out, categorically, the classes of facts which were required in the premises and which, in his opinion, were already attainable. This portion of Mr. Higginson’s article, which formed a chapter in Sex and Education, is also reproduced. It should be added that the subsequent investigations by the Col¬ legiate Alumnae Association were the natural outcome of this call for facts. The data collected related to the health history of 705 graduates from 12 colleges or uni¬ versities open to women, 9 of the institutions claiming 247 of the graduates being coeducational. The Massachusetts bureau of statistics and labor, at that time (1885) under the direction of Hon. Carroll D. Wright, undertook the preparation and publication of the material, and it is to be found in full as Part Y of the sixteenth annual report of that bureau. The summary of results, which, under the circumstances, must be regarded as entirely impartial, is inserted after the citation from Mr. Higginson. Two years after this report was published the similar inquiry already noted was undertaken by a committee of women’s colleges at Oxford and Cambridge (England). These colleges are indeed not coeducational, but this fact does not lessen the significance of the investigation so far as regards the strain of scholastic work, since the students are prepared for the same examinations as their brothers at Oxford and Cambridge. The results of this investigation are presented in a pamphlet report, of which the summary is also cited below, together with a single table in which the results of the American and the English investigations are compared. 1276 EDUCATION EEPOET, 1900-1901. SEX IX EDUCATION.1 [By Dr. Edward H. Clarke.] Before going further, it is essential to acquire a definite notion of what is meant, or at least of what we mean in this discussion, by the term coeducation. Follow¬ ing its etymology, con educare, it signifies to draw out together, or to unite in education; and this union refers to the time and place rather than to the methods and kinds of education. In this sense any school or college may utilize its build¬ ings, apparatus, and instructors to give appropriate education to the two sexes as well as to different ages of the same sex. This is juxtaposition in education. When the Massachusetts Institute of Technology teaches one class of young men chemistry and another class engineering, in the same building and at the same time, it coeducates those two classes. In this sense it is possible that many advan¬ tages might be obtained from the coeducation of the sexes that would more than counterbalance the evils of crowding large numbers of them together. This sort of coeducation does not exclude appropriate classification, nor compel the two sexes to follow the same methods or the same regimen. Another signification of coeducation, and, as we apprehend, the one in which it is commonly used, includes time, place, government, methods, studies, and regi¬ men. This is identical coeducation. This means that boys and girls shall be taught the same things, and at the same time, in the same place, by the same faculty, with the same methods, and under the same regimen. This admits age and proficiency, but not sex, as a factor in classification. It is against the coedu¬ cation of the sexes, in this sense of identical coeducation, that physiology protests; and it is this identity of education, the prominent characteristic of our American school system, that has produced the evils described in the clinical part of this essay, and that threatens to push the degeneration of the female sex still further on. In these pages coeducation of the sexes is used in its common acceptance of identical coeducation. Let us look for a moment at what identical coeducation is. The law has, or had, a maxim that a man and his wife are one, and that the one is the man. Modern American education has a maxim that boys’ schools and girls’ schools are one, and that the one is the boys’ school. Schools have been arranged, accord¬ ingly, to meet the requirements of the masculine organization. Studies have been selected that experience has proved to be appropriate to a boys’ intellectual devel¬ opment, and a regimen adopted, while pursuing them, appropriate to his physical development. His school and college life, his methods of study, recitations, exer¬ cises, and recreations are ordered upon the supposition that, barring disease or infirmity, punctual attendance upon the hours of recitation and upon all other duties in their season and order may be required of him continuously, in spite of ennui, inclement weather, or fatigue; that there is no week in the month, or day in the week, or hour in the day, when it is a physical necessity to relieve him from standing or from studying, from physical effort or mental labor: that the chapel bell may safely call him to morning prayer from New Year to Christmas with the assurance that if the going does not add to his stock of piety it will not diminish his stock of health; that he may he sent to the gymnasium and the examination hall, to the theaters of physical and intellectual display at any time; in short, that he develops health and strength, blood and nerve, intellect and life, by a regular, uninterrupted, and sustained course of work. And all this is justi¬ fied both by experience and physiology. Obedient to the American educational maxim that boys’ schools and girls’ schools are one, and that the one is the boys’ school, the female schools have copied the methods which have grown out of the requirements of the male organization. Schools for girls have been modeled after schools for boys. Were it not for dif¬ ferences of dress and figure it would be impossible, even for an expert after visit¬ ing a high school for boys and one for girls, to tell which was arranged for the male and which for the female organization. Our girls’ schools, whether public or private, have imposed upon the pupils a boys’ regimen, and it is now proposed in some quarters to carry this principle still further by burdening girls after they leave school with a quadrennium of masculine college regimen, and so girls are to learn the alphabet in college as they have learned it in the grammar school, just as boys do. This is grounded upon the supposition that sustained regularity of action and attendance may be as safely required of a girl as of a boy: that there is no physical necessity for periodically relieving her from walking, standing, reciting, or studying; that the chapel bell may call her as well as him to a daily i Pages 121-1 27. COEDUCATION OF THE SEXES. 1277 morning walk, with a standing prayer at the end of it, regardless of the danger tliat such exercises, by deranging the tides of her organization, may add to her piety at the expense of her blood; that she may work her brain over mathematics, botany, chemistry, German, and the like with equal and sustained force on every day of the month, and so safely divert blood from the reproductive apparatus to the head; in short, that she, like her brother, develops health and strength, blood and nerve, intellect and life, by a regular, uninterrupted, and sustained course of work. All this is not justified, either by experience or physiology. The gardener may plant, if he choose, the lily and the rose, the oak and the vine, within the same inclosure. Let the same soil nourish them, the same air visit them, and the same sunshine warm and cheer them; still he trains each of them with a separate art, warding from each it&peculiar dangers, developing within each its peculiar powers, ana teaching each to put forth to the utmost its divine and peculiar gifts of strength and beauty. Girls lose health, strength, blood, and nerve by a regi¬ men that ignores the periodical tides and reproductive apparatus of their organi¬ zation. The mothers and instructors, the homes and schools, of our country’s daughters would profit by occasionally reading the old Levitical law. The race has not yet quite outgrown the physiology of Moses. SEX AND EDUCATION — A REPLY TO DR. EDWARD E. CLARKE'S SEX IN EDUCATION. [Article by Thomas Wentworth Higginson, pp. 35-41.] It has been pointed out again and again in the Woman’s Journal and elsewhere that there are whole classes of facts to be had bearing most closely on this ques¬ tion which neither Dr. Clarke nor any physiologist opposed to coeducation has yet attempted to obtain. Instead of shrinking from these facts, _we are constantly begging for them. Until they are obtained, systematized, and displayed the whole argument of Dr. Clarke has but an insufficient basis of facts. They are such as these: 1. We need facts as to the comparative physiology of American women in differ¬ ent localities. There are highly educated communities and very uneducated com¬ munities. Has Dr. Clarke, or any one, compared the health of women in cities and in country towns, in cities with good schools and cities with poor schools, or in highly educated States like Massachusetts and Connecticut, as compared with States where the climate is similar but the school system less thorough? The standard of female education is not very formidably high in Pennsylvania, where they also have an equable climate, no east winds, and most comfortable living, and yet one of Dr. Clarke’s severest statements as to female debility (p. 112) comes from Pennsylvania.1 In country villages I could name, where there are only very poor district schools, kept for less than half the year, the traveller constantly observes among the farmers’ daughters cheeks as pale and vitality as deficient as in the best educated metropolis. 2. Again, we need facts as to American-born women of different races. Dr. Clarke says of a century, “ that length of time could not transform the sturdy German fraulein and robust English damsel into the fragile American miss*’ (p. 168). How does he know it could not? I have seen this change very nearly effected in a single generation among the children of English, Irish, French Cana¬ dians, and even the Nova Scotians, whom he so praises; and this in families where even reading and writing were rare accomplishments. As far as I can observe, the effect of climate, change of diet, change of living, on all the classes, is almost sure to produce the same result of delicacy, almost of fragility, in the second generation, with or without schooling; and among the boys almost as much as among the girls. A physician in a large manufacturing town once told me that the unhealthiest class of the community, in his opinion, consisted of the sons of Irish parents. 8. We need also the comparative physiology of different social positions. As a rule, the daughters of the wealthy in America, who are sent to private schools, or taught by governesses, are far less severely taxed as to their brains than the daughters of the middle classes who go to the public schools. Is Dr. Clarke pre¬ pared to show that those of the former class are decidedly more healthy? If so, 111 To-day the American woman is, to speak plainly, physically -unfit for her duties as woman, and is, perhaps of all civilized females, the least qualified to undertake those weightier tasks which tax so heavily the nervous system of man. She is not fairly up to what nature asks from her as wife and mother. How will she sustain herself under the pressure of those yet more exacting duties which nowadays she is eager to share with the man:-” (Wear and Tear, by S. Weir Mitchell, M. D., of Philadelphia, quoted in 1873.) 1278 EDUCATION EEPOET, 1900-1901. this is another point that would have a direct hearing on his argument. My own impression is that he would find it hard to prove this. 4. But there is still a fourth class of facts, only to be obtained by an extensive record of individual instances. Letting go all discriminations of locality, race, and social position, and looking only at individuals under similar conditions, is Dr. Clarke prepared to assert that as a rule it is the hardest students in the school who become invalids? He would say, on a priori grounds, that it must be so. But do facts show it? Looking over families and schools that I have known, I certainly can not say that the young girls who have lost their health were the most studious — quite as often the contrary. I have asked teachers of wide experi¬ ence, “ Have you observed that your best scholars have furnished the larger pro¬ portion of invalids?” and they have always said, “ Ho.” Yet who that knows the affection with which teachers are apt to follow the later career of their pupils will deny that this evidence has much value. Here is a fourth class of facts which have a direct bearing upon the subject, and the ignoring of which weakens the value of our author’s statement. 5. I am struck with the further point that Dr. Clarke seems to have entered on his inquiry in the spirit of an advocate, not of a judge, and to have taken abso¬ lutely no account of the physiological benefits of education for women . There certainly are many instances — all teachers have known them — of great benefit to health, in case of girls, under the stimulus given by study. Either Dr. Clarke knows such instances, or h® does not. If he knows them, he is bound to state them in such an argument; and, if possible, to arrange and tabulate them, in order to set them against the instances on the other side. If he does not know fhem, it simply shows that, while the facts of disease impress the physician, the tacts of health may elude him, summary of results of a special inquiry into the health of female col¬ lege GRADUATES, BY THE ASSOCIATION OF COLLEGIATE ALUMNJE. [Sixteenth Annual Report of the Massachusetts Bureau of Statistics of Labor, pp. 5:28-532.] Referring briefly to the results shown by the tables, it appears — That the graduatesare largely of American parentage; that the greater part of them spent their childhood in the country and had a fair amount of outdoor exer¬ cise daily. That 57 per cent began study in a school and 41 per cent at home, the remain¬ ing 2 per cent failing to answer; that the average age at which they began study was 5.64 years: at entering college, 18.85 years; at graduating from college, 22.39 years; and that the average present age is 28.58 years. That during college life the majority studied but moderately; that 44 per cent did not worry over their studies or affairs; that they were generally regular as regards hours for eating and sleeping, took a proper amount of physical exercise daily, and, as regards nearly one-half of them, abstained from exercise wholly or in part during the menstrual period; that, as a rule, they entered society but little, and for the most part had college roommates. That since graduation all seem to have found congenial occupation, a great many as teachers, while 8 only are occupied with social duties to the exclusion of other occupation. That about one-fourth have married, and that of the whole number of children borne by them the greater part are living and in good health. That, for all the various periods of their lives, the health of over three-fourths of the graduates has been either excellent or good; that during college life a slight falling off from excellent or good health is apparent, resulting in an increase in number reporting fair health, while, on the other hand, the number reporting indifferent or poor health is smaller than for any preceding period, and but slightly in excess of the number reporting the same conditions of health for the succeed¬ ing period or since graduation. That over one-half of the graduates are not and have not been troubled with nervousness, and that nearly 25 per cent have had no trouble at any time during the menstrual period. That about 60 per cent have had some disorder; the more common disorders reported relating to the stomach, liver, bowels, lungs, nervous system, generative organs, neuralgic and rheumatic affections, and, to a certain extent, to the heart and brain. That the most prevalent cause of disorders is constitutional weakness, the other causes being bad sanitary conditions, intellectual overwork, emotional strain, and physical accident. COEDUCATION OF THE SEXES. 1279 That the varying conditions of childhood, as shown in the comparison tables, have had no marked influence for good or evil upon the present health of grad¬ uates. That the present health of graduates seems to have been affected according as their parents have enjoyed either good or poor health, the figures showing 3 per cent increase in the health for those whose parents were both in poor health. That so far as inherited tendency to disease is concerned, a decline in health has also taken place, as compared with the average good health of all the gradu¬ ates. those inheriting tendency to disease from either parent showing a decline in health of 3 to 5 per cent, those inheriting tendency to disease from both parents of nearly 20 per cent, while in the case of those who have no hereditary tendency to disease there has been an increase of nearly 8 per cent in good health. That during college life about 20 per cent show a deterioration in health, 60 per cent no change, and 20 per cent an improvement; that for those who entered col¬ lege at 16 years of age and under, an increased deterioration in health of between 10 and 11 per cent as compared with those who entered at a later age is observed, and of over 8 percent as compared with the whole number whose health deteriorated. That during life there was nearly 2| per cent less deterioration in health as com¬ pared with the deterioration in health reported during working time by the work¬ ing girls of Boston. That those who studied moderately show an increase in health of over 3 per cent as compared with average good health during college life for all graduates, while those who studied severely or moderately to severely show a decline of from 5 to 7 per cent as compared with average health during college life. That, as compared with average good health during college life for all gradu¬ ates, those who worried over personal affairs, a decline in health of over 10 per cent; those who worried over both studies and affairs, a decline in health of 15 per cent, while those who worried over neither studies nor affairs, show an increase in health of 10 per cent. That for those graduates who studied severely during college life, as compared with the average gocd health of all graduates, a decrease in health of 7 per cent at time of entering college is shown ; during college life a decrease in health of over 5 per cent, and since graduation of exactly 6 per cent; that if. on the other hand, the health of these graduates at time of entering, during college life, and since graduation are compared with each other, without regard to the health of all the graduates for the three periods, there was a decrease in health during college life of less than 2 per cent, an increase in health since graduation of three-fourths of 1 per cent as compared with health at time of entering college, and of over 2£ peT cent as compared with health during college life; and, finally. That although the average good health of these graduates who studied severely was considerably less than the average good health of all the graduates for the three periods considered, their health did not suffer material deterioration during college life, and has more than recovered since graduation its normal state at time of entering college. The facts which we have presented would seem to warrant the assertion, as the legitimate conclusion to be drawn from a careful study of the tables, that the seeking of a college education on the part of women does not in itself necessarily entail a loss of health or serious impairment of the vital forces. Indeed, the tables show this so conclusively that there is little need, were it within our province, for extended discussion of the subject. The graduates as a body entered college in good health, passed through the course of study prescribed without material change in health, and since gradua¬ tion, by reason of the effort required to gain a higher education, do not seem to have become unfitted to meet the responsibilities or bear their proportionate share of the burdens of life. It is true that there has been, and it wTas to be expected that there would be, a certain deterioration in health on the part of some of the graduates. On the other hand, an almost identical improvement in health for a like number was reported, showing very plainly that we must look elsewhere for the causes of the greater part of this decline in health during college life. If we attempt to trace the cause, ' we find that this deterioration is largely due, not to the requirements of college life particularly, but to predisposing causes natural to the graduates themselves, born in them as it were, and for which college life or study should not be made responsible. A girl constitutionally weak is always at a disadvantage, and natu¬ rally would suffer a deterioration in health, temporary possibly, or even perma¬ nent, if, at the most trying period of her life, from 18 to 22 years, she seeks superior education. At the same time we should not fail to emphasize the fact 1280 EDUCATION EE POET, 1900-1901, that fully 30 per cent of the total deterioration in health during college life was from excellent to good only. In the case of those graduates who studied severely even, the facts reported concerning their physical condition do not show that they have suffered materially from the effects of close application, but that they have since graduation returned to the normal condition reported by them at the time of entering college. In conclusion it is sufficient to say that the female graduates of our colleges and universities do not seem to show, as the result of their college studies and duties, any marked difference in general health from the average health likely to be reported by an equal number of women engaged in other kinds of work, or, in fact, of women generally, without regard to occupation followed. [From Health Statistics of Women Students of Cambridge and Oxford and of their Sisters, by Mrs. Henry Sidgwick. Page 91.] Results of the English and American investigations compared. Percentage in ex¬ cellent or good health. Percentage in fair ; health. Percentage in in¬ different or poor health (Ameri¬ can) and in poor or bad health, or dead (English). to 1 g <5 English. American stu¬ dents. Eng lish. American stu¬ dents. English. 1 S OQ Sisters. Ifl 1 OQ i p "53 33 Students. CQ 31 All students and their sisters. Number American . 705 English students _ 566 Sisters . . . . 450 j From 3 to 8 years of age . . . ! 76.74 71.45 64.70 1.84 16.98 14.45 21.42 11.57 20. a5 From 8 to 14 years of age _ 73.33 67. 09 63.45 2.98 1 22.78 22.76 1 ( 23.69 10. 13 13. 79 From 14 to 18 years of age . . ...I 61.97 56.34 1 ! 27.14 26.95 1 10.89 | 16.71 At entering college _ _ . . . 78. 16 68.20 i 1.98 22.08 19.86 9.72 During college life, and for sisters from 18 to 21 _ _ _ 74.89 63.08 58.45 7.80 23.15 26.44 17.31 10.77 15.11 Present health (English), since . graduation (American) . 77.87 68.02 59.34 5.11 22.08 27.11 17.02 9.90 13. 55 American students who studied se¬ verely ( number , £63) and English students who read for honors ( number , 269). At entering college. _ _ 71.10 74.35 3.04 17.47 25.86 8. 18 During college life _ _ _ 69.58 67.66 10. 27 22.68 20. 15 9.66 Present health . 71.86 74. 72 9.13 18.96 19.01 6.32 ! ! American English. students. i Students. 1 O- i Sisters. Average age a.t, entering college _ _ _ _ 18. a5 21.9 Average age at time of collecting statistics _ 28.58 28.57 29. 55 Number married . _ . . _ _ _ 196 58 87 Percentage married. . __ _ _ _ _ _ 27.8 10.25 19. 33 Average number of years married _ _ _ _ _ 6.7 4.31 18.83 Percentage of those married who have children _ _ _ 66.33 1 72.41 63. 22 N umber of children living. . . . . . . . 232 80 177 Number of children dead _ _ _ _ _ 31 9 31 Average age of children _ __ . . ... 6 3.9 Percentage who teach or have taught (in the case of students, only teaching since leaving college is included; English stu¬ dents who left in 1887 are here omitted) . . 50.21 77.46 37.33 Summing up the results of our investigation, we may, I think, say with con¬ fidence that there is nothing in a university education at all especially injurious to the constitution of women, or involving any greater strain than they can ordi¬ narily bear without injury. Women generally pass through it without its affect¬ ing their health one way or the other. As was to be expected, however, some COEDUCATION OF THE SEXES. 1281 improve in health and some deteriorate, both improvement and deterioration being sometimes the effect of conditions of college life and of circumstances more or less connected with it, though probably more often due to constitutional or other causes for which college life can not be either praised or blamed. The net result of the change is that as large a proportion of the women who have had a university education enjoy good health now as did so at the time they entered college, while the number in poor health, among those who have read for honors, is somewhat reduced. These results confirm those of the similar inquiry pre¬ viously conducted in America. As mothers of healthy families we have seen that the students are more satis¬ factory than their sisters, and so far as we can judge quite up to the average of women. We have set down as a fact unfavorable to a university education for women, a temporary falling off during college life of about 5 per cent in good health as com¬ pared with either health at entering or present health. This, to some extent, depends on illness or other things occurring accidentally during the college course, and to some extent is probably due to the relaxing climate of our universities; but it is also partly caused by overwork and want of attention to well-known laws of health, and to this extent both could and ought to be prevented by reasonable care on the part of students themselves. That any serious alarm as to the effect of university education on the health of women is groundless is clearly shown by the fact that the net amount of increase in good present health, as compared with health between 14 and 18 years of age, is greater in the case of students than of their sisters. In 1874 Professor Fairchild, of Oberlin, wrote as follows: “A breaking down in health does not appear to be more frequent with women than with men. We have not observed a more frequent interruption of study on this account, nor do our statistics show a greater draft upon the vital forces in the case of those who have completed the full college course. Out of 84 who have graduated since 1841, 7 have died, a proportion of 1 in 12. Of 368 young men who have graduated in the same time, 34 are dead, or a little more than 1 in 11. Of these 34 young men 6 fell in the war, and leaving out those the proportion of deaths remains 1 in 13. Taking the whole number of graduates, omitting the theological department, we find the proportion of deaths 1 in 9|; of ladies 1 in 12, and this in spite of the lower average expectation of life for women, as indicated in life-insurance tables.” The Boston School Document already cited (No. 19, 1890) presented the opinions of 49 physicians of that city, of whom 30 favored coeducation, 2 of the number with some reservations, and 19 opposed the policy. The following citations pre¬ sent substantially the special arguments advanced by this class of professional men: OPINIONS OF PHYSICIANS. [Fx°om Boston School Document No. 19, 1890.] 16 Union Park, Boston, April 30, 1890. I consider the coeducation of boys and girls in grammar and high schools not only permissible, but highly beneficial to both sexes. First. I consider it of moral importance that the influence of the boy and the girl upon each other should be exercised from early youth, so that each sex would become familiarized with the other's way of thinking, speaking, and feeling. Second. Such an influence would materially strengthen the health through the intellectual discipline produced, wThile the physical condition of the girl would nec¬ essarily be improved through the association with the boy, because she will be less likely to hurry on nervously with her studies; the intellect of the boy being some¬ what slower in its development, the girl will find in the boy’s nature a wholesome counterpoise; thus to both boy and girl will be assured a slower and more thorough advance in study, and more time either for physical rest, physical development by culture in plays and games, or outdoor recreation. This latter is sadly lacking in girl’s schools, as usually the ambitious pupils and their teachers strive simply for one object, namely, to be equal to or in advance of the boy's schools. The result too often produced is an early ripeness of intellect withorit a corresponding ripeness of physical conditions. Marie E. Zakrzewska, M. D. ED 1901 — VOL II - 5 1282 EDUCATION EEPOET, 1900-1901. Roxbtjry, April 29, 1890. 1 . My personal experience of coeducation has been favorable. It was the method pursued in the public schools of Brookline, where I was brought up, and in the high schools of which I subsequently taught. I believe it has advantages over the separate system, and in schools representing the well-to-do middle classes of society I see no objections to it. 2. The only considerable argument against it, that girls require at certain periods special exemption from work for physiological reasons, falls through when, even though the sexes are separately educated, yet the standard for both sets of schools is identical, so that no indulgence can be, or at any rate is, granted the girls over what is given to the boys. 3. I am inclined to think that in certain localities of large cities where the social and moral tone is very low, and teachers have no aid from parents in restraining pupils out of school hours, coeducation might be open to some objections on the score of morality. Chas. F. Withington, M. D. 93 Mount Vernon Street, Boston, May 2, 1890. It seems to me there are three general questions to be considered: First, the effect upon the health; second, the effect upon morals and manners; and, third, the effect upon the mental training and development. I am unable to find any conclusive evidence that the morals of either sex are vitiated by coeducation, and I believe that the manners of the boys and young men are improved. It seems the natural way that the two sexes should be educated together, at least so far as the grammar and high schools go. In the family where there are boys and girls, both sexes seem to develop more normally. To be sure one hears of grave moral deflections happening occasionally among school girls or boys; but this does not prove, it seems to me, that the coming together, as they do in mixed schools, is the cause of it; is not the true cause, rather, bad outside influences and the neglect of wholesome home influences? I have been a teacher in a mixed high school myself (the Cambridge High) , and I have talked with others who have been connected with mixed schools in one way or another, and from our experience we can find no evidence of any general low¬ ering of the moral tone, and the single cases which have occurred are not proven to have been the result of coeducation. Looking at it from a purely medical and physiological side, one has to consider this question: Is it prejudicial to the nor¬ mal development of either sex to bring them together at school at and after the age of puberty? Puberty is a critical time with both sexes, perhaps more so with the girls; then it is that the nervous system has to be especially guarded against overexcitement; then it is that the girls are likely to be morbid, etc. The home influence ought to be the guarding and guiding hand which safely brings the boy and girl through this period, and with tolerable care at home I can not see how the bringing together for the comparatively short time of the school hour will act injuriously on either sex. On the contrary, may it not obviate those morbid tendencies so common to the age of development? Lastly, there is the question of partial rest once a month for the girls at the menstrual epoch. Is not this an objection to the mixed systems? Will not the girls feel compelled to do the same work at such times as in the intervals, to their injury and suffering? The girls are, as a rule, more ambitious than the boys, and do more work, and can afford to relax a few days each month and still keep up with the boys. Of course, just what should be each girl’s plan as to work during these times must be determined by her sensations and feelings, together with wise advice at home, if possible. Here, also, I believe morbid conditions are less likely to arise if, as in a mixed school, less attention is attached to this physiolog¬ ical function. As to the mental training and development, I believe it makes very little if any difference in the results whether the boys and girls are educated separately or together; this so far as the purely school work is concerned. In addition, how¬ ever, with coeducation, I believe, as I have mentioned, that the manners of the boys are improved; they learn to be more gentle, and the girls learn some “ robus- ter virtues. ” While writing this I have had the opportunity to speak of the matter with Prof. Sedgwick, of the Massachusetts Institute of Technology, and from his experience in mixed grammar and high schools, and in his own department at the institute, he quite emphatically concurs in my opinion. Edward O. Otis, M. D. COEDUCATION OF THE SEXES. 1283 188 Boylston Street, Boston, May 15, 1S90. At the age when the most of the pupils of our high schools — and the same might apply to a certain extent to the grammar schools — are sent there, the natural functions of the adolescent organism are undergoing more complete development, and the person of either sex is passing from the period of childhood toward that of maturity, or at least of perfect development: and certain functions which have lain dormant until this time are awakening into life, and arouse new and unknown sensations and emotions. There is also at that time an increased need of careful and appropriate training, of judicious restraint over the associations and sur¬ roundings. both moral and physical, which form the environment of the indi¬ vidual. The boys of our community are at this time more restless than heretofore, and often traits of character of new and sometimes uncontrollable nature are developed. To a certain extent this is also true of the opposite sex. The high schools take their pupils from various districts of the city, and often from out of the city, and these pupils are thereby removed from the influences which have thus far surrounded them; they are brought into association with other boys or girls whom their parents can not know, and often they are exposed to influences which parents or guardians would strive to protect them from if this were possible. I am in a position to speak from experience, and I think that vast harm is done to many pupils in the high schools from the mingling of boys from so many directions, and I have seen many, many cases of impairment, both of health and character, which are traceable to this cause. This was not long ago illustrated in a most alarming manner among the pupils of Eaton, and I could mention examples in our own city. If, now, the membership of our higher schools were made up of both boys and girls, I can not but think that the absence of knowledge on the parents’ part of the associations which might be formed between the individuals of such a homogeneous collection of pupils would operate to the detriment of educational ends, and would not infrequently cause great mis¬ fortune. In an institution which I have visited, in which the education of the pupils of 15 to 20 years is carried on in common, I was told by one of the teachers that great trouble is experienced in the regulation of the relations between the pupils, and that often very embarrassing situations are encountered. For these reasons, and others which I do not think it necessary to mention in this inquiry, I would express the opinion that coeducation of the sexes in our higher schools or in the grammar schools is not, under existing circumstances, either judicious or advisable. Albert H. Blodgett, M. D. IV. — CITATIONS RELATING- TO COEDUCATION IN COLLEGES AND UNIVERSITIES. Cornell University, which owes its existence to the combined bounty of the United States Government (by land-grant act of 1882) and of the Hon. Ezra Cornell, was opened in 1868. At the inaugural ceremonies both Mr. Cornell and the president of the new foundation, Mr. Andrew D. White, expressed the hope that the university might speedily offer every advantage necessary for the higher education of young women equally with young men. “Speaking entirely for myself,” said Mr. White, “I would say that I am perfectly willing to undertake the experiment as soon as it shall be possible to do so.” The mere expression of this hope seems to have been the instigating cause of its realization. The event and its effects are set forth as follows in the History of Higher Education in New York:1 Mr. Henry W. Sage, upon the evening of the inaugural day, went quietly to President White and said: “ When you are ready to carry out the idea of educat¬ ing young women as thoroughly as young men 1 will provide the endowment to enable you to do so.” Mr. Sage's purpose strengthened with the growth of the university, and shortly after, all other difficulties being then practically removed, he renewed his offer. A committee, of which President White was chairman, made an exhaustive study of all questions relating to coeducation, visited the leading institutions in which it had been tried, corresponded with eminent educators, and in a report, which reviews at length the whole problem, recommended the accept- 1 Contributions to American Educational History, edited by Herbert B. Adams, No. 28: History of Higher Education in New York, by Sidney Sherwood, Ph. D. (published by Bureau of Educa* tion as Circular of Information No. 3, 1900). 1284 EDUCATION BEPOBT, 1900-1901. ance of the offer. . That offer was of an endowment of $250,000 npon the simple condition that ‘ ‘ instruction shall be afforded to young women by the Cornell University as broad and thorough as that now afforded to young men. ’ ’ In April, 1872, the offer was formally accepted by the trustees, and women were admitted to all the privileges of the university. Probably this action by the trustees conferred no privileges upon women which they might not already have claimed under the charter; but the noble gift of Mr. Sage made it possible to offer such as should come the comforts and conveniences which, however dispensable in the case of men, were absolutely necessary for the care of any considerable number of young women. The Sage College is simply a home for women students, and in no sense an “annex.” The women go into all classes with the men, pursue the same studies, hear the same lectures, work in the same laboratories. Mr. Sage simply provided them with a home where, under the care and advice of a lady principal, they are freed from the vexations and embarrassments of the ordinary boarding house. This'fine building was erected and furnished by Mr. Sage at a cost of $150,000, and received from him for its care and management $100,000 more. It was opened for the reception of the women students in the fall of 1875. Eighteen young women applied for entrance to the university the same year (1872-73) that the trustees passed the formal resolution for their admission. From that time the number has steadily increased. In 1872-73 the proportion of women students was 1 in 40; in 1882-83 it was 1 in 8; in 1892-93 it was a little over 1 in 8. The total number in attendance in 1892-93 was 221. In the report of President Adams for 1890-91 occurs the following passage: ‘ ‘ In former reports I have frequently called attention to the general good stand¬ ing in their classes of the young women in the university. It is gratifying to know that the average proficiency of this class of students continues to be highly creditable. Indeed, if we were to judge of the comparative rank of the young women from the number of those who are unable to pass the examinations, we should be obliged to infer that their proficiency was considerably greater than that of the young men. Of those dropped from the university or from one class to another for deficiencies in scholarship, the proportion is far less than the pro¬ portion of the class as a whole. For obvious reasons this is not a correct means of comparison; but when every modifying circumstance is taken into considera¬ tion, we are forced to conclude that the average standing of the classes is made somewhat higher by the presence of women” (pp. 22-23). In the report of President Schurman for 1897-98 is the following: ‘ ‘ Coeducation is as firmly established and so thoroughly accepted at Cornell University, it is so much a fundamental idea of the institution, that any reason¬ ing in favor of the principle or indication of it drawn from experience could not but seem a wasteful and ridiculous excess of words. There is no call even to dis¬ cuss the workings of the system, as the presence of women at Cornell on equal terms with men hasrnot created any specific problems for the authorities of the university.” Boston University. — Boston University was opened in 1874 with identical facili¬ ties for men and women, and its president, Dr. William F. Warren, has been one of the most earnest and consistent advocates of this policy. The principle upon which the university proceeded is very clearly set forth in the statement of funda¬ mental ideas in the first Yearbook. As regards coeducation the Yearbook says: A fourth fundamental idea with the organization of Boston University was and is that a university should exist not for one sex merely but equally for the two. Class schools are very well in their place. Schools for the feeble minded, reform schools; schools for deaf mutes — no one should object to these. So if any class of philanthropists feels called upon to organize special schools for girls or-boys con¬ stitutionally too delicate to bear the nervous shock of school association with the other sex, let no one oppose. Such institutions may serve to illustrate the tender and gentle charities to which our Christian civilization gives origin. But a uni¬ versity exists for altogether different purposes. It is not instituted for the benefit of a class. It is the highest organ of human society for the conservation, further¬ ance, and communication of knowledge; for the induction of successive genera¬ tions into its possession; for the service of mankind in all highest social offices. To artificially restrict the benefits of such an institution to one-half of the com¬ munity by a discrimination based solely upon a birth distinction is worse than un-American. It is an injury to society as a whole, a loss to the favored class, a wrong to the unfavored. COEDUCATION OF THE SEXES. 1285 Boston University, therefore, welcomes to all its advantages young women and young men on precisely the same conditions. It welcomes women not merely to the bench of the pupil, but also to the chair of the professor. It is the first insti¬ tution in the Commonwealth of Massachusetts to admit the two sexes to common advantages in classical collegiate studies; the first in the world to open the entire circle of post-graduate professional schools to men and women alike. Nor is any fear whatever felt lest the newly enfranchised class prove in the end incapaci¬ tated. either intellectually or by physiological constitution, for making a wise and beneficent use of these new-found facilities. Boston Yearbook, 1874, p. 24. The president of Leland Stanford Junior University on coeducation. — Dr. David Starr Jordan, president of Leland Stanford Junior University, in his Care and Culture of Men, devotes a chapter to the “ Higher education of women,” in which he discusses the policy of coeducation from the standpoint of the ideal aims of a university. Higher education [says Dr. Jordan] is not alone a question of preparing great men for great things. It must prepare even little men for greater things than they would otherwise have found possible. And so it is with the education of women. The needs of the times are imperative. The highest product of social evolution is the growth of the civilized home — the home that only a wise, culti¬ vated, and high-minded woman can make. To furnish such women is one of the worthiest functions of higher education. No young woman capable of becoming such should be condemned to anything lower. Even with those who are in appear¬ ance too dull or too vacillating to reach any high ideal of wisdom, this may be said, it does no harm to try. A few hundred dollars is not too much to spend on an experiment of such moment. Four of the best years of one’s life spent in the company of noble thoughts and high ideals can not fail to leave their impress. To be wise, and at the same time womanly, is to wield a tremendous influence which may be felt for good in the lives of generations to come. It is not forms of government by which men are made or unmade. It is the character and influ¬ ence of their mothers and their wives. The higher education of women means more for the future than all conceivable legislative reforms. And its influence does not stop with the home. It means higher standards of manhood, greater thoroughness of training, and the coming of better men. Therefore, let us edu¬ cate our girls as well as our boys. A generous education should be the birthright of every daughter of the Republic as well as of every son. Shall we give our girls the same education as our boys? Yes, and no [and the author proceeds with an extended discussion of the double proposition as to what is implied in the word “same ”]. If we mean by “ the same ” an equal degree of breadth and thoroughness, an equal fitness for high thinking and wise acting, yes, let it be the same. If we mean this: Shall we reach this end by exactly the same course of studies? then my answer must be no. For the same course of study wall not yield the same results with different persons. * * * The great educational awakening of the last twrenty years in America has lain in breaking the bonds [of the old conventional curriculum] . The essence of the new education is individualism. Herein lies, he argues, the opportunity for adjusting the same institution to both men and women. An institution which meets the varied needs of varied men can also meet the varied needs of the varied women. The intellectual needs of the two classes are not very different in many important respects. The special or professional needs, so far as they are different, will bring their own satisfaction. Those who have had to do wTith the higher training of women know that the severest demands can be met by them as well as by men. There is no demand for easy or “goody- goody” courses of study for women, except as this demand has been encouraged by men. In this matter the supply has always preceded the demand. There is, however, the further question, “ Shall women be taught in the same classes as men? ’ ’ The answer is made from a double standpoint — the individual and the educational. Regarded from the former, the choice reduces to a “matter of taste.” On the educational side the discussion continues as follows: Considerable has been said for and against the union in one institution of tech¬ nical schools and schools of liberal arts. The technical quality is emphasized by its separation from general culture. But I believe better men are made where 1286 EDUCATION REPORT, 1900-1901. the two are not separated. The culture studies and their students gain from the feeling of reality and utility cultivated by technical work. The technical students gain from association with men and influences of which the aggregate tendency is toward greater breadth of sympathy and a higher point of view. A woman's college is more or less distinctly a technical school. In most cases its purpose is distinctly stated to be such. It is a school of training for the pro¬ fession of womanhood. It encourages womanliness of thought as more or less dif¬ ferent from the plain thinking which is called manly. The brightest work in women’s colleges is often accompanied by a nervous strain, as though its doer were fearful of falling short of some outside standard. The best work of men is natural, is unconscious; the normal result of the contact of the mind with the problem in question ._ In this direction, i think, lies the strongest argument for coeducation. This argument is especially cogent in institutions in which the individuality of the student is recognized and respected. In such schools each man, by his relation to action and realities, becomes a teacher of women in these regards, as, in other ways, each cultivated woman is a teacher of men. In woman’s education as planned for women alone the tendency is toward the study of beauty and order. Literature and language take precedence over science. Expression is valued more highly than action. In carrying this to an extreme, the necessary relation of thought to action becomes obscured. The schol¬ arship developed is ineffective, because it is not related to success. The educated woman is likely to master technique rather than art, method rather than sub¬ stance. She may know a good deal, but she can do nothing. Often her views of life must undergo painful changes before she can find her place in the world. In schools for men alone, the reverse condition often obtains. The sense of real¬ ity obscures the elements of beauty and fitness, it is of great advantage to both men and women to meet on a plane of equality in education. W omen are brought into contact with men who can do things — men in whom the sense of reality is strong, and who have definite views in life. _ This influence affects them for good. It turns them away from sentimentalism. It is opposed to the unwholesome state of mind called “ monogamic marriage.” It gives tone to their religious thoughts and impulses. Above all, it tends to encourage action as governed by ideals, as opposed to that resting on caprice. It gives them better standards of what is pos¬ sible and impossible when the responsibility for action is thrown upon them. In like manner, the association with wise, sane, and healthy women has its value for young men. This value has never been fully realized even by the strong¬ est advocates of coeducation. It raises their ideal of womanhood, and the highest manhood must be associated with such an ideal. This fact shows itself in many ways; but to point out its existence must suffice for the present paper. University of Rochester. — For the first fifty years of its life the University of Rochester was a college for young men. In 1900 the trustees admitted women to the classes ‘ ‘ on the same terms and conditions as men, ’ ’ subscriptions to the amount of $50,000 having been obtained by a committee of Rochester women to secure this end. All the opportunities and privileges of instruction in class room, lecture, and laboratory are open to the women equally with the men. It is the purpose of the college to maintain for young men all the advantages which were offered them prior to 1900, while extending its ministries to a new class of students, for whom it will aim to secure the fullest opportunity for self-development in con¬ nection with the educational privileges they share in common with the men. (Dr. Edward M. Moore, president; Catalogue 1901-2, p. 4.) Northwestern University. — The following table, showing the growth of the attendance in the College of Liberal Arts for the last ten years, shows also the relative attendance of women for the same period: College year. N mnber of men. | 1 Number of women. Per cent of women. ; ! Post gradu¬ ates. Under ! gradu¬ ates. i Total. 1900-1901 . . . . 347 296 46 1 44 597 643 308 306 1 1 50 ! 42 572 614 1898-1899 . 321 254 44 | 38 | 537 1 575 1897-1898 . 354 2-33 1 140 36 5t)i j 587 1896-1897.. . . . . 313 208 1 40 | 23 I 498 1 521 1895-1896 . 350 224 193 39 ! 27 i 547 I 574 1894-1895 . . . . . 338 36 33 498 531 1893-1894 . . . . . . . 318 189 37 * 20 ! 487 I 507 512 1892-1893.. . . . . . . . . . . 321 191 37 31 | 481 1891-1892 . . . 253 143 36 18 378 1 396 1 Nearly. COEDUCATION OF THE SEXES. 1287 For the first half of this period the ratio of the attendance of women appears to have been 37 per cent. For the last five years it is nearly 44 per cent. In the last year a decline is observed, a fall from 49 to 46 per cent. The history of other like institutions does not support the belief that this ratio will continue to decline. There is reason to believe rather that it will increase. There are general conditions that favor this belief. There is, for example, the lack in the Western States of institutions of higher education designed for women exclusively. But Northwestern University is conspicuous for the special advan¬ tages which it offers to this class of its patrons. It has adhered to the policy announced at its organization, to spend no money and encourage no gifts to build dormitories for young men. But it adds building to building for young women. In this practice of liberality it also takes note of individual taste and financial necessity, and offers to young women a choice of residence adapted to the require¬ ments of either. It may be claimed that this hospitality toward the class of stu¬ dents benefited rests on just grounds of reason. Yet it can not be doubted that it is a discrimination that tells on the relative attendance and helps to account for the ratio in the foregoing table. At the opening of the next academic year, in September, the university will be in possession of a new building, the gift of a friend whose name has become emi¬ nent throughout the land for his benefactions to education. The generous addi¬ tion that tins building will make to the present accommodation for women revives a question of policy that may deserve notice in this report. It is the question whether the enrollment of young women might not be wisely limited to the capac¬ ity of the buildings supplied for their residence, and which it has been thought that a wholesome regard for their well-being requires. The limitation would relieve some of the various difficulties that at present perplex administration. But to those who look with concern on the tendencies shown in the statistics, it may commend itself also as promising some practical relief. (Acting President Dr. Daniel Bonbright, Annual Report 1901, p. 5.) Chicago University — Plans suggested for increasing the advantages of univer¬ sity life for women students.. — During the present quarter the women of the uni¬ versity, officers, students, and wives of members of the faculty, have organized a women’s union. The purpose of the union is to unite the women of the univer¬ sity for the promotion of their common interests. It is hopecl that at no distant time a clubhouse for women, in connection with a new women’s gymnasium, may be erected. Such a clubhouse would furnish the appropriate headquarters for the women’s union. Temporary quarters will be assigned the union next year in the building now occupied by the school of education. The problems which are connected with the life of women in a university located in a great city are numerous and complicated. The experience of our nearly ten years of work has furnished an important contribution toward the testimony in favor of coeducation. Not a few members of our faculties, unfamiliar with the advantages of coeducation, came to the university prejudiced against it. A large majority of these have become ardent advocates of the coeducational policy. An extended statement might be made of the arguments and considerations drawn from our own experience, which speak unmistakably in favor of the successful working of the system. That coeducation is a permanent feature of higher edu¬ cation, not only in the West, but also, within a few years, in Eastern sections, no one can doubt, and there are few to-day who, with an actual knowledge of the facts, would have it otherwise. It is the simple and natural method of conduct¬ ing educational work, and the benefits are equally great to men and women. But it should be remembered that no apparent progress has been made during twenty years in adjusting the application of the general principles of coeducation to special situations. It may also be said that no very definite forward steps have been taken in securing a development of the principles and practice in coeducation along higher lines. As a strong believer in coeducation, convinced by an expe¬ rience which has included work in connection with typical institutions of three kinds — those open only to men, those open only to women, and those open to both men and women— I am confident that in the future important progress is to be made in this department of educational thought and practice. It is hardly pos¬ sible to suppose that the full significance of coeducation has yet been appreciated, or that its most complete form has yet been attained. The direction in which such forward steps may lead us can not, of course, be accurately predicted, but they will certainly include (1) a closer definition of the term itself; (2) a larger elective privilege on the part of women as to the extent to which they shall or shall not mingle with men; (3) a similar larger election on the part of men; (4) a larger possibility for the cultivation of what has properly been termed the feeling of 1288 EDUCATION REPORT, 1900-1901. corporate existence in the institution concerned on the part of both men and women; (5) a larger opportunity for cultivating the life which is peculiarly woman’s life, and, on the other hand, the life which is peculiarly man’s life. Certain limitations have already clearly fixed themselves. It is not deemed proper that men and women should take physical exercise together in the gymnasium. It has never been proposed that they should occupy the same halls’ or dormitories. It is possible that experience will call attention to other limitations. It is enough, perhaps, to say that while coeducation is unquestionably to be recognized as a permanent element in American higher education, its exact nature and the limita¬ tions which attend it will, for a long time, furnish excellent subjects for consider¬ ation and experiment. It is important that our own university, situated in the heart of a great city, drawing its students from almost every State, enrolling almost as many women as men, should be one of the institutions which shall undertake to make contribution to the present knowledge and experience on the subject of coeducation. (Report, February, 1902.) Graduate department of Yale University open to ivomen. — The plan proposed for the opening of the courses of the study in the graduate department which lead to the degree of doctor of philosophy to graduates of all colleges and universities, without distinction of sex, was mentioned in the last annual report. This plan was brought before the entire body of professors connected with these courses, and was fully considered and discussed by them in the earlier part of the year. It was presented to the consideration of the members of the corporation at their meeting held in the month of March, and was favorably received by them, and, with unimportant modifications, adopted. The action by which these privileges were offered to graduates of the colleges for young women was everywhere appre¬ ciated very highly, as was made manifest both by the favorable comments of the public journals and by the assurances which came from these colleges and their officers and teachers. At the beginning of the new academic year twenty- three young women con¬ nected themselves with this department of university. They represent all the leading colleges which have been established especially for the education of women, and also some of the most prominent institutions in which young women and young men are educated together. Two of them received fellowships, and three other scholarships, according to the provisions made by the corporation, which were stated in the last report. All of them are pursuing, with much energy and success, the various branches of study to which they have devoted themselves. (Report of the president for 1892, pages 80, 31.) Citations Relative to Annexed Colleges. CONDITIONS PRECEDING THE ESTABLISHMENT OF BARNARD COLLEGE, AN ANNEX TO COLUMBIA UNIVERSITY, NEW YORK. [Dr. F. A. P. Barnard, president Columbia College. Report of 1879.] Expediency of receiving young ivomen as students. — The condition of the college is now such as to justify the suggestion of the question whether its advantages should not be open to young women as well as to young men. This question has been brought to the attention of the trustees heretofore by outside parties, and the reception which it met has been such as to indicate that the minds of the board are not favorably prepossessed in regard to it. There has been hitherto, however, no room for considering it upon its merits; for whether regarded favor¬ ably or not, so long as the college was confined within recent narrow accommoda¬ tions the measure has been impracticable. Not that the admission of young women requires any considerable provision of space greater than that which is necessary for young men only, but that, in arriving at and leaving the building, they need their separate retiring rooms and cloak rooms, and no apartments could be found in the old building suitable for this purpose. That difficulty no longer exists. The measure has become practicable. There can be no harm in inquiring whether it is not also expedient. Many considerations suggest themselves which make in its favor. In the first place, there can be no doubt that among many of our most judicious thinkers, and possibly with even a majority, there exists at this time a profound conviction that, in the interests of society, the mental culture of women should be not infe¬ rior in character to that of men. The condemnation of that kind of female educa¬ tion which in past years has been too prevalent, in which the useful has been made subordinate to the ornamental, and what are called accomplishments have taken the place of solid acquisitions, is all but universal. The demand has been COEDUCATION OF THE SEXES. 1289 made and its reasonableness lias been generally conceded, that the same educa¬ tional advantages should be offered to young women which young men enjoy. But when the question is raised as to how that demand shall be met, there is no longer found to prevail the same unanimity. One obvious method is to improve the female schools. Of such institutions there are, and have always been, a sufficient number; but the fault of most of these is that they furnish the merely superficial and ornamental education of which com¬ plaint is made. Such can not be improved except by reconstruction, for their instructors can not rise above their own level, and their proper level is indicated by the teaching they have been accustomed to give. Another method is to create colleges for young women identical in form with the existing colleges for young men, embracing in the scheme of instruction the same subjects in the same order, and conferring at the end of the course the same academic degrees. Examples of this kind of institution are seen at Vassal* Col¬ lege, in this State, and at Rutgers Female College, in this city. The objection to these is that they can not, or, at least, in general, will not, give instruction of equal value, though it may be the same in name with that furnished to young men in the long-established and well-endowed colleges of highest repute in the country, and that it is unjust to young women, when admitting their right to liberal education, to deny them access to the best. * * * * * * * Now it appears that at Cornell University , during the years which preceded the admission of young women, the losses during the year averaged 26 per cent, or more than a quarter of the entire number of the matriculates, per annum, while for the seven years that have passed since that date the losses have averaged only 16 per cent per annum. During this latter period the standard of attainment for admission has been twice raised, and the term examinations have been made steadily more and more rigorous. Either of these causes might have been sup¬ posed likely to increase the proportion of losses, yet no such effect has followed from both of them together. It has been added in a statement by an officer of the university recently printed that ‘ ‘ these seven years have witnessed a marked improvement in the quality of the whole institution,” and further, a very note¬ worthy fact, that during the entire period “no young woman has been dropped from the rolls through failure of examination.” So far as the experience of this institution is concerned, the evidence is quite conclusive that the admission of young women as students into college classes has the effect to raise rather than to depress the standard of scholarship, Another objection to the plan is found in the assumption that the course of study prescribed in colleges is too severe to be attempted without danger to the delicate constitutions of young women. This proposition has been elaborately maintained by an eminent authority, whose views have had a wide circulation, and have, to some extent, impressed the public mind. So far as these views are founded on a priori consideration, they are mere opinions, to which the opinions of other authorities no less weighty may be opposed. So far as they are founded on observation of injurious results presumed to have followed from overtasking the physical powers by excess of study, it would be easy to demonstrate by simi¬ lar examples that the course of college study is too severe for young men as well. But this argument, if it proves anything, proves too much. It is not the kind of study which harms, if study harms at all, either young women or young men, it is the quantity; and certainly, valueless as the teaching in many young women’s “ finishing schools ” may be, it is usually heaped up upon its victims to an extent not inferior to that which the college course requires. It is inconceivable that the exercise of the mind upon the solution of an algebraic problem, or the inter¬ pretation of a passage in Homer, can be more exhausting than a similar exercise over the French irregular verbs, or even so much so as the confinement of hours daily in bending wearily over the drawing table or drumming on an ill- tuned piano. The argument of the objector, however, begs the whole question by assuming that this is really the case, while his opponent might reply that if he has proved anything he has simply proved that young women ought not to be educated at all. Of course no one will contend that excess of study can not but be injurious to the young of either sex. If young women in college commit this error they will suffer for it, and so will young men. We see examples of this kind occasionally in the youth of our own college, but however we may regret these, we do not consider it advisable to discourage young men from entering college on that account. Could it be proved that the studies taught in college offer to young women a more dangerous temptation to excess than those which form the sub¬ stance of the more ornamental education they have been heretofore accustomed 1290 EDUCATION REPOST, 1900-1901. to receive, the fact might suggest the propriety of greater vigilance to arrest this tendency, but it certainly could not justify us in cutting them off from these so fascinating studies altogether. There is one consideration bearing on the plan in question which is positively favorable, and is not without importance. The presence of young women in col¬ leges is distinctly conducive to good order. Nothing is more certain than that the complete isolation of young men in masses from all society except their own tends to the formation of habits of rudeness, and to disregard of the ordinary proprieties of life. No degree of good breeding, no influence of social refine- " ment in the family circle, can effectually secure a youth against this danger. It is this which explains the frequent participation of young men in college in acts which in other situations they could not be induced to countenance, and would even regard as reprehensible. Any circumstance, whatever it may be, which destroys this isolation, and subjects the youth to the wholesome influences which protect his moral tone in the ordinary environment of society, can not but be beneficial. Such is the effect of the presence of women in college. On this point the undersigned is able to speak with the authority which belongs to knowledge experimentally acquired. As an officer of the University of Alabama, it was Ms custom for years to invite the attendance on Ms lectures of classes of young women from a neighboring female seminary, and others resident in the town of Tuscaloosa. The advantageous effect of this upon the manners of the young men was a subject of common observation, and the results were so satisfactory that the example was followed by other officers of the same institution, so that scarcely a day passed without the presence of young women in one or another of the college classes. These were not matriculated students, it is true, and they did not directly mingle with the young men, but tMs circumstance tended rather to dimmish than to increase the influence wMch their presence exerted, and yet this influence was very decided. The elder Silliman, during the entire period of Ms distinguished career as a pro¬ fessor of chemistry, geology, and mineralogy in Yale College, was accustom**! every year to admit to his lecture courses classes of young women from the schools of New Haven. In that institution the undersigned had an opportunity to observe, as a student, the effect of this practice, siinilar to that wMch he after¬ wards created for himself in Alabama as a teacher. The results in both instances, so far as they went, were good; and they went far enough to make it evident that if the presence of young women in college, instead of being occasional, should be constant, they would be better. In more than half the colleges of the United States young women are admitted on the same terms as young men, and attend the same instructors in the same lec¬ ture halls at the same hours. The usage is more general in the Western than in the Eastern States. But we have two conspicuous examples, the Cornell and the Syracuse universities, in our own State, and there is one in Massachusetts, the Boston University, and one in Connecticut, the Wesleyan. Yale College admits young women to her school of the fine arts. In the Michigan University, which, in numbers and in standing, ranks among the leading educational institutions of the country, out of a total of more than 400 in the school of letters and science, between 70 and 80 are young women. The colleges of the country, excluding those under the control of "the Roman Catholic Church, are, according to the latest enumeration, 355 in number; of these 183 are open to students of both sexes. In many of these colleges the students are permanently resident, separate build¬ ings being provided for the female students. The Sage College at the Cornell University, founded by the liberal friend of education whose name it bears, is a splendid edifice erected for tMs purpose. In others, as at Syracuse, the students of both sexes, with few exceptions, attend a't the college only during the day, and out of class hours reside at home or in private families . This arrangement relieves the instructors of responsibility for general supervision and leaves no room for the occurrence of troublesome questions of discipline. As to the practicability of adopting this plan in our college, no question will be raised; but doubts may be entertained as to its expediency. It would be difficult, nevertheless, to suggest any reason which will bear very close examination why it should not be adopted. The admission of young women into the classes would not, in any manner, interfere with and embarrass the processes of instruction as they are now conducted. N o modification of the arrangements of the class rooms would be necessary. So many more units would simply be added to the number and so many more names to the class roll. In every scholastic exercise the young women would be regarded as the young men are regarded — merely as students. It can not be denied that there is, in some minds, a feeling of aversion to this COEDUCATION OE THE SEXES. 1291 proposition which does not seek to defend itself by reasons, but inclines those who entertain it to dismiss the subject without argument. This is probably owing principally to the fact that the admission of young women into colleges is an inno¬ vation upon immemorial usage. The spirit of conservatism never fails to rise up against novelties, no matter how cogent the arguments by which they may be rec¬ ommended. That it is this spirit mainly which opposes the opening of colleges to women, rather than anything inherently objectionable in the proposition itself, is made quite evident by the fact that no such opposition manifests itself to the asso¬ ciation of students of both sexes in the academies and high schools with which the country abounds, many of which profess to teach the same subjects as the col¬ leges, to the same extent, and to pupils of similar ages, differing chiefly in the fact that they have not a determinate course of four years, and do not confer degrees in arts. The opposition to the proposal which has its source in the feeling here referred to is no doubt the most serious of the difficulties in the way of its adoption, simply because feeling is not controlled by judgment, but remains often unchanged after the understanding is convinced. Objections are, however, sometimes made to the plan which appeals to the reason. Thus, there are those who hold that the aver¬ age female intellect is inferior in native capacity to that of the stronger sex, and hence infer that the association of the sexes in the same classes will have a ten¬ dency to depress the standard of scholarship. It is unnecessary here to go into the general argument upon this point, for it is not in the effort to master those elementary facts of knowledge or principles of science which form the material and the instrument of early mental training that the relative ultimate strength of different minds can be tested. There is in some intellects a quality of activity, of quickness of perception, and readiness of combination which, within given limits of time, is more than a compensation for more slowly moving power. And this is a quality which observation has proved to be peculiarly characteristic of the female mind. Similar observation, moreover, has pretty well established that, as a rule, girls are more diligent in study than boys, a fact which has an important influence on the record of their scholarship. The experience of institutions where this point has been practically tested proves, moreover, that the presence of young women as members of college classes tends to a result directly the reverse of that which the objection supposes, and has the effect to raise rather than to depress the average scholarship of the classes to which they belong. In regard to this matter, the results derived from a compar¬ ison of the record made in Cornell University duringthe years preceding and the years following the opening at that institution of the Sage College for women, which have been kindly furnished to the undersigned by Vice-President Russel, are exceedingly interesting as well as instructive. In order to understand the significance of these it is necessary to bear in mind that in every college a larger or smaller proportion of the matriculates of a given year usually drop off before the close for a variety of reasons, among which are failure of health, failure of means, the disciplinary acts of the faculty, and loss of position in consequence of defective scholarship. All these causes, except the last, are pretty uniform in their operation; and, with the same exception, the effect of all of them united is never very considerable. The variations, then, in the total magnitudes of the losses, when successive years are compared with each other, must be mainly due to the operation of the cause last mentioned, the varying numbers who fail from deficient scholarship. But it is still objected that though the association of young women with young men in college may be beneficial to the ruder sex, it is likely to be otherwise to the gentler. The delicacy and the reserve which constitute in so high a degree the charm of the female character are liable, it is said, to be worn off in the unceremonious intercourse of academic life, and the girl who enters college a modestly shrinking maiden is likely to come out a romping hoiden or a self- asserting dogmatist. Those who make this objection argue rather from assumed premises than from any facts of observation. It is sufficient to say that the experience of the high schools of the country fails to furnish ground for this impression, and that no such results have been observed in any of the numerous colleges in which the experiment has for years been tried. There is another and final objection less frequently urged in these discussions than those above enumerated, yet probably often in me minds of those who do not urge it, which is founded on the supposed disturbing influence which senti¬ mental causes may exercise over the spirit of study. If young people of both sexes are associated in the same institution, and thus permitted to meet fre¬ quently and familiarly, their thoughts, it is imagined, will be likely to be more 1292 EDUCATION EEPOET, 1900-1901. constantly occupied with each other than with their books. An appeal might here again be made to experience to show that this danger is exaggerated. And it might be said with justice that the comparative freedom of school intercourse tends far less to excite the imaginations of impressible youth, and clothe for them the objects of their possible admiration with unreal charms, than do the more constrained and less frequent opportunities of mutual converse afforded in general society. But, however that may be, the argument is inapplicable to the circumstances of our particular case. Here no opportunities for intimate intercommunication exist at all. The students attend only during a limited number of hours daily, and during their attendance they are constantly in class and occupied either in listening to instruction or in the performance of their own scholastic duties. No common halls of assembly exist, in which they may gather either before the exercises of the day commence or after they are over. From their retiring rooms, which will be entirely cut off from every other part of the building, the young women will pass directly to the lecture room, and at the close of their daily tasks will retire in the same way. Throughout the entire duration of the college course they will be resident in their own homes and surrounded by every protecting safeguard that parental solicitude can provide. If it is really desirable that the educational advantages offered to young women should be equal to those which young men have been so long permitted to enjoy, it would seem to be neither reasonable nor right that they should be excluded from the institutions where such advantages exist. If it is not desirable, of course the argument falls to the ground. The measure here under consideration, should it meet with approval, would not probably be productive of any immediate visible effect. Few young women would be likely to present themselves as candidates for admission within the next few years, because there are few in this community who are likely to have given attention to the studies required as preparatory to the college course. But after that period, in a great city like this, a very considerable attendance might be anticipated, and thus our college would enter upon a new and important field of usefulness. Whatever may be the fate of the present suggestion, the undersigned can not permit himself to doubt that the time will yet come when the propriety and the wisdom of this measure will be fully recognised; and as he believes that Columbia College is destined in the coming centuries to become so comprehensive in the scope of her teaching as to be able to furnish to inquirers after truth the instruc¬ tion they may desire in whatever branch of human knowledge, he believes also that she will become so catholic in her liberality as to open widely her doors to all inquirers without distinction either of class or sex. STATUS OF WOMEN STUDENTS AT COLUMBIA COLLEGE. [Renort of Acting President of Columbia College, New York, N. Y., 1889, p. 16; also Barnard College Circular of Information, 1888-90, p. 4.] The collegiate course for women. — This course, established in 1883, to meet an apparent public demand for the higher and better education of young women, has not in its present form proved successful. The college provided examina¬ tions, but required that preparation to be made elsewhere. The women students desired instruction rather than examination. Accordingly, after an experience of five years, it has been decided by the trustees to discontinue the collegiate course for women in its present form, and to approve the establishment of an associate but separate school, under the name of Barnard College, in which the instruction shall or may be given by the professors of the college under certain regulations and restrictions. This course will therefore be discontinued at the close of the present year, except for those who have already completed a part of the prescribed studies. In accordance with this division funds were raised for the equipment and main¬ tenance of a college for women. The name, Barnard College, was adopted in grateful recognition of the faith and energy with which the late president of Columbia College, Dr. F. A. P. Barnard, for many years supported and promoted the cause of the higher education of women. This connection of Barnard College with Columbia College was officially recognized by the trustees of Columbia College in March, 1S89. COEDUCATION OF THE SEXES. 1293 [Report of the President of Columbia University for 1900, pp. 5-6.] Pi'esent status of Barnard College. — The year under review has been a year of exceptionally large fruition. Three or four things have been accomplished that are certain to exercise great influence upon the future; but when these things are considered in detail, they are seen to be only the natural culmination of movements which have been in progress, more or less consciously, for a number of years. New agreements have been made with Barnard College and with Teachers’ College by which both of these corporations, while retaining their separate existence, have become in fact as completely a part of the educational system of the university as though the work that they are doing were being car¬ ried on under the university charter. It is convincing evidence of the flexibility and virtue of the organization that has been developed by the trustees during the last ten years that the university can thus assimilate the work of institutions like these, not only without embarrassment either to itself or to them, but, on the contrary, with distinct advantage to all the corporations concerned, and with¬ out depriving any one of them of its independent life. Incidentally these agreements determine the relation of the university to the higher education of women and to the professional training of teachers in a way that can not be otherwise than satisfactory to those who have these interests at heart. Barnard College becomes a separate college for women, having its own faculty, which controls the instruction leading to the degree of bachelor of arts. This degree is conferred by the university upon the women who graduate from Barnard College in the same way and upon the same conditions as it is conferred by the university upon the men who graduate from Columbia College. The rela¬ tion of Barnard College to the university council, and, through it. to the educa¬ tional policy of the university, is in substance the same as the relation of Colum¬ bia College. On the other hand, women who have taken the first degree will hereafter become candidates for the degrees of master of arts and doctor of philosophy as students of the university itself instead of, as heretofore, as grad¬ uate students of Barnard College. [Report of the President of Columbia University, 1901, pp. 7-8.] As was pointed out last year, the women graduate students, who formerly reg¬ istered as students of Barnard College, register now as students of the university. In my last report I called attention to the fact that an officer known as the adviser of women graduate students, had been appointed to be of such personal service to these students as circumstances might call for. The experience of the year has justified the appointment as a step in the right direction; but it has been thought wise to substitute for this officer, with the cooperation of the Woman’s Graduate Club, a paid secretary of the Woman's Graduate Club. The problem is to bring the university into the most helpful touch with those whom it is desired to serve. On the educational side, the women need no different officers from the men. and the various deans are fully equipped to give them all the advice and information they require. On the personal side, also, few of them feel the need of special assistance, except in emergencies. But, on the other hand, it is important that the university should be equipped to deal adequately with emergencies; and it is believed that the usefulness of a competent and tactful lady to the women graduate students maj often be of great value in many ways, especially to those who find themselves in a strange city and away from home. Something was undoubtedly accomplished along these lines during the year just closed; but it is thought that the secretary of the Woman's Graduate Club will be able to come into more natural relations with such students than any officer can. I am glad to be able to report the election by the club, upon the nomination of the president of the university, of Mrs. Frank G. Bryson as its secretary for the next academic year. Mrs. Bryson is a graduate of Barnard College in the class of 1894, and she has since been a graduate student in the university. By experience, therefore, as well as by reason of her personality, she is believed to be well equipped for the duties she is about to undertake. [Report of the Acting Dean of Barnard College, 1900, pp. 281-382.] The past year has witnessed what the friends of Barnard may flatter themselves is a final and altogether beneficent adjustment of the relations between the women's college and the university. The creation of a separate faculty consisting of those professors in the university who give instruction at Barnard permits a far more satisfactory system of admin- 1294 EDUCATION EE POET, 1900-1901. istration than has hitherto been' possible. The responsibility no longer falls upon the dean alone, bnt is shared by the several standing committees of the faculty, which consider and act upon questions relating to the curriculum, scheme of attendance, award of scholarships, honors, etc., and all applications for admis¬ sion to the institution now pass through the hands of the Barnard committee on admissions. RADCLIFFE COLLEGE, UNDER THE AUSPICES OF HARVARD UNIVERSITY. [From the Harvard Graduates’ Magazine, March, 1894, pp. 339-342.] On December 6, 1893, the board of overseers of Harvard College, by a unanimous vote, gave its consent to an arrangement to be made between the university and the Society for the Collegiate Instruction of Women. That arrangement had been approved by the president and fellows, and was set forth in certain votes which had been passed by the society and submitted to the president and fellows, and which were as follows: “ Voted , That it is desirable to change the name of this corporation (The Society for the Collegiate Instruction of Women) to Radcliffe College, and that proper legal steps be taken to effect that change. "Voted, That it is desirable that this corporation give degrees in arts and sciences, and that a committee of three persons be appointed by the president to take steps to obtain from the legislature the necessary power, “Voted, That the president and fellows of Harvard College be, and hereby are, made and appointed the visitors to this corporation, and are hereby vested" with all visitorial power and authority as fully as if the same had been originally con¬ ferred upon the said president and fellows by the charter or articles of association of this corporation. This vote shall take effect upon an acceptance by the said president and fellows of the powers herein conferred, but with the provision that said president and fellows at any time may abandon and surrender or limit such powers upon notice to this corporation. “Voted, That no instructor or examiner of this corporation shall be appointed, employed, or retained without the approval of the visitors of this corporation, manifested in such way as said visitors may prescribe. “Voted, That in case the president and fellows of Harvard College accept the powers conferred by the f oregoing vote the said president and fellows be requested to empower the president of Harvard University to countersign the diplomas of this corporation and to affix the seal of Harvard University to said diplomas.” By the arrangement embodied in these votes and now accepted and approved bv the governing boards of the university, Harvard assumes definite and official relations with the work which has been prosecuted for some time in Cambridge under the popular name of the Harvard Annex. (Pp. 829-330.) * * * In this year, 1894, the annex enters into a declared connection with the univer¬ sity. It has become plain to everyone that the institution had passed its phase of private experiment, and was entitled to some formal recognition by the university. What shape this should take was a question with many difficulties, for the university scheme had no place ready for the newcomer. Two or three main points were gradually developed by discussion. In the first place, of course, no one wanted to incorporate the annex bodily into the university and mingle its students with the young men. It was plain that the young women must be separately cared for, and that their household concerns and domestic economy must be in the hands of a board composed, at least in part, of women. Furthermore, the president and fellows of Harvard College were unwill¬ ing to add to their administrative work, already excessively heavy, by taking charge of the property or attending to the executive details of another enterprise, and they preferred for general convenience to commit to a distinct body the man¬ agement of an undertaking which was to be detached, in many respects, from the present organization of the university. It resulted from these considerations that the college for women should have a separate organization, formally independent, and distinguished by its own title. Such a separation does not preclude any relation which the university may wish to establish between itself and the new college, nor prevent changes in that rela¬ tion whenever they may be found desirable. A college on this footing may here¬ after stand toward the university in a position closely analogous to that held by a college in an English university. What should be the nature of the connection between the two bodies was the next question and the chief one. The university was entirely ready to assume the COEDUCATION OF THE SEXES. 1295 control of the work of teaching, the most vital matter for the women’s college, and to establish, formally and officially, what had hitherto been informally per¬ mitted as a private arrangement, that the instructors of the women’s college should be those already actually in the university, or specially approved by it, and that the standards and examinations should be identical in the two. It was not easy to express or define this arrangement by a comprehensive phrase. It finally took the shape of a visitoriai power, to be assumed by the university over the new col¬ lege. This power is, of course, but vaguely described in the word visitoriai, but it is nevertheless, in fact, most substantial, and with the understanding which has been established by fifteen years of experience it is effectual and insures a close union in essential matters. In this view the vagueness of the term is, and was meant to be favorable to the growth of whatever further connection may here¬ after be developed. Some anxiety has been expressed by eager advocates of women’s education because the university has not made a formal contract, nor specified in what way it will exercise its powers, nor enumerated the privileges it will give to women, nor even fixed the time for which it will abide by the new arrangement, which, on the contrary, is expressly made terminable at its pleasure. But the want of definite articles of agreement is by no means a ground of apprehension to those who know the history of the annex and appreciate how fully it is already a part of the university through adoption by the faculty, which is for this purpose the university. No one who understands university methods, and especially the character, traditions, and policy of Harvard College will be disturbed by the fear that she will abandon a work to which she has set her hand or allow it to languish. The very want of precision and limitation in the terms of the arrangement indi¬ cate a union, not a contract, and is an assurance of intimacy and identical interests in the one essential matter of education. The change from a private cooperative plan of individual professors to an officially determined connection with the uni¬ versity is a vital change for the annex and practically fixes it as a part of the university, whether in the present form or some other. The question of university degree remained, and this was met in the only way now practicable. The graduates of the annex have always had a not unreasonable feeling of deprivation in that their thorough and systematic work, fulfilling the highest standard of college work in the country, was not marked by any degree or title, while the same work brought to men the distinction of a Harvard degree. The annex certificate did represent, to those who were well informed, the fact of education, but the symbol is also valuable, and is even of material value, for high employment as teachers is more readily offered to those who have a college degree. The corporation of Harvard College, however, was not prepared to offer to women the university degree of bachelor of arts, and it must be admitted that there is reason for caution before taking a step so important and so irrevocable. Such a degree would probably at once attract a large number of women , and it is not clear how the scheme could stand a sudden accession of large numbers. To make anything like an impartial sharing of the resources of the university would cripple the present work for men even if no law or principle forbade such an appli¬ cation of the funds and property now devoted to the education of men alone. Nor is it clear that the opinion of the graduates and friends of the university is yet so settled as to justify this departure from the established constitution of the university. In view of these and other considerations, the corporation of the university declared itself unwilling to offer its A. B. degree. It was. however, willing to give to the young women a formal certificate, establishing their position at even grade with the Harvard bachelor of arts by graduation from the college which Harvard University is to supervise. The degree, therefore, is to be that of the new college, but countersigned by the president of the university and bearing the university seal. Exactly what shall be the form of that degree has not been deter¬ mined, but it is not likely to be less explicit than the certificate now used, as given above, in stating that the recipient has accomplished the full measure of under¬ graduate work which entitles a student of the university to its bachelor’s degree. If experience of the new arrangement with the women’s college shall hereafter justify any further recognition of its graduates, the university is likely to be ready to advance along the path on which it has now entered. The matter of graduate instruction for women has not been made the subject of any definite arrangement, for the reasons given above, namely, that this is now complicated, for the university, with question of laboratory accommodation and the readiness of individual professors to arrange classes at once for women. Such classes are now made up in special cases, and difficulties in this direction are sure 1296 EDUCATION REPORT, 1900-1901. to decrease with the adjustments which grow with experience, especially if money is furnished for a better provision of apparatus. It is expected that the oppor¬ tunities for graduate work will he much extended under the care of the university, and to this extension the opinions of many members of the university faculty are known to be favorable. The plan embodying the main features stated above was informally submitted by the president of the university to the faculty, and was heartily assented to by them, and this assent secured the continuance of that indispensable support upon which the annex has hitherto relied. It is this arrangement which, embodied in the votes of the society as given above, is now approved by both the governing boards of the university. It now remains only to obtain an act of the legislature changing the name of the society, and giving it the power to confer degrees, and to enter into the proposed connection with the university. The society being already incorporated , no charter is sought. The act proposed does not fix any unalterable relations between the women’s college and the university, but merely authorizes the former “to confer at any time upon the president and fellows of Harvard College such power of visitation, and of direction and control over its management, as the said corpora¬ tion may deem it wise to confer and the said the president and fellows may con¬ sent to assume.” This will leave it open for the university to adopt hereafter any arrangement it may choose and to change the plan as experience may show to be desirable. The last scholastic year, 1900-1901, was made memorable in the history of Rad- cliffe College by the erection of a fine dormitory building with accommodations for 25 pupils. As to the growth in attendance Dr. Eliot says in his report for 1900-1901: The number of students in Radcliffe College increases slowly, but with reason¬ able steadiness. In 1901 116 candidates were admitted as freshmen, against 93 in 1900. Sixty-one graduate students registered during the year, 47 of whom were from other colleges. THE SYSTEM OF “COORDINATE EDUCATION.” [Dr. C. F. Thwing, president of Western Reserve University, in The College Woman, pp. 124-131.] Coordinate education represents a college for men as a part of a university and a college for women as a part of a university; each college complete in itself, each able to exist without the other, but both under one general administration, both dwelling in one scholastic atmosphere, both united in loyalty to the same ideals and joined in pursuit of these ideals by similar methods. Coordinate education is not coeducation, for the men and women do not recite in the same classes. Coordinate education is not separate education, for the teachers of the college for men usually teach also in the college for women, and the teachers of the college for women usually teach also in the college for men; the libraries are shared in common, and the administration of the two is identical. Coordinate education is not the annex system, for each college is able to live without the other’s aid; neither is subordinate, each is coordinate. Coordinate education is as economical as coeducation, in case the number of students is sufficient to require two teachers in the chief studies. If the students are not thus numerous, the teacher is obliged to double his hours of work or the college to hire two teachers; either method is expensive. Coordination develops the masculine part of the boy or the feminine part of the girl as does separate education, for in the ordinary relations the two sets of students are distinct. It also does not promote the monastic type, for the endeavor is made to put the social relations of young men and young women on the basis of humanity. Both were human beings before they were students and will be human beings longer. Coordination is sufficiently close to coeducation to discipline the element of force which women whose life is to be more or less pub¬ lic should have. Coordination under this condition promotes a very sane health and healthfulness; it eliminates nervousness. Coordination promotes a high and broad scholarship; it offers no occasion for unwise squeamishness; its conditions are fine and delicate. It does not tempt to love giving or love receiving any more than humanity itself. It is a method more easy to administer than the coeduca¬ tional. The students are not brought into relations so intimate that even wisest parents can ask questions of anxiety. The method allows and invites that natural and happy association of college men and women which wisest parents and col- COEDUCATION OF THE SEXES. 1297 lege officers approve. The method also promotes a university spirit which the woman's college, as usually constituted and circumstanced, is not able to foster. There is one consideration in favor of the coordinate system deserving special mention. The strength of a college lies largely in the strength of its teaching force. The simple truth is that it is far easier to secure first rate teachers for the college for women as a part of a university than for the independent college for women. It would be less difficult to secure the best teachers for Radcliffe Col¬ lege if it were an integral part of Harvard University than for the same college holding no relation to our oldest university. The coordinate method is that which would prevail at Cambridge in case Bad- clifre College were an integral part of Harvard University, having a faculty of its own and having the same president and corporation which the university itself has. The coordinate method is that which prevails in the College for Women of W estern Reserve University in Cleveland. The battle for the higher education of women is an old, old battle. The contest has raged mainly about the point of coeducation. This point was in the beginning more evident, more tangible, more real; for women wanted a college education. Colleges for men existed. It seemed more natural to open these colleges to women than to establish colleges for them. The battle for woman's education has been fought out on a preamble. The contest has been over a method, but over a method for the sake of an end. In this condition it has been easy for everyone interested in the college education of women to choose his side and his weapons. But it can be said no longer that questioning of the wisdom of the method carries along with itself doubt as to the excellence of the end. One can now decline to affirm that coeducation is the best method without laying himself open to the imputa¬ tion of disbelieving in a college training for young women. The question of method need no longer be mixed up with the rightfulness of the end. The con¬ test is closed. Women have secured a recognition of their right to have the best training which the colleges of the United States or England can provide. * * * It is probable that for an indefinite period there will exist in the United States those three methods, the coeducational, the separate, and the coordinate. Each of them ought to exist; each of them has value; each of them possesses peculiar advan¬ tages for the needs of certain women; each of them also possesses peculiar disad¬ vantages for the conditions and prospects of certain women. The choice of either method is largely a matter of taste. The question of method, too, is only one of several important questions in giving or withholding one’s approval of a college. The question of the richness and fullness of curricula and the question of the personality of teachers are at least equally important. What has been said respecting method applies to undergraduate work. Such objections as certain scholars and administrators hold against coeducation do not apply with equal force to graduate as to undergraduate students. The definite¬ ness of aims, the increased earnestness, and the more mature character which belong to the greater age of graduate students may entirely or largely remove difficulties which are found in the way of men and women mingling in the under¬ graduate department. The faculty of Yale University knows very well that to admit women to its graduate school is quite unlike opening the doors of A ale College to girls of the age of 18. EXPERIENCE OF COEDUCATION AT BROWN UNIVERSITY, PROVIDENCE, R. I. [Annual Report of the President, June 29, 1893.] The educational privileges which the corporation at its meeting last June extended to women have been very welcome. Ten women have been pursuing studies in the graduate department the entire year, and the number of regular candidates for undergraduate examinations has been 39. All those who passed the freshman examinations last year are continuing their studies. Of the regular candidates for this year’s freshman examinations there are 14. The remainder of the young women making up the 39 are not at present candidates for any degree, though several of them will become such. The scholarship of all is remarkably high, averaging a good percentage, better than that of our men students. The consider¬ able number of women candidates for undergraduate examinations has induced some gentlemen in the faculty to institute means for a systematic preparation for these examinations. Classes are formed in all the branches elected, and they are instructed by the same men who have charge of the corresponding classes inside the university. There has thus sprung into existence a woman's college, technic¬ ally and legally under the university only so far as its examinations are concerned, ED 1901 — VOL II - 6 1298 EDUCATION REPORT, 1900-1901. yet in effect a department of the university, so closely connected are examinations with the instruction therefor. * * * While this establishment makes no drain whatever npon the university's finan¬ cial resources, it adds greatly to its popularity and favor with the community. From present prospects another year will find no fewer than 100 women pursuing studies in connection with the university, either as full members of it, viz, in the graduate department, or as candidates for undergraduate examinations. Appli¬ cations for registration begin to come in from a distance. In view of the rapid progress which this enterprise is making, I can not but request for it the most attentive consideration of this board and other friends of higher education. * * * The woman's department of the university requires and must soon have an ample, permanent home of its own. a well-endowed and commodious women's college, presided over by an accomplished lady principal. Not less than half a million dollars is needed for this purpose. The college must be part and parcel of the university, giving women students the full university status, and at the same time so furnished, endowed, and equipped as to offer them every facility for education, physical and social as well as intellectual, now within the reach of male students. It may be confidently asserted that no other expenditure of half a million dollars could possibly advance the higher life of Rhode Island society in coming time so much as the erection of such a college. The following letter brings to date the account of the system pursued at Brown: Commissioner W. T. Harris. Bureau of Education , Washington, D. C. My Dear Dr. Harris: In regard to your inquiry regarding the statement that “ students in several universities, including Brown, are manifesting their dislike to coeducation in ways that are more annoying than chivalrous,” I beg leave to say that we do not consider that we have coeducation at Brown. W e call our system coordinate ” education. Our women's college is in its financial manage¬ ment, its class-room work, and in its social life, wholly separate from the other departments of the university. The men and women do not recite in the same class room, except in very advanced classes, where the number of students is so small that duplication of the work is out of the question. In graduate work the separation is maintained. We are not conscious of any “ annoyance ” of women by men or vice versa. When the women's college was first founded there was doubtless objection to its founding among the undergraduate men, but that objec¬ tion has dwindled from year to year until I doubt if it is in existence to-day. Sincerely, yours, W. H. P. Faunce. V. — THE AMERICAN WOMAN FROM A GERMAN STANDPOINT. In his book entitled American Traits Prof. Hugo Munsterberg devotes a chapter to the American woman considered from a German point of view. The educational status of woman in America occupies a large space in this con¬ sideration: and while the views advanced are not professedly related to the policy of coeducation, they are logically so related, and therefore may very properly be considered in this connection. In order to emphasize his view, the general importance of which is hardly a matter of question, Professor Munsterberg has purposely, it seems, exaggerated the tendencies which, in his judgment, are discoverable in our system and has forecast possible evil results should it ever be carried to the extreme imagined. Fortunately, as the author also foresees, no such extreme condition is to be anticipated. The presentation necessarily loses much when separated from its full context, but the passages here cited will serve at least to draw attention to considerations which are both important and interesting. The German standpoint, which Professor Munsterberg maintains throughout the discussion, is stated by him as follows: The efforts of this new Germany in the interests of the woman have taken four different forms, four tendencies, which naturally hang together, but externally COEDUCATION OF TRE SEXES. 1299 are sometimes even antagonistic . The first movement . which applies to the largest number of individuals, is that which tends to soften the hardships of the female wage-earner, especially among the laborers; the second seeks to raise the char¬ acter of the general education of girls in the higher classes; the third endeavors to open new sources of income to the better-educated women of narrow circum¬ stances, and the fourth has as its aim the clearing of the way for women of spe¬ cial talent, that they may live out their genius for the good of humanity. I have said that these impulses move partly in opposite directions; to widen the horizon of the women of the higher classes and to prepare them for professional work means to draw them away from the hearth, while all the efforts in behalf of the women in the mills and shops tend to bring them again to the hearth of the home. The one group gave too much time to the mere household, in its narrowest sense; the other group had too little time for this. The progress in all four directions is almost a rapid one; the legislation in the interest and for the protection of working women is a model for the world; and — to point to the top of the pyramid — the conservative universities have opened wide their doors. Last winter 431 women were admitted to the University of Berlin alone. These four tendencies, which ought to remain clearly separated in every dis¬ cussion, as the usual mixing of them brings confusion, have nevertheless a single background of principles. One of these, which sounds, of course, utterly com¬ monplace, is that it must remain the central function of the woman to be wife and mother; and the other is that public life and culture, including politics, pub¬ lic morality, science, art, higher education, industry, commerce, law, literature, the newspaper, and the church, are produced, formed, and stamped by men. * - * Every tendency that strikes against those two fundamental principles of German conviction has been paralyzed by the spirit of the country. It may be said, without exaggeration, that all the efforts toward the solution of the woman question in Germany strengthen and reenforce the family idea. The only excep¬ tions to this are the liberal provisions for the highest development of women of unusual talent; but genius must always be treated as an exception, and such exceptions have existed at all times. The few who take the doctor's degree and who feel the mission for productive work in scholarship can thus be set aside in the discussion, while the situation as a whole suggests most clearly the irregu¬ larity of such a vocation and does not push the average woman into such a path. * * * In both respects — in relation to the home and in relation to the standards of pub¬ lic culture — the movements in the interest of women have in America exactly the opposite tendency from those in Germany; even the same facts have, under the different social conditions, an absolutely different meaning. The whole situation here militates against the home and against the masculine control of higher cul¬ ture. and seems to me, therefore, antagonistic to the health of the nation. 1 shall consider first the influence on the home. * * * Of course I will not warn up the old-fashioned argument, which is repeated so often in Europe, that the higher learning makes a girl awkward and ill mannered, and that the man will never be drawn to such a bluestocking. I take for granted that no American girl loses in attractiveness by passing through a college or through other forms of the higher and the highest education. But we have only to look at the case from the other side, and we shall find ourselves at once at the true source of the calamity. The woman has not become less attractive as regards marriage; but has not marriage become less attractive to the woman? And long before the freshman year did not the outer influences begin to impel in that direc¬ tion? Does it not begin in every country school where the girls sit on the same bench with the boys and discover, a long, long time too early, how stupid those boys are? Coeducation, on the whole unknown in Germany, has many desir¬ able features; it strengthens the girls; it refines the boys; it creates a comradeship between the two sexes which decreases sexual tension in the years of development; but these factors make, at the same time, for an indifference toward the other sex, toward a disiUusionisin, which must show in the end. The average German girl thinks, I am sorry to say, that she will marry anyone who will not make her unhappy; the ideal German girl thinks that she will marry only the man who will certainly make her happy; the ideal American girl thinks that she can marry only the man without whom she will be unhappy, and the average American girl approaches this standpoint with an alarming rapidity. Now, is not the last a much more ideal point of view? Does it not indicate a much nobler type of woman — the one who will have no marriage but the most ideal one — as compared with the other, who in a romantic desire for marriage takes the first man who asks her? But in this connection I do not wish to approve or to criticise; we may post- 1300 EDUCATION EEPOET, 1900-1801. pone that until we have gathered a few more facts and motives. Coeducation is only one; a whole corona of motives surrounds it. Coeducation means only equality; but the so-called higher education for girls means, under the conditions of the American life of to-day, decidedly not the equality, but the superiority of women. In Germany even the best educated woman — with the exception once more of the few rare and ambitious scholars — feels her education inferior to that of the young man of the same set, and thus inferior to the mental training of her probable husband. The foundations of his knowledge lie deeper, and the whole structure is built up in a more systematic way. This is true of every one who has passed through a gymnasium, and how much more is it true of those who have gone through the university! Law, medicine, divinity, engineering, and the academic studies of the prospective teacher are in Germany all based essentially upon a scholarly training, and are thus, first of all, factors of general education — powers to widen the horizon of the intellect. All this is less true in Arderica; the lawyer, the physician, the teacher, the engineer, obtain excellent preparation for the profession, but in a lower degree his studies continue his general culture and education, and the elec¬ tive system allows him to anticipate the professional training even in college. And, on the other side, as for the business man who may have gone through col¬ lege with a general education in view — how much, or better, how little of his culture can be kept alive? Commerce and industry, finance and politics absorb him, and the beautiful college time becomes a dream; the intellectual energies, the factors of general culture, becomes rusty from disuse; while she, the fortu¬ nate college girl, remains in that atmosphere of mental interests and inspiration, where the power she has gained remains fresh through contact with books. The men read newspapers, and, after a while, just when the time for marriage approaches, she is his superior, through and through, in intellectual refinement and spiritual standards. And all this we claim in the case of the man who has had a college education; but the probability is very great that he has not had even that. The result is a marriage in which the woman looks down upon the culture of her husband; and, as the girl instinctively feels that it is torture to be the wife of a man whom she does not respect, she hesitates, and waits, and shrinks before the thought of entering upon a union that has so few charms. And can we overlook another side of the delightful college time? No noise of the bustling world disturbed the peace of the college campus; no social distinc¬ tions influenced the ideal balance of moral and intellectual and aesthetic energies; it was an artificial world in which our young friends lived during the most beautiful years of their life. Can we be surprised that they instinctively desire to live on in this peculiar setting of the stage, with all its Bengal lights and its self-centered interests? They feel almost unconsciously that all this changes when they marry, when they are mistresses of a household — a situation which perhaps means narrowness and social limitation. They feel that it would be like an awakening from a lofty dream. There is no need to awake; the life in the artificial setting of remote ideals can be continued if they attach themselves, not to a husband and children but to clubs and committees, to higher institutions and charity work, to art and literature; if they remain thus in a world where everything is so much more ideal than in that ungainly one in which children may have the whooping cough. Of course all these are not motives that prohibit marriage; they may not even, in any individual case, work as conscious considerations; they are only subcon¬ scious energies, which show their effects merely if you consider the large groups; they are the little forces, the accumulation of which pushes the balance of motives perhaps so little that they remain unnoticed by the girl who is undecided whether to accept him; and yet they are efficient. The college studies do not merely widen the horizon; they give to many a stu¬ dent a concrete scholarly interest, and that is, of course, still truer of the profes¬ sional training. The woman who studies medicine or natural science, music or painting, perhaps even law or divinity, can we affront her with the suggestion, which would be an insult to the man, that all her work is so superficial that she will not care for its continuation as soon as she undertakes the duties of a married woman? Or ought we to imply that she is so conceited as to believe that she is able to do what no man would dare hope for himself; that is, to combine the pro¬ fessional duties of the man with the not less complex duties of the woman? She knows that the intensity of her special interest must suffer; that her work must become a superficial side interest; that she has for it but rare leisure hours; and no one can blame her, however much she may love her own home, for loving still more the fascinating work for which she was trained. COEDUCATION OF THE SEXES. 1301 All these tendencies are now psychologically reenforced by other factors which have nothing to do with the higher education as such, bnt are characteristic of th9 situation of the woman in general. * * * The American system injures the national organism, not only because it antag¬ onises the family life, and thus diminishes the chances for the future bearers of the national civilization, but it has, secondly, the tendency to feminize the whole higher culture and thus to injure the national civilization itself. If I speak of public life here, I do not mean politics in the technical sense. The arguments for and against the participation of women in politics, the reasons for and against woman suffrage, are certainly of a peculiar kind; I have often listened to both sides in these discussions, and have always, as long as one side was pleading its cause, felt strongly in favor of the other side. If I am, on the whole, opposed to woman suffrage, it is because it belongs to those factors which we have dis¬ cussed; it would help to draw the interests of individual women away from domes¬ tic life. But I do not think that it would have a serious bearing on that point which we have now to consider, the effemination of public life; politics would certainly be influenced as to its character if woman suffrage existed everywhere; it would, in some ways, probably suffer through hysterical sentimentality, illog¬ ical impulses, and the lack of consistent obedience to abstract law; but it would probably be, on the other hand, in many respects ennobled and moralized, soft¬ ened and elevated. There would be, on the whole, no serious disadvantage to be feared for political life itself, because the men would always remain the backbone of the political parties. Politics in America so immediately and directly pene¬ trates man’s whole welfare, his commerce and industry, his income and his expenses, his rights and his duty, that there is no danger that he would ever allow the polit¬ ical life to pass from his hands into those of the woman; a real effeminizing of political life is thus no probable danger. * * * The public life that I have in mind is the public expression of the ideal energies, the striving for truth and beauty, for morality and religion, for education and social reform, and their embodiment, not in the home, but in the public conscious¬ ness. In Germany no one of these functions of public life is without the support and ennobling influence of active women, but decidedly the real bulk of the work is done by men; they alone give to it character and direction, and their control- ing influence gives to this whole manifoldness of national aims its strenuousness and unity; to carry these into the millions of homes and to make them living fac¬ tors in the family is the great task of the women there. Here, on the other hand, the women are the real supporters of the ideal endeavors; in not a few fields their influence is the decisive one; in all fields this influence is felt, and the whole sys¬ tem tends ever more and more to push the men out and the women in. Theater managers claim that 85 per cent of their patrons are women. No one can doubt that the same percentage would hold for those who attend art exhibitions, and even for those who read magazines and literary works in general, and we might as well continue with the same somewhat arbitrary figure. Can we deny that there are about 85 per cent of women among those who attend public lectures or who go to concerts, among those who look after public charities and the work of the churches? I do not remember ever to have been in a German art exhibi¬ tion where at least half of those present were not men, but 1 do remember art exhibitions in Boston, New York, and Chicago where according to my actual count the men in the hall were less than 5 per cent of those present. As a matter of course the patron determines the direction which the development will take. As the political reader is more responsible for the yellow press than is the editor, so all the nonpolitical functions of public life must slowly take, under these con¬ ditions, the stamp of the feminine taste and type, which must have again the further effect of repelling man from it more and more. The result is an effemina¬ tion of the higher culture, which is antagonistic to the development of a really representative national civilization, and which is not less unsound and one sided than the opposite extreme of certain oriental nations where the whole culture is man’s work and the woman a slave in the harem. The woman, and sometimes even the indolent man who wants to get rid of the responsibility of something he does not care about, says simply that this is all right. As the facts show — they argue — that the woman is not inferior in intel¬ lectual and aesthetic energies, not inferior in earnestness and enthusiasm, why not intrust her with the national culture, why not give her full charge of art and literature, education and science, morality and religion? — man has a sufficient number of other things to do. But it is simply not true, and can not be made true by any dialectics, that the minds of man and woman are equal, and can be 1302 EDUCATION EEPOET, 1900-1901. substituted the one for the other, without changing the entire character of the mental product. It is not true that men and women can do the same work in every line. Earnestness certainly the women have. However large the number of those who may meet . their public duties in a spirit of sport or amusement or ennui, the majority take these duties seriously, and the college- girl especially comes home with a large amount of earnestness in the cause of reform and of the higher functions of the national life. The only misfortune is that earnestness alone is not physical energy, that good will is not force, that devotion is not power. But her lack of physical power and strength would be less dangerous to the undertaking if her intellectual ability were equal to that of the man. But here the social psychologist can feel no shadow of a doubt that neither coeduca¬ tion nor the equality of opportunities has done anything to eliminate those charac¬ teristic features of the female mind which are well known the world over, and which it is our blessing not to have lost. The laws of nature are stronger than the theories of men. To express the matter in a psychological formula, on which the observations of all times and all nations have agreed: In the female mind the contents of con¬ sciousness have the tendency to fuse into a unity, while they remain separated in the man’s mind. Both tendencies have their merits and their defects; but. above all, they are different, and make women superior in some functions and man superior in some others. The immediate outcome of that feminine mental type is woman’s tact and aesthetic feeling, her instinctive insight, her enthusiasm, her sympathy, her natural wisdom and morality; but, on the other side, also, her lack of clearness and logical consistency, her tendency to hasty generalization, her mixing of principles, her undervaluation of the abstract and of the absent, her lack of deliberation, her readiness to follow her feelings and emotions. Even these defects can beautify the private life, can make our social surroundings attractive, and soften and complete the strenuous, earnest, and consistent public activity of the man; but they do not give the power to meet these public duties without man’s harder logic. If the whole national civilization should receive the feminine stamp it would become powerless and without decisive influence on the world’s progress. The evidences of the effemination of American scholarship adduced by Professor Munsterberg are, in general terms, the excess of the receptive, uncritical attitude of mind above the spirit of research and inquiry, the monopoly of primary teach¬ ing by women, and their “ overwhelming majority ” in the teaching corps of the high schools. Professor Miinsterberg closes his discussion of this question as follows: Under the ordinary conditions, the material opening and settling of a country move parallel with the development of the inner culture, and the man is thus able to meet the requirements of this twofold public task. He gives his energies to the material and political necessities so long as the metal and spiritual culture is low, and in proportion as he is freed from the rudimentary needs that pertain to the support of the nation he turns to the inner culture, that of education and art, and so ou, while the woman, at every stage, cares for the private life of the family. In America this normal course was changed, because the material opening of the country, the unfolding of its natural resources, coincided with the possession of a most complex inner culture brought over from Europe ready-made, not grown of the soil. Hence a new division of labor had to be discovered to meet those mate¬ rial exigencies which demanded man's full energy, and man’s side function, the work of the higher culture also. This side function had to be assumed by the woman; she had to care for the inner culture of the nation, that the arms of the man might be free for the more immediate work, the settling of the continent, the political organization, and the development of the national wealth. This was, under these unusual conditions, the only way of preserving and fostering the high European culture. If women had not temporarily taken this function from man, it would have been wholly lost in the wear and tear of the commercial and political adolescence of the nation. It was, then, the special mission of the American woman to become the bearer of the higher, inherited culture of the nation by the artificial development of an intellectual superiority over the man. But if this be true, it is clear that such vicarious functioning must cease as soon as those two peculiar conditions should arise which manifestly exist at the present time. The first of these conditions is that this female superiority should reach a point where it begins to effeminate the higher culture, and where it becomes COEDUCATION OF THE SEXES. 1303 antagonistic to family life: thus positively injuring the organism of the race. The other condition is that the material establishment of the country should have attained its completion; the ground mastered, the sources of national wealth suffi¬ ciently developed to allow room for man’s effort in other directions. No doubt this condition "also is fulfilled to-day; the West is opened; the whole continent is economically subjugated; a net of transportation covers the whole land; wealth abounds in a sufficient number of families, down to the second and third genera¬ tions, to insure the building up of a leisure class; and the time has come when the American man can take his share, like the European, in the spiritual culture of his country. If the American man will but turn his real energies to the world of spiritual goods, then the two great evils which we have discussed will both be cured by the one remedy, and at one time, while the woman will not in any respect be the loser. If man takes the part that belongs to him in the higher culture, this, instead of being emasculated, will show that perfect blending of human energies in which the strength of the man will be softened by pure womanhood, and, at the same time, the woman, who will feel the greater strength in the man of equal culture, will shrink no longer from marriage, and will feel attracted by that truer companionship in which the real labor is divided; the public function given to the man, the domestic function to the daughter and sister, to the wife and mother. That is the state at which we aim in Germany. Much has still to be done there to give to the average German woman the thorough education of the American, but that will soon come. In any case, even the best training of the woman must support in Germany the family idea, and the man will continue to be the mainstay of the ideal culture. We Germans feel sure that this will not be endangered, even if we fully imitate the splendid college life of American girls. Therefore, no one can suggest that woman’s education in this country ought to take any steps backward; all the glorious opportunities must remain open, and only one practical change must come in response to the urgent needs of our period — the American man must raise his level of general culture. In short, the woman’s question is in this country, as ultimately perhaps everywhere, the man’s question. Reform the man, and all the difficulties disappear. The force of Professor Miinsterberg’s discussion is modified by an examination of the facts relative to the number of women who attend colleges. The following estimates, based chiefly upon statistics for Massachusetts, where the ratio of such attendance is presumably large, have recently been made by the Commissioner of Education: In each 1,000 inhabitants in Massachusetts. 15.2, says Dr. Harris, are in high schools or academies, and 4.2 are in colleges ^ind institutions of like grade. This makes about 20 in the thousand or two persons in each hundred. The number of the population in Massachusetts who have received a full secondary education (that is, four years in the high school or academy) is only 1 in 25, and the num¬ ber who have graduated from college is only 1 in 1,000. The number of boys who have graduated from the high school is about the same as the number or girls. At the present rate the girls are a little more numerous. The number of both sexes who have graduated from colleges or indeed attended college for any period of time is less than 1 in 1,000 of the population of the United States. Taking the present rates of attendance, of this number less than one-fourth are women. Only 1 woman in 500 is a graduate of a college in Massachusetts, and only 1 woman in 20 is a graduate of a high school. NOTES ON COEDUCATION IN FOREIGN COUNTRIES. GREAT BRITAIN AND IRELAND. In England 65 per cent of the departments into which the elementary schools are divided have boys and girls in the same classes; in Scotland, 97 per cent. Statistics for Ireland show that 51 per cent of the national schools have a mixed attendance of boys and girls. 1304 EDUCATION REPORT, 1900-1901. Separate education is the general policy in English schools of secondary grade, and where both seses are admitted to the same school it is generally to separate departments. The royal commission on secondary education advocate the exten¬ sion of the coeducational policy, and since the publication of their report (1895) experiments in this direction have noticeably increased. In the British colonies, with very few exceptions, both mixed and separate schools are found. In Ontario all the schools are mixed. In Quebec the schools for English children are, as a rule, mixed, but in the schools for the French chil¬ dren the sexes are separated. In the Australasian colonies the tendency to sepa- rate departments for boys and girls is noticeable in cities. In Cape Colony, while nearly ail schools are mixed, separate schools for girls are encouraged. University privileges for icornen. — At Oxford women are admitted by courtesy to the lectures of about 160 professors, readers, and lecturers in the university, and they have also been permitted to attend lectures in all the colleges save one. They are also admitted to the examinations for B. A., but are not eligible to the university degrees. Substantially the same arrangements have been adopted at Cambridge. Women are admitted on the same terms as men to Durham Uni¬ versity and are eligible to all the degrees excepting those in divinity. Victoria University grants degrees to women on the same terms as men. In the Univer¬ sity of Wales women have the same privileges as men. The university colleges established in England since 1868 are open to men and women. By the '‘universities act” of 1889 the Scotch universities were author¬ ized to open their doors to women. Edinburgh admits them to the classes with men. Glasgow has affiliated Queen Margaret College for Women, and more recently (1895) opened all lectures in the faculty of arts to women. The Univer¬ sity College of Dundee, affiliated to St. Andrews, is coeducational. Women are admitted to all the privileges of the Royal University of Ireland. Trinity College, Dublin, does not admit women, but “special examinations for women outside the course for students of the college were established about twenty-five years ago and are still continued.” In 1895 it was resolved to admit women to certain honor examinations of the undergraduate course as an experiment for three years (1896-1898). The following table shows the attendance of women upon universities and university colleges in 1899: . Women's colleges and departments , 1899-1900. Colleges. Women students. Colleges. Women students. Girt on _ _ _ 110 Owens College. . . 121 Newnham.. _ _ _ 165 Yorkshire _ _ _ _ _ 130 Bedford 1180 Alexa.nrb’n. TTnil ( A hpr vst.w v th ) 181 Queen's College 1290 Aberdare Hail (Cardiff) ... ... . 57 University College (woman’s depart¬ Bangor _ _ _ _ _ 90 ment) 200 ' Glasgow . . . . . . 333 King’s College ( woman’s department) 704 1 Edinburgh _ _ _ _ 2 320 Lady Margaret (Oxford) 50 1 St. Andrews _ _ no Somerville (Oxford) 76 Aberdeen 108 St. Hilda's (Oxford) 25 Alexandria College (Dublin 1 300 1 About 40 resident. 2 Not including medical students, as at Glasgow. FRANCE. In France separate schools for boys and girls are preferred even in the ele¬ mentary grades. Every commune having 500 or more inhabitants is, indeed, obliged by law to provide a separate school for girls. In communes whose popu- COEDUCATION OF THE SEXES. 1305 lation is less than 500 mixed schools are found. According to official statistics for 1897, there were enrolled in the public schools having both boys and girls 69.2,548 pupils (377,797 boys and 314,751 girls) and in private mixed schools 34,988 (12,652 boys and 22,336 girls). The total enrollment in mixed elementary schools was therefore 727,536, or about 13 per cent of all elementary pupils. The sec¬ ondary schools are always separate schools; that is, distinctively for boys only or for girls only. Women are admitted to all the French universities on the same terms as men and the same degrees are conferred upon them. The number of women students registered in the universities January 15, 1888, was 871 on a grand total of 28,782. The distribution of the women students, by faculties, was as follows: Law, 5; medicine, 469; sciences, 80; letters, 262; pharmacy, 55. Of the total number of women students 579 were French and 292 foreigners. In the scholastic year 1897-88 the number of university degrees obtained by women was 72, viz: In letters, bachelor, 25, licentiate, 3; in medicine 16 doctorates were conferred and 8 inferior diplomas; in science, 1 bachelor’s degree and 15 licen¬ tiates; in law, 1 licentiate; in pharmacy, 3 diplomas.1 GERMANY. Separate education is the preferred policy in the German States, but is not practicable in the rural primary schools. According to statistics of 1891. in Prus¬ sia two-thirds of the children in the common schools were in mixed classes, but in the cities the proportion was only three-tenths. In Saxony only the two lowest classes are mixed, so that separation occurs generally at the tenth year of age — always by the twelfth. In secondary schools separate education is the universal rule. An increasing number of universities permit women to attend some of the courses of lectures by special permission, as explained very fully in the appended citations from an arti¬ cle by Mrs. Martha King Genthe. In the winter session of 1898-99 414 women were in attendance upon the 10 Prussian universities, as against 117 in 1895-96. The following tabular statement, taken from the first volume of special reports 1 The following account of an association of women students (Association des Etudiantes de Paris) illustrates the growing interest in measures for promoting the social welfare of women students in the French meti’opolis: “ It is pleasant to learn that success has waited on the efforts of the few public-spirited women, supported by at least one member of the Sorbonne, who founded L’Association des Etudiantes de Paris just two and a half years ago. The early meetings were held in the Rue de Savoie, a room being lent for the purpose by the union that aims at promoting social education. Now a permanent and commodious center has been secured in the Hotel des Societes, and on the occa¬ sion of the inauguration here the presence of university professors and a deputation from the great association of men students familiarly known as 1 L’A ’ bore witness to the standing the venture has won for itself in the academic life of the Latin Quarter. The object, as stated in the statutes, is twofold: First, to bring together students of the different faculties and certain schools in order to create ties of friendship and solidarity; second, to encourage students in their work by assuring moral support and material help. Members are required to be matriculated students of some one faculty or students at the National Academy of Fine Arts, the National Academy of Decorative Arts, or the training colleges near Paris— Sevres and Fontenayaux- Roses— the one for secondary and the other for primary teachers. Candidates for admission must be introduced by two members, and no minors are enrolled without the express permis¬ sion of parents or guardians. Rules bearing on the club-room side of the scheme are of a more restrictive character than those generally adopted on this side of the Channel, but club life is, it will be remembered, far less familiar to the French woman than to the English woman. The rooms remain open from 10 in the morning till 10 at night. The annual subscription is 10 francs. The association now numbers some 50 members, of whom not a few are foreigners, chiefly, we believe, of Russian nationality/’ (Journal of Education (London), June, 1801, p. 376.) 1306 EDUCATION REPORT, 1900-1901. issued by the English education department, summarizes in a convenient form the principal facts with respect to the admission of women to foreign universities: SUMMARY. o p if A os *E.2 S-~ t> s 'S g * . & .2 I,-- 111 s 2 ^ ^ m ja g a £ *** -g sL i SB >>o 4 32 X ~ 53 x s _£ p 53 -^.2 2 2 \ £ E3 3 x 23 g S3 g s3 ^ ! p-g ■g 3 f3 C3 ; -g Syj g 5 ! ?*|3fa ! I S-2-cl i j ; ss si § [ gs-? * ats Jz; | fc >;0 sffg 1 11 111 1 ililll ! ^ S ! I o*S j £ o =32 ill > g-g i y c'S 'q ^ W • 4-2 !•§§ England _ 5 CM « Wales 1 1 1 l ! . Scotland _ _ _ 4 4 4 . . Ireland _ 3 i 3 1 1 i Cana, da 2 ; 5 5 _ ...... _ i Australasia _ 5 3 5 ' . . . :::::::::: India _ 5 5 5 . . U ranee 16 j 16 16 . Belgium . . . . . 5 5 4 . 1" . "I Holland _ _ 4 4 4 . Denmark _ 1 1 1 Norway _ _ _ 1 1 1 . . Sweden. _ _ 2 2 2 . Germany _ _ _ 20 20 1 2 14 5 Austria* _ _ _ _ 6 6 S witzerland 6 5 4 1 Italy 20 13 i]3 . Spain _ 9 3 23 . . Portugal . . .. _ 1 Greece . _ . . 1 1 1 . . . Roumania _ _ _ 2 2 2 . . . Russia, with ^inland _ 9 4 1 . 33 Janan . . . . . . 1 Total _ _ _ _ 130 111 76 6 1 20 10 1 The same rule applies to the other Italian universities. 2 In one case the position of women students seems to be more strongly differentiated than in the other two. 3ln one of these cases women are admitted to certain medical classes. WOMEN AT THE GERMAN UNIVERSITIES. The status of women with respect to the German universities is discussed by Mrs. Martha King Genthe in an article published in the Forum for April, 1902. Sirs. Genthe writes from personal experience, and her judicial treatment of the subject is valuable to the American reader, who is too apt to consider it from the very different standpoint of American policy. The principal facts relative to the opportunities now open to women for university study in Germany, as set forth by Mrs. Genthe, are cited below. In order to understand their bearings it is neces¬ sary to keep in mind the distinctive characteristics of German universities and their relation to the preparatory schools. Without following our author through the detailed consideration of this part of her subject, we quote here only her state¬ ment as to the special character of university studies in Germany and the require¬ ments for admission to the university: In the German conception of the university stress is laid almost exclusively upon the word “ scientific,* ' which in this connection always refers to pure science. The applied sciences are provided for in special institutions, such as the “ Technische Hochschule,” coordinate in rank with the university, or the “ Handelshochschule,” the k Bergakademie,*’ the “ Forstakademie,” and others. A regular professional training is not given at the university except in what are called the learned pro¬ fessions — those of the clergyman, the lawyer, the physician, and the professor in the " higher : ; (secondary) schools. * * * COEDUCATION OF THE SEXES. 1307 This extreme accentuation of the scientific tendencies of the German university has also excluded from it, in the course of time, all that concerns undergraduate work. Undergraduate studies are pursued in the ‘ ‘ Gymnasium , ' ' a secondary school with a nine years’ course, which may be defined as a combination of the American high school and the undergraduate work of the American college, excepting, of course. Harvard and its equals. * * * The final examination of all these institutions [secondary schools preparatory to the university], which is very severe, is called " Maturitats-Examen; ” and as far as the amount of knowledge is concerned, it may be compared, mutatis mutandis, to the B. A. of the average American college. Thus the German sys¬ tem makes the division between secondary and university instruction at the end, the American at the beginning, of the college period. A German who wants his son to acquire a thorough mental culture before entering business will send him not to the university, but to the gymnasium or one of its equivalents. Thus, in any comparison with the German university we must take into consideration the graduate work only of the institution which bears the same name in America. As women were not admitted to the German gymnasia it was necessary, as soon as the prospect of admission to the universities was open to them, that pro¬ vision should be made to prepare them for the opportunity. This has been done by private efforts, in respect to which Mrs. Genthe says: In all cities of importance the professors of the gymnasium or the university will deliver, every winter, series of lectures for women, by means of which many an industrious student has been able to prepare herself even for university work. The associations of women teachers generally organize such courses in order to keep up with the progress of science; and students outside the association, if interested in the subjects of the lectures, may attend them on payment of a con¬ tribution to the expenses. Some of these courses have developed into a kind of regular school work, as in the case of the “Victoria Lyceum in Berlin and the “ Lyceum fur Damen" in Leipzig, which may be very strongly recommended, in preference to the university lectures, to foreigners who wish to do some advanced work in German, in order to get a thorough knowledge of the language, ■without contemplating advanced scientific study. It has also been the custom for the more ambitious girls, after completing their course at the high school for girls, to enter a normal school, or engage in kindergarten work, or take a course at a teachers’ college and acquire a diploma there, just for the sake of learning and without any intention of teaching. Of course, these studies could never equal the regular discipline of the gymna¬ sium; and many women earnestly desired better opportunities, especially those who went later to the university, and saw how much better the young men were prepared for their work. But as long as such students were few, the curriculum of the old gymnasium, with its excessive devotion to the dead languages, did not seem very desirable for girls in general. With the beginning of a more urgent demand for the admission of women to university privileges, the question of the gymnasia for girls, as will be seen presently, was also quickly taken up. At present an animated discussion is proceeding in Germany as to whether the old high schools for girls or the gymnasia plan is the better for the general education of women. It will probably end in a reform of the girls’ high schools through the influence of “ gynmasial points of view. For those intending to study, numer¬ ous regular gymnasia have been already founded. Accordingly, the lack of oppor¬ tunity for sufficient preparation will no longer stand in the way of German women desirous of higher education. After years of hardship and conflict, the last decade has brought just such a change of conditions as comes when, after a slowly linger¬ ing spring, a few days of sunshine and warm showers call forth all the fragrance and beauty of nature. Those of us who have taken part in the struggle are tempted to exclaim, with Ulrich von Hutten. the chevalier of the Reformation: “ Die Geister erwachen, es ist eine Lust zu leben.” I know of a few cases in which girls have been allowed to take part in the courses of the boys’ gymnasium in small towns where there has been no prospect of the foundation of a gymnasium for girls — an instructive instance of how history always follows the same laws under similar circumstances. With respect to the actual admission of women to the German universities, Mrs. Genthe says: The first proposal, when the claims of women to a university education could be no longer overlooked, was that a separate university should be established for 1308 EDUCATION REPORT, 1900-1901. them. But universities are not founded as easily as elementary and high schools, and nobody could predict whether such an institution would "pay its way. The German is never very hasty in making innovations, and in education especially he thinks a certain steadiness of progress the only wholesome condition for devel¬ oping all the good that may result. So, in order that a trial might be made, there was no other course open than to admit to the studies pursued by men students those women who could not be dissuaded from their strange purpose; and so almost imperceptibly coeducation stole into the long-defended stronghold of mas¬ culine intelligence. In the period to which reference has just been made — about ten or twenty years ago — it was not the fault of the German women if their representatives at the universities were but few, nor was it due to any narrow-mindedness on the part of their fathers or professors if the few courageous pioneers had not an easy time. On the contrary, the comparatively few women who made the attempt and suc¬ ceeded in it in spite of their inf erior preparatory education, rank, in the estimation of the other sex at least, as high as dozens of those who now find the doors of the temple of science open before them and simply walk in. A careful observer will even judge that it was well that the reform should have developed thus gradually, instead of every concession being made fully and immediately. For those women who were not intellectually fit for the work, or who sought in it nothing but an interesting amusement or an opportunity of acquiring glory for their own little selves — types which will always appear when new interests begin to occupy people’s minds, as long as access to the new open¬ ings is easy — were soon frightened away from the task, and left behind those only who were properly fitted for it. The chaff was separated from the wheat. It has often been said by the opponents of women’s studies that of 100 who make the attempt perhaps not more than 25 reach the goal. That is not an argument against the higher education of women, but rather in its favor; for it proves that the danger of an overproduction of women graduates and of their rivalry with men who have to support families is only imaginary. Besides, the cause of progress gains enormously when only the best of its advo¬ cates are left to plead for it, and this not by speeches and public meetings, but by the work they achieve and by their own personalities. Such an advocacy accomplishes more than the best organized propaganda. Only a few months ago a German university which has been especially opposed to coeducation was thrown open to women because a woman student there had done such admirable work that the professor with whom she had studied was anxious to obtain for his own laboratory the reputation gained by her discoveries. Accordingly, he did all he could to obtain from the faculty permission for her to be admitted to the Ph. D. examination, which she passed with credit. This method of overcoming the objections of the university authorities does honor to the sex. * * * The first successful attempts to obtain for women access to the lecture rooms of German universities were made by the “Allgemeine deutsche Frauen verein,” which was especially assisted by the activity of the female teachers. The German woman teacher was constantly feeling herself at a disadvantage in comparison with her male colleagues, who are the majority in Germany, since she had access to normal schools only, while they might choose between the normal school and the university. The normal school diploma entitles a man to undertake elemen¬ tary and grammar grade work only. For higher grades he must have studied at a university also, and for gymnasium teaching he must have passed through the complete gymnasium-university curriculum. The women’s normal schools of Germany have a higher standard than the men’s. They are, so to speak, a com¬ bination of normal school and teachers’ college; and it depends upon the courses chosen and the diploma received whether a student leaves the institution as an elementary or a, high school teacher. In the case of the high schools a candidate for a post would have to compete against university graduates, mostly doctors of philosophy; and sober right to undertake higher teaching would be in most cases merely nominal. Many complaints were made against this system, especially as it compelled the girls, in those years when they most needed to be under a -woman’s care, to work almost exclusively with men. For this reason the Teachers’ Association of Gottingen tried to interest some of the professors of the university of that town in the question, and induced them in 1892 to deliver special courses of lectures, the Wissenschaftliche Fortbildungskurse fur Lehrerinnen,” by means of which, for a period of two years, women teachers of high schools were enabled to receive a regular university training. The enterprise proved successful. A constantly increasing number of teachers attended the courses, and more and more profes¬ sors took part in them. Gradually the latter found it a waste of time to give the COEDUCATION OF THE SEXES. 1309 same lectures twice, so many of them simply invited the women students to attend their regular lectures. The Prussian minister Von Bosse adopted the idea, and established a state examination for these women — the so-called Ober- lehrerinnen-Examen, for which continuous study for at least two years was required. About the same time the first German woman teacher succeeded in tak¬ ing her Ph. D. degree at Heidelberg. The difficulty in the extension of the privileges of women students now lies principally in the independent position of the German universities and their pro¬ fessors. These universities, although they are all controlled by the State, are absolutely free as far as concerns their internal affairs, such as teaching, organi¬ zation, degrees, etc. Every German university represents a small republic within the State, where no sovereign or minister can enforce his will against the objections of the senate. The Government may propose changes, but the university may refuse them as often as it pleases. The slightest encroachment in this line has always been met by unanimous opposition. Even the almighty German policeman can not meddle with university affairs — science is free in Germany. Therefore, in the matter of the woman student, as well as in all other matters, everything depends upon the opinion of the faculty, sometimes even upon that of a single pro¬ fessor, and it appears as if the position of women in the universities will not be regulated by uniform principles until the last professor in the last university has been convinced of their rights and abilities. As a rule the opposition is no longer very strong. American women, who, being strangers, have generally been allowed a little more liberty than the natives — for whom the professor would feel too great a responsibility — have done useful pioneer work in this respect by accustoming the professors to see women's faces in their audiences. Now and then one meets an exception in the person of a man who replies to a woman asking admission to his lectures by saying that his lecture room is not a marriage agency, or who assures his colleagues that he would rather resign than consent to the conferment of a degree upon a woman. But such men are beginning to form a very small minority, and every woman who honorably gains her degree is adding more weight to the right side of the scale. A woman can now obtain practically everything at a good German uni¬ versity — lectures, laboratory and seminar work, books, sometimes even students’ special prices for tickets to theaters and concerts. Above all, she will receive the lnndest assistance from the professors whenever she is found to be a serious worker. One thing only she can not get — matriculation. She formally ranks simply as a “ hearer ” by special permission, although practically everybody will treat' her as a regular student. It is a university law that only the ‘ ' Maturitat ’ ’ certificate of a gymnasium or corresponding institution may open the way to academic citi¬ zenship on the part of native Germans; no entrance examination being allowed as an alternative. Even the most generously disposed prof essor can not change this law; and surely no true German, man or woman, would ever plead for a change in this respect, as it would lower the standard of the German university. On the contrary, the “Allgemeine deutsche Frauen verein,” seeing that the universities were beginning to be interested in the education of women, has founded gymnasia for girls which, partly as a supplement to the work of the high schools for girls, partly as institutions exactly parallel to the boys’ gymnasia, will enable the female student of the future to acquire her ‘ ‘ Maturitat ’ ’ so that she need rank no longer as a second-rate student, even formally. The consequences of this wise step have been quickly seen. The last year of the nineteenth century brought from the Grand Duke of Baden, who is perpetual “Rektor ” (President) of the universities of his country, a decree allowing women presenting a “Maturitat” certificate to be matriculated like other students. Thus the universities of Heidelberg and Freiburg have been really transformed into coeducational institutions; and the increasing number of their women stu¬ dents has shown the timeliness of this concession. The other universities, most of which now confer degrees upon women, in spite of their not being matriculated, are sure to follow this example in the not distant future. Practically everything has now been accomplished. Even the medical State examination has been opened to women; and the fact that most of the female candidates pass it wfith great credit has won for them more and more sympathy from their examiners as well as from their fellow-students. “ The young women excel our young men,” one of the foremost professors of Heidelberg said to me, in a tone of high appreciation. A field in which much still remains to be done is that of providing for the material welfare of German women students. While in past centuries hundreds and hundreds of donations were made for the benefit of the young men at the universities, it is not quite twenty years since there was opened the first opportu- 1310 EDUCATION REPORT, 1800-1901. nto/ to make such contributions in aid of women. The old stipendia (fellow¬ ships) are prohibited by their charters from being shared by women. Thi^ is all the more deplorable because women generally have to pursue their studies under more stringent financial limitations than men. Not only is there among the students a large number of girls with small means, because the daughters of well-to-do families are not often willing to give up the comfort of a pleasant home for the lonely cell of the true scholar, but the expense of living in a strange city is considerably greater for a young woman than for a man. A respectable girl must live in a respectable house, with a respectable family, and must have her meals at a respectable place. Such lodgings are always more expensive than the modest room which her male fellow-student may hire at a shopkeeper's or a shoemaker’s, without suffering in general estimation for it. Few women, again, are fortunate enough to be able to earn their living while studying hard for a doctor's degree. There are, however, some funds for the benefit of female students. The ‘ ‘Allge- meine deutsehe Frauen verein ’ ’ has a few bursaries to bestow on medical stu¬ dents, and the' “Allgemeine deutsehe Lehrerinnen verein ” awards some to mem¬ bers who prepare for the ‘ 4 Oberlehrerinnen-Examen. ’ ’ But the competition for these stipendia is very keen, and most of them are allotted several years in advance. Very recently an association has been founded in Berlin which, although bearing the interminable name of ” Yerein zur Gewahrung zinsfreier Darlehen an studierende Frauen,” merits the cooperation of everybody interested in the education of women. The funds of this association are used for helping women students over periods of financial difficulty — especially when money is lacking to pay the high examination fees — by lending them the sum which they need, with¬ out interest, and for an indefinite time, to be paid back at an annual rate of 5 per cent when they have completed their studies and are earning their living. As to the position of a young woman in a German university Mrs. Genthe says: The personal life of a girl student in Germany is not a very easy one. She is a new phenomenon in the halls of the university; no social code has yet been estab¬ lished to regulate her own behavior or her treatment by others; and she does not seem as yet to have fully made good her right to be here. She has now to make her position permanent, and much either for success or for failure will depend upon the tact and personality of each member of the first set of girl students. As a rule, the young German is not accustomed to meet, outside of the tradi¬ tional forms of society, a lady who is not his relative. He has been taught how to treat her as a cavalier only, and sometimes feels rather awkward in the posi¬ tion of comrade. He realizes that gallantry is out of place in the laboratory, and yet he is not quite sure whether she will not expect it here as she would in a drawing-room. 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Coeducation in the University of Michigan. Boston Even¬ ing Transcript, Aug. 14, 1885. Reprinted in Woman's Journal, Sept. 12. - Relation of sexes in education. Mich. Jour., 5 : 368. Stone, Arthur K. Coeducation. Boston Society for Medical Improvement. Boston Med. and Surg. Jour., cxlvi (Apr. 10, 1902) : 386-330. Tarbell, H. S. Coeducation. Educa., 4 : 427. Thwixg, Charles F. Woman's education. In his American colleges, their stu¬ dents and work. Pp. 178-200. New York, 1S83. 16°. 213 pp. - Woman's edncation. Educa., 4:53. Turpie, Josephine J. Plea for coeducation of the sexes. A. M. E. Church. Rev., 3:267. COEDUCATION OF THE SEXES. 1315 Tutwiler, Julia S. Coeducation and character. Proc. Ala. Educ. Assn., tenth annual session, 1891, p. 73. Tyler, M. C. Coeducation at Michigan University. Nation, 11 :383. Uyited States Bureau op Education. An. Rep. 1868, pp. 385-399; 1870, p. 93; 1871, pp. 44-46; 1872, p. 29; 1873, pp. 196-254; 1874, see index of that Report; 1878, pp.cv, 71; 1879, pp. 123,260; 1880, p.cxli; 1881, pp. cli, clii; 1882-83, pp. cxxix- cxxxvi; 1883-84, pp. cxxxix, cxli, cxlii, cxlv, cxlvi; 1885-86, p. 350; 1886-87, pp. 176, 840; 1887-88, p. 1027; 1888-89, pp. 50, 101, 132, 192,250,464-469; 1889-90, pp. 209, 257, 273, 284, 290, 301, 427, 441, 470, 506, 764; 1891-92, pp. 783-859; 1894-95, pp. 1115-1118; 1899-1900, pp. 24, 2812, 2813. Circ. Inf., 2, 1883; spec. rept. New Orleans exp., 1884-85, pp. 468-470 (foot pagination). University oe Michigan. Report of committee upon admission of females to the university. Mich. Rept. Pub. Inst., 1859, p. 95. Valentine, J. F. Coeducation of the sexes. Pa. School Jour., 24 : 183. Voss, P. Faellesundervisning fra andre Lande [viz, Finland, Norway, etc.]. Vor Ungdom, 1-2, Haefte, 1890, pp. 70-80. - Coeducation of the sexes. Substance of an address before the sixth Scan¬ dinavian school conference in Copenhagen, Aug. , 1890. U. S. Bu. Education, An. Rep., 1888-89, vol. 1, pp. 484-469. Walker, Marie Louise Hall. Early days of coeducation. The Inlander, 6 : 276. Wallington, - . Advantages possessed by the system of mixed education over the separate system. Victoria Magazine, 18 : 487. Warner, Charles Dudley. Women in men’s colleges. College Courant, 9 : 75. Warren, Wm. Fairfield. Argument on the admission of girls to the Boston Latin school. (Boston, 1887.) Wayland, Heman Lincoln. The question of the education of the women of the West, including that of the admission of both sexes to the same institutions of higher learning. Proceed. Western Baptist Educa. Convention, 1871 , pp. 18-29, 85-88. Weston, Edward P. Coeducation of the sexes. Maine Teach. , Feb. , 1863, p. 234. White, Andrew D. Coeducation in colleges. Penn. Sch. Jour., 20 : 318-315. White, Emerson E. Coeducation of the sexes. National Teacher, 2 : 214-218. Whiteford, W. C. Coeducation of the sexes. Wis. Jour. Educ., n. s., 5 :89. Wickersham, Jahes Pyle, and Thompson, James. Coeducation of the sexes. Penn. Sch. Jour., 3:87-92. Williamson, Robert. Coeducation of the sexes. Va. Sch. Jour., 2:44. CHAPTER XXIX. THE PRESENT EDUCATIONAL MOVEMENT IN THE PHILIP¬ PINE ISLANDS. [By Fred W. Atkinson, general superintendent of public instruction in the Fliiiippines.] Contents— I. Introduction.— II. Military government.— III. Beginnings of the present work.— IV. The present organization.— V. Work done up to date under the present organization.— VI. Conditions of the problem.— VII. American teachers.— VIII. Filipino teachers.— IX. Fil¬ ipino children. — X. Test-books and supplies; course of study. — XI. School finances.— XII. Night schools. — XIII. Vacation normal school. — XIV. Permanent normal school.— XV. Special schools: Normal, nautical, and trade schoolsof the Philippine Islands.— XVI. Spe¬ cial work.— XVII. Industrial education.— XVIII. School buildings.— XIX. Holidays, vaca¬ tions, school sessions. — X'X. Legislation: Necessary additional enactments. — XXI. Present plans for future development. — XXII. Education of Filipinos in the United States. — XXIII, Relation of educational work to that of other departments. — XXIV. Educational policy. — XXV. Educational outlook. I. — INTRODUCTION. Before the American occupation of the Philippine Islands there was a plan of education under the Spanish j. ale which, if carried out properly, would have been productive of substantial results in training the Filipinos.1 The system included the establishment throughout the archipelago of schools for primary instruction, as ordered in the royal decree of December 20, 1883, and also the founding of higher schools for secondary instruction, special schools, normal institutions, and colleges. The growth of this system, however, was hardly a normal one, in which the primary and secondary schools were first thoroughly established and the higher institutions and colleges founded later to receive the graduates of the ele¬ mentary schools; for as early as 1611, twenty-five years before the beginning of our oldest university — Harvard — the University of Santo Tomas was founded; and other colleges were likewise established long before there was even a plan for a general system of primary and seconday instruction. With these higher insti¬ tutions in existence so much earlier than the great majority of lower schools — their necessary predecessors — satisfactory results were impossible. The natural, and indeed, the real tendency was to deny the masses even a good elementary education and to center efforts upon the few who were hurried to the college or university. The result of this policy has been that a few persons have stood out prominently as educated Filipinos, while the great mass of the people have either not been educated at all or only up to a certain point, namely, the acquisition of the mechanical processes of reading and writing. It is needless to say that these higher institutions did not have a standard equal to that of our colleges of to-day, yet they offered comparatively advanced courses which could have been pursued advantageously if the children in general could have secured the necessary prep¬ aration in primary and secondary schools. The early work of the Jesuits in training the Filipinos was commendable, and along right lines in furnishing a common school education. It would have been productive of permanently good results if this order had not been supplanted by the local padres, under whose direction the common branches suffered through lack of attention. 1For full information concerning early education in the Philippines see Vols. I and II of the Report of the First Philippine Commission, and also the Report of the United States Commis¬ sioner of Education for 1897-98, together with such histories in Philippine matters as Foreman’s Historical Information, passim. 1317 1318 EDUCATION REPORT, 1900-1901. A system of education was established in the Philippines by the royal decree, mentioned above, under date December 20, 1863, which, in brief, provided for the establishment of a normal school in Manila for training teachers, and of separate primary schools for both males and females in the various towns. Instruction was to be free to those unable to pay. The schools were classified as: (1) Entrance (Entrada). (2) Promotion (Ascenso)* (3) Second class finishing schools (Termino de segunda clase). (4) First class finishing schools (Termino de primera clase) . The subjects taught in the primary schools comprised: (1) Christian doctrine and principles of morality and sacred history suitable for children. (2) Reading. (3) Writing. (4) Practical instruction in Spanish, including grammar and orthography. (5) Principles of arithmetic, comprising the four fundamental operations, com¬ mon fractions, decimal fractions, and instruction in the metric system, with its equivalents in ordinary weights and measures. (6) Instruction in general geography and Spanish history, (7) Instruction in practical agriculture as applied to the products of the country. (8) Rules of deportment. (9) Vocal music. Religious instruction was first in the thought of those who had the schools in charge. In fact in many districts such was the only instruction given, and this was imparted in the local native dialect. The following quotations taken from the first Philippine Commissioners’ Report show how slightly this curriculum was followed by the native teachers: Ability to read and write a little of the local native language was comparatively commom. * * * Instruction in geography was extremely superficial. * * The only histor - v r taught was that < : Spain, and that under conventional censor¬ ship. The history of other nations was a closed book to the average Filipino. * * * Vocal music was not taught, and the institution in practical agriculture was a sorry farce. * * * Girls were not given instruction in geography, history, or agriculture, but in place of these subjects were supposed to receive instruction in mploy ments suitable to their sex. The Spanish regulations provided that there should be one male and one female primary school-teacher for each 5,060 inhabitants. It is clearly shown in the Report of the Philippine Commission that even this inadequate provision was never carried out. Taking the entire population at 8,000,000, we find that there is but one teacher to each 4,179 inhabitants.” There were no schoolhouses, no modem furniture, and until the Americans came there were no good text- books. The schools were held in residences of the teachers or in buildings rented by the munic¬ ipalities and used by the principals as dwellings. In some of the schools there were wooden benches and tables, bnt it was not at all unusual to find a school without any seats for the pupils. Very little of the instruction in the schools outside a certain few towns was in Spanish, since the majority of the teachers did not understand this language. Under the Spanish regime no adequate provision was made for the training of teachers; for, although included in this decree of 1863, the plan was not carried out. In the larger towns the four elementary arithmetical processes were attempted, and in a few towns the geography was used as a reading book. The girls were taught embroidery and needlework. From the start the schools were entirely under the supervision of the religious orders, and there was no organized department of public instruction. EDUCATION IN THE PHILIPPINES. 3 319 The little school instruction the average Filipino has had has not tended to broaden his intelligence, and has hardly developed independent thought and action. One could observe in the schools a tendency on the part of the pupils to give back like phonographs what they had heard or read and memorized with¬ out seeming to have thought for themselves. As a rule, they possess unusual mechanical skill, and they excel in writing and drawing. The Spaniards made very little use of this peculiar capacity. When the Spaniards came here we have it on good authority that the Philip¬ pine Islanders could read and write their own languages. At the present time, after three hundred years, the mass of the people have been taught so mechan- ically that they can hardly do more than this. The Spanish minister fpr the colonies in a report made on December 5, 1870, points out that by the process of absorption by the religious orders education became concentrated, in their hands. He says, “ While every acknowledgment should be made of their services in ear¬ lier times, their narrow exclusively religious system of education and their imperviousness to modern or external ideas and influences, which every day become more and more evident, rendered secularization of instruction necessary.” It may be said here that in the average provincial school at first a kind of reli¬ gious primer has been read in the native language, and later Christian doctrine has been taught. The text-books found in the schools were crude and embraced a considerable amount of religious instruction. The pupils were obliged tedi¬ ously to learn by heart the exact words of the text-book. The teacher, with book in his hand, heard one pupil at a time; the others at the same time studied aloud, doing their best, it would seem, to drown out the voices of the teacher and the pupil reciting. The teacher asked only the questions that were written down in the book. To the visitor it would seem as if instruction, as carried on by the native teachers, was tediously mechanical, noisy, and hardly effective or eco¬ nomical. The teachers did not have fixed daily programmes, and so the school hours were not well distributed. On the average those who attended schools did so from their seventh to their tenth year. The teachers were classified according to the importance of the towns where they served. Compensation was so inade¬ quate that the teacher’s calling had come to be looked down upon. There were no courses for those engaged in teaching. As far as I am able to judge there was no professional enthusiasm. Appointments were governed too much by the terms of service of the teacher, while the quality of this service was not considered at all. It is asserted by practical parties that in 1897 there were in these islands 2,167 public schools. In judging the effectiveness of these schools it must be remembered that a school under the Spanish regime was a strictly sectarian ungraded school, with no prescribed courses and no definite standards for each year, under the charge of duly certified, but hardly professionally trained or pro¬ gressive teachers, and housed in unsuitable and unsanitary buildings. The act of 1863 provided for schools for girls, but this provision, together with others of the same act, never became a reality. Up to the year 1870, a significant fact in the history of education of any people, boys alone were considered; and not until then were definite steps taken toward educating girls. In all this work there was lacking a centralized system; there was no body of information. Manila and Mindanao were subcenters, but independent of each other, and in no close connection with their respective fields. Hence, under Spanish rule, the work of education lacked system, wanted com¬ pleteness, and in great part lay dormant. A hopeful beginning in the right direc¬ tion was taken under the Jesuitic rule, but, as has been said, it was short lived; all soon relapsed into the previous condition of incompleteness and insufficiency. And thus matters remained until the awakening and, indeed, renascence, which, although late, promises to be complete. 1320 EDUCATION REPORT, 1900-1901. Education to-day as a science, as we know, has received the greatest contribu¬ tions from the Anglo-Saxon, Teutonic, Romance (except Spanish), and Slavic elements; and in the life of these different peoples there came an awakening at a certain crisis which was in the nature of a revolution in the field of education, and which resulted in renewed effort, additional vigor, broader interpretation, and new ideas. And the outcome of all this is the present system known to us. Such a renascence took place early after the Angles and the Saxons combined; again, much later, when Germany became in a measure united after the peace of West¬ phalia: similarly, in the reconstruction period after our own civil war; and, again, after the Franco-Prussian struggle in 1870. This brief reference serves, perhaps, to illustrate my point: The history of education in any country, represented graph¬ ically, would show certain sudden departures from previous conditions, and these momentary changes would be found to coincide with events of great political import. Spain experienced such at various times, but, in my opinion, it remained for the Spanish- American war to bring about a thorough awakening to present needs and a new interest in matters educational in the Philippine Islands. II.— MILITARY GOVERNMENT. The transitional period from the old Spanish methods to the present American school system was that of the military government, under which educational matters received unexpectedly careful attention and experienced the first influ¬ ences of the system working at the present time. Naturally these influences were weak and the Spanish system, particularly the text-books of that system, remained in large part. Yet the step from past to present methods can be traced in this interval of military rule; some American text-books were introduced and soldiers were detailed to teach in various towns. There originated a general conviction that English should be taught directly without the medium of Spanish and imme¬ diately; recommendations for trained teachers of English were made; the children, in fact, were given an introduction to the English language, and the people in part acquainted with the idea of American schools. General Otis was very much interested in education, and it was his desire that the army officers open up as many schools as possible. He selected and ordered the text-books in use during this time. < Several of the district commanders appointed officers to act as superintendents of schools. Among these were many chaplains. In a few instances these attempts at supervision of schools were successful. Capt. John G. Ballance, who had charge of schools in northern Luzon, worked with enthusiasm and intelligence. As a result 120 schools were opened and pretty well equipped with stationery and supplies. He found it a difficult matter to get teachers for English instruction, and soldiers were detailed for that purpose. In the island of Cebu there was considerable activity in school matters, Colonel McC’lernand himself paying personal attention to the subject of education. The same fact was true in the island of Mindanao, General Eobbe giving a great deal of attention to the establishment of schools. In general it may "be said that education throughout the islands was in a chaotic condition. The schools that had been established were poor. There was no attempt at gradation of pupils, and the work, lacking proper supervision, was aimless. The reports on schools by the district commanders were incomplete, six out of the fifteen not making any report. According to these reports about 1,000 schools were in operation during the military rule. Where these schools were reopened the equipment was entirely inadequate, consisting ordinarily of old books used in Spanish times. Up to September 1, 1900, approximately $41,000 were expended for stationery and text-books ordered by the military governor, most of which latter were in Spanish. A considerable portion of this amount was used in Manila alone. The following is a complete list of supplies furnished to the EDUCATION IN THE PHILIPPINES 1321 schools through, commanding officers, together with a statement of their distri¬ bution: Boohs received from various sources. Ordered from United States. Ordered, not received. Received from United States. Received from Spanish Govern¬ ment. Total re¬ ceived. 1.714 '240 17,320 3, 140 7,485 8,326 115 7,000 1,714 240 17,3:10 3, 140 7,4-85 8,328 115 7,030 22,000 2,000 53,500 Divino Pastor Higienica _ _ _ _ Manual de infancia _ Sistema Metrica Multiplication charts . . Arithmetic tables _ _ _ Lecciones de Lenguaje. . . . Leyte’s English lllilMP!!. ^'oicot-tiocoioeq' eg 2,583 Ill srs~ Baldwin’s First Reader . ._ .. . Baldwin’s Second Reader _ 7,000 Spanish Readers 5.500 13,500 15,000 3.500 1111 ia co »o" co United States Historv, Spanish _ _ "Wentworth’s Spanish Arithmetic . __ _ Frye’s Spanish Geography . . . Charts. Carnifex 10,000 500 500 36,000 Charts, McGuffey’s Chart primers _ _ _ Cua derno de leetura _ _ _ _ .. 75,000 22,000 4,648 75,000 22,000 4.648 Catechisms _ _ _ . _ _ _ _ _ _ 1 _ Manual de infancia 1 1 Supplies received from various sources. Ordered from United States. Ordered, not received. Received from United States. Received from Spanish Govern¬ ment. Total Ireceived. Chalk . . _ _ boxes. 2,598 4, 130 1,255 24,985 3,807 2,000 2,538 4.130 1,255 24,985 3,807 2.000 6,480 9,218 40, 000 60,000 Ink powder . . . do _ Pens . . . . . . . gross.. Penholders _ _ Writing oa/per . . .packages.. Blank paper. . . . .1 _ do _ Slates _ _ . . . . _ SK- ssslsss llisliisiiiliil 17,520 48,384 20,000 48, 0C0 12,000 60.000 12,000 50 1,200 14,400 72,000 60 GOO 300 300 6,480 0,216 40,000 60,000 Pencils. lead . . . . . Pencils, slate . . . . Copy books Tracing books . . . . . . . Drawing books . . . . Drawing cards . Blotting paper . quires Erasers, blackboard. . . . . . . Penholders ... _ .. ... . Pens . . . . . Liquid slating . . erallons Ink _ _ pints Flags, storm Flag halvards Distribution of schoolbooks. Departments. North¬ ern Luzon. South¬ ern Luzon. Y isayas. Minda¬ nao and Jolo. City of Manila. Total. Arithmetics, Spanish . . 3,481 1,632 33 441 55 400 2,523 6,900 Arithmetic tables . . . . . 623 1,400 20 366 4,021 Charts, multiplication . 8 71 Divino Pastor . 7.561 '316 4,062 2, 237 1,903 134 1,249 781 . 2,760 288 287 1,052 45 151 1.670 14,946 Geographies, Spanish . . .... Lecciones de Lenguaje . . . . 2,000 2,647 34 2, 783 8,379 Metrica Sistema . . . . . 1,600 7,197 6-50 5. 302 Readers, English, First .. 8,821 549 1,951 453 1,142 4,142 23,257 Spanish Readers _ 3,635 4,637 Hygienes . 2,043 17 298 300' 300 53 2,994 Leyte's English 38 100 1,645 1,800 Cuaderno de Leetura 1,671 500 2, 171 1322 EDUCATION REPORT, 1900-1901. Distribution of school supplies. Departments. North¬ ern Luzon. ; South¬ ern Luzon. ! Yisayas. | Minda- ! nao and Jolo. City of Manila. Total. Chalk . . . _ boxes. J 557 209 268 139 62 1,235 Copy books, American ... 9.849 960 7,492 1.096 4,000 22,897 Copy paper, Spanish ... . .packages.. «998 451 158 1.081 73 2,761 Ink powder.. _ _ _ _ do.... 1.094 1,232 185 706 405 3.622 Paper, blank _ _ . do.... 1.045 478 561 223 573 2.880 Pens . . . . _ gross.. | 538 206 71 83 267 1.225 Penholders. . . - - - 1 9,280 3,146 2.240 3.025 5.930 23.621 Pencils, lead. _ _ _ — 2,520 816 1.728 624 1,488 7.167 Pencils, slate _ _ _ 3. 700 800 5.000 1,200 2,200 12.900 Slates _ _ _ _ 1,219 717 1.240 310 1,028 4,514 Flags, storm 97 36 80 36 249 Flag halyards _ _ _ 97 36 80 36 249 Includes part of those sent by Superintendent Anderson. Outside of Manila very little was done in tile way of English instruction. The commanding- officers were unanimous in urging such, and in asking for English teachers, and frequently detailed soldiers for such work. To give one instance, Brigadier-General Young asked for 75 English teachers for the First district, Department of Northern Luzon. Similarly, other commanding officers saw the need for teachers, and asked that these be sent, as one of the chief aids in solving the problem on their hands. To use the words of General MacArthnr in recom¬ mending that a large amount of money be expended for school purposes: ‘‘ This appropriation is recommended primarily and exclusively as an adjunct to military operations calculated to pacify the people, and to procure and expedite the resto¬ ration of tranquillity throughout the archipelago.” Many of the officers were early convinced of the superior value of the teacher to the soldier in certain parts of the field, and felt that the work of the latter was, although of course necessary, merely preliminary to that of the former. The natives were reported as eager to learn English, and the use of Spanish or the dialects was generally deprecated by officers reporting. They felt that teaching through the medium of Spanish was not only not a necessity but an impediment. Buildings of some sort were gener¬ ally reported to be available but, except in a few cases, were said to be unsuit¬ able. Throughout the islands the practice prevailed largely of allowing the principal and his family to live in the school building — a condition of affairs con¬ demned by those reporting it. Often it was reported that the natives could do nothing for themselves, but yet in many cases they showed their willingness to provide schoolhouses. The salaries reported were low, but higher than those stated in the table in the report of the First Philippine Commission. Probably $12 Mexican per month for women and $20 Mexican per month for men would be a fair average. Books and stationery and English teachers had to be furnished by the Government. It was early evident that financial aid would have to be furnished to certain localities too poor to pay even the small salaries of the native teachers, until the land tax should become available. The Manila schools were at first under the charge of Chaplain W> D. McKinnon, United States Army, who transferred his duties to Mr. George P. Anderson on June 1, 1899. Seven schools were organized about September 1, 1898. Spanish methods were continued, each school having one teacher in English. After June, 1899, there were 89 schools, with enrollment of 8,742. Besides public-school supervision the superintendent had oversight of the Ateneo and the high normal school, in both of which the instruction was by Jesuit priests; also, the girls’ municipal school, under the direction of a religious sisterhood. All these institu¬ tions received allotments of insular funds. EDUCATION IN THE PHILIPPINES. 1323 The following statistics relate to the year ending June 30, 1900, for the city of Manila: Filipino teachers - - 86 J esuit professors - 28 Dominican sisters - - - - _ - - 11 English teachers _ _ _ _ — - - 24 Total _ 149 Daily attendance (average), 4,500. Last year the city schools were increased in number, and the attendance was largely increased. A normal school was established, disconnected from religious supervision, and the Ateneo and Jesuits’ normal school no longer received a sub¬ sidy from the insular treasury. By an act of the Philippine Commission, instruc¬ tion in religion of any kind or creed was prohibited in public schools, and the removal of all religious emblems and pictures was required; but it was provided that priests and ministers could give instruction for one-half hour, outside official hours, three times a week, to those pupils who desired it. The superintendent of city schools pointed out the very great lack of suitable buildings and urged that they be erected. Five night schools were established as an experiment, and were so successful that additional ones were organized shortly afterwards under the civil government. The school attendance during this period in the city of Manila reached 5,123. Capt. Albert Todd, who was in temporary charge of public instruction under the military government, from whose report were obtained the salient facts of the educational situation under the American military rule, ends his report with the following recommendations: (1) That a comprehensive modern school system for the teaching of elementary English be inaugurated at the earliest possible moment, and that attendance be made compulsory wherever practicable. (2) That industrial schools for manual training be established as soon as fair knowledge of English has been acquired. (3) That all of the schools under government control be conducted in the English language so far as in any way practicable, and that the use of Spanish or the dia¬ lects be only for a period of transition. (4) That English teachers well trained in primary instruction be brought over from the United States in sufficient numbers to take charge of the schools of the larger towns at least. (5) That a well-equipped normal school be established for instructing natives to become teachers of English. (6) That in the larger towns, a portion, at least, of the schoolhouses be modern structures, plainly but well and properly equipped. (7) That the schools supported by the government be absolutely divorced from the church. If the natives desire schools in which religious instruction is to be given, that they furnish the entire support for the same from private sources, but attendance at these latter schools shall not excuse the children from attendance at the public schools where English is taught. In addition, the parochial church schools, if such are maintained, shall be required to be equal in character of general instruction to the public schools. Some of the comments of individual officers reporting were helpful and sug¬ gestive. Gen. J. H. Smith, in command of the department of the Visayas, said: Education in the islands, to my idea, ought to be free so far as cost is involved, and compulsory so far as attendance is concerned. Education, to be of any value in securing advancement of the Filipino race, must be brought within the reach of the laboring classes and the poor. In many of the towns of Negros, at the 1324 EDUCATION REPORT, 1900-1901. request of the superintendent of public instruction, soldiers have been detailed as instructors in English. Some of them succeeded fairly well, but to make sub¬ stantial advancement teachers of experience are required. Col. E. Rice, in command of the island of Panay, has been much interested in education. He reported that 210 schools had been established. “ There are 10,803 pupils in attendance, but the number of children of school age in these towns is over 24,361.” This showed that education should be compulsory. It may be said in passing that considerably less than one-half of the children of school age in these islands were attending even the very unsatisfactory schools that existed at the time. Colonel Rice reported: Apparently there are sufficient teachers of all subjects save that of English; that is, sufficient for the rudimentary education which up to this time has been deemed all-sufficient. A higher grade for teachers, however, should be required, later on. * * * The people, save among a very limited few, have very little idea of what education consists, and no idea as to the adoption of the methods to obtain it. After their long experience with ways that are dark and devious, well- built and well-equipped schools will be a benison to them, recommended h schools is Appropriation for in order to place them in certain places where conditions prevailing will not admit of schools being established by local authorities therein. * * Model school buildings thoroughly equipped with books, pictures, maps, globes, etc., which have so long been denied them, will have an influence not securable by force of arms. The school buildings should be models, both in in¬ terior and exterior, the stamp of Americanism on each town. First Lieutenant Hixon, of Balanga, made a wise recommendation: That the schoolhouses, convents, churches, and other such buildings occupied partly or wholly by the military forces be vacated and turned over to the people for their proper use at the earliest practicable moment. Such action would go far toward restoring the people's confidence in the good intentions of the United States and counteracting the bad effects of rumors circulated by vicious persons with design to make it appear that our Government desires to deprive the Filipi¬ nos of their churches and schools. Captain Echols made a decided contribution to the subject of the qualifications of teachers of English. He says: To teach English to the natives a knowledge of Spanish or Tagalog is not neces¬ sary. I at one time had charge of 4,000 American Indians, with six Government boarding schools. Hot a child could speak a word of English on entering the schools, and in three months from entrance these children could speak it fairly well, and this was accomplished by teachers utterly unfamiliar with any one of the numerous Indian dialects. As to the need of education and the intelligence of the children, the following statement of First Lieut. Russell G. Langdon represented the opinion of the majority of officers: It would seem that the problem of amalgamation of the natives of the islands as American citizens can best be solved by promptly and properly taking hold of the work of educating the young. _ After close observation of the children of this town and elsewhere around here, 1 am of the opinion that the children between the ages of 6 and 16 are very bright and apt at acquiring languages, even though their intellectual faculties may become comparatively inferior as they become adults. III.— BEGINNINGS OF THE PRESENT WORK. Immediately upon his arrival in the islands the general superintendent began a study of the educational situation in Manila and vicinity. By personal observa¬ tion and consultation and correspondence with army officers, presidentes, and others in a position to know, he endeavored to learn the exact situation and the general opinion as to the educational policy to be pursued. As he met a great diversity of opinions, owing in many cases, he feels sure, to the different social conditions existing in the archipelago, and as he had formulated in his own mind the educational problems to be solved, he came to believe that on some matters EDUCATION IN THE PHILIPPINES. 1325 judgment must be suspended, until he himself should make trips of inspection throughout the islands; and, furthermore, he learned to recognize a new force in the familiar axiom about going slowly. On September 1, 1900, he assumed the duties of general superintendent of edu¬ cation and acted at the same time as superintendent of the Manila schools. During the early months in his present position he gave the larger part of his time to the schools of Manila, visiting them frequently and making a study of the Spanish methods then still in vogue. Shortly after entering upon his present duties, under date of November 1, 1900, he submitted to the commission the following on the educational outlook at the time, with certain definite recommendations: A modified American public school system. — A well directed system of educa¬ tion will prove one of the most forceful agencies for elevating the Philippines materially, socially, and morally, and preparing them for self-government. . Every effort should be made to adapt public school provisions to the conditions existing in the different islands. According to American standards the ideal school is a non¬ sectarian graded school with a prescribed course and definite standards for each year under charge of trained teachers, and housed in suitable buildings, but modi¬ fications of this ideal must be made to bring the means of instruction within the reach of the entire child population. In the larger towns there must be six grades or classes. In some of the smaller towns schools will have to be organized under conditions which will preclude an immediate compliance with the standard to be set for the larger towns. It may be necessary in the sparsely settled portions of the country for teachers to journey from barrio to barrio, as is now done in Norway and Sweden. Common schools should be established everywhere, and, as a mini¬ mum standard, every child should be taught the reading and writing’ of the Eng¬ lish language and arithmetic. It is to be hoped that at the same time many of the children will have acquired a good knowledge of the history of these islands, Spain, and the United States, a knowledge of geography, a fair acquaintance with nature, a training in hygiene and in the use of their hands. Educational prac¬ tice is going to be greatly different from that common to American education. Those old time-honored lessons called 44 object lessons,” which have been abol¬ ished altogether from the school course of many of our American towns, should be introduced into the Philippine schools, later to be superseded by a series of lessons known under various names, such as manual work, illustrated lessons, conversational lessons, constructive lessons, and kindergarten. Parallel with the text-books which tell about things should be the teaching from the things them¬ selves. Work in nature study should be used to counteract the bookish tendency noticeable in the schools. School organization. — The peculiar conditions existing here demand a central¬ ized control of the public-school system. There should be careful State super¬ vision of all public schools. Insular or provincial superintendents will be needed to assist the general superintendent. Town and city systems of superintendents will hardly be possible for some time. District superintendents, corresponding to our county system of supervisors, are needed at first. In the centralized system of school organization, v\7hich is best fitted for the archipelago, the general super¬ intendent will find the district superintendency a most efficient channel in reach¬ ing the people of these islands and an opportunity for learning the needs of the various parts of the archipelago. The duties of these men would be to see that schools are established and proper buildings constructed, to regulate courses of study, to inspect schools regularly, to pass upon the qualifications of teachers, and to collect and transmit school statistics to the central school authorities. It is essential to the highest success of the school system that these assistant school superintendents shall be first-class men, and that they shall possess business abil¬ ity as well as professional skill. Owing to the great diversity of conditions, deputy superintendents of skill, adaptability, and experience are needed. I have the honor to recommend that there be secured an assistant superintendent for each of the fifteen departments. Local advisory boards. — The best way to insure the success of the schools throughout the archipelago is to enlist in every possible way the interest of local authorities. There should be a visiting and advisory committee appointed in every, town, at present by the commanding officer and later by the provincial superintendent of public instruction, after consulting the municipal authorities. This visiting and advisory board should be charged with the duty of the general 1326 EDUCATION REPOET, 1900-1901. supervision of the schools and the obligation of reporting monthly to the depart¬ ment superintendent their condition and the attendance of the pupils. It should advise the central authority as to the location of schools. Of course, at first local control may be impossible in some places, in others it may be highly developed. This, at least, is true — local effort should be stimulated. Language basis of instruction. — It is hardly practicable to make native lan¬ guages the basis of education, for it would necessitate the setting of a large corps of translators at work, putting not merely school primers but large numbers of books of every sort into all of the principal dialects. Most of the commanding offi¬ cers in their reports state that “no instruction in native dialects is advisable," and also that there is no need of perpetuating the Spanish, for only a small proportion of the native population understands much Spanish. English is desired by the natives, and undoubtedly it should be the language basis of public-school work, but it should be introduced gradually, and no active steps should be made to exterminate any dialect. It is desirable that teachers sent out into the provinces should learn the dialects of the people with, whom they are associated. The text¬ books which are now in stock have been selected largely on the principle that what is suitable for Manila is all right for other portions of the archipelago. Spanish editions of Wentworth’s Arithmetic, Barnes’ History of the United States, and Fry's Geography have been ordered in large quantities. These text-books in Spanish, which were ordered by the Military Department of Education, and are now being distributed to the schools, are unsuitable, as they tend to perpetuate the Spanish language and to delay the introduction of English as a basis of instruc¬ tion. This supply is rapidly being exhausted, and I have the honor to recom¬ mend that very soon English arithmetics, histories, and geographies be ordered. It may be that some Spanish will have to be used at first, but there seems no good reason why it should be made the basis of instruction. It will be found, I believe, as time goes on that the best plan is to introduce gradually the English language all over the islands, and at the same time, so as to keep alive a proper sentiment, side by side with it, introduce as much as possible of our own literature into the native ‘ If English is to be taught, a large coips of teachers is needed. Soldiers have been detailed, but some of the officers write that they have no com¬ petent soldiers to detail. I have the honor to recommend that some general law be made providing for English instruction throughout the islands. Manila should not receive the lion’s share of the general appropriation. It should be possible for the general superintendent of education to furnish English instructors upon the requisition of any commanding officer. Compulsory education, — Primary instruction should be obligatory for all chil¬ dren between the ages of 8 and 12 years. Parents who fail to conform should be compelled to do so by fines. This will be hard to carry out for some time yet, but in the larger cities great effort should be made to enforce such attendance laws. It will always be extremely difficult in some places, owing to the sparse and iso¬ lated population. Religious instruction. — I have already had the honor to submit to the Commis¬ sion, in a letter dated August 80, 1900, a consideration of the subject of religious instruction. In this letter I recommended that the schools supported on public funds should be nonsectarian. Support of schools— In the main the schools of a community should be sup¬ ported by local taxation. Where this is not possible at first, appropriations should be made from the general treasury. For some time text-books, stationery, and teachers of English should be furnished to all of the municipalities. Financial aid should be in proportion to the number of pupils and their average attendance. In furnishing means of instruction the more prominent towns should be considered first, and the benefits extended as experience is gained where supervision can be exercised. The ultimate aim should be tha,t each village shall support its own schools. The general government will always have to contribute to the mainte¬ nance of schools in localities where public sentiment and the poverty of the people would prevent their establishment under other conditions, and in localities that are frequently impoverished by the fact that their wealth flows into larger popu¬ lation centers to support nonresident proprietors. I believe decidedly that local taxation is necessary to maintain a proper public sentiment in the schools. ^ I believe also that 25 per cent of the entire local taxation of the municipality should be devoted to public instruction. The procedure of our own States may be of interest. New Jersey raises a State tax for education amounting to 85 per head for each person in the State between 5 and 18 years; Pennsylvania, through its legislature, must raise at least $1,000,000, but it actually appropriates $5,500,000; Indiana raises 11 cents, and Kentucky 22 cents on each $100 of taxable property, and Michigan 10 cents. EDUCATION IN THE PHILIPPINES. 1327 School equipment. — I have already made recommendations concerning the need and wisdom of providing modern school buildings. There is great need also of school desks and school apparatus. At present , very little supervision of pupils’ work is possible. The teacher can not pass behind the seats and see the pupils’ work. Manual training in an elementary way should be introduced into the low¬ est grades; some of the so-called kindergarten methods are suitable for the children here, but no manual occupations can be carried on with the present school furni¬ ture. The economy of the teacher's time is one of the chief advantages of modem seats and desks. From the standpoint of health alone, provision in each school¬ room should be made for a desk and a suitable seat. At present, the little ones have to sit on benches without backs, and write on narrow desks. Such attitudes as they must assume are injurious to their healthy physical development, and lead to incorrect positions of the body, head, hand, and eye. To furnish a concrete instance of what the American graded school is, model school furniture should be purchased and model methods of teaching and school discipline, with the strict following of the programmes and systematic gradation of pupils, introduced. Normal schools. — Here in Manila at the beginning of the next school year a nor¬ mal school, founded upon the American plan, should be opened. Connected with this institution there should be an elementary school. This elementary school should serve as a practice school for the more advanced normal students, and in its material equipment and its teaching force it should be a model school. It should be possible for the_students to enter this normal school frc-m the provinces as well as from Manila, it may be necessary to arrange for a preparatory depart¬ ment where instruction in English may be given. Later, at some four or five strat¬ egic educational points, other normal schools will be needed. Possibly certain cities, in order to secure one, will donate some part of the cost of establishment. Military school. — There is now a flourishing nautical school. In time military schools should be established. Agricultural school. — That the Filipinos may be taught those things for which they have a capacity, i. e., industrial and mechanical pursuits, there should be established throughout the Philippine Islands schools of agriculture. It will be necessary to send to our agricultural colleges for instructors. These must be men who will study the agricultural conditions here, and teach practically the best means of cultivating and improving the products peculiar to this archipelago. These instructors should follow the plan of work of Hampton and Tuskegee. Especially should it be possible for students to pay their way through. Trade schools. — Besides the schools of agriculture, there should lee trade and commercial schools. Blacksmithing, tinsmithing, carpentering, cabinetmaking, painting, etc., should all be taught. In these establishments practical work should be done, and at the same time opportunity should be furnished the students to support themselves by their work. Work could be taken in from outside and done under competent supervision. Native and Japanese teachers could probably be found among the workmen now engaged at the depot quartermaster’s to assist in this work. Americans would be needed as heads of these schools* Destitute and criminal children. — Eventually orphanages, reform schools, schools for the deaf and dumb and blind, supported by public funds, should be established. Examinations for teachers. — A form of examination for teachers will be intro¬ duced as soon as the schools are established on a firm basis. That many of the native teachers are not qualified to teach can hardly be doubted, but every one should be allowed to demonstrate his ability in the schoolroom itself, his removal being an important matter. Certain principles have been touched upon in outlining the educational system for the Philippine Islands. They are: First. The system should be a centralized one. There should be a general superintendent of education and as many assistant superintendents as there are departments. Second. There should be a system of local advisory boards. _ Third. Text-bGoks, charts, maps and globes, stationery, and English teachers should be furnished to municipalities by the general government. Fourth. As far as possible, the school buildings and native teachers should be supported by local taxation. For a time, some system of financial aid by the gov¬ ernment should be inaugurated in the districts. Fifth. All schools supported by public funds should be free and nonsectarian. Sixth. Emphasis must be placed upon the elementary education of the masses. Seventh. The education must be of a practical utilitarian character. What is attempted in the way of instruction must be done thoroughly, and the aim must 1328 EDUCATION REPORT, 1900-1S01. be in part to see that children acquire in school considerable skill in using their hands and their heads in earning a livelihood. Eighth. Normal, agricultural, commercial, technical, and special schools must receive early attention. Ninth. Native teachers must be paid more, and in every way possible teaching must be made a desirable calling. Native teachers in office must be taught a broader and more thorough conception of education. To this end teachers’ courses, books, etc., must be provided. Teachers must be examined, certified, and classified. Tenth. Modern school buildings must be constructed and equipped with mod¬ ern school furniture and modern school apparatus. The immediate needs are: 1. Text-books in English. 2. Teachers in English. 3. Assistant superintendents. 4. School buildings. 5. Some temporary system of financial aid. 6. One normal school, one agricultural school, one manual- training school, one commercial school, each to serve as a pattern for other schools to be established later. In conclusion, the present educational system needs to be modernized and secu¬ larized. There should be a gradual extension of a modified American school sys¬ tem throughout the whole archipelago. We should not be content until the entire archipelago is provided with an efficient system of public schools, organized as far as possible on the American plan and conducted in accordance with American methods. Immediately after making these recommendations he was directed by the Com¬ mission to submit them in the form of a bill, and accordingly drafted the following: AX ACT establishing a system of education in the Philippine Islands and appropriating one million five hundred and sixty thousand dollars (§1,5S0, 0G0) }, in the money of the United States, for the maintenance thereof in the year 1901. Section 1. The general superintendent of education shall exercise a gener. 1 supervision over all schools and a more special direction over schools supported by public funds. Sec. 2. District superintendents shall be appointed to assist the general super¬ intendent of education. Sec. 3. The general superintendent of education is hereby given authority to appoint, subject to the approval of the military governor, the said district super¬ intendents authorized in section 2 of this act, one for each of the eighteen existing military districts of the archipelago where supervision is practicable. Sec. 4. A district superintendent of schools shall receive an annual salary of not less than two thousand dollars ($2,000) and not more than two thousand and five hundred dollars ($2,500) and his necessary traveling- expenses while in the discharge of his official duties. The exact salary of the various district superin¬ tendents shall be fixed by the general superintendent of education in accordance with the importance of their respective districts, subject to the limitations here¬ inbefore specified. Sec. 5. The sum of forty thousand dollars ($40,000) , in the money of the United States, is hereby appropriated to pay the salaries of the district superintendents for the year 1901, Sec. 6. In the establishment of civil government in the municipalities of these islands provision shall be made in each case for a local advisory school board. Sec. 7. The presidente shall be ex officio a member and chairman of said school board, which shall consist of the presidente and not less than four and not more than eight members. The district superintendent shall appoint for a term of two years all the other members of said school board, and prior to appointment of any district superintendent, or in event of a vacancy in the office thereof, the duty of the appointment of the aforesaid member of said board shall devolve upon the district commander, or such other officer as he may detail for this duty. On the occasion of their first appointment the term of office of one-half the members of said board shall be one year. Sec. 8. The members of said school board may be removed at any time by the district superintendent, subject to the approval of the district commander and the general superintendent of education. Sec. 9. It shall be the duty of said school board to visit from time to time all schools supported by the municipality; to report bimonthly to the general superin¬ tendent of education their condition and the attendance of the pupils; to distrib¬ ute to the schools text-books and other supplies; to decide and make suggestions EDUCATION IN THE PHILIPPINES. 1329 concerning such matters as may be referred to it by the department of education, and io do all in its power to advance the interests of education in the municipality to which it belongs. Sec. 10. The English language shall be made, gradually, the basis of all public- school instruction. To this end provision shall be made by law for English instruc¬ tion in all schools supported by public funds. Sec. 11. As far as practicable, soldiers shall be detailed as instructors of English until such time as they may be replaced by trained teachers. Sec. 12. Authority is hereby given to the general superintendent of education to secure three hundred (300) trained teachers from the United States, at monthly salaries of not less than seventy-five dollars ($75) nor more than one hundred dollars ($100) , in the money of the United States, the exact salary of each indi¬ vidual teacher to be fixed by the general superintendent of education in accordance with the importance of the position held, subject to the limitations hereinbefore specified. The necessary traveling expenses of said teachers from their homes to Manila shall be paid by the Government. Sec. 13. The sum of three hundred thousand dollars ($300,000) , in the money of the United States, is hereby appropriated to cover the cost of English instruction, outside of Manila, for the year 1901. Sec. 14. The sum of one hundred thousand dollars ($100,000), in the money of the United States, is hereby appropriated for the purchase of English text-books and other school supplies, to cover the period from January 1 to July 1, 1901. Sec. 15. In the establishment of civil government in the municipalities provi¬ sion shall be made for the enactment and enforcement of school-attendance regulations. Sec. 16. Beginning with January 1 , 1901 , the following shall become a law for the city of Manila: All boys and girls between the ages of six and twelve years, inclusive, must attend school, either public or private, during the official school year. Parents or guardians failing to send their children to school in compliance with this sec¬ tion will be liable to a fine of not less than two dollars ($2) Mexican, and not more than five dollars ($5) Mexican. Sec. 1?. The subjects for study for the elementary schools may embrace read¬ ing, language, writing, arithmetic, geography , history, hygiene, gymnastics, music, drawing, sewing, and nature studies. Sec. 18. No religious denomination shall have the right to teach its particular faith in schools partly or wholly supported by public funds. Sec. 19. A system of financial aid by the government shall be established for the maintenance of schools in municipalities where there is satisfactory evidence that their poverty would otherwise prevent the establishment of schools. Sec. 20. Application for the aid authorized in the next preceding section of this act must be made through military channels. The following data, based upon the personal inspection of some army officer, shall be furnished: _ Estimated population of the municipality; estimated children of school age, viz, six to twelve years, inclusive; number enrolled at time of inspection; average attendance at time of inspection; itemized account of expenses, to include salaries of teachers, rents, and other incidental expenses; amount of internal revenue paid into the general treasury; amount raised by general subscription for educational purposes. Sec. 21. The sum of fifty thousand dollars ($50,000), in the money of the United States, is hereby appropriated for the year 1901 and assigned to the depart¬ ment of education for allotment, subject to the approval of the military governor, to towns shown to be in need of aid, with the proviso that it shall be used solely for the salaries of native teachers. Sec. 22. The sum of five hundred thousand dollars ($500,000) , in the money of the United States, is hereby appropriated for the year 1901, to be expended, subject to the approval of the military governor, in the construction of school buildings. Sec. 23. The sum of five hundred thousand dollars ($500,000) , in the money of the United States, is hereby appropriated for the year 1901, to be expended, sub¬ ject to the approval of the military governor, in the purchase of school furniture. Sec. 24. Provision shall be made for the training of young persons among the native population who desire to become teachers. Sec. 25. Pursuant to the provision of the next preceding section of this act a normal school shall be established in Manila and as soon as practicable, one at some central point in the archipelago and another in one of the southern islands thereof . Sec. 26. The sum of twenty-five thousand dollars ($25,000) , in the money of the ED 1901— YOL II - 8 1330 EDUCATION REPORT, 1900-1901. United States, is hereby appropriated for the expenses of the normal school to be established in Manila for the year 1901. The sum of fifteen thousand dollars ($15,000), in the money of the United States, for each of the other two normal schools to be established in the archipelago is hereby appropriated for the year 1901. Sec. 27. Provision shall be made by law for the establishment , of agricultural schools in these islands. Sec. 28. Pursuant to the provision of the next preceding section of this act an army officer shall be detailed to look carefully into the agricultural conditions now existing in these islands and report thereon with a view to the founding of several agricultural schools where they are most needed. The officer so detailed shall, during the performance of such duty, be reimbursed for his necessary trav¬ eling expenses from the public civil fund. Sec. 29. Provision shall be made by law for the establishment of trade and manual-training schools in these islands. Sec. 30. Pursuant to the provision of the next preceding section of this act a trade and manual-training school shall be established in Manila in the year 1901, and as soon as practicable trade schools shall be opened in the larger towns of these islands. Sec. 31. The sum of fifteen thousand dollars ($15,000), in the money of the United States, is hereby appropriated for the establishment of a trade school in Manila and the payment of its expenses for the year 1901. Sec. 32. All sums appropriated in this act shall be expended by the general superintendent of education under direction of the United States military gov¬ ernor in the Philippine Islands. Sec. 33. The insular treasurer is hereby authorized and directed to pay the warrants of the military governor for the sums so appropriated. Sec. 34. This act shall take effect January 1, 1901. After discussion of this draft somemodifications were made, and as a result the educational bill, known as act 74, was enacted by the Commission and became a law January 21, 1901. The bill is as follows: Section 1. A department of public instruction for the Philippine Islands is hereby established, the central office of which shall be in the city of Manila. All primary instruction in the schools established or maintained under this act shall be free. Sec. 2. All schools heretofore established in the Philippine Islands, under the auspices of the military government, are hereby declared to be in the department of public instruction established by section one, and are made subject to the con¬ trol of the officers of this department. Sec. 3. The chief officer of this department shall be denominated the general superintendent of public instruction, and shall be appointed by the Commission. His annual salary shall be six thousand dollars ($6,000). He shall have the fol¬ lowing powers and duties, to be exercised and discharged under the general super¬ vision of the military governor: (a) He shall establish schools in every pueblo in the archipelago where prac¬ ticable, and shall reorganize those already established where such reorganization is necessary. (5) He shall appoint, in accordance with act Ho. 25, enacted October 17, 1900, a city superintendent of schools for Manila, and division superintendents of schools for other parts of the archipelago, and the teachers and clerks authorized by law, and shall prescribe the duties of such teachers and clerks. (c) He shall fix the salaries of the division superintendents and teachers within the limits established by law. (ct) He shall fix a curriculum for primary, secondary, and other public schools, and shall decide in what towns secondary schools shall be established. (e) He shall divide the archipelago into school divisions, not more than ten (10) in number, and shall fix the boundaries thereof, with power to change the same when necessary; but the city of Manila and its barrios shall constitute one of such school divisions. (/) He shall prescribe the authority to be exercised by the principal teacher of each school over the other teachers, if any, and his duties in caring for the school- house and school property. ( g ) He shall prescribe plans for the construction of schoolhouses to be built by the municipalities, the amount of land in each case, the rules of hygiene which shall be observed in connection with the schools of the archipelago. ( h ) He shall make contracts for the purchase of school supplies authorized by law. and, whenever practicable, he shall invite bids by public advertisement and shall award the contract to the lowest responsible bidder. EDUCATION IN THE PHILIPPINES. 1331 (i) He shall have power to determine the towns in which English teachers, to be paid out of the insular treasury, shall teach. He may exercise this discretion in favor of those towns showing their loyalty to the United States by their peace¬ ful condition, and in favor of those towns which shall construct and maintain suitable schoolhouses by local taxation or contributions. (j) In case of a vacancy in the office of a division superintendent or that of the superintendent for Manila he shall discharge all the duties of such position during the vacancy or may make a temporary appointment to fill the same. (Jc) He shall examine and pass upon all requisitions made for funds by division superintendents and forward them, with his recommendation, to the chief execu¬ tive for submission to the Commission. (7) On or before January first and July first of each year he shall make a report of his administration for the previous six months to the military governor and to the Commission and such special reports as may from time to time be called for by either, in the regular semiannual reports it shall be the duty of the superin¬ tendent to recommend changes in the school law which he deems expedient. (m) He shall exercise general supervision over the entire department, and shall prepare and promulgate rules for the examination and determination of the quali¬ fications of applicants for positions of division superintendents and teachers and for the guidance of the officers and teachers of the department adapted to carry out this law and not inconsistent with its provisions. Sec. 4. There shall be a superior advisory board of education, composed of the general superintendent and four members to be appointed by the Commission. It shall be the duty of the board to hold regular meetings once in two months, on a day to be fixed by resolution of the board, and such special meetings as shall be called by the general superintendent. The general superintendent shall act as presi¬ dent of the board. The chief clerk of the general superintendent shall act as sec¬ retary of the board and keep minutes of its proceedings. It shall be the duty of the board to assist the general superintendent by advice and information concerning the educational needs and conditions of the islands; to make such investigations as the general superintendent may desire, and to make recommendations to the Com¬ mission from time to time as to needed amendments to the law. Each of the four members of the board, appointed by virtue of this section, shall receive as com¬ pensation ten dollars for each regular or special meeting which he shall attend. Any member of the board who is a nonresident of Manila shall be paid his actual and necessary expenses for travel from his residence to Manila and his return and hotel expenses. Requisitions for the amount required to pay such compensation and expenses shall be made by the general superintendent. The terms of office of the members of such board appointed under this section shall be for three years, or until their successors are appointed and qualified. Sec. 5. There shall be a city superintendent of schools in the city of Manila, who shall receive an annual salary of three thousand dollars ($3,000). Sec. 6. In each school division established by the general superintendent of public instruction there shall be a division superintendent, who shall receive an annual salary of not less than two thousand dollars ($2,000) and not more than twenty-five hundred dollars ($2,500). Sec. 7. The actual expenses of the general superintendent and the division superintendents while traveling or absent from their usual places of residence on official business shall be paid out of the insular treasury. Sec. 8. Except where otherwise provided, provisions of this act describing the duties and powers of division superintendents shall apply to the city superin¬ tendent for Manila. Sec. 9. Each division superintendent shall, subject to rules prescribed by the general superintendent, under section 8 ( m ) , appoint the native school-teachers to serve in the schools within his district and shall fix their salaries from year to year within the limits prescribed by law. He shall examine the schoolhouses occupied for public instruction within his division with a view to determining their suitableness and hygienic condition. Should the schoolhouse in which any school is conducted appear to the division superintendent to be unsuitable and dangerous for the health of the children, and should no other schoolhouse be available, he shall have power, subject to the approval of the general superin¬ tendent, to discontinue such school, and it shall be unlawful thereafter to use the schoolhouse thus condemned for public-school purposes. He shall pass upon and accept or reject or modify the plans for any new schoolhouse proposed by tne^ local authorities to be erected, and for the proposed site thereof, and shall mane report of his action thereon to the general superintendent of public instruc¬ tor11- If the local authorities or the local school board shall be dissatisfied with the decision of the division superintendent as to the suitableness of the plans or 1332 EDUCATION REPORT, 1900-1901. site of the proposed schoolhouse, they may appeal to the general superintendent, whose decision shall be final. He shall make careful investigations into the agricultural conditions existing in his division and shall make reports thereon to the general superintendent of public instruction, with a view to aiding the gen¬ eral superintendent in making recommendations as to the places and number of the agricultural schools hereafter to be established. He shall sde to it by per¬ sonal visits and by requiring reports from the principal teachers of each school that the curriculum for primary and secondary schools prescribed by the general superintendent of public instruction is complied with. He shall make himself familiar with the supplies and text-books needed in each school in his division, and shall make a report of the same at as early a date as possible in order that they may be contracted for and furnished by the general superintendent. He shall appoint one-half of the local school board in each pueblo in his division, as provided in section 10. He shall have and maintain his residence and an office in one of the large towns in his division from which all the pueblos in his district can be most conveniently reached. Sec. 10. There shall be established in each municipality organized under any general order of the military governor or under such municipal code as may be hereafter enacted, a local school board consisting of four or six members, as the division superintendent may determine, in addition to the presidente or alcalde of the municipality, who shall be a member ex officio. One-half of the mem¬ bers, except the member ex officio, shall be elected by the municipal council, and the remaining half shall be appointed by the division superintendent, and the term of office of all members, holding by appointment or election, shall be two years and until their successors shall have been duly elected and appointed. Sec. 11. The appointed or elected members of the local school board may, after due notice and hearing, be removed at any time by the division superintendent, subject to the approval of the general superintendent of public instruction, who shall have power to suspend such members temporarily. Sec. 12. It shall be the power and duty of the local school board: (a) To visit from time to time the schools of the pueblo, and to report bimonthly to the division superintendent their condition and the attendance of pupils: (b) To recommend sites and plans to the municipal council for schoolhouses to be erected; (c) Where there are two or more schools in the pueblo, to adopt rules, subject to the supervision of the division superintendent, for assigning the pupils of the pueblo to the several schools; (cl) To report annually to the municipal council the amount of money which should be raised for the current year by local taxation for school purposes; (e) To report, whenever it shall deem necessary, directly to the general super¬ intendent, as to the condition of the schools of the pueblo, and to make suggestions in respect thereto as may seem to it expedient. Sec. 13. Every pueblo shall constitute a school district, and it shall be the duty of the municipal council thereof to make as ample provision as possible by local taxation for the support of all the schools established within its jurisdiction. In exceptional cases, where the topography of the country or the difficulty of com¬ munication between parts of the same pueblo require it, the division superintend¬ ent may attach a part of one pueblo to the school district of another, and shall, in such case, fix the amount which it will be just for the municipal council of the former to contribute to the annual school expense of the latter. Sec. 14. The English language shall, as soon as practicable, be made the basis of all public school instruction, and soldiers may be detailed as instructors until such time as they may be replaced by trained teachers. Sec. 15. Authority is hereby given to the general superintendent of public instruction to obtain from the United States one thousand trained teachers, at monthly salaries of not less than seventy-five dollars ($75) and not more than one hundred and twenty-five dollars ($125), the exact salary of each teacher to be fixed by the general superintendent of public instruction in accordance with the efficiency of the teacher in question and the importance of the position held. The necessary traveling expenses of such teachers from their places of residence to Manila shall be paid by the Government. Sec. 16. No teacher or other person shall teach or criticise the doctrines of any church, religious sect, or denomination, or shall attempt to influence the pupils for or against any church or religious sect in any public school established under this act. If any teacher shall intentionally violate this section he or she shall, after due hearing, be dismissed from the public service. Provided , however , That it shall be lawful for the priest or minister of any church established in the pueblo where a public school is situated, either in per- EDUCATION IN THE PHILIPPINES. 1333 son or by a designated teacher of religion, to teach religion for one-half an hour three times a week in the school building to those public-school pupils whose parents or guardians desire it and express their desire therefor in writing filed with the principal teacher of the school, to be forwarded to the division superin¬ tendent , who shall fix the hours and rooms for such teaching. But no public-school teacher shall either conduct religious exercises or teach religion or act as a desig¬ nated religious teacher in the school building under the foregoing authority, and no pupil shall be required by any public-school teacher to attend and receive the religious instruction herein permitted. Should the opportunity thus given to teach religion be used by the priest, minister, or religious teacher for the purpose of arousing disloyalty to the United States, or of discouraging the attendance of pupils at such public school, or of creating a disturbance of public order, or of interfering with the discipline of the school, the division superintendent, subject to the approval of the general superintendent of public instruction, may, after due investigation and hearing, forbid such offending priest, minister, or religious teacher from entering the public school building thereafter. Sec. 17. There shall be established and maintained in the city of Manila a normal school for the education of natives of the islands in the science of teaching. The rules and plan for the organization and conduct of such school, and the qualifica¬ tions of pupils entering the same, shall be determined by the general superintendent of public instruction. Sec. 18. There shall be established and maintained in the city of Manila a trade school for the instruction of natives of the islands in the useful trades. The powers and duties of the general superintendent in respect to this school shall be the same as those provided in the section in respect to the normal school. Sec. 19. There shall be established and maintained a school of agriculture in the island of Negros. The superior advisory school board shall recommend to the Commission for final determination a proper site for such school. The powers and duties of the general superintendent in respect to this school shall be the same as those provided in the section concerning the normal school. Sec. 20. The general superintendent of public instruction is authorized and directed, under the supervision of the military governor, to procure the making of plans and estimates for the creation of such school buildings as he may deem necessary and practicable at the present time, including a building or buildings for the normal school in Manila, and a building or buildings for the trade school directed to be established in sections 17 and 18 hereof, The estimatea cost of such buildings and their proper equipment shall not exceed four hundred thousand dol¬ lars ($400,000). Such plans and estimates shall be submitted to the Commission. Sec. 21. The general superintendent of public instruction is directed to prepare and submit to the Commission, through the military governor, a statement show¬ ing the text-books and other supplies which will be needed for the year 1901, the estimated cost of which shall not exceed two hundred and twentv thousand dollars ($220,000). Sec. 22. The sum of twenty-five thousand dollars ($25,000), or so much thereof as may be necessary, is hereby appropriated out of any funds in the insular treas¬ ury not otherwise appropriated, for the organization and maintenance of the normal school in Manila for the year 1901. Sec. 23. The sum of fifteen thousand dollars ($15,000), or so much thereof as may be necessary, is hereby appropriated, out of any funds in the insular treasury not otherwise appropriated, for the organization and maintenance of the trade school in Manila for the year 1901. Sec. 24. The sum of fifteen thousand dollars ($15,000) or so much thereof as may be necessary, is hereby appropriated, out of any funds in the insular treasury not otherwise appropriated, for the organization and maintenance of the School of Agriculture for the year 1901. Sec. 25. hi othing in this act shall be construed to forbid, impede, or obstruct The establishment and maintenance of private schools. Sec. 26. Whenever sums of money are mentioned in this act they shall be understood to be money of the United States. Sec. 27. This act shall take effect on its passage. Enacted January 21, 1901. Meanwhile the general superintendent was' engaged in gathering information as to the educational needs of the archipelago bvhneans of a system of reports from the various departmental and district commanders, and in the enlargement of the work already begun by the military authorities. During this time, also, a voluminous correspondence was carried on with teachers and school officials in 1‘6M EDUCATION REPORT, 1900-1901. the United States, for the purpose of securing data for the appointment of a large number of teachers for work here, and with publishers and stationers, with a view to purchasing text-books and supplies at the most advantageous prices. Immediately upon the passage of act 74, and in accordance with its provisions, an estimate was submitted to the Commission through the military governor, under date of February 7, 1901, to the amount of $162,086.75 in money of the United States, for the purchase of text-books and school stationery and supplies. This amount was promptly appropriated by the Commission, and immediately, on a basis of competition invited from all available sources, purchases were made, and at a very favorable figure, especially in the case of text-books, which were secured on more liberal terms than could be secured in any of the States. This purchase of supplies, aside from those secured by military authorities, was as follows: TEXT-BOOKS. 50,000 Baldwin’s Primer _ $9, 000. 00 10,000 Baldwin’s First Header _ _ _ 1, 500. 00 25,000 Baldwin’s Second Reader _ 5, 250. 00 10,000 Baldwin's Third Reader _ 2, 400. 00 25,000 Webster’s Primary School Dictionary _ 5, 200. 00 3,000 Webster’s Academic School Dictionary _ 2, 700. 00 10,000 New Education Reader, Book I _ 1, 800. 00 10,000 Carpenter’s Geographical Reader (Asia) _ 3, 600. 00 10,000 Guyot's Geographical Reader (North America) _ 3,600.00 10,000 Fifty Famous Stories Retold (E. S. R.) _ 2,100. 00 10,000 Big People and Little People of Other Lands _ _ 1, 800. 00 10,000 Lecciones de Lenguaje _ _ 2, 400. 00 25,000 Wentworth’s Elementary Arithmetic _ 4, 500. 00 25,000 Fry's Elementary Geography _ _ _ 9, 750. 00 25,000 Montgomery’s Beginners’ United States History _ 9, 000. 00 5,000 Myer's General History _ 4, 500. 00 10,000 Little Nature Studies, Book I _ 1, 500. 00 10,000 Mother Tongue, Book I _ 2, 250. 00 10,000 Mother Tongue, Book II _ 2, 500. 00 10,000 Thought Reader, Book I _ 2, 000. 00 10,000 Bass’ Beginners’ Reader _ 1, 500. 00 1,000 Spanish Grammar, Edgren _ 480. 00 500 Knapp's Spanish Grammar _ 500. 00 10,000 Heart of Oak Series, Book II _ 2, 400. 00 10,000 Heart of Oak Series, Book III _ 3, 000. 00 500 Waymarks for Teachers _ 375. 00 500 Guias para Maestros _ 450. 00 500 Teachers’ Manual _ 750. 00 10,000 First Steps in English _ 2, 280. 00 10,000 First Steps in Arithmetic _ 2, 160. 00 10,000 Health Chats with Young Readers _ 3, 600. 00 10,000 Robinson Crusoe for Youngest Readers _ 2, 400. 00 10,000 Nature Studies for Youngest Readers - - - 2, 400. 00 10,000 The Young American _ 3, 600. 00 10,000 Introductory Geography, Tarbell _ 3, 600. 00 10,000 Friends’ Helpers _ 3, 600. 00 2,000 Spanish-English Dictionary _ 3, 000. 00 1,000 Carnifex Charts, with stands _ _ 5, 500. 00 10,000 Music books _ _ _ 5, 000. 00 10,000 Dozen copy books . . . . . . 4, 500. 00 Total . . . . - _ _ 128,445.00 EDUCATION IN THE PHILIPPINES. 1335 SCHOOL STATIONERY AND SUPPLIES. 15,000 gross chalk - $975.00 500 gross penholders _ 750. 00 500 gross penholders _ 675. 00 500 gross lead pencils - - 625. 00 500 gross lead iiencils _ 550 . 00 3,000 gross steel pens _ 870. 00 500 dozen pints ink _ 950. 00 12,000 slates - 600. 00 36,000 slates _ _ _ 1,575.00 25 ,000 slate pencils _ _ _ 33. 75 75.000 slate pencils _ 75. 00 25,000 school -writing pads, medium _ 900. 00 25,000 school writing pads, large - 1, 250. 00 100 Teams blotting paper _ 640. 00 • 10 gross No. 120 call bell _ 355. 00 10 gross B. B. pointers _ 132.00 100 dozen globes, small _ 500.00 500 globes, large _ 1, 090.00 15,000 square feet hyloplate blackboard _ 1, 650. 00 2,000 square yards slated blackboard cloth _ 840.00 1,000 numeral frames _ 480.00 500 gross 2-ounce bottles ink _ 1, 450. 00 500 gross blackboard erasers _ 2, 100. 00 2 ,000 ink tablets _ 700.00 50,000 spelling blanks _ 1,440.00 100 gross metric rulers _ 175. 00 1,000 maps Philippines, etc _ 2, 500. 00 1,000 United States flags - 1, 910. 00 1,000 clocks, Seth Thomas _ 4, 250. 00 5,000 dozen composition books _ 1, 450. 00 100 composition books, record _ 15. 00 1,000 white block pads _ 475. 00 1,200 teachers’ inkstands _ 400.00 100 gross bos drawing crayon _ 400. 00 10 dozen reporters’ note books _ 25. 00 5,000 gem paper clips _ , _ 6. 00 Primary school helps _ 500. 00 Office stationery for district superintendents _ 500. 00 Two large and one small letter cabinets and card indes system for office of general superintendent of public instruction _ 500. 00 Total - - - 34,221.75 The first large consignment of these arrived April 20, 1901, and others continued to come until midsummer. In the meantime the supplies purchased by the mili¬ tary government, prior to the passage of act 74, were distributed throughout the islands. Before the school law was passed, under the authority of the Commission and the military governor, 9 teachers from the States and 11 from applicants in the islands were appointed. And by the authority of act 74, 8 superintendents, 8 principals and assistants for normal, agricultural, and manual- training work, and 781 teachers In the United States were appointed, together with 2 superin¬ tendents and 80 teachers from applicants in the Philippines. This number of 1336 EDUCATION REPORT, 1900-1901. both division superintendents and teachers has been increased as shown later in this report. One of the early tasks was the division of the archipelago into school districts; and owing to the limited number of division superintendents, it was found very difficult to make an entirely practicable and convenient apportionment. The great area to be covered and the very inadequate transportation facilities pre¬ sented many difficulties in the inauguration of a school system for these islands; and the conditions in reference' thereto were carefully considered and all avail¬ able evidence thoroughly examined. As a result 18 divisions were recommended, which were adopted, as the most practicable for administration at the time. The size, population, and particular conditions of these have been considered in a sub¬ sequent chapter; likewise the question of appointing the American teachers, which occupied a large part of the general superintendent’s time during the earlier months of 1901. The necessity of ascertaining the real needs of the various divisions by observa¬ tion and acquaintance with the actual conditions became early evident. With a view, therefore, to such personal investigation, various towns throughout the archipelago were visited, and as a result the following additional recommenda¬ tions were made: The greatest present need is that of adequate and suitable school buildings. As soon as practicable, all rooms, buildings, or parts of buildings rented or assigned for school purposes should be used exclusively for school purposes, and no teacher or member of a teacher’s family should be permitted to dwell therein. All school buildings occupied by soldiers or in any way used for military purposes should be vacated and turned over to school authorities at the earliest practicable moment, and arrangements should be made for the rent or vacation of all convents or other church property now used for school purposes. Nearly all of the buildings that have been used for military purposes are in poor condition. It will be necessary for the municipalities to spend money for their alteration and repair. Present school buildings consist generally of one or two large rooms, with several teachers carrying on work in each room. These rooms are everywhere overcrowded, and many have no windows or floors. Sometimes one teacher has 100 or 200 pupils. No teachers should be assigned to instruct more than 50 pupils. There should be a single room for each teacher. If we are to introduce modern methods and are to get awray from the mechanical, concert method of instruction now used, we muslf partition the large room into two or three. Schoolhouses are usually cen¬ tral for children of pueblos, but the barrios have no school buildings. Until there are English-speaking Filipino teachers, the question of barrio schools is a difficult one. The education of girls has not been thought as important as that of boys. Whenever a school for boys is established it will be the policy of this department to establish one for girls, either in a building near the boys’ or under the same roof as the boys’ school, but completely separate, with its own entrances and play¬ grounds. Indian education in the United States was not successful until just as good arrangements were made for the girls, the mothers of the coming generation. In the latter parts of this report may be evident the realization of a number of these early recommendations and a certain progress in establishing a system of education in the islands. IV.—1 THE PRESENT ORGANIZATION. Centralization, a necessity under the circumstances, is the chief characteristic of the present educational system. The corps comprises the secretary of public instruction, a member of the Philippine Commission; the general superintendent of public instruction for the Philippine Islands, 18 division superintendents, 45 deputy division superintendents, 1,000 primary and 200 higher teachers of English, and about 3,400 native teachers, together with a superior advisory school board and local boards. In the Commission, educational interests are represented by the secretary of EDUCATION IN THE PHILIPPINES. 1387 public instruction, who has general supervision of matters concerning the depart¬ ment of public instruction. All initiative in the way of school legislation or organ¬ ization of new kinds of schools, together with the matter of expending insular funds for school purposes, is taken by this commissioner of education. The general superintendent of public instruction has charge of the entire organ¬ ization and the actual working system. His powers and duties (act 74. sec. 3) are in brief as follows: He shall have general supervision over the entire department; shall appoint all teachers and supervising officers and fix their salaries: shall establish schools throughout the archipelago; shall prescribe plans for the construction of school- houses; shall pass upon requisitions for funds for school purposes; shall fix a gen¬ eral curriculum, and provide for the establishment of higher institutions. The division superintendents have charge of school matters in their local divi¬ sions. Their powers and duties are in brief: They shall have general charge of school matters in their divisions subject to the rules prescribed by the general superintendent; shall appoint native teachers and fix their salaries; shall see that schoolhouses are suitable; that the school curriculum is satisfactory, and shall appoint half the local school board in each pueblo. Assisting the division superintendents and carrying out their work in the par¬ ticular provinces are deputy division superintendents. They shall visit all the schools in their province at least once a month; they shall not have the power to appoint Filipino teachers, and shall not generally take action on any important question without the approval of the division superintendent. The American and the Filipino teachers, finally, are those who do the actual teaching and come into closest contact with the Filipino children. The work of the American teacher is partly administrative and directive, and the native teacher is given considerable freedom in looking after the details of school work and management. The superior advisory board is composed of the general superintendent of pub¬ lic instruction and four members appointed by the Commission, and acts as an advisory body to aid the general superintendent. The present board consists of Dr. Fred W. Atkinson, general superintendent of public instruction for the Phil¬ ippine Islands; Tomas G. del Rosario; Pedro Serrano Laktaw; Demetrio Larena; and Mena Crisologo y Pecson. The following sketches of the careers of the Fili¬ pino members show the quality of the present composition of this board: Tomas G. del Rosario was born in Manila, P. I., in 1862. He spent seven years of his early life in the College of the Jesuits in Manila, where he secured the degree of B. A. Afterwards he continued his studies in Europe for ten years, visiting its principal cities. In Madrid University he studied for six years civil law, jurisprudence, and canon law. He is a lawyer, and has practiced his profession for sixteen years. He has filled the offices of supervisor of public treasury in the province of Batangas, and has been successively, for a period of twelve years, justice of the peace, prosecuting attorney, and judge of first instance for the four courts of the city of Manila. Under the American Government, for over two years he was attorney-general in the supreme court, and elected civil governor of the province of Batangas. During the revolutionary government he was a congressman, vice- president of congress, and professor of political law in the University of Malolos. At present he is a member of the superior advisory board of public instruction for the Philippine Islands; president of the ‘ 4 Rizal Monument ” committee; presi¬ dent of 67 committees of the Federal party, elected by the people; and Delegate and Representative of the Federal party to the Senate and Congress of the United States. 1338 EDUCATION EEPOET, 1900-1901. Pedro Serrano Laktaw was born in the town of Bnlacan, province of Bulacan, P. I., in 1854. At the age of 20, during the Spanish regime, he taught in primary schools in San Luis (Pampanga) , Malolos (Bulacan) , and Trozo (Manila) . While practicing his profession he filled the office of secretary of the board of assessors and census, and also acted as secretary of the city board. In 1885 he was appointed teacher of the Binondo school by competitive examination. In 1888 he was sent to Europe for three years to study pedagogy, and after traveling through France, Belgium, and Switzerland he was graduated in Spain as a ‘ 4 higher teacher ' : from the Salamanca University in 1890, and as “ professor of normal school ‘ ’ from the Central University at Madrid in 1891. In 1892 he again assumed charge of the Binondo school, in 1893 of the Quiapo school, both of the city of Manila; and in 1895 he won two out of five prizes offered by the government in a public discus¬ sion of the science of pedagogy, held in the normal school at Manila. At the present time under the American regime, he is a member of the superior advisory board of public instruction. Senor Demetrio Larena was born in the town of Dumaguete, eastern district of the island of Negros. He received his education in Manila, and applied himself later to agriculture. He filled, without compensation, several public offices under the Spanish Government. When the revolution broke out against the Spanish sovereignty, Mr. Larena led the insurgent forces of Dumaguete by their request, and, joining Mr. Diego de la Vina, leader of the forces of western Negros, carried on the revolution in the towns of eastern Negros, establishing soon the first provisional government in that district. By popular acclamation he was elected president of this government. Under the first American government organized in Negros Mr. Larena was appointed secretary of public instruction, and performed the duties of this office together with those of delegate of the gov¬ ernment in the eastern district. The Commission appointed him governor of eastern Negros when the island was divided into two provinces under the civil regime. While in this position he was also appointed a member of the superior advisory board of public instruction. Mena Crisologo y Pecson was born in Vigan. Hocos Sur, in 1845. He studied law in the University of Santo Tomas, and was graduated bachelor of jurispru¬ dence, but did not finish the law course. He was a notary of the ecclesiastical council of Nueva Segovia for ten years, and under the Spanish rule was a mem¬ ber of the city council and syndic of the Vigan ayuntamiento. Lately he has been a member of the provincial board of Hocos Sur. During the revolutionary government he was a representative of his province in the assembly of Malolos, and, after the pacification of all the provinces of northern Luzon and the estab¬ lishment of the civil government there, was appointed provincial governor of Hocos Sur by the Commission, August 16, 1901. Finally he was also appointed by the Commission a member of the superior advisory board for public instruc¬ tion. He has been a member of the Federal party since its creation, and was the founder and first president of the provincial committee established in Hocos Sur. The powers and duties of this board are briefly: It shall hold regular meetings once in two months, and such special meetings as may be called by the general superintendent. It shall assist the general superintendent by advice and information concerning the educational needs and conditions of the islands and make such investiga¬ tions as he may desire. It shall make recommendations to the Commission as to needed amendments to the law. Each member shall serve for three years, or until his successor is appointed and qualified. At the present time this superior advisory board has no power to carry into EDUCATION IN THE PHILIPPINES. 1339 effect its recommendations, but can only advise and urge the enactment of such measures which to it seem necessary. In a consultative way it is of great aid to the general superintendent, since the members are thoroughly acquainted with * the conditions and needs of the different parts of the archipelago. In discussing school matters and the desirability of measures intended to further educational interests, the board is of great service in presenting the other side of the question, speaking from the standpoint of the Filipinos. That such a board is a necessity and will rapidly prove itself a helping force in the progress of education here is, it is thought, beyond any question. Add to its present functions the power to carryout what it recommends, and its field is an essential one. The following account of the meetings of the superior advisory board shows the kind of help the board lends, and gives a view, in part, of the field in which its future efforts are to be exercised: SUPERIOR ADVISORY BOARD, DEPARTMENT OF PUBLIC INSTRUCTION. First regular meeting. Manila, P. L, November 2-5, 1901. Subjects for consideration: 1. American teachers. In what additional places are they needed? Places not deemed safe by military authorities — opinion asked. 2. Filipino teachers. Some conflict or lack of definiteness between school law and municipal code. Not understood in some cases that teachers appointed by division superintendents must be paid by municipalities. 3. Compulsory attendance. What legislation is recommended? Should this be left to munici¬ pal councils, subject to approval of division superintendents? What age limits for boys and girls should be established? 4. Secondary schools. What kind, where to be located, and how supported ? Fees? 5. WTiat additional normal schools are needed, and where ? 6. Determine location of agricultural school in Negros. Where should other agricultural schools be established ? 7. What means should be taken to reach the children of the wealthier parents? Should schools with dormitories be provided in Manila ? 8. What supervision do you recommend for private schools ? 9. Do you favor a law requiring English to be taught in all private schools ? 10. School census— by whom should it be taken ? 11. What provisions should be made for barrio schools? 12. How shall the office rent and miscellaneous office expenses of the division superintendents be paid ? And by whom ? 13. Schoolhouses and furniture. Encouragement to pueblos to build good schoolhouses. 14. Should the part of the land tax set aside for support of schools be disbursed by the munic¬ ipalities, or paid into the provincial treasury, to be paid out ? And on what basis ? 15. Regular meetings of this board are to be held once in two months. What shall be the date? 16. At each meeting each member shall present a brief report on the special needs of his dis¬ trict, with recommendations as to action needed. The first meeting of the superior advisory board was held in the office of the general superin¬ tendent of public instruction, in the ayuntamiento, on the above date. There were present: Dr. Fred W. Atkinson, general superintendent; Senor Tomas G. del Rosario, of Manila; Senor Pedro Serrano Laktaw, of Manila; Senor Mena Crisologo, of Yigan; Hocos Sur; Mr. Frank H. Bowen, secretary of the board; and Senor Joaquin Aurteneche, inter¬ preter. Senor Demetrio Larena, of Dumaguete, oriental Negros, was absent. The meeting was called to order at 10:15 a. m. by the general superintendent, who presented a statement of the questions to come before the board for discussion and recommendation. He mentioned the news that the conference of Methodist churches in the United States had appro¬ priated §500,000 gold, for the establishment of a Methodist university in Manila. Dr. Atkinson reviewed the work of the past year in opening primary schools throughout the archipelago, a normal and trade school in Manila, and an agricultural school soon to be opened in Negros. There are now 819 teachers of English in the islands, and more awaiting transpor¬ tation from the United States. Discussion of the question of safety of American teachers in the provinces brought out the opinion that such teachers would be safe from molestation even where there might be disturbed conditions, but considered advisable to supply pacific sections first. The matter of differences between municipal and school laws was discussed, but was laid aside to permit the filing of written recommendations later. 1340 EDUCATION REPORT, 1900-1901. Discussion of the question of compulsory attendance favored the making of a strong compul¬ sory education law. Compulsory school attendance being impracticable without supervision of private schools, the board favored legislation on this point also. The board showed much interest in the question of establishing secondary or higher schools in the provinces and a university in Manila, to complete the system begun with the primary schools. In connection with these higher schools, it was considered necessary to establish dormitories, as many children would necessarily remain at the schools, and parents prefer them to remain under the supervision of the teachers. It was agreed that the insular government should pay the teachers and furnish the school supplies; that the provincial. government should provide land, buildings, furniture; the support of the schools would come from board and fees, but funds are necessary to establish the schools. The large towns should be given an opportunity to compete by offer of lands or buildings, for the establishment within their borders of these higher schools, after the methods pursued in the United States. After the discussion of the matter of normal schools, it was Recommended: That normal schools be established in Vigan, Iloilo, ISTeuva Caceres, Cebu, and Zamboanga, in addition to Manila. The question of location of agricultural school in Negros was referred to Senor Larena and the division superintendent of Negro3. On account of the general rise in prices of everything, prompt action in buying land for agricultural work was recommended, if it is not donated by private individuals. Recommended: That in addition to the agricultural school in Negros other agricultural schools be established in Magalan, near Mount Arayat, in Pampanga Province, and at San Ramon, in Mindanao. Recommended by Senor del Rosario, and agreed to by the board, that a circular be sent to all teachers instructing them to compel the boys attending school to dress in the American way. The general superintendent dissented from this. At 12 m. adjourned until 10 a. m. on Tuesday, November 26. Second session. The board met at 10 a. m. on Tuesday, November 26, in accordance with adjournment. Present, the same as at first session. Discussion of vacations. General assent to one long vacation, about April to June, and a two weeks’ vacation at Christmas. Recommended: That the 200 American teachers now appointed in the United States be fur¬ nished transportation to the Philippines at once, and on private liners if necessary. Also, that a sufficient number of teachers be appointed to supply the demands of the various pueblos, even though the number be in excess of 1,000. Discussion of salaries paid to native teachers brought out the opinion that they are being paid entirely too small salaries in most towns; that they are able to supply themselves with only the necessaries of life, owing to the increased cost, and are not able to dress as a teacher should. The teacher should receive enough salary to enable him or her to present a creditable appear¬ ance, and the teacher should become a person of importance and influence in the community. Recommended: That the native teachers should be paid by the insular government tempo¬ rarily. When the provinces are in a prosperous condition, then the municipalities should be made to pay native teachers, and pay them at the rate established by the insular government, thus putting salaries on a more equal footing. Suggested, that the native teachers be paid, say, one-half of the salary paid to American teachers. Recommended: That attendance at school should be made compulsory for all children between 8 and 12 years, except children in barrios far removed from regular schools; that a penalty be provided for punishment of parent or guardian who does not send children to school— a warning for first offense, a fine of 1 peso for second offense, and a fine of 5 pesos for third offense, or imprisonment for five days in default of payment of 5 pesos. In case of repeated offense a fine of, say, §200 or one-half year’s imprisonment. The head of the family to be responsible for attendance of its servants. This law to be made by the United States Philippine Commission, and the enforcement to be in the hands of the municipal authorities under the control and direction of the general and division superintendents. Agreed that primary books are needed for use in native schools, printed in English-Ilocano, English-Tagalo, English-JBicol, English-Visaya, etc., with illustrations. Recommended: That a committee be appointed by the United States Philippine Commission, or other steps taken, to secure a uniformity in the spelling of geographical names, with special reference to preserving the characteristic native names. Recommended: That, if possible, there be established a complete free public-school system, EDUCATION IN THE PHILIPPINES, 1341 free from primary schools to university, with industrial and commercial courses in secondary schools in the provinces, and with normal school as agreed yesterday. Recommended: That agricultural schools be established in each province where sufficient land can be secured by donation to furnish an adequate working farm. This because in agriculture is the principal wealth of these islands. Recommended: That section 25 of act 74 be amended, adding thereto the following: “ But these shall be under the control of the general superintendent of public instruction and the division superintendents.” Recommended: That a law be passed making compulsory the teaching of English in all private schools to an extent to be determined by the general superintendent of public instruction. Discussion of the question of securing equality in the amount of funds available in each munic¬ ipality from the land tax, for the building of schoolhouses, and for school purposes, developed the opinion that payment of this fund into provincial treasuries, to be disbursed therefrom on a basis of school population or otherwise, would be impracticable and would be in violation of certain rights granted to municipalities. Recommended: That, instead of paying the entire expense of erecting schoolhouses at different places, provision be made to assist municipalities to complete buildings commenced by munici¬ palities, thus giving encouragement and securing a more even distribution of financial aid. At 12 m., adjourned to Wednesday, November 27, at 10 a. m. Third session. The board met at 10 a. m. Wednesday, November 27, in accordance with adjournment. Present, the same as at previous sessions. The date of regular meeting was left to be determined by the general superintendent; regu¬ lar and special meetings to be held subject to his call. Recommended: That an amendment be made to section 4, act 74, authorizing the members of the superior advisory board to visit schools for the purpose of inspection, the same as general and division superintendents; also giving authority to said members to make such trips as may be necessary, and fixing the compensation therefor and providing for the payment of actual traveling expenses during the performance of such duty; dividing the archipelago into four dis¬ tricts and assigning one member of the superior advisory board to each district. Recommended: That the United States Philippine Commission be requested to appropriate $500,000 gold for the establishment of a university in the city of Manila, at first with depart¬ ments of law and engineering, the latter to include civil, mechanical, electrical, mining, marine, and architectural; with other departments of medicine, etc., to be added as soon as practicable; a school of fine arts (music, painting, etc.) to be established later. Recommended: That the ownership of the University of Santo Tomas be determined at the earliest opportunity; and, if decided to belong to the government, that this property be added to the university hereinbefore mentioned. Recommended: That an amendment of the law be asked for, so that one-half of the lumber tax shall remain in the provincial treasuries, to be available for the construction of school buildings. Agreed, that in the supervision of private schools especial emphasis shall be placed on hygienic conditions, competency of teachers, instruction in English, etc. Adjourned at 11 a. m. until Saturday, November 30, at 10 a. m., to allow of putting the fore¬ going recommendations into shape to be presented to Hon. Bernard Moses, secretary of public instruction. Fourth session. The board met at 10 a. m. Wednesday, November 30, in accordance with adjournment. Present, the same as at previous meetings; also Hon. Bernard Moses, secretary of public instruction. The secretary of public instruction addressed the board, stating that he was in sympathy with most of the recommendations made, and especially speaking of the need of establishing more agricultural and normal schools, and finally a university, stating that a creditable law school could be established soon if buildings could be secured. He considered inadvisable the trans¬ portation of American teachers on commercial liners, and favored the increase in salaries of- native teachei’s as they become more competent. He questioned whether a compulsory attend¬ ance law should be passed by the insular government or by the municipalities individually. After discussion, he stated that this point must be determined by the Commission when the subject is brought up for discussion and action. If compulsory education is obtained, there should be supervision of private schools by the general and division superintendents, but this supervision should not investigate or comment on religious instruction. Further discussion of the matter of pay of native teachers ensued until the secretary of public instruction withdrew to attend a meeting of the Philippine Commission. The members of the board were requested to make such additions and suggestions as they 1342 EDUCATION REPORT, 1900-1901. •wished and send them to the secretary of the board for presentation to the Commission. Senor Larena was also to be furnished records and specially asked for recommendation as to location of the Negros Agricultural School. At 11.05 a. m. adjourned to meet at the call of the president. Frank E. Bowex, Secretary. Besides this central superior hoard local school hoards are being organized throughout the divisions. These are composed of five or seven members, includ¬ ing the presidents of the municipality. They are to visit and report upon schools, recommend sites and plans for schoolhouses, report annually to the municipal council the amount of money to he raised for the current year by local taxation for school purposes, and look after local school interests in general. The time is not yet ripe to look for results from these local school boards, since none of them have had more than a few months’ existence, and a large number of them have not yet been organized, foT the reason that the division superintend¬ ents wish their teachers first to become well acquainted with the people of their towns and thus be able to make wise recommendations of candidates for the boards. Some division superintendents feel that the organization of local school boards is premature, and ought to be postponed until the people have a better conception of the American school. Others find 'the work of the board helpful, and, although at present wholly advisory, steadily becoming an essential feature in local school administration. The following account from one of the division superintendents shows the local school board in its present successful working form: The school board in each municipality, according to law, shall consist of five or seven members, as the division superintendent may determine, one member of which is the presidente of the municipality ex officio. In towns having widely scattered barrios, or having a population of 10,000 or more, seven members con¬ stitute the board, but in the other municipalities a smaller membership is sufficient. One-half of the members are elected by the municipal council and one-half appointed by the division superintendent. The qualifications are not named by law, but I have insisted that each member be a citizen and a responsible and influ¬ ential landowner. The appointments are made by the division superintendent and sometimes also upon the advice of the chief of constabularly or of the com¬ manding officer. In as far as possible, members are chosen to represent various parts of the municipality. Some of the larger municipalities contain barrios having a population of two or more thousand people. Care is taken to have these barrios represented on the school board. Each member is elected or appointed for a term of two years, but in case of misconduct, inefficiency, or other action unbe¬ coming to his officemay. after due notice, with the approval of the general super¬ intendent, be removed from office by the division superintendent. As soon as the school board is complete in its membership, the presidente is instructed to call a meeting for the purpose of organization and discussion of the duties of the board. They are directed to choose a chairman and a secretary for the year current, and to form such subcommittees as may seem necessary. At the same time the division superintendent presents the needs of the present schools, requests or suggests possible plans for the future development of the schools, explains concisely the purposes of the public schools, and thus gives suffi¬ cient ground for immediate discussion and action. The first duty of the school board — to visit the schools — is important. Neither the people nor the board at the present time understand the purpose of the public -schools. Education has to them been mainly ornamental. Education for life is a new idea. It is very important, therefore, that the influential men in each community visit the schools conducted by the American teachers. The school board, however, has no power to make improvement or to direct the teachers, but it is requested to make recommendations to the division superintendent and to the municipal council. In regard to new school buildings the power of the board is limited to making recommendations of sites and plans to the council. This is sufficient unless the board may have the power to place contracts and direct the construction. At the present time the board may inspect the construction of new buildings and see that they are in conformity with the contract. The planning of the schoolhouses EDUCATION IN THE PHILIPPINES. 1343 is entirely in tlie hands of other persons, but in the present state of the laws it is very hard to determine what person or persons are responsible. The Filipino has no idea of the proper lighting and seating of a schoolroom. At present I am sending plans to the school boards, on which they secure estimates, which, when approved by the council, are returned to me for approval. The school boards have been very helpful in some cases in developing plans for the organization of all the schools necessary for the municipality. The school census shows the bar¬ rios and their approximate distances from the pueblo, together with the number of school children in each. A map of the municipality shows the approximate location of the barrios. The American teacher is also directed to visit each barrio and report upon the conditions for establishing new schools. From these materials the division superintendent forms a plan for the development of all the schools, showing the approximate location for each schoolhouse, the number of children which would attend it, and the number of rooms and teachers necessary in each. This plan is submitted to the school board for investigation and recom¬ mendations. Later it may present the plan to the council for approval and assist¬ ance. In a few cases this plan has been very successful. I think it is the best. The common people generally desire education and opportunity. On the other hand, the richer people do not wish to see the poorer classes become educated. They desire to hold their supremacy unchallenged. These are very general state¬ ments, but it frequently happens that the council, representing the wealthy peo¬ ple of the municipality, look upon the development of the public schools very indif¬ ferently. They are no more interested than is necessary. Public education, when placed under their authority, therefore, will make but little progress. In each municipality men of influence are needed whose duty it is to awaken the interest of the people and secure the votes of the council for school purposes. This is the most useful work which the school board can do at the present time. These boards are capable of assisting materially in the problem of education, and will work more effectively after a nicer adjustment of the powers and duties of local bodies, whereby the school boards may have the right to expend money for school purposes with the approval of the division superintendent. The last feature in this centralized system is the regular series of communica¬ tions between the officers and teachers in the field and their chief. Circular let¬ ters and telegraph facilities to all parts of the islands offer the means of directing operations in the field and keeping the general superintendent closely in touch with the actual work. V.— WORK DONE UP TO DATE UNDER THE PRESENT ORGAN¬ IZATION. The main part of this report now concerns itself with a description and discus¬ sion of the work that has been accomplished under the present organization; and this chapter serves merely as a brief introduction to what follows subsequently in detail. The past year and a half has been a busy one, and the educational movement has gone forward with great strides in spite of many difficulties entirely funda¬ mental in character. The work has been done under the disadvantage of having had practically no basis to build upon. It has been pioneer and creative work purely, and in consideration of this fact it was deemed wise to go slowly with reference to many questions that have arisen. Briefly, the tangible results since September 1, 1900, are: An educational bill has been enacted; the archipelago has been divided into 17 divisions and an American school superintendent placed in charge of each, with deputy division superintendents acting for them in each of the provinces; 1,000 teachers for primary work have been appointed, received in Manila, and been sta¬ tioned, with consideration for their own comfort as well as for the needs of the towns; 200 additional teachers for secondary work are being appointed; about 200 soldier teachers had until recently been detailed from their regiments, and 8,400 Filipino teachers have been appointed; more than three-quarters of a million 1344 EDUCATION REPORT, 1900-1901. of American schoolbooks have been purchased, together with an enormous quan¬ tity of school supplies, including 20,000 modern school desks; instruction in the English language has been provided for in about 1,500 schools, in which over 200,000 children are enrolled; night schools for adults and those unable to attend during the day have been opened throughout the archipelago, and are working successfully with an enrollment of about 25,000. Salaries of Filipino teachers have been increased, and a definite announcement has been made to them that the American teachers are here not to displace them, but to prepare them to take charge of their own schools. The Filipino teachers have received daily instruction in English, and in addition to this, when they have progressed sufficiently with the language itself, have been taught the common branches and the methods of teaching these. Vacation normal courses have been arranged in the various school divisions, principally to train the native teachers, but also to aid the American teachers. Permanent normal schools in the provinces tributary to the Manila Normal School have been established. Industrial work is being conducted successfully and plans for additional trade schools in the provinces are maturing, hastened by a regular appropriation for this work which is now available. As a means of preparing the Filipinos for work in the Signal Corps, telegraphy is now a branch taught in these schools. Sites for the principal agricultural schools have been chosen and the schools are now in process of organization, with the supervisor and teachers in the field. Grammar high schools have become a part of the school system, and teachers for this work in secondary instruction are being appointed under an appropriation recently made for this purpose. Furthermore, recommendations have been made for the establishment of schools of painting, sculpture, drawing, and music, and the plan of a technical school and a university in Manila has been discussed as a preliminary move to further and more definite action in the near future. Every portion of the archipelago has been visited by some member of the depart¬ ment, and the peculiar conditions and special needs of these localities investigated. Circulars of inquiry have been sent out to the presidentes, district commanders, provincial governors, and teachers, and a mass of valuable data is accumulating. I now proceed to treat these various matters in detail. VI.— CONDITIONS OF THE PROBLEM. There are in the Philippine Islands three distinct races — the Negrito, with 21 tribes; the Indonesian, with 16 tribes; and the Malayan, with 47 tribes, making a total of 84 different tribes. Of these, the Negritos, which at one time populated the whole archipelago, are slowly disappearing, and probably less than 25,000 remain. They are physically weak and intellectually stand very low in the human scale. The Indonesian, with its tribal population of some 251,200, live almost exclu¬ sively on the great island of Mindanao. They are not only physically superior to the Negritos, but to the people of the Malayan race as well, and are, as a rule, quite intelligent. The Malayan race, with its admixtures, however, is the dominant one, and is found in all parts of the archipelago in greater or less numbers. The Visayans, with a population of 2,600,000, occupy the islands south of Luzon; the Tagalogs, with 1,663,000, the central part of Luzon; the Bicols, with 500,000, southern Luzon; Uocanos and Cagayans, northern Luzon; the Pampangas and Pangasi- nans, northern central Luzon; the Moros, the Jolo (Sulu) archipelago and Min¬ danao. Thus it will be seen that the problem of educating the peoples of three distinct EDUCATION IN THE PHILIPPINES. 1345 races, made up of many tribes, which, even in the same race, differ very greatly r not only in the degree of civilization, but in language, manners, customs, and laws, is no small task. The needs and conditions of the different provinces, and in some cases the different parts of a province, have to be studied carefully in order that the greatest amount of good may be given to those whom we have been set the task of educating. Transportation, too, is an important factor. There are only 120 miles of railroad. Small, unclean steamers make irregular trips to harbors where landing is a diffi¬ cult matter. There are but few good roads, and in the provinces a good bridge is unknown. These are the facilities for getting about this archipelago, made up of several hundreds of islands, equal to the combined areas of the New England States and New York, extending from north to south over about 15 degrees of latitude. The church and religious affiliations, the seasons of harvesting, the customs and notions that have been handed down for centuries, and last, but not least, the natural inertia of these people, are all conditions which must be reckoned with and most carefully considered, necessitating different methods, different work, and different sessions in the school year in order to obtain the best results. The following tables give some of the more important data concerning school divisions: Number of school divisions _ _ _ 17 Estimated total area, square miles _ 114, 792 Number of American teachers in the field _ 937 Number of American teachers en route or awaiting transportation _ 84 Number being appointed for secondary instruction _ 200 Total number of American teachers _ 1, 221 Number of Filipino teachers (estimated) _ 3, 400 Number of detailed soldiers (estimated) _ _ _ _ 19 Total teaching force _ _ _ _ _ _ 4, 840 Number of children enrolled in day schools (more than) _ _ 200, 000 Enrollment in night schools ( approximately) _ _ 25, 000 ED 1801— YOL II- -9 Superintendents and teaching force. 1346 EDUCATION EEPORT, 1900-1901. 1 Figures of Philippine Commission. 2 Figures for teachers do not include those arriving’ after April 21, 1902, nor those employed in special schools. The arrival of the additional teachers brings total to approximately 3,400. "A large additional number teaching, but not appointed by division superintendents. EDUCATION IN THE PHILIPPINES. 1347 THE FIELD AND THE PEOPLE. Included here are extracts, taken here and there, from reports of division super¬ intendents, which will give an insight into school conditions in various parts of the archipelago, such as can not be obtained in any other way. These extracts begin with the northern provinces and survey the archipelago to the southernmost islands. From W. IF. Bodwell, division superintendent of schools for Cagayan and Isabela. This Cagayan Valley is very rich in soil, flood plains, iron, lime, sand, gravel, stone, and a great variety of valuable woods. In the mountains around the head¬ waters of the Cagayan and its tributaries are many outcroppings of copper and other minerals of value. Brown coal of fair quality appears in several places; but steam coal is unnecessary, for the many rapid-falling, swift streams — Pinaca- nauans, or clear waters — will furnish abundant energy for numerous electric plants that will afford ample mill power and run an electric railroad from San "V icente to Manila. I mention San Vicente because it is undoubtedly the finest natural harbor in Luzon. The Cagayan River is navigable the year round for vessels of light draft and powerful engines. The natives in this division need to be shown the use of other implements than the bolo, carabao sled, and ‘ ‘ Methuselah ’ ’ plow. For generations these ‘ 4 children of the soil : ’ have been compelled by law to raise tobacco for the Spanish tobacco monopolies. The present generations think nothing but tobacco and corn can be raised here. Tobacco is their sole source of revenue and corn their principal food stuff. Almost all the rice used is imported. In some places in the valley white rice is worth 25 cents gold per pound to-day. All commerce, a*side from the tobacco business, is entirely controlled by Chinos. Chinos are rapidly encroaching upon the constituted monopolies, even in this; in fact, they have some trading and tobacco combines of their own. Imposed upon by the land claimants, tobacco monopolies, and Chinos, the rancheros are kept very poor. * * * within 5 miles of Tuguegarao are growing cocoanut, cocoa, coffee, tobacco, rice, corn, sugar cane, bamboo, some large timber and American vegeta¬ bles (the Chinos are beginning to cultivate them on a small scale) . This division contains a greater variety of soils and climatic conditions than can be found in any other division in the islands. There are high, mountain lands, rich alluvial valleys and plains, high and low rice lands, thousands of acres of easily irrigated rich dry land, miles of palm beaches waiting for seed, and “bino” swamps waiting for distilleries. I am of the opinion that many of the American fruits and vegetables can be grown here. I have seen fine lettuce,, rad¬ ishes, tomatoes, and potatoes grown in different parts of Cagey an in a small way. Also very fine small oranges and lemons are to be found growing in semi- cultivation in some places. _ I have been over most of Cagayan Province once thoroughly. It is a large ter¬ ritory from a Filipino point of view. It takes from thirty to forty days of hard traveling to visit every pueblo and do any business at all. The transportation for persons, freight, or mai is something deplorable from an American view. I waited from Saturday ?.fternoon until the next Thursday morning for a boat up the river. __ We got up 5 miles the first day out of Aparri, then waited twenty hours for the river to fall and lessen the current. At the very best, one can only count on getting from Aparri to Tuguegarao in three days — a distance of about 75 or 80 miles. The only way I can make any time this season of the year is to hire a barangayan and go downstream; then I can stop at all the towns and go on when I wish, returning by “vapor ” (steamboat). Most of my traveling in this part of the year will have to be done by small boat. It is sometimes very risky for a single American to go alone on one of the long barangayan trips, partly in the night. * * * During the dry season, from January on, I can get about on horseback. But most of the roads are mere trails. Where there is a road there are no bridges, and one has to swim or ford the swift mountain streams that run from the sides of the valley into the Cagayan. If _ I had a good Mississippi River Quincy boat, I could make almost my entire territory by going up to the town of Echague on one of the ‘ 1 vapors ’ ? and rowing down. Or, better still, a small American launch, gasoline or steam, of about 18 feet length and 6 or 8 horsepower engine, would go from Echague to Sanchez Mira. If I had a $400 gasoline launch, I could make nearly all of this division. 1348 EDUCATION EEPOBT, 1900-1901. As it is now, I could not get over the entire territory, depending on tlie steam¬ boats for transportation, in six months’ time — continuous waiting mostly. Mail from Echague goes to Aparri and returns here in from four to six weeks, by the regular routes. * * * There is not a public building of any account in the town. All the provincial and city buildings were destroyed several years ago. The old foundations indi¬ cate fine, large structures. At present the province has nothing, and the town only a small tribunal, with one large and two small rooms in it. * * * As to schools, this whole province is very anxious for American school-teachers. The right kind of a man would be safe enough in any pueblo in the province with¬ out a soldier in existence. The only thing against the American school idea is the padres. * * * In some of the pueblos the teachers keep reporting that the children come very irregularly. It is noticed that they seem to be alternating. For a day or so cer¬ tain ones will come, then others, etc., until they have all been for a few days at a time. This is generally with the barrio and poor children. Most of the “ prin¬ cipals ' ’ send their children to private schools. Evidently this is prearranged in some places. Less than 3 per cent of the children know any Spanish; yet the friars have filled the people with the idea that for them to learn English they must first study Spanish grammar. Colonel Hood says the friar question is the question in this whole valley, and from all I have seen it seems to be so. These people look upon a friar as a second Christ. The children and women will run after them in the streets, bow down before them, and kiss their hands. Many of the men are open, however, in their hatred, or their declarations of that character, for the friars. * * * The greatest need for the whole province is for educated native teachers. Very few* of the teachers here have ever been in Manila except the ones left here by the insurrection. * * * Not a pueblo in this province has any money to pay its teachers until the school tax is raised. * * * It is next to impossible for me to get any mail to or from the teachers in this division during the rainy season. Many of the report blanks I sent out requesting the information you desired have not been returned yet. From William E. W. MacKinlay , acting division superintendent of schools , Uocos Norte , Abra, and Bontoc. The province of Ilocos Norte, which comprises some 1,100 square miles, is about one-half occupied by the civilized Ilocos race, and one-half by the wild tribes known as Igorrotes. The latter are timid, and few in number. The Ilocanos number some 125,000, and are settled in 15 municipalities, each with a pueblo or town for a center. The conditions at present are very good for school work. There is no disorder in the province, and rice transplanting for the ensuing crop is being energetically pushed. This labor now engages a majority ' of the people, young and old, and has reduced the school attendance nearly a half since the middle of July. * * “ I have made a tour of the province and have visited every place except Badoc, which I shall inspect en route to Abra. * * * I shall review the towns as they are situated geographically, with Laoag as the center. There are three ‘ ‘ groups ” in the province, of which that of the south is most important. It embraces Laoag, with 31,000 people in jurisdiction; San Nicolas, 10,000; Batac, 10,000; Paoay, 8,000; and Badoc, 11,000. Laoag has two good stone central schools, one each for boys and girls, and three auxiliary bamboo schools in the north, west, and east parts of the city, each with a boys’ and girls’ department. The central boys’ school has three native masters, and the central girls’ school has two maestras. * * * The schoolhouses throughout the province are utterly inadequate to accom¬ modate more children than usually attend now, and do not exist in some towns. * * * The schools are only travesties of American ideas of a school, with the exception of Laoag. * * * There are many teachers who are trying to do their best, but they are as children groping in the dark, and can only advance when led along the road by an American teacher. * * * On my lan ding at Ilocos Norte July 14 at Currimao, I inspected two barrio or rural schools there. I found two bamboo sheds in which the Spanish alphabet and a little Ilocano was being taught to some 100 children by two native teachers, who get 5 cents, American, monthly from each child. * * * Paoay has a good stone school for both sexes, which, however, is almost bare of school furniture, and the 150 children who attend, are compelled to sit perched on crazy benches and packed like sardines. * * * EDUCATION IN THE PHILIPPINES. 1349 At Davila there is a school of 85 boys and 25 girls conducted on methods of the fifteenth century, but pleased beyond measure at my visit and advice. The writ¬ ing lessons were conducted on bamboo leaves. * * * The five towns of the eastern group seem more apathetic in school work than those of the first two. These places were more hostile than the coast towns, and suffered more in consequence. Except Dingras, they are poor at present, have few resources, and a small number of educated men. San Miguel has an energetic presidente, who is practically rebuilding the double stone schoolhouse and has also put a bamboo shed up for temporary use. He wishes an American male teacher very much. There are two native teachers. Piddig is at present in the throes of an epidemic of dysentery. On one day 16 deaths occurred, and the rate is still high. The people conceal their sick cases until too late to be cured, as they seem to be unable to realize the benefits of medi¬ cine. Lieutenant Stoney, acting assistant surgeon, has offered his services gratis, and has treated many, as has also a native doctor. This incident shows the baleful effects of ignorance. * * * Banna, is a small place of some 500, on a hill overlooking some Igorrote ranche- rias. It has two small schools, which are huddled up in two private houses, with few books and two middle-aged native teachers (man and wife) teaching a medley of Spanish and Ilocano and a few English words. An unfinished schoolhouse, left as it was the day the last American lieutenant departed, shows the little interest taken by the people in the work. This town needs an energetic American teacher badly. The natives can net get anything done, and no one else in the place cares. The garrison is of native scouts, and the few white men (scouts) are too busy to look after school matters. Banna is on the border of the Igorrote rancherias, and can be made a center for their elevation from their present savagery. * * * From Jesse George , division superintendent of schools. JlocosSur, Union , Lepanto, and Benguet. November 23, 24, 25, 1 visited the pueblos north of Yigan again, and on the 27th I left Yigan on horseback, going south through iioc-os Sur to Candon, then up through San Jose, Salceda, Concepcion, Angaqui, and Namitpit to Cervantes, and on through Lepanto and Benguet provinces and around to San Fernando, coming back to Yigan by steamer from the last-mentioned point. In these journeys I have consumed about fifty days on the road and have traveled fully 700 miles on horseback and about 500 on the water. I have visited every pueblo in the division except three small ones in Lepanto, many of them several times. Geographically considered. — The district _is divided in two sections, the low¬ lands, a district comprising Hocos Sur and Union provinces, and being a long, nar¬ row strip of level and very fertile coast land, stretching 150 miles along the coast and varying in -width from about 4 or 5 miles to 30, and the highlands or mountain section, comprising Lepanto and Benguet provinces, lying in wide, irregular out¬ line immediately back of this long, narrow strip, and having an elevation of from a few hundred to 7,000 or 8,000 feet, a very broken surface and comparatively little arable land. The former of these sections has about the same climate as Manila, the heat and the rainfall being a little less, perhaps, on account of the close prox¬ imity of the mountains; the latter is very much cooler, having an almost temper¬ ate climate and a far greater fall of rain than the coast region or even than Manila. Agricultural products. — The * agricultural products of the coast region are tobacco, rice, sugar, cocoanuts, and the tropical fruits. Those of the mountain sections are rice, coffee, potatoes, and the garden vegetables of the temperate zone. The mountain section, while having little arable land, yet affords considerable pasturage, and cattle raising is carried on to some extent. The chief resources of the mountain section, however, is believed to be its minerals. Inhabitants. — The difference in the people, their mode of living, and general characteristics in these two sections is almost as great as the difference in climate and products. The population of the two coast provinces is almost wholly Ilocano, Christian, and has about the same degree of civilization and advancement that the Tagalo people have: that of the two mountain provinces is almost wholly Igorrote and Tinguinian, non-Christian tribes, with a few Ilocanos in each of the principal pueblos. The Ilocano population in Lepanto Province is more than double that in Benguet and the advancement is correspondingly greater. * * * In addition to the above, there is what is known as the Amburayan district, a delta-shaped mountainous expanse lying directly east of Tagudin and Bangar and hounded by all four provinces of the division, with a population of non-Christian tribes variously estimated at from 15,000 to 20,000. This section was a distinct 1350 EDUCATION REPORT, 1900-1901. district with separate government under the Spanish regime, but for the present I believe is attached to Iloeos Snr for administrative purposes. For school pur¬ poses this section should certainly be attached to the mountain district of which it is essentially a part. This difference in geographical characteristics and population makes the prob¬ lem of schools very radically different in each section, and on account of the widely scattered condition of the population in Benguet and Lepanto, the little advancement, primitive conditions, and limited resources of the people, the cost to the general government of bringing general education to them must be greater in proportion to their population than to the people of Iloeos Sur and Union. It will be noted that the whole population above given is distributed among 68 pueblos, varying in inhabitants from a few hundred to almost 20,009. Thirty- nine of these pueblos are found in Iloeos Sur and Union, and are either situated on, or are easily accessible to, the old Spanish coast road, which follows up the coast from Dagnpan to the northern limit of Luzon. The pueblos of the other two provinces are not so easily accessible, but at present a tour of them is best made by striking through Tildad Pass from Candon into Lepanto, on over the high divide at the headwaters of the Agno River into Benguet, down through that province to Trinidad and Baguio, coming out to the coast again atlsaguiiian. When the new road shall have been completed to Bagnio, a circuit of the entire district can best be made by starting in at Sinait, the northernmost pueblo of Iloeos Snr, and following down the coast road to Santo Tomas in Union Province, thence across to the Bagnio road by way of Rosario, up this road to Baguio, on through Benguet by way of the Agno River trail, across into and through Lepanto, coming out through Tilad Pass to the coast again at Candon. This trip, counting the necessary deviations from the main trail in order to visit all pueblos, would consume, I should say, not less than six weeks if anything like the necessary time were consumed in visiting each pueblo. School conditions. — when I took charge of the division, there were, according to data in the office of General Bell, 42 of the 46 pueblos sustaining schools, with American teachers paid by the insular government actually teaching English in 7 of them. The total enrollment in these schools was 11,534 and the total daily attendance was 4,688. A total of 194 native teachers was employed at a monthly expense for wages of $548 gold. English was being taught by soldiers detailed for that purpose in 12 additional pueblos, making 21 pueblos in all, or half those sustaining schools in which more or less instruction was being given. Some few other pueblos had had soldiers detailed formerly and thus had had some instruc¬ tion given in English, and a few of the more enterprising native teachers had picked up a smattering of the tongue and were endeavoring to give some instruc¬ tion therein in their schools. Every pueblo in Union Province had received at least some English books sent out by the Department, but in Iloeos Sur, the pacifi¬ cation of the province having been only recently accomplished, very few of the pueblos had received books, and schools were in a more backward condition. Three pueblos in Benguet had received books and in Lepanto none. Of the 68 pueblos all but 1 in the coast provinces had some sort of a schoolhonse owned by the nranicipalty, and in the mountain provinces 11 pueblos had buildings, mailing a total of 50 pueblos with buildings. In Union Province the school buildings in many of the pueblos were destroyed in whole or in part during the insurrection, and temporary bamboo structures erected. These buildings had been erected through the efforts of the military, and I was struck with the interest the army officers had taken in the schools and the help and attention they had given them. Judged from the standard in the United States, there would certainly be no great need of a high school for several years to come. But taking into considera¬ tion the fact that the Filipino must he carried through with a rush, that his school days are short, and that he will drift, and is drifting, constantly out of the public primary schools into secondary private schools of the Spanish order, thus side¬ tracking him, I believe secondary schools on the order of the one already in oper¬ ation in Manila should be established during the coming year. These schools should, in my opinion, have a preparatory normal course to fit for entering the normal school at Manila , and as soon as possible some attention should be paid to industrial training. The provinces of Lepanto and Benguet are not ready for a high school as yet. I believe, however, that in these two provinces schools for industrial training should early he established. The natural resources of these provinces are insuffi¬ cient to produce more than the bare necessities of life for the population found there, nor will they ever he sufficient, in my opinion, unless there are great developments in the line of mines, cattle, and coffee. If we raise the ideals of the Igorrote up to things civilized without giving him the power of attaining to those EDUCATION IN THE PHILIPPINES. 1351 ideals, we have only made him miserable. The Igorrote should be given more diversified industries and taught the use of better tools and improved methods of agriculture and mining. Buildings.— The present sehool buildings are generally very poorly adapted and the sanitation not good. The pueblos of Union and Hoeos Sur provinces have almost all of them had schoolhouses built of brick or stone. In the former prov¬ ince, in most pueblos, the schoolhouses have been wholly or partially destroyed by fire, generally only the walls being left standing. Most of these buildings can be repaired, but three of them are hopelessly ruined, namely, those of Santo Tomas, Agoo, and San Fernando. It is questionable if many of the others are worth repairing. These houses all seem to have been built on nearly the same plan, being long, low, damp, dark structures, exactly on the order of the sugar ware¬ houses in Pampanga Province. There has been little attempt at architectural effect or adornment. I seriously question whether any money should be spent on many of these buildings. All pueblos but one in Lepanto Province have schoolhouses, and for Benguet I have already submitted recommendations, and will only add that some pueblos there are going ahead and building houses without help. From T. IF. Thomson , acting division superintendent of schools, Nueva Ecija, Nueva Vizcaya, Infanta, and Principe. The four provinces of the division embrace about 175 miles of the east coast of the island of Luzon, the main range of the Sierra Maclre Mountains for about 200 miles, and the greater part of the plain of the Pampanga River, the largest river of Luzon. Naturally the division presents a great variety of interests, and may best be described by considering the provinces separately. Nueva Ecija. — All of this province, except a strip about 20 miles wide across the northern part, and a strip from 1 to 5 miles along the eastern side, lies in the plain of the Pampanga River, and is low and nearly level. The river with its network of tributaries gives ample facilities for drainage, except during the rainy season, when the entire plain is often inundated. This plain is devoted almost entirely to rice growing, and the inundations are a benefit to the country. The streams are used for much of the transportation, and settlements are usually found near them. In the central and southern parts of the province the people are Tagaiogs, in the southwestern part they are Pampangas, while in the west central and north¬ west the Hocanos are the predominating race. It is well to remember also that individuals of these different races are found among the other races. This mix¬ ture of different races, speaking different languages, often in adjoining or in dif¬ ferent barrios of the same pueblo, presents difficulties in introducing English that are hard to appreciate by those not in the work. In the extreme northeastern part of the province are four barrios or villages, numbering about 600 people, known by Americans and many Filipinos as Igorro- tes. The Spanish and better informed natives call them “Tinguianes.” The word “Bago” is also applied to them,- to indicate that they are new Christians. Among themselves they are known as ‘Ttnigs.’5 In personal appearance they closely resemble the Ilocanos. For beautifying the person they file the teeth and practice tattooing. At home the men and women usually wear a ,;geer’ string made of the bark of a tree, but when they have visitors or go to the pueblos on market days, they generally wear the usual Filipino costume. These people are very industrious, and in a primitive way raise rice, sugar, coffee, tobacco, and the usual garden vegetables found in the provinces. They manufacture cotton cloth, wicker baskets, and other articles of common use. They are peacefully inclined and know nothing of making themselves secure from attack. The Tagaiogs, Pampangas, and Ilocanos have been described so often that I shall not burden this report with a further description of them. At present the representatives of these races, which include the greater part of the population of this province, are peacefully inclined, and are taking great interest in American ideas and the spread of education and civil government. They are engaged in repairing and building houses, and in a small way, owing to scarcity of animals, in the cultivation of the land. There are in the province 23 pueblos. All of these are in the plain country except Carranglan, Puncan, and Pantabangan. These are in valleys among the mountains. The total population is estimated at about 180,000. Through the municipal councils,. I have made three attempts to take a census, but the returns are such that only an estimate can be made. A few of the houses in nearly all the pueblos are built of wood, some having 1352 EDUCATION REPORT, 1900-1901. stone foundations or basements and corrugated iron roofs, but the mass of the peo¬ ple live in bamboo-nipa houses. This house has a framework of round bamboo poles; the floor is made of narrow strips of split bamboo lashed to the joists with bajuco; the sides are made of split bamboo or palm leaves or grass lashed to a framework of bamboo, and the roof is made of palm leaves or grass. These houses are usually elevated on posts from 6 to 10 feet. The middle-class Filipino has little use for furniture; often a bench from 6 to 8 feet long and a fire pot are the only articles necessary to accommodate a large family. As he does not need furniture, he accordingly builds his house small. His bed is a mat woven of grass and spread on the floor at night and rolled up during the day. A peculiar feature of their life is that while the women are not considered equal to the men socially, they do all the marketing, hold the family purse, and are, in fact, the controlling power in financial affairs. The American teacher who desires full and regular attendance and a successful school will obtain the results much easier by cultivating the good will of the women. Mountain tribes. — The mountains of northern Nueva Ecija and southern ISTueva Vizcaya and the range extending through eastern ISTueva Ecija and between Nueva Vizcaya and Isabela and the range west and northwest of Principe are inhabited by various savage tribes, known in different localities by different names. All are called “ Igorrotes5’ by those not well acquainted with them. East of Bonga- bong the distinctive name is “Aetas” or “Baluga” (Spanish sound to all the vowels) . These people are of low stature, average about 41- feet, have kinky hair, and are very dark. They live by hunting and fishing, trading wild tobacco, dried venison, and bajuco to the Tagalogs living near them for rice. The wild sweet potato is an important article of their diet. The men wear the usual ‘ ‘ gee ’ ’ string and the women wear a skirt about 18 inches long made of yellow bark. These tribes are ail very much afraid of a white man, especially if he be armed, and on his approach will disappear in the jungle or grass. Their fear does not extend to the unarmed Tagalog, however, and during February, March, and April — their mating season — the favorite pastime is to ambush small parties of their enemies and secure their heads for presentation to the father of the beloved maid. When a victim is secured, they cut from the upper point of the sternum, diago¬ nally downward on both sides through the nipples, to the region of the last rib, then across, and remove the heart and lungs as a choice morsel for the feast. While at Carranglan in February I saw two victims of their savage lust, and last week they entered San Quintin and butchered five men. North of Pantabangan the wild people are known as “Abalous.” They have long straight hair and the men wear a mustache and some beard. Their customs are much like the Aetas. North and east of Carranglan is a tribe called Illongotes. These people are lighter in color than the others, and are as large as the average American. The hair is straight and cut off around the head about an inch above the ears. Below this line the hair is plucked. Their habits and customs are nearly the same as the other tribes. All are known as ; ‘ head hunters. : ’ No estimate has been made of the number of any of these tribes; however, I think there are not more than 8,000. Nueva Vizcaya. — This province, lying north of the Caraballo Mountains and west of Isabela, includes the valley of the Magat River and the slopes of two mountain ranges, one on the east and the other on the west. In a letter dated January 15, Mr. W. B. Freer, deputy division superintendent, says: • * The province is considered by those who have traveled over Luzon to be the best in the island in perhaps every respect except its remoteness. The prod¬ ucts are rice and coffee first, sugar, salt, camotes, Irish potatoes, and the usual tropical fruits. We see in the market also green and mature onions, beans, fish, poultry, eggs, cabbages, turnips, beets, and tobacco. Coffee is not cultivated but grows wild. Sweet potatoes are large and fine. The sugar is inferior to that around San Isidro. “ This is a good stock country, and there were numerous herds of Australian cattle before the insurrection, but practically all were lost. “ The climate is the coolest in the island. At present I am compelled to wear a flannel shirt all the morning and sometimes all day to keep warm. “ The people are superior. Of course the great majority are poor and ignorant, as elsewhere, but even they are superior to the poor in other provinces. In the towns there are many families who are educated and refined — of course the degree of refinement is not up to that of the Caucasians. A number of families here send their young people to Manila or Hongkong to be educated. ? 5 EDUCATION IN THE PHILIPPINES. 1353 In this province there are about 50,000 Cagayans, 50,000 Ilocanos, 5,000 Gudnungs, and 60,000 Igorrotes. The first three races are civilized, have comfortable houses, engage in agriculture, and some are educated. The Igorrotes are inferior to the others, yet they are industrious and friendly, and desire American teachers. Four American teachers were sent to this province in November, 1901. Under their management, and with the help of 20 native teachers, the school enrollment is more than 1,500 pupils. Old and young are anxious to study. On account of the difficulties of transportation the great problem has been to furnish them with school supplies. Principe and Infanta. — These provinces, occupying the eastern slope of the Sierre Madre range and the narrow Pacific coast plain, have not the large prairie areas that are found on the western slope and in the Pampanga River plain, but are for the most part covered with a heavy forest growth. At Baler, Casiguran, and San Jose, in Principe, there are probably 1,200 civilized Tagalogs. The province is for the most part unexplored. At Binangonan and on the Polillo Islands, in Infanta, there are approximately 5,000 people. The majority of these are civilized Tagalogs. Educational matters. — Understanding a little of the topography of this division, remembering the alternate rainy seasons in the east and west slopes of the Sierra Madre range, with their consequent inundations, and the almost impossible trans¬ portation, and the many different languages spoken, we can appreciate a few of the difficulties which the division superintendent must overcome in establishing schools. The people are generally anxious to learn the English language and at first are very enthusiastic over the idea of having an American teacher and American books; but as time progresses and they see that the learning of English means hard work, and that to have schools they must provide suitable houses and fur¬ niture, their ardor cools somewhat. Many of the municipal councils are so impressed with the importance of the municipal government that they think a large “ presidencia ” of more importance than a schoolhouse. For the past six months the greatest effort has been to provide suitable buildings. During the next half year we shall push the building proposition, and try to have 1,000 wooden desks made. At present there are in the division 5 wood buildings owned by the municipali¬ ties, 9 bamboo buildings owned by the municipalities, 2 wood buildings under construction, 9 bamboo buildings under construction, 12 wood buildings rented, and about 55 schools in bamboo sheds or under private houses. Of these houses, one, at Cuyapo, is furnished with sufficient homemade wood desks. With this I hand you a photograph of the desk. Two have a few old Spanish desks and the others have nothing but two to five long benches each, usually borrowed from the church. In many of these schools the children are compelled to sit on the floor. During April ten of the municipalities will be given a few American desks. Attendance. — While the attendance has been all that the American teachers could care for with the poor facilities, it is not satisfactory from the standpoint of regularity .. After the novelty of the school has worn away and the teachers require certain work every day, the pupils are inclined to drop out. In three municipalities compulsory laws have been enacted and a truant policeman assigned to look after the absentees. This plan is the best yet devised, but is not altogether satisfactory. The actual enrollment in the schools of Nueva Eeija under the supervision of thirteen American teachers is 2,828. In schools where there are no American teachers the enrollment is approximately 3,500. Progress. — The Filipino is a ready imitator, and in somethings, as drawing and writing, makes better progress than the average American child. In studies which require the use of the reasoning powers he is slow, and much tact and patience are required on the part of the teacher. Altogether, I think the young Filipino is quick to learn, and as soon as he shall have acquired a working knowledge of a sufficient vocabulary his progress will be rapid. ^ American teachers first commenced work in this division during the last week of September, 1901. A part of the results of their work is shown in the first provincial normal institute, now in its third week, here in San Isidro. There are 98 native teachers and aspirants enrolled. The decorum, attention, interest, and enthusiasm shown will compare favorably with that of any similar gathering of people anywhere in the United States. 1354 EDUCATION REPORT, 1900-1901. From S. C. Newsom, division superintendent of schools, Pangasinan, Tarlac, and Zambales. The leading people are called Pangasinans. The northern and western parts of the province have a large admixture of Chinese blood which produces a type almost as fair as a Caucasian. There are many Chinamen in the- larger towns, and nearly all the business of Dagupan is done by them. The Pangasinan-Chinese mestizo is not usually bright, but he is sensible, peaceable, and industrious. In the eastern part of the province are the Ilocanos and a few Igorrotes.. The Ilocano is considered an excellent worker. He is a good farmer. Near two places in Pangasinan are bands of Negritos, Mangatarem, and Pozorrubio. There are a few Tagalogs in the province. They are disliked by those ‘ ‘ to the manor bom ” and in turn hold the Pangasinans in utter contempt. * * * The province of Tarlac has 17 pueblos and 17 American teachers. * * * There is only one pueblo in the province without an American teacher, to which it is advisable to assign one. * * * In Tarlac Province many tribes are repre¬ sented. The Pampangans are numerous in the south. There are many Ilocanos and Tagalogs. In the north, including Camiling and vicinity, the people are largely Pangasinans. * * * The province of Zambales has 25 pueblos and 18 teachers. * * * Fourteen of the 25. pueblos are under the supervision of American teachers., * * * Speaking of the whole province, Zambales is poor and uncultivated. The popu¬ lation is mixed. In the country north of lb?, and south of Alaminos there are few people and the country, while magnificent in prospect and possibilities, seems almost barren of civilization. The people here are called Zambalians.. They like to live in the hills and are exceedingly stupid and lethargic.. * * * South of Iba and north of and including Alaminos, the people are very differ¬ ent. Alaminos and Bolinao have many Pangasinans, who are generally intelli¬ gent and industrious. From Iba to Olongapo the Tagalog and Spanish-Tagalog mestizo predominate. These people are restless, bright, and intelligent. I was much pleased with the spirit of the officials. Doubtless they are “ tricky,” but there can be no doubt of their intelligence and intellectual superiority. The attitude of this section toward the American teacher is excellent and, I believe, more than half sincere. The presidente at San Marcelino is, I should say, seven- eighths Spaniard, and one of the most, intelligent municipal officials I have met in my division. From David Gibbs, division superintendent of schools, Pampanga, Bulacan, and Bataan. The provinces of Pampanga, Bulacan, and Bataan have a population of 470,000. They are situated on the northern and western border of Manila Bay. The province of Bataan is a peninsula between Manila Bay and the China Sea, formed by an extension of the Zambales Mountains. The coast on the China Sea is hilly and has but little cultivated land. The hills and the mountain slopes are well wooded. Lumbering is the important industry. On the bay side the foot¬ hills and a narrow plain form a strip of very fertile land. Rice, sugar cane, camotes, cocoanuts, and bananas are grown for the Manila market. The greater portion of the province consists of mountains densely wooded to the tops. Tim¬ ber is a very rich source of income to the people. The methods of lumbering are laborious and very wasteful. The timber must be cut miles from the coast. The log is squared by hewing, often cutting away a large portion. It is then dragged through the narrow mountain trails to some stream and finally floated to its des¬ tination, where it is shaped into a banca or sawed by hand. Modern tools and methods of lumbering must be introduced. The valuable trees stand far apart in the forest. No timber is being planted. The mountain soil becomes unproductive when bared and allowed to wash away. The proper care of the forests should form a portion of our education of the people and will call for special attention from the government. The provinces of Pampanga and Bulacan lie in a broad, fertile, well-watered plain, 40 to 50 miles wide, having the Zambales Mountains on the west and the Bulacan Mountains on the east, and extending from Manila Bay on the south to Dagupan on the north. This is the great rice field of the Philippines. Every portion of the plain can be irrigated. The provinces are crossed by many rivers. In the region about the bay there are extensive nipa swamps. Here fishing is the great industry. Crabs and oysters are abundant. There are extensive fish ponds, which are regularly stocked, and the contents later sold at auction. The EDUCATION IN THE PHILIPPINES. 1355 products are of an inferior quality. Proper methods of culture, better varieties, and good methods of drying and preserving are greatly needed. Inllie region extending from the swamps and gradually sloping to the foothills, agriculture is the great industry, and rice and sugar cane are the important prod¬ ucts. The methods of gathering, thrashing, and hulling rice are crude, laborious, and wasteful. There is no idea of rotation of crops, no fertilization of the soil. There is great need of instruction in agriculture. Modern methods, tools, and machinery must be introduced. The relation of products and soils must be studied. The people are governed in agricultural and industrial matters as in their religion — largely by prejudice and superstition. There is no forethought, no planting for the years to come. The mango tree insures a profitable income, but the trees are not planted. There are no mango orchards. Banana orchards are common, but they are not cultivated, and are of a very inferior quality. Every¬ thing possible is left to nature. In the manual industries there is also a good field for educational effort. The Filipino is not a manufacturer. With the exception of a few minor articles he imports all his manufactured goods. He can weave cloth, make water jars, hats, bolos, bancas, carriages, and bamboo furniture. Even these simple articles seem to be controlled by localities. In one barrio every house is the home of a potter. Iii another, blacksmiths dwell door to door and buy their jars from the neighbor¬ ing barrio, or their hats from another. Potters’ clay is common throughout the region, yet only in one locality is the making of pottery an extensive industry. The Filipino is quick to imitate, but lacks initiative and business enterprise. His constructive imagination must be awakened. Industrial education will introduce new ideals, increase the earning power of the individual, open the way to widen¬ ing influences, and the suppression of superstition. Education for life is a new idea, but it is the idea most needed. The public elementary and provincial schools must interest the coming generations in the soil and in manual occupations. The Filipino will never be a philosopher, nor deeply a scientist. He may develop linguistic and literary powers, but on the whole he must remain a man of the soil and of the saw. Education for culture is also necessary that prejudices and superstitions may be overcome, and that the Filipino may understand his true position in the -world and learn methods of self-development. The public school has come to a people living in the most fertile country in the world, but who live from day to day cn a little rice, -whose children lack suffi¬ cient food for proper growth, who cultivate the soil -with crude implements, and show7" little forethought in their planting; who, living in one of the most healthful countries, yet maintain a very high death rate, and who, dwelling in a beautiful land, have no literature, no poetry, and no art. Everything in the geographical conditions has favored the people. But they have been church-ridden for cen¬ turies, trained in superstition and deceit — industrial and political slaves. An education which will first bring the coming generations to understand and to take advantage of the natural conditions surrounding them, and secondly open the way to the culture and the progressive ideals of the civilized world, is necessary. The public elementary schools already established have made a good beginning and have done more than anything else to secure the good will of the people and to impress them with the importance of improving their condition as the first neces- siiy. From F. T. Clark , division, superintendent of schools, llizal and Laguna. The_ division of Bizal and Laguna includes the territory immediately surround¬ ing Manila and Laguna de Bay. It is a beautiful and picturesque country, in many places capable of almost unlimited natural development. The division extends but a little way south of Manila, where the fishing towns of M'alibay and Paranaque are situated. Las Pinas is the most southern town, and lies close to Cavite. Pasay is regarded as a sort of suburb of Manila, and here there is an extensive race track. To the north is Caloocan, with its huge cockpits. Malabon (Tambobong), a town of nearly 20,000 souls, furnishes fish for Manila from Manila Bay. Navotas, just across the river from Malabon, is regarded as wealthy for a fishing village. The country toward the east is crossed by the Pasig Biver, and the entire course of this stream is marked by villages which might almost be regarded as one large, loosely connected town. The Mariquina Biver flows into the Pasig just below the town of Pasig. It follows a rich valley far into the mountains in the north of Bizal, and much of its course is marked by rich paddies of rice. The town of Mariquina makes many of the native shoes found in the Manila markets, and has 1356 EDUCATION REPOST, 1900-1901. a thriving, industrious population. Pasig itself, the capital of Rizal Province, manufactures much coarse pottery, such as the native red water jars. Farther on toward the east, and reached by carromata over a fine road through splendid rice fields, is the town of Cainta, historically interesting as having for its inhabitants the descendants of those Sepoys who revolted from their English leaders during the English occupation of Manila, and settled in this town, where many of them still boast of their pure Indian blood. They have fine, regular features, quite different from the neighboring Tagalogs, and but for their dark skins might belong to the Caucasian race. Farther still is Taytay, and beyond that, Antipolo, a mountain town which owes its existence to the celebrated statue of Our Lady of Peace, carefully guarded in the church. The value of the jewels of this statue is variously estimated at from $50,000 to $4,000,000, and certainly she is a splendid sight as she stands in her niche, lighted by candles, and gazes calmly down upon her worshipers. Morong, the ancient capital of Morong Province, is a rather desolate place now, though its people are happy and hopeful of better things. Near it in the mountains are several villages of Negritos, the primitive inhabitants of the islands. The country north and east of the lake as far as Laguna is poor agriculturally, but its mountains contain valuable timber and, according to some accounts, much coal and valuable minerals. The province of Laguna consists of a level tract several miles wide along the eastern and southern shore of the lake, backed by a sweep of wild mountains, among which are Banahao and San Cristobal. The province is at present under military rule, the ports closed, and business at a standstill, but, in spite of all this, local affairs move on, the people buy and sell on a small scale in their towns, and there are few signs of military occupation. The insurrectos, who give trouble, are hiding in the uplands and among the x>eaks, and are rarely heard from in the immediate lake region . The low section of country , following the curve of the lake from the east to the south , is the garden spot of the world. Cocoanut groves extend on both sides of every road for miles and miles, and far up among the foothills to the dreary elevations where the soldier's “ hike ” begins. There is no tropical fruit which does not grow here. San Pablo is in a perfect bower of oranges. Binan raises the finest chieos of the province. Lanzones and bananas are too com¬ mon to mention, while papaias and mangoes fall to the ground for lack of enough inhabitants to eat them. This division is inhabited almost exclusively by the Tagalogs, and I have found them a generous, hospitable, high-spirited people, many of whom are able to read and write Spanish and Tagalog, and who have taken up the study of English with enthusiasm. The inhabitants of Laguna, in particular, are a fine race. I have never seen anything more exquisite than the hospitality of a Tagalog gentleman of this province — the happiest possible upgiving of self to the enjoyment of his guest, but absolutely without self-assertion. I often feel like a barbarian among them. Schoolhouses are being built everywhere, and English education is prospering. Everybody tries to speak English, even if it is only “hello!” I am constantly meeting children who are able to take part in quite a. sustained conversation, and young men and women have everywhere become eager students. Many towns are clamoring for American teachers. In this town of Pagsanjan the American teachers tell me they might have more men and women than they could teach every night in the week till 11 o’clock if their own health would stand the strain. I not only feel encouraged over the state of things, I feel jubilant. I know these people are capable of fine things. I believe they are capable of the best things. And I fully believe that if I had American teachers enough to place one in every town that has sent in a petition, the result as a means of pacification would not long remain doubtful. From M. A. Colion , division superintendent of schools, Cavite, Tayabas, and Batangas. The division of Cavite, Tayabas, and Batangas is the Tagalo country. Batan¬ gas is the heart of it. Here in Batangas the Tagalo language is uncorrupted, comparatively speaking, and old Tagalo customs still hold. The feudal system reigns supreme. The economical, the political, and the martial battles are still fought by serfs for the “ prineipales.” The common “ hombre ” does not count. Caste is still recognized and somewhat well defined, although it shows some clear signs of breaking under certain influences of later years in addition to unfavora¬ ble environment of long standing, e. g., contact with Cavite, Manila, etc. In the EDUCATION IN THE PHILIPPINES. 1357 first class are those who do no manual labor, including their women, who “ toil not. neither do they spin;” the second consists of shopkeepers, etc.; the third class is composed of the common workman and laborer and of the rabble. The gulf between these classes is not impassable; wealth may bridge it. Marriage cus¬ toms and the conventions of courtship are quite fixed. Custom and long years of not very hard servitude have sapped the initiative of the common “hombre” and rendered him contented with his serfdom. His lord, or “principal,” the landed proprietor, in return cares for him, e. g., gives him floor space in which to put his “petati” if becomes to town, oris “reconcentrated,” and is his pro¬ tector if he is prosecuted or arrested. In short, the principal thinks for him. He digs, votes, and fights loyally for his lord. In Cavite Province all this has been changed, especially by long years of sub¬ jection to the friars, until class distinction based on old Tagalo customs does not exist to any appreciable extent. The principals were largely forced into the second class and many of the lower class have been raised into the second class by being trusted servants of the friars — left in charge of the property, with more or less authority. Thus until recent years the classes in Cavite were reduced to two — second and third. The friars themselves, by gaining possession of the land, displaced the first class. There are still remnants of the feudal system, and chiefs in every town who have their “ clientele,” but social distinctions are not so well defined" Even the remaining representatives of the first class owe their existence to compromise with the friars and subservience to them, and to the need of the government of a few men in each town between whom to alternate such offices as gobernadorciilo. How under American rule politics runs high, family feuds are frequent, as formerly, and the presidentes are largely elected by their own “clientele” and faction. The second class, too, kissed the friar's hand. The common man was subjected economically and politically to the friar. As hinted above, dating from the beginning of the sacerdotal cataclysm of 1895, and for other various reasons, the principales are coming into their own in Cavite Prov¬ ince. A minor factor is the Cavite arsenal, now employing about 4,000 men, and even in Spanish times forming a nucleus of loyal natives who spoke Spanish, or, to be more accurate, who used chabacano, or the “ lengua de tienda.” In the remainder of Cavite Province, notwithstanding the nearness of Manila and Cavite, Spanish is not spoken much more than in Batangas and Tayabas, owing to the former wealth of the “principales,” especially in Batangas Province. Everywhere Spanish is the polite as well as, of course, the official language. Of the average town council about three-fourths or more would speak Spanish. To give an example of the use of Spanish as the polite language, if the presidente of, say, Mauban, Tayabas Province, went to call on the vice-presidente, they would talk Spanish; as the presidente walked home, if he met a friend he would talk Span¬ ish; but when he arrived home he would of course talk to his wife and children in Tagalo. If he gave a dance that evening he and his guests would talk Spanish, at least, as many of them as could. Spanish to him is the sign of education and culture, and must be used in public, much as he presents knives and forks to his invited guests and himself appears dressed in European clothes, whereas in the bosom of his family he wears his Tagalo gauze shirt and in all probability eats with his fingers. It should be noted, however, that the “principal” gracefully throws the rice ball into his mouth from the fingers with great “ delicadeza,” and not as the common “hombre ” does. For reasons just indicated it has been diffi¬ cult to wean the better classes from Spanish, but we are slowly making our way. They do not in any way oppose English except in so far as it is in opposition to desire Spanish at the same time with English. With the establishment of the secondary schools we hope to reach this class better, and to reach those whose pride does not permit attendance at primary schools on account of age. Again, the serfdom mentioned above affects our attendance, but we have in school many more than we can accommodate. In Cavite Province rice is the staple product; in Tayabas the chief crops are rice and cocoanuts, with a little hemp. Coffee and sugar were principal crops in Batangas previous to 1895, since which date little but rice has been grown. Important subsidiary crops are hemp and oranges. The climate is considerably cooler in the mountainous parts of all these provinces. Lucban, in Tayabas Province, is perhaps the coolest place in the division, and must be some 1,500 feet above sea level. I have suffered from the cold there so that while sitting in the house I was obliged to wrap myself up in an army blanket to keep warm. It is a very inter¬ esting little manufacturing town, and has onr banner average attendance of 550. It is situated near the mountain range running from northwest to southeast and 1358 EDUCATION EEPOET, 1900-1901. dividing Tayabas Province into two parts, almost without communication, the one with the other, such communication being by means of two nearly impassa¬ ble trails, one from Lucban to Mauban, the other from Laguimanoc to Atimonan. The common hombre in Batangas has fought for liberty only because he was told to do so. There is no evidence that he cares to change the*conditions of his servitude, whether under American or Filipino rule. At the beginning of the reconcentration, as many as a hundred hombres would be housed by one ‘ ; lord ' ’ in his own house; now they have shacks. Owing to the conditions of sparse settle¬ ment of the barrios formerly, reconcentration is seen in model form at Tanauan, Batangas Province. Each barrio has its own square in the camp of nipa shacks, and each square has its schoolhouse. There are about 2,000 children enrolled, which is, it seems to me, unparalleled in the history of the world. From W. H. Hilts, division superintendent of schools, Camcirines, Albay, and Sorsogon. Transportation throughout my division is an exceedingly difficult problem. Owing to the death of all native ponies and nearly all the carabaos, it is almost impossible to get from place to place, and I have to depend on the military officers in most places for transportation by cavalry horses, or walk; and the condition of the roads at this season of the year makes traveling difficult in either case. * * * As a result of recent local outbreaks by insurgents in different places, I have been advised by military authorities not to travel without a strong escort, but I went through these places, sometimes at midnight and alone, and was not molested. * * * In the province of Albay, I found schools in as favorable a condition as could be expected at the present time. There seems to be an abundance of money, Albay being considered as one of the richest provinces in the archipelago. Its production of hemp is 40 per cent of the entire output of the archipelago. * * * The chief hindrance to the school question is the lack of school buildings. This is not due to the lack of funds but to the fact that during the recent insurrection nearly all of the school buildings were destroyed by fire. Evidences remain of what were originally very fine school buildings, and some walls are still standing. * * * Governor Betts is intensely interested in the school question, and he has the confidence and respect of his people, and his wish is their law. * * * Some of the buildings used for schoolhouses are in a dreadful condition, poorly adapted and unsanitary, but they have already begun the erection of suitable buildings. * * * In view of the condition in the province of Albay, I have no special recommendation to make nor assistance to ask for. * * * Of course we must expect some opposition on the part of the church, and already the padres are organizing private schools, and some of them are to have some instruction in English. In fact, some of the padres have gone so far as to offer some of my teachers a proposition with better financial inducements, if they would take charge of the English work in the padres’ schools. * * * It will be almost impossible to get to Catanduanes or to travel over it if I could get there. * * * I have had no reports from the teachers stationed there, and I can not hear from them as to conditions and needs in time for your January report. The governor has been there and says the people are very enthusiastic about schools. * * * If the provinces of Albay and Sorsogon were provided with launches for civil officers, it would simplify matters considerably. * * * The devastation throughout the whole province, caused by the insurgents, is most deplorable. Albay, Daraga, Guinobatan. Camalig, all large and beautiful towns, were totally destroyed. Daraga was the wealthiest town in the province, and the ruins give but a small idea of its past grandeur. * * * Sorsogon is torn up most of the time by small insurrections, but news of which seldom reaches the authorities at Manila. One such occurred while I was there, and apparently great numbers of natives were killed. So far they have not inter¬ fered with schools, and I think we will be left alone. The problem of transportation in Sorsogon is even worse than in Albay. There are no regular boats plying between the various ports, and it is impossible to travel overland on account of the nature of the country, hence one must depend on bancas or exhaust his patience waiting for the army launch, which goes on special errands when so ordered. * * * The lack of Filipino teachers is greater than in Albay, some schools being entirely without them. In my opinion, Sorsogon needs no special help in a financial way. EDUCATION IN TEE PHILIPPINES. 1359 From H. G. Squier, division superintendent of schools, Masbate, Rorablon, Marin - duque, and Mindoro. Up to a year ago tills was one of the chief stock-raising provinces in the archi¬ pelago. At that time the cattle alone numbered from 150,000 to 200,000 head, while now, owing to the rinderpest, there are barely 5,000 in the entire province. Horses, however, are here in goodly number. This heavy loss, together with the destruction of towns and farms during the insurrection, has completely paralyzed all industries. The climate is very cool and healthful. The soil is exceedingly fertile. A great part of both the islands of Ticao and Masbate consists of low rolling grass or prairie lands, the natural pasturage for thousands of cattle and horses. In the valleys numerous groves of cocoanut palms and abaca (hemp) are found, while on the sidehills rice, bananas, and camotes (sweet potatoes) grow in abundance. The inhabitants are very poor, but appear to be industrious. During the past eight- months at least 500 new houses have been built in the different towns and pueblos. The work done is of the crudest kind. The people seem anxious to work, but appear at a loss to know which way to turn, for in the past they devoted all their efforts to stock raising and very little to agriculture. The mountains abound in the finest of timber, and several coal and gold beds are now being X>rospected. On the islands of Masbate and Ticao there are a number of mountain streams with sufficient fall to enable the establishment of many most excellent water powers, but of the use of this power the inhabitants seem to be entirely ignorant, and are willing to grind out their corn and rice by the slow, laborious method peculiar to the locality. Their cocoanut. groves are almost entirely uncultivated. Many young cocoanut and abaca (hemp) trees have been planted during the past six months. In the matter of education the people are very much interested, and in every pueblo and even in many of the smaller barrios schoolhouses have been erected during the past year. Several public improvements are under consideration — notably the opening up of a wagon road from Masbate to Uson, the building of a provincial capital build¬ ing, etc. These improvements are a necessity in order that the people may be given an opportunity to earn the means by which they can purchase the necessa¬ ries of life. As to peace and contentment, each one seems to be anxious to assist the Americans in every way he can. * - * After a very careful study of the conditions and resources of the province, I am firmly convinced that the best possible means of assisting the people, bringing cue and developing the dormant resources of the islands, and thus insuring peace and prosperity to all, is by the erection and establishment of a first-class agricultural and trade school at Masbate. In bringing this matter to the attention of the provincial board of officers, they, by resolution, set aside 80 acres of their best land as a site for said school, and agreed to set aside other tracts if desired. By the establishment of this school much can be done in bringing about a bet¬ ter and more enlightened cultivation of the lands, and by a judicious management of the choice of work to be done the articles made can be made a source of consid¬ erable revenue. Such a school, furnished with good workshops, can be made the center of industrial education for the entire province. It will, without doubt, have even a more beneficial and lasting effect on the future wealth, happiness^ and contentment of the people than did England's establishment of factories in their colonies of Afghanistan. From Barker B. Sherman, division superintendent of schools, Leyte and Samar. Our first tour proved: First. That there are many native instructors of low intelligence and nonpro¬ gressive. many without other than local education, and many whom years of study abroad have neither trained to studious habits, nor stocked with information, nor stimulated to fertility in methods of teaching. Second. That there are few architectural attractions, and that the havoc of war and the slow coming of peace are no more powerful deterrents from school attendance than the site, sanitation, and equipment of the average sehoolhouse. That in the towns where the sites are worst, excellent and eligible ones exist. It is equally true that in the three respects named, no such lack of interest is observ¬ able in churches, tribunals, or warehouses. At San Isidro the frame for a new building stood in the salt marsh, daily overflowed by the tide. At Carigara, where 1360 EDUCATION REPORT, 1900-1901. the people were sinners above all others in their treatment of the school, a swamp filled with foulness and exhaling stench was beneath and behind the principal school building, which had been appropriated for a town hall and municipal offices. From Barugo to San Isidro, as well as in Hinunangan, on the east coast, the children’s quarters looked and smelled like stables. The girls’ room at Naval had been usurped by 58 goats, which, as I opened the door, started up from the tables, benches, and floors. At Carigara the retiring room had no screen from the assembly hall. In many of the buildings the separation of the floor planks had served the purpose of a “ casilla,” and in no case was an outhouse provided. The Filipino is perfectly clean; in hygiene and sanitation he is a great transgres¬ sor. If the crowded single rooms of the cabin are ever to give place to divided houses, and a resulting reduction of impurity and immorality, the schoolhouse must cease to be an offense. As far as my assurances have reached, the people and all incumbents of munici¬ pal office, as well as actual teachers and applicants for work in the schools, under¬ stand that the department views a ‘ ‘ titulo ’ ’ simply as evidencing what a person knew when it was granted, and looks upon relationship to officials as no qualifica¬ tion whatever. The October examination, which has been commenced already, will probably weed the native teachers, and may bring out some latent teaching material in the different towns. * * * I am required by the definition of my powers and duties in the school law to present some report of the agricultural conditions existing in the island. The products have been for years practically the same — hemp, tobacco, rice, corn, cocoanuts, and cacao. I place first the crop which is most abundant, because nature does most for the husbandmen, although the price of his harvest depends very much, as in a hay crop, on protection from the rains after cutting. The finest and whitest hemp I have seen was on the west side of the island, the best sample being found at Baybay. Small preference, however, can be given to that section above others. It is rather a matter of diligence of each tao. The hemp captured by the government in Malitbog Bay at the south commanded the highest price in the market, and abaca is the vegetation which meets the eye everywhere in passing about the island. The tobacco plant is cultivated in the vicinity of Maasin, but the land best suited to it runs around from Dulag through Burauan and Dagami and off to Alang-Alang and Jaro. The best quality of the crop is supposed to be found in the territory near the latter town. Cocoanut trees are cultivated apparently more in the eastern and northern part. Rice is raised upon Biliran and on the main island almost everywhere. The best display of it which I saw was in a fair-sized garden at Maasin, where a woman had made the palay (rice) look in its straight, thoroughly weeded rows not unlike a large onion or parsley bed in an Eastern United States market garden. But many a hill slope and many an inland meadow were covered with pala, growing finely. The cattle disease and slaughter of cattle by insurrectos and soldiers have so raised the price of these draft animals as to interfere with the tillage -of heavy land. The plow used is a one-handled, excessively long-armed and clumsy tool, with which the tao, instead of furrowing the soil regularly in parallel lines, goes over and around and across .the portion desired for planting until he has made it a sort of porridge. Few things can be conceived of so wearisome to men and cattle as steering and dragging a Yisayan plow. The bolo is the only hand implement of the farmer. Peace would come faster if this were displaced by the hoe, the rake, spade, and ax. The fine grazing land lying between the western Biliran towns and the base of the mountain range in that island would raise high hopes in a dairyman’s breast. A prime quality of dry, white cheese is exported from Naval to the north shore of the main island. The soil of Leyte is nowhere poor. When it is not a strong clay, it is often a dark, sandy loam, or the result of vegetable decay, and the establishment of fast steamer lines among the islands might develop a market- garden traffic. The true wealth of the eastern Visayas lies in their splendid tim¬ ber lands. Forestry and tillage go hand in hand, and any proposed agricultural school should have an instructor in forestry. It would be a great pity, for instance, to see a company swoop down on that extensive and heavily wooded promontory between Himinanganan and Hinundayan and clean it to the ground, as some of our most valued watersheds in the States have been bared. The con¬ tents of its forests, I am told, are almost wholly molave, one of the first-class trees of the archipelago. I have forborne to say much of maize. It is food for men in some localities, in some chiefly for fowls. Its swift maturity and small grain make it valueless save in the dried state. I have never heard that the natives hulled it by boiling with lye and ate it thus cooked. It is broken into hominy with rude mortars or ground by the simple hand mills into coarse meal. EDUCATION IN THE PHILIPPINES. 1361 The people, as a whole, prefer rice. There may at some time be a use for it abroad to save better corn for human needs. But while fowls form so large a part of diet, as among this people, it were better that the maize should save the rice for the natives. * * * From Gilbert N. Brink, division superintendent of schools, Island of Panay. I found throughout the central portion of the province of Capiz, and in Capiz itself, a great deal of distress. In the town of Capiz the provincial government was daily feeding about 500 people. In the town of Pontevedra there was an average daily death rate of 11 from starvation. In the town of Pilar a death rate of 13. In the town of Dumalog the padre told me that he buried 400 in the month of June. One could not pass through the various towns without seeing on the streets men, women, and children, hollow-eyed, gaunt from hunger, and shivering from ill health. This, however, is but one side of the picture. The fields were heavily laden with the new crop of rice which will soon be gathered; then the stress will be over. Camotes were plentiful, fish could be had in abundance. The large sugar haciendas are destroyed, and thus a large number who have been accustomed to work on these plantations are without employment, and conse¬ quently in distress. These conditions will soon be almost wholly relieved by the harvesting of the new crop. In the provincial board I found active and earnest supporters. Upon my reporting that a large number of the towns seemed to be unable to pay the salaries of native teachers, the provincial board voluntarily passed a resolution agreeing to allow every town which had need of its money sufficient to pay the salaries of native teachers until such time as the land taxes shall become available. Thus it remains only to be seen whether or not the towns are willing to borrow this money and increase the liability which would thus arise. For the most part I believe they will be willing to do so. * * * Antique Province is in very good condition. The people are not in want. They are satisfied, contented, and prosperous. The provincial officers have done a great deal for this province. Finances are in good condition and interest in school matters is widespread. Major Holbrook, governor of the province, has been spe¬ cially active in school matters, has had soldiers detailed to teach wherever possi¬ ble, and has continually kept school interests before the people. * * * Iloilo Province has 51 pueblos, a large majority of which are in the interior. The provincial treasurer reports a great deal of poverty in the distant towns and the municipal treasuries as being empty. From all reports which I have received up to date I judge that the interest in school matters is widespread, but that the ability on the part of the town to assist is limited. It will doubtless be necessary, before any marked advance can be made, to secure a large number of school- houses. This, under present conditions, can only be done by aid from the insular government. It is probable that some advancement can be made in this line next year after money from the land tax becomes available, but resources from this source will be limited the first year in Iloilo Province and also in Capiz Province, because of the great poverty of the people and shortage in crops. The provincial board has expressed itself unofficially to me as being very willing and glad to ren¬ der me every assistance possible. With its aid and the cooperation of our teach¬ ers a very general progress is insured, but it will be slow and won at a large cost. The island of Panay is at present wholly pacified. The only disturbing elements are roving bands of ladrones, who carry on a somewhat general course of pillage. The distress among the people, caused by failure of crops, loss of carabao, and ill health, will soon be very greatly alleviated by the incoming crops. The people all over the island are anxious to have schools established for their children. The pre^identes are on the whole inefficient, but desirous of having American teachers sent to their towns. The provincial boards are very much in sympathy with our work, have already done good service, and have pledged their hearty support for the future. The Philippines constabulary, which is just organized in Panay, has, through its officers, expressed itself as anxious to lend us every assistance in its power. The conditions of transportation will make the work more than usually difficult, but each of the provincial governments is taking active steps to improve roads in its territory. The educational outlook for the island is in every respect hopeful. Improvement and growth in our schools will, unless some unforeseen event hinders, be slow and steady. It will be the work of years, rather than months, to really touch in any large way the population of the interior. ED 1901 — VOL II - 10 1862 EDUCATION REPORT, 1900-1901. From George W. Beattie , division superintendent of schools, island of Negros. I am endeavoring to make myself familiar with the situation in the different municipalities as rapidly as possible. Working to this end, I met the American ladies stationed at Silay and Talisay while accompanying Mr. Stone to his steamer landing in the former town. A week later I went with an ox team to Sumag and Bago, and" horseback the following day from Bago to Maao. It was my purpose to extend my trip to the experimental farm at La Granja, but heavy rains made the rivers impassable, so I returned to Bacolod on the third day. Last week, by courtesy of Colonel Miner, I went on the ration boat on its trip to the northern and eastern stations of this province, visiting Manapla, Cadiz Nuevo, Danao River near Escalante, and San Carlos, being absent four days. When I arrived most of the American teachers assigned to this island had been sent to permanent stations. * * * Some rearranging was found necessary after my arrival, several of the towns to which one teacher had been assigned being found large enough to justify the placing of two teachers therein permanently. “ * * Colonel Miner advised against stationing women in any of the towns of the northern coast, because of the existence of trouble with ladrones. * * * Arrangements have been made for a school of higher grade than the primary in Bacolod, and instruction will begin there this week. As the provincial govern¬ ment declined to assist in the matter, the municipality of Bacolod has supplied a room; pupils from the town will be admitted free, and a monthly fee of one peso is to be collected from each pupil from other towns in the province, for the pur¬ pose of paying rent and incidental expenses. While in Maao I was the guest of Senor Juan Araneta, and had a long conver¬ sation with him about the agricultural conditions of the island. He is greatly interested in the American way of doing things, having been in California himself, and has experimented with many new seeds, etc. * * * The idea of a boarding school seems to be inseparably connected with the schools of a higher grade in the minds of Filipinos. From the week of my arrival this idea has been continually presented to me in my conversations with people interested in schools. ‘ Perhaps some form of dormitory system is going to be necessary in order to make a success of such schools. Probably some contract could.be made with a Filipino, willing to undertake it, to board and lodge pupils at a certain price. Possibly it will be necessary for the government to supply the house and furni¬ ture necessary for operating such a scheme. So far no pupil has come to the grammar school here from outside of the town, though there was an average attendance of 25 Bacolod pupils in the month of November. The lack of boarding accommodations seems to be the greatest obstacle to attendance from other towns. A few are promised for January. We can make a success of a high school only by putting forth much individual effort to secure the attendance of sons of wealthy hacienderos who now send their young people to Manila. * * * Ten days of the past month (November) were spent in the saddle visiting schools, and I now "have been in every town in Occidental Negros in which an American teacher is working, and to several that have only native instructors. Rumors of activity on the part of ladrones and insurrectos in the southern part of the province led me to hasten in that direction that I might know for myself the condition of affairs and judge of the safety of our teachers on the frontier. The town of Iso, 20 miles distant from the nearest American teacher, was burned about one week before my trip was undertaken. For protection and assistance, my deputy, Mr. Lee, accompanied me, both of us being armed, and over the southern end of the route a native municipal policeman went with us as guide, the road being so bad as to make frequent detours necessary in order to avoid the impassable portions. * * * Binalbagan was the hardest field to which a teacher of English has been assigned in this province. * * * The presidente put on his white clothes and met us in the Casa Popular. Getting him between us, Mr. Lee and I gave him the worst “ raking ” he had had for many a day, Mr. Lee supplying the Spanish and Yisayan necessary in such a startling manner that the old man trembled from head to foot. In reply to his plea, “ lack of funds,” “poor children in rice fields,” etc., I told him there must be suitable sanitary arrangements, the attendance must improve, and there must be a girls’ school before my return next week or I should remove the American teacher from the town. The treatment was evidently effective, for when we returned a few days later the attendance of the boys’ school had doubled, EDUCATION IN THE PHILIPPINES. 1363 the girls* school had been repaired, the wife of the secretary was teaching a class of girls, and the water-closet demanded had been built. * * * In Cabancalan the boys’ school was large and the attendance was regular. I did not visit the girls’ school. * * * Found the presidente an active, interested man. In this town a fine is imposed for nonattendance and seems to be very effective. * * * After my return to Bacolod, I went north alone as far as Sara via, visiting Tali- say and Silay, the two latter being towns previously visited. The presidente of Saravia was out of town, but I passed a pleasant evening in the house of Senor Reyes, a member of the school board, with whom the two American teachers board. The priest at Saravia came in at my request, and we discussed the ques¬ tion of holidays, which had caused some trouble previously. I am hopeful that substantial, gain will result from the conference. The presidente of Saravia is active in securing attendance at school, sending the police after absentees. The native maestro is a superior teacher. Travel in Negros in the rainy season is very difficult to accomplish. Riding horseback is the only practicable way of getting around, and that is often attended with trouble. The road from San Enrique to La Carlota is by far the worst one I have ever seen. For more than a mile it is built through a swamp which appar¬ ently has no bottom. We were obliged to pick our way on foot, leading our ponies that plunged to their bellies at almost every leap. To add to our discom¬ fort the rain was coming down in torrents, and we reached La Carlota looking thoroughly disreputable. Another rain soaked us on our way from Jimamaylan to Cabancalan. Coming from Maao to Bacolod on a previous trip, we rode in a heavy rain from 8 a. m. till 4 p. m., finding it necessary to strip and swim one river that was too deep and swift to ford. An American teacher at home would think it strange to be visited by a superintendent plastered with mud and wearing a revolver, but such is life in the Philippines. The field, however, is an intensely interesting one to me. The situation bristles with problems, and I am glad of the opportunity to help solve some of them. Next month will be spent in Oriental Negros, and I hope to know that field as thoroughly as I do the western province. I have visited every town in Occidental Negros in which an American teacher is located, and have made a special study of the existing conditions in regard to this matter. There are some presidentes whom I respect highly for their evident desire to do the best thing possible for their schools, but the best of them are wholly unfamiliar with such duties and responsibilities as are about to be thrust upon them when the taxes for this year are collected. In other towns the presi¬ dentes are absolutely worthless, and will look upon the school funds as legitimate spoil for themselves and their hangers-on. I have in mind particularly one pres¬ idente of a town in which a feudal system exists. The entire property of the town belongs to one wealthy Filipino, who is a nonresident most of the year. The inhab¬ itants are serfs. The municipal officers are merely tools of the proprietor and make no move except at his beck and nod. The cockpit is in the yard of the Casa Popular, and the presidente is more interested in betting on fights conducted there than in any official business. The strongest teacher in the island has been located in this town, and he wrote me last week that he believed his time was being wasted. * * * The present law would not work satisfactorily in America with American school trustees. It seems like inviting scandal to put at the disposal of Filipino school officials more money than many of them have ever seen, giving them opportunity to spend improperly more than all their possessions are worth. * * * The Filipino is in his element when playing a waiting game, but such a game is death to an American. From H. E. Bard, division superintendent of schools, island of Cebu. The division of Cebu comprises the province of Cebu, which is made up of the island of Cebu and the smaller islands of Bantayan, Mactan, and the Camotes. The Camotes, which lie off in the sea about halfway between the island of Cebu and Leyte, comprise the three islands Pasijan, Porson, and Poro and a number of smaller islands. These have a total area of about 150 square miles, and a total population of 11,145. They comprise four pueblos. San Francisco, Pilar, Poro, and Tudela, the first being the most important. The islands are difficult of access. They have no military station and very little trading is carried on. Nothing has been done as yet with the schools. Two Filipino teachers, one a 1364 EDUCATION REPORT, 1900-1901. lady 50 years old and one a man 80 years, came to tlie Normal Institute, but soon returned, being unable to make any headway in the work. The island of Mactan lies to the east of the city of Cebu. It is about 11 miles long and about 5 miles wide. It is divided into three pueblos and has a total popu¬ lation of 13,075. The town of Opon, with a population of a little less than 7,000, is the principal town, and is well situated on the point to the east of the city of Cebu. This is and was the scene of the death of Magellan. The large monument erected to his memory by the Spaniards attracts many sightseers and travelers. There is very little evidence of work of any kind on this island. It supplies a large number of “ muchachos 55 and other classes of laborers for Cebu, whose fam¬ ilies, often wives and children, live on the island. The people have nothing to do. There are practically no beasts of burden. Bantayan lies to the west of the north point of Cebu. * This island has an area of 72 square miles and a total population of 14,545. It comprises three pueblos, Bantayan, Santa Fe, and Madridejos. Bantayan is a good pueblo, and the people are greatly interested in everything that makes for progress. Fishing is the chief occupation of the people. Many beautiful and rare shells are found, also some valuable pearls. Many of the women are engaged in weaving pina cloth. No agriculture is possible. An American teacher was stationed at Bantayan for a few months, when he resigned from the department to accept a commission in the Army. The attendance while he was there rapidly increased from 30 or 40 to over 300. The presidente with four of his councilmen came to Cebu in person, requesting that two good teachers be sent them at the beginning of the next school year. This island, like the Camotes, is at all times difficult and sometimes impos¬ sible of access. The island of Cebu is a long stretch of land lying between the island of Negros on the west and the islands of .Leyte and Bohol on the east. It is 150 miles in length and extends from south by west to north by east. It varies in width from 5 to 30 miles, the widest place being a short distance to the north of the city of Cebu. The island is traversed by from two to five ranges of mountains. Some of these mountains are only a few hundred feet in height, while others are vari¬ ously estimated to be from 2,000 to 3,000 feet. There are comparatively few rocky crags or inaccessible points. In fact by far the larger per cent of the land is capable of cultivation, and only a small per cent is waste land. The mountains in many places extend quite to the coast. The coast for the most part is regular. There are no rivers of importance, but there is a large number of river beds which contain water for a short time after heavy rains. There are some good roads along the east coast south of Cebu and north of Cebu as far as Danao. The roads are good also on the west coast north of Balam- boan. The most serious difficulty is the lack of bridges. There are five or six trails across the mountains, but none of them are good. The one from Carcar to Barili is the best, and this is all but impassable when there is much rain. The island of Cebu has an area of 1 ,800 square miles and a population variously estimated to be from 450,000 to 550,000. There are 47 pueblos, varying in size and population. All the capital towns and almost all the barrio towns are situated on the coast. Many of them are beautifully situated, with water front and * mountain background. The beach in places is exceedingly fine. Practically all the people live either in the capital or barrio towns. Only a few live in the mountains. Every pueblo has a large church, with convent, and most pueblos are provided ■with two schoolhouses, generally in bad repair, situated near the church, which is almost without exception prominently situated near the sea. Among the larger pueblos, aside from the city of Cebu, are Argao, Sibonga, and Carcar. These have an average population of over 20,000, Argao having a popu¬ lation of 35,000. All pueblos are divided into barrios, varying in number from 3 to 33. The capital city of Cebu is beautifully situated on the splendid harbor, with the island of Mactan opposite and a beautiful range of hills in the background. The entrance to the harbor is a narrow channel between the mainland and a point of the island of Mactan. on which is situated the town of Opon. In the city are the cathedral, the church of Santo Nino, the church of San Nic¬ olas, the chapels of the Paulist Fathers and Jesuits, and a large college, having an attendance of about 1 ,000 students. There are some splendid public buildings, such as the palace, the Ayuntamiento, and the San Nicolas school building, formerly a cuartel. The old fort “San Pedro.'5 while not large or beautiful, is picturesque and of interest to travelers. It stands on the water front opposite the palace. There are several large plazas, EDUCATION IN THE PHILIPPINES. 1365 giving tlie city a free and open appearance. There are two large cemeteries and a number of beautiful drives. Cebu is the oldest town in the archipelago, and stands Second to Manila in impor¬ tance. It suffered greatly in the late wars, barely escaping total ruin. In the Spanish bombardment the main buildings were destroyed and the business of the city was forced back two or three blocks from the sea. Only during the last few months has there been any sign of improvement on the water front. The greater part still lies in ruins. Great general improvements are now being made all over the city. A large number of new homes are going up, also a large number of business houses. The streets are being cleaned, drainage is being improved, and the board of health orders are being carried out in a remarkable manner. Trade has increased greatly. Shops or stores which only a few weeks ago had a few articles stuck away in the corners now have large stocks, displayed much in the manner of American stores. Coal is mined at Danao, a town to the north of the city of Cebu, and at Boljoon, on the east coast south of Cebu; also on the west coast near the towns of Toledo, Balamban, and Tuburan. Petroleum wells are located at Toledo and Alegria. Gold dust is found in the sands of the river beds, but there are no mines of importance. The people for the most part engage in agriculture. There are several indus¬ tries, such as weaving, brick making, the extraction of cocoanut and beneseed oils, and the making of cheese. Some people in almost every part of the island are engaged in fishing. The principal products are sugar, hemp, cocoa, rice, maize, coffee, tobacco, cotton, indigo, fruits, and vegetables. Rice and maize are grown in large quantities. The people of this division are of the Yisayan race. The Cebuana dialect is spoken. Many of the people have a large degree of intelligence. They are bright, quick, and eager to learn. The fact that almost all live in towns along the coast, and are not scattered through the mountains, makes it possible, with proper transportation facilities, to reach the people with convenience. The persons with whom teachers, and all who are engaged in public instruc¬ tion, will have to do are the presidente and the padre. Of the two the padre is by far the most important. In this division almost all the padres are Filipinos (all outside of the city of Cebu. ) They are the best of their race. In some respects they are simply children, but bright, intelligent children, who have some concep¬ tion of their responsibility. They are doing the best they know how for their people. This can not be said, however, of all the presidentes. Some of them, of course, are intelligent, patriotic, and have a general public interest, but often it is not so, but rather the opposite. To make friends with these men is the policy of every American teacher upon entering his field. If he fails to do this with the presidente and succeeds with the padre he may succeed in his school work, but even if he does succeed with the presidente and fails with the padre he is almost sure to fail in his school work. The padre can fill or deplete a school at a word. But he should not fail with either. They are always approachable, truly sociable, and if properly approached, will become most earnest pupils and reliable support. _ The schools of this division are doing well. American teachers have been sta¬ tioned in 17 of the 57 pueblos. In all these, except one, the attendance has been good; in many, excellent. In the normal institute for Filipino teachers held in Cebu, the first ever held in the division, 30 pueblos were represented. Many came at great personal sacrifice. The primary schools in the city of Cebu have been in progress since July, 1901. While the work has been successful in the past it has a brighter future. There are two central schools, one in Cebu proper and one in San Nicolas. The one in San Nicolas another year will have a large building, large enough to accommo¬ date 500 children, and capable of being enlarged so as to accommodate many more. Better buildings are needed in the barrios of Cebu. Little can be done for the barrios of the other pueblos until another year. While some of them have fairly good school buildings it will be in most cases impossible to station American teachers in them. The capital towns have first claim, and they will more than exhaust the supply. Filipino teachers are not yet prepared to do the work, and if they were the municipalities would not have the money to pay them. Lack of money is the most serious question at present. The number of pueblos should be reduced to 45. Better facilities for transportation are imperative. 1366 EDUCATION REPORT, 1900-1901. From L. T. Gibbens, acting division superintendent of schools for Bohol. The islands of Bohol and Panglao, which comprise the province of Bohol, have an area of about 1,100 and 40 square miles, respectively, and a population of 240,000 inhabitants, of whom 80,000 are children between the ages of 6 and 14 years. The province consists of 16 pueblos or townships; the principal town is called the pueblo and the other towns barrios. The pueblo is the seat of the municipal government. The islands of Bohol and Panglao are almost surrounded by one or more reefs, and the coast waters contain many hidden coral rocks. Deep-draft vessels can not approach near to the coast, and light-draft vessels must do so with caution. Roads are fairly good, being mostly of outcropping rock, bared by scraping the surface soil. Streams are few and are bridged with good wooden bridges. Trails vary with character of surface of surrounding country, from the excellent wide trail between Bilar and Carmen to the very difficult one between Balilijan and Ante- quera. There are three parallel ranges of mountains extending northeast and southwest, the outer ranges being near the coast. There is practically no level country, except a strip on the coast and a plateau between Balilijan and Catigbian, and also one from Bilar, extending and merging into a wide plain to the northeast coast. The mountains are rugged, but not extremely high. The islands are of coral rock, which outcrops frequently. During the dry season water is scarce and grazing is very poor. Horses and carabao are scarce, except in the region between Ubay and C-uindulman. Carts, carriages, and wagons are very scarce and poor. Agriculture and fishing are the principal industries. Stock raising is carried on to a limited extent in the northeastern part. Some rice, corn, potatoes, hemp, and sugar cane are grown, but not enough for home supply. Cocoa trees abound, and copra is the chief article of export. The inhabitants are Yisayans. with a few Tagalogs, and are, in the main, densely ignorant and superstitious. Very few speak Spanish or have traveled farther than to Cebu, 50 miles away. Several dialects are spoken, each of which is claimed by the speakers to be the true Visayan. There is more dissipation and' “ shiftless¬ ness ’ ’ than is found among the natives of other islands farther north. A provincial high school with industrial department will soon be constructed in Tagbilaran. Ten thousand dollars, local currency, is now available for that pur¬ pose. On account of the insurrection, which closed last December, and the impoverished condition of the pueblos, very little work in educational matters has been done beyond the near vicinity of the capital, Tagbilaran. During the month of December, 1901, 724 per cent of the total school population of Tagbilaran and barrios were in attendance at school, where the instruction was given in English. Four night schools, three nights each week, and one teachers’ class, daily, have been in session since January 7. Prior to this time three night schools were held three times each week. Day schools have been in almost continuous session for ten months. Twenty pueblos and barrios are represented in the teachers’ class. All who applied for admission to night school could not be accommodated. A private school was opened in the convent January 7, which caused a falling off in the attendance of the boys’ public school for a few weeks. How the enroll¬ ment is very near that of last December. The instruction in the private school is religious and is conducted in the Spanish language and Yisayan dialect. With the advent of civil government in this province and the subsequent organi¬ zation of a competent constabulary force, so that traveling will be safe, the schools may receive close supervision, and I believe we may anticipate prompt and active cooperation from the better class of natives. From Henry S. Townsend , division superintendent of schools , Mindanao , Jolo , and the Calamianes. A large increase in attendance has been brought about in the Calamianes through the opening of a goodly number of new schools. This is due chiefly to the intelligent zeal for education of Maj. W. Le Roy Brown, in command of the fourth military district. A number of new schools have been established also in that part of Davao lying on the east coast of the island of Mindanao, for which Filipino initiative is largely to be credited. Some of these lie north of the prov¬ ince of Davao as laid down on the post-route map, but within the province as administered by the military authorities. It is gratifying also to be able to note a very large increase in attendance at certain schools. This is especially the case in and around Oroquieta, where EDUCATION IN THE PHILIPPINES. 1367 schools are crowded beyond their reasonable capacity and teachers are given more work than they can well and thoroughly do. The governor of Misamis tells me that the immediate vicinity of Cagayan now has 22 students in Manila Normal School and that a much larger number would attend such a school if located in Cagayan. Without having made further inves¬ tigation than conversations with the governor and the presidente of the munici¬ pality of Cagayan, I feel pretty safe in recommending this as a suitable place for the establishment of a regular and permanent normal school. Before this can become a success, however, pretty positive assurance of better pay must be offered. Educated young men are not going to spend their time and money attending a normal school with 14 pesos a month held out as the material inducement. Of course, conditions have been exceptionally hard during the tran¬ sition period through which we are passing. Nearly all municipal officers seem confident that they can handle the situation after a short time. In many cases I believe this will prove to be true, but in others I am far from confident of the outcome. The land tax will be collected in sufficient quantities to meet all needs in such places as Cagayan, and. in fact, throughout most of Misamis Province. But in Iligan. for instance, it will amount to little. The commanding officer of that post expresses the opinion that most of the land held in the municipality will be aban¬ doned when the tax is assessed and demanded. * * * The situation is less hopeful in Dapotan than in Misamis. Surigao will fare about as well as Dapotan, I think, though I have less knowledge of the conditions in that province. In the south the financial situation seems to me practically hopeless, as a very large majority of the people are "non-Christian,” and therefore not landholders. In the Jolo Archipelago and Paragua the land tax will be a ‘’ negligible quantity.” In the Cuyos the situation will be easy, but such will not be the case in the remainder of the Calamianes. On the whole, I see no way out of the difficulty except that pointed out by the advisory board, viz, the collection of the school tax and the payment of school expenses, including salaries of Filipino teachers, by the insular government. * * * Having considered briefly the means of improving the quality of work done in our schools, I now turn to its character. That it is the work of the educator to take the people just where he finds them and help them to take the next step forward in their own line of development probably needs no proof or discussion here. Accepting this as the ruling principle of my work, I find myself impelled to change the character of the work as I find it as fast as circumstances will per¬ mit. It is the purpose of education to make children more efficient in the very things they will have to do. Education signifies power, not power over imaginary, but actual environment. A short time ago I visited the schools at Matti, Davao Province, and surprised the teacher and girls at work making pina cloth. At first they seemed ashamed of the work and tried to conceal it from me, but I was so much pleased and said so much in favor of the work that they came to have a new ideal. * * * - Wherever practicable I have had the Filipino teachers teach sewing, and they have proved exceedingly efficient. * * * The Bogobos, near Davao, are in need of help. From time out of mind they have cultivated their crops thus: First a piece of forest land is cleared and planted with upland rice. By the time the rice is ready to cut the cogon has sprung up. A crop of corn follows the rice and by the time it is ready to pick the cogon is as high as a man's head. It is practically impossible for the Bogobos, with their fork-stick plows and bamboo spades, to cope with this grass, so the next step is to clear another piece of forest land. Now comes the Commission commanding that no more forest land be cleared, and the Bogobos are facing starvation. * * * Mr. F. W. Abbott has been directed to look up the chances for securing land for an elementary agricultural school at or near Santa Cruz, and report at an early date. When he reports I shall probably ask to send a man there with a good plow and some hoes, to show the people how they can get a good food supply. Per¬ haps he will take some books, too. I am sure these Bogobos will thus be filled with aspirations for better things — that is to say, better plows and hoes. Art and literature can wait. The desire for better tools may be used for an incentive to work along their own lines. Then the Bogobo teachers will be possible and useful. * * * Mr. Abbott is to look up the case of the Mandayas, also; and I have in mind already a pitiful race near Cottabato, known as the Tirurays. who seem to be worthy of better things than they have reached. When I shall get around to them I can not say. The Maguindanaos, or Rio Grande Moros, are a very strong race, and Major Febiger, in command at Cottabato, is confident I shall find them ready for industrial education. * * * Since beginning this report I have 1368 EDUCATION EEPOET, 1900-1901. received a message from the chief dato of Tawi Tawi, asking for a school and promising to pay all expenses, including the salary of the teacher. Just what character this school will take I can not say, but I shall try to make it as useful as possible to the people. VII.— AMERICAN TEACHERS. Teachers have been appointed both by letter directly and by authority delegated to various heads of normal schools and colleges, together with State officials, upon whom I deemed it wise to confer a limited appointing power, owing to the great distance and the impracticability of personal conference with the applicants, and in whose judgment and integrity I had confidence. About half of all the teachers were thus appointed by power delegated to the following institutions and men: List of institutions and men to whom power of appointment was delegated. Arkansas: University of Arkansas. Alabama: University of Alabama. State superintendent. California: Chico State Normal. San Diego State Normal. Stanford University. University of California. Connecticut: Trinity College. Wesleyan College. Yale University. State superintendent. Colorado: Colorado College. State Normal School (Greeley). State School of Mines. University of Colorado. District of Columbia: Catholic University of America. Georgetown University Harris, Hon. W. T. Illinois: Chicago Institute. De Kalb State Normal. Knox College. Lake Forest University. Northwestern University. Southern Hlinois State University. University of Chicago. University of Illinois. State superintendent. Indiana: Hanover College. Notre Dame University. State Normal School. University of Indiana. State superintendent. Iowa: State Normal. University of Iowa. State superintendent. Kansas: State Normal. University of Kansas. Louisiana: State Normal. University of Louisiana. Calhoun, Hon. J. V., Eaton Rouge. Maine : Bates College. Bowdoin College. Castine State Normal. Colby College. Stetson, W. W., Augusta. Massachusetts: Amherst College. Boston University. Bridgewater State Normal. Fisk’s Agency, Boston. Harvard University. Holy Cross College. Institute of Technology. Smith College. Tufts College. Williams College. Winship Agency, Boston. Hill, Hon. F. A., Boston. Michigan: University of Michigan. Ypsilanti State Normal. State superintendent. Minnesota : St. Cloud State Normal. University of Minnesota. Winona State Normal. Lewis, Hon. J. H., Minneapolis. Shepard, Irwin, president, N. E. A., Wi¬ nona. Missouri: Kirksville State Normal. Washington University. New Mexico: Governor Otero. Nebraska; Duane College. University of Nebraska. New Jersey: Princeton University. Rutgers College. Trenton State Normal. Baxter, Hon. Charles J., Trenton. New Hampshire: Dartmouth College. Folsom, Hon. Channing, Concord. New York: Brockport State Normal. Colgate University. Columbia University. Cornell University. Cortland State Normal. EDUCATION IN THE PHILIPPINES. 1369 New York.— Continued. Fredonia State Normal. Geneseo State Normal. Hamilton College. Hobart College. New Paltz State Normal. Oneonta State Normal. Oswego State Normal. Plattsburg State Normal. Pratt Agency. Rochester University. St. Lawrence University. Syracuse University. Union College. Yassar College. State superintendent. Ohio: Cincinnati University. Marietta College. Oberiin College. Western Reserve University. Bouebrake, L. D., Columbus. Townsend, J. Morton, Gambier. Pennsylvania: Bloomsburg State Normal. Clarion State Normal. Franklin and Marshall College. Haverford College. Lafayette College. Lehigh University. Mansfield State Normal. . Millersville State Normal. Pennsylvania College. Swarthmore College. University of Pennsylvania. Westchester State Normal. State superintendent. Rhode Island: Brown University. Gowing, Fred, Providence. State superintendent. South Carolina: State superintendent. Texas: University of Texas. State superintendent. Tennessee: University of Tennessee. Vanderbilt University. Virginia: Hampton Institute. Roanoke College. University of Virginia. Washington and Lee University. Southall, Joseph W., Richmond. Vermont: Middleboro College. University of Vermont. Wyoming: State superintendent. Washington: State Normal School. University of Washington. Wisconsin: Platte ville State Normal. Superior State Normal. University of Wisconsin. West Virginia: Huntington State Normal. University of West.Virginia. West Virginia Conference Seminary. State superintendent. Trotter, J. Russell, Charleston. About 200 of the early appointments and practically all of the late ones have been made directly by letter, and have had for a basis more than 12,000 personal written applications, with testimonials appended — the recommendations of normal school principals, college presidents, and State officials, and the personal certifi¬ cation of the qualifications of applicants by leading educational men in the United States with whom I am personally acquainted, or whose character is well known to me by repute. The character of the teachers’ applications from the United States has been varied and indicative of a great interest in Philippine affairs. While men of nearly every profession and, doubtless, a large number without any profession, have applied for appointment to educational work in these islands, quite a num¬ ber of capable and enthusiastic teachers holding good positions in the United States, and vouched for in the highest terms, have signified their willingness to accept work here at the same salaries and, in some instances, at smaller salaries than they are now receiving at home. The schools and colleges have also mani¬ fested a great interest in this work, and their hearty cooperation has been freely given in the securing of teachers. In making appointments care has been taken to secure professional teachers, i. e., men and women who are in sympathy with the work and are making it their vocation in life. The fixed requirements for appointment, as tabulated in circular letter to applicants, were: 1. Applicants must be either normal or college graduates. 2. They must have had several years’ successful experience in school work and be now engaged in teaching. 1870 EDUCATION EEPOST, 1900-1901. 3. Copies of testimonials and a late photograph should accompany each appli¬ cation. 4. They must be physically sound and able to withstand a tropical climate and willing to accept whatever location may be assigned to them by the general sup¬ erintendent of education. A certificate of good health from a reliable physician will be required of all appointees. The department of education desires to hear from only those who can fulfill the above conditions. In cases of the more important appointees, special and thorough investigations have been made. No religious distinction has been made, nor has any race line been drawn — the sole desire being to secure competent, enthusiastic teachers of the highest character. However, it has been deemed wise to require that appointees shall be citizens of the United States. General Orders, No. 145, Headquarters Division of the Philippines, granting discharge here to soldiers of volunteer regiments under orders to proceed to the United States for muster out, have given opportunity for the appointment as teachers of soldiers who have been detailed as teachers at the post of their com¬ pany, or those who had the necessary qualifications and experience as teachers in the United States. A letter was sent to all such applicants directing them to report at the office of the general superintendent for examination when their regi¬ ments reached Camp Wallace. Owing to the inability of the soldiers to prepare for it, this examination was not made difficult, but special investigation of the character, habits, and general qualifications of each applicant was made. The demand for teachers from all over the archipelago was so great that several appli¬ cants with exceptional energy and education, but without previous experience as teachers, were appointed. Some of the very best teachers in the department came here originally as soldiers, likewise, most of the inferior class. The total number of soldier applicants who have taken examinations is, approx¬ imately, 500, of whom 80 have passed satisfactorily and been assigned to schools in the various islands. After the arrival of the American teachers, the standard of examination for applicants here in the islands was raised decidedly, with the view of protecting the quality of the teaching body by demanding evidence of a training equal to that of the ordinary normal school or college graduate. The following is a sample set of examination papers now used: General statement. 1. Name, - - - . 2. Manila address, - -. 3. Other address in Philippine Islands, - . 4. Residence in the United States, - . 5. Age, - . 6. Occupation, - . 7. Educational institutions attended or from which graduated, and time Spent in each. - . 8. College or university degrees held, - . 9. Experience as teacher: 1. Number of months, - . 2. Nature of work, - . 3. Where, - . 10. Can you teach music, drawing, and manual training? - — . 11. Knowledge of Spanish, - . 12. Knowledge of native dialects, — - 13. Military service, - . 14. References in Manila, - . 15. Where best acquainted with local conditions, — — — . EDUCATION IN THE PHILIPPINES. 1371 General statement — Result of examination. 1 . Arithmetic - - 2. Political geography _ 3. Physical geography - 4. American history - 5. General history _ 6. Current topics _ 7. School methods _ 8 . Composition _ _ _ _ _ 9. Dictation _ _ _ 10. Grammar _ 11. Physiology and hygiene _ 12. Algebra _ 13. Civil government _ 14. Examiner’s opinion _ 15. Average _ Time taken for examination, - hours, Manila, - , 1901. - , Examiner , Instructions to applicants for appointment by examination. QUALIFICATIONS. 1. Applicants must be either normal or college graduates or of an equivalent education. 2. They must have had at least two years’ successful experience in school work. Copies of testimonials should accompany each application. 3. Two references who can vouch for the moral character and personal habits of the applicant must be given. 4. Applicants must pass an examination on the following subjects: Credits. a. Arithmetic _ 100 b. Political geography _ 50 c. Physical geography _ 50 d. American history _ 50 e. General history _ _ _ 50 f. Current topics _ 50 g. School methods _ 50 li. Composition _ 50 i. Dictation _ 50 j. Grammar _ 100 k. Physiology and hygiene _ =. _ 50 l. Algebra _ 50 m. Civil government _ 50 5. A certificate of good health from a reliable physician must be filed with each application. 6. A contract to serve two years and accept whatever location may be assigned him will be required, if the applicant successfully complies with the above con¬ ditions and passes a satisfactory examination. 7. All papers, testimonials, certificates of character, health, etc. , must be handed the examiner before beginning the examination. In taking the examination, applicants must very carefully comply with the fol¬ lowing directions: 1. Head each paper with the name of the subject. 2. Write your name in upper right hand corner of each separate sheet. 3. Write only on one side of the paper. 4. Leave a space between the answers given. 5. Read all papers over carefully before handing them in to the examiner. 6. Every paper will be graded on the arrangement of answers, the neatness and general appearance. Examination questions in arithmetic . I. (10 credits. ) A and B can do a piece of work in ten days. B and C in twelve days, and A and C in fifteen days. In how many days can all working together do the work? If §52.80 pay for the work, what is each one’s share? 1372 EDUCATION REPORT, 1900-1901. II. (10 credits.) Sold 12 horses at $90 each; on 6 of them I gained 16f- per cent (16 and $) and on the others I lost 16f- per cent. Did I gain or lose by the trans¬ action, and how much? What was the gain or loss per cent? III. (10 credits.) What is the distance around a water-wheel if an arc of 18° of its circumference is 1 foot 9 inches in length? (5 credits.) What is the area of the circle inclosed by the circumference? (5 credits.) IV. (10 credits.) What will it cost to shingle a house 27 feet 8 inches in length, haying a gable roof with rafters 16 feet long; the shingles to be laid 4£ inches to the weather and to be 5 inches wide; the shingles to cost $2 per M? Y. (10 credits.) A, B, C, and D built a fence and received a certain sum which they divided as follows: A received $60.06 and xxo of the remainder; B received $70.07 and XV of the remainder; C received $80.08 and TV of the remainder, and D what was left, when it was found that each had received the same sum. What was the amount received by each? VI. (10 credits.) Add f, .73.6, .002, 16f, iV°f -125. Multiply the sum by 1.0671 and divide the quotient by 12|. VII. (10 credits.) Divide $500 among 8 persons so that the second shall have f as much as the first and the third f as much as the second. VIII. (10 credits.) A block of copper 4 inches square at one end, 2 inches square at the other, and 10 inches long is drawn into wire of an inchin diameter. How long is the wire? IX. (10 credits.) (a.) On June 12, 1862, a man placed $2,160.75 at interest at a rate of 7 per cent. What amount of interest was due April 4, 1885? (5 credits.) ( b .) What sum of money must be placed at interest to amount to $2,150 in one year, 5 months, 8 days, at 8 per cent? (5 credits.) X. (10 credits.) If a grocer’s weights are i of an ounce below the legal stand¬ ard, how much does he dishonestly make in selling 2 bags of coffee, 118 pounds each, at 16|- cents per pound? Examination questions in geography. I. (10 credits. ) (a) Mention three sections of the United States noted for valua¬ ble forests. (£>) Three States noted for the production of coal, (c) Three States that produce large quantities of silver, (d) Two States noted for the production of gold. (One credit for each correct answer.) II. (10 credits.) (a) How does Cuba compare in size with New York? (One credit.) ( b ) Name and locate three of its principal seaports. (One credit for each.) (c) Name three important products exported from Cuba. (One credit for each.) ( d ) Name three bodies of water separating it from other countries. (One credit for each.) III. (10 credits.) (a) Name four European countries that hold important for¬ eign possessions. (Five credits.) (5) Name one possession of each of such countries. (Five credits.) IV. (10 credits.) Locate the following cities, telling in what province and stating on what part of the island: Surigao, Daet, Bacolod, Nueva, Caceres, Calapan, Bayombong, San Pascual, Cayan, Capiz, Tagbilaran. V. (10 credits.) (a) How many States and Territories in the United States? (Two credits.) ( b ) Name the Territories. (Three credits.) (c) Locate: Duluth, Elgin, Annapolis, Omaha, Saranac. (One credit for each.) VI. (10 credits.) (a) What is a glacier? (Two credits.) (5) Mention four regions in which glaciers are in process of formation. (Two credits for each good reason given. ) VII. Compare the basin of the Mississippi River with that of the Amazon River as regards: (a) Size; ( b ) rainfall; (c) climate; ( d ) vegetation; (e) occupation of inhabitants. (Two credits for each section. ) (Ten credits for the entire question. ) VIII. (10 credits.) (a) In what zone would Japan be located if the vertical rays of the sun extended as far north as its northern boundary? (Three credits.) (5) The parallel forming said northern boundary would then form a dividing line between what zones? (Two credits.) (c) Name the zones and their boundary lines. (Five credits.) IX. What are isothermal lines? (Four credits.) (6) Why do they not coincide with parallels of latitude? Give three reasons. (Two credits for each reason.) (Ten credits for the entire question.) X. (10 credits.) {a) Give in the order of their importance five of the most important commercial cities of the United States. (One credit for each city.) (6) Name one of the principal articles exported from each city. (One credit for each correct export.) EDUCATION IN THE PHILIPPINES. 1373 Examination questions in American history. I. (10 credits.) (a) What was the object and result of each of the following conventions: New York in 1765; (5) Philadelphia in 1774; (c) Philadelphia in 1787; (d) Paris in 1898; (e) the Hartford convention. (Two credits for each section.) II. (8 credits.) Name a literary production that treats of each of the following subjects, giving also the name of the author in each case: (a) The expulsion of the Acadians; (b) the Indians and their customs; (c) the slavery question; (d) Puritanism in New England; ( e ) early life in New England. (Two credits for each subdivision.) III. Name a prominent statesman, other than the President, in public life at the time of: (a) The war of 1812; (5) the Mexican war; (c) the civil war; (d) the Spanish- American war; (e) the Philippine insurrection. (Two credits for each subdivision.) (Ten credits for the entire question.) IY. (10 credits.) What was the prevailing motive in the settlement of: (a) Virginia; (5) Plymouth colony; (c) Pennsylvania, (d) Maryland; (e) Georgia. (Two credits for each subdivision.) Y. (10 credits.) For what is each of the following persons noted in the history of America: (a) Roger Williams; ( b ) Benjamin Franklin; (c) Henry Clay; (d) Stephen A. Douglas; (e) Cyrus W. Field. (Two credits for each subdivision.) Examination questions in general history. N. B. — Answer but five of the questions in general history; those consecutively from 1 to 5. Leave at least a space of two lines between your answers. I. (10 credits.) What was the effect of the thirty years’ war on Germany with respect to — (а) Population (2 credits.) (б) Territory (2 credits.) (e) Religious toleration (4 credits.) id) National unity (2 credits.) II. (10 credits.) Select five of the following names and state for what each person is noted: Fabius Maximus, Livy, Raphael, John Calvin, William Pitt (the Elder) , Victor Hugo, Thucydides. (Two credits for each name.) III. (10 credits.) (a) What was the Renaissance? (3 credits.) (b) Time? (3 credits.) (c) Effect on civilization? (4 credits.) IV. (10 credits.) State the causes leading to the French Revolution. V. (10 credits.) During what centuries did the Roman Empire exist and what countries did it embrace when at the height of its power? VI. (10 credits.) Locate ancient Phoenicia, and state briefly what the Phoeni¬ cians accomplished in commerce and civilization. __ VII. (10 credits.) Give a short account of the events leading to the change of the Roman government from a republic to a monarchy. VIII. (10 credits.) State the leading facts concerning the colonization by the Northmen of — (a) England . ( 4 credits . ) ( b ) Gaul. (3 credits.) (c) Iceland. (3 credits.) IX. (10 credits.) Describe the character of Gustavus Adolphus and give a few of the principal events of his life. X. (10 credits.) Tell briefly what you can of Charlemagne and his work. Examination in current topics. Answer only five of the following questions. Let your answers be brief and to the point, being careful not to omit the principal facts. # I. (10 credits.) Tell briefly what you can of the “ Boxer ” movement: (a) Loca¬ tion and date; (6) Cause; (c) What interest did America take; (d) Result. II. (10 credits.) Give a brief account of our policy toward Cuba, with latest developments. III. (10 credits.) What is the present relation of Porto Rico and the United States? Name the present and the preceding governor. 1374 EDUCATION REPOET, 1900-1901. IV. (10 credits.) What is a trust and why is the term of special significance at the present time? V. (10 credits.) What assassinations of high public officials have taken place during the past two years and what movement is back of this? VI. (10 credits.) What is meant by the term “expansion” as applied to the affairs of our National Government? VII. (10 credits.) Describe the treaty of peace recently concluded between the United States and Spain with reference to the following points: (a) Place; ( b ) date; (c) Name of one United States commissioner. VIII. (10 credits.) Name the governor of the Philippine Islands and the mem¬ bers of the United States Philippine Civil Commission. What recent changes have been made in the membership of the Commission? How do the members acquire their official positions? What form of government is being established in the Philippine Islands? IX. (10 credits.) State briefly the substance of two important official investi¬ gations conducted by our National Government during the past two years. X. (10 credits.) Name five topics of current interest not above referred to and discuss fully one of them. Examination in school methods and management. I. (10 credits.) What is the special end to be attained in teaching (a) primary reading; (6) advanced reading? II. (10 credits.) Explain fully, but concisely, the methods you would pursue in teaching English to a class of Filipinos just beginning the work. Why this method in preference to others? III. (10 credits.) Mention four necessary conditions for successful study in the schoolroom. How would you proceed to secure these conditions in a Filipino school? IV. (10 credits.) Distinguish between the so-called “ sentence ” and “ word ” methods of teaching reading as to (a) The first steps; (6) the relative merits of each. V. (10 credits.) Show the effect of school environment upon (a) the discipline of the school; ( b ) the moral standing of the pupils; (c) the proficiency of the work; (a) do your answers apply to schools in the Philippine Islands? If not, give two reasons why not. Examination questions in composition. The applicant will write a brief biographical sketch of himself, furnishing infor¬ mation as to (a) age; ( b ) education; (c) teaching experience; ( d ) purpose in applying for position; (e) where last employed and reason for change; (/) how and in what capacity he came to the islands. The rating of this paper will be based upon (a) the matter; (b) "correctness and propriety of language used; (c) orthography; (d) punctuation; (e) para¬ graph divisions; (/) capitals; (g) general arrangement and appearance. Examination in dictation. A selection will be read through first by the examiner and dictated afterwards a little more slowly to the applicant. Candidate will be graded upon (a) capitalization; (5) punctuation; (c) para¬ graphing; (d) neatness; (e) orthography; (/) general arrangement and appear¬ ance. Selections recommended for dictation: “A Bee Hunt,” by Washington Irving, found on page 88, Normal Course Fifth Reader. “ Description of a Thunder Storm,” by Washington Irving, found on page 46, Normal Course Fifth Reader. “ Children's Prattle,” by H. C. Anderson, any paragraph on page 185, Normal Course Fifth Reader. “The Stage Coach,” by Washington Irving, fifth paragraph, found on page 147. Cyr's Fourth Reader. (Whichever selection is chosen by the examiner, at least twenty lines must be dictated and in every case must end with a complete statement. Only one selec¬ tion to be dictated.) EDUCATION IN THE PHILIPPINES. 1375 Examination in grammar. I. (10 credits.) Define (a) case; ( b ) voice; (c) mode; ( d ) comparison; (e) sen¬ tence. (Two credits for each part.) II. (10 credits.) Give a synopsis of the verb hear, in the indicative, active, third person singular. III. (10 credits.) Write a sentence containing a clause used (a) as the object of a preposition; (6) as an attribute (predicate) noun. (Five credits for each part.) IV. (10 credits.) ‘‘Flocks of little birds, wheeling around the light-house, blinded and maddened by the light, dash themselves to death against the glass.” Analyze or diagram the above sentence. V. (10 credits.) Parse the words wheeling, blinded, dash, and death. VI. (10 credits.) Write the possessive, singular and plural, of sister-in-law, mercy, miss, Seward, mouse, os, men. VII. (10 credits.) (a) Give all the infinitives of the verbs bring , slay, do; (b) use the first infinitive of each as follows: (1) as a subject; (2) as an object; (3) independently. VIII. (10 credits.) Give an esample m a sentence of (a) an adjective clause; (5) an adjective phrase; (e) a clause used as the object of a preposition. IX. (10 credits.) Write two sentences each containing a participle; the one partaking of an adjective, the other of the noun. X. (10 credits.) Put “he” or “him” in places left blank, analyze each sen¬ tence, and parse the pronouns supplied: (a) I wish to see John, and I suppose you to be - ; (6) It was my mistake; you are not - - ; (c) At first I had no doubt of you being - . Examination in physiology and hygiene. I. (10 credits.) (a) Name two receptive organs of the human body: three excretory organs. ( b ) Name in order the five digestive fluids with which the food comes in contact during the process of digestion. (Five credits for each part.) II. (10 credits.) (a) If a person does an increased amount of labor, why is an increased supply of food necessary? (b) Distinguish between sensible and insen¬ sible respiration. Explain how perspiration cools the body. (Five credits for each part. ) III. (10 credits.) (a) Compare the right lung with the left lung in regard to (1) size; (2) number of lobes, (b) Give function, locate, and name, where name is not given in the question: (1) The eustachian tube; (2) the largest tendon in the body. (3) the medulla oblongata; (4) the diaphragm; (5) the pylorus. (Five credits for each of the two main parts. ) IV. (10 credits.) Give three rules of health to be carefully followed in any tropical climate. Give reasons in each case. V. (10 credits.) (a) Describe two symptoms of fatigue, one physical, the other mental, frequently seen in school children; (b) What should be done in each case? Examination questions in algebra. I. (10 credits.) Define (a) similar terms; (5) transposition; (c) literal equa¬ tion. II. Simplify (x-y) — (—x—{y—x)-\-(x—y)). III. (10 credits.) Find by factoring the greatest common divisor of ax2— ay2, cx^—2cxy-\-cy2, and ax—ay-\-2cx—2cy. IV. (10 credits.) Find the least common multiple of a2— 10a -f 21, a2+2a— 63, and 11a— 77. V. (10 credits.) Find the value of x in the equation, x 2-j-a? m f n c—d~ cd ~c—d'c—dm VI. (10 credits.) Find the sum of ^—b)2’ a2—b'r an<^ ab‘ VII. (10 credits.) The sum of three numbers is 43, the second is equal to 10 more than the product of the first multiplied by 2, and the third is equal to three times the quotient of the second by 4. Find the numbers. VIII. (10 credits.) a— b a—b ( a—b )2 a2 — b2 X ab ~ a-\-b 1376 EDUCATION REPORT, 1900-1901. IX. (10 credits.) Given ±x-\-\y=\ , solve. X. (10 credits.) The length of a square room is 8 feet greater than its height. The side walls measure 720 square feet. Find the length of the room. Examination questions in civil government. I. ( — credits.) (a) Mention three ways in which a vacancy in the office of Representative to Congress may occur? (6) How can such vacancy he filled? II. ( — credits.) Name in order the officials who succeed the President in case of his removal. III. ( — credits.) (a) Describe the form of government of the District of Columbia. ( b ) In what way does it differ from the ordinary State or Territorial form of government? TV. Give two limitations to the power of the President. What is the purpose of each of these limitations? V. ( — credits.) Define: (a) Subpoena, (b) Warrant, (c) Writ of habeas cor¬ pus. (cl) Ex post facto law. (e) Appeal. It is expected that the matter of examining applicants for positions as teachers will later be in the hands of the Civil Service Board. A majority of the appointments had been made by the early part of the year 1901, and urgent requests forwarded to the proper authorities for the immediate transportation of the teachers. It will be remembered, however, that the trans¬ ports at this time were overcrowded owing to the large number of soldiers, some en route to the States, others on their way to the Philippines. The teachers con¬ tinued to come by twos and threes until midsummer, when the special teachers’ transport, Thomas, was assigned to carry all awaiting transportation. They were notified immediately and ordered to proceed to San Francisco; requests for trans¬ portation on the various railroads accompanying the letter of notification. On Tuesday. July 23, the Thomas left San Francisco with 523 teachers. After a stay of four days in Honolulu they arrived in Manila August 21. Long before the teachers arrived active preparations were being made for receiving them and furnishing quarters with the greatest possible degree of com¬ fort. Hotel accommodations in Manila are extremely poor and the rates exceed¬ ingly high; and when it was found after careful inquiry that the most liberal terms to be obtained from the best and only suitable hotel in the city were about $5 gold a day for each teacher, the “ accommodations ” to consist of cots spread in the halls of the hotel, it was planned to save the teachers these exorbitant charges. In order to care for them properly a site in Ermita, one of the coolest and pleasantest residence portions of Manila, was chosen, the buildings fitted up under an appropriation of $10,000 from the insular government, and opened for the free use of the teachers while awaiting transportation to their permanent stations. A contract for conducting a restaurant for the benefit of the teachers was signed with Ah Gong, a hotel proprietor of the city. The charge — $1.10 per day, or a fraction of the cost of the lowest bid from the only acceptable hotel — covered the bare cost of the meals, with the additional 10 cents to meet the current expenses of the dining room. Arrangements were also made with the same man to take charge of the laundry work of the teachers at a comparatively low rate, made possible by the large amount of laundry to be handled. Furthermore, a regular money order and registry post-office was established on the exposition grounds, to save the teachers the trouble and expense of going to the post-office — a trip necessary but very uncomfortable during the heat of the day. A regular employee of this department was detailed to visit the merchants of the city and get their lowest prices on everything that the teachers would need in the way of provisions and clothing. Those submitting figures did so with the understanding EDUCATION IN THE PHILIPPINES. 1377 that the quality of the goods was to be vouched for, and that they were to be delivered on board the ship securely packed, at no additional expense to the teachers. Accommodations were prepared in accordance with instructions from Washington for 25 married couples. And, finally, in anticipation of the arrival of the transport Thomas, a vast amount of time and thought were given throughout the months of July and August, and even previously, to working out a satisfactory solution of the problem of assignment. The greatest pains were taken to secure as complete information as possible as to the conditions of the towns, the relative needs, the arrangements in particular for the women teachers, and matters of personal safety Division superintendents already in the field, local authorities, military officer^ and others in a position to knowT were carefully consulted. Provisional assign ment lists, with the number and sex of the teachers, were sent to these different persons, whose opinion and decision were to be relied upon, with the request for criticisms and suggestions. Such questions were asked as: Are there other towns more deserving? What places should have two teachers? Can suitable quarters for women teachers be found? How is the town best reached? In determining the towns to which teachers should be provisionally assigned, preference was given to the larger garrisoned towns and those whose loyalty was beyond question. No town was considered where there was any possibility of danger. Thus the most reliable information possible was obtained and used as the basis for actual assignment later. And all this in the way of preparation before the teachers reached Manila. The Thomas arrived on August 2 1 , but the teachers wrere not allowed to land until the 23d, owing to the sanitary precautions. Landing was made at a point nearest the teachers' quarters, application having previously been made to the quartermaster’s department for ambulances and wagons to convey the teachers, with their baggage, to the exposition grounds. In spite of the fact that the first launch did not leave the ship until 8 a. m. , all the teachers, with their 2,000 pieces , of baggage, were comfortably quartered by 1 p. m. Immediately an organization of division superintendents and certain teachers was effected, the former taking charge of the buildings in general and the latter looking after sections and caring for the baggage. In accordance with cable instructions, accommodations were prepared for 25 married couples. On arrival, however, it was found that 42 were to be cared for. This increased number necessitated considerable alteration in the main building, but the additional quarters were soon available. Some complaint was heard from time to time concerning food, service, and laundry work; but this was of minor import, and, in general, due to the teach¬ ers’ individual temperaments. The food was inspected daily, and pronounced by a physician good and pure. The service was seriously interfered with by the irregularity of the teachers’ attendance at meals, owing to their numerous shop¬ ping and sight-seeing excursions: conditions which made it well nigh impossible to know how many to expect at a meal. In the matter of laundry, teachers often gave their clothes to other men than the one secured for this work. They oftentimes forgot to keep a list of the pieces, or even a means of identifying the man; hence confusion at times existed, and loss resulted. But it was not serious. There was reason for congratulation on the very small per cent of illness among the teachers during their stay in Manila; those cases, moreover, amounting to only 5 per cent, were of a harmless character, of every day occurrence among foreigners just arriving on the islands. During the night the temperature here drops perceptibly until about 2 a. m., when it is oftentimes very cool; and as a result of this sudden change, unless precaution is taken, as all the teachers were ED 1901 — YOL Ti¬ ll 1378 EDUCATION REPORT, 1900*1901. carefully informed, cramps are experienced. Upon finding that a few of the teachers were suffering from such, a physician was immediately detailed to remain during the whole night on the grounds, and the trouble soon disappeared. The question of payment of salary and reimbursement was taken up, and within a week every one of the teachers had received his salary and been reimbursed for all necessary expenses incurred en route. They had been told definitely that prices were abnormally high in Manila, that they must serve for three years, that transportation would be furnished them from their homes, and all necessary expenses, such as meals and quarters on trains, at hotels, and on the ship en route, would be repaid them on their arrival at Manila. And when they arrived they found these matters as represented, with a few important exceptions in favor of themselves. They then learned that only two years was the time for which they would be held to serve; that they were to be reimbursed for every reasonable expense incurred on the journey, even for the “tips” to porters on Pullman sleepers, which were furnished them, and that they had traveled all the way from home under full pay. Considerable discrepancy in accrued salaries existed, some having been paid at the rate of $1,200 a year and others from the same institutions only $1,000 a year. Such a condition, temporary as it was, was made necessary at the time by the large number of teachers immediately needed to make a start in building up a school system, which had been denied these people for such a long time. The teachers were given plainly to understand that the condition of salaries existing on their arrival was at the most only temporary, and that just as soon as they showed merit their salaries would be raised accordingly. In addition, they were informed that they could gain extra compensation by slight additional service in teaching night school. The division superintendents have received instructions in a special circular to look into the work of each teacher carefully, and if there is any justification for the same, by the demonstration of efficiency in the teach¬ er’s work and his ability to grasp the situation, to recommend him for an increase in salary. At present a large number of the teachers have received increases, and the question is working itself out satisfactorily on the basis of efficiency. Upon receipt of salaries the teachers proceeded to equip themselves with the nec¬ essary food, clothes, and bedding to accompany them to their stations. To meet any contingency that might arise in the way of lack of good food, they were all directed to supply themselves with a month’s provisions; and to aid them in this the employee who had been detailed to secure the most favorable prices from the Manila merchants on all necessary articles was stationed at the exposition grounds with prices and subsistence lists covering all the provisions needed. In this way the teachers were given a definite idea of what they wanted and saved several hundred dollars. It was unfortunate that they could not take advantage of the military commissary privileges, in accordance with information given them in the States; but such commissary privileges were withdrawn after the Thomas had left San Francisco and communication had been cut off. Soon, however, a civil commissary was established, and the teachers had recourse to this, with the accompanying advantages almost equal to those which they could have enjoyed from the military. In addition, the Department made up sets of bedding to be sold to teachers at actual cost to the Government, and advanced them to the teachers to be paid for at their convenience. It was to be regretted that the teachers arrived just at that time— in the midst of the rainy season. One coming from a country of occasional rainfall to a trop¬ ical land in the midst of its rainy season experiences discomfort, and the teachers were no exception. But this was a matter beyond the control of the Department. The majority of those arriving by the Thomas had been appointed the preceding EDUCATION IN THE PHILIPPINES. 1379 winter, as early as January and February, 1901. Frequent and urgent requests were made for their immediate transportation, so that their arrival wTould be attended with more favorable climatic conditions. But it is to be remembered that the transport service during the whole period was severely taxed by the thousands of discharged soldiers going home and the corresponding numbers coming to the Philippines to take their places. An endeavor was made to secure their transportation by the regular Japanese liners, at a cost of $250 apiece, or a total cost of something like $150,000, but unsuccessfully. It was impossible to arrange their transportation earlier. Soon after the teachers’ arrival, however, the rainy season passed, and with the return of fair weather the discomforts were forgotten. * After the financial matters were settled and the various supplies secured, the teachers were ready for assignment, and in this most difficult work the informa¬ tion obtained previously from the superintendents in the field, the military officers, and others in authority, stood the general superintendent in good stead. The teachers were asked to submit preferences both as to stations and companions, with the promise that such would be carried out as far as possible. Suitable board and quarters for the women teachers were secured with difficulty, even in the larger towns. Accordingly they were first considered in making the assign¬ ments, and they were sent in twos for companionship and mutual help. Where married couples were both qualified teachers, they were assigned to towns in need of but one man and one woman teacher. Preferences were duly considered and met in all possible cases. In many provinces the power of assigning the teach¬ ers was given to the different division superintendents on account of their close contact with the people and extensive knowledge of local' conditions. Trans¬ portation facilities between Manila and the various stations were very poor, and the boats ran only at irregular intervals, yet almost the entire number of teachers had left for their stations at the end of twenty days. The quartermaster depart¬ ment deserves particular credit for its prompt action in handling baggage and furnishing wagons and launches for transportation. Since the arrival of the Thomas , teachers have continued to come in small num¬ bers on the regular transports. The immediate need for the full quota of teach¬ ers, however, became more pressing, and the earlier recommendation that those awaiting transportation be furnished passage on regular Japanese liners was earnestly repeated. Another special transport, therefore, the McClellan , sailing from New York, was assigned to the transportation of all teachers and other civilians east of the Rocky Mountains. The McClellan sailed February 22, 1902, with 94 teachers, and arrived in Manila April 20. Beginning with the year 1902 the policy of entertaining new arrivals at the exposition grounds until their assignment had been made was dropped. Instead, one of the members of the supervisory corps was detailed to secure suitable hotel accommodations, board the incoming transports, meet the teachers, and give them all helpful information. The arrival of the teachers on the McClellan offered the first good opportunity for testing this new plan, and it was found to work successfully. The same general plan of assignment was followed in the case of later arrivals as in that of the Thomas teachers. Accommodations for the teachers, as well as the needs of the towns, were the deciding factors, in connection with which per¬ sonal preferences were given due weight. The division superintendents were well acquainted at this time with the conditions and needs of every town in their divi¬ sions, and this, added to the fact that the area of active hostility has greatly diminished and the operations of insurrectos and ladrones have been confined to the known localities, chiefly in the more removed mountain sections, simplified the later problem of assigning the teachers. 1380 EDUCATION REPORT, 1900-1901. In the teaching corps the following States and Territories are represented and the numbers from each given: A list by States and Territories of the teachers employed in the Ph ilippine Islands. Alabama _ _ 7 Arizona _ 5 Arkansas _ 5 California _ 116 Colorado _ _ 13 Connecticut _ 11 Delaware _ 2 District of Columbia _ 16 Florida _ _ 2 Georgia _ 6 Idaho _ 3 Illinois _ 49 Indiana _ 34 Indian Territory _ 3 Iowa _ 39 Kansas _ . _ - _ 12 Kentucky _ 9 Louisiana _ 7 Maine _ 23 Maryland _ 13 Massachusetts _ 63 Michigan _ 49 Minnesota _ 30 Mississippi _ 11 Missouri _ 28 Montana _ 4 Nebraska _ 24 Nevada _ 2 New Hampshire _ 1 _ 5 New Jersey _ 6 New Mexico _ . _ . 3 New York _ 98 North Carolina _ 10 North Dakota _ _ 3 Ohio _ L _ 41 Oklahoma _ 6 Oregon _ * _ 3 Pennsylvania _ 33 Rhode Island _ 7 South Carolina _ 9 South Dakota _ 2 Tennessee _ 18 Texas _ 15 Utah _ 2 Vermont _ 11 Virginia _ 12 Washington _ 19 West Virginia _ 14 Wisconsin _ 16 Wyoming _ 4 Hawaii _ 3 Local1 2 _ 120 Total _ 1,036 The following is a list of the distribution of teachers by provinces and towns: Stations of teachers, by provinces and towns f Manila, including normal, trade, and nautical schools _ 75 Abra: Bangued _ 4 _ 1 _ 1 2 _ 1 Bucay . _ Dolores _ Pidigan Tavun Albay: Albay _ Bacacay _ Camalig _ Dagara _ Guinobatan Albay — Continued . Legaspi _ Libog _ Ligao _ _ Malilipot _ Malinao _ Manito _ Oas _ Palangui _ Pandan _ Pavo _ Tiui _ Tabaco _ Virac _ 1 1 1 1 1 1 1 1 1 1 1 1 1 20 1 These 1*20 teachers are discharged soldiers who had been detailed to teach under the military- regime, and other Americans who by reason of their knowledge of the language and the country were thought to be specially fitted for the work. 2 Does not include 94 teachers arriving on special transport McClellan , nor later arrivals. EDUCATION N THE PHILIPPINES. Antique: Bugason _ 1 Colasi _ _ 1 San Jose de Buena Yista _ 3 San Pedro . 1 Sibalon _ 1 Bataan: Abucay _ 1 Balanja _ 4 . Dinalupijan _ 1 ; Liana Hermosa. _ 1 Moron _ _ 1 Orani _ 3 Orion _ _ _ 1 Pilar _ 1 Samal _ 1 ; Batangas: Balayan _ 3, Batangas _ . _ 3 Bauan _ 1 j Calaca _ 1 Lemery _ _ 1 Lipa _ 2 ! Tananan _ 1 11 Benguet: Adaoay - _ Baguio . _ . Bokod _ Cabayan . Capangan Daklan _ _ Galiano . Trinidad . Tublay . _ Bohol: Danis _ Tagbilaran Bontoc: Bontoc _ Bulacan: Angat - . Baliuag 1 i 1 i 1 ; 1 i ; i .i o 1 10 ; 1 j 8 1 4 Bulacan — Continued. Bigaa _ . _ _ _ Bulacan _ Bustos _ Calumpit _ Hagonoy _ Malolos _ Marilao _ Obando _ Paombong _ Polo _ Pulilan _ Quingua _ San Miguel de Mayumo San Rafael _ Santa Maria de Pandi- _ Cagayan: Abulug _ Alcala _ Aparri _ Camalanugan Enrile _ Lalloc- _ Piat _ Solano _ Tuao _ Tuguegarao _ Unassigned _ _ Camarines: Baao _ Bato _ Bombon _ Calabanga _ Canaman _ Daet _ Goa _ Indan _ Iriga - Lagonoy _ Libmanan _ Magarao _ Milaor _ Nabua _ 1_ Nueva Caceres _ San Jose de Lagonoy Talisay _ Tigaon _ 1882 EDUCATION REPORT, 1900-1901. Capiz: Calivo _ 2 Capiz _ 5 Dao _ 1 Dumarao _ 1 Ibajay _ 1 Ivisan _ 1 Malinao _ 1 Panay _ 1 Panitan _ 1 14 Cavite: Bacoor _ 2 Caridad _ 1 Cavite _ 5 Cavite Viejo _ 2 Corregidor Island _ 2 Dasmarinas _ 1 linns _ 2 Indan _ 2 Lubang Island _ 1 * Maragondon _ 2 Naic _ 3 Novaleta _ 2 Rosario _ 5 San Francisco de Malabon _ 1 San Roque _r _ 4 Silang _ 2 Temate _ 1 38 Cebn: Argao _ 2 Balamban _ 1 Bantayan _ 1 Barili _ 1 Bogo _ 3 . Carcar _ 1. Cebn _ 5 Dalaguete _ 2 Danao _ 1 Dumanjug _ 3 G-inatilan _ 1 Mandaue _ , _ 1 Minglanilla _ 1 Naga _ 1 Oslob _ 1 Sibonga _ 2 Talisay _ 2 Tnburan _ 1 30 Cotabato: Cotabato _ _ 3 Cnyo: Cnyo _ , _ 2 Davao: Davao _ _ _ 3 Ilocos Norte: Bacarra _ 1 Badoc _ 1 Dingras _ 1 Laoag _ 9 Pasuquin _ 1 San Miguel _ 1 San Nicolas _ 3 Vintar _ 1 18 Ilocos Sur: Bantav _ 2 Cabugao _ 1 Candon _ 2 Lapo _ 1 Magsingal _ 1 Narvacan _ 1 San Esteban _ 1 Santa _ _ 2 Santa Catalina _ 1 Santa Cruz _ 1 Santa Lucia _ 1 Santa Maria _ 1 Santiago _ 1 Santo Domingo _ 1 San Vicente _ 1 Sinait _ 1 Tagudin _ 1 Vigan _ 8 Unassigned _ 1 29 Iloilo: Arevalo _ 1 Buenavista _ 1 Cabatuan _ 2 C-uimbal _ - _ 1 Iloilo _ 12 Janiuay _ 1 Jaro _ 3 La Paz _ 1 Leon _ 1 Maasin _ 1 Miago _ 1 Moio _ 3 EDUCATION IN THE PHILIPPINES. 1383 Iloilo — Continued . Nagaba _ Oton _ Pototan _ San Joaquin San Miguel _ _ - Santa Barbara Sara _ Tigbauan _ Isabela: Cabagan Nueva. Cabagan Viejo _ Cauayan _ Gamu _ Hagan _ Naguilian _ Tumauini _ Jolo: Jolo _ Laguna: Binan _ Calamba ... Mabitac _ Magdalena Majajay — Nagcarlang. Pagsan jan _ . Pila _ San Pablo . . Santa Cruz . Santa Rosa . Siniloan _ Lepanto: Cervantes Leyte: Abuvog __ Baybay__. Burauen . . Cabalian . Carigara . Dagami Dulag _ J aro _ Maasin _ _ . Matalom . Ormoc . . . 1 1 2 1 1 1 8 1 89 Leyte — Continued. Palo _ 2 Palompon _ 2 Tacloban _ 5 Tolosa _ 1 Tanauan _ 3 34 Marinduque: Boac _ _ _ 3 Gasan _ 2 1 Masbate: Cataingan _ 2 Masbate _ 4 Milagros _ 2 Palanos _ 1 San Fernando (Ticao) _ 2 San Jacinto (Ticao) _ 2 Uson _ 1 3 2 9 l l 1 2 2 2 1 1 1 i ! 2 2 2 2 1 2 2 2 1 4 1 2 I Mrsamis: Agusan _ Aloran _ Balingasag Cagayan. _ _ El Salvador Higan _ Jasaan _ Mabajao... Misamis ... Oroquieta . Talisayan . _ Negros Occidental: Bacolod _ Bago _ Binalbagan _ Cabancalan _ Cadiz Nuevo . . . Escalante _ Ginigaran _ Hog - - Jimamaylan . _ . La Carlota _ Maao _ Pontevedra _ San Enrique _ . . Sara via _ Silay .' - 14 1 1 1 4 3 1 . 1 2 2 4 o fsJ 22 6 2 1 1 1 2 1 1 1 8 1 1 1 2 2 EPORT, Negros Occidental — Contin i i e a Talisay _ . _ 2 Valladolid _ 1 ! Negros Oriental: Arabian _ Bacong _ Bais _ Bayauan _ Oanoan _ Danin _ magnete_ rmlugan. nd . . alencia •ta Cabanatnan Cabiao _ Cuyapo _ Gapan _ Jaen _ Penaranda__ San Antonio San Isidro . - San Jose _ Talavera ___ Nueva Vizcaya: Bagabag _ Bayombong Solano _ 29 1 1 2 1 1 1 i 4 ! 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 4 1 1 14 1 1 1 ! 3 I Pare .... Macs bt- . Magalsng . . . Mexico _ Minalin _ Porac _ San Fernando San Lnis _ Santa Ana _ Santo Tomas . Sexmoan _ Pangasinan: Alcala _ Bautista _ Bayambang Binalonan Binmaley _ Calasiao _ Dagupan _ Humingan _ Lingayen _ Malasiqui _ _ Mangaldan _ Mangatarem Pozorrubio - Rosales _ Salasa - San Carlos __ San Fabian . San Isidro . - Tayug _ Urdaneta _ Paragua : Araceli (Dumaran) Puerto Princesa - Principe: Baler Pampanga: Angeles _ Apalit _ Arayat _ Bacolor _ Betis _ Florida Blanca .Guagua _ Lubao _ 3 1 4 2 1 1 2 1 Rizal: Antipolo _ Binangonan Caloocan _ _ . Malabon _ Montalbon . Morong _ Navotas _ Paranaque . 2 1 2 1 2 1 2 3 3 1 5 2 1 1 1 1 1 4 1 1 1 2 35 1 2 3 1 1 2 1 5 1 2 1 3 EJA CATION IN TF !•' PHILIPPINES y fi S'!;. 2 0 1 1 *. ( iaoias) s. oias) _ ilianes fSibuyar i.yciii \ Xaolas ; tubk>n (Rombi ■ Fernando 9 2 J Samar . Basey _ 2 Catbalogan _ 1 Guiuan _ 2 5 Sorsogon: Bacon _ Barcelona Bn lan _ Casiguran Donsol _ Gnbat _ Gningalon Irocin _ Jnban _ Matnog- . _ Sorsogon _ Surigao: Butuan _ . Cantilan . Gigaquit Surigao. . 2 1 1 1 1 1 1 1 1 13 6 Bamban . Candling Concepcion Gerona _ Paniqui .. Tarlac _ Victoria . _ _ Atimonan Catananan Giiiniangan Gnmaca Lopez ... L ucban. . Lncena _ Mauban Pagbilao Pitogo . . . Sariaya. Tayabas Unisan _ Union: Agoo _ Aringay Bacnotan Balaoang Bangar _ . Baoang . . Cava _ Namacpacan San Fernando San Jnan Santo Tomas Unassigned Zambales: Agno - Alaminos Anda _ Bolinao- . Botolan _ . .Castillejos Iba _ Olongapo San Antonio San Felipe 1386 EDUCATION REPORT, 1900-1901. Zambales — Continned. San Marcelino _ 1 San Narciso _ 2 Santa Cruz _ 1 Subig _ 1 18 Zamboanga: Isabela de Basilan San Jose _ 1 Santa Maria _ ----- 1 Tetuan _ ^ 2 Zamboanga . . . 6 SUMMARY. 12 Manila, city of Abra _ Albay _ Antique _ Bataan _ Batangas _ Benguet _ Bohol _ Bontoc _ Bulacan _ Cagayan _ Camarines _ Capiz _ Cavite _ Cebu _ Cotabato _ 75 9 20 13 11 10 8 2 28 19 33 14 38 32 summary — continued. Cuyo _ 2 Davao _ 3 Tlocos Norte _ 18 Ilocos Sur _ >_ _ 30 Iloilo _ 39 Isabela _ 8 Jolo _ 3 Laguna _ 18 Lepanto _ 2 Leyte - 34 Marinduque _ 5 Masbate _ 14 Misamis _ 22 • N egros Occidental _ 30 Negros Oriental _ 21 Nueva Ecija _ 14 Nueva Vizcaya _ 3 Pampanga _ _ _ 33 Pangasinan _ 35 Paragua _ 3 Principe _ 1 Rizal _ 31 Romblon _ 22 Samar _ 5 Sorsogon _ 13 Surigao _ 6 Tarlac _ 16 Tayabas _ 25 Union _ 16 Zambales _ 18 Zamboanga _ 12 Total _ 824 With a few exceptions, the teachers are now satisfied, intensely interested, and enthusiastic in their work. They have come from one of the most civilized coun¬ tries, where every common luxury is known, to one of the less civilized ones, where much of what we at home no longer consider as luxuries, but rather neces¬ sities, is unknown; hence inconveniences and at times' real difficulties were inev¬ itable. That the teachers bore these with such little complaint was strong proof of their determination to overcome the ordinary discomforts, often severe, which are attendant upon a life in a country such as this. A strong proof of their satis¬ faction with conditions in many cases is the fact that they are sending for fathers, mothers, brothers, sisters, and betrothed ones. The matter of personal safety has almost ceased to be a question, for the teach¬ ers are not allowed to remain in towns which are considered dangerous; and, in fact, their work is a guaranty of protection, so highly do the people, friendly or hostile to American occupation, apiDreciate this work of education. A very encouraging phase of the work has been the way in which the military officers have everywhere taken a keen interest in this educational movement, and shown their appreciation by aiding the teachers materially. They have often¬ times furnished food and lodging to those en route; have furnished transportation to the interior; have frequently exercised their influence in gaining for the teach- EDUCATION IN' THE PHILIPPINES. 1387 ers the good will of the community; and have at times gone so far as to procure materials for schoolhouses. The civil commissary, from which teachers purchase supplies at reduced prices, has now been in operation for several months. While there is some complaint, particularly from those who live in the remote towns, it is small, and the advan¬ tages accruing to them from this privilege are material. The methods in hand¬ ling supplies are being improved, and the transportation facilities bettered, so that the supply store promises to be of even greater benefit to the teachers in the future. One of the difficulties resulting from the poor mail facilities throughout the islands is the serious delay which many of the teachers experience in receiving their salary checks. Oftentimes they are compelled to wait two and three weeks, and even longer, after the salary is due before they receive it. The hopeful side of the whole matter is, however, that improvements are being made in the mail service, and the delays in delivery consequently are diminishing. Coupled with this difficulty was the depreciation of the Mexican currency in which teachers were paid. The appropriation for the salaries of teachers was made in this local currency, hence the disbursing clerk was compelled to make all checks payable in such money. All might have been well had the currency maintained its former ratio of $2 Mexican to $1 gold; but, on the contrary, it depreciated regularly. The postal authorities refused to accept it in payment of money orders on the States, and then the teachers were in a serious difficulty. Many of them had families at home dependent upon them, and others had incurred debts which they had to meet. The depreciation affected the entire civil organi¬ zation, the Commission ers themselves losing by the amount of depreciation. The matter was given most serious attention, and requests sent to the Civil Commission asking that some definite step be taken. In answer the following reply was received from Commissioner Ide, secretary of finance and justice, and sent out immediately in the form of a circular to the teachers: The difficulties within referred to are fully appreciated by the Commission and by this office, but they are temporarily incident to the situation. The changed ratio for the next quarter will probably, before the quarter is through, operate to the advantage of civil employees, so that they will obtain more than their salary as fixed in gold. It will be necessary for all to be a little forbearing. It might be remarked that the Commissioners themselves are subject to precisely the same inconvenience as the writer of the within letter and suffer the same pro rata loss. It is impracticable to make payment for the month of December in other than the currency that was appropriated for that purpose and that is available. The only method for immediately relieving the difficulty would be to require all customs receipts and internal-revenue taxes to be paid in money of the United States, so that there might be money of that character available for all insular purposes; but in view of the early action of Congress on the currency, when it is expected the subject will be placed on a permanent basis, it is not considered advisable to make so radical a change as the one suggested, and one that would so seriously disturb the business of the islands. As an attempt to restore matters to their former condition, the Commission enacted that the legal ratio of Mexican currency to gold should be $2.10 to $1 for the first quarter of 1902. The postal authorities, moreover, accepted the local currency again to the amount of $50 gold a month. This action helped matters considerably, and the teachers were able to gain a slight advantage as far as local debts were concerned; but the currency is still depreciating, the commercial value being lower than that enacted by the Commission. Hence difficulties in financial matters still exist, affecting all civilian employees alike. There has, however, been an amelioration, and a greater improvement is expected during the next quarter of the year and continuing. In the matter of salary increases the basis has continued to be that of efficiency. ] - o8 EDUCATION REPORT, 1900-1901. directions were sent out to division superintendents in December, T Manila, December 2, 1901. diV' ' j i superintendents: uthorrl- Aking any sweeping changes or letting the teachers know that such ages : ntempiated, I wish you would recommend for increase'such teachers tome until i a the following classes and whose work warrants the advance: . Men teachers having families, and graduates of colleges and universities. ,se men should receive not less than $1,200. InTov ' ~ ^ bool graduates. These should receive not less than $1,000. Since f • v die teachers, increases have been made regularly. At the prerent tone \ . i cent of the total number of salaries have been advanced, and the proportion growing daily. In addition to these increases for efficiency, :he majority of the teachers have received the extra compensation of $120 a year f : r night-school work. The transy. n dnion difficulties at the present time cause serious delay in receiv- ing school supplies, a condition which obviously militates against the best results in the work. Teachers oftentimes are compelled to wait patiently for weeks for books and materials and make the best of inadequate tools and equipment on hand. It is not a question of having no books or other supplies, but of getting the additional ones needed. Lately the quartermaster department of the army has refused to transport civil property, an action which affects the department of public instruction directly. Heretofore the army people have lent most valuable aid in shipping- school supplies, particularly to the inland towns, but inform us now that they are unable to do so any longer, owing to the amount of business in their own department. To meet this emergency the plan -was adopted, whenever possible, of making the local presidentes responsible for the transportation of school supplies from the nearest post to their towns, and in other cases that of placing the respective deputy division superintendents and teachers in charge of supplies shipped after these had arrived at the port nearest their destination. They were authorized to hire bull carts for transporting the goods to the towns for which they were intended. Thus both by the presidentes and the teachers, and in some cases, still, by the military authorities, the transportation of the supplies receives attention. Conditions are much better than a year ago, and the time taken by goods en route is shortening daily. With the arrival of the fleet of steamers now in course of construction in China, moreover, for the transportation of civil property decidedly better service is to be expected. The work done by the American teacher is in part supervision, but in large part regular teaching. He looks after the school work in his town and oftentimes in the neighboring barrios; instructs the native teachers daily in English and in other studies; spends a part of his own time in teaching the children: and has charge of all property and supplies. The native teacher devotes all his time to school management and teaching the children. For the purpose of gaining impartial opinions of the effect created by the American teachers in their respective towns a letter was sent to the chiefs of the constabulary, provincial governors, and others whose knowledge was considered valuable, asking their opinion as to the effect created by the American teachers, and any criticism, favorable or otherwise, together with suggestions concerning the work. The replies were, without exception, almost flattering. In every case the teacher was reported as doing excellent -work, not merely in the special field of teaching, but in the broader way of introducing the best American ideas; in rais¬ ing the standard of home life: in preparing the natives really for self-government; EDUCATION IN THE PHILIPPINES. 1389 in dispelling feeling against Americans, and lienee aiding in this work of pacifica¬ tion by showing the people the best we have to offer. It is needless to quote the numerous letters received in answer to my inquiry: instead I submit a few representative ones, which serve well to show the prevail¬ ing opinion of the teachers’ work. The following is from Capt. Henry T. Allen, chief of the Philippines con¬ stabulary: Referring to your letter of January 25 instant, it gives me pleasure to inform you that with scarcely a single exception I have heard only good reports of the work being done by the teachers of English in the various parts of the islands. In a word, they are proving by their acts as well as words the wisdom of the policy adopted in regard to education here. These teachers afford the people an oppor¬ tunity of learning in a most expedient and practical way what good American citizens are and what may be expected from American control. Without them the ideas of these people would be formed largely from those with whom they have come in contact during unfortunate times — the soldiers. I have had occasion to learn from various sources that the teachers are on extremely good terms with the people of their towns, who are beginning to rely upon them for counsel and advice in nearly all matters of importance. This means that the body of teachers, in addition to their value as instructors, will have a tremendous influence in maintaining order and peace in the archipelago. The influence of the 800 or 900 teachers under your supervision, dispersed through¬ out the islands giving instruction, both by exemplary habits and books, will pro¬ duce a far-reaching effect scarcely attainable by any other method. This reply is from Captain Baker, first assistant chief Philippines constabulary: Complying with your request of January 25, I have the honor to inform you that in my recent inspections, which have extended all over northern Luzon, and even to the remote parts thereof, I have come in close contact with the American teachers therein. In that way I have become much impressed with the high moral and mental caliber of these officials, with the earnestness and tact with which they are per¬ forming their duties, and with the patience and cheerfulness with which they have met the inconveniences, amounting in some cases to hardships, incident to the early days of their residence in remote places. This last condition is gradu¬ ally passing away, especially since the establishment of the civil supply store. Everywhere I found the teachers receiving or gaining the respect and confidence not only of the children but of the parents. In many places the teacher, in addition to his regular duties, occupied that of adviser and friend to the community — a position similar to that filled by old jus¬ tices of the peace in many of the country communities of the United States. I do not remember having heard a single adverse criticism of any of the teach¬ ers, male or female. I believe, however, that your district superintendents may have too much cler¬ ical work to do, and that this in time may prevent them going about their districts and making the constant personal inspections so necessary to the unimpaired efficiency of such a machine. I also believe that in all cases they should give their English instruction in English direct, and not complicate it by using the Spanish language as an inter¬ mediary. This opinion is based on my own experience in superintending the teaching of English to Indians who possessed a larger Spanish than English vocab¬ ulary. In this connection, all through the Cagayan Valley, in Nueva Vizcaya, and the northern part of Nueva Ecija. I found that not only the children, but in many cases the town councilmen, knew already more English than they did Spanish. The letter here given is from Mr. C. J. Bailey, senior inspector of the constab¬ ulary for Tarlac Province: Your favor of January 28, in which you request my opinion, written at length, as to the effect created by the American teachers, and any criticism, favorable or otherwise, and any suggestions which I can make in connection therewith; also information as to what is needed in this province to make this work of education the more successful, is at hand. After the pessimistic utterances to which the country has been treated in recent days from certain prominent educators, it is refreshing to acknowledge the hope- 1390 EDUCATION REPORT, 1900-1901. fu.1 and inspiring progress of the American teachers and their young native wards in this province. Summing up the results of educational progress in Tarlac, I can see in them the fact that the passions of the Filipinos do not run away with them, that the native spirit is growing broad and rich, that their children are treated better than the most optimistic “Americanistas ” anticipated, and riches in money and brain are being used in higher ways than heretofore experienced by them. To the soldier or civilian whose knowledge of the situation in this province has been gained by experience in the islands there is more real assurance as to the development of a satisfactory condition here, more hope of a reasonably speedy settlement of all antipathies, rq the work of the school teachers than in any other agency. The highest tribute that can be paid to their (the teachers’) tactful diplomacy is found in the general satisfaction their teachings have given the former insurgent leaders. The families of Macabulos, De Leon, Lopez, Rigor, Ramos, and others, as evidenced by expressions to me, have nothing but words of praise for Deputy Superintendent White and his assistants. The Rigor parents feel assured that the instruction is intended to be specially favorable to them; and the Ramos family are satisfied that what their children are taught will remove whatever grounds still remain for antiultimate Filipino independence. Much of this result is no doubt due to the energy of individual teachers with which the campaign of knowledge is being conducted. When native school children daily gather in groups on the streets and plazas and sing “America ” and “The Star Spangled Banner,” in good English and with a vigor that would have made our pilgrim forefathers envious, they voice the beginning of the end, and promise that that end shall come speedily. The school children as well as their parents have the fullest confidence in the intention of the department of public instruction to do well by them. I do not say that they as yet appreciate the full value of the work that has been and is being done on their behalf. I know that they are beginning to comprehend its beneficent purpose and its vitalizing results, because I have had opportunities for observing them in this precise connection at close range. The following extracts are from a letter from Major Gardiner, governor of Tayabas Province: If I were asked 4 4 What has contributed most toward convincing the Filipino people of the good intention toward them of the American Government,” I would say: “ It is the efforts which the Commission is making for their education.” When it is considered that heretofore the friars forbade in the provinces the teach¬ ing of Spanish; that their every effort was to prevent enlightenment of the people even when schools were supported by the Spanish Government; that a Filipino youth who returned from Europe or Hongkong, after completing his education, was looked upon with suspicion and followed by secret spies of the friars to see if perchance he spoke to others of liberty or free thought, and in the end was generally accused by the friars of being a filibustero or disturber, and deported or exiled; that only a favored few were permitted to learn anything but the cate¬ chism; seeing the different views which Americans take of matters of education, they are willing to agree that we are on these lines doing more for them than they could themselves do under an independent government. The schools in this province are a success, and in some pueblos a phenomenal success almost beyond belief. The other day I visited the school in Lucban. I saw three American and four Filipino teachers holding classes in one building, with 650 boys and girls between the ages of 5 and 14. The school went through a portion of its Christmas-day exercises for my benefit. I heard a boy speak in clear English “ ’Twas the night before Christmas, when all through the house,” etc. Another spoke “The Village Blacksmith;” another “Hang up the baby’s stocking;” there were also dialogues, athletic exercises, American songs, etc., by little folks 5 and 6 years old. Children speak English on the street, they teach their parents, they interpret, and this has all been done in a year and a half. There is visible everywhere a yearning for knowledge, an eager desire to read our books so that their 44 eyes may be opened,” as they express it. Filipino children are very pre¬ cocious; they learn rapidly. I taught a little Filipino boy of 8 to repeat accu¬ rately, by saying it over to him three times, the couplet 44 Little drops of water,” etc. These children are very orderly and easy to manage. One teacher told me he could more easily govern 800 Filipino children than 50 Americans. They sel¬ dom ever quarrel or fight; they are deferential and obedient. •• * * The American teachers who came to this province have, with few exceptions, done well and been enthusiastic in their work. In the little pueblos where the EDUCATION IN THE PHILIPPINES. 1391 teacher is, perhaps, the only American, his is a lonesome life until he becomes inter¬ ested in his work, and if he is out here because he loves teaching, he will soon be so interested in his work that he will forget his isolation for the joy of seeing the fruits of his labor in this virgin soil. * * * Three young Filipinos from this province are now attending American univer¬ sities, having been sent by their parents. At the last quarterly session of the presidentes (mayors) of the pueblos of this province, it was voted that three others should be selected by competitive examination, each pueblo to send one competi¬ tor to the capital, where the selection is to be made, in order to get a thorough acquaintance with the English language, the ages of these boys to be between 14 and 16 years, and to be kept in the United States until their education is com¬ pleted, the cost of their education to be paid by the pueblos in proportion to their population. This letter is from Mr. A. 'W. Betts, governor of Albay Province: In compliance with your request of the 27th instant for information concerning the educational work in this province, I am pleased to say that the progress made by the schools in this province is extremely gratifying; and, in fact, a visit to the schools that have been established during the past few months will convince one of the aptitude of these little people for acquiring knowledge that really seems incredible. I do not believe there is anywhere in the world more enthusiastic students than the children who are attending the public schools of this province. The greatest enthusiasm prevails in the towns where the schools are managed by American teachers, and the greatest problem with which we have to contend, in these places, is to provide sufficient room and accommodations for carrying on the school work. In nearly all towns the buildings occupied by the schools are inadequate to accommodate the attendance. I am informed by several of the American teachers that the majority of the pupils regret vacation time, and in some places insist on attending school during the days when vacation is ordered. The American teachers in this province are doing more to bring about peace and good will between the American and Filipino than any other persons on earth. Their work appeals to the parents, whose pride is greatly increased through the knowledge of the progress the child is making in being able to converse in Eng¬ lish. No more striking illustration of this can be had than to see the smile of approval on the parent’s face when the child salutes you in English. I firmly believe that the school is the key to the solution of the entire problem in the Philippines, and great good is being and can be done through this institution. As I have above stated, the one thing most lacking in the work is suitable build¬ ings for the schools. As rapidly as possible we are repairing the former school buildings. However, in many towns they have not sufficient funds to accomplish this. Some idea of the desire of municipal officers to provide suitable school build¬ ings can be had from the fact that they have constructed buildings by popular subscription (partly paying for same), and in other instances have given shows and entertainments to raise sufficient funds to pay for the completion of the build¬ ing. If there was a fund available to assist in this work of providing suitable buildings, the towns furnishing a certain portion of the fund and the remainder to be supplied from the general fund, the work could be very rapidly increased. Thanking you for the assistance you have given us by detailing American teach¬ ers to the numerous schools in this province, I have the honor to remain, * * * The following is a translation of a letter from Mr. Mena Crisologo, governor of the province of Hocos Sur: The desire of the Filipinos to secure instruction, and above all to learn the Eng lish language, is general; hence the American teachers have been welcome every where as the means of enlightenment and progress. Under the Spanish Govern ment, notwithstanding the many laws and decrees in favor of education, all the efforts of the teachers were wasted against the indifference and even the opposi¬ tion of the parish friars, who were the inspectors ex officio of the schools. But now that the times have changed, fortunately, and the present government does not curtail appropriations to better and further educational matters, all the Fili¬ pino people heartily welcome such interest and zeal on the part of the honorable Civil Commission, and the school buildings are filled with children and even grown-up people anxious for instruction. I have not been acquainted with many American teachers, but those whom I have chanced to speak with I have found very competent and sufficiently capable not only to fill the work of teachers in primary instruction, but also to perform offices of a higher order. Of the behavior and morality of those conducting pub- 1392 EDUCATION REPORT, 1900-1901. lie schools in this province I have heard many praises, because they fulfill their duty with the greatest care and treat the pupils very well, and even with true affection, and hence they are generally much loved in the towns. The following letter is from John W. Green, senior inspector of constabulary of Misamis Province, Mindanao: Yours of January 28 received, and in compliance with your request I have the honor to make the following report concerning the schools in this province: I have been in this province since its occupation by the American troops in 1900, and have become familiar with the manners and customs of the people. Since the arrival of the teachers in September, 1901, a great change is noticeable. Wherever there are American schools the people are much more friendly than formerly: the children are beginning to speak a little English, and the natives in general show a disposition to adopt American ideas, especially in matters of dress and in cleanliness. Wherever there are lady teachers the native women in par¬ ticular showed a marked tendency to adopt American dress. These influences are not limited to the centers of population, but are beginning to assert themselves even in the outlying districts. The natives show a great interest in the schools and seem to appreciate the advantage of American methods over the old Spanish way of teaching. The night schools for the grown people are everywhere well attended. In this province you could use to advantage as many more teachers as are already here. I have received frequent inquiries from towns where no one has as yet been sent, asking how they can secure an American teacher and requesting me to use my influence in their behalf. I think there should be a general fund for the purchase of materials for build¬ ing schools in places where the insurrection has destroyed the buildings and left the people too poor to build new ones. The children in these places particularly need the influence of an American education, and should not be deprived of its advantages by reason of the poverty of the local municipality. The people would willingly do the work if materials were supplied, but at present there is no lumber available, and what is obtained has to be sawed out by hand. I can not praise too highly the work of American teachers in this province. It is an ever-active force for peace and progress. A well-equipped army may put down insurrection for a time, but no one knows when it will break out again. With the progress of education insurrection will be stamped out forever. I heartily wish you continued success and progress in your great work. When¬ ever I can serve you, do not fail to command. The following extract is from Mr. Thomas Leonard, supervisor (inspector of public works) of the province of Capiz: It is strongly believed by the subscriber that the solution of the Philippine question in its many and varied phases, in a very large degree, is to be found in the establishment and maintenance of the public school system, which will fit the rising generation for the various positions which they must assume if a stable civil government under the United States or in any other form is to be maintained in these islands. These young men and women must learn something of the world outside of their island home, and become conversant with the history and the rise and fall of other nations, that they may profit by the knowledge thus gained and so avoid the fatal mistakes that have been the cause of disruption and fall from power of many once great nations. They must become conversant with the habits and customs of other nations, so that they may discard those of their own that have become antiquated and remain to-day only as obstacles to their future progress. They are too prone to cling to what they call “ costumbre.” * * * It is left for our public schools to raise and elevate them and put them upon the plane of thinking men and women, capable of governing themselves wisely and well. Much has been done for the school question in this province; much more re¬ mains to be accomplished. Some public schools were started here under the auspices of the military, and with more than satisfactory results. Among the first schools to be established were those at Capiz, Calivo, and Ibajay. The school at Capiz was started by the Eighteenth Infantry, that at Calivo by the Sixth Infan¬ try, and that at Ibajay by the Forty-fourth Infantry, at which point I was then commanding officer. Enlisted men were detailed as instructors, and this system was continued with encouragement and good results up to the time that civilian teachers were appointed in the place of soldiers. In the meantime many other stations had been opened up. With the advent of an organized system of instruc- EDUCATION IN THE PHILIPPINES. 1393 tion advancement has been made in a marked degree. There are now in this province 14 American teachers, of whom five are located in our capital city, two at Calivo, and one each at Panitan, Dao, Dmnarao, Pontevedra, Panay, Ibajay, and Malinao. From the standpoint of one who has visited these towns during the times of the insurrection, the contrast between then and now is very great, and the influence of our American school system under the guidance of American teachers has been decidedly beneficial. It would be, of course, of immense advan¬ tage if an American teacher could be stationed in every one of the towns of our province, but this is hardly practicable at present, and therefore native teachers have to be employed in many instances. The eagerness with which these teachers try to learn our methods of tuition and the interest that they display in their school work are exceedingly gratifying. Already in Capiz there is a class of young women known as the “aspirante” class and composed of some of the very best people of our town. They are trying to fit themselves for the work of teaching, and already many of them are able to render valuable assistance in the work. This plan, I believe, should receive every encouragement, and nothing could be more helpful than the establishment of a provincial normal school, and I believe the province should be required to furnish suitable buildings and other necessities required for this purpose. The following extract is from a letter from Mr. James Ross, governor of the Camarines: From my acquaintance with and observation of the work and conduct of the American teachers in this province I believe they must average up pretty well with those of other sections. Most of them appear to be earnest and active young men and women, with a desire and ambition to make a success of the work they have undertaken, and I consider that the results accomplished by them during their short period of service here have been as satisfactory as could be expected when the adverse conditions under which most of them are obliged to work are taken into consideration. It would be difficult for people in the United States, or even in Manila, to appreciate the conditions under which an American school teacher in a small provincial town has to live. Cut oft from all the comforts and even ordinary conveniences of life, far removed from people of his own race and language, and out of the lines of communication with the outside world, his posi¬ tion is not one to attract the notice of the envious. I have found, however, that as a rule the teacher thus situated meets the situation cheerfully enough and makes the best of the conditions as he finds them. I have also been pleased to observe that most American teachers in this province have apparently come here thoroughly imbued with the idea which I consider the essence of the American policy in these islands, viz, to get into as close touch as possible with the people, and by kind, courteous, and honorable conduct toward them gain their respect and confidence. The conduct of teachers along this line has been most satisfac¬ tory as a rule, and I have found that they use very good judgment and tact in dealing with the natives, thereby making themselves active agents of the Gov¬ ernment in convincing the people of the benefits they are to derive by trusting and remaining loyal to the United States Government and in showing them the way to a higher plane of civilization. I believe you will agree with me in con¬ sidering this to be a part of the teacher’s work as much as his daily routine in the school room. The following is an extract from the letter of Mr. Bonifacio Serrano, governor of Masbate: In compliance with your request of January 27, I have the honor to submit the following in regard to the schools and the effect of the presence of the American teachers: In making my semiannual tour of inspection at the close of last year I was pleased to find the most friendly relations existing between the teachers and the people. Wherever they are stationed there are already many children speaking considerable English, and there is manifested a great desire on the part of the people to learn the language. The teachers have made their presence felt in many ways. The sanitary condi¬ tion of the pueblos has been improved. They have distributed medicine of their own, but, owing to the great amount of sickness, it has not been sufficient. This and the manner of their life have been such as to win the confidence and respect of the people, and no doubt done much to satisfy them as to the real object of American occupation. ED 1901 — YOL II - 12 1394 EDUCATION REPORT, 1900-1901. Below is a part of a letter from Mr. Demetrio Larena, governor of Oriental Negros: I have the honor to acknowledge receipt of yonr favor of the 27th of January last, and, in accordance therewith. I state the following: The satisfaction produced in this province by the settlement £>f the American teachers is of a high degree. For the short time they have been in charge of the schools the improvement observed in the children of both sexes is very remark¬ able, notwithstanding the natural apathy of many toward education and the work of certain elements in discrediting work of the teachers, impressing secretly on the minds of the parents fanatic ideas, and causing some of these to fear sending their children to school. The prestige that the teachers are gaining in the towns makes the attendance at school ever greater. Nothing censurable can be said of them. On the contrary, the people tell me everywhere that they are satisfied with their teachers, and that on account of the large attendance of both boys and girls they desire more American teachers. The problem before the American teacher is one requiring the greatest amount of thought. The teacher is needed but a short time each day, but the diplomat must be on duty continuously. As a rule, the American teachers have been most cordially welcomed, and have at once apparently become a necessity to those to whom they have been sent. Many are far removed in the interior, living on the native food, miles away from the nearest American, with only a glimpse now and then of the outside world, through the medium of a poorly equipped mail service; but with all these drawbacks there is a bright side, as is shown by the following remark made by an American woman from a New England State: ” I really trem¬ bled to think of what I should have missed if I had not come to the Philippines.” The responsibilities of the teachers are great when the situation is looked upon from a broad standpoint, but it is a grand opportunity to bring out all the man¬ hood and womanhood that there is in them. That the majority are rising to meet this opportunity augurs well for the success of the educational movement and is a high tribute to the character and ability of the American teacher, prov¬ ing conclusively that they will do their share toward the pacification and upbuild¬ ing of this island archipelago of ours. The following extracts from a report of one of the division superintendents is of interest: The American teacher in the Philippines and the problems which he must strive to solve are not fully appreciated by those who have not been an eyewit¬ ness to his work and surroundings. His chief duties are to teach five hours a day; to instruct the teachers of the central school one hour daily; to organize, after his day school is running smoothly, an evening class for adults, and to meet them three times per week for one hour and a half each time; to investigate the barrio schools and supervise the work of barrio teachers; to be tactful and patient in dealing with everybody he meets — especially the presidente. The surroundings to which he must adapt himself are hard, and above all, strange. There are only two ways in which he can provide food and quarters for himself. If he is the only teacher in the pueblo, and the pueblo is garrisoned, he has in many cases been invited to mess with the commanding officer. I have never heard of a teacher refusing this invitation. When there is only one the situation is serious. He can not afford to keep up an establishment by himself. When two teachers are assigned to one pueblo they can arrange for their own mess, hiring a cook and a muchacho. * * * For one week at least after his arrival at the place to which he is assigned the teacher is discouraged. From this time on he improves — that is. in four cases out of five. By this I mean that he takes hold of the situation and makes the most of it. He becomes interested in his work and makes friends among the leading people, interviewing members of the city council, explaining matters to the presidente, and winning his way. i From the presidente to the smallest urchin, admiration for the American women in the provinces is unfailing and never ending. The school children adore her. Their attentions become a burden, and it requires the nicest ingenuity to avoid giving offense and yet to have sufficient time for rest and recreation. The school- house for girls is fiiled by 7.30 in the morning. In the afternoon they accompany the “ maestra ” home. When the “ maestra ” walks out the pupils waylay her, EDUCATION IN THE PHILIPPINES. 1395 and before she reaches her room again there are many “ companeras.” If the ‘ 4 maestra ; ’ wishes anything there is a scramble to see who can have the honor. One presidente asked for three ladies, and gave as a reason that the children could not distinguish between an American soldier and an American male teacher. There is a grain of truth in this, but there is a better and truer explanation, though the presidente has not perhaps thought of it. A woman in the presence of chil¬ dren can become more sympathetic and kindly than can a man. Especially is this true in the present stage of the development of the schools, when the situation in respect to many things is as hard and strange to the children as to the teacher. The best class-room instruction I have seen in this division has been given by the American women. The American teacher, if true to himself, his calling, and his country, is, per¬ haps, the chief factor at present. The success of this great educational experi¬ ment depends upon his ability to establish sympathetic relations with Filipino pupils, parents, and teachers; to work day and night conscientiously and tact¬ fully, and then patiently to await results. He needs to possess, besides scholarship and professional training, ready tact, plain common sense, a warm heart, and colossal patience. It should be noted that nowhere in the United States are the qualifications for elementary teachers any higher than those exacted, as a general rule, by the department of public instruction here in the appointment of the thousand teachers. They are either normal or college graduates, and the major¬ ity of them have had at least two years’ successful experience; their health good, personal habits and moral character vouched for by proper authorities. VIII.— FILIPINO TEACHERS. The native teachers are appointed by the division superintendents and paid by the municipalities. The permanent normal schools prepare the natives for taking up the school work, and after they have become teachers a regular course of training is laid out for them, consisting of daily instruction given by the individual American teachers and work done in the vacation normal institutes, which are established in every province. The total number of Filipino teachers at present is approximately 3,400, distrib¬ uted as shown in the table, Section V. Since the institution of the American school system the salaries of native teachers have been generally increased by something like 33£ per cent, and yet in many cases they are still inadequate. The average salary for male teachers is about 20 pesos a month; for female teachers, 15 pesos. There are some teachers at present who are receiving sufficient compensation for the quality of work they are able to do; their preparation, received some time ago, was poor, hence their work is not of the first class. On the other hand, however, there are many wTho are doing excellent work and yet are receiving barely enough salary to meet their living expenses. These teachers should certainly receive more money on the score of efficiency. Another reason for such increase is that teaching here would be made a more desirable profession and attract the most capable among the Fili¬ pinos. When the superintendents, however, recommend increase in the native teachers’ salaries, the municipalities in many cases claim they can not grant the additional amounts, and this statement is oftentimes true. As a solution to the problem, the recommendation is strongly urged by some division superintendents that the insular government pay the native teachers. In some cases this govern¬ ment has lent financial aid to the municipalities, and may do so more extensively, having as security a claim on the local land tax. It is this local tax which is often needed to put different municipalities on their feet financially, and it is hoped that when thus situated they will be able to grant the increased salaries to their native teachers. 1396 EDUCATION REPORT, 1900-1901. There is at present no means of knowing the ability of native teachers except by actual observation of their work. Hence some system of certificates is neces¬ sary. Such existed under the Spanish rule, but were of little value because they were not true indices of the teachers’ ability. The question was submitted to the various division superintendents, and the general opinion was that a system of examination should be established, not necessarily formal written ones, but of such a nature that the teacher’s ability could be gauged, on the results of which appropriate certificates of first or second grade could be issued. The matter of pensioning Filipino teachers was also submitted to division super¬ intendents for their opinions. The majority were in favor of such pensioning, on the ground that teaching would thus be made a desirable life profession, and at the same time teachers could without hardship be removed from active work to make place for the younger, more active, and efficient ones. These matters of pensioning teachers and issuing certificates remain to be worked out. The establishment of tributary normal schools in the provinces in conjunction with the central normal school of Manila gives the solution of the problem of securing efficient native teachers; for the graduates of these institutions go out well equipped for their work, with a substantial training in English and the com¬ mon studies. This work of preparing the Filipinos to teach their fellow-beings is the fundamental element in this educational organism, and is one of the most significant signs to the Filipinos of the true object which the American Govern¬ ment has in coming to these islands. IX.— FILIPINO CHILDREN. Now that we have considered the American and the Filipino teachers, it is, perhaps, appropriate to say a word about their charges, the native children. The following questions were embodied in a letter recently sent out to the teachers, and the answers were exceedingly interesting: What branches of school work are most interesting to the boys? What branches are of most interest to the girls? In what games do the boys take interest? In what games do the girls take interest? Do the boys and girls play together? What do you think of the advisability of mixed schools? Do you observe as good results from the schools in the way of desirable habits, such as punctuality, regularity, neatness, accuracy, truthfulness, industry, etc., as you do in scholarship? In what lines, if any, does the Filipino child surpass the American child? In what lines does he fall short of the American child? Suggestions. The boys were found to take by far the greatest interest in arithmetic, next preferring English, drawing, writing, and reading in the order named. The girls show the greatest interest in English, reading, spelling, drawing, writing, and music. Their interest in English (their favorite subject) is not so marked over the other subjects as the interest of the boys in arithmetic. Among the native games the boys take great interest in kites, pitching pennies, native football, and leapfrog, introducing the element of gambling wherever practicable. Of the games introduced by the American teachers they take most interest in baseball, football, prisoners’ base, catch, duff, and hop scotch. The boys are more active than the girls in all sorts of play. The majority of the teachers report that the girls do not play games. Many report, however, that the girls are interested in the shell game (a kind of mar¬ bles), native hop scotch, running games, song-and-dance games, and jackstraws. EDUCATION IN THE PHILIPPINES. 1397 Under the guidance of the teachers many of the girls enjoy jumping the rope, hide and seek, blind-man's buff, crack the whip, dressing dolls, etc. The boys and girls in the majority of cases do not play together, especially among the better classes. Sixty per cent of the teachers are opposed to mixed schools, because of th® public sentiment against the practice. Many say the better class of girls would leave school if mixed schools were established. They say, too, that the girls are inferior to the boys in intelligence and would feel too keenly a failure in recitation before the boys. The minority are very strong in their support of mixed schools, claiming that they have a refining influence on the boys, make the girls less diffident, render the problem of grading much easier, and reduce the necessary number of teachers. On the whole the results in scholarship are better than in the desirable habits mentioned. Many affirm, however, that in punctuality and neatness the results have been as gratifying as in scholarship. A very large majority of the teachers claim the superiority of the Filipino child in the power of imitation, in memory, and in courtesy. Many teachers, on the contrary, state that he surpasses the American child in nothing. The Filipino child falls short of the American child in general intelligence, in concentration, in reasoning, in activity, in morality, and in ambition. Almost all of the teachers beg the enforcement of a compulsory school law. Many ask for the requirements of English in the private schools and for the pay¬ ment, or partial payment, of native teachers from the insular treasury. X.— TEXT-BOOKS AND SUPPLIES; COURSE OF STUDY. Under the military organization the start was made in substituting English texts in place of Spanish ones. The books introduced at that time, together with their distribution, have already been given in Section II. The following is a com¬ plete list of text-books and supplies to date: List of text-books and supplies received and ordered since January 1, 1901. ARITHMETICS. "W entworth’s arithmetics . . . . . 35,000 Heath’s primary arithmetics . . . . . . 15, 000 First Steps in Arithmetic . . . - . . . 10, 000 GEOGRAPHIES. Frye’s geographies . . . . . . 35, 000 Tarhell’s geographies . . . . 10, 000 HISTORIES. Montgomery’s History United States . . . . . . 35, 000 Myer’s General histories . . . . . . _ . 5, 000 Eggleston’s histories . . _ . . . - . . . . . . . . 10, (XX) READERS. Baldwin’s primers. _ _ _ _ _ _ _ _ _ 100,000 Baldwin’s First Year _ _ _ _ _ _ _ _ _ 35, (XX) Baldwin’s Second Year . . . . . . . . . . 45,000 Baldwin’s Third Year _ _ _ _ _ _ _ _ _ _ _ _ _ 20, 030 Ward primers _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 25,000 Phonetic cards, primer _ _ _ _ _ _ _ _ _ _ _ 500 Ward First Reader . . . . . . . . . . 25,000 Phonetic cards, reader _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 500 Tagalo-English primers . . . . . . . . . . . 10,000 Visayan-English primers. . . . . . . . . . . . 10,000 Bass’s Beginners’ readers . . . . . . . . . . . . 10,000 Cyr's First readers . . . . . . . . . 5,000 1398 EDUCATION REPORT, 1900-1901. New Educational readers . . _ . . . . . 10, 000 Thought readers... . . . . . . . . . . . . . 10,000 Lessons for Little Readers _ _ _ _ _ _ _ _ _ 10, 000- SUPPLEMENTARY READING. Hifty Famous Stories _ _ _ _ _ _ _ _ 10,000 Health Chats with Young Readers _ _ _ _ _ ! . . 10.000 Big and Little People of Other Lands . . . . . . . . 20, 000 Heart of Oak, No. I . . . . . . . . . 10, (XX) Heart of Oak, No. H . . . . . . . . . . . . . . 20.000 Heart of Oak, No. HI. . . . . . . . . . . . 10,000 Little Nature Studies - - - - - - - 10,000 Nature Stories, Davis . . . . . . . . 10,000 Robinson Crusoe for Y oungest Readers . . . . . 10, 000 Friends and Helpers. . . . . . . . . 10,000 Guyot’s Geographical Reader, N orth America— . . . . . 10, 000 Carpenter’s Geographical Reader, Asia . . . . . . . . 10,000 Great Americans . . . . . 20, 000 Grimm’s Fairy Tales, I . . . . . . . 10, 000 GRAMMARS. First Steps in English . . . 10, 000 Mother Tongue, No. I. . . . . . 10, 000 Mother Tongue, No.H . . . . . . . 10, (XX) Lyte’s Elementary English . . . . . . . . . 10,000 DICTIONARIES. Webster's Primary Dictionary. . . . . . . . . 10, 000 W ebster’s Academic Dictionary . . . 3, 000 Spanish-English Dictionary . . . . . . . 2, GOO SPANISH-ENGLTSH. Lecciones de Lengua je . . . . . 10, 000 AIDS FOR TEACHERS. Knapp’s Spanish Grammar . . . . . 500 Edgren’s Spanish Grammar . . . . . . 10, 000 Guias para Maestros . . . . . . . . . . . 500 Teachers’ Manual . . . . . . . . . 500 Way marks for Teachers - - - - - - - 500 Ward’s Manual . - . — - . - . 1,000 Philosophy of School Management . . . . . . . 1,000 Syllabi - - - - - - - - - 1,000 Suggestive Lessons in Language and Reading. - - - - - 1, 000 Our World Reader . . . . . . . . . - . 1,000 CIVIL GOVERNMENT. The Young American . . . . . - . . 10, (XX) CHARTS, ETC. Carnifex charts . . . . . . . . . . . . 2,500 Chartprimers . . . . . . . - . . dozen.. 3,000 MUSIC BOOKS. Songs of Nations.. . . . . . . . 20,000 Child’s First Studies in Music . . . . . . 10,000 Normal First Music Reader . . . . . - . 10, 000 Musiccharts . . . . . . . . . . - . 100 Leaflet Silver Song Series, assorted . . . - . . . . . 500 Leaflet Coda Numbers, assorted. . 500 WRITING MATERIALS. Chalk . gross.. 40,000 Blackboard cloth . pieces.. 2. 000 Composition books . . . dozen . 10, 000 Boxes drawing crayons . . gross. . 100 Blackboard erasers . do - 300 Hyloplate . pieces.. 3,000 EDUCATION IN THE PHILIPPINES. 1399 Ink . - . — . - . - . pints.. 11,980 2-ounce bottles ink . . . . . . . . . gross. . 500 Ink tablets . . . . . . . . — -boxes.. 2,000 Blotting paper . . . . . . . . . . . reams. . 100 Lead pencils - gross.. 6,500 Slate pencils.. . . . . . . . . . . . . 1,600,000 Penholders - - - - - - gross. . 1, 500 Pens . . . . . . . . . . do - 9,621 Slates - - - - 96,000 Writing pads, assorted . . . . . . . . 186, 000 Spelling blanks . - - - - - - - - - - 50,000 OTHER SUPPLIES. Call bells. . . . . . . ... .gross.. 10 Clocks . . . . . . . . . 1,260 Flags, United States _ _ _ _ _ _ _ _ . 4,139 Numeral frames - - - - - - - - - - - - 3,000 Globes, 8-inch . . . . . . . . 500 Globes, 6-inch . dozen.. 500 Teachers’ inkstands . . . . . . . . . . . . . 1, 450 Maps of the Pacific Ocean . . . . . . . . 100 Maps of the world and United States - - - - - - - - 2, 500 Blackboard pointers . . . . . . . . . gross. . 10 Metric rulers . . . . . . . . . . . . do _ 100 Blackboard slating _ _ _ _ _ _ _ _ _ _ _ _ gallons . . 2, 022 Copy books . . dozen.. 10,500 Kindergarten supplies. SCHOOL FURNITURE. School desks . . . . . . . . . . . 23,075 Filipino desks . . . . . . . . . . 1,000 Bookcases . . . . . . . . . . . 1,000 MISCELLANEOUS. Pictures of President Roosevelt . . . 2,000 Lanterns and slides . . . . . 9 School registers . . . . . . . . . . . 3,000 Book covers . . . . . - . . . . . 110, 000 Normal School: Books and supplies. Industrial School: Books and supplies. Grand total, $454,972.28. The problem of selecting suitable text-books for Filipino children has been a difficult one. With the view of getting the teachers’ ideas as to the relative merits of the English texts used questions were sent out asking for detailed answers. The teachers, almost without exception, found the books undesirable for the reason that they dealt with things unfamiliar to the Filipino child. The stories and pictures were those of a different environment, intended for children of another country. Such words as “strawberry,” “snow,” “Jack Frost,” and “fairy” possess little significance for the children of the Philippines. It was finally decided that a set of primary readers prepared expressly for the Filipinos would be the only satisfactory solution of the problem. The plan of the books includes considerable drill and practice in phonetics, with verbs which can be acted out or which lend themselves easily to gesture. The nouns are to be the names of familiar objects and the sentences are to develop from the most simple to the complex forms, with the view of teaching other words largely from the context. The work before the third reader is to be such as to enable the teacher, when this book is taken up, to explain in English all new and more difficult words and expressions. Sufficient repetition in each book and throughout the set is to be made to fix the more common forms of expression. Bright, attractive illustra¬ tions of such a sort as really to help the child understand are to be a feature. The books should be strictly reading books, based upon the pedagogics of read¬ ing, but with the view of correlating and mutually reenforcing the work and of awakening many-sided interest. The matter in the second and third readers is to 1400 EDUCATION REPORT, 1900-1901, be varied. Simple music, nature study, the elements of geography, grammar, and arithmetic, manual training, and a study of form are to be introduced. The general plan includes two courses, one basic, the other supplementary, for which the special books midway between the American and the so-called colonial texts will be used. An elementary language book to be taken up at the close of the third year is to be made with direct reference to these readers. A geographical reader treating of Philippine life and a hygiene for children of the tropics are to be included in the supplementary course, and a special reading chart in colors is to accompany the course. For the aid of the inexperienced American teachers and the Filipino teachers, a special manual is to be written in which will be treated the use of the books, the blackboard, the chart, and the work at the desk. Until such a set of books becomes available the following has been adopted as a suggestive course of study: Outline for the First Year. READING. [First half.] Make the lessons the first part of the year from blackboard exercises, taking original black board charts, consisting of pictures and words in script and print. Be careful about difficult sounds and combinations. Begin in a simple way the work in phonics to be taken up the second half year. Use with the blackboard the Carnefix chart, teaching thoroughly a few common words, such as horse, dog, hat, boy, girl, man, etc. [Second half.] Continue the chart. Use Ward’s Primer and First Reader as a basis, and use Bass’s or Baldwin’s Primer and Bald¬ win’s First Year or the Thought Reader, Book I, for supplementary work. Use the Ward Man- ual for Teachers. LANGUAGE. Use the nature work as the basis of much of the language work in this year. Use words in the reading lesson as the basis for the forming of original sentences. Teach the use of capital letters in beginning sentences and in writing the names of people. Teach each child to write his own name and the town in which he lives after it. Also teach the use of the period. Short stories should be given by the teacher. Question and answer and reproduction by the pupils. Give talks on nature and the day’s experience. Encourage the children to talk freely about their busy work. Have pupils copy words and sentences, and encourage them to make short original sentences. The object lessons on size, shape, and color will give a good basis for language lessons, and will correlate well with the study of form as outlined below. SPELLING. The spelling of this year should be very simple. See that the child pronounces the word correctly before spelling it. Then see that he copies it correctly. Teach the spelling only of such words as the child is familiar with. Select them from the reading lesson and from the language work. The child should at the end of the year be able to spell every word in his lesson passed over. Oral spelling can be used occasionally with good results. GEOGRAPHY. Observations and talks on the earth and sky. Develop ideas of right and left and the points of the compass. Give talks on day and night, sun, moon, and stars. Teach the names of the days and months, and the arrival of holidays, and explain simply the meaning of each, thus giving the child a little glimpse of history. Teach by object lessons— by sand board, if you have one— mountain, valley, river, and ocean. EDUCATION IN THE PHILIPPINES. 1401 NUMBER WORK. In teaching numbers the name of each should be the secondary consideration and incidental to the development of the sense of perception. Have number games; use beads, blocks, and sticks. Count and group in blocks of twos, threes, and fours to eight during the first quarter of the year. Formal work in numbers should not be taught during the first half of the year. Numbering should be incidental to the forming of clear conceptions of the object observed. Elementary operations in addition, subtraction, multiplication, and division may also be taught up to eight: fractions up to the same number may be taught during the first half year. By the end of the year pupils should be able to read and write numbers up to 100, and to use them in simple operations up to and including 10. LIFE AND NATURE STUDY. Learn the names of various common plants. Learn what plants are used for food. Learn what plants are used for making cloth. Learn what trees are used for wood, what furnish fruit, and what furnish building material. Learn what plants are poisonous. Have, wherever possible, sample of plant discussed in the schoolroom, also samples of the prod¬ ucts made from it. Make these lessons the basis for conversation. Get the children to tell you all they know about the subject discussed. STUDY OF FORMS. Study solids in the following order: 1. As wholes. (a t By handling. (6) By modeling in clay. (c) By comparing. 2. As to surface, determining various kinds. 3. As to phases. (а) Plane. (б) Curved. (c) Round. 4. As to edges. (a) Rough. (b) Smooth. (c > Sharp. (d) Round. 5. As to curves and angles. Teach the terms: (a) Sphere. (b) Hemisphere. (c) Cube. (d) Prism. (e) Cylinder. ( f ) Oblong. ( g ) Square. ( h ) Triangle. (i) Circle. (j) Semicircle. Paper folding and cutting will be very helpful in this work. It should teach: 1. Geometrical forms. 2. Sequence of forms. 3. Linear dimensions. 4. Symmetrical forms. Have the children cut these from object patterns and later from dictation. Fold from the square a circle to illustrate position of lines and the formation of angles. Cut forms previously traced or folded. Mount these, if possible. Note.— Interest is added to this work by the use of colored papers. When used, the names of the colors should be taught to the children. DRAWING. Drawing should include simple objects, leaves, fruits, etc. Coloring with crayons. Drawing of lines, including triangles and quadrilaterals. Also teach the child the different colors, with the name of each. 1402 EDUCATION EEPOET, 1900-1901. SEWING. Lines, straight and combined, to form plain figures. Outlines of living forms, leaves, flowers, fruits, etc. Perforated cards can be used to advantage here. They can be designed and prepared by the teacher. PHYSICAL TRAINING. Have movement plays, songs and games, walking, marching, and simple calisthenic exercises, training in correct breathing, sitting, standing, and walking, and the proper use of hands and feet. HYGIENE AND PHYSIOLOGY. Give short talks on cleanliness, care of the nails, skin, body, teeth, eyes, ears, and feet. Teach the injurious use of narcotics and stimulants. Teach the child to appreciate his body. Name each of the different parts, as skull, face, trunk, and limbs. MUSIC. Make the music charts and the First Reader of the Normal Music Course the basis of the work. Use Lyman’s Normal Course in the schoolroom. During this year teach a few simple songs and songs descriptive of ordinary life. Be accurate in time. Seek distinct articulation. Avoid straining the voice. (Soft singing will be a safeguard against this.) Before the year closes teach the scale. Use syllables. Also teach the children to read the scale. Teach them to beat simple time. For supplementary work schools will be supplied with the Child's First Studies in Music and Leaflet Silver Song Series, which should be used for rote singing. The schools will also be supplied with Leaflet Coda numbers, Songs of Nations, for this year and those that follow. WRITING. Use pencil. Take copy from blackboard. Copy books: None can be used in this grade. Be sure the child understands what he is writing. RHETORICALS. During the last half of the year have the children learn easy selections for occasional reci¬ tations. Outline for the Second Year. READING. [First half year.] Continue the Ward First Reader as a basis and complete Baldwin’s First Year or the Thought Reader. [Second half year.] The Ward Second Reader should be used as a basis. Baldwin’s Second Reader to about page 100. Continue to use the blackboard for illustration and explanation. Also make use of nature in your explanations. Ask questions upon the lessons, and insist that the answers be given in complete sentences. Impress upon the children that reading is the expression of meaning. Cultivate in them the habit of expressing as clearly as possible the meaning of what they are reading by the way they read it. Pay attention to the position of the child when reading; that he stand erect and hold his book in the proper position. During this latter part of the year practice sight reading occasionally. Silent reading can be used this year as busy work. Study well new lessons and give much attention to new words. Heart of Oak Book No. 1 should be used for supplementary reading. Other books which will be distributed to teachers for supplementary reading in this year and the years that follow are Fifty Famous Stories, Health Chats with Young Readers, Big and Little People of Other Lands, Little Nature Studies, Nature Stories, and Robinson Crusoe for Youngest Readers. EDUCATION IN THE PHILIPPINES. 1403 LANGUAGE. Let oral work predominate. Give some attention to written work at the desk. Make it very simple, avoiding the use of complex sentences. Make the getting of the thought precede the expression of it. Notice carefully the most common mistakes and give special work to correct these mistakes. Teach the use of punctuation marks as illustrated in the lessons. Teach the most common abbreviations: Mr., Mrs., Dr., the abbreviations for the months, P. I., U. S., etc. Give frequent dictation work. Have the children write short original sentences. Give frequent drill in oral and written reproduction of parts of the reading lesson. Give action lessons in which the teacher or pupil performs an action and the class describes it in a complete sentence or sentences. By the end of this year the pupil should be able to use ordinary simple sentences with ease. spelling. Give written and oral spelling from the reading lesson. Give frequent dictation work in which the words of the spelling lesson are to be found. Be sure the class learns to spell every word in the reading lesson. Study the children’s vocabulary, and make this the basis of your spelling work. HISTORY. Continue the teaching of the holidays. Give special emphasis to their historical significance. Tell them in words they will understand simple stories with an historical basis. These lessons should not be frequent — not more than once a week. GEOGRAPHY. Continue the work of the first year, and give more detailed instruction in local geography. (Local maps are needed for this work.) Give special attention to the geography of the Philippine Islands, especially the province in which you teach. Teach the continents and seas, the North Pole, the South Pole, the equator; why it is cold at the poles and warm at the equator. ARITHMETIC. In this grade the children should learn the simple combinations of the numbers up to 25 and be able to use them in their other work. Teach objects of comparative magnitudes. Teach them to read the clock dial. Teach the number of days in a week, weeks in a month, months in a year, days in a year, and the number of days in a lunar month. Teach the Mexican currency. Teach United States money by cents to 25 cents; by nickels and dimes to $1; by dollars and §5' to $25. Have the children tell the number of the lesson and the page where it begins. Teach long measurement. Compare it with the native measurement. Do as much of this work as possible by means of objects. First Steps in Arithmetic, Heath’s Primary Arithmetics, and Wentworth’s Arithmetics will be at the teacher’s disposal for this year and the years that follow, but the work will not be pri¬ marily book work. NATURE STUDY. Birds and insects. Learn the names of various birds and insects. Learn which are used for food; which are used for other purposes, if any. Learn something of their habits. Have specimens of the animal under discussion in the room, if possible. Use these lessons as material for conversation. Urge the children to watch the subjects studied when they are out of school, reporting what they have learned the following day. DRAWING. Study the models: 1. Square. 2. Prism. 3. Cylinder. 4. Rectangle. 5. Equilateral. 6. Triangle. 1404 EDUCATION REPORT, 1900-1901, 7. Right, obtuse, and acute angles. 8. Horizontal and vertical lines. Pay some attention to : 1. Division into equal parts. 2. Proportion. 3. Symmetry. 4. Arrangement. Let the pupils do some drawing on paper. Teach the colors of the rainbow, and how these colors are made. Draw natural objects: 1. Round. 2. Uneven. 3. Irregular outlines. SEWING. Class drill on position. Use of thimble. Holding and threading of needle and use of scissors. Simple plain se win g. Basting. Running. Stitching. » Overhanding. Patching. Darning. Buttonholes, etc. PHYSICAL TRAINING. First-year work continued. Special attention given to correct position, correct breathing, setting-up exercises, and special fancy drills. HYQ1ENE AND PHYSIOLOGY. Continue the talks on personal cleanliness, as outlined in the first-year course. Also the effects of narcotics and stimulants. Continue the study of the body, taking up the parts more in detail. MUSIC. Continue the use of the Normal Course First Reader as a basis. Review the scales and teach scales of 1 and 2 sharps and 1 and 2 flats. Teach the common intervals. Make this work as thorough as possible. Put the new scales on the blackboard in colors and keep them there until the children have mastered them. Continue teaching of songs, using the material referred to under the first year. By the end of this year the pupils should be able to master two-part singing. WRITING. Use a pen. Write from blackboard copy and also in the regular copy books Nos. 1 and 2. Be sure the child knows what he is writing about. Never let the work degenerate into mere imitation. rhetoricals. Have maxims and short chosen selections memorized and recited from time to time. Caution: The tendency will be to a mere reciting of the words with no conception of their meaning. Outline for the Third Year. READING. [First half year.] Continue the Ward Second Reader as the basis throughout the year, and complete Baldwin’s Second Year or the Second Reader in Stepping Stones to Literature series during the first half year. EDUCATION IN THE PHILIPPINES, 1405 [Second half.] Read complete the Third Reader in Stepping Stones to Literature series with some other book of same grade for sight reading. Throughout the year lay special stress on bringing out the thought in natural conversational tones. Watch carefully the articulation of words and give special drill to the children on sounds that are hard for them. Have frequent exercises in sight reading. Occasionally have the one who has just read a selection give the substance of it in his own words. The child should be encouraged to read at home, and to read much aloud, in order that cor¬ rect pronunciation may become natural to him. Heart of Oak Books Nos. 2 and 3 and Great Americans can be used to advantage here for sup¬ plementary reading. LANGUAGE. The third year should be a continuation of the work of the second, both oral and written work being carried along together. Oral lessons on nature, with objects to illustrate, and on geography, alternating with written reproductions and stories from history or fiction, will give variety and interst to the work. Occasional exercises should be given in descriptive writing. Strive to secure brief and clear descriptions. Writing from dictation a number of simple letters should be given the class during the third year. In all written exercises great care should be taken that the sentences are well constructed and the words well chosen. Avoid repetitions and loose constructions. Scrutinize closely all written work; better a small amount well done than a large amount which is poor. Teach during this year how to write the days of the week, the months of the year, the streets in which the pupils live, the names of the holidays, the use of such abbreviations as A. M., P. M., P. O., U. S., Co., etc. Teach verb forms, and incidentally the use of common pronouns. Secure the correct use of are and is, was and were, has and have, these and those, do and did, etc. The teacher should not spend much time in explaining why we should use irregular verbs and pronouns as we do; he should rather teach by well-selected examples how we use them. In this year the teachers will be greatly helped by the use of the following books: First Steps in English and Mother Tongue No. 1. SPELLING. Spell the words found in the various lessons of this grade. Make carefully selected word lists of such words as are frequently misspelled by the children, and use them in the spelling lesson. Study the division of the word into syllables, having both written and oral spelling. Occasional spelling matches delight these children very much and serve to keep up a lively interest in this study. GEOGRAPHY. The work in geography should now be carried along two distinct lines at the same time, thus giving variety and interest to the work. First: Natural features of the earth’s surface. Study the — 1. Hill. 2. Valley. 3. River. 4. River bed. 5. Seashore. 6. Sea level. 7. Tides (do not attempt to explain them). 8. Mountain peaks. 9. Chains. 10. Canyons. 11. Why rivers start in mountains or elevated sections. 12. Possibilities of water from the highlands being used to irrigate the dry sections at lower levels. 13. Explain that this will make possible two crops a year on irrigated lands. 1406 EDUCATION EEPOET, 1900-1901. Second: Local geography. Begin with the compass. Get a clear idea of direction, then find relative location of the schoolhouse and the other principal buildings of the town. Make a map of the town, locating these. Having learned the geography of the town, develop its geographical relation to the neigh¬ boring towns, and later its location in the province. Make a map of the province, showing the location of its towns, its principal roads, and rivers. Have the children tell you how to get from one town to another. From the study of the provinces pass to the study of the islands as a whole. Note the geographical relation of the provinces to each other. Learn the capital of each. The mountain chains and other influences on the provincial boundary lines and also the principal ports of the island. ARITHMETIC. Teach the signs — plus, minus, multiplied by, divided by, sign of equality, if not previously learned. Continue concrete work along lines indicated in second-year outline. Third: Give simple problems in denominate numbers, involving one change in linear and also in square measurement. Teach dry and liquid measurement, the liter being the unit. Compare with it the native table of dry measurement. Teach the table of weights, using the gram as a unit. Note. — The metric system should be the basis of all this work. When a set of measurements is being studied put them in tabular form on the board, show¬ ing relative values. Teach time measurement; second, minute, hour, day, week, month, year, century. Give much work in addition, subtraction, multiplication, and division, within the limits of 60. Have some oral work. Teach the children to write problems in good English, and to express arithmetically and vice versa . Give drills in the fractional parts of numbers. In the last half of the year teach combinations and numbers to 150. Bead Arabic numbers to 5,000 and Roman numbers to 100. Give frequent drills on the multiplication tables. Give frequent simple lessons in mental arithmetic. NATURE STUDIES. Plants and animals: 1. Show how birds and insects assist the plants in fertilization. 2. Show how one is dependent upon the other. 3. Explain the natural laws here illustrated. 4. Learn what birds and insects are harmful to the people, and why. 5. Learn what plants are harmful, and why. 6. Discover, if possible, and teach how these pests may be eradicated. HISTORY. Give the life story of some of the world’s great men. Explain simply the most obvious effect each life has had upon the world. Both story and explanation should b9 brought so clearly and simply before the child that he can readily understand them. Such men as Washington, Lincoln, McKinley, Gladstone, and Rizal can be made living reali¬ ties to the child if skillfully presented, and will serve a3 the basis for lessons on patriotism. Tell simple stories of the lives, struggles, and inventions of famous inventors. These stories should be both entertaining and instructive. They can be so correlated with the other work that no extra time will be required. During the year the children should from memory reproduce in writing the stories of some of these men. Montgomery’s History of the United States for Beginners and Eggleston’s histories can be used for the regular work, and such books as Great Americans can be used for supplementary work. EDUCATION IN THE PHILIPPINES. 1407 DRAWING. Teacli the division of lines into 2 and 4 parts, and illustrate the resulting division of areas and continents. Give lessons on curved lines. Teach pupils to recognize natural forms and forms in manufactured articles. Have them reproduce these on paper and work them into designs. Have the pupils make designs for borders, for carpets, for tile floors, for windows, etc. In the latter part of the third year let the children do some shading and learn the simplest principles of perspective drawing. In all this work teach the pupil first to locate the principal points of a picture, then to sketch in the lines very lightly, and after the sketch is made to finish it with firm, smooth lines. SEWING. Make samples involving selections from the following exercises: 1. Hemming. 2. Oversewing. 3. Darning. 4. Hemmed-on patch. 5. Stitched-on patch. 6. Darned-on patch. 7. Oversewed patch. 8. Patches of various sizes and shapes. 9. Buttonholes, made with cotton and twist. 10. Band. 11. Tucking. 12. Whipping. 13. Ruffling. 14. Marking initial on embroidered edge. 15. Cutting and making any useful article involving any of the above work. PHYSICAL TRAINING. Give special attention to the carriage of the body. When walking cultivate prompt, quiet foot movements. Keep the head well poised. Continue the breathing exercises. At the close of the third year the child should have good self-control, good bodily carriage, and graceful movement. HYGIENE AND PHYSIOLOGY. In addition to the work of the second grade, have the children learn the number of bones in the forearm; why two? In the upper arm. In the lower leg; why two? In the upper leg. Find the shoulder blades and ribs. Count them. How do they act when breathing? Find the spine. Why is it possible to bend the spine? Name the senses. Interest will be awakened if you test the eyesight of each pupil in the class, or his hearing, both for kind, location, and distance of sound. Test the sense of smell, of taste, and of touch. Give talks on the value of clean surroundings, clean clothing, clean houses, clean yards, clean streets and plazas; the necessity of removing all refuse to a distance; the danger from breath¬ ing impure air; the part each child can do to better the conditions in his town, that is, by being careful that he doe3 not increase in any way the unhealthful conditions. MUSIC. The Normal Music Reader No. 2 should be used as the basis for this year’s work. Continue the teaching of the scales and time; how they are indicated. Teach the different notes; how indicated. Give frequent exercises in beating time. Drill in all kinds of measurements and the different rates of time. Be sure the pupil understands tone length. Practice sight reading by taking single measurement and having the children tell you what the different notes are, what the time is, and what beats should be given to the measurement. Later, take some simple song and ask the pupils to sing it at sight. See that the children are thinking and understanding. The children should be able to learn fifteen or twenty songs this year. Use the material previously referred to. 1408 EDUCATION KEPOIIT, 1900-1901, WRITING. Use copy books 3 and 4. Give work in copying prose and poetry. Have the children write formal personal letters. Pay much attention to capitalization and combination in this work. During this year the child should learn simple forms of correspondence and be able to use them correctly and readily. RHETORICALS. Have selections of prose and poetry recited. Also have occasional readings. In all later work drill the child until he can read his selections well. Outline eor the Fourth Year. READING. Use the Ward Third Reader as the basis for this year’s work, with supplementary reading from Fifty Famous Stories Retold, Baldwin’s Third and Fourth Reader, and the Fourth Reader in Stepping Stones to Literature series. Continue throughout this year, as in the third, to lay stress on good oral reading. Note enunciation of words and inflection, position and control of the body. Continue the exercises in sight reading. Have each child prepare, outside of school hours, one selection made by the teacher each month to be read before the class. Assist the child in making selections of books for home reading. Grimm’s Fairy Tales and Heart of Oak Book No. 3, together with books already referred to in previous years, will serve as excellent reading books. LANGUAGE. Correlate the language work with the geography, reading, and nature work. Write a letter or story once in two weeks. Have subjects taken from pictures and from stories told or read by the teacher; from a story told by some child. Tell how some article is made or some piece of work is done. Describe— 1. A day in school. 2. A trip to town or into the country. 3. Something they consider beautiful. 4. Something homely. 5. The character of the person they most admire. Let the teacher read some of the compositions and letters to the class, calling attention to errors. Have some of the stories read by pupils, and let the class make criticisms. Continue dictation exercises. Pay especial attention to form of sentences. Construct examples of each, and write sentences expressing past, present, and future time. Some attention should be paid to possessives. Insist upon clear and complete sentences. Neatness should be carefully inculcated, no papers being accepted unless it is the best work the pupil can do. Once a month have each pupil prepare a story to tell to the class. Text-books should be in the hand of the pupil, and technical work closely correlated with it. Lyte’s Elementary English and Mother Tongue No. 2 can be used to advantage here. SPELLING. Continue both written and oral spelling, using for the lessons those words found in the lessons for the grade. Continue giving the child lists of words often misspelled. Give such words in dictation exercises so that the meaning of the word may become fixed in the child's mind with the spelling. Note what part of the word is the root; what is the suffix or prefix. EDUCATION IN THE PHILIPPINES. 1409 GEOGRAPHY. Rapidly review at the beginning of each lesson: 1. The globe. 2. Its forms. 3. Hemispheres. 4. Continents. 5. Oceans. Spend at least one month teaching: 1. The names of the capitals of the great countries. 2. Twenty -five of the great commercial cities. 3. The mountain systems. 4. Deserts. 5. Locate a few characteristic plants and animals. 6. Also teach the chief exports and imports. Have pupils make sand or papier-mache map of each grand division. Compare with other countries throughout the course in regard to size, shape, position, and direction of mountain systems. Why certain nations have progressed more rapidly than others. The basis of the year’s work will be the United States. Teach its position, boundaries, mountain systems, tributaries, varieties of climate, with other causes; important vegetable and animal life. Teach the States, the more important capitals, and the large cities. Why they are located as they are. Chief exports and imports. Compare with other countries throughout. Have much map drawing from memory— quick work. Teach spelling of difficult words. Correlate with language and reading work. Name the important cities of the Philippine Islands, and why important. Important animals; why not fur bearing. Principal products of the soil and of the manufactories. Supplementary material that may be used to great advantage in this year’s work are The World and Its People, Guyot’s Geographical Readers, Carpenter’s Geographical Readers. HISTORY. Text-book in hands of pupils, the Beginner’s American History or its equivalent, alternating this with a suitable child’s history of the Philippines. One half of this year may be devoted to American history and the other half to Philippine history. Continue telling stories of heroes. Biography, human action and achievements are now within the child’s grasp, but the events of the nation’s life are still beyond him. Stories of real men— what they did— will delight the pupil, while a mere recital of events will weary him. Let life be the framework upon which you hang your facts. ARITHMETIC. The pupil should now begin the regular use of the text. Wentworth’s Elementary Arithmetic or its equivalent should be completed this year. Give much drill on the analysis of problems. Insist upon clear statements and good English. Units of measure and simple fractions continued. A thorough drill on the four fundamental operations, including long division. Insist upon accuracy. Give daily mental drill along the lines of the previous years. NATURE STUDY. 1. Study the life history of the animals already made familiar to the child by former lessons, and pay special attention to their coverings, homes, foods, habits, etc. 2. Make simple studies of familiar plants. 3. Throughout this year have frequent descriptions and drawings made by the children. ED 1901— VOL II - 13 1410 EDUCATION REPORT, 1900-1901. DRAWING. The children should now be supplied with drawing books. They should be taught to appreciate good pictures. The work of the life of an artist with a story of the picture will give pleasure to the children and stimulate a taste for the highest forms of art. Have much drawing outside of the books. Let common objects be used as models. Teach the child to S9e correctly; to look at the object as though it were flat. It will be found to produce good results if some of the best drawings are put on the wall. Some color work, also brush work, with ink. can be introduced here to advantage. For ink work, if the pupils have no brushes, a solid pencil or stick will do. Continue the work in perspective drawing. Do not attempt to explain the reasons underlying the mechanical laws of perspective. Be content if your pupils of this year learn a few of the simplest laws and how to apply them. SEWING. Teach: 1. Hemstitching. 2. Herringbone (stitching and cutting, giving special attention to the latter). Have at least two garments cut and made. PHYSICAL TRAINING. Continue the work of the third year. Give frequent practice in the setting-up exercises. It will add interest to this work to form a company of the larger boys for military drill once a week. The girls will enjoy receiving instructions in fancy drills, executing figures, etc. HYGIENE AND PHYSIOLOGY. The pupils should now be supplied with some good text-book in hygiene and physiology. 1. The cells. (а) Of what made. (б) Importance. (c) How cared for. 2. The digestion of food. (а) In the mouth. (б) In the stomach. 3. The blood. (а) From what made. (aa) Where formed in the body. (б) The circulation through: (aa) The heart. (66) The capillaries. (cc) The veins. (c) How blood flows. (aa) Why the heart beats faster after violent exercise. (d) How alcohol affects the — (aa) Heart. (66) Arteries. (cc) Blood. 4. Breathing, heating, and clothing: (а) Breathing. (aa) The process described. (б) How air gets into — (aa) The blood. (66) The capillaries. (c) The warmth of the body. (aa) How secured. ( d ) Clothing. (aa) How it affects the warmth of the body. (66) What kind of clothing is best adapted to this climate. 5. Skin and kidneys: (a) Skin. (aa) Use of the skin. (66) Care of the skin. (cc) Including hair, nails, the necessity of cleanliness. EDUCATION IN THE PHILIPPINES, 1411 5. Sian and kidneys— Continued. (6) Kidneys. (aa) Function. (aaa) Colaborers with the skin. 6. The nervous system: (а) Nerves. (aa) Where found. (66) Functions. (б) Spinal cord. (aa) Where found. (66) Functions. (c) Brain. (aa) Where found. (66) Functions. 7. Bones, joints, and muscles: (а) Bones. (aa) Review briefly the work passed over in the third year. (б) Joints. (aa) Different kinds. (aaa) Give sample of each. (66) Use of each kind. (c) Muscles. (aa) Where found. (66) How formed. (cc) How attached to the bones. (dd) How they act. (ee) Their function. (//) How used and abused. MUSIC. Review the work of the third year on scales, keynotes, notes, and time. The Normal Music Reader No. 3 should be the basis for the work in this year Continue the work in sight reading. Teach part singing. Drill on 2 and 3 part songs. Give special attention to the development of expression in singing. WRITIXG. Use copy books 5 and 6. Continue the work of the previous grade. Every paper written by the pupil should be a writing lesson. He should not have one style of writing for his copy book and another for his ordinary work. RHETORICALS. Let at least nine selections be memorised by pupils during the year, these being selected mostly by the teacher. Also some short gems. It is suggested that these be written on the blackboard and changed every few days. Have selections read as in the previous years. XI.— SCHOOL FINANCES. The expenses incurred in the interests of education here are met by the insular government, the provinces, and the municipalities. The salaries of the American supervisors and teachers, the reimbursements for traveling expenses, the office rent of division superintendents, the cost of text¬ books and supplies, and the cost of transporting these to the various towns, all these are paid for by the insular treasury. The teachers and books for the provincial high schools are furnished by the insular government; the sites, buildings, and equipment by the provinces. The salaries of native teachers, together with the cost of local school buildings and their equipment, are paid by the municipalities. Below is a statement of salaries paid supervising officers and teachers and of 1412 EDUCATION REPORT, 1900-1901. other school expenses for the period from July 1, 1901, when civil government was established, to February 1, 1902: Schedule A. — Itemized statement of actual expenditures from office of general superintendent of public instruction from July 1, 1901, to February 1, 1902 . SALARIES AND WAGES. General superintendent and employees of office _ $13, 726. 80 Division superintendents _ _ 17, 738. 25 Teachers of English _ 419,024.26 Laborers _ 399.75 - $450,889.06 SCHOOL FURNITURE, BOOKS, AND SUPPLIES, INCLUDING TRANSPORTATION . School furniture _ _ $22,047.46 Schoolbooks _ 47,627.52 School supplies _ 22, 688. 83 - 92, 363. 81 TRANSPORTATION. Traveling expenses, general and division superintendents- $2, 568. 31 Traveling expenses, teachers _ 41,284.69 - 43, 853. 00 Support of provincial schools _ 1, 857. 35 MISCELLANEOUS, CONTINGENT EXPENSES. Office supplies _ $2, 556. 33 Incidental expenses _ 370. 87 Teachers’ temporary quarters _ 4,614.22 Normal school _ _ _ 7, 399. 46 Rents of storehouses _ 950. 00 Agricultural school _ 737. 76 Teachers’ permanent quarters _ 717. 02 Trade school _ 5 , 965 . 52 Nautical school, including salaries, rent of building, trans¬ portation, and per diem allowance to superintendent _ 2, 989. 08 Superior advisorv board _ 70.10 - 26, 370. 36 Total _ 615,333.58 Schedule B. — Itemized statement of funds invoiced to other bonded officials of the civil government, for which accounting is made directly to the auditor. Traveling expenses _ $50, 000. 00 School books and supplies _ 102, 835. 34 Support of schools _ 8, 416. 50 Agricultural school _ 1,000.00 162,251.84 Schedule C. Average monthly pay roll American supervisors and teachers now in the field, approximately _ $100, 000. 00 Average yearly pay roll American supervisors and teachers, approxi¬ mately _ 1,200,000.00 Estimated total amount paid Filipino teachers per month - - 37, 756. 00 Estimated total amount paid Filipino teachers per year _ 453, 072. 00 Estimated total value of school property _ 498, 760. 00 Estimated total amount expended for rentals and repairs per year. 71, 316. 00 EDUCATION IN THE PHILIPPINES. 1413 XII.— NIGHT SCHOOLS. In September, 1900, night schools for teaching English to adults were opened by the Department in the city of Manila. They were so successful that with the establishment of regular day schools throughout the archipelago steps were taken to open night schools as well. The general superintendent urged that the teachers should receive $15 a month extra compensation for conducting evening schools an hour and a half each night three times a week, and such has continued the regu¬ lar amount. The growth of these schools, of which the object is to teach the English lan¬ guage to adults and those who are otherwise engaged during the day, has been rapid, and now in practically every town where there is an American teacher there is at least one night school. The total enrollment in these schools can not be given absolutely, for the number is continually increasing. At present, how¬ ever, it reaches about 25,000. Those attending represent every occupation, from the poorest field laborers to the presidentes and the provincial governors, all with a practical object in view of studying the English language. The interest shown in these schools by the older persons, less to be expected than in the case of the children, and hence the more remarkable, is deep. An incident occurred in the town of Olongapo, Zambales, recently, which serves well to indicate the presidente’s idea of the importance of the night school. There was a wedding in town one night, and when school opened there were in attendance only six men in one room and four in the other. The presidente, one of the pupils, is an old man, but he gets angry like a boy and stamps his foot and pouts. He noticed the small attendance in the rooms, then blew his whistle for the police and ordered them to bring all the men who were enrolled on the night- school sheet to either the schoolhouse or the jail. And then there was a full attendance, all in wedding array. English is primarily the subject taught in the night schools, particularly in the provinces; yet the common branches are also taken up, both as a direct help in teaching English and as an additional training. In this work the pupils are con¬ stantly drilled in conversation, and in reading, writing, and spelling the language. The night schools of Manila — and those of other large towns will soon follow the example — have carried the work beyond this elementary stage, and teach higher arithmetic, geography and history, bookkeeping, stenography, typewriting, and telegraphy. It is now planned to conduct special evening schools to take up these more advanced branches and prepare the Filipinos for the civil-service exami¬ nations. Thus they will be able to carry on their daily work as before and fit themselves during the evening for substantial positions. Some have already done so by learning bookkeeping, typewriting, and stenography, and many others are waiting to seize the opportunity. XIII.— VACATION NORMAL SCHOOLS. In the capital of each of the provinces a normal school is held during the long vacation, attendance at which is required of all the native teachers in the province. The following regulations were sent to the division superintendents concerning these schools: 1. The normal institute in each district shall be conducted during the long vaca¬ tion for that district. 2. Owing to the different times for vacation, difficulties of transportation, local interests and conditions, the normal institute work shall be conducted in the different districts under the supervision of the division superintendents thereof, and not in a general vacation term at Manila. 1414 EDUCATION BEPOET, 1900-1901, 3. Tlie normal institute shall continue four creeks, but six -weeks is recom¬ mended. 4. Native teachers in one district may. on the permission or request of their own superintendent, attend the normal institute in another district, provided that the superintendent from whom these native teachers come shall, at the request of the superintendent conducting the normal institute, contribute to the. teaching force a number of American teachers proportional to the number of his native teachers in attendance. 5. American teachers shall, at the request of their division superintendent, teach during the normal institute in alternate years. Thus the institute is under the direction of the division superintendents, aided by American teachers, and its curriculum comprises a study of school methods and management, history, geography, arithmetic, and a continuation of the work in English. It extends over a period of from four to six weeks, and during the session native teachers are often given the opportunity to visit well-conducted schools, from which they get helpful suggestions and new ideas. At the end of the term certificates of attendance are issued to the native teachers, with a state¬ ment of the grade of work done. Division superintendents were governed by the following instructions in regard to the work to be carried on in these vacation normal schools: In these first institutes nothing should be attempted in methodology as such. The work pursued should be practically what the native teacher will take up in his own school, and the method should come out in the treatment of the subject in the institute. ENGLISH. In the English work emphasis should be placed upon securing a good working vocabulary and the correct use of words in sentences. Constant drill should be the method. But little or no technical grammar at first. Much oral work, and the reading of books or board work, not too difficult, that they may get the swing and catch the sense of the word in the context. The best plan of attack for the oral work is to take up the principal parts of speech, with their most general inflections. 1. A hundred, more or less, of the most common verbs — eat, drink, sleep, come, run, see, hear, buy, bring, go, take, open, shut, stand, sit, etc. Give the principal parts and use correctly in sentences, oral and written. 2. A hundred, probably many more, of the most common nouns — boy, girl, man, woman, ear, eye, hand, house, table, door, floor, chair, tree, book, pencil, coat, hat, etc. Give the singulars and plurals and use correctly in sentences, oral and written. 3. Treat the adjective in the same way as the verb and noun. 4. The personal pronoun, person, number, and case inflections. Teach this more by the use of sentences than by the 11 nominative, I; possessive, my or mine; objective, me ” plan. 5. Follow this work with the remaining parts of speech, all of which have been touched upon incidentally in the preceding work. Insist upon complete sentences and good English. All of the oral work should be “acted out*’ in the class. There should be walking, talking, standing, running, touching, taking, bringing, closing, shutting, singing, asking, telling, etc., in the English class. Avoid becoming bookish and too formal. Never allow the class to translate. A Spanish word thrown in at a critical time may help, but translation is always bad. The student must think in the new language, a thing which he will probably never do if he is allowed to translate at first. The thing to be insisted upon is constant drill and action. GEOGRAPHY. 1. A study of the chief land forms. (а) Names and definitions — illustrations. (б) Relative size, form, and position of the continents and most important islands. 2. A study of the chief water forms. (а) Name and definitions — illustrations. (б) Relative size, form, and position of the oceans and a few of the most important lakes, gulfs, straits, and rivers in the world. 3. A study of relief and contour. A brief study of the causes of relief and contour forms and the forms themselves — denudation, eruptions, earthquakes, frost, drifts, irrigation, rainfall, coral reefs, volcanoes, tidal waves, EDUCATION IN THE PHILIPPINES. 1415 ocean currents, mountains, hills, valleys, plains, plateau, desert, river basin, river system, delta, estuary, etc. Note.— In this work and what follows all land masses offer splendid opportunity, but the Phil¬ ippine Islands should be used as much as the material at the teacher's disposal will admit of. 4. Climatic conditions, due to latitude, and relief and contour forms. 5. Plant and animal life. (а) Mutual relations. (б) Favorable and unfavorable conditions. (c) Uses. 6. Industrial life. Occupations, location and building of cities, railroads, and canals, harbor improvements, etc., and finally on to government, or political and commercial geography. Note— 1 and 2 must be seen as forces behind 3; 1, 2, and 3 plus latitude must be seen as forces behind 4; 1, 2, 3, and 4 must be seen as forces behind 5, and 1, 2, 3, 4, and 5 must be seen as forces behind 6. HISTORY. 1. First plan of attack: (а) Present in brief outline the general unrest and spirit of adventure in Europe at the open¬ ing of the sixteenth century. (б) Present in general outline the conditions in Spain at this time. (c) Trace the fortunes of the Spanish in foreign explorations, conquests, and colonizations the world over, with special emphasis upon the United States and the Philippine Islands. (d) Material at the teacher’s disposal will determine whether the Spanish will be followed in America and finally United States history taken up, or if they will be followed in the Philippine Islands and the history of the Philippine Islands taken up. The chronology is such that it makes little difference which is taken up first, but it would be confusing at present to pursue both lines at the same time. Note. — Every division superintendent and deputy superintendent should have some good book on the Philippine Islands, preferably Foreman’s, which could be used in the institute and by the teachers in their regular work. 2. Second plan of attack: Study the history of the locality— the history of the town government, of the church, the school, the laying out of the town, cemeteries, construction public buildings and public roads. Contemporaneous history of the locality. ARITHMETIC. The native teachers are very slow and very inefficient in their arithmetic work. There should be daily drill in rapidity and accuracy. Do not enter too much into the why and where¬ fore, but endeavor to secure a reasonable amount of speed and accuracy in the four fundamen¬ tal operations and fractions. These vacation normal schools are helpful in furnishing the additional training which is nec¬ essary in the case of so many native teachers, and in bringing the various teachers of the prov¬ ince together for interchange of suggestions and ideas, and discussion of school matters. XIV. — PERMANENT NORMAL SCHOOLS. In conjunction with the Manila Normal School five tributary normals have recently been established: in Vigan, province of Locos Snr; Nueva Caceres, prov¬ ince of Camarines Snr; Iloilo, Panay; Cebu, Cebu., and Zamboanga, Mindanao. These schools are to open in Jnne and are planned to furnish v preliminary training to Filipinos intending to become teachers. They will spend the first three years of their normal-school course in these provincial normals and will come to the Manila Normal School to receive final training. The curriculum includes practically the same studies as the normal school in Manila, the report of which is given later on, and covers, with the work done in Manila, a four-year course. The following suggestions on the administration of the tributary normal schools have been sent to the division superintendents in whose provinces these schools are established: I. In order that the administrative machinery may be most simple, responsi¬ bility for work done more definitely fixed, business matters more unified, the entire normal-school work of the islands better correlated and so more efficient, the work of the tributary normals shall be under the principal of the central normal school of Manila. 1416 EDUCATION REPORT, 1900-1901, II. All teachers in* the tributary normal schools shall sustain the same relation to the principal that the teachers in the central normal at Manila do. III. All teachers in normal schools shall be appointed by the general superin¬ tendent of public instruction on the recommendation of the principal of the nor¬ mal school, whose recommendation, however, is subject to the disapproval of the general superintendent. IY. Each tributary normal shall have a vice-principal who shall be responsible for the administration of the school in the absence of the principal, but who shall formulate and execute no new policies without the knowledge and consent of the principal. Y. The principals and vice-principals of the normal schools shall constitute a normal school board which is subject to call by the principal or general superin¬ tendent of public instruction. YI. The relation that exists between the normal-school administration and the public-school administration in the district in which the normal school is situated is a relation of cooperation, mutual educational reenforcement, and professional courtesy — a relation similar to that existing between the central normal at Manila and the superintendent of the Manila public schools, or that existing between the administration of a State institution and the superintendents of the county and city in which the institution is situated. In company with the central normal school at Manila these institutions are of first importance. Their work in preparing Filipinos to teach their fellow-beings is a thoroughly fundamental one, and these schools are essential factors in the solution of the present problem. XY.— SPECIAL SCHOOLS: NORMAL, NAUTICAL, AND TRADE SCHOOLS OF THE PHILIPPINE ISLANDS. I. NORMAL SCHOOL. From April 10 to May 10, 1901, a preliminary term of the Manila Normal School was conducted under the direction of Superintendent Barrows, of the Manila public schools, acting principal of the normal school, who called to his assistance 47 well-trained American teachers. A building within the walled city, known as theEscuela Municipal, by thorough renovation and alteration was changed into a good schoolhouse, containing a large assembly hall, with a seating capacity of 500, an office, library, storeroom, and 10 large recitation rooms. After the purpose of the school and the courses offered were carefully announced, and very favorable rates for transportation from the insular steamship companies secured, applicants came from all over the archipelago for admission to the school. By April 10, the opening day, 450, over 100 more than were expected, had enrolled, and others continued to come. Thus it was found necessary to relieve the crowded conditions by opening a second school in close conjunction with the first. The total enrollment reached 600. It was an interesting fact that about 10 percent of those from the provinces were able to speak English. Thirty-three classes were formed in English, geography, and arithmetic, these three branches forming a basis of primary instruction. Each pupil was given a copy of Baldwin’s Primer, the. material of which was mastered by him at the end of the course. In addition, Montgomery’s Beginners’ History of the United States was used in the English classes; and more advanced pupils did profitable work in studying short selections from American poets, including Bryant and Longfellow. Classes were formed for the study of physical and political geography and map and globe study. In this work Frye’s Elementary Geography and Myer’s Gen¬ eral History were used, but the work was carried on mainly by lectures. In arithmetic, classes were formed for the study of both fundamental operations and methods of teaching. Wentworth’s Elementary Arithmetic was used to good advantage. EDUCATION IN THE PHILIPPINES. 1417 In addition to this regular class work, classes in kindergarten and art work, manual training, nature study, and physiology, attendance at which was required, were held regularly. And finally, essays by various pupils attending, and lectures by Americans who had their subject well in hand, were delivered from time to time. A careful record was kept of the work done by each pupil, and the results were gratifying. Great interest was shown by almost everyone and enthusiasm to an unexpected degree was aroused. The average daily attendance was 98 per cent, even including cases where severe illness was known to be the cause of absence. Many of the pupils made real sacrifices to attend. For a more detailed account of this preliminary term, see the report of Major- General Mac Arthur for the period October 1, 1900, to July 4, 1901, Appendix G G. The following is an account of the courses pursued and the work done in the present normal school of the Philippine Islands, under the direction of Mr. E. B. Bryan: Since there were so many applicants for positions in the schools of Manila at the close of the term, May 10, and as there was no way of definitely determining their qualifications, the city department placed one of its teachers in the escuela municipal to organize a class for the purpose of examining applicants and train¬ ing those who were not qualified for positions. The numbers increased, many coming to study and prepare for teaching at some future time. In about two weeks there was an average daily attendance of’ about 125. Four teachers were furnished by the city department, and the classes met from 2.80 to 5 every afternoon, five days a week. Work was carried on in the three branches, English, arithmetic, and geography, the last two branches being necessarily English lessons also, as many students had never studied the English language before entering. One class was composed entirely of teachers with “tltulos,” many of them having had years of teaching under Spanish rule. This class had for text-books the books used in the public schools of the city, and they were taught not only the text but how to teach the work. From time to time, as teachers were needed in the city schools, they were selected from the best of this class, other applicants coming in to take the vacant places in the class. Some twenty teachers were thus appointed. The second class was composed of young men and women who had been study¬ ing English in the various night schools of the city, and all instruction was given in English and was of a higher grade. The other classes were organized and classified with reference to the amount of English the pupils could understand. During the entire term it was understood that the pupils would be handed over to the general department upon the arrival of the normal-school principals. Because of this understanding, it was the aim not to attempt to organize a normal school, but merely to carry the pupils on in their work that they might form the advanced classes of the normal school when organized. The normal school has been occupying the escuela municipal, in which have also been conducted the school for American children in the forenoon and a large evening school. The school has thus been limited in time, its sessions being from 2 to 5.25 p. m. Five courses have been given full time and two courses part time. The five courses which have been given every day are, (1) English expression in its broadest sense (reading, writing, and talking); (2) geography; (3) American history; (4) arithmetic; (5) science. Music has been taught two days and art three days each week, the subjects alternating on the programme. A new site with suitable buildings already constructed, accommodating 700 1418 EDUCATION REPORT, 1900-1901. students, has been chosen for the school. This will make it possible to have fore¬ noon and afternoon sessions, to multiply the courses, to provide more adequate helps, and to do much more effective work in every way. ARITHMETIC. The work in arithmetic in the lower classes at present consists mainly in the simple problems in the four fundamental steps of arithmetic. The main object is to give the pupils a full vocabu¬ lary in arithmetic and also to cause their minds to reason out the different problems. Realizing that their previous training has been the memorizing of rules in arithmetic and that the work has been such that the pupil need only to look at the top of the page to see if he is study¬ ing addition, subtraction, etc., in order to know whether to add or subtract, it is necessary now to give much time and attention to developing their reasoning powers. Also the pupils are required to read the problems with careful articulation, and to explain in good English sentences the work performed. This work is necessarily very slow with the lower classes. In the upper classes the same line of work as in the lower is done for a part of each period, and to this is added more advanced work in the mechanical part of arithmetic. Then, too, a part of each period is given to rapid mental work, a branch entirely new to their minds, yet one which they are grasping with great interest and activity. Neatness in written work is one point that needs great attention. The pupils are in general very careless in the forming of figures, dollar signs, etc., and in the general appearance of the work. When one considers the lack of organization and discipline in the Spanish schools this is not to be wondered at, yet the pupils are rapidly grasping the new ideas given them, and great improvement can be seen even from day to day. GEOGRAPHY. In geography, to force thought work, simple lessons in physiography were first taught, and a study of the great land slopes, their effects upon drainage, and the land features caused by water action was taken up after using the sand box for experiment and illustration. Rain, evaporation, clouds, etc., form natural lines with some laboratory work. The movement of land masses, together with water action, causes changes in the continental outlines. Islands, their formation and uses, follow, with special work on the Philippines. Movement and composition of the atmosphere — winds, their effects upon land and water. Effects of the sun upon the atmosphere are related topics which lead to the study of the great solar and planetary movements. The results of these natural features as shown in the animal and vegetable life are constantly kept in mind and have been the real objective fact through all of this work. Reading on local features, commerce, government, and manners and customs of peoples sup¬ plements the course, and chalk modeling and sand work are done daily. The many physiographical features of the islands have offered splendid oppo tunity for put¬ ting the study of geography upon an observation basis. HISTORY. The principal work is being put upon United States history at present, but general history which correlates with the geography work is not neglected in the supplementary reading. The plan of teaching from the biographical standpoint has been adopted, hoping that the natural interest in great character and the simplicity of wording which this makes possible, with the reading matter which it brings within the pupil’s range, may give a use of English which will enable him later in the course to take the work after a more matured method. Emphasis is being put upon related geographical features. Our object is the study of the United States history from the social and political side, explaining and teaching the modes of government, the growth of institutions, the manners and customs of the country now so closely related, with the hope of effecting some improvement in the home life and citizenship. After the holidays lectures were given on Philippine history. The work comprised a study of institutions here in the islands from which the students could get an idea of the life of their own country and its development. READING. The following plan is followed in this work: Aim — 1. To teach a correct enunciation; and 2. The immediate use of correct English sentences. Method— 1. (a) Daily ten-minute drill upon positions of vocal cords in the articulation of difficult sounds in words in the lesson assigned; (&) Spelling by sound. 2. (a) Spelling by letter and giving meaning of word in Spanish; (6) Reading paragraph and acting out what has been read; (c) Reading paragraph, closing book, and answering ques¬ tions in English upon same, always using a complete English sentence. EDUCATION IN THE PHILIPPINES. 1419 At tlie start tlie pupils are taught to begin all answers with the subject, followed by the verb and complement unless “Is there” or “Are there” are in the questions, when they begin the answer with “ There is” or “ are.” Each day the pupil brings to class sentences illustrating the use of the verbs in most common use in the different tenses of the indicative mood. In six weeks pupils have averaged three pages a day in the Thought Reader, committing and sinking the song3, acting out the text, spelling and translating the words, and answering ques¬ tions upon the same in good English. SCIENCE. The work in science comprises botany, zoology, physics, and chemistry under the general heading “Nature study," and is carried out along the following lines: 1. Botany— We are studying the ecology and distribution of land, water, and air plants. We get out material by going with the class to the neighboring brooks and meadows. When we return we examine our specimens under the hand lens and the microscope. We now draw our specimens and tell both orally and verbally what we have observed. Every pupil has a book in which he keeps all his drawings and descriptions. This is followed by a short lecture about the specimen under observation. 2. Zoology In our trips we find various kinds of ova, microscopic as well as larger animals, which we take back to our schoolroom for examination. Many of these we draw, others we describe verbally, and all of them we describe orally. It is our purpose to keep always in mind the fact that we are also teaching the teachers the English language. 3. Chemistry.— We are teaching whatever problems in chemistry come up in our biology and zoology lessons. For example, we have studied decomposition and oxidation. Here again we ask the teachers to use different means of expression; as, for example, a five-minute talk about decomposition. 4. Physics.— We are studying such topics as heat and electricity. An exceedingly hot day brought up the former, while the sight of a Government automobile brought up the latter. Wherever it is practicable we have laboratory work, and at all times very much conversation. This elementary work we hope to be the beginning of more advanced work, when the proper time arrives. ART. In this the purpose is not to develop art critics, but to develop an appreciation for the beau¬ tiful and skill in the execution of the simpler art forms. The schoolhouse has many excellent art models at its disposal, and the interest and natural skill of the 'students encourage us to expect excellent results in this department. MUSIC. Music is a fine art, and the aim is much the same as given in the paragraph on art. At present the purpose is to teach the students to read music, to drill them in singing, and develop an appreciation for good music. The classification of the school is based almost entirely upon the students’ ability to speak and write the English language. The number of students in the school at its opening was 200, and it was thought best to have not more than 30 students in a class, and wherever possible a smaller number. Seven classes were formed, with from 25 to 30 students in a class, and all classes pursue the same line of work. It is found that the classification upon English as a basis is in most cases very satisfactory. In some cases, however, the student's general attainment is so far in excess of his ability to use the English language correctly that he is promoted to a higher class, even with a minimum of English. Such students have invariably been faithful and industrious, and have in reasonable time brought up their English. In some cases the student’s general attainment is so far below his ability to use the English language that it becomes necessary to place him in a lower class. But as a rule the student’s ability in English is pro¬ portionate to his aptness as a student and the length of time already spent in the study of the language, and as these are the two most prominent factors in deter¬ mining his general attainment it is found that in a large majority of cases his ability to use good English is a good index to his general attainment and so is an admirable basis for classification. Inasmuch as all of the students in all of the classes are pursuing exactly the 1420 EDUCATION EEPOET, 1900-1901. same lines of work, only at different rates of progress, the conditions for a satis¬ factory scheme of promotion are ideal. Each teacher was requested to make note of any student who seemed to be making more rapid progress than the other members of his class, and to recommend such student for promotion. Upon the approval of the faculty of this recommendation, the student is promoted at once. Of course the scheme will lose some of its flexibility and become less satisfactory as the courses become more numerous and the advanced courses presuppose more elementary ones — a condition that will doubtless be present after the first year. The following is a statistical statement of the school under the present organi¬ zation, beginning September 16, 1901, up to January 1, 1902: Total enrollment , males _ _ _ _ _ 292 Total enrollment, females _ 18 Total enrollment, both (latest figures) _ 310-350 Average enrollment _ 220 Average daily attendance _ 202 Per cent daily attendance _ 92 Number of days taught _ 75 Average age of students _ 19 Youngest _ 16 Oldest _ 28 Number of American teachers, male _ 4 Number of American teachers, female _ 7 Number of American teachers, total _ 11 Provinces represented and number from each: Albay _ 1 Batangas _ 7 Benguet _ 2 Bulaean _ 12 Cagayan _ 1 Capiz _ 7 Cavite _ 4 Cebu _ 2 Hocos Norte _ ; _ 23 Ilocos Sur _ 12 Iloilo _ 11 Laguna _ 12 Leyte _ 9 Manila and environs _ 60 Marinduque _ 11 Nueva Ecija _ 11 Nueva Vizcaya _ 3 Pampanga _ 8 Pangasinan _ 23 Rizal _ _ _ ' 7 Tarlac _ 3 Tayabas _ 18 Union _ 56 Zambales _ _ . 7 In conclusion it remains to be said that the organizing idea in all the work of the normal school is expression in the broadest sense — spoken language, written* language, modeling, drawing, singing, work in sand, and the production of appli¬ ances for use and illustration in the class room. EDUCATION IN THE PHILIPPINES. 1421 II. NAUTICAL SCHOOL. There exists at present in Manila a flourishing nautical school, which opened December 15, 1899, with an enrollment of 22 pupils. Lieut. Commander V. S. Cottman, U. S. N. , was appointed first superintendent and assisted by 3 instructors. Lieut. George F. Cooper relieved him on December 25, 1899. The course of instruction at first covered three years. Some of the students had been in the Spanish nautical school, and in the examination held to deter¬ mine their classification 3 of them were qualified to enter upon the work of the second year; the other 19 were assigned to the work of the first year. During the vacation covering the months of April and May 5 of the pupils were taken into the service of the Compania Maritima, and thus acquired valuable experience in their future profession. At the beginning of the new term in June the number of pupils had increased to such an extent as to require the services of 7 instructors instead of the 3 previously employed. At first instruction was given in Spanish, but owing to the inferior quality of the texts and the inefficiency of the teachers it soon became desirable to substi¬ tute the English language for the Spanish. Beginning with July 1, 1901, the nautical school has been under the supervi¬ sion of Lieutenant Commander Knapp. U. S. N. The school opened on that date with an enrollment of 83 students, divided into three classes, as follows: First class, 6; second class, 22: third class, 55. The following statistics are interesting: Total enrollment _ 83 Average daily attendance _ 83 Per cent daily attendance _ 92. 7 Number days school taught _ 120 Average age of students _ years. _ 18 Youngest _ _ do — 15 Oldest _ _ _ do... 24 Number of teachers _ 7 Provinces represented _ 19 Number from each province as follows: Albay... _ 1 Batangas _ 8 Bulacan _ 2 Capiz _ 1 Caroline Islands _ 1 Pangasinan _ 1 Tayabas _ 2 Cavite _ _ 4 Cebu _ 2 Camarines Sur _ 2 Guam _ 1 Laguna _ 1 Rizal _ 2 Zambales _ 1 Mindanao _ 2 Manila _ 45 Marinduque _ 1 Panay _ 3 Pampanga _ 2 Samar _ 1 1422 EDUCATION EEPOET, 1900-1901. At tlie end of the first term, on October 31, 1901, it was deemed advisable to make the course four years instead of three, and accordingly the students who entered the school in July were divided into the third and fourth classes. The instruction during the first year includes arithmetic, English, geography, and drawing: that for the second year, English, algebra, geometry, geography, and drawing; that for the third year, English history, geometry, plane trigo¬ nometry, mechanics, geography, and drawing. During the fourth and final year the pupils are instructed in spherical trigonometry, nautical astronomy, naviga¬ tion, seamanship, hydrographical drawing, history, and English. All classes are instructed in practical seamanship three times a week. For the course in practical seamanship a mast has been erected in the school grounds and fitted with a foresail and a topsail. The pupils are frequently drilled at this to make them familiar with the nomenclature and the handling of ropes and sails. It is impossible, however, to get sea experience from this, and it is greatly to be desired that the school be provided with a school ship at as early a date as is practicable. The first object is the Americanization of the students in language, habits of thought, manner of performing work, and general moral principles. The next object is the technical education in seamanship, navigation, and kindred subjects. In view of the fact that the students had little, if any, satisfactory primary train¬ ing before their admission to this school, it is deemed that very encouraging progress has been made. The respect for authority and the physical development of the pupils are not unprovided for. Each school morning at 8 o'clock they are required to form in front of the school building and remain uncovered while the United States colors are hoisted. After this they are given twenty minutes “setting-up exercise.” This drill, together with the exercise obtained by handling the sails and spars, has greatly improved the appearance and bearing of the students. As a further means of discipline the students are formed between recitation periods by the officer of the day and are then marched to their several recitation rooms by their class leaders. The school hours are from 8 until 1. This time is divided into six periods of forty minutes each, with five-minute intervals between each period. The two larger classes are divided into two sections each, so that each instructor has dur¬ ing each period an average of 12 students. At the beginning of the school year the number of instructors was 5, 2 American and 3 Filipino. There are now 5 instructors, 4 of whom are American and 1 Filipino, and in addition thereto the superintendent has taken direct charge of the instruction in navigation. The methods of instruction, system of marks and records, and the discipline of the school are based on those of the United States Naval Academy at Annapolis. A card system for the keeping of marks and records has been introduced during the present year. Monthly and semiannual examinations have been held. Monthly reports of the efficiency and conduct of each pupil have been sent to the parent or guardian, and have also been posted in the school building, that both students and instructors could see the results of the school work. All the instruction in the school at present is given in English, with the excep¬ tion of that in the class room of the remaining Filipino teacher. It is the inten¬ tion to use English only during the next school year. The change of the school language from Spanish to English has been an important step, as it is deemed that American methods, particularly in seamanship and navigation, are more direct, and in addition thereto the students are absorbing the wished-for Ameri¬ can method of thought and action. Steps have already been taken toward procuring new buildings and introducing EDUCATION IN THE PHILIPPINES. 1423 the dormitory system. It is planned to conduct the school on the same lines as onr Annapolis Naval Academy and allow each province to appoint annually a certain number of cadets. HI. TRADE SCHOOL. Owing to delays in getting tools and appliances, the Manila Trade School did not open as soon as it was hoped it would. Even now there is but a scant outfit in the wood- working department. Notwithstanding the delays and lack of accom¬ modations, however, more pupils are on the rolls to-day than can conveniently be taken care of. With the beginning of the new school year and a full comple¬ ment of tools there is little doubt but that the trade-school work will be taken up in earnest by the Filipinos. At present the following branches are taught:- Woodwork, including carpentry, cabinetmaking, and wood carving; drawing, both free-hand and mechanical; plumbing, and telegraphy. Other trades will be added as soon as possible. The work is carried on similarly to that of our trade schools in the States. From the first the classes in telegraphy have been filled and many have been turned away. With the woodwork it was different, pupils applying very slowly. Now. however, the classes are filled beyond the number which the present supply of tools will accommodate. Of the 148 pupils who have registered, 90 elected telegraphy and the balance woodwork. Over 80 per cent have attended regularly in telegraphy, the percentage of those in woodworking being a little lower. This may be due to the fact that the youngest pupils take woodwork. There is quite a difference in the ages, the oldest being 50 and the youngest 9 years old. The average is about 20. The best pupils are those younger than the average; that is, those from 16 to 18 do the best work. As might be expected, the older ones are more regular in their attendance, but much slower in learning, while the younger ones are not inclined to take the work seriously. Ninety of the 148 pupils were born in Manila. Half of the provinces in Luzon are represented in this respect, Ilocos Sur and Bulacan leading with 6 representa¬ tives each. Panay furnishes 5 and Negros, Zamboanga, and Mindoro 1 each. Two are foreign born, coming from Hongkong. Likewise all but 2 live in Manila. These 2 come from Cavite. Naturally the nearest barrios furnish the greatest number of students, 88 coming from Ermita and IT from Malate. In all, 14 barrios are represented, Manila with 14 coming third. Among those most distant are Binondo with 3, Tondo with 4, and Santa Cruz with 4. There are very few who claim other than Filipino parents. Among the fathers are 4 Spanish, 2 mestizos, 2 Japanese, 2 Portuguese, 2 Yisayans, and 1 American. Among the mothers are 2 Yisayans, 2 Portuguese, 1 mestiza, 1 Spanish, and 1 Hawaiian. In this respect it seems remarkable that no Chinese blood is claimed. The occupations of the fathers range from fisherman and laborer to navigator and merchant. There are 28 laborers, 25 clerks, and 9 teachers. Among the others are painters, farmers, contractors, soldiers, and masons, besides government employees. Twenty-three have never studied English. The longest period for anyone spent in this study is three years, making an average of eight months. As many different occupations are represented by the pupils as by their parents. Fifty-six are students, 16 clerks, 6 teachers, and only 5 laborers. Besides these there are machinists, actors, masons, tailors, carpenters, cigar makers, and many others. Apparently they perform a slightly higher class of work than their fathers. The highest salary earned is $86 Mexican per month, and the lowest $10; $35 Mexican per month is the average of those earning money. 1424 EDUCATION REPORT, 1900-1901, The mestizos do better work than the natives; as a rule the work is as good, if not better, than that of American boys, although it is not done as quickly. The following are statistics relating to this school: Number in woodworking course _ 58 Number in telegraphy course _ 90 Total _ 148 Oldest matriculated student _ years __ Youngest matriculated student _ _ do Average age _ do... Place of birth: Manila _ Bulacan _ _ Ilocos Sur _ Laguna _ Panay _ Ilocos Norte _ Pampanga _ Rizal _ Union _ Cavite _ Leyte _ Nueva Ecija _ Albay _ _ Negros _ Batangas _ _ Mindoro _ Zamboanga _ Hongkong _ Unaccounted _ Previous occupation of student: Student _ Clerk _ Teacher _ Telegrapher _ None _ Mechanic _ Messenger _ Laborer _ Muchacho _ _ Carpenter _ Farmer _ Merchant _ Bookkeeper _ Painter _ _ Cigar maker _ Typewriter _ Tailor _ Printer _ Surveyor _ _ _ Steward _ Observer _ Clock repairer . . . 50 9 20 92 6 6 5 5 4 4 4 8 8 3 2 1 1 1 1 1 2 4 31 20 13 11 10 4 3 2 2 2 2 2 3 1 1 1 1 1 1 1 1 1 EDUCATION IN THE PHILIPPINES. 1425 Present monthly salary (Mexican) : Highest salary received - $86 Lowest salary received - 10 Average of those receiving salary - 35 Length of time student of English: Longest _ years. _ 3 Never studied _ 23 Average _ months _ _ 8 Both day and evening classes have been conducted at the trade school success- fully. XVI.— SPECIAL WORK. MUSIC. Together with the work in English, arithmetic, and geography in the schools, music and drawing have been taught, particularly in city schools, and to a certain extent also in the provinces. The first fifteen or twenty minutes every morning are given to singing songs, a part of the work in which the children take great enjoyment. It is true that they love music, but they must add constant practice to this natural fondness in order to gain ability. The following is an account of the work done in the Manila and surrounding schools: In Manila each of the 40 schools has been visited once each month, the different classes drilled in singing, and the work laid out for the following month. For each school there is a teachers’ meeting in which the Filipino teachers go over the work with the music teacher, as also with the English teacher when possible. In most of the schools the music is taught by the Filipino teachers, the English teacher watching the work during the month, as from their imperfect knowledge of English the native teachers do not always understand just what the instruc¬ tions mean. In some cases the English teachers can not do the work, from lack of musical ability. The pupils love the work and it makes no difference to them whether they sing do, re, mi, or words, English or otherwise, if there is melody in the music. It did not seem advisable at first to teach them to sing the patriotic songs of America, but they want to sing them and almost will sing them whether their instructor wills or not. There is some trouble with these, as they have in most cases learned the songs by ear from the soldiers, and have learned them wrongly. The ‘ ‘ Star-Spangled Banner ’ ’ is usually sung in a most laughable manner. Other tunes suffer also; but the children so enjoy singing and are so enthusiastic in it that it is a pleasure to teach them. Their voices are harsh, and especially when they are excited, as they usually are, they have a tendency to shout. The aim is to give them a more musical quality, and to cultivate a love for a pure, sweet tone. They are very quick in reading music, more so than American children, per¬ haps. Just now they are handicapped in English songs by their imperfect knowl¬ edge of English and that of their teachers. The work can not be graded as well as in America, but wherever possible the pupils of one age are kept together. In many of the schools they are now studying the scales in the different keys, and the older classes are singing two and three part work with good results. They like the harmony, and seem to fall more easily into part singing than Ameri¬ can children. It is not known for certain as yet whether their ear for music is true and acute, since all is so new to them this year, and they have had no previous instruction. ED 1901 — VOL II - 14 1426 EDUCATION REPORT, 1900-1901. They are not at all timid about singing — sometimes the teacher wishes they were a little more so, as they do not seem to care whether they sing rightly or wrongly, but plunge ahead without much thought as to what they are doing. It is doubtful if their sense of rhythm is very marked. This lack is noticeable not only in the singingof the children but in the playing of the- native bands and orchestras. Their time is not so good as that of the American negro, who has always a wonderful sense of rhythm. They are great mimics, and it is amusing to see how they try to imitate the teacher. The teachers in Manila as well as in the provinces say that music is a great aid, and that if it comes first there are few tardy marks. With all the hindrances and difficulties, such as having no charts, books, or other material to work with, good progress has been made this year. At Iloilo work in music has likewise been conducted successfully, and with its introduction into the curricula of the tributary normal schools the work will continue to increase in scope. DRAWING. Prior to the introduction of the present system of drawing in Manila a majority of the schools had no drawing on their regular programmes. In many schools there was no attempt made to teach this branch, and in most of the schools where it was taught the results were not satisfactory. Two native teachers were assigned by a former city superintendent of schools as special instructors in this work. They possessed marked ability in drawing, but had no training in teaching and were weak in English. The models used, moreover, native hats and baskets, were too difficult for beginners, and the same ones presented week after week made the work tedious and mechanical. Yet some of the pupils acquired considerable ability. According to the present plan the native teachers are to attend a class con¬ ducted by the supervisor of drawing once every fortnight. In this class is out¬ lined in detail the work of the following fortnight and each teacher provided with a mimeographed programme. This plan has been introduced into the school system and seems well adapted to the needs here. The teachers, both American and Filipino, have shown inter¬ est and energy in the work. All native teachers who teach drawing have attended these normal classes and with the printed outline for each day in detail they have done encouraging work. A considerable number of the Filipino teachers who do not teach drawing have attended these normal classes in order that they might be prepared to do so. The help of the American teacher has been needed, both in understanding and execut¬ ing the plan, and the work of the Filipino teachers has been most successful where most actively supervised by the former. A regular programme of drawing work in the various schools has been arranged and these plans are being followed in a satisfactory manner. Similarly at Iloilo an outline of the work in drawing has been made and is being followed successfully. The tributary normal schools will also include drawing in their curricula. Hence the work is regularly expanding. SEWING AND WEAVING. In many of the regular schools throughout the archipelago the girls are taught sewing by the women teachers and they take great interest in the work. At first they seemed to think that such work was hardly a branch to be taught by Amer¬ ican teachers, but as soon as they saw that the teachers not only sanctioned but encouraged it their interest increased to such an extent that some of the teachers EDUCATION IN THE PHILIPPINES. 1427 could with difficulty find time after school and Saturdays for themselves, the girls were so anxious to learn to sew, make dresses and the like. Sewing and weaving as a regular branch are taught among the Moros and the work appeals to the people strongly. It is a question if anything in the way of book learning should be attempted among these people, and the success of this industrial work among them seems to show clearly along what lines the educa¬ tion of the Moro children should lie. XVII.— INDUSTRIAL EDUCATION. Industrial education is the great want among the Filipinos. The aim of this work of instruction must be a utilitarian one, to meet the needs of the masses; the children are to be fitted for bread- winning occupations. And looking at the possibilities of development of these islands ample returns for the labor expended are awaiting them. With this purpose in view steps have already been taken and appropriations seemed for establishing industrial and agricultural schools at various points in the islands where the conditions are peculiarly favorable, especially at Baguio, Benguet; Bangued, Abra; and in Negros. Trade schools are likewise in process of establishment. Besides the school at Manila, now in operation, plans have been drawn up for a similar institution at Ilolio; and steps have been taken for estab¬ lishing another at Cuyos, Cuyos Island. But this is only the embryonic stage; it is hoped to have an industrial and agricultural school at no distant date in each of the provinces. The line of work in the trade schools will be similar to that of the one in Manila. In the schools of agriculture something will be done in the way of seed experi¬ mentation, and much stress will be laid upon the introduction of the present improved method of culture. In Negros it is proposed to establish a general agricultural school and experi¬ mental station. A site in the vicinity of La Gran j a, where a similar school was in operation in Spanish times, has been favorably considered after a careful inves¬ tigation of the conditions, and is thought to be an ideal one for the purpose. It is in the midst of productive plantations, where sugar, cacao, cocoanuts, rice, corn, garden produce, and trees of market value grow, with high and low land, and the accompanying diversity of climatic conditions. The following is a report from Mr. Brill, superintendent of agricultural schools, on the agricultural conditions of the island of Negros, with reference to the estab¬ lishment of an experimental station and school of agriculture there: Land. — On the east coast of the island of Negros the land rises very gradually from the coast to the foot of the mountain range. Most of the soil of this section is a brown loam, very fertile and easily worked. It contains so much humus that it may be worked while quite wet without baking. In a few places the clay sub¬ soil comes nearer the surface, making the land too wet and heavy for cane growing. On the west coast the mountains extend almost to the sea and terminate very abruptly, thus giving little room for sugar plantations. At that part of the island between Bacolod and Valle Hermosa the land for half the distance across the island is taken up for sugar plantations; but around La Castellana the buildings on many of them are burned and no work is being done on the plantations. Beyond La Castellana the land is higher, more rolling, and, with the exception of one or two stretches of forest, is covered with tail, coarse grass. Most of it has been cultivated, but some is so stony and irregular that cultivation under present conditions would not pay. However, it is admi¬ rably suited for grazing, provided better grasses were introduced. The sides of the mountains are heavily wooded, extending down nearly to the sea on the west coast. Some of the planters say that there are large tracts of fine sugar land, belong¬ ing to the government, on the southeast and northeast coasts. The reason why 1428 EDUCATION EEPOET, 1900-1901. they had not been taken up was that heretofore these sections had been infested with ladrones. Very little seemed to be known of the interior of the island, either by foreigners or natives. There is no path across the island except at the point where the telegraph line crosses the mountains, and even this is a very poor one. There are practically no roads on the island except some short stretches connecting a few coast towns, and most of these have no bridges over the streams. Sugar. — Negros is considered the best sugar country of the entire archipelago. The sugar crop is of more value than all the other agricultural products of the island combined. The yield of sugar is from 30 to 100 piculs of 137 pounds per hectare of land. The lesser amount is from some of the older plantations along the coast, which have been cultivated for thirty years or less. On these planta¬ tions the yield was said to be double this at first. This sugar, however, is of a higher quality than that from the new plantations. On the older plantations near the coast the cane has to be reset each year, while on the higher and newer plan¬ tations it is only reset once in three or four years. The rainfall is sufficient to grow a good crop without irrigation except in very dry years, provided the cane is set at the proper time. In a dry season the irri¬ gation pays well, and yet only one plantation was heard of where it was practiced. On many it would be very easy to do, as many streams come down from the moun¬ tains. No fertilizer is used for sugar growing, except that on the older planta¬ tions the manure is drawn from buffalo pens and spread on the fields nearest the buildings. Even on the plantations on which the cane has to be reset each year the ground, as a rule, is allowed to lie idle a year between crops, and, as the cul¬ tivation is so clean, few weeds come up to cover the ground. Some leguminous crop, as clover, sown in the cane at the last cultivation, would give much pasture for the buffalo and cattle and greatly increase the fertility of the soil, with no expense but the cost of the seed. Sugar should exhaust the plant food in the soil the least of any crop if properly managed and the stalks and leaves or their ashes returned to it. The plant can get all the elements contained in the sugar from the air and water. This is one rea¬ son why sugar growing has been so fostered in Germany and France, and later in the United States. Tools. — For plowing the land and cultivating the cane, as well as maize and rice, a very crude plow of Chinese style is the only tool used, except an equally crude harrow made of sections of bamboo pinned together with the branches left projecting 5 or 6 inches. The point and mold band of the plow are of very rough castings, and all the rest is of wood and made at home. The two iron castings cost about $2.25 Mexican. On two plantations foreign plows were being used and gave excellent satisfaction, except that each point cost $2 Mexican, or nearly as much as the two castings for the Chinese plow. In the United States they would cost from 50 to 65 cents Mexican, at retail. Certainly many American tools could be used with profit, even if more expensive, as they would do so much more effective work. Most of the plantations away from the coast use water wheels to furnish power for crushing the cane, while along the coast steam engines are used. On most plantations the crushed cane is used for boiling the juice, but under the engine boilers wood is used almost entirely, and as the forests are cleared farther and farther from the coast, this wood becomes quite a large item of expense. On some plantations the wood is supplemented by the stems of the coarse grass, which is cut and stacked under sheds during the dry season. Even on the best-equipped plantations little attention is paid to saving in labor. Even on Mr. A. Locsan’s plantation, which is said to be the best fitted and arranged of any on the island, the laborers have to carry the cane 10 feet and step up 3 feet to get it from the truck on the tramway onto the moving table that car¬ ries it to the crushing rollers, and yet there is no apparent reason why the tram¬ way should not come nearer and high enough so that the cane might be thrown from the trucks directly onto the table, thus saving half the labor. The laborers, aside from the foreman, get 12£ cents Mexican per day and two meals of rice and maize, except during the time of making the sugar, when they get double pay and three meals a day. On some plantations a good share of this is paid in tuba or bino and betelnut. Some of the plantation owners feel that they will have trouble with their laborers under American law. One said that if the laborers knew he could not kick or beat them when they did not do as he told them he could do nothing with them. An American officer said that recently a Spaniard on the west coast was greatly surprised and exceedingly angry for being fined because he severely beat one of his laborers. It has been so easy to grow a profitable crop of sugar on this fertile new land that little careful study has been given the subject by most planters. One planter, when asked if he thought an experiment station and school of agriculture would EDUCATION IN THE PHILIPPINES. 1429 be of much value to the people, replied: “ Yes, if you will show us how to grow other crops besides sugar: but there is no use in attempting to teach us to grow sugar or to make it, as any boy on the plantation 12 years old knows all about growing and making it.” The sugar made sells for a low price; but whether on plantations of this size it would be profitable to use more expensive machinery and make a better grade of sugar would have to be determined. On Luzon they make a different grade of sugar. One trouble with most of the planters in hi egros is that when they get a good crop they spend the money in having a big time in Manila or Hongkong, and then have to borrow money at from 12+ to 25 per cent to care for their next crop. Colonel Miner said he investigated the titles to the land a little to see if American capital could not be secured at a lower rate, but found most of them too defective for this. The early settlement of land titles is very important, and difficult as well. Some of the American officers as well as planters say that certain planters are enlarging their plantations very rapidly. Maize and Wee.— These are grown on all plantations and often together. They are grown more for use as food for the laborers than to sell in the market. The cul¬ tivation of the rice on the dry land is very good. It is difficult to get even an approx¬ imate estimate of yield from the planters. Considerable forest land is burned each year for planting maize and upland rice. The burning kills all the weeds and brush so thoroughly, and the ashes make so good a fertilizer, that for two years scarcely any cultivation is necessary, and all the crop costs is the trouble of p] anting and harvesting. After two years a little hand cultivation is given for a couple of years more and then the land is often allowed to grow grass and brush. Abaca or Manila hemp. — Next to sugar this is the most important export from the island. The plant closely resembles the banana and grows best when shaded by it or some tree. It grows wild, but when planted the young suckers are gen¬ erally set on freshly cleared hillsides. Smooth land is not necessary, as most of the cultivation consists simply in keeping the weeds and other small growths down by hand. The plants will yield fiber in from two to three years after they are set." About 140 plants will yield a picul of fiber and require laborers about seven days to draw it. If of the best quality and unstained it will be worth about $20 to $23 Mexican. Much fiber is wasted in drawing, but whether it could be saved at a profit is one of the questions yet to be settled. Many machines have been tried for drawing it, but so far without success. Why more is not planted is not easily understood, except that the planter has to wait two years for any return. The cost of starting a plantation is small and the crop is safe from the attack of the locusts. Mr. Arenta, who is said to have the largest plantation of abaca on the island, is planting cocoanuts and areca nuts among the plants, as shade, to take the place of bananas, as the former are much more profitable. He says different plants of the abaca vary greatly as to the amount and quality of the fiber they produce. Tobacco. — Tobacco is for the most part grown in small patches on the hillsides by the plantation laborers on shares. In this way the women and children assist in its cultivation and harvesting. The leaves are generally slung on rattan and hung in the tops of the laborer’s house to cure. In this way it is grown and cured at little expense, Cocoanuts. — Cocoanuts are much grown along the coast on both sides of the island. Very little copra is made, as most owners cut the flower stems for tuba. This is sometimes distilled, but generally sold the same day or next after gather¬ ing. Most of the nuts produced are used locally for oil. On the coast the young trees will bear profitable crops of nuts in from five to seven years after planting, while on the upland from seven to nine years are required. On the upland they are more subject to the attacks of locusts and other insects. Othei products. — Quite a large quantity of areca nut is exported. The plant grows well almost everywhere and is quite profitable. The nuts bring about $1 Mexican per 1,000 on the island after they are cleared of the husks. _ Coffee and cocoa are grown for local use, but little attention is paid to their cul¬ tivation. Small quantities of each are brought to the local market for trade. Mangoes and bread fruit grow without cultivation where the seeds have been thrown out. Excellent pineapples are grown on a few plantations and a few are exported. Bananas grow almost everywhere. Scarcely any cotton is grown, except the wild tree cotton, which is of no use for spinning. A wild lemon, as well as the pomelo, grows in the mountains, and probably a cultivated one of good quality would grow equally as well. Some other fruits are grown or grow wild in small quantities. 1430 EDUCATION REPOET, 1900-1901. On each plantation cloth is spun and woven by the women on hand looms. Several fibers are used alone and mixed, as abaca, pineapple, etc. This is about the only manufacturing on the island. Cattle. — Most of the labor on the plantations is done with the buffalo. The ordinary ox is used for the saddle or to draw the native carriage, even in the vil¬ lages. He is much quicker in his movements, but not as heavy and stout as the buffalo. Rinderpest. — On the east coast the linderpest is very prevalent and many cattle and buffalo are dying daily. On many of the plantations the work in the cane fields is practically at a standstill for lack of animals to do it. The disease is rap¬ idly spreading to the interior of the island. The army surgeons have supplied some material for inoculation, but were short of syringes. Apparently very little attention was given the burning or burying of the bodies, and in some cases they were skinned before being buried. Often they were buried so shallow that the dogs dug them out. At Iloilo so many had died that there were not enough left to handle the freight, and it was a very common sight to see men drawing loaded carts. If these cattle had been properly inoculated before they were actually sick, probably nearly all would have been rendered immune to the disease. It would need close foreign supervision all the time to make inoculation effective. Locusts. — Locusts are very numerous in certain sections this year. How many broods there are a year or how long the eggs require for hatching could not be learned. Their great numbers are largely due to cutting or burning the forests and then allowing the ground to grow up with grass and weeds; these waste places are where they hatch in such large numbers. In several of the places all the people were out driving the young ones into pits before they were able to fiy. In this way they caught bushels of them. One planter had some dry diseased ones, with which he was going to inoculate some of those on his plantation. They will not eat abaca, tobacco, cotton, nor the castor-oil plant. TRADES. In the latter part of 1901 an investigation, under the direction of Mr. B. P. Gleason, supervisor of industrial education, was made into the trades of Manila with a view toward gaining an idea of the tools used, the quality of work done, and the wages paid, in order to judge of the degree of advancement made in various lines of industry here. The following trades were studied: Mechanical drawing, carpentry, cabinetwork, wood carving, saw and planing mills, masonry, plastering, wall decorations, house and sign painting, plumbing, tinsmithing, pattern making, foundry and machine-shop work, harness and car¬ riage making, carriage painting, printing, the manufacture of musical instru¬ ments, bamboo and rattan work, clay modeling, die sinking, tailoring and rope making — a list of 25 industries. These questions were kept in mind during the investigation: “ Do the Filipinos control these industries?” “ If not, who does?” “Do they do the best or the higher class of work?” “Who does the best work if the Filipino does not? ” “What wages do they earn? ” “ Do they make good artisans? ” “ Can they ever become the masters industrially? ” “ Are they faithful and industrious and to be depended upon?” “Do they work well with those of other countries? ” etc. The kind of tools used and methods employed were carefully observed. A list of places visited was kept, with a record of the work done at each. Drawing. — Work in mechanical drawing by Filipinos is found in several differ¬ ent places in the city, and of several different kinds. Map drawing, both copying and working from field notes of surveys, was found in the office of the city engineer, the mining bureau, and the weather bureau. Besides map work in the weather bureau, there is much work done in platting results to represent graphically the data gathered by the bureau. Obser¬ vations are made to a large extent by Filipinos, and their work in drafting is well done. In such work they excel in detail, make excellent copies, and do beautiful lettering. One fault found with them was that, in completing a drawing, if some error EDUCATION IN THE PHILIPPINES. 1431 had been made in it, they would often try to coyer it np by stretching a line here or an angle there. No originality of consequence could be observed, but they have been taught only to copy, so no more can be expected of them, and what the Filipino has been taught to do in this work is well done. To remedy their faults, it would seem that free-hand drawing should be taught in connection with drafting. Sketches could be made of natural forms, and work in design could be given, calling for use of these forms, both natural and conventional. Mechanical drawings from measurement of machine parts could follow work in orthographic projection of simple geometric forms. By drawing to scale from these forms and then working to scale in the shops from these draw¬ ings they would leam to build up definite mental images and so develop useful imaginations. This would help to give them that creative ability and originality the absence of which is so often noted. At a silversmith shop were found working drawings done by Filipinos that were complete and very similar in form to designs for such work by American and European metal workers. Scenes of Filipino life and tropical foliage were worked out by the engraver in the metal from a working drawing. Carpentry.— The tools are primitive, but the results obtained surprisingly good. Few American tools are used. An American saw of ordinary size was found in use at one place adapted for oriental usage by drilling a hole through the tail and inserting a large wire spike, so as to use 2-man power. As a rule the Chinese do the carpentry work, though there are many Filipinos also who work at this trade. There are many Chinese contractors, most of whom, however, have an American partner. A few American carpenters are at work here at prices ranging from $2 to $8 gold per day. The testimony of those Americans who have employed native labor seems iden¬ tical — that the Filipino is unreliable when left without a supervisor, but that he has much manual dexterity. One contractor who has had much experience in Central and South America and on the Panama Canal places the Filipino last in the scale as compared with the people of those countries. One great trouble is lack of responsibility. There are a few graduates of the old Spanish industrial schools who know enough of plans and working drawings to direct workmen from them. One piece of house construction that is done by the Filipino is the raising and fixing in position of the posts that reach from the ground to the roof, as used in local construction. If a Chinese contractor has the job, he makes the posts and. then lets the con¬ tract to a Filipino to raise and put them in place at so much a post. The Filipino does not like the American scaffolding, and will only trust himself on bamboo tied with rattan, and they have been known to go so far as to replace at their own expense bamboo in preference to the scaffolding furnished them by Americans. Skilled workers get from 1 to 8 pesos per day; unskilled labor from 50 to 80 cents Mexican. Cabinet work, wood carving, and musical instruments. — In cabinet work are found the Japanese, the Chinese, the Filipino, and the Spaniard, but with the Filipino in the minority. However, he is doing a high grade of work, as is shown by samples of carving, turning, polishing, and decorating. They are using the American tools, while the Chinese and Japanese use their own peculiar make. .The. Filipino excels in wood carving, and there are many beautiful examples of his skill to be found in Manila, notably that at the church of San Ignacio, where we find much originality in the interior decorations. There are also many hand¬ some pieces of carved furniture to be found in the native stores and private homes. At the carpenter's shops a Filipino workman was seen designing and carving a back of an old chair, a part of which had been broken and lost. This particular piece of work called for an artistic and original design that should harmonize with the rest of the chair. The superintendent of the shops said that for work of that nature he should always choose a Filipino in preference to one of any other nationality. In connection with the wood-turning work, a most primitive lathe was seen in one of the little Chino shops. A Chino was turning a fly wheel, some 4 feet in diameter, by means of a crank. In the groove on the face of the wheel ran a hemp cord a fourth of an inch in diameter, which was connected directly with the piece to be turned. Modem gouges and chisels were in use and good results were being accomplished, even though the work did stand still now and then as the rope slipped on the piece of wood. 1432 EDUCATION REPORT, 1900-1901. On Calle Curvalle one can see the Filipinos doing most excellent work in mak¬ ing violins, guitars, mandolins, and other instruments. By their work in this alone they show conclusively that they have mechanical ability of no mean order. Saw and planing mills. — The greater part of the lumber that is used for build¬ ing purposes in Manila is ripped from the log by the Chino hand-power saw. These men average about $2 Mexican per day for wages. There, are, however, a number of steam-power mills, some with old-style machinery, others with more modern machinery, notably the one near the railroad station — Perez & Co. Here about sixty Filipinos are employed at prices ranging from 80 cents to $1.50 Mexi¬ can a day. At this mill they prefer the Filipino to the Chino, for they say that the Chino is neither to be trusted nor depended upon, but that the Filipino is very reliable. Some of the latter have worked there for fifteen years or more. The Chinese and Japanese do not seem to work well as a general thing with the Filipino, although in one Chinese mill a Filipino bookkeeper and foreman was found. Masonry. — Nearly all work done in bricklaying is done by the Chinese. The Filipino mason receives about the same wages as the carpenter. Stone dressers get from 8 to 4 pesos per day. Plastering and wall decoration . — Little plaster is used in interior work where it is seen. Cloth is used as a covering for the wall as a usual thing. This is cut and sewed the right size before putting in place. In decorating the walls the Filipino is at home. He submits no design, but partly by the use of templates and much free-hand work the results are sur¬ prisingly good. In their stencil work there are few patterns, with occasional variations. Journeymen painters receive 1 peso a day, decorators 50 cents to $2 Mexican. House and sign painting . — Some curious instances were heard of regardingthe Filipino as a painter. It is said that when the San Sebastian church was built the contract for the painting was let out to natives by the day. They erected some 25 feet of bamboo scaffolding and painted to the top of it, then erected 25 feet more scaffolding and painted to the top of that, and so on until the church was completed. The results were of course poor, as the part first painted was spattered from one end to the other. Painters receive from 60 cents to $1.25 Mexican. The Filipino is deliberate in his work, as we all know. One contractor said that an American painter on interior work will do as much in the same time and also much better work than 10 Filipinos. In one American sign painter’s shop about 7 native boys were at work. They do good work but, “ can not be depended upon unless closely supervised. ’ ’ In other shops the testimony was about the same. Plumbing and tinsmithing. — Plumbing is a new industry to the Filipinos. A good sanitary condition is an unknown thing, or rather was unknown until the American occupation. This is a trade that even the Chinese have not taken up to any great extent, for it is as unknown in China as it was in Manila. There are three American plumbing establishments besides that at the quarter¬ master’s shops. The cost of plumbing is much higher here than in the States, due to the great scarcity of skilled labor and the high price of material. Here is some testimony from those employing Filipinos: “ The native will never be able to do more than the cruder class of work.” Another says: “ Patient, careful training will make the native at least an ordi¬ nary, if not an efficient, workman.” Still another says that “ They are not reli¬ able, faithful, or honest in their work. They will stay until they get a few pesos, then fail to appear until their money is spent.” They seem to need con¬ stant watching and supervision or they will destroy both their tools and their work. In some ways this is not strange, for the average American who employs such help does not like to spend his time instructing his men. There are a number of Chinese tinsmithing shops here where a general tin- smithing business is being done. There are a few native tinsmiths who are doing fairly good work at wages ranging from 80 cents to $2 Mexican per day, the majority receiving 1 peso. Blacksmithing , pattern making , foundry and machine-shop work. — The largest blacksmithing establishment was found at the quartermaster’s shops. Here a score or more Filipinos were seen forging and welding the various articles necessary for such a shop. In many cases the work was of quite an intricate nature, but it was well done. A Filipino is in direct charge of this shop, and, according to the master mechanic, is capable and competent. The workmen are EDUCATION IN THE PHILIPPINES. 1433 very slow and deliberate; tlie blows struck by their hammers are of little force, with the result that all operations required more time than was necessary. One incident occurred at this place which gave an opportunity to learn how the dif¬ ferent peoples were considered by those in authority. The Filipinos were marched out of one gate and those of the ether nations from another. The Filipinos only were stopped in order to undergo an examination to see that no tools or materials were being taken away. There is very little pattern making in Manila, but at the shipbuilding plant at Cavite considerable molding and casting were being done by natives. The results were good. The superintendent there said that “ as long as they were watched and directed the work would be well but slowly done, but without constant super¬ vision the results were far from satisfactory.” He has an assistant who has been working for the firm for many years, and he described him as faithful, competent, and industrious. In the machine shops many Filipinos are employed and doing good work if supervised. 'At the shops of the Earnshaw Brothers about 800 are listed as being employed there, but 500 is the largest number ever available, and usually about 400 are at work’ Of this number 10 receive 3 pesos a day, but the average is 2 pesos. These wages are just twice what they were three years ago. On Saturday the men receive their weekly pay, and on Monday scarcely half enough appear to do the work. By Tuesday or Wednesday most have returned. One of the foremen there says that “ they are good for absence.” At other places many natives were seen at work making both simple and complicated pieces of machinery. They do not seem to be successful in working here with those of other nationalities. Carriage, harness, and painting industries. — The Americans, Spaniards, and Filipinos control these industries, with Filipinos in the lead. These are industries in which Chinese take no part. In many of these shops most skillful work was seen. The tools and appliances used are old and crude and the methods slow. Many of the conveniences deemed necessary in American shops are lacking here, and all work is done by hand. The Filipino is doing much work in leather, and there are a number of harness shops. They seem to do good work in painting, following the methods usually prevailing in the States. Salaries here range from 20 to 40 pesos per month, according to the skill required. Foremen command 2 pesos per day. Natives who employ labor complain that wages have doubled since American occupation. Printing. — Filipinos are employed entirely to do the mechanical work in the printing offices of the city. The Filipino typesetter in the American offices sim¬ ply follows copy. He knows nothing of the matter he sets up, but simply follows the typewritten copy word for word and letter for letter, and, considering the fact that he does not understand what he is setting up, he makes very good time. The “ stick” that he uses holds but one line of type, consequently much time is lost in “ dumping ’ ’ each line. Notwithstanding these handicaps, the native type¬ setter averages about 400 or 500 ems an hour. Most of the type cases in use are the old Spanish style, and the presses range from the old Spanish hand press to the latest high-speed Miehle. Between them the printing press products of nearly all countries are represented. Filipinos are employed exclusively in the press room as press feeders, but require an experienced foreman, for they can not make repairs if anything goes wrong with the machinery. All the Manila offices make their own printing rollers, Filipinos doing the work. Since American occupation the wages of native compositors, press feeders, and bookbinders have been nearly doubled. The Spanish and Filipino offices pay the old wages, ranging from $4 to $8 a week. First-class compositors receive the lat¬ ter amount, while binders and feeders receive less. The American offices pay from S4 to $8 gold a week, and require about nine hours’ work each day. Bamboo and rattan wortc. — In regard to bamboo and rattan work, relating to chairs, baskets, etc., it was found that practically all of the shops visited had none but Chinese workmen; in fact, not one native was found, although undoubt¬ edly such are engaged in this work somewhere. Many of the articles were imported from China. At Bilibid prison information Was given that this class of work was performed by the natives, and the samples on sale seemed to be of better grade than those seen in the stores of the city. The natives are trained from childhood to work with these materials, and it is undoubtedly the one thing in which they excel. One sees the necessity of all 1434: EDUCATION REPOET, 1300-1901. this upon examination of their houses, fully constructed throughout without a nail being used. Clay modeling. — There are a number of Filipinos who are working in clay in connection with painting. Bas-relief forms are modeled on plaques. These are painted, and on the background are depicted native scenes. Wax is also found in place of clay in many instances. Wood, is the material that the natives prefer, however, and, as mentioned above, he does much carving that would do credit to one of any country. Die sinking. — There is some work in die sinking and cutting, but it is quite limited, and as a general thing the facilities are poor. Tailoring. — The estimated number of tailor shops in Manila is about 400, a large proportion of which are controlled by Filipinos. Wages range from 50 to 60 cents per day for men and women. Rope making. — Near Tondo Market one can see the native rope maker at his work during pleasant weather. The hemp is twisted into strands and then into ropes of varying sizes by hand power on a very simple, and to them' apparently, a very satisfactory machine. To a novice the ropes looked well made, and the men. while they did not appear to be overworked, were industrious and attended strictly to business. In summing up, the consensus of opinion of those who gathered the foregoing information was that few natives were in control of the leading industries, and that while they were doing at the present time much of the rougher class of work, with careful and patient instruction they were capable of better things; that there was much latent mechanical ability, and in time they could rise and take their places as leaders, not immediately, not in the near future, not in one generation, but they have the qualities in them to do the work. They are slow, take life leisurely, putter over their work, and lack responsibility. That, how¬ ever, is not strange, considering the climate. They no doubt do lack the energy to do the work, but also lack the knowledge. Their thoughts and their natural ability have not been trained to do things. With knowledge to do, ambition may be aroused, and the results, it is hoped, maybe such that in time the Filipino may become, not the “ helper ” that he is to-day, but the leader in all industrial enterprises that will help to put this archipelago on a higher plane. In October, 1901, circulars were sent out to all division superintendents and their deputies, asking for information regarding the status of the industries of the different provinces at that time. This was done with a view of assisting the department in laying out courses of work in the trade schools that would fit into the industries of the various parts of the archipelago. Owing to the difficulties in getting about, and the great amount of work neces¬ sary in establishing the many English schools, it has been impossible for all to make reports, but enough have been received to give a good general idea of the conditions as they exist at the present time. The ravages of war have prostrated many industries that flourished in times past. Rinderpest, that dread cattle disease, has done its share to ruin many to whom cattle raising was of the greatest importance. On the island of Masbate alone the number of cattle has been reduced in the past year from between 100,000 and 150,000 to about 5,000 head. The same conditions exist also in other parts of the archipelago. In the interior of all the islands there is little industrial civilization, except that brought in by the foreigner. Crude, makeshift tools of all kinds and descrip¬ tions are found, and methods in vogue centuries ago are still the only ones known to them now. In fact, away from the seaport towns the Philippines are practi¬ cally still in a state of nature. There is a great amount of excellent rich land, which under proper cultivation would grow almost any tropical product, but as one man expressed it regarding the tobacco crop, “ They trust to the Almighty to not only raise it, but cure it as well." And this remark applies to all crops. There are exceptions to all rules, EDUCATION IN THE PHILIPPINES. 1435 but generally speaking the Filipino lives only for to-day, and it is not surprising. In a land where little clothing is required and where food grows without cultiva¬ tion there is not much incentive for the average person to work. With a bolo and the bamboo which grows on every side the Filipino can not only build him¬ self a house, but he can furnish it as well, scant though that furnishing be; make his head gear, pipes for carrying water, baskets, spoons, fishing traps, bancas or canoes, and many other things which his simple needs demand. Bamboo leaves are also used sometimes as an article of food. This, with the many fruits that grow with no cultivation and the fish that abound in the water, satisfies the great majority of the people. The consensus of opinion seems to be that with proper guidance and with modern tools and methods the Filipinos could develop into a race of artisans and agriculturists. . This would do much to put the islands on a higher plane than they are at present. Many do beautiful work, and while as a rule it is a copy of that done for generations past, it is new to us and the workmanship is excellent. The beautiful fabrics of jusi, pina, and sinamay are entirely made by the Filipino women and are a source of great revenue in certain localities. Those of Iloilo, on the island of Panay, are most noted for their fineness and beauty, as are the woven mats, or petates, of Romblon. The finely woven hats of the province of Bulacan and Pangasinan all testify to the manual dexterity of the Filipino, as the weaving of mats, bags, and baskets, the spinning of the thread, and the mak¬ ing of the beautiful cloths testify to the manual skill of the Moro women of the south, and the work in steel in making bolos and carving of the handles of the same by the Moro men. In Manila one can see most exquisite work in wood carving and in the making of musical instruments. They excel in light work where great patience is required, but for the heavier grades of work they are of little account. The Chi¬ nese are the ones who practically control the labor situation. They are to be found in every manual occupation. They are faithful, work daily., Sundays, holi¬ days, and all times, if need be. Nothing seems to daunt them. They are ingen¬ ious and grasp and apply any idea or suggestion with the greatest alacrity. They control many of the mechanical industries; the Filipino but few, except in the interior. One of the industries of the greatest importance in Manila is the manufacture of cigars and tobacco. In that city alone there are fully 50,000 Filipinos employed, their output being something like 5,000,000 cigars in a day. A few Chinese and some of other nationalities are employed, but their work is of an inferior class to that of the Filipino. Wages have almost and in many cases have more than doubled since American occupation. In Manila the following wages are paid at the present time: Skilled wood workers, $1 to §3, Mexican, per day; unskilled, 50 cents to 80 cents, Mexi¬ can; sawyers of lumber, $.2, Mexican; stone dressers, $3 to $4, Mexican; house painters, 60 cents to $1.25, Mexican; tinsmiths, 80 cents to $2, Mexican, majority $1, Mexican; carriage makers, $20 to $40, Mexican, per month, according to skill required. In printing, the Spanish and Filipino offices pay wages ranging from $4 to $8, Mexican, per week, while the American offices pay the same amounts in gold, or double that of the Filipino and Spanish offices. Tailoring, 50 cents to 60 cents, Mexican, per day. Cigar makers are usually paid by the piece; those work¬ ing in this way can make about $15, Mexican, per week. A great many, however, earn about $5, Mexican, per week. Outside of Manila the wages are considerably lower, especially away from the seaport towns. Common laborers receive as low as 10 cents, gold, per day; skilled workers, 50 cents, gold. Whether or no the Filipino will ever become the master of the industrial situa¬ tion depends very much upon what he himself is willing to d.o to overcome his 1436 EDUCATION EEPORT, 1900-1901. inborn inertia. One of the most baneful effects of the Spanish occupation is the idea that hand work is degrading. The desire to occupy some position where it will not be necessary to soil either his hands or his clothes seems to be the great ambition of a large majority of the Filipino race. The prejudice against manual labor must first of all be overcome before it can make any great advancement. At present, after three hundred years of training in the Spanish school of life, the testimony seems to be that the average Filipino is neither industrious, faithful, or to be depended upon. Industrial schools will do much to change all this, it is hoped, and with exam¬ ples of what an energetic race of men and women are accomplishing already, with the introduction of new tools, new appliances, and modern machinery, new ideas will be developed, the land will be cultivated, and this body of people will come forth to play their part in the great struggle for life. XVIIL— SCHOOL BUILDINGS. One of the great handicaps in the work at present is the lack of suitable school buildings in many of the towns. During the late insurrections and wars many substantial buildings were partly or wholly destroyed, and in the majority of cases have not been rebuilt, but, instead, replaced by those of a temporary character. In answer to a special circular letter sent out to the teachers, a detailed report on the school buildings was made, from which it was possible to gain accurate information on the condition of each schoolhouse. The estimated number of school buildings is 1,500, many built of stone, but the larger number of wood and nipa. For a time some schools were conducted in convents, but this practice in general was discontinued on the recommendation of the civil governor, in order to avoid any harsh feeling between church and civil authorities. There are, how¬ ever, some schools still held in the convents on the express invitation of the local priests. Oftentimes the buildings are used for other purposes — as the presidencia or other office, as a dwelling, or even a store. The practice obtained under Spanish rule of using the schoolhouse as the home of the teacher and his family, a custom that has been set aside now with the idea of raising the dignity of the school building. The schoolhouses are in various stages of equipment; some have received the modern American desks which recently arrived, others are fitted with rather crude, but serviceable, Filipino desks, and still others have nothing but a few bamboo benches for furniture. The floor space varies from 180 to 3,000 square feet, and the amount of blackboard surface from none to 600 square feet. The buildings contain from 1 to 8 rooms, and in general the conditions of light and sanitation are good, but the state of repair generally only fair, frequently poor, and in many cases bad. This matter of suitable schoolhouses is now claiming serious attention. The general superintendent has made urgent recommendation that a construction fund be provided by the insular government, with the idea of helping the great number of deserving municipalities to a certain extent rather than aid the few entirely. The Bureau of Architecture is now ready to draw up plans from speci¬ fications forwarded by the municipalities through the division superintendent and approved by the general superintendent. Activity on the part of the towns in providing suitable schoolhouses is on the increase, and when these municipalities are on a firmer financial basis more is to be expected. Furthermore, with the withdrawal of the soldiers from various towns which have come under civil regime, where their services are no longer needed, the number of satisfactory buildings for school purposes increases. EDUCATION IN THE PHILIPPINES. 1437 XIX.— HOLIDAYS, VACATIONS, AND SCHOOL SESSIONS. The school year in Spanish times was from six to twelve months, according to the locality. School sessions varied from three to eight hours, and vacations came at all times of the year. After a consideration of the local conditions peculiar to each province, uniform¬ ity in the periods of vacation was found impracticable, and the matter, with cer¬ tain general regulations, was left to the individual division superintendents to decide. These regulations were: 1. The school day shall be divided into a morning and an afternoon session, and shall not be less than five nor more than five and one-half hours, one of which shall be spent in daily instruction of the Filipino teachers. 2. There shall be allowed fourteen weeks5 vacation each year, two of which shall be the usual Christmas vacation. 3. Of the remaining twelve vacation weeks all may be given consecutively, but eight must be. 4. There shall be no more than three vacations during the year, one of these being the Christmas vacation. In addition to these regular vacations, the following holidays have been estab¬ lished by act of the United States Philippine Commission: ^ ~ TV» ICAO In 1802. New Year’s Day _ _ January 1. Washington's Birthday _ February 22. Holy Thursday _ - _ March 27. Good Friday _ March 28. Independence Day _ July 4. Occupation Day _ — August 13. Thanksgiving Day _ - _ _ . . November 27. Christmas Day _ December 25. Rizal Day _ - _ December 30. In addition to these, the following church fiestas, or such of them as are con¬ sidered advisable, may be observed as holidays by the schools of these islands: In 1902. Epiphany, or Three Kings’ Day _ January 6. Purification of the Blessed Virgin _ February 2. Ascension Day _ May 11. Corpus Christi Day _ June 1. Assumption Day _ August 15. All Saints’ Day _ November 1. Conception of the Blessed Virgin Mary _ December 8. Suggestions as to the list of church days were invited from the division super¬ intendents and such changes recommended as might accord better with the cus¬ toms of their provinces. XX.— LEGISLATION— NECESSARY ADDITIONAL ENACTMENTS. Since the passing of the school bill additional enactments have provided for the increase of the number of school divisions to 18 (act 180), the appointment of deputy division superintendents (act 232) , and the appointment of teachers for secondary instruction (act 373). Further legislation is now necessary to provide for the supervision of private schools, to frame a compulsory school law, and to grant additional power to divi¬ sion superintendents over the expenditure of the portion of the municipal reve¬ nues which is for school purposes. Since the coming of the Americans private schools have sprung up like mush¬ rooms. Within ten months, since June, 1901, 29 new ones have been opened in 1488 EDUCATION REPORT, 1900-1901. Manila alone. There are three classes — parochial schools, branches of the Liceo de Manila, designated as feeders to that institution, and primary and secondary schools established by private parties on their own accounts. All of these are patterned after the old order of things, and are teaching either Spanish or the « vernacular. The popular demand for English has compelled many of them to make a show of teaching a little of it, but it is generally being attempted without English teachers worthy of the name. The curriculum of these schools, espe¬ cially those of a primary grade, should conform to the course in the public schools, but with full latitude in matters of religious instruction; and the inspection of them should be made to the extent of seeing that they are schools in fact and not in name only. The general superintendent has, therefore, recommended that section 25 of act 74 be amended by adding thereto the following: But these shall be under the control of the general superintendent of public instruction and the division superintendents. A study of the supervision of private schools in various parts of the United States shows that such is considered necessary, even amid the most favorable educational conditions. The object of the supervision should be to raise the standard of these schools and get them in fine and harmony with the general educational movement. If this is done, these schools are to be welcomed and encouraged; if not so regulated, they are a very positive menace to educational advancement. The supervision of private schools will insure a general standard of excellence in all of the schools of the islands, and incidentally will make it possible to have *a compulsory school law of real worth. A compulsory school law is a necessary thing for any country where the pur¬ pose is to secure general education. Twenty-nine States and two Territories in the United States have passed such laws, defining the ages to which the laws shall apply, the annual term of school attendance, and the penahy imposed upon parents and guardians for violations. To attempt general education here without such a law would presuppose a greater interest in education than exists in the most cultured nations. The general superintendent has recommended that the Commission empower the presidentes of the pueblos to compel attendance by proclamation on the advice of the division superintendents (who would not give such advice unless there were sufficient school accommodations). This law should require attendance at some authorized school of all children between 6 and 12 years of age. It should by no means limit the attendance to the public school. It should make special provision for servants within this age, compelling their attendance but a portion of the regular time. Only where the municipal authorities are in sympathy with such a law can it be successfully enforced. The division superintendents have recommended it, stating that many presidentes were willing to pass such a regula¬ tion were they so empowered. In a few cases compulsory-attendance regulations have already been enacted by municipalities eager to push educational interests. This action is as yet hardly constitutional, yet has effected its purpose. In the matter of expending the money set aside by law for school purposes division superintendents have met with difficulties. As the law at present reads, all initiative in expenditure lies with the municipal council; and the division superintendent, together with the local board, although they take a deeper interest in educational matters and understand better the school needs, have only the power of recommendation. Division superintendents feel that they ought to have a more direct control of the funds which belong to their department, and it is EDUCATION IN THE PHILIPPINES. 1439 deemed necessary to give them some power of initiative. It might he well to make the deputy division superintendents members of their respective provincial boards. XXI.— PRESENT PLANS FOR FUTURE DEVELOPMENT. It is of vital necessity now, after these people have been given the means of a rudimentary education, that something higher should be held out to them. The movement would be only too certain to end in failure if, after the desire for edu¬ cation had been awakened in them, there was nothing which we could furnish to satisfy it. Grammar and high schools are therefore being established now, and a school of fine arts, music, and painting, a technical school, and a university are definitely planned. The grammar and high schools, provincial institutions in nature, are opening in each province. The insular government furnishes the teachers and books, the provincial government the buildings and equipment. The curricula are to include advanced work in English, higher mathematics, Spanish, and Latin. The school of fine arts, music, and painting, to be opened at Manila, is intended to encourage work in this line, in which the Filipinos have shown unexpected ability. The technical school, with courses in mining, civil, and electrical engineering, is planned to prepare the young men for practical work in developing their country. At present there are but 120 miles of railroad in the whole archipelago, few good bridges, and numberless poor roads, many of which are mere trails, almost impass¬ able. There are, furthermore, mineral resources, and opportunities for industrial growth by utilizing the innumerable mountain streams for power directly or con¬ verting their energy. A well-equipped technical school here, after the pattern of our Massachusetts Institute of Technology, will fill a great need in enabling the people to solve these problems. A university finally completes the system, with an academic department, grad¬ uate school, and schools of medicine and law. There are additional supplementary agencies planned in the way of reform schools and institutions for the deaf, dumb, and blind, and also a circulating library for the benefit of the teachers. Thus from the primary institution to the university there is a logical system in which something higher is constantly offered until the highest is reached. The process of development is a steady one along the two lines of perfecting and com¬ pleting the system of academic training by opening normal schools and higher institutions, and of increasing the scope and efficiency of the work by the estab¬ lishment of special schools and supplementary educational agencies. XXII.— EDUCATION OF FILIPINOS IN THE UNITED STATES. In this system we must beware of the possibility of overdoing the matter of higher education and unfitting the Filipino for practical work. We should heed the lesson taught us in our reconstruction period when we started ih to educate the negro. The education for the masses here must be an agricultural and indus¬ trial one, after the pattern of our Tuskegee Institute at home. It is desirable to send certain Filipinos to the United States for the purpose of becoming acquainted with our methods, and of being able to apply them with advantage to their work here. The general superintendent has, therefore, asked each division superintendent to recommend a few especially promising Filipinos, whose names are to be submitted to the Commission for action. In the estimation 1440 EDUCATION REPORT, 1900-1901. of the general superintendent it is preferable to send a small number, for perhaps two years' study, than a large number for a short time; and such will be the prin¬ ciple observed. XXIII.— RELATION OF EDUCATIONAL WORK TO THAT OF OTHER DEPARTMENTS. The department of education is in the unclassified civil service, and is regularly becoming a factor in matters not strictly educational. It is associating itself with the post-office department, in that many of the teachers have become postmasters for their respective towns; with the bureau of non-Christian tribes, for the teach¬ ers are making investigations for this bureau in their various localities; with the board of health, for many teachers are acting as members of local boards; and with the general government by taking part in the work of getting the census of the archipelago. XXIV.— EDUCATIONAL POLICY. The policy followed throughout is steady, slow going, careful, fundamental work, the fruits of which the future alone will bear; our hopes are centered in the new generation; no attempt has been made at display; nothing for which there was no need has been introduced into the system. As the educational wants of the Filipinos grow and their ability to assimilate the new substances likewise increases, they are supplied. The character of the work is entirely practical and utilitarian. XXV.— EDUCATIONAL OUTLOOK. The capacity of the Filipinos for education gives to our efforts the promise of permanent results. The change from fee to free schools has been an important one and a prime factor in arousing the interest of the people in education. And in this interest lies in great part the success of the movement. There is a desire for American teachers and schools everywhere; even political enemies have been friendly to the educational movement. The eagerness is shown not only by the children, from whom it might be expected, but also by the old people; and although part of this results from the novelty of the work, the greater part has a deeper foundation. We must not, however, assume too much. Native dialects will continue to be spoken; but English will become the official language, the medium for the trans¬ mission of modern currents of thought — in short, modern civilization. Japan serves as a good illustration of this. And herein lies the justification of the pres¬ ent educational movement: A preparation both for the pursuit of practical life- sustaining occupation, and for the best of past and present civilization in litera¬ ture, culture, and art. CHAPTER XXX. FOREIGN UNIVERSITIES AND OTHER FOREIGN INSTITU¬ TIONS OF HIGHER EDUCATION. I. Universities arranged according to date of founding. II. Other seats of learning arranged according to date of founding. III. Universities , etc., arranged according to number of students. IV. The same arranged alphabetically. V. Universities arranged according to countries. VI. Polytechnica arranged alphabetically. VII. Agricultural, forestry, and mining schools arranged alphabetically. VIII. Veterinary schools arranged alphabetically. INTRODUCTION. The authors of “ Minerva, Jahrbuch der Universtaten der Welt “ (K. Trubner and F. Mentz) , which is the chief source of information offered in the following lists, say that they have submitted their work at various stages of completion to dif¬ ferent professors of the countries mentioned, so that they are assured that ‘their decision as to which of the learned institutions of the world should be regarded as universities is upheld by the most trustworthy authority. They describe their Jahrbuch as a collection of names of teaching bodies, of universities, or similar institutions of the world. Since this Report of the Bureau of Education contains direct information con¬ cerning the higher institutions of learning in the United States, they have been omitted from the following lists, which are devoted exclusively to foreign insti¬ tutions: I. Foreign universities arranged according to age. Date of foun¬ dation. Locality. Date of foun¬ dation. | Locality. 988 Tenth century. Cairo, Egypt. 1361 Fourteenth century — Continued. Pavia, Italy. Ticelfth century. 1364 1365 Cracow, Galicia, Austria. Vienna, Austria. 1119 Bologna, Italy. 1367 1386 Funfkircben, Hungary. Heidelberg. Baden, Germany. 1181 Montpellier, France. 1391 Ferrara, Italy. 1200 1200 Paris, France. Oxford, England. ! Fifteenth century. Thirteenth century . 1402 Wurzburg, Bavaria, Germany. 1209 Valencia, Spain. 1409 1409 Leipzig, Saxony, Germany. Aix, France. 1222 ! Padua, Italy. 1411 St, Andrews, Scotland. 1224 i Naples, Italy. 1412 Turin, Italy. Rostock, Mecklenburg, Germany. 12.33 Toulouse, France. 1419 1243 Salamanca, Spain. | Cambridge, England. Perugia, Italy . Coimbra, Portugal. 1422 Parma, Italy. 1257 1422 Besangon, France. 1266 1426 Louvain, Belgium. 1288 1431 Poitiers, France. Fourteenth century. 1437 1441 Caen, France. Bordeaux, France. 1303 j Rome, Italy. 1444 1450 Catania, Sicily, Italy. Barcelona. Spain. 1339 G-renoble, France. 1451 Glasgow, Scotland. 1343 ! Pisa, Italy. 1456 Greixswald, Prussia, Germany. 1346 i Valladolid, Spain. 1457 Freiburg, Baden, Germany. 1348 j Prague, Bohemia, Austria. 1460 Basel, Switzerland. 1349 ! Florence, Italy. 1 1463 Nantes, France. ED 1901 — VOL II - 15 1441 1442 EDUCATION EEPOET, 1900-1901. I. Foreign universities arranged according to age — Continued. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. 1465 Fifteenth century — Continued. Budapest, Hungary. 1785 Eighteenth century — Continued. Pressburg. Hungary. 1472 Munich, Bavaria, Germany. 1788 Grosswardein, Hungary. 1474 Saragossa, Spain. 1798 Kasan, Russia, Theological College. 1477 1477 Upsala, Sweden. Tubingen, Wiirtemberg. Germany. Nineteenth century. 1478 1494 Copenhagen. Denmark. Aberdeen. Scotland. 1800 Edinburgh, Scotland, Medical College. Sixteenth century. 1804 1804 Kasan, Russia . Kharkov, Russia. 1501 Valencia, Spain. 1805 1808 Yaroslavl, Russia. Clermont, France. 1502 Halle- W ittenberg, Prussia, Germany. j 1808 Lille, France. 1502 Seville. Spain. 1808 Lyon, France. 1504 Santiago, Spain. 1808 Rennes, France. 1506 Breslau, Prussia, Germany (1702) . 1809 Berlin, Prussia, Germany. 1508 Madrid, Spain. 1811 Christiania, Norway. 1527 Marburg. Prussia, Germany. 1812 Genoa, Italy. 1531 Granada, Spain. 1816 Ghent, Belgium. 1581 Sarospatak, Hungary. 1816 Warsaw, Poland. Russia. 1587 Lausanne, Switzerland. 1817 Liege (Liittich), Belgium. 1540 Macerata, Italy. 1818 Bonn, Prussia, Germany. 1544 Konigsberg. Prussia, Germany. 1819 St. Petersburg, Russia. 1548 Messina, Sicily, Italy. 1820 Nezin, Russia, Philological School. 1549 Debreczen, Hungary. Theological Col- 1821 Montreal, Canada. London (University College), England. lege. 1826 1556 Sassari, Italy. 1827 Toronto, Canada. 1558 Jena, Thuringia. Germany. 1827 Sheffield (Medical College). England. 1559 Geneva, Switzerland. 1828 Lampeter (St. David’s College), Wales. 1566 Olmiitz. Moravia, Austria. 1832 Durham. England. 1567 Strasburg, Alsace, Germany. 1832 Zurich, Switzerland. 1568 Braunsberg, Prussia, Germany. 1832 Kiev, Russia. 1572 Nancy, France. 1834 Freising, Germany, Theological Ly¬ 1575 Leyden, Holland. ceum. 1580 Oviedo, Spain. Rome, Italy (Pontif.). 1834 Brussels, Belgium. 1582 1834 Berne, Switzerland. 1583 Edinburgh. Scotland. 18:36 London (University), England. 1586 Gratz, Styria, Austria. 1837 Athens, Greece. 1588 Kiev, Russia. 1838 Messina, Italy. 1591 Dublin, Ireland. 1840 Kingston, Canada. 1596 Cagliari, Italy. 1843 Eichstatt, Germany, Theological Dy Seventeenth century , 1845 ceum. Cork, Ireland. 1605 Manila, Philippine Islands. 1845 1845 Belfast, Ireland. Galway, Ireland. 1607 Giessen, Hessia. Germany. 1849 Algiers, Algeria. 1614 Groningen, Holland. 1850 Sydney, Australia. 1632 Salzburg. Austria. 1851 Manchester (Victoria University), 1632 Amsterdam, Holland. England. 1632 Dorpat, Russia. 1851 Newcastle, England. 1636 Utrecht. Holland. 1853 Melbourne, Victoria, Australia. ■ 1640 Helsingfors, Finland, Russia, 1857 Calcutta, India. 1657 Kaschau, Hungary. 1857 Madras, India. 1665 Kiel, Prussia, Germany. 1857 Bombay, India. 1666 Lund, Sweden. 1860 Jassy, Roumania. 1671 Urbino, Italy . 1862 Kecskemet. Hungary. 1673 j Innsbruck, Tyrol, Austria. 1864 Bucharest, Roumania. 1676 : Eperies, Hungary. 1865 Odessa, Russia. 1683 | Modena, Italy. 1866 Neuchatel, Switzerland. Eighteenth century. 1868 1870 Tokyo, Japan. New Zealand, New Zealand. 1710 Barbados (Codrington College), West 1872 1872 Aberystwith, Wales. Adelaide, Australia. Indies. 1872 Klausenburg, Hungary. 1721 Habana, Cuba. 1873 Cape City, South Africa. 1722 Dijon, France. 1874 Agram, Croatia, Hungary. . 1727 Camerino, Italy. 1875 Angers, France. 1737 Regensburg, Germany, Theological 1875 Lille (Faculte Libre), France. Lyceum. 1875 Lyon (Faculte Libre), France. 1737 Gottingen, Prussia, Germany. 1875 Czernowitz, Bukowina, Austria. 1740 Erlau, Hungary. 1875 Birmingham, England. 1743 Erlangen, Bavaria, Germany. 1876 Bristol. England. 1743 Santiago, Chile. 1876 Montevideo, Uruguay. 1748 Cadiz, Spain. 1876 Montreal. Canada, Universite Laval de 1755 Moscow, Russia. Quebeck. 1771 Munster. Prussia, Germany. 1877 Leeds, England. 1777 Siena, Italy. 1877 Liverpool. England. 1779 Palermo, Sicily, Italy. 1878 Stockholm. Sweden. 1784 Lemberg, Galicia. Austria. 1 1879 I Sheffield (Firth College), England. FOBEIGN UNIVERSITIES. 1443 I. Foreign universities arranged according to age — Continued. Date of foun¬ dation. Locality. Date of 1 foun¬ dation. Locality. Nineteenth century — Continued. Nineteenth century — Continued . 1880 Amsterdam, Netherlands, Free Uni¬ 1888 Sophia, Bulgaria. versity. 1889 Freiburg, Switzerland. 1880 Habana, Cuba. 1891 Gothenburg, Sweden. 1880 Dublin, University of Ireland. 1893 Ouro Preto, Brazil. 1880 Dundee, Scotland. 1897 Kyoto, Japan. 1880 Nottingham, England. 1882 Prague (Bohemian University), Aus¬ Date not Tcnoivn. tria. 1882 Lahore, India. Belgrade, Servia. 1883 Cardiff, "Wales. Limoges, France. 1884 Bangor, Wales. Marseilles, France. 1885 Odessa, Russia. Montauban, France. 1887 Allahabad, India. Cordoba, Argentina. 1888 Tomsk, Siberia, Russia. Buenos Ayres, Argentina. II. Other higher seats of learning arranged according to age. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. Eighteenth century. Nineteenth century — Continued. 1745 1761 1763 1765 1766 1773 1774 1775 1779 1786 1790 1790 1791 1791 1792 1794 1798 Brunswick, Germany, Polytechnic. Lyon, France, Veterinary . V ienna, Austria, V eterinary . Freiburg, Germany, Mining. Alford, France, V eterinary. St. Petersburg, Russia, Mining. Dresden, Germany, Veterinary. Clausthal, Germany, Mining. Berlin, Germany, Polytechnic. Budapest, Hungary, Veterinary. Berlin, Germany, V eterinary. Munich, Germany, Veterinary. London, England, Veterinary. Milan , Italy , V eterinary . Madrid, Spain, Agricultural and Veterinary. Paris, France, Polytechnic. Stockholm, Sweden, Polytechnic. Nineteenth century. 1802 1804 1806 1806 Cordoba, Spain, Veterinary. Kharkof , Russia, V eterinary. Berlin, Germany, Agriculture. Prague, Austria, German Poly tech- 1811 1811 1811 1815 1816 1818 1819 1820 1820 1821 1821 1823 1824 1825 1825 1827 1828 1828 1828 1829 1829 1832 1832 1835 1837 Tharandt, Germany, Forestry. Stockholm, Sweden, Agriculture. Griitz, Austria, Polytechnic. Vienna, Austria, Polytechnic. St. Etienne, France, Mining. Hohenheim, Germany, Agriculture. Altenburg, Hungary, Agriculture. Eberswalde, Germany , Forestry . Santiago, Spain, Vetei*inary. Stuttgart, Germany, Veterinary. Stockholm, Sweden, Veterinary. Stockholm, Sweden, Forestry. N ancy , France, Forestry. Karlsruhe, Germany, Polytechnic. Toulouse, France, Veterinary. Munich, Germany, Polytechnic. Dresden, Germany, Polytechnic. Grignon, France, Agriculture. St. Petersburg, Russia, Polytechnic. Stuttgart, Germany, Polytechnic. Copenhagen, Denmark, Polytechnic. Moscow, Russia, Polytechnic. Riga, Russia, Polytechnic. Madrid, Spain, Polytechnic. Lisbon, Portugal, Polytechnic. 1844 1844 1846 1847 1849 1850 1851 1854 1858 1857 1858 1858 1859 1859 1860 1860 1863 1863 1864 1864 1865 1865 1865 1868 1868 1868 1869 1870 1872 1872 1872 1877 1879 1880 1884 1884 1885 1885 1885 1885 1886 1887 1888 1888 Aschaffenburg, Germany, Agricul¬ ture. Lemberg, Austria, Polytechnic. Poppelsdorf , Germany, Agriculture. Helsingfors, Russia, Polytechnic. Pribram, Austria, Mining. Briinn, Austria, Polytechnic. Zurich, Switzerland, Polytechnic. Beauvais, France, Agriculture. Budapest, Hungary, Polytechnic. Lyon, France, Polytechnic. Copenhagen, Denmark, Agriculture and Veterinary. Turin, Italy, Polytechnic. Evois, Russia, Forestry. Eisenach, Germany, Forestry. Berlin, Germany, Mining. Gembloux, Belgium, Agriculture. N aples, Italy , Polytechnic . Milan, Italy, Polytechnic. Bukarest, Roumania, Veterinary. Delft, Netherlands, Polytechnic" Keszthely , Hungary, Agriculture. Debreczen, Hungary, Agriculture. Kaschau, Hungary, Agriculture. Miinden, Germany, Forestry. Darmstadt, Germany, Polytechnic. Prague, Austria, Bohemian Polytech¬ nic. Kolozsmonostor, Hungary, Agricul¬ ture. Aix-la-Chapelle, Germany, Polytech¬ nic. Montpellier , France , Agriculture . Portici, Italy, Agriculture. Vienna, Austria, Agriculture. Oporto, Portugal, Polytechnic. Hanover, Germany, Polytechnic. St. Petersburg, Russia, Forestry. London, England, Polytechnic. Kharkov, Russia, Polytechnic. Coopers Hill, England, Polytechnic. Sheffield, England, Polytechnic. Coopers Hill, England, Forestry. Lille, France, Agriculture and Indus¬ trial. Glasgow, Scotland, Polytechnic. Campinas Sao Paulo, Brazil, Agricul¬ ture. Donai, France, Agriculture. Toronto, Canada, Agriculture. 1444 EDUCATION REPORT, 1900-1901. II. Other higher seats of learning arranged according to age — Continued. Date of foun¬ dation. Locality. Date of foun¬ dation. Locality. Nineteenth century — Continued. Date not known — Continued. 1890 Nancy , France, Polytechnic. Paris, France, Mining. 1890 Rennes, France, Agriculture. Hanover, Germany, Veterinary. 1891 Marseilles, France, Polytechnic. Naples, Italy, V eterinary . 1891 Bordeaux, France, Agriculture and Industrial. Milan, Italy, Agriculture. Turin, Italy, Veterinary. 1892 No waj a- Alexandria, Russia, Agricul¬ ture and Forestry. Warsaw. Russia, Veterinary. Dorpat, Russia. Veterinary. 1892 Ouro-Preto. Brazil. Mining. Kasan, Russia, Veterinary . 1894 Leoben. Austria. Mining. Moscow, Russia, Agriculture and 1894 Sao Paulo. Brazil, Polytechnic. Forestry. 1899 Jekaterinoslaw, Russia, Mining. Date not known. London, England, Mining and Agri¬ culture. Paris, France, Agriculture. Saragossa, Spain, Veterinary. Leon, Spain, Veterinary. Utrecht, Netherlands, Veterinary. Mons, Belgium, Mining. Schemnitz, Hungary, Foi’estry and Mining. III. — Foreign universities, etc., arranged according to number of students. [The attendance stated is that of 1900-1901.] A. UNIVERSITIES. Or¬ der. 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 30 31 32 33 34 a5 36 Q7 dy 40 41 42 43 44 45 t? I Locality. Paris, France . . . Berlin, Germany . . Cairo, Egypt. . . . . . Vienna, Austria _ Budapest, Hungary _ Naples, Italy. . . . Madrid, Spain . . . Moscow, Russia . . . . . Munich, Germany. . . . Bukarest, Roumania _ Leipzig, Germany _ _ St. Petersburg, Russia _ Oxford, England _ _ Prague (Bohemian) , Austria . . Athens, Greece (about) _ Manchester, England (about ) . Cambridge. England . . Tokyo, Japan . . . . Edinburgh, Scotland . . Turin, Italy. _ _ Buenos Ayres, Argentina _ Helsingfors (Finland), Russia. Lyon, France . . . Bonn, Germany _ Rome (Royal University), Italy - - - Kiev, Russia _ _ Lemberg (Galicia), Austria.. . Toulouse, France. _ _ Bordeaux, France . . . Glasgow, Scotland . . Copenhagen. Denmark (about) Louvain, Belgium _ _ Barcelona, Spain _ Halle- Wittenberg, Germany.. Freiburg, Germany _ Dorpat (Jurjew), Russia . Gottenborg, Sweden . Breslau, Germany _ V alencia, Spain . . . . Coimbra, Portgual _ Gratz (Styria), Austria... . Montpellier, France _ Liege, Belgium . . . Padua, Italy _ _ _ Tubingen, Germany . Gottingen. Germany. . Bologna, Italy . Number of students. | Or¬ der. Locality. Number of students. 12,171 48 Heidelberg, Germany . 1,464 12,063 49 Klausenburg, Hungary . . 1,403 9,060 50 Cracow (Galicia), Austria . 1,405 6,009 51 Palermo. Italy . . _ ........ 1,400 5,661 52 Christiania, Norway _ _ 1,400 5.165 53 Upsala, Sweden . . 1,384 5; 118 54 Kharkov, Russia . . 1,384 4,483 55 Genoa, Italy _ ... . . ... . . 1,351 4.414 56 Toronto, Canada . 1,322 4,314 57 Marburg, Germany _ 1,286 3; 739 58 New Zealand, New Zealand .. 1,244 3,613 i 59 Berne, Switzerland _ _ 1,230 3,499 60 Habana, Cuba (in 1894) . .. . 1,226 3,224 61 Wurzburg, Germany _ 1,210 3,000 62 Salamanca, Spain _ _ 1,200 3,000 63 Strassburg, Germany . 1,194 2,985 64 Prague (German), Austria ... 1,185 2,908 65 Manila, Philippines (in 1895) . . • 1,144 2,800 | 66 Warsaw (Poland), Russia _ 1,122 2,700 1 67 Rome (University Pontificals) , 2,665 | Italy - - 1,115 2,495 68 Montreal, Canada . . . 1,111 2,458 ! 69 Lille, France _ _ 1.110 2,420 j 70 Pisa, Italy . . . 1,100 1 1 71 Kiel, Germany . . 1,071 2,348 72 Brussels, Belgium . 1,060 2,316 73 Rennes, France . . . . 1,457 2,060 74 Dublin, Ireland . . 1,047 2,040 75 Nancy, France .. . . . 1,034 2,030 76 Innsbruck (Tyrol), Austria ... 1,032 2,030 1 77 Pavia, Italv _ _ _ 1,029 2.000 1 78 Leyden, Netherlands. . . . 1,014 1,890 I 79 U trecht, N etherlands . . . 1,003 1,887 80 Santiago, Chile (about ; _ . . 1,000 1,863 81 Erlangen, Germany . . 994 1,847 82 Catania, Italy . . . 981 . 1,790 83 Amsterdam, N etherlands _ 975 1, 775 I 84 Saragossa, Spain . . 966 1,748 85 Giessen, Germany. . . 9.50 1,728 86 Konigsberg, Germany . 923 1,684 87 Aberdeen, Scotland . . . 905 1,650 88 Zurich, Switzerland - - 901 1,602 89 Kasan, Russia . . . 859 1,601 ! 90 Agram, Hungary . . . . . 829 1.536 1 91 Greifswald, Germany . . 820 1,521 92 Geneva, Switzerland . 819 1,500 ! 93 Jena, Germany . . . 809 1,459 , 94 I Aix en Province, France . 772 FOREIGN UNIVERSITIES. 1445 HI. — Foreign universities, ete., arranged according to number of students — Cont’d. A. UNIVERSITIES— Continued. Or¬ der. 95 96 97 98 99 100 101 102 103 104 105 106 107 10S 109 110 111 112 113 114 115 116 117 Locality. Ghent, Belgium . . . Poitiers, France . - Modena, Italy . . . Lausanne, Switzerland _ Basel, Switzerland . Lxxnd, Sweden . . . Odessa, Russia . . Kingston, Canada . . Caen, France . Dijon, France . . . Melbourne, Australia .. . Messina, Italy . . . . . Lyon ( free university) , France Sydney, Australia . Parma, Italy. . Grenoble, France ...i-... _ Lille (free university), France Rostock, Germany . Czernowitz, Austria _ _ Sophia, Bulgaria _ _ Groningen, Netherlands _ Jassy, Roumania . . . Belgrade, Servia _ _ Number of students. Or¬ der. Locality. Number of students. 753 i 118 Kyoto, Japan _ 363 736 | 119 Freiburg, Switzerland _ 345 711 120 Stockholm, Sweden . . 337 711 121 Quebec, Canada . . . 331 695 122 Adelaide, Australia _ _ 316 695 1 123 Perugia , Italy _ _ _ _ 238 675 124 Camerino, Italy . . . 287 672 125 Clermont, France . . 267 659 126 St. Andrews, Scotland ....... 264 649 127 Besangon, France _ _ 256 647 128 Toronto (Victoria Univer¬ 626 sity), Canada . . 250 600 129 Cagliari, Italy . . 243 583 130 Paris (Sorbonne), France ... 233 579 131 Durham, England . . 220 573 132 Siena, Italy . . . . 215 550 133 Sassari, Italy . . 180 549 134 Macarata, Italy . . . 155 483 135 Urbino, Italy . 148 483 136 Montevideo, Uruguay . . 132 427 137 Amsterdam (free university) , 420 N ether lands . . 122 412 138 Ferrara, Italy . . . . 109 I B. COLLEGES, INDEPENDENT FACULTIES, AND SCHOOLS FOR ORIENTAL LANGUAGES. I 1 o 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 Paris, France, National Art School _ _ _ Nottingham, England, Col¬ lege . . . . Newcastle, England, College. . London, England, King’s Col¬ lege - - - Edinburgh, Scotland, Medical School _ _ _ Leeds, England, College . . London, England, University College. _ _ _ _ Birmingham, England, Col¬ lege - - London, England, St. Bar¬ tholomew Hospital Medical School _ _ Munster, Germany, Theolog¬ ical and Philosophical Fac¬ ilities . . . . Algiers, Algeria, College _ St. Petersburg, Russia, Mili¬ tary Medical School _ Montreal, Canada, University Laval _ _ Florence, Italy, Women’s University _ Paris, France, School of Po¬ litical Science _ _ _ Cardiff , Wales, College _ Tomsk, Siberia, University . . . Bristol, England, College. . Aberystwith, Wales, College. . London, England, Guy’s Hos¬ pital Medical School _ Rome, Italy, Papal Seminary. Sheffield, England. College _ Paris, France, Oriental School Rome, Italy, College of Propa¬ ganda _ Stockholm, Sweden, Medical School. . . . . . Jaroslawl, Russia, Lyceum _ Belfast, Ireland, College . St. Petersburg, Russia, Law School _ _ _ Debreczen, Hungary, Theo¬ logical and Law College . . . . 30 Rome, Italy, College of St. 2,000 Thomas _ _ 296 31 Kasan, Russia, Theological ! 1,902 Academy _ ... _ ! 280 1,650 32 Eperies, Hungary, Law Acad¬ emy - - 256 1,300 33 Dundee, Scotland, College _ 253 34 Nantes, France, Medical 1,200 School _ 243 1,137 35 St. Petersburg, Russia, Theo¬ logical Academy . . 242 1,020 36 Presburg, Hungary, Law Academy . _ _ _ 242 967 37 Recife, Brazil, Law Acad¬ emy . . . .. 237 38 Oviedo, Spain, University Col¬ 950 lege - - 234 39 Neuchatel, Switzerland, Academy _ _ _ 227 811 40 Grosswardain, Hungary, Law 786 Academy . . . . 222 41 Newcastle, England, Medical 750 School _ ... . . 220 42 Cork, Ireland, College . . 212 605 43 Kaschau, Hungary, Law Academy _ _ _ _ 201 602 44 London, England, Women’s Medical School _ 200 600 45 Kiev, Russia, Theological 577 1 Academy _ _ ... 189 557 46 Olmiitz, Austria, University 542 College. .. _ _ _ _ 185 524 47 Regensburg, Germany, Theo¬ logical Academy . _ _ 172 500 48 Rome, Italy, Women’s Uni¬ 480 versity . . . 185 450 49 Freising, Germany, Theolog¬ 415 ical School . . . 165 50 Rouen, France, Medical School 157 402 51 Macerata, Italy, Law School . . 155 52 Florence, Italy, Women’s 380 University ... . . 152 368 53 Sorospatak, Hungary, Law 357 Academy . . . . . 14S 54 Vienna, Austria, Oriental 330 Academy ._ . . _ _ 147 i 55 Fiinfkirchen, Hungary, Law 319 ! Academy . . . 145 1446 EDUCATION REPOET, 1900-1901. PEI. — Foreign universities, etc., arranged according to number of students — Cont’d. B. COLLEGES, INDEPENDENT FACULTIES, AND SCHOOLS FOR ORIENTAL LANGUAGES— Continued. Or¬ der. Locality. Number of students. der. Locality. % Number of students. 56 Santiago, Chile, Institute of 1 68 Rheims, France, Medical Pedagogv . . . 141 School . . 92 57 Montevideo, Uruguay, Medi- | ! 69 Naples. Italy. Oriental School . 91 | cal School... _ ._ . ' 132 70 Montauban, France, Theolog¬ 58 Dillingen, Germany, Theolog¬ ical School _ 85 ical Lyceum _ 131 71 Rome, Italy, College of St. An- 59 Kecskemet, Hungary, Law selrno . . . 68 Academy . . . . 120 i 72 Braunsberg, Germany, Theo¬ 60 Lampeter' VTales, College. ... 120 logical Academy . _ _ 68 61 Eichstatt, Germany, Theolog¬ 73 Salzburg, Austria, Theolog¬ ical Seminary . . 111 ical Academy 60 62 Gal wav, Ireland, College _ 110 74 Moscow, Russia, Lazarev In¬ 63 Paris, France, Superior Nor¬ stitute . . . 56 mal School.. . 110 75 Budapest, Hungary, Theolog- 64 ; St. Petersburg, Russia, His- 1 ical Academy _ _ 44 i torical Institute . . . ... 101 76 Vienna, Austria, Theological 65 Nantes, France, Free Facul- 1 Academy _ 29 I ties . . 1 100 77 Jerusalem, Palestine, Theo¬ 66 Milan, Italy. Academy _ 97 logical School . 25 67 Erlau, Hungary, Law Acad¬ 78 Madrid. Spain, Diplomatic emy . 9o School . 21 C. EXAMINING UNIVERSITIES IN HINDOSTAN. 1 Madras.. _ _ _ _ 1 7,400 4 Allahabad.. . . . : 3,310 2 Calcutta _ _ _ _ _ 1 7,210 5 i Lahore . . . . . | 2,664 3 Bombay . . . . . 1 3,374 D. TECHNOLOGICAL INSTITUTES. 1 2 3 4 5 6 8 9 10 11 12 13 14 15 18 ir 18 19 20 21 22 23 Berlin, Germany . _ . . Munich, Germany . . Vienna, Austria . _ Budapest, Hungary _ Riga, Russia . . . Darmstadt, Germany . _ Karlsruhe, Germany _ _ Hanover, Germany _ _ Zurich, Switzerland . Dresden, Germany . . . Prague (Bohemian). Austria... St. Petersburg, Russia (first.) .. Stuttgart, Germany . . . Moscow, Russia . Kharkov, Russia . . . St. Petersburg. Russia (second ) Delft, Netherlands _ Sheffield, England _ Paris, France (Arts and Manu¬ factures) _ _ _ _ Lemberg, Austria _ Aix-la-Chapelle, Germany _ Glasgow, Scotland _ ! _ Prague (German), Austria _ 1 4,441 | 24 i Lisbon, Portugal . 560 2,488 ! 25 Copenhagen, Denmark . . 500 2.027 26 Brunswick, Germany . . . 483 1. 885 i 27 Turin, Italy . . . _| 482 l’ 770 I [ 28 Paris, France (Polytechnic) ... 472 1,683 1 | 29 Milan, Italy . . . . . 467 1,494 30 Stockholm, Sweden _ 428 1,483 i ! 31 London, England (2 schools) . . . 423 1.456 ; ! 32 Brfinn, Austria . 395 1,241 33 Gratz, Austria . . 395 1.180 1 34 Helsingfors, Russia _ 372 1,100 35 St. Petersburg, Russia ( third ) . 353 1.056 36 St. Petersburg, Russia (fourth j 310 1,002 37 Oporto, Portugal . . . 237 1,000 38 Naples, Italy . 210 863 39 Sao Paulo, Brazil _ _ 175 783 ! 40 Coopers Hill. England . . 131 750 ; 1 41 Paris, France (Ponts et Chaus- see’s)... . . 118 700 42 Paris, France (Phys. et Chem) . j 100 698 ; 43 Lyon, France _ _ 98 611 44 Paris, France (Electricity ) _ 1 80 605 l 45 Madrid, Spain . . . . 80 588 j i 46 Paris, France (Architecture.)..) 70 1 E. AGRICULTURAL, FORESTRY, AND MINING ACADEMIES. Berlin, Germany (Agricul- ! ture) . . . 628 : 9 Schemnitz, Hungary (Min¬ ing) . . . . | 263 St. Petersburg, Russia (Min¬ 10 Leoben, Austria (Mining) - 250 ing) . . . . 550 1 : 11 Moscow, Russia (Agriculture) . 225 St. Petersburg, Russia (For¬ ! I2 ! Madrid, Spain ( Agriculture) . 223 estry) . . . 516 i 13 ! Nowaja- Alexandria, Russia Freiberg, Germany (Mining). Vienna. Austria (Agriculture) 372 , (Forestry) . . 218 360 i 14 ' Berlin. Germany (Mining) - 212 Poppelsdorf, Germany (Agri- ! 15 ; Clausthal. Germany ( Mini ng ) . 212 l culture). . 325 i6 : Milan, Italy (Agriculture) - 180 Mons, Belgium (Mining). . 325 i 17 Kaschau, Hungary (Agricul 150 146 Copenhagen, Denmark ( Agri- I culture ) . 300 1 is : ture) . . . Paris, France (Mining) . FOREIGN UNIVERSITIES. 1447 HI. — Foreign universities, etc., arranged according to number of students — Cont’d. E. AGRICULTURAL, FORESTRY, AND MINING ACADEMIES— Continued. Or¬ der. Locality. Number , of students, j 1 °r- j der. 1 Locality. Number of students. 19 Altenburg, Hungary (Agri- j j 28 Pribraur. Austria ( Mining) __ 95 culture ) . . . 136 29 j London, England (.Mining) _ 90 20 Keszthely, Hungary (.Agri- | 30 i Kolozsmonostor, Hungary culture) _ _ _ 123 (Agriculture) . . . 80 21 Grignon, France (Agricul¬ 31 j Tharandt, Germany (For- ture) .. 120 72 99 St. Etienne, France (Mining). 120 32 Aschaifenbur ;, Germany 23 Rennes, France ( Agriculture ) . 118 (Forestry) . . . 66 24 Hohenheim, Germany (.Agri¬ 33 Eberswalde, Germany (For¬ culture) . . . 107 estry) . . . . . 64 25 Portici, Italy (Agriculture) .. 105 34 Miinden, Germany (Forestry ) . 45 26 Beauvais, France (Agricul¬ 35 | Eisenach. Germany (Forestry ) 42 ture) . . . . 104 36 ; Douai. France (Agriculture) . 30 27 Debreczen, Hungary (Agri¬ 37 j Nancy. France (Forestry) _ 28 culture) . . 97 ; j 88 Evois. Russia (Forestry) . 22 F. VETERINARY SCHOOLS. X Berlin. Germany . . 486 13 Naples. Italy . . 200 2 Kasan, Russia . . . * 452 14 Lvon. France _ _ _ 180 3 Budapest. Hungary . . . 384 15 Milan. Italv . . 165 4 Madrid, Spain . . 344 16 Toulouse, France . 164 5 Vienna. Austria . . 305 17 Dresden. Germanv 160 6 Munich. Germany _ 300 18 Kharkov. Russia.*... 150 Copenhagen. Denmark . 300 19 Stuttgart, Germany . 126 8 Alford, France . 294 20 Leon. Spain . 99 9 Dorpat, Russia . . . 288 21 Bucharest. Roumania 95 10 Saragossa. Spain . 276 22 Turin, Italv 91 11 Hanover, Germany _ _ 273 23 Utrecht. Netherlands 83 12 London, England. I . 230 24 Stockholm. Sweden . 57 Note.— The number of students in higher seats of learning not mentioned has not been ascertained. IV. Foreign universities, etc., arranged alphabetically , with faculties and number of students. 1. Aberdeen . Scotland: University of Aberdeen, 905 students. Philosophical, theo¬ logical, law. and medical faculties; library. 2. Aberystwith, Wales: University College of Wales, with college at Bangor. 524 students. 3. Adelaide, Australia: University of Adelaide, 316 students. Observatory. 4. Agram, Croatia, Hungary: Konigl. Universitat Agram. 829 students. Theo¬ logical, law, and philosophical faculties; library. 5. Aix-en-Provence , France: Universite d’Aix, 772 students. Law and philosoph¬ ical faculties; library. 6. Algiers, Algeria, Africa: Academie d' Alger. 786 students. Law. medical, scientific, and philosophical faculties; library, observatory. 7. Allahabad, India: University of Allahabad. Examining board. 3,310 candi¬ dates. 8. Amiens , France: Ecole Prep, de Medicine. Medical school. 9. Amsterdam, Netherlands: Universiteit te Amsterdam. 975 students. Law, medical, scientific, philosophical, and theological faculties; library and sev¬ eral institutes. 10. Amsterdam, Netherlands: Free University, 122 students. Theological, law, and philosophical faculties. 11. St. Andrew's, Scotland: University of St. Andrew’s, 264 students. St. Salva¬ dor, St. Leonard’s, and St. Mary's College. 12. Angers, France: Universite Catholique de L "Quest. Law, scientific, theolog¬ ical, and philosophical faculties: library. 13. Angers, France: Ecole Prep, de Medicine. Medical school. 14. Athens, Greece: National University, 3.000 students. Theological, law, med¬ ical, and philosophical faculties; public library. 15. Bangor, Wales: University College of North Wales. 1448 EDUCATION REPORT, 1900-1901. 16. Barcelona, Spain: Unirersidad de Barcelona, 1,887 students. Philosophical, law, scientific, medical, and pharmaceutical faculties; library. 17. Basel, Switzerland: Universitat Basel. 695 students. Theological, law. medical, and philosophical faculties; public library. 18. Belfast, Ireland: Queen's College, 337 students. 19. Belgrade, Servia: Serpska Kraljevska Velika Skola, 412 students. Philosoph¬ ical, law, and technological faculties; library. 20. Berlin, Prussia, Germany: Konigl. Friedr.-Wilhelms-Universitat, 12,063 stu¬ dents. Theological, law. medical, and philosophical faculties; seminary for oriental languages, and 11 other seminaries, library, and 36 university insti¬ tutes and museums. 21. Berne, Switzerland: Universitat Bern. 1,230 students. Catholic and Protes¬ tant theology, law, medical, and philosophical faculties; city libraries. 22. Besangon, France: Universite de Besangon, 256 students. Scientific, philo¬ sophical, and medical faculties; library. 23 Birmingham, England: Mason College, 967 students. Arts and science, medical and dental faculties; library. 24 Bologna , Italy: Regia Universita di Bologna. 1.469 students. Philosophical, scientific, law, medical, and pharmaceutical faculties; veterinary and engi¬ neers’ schools; library. 25. Bombay, India: University of Bombay. Examining board, 3,474 candidates; five preparatory colleges. 26. Bonn, Prussia, Germany: Rheinische Friedr.-Wilhelms-Universitat. 2,420 stu¬ dents. Protestant and Catholic theological, law, medical, and philosophical faculties; library and many institutes. 27. Bordeaux, France: Facultes de Bordeaux. 2.0S0 students. Law, medical, scientific, and philosophical faculties; library. 28. Braunsberg, Prussia, Germany: Konigl. Lyceum Hosianum, 68 students. Theological and philosophical faculties; library. 29. Breslau, Prussia, Germany: Konigl. Universitat Breslau. 1,748 students. Catholic and Protestant theological, law, medical, and philosophical facul¬ ties; library. 30. Bristol, England: University College, 542 students (197 women). College faculty and medical school; library. 31. B missels, Belgium: Universite libre cle Bruxelles, 1.060 students. Philosoph¬ ical, law, scientific, medical, and pharmaceutical faculties; also polytech- nical school; library. 32. Bucharest , Roumania: Universitatea din Bucuresti, 4,314 students. Scien¬ tific, philosophical, law. medical, and theological faculties; library. 33. Budapest, Hungary: Kiralyi Magyar Tudomany-Egyetum, 5,661 students. Theological, law, medical, and philosophical faculties; library. 34. Buenos Ayres, Argentina: Universidad Nacional, 2,665 students. Law, med¬ ical, and general faculties. 35. Cadiz, Spain: Facultad de Medicina (belonging to Seville). Medical faculty; library. 36. Caen, France: Universite de Caen, 659 students. Law, scientific, and philo¬ sophical faculties; library. 37. Cagliari, Sardinia , Italy: Regia Universita di Cagliari, 243 students. Law, medical, and scientific faculties; library. 38. Cairo, Egypt: Azhar University, about 9,060 students and hearers. 39. Calcutta, India: University of Calcutta, 7,210 candidates, of whom 3,475 passed. Examining board; library. 40. Cambridge, England: University of Cambridge, 2,985 students. Schools of theology, law, oriental, classical, and modern philology, music, moral science, history and archaeology, astronomy, physics, chemistry, mineralogy, biology, geology, and medicine; library. 41. Camerino, Italy: Libera Universita degli Studi di Camerino, 287 students. Law, medical, and pharmaceutical faculties, and veterinary school; com¬ munal library. 42. Cape Town, South Africa: University of the Cape of Good Hope. 43. Cardiff, 1 Vales: University of South Wales, 577 students. Philosophical and scientific faculties and department of engineering; library. 44. Catania, Sicily, Italy: Regia Universita degli Studi di Catania, 981 students. Law, medical, scientific, and philosophical faculties; library. 45. Christiania, Norway: Kongelige Frederiks Universitet, 1,400 students. Theo¬ logical, law, medical, philosophical, and scientific faculties; library. . 46. Clermont-Ferrand, France: Universite de Clermont, 267 students. Scientific and philosophical faculties; library. FOREIGN UNIVERSITIES. 1449 47. Coimbra. Portugal: Universidade de Coimbra, 1,684 students. Theological, law. and scientific faculties; library. Copenhagen. (See Kjobenliavn.) 48. Cordoba. Argentine: Universidad Nacional. Law, scientific, and medical faculties; observatory. 49. Cork. Ireland: Queen's College, 212 students. Cracow. (See Krakau.) 50. Czernowitz. Bukowina, Austria: K. k. Franz- Josephs-Universitat, 483 stu¬ dents. Theological, law, and philosophical faculties; library. 51. Debreszen, Hungary .* Evangelical Reformed Universitat, 319 students. Law, theological, and philosophical faculties. 52. Dijon. France: Facultes de Diion, 649 students. Law, scientific, and philo¬ sophical faculties; library. 53. Dillingen. Bavaria , Germany: Theological Lyceum, 131 students. 54. Dorpat ( Jurjew ) . Russia: Kaiserliche Universitat, 1,790 students. Law, theo¬ logical. medical, and philosophical faculties. 55. Dublin, Ireland: University of Dublin, 1,047 students. 56. Dublin, Ireland: Royal University of Ireland, about 600 candidates. Exam¬ ining board. 57. Dundee, Scotland: University College, 253 students. 58. Durham, England: Durham University, 220 students. To this university belong the Codrington College, on the island of Barbados, and the Fourah Bay College, in Sierra Leone; also the College of Science, at Newcastle-on- Tyne, which has an enrollment of 1,500 students. 59. Edinburgh . Scotland: University of Edinburgh, 2,800 students. Philosophical, theological, law, and medical faculties; library. 60. Edinburgh , Scotland: School of Medicine, 1,200 students. 61. Eichstatt, Bavaria. Germany: Bish.6flich.es Lyceum, 111 students. Theolog¬ ical and philosophical faculties. 62. Eperies, Hungary: Evangelische Rechtsakademie, 256 students. Law school. 63. Erlangen, Bavaria. Germany: K. Bayerische Friedr.-Alexander-Universitat, 994 students. Theological, law, medical, and philosophical faculties; library. 64. Erlau, Hungary: Erzbischofliche Rechtsakademie, 95 students. Law school. 65. Ferrara, Italy: Libera Universita di Ferrara, 109 students. Law, scientific, and medical faculties; library. 66. Florence. Italy: R. Institute di Studi Superiori Practici e di Perfezionamento, 60.2 students. Philosophical, scientific, medical, and pharmaceutical facul¬ ties; library. 67. Florence. Italy: R. Institute di Magistero Femminile, 152 students. Woman's university. 6S. Freiburg, Baden, Germany: Badische Albert-Ludwigs-Universitat. 1,847 stu¬ dents. Law. theological, medical, and philosophical faculties; library. 69. Freiburg. Switzerland: Katholische Universitat, 345 students. Theological, law. and philosophical faculties; library. 70. Freising, Bavaria, Germany: Konigl. Bayerisches Lyceum, 165 students. Theological and philosophical faculties. 71. Funfkirchen , Hungary: Bischofliche Rechtsakademie. Law school, 145 students. 72. Galway, Ireland: Queen's College, 110 students. 73. Geneva. Switzerland: Universite de Geneve, 819 students. Theological, law, medical, philosophical, and scientific faculties; five libraries. 74. Genoa, Italy: R. Universita degli Studi di Genoa, 1,351 students. Law. med¬ ical, scientific, and philosophical faculties, and schools of engineering and pharmaceutics; library. 75. Ghent, Belgium: Universite de Gand, 753 students. Philosophical, law, scientific, and medical faculties; library. 76. Giessen, Hessia, Germany: Hessische Ludwigs Universitat, 950 students. Theological, law, medical, and philosophical faculties; library. 77. Glasgow', Scotland: University of Glasgow, 2,030 students. 78. Gothenburg, Sweden: Goteborgs Hogskola, 1,795 hearers. 79. Gottingen, Prussia, Germany: Georg- Augusts-Universitat, 1,500 students. Theological, law, medical, and philosophical faculties; library. 80. Granada, Spain: Universidad de Granada. Philosophical, law, scientific, medical, and pharmaceutical faculties; library. 81. Grdtz, Styria, Austria: K. k. Karl-Franzens Universitat, 1,650 students. Theological, law, medical, and philosophical faculties; library. 1450 EDUCATION REPORT, 1900-1901. 82. Greifsivald, Prussia, Germany: Universitat, 820 students. Theological, law, medical, and philosophical faculties; library. 83. Grenoble, France: Universite de Grenoble, 573 students. Law, scientific, and philosophical faculties; library. 84. Groningen, Netherlands: Rijks Uniyersiteit te Groningen, 427 students. Theological, law, medical, scientific, and philosophical faculties; library. 85. Grosswar dein, Hungary: Jogakademia, 222 students. Law school. 86. Halle, Prussia, Germany: Friedr. -Universitat Halle- Wittenberg, 1,863 stu¬ dents. Theological, law, medical, and philosophical faculties; library. 87. Habana, Cuba: Universidad de la Habana, 671 alumnos and 555 under pri¬ vate tutors. Philosophical, scientific, medical, and law faculties; library. 88. Heidelberg i, Baden, Germany: Ruprecht-Karls-Universitat, 1,464 students. Theological, law, medical, philosophical, and scientific faculties; library. 89. Helsingfors, Finland, Russia: Kejersliga Alexanders Universitet i Finland, 2,495 students. Theological, law, medical, and philosophical faculties; public library. 90. Innsbruck, Tyrol, Austria: K. k. Leopold-Franzens Universitat, 1,032 stu¬ dents. Theological, law, medical, and philosophical faculties; library. 91. Jaroslawl (or Yaroslavl), Russia: Demidovskij juridiceskij Licej, 368 stu¬ dents. Law school. 92. Jassy, Roumania: Universitatea din Jasi, 420 students. Law, philosophical, scientific, and medical faculties; library. 93. Jena, Thuringia, Germany: Sachsische Gesammt-Universitat, 809 students. Theological, law, medical, and philosophical faculties; library. 94. Jerusalem, Palestine: Ecole Pratique d'Etude Bibliques. Theological school, 25 students. Jurjew. (See Dorpat.) 95. Kasan, Russia: Imperatorskij Kazanskij Universitet, 859 students. Philo¬ sophical, scientific, law, and medical faculties; library. 96. Kasan, Russia: Theological academy, 280 students. 97. Kaschau, Hungary: Rechts-Akademie, 201 students. Law school. 98. Kecskemet, Hungary: Rechts-Akademie, 120 students. Law school. 99. Kharkov, Russia: Imperatorskij Charkowskij Universitet, 1,384 students. Philosophical, scientific, law, and medical faculties; library. 100. Kiel, Prussia, Germany: K. Christian- Albrechts-Universitat, 1,071 students. Theological, law, medical, and philosophical faculties; library. 101. Kiev, Russia: Imperatorskij Universitet, 2,316 students. Medical, law, and philosophical faculties; institutes and library. 102. Kiev, Russia: Theological academy, 189 students. 103. Kingston, Ontario, Canada: University of Queen’s College, 672 students. Theological, arts, law, and medical faculties; museum. 104. Kjobenhavn ( Copenhagen ) Denmark: Kjobenhavns Universitet, about 2,000 students. Theological, law, medical, philosophical, and scientific faculties and polytechnic institute; library. 105. Klausenberg, Siebenburgen, Hungary: K. k. Klausenberger Universitat, 1,403 students." Law, medical, philosophical, and scientific faculties; library. 106. Konigsberg, Prussia, Germany: K. Albertus Universitat, 923 students. The¬ ological, law, medical, and philosophical faculties; royal and university library. 107. Krakau, Galicia, Austria: Jagellonische Universitat, 1,405 students. Theo¬ logical, law, medical, and philosophical faculties; library. 108. Kyoto, Japan: Imperial University, 363 students. Law, medical, and scien¬ tific faculties. 109. Lahore, India: The Punjab University, 2,664 candidates, of whom 1,398 passed. Oriental languages, arts, law, medicine, science, and engineering departments. 110. Lampeter, Wales : St. David’s College, 120 students. 111. Lausanne, Switzerland: Universite de Lausanne, 711 students. Theological, law, medical, philosophical, and scientific faculties. 112. Leeds (see Manchester). England: Yorkshire College, 1,137 students. 113. Leyden, Netherlands: Rijks-Universiteit, 1.014 students. Medical, scientific, philosophical, theological, and law faculties; library. 114. Leipzig, Saxony , Germany: Universitat, 3,739 students. Theological, law, medical, and philosophical faculties; library. 115. Lemberg, Galicia, Austria: K. k. Franzen’s Universitat in Lemberg, 2,060 stu¬ dents. Theological, law, and philosophical faculties; library. Liege. (See Liittich.) FOREIGN UNIVERSITIES. 1451 116. Lille , France: Facultes de Lille, 1,110 students. Law, medical, scientific, and philosophical faculties; library. 117. Lille, France: Facultes Libres, 550 students. Theological, law, medical, scientific, and philosophical faculties; library. 118. Lima , Peru: Universidad Mayor de San Marcos. Theological, law, medical, and philosophical faculties. 119. Limoges , France: Ecole de Medecine et de Pharmacie, 108 students. Med¬ ical and pharmaceutical courses. 120. Lisbon, Portugal: Ecola Medico Cirurgica. Medical college. 121. Liverpool (see Manchester) . England: University College, about 580 students. 122. London, England: University of London, about 5,000 candidates. Examin¬ ing board; library. To the university belong: (1) University College, with philosophical, law, scientific, and medical facul¬ ties; library; about 1,020 students. (2) King's College, with theological, philosophical, and medical faculties; library; 1,800 students. (8) School of Modern Oriental Languages. (4) Eight other colleges with 511 students. (5) Ten medical schools connected with hospitals; about 4,000 students. 123. Louvain, Belgium: Universite Catholique de Louvain, 1,890 students. Theo¬ logical, law, medical, philosophical, and scientific faculties; library. 124. Louvain, Belgium: Philosophical School of St. Thomas Aquinas. 125. Lund, Sweden: Kongl. Universitet i Lund, 675 students. Theological, law, medical, and philosophical faculties; library. 126. Lilttich (or Liege), Belgium: Universite de Liege, 1,601 students. Philo¬ sophical, law, scientific, and medical faculties; library. 127. Lyon, France: Facultes Libres, about 600 students. Theological, law, scien¬ tific, and philosophical faculties. 128. Lyon, France: Universite de Lyon, 2,458 students. Law, medical, scientific, and philosophical faculties; two libraries. 129. Macerata, Italy: Regia Universita di Macerata, 155 students. Law faculty. 130. Madras, India: University of Madras, about 7,420 candidates. Examining board. 131. Madrid, Spain: Universidad Central de Espana, 5.118 students. Philosoph¬ ical, law, scientific, medical, and pharmaceutical faculties; libraries. 132. Manchester, Liverpool, and Leeds, England: Victoria University, about 3,000 students. This institution consists of: (1) Owens College, Manchester, 1,065 students. (2) University College, Liverpool, about 1,000 students. (3) Yorkshire College, Leeds. 1,039 students. 133. Manila, Philippine Islands: Real y Pontificia Universidad de Santo Tomas de Manila, 1,144 students. Theological, law, medical, and pharmaceutical faculties; library. 134. Marburg, Hessia, Germany: Universitat Marburg, 1,288 students. Theolog¬ ical, law, medical, philosophical, and scientific faculties; library. 135. Marseilles, France: Belongs to Facultes d'Aix, 174 students. Scientific, medical, and law faculties; library. 138. Melbourne, Victoria, Australia: University of Melbourne, 647 students. 137. Messina, Italy: Regia Universita degli Studi di Messina, 628 students. Law, medical, scientific, philosophical, and pharmaceutical faculties; library. 138. Mexico, Mexico: Instituto Medico Nacional. Medical faculty. 139. Milan, Italy: Academia Seientifico-litteraria, 97 students. Scientific school. 140. Modena i, Italy: Regia Universita degli Studi di Modena, 711 students. Law, medical, scientific, and pharmaceutical faculties; library. 141. Montauban, France: Belongs to Facultes de Toulouse, 85 students. Law, medical, scientific, and philosophical faculties; library. 142. Montevideo, Uruguay: University, 132 students. Medical, law, and mathe¬ matical faculties; library. 143. Montpellier, France: Facultes de Montpellier, 1,602 students. Law, medical, scientific, and philosophical faculties; library. 144. Montreal, Canada: McGill College and University, 1,111 students. 145. Montreal, Canada: Succursale de L' Universite Laval de Quebeck, 650 stu¬ dents. Theological, medical, and law faculties. 146. Moscow, Russia: Imperatorskij Moskowskij Universitet, 4,483 students. Philosophical, scientific, law, and medical faculties; library. 1452 EDUCATION REPOET, 1900-1901. 147. Moscow, Russia: Duclio vnaj a Akademij a, 212 students. Theological faculty; library. 148. Munich, Bavaria, Germany: K. Bayerische Ludwig-Maximilians-Univer- sitat, 4,4H students. Theological, law, medical, and philosophical facul¬ ties; library. 149. Minister, Prussia, Germany: K. Preussische Theologische und Philosophische Akademie, 811 students. Theological and philosophical faculties; library. 150. Nancy , France: Universite Nancy, 1,034 students. Law, medical, scientific, and philosophical faculties, and pharmaceutical school; library. 151. Nantes, France: Ecole de Medecine de Nantes, 243 students. 152. Nantes, France: ilcole Libre de Droit, 100 students. 153. Naples, Italy: Regia Universita degli Studi di Napoli, 5.165 students. Philo¬ sophical, law, mathematical, scientific, and medical faculties, and pharma¬ ceutical school; library. 154. Neucliatel, Switzerland: Academie de Neuchatel, 227 students. Philosoph¬ ical, scientific, theological, and law faculties; library. 155. Newcastle, England: The colleges belong to Durham University. (1) College of Medicine, 220 students. (2) Durham College of Science, 1,650 students. 156. New Zealand: University, consisting of four colleges, 1,244 students. 157. Nezin, Russia: Historical and Philological Institute, 81 students. 158. Nottingham, England: University College, 1,902 students, Philology, law, and scientific faculties, and school of engineering; free public libraries. 159. Odessa, Russia: Noworossijskij Universitet, 675 students. Philosophical, scientific, and law faculties; library. 160. Olmiitz, Moravia, Austria: Theologische Facultat, 185 students. 161. Ouro-Preto, Brazil: Facultade de Direito. Law academy. 162. Oviedo , Spain: Universidad Literaria, 234 students. Law faculty; library. 163. Oxford, England: University, 3,499 students. Theological, law, medical, scientific, and philosophical faculties; Bodleian library. 164. Padua, Italy: Regia Universita degli Studi di Padua, 1,536 students. Law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy: library. 165. Palermo, Sicily, Italy: Regia Universita degli Studi di Palermo, 1,400 stu¬ dents. Law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy; library. 166. Paris France: (1) Universite de Paris, 12,171 students. Protestant theo¬ logical, law, medical, scientific, and philosophical faculties, and schools of engineering and pharmacy; libraries. 167. Paris France: (2) Facultes fibres. Law and philosophical faculties; library. 168. Paris France: (3) College de France. 169. Paris, France: (4) Ecole Libre de Sciences Politiques, 600 students. 170. Paris, France: (5) ficole pratique des hautes etudes en Sorbonne, 233 stu¬ dents. Philosophical and theological faculties; library. 171. Paris, France: (6) Ecole nationale des beaux-arts, 2,000 students. 172. Paris, France: (7) ficole nationale de chartes, 69 students. 173. Paris, France: (8) Ecole du Louvre. 174. Paris, France: (9) ficole des langues orientales vivantes and other special schools, 415 students. 175. Paris, France: (10) Ecole Normale Superieure, 110 students. 176. Parma, Italy: Regia Universita degli Studi di Parma, 579 students. Law, medical, and scientific faculties, and veterinary and pharmaceutical schools. 177. Pavia, Italy: Regia Universta degli Studi Pavia, 1,029 students. Law, medical, scientific, and philosophical faculties; pharmaceutical school and library. 178. Perugia, Italy: Universita Libera degli Studi di Perugia, 298 students. Law and medical faculties, and pharmaceutical and veterinary schools; library. 179. St. Petersburg, Russia: Imperatorskij Universitet, 3,613 students. Philo¬ sophical, scientific, law, and oriental languages faculties; library. 180. St. Petersburg , Russia: Imperatorskij Wozensio-Medicineskaja Akademja, 750 students. Medical faculty; library. 181. St. Petersburg, Russia: Theological Academy, 242 students; also a law school, 330 students, independent of the university. 182. St. Petersburg, Russia: Military medical school, 750 students. 183. St. Petersburg, Russia: Law Academy, 330 students, and several other special schools. 184. St. Petersburg, Russia: Hist. Philological Institute, 101 student^ FOREIGN UNIVERSITIES. 1453 185. St. Petersburg, Russia: Higher Courses for Women. 1.000 students. 186. Pisa. Italy: Regia Universita degli Studi di Pisa, 1,100 students. Law, philo¬ sophical. medical, and scientific faculties, and engineering, pharmaceutical, veterinary, and agricultural schools; library. 187. Poitiers, France: Universite de Poitiers, 736 students. Law, scientific, and philosophical faculties; library. 188. Prague, Bohemia, Austria: K. k. Deutsche Carl-Ferdinands Universitat, 1,185 students. Theological, law, medical, and philosophical faculties; library. 189. Prague, Bohemia, Austria: C. k. cesk Universitet Karlo-Ferdinandovij , 3,224 students. Theological, law, medical, and philosophical faculties; library. 190. Pressburg, Hungary: Jogakademia, 242 students. Law and philosophical fac¬ ulties; library. 191. Quebec, Canada: Universite Laval, 331 students. Theological, law, medical, and arts faculties; library and museum. 192. Recife, Brazil: Faculdade de direito, 237 students. Law faculty. 193. Regensburg, Bavaria, Germany: Lyceum, 172 students. Theological and philosophical faculties. 194. Rlieims, France: Ecole Prep, de Medecine, 92 students. Medical school. 195. Rennes, France: Facultes de Rennes, 1,057 students. Law, scientific, and philosophical faculties; library. 196. Rome, Italy: Regia Universita degli Studi di Roma, 2.348 students. Philo¬ sophical, scientific, law, and medical faculties; engineering and pharma¬ ceutical schools; library. 197. Rome, Italy: A number of colleges supported by the church, with 975 students; also a woman’s university with 165 students. 198. Rome, Italy: Pontificia Universitas Gregoriana in Collegio Romano, 1,115 students. Theological, law, and philosophical faculties. 199. Rostock, Mecklenburg, Germany: Grossherzogliche Universitat, 549 students. Theological, law, medical, and philosophical faculties; library. 200. Rouen, France: ficole Prep, de Medecine. Medical school, 157 students. 201. Salamanca, Spain: Universidad de Salamanca, 1,200 students. Philosophical and law faculties: library. 202. Salzburg, Austria: Theologische Fakultat, 60 students. 203. Santiago, Chile: University with 4 faculties and 1,000 students. 204. Santiago, Spain: Universidad de Santiago. Law, medical, and pharmaceu¬ tical faculties; library. 205. Saragossa, Spain: Universidad de Zaragoza, 966 students. Philosophical, law, medical, and scientific faculties; provincial library. 206. Sarospatak, Hungary: Theologische und Rechtsschule, 148 students. 207. Sassari, Italy: Regia Universita degli Studi di Sassari, 160 students. Law, medical, and scientific faculties; library. 208. Seville, Spain: Universidad de Sevilla. Philosophical, law, and scientific faculties; library. 209. Sheffield, England: University College (belongs to Oxford University) , 450 students; also a medical school. 210. Siena, Italy: Regia Universita degli Studi di Siena, 215 students. Law and medical faculties and pharmaceutical school; library. 211. Sophia, Bulgaria: Wische utschilische w Sophia, 483 students. 212. Stockholm, Sweden: Stockholms Hogs Kola, 337 students. 213. Stockholm, Sweden: Medical Institute, 330 students. 214. Strasburg, Alsace, Germany: Kaiser Wilhelms Universitat, 1,194 students. Theological, law, medical, philosophical, and scientific faculties; provincial library. 215. Sydney, New South Wales, Australia: University of Sydney, 583 students. 216. Tokyo, Japan: Teikoku, Daigaku, 2,908 students. Law, medical, philosoph¬ ical, and scientific faculties and school of engineering; library. 217. Tomsk, Siberia: Imperatorskij Tomkij Universitet, 557 students. Theolog¬ ical and medical faculties; library. 218. Tor onto, Canada: University of Toronto, 1,322 students. Philosophical, law, and medical faculties; library. 219. Toronto, Canada: Victoria University, 250 students. Arts and theology; library. 220. Toronto, Canada: Three medical schools. 221. Toulouse. France: Universite de Toulouse, 2,040 students. Law, philosoph¬ ical, scientific, and medical faculties; library. 222. Toulouse, France: Institut Catholiaue, 100 students. Theological and philo¬ sophical faculties; library. 1454 EDUCATION REPORT, 1900-1901. 223. Tours , France: Ecole Prep, de Medecine, 85 students. Medical school. 224. Tubingen , Wurtemberg , Germany: K. Eberhard Karls Universitat, 1,521 students. Theological, law, medical, philosophical, and scientific faculties; library. 225. Turin , Italy: Regia Universita degli Studi di Torino, 2,700 students. Law, medical, philosophical, and scientific faculties and pharmaceutical school; library. 226. Upsala, Sweden: Kongl. Universitet i Upsala, 1,384 students. Theological, law, medical, and philosophical faculties; library. 227. TJrbino, Italy: Libera Universita degli Studi di Urbino, 148 students. Law and mathematical faculties and pharmaceutical and surgical schools; library. 228. Utrecht, Netherlands: Rijks Universitat te Utrecht, 1,003 students. Philo¬ sophical, medical, theological, law, and scientific faculties; library. 229. Valencia, Spain: Universidad de Valencia, 1,726 students. Law, scientific, and medical faculties; library. 230. Valladolid, Spain: Universidad de Valladolid. Law and medical faculties; library. 231. Vienna, Austria: K. k. Universitat, 6,009 students. Law, theological, med¬ ical, and philosophical faculties; library and numerous university institutes. 232. Vienna, Austria: Protestantische Theologische Fakultat, 29 students. 233. Vienna, Austria: Lehranstalt fur Orientalische Sprachen-, 147 students. 234. Vienna, Austria: Consular Academy, 33 students. 235. Warsaw, Poland, Russia: Imperatorskij Warschawskij Universitet, 1 ,122 stu¬ dents. Philosophical, scientific, law, and medical faculties; library. 236. Wurzburg, Bavaria, Germany: K. Julius-Maximilians Universitat, 1,210 stu¬ dents. Theological, law, medical, and philosophical faculties; library. 237. Zurich, Sivitzerland: Schweizerische Hochshule, 901 students. Theological, law, medical, and philosophical faculties; cantonal and city libraries. V. Foreign universities, arranged according to countries. Argentina: Cordoba, Buenos Ayres. Australia: Adelaide, Melbourne, Sydney. Austria: Czernowitz, Gratz, Innsbruck, Cracow, Lemberg, Olmiitz, Prague (Ger¬ man), Prague (Bohemian), Salzburg, Vienna. Belgium: Brussels, Ghent, Liege, Louvain. Bolivia: (Universities not mentioned in “ Minerva.”) Brazil: Recife, Ouro-Preto. Bulgaria: Sophia. Canada: Kingston, Montreal, Quebec, Toronto. Cape Colony: Cape City. Chile: Santiago. China: (College of Foreign Knowledge.) Colombia: (Universities not mentioned in “ Minerva.”) Corea: (None.) Costa Rica: (None.) Cuba: Habana. Denmark: Copenhagen. Ecuador: Quito. Egypt: Cairo. England: (See also Ireland, Scotland, and Wales, below.) Birmingham, Bristol, Cambridge, Durham, Leeds, Liverpool, London, Manchester, Newcastle, Not¬ tingham, Oxford, Sheffield. France: Aix, Algiers, Angers, Besangon, Bordeaux, Caen, Clermont, Dijon, Gre¬ noble, Lille, Limoges, Lyons, Marseilles, Montauban, Montpellier, Nancy, Nan¬ tes, Paris, Poitiers, Rennes, Toulouse, and four separate medical schools. - Germany: Berlin, Bonn, Braunsberg, Breslau, Dillingen, Eichstatt. Erlangen, Freiburg, Freising, Giessen, Gottingen, Greifswald, Halle, Heidelberg, Jena, Kiel, Konigsberg, Leipzig, Marburg, Munich, Munster, Regensburg, Rostock, Strasburg, Tubingen, Wurzburg. Greece: Athens. Guatemala: (None.) Haiti: (None.) Hawaii: (None.) Honduras: (None.) FOREIGN UNIVERSITIES. 1455 Hungary: Agram, Budapest, Debreczen, Eperies, Erlau, Fiinfkirehen, Gross- wardein , Kaschau, Kecskemet, Klausenburg, Pressburg, Sarospatak. India: Allahabad, Bombay, Calcutta, Lahore, Madras. Ireland: Belfast, Cork. Dublin, Galway. Italy: Bologna, Cagliari, Camerino, Catania, Ferrara, Florence, Genoa, Macerata, Messina. Modena, Naples, Padua, Palermo, Parma, Pavia, Perugia, Pisa, Rome, Sassari, Siena, Turin, Urbino, and several colleges. Japan: Kyoto. Tokyo. Mexico: (Schools of law, medicine, engineering, etc.) Montenegro: (Theological seminary, not mentioned in “ Minerva.”) Morocco: (None.) Netherlands: Amsterdam, Groningen, Leyden, Utrecht. New Zealand: One university. Nicaragua: (None.) Norway: Christiania. Orange Free State: (None.) Paraguay: (National college, not mentioned in “ Minerva.”) Persia: (Several colleges, not mentioned in “ Minerva.”) Peru: Lima. Palestine: Jerusalem. Philippine Islands: Manila. Portugal: Coimbra. Roumania: Bucharest, Jassy. Russia: Kharkov, Dorpat, Helsingfors, Yaroslavl, Kasan, Kiev,, Moscow, Nezin, Odessa, St. Petersburg, Warsaw. Salvador: (One university, not mentioned in “ Minerva.”) Santo Domingo: (None.) Scotland: Aberdeen, St. Andrews, Dundee, Edinburgh, Glasgow. Servia: Belgrade. Siam: (None.) Siberia: Tomsk. South African Republic: (None.) Spain: Barcelona, Cadiz, Granada, Madrid, Oviedo, Salamanca, Santiago, Sara¬ gossa, Seville, Valencia, Valladolid. Sweden: Gothenburg, Lund, Stockholm. Upsala. Switzerland: Basel, Berne, Freiburg, Geneva, Lausanne, Neuchatel, Zurich. Turkey: (Several colleges not mentioned in “ Minerva.”) Uruguay: Montevideo. Venezuela: (Universities not mentioned in “ Minerva.”) Wales: Aberystwith, Bangor, Cardiff, Lampeter. VI. Technological schools. 1. Aachen (Aix-la-Chapelle), Prussia, Germany, founded 1870; 611. students. 2. Berlin, Prussia, Germany , founded 1779; 4,441 students. 3. Brunswick, Germany, founded 1745; 483 students. 4. Briinn, Austria, founded 1850; 416 students. 5. Budapest, Hungary, founded 1856; 1,835 students. 6. Copenhagen, Denmark, founded 1829; 500 students. 7. Coopers Hill, England,. founded 1885; 131 students. 8. Darmstadt, Hessia, Germany, founded 1868; 1,683 students. 9. Delft, Netherlands, founded 1864; 783 students. 10. Dresden, Saxony, Germany, founded 1828; 1,241 students. 11. Glasgow, Scotland, founded 1886; 605 students. 12. Grdtz, Styria, Austria, founded 1811; 395 students. 13. Hanover, Prussia, Germany, founded 1879; 1,483 students. 14. Helsingfors. Finland, Russia, founded 1847; 372 students. 15. Karlsruhe, Baden, Germany, founded 1825; 1,494 students. 16. Kharkov, Russia , founded 1884; 1,000 students. 17. Lemberg, Galicia, Austria, founded 1844; 698 students. 18. Lisbon, Portugal , founded 1837; 560 students. 19. London, England, 2 institutions, founded 1884; 238 and 185 students. 20. Lyon, France, founded 1857; 98 students. 21. Madrid, Spain, founded 1835; 80 students. 22. Marseilles, France [1891] ; 30 students. 23. Milan, Italy, founded 1863; 467 students. 24. Moscow, Russia, founded 1832; 1, 002+350 students. 1456 EDUCATION REPORT, 1900-1901. 25. Munich, Bavaria, Germany . founded 1827; 2,4S8 students. 26. Nancy, France, founded 1890; 102 students, 27. Naples, Italy, founded 1863; 210 students. 28. Paris, France, founded 1794; five schools, with 1,350 students. 29. Oporto, Portugal, founded 1877; 237 students. 30. Prague, Bohemia, Austria, founded 1806 and 1868; 2 schools, with 1,768 stu¬ dents. 31. Riga, Russia, founded 1832; 1,770 students. 32. St. Petersburg , Russia, founded 1828; 4 schools, with 2,616 students. 33. Sdo Paulo, Brazil, founded 1894; 175 students. 34. Sheffield, England, founded 1885; 750 students. 35. Stockholm, Siceden, founded 1798; 428 students. 36. Stuttgart, Wiirtemberg, Germany, founded 1829; 1,056 students. 37. Turin, Italy, founded 1858; 482 students. 38. Vienna, Austria, founded 1815: 2,027 students. 39. Zurich, Switzerland, founded 1851; 1,456 students. Note. — Several noted technological schools in Italy and in other countries are connected with universities, hence are not mentioned separately in this list. VII. Higher agricultural, forestry, and mining schools. [Figures in brackets signify date of founding.] 1. Altenburg. Hungary [1819], Agricultural Academy; 136 students. 2. Aschaffenburg , Bavaria, Germany [1844] . Forestry Academy; 66 students. 3. Beauvais, France [1854], Agricultural Institute; 104 students. 4. Berlin, Prussia, Germany [1806] , Agricultural Academy; 628 students. 5. Berlin, Prussia, Germany [I860] , Mining Academy; 212 students. 6. Bordeaux, France [1891] , School of Chemistry, Industry, and Agriculture. 7. Campinas Sdo Paulo, Brazil [1887], Agricultural Institution. 8. Clausthal, Prussia, Germany [1775] , Mining Academy; 212 students. 9. Coopers Hill, England [1885] , Forestry Academy and Engineering College; 131 students. 10. Copenhagen, Denmark [1858], Veterinary and Agricultural Academy; 300 students. 11. Debreczen, Hungary [1865]: Agricultural Academy: 97 students. 12. Douai, France [1888] , Agricultural College; 30 students. 13. Eberswalde, Prussia, Germany [1820] , Forestry Academy; 64 students. 14. Eisenach, Saxe-Weimar, Germany [1859], Forestry Academy; 42 students. 15. Evois, Finland, Russia [1859] , Forestry Academy; 22 students. 16. Freiberg, Saxony, Germany [1765] , Mining Academy; 372 students. 17. Gembloux. Belgium [1860], Agricultural Academy. 18. Grignon, France [1828] , Agricultural Academy; 120 students. 19. Hohenheim, Wiirtemberg, Germany [1818], Agricultural Academy; 107 students. 20. Jekaterinoslaw , Russia [1899] , Mining Academy: 128 students. 21. Kcischau, Hungary [?] , Agricultural Academy; 124 students. 22. Keszthely, Hungary [1865] , Agricultural Academy; 123 students. 23. Kolozsmonostor , Hungary [1869] . Agricultural Academy; 80 students. 24. Leoben, Styria, Austria [1894], Mining Academy; 250 students. 25. London, England [?], Mining and Agricultural College; 90 students. 26. Lille, France [1885] , Industrial and Agricultural School. 27. Madrid, Spain [?] , Schools of Agriculture and Veterinary Science; 223 stu¬ dents. 28. Milan , Italy [?] . Agricultural Academy: 180 students. 29. Mons, Belgium [?] , Mining Academy; 325 students. 30. Montpellier, France [1872], Agricultural School; 200 students. 31. Moscow, Russia [?], Agricultural and Forestry Academy; 225 students. 32. Miinden. Prussia. Germany [1868], Forestry Academy; 45 students. 33. Nancy, France [1824], Forestry Academy: 28 students. 34. Nowaja- Alexandria, Poland, Russia [1892], Agricultural and Forestry Academy; 218 students. 35. Ouro-Preto, Brazil [1892], Mining Academy. 36. Paris, France [?] , Mining Academy; 146 students. 37. Paris, France [?], Agricultural College; 260 students. 38. Poppelsdorf, Prussia. Germany [1846] . Agricultural Academy; 325 students. 39. Portici, Italy, founded 1872, Agricultural College, 105 students. FOREIGN UNIVERSITIES. 1457 40. Pribram , Bohemia , Austria [1849]. Mining Academy; 95 students. 41. Rennes, France [1890] , Agricultural College; 118 studentg. 42. Schemnitz, Hungary [?], Forestry and Mining Academy; 263 students. 43. St. Etienne , France [1816], Mining Academy; 120 students. 44. Stockholm, Sweden [1823] , Forestry School; also Agricultural Academy [1811]. 45. St. Petersburg, Russia [1773], Mining Institute; 550 students. 46. St. Petersburg , Russia [1880], Forestry Institute; 516 students. 47. Tharandt, Saxony, Germany [1811], Forestry Academy; 72 students. 48. Toronto, Canada [1888] , Agricultural College. 49. Vienna, Austria [1872] , Agricultural Academy; 360 students. Note. — Other simile r higher institutions of learning are connected with univer¬ sities, hence they are not mentioned in this list of separate institutions. VIII. Veterinary schools. 1. Alford, France [1766]; 294 students. 2. Berlin, Germany [1790] ; 486 students. 3. Bucharest, Roumania [1861] ; 95 students. 4. Budapest, Hungary [1786]; 384 students. 5. Cordoba, Spain [1802] ; - students. 6. Copenhagen, Denmark [1858] ; see above in VI. 7. Dorpat, Russia [?] ; 288 students. 8. Dresden, Germany [1774] ; 160 students. 9. Hanover, Germany [?] ; 273 students. 10. Kasan, Russia [?] ; 452 students. 11. Kharkov, Russia [1804]; 150 students. 12. Leon , Spain [?] ; 99 students. 13. London, England [1791] ; 230 students. 14. Lyon , France [1761] ; 180 students. 15. Madrid, Spain [1792] ; 344 students. 16. Milan , Italy [1791]; 165 students. 17. Munich, Germany [1790] : 300 students. 18. Naples, Italy [?] ; 200 students. 19. Santiago, Spain [1820] : - students. 20. Saragossa, Spain [?]; 276 students. 21. Stockholm, •Sweden [1821] ; 57 students. 22. Stuttgart, Germany [1821] ; 126 students. 23. Toulouse, France [1825] ; 164 students. 24. Turin, Italy [?] ; 91 students. 25. Utrecht, Netherlands [?] ; 83 students. 26. Vienna, Austria [1764] ; 305 students. 27. Warsaw, Russia [?] ; - students. ED 1901 — VOL II - 16 / CHAPTER XXXI. REPORT ON EDUCATION IN ALASKA. Department of the Interior, Bureau of Education, Washington , D. C., June 16, 1902,. Sir: I have the honor to submit the sixteenth annual report of the Alaska division for the fiscal year ending June 30, 1901. During the year there have been maintained in Alaska 28 public schools under the immediate supervision of this Bureau, with 37 teachers and an enrollment of 1,963 pupils. - During the autumn of 1900 pneumonia prevailed extensively through Arctic Alaska, causing many deaths among the native population. In order as faT as possible to prevent the starvation of the stricken people, under authority from the Secretary of the Interior, the revenue cutter Bear gave out provisions among the settlements along the shores of Bering Sea, which were distributed by the mis¬ sionaries, teachers, and officers in that region. At Port Clarence many of the children whose parents had died were gathered into an orphanage established by the teacher. In the spring of 1901 smallpox made its appearance among natives of southeastern Alaska, and spread with great rapidity. As a precautionary measure several of the public schools in that section were closed during the prevalence of the disease. The appropriation for education in Alaska, which had been continued annually since 1886, was not renewed by the last session of Congress. An amendment to section 203, Title III, of the “Act making further provisions for a civil govern¬ ment for Alaska ' ’ (approved March 3, 1901) provides that “ 50 per centum of all license moneys provided for by said act of Congress, approved March 3, 1899, and any amendments made thereto, that may hereafter be paid for business carried on outside incorporated towns in the district of Alaska, and covered into the Treasury of the United States, shall be set aside to be expended, so far as may be deemed necessary by the Secretary of the Interior, within his discretion and under his direction, for school purposes outside incorporated towns in said district of Alaska." Saxman. — Mrs. J. W. Young, teacher; enrollment, 66; population. Thlingket. Mrs. Young reports: Our school year opened under very favorable conditions, and for apart of the year the school was well attended and there was a marked degree of interest. Very good progress was made in all branches taught, especially in arithmetic and language, as my assistant , Miss Eva Sill, was a tireless worker and competent in all branches. Having an assistant, we had more time to devote to each pupil. Had it not been for sickness, we expected an enrollment of 100 or more, and a good attendance, as the ‘ ‘ potlatches ' : and feasts were few. Early in the winter the people contracted a contagious malady, resembling smallpox. It soon spread so that nearly the whole population was infected with it. Several deaths occurred. Hence the attendance was very irregular, although the children usually came to 1459 1460 EDUCATION REPORT, 1900-1901. school as long as they could sit up. and returned as soon as possible, being, by reason of the ravages of the disease, frightful looking objects. On the 12th of February the local school committee ordered the school closed. The people who were not sick became panic-stricken and left the town. 1 could not open the school again until May, when a few of the people returned. We were disappointed that we could not keep the school open, as the children were very much interested and learning fast. We made a practice of visiting the homes of the pupils often, especially if any were sick or absent. The natives are naturally very fond of music, both instru¬ mental and vocal. We had the use of an organ in school; it belongs to the com¬ munity, being paid for by subscription. Gravina. — Mrs. Alice B. Hamblet Davis, teacher; enrollment, 69; population, Thlingket. Mrs. Davis reports: The attendance until June was very good, but during that month the people began to move from the village to their fishing haunts and to canneries where they secured employment. Then in the village, the fathers being gone, the girls and boys had to help in the box factory. The pupils and patrons are greatly inter¬ ested in the school work, although the home habits of irregularity add greatly to the teacher’s duties. In dress and personal habits the children are reasonably neat, but most of the native homes lack cleanliness. My greatest difficulty is to make the children speak English outside of the schoolroom. Since the teacher is the only one in this vicinity who speaks English, it is not surprising that the children hesitate to use it regularly. I have tried English afternoons, picnics, stories, object lessons, and various other methods, still they use very little English in their everyday con¬ versation. Our people are to be commended for having erected a very comfort¬ able school building, which was completed last May. It is furnished with service¬ able desks, and the teacher can accomplish much more than was possible under former conditions. My pupils are very fond of drills and calisthenics. They take to song with a naturalness and ease seldom found among white children. Their voices are musical and well modulated. As a rule, they are energetic and cheery, displaying none of the suilenness common among some native tribes. Their prog¬ ress this year has been very noticeable. Jackson. — Miss Nellie Green, teacher; enrollment, 88; population, Hydah. Miss Green writes: The new desks and blackboards which the Department kindly sent us added greatly to the appearance of the schoolroom this year. At the beginning of the year a native committee was appointed to secure the school attendance of delin¬ quent members, which worked admirably. Most of the children, though often late, attended regularly. A number of former pupils are successfully supporting themselves by making use of the instruction they received while at school. There are two native store¬ keepers in the village, former pupils, who go to Seattle in their own schooners whenever it is necessary to order goods. Other pupils are boat builders and car¬ penters. One of the carpenters has just completed a two-story house with bay windows and porches. Another is assisting in building a warehouse at Hunters Bay. Others are successful assistant engineers and others are good pilots and interpreters. Fort Wrangell No. 1. — Miss Minnie Robertson, teacher; enrollment, 68; popu¬ lation, Thlingket. Miss Robertson writes: I find the native children quite bright and willing to learn, but owing to their irregular attendance they do not make as much progress as the whites. Those who stay in town the year round are quite regular, but most of the native popu¬ lation are on the move the greater part of the time. They have their seasons for hunting, fishing, and trapping, which keeps them out of school the greater part of the year. This accounts for the high enrollment and the low average daily attendance. The natives are very fond of music, and assisted in several enter¬ tainments during the winter; we have an organ in the schoolroom, and they derive a great deal of enjoyment from it. They are also very fond of kinder¬ garten work, and as they learn mostly by object lessons, I find that the introduc¬ tion of kindergarten work into the school has proved of great benefit to them. The older ones as well as the younger take a great interest in it. One young man who attended school during the winter months has been work¬ ing at the sawmill this spring, and his sister, a young lady of 15, who has EDUCATION IN ALASKA. 1461 attended quite regularly during the whole year, left just a few days before school was out to work in a boarding house. These are the only two who have come directly under my notice. Fort Wrangell No. 2. — Victor L. Holt, teacher; enrollment, 80; population, white. Mr. Holt reports: In the absence of the assistant teacher at the commencement of the school. I had charge of both the natives and the whites. I found it necessary for a while to continue the sessions of the school until 5 o’clock in the afternoon, and from 7 until 9 in the evening, in order that all of the classes might be heard. When the teacher for the natives came the press on this department was relieved for a time. A number of students came in from neighboring places, and more would have come if we could have accommodated them. There are now seven grades in our school, and there are to be at least eight next year. Through the efforts of the friends of education here we have secured a library of 259 volumes, for the use of the school. The books have been care¬ fully selected, and have proven of inestimable value to the school. A librarian has been employed, and funds have been raised by the students to keep the library open all summer. It is to be hoped that Fort Wrangell will have a new school building in the near future. Kake. — Mrs. Anna R. Moon, teacher; enrollment, 88; population, Thlingket. Mrs. Moon writes: The usual letter from the Bureau of Education, asking for an annual report of my school, did not reach me until recently. Our mail is very irregular. Some¬ times we find that our letters have been carried up to Dawson, or out to western Alaska, before they finally reach us at this little out of the way village. Our nearest post-office is Fort Wrangell, which is 100 miles distant. The journey in an open boat between Kake and Fort Wrangell is a hazardous one during the winter months. Sometimes as long as two or three weeks are consumed in mak¬ ing the trip. Our messengers are usually natives, who frequently stop to hunt to and from Fort Wrangell. The white population of this island consists of my husband and myself, our two children, and the merchant. There are about 300 natives that regard Kake Village as their headquarters. They are of a nomadic disposition, which naturally inter¬ feres considerably with the regularity of their attendance at school. Many of the old customs, which have disappeared among the natives living near the larger towns of Alaska, are still observed in this region. The feast for the dead, for instance, frequently takes them to remote settlements. With all these drawbacks, we nevertheless see an improvement. This is especially marked in the appearance of their houses. In this village every house but one now contains a heating and cooking stove, stools, chairs, beds, and dishes. The horn spoons and wooden bowls are now relics of the past. Men, women, and children now dress in “ store clothes,” as do the common people in other parts of the country: they do not wear the blanket suits that they formerly used to make in imitation of the white man's clothing. No hoochinoo has been brewed in the village in almost two years. Some of our natives, however, are very much tempted when visiting towns which the steamers touch and where liquor is plentiful. We have lumber ready for use in erecting a church. The natives have sub¬ scribed very liberally toward paying for it, and they will give their labor gratis in erecting the church. Many of them are good mechanics. Most of them realize the benefits to be derived from taking advantage of the privileges offered them by the school. Sitka, No. 1. — Miss Cassia Patton, teacher; enrollment, 48; population, white. Miss Patton reports: The year was a very pleasant and profitable one until the Christmas recess, after which unusual sickness made great inroads on our work. Our second annual fair in October was a very successful affair, and I am con¬ vinced that the one-room school with a programme already full can do something along industrial lines in this way. The children displayed paddles, paper knives, kites, houses, pincushions, aprons, pillowcases, bags, darning, patching, lace, bread, cake, cookies, cottage cheese, syllabub, butter, jelly, and canned fruit; also three models of full-rigged vessels on which the boys had spent many hours during the summer vacation. Our display chart contained language, arithmetic, 1464 EDUCATION REPORT, 1900-1901. month was almost broken up by the smallpox, which we hope will amount to nothing more than a scare. Yet, with all the difficulties of hard rains, deep snows (and they were the deep¬ est that have been known in this part of Alaska for many years) , carelessness, and indifference on the part of some of the parents in not keeping the children in school, we feel that this year has not been an entire failure; it has certainly been an exceedingly busy one in our school. Our greatest progress was made in spell¬ ing, geography, and arithmetic. We have a good local committee, who have been very kind and helpful and have encouraged us greatly. The Government was kind enough to have part of our school ground cleared of logs and stumps, which adds much to the attractiveness of our surroundings and gives us a little room for a playground, which we were very glad to have. We received a donation of 52 books from the Congregational Public Library of Douglas, which addition to our library was very thankfully received. Heines. — Miss May Mackintosh, teacher; enrollment, 46; population, white and Thlingket. Miss Mackintosh reports: This year I have had a better average attendance than last year. I try to visit the homes of the children every other day, and oftentimes each day after school. I make music an important study, and as in this they all take an interest, some will come for that when they would not for other things. Wood Island. — Charles E. Bunnell, teacher; enrollment, 63; population, Rus¬ sian creole and Aleut. Mr. Bunnell reports: The attendance has been the largest in the history of the school, and our school¬ room has been taxed to the utmost capacity. Through the entire session I have taught a night school four evenings each week. While this was designed principally as a study hour for the older mission children, it was open to all the natives who did not attend during the day. Dur¬ ing the winter months there was an enrollment of 28 besides the older mission children. The eagerness with which they studied their primers and readers and worked over their arithmetic was very encouraging and added greatly to the interest of the school. We have been seriously handicapped this year for floor room and breathing space. A large school means hard work, but a large school in cramped quarters adds much to the work of the teacher and the restlessness of the children. Aeognak. — Mrs. Charles W. Pajoman, teacher; enrollment, about 43; popula¬ tion, Russian creole and Aleut. Mrs. Pajoman writes: From the Aleut village the attendance has been very irregular from various causes. The children make excuse that they have no shoes to wear; that they must fish in the lake; that they must help in the potato planting. About the middle of May they leave the village with their parents for the bays, where they spend the whole summer fishing and drying salmon, so the school year is neces¬ sarily short. At 2 a. m. October 9, 1900, the whole village was awakened by quite a shock of earthquake. The shock continued every day for a week, then every once in a while all winter. Even now during the summer there are slight shocks. Unga. — Frank A. Golder, teacher; enrollment, 39; population, white, Russian creole and Aleut. Mr. Golder reports: School opened the first Monday in September, and before the week had passed nearly all the pupils were sick with the measles. From that time until the 1st of October the school was closed, but after that the attendance was regular and the pupils worked hard and faithfully, and they are justly proud of what they have accomplished and of the prizes which, through the generosity of Mr. F. C. Drif¬ field, were awarded to the most faithful at the end of the year. The course of study pursued during the year by the advanced class, whose average age is 12 years, will give an idea of the quality and quantity of the work done, and it is therefore stated here. It reviewed fractions and completed Milne’s Elements of Arithmetic, and did satisfactory work in Cook and Cropsey’s Advanced Arithmetic. In mental arith¬ metic the class completed Bailey's Mental Arithmetic, and are doing good work in Brook’s New Normal Mental Arithmetic. Every problem is analyzed and fully explained. Much time has also been spent on composition and letter writing, and on the whole the work is satisfactory, considering the fact that the English language is EDUCATION IN ALASKA. 1465 not the language of the mother and the home, and with most of the pupils it is only idiomatic; some use the Russian and Aleut construction. The Aleut lan¬ guage has only one word for both “ he ” and “ she/' and many of the children are unable to grasp the distinction between the pronouns and to use them properly. This is only one of the many difficulties the pupils contend with. History is another difficult subject to the class, since much of the subject-matter is unfamiliar and almost beyond their imagination. The text-books are far from satisfactory for these pupils. Daniel Boone. Andrew Jackson, Lincoln, and Wash¬ ington are very much admired on account of some feat of strength or daring. Geography is studied with pleasure and much profit by the class. According to their ability the other classes have worked equally as hard and have accomplished equally as much. The primary classes alternate study with kindergarten work. The teacher feels under great obligation to the parents and many others who assisted him in so many ways. Through their generosity the school had a Christ¬ mas tree, and presents for all the children of the island. Un Alaska. — Miss Frances Mann and A. W. Newhall, teachers; enrollment, 95; population. Russian creole and Aleut. Miss Mann writes: The daily attendance at school has been very good for Alaska. The natives are realizing more the value of the public school and are more willing to send their children. There has been much sickness in the village during the fall and "winter and an epidemic of measles caused the death of about one-third of the population. At Christmas time the exercises by the children were held in the schoolhouse. All the people in the village were invited and the room was well filled. Every one was remembered with a gift at the close of the exercises from a well-filled Christmas tree. This pleasant occasion increased the interest of the parents in the school and lessened their ignorance and prejudice toward our work. Our new school building is of good size, the rooms are large and conveniently arranged, and a new flag floats proudly above the building. Carmel. — Mrs. Emma Luber Rock, teacher; enrollment, 52; population, Eskimo. Here there is a home for native children under the Moravian mission¬ aries as well as a public school. Mrs. Rock writes under date of January 30, 1902: From the beginning we have found that day scholars make very* slow progress, and we attribute this mainly to irregular attendance. When they do come regu¬ larly for a few months and have learned a few of the rudiments, both they and their parents think they have all the education necessary. On the other hand, such children as have been taken into the home learn the ordinary English branches readily. They make steady progress until they reach what we might call an intermediate grade. From that point it is uphill work and only the brighter ones persevere. Eaton Reindeer Station. — Frederick E. Willard, teacher; enrollment, 10; population, Laplander and Eskimo. This school was kept in fulfillment of an agreement with the Lapp employees of the Bureau of Education that their chil¬ dren should have educational facilities. Mr. Willard reports: School began October 23 and closed April 26, during which time school was in regular session, with the exception of holiday vacations. The number of pupils enrolled during the first term was 10, 7 of whom were Eskimos, 2 Lapps, and 1 American Gradually, as the parents moved away and the hunting seasons opened, the attendance decreased. The ages of the pupils ranged from 6 to 21 years, most of whom had attended school before, some at the station and others at the mission school at Unalaklik. A large part of the time was taken up with conversation, in teaching the proper use of the English language. Lessons were given in reading, writing, arithmetic, spelling, geography, and drawing. The children take great interest in their school work, and it has been not an infrequent occurrence to have a boy or girl come to school without his or her breakfast. The pupil furthest advanced reads nicely in the third reader and has studied arithmetic as far as common fractions. The natives, though of a sluggish nature, are bright and very fond of music. Indeed, the children teach their parents songs that they have learned in school, 4 r 1466 EDUCATION REPOET, 1900-1901. Their use of English savors of the vernacular, they having acquired a good deal of it from passing prospectors. For example, upon asking a boy if he liked to come to school, I received the reply, “ You bet!” This has to a certain extent been overcome and purer English taught in its place. Nome. — Miss Cora B. Young and Miss Florence Mauzy teachers; enrollment, 63; population, white. In April, 1901, Nome became an incorporated town, and from that date the school has not been under the Bureau of Education, but under a local board of education. In regard to the school year previous to that date Miss Mauzy writes: When we came to Nome in August, 1900, we began school in the library of the Congregational Church, which we were expected to vacate on demand at any time. We commenced with three pupils, but after days of street canvassing and calling from house to house we built up a school of some numbers. At times, because of lack of funds for fuel, we felt that we should be compelled to suspend work: but this problem was solved for us, when in November the church needed the room we occupied and the school was closed until another building could be secured. A vigorous effort was then made to raise by subscription enough money to buy fuel, pay a .janitor, and rent a building. The response in actual money was not very satisfactory, but a building was donated and coal furnished free of charge. We have enrolled over sixty pupils and almost every State in the Union has been represented. We have had but two Eskimos and they remained in school but two days. While it has been real pioneer work we have taken great interest in building up as good a school as possible, and on the whole have found it a pleasant task. Gambell, St. Lawrence Island. — P.H. J. Lerrigo. M. D., teacher; enrollment, 72; population, Eskimo. Dr. Lerrigo makes the following report: We have been interrupted by many things in the course of the year. After Mr. Doty commenced school on September 4, the Bear arrived and the landing of coal and supplies, together with the departure of Mr. Doty, prevented us from resum¬ ing until the latter part of the month. It was then continued without interrup¬ tion. except for a day or two, when we were occupied with the reindeer work, until the Christmas holidays. Having resumed on January 2, we were again interrupted toward the latter part of the month by the threatened epidemic of smallpox, and immediately following that by the rescue of Mr. Egan, a shipwrecked seaman, and the search for his companion. Returning from the search I found it necessary to operate upon Mr. Egan’s foot. The next event was my own sickness from varioloid, which laid me up until nearly the end of February. School was closed upon the 1st of April, both because there were many things about the premises which we were compelled to leave undone when the winter closed in, and because the ice breaking away very early (about a month sooner than usual) took most of the children away from school. The attendance has been about the same as last year, but it was only by great exertion that I could induce the children to come at all. The school has lost its novelty, there is no royal road to learning, and the mental application required is repellant to them. I have used every inducement, making the work as light as possible, endeavor¬ ing to render the sessions attractive, introducing new methods and offering rewards for regularity; but the inducements are not sufficient recompense for the waste of gray matter upon their part, and time after time I have been reduced to the necessity of going out and capturing my pupils before commencing school, and that with but indifferent success. The progress of those scholars who have approximated regularity in their attendance has been quite gratifying. Some of the older ones have advanced as far as fractions in arithmetic. Most of the pupils who were in the classes last year have been advanced one grade, and great improvement has been made by all in reading, writing, and the use of the English language. Perhaps in the latter branch of study the most marked progress has been made. Having picked up a large part of their English from the whaling vessels, it was formerly a heterogeneous compound of pigeon English, intermingled with Kanaka words (as pau, wahinny , etc. ) , French (as savez ) , and other foreign words. It has been my endeavor to correct these bad habits of speech and to substitute EDUCATION IN ALASKA. 1467 grammatical and idiomatic English. While there is still much to be desired, the improvement is remarkable. The prem ises. — During the past year the schoolroom has been enlarged by the addition of 20 feet to the front of the building. The frame was constructed by carpenters supplied by Captain Tuttle, Revenue-Cutter Service, from the revenue cutter Bear , and the addition completed by us with the assistance of the natives. We have applied three coats of paint to the new part and have given one coat to the old. The old part of the house still needs another coat of paint, but the white lead gave out and we were compelled to leave it as it is. We have also doubled the size of the coal shed by building a lean-to upon the north side for the protection of the lumber. Teller Reindeer Station. — T. L. Brevig, teacher; enrollment, 30; race, Eskimo. School was kept from the beginning of September to the end of May, and as the pupils were all in the building the attendance was regular and progress was marked. School was taught 180 days, with an average daily attendance of 16. Besides the regular studies the girls have been taught sewing and housekeeping, and the boys had their regular hours of work every day, and all have done their best to do their duties. During the epidemic last summer 45 natives were fed for some time, and food was prepared for 32 and the sick looked after for six weeks before any Government aid was sent in. In the near vicinity about 30 died. I buried 20 in all, who died in the buildings or in tents pitched around the buildings for sick natives. Many orphans were left. The mission took in 12 orphans, 2 widows, each with a child, and 3 young men, who have been cared for. Ten orphans and the 3 young men are yet with us, the 3 latter being employed as apprentices. Cape Prince of Wales. — Charles T. Kittredge, teacher; enrollment, 107; popu¬ lation, Eskimo. Mr. Kittredge reports: The school opened September 25, 1900, and closed May 31, 1901. The chart and first and second reader classes were quite regular in attendance all the time. A few big boys in a higher class did well also, but it is almost impossible for the young men to make much advancement, as they have to go seal hunting everyday the weather will permit. Whooping cough, brought from Siberia last summer, kept many of the school children coughing until nearly Christmas, which added to the unpleasantness of a crowded schoolroom. In arithmetic the pupils liked addition best and never tired of rivalry in adding columns of figures. Other favorite work was writing and drawing, where their ability is equal to that of white children. Point Barrow. — S. R. Spriggs, teacher; enrollment, 111; population, Eskimo. Mr. Spriggs sends the following report of this school, the northernmost on the continent: School began on September 4 and continued for nine months, broken only by a week’s vacation at Christmas, and one other day when a severe winter blizzard absolutely prevented attendance. In all, one hundred and eighty-one days were taught. The attendance has been something remarkable. In the deep winter months of December, January, and February the attendance was at times from 60 to 70, and some of the pupils had to be seated on boxes and some upon the floor (a native’s natural chair). For the month of February the average attendance reached 58 and for the entire year 41. The children and their parents have taken an interest in school not manifested heretofore, and many of the children I know have made special endeavors, in some cases, denials, that they might attend school. The favorable whaling season of the previous year made it possible for many more than usual to remain in the vil¬ lage the entire year, and thus their children could attend school: and during the early part of the whaling season this spring school was possible, because the chil¬ dren were anxious to attend. The village has not had a greater population in sev¬ eral years than it had the past winter. Several families came from Herschell Island, some from Point Hope, several families were here from the Wain wright Inlet district, many more from that region were here for several months; besides there were some inland natives who seldom come here. The interest taken in school will be numerically represented by stating that the total enrollment for the year was 111. The disparity between the total enrollment and the average attendance is because so many natives have necessarily to go 1468 EDUCATION REPOET, 1900-1901, inland fishing and hunting at times, and then their children accompany them. Thus all the children of school age are never here at one time. One man told us that if we did not find that his children did as we directed them and study diligently, we should use physical force; but this is unnecessary among these Eskimos. The children average bright, are quick to leam, and are all anxious to acquire English: some have succeeded very well, now being in the second reader: history and geography, however, will necessarily always be more or less advanced studies to them. To me, who have taught them, the progress of the school has been very satis¬ factory. In the early part of the year we had a severe epidemic of whooping cough* which, with complications, took away several of our school children. Historical table — Statistics of public schools in Alaska , 1892 to 1901. Length of school term a-nd enrollment of pupils. Schools Southeast Alaska. Sitka: No.l (whites) . No. 2 (natives) _ No. 3 (natives) _ Juneau: No. 1 (whites) .. No. 2 (natives) _ Douglas: No. 1 (whites) . No. 2 (whites) . Douglas (natives) _ Skagway (whites), 4 schools _ Wrangell (whites and natives) _ Jackson natives) _ Haines (natives) _ Eoonah (natives) _ Metlakahtla ( natives) Sax man (natives) _ Killisnoo (natives) _ Klawock (natives) . Gravina (natives) . Dyea (natives) _ Kake (natives) . Western Alaska. Kadiak (whites and natives) . . Afognak (natives) _ Wood Island (natives) Unga (whites and na¬ tives) . . . Unalaska (whites and natives) . . Karluk (natives) . Arctic Alaska. Nome . Port Clarence (na¬ tives) . . . St. Lawrence Island __ Cape Prince of Wales. Point Barrow _ Circle City _ Eaton Station _ Carmel . . . 1892 -93. 1893-94. 1894-95. 1895-96. 1896-97. 189 7-98. J 1898-99. | 1899-1900 1900-1901 4^ 4i A +3 j 4^ A 1 43 4^ A Hi fcc A St 4i to -t^j fcfi +3 to 4-> "3b -ti bo +3 H A © J O © c? © 3 f> 1 iS ffl <3 1 Pi © S m B m a m a 0Q 3 m m £j CO B m a 3 a 5 5 ; - 'o £1 'p O S 1 K 1 K 1 K r 1 H a 1 s H . 50 43 9 57 9 40 9 j 39 9 42 1 9 31 9 47 8 48 ' 9 48 9 110 9 180 9 j 156 9 j 154 8 170 9, 175 9 184 8 131 151 9 23 9 25 9 54 9 70 9 ; 86 9 ! ,■ 74 ", 96 9 61 9 65 9 50 9 67 ! 9 70 9 40 9 71 9 I 70 I 9 75 8 13 s 30 9 42 9 57 I 7 75 9 i 48 9 70 8 100 6 95 8 Qg 9 1 25 ; 9 28 9 1 37 -- 37 _ 8 .... 108 i 9 87 ; ; 28 j I 1 [ p. 109 9 | 214 j 49 9 ' 54 8 61 9 92 9 ! 64 9 n 1 9 80 9 114 9 148 9 : 82 8 : 90 7 80 1 8I 64 ! 9 , 84 9 121 9 67 9 51 8 ! 88 9 54 ! 9 1 41 9 64 8 60 ! 8 68 7 43 8 64 7 46 1 8 144 ' 5 | 120 9 141 9 126 9 125 8 | 121 6 j 105 1 9 144 1 1 i 71 31 8 75 8 63 9 62 9 76 7! j 66 9 137 5 ! 75 2 i 59 1 8 61 69 5 23 1 4 87 3 ; 88 9 9 59 9 56 8 49 9 i 52 9 72 ... 9 44 8 68 l 8 107 8 40 9 38 9 38 9 39 9 59 9 36 8 43 2 56 56 9 61 8 63 8 35 9 36 9 40 : 9 44 9 40 9 40 7 36 9 47 9 39 9 24 9 39 9 39 9 48 9 68 8 31 9 76 9 95 ! 9 27 9 28 8 63 o 20 80 8 56 ' 9 56 9 53 r- 50 8 18 52 9 68 9 66 8 70 8 72 72 ! 9 104 132 107 6 66 6 68 48 50 111 8 43 .... 11 30 5 52 ... 1 794 .... 807 1,030 1.197 l 1,395 ... 1,250 i 1,369 ... 1,723 r 1,963 Total EDUCATION IN ALASKA 1469 Public schools in Alaska — Enrollment and attendance of pupils during 1900-1901. 1900. Schools. September. October. November. December. Total. lAverage. Total. Average. Total. Average. Total. Average. Southeast Alaska. Sitka: No. 1 (white). . . 35 38 34 37 31 34 30 36 No. 2 (natives) . 55 15 47 13 61 14 63 37 Juneau, No. 3 . 33 13 37 30 37 31 36 35 Douglas: No. 1 (whites). . 67 59 69 63 65 60 65 62 No. 3 (natives). . 30 38 38 37 36 35 34 20 Jackson . . . 46 15 43 36 63 39 79 57 Haines . . 31 11 33 v 8 31 16 35 17 Hoonah.. . . . 48 10 36 11 61 15 83 20 Saxman . 7 6 31 16 54 27 51 30 Gravina 30 16 47 34 39 31 Kake 39 13 80 35 Fort Wrangell: No. 1 . . . 56 41 43 41 40 36 43 34 No. 3 . . 33 17 40 15 31 16 48 27 Western Alaska. Kadiak 61 57 57 41 52 48 Wood Island 56 45 53 44 55 31 Night school 39 31 Af ognak . . . . . 43 36 39 34 37 23 Unga . . . 30 33 31 37 32 39 34 30 Unalaska . 17 15 65 45 79 67 87 60 Arctic Alaska. Cape Prince of Wales . 74 53 81 39 79 47 7 i 54 Nome. . . . . 30 10 43 33 45 38 47 38 St Lawrence Island Port Clarence . . . 16 16 19 19 19 19 19 18 fla.vm fil 34 18 39 34 38 27 Eaton Station Point Barrow _ 70 43 46 39 49 32 60 43 Sitka Industrial School: Schoolroom No. 1 . 131 39 31 38 31 38 31 28 Schoolroom No. 3 . 45 44 46 45 45 44 45 44 1901. Schools. January. 1 February. March. April. May. Total. Average. Total. Average. Total. Average. Total. Average. Total. Average. Southeast Alaska. Sitka: No. 1 (whites) . . 36 23 33 19 34 25 32 35 No. 2 (natives) . 62 18 55 12 67 14 32 12 Juneau No. 2 . . 18 9 23 11 35 13 30 11 14 10 Douglas: No. 1 (whites) ... 57 46 59 58 66 62 73 68 No. 2 (natives) . . 30 16 22 21 30 18 18 12 Fort Wrangell: No. 1 (whites) . . 38 35 38 32 42 32 43 32 38 38 No. 2 (natives) _ _ 40 21 36 13 26 12 31 11 25 12 Jackson . . 72 33 21 15 38 14 18 12 Haines . . . . . 27 19 46 33 31 20 Hoonah . . . . 83 16 65 17 64 12 50 7 Saxman . . . 39 22 33 9 1 . 12 7 Gravina _ 31 30 36 27 28 21 29 19 Kake . 82 40 Western Alaska. Kadiak . 69 32 81 76 84 55 66 45 66 48 W ood Island . . . . . . 58 40 57 41 50 39 47 36 39 33 Night school _ _ 38 24 38 27 34 24 39 19 19 16 Afognak . 39 33 33 22 32 21 26 17 23 9 Unga . . . 31 25 30 27 31 38 28 26 38 27 Unalaska . 92 70 92 69 92 69 93 63 95 64 48 131 75 95 80 88 48 121 68 69 88 107 63 1470 EDUCATION REPORT, 1900-190: Public schools in Alaska — Enrollment and attendance of pupils 1900-1901 — Con¬ tinued. 1901. Schools. January. February. 1 March, i April. May. Total. Total. I Average. Total. Average. Total. Average. Total. Average. Total. Average. ■ Arctic Alaska. Cape Prince of "Wales . 66 38 67 32 ; 67 34 | 70 46 70 39 i 107 N ome . . . . . ! 51 38 ! ! 47 36 46 38 47 39 63 St. Lawrence Island . . | I j i 72 Port Clarence. . _ _ _ 17 if j i 17 17 j 17 j 16 | I 16 16 18 Carmel _ _ _ 28 : 22 29 24 ! 32 24 32 26 : 30 25 52 Eaton Station . 30 Point Barrow . . . _ 65 50 79 1 58 69 48 67 I 46 35 21 111 Sitka Industrial School: s Schoolroom No. 1 _ * 34 ; 24 ! 36 ! 24 38 i | 24 ; 37 30 37 27 70 Schoolroom No. 2 . . 44 : 40 ! 43 4! 43 ! 41 1 43 35 ; 41 38 81 Total enrollment during session 1900-1901, 1,963. The following table shows the history of Congressional appropriations for edu¬ cation in Alaska: First grant to establish schools, 1884 _ _ _ $25,000.00 Annual grants, school year — 1886- 87 _ 15, 000. 00 1887- 88 _ _ _ 25,000.00 1888- 89 _ 40, 000. 00 1889- 90 _ 50,000.00 1890- 91 _ 50, 000. 00 1891- 92 _ 50, 000. 00 189.2-98 _ 40,000.00 1893- 94 _ : _ 30,000.00 1894- 95 _ 30.000.00 1895- 96 _ 30,000.00 1896- 97 _ 30, 000. 00 1897- 98 _ _ _ 30, 000. 00 1898- 99 _ 30, 000. 00 1899- 1900 _ 30, 000. 00 1900- 1901 _ 30, 000. 00 Expenditure of appropriation for education in Alaska. 1900-1901. Amount appropriated _ $30,000.00 Salaries of 4 officials _ _ 4, 865. 00 Salaries of 31 teachers _ 18, 392. 38 Supplies for 25 schools _ 4. 542. 36 Fuel and lighting _ 869. 05 Repairs _ 521.41 Rent _ 180. 00 Traveling expenses _ 546. 25 Freight _ _ _ _ 34.95 Balance for outstanding liabilities _ 48. 60 Total _ 30, 000. 00 Cost per capita of enrollment, $17.78. EDUCATION IN ALASKA 1471 PERSONNEL. Name. Office. State. ~ Dr. Sheldon Jackson . . . William Hamilton General agent of education in Alaska . Assistant agent . . - . . . Alaska. Pennsylvania. Do. William A. Kelly . . Superintendent for southeastern Alaska _ Teachers in public schools, 1900-1901 . School. Teacher. State. Sitka: No 1 Pennsylvania. Do. No. 2 Mrs. M. A. Saxman . . . . Do Miss Mary Moon _ _ _ _ 1 Alaska. Sitka Industrial School - George J.^Beck . . . . New York. M. A. Carty _ _ _ ! Kansas. Miss Olga Hilton _ _ _ 1 Alaska. Mrs.E. C.Heizer . . i Iowa. Mrs. Selina Gamble _ _ _ _ _ _ Alaska. J uneau, Nd.2 _ _ Miss Elizabeth Saxman . . Pennsylvania. Kansas. Douglas: No. 1 Miss Gertrude H. Spiers . . . . . . Do 1 Miss Kate Spiers . . _ _ Do. No. 2 . . - . — - Mrs. M. MacA. Davis. . . . . . 1 West Virginia. Fort Wrangell: No. 1 _ _ ' Victor L. Holt . . . . . .- . . Oregon. No. 2 . . . . . — Miss Minnie Robertson. . . . Alaska. Jackson. - - - Miss Nellie Green . . . . . . Kansas. Haines . . . Miss May Mackintosh . . . . Alaska. Hoonah Mrs. J. M. McFarland . . . West Virginia. Washington. Saxman. . . . 1 Mrs. J.W. Young _ _ _ Gravina... . j Mrs. Alice B. Davis . . . Alaska. Kake 1 Mrs. Anna R. Moon _ _ _ Indiana. Kodiak Dr. Arthur W. Ball . . Pennsylvania. Do. Do . . . . Mrs. Arthur W. Ball _ _ _ Afognak . . Mrs. Charles Pa joman . .. Alaska. W ood Island . . . : Charles E. Bunnell. . . . . . Pennsvl vania . Do. Unera . Frank A. Golder . . . . . Belkofsky .. • .do. _ _ . . . Do. Unalaska Miss Frances Mann . _ _ Oregon. Massachusetts. Do A. W. Newhall _ Nome. . . . j Miss Florence Mauzy . . . . Do.. _ _ Miss C.B. Young __T _ _ . California. Port Clarence. _ ... . .. Rev. T. L. Brevig _ Minnesota. St. Lawrence Island _ P. H. J. Lerrigo, M. D _ New York. Cape Prince of Wales _ C.T.Kittredge. _ _ _ _ Minnesota. Point Barrow _ ... ... S. R. Spriggs _ _ _ _ New Jersey. Eaton Station . . . ... Frederic Willard . . . . . . Illinois. Carmel . . . Mrs. Emma H. Rock . . . Pennsylvania. Kosoreffsky: No. 1 _ : William Markham. . . . . . No. 2 _ _ _ Mary Winifred . . . . . . The local school committees as at present constituted are as follows: Sitka: John G. Brady and Edward de Groff, appointed January 15, 1891; Rev. Anthony Dashkevich, appointed May 14, 1900. Douglas: School No. 1, P. H. Fox, appointed January 15, 1891; C. A. Hopp, appointed September 26, 1899. School No. 2, R. J. Willis and William Mackie, appointed July 25, 1899. Wrangell: Thomas Willson, appointed March 29, 1892: Rev. H. P. Corser, E. P. Lynch, T. G. Wilson, appointed February 20, 1900; William H. Lewis (native Alaskan) , appointed May 14, 1900. Kadiak: Frederic Sargent, appointed July 22, 1893; William J. Fisher and P. D. Blodgett, appointed March 21, 1900. Unga: C. M. Dederick, appointed September 22, 1894; George Levitt and F. C. Driffield, appointed January 23, 1901. Saxman: James W. Young. W. L. Bunard, Rev. Edward Marsden (native Alas¬ kan), appointed April 9, 1900. 1472 EDUCATION REPORT, 1900-1901. Gra vina: Mark Hamilton, Roderick Murchison, Benjamin Dundas, Alfred B. Atkinson, appointed April 9, 1900, all of whom are native Alaskans. The following list contains the names of former members of local school com¬ mittees in Alaska: Sitka: Hon. Janies Sheakley, N. K. Peckinpaugh, Dr. C. D. Rodgers. Juneau: Karl Koehler, Rev. Eugene S. Willard. Douglas: G. E. Shotter, S.R. Moon, Rob¬ ert Duncan, jr., Albert Anderson, A. J. Campbell. Wrangell: W. G. Thomas, William Millmore, Allan Mackay, Rufus Sylvester, Finis Cagle. Jackson: James W. Young, W. D. McLeod, G. Loomis Gould. Metlakahtla: William Duncan, Dr. W. Bluett, D. J. Leask. Unga: 1ST. Guttridge, John Caton, Edw. Cashel. Unalaska: N. S. Resoff, N. B. Anthony, L. R. Woodward. Skagway: Thomas Whitten, E. L. Niskern, Walter Church, F. R. Burnham. Juneau: John G. Heid, B. M. Behrends, J. B. Denny, Rev. John B. Rene. Nome: Walter Church, D. J. Elliott, John Brynteson, Dr. S. J. Call, D. W. McKay, S. A. Keller, E. S. Ingraham, J. Y. Logan. The members of these committees have been of good service to the Bureau of Education, both as correspondents and by acting as auditors, countersigning the bills sent in for various local expenses of these schools, inspecting repairs, and giving advice as to measures for the greater efficiency of the schools. For the southeastern section of Alaska a local superintendent was appointed as early as 1890 and has been in service ever since. The present local superintendent is William A. Kelly, of the Sitka Industrial School. His duties are to visit the schools, report on their condition, and examine candidates for the position of teacher. MISSIONARIES AND TEACHERS AT MISSION STATIONS IN ALASKA. Baptists. Wood Island: Rev. and Mrs. Curtis P. Coe, Mr. and Mrs. F. H. Forby, Mrs. M. G. Campbell, Dr. C. F. Miller. Congregational. Cape Prince of Wales: Mr. and Mrs. W. T. Lopp; native assistants, Sokweena and Elobwok. Nome: Rev. William C. Fowler; 61 communicants. Valdez: Rev. D. W. Cram; 8 communicants. Douglas: Rev. William Davis; 28 communicants. Episcopalian. Sitka: Bishop Peter Trimble Rowe, D. D.: J. N. Dudley. Juneau: H. J. Gurr, J. M. Davis. Skagway: Rev. James G. Cameron, Charles Riga; Mrs. Bow, at hospital. Ketchikan: Miss Agnes Edmond. Circle City: Miss E. M. Deane. Fort Yukon: Rev. L. H. J. Wooden. Rampart City: Mr. E. J. Knapp. Anvik: Rev. and Mrs. John W. Chapman, A. R. Hoare, Miss B. M. Sabine, Miss A. C. Farthing, Miss M. Leighton. Point Hope: Mr. John B. Driggs. Tanana: Rev. and Mrs. Jules L. Provost, A. A. Selden. Nome: Rev. C. H. H. Bloor, A. B. Wright. Six native assistants. EDUCATION IN ALASKA. 1473 Friends. Kotzebue: Rev. and Mrs. Robert Samms, Miss Martha E. Hadley. Douglas: Rev. and Mrs. Charles Replogle, Miss Jennie Lawrence. Taku Harbor: J. L. Campbell. Kaak: Rev. and Mrs. Silas R. Moon. Several native assistants. Methodist Episcopal. Unalaska: Dr. and Mrs. A. W. Newhall, M. D.: Miss Ella A. Darling, Miss Elizabeth Schwab. Miss Harriet Barnett. Moravian. Bethel: Rev. and Mrs. 'J. H. Romig, M. D.: Rev. and Mrs. Joseph Weinlick. Ugavig: Rev. and Mrs. Benjamin Helmick. Carmel: Rev. and Mrs. J. H. Schoechert, Rev. and Mrs. Samuel Rock, Miss Mary Hnber, Miss Phillippine C. King, trained nurse. Twenty-one native assist¬ ants. Norwegian Evangelical Lutheran. Teller Reindeer Station: Rev. and Mrs. T. L. Brevig, Mr. Hovick. Presbyterian. Eagle City: Rev. and Mrs. James Wollaston Kirk. Haines: A. R. Mackintosh; 96 native communicants. Saxman: Rev. and Mrs. Edward Marsden (natives); 43 native communicants. Skagway: Rev. and Mrs. S. Hall Young, D. D., general missionary, Rev. and Mrs. N. B. Harrison; 33 white communicants. Rampart: Rev. M. Egbert Koonce, Ph. D. Sitka: Rev. and Mrs. W. S. Bannerman, Mrs. Matilda K. Paul (native), inter¬ preter; 16 white and 355 native communicants. Hoonah: Rev. and Mrs. William W. Carle, Mr. Willis Hammond (native), interpreter; 117 communicants. Wrangell: Rev. H. P. Corser; SO communicants. Jackson: Rev. and Mrs. D. R. Montgomery, Mr. Samuel Davis (native), inter¬ preter; 96 communicants. Juneau: Rev. and Mrs. L. F. Jones, Rev. and Mrs. J. H. Condit, Mr. and Mrs. Frederick L. Moore (native) , interpreter and assistant at Douglas Island (station) , Juneau; 30 white and 178 native communicants. Point Barrow: Rev. and Mrs. H. R. Marsh, M. D., Mr. Koonooya (native), interpreter. Klawack: Rev. and Mrs. David Waggoner. Sitka hospital: B. K. Wilbur, M. D., physician and surgeon; Miss Esther Gib¬ son, head nurse; Miss Anna Hinds (native) , assistant nurse. Sitka training school: Mr. William A. Kelly, superintendent; Mr. Dean W. Richards, assistant superintendent; Miss Susan Davis, Miss Sadie Martindale, Miss Anna M. Sheets, Miss Lucile Owen, Miss Frances H. Willard (native), matrons; Mr. John E. Gamble, Mr. Howard George (native), teachers. Teller: E. J. Meacham, M. D., in charge. Roman Catholic. LFrom report of 1900.] Juneau: Rev. John B. Rene, S. J. Dawson, Northwest Territory: Rev. William Judge, S. J., chaplain of the hos¬ pital and of the Sisters of St. Ann; Brother Bernard Cunningham, lay brother. ED 1901 — VOL II 17 1474 EDUCATION REPORT, 1900-1901. Koserefski (Holy Cross Mission): Rev. R. J. Crimont, S. J. (superior); Rev. John Lucas. S. J.; Rev. A. Robaut, S. J.; Rev. F. Monroe, S. J.; Rev. J. B. Post, S. J.: Brothers V. O'Hare, S. J.; B. Marchisio, S. J.; J. Twohig, S. J.: P. Bran- coli, S. J. Nulato: Rev. J. Jette, S. J. (superior); Rev. A. Ragarn, S. J.; Rev. J. Perron, S. J.; Brothers C. Giordano, S. J., and J. Negro, S. J. Dawson Hospital: Sisters of St. Ann; Mary Zephirine (superior), Mary of the Cross, Mary Pauline, Mary Joseph, Mary John Damascene, Mary Prudentia. Koserefski (Holy Cross Mission, girls’ school): Sisters Mary Stephen (superior), Mary Prudence, Mary Seraphine, Mary Winifred, Mary Benedict, Mary Antonia, Mary of the Passion, Mary Magdalen. Russian Orthodox Church . Sitka: Rev. Antonius Dashkevich: in missionary school, J. Popoff and S. Che- repnin.. Juneau: Rev. Alexander Jaroshevich. Killisnoo: Rev. John Soboleff. Nuchek: Hieromonk Methodius. Kadiak: Rev. Tikhon Slialamoff. Afognak: Rev. Basil Martysh. Kenai: Rev. John Bortnovsky. Belkovsky: Rev. Euphimius Alexin. Unalaska: Rev. Dean Alexander Kedrovsky, Rev. Basil Kashevaroff. Unga: Rev. Nicholas Rysseff. St. George Island: Rev. Peter Kashevaroff. St. Paul Island: Rev. John Orloff. St. Michael: Rev. Peter Orloff. Ikohmut: Rev. Hieromonk Amphilochius. Pavlovsk: Rev. Constantin Pavloff. Nushagak: Rev. Nicholas Kashevaroff. Schools are located at Sitka, Unalaska, Atton Island, Belkovsky, St. Paul Island, St. George Island^ Quichpach, St. Michael, Kuskoquim, Nushagak. according to the report in Russian Orthodox American Messenger, but names of teachers are not given. Swedish Evangelical Mission Covenant. Yakutat: Rev. Albin Johnson, Mrs. Albin Johnson, Rev. August Berggren, Miss Hilda Anderson. Unalaklik: Rev. Julius F. Qvist, Rev. Axel E. Karlson, Mrs. A. E. Karlson, Miss Selina Peterson, Stephen Ivanoff (a native worker), Mrs. Ivanoff, Mrs. Ojeark Rock. Golofnin Bay: Rev. J. Hendrickson, Rev. O. P. Anderson, Mrs. O. P. Anderson, Miss Amanda Johnson, Dr. C. O. Lind, and Mrs. C. O. Lind. BAPTIST MISSIONS IN ALASKA. Skagway. — The North Star Baptist Church was dedicated here August 27, 1899. The church numbers 22 members, and has a fine building, the first church build¬ ing to be erected at this southern termiuus of the Yukon and White Pass Railroad. Wood Island. — (By the Rev. Curtis P. Coe, superintendent.) The great need at present is a boys’ dormitory. Until this can be supplied I have transformed my own cottage into a place for the boys. I have also established a reading room for the children and their parents, and for the sailors who may be in port. This is the only Baptist mission to the natives in the territory. The church has 10 members, and during the year has contributed §116 for missionary purposes. EDUCATION IN ALASKA. 1475 To show tlie work which is being done in the orphanage, I quote from a letter of Mr. Robert Stifer, a former Government teacher here: ** The work here is worthy of the attention it is receiving. It is doing a vast amount of good. It has never been my lot to meet a people so hard to work with as the creoles of this section. The mission children are, in most cases, the very worst that could be found to deal with when they come into the mission; in a short time they are better than the best of the outsiders/’ CONGREGATIONAL MISSION. [From the report of Rev. F. P. Woodbury, D. D., corresponding secretary of the American Missionary Association.] Cape Prince of Wales.— Mr. W. T. Lopp has continued faithfully his work at Cape Prince of Wales and is now closing twelve years of service under the Ameri¬ can Missionary Association. The reindeer herd in his charge has grown to be the largest in Alaska, numbering nearly 1,000 head, two-thirds of which belong to the natives. During the winter the herd is kept from 30 to 40 miles away. Last year Mr. Lopp reported the sale of 15 male deer for $460. He was thus enabled to put up a nice, comfortable frame house for the herders, which has four bed¬ rooms. a kitchen and dining room, and a storeroom. An undivided share of three- fourths of this house has been sold to three of the native helpers. The probability is that the reindeer will be increasingly useful every year now. The quarters for this mission comprise several buildings, which are comfort¬ ably fitted up for the various uses to which they are put. Mr. Lopp has reported that it would be advantageous to open up a small hospital with provisions for eight or ten patients. He reports that the Government school has been well attended and has been in charge of an experienced teacher. The religious serv¬ ices have also been very well attended. The natives offered during the year in Sunday collections about $65 ; and, by their request, $50 of this was sent to be used in the work of the association in Porto Rico. About 100 of the natives are now, in the mature judgment of the missionary, Christian believers. The missionary reports that he has had less drunkenness to contend with last year than almost any other year since he has been in the work. The reformation of an influential native, Ok-ba-ok, has had a very marked influence in the whole community in favor of temperance. Ok-ba-ok is the wealthiest native in the set¬ tlement and has steadily refused, during the year, to drink any intoxicants, giving as his reason, ‘‘I am a Christian.” He is called by the whites, “The Chief.” He has now a good frame house in addition to his large under-ground house. The last year has been a fairly prosperous and healthy one for the Eskimos throughout this region. The walrus catch was unusually large. With the prog¬ ress of the natives in civilization there has been a commercial advance. An enter¬ prising San Francisco firm of very high character has put into the hands of the leading native, Ok-ba-ok, a stock of goods, and the demand for them is steady and increasing. Besides the houses which belong to the mission, there are now six frame houses in the settlement, which were built by the natives. Most of the families are now using stoves. Mr. Lopp reports that there is no reason why the progress made hitherto can not be continued, so that most of these natives will have better houses and more of the conveniences of civilization. After so many years of continuous service, Mr. Lopp has found it advisable to return with his family to the States, his children now being of such an age that they should have American environment and school privileges. The association has therefore appointed a new missionary for its service at Cape Prince of Wales. It has been able to secure the services of Mr. Hugh J. Lee, of Connecticut. Mr. Lee has already had a good deal of experience with arctic life. He spent two years with the Peary expedition, and Mrs. Lee, his wife, was with him during a large part of one year. During this time Mr. Lee familiarized himself with the habits and, to quite a considerable extent, with the language of the Eskimos, and is exceptionally well equipped to take hold of the work which Mr. Lopp has to relinquish. This Alaska mission has attracted wide attention among the constituents of the American Missionary Association and receives a steady and ample support. Its establishment and progress have vindicated fully the effort to plant it, which began in the midst of uncertainties and involved the sacrifice of the life of Mr. Thorn¬ ton, but which has now eventuated in great gain to the Eskimos of that region and is reaching in its influence over into Siberia. 1476 EDUCATION REPORT, 1900-1901. In addition to the mission at Cape Prince of Wales to the Eskimos, the Congre¬ gational Home Missionary Society reports work at three other places for the whites: Douglas, where there is a church of 28 members. Nome, where the church has 61 members and is self-supporting. Valdez, where the church reports 8 members. MISSIONS OF THE PROTESTANT EPISCOPAL CHURCH IN ALASKA. [From the report of the Right Rev. Dr. Rowe, bishop.] Sitka. — The church building is of stone and wood and cost a little over $4,000, the gift of a devoted church woman in New York. There are twenty or more communicants connected with the station. Juneau. — Juneau is rapidly becoming a place of homes, and among its popula¬ tion of 4.000 the church has her place of influence and importance. The property is valuable, the church building neat and commodious, and the rectory adjoining it complete and in excellent condition. Skagicay. — In a late letter from Mr. Cameron, he says: "Our new church (the gift of a New York church woman) is a great comfort. It is yet unplastered, but otherwise is complete/’ Again, " Through Mrs. Burnham's kind help we have succeeded in getting a dwelling house under way. It will be a frame building H stories high, with 6 rooms, and will cost when furnished $1,000. The hospital is doing its noble work. Beginning with one single log building, improvements have been made from time to time, until now there stands a hos¬ pital that is a credit to the church. Douglas Island has no church building. The services are held in a rented hall and are well attended. The women are most faithful and loyal to the church. For four years they heve continued as a guild, and by their united efforts have purchased an organ and paid for the rent of the hall. They are trying now to raise money for the erection of a chapel. Rampart City has become another hospital center, St. Andrew’s. Mr. E. J. Knapp, a layman, who supports himself, is busily engaged in nursing the sick. The hospital building was erected by the citizens of Rampart, at a cost of $3,000, on the lots belonging to the mission. There are eight schools at present in the mission, namely: a boarding school and day school at Anvik, and day schools at Circle City, Fort Yukon, Rampart, Tanana, Point Hope, and Ketchikan. MORAVIAN MISSIONS IN ALASKA. [From the annual reports of the missionaries.] The missionary force consists of 5 brethren and 7 sisters. There are 11 native assistants who hold services and 10 other native helpers, a total of 21 helpers. Bethel. — The work at the mission has been that of the regular church services, the care of the sick, and the management of the work at the four out-stations. From the mission also have the various missionary trips and efforts been carried to completion. A stricken and sorrowing people, with homes emptied or nearly emptied by the ravages of the epidemic of 1900, called for a union of those left. Much work was open for the missionary to do, that the home and happiness (if such can be termed the lot of these Eskimos) should be preserved or established for the widowed or the orphan in their dire situation, and each member of the force has carried his or her share of the burden of the year. Ugavig. — Among these people much earnest work and self-denial has been done by Brother and Sister Helmich. More noticeable are the good effects of such a work to those who visit than to those who are striving to elevate their people to a standard ever above, and in advance of the step they seem so slowly to take. Our visits at Ugavig have been pleasant ones, for to visit a kindred people and not to have the worry of the trials of their lives to burden one, but simply to enjoy the benefits of others' earnest work is a true pleasure and encouragement. Carmel. — Easter service at Carmel on the Nushagak. "About 4 a. m. both bells were rung, which soon brought the natives together, the men filling the boys’ room of the schoolhouse and the women coming into our kitchen. All were served with a cup of hot tea. The next bell called us together in our schoolroom and chapel, where the morning service was opened in the usual way. Part of the Scripture was read in English and part in the native language. Then we went to EDUCATION IN ALASKA. 1477 the cemetery, where there was from three to four feet of snow, but as there was a good crust on the snow there was no difficulty in walking upon it or moving around. Although there was a sharp, cold wind blowing and the morning cloudy, yet every one seemed pleased to remember the resurrection of Christ while stand¬ ing among the graves of the departed ones. Later a mother related how her son could not sleep for fear he would miss hearing the bell for the services. friends’ mission. [From reports of the missionaries.] Kotzebue. — The educational, medical, and gospel work at this mission of the Friends has been remarkably blessed, and all interested feel that God's power has been manifest in many ways. Marriage has been solemnized among the natives, many have confessed their sins and sought pardon, and a little organization has been made of the confessing ones. Some of the young people have proved them¬ selves real missionaries in carrying the gospel stories to others and in holding services in places where the missionaries could not go. Kaak. — A new church has been built here and the natives have subscribed very liberally in paying for it. They also assisted in the work of building and in sub¬ scribing toward the cost of an organ for the new church. We have had 73 acces¬ sions to the church, who are trying to live consistent Christian lives. Douglas. — In the past year our natives have scattered greatly. The work in the mines having become more dangerous than they liked, they have sought and found work at the various canneries about Douglas. This has caused us to change somewhat our former methods and secure assistants both of natives and whites to occupy the fishing stations with them. We have a minister and his family, with one field matron and one day-school teacher, stationed at Douglas. Here we have an enrollment in the day school of something near 65 pupils all told, and a mem¬ bership in the Friends Church of about 200 natives and 50 whites. We also have an out station in Taku Harbor, with J. L. Campbell as worker. There is a day school now being held in Taku Harbor, but it is not yet permanent, as we have not yet completely furnished it, but Mr. Campbell is doing what he can, without salary. The natives, having been unfairly deprived of their homes in Douglas, are seeking a new location, and will possibly locate at this place permanently. We are longing for the time to come when the native can be protected in his home without the necessity of a long, tedious lawsuit with some moneyed corporation. MISSION OF THE METHODIST EPISCOPAL CHURCH. [From the report of Mrs. S. L. Beiler, secretary of Alaskan bureau.] Unalaska. — At the Jesse Lee Home the year has been uneventful in any great degree. Much has been done in the way of teaching English and trying to incul¬ cate American ideas of government and that the Czar and the Russian flag do not rule the Aleutian Islands, but that they are under the Stars and Stripes, which are kept floating as an object lesson. Much has been done in industrial training in cooking, sewing, gardening — everything toward home making for both girls and boys. One of the boys writes thus of the work: “ I am going to tell you about Jesse Lee Home. I milk the cow and feed her, give some hay, and feed the calf every morning and every afternoon, and I feed the hens. I hunt all the time, only Sun¬ day I don't hunt, because holy day, and we must rest for Jesus and sing to him. I like to learn how to read and write and how to talk English, and I am going to the school next winter. ’ ’ There are so many reasons why we need a hospital that as soon as sufficient money is in the treasury we will “ rise to build.” The Marine Hospital will take only marine cases, not natives nor travelers, nor even the sick at the North American Commercial Company’s homes. If we had our hospital and some one to take care of it we could take in every one of these. The garden is doing well. We have a hotbed, and in that way we start small vegetables. Our cows graze seven months in the year. The silo is a success. The chickens are a luxury; the milk and fresh eggs for the sick have been a bless¬ ing few can have in the Aleutian Islands. Our whole plant is an object lesson to all around. Our growth is not rapid. We have unusual obstacles to overcome, but we are firmly planted, and are a great light to those who sit in darkness. 1478 EDUCATION REPORT, 1900-1901. MISSION OF THE NORWEGIAN EVANGELICAL LUTHERAN CHURCH IN AMERICA. [From report of the missionary.] On June 30, 1900. Rev. T. L. Brevig, a Norwegian1 Lutheran clergyman, with his family and an assistant, returned to Teller Reindeer Station as superintendent of the Government and native reindeer herds in the vicinity and.as the first Nor¬ wegian Lutheran missionary in Alaska. An epidemic of grippe and measles then raging among the natives carried away over 50 per cent of the population that year, leaving many orphans, so that it became necessary to establish a home for them. From the first from 10 to 18 orphans have been cared for at the station, and this has become a most important feature of the work. PRESBYTERIAN MISSIONS IN ALASKA. [From report of Rev. George F. McAfee, superintendent school work, Presbyterian Board of Missions. ] Alaska is no less inviting a field for missionary effort than in past years. In fact, the past year has been one of great blessing, though there have been many things to perplex the missionaries. Intemperance, impurity of life, and old heathen customs have held firmly in their grasp the great mass of the people, but there have been conversions from among the most noted natives, and from the Sitka school alone have come over 40 who have named the name of Christ. The woman's board has the last year paid the salaries of the 16 missionaries and interpreters of the board who have served the churches and missions at Haines, Fort Wrangell, Hoonah, Jackson. Juneau, Klawak, Saxman, Sitka, and Douglass Island, at a total cost of $10,491.80. The total cost of all Presbyterian missions in Alaska is $32,609.22. Point Barrow . — Dr. and Mrs. Marsh, with their friend, Koonooya, the elder, and his wife, returned to their field in July last, after a year's rest. This mission is to the Eskimo, and is very hopeful. Dr. Marsh rendered valuable service to the woman's board while in the States by his many addresses to churches and women's societies. Missionaries, 2; salaries, $1,200; other expenses, $977.59; total, $2,177.59. St. Lawrence Island. — Dr. P. H. J. Lerrigo, who occupied that field last year, returned home in September last, and was succeeded by Dr. D. E. O. Campbell. Dr. Lerrigo in his report says: “Mr. Gambell fought devil worship; Mr. Doty fought the whisky traffic, and both with marked success. I had the privilege of continuing their work, so well begun, and of preaching to the people, without serious opposition, salvation by grace through faith in a crucified and risen Lord. ” Sitka Training School. — This is a coeducational institution, and is open to all the tribes in Alaska, not excepting the Eskimos and the Russian Creoles. In the school the pupils are taught the Bible regularly and systematically. A common English education is given, and the industrial work is emphasized. The girls are taught to do all kinds of housework as well as the proper care of their persons, clothing, etc. The boys are taught carpentry, boatbuilding, shoemaking, and other industries which fit them for earning an honest support. The graduates of the Sitka school are settling in many parts of Alaska. They are doing business on their own account, carrying on trades, working in mines, fisheries, and lum¬ ber mills, and every where are recognized, trusted, and respected as industrious, honest, and consistent Christians, as well as patriotic citizens. The race is being redeemed. Since the work was established, in 1878, there have been over 1.000 converts baptized, many of them being pupils of the school. Some noted mira¬ cles of grace are reported. The old chief, Kat le an, who for twenty-five years steadily and stoutly resisted the truth and fought the work of the missionaries and teachers most resolutely, has, during the present year, submitted himself to Christ. He is clothed and in his right mind — a most marvelous conversion. Like the man of Gadara. out of whom Jesus cast the legion of devils, he is goingabout among the native villages telling his people ‘ ‘ what great things the Lord hath done for him.” Pupils — boarding, 150; day, 5; total, 155; teachers, 15; salaries, S6.949.91; current expenses, $7,995.89; repairs, etc., $997.03; total, $15,939.83. Tuition received, $605.75. Sitka hospital. — Physician and two nurses. Over 1,500 patients have been treated in the hospital and at the ranches, and a large number of successful opera- Mr. and Mrs. Brevig first came to Teller as teachers in 1894. EDUCATION IN ALASKA. 1479 tions performed. Smallpox was epidemic, and physicians, nurses, and teachers acted heroically in caring for the sufferers. Several of the Sitka pupils have been trained as nurses and have rendered valu¬ able service here in the hospital and in the homes to which they have gone. While a comparatively small part of the time is devoted to religious work, yet the Bible study is emphasized; services are held regularly in the ward every evening and the Sabbath-school lesson is taught every Sunday. That much real good is accomplished in quickening the spiritual life of all who come under the influence exerted in hospital life is abundantly shown by the character of those who have gone forth and are teaching or caring for the sick as opportunity offers. Many of the pupils have earned and are still earning good wages simply by their knowledge of the English language by acting as guides, interpreters, and packers for the large number of white men who have come into the territory within recent years. Especially was this true during the memorable season of 1897-98, when the miners found the assistance of our boys of incalculable value. The miners found the boys invariably honest and trustworthy. As far as can be traced, the boys educated in the Sitka school are now employed as follows: Eleven in the boot and shoe trade, 3 in boat building, 22 in carpentry, 3 in coop¬ ering, 2 in clerking, 4 in cannery, 2 in engineering, 3 in mining, 2 as missionaries, 2 as teachers, 4 as merchants, 1 as painter and paper hanger, 4 in sawmills, and 1 as silversmith. The following number of girls are employed in work: Two in cooking, 4 in dressmaking, 2 as missionaries, 4 as teachers, and 2 as nurses. In addition to the foregoing, the following from the pen of a native teacher marks as one blessed result the breaking down of tribal enmities and the unifying of race sentiment: “Here at Sitka are 133 of the cleanest, happiest boys and girls to be found in all this great land of ours. Eskimos from the north, Aleuts from the west, Haidas from the south, Tinneh from the interior, Tsimsheans and Tlilingkets from the coast are living together in most friendly fashion in our mission school; and yet the grandparents, and even the fathers and mothers, of these children were bitter enemies. “ My grandmother taught me to hate the Sitka people because members of our Stickine tribe had been massacred by them long ago. An insult was never for¬ gotten. The mother taught her children to hate and revenge, and when the chil¬ dren grew up they, in their turn, taught their children the same wicked lessons. That is the reason why it seems almost a miracle that representatives of all these one-time enemies should live so lovingly together. What has accomplished this change? It is the power of the Prince of Peace.” SCHOOL WORK OF THE RUSSIAN ORTHODOX CHURCH IN ALASKA. [From, report of school work in Russian Orthodox American Messenger.] In the districts of Sitka and Unalaska 802 children of both sexes have attended school. Out of this number, 9-J per cent were the wards of the charity institu¬ tions of the Russian Church. The general impression of our church school activities in this country is that the foundation for the education of the masses has been established, they being taught religion, reading, and arithmetic. The satisfactory state of the work in the Sitka district only increases our wish that it should be enlarged and strengthened as far as possible, so as to be implanted in the very spirit of the inhabitants who are constantly unsettled by offers, flat¬ tery, and invitations of various kinds. MISSIONS OF THE SWEDISH EVANGELICAL MISSION COVENANT IN ALASKA. [From tlie report of D. Nyvall, secretary.] _ YaTcutat, a place not different from an abode for wild animals when our mis¬ sionaries first landed there some fourteen years ago, is now rapidly growing into a city. Fishing is the actual business of the place, with much mining in pros¬ pect. Steamboats come and go every month, winter and summer, and conse¬ quently post and other conveniences of modern life help to make the sojourn at Yakutat nothing at all like what it was some five years ago. Still, the evils of the liquor traffic coming in the wake of these conveniences more than offset the blessings, so that our missionaries are tempted to ask to be left alone as of old, with the natives and the gospel. They strongly protest against 1480 EDUCATION EEPOKT, 1900-1901. the lawlessness of some captains in selling strong drinks to the natives. They describe most vividly the evil influences of alcohol upon the natives, who seem to lack every power of resistance to temptation from the whites, many of whom are morally slaughtering all the natives they are able to reach. The missionaries are teaching 60 children in the Sunday school and are caring for 5 girls in the mission home, and report a successful year in spite of dis¬ couragements. Unalaklik. — A great revival visited Unalaklik last winter. Almost the whole • population became seekers of truth and a new life, and the missionaries saw the fruit of their patient sowing. The influence of the mission can be seen in a radius of 50 miles around the station in the cleanliness and other good habits of the natives. Golofnin Bay. — Last summer almost every family at Golofnin Bay was visited by the angel of death, and the missionary was for a longtime the only man in the village able to bury the dead. A great many children were left orphans and worse than homeless. Our missionaries picked them up on the beach in a state impossible to describe and could only take them to the mission home. In this way the great need of an orphanage made itself felt, and friends among the gold discoverers subscribed $6,000 for this purpose. With this a home was erected and dedicated to its mission of mercy on Thanksgiving Day, 1900. The home is large enough to receive 50 children, which means at least $6,000 more expense for this mission. It is a great blessing, although a blessing that calls for new sacrifices from those who support our missions. But our whole experience as a missionary society is to walk in faith and do what often seems impossible. The above include the reports submitted to me by the various missionary organi¬ zations in Alaska. Very respectfully, yours, Sheldon Jackson, United States General Agent of Education in Alaska. The Commissioner of Education. CHAPTER XXXII. ELEVENTH ANNUAL REPORT ON THE INTRODUCTION OF DOMESTIC REINDEER INTO ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington, D. C., December SO, 1901. Sir: I have the honor to submit to you the Eleventh Annual Report on the Introduction of Domestic Reindeer into Alaska. The year has been one of progress. Among the more noteworthy events were the securing of a number of reindeer from the region back of Ola, Siberia, to cross with the existing herds, the larger employment of reindeer for transporta¬ tion, and the more favorable treatment of the reindeer enterprise by the news- pa/per press. From the commencement of purchasing reindeer, in 1891, when 16 were bought as an experiment, up to the present time 1,820 reindeer have been procured in Siberia and delivered in Alaska. From these, 4,462 fawns have been born. In 1898 265 reindeer were killed by the Government, mainly for food for the ice¬ bound whalers at Point Barrow, and 1,358 have been killed for food for the herd¬ ers and their families or died from disease or accident during the past ten years, leaving 4,164 in the herds at the present time. Eaton reindeer station. — Personnel: Francis H. Gambell, M. D., superintend¬ ent; Frederick Willard and J. T. Lindseth, assistants. The Lapp herders were Ole Bahr, Nils Klemetsen, and Per Mathisen Spein. The Eskimo herders were Okitkon, Tatpan, and Nellagoroak. The station buildings are in good condition. The school was taught by Mr. Frederick Willard, who reports that school began October 23, 1900, and closed April 26, 1901. Of the 10 pupils, 7 were Eskimo, 2 were Lapps, and 1 American. Their ages ranged from 6 to 21 years. The most advanced pupil reads well in the Third Reader and has studied arithmetic as far as fractions. Some of the chil¬ dren manifest their desire for education by not infrequently coming to school without waiting for breakfast. The latter part of September men were sent to Nucleet to bring in the herds of the station for the winter. Encountering a severe storm on their return from the herd, the boat was capsized at the mouth of Egavik River and the personal effects, clothing, and Government stores were lost. There being large forests of birch at this station, and not at the other reindeer stations, 100 sets of harness trees and a large amount of sled timber were cut out during the winter at the Eaton station, which last summer was distributed by the revenue cutter Bear to the several stations. Two Eskimo herders, Okitkon and Tatpan, at Golofnin, not doing very well, it was thought best to remove them and their herds to the neighborhood of Eaton Station in order to place them under the supervision of Dr. Gambell. All the fuel for summer and winter used at the station, with its dozen dwelling houses, was drawn by “green ” deer. In this way between 30 and 35 young deer were broken to harness and made ready for the trail the following year. During the winter an epidemic attacked the dogs, so that hundreds died along 1481 1482 EDUCATION REPOPwT, 1900-1901. the shores of Bering Sea. Over 200 dogs were hauled away from the small village of Unalaklik after the snow disappeared. The same epidemic affected to a small extent the Lapp dogs used in herding the deer. With furnishing relief for two detachments of United States infantry snow¬ bound to the eastward of the station, the furnishing of reindeer transportation for building of the military telegraph line between Unalaklik and Kaltag, the separation from the Government herd of the reindeer loaned to the Roman Catholics and of those loaned to the Moravians, together with a tour of inspection of Kotzebue Sound and the reindeer herds on Seward Peninsula by the superin¬ tendent, the year was a very busy one. Moravian Mission reindeer herd , Bethel , Kuskokwim River. — J. H. Romig, M. D., local superintendent; Lapp herders, Nils P. Bals and his son, Persen N. Bals. The Moravian herd left Eaton Station in charge of Mr. J. T. Lindseth about the 26th of February, arriving at St. Michael March 1, where the herd was turned over to Henry Noreen, representing the Moravian Mission. The herd made the trip in good condition, crossing the Yukon River in the neighborhood of Andreafski and arriving at Bethel on the 27th of March. Abundance of moss pasturage was found during the whole distance of over 300 miles. The herd was attended on the entire trip by Nils Klemetsen, an experienced Laplander, who, upon the completion of the trip, returned to the headquarters station at Eaton. The herd made from 20 to 30 miles a day. On March 29 the herd, numbering 88 males and 88 females, was driven through and beyond the mission to the pasturage grounds that had been chosen in the region of Mount Hamilton. The coming of this herd had been long anticipated by the missionaries. With the fast disappearance of the game food and fur- bearing animals the native population was beginning to face starvation, and it is hoped that the increase of this herd will create a new industry and a new means of support to those needy Eskimos. After the long trip from Eaton reindeer station to Bethel, in March, it is of inter¬ est to note that the 88 does composing the herd each gave birth to a fawn during April, May, or June, and all the fawns lived but two. Protestant Episcopal Mission reindeer herd. — Rev. J. L. Prevost in charge. This herd is still on the seacoast, 49 head being in the herd of the Swedish Mission at Golofnin Bay and 60 in the Government herd at Eaton Station. Roman Catholic Mission herd. — Rev. J. M. Treca, S. J., superintendent; Lapp herder, Isak A. Bango. After several years of conference and correspondence with the Roman Catholics, during the past winter arrangements were finally con¬ summated by which they would take charge of the deer which the Government had promised to loan them. When it came time, however, to drive the herd to the Catholic Mission at Nulato a blizzard was raging which delayed the trip. After the blizzard came a thaw, then another blizzard, making an ice cap several inches in thickness on the snow. Hearing of the unusual depth of snow upon the portage between Eaton and the Yukon River, on the 11th of November Dr. Gambell made a reconnoissance with reference to the feasibility of driving the herd set apart for the Roman Catholics over that route. There were from 30 to 40 inches of snow on the level, upon which it had rained and frozen, causing a crust several inches thick of frozen snow, which made it impossible for the deer to secure food. In loose snow not over 4 feet deep the reindeer will paw down to the ground and pasture on the moss, but when a rain or thaw occurs, followed by a freeze cre¬ ating a coating of heavy ice or thick layer of frozen snow, it becomes impossible for the deer to break through the crust and dig down to the moss. On account of this condition of the 'snow, after a conference with Father Treca, the Roman INTRODUCTION OF REINDEER INTO ALASKA. 1483 Catholic priest in charge, it was decided to leave the herd for another season in the neighborhood of the reindeer station. The herd, which had been separated from the Government deer and marked with the brand chosen for the Catholic herd, was then, at the request of Rev. J. M. Treca, S. J., missionary atNulato, placed in charge of Isak Bango, an experienced Lapp, and sent to a pasturage by themselves not very far distant from the headquarters station. It is very much to be hoped that the herd this present winter (1901-2) will reach its destination in safety. Swedish Evangelical Union Mission herd, Golofnin Bay, Alaska, — Rev. J. Hendrickson in charge. Eskimo herders, Constantine and Toktok. They report the total number of reindeer belonging to the mission at 221 ; the number belong¬ ing to the herders, Constantine 17, and Toktok 17. There are also in the herd at this station 49 deer belonging to the Episcopal Mission. From the 68 does 65 fawns were born, all of which lived but two. Presbyterian Mission reindeer herd, Gambell, St. Lawrence Island. — Personnel: Superintendent, P. J. H. Lerrigo, M. D.; assistant, Ole Krogh; herder, Nils Sara; Eskimo apprentices, Ahtakyak, Betwinkhuk, and Sepilla. The attendance at school for the year was 60. Some of the older pupils have advanced as far as fractions in arithmetic; the majority of those in attendance the previous year advanced one grade and steady improvement has been made by all in reading and writing, and especially in the use of the English language. Having picked up a large part of their English from the whalers, it was formerly a heterogeneous compound of pigeon English intermingled with Hawaiian words, such as “ pau,” “ wahinny,” etc., and of French “ savez,” and other foreign words. The teacher made a specialty of grounding them in grammatical and idiomatic English. The school was taught by the superintendent. During last season the schoolroom was enlarged by the addition of 20 feet to the front of the building and the coal shed doubled in size by building a lean-to on the north side. The station buildings being on the ridge midway across the peninsula and a mile from the beach, where supplies are landed from ships, it was thought advisable to erect a small warehouse near the north beach for the temporary storage of the annual supplies, which was done. The health of the community was good with the exception of five cases of smallpox, of which num¬ ber one case proved fatal. The superintendent had an attack of varioloid. The community had all been vaccinated, but the vaccine matter was seven months old and did not take well. July 27, 1900, 29 reindeer were brought from Siberia by the cutter Bear and located about 15 miles east of the station. On September 9 the Bear landed 41 more deer from Port Clarence, together with Nils P. Sara, herder, and his family. A herder’s house 20 miles east of the station was finished October 12. On the 26th of April, 1901, the first fawns were born. The fawning season continued through May and June, 33 being born in all. Four were, born dead and 3 died subsequently. The total number of deer that died during the year was 9. r Synrock reindeer herd. — Mrs. Charlie Antisarlook (a native woman) in charge. The herd numbers 360, of which Mary, widow of Charlie, owns 272; her sister- in-law, widow of Achickchick, owns 45; Sagoonuk (son of Achickchick, aged 16 years), owns 10; Kotak (Charlie’s brother, aged 21), owns 12; Angalook (Charlie's brother, aged 16), owns 9; Aseebuk, aged 18, owns 6, and Kokenyok owns 6. There is one sled deer in the herd belonging to the Government. From 198 does in the herd 148 fawns were born. White men passing through the country from one mining region to the other have killed some of the deer from this herd. The unlawful interference with the herds has been so great during the past season that the family expect to remove 1484 EDUCATION REPORT, 1900-1901. tlieir herd to the neighborhood of Unalaklik, on the eastern shore of Norton Sonnd. Norwegian Evangelical Lutheran Mission herd , Teller Reindeer Station, Alaska. — Local superintendent, Rev. T. L. *Brevig; Lapp herders, Johan I. Tor- nensis and Per L. Anti; Eskimo herders, Sekeoglook, Tautook,. Dunnak, and Ablikak; apprentices, Coxrook. Kozetuk, Serawlook, Erlingnuk, Ahmnkdoolik, Nunahzarlook, and Bahsuk. The Rev. T. L. Brevig, upon his return from the States, June 30, 1900, found that the station had not flourished during his absence of two years. An epidemic of influenza had broken out among the small Eskimo villages in the neighborhood of the station, from which ultimately half of the population died. When the epi¬ demic was at its height the Eskimos in the neighborhood, in their fear, fled to the station and pitched their tents around the mission, where 20 of them died and were buried by Mr. Brevig. For six weeks, before any Government aid was sent in, of which mention is made later in the report, 45 natives were fed and their sick cared for at the station, and later on 12 orphans, 2 widows (each with a child) , and 3 young men were taken into the station and cared for during the winter by the Norwegian Lutheran Mission and from “ supplies for destitute natives” left by the revenue cutter Bear. There are at the close of this report 43 persons in the care of the mission. Information received December, 1901, from Labrador by the way of London, gives an account of the ravages of influenza among the Eskimos on the northeastern coast of America at the same time that it was raging around the coasts of Bering Sea, both in Asia and America. During the fall the herd was kept on the north side of Grantly Harbor until New Year's, after which it was driven and kept on the Agiapuk Creek until June. During the summer it was driven and kept 7 miles to the northwest of the station. The destruction of pasturage by burning the moss in the neighborhood of the mining camps around Teller Reindeer Station necessitates the removal of the herds from that neighborhood. If present arrangements are carried out .the herds will be driven from Port Clarence to the country east of Norton Sound. The school at this station has been taught during the year by the superintendent, having under his care 17 orphans whose parents died in the epidemic of last year. The attendance was regular and the children made good progress in their studies. The station being cn the direct route between Nome and the mines at York, Shis- marieff Inlet, and Good Hope Bay, there were many calls from passing miners. In addition to all his other duties, Mr. Brevig was in charge of the distribution of the relief supplies furnished by the Government and left by the revenue cutter Bear for the natives in the neighborhood of Port Clarence. During the year the log schoolhouse, which had not been used for several years (school being taught at headquarters) , was removed to the new mining town of Teller for the use of the public school started at that place this fall. Congregational Mission herd, Cape Prince of Wales. Bering Straits. — Mr. W. T. Lopp in charge. There are several Eskimo young men who are part owners in the mission herd, but no report has been received of their names or the names of the apprentices. During the year the Eskimo herders secured from the miners contracts for freighting with the reindeer amounting to $600. In the spring 276 fawns were born to the herds, 48 of which died from desertion or freezing or were stillborn; 75 deer were killed for clothing and meat, and 33 died from disease and accident, leaving a present total of 993 head. The school was taught by Mr. C. B. Kittredge, with a total enrollment of 107 and an average of 42 pupils. Friends Mission reindeer herd, Cape Blossom. Kotzebue Sound, Arctic Ocean.— Robert Samms in charge; Lapp herder, Alfred Nilima. During the year 100 head INTRODUCTION OF REINDEER INTO ALASKA. 1485 of reindeer have been loaned this mission, and during the present winter will he driven to their destination, a distance of 300 miles. Presbyterian Mission reindeer herd, Point Barrow, Arctic Ocean. — Rev. S. R. Spriggs, superintendent; Eskimo herder, Ojello; apprentices, Tokpuk, Panneoneo, Tankawana, Otpelle, Panyoona, and Ungawisbuk. Total number of deer, 227, of which Government owns 100, mission 85, and Ojello 42. The herd is located 25 miles from the station. The school was taught during the season by the superin¬ tendent. Point Hope reindeer herd l. — No report has been received from this station. As it has not been found expedient and practicable to secure the supervision of a white man over the Eskimo herd in the neighborhood of Point Hope, instruc¬ tions have been given to move that small herd northward to Point Barrow, where it will be placed under the general oversight of Dr. Marsh, the local superintendent at that station. WINTER TOUR OF INSPECTION. On the 27th of February Dr. Gambell left Eaton Reindeer Station for a tour of inspection. Journeying northward to the head of Norton Bay, he ascended the Koyuk River 25 miles, then passing over the divide between Bering Sea and the Arctic, he traveled down the right fork of the Buckland River to its mouth; then crossing Elephant Point, he passed over Eschscholtz Bay (an arm of the Arctic Ocean) on the ice to the peninsula, 40 miles distant from the mission station of the Friends. Along much of the route he found great destitution of food and clothing among the Eskimos, and a very earnest desire on their part that domestic reindeer should be brought to their part of the country. Leaving the Friends Mission on the 12th of March and crossing an arm of the Arctic Ocean on the ice 60 miles to Cape Espenberg, he followed down the sub- Arctic coast southward to Cape Prince of Wales. The herd in connection with that station was found suffering for the want of a sufficient supply of moss on account of the hard crusted condition of the snow. After inspecting the herd at Cape Prince of Wales he journeyed to Port Clar¬ ence, visiting the Synrock herd, which was in the mountains 25 miles distant. Passing eastward along the Bering seacoast of the Seward Peninsula, the herd connected with the Swedish Evangelical Mission at Golofnin Bay was inspected, reaching Eaton Station on the 19th of April, having made a sledge trip of 1,000 miles. Now that the herds have been sufficiently long in the country for one intel¬ ligently to form a system of dealing with them, it is important that this annual inspection should be kept up, as it affords an opportunity for ascertaining not only the condition of the several herds, but also for comparing one with another; it enables the local superintendent to ask and answer questions concerning methods; it enables the Eskimo herders to secure more and more information with regard to their calling, and excites an emulation among them to have their herds in the best possible condition. TABLE OF HERDS LOANED BY THE GOVERNMENT. A number of reindeer have been loaned by the Government to missionary soci¬ eties and natives, the Government reserving the right after a term of three to five years of calling upon the mission station or individual for the same number of deer as composed the original herd loaned. 1486 EDUCATION REPORT, 1900-1901. Herds at mission stations in Alaska. I Number | loaned. | j When loaned. When due. Congregational Mission, Cape Prince of Wales _ Swedish Evangelical Mission, Golofnin Bay . Protestant Episcopal Mission, Golofnin Bay.. . Presbyterian, Point Barrow . Presbyterian, St. Lawrence Island . Norwegian Evangelical Lutheran, Teller . Roman Catholic. Nula to . Moravian, Bethel . __ . . Moravian, Carmel . . . . Friends Mission, Kotzebue . 50 50 100 70 100 100 88 88 100 993 201 109 185 87 160 136 128 128 100 Aug., 1894 Jan. 16,T896 . do . Sept.. 1898 Julv 30,1900 Sept. 1,1900 Mar., 1901 Feb. 26,1901 . do . Sept. 2,1901 Sept., July, Sept., Mar., Feb.. _ do Sept., 1903 1905 1905 1906 1906 1906 Proposed new herds. Point Hope , Episcopal Mission . . . . . . . . . 2C0 An vik. Episcopal Mission . . . „. . . . . . . . 200 Koserffsky , Roman Catholic . . . . . . . . 200 Ikogmute, Russo-Greek . . . . . . 200 Total _ _ _ _ _ _ _ _ _ _ 800 Tabulated statement of reindeer in Alaska July 1, 1901. OWNERSHIP AT EATON. Owners. Adults. Fawns. | Total. Okitkon _ _ _ _ _ _ _ _ _ _ _ _ _ _ 36 15 51 Tatpan . . . . . . . . . . . 35 !8 53 Nellagoroak _ _ _ _ _ _ _ 6 5 11 Government _ _ _ _ _ _ _ _ _ 174 78 252 Stephan. . . . . . . . . . 14 10 24 Episcopal.. . . . . . . . . . . . 34 26 60 Moses _ _ _ _ _ _ _ 74 21 95 Nulato _ 100 36 136 Lindseth . 10 10 Walker. . . . . . . . . . . .. _ _ 1 1 Golofnin Bay . . . . . . . . . . . . 3 3 Total . . . . 696 OWNERSHIP AT TELLER. Government . . . . 139 42 181 Tautook _ _ _ _ _ _ 93 48 141 Dunnak . . . . . . . . . . . 42 24 68 Ablikak . . ... . _ _ _ _ 74 41 115 Mission . _ _ _ _ _ _ _ _ _ _ _ _ 94 66 160 Sekeoglook . . . . . . . . . 41 I 33 74 Total . . . . . . . . . . 737 OWNERSHIP AT GOLOFNIN. Mission . . . . . . . . . . . . 156 65 i 221 Constantin . . . 11 6 17 Toktok. . . . 10 j 17 Government . 2 ... 2 Dexter's wife . . . . . . 3 5 Episcopal Mission . 1 49 ... 49 Total. . . . . . . . . i . . 311 INTRODUCTION OF EEINDEEE INTO ALASKA 1487 Tabulated statement of reindeer in Alaska July 1, 1001 — Continued. OWNERSHIP AT SYNROCK. Owners. Adults. Fawns. Total. Charlie’s widow _ _ _ _ _ 270 100 370 Achickchick’s widow _ -- _ 45 20 65 Kotoak _ _ 12 8 20 Sagoonuk _ _ _ _ _ _ _ 10 5 15 Angalook _ _ _ 9 5 14 Aseebuk -- _ _ 6 5 11 Kokengok _ _ _ 6 5 11 fij-("4ve7,'n merit _ - . _ _ _ _ _ _ _ 1 1 Total _ 507 I 1 ' ' OWNERSHIP AT CAPE PRINCE OF WALES. Mission . _ _ _ _ _ _ 765 228 993 OWNERSHIP AT POINT HOPE. Electoona . . . - . . . 55 55 20 20 Ahlook . . . Total _ _ _ _ _ OWNERSHIP AT POINT BARROW. Mission _ 140 45 185 42 Ojello _ _ _ _ _ - _ _ _ _ Total . - . . . 227 OWNERSHIP AT KOSKOWIM MISSION. Mission _ _ _ _ 176 80 256 OWNERSHIP AT ST. LAWRENCE ISLAND. Mission. 61 26 Reindeer in Alaska . . . . . . 3,964 Received from Siberia . . . 200 Total . . . . . . . 4,164 Increase f rom 1892 to 1901. 1892. 1893. 1894. 1895. 1896. 1897. 1898. 1899. 1900. 1901. Total from previous year . Fawns surviving . Purchased during summer. . Imnorted from Lapland . 171 143 79 124 323 145 120 492 276 123 743 357 1,000 466 1,132 625 161 144 1,877 638 322 2,538 756 29 2,854 1,110 200 Total October 1 . Losses . . . . Carried forward . 171 28 346 23 588 96 891 148 743 1,100 100 1.466 1334 2,062 185 2,837 299 3,323 469 4,16*5 143 323 492 1,000 1,132 1,877 2,538 2,854 One hundred and eighty deer killed at Point Barrow for food; 66 lost or killed en route. 1488 EDUCATION REPORT, 1900-1901. Congressional appropriations for the introduction into Alaska of domestic rein¬ deer from Siberia: 1S94 1895 1896 1897 1898 1899 $6. 000 1900 7< ,500 1901 7; ,500 1902 12, o - o 12. ,500 12, ,500 Total $25, 000 25. 000 25, 000 133, 000 Expenditure of reindeer fund, 1900-1901. Amount appropriated _ _ _ _ $25, 000. 00 Salaries of employees _ 10, 430. 37 Supplies for stations _ 2, 724. 90 Coal for revenue cutter Bear _ 2, 202. 57 Freight _ 2,731.07 Printing reports, 1899-1900 _ 909.75 Photographs and electrotypes for use in reports _ 39. 64 Traveling expenses of general agent and assistant _ 337. 07 Cost of 428 reindeer at $13.124 1 _ 5, 617. 50 Balance _ 7.13 Total 25, 000. 00 EFFICIENCY OF NATIVE HERDERS. The question has been asked of late, “ How do the Eskimos take to the manage¬ ment of the reindeer?” The enterprise has been in progress for ten years, and during this time 30 to 35 herders have served an apprenticeship of two to five years. Twenty of them now have reindeer of their own. To those interested in the movement it is a question of moment whether the Eskimos show adaptation and inclination to the work. Mr. William T. Lopp, who is the agent of the Amer¬ ican Missionary Association, and has had a herd since August, 1894, has from that date to this used exclusively Eskimo herders in the care and management of his herd, now numbering nearly 1,000 head. Mr. Lopp's apprentices had received two years’ training under the direction of the Siberian herders, who, during 1892 and 1893, cared for the Government herd at Teller Reindeer Station. Mr. Lopp has been so well satisfied with the efficiency of his Eskimo young men that he has steadily refused to receive a Lapp teacher in connection with his herd. The Rev. T. L. Brevig, who has been connected with the Teller Reindeer Station since 1895, and who has warm friends among the Laplanders brought by the Government from Norway for the instruction of native Eskimo men in the man¬ agement of reindeer, says: The native deer men have been faithful with the herd, and their efficiency has been demonstrated not only by their skill in driving between camp and the station and in hauling wood, but also by longer trips with freighting trains. And in this connection I would especially mention Kozebuk, a young man or boy about 17 years old, the youngest of the 3 mission apprentices. In May he, with Johan T’omensis, took a train of 18 loaded sleds to Tuttle Creek, on the Arctic slope, about 65 miles from the station: Kozebuk driving a string of 5 deer with loaded S^eds, the 4 last being tied to the preceding sled. From there he alone took 2 liarnessed deer with sleds and 10 loose deer to Mr. Lopp's herd, 45 miles distant, returning to camp and in a week taking 10 more deer to Mr. Lopp's herd. Return¬ ing to camp on June 1, he started for the station with 4 deer and 8 empty sleds during the worst possible condition of travel, the snow melting and rivers open- transportation charges on these deer, being paid frcm the appropriation for 1902, will appear in the next report. INTRODUCTION OF REINDEER INTO ALASKA. 1489 ing. arriving at the station June 4 without accident and the deer in good condition, having traveled 245 miles with a string of deer and all alone, showing that natives can learn to handle deer. This is his first year’s apprenticeship. Francis IT. Gambell, M. D., for the past. two years superintendent of all the reindeer stations in Alaska, writes with reference to them as follows: I find that they take an interest not only in lassoing and breaking the deer, but that they are anxious as to the outcome of their herds. They are very quick at making harness and sleds, and take a great deal of pride in doing their work well. While I do not consider them as efficient as the Laplanders, nevertheless I think that the deer would go on and increase were outside influences removed and they (Eskimos) were left -wholly in charge of the respective herds. Lieut. E. P. Bertholf, Revenue -Cutter Service, who was one of the Point Bar- row Relief Expedition of 1898, testifies: In January, 1898, I was en route with provisions from St. Michael to Kotzebue Sound. At the head of N orton Sound I found a scarcity of dog teams , whereupon I applied to the Laplander in charge of the Government herd of reindeer, near Cape Denbeigh. Dr. Kittleson was at the time superintendent of this herd, which was on its way from Teller Station to Eaton Station. But Kittleson had gone on toward Cape Prince of Wales with Lieutenant Jarvis, leaving Mikkel in charge of the herd. Mikkel was willing to loan me five sled deer, and send one of his Lapland herders along if I could get Okitkoon, a native Eskimo herder, who belonged to the Golofnin Bay Station, to accompany me, saying he would trust Okitkoon with the deer anywhere. This is a practical demonstration of the Lap¬ lander’s idea of an Eskimo herder. * * * On the morning of February 15, 1898, Mr. W. T. Lopp, a missionary at Cape Prince of Wales, while en route to Point Barrow with the deer herd intended to relieve the starving whalers at that point, left Cape Espenberg to cross over Kot¬ zebue Sound on the ice to Cape Kruzenstern. This was some 50 miles over very rough ice. He had with him over 400 deer and several eskimo herders, all belong¬ ing to his mission at Cape Prince of W ales. N o Laplanders were among the party. By nightfall they had crossed over to within 15 miles of the other shore, when they decided to rest for the night. Thinking the deer would be too tired to stray, all hands turned in. The next morning at 5 o’clock when they awoke nothing was to be seen of the deer herd except the sled deer, which had been tethered the night before and consequently were still in view. Realizing the fact that during the night the deer, becoming hungry, had started back to where their instinct told them there was moss, Mr. Lopp immediately dispatched two herders to trail up the deer and bring them back, while the rest of the herders kept on with the deer train to the village of Any ok at Cape Kruzenstern. At 5 in the morning of the 16th, they started on the back trail to hunt the deer. They found the herd some few miles from the shore at Cape Espenberg. They turned this herd, started them back toward Kruzenstern, drove them all that day, all the succeeding night, and reached shore at Kruzenstern at 3 o'clock in the morning of the 17th, having thus been on their feet driving the deei from 5 a. m. of the 16th until 3 a. m. of the 17th, without a single thing to eat. This incident would seem to me to indicate that these Eskimo herders showed intelligence and faithfulness. When they had tracked the deer to within a few miles of the shore at Espenberg they could have driven them to shore, found feeding ground, and sought shelter and rest for themselves before returning to Mr. Lopp; but they were filled with a sense of responsibility, knowing that Mr. Lopp was in a hurry and was making all haste to get the herd to Point Barrow. Consequently, when they had tracked the herd they did not stop for a minute, but started right back with them to drive the deer to the other side, where Mr. Lopp was waiting. * * * When Mr. Lopp and myself left Anyok (near Cape Kruzenstern) with the deer herd, on the 21st of February, it had been decided to send back to their homes four of the native herders then with the herd, and these were conseq aen tly left behind at that place, provision having been made for their return travel. Having accompanied Mr. Lopp and the deer herd along the coast as far as the place where he was to strike across the lagoons for the Kivalena River, I parted company with him on February 27 and proceeded to this place, in accordance with previous orders from Lieutenant Jarvis. Here I received word, on March 21, that some of our deer were at Anyok in charge of two of the herders, I sent ED 1901 — VOL II - 18 1490 EDUCATION REPORT, 1900-1901. word to them to drive the deer up here, and on August 21 the herd reached this place in charge of Ituk and Keok. It appears that somewhere between Any ok and the Kivalena River these deer, 34 in number, had strayed from the main herd unnoticed, and a native who had acted as guide had discovered them on his return to Any ok. As the four herders had not yet started on their return trip to their homes, they went after the deer and drove them back to the village, after which they all started for their homes at Cape Prince of Wales, except Ituk and Keok, who then drove the small herd here. Three deer had been killed for food on the way, so that when they reached here there were 31 in the herd, 28 of them being females. I gave the herders my tent and camp gear, employed three young natives to help them, and sent them with the deer several miles back into the hills, where the moss was good and they would not be troubled by the dogs from the villages. There the camp was established and the deer cared for. Here was a case where four Eskimo herders were on their way home, after some particularly hard work driving the deer herd. They discovered these strayed deer, sent word to me, and then awaited my instructions; and when I sent word to them to drive those deer to me at Point Hope there was no hesitation on their part. They decided among themselves which two of them should return and which two should go home, and without one word of complaint these two simply performed what seemed to them their natural duty. TRIP OF LIEUT. E. P. BERTHOLF, REVENUE-CUTTER SERVICE, TO SIBERIA. Information from various sources having reached the Bureau of Education that in the neighborhood of the Okhotsk Sea a breed of reindeer flourished that is larger in stature than those we have been importing from northern Siberia, it was decided to endeavor to obtain a supply of deer from those herds which would still further improve our present stock and result in giving to Alaska a breed of reindeer superior to that of any other country. First Lieut. E. P. Bertholf, United States Revenue-Cutter Service, one of the officers of the revenue cutter Bear, was one of the three members of the expedition sent by the G-overnment during the winter of 1897-98 to drive a herd of reindeer from Point Barrow for the relief of over 300 shipwrecked whalers believed to be starving at that place. The success of that expedition called the attention of the Commissioner of Education to him as a suitable person to send to Okhotsk Sea to procure, if possible, a number of the Tunguse deer of that section, and a request was made through official channels for his service, which was granted. Accordingly this officer, having been detailed by the Secretary of the Treasury for duty under the Secretary of the Interior, was dispatched to the neighborhood of the sea of Okhotsk and directed to make a full investigation of the subject and if possible to procure a number of these larger reindeer for Alaska. Furnished with the necessary credentials from the State Department to the Russian authorities, Lieutenant Bertholf left "Washington on January 11, 1901, and proceeded to St Petersburg in order to obtain official sanction of his under¬ taking. On February 24, with ample commendations from the imperial ministry of the interior to the governors-general of Irkutsk and eastern Siberia, he left St. Petersburg and proceeded to Moscow. From this city his route lay across European and Asiatic Russia via the Trans-Siberian Railway to Irkutsk, on Lake Baikal. At this place he left the railway and purchased fur clothing, arms, and provisions for himself and interpreter, traveled by sledge down Lena River to Yakutsk, and thence across the country to Okhotsk. From this point he pro¬ ceeded along the coast, and on April 29 reached Ola, a small village on the west shore of the Okhotsk Sea, about midway between the towns of Okhotsk and Oishega, and inhabited by half-breed Russian Tunguse, the latter belonging to one of the more civilized tribes of Siberian natives. Here he found himself in the heart of the country in which flourishes the supe¬ rior breed of reindeer known locally as “ Tunguse ” deer, and, armed as he was with the sanction of the Russian authorities, he was able to purchase a herd of 428 of these animals, using money in the transaction, for the Tunguse natives of INTRODUCTION OF REINDEER INTO ALASKA. 1491 that section have been in contact with the Russians so long that they both under¬ stand and appreciate that article. A corral was built and a supply of moss gathered, and when the ice of the Okhotsk Sea broke up in the spring and the Russian mail steamer arrived, Lieu¬ tenant Bertholf took passage to Vladivostok, where he arrived July 17, 1901, Here he chartered a small Russian steamer, went back to Ola, took on board the herd he had purchased, and proceeded to Alaska, arriving at the Teller Reindeer Station, Port Clarence, August 29, 1901. Unfortunately, the weather was very boisterous and the steamer experienced such rough seas on the trip from Ola to Alaska that many of the reindeer suc¬ cumbed, and 254 in all were landed at the Port Clarence station. In traversing Siberia to reach the shores of the Okhotsk Sea, Lieutenant Ber¬ tholf traveled 3,000 miles by sledge, driving at different times horses, reindeer, and dogs, and in his report on his expedition and the observations of this officer on the various uses to which the reindeer are put in Siberia he shows the impor¬ tant part these animals are playing in the development of that country. Between Yakutsk and Okhotsk, a distance of 754 miles, is a post-road, over which the mails are sent twice a month during the long winter, and on the greater part of this route reindeer are used. The animals are changed at stations that average about 50 miles apart, and in good weather the reindeer usually cover the distance between the stations in from six to seven horn's. There are two ports on the Okhotsk Sea from which the “ brick tea ” (tea pressed into brick-shaped blocks weighing 2 pounds each and used by the Russian peas¬ antry) is transported to the Lena country, Okhotsk, and Ayan. The tea from Okhotsk is sent to Aldan, 510 miles, where it is stored until summer and then shipped by steamer down the Aldan River to the Lena. From Ayan the tea is transported to Nelkan, 300 miles, and from there shipped the following summer down the May River to the Lena. All this transportation in winter is done with the reindeer, and Lieutenant Bertholf passed many deer caravans between Yakutsk and Okhotsk, one day alone counting over 200 sleds loaded with 4 4 brick tea *’ bound from Okhotsk to Aldan. Ola, Siberia, is the point whence is transported overland all the stores for the penal colonies and other villages on the lower Holima River. There are Govern¬ ment and private warehouses at Ola, in which the goods are stored when brought by the steamers in summer. In the wTinter these goods are carried by deer sleds some 400 miles to a place called Cemechan, at the head of navigation of the Kolima, and the following summer floated down that river on flatboats. This route was opened five years ago by a Cossack named Kalinken, who has controlled it ever since, having the contract to transport not only all the Government stores, but also the goods of the private merchants. The contract price is 4 rubles ($2) a pood (36 pounds) from Ola to Kolima, whereas before this route- was established all the goods for the lower Kolima were sent from Yakutsk mainly with horses, and cost 12 rubles ($6) a pood. Kalinken owns only about 500 reindeer himself, and consequently depends for his transportation almost entirely upon the natives of this region, whose deer he employs. During the winter over 1,000 sleds leave Ola at different times, bound for Cemechan, in caravans of about 100 each. With a caravan of 100 sleds belonging to one outfit there would be about 10 men, each managing a train of 10 sleds, he driving the head team, while the other teams are tied by their halter lines to the sled in front. As each sled has two deer, and each train has extra deer for emergencies, it will be seen that some 2,500 reindeer are used on this route alone. Each sled carries 15 poods (540 pounds) , which makes a total of at least 15,000 poods (540,000) pounds, and as the difference between the cost of the deer cara¬ vans from Ola and the old horse caravans from Yakutsk, both bound to the 1492 EDUCATION EEPOET, 1900-1901. same place, is 8 rubles a pood, over 120,000 rubles, or $00,000, is saved to the Gov¬ ernment each year by the establishment of this deer caravan route from Ola to the Kolima River. For this service the Russian Government has presented to Kaiinken a medal. These instances are but a fevvT of the many cases wherein the Russians are using the reindeer for transportation, and the important part these animals are playing in the development of Siberia is full of suggestion regarding the possibilities of the reindeer in the development of that part of our country bordering on the frozen seas, namely, Alaska. HERDS BECOMING A SOURCE OF PROFIT. In the growth of the reindeer enterprise a few of the herds, notably that at Cape Prince of Wales, have reached such numbers that the owners are able to kill off, to a limited extent, a portion of the extra males for food for the families of the herders, and also for sale to the butchers in the neighboring mining camps, where the deer last winter brought from $00 to $100 each, the proceeds of the sale supply¬ ing the families of the herders with clothing and household appliances. In addition to supplying the market with venison, a few male deer trained to harness were sold to miners at $150 each, to be used in freighting and traveling. This also furnished employment to Lapps, who were employed as drivers. The herders at Cape Prince of Wales received last winter $800 in gold for freighting with their reindeer to the mining camps. Smaller sums were earned in a similar way at one or two other stations. It is only a question cf a few years of considerate care of the herds when the missionary societies will have herds sufficiently large to enable them to dispose of the extra males for a sum equal to the annual expenses of the station. REINDEER TRANSPORTATION. Mention has already been made in this report of the employment of the reindeer at Eaton Station for the relief of the troops snow-bound near Kaltag, and after¬ wards for the transportation of telegraph poles, telegraph supplies, and provisions for the men engaged in building the telegraph line between Norton Sound and the Yukon River. Also of the employment of reindeer teams from the Teller Reindeer Station for a military expedition to Kotzebue Sound to relieve the reported destitution of the natives in that section. In addition to this official work the reindeer belonging to private parties at Teller, Synrock, Cape Prince of Wales, and Golofnin stations did considerable transporting of men and supplies to various outlying mining camps. As the number of available reindeer for trans¬ portation purposes increases in the country they will commence more *and more to take the place of dogs used in the past for transportation. As the reindfeer is the only draft animal in Arctic regions that is able to secure its own food while on a journey, the question of cheapness and speed will finally win the day in favor of the reindeer. In that day Alaska, with similar conditions of climate and pastur¬ age to those existing in Lapland and Siberia, will, as commonly as those countries have done for centuries past, use the reindeer for draft purposes. (See p. 1491.) REINDEER RELIEVE UNITED STATES SOLDIERS. As the report of 1900 was closing, letters were received from Dr. Gambell, superintendent of the reindeer stations, with the information that two detach¬ ments of United States infantry had been rescued by reindeer teams sent from the station. It appears that at the opening of last winter the War Department had three construction parties, aggregating about 110 officers and enlisted men, engaged in the work of building a Government telegraph line between Unalaklik INTRODUCTION OF REINDEER INTO ALASKA. 1498 and Kaltsg, on the Yukon River. As the winter storms came on one after another, all work had to be suspended, rations began to fail, and mule transpor¬ tation gave out. Even where the soldiers shoveled a trail through the deep snow the mules marked their course with blood from their legs, cut with the icy crust on the snow. In this emergency General Randall, in command of the military department of Alaska, requested Dr. Ganibell to take all the deer teams that could be spared and go to the relief of the Government party. Accordingly, on the 4th of December, Dr. Gambell started with 3 deer, leaving Mr. Lindseth to follow the next day with 33 deer and the necessary drivers and sleds. The troops were found in camp 18 miles west of Kaltag, and with their camp equipage were brought through deep snow to a new camp established near Old Woman's Moun¬ tain, a distance of 50 miles. The troops being left in a place of safety, the deer teams were sent, at the request of the commanding general, to St. Michael for the transportation of provisions for the men, and telegraphic 'supplies. They were also employed during a portion of the winter in drawing telegraph poles from the woods. There are persons in the United States who consider the sum of $35,000 appro¬ priated annually by Congress during the last few years for the introduction of domestic reindeer into Alaska as money uselessly expended, They have given little thought to the fact that in this appropriation the country is providing for emergencies that are liable to happen at any time, and which are sure to come sooner or later, when numbers of our fellow-citizens who are now penetrating the frozen lands of Arctic Alaska in search of gold will be saved to their families and country by this enterprise. When in 1897 the chambers of commerce of San Francisco, Portland, Seattle, and Tacoma wired the President that large numbers of American miners in the Yukon Valley wTere in danger of starvation, Congress without hesitation voted $300,000 to the Government for the relief of the miners. Happily in that case the relief was not needed, but a little later in the same sea¬ son word was received that 400 whalers had been caught in the ice in the neigh¬ borhood of Point Barrow with only three months’ provisions in their ships, and that the ships would necessarily be detained for twelve months, if not sooner crushed in the ice, before they could escape, and that starvation faced the whalers. The country did not hesitate to indorse the action of the President and his Cabinet in instituting a relief expedition, which ultimately cost nearly $100,000, for the rescue of those men. The revenue cutter Bear was at once dispatched northward, but on account of the arctic ice could not get within many miles of the starving men. Two lieutenants and a surgeon were put ashore near Nunivak Island to make a winter sledge journey of nearly 3,000 miles. They could take no provi¬ sions for the starving sailors. They had difficulty in taking sufficient provisions for the three men. There was no known method by which flour, groceries, and clothing could be taken to the whalers. Had not the Government five years pre¬ viously commenced the introduction of domestic reindeer into Alaska many of those 400 men would have certainly perished before relief could have reached them. But the rescue party, gathering up the reindeer at two stations, successfully made the trip through an unknown country in midwinter, during the long arctic night, reached the sailors, slaughtered reindeer, issued rations as needed, nursed the men stricken with scurvy back again to life, and restored them twelve months later to their friends and country. In years to come other men will receive similar rescue through the instrumen¬ tality of the reindeer herds, fostered by this small annual appropriation. BRANDS. In the multiplication of herds given to missionary societies and Eskimos it has become necessary to establish a system of branding by which the property of each 1494 EDUCATION REPORT, 1900-1901. individual may be distinguished from all others by the marking of the ears of the reindeer, these markings representing 19 ownerships. REINDEER PRESERVES. On the 30th of March, 1901, the President issued the following Executive order: Executive Mansion, March 30, 1901. It is hereby ordered that the hereinafter-described tracts of land in the district of Alaska be, and they are hereby, reserved and set aside for reindeer stations, subject to any existing legal rights to any land in the limits of the reservation hereby established, to wit: 1. The entire peninsula of which Cape Denbigh forms the southwestern extremity, situated in latitude 64° 30' north, longitude 161° 30' west from Green¬ wich, approximately 15 miles in length and 5 miles in width. 2. A tract of land bounded as follows: Beginning at a point about 6 miles above the mouth of the Unalaklik River, and extending along the north bank of the Unalaklik River in a generally northeasterly direction 10 miles; thence in a gen¬ erally northwesterly direction 10 miles: thence in a generally southwesterly direc¬ tion 10 miles, and thence in a generally southeasterly direction to the .point of beginning. William McKinley. COOPERATION OF TREASURY, STATE, AND WAR DEPARTMENTS. The cooperation of the honorable the Secretary of the Treasury and of Capt. Charles F. Shoemaker, Chief of the Revenue-Cutter Service, has been freely extended as in past years, granting transportation on the revenue cutters Bear, Bush , and Thetis to the general agent and his clerk; also to Government teachers and their supplies to various stations in Alaska that are inaccessible by ordinary commercial vessels. The kindness of Capt. Francis Tuttle and the officers of the Bear, Capt. William F. Kilgore and officers of the Rush, and Lieut. William H. Cushing and the officers of the Thetis was appreciated. Thanks are due to the honorable the Secretary of War, Brig. Gen. M. L. Lud- ington, Quartermaster-General, and Capt. D. S. Stanley, U. S. A., in command of the army transport Warren, for transportation from Seattle to Nome, and for many kindnesses on the route. Thanks are also due to the honorable the Secretary of State and Hon. Charle¬ magne Tower, ambassador to the court of Russia, for credentials procured from the Russian Government, and letters of commendation of Lieut. E. P. Bertholf, Revenue-Cutter Service, to the governors of Irkutsk and Eastern Siberia. ITINERARY. Leaving Washington on the 1st of May and spending Sabbath, the 5th, at Salt Lake City, Seattle was reached the 8th, where I was expected to go on board the revenue cutter Bear, which was scheduled to sail on the 10th. Mr. A. R, Cheever, who had been detailed as my clerk, was awaiting my arrival at Seattle. Upon inquiry I found that in the repairs which had some months before been ordered on the Bear a portion of the boiler works had been removed from the ship, and before the new works were substituted the machinists’ strike, which existed in all the leading cities of the Pacific coast, occurred, and work upon the Bear as well as other vessels ceased. Captain Shoemaker, Chief of the Revenue- Cutter Service, learning that the cutter Bear could not be fitted for sea in time for an early cruise, proposed that we should change to the cutter Thetis . Upon further investigation it was found that the Thetis also was unprepared for sea. On account of the machinists’ strike I was unable to proceed farther on my journey for one month. On the 27th of May, concluding that the cutters might be detained all summer for repairs, I telegraphed the War Department for transfer on the United States army transport Warren, which was expecting to sail INTRODUCTION OF REINDEER INTO ALASKA. 1495 for Nome. This request was promptly granted, and on the 8th of June we Went on board the transport, which sailed at noon of that day. It was the intention of Captain Stanley to proceed directly to Nome without calling at Unalaska, but when 30 miles southeast of the Pribilof Islands the transport met ice, and the sailing captain recommended to Captain Stanley that the steamer should return to Unalaska for information as to the condition of northern Bering Sea. Arriving there on the 18th we learned that, with two exceptions, no steamer had been able to reach Nome during the season; that four attempts had been made to reach Pribilof Islands by local steamer in vain, and that a steamer was then at sea making the fifth attempt. The ice was reported several miles below the southern limit reached in many years; we were also informed that the winter ice had not yet left Norton Sound. This delay at Unalaska gave me an opportunity to inspect the public school and look after school matters at that place. After lying at anchor in Unalaska Bay for a few days the captain decided to make another attempt, and on the 22d day of June we again started for Nome. Passing through small fields of floating ice and skirting ice floes many miles in extent, we reached Nome on the morning of June 28th. The surf was so bad, however, that we were unable to land until the 29th. The news at Nome with regard to the harbor at St. Michael was very discouraging; several vessels had made the attempt, but found that Norton Sound was still full of winter ice and that no vessel had been able, on account of the ice, to get within 12 miles of the shore. On the 3d of July Captain Stanley determined to go as far as he could toward St. Michael, think¬ ing he might, perhaps, be able to communicate with the commanding officer over the ice. Upon arriving within sight of the place on the forenoon of the 4th of July we found that the ice had left the harbor the day before. At St. Michael I met Dr. F. H. Gambell, superintendent of the reindeer station, and his assistant, Mr. J. T. Lindsetli; also the Rev. and Mrs. A. E. Karlson, who were waiting an opportunity to reach their mission station at Unalaklik. Being anxious to reach the Eaton Reindeer Station as soon as possible, diligent search was made for a boat, steam launch, or some conveyance to Unalaklik, 60 miles up the coast. While the search was being made the schooner Laurel, loaded with Government supplies for the Eaton Reindeer Station and the Swedish mission at Unalaklik, came into the harbor, and at 1 o'clock on the morning of July 6, we all went aboard the little vessel and started for Unalaklik. The wind subsiding, we were all day making the trip, and did not arrive there until half past 5 in the afternoon. As the sea was calm the natives with their boats were at once secured and started unload¬ ing the freight, the work being continued until midnight. On the 8th the unload¬ ing of the ship was resumed and completed on the 9th. The same afternoon the army launch Nordica steamed into the mouth of the Unalaklik River, bringing supplies for the men in charge of the military telegraph station at that point. The officer in charge of the launch, having instructions to receive myself and party on board, took us to St. Michael. At 8.15 on the morning of the 10th we left Unalaklik, and at 5.30 p. m. that afternoon were safely on board the transport Warren in St. Michael harbor. July 13 the army transport Warren, with the army transport Seward in tow (the latter being disabled) , left for Nome, where we arrived on the following day about noon. Dropping anchor off Fort Davis, the vessel was soon visited by Dr. S. J. Call, the quarantine officer, who upon his return to shore very kindly took my clerk and myself on board his launch. On July 16, finding that the steamer Sadie was about to leave for Teller City, we went on board, and that night were accorded the courtesy of a special landing at the Teller Reindeer Station, instead of being taken 6 miles beyond to the Teller mining camp. A week was pleasantly spent in the family of Rev. T. L. Brevig, a Norwegian missionary and Government superintendent of the reindeer station, in inspecting the work and reviewing the affairs of the station. On the 24th we 1496 EDUCATION REPORT, 1900-1901. took the steamship Jeannie to return to Nome and await the arrival of a revenue cutter to enable us to visit and inspect the Gambell Station on St. Lawrence Island. On July 31 the cutter Bear arrived and dropped anchor in the harbor. Soon after Captain Tuttle sent a boat ashore for the ship's mail and with an invi¬ tation to myself and party to come on board. At 7 p. m., August 1, anchor was raised and we sailed away for St. Lawrence Island, reaching that place during the afternoon of August 3. Some supplies were landed for the station, the station was inspected, and conferences held with the natives. Dr. Lerrigo, who had been in charge of the station during the previous year, receiving information by the whalers of the dangerous illness of his mother, had left the place in June, leaving the station in charge of Mr. William A. Egan, since Dr. E. O. Campbell, who had been appointed to succeed Dr. Lerrigo, had not arrived. Leaving Gambell on August 4, we reached Teller Reindeer Station August 6. Dr. EL Richmond Marsh, wife and child, and Mr. Peter Koonyooa and wife (Eskimo) were waiting an opportunity to reach their distant Arctic field at Point Barrow. Captain Tuttle kindly offering to take them to their station, on August 8 they came on board with various supplies, and at 11 a. m. we sailed for Cape Prince of Wales, where Dr. Gambell, Mr. Cheever, and myself were left to visit Mr. Lopp and confer with him concerning the interests of the reindeer herd in his charge. On August 14, the cutter Tlietis having arrived and unloaded some supplies for the station, through the courtesy of Lieut. W. H. ‘Cushing, commanding, myself and party were received on board for transportation to the Teller Reindeer Sta¬ tion, where we arrived on the 15th. Two days later (the 17th) we took the steamship Newsboy for Nome, arriving there the next morning. The surf being bad, it was after midday before we were able to reach the shore. Receiving a telegram from the Commissioner of Education notifying me that Lieutenant Bertholf had succeeded in securing a number of reindeer in the neighborhood of Ola, Okhotsk Sea, Siberia, and directing me to return to Teller Reindeer Station and await the arrival and landing of the deer, on August 25 we took the steamer Jeannie for Teller, where we arrived the following day. On August 28 the Rus¬ sian steamship Progress , with Lieutenant Bertholf and the reindeer on board, arrived and dropped anchor in front of the reindeer station. A steam tug and lighter were at once secured at Teller City, and the work of landing the reindeer commenced. In the meantime Dr. and Mrs. Campbell arrived at Teller Station and were anxiously waiting an opportunity to be sent to their own station at Gambell. The arrival of the Russian ship, which, upon its return to Yladivo- stock, would pass St. Lawrrence Island, gave them an opportunity. Accordingly they sailed on the 31st of August for St. Lawrence Island. On September 5, taking the steamship Oregon, we reached Nome on the 6th. The cutter Bear having returned from its Arctic cruise to Point Barrow, on September 12 we went on board and Captain Tuttle very kindly took me to inspect the reindeer station at Synrock and confer with Mary Antisarlook, who, with her relatives, owns the herd. Finding that the herd had been interfered with by lawless whites and much of the pasturage in the immediate vicinity of the herd burned by fires started by the whites, I advised her to remove, during the coming winter, to the east side of Norton Sound, where she would be among her relatives and better protected from annoyance by white men. Having now concluded the summer’s work in Bering Sea, on September 16 we went aboard the steamship Roanoke for Dutch Harbor, where we arrived on the 18th. Not needing Mr. Cheever’s services further at this time, I directed him to continue to Seattle and from there return to Washington. The same day, secur¬ ing a stateroom on the mail steamship Newport, I left Unalaska for Sitka on the morning of the 19th at 5 o’clock. On the morning of the 20th, at 5.30, we dropped INTRODUCTION OF REINDEER INTO ALASKA. 1497 anchor at Belkofsky to leave the mail. During our short stop Father Alexander, the Russo-Greek priest, came on board especially to express his thanks to the Bureau of Education for allowing Mr. Golder, teacher at Unga, to teach English to his pupils during the summer vacation. At 3 p. m. that afternoon we dropped anchor in the harbor of Sand Point to deliver the mail. A short call was made on shore. At 5.30 Unga was reached, and I again went on shore to confer with the teacher of the public school. At 2.15 p. m on the 21st a call was made at the salmon canneries at Chignik, and at noon on the 22d we reached Karluk, probably the largest salmon-fishery station in the world. That same afternoon a pleasant call was made at the salmon cannery at Uyak. At 6 a. m. on the 23d we entered the snug little harbor of Kadiak. This place was the original capital of the Russo- American possessions, the seat of government being removed from Kadiak to Sitka for political purposes and to restrain the advance westward of the Hud¬ son Bay Fur Company. At Kadiak is a Government school. There is also a Gov¬ ernment school on Wood Island, a few miles distant. The larger portion of the day was spent in visiting these schools. At Wood Island the ship took on board a large grindstone that was left there by the Russians at the time of the transfer, and had been given by Mr. Ezekiel, manager of the North American Commercial Company's station at Wood Island, to the Alaskan Society of Natural History and Ethnology, whose museum is at Sitka. Leaving Wood Island in the afternoon of the 23d, at 6 a. m. on the *24th we dropped anchor in the little harbor of Seldovia on Cooks Inlet. After an hour’s stay we steamed away for Homer, where an Eastern company is at work develop¬ ing the coal mines of that vicinity. Leaving Homer about noon we steamed southward out of Cooks Inlet, rounded the southern end of Kenai Peninsula, and called at Fox Island on the 25th, where a number of blue foxes were taken on board to be transported to stock an island in, southeastern Alaska. At 2 a. m. in the morning of the 28th the new city of Yaldez, at the head of Prince William Sound, was reached. In the neighborhood is a military camp, from which has been built a military trail, extending in a general northeast direction from Prince William Sound to Eagle City, on the Upper Yukon River, known as the “All- American Mail Route to the Interior of Alaska.” The present Yaldez is a very small village built on the moraine of the Yaldez Glacier, but although a small place it has great expectations. It is the natural gateway to all central Alaska, and in anticipation of its coming greatness enterprising men have located seven different city sites in the neighborhood. The day was very pleasantly spent at this village awaiting the arrival of the inland mail carrier, who had tele¬ graphed ahead that he was coming. Leaving Valdez at 7.30 in the evening, on the next day, the 27th, we called at Orca. Nuchek was reached at 9.40 p. m., and Kyak at 9 a. m. on the 28th, and Yakutat at noon on the 29th. Yakutat is a large village of Thlingket natives. At this place the Swedish Evangelical Mis¬ sionary Society have a promising station in charge of Rev. Albin Johnson. Leaving Yakutat that afternoon, the mouth of Lituya Bay was reached at 5.80 a. m. on the 30th. The surf was so bad that it was not until evening that a land¬ ing could be effected. Leaving Lituya that night, Sitka was reached October 1 at 2 p. m. The next eleven days passed quickly in visiting the schools and arranging school matters at Sitka. Capt. William F. Kilgore, commanding the cutter Rush, having offered to take me to the out-of-the-way villages of southeastern Alaska, on the 11th of October Governor Brady and myself went on board, and at 12.35 p. m. we were under way. The weather being heavy and stormy, we anchored that night in Deadmens Reach at 5.24 o’clock. Getting under way at 7.30 a. m. October 12, we soon after passed the Coast and Geodetic Survey steamers Patterson and Gedney on their way to Sitka. The 1498 EDUCATION REPORT, 1900-1901. storm of the previous day continuing, we ran into Rodman Bay for shelter, and anchored at 9.40 a. m. After lunch we went ashore and visited the plant of a mining company at work on this bay. At 6 o’clock on the 13th we again got under way for Hoonah, stopping at 2.35 p. m. to take ice on board from a floating berg. At 3.50 p. m. Hoonah was reached, and we went on shore to visit the teacher, schoolhouse, and church. Nearly all of the villagers were still absent on their fall hunt. Getting under way at 7.10 a. m. on the 14th. at 2 p. m. we arrived at Angoon, where Governor Brady and myself went ashore to inspect the place with reference to the establishment of a school for the native children. At 5 p. m. the herring works at Killisnoo were reached. Starting at 6 o’clock on the 15th we steamed southward toward Wrangell. The day was stormy, and toward night, the fog setting in, at 7 p. m. the ship anchored at the north entrance of Wrangell Narrows. Getting under way at 7 o’clock the following morning, in half an hour we were anchored off the salmon cannery at Petersburg, where we went ashore and spent the forenoon. Getting under way at 11 o'clock, at 4.50 p. m. we reached Wrangell, where, during the afternoon, two visits were made ashore. On the 18th we reached Ketchikan. Here visits were made ashore both at Ketchikan and the neighboring places of Saxman and Gravina. Schools were inspected and confer¬ ences had with teachers and others. On the 19th we reached Karta Bay, Prince of Wales Island, where we anchored for the night. The next morning, hoisting the anchor, we steamed eastward some 15 miles to Copper Queen on Kasaan Bay. After a call on shore, a storm arising, we returned to Karta Bay for anchorage. Taking a fresh start on the morning of the 21st, we steamed to Skowls’s village, known as Kasaan. This village is noted for the number and excellence of the totem poles that are still standing. A conference was held with Skowls, the chief, and others of the old men that were at home in the village, with reference to the removal of the population to Copper Queen, in order that they might have a school for their children and larger privileges for themselves, the Kasaan Bay Mining Company that control the copper mines and fisheries in the neighborhood of Kasaan having stipulated that if the Hydahs of that vicinity would remove to Copper Queen the company would give them permanent employment winter and summer, build them a schoolhouse and church, prevent as far as possible the location of any liquor saloons in the •vicinity, and assist them in laying out a new village. Some of the prominent men being absent at Ketchikan, on the after¬ noon of the 22d we steamed away from Skowis’s village to Ketchikan, and on the 23d another conference was held in the cabin of the cutter, and on the 24th I took the steamer City of Topeka at Ketchikan for Seattle, where I arrived on the 27th. Leaving Seattle via the Northern Pacific Railway October 29, 1 reached Wash¬ ington November 5, thus closing a trip of 15,400 miles. Sheldon Jackson, General Agent of Education in Alaska. The Commissioner of ErucATiON. CHAPTER XXXIII. CONSULAR REPORTS.1 Contents.— The City Commercial University at Cologne— Foreign students at Geneva— Reform in education in China — Business training for Americans in France— Distribution of Nobel prizes — Manual training for boys in Germany — French writing system for the blind — For¬ estry in Saxony— American students in German universities— Educational matters in Mex¬ ico— Education of mining engineers and metallurgists in Germany. THE CITY COMMERCIAL UNIVERSITY AT COLOGNE. On April 20, 1901, a new commercial university was opened in tliis city, under the patronage of the royal ministry of trade, industry, education, etc., the founda¬ tion being a legacy of Privy Councilor Dr. von Mevissen. The objects of the institution are: 1. To provide grown-up young people who are destined for a mercantile career with a thorough general and mercantile education. 2. To provide future commercial school teachers with the necessary theoretical and practical knowledge of their branches. 3. To offer young departmental, consular, and chamber of commerce officials the opportunity of improving their knowledge in commercial branches. 4. To give practical traders, clerks, and other business men the chance of perfecting their knowledge of any particular branch of commerce. The following may be admitted as students: 1. Graduates of secondary schools of a course of nine years and of those com¬ mercial schools whose senior class ranks with the senior class of the first-named schools. 2. Traders who have passed the examination for one year's military service and have served their apprenticeship. 3. Foreigners whose previous education is considered sufficient by the exam¬ ining board. 4. Teachers educated in a normal school, and who have passed the second exam¬ ination, will be taken into the seminary department of this commercial institution. The entrance fee is 20 marks ($5). The half-yearly school fees are: For matric¬ ulated Germans, 125 marks ($30); for matriculated foreigners, 250 marks ($60). These fees admit to all lectures. Each matriculated student is obliged to pay 3 marks (75 cents) per half year to the sick fund. Besides matriculated students, hearers or occasional students are admitted, the fees for whom are: Germans, per current one-hour lecture per half year, 10 marks ($2.50): foreigners, per current one-hour lecture per half year, 20 marks 1 This chapter contains information regarding educational affairs in foreign countries as reported by United States consuls. These reports have been in part transmitted direct to the Bureau of Education by the State Department for publication and in part reprinted from the publications of the State Department. The technical educational terms used by the consuls in their reports have been in most eases retained, and must be understood to have generally the signification which attaches to them in the countries to which they refer. 1499 1500 EDUCATION REPORT, 1900-1901. ($5) , up to the maximum sum payable by matriculated students. For appren¬ tices and student commercial school-teachers the last-mentioned fees are reduced to 5 marks. The cards of admission to the public lectures cost 3 marks per half year. PLAN OF THE TWO-YEAR COURSE OF THE COMMERCIAL UNIVERSITY AT COLOGNE. 1. Political economy. — Introduction to political economy, means of communica¬ tion, the technicalities and organization of the world’s commerce (including money, bank, and exchange methods), commercial and colonial policy, history of commerce, finance (including a general survey of the financial position of the most important foreign nations) , industrial and agricultural policy, social policy, and statistics. 2. Law and jurisprudence. — The fundamental principles of civil law ; mercan¬ tile, bill, and marine law; criminal law at home and abroad (including bank¬ ruptcy); State, administrative, and common law; industrial law (patents, trade¬ marks, etc.) at home and abroad: trade law. 3. Pure and applied science. — Physics (especially electricity), chemistry, mechanics, chemical technology, and industrial sanitation. If. Geography and knowledge of goods. — General geography, political geog¬ raphy, knowledge of goods, colonial economy. 5. Commercial branches and languages. — Bookkeeping, commercial arithmetic, correspondence and office work, English, French, Italian, Spanish, and Russian. 6. General knowledge. — German and foreign history, history of art, literature, and philosophy. The above subjects are divided over four half years as follows: First half year. — Introduction to political economy, means of communication, fundamental principles of civil law, political geography (first part) , and physics. Second half year. — Organization of the world’s commerce; commercial history, industrial and agricultural; commercial, bill, and marine lav7: political geography (second part), and chemistry. Third half year. — Commercial and colonial policy; social politics; criminal law at home and abroad; knowledge of goods, first part (vegetable matter); chemical technology, and industrial sanitation. Fourth half year. — Finance; statistics; State, administrative, and common law; industrial law; knowledge of goods, second part (animal matter and minerals); mechanics, and colonial policy. In the third and fourth half years in the political economy and commercial jurisprudence sections seminary exercises will be held, as well as in the physical and chemical laboratories. Regular visits to factories in the Rhine provinces are proposed, and Saturdays are left free for this purpose. Public lectures will be given on subjects of general interest, which will be duly announced, Chas. E. Barnes, Consid. Cologne, Germany, May 22, 1901. FACILITIES OFFERED TO FOREIGN STUDENTS AT VARIOUS INSTI¬ TUTIONS IN GENEVA. Out of a total budget of 8,000,000 francs the Canton of’Geneva spends 2,350,000 for public instruction; with its population of 125,000 inhabitants, the expense for public schools is about 20 francs ($1) per head. It is stated that no other European state is so liberal as concerns the education of its people. CONSULAR REPORTS. 1501 Public instruction in the Canton of Geneva is divided into four branches: Primary instruction, which is gratuitous and compulsory from the age of 6 to that of 15 years; secondary and professional education, university education, and private-school education. PRIMARY INSTRUCTION. Primary instruction begins in the infant schools, is continued in the primary schools, and completed in the supplementary schools. The supplementary schools are attended by children of from 13 to 15 years of age who have left the sixth primary form. The programme of these schools is at once practical and professional. In the primary and supplementary schools books, paper, and pens are furnished free of charge. Many of the schools are fitted up with warm- water baths. Religious instruction is optional. It is given by clergymen of the different religious denominations in the city. From the sixth form in the primary schools pupils pass into the professional school and the secondary rural school, while in the fifth form pupils are prepared for the seventh class in the college or in the young ladies’ high school, on condition that they come furnished with a certificate from the primary school. SECONDARY INSTRUCTION. College of Geneva , at St. Antoine. [Founded "by Calvin in 1559, restored in 1888.] The lower division comprises three years of study. Subjects: French, Latin, German, geography, and history, constitutional his¬ tory, arithmetic, elements of the physical and natural sciences, drawing, pen¬ manship, singing and gymnastics. Conditions of admission: Age, 12 years; a certificate from the primary State schools, or an entrance examination. ~ The lower college prepares for all the classes of the upper college or for the commercial school. Fee: Twenty francs (about $4) per half year. The upper college or gymnasium comprises four years of study, subdivided into four sections, dealing respectively with classical and modern languages, pedagogics, and technical education. The lectures are open to all comers. Out¬ siders have no examination to pass either on entering or leaving the college. They attend the same classes as the regular pupils. Subjects: The regular subjects in all these classes are French language and liter¬ ature, German language and literature, geogr^hy and cosmography, history, mathematics, physical and natural sciences, elements of psychology/, notions con¬ cerning common law and political economy, drawing, gymnastics. The special branches are: (a) In the classical section, Latin language and literature. Greek language and literature; (b) in the modern section, Latin, English, and book¬ keeping; (c) in the pedagogical section, normal lectures and bookkeeping; (d) in the technical section, technical drawing, descriptive geometry, special mathe¬ matics, bookkeeping, hygiene. In 1899 a special class was formed for young foreigners. Subjects: (1) Elocution, pronunciation, articulation, intonation, reading, reci¬ tation, and conversation. (2) Vocabulary: The words are taught by means of “object lessons” and conversation on ordinary life, commerce, industry, science, agriculture, etc. (3) Grammar: Orthography, flexions, syntax. (4) Composition: Essays, tales, descriptions, dialogues, etc. Twelve hours of lessons a week, in the morning only. 1502 EDUCATION REPORT, 1900-1901. Fee, 25 francs (about $5) per half year during the first two years and 30 francs during the last two years. Outsiders not belonging to the college pay 4 francs (about 80 cents) for each course of lectures of one hour a week and lasting the half year. Girls' high school. [Quai de la Poste and Rue d’ltalie.] The lower division comprises a course of study extending over three years. Subjects: French language and literature, German, general history, geography, arithmetic, the elements of the physical and natural sciences, drawing, penman¬ ship, singing, gymnastics, needlework. Conditions of admission: A certificate from the primary State schools or an entrance examination. Fee, 20 francs (about $4) per half year. The upper division comprises four years of study, subdivided into three sec¬ tions — literature, pedagogy, and commercial education. Girls not belonging to the school may attend the lectures without being obliged to pass an entrance examination; they receive the same instruction as the regu¬ lar pupils. Subjects: The branches common to the literary and the pedagogical sections are French language and literature, German, general history of Switzerland, geography, cosmography, bookkeeping, geometry, physics, chemistry, natural history, drawing, penmanship, music, needlework, hygiene, housekeeping, gymnastics. Special branches of the pedagogical section: Arithmetic, algebra, psychology, history of pedagogy, and practical pedagogy. The pupils are, moreover, obliged to receive normal instruction and to give, as practice, lessons in other Genevese schools. Optional branches of the division: Greek and Latin literatures, modern foreign literatures, English, general history, history of philosophy, history of the fine arts, civil and commercial law. Certificate: The literary and pedagogical sections give certificates to pupils who have passed successful examinations. The certificate of the pedagogical sections opens to its holder the career of teacher in the primary school. Admission: Last examination of the lower division; certificate of the secondary rural schools; entrance examination. Fee, 30 francs (about $6) per half year. The optional branches are gratuitous. Commercial section: Two years of study. Fee, 30 francs (about $6) per half year. Outsiders pay 4 francs (about 80 cents) for each course of lectures of one hour a week, and extending over half a year. As at the college, the girls' high school has opened French classes for young foreigners. Subjects: Study of vocabulary by simple methods; conversations on practical subjects, such as the human body, clothing, houses, weather, country, animals, plants, industry, commerce, travel, art (with use of Holzel’s graphics). Reading: Oral exercises on the above subjects. Grammar: Irregular verbs, practical exer¬ cises, principal rules of syntax, dictation. Elocution: Pronunciation and intona¬ tion. Literature: Principal authors of the nineteenth century; study of portions of their works. Lessons: Twelve hours a week. Optional subjects: Lessons in natural history, geography, and history, and a practical study of French. A certificate is given to regular attendants who have passed the examinations. Conditions of admission: None fixed. Fee, 75 francs (about $15) per half year. The fee may be reduced to 50 francs (about $10) for persons who are preparing for a school-teacher's career. CONSULAR REPORTS. 1503 Professional schools. [Boys.] THE PROFESSIONAL SCHOOL. [La Prairie.] The professional school comprises two years of study, and prepares for all man¬ ual professions by the study of the sciences, drawing, and hand work. Conditions of admission: Thirteen years of age for the first year and 14 years of age for the second year. Fee, 10 francs (about $2) per half year. [Girls.] PROFESSIONAL AND HOUSEKEEPING SCHOOL. [Rue d’ltalie.] Two or three years of study. Subjects: French, German, bookkeeping, and practical exercises, commercial geography, housekeeping, elements of science and hygiene, drawing and geometry, millinery, embroidery, cutting, making and mending cf clothes, cooking, laun¬ dering and ironing, gymnastics (half hour each day) . Conditions of admission: Examination of the sixth form of the primary schools; entrance examination. Fee: Free school fee. UNIVERSITY EDUCATION. The ancient academy was founded by John Calvin in 1559, and became a university in 1872. As the purpose of this report is more to point out the primary courses, this division will not be elaborated beyond stating that the university is fully equipped as such and ranks with the first in Europe. For information, application may be made to the rector of the university, Bastions, Geneva. It may be mentioned that outsiders may attend the lectures without passing the entrance examinations, and no diploma is required. They simply pay the same fee as ordinary students. There has also been established a modern French seminary for the benefit of foreigners who desire to qualify themselves for teaching the French language and literature in their own countries. The seminary is open to students who have not matriculated in any of the faculties. Subjects: Modern French literature, civilization and institutions of French- speaking countries from the sixteenth century. Pronunciation, elocution, rhet¬ oric and composition, methods of teaching French. The regular students of the seminary who have attended two courses of lec¬ tures of six months each and presented the required exercises may, at the end of the summer course, compete for the certificate of capacity of modern French teacher. The seminary is open also to outsiders who desire to attend the lectures. For programme and rules, a*pply to M. le Secretaire-Caissier de 1' Uni ver site, Rue de Candolle. SPECIAL SCHOOLS. Under this head, omitting the various schools of arts and crafts, which embrace agricultural classes, clock and watch making schools, etc., may be mentioned a 1504 EDUCATION REPORT, 1900-1901. special vacation course at the commercial high school (under State control) for young foreigners desirous of completing their knowledge of French. Condition of admission: The pupil must be 15 years of age. (Inscription list open from 15th to 31st of July.) Subjects: French (twelve hours per week), translation, dictation, composition, correspondence, elocution, conversation, commercial arithmetic (optional, two hours per week), bookkeeping (optional, four hours per week). Fee: Fifty francs (about $10). Pupils take their places in the French classes according to the knowledge they already possess of the language, and — if their parents so desire — may take only a limited number of lessons. In the afternoon the pupils visit the museums, manufactories, etc., and go for excursions into the surrounding country. During their stay at Geneva the pupils are under the supervision of the director of the school committee. At the request of parents a certificate is furnished at the end of the term. For information as to boarding houses, apply to the director of the school (Rue General Dufour), who will supply all necessary references and .indicate the prices of board and lodging in Geneva. A preparatory class is organized for foreign pupils with a view to their qualifi¬ cation for the regular classes in the school. Inscription list for this class is open all the year around. Apply to the director of the school for the special prcgrc m me CONSERVATOIRE. This academy, which was founded in 1835 by Mr. Bartholcni, is far-famed, and in 1899 numbered 1,£00 pupils. The purpose of the teaching given is to form professional musicians, as well as to cultivate a taste for music in all classes of the population. A diploma is awarded at the end of the course of studies. Subjects: Solfeggio, vocalization, and the art of singing; lyric elocution, decla¬ mation, reading at sight (vocal and instrumental), playing the piano, organ and harmonium, stringed instruments, wind instruments, and the harp; harmony, composition, accompaniment, quartet, instrumentation, history of music. Each class is divided into three degrees of two divisions each, and each division is subdivided into two or three sections. For information, apply to Monsieur le Directeur du Conservatoire, Place Neuve, Geneva. ACADEMY OF MUSIC. %[4, Boulevard Helvetique.] This is a private establishment of recent date. The instruction is about the same as that given at the Conservatoire, and also very efficient. For information, apply to Professor Richter, director. Respectfully submitted. Horace Lee Washington, Consul. Geneva, Switzerland, August 31, 1901. REFORM IN EDUCATION IN CHINA. Legation of the United States of America, Pekin, China, September 13, 1901. I have the honor to inclose for your perusal the translations of two imperial edicts of recent date, decreeing certain important reforms in the prevailing system of civil and military examinations. These edicts, if properly carried out, can not but effect great changes in the CONSULAR REPORTS. 1505 intellectual, political, and industrial life of the Chinese, and result in the removal of much prejudice and the promotion of more cordial relations between China and the West. The interest of the Chinese Government in educational matters is confined almost wholly to the securing of the most intelligent and efficient men for the service of the State. The present system of examinations devised for this purpose dates from (00 A. D. Its chief defect has been the exclusive attention to classical and historical studies which it has developed. The determining factor in the selection of candidates has been their ability to write the stilted “ eight-legged ” essay, so called from its' treatment of its theme under eight divisions. A careful balance and parallelism have to be maintained between sentences and paragraphs, which make free expression impossible, and the result is a highly artificial composition. This has been condemned many times by various Chinese statesmen, notably by the Viceroy Chang-Chih-tung, and is now definitely abandoned. The attention to mere phrase making has made plagiarism very easy, and the introduction of photo-engraving has led to the production of miniature editions of the classics and other noted works prepared especially to be smuggled into the examination halls and used there in the preparation of the thesis. The study of the physical sciences and of political economy demanded by the new scheme will correct the present one-sided culture and prepare the way for the proper development of the wonderful resources of this great Empire. The classics spoken of in the first edict are variously enumerated. According to the most commonly received canon they are five: (1) The Books of History, containing more or less reliable traditions of the early history of the Chinese from 2300 B. C. to 619 B. C. (2) The Book of Odes, a collection of ancient poetry. (3) The Book of Changes, a book of divination. (4) The Book of Rites, a Chinese Leviticus. (5) The Spring and Autumn Annals, a bare chronicle of the most important events in the history of Lu, the native state of Confucius, from 722 B. C. to 481 B. C. The “ four books” referred to in the first edict are books of four great philoso¬ phers: (1) The Analects of Confucius; (2) The Works of Mencius; (3) The Great Learning, by Tseng-tzu, and (4) The Doctrine of the Mean, by Tzu-tzu, grandson of Confucius. The various examinations to be passed by the student begin with those of his own district or county, which admit him to the prefectural, and these in turn to the provincial. Once in three years, usually at the provincial capital, examinations are held for the degree of “ siu-tsai,” commonly called bachelor of arts, and for the degree of “ chu-jen,” or master of arts, and at Pekin, once in the same period, an examination of the masters, which leads to the doctor’s degree. These pass through two examinations in the imperial palace, which result in the selection of a number for the Han-lin Academy, where further tests are held for the selection of those who are to be retained there for literary work, the remainder being sent to the provinces to take office. Each district has its fixed quota of students admissible to the provincial exami¬ nations, and each province a definite number, determined by population or other¬ wise, who may appear at the metropolitan examinations. The number who may pass at any examination is also a definite one. Literary qualifications have never been greatly insisted upon at the military examinations, but the students are required to compete in archery, horsemanship, ED 1901 — VOL II - ]9 1506 EDUCATION EEPOET, 1900-1901. sword practice, lifting weights, and other athletic exercises, once very useful accomplishments in the soldier, but now found to be obsolete. Military and naval academies have already been established in several places, and a few regiments of troops have been organized after Western methods, but now for the first time, save for the ill-starred attempt in 189S, the old system is entirely discarded. The demands of the allied powers for the suppression of examinations in dis¬ tricts where foreign lives and property were injured in the disturbances of last year have given the Chinese Government the opportunity to introduce these very necessary and praiseworthy reforms. If they are really in earnest, and will con¬ tinue along these lines, great good may be hoped for, but it will be a happy sur¬ prise to us all if they do so continue. I have the honor to be, sir, your obedient servant, E. H. Conger. EDUCATIONAL REFORMS. [Translated from the Sin Wan Pao of Shanghai, of September 2, 1901.] The following edict was received by the grand council on August 29, and was telegraphed to this paper yesterday from Sian: The examinations form that important system by which men of talent are selected (for official employment). Our dynasty has continued the ancient regu¬ lations of the Mings, who preceded us, and who used the “eight-legged” essay (as a test by which) to choose students (for office). Famous statesmen and eminent scholars came from among those selected in large numbers. During that period the students all stored their minds with the classics and histories, and mere ele¬ gance of composition was purposely relegated to a subordinate place. But (these regulations) having been in operation for more than two hundred years, many abuses have grownup, which have become more serious day by day. Students have regarded the system merely as a means of securing literary honors. Plagiar¬ ism has been practiced to excess, and there has been no clear exposition of the classics or the histories. It thus becomes urgently necessary to get out of the old ruts and make a search for real learning. Moreover, during recent years all nations have been brought into commercial relations with each other, and the wisdom and skill of the foreigner have increased from day to day, so that it becomes more than ever important that there should be intellectual intercourse between China and the West in order to the develop¬ ment of useful talents. The various examinations conducted by the Government can not but be changed, therefore, to suit the times, if they are to be depended upon for the accomplishment of the work needed. Beginning with next year, thenceforth, at the triennial examinations for the master's and the doctor's degrees, let the candidates be required at the first session to prepare five essays on Chinese government and Chinese history. At the second session let them be examined in the political economy and industrial sciences of foreign nations, the discussion of five themes being required. At the third session let them prepare one essay expounding a theme from the Four Books and one in exposition of a text from the Five Classics. The examiners, in passing upon the papers, must compare the results of all three sessions and thus determine upon the rejection or acceptance of candidates, and they must n6t give more importance to the themes of one session than of another. Candidates for the bachelor's degree and the bachelors at triennial test exami¬ nations. and at the examinations preliminary to those for the master's degree, will be allowed according to custom one extra session before the regular examinations begin, but instead of being examined in the ancient classics, will be especially tested in Chinese government and Chinese history and in the political economy and industrial sciences of other countries. At the regular examinations they will be required to prepare an essay on the exposition of a theme from the Four Books and another on a theme from the Five Classics. At the examinations for the selection of official examiners and at those of the Han-lin bachelors, which are held to determine who are to be retained in the col¬ lege and who are to be released from study and sent on official employment, one essay and one paper will be required; and at the palace examinations of the doc¬ tors one essay shall be prepared, and at the examinations for admission to Han-lin CONSULAR REPORTS. 1507 College one paper; all the essays being upon Chinese government and history, and the papers npon themes connected with foreign political economy and the industrial sciences. In any exposition of themes from the Four Books or the Five Classics in the above-mentioned examinations it will not be permitted to use the “ eight-legged ” arrangement, but the essays and papers must be practical and logical. There must be none of the verbosity and useless padding nor of the plagiarism that have obtained heretofore. Henceforth, after the issue of this edict, all must strive to rid themselves of these faults. Let them use the Four Books and the Five Classics for a foundation and apply their minds to the study of political economy. Let them take special care to avoid empty phraseology and to attain to a thorough understanding of the sub¬ jects studied and their practical applications, so that they may prepare themselves to become useful instruments in fulfillment of the desire of the court to find men worthy to be intrusted with office. As to the details of the regulations to be adopted for the conduct of the various regular examinations, together with all matter not yet determined relating to any further examinations, the board of ceremonies will consult with the board of national administration and make satisfactory arrangements, after which they will report in a memorial to us. Respect this. On the same day the following edict was received: In the custom of holding military examinations we have followed the regula¬ tions of the Ming dynasty which preceded us. But as the custom has obtained for a long time there have grown up a great many evils. The exercises with the stiff bow, with the sword, and with heavy weights, together with the archery exercises, both on horseback and afoot, have none of them really any relation to a soldier’s duties, and under present-day conditions are utterly useless. W e ought therefore to devise a plan introducing reforms, and earnestly seek after what is practical. Hereafter the examinations for the degree of military bachelor of arts and the test examinations of the military bachelors, together with those for the military master of arts and doctor’s degrees, are all forever discontinued. The present military masters and doctors are all required to enter the army and thoroughly learn their profession. As to the youthful, athletic bachelors and those who have heretofore been preparing themselves as candidates for the military bachelor’s degree, they may all be enrolled simply by enlistment (i. e., without examination). Hereafter each province will establish a military school, and a set of regulations will be adopted later prescribing the examinations to be held for the selection of officers, that thus we maybe able to secure the military talents which are needed. Let this edict be published abroad for the general information. Respect this. Minister Conger transmits from Pekin, October 1, 190i, translations of two more imperial edicts, providing for the establishing of schools throughout the Empire, and ordering the viceroys and governors to select and send students abroad for th e purpose of being educated in special branches of industrial science. The edicts follow: [Translation from the Pekin Gazette of September 29, 1901.] On the 5th day of the eighth moon the following imperial edict was received: The development of men’s talents is certainly at the present time of urgent importance. Some time .since it was proposed by the provincial authorities of Kiangnan, Hupeh, and Szechuen to select and send students abroad to travel and study — an excellent suggestion. Let the viceroys and governors of the various provinces all act in accordance with it and exert themselves to select students of mental gifts, upright character, literary talents, and a general knowledge of affairs, who shall go abroad to thor¬ oughly educate themselves, particularly in the specialized branches of industrial science. Let them acquire a thorough mastery of some profession, and genuinely exert themselves in the pursuit of knowledge. When their education shall have been completed and they shall have obtained their diplomas and returned to China, let the viceroys and governors and literary chancellors of the provinces concerned at once divide them into classes, according to the courses of study which they may have pursued, and examine them. If their knowledge shall really correspond with the statements made in their diplomas, the authorities mentioned shall issue a document certifying the same, and send it with the student to the board of foreign affairs, who, after further 1508 EDUCATION REPORT, 1900-1901. examination, shall select the most worthy and memorialize ns, requesting honors to be conferred on them. As to the expenses attendant upon such travel and study, let each province arrange some satisfactory method of j)aying the same, and it will be permitted to enter the item under the head of government expenditure. Should any person go abroad to study at his own expense, let the viceroy and governor of his province at once report the fact to the Chinese minister in the country to be visited, that he may look after such students as occasion may require. If he shall complete his course of study and obtain a first-class diploma, on his return to China he shall be permitted to enter the examinations on the same terms as the students which have been sent abroad by the Government. Afterwards they will await an imperial decree bestowing upon them, according to their attainments, the degrees of doctor and master of arts, that they may be prepared for official employment and to encourage the pursuit of learning. Let this edict be published abroad for general information. Respect this. [Translation from the Universal Gazette, Shanghai, September 17, 1901.] On the 4th day of the eighth moon a telegram was received saying that on the 1st day of the same moon (September 13, 1901) the following imperial edict was issued: Human talent lies at the foundation of all affairs, and in the cultivation of talent the most important thing is the improvement of educational methods. From of old it has been the glory of the academy that it has laid emphasis upon the practice of virtue and the cultivation of the arts. Therefore, in such times both theory and practice were attended to, and men of talent and virtue were numerous. But nowadays scholars are either empty pretenders or of no use or are fickle and wanting in sincerity. At present it is desired to remove these evils; but without reverence for teaching and exhortation to study there is no way of prospering the undertaking. Aside from the Imperial University at Pekin, which must be put in thorough order, it is commanded the viceroys and governors of the various provinces, each to convert the schools at the provincial capital into a college, and let each prefec¬ ture, subprefecture, and independent department establish an intermediate school, and each department and district a lower grade school with numerous primary schools. In the curriculum let the four books and five classics, with the three bonds and five virtues, form in a general way the foundation, and history, Chinese and foreign government, and industrial science be employed to supple¬ ment this course. Let earnest effort be made to inform the mind, to secure upright conduct, to improve both literary talents and character, and produce men acquainted with thev times, diligent in the pursuit of real usefulness. This will approximate the laying of a foundation [for] the completion of virtue and the improvement of talent, which will assist in fulfilling the purpose of the Throne to secure men equipped for the duties of government. Let each of the viceroys, governors, and literary chancellors earnestly consult together and proceed as directed. As to the teachers needed, the rules to be established for the schools, and the methods to be employed to reward those students who shall complete the course of instruction, and all the details of such regulations, let the board of national administration issue instructions to all the provincial authorities to pre¬ pare the same, and when they shall have been submitted, let the -said board, together with the board of rites, again examine them and prepare a memorial. Let this edict be published abroad for general information. Respect this. Minister Conger sends from Pekin, February 6, 1902, copies of two imperial edicts recently issued, which, he says, indicate the loosening of the bonds of old custom and the present trend toward a new order. The removal of the prohibi¬ tion of intermarriage between Manchus and Chinese is of political significance, as indicating a desire to emphasize less strongly the distinction between rulers and ruled. The other edict is in line with the policy declared in a number of recent edicts to encourage the study of Western methods. The edicts follow: [Translation from the Pekin Gazette of February 1, 1902.] The following imperial edict was issued to-day: Our dynasty, distinguished for its benevolence, has richly bestowed its benefits in overflowing measure throughout the whole Empire. No partiality has been shown to Manchu or Chinese, whether high official or people; but according to an old custom there has been no intermarriage between them. This was originally CONSULAR REPORTS. 1509 because, when the dynasty was first established, the customs and speech of the two peoples were considerably unlike, and therefore the prohibition was made. Now, however, customs and beliefs are alike, and, more than two hundred yearshaving passed, we ought to defer to the general feeling and remove the prohibition; and therefore we command that Manchu and Chinese, whether officials or people, be allowed to intermarry. Let there be no bigoted adherence to old custom. But, as for the Chinese women, for the most part, they have followed for a long time the custom of foot binding, which is an injury to the good order of creation. Hereafter, let the officials and gentry all exert themselves to gently persuade and lead the people, and cause them all to understand, in the hope that this old cus¬ tom may be gradually abolished. But on no account will it be permitted officials, clerks, or the slippery yamen runners to take advantage of this to go about har¬ assing the people with their prohibitions. But at the times for selecting girls for palace attendants, the Manchus must still be chosen; there must not be any selec¬ tion of Chinese, lest we fall into the corrupt practices of the former Ming Dynasty. We therefore make this restriction out of deference to the feelings of the [Chinese] people. Let this edict be published abroad for general information. Respect this. [Translation from the Pekin Gazette of February 1, 1902.] The following edict was issued on the 23d of the twelfth moon (February 1, 1902) : Our international relations are of the utmost importance. At the present time, when we are seeking to restore prosperity to the people and the Government, we ought more than ever to gather together those of superior merit. If those who go abroad will devote themselves earnestly to the investigation of foreign methods of government and the sciences of those countries, we may hope to so increase our talents as in some measure to meet the needs of the Government. At present, there are many students from the various provinces, zealous in acquainting them¬ selves with current affairs, who have gone abroad to study in foreign schools and learn a profession. This practice has never obtained among the imperial clansmen and the eight banners, and it is urgently necessary that they become more liber¬ ally educated. Let the imperial-clan court and the lieutenant-generals of the eight banners select young men from each banner between the ages of 15 and 25, „ of good character, intelligent minds, and sound bodies, and prepare a list to be sent to the grand council, who may report to us and await our appointment of an official to reexamine and make a selection of a certain number, who shall be fur¬ nished with means and sent abroad to travel and study, availing themselves of the opportunity to familiarize themselves (with foreign methods) and enlarge their experience, that they may assist the court in its purpose to cultivate talent for the service of the Government. Respect this. BUSINESS TRAINING FOR AMERICANS IN FRANCE. In view of the fact that we are finding new markets abroad for our products, I would call the attention of our manufacturers and exporters to one method the European exporter employs to extend and retain trade — a method which, so far as western France is concerned, has been almost entirely ignored by us. The young men of the United States should be given a practical business training abroad. It is just as essential that the American should have a knowledge of foreign busi¬ ness methods as for him to have a knowledge of the foreign language. These two trade weapons should go together when markets are to be conquered. Although our enterprise and progress are acknowledged, and we have attained a place in the foremost ranks in the commercial world, we can not expect to force our crisp and rapid business methods upon the conservative Frenchman. We may gradually convince him of the superiority of our system, but we must in the beginning make certain concessions. Our young men should come to France and obtain employment in some of the large business establishments for six months, one year, or two years, as the exigencies may require. True, wages are low here, but doubtless a number of young men could obtain employment which would at least pay their board, and the experience thus obtained would be beyond value. Large manufacturing and export houses could send young men abroad. In this 1510 EDUCATION REPORT, 1900-1901. city of 200,000 inhabitants I know of but one from the United States who is engaged in business, and he is with a retail firm. Young men from England, Wales, Belgium, and Switzerland are here temporarily, with the leading import houses, getting a practical knowledge of the language and of French business methods. Especially is this true of the coal and the wholesale commission trades, where deals are made for phosphates, lumber, and grain in cargo lots. In such positions these young men are often able to give valuable pointers to the exporter from their own country. They usually attend to the correspondence from their respective countries, study French, and obtain an insight into the metric system and French peculiarities in business. I am convinced that the sale of American coal in France during the past year would have been doubled had it not been for lack of information on the part of American producers concerning French trade, and their consequent inability to meet the requirements promptly on this side. Joseph I. Brittain, Consul. Nantes, France, October 24, 1901. DISTRIBUTION OF NOBEL PRIZES. Under date of December 11, 1901, Minister Thomas, of Stockholm, Sweden, writes: The prizes offered by Alfred Bernhard Nobel, the Swedish engineer and inventor, to those persons who contribute most materially to benefit mankind in the domains of physics, chemistry, medicine, literature, and in the works of peace, were awarded this year as follows: In physics, to Wilhelm Conrad Rontgen, professor at the University at Munich, the discoverer of the Rontgen rays. In chemistry, to Jacobus Henricus Van’t Hoff, professor at the University of Berlin. In medicine, to Emil von Behring, professor at Halle, the discoverer of the diph¬ theria serums. In literature, to Sully-Prudhomme, member of the French Academy. In works of peace, the prize was divided in two and awarded in equal parts to Henri Dunant, of Switzerland, the leading spirit in bringing about the Geneva convention and in instituting the societies of the Red Cross, and to Frederic Passy, national economist, of France. Each of the five prizes is for the sum of 150,782.23 crowns, or more than $40,000. Five prizes of like, or perhaps greater amount, will be awarded every year on December 10. Alfred Nobel directed that substantially the whole of his vast fortune be used for the benefit of mankind. Though the discoverer of dynamite, he instituted one of his grand prizes for works of peace. . His beneficence was as broad as humanity. He was more than patriot; he was the friend of the human race. In his last will he directed that no consideration whatever be paid to nationality, bnc that the worthiest be awarded the prize, whether he were Scandinavian or not. GERMAN EFFORTS FOR THE MANUAL TRAINING OF BOYS. Mr. von Schenckendorff, of Gorlitz, Prussia, published recently an article with reference to German efforts for the manual training of boys. He says that manual training of boys is becoming of great importance in all civilized countries. Manual training is most cultivated in France, the countries of the North, and in the United States, but England, Switzerland, and a number of other countries are making good headway. CONSULAR REPORTS. 1511 In Germany the idea of the manual training of boys found a ready response, as it was recognized that the one-sided system of German schools in training the intellect and the memory required a supplemental, practical education. This had been already advocated by such pioneer pedagogues as Comenius, Pestalozzi, Froebel, and others, but has only recently become a systematic branch of the education of boys. Progressive methods for teaching working in wood, paste¬ board, and metals, also in modeling, have been adopted for the boys of school age, and trained teachers conduct this part of their instruction according to established principles of pedagogy, similar to the “ Froebel’ ’ work in kindergartens. This instruction is not only for the purpose of imparting manual skill, but, above all, to stimulate and develop original creative work. The German society for the manual training of boys has about 2,000 members and is the champion of these efforts spoken of. One thousand manual training schools are in operation at present. A normal school for teachers of manual training exists at Leipzig under the direction of Dr. Pabst. A practice school is connected with it. The students receive instruction during the summer months. Until recently manual training was confined to separate schools but lately it has become a part of the public schools proper. This latter method is now recognized as the best. In Worms and Konigsberg experiments have been conducted in the public schools on a large scale for a number of years past, with the approval of the Government and aided financially by the municipality. They have given excellent results, which will soon be published. Richard Guenther, Consul-General. Frankfort, Germany, December 28, 1901. FRENCH WRITING SYSTEM FOR THE BLIND. In 1829 the Braille machine made reading possible to the blind. This machine is composed of a metal frame with a movable copper reglet, which slides across the frame. This reglet is pierced at regular intervals by little holes in squares of 6. There are 24 squares on the reglet and each square is susceptible of forming a letter. In order to write, a thick sheet of paper is placed on the frame between the reglet and a sheet of zinc, on which are depressions corresponding to the little holes in the reglet. The writer uses the left hand as a guide and, with a pointed instrument that he passes into the holes of the reglet, forms depressions in the paper that appear in relief on the opposite side. These dots form the letters. When one line is finished — that is, when he reaches the end of the frame — he moves the paper and begins another line, and so on, indefinitely. Since the characters must be read on the opposite side from the one on which they are formed, the writing must be from right to left. The blind must learn two alphabets — one for the formation of letters from the wrong side and one for reading them from the right. As the sheet of paper is fastened to the frame, it must be removed to correct a mistake. A new invention permits the blind writer to write as he reads — from left to right. He can thus correct as he writes, without displacing the paper. He has but one alphabet to learn, which he can acquire in six lessons. Mr. Dussaud, the inventor, uses the pointed instrument and reglet for writing, but instead of passing through the holes into depressions in the paper below, this instrument simply presses on small mobile keys, which are hollow, and in their 1512 EDUCATION REPORT, 1900-1901. turn press on raised metal points, which take the place of the hollows in the zinc plate of the Braille machine. The characters formed are thus in relief on the side of the writer, who can verify his writing without displacing the paper. In addition to the above advantages, the blind can calculate arithmetically ? which was not possible under the Braille system. There is no metal plate and the paper is much thinner. The machine can be folded and carried in* the pocket, and it is considered a great boon to the blind. W. P. Atwell, Consul. Roubaix, France, March 18, 1902 . FORESTRY IN SAXONY. The Kingdom of Saxony is divided into twelve principal forest districts, which are subdivided into one hundred minor districts. The following table 1 speaks for itself: Principal districts. Income. Expenses. Value of forests. Divi¬ dends. Dresden . . Moritzburg. . . . . Schandau . . . Grillenburg _ _ _ _ ... _ Tharandt . . . . . . Barenfels . . . ... Marienberg . . . . . . Schwarzenberg . . . .. . . Eibenstock . Auerbach . . . Zschopan . . Grimma . . $112,312. 70 89,929.85 353,335.36 200, 421. 70 13,727.52 334,701.10 436,286.03 535, 287. 01 384,646.04 361,884.86 206,383.03 218,061.22 $57,758.95 48,044.42 127,773.11 74,296.10 7,133.81 95,362.12 121,016.12 135,471.65 112,691.90 141,871.72 85,725. 15 88,219.80 $3, 234, 253. 00 '3,491,388.00 10,066,185.00 5,057,721.00 396,184.00 7,274,692.00 11,283.580.00 10, 257i 204. 00 8,779,320.00 7,364,981.00 5,541,759.00 6,791,132.00 Per cent. 1.69 1.2 2.24 2. 45 1.29 3.3 2. 79 3.9 3. 13 2.99 2.18 1.94 Total _ _ _ 3,246,976.42 1,005,364.85 79,538,399.00 2 2. 71 irrhe table is compiled from the latest statistics (1898) published in the Tharandter Forstliches Jahrbuch. It must be borne in mind that these are only for the forests owned and managed by Saxony, the forests of corporations and individuals not being included. 2 Average. The net profit was $2,241,611.57. Saxony possesses one of the best-regulated systems of forestry in the world. The school of forestry at Tharandt, in the* vicinity of Dresden, has sent and is still sending out some of the best-prepared foresters in Germany. Under their super¬ vision the forests of Saxony serve not only the purpose of giving the State a sub¬ stantial annual revenue, but they add a thousandfold to the scenery of the coun¬ try, thus attracting many tourists into these parts every summer. The most important feature of the forests, however, is the fact that they keep forever alive the fountains of water which spring from the highlands of the Erzgebirge and Saxon Switzerland. The forests furnish the material and the water the motive power to hundreds of pulp, paper, and saw mills, which in turn give employment to thousands of men, women, and children. For the benefit of students of forestry in America, I give the scheduled list of subjects taught in the Academy of Forestry at Tharandt: Chemistry, physics, mineralogy, zoology, mechanics, geology, mathematics, botany, surveying, his¬ tory of forestry, forestry in all its different phases, and game and fish laws. In connection with these lectures, excursions are frequently made into the forests to study the different woods, rock formation, and soil. Actual practice is in every case united with theoretical work. There is some talk at present of removing the academy from Tharandt to Leip¬ zig, in order to absorb it in the university. It is claimed that the students would CONSULAR REPORTS. 1513 thus have an opportunity of hearing a broader course of lectures, while materi¬ ally lessening the cost of maintaining the institution. It remains to be seen, however, whether this plan will be carried out. Ernest L. Harris, Consular Agent. Eibenstock. Germany, March 14, 1902. AMERICAN STUDENTS IN GERMAN UNIVERSITIES. The matriculation lists of the various German universities contain the names of many American students. Within the past few years women have been admitted, and a number of American lady students are now hearing lectures in some of the more frequented universities. Many American students come abroad without having any definite idea of the inside workings of a German university, what subjects it would be best for them to study, and what will be required of them in general. It seems to me that this subject, on the whole, is of sufficient importance to warrant a somewhat closer examination, and I trust that this report may be of service to those of our young men and women who have com¬ pleted American college courses and are contemplating further study in a Ger¬ man university. In connection with the following table I beg to state that the statistics given are for the year 1897, while the list of American students is for the winter semes1 ter 1901-1902, which I have obtained by direct inquiry: University. Professors and in¬ structors. Students. American students. Berlin . . . . . . . . . . . . 334 8,313 156 Bonn _ _ _ _ _ _ 142 1,939 9 Breslau . . . - . . 134 1,493 1 Gottingen . . . - . . . 115 1,099 21 Greif swald . . . . . . . . . 86 964 Halle _ _ _ _ _ _ 138 1,477 14 Kiel . . . - . . . . 91 731 Konigsberg _ _ _ _ _ _ _ _ 105 721 Marburg . _ . . . . . . 74 1,006 6 Munster . . . . . 42 463 2 Munich _ _ . 173 3. 872 14 Erlangen. . . . . . . . . 61 1,180 3 Wurzburg . . . . . . . . 74 1,482 7 Leipzig. _ _ _ _ 200 3,047 59 Tubingen . . . 83 1,190 3 Freiburg. . . . . . . 109 1,453 18 Heidelberg . . . . . . . . 121 1,309 21 Giessen . . . 63 653 4 Rostock . . . ... . . 45 523 1 Jena . . . . . 91 812 3 Strassburg . . 121 971 11 Total 21 . . . . . . 2,402 34,698 353 All these universities except one have four faculties, namely, theology, law, medicine, and philosophy. The latter embraces the following departments: Pedagogy, philology, history, art, political economy, and all the sciences, such as mathematics, astronomy, physics, chemistry, geology, mineralogy, pharmacy, botany, zoology, etc. The universities of Bonn, Breslau, and Tubingen have each a Catholic faculty as well as Protestant. The university at Munster in Westphalia is only termed an academy, having but two faculties — theology and philosophy. The following courses of lectures will give a general idea of the character of 1514 EDUCATION REPORT, 1900-1901. the instruction in German universities, the lectures in the Protestant theological Introduction to the Old Testament. Interpretation of the Prophets. Interpretation of Old Testament. Palestine, people and customs. Introduction to New Testament. History of Christ. New Testament theology. The Gospel Mark. The Gospel John. Epistles to the Romans. Epistles to the Ephesians. The Primitive Church. During the winter semester, 1901-1902, faculty at Leipzig were — The church in the Middle Ages. History of church art. The church in the nineteenth century. Christian ethics. Theological ethics. History of church ethics. Christianity in the German colonies. Interpretation of the Lord’s prayer. Practical theology. Mohammed and Islamism. Comparative religion. The lectures in the Catholic theological faculty for the summer semester, 1902, in the university of Bonn will he — The Old Testament. The Four Gospels. Epistles to the Corinthians. The Apostles. Church history. Lectures in the law faculty for the summer semester, 1902, in the university of Heidelberg will be as follows: History of Roman law. Commercial law. Roman civil law. German criminal law. History of German law. Constitutional law. German civil law. International law. Law of things. Divorce laws. Canon law. English constitutional law. Sociology. Marine law. Lectures in the medical faculty for the summer semester, 1902, in the Univer¬ sity of Munich will be: Physiology. Pathology and therapeutics. Births. Eye, clinic. Physical diagnosis. Surgery, clinic. Medicine in general. Bacteriology. Diseases of the insane. Topographical surgery and anatomy. Diseases of children. Ear, clinic. Diseases of the throat. Diseases of the mouth. Diseases of the skin. Sexual diseases. Microscopy. Medical chemistry. Surgery in time of war. The nerves. Anatomy of the brain. Diseases of the stomach. Internal medicine. Lectures on history and philology delivered in the philosophical faculty of the University of Halle during the winter semester, 1901-2, were: Ancient History. History of Rome. Alexander the Great. The German people since 1871. History of the Crusades. History of Prussia. HISTORY. The Renaissance. Prussia since the Great Elector. Frederick the Great. The French Revolution. Revolutions of 1848. The Reformation. CONSULAR REPORTS. 1515 1 PHILOLOGY. Sanscrit. Songs of the Rigveda. Songs of the Sacuntala. Songs of the Atharvaveda. Old inscriptions in India. Language of the Phoenicians. Language of the Assyrians. English philology. Dante’s life and works. Arabic. History of Greek art. Greek poetry. The Age of Homer. Latin prose and poetry. High German grammar. History of German literature. French philosophy. Boccacio’s Decameron. Many Germans, during the four years of their student life, make it an object to attend several universities. Such universities as Berlin, Leipzig, and Munich are given the preference in winter, for the reason that the students are thus per¬ mitted to attend operas, concerts, theaters, etc., not to mention visits to the splendid art galleries and other attractions. In summer Heidelberg, Bonn, Frei¬ burg, and Tubingen are given decided preference on account of beautiful envi¬ ronments and opportunities for leading a more out-of-door life. In theory all German universities are on an equality in the eyes of the law. If, for example, a student should spend six semesters in the University of Munich, there is nothing which will prevent him from going up for a degree in the University of Berlin at the beginning or end of the seventh semester. I would advise American students, however, to spend at least two semesters in the university in which they expect to take a degree. A personal acquaintance with the professors who will carry on the examination will be found to be of great advantage. The student will have had time to familiarize himself with the lectures of his examiners, and what is more important, perhaps, will have given them an opportunity to form an opinion, not only of the character of his work, but of the student himself. Nearly all German universities now have faculties which teach the natural sciences. Especially is this the case in the universities of Berlin and Heidelberg, where the laboratories are fitted out with all the latest improvements. Of the 21 universities mentioned above, that of Berlin stands easily at the head. There is no better place in Europe for the study of medicine than the hospitals of Berlin, taken in connection with the university lectures on medical subjects. Yet, in spite of the fact that Berlin strives with all the means in her power to attract the best brains and skill from the minor universities into her fold, she has never been successful in diminishing the luster which hangs about such universities as Heidelberg and Leipzig, which to-day still dispute with her for the mastery along certain lines of work. Berlin is great in medicine and philosophy, but Heidel¬ berg is also great, not only in these two branches of learning, but in law and chemistry, while Leipzig stands at the head in history and economics. There are many names linked with these universities whose fame in their special lines of work has gone far beyond Germany. Virchow, Bergmann, and Koch in Berlin, together with Czerny and Kussmaul in Heidelberg, are known to the medical profession all over the world. Since Billroth’s death, Czerny is con¬ sidered one of the best surgeons in Europe. In Leipzig Lamprecht reads lectures on history which have given birth to a new school of thought. Brentano in political economy (Munich), Sohm in jurisprudence (Leipzig), and Mommsen (Berlin) may be mentioned as being foremost in the rank of those who exert a powerful influence upon the world of scholarship. In Heidelberg, Kuno Fischer, although nearly 80 years of age, still gives lectures on philosophy and literature with an eloquence and charm which leave a lasting impression on the minds of all his hearers. American students are permitted to matriculate in German universities on the 1516 EDUCATION REPORT, 1900-1901. production of a passport. If, however, it is the intention of the student to take a degree, he must either present a college diploma or pass an examination before being admitted as a candidate. There has been some agitation recently to make stricter entrance conditions to foreigners, but this need give no American uneasiness, for the reason that the movement is directed against students from Russia, and the Balkan States. The expense of living in a German university is not high. From $600 to $800 a year ought to be enough to satisfy the most fastidious tastes of any American, provided he has come abroad for the purpose of study. Many American students are getting through on a much smaller sum. The matriculation fee in most universities amounts to $4.75. The private lectures cost about $4. 75 a lecture of four hours each week during one semester. No student should register for more than four lectures in one semester. A small fee must be contributed each semester to a sick fund, which entitles the student in time of sickness to medical attendance, medicine, and admission to the university hospital free of charge. Most German students rent a room and take their meals in some restaurant, or wherever they choose. It is a custom among them, for the most part, not to patronize the many boarding houses which exist in every university town. It would be well, perhaps, for American students to follow the German plan, by taking a room costing from $7 to $9 a month, including coffee. Dinner and supper ought not cost more than $25 a month in any of the university towns. A thesis, or ‘‘Arbeit/’ which must show original research, and an oral exami¬ nation which lasts two hours are still indispensable factors in obtaining a doctor's degree. The old custom of defending the thesis has been practically abolished in many universities. In most branches of learning which fall under the philosoph¬ ical faculty, including the natural sciences, one major subject (Hauptfach) and two minor subjects (Nebenfacher) must be selected by the student as a prelimi¬ nary requisite for a degree. He may select whatever subjects he sees fit so long as they fall under the same faculty and have some cognate relation. His thesis must be chosen from the major subject, and may, in the philosophical faculty, be written in any one of the ancient or modern languages which has an established literature. The degree conferred by the law faculties is J. U. D. (Juris utriusque doctor) — that is, doctor of both laws, canon and civil. In this faculty the candidate must prepare two written interpretations, one consisting of a paragraph from the pan¬ dects of Roman law and the other on some practical subject chosen from either international, constitutional, or German civil law. During the verbal examina¬ tion the candidate must be able to translate and interpret at sight a paragraph from Justinian’s Code (Corpus juris civilis) . The actual conferring of the degree is accompanied with ceremony. On the following day the dean, clad in the robes of his order or faculty, receives the candidate in private audience and requests him, before the degree is finally conferred, to repeat a somewhat lengthy Latin oath. I have some misgivings, however, about the practical value of this degree to an American student who proposes to practice law in the United States. The subjects taught under this head, with the exception of constitutional and interna¬ tional law, must be considered luxuries, which no doubt add much to the student's erudition, but can never be of material value. The civil law has, of course, a far-fetched analogy with the common law, and in a very few American universi¬ ties is taught in connection with the latter. Unless, however, an American stu¬ dent intends to teach law it seems to me that there are other subjects in a German university which he might study with more advantage and profit. The seminaries in German universities are, in the opinion of many competent to judge, fully as important as the lectures. These seminaries give opportunities for practical training, and stimulate the student to original research. Each pro- CONSULAR REPORTS. 1517 fessor usually holds one weekly, and a thorough, critical study is made of the sources upon which the lectures are founded. The seminary is to the student of history what practical hospital work is to the student of medicine, and all these seminaries are, as a rule, attended only by those students who are ambitious to learn. The lectures in most universities begin about the 15th of October and close on the loth of March. This period of time composes the winter term, or what is more properly called semester. The summer semester begins on the 15th of April and closes about the end of July. This is universal in all the universities. I have known American professors to come over in June after the close of their college work, matriculate in a university for the remaining lectures of the sum¬ mer semester, and win a doctor’s degree at the end of four or five years, always with the provision, of course, that they returned regularly every year for at least six weeks’ attendance on lectures. This plan has its good points, and is worthy of consideration by those who are thus situated. The technological universities in Oermany are as follows: University. American students. Charlottenburg . . . . : . . . . _ . . 21 Aix-ia-Chapelle . _ _ .. . __ . . 1 Darmstadt . . 6 Dresden . . . . . _ . . . 7 Hanover . . . . . . _ . 1 Karlsruhe. . _ .. _ _ _ _ ... ... . 11 Brunswick _ _ _ _ _ _ _ _ _ 4 Munich . . . . . . . 4 Stuttgart . . . 3 Total... . _ _ _ _ _ 58 Of the total 411 American students at present attending the various German universities, 353 are matriculated in the 21 classical, and only 58 in the 9 techno¬ logical universities. Each one of these latter universities is fitted out with a trained corps of professors and instructors, who teach all the cognate subjects which come under the following heads: Architecture, shipbuilding, general sciences, commercial law, food stuffs, engi¬ neering, chemistry, electricity, metallurgy, sugar, mechanics, smelting, political economy, pharmacy, textiles. Students are admitted on the following conditions: (1) Proof of sufficient academical education. (2) Certificate of moral character. (3) The applicant must have passed his eighteenth year. (4) Consent of parents or guardian for students under age. The semesters and vacations are on the same plan as in other German universi¬ ties. Expenses are about the same. The influence of these technological universities on the industries of Germany is boundless. The iron, steel, and machine industries all over the empire; the textile industries in Saxony and the Rhine province; the chemical factories of Hochst, Offenbach, and Ludwigshafen; the beet-sugar factories about Magde¬ burg and Stettin, together with many other important branches of production, each and all owe something to these excellent institutions. Our system of education in the United States, together with a wide-awake, intelligent press, disseminates learning and information to the masses in a man¬ ner absolutely unknown in Germany. Many American universities now have post-graduate courses which are fully equal to those of Berlin or Heidelberg. The German system, however, is favorable to specialists who are permitted to devote 1518 EDUCATION REPORT, 1900-1901. their whole time and energy solely to their chosen work. Considered on the whole, the day is not far distant when American State universities and other well-endowed institutions will be able to march abreast with the best universities in the German Empire. The day is past when the 21 classical universities of Germany should serve as models or exert influence on education in America. They must give way to the Empire's 9 technological universities, which have adapted themselves to the actual needs of industrial life. I recommend them to American students coming abroad. Let us ingraft their methods of thorough¬ ness, as far as practicable, on our own institutions. The technological university and technical education own the future. Ernest L. Harris, Consular Agent. Eibenstock, Germany, March 2 1902. EDUCATIONAL MATTERS IN MEXICO. [Extracts from the message of President Diaz to the Mexican Congress referring to educational matters in the federal district and territories of Mexico, which extracts were received in translation from the State Department and are here inserted.] It is satisfactory to me to be able to inform you that during the school term which closed in December last 2,197 pupils completed their compulsory primary education in the federal district and territories, and that 1 ordinary and 2 extraor¬ dinary examination sessions were held, during which 283 applicants for admission were tested. The general popularity that has been attained by the system of instruction is revealed by the fact that official inspection has been solicited by 127 private schools, which is the largest number recorded up to the present. In order to perfect the knowledge of pedagogy on the part of the teachers, weekly conferences on the subject have been opened under the charge of technical inspectors, and in order to exercise a better vigilance over the fulfillment of the law in the private schools which have accepted official inspection, a special visiting inspector has been appointed who will explain the true meaning of the legal provisions. With the intention of obtaining more satisfactory results in public education, not only have the different powers and duties of the persons dedicated to that branch been better defined, but a physician has been appointed who will certify to the diseases that really prevent teachers from attending to their duties. In order to fill the positions in the secondary, professional, and special schools by the appointment of persons approved by competent examiners, a set of regula¬ tions was issued in October last for the guidance of the professional career, rees¬ tablishing the system of competitive examinations which had partially fallen into disuse. Several of these examinations have already been held and others will shortly be held. After a careful study by special committees which, under the direction of the department, have been engaged in revising the curricula of studies, the new laws relating to the superior primary and preparatory schools, as well as the schools of jurisprudence, medicine, and engineering, were enacted and came into force in January last, and in order to regulate the status of the pupils who are to continue their courses under these new laws extraordinary partial examinations were held which realized all our hopes. In order to continue the work of revision that was undertaken in the matter of public education, the department of that branch appointed special committees to form the programmes of study for the national conservatory of music, as well as a board, to study these programmes under the presidency of the subsecretary of CONSULAR REPORTS. 1519 public instruction, in order to prepare a new scheme, as will also be done with the other educational institutions that are not yet reorganized. In order to harmonize in the most methodical manner possible the teaching of the same subject when distributed between schools of different grades, commit¬ tees have been formed to study the programmes of those subjects throughout all the schools of successively widening scope, and programmes on drawing have been issued which are to be utilized from the elementary, through the superior primary, up to the preparatory school. The intellectual and moral improvement of the superior schools could not be effected if at the same time their apparatus, instruments, and furniture were not renewed, as part of them have not been altered for over thirty years. Orders have, therefore, been placed in Europe and the United States for a supply of sci¬ entific materials , and the laboratories of the national preparatory school will be properly equipped. Besides this, instruments have just been received from Germany for experi¬ mental psychology, and they will be divided between the normal school of pro¬ fessors and preparatory school, for the purpose of giving instruction in that science, and deciding, as far as possible, the intellectual and physical capacity for study of each pupil. Besides this, the necessary instruments have been received for the orchestra of the national conservatory; a model organ has also been purchased and erected in the same institution, and the other indispensable instruments will be procured. For the purpose of concentrating the materials for the study of our history, the documents contained in the archives of the old inquisition of Mexico and many manuscripts from the archives of the College of San Gregorio, have been pur¬ chased and deposited in the library of the national museum. Learned bibliophiles have been charged with making inventories of these archives, with the intention of publishing those documents which, on account of their historical importance, ought to be given to the public, and a paleographist will be appointed to make copies of the documents of most importance for the history of Mexico that are still to be found unedited in the archives of the Indies. The prosecution of the material work of reconstructing or repairing the build¬ ings devoted to public education, primary, superior, and special, has not been neglected, and in a short time the new building for the normal school of profes¬ sors will be completed. W ork has been commenced on the repairs and adaptation of several departments of the national preparatory school, in order to fit it for the improved plans of instruction, and in the same way, the necessary repairs have been commenced on the national school of fine arts, where a hall will shortly be opened for the purpose of a permanent exhibition. The work already commenced on the national school of agriculture, the school of arts and trades for women, and the department of the national library intended for night service has been continued. Scientific congresses.— The Executive has received a formal invitation to have Mexico represented in the coming International Congress of Americanists which is to meet in New York during the month of October, as well as in the Fourteenth Medical Congress which is to be held in Madrid in April of next year. Both of these invitations have been accepted, and the delegates will in due time be appointed so as still further to strengthen the intellectual bonds which Mexico has with other countries. Encouragement to art. — And, finally, the Government has endeavored by every means in its power to assist in the diffusion of learning and the development of artistic ideals, and therefore contribute by an exhibit of its schools to the success of the exposition of hand work which was organized in the Colegio de la Paz by the Mexican delegation to the Pan-American Congress. It also furnished space in 1520 EDUCATION REPORT, 1900-1901. the national school of fine arts for an art exhibition which was organized by the pupils of that school in favor of the sufferers from the recent earthquakes in the State of Guerrero, and cooperated in the presentation of interesting portions of a musical work that was recently composed by a Mexican author. EDUCATION OF MINING ENGINEERS AND SURVEYORS AND METAL¬ LURGISTS IN GERMANY. United States Consulate, Chemnitz, Germany, April 2, 1902. The same thoroughness and care which Germany is taking in the education of her young people in all branches of industry like textiles, and in engineering, etc., she is also taking in the education of men who are to occupy the higher positions in the mining industry. This industry, one might say, has a great many peculiarities, inasmuch as one must work shut out from the light of day, and certain precautions must be taken in timbering, observation of atmospheric conditions, etc., which may, if not carefully attended to, not only result in a loss of life, but also cause greaj; damage to property and to business in general. The law of June 17, 1901, which goes into effect July 1, 1902, makes it imperative for a man aspiring to a position in the higher state departments of mining and metallurgy in the Kingdom of Saxony, to pass two examinations before he is given such a position. A diploma from the “ Bergakademie " (Mining Academy) at Freiberg, in Saxony, is deemed sufficient to consider the candidate for such a position as having passed the first examination. Between the first and second examination a^eriod of three years must elapse before the candidate is allowed to try the second examination. During this period he must continue to study. He must also write a scientific paper concerning a subject in his branch and hand it to the examination com¬ mittee at least six months before the examination. The board of examination is called the “ berg- und huttenmannische Priif ungskommission ; ’ (the “mining and metallurgical examining committee ”) and is located at Dresden. The second examination is both oral and written. However, before being admitted to this examination the candidate must hand in — (1) A short sketch of his life; (2) proof that he has passed the first examina¬ tion; (3) a certificate showing the scientific and practical work he has done, and (4) must also show that he has passed in the thesis he is supposed to have written during the period between the first and second examination. The written examination consists in preparing two scientific theses, the subjects of which are given by the examining committee, about mining or metallurgy. For the first thesis a period of four months is allowed and for the second two weeks. The candidate must name all the books he has used as references and also take oath that he wrote the thesis himself. To make use of a draftsman for drawings is not allowed. If the committee decide that the theses are satis¬ factory, the candidate is allowed to take oral examination. The oral examination comprises questions concerning mining and metallurgical works, economical and statistical importance of the same, how the works should be run, and the Saxon State laws governing mines. This examination does not take place until a month after the handing in of the last written thesis. The duration of the examination is left to the committee, and not more than four candidates can be examined at once. After the oral examination the candidate is told whether he has passed the whole examination, that is, both written and oral, and receives a certificate to that effect and the title of ‘ ‘ Bergassessor ” or “ Huttenassessor ” ( “ mining assessor 5 ’ CONSULAR REPORTS. 1521 or “ metallurgical assessor”). Anyone not passing the examination is allowed to take it a second time, but only after the expiration of one year. To receive a position as assistant at the mining bureau or the mining inspection bureau, or as mine assistant or director's assistant, vice-smelting master, or metal¬ lurgical chemist of the fiscal mining district, a diploma from the Mining Academy is sufficient. The object of the Mining Academy at Freiberg is to give young men who have chosen mining as their calling a thorough scientific education in mining. Before we go further, a brief history of this school might be in order. The silver mines of Freiberg, which have been worked now for seven hundred years, have not merely enriched Saxony, but have also contributed a great deal to science. In Freiberg, one might say, the first real foundation was given to mining, enabling it to make the great progress which it shows to-day. To this progress the Bergakademie, or Mining School, at Freiberg, which was opened one hundred and thirty-six years ago, has contributed in a large degree. In the year 1702 a desire was shown to educate young men in branches which were not taught at the high schools, namely, analysis and surveying, and later metallurgical chemistry and mineralogy. This led to the founding of the Bergakademie on November 13, 1765. Lectures were first given at Easter, 1766. It was supported by money from the State, dona¬ tions, and part of the silver taken from the mines. To-day the school possesses a very fine collection of minerals and models, also a library of 54,000 volumes. In the eighteenth century there were students from every country in Europe at the academy, and to-day there are more foreign pupils than German. The num¬ ber of pupils in 1900 was 117 Germans and 128 foreigners; total, 245. An appli¬ cant for admission must be 18 years of age and show a certificate proving that he has had a certain prescribed preliminary education. German applicants must show a “ Reifezeugniss ” (diploma) from a Humanis- tisches- or a Real-gymnasium (the former is a school where, among other things, the Latin and Greek languages and literatures are studied, while in the latter more stress is laid upon modern languages), the Royal Trade Academy at Chemnitz, or some school on the same level as the schools just named. A foreign applicant must show a diploma from a school recognized by the State or country from which he comes. In addition, knowledge of the German language is necessary. No examination is necessary for admittance, but the applicant must be 18 years of age. Diplomas for positions as mining engineers, mining surveyors, metallurgists, and iron metallurgists are given at this academy. The course comprises four years. The plan of studies is different for the different positions of mining engi¬ neer, mining surveyor, metallurgist, and iron metallurgist. Course for mining engineers. First year: Advanced mathematics, first part; descriptive geometry, algebra, spherical trigonometry, physics, inorganic chemistry, mineralogy, crystallography, drawing, and drafting. Second year: Advanced mathematics, second part; mechanics, general science of mining, geology; petrifaction, doctrine of; exercises in determining rocks, crystallography, physics, blowpipe analysis, machine drawing. Third year: Mine surveying and geodesy, first part; practical geodesy, special mining engineering, exercises in mining engineering, science of ore dressing, making briquettes, engineering, science of deposits, metallurgy, art of building; machine drawing, second part; political economy, finances. ED 1901 — VOL II - 20 1522 EDUCATION REPOST, 1900-1901. Fourth year: Mine surveying and geodesy, second part; practical mine survey¬ ing, general principles of law, mining law, sketches of mining and smelting build¬ ings, exercises in science of ore dressing, mining and metallurgical bookkeeping, mining and metallurgical statistics, electro-technics, sketch of science of iron smelting, science of salts, general mechanical-metallurgical technology, special mechanical-metallurgical technology, art of assaying, examination of damps in mines. Course for mining surveyors. First year: Higher mathematics, first part; descriptive geometry, algebra, spherical trigonometry, physics, mineralogy, general science of mining, drawing, and drafting. Second year: Mine surveying and geodesy, first part; practical geodesy, higher mathematics, second part; special mining engineering, geology, mechanics. Third year: Mine surveying and geodesy, second part; practical geodesy, science of deposits, general jurisprudence, mining laws, political economy, finances. Course for metallurgical engineers. First year: Advanced mathematics, first part; descriptive geometry, algebra, physics, inorganic chemistry, mineralogy, practical crystallography, general mining engineering, drawing, and drafting. Second year: Advanced mathematics, second part; mechanics, art of assaying, geology, practical crystallography, practical physics, blowpipe analysis, qualita¬ tive chemical analysis, machine drawing. Third year: Metallurgy, machines, general jurisprudence, mining and metal¬ lurgical bookkeeping, mining and metallurgical statistics, quantitative chemical analysis, mine surveying and geodesy, first part; art of building, machine drawing with sketches, first part; doctrine of salts, political economy, finances. Fourth year: General mechanical-metallurgical technology, special mechanical- metallurgical technology, analysis, mass analysis, technical chemical analysis of gases, chemical technology, iron metallurgy, furnaces, electro-technics, electro¬ metallurgy, sketches of mining and smelting buildings, exercises in pyrometry and calorimetry. Course for iron metallurgists. First year: Advanced mathematics, first part; descriptive geometry, algebra, physics, inorganic chemistry, mineralogy, general mining engineering, drawing and drafting. Second year: Advanced mathematics, second part; mechanics, art of assaying, geology, practical physics, blowpipe analysis, qualitative chemical analysis; ma¬ chine drawing, first part. Third year: Science of iron metallurgy, metallurgy, machines, quantitative chemical analysis, mine surveying and geodesy, first part; art of building, machine drawing, second part; art of firing, political economy, finances. Fourth year: General mechanical-metallurgical technology, special mechanical- metallurgical technology, analysis of iron, mass analysis, technical chemical analysis of gases, iron works, sketches of mining and smelting buildings, general jurisprudence, mining and metallurgical bookkeeping, mining and metallurgical statistics, exercises in pyrometry and calorimetry. After finishing the foregoing courses of study the student is examined in the following manner: There are two periods of examination, called the preliminary examination and final examination. What is called the preliminary examination is mostly oral, and takes place after the second year of study, generally in the month of October, and CONSULAR REPORTS. 1523 the final at the end of the course. This final examination is oral on those subjects which relate to theoretical matter. Examination for mining engineers. Preliminary examination (after second year) : Mathematics, descriptive geom¬ etry, mechanics, physics, mineralogy, geology and doctrine of petrifaction. For the final examination the applicant must present a certificate showing that he has worked practically in a mine — worked at least 40 shifts, and written a report concerning the same; also hand in graphical work in descriptive geometry, mechanics, and drawing and drafting. Subjects of final examination: Mining engineering, art of assaying, science of deposits, mine surveying and geodesy, machines, mining law and general juris¬ prudence. The handing in of a long, written thesis, with diagrams, on some subject con¬ nected with the science of mining, is necessary. The problems and drawings worked out during the period of study, inclusive of those concerning building, are considered as special subjects for examination. The student must also show that he has heard lectures on the following sub¬ jects: Inorganic chemistry, metallurgy, metallurgical analysis, blowpipe analysis, building, electro-technics, iron metallurgy, general mechanical-metallurgical tech¬ nology, special mechanical-metallurgical technology, science of salts, political economy and finances, mining and metallurgical bookkeeping, mining and metal¬ lurgical statistics. The object of the practical course mentioned is to give the student the neces¬ sary preliminary instruction for the study of mining. This course begins the first week after Easter and ends with the close of the term. It is recommended that all students take this course. It is generally taken at some mine in the neigh¬ borhood of Freiberg, but the student can, if he wishes, visit other mines in the Kingdom of Saxony. The practical course must be taken in the following order: (1) Work in the mine at hewing, hoisting, timbering, walling — seven to ten weeks are to be spent in this work; (2) work outside mine in the smelting works and blacksmith shops, three weeks; (3) visits to different mines in company of a professor or mine offi¬ cial; (4) student must give a complete report of his observations during this course. Examination for mining surveyors. Preliminary examination: Mathematics, descriptive geometry, mechanics, phys¬ ics, mineralogy, geology. The candidate must furnish evidence that he has taken the miners* preliminary course, which has been already described. He must also exhibit diagrams in descriptive geometry, mechanics, and drawing and drafting. Subjects, final examination: Mine surveying, geodesy, use of instruments, science of mining, doctrine of deposits, mining law and general jurisprudence. The examination thesis must be a lengthy geodetic mine-surveying problem, giving all measurements, operations, and calculations. The problems which have been worked out, with drawings, during the course of study, are considered as special subjects of examination. In mining surveying, especially, the student must prove his ability by showing problems which he has specially worked out. Examination for metallurgists. Preliminary examination: Mathematics, mechanics, inorganic chemistry, min¬ eralogy, physics, exercises in blowpipe analysis, ore dressing. 1524 EDUCATION REPOET, 1900-1901. Final examination: Analytical chemistry (inclusive of mass and gas analysis), metallurgy, analysis, metallurgical technology, chemical technology. The subject of thesis for examination must be on the subject of metallurgy. The examination in analytical chemistry includes a qualitative and quantita¬ tive analysis, which must be worked out in the laboratory. The practical part of the examination in analytical chemistry is considered when deciding on the outcome of the examination; also, the problems and draw¬ ings worked out during the course of study, inclusive of those concerning building. Evidence must be furnished that the following lectures have been heard: Gen¬ eral science of mining, descriptive geometry, geology, iron metallurgy, machinery, general jurisprudence, building, electro-technics, political economy, science of salts, mining and metallurgical bookkeeping, mining and metallurgical statistics. Examination for iron metallurgists. Preliminary examination: Mathematics, mechanics, inorganic chemistry, min¬ eralogy, physics, blowpipe analysis, ore dressing. Final examination: Analytical chemistry (inclusive of mass and gas analysis), iron metallurgy, analysis of iron, metallurgical technology, machinery. An extended thesis on the subject of metallurgy. Examination in analytical chemistry includes a qualitative and quantitative research. As in the other branches, the work during the course is also considered in decid¬ ing on the outcome of examination. Evidence must be furnished that the following lectures have been heard: Gen¬ eral science of mining, descriptive geometry, geology, general jurisprudence, building, electro-technics, political economy and finances, mining and metallurgi¬ cal bookkeeping, mining and metallurgical statistics. Besides the mining academy there is also a mining school in Freiberg, but the two have nothing in common. The object of the mining school is to educate young men to become good master miners, subinspectors, and foremen. An examina¬ tion for admittance to this school is necessary, but is very rudimentary, and com¬ prises merely a knowledge of arithmetic, writing, and spelling; it presupposes, however, that the applicant is at least 18 years of age and not over 22, and that he has worked practically in some mine for at least a year. Certificates of good behavior, diligence, etc., must also be shown. The number of scholars admitted to this school depends on the needs of mining. The number must not exceed 60. The course comprises four years and is divided into 4 classes. The fourth class, or first year, comprises: German grammar, orthography, and style; taking down dictation; arithmetic; free-hand drawing and round-hand writing; ordinary writing; German and Latin letters of the alphabet; numbers. Third class, or second year: Mineralogy; crystallography; physical and chemical properties of minerals; classes of salts and stones; geometry, inclusive of plane trigonometry and the beginning of stereometry, or geometry of solids; descriptive geometry, first part; German language; German exercises on given themes. Second class, or third year: Physics — elements of practical mathematics, knowl¬ edge of sound, magnetism, heat, electricity, and light; mining — general doctrine of deposits, seeking of deposits, extraction, method of working, underground working, timbering; talks on general police rules for mining; descriptive geome¬ try, second part; mineralogy, second part; classes of minerals. First class, or fourth year: Surveying and drafting; mining, second part — hold¬ ing water, atmospheric conditions, hoisting, etc.; bookkeeping — introduction, inventory, etc.; machinery drawing and building; geology; first help in case of accidents- general knowledge of machinery. CONSULAR REPORTS. 1525 After finishing* the four years' course the pupils are given a- diploma in which is stated what they have accomplished and also their behavior during the course. This is then handed in to the “ Bergamt ” (mining office) and after examination legalized. A copy is kept at the mining office and can be seen at will by owners of mines. During 1901 there were 50 scholars at this school. The f oregoing will give a good idea of the education given to mining students in Germany. In closing, we might add that there are two classes of schools for the education of mining students. The higher schools are called mining academies and are intended to educate the higher class of mine officials. The oldest school is at Freiberg, opened in 1765. There is also an academy at Berlin, opened in 1861. Lectures are also given at the polytechnical universities in Aachen, on mining and metallurgy. The lower classes of schools are called mining schools. The obj ect of these schools is merely to educate the lower class of officials at the mines, and not to prepare students for the mining academies, or higher schools. Mining schools are found only where there are mines, as generally, besides class study, the students are work¬ ing in the mines for pay. The cost of tuition at the mining academies depends on the cost of the different lectures, and differs according to the number of lectures given weekly and attended by the student. Foreigners must pay 200 marks extra at the mining academy in Freiberg. Tuition at the mining schools is free. The following table gives the number of students who took the final examina¬ tion at Freiberg from 1872 to 1900: Year. Mining engineers. Mining j surveyors. Metallur¬ gists. j Iron met- | allurgists. 1872-1885 ... . . 105 46 70 6 1886 _ _ _ _ _ 9 3 14 1 1887.. . . . . . . . 9 6 14 1 1888. . . . . . . . . . 14 7 8 1 1889 . . . . . 20 H 1 1890 . . . . . . . . . . 8 8 7 4 1891 . . . . . . 16 2 4 1 1892.... . . . . . 11 5 4 2 1898... _ _ _ _ 9 4 10 1894 . . . . . 18 5 3 1895 . . . . . . 17 2 6 2 1896... . . . . 12 4 4 5 1897 . . . 9 10 6 4 1898 . . . . . . . . 22 6 8 5 1899 . . . . . 24 5 4 5 1900 . . . 18 12 | 8 Total . . 321 125 180 48 Number of diplomas granted . 285 118 161 41 Very respectfully J. F. Monaghan, United States Consul. CHAPTER XXXIV. CITY SCHOOL SYSTEMS. This chapter contains the usual statistics of city school systems in cities of over 8,000 inhabitants and in cities and villages of population between 4,000 and 8,000. It includes also statistics of evening schools in cities of over 8,000 inhabitants and of kindergartens in cities of over 4,000 inhabitants. The whole enrollment for the United States in cities of over 8,000 inhabitants was 4,090,819, an increase of 141,258, or 8.58 per cent. This increase is distributed as follows: North Atlantic Division, 67,398; South Atlantic Division, 27,016; South Central Division, 8,843; North Central Division, 22,934; Western Division, 15,072. The greatest rate of increase appears in the South Atlantic Division, where it is nearly 10 per cent, the highest shown by this division since 1891-92. The increase in the North Central Division of 22,934, less than 2 per cent, is the lowest of the five divisions. The enrollment in private schools was 897,099, a falling off of 32,238, or 3.47 per cent. Each of the divisions except the Western shares in this decrease, though the only decided loss appears in the North Atlantic Division, where the private-school enrollment dropped from 450,864 to 419,349. This falling off in the private-school enrollment of 31,515, which is more than 7 per cent, coming at the same time with an average increase in public-school enrollment, might suggest the thought that private schools in the North Atlantic Division are rapidly losing ground. Reference to the detail table shows, however, that a very large part of this loss occurred in the city of New York, which reports in private schools an enrollment less by 24,487 than the number reported for 1899-1900. In the returns from this city for 1899-1900 and for 1900-1901 the private-school enrollment is in both cases estimated, and this fact may in a measure account for the great differ¬ ence between the figures for these two consecutive years. And in general, when making comparisons between the statistics of private schools and of public schools as set forth in these tables, it should be remembered that the figures given for private schools are largely estimated, and therefore not entirely accurate. The total number of supervising officers reported is 4,733. This total shows no gain over the figures of 1899-1900, but an actual loss of 1, while the number of teachers shows a normal increase, thus raising the number of teachers to each supervising officer from 17.6 to 18.5. In each division the number of teachers to a supervisor is greater than that of the previous year. It will be noted also that the number of women supervisors is 59 below the total of last year against a gain of 58 in the number of men. The whole number of teachers was 87,561, a gain of 4,068, or 4.87 per cent, over the number reported in 1899-1900. The rate of increase 1527 1528 EDUCATION REPOET, 1900-1901. in the number of teachers being greater than the rate of increase in attendance, the average number of pupils to each teacher is thus reduced from 35.3 to 34.9. Table 6 shows that the number of pupils to a teacher is less in each division than in 1899-1900, and that for the United States there has been since 1897-98 a gradual increase in the relative number of teachers. The average number of sittings to a building is the greatest yet recorded. For several years there has been a gradual increase in seating capacity of the average city school building, though this should hardly be taken as a measure of the tend¬ ency toward larger and more commodious structures, which, judging from the printed reports of school boards and superintendents, is stronger and more gen¬ eral than the increase in the average size during this period would indicate. The summaries for the year 1900-1901 show that the number of buildings reported was 9,374, a gain of 184. The number of seats or sittings for study increased by 133,779, an average of 727 sittings to each new building added. Further evidence of the tendency toward larger and better buildings appears in the rapid increase since 1896-97 in the per capita value of school property, though, of course, the entire increase can not be assigned to this cause. In 1900-1901 the value of school property per capita of pupils in average attend¬ ance was $111.67, which is higher than that for any previous year, and $2.14 higher than the per capita value in 1899-1900. The rates of increase in the expenditure for supervision and teaching and in the total expenditure are greater than those of any other items in the list. The whole amount expended for supervision and teaching was $63,433,167, an increase of $4,249,601, or 7.18 per cent, over the pre¬ vious year. It will be noted that almost the whole of this increase occurred in the North Atlantic and North Central divisions, and hence the average annual salaries in these divisions take an upward turn, the gains being sufficient to offset actual decreases in the average salaries in the other divisions and raise the aver¬ age salary for the United States from $670.81 in 1899-1900 to $687.29 in 1900-1901. The table of average annual salaries of teachers in cities of over 8,000 inhabitants is printed in another chapter of this report. The total expenditure amounted to $107,663,785, an increase of $8,206,551, or 8.25 per cent. Table 11 gives the summarized statistics of evening schools in cities of over 8,000 inhabitants. There were 921 evening schools, employing 5.115 teachers, and having a total enrollment of 203,000 pupils. Comparison with the table published ip the Report of this office for the year 1896-97 show sthat since that period the number of evening schools has been augmented by 108, 974 more teachers are employed, and the whole enrollment increased by 19,832. The rate of increase in enrollment in the evening schools is lower than that in the public day schools during the same period. The summarized statistics of public and private kindergartens are given in Table 13. The whole number of public kindergartens in cities of over 4,000 inhabitants is 2,111 against 1,815 for 1899-1900. The number of teachers employed is 3,611, a gain of 285, or 8.57 per cent. The whole enrollment is 149,710, an increase of 18,053, or 13.71 per cent. Table 14 gives in detail statistics of public kinder¬ gartens maintained in connection with city systems of public schools. CITY SCHOOL SYSTEMS. 1529 Table 1. — Summary of statistics of cities containing over 8,000 inhabitants , slioiv- ing increase from previous year. 1889-1900. 1900-1901. ! Increase. Per cent of j increase. Number of city school systems . 568 582 14 Enrollment . . . — 3,949. 561 4. 090. 819 141.258 3.58 Aggregate number of days’ attendance. . 553,118,781 572.033.844 18,915,063 3.42 Average daily attendance _ _ _ Average length of the school term, in days.. Enrollment in private and parochial schools. 2, 946, 978 3, 054, 367 | 107,389 3.64 187.7 ' 187.3 a .4 • 929,337 897.099 a 32,238 a 3. 47 Male supervising officers. . . 2,358 2,416 58 2.46 Female supervising officers. . . 2,376 2,317 o59 a 2. 55 Whole number of supervising officers _ 4,734 4,733 ! al 1 0.00 Number of male teachers . . . 6,304 6,629 325 5.14 Number of female teachers . . . 77.189 80, 932 3,743 4.85 Whole number of teachers . . 83; 493 87,561 4,068 4. 87 Number of buildings . . . 9.190 9,374 184 2.00 Number of seats . . . 3.665:313 3,799,092 133,779 3. 65 Value of school property . . . 1 0322,777,996 $341,074,032 $18,296,036 5.67 Expenditure for tuition . . | §59; 183. 566 $63,433,167 $4,249,601 1 7.18 Total expenditure . ! §99,457,234 $107,663,785 $8,206,551 i 8.25 a Decrease. Table 2. — Summary , by States, etc., of enrollment, attendance, supervising officers, and teachers in cities containing over 8,000 inhabitants. 1530 EDUCATION REPORT, 1900-1901. ( -pa jurai jse £[93.1131) spotps [umoo.i'Bd pun 9jpa -i la ui jneurnojug; so 1 1 asigi llllll^‘ll : : ill ^'co'r-TgTO'g'g'g'g ; j jt-'r-T • 1 • 1 1 • ill 311 JTO'lO ^004' Number of teachers. i 0 B § S3 mn sssssasss mm Q0'r-r04'co'co'05' r-Tr-T in in r-T O Eh 1 Hill 04' t-T r-r ; t-0C5S ©4»353 © 1 © » 53 04 gjgggg -r SS^gSJdggg 1010 j5030 © h « 0 d 04 I1S1S rH *>3 ids •oouepuej -3.1? Ajrep 93nj9AY 0 1 i CO llifi rH rH isiisisai ism sa-*|'s¥||| “¥s¥“ 111 311 s'sF as'3 •siichid ’[['h jo eouupuejju ts£up 10 joqtunu 9jn39j;33Y es 1 1 g §1111 iiiii §¥§¥¥ S11SI121S IgSll ilSWllfl I'lWS co'04' Jg't-'TOT-jUOg' rH j-- co'io i-T gg| §11 m 111 HiOH ^ ^ t— ( ■spoqos £up oqqnd ui ju9iux[0.iua 05 S3 i Sllll ilsl¥ r-T r-T ISlllSsSl llgss 8¥°'§s¥§g¥ s¥«s' §11 ill 333 S¥S~ •0061 jo susu90 ‘uoij'Bjndo{j CO fr- 3 1 s Isiii lllll a'""”" llllllllg IggiiSglS III immim ill 04' ^'r-T04' •smojsAs [ootps £jp jo J9qumx 1 gssgs OCOO Cities of— - United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . North Atlantic Division: Maine New Hampshire . Vermont . Massachusetts . Rhode Island . . Connecticut . New York . . New Jersey . Pennsylvania. . South Atlantic Division: Delaware . . . Maryland . . . District of Columbia . . . • Virginia . West Virginia . . . South Carolina . . Georgia . Florida . . . South Central Division: Kentucky . . Tennessee . Alabama CITY SCHOOL SYSTEMS. 1531 1 ill 04 Jt-VT ■° lisiini i sb§¥s¥s¥ 11 i 1 CO j rH S°°I°°i i§ oT 04- ; {-- i Sill r-T i° iiiiisii I lO04t-©4C4t-?rHOf *88 1 8008~888 04- sssa i° 8S88S88S ! 144 C4£- 04-04 r-Tr-i 05 §11 1 i°°l°°lll 04” ”31- i° «sg s goo^ooxog 383=° i° isisssss ^83 3 gooSo°H|g N3>CO |° gsggsgsB «813 S |oOMC°rs j° gS§g8£S§ 03 COi>- CO 5?oo«o = r!oo ilile° ISlsIlli |*|ssf$¥s ?oo § -as * r°iooin 8 S tfSB* illll° 88881188 i ifii §Wiiiii ill 1 ill g -^lO r-T i°°l°°ISi 1 i ill lO 04 '*04'"# §!ils= illiilis “sSas'” ggggsWf SIS s ”¥¥ s googooggi 5 5 S3g 11111° llSSSselllll 11I001°°S|3 !illl¥li°sfi s¥i t sss rH' 04- -*04^040 g^gDg^S^^COjH ^*04 0,00040010 04 CO Mississippi . - Louisiana . — Texas . . Arkansas . . . IlnimL |li u m \3 IpifitlNll SfifSlgSgslal !| i ij i ■la :lj| !§|l«fl illllll i i : i j i i i i Silillll £ £ Table 3. — Summary , by States, etc., of school property and expenditures in cities containing over 8,000 inhabitants. 1532 EDUCATION REPORT, 1800-1901. CITY SCHOOL SYSTEMS. 1533 isigiiig mmmm «D ®J O CO C* ‘t-TtH CO 54,537 765,958 640,079 353, 1.50 ioor°Sii 3 1 111 r-T S* insisif iiWiiii OSrHO-rHrHrH rH |gg S -11 1 s00l"°^li i i ill 0* SUSHI! Ni>CCJ>t^lOC 111 3 pi i MS* rH g00l00lll 1 1 131 ^ rH ©StHoT eiiiins |S|g§Wg 111 i. -as a S00l00Ii3 * !S 836 1I1I1SSI goocgoogggg ■ill «!!!?! Iii|; I Table 4. — Comparative statistics of cities containing over 8,000 inhabitants, summarized by States, etc. 1534 EDUCATION REPORT, 1900-1901, Average daily ex¬ pendi¬ ture per pupil for all pur¬ poses. 14 Cents. 18.82 21. 70 13.08 11.30 16.67 20.10 14. 71 16.28 18.25 20. 77 17.98 17.75 25.92 17.47 18. 61 23.64 22.81 8.30 14.07 6.24 9.45 9.62 Average cost per day of tuition for one pupil. 13 Cents. 11.09 O 05 W 05 oi c© cc © o£ 9.38 10.68 8.57 11.87 10.81 10.02 14.71 9.96 9.02 8.03 13. 47 6.40 8.26 4.90 7.45 6.99 Total cost of schools per cap¬ ita of pupils in average attend¬ ance. H $35.25 41.20 23.67 20. 26 31.06 37.44 26.50 28.29 33. 27 39.70 35.26 34. 22 49.34 33.43 34.84 45.85 40.51 15.22 25.62 11 83 16.91 1 14.25 Cost of teaching and su¬ pervi¬ sion per capita of pupils in average attend¬ ance. li 22.85 16.19 15.07 19.05 24. 19 16.90 18.57 15. 61 22.69 21.20 19.31 28.00 19.07 16. 88 15.58 23.92 11.74 15.03 8.90 13.34 10.36 Value of school property per cap¬ ita of pupils in average attend¬ ance. OI $111.67 127.02 67.81 69.06 103. 46 122. 46 91. 47 136. 80 125. 93 167.95 128. 60 136. 42 127.68 86.05 105.60 110.02 57.74 118.69 40.93 133.85 31.36 50. 10 22.49 Average number of seats to a building. 55 405 OOj^DCOCO ^HCOCO^CO HO ! CO rH CO O H CO tH 1 1- CO 353 :$1 643 236 293 Average number of seats to each 100 pu¬ pils in attend¬ ance. 30 124.4 124.1 126.2 125.1 124.0 126.4 lOO j imoo OiCOir- CQ ! 03 o 1- © 1 05 l6 05 IQ ^ CC 1 05 HH tH CO 1 S3 CO O! rH CQ CQ CO iHlO rH rH [HHrHHHH rH rH ' rH rH 119.1 126.6 i 144.5 Average number of teach¬ ers to each super¬ vising officer. 18.5 CONOCO*- ; HOiWHH 16.3 15.5 18 3 24.5 32.7 18.2 16.3 15.0 25.6 53.4 42.0 14.9 17.1 11.4 46.6 30.7 Average number of pupils in at¬ tendance to each teacher. CO 34.9 34.4 34.8 36.5 35.4 34.4 26.5 30.3 29.5 33.5 30.1 31.8 35.2 34.6 36.1 31.7 33.9 28.6 45.1 29.1 53.2 39.0 27.2 Average length of the school term. Days. 187.3 05 O CO COCO 180.2 173.8 182.3 191.1 196.1 192.8 190.4 191.4 187.2 194.0 184.7 177.6 183.5 182.0 181.7 178.9 148.1 Average number of days’ attend¬ ance of each pupil en¬ rolled. H Days. 139.8 140.5 126. 6 130.8 144.0 135. 6 134.9 123.0 141.9 155.7 129.5 149. 5 137.5 133.5 137.7 149.2 115.0 137.3 139.2 119.1 fc-O o go? <3 Ratio of average attend¬ ance to enroll¬ ment (public schools). eo ** $ 0005 CO CO 74.8 70.8 j 77.8 81.5 66.1 77.5 72.2 69.7 73.6 76.9 62.3 77.3 75.9 65.4 69.7 73.8 68.6 Ratio of private school enroll¬ ment to enroll¬ ment in all schools, public and private. M s'°. ^ 00 OrH $ ^ioo5<*>co ^COiCHO T— I rH rH CQ rH rH 05 CO ©* GO* 05* O O* 00* * ' 05 rH jSS Cities of— rH United States . North Atlantic Division . . . South Atlantic Division . . . South Central Division . . . North Central Division . Western Division . North Atlantic Division: Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . . New Jersey . Pennsylvania . South Atlantic Division: Delaware . Marvland ...... ... _ District of Columbia . . Virginia . . . . . W est Virginia . . North Carolina _ _ South Carolina . . . Geoigia . Florida . CITY SCHOOL SYSTEMS. 1535 £83 : S8S3S&3S3 17.75 18.25 11.49 20.74 S : £ i J3> 3S8 ssa OClnfc- §8 88 O0O5t^ i ' CDHDodox'o: 838 coot-’ CO xo • S : \S ;o 333 ' S§3 sssa S8& j SSiSSSSSiS 838 S 388 S 8 i 9 | :3 is 838 888 CD CO CO as* : SSBSSgS^ 383 §2 s'sfc£ s 8 i g i N 88S 3§§3 ss’g: £gg i | rH rlrt T-n 3g§ 5 ggg g s i §i ;S ja sss 33S mi 111 i llllsSlS 131 g i i ji 111 133.3 117. T 121.1 sss ! HXiCHNCOiON i &mm$ co SSS 3 o I S3 j • CO . ^ SI 3t-OOHl-HCO ! CD ONOiCOlOO i gssassss O^rH rH 338 3 co ! co ; it- is OCOID 3^3 rHC><>> fcSils CO 8S53’ ! xC C5 S3 CO ^ xCxC o 1 XCfli 03 8SSg‘S' 8 CO i 8 j >'n is cc coo 888 jggg aCCaCOOOfc-^^^ gggg misigi O 00x0 CC Sjgg g xO ! Si '^£ i i> iii C5 0it~ SSI JO 00 "d* i-l CiOCCCOCDCDOCD ISIS S22ISS23 OH® SS3 S 3> • I i ' co ig XOC DCD ggg oisco £££ 04 CO CO CD Oi-OOOCOOCO giggg gsggggggg OOH . O £Sg g2 cc I 4 j 1 co is tcxo 333 HNX.-# !cdo ! 00 CD OC! fc- CO CO OS o sSss'sS iss : ^ogogjccg ; ; CtrH ! lO ss i 3 I ! o ! co : j j !o ua L- I o ^ is South Central Division} Kentucky . Tennessee . Alabama . i : i i • •ii > < i i i i i i ii*' i i « i ■ i i i >iii «'ii 1*41 till 'III l 1 1 1 1 ' ‘ jjjj « « ! * i i ! • 4 • i i > i i i < > • i i i i i i i i > i i i i i i ■ i i i > i i i i i i i.^ Illllili,- :q ::::::: 'A • _ . i i i i i i i i >« ii ij m $ fejffijjgli ofotSsSFSSSJz sS : i : ; ! iii i i i • i i i > i iii i ii* • iii i ii' i • i • i • i i i • ii i ■ ii i i • i » ■ ii « • ' i ' ■ ii i i i • i i i • i ii> i iii i i«t i \i i If 1 Ij SttfcM-gS^ 1 i i i ' i i • i i • i * i i i i ' i i ■ i i i i i » i I Ml 1 1 1 1 I I 1 1 1 1 1 1 1 ' ' 1 1 1 4 1 1 ' 1 1 1 1 I 1 ' 1 1 1 1 • 1 1 1 1 1 1 1 1 Ii !£o6 Table 5. — Summarized statistics of schools in cities of over 8,000 inhabitants from 1800-01 to 1000-1001, inclusive. 1536 EDUCATION REPORT, 1900-1901. tlfptt- I I'll 2 si! 5 i§l!llil!l! glglllSIlil 18838888881 18881388381 Illlillllii 8Wb¥s¥^ Expendi¬ ture for all purposes. 38838888188 liSWliWSi psgsss¥sgs 88818133188 SSsliliiSSS iiiiiisiiii iiWsiiiii SSS'iSSSSSSSSS •••"•'•♦'•'■•'.V |g|Sl M siiiiiiigis iisWggsisi jgKSSSSSgSS 53888838118 18883888181 iiliiisisis siiliiliili sssss¥sfa¥a¥ *****«■***«-» l|il| lltli minimi immmmm 88888881381 §1131111111 mmmmmi mimimmi ”"s"§3SSS"313S ””sas'sasa'ag si £ S C - 11881831338 iliiaiiiiii WNWoi'ccco'cd'ccccrora sisigiiiais mmmm mimtimm irnmmm irm £ ggssssssssi CO CO cot- oc X 30 c; oT c: cf 33888888388 33333181888 cococcocccco^*'^^ E © A (I |! 5 £ 1 H £ siiiiiaiiis s¥ss'igggg¥s isigiigggis isiiiiiiiii s¥aa=¥s¥s¥a *! X ssSlillSlsi SSSSSSgWfcS 83188313888 38888138883 35¥ss¥8¥a¥s¥ ’t?**-*-*-*-*-*** 1 * SSiiiiliiil cccc-^'^'.oioiococococo 88831888888 illililiSSI r-.nnr 3204 64 04030400' Ss |1^ 1 * Sgltelllllll 88888888888 SSSSS811II1 ^^^T-resfarofo* KS 311 its 13888888118 mimim tHi-i 03 34 C4 04 34 34~ 34~ 05 CO 38888818138 88118888888 S’lliWlilW iWllssiigi hsii jltit illglllligl iisiiiisisi iiiiiiiiiii 11SS3S&1S1 giSiSiiills iillsaSIlii gliliiiilll Siiiliiiiii sa¥ss¥¥s¥ss 2 c? o c c s-c-c aga g M isiiiiiisii iiiiiiiiiii 881SS38S18S iWiiiWsii iisiisslisi S ? >••§ i g g|c| £s sisisiiiiis 83838888311 ssssaasssas o 1 3 - J 1 j j j j ; I : j !J *s 1 p 5 * ’ ’ ■ • ■ ■ ■ ' • ’ a ' ■ ' ' ' ’ • ' ' ' ■ |j!ijjjjj!|||jii|j;|i!| Iiiiiiiiiii 6 50 South Central CITY SCHOOL SYSTEMS. 1537 iiiisiiisii iisinsiisg imiiisiii ss9Vssfs'ssa¥!j« lillllillli ssssssssMss mmmimm gmgggiss susiisiiii liiiiWiiii aiiiiWsgl sisiiiissii efefefefM-coofrfrfco-co* ggSSSSSSSgS Utilising llsBillgill ilsISISIlsi ill immim nmMmii mmirniim r-T r-T r-Tr- 01 OJCl N of of O! Oi-T(JlCo'lf5«o'«Dl^'od'oO 05 ofofoioicocococococo'^ miiSsSiii iiisiiims iiiiiiiiiii 11131111111 EililllilW llililfsill ^^ofoTcTcoo^ g^&SSSSSSS laiigiissi iisiiiiim igiigiiim MiiiMmii IlsliiSilll aWSss'SSSli lllllilSlll SlllSlIiils IIIIIIIIIII oi of of of of of of of cc of of mmwmm mmumm miiisiiii ofoscc~co~cccoco%*%h%t<^ x. ^ ^ ccVq ^§5 g§ S^gf os of co~cdcocc~ -^7 ^7 ^7 IIEIaSilll! iillSISilll ISIliiilpl oi'oi'oicocccccccoco'co'cd «0 X X <“f -7 cc~ -t7 UO X X C-7 01 Ol Cl COCO COCO '^'^^'^7 lillllillli lllslgillis IIIIIIIIIII i-: i-H r-7r-7r-i i-7r-7o> of 01 01 SgSSiSSISSS IlllSliglll 381SSSSS3SS lllllillill IlllisilleS igiilggglis iWsWSisss mmmMim siWs¥Ssiii lisiiiiiiii iiiiiiiiiii mmumm siiiiiiiiis mimmmi iiiiiiiiiii sssssssWsss ss|¥sg¥||¥g sss¥s¥ssss¥ siiiiisini iiiiiiiiiii iiigsiiiiii sssWililil l¥iiSi¥ls¥i S2¥sfSi¥li¥ rt^J-rtrirHrHrHr-r milling! ED 1901 — VOL II- •21 Table C. — Comparative statistics of city school systems from 1891-92 to 1900-1901, inclusive. 1538 EDUCATION REPORT, 1900-1301, ! or > 1 « t> C uauy ex¬ pendi¬ ture per pupil for all pur¬ poses. rt ■2 »o so cd so ed to o' so t-' ac 1 - s$3S333£3£g s smmmss ’lUff §•§131 M dS8SSS^S^8 | CD® 0>®0S 008303 ssssssescss os os os os os os oso 304 ad ad cc od ad cc os os oo •S' £§r | Hljl <** ' S cc Soc533ccSi:8 5388 85§332§g£:S ^$8is38Hi8i£83& S8SSSPIS5SS& ^COiqGCGOCCQOQOOg ^nnrtrlnrt 3$g338$S3;8;8 JSSSS^SSSS8I Valuo of school Itglrli ll1!!!3 5 i^gsssgggg 8 S g 8 g § 2 § g g S 3 S S' 3 § £ S' S' 3 §Jf H MM <3 fl ° 3 55 gisiiiiin mmmm ismiiisi 11 lift- flg X omr-i^oNOO-*^ U5 54r.KNX-ti.S84H ®rH'^aO©4-ios 5^f.;i'x5ix ^nHrtHHnnnHH •h L-L-0CCC^t-OC5C:C^ NXCC^OCtX^HC MiiH i i 1 1 ii.M i. t f 1 g s’ O ^ \ H <5 p !fill§s 1 o S « O ** TJ< OOl-ONKXCriS OO'tfiOiOiQCOOSOiO eet-000®CC®040 s I&S38&S8S8 s H ! 11 ! ii H§a-N w ^H5;c:^if:c5Ctxoi> * gggggggggg Ratio of private sH-afll os Jj-g rt o a SoSSg’l-g © 85 » ^DISXMOt-NOiriO- |53SSgS2SSSS i Ot-CCOOi^O^CCC^ XCXXHNC^OC A o 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 > 1 1 1 1 1 1 1 1 1 1 • 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ■ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ' 1 1 1 1 I 1 1 ' ■ ■ I 1 • 1 * • 1 1 1 1 1 1 1 1 ' 1 1 1 I ' 1 1 1 1 1 » 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 • 1 • 1 1 1 1 1 1 1 1 1 1 1 1 1 1 ■ 1 • 1 1 • 1 1 1 1 1 1 1 1 • » 1 1 1 1 » 1 1 1 r 1 1 t 1 » ■ 1 * f r ■ t 1 f 1 1 * r ■ . . . 1 1 1 ( 1 1 1 1 1 1 1 ■ 1 > 1 1 | 1 1 1 | 1 1 1 1 1 1 1 1 1 1 1 1 | 1 1 1 1 t 1 1 1 1 1 1 1 1 1 1 1 | 1 1 1 1 1 1 1 1 1 1 1 1 • 1 1 1 1 1 • 1 » 1 1 1 1 • « • 1 « 1 1 1 1 1 1 1 1 1 1 1 1 * 1 1 1 1 1 1 1 1 1 1 1 1 > 1 1 1 • 1 1 « ! 1 t 1 1 i 1 1 1 1 1 1 I 1 1 , | fN 1 1 1 1 1 1 1 ■ 1 1 H • 1 1 1 1 1 > ■ 1 1 ■ 1 1 1 1 1 1 1 1 1 1 ■ 1 1 1 1 1 1 1 1 Q • 1 1 1 • 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 aQ 1 • * 1 1 1 1 1 • 1 ' 1 ' • 1 * 1 1 • ■ 1 1 1 1 1 1 1 1 • 1 .pH 1 1 1 1 1 1 1 1 • 1 &1 • 1 1 1 1 1 1 1 • 1 1 I 1 • 1 1 1 ■ 1 1 1 1 1 1 1 1 « • • 1 *H 1 1 • 1 1 1 1 • • 1 Jsf • • 1 • 1 1 1 1 ■ 1 1 1 1 • 1 * « • 1 1 p- 1 • 1 1 1 1 • • • 1 1 1 1 1 1 1 l l . 1 1 1 1 1 1 1 1 1 | «rH « • 1 1 1 1 « * • 1 -*31111111 '2S W 1 ■ 1 1 ' 1 1 1 • • 1 1 1 1 • 1 1 1 1 JsSSSefSSfSl .3 i i : i i ! : • i !.s i i i i i i i ; i i ^ ( __ ^ ^ -H 1 1 1 1 1 • > > 1 1 1 1 ' 1 ' « 1 |»SSSaSSSJ|SSSSSSSaSS South Central CITY SCHOOL SYSTEMS 1539 SfeS!5feSU8SSfe s^deioe^aie® £££8388253 sasssssaasi' &3S88S38SSS 00* X 0 6 d X 3C 00 od X* X SSSSSSfcsESg 06 06 06 06 06 06 06 06 06 © ggsgg^sssg 0404050493020502 CO Oi ss«5&5:sa!fes SeSS8SS88f2S8 S333S£$Sig££53 sssssss^e^i sssasssssss i~ >o i- to id id id id id sssessssss t~ t- i - i- t~ i~ X X 06 fessssessss &s£8i§3g§333 S£^S^ii8^§ gS&2gSS8S8$ §£8d8g§3i2B^ SSSgSS&g gg 8ssoS82S88^ siiiiiiiii iiiisiasii siiiiiiiii NCSCCKCli-inH sSsissssSs -^^ffiffiaoccesooo Slg||SSS§S X'#CCfc-04 94 92i~X'# goSotoioSoSgo^oig •sssssss'ssi dC5i>dNl> L— L— XXi— (XO»CXi^»Ci>* x cc *c x jc ^ 2 cc iu'O^CX^OttNC ££££&£&&;£ Sgg&SS&ggSS SSSIsSl&Sc&Sag giliggSggg K^ONOJJXl'^" 'Him siii HHCDCC^K^^OSOD li ill’ll! il c«C505;eo30!OX'^x 1011111111 SI33333323 HOO^CJSC^COOiO iiiil’iiiii ggssggsggg CSSCC*XNH» *>*C5T--l©S<^COCO^COaO S§S^S”l2g:g:s - lOO , OOU 16-21 1,292 528 520 1,048 183 120,231 657 District No. 17 _ 1 [6-21 7, 859j ””412 2,533 2,632 5,165 190 732,640 3,856 Leadville . 12,455 6-21 3,136 500 1,016 1,106 2,122 190 298,110 1,569 Pueblo: District No. 1 _ } 28,157 (6-21 4,980 *69 1,328 1,474 2,802 188 332,933 1,771 District No.20*... \6-21 5,273 1,253 1,459 2,712 173 316,071 1,827 CONNECTICUT. Ansonia . . 12,681 4-16 3,115 175 1,169 1,235 2,404 *188 395,154 a 2, 102 Bridgeport _ 70,996 4-16 16,401 2,500 5,086 5,452 10,538 182 1,521,884 8,362 Bristol (town ) _ 9,643 4-16 2,168 44 1,030 998 2,028 193 294, 325 1,525 Danbury (town)* _ 19, 474 4-1 6 1 4. 493 610 3,087 196 458, 444 2,339 Hartford _ 79, 850 4-16*15.127 12,565 185 1,698,450 9,170 Manchester (town)... 10,601 Meriden (town) . 28,695 4AL6 6,365 1,800 4,067 200 662, 400 3,312 Middletown* _ 9,589 4-16 1,918 600 1,281 181 190, 231 1,051 Naugatuck (town)... 10,541 4-16 2,898 509 1,112 1,042 2, 154 188* a 273, 113 a 1,451 New Britain . . 25, 998 4-16 6,149 1,550 2,125 2,332 4,457 188 ‘ 667,501 3,550 New Haven . . 108, 027 4-16 23,301 3,085 9,008 8,648 17,656 200 2,863,520 14,317 New London _ ... 17,548 4-16 3,539 867 2,a59 190 358,250 1, 875 Norwalk (town)* _ 19,932 4-161 4,517 737 3,576 189 472,122 2,498 * Statistics of 1899-1900. a Estimated. b Estimated population of school district. Population of the city, 10,147. 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 CITY SCHOOL SYSTEMS, 1541 3LE 7. — Statistics of population, school enrollment , and attendance in cities of over 8,000 inhabitants , 1900-1901 — Continued. City. Total population, census of 1900. School pop¬ ulation. Pupils in private and paro¬ chial schools (largely esti¬ mated). Different pupils en¬ rolled in public day schools. N umber of days the schools were actually in session. 1 Ssj j J & . Pi m \ 111 j "0 j 1 SscS-S 0 S-d i j iutS g ; stcs ft i <1 Average daily attendance in public day schools. ilD * T. S O O O O w. C m £ 5 0 G O Male. Female. Total. 1 2 3 1 5 6 7 8 9 ; 10 11 CONNECTICUT— cont’ d . Norwich: • j ] [4-16 1,487 300 1,308 192 185,280 965 W est Chelsea dis- }a 17.251 \ I [4-16 1,093 122 988 190 ! 130,910 689 Stamford (town ) - 15,997 4-16 4.377 1.209 1,831 1.848 3,679 191 521,048 2,728 Torrington (town ) *._ 12.453 4r- 16 2.898 905 803 950 1,753 192 j 226,808 1,191 8.483 4-16 1,900 350 1,369 180 9,001 1 TV aterbury . . . - - 45,859 4-1 f 11,744 1.413 | 3,929 3, 758 7,687 : 194 ! i,2U,656 6,242 Windham (town) c___ 10,137 4.K 2,087 '803 . 1,423 191 271, 790 955 DELAWARE. Wilmington _ 76,508 6-21 11,019 194 1,644,344 8,476 DISTRICT OF COLUM¬ BIA. Washington _ 278,718 6-17 22,112 25,319 47, 431 176 6,513,548 36,672 FLORIDA. Jacksonville __ . 28,429 6-20 2,481 2,726 5,207 140 504. 700 3, 605 Key West*. . 17.114 6-21 | 5,580 2,000 770 825 1.585 160 141, 760 886 Pensacola . . . 17.747 6-20 1 4, 359 GOO 1.057 1.214 2.271 150 258,459 1,723 Tampa . . 15,839 6-21 4,217 920 941 1,881 1 160 205,440 1,284 GEORGIA. Athens. . . . 10,245 6-18 ! 3,111 *200 785 883 1,648 171 195,700 1,149 Atlanta . .. 89,872 6-18 18. 299 14,241 180 I ' 1,817,100 I I 10,095 I Augusta (Richmond County) * . . . d 39, 441 6-18 17,015 750 8,713 180 ' 1,152.900 6.405 Brunswick _ _ 9; 081 6-18 2,906 300 ’"”493 "**521 1.014 j 160 146.240 914 Columbus _ _ 17, 614 6-18 4.389 300 1,275 1,387 2.662 176 364; 144 i 2.069 Macon (Bibb County ) e 50. 473 6-18 14,008 900 3,447 3,899 7, 346 178 981,492 5,514 Savannah (Chatham County) . . /54, 244 6-18 18,000 4,024 4,740 8,764 182 1,203,202 6,611 ILLINOIS. Alton * . . . . . j 14,210 6-21 2,081 194 307,684 1,586 Aurora: District No. 4 1 f ' | (west)*.. ... . J 6—21 683; 740 1,423 182 196,014 1,077 District No. 5 l 24,147 I (east) _ _ | 1 (6-21 1 5,824 *1,263 1.380 1,411 2,791 192 p 422. 409 g2,200 Belleville . . _ 17.484 6-21 6.310 1.499 1.338 2,837 196 477,887 2,436 Bloomington _ 23.286 6-21 6.369 '“'400 1,991 2.201 4,192 172 589.224 3.426 Cairo . . . 12,566 6-21: 4,400 272 1,023 1.165 2,188 181 328,199 1,818 Champaign _ 9; 098 6-21! 2,837 250 883 898 1, 781 191 229,391 1.201 Chicago _ _ _ 1.698,575 6-21 626. 516 88.448 130.989 131, 749 282. 738 190 39,535,390 208,081 Danville . . ' 16.354 6-21 4.071 600 1.5C4 1,591 a 095 189 436. 212 2.308 Decatur _ _ _ 20.754 6-21 7,192 2,113 2.270 4.383 186 640.584 3.444 Dixon _ _ 7,917 6-21 1,826 268 480 507 987 178 129,584 72S East St. Louis: District No.l _ ) [5-21 ' 800 1,674 1,789 3,483 199 480,124 2,312 District No. 2 (T. 2 N..R.9 W. ) _ Y 29,655 J District No. 2 (T. j 2 N..R.10 W. )* J 1 1 15-21 1 560 60 1021 98 200 199 34,825 175 * Statistics of 1899-1900. a Population of city of Norwich. b Includes Rockville city, c Includes Willimantic city. d Population of city of Augusta. e Population cf the city of Macon is 23,272. /Population of city of Savannah. g Estimated. 1542 EDUCATION REPOST, 1900*1901, Table 7. — Statistics of population, school enrollment , and attendance in cities of over 8,000 inhabitants, 1900-1901 — Continued. City. Total population, census of 1900. School pop¬ ulation. Pupils in privato and paro¬ chial schools (largely esti¬ mated). Different pupils en¬ rolled m public day schools. 1 Number of days the schools | were actually in sessioxi. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attendance in public day schools. School-census age. | Children of school- census age. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 11 Illinois— cont’d. 81 Elgin . . 22,433 6-21 6; 062 250 2,149 2,141 4,290 185 671,365 3,629 Evanston: 82 District No.l . (6-21 3,221 250 862 866 1,728 190 251,858 1,326 83 District No. 2 (South. Evans- ton) _ _ 19,259 <6-21 1,964 300 463 548 1,009 190 155,065 816 84 District No. 3 (North Evans- ton;* . 6-21 406 16 139 176 315 188 49,859 265 85 Freeport.. . . . 13,258 6-21 3,701 725 1.042 1,191 2,233 1914 354,083 1,849 86 Galesburg _ _ 18,607 6-21 *6,885 500 1,719 ’ 1,872 3,591 174 505,400 2,904 87 Jacksonville . 15.078 6-21 4,640 *300 1.148 1,311 2. 459 1724 330,124 1,912 88 Joliet . . . 29,353 6-21 11,231 1.652 2.760 2.663 5! 423 i 165 788,360 4,261 89 Kankakee . 13,595 6-21 3,488 730 901 905 1,606 j 185 248,006 1,340 90 Kewanee . . . 8,382 6-21 2,700 3 925 940 1,865 ! 176 281, 750 1,610 91 La Salle . . 10,446 6-21 2,420 1,000 578 589 1,167 1 192 158,675 826 92 Lincoln _ _ 1 8,962 6-21 4,089 276 1,802 *171 213, 925 a 1, 251 93 Mattoon . . 9.622 6-21 2,745 127 889 1,087 2,076 187 234,828 1,281 94 Moline* _ ' 17.248 6-21 4,900 3.426 cl 505, 366 a 2, 852 95 Ottawa . i 10,588 6-21 *3,244 *350 . . . 911 840 1,751 192 268.655 1,401 96 Pekin . 8,420 871 860 i 1,730 170 225.254 1,324 97 Peoria . - . 1 56.100 6-21 19.214 1,684 4,625 4,783 9,408 196 1,503:227 7,669 98 Quincy . . 1 36,252 6-21 12,000 2,300 I 2,675 2,525 5,200 165 675,250 3, 650 99 Rockford _ 31.051 6-21 8.463 238 : 2,946 I 3,065 6,011 188 888,676 4,727 100 Rock Island . . . 19,483 6-21 5,859 895 i 1.819 1.855 3,674 172 511.803 2,975 101 Springfield . . 34! 159 6-21 10.214 1.500 ! 2’910i 1 2,966 5, 876 189 835, 172 4,419 102 Streator . . . 14,079 6-21 *4,852 *721 i 2,606 ; 184 363,674 1,976 103 Waukegan . . 9,426 INDIANA. 104 Anderson . 20,178 6-21 6,202 225 1,916 2,063 3,919 180 551,520 3.064 105 Columbus . 8.130 6-21 2.101 *200 807 847 j 1,654 180 229, 140 1,273 106 Elkhart . . 15,184 6-21 3,807 250 1,368 1,400 , 2.768 180 403,851 | 2,244 107 Elwood... . 12,950 1 108 1 Evansville . . . . 59,007 6-21 16. 274 4,239 4,435 8, 674 195 1.335,418 6.848 109 1 Fort Wavne . 45. 115 6-21 14,036 3,600 2,682 2,816 5,498 1874 836,812 4,463 110 | Hammond . . 1 1 12,376 6-21 3,901 1,000 1,019 1,103 2,122 190 265, 920 1.400 111 Huntington . . 9,491 6-21 ! 2, 637 500 869 827 1,796 174 250,908 1.442 112 Indianapolis . 169, 164 6-21 ! 40,073 27,334 165 3, 954, 703 21,377 113 Jeffersonville _ 10,774 8-21 | 3,371 200 887 1,009 1,898 168 252,031 ! 1,501 114 Kokomo . . . 10,609 6-21 1 2,814 125 1,140 1,245 2,335 176 332,664 1.890 115 Lafayette _ 18, 116 6-21 * 5, 785 1,000 2,974 185 418.285 : 2,261 116 Logansport* . 16,204 6-21 4, 758 700 1,453 1,498 2.951 176 424,160 2,412 117 Marion. . . 17,337 6-21 5.582 1,951 1,989 3.940 ISO 661.140 1 3,673 118 Michigan City _ 14,850 6-21 4! 514 894 921 1,815 178 267. 356 : 1.502 119 Muncie . . . . 20,942 6-21 5,629 411 1,961 2,033 3,994 180 500,900 2,780 120 New Albany . . 20,628 6-21 1 5,702 *400 1,834 1,907 3,741 180 532, 710 2,959 121 Peru . 8,463 6-21! 2,500 200 175 122 Richmond . 18,226 6-21 4,611 490 1,471 1,458 2,929 185 \ • i 2,362 123 South Bend 35, 999 1 124 Terre Haute . . 36,673 6-21 : 11,083 §551 3,321 3,569 6,890 188 998,907 5,302 125 Vincennes . . 10,249 6-21 3,123 700: 932 916 1,848 190 299, 250 1,575 126 Wabash . 1 8,618 6-21 2, 601 0 919 1,082 2,001 165 298.405 1,313 127 Washington . ! 8,551 6-21 2,602 600 832 861 1,693 1714 *212,936 *1,238 TOWA. 128 ! Boone* . | 8,880 5-21 2,890 160 1,020 1,260 2,280 180 321,471 1,798 129 j Burlington . . j 23,201 5-21 7,921 500 2,212 2,259 4,471 185 684,315 3,699 130 Cedar Rapids . 25, 656 5-21 8,969 *500 2,265 2, 247 4,532 180 793,440 4:408 131 Clinton . . J 22,698 5-21 1 5,894 6001 1,726 1,898, 3,624 185 507,820 2,745 * Statistics of 1899-1900. a Estimated. CITY SCHOOL SYSTEMS. 1543 Table 7. — Statistics of population, school enrollment , and attendance in cities of ovei' S,000 inhabitants, 1900-1901 — Continued. City. 'o m 3 32 f3 CD o a o . Ts’-1 o Is o Eh School pop¬ ulation. Pupils in private and paro¬ chial schools (largely esti¬ mated). Different pupils en¬ rolled in public day schools. Number of days the schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. 0 0 § rS u 02 iS li ? p, > < School-census age. Children of school- census age. Male. Female. Is 0 Eh 1 2 3 4 5 6 7 8 9 10 11 iowa— cont’d. 132 25,802 5-21 6,242 2,801 2,869 5,770 184 733,319 3,989 133 Davenport . . . 35.254 5-21 11,538 1,200 3,270 3,226 6,496 189 1,045,637 5, .533 Des Moines— i 131 Capital Park . 1 15-21 690 20 282 381 663 175 78,225 447 135 East Side . \ 62,139 •jo-21 6,036 300 2,015 i 2,206 4,221 177 543,489 1 3,071 136 West Side .. (5-21 11, 050 1 7.368 176 964.480 ! 5, 480 137 Dubuque . . . 36,297 5-21 12.773 3,000 2,457 2,523 4,980 185 708,370 j 3,828 138 Fort Dodge _ _ 12, 162 5-21 2,788 945 986 1,931 1754 263.250 | 1,500 139 Fort Madison _ 9; 278 5-21 600 642 671 1,313 173" 183,380 1.060 140 Iowa City _ 7.987 5-21 2,275 300 780 920 1,700 188 253,800 1,350 141 14,641 142 Marshalltown . . _ 11,514 5.21 3,427 150 1,230 1,293 2,523 175 346, 675 1,981 143 14. 07c 5-21 4,306 200 ! 2,669 180 6 379.080 62! 160 144 Oskaloosa.. . 9.212 5-21 2,989 0 1,073 ! 1,114 2,187 178 302,535 1,700 145 ■ Ottumwa . 18,197 5-21 5,897 140 *2,021 *2,362 *4,383 186 633,702 I 3,407 146 Sioux City . . 33,111 5-21 12,812 800 3,388 j 3,459 e;s47 1721 934,913 5.420 Waterloo: | I 147 West Side . l 10 i/5-21 1.206 *30 499 557 1,056 175 140,000 800 148 East Side _ 1 F ±<£, OoU (5-21 2,400 500 700 750 1,450 175 227,500 1,300 KANSAS. 1 149 Atchison . 15,722 5-21 6,000 400 1,002 1,102 2,104 176 276,627 1,572 150 Emporia . . 8,223 5-21 2,885 292 907 1.053 1.960 177 260. 721 1,473 151 Fort Scott . 10,322 i 5-21 4, 165 100 1,141 1,314 2,455 3160 303,994 1.900 152 i G-alena _ . . 10, 155 ! 5-21 2,880 967 1, 031 : 1,998 160 202. 037 1,262 153 | Hutchinson _ _ 9,379 5-21 2,843 *100 1,068 1,132 2.200 178 293! 344 1.648 154 ; Kansas City _ 51,418 5-21 16. 196 4,656 5, 007 9,663 1724 1.199/737 6.995 155 I Lawrence .. 10, 862 5-21 3,766 1,256 1,394 2,650 176* ' 368, 192 2,092 156 Leaven worth _ 20,735 5-21 6,865 1.672 L812 3, 484 180 495, 180 2,751 157 Pittsburg. . . . 10,112 5-21 3, 585 200 1.292 1,426 2, 718 180 489! 240 1,901. 158 Topeka . . 33,608 5-21 11,550 3.399 3,841 7.240 180 1,035.180 5. 751 159 1 Wichita . 24,671 5-21 7,771 2,283 2,549 4,832 175 643; 944 3' 679 KENTUCKY. 160 Bowling Green . 8,226 6-20 2,326 250 639 640 1.279 192 164,160 855 161 Covington ... . . 42,938 6-20 *17, 617 3,543 2,537 2,505 5,042 190; 714,400 ! 3, 760 162 Frankfort . . 9,487 6-20 2.604 250 758 863 1,621 194! 200.596 ! 1.034 163 Henderson . . 10,272 6-20 3,150 *200 1,010 1,139 2,149 *198 6326.502 L649 164 Lexington . . . 26,369 6-20 7,249 2,001 2, 174 4, 175i ! 2,932 165 Louisville . . 204,731 6-20 60,546 *6,500 13,381 14. 245 27,626 189 j 4.113,207 21.753 166 Newport . . 28,301 6-20 9,626 *1,600 1,951 2,062 4,013 *200: 6688,000 3,440 167 ; Owensboro (white | schools) . . 13,189 6-20 3,153 300 913 967 1.880 184 257, 7841 1,401 168 Paducah . . 19,446 6-20 5,619 1,449 1,660 3,109 183 422, 181 2,307 LOUISIANA. 169 Baton Bouge . . 11.209 170 New Orleans _ _ 287! 104 4-18 74, (XX) 15. 213 16,334 31,547 184 4.173,672 22,683 171 i Shreeveport* . 16,013 6-18 3,000 400 870 981 1,851 177 '247,800 1,400 MAINE. 172 Auburn . 12,951 4-21 8,782 2 185 180 277, 560 1,542 173 Augusta . li; 683 4-21 3,071 200 l’762 182 216’ 216 1,188 174 Bangor _ 21,850 4-21 6,428 1,000 1,575 1.639 3,214 173 498, 240 2.880 175 Bath . . . 10.477 4-21 3.010 0 1,018 '992 2,010 177 288,864 1,632 176 Biddeford . 16,145 4-21 5, 722 1,753 180 177 Lewiston . 23.761 4-21 8,303 2.300 1,737 1.378 3,115 185 394,975 2,135 178 Portland... 50jl45 4-21 14.911 1,500 4,543 4,024 8,5671 183 1,154,783) 6,310 * Statistics of 1899-1300. a The high school was in session 180 days. 6 Estimated. 1544 EDUCATION REPORT, 1900-1901, Table 7. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants , 1900-1901 — Continued. City. Total population, census of 1900. School pop¬ ulation. Pupils in private and paro¬ chial schools (largely esti¬ mated). Different pupils en¬ rolled in public day schools. Number of days the schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attendance in public day schools. School-census age. Children of school- census age. Male. Female. Total. ' 1 2 3 4 5 6 7 8 9 10 11 Maine— continued. 179 Rockland _ 8, 150 180 9,477 4-21 2,171 » 1,353 179 4-21 3,268 450 612 763 1,375 170 178,500 1,050 MARYLAND. 181 8,402 350 475 835 170 120,000 700 182 Baltimore _ . 508, 957 6-21 90,823 191 10,390,973 54, 403 183 17,128 184 9,296 728 777 1,505 146 159,743 1,094 185 Hagerstown . 13,591 2,061 1,574 MASSACHUSETTS. 186 Adams (town)* _ 11,134 5-15 2,395 480 2,243 185 325,045 1,757 187 Amesbury (town) _ 9,473 5-15 1,646 516 """‘602 “”592 1,194 192 184,309 959 188 Arlington (town) _ 8,603 5-15 1,504 100 701 797 1,498 190 235,980 1,242 189 Attleboro (town) _ 11,335 7-14 1,467 45 1,106 1,124 2,230 189 323,946 1,714 190 Beverly. _ 13,884 7-14 1,657 0 1,162 1,165 2,327 200 385,200 1,926 191 Boston . . . 560,892 5-15 90,144 14,083 46,933 44,863 91, 796 al94 15,833,116 81,614 192 Brockton _ 40,063 5-15 7,055 *744 7,179 *180 *1,020,240 *5,668 193 Brookline (town)* _ 19,935 5-15 2,934 318 1,855 1,762 3,617 198 566,082 2,859 194 Cambridge _ 91,886 7-14 10, 655 3, 004 16,203 200 2,536,800 12,684 195 Chelsea . _ 34,072 7-14 4,177 * 750 3,159 3,142 6,301 184 931,040 5,060 196 Chicopee* _ 19,167 7-14 1,582 891 1,188 1,205 2,393 192 391,102 2,031 197 Clinton (town) . _ 13,667 7-14 1,687 481 2,164 186 342, 054 1,839 198 Danvers (town) . 8,542 5-15 1,382 0 801 765 1,566 191 231,504 1,213 199 Everett.. . . . 24,336 7-14 3,012 0 5, 145 186 757,020 4,070 200 Fall River . ... 104, 863 5-15 21,627 5, 350 15,920 190 2,187,470 11,513 201 Fitchburg _ 31,531 5-15 6,111 2,000 2,159 2,122 4,281 187 668,899 3, 577 202 Framingham (town). 11,302 5-15 1,858 1,101 1,125 2,226 171) 317,103 1,849 203 Gardner (town) . . 10,813 7-14 1,334 0 9:10 946 1,876 181 289,057 1,597 204 Gloucester _ _ 26,121 7-14 2,968 235 2,417 2,511 4,928 183 818, 376 4,472 205 Greenfield (town) _ 7,927 5-15 1,305 22 771 783 1,554 200 247,600 1,238 206 Haverhill . . 37,175 5-15 5, 842 1,755 5,424 187 834,020 4,460 207 Holyoke _ 45, 712 7-14 9,479 3,422 3,476 3,416 6,892 190 992,180 5,222 208 Hyde Park* . . . 13,244 5-15 2,126 708 1,875 200 292,000 1,460 209 Lawrence . . 62, 559 5-15 10,527 3,136 7,687 1924 1,222,760 6,352 210 Leominster (town ) . . . 12,392 5-15 1.918 2,206 m 329,270 1,733 211 Lowell . . . . 94,969 5-15 14, 710 "4, '656 “6," 493 6, 199 12,692 181 1,760,406 9,726 212 Lynn _ _ _ 68,513 5-15 10,946 10, 150 200 1,722,200 8,611 213 Malden _ _ _ 33,664 7-14 4,182 1,297 3,138 3,304 6,442 187) 983,868 5, 247 214 Marlboro _ 13,609 5-15 2, 797 459 1,113 1,144 2,257 *180 6 367,380 2,041 215 Medford . . 18,244 5-15 3,264 *13 2, 057 2,036 4,093 188 585,244 3,113 216 Melrose * . . . 12,962 5-15 1,960 18 3,077 200 471,400 2,357 217 Milford (town) . 11,376 5-15 1.688 270 1,609 175 238,797 1,358 218 Natick (town) . . 9,488 5-15 1,577 12 1,000 902 1,902 180 296,280 1,648 219 New Bedford . . 62, 442 5-15 10,716 2,751 4,821 4, 750 9, 571 181 1,217,587 6,727 220 Newbury port _ 14, 478 5-15 2,351 604 2,014 189 295,029 1,561 221 Newton _ 33, 587 5-15 5, 482 955 2,997 3,104 6, 101 | 184 885,168 4,810 222 North Adams _ 24,200 j 5-15 4,600 1,400 1,657 1,719 3,376 188 507,976 2,702 223 Northampton . . 18,643 5-15 2,925 500 1,403 1.427 2,830 186 441,222 2,370 224 Peabody (town ) . . 11,523 7-14 1,366 402 992 912 1,904 197 297,076 1,508 225 Pittsfield _ _ 21.766 .5-15 3,892 767 1,912 1,942 3,854 187 565,160 3,051 226 Plymouth (town) _ 9.592 5-15 1,471 0 1,758 193 262,094 1,358 227 Quincy - - 23, 899 5-15 5,099 205 2,637 2,617 5,254 181) 799, 144 4,403 228 Revere (town) . 10,395 5-15 2,280 0 1,075 1, 102 2, 177 189' 349,342 1,849 229 Salem . . 35,956 5-15 6,092 2,433 2,684 2,303 4,987 200 793,000 3,965 230 Somerville . 61,643 7-14 7,291 1,081 6,102 6,243 12,345 1844 1,692,603 9,174 231 Southbridge (town) . . 10,025 5-15 2,065 1,104 606 586 1,172 191' 162, 159 849 232 Springfield . . . 62,059 5-15 10, 251 1. 458 6.008 5,566 11,574 194 1,716, 027 8,845 233 Taunton*.. . 31,036 7-14 3,745 644 2,714 2,607 5,321 cl 90 6833,110 4,204 234 Wakefield (town) _ 9,290 7-14 1, 124 960 961 980 1,941 183) 306,262 1,669 * Statistics of 1889-1900. « Including four legal holidays. 6 Estimated. c High school was in session 200 days. CITY SCHOOL SYSTEMS 1545 Table 7. — Statistics of population, school enrollment , and attendance in cities of over S.000 inhabitants, 1900-1901 — Continued. City. Total population, census of 1900. School pop¬ ulation. Pupils in x>rivate and paro¬ chial schools (largely esti- 1 mated). Different pupils en¬ rolled in public day schools. Number of days the schools were actually in session. Aggregate number of days1 attendance of all pupils in public day schools. Average daily attendance in public day schools. School-census age. Children of school- census age. Male. Female. Total. 1 2 3 4 5 6 7 8 8 IO 11 MASSACHUSETTS— COn. 235 Waltham . 23, 481 7-14 2,676 1,244 1,500 1,600 3,100 186/ 504,296 2, 704 pSfi 8,263 7 14 1,109 455 681 650 1,331 1,005 9,706 L466 500 1,382 185 214, 230 1.158 238 8,804 5-15 975 913 200 124, 200 621 239 Westfie Id ( town ) _ 12,310 5-15 2, 101 248 967 1,000 1,967 196 309,484 1.579 240 Wevmouth (town)... 11,324 5-15 1,901 *0 1,108 1.193 2,301 195 382,005 1,959 241 Woburn . . 14,254 5-15 3,220 298 1,577 1,359 2.936 186 468,806 2,521 242 118,421 7-14 14, 705 2,850 22, 522 200 3,382,000 16,810 MICHIGAN. 243 Adrian . . 9,654 5-20 2,530 328 891 838 1,729 191 251,165 1,315 244 Alpena. . . 11, 802 5-2C 4,484 1,500 1,022 1,014 2,036 193 294,804 1,528 245 14, 508 5-20 3,223 300 2,400 187 380, 222 2,033 240 Battlecreek. . . 18; 563 5-20 *3,943 *350 1,647 1,790 3,437 188/ 511, 212 2, 712 247 Bay City. . . 27,628 5-20 9,594 2,500 2.282 2,482 4, 744 197' 720,369 3,656 248 | Detroit _ 285, 704 5-20 81,681 15,397 20,670 19,633 40, 303 187 5, 724, 818 30,614 249 Escanaba . . 9.549 5-20 *2,706 700 885 954 1,839 193 233,144 ! 1,208 250 Flint _ _ 13,103 5-20 *3,170 200 1,010 1, 502 2,512 180 373, 320 ! 2,074 251 Grand Rapids ... ... 87, 565 5-20 27, 419 3,599 10,902 11.115 22,017 190 2,357,710 12,409 252 Holland _ i . 7,790 5-20 2,425 0 928 970 1,888 192 287, 210 1,432 253 Iron Mountain. . 9,242 5-20 3,072 25 1,251 1,125 2. 376 180 346,168; 1.921 254 Iron wood.. . . 8,705 5-20 3,138 450 1,280 1,098 2,378 200 424, 200 2,121 255 Ishpeming . 13, 255 5-20 2, 853 600 1 . 252 1,173 2,425 200 256 Jackson 25,180 5-20 6,058 1,944 2,110 4,054 1 185 542, 790 2,934 257 Kalamazoo _ _ 24, 404 5-20 5,913 2, 133 2,330 4,463 180 631, 756 3,509 258 Lansing _ _ 16,485 5-20! 4.442 335 1,447 1,622 3,109 190 510, 150 2, 685 259 Manistee _ ... 14,260 5-20 4, 712 1,141 1,365 1,484 2,849 196 465, 892 2,377 260 Marquette . . 10, 058 5-20 2,866 450 2, 278 191 351,440 1,840 261 Menominee . . 12,818 7-16 2,252 *350 1,559 1,636 3,195 180 455,430 2,397 262 Muskegon* . . . 20,818 5-20 7,074 1,000 2,647 2.538 5,185 187 658,240 3.520 263 Owosso . 8,698 5-21 2,850 923 1,002 1,825 192 292, 416 L523 264 Pontiac . . 9,769 6-20 1,940; 180 747 809 1,556 195 239, 835 1,230 265 Port Huron _ _ _ 19,158 5-20 * 6, 026 *960 1,988 2,088 4,076 195 558, 480! 2,864 Saginaw: 266 East Side 1 AO QA X 16-20 8,470 2,200 2,302 4.502 190 751,450 3,955 267 West Side*/ - 15-20 5,408 500 1,862 1,849 3, 711 193 525,539 2,723 268 Sault Ste. Marie _ 10,538 5-21 2, 700 300 a 2, 042 193 288,278 1,494 269 Traverse City . . 9,407 5-20 *2,400 250 "i,'060 ” 1,168 2,228 176 269, 456 1,530 270 W est Bay City _ 13, 119 MINNESOTA. 271 Duluth _ _ 52,969 5-21 13,500 2,000 5,239 5,350 10, 589 180 1,494,900 8,305 272 Faribault _ 7,868 5-21 2,000 400 604 615 1,219 180 164, 773 915 273 Mankato . . ... 10,599 5-18 *700 1 *1,700 175 242,692 1,386 274 Minneapolis . ... 202, 718 5-21 i 18, 527 19, 025 37, 5o2 182 5, 457, 631 29 987 275 St. Cloud _ _ 8,683 6-21; *2,950 1,176 556 698 1,232 178 181, 098 1,017 278 St. Paul . . 163. 085 10,000 12, 463 12, 834 25,297 190 3,836,693 20,311 277 Stillwater . 12, 318 5-21 ! 500 993 982 1 975 177 293 444 1657 278 Winona _ _ 19, 714 8-16 *4,866 *1,721 1,456 1,577 3; 033 180 518’ 760 2,’ 882 MISSISSIPPI. 279 Jackson _ _ j 7,816 5-21 300 1,768 180 280 Meridian . _ 14,050 5-21 *4,200 500 1,083 1,249 2,332 170 263,049| 1,547 281 Natchez ... ... 12, 210 282 Vicksburg* .. 14, 834 5-18! 800 775 1,321 2,096 180 ! MISSOURI. 283 Carthage* .. . 9,416 6-20' 2,874 100 1,095 1,240 2,335 180 295,380 1,641 284 Hannibal _ . 12,780 6-20| 4, 602! *300 1,135 1,402, 2,537 176 330,196, 1,885 * Statistics of 1899-1900. a Estimated. 1546 EDUCATION REPORT, 1900-190: Table 7. — Statistics of population, school enrollment, and attendance in cities of over S,000 inhabitants , 1900-1901 — Continued. City. Total population, census of 1900. School pop¬ ulation. I 6-4 1 ® 4? Different pupils en¬ rolled in public day schools. Number of days the schools were actually in sessioil. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attendance in public day schools. School-census age. ® be q-i 3 o ® a* i | 8 i ^ 'u ° P<° -111 5*3 a eo © 1 Female. Total. 1 2 3 4 5 i 6 I 7 | 8 1 1 9 10 11 MISSOURI— cont’d. ; 285 Jefferson City* . 9,664 6-20 1,863 527 i 578 496 1,072 180 125.640 968 286 Joplin . . 26,023 6-20 6.973 20 i 2,803 2,So2 5,665 140 j 5t3. 3~6 3.922 287 Kansas City . . 163,752 6-20 61.749 [ 13,363 14,917 28.280 180 ! 8,778,920 20,994 288 Moberly . . . 8.012 6-20 3,891 ”"'35 0 782j 879 1,661 176 | 219,470 1,247 289 7.982 290 St. Joseph _ _ 102.979 6-20 35,865 1,275 : 4.986 5, 553 10.5391 180 ! i, 316, 880 7,316 291 St. Louis . 575.238 6-20 164.021 26.000; i 38.762 40,512 79, 274' 193 11,218,704 58,128 292 Sedalia.. . . . . 15.231 6-30 5,136 ‘400: 1 1,541 1.699 3,240 180 I 463,602 2.593 293 Springfield . 23,267 6-20 7,151 500 2,706 2.763 5,469 160 571,680 3, 573 294 Webb City . 9,201 6-20 2,885 20 973 999 1,972 180 1 252,368 1,402 MONTANA. 295 Anaconda . 9.453 6-21 2,511 1,837 168 214, 704 1.276 296 Butte _ _ _ _ 30,470 6-21 11,247 1,290 7.007 179 ! 921 , 850 5; 150 297 Great Falls . 14.930 6-21 13 952 1,033 1.&&5 181 ! 277,928 1 1,536 298 Helena . 10,770 6-21 3,418 1,097 1,237 2,334 176 288,464 1,639 2TEBRASKA. 299 Lincoln . . . 40,169 5-21 13,731 3,460 3.687 1 , 14< 176 909,556 5,156 300 Omaha _ _ .. 102.555 5-21 30,150 " 2, 500 9! 327 9.648 18,975 184 2,731.461 ! 14.845 301 South Omaha. . . . . ! 26,001 5-21 6,205 *400 2,180 2,293 4,473 ■ 180 554,185 3,083 IsTEW HAMPSHIRE. 302 Berlin. . . . 8,886 6-16 2,330 *799 505 458 963 161 103,743 663 303 Concord (Union dis¬ I trict) . . . «19,632 1,317 1,319 2,638 *175 b 358,575 ■ 2,049 304 Dover . 13,207 64L6 2,243 997 904 1,901 | 182 248,430 1,365 305 Keene (Union dis¬ | j trict) . c9, 165 5-16' 1.424 224 723 792 1,515 177 203,727 1,151 306 Laeonia 8,042 1, 363 0 734 74l 1.475 170 160,990 947 307 Manchester _ _ 56.987 _ 5-16 I 9.388 4,000 I 3,896 ! 2.854 5.7.30 1734 699,788 4.091 308 Nashua . . 23,898 5-16 4.500 1,600 ! 1,932 1,825 3,757 1724 425,557 2,467 309 I Portsmouth . 10.637 5-16 1,685 *367 870 j 1.003 1,873 178'! 235,316 1,322 310 Rochester . 8,466 5-16 . 1,347 250 633 672 1,305 178 \ 165,243 928 24EW JERSEY. oil : Atlantic City * . . 27,838 5-18 ; 5,058 100 2,022 1,999 4,021 190 500,840 2,636 ql 2 Bayonne . . 32,722 5-18 ' 9,177 1,600 2,944 3.075 ; 6.019 192 - 764,160 3,980 ql3 j Bloomfield . 9.66S o—l8 ; *2,252 235 862 912 1J74 191 250,121 1,314 |l4 Bridgeton* . . 13,913 5-18 : 3.431 96 1,252 1,394 ! 2,646 183 313,598 1,712 ql5 Camden . 75, 935 i 5-18 *18,228 *773 6,134 6,688 : 12,822 *199 *1,653,889 *8.311 qi6 East Orange . . 21,506 5-18 *4.446 *485 1,970 2,037 j 4,007 187 563,498 | 3,015 ql7 Elizabeth*. . 52,130 5-18 12. 169 2.382 3.407 3,406 6,813 188 968,460 | 5; 129 X18 Hackensack ...... ... 9.443 | 5-18 2,091 124 962 910 1,872 190 258.041 i 1,358 ql9 Harrison.. . 10,596 4-20 3,500 700 *312 *388 *700 *188 *113.552 *604 Hoboken . . 59,3b4 4-20 *15, 219 2, COO 4,597 4.548 9,145 191 1.330,019 1 6.976 ga ' Jersey City . . 206.433 5-18*50.242 *6,963 15.884 16,290 32,174 192 4,318.464 ! 22,492 Kearney.' . . .. 10.896 5-18 , *2,677 *390 926 1,008 1,934 190 274, 2o8 1.443 Long Branch _ 8,872 5-18 i 3,100 86 1,384 1,327 2,711 190 384,9*0 2,026 §24 Millville* . . . 10,583 5-18 2,750 57 9S7 1.116 2,103 1984 289,765 1,459 §p Montclair. . 13,962 4-20 j *3,408 3~5 1,425 1,438 2,863 186' 384,090 2.065 Morristown . 11,267 5-18 *2,648 *856 742 773 1,515 186 218, 1x6 1,175 §27 Newark _ _ 246,070 : 5-18 60.000 9,138 ; 20,631 21,239 41, 870 180 5, 359, 753 28,2o2 ^23 New Brunswick . 20,006 : 5-18 *4.974 i 1. 428 ! 1,398 2,826 1884' 383,22i 2.033 Orange . 24,141 1 4-20 5, 896 1,820 1,821 1,875 3,696 189' 459.969 i 21423 $0 Passaic . 27,777 4-18 8,000 1,000 ! 2,477 2,506 4,9b3 192 &>0,293 ! 3.3U ¥ Paterson . . 105,171 i 4-20 *28,675 1 *3,000 i 8,909 8,940 17, S49 19S i 2, 347, 884 I 11,858 * Statistics of 1899-1900. b Estimated. a Population of the city of Concord. Population of the city of Keene. Tai 832 338 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 880 381 382 383 384 385 CITY SCHOOL SYSTEMS, 1547 t,f. 7. — Statistics of population, school enrollment , and attendance in cities of over S.000 inhabitants, 1900-1901 — Continued. City. Total riopulation, census of 1900. School pop¬ ulation. 1 1 ! 11 : CD S I* ’ •gj ah Different pupils en¬ rolled in public day schools. ,3 |I [3 3 O ^ ww ^ 0 & "ba.{3 C?r3 cm 3 III S'g'S r- o m ®_S*g Self d © d X Is ll ©3 tJC £ gs d <1 School-census age. O 'S 6 m to CM C- O 20 £ OQ r-J V O O 1 d © pi 1 3 4 5 6 7 8 9 10 11 NEW JERSEY — COnt’d. Perth Amboy . 17,699 4-20 4.500 800 1,601 1,586 3,197 190 425,030 2,237 Phillipsburg . . 10.052 5-18 *2.575 250 862 902 1,764 188 i 269.216 1.432 Plainfield . 15.369 5-18 3.400 500 1,376 1,321 2:69" 183 j 360.397 1,966 Rah wav . . 7,985 5-18 1.900 648 666 1.814 190 211. BU l.li5 Trenton* . 73.307 5-18 17.373 " 2,874 4,684 4,886 9,570 189 1.328.261 7.032 Union (town) . 15.187 5-18 5.000 600 1.516 1,535 3 05x 192 438.693 2,285 West Hoboken . 23,094 5-18 *5,803 750 2,378 2,299 4,677 193 625,977 3,243 KEW YORK. Albany . . . 94,151 4-18 19.867 4,254 6,501 6,395 12,896 181 1,835,419 ; 10,220 Amsterdam . 20.929 5-18 4.850 *934 1.391 1,409 2,800 193 449:518 2,329 Auburn . . 30.345 5-18 5.456 1.020 1.843 1.935 3.778 188 578. 248 3.076 Batavia . . 9.180 8-16 1,800 350 869 921 1,790 183 207,705 1.134 Binghamton . . 39,647 1 5-18 469 3,416 ! 3,539 6. 955 193 1,059,570 1 5A90 Buffalo* . . . 352,387 | 5-18 ; 71.600 20.094 29,394 ! 28,580 57.974 193 7,952,565 41,205 Cohoes . . . 23,910 j 5-18 A 881 2.057 1,361 1,426 2,787 188 362.248 1.927 Corning.. . . . 11,061 5-18 1. 500 '500 566 ; 535 1.101 194 158,912 819 Cortland . . . 9,014 4-18 1855 478 642 602 1,244 194 191,779 993 Dunkirk* _ _ J : 11,616 5-18 2I916 837 884 871 1,755 184 267,110 1,451 Elmira . . . J 35,672 i 5-18 7; 100 ! 1.200 2,623 2,770 5:393 1S9 824.618 U 144 Genera . ...j 10.433 i 5-18 2,400 469 773 830 1,603 190 234; 340 ! 1,233 GIptik Palls 12. 613 5—18 1.700 850 861 1 711 181 211 395 1 167 Gloversville _ ! 18,349 ! 5-18 *3; 331 100 1,591 1,636 3.227 194 497,292 2*563 Hornellsville _ j 11.918 J 5-18 2.491 442 999 1.040 2.039 191 293. 033 1.534 Hudson . . 9; 528' 5-18 2,225 350 668 668 1.336 192 203, 712 1.061 Ithaca * . . . I 13.136 5-18 2,267 575 1,035 1.126 2.161 191 827,981 U717 Jamestown . . ! 22.892 5-18 4. 545 280 2,201 2.213 4:414 189 6.54, 714 ! 3,464 Johnstown . ' 10.130! 5-18 2,007 0 946 951 1,897 192 288,183 | 1.504 Kingston: Kingston school j 1 f district . - 5-18 3,327 246 1,128 1,122 2,250 184 314,458 1,708 District No. 1 _ . District No. 2- i > 24,535, District No. 3. .. District No. 4 _ I 1.5 -18 729 175 238 220: 458 194 55. 694 287 Lansingburg . . 1 12,595 5-18 2,798 500 1,056 1. 035 2,091 191 292.627 ! 1.540 Little Falls _ 10.381 5-18 2;035 550 672 600 1,272 194 187,392 967 Lockport . 16.581 5-18 3:700 559 1,521 1,574 3.095 192 462, 959 2,390 Middletown . . Hi 522 5-18 2,800 250 1.193 1,183 2,376 188 351,282 1,872 Mount Vemoa . 20,346 5-18 4,862 502 2.145 2,143 4,288 191 609: 158 3.189 Newburg- _ 24,943 5-18 5,781 825 2.087 2:007 4,094 191 585.329 2:975 New Rochelle _ 14,720 5-18 1 3,600 536 1.472 1.501 2.973 188 405.212 2.158 blew York ___ . . 3. 437. 202 4-21 ■825, 527 98.026 281.846 278:072 559,918 191 75,812. 182 398.391 Niagara. Falls -- . .. ' 19,457 ! 5-18: 4,385 707 1.694 1,762 3,456 195 488,150 2,523 North Tona wanda . . . 9,069 5-18 2. SCO 461 975 1,052 2,027 193 304; 747 i i:579 Ogdensburg . . 12,833 i 5-18: | 3.446 507 1,375 1,271 2,646 184 333. 886 1,814 Olean . . 9.462 i 5-18 2,586 300 1,183 1,325 2,508 190 368:872 1.942 Oswego . . . 22; 199 | 5-18 5,439 1,039 1,910 2,018 1 3,928 192 584,064 ! 8.C42 Peekskill: District No. 7 ] r (Drum Hill) l in owi IJ5-18 1,348 100 544 578 1,122 193 152,281 788 District No. 8 / JLu, OOO i I | (Oakside) _ ] {5-18 880 30 443 420 863 193 114.474 593 Plattsburg . 8.484 5-18 2,373 231 | 1.191 986 2,177 188 283 504 1,508 Port Jervis _ 9.385 5-18 2,070 126 926 989 1,915 ; 194 299:266 1 542 Poughkeepsie _ 24; 029 5-18 4.400 600 1.591 1.637 3,228 181 452.681 1 2. .501 Rochester _ 162.608 5-18 35.830 *6,947 11,649 11,939 23,588 | 189 3, 501 : 880 ■ 18,484 Rome . 15,343 5-18 2,778 548 1.009 1.056 2,065 191 312,667 1,637 Saratoga Springs * _ _ . 12,409 4-18 2,557 48 1.187 1,300 2.487 Schenectady . 31.682 eML8 5.500 709 2.088 1,945 4,028 flag' 469, "330 2. 579 Syracuse . 108,374 24,500 2,893 10.426 10,664 21.090 195 3,053,700 15,660 * Statistics of 1899-1900. 1548 EDUCATION REPORT, 1900-1901 Table ■Statistics of population, school enrollment , and attendance in cities of over 8,000 inhabitants, 1900-1901 — Continued. City. Total population, census of 1900. School pop¬ ulation. Pupils in private and paro¬ chial schools (largely esti¬ mated). Different pupils en¬ rolled in public day schools. Number of days the schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attendance in piiblic day schools. School-census age. Children of school census age. Male. Female. Total. 1 2- 3 4 5 6 7 8 9 io 11 NEW YORK— eont’d. 886 Troy . 60,651 5-18 11,045 3,000 3,757 3,430 7,187 190 1,023,150 5,385 887 Utica . . . 56,383 5-18 12,050 2,209 4,452 4, 413 8,865 193 1,288,838 6,678 888 Watertown . . 21,696 5-18 4,270 193 2,004 1,939 3,943 193 572, 252 2,968 889 Watervliet.. . 14,321 5-18 3, 150 1,123 776 862 1,638 189 216, 535 1, 145 890 White Plains . . . 7,899 5-18 1,887 271 620 606 1,226 190 183,197 984 891 Yonkers . 47,931 5-18 7,323 2,306 3,902 3, 751 7,653 189 1,039,122 5,498 NORTH CAROLINA. 892 Asheville . . 14,694 6-21 4,000 600 1,111 1,187 2,298 169 257,900 1,526 898 18, 091 894 Concord . 7,910 6-21 2,800 115 479 523 1,002 178 154, 860 870 895 Greensboro . . 10,035 6-21 3,467 50 884 999 1,883 174 211,932 1,218 898 9 090 6 21 2,346 548 576 1,124 161 129,927 807 397 Raleigh 13, 643 398 Wilmington . 20,976 399 Winston ... 10, 008 NORTH DAKOTA. 400 Farp-o 9 589 OHIO. 401 Akron . . . 42,728 6-21 11,877 *1,232 5,058 4,921 9,979 182 1,144,234 6,287 402 Alliance . . 8,974 6-21 2,516 122 882 840 1,722 1874 256,592 ■ 1,368 403 Ashtabula * . 12,949 6-21 2,197 125 792 748 1,540 180 246,600 1.370 404 Bellaire . 9,912 6-21 3,265 915 903 1,818 174 222, 198 1,275 405 Cambridge . _ 8,241 6-21 2,232 0 926 909 1,835 175 252,398 1,442 406 Canton . 30,667 6-21 9,221 850 3,242 3,290 6,532 185 905, 631 4.895 407 Chillicothe _ _ 12,976 6-21 3,897 130 1,208 1.224 2,432 180 362,160 2,012 408 Cincinnati . 325,902 6-21 108,391 19, 241 22, 743 21,542 44,285 190 6, 753, 360 35,544 409 Cleveland. . . 381, 768 6-21 109, 047 30,105 29,530 59,635 184 8, 465, 656 46,009 410 Columbus* . 125,560 6-21 34,838 3,822 9,110 9, 175 18,285 185 2,884,131 15,019 411 Dayton . . . 85,333 6-21 24,096 *2,820 6.794 6,988 13, 782 182 1,940,454 10,662 412 East Liverpool . . 16,485 6-21 *5,321 *480 1,266 1,290 2,556 176 371,184 2,109 413 Elyria . . . 8,791 6-21 2,575 200 738 827 1,565 193 260,550 1,350 414 Findlay * . 17, 613 6-21 5,208 3,480 180 486, 720 2,704 415 Fremont . . 8,439 6-21 2,370 300 708 679 1,387 175 195,650 1,118 410 Hamilton . 23,914 6-21 6,980 1,400 1,815 1,823 3,638 179 544,69^ 3,043 417 Ironton . . . 11,868 6-21 4,031 300 1,321 1, 162 2,483 173 337, 107 1,948 41 8 Lancaster . . . 8,991 6-21 3,126 250 764 743 1,507 179 221,875 1,249 419 Lima* . . .. _ 21,728 6-21 7,235 4,007 190 587,860 3,094 420 Lorain . . 16, 021 6-21 3,983 ‘”*250 1,321 ' 1,394 2, 715 185 385, £55 2,083 421 Mansfield . 17,640 6-21 4,275 *300 i;682 1,670 3,352 172| 462,979 2,684 422 Marietta . . 13,348 6-21 4,300 225 1,356 1,370 2,726 171 360,981 2,111 423 Marion* _ _ 11,862 6-21 2,040 2,307 180 331,020 1,839 424 Massillon . . 11,944 6-21 4,170 ■'"556 " 1,062 "1,029 2,091 189 316,008 1,672 425 Middletown _ .. 9,215 6-21 2,585 278 806 809 1,615 190 251, 750 1,325 420 Newark . . 18, 157 6-21 4,888 500 1,532 1,574 3, 106 185 437, 155 2,363 427 Piqua * . 12, 172 6-21 4, 161 1,906 180 280,080 1,556 428 Portsmouth . 17,870 6-21 5,232 450 1,534 1,542 3,076 183 a 371, 307 a 2, 029 429 Sandusky . . 19,664 6-21 6,240 1,200 1,443 1,547 2,990 191 475, 972 2,492 480 Springfield . . . 38,253 6-21 10,240 1,650 3,251 3,391 6,642 187 1,010, 174 5,402 431 Steubenville* . l 14, 349 6-21 4 577 _ 2,226 200 330, 200 1,651 432 Tiffin . 10,989 6-21 3,218 520 803 733 1,536 185 240, 130 1,298 433 Toledo . . : 131,822 j 8-21 37,081 10,805 10,662 21,467 193 3, 317, 091 : 17.187 434 Warren . . . 8,529 3,029 *913 *1,048 *1,981 180 318, 780; 1,771 435 Wellston _ 8,045 I 6-21 2,596 0 961 962 1,923 167 238.142' 1,428 436 Xenia . . 8,696 6-21 2,276 200 782 799 1,581 189 230; 782 1,221 487 Youngstown . . ! 44,885 6-21 12,857 3,000 3.608 3,636 7,244 185 1,066, 710 5, 766 488 : Zanesville* . 1 23,538 ' 6-21 6, 440 3,831 185 1 594,035 3,211 * Statistics of 1899-1900. a Estimated. CITY SCHOOL SYSTEMS 1549 Table 7. — Statistics of population, school enrollment, and attendance in cities of over S.OuO inhabitants, 1900-1901 — Continued. City. x X School pop¬ ulation. Jg in ! s 5b Different pupils en¬ rolled in public day schools. X w X x x © X x,rH >>>> j B £ m X .5 ! >>5 r 1 III p ~ X 3 § >> © ! -g 1 111 a j < 5 ® % 2 II It ^ 0 > 1 < i x m Til £ tX O X 1 S 4 1 o 3 4 5 6 7 8 9 10 j 11 OKLAHOMA TERRI- TORY. 439 Guthrie .. . 10,006 6-21 2.975 250 1,025 1,139 2.164 176 264.287 1.501 440 10,037 2,390 I ] 1,350 : ISO 161,280 896 OREGON. 441 Astoria . . . 8,381 6-21 1,800 125 782 618 1.400 ‘ 166 ! 191.896 1 1.156 442 9), 426 4-20 20,629 6,118 j 6,556 12,674 191 j 1,871,227 9,797 PENNSYLVANIA. 443 Allegheny . . . . 129.896 6-21 10.133 9.971 20.104 200 | 3.056,400 15.282 444 Allentown . 35-416 6-21 8.794 625 | 2.658 2.788 5,446 191 i 956:910 5.010 4±5 Altoona. . . . 38.973. 6-21 9.689 1.800 3.1S6 3,245 6.431 1794 883:319 4.921 446 : Beaver Falls... . . 10. 051 6-21 2.000 '200 900 i 1.100 2000 180' i 288.000 1,600 447 Braddoc-k. . . . 15. 654 i 8-16 2.322 1.073 1.077 2,150 180 j 292.000 1.621 448 Bradford . . ! 15.029 6-21 3.800 250 1.446 1.609 3,055 180 437,940 2.433 449 Butler _ ! 10,853 6-21 2:700 300 i:055 ! 1.247 2,302 180 | 322,263 1,793 450 Carbondale _ 13.536 6-21 3.424 310 1.349 1.430 2: 779 183 451 Carlisle _ 9.626 6-21 1,768 *10 780 811 i:591 19< 1 230.280 1.212 452 Chambersburg _ 8.864; 6-21 2.000 150 841 881 1.722 ItO 238:500 1.325 453 Chester . . 33,988 ! 6-21 6,886 885 2.424 ] 2.667 ! 5:091 190 778; 240 L 098 454 Columbia . 12.316 6-21 4,000 450 i:009 1,041 2,050 180 1 290.520 1.614 455 Danville . . 8.042 6-21 1,650 200 649 663 1.312 180 178; 030 989 456 Du Bois*.. . 9,375 784 928 1,712 160 i 205.440 1.284 457 Dunmore . . . 12.583 6-21 2.800 50 1.145 1.290 2:435 198 412.830 2: 085 458 Duquesne _ _ 9; 036 6-21 2:000 *90 927 ' 873 i 1.800 180 | 232.560 1,292 459 ! Easton _ _ _ I 25!238 6-21 *5,873 *85 2.064 2,038 ! 4,101 1974 636.611 3,224 460 | Erie . 52.733 6-21 16,195 3,000 3,781 ( 3:632 7:413 191' 1,092,138 5.718 461 Harrisburg. . 50. 167 6-21 li:296 650 4.732 1 4:906 ! 9,638 190 1,285.595 6:792 462 Hazleton. . . 14.280 6-21 4. GOO ‘400 1,435 1.4731 ! 2,908 180 415.620 2.309 463 Homestead . . 12.554] 6-21 2,700 600 i:000 1,100 | 2.100 ISO 297. 000 1.650 461 Johnstown _ _ 35,936 6-21 *8,450 *1.877 2.786 2.985 5,771 ISO 800.480 4.446 465 | Lancaster . . . 41. 459 6-21 9.999 1,000 2.745 2.923 5.668 200 888:200 4.441 466 i Lebanon. . . 17.628 6-21 4,500 300 i:403 1.434 2:837 160 336:480 2;i03 467 S McKeesport* . 34.227 2.971 3: 057 6.028 180 892; 080 4;956 468 1 Mahanoy City.. . ! 13,504 6-16 2,600 250 1.060 j 1.190 2.250 180 316,802 1.760 469 Meadville ..\ . i 10,291 771 1.009 1,780 180 269 820 1 499 470 Mount Carmel _ 13.179 i 6-20 3. CK'O ] 600 1.193 1 222 2:415 180 26L720 L 454 471 I Nanticoke* _ 12.116 ! 6-16 3.300 950 1,087! I 1.127 2.214 ISO 273.960 1.522 472 j Newcastle _ 28,339 6-21 5.100 825 2M91 1 2.533 5.024 180 718:200 3.990 473 Norristown.. . . 22.265 6-21 LlOO 450 1,578 1.679 3.257 200 466,000 2.330 474 Oil City* . . . 13.264 1,211 1,285 2: 496 180 337.500 1.875 4i? j Philadelphia _ 1.293.697 "(L21 *268:116 |*56,'666 187: S33 183 23,301.207 127.329 Phoenix ville _ 9.196 1.803i 400 588 602 1.190 190 171.760 904 477 Pittsburg . . 321616 22.939 23.378, 46:317 200 7,158.800 55.794 478 Pittston* _ 12. 556 '730 '920 1 650 ISO 216 0(X l 1.200 479 | Plymouth _ _ 13.649; 6-21 2.641; 650 1.065 1,117 2.182 172 269:239 1.555 480 Pottstown _ 13.696] 6-21 *3.0)0 290 1.461 1.438 2.899 200 441,800 2.209 481 Pottsville _ _ _ 15. 710 6-21 4.320 375 1.513 1.397 2.910 200 : 424.800 2.124 482 Reading _ 78,961' 6-21 19.4911 2.000 6.626 6,424 13,050 193 I 1.896.454 9.878 483 Scranton _ 102,026 6-21 25,693 3, 771 7:027] 7,588 14:615 198 2,545,884 12.858 484 Shamokin * 18.202 | 1. 794 1 819 3 613 180 ] 487 440 2 708 4" 5 Sharon _ _ 8.916 6-21 1,7501 300 ’854 *841] l’695 180 235. 260 i;307 486 j 1 Shenandoah . . 20.321, 6-21 5.233 60 a 3. 183 180 440.460 2.447 487 | South Bethlehem * . . 13.241 ’ | 1.056 835 1,891 200 | 332.200 1.661 488 i Steelton . . . 12,086] 6-21 *3,046j 250 991 988) 1.959 180 293.241 1.629 489 i Sunbury... . 9,810 6-21 2,500 1.020 1,066 2.086 180 I 313.380 1. 741 490 ! Titusville . 8.244! 6-21 2. 166: ‘'”396 735: 804 1 1.539 183 216.651 1.194 491 Warren*. 8 '043 782' »4 1 666 180 253 620 1 409 492 j Westchester _ 9.5241 6-21] 2, 216] 362 746! 860 L606 200 ! 234! 200 L171 493 1 Wilkesbarre _ ' 51.721 4, 510 4,499’ 9,009 186 - 1,332,690 7.165 * Statistics of 1899-1900. a Estimated. 1550 EDUCATION REPORT, 1900-1901 Table 7. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1900-1901 — Continued. City. Total population, census of 1900. School pop¬ ulation. \6* M. Different pupils en¬ rolled in public day schools. Number of days the schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attendance in public day schools. 6 tuo m P 03 O O O OQ Children of school- census age. Pupils in private anc cnial schools (large: mated). Male. Female. Total. 1 2, 3 4 5 6 7 8 9 10 11 PEXXSYL V AXI A— COll- I tinned. 1 494 W ilkinsburg . . . 11,886 6-21 4,300 550 1,040 ' 1,143 2,183 ! 180 309,574 1,735 495 Williamsport . . _ 28. 757 6-16 *5.600 700 2,461 2,749 5, 210 ; iso 720.900 4,005 496 York. . . 33,708 (>-21 7,085 650 2,866 2,901 5, 767 180 759, 689 4,220 HHODE ISLAKD. 497 Central Falls . 18,167 5-15 3,632 988 1,278 1,271 2,549 194 316,996 1,634 498 Cranston (town) _ 13.343 5-15 2,227' 25 '924 980 1,904 195 326,430 1,674 499 Cumberland (town).. 8,925 5-15 1,993; 475 728 840 1,568 192 199,365 1,069 500 East Providence (town) _ _ ... 12,138 5-16 2,741 110 1,297 1,445 2,742 181 319,103 1,763 501 8.937 1, 953 630 1,253 854 502 Newport. . 22; 034 5-15 4,568; 1.246 1,777 1,798 3, 575 191 532.517 2,787 503 Pawtucket . . 39,231 7-15 7,692 2.226 3; 421 3,344 6, 765 196 824:572 4,207 504 Providence . . . . i 175,597 5-15, 32.707 4,666 16,634 15,906 32,540 ] 195 4,007,055 20,549 505 Warwick ('town ) 21.316 5—15 5,122 793 1 1. 420 1,343 2,763 2,220 506 Woonsocket . . 28,204 5-15 6,857 2,600 2,041 1,954 3,995 200 530,800 2,654 SOUTH CAROLINA. 1 507 Charleston . 55,807 6-21 9,643 3,432 4,887 8,319 190 1,119,670 : 5,893 508 Columbia . . . 21,108 6-21 5,000 600 1 1,181 1,448 2,629 172 308,444 1,793 509 Greenville * . . . 11.860 6-21 2,500 300 846 898 1.744 160 184,800 1,155 510 Spartanburg . . 11,395 6-20 2,800 350 1,024 1,002 2,026 177 251,163 1,419 SOUTH DAKOTA. 511 Sioux Falls . . 10,266 6-20 3,108 300 1,127 1,100' ' 2,227 180 307,280 1,707 TEXXESSEE. . 512 Chattanooga. . 30,154 6-21 *8,308 400 2,323 2,711 5,034 178 589,168 3,306 513 Clarksville . . 9.431 6-211 3, 675 250 837 959 1,796 200 235,251 1,176 514 Jackson . . 14,511 7-21 7,038 700 1,112 1,271 2,383 180 351,360 1,952 515 Knoxville _ 32,637 6-21 1 17,084 2,564 2. 757 5,321 168 690,081 4,093 516 Memphis . . 102,320 6-21 27,325 2,500 5,010 6; 061 1 11,071 169 1.252,090 7,403 517 Nashville . . 80,865 6-21 29,211 *750 5,729 6,494 12,223 184 1,768,653 9,615 TEXAS. 518 Austin . . . . 22,258 8-17 4,200 1,701 1,927 3,628 176 437,008' 1 2,483 519 Re&nmoTit,* 9,427 1 1,316 560 643 1,203 136, 155 500 Corsicana* . . 9,313 8-L7 i 1,669 830' 826 1,656 177 203,904 1,152 521 1 Dallas . 42. 638 ! 8-17 ! 6.873 3,071 3,610 6,681 175 859,250 4,910 522 Denison . . . li; 807 i 8-17 2,800 300 I] 119 1,232 2,351 184 207,809 1,129 523 : El Paso. . 15.906 1 8-17 2,815 700 1,042] 1,079 2,121 171 274,352 1,603 524 Fort Worth . . 26,688 8-17 4,622 100 2,118 2,343 4,461 173 580,594 3,356 525 Gainesville _ 7,874 8-17 1,632 763 894 1.657 177| 216,117 1,221 526 Galveston _ _ 37,789 8-17 4,820 *600 1,959 2,265 4,224 161 508,599 3,159 527 Houston . 44,833 8-16 8. 492 300 3,395 3,858! 7,253 169 850,2681 5,031 528 Laredo. _ _ 13,429 8-17 2,500 ICO 565, 518 1,083, 177; 105,306 598 529 Palestine . 8,297 8-17 1,912 183 781| 879 1,660 179 232,342 1,298 530 Paris. . . . . 9,358! 8-17 2,503 112 984i 1,256 2,240 160 312,000 1,950 741 San Antonio _ 53,321 8-18; 9,851 2,000 3,742 4,087 7,829 178 1.140; 268i 6,406 532 Sherman 10, 243 8-17 2,109 879, 1,125 2,004] 172 '234,783 1,365 533 Tvler* 8,069 1,729 573 738 1,311' 162,000 534 Waco . . . . 20,686 7-2i 5, 750 800 1,851 2,122 3,973! 175 444, 528! 2,540 1 UTAH. 535 Ogden . . . . 16,313 6-18 *5,390 *300 2,115 2.105! 4,220! 175 590,800 3,376 536 . Salt Lake City _ 53,531] 6-is; 14,543 *584 6,337. 6,642, 12,979 174 1,711,220] 9,834 * Statistics of 1899-1900. CITY SCHOOL SYSTEMS, 1551 Table 7. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1900-1901 — Continued. 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 586 567 568 569 570 571 572 573 574 575 576 577 578 579 580 City. Total population, census of 1900. School pop¬ ulation. Pupils in private and paro¬ chial schools (largely esti¬ mated). Different pupils en¬ rolled in public day schools. Number of days the schools were actually in session. Aggregate number of days’ attendance of all pupils in public day schools. Average daily attendance in public day schools. School-census age. Children of school- census age. Male. Female. Total. 1 2 3 4 5 6 7 8 9 IO 11 VERMONT. Barre . . . - 8,448 5-21 *2, 080 *0 837 966 1,803 173J 226,417 1,305 Burlington a . 18,640 5-21 5, 411 1,400 1,426 1,318 2,744 182 355,857 1,957 Rutland . .. . 11,499 5-21 2,853 *565 837 868 1,705 190 304,850 1,605 VIRGINIA. Alexandria . 14,528 5-21 4,831 500 926 1,019 1,945 197 301,607 1,531 Danville _ _ _ 16,520 5-21 5,050 440 1,239 1,442 2,681 185 332; 595 1.797 Lynchburg . . 18,891 9,715 5-21 6,785 305 1,474 1,834 3,308 186 486, 576 2,616 Newport News _ 19; 635 5-21 4,194 250 1,018 1,295 2,313 180 288,180 1,601 Norfolk . Petersburg . 21 ; 810 5-21 7,618 400 1,543 1,857 3,400 iso 466,380 2,591 17,427 Richmond . . . 85,050 5-21 24,937 2,500 5,495 6,644 12,139 183 1,810,053 9,891 Roanoke _ _ 21, 495 5-21 6,572 850 1,795 2,076 3,871 176 443,704 2,528 WASHINGTON. Everett . . . . _ _ . 7,838 6-21 2,923 80 1,015 1,042 2,057 17S 242,639 1,363 Seattle _ ... . 80,671 5-21 17,334 *810 6,008 6.067 12,075 183 1,639,700 8,912 Spokane _ 36,848 5-21 8,662 1,004 3,813 4,069 7,882 174 943,889 5,438 Tacoma . ... 37, 714 5-21 10, 573 3,717 3 762 7,479 198 1,145,710 5 798 Walla Walla _ 10,049 5-21 2,686 *352 1,097 1,158 2,255 198 234,036 1,182 WEST VIRGINIA. Charleston. . 11,099 6-21 3,634 12 1,257 1,467 2,724 174 323,907 1,862 Huntington . 11,923 6-21 3,540 175 965 1,040 2,005 157 264,545 1,685 Parkersburg.. . 11,703 6-21 4,296 200 1,449 1,594 3,043 182 416,416 2,288 Wheeling . . . 38,878 6-21 10,500 1,600 3,230 3,414 6,644 198 711,414 3,593 WISCONSIN. Appleton . 15,085 4^20 5,182 1,509 1,257 1,240 2,497 175 352, 585 1,980 Ashland . . . 13,074 4-20 4,298 1,100 1,251 1,254 2,505 190 . 346,956 1,826 Beloit . . . . . 10,436 4-20 3,619 0 1,185 1,260 2,445 184 322,371 1,752 Chippewa Palls . . 8,094 4-20 3,300 833 692 809 1,501 ! 180 210,420 1,169 Eau Claire . . 17,517 4-20 *6, 495 500 2,157 2,168 4,325 i 177 598,027 3,359 Pond du Lac _ 15,110 4-20 5,125 630 1,409 1,443 2,852 178 337,796 1,898 Green Bay . . 18,684 4-20 6,587 763 1,845 1,960 3,805 200 584,400 2,922 Janesville . 13,185 4-20 3,765 220 1.274 1,291 2,565 180 344,972 1,920 Kenosha . 11,606 4-20 3,992 737 820 879 1,699 188 246, 750 1,312 La Crosse . . 28,895 4-20 10,064 *915 2,827 2,907 5,734 193 862, 710 4.470 Madison _ 19,164 4-20 5,868 603 1,547 1,508 3,055 180 451,980 2,511 Manitowoc * . . 11,786 4-20 1,041 1 999 1,967 3 966 200 406 326 2 031 Marinette . 16,195 4-20 5,880 689 2,027 L987 4| 014 176 546,’ 112 3^121 Merrill . . 8,537 4-20 3,437 700 823 878 1,701 176 236,368 1,343 Milwaukee. ... 285,315 4-20 *98, 499 *22,146 21,407 20,305 41,712 196 6,214,572 31,707 Oshkosh _ 28,284 4-20 8,878 2,300 2,338 2,390 4,728 199 735,504 3,696 Racine _ 29,102 4-20 10, 173 1,403 2,769 2,724 5, 493 ,200 893,740 4,468 Sheboygan . . 22,962 4-20 8,620 1,500 2, 152 2,144 4,296 200 643,887 3,235 Stevens Point .. 9,524 4-20 3,999 555 828 794 1,622 185 231,354 1,257 Superior . . 31,091 4-20 7,718 853 3,053 3,184 6,237 176 755, 995 4,295 Watertown.. 8,437 4-20 3,963 840 569 580 1,149 196 174,330 894 Warsaw . 12,354 4-20 5,098 363 1,449 1,478 2,927 180 416,340 2,313 WYOMING. Cheyenne . _ Laramie . . . 14,087 8,207 - j 200 640 660 1,300 172 149,526 842 1 I ^Statisties of 1899-1900. 6 The higher schools were in session 200 days, a Does not include kindergartens. 1552 EDUCATION REPORT, 1900-1901, Table 8.— Statistics of supervising officers, teachers, property , etc. , in public schools of cities of over 8,000 inhabitants, 1900-1901. 10 37 41 City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which manual training is given, if any. 1 Number of kinder¬ gartens. 1 Number of even¬ ing schools. ^ > -is ns 1 Sg l! S 1 § Xs ;*! i! I* jfc II 11 ft 1 ij : ^ i -!l ] -§ §■§ ;,T& S©& ^ 0Q ft “11. |||| © s c .5 s r 6 H t & 1 2 3 4 5 8 7 8 9 10 li 12 13 i CONNECTICUT — continued. Xew Haven . 12 7 19 25 419 444 4 to 7. 14 6 48 ! 16.280 $1,646,817 i Xew London _ 2 2 4 2 71 73 7 and 8. 3 0 6 j 2,800 j 318, (XX) Norwich: Central dis- 1 0 1 2 38 40 ! 5 0 5 | 1,300 170,000 trict. Vest Chelsea 2 0 2 2 23 25 4 i 1,018 60,000 district. Stamford (town). 5 4 9 14 84 98 7 to 9 and 2 j i 10 3,773 299,000 high school. Torrington 2 3 5 3 47 50 None. 0 j o 9 : 1,650 j 163,487 (town).* V ernon ( town ) a _ 1 2 3 3 29 32 None. 0 j 0 12 j 1,600 ; 100,000 \ Wallingford | (town)."" Waterburv . 6 18 22 11 175 186 None. : o l 19 ! 7.532 ! 861.634 : Windham 2 1 3 j 1 34 35 None. 3 0 10 j *1,560 116,365 (town). 5 DELAWARE. Wilmington . 2 ; 3 5 ! 6 281 267 8 and high school. 0 0 2d 10,862 932,524 DISTRICT OF CO¬ LUMBIA. 1 Washington _ 184 1,119 1,283 3) 20 138 4,352,531 FLORIDA. Jacksonville . 2 ! 0 2 23 148 171 None. i 0 1 9 4,138 79.350 Key West * _ 4 0 4 4 22 26 None. 171380 Pensacola _ 1 ; 0 1 6 36 42 X omiaallv 1 0 0 11 i 2,600 53, OX) in all grades. Tampa* . . 1 1 2 | 3 34 37 o o 9 1 1,800 18,875 GEORGIA. 1 Athens. . . 1 0 1 ; 4 31 35 Primary 0 0 6 1,700 40,000 and gram- mar. i Atlanta . . 5 1 0 5 ! n 216 227 All | 0 1 28 ! 10,399 435,860 Augusta (Rich¬ mond County.. Brunswick _ „ _ 1 0 1 3 16 19 None. o 1 0 I 4 2.000 30.000 Columbus. . 3 | 2 5 ! io 48 58 1 to 8. 2 1 12 2.740 125,000 Macon (Bibb 1 ! 1 o 12 141 153 None. 1 0 o 49 ! 7,500 225,350 County). Savannah (Chat¬ 1 0 i : 28 | 152 180 None. 0 0 j 52 1 9,000 485, (XX) ham County). ILLINOIS. Alton* . . 1 1 ] 2 5 37 42 ! 0 1 8 ! Aurora : District Xo. 4 1 1 2 4 24 28 None. 3 1,170 96,106 (west >.* District No. 5 ! 2 1 4 6 3 j 54 57 7 and 8 and 8 2,661 212,000 (east). high school. Belleville _ _ 5 o 5 13 J 50 63 None. 1 0 0 7 3,188 155,975 Bloomington 8 3 i 6 7 87 94 1 to 3. 13 4! 250 Cairo... . . ! 1 1 2 4 i 41 45 None. | 6 o ; 11 2.002 154,600 Chamnaign . 2 2 1 4 5 1 34 39 8 and 9. ! 1 6 ; 1.621 125,000 : Statistics of 1899-1300. ED 1901 — VOL n- « includes Rockville city. _ 90 6 Includes Wlllimantic city. 1554 EDUCATION KEPOBT, 1900-1901. Table 8. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1900-1901 — Continued. 74 75 76 78 79 City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which manual training is given, if any. © 'd Pa ?! 3 5 id to 2 § > . © K „ 'o o j! a-s d u c2® © •gs * a. ■S'o -d o S* Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. © 1 Female. £ o © 'a Female. 1 £ 1 o 3 4 5 6 7 8 9 IO 11 12 13 ILLINOIS — cont’d. Chicago . Danville . . 162 1 3 9 144 1 3 1 0 306 3 5 4 9 359 7 8 3 3 5,286 60 78 29 65 5,645 67 86 32 68 Gram mar grades and English high and manual training school. None. None. None. None. 89 31 333 8 12 4 7 240,115 2,770 4,800 1,020 2,975 *$22,650,476 *242,800 266,750 65,000 *340,000 Decatur . Dixon . 0 0 East St. Louis: District No. 1. 0 0 (T. 2 N., R. 9 W.). 80 District No. 2 1 0 1 1 3 4 None. 0 0 1 225 30,000 (T. 2 N., R. low.).- 81 Elgin . . 1 3 4 8 100 108 None. 14 4,500 373,700 Evanston: 82 District No. 1. 1 1 ! 3 4 0 52 52 None. 3 6 1,600 250,000 83 District No. 2 1 j 2 3 0 25 25 None. 3 1,200 160,000 (South Ev¬ anston). 84 District No. 3 o 1 1 o 9 9 None. 1 300 (North Ev¬ anston).* 85 Freeport _ g 1 ! 3 3 47 50 None. 7 2.412 217,000 86 Galesburg _ 2 2 4 6 73 79 High school. 10 3,400 237,600 87 ! Jacksonville _ 3 5 8 2 53 55 None. 2,600 202,150 88 Joliet _ _ _ 2 2 4 114 118 8. 21 6,000 445,800 89 Kankakee . 1 1 2 2 43 45 8 1,900 150,000 SO Kewanee . 1 2 3 5 41 46 1 to 4. 0 i 0 6 1,900 120,000 91 La Salle . 2 0 2 5 29 34 None. 1 6 1,500 75,000 92 Lincoln . *1 *0 *1 5 29 34 None. 0 ! 0 7 *1.377 155,000 93 Mattoon . . . 1 1 2 2 42 44 None. 1 7 2.056 117,600 94 "Woline* 3 9 12 4 74 78 7 and 8 and i 0 0 9 3,500 high school. 1 95 Ottawa . 3 1 4 3 34 37 None. 0 0 6 1.800 71,300 96 Pekin . . . . 1 0 1 ! 5 34 39 None. 2 6 1,700 127,500 97 Peoria . . 11 8 19 9 242 251 4 16 9, 356 900,000 98 Quincy . . 1 0 1 107 114 None. 0 0 13 4,500 300,000 99 Rockford . . . 1 1 2 8 132 140 7 to 10. 0 1 17 *5,793 439,600 100 Rock Island . 3 2 5 6 74 80 None. 0 0 10 4,120 263,500 101 Springfield . 2 2 4 16 116 132 7 to 9 (op- 0 0 15 5,567 403,000 i tionai). 102 Streator _ 1 1 2 0 50 50 None. 0 0 10 2,650 180,000 103 Waukegan | IKDIAJSA. 1 104 Anderson . . 2 2 4 11 73 84 5 to 7. 0 0 11 3,970 244,000 105 Columbus . 3 0 3 10 31 41 None. L 0 8 1,800 103,000 106 Elkhart . 2 2 4 5 58 63 None. 9 2,800 203,000 107 Elwood 1 1 108 Evansville 9 i 9 18 I 19 202 221 None. 3 i 2 23 9,700 109 I Fort Wayne . . 2 4 6 8 144 152 2 0 17 5,800 448,060 110 Hammond. . 1 1 2 ; 4 53 57 None. 5 1 7 2,110 177,000 111 1 Huntington . 1 2 3 7 39 46 None. 0 "o' 6 2,050 175,000 112 Indianapolis . 8 18 26 20 604 624 4 to 8, inc.. 0 0 56 *25,214 1,952,507 ) and man- | ual train¬ ing high school. 113 Jeffersonville _ 1 0 1 8 39 47 None. 3 1.972 *70,000 114 Kokomo _ 1 0 1 ! 13 42 55 7 2;000 143,376 115 ■ Lafayette . I 3 10 65 72 None. l 9 2,986 321,000 * Statistics of 1899-1900. CITY SCHOOL SYSTEMS, 1555 TableS. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over S,000 inhabitants, 1900-1901 — Continued. Supervis- Regular teach- fee . u 0 o © a: r-< 0^ j ing officers. ers .2.3 >» r =j 3 a k? .3 -t? 'p © % x} O 0 ^3 0 Q City. ©‘ 6 '""eg § ® E 3 > 3 a O ® © 3 .Jo °J2 * gg* 0 0 0 O o 02 o-p.o £c . £ | £ n cc fcjrTS ing officers. ers. .£.5 >» § -r . © a o uZ — £§ C 03 ■43 a 'c £ c p ^ X Pi City. jO ^ 2 5Q 03 P M A O S3 P^h Pi £ H E“* & PQ 02 > 1 2 3 4 5 G j 7 8 9 10 11 12 13 LOUISIANA. J New Orleans _ 4 14 18 24 760 7S4 None. 14 | 0 69 28,809 181,750,000 4 2 6 9 28 j 37 14 2,000 150,000 MAINE. Auburn . 3 2 5 9 73 82 None. 0 0 32 2,693 137,500 *3 *1 *4 4 55 None. 1 *19 112, 270 325,000 Bangor . . 2 3 5 5 103 108 None. 5 0 35 4,075 Bath _ _ 1 1 2 7 42 49 8 0 0 15 2,450 125,000 Biddeford* . 2 1 3 6 38 44 None. 1 1 22 1, 675 160.000 Lewiston . 4 3 7 2 78 80 6 to 9 and 4 17 21 236,200 first year ; in t h e ! high s chool. i 6 13 10 213 223 7 to 10. 6 1 | 35 8,308 j 500,000 70 391 0 33 33 t 8 Water ville _ 1 2 3 2 42 44 None. 0 2 8 1,375 75,000 MARYLAND. Annapolis _ ... 2 0 2 2 18 20 4 to 10. 2 875 Baltimore ... _ 31 3 34 150 1,526 1,676 Primary « o 10 104 75,000 3, 231,ii6 and high school. Cumberland* _ 1 6 29 25 35 1 j 5 Frederick _ i 1 0 1 6 31 None. 0 0 ! 5 1,600 54,000 Hagerstown _ 5 0 5 3 40 43 None. 0 0 6 MASSACHUSETTS. Adams (town)*. . . 1 * 2 4 4 43 47 None. 0 0 9 2,226 125,000 Amesbury (town) | 1 1 2 2 34 36 None. 0 0 17 1,452 75.000 Arlington (town ) 1 3 4 3 33 36 7 to 10. 0 0 5 1,700 250,010 Attleboro (town). 2 4 6 5 57 62 None. 3 0 20 . 2,463 200,000 Beverly . . 4 3 7 4 66 70 None. 0 3 i 12 1 3,375 j 85,478 *246, 650 17,000,000 1,178,090 1,092,000 Boston . . 16 9 25 239 1,769 160 2,008 174 4 to 9. 78 22 265 Brockton . 2 2 4 ; 14 High school. 1 All grades. 0 3 27 Brookline (town)* 3 1 4 ! 11 118 129 11 2 17 ! 3,935 Cambridge . 17 10 27 20 362 382 ; High school, j to some 13 7 39 16,250 1,909,082 extent in | gramma r grades. Chelsea . 2 2 4 8 125 ias None. 0 i 12 5,757 650.000 Chicopee* . ... .. 4 0 4 1 61 62 None. 2 5 14 2,906 *2,462 250,000 247,300 Clinton (town) ... 3 1 4 2 50 52 None. 0 i 13 Danvers (town) .. 0 0 0 3 36 39 None. 0 0 9 1,700 117,000 Everett . . . 2 3 5 8 119 127 5 to 8. o 5 15 *5,180 *443,047 1.813. 950 Fall River _ ' 2 3 5 24 332 356 High school. 3 20 52 15, 712 Fitchburg 4 7 H , 10 102 112 9 to 12. 0 3 25 5400 619.800 175.800 Framingham (town). j 2 i i 3 4 57 61 1 17 2,701 Gardner (town).. 1 0 ! 1 4 44 48 High school. 0 1 10 2,312 145.000 Gloucester . 4 3 7 2 115 117 None. ! o 1 22 5.200 400’ 000 Greenfield . 1 2 2 4 2 38 40 2 to 9. i 2 ! 15 1,570 140, 000 Haverhill . . 5 7 j 12 6 153 159 5 to 13. 1 5 i 35 5.500 552.000 Holyoke . . Hvde Park . . 1 11 1 9 20 10 166 176 High school. ! 6 7 ! 19 6,788 976,300 Lawrence _ Leominster ii 1 5 j 16 15 197 212 High school. 1 ® 38 31 ; 8,600 1,106,000 (town). Lowell . 3 6 19 264 ! 283 10 to 13. 12 14 52 | 13,880 ! 1,662,000 Lynn . 1 8 6 14 j 13 235 248 8 and Eng- • lish high 3 46 j i 1 | school. 1 1 * Statistics of 1899-1800. CITY SCHOOL SYSTEMS, 1557 Table 8. — Statistics of supervising officers, teachers, property , etc., inpublic schools of cities of over S,000 inhabitants, 1900-1901 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. A 80 o a • S'S ^ § -Ss Ui ! © c-r* c3 iO g 1 ffl 3 3 5 o ® js b£ g £ 0 - c = . O X M ^ a* £ 'C x II X 5 Seats or sittings for study in all public schools. O O^o S m s O H 0 £ C x > 6 1 g I &H E-i ,2 i Femalo. Total. I 2 3 4 5 6 7 8 9 10 li 13 13 MASSACHUSETTS— continued. 213 Malden . . . 3 2 5 14 180 174 9 and high 5 2 17 7.022 $852,964 school. 214 Marlboro . - 1 2 3 2 68 70 None. o 8 ! 12 2.930 267,105 21 5 Medford . . 2 0 2 15 84 99 Stoll, j 9 1 1 ; 18 3,915 662,650 216 Melrose _ 217 Milford (town).-. 2 1 3 3 41 44 j None. 0 j 0 ; 14 1,890 218 i 2 3 44 49 6 to 9. 12 2.000 100,000 219 New Bedford _ 6 7 13 6 198 204 7 to 9. 3 5 a 25 8; 694 906:864 220 N ewburvport _ 1 0 1 4 41 45 None. 0 j 3 j 14 1.915 m000 221 Newton. . 1 0 1 17 177 194 SandS. i 14 1 2 j 26 6.628 l.OOS'.OOO 222 N orth Adams . . . 4 7 11 5 90 95 68 and 9. j 4 ! 3 1 13 3.775 , '447:132 223 Northampton _ *2 4 6 5 83 ! 88 5 to 7. 1 4 | 5 . 21 3,200 j 396.400 224 Peabody (town).. 1 0 1 6 49 55 None, i 1 i 2 1 g ! 132; 500 225 Pittsfield _ 4 1 5 107 i 114 None. | 0 1 4 i 23 4.825 ■ 525, 576 226 Plymouth (town )* 1 0 1 4 42 46 None, j 0 0 ! 29 L670 i 110.000 •»7 Quincy . . 1 2 3 12 107 119 5 to 12. | 1 0 3 ! 12 6. 070 564,900 228 Revere (town) _ 4 0 4 2 48 50 None, j 3 0 | 3 2 . 400 197,000 229 Salem. . . o 2 4 13 126 139 ! Grammar. 8 1 4 i 24 5; 312 1 483:400 230 Somerville. . . 5 6 11 22 ! 244 ! 286 j High school. 4 ! 4 : 24 11; 000 1.105.604 231 Southb ridge 1 0 | 1 ~2 33 | 35 None. 1 o 4 10 1,310 116,080 (townl. 232 Soringfield . 1 4 9 I 13 18 292 ! 310 6 to 9 and 9 7 j j 33 11,352 1,856,708 ! manual j training : School. 233 Taunton* . . 9 1 3 13 122 1 136 None. 0 7 33 6.000 446,200 234 Wakefield (town i 3 j 2 5 3 53 56 7 to 9. 1 10 2,360 200,000 235 Waltham . . 6 i 1 7 4 76 80 6 to 13. "o' 1 3 14 3,220 370,479 236 Ware (town) . 4 ; 0 4 1 32 33 None. 0 9 13 i 1.200 102.000 237 Watertown 3 4 7 6 38 44 7 to 8. 1 0 9 *1,726 *176,000 (town). - 238 Webster (town)*. 85 000 239 Westfield (town). 2 ! 2 4 1 8 61 69 None. 3 1 16 2,200 200,000 240 : Weymouth (town) 1 1 1 0 1 8 48 56 None. 0 0 19 241 Woburn _ 2 1 3 5 63 68 1 to 4. 0 1 14 3,233 242,574 242 | Worcester . | 13 4 20 53 501 1 oo4 9 and first 12 19 71 22,559 2,483,060 2 years in high school. MICHIGAN. 243 Adrian . 1 2 3 2 37 39 6 1.723 147.000 244 Alpena . . . 1 1 2 2 38 40 None. 9 1.857 88’ 269 245 i Ann Arbor . . . 1 2 3 8 61 4 to 9. 0 0 2.265 275,000 246 Battlecreek . 6 7 13 6 72 78 None. 0 11 3.081 275.000 247 Bav City _ _ 1 7 8 6 107 113 6 to 10. "o' 0 11 4:789 310,000 248 i Detroit . . 25 46 71 89 822 861 4 to 8. 23 8 69 1 36.950 3,837,000 249 i Escanaba . 1 0 1 2 29 31 None. 0 0 4 1,530 ' 115. 000 250 i Flint _ 2 1 3 5 57 62 7 to 9. 0 0 9 2.500 175: 000 251 1 Grand Rapids _ 1 8 32 40 21 363 384 5 to 8. 26 0 j 37 15.699 1,315,300 252 ] Holland. _ | 1 1 2 ! 2 34 38 None. 1 831 253 j Iron Mountain _ ! i 0 1 1 4 46 50 None. ; o I o 7 ; 2*290 * 130, 060 254 Iron wood _ i 2 3 3 52 55 None. i ^ 1 0 8 i 2, 200 I 150. 000 255 Ishpeming . j i 2 3 4 46 50 5 to 8 and I ® 0 : 8 2. 825 J 200,000 high school. ! 253 Jackson . 1 i 2 3 9 78 87 None. 1 16 I 3,554 1 250,000 257 ! Kalamazoo _ i i 0 1 4 101 105 5 to 12. 9 1 ! 19 4.099 480.000 258 Lansing.. _ ! l 2 3 3 74 77 None. 1 12 ! 3.128 167,000 259 Manistee _ _ ; 1 2 3 6 68 74 None. i 6 i 3.144 13) 000 260 Marquette _ 1 1 0 1 3 37 40 None. j i 1 9 2:000 ! 135: 000 281 262 Menominee _ Muskegon _ _ ; 1 1 3 | 4 5 61 66 6 to 12. 5 "o' i 8 ! 2,578 j * 175, 000 263 ! Owosso .. 1 9 I 3 , 7 i 35 42 0 4 1.880 150,000 264 Pontiac . . _ 1 1 1 2 | 4 1 31 35 None. 6 i * 7 11(1.000 265 1 Port Huron.... 1 2 1 1 3 4 ! 71 1 75 None. 1 0 _ 1 15 1 3,600 ; * 560. 000 * Statistics of 1S89-1900. b Also in the lower grades in some schools. a Also i rented rooms 1558 EDUCATION REPORT, 1900-1901. Table 8. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants , 1900-1901 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which manual training is given, if any. Number of kinder¬ gartens. Number of even- I ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. Male. Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 10 11 12 13 MICHIGAN— c’t’d. Saginaw: 266 East Side . 1 3 4 13 125 138 5 to 8. 0 . . 13 5,222 *$421,909 207 West Side*... 3 2 5 7 75 82 None. 0 0 12 4,000 248,489 263 Sanlt Ste. Marie.. 1 2 3 5 37 42 None. 2 0 7 1,850 160,000 209 Traverse City .... 2 2 4 2 44 46 1. 0 0 6 1,939 140,000 270 West Bay City ... MINNESOTA. 271 Duluth . 3 13 16 10 259 269 High sch’ls. 15 0 31 10,590 1,893,028 272 Faribault . 1 2 3 2 27 29 None. 0 _ 7 1,300 90,000 273 Mankato. . 1 1 2 3 39 42 Some in all 5 *1,500 120,184 grades and high school. 274 Minneapolis . 9 57 66 10 777 787 High school. 1 0 60 34,863 2,500,000 275 St. Cloud . 1 2 3 3 28 31 5 to 7. 6 1,800 81 500 276 St. Paul . 13 30 43 33 540 573 High school. 27 46 23,967 2,585,123 277 Stillwater . 1 2 3 4 46 50 9. 0 ”6" 7 2,000 165,000 278 Winona . 2 7 9 4 86 90 None. 7 o 10 *458,000 MISSISSIPPI. 279 Jackson. 2 0 2 1 35 36 None. 0 o 3 110,000 280 Meridian . 2 1 3 3 43 46 Primary 0 0 6 *2,000 70,000 grades. 231 Natchez. . . 282 Vicksburg* . 4 \ 5 3 41 44 None. 3 5 2,096 MISSOURI. 283 Carthage* . 1 0 1 10 37 47 7 and 8 and 0 0 8 2,180 110,000 high school. 284 Hannibal . 4 3 7 2 54 56 2, 3, and 8. 0 0 10 2,847 107,250 285 Jefferson City*... 1 0 1 7 17 24 None. 0 0 4 1,125 58,000 286 J oplin . 1 1 2 13 73 86 land high 0 0 13 *4,067 *200,000 school. 287 Kansas City . 18 10 28 68 515 583 M a n u a 1 10 0 50 27,085 *2,231,000 training high school. 288 Moberly . . . 1 1 2 10 26 36 6 to 8 and 0 1 5 1,800 *80,000 high school. 289 St. Charles . 290 St. Joseph . . 2 2 4 16 212 228 None. 0 2 31 10,225 750,000 291 St. Louis . 72 55 127 52 1,587 1,639 7 and 8 in 125 11 141 67,367 6,122,450 some schools and in Sumner High School (colored). 292 Sedalia. . 4 0 4 6 66 72 Highschool. 11 3,050 250,000 293 Springfield . 2 0 6 73 79 None. 0 0 11 4,500 200,000 294 Webb City . 1 0 1 1 29 30 None. 4 1,584 *55,000 MONTANA. 295 Anaconda . 1 0 1 2 32 34 None. 0 0 4 1,488 116,118 296 Butt9 . . 5 5 10 3 153 156 None. 0 0 17 6,750 500,000 297 Great Falls . 1 1 2 2 47 49 None. 0 0 10 2,160 200,000 298 Helena . 1 4 5 4 46 50 5 to 8. 2 0 8 2,500 450,000 NEBRASKA. 299 Lincoln . 4 0 4 14 148 162 None. 14 0 18 7,000 *435,797 300 Omaha . 2 20 22 12 383 395 9 and 10. 28 2 35 17,940 1,870,371 301 South Omaha . *2 *2 *4 *4 *81 *85 *None. 1 *18 *3,620 300,000 * Statistics of 1899-1900. CITY SCHOOL SYSTEMS, 1559 Table 8. — Statistics of supervising officers , teachers, property , etc. , in public schools of cities of over 8,000 inhabitants , 1000-1901 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which manual training is given, if any. 1 Number of kinder¬ gartens. Number of even¬ ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. © 'cS ©‘ a n © * 3 o H © 1 Female. Total. 1 2 3 1* 5 6 7 8 9 10 11 12 13 NEW HAMPSHIRE. 302 Berlin . 3 0 3 3 20 23 None. 0 0 6 836,275 303 Concord (Union 1 0 1 2 58 60 5 to 9 and 6 14 *2,550 *330,000 district). high school. 804 Dover . 2 1 3 5 35 40 None. 0 1 12 1,620 146,500 305 Keene (Union dis- 1 2 3 4 41 45 None. 0 1 18 1,700 141,500 trict). 308 Laconia. . 2 i 3 2 32 34 None. 0 0 12 1,511 100.000 307 Manchester . 3 i 4 15 119 134 8 and 9. 3 24 5,600 78L 056 30S 4 9 0 80 80 None. 3 19 308,433 399 Portsmouth . 3 i 4 5 42 47 None. 4 ”6’ 11 1,797 103,000 310 Rochester . 1 i 2 3 29 32 None. 0 0 11 1,400 100, (XX) KEW JERSEY. 311 Atlantic City* _ 2 i 3 4 75 79 5 to 10. 0 0 6 3,355 215,000 312 Bayonne _ _ 9 2 11 1 151 152 None. 1 1 10 4,534 400,000 313 Bloomfield. . 4 5 9 4 42 46 None. 8 1 7 2, 252 250, (XX) 314 Bridgeton * . . . _ 3 48 51 6 2. 870 a 97. 000 315 Camden _ _ 9 1 10 2 299 301 All grades. 3 30 12, 205 800,000 316 East Orange . 8 3 11 5 95 100 5 to 8 and 6 ”6" 7 3,818 * 549, 500 high school. 317 Elizabeth* . 12 134 146 ! . . 10 6,070 a 347, 000 818 Hackensack* _ 33 43 5 2.044 a 107 000 319 Harrison . 2 0 2 3 14 17 None. 2 2 '800 40,000 320 Hoboken. . 8 1 9 1 190 191 6 to 9. ‘T 1 14 8,248 a 371, 000 321 Jersey City . . 18 29 47 3 536 539 None. 3 6 30 24,334 1,687,200 322 Kearney . 1 0 1 4 36 40 None. 0 1 6 2,025 165. (XX) 328 Long Branch . 1 3 4 5 51 56 1 10 3,032 257.800 324 Millville * 5 43 48 .... 13 2 592 a 56 000 225 Montclair . 2 3 5 9 80 89 1 to 9. 7 i 12 2.730 334’ 000 326 Morristown _ 2 0 2 2 35 37 None. 0 0 3 1,552 130,000 327 Newark . 40 12 52 27 773 800 5 to 8 and 102 11 53 38,407 2,632,900 high school. 828 New Brunswick .. 1 0 1 5 60 65 None. 1 l 6 2,300 186, (XX) 329 Orange.. . 8 5 13 5 68 73 All grades. 5 6 3,064 *260,000 830 Passaic _ 2 8 10 4 82 86 3 to 8. 7 ”2’ 9 4,533 265,000 331 Paterson . 21 4 25 5 335 340 7 and 8 and 19 5 21 15,500 850,000 high school. 332 Perth Amboy .... 1 0 1 6 50 58 None. 1 6 2,614 180,000 §38 334 Phillipsburg . Plainfield _ 1 2 0 4 1 6 5 3 35 66 40 2 to 6. None. 0 5 ”6' 0 6 8 1,725 100,000 232,000 335 Rahway . 1 1 2 4 30 34 0 4 1,746 100 000 336 Trenton* ... _ 7 197 204 24 8’ 666 a 506’ 427 337 Union (town) .... 5 1 6 4 45 49 From 3 2 3 2,480 150^000 through high school. 338 West Hoboken ... 2 6 8 3 83 86 None. 6 0 4 3,780 180,500 NEW YORK. 339 Albany . 17 9 26 8 272 280 High school. 21 3 20 12,011 1,071,000 340 Amsterdam . i 2 1 3 8 53 61 None. 0 u 10 3,340 129,275 341 Auburn . 4 7 11 3 110 113 None. 1 15 3,982 465,000 342 Batavia _ , 1 8 9 0 32 32 None. 1 7 250,000 313 Binghamton _ 2 2 4 12 191 1 203 9 to 12. 14 ”6’ *17 *7, 214 460i611 844 Buffalo* _ 60 16 76 20 1,172 | 1, 192 8 and 9. 12 15 83 54,616 3, 486. 874 345 Cohoes . 1 0 1 0 65 65 None. 4 0 12 2,717 *105:400 346 Corning _ _ 1 1 2 3 0 23 23 Primary. 0 0 2 1,472 125,000 34 4 Cortland.. . 1 0 1 1 26 27 None. 1 0 4 1,100 70,000 348 Dunkirk* . 1 1 2 3 52 55 None. 0 1 9 2,064 190,000 349 Elmira . 8 6 14 1 130 131 None. 0 0 12 6,134 600,000 350 Geneva . 1 1 2 3 46 49 None. 4 0 5 1,304 135, 415 351 Glens Falls _ 2 2 4 1 42 43 None. 2 0 4 1,584 150,000 352 Gloversvilie . 1 0 1 1 70 71 None. 6 0 9 3,550 165, (XX) 353 Hornellsville _ 2 5 7 1 53 54 None. 3 0 5 2,300 125,906 354 Hudson... . 1 1 2 0 30 30 None. 0 0 3 1,528 80,000 355 Ithaca * . 3 1 4 I 6 46 52 6 to 8. 0 0 7 2,130 215,000 * Statistics of 1899-1900. a Value of buildings. Tj 356 357 353 3-59 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 332 3S3 384 385 3S6 387 388 389 390 391 392 393 394 395 396 397 398 399 400 EDUCATION EEPOET, 1900-1901 of supervising officers , teachers, property , etc., in public schools of over 8,000 inhabitants, 1900-1901 — Continued. NEW YORK— con¬ tinued. Jamestown . Johnstown _ Kingston: Kingston school dis¬ trict. District No. 1 J District No. 2 J District No. 3.1 District No. 4.1 Lansingburg _ Littlef alls . . Lockport . J Middletown _ Mount V ernon Newburg _ i N ew Rochelle _ New York . . Niagara Falls _ North Tona wanda Ogdens burg . . Olean . Oswego . . Peekskill: District No. 7 (Drum Hill). District No. 8 (Oakside). Plattsburg _ Port Jervis . . . Poughkeepsie .... Rochester . Rome . . . Saratoga Springs* Schenectady . Syracuse . Supervis¬ ing officers. Regular teach¬ ers. Grades in which manual training is given, if any. 1 Number of kinder¬ gartens. | , © ®| © ® & jS.2 h_ Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. © 1 | Female. | Total. | Male. Female. Total. 2 3 4 5 6 7 8 9 io 11 12 13 3 0 3 6 108 114 All. 9 0 12 a 3,674 $340,000 1 0 1 2 39 41 None. 0 0 5 2,350 149,978 1 2 3 8 40 4S None. 0 0 6 2,382 181,750 1 0 1 1 8 9 None. 0 ! o , 1 418 | 21,810 1 1 2 1 69 70 None. 5 0 5 2,350 1 140,833 1 o 1 4 27 31 None. 3 1 400 1 150 000 1 2 3 4 77 81 None. 1 0 *10 ! * B, 795 i ± , uuu 1 345.000 1 2 3 4 47 51 6 None. 0 0 6 2, 115 i 210,000 5 1 6 1 95 96 None. 2 1 10 4.453 463, 100 1 0 1 9 93 102 3 to 11. 0 0 6 3,675 1 367! 000 2 10 12 4 71 75 ! None. 5 1 8 2,767 [ 278, 375 234 419 653 906 9,828 10,734 | High and el¬ 185 71 486 452,890 56, 164,485 ementary grades and truant schools. 4 3 7 3 88 91 None. 5 2 10 3,300 200,000 4 1 5 7 48 55 None. 4 0 4 1,826 c 170, 000 1 0 1 3 53 56 11 2,714 *139 725 2 4 1 56 57 None. 6 1 1 6 2.587 189,’ 100 1 0 1 5 84 89 None. 0 0 15 3,900 205,000 1 ll 2 0 20 20 None. 1 0 3 1,000 45, COO 1 2 3 0 14 14 None. 0 0 1 720 62,500 l 2 3 1 43 44 I Primary. 1 0 8 1,855 75,000 1 2 1 3 3 42 | 45 None. 6 2,260 | 103,900 2 2 ! 4 6 81 87 None. "o' 0 14 3,400 | 300,000 17 31 48 8 635 643 None, 29 2 37 22,080 i 1,345,976 1 3 4 3 47 50 None. 4 0 8 3,004 160.000 2 0 2 3 57 60 None. 5 1 6 2,600 201,800 1 0 1 4 82 86 5 7 3,300 ' ! c 240, 000 16 13 29 23 482 485 I Primary, 22 6 38 19,477 1,757,800 junior, and high. 8 2 10 6 206 212 None. 4 25 8,798 *550,000 4 7 11 13 229 242 All below 14 1 25 9,027 720,100 high school. 1 1 2 5 102 107 None. 0 1 13 4,200 250,000 1 2 3 2 37 39 None. 2 0 6 1,800 ! 93.500 1 2 3 3 29 32 8 3 4 1,269 113,478 2 13 15 2 159 161 From 5 up 9 3 16 5,723 844,600 and in high school. 2 1 3 3 33 36 3 and 4. 0 0 6 1,787 79,586 2 1 6 2 3 16 | 19 j None. 6 3 800 20,000 1 0 1 5 31 86 None. 1,900 55, 000 2 0 2 3 19 22 1 None. _ — 3 1,200 30,000 1-1900. indergartens. b Except in " Truant room.” c Value of buildings and sites only, 18S9-1800. CITY SCHOOL SYSTEMS. 1561 Table 8. — Statistics of supervising officers, teachers, property, etc. , in public schools of cities of over 8,000 inhabitants, 1900-1001 — Continued. City. Supervis¬ ing officers. Regular teach¬ ers. Grades in which manual training is given, if any. Number of kinder¬ gartens. 1 Number of even- | ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. I o. a © ■c3 O | Male. © a a © & Total. 1 2 3 4 5 6 i 7 8 9 10 11 12 13 OHIO. 401 Akron . 9 3 12 22 168 190 5 to 11. 8 8 17 10.450 $850,000 402 Alliance _ 3 0 3 7 27 34 None. 0 0 6 1,850 142,500 403 1 0 1 6 29 35 None. 6 1,650 117,000 404 Bellaire . 1 0 1 5 33 38 None. 0 0 7 1,756 90,000 405 Cambridge . 1 0 1 3 34 37 None. 0 0 5 1,865 120,000 400 Canton .. . 4 1 5 24 121 I 145 None. 3 16 6.900 *577,000 407 Chilicothe _ . 1 0 1 11 53 64 None. 0 "6" 5 2,500 160,000 o 51 83 786 869 None. o 8 52 44,600 4 268,883 409 14 71 68 1,174 1.242 All. 25 36 69 5*140*659 410 11 41 52 411 i '438 None. 0 5 40 2,410,650 411 Dayton _ _ 16 14 30 30 356 386 7 and 8. 18 1 30 14,284 1,407,124 412 East Liverpool . _ _ *1 *0 *1 7 60 67 None. 0 0 12 3,000 200,000 413 1 0 1 34 39 5 to 7. 7 1,400 *100,000 414 9 70 79 1 J 13 ! 236,000 415 Fremont . ... 1 0 1 5 32 37 None. 3 L„i 5 1.400 75,000 416 Hamilton - 3 1 4 16 78 94 None. 9 1 3; 950 325,000 417 Ironton _ 2 0 2 7 45 52 None. 0 7 2,600 150,000 418 1 0 1 34 39 None. 5 1,400 150,000 419 3 88 91 L.J 12 260,000 420 Lorain . 3 1 4 5 53 58 None. 9 2,575 130 000 421 : Mansfield . 2 2 1 4 4 79 83 None. 5 .... 0 9 *3.944 325,000 422 Marietta . . . 1 ! 0 1 7 54 61 None. 0 0 12 2,800 155, 000 4.23 i Marion* . . 1 3 47 50 8 205, 000 424 Massillon . - 3 : 0 .... I 3 ! 7 36 43 7 2,273 165,000 425 1 Middletown . 1 1 1 2 5 40 45 0 1 ^ 4 1,900 185, 000 426 ! Newark 2 2 4 4 68 72 None. 13 3,200 197.000 427 j Piqua * . 5 47 52 1 _ 7 225*000 428 . Portsmouth . 3 1 7 i 10 1 4 64 68 None. 2 1 11 2,800 230,000 429 | Sandusky . 3 I 1 1 4 ! 4 70 74 None. 0 1 8 3.240 300, 000 430 | Springfield . 1 1 0 1 28 137 165 None. 1 0 16 7,160 450,000 431 j 1 Steubenville* _ . 5 50 55 6 151 000 432 i Tiffin. . .J 1 6 j 1 ! 4 35 39 None. 0 0 5 1,800 200*000 433 I Toledo . . . 11 13 24 ! 26 432 458 5 to 12. 6 1 42 23,583 1*1,479,000 484 ; Warren. 1 0 1 9 34 1 43 None. 9 2,000 200,000 435 j Wellston . . 2 1 3 6 30 36 None. *7 *l’ 750 50*000 436 Xenia . 1 0 1 4 40 44 None. 0 1 6 1*843 140*000 4-37 Youngstown . 3 • 2 j 5 13 147 160 None. 0 0 23 7,000 800,000 438 Zanesville* . 6 88 94 17 250,000 OKLAHOMA. 439 Guthrie _ 1 0 1 5 36 41 High school. 5 0 5 1,800 75.000 440 Oklahoma City* . 5 1 ' OREGON. ! 441 Astoria . . . 1 0 1 4 26 30 None. 0 0 5 1,250 70.000 442 "Portland . 28 5 I 33 i 22 263 285 None. ---- 4 28 *13,000 *1,075,503 PENNSYLVANIA. 1 1 r 443 Allegheny . . 22 3 25 ' 39 361 400 Grammar. 9 12 30 18.469 2,445,688 444 Allentown _ 1 2 3 *25 *90 *115 None. 0 2 14 5,600 705,817 445 Altoona . 1 1 3 18 135 153 None. 0 0 12 7,350 509,100 446 Beaver Falls . 1 0 1 3 41 44 None. 0 0 5 2.000 135,000 447 Braddock _ 2 5 2 45 47 None. 0 0 4 2,250 307.500 448 Bradford. . 1 3 4 6 59 65 None. 1 0 8 ! 3.000 250,000 449 ; Butler. _ _ o 3 I 5 3 47 50 None. | 5 2,411 200 000 450 Carbondale . 1 0 1 6 50 56 None. 2 10 3*219 190^000 451 Carlisle . . 1 1 2 11 23 34 1 600 111 500 452 ! Chambersburg . . _ 1 | 0 1 1 5 30 35 None. 0 0 7 1*870 70,000 453 j Chester _ _ _ 1 1 1 2 1 6 128 134 None. 0 0 23 5; 614 500,000 454 ; Columbia _ 1 ! o 1 *3 *41 *44 None. 0 1 6 2,100 76,300 455 j Danville . . 1 0 1 4 23 27 None. 0 1 5 1,550 100,000 456 | Du Bois* _ 1 6 27 33 457 ! Dunmore .. 1 1 0 1 4 47 51 None. 0 10 2,400 1 125,000 458 : Duquesne _ _ 1 5 6 1 39 40 None. o "o' 127 400 459 Easton . _ 2 0 25 74 99 None. 0 0 15 4,932 ! 557,330 460 » Erie _ _ _ _ _ 3 1 16 19 1 8 202 210 1 None. 3 2 17 7,845 ; 954, sso * Statistics of 1899-1900. 1562 EDUCATION REPORT, 1900-1901, Table 8. — Statistics of supervising officers, teachers, property , etc., in public schools of cities of over 8,000 inhabitants, 1900-1901 — Continued. j Suporvis- | ing officers. Regular teach¬ ers. Grades in which manual training is given, if any. Number of kinder¬ gartens. j Number of even- I ing schools. Buildings used for school purposes. Seats or sittings for study in all public schools. Value of public property used for school pur¬ poses. City. Male. Female. i o EH Female. Total. 1 2 3 4 5 6 7 8 9 io 11 12 13 PENNSYLVANIA— continued. 461 Harrisburg . 4 2 6 80 166 196 High school. 0 0 25 9,989 $775,989 1 1 2 9 45 54 None. 8 2,925 210,000 463 Homestead . 2 5 7 1 41 42 From 6 up. 0 0 5 2,500 240,000 464 Johnstown . 2 2 4 24 106 130 Highest 0 0 22 6,100 540,000 gra mmar grade and high school. 465 Lancaster . 2 0 2 11 108 119 None. 0 11 19 6,330 483,150 466 Lebanon . 2 0 2 6 61 67 None. 1 0 12 3,000 335,000 467 McKeesport * _ 18 105 123 488 1 6 1 7 42 None. 5 2,200 115,000 469 Meadville. .1. ... 1 3 4 1 49 50 None. 0 0 4 2,100 140,000 470 Mount Carmel _ 1 2 3 7 34 41 None. 4 *6 2,216 90,000 471 Nanticoke* . 1 0 1 11 32 43 None. “o' 4 6 1,960 99,637 472 Newcastle . . 2 1 3 14 103 117 None. 0 0 14 4,900 388,737 473 1 0 1 8 69 77 From 7 9 3,400 300,000 through high school. Oil City * . 3 48 51 475 Philadelphia . 64 103 187 163 3,289 3,452 In two high 142 84 325 *160,000 12,500,000 schools. 476 Phoenix ville . 2 0 2 *2 *26 *28 None. 0 0 4 1,500 *75,000 477 Pittsburg . 3 6 9 52 942 984 Grammar. 26 84 47,000 3,500,000 478 Pittston * . 2 1 3 1 34 35 None. 'Y 6 1,700 85,000 479 Plymouth . 1 0 1 5 27 32 None. 6 2,300 60,000 480 Pottstown . 1 0 1 14 53 67 None. 0 ”6' 22 3,240 192,658 481 Pottsville . 1 0 1 7. 53 60 None. 11 3,000 350, 000 482 Reading . 1 4 5 9 301 310 None. 0 5 46 13,050 965, 500 483 Scranton . 30 310 340 None. 5 83 33 14,800 1,610,384 484 Shamokin * . 15 55 70 485 Sharon... _ 2 0 2 1 34 35 None. 0 0 7 1,700 65,000 483 Shenandoah . 1 2 3 8 52 60 None. 12 10 3,340 130, OjO 487 South Bethlehem. 10 37 47 488 Steelton . . 2 0 2 18 25 43 None. 0 6 2,249 326,000 489 Sunbury . . 1* 0 1 11 36 47 None. 'Y • 9 2,200 100,000 490 Titusville . . 1 0 1 2 43 45 None. ~Y 0 5 1,750 107,867 491 Warren 6 37 43 492 West Chester _ 1 0 1 5 33 38 9 to 12. 4 1,562 150,000 493 Wilkesbarre _ 1 2 3 29 149 178 High school. 17 20 9,792 600,000 494 Wilkinsburg _ 1 0 1 2 46 48 None. “o' 0 3 2,100 250,000 495 Williamsport _ 1 1 2 18 93 111 None, 0 1 14 5,600 375,000 486 York . 1 0 1 30 100 130 None. 0 0 21 5,973 625,000 RHODE ISLAND. 497 Central Falls _ 1 2 3 3 52 55 None. 0 3 9 2,263 169,000 498 Cranston (town) . . 1 2 3 8 54 62 None. 4 16 2,184 200,000 499 Cumberland None. o "i *14 *2,000 62,590 (town). 500 East Providence 1 3 4 4 53 57 None. 0 1 17 2,352 150,000 (town). 501 Lincoln (town) . . . 1 0 1 1 32 33 None. 0 0 11 502 Newport . . 1 0 1 10 83 93 4 to 13. 5 4 14 3,535 441,308 503 Pawtucket . 7 3 10 4 140 144 None. 7 5 28 5,980 691,650 504 Providence . 2 11 13 55 599 654 High school. 24 20 99 27,961 2,633,900 505 Warwick (town). 1 1 2 9 56 65 None. 0 7 28 506 Woonsocket . 1 0 1 99 106 7 to 9. 2 7 24 3,935 280,000 SOUTH CAROLINA. 507 Charleston . 6 6 12 G 92 98 None. 0 0 6 7,213 200,000 508 Columbia . 1 1 2 6 32 38 Some in pri¬ 0 0 5 1,880 53,000 mary. 509 Greenville * . 1 0 1 4 23 27 None. 0 0 4 1,500 32,734 510 Spartanburg . 1 1 2 4 26 80 None. 0 0 4 1,620 38,000 SOUTH DAKOTA. 511 2 2 4 2 50 52 Some in all 9 2,135 275,000 j Sioux Falls . 1 grades. * Statistics of 1899-1900. 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 543 547 548 549 550 551 552 553 554 555 558 557 55S I CITY SCHOOL SYSTEMS, 1563 sle8. — Statistics of supei'vising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1900-1901. — Continued. Supervis¬ ing officers. Regular teach¬ ers. A bo . .a.a >> © 0 X r rj tc U" . 13 P o o & x a City. © 'S a © a © jg o EH 6 'eS S © a © 3 o EH '"IS 1 ^ OX) & X g V © © s A bO a 3 °1 ,2 bo a. a P r - CO pH ^ 3 bcP< 11 ’3 *5 o © C1c:§ m .A a© a CJ+H 01 ° S © m IftlpH S> 1 2 3 4 5 6 7 8 9 19 ii 12 13 TENNESSEE. 2 90 7 6,000 1,250 2,800 3.600 9,141 9,628 * $325, 000 43,210 1 0 1 2 26 28 None. 2 5 3 8 0 32 32 4 to 7. 4 55, (XX) 6 1 7 12 71 S3 None. 0 0 13 180,000 480,580 472,249 1 0 1 19 199 218 None. 0 1 30 Nashville . - 20 1 21 24 178 202 None. 0 1 18 TEXAS. Austin . 1 1 2 17 59 76 9 to 11. 0 0 12 3,642 180,550 16, 600 82,000 345,854 123,600 162,810 219,007 . 119,235 442,300 600,000 11,200 66,765 Corsicana* _ 1 ! 6 1 7 26 33 None. 0 0 5 1,470 6,171 2,069 1,683 4,500 1,244 4,250 5,781 600 Dallas _ _ 2 0 2 20 101 121 None. 0 0 14 Denison. . . 1 i 2 5 37 42 None. 0 0 9 El Paso. . 4 9 38 43 None. 2 6 Fort Worth . 3 0 3 21 63 84 None. 0 ”6' 13 Gainesville _ 1 0 1 3 29 32 None. 0 5 Galveston . . 1 0 1 15 67 82 0 ”6' 2 2 4 33 116 149 1 to 7. 0 0 20 Laredo _ 1 0 1 0 22 22 None. 8 Palestine _ _ . 1 0 1 9 23 32 None. 0 0 1 316 Paris . . 1 0 1 5 44 49 None. 7 1, 300 6. 970 80,250 327, S33 San Antonio . . 1 0 1 34 101 135 22 Sherman _ 1 0 1 3 34 37 None. 1 0 5 1,644 97,200 58, 100 285,600 Tyler* . . . Waco . 1 i 0 1 13 56 69 None. 0 0 13 3,440 UTAH. Ogden.. . 8 1 4 19 76 95 291 None. None. 0 o 19 4.200 11,329 i 358,788 ! 1,117,602 Salt Lake City _ VEHHONT. 9 2 11 25 266 27 Barre . . 1 0 1 3 31 34 73 None. 0 o n 1,625 105,000 344, 700 Burlington . . 2 1 3 6 67 14 Rutland . 2 3 5 2 56 58 None. 3 10 *103,200 VIRGINIA. Alexandria . 3 2 5 9 24 33 None. e *1.850 2, 500 3,000 *37,000 58.000 130,000 Danville _ _ 2 0 2 47 58 54 65 None. Grammar. 0 0 g Lynchburg . 3 3 6 7 9 Manchester . Newport News... Norfolk . 1 0 1 4 38 42 None. 1 0 0 6 1,540 ) 60, (XX) Petersburg . 1 0 1 2 51 53 High school. 1 o 0 9 3,150 j 75,000 Portsmouth . Richmond . 19 6 19 9 232 47 241 59 None. None. o 0 0 19 3 11,609 3, 650 442,500 135,000 Roanoke . 1 0 1 12 o WASHINGTON. Everett i . 1 l 2 4 38 42 5 OA 1,600 11,400 6, 796 7,875 2,081 86,300 880,000 a 8 01,252 892,336 181,178 Seattle . 10 2 12 13 19 9 226 161 161 27 245 170 173 31 High school. None. None. None. 1 13 4 0 Spokane _ _ 5 8 ., 749 8.681 a 579. 565 Chelsea _ . _ _ _ -- 90,432 28.060 728 ; 119, 220 Chicopee* 28,032 12,863 589 41.484 Clinton (town) . _ ... _ _ 28,081 16,529 688 45,298 Danvers (town) 20,825 12,010 32.835 Everett . . . . . 44.343 79.795 39, 675 1,103 164.916 Fall River _ _ _ _ _ 93.956 203,189 81,097 11.491 389:733 Fitchburg _ . . . 27,380 85. 385 26,861 2.379 142,005 Framingham (town) . . 11,542 33,525 15,987 '900 61,954 Gardner (town) 23,365 13, 730 37,096 Gloucester . . . . 9,327 57.622 18,529 100 85, 578 Greenfield 24,562 37,229 Haverhill . . . . . . 5.598 98; 115 24,388 2,226 130;327 Holyoke . . . . . 85,064 130,153 53,929 5,024 274, 170 Hyde Park * 34.864 12, 401 47,265 Lawrence 254,068 132, 749 33.091 5, 403 425,311 Leominster (townp- 26. 724 15: 146 41,870 Lowell _ _ _ _ 55, 152 210,070 49,319 15,931 330.472 Lynn . . . . . _ . 183,903 63.475 2,377 249, 755 llalden . . . . . 2,568 123,864 53,807 3,440 183,679 Marlboro _ _A _ _ 42, 167 14,915 999 58, 081 Medford. _ _ _ _ 2,201 71,824 27.878 1, 147 103.050 Melrose * 49,911 22,672 72,583 Milford (town) 2,402 20, 491 7,359 30,252 Natick (town). . . . 5,951 27,715 8,826 I . 42. 492 New Bedford . . . . 100,901 141,343 65.997 5, 465 313,706 Newburyport . . . b 14.363 27,094 6,685 217 48,359 Newton . . . . . 130. 945 150. 159 41,805 926 321,315 North Adams . . . 67,000 57,500 24,800 1,700 151,000 Northampton _ 46,694 20. 371 832 67.897 Peabody (town) _ _ _ 27,855 10,356 125 38,337 Pittsfield . . . 3.603 60, 3S2 22,688 553 87.226 Plvmouth (town)* 2,834 241780 8,270 35,884 Quincy . . 77,873 22,233 1,434 101,540 Revere (town) 63,000 30,998 17,448 111,446 Salem . 9,523 88,099 30,317 3,035 130,974 * Statistics of 1893-1900 b Includes item for ordinary repairs. a Includes $1,996 expended for vacation schools. CITY SCHOOL SYSTEMS 1579 Table 10. — Statistics of expenditures of public schools of cities of over 8,000 inhab¬ itants, 1900-1901 — Continued. City. Perma¬ nent in¬ vestments ! and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 ! i 5 6 MASSACHUSETTS— continued. 230 Somerville . . . - $72,977 $210, 122 $46,811 $3,470 $333,380 231 Southbridge (town) . . . 1,811 16,951 6,454 653 25, 869 232 222, 257 100.538 10,447 333,242 233 Taunton* _ : _ _ _ 45,700 82,730 34,098 1,489 164,017 234 33,990 8,937 800 43. 727 235 Waltham. . . . . . 12,499 60,778 31,337 1,898 106,512 23H 1,&54 18, 161 7,100 26, 615 •-3T 27, 472 12,465 39,937 238 24,531 12,945 5,386 42,862 239 39,274 17,103 289 56,666 240 10,000 31,556 12, 555 54,111 241 Woburn. . . . . :2,249 43, 771 12,984 588 59,592 242 Worcester . . . . 138,049 375,730 126,709 20,204 660,692 MICHIGAN. 243 600 19,540 10,664 30,804 244 18,513 7,746 26,259 245 6,343 41, 745 13,248 61.336 246 18,036 36,272 14, 719 69.027 247 Bay City . . . . . . . 55,528 27,392 82, 920 248 Detroit”. . . . 381,233 658,841 207,085 4,667 1,251,826 249 16,463 16. 715 7,916 41,094 250 Flint... . . . . . 3,180 29.920 14,921 48,021 251 1 Grand Rapids . . . . 66,476 230,460 86,193 9,000 392,129 252 Holland _ 14, 779 19, 724 253 i Iron Mountain 16,532 25,816 ii,464 53, S12 254 j Iron wood . . . . 23,924 22,462 46,386 255 Ishpeming . . . . 36,584 34,925 27,441 98,830 256 Jackson . . . . . . .. 48,640 IS, 788 67,428 257 | Kalamazoo . . 4,738 50^ 578 22,886 315 78,517 258 Lansing . . . . 4,652 36,611 18,229 59,492 259 Manistee . . . . . 1.153 34,439 14,082 49,674 260 j Marquette. . 2,267 23,474 10,402 36,143 261 Menominee . 30.007 13,341 43,348 262 Muskegon* _ _ 15,500 52! 954 33,902 102,356 263 Owosso . 19,502 6,821 26,323 264 Pontiac. . . * 15, 311 30.861 265 j Port Huron . . 32, 753 18, 149 50^902 Saginaw: 266 East side _ _ 3,006 73,998 22,297 99,301 267 West side*. . . 1,580 38,348 12, 751 52,679 268 Sault Ste. Maine ..... _ _ _ 5,200 23,420 14,000 42,620 269 Traverse City . . . 9,872 21,859 6,980 38,711 270 West Bay City _ . ... MINNESOTA. 271 Di iuth . . . . . 54,964 155,890 145,020 355.874 272 Faribault _ _ _ 15,970 23,000 273 Mankato . . . 31,644 274 Minneapolis _ _ 65,918 590,048 183, 124 839,090 275 St. Cloud . . 600 18, 470 12,657 31,728 276 St. Paul . . . 407. 875 157, 225 565, 100 277 Stillwater . 563 28,795 14, 458 43, 846 278 Winona _ 53,054 26, 269 79, 323 MISSISSIPPI. 279 Jackson . i 22, 764 280 Meridian . . . 2,656 18,425 2,426 23,507 281 Katchez . . . 282 Vicksburg . . . MISSOURI. 283 Carthage* . 20,890 13,234 34,124 284 ! Hannibal.. . 1,948 26,749 7,883 36,580 285 I Jeff erson City . . . 286 i Joplin.. . . .. 15, 191 33,590 16,110 64,891 287 Kansas City . 207, 686 423, 2S8 249, 154 880,128 288 j Moberly . 364 16.500 5,591 22,455 289 i St. Charles . * Statistics of 1899-1900. 1580 EDUCATION REPORT, 1900-1901 Table 10.- -Statistics of expenditures of public schools of cities of over 8,000 inhab¬ itants , 1900-1901 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 4 5 6 Missouri — continued St. Joseph . $136,433 $121,043 $62,060 $823 $320,359 St. Louis . . . . 434,203 1,076. 723 349,249 12,049 1,872,224 33; 037 23,497 56, 534 11,353 32,079 13, 237 56,669 ! W ebb~ City _ _ . 19,271 12,876 4,618 36, 765 MONTANA. 27,767 9.104 36,871 12,152 131,428 51, 885 195.465 1 Great Falls _ _ . _ _ 60Cf 36,745 14.059 5i:.395 837 41,932 28,650 69,419 NEBRASKA. 91.272 136, 900 Omaha - ... . . 108.956 290,518 142.603 1,981 544,058 10,000 55,000 20,000 85,000 NEW HAMPSHIRE 3,522 8,893 4,017 16,432 35.746 19. 180 :::::::::::: 54,926 Dover _ _ _ 1.681 24.255 7,252 360 33,548 Keene (Union district) . 13,600 17,874 8,554 159 40,187 Laconia . . . . 16,387 6,688 23,075 Manchester 88. 796 33,204 1,187 123,187 Nashua . . . 1,210 42;908 23,867 67,975 Portsmouth . 5.948 27.639 8.486 42,073 Rochester 154 15, 740 6, 576 22,470 NEW JERSEY. Atlantic City* . . 39,845 76,017 Bavonne . . . . 1 10,183 103, 743 | 19,997 2,049 135,972 Bloomfield . . 1,600 34.590 17,579 961 54,730 Bridgeton* .. 21. 190 26,426 Camden I 23,500 160,850 80,900 265,250 East Orange 42,981 82. 969 37,671 163,621 Elizabeth* .... 81.373 159,874 Hackensack * 28.417 60,183 Harrison . 10.000 6,800 16,800 Hoboken . . 136.691 46 i 939 1,431 185,061 Jersey City . . . . . 149,835 384.610 93,805 5,904 634,154 Kearny 23.903 13, 896 37,799 Long Branch 9,000 40.679 20,192 69,871 Millville* 20,348 26,487 Montclair _ _ 2,799 68.057 29,876 440 101,172 | Morristown 163 24. 104 10,401 I . . . 34,668 Newark . . . . 328.818 618;701 232,394 33,747 1,213,660 New Brunswick . . 2,970 36,649 15,402 600 55,622 Orange * 1 42,360 107.668 Passaic _ _ _ _ 35,225 59,932 21,070 3,977 120,204 Paterson . . . . . 128:427 218,990 70,138 7,775 425,330 Perth Amboy 340 27.179 9,534 37,053 Phillipsburg 1,249 20. 707 8.690 30,646 I Plainfield 1,004 49.859 24,093 74,956 Rahway . . 1 19:520 24,651 Trenton*. . . . . lli: 615 207,555 Union ( town) 33.541 15~822~ 49,363 West Hoboken 4,326 34.630 10,636 49,592 NEW YORK. | Albany . . . . . 221,002 75,693 1,945 298,640 1 Amsterdam 223 34.516 12,800 47,539 j Auburn 54,129 63: 862 16,447 134,438 i Batavia 6,872 16. 767 16.418 40,057 Binghamton 22,295 104. 671 29,397 156,363 Buffalo* . . 358, 701 833,991 205.038 9,943 1,407,673 Cohoes . . . . . 2,065 36,248 15,023 53,336 Co* ning 1,749 14.516 6.921 23,186 Cortland . . . . 289 14,305 3,227 17,821 290 291 294 297 299 300 301 302 303 304 303 308 30: 308 309 310 311 312 313 31- 315 316 31 318 319 320 321 322 323 324 325 326 32; 328 329 330 331 332 333 a34 335 336 337 338 339 340 341 342 343 314 345 346 347 * Statistics of 1899-1900. Ta 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 388 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 * CITY SCHOOL SYSTEMS, 1581 iE io. — Statistics of expenditures of public schools of cities of over 8,000 \ inliab- i tants , 1 900-1 901 — Continued . Perma- City. nent in- ! vestments ■ and lasting Teaching and super¬ vision. Current and inci¬ dental ex¬ Evening schools. Total. improve- penses. • ments. 1 2 3 4 5 6 new YORK— continued. Dunkirk * . _ . $16,069 2,881 2,828 9, 736 $29,930 71,152 27,490 $17,822 38,192 6,365 6,857 $280 $64,101 112, 225 36,683 43,241 51,848 44,543 20,540 108,671 87,918 33,048 26,648 35,661 28, 734 16,029 34,972 56, 352 22,486 1,290 3,716 12’ 093 3,485 13,664 23,720 8,298 1,026 60,035 7,846 2,264 Kingston: 16,708 30,105 9,662 56,475 District No. 3 . . _ 564 4,925 32, 387 1,845 13,517 19,179 11,272 16, 160 45,486 16,575 7,334 46,326 40,048 54, 679 46,353 127,039 89, 215 92,290 22,845,359 422 Little Falls . . --- 2,424 4,020 1.043 9; 594 13,289 1.925 6,207.615 18,445 39,387 29,150 71,308 59, 351 57,481 Lockport . . . . Middletown . . __ . 651 32,569 3,547,290 315 New York . . . . . Niagara Falls . . 12,743.458 46,071 28, 0(.t0 22,597 33,473 39,576 a 346, 996 724 15,446 27,807 90,048 108,252 30,991 48,064 53, 755 North Tona wanda. _ _ Ogdensburg . . 3,697 568 4,697 13,913 14,179 Olean 110 Oswego . . . . . . PeeksMU: District No. 7 (Drum Hill) _ District No. 8 (Oakside) . 4,830 500 11,080 8,200 22,375 24,303 42,000 392, 436 24,295 32. 501 4,566 2, 700 20,476 11,400 40,687 34,482 82,000 682,018 36,281 48,602 83,034 409,074 135,599 219,277 75,300 30,192 41.432 316,396 Plattsburg . . 5,063 13. 249 9,279 40,000 105,847 11,986 Port Jervis . . . 900 Poughkeepsie Rochester . . 179,283 4,452 Rome. . . . . . Saratoga Springs* . 4,300 28,976 5,800 2,814 55,060 6,936 11,401 400 Schenectady . . . 45,337 302, 937 8, 721 Syracuse . . . 97, 027 3,310 Troy . . . . 119,319 128. 140 13. 466 Utica . 35' 433 644 "Watertown . . . . . 46,307 21.897 22, 057 Water vliet . . . 8,295 White Plains . . 25,225 Yonkers . . . 107,031 140,276 64,725 4,364 NORTH CAROLINA. Asheville . 2,704 17,562 3, 755 24,021 Charlotte . . . . . . . Concord . . . . . 6,900 11,498 6,050 7,500 15,840 7,100 Greensboro . . . 2, 250 2,092 750 Newbern . . 300 Raleigh . . . . . Wilmington . . Winston . . . NORTH DAKOTA. Fargo.. . . . OHIO. Akron . 70,326 b 3, 666 105, 110 20.135 15.216 16,240 15,428 77, 715 52,756 8’ 023 1,280 229,472 31,824 24,722 29,592 22.850 122,005 Alliance . . Ashtabula* _ _ _ 1,899 7,607 Bellaire . . 13,352 7,422 Cambridge _ Canton. _ .. . 44.290 Chillicothe . . 37, 941 34,352 797,552 13 325 85,618 1,038,657 Cincinnati _ 55, 649 178,340 ’ . 7,'ii8‘ istics of 1899-1900. a Salaries only. b Besides additions to several buildings. 1582 EDUCATION KEPOBT, 1900-1901, Table 10. — Statistics of expenditures of public schools of cities of over 8,000 inhab¬ itants, , 1900-1901 — Continued. City. Perma¬ nent in- v estments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. • Evening schools. 1 2 3 4 5 Ohio — continued. 409 $561. 780 75. 082 $989,872 308.528 $374,867 113,969 85,967 17.149 3,890 $7,447 410 411 412 Dayton . . . . . i 37,359 ! 10.717 ; 13,170 260,816 28,037 20,095 32.730 17,395 55, 167 489 413 Elyria _ ! _ _ _ 414 Findlay * _ _ _ 415 6,023 19,816 1,600 5,194 416 Hamilton . . . _ _ _ 8.389 417 2,750. 28,756 21,047 47.858 27.252 41.971 28,843 24,295 23.620 23,774 45,580 22.973 31.150 418 419 Lima * _ . . 420 5,425 1.652 9,085 15,994 8,675 4->l _ _ 422 Marietta . I 26,661 15, 000 9,798 428 Marion* . 424 Massillon . ... _ ... 9,029 10.669 6,000 425 426 N ewark _ ... _ _ _ 2,500 427 Piqua* . . _ ... . _ _ 428 3,020 16,254 429 39. 822 480 89,642 29,229 19.000 288,807 24,362 12,434 25,970 92. 109 47,523 29,876 431 Steubenville * _ . . . .. _ 432 Tiffin _ _ 17,080 433 Toledo. . . . . . 88,412 71,913 10,172 524 434 Warren _ . . 435 Wells ton _ 486 Xenia 14,446 437 Youngstown _ _ _ _ 15,892 54,719 438 Zanesville* _ _ _ _ OKLAHOMA TERRITORY. 489 Guthrie . . . ... . .. 2,300 18,125 5,125 44-0 Oklahoma City . . . . . _ OREGON. 441 Astoria. . . . . . 21,000 207,286 3,050 74,651 442 Portland * . . 45,098 150 PSSKSYLY ANT A . 443 Allegheny _ _ _ 281,105 40,936 10.852 247,374 60,895 68,904 19,241 28.382 34,012 24.393 181,944 51,903 30.049 7,481 32.868 2,424 467 444 445 Allentown _ _ _ _ Altoona . . . . . 446 Beaver Falls . . 447 Braddock ii§ 448 Bradford. . . 18! 549 449 Butler _ _ 10,000 450 Carbon dale . . . . *24,946 18,925 451 Carlisle . . 610 16.047 6,035 47,332 19,402 452 Chambersburg 14,385 65,032 19,499 11.619 12,042 453 Chester . 75,003 454 Columbia . . . . 568 455 Danville _ _ 7,182 272 456 Dubois * . . . 457 Dun more _ 3,162 15,690 16,438 60,883 37,764 3,075 23.531 11.558 11,118 24,362 458 Duquesn© _ 23,037 57,968 92,999 105, 263 28.987 21,467 72,239 '60,608 25.908 66,462 20,613 ! 25.717 459 Easton. . . 460 Erie _ _ _ _ 63,359 58,391 11,478 715 461 Harrisburg . 462 Hazleton . . . 463 Homestead * . . . 464 J ohnstown _ 27,000 30,206 35, 487 41,964 24,473 25,039 465 Lancaster . . . (a) 466 Lebanon _ _ 467 McKeesport* . 468 Mahanoy City.. . . ... 1,090 267 * 11,983 11,923 9.031 6,418 469 Meadville _ 470 Mount Carmel . 3,231 15,809 22,042 ' 471 Nanticoke* _ _ _ _ 1,166 420 * Statistics of 1899-1900 a Included in other items. Total. 6 $1,933,966 Ss : 55 8SlgSsigS3MlgfeS»SSSSlS:§SS8SS$S8!l§i 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 1588 CITY SCHOOL SYSTEMS. 3LE 10. — Statistics of expenditures of public schools of cities of over 8,000 inhab¬ itants, 1900-1901 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. perns yl v A xi A — continued. Newcastle . . Norristown . Oil City* _ Philadelphia _ Phoenixville . Pittsburg . . Pittston*. . Plymouth . . P ottstown - Pottsville . . . Reading . . . . Scranton . . . Sliamokin* _ Sharon . . Shenandoah.. . South Bethlehem * Steelton _ Sunbury _ .... Titusville _ Warren* _ West Chester _ Wilkesbarre _ Wilkinsburg . Williamsport _ York _ £58, 315 42,174 1,078.567 38.000 563,431 1,979 13,305 18,076 82,235 92,939 5,198 RHODE ISLAND. Central Falls . Cranston (town) . . Cumberland (town) _ East Providence (town), Lincoln (town) * _ Newport . . Pawtucket . . Providence . . . Warwick (town) * . Woonsocket . 606 14,023 671 21,870 26.776 250 1,169 2,286 1,721 SOUTH CAROLINA. Charleston _ _ _ _ Columbia . . Greenville* . . . Spartanburg . 20,954 97,081 1.345 6,477 14,135 SOUTH DAKOTA. Sioux Falls _ _ _ TENNESSEE. Chattanooga . . Clarksville Jackson . Knoxville . Memphis . Nashville . 12,817 65 1,619 2,273 4,069 Austin . . Beaumont.. Corsicana* . Dallas . . Denison El Paso _ Fort Worth . Gainesville.. Galveston . . Houston _ Laredo _ Palestine 852,942 41, 677 26.015 2,506,548 13,824 659,927 14.913 15, 169 28,814 32,284 130,474 193,449 29,607 17,553 27,093 25, 016 24,791 20,594 26,141 20,931 22, 725 104,123 27,585 56.844 53,024 28,720 39,488 18,662 25,199 13,461 68,536 91,204 473,139 27,878 49,017 56,857 15,007 8.847 10,629 27,590 43,792 13,158 18,342 40.588 102, 551 144,307 43,258 033,920 23,766 1,026,052 14,200 273,823 5. 954 5.089 10,171 17,228 65,573 135, 757 6,696 16,112 16.774 9,742 5,740 61,876 22,786 30.040 34,647 10,216 7.876 6.094 18,785 6,382 25; 328 36.461 234.200 10,310 21, 488 6,451 2,183 625 1,043 14,130 1,952 1,807 2,580 8.843 37,132 17,346 5,702 038, 693 1,160 434 600 9,643 1,647 4,098 26.320 325 34,988 31,900 235 12,367 16,120 * Statistics of 1899-1900. 18,319 75, 772 22,291 34,474 46,662 20,218 53,397 3,882 10,412 5,753 8,101 4,319 44,913 11,120 425 2.690 1,089 909 385 887 34,885 1,823 2.315 539 0143,177 107.617 95,811 4, 677, 8c0 66,124 1,497,181 24,006 33,977 57.081 49. SOS 278; 882 434,792 78; 120 24,249 45.. 500 42.313 86,404 35.534 31 ; 881 57,615 31 ; 110 179,622 51.042 108, 754 114.447 40,275 48.531 25.665 46,655 21.594 94,751 152, 256 41,356 79,297 77.443 17,276 9,472 12,060 54,587 45,809 14, 965 20, 541 49,431 143,551 166,261 50,15-4 26.279 IT?! 504 28,369 77.583 50; 981 23,551 98,310 126,343 13.027 18,810 1584 EDUCATION REPORT, 1900-1901, Table 10. — Statistics of expenditures of public schools of cities of over S, 000 inhab¬ itants, 1900-1901 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. ] 1 2 3 4 5 6 tea as— continued . 530 $18,989 $2,000 $20,989 531 $18,782 83, 130 14,765 116,677 532 1,500 22,380 5,004 28,884 533 Tyler* . _ . 15, 010 1,756 16, 769 534 792 42,922 5,494 49,208 UTAH. 7,165 42,975 29,860 80,000 536 Salt Lake City . . . 23,656 188,293 111,721 323,670 VERMONT. 537 Barre * 16, 718 12,988 5,786 35,492 538 26,911 35,263 26,993 89, 167 539 27,745 9,537 37,282 VIRGINIA. 540 17,200 3,502 20, 702 541 21, 678 3,198 24,876 542 1,312 34,803 5,193 41,310 543 544 16,361 1.7, 033 4,852 38,246 545 Norfolk 546 Petersburg . . _ . 18,760 5,284 24,044 547 Portsmouth _ 548 Richmond . . _ _ . 11.886 133,554 21,419 166, 859 549 Roanoke . 1,312 26,371 5,087 32, 770 WASHINGTON. 550 Everett . . . 25,124 44, 077 551 Seattle 117, 384 196. 408 107, 844 421,636 552 Spokane 55, 372 86,862 82, 204 224, 438 553 Tacoma . . . 15,722 102,028 55,179 172.929 554 Walla Walla . 1,900 20,355 4, 780 27,035 WEST VIRGINIA. 555 Charleston . . 1,976 26,254 19,829 48,059 556 Huntington 8,673 19,895 10,408 38,976 557 Parkersburg . . _ . . 13, 071 30,440 9,813 53,324 558 Wheeling . 2,008 65, 157 33,993 101,158 WISCONSIN. 559 Appleton . . 2,701 38,201 23,321 64.223 560 Ashland . . . _ . 36,995 30,146 11.924 _ 79,065 561 Beloit _ _ _ _ _ _ 6,150 24,960 14,051 45, 161 562 Chippewa Falls 1,719 16, 192 6,294 24,205 563 Eau Claire . . __ 4,468 50, 128 16,061 70,657 564 1 Fond du Lac _ . . 25,500 28,581 18,379 72,460 565 i Greenbay _ _ _ 2,638 36,544 9,282 48,464 566 Janesville . _ . . . _ 6. 521 24,863 11,071 42,455 567 j Kenosha _ 2.748 20,167 7,976 30,891 568 La Crosse _ 25,642 70, 479 20,684 116,805 569 1 Madison _ 20, 372 38, 640 14, 318 73,330 570 Manitowoc* . . 13, 194 23,918 14,074 51,186 571 Marinette _ . 15,219 32,343 12, 758 60,320 572 1 Merrill . 1,205 16, 239 4,547 21,991 573 Milwaukee _ _ 27,000 620,979 112,531 760,510 574 1 Oshkosh . . . . 29,989 60,842 16,251 107,442 575 Racine _ _ _ 63,701 18, 177 81,878 576 Sheboygan 22,089 53,500 25,448 101,037 577 Stevens Point _ 818 21.049 6,593 28,460 578 Superior . . 43,920 78,534 38,012 160,466 579 i Watertown . 1 . 932 13,740 3,287 18,959 580 Wausaw . 8,740 29,943 12,622 51,305 WYOMING. 581 Cheyenne . . . 22,003 6,928 28,931 582 1 Laramie j . 1 1 1 * Statistics of 1899-1900. CITY SCHOOL SYSTEMS, 1585 Table 11. — Summary, by States, etc., of statistics of evening schools in cities of over 8,000 inhabitants, 1900-1901. Num- Teachers. Pupils. Cities of— ber of Male. Female. Total. Male. Female. Total. schools. United States . 921 1,914 2,734 5,115 121,886 j 58,092 203,000 North Atlantic Division _ _ 718 1.469 2, 411 4.280 104,661 53,568 167,600 South Atlantic Division . _ 88 44 21 132 343 65 5.536 South Central Division - 12 17 28 45 1.363 373 1,736 North Central Division ... _ 132 388 194 527 81975 2,413 19,911 Western Division . . 26 51 80 131 6;544 1,673 8,217 North Atlantic Division: Maine . _ 22 22 16 38 817 364 1,181 N ew Hampshire . . . 5 9 11 20 354 137 491 Massachusetts a . . 281 307 632 1,317 24,639 12.389 39,212 Ehode Island _ . _ 51 181 158 339 5,617 2; 853 8,470 Connecticut o._ . 21 56 25 103 430 ISO 3,822 New York _ _ _ 108 677 608 1,285 48,451 24,235 72,686 Newjerseva _ _ 32 96 192 288 6,153 2,369 12,507 Pennsylvania _ _ _ 248 121 769 890 18,200 11,031 29,231 South Atlantic Division: 10 42 17 59 1.817 20 67 3; 311 West Virginia _ . North Carolina South Carolina, Georgia . . . 2* 1 4 5 323 62 385 Florida . . . . 1 1 0 1 20 3 23 South Central Division : Kentucky 8 2 12 24 ... OO 1.042 342 1.384 Tennessee . . . . . 3 4 265 25 '290 Alabama . . . . _ _ Mississippi . . _ _ Louisiana 1 _ Texas . . . _ _ Arkansas .. _ _ ... Oklahoma . . 2 2 0 2 56 6 62 Indian Territory . North Central Division: Ohio a... . . 62 78 39 i 117 4,129 1.202 5.408 Indiana . . . . 4 7 2 9 171 68 '239 Illinois a _ _ _ _ 36 178 86 264 193 48 8.494 Michigan . . 9 39 10 49 1,014 320 1,334 Wisconsin a. . . . . 2 4 0 4 73 Minnesota . . . . Iowa a . . 2 1 3 1 4 89 209 Missouri . . . . N orth Dakota _ _ 14 25 47 72 3,033 677 3, 710 South Dakota Nebraska . Kansas . . . . 3 | . i 8 346 98 j 444 Western Division: Montana . Wyoming.. . . . Colorado- . . . . . i 0 i 1 40 18 58 New Mexico _ _ _ i Arizona . . Utah . . . Nevada. . . Idaho . . . . Washington . . . Oregon . . . 4 4 6 j 264 58 1,597 322 7,837 California . 21 47 2 j 124 6,240 a Only the totals are reported by some cities. ED 1901 — YOL H- -24 1586 EDUCATION REPOET, 1900-1901. Table 12. — Statistics of evening schools in cities of over S.000 inhabitants. City. o 1 O J 5? Teachers. Pupils enrolled. Average daily at¬ tendance. Pupils who did not attend day school. Humber of evenings the schools were actually in session. Male. Female. Total. Male. o g S .a .£5,14 . s g, rO • S rT. rQ £ o o 'EW jersey— continued. | Passaic . . . _ . .. . . . . 7 ■ 11 ! 856 Paterson . . . . . . . . . . 19 j 19 1 ! 1,056 Perth Amboy. . . . . 1 j 1 33 22 S i 55 Plainfield . . . . . . . 5 : 7 151 126 277 Salem. _ _ _ _ _ j 2 1 2 Somerville. . _ . . . . ! 1 2 42 44 j 86 South Orange .. _ _ _ _ 1 2 32 27 ! 59 Summit ... _ ... _ _ _ _ i ! 1 23 18 j 41 Union (town of) . . . . . 2 ! 2 94 92 ! 186 VV est Hoboken . . . . . . . . . 6 6 255 248 i 503 West Orange . . . . . ... .. 5 120 80 | 200 NEW MEXICO. Sante Fe . . . . . . 1 1 37 38 7a NEW YORK. Albanv... _ .. . _ _ _ _ 21 24 560 547 1 1,107 Auburn . . . . . . . . . . 1 2 23 17 40 Batavia . _ _ _ _ _ _ _ 1 2 Binghamton _ _ _ _ _ _ _ _ _ _ 14 14 318 367 ; 685 Buffalo* _ _ _ _ _ _ _ _ _ 12 17 871 434 805 Catskill . . . . . . . . 2 2 56 55 111 Cohoes . . . . . . . . . . . 4 10 130 153 283 Cortland. . ... _ . . _ _ . 1 1 27 24 51 Fredonia . . . . . . . .. _ 1 2 31 51 82 Geneva... .. . . . _ _ _ _ 4 7 130 121 251 Glens Falls. _ _ _ _ _ _ _ 2 4 63 63 126 Gloversville.. . . . _ .. 6 6 217 185 402 Haverstraw . . . .. _ . _ 1 1 28 32 60 Hempstead* . . . . . _ _ 1 2 33 31 64 Homellsvilie . . . . . . . . 3 ' 3 89 80 169 Tlion _ . .. . ... . . . . . 2 5 43 60 103 Jamestown _ _ _ _ . _ .. . 9 11 l 306 311 617 Lansingburg... . . . . ... _ _ 5 10 138 123 261 Loekport ... _ 1... . . . 1 -j 2 36 44 80 Mamaroneck . . . .. 1 2 Medina . . . .. . _ _ _ _ _ 2 ; >) 39 i 43 82 Mount Vernon. . . . _ _ _ 2 ; 2 32 31 63 Hew Rochelle _ . . _ _ ... _ _ 5 ! 9 i 202 221 423 Hew York. . . . . ... . . 135 ! 168 i 4,999 1 4.851 9.850 Hiagara Falls _ _ _ ... . . . 5 9 i 141 j • 152 293 Horth Tonawanda _ _ ..... .. _ 4 4 ; 72 | 67 139 Horwich* _ . _ ... .. .. .. _ 1 2 i 15 20 35 Hyack _ ... .. _ _ 1 | 1 i 38 40 78 Olean _ _ _ _ _ 6 6 159 169 328 Ossining . . . _ _ _ _ _ _ 4 2 1 63 70 133 Peekskill (District Ho. 7) _ _ _ _ 1 2 ! 15 26 41 Plattsburg . . . . . . . . . 1 1 71 Portchester. ... _ _ _ _ 3 6 : 297 Rensselaer... . . . . . . 1 1 i 27 ! 23 50 Rochester.. _ _ _ _ _ _ 29 81 1,784 ; 1.912 3.696 Rome _ _ _ _ _ _ _ _ _ 4 5 1 71 ! S2 153 Sand v Hill . . . . . 1 j 2 26 i 29 55 Saratoga Springs* _ _ _ 5 11 i | 131 j 117 : 248 Schenectad v _ _ _ _ _ _ _ 5 5 271 Syracuse . * . .. . . . 22 | 28 ; 519 490 1.009 Tarry town _ _ _ _ 1 ! 2 i 30 35 j 65 Troy.. . . . . . . 4 8 1 99 j 98 i 197 Utica . . . . . . . . . 14 ; 24 511 1 536 j I 1,047 Watervliet . . . . . . . 2 2 52 53 105 White Plains . . . . . 3 3 1 76 | 82 1 158 Yonkers . . . . . . i . 9 10 i 342 358 j 700 OHIO. Akron . 8 ! 8 I 240 Canton _ _ _ _ _ _ _ _ 3 3 65 1 72 137 Cleveland _ _ _ _ _ _ _ 25 48 ; 950 | 936 1,886 Davton _ .. .. . _ _ _ .. 18 28 ' 575 I 590 1, 165 Fostoria . . .. . . . . .. 2 ! 3 ! 72 62 134 Fremont . . . . . . . .. 3 ! 6 i 85 1 80 1 165 Mansfield _ _ _ _ _ 5 ! 10 I 149 165 | 314 Portsmouth . . . 2 ! 4 1 ! 50 Springfield . . . . . .. . . 1 1 1 28 j 19 I 45 Toledo . . . . . . 6 6 200 1 200 ! 400 * Statistics of 1899-1900. CITY SCHOOL SYSTEMS 1595 Table 14. — Public kindergartens in cities of over 4,000 population in 1900-1001 — Continued. City. Kinder¬ Jlnstruct- Pupils. gartens. | ore. Male. Female. Total. 1 3 3 4 5 6 OKLAHOMA. 5 ! 5 110 115 225 PENNSYLVANIA. I 9 ' 239 ! 227 466 1 j 3 15 ! 25 40 Bradford _ __ . _ _ _ 1 4 42 ! 68 110 4 1 56 i 64 120 F.rip 3 7 98 ! 116 214 Greenville ------ _ . . . . Philadelphia. _ _ _ ... _ .. _ 1 142 26 2 192 26 64 1 7,100 ! 690 66 7,311 708 130 14.411 1,398 90 2 3 50 ' 40 5 3 6 94 | 108 202 Titusville _ . . _ _ 6 75 1 87 162 1 2 9 13 22 Cranston _ RHODE ISLAND. 4 5 90 80 170 5 5 151 1 130 2Sl 14 260 i 268 528 Providence . _ _ .. .. _ _ 24 2 : 42 898 ! 917 1,815 126 Woonsocket __ . _ _ 4 57 69 Orangeburg * SOUTH CAROLINA. 1 j 1 ! 15 i 12 27 Lead _ . SOUTH DAKOTA. 1 j 4 28 1 30 58 Yankton 1 2 23 23 * 50 30 121 30 19 75 49 93 112 Johnson Citv TENNESSEE. 1 ' 1 S3 30 Denton _ TEXAS. 1 1 12 60 11 8 18 61 19 11 40 26 63 59 ; El Paso . . 2 ; g Sherman _ _ _ _ _ _ 1 ! 1 Texarkana. _ 1 j 2 Logan* . UTAH. 2 35 23 30 Bennington __ VERMONT. ’ 1 i 3 6 Rutland. . . St. Albans* _ 2 j 3 o8 j Seattle _ Spokane. . . WASHINGTON. 13 1 2 15 44 i 648 •J 507 87 "1 Tacoma _ _ _ j JL , UOO Appleton _ WISCONSIN. 4 9 169 TOO i Baraboo . . 4 g lO/C 70 031 147 Beaverdam _ 1 2 11 2 13 3 2 23 185 i U 1 62 Beloit _ 4 OfJ Berlin _ _ _ ... 2 1 1 o OOU 116 on Pond du Lac _ _ 6 261 AO Grand Rapids. _ _ 2 1 OoU OH T lO Kaukauna _ _ ou 27 287 64 iki OU | OQ 11U AO Madison .. 1 2 Do OQ OU Marinette _ wO qlQ DD I Ann Menasha. _ 3 3 44 2 6 19 88 3 o±o , ouu Menomonie _ oY -ijq lOl 971 Milwaukee . . 101 Q qin i-±o Q 1Q1 1 A ^Ol Neenah . .. O, oiu o, iyi lOA O, 3U1 1 CQ Oshkosh _ 10 9 24 16 25 6 1 1 1UO loo ! 1,170 839 qoi Racine . . Shebovgan.. . 4.94. i 424 1^7 ; Stevens Point . . . 4 4D< j ool 190 QAQ Superior _ 9 24 . j Wausau . 17 *± DO DIO 1 e7l)0 522 — - 1 Statistics of 1899-1900. Table 15. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants , 1000-1901. 1596 EDUCATION REPORT, 1900-1901. 1 e.m;ipuaclxa x^oj, 1 § i Ml !l 1 1 ii : iliilSili g : S ; SSSSSSSS5? S •s.tooijjo SuisiA.iodns pun i saaqouaj jo soliutus Si lllggl § 1 ill ililllilS 1 8“VlfH’“ a ja'sM'as's'sa a •sasocLmd xooqos .tot pasn Aj.io -do .id oixqnd jo ouiuy * liiiii § §§i§ §§§§!§§§§ i sk¥s”‘s s seas se'ggsgsgs s •sxooqos oixqnd xu ui Aprils .ibj"sgui;xis' j;o si-esg ■ i- i in ii i in ; linings i •sosodand xooqos 1 .toj pasn sSmpxing '>5 lO t* CO C C >' lO ' SS ■— o City. - 1 ALABAMA. Bessemer . Eufaula . Florence . New Decatur . Phoenix . Tuscaloosa . ARIZONA TERRITORY. Tucson . ARKANSAS. Fayetteville . Helena . Jonesboro . Texarkana . . CALIFORNIA. Bakersfield . Eureka . Napa . Pomona . Redlands . Santa Ana . Santa Barbara . . Santa Cruz . Santa Rosa . . . COLORADO. Trinidad . t-i Cl CC iS SC l- 00 31 ^ cl CITY SCHOOL SYSTEMS. 1597 IIBIES lO iC OS 5 — ?1161i§ ^ceciot-ci 11 83 88188 ss'ssss lilliilliMil so t-Tgo cc oTco^' -o cckc Sill K833 llllll hnVoV» mmm §§ iii§iiiiiniii§ggis *° 00 3 50 00 n05 3*-^ 1111 iiiiil ioloSol 11 1 $¥¥¥§£ §¥ ¥ iiiiil ®g¥gss illiiiiiliiSlill I illll II § II II 1111 iiiiiiiiiiiiin L— COHNHx5iOCH^CO^OCN^CO»©5HLC50^«OciS?oS«5s05icCaiSi>COCoScO •ooerjo snsuoo uoij'BxndOtj S1S8 fip.P8iP888S*8SSa^Sp8 cocd^ id t- cdcd-dt- od i- idid-d-d® -dot-" id City. - ■8 ! : a : ! 1 i ; a . . S si g Ifl j i-1 P.-S e cficcE x ci y iui v me _ Urbana . INDIANA. Alexandria . Bedford . Bloomington . . Bluffton . Brazil . Connersville . Crawf ordsville . _ _ Frankfort .. . Goshen . . Greenfield . Greensburg . . . Hartford City . Laporte . . . . Lebanon . . Martinsville . Mishawaka . Mount Vernon . Nobles ville . Princeton . Rushville . Seymour . Shelbyville . Valparaiso.. . . 1599 CITY SCHOOL SYSTEMS. i 1 181 Is :Ili msBsSsm is ig lit ill if o© a 53 8fSS 3S ;*?£;§* t-H Oi CO >0 OS 00 C&Cg JO >0 • N < SO 00 « -*« 35 -h'^-T m% iimiiiii listing! SJojS^ljsrcS 111! ill §1 gCO%H 3S C5r^r- cr- oi :o '■+• c~. cc -c- >o oj ©of^T cf oas-dTor ^hV^* ON 11 ;g liilililii illiiiii! illili !! illili II SSaS gSSSS'SSSfSS igWssggs ssssss ;s ®eoeoS'SJ8 s.% •! SlslS iiiiii 111 jliiil llisciil 11 i m ^UOCOi- ■05 Si CO -*T 1 CONOCO kO CO lCSD^CO^CO-'raOCO «n« OiuO $>$$&53gSi££333§£3 3§§S38S383§§IS fc8®s33«3S “^SSSsSS &888S2;88S8;58S8 28S8SSS888 SS^sSSS05 o«o»s^g **3 C-O'N'^iCCCr-^rHr-IOi-i'^CIN KNNOOCHH CO « t-I L- (M lOrt HHHOir HHHHHCC 1 rH CQ rH rH llsiigiSiiligi Ills isisg ilSii 05 Ills is • n- iiiiiiisgsiiii 5’s’iSiI’SWS’SSSS 154,720 203,840 119,560 206,122 iSill iliW iilll ii §§ 0 C5 g iili ®I§§ it ■g BS§ESs§SS§IS§S gg|gs ggggg 8S2gg gg gggggg gg ig|is§s!iii§ig gisisigii iiisiiis Ssisii §i m in 1 jiisi ISiiSiifiS iSsili SSSlil f in isi 1 jssss mmmm sssssg |l SlsSII jl 5 ! jgg£ j ;°§ j igs 1° j tesggg 1111s *8 IS! :1s 0 : mmmsmm H H53H H ri HH m t-Th ri llffiiiili GJ ©fr-i n r-i ©f 0-i ©i ©? ills! ii 1 i Mil ~u 5353i355S5353535ic3?}5i53ri ©!©!©!©j53g353©1©J O 10 2A ifC i© O lO *C LO 88888 cicicAcici 88 coco 00 CO 00 GO 000000 ©»©! mmmmm «n «oio ^ ,0 ^ mmmm • icco d'coVo ilislisl SO ^ ZD L— O ^ t* ISsiis ii *1 &s n SfE$g?2C'li.s'S.sl g§3tl'g|.Sgg|o^| §Js £‘S I 3-2 073'© ^ ® ◄33 8£§igSgg£gg83§g WJ&gg. oSSgSggSg S;2£2^S28 < * 5 cc p S g ggggg | s ~S Table 15. — School statistics of cities and villages containing between 4, 000 and 8,000 inhabitants, 1900-1901 — Continued. 1600 EDUCATION REPORT, 1900-1901. •0jn^ipU3ClX0 XBJOJ, © ini iisi i isgiiigasigiiigig 2SS3 ;sasf “ sWs&ssssssssassa •SJ00gjO SuisiA.iedns puu s.iaqbuej jo soi.i'Bj'eg © IlilllM 1 illlSliilsllllSg! r4'o'THrHr-|Os'o'tg t-T i 03 ^CO OS giCO ffl' OS 04 ^co ©os •sasod.md xooqos •TO J pOStl Aj JO -do.id oixqnd jo oiqu A X pH $45,000 a5,ooo 95,000 47,000 85,000 50,000 105,000 100,000 60,500 76,500. 22,000 100,000 40,000 105,000 175,000 50,000 175,000 linn •sxooqos oixqnd XXB ut Apnjs .ibj sSuijjis.io sjnag 1,200 1,198 1,125 1,350 i i i iiiiiiii ii r-T ; rHrHrT rHrH j r-T 950 1,125 900 1,269 900 •sasod.md xooqos .ioj posn sSuipxxng O pH ^ O5^SSS00'!tJi 30 8S3SSSSS § lallllillllssllll r-Tr-Tr-T r-T r4Y-T r-T ^Vb-Tr-T rtHH r-T r-T •QX'BiuaA 11 1 |! r g |i iisgiii 473 571 469 556 416 -QX-BM © SI 1 S IS §11111 iisii •sxooqos x'Biqoo.md pun ejuAi-id ui sxidUtj iC Sot'8||^| § 33 ig ;83 2° School popu¬ lation. •oSn sns -U0O xooqos jo ue.tpxiqo §gi§§s§§ i zmmmmiMimm d'r- Ti—It— TcsTt— 7t-h' •eSu sns -U0o x°°qos M 4-21 4- 21 5- 21 4-21 4-21 4-21 4-21 4- 21 5- 15 7-14 7-14 7-14 7-14 7-14 7-14 7-14 7-14 5-15 7-14 5-15 5-15 5-15 7-14 5-15 7-14 •0061 jo snsueo ‘uoijnxndo^ « ISlISlsl S IsgsiilSIMPMIs lO iO JO rtT JO to KStO iO iO VcTt- iO loin-*'-’* City. pH MAINE— continued. Calais . Eastport . . . Gardiner . Oldtown . Saco . South Portland. . . Westbrook . MARYLAND. Cambridge . MASSACHUSETTS. Amherst _ _ _ _ _ Andover . Athol . . Blackstone . . Bridgewater . . Canton. . . .'... Concord . Dedham . . Easthampton. . Easton . Franklin _ _ _ Grafton . . . Great Barrington _ Hingham Hudson . . . Ipswich _ _ _ Mansfield.... CITY SCHOOL SYSTEMS. 1601 gggggglll Siillli S3S8 K88'3 gmiiiss I 50 o' qT cf of CO cf iq isiiiigiigiiipia^iM ii t’^J5^¥S°Sj5SS53rHr^?^C005o3S¥S*S' SI1IISS mm CO 00 r-To iiliilililiilii |:S"||8S§g¥sggg¥8 iiiiiiiiiiiliiii a §¥g gs i 8 sgg g s gi ¥ gg g $s iiliill! $$888888 rt rt gSISSSSIi iiigiinii ISiipiSlil rHHH rH HHH rH HClXOOCNOD^Cl^I-CO^b-HX 3°°flc > CD C* C 0 00 0*05 g3sS3SS8!8S3&£S33g383i33 88888S8i§8S88gS33sS88g§85S55&Si38S;$i§88 s*8S$cS5l83S85i3Sg83s3si OJCOCO-'i’OlOlCOOir-iT-iOJr-ir-li-irHinrH^-iOJMi-iT-Hr-i^i-li-M^Ol'^'M'^O^ SCECOOOt-iCOOOir-iOJr-ir-iJOr-iOJ C0C0C0iDr-iTHi-iC0^!C0L-C0C0r-iC05^^C0T-iC0^rH icOt-OJ-^OirHCOfc-OJ COr-: :8£ 8 g333B§282 8 88 828 UN ! 04 00 0*0 00 iO 04 S3 rfrjH ! SO CO O r* S3 ^ CS o S3 S3 S3 CO r-l r-l S3 f-ir-i04 S3 j S3 r— 1 r-l iSrlXMnHH j ; CO r-i i-i r-l gj : ! ! s’ ocJSS !§!!§ Ills iSIsiS I S388SSS S if III | - lrH~ rH hhhhhh | fl 1 1 o tag sis Sligg g|g¥s ISIS iliin i isliili I ii in 1 ISSSiiStSS i sliiisf g ii P¥ -a : : . g Igllggggg SSSSSSSSRS £ S882fc|*gg g £gg 1 ^rHr-lr-lr-lmr-l r-l ^^rrrl-Tr-lr-l rrr-i * 8 igllllSIliSIliii ii 589 § 9SI8893 3 11 IIS * -Tr-Tr-T r-T WSf^OI rH r-T rT r-T gj gillSSSigSliilgl ii lg| j IsiSIsI I II 981 * ■ rTrn' r*~ * iliilgg|g|glilll i III | 1111113 1 II III | iP °i° in o gs ==! 1 § |8S ill * 11 il i 1 . ■ _ _ _ _ _ ' ‘ s isiisii igs ii _rr_rr-rr_rr4afrH-' i^vt r iiiiiiiii i i iiiiii i is ii i lr-lr-1r4S3r-Tr1r4r-r r-T S3 ■ S3 CO S3 r-T fT i r-Tr-T ! 8 51 8 8 £« is £ iS 5* 88-8538 51 *>88 8 S3 slsasl^sis*^ 2 5252 222 o ;i> 3® ;o ?i co co loJoyscococosscocococAci «o io ic ia ia»a ic »o «i ie no »a ia ia 04 04 04 04 04 04 04 »04 04 04 04 04 04 04 04 04 04 04 04 04 0404 011404 04 04 r-x r-*« t-h o =6 ® ;o ?i co co jotocociiicisscococDcAco «o ia ia ia .a ia ia ia «i ie u-> wiiio ss3a|III_slslSlsiilIS 8 881*11. 2 1 11 SS8 'J' i— t— i- i- t- rh i® -»> ia i-T -^T-^Tia' s 1 5 llillililllSlilllliS 1 alllsll I II III a White schools. Negro schools were in session 160 days. Table 15. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1900-1901 — Continued. 1604 EDUCATION REPORT, 1900-1901, •©.mjipuadxa i^oj, § 11 illllils gs isssssssf ill i lililllSllg :gs 50 •sj©oigo SnisiAJQcIns pun saaqouaj jo sai.rax'es pH 8IEilS8Sg%Big | slllilllSH ^^^05'oDC®^'oi'0d"o'rHCC'»'o •«# •sosod.ind xooqos .ioj pasn Aj.10 -do.id oqqnd jo anxu_A 30 i§ iii§i iii ss :§W :*• ill 1 ililiiliiii 8|S 50 igg'SSfSSWS'S •sxooqos oixqnd XX'B nr Apnjs .ioj sSuijjis'jo sjuas ty pH §iii§isii r-T r-T r-T rn' 1 ii 1 Illliilil il 0» 1 rt rt HH u •sasod.ind xootxos aoj pasn sSuipxrng •O pH lO iCNCOCOOJCOCCr-IOa^CO Regular teachers. •IW K5 •©Xuuiag ’©X^M w pH CCHODCOIMHO^HWCCW rH OJH W^O^HCKCCO •s.iaoipo guisiAjadng « rH C<> ^HCH ! ^ ^ t-H •aou’epuax -ju A [rep eSe.iOAy - nmmmms s mimsisi r-Tr-T •sxtdnd xx'B jo 0ounpuejji?tsA'epjo ! .laquinu ajuga.tggy o pH §1111111381111 1 IsIllllISIs •uoissas ui Axxu -njoe 0.10AI sxooqos eqj sAnp jo aaquxn^x 55 |ISSSSiiSSs§§S § S§SSSIll||g Different pupils enrolled in pub¬ lic day schools. •X^oj, 30 isSISSsllgllii 1 IISI1IIIII1 r-Tr-T rtHH r-Tr-T rH~ r-T r-Tr-T rl •©Xuiuag sssss&gssas ss i iiifiiiiifi ■exuK * 11II111I1SI1II 1 S1ISSI11S11 •sxooqos x'Biqoo.i'Bd pun ajuAiadui sxtdnd i® 1 l« !8 isll ii* i i iir i-aas® School popu¬ lation. •0Sn sns -uaoxooqos jo ua.xpxiqo 1 il il iSIS r-T ; j r-T jr-Tr-Tr-T Mi 1 SIISIISSI il ©Tr-T r-T r-T r-Tr-T r-Tr-Tr-TrH j •qSv sns -U0O xooqog K> £ i A i-i-iio licii ■ sl3 3 33333333333 snsuao "aS\j'e[ndoc[ « siasssipsaiss 1 sisis|siigs co co-!® 'aT>®'i® in ^nT»® rjT?o''^ o' •*&'&zDia'&in*&toiaiaiG City. IH 1 a +3 fl f g , I I n a II Gloucester City . Irvington . Newton . North Plainfield . Redbank . Salem . Somerville . South Amboy . South Orange . Vineland . West Orange . Woodbury . NEW MEXICO. Santa Fe . NEW YORK. Albion . Bath . . Canandaigua Catskill . Fredonia . Fulton . Green Island . Haverstraw . Herkimer . Hoosick Falls. . Ilion . 8SBBS8SS88iSSS S gSS6S8S88i8 CITY SCHOOL SYSTEMS. 1605 88838£88§8m39iS8§81 1 ill 1 il !§ 1 S te" jfl j& ; ; ;§§! ii j ISSS ii 10,0UU 20,000 42,600 18,131 Sl§gilillli2illgAPMI 1 888 S i Isiiiiitgsiiis eaos'oj'ai'ci'od'co'oj'^'aojcos'^'oo'j^'si'j^'oi'csosr-To' >« coco''*' co o' eooso't^'^'^j'coiiifrH l!l!i!lsi!§l§§slll§!ll § ill i 1§11§§§§§ illill $gs¥s¥s¥s88s§gs¥sg|is¥5 s 8S“ § 3S8gg¥8g?s jsssse 1 illlli liiiisSilliigii I 111 1 IgllllliHi i r-Tr-T r-T ■ rH t-TtH r-TrH rH r— l rH rH rH rH rH tH rH r— 1 rH HH illl J 1—7 r-T r-T rHrHCOCCiOrHrH'i'CC'fl-O'i’isaH'ire'J'T-UOCOUI'f CO HNX CO CCCOCO'*fCO'*,iOCOCOCO'*' 1 Icoco 8SSSS5SSsS.SfeSS8S3!ISSSSfeS3!IS S 3SS & §5S3S^gl Ss5;=iS85S388&8S§S8S3S3S5858iS 8 27 20 19 NCCHHHCHNHONHOHHHONHNCJO >*1 Si 'J' CO O OJOiCOOHO ’ 'MHHCOiOxO ' rH t- ^ rHI«l®Ns s -=SS j =§8S°=K|ggg 18888 ii 18688818 |rH r-Tr-T 1 r-T ; HH HNH 1,127 800 2,507 800 965 1,150 1,900 1,298 1, 752 1,500 2,147 1,304 1,050 1,871 2,191 1,700 i9S88§S8IS ; doii-H oi'oi'ei'rHrHrH CO GO GO GO cc GO CO iCCCOGOGOCOCOCOGOCOGOCOGOGOGO rH HHH rH Hi — i r-( I— 1 T— ' »H r— 1 IHHHHHHH 2323222 |32322233332333 2 222 2 2222222 |2222222 88B88ig3S8889Sg9SfgS8S8 1 888 1 IslISSIIsSlllsg HlCHlHHH 'HSD l" lOrH t-NHH’OHNH'HH' «f HfflV 'H' H'VfflVfflNV'li't-VlOlO IChT Lyons . . Malone . Mamaroneck . . Mechanicsville . Medina.... . . Newark . . Nyack . . . . Oneida . . Oneonta . . . . Ossining . . . Owego . . . Penn Yan . . Port Chester . Rensselaer . . Salamanca . Sandy Mill.. . . Seneca Falls . Tarry town . . . Tonawanda . Waterloo . . Waverly . Whitehall . NORTH CAROLINA. Durham . High Point (white schools) . Salisbury . . Washington NORTH DAKOTA. Grandforks . OHIO. Barberton . Bellevue . . Bucyrus . Circleville . Conneaut . . . V^USIIUULUU . . . . Defiance . Delaware . Delphos . . . . . Fostoria . . Galion . _ Glenville . Greenville . Hillsboro . Table 15. — School statistics of cities and villages containing between lh000 and 8,000 inhabitants , 1900-1901 — Continued. 1606 EDUCATION REPORT, 1900-1901. •a.in;tpu3dxa x'kj.oj, o n iillllii ii ! : :3S83¥SS :« : : * ... lllsli ; 1 iSlgS SS3S5SS j 3 ;S32S •sjao-ggo SuistA-iedns puB s.ieqh*eq. jo soijbxbs Si 88!§§§S§!§11 iliill! . § i|I§l 4 4® i-Vd'd' co Taoi-t-^ •sesocLind xooqas aoj pasn Ajua -daid ayxqnd jo arqB^ CC liiliiliiili gs'gWss'sssW ililili l iiiii ssssegg s :g'sss •sxooqos oqqnd ut Aprils aoj sSmjjts ao &1B9S £ jsiliiipili ! iSSScS 1,444444 ; Jth 44 •sasodind xooqas uoj pasn sSuipimg © H •aouBDuaj -JB AJIBp aSBiaAY a mm 1* jiiifi mill i s iiiii •sxxdnd n® jo aanBpuajjB ,sabp jo .laqumu ajBga.iSSy e M 13SS8 is isifi £M$i s ssss 8S88IS i 1 ISSli llsSiS i § Ss’S’lS •uoissas m Ajjb 1 -njOB aiaAY sjooqos ! aqj SABp jo .laqamx 1 Si | Sgggi Different pupils enrolled in pub¬ lic day schools. •I^JOi -| giimiiiiiisiiisiss g mis 4 444444 444 4444444 4 •aXBxna.i £■» iiiiginiiii llSilil 1 HSil •aiB^r O isiiiiiiiiii S81S838 1 88888 j -sxooqas XBiqoo.iBd i puBajBAi.iduisxxdnci u sl= lags :g==§ 1 °S =1 School popu¬ lation. •aSn sns -uao xooqas jo ueapxiqo ! ^ 1 IlligiS il iiiii jlliil | Pll •sSb sns -uao jooqos ?5 ^ o> ^ V> C2 o> 02 02 cl C2 o> 02 02 !cic«Sj»5iSji 35 53 So*** S3 '> ZD ZD ZD ZD ZD ^ •0061 jo snsuaa “uoijBpidOtj E3IBIiSg88H888H9g3 1 IIIIS ^Vi'.oi3aVi''^ooV'»ooVcs:oV h* .cc'ccT-^- 4 i- City. Ohio— continued. Jackson . Kent . Martins Ferry . Mount Vernon . Nelson ville . New Philadelphia . Niles . Norwalk . Oberlin . Painesville . St. Marys . Salem . aVinlhv Sidney . Troy . Uhrichsville . Urbana . Van Wert . . Washington Court-House Wellsvifle . OREGON. Pendleton . PENNSYLVANIA. Archbald . Ashland . Ashley . Bangor . . Bethlehem . lllllllllSlililllllS 1 iiiii CITY SCHOOL SYSTEMS 1607 gl J3S IB ox :SiIII31S8lii^iiS I^sa3s®'asaa'sss¥s"a :iS»55 :§!§§ : :8§£«2li :S S^SBsSb ;23£ji^5E2 :2H25 i ;2 IlSIllIlilllgllll — ' ce cT of o' -' ^'o' i — r.:-xr.^^ i|i§iisiis iii§§iiisii mmm . - — ^- 1~ x, c. x,i~ ~- ~ esw< -^-^TiogcT co~ jco'o' »ot-Tco' cot-Tcori'si'co 1 as •sosodhud poqos .ioj pesti Ajjo -do.id oixqnd jo onxB a X pass's §§ i in in iiiiiii as s \ss sss sWsssss •stomps oqqnd JIB ui Apnjs .toj sSuijjis'jo SJB9Q ill r-T rH 11 1,180 880 1,480 800 900 750 1,000 1,000 1,100 850 1,500 950 500 1,100 675 •S93od.ind poqos .toj pssn sSniptpa o COCO^ t- O CO Regular teachers. ‘IBJOjJ, i!5 ssssssssss 5383£ sss assays •stBuie^ S3353 •OIB^ M lO CO © lO CO CO ! cococoi cocico co co co oo co cc co 1 '0061 JO ] SUSU90 uoijBtndOtj ISISSIISI Ills SII lillSai ^ ^ ^ ^ ^ -^ccTrjirf. i£5so-& idiot--# -# -# ■# City. - SOUTH CAROLINA. Anderson . . . Beaufort . . Chester . Florence ... _ __ _ ii. islp ill 1OO1J Oi’angeburg . Sumter . SOUTH DAKOTA Aberdeen . . Lead . Mitchell . Yankton . . . TENNESSEE. Bristol . _ . Columbia . . Johnson City . . TEXAS. Brenham . Brownsville . Cleburne . Corpus Christi . Denton . . Ennis . Gonzales . CITY SCHOOL SYSTEMS. 1609 gill ilsil is 11 iiii S ill IIII i ill ill si SS'»'» is»ss ;s as' js'a's' •o i“¥ sfsfc's' s' ;aa »^o asf IliSSilllll Is II1S 1 ill §111 IIII ill is of<3S lO oo’os 'j#QO 00 OS £-f 01 0 05 rH ;^To sarfs ofcocfcd ;Oco © co eiiliiilill BC 88 mi s’s’s’s 1111 ssW mi 8888 11 88’ 88 11 i iSIlliS i ii r-T ; I rH I r-Tr-r S' pS 600 761 1,500 1 ill ins isl 1 rH |rHrH“ 1,400 1,315 io co * cc^ ions wjn CO i -H CO 1 iCiO^CO •Hi OiCDl-^CDCO mco 88S ;88SSsi&8i 8o5 8888 3 jS8 88S3 3388*788 88 iss7 ^ ^ 55 ^ 2 S S 88 t-rpsc iojt--Hi©co-*co cooo OlrHC-JO eo jco»o coxtn^o JM iC O 05 CO 05 CO COO rH^,TH «* HHO-N ©si !hh rH it — iOi H H H 03 11 illllSIll 11 1 r-T rH is ii ISIS ISII I3IISII i r-T ii iiiiiiiii i§ il ii Igll ISIS i iiiiii 1 g§ isSggSSSg 3g is is *$s& g¥|| 3 ilSISS 1 gggggg^gggg |g gggg gggg gggg 1 jggggg 88 s|iiiigsiii ii Ills IIII Iiii i-fr-T of I1ISISS £ iiisiiiisii ii III IIII 1111 nssssi g gllllSISISI IS jSII Isll IIII IlllilS O iss ls»s iiii ii °g is CO >iO § I ^ ! i ig® P is is° 1 i alillsl ills Is 11 ii i m IIII iSlilll 1 > 3 rn'rH ©JWrHVT ; r4 r-T r4of J r-i r-l r-r r-^oXi-n' oi t— t— l— t— t-,t— t-COt— !'-t- CO 00 00 CO CO oj7777rt 57775i7> 77 77 77 7> 77 77 77 88 00 CO 00 CO C© CO CO il. GO 00 t!- coco 335i COcOiOiO co co co co co co co 44< IlllillllSI 31 Sill iiii 1111 siiilii 1 il -riccoo ^co’lnVr ^ ^ ^ 50 iOiO lilil MA t 2 S !!§! Pi s aSTSf ? p 9 i iiiiui • Ill fflSS 131IS31SI11 || 1131 Hil 3111 1113113 11 Table 15.-+- School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1000-1001— Continued. 1610 EDUCATION REPORT, 1900-1901 •a.mjipuadxe i^joj, wmmmmm § S3»SSHSSSSSiii S •suaoipo SuisiAuedns puis fc.ia'qheaj jo •sai.wqus iH Isillislsllli § th ci •*£*£ — os ooTood o» •sasod.md xooqos .ioj pas n Ajjta -do.id DiTq*i d jo euxu^ » iliilliiii ii i i gsgSSSSgSSS |8 1 8 •sxooqos otiqnd pB m Apnjs •ioj sSmjjis .io sjBas i>> if iiisiiii ill i •sasodmd xooqos .ioj pasn sSmpxrng; & »A “ jKJ’XJlX'i.iCSCS ; 's£ ^ o al as s •ai'Bina.i as j£s23$g25&33 s •aXBK *5 •S.I0OTIJO gnisiA J0dng j | j IO !^N32r-!r-!lH02:-l t-H •aon'Bpuaj -jb AXinp aS'BjaAy 5 iig isiiiisi if i •sjidnd xxb jo i aou'epuojiB.SA'ep io jaqranu aj'&ga.iSSy e f-i 111 igllSllI il s SI* is 1 •uoissas ui Apy i -naae aiaAi sxooqos ! aqj SAup jo .laqtanjsx j 35 SS§S85S^85SSx § Different pupils enrolled in pub¬ lic day schools. 1 •wx ! iggiiliiiisii i •exunia^ t i lisiiillisiis l •oi bh ISillillilllS § •sxooqos jBiqoo.iBd j pun ajBAT.id'ui sxidn^j ilSIllsSI ill j ” • • gri l| ,£J" 02 •aSu sns -uao xooqos jo naappqo IllSSlSiSglSI 1 r-Tr-i r4‘i-T(»iyfr4‘ O United States . 473 164 ii 14 10 20 33 48 54 41 10 ii 9 4 6 1 1 \ 7! 5 4 4 3 1 3 3 North Atlantic Division .. 85 21 i 2 l 1 4 5 5 ' 6 3 10 4 4 1 4 3 3 2 1 2 2 South Atlantic Division . . 72 25 2 2 5 4 11 11 6 2 l "i 'i 1 South Central Division ... 84 43 2 2 3 2 6 5 7 5 3 2 i I 'i "i North Central Division... 192 58 5 6 4 10 14 27 25 22 1 4 5 2 l 2 l 1 1 1 1 1 Western Division . 40 17 3 2 2 5 6 2 1 1 1 North Atlantic Division: 4 1 1 1 i New Hampshire . . 2 1 1 3 1 1 1 9 2 1 i 2 i 1 1 1 1 Connecticut . . . 3 l .. i 1 New York . . . 23 1 1 1 1 1 1 3 1 i.. 1 i 1 1 i 5 3 1 ..! 1 Pennsylvania . 35 8 1 3 4 4 4 1 5 2 2 1 South Atlantic Division: 1 Delaware . . 2 1 ... 1 1 Maryland 10 6 2 1 1 District of Columbia . . 7 3 1 1 1 i Virginia _ _ 11 1 1 1 2 3 1 1 1 West Virginia . . 3 1 1 1 "" North Carolina. . 14 3 ... 1 1 1 1 E 2 1 1 South Carolina . . 9 3 1 1 2 1 1 Georgia . . . . 11 5 2 1 1 1 1 Florida . 5 2 "i 1 1 .. South Central Division: Kentucky . 12 2 1 ' i 4 2 1 1 Tennessee . . . 24 ! 11 1 1 1 1 2 2 3 1 i - Alabama . 9 ! 7 1 ""i Mississippi 4 ; l 1 1 i Louisiana . . . 8 3 1 1 ::: 1 i 1 1 Texas . . . 16 11 1 1 ! 2 1 Arkansas 8 1 5 i 1 1 .. Oklahoma . i i Indian Territory . . 2 2 North Central Division: 1 Ohio . 34 6 _ 2 4 1 5 7 3 1 1 1 i 1 1 1 Indiana . 13 4 | 1 I 1 5 1 1 Illinois _ _ 31 9 1 3 5 6 1 1 1 1 1 Michigan . 9 1 1 ^ 1 1 5 1 Wisconsin . . v.. 9 2 1 1 1 2 1 1 Minnesota . . 9 1 1 1 1 ”i 1 i Iowa . 25 5 2 1 1 3 1 6 3 1 i 1 Missouri . 24 1 7 2 1 2 1 4 1 4 1 1 North Dakota 3 2 ! i South Dakota . . 5 4 l N ebraska . 10 4 1 1 ! i 3 Kansas . . '20 10 "i 2 3 l 3 W estern Division: 1 Montana . 2 2 | Wyoming . 1 1 Colorado _ 4 1 1 J i i New Mexico . 1 1 _ Arizona . . 1 1 ... i Utah . . 2 1 1 1 Nevada 1 ... 1 Idaho . . 1 1 ::: i j Washington . . 6 i L_ Oregon . 8 1 2 1 1 2 2 L. . California . 12 3 1 1 1 ... 2 1 1 1 r~ 1 I UNIVERSITIES, COLLEGES, ETC. 1623 Table 6. — Professors and instructors in universities and colleges for men and for both sexes. .s 03 °o Preparatory ! departments. ; Collegiate departments. Professional ■ departments. 1 Total number (excluding duplicates). State or Territory. 11 0 ® Men. Wo¬ men. Men. ! ! Wo¬ men. Men. Wo¬ men. Men. ! 1 . Wo¬ men. United States.. . 473 2,331 1,022 7,495 953 4,190 88 12,968 : 1.940 North Atlantic Division - 85 439 92 2,472 80 1,469 11 4,256 185 South Atlantic Division _ 72 273 HO 824 88 364 2 1,358 180 South Central Division . 84 303 211 716 164 508 2 1,390 360 N orth Central Division _ 192 1,088 501 2,865 537 1,540 64 4,909 1,045 Western Division . 40 228 108 618 84 309 9 1,055 170 North Atlantic Division. Maine . . 4 0 0 92 3 34 0 121 3 New Hampshire . 2 8 0 62 0 20 0 90 0 V ermont . . 3 0 0 53 0 30 0 83 0 Massachusetts . . 9 46 2 451 5 417 7 893 13 Rhode Island . . 1 0 0 72 2 0 0 72 2 Connecticut . . 3 0 0 228 0 86 0 328 0 New York _ 23 221 47 759 30 547 4 1,504 80 New Jersey . . . 5 19 4 139 0 6 0 161 4 Pennsylvania _ _ South Atlantic Division: 35 145 89 616 1 40 329 0 1,004 83 Delaware . . . 2 2 1 21 1 0 0 23 2 Mar viand _ _ 10 86 8 : 171 11 63 1 276 14 District of Columbia _ 7 44 2 139 3 218 0 j 421 13 Virginia . . . . i 11 22 8 110 4 25 0 | 140 12 West Virginia . . . 3 1 9 5 | 52 10 8 0 61 15 North Carolina _ _ 14 32 18 142 8 25 0 190 25 South Carolina . . 9 21 20 I 66 2 3 0 87 23 Georgia . . . Florida _ _ I 11 26 25 79 27 16 0 102 42 5 31 23 44 22 8 1 58 34 South Central Division: 1 Ken tuck v _ _ _ . 12 48 32 90 16 80 0 223 47 Tennessee . . . .. 24 84 61 219 58 262 0 482 111 Alabama _ _ 9 20 11 i 62 6 25 0 101 17 Mississippi . . . 4 13 5 41 3 2 0 54 Louisiana _ _ _ 8 24 42 90 14 45 0 146 53 Texas . . 16 79 29 ia5 45 67 2 268 78 Arkansas . . 8 21 l 18 62 9 27 0 97 28 2 Oklahoma . . 1 13 2 12 i 0 0 13 Indian Territory _ ! 2 1 11 5 12 0 0 6 17 North Central Division: Ohio. . . . i 34 188 69 { 484 79 320 4 984 177 Indiana . . . . 13 41 23 224 21 20 2 263 48 Illinois _ _ 31 174 72 607 103 388 38 1,081 215 Michigan _ _ 9 47 21 212 28 129 4 329 57 Wisconsin . . ... 9 53 15 215 29 46 1 273 36 Minnesota . . 9 76 IS 179 30 208 4 412 57 Iowa .. . . . 25 155 78 ! 286 79 133 3 427 131 134 Missouri _ . 1 24 132 93 252 59 119 0 466 N orth Dakota . . . . 3 24 9 27 12 6 0 30 13 South Dakota . 5 30 27 38 17 0 0 46 31 Nebraska . . . 10 63 30 150 40 87 4 283 56 Kansas . . 20- 105 46 191 i 40 86 4 335 90 Western Division: Montana . . . 2 9 8 14 10 0 o 14 10 Wyoming _ _ 1 13 3 13 3 0 0 1 13 j 3 Colorado _ _ _ 4 39 11 72 10 106 4 208 24 New Mexico.. . . 1 6 5 3 0 0 0 5 Arizona _ _ _ 1 7 7 io ; 4 0 0 15 Utah . . . 2 32 6 2 30 1 0 o 45 7 Nevada . . 1 6 12 4 0 0 18 6 Idaho _ 1 0 3 14 1 0 0 14 4 Washington .. 7 31 22 60 j 17 3 0 86 30 Oregon. . . . 8 24 11 57 ! 33 51 0 114 22 California . . 12 61 30 833 j 21 149 5 521 52 1624 EDUCATION REPORT, 1900-1901. Table 7. — Students in universities and colleges for men and for both sexes. Preparatory Colies Hate Graduate departments. Professional State or Territory. depart¬ ments. depart¬ ments. Resident. ! ; Nonresi¬ dent. depart¬ ments. Men. Wo¬ men. Men. j Wo¬ men. Men. Wo¬ men. Men. Wo. men. Men. Wo¬ men. United States . . 34,606 16, 577 61,125 | 19,959 3,944 1,509 772 103 29,551 890 North Atlantic Division - 7.025 1,191 22. 779 2, 755 1,658 453 171 0 8,788 250 South Atlantic Division _ 4. 172 1,993 6.446 886 481 35 58 6 3.347 98 South Central Division . 6.572 4,282 6,925 2,461 148 68 82 17 4; 613 48 North Central Division _ 14.129 7.438 20,771 111 356 1,462 774 404 70 11,787 423 Western Division . 2,708 1,673 4,204 2,501 195 179 57 10 1,016 71 North Atlantic Division: Maine . . 0 0 834 226 13 0 0 0 167 1 New Hampshire _ 74 0 699 0 23 0 8 0 108 0 V ermont . . . . . 0 0 381 111 4 1 0 0 145 0 Massachusetts ... _ 498 21 4,049 506 470 29 17 0 2,450 118 Rhode Island _ . .. 0 0 624 154 43 41 10 0 0 0 Connecticut.. . . 0 0 2.214 56 236 i 49 37 0 435 0 New York _ _ 4.148 472 6.042 850 604 299 57 0 3,065 113 New Jersey . . . 314 46 1,500 0 HI 0 8 0 32 0 Pennsylvania _ 1,991 652 6,436 852 154 34 34 0 2,386 18 South Atlantic Division: Delaware . . 27 9 104 : 11 2 0 1 0 0 0 Maryland _ . 548 59 939 136 169 0 0 0 307 39 District of Columbia _ 585 37 562 142 182 17 5 0 1,743 19 Virginia . . 356 98 1.225 43 56 i 0 0 0 573 37 West Virginia - 310 | 87 216 50 12 ! 11 13 5 142 3 N orth Carolina . . 754 ! 442 1,388 139 44 3 26 1 362 0 South Carolina. . - 728 583 801 88 11 3 13 0 35 0 Georgia . . . 579 354 1,052 172 5 0 0 0 174 0 Florida . . 285 ■ 324 1 159 105 0 1 0 0 11 0 South Central Division: 961 Kentucky . . . 1.421 1 681 1,100 325 13 2 3 0 0 Tennessee- . . 1,757 I 1.206 | 1.688 709 72 12 47 10 1,802 17 Alabama . . . . 315 301 913 237 6 0 0 0 278 1 Mississippi . . 250 1 I 130 [ 537 63 8 4 l 11 5 59 0 Louisiana . . 764 813 890 217 10 27 10 0 ! 547 3 Texas . . . . 1,119 477 | 1,293 582 36 23 1 2 599 27 Arkansas _ . . 633 393 I 447 307 2 0 4 0 ! 261 0 Oklahoma . . . . _ 163 ! 166 j 4/ | H 1 0 1 0 0 6 0 Indian Territory . . 150 1L5 10 10 o 0 j 0 0 0 0 North Central Division: 1,488 Ohio . 2,589 1 1,415 3,517 1,947 I 88 58 44 6 14 Indiana.. . . . 742 202 2.221 7&5 65 40 139 9 295 17 Illinois _ _ _ 2.218 ! 1.147 3.995 2,736 754 362 78 3 3,797 190 Michigan . . . . 563 210 1.611 977 70 41 19 10 1,794 74 Wisconsin. . . . . 600 135 2,024 658 80 37 0 0 326 5 Minnesota. . . 1,054 282 1.433 856 128 56 9 1 1.148 46 Iowa. . . . . 1.625 1,079 1.625 1.135 71 48 49 18 1.116 32 Missouri _ _ _ 2.165 1,209 1.872 741 82 24 34 8 878 3 North Dakota. . . 134 50 75 34 0 1 8 1 20 0 South Dakota . . 394 419 163 111 1 o 2 0 0 0 Nebraska . . 1,098 768 1.010 751 84 67 0 0 505 26 Kansas . . 947 1 522 1.225 675 39 40 22 14 420 16 Western Division: 1 0 Montana . 120 122 35 29 0 0 0 0 0 Wyoming . . ... 40 57 I 44 9 1 1 1 0 0 0 Colorado _ _ _ 467 304 363 338 14 4 23 3 215 17 New Mexico . . . 26 45 8 3 1 0 1 0 0 0 Arizona . . . . 108 70 34 13 0 0 0 0 0 0 Utah . . 486 207 90 25 0 0 0 0 0 0 Nevada . 39 57 108 95 2 1 0 0 0 0 Idaho . 76 36 88 51 0 0 0 0 0 0 Washington. . 410 210 472 168 17 12 3 2 73 8 Oregon . 302 241 326 238 8 6 23 5 65 3 California . 634 325 2,636 1,532 152 155 6 0 633 43 Table 8. — Students pursuing various courses in universities and colleges for men and for both UNIVERSITIES, COLLEGES, ETC. 1625 WP A.t'Biin™ ui siuopnis 13,576 mm ©frH®fl©l-H 1 ' '§ ' j i®1 i 8SS s§ | pi SS 888*3 Students in commercial course. •nemo m 1 r-T ssggg jo© ; 02 !^J ooooco 1 T-i • &2ocog •uaj^r 1 CD !3llf rH rneo j | i§ |g§2| Students in pedagogy. •uetuo a\ 1 O Slsis *°cs^ |°g “ssssssgg §|8S5i •U9H 1 III1S rH r-T I t- t- ^ 35 -># §2§ °3§2g2gg£ College stu¬ dents study¬ ing— •sieea-o 00 S3 CO lllil iCr i OiiCi-H SPl SIS! sisis||B“ ligsi •ui^ut; a £ £ Hill coroVcir-i | iSH ISIS sgsgsilgs 31388 N CO rH Students in undergraduate courses. •e.m^oe^xqo.tY i I i 1*5 s Is MM; ©l ; ; ; ; ;CS •Sui -.xeeuiSue Suturj\[ 1 1 j-88 i ! |s O i 00 i i i i i rH • 01 * i ill 1 1 1 1 1 1 j ; i ; Oi rH J •gni.ieen -{Sue f'BOixneqo i g^ssssj §ss ®* j | j | M MM5 ’SuiJ99lI -xSne a |S”I3 8 Sg tegsg s !WrH ! t- i 1 53 j iD j •Sui -ueouiSue jiat3 i « SS81S rH 2;8§S£g§§§ 2Mco^ NG0 i 3222^ *Suici00n -1S110 x,B0in'Bq;00j\[ i ©1 nsi r-T r-T eS^SSgg 22 j*- j” 8* i is •e.miinoi.xSv I cL if gga 2 |^2 *°22 igg S& j is •esunoo OOU9XOS I'B.IQUOQ l; IlSii r-T rH®* SB S'"!!!! "ass •sesunoo ejn^no ju-ieueS aoqq.o l 38881 V r-Tt-Tw S|g^|g|2| 22 ig ||§jS gggSg 1-1 ^ ci j"-1 •es.moo x’Boissnxo § ii ill! CO'HLo*5©j' slSlSISil =lsiSlliS 38183 CO H» N rH rH rH Table 8. — Students pursuing various courses in universities and colleges for men and for both sexes — Continued. 1626 EDUCATION EE PORT, 1900-1901. hup A. lUX i IT m til s^nepn^s 11 i j i ;§ iiljSSSSSS 111 1 Students in commercial course. •nemo m 60 16 31 8323 •U8H l2 i 35 !§|£SggS8S8§ 2 • 3* If it •uatcto m 838 j j gggSSjglgJSSgg •U0K §35 1 j ggg£g«§~£88g ii “>sl College stu¬ dents study¬ ing— •^08.10 m i * slllllll^-ll s»2 j r-r ; i^eosg§! •UI^I m i " iSlllgll-Sll 04 r-T r-T ! 8 1 ® 1 ! B § 1 5 a rth Central Division: Ohio . Indiana . . Illinois . . Michigan . . . Wisconsin . Minnesota . . - . . i! £ if ;sl South Dakota i ■ i < i i I Wvoming . Colorado _ _ New Mexico . j\ri7/ona . . _ Utah _ Nevada _ _ Idaho . i Washington . . . OvAOwn California . UNIVERSITIES, COLLEGES, ETC, 1627 Ta.ble 9. — Degrees conferred on men by universities and colleges for men and for both sexes. State or Territory- a < te a (U 3 H 1 d m ! s' a 3 H a *1 H a H 4^* Hi a 03 A o! B. Arch. I B. Agr. | | B. S, A. | 3 02 a CO pi a 'd © a a Q m a Q a a d a | B. F. A. | cc d a 1 B. Acc’s. J United States . 5,352 1,656 729 237 J 18 4 ! 3 12 15 1 l 4 5 8 15 5 15 27 2 l 73 2 3 4 32 2 453 726 334 38 5 13! 1 4j 5 14 5 6 3 3 654 100 38 6 2 4 ! 2 i 16 387 125 21 8 13 4. 7 6 57 1 1 620 568 307 1191 2 6 1 8 13 '2 "i 1 31 238 137 19 53 2 1 3 1 1 1 I __ _ _ _ _ _ _ _ North Atlantic Division: n 116 34 2 61 37 20 22 8 ■* 711 125 6 2 58 37 ■; 298 19 150 1 1 3 452 159 4 5 13 5 14 5 1 184 64 " 553 25i 72 11 i 4 A- .. 3 South Atlantic Division: 11 1 2 4 115 9 ! L. ! 55 15 . ... r 1 116 5 r 16 W est V irginia . 72 1 2 i :: 2 .. North Carolina 107 I 25 22 4 ... ... South Carolina, 93 19 _ Georgia 76 21 15 Florida . . . 9 5 South Central Division: Kentucky _ - 77 23 i 3 4 12 5 Tennessee . 12S 31 9 . 1 57 1 i Alabama. . . . 47 22 2 l I 1 Mississippi _ _ 14 3 13 ! i v " Louisiana. . _. 34 20 1 | 7 1 Texas . 50 18 2 17 | . Arkansas 31 3 4 1 4 r~ ... 1 ' Oklahoma ... _ 4 ... I Indian Territory _ 2 1 .. .. ■; North Central Division: f 1 1 Ohio _ _ _ 336 74 67 18 | 1 Indiana .. 175 28 74 4 r i Illinois . . 310 131 24 15 r: 1 1 Michigan _ .. 193 43 6 2 ::: Wisconsin . . . 91 63 15 50 ;; 1 ... __ " Minnesota . 76i 47 13 17 i j 2 4 2 r ’30 Iowa _ _ 131 ! 65 i 75 i... 1 7! i Missouri . 125 33 1 11 j 11 2 1 1 !"i N orth Dakota . . . 8 1 South Dakota . . 11 11 ! 2 i l N ebraska . . . 55 37 5 1 1 Kansas . . 109 35 ! 15 , -1 . 3 ... ! 3 .. W estern Division: i Montana . 2 1 1 1 Wvoming _ 4 2 i 2 Colorado . 19 18 12 .. 1 New Mexico . 1 ... Arizona . . 3 :: Utah . . . . 4 4 1 2 .. Nevada . . . 5 11 Idaho _ _ _ 5 6 2 I 3 i Washington _ 22 1 11 i 5 Oregon . . 22 12 1 1 1 1 Calif ornia . . 155 ! 68 5 50 1 1 1628 EDUCATION REPORT, 1900-1901, Table 10. — Degrees conferred on men by universities and colleges for men and for both sexes — Continued. State or Territory. < ori P 3 3 fi b H 3 H W 3 H b 3 H 3 £ -d © Ph 3 m o o 3 P< Q 3 P b Q Q 6 02 Q A Pn 1,106 134 5 18 192 169 62 25 3 10 10 74 2 23 4 312 North Atlantic Division. 542 71 1 2 162 145 45 17 3 10 9 5 2 148 South Atlantic Division . 140 10 1 1 4 1 6 2 23 48 South Central Division.. 73 2 9 4 2 2 1 17 "i 1 North Central Division. . 324 44 4 6 25 18 14 46 1 111 Western Division . 27 i 4 _ _ _ N orth Atlantic Division: Maine . 5 4 5 2 r N ew Hampshire . 1 9 3 Vermont .* . . 4 4 1 Massachusetts . 133 13 42 Rhode Island. . 14 7 3 2 Connecticut . 43 8 2 30 New York . . 173 16 74 110 21 14 3 10 9 2 48 New Jersey _ _ 59 7 16 4 2 3 Pennsylvania . 114 19 1 2 47 27 20 3 23 South Atlantic Division: Maryland . 24 1 30 District of Columbia . 24 10 1 2 2 23 7 Virginia . 42 1 1 9 W est V irginia . 11 North Carolina . 31 5 2 South Carolina. _ 6 Georgia . . 2 1 Florida.. .. . . i South Central Division: Kentucky . 16 2 L Tennessee . . . . 42 1 i 1 1 Alabama . 3 •- i 1 1 7 Mississippi 3 1 Louisiana . 6 9 2 :::: Texas . . . _ 2 10 Arkansas . . 2 Oklahoma . 1 — North Central Division: Ohio . . . . . 86 6 3 10 11 2 13 Indiana . . 45 1 - 2 "2 1 45 Illinois _ _ _ 65 9 . 1 2 2 1 4 38 Michigan 43 2 4 2 3 Wisconsin H 2 1 2 3 Minnesota . 3 10 2 6 2 7 5 40 2 Iowa 13 9 T 3 1 Missouri 23 4 ‘"i" 1 South Dakota _ 1 2 N ebraska . . . 23 1 2 Kansas 12 2 2 Western Division: Wyoming 1 1 Colorado 2 Washington 5 Oregon 2 California _ 12 5 4 UNIVERSITIES, COLLEGES, ETC, 1629 Table 11. — Degrees conferred on women by coeducational universities and colleges. State or Territory. PQ < . 02 pi £ HH pi 02 pq 5 < pi L < Pi CO S pi © pi Pi 02 pi d pi to g 6\< pi Pi B. Paint. a < 32 s jfi I U M.Mus. 'd © PU S Ph.D. | United States . . 1,409 269 3S2 363 16 1 1 43 44 1 79 1 1 1 3 3 227 8 4 |l i 12 29 234 81 107 &5 1 2 90 1 j 12 20 74 20 3 1 2 13 1 95 30 25 25 i 1 j 79 12 1 North Central Division 808 156 227 194 | ie 1 31 16 "i 1 1 ! 3 1 91 "4 3 4 ‘i "9 200 32 26 108 4 25 21 2 1 3 11 1 _ _ _ North Atlantic Division: i 33 1 3 1 10 17 1 24 3 ... 9 13 15 Connecticut . . . 3 ... 9 12 28 4 i 4 2 47 1 ! 12 5 13 15 28 3 19 6 South Atlantic Division: 1 .... 22 11 4 1 6 1 10 1 1 4 North Carolina 5 4 2 3 South Carolina . 8 3 .. Georgia . 12 1 1 * Florida _ 6 | \ South Central Division: ■ Kentucky _ 12 r 1 3 1 3 Tennessee 43 1 7 10 1 ... 1 79 5 Alabama _ _ _ . 4 1 :: ..} Louisiana . . 6 i 3 1 1 4 1 1 _ Texas . 11 6 15 I Arkansas 14 2 ”12 6 Oklahoma - _ _ 1 ::: . . Indian Territorv _ 1 1 | | North Central Division: 1 _ Ohio . 138 35 48 49 ... 4 3 1 18 1 Indiana . 69 2 21 1 Illinois _ _ 187 26 21 26 ! 16 ... 7 1 14 1 2 1 7 Michigan - . _ 141 2 8 ... ... 18 Wisconsin . . 26 11 19 35 2 1 2 Minnesota . 19 24 20 45 ::: ! 6 3 2 2 .. 1 Iowa _ _ 39 25 66 1 6 3 8 1 Missouri . 44 11 5 24 1 4 1 4 1 1 North Dakota _ 3 South Dakota _ ... 4 2 4 3: 1 ;; Nebraska . . . . 54. 10 4 3 J 7 Kansas . . 82 8 11 2 ... 5 ... 5 ... ... 1 13 Western Division: ... i Montana. . . 3 1 3 ' 1 Wyoming1 . 4| 5 Colorado . . . 18 61 .. 16 1 1 _ _ | 5 New Mexico . . 1 i Arizona . . ... 1 ... Utah.. . . . 2 .. ... . Nevada.. . . .... Idaho . . . . 4 31 :: Washington . . 1 20 7 Oregon . 17 1 _ 3? 11 3 1 California . i38; 17 .... 94 8 '2 3 1630 EDUCATION REPORT, 1900-1901, Table 12. — Honorary degrees conferred by universities and colleges for men and for both sexes. State or Territory. ft ft ft ft ft ft A ft ft W ft 4-3 4-3 13 ft 02 ft 03 ft d 02 ft 5 02 5 6 ft H 6 3 m o o ft < O 2 ft ft q ft w ft United States . 323 170 34 8 13 29 2 4 1 167 8 8 i 1 1 3 1 i i 2 Is or til Atlantic Division _ 93 73 6 4 7 2 2 4 1 72 1 5 1 3 1 56 1 1 2 7 i 48 14 9 14 41 ! i 1 116 65 11 3 4 13 39 | 3 8 1 i 1 10 3 7 8 ! North Atlantic Division: Maine . . . 3 3 1 7 2 2 6 ::: 1 4 1 Massachusetts . 8 14 2 2 10 Rhode Island. .. . . 2 1 1 1 10 6 13 1 2 1 New York . 22 21 1 1 1 1 4 4 4 1 7 Pennsylvania . 41 17 6 1 2 1 3 1 27 i 1 South Atlantic Division: Maryland _ _ 5 3 1 District of Columbia . 3 1 i Virginia _ 9 1 W est V irginia • 1 1 North Carolina _ _ 19 0 1 4 South Carolina . . 9 1 1 Georgia _ 13 1 1 ...J Florida „ 1 South Central Division: Kentucky . . 12 2 4 1 i Tennessee 13 5 1 9 14 30 i Alabama . . _ 4 4 | ... Mississippi . 1 1 ... Louisiana _ 2 3 ... 5 Texas . 1 2 .... . ... ..... Arkansas . ... 2 i North Central Division: Ohio L 23 6 ... 1 1 8 1 Indiana _ _ 5 3 ! 1 1 13 2 ... ... Illinois. . . . . . 17 2 1 1 Michigan . ! 3 4 18 y ::: Wisconsin 1 3 2 i i Minnesota 2 1 1 Iowa . . ! 10 5 3 2 ... i i Missouri 11 6 i 4 1 2 South Dakota l !■ "" _ "NT ehraska 1 i Kansas . . . 14 • 4 5 1 ...... Western Division: Montana 1 1 Colorado 2 2 Oregon . _ _ 7 ::: i ' California, 1 2 7 ... 6 1 ... UNIVERSITIES, COLLEGES, ETC, 1031 Table 13. — Property of universities and colleges for men and for both sexes. State or Territory. United States North Atlantic Division. Sonth Atlantic Division. South Central Division. . North Central Division.. Western Division . 488 85! North Atlantic Division: Maine . . New Hampshire _ Vermont _ Massachusetts . . Rhode Island _ Connecticut . . . New York. . . New Jersey _ .... Pennsylvania _ South Atlantic Division: Delaware. . . . Maryland _ District of Columbia Virginia _ West Virginia _ North Carolina _ South Carolina _ Georgia . . Florida . . South Central Division: Kentucky . . Tennessee _ Alabama _ _ Mississippi . Louisiana . . . Texas. . . Arkansas . . Oklahoma _ Indian Territory _ North Central Division: Ohio . . ... . . Indiana.. . Illinois . . Michigan _ ... J Wisconsin . j Minnesota . . Iowa . j Missouri . . North Dakota . I South Dakota . I Nebraska . Kansas . . . Western Division: Montana . . Wyoming . . Colorado . . New Mexico. . Arizona . . Utah . . . Nevada . . Idaho... . Washington . Oregon _ California . S3 10 14 Number of scholarships. Libraries. Value of scientific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Vol¬ umes. Pam¬ phlets. Value. 8,132 8,478,624 2,210,281 $11, 792, 780 $17,482,924 $146,168,475 $157,006,072 3,859 3,849,235 993, 732 5,637,395 8,700,843 64,466,945 74,240,510 1,883 910,008 260,848 1,183,275 1,060,264 15,532,382 9,098,026 842 663,644 138,995 756,350 1,146,827 11,251,027 8,541,153 1,908 2,622, 283 591,625 3,564,065 5,185,051 44,969,614 40,261,923 190 433,454 225,081 651,695 1,389,939 9,948,507 24, 864, 460 315 152,992 27,500 202,400 147,475 1,416,227 1,791,842 soe 94,300 26,250 262,000 200,800 1,159,000 2,500,000 151 91,895 18,700 132,000 89, (XX* 836,000 846,617 711 849,975 522,339 1,026,500 2,296.500 11,396, 771 18,327,780 IOC 115, 000 25,000 250, 000 90,650 1,200,000 1,874,008 510 412,000 27,000 504,000 605,000 7,231,300 7,505,615 1,281 1,154,509 174,280 2,009,594 2,360.460 22,734,087 27,392,237 115 239, 112 48, 118 235, 800 680,000 4,046,000 3,000,000 528 739,452 124, 545 1,015,101 2,230,958 14,456,580 11,002,411 12,850 1,600 30, 400 49,008 104,700 83,000 256 213,000 115, 200 217, 500 316; 585 2,514, 726 2,583,943 154 171,813 60,374 201,000 178, 6731 4; 560, 107 1,362,759 245 180, 675 17,083 250,400 156, 300; 2,912,000 1,911,203 40 20, 500 5,650 42,800 52,000 575,000 194,369 320 127,100 35,996 207,625 92,850 1, 685, (XX) 1,040,750 192 77,550 9. 600 101, 300 78,050 1,129,000 570,000 30 82, 820 13, 795 85, 750 68,320 1,574,000 924, 702 96 24,200 1,550 46,500 68,486 477,849 427,800 153 92,968 28,976 90, 450 124,570 1,669,000 1,829,000 325 200,667 32,010 249, 600 386,857 3,585,727 2,840,024 18 128,650 8,510 182,250 118, 700 1, 128,000 334,000 18 28,500 6,800 41,000 92,000 420,000 900,000 287 79, 120 10,000 89,800 187, 400 1 ! 1,847,300 1,682, 813 33 95,400 31,800 109,600 154,000: 1, SSI. 000 780,316 13 29, 139 16,899 34,250 72, 800 565,000 175,000 0 7, OCX) 3,000 8,000; 7,000, 60,000 0. 2,200 1,000 1,400 3,500, | 95,000 0 517 556, 070 222, 800 739,000 804,325 10,128,922 10,470,293 42 224, 580 14,900 296, 486 394, 144; 3,987,013 2, 170, 699 693 614, 576 69, 690 630,960 1,013, 221 ! 10,877,352 12,094,579 92 251, 765 45,804 435,116 872,581' 2, 197. 657 1,927.149 77 157, 942 42,967 215, 460 498,986: 2,526,098 1,524,727 28 134, 500 14,400 163, 892 332,200 2,489.013 1,694,867 172 198, 068 31,620 283, 750 - 347,375; 2. 943; 000 1,895,571 140 220, 544 84, 950 407, 401 317,999' 5,084,259 7,231,999 11, 325 1,000 14,800 10, 925 1 182, 000 65,000 54 23, GOO 4,500 37,000 34,500, -467,500 60,000 73 93.527 8,594 166,500 327,955' 1.737.800 5S5, 142 20 138,886 50,400 193, 700 230, 830 ; 2,369,000 541,897 8,000 7.000 8,000 50, 500 150,000 10, 800 6,500 15, 800 85, 900i 250,000 0 53 66, 500 38.000 83, 500 133, 295 1,309.300 650,340 0 4, 210 1,300 6,640 5,000! 65,000 0 0 6,000 10.000 9,127 52,247, 110, 100 0 23, 300 12,170 28,239 31,085; 535,082 100,000 0 8,300 7,542 17,589 45, 515 179,745 129,000 0 7,000 15,000 18,000 50, 000 200,004) 0 29 49, 849 19,525 54,000 66, coo; 1,308,500 200,000 15 33, 742 8,310 58,600 33,300; 541,000! 404, 713 93 215, 753 99, 734 352,200 837.097 5,299,780 23,380,407 1632 EDUCATION REPORT, 1900-1901. Table 14. — Income of universities and colleges for men and for both sexes. State or Territory. Tuition and other- fees. From pro¬ ductive funds. State or municipal appropria¬ tions. Federal appro¬ pria¬ tions. From other sources. Total. Benefac¬ tions. United States _ $8,782,892 $6,440,996 $4,031,897 $990, 495 $2,512, 774 $22,789,054 $17,023,202 N o rth Atla ntic Division 4,181,035 3,391.488 431,283 183,500 989, 710 9,187,016 6,016,516 South Atlantic Division 718. 458 486, 035 405,000 246,895 159. 522 2.015.910 454, 019 South Central Division. 741, 414 473, 111 316,107 136,663 384.320 2.061,615 87 4, 745 North Central Division 2,866,186 1 . 613, 585 2,262,011 223, 437 899,876 7.865,045 9,223,781 Western Division . 265, 849 476, 777 647,496 200,000 69,346 1,659,468 454, 141 N orthAtlanticDi vision: Maine . . . .. 72:907 88,828 20,000 40,000 27,892 249,627 208, 778 New Hampshire _ 58, 000 86.000 10.000 1 0 4.000 168,000 125,000 Vermont . . 17,285 44,569 15,400 25,000 9,800 112,154 20,500 Massachusetts . 935, 803 852,022 0 0 227,309 2,015,134 1,303, 719 Rhode Island . 89.287 81,870 0 0 i 1,372 192, 529 567,360 Connecticut _ 536,016 348,525 0 0 12.156 896,697 1,050,054 New York . . 1,342.218 1,228,132 212,017 38,500 647,652 3,468.519 1,697, 798 200.724 928,795 149,392 492,150 0 40,000 40,000 198 390,314 1,694,042 Pennsylvania _ 173,866 59,231 1,043,307 South Atlantic Division : 240 4.980 0 40,000 40.000 5,114 16,314 50,334 359,628 Maryland . . 121.191 HA 923 67,200 84,285 District of Columbia 208.911 74. 633 0 109, 395 24,043 416,882 134,972 Virginia . 154, 702 99,845 65,000 0 24,170 343, 717 25,400 West Virginia . . 13,731 8,240 93,550 20,000 6,500 142,021 7,100 North Carolina . 121,480 64,816 26,600 0 30,878 243, 774 114.557 South Carolina _ a5,980 29,408 30,000 0 30,589 125,977 12:500 Georgia . . . . 43.711 58, 675 120,150 25,000 14,880 262,416 50,500 Florida . . 18; 512 30,515 2,500 12,500 7,034 71,081 24,705 South Central Division: Kentucky . 81,189 99,135 31,310 36,375 63,580 311,589 62,557 Tennessee . . 243,868 138,653 20,312 40,000 150,126 592,959 229,132 Alabama. . 53,984 26,180 12,950 0 70,679 163, 793 9,426 Mississippi- . 1 24,600 41,200 0 0 5,350 71,150 16,500 Louisiana _ / - 87,403 99,673 48,000 27,107 5,199 267,382 387,100 Texas . . ^ . ! 187,636 55,370 78,500 0 59,881 3,805 381,387 139,055 151,080 Arkansas . 54.134 12,900 35, 035 33,181 8,950 Oklahoma . 3,000 0 90,000 0 35,000 128,000 0 Indian Territory . . . 5,600 0 0 0 700 6,300 10,000 N orth Central Division : Ohio . . 1 465,175 381,629 337,433 25,000 174,482 "1,383,729 911,584 Indiana . 170,707 123, 117 80,000 0 24,120 397,944 244,050 Illinois . . 954,876 469.143 240.200 40,000 394,359 2,098,578 2,997,989 Michigan . . . . 252,031 107,922 285,250 0 69,130 714,333 146,000 Wisconsin . 93,238 70.690 424,799 40,000 32,137 660,862 71,736 Minnesota . . 155, 745 70,169 220,003 40,000 65,318 551,235 234,875 Iowa . . 266,564 92,790 186,500 ' 0 38,635 584, 489 472,780 Missouri . ..." . 280,493 192,846 100, 614 38,437 18,755 631,145 3,646,838 North Dakota . 6,041 2,000 47,307 0 3,128 53,476 30,511 South Dakota . . 23,250 2,800 45.000 0 7,781 78,831 15,300 Nebraska. _ 87,818 74,381 134; 905 40,000 35,315 372,419 235,881 Kansas . . 110,200 26,098 160,000 0 36,706 333,004 216,239 Western Division: Montana . . 8,000 12,000 35,565 0 0 55,565 20,000 Wyoming.. . 437 0 20,366 40,000 664 61,467 161,376 17,479 Colorado . . 55,705 33,711 67,360 0 4,600 162,765 New Mexico - 385 0 15,500 0 0 15,885 112 Arizona . . 405 0 17,332 40,000 0 57, 737 3,000 Utah . . 10,716 5,994 59, 708 0 18,721 95,139 403 Nevada, 1,159 200 5,160 0 28,340 62,000 40,000 40,000 4,079 0 78,738 102,200 Idaho . . . 2,500 Washington . 54,625 12,000 50,000 0 15, 975 132,600 61.000 Oregon. . . 25,068 24,619 47,760 0 2,359 99.797 23,456 California . 109,149 383,293 243,565 40,000 22,957 798,964 163,426 1633 UNIVERSITIES, COLLEGES, ETC. Table 15. — Professors and students in colleges for women , Division A. State. Number of institutions. Professors and in¬ structors. Students. Prepar¬ atory depart¬ ments. Collegi¬ ate depart¬ ments. Total number (exclud¬ ing dupli¬ cates) . Preparatory. Collegiate. Graduate. Total. College students in — Num- berin— Classical course. c3 ® : © © £ 0 a © O be© l! °° General science course. Latin. Greek. Pedagogy. 1 Business course. | Men. Women. £ .C3 j 6558 112131 iglisis 8&8”I5 - 1-1 r-Tr-Toi T— ! T— 1 C3 t-T i jl : ICONIC ^ KK-JMKNO 23OOOU0O r-i •o^niBaTioo i 1 ° 2^:22^ Scv 1’ 3 ; i -“31 86*836 358338* iiP«ga » •Ai^pTiooas t i ic HP - ! | ris il-31! SSSSff* .gsssgs s i silS- ~°&1S 2§22§| g|ggSo8 °SIQCSS 3 Professors and instructors. •nemo m |s 5885® | S8S8 ggSggg SgSgSS'* a •najC 1 | S§S22°^rt *-0230^23 th •snap. -cppsixi io jequrasj C5 2322" | 1 j Nrii-i-J ~'f Cl 23 Cl Cl *— 1 OONOWCIH CO 53 rl r-i 3 — 1 r-f ■ United States . North Atlantic Division . South Atlantic Division . _ South Central Division... North Central Division.. . W ostern Division . § : 1 i 5 :| § !! 1JI <2? Ill o 3 New York . Pennsylvania . South Atlantic Division: Maryland . Virginia . West Virginia . North Carolina . South Carolina Georgia . . South Central Division: Kentucky _ Tennessee . Alabama . Mississippi . Louisiana Texas . Arkansas. North Central Division: Ohio . Illinois . 1 1 1 ! « 1 . 1 1 ' 1 1 ■ 1 1 1 ' 1 1 ■ 1 1 « » 1 1 t 1 1 1 1 1 1 I ' 1 1 1 I ills 111 Western Division: California . . . 1636 EDUCATION REPORT, 1900-1901. Table 20. — Degrees conferred by colleges for women , Division B. State. M. E. L. or B. L. A. B. B. S. E ffl < 4011 11 Mississippi _ j 2 111 0 26 of 40 0 581 33 295 1 12 3 0 2 1 885 46 Texas _ 1 oi 0 28 oi 23 0 0 0 3S0 0 2 0 0 0 382 0 Oklahoma . ... 1 1 1 16 2 17 3 94! 50 107 29 : 0 1 0 0 0 289 135 N. Central Division; ! i Ohio . . . | 1 0 0 23 0 21 0 ol 0 286 0 1 0 0! 0 267 0 Indiana _ 2 0 0 84 8 84 8 0! 0 1.066! 73 17 : 13 13 0 1,096 88 Illinois _ 1 13 2 32 i 0 45 2 273! 65 99fi\ 9 0 0 0 0 67 Michigan _ ! 0 o! j 68 i 49 1 9 68 ; 9 ol 0 I 593 116 1 5 1 3 0 677 131 Iowa . . 1 0 0 ! 19! 49 19 ! 175 41 602 141 1 16 4 0 0 878 186 North Dakota .. 1 IT' 1 17 2; 20 6 1 115 60 15 8 2 : 0 0 0 345 259 South Dakota .. 2 7 2 29 3 34 ! 5 211; 54 1911 80 3 5 0 0 448: 159 Kansas _ 1 1 1 7 I 37 14l 38 i 21 | 2-56; 62 453 232 1 10 22 6 2 955 366 Western Division: j ! 1 0! 140 Montana . | 1 ' 6| 2 15 6! 151 8 851 60 54 18 1 2 0 80 Colorado _ o 6 2 37 3 37 8 ; 81 20 ! 875 48 1 0 0 0 507 115 New Mexico. ... 2 2 5 20 4 22 9 : 1281 61 29 20 1 0 0 0 161; 90 Utah . 1 4 3 22 4 26 7 ! 202| 78 65 35 0 0 0 Oi 267| 113 Washington .... i 8 6 33 3 36 9 I 123| 60 : 143 30 0 I 0 0 0 414 214 Oregon . . — i °l 0 23 6i 23 5 0 0 1 j 281 146 4 5 1 °l 0 2&5 151 UNIVERSITIES, COLLEGES, ETC. 1639 Table 24. — Students pursuing various courses in schools of technology. State or Territory. College students in— Students in- General culture courses. General science courses. Agriculture. Mechanical engi¬ neering. I Civil engineer¬ ing. Electrical engi¬ neering. 1 Chemical engi- | neering. . to © C L| S § (8 r to rt i£ al Vol¬ umes. Pam¬ phlets. Value. Value of grounds and build¬ ings. Produc¬ tive funds. United States. . 17 453 460,927 141,836 $728,654 $3,887,698 $16,631,105 $13,997,463 North Atlantic Division. 3 89 172,611 42.885 288.446 1.299.799 8, 097, 139 5.681,976 South Atlantic Division. 320 73.588 13,026 124:632 695,882 3,220,579 '665.212 South Central Division .. 12 3 37,956 26,568 70:508 265,381 1,023,883 770,946 North Central Division. . 2 5 129.401 40,009 182.800 1.243.544 3,301,880 6,490.175 Western Division . 38 47,371 19.348 62,268 '383,082 987,624 389,154 North Atlantic Division: New Hampshire _ 8.800 5,700 8.700 20,520 104,516 80,000 Massachus*etts . . 3 65 82,531 10.000 8,127 53.553 18,235 4,000 800 14,150 158.382 13,129 20,000 70,235 18,000 580.140 100,791 11.061 547. 287 1.475.164 '216:600 100.450 5.800.409 400,000 4,373,634 50,000 m000 543,342 500,000 Connecticut . New York . . 0 0 NewJersev _ _ 0 24 9,600 60,000 South Atlantic Division: Maryland 0 0 41 , 903 14.992 L 693 j 10.000 2; 000 74,000 27.500 6,632 14.000 2,500 160,000 176,386 5L 496 1 155,000 150,000 1,880,000 477.615 0 Virginia _ _ 200 6,926 4.100 2,000 364.312 125.000 175.900 0 North Carolina . South Carolina . Georgia . 0 120 o 167,964 435,000 250,000 South Central Division: Alabama _ 12 15,458 ! 10,428 5,000 1,000 13.588 4.000 31,000 20,739 5.500 50.000 127; 894 i 28.787 ! 150,000 352.030 462:353 253,500 308.446 209,000 Mississippi . . Texas . . . 8 Oklahoma . . North Central Division: Ohio.... . 0 ° 7,070 2,000 8,000 13; 269 5,000 58,700 ! 75.000 59,500 500.000 2,000,000 Indiana . . 2 21,951 15.000 4,800 300 37:500 18,000 437,000 75,000 507:000 550; 000 940.000 1,500; 000 Illinois _ 0 2 Michigan . . . Ic-wa . . . 3 3S;25S 1L 000 UP li 38.200 27; 000 306,714 213,000 644.975 458,245 875.285 683,709 North Dakota . South Dakota . 0 0 8.200 7; 136 500 10,500 14,600 15,000 5,800 38,300 18,000 21.000 97,830 182800 137:500 321,360 : Vansas . 0 0 22,856 491,181 Western Division: Montana . 0 0 5.200 5,000 10,000 50.000 120,000 0 Colorado . . . Hew Mexico _ 0 0 15,306 9.500 1.200 3,900 20.877 11.800 152:002 47.000 271.749 101.700 236,485 0 Utah . 0 0 8.546 5; 719 3,100 7,548 1,705 5,591 10.000 4,000 sae 111 170,175 215.000 109,000 W ash ington. Oregon . = . 36 6 152,669 1642 EDUCATION REPOET, 1900-1901. Table 27. — Income of schools of technology. Income. State or Territory. Tuition and other fees. From produc¬ tive funds. State ap¬ propria¬ tions. Federal appropria¬ tions. From other sources. Total. Benefac- ; tions. United States.. . $558, 1T5 $613,986 $845,980 $4,507,918 $264,177 $6,785,236 $82,000 North Atlantic Division . 328,368 160, 055 94,500 594,586 79,408 1,256,897 17,000 South Atlantic Division . 80,149 38. 625 2,29, 965 3,293,252 54.160 3,696,151 37,500 South Central Division . . 8,865 58,834 76,783 140, 100 25,583 310,165 North Central Division .. 114,876 331,987 284,292 240,000 79,314 1,650.469 1,500 Western Division . 20,917 24,485 160,440 240,000 25,712 471,554 26,000 North Atlantic Division: 1,328 245, 184 4,800 101,125 2,500 7,719 10,500 54,000 15,000 15.000 40,000 40.000 22,204 78,832 487,345 Massachusetts _ 47.036 Rhode Island _ 400 40,000 32,500 0 57,900 Connecticut _ _ 0 10,000 65, 219 0 New York . 45,354 18,669 0 442,066 168 506,257 17,000 New Jersey _ South Atlantic Division: 36,102 25,242 0 0 0 61,314 Maryland . 0 0 0 3.194,085 31,667 40,000 27,500 0 0 3,194.085 136, 057 Virginia 37,469 21,859 7, 500 40,000 17,500 5,062 5,491 6,607 37,000 North Carolina ... 11,120 19,060 12,500 81,611 178, 89S 105,500 South Carolina . 9,266 0 116,465 56,000 Georgia . . . . 37,500 South Central Division: Alabama 5, 750 20,280 18,507 | 14,280 5,767 45,000 50,000 100,000 57,621 14,014 38,569 20,400 3,800 28,850 40,000 1,703 21,880 0 70,597 120,771 Mississippi . . 1,815 0 Texas _ 33,750 68,430 50,367 71,000 205,198 130,000 261,883 109, 201 Oklahoma _ _ _ North Central Division: Ohio 1,800 26,000 33,709 30,000 18,124 37,500 2,000 Indiana. . .. . . Tninois 70,180 40,000 11,329 1,560 Michigan _ ... 116,532 25,000 18,000 40,000 40,000 40. COO 29, 606 Iowa .. . _ 400 43,801 2,351 0 North Dakota _ 559 24.892 85, 602 0 South Dakota 6,084 0 914 31,900 22,700 4o;ooo 40,000 13,687 0 92,585 95,000 Kansas . . Western Division: 32,300 Montana . . . 3,089 0 25,000 40,000 4,049 72,118 Colorado . . . 8,500 9,625 73,945 40,000 4,688 136,758 26.CC0 New Mexico . ... 1.844 0 12,617 40,000 572 55,033 . . Utah... ... _ R767 2,122 18,638 40, 000 10,026 72,553 _ Washington . . 4,959 778 0 24,781 5,459 40,000 40,000 5.076 74,816 Oregon . 12,738 1,301 60,276 UNIVERSITIES, COLLEGES, ETC. 1643 Table 28. — Institutions conferring A. B., B. S., Ph. B., and B. L. degrees. [Note. — x indicates that the degree is conferred.] Institution. A.B. B. S. ALABAMA. Alabama Polytechnic Institute . Howard College _ _ _ Southern University _ Hartseile College _ Lafayette College _ Alabama Baptist Colored University. Spring Hill College _ University of Alabama. . . x x x x x x x x x x x University of Arizona ARIZONA. X ARKANSAS. Arkadelphia Methodist College . Ouachita College _ _ _ Arkansas College _ Arkansas Cumberland College _ Hendrix College . . . . . . University of Arkansas _ _ _ Philander Smith College . . x X X X X X X X X X X CALIFORNIA. University of California . . . Pomona College _ Occidental College _ _ _ St. Vincent’s College _ University of Southern California _ Mills College _ _ _ California College _ _ _ Throop Polytechnic Institute _ St. Ignatius College . . ! _ _ _ University of the Pacific . . Santa Clara College _ Pacific Methodist College. _ Leland Stanford Junior University .... x X X X X X C1) X X X X X X COLORADO. University of Colorado . Colorado College _ College of the Sacred Heart . . Colorado Agricultural College University of Denver . X X x x x x x x x x x x x x X X CONNECTICUT. Trinity College _ _ _ W esley an University _ _ _ _ Yale University . . . DELAWARE. State College for Colored Students _ Delaware College . . X x x X x DISTRICT OF COLUMBIA. Columbian University . . Gallaudet College _ Georgetown University Gonzaga College . Howard University _ St. John’s College . X X X X x x x x x x x x x FLORIDA. John B. Stetson Uni versity _ Florida State Agricultural College ... St. Leo Military College . . . Florida State College _ Rollins College . . x x x x x x x X Ph. B. x x x x x X X X X X X X B. L. X X X X X X X 0) X X X X 1 Asssociate of Arts and Associate of Letters. 2 On graduates of the Sheffield Scientific School. 1644 EDUCATION REPORT, 1900-1901. Table 28. — Institutions conferring A. B., B. S., Ph. B., and B. L. degrees — Continued. [Note.— x indicates that the degree is conferred.] Institution. A.B. B. S. Ph. B. B. L. GEORGIA. University of Georgia . . . . Atlanta Baptist College . Atlanta University _ _ Georgia School of "Technology . Morris Brown College _ Bowdon College _ _ North Georgia Agricultural College Mercer University . . Emory College . . Clarlc University . . . . Nannie Lou Warthen Institute . Young Harris College . X X X x X X X X X X X X X X X X X X X X X University of Idaho IDAHO. X ILLINOIS. Hedding College . . Illinois Wesleyan University . St. Yiateur’s College . . Blackburn University . . Carthage College . . . . . University of Illinois _ _ Armour Institute of Technology St . Ignatius College . . . University of Chicago _ Austin College.. . . Eureka College . . . Northwestern University _ Ewing College . . . . Northern Illinois College . . Knox College _ _ _ Lombard College _ _ Greenville College . . Illinois College . . . . Lake Forest University . . McKendree College . . Lincoln College . . Monmouth College _ Northwestern College . . . Rockford College _ St. Francis Solanus College _ Augustana College. . St. Joseph’s College . Shurtleff College . . . Westfield College . . Wheaton College . x x x x x x x x x x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X • X X X X X X X X X X X X X X X X X X X X X INDIANA. Indiana University . Wabash College . . Concordia College . Franklin College . . . De Pauw University . . Hanover College . . Butler College . . Purdue University _ Union Christian College. . . Moores Hill College . University of Notre Dame. Earlham College . . St. Meinrad College . . . Rose Polytechnic Institute. Taylor U niversity . . x x x x x x x x x X X X X INDIAN TERRITORY. Indian University . . . . . Henry Kendall College . X X IOWA. Iowa College of Agriculture and Mechanic Arts Coe College . . . . Charles City College. . . . . . Wartburg College . X x X UNIVERSITIES, COLLEGES, ETC. 1645 Table 28. — Institutions conferring A. B., B. S., Ph. B., and B. L. degrees — Continued. [Note.— x indicates that the degree is conferred.] Institution. io wa — continued . Amity College . Luther College . . . . Des Moines College . . Drake University. . . St. Joseph’s College . . Parsons College . . . Upper Iowa University _ Iowa College . . Lenox College . . . . Simpson College _ _ State University of iowa... G-raceland College . . Palmer College . . . German College _ _ Iowa Wesleyan University. Cornell College . . Penn College . Central College . . Morningside College . Buena Vista College . Tabor College _ _ _ Western College . KANSAS. Midland College . St. Benedict’s College _ _ Baker University . . Soule College . . . . . College of Emporia. . . Highland University. . . Campbell University . Kansas City University . . University of Kansas . . Lane University . . . . Kansas Christian College . . Bethany College _ _ _ Kansas State Agricultural College . . Ottawa University . . . . . St. Mary’s College . . Kansas Wesleyan University . . Cooper College. . . Washburn College . . . Fairmount College . . St. John’s Lutheran College. . . Southwest Kansas College . . KENTUCKY. Union College . Berea College . . . . . . Central University of Kentucky . . Georgetown College . . Liberty College . . South Kentucky College . . . . Agricultural and Mechanical College of Kentucky Kentucky University . . . Bethel College . . . . . St. Mary’s College . . . . . Kentucky Wesleyan College . LOUISIANA. Louisiana State University . Jefferson College . . . . Centenary College . . . . . College of the Immaculate Conception _ Leland University . . . New Orleans University . . . Straight University . . . . Tulane University . MAINE. Bowdoin College . Bates College . . . University of Maine . . Colby College . ] . l.B. B. S. Ph. B. B. L. X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X x X X X X X X X X X X X X X X X X X X X X X * X X X x X X X X X X X X X X X X X X X X X X x X X X X X X x X X X X X X x X X X X X X X X X X X X X X X X X x X X X x X X X X X X x x x X X X x X X X X X X X X X x X x X x x X X X X X X x x X X X x x X X X X 1646 EDUCATION EEPOET, 1900-190T. Table 28. — Institutions conferring A. B.. B. S., Ph. B., and B. L. degrees — Continued. [Note. — x indicates that the degree is conferred.] Institution. A.B. B. S. MARYLAND. St. John’s College _ _ Johns Hopkins University _ _ _ Loyola College _ Morgan College. _ _ Woman’s College of Baltimore . . . Washington College _ Maryland Agricultural College _ Rock Hill College _ _ St. Charles College _ _ _ Mount St. Mary’s College _ New Windsor College _ Western Maryland College . . . MASSACHUSETTS. X X X X X X X X X X X X Amherst College _ _ Massachusetts Agricultural College _ Boston College _ _ _ Boston University. _ _ Massachusetts Institute «f Technology Harvard University _ RadclifEe College _ _ _ Smith College. _ _ Mount Holyoke College _ French-American College _ Tufts College _ _ _ _ _ Wellesley College . . . Williams College _ _ _ _ College of the Holy Cross _ Worcester Polytechnic Institute _ x x X X X X X X X X X X MICHIGAN. Adrian College . . . . . Michigan Agricultural College Albion College. . . Alma College _ _ _ University of Michigan _ Detroit College . . Hillsdale College . . . Hope College _ Michigan College of Mines _ Kalamazoo College . . Olivet College . . . x x x X x x x x MINNESOTA. St. John’s University _ Augsburg Seminary . . University of Minnesota — Carleton College.. . . St. Olaf College . . . . . Hamline University . . Macalester College _ Grustavus Adolphus College. Parker College. . . x X X x x x x x x x x x x x x x 1 x X X X X X X X X X X X X X MISSISSIPPI. Mississippi Agricultural and Mechanical College. Mississippi College . . . Rust U ni versity . . . . . . Millsaps College . . . . . . . University of Mississippi _ _ _ _ _ Alcorn Agricultural and Mechanical College _ x X X X MISSOURI. Central Christian College . Southwest Baptist College . Pike College. . . . . Missouri Wesleyan College . Christian University . . St. Vincent College . Clarksburg College . . . University of the State of Missouri. . . X X X X X X X X X X X X X X X X X X X X 2X 1 Conferred on graduates of the Lawrence Scientific School. 2 For graduates in technical courses. Ph. B. B. L. [ X X I X X r“T X I X X X X X X X X X X UNIVERSITIES, COLLEGES, ETC, 1647 Table 28.— Institutions conferring A. B., B. S., Ph. B. , and B. L. degrees— Continued. [Note. — x indicates that the degree is conferred.] Institution. MISSOURI — continued. Grand River Christian Union College. . . Central College - - - - ■Westminster College - - - - Pritchett College - La Grange College - - - William Jewell College - Missouri V alley College. - - - - Morrisville College - - - Scarritt Collegiate Institute - Odessa College - . - Park College.. - - - - Christian Brothers College - St. Louis U niversity - - - Washington University - - Drury College. - - - - - Tarkio College . . . . . — . . Ruskin College - - - - - Central Wesleyan College . . . MONTANA. Montana College of Agriculture and Mechanic Arts Montana Wesleyan University - University of Montana . . . NEBRASKA. University of Omaha . . . Cotner University . . . . Union College - - - - Doane College - - Grand Island College - - Hastings College - - - University of Nebraska . . . . . Creighton University - - Nebraska Wesleyan University - Y ork College . . . . NEVADA. Nevada State University. - - - - NEW HAMPSHIRE. New Hampshire College of Agriculture and Mechanic Arts. Dartmouth College - - - St. Anselm’s College _ _ _ _ _ NEW JERSEY. • St. Peter’s College . St. Benedict’s College. Rutgers College _ Princeton University . Seton Hall College .... NEW MEXICO. University of New Mexico . . . . New Mexico College of Agriculture and Mechanic Arts. New Mexico School of Mines. . . NEW YORK. Alfred University . . . St. Bonaventure’s College. . . . St. Stephen’s College . . W ells College _ _ _ Adelphi College _ Polytechnic Institute of Brooklyn _ St. Francis College. . . . . St. John’s College _ _ _ Canisius College _ _ _ St.. Lawrence University _ _ Hamilton College _ _ _ Elmira College. . . . . Hobart College. . . . . . Colgate University _ Cornell University . A.B. B. S. Ph. B. B. L. X X X X X X X X x X X X X X ... x X 1 X X X x X . 1 X x X X x x X X X 1 X x X 1 x X X X X X x X X x X X X X x X X X X X X X X X X . X x X X X X X X x X X X X X x X X X X X X X X X X x x .... x x x X X x x x X X 1 x x X x X X x X X x X x X X X x x X 1648 EDUCATION REPORT, 1900-1901, Table 28. — Institutions conferring A. B., B. S., Ph. B., and B. L. degrees — Continued. [Note. — x indicates that the degree is conferred.] Institution. A. B. new York — continued. Barnard College . College of St. Francis Xavier . College of the City of New York _ _ Columbia University . . . Manhattan College _ _ _ New York University . . St. John's College. - - Niagara University _ _ Clarkson School of Technology.. . . V assar College _ _ _ _ _ University of Rochester _ Union College. . . Syracuse University . . . . Rensselaer Polytechnic Institute _ NORTH CAROLINA. St. Mary’s College . . . . . University of North Carolina _ _ _ Biddle University . . . . . . Davidson College _ Trinity College . . . . . . . . Elon College - Agricultural and Mechanical College for the Colored Race Guilford College.. . . . . . . . . . . Lenoir College _ _ _ _ _ _ _ _ North Carolina College _ _ _ _ _ _ Catawba, College _ North Carolina College of Agriculture and Mechanic Arts Shaw University - - - - - - - - - - Livingstone College _ _ _ _ _ Wake Forest College . . . Weaver ville College . . . x x x x x x x x x x x x x x x x x x x X X X X X X X X X NORTH DAKOTA. North Dakota Agricultural College Fargo College - - - University of North Dakota _ Red River Valley University _ x x x OHIO. Buchtel College . . . . Mount Union College - - Ohio University _ _ Baldwin University _ German Wallace College . . Cedarville College . . . . St. Xavier College _ _ _ University of Cincinnati _ Case School of Applied Science St. Ignatius College _ Western Reserve University... Capital University . . . . Ohio State University _ Defiance College _ Ohio Wesleyan University . Findlay College _ _ Kenyon College _ _ _ Denison University _ _ Hiram College _ _ _ Lima College . . Marietta College . . . . . . Franklin College _ _ Muskingum College _ _ Oberlin College . . . . Miami University . . Richmond College . . . Rio Grande College _ _ Scio College. . . Wittenberg College _ _ Heidelberg University . . Otterbein University . Wilberforce University . . x x x x x x x x x x x x x x x x x x x x x x x x X X X X X X X B. S. X >x *x X X X X X I X X X X X X X X X X X X X ST" X X X X 1 X X X X X X X X X X X X X X X X X X Ph. B. B. L. X X I _ X _ X | X X X X X X X X X X X X X X X X X X X X X X X X X 1 For graduates in technical courses. UNIVERSITIES, COLLEGES, ETC. 16L9 Table 2S. — Institutions conferring A. B.. B. S., Ph. B.. and B. L. degrees — Continued. [Note. — x indicates that the degree is conferred.] A. I Institution. Wilmington College ... University of Wooster Antioch College . ohio— continued. . . x _ _ X . . . X OKLAHOMA. University of Oklahoma . . . . - . j x Oklahoma Agricultural and Mechanical College.-. . . OREGON. Albany College . - . Oregon State Agricultural College Dallas College. . . . . University of Oregon - - Pacific University,. . . McMinnville College. - - Pacific College . . . Philomath College - Willamette University . x x x x x x x x PENNSYLVANIA. Western University of Pennsylvania. Muhlenberg College - Lebanon Y alley College - - - St. Vincent College _ Beaver College - - — Geneva College _ Moravian College _ Bryn Mawr College _ Dickinson College _ _ _ Pennsylvania Military College _ Ursinus College _ Lafayette College _ Pennsylvania College. . . . . Thiel College _ Grove City College _ _ _ Haverford College _ Juniata College _ Franklin and Marshall College _ Bucknell University _ Lincoln University _ _ _ Allegheny College _ Albright College. _ _ Central Pennsylvania College _ Westminster College _ Central High School (Philadelphia > .. La Salle College . . . . . University of Pennsylvania _ Holy Ghost College _ _ Susquehanna University _ Lehigh University _ 1 _ Pennsylvania State College _ Swarthmore College _ Yillanova College _ _ Volant College _ Washington and Jefferson College ... Waynesburg College . . . x x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X RHODE ISLAND. Rhode Island College of Agriculture and Mechanic Arts . . . Brown University _ _ _ _ _ _ _ x SOUTH CAROLINA. College of Charleston . . Clemson Agricultural College _ Presbyterian College of South Carolina. Allen University _ South Carolina College . . . . . Erskine College _ 7 _ _ _ _ _ Furman University . . . x X X X X X B. S. Ph. B. B. L. XXX XX XXXXXXXX x ! X X X X x i X x XX X XX X _ _ : XX 1 x _ XXXXX 1 x 1 X 1 x XX X 1 1 x X X X X X x XXXXXXXXXX X X X X X X X X . . X X X 1 For graduates in engineering course. ED 1901 — VOL II - 28 1650 EDUCATION REPORT, 1900-1901. Table 28. — Institutions conferring A. B.. B. S., Ph. B., and B. L. degrees — Continued. [Note. — x indicates that the degree is conferred.] Institution. A. B. south Carolina — continued. Newberry College Claflin University Wofford College . . X X x SOUTH DAKOTA. South Dakota Agricultural College . Huron College . . Dakota University. . . . . . Redfield College . . . . University of South Dakota . Yankton College..... . x x X X x TENNESSEE. U. S. Grant University . . King College - - - - Southwestern Presbyterian University Greeneville and Tusculum College _ American University of Harriman _ Hiwassee College . . . Southwestern Baptist University _ Knoxville College _ _ _ _ University of Tennessee _ Cumberland University . Washington College . . . Bethel College . . . . . Maryville College. . . . . . . . . Christian Brothers College - Milligan College _ Carson and Newman College . . . . Fisk University _ _ _ Roger Williams University _ _ _ University of N ashville . . . Vanderbilt University _ _ _ W alden University _ _ _ University of the South.. _ _ Burriti College _ _ _ _ _ _ Sweetwater College . . . . X X X x x x x x x x x x x x x X X X X X X X X X TEXAS. St. Edward’s College . . . University of Texas . . Howard Payne College . . . . . Henry College - Agricultural and Mechanical College of Texas Fort Worth University . Polytechnic College . . . . St. Mary’s University . . . . Southwestern University . . . . . . Burleson College . . . . . — Texas Christian University. - - - Wiley Uni versity . . . . . . . Austin College . . Trinity University _ _ _ _ _ _ _ Baylor University . . . . Paul Quinn College . x x X X X X X X X X X X X X X UTAH. Brigham Young College . Agricultural College of Utah Sheldon Jackson College _ University of Utah . x x x VERMONT. University of Vermont . . . Middlebuiy College . . . Norwich University _ _ _ x x x VIRGINIA. Randolph-Macon College . . . . . . V irgima Agricultural and Mechanical College. Bridgewater College . . . . . . University of Virginia . x x I B. S. Ph. B. B. L. X x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X I X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X UNIVERSITIES, COLLEGES, ETC. 1651 Table .28. — Institutions conferH ng A. B. , B. S., Ph. B., and B. L. degrees — Continued. [Note.— x indicates that the degree is conferred.] Institution. A. B. B. S. Ph. B. B. L. virgint A— continued. Emory and Henry College . Fredericksburg College . . Eampden-Sidney College - Washington and Lee University. Richmond College . . . .. Virginia Union University.- . Roanoke College - - - William , Coliege of and Mary . WASHINGTON. Vashon College . . . Washington Agricultural College University of Washington _ Gonzaga College _ _ _ Puget Sound University . . . Whitworth College _ St. James College . . . Whitman College . . WEST VIRGINIA. Morris Harvey College _ Bethany College _ West \ irginia University . WISCONSIN. Lawrence University . Beloit College . . Mission House _ _ University of Wisconsin .. Milton College _ . Concordia College . Marquette College _ Ripon College . . _ _ Northwestern University WYOMING. University of Wyoming. X x 2 X X 1 X . X I. X . 1 For graduates in engineering schooL 2 For graduates in technical courses. 1G52 EDUCATION REPORT, 1900-1901 Table 29. — Statistics of universities and 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 ' Location. Name. Religious or nonsecta¬ rian control. Year of first open¬ ing. Profess instrr Prepar¬ atory aepart- | ment. lors and ictors. Collegi¬ ate de¬ part¬ ment. o a . pi © 1 is i a 1 a © a o £ 1 2 3 4 5 6 7 8 ALABAMA. Bapt . 1841 2 o 8 o Greensboro . Southern University . . M.E. So _ 1859 1 0 11 0 Nonsect... . 1882 2 1 1 2 Lafayette . . Lafayette College . . . Nonsect _ 1885 0 3 2 g Lineville College . _ Nonsect _ : 1890 0 2 2 1 St. Bernard _ St. Bernard College . . . 1 R.C _ | 1892 8 0 10 0 Belma . Alabama Baptist Colored Uni- Bapt . 1878 3 5 2 t 0 versity. Spring Hill _ Spring Hill College . . . R.C _ ! 1830 4 0 8 o State . 1831 0 0 18 o ARIZONA. Tucson. . University of Arizona . . . . Territory. . 1891 7 7 10 4 ARKANSAS. J Arkadelphia . - Arkadelphia Methodist College ... M.E. So _ 1890 0 1 7 1 .... do . Ouachita College . . Bapt _ 1886 3 1 8 1 Batesville . . Arkansas College . Pr esb 1872 5 1 6 o Clarksville . . Arkansas Cumberland College*. .. Cum. Presb 1891 3 2 3 2 Conway . Hendrix College _ _ _ M.E. So _ 1884 4 o 6 1 Fayette vill e University of Arkansas . . State.. 1872 3 11 27 2 Little Bock Philander Smith College _ M.E. 1877 3 1 4 1 Mountain Home _ Mountain Home College* . . Bapt . 1893 0 1 1 1 CALIFORNIA. "Rorlrelev _ University of California, _ .... State 1869 o o 108 1 : Claremont. _ _ Pomona College . . . . Cong _ 1888 2 2 I 7 j 1 Lcs Angeles . Occidental College _ _ _ Presb . 1887 4 4 5 , _ . do _ St. Vincent’s College. _ _ R. C . 1865 12 0 9 1 0 . do . University of Southern California. Ivl. E . . 1880 10 6 9 Oakland ._ California College . . Bapt _ 1870 3 4 . 3 4 Pasadena _ Throop Polytechnic Institute . Nonsect _ 1891 16 8 6 1 San Francisco . St. Ignatius College . . . R. C.. . . 1855 4 0 21 I o San Jose .. University of the Pacific _ M.E... . 1851 4 1 7 1 Santa Clara Santa Clara College . R. C _ 1851 2 0 24 0 Santa Rosa . Pacific Methodist College . . . . M. E. So _ 1861 4 2 4 0 Stanford Univer¬ L eland Standford Junior Univer¬ Nonsect.... 1891 0 0 131 5 sity. sity. COLORADO. Boulder . University of Colorado . . State . . . 1877 7 5 33 3 Colorado Springs. . Colorado College . Nonsect _ 1874 15 3 21 5 I Denver College of the Sacred Heart _ R. C 1876 8 0 7 0 j University Park University of Denver _ M.E . 1881 9 3 ii 2 CONNECTICUT. Hartford Trinity College. _ _ P. E _ 1824 0 0 25 0 ' Middletown Wesleyan University M.E . 1831 0 0 32 0 New Haven.. . Yale University . . . Cong . 1701 0 0 171 0 . DELAWARE. ! Dover . State College for Colored Students. State . . . 1892 2 1 2 1 | Newark . 1 Delaware College . State . 1834 0 0 19 0 * Statistics of 1899-1900. UNIVERSITIES AND COLLEGES 1653 colleges for men and for both sexes. Professors and instruct¬ ors. Students. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de- pa •tment. Collegiate depart- j ment. Graduate depart¬ ment. Profes¬ sional de¬ part¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates). Men. Women. Men. Women. Men. Women. 8 » Women. Resident. N onresi- dent. Men. Women. Men. Women. Men. Women. Mon. Women. 9 19 11 12 13 14 1 5 16 17 18 19 | 20 21 22 23 24 0 0 10 0 15 0 127 0 2 ! 0 0 I 0 0 0 144 0 1 0 0 12 0 6 0 143 12 1 0 0 0 0 0 150 12 2 0 0 3 3 30 40 45 65 0 0 0 0 0 0 75 105 3 0 0 2 6 65 60 70 64 0 0 0 0 0 0 135 124 4 0 0 g 3 40 50 80 70 0 0 0 0 0 0 120 120 1 5 3 0 15 0 15 0 73 0 0 0 0 0 23 0 111 0 6 1 0 6 5 128 151 3 0 0 0 0 0 48 0 179 151 7 0 0 12 0 16 0 140 0 0 0 0 0 0 0 156 0 8 21 0 39 0 0 0 232 26 3 0 0 0 207 1 386 27 9 0 0 15 Tf i 108 70 34 13 0 0 0 0 0 0 142 83 10 0 0 r- 2 10 20 40 160 0 0 0 0 0 0 50 180 11 0 | 0 8 1 100 153 140 75 0 0 0 0 0 0 240 228 12 o 1 0 6 1 25 38 43 18 0 0 0 0 0 0 68 56 13 o 0 3 2 50 | 40 3 3 0 0 0 0 0 0 53 43 14 0 0 10 1 88 U 49 3 0 0 0 0 0 0 137 14 15 27 0 55 13 272 68 151 37 2 0 4 0 281 0 736 167 16 0 0 7 6 51 25 18 4 0 0 0 0 0 0 225 242 17 0 0 1 2 37 1 38 3 7 0 0 0 0 0 0 40 45 18 84 1 i al85 a 3 0 0 1,202 1,027 94 83 6 •0 L 88 1,951 1,386 19 0 0 11 5 50 45 53 47 0 1 0 0 0 0 | 110 185 20 0 0 4 7 33 30 11 12 0 1 0 0 0 o 44 43 . 21 0 0 15 0 81 0 52 0 0 0 0 0 o' o 133' 0 22 65 4 84 13 1 99 107 47 20 0 0 o 0 1 145 5 291 132 23 0 0 3 4 20 20 6 3 0 0 o 0 0 0 26 23 24 0 0 19 10 136 39 12 2 0 0 0 0 0 0 6157 6103 25 0 0 25 0 102 0 155 0 10 0 0 0 0 0 267 0 28 0 0 12 .2 53 55 25 12 1 0 0 0 0 0 79 67 27 0 0 26 0 27 0 208 0 0 0 0 0 0 0 235 0 28 0 0 6 3 33 29 2 0 0 0 0 0 0 0 35 33 29 131 5 0 0 863 I 409 47 70 o o 910 479 3C 47 2 87 10 | 170 197 183 153 13 4 0 0 112 11 470 363 31 0 0 26 7 83 65 90 110 0 0 0 0 0 0 321 175 32 0 0 15 0 141 0 30 0 0 0 0 0 0 0 171 0 S3 59 2 80 7 73 42 60 75 1 0 23 3 133 6 314 507 34 0 0 25 0 0 0 125 0 6 0 0 0 0 0 131 0 35 0 0 32 0 0 0 282 56 11 1 0 0 0 0 293 57 36 86 0 271 0 0 0 1,807 0 219 48 37 0 435 0 2,415 127 37 0 0 4 2 27 9 15 11 0 o 0 0 0 0 42 20 38 0 0 19 0 0 0 89 0 2 1 0 1 0 0 0 92 . 0 39 a Not including assistants, etc. 6 Includes students in summer schools. 1654 EDUCATION REPORT, 1900-1901, Table 29. — Statistics of universities and colleges Location. Name. Religious or nonsecta¬ rian control. Year of first open¬ ing. Professors and instructors. Prepar¬ atory depart¬ ment. Collegi- | ate de- part- j ment. 3 a i § a © Women. 1 2 3 4 5 6 7 8 DISTRICT OF CO- - LUMBIA. 40 R.C . 1889 0 o 18 0 41 Bapt 1821 0 i 0 59 0 42 . do . Nation ... 1864 g 1 12 2 43 . do . . . R.C . 1791 25 o 31 0 44 . _ do . . R.C - . 1821 8 o 0 45 - do . . . . Howard Universitv _ Nation . 1867 3 1 7 1 40 . do . . St. John’s College . R.C . . 1866 5 1 0 5 0 FLORIDA. 47 Bapt . 1887 ! 13 10 12 5 48 Lake City. _ State . . . 1884 i 1 11 5 49 St. Leo . _ R.C _ 1890 i o 5 0 50 Tallahassee _ Florida State College a _ State . . 1857 ! 6 2 6 2 51 Winter Park . Rollins College . . . „ . Cong . 1885 10 10 10 10 GEORGIA. 52 Athens . . University of Georgia _ State . 1801 : 0 0 21 0 53 , Atlanta . . . Atlanta Baptist College .. Bapt . . 1897 ; 5 3 3 3 54 _ do _ _ Atlanta University _ Nonsect _ 1869 | 1 3 5 5 4 55 - do . . Morris Brown College _ _ _ f A.M.E _ 1885 ! 3 5 5 1 56 ! Bow don . . Bowdon College _ . . . . Nonsect _ 1857 1 4 1 1 5 57 | Dahlonega . , North Georgia Agricultural Col¬ State. . . 1873 ! 0 1 8 1 ! lege. 58 1 Macon . ! Mercer University. . Bapt . . 1 183/ ! 0 0 11 0 59 ! Oxford . . . Emory College _ _ M.E. So - 1838 3 0 13 0 00 ; South Atlanta _ Clark Universitv . . . ... M.E . : 1870 ! 7 7 7 7 61 W rightsville . ' Nannie Lou War then Institute* .. M. E. So _ 1888 1 ' 0 2 1 3 G2 Young Harris _ Y oung Harris College . M.E. So....! 1885 | i 1 4 3 IDAHO. 63 Moscow . . University of Idaho _ State _ 1892 0 3 14 1 ILLINOIS. 64 Abingdon . Hedding College . , . M.E . 1853 6 3 6 3 65 Bloomington . Illinois Wesleyan University* M.E _ 1850 1 1 ' 2 9 0 G6 : Bourbonnais _ St. Yiateur’s College. . . . R.C _ 1868 6 0 15 0 67 | Carlin ville _ Blackburn University _ Presb _ 1859 4 2 5 2 68 Carthage . . Carthage College. . . . 1 Luth . _ 1872 2 6 0 69 Champaign (or University of Illinois. . . ; State . 1868 5 j 1 97 20 Urbana). 70 Chicago. . St. Ignatius College . R.C . 1889 23 0 9 0 71 _ do . St. Stanislaus College . R.C . 18S9 5 0 8 0 72 .do . Universitv of Chicago . Bapt . 1892 ' 198 36 73 Effingham . . Austin College . Nonsect.... I 1891 1 s i 2 8 2 74 Elmhurst _ _ Evangelical Proseminary . Ger.Evang.j 1871 2 ! 0 5 0 75 Eureka _ _ Eureka College . . ! Christian . . ' 1855 I 5 ! 2 11 3 76 Evanston . _| N orthwestern University . . . . M.E . . 1855 i 11 i 6 5 3 4 77 Ewing _ Ewing College Bapt . 1867 | 4 4 5 1 78 Fulton . . j Northern Illinois College . . Nonsect. ... 1865 5 3 5 3 79 Galesburg . Knox College . Nonsect.... 1837 6 ! 5 14 2 80 . do . .. Lombard College _ _ Univ _ 1852 6 ' 2 10 3 81 Greenville _ Greenville College . Free Meth . 1892 ' 2 6 0 82 Jacksonville.. . Hlinois College . . Nonsect _ 1829 8 0 17 0 83 Lake Forest . Lake Forest University . . Presb _ 1876 j 10 17 15 0 84 Lebanon . . . McKendree College . . . . . M.E . . 1828 : 5 0 7 0 85 i Lincoln _ Lincoln College c . . . Cum. Presb 1866 5 5 2 86 * Monmouth . . Monmouth College . . Un. Presb.. 18.56 : 6 | 4 1 8 5 ' Statistics of 1899-1900. a Formerly Seminary West of the Suwanee River. UNIVERSITIES AND COLLEGES, 1655 for men and for both sexes — Continued. Professors and instruct- Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ part¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates). Mon. Women. Men. Women. Men. Women. Men. •uouio M Resident. Nonresi¬ dent. 1 Women. Men. Women. Mon. id © a Men. Women. 9 iO 11 IS IS 14 1 5 | 16 !T : 18 19 SO SI SS S3 24 14 0 32 0 0 0 0 i 9 62 0 4 0 99 0 165 0 77 0 164 0 0 0 286 1 108 94 15 ! o 0 912 0 1,293 123 0 0 12 3 23 8 51 i 26 g 2 1 o 0 0 0 77 86 79 0 120 0 ! 179 0 142 0 23 0 : 1 0 399 0 725 0 0 0 12 0 134 0 25 0 0 0 ! 0 0 0 0 159 0 48 0 71 10 122 29 38 8 0 0 0 0 333 19 60S 306 0 0 10 0 127 0 20 0 0 0 i 0 0 0 0 147 0 r- 1 24 17 ! 119 ! 170 29 55 ! o 0 i 0 0 5 0 153 225 0 0 12 5 33 28 43 10 i o 0 1 o 0 0 0 76 38 1 0 6 0 ! 14 o 35 0 o 0 ; ° 0 6 0 55 0 0 0 6 2 41 64 30 22 o 1 1 0 0 0 0 78 128 0 1 0 10 10 78 62 22 18 0 0 0 0 0 0 100 SO 5 0 ! 26 0 0 0 i 242 | 0 | 3 0 0 0 86 0 331 . 0 2 0 8 1 ' 6 113 0 i 13 0 ! o 0 0 0 31 0 158 0 0 0 6 6 70 ! 12 27 13 ; o 0 0 0 0 0 97 25 ' 4 0 8 1 7 18 8 i 10 1 1 o ! o 0 0 23 0 310 202 0 0 4 5 : 80 ! 120 [ 45 55 1 o o 9 0 0 0 125 175 0 0 8 2 32 4 I 128 j 10 ! 0 0 ! 1 0 0 0 0 160 14 4 0 15 0 0 0 i 222 ! o 1 2 ! 0 ! 0 0 21 0 245 0 1 0 14 0 ! 34 0 ! 240 0 i 0 0 ! 0 0 13 0 306 0 0 1 0 7 7 I 33 ! 13 1 12 5 i o 0 i 0 0 0 0 213 307 0 0 1 5 71 ! 78 43 31 i 0 o 0 0 0 0 114 109 0 0 5 4 128 119 1 71 1 57 o ! 0 0 0 0 0 199 178 0 0 14 4 76 35 ; ss 51 - 0 1 0 ! - 0 0 0 o ' [ 185 87 o 1 0 6 4 i 24 22 ; 23 j 14 1 3 0 j 0 0 0 0 50 36 11 0 25 12 99 60 * 80 45 1 0 0 0 0 68 1 247 106 4 0 28 0 50 0 150 o o 0 0 9 1 30 0 & 260 0 0 0 5 2 18 16 15 16 0 0 0 9 0 0 34 86 0 0 9 5 27 11 22 26 0 0 0 o ! 0 0 50 88 115 6 215 27 201 52 839 316 31 8 35 1 900 : 54 2,040 465 0 0 32 0 334 0 109 0 o 0 ! 0 0 o I 0 443 0 0 0 11 0 18 0 90 0 o ! 9 0 0 9 ! 0 108 0 22 0 220 36 915 1,432 669 : 334 1 o o 351 21 1 844 1 676 0 o 8 2 too 100 100 80 0 1 | 5 0 0 0 211 181 0 0 7 0 12 0 89 0 o ! 0 : 0 0 0 i 0 107 0 2 0 13 3 48 35 43 23 0 : 0 0 0 37 | 0 &150 &75 151 30 204 42 306 171 319 278 23 ! 16 4 2 1,376 108 2,099 530 0 0 7 6 105 85 23 2 0 ! 0 6 0 0 ! 0 134 ' 87 0 0 5 3 40 48 50 25 9 1 0 8 0 0 i 0 6113 &95 0 0 21 5 70 92 128 115 2 ! 1 3 0 0 1 0 219 446 7 2 10 3 28 17 42 49 0 2 0 0 8 ! 2 84 131 1 0 8 7 9 12 16 7 0 0 0 0 8 2 90 114 0 0 18 0 68 0 78 0 o 0 0 0 0 0 144 0 67 0 92 17 118 161 66 42 1 i 0 6 0 888 0 1,079 203 2 0 9 0 84 26 29 13 2 ! 0 0 0 4 0 119 39 0 0 7 6 34 25 61 58 0 0 ! 0 0 0 0 95 83 0 o I 9 6 58 46 73 74 1 1 . 0 1 0 0 0 ! 0 139 , 164 b Includes students in summer schools. c Formerly i .in coin University. 40 41 42 43 44 45 48 47 48 49 50 51 53 58 54 55 56 57 58 59 60 61 63 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 se 1656 EDUCATION REPORT, 1900-1901, Table 29. — Statistics of universities and colleges Location. Name. 1 ILLINOIS— cont’d. 8T 88 Naperville . 89 Quincy . 90 Rock Island . 91 Teutopolis . 92 Upper Alton . 93 Westfield . . 94 Wheaton . INDIANA. 95 Bloomington . 90 Crawfordsville ... 97 Fort Wayne . 98 Franklin . . 99 Greencastle _ 100 Hanover _ _ 101 Irvington . . . 102 Merom . . 103 Moores Hill . . 104 Notre Dame.. . 105 Richmond . _ 106 St. Meinrad . 107 Upland . . . INDIAN TERRITORY. 108 Bacone _ 109 Muscogee _ . . IOWA. no ! Cedar Rapids . in Charles City . 112 Clinton _ 113 College Springs ... 114 Decoran . 115 Des Moines _ 116 do 117 Dubuque . . 118 Fairfield . .. 119 Fayette _ _ _ 120 Grinnell . . . 121 Hopkinton . . 122 Indianola . 123 Iowa City... . 124 Lamoni . . . 125 LeGrand _ 126 Mount Pleasant . . . 127 _ do _ 128 Mount Vernon _ 129 Oskaloosa. . 130 Pella _ 131 Sioux City . . 132 Storm Lake . 133 Tabor . . . . 131 Toledo . KANSAS. 135 Atchison _ _ 136 . do . Northwest era College . . St. Bede College . . . St. Francis Solanus College. Augustana College _ _ St. Joseph’s College* . Shurtleff College . Westfield College ._ . . Wheaton College . Indiana University . Wabash College ._ . . Concordia College . Franklin College _ . . . De Pauw University _ Hanover College _ Butler College _ Union Christian College ... Moores Hill College _ Universitv of Notre Dame Earlham College . . . St. Meinrad College.. . Taylor University . Indian University _ Henry Kendall College Coe College . . Charles City College _ W art burg College. . . Amity College. . . . Luther College _ _ Des Moines College . . Drake University _ St. Joseph’s College _ Parsons College _ _ _ Upper Iowa University _ Iowa College _ _ Lenox College _ Simpson College _ State University of Iowa ... Graceland College _ Palmer College _ _ German College _ Iowa Wesleyan University . Cornell College . . Penn College _ _ _ Central University of Iowa. Momingside College . . Buena Vista College _ Tabor College . . Western College . Midland College _ St. Benedict’s College Religious or nonsecta¬ rian control. .Year Lof. 1 first open¬ ing. Profess instrn jPrepar- atory depart¬ ment. ors and ictors. Collegi¬ ate de¬ part¬ ment. a o £ S o £ © $ 3 4 5 6 7 a Ev. Ass’n .. ! 1861 6 1 9 i R. C . . ! 1891 2 0 11 0 R. C _ 1860 2 0 14 0 Luth _ 1860 5 1 11 0 B. C . 1862 10 0 Bapt . _ 1827 12 i I 12 U. B... 1865 5 i 1 5 i Cong . . 1860 13 s State _ 1824 ° o 63 2 Presb _ i 1832 3 o 13 0 Luth . . I 1839 7 0 7 0 Bapt . . 1 1834 9 2 M. E _ | 1837 4 7 16 2 Presb _ 1 1833 0 1 12 1 Christian .. I 1855 6 3 16 5 ' Christian .. I 1859 3 2 5 3 M.E _ ! 1858 5 3 6 0 B. C _ ! 1842 10 5 45 0 : Friends _ 1 1847 0 0 14 3 R. C _ ■ 1857 0 0 10 0 M.E.. . 1846 3 2 8 i 3 Bapt - 1880 0 4 3 4 Presb _ 1894 1 7 2 8 Presb 1881 12 2 Ger. M. E .. 1891 5 i i 2 4 1 Luth . 1868 9 0 9 0 Nonsect _ 1872 5 5 5 5 Luth . _ 1881 11 0 11 0 Bapt . _ 1S65 3 2 6 8 ' Christian . . 1881 17 9 29 5 j R.C-. . 1873 7 0 7 0 Presb _ 1875 7 2 15 3 M.E _ 1857 15 10 12 7 Cong.. . 1848 5 7 23 5 Presb _ 1859 1 2 4 5 M.E.. . 1867 10 8 7 5 State. . 1847 0 0 59 ; , 7 L.D.S _ 1895 1 1 1 1 1 Christian .. 1889 1 2 3 1 M.E _ 1873 2 0 10 2 M.E _ 1844 16 7 16 7 M.E _ 1857 8 8 15 4 Friends _ 1873 2 1 5 2 Bapt . . 1853 9 2 2 ' 2 M.E _ 1890 3 4 10 3 Presb . . 1891 6 3 5 1 Cong.. . 1866 10 2 10 2 U.B . . 1856 1 2 1 6 1 ! Luth _ 1887 2 2 6 0 1 R.C . 1858 ! 1 12 0 12 0 * Statistics of 1899-1900. UNIVERSITIES AND COLLEGES 1657 for men and for both sexes — Continued. Professors and instruct- ors. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ part¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates). Men. Women. Men. Women. Men. Women. _ Men. s a £ (Resident. ]SI onresi- dent. Men. Women. Men. Women. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 17 | 18 19 20 21 22 23 24 3 0 17 5 103 26 84 j 23 ] o 0 0 o 51 1 262 ! 98 0 0 13 0 30 0 88 0 0 0 0 0 0 0 i 118 0 0 0 16 0 10 0 183 0 16 0 0 0 0 0 ! 209 0 3 0 25 6 60 19 78 26 5 0 0 0 69 0 181 1 69 0 0 10 0 130 0 0 0 0 0 0 o 1 130 0 12 21 29 29 0 0 11 0 1 97 71 0 0 6 3 70 51 9 9 0 0 0 0 0 o 95 94 0 0 13 8 48 51 34 34 1 0 0 0 0 0 102 140 63 2 0 0 616 318 | 55 oy 0 o 118 3 789 348 0 0 16 0 40 0 160 0 o 0 0 0 0 0 200 | 0 0 0 7 0 61 0 112 0 0 0 0 i 0 0 0 ! 173 j 0 0 0 9 2 31 17 69 36 o 1 0 0 0 o 0 l 100 I 78 0 0 21 13 100 40 193 134 1 7 2 o 0 o 313 283 0 0 12 2 27 8 67 20 0 0 0 0 0 o 100 48 0 0 17 8 52 26 65 55 5 1 0 1 0 0 0 122 82 •7 4- 109 57 40 29 1 4 1 o 3 15 7 135 100 0 0 7 3 63 41 19 13 0 1 0 3 • 0 0 82 58 6 0 60 5 195 0 658 0 0 0 o 1 0 81 0 934 0 0 0 14 3 0 0 132 122 0 0 0 ! ■ 0 0 0 al43 a 155 7 0 19 0 0 0 67 0 0 0 o 1 o 45 0 157 0 7 2 11 6 64 , 13 23 8 3 0 137 ! 3 36 7 268 72 0 0 3 8 43 52 5 6 0 0 0 0 0 0 48 58 0 0 3 9 107 63 5 4 0 0 0 0 0 1 0 113 78 0 0 12 2 48 42 85 68 0 0 0 0 0 0 a 145 a 181 2 0 7 2 48 17 7 6 0 0 0 0 1 a 120 a 126 0 0 9 0 34 0 23 0 0 0 0 o i o i o 57 0 0 0 5 5 54 50 18 24 0 0 0 o ! o 0 100 103 0 0 11 0 100 0 107 0 0 0 0 0 0 ! 0 207 0 0 0 6 8 33 15 48 23 1 0 0 o ! o I 0 93 86 36 i ! 62 12 106 1 67 1 110 71 3 2 2 0 I 318 8 a 960 a 804 0 o 7 0 30 0 i 70 0 0 0 0 o 0 0 100 0 0 0 15 3 88 30 40 32 0 0 6 0 0 0 84 62 0 0 15 10 55 30 1 64 50 3 0 0 o 0 0 186 125 0 0 24 11 58 49 124 146 0 0 3 3 0 i 0 194 248 0 0 5 7 34 23 31 39 1 1 0 o 0 i 0 70 97 0 0 21 11 242 153 87 47 0 0 0 0 -0 0 326 303 92 2 114 9 0 0 356 233 61 41 34 12 780 24 1,198a a344 0 0 2 4 30 40 2 8 0 0 0 0 0 j 0 40 52 0 0 4 3 17 17 7 4 0 0 0 0 0 0 24 21 3 0 10 2 29 28 14 15 0 0 0 o 17 1 0 43 43 0 0 18 7 54 24 42 35 0 0 2 o 0 0 98 59 0 0 23 12 159 195 209 151 0 2 0 0 o ; 0 368 348 o 0 8 3 97 60 71 61 2 2 2 3 o 0 172 128 0 0 11 4 16 17 14 13 0 0 0 0 i 0 a 41 a 42 2 1 0 13 7 230 151 20 42 0 0 0 0 0 0 250 193 0 ! 0 6 3 37 24 6 4 0 0 0 0 0 0 98 157 0 0 10 2 19 18 25 41 0 0 0 0 o 0 44 59 1 0 0 11 4 57 29 45 22 0 0 0 o 0 0 124 78 i 0 0 8 4 41 38 23 20 0 0 0 0 o 0 69 84 - 2 0 26 1 0 i 100 0 1 55 0 0 0 0 0 6 ! ! 0 161 0 1 a Includes students in summer schools. 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 1658 EDUCATION REPOST, 1900-1901 Table 29. — Statistics of universities and colleges Location. Name. Religious or ! nonsecta¬ rian control. Year of | Professors and instructors. Prepar- Collegi- atory | ate de¬ depart- ; part- ment. ment. first open¬ ing. d © a d © a o £ d © a o £ 1 3" 3 4 5 8 7 8 KANSAS— cont’d. 137 Baldwin . Baker University . ! M.E . 1858 7 6 10 8 138 Dodge City _ Soule College* _ _ M.E _ ! 1894 A 3 2 1 189 Euiporia . .. College of Emporia . . . Presb . . ! 1883 4 5 7 4 140 Highland _ Highland University . . Presb _ ! 1857 ! 2 2 3 2 141 Kansas City . . Kansas City University _ _ Meth. Prot . | 1896 3 2 9 1 142 Lawrence. . — University of Kansas _ ... State . . | 1868 : o : o 49 6 143 Lecompton _ Lane University _ U.B _ 1865 | 4 ' 1 6 1 144 Lincoln . _ _ Kansas Christian College _ Christian .. I 1882 : 3 0 2 0 145 Lindshorg ... Rethanv College . . . . Luth - 1S81 4 i 0 10 0 146 Ottawa . . Ottawa University. . . . . . Bapt . _ ' 1865 i 10 6 10 5 - 147 St. Marys'. _ St. Marv's College _ R. C _ ! 1869 24 ; o ; 11 0 148 Salina . . . Kansas v\ esleyan University. _ ! M.E _ 18-86 8 2 149 Sterling _ Cooper College . . . Un. Presb- . 1887 2 2 4 0 150 Topeka. . . W ashburn College . . , Cong . . ' 1865 ! 8 4 13 4 151 Wichita _ _ _ j Albertus Magnus University . R.C _ 1900 2 0 8 0 152 _ do _ 1 Fairmount College . . . . 1 Cong - 1892 2 6 9 3 153 Winfield . . .. ! St. John’s Lutheran College . i Luth - 1893 4 2 4 2 154 . do . . Southwest Kansas College . M.E . 1886 8 5 8 1 KENTUCKY. 155 Barbourville . Union College . . . 1 M.E . .'... i 1386 2 ! 2 2 1 156 : Berea _ _ Berea College _ _ _ J Nonsect ... 1855 7 15 11 3 157 Bowling Green _ [ Ogden College _ _ _ _ _ 1 Nonsect ... 1877 5 i 0 5 0 158 Danville . . ! Centre College _ _ _ i Presb _ 1822 3 ! o 13 0 159 Georgetown . 1 Georgetown College _ ' Bapt . . 1829 1 4 8 5 160 Glasgow _ _ ! Liberty College . . . 1 Bapt _ 1875 o 2 4 5 161 Lexington . . Agricultural and Mechanical Col¬ State . 1866 4 i 0 14 0 lege of Kentucky. 162 _ do . . 1 Kentucky University . Christian . . i 1836 10 1 7 1 163 Richmond _ _ i Central University a. . . Presb _ ! 1874 8 7 12 0 164 Russellville. _ | Bethel College _ _ _ _ ; Bapt . . _ 1854 2 0 5 0 165 St. Marys . ! St. Marv’s College. . . . R.C _ 1821 5 0 4 ! 0 166 j Winchester . ; Kentucky Wesleyan College.. . j M.E. So - 1 1836 1 1 I 1 5 1 LOUISIANA. 167 1 Baton Rouge 1 Louisiana State University _ _ State _ ' 1860 | 5 0 21 0 168 Convent . . j J efirerson College . . ” _ R. C _ • 1864 1 3 0 12 0 169 Jackson _ _ Centenary College of Louisiana ... M. E. So.... : 1825 1 3 ! i 0 8 0 170 . New Orleans . College of the Immaculate Con¬ R. C . . | 1847 ! 4 0 13 0 ception. 171 1 _ do . . Leland University . Bapt - ' 1870 2 4 3 1 172 _ do _ New Orleans University . 1 M.E _ i 1873 5 1 6 3 2 173 do Straight University _ _ Cong _ ! 1869 2 22 1 2 2 174 _ do ... Tulaaie Univevsitv . . Nonsect _ j 1834 0 1 10 28 9 MAINE. 175 Brunswick . Bo wdoin College _ _ _ Cong _ 1302 0 0 19 0 176 Lewiston . . Bates College _ _ Free Bapt . . I 1863 0 0 15 1 177 Orono . . . University of Maine _ _ State.. . ! 1867 0 0 44 0 178 Waterville . Colby College . Bapt . . 1818 0 0 14 2 MARYLAND. 179 Annapolis. . St.John's College. . Nonsect - 1789 2 0 9 0 180 Baltimore . Johns Hopkins University _ Nonsect _ 1876 0 0 60 0 181 . do . Lovola College . . . R. C. . . 1 1852 11 0 15 0 182 _ do . . Morgan College . . . M.E _ i 1876 : 2 2 2 1 183 Chestertown . Washington College . Nonsect.... 1 1783 ■ 6 2 6 2 * Statistics of 1899-1900. a Consolidated in June. 1S01. with Centre College, Danville, Ky., under the name of Central. University of Kentucky, Danville, Ky. UNIVERSITIES AND COLLEGES, 1659 for men and for both sexes — Continued. Professors and instruct¬ ors. Students. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates"). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ part¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates) . Men. Women. Men. Women. Men. Women. Men. Women. Resident, j Nonresi¬ dent. Men. § • g o £ i Men. Women. Men. Women. Men. Women. 9 19 11 12 13 14 15 16 1? IS 19 20 1 31 22 j 23 24 0 0 19 12 117 88 124 74 0 0 0 0 0 0 378 1 251 137 0 0 6 4 43 37 o 1 0 0 0 0 0 0 48 38 138 0 0 7 5 17 17 45 26 0 0 0 1 0 0 0 64 45 189 0 0 4 3 22 28 1 4 0 0 0 I 0 0 0 23 82 140 3X 1 44 3 30 13 27 8 1 0 4 1 158 10 265 67 141 48 3 72 6 0 0 489 282 32 34 9 252 6 738 416 142 0 0 7 2 38 20 25 6 0 0 0 6 0 0 72 29 143 1 0 O 0 32 7 4 1 0 0 o 9 4 0 JO 8 144 0 0 28 11 41 33 53 22 0 0 ! 0 9 0 0 d32 389 145 0 0 11 8 59 52 68 75 1 5 7 ! 3 0 0 239 864 146 0 0 30 0 109 0 111 0 0 0 0 0 0 0 323 0 147 0 0 8 2 39 45 23 36 0 0 2 3 0 0 64 84 148 0 0 7 3 20 27 20 19 0 0 0 0 0 0 40 46 149 0 0 14 8 80 38 89 48 0 0 o 0 0 0 177 118 150 0 0 14 3 6 0 7 10 5 1 o 0 0 0 34 33 151 0 0 11 9 58 45 28 34 0 0 0 0 0 0 84 79 152 0 0 4 2 20 2 12 0 0 0 0 0 0 0 79 60 153 0 0 14 5 32 31 9 0 0 0 0 0 0 159 111 154 0 0 4 3 12 9 3 j 3 0 0 0 0 0 0 15 12 : 155 0 0 18 18 I 440 346 24 ' 15 0 0 0 0 0 0 464 361 J 156 0 0 5 o ! 67 i o 10 0 0 0 0 0 0 0 0 157 3 0 18 o 1 70 0 j 155 0 2 0 3 0 15 0 227 0 158 0 0 9 9 | 108 45 109 78 0 0 0 0 0 0 215 123 159 0 0 4 7 34 29 58 i 111 0 0 0 0 0 0 92 140 160 0 0 25 0 99 10 314 53 7 0 0 0 0 0 509 111 161 41 0 62 1 150 27 125 30 4 2 o 0 316 0 912 138 162 36 0 56 7 ! 300 200 150 15 0 0 0 9 630 0 1,080 215 163 0 0 7 0 30 0 74 0 0 0 o 9 0 0 104 0 164 0 0 9 0 90 0 14 0 0 0 0 9 0 0 104 0 165 0 o 6 2 15 64 20 0 0 0 0 0 0 87 35 166 0 0 25 0 IK) 0 253 0 2 0 0 0 0 0 385 0 167 0 0 15 0 1 26 0 100 0 0 0 0 0 0 0 126 0 168 0 0 11 0 70 0 50 8 1 0 8 0 0 0 129 8 169 0 0 17 0 117 0 262 0 0 0 0 0 0 0 379 0 170 1 0 3 4 3 10 4 0 0 0 2 0 14 0 23 10 171 9 0 12 6 165 80S 11 3 0 0 0 0 36 2 212 313 172 1 0 - 3 24 253 397 3 0 0 0 0 0 S 0 264 397 173 34 0 60 19 0. 98 207 206 7 27 ! o 0 489 1 703 447 174 !9 0 34 0 0 0 252 0 0 i 0 o 0 104 0 356 A) 175 5 0 20 1 0 0 167 128 0 o 0 0 26 1 193 129 176 10 0 53 0 0 0 292 18 13 0 0 0 37 0 364 18 177 0 0 14 2 0 0 123 80 0 0 0 0 0 0 123 80 178 0 0 11 0 51 0 103 0 0 0 0 0 0 0 154 0 179 57 1 117 1 0 0 178 0 169 j 0 0 0 273 38 613 38 | 180 0 0 17 0 157 0 54 0 0 1 0 1 0 0 0 0 211 0 181 2 0 3 2 36 18 9 1 I 0 1 0 j 0 0 1 45 20 182 0 0 6 2 15 27 31 34 1 0 i 0 ! o 0 0 0 46 61 1 183 1660 EDUCATION EEPOKT, 1900-1901 Table 29. — Statistics of universities and colleges Professors and instructors. Location. Name. Religious or nonsecta¬ rian control. Year of first open¬ ing. _ ! 4 Prepar¬ atory depart¬ ment. | Collegi¬ ate de¬ part¬ ment. d © 5 i a o £ 6 d o 7 a £ 8 1 2 3 MARYLAND — Con- tinued. 184 College Park . Maryland Agricultural College 1 State 1859 1 1 0 16 0 185 Eilicott City.. . Pock Hill College. . | R. C. . . 1857 22 0 1 16 0 186 . do _ _ St. Charles College. 1 R, C. . 184S 13 0 I 16 o 187 Blount St. Marys _ Mount St. Marys College ! R. C _ 1808 25 0 ; 20 0 188 Westminster . Western Maryland College | Meth. Prot. 1SS8 I 4 4 j 11 . 8 MASSACHUSETTS. 189 Amherst . Amherst College . ! Nonsect _ 1821 0 0 ' 36 0 190 Poston _ _ Boston College. 1 R. C _ 1864 ! 16 ! 0 ; 2i 0 191 _ do . . Boston University. 1 M.E. . 1873 1 0 0 1 29 2 192 Cambridge _ Harvard University j Nonsect _ 1638 i 0 I o 265 0 198 Springfield .. . French- American College ! Nonsect _ 1885 : 2 1 2 4 ! 2 194 Tufts College . . Tufts College ... j Univ _ 1854 5 ! o 35 1 195 Wiiliamstown . 1 W iliiams College . 1 Nonsect _ 1793 I 0 o 34 1 0 186 Worcester.. _ I Clark Universitv _ Nonsect _ 1889 0 1 0 11 1 0 197 . do . . j College of the Holy Cross i R. C . 1843 23 0 16 0 MICHIGAN. 198 Adrian . Adrian College* . . . Meth. Prot. 1859 j 3 2 7 5 199 Albion . Albion College* M.E _ 1843 7 5 11 1 200 Alma . . . Alma College . Presb _ 1887 7 4 10 4 201 Ann Arbor... _ | University of Michigan State _ 1837 i o 0 136 8 202 Detroit . . ! Detroit College. _ R.C 1877 I 9 0 10 0 203 Hillsdale. . Hillsdale College _ Free Bapt.. 1855 1 : i 7 2 204 Holland . Hope College . Reformed.. 1865 1 12 l 13 1 205 Kalamazoo . . Kalamazoo College * . Bapt _ 1855! 4 4 9 4 206 Olivet . Olivet College . Cong . 1859; 4 4 9 3 MINNESOTA. 207 Collegeville . St. John’s University . i R.C . 18571 9 0 20 0 208 Minneapolis . . ! Augsburg Seminary _ Luth . 1839; 5 0 5 0 209 . do _ l Lmiversity of Minnesota _ State.. _ 1868! c28 98 18 210 Northfield _ 1 Carleton College . . Cong . . 1870; 2 5 10 3 211 . do _ _ i St. Olaf College _ Luth.. . 1874 16 2 8 0 212 St, Paul _ _ 1 Hamline University _ _ | M.E _ 1854 1 16 4; 218 _ do . 1 Macalester College. . . Presb _ 18851 7 3 10 4 214 St. Peter _ Gustavus Adolphus College _ Luth _ 1862| 1 i 1 8 1 215 W innebago City. . . j Parker College . 1 Free Bapt.. 1888 2 4 2 MISSISSIPPI. 216 Clinton . i Mississippi College . Bapt . 1827 2 0 7 0 217 Holly Snrings . ! Bust University . M.E _ 1868 P 5 6 2 218 Jackson . ..1 Mfilsaps College. . . . M.E. So.... 1892 2 0 10 0 219 University.... University of Mississippi . State . ! 1848 0 0 18 1 MISSOURI. 220 Albany . Central Christian College . ! Christian .. 1892 2 2 6 3 221 Bolivar _ Southwest Baptist College . .j Bapt . . . 1878 2 1 5 1 222 Bowling Green _ i Pike College . . Nonsect _ 1882 ...J 3 7 223 Cameron . j Missouri Wesleyan College _ ! M.E _ :. 1887 5 5 5 5 224 Canton . . Christian University . . . Christian .. 1853 17 3 225 Cape Girardeau . . . St. Vincent College . . ! R. C. . . 1843 4 0 4 0 226 Clarksburg . . Clarksburg College Bapt . _ 1876 3 3 3 2 227 Columbia University of the State of Missouri. State . _ 1840 0 0 68 8 228 Fayette . . . Central College . ... M. E. So-..- 1857 7 1 0 229 Fulton . Westminster College . . Presb _ 1853 5 0 9 0 230 Glasgow . Pritchett College . . . Nonsect _ 1866 3| 2| 5 2 * Statistics of 1899-1803. a Also 887 students in summer schools. UNIVERSITIES AND COLLEGES, 1661 for men and for both sexes — Continued. Professors and instruct- Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ part¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates). Men. Women. Men. Women. Men. Women. Men. Women. Resident. Nonresi¬ dent. Men. Women. Men. Women. Men. id 03 a o £ Men. a © a o £ 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 0 0 17 0 36 ■ 0 94 0 0 0 0 0 0 0 130 0 0 0 26 0 50 0 100 0 0 0 0 0 0 0 150 0 0 0 17 0 80 0 173 0 0 0 0 0 0 0 253 0 4 0 49 0 83 0 106 0 0 0 0 0 27 0 216 0 0 0 13 9 40 14 91 101 0 0 0 0 0 0 131 115 0 0 36 0 0 0 393 0 KV 0 0 0 0 0 400 0 0 0 29 0 280 0 206 0 0 0 0 0 0 0 466 0 99 4 138 6 0 0 128 408 67, 27 0 0 619 59 921 429 231 0 483 0 0 0 2,532 0 327 0 14 0 1,424 0 «4,288 0 0 0 6 4 63 21 18 1 0 0 0 0 0 0 81 22 87 3 117 3 6 0 202 99 5 0 0 0 407 59 6621 6159 0 0 34 0 0 0 370 0 33 0 0 0 0 0 403 0 0 0 11 0 0 0 0 0 31 2 0 0 0 0 31 2 0 0 39 0 169 0 200 0 0 0 3 0 0 0 372 0 2 0 9 7 24 4 44 30 0 0 0 0 36 0 68 34 0 0 16 10 129 54 138 126 4 0 15 9 0 0 286 189 0 0 12 10 24 20 51 35 1 0 2 0 0 0 105 152 120 4 221 12 0 0 1,011 609 65 39 2 1 1,703 70 62,881 6831 0 0 17 0 168 0 94 0 0 0 0 0 0 0 262 0 3 0 14 4 54 53 65 50 0 2 0 0 32 4 161 180 4 0 16 1 65 20 57 9 0 0 0 0 23 0 145 29 0 0 10 4 55 27 87 61 0 0 0 0 0 0| 142 88 0 0 14 9 44 32 64 57 0 0 0 0 0 0 128 140 6 0 37 0 104 0 103 0 0 0 0 0 29 0 243 0 3 0 8 0 51 0 75 0 0 0 0 0 44 0 170 0 150 4 244 31 c427 c90 859 612 128 54 0 0 959 37 2,417 996 0 0 14 10 48 53 90 130 0 1 0 0 0 0 143 223 0 0 16 2 193 35 -74 3 0 0 0 0 0 0 267 38 47 0 63 4 64 51 109 78 0 1 9 1 116 9 298 140 0 0 12 5 75 25 55 15 0 0 0 0 0 0 130 40 0 0 14 3 77 17 54 12 0 0 0 0 0 0 238 113 0 0 4 2 15 11 14 6 0 0 0 0 0 0 29 17 0 0 9 0 80 0 208 0 0 0 0 0 0 0 288 0 0 0 9 5 120 130 7 2 0 0 0 0 0 0 127 132 12 0 50 0 157 4 0 o o o 12 o 219 4 2 0 24 2 0 0 165 57 8 4 17 5 47 0 238 65 0 0 6 3 14 10 50 10 0 0 0 0 0 0 64 20 0 0 7 2 36 24 37 20 0 0 0 0 5 0 78 44 0 0 3 7 8 12 45 64 0 0 0 0 0 0 53 76 0 0 5 5 97 206 15 10 0 0 0 0 0 0 112 216 17 3 30 10 30 6 o o o o 30 1 90 17 0 0 4 0 10 0 10 0 0 0 0 0 1 0 21 0 1 0 5 4 48 35 7 6 2 0 0 0 5 0 62 41 25 0 81 8 0 0 803 224 20 18 9 3 208 2 61,099 6382 0 0 13 1 135 23 87 20 6 0 0 0 0 0 228 43 0 0 10 0 40 0 58 0 1 0 1 0 0 0 100 0 0 0 5 4 17 28 5 18 0 0 0 0 0 0 22 46 & Includes students in summer schools. cln school of agriculture. 184 185 188 187 183 189 190 191 192 193 194 195 196 197 198 199 200 201 8-02 803 204 205 203 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 228 227 228 229 230 16 201 232 233 234 235 286 237 288 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 *vO 1 258 259 260 261 262 263 264 265 286 267 268 269 270 271 EDUCATION EEPOET, 1900-1901, Table 29. — Statistics of universities and colleges Professors and instructors. Location. Name. Religious or nonsecta¬ rian control. Year of first open¬ ing. Prepar¬ atory | depart¬ ment. Collegi¬ ate de¬ part¬ ment. a © * s a o £ a © © g o £ 1 2 3 4 5 6 7 8 Missouri — cont’d. La Grange College . Bapt _ 1855 8 8 8 ! 8 Liberty 71 _ _ W illiam J ewell College . . . . Bapt . . 1849 18 0 14 0 Marshall __ _ _ Missouri Y alley College . . . Cum.Presb. 1889 8 i 4 7 3 Scarritt Collegiate Institute M. E. So _ 1888! 1 I 1 3 0 Odessa College . . . . N onsect _ 1883 1 4 1 4 Park College" _ Presb . . 1875 3 7 : 12 o St. Louis. . _ Christian Brothers College _ R. C _ 1851 0 9 0 _ do _ St. Louis University _ _ _ R. C . — 1829 11 0 17 0 Nonsect _ 1859 32 | 38 24 01 Drury College . Cong _ 1873 3 5 9 4 Tarkio _ _ Tarkio College . Un. Presb .. 1883: 1 i 3 j 4 5 Trenton . Buskin College ... ... _ Nonsect _ 1900 : 4 7 I 6 3 Central Wesleyan College ... M. E . . | 1864 1 4 2 8 1 MONTANA. Helena _ . . Montana Wesleyan University _ ' M. E _ j 1890 I 6 5 1 6 5 Missoula . -.1 ; University of Montana . . State. _ 1895 i 3 1 3 8 5 NEBRASKA. Bellevue University of Omaha Presb _ 1883 ! 8 ! 5 9 6 Bethany _ _ _ . Cotner University . . . . Christian ._ 1889 i 7, College View . _ 1 Union College _ 7th D. Adv. 1891 8 2 8 3 Crete ! Doane College . Cong . 1872 ! 6 1 1 Grand Island _ Grand Island College _ _ Bapt _ 1892 1 9 4 9 i 4 Eastings . . ! Hastings College _ _ _ _ Presb _ 1882; 1 1 5 1 Lincoln ! Universitv of Nebraska.. . State .. 1871 85 13 Omaha _ _ i Creighton Universitv _ .. .. R.C _ 1879 8 0 5 0 University Place .. 1 Nebraska Wesleyan University. .. M.E . . 1888 13 7 12 3 York . . ' York College . U.B . . 1890 3 3 3 2 NEVADA. Reno Nevada State University 1886 6 2 12 4 NEW HAMPSHIRE. Hanover _ ! Dartmouth College . . . Nonsect _ 1769 1 i 0 0 53 1 0 Manchester _ St. Anselm’s College _ _ R.C . . 1893 0 1 Q o NEW JERSEY. ! Jersey City. . St. Peter’s College . . . . R.C _ 1878 i 7 0 6 0 Newark. . St. Benedict’s College . R.C 1868 2 0 5 ; o New Brunswick... ! Rutgers College . . . Reformed .. 1766 i 7 4 29 ! o Princeton . . . ! Princeton University . . . . Nonsect _ 1748 i o 0 92 0 South Orange _ Seton Hall College . . . R.C . . 1856 3 0 0 NEW MEXICO. 7i Albuquerque . ! University of New Mexico _ Territory .. 1892 ! 6 5 3 0 NEW YORK. Alfred . . _ 1 Alfred University _ _ Nonsect _ 1836 5 3 16 6 Allegany . . 1 St. Bona venture's College _ R. C _ 1859 4 0 10! 0 Annandale St. Stephen’s College .. P. E 1 1860 2 0 8 0 Brooklyn . . Adelphi College _ _ _ _ Nonsect _ 1896 27! 44 21 13 . do . . Polytechnic Institute of Brooklyn. Nonsect _ 1854 35 0 16 o _ do .. ! St. Francis College. _ R. C _ ! ia59 14 0 13 0 . do . . . . St. John’s Collesre . . E. C . ! 1870; 81 0 10 ol UNIVERSITIES AND COLLEGES, 1663 for men and for both sexes — Continued. Professors and instruct¬ ors. Students. Profes¬ sional de¬ partments. Total num¬ ber ( exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ part¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates). Men. o £ O- S Women. Men. Women. Men. Women. Resident. i Nonresi- j dent. Men. Women. Men. Women. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 j 17 18 I19 20 21 22 23 24 0 0 8 8 18 20 67 70 0 0 0 0 0 0 | 85 90 231 0 0 32 0 169 0 146 0 2 0 18 0 0 0 j a 352 0 232 0 0 10 • 4 82 52 57 49 0 0 0 0 0 0 128 118 233 0 0 4 1 8 13 8 7 0 0 0 0 0 0 16 20 234 0 0 i 4 11 13 23 32 0 0 0 0 0 0 34 45 235 0 0 15 7 105 101 72 59 0 1 6 5 0 0 183 166 23.) 0 0 21 0 138 0 36 0 0 0 0 0 7 0 291 0 237 8 0 35 0 267 0 105 0 1 51 0 0 0 55 0 478 0 238 85 0 144 43 636 440 92 59 i 0 5 0 0 529 0 j 1.322 764 239 0 0 12 9 122 92 45 43 o 0 0 0 0 0 j a 192 a 168 240 0 0 8 11 49 73 33 30 i 0 0 0 0 0 0 I 141 168 241 0 0 6 7 45 27 6 4 0 0 0 0 0 0 a 73 a 101 242 14 3 8C 30 10 0 0 0 o 38 o 195 90 243 0 0 6 5 50 50 5 4 0 0 0 0 1 o 0 55 54 244 0 0 : . 8 5 70 72 30 25 0 0 0 0 0 0 a 100 a 135 245 is: 2 25 9 40 | 35' 25 25 0 0 0 0 112 5 177 65 246 26 0 33 7 82 44 14 2 1 0 0 0 104 7 1 201 53 247 0 0 16 1 ’5 182 80 100 51 0 0 0 0 o 0 282 14). 248 0 Oj 8 1 29 14 41 54 0 0 0 0 0 . 0| 70 68 249 0 0 12 5 41 21 14 14 0 0 0 0 0 0 ! a 84 a.151 250 o' 0 6i 2 28 24 15 13 0 0 0 0 0 0 43 37 251 71 Oi 92 13 376 421 612; 529 83 66 0 0 ! 161 2 al,244 ul.012 252 39 2: 52 2 120 0 69 ! 0 0 0 0 0 128 12 3171 12 253 G o 13 7 127 61 107 56 0 0 0 0 0 0 247 266 2-54 1 0 6 5 73 58 13 0 1 0 0 0 0 i al81 a 161 255 o: 0 18 6 39 57 108 95 2 1 0 0 0 0 149 153 256 17 0 70 0 0 0 636 0 23 0 8 0 90 0 741 0 257 3 0 20 0 74 0 63 0 0 0 0 0 18 0 j 155 0 258 0 0 12 0 94 0 23 0 0 0 8 0 0 0 125 0 259 oj 0 7 0 25 0 50 0 0 0 0 0 0 0 75 0 260 0 o1 34 4 125 46 199 0 2 0 0 0 0 0 l 326 46 261 0; 0 92 0 0 0 1,168 0 109 0 0 0 0 0 1 1 277 0 262 6 0 1 18 0 70 0 60 0 0 0 0 0 32 0 ’l62 0 263 0 0 7 5 26 45 8 3 1 0 1 0 0 0 36 1 4? 264 4 0 21 9 79 53 43 1 0 3 0 1 0 128 114 265 5 0 19 0 20 0 90 0 0 0 0 0 58 0 166 0 266 0 0 9 0 22 0 32 0 0 o 0 O' 0 0 54 0 267 0 0 30 44 327 393 17 144 0 5 0 0 0 0 439 686 268 0 0 51 0 519 0 72 0 2 0 0 0 0 0 593 0 269 0 0 27 oi 243 0 41 0 0 0 0 0 0 0 284 0 270 o ol i 18 01 10S 0 40 ol 1 0 ol 0 0 ol 1491 0 271 a Includes students in summer schools. 1664 EDUCATION REPORT, 1900-1901. Table 29. — Statistics of universities and colleges Location. 1 NEW YORK — cont’d. 272 Buffalo _ _ 273 Canton . . 274 Clinton - 275 Geneva _ _ 276 Hamilton ... _ 277 Ithaca . . . 278 New York. . 279 _ do.. _ _ 280 281 do 282 .. .do. _ 283 do . 284 N iagaraU niversit v 285 Rochester . 286 ' Schenectady . i 287 ' Syracuse . .! NORTH CAROLINA. I 288 Belmont . . . 289 Chapel Hill _ 290 Charlotte. _ 291 Davidson . . 292 Durham . . . . 293 Elon College. . 294 Guilford College .. 295 Hickorv . .. 1 296 Mount Pleasant . . . 297 Newton . ! 298 Raleigh _ 299 Salisburv _ . 300 Wake Forest . 301 W eaverville . . . NORTH DAKOTA. 302 Fargo _ _ ! 303 University _ 304 Wahpetcn.. . _] OHIO. 305 Akron . . 306 Alliance. _ _ 1 307 Athens. . . . ; 308 i Berea . . . • 309 ; _ do... _ _ ; 310 Cedarville _ ; 311 Cincinnati _ 312 _ do _ _ ! 313 Cleveland. . ! 314 . do . . i 315 Columbus . i 316 _ do . : 317 Defiance . ! 318 Delaware . 1 319 Findlav . 320 Gambier . 321 Granville . 322 Hiram . 323 Lima.... _ _ j Name. 2 Canisius College . . St. Lawrence University . . Hamilton College . . Hobart College . . Colgate University _ Cornell University _ College of St. Francis Xavier _ College of the City of New York.. Columbia University _ _ _ Manhattan College _ . _ New York University _ _ St. John’s College _ Niagara University _ _ University of Rochester . _. Union College . . . Syracuse University . _ . . St. Mary's College . University of North Carolina Biddle University _ _ Davidson College _ _ . . Trinity College _ _ _ Elon College _ Guilford College _ Lenoir College* _ North Carolina College _ Catawba College _ _ Shaw University _ : . . . Livingstone College _ Wake Forest College _ Weaverville College. . . Fargo College _ _ University of North Dakota _ Red River Valley University _ Buchtel College . . Mount Union College _ Ohio University _ Baldwin University . . . German Wallace College _ Cedarville College _ _ St. Xavier College _ L Diversity of Cincinnati . . . St. Ignatius College . . . Western Reserve University _ Capital University. . . . . Ohio State University _ Defiance College _ _ _ Ohio Wesleyan University . . Findlay College . . . . Kenyon College _ _ _ _ Denison University _ _ Hiram College _ _ _ Lima College _ _ . Religious or [ j nonsecta¬ rian control.1 Year ; of first open-! iug. j Professors and instructors. Prepar- Collegi- atory ate de¬ depart- part- ment. ment. ^ 1 pj © 3 a Women. 3 4 : 5 ; 6 7 ! 8 R. C . - 1870 18 0 10 0 { Univ . . _ 1858 0 0 10 0 Nonsect _ 1812 0 0 20 0 P. E _ 1822 0 0 15 0 Bapt _ 1819 7 0 16 0 Nonsect _ 1868 0 0 193 4 R. C _ 1847 18! 0 17 o! City - 1S49 39 0 32 0 ! Nonsect _ 1754 0 0 183 o R.C _ 1863 i 7 0 17 0[ Nonsect _ 1831 0 0 42 0 R.C. . . 1846 25 0 14 0 R.C _ 18.56 12 0 13 o Bapt . . 1850 0 0 18 0 Nonsect _ 1795 0 0 21 0 M. E . 1871 0 0 44 7 R.C. . 1878 3 o 14 0 State.. . 1795 0 o 30 0 Presb _ 1867 6 0 9 o! Presb _ 1837 0 0 11 0 M. E. So— . 1S51 7 0 23 ! o Christian .. 1890 i 8 2 Friends _ 1837 0 2 6 0 Luth . 1891 0 1 4 0! Luth _ 1859 2 0 4 o Reformed .. 1851 6 4 5 4 Bapt _ 1865 5 : 2 i 5 2 A.M.E.Zion 1882 3 8 4 0 Bapt . . 1834 0 0 15 0 M. E. So _ 1873 0 1 4 o Cong - 18S7 1 0 i 3 j 3 State _ 1884 19 6. 19: 6! M.E _ 1892 4 9 5 3' Univ . ! 1S72 o 9 6 3 i M.E. . . 1846 | 8 4 10 2 State. _ ; 1809 j 4 3 12 2 M.E _ j 1846 j 6 1 7 lj M.E _ 1864 I 5 0 1C 0 1 Ref. Presb . 1 1894 4 i 1 4 ! l! R. C _ 1831 11 0 12 0 City . 1874 0 0 : 33 2 R.C _ 1886 9 0 7 0 Nonsect _ 1826 0 0 ! 37 ! 6 Luth _ ! 1850 1 7 0 9 : 0 State. _ 1870 0 0 115 7 Christian . . 1885 5 5 3 1 M.E _ 1844 20 12 27 5 Ch.of God.. 1886 2 1 4 1 P.E . 1825 9 0 10 0 Bapt . . 1831 5 5 13 2 Christian .. 1850 10 1 12 1 Luth . 1893 3 2 1 5 ' 4 * Statistics of 1S99-1900. UNIVERSITIES AND COLLEGES, 1665 for men and for both sexes — Continued. Professors and instruct¬ ors. Students. Profes¬ sional de¬ partments. Total num¬ ber (exclud¬ ing1 dupli¬ cates). Prepara¬ tory- de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ part¬ ments. , Total num¬ ber (ex¬ cluding du- | plicates). Mon. Women. Men. Women. S a Women. Men. pj © a & Resident. Nonresi¬ dent. Men. Women. Men. Women. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 0 0 28 0 240 0 42 0 0 0 0 0 0 0 282 0 272 4 0 14 0 0 0 68 45 5 2 0 0 16 4 87 51 273 0 0 20 0 0 0 175 0 0 0 0 0 0 0 175 0 274 0 0 15 0 0 0 101 0 0 0 8 0 0 0 ! 109 0 275 8 0 31 0 135 0 149 0 1 0 3 0 37 0 I 325 0 276 141 2 321 6 0 0 1.576 291 158 1 47 0 0 534 48 «2,397 a 583 277 0 0 85 0 382 0 126 0 0 0 33 0 0 0 541 0 ' 278 0 0 71 0 1.359 0 1.023 0 0 0 0 0 0 0 2, 382 0 279 176 0 359 0 0 0 1.042 0 302 131 0 0 1.220 0 a2.657 a 429 280 0 0 24 0 466 0 95 0 0 0 0 0 0 0 561 0 281 129 0 186 c 0 0 233 0 116 96 0 0 903 45 al,436 a343 282 0 0 39 0 180 0 130 0 3 0 2 0 0 0 315 0 283 10 0 20 0 70 0 74 0 0 0 0 0 52 0 196 0 ; 284 0 0 18 0 0 0 199 32 3 1 8 0 0 0 210 33 ! 285 0 0 21 0 0 0 184 0 0 0 0 0 0 0 184 0 286 70 2 127 21 0 0 480 295 12 17 0 0 246 16 825 788 1 287 3 0 18 0 16 0 92 0 0 0 0 0 12 0 120 0 ! 288 5 0 45 0 0 0 363 15 15 0 ID 1 138 0 a 533 a 68 289 4 0 13 0 114 0 105 0 0 0 0 0 15 0 a 281 a 76 290 0 0 11 0 0 0 111 0 2 0 13 0 0 0 186 0 ] 291 0 0 30 0 122 0 141 21 17 2 0 0 0 0 2S0 23 292 0 0 8 2 30 25 50 25 0 0 0 0 0 0 80 50 293 0 0 6 2 76 32 41 29 0 1 0 0 0 0 117 62 234 1 0 4 3 30 30 50 6 0 0 0 0 20 0 82 36 295 0 0 5 0 72 0 30 0 0 0 0 0 0 0 102 0 296 0 0 6 4 92 74 11 5 0 0 0 0 0 0 103 79 297 12 0 18 5 34 32 15 10 0 0 0 0 147 0 196 55 238 0 0 7 8 123 199 20 8 0 0 0 0 0 0 143 ] 207 299 15 0 0 0 264 0 10 0 3 0 30 0 307 o 300 0 0 4 1 45 50 35 20 0 0 0 0 0 0 80 70 301 0 0 6 4 29 23 16 11 0 0 0 0 0 0 70 93 302 6 0 19 6 76 10 52 22 0 1 8 1 20 0 181 117 303 0 0 5 3 29 17 7 1 0 0 0 0 0 0 58 85 304 0 0 10 6 49 51 43 51 0 0 0 0 0 0 109 144 305 0 0 19 10 134 61 58 35 0 0 0 0 0 0 a 297 a 235 306 0 0 16 5 151 123 77 53 4 2 0 0 0 0 229 176 307 9 0 21 4 17 10 32 19 0 0 1 0 122 0 a 193 a 98 308 4 0 19 o 75 28 29 12 0 1 0 0 27 0 131 41 309 0 0 4 1 8 1 28 19 0 0 0 0 0 0 38 38 ' 310 0 0 24 0 240 0 114 0 24 0 0 0 0 0 458 0 311 114 0 157 2 0 0 258 320 111 18 0 0 503 2 947 340 312 0 0 16 0 143 0 42 0 0 0 0] 0 0 0 185 0 313 94 0 133 6 0 0 198 210 12 6 0 0 335 0 545 216 314 4 0 9 0 18 0 39 0 1 0 0 0 29 0 87 0 315 8 0 123 7 0 0 992 222 16 15 0 0 218 2 1,226 239 316 _0 0 5 5 60 61 2 2 0 0 0 0 0 1 62 63 317 57 8 84 15 319 115 274 233 7| 6 26 4 80 5 a 802 a 556 318 1 0 10 4 19 3 14 5 3 0 1 0 15 2 67 48 319 4 0 23 0 93 0 104 0 0 0 0 0 16 0 213 0 320 0 0 23 14 150 88 133 116 4 2 0 0 0 0 287 247i 321 0 0 12 l! I 123 71 93 53 2 2 7 0 0 0 256 168 ! 322 0 1 0 5 4] 18 19] 10 6 0] I 0 0 0 0 0 66 61 323 a Includes students in summer schools. ED 1901 — VOL II- -29 1666 EDUCATION REPORT, 1900-1901, Table 29. — Statistics of universities and colleges Location. Name. Religious or nonsecta¬ rian control. Year of first open¬ ing. Professors and instructors. Prepar¬ atory . depart¬ ment. Collegi¬ ate de¬ part¬ ment. o S O o £ o S i 1 2 3 4 5 i i 6 7 8 ohio — continued. 324 N onsect _ 1835 31 9 12 2 325 Xew Athens. . Franklin College _ _ Nonsect _ 1825 10: : 3 326 New Concord. _ Muskingum College . . . . Un. Presb-- 1837 7 ! 1! 8 1 .1 327 Oberlin _ .. Oberlin College . . . Nonsect _ 1833 10 6 22 12 328 Oxford _ ... State 1824 9 0 13 0 329 Nonsect _ 1835 1 1 5 0 330 Rio Grande. _ Rio Grande College _ Free Bapt_. 1876 4 2 4 2| 331 Scio _ _ Scio College . . . . . M.E _ 1857 2 1 5 2 0 332 Springfield . Wittenberg College. . . Luth .. .. 1845 6 1 12 333 Tiffin . Reformed 1850: 7 0 12 2 334 U. B 1847 3 3 10 3 335 Wilber force . Wilberforce University - - A. M. E .... 18-56 10 6 5 2 336 Friends _ 1870 1 1 5 ! i 337 Wooster . . Unirersitr of Wooster _ Pre=ffi - 1870 13 3 17 6 338 Yellow Springs _ Antioch College . . Nonsect _ 1853 8 5 8 5 OKLAHOMA. : 339 Norman _ University of Oklahoma. _ Territory.. 1892 ; 13 2 12 1 OREGOK. 340 Albany _ Albany College _ Presb _ j 1866: 1 2 9 0 341 Dallas _ Dallas" College _ _ _ . Un. Ev 19oq: j 5 | 1 5 1 1 342 ! Eugene _ University of Oregon _ _ State. . 1 1876 19 2 343 Forest Grove _ Pacific University . - - - Cong . 1854 2 ! i 8 3 344 McMinnville. ... McMinnville College . . ... Bapt . . . 1858 j 4 i 4 ; 1 345 Newberg _ Pacific College _ _ _ Friends I 1891 ! 4 3 4 3 346 Philomath . . Philomath College _ _ _ U.B 1867 : 3 1 1 1 347 Salem _ _ _ Willamette University _ . M.E _ 1844; i 5 9 5 2 PE2TXSYLYAXIA. 348 Allegheny - Western University of Pennsyl¬ Nonsect _ 17S6 0 0 16 0 vania. 349 Allentown _ _ Muhlenberg College. . . 1 Luth _ 1867 2 ! o 10 0 350 An nr file . ! Lebanon Yallev College .... _ ' U.B _ 1866 12 4 10 9 351 Beatty . St. Vincent College . . R.C _ 1 1846; i 14 0 24 0 So2 Bearer . .. . Beaver College . . . . . M.E 1 1853 2 7 9 7 &53 Bearer Falls . Geneva College _ _ Ref. Presb . j 1849 1 9 1 6 1 354 Bethlehem _ ... Moravian College . . . . ... Moravian.. 1807 i o 0 6 0 355 Carlisle . Dickinson College ... .. - M.E _ ! 1783 j 8 0 17 0 356 Chester . . . Pennsylvania Military College _ Nonsect---. 1862 14 o 357 Cofiegevfile Ursinus College Reformed.. 1870 8 6 11 ] 358 Easton . Lafayette College Presb I 1832: 0 0 29 0 ( . Gettysburg . . Pennsvlvania College _ Luth . _ | 1832: 3 0 12 0 360 Greenville Thiel College Luth 1870: 4 1 6 0 361 Grove City . . Grove City College _ _ _ Nonsect _ 1 18841 1 3 1 362 Haverford _ _ Haverford College . . Friends _ 1833 o 0 20 0 363 Huntingdon . . Juniata College Ger. Bapt .. 1876 9 1 9 1 364 Lancaster . . Franklin and Marshall College _ Reformed. . 1836 7 0 15 0 365 Lewisburg. .. _ Bucknell University . . Bapt _ 1846 5! 7 25 0 366 Lincoln University ■ Lincoln University _ _ Presb 1854 0 0 9 o 367 Meadvfile _ . . Allegheny College _ M.E _ 1815 5 9 13 1 368 Myerstown . . Albright "College . _ Un. Evang . 1881 3 1 10 5 369 New Berlin _ 1 Central Pennsvlvania College _ Un. Evang . 1855 3 1 5 1 370 Ne w W ilmington . . Westminster College . . . Un. Presb.. 1852 ; 7 5 371 Philadelphia _ Central High School _ . . City _ 1837 1 1 0 54 0 372 _ _ do _ _ La Salle College R.C _ 1867 5 0 6 1 0 373 _ do . . . University of Pennsylvania - Nonsect _ 1740 0 0 107 0 374 Pittsburg . Holv Ghost College . . R.C _ 1878 12 0 8 i 0 375 Selinsgrore.. .. .. Susquehanna University _ _ _ Luth . . 1858 4 1 10 1 376 South"Bethlehem . Lehigh University . . . . Nonsect _ 1866 0 0 44 ! 0 377 State College Pennsylvania State College State _ 1859 3 1 42 2 378 | Swarthmore . : Swarthmore College . . Friends _ 1869 0 0 16' 8 UNIVERSITIES AND COLLEGES, 1667 for men and for both sexes — Continued. Professors and instruct¬ ors. Students. | Profes- j sional de¬ partments. Total num¬ ber (exclud¬ ing dupli¬ cates). Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Graduate depart¬ ment. Profes¬ sional de¬ part¬ ments. Total num¬ ber (ex¬ cluding du¬ plicates) . Men. Women. Men. ; Women. ! Men. Women. ' Men. Women. Resident. Nonresi¬ dent. Men. Women. Men. Women. Men. Women. Men. Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 0 0 15 75 53 62 28 0 0 0 0 0 0 157 143 324 0 0 10 3 10 6 54 18 0 0 0 0 0 0 64 24 325 0 C 9 6 53 34 60 36 I 0 0 0 0 0 0 116 97 326 7 c 56 26 190 148 195 227 2 ■ 0 0 47 2 a 532 a 825 327 a c 18 C 48 13 69 13 0 1 0 0 0 0 117 27 328 0 0 6 1 21 11 5 0 0 0 0 0 0 0 26 11 i 329 0 0 4 2 13 11 12 3 ! 0 0 0 0 0 0 80 67 330 3 1 14 8 37 30 26 12 0 0 0 0 37 0 a 145 a 196 331 4 (] 27 6 91 4/ 118 51 1 1 7 2 20 0 a 244 a 212 : 332 4 0 23 5 86 66 74 39 0 0 2 0 18 0 a 208 a 166 : 333 0 C 12 3 66 57 58 31 0 0 0 0 0 0 124 88 334 7 C 23 8 99 170 40 11 0 0 0 0 21 0 160 i 181 | 335 0 G 6 2 38 52 36 19 0 0 0 0 0 .0 74 71 I 336 c G 40 11 lit 72 141 87 0 0 0 0 0 0! a 400 a 362 337 0 0 8 5 35 14 27 16 1 0 0 0 0 0 a 70 a 38 338 13 9 163 166 47 11 1 0 0 0 6 0 1 216 177 339 0 0 10 2 80 39 17 18 0 0 0 0 0 0 97 Ol 340 0 0 5 1 33 31 9 2 0 0 0 0 0 0 42 33 341 22 0 41 2 199 132 5 6 18 5 22 0 1 244 143 342 0 0 10 4 91 71 28 18 3 0 0 0 0 0 j 122: 89 343 0 0 4 2 8 8 24 20 0 0 0 0 0 0 36 64 344 0 0 4 3 16 20 22 IS 0, 0 0 0 0 0 1 38 ! 38 345 0 0 3 1 8 4 ~9 6 0 0 0 0 0 0 ! 32 25 ; 348 29 0 37 7 66 68 18 24 0 0 5 0 43 3 223 220 j 347 107 0 113 0 0 0 157 10 0 0 0 0 691 12 848 22 ' 348 0 0 12 0 34 0 117 0 d 0 0 0 0 0 151! 0 349 0 0 19 5 161 58 126 20 0 0 0 0 0 0 297 136 350 6 0 34 0 154 0 110 0 0 0 0 0 0 0 307 0 351 q 0 6 13 22 51 7 12 0 0 0 0 0i 0 67 184 | 352 o! 0 8 2 39 33 45 26 0 0 0 0 0 0 84 59 j 353 4’ 0 6 0 0 0 15 0 0 4 0 18 0 37 0 354 9: 0 34 0 100 13 229 32 o1 0 5 0 119 1 453 46 j 355 ( 0 14 0 31 0 122 0 0 0 0 0 0 0 153 0 356 0 0 17 9 52 15 54 6 2 1 1 0 36 0 163 26 357 a 0 29 0 0 0 360 0 1 0 11! 0 0 0 372 0 358 O’ 0 15 0 68 14 181 11 0 0 0i 0 0 0 249 25 359 0! 0 9 1 35 18 42 28 0 0 0 0 0 77 46 360 °l 0 13 5 138 128 182 63 0 0 0 0 0 0 379 283 361 0 0 20 0 0 0 118 0 3 0 0 0 0 0 121 0 362 3 0 17 4 8 15 13 3 0 0 0 0 1 190 159 363 5 0 26 0 180 0 184 0 21 0 0 0 64 0 | 403 0; 364 0 0 31 11 80 66 262 66 0 0 0 0 0 01 351 152 365 8 0 12 0 0 0 148 0 0 0 0i 0 51 0 199 0 366 21 0 15 2 103 29 133 57 0 1 0 0 0 ol 236 87! 367 0 0 10 5 39 33 35 12 S 0 0 0 0 0! 74| 45 368 0 0 8 2 30 33 27 10 (H 0 0 0 0 0 57 1 43 369 0 0 7 5 29 21 126 66 0 0 0 0 0 Q 155 j 137 1 370 0 0 54 0 30 0 1,440 0 0 0 0 0 0 0 1.470! 0 371 0 0 17 0 117 0 44 0 0 0 0! 0 0 0 187 0 372 178 0 265 0 0 0 747 259 1311 32 5 0 1,386 4 2, 278 295 373 0 0 20 0 120 0 80 0 0! 0 0 0 0 0 230: 0 374 3 0 13 2 59 22 41 12 0 0 1! 0 14 0 115 34 375 09 0 44 0 0 0 429 0 10 0 6 0 0 0 445 0 376 0 42 2 48 4 338 7 3 0 0 0 0 0 433: 11 377 Ol 0 161 81 0 0 97 99 ol o' O' 0 0 ol 97 99 378 a Includes students in summer schools. 1668 EDUCATION REPORT, 1900-1901 Table 29. — Statistics of universities and colleges 379 380 381 383 383 384 385 386 387 388 389 390 391 393 393 394 395 396 397 398 399 400 401 403 403 404 405 406 407 408 409 410 411 413 413 414 415 416 417 418 419 430 431 422 423 424 425 426 427 428 Location. Name. Religious or nonsecta¬ rian control. Year of first open¬ ing. Professors and instructors. Prepar¬ atory depart¬ ment. Collegi¬ ate de¬ part¬ ment. s 0 0 0 0 6 604 6382 1 0 7 9 30 26 19 7 #i 2 1 2 3 0 138 121 f 0 0 15 5 317 173 18 2 1 I 0 0 0 0 0 0 L 6209 0 0 30 2 189 34 72 23 i 9 9 0 0 0 0 356 j 328 j 30 0 ; 63 0 0 0 236 - DO | 4 1 0 0 145 0 437 | 57 0 0 1 11 0 0 0 | 67 56 I 0 o 0 0 0 0 67 56 0 0 9 0 0 0 78 0 0 j 0 0 0 0 0 78 9 0 0 10 0 0 0 127 0 5 ! o 1 0 0 0 0 132 0 3 0 11 3 51 ! 53 10 9 ! o 1 o 0 0 47 37 123 i 120 ; 10 0 ! 23 0 0 0 291 i 0 , 35 i 9 i 0 0 368 9 670 0 0 0 8 0 53 0 57 0 ! 2 ! 0 0 0 0 9 112 0 0 0 6 5 1 60 1 30 35 ! 25 l 0 ! 0 0 0 0 9 95 55 0 0 9 0 0 0 106 I 0 : 3 ; o 1 0 0 9 9 109 0 4 0 22 1 0 0 0 156 0 5 1 o 0 0 66 9 2->2 9 1 3 0 16 1 1 0 o 0 j 166 6 j 0 i o : o 9 43 0 209 6 1 5 0 1 10 3 145 0 11 0 0 0 ! 0 0 49 0 190 o ! 0 0 11 0 1 31 3 109 12 6 0 0 0 1 0 0 164 19 ! 0 0 14 1 16 12 157 j o 0 0 0 0 0 j 0 173 12 0 0 9 5 62 29 9 15 0 0 0 0 0 0 71 44 3 0 29 10 75 57 230 1 120 17 12 0 0 73 8 386 218 0 0 21 0 76 0 174 0 0 0 0 0 0 0 250 0 0 0 4 4 .38 32 8 i 6 0 0 0 0 0 0 47 38 0 0 5 4 34 29 1 i 8 0 0 0 0 0 0 37 42 0 0 0 50 0 20 ! 0 0 0 0 0 0 I 0 70 0 0 0 ii 7 75 63 29 i 19 0 0 3 2 0 j 0 139 j 164 0 0 3 4 45 42 2 0 9 1 2 2 2 0 0 1 49 ' 46 2 0 10 2 30 20 40 1 9 9 9 0 20 0 j 90 21 4 0 48 9 235 25 174 49 12 1 9 11 3 122 3 ' 6672 6230 0 0 18 5 45 33 128 98 9 o 9 0 0 0 6241 6198 0 0 24 2 179 0 143 84 1 3 0 0 0 0 303 117 3 0 1 14 0 17 4 29 0 0 0 0 ! 0 21 0 67 1 4 43 1 ' 166 17 0 0 1,451 424 79 ! 34 0 0 305 5 61,945 6 674 0 0 8 3 32 61 26 22 9 i 0 9 i 0 0 0 58 83 0 0 0 72 0 113 0 0 9 o ! 0 0 0 185 0 0 0 15 0 127 0 56 0 0 ! 0 0 0 0 0 230 0 0 0 12 9 39 27 37 29 0 9 0 ! 0 0 0 82 93 0 0 9 0 89 10 41 1 0 ! 0 9 1 0 0 0 130 11 0 0 13 3 40 57 44 9 1 1 1 0 0 0 88 89 6 Includes students in summer schools. 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 4.50 451 452 453 454 455 456 457 458 459 460 461 462 463 464 485 466 467 468 469 470 471 472 473 Table 30, — Statistics of universities and colleges for men and for both sexes — Continued. 1672 EDUCATION REPORT 1900-1901, ‘HUP ' » .Sj'bxixuu sxugpnxs m U © O ©fi A * (Dg? ,Q © •nemo m •U9K NiSNO: •UIX'B'l ■9JtlX.D9XITX0.IY •SUT ! O jgguxgno 'Suinijr ! — •SUIJ99TI - 1 S u 9 ‘x-Boruraqo - x S n o x80 W08I3! •SaTJ99UlSTI9 XTAIO | b. •SUIJ99U -iSn9 x'®°PI®ltl09M •ojtixxtidijSy ^ I rg l •9SJXIOO I 0OU9IOS X8"I9TI9£) j ’S9SJHCO 9.mx „ -Xno x'sjauaS jotxxo j ” •eSJtlOD X'BOISS'BXO « © , ©r-M © © A O of o^o >, % ,§ s £> > © s ^ © SPlf *“§11 OQ^OOf te<£ if © © © Mim ■s.-§ s S-MH-S'S 1-I51l.pl ? 1 M ©A tac03 «H © O O03Q ©§2 ill f P^O ac C5 UNIVERSITIES AND COLLEGES, 1673 S2° i-CiC'OSSN; 5 55 co 3co COI-ClO CO CD CO CO ggg ip j | ^^lOCO j rO r-T >o P o a 1 ?H © © bn& > J ©P i? »-a m §P£ •3|g|5SSl3 S 'Si?® “ g d >i„s O S >j!h © c3 ®£-3(LP;£ sP;£ © co a 7? ^ £|| 8§bll Sr^^i *H ^ S'© 02pOEr§ ®'l © S 5C© > £|© >; PoSp ® ^ © t>£> ©'3 '53 OS| Is £p •Sl| =P © O % O « 3 I $% to Q ‘d! © © >■* =H © S t> Wl-p| © © 50 ©•a ©5 &oS © spo Ej OPO _n rrj s-3 grrj pi r-H ^ 2 O «L rl P 5 3 ^.n^sa^ c3 O c8 © O Oj OOPPPPtt , © &|> ■g's © So $ t>_,3 © gSSI. §3^5 « CQ O c3 /T) feo ® 5oP ^-3 CQ S O S « ^=3 ©d3 a PjPP'SjEi 3o^Oo 50 .3 © 50!=! *H O 8° cU.-S op, fl £§ ap p«3 $S33£S;££S )Sd?8c cocBS; $g * Statistics of 1899-1900. a Including students in electrical engineering. & Includes all undergraduates in liberal courses. Table 30. — Statistics of universities and colleges for men and for both sexes — Continued. 1674 EDUCATION REPOET, 1900-1901, UNIVERSITIES AND COLLEGES. 1675 * Statistics of 1899-1900. a Includes all undoi’graduates in Table 30. — Statistics of universities and colleges for men and for both sexes — Continued. 1676 EDUCATION REPORT, 1900-1901, UNIVERSITIES AND COLLEGES, 1677 * Statistics of 1899-1900. a Includes all undergraduates in liberal courses. & Includes electrical engineering students. Table 30. — Statistics of universities and colleges for men and for both 1678 EDUCATION REPORT, 1900-1901, UNIVERSITIES AND COLLEGES. 1679 j II ; ! : :58 g ; ; o * » 1 l i i ICQ 1 1 l < i i » i • » 1 .©s 1 • • 1 1 t Ib» |& lO « t i i i i CO ' GO ' 1 1 8 ns 85 55 58: 58 ^8 85 F3£S^§8855 >55 ~g«5 8=8’ ~8g8gS8g8 88 5585 8=8 !558' 5 ;|S8 O ■ c: 5138: 58 :85S :5 :gx5^ 858^2888^ | -'88 58038”*g§g;=!S380Wg0gS85®5 s 3 s 3 s . * Statistics of 1899-1900. a Includes all undergraduates in liberal courses. b Includes 212 engineering students whose specialty has not been chosen. Table 30. — Statistics of universities and colleges for men and for both sexes — Continued. 1680 EDUCATION REPORT, 1900-1901, UNIVERSITIES AND COLLEGES 1681 GO o i i go [ = = |COOO [ j! c: 0 • 53 j ! ! 0 « JCC >0 5 oo o jo j O jo ONOOCOO 0 ; jo j joco i i° 0 a5 o is i° 0 § i jo j \p.% ! !° j ^3 5 [COO O j O j 00 ONOOHOM [ j< 00 j ;3° «1C GOO o • ooo g ; S8coSc^ j j: r : j£§3 ggg j §§883883 jg ig 0 j s§!°a§ggsl « ' jg is I OO 1 o oo i i i§ bxsoooo | « i i j jo oo [coo OOOOOOO j 0 ! ! i i° o o I cooo ■O poooo j 0 i i° oo jj 5000 : ; ig OOOOOOO j co I ! 0 j ; j j° oo ^000 j j i| :°oog^OC:C: j £ : ! ; ;0 00 |C :oooo 1 :od°oooogc° j ; Ith ro ; ; j jo oo 1 0 0 0 : i :§ jo OOOOOOO j j° £° o jooo ; ; j j° j££008S3 j j x8 i i j? s° jsss 1 ig j8§£°23§ § j 1 1 t . 1 » 2^ ic2 i j 53c? 1* ;3g3ggggggggcBsgggg 8gSsgg!5c5g3S88g|5 ^5 j e’”’ " ^ e e W ; o o ! o r* p ► ios sl > flj BSj tte : \r I ; - ii 1 ft 2 02 8 |l 1 Red River Valley University . 1 88SS8IS&SSgiBSlSSI82H$ llllllllllllll 111 ED 1901 — VOL II - 30 * Statistics of 1899-1900. a Includes all undergraduates in liberal courses. b Includes all engineering students. Table oO. Statistics of universities and colleges for men and for both se^es— Continued. 1682 EDUCATION EEPOBT, 1900-1901, UNIVERSITIES AND COLLEGES. 1683 a Includes all undergraduates in liberal c Table 30. — Statistics of universities and colleges for men and for both sexes — Continued. 1684 EDUCATION REPORT, 1900-1901. •iipp s^uopn^s 50 1 0 O 3 Number of students in business course. •U8THOA\ l- O O C5 5? 0 •U9H 0 38 8 3 1 US •U9xnoM kO 0 $8 05 8 L-CiO l < § 3838 all •U0J^ pH rH S3 3 S 1 • ( 1 X) 4 10 3 13 College stu¬ dents study¬ ing— •2X80.XO M as* so 00 10 oc >ra ^so cc O 8 •UX^'BrI ?» §*!« S8 33 8 Number of students in undergraduate courses. •8j;nq.08^iqo.iY M 0 •Sui -•xeouxSuo Suxuxjy £§8 0 'SUI.I09U -xSua ‘xuoixnoxxo * 0 •SUI.I99U -TgU8 iuDI.i;O0IE[ 30 So 0 •3ULI99Ut3u8 ITAXQ h gs 0 i fe Oi •SUI.I98U -xSu8 x'BDiu'Bqoo]^; & O j 8 •8an^xn0IJ^Y - 1 0 O •98.moo 0OU0XOS x'BJQne^ ■* | O ! •# > O >s ^ rO CO • S' Del £ ■ > &D p CO rj ‘■+3 c3 c g Pi ® fl > ’ t- 1M © i- 8 8 I © >o © CO liOONXSOiSXw^.^ w .... .. («5eoco> s,d ££cc ^ © s’ a © w £ © ;©& ; ;® ^ll^ll^lJlIlIglllsS S «J g §3f gfc o'g^ «3 g^'S S'gp.g'g •g >>« osQm o >, 53 ~ 5R~ g © W fl ®-^«tlO © rH° t>£-Ur2pl? o S fc * I £ *3 '83^ S pTS^S-P^/Si < « w g EH > ar6>P ' ' §i |l 1 1 g|s| sj jp s g^5 » „ _ ® Cl S ® d fi 2 °''-1 9 ^ tsio-i— OTS-l-i ^ © ^i3mfi«iw^6i§i§6^^i§8§S(§5i>^8(§^ °s» >?o ® ots £ ■+a (H © u ® t>j ■ iw 'S©Sr^d® i' ■a*® © rt j^PQ fl Plpj.S p,A &c£ ©g ©, ^ oh> % otn g o ®-g.gT: ^-^Ph’S'S'S ,Mw0£-g0,op £ a g’SrcO of >,© SnP-“Q^'3 H.g £ S-g ^-g-g S-S Jis.g'&g ^ShhiSiSS^ihM^m^ fit3 go ^ £ S g &>.£; up PQ2 888388388fegg23222222228£ : c 1 - CO c * Statistics of 1899-1800. a Includes all undergraduates in liberal courses. b Includes all engineering students. Table 30. — Statistics of universities and colleges for men and for both sexes — Continued. 1686 EDUCATION REPORT, 1900-1901 •xiT-tp A. I e linn1 tit siuepnis X S 2 i 1 1 1 l 888 ^ * O ■'-’CO ZtZi a'ssi s-g^s & •panto ,\\ »> o iO ;© O !° © ; •naK O t-H 8 ;0 8 is oi j c-5 ■ |ij*> asi ; s-sgp, ! & •panto M °s u- ° co •noK © © | © ! : -1 : 8i5 1 I 3$& | 8 •5X98J-0 58^ ccS^ j 3 ”i§8^ 8 •nil'B'T ■ Us™ SSg : • ! 8 ^gg0000 3 8 i 3 | | 1 1 .s 1 -S 1 1 I q-1 I I 1 £ •8jniD9irq;o.iY a o •Sht -.leaniSiia guitirr^r s o 'Strict 0OU -lSn8 'iBOTULBTiO • 3 •Snuean -i^ua i-Boprioaia X 8 ^ i 8 iiaiq t> a © i i| 55 i 3 ■SntjasTi i -iSn0 iBora'Eifoajq; 55 Oi © * 0 JTiixnoi.i2 y 1“ 3S •as.moo 0OU3IOS |Bjan0£) ! o § i 00 X •ses.moo aani -XnD x^jeuag jaixio £ CO is 50 CO ^ T— . ■S9SJUOO X'BOISSBXO 6 8 Name. $ \ © 1 1. t Ij q-i w Is ll >•0 n J 5 «< 1 S •If 1 i \i .s is ll 1 Iffl > 1 8 & £: 1 Ji 1 « • i ii | ir © : p SI IS: * i * i ■ i £ : E i if so* |i & 1 > 5 i! yj c3 £ = AI ~ c &I i | o ij 8 i i ! £ ! ! § :. ; £ ” ! * : > d; S: i g t {>E d . 11 i! £ i > i Si 1 1 1 :i = - l 5 >1 02 ii ©j ;8 152 ilflSIHill 3111111 UNIVERSITIES AND COLLEGES, 1687 o °§S ! ° ;g g o a MOCOCO !© j® a o s ^§5cr ' § cc 05 COH j°a a s a^°g° i~a °a§ «3a gjgs| s o oo j j© ° ! o ©© ; j o 1 1 ° ° ! ! i° ° o °g i ; O O o ~U i ;© o o =i i o ! i© o & °3 | i° CO o 33c|3 ;°eS u o SS°B • C i> 1 rH ©2 agaga?s§a§ s 04 i_! -< i B i 1 ? 'i II 1 i > 1 i-f s r 1 1 1 1 ! f j ! j if >p= ic J-+: I! Mission House . . . . . . University of Wisconsin . Milton College . i i ' i i i i • i ' i ■ • i 1 i « i i ' ■ i i i i 1 i « • i i i it Its; ill IJ it M If 3!z WYOMING. University of Wyoming . 111 liillliSS § I .5 -3 § I i 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 EDUCATION REPORT, 1900-1901 Table 31. — Statistics of universe Name. Expenses in college de¬ partment. Annual i living 1 expenses. 03 03 £ o 'o s-l o s a £ Number of scholarships. Vol¬ umes. Tuition fee. . Other fees. Lowest. Moderate. 1 2 3 4 5 7 8 ALABAMA. Howard College . $60 $15 $100 $100 0 0 6,000 Southern University . 50 8 100 125 _ 13 7,000 25 0 65 80 200 Lafayette College . . 6 85 95 200 Lineville College . . . 16 0 110 150 5 250 St. Bernard College - . 40 140 3.500 Alabama Baptist "Colored Uni- 9 64 1 0 0 500 varsity. Spring Hill College . . . 65 225 75,000 University of Alabama . (a) 20 130 175 5 .... 36,000 ARIZONA. University of Arizona . 0 0 140 ; 175 0 0 6,000 ARKANSAS. I Arkadelphia Methodist College. 50 10 100 120 2,000 Ouachita College . 50 6 75 100 4,000 Arkansas College _ _ 50 5-7 so | 110 0 6 3,900 Arkansas Cumberland College*. 36 75 ! 100 3,000 Hendrix College . . . 60 4 85 I 120 6 6,500 University of Arkansas . . (b) 110 x-40 ”6" 8,239 Philander Smith College. _ _ 12 50 75 1.200 Mountain Home College* . 50 2 55 75 .... i 300 CALIFORNIA. University of California . 0 150 "300 3 | 67 88,000 Pomona College . . . . . 60 3-25 130 175 l 6 5.500 Occidental College . . . 60 15 150 200 ""o' 3 3,000 St. Vincent’s College . . _ _ 50 5 200 3,000 University of Southern Cali¬ 60 2 186 230 0 ! 2 4,000 fornia. California College . . . 70 200 200 ! 3 2,500 Throop Polytechnic Institute. .. 75 3-15 140 220 "6" !2 1,900 St. Ignatius College _ ... _ 80 31,753 University of the Pacific . . 50 150 250 0 ; 0 7,500 Santa Clara College . . c350 o i 0 14, 600 Pacific Methodist College . 60 is 125 160 2,000 Leland Stanford Junior Uni¬ 0 23-55 225 300 0 0 52,000 versity. COLORADO. University of Colorado . (cZ) 5 125 200 0 0 23,000 Colorado College ... _ _ 35 8 125 175 2 42 25,000 College of the Sacred Heart _ 30 150 220 11 6,500 University of Denver . 33 110 225 12,000 CONNECTICUT. Trinitv College . . . 100 30 250 400 1 62 43.000 Wesleyan University . . . 75 33 125 200 3 59,000 Yale University . . . 155 500 ~21 445 310,000 DELAWARE. State College for Colored Stu¬ (e) o 64 350 dents. Delaware College . . . 60 7 160 ! 200 0 12, (XX) * Statistics of 1899-1900. b Free to residents; $30 to a Free to residents; $40 to nonresidents. UNIVERSITIES AND COLLEGES. 1689 for men and for both sexes — Continued. Income. Value of ! scientific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and buildings. 1 Produc¬ tive funds. Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro- ations. j Fed- | eral 1 appro- , From other sources. Total. Benefac¬ tions. 11 12 13 15 16 17 18 19 20 $8,000 $75. 000 115.000 0 $10,400 0 0 0 $6,000 $16,400 $1,200 5.000 $34,000 4.500 $2,180 0 0 11.672 18.352 2,100 500 4.000 0 1,800 0 $450 0 0 2.250 2,250 300 15.000 4.000 88.000 27,000 0 700 0 2.000 500 0 600 3.300 1.700 16.500 6,862 400 0 1,200 15:000 1,584 0 0 0 ; 15,000 1,500 0 0 0 0 1,500 0 0 0 0 5,278 S 3,376 i 40.000 50,000 500,000 300.000 0 0 0 0 .. ...j 45,000 53,429 0 300,000 3,800 24,000 10,000 0 15.629 j 500 53,247 110,100 0 405 0 17,332 $40,000 0 j 57,737 3,000 8,000 75,000 0 15! 000 1.500 80,000 25.000 0 | 25.000 4; 850 0 0 0 0 25.666 4.850 0 0 0 0 0 3,500 '500 30,000 15,000 2:000 1,500 0 0 0 3.500 250 3,000 65.000 30.000 3.969 1,000 1 0 I 0 1.530 6; 499 5.000 49.000 240.000 : 130,000 3:315 10,400 35.035 i 33,181 175 82,106 ' 0 800 40,000 0 2,300 0 ' 0 I 0 2,100 4.400 ! 200 10,000 1.816,600 ! 1,200 0 0 0 0 0 1,200 472,304 380,000 3,035,028 168,877 243,565 40.000 i 19.862 100.000 21,000 ' 88,000 117,000 i 9,637 8,000 I 0 0 i 1.337 j 18.974 33.855 I 750 20.000 3,500 | 2,000 60 0 0 0 2,060 5;500 ; 800 65! 000 70,000 35,000 0 I 4,000 129,500 34,000 6,612 1,200 1,260 j 2,100 j 0 0 0 7,872 4,000 0 0 500 3.800 18.000 30.04: 105.180 24,379 24.084 1,192 0 0 578 26,164 5,571 117,000 800.000 0 5,230 0 0 0 0 5,230 4.000 125.000 145.000 30,000 0 1 85.000 _ 500 30,000 7,000 1.426 304 . . . 0 0 680 2.410 1,000 j 250,000 2,000,000 232.300 500,000 20,000,000 44.000 392.340 : 25,000 10,000 15,905 *200,000 0 0 0 225,000 80,000 41,427 41,785 0 0 ... . 7,000 1 125,858 j 30.000 25,522 0 0 0 26.500 150.000 0 35,000 427.000 214,000 25,000 5,549 0 0 4,600 1 35,149 30,407 ; 15,000 1,200.000 753,000 15.875 32,000 0 0 0 47,875 22,000 90,000 531,300 1.405,615 5,347,000 : 33.141 ! 487,000 60,525 256,000 0 0 2,886 9,270 96,552 752,270 75,000 953, 054 9,000 25,000 79,700 0 0 0 0 5,000 35,000 2,264 2,850 7,264 1 43,070 40,000 83,000 240 4,980 0 ... c Including tuition fee. e Free to residents. d Residents, $10; nonresidents, $30. $283^ 88l8S3gS 40 41 42 43 44 45 40 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 EDUCATION REPORT, 1900-1901, Table 31. — Statistics of universities and colleges Name. Expenses in college de¬ partment. Annual living expenses. Number of fellowships. m P* 'm 3 3 1 'o <3 a £ Library. Vol¬ umes. Pam¬ phlets. Value. CD fl O ‘A "B eh TJ1 0 3 rd o 4-> m 0 £ o 0 43) 0 nd O a 1 2 3 4 5 6 7 8 9 1G DISTRICT OF COLUMBIA. $75 $300 $500 2 19 34, 303 8,374 100 $10 160 240 0 28 20,000 Gallatidet College _ _ 800 350 5 100 4,510 $10,000 Georgetown University . . 100 20 300 380 0 7 85,000 50,000 80,000 40 10,000 2 100 125 14,000 2,000 40,000 ioo 0 0 4,000 FLORIDA. 66 0 222 o 3 11,500 31,000 Florida Agricultural College.-. (a) 6-18 155 130 3 3,700 7,500 St. Leo Military College 25 140 175 4,000 i, 566 2,500 Florida State College T _ _ 0 16 120 150 0 90 1,000 50 1,500 52 0 138 4,000 500 4,000 GEORGIA. University of Georgia . (6) 10 108 175 o 0 30 000 30,000 Atlanta Baptist College . . 12 80 8 2,500 500 1.500 Atlanta U niversitv . . . 16 0 80 80 "o' 0 11,000 700 11,000 Morris Brown College .. 9 59 1,500 300 1.000 Bowdon College . . . 32 ...... 63 81 4 2, 100 3,000 2,500 North Georgia Agricultural 0 10 75 125 3,520 1,500 2,500 College. Mercer University . 50 5 75 100' 18 10,000 1,000 15,000 Emory College . . . . 60 3-8 72 135 "o' 0 20,000 6,295 20,000 Clark Tj niversitv _ 20 80 1,000 200 1,000 N annie Lou W arthen Institute * _ 20 80 100 200 100 250 Young Harris College 10 1,000 200 1,000 IDAHO. University of Idaho. (c) 100 175 o 0 7,000 15,000 18,000 ILLINOIS. Hedding College . 38 6 140 175 o 24 2,000 2,500 Illinois Wesleyan University 40 10 175 225 0 2 8,000 3,000 St. Viateur’s College . . 10 d 200 0 0 5,000 1.000 10,000 Blackburn University . . . 35 2 132 175 6 3, OIK) '500 2,000 Carthage College _ _ _ 32 2 115 150 "o’ 9 5,000 2,000 5,000 University of Illinois . 0 24 135 210 2 265 55,000 15,000 70,803 St. Ignatius College . . 40 10 1 24,000 5,500 30,000 St. Stanislaus College .. 175 0 145 o 0 1,000 2, 000 University of Chicago . 120 200 300 80 200 331,068 292. 507 Austin College . . 40 100 110 4,000 1,000 3, 000 Evangelical Proseminary 50 10 55 100 4 2, 500 1,000 Eureka College . . . 39 3 120 160 6,500 2,000 7,500 Northwestern University . 70 4-18 150 250 4 86 45,764 30,300 75,000 Ewing College . . . 30 5 85 125 5,000 2,000 8,000 Northern Illinois College _ 40 100 125 575 200 650 Knox College . . 50 15 150 250 8,800 Lombard College. . 35 15 125 175 16 7,000 1,000 7,000 Greenville College . . 48 100 125 10 1,000 200 500 Illinois College _ 50 5 100 140 "o' 11 10,300 10,000 Lake Forest University . 40 12 232 400 0 25 16, 100 15, 000 McKendree College . . 36 76 114 9,000 1,000 10,000 Lincoln College. . 10 7 95 133 2,500 500 2,500 Monmouth College _ ao 10 70 105 "o' "o' 6,000 3,000 Northwestern College . 24 15 100 150 5,669 270 10,000 St. Bede College . 30 0 200 0 0 7,000 400 St. Francis Solanus College . 30 0 130 ”150 | 0 4 5,200 320 4,700 * Statistics of 1899-1900. b Free to residents; $50 to nonresidents. a Free to residents; $20 to nonresidents. UNIVERSITIES AND COLLEGES, 1691 for men and for both sexes — Continued. Income. Value of scientific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro¬ pri¬ ations. Fed¬ eral appro¬ pri¬ ations. From other sources. Total. Benefac¬ tions. 11 12 13 14 15 18 IT 18 - 20 $108, 273 S757, 607 $876,684 $8,250 $50. 669 0 0 $4, 773 $63,692 $134,972 non 1 000 000 256 075 0 0 122. 836 LOCO ? 700,000 0 0 0 0 I $74,295 0 74.295 25,000 1,152,500 50,000 76,795 2,134 0 0 12,770 91,699 500 100, ooo 25,000 700, OCO 180,000 0 8,000 0 35.100 6,500 49,600 eoo 150,000 0 8,590 0 0 0 0 8,500 0 26,000 280,000 208,000 7,773 16,908 0 0 6,242 30.923 9,705 20,000 58,000 154,300 1,839 9,107 0 12,500 592 I 24; 038 1 25.000 0 5,000 0 0 0 0 5.000 1 3,000 6. COO 45,000 65,000 900 4,500 $2,500 0 0 7. 900 ! 1&4S6 89,849 0 3,000 0 0 0 200 3,200 ! 12,000 50,000 450.000 472. 702 4,380 34,261 109,850 25,000 534 ! 174. 025 0 2,500 75,000 2LC00 6S6 1,000 0 0 0 1.698 1,000 250,000 44,000 2,400 1.650 0 0 100 4,150 29,000 500 100, 000 0 ' 0 0 0 10, 000 8,500 40,000 0 4,500 0 1,000 0 0 5.500 2,000 40,000 0 1,000 0 9,000 0 0 10,000 100 3,000 200,000 220,000 9,000 10,000 0 0 0 19.000 I 10,000 3,000 125,000 148,000 10,935 10,564 0 0 2,946 24; 445 5.000 2,000 250,000 0 3,300 0 0 0 5.800 9.100 400 20 4,000 1,700 0 0 0 ' 0 LTOO I 800 40,000 19,000 1,300 1,200 300 0 0 2,800 6,000 50,000 200,000 0 200 0 62,000 40,000 0 1 102,200 2,500 2,000 100,000 56,000 10,000 150,000 120,000 23,000 3,000 0 0 2.5C0 28,500 1,000 200,000 0 30,000 0 0 0 0 30,000 0 1,000 50,000 25,000 1,700 2,000 0 0 500 4;200 3,000 1,000 40,000 50,000 2,345 3,305 0 0 2,255 7,905 7, 750 315,000 1,000,000 574,145 125,078 27,996 240,200 40,000 24, 310 457,584 2.5C0 50,000 200,000 1,000 12.995 50 0 0 0 13,045 0 100,000 0 5; 000 0 0 0 0 5,000 0 891,700 4,135,640 6.450,083 295.855 213,446 0 0 266,354 775, 655 2,575,492 2.500 40,000 0 e;ooo 0 0 0 1,500 7.500 300 50,000 4.000 4,855 190 0 0 12,482 17,527 2.391 8,000 120,000 4o;ooo 6,700 1,300 0 0 2,000 10. COO 5.000 140,000 2,096,000 2,950.000 215,210 128,000 0 0 46,750 3S9,960 121,273 1.000 65,000 is; 000 15,000 '600 100,000 0 6,500 0 0 0 500 7,000 26,813 207,533 249,822 14,526 9.487 0 0 5.222- 29,235 . 2, 744 7,000 75,0u0 175,000 6,000 9,500 0 0 2,000 17,500 28,000 300 30,0u0 4,400 0 0 0 1,000 5,400 6,000 150,000 1 130, 000 8,000 8,000 0 0 0 16,000 722,500 600,000 90,000 30,000 90, 000 1,500 65,000 36, 976 3.7^6 2.587 0 0 0 6,333 2,000 75, COO 65,000 3,300 2,100 0 0 0 5,400 75,000 4,000 80,000 192.282 8,627 9,487 0 0 2.044 ! 20,158 200 8,000 100,000 104,000 5,479 4,360 0 0 8,841 j 18,680 10,570 5,000 225,000 0 10,500 150,000 0 23,000 0 0 0 0 i 23,000 0 c Free to residents; $15 to nonresidents. d Including tuition fee. 40 41 42 43 44 45 46 47 48 49 50 51 52 53 £4 55 53 57 58 59 CO 61 62 68 64 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 83 S3 84 85 86 87 88 89 90 91 92 93 94 95 93 97 98 99 100 101 102 108 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 1:33 134 135 136 137 138 139 140 141 142 EDUCATION REPORT, 1900-1901 Table 31. — Statistics of universities and colleges Name. Expenses in college de¬ partment. Annual living expenses. | w ft 3 02 £ 0 '0 0 ft ti 5 fei ft a 05 C ft T. 4-1 O © 1 i Library. Vol¬ umes. Pam¬ phlets. Value. © © £ 'B 1 =2 2 Q 4^ $ £ £ c3 © S ! 1 2 ! 3 4 5 6 7 8 9 10 Illinois — cont’d. Augustana College . $36 $2 $135 $200 0 0 18,000 0 0 5.000 $5,000 Shurtlefi: College. . 8 30 8,000 1,000 io:oco Westfield College . . . . 30 70 126 3.000 1,000 Wheaton College . . . . 24 15 100 150 3,600 1,000 INDIANA. Indiana University . . . . 0 3 IS) 225 0 0 35,000 5,000 60,000 Wabash College . . . 24 15 200 225 1 10 37,000 3,000 50,000 Concordia College.. . . . 40 72 4, 500 4.000 42 125 1 250 | 0 0 12,700 500 13, 180 De Pauw University . . 0 45 120 l 200 20. SCO 500 25,000 Hanover College ..I . . . 0 21 109 | 175 ; 15,000 2,000 Butler College . . . 45 117 j 150 7.500 Union Christian College . 30 5 j 62 75 3,980 400 7,000 37 1 100 5,000 2,000 10.000 University of Notre Dame _ 100 10 200 55. 000 75:000 Earlhara College . . 65 2-5 j 125 150 0 82 7.000 1,200 10,000 St. Meinrad College _ _ 30 0 125 0 0 16,000 Taylor University . . . 36 0 54 90 5,000 300 3,800 INDIAN TERRITORY. Indian Universitv 18 3 125 150 1,000 800 Henry Kendall College . . . 23 90 120 0 0 1,200 1,000 600 IOWA. Coe College . . . . 37 120 160 0 0 4.000 3,800 Charles City College .. 39 .1 100 120 1,200 1.000 1 1,500 Wartbm’g College _ _ _ 40 5 130 150 2.700 Too I 4,000 Amity College. . . . . 30 5 100 150 4: 000 6,000 Luther College 0 20 80 6 0 10, 248 10,000 Des Moines College _ _ 36 11 100 160 1 4.400 1.000 7.000 Drake Universitv . . 45 9 124 134 7.000 1,000 10,000 St. Joseph's College _ a 195 2;500 650 3.800 ParsonsCollege _ _ _ 41 j 3 160 225 17 5.000 1.000 5,000 UnperTowa University . . 1 36 2 76 168 3 5.000 1,000 12,000 Iowa College . 55 ! 150 225 15 28,000 Lenox College . . . . . 80 8 90 120 3.000 2.200 5.000 Simpson College . . . 32 6 95 104 3,300 1,900 4.750 State University of Iowa . 0 126 300 '12' 11 58. 000 7,000 100.000 Graceland College . . .. i 32 2 200 225 12 '925 2C0 1,000 Palmer College . . . . . 30 70 80 l.OCO 250 400 German College [ 30 10 125 150 '800 2,000 Iowa W esleyan University _ 41 1 125 225 0 | j 0 4,000 Cornell College . . .. _ 44 96 165 0 100 I 19,959 5,000 I 30,000 Penn College _ _ _ 38 80 175 0 4 j 5.000 1:300 : 5.0C0 Central University of Iowa _ 24 “’26' 130 150 1 5.000 1,000 ; 6,000 Morningsidfi C’ollf1 £>■<=> 33 4 108 126 3, 500 Buena Vista College _ _ 37 0 90 108 0 0 I 2.536 520 j 4,000 Tabor College 39 26 90 115 10 1 12, 000 6.000 Western College . . 36 1 150 170 3,000 '500 j 3,000 1 KANSAS. Midland College . . . ... 40 9 HO 125 0 0 6,000 1,000 5,000 St. Benedict's College 60 140 1 1 15.000 3,000 Baker University _ 32 1 100 140 7.000 2,000 20.000 Soule College .. _ 30 ! 115 125 1 i;.500 800 2.000 College of Emporia 30 1 200 250 1 6,000 5,000 5.000 Hip'hla.Tid TTnivfwsity 25 3 118 140 0 3 ; 1.500 2, 0G0 Kansas Clity TTmvpnsity 36 1 90 125 1 1.000 500 University of Kansas . . . (&) 1 135 230 i 6 4 1 35,237 65,000 *Statistics of 1899-1900. a Including tuition fee. UNIVERSITIES AND COLLEGES, 1693 for men and for both sexes — Continued. Value of scientific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro¬ pri¬ ations. Fed¬ eral appro¬ pri¬ ations. From other sources. Total. 11 12 13 14 15 16 IT 18 19 20 $9,140 $166,000 $60,000 $15, 415 $2,000 0 1 0 $14, 704 | $32,119 $30,600 80 100, 000 1 91 8,000 100,000 136,829 7,522 6,056 6 0 0 13.578 8,976 92 2,500 40,000 0 3,500 0 0 0 450 3:950 83 9,388 144,679 59,442 6,083 3,029 0 0 947 10,059 13,493 94 20.000 400,000 500,000 4.000 40,000 $80,000 0 0 124,000 95 50>000 250,000 468,000 5,000 30,000 0 0 0 35,000 96 500 90. 000 0 97 15.944 67; 013 234,294 4,667 10,062 0 0 0 14, 729 98 38,700 180. 000 265,105 15,000 7,580 0 0 8,000 30,580 180,000 99 10,000 150, 000 200, GOO 100 7,500 150,000 250,000 5,000 15,000 0 0 0 20,000 101 1,500 60,000 27,800 3, 120 2,250 0 0 1,120 6,490 17,000 102 2,000 30,000 22.500 3,000 1,000 0 0 1,500 5,500 103 200,000 2,000,000 0 104 15, COO 250,000 203,000 16,580 7,225 0 0 0 23,805 40,000 l65 30,000 300,000 0 106 3,000 60,000 0 4,000 0 0 0 500 4,500 7,050 107 2,000 35,000 0 600 0 0 0 700 1,300 108 1,500 60,000 0 5,000 0 0 0 0 5,000 10,000 109 2,000 100,000 60,000 5,900 2,500 0 0 0 8,400 12,000 110 500 55,000 23,000 3,100 1,100 0 0 1,000 5,200 5,000 111 1,500 75,000 1,137 2,979 0 0 0 7,883 10.872 10,307 112 2,000 40,000 20, (XX) 2,400 1,600 0 0 1,400 5:400 113 2,500 80,000 10,589 2,022 332 0 0 0 2,354 114 1,200 125,000 56,000 2,600 3,548 0 0 0 6,148 115 20,000 150,000 150,000 38,000 10,000 0 0 0 48,000 20,000 116 10,000 100,000 0 ; 117 15,000 80,000 160,000 4,000 9,000 0 0 o 13, 000 15,000 | 113 5,000 150,000 67,500 7,000 5,000 0 0 o 12,000 70,500 j 119 20,000 350,000 400,000 22,000 23,000 0 0 2,000 47,000 &5,oco ! 120 10,000 45.000 8,000 5.500 I 121 4,500 ioo;ooo 56, 298 12,098 3,333 0 0 0 15.429 9,263 i 122 207,750 653,000 235,120 81,180 14, 000 186,500 0 0 281,880 50,000 i 123 1,500 30,000 0 3,160 0 0 0 0 3, 160 18,000 i 124 10,000 0 360 500 ! 125 20,000 28,000 768 2,132 0 0 0 2,900 5,000 1 126 2,000 125.000 68,000 5,800 3,000 0 0 0 8,800 8,000 127 14,925 190,000 321,527 29.014 4,820 0 0 3,442 37,276 30,000 128 4,000 51,000 55,000 7.745 1,450 , 0 0 400 9,595 70,000 129 3,000 60,000 24,000 1,900 1,450 0 0 2,000 5,350 1,500 130 6.500 150,000 0 11,000 0 0 0 3,000 14,000 30,000 131 3,500 34,000 1,400 3,040 125 0 0 0 3,165 44,210 132 5,000 100,000 150,000 25, 000 18,000 133 5,000 70,000 0 9,000 0 0 0 2,500 11,500 15,000 134 4,500 50,000 26,097 4,500 1,429 0 0 5,565 11,494 4,415 135 0 0 o o 338 20,000 120,000 10,000 20,000 1,000 0 0 9,000 30,000 54,000 137 500 100,000 138 1,000 90,000 0 1,800 0 0 0 5,700 7,500 5,700 139 1,500 17,000 40,000 702 2,355 0 0 551 3,608 140 500 200,000 0 0 0 0 5,000 141 170,000 700,000 140,000 0 7,000 1 160,000 0 0 i 187,656 142 b Free to residents; $10 to nonresidents 1694 EDUCATION KEPOBT, 1900-1901 Table 31. — Statistics of universities and colleges Name. Expenses in college de¬ partment. Annual living expenses. m rm - *© 0 M l ^ Number of scholarships. Library. Yol- umes. Pam- r phlets. Value. Tuition fee. Other fees. Lowest. Moderate. 1 2 3 * 5 6 7 8 9 10 kaxsas— continued. 113 $27 $3 $73 $90 1,000 500 $2,000 144 Kansas Christian College . 25 0 130 145 6 "T 3,000 500 3.000 145 40 130 150 5,000 2.000 10,000 146 Ottawa University _ _ 30 4 129 213 , l 3,000 1,000 4,000 147 St. Mary’s College. 30 150 200 10.500 1,000 8,200 148 36 ! 9 100 120 ol(K>0 149 30 135 200 L200 600 1,500 150 40 100 160 .... 9.500 300 15, 000 151 Albertns Magnus University. . 40 5 60 100 , 10 2; 500 1,200 3.000 152 36 10 138 200 21,000 39,000 ; 20,000 153 125 1,000 154 Southwest Kansas College . 30 8 1$ 125 0 6 2,449 1,000 3,000 KENTUCKY. 1 155 Union College . 38 ! ! no 125 1 2 1,200 300 300 156 Berea College . . 0 1 20 75 100 19,000 13.000 1 Ogden College _ _ 25 1 10 100 130 40 3,609 i 2, 500 6,750 158 [ Centre College _ _ _ 50 16 100 ; 130 |o 49 15, 786 5,171 159 ’ Georgetown College _ _ 45 10 85 i 110 0 11 12,500 2,000 | 15,665 j 160 Liberty College _ 40 120 161 i Agricultural and Mechanical 1 15 0 j 175 ! 225 4,382 9,505 9,400 College of Kentucky. ! ^ 1 1 162 Kentucky University _ _ 22 8 130 175 .... 18,00-0 3,000 15,000 163 Central U niversity . . . 50 10 120 160 1 35 5,000 1,000 164 Bethel College.. . . 55 100 125 I o' 14 6,000 2, on 165 1 St. Mary’s College _ _ 30 135 2 ; 4,000 2,000 4,000 1 166 1 Kentucky "Wesleyan College _ 40 20 150 200 3, 500 1,500 5,000 j 1 LOUISIANA. 167 Louisiana State University 0 17 i ! 108 23.000 ! 25,000 168 Jefferson College . . '■ 50 180 4 | 3,120 i 1,500 6,000 j 169 Centenary College of Louisiana j 50 H 88 | 125 _ 8 4; 000 ! 1,000 j 170 College of the Immaculate Con- ; 60 15,000 i 1 1,000 30,000 ception. 171 Leland University _ _ _ 1 0 0 85 ! 96 1 1,500 1,000 172 ; New Orleans University _ 8 0 I 90 90 | 5,000 _ 1,000 3,000 173 Straight University. ...' _ 8 1 88 0 0 2,500 500 800 174 Tulane University _ 1 105 ! 0 275 25,000 s 5,000 20,000 MAINE. 175 Bowdoin College _ _ 75 1 o 260 1 350 0 75 70.159 94,900 176 Bates College _ . 50 ■ 18 90 ! 140 ! 57 24,000 i 30,000 177 University of Maine . . 30 ( 30 125 1 200 12 | 103 ! 19.833 7,500 22,500 178 Colby College. . . 60 1 5 90 ; 120 •° 80 | 39,000 20,000 55,000 MARYLAND. ’ 179 St. John’s College . . 1 75 20 175 200 0 77 6,000 600 10,000 180 Johns Hopkins University . 150 15 190 ; *228 23 87 I 100,000 100. 000 181 Loyola College . j 50 10 j 15 1 40,000 5,000 90,000 182 Morgan College . . . . 13 i : 65 1 85 0 1 1 3,000 1,000 5,000 183 ! Washington College 50 90 104 0 1 48 2,500 3,000 184 : Maryland Agricultural College- 24 159 159 0 ! 26 3,500 ! 2,600 4,500 185 Rock Hili College _ GO 1 40 200 1 260 0 | 0 8.000 i 5,000 10,000 186 St. Charles College . . 6180 1 19! 000 ! 187 Mount St. Mary’s College . . 14 6300 ! 2 1 25,000 j 1,000 j 70,000 188 Western Mary land College . 45 I 180 ! 6,000 ! | MASSACHUSETTS. 189 Amherst College . ... 110 15 | 350 | 500 3 120 1 75.000 I _ 190 Boston College . . 1 60 20 ! 1 15 1 44,000 1 1 a Including books. 6 Including tuition fee. UNIVERSITIES AND COLLEGES, 1695 for men and for both sexes— Continued. Value of scientific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro¬ pri¬ ations. Fed¬ eral appro¬ pri¬ ations. From other sources. Total. 11 12 13 14 15 16 IT 18 19 20 81,000 $40,000 $12,000 §2,000 $800 0 0 $1,000 S3, 800 143 00 15. 000 1,000 300 39 0 0 50 389 144 10,000 140.000 0 14,000 0 0 0 5,000 19.000 $10,000 145 5,000 60,000 105,000 4.812 6,735 0 0 '919 12,466 146 205.000 0 0 0 0 147 35,000 o 2,850 0 0 0 2,150 5.000 148 800 27,000 25,000 1,600 1.500 0 0 900 4: (XX) 1,000 149 8.000 290.000 82.800 3,066 5.240 0 0 771 14.077 9,274 150 2,000 30. 000 0 970 0 0 0 0 '970 5,850 151 2,500 100,000 100,000 5.000 0 0 0 0 5,000 116,000 152 1.000 40.000 0 1.200 0 0 0 2,800 4,000 153 2,500 60,000 0 6,400 0 0 0 2,300 8,700 5,000 154 600 10,000 3,000 1,929 130 0 0 172 2,231 1,575, I 155 20,570 125,000 451.000 5,671 18,027 0 0 447 24: 145 23,982 V6 1.590 40,000 130.000 1,250 7, (XX) 0 0 0 s;250 0 157 5,000 109’ 000 250 000 0 0 i 158 6,0-00 200,000 230,000 12,000 12,000 0 0 6 24,000 2,000 159 20.000 0 6.500 o 0 0 0 6,500 1 180 71,700 | 558,000 185,000 2,256 12,867 $31,310 $36, 375 52,761 l3o, 689 0 : 181 5,000 300,000 300. GOO 9,283 17.011 0 0 0 28,294 : 162 4,0-00 i 116.0-00 150,000 24.000 8! 000 0 0 10,000 42,000 15,000 163 5,000 75,000 100,000 3,500 5; 000 0 0 0 8,5-30 0 i 164 200 60, 000 0 ' 0 0 0 | ! 165 5 ,000 65,000 50,000 2,80-0 5,000 0 0 200 8,000 20,009 70,000 228,300 318,313 1,903 14,556 48,000 27,107 4,S59 96,425 167 3,090 50.000 0 20, (XX) 0 0 0 0 20,000 168 2,000 114.000 0 7,500 0 0 0 0 7,500 1,000 5,000 300,000 0 0 0 1 0 170 200 120,000 117,500 0 6,117 ol 0 0 6,117 500 171 1,000 125,000 10,000 3,000 ’400 0 i 0 0 8,400 30,000 172 200 80,000 6,000 2,000 609 0 I 0 340 2,940 400 173 106,000 830,000 1,231,000 81,000 78,000 0 ; | 0 0 109,000 855,200 174 9,975 675, 327 788.442 31,090 42,033 0 0 0 78,1*3 170,293 175 15,000 250,000 386.000 11, COO 21.000 0 0 0 32,900 30,000 178 47,500 240,900 219.900 16.817 9,915 20,000 1 40,000 26,772 113,504 3,073 177 75,000 250,000 417,500 14,000 15,880 0 I 0 1,120 31,000 5,412 178 15,000 250.000 0 7,000 0 1 i 14,200 0 0 21,200 25,000 179 a 255, 085 983,126 2,4:28,000 37,820 109,245 I 24,000 0 0 171,085 51.785 180 500,000 o 2 500 0 1 0 0 2' 500 7,000 181 500 39,000 20,000 1,200 1,000 0 0 6,000 8,’ 200 182 1,000 60,000 20.000 2,300 1.200 | 8,000 0 0 11,500 0 183 32,000 113,600 115,943 14,321 3; 478 I 21,000 1 40,000 10,314 89,113 500 184 5,000 100,000 0 0 0 0 0 185 150, GOO 0 0 0 0 186 5,000 175,000 0 0 0 0 | 187 3, (XX) 150, (XX) 0 0 1 0 | 0 188 1,000,000 1,600,000 42.000 63,000 o 1 0 0 105.000 170,000 189 11,000 1 537,800 0 16,000 ol 0 1 0 0 16,000 5,000 1 180 1696 EDUCATION REPORT, 1900-1901, Table 31. — Statistics of universities and, colleges 191 192 193 191 195 196 197 198 169 200 201 202 203 201 205 208 207 208 209 210 211 212 213 211 215 216 217 218 219 220 221 282 223 221 225 226 227 228 229 230 231 232 233 231 285 236 237 238 239 840 211 : Statistics of 1899-1900. Name. Expenses in college de- j partment. Annual living expenses. 0Q * o m \ rOQ O m g £ Library. Vol¬ umes. Pam¬ phlets. Value. i o 32 CD © 8 a ■4? s £ £ a> A 1 2 3 4 5 6 7 8 9 1° Massachusetts— continued. $100 $25 $144 $270 2 150 : 25,000 Harvard University _ _ 150 0 208 300 38 253 ,575,000 475,000 11 105 1 2.500 '500 _ Tufts College. . 7 _ ... 100 10 156 180 2 100 41 ; 975 28.839 j $40,009 W iiliams College . 105 10 250 350 0 j 67 46! 000 16:500 200,600 100 20.000 1,500 : 60 200 2tK) 0 6 20,500 20,666 MICHIGAN. Adrian College *. . 5 10 1 123 126 0 : 10 6,000 500 4,000 24 ' 100 4 ! 13,000 5,000 21. COO Alma College. . . . 32 7 _ 130 1 1 159 ! 70 1 18,000 12.000 10,000 U niversitv of Michigan . 80 10 133 ISO 7 0 145.460 20,000 285.000 Detroit College _ _ _ ... 60 10 1 • ; 0 ! 8 10,000 200 20,000 Hillsdale College .. 2 23 85 104 9, 861 4,287 16,116 Hope College . . . .. . 18 128 i 160 15,000 25,000 Kalamazoo College * . . . 30 5 159 ! 200 ! 3 i 6.844 3,817 4.000 Olivet College . 45 1 ICO 150 27,500 50,000 MINNESOTA. St. John’s University . . 50 1 10 150 0 0 18,000 10,000 32,000 Augsburg Seminary _ 25 | 5 90 iio 1. 000 1,500 I University of Minnesota _ 15 159 300 1 ! 28 75:000 80,000 Carleton College _ _ 34 6 125 175 : ! ' 18,000 16,000 St. Olaf College ... 15 6 80 3. 800 1.200 3, 792 Hamline Universitv. . . . 30 6 1 60 80 0 6 1 ! 6,500 1,000 7.000 Macalester College . . 32 10 ! 150 250 7.500 200 3,000 Gustavos Adolphus College _ 30 5 ! 80 100 S,000 2,000 20,000 Parker College . 10 10 i 100 150 0 0 700 000 MISSISSIPPI. I Mississippi College. . . 35 4 : 90 125 0 2 3,000 1,000 3.000 Rust Universitv. _ _ _ 15 64 4,000 300 3:000 Millsaps College. . .. _ 30 5 I 63 i 1 108 5 3,500 1 2.500 10.000 University of Mississippi . 0 16 103 148 | T 6 j 18,000 3,000 25,000 MISSOURI. 1 Central Christian College . 1 40 5 115 159 o 0 : 3,000 1.000 2,500 Southwest Baptist College* _ 36 72 90 LOCO 150 850 Pike College _ _ _ _ _ 40 3 1 1 90 108 500 SCO 250 Missouri W eslevan College _ 35 3 100 120 2,OCO 1,000 2.000 ! Christian University _ _ 42 : 125 1.000 '500 1,500 j St. Vincent College" _ I a 175 13,000 2,000 ! Clarksburg College . . . 40 1 10 1 120 ; 150 1 1,600 TOO 2. 000 University of the State of Mis¬ o i 5 1 115 , 177 i 13 i 3 : 38,000 35,000 00 j 000 souri. Central College . 50 i 10-14 80 140 0 0 6.500 — 10,000 Westminster College _ 40 i 10 1 92 114 19 ' 7,000 j Pritchett College.. .. 46 180 150 r 6 625 La Grange College _ 40 i 1 54 75 i 1 7.000 _ 590 1,000 "William Jewell College _ _ 40 1 10 I 110 150 19 ; 12.000 5,000 15,060 Missouri Valiev College _ 36 9 90 108 : 2 6,700 20.100 Scarritt Collegiate Institute _ 40 8 140 i 180 l:_ j 2.000 300 1.500 Odessa College _ _ 40 0 | 150 175 300 100 250 Park College . 30 60 75 12.000 12,000 Christian Brothers College. __ 50 ! 16 300 14 29,000 300 12.500 St. Louis University . . . 60 i 10 1 4i:000 10,000 200.000 Washington University . 150 5 1 225 300 1 0 32 13.500 28.326 Drury College. _ _ . 48 3 0 8 25. 100 27.000 12.000 Tarkio College _ 30 ! 1 1 1 1 115 . 160 1,219 590 2,500 a Including tuition fee. UNIVERSITIES AND COLLEGES 1697 for men and for both sexes — Continued. Value of scientific appara¬ tus, ma¬ chinery? and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro¬ pri¬ ations. Fed¬ eral appro¬ pri¬ ations. From other sources. Total. 11 12 13 14 15 16 1 7 1 18 19 20 $840,000 $1. 005, 538 §75. 665 $65,423 0 0 $8,548 $149,636 $70,019 6.750.000 12, 600. 000 640.124 0 0 20S, 259 1,415,715 956, 167 §2.500 95.000 0 1.900 ' 0 0 0 22,533 50.000 1.000; 000 1.250.000 84:000 65.000 0 0 0 149.000 80,000 200.000 445,825 1.142,000 52. 739 57,281 0 0 6,332 116:352 *228 146 * 722. 242 * 2. 975 *33,666 0 0 *4,170 *40,811 8,000 500; 000 8,000 20,400 320 0 0 ' 0 20,720 1.000 100.000 80.000 5,750 3.474 I 0 0 ! 3.220 12,444 20,000 110. (MX) 230,000 14.814 11. (XX) 0 0 L 900 30.714 7.350 53,900 225,000 5,800 12,095 0 0 i 0 17; 895 750.000 1.400.000 545.964 195,000 38.500 $285,250 0 ! 57.900 576.650 39,666 ; 10.000 160,000 0 6.000 ' 0 0 0 ! 0 6,000 1 36,972 80,000 237.532 1,597 11.290 0 1 0 0 12.887 22,066 75.000 249,967 1.526 13.501 0 i 0 0 15,027 25;000 i.666 60,000 208,686 6.716 11.980 0 0 ! 3,110 21.806 I ] 46,259 I 158, 757 150, (XX) 14,828 6,082 0 0 0 20,910 ” '60^666' 40,000 330,000 0 14.5S0 0 0 ! 0 4.500 19,080 175 oOiOOO 0 2,400 0 0 1 0 0 2.400 9, (XX) 210,000 i 1.420; 000 1,327,867 90,658 53.186 220,003 i$40,000 18,024 42i; 871 50,000 50,000 '200.000 ! 200:000 15,560 8,189 0 0 3,994 27; 743 75, (XX) 1.200 89,013 7,000 5, 647 '294 0 0 9:500 15.441 | 17,000 180.000 ! 100,000 10.000 6,000 0 0 7.000 23:000 100,000 3,000 160.' 000 0 6; 000 0 0 0 s; 000 14.000 10,000 35,000 0 10,000 0 0 0 14,000 24,000 700 1,000 25,000 60,000 900 i 2,500 0 0 300 3,700 3,000 40,000 40,000 8,600 2,700 0 0 3,000 14,300 3,000 ! 2,000 100.000 0 7.000 ' 0 0 0 350 7,350 2,000 7.000 80,000 110,000 4; 000 6,500 0 0 2,000 1 12.500 10,000 80,000 200,000 1 750,000 5,000 32,000 0 0 0 I 37,000 1,500 300 30,000 6, (XX) 1,500 1 400 0 0 100 2,000 1 1,750 25.000 300 10,000 0 4.500 0 0 0 0 4, 50( 500 33.000 18,000 3,400 750 0 0 1,155 5.305 6,000 j 300 60,000 20; 000 5.000 1,000 0 0 ' 0 6,000 2.000 6; 000 0 3,000 0 0 0 0 3,000 2.500 10.000 0 5,150 0 0 0 0 5; 1.50 6,500 j 120,000 975,000 1,235,849 16,038 62,187 j 100,614 38,437 11,063 22S; 339 , . ; 10,000 400,000 60,000 1 8.700 3.500 0 0 1,500 13,700 4,000 1 3, (KM) 65:000 210.000 3.050 6.100 0 0 650 9.800 23,200 18,000 45.000 77,000 1,800 5.800 0 0 0 7,600 750 35,000 12.000 3.000 '500 0 0 0 3.500 10.000 150,000 225:000 8,000 10,000 0 0 0 18.000 , 25,666 ! 7; 000 111,000 113.000 9,100 8.200 0 0 0 17.300 1 13,000 j 501 30,000 7,200 2,700 '500 0 0 0 3:200 100 6,000 0 1:900 0 0 0 0 1,900 50 j 15.000 500,000 200,000 797 11,000 0 0 500 12,297 8,000 6,000 650;000 0 20.000 870:c00 0 13.500 0 0 0 0 13,566 6 87,489 648:259 4.609,679 ; 145,669 56.699 0 0 0 202:368 3,450,000 | 10.000 200.000 235,000 1 7.700 | 14.600 0 0 500 22.800 14,000 I 1 1,000 85.000 98, 271 1 6:569 i 4,610 ] 0 1 0 ! 1.287 12,466 j 55,086 1 ED 1901— VOL II - 31 191 192 198 194 195 198 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 1698 EDUCATION REPORT, 1900-1901, Table 81. — Statistics of universities and colleges Name. Expenses in college de¬ partment. Annual living expenses. I Number of fellowships. 0Q 3 m 3 o A £ =w O 3 rO a £ Library. Vol¬ umes. Pam¬ phlets. Value. Tuition fee. Other fees. Lowest. Moderate. 1 2 3 I 4 5 6 7 8 9 io mi ssouri — continued. 242 Ruskin College . . . $40 .0 $80 $100 25 1,000 200 $500 243 Central Wesleyan College . 36 u 145 170 “6" 0 6,500 1,000 7,000 MONTAXA. 244 Montana W eslevan University. 40 190 0 0 2,000 1,000 2,000 245 0 10 150 200 j 6,000 6,000 NEBRASKA. h 246 100 120 25 4,000 1,000 15,000 247 - 30 3 150 200 2.531 3,000 243 36 9 90 24 3,000 3,000 249 Doane College . . . . 24 4 100 140 8.396 5,184 5,500 250 Grand Island College . . 30 2 124 175 1 2 2,600 800 2,000 251 20 iy 85 97 3.500 3,500 252 University of Nebraska _ (b) 8 200 275 14 ; io 52.000 115, (XX) 253 Creighton University. . ' 0 0 140 165 0 1 0 11.500 1,100 7,500 254 Nebraska Wesleyan University 22 100 150 1 5,000 10,000 255 York College . 26 i 72 SO 1,000 500 2,000 KEY AHA. 256 Nevada State University . 0 0 145 180 0 0 8,300 7,542 17,589 XEW HAMPSHIRE. 257 Dartmouth. College . . no 275 550 1 200 85,000 20,000 250,000 258 St. Anselm's College . 60 14 115 135 9,300 6, 250 12,000 NETT JERSEY. 259 St. Peter’s College _ _ 40 11 150 294 ? 5,000 1,000 260 St. Benedict's College . . 60 1.200 800 261 Rutgers College _ 75 24-54 171 228 ! 42.656 5, 000 40,000 262 Princeton University . . 150 10-25 136 200 17 107 1150, 256 42,118 263 Set on Hall College . . . . eo 1 I 40,000 NE¥ MEXICO. 264 University of New Mexico . 0 5 180 270 0 0 4,210 1,300 6,640 NEW YORK. 265 Alfred University . 38 100 200 0 13,886 7,197 20,000 266 St. Eona venture’s College . 60 5 150 180 0 "T 8,707 590 i 35,000 267 : St. Stephen's College . 225 225 2 18,800 7,200 20,000 268 | Adelphi College . . 160 0 ISO 266 6 6 8.629 7.117 269 Polytechnic Institute of Brook¬ 200 i 20 ! o 10,300 16,000 lyn. 270 St.' Francis College . 60 5 140 150 , 0 2 4.260 1,130 10,260 271 St. John’s College . . . . 60 1 20 2,050 500 3,200 272 Canisius College. . . . . 40 25 120 160 0 27 ! 23, 917 400 3o;ooo 273 St. Lawrence University . 50 3 133 152 .... 30 15,000 6,000 15,000 274 Hamilton College . . 75 24 350 450 45 42,000 35,000 100,000 275 Hobart College . 80 20 200 250 0 68 38,488 10,992 47,000 276 Colgate University _ _ 60 5 126 144 0 118 ! 30,940 75,000 277 Cornell University _ (c) 300 450 24 568 249,634 40,500 509,380 278 College of St. Francis Xavier... 60 2 50 105.700 ! _ 52,802 279 College of the City of New York. 0 0 0 0 34:388 : 1. 765 73,500 280 1 Columbia University . i 150 12 230 i 400 33 87 3H,000 1 40.000 600,000 281 Manhattan College.* _ 100 300 350 0 20 10.280 | 2.904 17,984 282 ; New York University . . 100 120-55 200 400 5 60,000 ' 0 84,026 283 ! St. John’s College . . . 60 10 290 325 "i~ 39.000 63,200 284 1 N iagara University . . . . 100 1 1 100 6 4 10,500 1 1,800 25,000 a 46,080 acres of land. b Free to residents; $20 to nonresidents. UNIVERSITIES AND COLLEGES 1699 for men and for both sexes — Continued. Value of scientific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro¬ pri¬ ations. Fed¬ eral appro¬ pri¬ ations. From other sources. Total. 11 12 13 14 15 16 IT 18 19 20 $500 $40,000 $30,000 $4,000 $3,000 0 0 0 $7,000 $30,000 242 1,000 100,000 75,000 4,300 4,000 0 0 $2,000 10,300 12,000 243 500 50, GOO 0 8,000 0 0 0 0 8,000 20,000 244 50,000 100,000 (a) 0 12,000 $35, 565 0 0 47,565 0 245 1,500 150,000 25,000 18,000 1,000 0 0 3,000 20,000 10,000 246 3,915 130,000 0 247 9.000 165; 000 0 21,000 6 0 0 5,000 28,000 248 19,500 132,000 152,406 3,382 5,296 0 0 1,312 9,990 101,980 249 6,000 60.000 70,000 3,846 2,700 0 0 1,200 7,746 38,026 250 2,500 55,800 6,245 2,112 290 0 0 0 2,402 3,275 251 250,540 655, 000 181,491 22,829 57,095 134,905 $40,000 0 254,829 252 25,000 250,000 150,000 200 8,090 0 0 1,000 9,200 79,000 253 5,000 100,000 0 5,327 0 0 0 23,803 29,130 254 5,000 40,000 0 4,740 0 0 0 0 4,740 3,600 255 45,515 179,745 129,000 1,159 5,160 28,340 40,000 4,079 78,738 256 200, GOO 1,000,000 2,500,000 36,000 96,000 10,000 0 0 142,000 125,000 257 800 150,000 0 22,000 0 0 0 4,000 26,000 258 259 30,000 260 70,000 366,000 500,000 5,224 24,392 0 40,000 198 69,8ii 261 2,500,000 175,000 125,000 0 o 0 390,000 262 10,000 500,000 0 263 5,000 65,000 0 385 0 15,500 0 0 15, 885 112 264 30,000 91,000 299,416 7,094 15,191 680 0 9,921 32,886 4,551 265 25,000 225,000 0 15,000 0 0 0 8,000 23,000 5,000 266 11,800 233,000 106,638 10,580 4.680 0 0 0 15,260 5,965 267 48,840 495,329 9,000 82,985 '295 537 0 18,983 102,800 11,660 268 58,261 488,209 58,000 86,025 2,610 600 0 4,256 93,491 269 12,215 161,800 0 18,349 0 0 0 25,217 43,566 150 270 10,200 420,000 0 16,400 0 0 0 0 16,400 271 62, 500 258, 635 0 9,659 0 0 0 10,000 19,659 0 272 1,000 120.000 440,000 0 0 20,000 49,000 273 50,000 500,000 500,000 12,000 33,000 200 0 45,000 90.200 274 16,300 168,957 471,594 7,877 25,394 0 0 1,735 35,006 6,720 275 40,000 420,000 1,625,470 16,372 51,869 0 0 4,984 73,225 35,126 276 744,829 2,823,592 6,886,157 249,625 399,066 0 38,500 13,946 701, 137 941,750 277 18,766 750,000 20,000 27,029 800 0 0 9,525 37,354 2,272 278 70,500 665,000 43,500 0 1,608 210,000 0 0 211,608 0 279 780,000 8,250,900 13,361,977 442,313 452, 205 0 0 374,024 1,268,542 362,227 280 41,482 622,056 0 43,390 0 0 0 0 43,390 3,550 281 78,907 2,232,910 994,471 145,018 87,751 0 0 0 232,769 182,336 282 17,000 1,512,200 0 14, 520 0 0 0 8,370 22,890 4,266 283 40,000 300,000 0 40,000 0 0 0 0 40,000 7,000 284 c General courses, $100; technical courses, $125. 1700 EDUCATION REPORT, 1900-1901. Table 31. — Statistics of universities and colleges Name. Expenses in college de¬ partment. Annual living expenses. : 3Q DQ | 1 ! ® A 1 * | £ Library. Vol¬ umes. Pam¬ phlets. Value. Tuition fee. a 1 ‘ "S 1 1 2 3 4 5 6 7 8 9 10 sew YORK — continued. 285 University of Rochester _ ... $60 ! $21 $133 $171 ■ 0 no 37.202 | $61,831 286 280 0 36. 139 1 45.174 287 30 1 ’el* 45,681 18,302 NORTH CAROLINA. | 98, 120 288 St. Mary’s College _ _ a 200 2 ! 12. 300 1.896 289 University of North Carolina .. 60 i 23 145 : 0 88 35,000 20,000 j ! 100.000 290 75 100 12.500 ! 291 Davidson College*. . . . 60 40 60 100 0 i 16 12.000 1 10,000 292 Trinity College! . . . . 50 i 17 | i 75 100 6 | 62 15.000 i t 5.000 ! 25.000 293 Elon College . . . . 5 125 150 2.000 500 1.500 294 Guilford College _ 52 0 54 90 0 40 5.000 I 10.000 295 38 0 50 60 500 100 '500 296 North Carolina College. . . 40 9 60 75 4,000 1.000 2.500 297 Catawba College _ 40 2 61 75 ”6" i i 2,500 500 3; 000 298 Shaw University .. . ... _ 8 2 54 63 LOS 2.500 1,500 299 ' Livingston© College _ _ ' 65 8 64 120 i_.._ 8.000 4.000 4,000 300 Wake Forest College _ _ 60 10 100 200 15. 500 ! 3,000 25,000 301 W eaverville College 36 2 I 75 125 6 300 125 NORTH DAKOTA. j 5 302 Fargo College . . 30 5 125 165 o 0 3.925 3,800 303 University of North Dakota ... 0 i 137 150 0 o 7,000 1,000 10,000 304 , Red River Valley University.. . 30 6 ! ioo ! 175 0 0 '400 — 1,000 OHIO. 305 Buchtel College . . 40 6 150 59 6.800 7.0C0 306 Mount Union College _ 36 6 120 165 6.191 9,960 7,000 307 Ohi o U niversity . . . 0 | 15 no i 140 15.500 3,000 1 15,000 308 ; Baldwin University _ 36 I 74 | 102 6.000 | 1,500 ! 10.000 309 German Wallace College .. _ 26 | 80 120 2.060 2.500 310 Cedarville College _ _ _ 2 -? 10 H7 135 6 2 1.200 ICO 800 311 ■ St. Xavier College _ 60 10 23.000 312 University of Cincinnati (6) 5 190 | 228 l is ! 24 67,769 62,000 313 ■ St. Tgna tius College _ _ 40 7,500 18,000 314 Western Reserve University. .. 85 i 144 | 200 100 40.000 io,o66 50,000 315 Capital University 40 i 70 i 100 5.000 1. 000 316 Ohio State University . _ 0 i 15 150 225 ! 19 j 80 36,000 s:ooo i 70,000 317 , Defiance College. _ _ 32 5 60 ! 80 1 0 | 25 600 '400 '300 318 Ohio Wesleyan University _ 15 31 no 225 i 35 40,000 7.000 40.000 1 i Findlay College _ _ _ _ _ 32 20 100 150 "o' 1 0 1,000 '300 3.000 320 Ken von College _ 75 26 150 j 250 17 35.000 15.000 321 Denison University 39 8 no 200 21,000 j is, 665 30.000 322 Hiram College. _ _ _ 45 0 100 ; 125 6 14 8.000 ! 5; 000 323 Lima College _ 40 100 1 12) 1.000 : 500 1.000 324 Marietta College _ 30 20 85 150 ; 50 60.000 ! : 30,000 65,000 325 1 Franklin College . .. . . 40 ; 5 . 100 I 3,000 3; 000 326 Muskingum College _ _ 41 112 i 140 3.650 i 340 3,000 327 Oberiin College _ _ _ 9 66 150 1 225 "6" 47 62,400 ’ 52.000 60,000 328 1 Miami University _ 10 : 125 1 150 18.000 i 2.000 20.000 329 Richmond College _ 36 3 100 150 3,000 1.000 3i000 330 Rio Grande College . . 28 ! 0 80 : 100 3, 200 i 600 i i;500 331 Scio College . . 36 i 0 1 81 l 95 : 2,000 600 1,900 332 W ittenberg College . . . . 50 j 10 145 | 154 6 12,000 ! 15,000 333 Heidelberg Unirersitv _ _ 61 61 100 150 .... 15,000 2.000 20,000 334 Otterbein University . . . 41 1 100 175 10:000 - 3.000 ! 5,000 335 Wilberforce University _ 28 j 15 63 75 8 5.009 1,000 ! 10,000 330 Wilmington College ..! _ _ 39 1 90 i 130 1 6 3,000 1 500 i 4. COO 337 University of Wboster 60 75 ■ 120 1 45 25,000 i 5, 000 40. 0)0 338 Antioch College . . . . 30 | 8 i 100 . 125 ! “6" 0 i 1 7,200 : 3,000 15,000 * Statistics of 1899-1900. a Including tuition fee- UNIVERSITIES AND COLLEGES 1701 for men and for both sexes — Continued. Value of scientific appara¬ tus. ma¬ chinery, and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro¬ pri¬ ations. Fed¬ eral appro¬ pri¬ ations. From other sources. Total. 11 12 13 14 1 5 16 17 18 19 20 $24,874 $426,849 $723,779 $12,432 $40,921 0 0 $129 I $53,482 0 93, 700 500,000 2,710 19,147 0 0 75,615 97,472 $2,823 104,286 1,069,550 1,377,235 80,440 75,995 0 0 37,947 I 194,382 73,402 4.000 150,000 0 24,000 0 0 0 o 24,000 18,000 450,000 65.000 29,000 4,000 ! $25,000 0 0 58,000 6,000 7,000 145.000 7.000 4,000 250 i 0 0 3,750 8.000 20,000 130,000 125,000 7,500 7,500 0 0 0 15; 000 12,000 15,000 253,000 333,750 6,974 19,860 0 0 0 26.834 50, 000 500 75.000 51,000 5,000 1,000 1 0 0 12,000 is; 000 25,000 50,000 50,000 12,000 2,000 1 0 0 1,000 15,000 1,500 300 25,000 0 2,200 0 0 0 0 2,200 1,000 25,000 15.000 3.500 900 0 0 0 4,400 300 1.500 12.000 12,000 3,000 720 0 0 700 4,420 8.000 90.000 32,000 4,887 0 0 16,338 1,081 150 125; 000 100,000 3,350 6,000 1,600 0 1,350 12,300 5,674 10,000 125.000 250,000 10,369 21,306 0 0 1,907 33,582 20,000 400 30,000 2 925 37,000 65,000 1,691 2,000 0 0 689 4,380 15,261 10,000 100,000 0 2,150 0 47,307 0 2,439 51,896 250 ! 45,000 0 2,200 0 0 0 0 2,200 15,000 j 15,000 187,000 200,000 4,200 10,000 0 0 1,800 16,000 24,000 80,525 180,000 175,000 14,080 4,835 0 0 0 18. 915 8,000 25,000 300,000 150,000 5,100 9,900 31,000 0 0 46; 000 1.000 80,000 102,363 3,885 5,351 0 0 0 9,236 1.275 1.000 96,933 107,463 0 0 12,952 1,500 300 15,000 20,000 1,300 1,500 0 0 500 3,300 125 7,000 100,000 0 0 0 0 75,000 1,250,000 3,357,308 47,542 35,000 66,182 0 5,000 j 153,724 . 2,000 150,000 0 95,000 1,500,000 1,500,000 70,000 75,000 0 0 0 145,666 I 266,666 2,000 125,000 50,000 3,500 2,000 0 0 0 5,500 . . - 250, COO 2, 279, 000 558,032 38,841 i 33,310 182,704 $25,000 56,246 388,101 1,300 1.000 30,000 20,000 1,500 ! 3,000 100 0 ' 0 4,600 20,000 74,500 740,789 728,029 22,130 ! 34,469 0 0 7,500 64,099 138,000 300 100,000 49,000 4,595 2,913 0 0 513 8,021 11,484 25,000 350,000 450,000 5,000 15,500 0 0 0 20,500 152,500 25,000 235,000 655, 000 23,000 30,000 0 0 2,000 55,000 107,000 2,000 100,000 140, 000 10,500 7,500 0 0 0 18,000 3,000 50,000 0 240,000 232,311 4,595 12,437 0 0 742 17,774 2,625 1,500 22,000 0 2,500 0 0 0 0 2,500 4,000 27,000 37,000 6,500 2,300 0 0 1,356 10,155 1,900 50,000 656, 200 1.066,787 89,605 49.071 0 0 71,467 210,143 154, 700 10,000 250,000 50.000 1,650 2,458 22,447 0 6,548 33,103 125 200 40,000 0 3,000 0 0 0 0 3.000 2,000 40,000 71,000 1,700 4,200 0 0 0 5,900 aso 3,000 70,000 0 6,500 0 0 0 1,600 8,100 3,600 2,000 250,000 175,000 13,293 9,000 0 0 0 22,293 5,000 250,000 80,000 4,361 4,000 0 0 850 9, 211 1,000 6,000 65,000 70,000 6,042 4.035 0 0 0 10,077 7,000 5,000 150,000 25,000 3,000 1,800 35,000 0 3,CC0 42,800 2,000 25,000 40,000 3,500 1,500 0 0 600 5,600 25,000 100, 000 250,000 12,600 10,750 0 0 12,240 35.590 75,666 1 4, 000 75,000 101,000 2,684 3,800 0 0 50 6,534 1 100 b Free to residents of Cincinnati; $75 to nonresidents. 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 17 339 34G 341 342 343 344 345 346 347 348 349 350 351 352 353 354 ; 355 356 357 35S 359 360 361 362 363 364 365 I 366 367 368 369 i 370 371 372 ! 373 i 374 : 375 I 376 377 I 378 ! 379 380 381 382 ; 383 384 I 385 386 i 387 388 02 EDUCATION REPORT, 1900-1901. Table 31. — Statistics of university Name. Expenses in college de¬ partment. Annual living expenses. d in £ o 'B 4-1 © ,Q 3 £ 02 CO 3 *0 s & Vol¬ umes. o q~» 5 ■+3 C-j o V 3 — O m ffl £ d +3 S S 1 2 3 4 5 6 7 8 OKLAHOMA. University of Oklahoma _ 0 $3 $130 $180 0 0 7,000 OREGON. Albany College . $50 0 75 100 0 0 2,200 Dallas College . . 32 95 no 500 University of Oregon . 0 10 85 150 0 1 12,000 Pacific University. . . . 48 8 no 150 0 3 10.700 McMinnville College . . . 30 75 120 11 2,700 Pacific College. . . 35 1 95 115 500 Philomath College . . 28 75 100 325 Willamette University . 45 75 100 4,817 PENNSYLVANIA. 'Western University of Penn- 105 160 200 1 20 20,000 svl vania. Muhlenberg College . 50 10-25 H7 156 10,700 Lebanon Valiev College _ 40 5 15 10.000 St. Vincent College. . . 60 200 0 0 40,000 Beaver College . . . 45 6 108 168 1.400 Geneva College. . . . . 42 0 200 225 0 0 4,000 Moravian College . . 50 200 0 7.000 Dickinson College _ _ 6 70 80 100 ~ik~ 45; 000 Pennsylvania Military College. . a 500 a 530 1,500 Ursinus College . . . . 50 50 100 150 1 16 9.000 Lafayette College . _ _ 100 38 160 200 | 0 _ 2i; 200 Pennsylvania College . . . . 30 26 95 140 ! 50 25,000 Thiel College . . . . 50 0 125 165 “o' 21 7.320 Grove Citv College _ ... 45 93 in 3;coo Haverford College . . 150 250 350 1 44 38.300 Juniata College . . . 60 3 120 140 12 21,000 Franklin and Marshall College. . 0 60 114 133 35, 702 Bueknell University ... . . 50 35 125 175 1 52 21.000 Lincoln University' 25 2 96 96 16,500 Alleghenv College*. _ _ 45 6 100 150 .... 15,000 Albright College . 40 ! 178 1 1.400 Central Pennsylvania College .. 48 i ! 14 85 ioo ! 4 5,325 Westminster College . . 42 i 133 180 12.000 Central High School _ 0 0 1 6 1 0 41800 La Salle College . . 80 1 1 15 . ! 2 8,500 University of Pennsylvania _ : 150-200 10-20 350 500 a" 140 200,000 Holy Ghost College . . 60 | 0 150 200 0 3 3.000 Susqnehanna University _ 46 1 110 13) 5:000 Lehigh University 60-125 220 350 .... 33.008 Pennsvlvania State College _ (6) 1 35 200 - 2 ! 70 17; 526 Swarthmore College . . 150 1 250 | 2 63 13, 621 Villanova College _ _ 60 190 225 ! 2 13,250 Volant College . . . . 29 o 6 0 '400 Washington and Jefferson Col¬ 6o ; 36 130 iis ! 16,000 lege. Waynesburg College . 80 I 6 135 180 0 0 3,000 RHODE ISLAND. Brown University . ! 105 45 300 400 l 100 U5,000 SOUTH CAROLINA. College of Charleston . . . 40 90 no 68 14. (XX) Presbyterian College of South 40 5 55 6 1,800 Carolina. Allen Universitv . 8 8 45 150 South Carolina College . 40 18 125 175 52 j 33. COO Erskine College . 30 5 125 140 ; 16 ] 3; 000 a Including tuition fee. b Free to residents; $100 to nonri UNIVERSITIES AND COLLEGES, 1703 for men and for both sexes— Continued. Value of i scientific appara- j tus, ma¬ chinery, 1 and fur- ; niture. j Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. Prom i produc¬ tive funds. State or mu¬ nicipal appro- I St¬ ations. | Fed- ; eral appro- pri- I ations. j | From other sources. Total. 11 13 13 14 15 16 17 18 19 20 $7,000 $60,000 0 $3,000 0 $90,000 0 $35,000 $128,000 0 ; 1,250 36,000 $1,213 4,167 $80 0 o 0 4,257 $2,506 1,000 8.000 9,000 1.200 450 0 0 1 200 1,850 17,000 150,000 155.000 2,898 8,200 47,760 0 900 59,758 5,350 84, 000 143.000 7.600 9,025 0 0 750 17,375 1,250 3,000 40,000 35,000 2.000 2,000 0 0 1 500 4.500 4,500 300 16,000 17.500 1.703 1,504 o 0 1 0 3; 207 14,000 400 7,000 4,000 '500 350 o o 0 850 1,200 5,000 200,000 40,000 5,000 3,000 0 0 0 8,000 96 500 250,000 438,784 17,309 2,500 0 I cc 2.000 100,000 161,774 6,493 8,100 0 0 849 15,442 5,884 2,000 200,000 75,000 150, (XX) 0 40,666 j 0 0 0 0 40,000 0 11,500 100,000 10.000 16,505 0 0 0 500 17,005 52,100 175,000 127; 000 0 0 13,000 500 100,000 115; 000 1,000 1 5,000 0 0 0 6,000 4; 500 14,000 309,800 530,000 33,476 ! 32,012 0 o ! 0 65,488 2;003 100,000 0 15,000 120,000 185,000 9,959 7,625 0 6 11.966 29,550 7,67i 30,000 670.000 446; 828 24,463 20,276 0 0 0 44.7:39 75,000 275; 000 210,000 14,500 9,500 0 0 1,000 25,000 6,000 4,000 75,000 62.500 0 0 11,500 10,000 180.000 ' 0 21,464 6 1 1 20,000 0 1 0 41.464 30,000 800; 000 1,000,000 37,000 42.000 ! 0 o ! i 6,000 85,000 120,006 10,000 107,000 30,000 7,708 610 0 o ! o 8.316 963 30,00Q 285,000 346,000 11,000 16,000 0 0 0 27,000 15,000 340,000 430,000 64,000 5.500 265,500 493,000 i 1,156 21,386 0 0 | 12,090 34,632 5o:ooo 200,000 200,000 12,000 8,000 0 0 3,000 23,000 ! 105,000 10,000 40,000 62,500 ! 1 2,908 22,600 69,320 2,654 1,322 0 0 I 760 4,736 100 40,000 200,000 200,000 16,128 7, 872 0 0 0 24,000 30,000 15,000 1.011,363 0 0 0 123, 590 0 0 1 123,590 0 5,000 ' 250, 0G0 0 0 0 0 1,605,300 4.462,797 3,384,705 1 323,486 141,593 0 0 0 i 465,079 I 477,836 5,000 '250,000 0 8,000 0 0 0 0 8.000 450 8,500 55,000 40,000 ! 5,000 2,200 0 0 800 8.000 21,000 50,000 1,200,000 1,200,000 2-5,000 50,000 0 0 10,000 85,000 60,000 790,000 517,000 17,620 31,020 27,776 $40,000 5,041 121,457 5,000 15,000 500,000 420, GOO 60, (XX) 18,500 0 0 3,500 j 82,000 2,000 350, 000 0 0 0 0 | 1,000 7.500 0 1,500 0 0 0 0 1.500 855 14,650 415,000 207,000 20,000 12,000 0 0 0 ! 32; 000 75,000 j 600 100,000 41,000 4,550 1,600 0 0 225 6,375 500 ! 90,650 1,200,000 1,874,008 99,287 91,870 0 0 1,372 192,529 567,360 55,000 125,000 239,000 650 11,500 | 3,000 0 0 15,150 1,500 14,000 0 2,000 0 0 0 0 2,000 855 50 1 35,000 0 1,130 0 0 0 8,426 9,556 12,000 300,000 0 6.200 0 27,000 0 1,400 34.600 2,000 1 80,000 1 100.000 2,800 8,000 0 0 10,000 18,800 ! 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 359 360 361 362 331 384 365 366 367 38 9 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 388 38; 383 17 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 4:36 437 EDUCATION REPORT, 1900-1901, Table 31. — Statistics of universities and colleges Name. 1 SOUTH CAROLINA— continued. Furman University . Newberry College _ _ _ Claflin University _ Wofford College . . . SOUTH DAKOTA. Huron College . . . . . Dakota University . . Redfield College* _ _ University of South Dakota _ Yankton College . - TENNESSEE. U. S. Grant University . King College _ _ _ Southwestern Presbyterian University. Greene ville and Tusculum Col¬ lege. American University of Harri- man. Hiwassee College _ Southwestern Baptist Univer¬ sity.* Carson and Newman College.-. Knoxville College - University of Tennessee - Cumberland University _ Washington College - Bethel College . . . Maryville College* - Christian Brothers College _ Milligan College. . . . Fisk U ni versity _ _ _ _ Roger Williams University _ University of Nashville _ Vanderbilt University _ Walden University . . . . . University of the South _ Burritt College _ Sweetwater College . . TEXAS. St. Edward’s College . . . University of Texas _ Howard Payne College . . Henry College _ _ _ Fort Worth University _ Polytechnic College _ _ St. Mary's University _ Southwestern University _ Burleson College _ _ _ _ Texas Christian University _ Wiley University _ I . St. Louis College _ _ Austin College . . . Trinity University _ _ _ Baylor University _ Paul Quinn College _ _ Expenses in college de¬ partment. Annual living expenses. m cc 'S a £ 5 7?- s o S | £ Library. Vol- nmes. ; Pam¬ phlets. Values. d 45 n EH i <2 C Lowest. Moderate. 2 3 4 5 i 6 7 8 9 10 §50 $15 $55 i ! $90 30 4.000 2,000 | | 40 3 ”6" 0 8,000 14 50 1 65 20 5,600 4,000 i $6,000 40 15 110 160 2 8,000 | 9 5 30 3 90 0 0 1.000 1,000 30 3 75 ! 110 3,000 500 4,500 30 100 4.500 12 125 250 4: o 7; 500 1.000 1 20.666 30 15 125 | j 150 9 7,000 3,000 7,000 30 9 90 , 6 000 2 000 1 5 000 | 50 3 100 ! ioo ... 5 5.000 3’ 000 4!oOO 1 60 18 85 i 120 4 12,000 2,000 10,000 j 36 63 i 100 5 8,000 500 2,600 30 9 75 100 1,500 400 2, (XX) 50 80 125 1 .... 3.000 ! 5.000 3.000 50 ; 85 4,000 500 4,060 30 5 75 [ 12§ ! 42 3.500 1.000 3', 000 5 0 60 75 5 2,000 i 1.000 1,800 60 5 115 145 I 6" 17. 100 1 7. (XX) 10.500 50 ! 20 100 ! 140 o 3 : 15.000 | 1,000 20.000 27 4 65 <5 1 i 3,54)0 ; 500 3,000 45 81 90 : 1.000 1,000 12 70 100 j. 6 ! 0 | 13.000 72 1 2.000 | 1,500 36 0 70 I 120 ! 2,500 1 500 1.500 14 6 90 6 11 7.142 1 10,000 8-12 0 72 72 0 I 0 4.000 | 5.000 25 1 11 120 150 182 20.090 15.000 85 15-40 100 125 | 19” , 25 30,000 5.000 75,000 18 10 50 68 12 4,500 500 100 5 150 200 ”6" 20 31.500 50.000 40 5 60 80 0 ; o 4,325 560 3.500 40 70 90 100 50 200 60 0 160 190 o 2 10,300 0 10 150 225 9 13 35,000 10,000 50,000 50 0 95 110 0 0 2,000 500 500 50 3 85 90 600 400 1.000 48 135 1 3.000 3,000 50 6 i st) 100 1 2.500 36 1 7,000 5.000 5.000 60 5 160 1 200 5 1 3, 000 2.000 5,000 50 125 ! 1,000 400 2,000 50 100 1 125 1 6 0 4.000 4.000 10 5 ! 72 j 84 ' 3,600 700 5,000 40 0 150 200 .... 900 200 800 50 11 125 ; ioo 6.000 800 5,000 50 ! 10 j 80 ] 100 ! 5,000 1,000 4 000 | 60 . 10 120 163 i j is : 10.500 10.000 10,000 1 23 2 1 60 ! 73 1.000 800 1.800 * Statistics of 1899-1900. UNIVERSITIES AND COLLEGES 1705 for men and for both sexes — Continued. Value of scientific appara¬ tus, ma¬ chinery, and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. j Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro¬ pri¬ ations. Fed¬ eral appro¬ pri¬ ations. From j other i sources.] Total. 13 14 15 16 17 18 It) 20 $200. 000 $65,000 §7,000 §4,000 0 o i 0 $11,000 ’ 389 ' 45.000 35.000 "i. 200 1,908 0 0 $763 6.871 ! $2,000 390 §3,500 150,000 5,000 4.000 0 , 0 0 10.000 14.000 i 6.000 391 4,000 180,000 66,000 8,000 6,000 0 0 ' 0 14,000 j 4,000 392 2,500 50,000 0 2.500 0 0 0 0 2,500 • 7.500 393 2,000 100.000 0 7,750 0 0 0 5,781 13,531 394 20.000 0 20,000 180,000 0 6.000 0 $45,000 o ! 2,000 53,000 I 393 10,000 117,500 60,000 4,000 2,800 0 o i 0 6,800 7,800 397 15,000 300,000 10.800 13,071 750 0 0 ! | 11,104 24,925 11.000 398 600 20,000 17.000 2.000 1,200 0 0 400 3.600 500 | 3 99 2,500 50,000 276,000 : 4,000 16; 000 0 0 1,500 21,500 1,500 j 400 500 32,000 2,205 ! 3,700 50 0 0 0 3,750 ; 401 2,500 100,000 0 2,500 o 0 0 5,000 7,500 402 20,000 1 1 403 4,500 50,000 70,000 j 8,500 4,200 0 0 0 12,700 : 404 1,500 65,000 49,000 5,000 2.500 0 0 500 8,000 27,000 405 2,000 110.000 0 1 1,100 0 0 o 13,000 14,100 406 102,407 481,159 425,000 i 13,399 I 25,058 0 $40,000 7.930 86,387 1,500 407 12.000 100,000 85.000 j 12,600 i 6,715 0 0 0 19.315 3,500 408 1.500 45,000 5,000 800 300 0 0' 600 1,700 6,000 , 409 '500 14,000 0 ! 3.000 0 0 0 0 3.000 410 5,000 98,568 247,364 4,030 12,926 0 0 883 17,839 411 80,000 0 0 0 0 412 250 15,000 0 i 4,000 0 0 0 0 4,000 69i 413 15,000 350,000 48,225 i 6.849 ! 2,893 0 0 29,809 39,551 2,062 414 5,000 150,000 0 ! 1.478 0 0 0 421 1,899 8,079 415 2,500 200,000 0 10,000 0 20,000 0 40,000 70,000 0 416 200,000 759.000 1,400, (XX) 80.000 | 55,000 0 0 0 135,000 140,000 417 8,000 150. (XX) 0 j 8,260 0 312 0 18,928 27,500 418 5,000 365,000 204,4:30 31,952 11,061 0 0 20,051 63,064 27,300 419 500 20,000 0 | 3,659 0 0 0 0 3,659 0 420 100 20,000 421 15,000 110.000 0 22,500 0 0 0 0 22.500 0 422 100,000 400,000 626,716 12,855 47,500 78,500 0 31,895 170. 750 4:13 1,200 40,000 0 4, (XX) 0 0 0 0 4.000 21,000 424 3,000 16,000 0 9,000 0 0 0 1,200 10,200 425 8,000 150. 000 426 3,000 40,000 0 0 o o 427 400 60.000 0 0 0 0 1 . . 428 3,500 200,000 0 10,787 0 0 0 10,914 21,701 429 200 3o;ooo 0 430 1,000 100,000 10,000 10,000 500 0 0 0 10,500 9, (XX) 431 250 40,000 0 10,000 0 0 0 4,000 14,000 4,000 432 950 200,000 0 16,000 0 0 0 0 16,000 0 433 4,000 80.000 50,000 3,500 3,300 0 0 0 6,800 434 2,000 80,000 32,000 5.913 970 - 0 0 4,099 10.982 435 10,000 260,000 61,600 42.000 3,100 0 0 0 45, 100 113,500 436 1,500 75,000 0 1,707 0 0 1 0 7,773 9, 480 3,580 437 17 438 439 440 441 442 443 444 445 448 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 06 EDUCATION REPORT, 1900-1901. Table 31. — Statistics of universities and colleges Name. Expenses in college de¬ partment. Annual living expenses. Number of fellowships. 02 ft 3 0 © m O © rO a pi £ Library. Vol¬ umes. Pam¬ phlets. Value. ©‘ © i ’p 'B EH Other fees. Lowest. Moderate. 1 2 3 4 5 6 7 8 9 10 UTAH. $11 $95 $125 o 0 2,700 970 $3,239 University of Utah ..1 . 0 $25 95 j 175 20,600 11,200 25,000 VERMONT. University of Vermont . . 60 | 22 125 250 0 61,000 12,000 100,000 Middlebury College.. . 80 12 120 150 0 125' 24. 895 2,700 26,000 65 i 35 120 31 j 6,000 4,000 VIRGINIA. Randolph-Macon College . 15 135 | 144 I 31 9,000 6,800 Bridgewater College ~ 48 2 110 150 2,400 500 2,000 University of Virginia. . 75 40 182 180 3 I 1 50,775 1,333 85,000 Emory and Henry College . 25 10 85 115 0 2 I 10,000 12,000 Fredericksburg College . 55 5 I 140 500 250 600 Hampden-Sidney College . . 50 27 90 i 120 I 2 ! 21 15,000 2,000 15,000 Washington and Lee University 50 30 100 150 1 1 20 40.000 10,000 50,000 Richmond College . 70 19 100 150 .... ! 28 14; 000 2.500 25,000 Virginia Union University . 12 72 72 1 5 j 7,000 '500 4.000 Roanoke College . . . 50 12 87 111 1 24 22.000 30.000 College of William and Mary .. 35 13 108 117 "o' !U0 ! 10,000 20,000 WASHINGTON. Vashon College . 60 12 200 225 0 o 1,329 825 1,000 University of Washington . 0 135 180 0 0 12,520 12,200 15,000 Gonzaga College . . . 50 250 io;ooo Puget Sound University . . 45 5 120 150 1 0 i 0 3,000 500 5,000 Whitworth College _ _ _ 48 220 250 ! 0 7,000 1,000 5.000 St. James College _ _ 30 200 8,000 1,000 8,000 Whitman College . 50 0 175 248 ; 0 29 8,000 4,000 10,000 WEST VIRGINIA. Morris Harvey College a _ 30 3 75 100 1,500 650 1,800 Bethany College . . . 40 10 40 1,000 1,000 West Virginia University . 38 6 250 j 300 0 0 18,000 5,000 1 40,000 WISCONSIN. Lawrence University . 6 32 100 125 2 18,127 8,672 35,000 Beloit College . . . 38 13 118 265 ' ‘si’ 28,000 10,500 28,(500 Mission House . . 20 1 1 10 ICO 100 ! "o' 0 6,000 University of Wisconsin. . (6) ! 20-30 200 350 ; 21 9 70,000 20.000 111,337 Milton College . 21-30 6 120 150 6,342 1,745 9,123 Concordia College .. . _ 40 ! 68 ' 3 4; 000 300 3,000 Marquette College . . 60 j 10 6 4 9;950 1,250 4,000 Ripon College . . 40 1 140 200 1 o 10 11,000 Northwestern University 32 | 68 120 1 4,523 500 < 10,000 WYOMING. .... University of Wyoming . 0 3 150 200 1 0 0 10,800 6,500 15,800 a Formerly Barboursvill9 College. b Free to residents; $30 to nonresidents. UNIVERSITIES AND COLLEGES 1707 for men and for both sexes — Continued. Value of scientific appara¬ tus, ma¬ chinery, and f ur- niture. Value of grounds and buildings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State or mu¬ nicipal appro¬ pri¬ ations. Fed¬ eral appro¬ pri¬ ations. From other sources. Total. 11 12 13 14 15 16 17 | 18 19 20 $11,085 $85,082 $100,000 $3,710 $5,994 0 0 $12,533 $22,237 $403 438 20,000 450.000 7,006 $59, 708 0 6,188 j 72,902 0 439 65,000 600,000 463,117 12,035 28,409 6.000 $25,000 6,000 75,444 3,000 440 22,000 200,000 380,000 1.050 18,000 2,400 0 3, 550 25,000 17,500 441 2,000 36,000 3,500 4,200 160 7,000 0 350 1 11,710 442 10,000 95,000 155, (XX) 11,915 10,324 0 0 0 22,239 1,600 448 8,000 30,000 11,000 4,200 250 0 0 0 4,450 1,600 444 100,000 1,250,000 376,850 76; 570 20,621 50,000 0 2,973 150,164 445 1,500 100,000 25,000 6,217 500 0 0 3,397 10,114 446 600 12,000 0 447 5,000 150,000 150,000 5,000 8,000 0 0 0 13,000 1 44S 16,000 200,000 634’ 353 12,500 34,500 0 0 0 47,000 6,000 ! 449 10,000 600.000 275,000 0 0 450 200 250,000 90,000 1,400 4,000 0 0 12,000 17,400 5.000 ! 451 5,000 100,000 65,000 5,500 2,800 0 0 5,800 14,100 8,000 : 452 5,000 | 125,000 129,000 3,400 5,100 15,000 0 0 23,500 3,200 453 4,000 35,000 0 21,525 0 0 0 6,475 31,000 | 454 35,000 65S.500 0 0 0 ' 50,000 0 0 50,000 1 455 3,000 300,000 0 0 0 0 i 456 5.000 20,000 0 2,500 0 0 0 1,500 4,000 ! 457 LOGO 125,000 0 3,000 0 0 0 8,000 11,000 50,000 j 458 8,000 10,000 1 459 10,000 160,000 200,000 10,000 12,000 0 0 0 . 22,000 11,000 460 1,000 25,000 0 1,500 0 0 0 0 1,500 2,000 461 1,000 200,000 80,000 2,500 2,000 0 0 6,500 11,000 5,100 462 50,000 350,030 114,369 9,731 6,240 93,550 20,000 0 129,521 463 25,000 180,000 213,807 15,800 13,211 0 0 3,000 32,011 16,000 464 75,000 365,000 448,132 11,345 12,554 0 0 2,950 26,849 465 5,000 35.000 24,000 1.584 703 0 0 0 2.267 13.825 466 366,059 1,443,807 531,624 | 48,144 23,826 424,799 40,000 2,887 539, 656 5,130 467 -8,737 29,291 83, 245 2,221 6,319 0 0 1,300 9,840 3,281 468 1.500 150,000 0 40 0 0 0 469 2.700 130,000 5,000 9,000 228 0 0 0 9.228 0 470 5,000 125,000 218,919 3,872 13,849 0 0 0 17,721 - 33,000 471 10,000 68,000 0 1,250 0 0 0 10,000 11,250 500 472 85,900 250,000 0 437 0 20,366 40,000 664 61,467 17,479 473 Table 32 .—Statistics of colleges for women , Du 1708 EDUCATION REPORT, 1900-1901. * 1 co Students in— es.moo ssauisng * ^ : : : § i ! J>- £2 i 10 2 .£ 5 i £ 6 •3T98.IO os • *- §3 8 §8 °22| - i 2 •ui^ut; X 8 | | m i§si | i ■0s.inoo 0 0U0IOS XB.I0tJ0f) s O 3 ; ; cS j ; j j •sesjnoo ©.in;}. -pro iu.i0U0S .xaujo ^ ° i i ! ! 5 ! ! •0S.IUOD XUDISSUXO *3 pH * a i mi mm i i 8 8,-T 8 8 S 8 a 8 8 -.tequinu i^oj. S * .8 Sllg Sail I 1 K gcoogj 003® o o •9^iSoiljo 0* » 53 1 fill Sail 1 1 •AJ:0^'B.IUd8JcJ "g gg ® 33CO 0330 O O Prof essorsand instructors. Total number. •nanio.w 2 2 3 S 32^3 2 2 •U0H OS *- ° 3 ^*83 B 2 Collegi¬ ate de¬ part¬ ment. •U9UIO A\ X 2 2 3 S2^S S S •U0K *- ° 2 giS"*00 8 3 j Prepar¬ atory depart¬ ment. •U9UIO A\ ° -M 3 3333 3333 3 3 •U9H i£ 3 3 3333 3333 3 O •Suiuado IO .1130 £ L 111 1111 1111 1 1 Religious or nonsecta¬ rian control. CO -g -g j "t o o • coco c fc £ S £ Illl 1 » Name. ot i ! ff. % Rockford College . Woman’s College of Baltimore. Radcliffe College . i li | | 11 1 !& s Elmira College* . . Barnard College . Vassar College . Bryn Mawr College . Randolph-Macon Woman’s Col¬ lege. Location. - < 1 1 o “! ILLINOIS. Rockford . MARYLAND. Baltimore . . MASSACHUSETTS. Cambridge . South Hadley _ Wellesley . . NEW YORK. Elmira . New York . Poughkeepsie . PENNSYLVANIA. Bryn Mawr . VIRGINIA. Lynchburg . %,'c¥ s 0 Tuition and other fees. i s ms ills i i s s' g's'g'i sa'sg s' s' Produc¬ tive funds. M § l l fill is is 1 l it § S3 1111 ig' IS 1 s' Value of grounds and buildings. f* pH S s I i § nil ms i i s' 1 Ill's mi B 3 ! Value of scien¬ tific ap- 1 I § 1 1 ilil liil 1 i * s s s'g's'g *•«¥§ SJ a Library. © f3 ■a i> © ll§ i!§§ 1111 § 1 s s' s' i*-¥s s ” ^ & ! s i i 1 i j; ll isii i l » : h <® ,mb >1 X 1 § § 111! 1111 1 § 50 t-7 00 sVcs 00 50 04 eg eg t* •sdit[sx'B[oqos jo -ojy[ Jx 3 10 SS £8£S ^8 8*- s S ■sdiqs.4A.on0j jo -o^j - 1 ° - ° I ; j OOr-ir-i ^ Annual living expenses. •8JU -aspoj\[ l<5 i 1 1 i! ll 1 1 ■J.SOJiO'T 1 ; 1 1 § 8 i: 11 jlil 1 S Annual expenses in col¬ lege de¬ part¬ ment. •S98J •19 4 lO 1- o i i 1“" i 1 a 1 •08J uoijtnj, ! « I g |S8g 8 sags g e 1 Location/ fH £ s 3 a o § l It ji . - . - . ILLINOIS. Rockford College . MARYLAND. Woman’s College of Baltimore . MASSACHUSETTS. Radcliffe College . Smith College . - . Mount Holyoke College . _ Wellesley College . NEW YORK. Wells College . Elmira College* . Barnard College . Vassar College . PENNSYLVANIA. Bryn Mawr College . VIRGINIA. Eandolph-Macon W Oman’s College . CO -S ; | ; j j° i >3 O ^ L- 00 ; L- g ; ; j •3[aajf) cs > rH Gj>C^SaOQO£2rHO''HrH i-rHfr- t- * 833- 3 3 <*iCO GS tH rH C3 CO rH OTO ©&tH 03 CO rH oo CO 00 rH rH £r 00 o II I IlSIiiiill 111 I I 1111 I 1 Si 8S8S3883S88 £38 is 8 8333 3 3 : * Statistics of 1899-1900. a Suspended June, 1901. Table 84. — Statistics of colleges for women , Division B — Continued. 1712 EDUCATION REPORT, 1900-1901. 42 § s XJ1 Number in — ’I-W M ?} iSaoSS*^ ° ss •otsnjq; 33 ;S8gio83 gggssggsss ° s?j •ASoSupa> 1 OS'S . nil •3[88.ie PM ° i j j O OS »C j i £ o j 50 ; cc ! ! •Vtiwj X S3 g£8££88 §2 338 83 jS . 33 S o !| s°u I o ■saa.iSep ^s.ig .laq^O t- i i i i j j j o •30JS -op -s -a co s ; ° 3 j»o 8 j O o j oojSop-Ta ao--i -a-K U5 js :38 j3S g io ‘58 s 3 j ° s j ■oo.ig -sp -a -qa ■ ; j j i i j j j | jo j o •eoaS 9P a y S! S3 §8 j j£N8 8 |S :8 ; ° 83 T06I hi poyenp-ejo M C5'^XO?OCO^£-04'=f< Moqxnnu M iggisgig§s imssgii^ § ga •a^.'Bnpnao © OnOOONOOOO CO CO CO CO o OO -«* 04rH •o^nigapoo © |S3838gS88 g sgg g 88 g 88 A.IO^'B,t'8d0.Tc[ X 8£8|3SgS*;3 8 383 s 5510 | 228 ■ A .rayaeuiaig; fc- £ °32 o 8° 8 8 10 b j.Soa; •uoxno^i © X®4i~iC'#XOj2^*© SO COS ‘ll° | iO JJMMKWOWHHH -**< t- 04 T-i lO l© O 04 ^ »© 1C t- Year of open¬ ing. ■5* I1IIII1II! 1 iiiiinii i, i ii || 1' ■— ! iS 38 41 M li §H-g 1 2 0 cS" gall* i I-, S 6£ l^S iji imSjgl 5, IhI is<3 « -+© .+© > 8 1 If £ fk * ; li 61 fS fig l*| §1- flf ©•rH^ Industrial Institute and College . Central Mississippi Institute _ Belhaven College for Young Ladies. East Mississippi Female College _ Stanton College for Young Ladies .. Woman’s College _ _ ■ i » l 1 i i ! 5 i © ; 1 II ► f ! 1! 3 61 ii 8*. Pg ? ill ! o £ iffloc iii ill j ®3 III i rll « 3 ill III :j3 2 ttS js ^ 5 BJ * r* < oq fip ill ; +lj j ! i li i in i si*; E -S Si i 1 ; 1 ^ £ i 3 -1 II = 1 §S l o | | 1| Location. - MISSISSIPPI. Blue Mountain . Brookhaveh . . i e S5 111 13! Jackson . Meridian . Natchez . Oxford . 1 1 \ 1 gj g JH 2 6 li tf 1.S-C iS £s li si h 1? 1^0 IV^O _ _ _ NJCW YORK. Bi*ooklyn . NORTH CAROLINA. Asheville . Charlotte . COLLEGES FOR WOMEN, 1713 £ :gS333 WOIO 33 Sw8 j 88 i'0^ ;8s$£3 gj :£££ 3 ;S8S8f e«S 88 SS§ j 3£38838oS& 33333 S3ggg O 1^0 005 CNO i :°° O «:ocqo *© jo j joo ;g°3 » j j©OW«0 ®S8 *°S3 I CO t— 1 O O jico ° jS j*1 ;©Oi© S$ ;3S38g 883 g £§33 § 883 jgw3 38888 8883 £8 0 j j j°8 j j8°° 3°°£ j jS ; °8 j j j MM C jo jo 500 j j jS° 8 oooo j j ON jo ®* ; :3 8 is jo tj-OO 3 j is-1 j OC53°8 i 8s0 jSg ^888* o jo jo joo j joo ooooo j o j j j j o j j j 3 is 3*~£ °38 8|S3 3£888Sg& 38 j38 N 1^3 ^ i* o 3w ! iS:^10 cccc .grwccgoww OOCJOCi r- iXHOCO t ^r-i Sg§gg|| i SIS gg i gggjjjjggfeg : i«s*a i :sisS OMNXCNr i woo o ri lO © O CCW«(MCCCC ^ooow OiOOiCO ^gggs^s j 888 8 8888 3g883g|SS 33833 sps ij°83338 3802 3 SS°8 i°338oeD£: 38388 ' 3338 °°°83&c 5 ooo a* OOOi~ °8°°88~3C ’ 83883 338° 388 *~S os£®8 S3*~3'°385=>'* 3<*$*S 33£®S W CO OC r-4 O lO OO N?:N CC^H ZO to Ota ^iOtH^SJ>COHN ^KNKW 883££S£ 33£ gg gSo£28 £88££88£SS g£88& gggg^ ED 1901— VOL II - 32 * Statistics of 1899-1900. Table 34. — Statistics of colleges for women, Division B — Continued. 1714 EDUCATION REPOET, 1900-1901. * Statistics of 1899-1900. Table 85. — Statistics of colleges for women , Division Continued. COLLEGES FOR WOMEN. 1715 rH 1 ;°l j|° *° J 50 =1 1 of of i° a' ill 8SS i i s 1 JO § 5 i a S§ go iliiili sss'Wssss ii 1 i as § a i ill ocT 1 1 s ra' o o oo ooooooo 00 g 1 a 1 coo O O o 8 I o oo c oooooo == » rH o ir s i o o o o 0||00g0 °1 1 ° 1 s o ggg ooo i 1 iff -^7 1 iO s 11 go lliilll ii a § as f s §! I 88 ** ^ §■ 1 1 =li00l=i=§ 1 a a ~ s s a r- o a 1 e mi i i iiiiiiiiii iiiiiiiiii i ill SgggS g a JSgag^SBSSSS ggg«¥sS8SS I 8|^ * Statistics of 1899-1900. a Including tuition foe. Table 35. — Statistics of colleges for women , Division B — Continued. 1718 EDUCATION REPORT, 1900-1901, §§§ © i i iii °il i l '■ 'ir-Tr-t CO O' ! i i i ^ i— l i III 1 III 1 §i*§ i tCCCO Gsf 11 as Income. Total. k9 Ililil ii gK^ssss ii II 1 M ® mi ii aes'3 ■ aa‘ i 12,000 50,570 Prom other sources. rH OOOOOO !: 0 $3,700 0 IT 1 O ® CO o oo him CO g-rt§*Pq3 09 oooooo ooo o oooo o oo From pro¬ ductive funds. 0 0 0 0 0 0 $1,820 1,500 0 oooo ; o °g From tuition and other fees. F-< liil! i ii : ji 000 ‘6 000 ‘18 HQ ‘it: Ills il sg"s¥ so 11 S3 Pro¬ ductive funds. © =====1 =11 ;===== i S S3 ! i O ; °l o Value of grounds and build¬ ings. © § s !§§§§ in iinii liiiiii saagff ss'g sgsgeg ggg'g“3‘g Value of sci¬ entific ap¬ paratus. 30 1 a illii iii |ii| ji ii°i | r-T ©3CCO lO O Censes. •e^'s.iopoK o ii i-SI 1 ; S S iggg s 38388 •^sq^ot; i n rn ii i ills ii m jss i ^ ! e ! ! s I ! 1 Annual expenses in college de¬ partment. •saaj JoqtO 09 a : is ; is i NCCi- OOOC5iO»ffO ■89j uopxnj, ! 883383 8 8883 88c§88§8 Name. - NORTH CAROLINA— continued. Greensboro Female College . cuaremont r ernaio uonege . . Louisburg Female College . Oxford Female Seminary _ Baptist Female University . Salem Female Academy and College . OHIO. Oxford College . western uonege . Lake Erie College . PENNSYLVANIA. Allentown College for Women . Moravian Seminary and College for Women Blairsville College . Wilson College . . Irving Female College . . Pennsylvania College for Women . SOUTH CAROLINA. Columbia Female College . Presbvterian Collee'e for Women Due West Female Collee-o _ Limestone College . Greenville Collette for Women Greenville Female College _ I Converse College . Clifford Seminar; COLLEGES FOE WOMEN. oo i i O i O O O 1 o » 3 ! !g ! jl j j j 1— i i i CO < • 1 :®f : ! i oittfc 0008 o'lOCo't-'' ! I o i i s- illl :888 'OOO 1 III 0*000* III 8888 : : : j ! i © * i 02 jS‘"8 Igco'ko' O O CO • iii si llllllllll •*¥ 88888i3S38$ oQoog 88888 QOO 888 88¥ lilil 11 188 :8 is • iO 02 ' © ' rH is 300 300 200 500 | ■ isslil 1 j | 1-1 . ,-r i ! ! oi' i-H co" - i i i 8 8888888' *0 OOOWO»5»Oi 88888 0^1000 iC0O2 CO CO 0*0000 8S8SS II llilllill i CO^5 OkOOOQOOOH£ O'o © ~ IDO |0 § pg^1 CU^J iD^j • ■ orb g|ll|6|g£ ^^(^OrS'cgO.Sdd) g^a Sg ! p- Pi I O PI OPh ® § h S ^2 2 sS§|t-illf §» oa O O mO 9 5 bo § gj» m ©Eu ®aa © bc_l&t O S'oS'ir^ gSajg tglgfc >>8 eg pj % eg cgrPl Cg in PQOOcC^ © ©-J3 !C bfl-H 3 3 ©B:s § an rri 4^ (C o> o-I3 be o g a u © Ej1-1 cg^o © g-S ®Q bfiS.S &P- fl2'hp.©^-g r— H ^ rj g-* be , © © „ 1111 O o 93 'Q © Pi - 9 ’43 3 © eg -.~S=I = § ©B 1 1^.25 _2 o B ©£ l§1 JS og| og 8ot88oj888oo <Free to residents; $100 to nonresidents. c$25 to residents; 850 to nonresidents. d Free to residents. e Includes $3,000,000 for new buildings. /Free to citizens of the United States; $80 to others. (j $25 to residents; $150 to nonresidents. h $150 to residents; $225 to nonresidents. i Free to residents of Oklahoma and Indian Territory; $15 to others. j Including tuition. SCHOOLS OF TECHNOLOGY, 1725 of technology— Continued. Value of scientific appara¬ tus and machin¬ ery. Value of grounds and build¬ ings. Produc¬ tive funds. Income. Benefac¬ tions. Tuition and other fees. From produc¬ tive funds. State appro¬ pria¬ tions. Federal appro¬ pria¬ tions. From other sources. Total. 11 12 13 14 15 16 17 18 19 20 $50,000 $150. 000 $253,500 $5, 750 $20,280 $14,014 $28,850 $1,703 $70,597 1 77,002 181, 749 236. 485 0 9.625 32,945 40,000 4.688 87,258 6 2 75.000 90.000 0 8,500 0 41,000 0 0 49,500 $26,000 3 11,061 100, 450 135,000 0 7,719 15,000 32,500 10,000 65,219 0 4 150,000 250,000 0 12,500 0 56,000 0 37,000 105,500 37,500 5 6 862,000 307,000 340,000 24,659 17,666 70,160 40,000 11,329 163,148 75,000 200,000 600.000 9,050 33.000 0 0 0 42,050 ' 1,500 8 213,000 458, 245 683,709 400 43,801 25,000 40,000 0 109,201 9 97,830 321,360 491,181 0 32,300 22,700 40,000 0 95,000 10 160,000 1.890,000 0 0 0 0 e3, 194, 085 0 3,194,085 11 84,000 258,125 360,575 3.110 10.936 23,000 31,667 0 68,713 12 341,140 717,039 3,313,059 211,574 55,189 25,000 8,333 47,036 347,132 13 135,000 500,000 700,000 30,500 35,000 6,000 0 0 71,500 14 201,573 507, 3"5 875,285 4.280 57,621 72, 782 40.000 29,606 204.289 15 105,141 137,600 0 13,844 0 43.750 0 0 57; 594 16 119,894 224,030 98,575 1,815; 5,915 25,719 28,624 21,080 81,153 17 8,000 128, (XX) 209,871 12, 592 12, 850 13, 376 800 39,618 18 50,000 120,000 0 3,069 0 25,000 40,000 4,049 72,118 19 20,520 104,516 80,000 1,328 4,800 10,500 40,000 22,204 78,832 | 20 60,000 ! 400,000 500,000 36,102 25,242 0 0 0 61.344 21 41,000 51,700 0 1,145 0 4,376 40,000 572 46,093 22 6,000 50,000 0 699 0 8,241 0 0 8,940 23 32,287 120, 189 300,000 4,059 10,500 0 0 0 14,559 24 65,000 162,000 243,342 41,295 8,169 0 0 168 49,632 """if," ’600 25 5,518,220 0 0 0 0 442,066 0 442,066 26 19,800 53,300 0 5,282 0 7,500 8,765 0 21,547 27 34,696 114,664 125,000 5,838 7,500 10,000 31,235 5,491 60,064 28 18,000 182,800 559 2,351 18,000 40,000 24,692 85,602 0 29 ! 30 58,700 59,500 1,300 5, 767 3,800 37,500 2,000 50,367 31 19,000 109,000 152,669 778 12,738 5,459 40,000 1,301 60,276 32 100,791 216,600 50,000 400 2,500 15,000 40,000 0 57,900 33 5,000 85,000 0 16,500 0 26,500 0 0 43,600 34 150,000 350,000 175,900 2,560 9,266 89,965 27,500 6,607 135,898 0 35 12,000 115,500 0 5,393 0 20,500 40,000 13,601 79, 494 0 36 9,000 22, OuO 691 914 11,400 0 86 13,091 37 28,787 462,353 209,000 0 14,280 20,400 33, 750 0 68,430 38 40,090 170, 175 1.767 2.122 18,638 40,000 10,026 72, 553 39 101,386 177,615 344,312 11, 113 20,659 15,000 31,667 5,062 83,501 40 75,000 300,000 20,000 26,356 1,200 25,000 0 0 52,556 0 41 75,000; 215,000 0 4,959 0 24,781 40,000 5,076 74,816 42 1726 EDUCATION REPORT, 1800-1901. Table 39. — Technical courses of study offered by universities, colleges, and schools of technology . [Note. — x indicates that the course is offered.] Institution. Agriculture. 6 3 Jj 1 u < Civil engineer¬ ing. rt . ® tt ^ £ si is A & D £ . © to ■3$ gs £ < © 3 © 3 o < 3 © ©•2 > o § fcr 3 3 '2 2 ° ® fco .2 3 £2 0.3 Irrigation en¬ gineering. 3 bp ~ 3 ' eg © S'® v 2- 'Srr 2 ® © — ir. § fc£ .2 © t | § bp ' *S 5 1 1 Sanitary engi- neering. Naval archi¬ tecture. >1 In © 3 'o m .2 © 1 1 s 2 © a ! 6 o +3 3 © ©'£ | z 3 © ; © x a © E-i ’5d © fci> J! p? 1 2 3 4 5 • 7 8 9 10 ii 12 13 14 1 5 16 17 18 ILLINOIS. X X X X X X X X Armour Institute of Tech- x- X X x 1 X X X. INDIANA. X X X 1 X x X X .... X .... X Bose Polytechnic Institute X X X rowA. Iowa State College of Agri¬ culture and Mechanic Arts . . . X X X X X 'X X State L'niversity of Iowa. Comell College _ _ X X _ X KANSAS. Baker University _ X 1 - University of Kansas X i x X X 1 X Kansas State Agricultural College . . . X — 1 . X x ! X i " KENTUCKY. 1 1 . Berea College . 1 ! x X Agricultural and Mechan¬ ical College of Kentucky. 1 X X x X LOUISIANA. Louisiana State Univer¬ sity . . . X X xa X Tulane University . ! x X x X 1 _ MAINE. University of Maine . . x X x X MARYLAND. St. John’s College . . X Johns Hopkins University Maryland Agricultural College . . . 1 X X x MASSACHUSETTS. Massachusetts Agricultu¬ ral College _ _ x Massachusetts Insti t u t e of Technology x X X x l x L 1 x x Harvard University . . X X X X :::: X X X Tufts College . 1 X 1 X X ! x 1 . . Worcester Polytechnic Institute _ X x .... x MICHIGAN. i j Michigan Agricultural College . X | x ; X University of Michigan x I X x x 1 _ X X Michigan College of Mines X X 1 x .... 1 X a Sugar course. 1728 Table 39. — Technical courses of study offered by universities, colleges, and schools of technology — Continued. [Note. — x indicates that the course is offered.] Institution. | Agriculture. Architecture. J © '3b G xf ©.5 ’> o , G . ® ri S G'G « © 3 © |.S o B 1 ® ti if •rH O £2 !•! I irrigation en- I gineering. I Mechanical | engineering. Metallurgical 1 engineering. 1 'So © g> jjS •G © G G § Marine engi¬ neering. Sanitary engi¬ neering. Naval archi¬ tecture. | Forestry. Domestic sci- I ence. Horticulture. | Textile engi¬ neering. Railway ongi- j neermg. j 1 2 3 4 5 6 7 8 9 io 11 12 13 14 15 16 17 18 MINNESOTA. University of Minnesota.. MISSISSIPPI. X X X X x X X X Mississippi Agricultural and Mechanical College . X X X X University of Mississippi . Alcorn Agricultural and X X X X ! MISSOURI. University of the State of X X X X X X x X X X Christian Brothers Col- X X X X X X MONTANA. 1 Montana College of Agri¬ culture and Mechanic Apts - - X X 1 _ X X X University of Montana . . 1 X NEBRASKA. Union College .. _ x University of Nebraska .. NEVADA. X X X X X X Nevada State University . NEW HAMPSHIRE. X X X x X New Hampshire College of Agriculture and Me¬ chanic Arts _ X X X Dartmouth College X — NEW JERSEY. Stevens Institute of Tech- nologv _ X Rutgers College. _ X X X .... Princeton University _ X X .... NEW MEXICO. New Mexico College of Agriculture and Me¬ chanic Arts x X X New Mexico School of Mines . X 1 x x NEW YORK. Polytechnic Institute of Brooklyn . X x x Cornell University . X x X V x x x X x X College of the City of New Y ork . . . x Columbia University ... x X X 1 V x x i x X X X X Manhattan College x x | x New York Universitv x X x x x Clarkson School of Tech¬ nology . X ! x L X X TECHNICAL COURSES IN UNIVERSITIES, COLLEGES, ETC. 1729 Table 39. — Technical courses of study offered by universities, colleges, and schools of technology — Continued. [Note. — x indicates that the course is offered.] Institution. Agriculture. d fn Pi O © +3 3 o L Civil engineer¬ ing. Chemical en¬ gineering. Electrical en¬ gineering. Irrigation en¬ gineering. | Mechanical engineering. Metallurgical engineering. Mining engi¬ neering. Marine engi¬ neering. Sanitary engi¬ neering. Naval archi¬ tecture. Forestry. 1 Domestic sci¬ ence. Horticulture. Textile engi¬ neering. Railway engi¬ neering. 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 NEW YORK— COnt’d. X X X X Rensselaer Polytechnic x NORTH CAROLINA. University of North Car- X X .... X North Carolina College of Agriculture and Me- X X X X x X NORTH DAKOTA. North Dakota Agricul- X X X University of North Da¬ kota . . x x OHIO. Ohio University . . x University of Cincinnati. . X X X X Case School of Applied Science . . x X X x x X Ohio State University .... Wilberforce University .. X X X X x X xa x xa X OKLAHOMA. Oklahoma Agricultural and Mechanical College. OREGON. X X x X 1 x X i x Oregon Agricultural Col¬ lege . X University of Oregon _ X X X X X PENNSYLVANIA. Western University of Pennsylvania . . . . _ X x x x Pennsylvania Military College . . X Lafayette College . X x X Haverford College . x x Allegheny College . X University of Pennsyl¬ vania . . x x x x x Lehigh University _ X X x x x x Pennsylvania State Col¬ lege . . . X X X x x x Swarthmore College . X X X Washington and Jeffer¬ son College . X RHODE ISLAND. Rhode Island College of Agriculture and Me¬ chanic Arts _ x x x Brown University .. X X X a Combined in one course. ED 1901 — VOL II - 33 1730 EDUCATION REPORT, 1900-1901. Table 39. — Technical courses of study offered by universities, colleges, and schools of technology — Continued. [Note. — x indicates that the course is offered.] Institution. | Agriculture. Architecture. Civil engineer¬ ing. Chemical en¬ gineering. Electrical en- I gineering. Irrigation en¬ gineering. 1 Mechanical 1 engineering. Metallurgical engineering. Mining engi¬ neering. Marine engi¬ neering. Sanitary engi¬ neering. Naval archi¬ tecture. Forestry. Domestic sci¬ ence. Horticulture. Textile engi¬ neering. Railway engi¬ neering. 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 SOUTH CAROLINA. Clemson Agricultural Col- X X X X X x X X SOUTH DAKOTA. South Dakota Agricul- X X X X X x University of South Da- X X TENNESSEE. x x 1 x University of Tennessee . . X X X X X V anderbilt U niversity .... X X X X X University of the South .. X TEXAS. University of Texas . X x Agricultural and Mechan¬ ical College of Texas - Wiley University . x X x ...... X UTAH. Brigham Young College - - X Agricultural College of Utah _ _ X X X x University of Utah . X x .... 1 VERMONT. University of Vermont. . . Norwich University . X X X X X VIRGINIA. Virginia Agricultural and Mechanical College _ x X X x x University of Virginia _ Hampden-Sidney Coliege. Washington and Lee Uni¬ versity x x x x x x x x x Virginia Military Insti¬ tute X x WASHINGTON. Washington Agricultural College x x x x X x x U niversity of W ashington . x x x x WEST VIRGINIA. West Virginia University . WI SCON SIN. x x x x X University of Wisconsin. . WYOMING. x x x x x - University of Wyoming... x x X 1 CHAPTER XXXVI. STATISTICS OF PROFESSIONAL AND ALLIED SCHOOLS. There were 150 theological schools in 1801, with 7,567 students in attendance, a decrease of 442 since the previous year. For three successive years a decrease in the number of theological students has occurred, while the number in the other professions increased, and in some of them rapidly. By referring to the table showing the number of theological students for a series of years in each of the leading denominations (Table 4) , it will be seen that without a single exception there was a decrease in the number from 1899 to 1901. In fact the number of theological students is smaller than it was several years ago, in 1892, while dental and law students in the same time have increased over 100 per cent. The value of grounds and buildings of theological schools is over $15,000,000 and the endow¬ ment funds over $21,000,000 and the number of bound volumes in libraries is over 1,500,000. Law schools now number an even hundred, with 13,642 students, an increase during the year of 1,126. The number of students in law is now nearly twice as great as the number in theology, just the reverse of the condition in 1885. Of the whole number of 13,642 law students, over 10,000 are in the North Atlantic and North Central States. In these States, too, the law course usually occupies three years, while in several schools of other divisions there is only a one-year's course. The full comprehensive course of the Northern schools probably results from the rigid written examinations which are required in some of those States before admission to the bar — examinations which are said to be passed with diffi¬ culty by students who have received only an office training. In the 154 medical schools there were 26,757 students, of whom 1,812 were homeopathic and 746 eclectic. This represents an increase during the year of 1,544 students. It is notable that the number 'of homeopathic students, which during the long period from 1877 to 1892 remained practically stationary, during the next three years was nearly doubled, and during the last six years has again become stationary. The length of the annual session in medical schools is being increased. More than one-third of them (54 out of 154) now have sessions of eight or nine months, 18 having sessions of nine months. The grounds and build¬ ings of medical schools are reported at $14,500,000 and the endowment funds at $2,000,000, some schools failing to report this item. While a new school is occa¬ sionally started, there appears a greater tendency toward consolidation of those already founded, while occasionally one is discontinued, so that the whole number is now one less than in 1895. Although theological schools continue to be the principal recipients of benefactions, medical schools are coming into greater prominence as institutions worthy of the gifts of the wealthy. The number of dental students, which, similar to that in law, has shown remark¬ able growth in the last few years, is now 8,308, an increase of 380 over the previous 1731 1732 EDUCATION REPORT, 1900-1901. year, and 741 more than all the students in theology, although only eight years ago, in 1893, there were twice as many in theology as in dentistry; but since 1893 the number of students in theology has decreased by 269, while dental students have increased by 5,456. The 58 schools of pharmacy report 4,429 students, an increase during the year of 387. The number of schools for training nurses is 448, with 11,599 nurses receiving instruction. Of this number 3,710 completed the course. The length of the train¬ ing course is being rapidly changed from two to three years. Of the 403 schools not connected with hospitals for the insane, nearly one-half have courses of three years. In 1895 only 5 schools required three years. Table 1. — General summary of statistics of professional and allied schools for 1900-1901. Class of schools. Schools. Instruct¬ ors. Students. Increase (+) or decrease | | Graduated in 1901. ; Per cent gradu¬ ated. Students having A. B. or B. S. degree. Theological . 150 988 a 7, 567 - 442 1,585 3,366 5.472 2; 311 1,373 109 21 2,160 2,119 2,473 Law . . . 100 1,108 4,752 613, 642 26,757 + 1,126 + 1,544 + 380 25 Medical _ _ __ 154 20 Dental . _ 57 1,184 522 8,308 4,429 461 28 108 Pharmaceutical _ _ 58 + 387 31 58 Veterinary . 12 189 + 99 24 29 Nurse training _ 448 11,599 + 435 3,710 32 Class of schools. Value of 'grounds and buildings. Endowment funds. Benefac¬ tions re¬ ceived during the year. Income. Volumes in libraries. Theological . . _ . _ . $15, 217, 164 1,875,000 14,472,635 1,213, 122 836,442 270;500 96,188,818 $21,165,174 1,151,920 2,048,182 $946,473 103,000 209,192 $1,095,095 508,694 1,356,600 363,068 118, 934 49,750 1,531.038 338,167 187,207 6,860 30,216 3,722 Law . . . - _ _ Medical _ _ Dental Pharmaceutical . . 23,726 Veterinary . . 4,500 2,124,582 Nurse training (hospitals) _ _ 18,967,377 1 a 181 of these were women. 6 170 of these were women. Four years in dentistry. — The National Association of Dental Faculties, at its meeting in Milwaukee, Wis., in August, 1901, adopted the following resolution: Attendance upon four full courses of not less than seven months each in sepa¬ rate academic years shall be required before examination for graduation for all students matriculating after the session of 1902-1903. Evening schools. — It was also resolved, by the same association — That full credit shall not be given by members of this association for courses of instruction which do not commence in the morning and continue through the day. Georgetown University no longer an evening school. — The medical department of Georgetown University, "Washington, D. C., was conducted as a day school in 1900-1901. The announcement for the year said: The demands of modem medical education are such that the faculty has found it necessary to extend the hours of instruction so that more time may be given to practical work in laboratories and hospitals. The instruction will, therefore, begin in the morning and continue throughout the day. Students are required to devote their entire time to the study of medicine. PROFESSIONAL SCHOOLS, 1733 Table 2. — Comparative statistics ofprofessional and allied schools. Class. 1870. 1875. 1880. 1885. 1890. 1895. 1900. 1901. Theology: 80 123 142 152 145 149 154 150 3,254 5,234 782 5,242 719 5, 775 7,013 1,372 8,050 1,598 8,009 1,773 7. 567 790 1, 585 Law: 28 43 48 49 54 72 96 100 1,653 2,677 823 3,134 1,089 2,744 4,518 1,424 8,950 12,516 3,241 13,642 744 2,717 3,366 Medicine (all classes): 80 90 113 129 151 151 154 6,194 8,580 2,391 11,929 3,241 11,059 3,622 15,484 4,556 21,354 4,827 25,213 26.757 5,472 Graduates . 5,219 Medicine (regular): Schools _ _ 65 72 88 93 113 121 123 Students . 5, 670 7,518 2,082 9,876 9.441 3,113 13,521 3,853 18,660 4,196 22, 752 24,199 4,903 Graduates _ _ 2,673 4,720 Medicine (homeopathic) : Schools . . . 11 12 12 14 20 22 21 Students _ 275 664 1,220 380 1,088 342 1,164 380 1,875 1.909 1,812 Graduates . 168 463 413 402 Dentistry: Schools . . . . 12 16 18 27 45 54 57 Students . . . 257 469 730 1.116 2,696 943 5,347 7.928 8,308 2,311 58 Graduates _ _ 151 266 458 1,297 39 2,029 Pharmacy: Schools _ _ _ 14 14 21 30 53 Students _ 512 922 1,347 186 1,746 2, '871 759 3,859 1,067 4.042 4,429 Graduates - _ _ _ 208 396 1,130 1,373 Veterinary medicine: Schools _ _ _ 7 9 13 11 Students . _ . 463 474 362 461 Graduates . . 100 109 Nurse training: Schools _ 15 34 35 131 432 448 Students _ _ 323 793 1, 552 471 3,985 1,498 11,164 3,456 11,599 3,710 Graduates _ 157 218 1 Growth in number of students since 1890. Theology (7 per cent) _ _ _ - Pharmacy (54 per cent) Medicine ( 73 per cent) Law (202 per cent) Dentistry (208 per cent) ! _ 1 _ 1 1 Discontinuance of the Northwestern University Woman’s Medical School.1 — Tlie secretary of the board of trustees, Mr. Frank P. Crandon, on January 6 [1902] presented the following statement: “ 1 . It has been decided to discontinue said department at the end of the present scholastic year. “2. This decision is based upon purely financial considerations. The mainte¬ nance of the Woman’s Medical School has resulted in such an annual deficit for several years that the University trustees do not feel justified in continuing its operations.” It is worthy of note in favor of medical education of women that “ at a recent meeting of the trustees of the University of Chicago it was voted to permit the enrollment of women in Rush Medical College. Discontinuance of the veterinary school of Harvard University. — The Harvard authorities announced the discontinuance of the veterinary school after June, 1901, and the students were transferred to other schools. 1 Jour. A. M. A., Jan. 11, 1902. 1734 EDUCATION REPORT, 1900-1901. University of Pennsylvania, new laboratories.1 — A contract has been entered into by the trustees of the University of Pennsylvania for the erection at a cost, including equipment, of $600,0(50, on the south side of Hamilton Walk, of new medical laboratories. The building will have a length of 340 feet and an extreme depth of 245 feet. Halfway between the eastern and western ends, at the rear, a hexagonal structure will be erected containing two amphitheaters, each with a seating capacity of 400 persons. The building will be two stories in height and fireproof. Comparative number of students at different periods. Evening law schools. — An evening law school has been established under the auspices of the Evening Institute of the Boston Young Men's Christian Associa¬ tion. A course of four years is required. The McDonald Educational Institute of the Young Men’s Christian Association of Cincinnati also has a night law school. The course occupies three years. Seven hours for lectures and recitations and court practice will be given to the junior year class, and nine hours to the senior and middle year classes, each week during the school year. Upon completion of the course and compliance with the other conditions for graduation, the degree of LL. B. is given. Written examinations in law in Nqrth Carolina.2 — The supreme court of North Carolina has prescribed written examinations for applicants for license to practice law. That this action necessitates thorough training is evidenced by the fact that at the February term, 1899, only 20 out of 52 applicants were successful, and of these successful applicants 17 were prepared at the University law school. At the February term, 1900, of the supreme court, of the 47 applicants 33 were licensed. 1 N. Y. Medical Record. March 1. 1902. 2 Announcement of law school of University of North Carolina, 1901. PROFESSIONAL SCHOOLS. 1735 Table 3. — Theological schools and students, by denominations, in 1901. Denomination. Schools. Students.' 1 Value of grounds and build¬ ings, a Endow¬ ment funds, a V olumes in libraries. Catholic. . - . 28 1,836 S3, 773, 000 $747,300 242,355 Presbyterian . . . 29 1,249 3,476,622 7,905,860 434,417 Northern . . 13 739 2,595,622 5,830,306 280,317 Southern . . . . 5 161 310,000 658,541 49,500 United . . . 2 93 156,000 465,000 12,000 1 51 80,000 3,000 1 6 32.000 1,500 Reformed - - - - - 1 11 20,000 87; 013 3,600 Reformed Church in United States - 4 135 125;0€0 215,000 34,000 Reformed Church in America . 2 53 270,000 538,000 50,500 Baptists _ _ _ _ _ 12 1,092 | 829,631 | 2,258,952 147,304 Methodist . . . . . . 18 989 1,430,000 1,470,500 127,600 Methodist Episcopal . . . . * 12 819 1,372,000 1.406,500 118, ICO Methodist Protestant _ _ 3 66 10,000 4,000 6,000 African Methodist, Episcopal 1 35 10,000 2,000 Free Methodist 1 10 United Brethren c _ _ 1 59 38,000 60,000 3,500 Lutheran . . . . . 22 953 1,348,650 708.423 97,302 Congregational .. _ _ _ 10 397 1,161,783 3,482,325 232,205 "Protestant Episcopal . . . . 13 363 2,895.197 3,532,574 157, 481 N onsec tarian . . . . . . 3 208 165,000 47,610 31,323 Christian d.. . . . 3 153 20,000 69,058 2,237 Disciples d .. . . . . .. . . . . 3 77 9,000 5,000 1,014 Jewish . . . . 2 99 38,000 18,200 Universalist . _ _ 3 49 85,OGO 165,000 Evangelical Association 1 45 20,000 600 Moravian _ _ _ . . . 1 27 100,000 100,000 7,000 Unitarian. . . . . . . . 1 24 25,281 499,686 28,000 Swedenborgian, or New Jerusalem ... _ 1 6 60,000 152,886 4,000 Total . . . 150 7,567 15,217,164 21,165,174 1,531,038 a So far as reported. 6 Including 3 Free Baptist schools with 58 students. cThis is an independent body; according to the U. S. census of 1890, however, “in doctrine, practice, and usage the United Brethren are Methodistic.” dSome schools are reported as “Disciples or Christian.” Table 4. — Theological students of leading denominations. Denominations. 1874. 1879. 1884. 1889. 1894. 1899. 1901. Increase. Catholic . . . 1,238 950 1,214 1,051 1,250 1,994 1,836 Per cent. 48 Presbyterian . . . 815 880 786 1,118 1,558 1,443 1,249 53 Baptist . . . . . 681 955 911 1,345 1.101 1,186 1,092 60 Methodist _ _ _ 396 559 815 1,237 973 1.133 989 150 Lutheran . . 426 401 620 713 938 '984 953 124 Congregational. . . 329 378 392 445 626 490 397 21 Protestant Episcopal . . 294 272 223 328 444 409 363 23 Mr. J. P. Morgan's gift to Harvard Medical School.1 — It is with a very peculiar sense of gratification that we make note of Mr. Morgan's munificent donation of upward of $1,000,000 for the furtherance of medical education as represented by the Harvard Medical School. The money is to be expended for the erection of three of the new medical buildings contemplated for several years, the only stipulation being that the buildings are to be memorial halls, in memory of Junius Spencer Morgan, a native of Massachusetts, formerly a merchant of Boston, and at the time of his death a merchant in London. This gift is the more significant from the fact that neither Mr. Morgan nor his father, so far as we are aware, had any special interest in medicine or in medical education. It goes to show how widespread 1 Boston M. and S. Joui\, July 4, 1901. 1736 EDUCATION REPORT, 1900-1901. the feeling is coming to be among the laity that medicine both needs and deserves the recognition for which it has long been waiting. It is apparently difficult to uproot the idea, based, we regret to say, to some extent on fact, that medical schools are, in the first place, founded for mercenary ends, and, in the second place, are easily supported. These conceptions are every day being disproved. In the better medical schools, of which unfortunately there are none too many, the mercenary element is wholly overshadowed by the higher demands which medicine as a branch of liberal education is making, and certainly it takes but little experience to know that the expense of properly conducting a medical department is exceedingly large. In announcing Mr. Morgan's gift President Eliot said: “ There is no department of the university to which a great gift of this sort could be made with greater hope of an abounding return. The progress of medicine and surgery during the last twenty years is simply amazing. The triumphs of the physician and surgeon over disease and death are unparalleled in the whole history of the world; but we have as much more to look forward to, and I know of no department of scientific research from which greater hope can be entertained than the department of applied biology. Moreover, this great gift comes as a reward to one of the most laborious, enthusiastic, and hopeful of all the faculties of the university — the faculty of medicine. ’ ’ Mr. John D. Rockefeller' s gift to Harvard University } — Just seven months ago we had the pleasant editorial task of recording and commenting upon Mr. J. P. Morgan's gift to Harvard University for its new medical school buildings, and this week we find a similar agreeable duty imposed upon us by the announcement that Mr. Rockefeller proposes to offer Harvard University $1,000,000 to aid in carrying to completion the same project. Mr. Morgan’s gift of something more than $1,000,000 was for the erection of three of the five new buildings as previ¬ ously planned for upon the new territory of 26 acres which had previously been secured by friends of the medical school for this and kindred purposes. As we understand it, Mr. Rockefeller’s gift may be used for buildings or for endowment, and is to be accompanied by the stipulation that something in the neighborhood of $500,000 additional should be raised for these purposes by other contributors. Fund for the study of chronic diseases J — The late Miss Ellen O. Proctor has given by will to the president and fellows of Harvard College and their suc¬ cessors the sum of $50,000, the same to constitute a fund to be known as the Proctor Fund for the Study of Chronic Diseases; the income of said fund to be devoted to the care in a hospital or hospitals of persons afflicted with chronic dis¬ eases, and to investigations into the nature and treatment of the same. ENDOWMENT OF MEDICAL TEACHING. The provost of the University of Pennsylvania, in his report for 1901; says: The preservation of health and the prolongation of life have become more and more the profession of the votaries of medicine. It is no exaggeration to say that to-day as much thought on the part of the physician is given to the means of pre¬ venting disease as to the manner of its treatment. The great activity that charac¬ terizes medical science has for its ultimate aim the suppression and eventual disappearance of many of the diseases that now cause disability, produce suffering, and bring about the largest number of premature deaths. That this purpose is not chimerical and that it has not been fruitless is abun¬ dantly shown by the steady march and progress within the past ten to twenty years of preventive medicine. That many diseases formerly regarded as unavoid¬ able are now conceived to be due to carelessness or indifference, or have been to a great extent entirely abolished, is almost too common an experience to awaken interest in the manner of achievement of these results or their importance from an economic standpoint. And yet these wholesome and invaluable results have been accomplished by the medical profession, which in one sense is directly benefited by the prevalence of disease. I wish, then, to draw attention not only to the sacrifice of private advantage to a higher sense of duty which these results demonstrate, but also to the fact that every step made in advancing health and diminishing disease reacts upon the industrial and economic as well as upon the moral value of the individual. The most enlightened men ,re possessed by a sort of fatalism in respect to disease. While other occurrences of life are accepted as operations of law, the matter of 1 Boston M. and S. Jour., Feb. 6, 1902. PROFESSIONAL SCHOOLS. 1737 health is dealt -with as though it were largely outside of such control. It is a well-known fact that the generously inclined promote far more readily the advancement of the mechanical and economic arts and sciences than the advance¬ ment of that most important science — the science of medicine. It can be truly said that no better investment for the purpose of extending the useful knowledge of the world can be made than in the endowment and support of the best medical teaching that carries with it also a wider medical research. THE “CASE” METHOD OF INSTRUCTION IN MEDICINE.1 The “case” method advocated by Mr. Cannon, of Harvard University, in March, 1900, has received the indorsation of many teachers in England and the United States. This method is supposed to supplant the dreary, old-fashioned didactic lecture, and is an imitation of the plan adopted in the law department of Harvard. The plan is to secure printed histories of actual cases which perhaps the student may have seen in the hospital. Each student is previously supplied with a printed copy of the history for careful perusal some time prior to the dis¬ cussion. The class and teacher meet and discuss the diagnosis, pathology, symp¬ toms, and treatment. Text-books and other literature are consulted, and the case is thoroughly thrashed out. The student is learning the judgment of clinical data, the estimation and relative value of the various symptoms, distinguishing between the important and the unimportant, the common features and the more unique. He not only receives but acquires knowledge. Advantages of the case system .2 — The first claim made for the method was that by its use the objectionable features of the didactic lectures are avoided. The student does not spend his time duplicating his reading matter by lecture notes to be set aside for later study; he is learning his facts gradually from day to day by actually applying them to his work. Instead of depending on his uncertain records of lectures, he is training himself by practical experience to use his books just as later he may have to use them in reference to his patients. The power of arousing interest and enthusiasm among the students was a second claim made for. the method. This claim has been abundantly confirmed. The printed record of an actual case gives a center of interest. As one student said, “I used to sit down and read twenty pages of ‘ Practice ’ and be sleepy, but there is an excitement in hunting down the diagnosis of a case and in getting ready to stand by my idea of the treatment of it that keeps me lively.” The exercises at which these cases have been discussed have had the largest regular attendance of all clinic exercises of this last half of the senior year. The students argue and discuss the case together in their rooms; they come to the conference and dis¬ pute and question not only one another, but also their instructor; they are kept alert and keen-minded throughout the exercise. Impressions made under such conditions, when the attention is naturally sharp and eager, are deep and lasting. It is the particular patient, the concrete instance, that gives body and form to text-book abstractions, holds the attention, and stimulates the reasoning power. Neither the lecture nor the recitation stirs enthusiasm; the case system, however, is on record as having accomplished this result most successfully. The most important virtue of the case system, however, is its great value in drilling the mind of the student to meet intelligently the difficulties of practice. Let the students have a number of cases with similar symptoms, but with pecul¬ iarities and complications, and can any student fail to puzzle over them and study them? And, having studied them, will not the conference at which his diagnosis and treatment are either confirmed or questioned mean more to him and produce a more lasting impression than any lecture? The clinics train the medical student in observation; nothing at present requires him to look carefully on all sides of many cases, to think clearly and accurately, or to have reasons for his conclusions. Are not these powers among the most indispensable qualities of a physician? If so, the method of bringing these qualities into constant use and discipline, and at the same time demanding the most thorough and precise knowl¬ edge, is certainly that best adapted for the study of medicine. In text-books symptom after symptom is written down without indication of importance or weight. In considering a particular case and discriminating between the various diseases it might represent the students first begin to see what may be called the perspective of symptoms; they are learning to distinguish .'From address of Dr. J. R. Jones, of Winnipeg. Manitoba, before the Canadian Medical Asso¬ ciation August 21, 1901. 2B. W. Cannon, A. M., Harvard University. 1788 EDUCATION REPORT, 1900-1901. between the big and the little, the important and tbe unimportant, the common features and the unique. Among the new unforeseen merits characterizing the case method is the dis¬ covery that the particular instance may be stated so vividly that it will leave on the mind a picture quite as definite and lasting as the sight of a real patient. This virtue suggests the especial use of the method in teaching the management of acute urgent conditions, such as alarming hemorrhages, the agonizing distress of angina pectoris, and the cutting, stabbing pains of biliary colic, conditions which students never see in the hospitals and which they may be called upon at any time to treat. Another of the unexpected features of the case method is that of showing to the students themselves, and also to their instructors, what they do not know and wherein their knowledge is inaccurate. The students are going through their last year in the school ignorant of their ignorance and complacent in their false knowledge, until meeting the actual conditions of real cases shows them their deficiencies. The case method in the University of Pennsylvania.1 — In a crude form it has long been in use; the practice of demanding bedside diagnosis, etc., at clinics is an old one, and lias been employed by many teachers. The introduction of the fully elaborated method at the University of Pennsylvania occurred some two years ago, and the details, as followed out in that institution, are given by Dr. Frazier in the University Medical Bulletin for September. Each student is given a manifold copy of the complete clinical data of a case in the hospital records, including family history, physical examination, antecedents, blood, urine, sputum, etc., examinations, as well as the full history of the disease. He is instructed to prepare a report from the facts, including diagnosis, prognosis, and treatment; in some cases only one or two of these may be required; in others, special attention is called to the diagnosis, prognosis, or treatment. No conclu¬ sions are accepted or given credit for unless based on logical reasoning from the facts given. These papers are distributed each Saturday and a report required on the following Saturday. A week later the instructor analyzes the reports before the class, points out their errors and omissions, states what, further examination might be conducted to elucidate the case, and gives the subsequent history, results of treatment, etc., as they occurred. As a rule, typical cases arenot-selected, but those that give the student some exercise of judgment in his diagnosis, and they are so chosen as to work into a systematic scheme embracing instances of affec¬ tions of each important class. Dr. Frazier finds the method of value in develop¬ ing the power of discrimination, educating the judgment, encouraging research into authorities, and widening the reading of the student. He also finds that it especially arouses enthusiasm and interest, a point the importance of which is not to be underrated. It is evident that a plan that presents, as this does, cases as they occur in actual practice must be more interesting than purely impersonal facts or dry enumera¬ tion of symptoms. FRAUDULENT DEGREES IN DENTISTRY. [From report of the foreign relations committee of the National Association of Dental Facul¬ ties for the year 1900-1801.] In our last report we made public the fact that a number of the fraudulent institutions were suppressed and their conductors imprisoned. We hoped that this would practically close up all of them, but special circumstances have inter¬ vened to protect certain onesTand the work is not yet completed. It is not generally known in this country that thousands of fraudulent diplomas have been sold abroad. Were it possible for foreigners to distinguish between the reputable and the disreputable schools, this would not so much matter, but it is possible to incorporate degree-granting institutions which have practically no State supervision or responsibility whatever, and which with legal sanction are, under the great seal of the State, certified as lawfully organized colleges. By that certification the most unblushing impostures are placed apparently upon the same plane with reputable institutions, and foreigners are deprived of all means by which they can positively determine which is worthy of recognition and which is not. As a consequence, some foreign governments have used this con¬ dition, either honestly or as a desirable pretext, to discriminate against all Ameri¬ cans, and have refused them permits to practice, and positively prohibited, under our. A. M. A., Sept. 21, 1901. PROFESSIONAL SCHOOLS. 1739 heavy penalties, the employment by anyone of the American degree or title. Thi3 interdiction is spreading very fast, and unless something is done to forestall it, soon the possession of an American diploma, whether legitiiflately or illegiti¬ mately obtained, will be a positive detriment to a practitioner. In fact, that is the case to-day in some parts of Germany. The influence of such enactments upon American educational affairs and upon the members of this association may perhaps be imagined. Already prohibition is practically accomplished in southern Germany, is impending in northern Germany, has been commenced in France, in Italy, and other countries, and there is sharply threatened a combina¬ tion of all Europe against the American dental degree and the American dental school. * * * Practically no fraudulent degrees are sold in America; the countries of Europe are the sea into which the foul tide empties, and the sweetening of the waters can not be effected there. It is in this country that the remedy must be applied, and until a healthy public and professional sentiment can be evoked here nothing can be done. The condition has existed for years, and it is constantly growing worse. A pest hole can not be cleansed until it is uncovered. A festering wound must be laid open that access may be obtained to its foulest depths. The com¬ munity must be convinced whence an infection proceeds before it will abolish the source. Few dentists are aware of what exists in this country. Any man knows that when the honest intelligence of our profession is fully awakened to any enormity, it will move heaven and earth if necessary to put an end to it. * * * The name of Consul Worman has been mentioned. Your committee believes that his efforts to rehabilitate the American degree in Europe have been, and promise to be, of the greatest benefit to dentistry, and his work should be sus¬ tained by everyone. Your committee lias not been able to give him all the assist¬ ance it desired", because it was this year without the credit upon the treasurer of the association that has been accorded it in the past, but it hopes that the good work may not be hindered by this obstacle in the future. Our national, our pro¬ fessional, our individual reputations are at stake. The good name of every mem¬ ber of this association is in the balance, and our vindication from a foul blot upon our professional escutcheon must not be a matter of indifference. To assume that this is in the interests of antagonistic foreign governments, that it is doing their dirty work, is to attempt to cover up and apologize for and justify the vil¬ lainy that is being done in our names, to assume complicity with the men who are trading on our good deeds, and who, under cover of the high reputation of American dentistry won by us, are endeavoring to foist upon foreign comnranities a counterfeit that must of necessity throw doubt upon the original. Ban on American dental colleges removed.1 — United States Consul Worman, of Munich, has succeeded in securing from the Bavarian Government a decree removing the wholesale restriction placed upon the practice of dentistry under foreign diplomas. This restriction was aimed principally at American diplomas. Mr. Worman immediately set to work to protect the American dental colleges entitled to support, and, acting upon his representations,' the Bavarian Govern¬ ment has modified the original decree so as to allow the recognition in Bavaria of degrees obtained from “reputable ” American dental colleges. DEGREES IN PHARMACY. There is great variance among the schools of pharmacy in the bestowment of degrees and in the manner of abbreviating them. Nine schools give only one degree, that of Graduate in Pharmacy, which they usually abbreviate Ph. G. Six¬ teen other schools give the same degree upon completion of one course, and another degree upon completion of another course. Two schools give only the degree of Doctor in Pharmacy — the National College of Pharmacy, W ashington, D. C. (which it abbreviates Phar. D.), and the Maryland College of Pharmacy (Pharm. D.). The following schools give the degree of Graduate in Pharmacy: 1. Chicago College of Pharmacy. 2. Northern Indiana School of Pharmacy, Valparaiso. 3. Iowa College of Pharmacy, Des Moines. 4. State University of Iowa, Department of Pharmacy. 5. Detroit College of Pharmacy. The Washington Post, November 7, 1901. 1740 EDUCATION REPORT, 1900-1901. 6. Albany College of Pharmacy. 7. University of North Carolina, School of Pharmacy. 8. University ol Texas, School of Pharmacy. 9. Milwaukee Medical College, School of Pharmacy. In the catalogues of the following institutions the requirements for graduation are mentioned, but it was not ascertained what degree is given. It is probably that of Graduate in Pharmacy: School of Pharmacy of the Medical College of Alabama- Atlanta College of Pharmacy. Tulane University, Pharmaceutical Department. New Jersey College of Pharmacy. Leonard School of Pharmacy, Shaw University. Sewanee Medical College, School of Pharmacy. The degrees granted by the other institutions are as indicated below: Kansas City College of Pharmacy ( gives Ph. G. and Ph. B.). — Upon the com¬ pletion of the regular two years’ course and three years of experience in a phar¬ macy the degree of Graduate in Pharmacy is received, but if the candidate has not obtained the required shop experience he is given the degree of Bachelor of Pharmacy. (Cat. 1902, p. 19.) University College of Medicine, Department of Pharmacy, Richmond, Va. (Ph. G. , Ph. B. ) . — Gives the degree of Graduate in Pharmacy upon completion of a two years’ course and three and one-half years of shop experience. If the student has not the latter qualification he receives the degree of Bachelor of Pharmacy. (Cat. 1902, p. 93.) National College of Pharmacy, Washington, D. C. (Phar. D.). — Gives Doctor of Pharmacy after three years of instruction and four years of shop experience. (Cat. 1902, p. 27.) Maryland College of Pharmacy (Pharm. D.). — Gives Doctor of Pharmacy after two years of instruction, shop experience not being required. (Cat. 1901, p. 25.) Louisville College of Pharmacy. — Gives Doctor of Pharmacy upon completion of two courses of instruction and four years in a pharmacy. The degree of Mas¬ ter of Pharmacy is bestowed upon graduates of this college of not less than five years’ standing upon presentation of some work showing original research of exceptional merit. (Cat. 1902, pp. 5, 7.) • Brooklyn College of Pharmacy (Ph. G., Phar. D.). — Gives Graduate in Phar¬ macy when the student has completed the regular course of two years and four years of pharmaceutical experience, and after one year’s postgraduate attend¬ ance the student may receive the degree of Doctor of Pharmacy. A student completing the regular two years’ course, but not having the required experience, receives a certificate which may be exchanged for the regular diploma upon receiving the required experience in a pharmacy. (Cat. 1902, p. 9.) College of Pharmacy of the City of New York. — Same as Brooklyn College of Pharmacy. (Cat. 1902.) Medico-Chirurgical College of Philadelphia, Department of Pharmacy. — Same as Brooklyn College of Pharmacy. (Cat. 1901.) California College of Pharmacy, University of California (Ph. G. , Phar. D.). — The degree of Graduate in Pharmacy is received after two years of attendance and four years of practical training. (Cat. 1902, p. 370.) College of Physicians and Surgeons, Department of Pharmacy, San Francisco. — Gives Graduate in Pharmacy upon completion of the two years’ course and four years of experience, and “a graduate of this college of not less than five years’ standing who shall by original research have executed work of exceptional merit and present same to the examination committee of this college in the form of a thesis, together with such product or products as may have been obtained, shall, if deemed worthy by said committee, receive the degree of Doctor in Pharmacy.” (Cat. 1902, p. 9.) Purdue University , School of Pharmacy , Lafayette, Ind. (Ph. G.,B.S.). — Gives Graduate in Pharmacy upon completion of two years of instruction (no shop experience required) , and upon completion of a four years’ course Bachelor of Science in Pharmacy. (Cat. 1901, p. 12.) University of Maine, Department of Pharmacy (Ph. C., B. S., M. S.). — A course of two years leads to the degree of Pharmaceutical Chemist. The full course of four years includes instruction in modern languages, civics, and the PROFESSION AL SCHOOLS. 1741 sciences, and leads to the degree of Bachelor of Science in Pharmacy. Further work of one year in residence or two years in absence secures the degree of Master of Science. (Cat. 1901, p. 115.) Massachusetts College of Pharmacy {Pit. G., Ph. C.). — The degree of Graduate in Pharmacy is given after two courses of instruction and four years of shop experience. Students who complete two courses and submit a satisfactory thesis, but who have not the required practical training, receive the degree of Pharma¬ ceutical Chemist. (Cat. 1902, pp. 21, 24.) Scio College , Ohio {Ph. G., Ph. C.). — The course for the degree of Graduate in Pharmacy covers a period of forty weeks, and the course for Pharmaceutical Chemist two years. Northwestern University {Ph. G.. Ph. C.). — Upon completion of two sessions of six months each the student receives the degree Graduate in Pharmacy. Addi¬ tional work during the fall and winter terms of the second year and full work during the spring terms of both years secures the degree of Pharmaceutical Chemist. (Cat. 1902.) Cleveland School of Pharmacy {Ph. C.). — Completion of either the two years’ course or the three years’ course secures the degree of Pharmaceutical Chemist. (Cat. 1902, p. 7.) Walden University , Pharmaceutical Department, Nashville, Tenn. {Ph. C.). — The degree of Pharmaceutical Chemist is given upon completion of the regular course of three sessions of not less than twenty-four weeks each. (Cat. 1901 , p. 87.) Oklahoma University, School of Pharmacy {Ph. C.). — Upon completion of the regular course and two years of experience in pharmacy the student receives the degree of Pharmaceutical Chemist. (Cat. 1902, p. 58.) University of Kansas, School of Pharmacy {Ph. C., B. S.). — The degree of Pharmaceutical Chemist is given to any student who completes the course of two years or the course of three years. Those who finish the four years’ course receive the degree of Bachelor of Science in Pharmacy. (Cat. 1902, p. 12.) Buffalo College of Pharmacy {Pli. G., Phar. M., Phar. D.). — Gives the degree of Graduate in Pharmacy upon completion of the two years’ course, no shop experience being required. For the degree of Master in Pharmacy the candidate must have had two years’ professional training after receiving the degree of Grad¬ uate in Pharmacy or its equivalent, and he must present an acceptable original thesis. For the degree Doctor in Pharmacy the candidate must have received the degree Master in Pharmacy or its equivalent, and he must subsequently attend one session of the Buffalo College of Pharmacy and present an acceptable original thesis. (Announcement for 1903.) St. Louis College of Pharmacy {Phar. G.,Phar. B.,Phar. C.). — Gives Graduate in Pharmacy upon completion of the regular course of two years and four years of drug experience, or when the latter requirement is not met the degree of Bachelor of Pharmacy is given. Upon completion of the course for Bachelor of Pharmacy and subsequently taking the third year’s professional course in chemistry the degree of Pharmaceutical Chemist is obtained. (Cat. 1902, p. 27.) University of Tennessee, Department of Pharmacy {Phar. C., B. Sc.). — Gives Pharmaceutical Chemist upon completion of the two years’ course, and upon com¬ pletion of the four years’ course the degree of Bachelor of Science in pharmaceu¬ tical chemistry. (Univ. Cat. 1903, p. 47.) Ohio State University, College of Pharmacy {Phar. C.,B. Sc.). — Gives the degree of Pharmaceutical Chemist upon completion of the two years’ course, and on completion of the four years’ course the degree of Bachelor of Science in pharmacy. (Cat. 1902, p. 16.) Vanderbilt University, Department of Pharmacy {Phar. C.,Phar. M.). — Gives Pharmaceutical Chemist upon completion of a two years’ course, practical expe¬ rience in pharmacy not being required. Upon graduation in pharmacy and sub¬ sequent attendance for one year the degree of Master of Pharmacy is given. (Cat. 1902, p. 26.) Pittsburg College of Pharmacy {Phar. G.. Phar. D., Phar. C.,Pliar. M. ) . — The degree of Graduate in Pharmacy is given after two years of instruction and four years in a drug store. The degree of Doctor of Pharmacy is given to graduates in pharmacy who have attended a third year’s course of instruction. The degree of Pharmaceutical Chemist is given students who have attended three courses of instruction but have not received the practical experience required for graduation in pharmacy. Master in Pharmacy is given to those who after graduation have continued for five years in the practice of their profession and who submit a satisfactory thesis. (Cat. 1902, p. 23.) 1742 EDUCATION EEPOET, 1900-1901. University of Wisconsin, School of Pharmacy { Phar . G., B. Sc., Pliar. M., M. Sc.). — The degree of Graduate, in Pharmacy (Phar. G.) is conferred upon com¬ pletion of either the course for two years or the course for three years (no practi¬ cal experience required) ; Bachelor of Science, upon completion of the four years’ course. Master of Pharmacy is conferred upon graduates of the shorter courses only after a year of residence at the university. They must pursue advanced work in some science or sciences allied to pharmacy and present a satisfactory thesis embodying the results of an original investigation. The degree of Master of Science can be obtained by graduates of the four years’ course upon fulfillment of similar requirements. (Cat. 1901, p. 196.) High land Park College of Pharmacy, Des Moines, Ioiua {Phar. G. , Phar. C. , Phar. M. . Phar. D. , B. Sc. ) .—The course leading to the degree of Graduate in Pharmacy includes four quarters of twelve weeks each, two in the junior course and two in the senior. The course for Pharmaceutical Chemist includes two quarters of twelve weeks each and is designed for those who have completed the Phar. G. course. The student who has completed the Phar. C. course may secure the degree of Master of Pharmacy upon completion of the regular scientific course at High¬ land Park College. The student who has received the degree of Pharmaceutical Chemist may secure the degree of Doctor of Pharmacy upon completion of a course to be prescribed by the faculty and the preparation of a satisfactory thesis. A special course in chemistry, covering three years, leads to the degree of Bache¬ lor of Science. (Cat. 1901, p. 27.) University of Michigan, School of Pharmacy {Phar. C., B. Sc. {Phar.), M. Sc. {Phar.)). — Upon completion of a two years’ course (four* semesters of four and one-half months each) the degree of Pharmaceutical Chemist is given. Work in a drug store is not required. There is also an academic and professional course leading to the bachelor's degree, B. Sc. (Phar.). Students holding the degree of Bachelor of Science in pharmacy after a year of graduate study may undergo an examination for the degree of Master of Science in pharmacy. (Cat. 1902, p. 20.) Un i versify of Minnesota. College of Pharmacy {Phar. CL , Pham. M.,Phar. D.). — The degree of Pharmaceutical Chemist is given upon completion of a two years’ course. Drug store experience is not required. A graduate course of one year leads to the degree of Master of Pharmacy, and of two years to the degree of Doctor of Pharmacy. (Cat. 1900.) Ph iladelphia College of Pharmacy {Phar. D. , Phar. C. , Phar. M. ) . — The degree of Doctor in Pharmacy is given upon completion of a course of three years by stu¬ dents having four years of experience in a pharmacy. If the student has not the experience required, he is given the degree of Pharmaceutical Chemist. The degree of Master in Pharmacy is given to graduates who have been engaged for five years in pharmaceutical work and who present a satisfactory thesis. (Cat. 1901, p. 28.) Cincinnati College of Pharmacy {Phar. B.,Phar. C., Phar. M., Phar. D.). — The degree of Bachelor of Pharmacy is given to students who attend a full course of lectures and laboratory instruction, including two and one-half full days per week in the laboratories. The degree of Pharmaceutical Chemist is given upon comple¬ tion of a course of instruction covering a period of four days per week. Students who meet the above requirements and possess the legal qualifications to practice pharmacy, upon further attendance on a course in chemistry, therapeutics, and bacteriology, receive the degree of Master of Pharmacy. Any graduate of the Cincinnati College of Pharmacy who has been in the drug business five years after graduation, who meets the above requirements, presents a satisfactory thesis, and attends a special course in theoretical and applied chemistry, may receive the degree of Doctor of Pharmacy. (Journal, June, 1901.) Table 5. — Summary of statistics of schools of theology for 1900-1901. PROFESSIONAL SCHOOLS. 1743 V olumes in libra¬ ries. 1 S r— ( I|||s iliSIl §11111 ill HtH WHH rH 1 iiiisssiis in : |S'S“S‘S’S'8"'sr ""S Total in¬ come. $1,095,095 SlilS gSSgSS in isi mmm in issiga a~V as ssF 84,514 ■mmm i i Is IS "S Benefac¬ tions re¬ ceived dur¬ ing the year. $946,473 mm 111135 IIIII i III SSSSS ^85“® i 6S t—i rH r— i 1 ! 2>- : 3 i 3 111 :sss |il§ :=as8 : ■« IS -r-r Gi Endowment funds. i i mis iiiii slim iis=i§ in l¥ill¥ "ll SI §§“ rHrf»OOfof ! i i 1 Isiillil! !i ifgS'1803^ :l '[U* ^ i II % Value of grounds and buildings. 3 T— ( £ i iiiii i mm 05 rH CO mmm mmm §n mill iiim is3' rH 405,000 illliiii mm* i in | S»| Students having A. B. or B. S. 8 of 1S3E* r-r Gradu¬ ated in 1801. 1 r-T lass* MSSSSS 383° SSgS&SSJSjS*0*0 Women included. sj rHiOOSOO ;03 jO j 03 jO CO i r \ 2S?8 i j ixCOH O CO H Whole number of stu¬ dents. 1 i'sll8 of of $11111 gasg*3§ ssgfejggg^ rH Special or assist¬ ant in¬ struct¬ ors. I 114 27 17 80 6 -sKCOjCOSOCO ^*H333 IcOOJ CXNN 0^ 03 ^ 33 CO i- O Ol rH CO ;r H lO Profess¬ ors. 3 S»S» *3&?§S!S £8*-^ aSS^SSS*®" MMS Schools. § OiCOCOH3H3O0 0 03 03 CO 03 53 CO fc- CO rH OJCOHC'^'^COiOuOt-KM rH rH .States. United States . North Atlantic Division . . South Atlantic Division . South Central Division . North Central Division . Western Division . . . North Atlantic Division: Maine . .. . Massachusetts . . . Connecticut . . . New York . . . . New Jersey . Pennsylvania . . South Atlantic Division: Maryland . . . . District of Columbia . . Virginia . . . North Carolina _ _ South Carolina . Georgia . . . South Central Division: Kentucky . . Tennessee . . Alabama . -LJUU lSlCt JLi«/ _ North Central Division: Ohio . . . Illinois . . Michigan . . . Wisconsin . . ivimnesoia Iowa . . . . . Missouri Nebraska . . Vnnono Western Division: Colorado . ure^uu.. . . . . California . Table 6. — Summary of statistics of schools of law for 1900-1901. 1744 EDUCATION EEPOET, 1900-1901. PROFESSIONAL SCHOOLS, 1745 gSCC OOOiCOr-j ■^so j-^icooic 0'S 2 2Q ^.S fl £ £ g « o ® §C§ © eg s Ok ED 1901— VOL II- 34 Table 7. — Summary of statistics of schools of medicine for 1900-1901. 1746 EDUCATION EEPOBT, 1900-1901. Volumes in libraries. 187,207 88131 §11 11 6X8*8 ill 11 ii jss j- 1 ii 34 ;» 1 11 o coV II j 0304 j i Total income of the schools, a 1 1 r-T mu llSW 1,218,068 39,840 98,692 il iss S8S ;s| s¥s j 1 3 in -'as Benefac¬ tions received during the year. 8 1 iiigi § if | if f- j j i Ml j ill 1 ; ;o ■ • : :’-1 i i i i 03 i i° i i Endowment funds, a § rH s a mu r-T i ig i i 1 j i ig i is 189 I ! i: 111 1 ! i § i as ; sf 110 S3 Value of grounds and buildings, a 1 8 hT iiiii lllii (sj^t-Tco ill 11 m ® ■ S ill §I§§ is iss li'gs ii |c©rT r-T ; 1 li * 11 ii§ Students. Having A. B. or B. S. a e of £3881 04 js ill Ps“ i HO O Gradu¬ ated in 1901. § lO 88838 r-T r-Taf |g| gggggg ht"1 " 1-1 ^ a s8s s ass s s saa^sss §§§ ; *- g S3 lllllllill g*2! S S §Sggg2 § 8§g ©S S ^ rH"’ ©Tr-T ^ ©i 8S35J&S&S3S §3 a 3 S; a ^ go §853 S 533* 3 a £8 C5 CO GO iO OS OS ^r» CO OS CO 00 OS iO OS^OSrHr- is 53 §5 iiiii Iii |Oir ji p § i 1 • 1 1 i ■ ■ so 36 • i § ■1 J55 ’ 'X * 1 1 £5 i i i i i * * i i !S 6 00 iigii 83 as ll ill iss Ii i il : fco ! cfco I • • ■ i i ;; 1 | 1 iii .•ii i ■ ii i ■ ii i ;S c3 S'S § c’S i I S° • • > i i i ' 1 1 1 1 1 • 1 • 1 1 1 1 I • 1 1**1 1 I 1 1 1**1 1 1 1 1 1 1 1 1 4 ! 3 3 GO £ fi s> C§ $ : ! i t- ■ . ■ si : : j ! j !s-c : 1 :Si : | i i r j ; |° : O • * j • i • i • i • i > i • i • ■ i > ■ i 1 • 1 ‘ 1 1 III* 1 I * * 1 1 1 1 1 1 1 1 Value of § | 3> 3 CQ -4< §§ oc SS2S2 5*©S: |g¥|s i| ill 1 fi § §=5§5 i 1 **** \ ■ 8 : ^ ■ • i • ■ i * i « i > i ! § i $ i* ig i • i i : i i i i : ; : :j i * * » i i i * 1 1 l ! S ; ; ; @ j j j | ! § 1 1 5 1 ! S i 1 j 3Q K i 1 lOi> 3 ; j O Q CQ rH S mi= 2 saigas ggsaas ggs5sssgg«s '£*-s 1 8 g »Sg**3 r J! . . * CQ CC CCOCC © a i 3S11! r-T rH ill *!Pi ****** =||gfS||^ ms 1 H-P e.2 •r x I © 5 5* fH •a § m c3 02 53 S§5K|2 c i 1 : ~ C5 SO 550305155 55 j 2>=»-H 553333 :2;: ^ iCTOC 1 I £ " §5 sssg? 0 NCCC3 lOt-O 3015 55 OC 55 30 SC C5 t^iOfc^C5COieiOOT;©'# CHO QD Ji 0Q § 0 rHi-i-^r-iCC r-i 55 55 55 r-i i-H ,-1 CC 55 55 — i 1© C5 C5 55 55 i— i 55 i-i r-l 55 ^ 55 OQ © J 01 < 'iii i i i i i • ii,i i d c J J ■ c o = S i Si 32 •J^'3'51 l mu a > 1 1 ' ' 1 1 1 1 1 1 1 • * 1 » * 1 1 1 1 iii; m\ = 5 ii i 1 iii 3 1 j|> | |IiJ - 6 i i is i. 111! igi I!l|3i £ ■ i • 1 s i 1 ! S i; Sj: a?! ' i 1 • 1 • 1 ' ■ 1 • 1 1 1 1 1 ii 11. g-S a i 5 1 jii I i ' i ' i i i • . ' i i it 1 • 1 ' 1 ' 1 • 1 • 1 1 ik j§ i iii iS : 11 i; & • i • i i i i • i • i • ■ i ! ' 5 i|j =Ss Ill III 1 'll 1 III 1 II' 1 1 1 ' 1 III 1 III 1 III 1 III , III I yy i -i ii il 1750 EDUCATION- EEPOET, 1900-1901. Table 10. — Summary of statistics of schools for training nurses for 1900-1901 . States. | Schools. Beds for patients.a Nurse pupils. Value of grounds and buildings of the hospitals. 6 Endowment funds of the hospitals.c Benefactions re¬ ceived during the year. S Women. Graduated in 1901. Students having A. B. or B. S. 7 8 9 10 11 12 13 14 1 5 16 17 18 19 20 21 22 0 57 0 26 8 2 36 $75 $3 «$153 (6) (P) (&) 1,500 Day .. 4 21 *6 2 105 (6) Eve -- 3 120 5 39 58 3 39 10 3 a 33 $9,500 ! $50,000 $140,000 0 0 Day 8 196 i 32 19 3 35 0 0 (6) (6) 0 3,200 Day .. 15 59 4 12 2 3 36 40 0 120 (&) (6) (6) (6) 4,000 Day 3 34 i 4 8 3 36 75 10 235 a 2, 500 60,000 0 0 a -3, 000 Day .. 20 213 o 19 3 35 125 380 *75,000 *al2,000 Day _ _ 2 48 ii 3 32 6,000 ' 100,000 1,500 Day _ _ 4 488 0 100 2l 3 32 100 10 a 316 32,000 96,000 0 0 3,500 (c) 3 276 *72 3 32 80 10 2,000 Eve __ 1 83 [ 1 18 15 3 «32 0 3 33 12,000 a 2, 000 Eve 185 86 2 ! 34 80 2i 177 6,500 30,000 0 500 | | Eve __ 11 3 18 5 — 3 40 50 5 155 900 0 0 0 Eve .. 1 52 42 1 36 75 Day . _ 4 21 18 1 1 34 60 5 65 Eve 0 13 0 11 | 1 35 70 Day 5 6 2 f’o’i 1 36 50 5 0 63 1 22 10 3 38 60 5 185 Day _ _ 4 4 76 3 39 75 10 240 2,000 (d) 16 130 5 26 15 3 36 75 5 235 300 Eve 1 12 : 245 7 22 22 8 36 80 10 250 1,200 (d) 1 9 53 , 1 .... 0 1 8 38 65 0 600 Eve 7 199 j 40 j \~2l\ 8 36 100 10 325 (6) 3,453 Day __ 2 1 4 ] 1 1 • 8 36 45 5 150 (6) Day __ 5 96 "T 21 8 36 50 5 165 (6) 1,792 Day __ 1 J 2 24 12 3 36 37 5 107 (&) (&) (&) (&) 4,500 Day __ 8 121 1 43 20 2 30 75 5 155 a 9, 000 0 600 Day __ 10 55 4 10 2 36 50 5 1,200 4 22 '7 t 6 2 40 40 5 450 Day __ 2 70 18 5 3 38 100 10 | 75,000 • 3,500 Day __ 2 174 0 44 18 2 40 48 5 6,020 3,000 0 0 650 Day .. 5 64 2 24 3 36 45 10 150 Day 2 154 I65 19 3 36 50 1 5 155 a 7,500 1 2,075 1 Day __ c From 4.30 to 6.30 p. m. d A day course and an evening course. ED 1901 — VOL II 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 -35 1762 EDUCATION REPORT, 1900-1901, Table 12. — Statistics of schools of law &j> j 0 OB o OB OB © O o m f; Location. Name of institution. 43 01 *4 President or dean. X O ^{■3 1 *w £ o X X © U1 9 £ 1 2 3 4 5 6 34 Iowa City, Iowa. State University of Iowa. 1865 Charles N. Gregory _ June 12 1 4 | College of Law. 35 Holton, Kans _ Campbell University, College of Law. * 1897 John C. Brown _ June 5 3 36 Lawrence, Kans - University of Kansas. 1880 | James W. Green, A. M . . June 7 3 School of Law. 1 37 Danville, Kv _ Centre College. Law De- 1894 I. Proctor Knott. . May 28 3 partment. 38 Louisville, Ky ... University of Louisville, Law Department. 1846 W.O. Harris . . . . Apr. 39 3 39 Richmond, Ky... Central University, Col¬ lege of Law. 1897 ; R. W. Miller 2 40 New Orleans, La. Tulane U ni versity of 1846 Harry H. Hall . . May — i 5 Louisiana, Law Depart¬ ment. 1 41 Bangor, Me . Universitv of Maine. 1898 ! George E. Gardner, M. A . June 12 3 School of Law. 42 Baltimore, Md . . . Baltimore Law School _ 1900 Bernard C. Steiner, June 6 ‘ 10 A. M.,Ph. D. 43 ... .do . . Baltimore University, 1890 Thomas R. Clendinen _ _ _ June 1 ■ 8 ! School of Law. 44 _ do. _ _ University of Maryland, School of Law. 1814 John P. Poe. . June 30 11 ! 45 Boston, Mass . Boston University, School 1872 Samuel C. Bennett . June 5 20 | of Law. 46 _ do _ Y. M. C. A. Evening Law 1898 Frank P. Speare . .-.do _ 12 School. 47 Cambridge, Mass Harvard University, Law 1 1817 James Barr Ames, LL. D June 25 10 School. 48 Ann Arbor, Mich University of Michigan, 1859 Harry B. Hutchins, June 21 11 Department of Law. LL. D. 49 Detroit, Mich _ Detroit College of Law 1891 Philip T . Van Zile . LL . D June 22 20 50 Minneapolis, University of Minnesota, 18S8 William S. Pattee, LL. D June 1 3 Minn. College of Law. 51 St. Paul, Minn . . . St. Paul College of Law... 1900 Hiram F. Stevens _ June 25 16 52 Jackson, Miss - j Mill saps College. Law 1897 Edward Mayes, LL. D .. June 12 3 1 School. 53 University, Miss. 1 University of Mississippi, 1854 G. D. Shands, LL . D . . ...do _ 2 I Law School. 54 Columbia, Mo _ J University of Missouri, 1872 Alexander Martin, LL. D June 5 3 Department of Law. 55 Kansas City, Mo . Kansas City Schoolof Law. 1895 William P. Borland . June 8 10 56 St. Louis. Mo . ! Benton College of Law _ 1894 George L. Corlis. . . June 15 6 57 _ do . i Missouri College of Law . . 1898 William J. Hopkins . J une 12 6 58 . do . . j St. Louis Law School, 1867 William S. Curtis . J June 18 3 Washington University. 59 Lincoln, Nebr ... University of Nebraska, 1891 M.B. Reese . . June 15 4 College of Law. 60 Omaha, Nebr _ 1 Western School of Law... 1900 T.J. Mahoney . . June 14 61 Albany, N.Y _ Albany LawSchool, Union 1851 J. Newton Fiero, LL. D . May 29 1 6 University. ! 62 : Buffalo, N.Y . Buffalo Law School, Uni- ; 1887 Adelbert Moot . . May 27 12 ! versity of Buffalo. 63 : Ithaca, N.Y _ Cornell * University, Col¬ 1S87 Francis M. Finch, LL. D. June 20 1 6 lege of Law. - 64 New York, N.Y . Columbia University. Wm. A. Keener, LL . D . . . June 11 5 School of Law. 65 _ do. . . New York Law School.... 1891 George Chase _ June 12 3 66 _ do . . /N ew Y ork University Law l School. }l834 ' /Clarence D. Ashlev, \ LL.D. jjune 8 j 11 67 Syracuse. N.Y... Syracuse University, Col¬ 1895 i James B. Brooks. A. M.. June 12 4 lege of Law. D.C.L. 68 Chapel Hill, N. C. University of North Caro¬ 1846 . James C. MacRae, LL. D June 1 3 lina, Law School. 69 Raleigh, N. C _ Shaw University. Law 1888 E. A. Johnson, LL. D _ Mar. 15 ! 2 School. 1 1 1 c From 4.30 to 6.30 p. m. d From 4 to 7 p. m. e Value of buildings only. * Statistics of 1899-1900. a Approximately. 6 Not separate. SCHOOLS OF LAW. •0>T 1768 for the year 1900-1901 — Continued. +3 1 * T. C r. +3 c3 w 3 2 02 Students. Years in the course. Weeks in year. © © £ EH Graduation or exami¬ nation fee. © £ © ® © £3 P 43 3 =M O m © © fa Total income, exclud¬ ing benefactions. Value of grounds and buildings. Endowment funds. Benefactions received during the year. Bound volumes in li¬ brary. Instruction in day or evening. © j Women. £ © £ pi to O §ffl £«j 02 7 8 9 10 11 12 13 14 1 5 16 17 18 19 • 20 21 i 22 3 261 1 135 72 3 36 $60 $185 i _ | 9,000 j Day . . j 9 4 0 2 38 38 a 500 : Day . . g 132 1 9 3 39 0 1,500 1 j Day . . 1 0 11 2 32 157 300 Day . . o 22 •2 28 0 150 $3,750 $50,000 Day . . 3 10 , 38 70 10 Day . . 0 78 33 2 24 80 0 160 (&) (6) (6) (6) j (c) g 39 0 4 4 3 32 60 10 190 (6) 2,500 Day . . 3 48 1 3 33 20 180 400 Eve .. 2 23 0 5 4 3 34 50 20 170 0 0 0 Eve .. 0 250 0 i 55 38 3 36 70 10 232 10,000 0 0 al,000 (d) 15 359 10 93 70 3 30 125 15 390 250,000 a 10, 000 Day .. 202 ! o ! 25 4 32 50 200 310 Eve .. .... 3 655 0 j 145 611 3 38 150 0 450 122,738 el25,000 $524,420 0 60,000 Day .. 16 825 5 ' 217 3 36 1 35 10 125 80,000 17,000 Day .. 0 157 1 49 1 3 37 50 10 160 9.614 27.500 a 10, 000 E ve . . 12 459 4 104 21 1 3 36 60 0 190 m.ooo 50,000 0 0 j 12,000 (9) 45 0 0 3 36 60 10 190 Eve _. 5 | 20 12 10 2 : 36 50 I 5 105 (5) 0 Day . . 1 4 48 0 20 2 ! 40 1 50 100 (6) 1,700 Day .. 3 125 l o 88 15 3 34 ; o o 30 (6) (6) 6,000 Day .. 0 144 4 49 2 ! 39 50 5 105 6,600 0 0 0 Eve ..! 11 112 2 3 38 60 10 180 a 300 Eve ..j 27 84 2 16 23 2 36 60 10 . 320 13 127 1 0 50 34 2 36 80 j 0 160 11,335 50,000 77,500 0 8,000 Day . . 2 167 2 .87 25 2 35 45 5 100 a 8, 000 0 0 a 3, 000 Day . . 20 30 6 3 35 20 0 65 Eve .. 9 137 "o' 59 2 ! 33 100 5 13,057 2,005 Day .. 16 86 2 42 20 2 17 100 0 200 7,674 Day .. 4 1 179 3 44 14 3 35 100 5 305 (5) (6) (6) (&) 30,000 Day .. 3 423 99 3 32 150 25 Day .. 14 760 0 *142 o250 2 38 100 10 *73,055 0 - 0 *9,165 (gr) 6 582 ; 45 103 112 {1 }35 100 20 / 220 \ 320 j-54,683 150,000 5,000 o ! 14,502 (h) 22 145 1 31 10 3 J38 100 5 1 7,398 Day .. ! j 79 . 3 18 2 40 75 5 195 ! (*) . . ! al,000 Day .. 1 12 4 3 32 70 10 220 1 Day .. I j 1 730 j f Amount from tuition fees. h The afternoon division from 3.30 to 6 p. m.; g A day course and an evening course. evening division from 8 to 10 p. m. 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 60 61 62 63 64 65 66 67 68 69 1764 EDUCATION KEPOBT, 1900-1901. Table 12. — Statistics of schools of laic Location. Name of institution. ti C '3 o ® 3 02 22 Day .. Day ._ Day.. Eve .. Eve „ Day .. Eve Eve Day Eve Day |c) Eve Day Eve Day Day Day Day Eve . Day . Day Day. Day . Day . (c) Day . Day . Day . Eve . 85 87 90 91 93 93 94 95 96 97 98 99 100 cFrom 4 to 7 p. m. d Amount from tuition fees. e The school has a course of three years, but confers no degrees. 1766 EDUCATION REPORT, 1900-1901. Table 18 .—Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Session closes — O % 0> CM g Pm Special or assistant instructors. 1 2 3 4 5 6 7 1 Birmingliam, Ala. Birmingham Medical Col¬ lege. 1894 B. L. Wyman, A. M .. Apr. 1 11 7 2 Mobile, Ala . University of Alabama, Medical Department. 1859 George A. Ketchum. Apr. 5 9 17 3 Little Rock, Ark. University of Arkansas, Medical Department. 1879 James A. Dibrell _ Apr. 12 12 3 4 Los Angeles, Cal. University of Southern California, College of Medicine. 1885 H. G.Brainerd . June 13 20 18 5 San Francisco, Cal. College of Physicians and Surgeons. 1896 D. A. Hodghead, A. M. July 3 20 14 6 _ do . Cooper Medical College .. 1858 Henry Gibbons, ir., A.M. Apr. 13 18 6 7 _ do . Pacific Coast Regular Col¬ lege of Medicine. 1900 C. W. Yon Tiede- mann. Dec. 23 18 25 8 _ do . . University of California, Medical Department. 1862 A. A. D’ Ancona . May 15 18 15 9 Bonlder, Colo - University of Colorado, Medical Department. 1883 L.M.Giffin . June 1 16 6 10 Denver, Colo . Denver College of Medi¬ cine, University of Den- 1881 Henry Bewail . May 13 19 15 11 _ do . Gross Medical College, Rocky Mountain Uni¬ versity. 1887 Thomas H. Hawkins, A.M.,LL.D. May 22 25 10 12 New Haven , Conn. Yale University, Depart¬ ment of Medicine. 1813 Herbert E. Smith ... June 26 10 16 13 Washington, D. C Columbian University, Medical Department. 1821 Emil A. de Schwei- nitz. May 27 28 .... 14 _ do . Georgetown University, Medical School. 1850 George M. Kober _ May 31 11 15 15 _ do _ Howard University, Med¬ ical Department. 1867 Robert Reyburn, A. M. May 8 7 7 16 _ do . National University, Medical Department. 1884 John T. Winter . May 31 30 1 17 ' Atlanta, G-a _ Atlanta College of Phy¬ sicians and Surgeons. 1854 W. S. Kendrick . Apr. 4 14 15 18 Augusta, Ga _ Medical College of Geor¬ gia, University of Geor¬ gia. 1829 Eugene Foster. . Apr. 1 10 6 19 Chicago, Ill . American Medical Mis¬ sionary College. 1895 John H. Kellogg _ June 25 14 7 20 _ do . . ... College of Physicians and Surgeons, University of Illinois. 1882 William E. Quine _ Apr. 20 40 35 21 _ do . . Harvey Medical College.. 1894 Frances Dickinson .. June 28 40 8 22 . do . Illinois Medical College. . . 1894 B. Brindley Eads _ Sept. 26 31 15 23 _ do _ _ Jenner Medical College. . . 1893 Wm. Rittenhouse ... June 20 26 10 24 _ do . . N or th wester n U niver sity Medical School. 1859 Frank S. Johnson, A.M. 40 20 25 _ do . N or th wester n Univer¬ sity, Woman’s Medical School. 1870 Marie J. Mergler _ June 19 26 12 26 _ do . . Rush Medical College _ 1837 Frank Billings, M. S. June 22 23 104 27 Fort Wayne, Ind Fort Wayne College of Medicine. 1879 Christian B. Stemen, A. M.,LL. D. Mar. 27 2i 3 28 Indianapolis, Ind Central College of Physi¬ cians and Surgeons. 1879 Samuel E. Earp, M. S Apr. 1 20 21 29 _ ,.do . Medical College of Indiana 1869 Henry Jameson. . Apr. 10 23 12 30 Des Moines, Iowa Iowa College of Physi¬ cians and Surgeons. 1886 Lewis Schooler, LL.D. Apr. 23 16 5 31 Iowa City, Iowa. . State University of Iowa, College of Medicine. 1870 W. D. Middleton, A.M. Apr. 3 14 11 32 Keokuk, Iowa . _ . Keokuk Medical College. . 1849 Oliver D! Walker _ Apr. 15 18 5 33 Sioux City, Iowa. Sioux City College of Medicine. 1889 H. A. Wheeler, A. M.. Apr. 24 1 4 34 Kansas City, Kans. * Statist College of Physicians and 1 Surgeons. ics of 1899-1900. 1894 J. W. May - - a Approximati Apr. 1 sly. 29 1 1 a Approximately. SCHOOLS OF MEDICINE, ETC, 1767 medicine for the year 1900-1901. Students. Years in the course. Weeks in the year. Tuition fee. Graduation or exam¬ ination fee. Pees of the entire course. Estimated value of grounds and build¬ ings. Endowment funds. Benefactions re¬ ceived during the year. Total income, exclud¬ ing benefactions. Bound volumes in library. Instruction in day or evening. Men. Women. Graduated m 1901. Students haying A. B. or B. S. 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 84 0 15 4 26 $75 $30 $330 Day . . 1 1 so 38 4 26 100 25 425 Day _ . 2 238 o 20 6 4 26 50 25 a 265 $20,000 0 0 $10,960 Day.. 3 119 16 18 6 4 32 5130 40 445 35,000 0 0 1,000 Day.. 4 170 6 38 10 4 26 75 25 372 50,000 0 0 20,000 0 Day.. 5 145 22 2T 19 4 30 100 25 450 460,000 $56,000 19, 270 4,500 Day.. 6 133 11 rt 96 4 32 75 85 340 10,000 0 0 2,100 1 Eve .. 7 139 22 28 48 4 34 100 25 502 325,000 0 C$5,402 20,188 2,118 Day .. 8 9 4 4 36 50 0 1 Day .. 9 4 20 4 32 25 363 Day .. 10 72 8 j 15 3 4 30 75 0 325 20,000 Day .. 11 133 0 ! 18 4 34 150 1 30 600 *106,000 Day __ 12 249 0 1 26 4 32 110 10 450 200,000 a 20,000 Eve .. 13 123 21 14 4 32 100 0 430 55,000 0 0 a 13, 000 1,000 Day .. 14 125 14 19 22 4 30 80 0 320 0 Eve .. 15 29 4 H 4 32 100 405 1 Eve .. 16 282 0 65 4 24 100 30 a 450 35,000 0 0 500 Day .. 17 115 30 4 26 100 30 432 35,000 0 0 a 5; 000 Day .. 18 80 40 13 13 4 36 100 5' 600 30,000 30,000 10,000 a7,500 2,050 Day .. 19 676 164 4 32 130 *160,000 Day -. 20 234 36 17 1" 4 4 40 110 25 a 520 Eve .. 21 187 ! 12 29 4 26 100 0 460 r . . 1,000 Day .. 22 101 13 "TT 4 42 100 a 425 0 0 0 Eve .. 23 346 74 68 4 34 135 "6" 545 225,000 50,000 ! 46,25i 3,000 Day .. 24 0 72 19 8 4 36 100 10 a 425 Day . . 25 1,055 206 164 4 36 157 a 628 277,750 80,000 110,000 9,015' Day .. 26 36 2 4 5 4 26 75 ‘25' 330 10,000 0 0 2,500 350 Day .. 27 85 ; 2 23 20 4 26 50 25 18,000 1,200 Day .. 28 242 11 46 4 26 75 25 Day .. 29 74 1 14 "8 4 30 80 0 0 5,500 400 Day 30 259 13 35 28 4 36 65 0 260 0 Day .. 31 225 22 L 15 4 28 50 58,000 15,000 Day .. 32 49 3 5 4 28 63 20 16,000 Day . . 33 88 1 I 4 31 5 4 26 65 5,400 Day .. 34 1 J J- ) & No tuition fee the fourth year. cFrom Mrs. Phoebe A. Hearst, Pleasanton, Cal. 1768 EDUCATION REPORT, 1900-1901, Table 13. — Statistics of schools of medicine tub £ '8 2 o .5 GQ 01 - g C Location. Name of institution. m <£ President or dean. Session closes — ! go j g| o m 01 2 ■+^ m 1-2 «3 O] 1-S ft m 1 2 3 4 5 6 7 \ 101 Philadelphia , Pa . Medico-Chirurgical Col- 1881 Seneca Egbert, A. M. May 25 25 38 lege. 102' _ do . . University of Pennsyl- 1765 John Marshall, Nat. June 10 21 38 vania. Department of Sci.D. Medicine. 103 . do. . Woman's Medical College 1850 | Clara Marshall . . May 16 10 27 of Pennsylvania. 104 Pittsburg, Pa.... Western Pennsylvania 1885 J.C. Lange . May 27 20 40 Medical College, West- ern University of Penn- syl vania. 105 Charleston , S . C . . Medical College of the 1823 Francis L. Parker... Apr. 2 8 12 State of South Carolina. 1 108 Chattanooga, Chattanooga Medical Col- 1889 E. A. Cobleigh, A. M . Apr. 15 10 11 Tenn. lege, U. S. Grant Uni- versity. 107 Knoxville, Tenn . Tennessee Medical Col- 1889 Charles P. McNabb.. Apr. 1 13 3 lege. 108 Memphis, Tenn . . Memphis Hospital Med- 1880 Wm. B. Rogers.. . Apr. 27 10 13 ical College. 109 Nashville, Tenn . Meharry Medical College 18T6 G. W. Hubbard . Feb. 27 9 10 of Walden University. 110 _ do . University of Nashville, 1850 Wm. G. Ewing. _ Apr. 1 12 6 111 . do. . i _ Medical Department. University of Tennessee, 1876 Paul F. Eve _ _ Mar. 28 15 12 Medical Department. 112 . do . . Vanderbilt University, 1873 1 Wm.L. Dudley _ Apr. 3 9 8 Medical Department. 113 Sewanee,Tenn .. Sewanee Medical College, 1891 John S. Cain _ Jan. 1 7 7 University of the South. ! 114 Dallas, Tex . 1 Dallas Medical College, 1900 Jesse B. Tittering- Apr. 30 10 8 j Trinity University. ton. 115 _ do . . ! University of Dallas, 1900 j Charles M. Rosser...! Apr. 1 10 13 | Medical Department. 1 116 Fort Worth, Tex. Fort Worth University, 1894 Bacon Saunders, Apr. 3 1 15 4 Medical Department. 1 LL.D. 11? Galveston, Tex .. University of Texas, 1891 Henry P. Cooke _ May 31 10 19 Medical Department. 118 Burlington, Vt. . . University of Vermont, 1823 B.J. Andrews . . 1 J une 25 20 7 Medical Department. 119 Charlottesvi 1 1 e, University of Virginia, 1825 Paul B. Barringer, ! June 18 ! 7 4 Ya. 1 Department of Sledi- i LL.D. 1 1 cine. 1 120 Richmond, Ya ... i Medical College of Vir¬ 1838 j Christopher Tomp¬ May 3 j 15 10 ginia. kins. 121 _ do . University College of 1893 J. Allison Hodges - May 15 17 30 1 Medicine. 122 Milwaukee, Wis . - Milwaukee Medical Col- 1894 W.H. Earles . . May 1 21 15 i lege. 1 123 ... .do . ! Wisconsin College of 1893 A.H.Levings May 11 25 16 Physicians and Sur¬ geons. ECLECTIC AND PHYSIO- MEDICAL. 124 San Francisco. California Medical Col¬ 1878 D. Maclean . May 21 14 8 Cal lege. 125 Atlanta, Ga . Georgia College of Eclec¬ 1886 Elzie B. Thomas . Apr. 1 9 2 tic Medicine and Sur¬ gery. 126 Chicago, Ill . Bennett College of Eclec- 1868 Anson L. Clark, A. M. ! May 7 27 9 | tic Medicine and Sur¬ gery. 12? _ do . I College of Medicine and 1897 H. Paston Nelson _ 31 6 Surgery. 128 Indianapolis, Ind. : Physiomedical College of 1873 N.D. Woodard, pres. Mar. 18 18 i 6 j Indiana. 129 Kansas City, Mo. Eclectic Medical Univer¬ 1898 C Palmer . . ! Mar. 14 20 ! _ sity, 1 1 a Approximately. b $75 the third and fourth years. SCHOOLS OF MEDICINE, ETC.T 1773 for the year 1900-1901 — Continued. Students. Years in the course. Weeks in the year. Tuition fee. Graduation or exam¬ ination fee. Fees of the entire course. Estimated value of grounds and build¬ ings. Endowment funds. Benefactions re¬ ceived during the year. 'd . •S Men. Women. 1 Graduated in 1901. 1 Students having A. B. or B. S.' Total income, ex cl ing benefactior Bound volumes library. 8 9 io 11 12 13 14 15 16 17 18 19 20 21 418 0 67 7 4 34 8130 825 a $525 a $400, 000 0 0 a 1,500 565 0 160 29 34 200 809 $50,000 0 $107,000 10,000 175 37 4 27 125 0 516 122,579 276,314 0 31,217 330 8 68 53 4 32 130 0 160,000 0 0 ' 42,000 600 90 4 32 4 26 5100 ■ 221 3 54 .... 4 28 75 30 a 350 120,000 0 0 0 106 0 35 _ 4 «26 60 25 310 12,000 0 0 6,000 0 750 — 188 95 4 26 75 25 a 380 95,000 0 60,950 3,500 211 6 39 28 4 26 30 10 162 a 25, 000 $9,000 a 11, 000 800 182 1 60 4 a26 100 n. (vO 40,000 0 0 0 190 0 77 18 4 26 100 L 405 36,000 0 0 12,000 0 .219 92 33 4 26 100 25 445 83,000 a 25,000 207 102 d 3 26 65 L a 230 (c) 51 8 .... 1 4 26 75 U 330 81 15 .... 4 26 75 25 330 171 5 27 10 1 4 26 75 25 325 30,000 12,000 0 12,000 0 115 3 6 4 34 0 0 95 288,800 0 2,815 155 15 4 26 115 a 475 174 53 r" 23 4 40 a90 0 a 350 (c) 203 47 22 4 30 65 30 290 125,000 0 5,000 19,227 220 72 14 4 32 85 30 370 60,000 153 1 36 4 4 28 110 10 450 150,000 0 0 300 117 5 18 9 4 30 100 30 80,000 49 10 4 34 alOO a 480 56 1 22 2 4 26 75 25 280 20,000 0 0 a 2, 000 115 10 37 4 4 36 100 400 40,000 500 25 21 9 4 4 31 95 15 380 5,000 10,000 34 3 9 5 4 26 70 a 300 20,000 2,590 48 14 4 26 a 70 15 a 300 o >> eg & §’8 .2 © •+3 m 22 101 Day ..108 Day ..103 Day ..104 Day . . 1105 Day ..106 Day Day Day Day Day Day Day Day Day Day Day Day Day Day Day 107 108 109 110 111 112 113 114 1115 116 '117 118 ^119 120 321 122 123 Day .. Day .. Day .. Day .. Day .. c Not separate. d After 1902, four years. 1774 EDUCATION REPORT, 1900-1901, Table 13. — Statistics of schools of medieuue Location. Name of institution. ! th 1 O 1 - j SM l j President or dean. Session closes — 32 1 § 1 s i ^ La $ v £ m. c ! o t ^ TJ1 ■S.5 © I m 1 2 3 4 •A e 7 ECLECTIC AND PHYSIO- , medical — continued. 130 St. Louis, Mo _ American Medical Col- | 1873 E.Younkin . ... Apr. 2 15 3 lege. 131 Lincoln, Nebr ... Lincoln Medical College , 1889 W. S. Latta _ Apr. 1 21 3 of Cotner University. 132 New York. N. Y. Eclectic Medical College.- 1865 j George W. Bosko- May 1 12 16 j witz,A. M. 133 Cincinnati, Ohio. Eclectic Medical Insti- I 1845 Frederick J. Locke. . Apr. 9 14 3 tute. HOMEOPATHIC. 134 San Francisco, Hahnemann Hospital Col- 1882 James W. Ward _ Dee. 12 20 11 Cal. lege. 135 Denver, Colo _ DenverHomeopathic Col- 1894 J.P. Willard _ Apr. 24 19 10 lege. 138 Chicago, Ill . Chicago Homeopathic 1876 A. C . Cowperth waite, Apr. 23 26 6 Medical College. LL.D. 137 _ do _ Dunham Medical College. 1895 James T. Kent . . Apr. 6 27 10 138 _ do _ _ _ Hahnemann Medical Col¬ I860 E. Stillman Bailey. . . Apr. 17 15 36 lege. 139 . do .... _ Hering Medical College . . 1892 Henry C. Allen _ Apr. 11 18 8 140 Iowa City, Iowa . State University of Iowa, 1877 George Roval. . . . June 10 12 14 College of Homeopathic Medicine. 141 Louisville, Ky . . . Southwestern Homeo- j 1892 A. Leight Monroe Apr. 30 15 - 14* pathic Medical College. 142 Baltimore, Md. . . Southern Homeopathic j 1891 George T. Shower. May 6 11 12 Medical College. A.M. 143 Boston, Mass _ BostonUniversity, School 1873 John P. Sutherland _ June 5 21 of Medicine. 144 Ann Arbor, Mich . University of Michigan, 1875 Waiter B. Hinsdale. . June 21 6 5 Homeopathic Medical College. 145 Detroit, Mich _ Detroit Homeopathic Col¬ 1899 D . A. MacLachlan . . . Apr. 23 21 12 lege. 146 Minneapolis, University of Minnesota, ! 1888 A. P. Williamson _ June 5 16 4 Minn. College of Homeopathic Medicine and Surgery. ! 147 Kansas City, Mo _ Hahnemann Medical Col¬ 1896 W.H. Jenny . . . Apr. 15 i 16 8 ; lege. 148 _ do. . . . ' KansasCity Homeopathic 1887 H.M. Fryer . . Mar. 29 29 0 Medical College. 149 St. Louis, Mo - Homeopathic Medical 1857 W. B. Morgan, A. M. _ Apr. i9 22 1° College of Missouri. 150 New York, N. Y. New York Homeopathic I 1860 ! Wm. Tod Helmuth, May 9 25 19 Medical College and [ LL.D. Hospital. 151 _ do . . . New York Medical Col- : 1863 ; M. Belle Brown _ May 14 18 17 lege and Hospital for j Women. 152 Cincinnati, Ohio. Pulte Medical College _ i 1872 J.D. Buck... . . May 9 20 8 153 Cleveland, Ohio . Cleveland Homeopathic 1 1849 j Gains J. Jones . Apr. 10 25 15 ! 1 Medical College. 154 Philadelphia, Pa. Hahnemann Medical Col¬ 1848 ' Pemberton Dudley, May 15 8 30 i lege and Hospital. LL.D. j a Approximately. b $155 the first year. c §80 the third and fourth years. SCHOOLS OF MEDICINE, ETC. 1775 for the year 1900-1901 — Continued. Students. Years in the course. Weeks in the year. Tuition fee. 1 Graduation or ex- | amination fee. Fees of the entire course. Estimated value of grounds and build¬ ings. Endowment funds. Benefactions re¬ ceived during the year. Total income exclud¬ ing benefactions. Bound volumes in library. Instruction in day or evening. Men. "Women. £3 © o3 g c3 5 Students having A. B. or B. S. 8 9 11 12 13j 14 15 16 17 18 19 20 21 22 16 4 26 $28,000 500 Day . _ i 130 g 4 28 78 8327 $6,250 1 Day . . I 131 12 12 4_i 98 100 30 460 40,000 11,000 4,500 | Day - . ' 132 3 36 19 4 27 25 325 60,000 a 10, 000 a 600 Day . . 133 11 4 28 &75 a 385 25,000 0 3,500 4,000 Day .. 134 25 15 5 1 4 32 100 0 400 35,000 0 0 1,800 300 Day .. 135 onn o 48 8 4 30 65 10 345 125,000 15,000 8,000 Day .. 136 wuu n 1 1 n 9 Q 21 47 1 4 32 100 0 400 60,000 0 o 1,200 Day .. 137 Cl J_±U 135 ISO 50 51 1 9 4 30 65 j 10 380 250,000 $14,000 14,000 1,000 Day ... 138 28 23 14 5 4 27 100 I o 32,000 0 0 a 600 Day .. 139 1 59 1 18 4 4 26 65 35,000 0 0 300 Day . . 140 20 13 11 6 4 30 ' 65 0 300 Day . _• 141 24 10 0 4 L 100 ! 30 j 445 18,000 0 0 3,045 400 Day .. 142 96 40 24 14 4 33 125 j 30 520 200,000 43,000 $10,000 18,000 3,500 Day .. 143 68 16 4 36 ci 250 150,000 12,000 Day .. 144 37 2 4 10 4 30 60 25 315 0 0 0 3,000 0 Day .. 145 24 2 4 5 4 32 clOO 0 360 2,000 Day .. 146 51 12 12 6 4 30 50 1 30 2,000 1 5,000 600 Day .. Il47 35 10 13 8 4 26 75 0 245 10,000 0 0 3,000 0 j Day .. 148 65 11 12 2 4 30 60 25 225 30,000 3,000 500 Day .. 149 107 27 5 4* 30 125 30 525 350,000 0 0 d 11,653 4,952 Day.. 150 83 9 1 4 26 100 30 465 17,500 2,694 900 Day . . 151 30 8 5 3 4 28 75 25 330 20,000 3,000 500 ! Day 152 136 11 39 19 4 29 100 25 440 70,000 0 a 12, 000 0 Day.. 153 264 — - 52 35 4 I 30 125 30 550 824,446 244,775 1 e 65, 000 15,000 Day .. 154 d Amount from tuition fees. e Ground purchased and donated by Mr. George C. Thomas, of Philadelphia. 1776 EDUCATION REPORT, 1900-1901. Table 14. — Statistics of schools of Location. Name of institution. Year of first open¬ ing- President or dean. Regular session closes — Professors. Special or assistant in¬ structors. 1 2 3 4 5 6 7 1 Birmingliam, Birmingham Dental Col- 1893 T.M. Allen _ _ May 5 3 Ala. lege. 2 Los Angeles, Cal. University of Southern 1897 Garrett Newkirk ... June — 1-3 7 California, College of • Dentistry. 3 San Francisco. College of Medicine and 1899 Alfred E. Blake _ Apr. 30 11 6 Cal. Surgery, Dental Depart- ment. - • 4 _ do - College of Physicians and 1897 Charles Boston . June 30 9 20 Surgeons, Dental De- part ment. University of California, 1881 Louis L. Dunbar . May 31 7 ; 14 College of Dentistry. 6 Colorado College of Den- 1897 L. S. Gilbert . . . May 19 ! 1 18 10. tal Surgery, University of Denver. 7 Washington. Columbian University, 1886 ' J.Hall Lewis _ May 1 6 4 D.C. Dental Department. 8 _ do _ Howard University, Den- 1881 Robert Reyburn _ May 8 7 4 tal Department. 9 do National University, Den¬ H. H. Barker May 31 8 12 tal Department. 10 _ do _ Washington Dental Col¬ 1897 William N. Cogan . . . May 9 6 lege. b 11 Atlanta, Ga - Atlanta Dental College _ 1893 H. R. Jewett . May 1 8 2 1 2 do Southern Dental College _ . 1887 S. W. Foster . . May 5 8 6 13 Chicago, Ill . Chicago College of Dental 1883 Truman W. Brophy , Apr. 30 13 11 Surgery, Lake Forest LL.D. University. 14 _ do. . . . Illinois Medical College, 1900 Ira B. Crissman . 15 8 Dental Department. 15 _ do _ Illinois School of Dentistry. 1897 Frank N. Brown _ May 4 13 6 16 _ do . Northwestern University, 1889 G. Y. Black, Sc.D., May 2 26 Dental School. LL.D. IT Indianapolis, Ind Central College of Den¬ 1897 M. F. Ault _ May 1 15 5 tistry. 18 . do . Indiana Dental College, 1879 George E. Hunt . do 14 University of Indianap¬ olis. 19 Des Moines, Des Moines College of 1898 George W. Miller ... June 15 9 4 Iowa. Dental Surgery. 20 Iowa City, Iowa _ State University of Iowa, 1880 William S. Hosford . June 10 10 5 College of Dentistry. 21 Keokuk, Iowa . . . Keokuk Dental College _ 1897 B. C. Hinkley _ Apr. 25 14 6 22 Louisville, Ky ... Louisville College of Den¬ 1887 W. E. Grant . . May 9 18 14 tistry, Central Univer¬ sity of Kentucky. 23 New Orleans, La. i New Orleans College of 1899 Wm. E. Walker _ May 5 8 14 Dentistry. 24 Baltimore, Md. . . 1 Baltimore College of Den- 1839 M. W. Foster . May 1 8 8 i tal Surgery. 25 . do . . . Baltimore Medical Col¬ 1895 William A. Montell . May 6 8 22 lege, Dental Depart¬ ment. 26 _ do . University of Maryland, 1882 Ferdinand J. S. Gor- Apr. 30 8 6 Dental Department. gas, A. M. 27 Boston, Mass _ ! Harvard University, Den¬ 1867 Eugene H. Smith _ June 28 i 13 30 tal School. 28 ! _ do _ •ruffs College, Dental 1868 Harold Williams _ 1 June 19 11 4 School. 29 Ann Arbor, Mich. University of Michigan, 1875 J. Taft . . . . June 20 | 5 8 College of Dental Sur- ! gery. 30 Detroit College of Medi¬ 1891 Theodore A. Mc- June 12 10 10 j Detroit, Mich _ cine, Department of Graw. Dental Surgery. 1 a Approximately. b Became a department of Georgetown University in 1901. SCHOOLS OF MEDICINE, ETC. 1777 dentistry for the year 1900-1901. Students. j Years in the course. Weeks in year. Tuition fee. Graduation or exam¬ ination fee. Fees of the entire course. Men. 3 © 3 0 £ | G raduated in 1901. Students having | A. B. or B. S. 8 9 10 11 12 13 14 1 5 16 41 0 15 5 3 28 $100 $25 $360 56 4 22 _ 1 3 22 100 25 875 SO 2 1 1 3 28 100 25 360 123 8 44 .... 3 30 90 25 300 150 _ 51 3 38 100 25 370 68 4 20 3 30 100 20 350 i 70 _ 9 _ 1 3 28 100 10 j 310 33 1 10 3 1 3 I 30 80 0 240 24 0 5 — 3 a 32 100 — a 315 22 0 5 1 - 3 j 28 100 0 300 173 2 35 3 3 28 100 25 a58 102 29 3 30 100 ! 30 357 63S .... 188 .... 3 28 S 100 r 365 10 _ 0 3 4 26 100 0 a 460 113 5 ! 29 3 28 100 1 20 483 17 1 198 _ 3 30 100 j.20 370 53 1 22 3 3 30 100 10 310 122 8 77 3 26 100 1 10 •325 60 0 ' 14 3 | 36 100 10 320 143 5 : 35 2 3 36 75 0 225 65 3 11 3 30 100 209 3 59 a6‘ O 30 100 30 385 49 1 4 3 30 100 25 a 380 230 4 79 3 30 100 30 350 91 0 21 0 3 31 100 30 355 206 71 23 3 30 100 30 a365 126 0 29 7 3 32 cl50 0 511 169 7 46 3 3 32 125 .... 375 263 10 73 d3 40 a70 10 286 138 1 1 35 0 1 3 34 60 30 260 c $200 the first year. ED 1901 — VOL II— £ be o.S q-l £ © '3 i> IT 55,000 0 12,000 40,000 80,000 3,000 98,000 a 40, 000 17,458 © ® >5 be © s c3*£ IS 19 o >> ■d .3 rf fl'S o © ■43 > O © 3 ^ 20 21 22 a $5, 500 Day 7*, 251 Day. 0 ; 1 2 13,100 Day. J _ 4 .! Day .-I _ ! 5 Day 0 6 11.000 Eve Eve Eve Eve Day Day .1 Day - Day 6,000 23,500 6,700 a 10, 000 17,000 19,100 14,149 Day . Day . Day . Day . Day . Day - Day . Day . Day. Day . Day . 10 . . 11 . . 12 . . 13 _ J 15 a 2, 000 | IS 0 1 17 . . 1 18 _ 19 350 20 _ 21 a 300 | 22 Day ._ Day .. Day .. Day .. Day .. ! _ , 26 510 ! 27 300 28 a 1,000 29 a 1.000 30 d Four years hereafter. -36 EDUCATION EEFOET, 1900-1901, 1778 Tabln 14. — Statistics of schools of dentistry Location. Name of institution. j Year of first open¬ ing. President or dean. Regular session closes — Professors. Special or assistant in¬ structors. 1 2 3 4 5 6 7 31 M inn eapolis, Minn. University of Minnesota, College of Dentistry. 1888 Wm. P. Dickinson .. June 5 10 6 32 Kansas City, Mo . Kansas City Dental Col¬ lege. 1881 J. D. Patterson _ May 1 10 6 33 _ do.. . Western Dental College.. . 1890 Drury J. McMillen.. Apr. 30 16 10 34 St. Louis, Mo _ Marion Sims Dental Col¬ lege. 1894 Young H. Bond, A.M. Apr. 19 16 22 35 . do . . . Missouri Dental College, Washington University. 1866 Albert H. Fuller _ Apr. 26 14 7 30 Lincoln, Nebr _ Lincoln Dental College, Cotner University. 1899 W. Clyde Davis . .. Apr. 17 12 4 37 Omaha, Nebr _ University of Omaha, Dental Department. 1894 A. O. Hunt _ May 2 12 11 38 Buffalo, N. Y—_ University of Buffalo, Dental Department. 1881 W. C. Barrett . . .. May 1 14 20 39 New York, N. Y. New York College of Den¬ tistry. 1866 Faneuil D. Weisse... May 14 5 33 1 40 ... do. _ New York Dental School. . 1893 Charles M. Ford May 8 1 May 5 V | 22 41 Cincinnati, Ohio. Cincinnati College of Den¬ tal Surgery. 1893 G. S. Junker man _ 8 1 i 42 _ do _ _ Ohio College of Dental Surgery, University of Cincinnati. 1845 H. A. Smith _ May 9 * 5 I 43 Cleveland, Ohio . Western Reserve Univer¬ sity, College of Den¬ tistry. 1892 H. L. Ambler .. June 13 11 3 i | 44 Columbus, Ohio . Ohio Medical University, Department of Den¬ tistry. 1892 Otto Arnold ... ... Apr. 24 15 1 4 45 Portland, Oreg . . North-Pacific Dental Col¬ 1895 N. R. Cox . . May 1 13 1 g 46 Philadelphia, Pa. lege. Medico - Chirurgical Col¬ lege, Department of Den¬ tistry. 1897 Robert H. Nones _ Apr. 30 1 i 12 22 47 _ do . . Pennsylvania College of Dental Surgery. 1 1856 Wilbur F. Litch _ May 1 8 28 48 ! _ do . . Philadelphia Dental Col¬ lege. i 1863 | S.H. Guilford, A. M. 1 May 3 6 4 49 _ do . . University of Pennsylva¬ nia, Department of Den¬ tistry. 1878 Edward C. Kirk _ June 18 10 32 50 Pittsburg, Pa ... Pittsburg Dental College, Western University of Pennsylvania. 1896 G. L. Simpson _ May 1 * 9 51 | Nashville, Tenn . University of Tennessee, Dental Department. 1877 J. P. Gray. . . ...do _ 9 5 52 ... .do _ _ Y anderbilt Cniver sity , Dental Department. i 1879 D. R. Stubblefield. . . ...do.... 1 9 4 53 _ do . . Walden University, Me- harry Dental School. 1886 G. W. Hubbard _ 1 Feb. 27 3 1 54 Richmond, Ya... 1 Medical College of Vir¬ ginia, Dental Depart¬ ment. 1897 Christopher Tomp¬ kins. May 10 9 4 55 _ do . . University College of Med¬ icine, Dental Depart¬ ment. 1883 J. A. Hodges _ _ May 15 10 12. 1 56 ; Milwaukee, Wis. Milwaukee Medical Col¬ lege, Dental Depart¬ ment. 1894 G. Y. I. Brown _ May 1 12 12 ! 57 _ do . . . Wisconsin College of Phy¬ sicians and Surgeons, Dental Department. 1899 Louis J. Stephan - May 11 12 14 * Statistics of 1899-1900. a Approximately. SCHOOLS OF MEDICINE, ETC, 1779 for the year 1900-1901 — Continued. Students. Years in the course. Weeks in year. Tuition fee. I Graduation or exam¬ ination fee. Fees of the entire course. t n . S sjd O fl Sag 'cS > Endowment funds. Benefactions received during the year. Total income. >> r3 -H tub o a> o ® 1 1 - Bound volumes in li¬ brary. Men. o £ j Graduated in 1901. I Students having 1 A.B.orB. S. _ 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 106 0 31 i 3 33 $100 0 (b) . Day .. 300 114 33 3 28 100 s*20 325 *$12,500 *$10,000 Day . . 1 234 60 3 30 100 20 325 50,000 0 0 25,000 Dav .. 128 26 28 100 305 Day .. 102 48 3 30 100 0 320 15,619 ! Day .. | 25 1 1 1 3 28 80 0 a 240 0 0 2,080 Day.. 0 78 1 16 3 3 28 100 315 12,000 ; Day .. 500 273 6 64 3 32 100 30 355 50,000 0 0 24,000 Day .. 375 1 3 32 170 30 540 120,000 0 0 54, 646 Day . . 35 12 10 2 3 29 0 481 0 0 Day . . o 87 3 31 3 26 100 0 305 30,000 Day 214 6 69 3 30 1 100 ! 305 Day . 102 0 22 .... i 3 I 32 ! 100 10 ! 535 0 0 0 Day .. 177 57 .... 3 28 50 10 a 200 ! Day .. 108 5 10 3 30 117 20 352 13,000 Day 120 25 4 3 2S : ioo 350 Day 253 16 90 1 1 3 30 ; 100 30 345 55,000 [ Dav 382 14 102 r 3 : a) 1 115 370 130,000 Day . . 417 0 154 22 3 38 100 30 360 c 149, 164 0 0 59,023 Day .. 300 175 5 48 4 3 28 100 30 350 0 0 0 Dav . 88 17 3 | 28 110 1 25 23,000 ! Day 125 1 42 0 3 30 100 1 25 345 60,000 0 0 14,000 i Day .. _ 26 1 6 4 26 : 30 10 140 (6) 1 a 400 Day .. 32 4 3 30 65 S) 225 Day 38 r 4 1 3 32 85 30 285 1 60,000 Day 191 i 49 1 ! 3 30 [ 110 10 340 150,000 0 0 Day .. 300 17 i 5 1 ■ 3 ! 29 100 305 ' Day . . 31 33 33 34 35 36 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 oo 56 57 b Not separate. cNot including cost of ground. 1780 EDUCATION KEPORT, 1800-1901, Table 15. — Statistics of schools of 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 as 34 Location. Name of institution. Year of first open¬ ing. President or dean. Session closes — 1 2 . 3 ! * 5 Auburn, Ala. - Alabama Polytechnic Insti- 1895 Emerson E. Miller _ June — Mobile, Ala _ tute, Department of Phar¬ macy. University of Alabama, George A. Ketchum _ Apr. San Francisco, Cal. School of Pharmacy. California College of Phar¬ macy, University of Cali¬ fornia. College of Physicians and Surgeons, Department of Pharmacy. Howard University, College 1873 W. M. Searby . . . Apr. 30 . do . . 1898 Wm. J. Jackson _ _ June 30 j Washington, D. C . 1867 Eobert Eeyburn _ May 8 do . ° of Pharmacy. N ational College of Pharmacy Atlanta College of Pharmacy . Chicago College of Pharma- 1872 A. J. Schafhirt . . Mar. 22 Atlanta, Cta - Chicago, Ill . 1891 1859 George F. Pavne ... .. Frederick M/Goodman . Apr. 1 Apr. 25 .do _ cy, University of HUnois. Hlinois Medical College, De- 1900 Eobert H. Walch, A. M_ Sept. 30 do . . . partment of Pharmacy. Northwestern University, School of Pharmacy. Purdue University, School of Pharmacy. Notre Dame University, Col¬ lege of Pharmacy.* Northern Indiana School of 1886 Oscar Oldberg . June 16 Lafayette, Ind _ 1886 Arthur L. Green . . .. June 3 Notre Dame, Ind.. Yalparaiso, Ind - 1898 I. Y. S. Stanislaus . . 1893 J. Newton Eoe . _ Aug. 15 Des Moines, lowa.. do _ _ Pharmacy. Highland Park College of Pharmacy.* Iowa College of Pharmacy, Drake University.* State University of Iowa, 1890 Sherman E. Macy _ 1883 Wm. Stevenson _ _ Iowa City, Iowa . . _ 1885 Emil L. Boerner . . .. June 12 Keokuk, Iowa _ Department of Pharmacy. Keokuk College of Pharmacy. 1900 0. D. Walker . . . Apr. 15 i Lawrence, Kans... University of Kansas, School 1885 L. E. Sayre . . June 6 Louisville, Ky _ of Pharmacy. Louisville College of Phar¬ 1873 Gordon L. Curry _ Apr. 4 New Orleans, La._ macy. New Orleans College of Phar¬ 1900 Philip Asher . . 1 May — _ do _ _ macy. Tulane University, Course in 1838 Stanford E. Chaille, May 1 Orono, Me _ Pharmacy. University of Maine, School 1895 ! A. M„ LL.D. A. W. Harris . . . June 12 Baltimore. Md. .. of Pharmacy. Maryland College of Phar¬ 1841 Charles Caspari, jr . ' May 1 Boston, Mass _ macy. Massachusetts College of 1867 Julian W. Baird, A. M... May 17 Ann Arbor, Mich... Pharmacy. University of Michigan, 1868 A. B. Prescott . . June 27 Detroit, Mich _ School of Pharmacy. Detroit College of Medicine, 1889 J. E. Clark _ 1 June 12 Minneapolis, Minn. Department of Pharmacy. University of Minnesota, Col¬ 1892 Frederick J. Wulling, June 27 Kansas City, Mo... lege of Pharmacy. Kansas City College of Phar¬ 1885 LL. M. James M. Love . . J Apr. 5 St. Louis. Mo . . macy. St .Louis College of Pharmacy 1865 James M. Good _ _ Apr. 13 Newark, N. J . New Jersey College of Phar¬ 1892 P. E. Hommell _ Apr. 15 Albany, N. Y . . macy. Albany College of Pharmacy, 1881 Willis G. Tucker _ Mar. 12 Brooklyn, N. Y _ Union University. Brooklyn College of Phar¬ 1891 Elias H. Bartley _ May 15 Buffalo, N. Y _ New York, N. Y... macy. Buffalo College of Pharmacy. College of Pharmacy of the 1886 1829 Willis G. Gregory . Henry H. Eusby . . Apr. 26 May 31 j Chapel Hill, N. C._ City of New York. University of North Carolina, 1897 E. Y. Howell... . May 20 1 Department of Pharmacy. * Statististics of 18S9-19C0. a Approximately. SCHOOLS OF MEDICIHE, ETC, 1781 pharmacy , for the year 1900-1901. I l! 43 - X gj ill 1c OQ Students. m 3Q £ m \ £ -3 m £ EC O SH g u S i |1 g % 2 I s £ j 33 g A* .2 1 -3 be e pC | 1 &i| § 1 | 1 | > IC 1 .£ acCC .2 & m £L 2 £? 1 .2 > 33 EC B h j © S | £ -5 it ; >v\ x 7 3Q 6 7 i 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 5 4 44 0 6 0 4 36 0 0 $63 _ 0 Day . 3 1 i 27 ! 2 26 $50 10 1 120! . Day . 3 5 | 79 7 37 1 2 30 4 100 80 220* $50,000 0 0 $10,100 Day . a 300 6 ! 40 1 17 4 2 4 25 180 . . 0 Eve . 3 4 33 1 6 4 2 30 4 70 0 i j 140 (5) o Eve . 1 4 2 60 3 15 0 3 26 4 60 0 185 a 15. 000 0 0 3,845 Eve . a 500 : 0 2 79 2 24 4 2 26 15 i 140 ........ Dav . 4 5 57 1 2 30 4 155 0 i 14,000 Day . 1,800 4 0 4 2 26 4 30 225 _ Dav . 6 2 160 8 53 40 _ 75,000 Day . ' b 550 ; 3 ■ 3 j 92 38 2,4 37 5 2 j 10 4 ! 2 i 42 100 : 10 1 250... _ Day . 98 r* 67 • 2 j 26 0 43 5 7,700 Day . 8 6 250 30 85 2 24 0 50 10 al50 _ Day . 4 4 ‘ 88 15 2 25 62 20 142 . Dav 5 5 | '“1 2 16 : 2 2 36 0 75 0 150 _ Day . 8 4 56 j 0 : 2 I 28 2 50 Day . 4 , 4 74 ; T 23 ”6’ 2 i 40 4 0 5 j a 50 (6) Day . a 500 8 1 Ol o 26 15 ' 2 1 24 4 75 10 170 20,000 a 600 3 3 30 2 1 5 ! 1 2 30 4 65 10 150' . ; Eve . 3 3 23 1 10 2 ! 26 2 a 68 20 155 (6) (6) Day . 12 ; 11 1 0 2 ! ' 0 2,4 j 36 0 30 3 Dav . 5 2 ! 91 j 3 36 ! 0 2 32 0 ’ 100 15 . ! 38,000 0 0 9, 675 Day . _ 5 4 182 ! 111 12 1 9 2 H 4 100 10 i 275 75,200 $14,517 0 14,762 Day. 5,336 7 ii ! 63 8 27 I 0 2,4 36 0 j 35 10 Day . 5 3 : 38 3 i 18 1 2 36 0 55 10 1 125 _ | Eve . 15 5S 16 4 2 34 0 ■ 75 10 165 (6) 0 Day . 8 51 2 16 2 26 4 60 10 0 0 0 Eve . 5 . rv in M 2 31 36 10 a 197 * 35,000 5 i 3 23 ~2 l 8 ”6" 2 31 "T 75 15 170 0 0 0 1 3,000 (c) 3 4 72 1 ' 29 — 9 25 4 64 10 138 0 4,209 4,094 (c) 5 1 8 155 5 49 0 2 32 4 75 10 165! 0 5,000 0 Day . a 2, 000 5 11 89 11 37 0 2 28 0 50 10 125 0 8.684 (c) 800 7 , 4 330 16 148 2 27 4 100 10 210 204,242 0 0 37,S49 Day . a 5, 230 7 3 33 0 1 2 36 4 65 3 Day . 1 1 1 1 i 1 l 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 28 29 30 31 32 33 34 35 6 Not separate c Afternoon and evening. 1782 EDUCATION EEPOET, 1900-1901, Table 15. — Statistics of schools of Year j Location. Name of institution. of j first j President or dean. Session closes — open-j big- j 1 3 3 4 5 36 Raleigh, N. C . Shaw University, School of 1890 Wm. Simpson . . . Mar. 16 Ada, Ohio . . Pharmacy. Ohio N ormal University, De- 1884 July 21 j 37 B. S. Young _ partment of Pharmacy. 3S Cincinnati, Ohio... Cincinnati College of Phar- 1850 Charles T. P. Fennel _ June 6 | macy. 39 Cleveland. Ohio . . . Cleveland School of Pharmac v 1882 Joseph Feil . . . ... Apr. 20 j 40 Columbus, Ohio . . . Ohio Medical U niversity , De- George H. Matson, jr — ] Apr. 24 i partment of Pharmacy.* 41 _ do . Ohio State University, Col- 1885 | George B. Kauffman _ June 19 lege of Pharmacy. 42 Norman, Okla - University of Oklahoma, | 1893 Edwin De Barr _ June. 7 , School of Pharmacy. 43 Corvallis, Oreg - Oregon Agricultural College, I 1898 Frederick Berchtold _ June 13 i School of Pharmacy. 44 : Philadelphia, Pa. . . Medico-Chirurgical College 1899 H. H. Mentzer.. . Apr. 25 i of Pharmacy. - 45 1 _ do . Philadelphia College of Phar¬ j 1821 Joseph P. Remington _ ' Apr. 16 macy. 46 i Pittsburg, Pa . | Pittsburg College of Phar¬ j 1878 ' Julius A. Koch . . Apr. 1 i macy. Western University of Pennsylvania. 47 I Charleston, S. C... Medical College of South Francis L. Parker . . Apr. 2 Carolina, School of Phar¬ macy. | 1889 June 27 48 Brookings, S.Dak. South" Dakota Agricultural ; B. F. Whitehead, prof... College, School of Phar¬ macy. June 19 1 49 ; Knoxville. Term. - - University of Tennessee, De¬ 1898 ! Thomas W. Jordan. . partment of Pharmacy. Vanderbilt University, De¬ 1879 J. T. McGill _ _ - June 19 50 . Nashville, Term. . . . partment of Pharmacy. Feb. 27 51 do Walden University', Meliarry School of Pharmacy. ! 1889 ! G. W. Hubbard May 31 52 ; Galveston, Tex _ University of Texas," School 1893 Henry P. Cooke _ _ of Pharmacy. May 9 53 Richmond, Ya . Medical College of Virginia, ’ 1897 Christopher Tompkins. . | School of Pharmacy. 54 .do . . . University College of Medi¬ cine, Department of Phar¬ 1893 ! J. Allison Hodges _ May 15 macy. June 20 55 Pullman, Wash ... W ashington Agricultural Col¬ 1896 ! George H. Watt _ _ lege, School of Pharmacy. 58 Seattle, Wash . University of Washington, 1899 1 H. G. Byers.. . . : June 14 School o"f Pharmacy. June 20 57 Madison. Wis University of Wisconsin, School of Pharmacy. 1883 | Edward Kremers _ _ 58 Milwaukee, Wis... Milwaukee Medical College, ! 1900 | R. E. W. Sommer . . May 1 Department of Pharmacy. * Statistics of 1899-1900. a Approximately. SCHOOLS OF MEDICINE, ETC, 1783 pharmacy , for the year 1900-1901— Continued. Professors. Special or assistant in¬ structors. Students. Years in the course. g3 a o £ Graduated in 1901. Students having A. B. or B. S. 6 7 8 9 10 ii 12 13 14 15 16 17 18 19 i 20 31 ! 22 23 8 0 1 _ 3 24 832 810 1 S106 | §2,000 o 0 Day.! 0 36 2 250 9 79 1,2 40 60 3 68 | 30,000 0 1 0 Day . 37 ii 40 4 36 0 100 125 12, COO Day . 1,000 38 g 2 66 1 8 3 30 0 65 10 195 0 0 0 $4,500 Day. 500 39 6 2 14 7 2 30 50 10 170 40 12 15 41 1 8 0 ' 2,4 36 0 (&) Day . 41 1 1 36 4 15 0 2 38 2 0 , o 60 j 0 Day . 42 l| 3 41 9 1 4 35 0 0 5 25 (&) o 0 Day . 43 5 l 6 1 63 ' 0 21 2 2 28 4 75 j 10 165 Day . 44 5 1 6 419 13 101 1 3 29 4 a 95 15 290 1200,000 0 0 Day. | 10,000 45 6 4 110 5 35 2 26 4 85 10 180 20,000 0 0 Day. 800 3 2 36 16 2 26 2 65 155 (&) Day . 1 47 6 22 2 2 0 2 36 0 | 12 2 1 40 Day . L 5 0 i 0 1 0 2,4 40 0 60 | 6 136 (&) 0 325 Day . (&) L 3 i 9 59 2 14 4 2 j 36 0 105 (6) (&) I . . Day . ! a 800 50 4 | 1 19 3 3 1 26 0 30 1 10 113 (&) (&) a 400 Day . | 51 3 1 51 1 14 2 34 0 0 50 • Day 52 5 2 10 2 1 2 i 30 60 15 135 Day . 53 4 6 24 1 5 2 2 32 Si 65 15 145 60,000 I (c) 54 4 2 31 0 8 2 1 36 0 0 o 20 (6) Day . 55 5 3 18 3 5 0 2 36 4 0 ! 5 5 (6) Day . (&) 56 8 6 42 3 19 0 2-4 36 0 15 0 (6) 1 - t Day . (&) 57 5 12 1 0 1 0 2 1 2 87 1 i 10 184 0 0 Day . ! 58 j 28 1 1 • 6 Not separate. c Afternoon and evening. 1784 EDUCATION EEPOET, 1900-1901, Table 16. — Statistics of schools of Location. Name of institution. Year °fJ first | open¬ ing- President or dean. Session closes— 1 2 3 4 5 1 W ashington, D . C - . United States College of Vet¬ erinary Surgery. 1884 j C. Barnwell Robinson... Apr. 15 2 Chicago, HI - McKillip Veterinary College. 1894 E. Merillat . . . Mar. 81 3 Indianapolis, Ind__ Indiana Veterinary College.. 1892 S. E. Crose, A. M _ 4 Ames, Iowa . Iowa State College, Veteri¬ nary Department. 1S84 W. M.Beardshear, A. M., : LL. D. June 12 5 Boston, Mass . 1 Harvard University. School ; of Veterinary Medicine, b 1882 Charles P. Lyman. . . June 28 6 Grand Rapids, Mich. Grand Rapids Veterinary | College. 1887 Leonard L. Conkey _ Apr. 1 7 Kansas City, Mo... Kansas City Veterinary Col- i lege. 1 1891 S. Stewart _ Mar. 15 8 Ithaca, N. Y . New York State Veterinary ! College at Cornell Univer¬ sity. 1896 James Law _ _ June 20 9 New York, N. Y... New York American Veteri¬ nary College. 1899 A. F. Liautard... . Apr. 1 10 Columbus, Ohio . . . Ohio ‘State University, Col¬ lege of Veterinary Medi¬ cine. 1885 David S. White - June 18 11 Philadelphia, Pa. _ _ University of Pennsylvania, Veterinary Department. 1884 Leonard Pearson _ June 14 12 Pullman, Wash _ Washington Agricultural College, School of Veteri¬ nary Science. 1896 S. B. Nelson . . June 20 SCHOOLS OF MEDICINE, ETC, 1785 veterinary medicine for the year 1900-1901. 1 l Special or assist¬ ant instructors. Students. Graduates. Students having A.B.orB. S. Years in course. Weeks in year. Tuition fees. Graduation or ex¬ amination fee. Fees of entire course. •3 . I |i A © t o KS 1 Benefactions re¬ ceived. Income. Yolumos in li¬ brary. 6 7 8 O 10 11 12 13 14 15 16 17 18 19 20 12 2 22 4 3 3 28 $70 $210 0 0 ! 0 $1,540 250 11 i 2 77 21 2 3 24 75 $10 240 $75,000 0 5,400 500 8 ! 5 1 22 9 3 2 24 75 20 90 5 37 0 3 32 0 5 40 8,000 0 a 2, 000 9 13 18 6 3 36 150 450 10 2 | 33 15 2 2 24 65 25 155 2, 500 2,500 23 ! j 2 56 12 0 1 3 26 80 10 1 250 0 0 0 4,165 11 1 13 55 i * 7 11 3 40 ° 5 75 150,000 0 25,000 1,722 14 10 46 8 4 3 26 100 25 370 0 0 0 4,245 1,250 12 ! 3 28 7 1 3 36 0 5 81 1 0 61 13 3 3 33 100 0 323 35,000 $4, SCO 4,900 5 3 6 0 0 3 38 0 0 * In 1900. a Approximately. 6 Discontinued after June, 1901. Table 17. — Statistics of training schools for nurses , for the year 1900-1901. 1786 EDUCATION REPORT, 1900-1901. •.reaA aqj Sui.mp paAiaa -9.1 suoi jaujaiieg; tO 0 J I 0 j < 1= & 0 1 0 » i il° i is ii j O :§ ;S o •pjjidsoq aqj jo spunj juaraAvopug; v® 0 i i 1 I 1 1 1 1 jo j< 3Q 1 000 j 14,000 iwk non i !s°g| iji ill i :§■- i ! 8 j o Tejid -soq eqj jo saui -ppnq oau spuno.iS jo anpiA paj'BiniT.sa ii if Vf IIP § j j‘ ii § in P ”i ” sgs ji 1 § ii 8 8 is 8 I1" ii ii is i§ 37,000 180,000 100,000 40,000 Monthly allowance to pupils. •uuaA paiqj, eo & : : vc : : : : igg 3 X) 00 j is iss^ ; MuaA puooag 2 lOH OOO^OO r S j CO coco 0 O co jo*8S5C5C3 VC ■.reaA js.ng 3 gCCCQOOOOO VC OvCCO COO 00 30 0 CO 0^0 COt- CO 05 VC i " s •asjnoo aqj ut s-iuaj^ 2 COaaCJ ^ j O j©300©3 0 j j j j j jo j jo j jo ! O Session closes— to June 12 June — June 15 June 20 (6) Mar. 1 (6) June 15 (b) May 31 i 8Sg ir !®I1I ii ; QQ^i-c y 3rH June 1 May 6 Superintendent of school. VO Sister Chrysostom _ . Miss C. G. Patterson. Ida Bellows . . j; Mi* ii III! ii s 3-g A 1 ^ &j J ! j P j 1 : ; ! j: Sister Mary Agnes . . Anne E. Harris . _ . Maude Marsler _ Pi d 6 © B < ji q! ■2 b Sue W. Cutler. _ Elizabeth M. Friend. Frances Cohen . Anna D. Schultze ... Minnie J. Wallace... j^i I> § j >i§n Allan ±1. i urner _ Mrs. E. Cumberland, Per on E. Jennings. Sara I. Fleetwood . . . •sasxnu .ioj Xooqos jo Suiuado * 1II1II11 1 111 1 \ I11III11IIII 1894 •sjuaijud .ioj spag to §8K8gg3g SB 8S3 ga B3§ag§§8S88§. g I Name of school. 01 1 ! ;1 7s : £ fill aJU |Wws rag? asi‘ m XJV/O XULA-lg^ V_/V/ Ull L/J XXV70£J1. UCVX City and County Hospital French Hospital _ _ liomeopatnic sanatorium . . Lane Hosoital . San Francisco Lying-in Hos¬ pital and Foundling Asy¬ lum. St. Luke’s Hospital . . San Jose Sanitarium _ Hospital of the University of Colorado. Arapahoe County Hospital. . . Denver Homeopathic Hospi¬ tal* St. Luka’s Hosnital _ yj ii ill in Danbury Hospital * . Hartford Hospital . Grace Hospital . . . . New Haven Hospital _ Memorial Hospital . . WTilL'w,^. WT "D . . , . 1 ^ t 4- . . 1 1 ! Ii? 33! ll! xiumeupn tiiia xiuspi tcii _ _ Columbian University Hos¬ pital and Children’s Hos¬ pital. Freedmen’s Hospital . Location. Birmingham, Ala. . . . Los Angeles, Cal _ . do . San Francisco, Cal. . . . do . . . ii i c ; ^ 1 O : rc San Jose, Cal . Boulder, Colo . Denver, Colo . i z \l Ii !i Slk Danbury, Conn _ Hartford, Conn . New Haven, Conn... . do . New London, Conn .. AT 4 ,.U n 1 M 3§ 0 fl 1% . UU _ _ _ 1 Washington, D.C.... o »CJ TRAINING SCHOOLS FOR NURSES. 1787 ; i § iC 3 O ; 3 1 ° i ;»*■ i i |i ; I: § s i t if © > 5,000 i i ; B ! 1,500 ; © i i ■°‘ a e oo > © © in i isrt i i i $ \ © | © i r-T io ; 1 i s : j © ill S | 3 lliiii g¥s‘|ss 1 1 s !i is Ill if f 1 ij I 1 1 il i: i g*f mill liilil SS8SS8' 83SSSS t-05 lO 8 lO os© 1 I © O ! cc io 1 ja CO :© t-O *0 1-0 iO OttOO .' cc «' cc o co©o :©=oo3 1 ^ l**'5'* © ! o co o o 500 !o fc-5t- lO cT io oaoia 1 CO !o o 03 © © « O CO CO : 8 • ^ 'OOOCOO ! *> ’•*© ©COCO’'# • 00 COCO CO 03 CO 0>C0C0030303030i 03 03 03 C0O3C0OiOiC0C00303©3C0C0 05CC03030303030303 §8S 3 15°° SS§?£ jsss 8S8S8S88gS8s5i:S 02 05 05 02 05 CO 05 00 'oo io io »o co o> oc i +3 ci « Table 17. — Statistics of training schools for nurses , for the year 1900-100.1 — Continued. 1788 EDUCATION REPOET, 1900-1901, u-ea.i aqj Sui.mp peAiaa -a.t snot* OB jaii eg © : ■ ■ >a o' i |° :° : : 8 : i i 1° -i ; 1 II : :E2 •1 ; IS ; gg ! •Ti30ridsoTi aift jo spuaj juauiAiopug; 2 III ~~ :gg g loco 3- Ir-i — o ' ! o I £ ! i • i ■ i ill . :S^ °§§ gg e s s 0 •mid -soq aqj jo ssut -pjinq pun spnnojS jo anpeA paj'Binijsa H SS8SSSJS58a a 3- 55 ii 1 1 ss s s 1 !§ i \4 ; S?1" CCi- |Sg 0 8 S § i II >•.& S3 s o a ■.inaA p.iiqi © S : 2Q j SQ j O 1 Is s * !S 111 1 « 1 1 1 M'saA puooas aoi^csoio ocoi ooo 00 co OC^QO lONHKOO * .1138 A js.tig S & aoicx io ic 03 ico »o eo OX^i*C iO30.-iJSCop •es.moo eqj m siua^ e C003C003CC03CC03CO 03 03 ©4 CO CO 9CNXNNCJN ©3 ©3 ©3 ©3 CO ©3 Pupils. T061 uipajunpu.10 Si -HOO^r^COOCOCC^ ^ ! CCCC ^ CHC^C^ •uarao ,\\ X o^ccocoo^cooc^ 33 coo© CO oscgo^sco -OC^^CCJO •uajg; l ;cc ; ! ° iH ° ii ;c-cc i i i i j c i © 8"' 2~p§ icsi SC 1-i ' O T-i sll Ill Sg ^ g^"* 338^ |t £ &!|es|e Sgfe o £ © IJ |1 2 p rJl I *» c r, : .' >Z : : as • - S| i| .Si§ 's leg® IS-? 3 jy U 1 4 ij i i l«jli Isi l| 1 gj. fl|il 1 ?: ?i3i« mil 1 1 ||s i i|° i ^0 . 1 M «S < ll| S i ij i£ .Jj i 3o%* 1^11 ; ©■ 1 ! © !@ •sas.ran .ioj jooqos jo Snraado iiiiiiiii ii : is | linn! |i|||i 1 -sjuaijud .ioj speg © | gsgsg^ii^l as g ggggggg §§8gSS O 3 « 1 » 1 1 . • 1 1 1 1 1 ii 3qhSs ! IsU! ;1 Ijlfl .fe £ sCKwsB = PSpfflcQP1 1h : o -2 : : .S : 1 ili^ I f ill! ! ! js|o |: i isi-ti i M I/O'S S>? * ! _ : i ES ffi m : i !§ i :a -I ‘ HI 1 n -x.i \ Her » ^ ^ is’S * • ill 1 1 ill £ SfSp cc a l^1 p— ^ iyi 1 * r>. 1 X h : x ;i iii = 11 II ;==S: ;|2o^ inn § a i g | |Il | § a Location. - Jllj 111 1113 i ! ?3P:- si Sill Ii Hill || : : : : :© : ! « ! Sjj 1 si ; it i 1 $ J liio i 5 S3 r? g > i || 1 » » 1 • • 1 1 » i&M M d'af ii = .2 x S3 w ^3 j : 2 1 • c 1 i Wl © . . c a ; :< 1 ) * it £5 So" 3 Sg&gSSS TRAINING SCHOOLS FOR NURSES. 1789 885: r-TcOi>7 hnn e ^ 03 O lO T-H O 10 8 S 8 8 8 § i 15 88 >03 Oh 8 § I 8 RSR I § s & o o lO *o CO CO >3§ § §g 8 3888 3cc*8 03 ^fNC 03 0^0 O lOlO «CO O lO CO 03 O 03 03 03 O CO O 03 3 "" " "5 003CO 03 0^0 CO iC lO CD CO ir* O OCOC^CO ODQOC^D CO t- « IM KKN W N N « «MN« 03 03 03 03 03 03 03 J 03 03 0003£- 03 0303 t- CO CO OCO'# 03 CO 03 ■ CO'# P . . .§-§ or3 8 p &£§<§$ &***>'* sfr&SSjg .... ^Ssic .* ® 61^S •-0 ^ 1-5 •< CQ CO :,p : yj ■ j."S aj © >5 S3 d iX^ 3 .d!t> aj 3 © o © © o’gS .3 Kstd= miWjlJfc 03 -a® ==® ® 6j _ r© 6Cm © tH®cjS2x p s^cs eg P __ ._ sgas * 5o * 88 SSggggg 888 S2 COCO - - CO 00 C©00< ICHO i'^Nccc: : re c: co re so :c — ; : co co oo oo cc oc- oc 55 c S CO CO c§ IIs 03 CO CO 03 O O 03 r-H 03 ic cc O CO HH :§i25co3e?5 !* P 33 03 g&ti ■ ■w 5*© a P-O ft® ! po ' co Iw 6*p §* sw _ p^cT-SpS ^•r o-P © o BlSIoO^ca 08 aii«u PuDfi.^r3 Sg-gSS' .3 Jig L 73 ®®.-S£ Jj P'g ft ® "ftp oofl P P 3 £ i-p'S im ITS : p ;P 1§ ftg o'y . hri 0 >> _'p< IS P 2S >v1 Cg ' ft cO « LM'Srff 1 o N-S gS ^m-m ^ ® p7o^k p p £>£ !<; 3-3 » ® ° ° pS ’^•'S'ft^cooEgS co£> ^pqpqpQoo p 2 6D © ’ K> 5 A tQ © - © j 08 fi kfSJi p ft ti ® o ® 36 CM O . aW-^p-3 3 'p "® h © afi ® an eg P p P O-y-P ~,P 8 « 2' J) tc® ? CC 2 §1^1 f=3 1-5 S -M P ■p<2 ^ &r3 jrjS^oS >» :.g ! ft » CO ! 0 ft « EH p s ^ M ^ ftps ® ; ft 1 CO . O M eg O ft_; £ -p ^ggpft s gKS Pf5 c ®3^i® 45 § p P^K-P S«2 g| g‘* o " S >W'p b 3k?k|SSiI3,Sl§fl5§^ ■stwt^ll-ag^gg-asS : ; i i ; j ; i j j j i i i i i i j i j i j i i : iii: i i j i i i 1 1 rrt * i ii a S» i : 1 i • i ii ^ i i i i i « i I i i « i ii iii i i i i i i ill ; ; ; iii i i Mass. [ass... lass __ , Mass ', Mass g n3 ^ 3 p 2 ® 3 S r Mg a£^r P © 6 OWM O S'-M > , P © O.P®ft ;3o ^ ^ P> c3 ! • r— < •—< pqosfe :^C5 85: 03 03 03 03030303 03 03 03 C * In 1899-1900. 6 No definite session. d From estate of Henry L. Pierce, $15,000; from estate of Delia D. Thorndike, $7,000. a Ajrproximately. c Course changed to three years. e Prom Mrs. Sarah W. Burbank, of Fitchbui'g, Mass. Table 17. — Statistics of training schools for nurses, for the year 1900-1901 — Continued. 1790 EDUCATION REPORT, 1900-1901. •dveS. oqj Sni.inp paAieo -sj. shot joujoiieg © ° ii i ;S j : c3 :* ; § ;S 1 a iis i ill ii II r :va- '.jg ! ! ° i s r= i o ec : 's i i 1 = 1 i : $ * •XTqidsoq aqj jo spunj ju8ni.Aiopug; C5 oog ; 8 ; S= ; ; =ir§n ii ii i Sg KSS ;S 8| J -X- I i i §=§ M* i \ \ 1 i = : : 8 : •mid -SOTJ 9qj JO sSai -pXinq pH's spunoj^ jo enx^A pej'eunjsg ;§i j | m\ : SsI 111 i i §1 333 1 : 2S£ * ! ! i i in | 3 111 i 1 ill | § S i s Monthly allowance to pupils. •aueA pjTTXJj 50 !gq ! ! ; j ‘ iO ; £1 ® s ;S • j c 3 i 18=° ; CD • *• O •.me A puooag 2 CCJCO^ 0NC500N0 COO 03020 OoS*CO^ O O O O * ^ ^ ™ rtsr •.ineA js.ng 3 fc»Se-3 “-*S*S “* "3* - ■;S”.3 ■* - : = 8sS* ; esanoo eqj ut © ©4 C© ©2 04 ©4 ©2 04 93 CO CO 04 00 COCO 04 04 CO CO 04 CO CO 04 CO 04 04 04 Pupils. T06I wt ut psj'BnpnJO © ''H GO CO SO '■H CO LO HO CO HO CO OCO O r-jrH 03 CO CO -H ^ •nemo \\ X °°S33;3 sJ5333®a! S3 °23 40 3353 8 8 8 5 •U8H t- o o o o j ic ,oo ; j ; j. j ; j ooco ; : j 3 .h Session closes — © ^8 1 1 _ s 1 i : 1 ! I a ; ; P i ^ 1 13 S8S - 38 i’ Iff II III l ll i, 1-1 8ro8 © . o© • © ! 1 sgl Superintendent of school. *0 Mrs. M. H. Laurance. Lillian 0. West . Florence Redmond.. Helen M. Garratt _ lh 3 5j * |J £ ,?H 2 a 8 0 121I i i 152 3 o'- ill Clara D. Noyes . Brenda F. Mattice. . . Annie McDowell .... Margaret E. Stanley. Anna G. Clement _ Blanche M. Thayer.. Martha P. Parker . . . Anna Dei in . » cow- art. Annie M. Reed . E. Maude Ellis _ Rachel A. Metcalfe.. Caroline A. usoorne, M.D. Lillian A. Waring. _ . L. Grace Ellsworth . . Abbie Winegar, M. D Sister M. Josenh. - •sasanu joj Xooqos jo Suiuedo b mu 1111111 ii in i mi 1 1 1 1 •sjueijnd aoj spag © 1 £3358 §£38338 S3 888 8 3|88 8 g§8 ^ * r-I 1 s CM o © 1 Franklin County Hospital . . . Holyoke City Hospital * _ Lawrence General Hospital. . Lowell General Hospital . Lowell Hospital . . St. John’s Hospital . i 1# s a i 1 © c -2 f 1UU11 UOU IJLUTjnUH - St. Luke’s Hospital . Anna Jacques Hosjhtal . Newton Hospital . North Adams Hospital . Bishop Training School of the House of Mercy. City Hospital . Salem Hospital . . ramingnam Jtiospitax _ Hampden Homeopathic Hos¬ pital. Springfield Hospital . . . State Hospital e . City Hospital.. _ _ Memorial Hospital . Homeopathic Hospital of the University of Michigan. University Hospital . Battlecreek Sanitarium . Mercy Hosnital . §|^1. Is §8isfi USSSsil ss ^§1 g Isis ipids, TRAINING SCHOOLS FOR NURSES, 1791 c ; ; 1 ~2 8 4 g so o I i 8 0 2,000 i oT s § i ; ^ o' * i r s’ 1 1 O oo 2 5 so 1 CD O ; O o o o 1 1 § ! 8 ! § § 1 i: 3 3 3 : s : I §iii§i g loss's ;s 55 38 ¥ XD II e¥ Sli° 44g 00|B§ 84 4 g .§ § 8s ss =sl ill! 4? : 4 s j !io * j oicxx) ^ ; : ; ; oo Sr • o lO '• co 3D | C\»iC o O COCXXXOlO Si >0 CO f- =C lOCJ CCCXXKlCCiCCiCOlCCN o so ■ cm O CC ^IC^XQOO^IO b I uO loci' OQOCCQOOiOCOOlOiOiOiOaOCi O 0=0 co cocoincskmn ®icococooj«>cococococooioj5aa<>oj co eooi sacooisasicoccojoaccojcocioi o> o>oi CO ::hoss»i-oc3*::oc.s5! • c cc o ' XS^CCCiOXCOOOC: O i- O 15 U * 1$ IS*1 is I I iss ; jcSco 1 r-'rH,~'co 55 IhS 1-1 : 1 8 : 1 Mar. July Nov. Apr. ill ! © © © i 5 § § ill ! ! ci b § <-! A >> § >> \ZizAo<£ £ < >s^ ^ _q S' § ; ; 4f ^ : 1 il I-S ; t-o coo ■ o 1| s'U 05 raw ^ fi H H j pill! i-l32SC:C0Qtq jl ssSfi I! Eli CO 1 I I” IS I 1111:11 lllllllllSllilll I II IIIIIllISlIIII 1 II I ggegga sgss3|3sg||8«ssa s ss gassggssssssss £ ss * In 1899-1900. b No definite session. <1 Mr. and Mrs. D. B. Wesson gave tlie buildings and grounds, Valued at $50, COO. /$100 at graduation. a Approximately. c By bequest of Solomon N. Russell. e Has a department for insane. Table 17. — Statistics of training schools for nurses, for the year 1900-lty01 — Continued. 1792 EDUCATION REPORT, 1900-1901. \ib9A eq j Sux.xnp P9AI0O -9.1 suoijOBjeuojj 50 -8 : a iiO rH !o 0 0 888 ‘I 000 ‘8 0 0 gfi0‘t •JBJldSOq 9IJJ JO spnnj’ jneixiAiopug; ia i i M i i ?! i =fe . ; 8 i 00 8 : * ! 11 !i° :° i° ;=° i s-sr j I | o •IBjxd -SOTJ JO sSui -pjtnq pun spnnojS jo *9hjba pejBiuijsg; ill5 i J-w 11 ill & 8M Sill! il 11 ill 1 §8888 :S jsg § 1 I r4" 1 Monthly allowance to pupils. MB9A p.iiqi » © • 53* ; jco « ii 1 O OiQ 1 MB9A pnooog 2 CCRS O O ^23 OCo\--t:OlM»©®OiOi^CO O O »C O iO O 1-1 r~' 2'!-‘ r~’ T— ■ T— 1 h-* i—. t— i T— 1 1 1 1-1 s MB9A JS.U3 pH 1 cc o a io ccioooio ciocsc5 0i>iccxioj>30 ccccic^o ocsoo © •9SJUOO 9IJJ UI SAB9i CO CM M CO 00 M CM M CCCM-o i-c ^ i-s 1-5 S OQ 1 ^ S *4 p. <3 CM c 1 '3r-4 gs f k3 6|j. ||( O S' ccSi i| 1 = ill 3g il |l 3” M sg i : ill j U li ill !t;§ 111 fei 1 i! i ii ICC [cd J iU Nil Jl iil ^ g^aigid mil N' : -g il : « mi |i|i illll|ii|l|l mil |l| •sjneijBd joj spag M SS88 a$8£ 8£g£8S§8§8§8 SSgSSg ||S 3 _ l|s« m will i ¥ lei Hi III fl fci il HI a mi mi saassisisasfl alias aaa TRAINING SCHOOLS FOR NURSES. 1 CO • OS i lO ! of 0 SSI ‘91 0 18X61 0 0 0S6‘1I ! ° s 38,096 g Iff i° § P os r r 00 00 H lO 3 of ! S 2g° S2 ccB 25 ic^ciJ in § 8 S S I cf s li ooo OS rH £- !q o ■ © ^ ' * co ! cf in • os oo ; h !i § il 1(30 ft" lift o' 8S rH j1010 QOS !q go !o ©xrf !o os os ;io i§l §11 1 89$ S§8 8 iC ^ o CO OS 00 00 CO 00 § §§i§ IIS§ o mao coic «ip iff j ^ ft ! os ! 1 1 1 •ri J ’ ■ i i 1 1 OS 1 1 1 1 1 1 1 1 1 1 3 © lO 00 OS GO lO OS OS CO ooos ost-pp O ^ lO osojos OS osco t- ! 00 *®3hhh 55 O lO COCO iO CCO^ © 1”’ Oi>C5 i>l>O00 CCOiO OOCOiCt- O Oi-I 50 CO ^ iOi^COt-O o CO COCO o no a* co i—< t— 1 1— < (M CM m rH© 5£XCO©XXX X rH CO OSH CSX H O COO CO^O OOSCOQOOOiOrH ^5Di-fc- CO-^O ^OSO O ^ m OST-HrH rHrH HH CO OS CO CD | COCO"5 Eva Hall . . Mabel Wilson . . . Margaret M. McCar¬ thy. Jessie H. McVean _ Amy G. Goodwyn . . . Sister Mary Rose _ Olivia Moore . Emma J. Kea.tins? Ida Tabschall _ Josephine Suetsinger Alta E. Phillips _ Mary F. Drake . Mrs. H. D. Storck _ Frances C. Edman. . . Grace R. G. Kinney. . Mary M. Goodrich. . . Ida M. Root Christina Hall _ Marv A . C. Moore Sarah E. McNeil _ Caroline V. Marques. Martha Palser . . Alice I. Twitchell _ Marianna Wheeler . . Agnes S. Brennan . . . Ada .T Willard 1 > i i i T. Amanda Silver . . . • Harriet D. Morgan .. Isabel Richmond Charlotte Ehrlicher. Elizabeth C. Telford. Rebecca Kaiser . Mrs. M.F.Dean . Mary S. Gilmour _ Irene H. Sutliffe _ 00 500 Ob-O OS^l— i>-Pi — iOSOO HC 00 OOO Ob-OC ooocoooooco oo 0C’ X 30 XXX X XXXXXXOX XX CO© ©X© CO CO © CO X ©b- X CO b- OS i— l iQ b- OO OO© OOXb- X OX OOXOOXb- i- XX XXO XXXX X XX XXXXXXX X hital _ Trainin 8 2 'Eft ft go « ftLfts S 0202 r-H-S ® 03 ft j ft ft+3 ft Oft 8M° 4SWf™ ft y ft®,— 1_* .+3 p,® Sft ci e3 _ _ _ r-, » g3tll gStfEIg ffltifiSyfifiaii ■S®K?'bsQ'§^.”>M“ i^iiiiinir . c3 31 I 'E 531 “im •-a I 60 n 'V VS CL d : to : 0 _5ft' ■SS.-K* IS® Bill 11151^3 iT 3 s-pi s O o S-rtiT O ^ aft ft 5® pmm j s Sm. ;i«1 •m|.s ; d ® s3 ! O >s.S8 : wm ft rftSft; ® ftc c? ^ aimM, i ft- §M g 0=2 ijTj fiM ^r-, ^ l^1-1 03 3 O S-S ® <155. £ ^ 'ft S'os'®cC',©P|®.ftm E-I02WM m mo sc ci’S milsrto ft ft'i ft >. ® +=> s gft 8s^ft ftffl ftK^Jz; o ? n rr! !^e*g.S;SiSgHS*&y ag^iSoS ®.S ce c„ 5 "Kg 8 © 2 S° § -o ® oo epH O i— h b! X Q) = I-SJ 2 £o £ ® ei ® O ®02 ffl ^ i a ; , 3 , :m : IkH. \J^. ;% ! ta¬ co O O O O 0.5 2 ft ft ft ft =q ft c-c b a ; i iS Jh 1 !z . 0 0llrm d“i^ !§! CJ cS | § | 1 Kingsto Liberty Long I N.Y. H t* O O •rH © © ©b-XO Oi-I 04 m min CM (M 04 SS^5m OC 05 cS os OS S C§ OS S OS OS ED 1901 — VOL II- ■37 1793 * In 1899-1900. c Approximately. eFrom John D. Rockefeller, $50,000; Mrs. Joseph C. a No definite session. d$100 at graduation. Hoagland, $10,000; Mrs. Emelio R. Rogers, $10,000; 6 From Mrs. Emma D. Woodhouse, of Keyport, N. J. James Henry Smith, $10,000. Table 17. — Statistics of training schools for nurses , for the year 1900-1901 — Continued. 1794 EDUCATION REPOST, 1900-1901. •juaA aifj Sm.mp paAtao -dj. subija'ejaizaa o 1 1= S 3 o • o • o I ' t- od ; ; o ! ! ^ Sj© c5 « -['snidsoq aqj jo spun; juauiALopua to i a 1 ii 2 1 o ii ° i ° g ? s ' j i i § 1 i ; ; § s' ; ■imyi -SOU 8T{J jo sSm -ppnq pnu spuno.iS jo 'enyBA paimuijsg; rH 1 1 1 ii g:s in ; sg 1 i isl Ii il i a i sip ii is | 11 ge 1 c3 la Is o •auaA puiuj, « & OS OGE-O oat- m ! o n 1C j ^ CSO -.reaA puoaac; 9* oc cei^o ic [ iO i — Cfc* ICO CSt-O id 00 o ! s'5 " • jsaij - ©4 t- oot-o to > >C CSOOfc- IC'H CO >C 30 1C 1- o : ofT. ^ ; osxnoa eqj ur sfts©^ © 04 i-l CO COCCCO 04 COr-l 04 04 O4C0CO COOl CO 04 04 04 coco i & TOM uipajutip'B.io © *° S m ^ 0004 ®3*° ® 00 •uaiuo X S 3 S 8 88 3 3 383 83 8^® $ * uiaK b- oo jooojoo ■ r-i ©o • ! M | 1! ii © o © § ft i 1 1 ;HHir | — 1 CO | ’-! ' »0 — !^i?S § ^ §§>? §|> > i|c5 4 s 555 5l 5 1 1 i Ii ^ 3 ft 3 1 ?! S ft| fll i © ^ 1 s*- r t « ! Sg SO F && i2 "ft ' i 1 * 1 Mi 1 ? y ii M 3! J, 1? II Is :-;l l*=3! ill in ii u < 2 1 II s u • © ; Is ! N 1 ! ! || i ^ft •ses.mn ,ioj jooqas jo Sxrruodo -? III 811 1 ii i s 111 II III 1 II •sjuaijud .ioj spag M sag ill tfgS 8 §3 8gg 11 Igs 8 §25 ft 2 ft 1 o S « s x ^ i i " .S B : I ii I ii. sss, o tSJ ”=1 51! *§* «^KE CS j; eft ft © o >♦+*.£ ft ; ^§*3 fs-si cei^go. £ JZS £ ftftc L r l S E a * X> ft y j ft Q OS Ij i s ; i fl ! : h |1 L« ii . = :l 1 1 1 3 w ii! Ii ill 11 'risn illllll sag ; ^ ft ft !i ii I ft o ! a q, ft ft ! ^ © Hi 71 $ SI 7s 1| isl l||? rii^If 1! iSS Sfi k5 : * c ift ^ ! v z. 4ft £ Hi li rLi IWi s Q-J2 QG i : : : : : • >' ! i i i ill! Ill et ! 5 5s ; Sftg i 3 2ft rli fi a •-3 1 " fz; , ; ft M O © ; £ i i ■ i i * ■ i i i i i . i i * i i > O OC! ; ^ ^ ^ § -i ; C \i ; i ^ ft ^ i §o ! •§ ft ft : : ; : p* ' : ■ : : : • K ; : ;ft ©- : : :<£ § CO c © © c •r:^ rz >i | Ml I ii -s IS¬ IS ill ESSSIS E S Hi 11 ill I 11 TRAINING SCHOOLS FOR NURSES. 1 OO ; ; g ;° ; i il i |0 iO OOO • • ! 0 « | • « 1 1 3 1 ;8 i| j S' : ; ; O OO ;Q ; O ; jo 0 0 ; Q i .'3. a ! CO J i i^g° i° i 1 lO Tfl » ' jo 0 8 j jo j° ; S is" i 8 i ; |l 5^ j is ' cScS^ 1 j 0 rH i iii gf s' S S ^ s' >000© O iCOO co fc- Di o oo j>- ; i- ©eo o ?S8 >o© ’SSSggSS 38 8 3 88° OO^OfflH © CO O O 05 35 ssaWs ss g ^ s¥ SCOXOX»C5^ 00 t-OOO CD t- CD 00 50 1- CD S 1795 CO Oi > ; Q I o ©j w cSfe-i ft , ©p^5 h o5.g juj M &©^ -ft ; ft cj ® ©3 4k3 Jiass P° ftp J- PI -i -M ©2 S3 . og®^ ~f>P «> • © >5 s b .2 ^ p En £> ft Co . il ) • r"! Co ? cgftft © 5? O • '-# Hi-1 © N Og U ,p5 ^ L__ ^ WH '“S ►o P^M pg^i oo © ©©S©® oc85>ao © ©ot38 SSSs©©:©©© !©©©©> 38 © 00 00 00 SO O0 SO 00 00000000 op SO CO CO CO coopopopapooxioo '00 00 00 00 00 00 00 38|8 ggsgsgssss^oio ©ON on W W ft 'ft Ac " C1-! O J3 ri ft ft x o'p, Ph W-gOjfl ® » fi 3|*i?a iJLl^I J.I”|'?'|Se| +5 ft+j ftp ft ft P 5 5Q 02 02^02» X.S X '2 o S 2 a $ 5. a |3 § 2 00^0 P ft.l :-n o ftp c3 W|I6 >>p P. Pp § X o^j a im gS©'^ >■ aar 30 rfp QMP02 ia ! ft ro ^ ! $ __, ' OH ft&gHJ x O .CP ‘P1 1 jgwg'gi': •■3i| jH 5?g S-'Sj'Sr-! 1 rj o ®iS ftp x3 • &§"sa!§iSf8l !3§S®l"w“i|I Se o^P jhP oSf !S!Oa2^P ft CO il I ,__i P ® '17 d o mS 'gd It ’£§x SMo a 02 0 a ro H p 1 Ift'l r r3 o -1m “&g ^ O s. 0^0 O P IftS S®S K^Ox •tn xft 0 0(30 't— 1 'rth cSPP O O eh>hN(1h :08 Scoot CO CO CO CO cocococooocccococococococo coco CO u- * In 1899-1900. cMis3 Mary L. Thurman, of Troy, N. Y., built e Approximately, a No definite session. a nurses’ home at a cost of $24,000. /From Mrs. C. H. Lewis, $20,000. b W. B. Coggswell, of Syracuse, contributed $15,000. d$100 at graduation. (/From Mrs. Annie J. Walters, of Pittsburg, Pa., $6,925. Table 17. — Statistics of training schools for nurses, for the year 1900-1901 — Continued. 1796 EDUCATION REPORT, 1900-1901. •.IU0-£ etft gui.inp p0Al8O -9.1 subijon joiiog M I g° i°° £ *■“ s 2,228 0 68,000 11,072 , 0 ; 10,750 •I^idsoq 9in jo spunj jneuiAiopug; i i° i=i * § 1 s' i §1° °§ § i r $ 1 8,811 27,577 1 i -SOTJ 8T{J JO s£ut -pjmq ptre spuno.t§ jo bnj'BA pojuuiijsg; * § is in g gs RSS ^ T-t r-i T-n ; ill 11 1 ! is« 11 i ! * 45,000 121,000 1 1 ii 1 1 i1 * J 1 jT Monthly allowance to pupils. •juaA paiqj. M i ii Olid i • ! * ! i 0 10 i COO ! 005 ! ©3 ©3 03 lOiOfc- \V3QA puooog O C^O OCOOi> c<» O O SO SO 00! O C& O 1CIOO •JU0A js.iig CO O WCiOO CiOffl O 50 50 0050 »0 030 Iflioo w" •9S.inoo 9qj ui sjnai e OQ 0453 CC03 03C© ©3rH©3 COCO 01 COCCi-l CO COCO CO CO CO Pupils. •1061 XXI pojnnpu.i-o 55 1- CCO *5-H^C3 «,g S JOOOOO 0 £05 OHO •U8mo \\ * S fc® SSSif SSS S3 £§§§ 5* S§ S305 •U8K ! 0 ; I !oo !oo 0 ! T-i j jo j ° ; ho | IS June 1 Mav 1 (6) June 80 June 1 May — May 30 May 10 (6) May 1 May 25 Apr. — June 1 July 1 May 31 June — May - June 15 May 24 Superintendent of school. va Charlotte S. Smith . _ F.V.Ludekens . N. F. Mossell, M. D. . . Maude P. Vaughan . _ Mary A. Knabb . Maude W. Boyd . ii ! 3 Margaret J. Maloney Emma B. Masser _ Alice M. Seabrook, M.D. Margaret S. Wilson . Marion E. Smith _ Jennie M. Shaw . Edith Mayon. . Caroline I. Milne _ Mary S. Littlefield .. Sv. M Mn.nrn. Sister Angelino . “3 O l •seainu ,xoj jooqos jo Suiuedo 1 11 1111 111 ii 1 111 1 11 1 ill •sjuetjud aoj speg " 0 gs SSS |S § g|3 15 g| §gl* Name of school. s\ Children’sIJomeopathic Hos¬ pital. Children’s Hospital _ Frederick Douglass Memo¬ rial Hospital. Germantown Hospital . Gvnecean Hospital . . . Howard Hospital . . . ocuercsim iiLouiutij. VAHiege Hospital. Jewish Hospital . Jewish Maternity Home _ Kensington Hospital for Women. Modico-Chirurgical Hospital. Methodist Episcopal Hospital Orthopedic Hospital and In¬ firmary for Nervous Dis¬ eases. Pennsvlvania T-Tosnital h t 1 Philadelphia Lying-in Char¬ ity and Nurse School.* Philadelphia Polyclinic Hos¬ pital. Presbyterian Hospital . Protestant Episcopal Hos¬ pital. St. A ernes TTosnital St. Joseph’s Hospital _ * fl I ! a 3*. SI Location. - Philadelphia, Pa _ _ do . . . do . . do . . do . . _ do . . uu . . _ do . . do . do . _ do . . . do . . do . . _ do _ £ . do . . do . . do . . do . do 1 0 ig' 0 cs | 11 mi HI II | gif 3 II ill TRAILING SCHOOLS FOR NURSES. 1797 10,000 j 11 ! ji °l j 9 : fr*0' : :g a : ! ! ! o ! !° : ill : : : : j ; O 1 1 o ® ® O | O » 1 ® O I > i g Hill II : : 3 |'°¥2'a 83 : j§i§! | j jgsg®1 i : igoo® o o ;s o o :• i i i OS ; i®o®i - 8 1 i e s i g Hill Is ! I § iWi ”'s ; jisiiiii !i :88SSS58a :J Ith? THf-,« ; lliii I iiliiii i iliili £§83“°~ ® gg¥“|S® 8 §38338 ^03rH j iO^ ; 0*0303® © ; o S*-S 03 03 i j 88 j j i iC5 ii> i i CO iO i ■ i i i i i i i i i i « i i i i i i 00® 00 05 xc® O -^OOCOOOO O* CO GO CO 00 0i>0 ®oo® io o »o oo ©3 a -># to xccs 8S *00 00 00 iO 00 xO -H^Hxe*© -HO Hr! « 00 to xQ 03 COCO 03 CO ©3 CO CO CO 03 03 03 03 03 ©3 03 CO 03 00 CO CO ;COCO©3©3 03 03 03 CO 03 CO 03 03 CO CO 03 CO CO CO CO L.O COO t- CO ® 03 ■«* 03 ao ® CCOCS03 >®CSOt"H 03 CO CSCOS'J s§s s 8*8^8 ®a$gs£sss8s3,og8gs58 ® sas®?*^ s si^asas 'HO >o o : O 'OOO® OO® xocc jo ! o : i i OH O OO j O ; 88 Ith 8 ^8 i ; ^ as i ^ June June Aug. Oct. 1 >s mi CC>® June June June June (6) Oct. 18 _ 8 ;SJ3 8^8553 ISSS^JB • 2 S' ^ S' >= ® ® ^ ® ^ ® t^S- ol I iiTS >0 .a I « I 4 1 II 1 Hill lllllllllill iilfi 1 lllim i 8l!|i| S| S 8Sgg§ SSSaSSSSSSSaSSggSS S §|S“S8S S §S83gS b No definite session. d And $75 at graduation. cFrom estate of F. R. Brunot, $42,750; from estate of H. M. Curry, $23,750. eln addition to $60 at graduation. Table 17. — Statistics of training schools for nurses , for the year 1900-1901 — Continued. 1798 EDUCATION EEPOET, 1900-1901, TRAILING- SCHOOLS FOR NURSES. 1799 o© o® © 0 00 0 0 0 0 • j 8 i © © i © > ■ 1° 03 i s ° ° i = g = 0 ! i 1 1 : o © i > i * ■ * li il 1 1 i 1 1 il § 1 ill 11 11 s 1 i i § 11 1 1 i 1 § r-T r-T H * rM~ r-T CO 8 g : e' i § ii i i ii ns! 1 i IS 1 1 II 1111 r-T CO r-T r4 R 0*52 HHH ::S: j | 8 j Sa sss - 888 iia 8 83288 0 0 ^ b- 55S ^*2 S- ^ i ii a sa" 8"a a a" : 55 2 28 2282 j 88" 8888" dco g 2 gk§3,8 8 agsss s sss 33 S3 3 ^ i 32§s & ii 8 88 88" 8 88" 88* 8f88 CON W N N N NN 'Ni ^ O r-* CO L- £2 jg? § 3: C§8 S Jo S OS CO NN 53 B S1' S' g £2 3d d 3S s 8 3 ss s ° 2 coco g Si ii ! s i 1 1 §i § s 1 1 IS II 1 II 1 I II ISIS a Approximately. cln hospitals for insane the number of inmates is given instead of beds for patients. Table 17. — Statistics of training schools for nurses, for the year 1900-1901 — Continued. 1800 EDUCATION REPORT, 1900-1901. ■.reoA aqq. Suianp pa aiod -a.i suoipBjanag i ! H 0 $56,000 0 •^^idsoq eift jo spunj juauiAiopug; ia 0 $325,000 •jujid -soq oqj jo sSui -pnnq pire spunooS jo'enjuA pajmxnjsg; s $1,500,000 1,085,089 1,176,000 250,000 1,500,000 150,000 Monthly allowance to pupils. MtaA p.nqjj w i -.inaA puooag a i a a § 'CO CQ ic (M ■ (M GQ CQ ^ . — A — -.inaA jsji^ pH a a a ss s s §5 ' — v — •as jnoo eqj ui SAnaj^ si « sj « « a o © co CO (Ni i> CO W ^ Session closes— o Mar. 1 June 15 Apr. 30 Jan. 1 May 27 June 15 Superintendent of school. 1 k(5 Wm. Riddle . H. B. Meredith, M. D . H. A. Hutchinson, M.D. D. D. Richardson, M.D. Grace E. White, M. D Mary J. Moffitt . •sasanu .ioj Xooqos jo Suiuado g g g 3 SS SB op cc cc cc oc OC 00 , ■sjneijud .ioj spag © W t- CO lO Iftr— 1 ^ O t- rH J-H ^ Name of school. HOSPITALS FOR THE INSANE— continued. Columbus State Hospital for Insanfl. State Hospital for the Insane. Western Pennsylvania Hos¬ pital for tho Insane. Norristown State Hospital for Insane. Friends’ Asylum for the In¬ sane. Butler Hospital . . . Southwestern State Hospital. Location. Columbus, Ohio . Danville, Pa . . Dixmont.Pa _ Norristown, Pa . Philadelphia, Pa _ Providence, R. I _ Marion, Va . in 50 2 5 2 £r?£ CHAPTER XXXVII. AGRICULTURAL AND MECHANICAL COLLEGES. The reports for the year ending June 30, 1901, received from the presidents of the institutions endowed by the acts of Congress approved July 2, 1862, and August 30, 1890, for the establishment and for the more complete endowment and support of colleges for the benefit of agriculture and the mechanic arts, show that the several States have received under the act of Congress of July 2, 1862, for the establishment of such institutions, 10,320,843 acres of land, of which 1,030,572 acres remained unsold at the close of the fiscal year. The invested funds received from the sale of the 9,290,271 acres of land amount to $10,806,780, yielding an income of about 6.3 per cent. Unsold lands received under the act of July 2, 1862, ranging in amount from 40 to 200,000 acres, are held by 17tStates. Seven of the States last admitted into the Union have sold none of their lands, owing to the fact that Congress specified $10 per acre as the minimum sum for which such lands should be sold. The value of the unsold lands as given in the reports of the presi¬ dents of the several institutions is estimated at $6,301,000, or at an average of about $6 per acre. In addition to the funds derived from the land-grant act of July 2, 1862, 11 institutions report an aggregate amount of $1,697,134, yielding an annual income of $54,446, received from other lands granted by the General Government. INCOME. The income of these institutions for the year ending June 30, 1901, was derived from the following sources: From States and Territories _ _ _ $3, 073, 736 From the Federal Government: Land-grant act of July 2, 1862 _ $682, 690 Other land grants _ 54, 446 Endowment act of August 30, 1890 _ 1, 200, 000 Total Federal aid _ 1, 937, 136 From endowments other than Federal or State sources. . . . . 553, 503 Tuition fees _ 606,530 Incidental fees _ _ 354, 091 Miscellaneous income _ 800, 608 Total income _ _ _ 7, 325, 604 Received from the Federal Government for experiment stations _ 681, 000 1801 1802 EDUCATION REPORT, 1900-1901. PROPERTY. The total value of the property held by the agricultural and mechanical colleges amounts to $68,084,925, divided as follows: Land-grant funds (act of July 2, 1862) _ $10,806,780 Unsold land (act of July 2, 1862) _ _ 6, 301, 000 Other land-grant funds _ 1, 697, 134 Other permanent funds _ 14, 690, 455 Farms and grounds _ 4,540,014 Buildings _ • _ _ _ 20, 866, 618 Apparatus _ 1 , 551 , 766 Machinery _ 826, 491 Libraries _ _ 2, 009, 272 Miscellaneous equipment _ 4, 795, 395 Total _ 68,084,925 The value of the additions to equipment during the year amounts to $1,932,058. STUDENTS. The total number of students reported in the agricultural and mechanical departments of these institutions was 29,950, of which number 23,872 were men and 6,078 women. Of the total number, 14,282 men and 2,202 women were enrolled in the regular undergraduate departments, 503 men and 123 women were pursuing graduate or advanced courses, and 3,214 men and 1,016 women were pursuing short or special courses. The enrollment of students in the various courses from 1895 to 1901 was reported as follows: Course. 1894^95. 1895-96. i 1896-97. 1897-98. 1898-99. 1899-1900. 1900-1901. Agriculture _ _ 2 712 : 2,881 3,053 3,190 4,390 5.035 5,625 Mechanical engineering . . . 2; 413 : 2,526 2,484 2; 723 8.355 3,938 4,570 Civil engineering. . 1,107 ; 1,527 1,499 1.551 1,463 1,964 1,859 Electrical engineering _ ..1 1.349 1,616 1.340 1,213 1,325 1.617 1,806 Mining engineering . . . 163 ! 424 508 572 587 822 865 Chemical eno-ineerm°' 393 112 Architecture _ _ 264 537 226 193 225 191 191 Household economy . 321 1 457 722 1 1,573 1.86& 2.432 Veterinary science*. . 395 1 471 336 459 | 646 1,167 984 T)aivvinpv _ 1,215 1.402 1 The average age of the students graduating in 1901 from fifty of the sixty-five institutions was 22 years. Changes in Course or Methods of Instruction. 1. AGRICULTURE. University of California. — There has been added a department of dairy hus¬ bandry and animal industry with full laboratory equipment (model dairy) and herd. A department of irrigation has also been added. University of Minnesota. — A special lecture course for men of mature age who desire special knowledge on subjects pertaining to agriculture was inaugurated in January and continued for ten weeks. It was attended by 28 farmers, mostly young men, who evinced such a desire for knowledge along special lines as to warrant the continuation of this work and give hope that it will fill a want that has long been felt by those who are actively engaged in farming. AGRICULTURAL AND MECHANICAL COLLEGES. 1803 For the first time in the history of the institution girls graduated at the School of Agriculture have attended the College of Agriculture. The college course has been arranged to meet the needs of lady students and bids fair to equal in popu¬ larity that pursued by the boys. Lincoln Institute (Missouri). — The legislature made a special appropriation of $2,000 to be used in the study and practice of agriculture. A teacher of agri¬ culture has been employed for the ensuing year. University of the State of Missouri. — The last general assembly provided $5,000 for the establishment of a chair of dairy husbandry and to defray expenses of travel, publications, etc. With the aid of this appropriation instruction will be offered in creamery management, cheese making, and professional dairy work. In the summer school of agriculture and horticulture teachers are prepared to introduce the elements of agriculture and horticulture into the public schools of the State. The fortieth general assembly so amended the laws governing the public schools as to permit and encourage the introduction of elementary agri¬ culture and horticulture into the courses of study. Agriculture is now being successfully taught in at least half a dozen high schools of the State, in one of the State normal schools, and in a number of rural district schools, and will be introduced next year into another of our State normal schools and a number of public schools. Already the teachers in several counties have formed themselves into an organization for the promotion of this work, and for the improvement of the methods of giving this instruction. University of Nebraska. — New courses have been added in animal husbandry and agriculture. The department of dairy husbandry has been established. An associate dean of the industrial college (college of agriculture and mechanic arts) has been created to have full charge of agricultural instruction and work. Nevada State University. — For the first time short courses were offered in agriculture and dairying. The courses were to be given from February 1 to March 29, 1901. There were no students for the short course in agriculture. Three men and two women took the course in dairying, and two of the men are now in charge of creameries. Cornell University ( New York). — The university is prosecuting a large amount of work in extension teaching by means of State funds. The annual appropria¬ tion, which now amounts to $35,000, is made by the legislature for the purpose of extending agricultural knowledge among the people of the State. This work has fallen into two great lines: First, the itinerant experimentation and the inspec¬ tion of farms; second, direct teaching. Under the second category are included two more or less distinct and coordinate movements, the nature-study work, designed to reach the teachers and the school children of the State, with the particular object of interesting them in rural affairs, and the farmers’ reading course, which endeavors to interest farmers and farmers’ wives in reading on distinct agricultural problems. In order to prosecute these various lines of endeavor, several publications have been issued by the College of Agriculture aside from the regular experiment station bulletins. The leading publications have been as follows: Nature Study Quarterly, designed for the use of teachers in the public schools; the Junior Naturalist Monthly, which is prepared for the use of the pupils in the grades; the Home Nature Study lesson for those teachers who desire to inform themselves at home along specific lines of nature-study work; the Farmers’ Reading Course lesson, which supplies the text for all those persons who join the reading course; Farmers’ Wives’ Reading Course lesson, which is a coordinate serial for farmers’ wives. All this work is meeting with approval by the people of the State. Ohio State University. — The first session of the Graduate School of Agriculture under the auspices of the Ohio State University and with the cooperation of the 1804 EDUCATION DEPORT, 1900-1901. United States Department of Agriculture and the Association of American Agri¬ cultural Colleges and Experiment Stations will he held at the Ohio State Uni¬ versity from July 7 to August 1, 1902. The school is open to both sexes, but admission is limited to persons who have taken a bachelor's degree. and to non¬ graduates who are recommended by the faculties of the colleges with which they are associated as persons properly qualified to profit by advanced instruction in agriculture. Instruction will be given in three main lines — agronomy, zootechny, and dairy¬ ing. A special course in animal and plant breeding will also be given. The course in agronomy will include climatology and soil physics, vegetable physiol¬ ogy, fertilizers, and the culture and management of field crops. The course in zootechny will include the principles of animal form, the breeding and nutrition of domestic animals, and the application of these principles to the choice and management of beef and dairy cattle, sheep, swine, and horses. The course in dairying will include the science of dairying, especially its chemistry and bacteri¬ ology, the application of the science in practice, and demonstrations of improved methods of butter and cheese making. President W. O. Thompson, D. D., LL. D., of the Ohio State University, is pres¬ ident of the faculty, and the dean is Director A. C. True, Ph. D. , of the Office of Experiment Stations of the United States Department of Agriculture. The instructors in agronomy are as follows: Prof. F. H. King, Prof. Milton Whitney, Lyman J. Briggs, Ph. D.. and Prof. B. T. Galloway, of the Depart¬ ment of Agriculture; Prof. W. D. Gibbs, M. S., of the New Hampshire College of Agriculture and Mechanic Arts; Prof. E. B. Yoorhees, Sc. D., of Rutgers Scientific School (New Jersey); Prof. H. J. Wheeler, Ph. D., of the Rhode Island College of Agriculture and Mechanic Arts; Prof. Cyril G. Hopkins, Ph. D., of the University of Illinois; and Prof. John F. Duggar, M. S., of the Alabama Poly¬ technic Institute. The instructors in zootechny are as follows: Prof. H. P. Armsby, Ph. D., of Pennsylvania State College; Director W. H. Jordan, Sc. D., of the New York State Experiment Station; Prof. C. F. Curtiss, M. S. Agr., of the Iowa State Col¬ lege; Prof. H. J. Waters, B. S. A., of the University of Missouri: Prof. M. A. Scovell, M. S., of the Agricultural and Mechanical College of Kentucky; Prof. T. L. Haecker, of the University of Minnesota; Prof. C. D. Smith, M. S., of the Michigan Agricultural College; Prof. Thomas F. Hunt, M. S., of the Ohio State University; and John A. Craig, B. S. A., editor of Iowa Homestead. The instructors in dairying are Prof. H. W. Conn, Ph. D.. of the Storrs Agri¬ cultural Experiment Station; L. L. Yan Slyke, Ph. D., of the New York State Experiment Station; Prof. H. H. Wing, M. S., of Cornell University; Prof. G. L. McKay, of the Iowa State College; Prof. J. W. Decker, B. Agr., of the Ohio State University, and E. W. Allen, Ph. D., and H. E. Alvord, C. E., of the Department of Agriculture. The instructors in plant and animal breeding are Prof. L. H. Bailey, M. S., of Cornell University; Prof. Eugene Davenport, M. Agr., of the University of Illi¬ nois; H. J. Webber, Ph. D., of the Department of Agriculture; Prof. W. M. Hays, M. S., of the University of Minnesota, and Prof. C. S. Plumb, B. S., of Purdue University (Indiana). The expense for attendance on the school is limited to a matriculation fee of $6. Board and lodging may be obtained for from $5 to $7 per week. University of Tennessee. — In the agricultural department the short course has been developed and extended. There are now a general agricultural course, a dairy course, and a horticultural course. These are so arranged that a student can get a second year's work when desired. Agricultural and Mechanical College of Texas. — The agricultural department AGRICULTURAL AND MECHANICAL COLLEGES. 1805 offers two short (ten weeks) courses for the winter term of 1902 and the horticul¬ tural department offers one course. They are designed to give a large amount of practical information during the ten weeks of the winter term to those men who do not desire to obtain a thorough college education. These courses are open only to young men 18 years of age or over. West Virginia Colored Institute. — Nature study has been introduced, and com¬ mendable progress is noted in this interesting line of work. 2. ENGINEERING. University of Idaho. — The department of mechanical engineering was created by the board of regents in June, 1901. It occupies five rooms, especially designed for its use, in the north end of engineering hall. On the first floor is a machine shop, 35 by 55 feet, an office, 12 by 21 feet, and in the basement an engine and boiler room, 33 by 25 feet. A wood- working shop, 35 by 55 feet, and a drafting room, 21 by 12 feet, are located on the second story. Purdue University ( Indiana ). — Only minor changes have been made in courses of instruction, these relating chiefly to the course in civil engineering and with the purpose of securing more time to the student for instruction in professional subjects. A locomotive museum has been established in connection with the school of mechanical engineering, for which three locomotives, representing types now going out of use, were secured. Massachusetts Institute of Technology. — A graduate course in electrical engi¬ neering leading to the degree of M. S. has been established. The course is rich in advanced professional courses. Other graduate courses are planned but not yet adopted. University of Minnesota. — During the past year the mechanical engineering department has moved into more commodious quarters for its shop work, and many improvements have been made in the administration of the work. The machinery equipment is, however, inadequate to the demands for instruction, and it is hoped that an appropriation may soon be obtained by which this difficulty will be overcome. The overcrowded condition of the present mechanic arts build¬ ing will also be materially relieved by the erection of an addition, to cost $10,000, to the shop building, which will be used for recitation and drawing rooms for the mechanical engineering department. A power house and an electrical laboratory to cost $45,000 will also afford much relief and additional facilities for instruction in the work of electrical and steam engineering. Mississippi Agricultural and Mechanical College. — Heretofore there have been maintained the agricultural and the mechanical courses, which differed only in the junior and senior years. In the future there will be three courses, the addi¬ tional one being the textile course. The freshman year is the same in each course, the differentiations taking place in the sophomore year. University of the State of Missouri. — The engineering department has made a systematic study of the water power of the State, especially with reference to the feasibility of developing the power and transmitting it electrically to convenient and suitable manufacturing centers. The coals of Missouri have also been the subject of investigation by the professor of mechanical engineering, in coopera¬ tion with the professor of agricultural chemistry, with special reference to their chemical composition, burning qualities, and heat value. The professor of civil engineering has under way a study of the natural cement materials of the State and the best ways of combining them in the manufacture of cement. The build¬ ing stone of Missouri is the subject of a special investigation by the professor of geology. Nevada State University . — A short course in assaying was offered from Feb- 1806 EDUCATION REPORT, 1900-1901. mary 1 to March 29, 1901. Three men took the course, and they are now engaged in profitable mining. Under the head of university extension a branch school of mines was established at Virginia City with gratifying results. Washington Agricultural College and School of Science. — In order to make available the facilities in the mechanical engineering laboratories, the college has established a one-year course for artisans and tradesmen. ISTo one under 21 years of age will be enrolled in the course. The student will be admitted to such artisan work as is assigned by the department. The instruction offered is as follows: First semester: Forge work, 108 hours; machine shop, 108 hours; mechanical drawing, 180 hours; apprentice work in boiler room, 180 hours, and 10 lectures. Second semester: Foundry practice, 108 hours; pattern making, 108 hours; beginning steam-engineering practice, 72 hours; power transmission, 32 lectures; dynamo and engine room apprentice work, ISO hours; traction-engine practice (Fridays and Saturdays) . 3. DOMESTIC ECONOMY. University of Illinois. — A department of household science has been established. The courses of instruction given in the department are planned to meet the needs of two classes of students, viz: (a) Those students who specialize in other lines of work but who desire a knowledge of the general principles and facts of household science; (b) those students who wish to make a specialty of household science by a comprehensive study of the affairs of the home, together with the arts and sciences whose applications are directly connected with the management and care of the home. The four-year course leads to the degree of Bachelor of Science. University of the State of Missouri. — A department of domestic economy was established at the beginning of the year 1900-1901, and during the year 39 stu¬ dents were enrolled in the course. Two courses are offered, an elementary course for the housekeeper and a technical course intended to prepare teachers for this work. The elementary course covers one year and the teachers’ course covers two years. Nevada State University. — The school of domestic art and science attached to the College of Agriculture was opened for students with the second semester, January 8, 1901. Students who have completed the eighth or ninth grade of the public schools are admitted by examination or by certificate from accredited schools. 4. GENERAL. Agricultural and Mechanical College for Negroes , Normal, Ala. — In a general way the curriculum has been greatly improved. The teaching force, both liter¬ ary and industrial, was increased and strengthened. An effort was made to cut down the enrollment, giving better accommodations and bringing the student in personal contact with the teacher, and so contributing to a better grade of citizen¬ ship. The nurse-training and cooking departments have been greatly improved. Georgia State College of Agriculture and Mechanic Arts. — Two new courses of instruction in the school of chemistry have been added during the year: (1) Physical chemistry (lecture and laboratory), half year, three hours per week; (2) electro-chemistry (lecture and laboratory) , half year, three hours per week. University of Maine. — The most important changes in instruction are the intro¬ duction of two courses in American literature, the extension of courses in Span¬ ish, the establishment of a laboratory for experimental psychology, the establish¬ ment and equipment of lecture and laboratory courses in industrial chemistry, the reorganization of the work in biology. AGRICULTURAL AND MECHANICAL COLLEGES. 1S0T Massachusetts Agricultural College. — Increased instruction in French and Ger¬ man has been provided and one addition has been made to the faculty. The chair of military science and tactics has been filled by the detail of a retired army officer. Out of the additional income for the maintenance of the college appropriated by the State a librarian has been provided and means for the repair and purchase of books. Agricultural and Mechanical College for the Colored Race ( North Carolina) . — The three-year preparatory course, the woman’s course, and the four-year college course have been reduced to a four-year course exclusively for men. The first two years will be devoted to the work of the trade school, while during the remaining two years students will be given general technical work largely of their own elec¬ tion. In this reduction the technical studies have been retained, the elimination being mostly in the English or literary studies. North Dakota Agricultural College. — One year of English has been added to the regular courses of study. This is in addition to previous requirements. Oregon State Agricultural College. — A two-years’ business course has been authorized for the year 1901-2 and thereafter. Rhode Island College of Agriculture and Mechanic Arts. — A course in general science has been established. Agricultural and Mechanical College of Texas. — A course in general science has been established. Prairie View State Normal and Industrial College {Texas). — A four-year col¬ lege course has been established in addition to the four-year normal-industrial course. University of Vermont and State Agricultural College. — A course in commerce and economics has been established. PRACTICAL WORK. The practical application of knowledge acquired is one of the chief features of the agricultural and mechanical colleges. Thus the students in agriculture are required to apply their theoretical knowledge to practice on the farm, in stock judging, in the college dairy, etc. The students in mechanical and electrical engineering must do actual work in the shops and in the inspection of engineer¬ ing works, especially in the neighborhood of the several institutions, and the students in mining engineering1 make excursions to the various sections of the country, inspecting the workings of the different kinds of mines, and often taking part alongside of miners in the actual performance of the work. The students of a number of the agricultural colleges take part annually in stock-judging contests. •The following account of a stock-judging contest by the students of the Ohio State University has been furnished by President W. O. Thompson, of that institution: STOCK-JUDGING PRIZES TO OHIO STUDENTS. One of the novel features of the recent two weeks Ohio State Fair, and one that attracted considerable favorable comment on the part of stockmen and visitors generally, was a live-stock judging contest by twenty-six students of the Agri¬ cultural College of the Ohio State University, prizes having been contributed by leading breeders of the State, The contest was conducted by Professors Hunt, Gibbs, and Decker, and Mr. Ruh- len, of the department of agriculture of the university. The method of conducting the contest was to bring five animals of a given class into the ring and give the students thirty minutes to place first, second, and third, and write down their reasons for so doing. The students’ judgment was then passed upon by expert 1 For a statement of the instruction in mining engineering offered by the institutions of the country, see Chapter XL VI. 1808 EDUCATION REPORT, 1900-1901 judges, who explained to the students the reasons for placing the animals in a given manner. The judges who passed upon the students’ work were as follows: Horses, J. B. McLaughlin, Columbus, Ohio. Beef cattle, O. E. Bradfute, Cedarville, Ohio. Dairy cattle, A. T. Dempsey, Westerville, Ohio. Sheep, Dwight Lincoln, Marysville, Ohio. Swine, Reuben Gentry, Biltmore Farms, N. C. The successful contestants were as follows: Prize. Name. Post-office address. HORSES. First prize . Second prize . Third prize . . Fourth prize _ Fifth prize . D. A. Tobias . . . Bncyrus, Crawford County, Ohio. H. C. Mallow. . . . Washington, Fayette County, Ohio. Merritt Harper . J Grove City, Franklin County, Ohio. J. A. Folsom . I Franklin Furnace, Scioto/lounty, Ohio. Lamotte Ruhlen . 1 Plain City, Madison County, Ohio. BEEF CATTLE. First prize . Second prize _ Third prize . . Fourth prize . . . Fifth prize . . E. L. Shaw . F. E. Hamilton. C.C. Hatfield .. J. A. Folsom O. A.Pettiford. Newark, Licking County, Ohio. Brownsville, Licking County, Ohio. Lebanon, Warren County, Ohio. Franklin Furnace, Scioto County, Ohio. Wauseon, Fulton County, Ohio. DAIRY CATTLE. First prize . T.W. Ditto Second prize . . j C. H. Case.. Third prize _ _ : . Fourth prize. . . . V. W. Cahill Fifth prize . . . . . W. B. Smith SHEEP. First prize . . Second prize _ Third prize _ Fourth prize _ Fifth prize . . H. L. Belden E. L. Shaw .. Y. W. Cahill. W. B. Smith. G. F. Abbott Delphos, Allen County, Ohio, j Hudson, Summit County, Ohio. j Tiro, Crawford County, Ohio. Chester hill, Morgan County, Ohio. Middlefield, Geauga County, Ohio. Newark, Licking County, Ohio. Tiro, Crawford County, Ohio. Chesterhill, Morgan County, Ohio. Medina, Medina County, Ohio. SWINE. Fust prize . Second prize _ Third prize _ Fourth prize . . Fifth prize . Morris Churchman. W. B. Smith . . J. A. Folsom . . C. H. Case . . Merritt Harper _ Jerome, Union County, Ohio. Chesterhill, Morgan County, Ohio. Franklin Furnace, Scioto County, Ohio. Hudson, Summit County, Ohio. Grove City, Franklin County, Ohio. The prize money will be distributed among contestants as follows: First prize, 25 per cent; second prize, 224- per cent; third prize, 20 per cent; fourth prize, 17£ per cent; fifth prize, 15 per cent. The prize winners are to represent the Ohio State University at the intercol¬ legiate stock-judging contest at the International Live-Stock Exposition at Chicago the first week in December. The University of Tennessee announces a number of prizes for proficiency in the various agricultural subjects. The following prizes are offered through the generosity of Mr. George Vander¬ bilt, of Biltmore, 1ST. C. These prizes will be competed for on the Biltmore farms: Biltmore silver cup. Value, $15. Awarded for proficiency in judging dairy cattle. Second prize, $10 in gold. Biltmore silver cup. Value, $15. Awarded for proficiency in judging Berk¬ shire hogs. Second prize, $10 in gold. Biltmore silver cup. Value, $15. Awarded for proficiency in judging South- down sheep for wool and mutton. Second prize, $10 in gold. Biltmore silver cup. Value, $15. Awarded for proficiency in judging beef cattle. Second prize, $10 in gold. Biltmore silver cup. Value, $15. Awarded for proficiency in judging poultry. Second prize, $10 in gold. AGRICULTURAL AND MECHANICAL COLLEGES. 1809 The following other prizes are offered: Ten dollars in gold to the student writing the best essay on the Biltmore farms as a whole; given by Mr. George F. Weston, superintendent of the Biltmore estate. Twenty dollars in gold awarded for proficiency in judging light horses; given by Hon. E. J. Sanford, Knoxville, Tenn. Overton Lea silver cup. Value, $25. Awarded for proficiency in judging beef cattle; given by Hon. Overton Lea, Nashville, Tenn. Camp silver cup. Value, $20. Awarded for proficiency in feeds and feeding and breeds and breeding; given by Maj. E. C. Camp, Knoxville, Tenn. One pure-bred Jersey calf. Value, $25. Awarded for proficiency in judging dairy cattle; given by Mr. W. J. Hussey, Mount Pleasant, Ohio. One silver cup. Value, $25. Awarded for proficiency in agricultural work; given by the Deering Harvester Company. Chicago, HI. Twenty dollars in gold to the student writing the best essay on dairying; given by the American, Nashville, Tenn. Twenty dollars in gold to the student writing the best essay on corn culture; given by the American, Nashville, Tenn. Twenty dollars in gold to the student writing the best essay on horse breeding; given by the American, Nashville, Tenn. Twenty dollars in gold awarded for proficiency in dairy work; given by the Journal and Tribune, Knoxville, Tenn. East Tennessee Farmers’ Convention silver cup. Value, $25. Awarded for proficiency in judging sheep and swine. Vaughan silver cup. Value, $15. Awarded for proficiency in horticulture; given by Vaughan’s Seed Store, Chicago, Ill. One silver cup. Value, $15. Awarded as a second prize for proficiency in hor¬ ticulture; given by Knoxville Nursery Company, Knoxville, Tenn. Herbert Domain-Cumberland Plateau prize, $50 in gold, and a scholarship, awarded for general proficiency in all subjects of the short course; given by Mr. Joseph J. Kittle, New York, N. Y. Silver cup. Value, $20. Awarded for proficiency in meteorology. One ton of muriate of potash. Value, $50. Awarded for proficiency in agri¬ cultural chemistry; given by the German Kali Works, New York, N. Y. New Buildings. 1. AGRICULTURE. Alabama Polytechnic Institute. — A dissecting hall for the use of the veterinary department (cost, $550) has been built; also a greenhouse for the horticultural department, by removing the one formerly built (cost, $250). Colorado Agricultural College. — New feeding sheds have been built at a cost of about $1,000. Connecticut Agricultural College. — A stone and brick building, 60 by 40 feet, and three stories high, was erected and equipped for the agricultural and dairy departments at a cost of $10,000. The basement of the building, connected with the creamery, contains the dairy apparatus, laboratory, and samples of machinery. The second floor is devoted to the veterinary laboratory and class room and the agricultural laboratory and class room. The third floor is given to experiment station work. Florida State Normal and Industrial College for Colored Students. — A dairy building, with all modern appliances to teach in every detail the art of butter making, is in process of construction. Through the direct application of the pro¬ fessor of agriculture to the manufacturing establishments of the country, a large and varied assortment of dairy apparatus, such as separators, churns, Babcock tester, and the like, have been donated to the institution. Purdue University {Indiana). — An addition has been made to the agricultural chemical laboratory at an expense of about $1 ,500, to be used for instruction in agri¬ cultural chemistry. The legislature has appropriated $60,000 for an agricultural ED 1901 — VOL Jl— —38 1810 EDUCATION REPORT, 1900-1901. building and $10,000 annually for two years for equipment, maintenance, and instruction in the school of agriculture. Southern University { Louisiana ). — Improvements in the way of sheds and horse and cow stalls were made on the farm, with additions to the barn, etc., costing $450. University of the State of Missouri. — The last general assembly appropriated $40,000 for a building for dairying, live-stock judging, and veterinary science, and for the equipment thereof ; also $40,000 for a building and equipment for horti¬ culture, entomology, and botany. New Hampshire College of Agriculture and Mechanic Arts. — At the recent ses¬ sion of the legislature an appropriation of $30,000 was made for a building devoted to the uses of the agricultural and horticultural departments. Agricultural and Mechanical College for the Colored Race { North Carolina). — A silo and a piggery have been constructed at a cost of about $350. North Dakota Agricultural College. — The large college barn was burned on January 4, 1901. A new horse barn has been built at a cost of $10,000 and a new cow bam at a cost of $8,000. Rhode Island College of Agriculture and Mechanic Arts. — The State has appro¬ priated $3,000 for the building of a stable to replace the one destroyed by fire on January 9, 1901. Clemson Agricultural College ( South Carolina). — A new barn costing $2,000 was erected during the year. Colored Normal , Industrial, Agricultural, and Mechanical College ( South Caro¬ lina). — A new dairy building (cost, $350) and a silo (cost, $400). University of Tennessee. — A new dairy hall was erected on the university farm at a cost of $4,130, and equipped at a cost of $2,988.52. It is a one-story brick build¬ ing with marble trimmings. The main building is 40 by 80 feet, with an engine room annex 25 by 31 feet, and is devoted entirely to the accommodation of the classes in dairy work. Hampton Normal and Agricultural Institute {Virginia). — The poultry depart¬ ment has been enlarged by the building of a brooder house 10 by 64 feet, and a fowl house 16 by 196 feet, with yards covering about l£ acres. This house is being- stocked with fowls of various breeds and will be used for technical instruction and practice work by the students. University of Wisconsin. — A contract has been let to further enlarge the dairy building, at a cost of about $7,000. The contemplated changes include a butter¬ working room and a pasteurizing room, both with tile floors and porcelain-tile walls; also a refrigerator with several compartments, a wash room, etc. It is intended to add an ammonia refrigerating plant. When these rooms are completed the dairy building will represent "an outlay for the structure alone of nearly $50,000. The last legislature appropriated $159,000 for a new central building for the col¬ lege of agriculture 2. ENGINEERING. Agricultural and Mechanical College for Negroes {Alabama). — Plans have been made for the erection of a large stone mechanic arts building. The stone is being quarried on the grounds of the institution. University of Arizona. — During the year a new manual training building has been added at a cost of $7,500. It contains a total area of 7,600 feet, divided as fol¬ lows: Power room, 1,200 feet; drafting room, 1,200 feet; woodworking shop, 1,400 feet; forge shop, 1,400 feet; machine shop, 1,400 feet; wash room, 600 feet; model room, 400 feet. Each shop division provides working space for 24 students at benches and ample space for machinery and tool rooms. The drafting room accommodates from 36 to 48 students. Light and ventilation are provided for by AGRICULTURAL AND MECHANICAL COLLEGES. 1811 means of a continuous sawtootli-roof construction. A constant circulation of air is thus assured, also an ample supply of north light, and incidentally the hot rays of the sun in the fall and spring months are excluded. The drafting room is heated by steam from the boiler house. Florida State Normal and Industrial College for Colored Students. — The mechanical hall has been enlarged by adding one story thereto. University of Idaho. — The new engineering building, costing $25,000, is a com¬ modious brick structure three stories high, with a ground plan 60 by 108 feet. One side of the building contains a mining laboratory, assay rooms, balance rooms, private laboratory and office for the department of mining, and a museum, laboratory, lecture rooms, library and office for the department of geology; the other half of the building is devoted to machine and woodworking shops for the department of mechanic arts. In other rooms are the boilers and engines which supply power and heat to the building. Massachusetts Institute of Technology. — The corporation has decided to erect a building for the purposes of instruction in electrical engineering. It is to be placed near the present engineering buildings. Mississippi Agricidiural and Mechanical College. — The new textile building is two stories high, made of brick and trimmed with stone, and is 227 by 78 feet. The cost has been about $81,000. University of the State of Missouri. — The last general assembly appropriated $40,000 for an engineering laboratory and its equipment. Missouri School of Mines and Metallurgy. — The last general assembly appro¬ priated $13,000 for a heating plant and $12,000 for mechanical shops. Montana College of Agriculture and Mechanic Arts. — A new boiler house was erected at a cost of about $1 ,200. North Carolina College of Agriculture and Mechanic Arts. — A small brick building for instruction in electrical engineering has been added, costing about $1,000. North Dakota Agricultural College. — An addition to the mechanical building, 45 by 120 feet, is completed. The addition cost $7,500, and contains 40 forges for blacksmithing, provided with down draft and otherwise thoroughly equipped. It also provides a large engine room and a large lecture room, both used for instruction in steam engineering. West Virginia University. — A new engineering building was erected during the year. West Virginia Colored Institute. — A brick and stone addition to machinery hall, to cost, when completed, $15,000, is in course of erection. The remodeled building will be used as a trade school. 3. GENERAL. State College for Colored Students (Delaware) . — A new brick building to cost $6,000 is in course of erection, to be used as library, chapel, and dormitory. It is 60 by 38 feet and four stories high, including basement. Florida State Normal and Industrial College for Colored Students. — A neat official residence for the president of the institution has been constructed. Georgia State College of Agriculture and Mechanic Arts. — The university is now building a new dormitory (150 capacity) and mess hall with funds ($40,000) appropriated by the State. University of Idaho. — A dormitory for women has been erected during the year at a cost of $25,000. It is a three-story brick building, with basement, finished and furnished according to the most approved plans. It contains 2 reception halls, 35 dormers, study halls, sewing rooms, gymnasium, a dining hall for 100 1812 EDUCATION EEPOET, 1900-1901. boarders, apartments for the preceptress, an infirmary, and many other features conducive to the health and comfort of the young women. The building is heated by steam. Agricultural and Mechanical College of Kentucky. — A new building to be used as a gymnasium and drill hall is being erected of pressed brick and Bedford stone. It is 154 by 93 feet, and has two wings of 93 by 48 feet each of one story to be used as gymnasium and drill hall. The wings are connected by a structure of three stories to be known as the administration division. A site has been pur¬ chased, and a dormitory for women is to be erected thereon. The legislature appropriated $60,000 for the above-mentioned buildings. Louisiana State University . — New three-story brick dormitory and mess hall building, costing $28,000. Southern University ( Louisiana ). — A new residence for the portress; cost, $519.82. University of Maine. — Alumni Hall, a brick building 117 by 160 feet, contains a chapel 114 by 38 feet, a gymnasium and drill hall 60 by 106 feet, bathroom, offices for military instructor and physical director, locker room, ball cage, bowling alley, two recitation rooms, and administration offices. The cost is about $35,000. An observatory has been erected and a telescope of 8-inch aperture installed at a cost of about $4,000. A new laboratory has been furnished for the department of biology. It is 33 by 39 feet, accommodates 35 students, and is completely equipped. Massachusetts Institute of Technology. — The alumni association has subscribed $100,000 to build a memorial gymnasium for the physical training of the students. The corporation has set aside 10,000 square feet of newly purchased land for a site for the building. Mississippi Agricultural and Mechanical College. — There have been put in a new sewerage system, water-closets, and baths at a cost of about $7,000. University of the State of Missouri.— The last general asssembly appropriated $35,000 for a women’s dormitory and furnishings. Missouri School of Mines and Metallurgy. — The last general assembly appro¬ priated $12,000 for enlarging the chemical laboratory and $50,000 for a main building. Nevada State University. — The State legislature in March, 1901, appropriated $12,000 for a chemical building and $3,500 for a hospital for students. North Dakota Agricultural College. — A wing of a contemplated Science Hall is in process of erection. This wing is 68 by 80 feet', three stories, and is designed for the departments of biology, horticulture, geology, and temporarily for mathe¬ matics. The building when completed will be about 220 feet long and 80 feet deep. The new wing cost $25,000. A sewerage system connecting all the college buildings and grounds with a trunk sewer in the city of Fargo has been completed at a cost of $5,000. Rhode Island College of Agriculture and Mechanic Arts. — The State has appro¬ priated $1,700 for the building of a laundry and $5,096 for repairs on the various buildings. Clemson Agricidtural College. — The following new buildings were erected dur¬ ing the year: Chemical laboratory, cost $14,000; dormitory, cost $22,000; five cottages, $4,000. Colored Normal, Industrial, Agricidtural , and Mechanical College ( South Caro¬ lina). — Four professors’ houses have been built at a cost of $4,000. University of Tennessee. — Barbara Blount Hall, a four-story brick building for the accommodation of women students, has been erected on the university AGRICULTURAL AND MECHANICAL COLLEGES. 1813 grounds at a cost of about $17,000. This building contains living rooms, parlor, dining hall, study hall, gymnasium, literary society hall, etc., for these students. University of Vermont and State Agricultural College. — A new gymnasium has been erected at a cost of $30,000. Virginia Agricultural and Mechanical College and Polytechnic Institute. — There are in course of erection a dormitory of 60 rooms; a science hall, three stories, for biology, physics, geology, mineralogy, and chemistry; heating and power plant, two 200-horsepower boilers, generator, 75-horsepower engine, etc.; president's house; conversion of executive residence into an infirmary, addition of ward with 24 beds. West Virginia University. — A library and museum building and an armory and drill hall were erected during the year. Courses of Study. The range of instruction offered by the several institutions endowed by the acts of Congress approved July 2, 1862, and August 30, 1890, varies greatly in the dif¬ ferent States and Territories. On the passage of the act of July 2, 1862, granting lands to the several States for the establishment of institutions in which instruc¬ tion in agriculture and the mechanic arts should be the leading object, some of the States granted the lands or the proceeds arising from the sale thereof to insti¬ tutions already existing, while in others new institutions were established. In consequence of such action by the various State legislatures it happens that in some of the States the institutions endowed by the act of July 2, 1862, are univer¬ sities offering courses of study in the classics, law, medicine, dentistry, etc., as well as in agriculture, the mechanic arts, and other technical studies preparing students for the industrial pursuits of life, while in others the entire work of the institutions is concentrated on technical lines. The undergraduate courses of study leading to degrees, in nearly all cases, extend through four years, but during the past few years a large number of the institu¬ tions have established short courses of varying length, especially in the line of agriculture, for the benefit of farmers, dairymen, and others who wish to enlarge their knowledge of scientific or practical agriculture, dairying, etc., but who can not afford the time to spend four years in a regular course. The length of the short courses varies from two weeks to two or three years, the shorter of the courses being given generally during the winter months. The courses of study offered by the several institutions are given in the follow¬ ing pages, classified, so far as possible, as undergraduate courses of four years, short courses, and other courses. ALABAMA POLYTECHNIC INSTITUTE. Undergraduate courses of four years ( B . S.). — Chemistry and agriculture; civil engineering; electrical and mechanical engineering; general science; pharmacy. Short courses. — Agriculture (1 year); agriculture (2 years); mechanic arts (2 years) ; pharmacy (2 years) . Other courses. — Graduate. AGRICULTURAL AND MECHANICAL COLLEGE FOR NEGROES (ALABAMA). English primary course (3 years); preparatory (3 years); normal (4 years); agriculture (B. A. S., 4 years); mechanical (B. M. S., 4 years); scientific (B. S.,4 years) . Industrial courses. — Carpentry (3 years) ; agriculture (3 years) ; iron working (3 years); shoemaking (3 years); broom making (lyear); chair bottoming (lyear); nurse training (2 years); sewing (3 years); millinery (lyear); cooking (2 years); laundry (2 years); printing (3 years) ; machine shop (4 years); shorthand (1 year). 1814 EDUCATION EEPOET, 1900-1901. UNIVERSITY OF ARIZONA. Undergraduate courses of four years (B. S.). — Literary and scientific; engineer¬ ing and mining; agriculture. Short course. — Assaying (2 years). Other courses. — Graduate; preparatory (4 years). UNIVERSITY OF ARKANSAS. Undergraduate courses of four years. — Classical (A. B.); philosophical (Ph. B.); scientific (B. S.) ; mechanical engineering (B. M. E.) ; civil engineering (B. C. E.) ; electrical engineering (B. E. E.); agriculture (B. S.); agriculture (B. S. A.); horticulture (B. S.). Short coitrses.—Mechanic arts (2 or 3 years); electrical engineering (2 years). Other courses. — Normal (2 years, L. I.); graduate; preparatory (2 years); music; art; law; medicine. BRANCH NORMAL COLLEGE (ARKANSAS). Preparatory course (3 years); normal (4 years, L. I.); classical (6 years, A. B.); mechanic arts (4 years); manual training (4 years); sewing; typewriting and stenography. UNIVERSITY OF CALIFORNIA. Undergraduate courses of four years. — Letters (A. B.); social science (B. L.); natural sciences (B. S.); commerce (B. S.); agriculture (B. S.); mechanical engi¬ neering (B. S.); electrical engineering (B. S.); mining engineering (B. S.); rail¬ road engineering (B. S.); sanitary engineering (B. S.); chemistry (B. S.). Short courses. — Premedical (3 years); agriculture (2 years); dairying (9 weeks). Other courses. — Veterinary (3 years of 6 months each, D. V. S.); pharmacy (2 years, Ph. G.); graduate; law; medicine; postgraduate medicine; dental; Lick astronomical department; Mark Hopkins Institute of Art. COLORADO AGRICULTURAL COLLEGE. Undergraduate courses of four years ( B . S.). — Agriculture; mechanical engi¬ neering; civil and irrigation engineering; ladies’ course; architecture; veterinary science. Other courses. — Commercial (2 years); preparatory (1 year). CONNECTICUT AGRICULTURAL COLLEGE. Undergraduate courses of four years ( B . Agr.). — Agriculture; domestic science. Short course. — Dairying (12 weeks). DELAWARE COLLEGE. Undergraduate courses of four years. — Classical (A. B.); Latin-scientific (A. B.); agriculture (B. S.); general science (B. S.); civil engineering (B. C. E.); mechanical engineering (B. M. E.); electrical engineering (B. E. E.). Short courses. — Agriculture (2 years); agriculture (winter term) . Other courses. — Graduate. STATE COLLEGE FOR COLORED STUDENTS (DELAWARE). Undergraduate courses of four years. — Classical (A. B.); scientific (B. S.); agriculture (B. Agr.); engineering (B. E.). Other course. — Normal (3 years). AGRICULTURAL AND MECHANICAL COLLEGES. 1815 * FLORIDA AGRICULTURAL COLLEGE. Undergraduate courses of four years.— Classical (A. B.); agriculture (B. G.); mechanical (B. S.); Latin-scientific (B. S.). Other courses. — Commercial (1 year): preparatory (2 years) . FLORIDA STATE NORMAL AND INDUSTRIAL COLLEGE FOR COLORED STUDENTS. Model school (3 years); intermediate department (1 year); academic (3 years); preparatory (2 years) ; normal (2 years) ; music. Industrial courses.— Mechanical (3 years); agriculture (3 years); sewing (3 years): cooking (3 years); laundry (1 year). GEORGIA STATE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years (B. S.). — General science; agriculture; civil engineering; electrical engineering. Short course. — Agriculture (12 weeks, winter). Other courses. — Graduate. GEORGIA STATE INDUSTRIAL COLLEGE FOR COLORED YOUTHS, Preparatory (3 years); normal (3 years); collegiate (3 years, A. B.); commer¬ cial (2 years) . Industrial courses ( three years each). — Agriculture; woodworking; ironwork¬ ing; carpentry; blacksmithing; masonry; painting; tailoring; shoemaking; sewing. UNIVERSITY OF IDAHO. Undergraduate courses of four years. — Classical (A. B.); scientific (B. S.); agriculture and horticulture (B. S.); mechanical engineering (B. M. E.); civil engineering (B. C. E.); mining engineering (B. E. M.). Short course. — Agriculture and horticulture (3 years). Other courses. — Preparatory (3 years); music (4 years, B. M.). UNIVERSITY OF ILLINOIS. Undergraduate courses of four years. — General courses allowing a wide range of electives (A. B.); classical (A. B.); English (A. B.); German and Romanic languages (A. B.); Latin and modern languages (A. B.); philosophy (A. B.); political science (A. B.); architecture (B. S.); architectural engineering (B. S.); civil engineering (B. S.); electrical engineering (B. S.); electro-physical (B. S.); electro-chemical (B. S.); mechanical engineering (B. S.); railway engineering (B. S.); municipal engineering (B. S.); chemistry (B. S.); chemistry and engi¬ neering (B, S.); physics (B. S.); general science (B. S.); household science (B. S.); mathematics and physics (B. S.); mathematics and astronomy (B. S.); astronomy and physics (B. S.); teachers’ general science (B. S.); teachers’ course in biolog¬ ical sciences (B. S.); premedical (B. S.); agriculture (B. S.); library science (B. L.S.). Other courses. — Preparatory; graduate; music; law: medicine; dentistry; pharmacy. PURDUE UNIVERSITY (INDIANA). Undergraduate courses of four years (B. S.). — Mechanical engineering: civil engineering: sanitary engineering; electrical engineering; agriculture; general science; biology; chemistry; physics; industrial art; sanitary science^ premedical; pharmacy. 1816 EDUCATION REPORT, 1900-1901. Short courses. — Agriculture (2 years); agriculture (11 weeks, winter), (a) for men and women, ( b ) for women; pharmacy (2 years of 27 weeks each, Ph. G.). Other courses. — Graduate. IOWA COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years. — Agriculture (B. S. A.); mechanical engineering (B. M. E.); civil engineering (B. C. E.); electrical engineering (B. S.); mining engineering (B. S.); technology (B. S.); science as related to industries (B. S.): general and domestic science (B. S.). Short courses. — Dairying (1 year); dairying (16 weeks, beginning in September and again in February) ; dairying (4 weeks, January) ; stock and grain judging (2 weeks, January) ; mining engineering (2 years) ; mining engineering (16 weeks, beginning in August and again in January). Other courses. — Graduate; veterinary medicine (3 years, D. Y. M.). KANSAS STATE AGRICULTURAL COLLEGE. Undergraduate courses of four years (B. S.). — General science; agriculture; domestic science; mechanical engineering; electrical engineering. Short courses. — Dairying (12 weeks, winter); agriculture and mechanics (2 years of 12 weeks each, winter); horticulture and mechanics (2 years of 12 weeks each, winter); domestic science (2 years of 12 weeks each, fall). Apprentice courses (80 weeks): Machine shop; blacksmith shop; carpenter shop; foundry; boiler and engine room; printing. Other courses. — Graduate; preparatory. AGRICULTURAL AND MECHANICAL COLLEGE OF KENTUCKY. Undergraduate courses of four years. — Letters (A. B.); science (B. S.); peda¬ gogy (B. Ped.) ; mechanical and electrical engineering (B. M. E.) ; civil engineer¬ ing (B. C. E.); agriculture (B. Agr.). Short courses. — Agriculture (2 years); agriculture (10 weeks, winter). Other courses. — Graduate; preparatory (2 years). STATE NORMAL SCHOOL FOR COLORED PERSONS (KENTUCKY). Normal (Byears); normal (4 years of 2 terms each); preparatory (3 years); agriculture (3 years) ; mechanical (3 years) ; printing (3 years) ; domestic science (3 years). LOUISIANA STATE UNIVERSITY. Undergraduate courses of four years. — Agriculture (B. S.); mechanical engi¬ neering (B. S.); civil engineering (B. S.); general science (B. S.); commerce (B. S.); Latin-scientific (A. B.); literary (A. B.). Other courses. — Sugar (5 years, B. S.); preparatory (1 year). SOUTHERN UNIVERSITY (LOUISIANA). Classical (4 years); scientific (4 years); normal (5 years); grammar school (Byears); agriculture (4 years); manual training (3 years); tinsmithing (3 years) ;• printing (4 years); bookkeeping (2 years); typewriting (1 year); sewing (4 years); music (5 years). UNIVERSITY OF MAINE. Undergraduate courses of four years. — Classical (A. B.); Latin-scientific (Ph. B.); scientific (B. S.); chemical (B. S.); premedical (B. S.); agriculture (B. S.); civil engineering (B. S.); mechanical engineering (B. S.); electrical engineering (B. S.); pharmacy (B. S.). AGRICULTURAL AND MECHANICAL COLLEGES. 1817 Short courses.— General agriculture (1 term or less); horticulture (1 term or less); agriculture (1 year); agriculture (2 years); dairying (2 years of 6 weeks each, winter); horticulture (2 weeks, spring); pharmacy (2 years, Ph. C.). Other courses. — Graduate; law. MARYLAND AGRICULTURAL COLLEGE. Undergraduate courses of four years. — Agriculture (B. S.); mechanical engi¬ neering (B. M. E.); classical (A. B.); scientific (B. S.). Short courses. — Agriculture (January and February); agriculture (2 years); creamery. Other course. — Preparatory. MASSACHUSETTS AGRICULTURAL COLLEGE. Undergraduate course of four years ( B . S.). — Agriculture. Short courses {11 weeks , winter). — Agriculture; dairying; horticulture; botany; chemistry; zoology. Other courses. — Graduate. MASSACHUSETTS INSTITUTE OF TECHNOLOGY. Undergraduate courses of four years { B . S.). — Civil engineering; mechanical engineering; mining engineering and metallurgy; architecture; architectural engineering; landscape architecture; chemistry; electrical engineering; biology; physics; electro-chemistry; general studies; chemical engineering; sanitary engineering; geology; naval architecture. Other courses. — Graduate. MICHIGAN AGRICULTURAL COLLEGE. Undergraduate courses of four years ( B.S. ). — Agriculture; mechanical engi¬ neering; women’s course. Short courses. — Preparatory chemistry (12 weeks); beet sugar production (8 weeks) ; cheese making (4 weeks) ; dairy husbandry (6 weeks) ; creamery manage¬ ment (6 weeks); live-stock husbandry (6 weeks); fruit culture (6 weeks). Other course. — Graduate. UNIVERSITY OF MINNESOTA. Undergraduate courses of four years. — Classical (A. B.); scientific (B. S. ); liter¬ ary (B. L.); civic (Ph. B.); chemistry (B. S.); civil engineering (C. E.); mechan¬ ical engineering (M. E.); electrical engineering (E. E.); science and technology (B. S., and at end of fifth year professional degree) ; mining engineering (E. M.); metallurgy (Met. E.); agriculture (B. Agr.). Short courses. — Agriculture (8 years); dairying (4 weeks, January). Other courses. — Graduate; law; medicine and surgery; homeopathic medicine and surgery; dentistry; pharmacy. MISSISSIPPI AGRICULTURAL AND MECHANICAL COLLEGE. Undergraduate courses of four years { B . S.). — Agriculture; mechanical; textile. Short course. — Agriculture (2 years of 10 weeks each, winter). Other courses. — Preparatory; graduate. ALCORN AGRICULTURAL AND MECHANICAL COLLEGE (MISSISSIPPI). Undergraduate course of four years (B. S.). — Scientific. Industrial courses. — Industrial (5 years) ; shoemaking (3 years) ; agriculture (7 years); agriculture (3 years); carpentry (3 years); blacksmithing (3 years); painting (3 years). 1818 EDUCATION REPORT, 1900-1901. UNIVERSITY OF THE STATE OF MISSOURI.1 Undergraduate courses of four years. — General culture courses (A. B.); agri¬ culture (5 years, B. S.); civil engineering (B. S.); electrical engineering (B. S.); mechanical engineering (B. S.); sanitary engineering (B. S.); architecture (B. S.). Short courses. — Agriculture (12 weeks, winter); dairying (12 weeks, winter) ; horticulture (12 weeks, winter); agriculture (2 years); agriculture and horticul¬ ture (summer); domestic science, general course (1 year); teachers’ course (2 years); mechanic arts (3 years); surveying (40 weeks). Other courses. — Graduate; law; medicine; pedagogy, elementary and advanced courses. MISSOURI SCHOOL OF MINES AND METALLURGY. Undergraduate courses of four years (B. S.). — Mining engineering; civil engi¬ neering; chemistry and metallurgy; general science. Short courses. — Chemistry and assaying (2 years) ; mining (2 years) ; electricity (2 years); surveying (2 years). LINCOLN INSTITUTE (MISSOURI). College course (4 years, A. B.); preparatory (8 years); normal (4 years); sub¬ normal (2 years); model and training department. Industrial courses. — Carpentry (Byears); blacksmithing (Byears); machinery (Byears); sewing (Byears); cooking (1 year); laundry (1 year); printing; type¬ writing: agriculture. MONTANA COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years. — General science (B. S.); agriculture (B. S. A.); biology (B. S.); analytical and applied chemistry (B. A. C.); domestic science (B. S. ) ; mechanical engineering (B. M. E. )•; electrical engineering (B. E. E) ; civil engineering (B. C. E.). Short courses. — Domestic science (1 year); agriculture (13 weeks, winter). Other courses. — Graduate; preparatory (3 years); business (lyear); music; art. UNIVERSITY OF NEBRASKA. Undergraduate courses of four years. — General culture (A. B.); general science (B. S.); general agriculture (B. S.); agriculture and chemistry (B. S.); botany and agriculture (B. S.) ; botany and zoology (B. S.) ; chemistry and physics (B. 8.) ; horticulture and botany (B. S.); mathematics and physics (B. S.); zoology and philosophy (B. S.); chemistry and domestic science (B. S.); technical agriculture (B. S.); civil engineering (B. 8.); electrical engineering (B. 8.); mechanical engi¬ neering (B. 8.). Short courses. — Agriculture (B years of 24 weeks each); agriculture (11 weeks, winter); domestic science (2 years); mechanic arts (2 years); teachers’ course (2 years); premedical (2 years); physical education (2 years). Other courses. — Graduate; preparatory; law; music; art. NEVADA STATE UNIVERSITY. Undergraduate courses of four years. — Agriculture (B. S.); domestic arts and science (B. D. S.); liberal arts (A. B.); general science (B. S.); commerce (B. 8.); mining and metallurgy (B. S.); civil engineering (B. S.); mechanical engineer¬ ing (B. S.). Short courses (January and February). — Agriculture; dairying; domestic arts and science. Other courses. — Preparatory (B years) ; normal. Not including Missouri School of Mines and Metallurgy. AGRICULTURAL AND MECHANICAL COLLEGES. 1819 NEW HAMPSHIRE COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years ( B . S.). — Agricultural; mechanical engi¬ neering; electrical engineering; technical chemistry; general course. Short courses. — Agriculture (two years) ; agriculture (ten weeks, winter) ; dairy¬ ing (ten weeks, winter). Other course. — Preparatory (one year) . RUTGERS SCIENTIFIC SCHOOL (NEW JERSEY). Undergraduate courses of four years (B. S.). — Agriculture; civil engineering and mechanics; chemistry; electricity; biology. NEW MEXICO COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years (B. S.). — General course; agriculture; mechanical engineering. Short courses. — Agriculture (two years) ; agriculture and horticulture (twelve weeks given in each term of the college year) ; practical mechanics (two years. ) Other courses. — Graduate; preparatory (five years); stenography and type¬ writing (one year) . CORNELL UNIVERSITY (NEW YORK). Undergraduate courses of four years. — General culture courses (A. B.); agri¬ culture (B. S. A.); forestry (B. S.'F.); architecture (B. Arch.); civil engineering (C. E.); mechanical engineering (M. E.); electrical engineering (M. E.); marine engineering (M. E.); naval architecture (M. E.); railway mechanical engineer¬ ing (M. E.). Short courses. — Agriculture (eleven weeks, winter); dairying (eleven weeks, winter) ; forestry (one term) ; forestry (three years) ; architecture (two years) . Other courses. — Graduate; law; medicine; veterinary. NORTH CAROLINA COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years. — Agriculture (B. Agr.); civil engineer¬ ing (B. E.); mechanical engineering (B. E.); electrical engineering (B. E.); chemical engineering (B. E.); textile industry: cotton manufacturing (B. E.), dyeing (B. E.) Short courses. — Agriculture (two years) ; agriculture (twelve weeks, winter) ; mechanic arts (two years); carpentry (twelve weeks); machine shop (twelve weeks) ; engine and boiler tending (twelve weeks) ; machine drawing and design¬ ing (twelve weeks) ; cotton manufacturing (two years) . Other courses. — Graduate. AGRICULTURAL AND MECHANICAL COLLEGE FOR THE COLORED RACE (NORTH CAROLINA). Industrial course of four years for men. NORTH DAKOTA AGRICULTURAL COLLEGE. Undergraduate courses of four years (B. S.). — General science; agriculture; mechanical. Short courses. — Agriculture (two years); steam engineering (two years); farm school (three months, winter). OHIO STATE UNIVERSITY. Undergraduate courses of four years. — Agriculture (B. S.); horticulture and forestry (B, S.); domestic science (B. S.)'; arts (A. B.); Latin course in philos- 1820 EDUCATION REPORT, 1900-1901. ophy (Ph. B.); modern language course in philosophy (Ph. B.); English course in philosophy (Ph. B.); commerce and administration (Ph. B.); general science (B. S.); civil engineering (C. E.); mining engineering (E. M.); mechanical engi¬ neering (M. E.); electrical engineering (M. E.); ceramics (E. M.); industrial arts (B. S.) ; chemistry (B. S.); architecture; pharmacy (B. S.). Short courses. — Agriculture (two years); dairying (three months, winter); domestic science (two years) ; preparatory to law and to journalism (three years) ; mining (two years) ; clay working and ceramics (two years) ; industrial arts (two years); pharmacy (two years). Other courses. — Graduate; law; veterinary. OKLAHOMA AGRICULTURAL AND MECHANICAL COLLEGE. Undergraduate courses of four years (B. S.). — General science and literature; agriculture; mechanical engineering; chemistry; biology. Short courses. —Agriculture, horticulture, and mechanic arts (eight weeks, winter); printing. Other courses. — Preparatory (two years) ; stenography and typewriting (six to nine months) . COLORED AGRICULTURAL AND NORMAL UNIVERSITY (OKLAHOMA). Undergraduate courses of four years. — Classical (A. B.); scientific (B. S.); normal (B. S. D.); civil architecture (M. E.); electrical and mechanical engineer¬ ing (M. E.); agriculture (B. S. A.). Other courses. — Elementary (four years); preparatory (three years). OREGON STATE AGRICULTURAL COLLEGE. Undergraduate courses of four years ( B . S.). — Agriculture; household science; mechanical engineering; electrical engineering; pharmacy; mining engineering. Short courses. — Mining (two years); agriculture (four to six weeks, winter). Other courses. — Preparatory (one year); business (two years). PENNSYLVANIA STATE COLLEGE. Undergraduate courses of four years. —General science (B. S.) ; classical (A. B.) ; Latin-scientific (B. S.); philosophy (B. S.); agriculture (B. $.); biology (B. S.); chemistry (B. S.); civil engineering (B. S.); electrical engineering (B. S.); mathematics (B. S.); mechanical engineering (B. S.); mining engineering (B. S.); physics (B. S.). Short courses. — Agriculture (twelve weeks, winter); creamery (six weeks, winter); chemistry (two years); mechanic arts (two years); mining (two years). Other courses. — Preparatory (one year); graduate. RHODE ISLAND COLLEGE OF AGRICULTURE AND MECHANIC ARTS. Undergraduate courses of four years ( B . S.). — General science; agriculture; mechanical engineering; electrical engineering; chemistry; biology. Short courses. — Poultry (six weeks); horticulture (two weeks); nature study (two weeks, summer). Other course. — Preparatory (two years). CLEMSON AGRICULTURAL COLLEGE (SOUTH CAROLINA). Undergraduate courses of four years ( B . S.). — Agriculture; mechanical; textile. Short course. — Dairying (ten weeks, beginning November 15). Other course.— Preparatory. AGRICULTURAL AND MECHANICAL COLLEGES. 1821 COLORED NORMAL, INDUSTRIAL, AGRICULTURAL AND MECHANICAL COLLEGE (SOUTH CAROLINA) . Undergraduate courses of four years. — Classical (A. B.); scientific (Ph. B.); agriculture (B. Agr.); literary (B. L.). Industrial courses. — Sewing; cooking; carpentry and woodwork; bricklaying and plastering; architecture; mechanical drawing and painting; iron working and machinery; housekeeping; farming; upholstering and cabinetmaking; saddlery; harness making and shoemaking; sawmilling and manufacture of hard and soft lumber; typewriting; printing; tailoring. Other courses. — Preparatory (two years); normal (three years); model school (eight grades) ; art; music. SOUTH DAKOTA AGRICULTURAL COLLEGE. Undergraduate courses of four years. — Practical agriculture (B. Agr.); scien¬ tific agriculture (B. S.); scientific horticulture (B. S.); domestic science (B. S.); mechanical engineering (B. S.); electrical engineering (B. S.); pharmacy (B. S.). Short courses. — Agriculture (twelve weeks, winter); dairy science (twelve weeks, winter) ; horticulture (twelve weeks, winter) ; steam engineering (twenty- four weeks); domestic science (twelve weeks, winter); pharmacy (two years, Ph. G.). Other courses. — Preparatory; music; art; business (one year); amanuensis (one year) . UNIVERSITY OF TENNESSEE. Undergraduate courses of four years. — Agriculture (B. S.); civil engineering (B. S.); mechanical engineering (B. S.); electrical engineering (B. S.); chemistry and metallurgy (B. S.); pharmacy (B. S.); literary (A. B.). Short courses. — Agriculture, animal husbandry, dairying, and horticulture (ten weeks, winter) ; pharmacy (two years, Ph. C.). Industrial department for colored students. — Agriculture (four years) ; mechan¬ ical course (four years). Other courses. — Graduate; law; medicine; dentistry. AGRICULTURAL AND MECHANICAL COLLEGE OF TEXAS. Undergraduate courses of four years ( B . S.). — Agriculture; horticulture; mechanical engineering; civil engineering. Short courses. — Stock farming (ten weeks, winter); dairying (ten weeks, win¬ ter); horticulture (ten weeks, winter). Other courses. — Graduate. PRAIRIE VIEW STATE NORMAL AND INDUSTRIAL COLLEGE (TEXAS). College course (six years, A. B.) with instruction in practical industries: Agri¬ culture; dairy husbandry; horticulture; broom making; butchering; woodwork¬ ing; ironwork; sewing; millinery; cooking; music. AGRICULTURAL COLLEGE OF UTAH. Undergraduate courses of four years ( B . S.). — Agriculture; mechanical engi¬ neering; civil engineering; domestic arts; commerce; general science. Short courses. — Agriculture (two years of five months each) ; agriculture (two years) ; domestic arts (two years) ; commerce (two years) ; mechanic arts (three years) ; agriculture (twelve weeks, winter) ; domestic arts (twelve weeks, winter) ; manual training in domestic arts (two years). Other course. — Preparatory (one year). 1822 EDUCATION EEPOET, 1900-1901. UNIVERSITY OF VERMONT AND STATE AGRICULTURAL COLLEGE. Undergraduate courses of four years. — Classical (A. B.); literary-scientific (Pli. B.); civil engineering (B. S.); mechanical engineering (B. S.); electrical engineering (B. S.); chemistry (B. S.); agricnltnre (B. S.); commerce and eco¬ nomics (B. S.). Short courses. — Agriculture (one or two years); dairying (four weeks, winter). Other course. — Medicine. VIRGINIA AGRICULTURAL AND MECHANICAL COLLEGE AND POLYTECHNIC INSTITUTE. Undergraduate courses of four years (B. S.). — Agriculture; horticulture; applied chemistry; general science; civil engineering; mechanical engineering; electrical engineering. Short courses. — Practical agriculture (two years); practical mechanics (two years) . Other courses. — Graduate. HAMPTON NORMAL AND AGRICULTURAL INSTITUTE (VIRGINIA) . Academic course (three years); normal (two years); physics (three years); agriculture (three years) ; agriculture (one year) ; horticulture (one year) ; dairy¬ ing (one year); business (one year). Trade courses ( three years). — Carpentry; painting; bricklaying; plastering; house building; wheelwrighting; blacksmithing; machinist; steam engineer! g; harness making and carriage trimming; shoemaking; tailoring; cabinetmaking; tinsmithing; printing. WASHINGTON AGRICULTURAL COLLEGE AND SCHOOL OF SCIENCE. Undergraduate courses of four years. — Mathematics and civil engineering; chemistry; botany; zoology; agriculture; horticulture; English language and literature; economic science and history; mechanical engineering; modern lan¬ guages; mining engineering. Short courses. — Agriculture (three years) ; dairying (ten weeks) ; horticulture (six weeks, winter); artisans (one year). Other courses. — Pharmacy (two years, Ph. G. ) ; veterinary (three years, D. V. S. ) ; business (two years) ; stenography (one year) ; typewriting (one year) ; prepara¬ tory (three years) ; music; art. WEST VIRGINIA UNIVERSITY. Undergraduate courses of four years. — General culture (A. B.); pharmacy (B.S.); civil and mining engineering (B. S.); mechanical engineering (B. S.); electrical engineering (B. S.); agriculture (B. S. A.). Short courses. — Agriculture (two years, B. Agr.); agriculture (one year); agri¬ culture (twelve weeks, winter); veterinary science, stock breeding and feeding (twelve weeks, winter); manual training; mechanic arts. Other courses. — Graduate; law; medicine; fine arts; music; business (two years); preparatory (four years). WEST VIRGINIA COLORED INSTITUTE. Preparatory (one year); normal (four years); academic (four years); agricul¬ ture (four years); English and mechanical (five years). Industrial courses. — Carpentry (four years); machinery woodworking (four years); blacksmithing (four years); ste&nifitting and plumbing; sewing (two years) ; dressmaking (three years) ; printing (four years) ; music. AGRICULTURAL AND MECHANICAL COLLEGES. 1823 UNIVERSITY OF WISCONSIN. Undergraduate courses of four years. — Ancient classical (A. B.); modern clas¬ sical (B. L.); civic historical (B. L.); English (B. L.); general science (B. S.); pre¬ medical (B. S.); pre-engineering (B. S.); commerce (B. C. S.); pharmacy (B. S); civil engineering (B. S.); sanitary engineering (B. S.); mechanical engineering (B. S.); electrical engineering (B. S.); applied electro-chemistry (B. S.); general engineering (B. S.); pre-mining engineering (B. S.); pre-metallnrgical engineer¬ ing (B. S.); agricnltnre (B. S.). Short courses. — Agriculture (two years of fourteen weeks each, winter) ; dairy¬ ing (twelve weeks); pharmacy (two or three years, Ph. G.); philosophical course for normal school graduates (two years, Ph. B.). Other courses. — Graduate; law. UNIVERSITY OF WYOMING. Undergraduate courses of four years. — Classical (A. B.); literary (A. B.); scien¬ tific (A. B. or B. S.); agriculture (B. S.); mechanical engineering (B. S.); min¬ ing engineering (B. S.); normal (B. Ped.). Short courses. — Agriculture (two years); agriculture (one year); mining (six weeks, winter). Other ccmrses. — Preparatory (three years); graduate; business (two years); stenography (two years). Table 1. — Statistics of colleges of agriculture and the mechanic arts endoived by acts of Congress of July 2, 1862 , and August 30, 1890. 1824 EDUCATION REPORT, 1900-1901. Library. Pam¬ phlets. Ol 8 10,000 7.500 1,241 60,000 800 2.500 200 660 9,210 400 2,000 15,000 2,800 2.500 14,600 9,505 1.500 1,340 7.500 2,600 0 15,235 Volumes. a S3 8SS88& 8888 8 8 83S8 8 g 2L 8 S§?88 S CC’ CiCXCCH OCOl^OO 05 CO 05^05 O 00 CO C5 O COOOIOGQ 00 a* ®®"S8S°°' a “ 53 a ^ 88 8 Acres used for experi¬ ments. X 8 (MOO ^ i CC ^ i OO^r-H jO | 5588 | 8 ° | °858 ° Acres under cultiva¬ tion. 88 88 «|» ^88^ 5 8 §85^ ^ 8 8 5 ° Acres in farm and grounds. v> Is gSs3il S s 31SI Ills sill Acres of land grant of 1862 still unsold. m o 4,195 44,685 0 0 0 0 S8°8 8 ° 1 ® ;000 • O CC CO 1 1 • O CQ • j J Acres of land allot¬ ted to State under act of July 2, 1862. 240,000 is §§§ § i i t 888 8 :8~ : 8 r-i rH J J CM 90,000 480,000 390, 000 204,000 82,314 330,000 210,000 210,000 210,000 360,000 Date of open¬ ing of institu¬ tion. M 1872 ' 1875 1891 1872 1875 1869 1879 1881 1834 1892 1884- 1887 1872 1890 1892 1868 1874 1868 1863 1866 1887 1860 1880 1868 1859 1867 1865 n-Q g* pqn SW Q *4q 1 1 a 3 UlSf# Q : PQ I SgN r~ u <1} H .■Sb^o IlfcWQ 0KHPi $ § i £ d K Jhsi si§i roQtfi . SoqH^ P5 H o ^ 1 I & £ « M 'Rj CC © : . ©-d wg>®<§ >.o oJSVi fH 9 ® fl fl K 1-1 rd o O d 9 J" id CO <- a 9IHP-4"7 ^®(D.SDg g Spgls-g Ho a, m © © *2 i ©'S'-lZ bC J Q£©tf -00 dddfl © CS-HS bD£ bD --1-3S5 S€-3^ g<5 sfe^-2-g.SS “ 2 ®s _c® fell'd beg beg © © d g es-S'S-S-g ^SO^?^2S ojosa! © © ©>H d'd 5 M iw Q02fea2 0 0 &PPkiS M ! 858 8 §g| 1 8 88_ g gg I II I II II I II II I I 1 I 1 I I 1111 | 1 II | nr 0 4 f I ^ ^ •■= I -sS | =• £ Jj | i. < S“~. f 1 1 S if 3 II ii 1 I I I Ii I 111 f III i-a !! vi Jj | “ | o * S Ssl ►3 £p Z wsJ^ 1^ ®3g I » a I** ^ CH; ^ Sd5 HsP3 P2 SO 1-s 0 H? 1-s P3 «3$r- gg s8 is aa ss 4 d'A) u a © P l2W •2 m m Q ►4 q s ggrfl -p> C ©22 SOa , W M PQ^M > • . . CD floOfi o o3^ ad 3 Ot> © q & eT^ oe © bfcg o J ^02 ■S'g a o C© E S 2 3 e3 o H fl P* fe: S © =c Pi o « g ^ c3 gt> © © fl'S bcfl S 21- r 5sbcao bbsO-S 5 ©W.g22^ ^ »-. « >■ K ^ 2 fe+J-S >. * § m p W H s'-S o § 1 -w.H--._rt . ce fl'g.S >, o^gsg^JpQ^ h'^ 2 ^cwcw fl fc* •.**<>> §--2 -bo Sci? iP+jTr® m 2 m -oc.g „° O a^rr sc m a Resigned. Table 2. — Teachers and students in colleges of agriculture and the mechanic arts endowed by acts of Congress of Jidy 2, 1862 , and August 30, 1890. AGRICULTURAL AND MECHANICAL COLLEGES 1827 Students. 4 s a cS.g •U3TXIO \\ | S I 3 ° •U8K © H o § siHIliiil 1 r-T *>Ss50C0 ® •new ao $ 1 _ • •nemo M O 0!>05i0WH05J» 00 CHiOK«®HON O If o.o q-i u c 2 la p! 6 •now © 1 ^ 1-vO^J^O^COOi^CO *0 g^gg^gg*® g Colle¬ giate de¬ part¬ ment. •uemoM K5 1 ° ■^CKOXHOHt- O Or-ICOjH^ro^OOCS O maw §5 as*°8sas«s ° 55 Prepar¬ atory depart¬ ment. •uemoM 10 O C t- jNO«OOr oco^o ot- ° ° c3 ON CO CO CO 1 gsS *°8$l £3 <*8*58 CO ss c$ 3 JCOC^JC o 05 05 05 HiON CO O OCO 'HO ic^ o o OS CO 'H O CO CO i ss "as ®g *°8S58 8 s o OS S3 1-4 OH HOH 'HO oooo jco ° o CO ocoeoocO B CH iOOCO co^ 'HCCOO o o 00 cc ocooo i $$*3 338 38 83i§8 3§ g 8 3 8838 Table 3. — Number of students graduated in 1901 and number of students pursuing various courses of study in colleges of agriculture and the mechanic arts endowed by acts of Congress of July 2, 1862, and August 30, 1890. 1830 EDUCATION REPORT, 1900-1901 Students pursuing courses in — •soW b- 1 iS§ : !|ss :§ \f ! ill | Ills 1° j asiiss •SuiAarea © O'# jss 1 18 Sot 00 CO ;SSg ; W ■0OU9T3S A .1 u u t .10 q. e A L?i 80 10 8^ oco wo j ;0 jit \& •Ataouooo pXOt[0snoH °§k j i jSS j? S O j ! o ;S |8 ■0.inxooxiqo.tY © o ^ i° i ; Sv i | § ; o ° ! | | : S i! o ; ^ 1 •A.ix -snpux pH o j i© j o O j => - •Sut.I90U -iSu© xT30iuiet[3 pH o I 0 III ■ o i 3° | & Is o ; ~ j •Suij:90u -Ti3U9 ‘SuiUIJ/£ © o I* 1 1 -o !o ! 3 j ; ©• O ; i h o ; s. ! ^ ;S •Suij;99uiS -U9 x'BOXU^QIG © § S5 i ! OC5 O W t is o ; ^5C5 jS •gut -a00UlgU9XtATO 20 S3 hs i tHCOlOO j a ’ psss 3 i rsM h § is o ; » ; ig •gntjoeutg -U9 X'BOtU'BTXOO J\[ to O j s j ;! §§!gS c> jS •©juq.xnoijgY © OOO 2 j j§ S3S3rH3jg38p,S5 83$35j 'pum Graduated in 1901. Average age. •STXinopi OOO ; j 05 j CO r-4 O O oooo 1-iOOOO CCOOON j 'oo ! •SXU9i §S§ : ; § j§s2SS iSSgsS Ict8 j Number. •U9TUO M u COCCHOLONOOOCO^ HOWNgaCOWCOO Or-jCOOOCOil^giCOjO •U0pi guseogjeogjjOooOrH ocoo^|^o^coo Institution. - • Alabama Polytechnic Institute . 1 i 1 Ph o 4-1 1 =1 3 8 a 1 it ni s; 5 c Sis II 1 University of Arkansas . Branch Normal College (Arkansas) . . . U mversity of California . . . . . Colorado Agricultural College . ...! Connecticut Agricultural College . Delaware College . . . . . . i * a s § h II 32 1 11 3 i O ' 6 i 2 i0 III 4? ! c « I IS III 3 il 111 il II il I'd ,r^ II 13 11 i*i| m Georgia State Industrial College for Colored Youths . Universitv of Idaho _ Universitv of Illinois _ __ _ Purdue University (Indiana) Iowa State College of Agriculture and Mechanic Arts . . Kansas State Agricultural College £1 5W l 1 ' r—t C Hi gl 1 |S o -3 1 i -1 > 5 '3 jl m > !l6 Southern University (Louisiana) . University of Maine . Maryland Agricultural College . Massachusetts Agricultural College _ massacnusetts institute of Tecimology . . . Michigan Agricultural College . . . university or lviinnesota _ Mississippi Agricultural and Mechanical College . . . a i 3 u il 3 O l| rcC 3 O H a! § r*«co*.o®*-co®SrH« « 33 ® ^ 3 s §52 §£ g33£$5$8S£8 AGRICULTURAL AND MECHANICAL COLLEGES. © §?£§ 28 88 $m issi IS IlIsSl^ 11 © 1 S P^S 8 P2» x2 S*B *^8° 1 8 © i © o ; X j § “SS ®S ; SQ = Is © © : j 0 s* §5° IS r-. j ^r- 8 0 | i 3 J ” ! »f © © § : H°^ © = : 1° : = 0 1 s c3 - = -5 = j 8 0 j° ! 0 0 j c: 55 °§ :§g°* O r | 0 1 s © ° °§ c8 0 3 r | © O i ©o«g ©X 2d X :8 |° °l° | 1 j ^"2S °g Ig^*3 °°8 28 d 2~ = p~ 1 °g8|i-2'— fg SS|| 88 8 i I 1 ^ : © r-! i ^ SS2| §8S§828 gg2^|g=® § © © = ©©© O O ^5 — p°° 0000000 °° 00 ^ ; 1 j 0 8 8 88« 888 2828 2^88888 P— 88 8 « ©t.,:r»C«HO H0|«HS»OO 0Se*SSg® 1 «*£»*»$«>£ p^ssps^ rt » H r-l Oi 1 1 1 J o S •- >-.a lie t o *§ <5 1g Is ^ 2 cS‘ .2-= ‘g~ r,^S-s6 <>5.2 mp^ j'5^^21 !lli|!l2!®| sisispgii llillP- 15 33 _. £ •- a zp , • J 111 o :S 111 Ilf s'-S 1 1 iiipliill i? MB 1 ill .2 it fs 31 II 1 s* "ill! ssts £ a = 5 c = giKt# Ijllll £3S£feggg33$$ P2°P3285S gSSSSSs SSSSSS 1831 a Including: students in electrical engineering:. b First-year students not included in classification. v All engineering students. d 175 engineering students not yet assigned to special coi 'able 4 .—Value of property of colleges of agriculture and the mechanic arts endowed by acts of Congress of July 2, 1862, and August 30, 1890. 1832 cS - i . 2 A p<2 © ° 2 © S & Cd ^ m > © %-p £ * 2 60 2 -POi ■3 2 s o d 03 m g-M- CO -4-> . ftgrg lag S Fi C*H * *2^ s 5 d IC^QC^COOCCO 05 lOhCWHHCOCO lO OrriCCOHCCOL-XOO CO s th t* ir: os os os CCCX < ^f>OCO< 8 8 OS CO OS 05^ C5 CO CO t- iCr^^'O O' i>- o HriO CCC5 t-H CO lO f sr CO i- 1 ;§? 08 ' 02 CC < CC 02 02 X LO r lOC3>^N( ^rHCO ; SSSciSoc gNCC xSSi 111 II O O C* C O t- iCOOX O Q X OO lO 'NOO lO CCCiCOOi 'ICCH rH igfc^ofofcfc ^HlOlO 5 ® ^ os^o 8SJ8^8J? »c co of £ of o' 3 8 t- o OCO Q O OJpc ££ O XO CX; 88338883 8 3 «scS uCC^XOfc-XO t- O C5 c5 O “ O O ^ X iC(OWCCCN( 888 83888 i-— O O M.OOQiO ©T o' o' COiNkCafT-T jo ^-p cc 3 >)0 >v3 >3 S © .-5.-SP-S ® ® ®2 © © 7 0O i > >•& ce2 "S'agM 2 s3 s © 2 ^ © rrj 281 flO >3 t>3 60 ^2 bo1© ®‘ o © - S^&s 8^0^ ° P* fflO c3. . 1—1 -P © . -P e» OCOJ-P^ O g ^3 cS c 002 §p2'-p2 B eg S n-^7 p p rj-P ^<5 cp-P P p I - - H-* Q. ©-P ©■P “jj P> ^ Cfi Jl J2 C> W. Xu !3|3Sp,S!3SS©'?“S^’r' ■potSo8222s8a'2 '-'5 Ol CO^C©!>©C:OH« CO £5 CO t- CO CC O -H Pi— ll— ir- 1 I— l Oi Oi AGRICULTURAL AND MECHANICAL COLLEGES. 1833 ii 111 ii ii i mi in is piss ii s § s mil S'* ill 11 If 1 ®i¥ II Sill ii S i 1 liW r-Tr-T r-i O i — ! CO r-1 r-T rd r-T rH 04 II I” Is ii £ § |¥ gfi " ■*' ii l ii gi i « a a's IS II I 1 s‘a "'s s g liil ii lii i§ ii i liil CC 835*0 COO T-gf id Hisd» si liil ii i s § iiiii COO 1-oOoV id © 04 iC3 Old SS s$ s dS 8 04 0 id 1 1 o id fe 8S8o ss 83 S*88S °°S" §Q 3 O rH O gg^o S3 8 IS 11 I 1 I cd id HIE ii “S 8Sf j i§s_ ii gw roobSe t- il I 8838 a Included in miscellaneous equipment. b Included in Massachusetts Agricultural College report. c Includes value of machinery. Table 5. — Income of colleges of agriculture and the mechanic arts endowed by acts of Congress of July 2, 1862 , and August 30, 1890. 1834 EDUCATION REPORT, 1900-1901. -p+3 f-rrt © ci.Sjj t- 8 °8ocS _ _ _ © OO O O ICO jcT iCiC ic'jc'u-*' 10 iO *C iO >tO lO XO iC *0*0*0 *0*0*0 ^CNWOJNCOCCODO • - -* i^OOnOa T^cc^^ic^aTcDco'aTco‘ 0003c©i>-*0r*C0O©C0£- 0020 o- > JO rH JO 'rp lij uu w w'c uu w i'* > JO COCOCOt--#OOOOOOfc- 00 SSS*4 53 CSHWNCJCOr rt ® (D « OOQOOCOQQOiJ-CO OOOH) lOOCOOOCOOCOO HBOODCCOOOM# '8S s>'‘as“®8*°'s S S' *; SWS «¥” 3 Si &S ' “ '85 9 © d g r§ saBIl 00£-0s>>00000 OOOOOOOOOO OOOOOOOOOO a ^ a$ Pol pi g Pi Pr bCcg OOOOOOOOOO OOOOOOOOOO OOOOOOOOC o'gS'Pg Sh £ |R £«> OOOOQ «!®OOt; O^OOOQHONO ©OiOXOCCHCOiC'## «ON© S 05 fficSScRN rH o OOW or o O >ocoVNVxjo®V IR >J S°o o_gg A1 c3 £h 8S8S0>SSS000 O COCO ^05 0 S888.SS i H O £'• GO < ISSSSS > 1- 00 *>• 00 » ICS 03 CO CO c a g -U.g £? a » © 'og l§ Oci . a a a a 2 S 'S n o3 bOr© 60 0 ©O O O KiP ®o gin 2P boo jO^ og pi a £ C3 8&H *o o pS ;*$! S ?J3r 2rS >> .3 H'c8 S°.13 rH 6.0 R H ?H CQ p) S o u slflSlPH bo o ® pi 5(0 © &o s«. 60 Jo ° « Pi © 2|g- S.g.-g | I-2-5S sasali^lai So c?: >>=5 © a 5 a1" ®~o >>-s,So>> if.-afe-s ©Scij arHa2a2'S'2b-tfpS g a pnens pi a d.-s M Kr§+? b O ^ P !g efi c3 © Er9 S © a © .S1^ © RlRlrCiPlgpaQ^ZiR-rH.SlRPl23P©HZCSO©Piao©51rPlXE|Rl g gsgll Ulsi | g > all llll'aS gfrl |ag-i | g P o o ©^P^^© J fl P a I a §.g §.s o tD£fflUooA02PRaQ OAbbA^M<9a2A aQb^^^^b^j? • 1 03 CO^iOCOJ>.QOa^OrHCS CO^IC^ (MCSCSCSC AGRICULTURAL AND MECHANICAL COLLEGES, lllilili IS iS is iS iC icf C0~0 c^ccccc Qcscc=s 8 s S88JB 8bo bs 8 25 25 «o mo io«»o»o iiVia jc'io ta tSia ' »c¥o iisiisiiii siiiiisii mini iiiiiis s¥B|3'ss¥gg segsimsss ssessss ssss&gs rsssiss sispirs =§r§i ■°"8 S" "3: 2s> HO O a*- a! 1111115 “S®1-' B i°°i sil iisim 3 S" " Hi ill a 11=11111 r====l=l °§00°=§ I rfa" " ” a . §1=e lllliiiil lilllllll illllii lllilll "^8'888SS ®W8'“8883 S‘88'S®88' S*SS‘°'88 “°000l0r ========1 00|0=0| °m= £-~ rf co r-T ® n ri :==!fc= 0 3 CCSt-COOCO 03300030 33333 1-0 II ='1111=11 8o5V®‘ 0is00giii g°§i°ss 11=1=1= “s as"*® “ as as ® s 1 I niiirrg iigiiim 11*1111 1=11111 ssasss v s *-'s3”S "sag “S' ass'® s asa'2'3 I | S3SSS=SS35?3 SSSBSSS3S SSSSBSS SSSS33 a Approximately. Table 6. _ Value of additions to equipment during the year of colleges of agriculture and the mechanic arts endowed by acts of Congress of July 2, 1862 , and August 30, 1890. 1836 EDUCATION REPORT, 1900-1901. AGRICULTURAL AND MECHANICAL COLLEGES, 18 OOOOCN1O9OWO coc^; rM'C^COOOCUO 'rji 0 lC^iOi-NiCL-CiOO C 02 CO t—T r-T © ifT CO rH rHi^of r-T 02 0NHH O 02 i!°llii r-T 10 03 ‘j^T i-T ^ 0 CO 82A‘0^ 188 ‘821 1,932,058 £°°8&£8 iO 02H<02 1 0 co hVh CD 8 00 °l°l° of CO g lOCO 02 r-H 02 02 O CO 10 0 15, 118 450 0 1,624 732 10,247 325 lO rH 10 © 00 ^ r-T CO g I Hh" I Hh" OOOO^CSCOH CO 0 CO 0 CO CO © ©02 OO CO 88 8 co" 02 © ''Scco8§ 0 CO t^rH s CO O CO S8 rH 632 100 ■ 500 5,596 1,405 1,043 394 1,000 826 1,000 0 250 844 8 8S§ rH O 0 fe OO 2§8888°8 t-CO© 02i>- 02 * 8^ 88 °°8 ■^0 10 ©of co' -Sc88 Oi COO 3 geo I CO tH O 0 0 0 881 ‘f 0 0 0 00 000 00000 0 co CO 0 C3 8 s u a o-d a g |o oo ©o g© fa ? £ © to 'E2§ 21-a 'fasb I o o3 ©O bfiw © >> Ph +=> o « O ^ _ © eS £» •rt’3 '8h SlZ © "o eS &D |a-2 ^ fa_© TJ cS.g flOS ®£!.2 |o» ©'EH S-dgg>2 eg ©^ 0 U £JD © r— ; 2 ©-g g 72 ’o ±2 rd l2f<8 »|5b ■**1 3 c3 c3 © cS © ■Srd.3 &> ;-a ax} !3©sfl!:-lcepj3(c« 4?^ J3 0) S c5 ^ jlh •£ «K 2} glsSoog^S^II'S Is^o&afaa^o &D ©a © o Illplllilplil 3 03 0&<) rj+a-g p| &BO "o 0 03 ^ cS ° bc^; Pl.S.a ? 0 fa B^-2 a^l p«^ g>g>££ 6sp * a^-gs « § *g£-g-g ^ o^Z g o »© © © ©Bh © g-2 O © © © •£•£-£ .2 3 O toffi a O 3|£&fa|£‘S>§|$f >; £ o bpo.cj^'^ g §,3,200 § Bag biiPl.fa rt S £H£0000(1iPh00 tcP^'P^p^-W^^pp CO^)COHOOO:OH(MCO^iO lOiOiOiCiOiOiOCOCOCOCDCOCO '0681 ‘ospndny pun fynf fo .lrTrTfTVT ssddduoQ fo spn fiq pdcnopud spn oiumpdiu dip pun ddnpnopdn /o sdBdpod ui doqni pidpnp pun sd pippin puduunj. fo sdipimS l znzvj. 1838 EDUCATION REPORT, 1900-1901. AGRICULTURAL AND MECHANICAL COLLEGES. 1839 1840 AGRICULTURAL AND MECHANICAL COLLEGES. 838883 oooooo lCloVn >0 iO iO G» Gi G\> G! C.\> I iillil iO y&H3iQ*&ia (M Gi G$ r-T ililll lc in >o m »o iO Gi 02 02 Gi 02 02 o 8 rH gggco® oooooo rh -r< -rH •'*+< 02 02 02 02 02 02 g linn ©1 31 5i of oT os' of © 18,000 18,000 18, 000 18,000 18,000 18,000 s 00 gssgsg BqsSsB t-V- i- of CO © © ! © © © sS ;383 © © 'd'd'cd o 8 © gg ipgs in 1 io o to 8 O ■ ■ i i i i i ■ i i i i , i ii,ii, , ■ iiiii i • t i eg i i i i is!g*i i : R.2 Ck S.S O £ £?ce ©.2 1841 ED 1901— VOL II - 40 CHAPTER XXXVIII. STATISTICS OF FORMAL SCHOOLS. The estimated number of persons engaged in teaching in the United States exceeds half a million. Many thousands of new teachers are added to the ranks each year to take the places of those who have proven failures or who for other reasons have left the work. It is recognized that inadequate training is the chief cause of failure, although many who have received professional instruction in normal schools retire after the discouraging work of a year or two. On the other hand, there are thousands of men and women who have never been inside a nor¬ mal school building whose adaptability to the work has enabled them by earnest effort to become successful teachers. It is generally conceded, however, that these teachers could have won earlier success and achieved more valuable results had they first received the professional training offered by a good normal school. The growing demand for trained teachers has led to a steady increase from year to year in the attendance in normal schools and other institutions where pedagogical instruction is offered. The following table shows the number of institutions of the several classes offering such instruction and the number of normal students in each class for the last four years: Normal students reported for four years. Classes of institutions. 1897 '-98. 1898-99. 1899-1900. 1900-1901. Insti¬ tu¬ tions. | . Stu¬ dents. Insti¬ tu¬ tions. Stu¬ dents. Insti¬ tu¬ tions. Stu¬ dents. Insti¬ tu¬ tions. Stu¬ dents. Public normal schools . . . . 167 46.245 166 44,808 172 47,421 170 43,372 Private normal schools . . . 178 21,293 165 23.572 134 22,172 118 20,030 Public universities and colleges . - 23 2,255 29 2,541 26 2,004 34 3,019 Private universities and colleges . 188 6,065 208 6,950 221 7,520 213 7,453 Public high schools . . _ _ ... 494 7,378 544 8.930 506 10.703 528 11,298 Private high schools . 326 5,989 378 6; 886 417 8,522 398 8,985 Grand total . 1,376 | 89,225 1,488 93,687 1,476 98,342 1,461 94,157 In all public institutions . 684 55, S78 739 56,279 704 60,128 732 57,689 In all private institutions . 692 33,347 749 37,408 772 j 1 33,214 729 36,468 It is the purpose in this chapter to summarize and give in detail the statistics of public and private normal schools. In addition a list is given of the universi¬ ties and colleges having departments of pedagogy and those offering courses for the training of teachers. A table appears in the summaries giving the number of institutions, other than normal schools, having teachers’ training courses and the number of students pursuing such courses. For the year 1900-1901 there were in the regular training courses for teachers in public and private normal schools 68,402 students, while in all other institu¬ tions there were 30,755 students pursuing such courses. The 170 public normal schools had 2,232 instructors, 43,372 students, and 8,753 graduates, while the 118 private normal schools had 873 instructors, 20,030 students, and 1,630 graduates, 1843 1844 EDUCATION REPORT, 1900-1901. The following table will indicate in some measure the progress made by the public and private normal schools since 1890: 18S9-90. 1900-1901. Schools. In¬ struct¬ ors. Normal stu¬ dents. Normal grad¬ uates. Schools. In¬ struct¬ ors. Normal stu¬ dents. Normal grad¬ uates. Public normal schools . 135 1,182 26,917 4,413 170 2,232 43,372 8,753 Private normal schools... . 43 274 7,897 824 118 873 20,030 1,630 Total. . . 178 1,456 34,814 5,237 288- 3,105 63,402 10,383 For the last dozen years the growth of public normal schools has been constant, while the progress of private normal schools has shown as many fluctuations as commercial enterprises. In 1890 there were 43 private normal schools, with 7,897 students. In 1897 the number had reached 198, with 24,181 students. Since that time there has been a gradual decline in the number of such schools until 1901, when there were 118, reporting 20,030 students. The loss of 80 schools has not brought a corresponding reduction in the number of students. The weaker institutions have dropped out, leaving the majority of the remaining 118 stronger and better than before. The number of students graduating from the normal courses of public and private normal schools in 1901 was 10,383. The normal graduates of other insti¬ tutions were not reported to this office, but it may be estimated that the number was nearly 5,000, so that the number of graduates from teachers’ training courses in all the institutions, including the normal schools, was not less than 15,000. PUBLIC NORMAL SCHOOLS. With two exceptions all the States and Territories make provisions for public normal schools. Delaware and Nevada are without normal schools, but provi¬ sion has been made heretofore for the education of teachers in the State colleges of these two States. The first statistics of the new State normal school of Wyoming will appear in the next Annual Report of this Bureau. The steady growth of public normal schools is well illustrated by the following table, which shows the amounts of public appropriations received each year since 1890: Public appropriations to public normal schools for 12 years. Year. For sup¬ port. For build¬ ings. Year. For sup¬ port. For build¬ ings. 1889-90 . $1,312,419 1. 285, 700 1,567,082 1,452,914 1,996,271 1,917,375 $900,533 409,916 394,6.35 816,826 1,583,399 1,003,933 1895-96 . $2,187,875 2,426,185 2,566.132 2,510,934 2,769,003 3,068,485 $1,124,834 743,333 417,866 560,898 718,507 709,217 1890-91 _ 1896-97 1891- 92 . . . 1892- 93 . . 1897- 98 _ 1898- 99 . . . . . 1893-94. . 189L-S5 . 1899- 1900 _ _ ! 1900- 1901 . . . j The summarized statistics of the 170 public normal schools will be found in Tables 1 to 10, while detailed information concerning the individual schools will be found in Tables 21 and 22.' Table 1 shows the number of public normal schools in each State and the num¬ ber of teachers employed. In the 170 schools 2,232 were engaged in teaching normal students, 722 in other departments, making a total of 2,954 teachers employed, 1,075 men and 1,879 women. NORMAL SCHOOLS. 1845 As shown in Table 2, there were 43,372 students in normal departments, 10,989 males and 32,383 females. It addition, there were 708 students in business courses, 7.153 in other secondary grades, and 22,617 pupils 4n elementary grades. The total enrollment in all departments was 73,850, as shown in Table 3. Included in the normal departments there were 1,632 colored students, most of them being in the colored normal schools of the two Southern divisions. There were 31,638 children in the model schools used by the institutions. In most of the public normal schools the model schools belong to the elementary departments, while others use convenient public schools as model or practice schools. Table 4 shows that for the year ending June, 1901, there were 8,753 graduates from public normal schools, 1,583 men and 7,770 women. There were 208 gradu¬ ates of business courses and 688 graduates of other courses. Comparatively few public normal schools now maintain other than normal or teachers’ training courses. The total income of 145 of the 170 public normal schools was $4,014,774, as shown in Table 5. The amount of public appropriations received by 141 of these schools for support was $3,088,485. The value of the property of public normal schools is shown in Table 6, so far as information could be obtained by this office, only 139 of the 170 schools giving the desired figures. The libraries of 158 schools had an aggregate of 680,758 volumes. Table 7 shows the amount of public appropriations received each year for the last six years for support, while Table 8 shows the public appropriations for build¬ ings and improvements in the same period. BRANCHES OF INSTRUCTION. For the first time an attempt was made by this Bureau to ascertain to what . extent certain leading branches belonging to the professional instruction of teach¬ ers were taught in the public normal schools. The result of the inquiry is sum¬ marized in Tables 9 and 10. The details by schools are given in Table 21. There were 10,628 students in history of education, 12,561 in theory of education, 11,575 in school organization and supervision, 14.101 in school management and discipline, 12,094 in school hygiene, 14,491 in psychology and child-study, 4,489 in ethics, 8,109 in school laws, and 14,914 in practical pedagogy. PRIVATE NORMAL SCHOOLS. Tables 11 to 16, inclusive, summarize the statistics of the 118 private normal schools. These tables are in the same form as Tables 1 to 6 for the public normal schools, and may be compared with them, table by table, in the same order. Table 17. compares certain statistics of public and private normal schools. In the former only about one-fourth of the students are males, while in the latter the number is almost evenly divided between the sexes. In the former about 20 per cent of total number of normal students graduated in 1901, while in the latter the number of normal graduates bore less than half this ratio to the number of normal students. Table 18 shows the distribution of normal students not in the regular public and private normal schools. Table 19 shows the distribution of the 94,157 stu¬ dents in training courses for teachers in all institutions in 1900-1901. 1846 EDUCATION REPORT, 1900-1901. Table 1. — Summary of statistics of public normal schools in 1900-1901. SCHOOLS AND INSTRUCTORS. State or Territory. to o Teachers for normal students. Teachers wholly for other departments. Total number teach¬ ers employed. o o C 0 Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States. . 170 963 1,269 2,232 112 610 722 1,075 1,879 2,954 North Atlantic Division.. 59 341 554 895 18 309 327 359 863 1,222 Smith Atlantic Division .. 25 107 136 243 31 59 90 138 195 333 South Central Division... 25 107 114 221 20 51 71 127 165 292 N orth Central Division . . . 42 311 362 673 36 168 204 347 530 877 W estern Division . . 19 97 103 200 7 23 30 104 126 230 North Atlantic Division: Maine . 6 9 26 35 1 7 8 10 33 43 New Hampshire . 1 3 5 8 1 5 6 4 10 14 Vermont _ 3 5 12 17 1 3 4 6 15 21 Massachusetts _ 10 47 80 127 0 68 68 47 148 195 Rhode Island. . . 1 4 21 25 0 11 11 4 32 36 Connecticut . . 4 13 43 56 2 33 35 15 76 91 New York. . . 16 91 179 270 7 110 117 98 289 387 New Jersey . . 3 14 30 44 3 38 41 17 68 85 Pennsylvania _ 15 155 158 313 3 34 37 153 192 350 South Atlantic Division: Maryland . . . 1 4 8 12 0 4 4 4 12 16 District of Columbia.. 2 0 16 16 0 0 0 0 16 18 Virginia. . . 3 14 20 34 19 23 A.2 33 43 76 West Virginia . 7 35 21 56 6 8 14 41 29 70 North Carolina . 6 20 so .50 2 3 5 22 as 55 South Carolina. . _ 1 8 24 32 0 0 0 8 24 32 Georgia . Florida . . . 3 17 14 31 4 14 18 21 28 49 2 9 3 12 0 7 7 9 10 19 South Central Division: Kentucky . . 3 10 4 14 2 3 5 12 7 19 Tennessee . . 1 16 17 33 0 0 0 16 17 33 Alabama . . . 5 21 23 44 12 26 38 33 49 82 Mississippi . . 5 8 5 13 4 6 10 12 11 23 Louisiana _. . . . 2 8 20 28 0 8 8 8 .28 36 Texas _ _ _ _ 4 23 31 54 0 3 3 23 34 57 Arkansas _ 1 5 2 7 0 O' 0 5 2 7 Oklahoma _ 4 16 12 28 2 5 7 18 17 35 Indian Territory . 0 0 0 0 0 0 0 0 0 0 North Central Division: Ohio. . . . 4 .8 21 . 29 0 15 15 8 36 44 Indiana . i 23 13 36 0 6 6 23 19 42 Illinois . . 5 43 51 94 7 12 19 50 63 113 Michigan . . 3 40 44 84 0 25 25 40 69 109 Wisconsin . 8 61 73 134 2 26 28 63 99 162 Minnesota . 5 25 38 63 1 24 25 26 62 88 Iowa. . 4 35 27 62 0 15 15 35 42 77 Missouri.. . 4 32 28 60 26 39 65 58 67 125 N orth Dakota . . 2 9 6 15 0 6 6 9 12 21 South Dakota _ 3 8 25 33 0 0 0 * 8 25 33 Nebraska . . . 1 9 11 20 0 0 0 9 11 20 Kansas . 1 18 25 43 0 0 0 18 25 43 Western Division: Montana . 1 5 3 8 ’ 0 0 0 5 S 8 Wyoming . . . 0 0 0 0 0 0 0 0 . o 0 Colorado . . 1 12 10 22. 0 0 0 12 10 22 New Mexico. . . 2 11 9 20 1 0 1 12 9 21 Arizona . . . 2 5 4 9 0 2 2 5 6 11 Utah . 1 6 1 7 ' 0 0 0 6 1 7 N e vada . . • 0 0 0 0 0 0 0 0 0 0 Idaho . . . . . 2 5 6 11 0 0 0 5 6 11. Washington. . . 2 8 11 19 0 1 1 8 12 20 Oregon . . 4 16 12 28 2 5 7 18 17 35 California . 4 29 47 76 4 15 19 33 62 95 NORMAL SCHOOLS, 1847 Table 2. — Summary of statistics of public normal schools in 1900-1001. STUDENTS AND COURSES OF STUDY. Students in normal depart¬ ment. Students in busi¬ ness courses. Other students in secondary grades. Pupils in elementary grades. State or Territory. ©' © 'eg a © pH o EH © 'eg ©‘ a © £ 'eg o H © 'eg 3 © a © 3 o Eh © a © Ti a © pH a o Eh 10,989 32,383 43,372 345 363 708 2,749 4,404 7,153 10,433 12,184 22,617 North Atlantic Division. South Atlantic Division _ South Central Division _ _ North Central Division . 3,015 1,065 1,706 4,570 683 12,286 3, 132 2,555 lb, 793 2,617 15,301 4,197 4.261 10,363 3,250 193 78 4 70 0 145 185 5 28 0 338 263 9 98 0 929 534 333 680 273 1,758 615 521 1,271 239 2,687 1,149 854 1,951 512 4,912 831 1,082 2,857 751 5,736 1,112 1,054 3,229 1,053 10,648 1,943 2, 136 6,086 1,804 North Atlantic Division: 189 878 1,075 122 233 4 8 „ 25 36 61 77 108 180 New Hampshire . 2 29 120 204 0 0 0 0 0 0 0 0 0 0 0 0 148 75 119 75 267 150 113 1,775 209 1,888 209 0 0 0 0 0 0 444 424 868 0 0 0 0 0 86 36 0 0 0 Connecticut _ 6 1,111 56 1,499 625 4,315 773 3,389 631 5,426 829 4,888 0 79 0 55 0 134 0 414 0 895 0 1,309 1,102 0 2,651 142 1,375 0 3,523 215 1,277 0 6, 174 357 2,652 New Jersey . . Pennsylvania _ 0 110 0 87 0 197 71 419 108 683 South Atlantic Division: | Maryland . . 19 402 421 0 0 0 0 0 0 10 34 44 District of Columbia. Virginia . . 17 73 181 198 198 271 0 0 0 0 0 0 0 81 0 195 0 276 0 556 0 ; 582 0 1,188 West Virginia. _ 601 649 1,250 1,042 231 78 60 138 134 20 109 243 39 38 North Carolina 195 847 0 0 0 33 53 60 67 127 South Carolina _ 0 281 0 65 65 0 78 78 46 83 129 Georgia . . 117 580 677 0 60 60 285 182 467 60 ! 209 269 Florida _ _ 43 64 107 0 0 0 14 18 32 60 99 159 South Central Division: Kentucky _ _ _ 99 190 289 0 0 0 0 0 0 197 140 337 Tennessee . . . 270 280 550 0 0 0 .83 180 263 0 0 0 Alabama . . . 2 90 478 769 1 3 4 42 79 121 227 257 484 Mississippi ._ 92 93 185 3 2 5 16 33 49 268 299 567 Louisiana . 61 425 486 0 0 0 0 0 0 214 143 357 Texas . . 590 670 22 1,260 58 0 0 0 0 0 0 106 130 236 Arkansas. . . 86 114 70 184 Oklahoma . . 268 396 664 0 0 0 78 159 237 70 85 0 l 0 0 155 Indian Territory _ North Central Division: Ohio . . Indiana . . 0 1 600 0 421 772 0 422 1,372 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Illinois _ 531 2,082 1,309 1,977 1,152 1,670 1,122 273 2,593 1,558 0 0 0 13 35 48 437 478 515 625 713 502 915 Michigan . 449 0 o o 0 0 0 410 925 Wisconsin _ Minnesota . . Iowa. . . . 723 166 586 2,700 1,318 2,256 2,080 407 0 0 70 0 0 28 0 0 98 8 0 63 15 0 76 23 0 139 541 622 550 1,166 1,335 1,052 75 Missouri . . ... 958 0 0 0 0 0 0 431 32 North Dakota. . 134 0 0 0 0 0 0 15 21 36 South Dakota . 171 383 554 o o 0 0 0 0 159 226 0 385 0 Nebraska ... _ 191 515 706 0 0 0 0 0 0 0 Kansas . 60 137 197 0 0 0 596 1,145 0 1,741 80 117 3 197 3 Western Division: Montana . 9 57 66 o ! o 0 0 o 4 4 0 0 134 45 5 Wyoming . 0 0 0 o o 1 0 0 0 29 0 0 218 41 0 352 86 12 Colorado . . . 45 126 171 ! o 25 54 New Mexico . 15 61 76 0 0 0 152 97 75 249 Arizona . . 5 48 53 58 133 Utah . 68 80 148 22 80 0 52 Nevada . 0 0 0 6 0 .... 0 0 o 0 0 0 0 29 0 126 Idaho . . 83 70 115 198 0 0 0 0 Washington . 222 292 o o o 4 7 11 63 116 887; 135 102 420 198 218 757 Oregon . 123 ■272 395 0 o o 30 31 0 61 0 California . 215 1,636 1,851 0 0 0 0 1848 EDUCATION REPORT, 1900-1901. Table 3. — Summary of statistics of public normal schools in 1900-1901. TOTAL ENROLLMENT OF STUDENTS. State or Territory. Total enrollment in all departments. Colored students in¬ cluded in normal department. Number of children in model school. Male. Fe¬ male. Total. Male. Fe¬ male. ; Total, j Male. Fe¬ male. Total. United States . . 24,516 49,334 73,850 613 1,019 ! 1,632 14,508 17,130 31,633 North Atlantic Division .. 9,049 19.925 28,974 7 43 50 8,169 9,618 17,778 South A tlantic Division. . . 2,508 5,044 7,552 285 564 849 802 969 1,771 South Central Division _ 3,125 4.135 7.260 298 370 688 674 738 1,412 N or th Central Division _ 8,177 16,321 24.498 22 39 61 3,692 4,315 8.007 W estern Division . 1,657 3,909 5,566 1 3 4 1,180 1,490 2,670 North Atlantic Division: Maine . . . 305 1,018 1,323 0 2 2 114 155 269 New Hampshire. . . 150 239 389 0 0 0 1 75 192 267 Vermont . 104 279 383 0 0 0 ! 75 75 150 Massachusetts . 557 2,199 2.756 0 11 11 1,613 1,262 2,875 Rhode Island . . _ 0 245 245 0 0 0 309 336 645 Connecticut _ _ 6 625 631 0 1 1 1,127 1,397 2,524 New York . 4. 25o 8,788 13,043 4 13 17 2,685 3,657 6.342 New Jersey . 269 1.096 1,365 2 6 8 899 1.040 1.939 Pennsylvania . . 3,403 5,436 8.839 1 id 11 1,263 1,504 2,767 South Atlantic Division: Maryland _ _ 29 438 465 0 0 6 10 34 44 District of Columbia.. 17 181 198 14 87 101 381 347 708 Virginia . . . 710 975 1.685 73 1.28 201 233 313 546 West Virginia _ .. 852 856 1,708 23 57 80 9 9 18 North Carolina . . 275 947 1,222 158 264 422 36 •47 83 South Carolina _ 46 457 '503 0 0 0 43 83 129 Georgia . . 462 1,011 1,473 15 22 37 S3 108 191 Florida _ _ ... 117 181 298 2 6 8 24 28 52 South Central Division: Kentucky. . . 296 330 626 49 86 135 201 190 391 Tennessee . 353 460 813 Alabama . . . 560 818 1.378 47 76 123 204 222 426 Mississippi - . . . . 379 427 '806 36 36 72 10 15 25 Louisiana _ ._ 275 568 843 0 0 0 214 271 485 Texas . . . 696 800 1.496 130 150 280 0 0 0 Arkansas . . . 150 ! 92 242 36 32 58 0 0 0 Oklahoma . 416 640 1,056 0 0 0 ■ 45 40 85 Indian Territory _ 1 North Central Division: Ohio . . . . . 1 421 422 0 2 2 270 260 530 Indiana . . ... 600 772 1,372 5 9 14 86 94 180 Illinois _ _ 981 2, 575 3.556 8 12 | 20 447 516 963 Michigan . _ S59 ; 1,824 2; 683 1 | 3 4 608 817 1,425 Wisconsin . . 1,272 2,617 3; 889 0 1 1 622 783 1,405 Minnesota . 788 1 1,865 2,853 0 1 1 622 713 1,335 Iowa . . . 1,269 2,278 3.545 0 0 0 550 502 1,052 Missouri. . . 1,001 1,154 2.155 0 0 0 180 178 35S North Dakota . 149 294 443 0 0 0 15 21 33 South Dakota. . 330 609 939 0 0 0 160 228 388 Nebraska . . . 191 515 706 0 1 1 52 86 138 Kansas . . 738 1,399 2,135 8 10 18 80 117 197 Western Division: Montana . 13 60 73 0 0 0 200 200 400 Wyoming . . 1 Colorado . _ 204 373 577 0 6 | 0 134 169 303 New Mexico . 212 199 411 0 1 1 62 59 121 Arizona . . ... 68 130 198 1 o 1 15 42 57 Utah 90 110 200 Nevada | r . " Idaho . . . . 112 212 324 0 0 0 1 12 14 26 Washington . 137 364 501 0 0 0 113 165 278 Oregon . . 269 405 674 0 0 0 207 247 454 California . j 552 2,056 2,608 0 2 2 437 594 1,031 NORMAL SCHOOLS, 1849 Table 4. — Summary of statistics of public normal schools in 1900.-1901. NUMBER OF NORMAL AND OTHER GRADUATES. State or Territory. Normal graduates. Graduates in busi¬ ness courses. Graduates in other courses. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 1,583 7,770 8, 753 71 CO 208 189 499 688 North Atlantic Division _. 667 3,58S 4.255 54 78 132 51 313 364 South Atlantic Division 113 309 422 12 51 63 41 15 56 South Central Division . . _ 192 437 629 5 3 8 21 48 69 North Central Division ... 536 2, 478 3,014 0 2 2 70 122 192 Western Division . 75 358 433 0 3 3 6 1 7 North Atlantic Division: 33 174 207 1 39 40 6 6 12 12 86 88 21 435 456 3 16 19 1 197 198 | New York . 304 1,431 1,735 | 5 0 5 4 218 222 13 234 247 1 14 13 27 Pennsylvania _ _ _ 282 992 1,274 ! 49 78 127 24 60 84 South Atlantic Division: 2 84 86 9 49 58 Virginia . _ 20 60 80 2 0 2 19 6 19 W est Vi rginia _ 22 27 49 10 10 20 21 11 32 North Carolina _ 47 22 69 South Carolina 0 27 27 0 11 11 Georgia _ _ .. 8 36 44 0 30 30 0 1 1 Florida. _ _ 5 4 9 1 3 4 South Central Division: Kentucky 19 41 60 Tennessee . . . 57 78 135 Alabama. .. . . 58 162 220 1 2 3 17 47 64 Mississippi 5 11 16 3 0 3 Louisiana 10 90 100 Texas . . . . 16 16 32 4 1 5 Arkansas 2 6 8 1 1 2 Oklahoma 25 83 58 Indian Territory _ 1 North Central Division: i Ohio _ 1 2°5 226 Indiana 33 56 89 Illinois . . . 57 727 784 Michigan 324 401 _ _ ! 40 60 100 Wisconsin _ 177 320 497 12 54 68 Minnesota . 49 454 503 _ Iowa, . . . 1 5 6 0 2 2 5 3 8 Missouri . _ .. 41 68 109 North Dakota . 23 30 South Dakota 5 28 33 Nebraska _ 43 158 201 ! Kansas . . . 45 90 135 13 5 18 Western Division: Montana . . . 2 6 8 Wyoming. . i Colorado _ . 12 57 69 New Mexico . . 1 8 6 3 3 6 i 7 Arizona . . . 4 18 22 Utah . l Nevada . . Idaho . . . .. 6 32 38 j - j - W ashington . . . 4 19 23 Oregon _ _ _ 19 37 56 California . 27 182 209 1 . ! 1850 EDUCATION REPOET, 1900-1901. Table 5. —Summary of statistics of public normal schools in 1900-1901. INCOME FROM VARIOUS SOURCES. State or Territory. 1 N umber of schools reporting. Appro¬ priated by States, counties, or cities, for sup¬ port for 1900-1901. 1 Number of schools reporting. Received from tuition and other fees. | Number of schools I reporting. Received from produc¬ tive funds. 1 Number of schools reporting. Received from other sources and un¬ classi¬ fied. I Number of schools reporting. Total income for the year 1900-1901. United States _ „ _ 141 $3,068,485 113 $449,900 13 $80,250 46 $416,139 145 $4,014, 774 North Atlantic Division _ 48 1,133,099 35 242,423 3 3,610 11 74,284 48 1,453,416 South Atlantic Division .... 22 303,453 16 36,703 1 43,123 10 178,834 22 582, 113 South Central Division _ 21 237,897 17 30,257 1 1, 425 16 96,431 21 ■365, 810 N orth Central Division _ 33 1,044,491 30 122,352 7 31,817 3 51,200 35 1,249,860 Western Division . 19 349,745 15 18,165 1 275 6 15,390 19 383,575 North Atlantic Division: 6 34,000 6 2,682 1 200 6 38, 882 N ew Hampshire _ .... 1 10,000 1 600 0 0 1 10,600 3 16^000 1 190 1 210 0 3 16, 400 Massachusetts . . 7 211, 197 -2 3,145 9 0 0 0 7 214, 342 Rhode Island . 1 58,500 1 58,500 Connecticut . 1 30, 000 1 30,000 New York . 13 519,985 n 21,821 0 0 2 131 13 541,937 1 52,000 2 28.200 0 o 2 78,200 Pennsylvania . 13 201,417 12 187,785 ! 1 3, 200 1 9 74,153 1 14 466, 555 South Atlantic Division: Delaware . . . . Maryland _ _ 1 20,000 1 6,279 ; 1 20,279 District of Columbia Virginia . . . 8 48,663 2 4,700 1 43,123 3 124,853 3 221,339 W est Virginia _ 7 90,300 7 4,100 0 0 7 94,400 North Carolina . 6 36,538 1 10, 749 4 44,081 6 91,388 South Carolina . . 1 44,052 1 ■6, 440 : 0 0 1 1,900 1 52,392 ■Georgia . . . . •8 ■ 44,400 2 3, 750 2 8,000 2 56, 150 Florida -... 2 19,500 2 685 2 20, 185 South Central Division: Kentucky . . 2 '3,600 2 925 0 0 ' 2 3,750 2 8,275 Tennessee . . 1 20,000 1 10,000 1 40,000 1 70,000 Alabama, . . 5 34,975 4 8, 147 : 0 0 5 16,981 5 ,60,083 Mississippi . . 4 2,000 4 1,925 0 0 2 175 4 4, 100 Douisiana . 1 18,000 1 3, 530 1 2,090 1 23,580 Texas . . 4 95,600 3 5,000 1 1,425 2 197160 4 121,185 Arkansas . . 1 3,250 1 580 0 0 1 6,818 1 10, 648 Oklahoma . . . . . 60,272 1 150 ■0 0 2 7,567 3 67,989 Indian Territory North Central Division: Ohio. . . . 1 280 1 1 280 Indiana. . . .. 2 98,216 1 5,000 2 163, 216 Illinois . . . 3 75,310 3 13,352 1 586 1 33,000 3 122,248 Michigan . . . 3 128,799 2 12,204 1 4,200 0 0 3 145,203 Wisconsin _ 7 210, 751 5 GC ''T 1 9,500 7 235, 108 Minnesota . . . . . 4 108,250 4 7,790 4 116.040 Iowa. . . 4 •86,400 4 21,906 6 0 0 0 4 108; 308 Missouri . 4 197,200 3 32,855 0 0 0 0 4 230,055 North Dakota. . . 2 26, 150 2 2,675 . 2 .28, 825 South Dakota . . . ■2 48,415 3 6,483 3 4,031 1 1,200 3 60, 129 Nebraska . 1 30,000 1 1,700 0 0 1 31,700 Kansas . . . 1 . 35,000 1 3,250 1 13,500 1 17,000 1 68,750 Western Division: Montana . . 1 15,350 1 555 0 1 1,170 1 17,075 Wyoming . . . 0 0 Colorado . ... 1 43,000 1 2,000 0 0 1 400 1 45,400 New Mexico . . 2 21,000 2 4,150 0 0 1 10,800 2 35,950 Arizona . . '2 17,000 2 1,303 0 0 0 0 2 18,303 Utah . 1 7,500 1 940 1 20 1 8,460 Nevada. . 0 0 Idaho . . . 2 14,500 1 150 0 •0 1 1,000 2 15.650 Washington . 2 31,200 1 800 0 0 1 2,000 2 34,000 Oregon . . . 4 28,500 4 6, 645 1 275 4 35, 420 California . 4 171,695 2 1,622 0 0 0 6 4 173,317 NORMAL SCHOOLS, 1851 Table 6. — Summary of statistics of public normal schools in 1900-1901. VALUE OP BUILDINGS AND OTHER PROPERTY. State or Territory. Number of schools re¬ porting. Vol¬ umes in libra¬ ries. Esti¬ mated value of li¬ braries. P rJ1 ! £ -in'- EE.S •+-1 -P S g ; £ Value of buildings, grounds, apparatus, 1 etc. m m £ Value ; of bene-' factions, re¬ ceived 1800- 1901. 6 J A i 0 . J O s M H a § | Total money value of endow¬ ment. JO *0 0 . 0 *“* £ >-«tf W . j? fl rtf tr‘T S © 0 3 c3 SrQ > P O V 9 ? g ® — p<.s-£ a ftiQ 0 c3 < United States. . 156 684), 758 1 8 O 139 1 $21,692,114 j 6 $167,337 6 $955,686 60 $709,217 N. Atlantic Division- 58 245,790 295,848 49 ! 12,254,825 J 1 5,000 2 13,000 27 227, 476 S. Atlantic Division. ID 47,806* 49. 858 is ; 2,238.500 2 161,117 1 926;636 8 78,240 S. Central Division.. 19 42.519 39,809 20 ! 94i; 130 I 0 ! 1 ! 15.000 5 50,250 N. Central Division. . 41 279,925 347,535 34 : 4,860.133 1 17665“ 1 1,000 14 241.751 Western Division ... 19 65,218 72,250 18 1 1,399,526 : 2 220 i 1 59 6 Hi; 500 N. Atlantic Division: 1 Maine . ... _ 6 7,465 9,425 6 | 234,600 0 0 0 0 4 ! | 4,650 Vermont.!.. _ 8 9,568 8.500 3 1 46,000 i "H 1 8,000 1 2 | 1,0(X) Massachusetts . . 10 32,823 42,159 7 1 1,707,550 i | I 5,000 1 1 ! [ 5,000 2 1 5,900 Rhode Island _ 1 5, COO 10,000 1 1 800,000 ! Connecticut _ _ 4 31,046 34,200 9 229,840 | _ 3 I 60,000 16 74.884 101.350 13 4,256,978 1 10 97,408 8 4 600 7,250 3 15 80. 894 82,973 14 4,371,857 I 6 j 58,500 | S. Atlantic Division: Delaware Maryland 1 4,500 6,500 1 162,500 Dist! Columbia .. .... Virginia _ 3 i 17,600 10.500 3 I 1,030,000 1 1 158,017 I 1 j 926.636 0 0 West Virginia. .. 7 1 15,100 1 20.500 7 503:500 0 ! 0 ' 0 5 I 42,600 North Carolina. . 2 1 142 158 1 3 4.500 South Carolina .. 1 1 5,138 7.000 < 1 32-5.000 0 6 0 I i j 20,940 Georgia 3 1 3,921 4,200 ! 3 175. 000 1 3,109 1 1 6. 500 Florida 905 1,000 2 36,000 1 1 j S, 200 S. Central Division: I Kentucky 3 1.512 1,950 1 3,000 Tennessee 1 20, (XX) 15,000 1 1 202,500 ! Alabama. _ 4 ! 6.477 4.424 5 173.818 0 0 6 0 2 35,000 Mississippi _ 3 830 1, 115 4 5:200 1 15,000 Louisiana 2 J 4, 820 7, 400 2 100,000 .... 1 ! 9. 250 Texas _ _ 2 350 1,220 4 234,514 ! 0 0 0 0 2 6,000 Arkansas . . 1 4,630. 4,200 Oklahoma _ 3 4,100 4,500 3 222,100 Indian Territory L— N. Central Division: 1 I 1 Ohio 4 1 1,490 1,900 1 1,500 1 1,500 Indiana 2 ! 45.108 55,000 2 640, ttOO j 1 8,500 Illinois _ _ 4 1 59; 583 86,000 3 ] 675, 000 Michigan . 3 I 27,138 37,906 3 494,078 0 0 0 0 1 50,000 Wisconsin __ . 8 41,239 49.679 7 776,650 0 0 0 0 2 34,asi Minnesota _ 5 j 27,908 25,400 3 572,000 0 0 0 0 2 21: 600 Iowa .. 4 13,681 21,500 4 252,000 1 50,000 Missouri . . 4 13, COO 13.000 4 808,905 0 0 0 0 3 58,050 North Dakota _ 2 3,800 4,250 2 70.000 1 1,000 1 1,000 South Dakota _ 3 16.000 12,900 3 265,000 0 0 0 0 1 2 14,470 Nebraska _ 1 j 16.000 20.000 1 105.000 0 0 0 0 1 3,000 Kansas. . . 1 ! 15,000 20,000 1 200,000 | Western Division: Montana _ 1 2,717 2,500 1 65,000 0 0 0 0 1 20,000 Wyoming _ _ Colorado _ i 15,000* 20,000 ! l 200,000 j.... New Mexico _ 2 5,000 7,000 1 75.000 1 200 .... _ Arizona . . 3 4,200 2.300 2 60:000 0 0 j 1 50 1 6,000 Utah . 1 1 1,010 2,000 j 1 3,500 0 0 1 0 0 0 0 Nevada . l Idaho . . i 3 650 800 3 65.000 0 0 j 6 0 1 6 0 Washington _ 3 7.000 5,500 3 140,000 0 0 0 0 1 2.500 Oregon.. . 4 1,681 2.150 4 104.500 1 1 37,000 California . ! 4 27,960 30,000 4 1 686,526 1 20 1 0 0 2 46,000 1852 EDUCATION REPORT, 1900-1901. Table 7. — Review of public normal school statistics, 1895-1901. APPROPRIATION FROM STATE, COUNTY, OR CITY FOR SUPPORT. State or Territory. 1895-96. 1896-97. 1897-98. 189S-99. 1S99-1990. 1900-1901. United States . . $2,187,875 $2,426,185 $2,568,132 $2,510,934 $2,769,003 $3,068,485 North Atlantic Division ... 887.580 1,005.972 1,035,502 1,010.913 1.147.471 1.133.099 South Atlantic Division _ 146.582 257.836 '220.323 280;S50 230,883 303, 453 South Central Division _ 106.043 75.940 131.165 132,715 154,638 237.697 North Central Division _ 769,900 852, 787 881,437 779.256 934.731 1,044.491 ■Western Division . 277,750 233,650 297,700 307,700 301,280 349,745 North Atlantic Division: Maine . . . . 27,350 26,800 26.900 31.020 32.750 34.000 New Hampshire . 10,000 13.000 13,000 13,000 13.800 10. 000 V ermont - . . 13.032 12.426 15,000 17.000 15,500 ie; 000 Massachusetts . . 138. 2S4 168.207 175,878 196.668 179.862 211.197 Rhode Island . 20.000 25,000 • 55,000 60,000 58 500 Connecticut. . . . . 39.000 42.695 16; 000 34.303 15,234 30, COO New York ... _ 444,954 484.801 517. 105 513:507 596.780 519.985 New Jersev . . 40.570 44.943 55:661 45.000 45,000 52.000 Pennsylvania . . 174.390 193,000 190,958 105: 415 188,545 201,417 South Atlantic Division: 9.042 Maryland _ _ _ io:soo 12,500 j 12.875 j 20,000 20,000 20,000 District of Columbia . . 1 Virginia _ _ _ 31.666 38,333 47,996 30.000 30,000 48. 663 "West Virginia _ 35,100 42.200 36.400 122;550 66,300 so; 300 North Carolina . . i 20,750 41.316 37.657 32.800 33,075 36.538 South Carolina 62. 229 30.000 30.000 31.508 44. 052 Georgia _ _ 32,900 45:400 45.400 36:500 36.500 44.400 Florida. . . . 7,800 15,858 10,000 8,500 13,500 19,500 South Central Division: Kentucky.. . . . 10.350 j 5,775 3,375 4.325 3,700 3,600 Tennessee _ . 20.225 20.000 20.000 20,000 20.000 Alabama _ _ 22.418 29.450 22,445 21.800 23:550 34.975 Mississippi . 6.350 6:615 6,820 6,890 4; 760 2.000 Louisiana . . . 13.750 15. 000 15.000 16.000 16,000 18,000 Texas . . . 28! 000 1.600 42.500 42.700 53, 700 95.600 Arkansas _ .. .. _ 4; 950 5,500 5; 025 5. (XX) 3,500 3.250 Oklahoma . . . 12.000 16,000 16,000 29,428 60,272 Indian Territory _ North Central Division: . Ohio _ 1.800 3,500 8. (XX) 4.000 29,000 Indiana _ _ _ 65.827 60.720 60.750 65.352 65:000 98,216 Illinois . . . 123,610 64,000 127.777 96.000 139:216 75,310 Michigan . . 6i:400 63:850 95.650 88:700 117,000 128.799 Wisconsin. . . . 165; 086 288,540 259:396 198: 717 266.415 210. 751 Minnesota. . . .. ... 91.500 95,000 12S. 000 125.000 106.500 108.250 Iowa. _ _ _ 39.0R5 42,625 51A37 - 55.887 52.050 86.400 Missouri. . . 142.352 143,552 49.950 39,750 43.250 197,200 North Dakota . . 19.000 20.000 20.227 23.400 23:650 26,150 South Dakota . 12;500 26.000 27.000 28,500 30.150 48. 415 Nebraska _ _ 19,500 25; 000 24; 750 25.000 27,500 30:000 Kansas . . 28,250 20,000 28,000 28,950 35,000 35,000 W estern Division: Montana . . . . 7,700 15,000 15,000 15,350 Wvoming _ _ Colorado - . . j a5,ooo 35,000 35.000 35,000 35. COO 43,000 New Mexico _ 7.000 6,000 6.500 7. 000 21,000 Arizona . . | 6,000 8,000 11.500 15:000 17,000 Utah . . . 58,500 7,500 7,500 7,500 Nevada Idaho . . . 50.500 17.000 14,000 14.000 14,500 14,500 Washington . 42.000 26,500 12:500 29.200 15; 100 31.200 Oregon _ 16,000 15. 650 9,700 20.500 24.500 28.500 California . 121.250 125,500 142,300 186,500 167.680 171,695 NORMAL SCHOOLS, 1853 Table 8. — Review of public normal school statistics, 1895-1901. PUBLIC APPROPRIATIONS FOR BUILDINGS AND IMPROVEMENTS. State or Territory. 1895-96. 1896-91 1897-98. 1898-99. 1899-1800. 1900-1901. United States . $1,124,834 $743,333 $417,866 North Atlantic Division. South Atlantic Division. South Central Division. . North Central Division . Western Division . North Atlantic Division: Maine _ _ New Hampshire _ Vermont . Massachusetts _ Rhode Island _ Connecticut - New York . . New Jersey . . Pennsylvania _ South Atlantic Division: Delaware _ _ Maryland _ District of Columbia. Virginia _ _ _ West Virginia _ North Carolina _ South Carolina. . Georgia _ _ _ Florida _ South Central Division: Kentucky _ Tennessee _ _ Alabama - - Mississippi _ Louisiana _ _ Texas . . . Arkansas - - - Oklahoma . . Indian Territory - North Central Division: Ohio _ Indiana - - Illinois . . Michigan . . . Wisconsin.. . . Minnesota. . Iowa. . Missouri.. . North Dakota _ South Dakota _ Nebraska . . . Kansas _ _ Western Division: Montana - - Wyoming _ Colorado . . New Mexico _ Arizona _ _ Utah . . . . Nevada. . . . . Idaho _ _ _ Washington _ Oregon . . . California . 564,118 83.168 9,798 288,250 179:500 146,044 263,045 15,250 203; 669 115, 825 131,217 57,435 4.310 97,504 127,400 17,000 0 125,000 i 250,000 20,000 140.869 1,249 10,000 : 5,912 !. 1,631 , 68,000 715 0 10,000 0 0 16,895 330 50.104 41,000 715 0 0 0 55,587 4,515 29,400 0 2,760 5,125 55,000 7,000 8,500 186,405 61,400 180 50 35,000 0 2,700 0 3,002 0 2,500 1.296 3; 000 1,000 0 47,000 155.800 11,750 30,000 35,400 3,000 4,300 50 20 12,480 0 0 0 3,000 10,000 56.000 25:000 55:889 12; 500 3,000 6,280 0 0 20.000 12.000 20,0a) 10,000 11,500 0 10,000 85,000 70,000 60,000 3,000 5,000 1,000 62,825 4,000 2,500 2,500 45.450 1,725 '6,000 800 1,000 110 2,000 400 $560,896 $718,507 113.659 58,775 5,275 133,375 249,812 210, 639 101,254 36, 570 251,094 118,950 740 8, OX) 53,300 5,600 8,000 1,760 93,583 18,732 4,000 28,887 70,216 5.000 26,500 4,504 53,319 5,000 456 20,000 35,800 5,000 35,000 950 800 1,800 75 2,000 '600 1,800 345 1,500 22,325 600 10,000 2,300 50 17,50) 39,354 15,000 90. 375 0 10,000 3,000 I 300 | "26:666'! 1,000 2:000 25,000 5,000 50,000 . 6' 0 55,336 58,000 2; 904 5,800 50,000 1,000 52,500 5.000 20A00 16,000 58,500 50 2,850 5,000 23,000 6,500 17,500 197,812 19,700 13,000 6,000 13,750 66 . 500 $709,217 227,476 78,240 50,250 241,751 111.5-00 4.650 1.000 5; 920 60,000 97,406 58,500 42, 600 20,940 6,500 8,200 35,000 9,250 6,000 1.500 8. 500 50,000 34,631 21,600 50, 000 58,050 14,470 3,000 20,000 6,000 2,500 37.000 46; 000 Table 9. — Number of students pursuing certain subjects in public normal schools in 1900-1901. 1854 EDUCATION BEPOKT, 1900-1901, f CO O L- 05 gg&gSSSSRJS CO r-1 CO ^O-rHO 03 L~ O CO t- 882833888 CO HN hH i- t* CO 88888 rH 05 04 o ^ L- -H 02 G'5 HOWNt HHW^r '38°^g3g xO 00 CO 30 05 i>~ CM S CO 55 ^OHH C5 188388 OHWNCOC5J005D COOOCOOCOW ^000005 S3 OM cs.£< q o c3 c n CQHCDxOOW^O 05 CM O CO L- O 04 >-* CO C5 CO COQf-HOQ 04 04 '•H 00 rH IrHO^NOCO ICO 04 CO NXCO^HONCl 04 CO Oi o CO H-i OJ CO 1C COOirHgWC© o . V & ^ 2 .g £ §i tlO CD rH tfi O C3 CG 05> o »C ^ CO cScjrH^HO 16 rHCO !>0!SHH»NOlO CO CO 35 CO SO HClftKOW 28 04 rH iO i>. JO CO 04 JO 04 00 04 t 88 3D » 04 rH O CO CD rH i-» £?• 04 iH i>» "H CO H-i C5 C5 04 05 •iO.OOi.-~CO 04 04 lQ £P 05 rH rH r— o rH 04 O rH OOHHOiO

- HhcOG5^0C4COtH rH rH 00 05 CO 04 CO -H O L~ CP CO ^ 04 t- C0J0rH^C0C5 05jO04 3'*®$;'* 3 £ 38 8 CO 05 04 rH O hH 04 CO CO 05 rH CO JO 04 CO 04 i~ CO CO CO O CO CO JJgJ ■ ® S .2 1 o 0-.‘SS.r s £P <<3°£ tnn &&&&$ i ■S is 03 CD (3 Is §,3 5# g C3Q £?§ P .03 PI g •So 2 &JD f-H tH U 03 £ P Is >=; 8 ®s |sehp 13! ip §!| 1121 Mil 8|5|SI| !^|z;|>^pojzj£(iH3pgpf>£:6M0pPW^ - :£"^5g ;(fi ■ “1-1 ISIS^SS ° :! -SS* S3g3SS£5*-fc58 ® :( gggggggsgg s j8*« ji *§“» gegggasste s ig!5SS ji iSSf sagsgs^ssss » I- SSISSa**^ - \i sagg Ww«» *• \ ii ^ssmgn^xmi « js^^i :: Illinois . . Michigan . Wisconsin . Minnesota . Iowa . Missouri . . . North Dakota . South Dakota . Nebraska . . lli 3 Hi xlsf coiora^::;;;:;:;::;;;;::;:;::::::;;:::::;:::: Now Mexico . Arizona . Utah . ■ . Nevada . iciano . Washington . Oregon . California . £ 1856 EDUCATION EEPOET, 1900-1901, Table 10. — Number of students pursuing certain subjects in public normal schools in 1900-1901. State or Territory. Psychology and child study. Ethics. School laws. Prac tical gogy. peda- Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. 1 United States . 2,510 11,98114,481 740 3,749 4,489 1,531 6,578 8,109 2,637 12,277 14,914 North Atlantic Division. 944 5,632 6, 576 224 1.597 1,821 734 3,464 4,198 808 5,171 5,979 South Atlantic Division . 118 545 663 73 ' 224 297 101 293 394 135 939 1,074 South Central Division . . &59 806 1,165 262 377! 639 243 439 682 499 1,026 1,525 North Central Division.. 874 3.962, 4, 836 119 1.250 1,369 319 1,713 2,0:32 997 4,045 5,042 Western Division . 215 1,036 1,251 62| 301 363 134 669 803 198 1,096 1,294 North Atlantic Division: Maine. . : . . . . 60 243 303 38 214 252 60 288 348 40 203 243 g 60 62 “| 43 44 Vermont . 12 116 128 12 116 128 12 116 128 il 91 102 Massachusetts . . 166 724 890 16 113 129 82 606 688 70 675 745 0 150 150 0 48 48 0 82 82 3 577 4 186 190 4 215 219 New York. . . . 365 2,327 101 1,092 1,193 275 1,271 1,546 244 2,162 2,406 20 353 373 20 340 360 30 404 434 Pennsylvania . 316 1,082 1,398 57 62 . 119 280 566 846 409 1,339 1,748 South Atlantic Division: Maryland . . 7 90 97 7 90 _ 97 7 SO 97 17! ; 353 370 District of Columbia. 16 131 147 14 87 101 17 I 181 198 Virginia . . 24 104 128 26 61 87 23 21 44 24 79 103 W est V ir ginia _ 24 22 46 16 22 38 4 5 9 20 31 51 North Carolina _ 9 69 78 0 9 9 26 51 77 24 85 109 South Carolina . . 0 28 28 0 143 143 Georgia. . . 24 78 102 24 42 68 15 22 37 18 34 52 Florida . . . 14 23 37 12 17 29 15 33 48 South Central Division: Kentucky . . 86 87 123 76 119 195 36 39 75 36 113 149 Tennessee Alabama . . 54 142 196 39 62 101 35 126 161 86 188 274 Mississippi . <7 8 15 2 8 10 26 42 68 Louisiana _ 19 172 191 _ 0 79 79 Texas . 179 3:32 511 99 157 256 113 210 323 272 525 797 Arkansas - - 36 22 58 36 22 58 36 22 58 36 22 58 Oklahoma . . 28 43 71 12 ! 17 29 21 j 34 55 43 57 100 Indian Territory. _ North Central Division: Ohio _ _ _ _ 1 '317 318 0 178 178 0 79 79 1 285 286 Indiana 129 228 357 5 32 87 Illinois . 106 886 992 23 635 658 66 714 780 153 917 1,070 Michigan . . 99 601 700 0 76 76 20 106 126 78 363 441 Wisconsin _ _ 171 552 723 38 91 129 113 320 433 318 860 1,178 Minnesota . . . . 43 624 687 16 125 141 23 203 226 38 394 432 Iowa . _ 69 304 373 27 82 109 113 624 737 Missouri . 55 138 193 23 92 115 0 59 59 125 159 284 North Dakota . 15 20 5 '15 20 7 24 31 13 33 46 South Dakota. .. ... 25 64 89 14 38 52 20 62 82 25 71 96 N ebraska 38 90 128 30 52 82 68 170 238 Kansas 133 143 276 13 12 25 60 137 197 Western Division: Montana 4 11 15 0 15 15 2 6 8 Wyoming Colorado 36 ! 176 212 36 178 212 N e w Mexico 5 36 41 5 36 41 1 36 37 Arizona . 10 37 47 4 14 18 4 31 35 10 41 51 Utah 27 78 105 20 68 88 20 71 91 Nevada Idaho . . . . 9 47 56 2 12 14 6 28 34 2 12 14 Washington _ . 28 | 97 125 19 49 68 46 178 224 28 97 125 Oregon 35 80 115 17 45 62 21 73 94 California . 61 474 535 12 122 134 61 372 433 78 1 584 662 NORMAL SCHOOLS, 1857 Table 11. — Summary of statistics of private normal schools in 1900-1901. SCHOOLS AND INSTUCTORS. State or Territory. Schools. Teachers for nor¬ mal students. Teachers wholly for other departments. Total number of teachers employed. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 118 491 382 873 233 236 . 469 724 618 1,342 North Atlantic Division.. 6 78 75 153 0 1 1 78 76 154 South Atlantic Division.. 27 45 72 117 19 66 85 64 138 202 South Central Division... 27 80 86 166 82 79 161 162 165 327 North Central Division .. 56 284 143 427 131 89 220 415 232 647 Western Division . 2 4 6 10 1 1 2 5 7 12 North Atlantic Division: 1 i Massachusetts . 3 2 25 27 O' 1 1 2 26 28 New York . . 1 69 49 118 0 0 0 69 49 118 Pennsylvania . . 2 7 1 8 0 0 0 7 1 8 South Atlantic Division: Maryland _ 3 7 2 9 2 0 2 9 2 11 District of Columbia.. 2 0 8 8 0 0 0 0 8 8 Virginia . . . 4 9 11 20 0 2 2 9 13 22 West Virginia . 2 4 6 10 0 2 2 4 8 12 North Carolina . 4 8 20 28 7 9 16 15 29 44 South Carolina . . . 5 4 10 14 4 16 20 8 26 34 Georgia . . 5 10 12 22 4 29 33 14 41 55 Florida . 2 3 3 6 2 8 10 5 11 16 South Central Division: Kentucky . 8 17 16 . 33 4 11 15 21 27 48 Tennessee . . 8 19 26 45 29 34 63 48 60 108 Alabama . 2 13 19 32 43 17 60 58 36 92 Mississippi . . 3 9 13 22 2 12 14 11 25 38 Louisiana . Texas . 2 7 2 9 0 3 3 7 5 12 Arkansas . 4 15 10 25 4 2 6 19 12 31 Oklahoma Indian Territory . North Central Division: Ohio . 9 67 18 85 15 9 24 82 27 109 Indiana . . 9 62 49 111 49 21 70 111 70 181 Illinois . . . 8 36 22 58 16 19 35 52 41 93 Michigan . . 2 1 2 . 3 1 2 3 2 4 8 Wisconsin. . 2 14 1 15 0 0 0 14 1 15 Minnesota . 2 7 0 7 2 2 4 9 2 11 Iowa . . . 9 34 18 52 20 9 29 54 27 81 Missouri . . . 6 24 10 34 15 13 28 39 23 62 North Dakota . 1 2 0 2 2 0 2 4 0 4 South Dakota . 1 4 2 6 0 0 0 4 2 6 Nebraska . . . 3 22 11 33 1 3 4 23 14 37 Kansas . . 4 11 10 21 10 11 21 21 21 42 Western Division: Montana . . . Wyoming . Colorado . . 1 3 5 8 1 1 2 4 6 10 New Mexico Arizona _ _ Utah . Nevada Idaho _ _ Washington . Oregon . California . 1 i i 2 0 0 0 1 1 2 ED 1901 — YOL IX- 41 1858 EDUCATION BEPOBT, 1900-1901. Table 12. — Summary of statistics of private normal schools in 1900-1901. STUDENTS AND COURSES OF STUDY. State or Territory. Students in nor¬ mal department. Students in busi¬ ness courses. Other students in secondary grades. Pupils in elemen¬ tary grades. Male. Female. Total. Male. Female. Total. Male. Female. Total. A <3 4 I ! Total. United States . . 10,128 9,907 20,030 4,514 1,877 | 6,391 4,408 2,809 7,217 4,528 5,622 10,150 North Atlantic Division. 270 760 1,030 0 0 0 5 22 1 27 181 | 314 475 South Atlantic Division. 440 776 1.216 144! 54 198 1 288 1 386 i 674 1,331 ! 2.155! ! 3.486 South Central Division .. 1.460 1,114 2,574 359! 198 557! ! 614 1 384 ! 998 1,917 1.91ol 3.832 North Central Division . 7.944 7. 058 15.002 3.995 1,581 5.576 3,501 j 2,017 o, 0I8 1,099 : 1,195 2,294 Western Division . . 9 199 208 16 44 60 0 0 0 20 43: 63 North Atlantic Division: ! Maine . . . . N ew Hampshire . V ermont .7 . . . Massachusetts . 0 207 207 0 0 ! - o| 0 15 15 0 0 0 Rhode Island. . New York.. . 150 443 593 6 0 0 0 0 0 153 304 457 New Jersev . . . . ! Pennsylvania ... _ _ 120 . no . 230 0 5 0 5 7 12 8 10 18 South Atlantic Division: Delaware . . . . l 1 Maryland _ _ 50 21 71 10 6 10! 0 0 0 32 28 60 District of Columbia. 0 32 32 0 0 0 0 0 0 7 i 8 15 Virginia . 301 1 106! ! 136 28 6! 34 29 29 58 14 76 90 West Virginia . 84 93 177 15 .8 23 0 0 0 25 37 82 North Carolina _ 97 263 ! 360 6 8 14 24 41 65 ' 204 ! 351 555 South Carolina. . 54 66 I 120 15 22 37 52 94 146 I 510 ! 663 1,173 Georgia . . ... 88 162 | 260 58 6 64 133 : 159 292 I 440 879 1,319 • Flo’rioa. . . 27 33 60 12 4 16 50 63 113 99 . 113 212 South Central Division: 1 Kentucky . _ _ 444 343 787 171 92 283 50 39 89 267 355 622 Tennessee _ _ 597 4 52 1,049 106 1 83 189 234 154 388 515 669 1.184 A labama . _ _ 46 30 76 0 0 0 207 1 128 335 713 i 382 1,095 Mississippi . . . 65 80 145 10 1 11 10 6 16 257 j 311 568 Louisiana Texas . . . j 135 71 206 38 8 46 77 44 12l 12 10 22 Arkansas. _ 173 138 311 34 14 48 36 13 49 153 188 341 Oklahoma _ Indian Territory . . North Central Division: Ohio _ _ _ 2,873 1,203 4.076 265 45 310 1.635 i 552 2,187 96 72 168 Indiana. . . 2,190 2,290 4.480 1,4S9 683 ! 2,152 1,303 901 2;204 89 IS 57 Illinois-. . . . 912 1.2031 2:il5 ' 870 260 1 1.130 115 1 165 '280 178 82 260 Michigan _ 75 97 172 91 128 219 1 4 7 11 4 2 6 Wisconsin _ 40 25 65 40 0 40 2 0 2 62 \ 88 148 Minnesota . . . 20 24 44 22 0, 22 0 i 0 0 101 55 156 Iowa _ 571 ! 748 1,319 160 133 293 152 200 352 219 243 462 Missouri . . . 543 476 1,019 243 93 336 108 120 228 106 217 323 North Dakota. . . 15 20 35 60! 0 60 0 0 0 35 30 65 South Dakota . 32 55 '87 Oj 0 0 0 0 0 25 17 42 Nebraska _ _ 446 689 1,1.35 634 192 828 0 0 0 212 339 551 Kansas . 227| 228 455 121 67: 188 182 79 254 22 34 53 Western Division: ! : Montana Wyoming Colorado 7I 176! 183 14 43 57 20 43 63 Now Merten Arizona Utah Nevada. Idaho W ashington Oregon California . 2 23 25 21 i 8 : 0 0 0 6 NORMAL SCHOOLS, 1859 Table 13. — Summary of statistics of private normal schools in 1900-1901. TOTAL ENROLLMENT OF STUDENTS. E^C. State or Territory. - - - 5 Total enrollment in all departments. Colored students in¬ cluded in normal department. Number of children in model school. Male. Fe¬ male. Total. Male. | Fe¬ male. Total. Male. I i Fe- j male. Total. United States - 23,573 20,215 43,788 j 529 764 1,293 1,321 i 1,8H j 3,132 North Atlantic Division.- 436 1.096 1.532 0 i 0 i o 234 j 468 : 702 - th A tlantic Division .. 2; 203 3.371 5.574 222 1 409 631 311 395 703 Soutli Central Division . . _ -4.350 3, on 7.961 29- | 346 640 429 : 551 980 N ortli Central Division . . . 16.539 11.851 28.390 13 8 21 347 : 397 744 Western Division _ 45 286 331 1 0 1 1 1 0 i 0 0 North Atlantic Division: i _ _ Massachusetts _ . . ... 0 222 .... 0 0 i 1 0 0 0 ] 0 Rhode Island _ ........ New York . . 303 747 1,050 I 0 j 0 0 234 468 i 702 133 127 260 i 0 1 0 0 1 o South Atlantic Division: Maryland _ _ 92 49 in 4 i ! 13 17 0 0 0 Distinct of Columbia. . 7 40 47 o 22 22 27 38 65 Virginia _ _ 101 1 217 318 0 51 51 0 0 0 West Virginia _ 124 138 262 34 48 82 0 i 0 0 North Carolina . 331 663 ; 994 92 93 185 , 102 151 253 South Carolina _ 631 845 i 1.478 54 l 66 120 50 54 104 Georgia . . . . 729 : 1.208 1.935 31 1 108 139 123 140 262 Florida . . . 188 213 401 7 | 8 15 10 12 ! 22 South Central Division: Kentucky _ _ _ 932 829 i 1.761 12 28 40 35 52 87 Tennessee _ 1.452 1,356 ! 2.810 210 250 460 138 223 359 Alabama _ S66 540 ; 1. 506 46 i so 76 74 86 160 Mississippi _ . . . 342 38 8 '740 28 j 3S 64 133 142 275 Louisiana . . . Texas _ _ _ | 262 ; | 133 395 ! 0 0 0 0 0 1 0 Arkansas _ _ . . 396 353 749 0 0 0 51 48 | 99 Oklahoma . _ Indian Territorv _ North Central Division: Ohio _ _ _ ! 4,869 i 1,872 | 6.741 0 1 0 0 40 53 93 Indiana _ i 5.021 3.872 ! 8, 883 3 4 7 6 6 12 Illinois _ 2.075 1. 710 3.785 5 3 S 78 71 149 Michigan ...... ... 174 234 408 0 0 0 6 0 0 Wisconsin . . 144 111 255 0 0 0 62 86 148 Minnesota _ _ 143 79 222 0 0 0 78 78 154 Iowa . _ . . ... 1.102 ! 1.S24 2.423 0 0 0 0 0 1 0 Missouri _ _ 1.000 806 1.906 0 0 0 48 65 in North Dakota _ _ no 50 160 0 i 0 0 0 0 j 0 South Dakota _ 57 72 129 0 0 0 0 0 i 0 Nebraska _ _ _ 1,292 I 1.220 2,512 5 1 6 37 40 77 Kansas _ _ ... 552 401 953 o 0 0 0 0 0 Western Division: Montana . . . . . Wvoming _ _ Colorado"! . . .. 41 282 803 0 1 1 New Mexico . ... Arizona _ _ _ Utah _ _ _ N e vada . . . Idaho . _ ... W ashington . . Oregon.. _ California _ 4 24 I 28 o I 0 1 o 0 ' | 1 1 1860 EDUCATION EEPOET, 1900-1901. Table 14. — Summary of statistics of private normal schools in 1000-1901. NUMBER OF NORMAL AND OTHER GRADUATES. State or Territory. Normal graduates. Graduates in business courses. Graduates in other courses. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . - 827 803 1,630 481 194 655 553 480 1,033 North Atlantic Division .. 24 92 116 0 0 0 17 52 69 South Atlantic Division... 67 132 199 50 12 62 48 116 164 South Central Division. . . . 198 142 338 133 37 170 143 48 191 North Central Division . . . 540 432 972 267 104 371 344 255 599 Western Division . 0 5 5 11 41 52 1 9 10 North Atlantic Division: 1 _ ! 1 Massachusetts . . 0 12 12 1 6 6 ! 0 0 34 84 Rhode Island _ New York . . . 17 73 SO I 6 1 0 j 6 17 18 35 rjf 14 South Atlantic Division: I 13 4 17 Distinct of Columbia . . 0 10 10 Virginia . . 1 13 14 4 I 0 1 4 i 0 1 West Virginia - 1 4 5 0 ! 0 0 0 10 10 North Carolina .. .. 7 34 41 3 7 10 0 11 11 South Carolina ... . . 11 23 34 5 j 2 7 0 0 0 Georgia . 30 87 67 30 I 3 33 43 92 135 Florida _ _ _ 4 7 11 8 i 0 8 4 3 7 South Central Division: Kentucky . . 69 61 130 77 12 89 34 6 40 Tennessee _ 40 57 97 25 18 43 43 13 56 Alabama . . ... 1 7 8 0 0 0 58 27 85 Mississippi.. - - 8 4 12 5 3 8 0 0 0 Louisiana Texas . 44 12 58 18 j 1 17 8 2 10 Arkansas . . . i 34 1 35 10 3 13 0 0 0 Oklahoma Indian Territory _ North Central Division: Ohio . _ _ _ 202 109 311 55 4 59 153 51 204 Indiana _ _ _ 47 39 86 70 i 42 112 53 36 89 Illinois - - - 73 29 102 71 20 91 60 66 126 16 21 37 W i sconsin 9 0 9 Minnesota . 6 12 18 0 0 0 6 24 80 Iowa . . 24 17 41 39 23 62 48 52 98 Missouri . . . . . . 16 9 25 8 4 12 5 3 8 North Dakota .. . 0 0 0 0 0 0 0 0 0 South 8 13 21 Nebraska . . . no 149 259 16 5 21 9 6 15 Kansas . . 29 34 63 8 6 14 12 17 29 Western Division: Montana WyoTnifi-0, Colorado _ 0 5 5 11 41 52 1 S 10 fsj” p'vv Merino _ Arizona _ Utah Nevada i _ Idaho i "n gf ■ on Oregon _ C alifor nia 0 0 1 0 1 1 1 ^tzjC0O5£j NORMAL SCHOOLS, 1861 Table 15. — Summary of statistics of private nor mal schools in 1900-1901. INCOME FROM VARIOUS SOURCES. State or Territory. N umber of schools reporting. Appro¬ priated. by States, counties, or cities for sup¬ port for 1900-1901. N umber of schools reporting. Received from tui¬ tion and other fees. Number of schools reporting. Received from produc¬ tive funds. N umber of schools reporting. Received from other sources and unclassi¬ fied. N umber of schools reporting. Total in¬ come for the year 1900-1901. United States _ 18 $18,140 73 $475, 460 9 $55, 132 38 % i ca QO 79 $835,579 N. Atlantic Division . . . 0 3 135,484 1 8,866 1 18,213 3 162,563 S. Atlantic Division _ 8 8,490 20 37,759 2 2,419 11 26,237 22 74,905 S. Central Division _ 6 6,290 20 60,829 2 7,898 11 210,449 20 285,464 N. Central Division _ 4 3,360 29 240.338 4 35, 951 15 31,948 33 311,597 Western Division . 0 1 1,050 0 0 1 1,050 N. Atlantic Division: Maine . . ... New Hampshire . _ - Vermont .* . Massachusetts . 0 1 3,000 l 3,000 Rhode Island . 1 Connecticut . i New York . 0 1 130,184 1 8,868 1 1 18,213 1 157 263 Pennsylvania, . 0 1 2,800 1 2,300 S. Atlantic Division: Delaware . . . Maryland . . 1 2,000 1 400 1 260 0 2 2,650 Dist. of Columbia _ _ 2 2.000 2 2,000 Virginia . . 3 3, 233 0 1 6,036 3 9 269 W est V ir ginia . _ 1 1,000 1 551 1 2,169 1 1,323 1 5,043 North Carolina _ 2 340 2 14,050 0 2 8,400 3 22,790 South Carolina _ 1 600 5 4,295 0 4 4,238 5 9,133 Georgia . 2 2,800 4 10,430 0 2 4,240 4 17, 470 Florida. ... . . 1 1,750 2 2,800 0 1 2,000 2 6,550 S. Central Division: Kentucky . . 1 350 6 26,581 1 ISO 3 4,650 6 31,761 Tennessee . . . 1 345 6 18, 970 0 3 10 360 6 29 675 Alabama . . 1 4,500 1 1,878 1 7,716 1 177.309 1 191 ’403 Mississippi ... .. 1 '395 3 6,250 o 3 18,030 3 24,675 Louisiana _ Texas . 0 1 1.050 0 0 1 1 050 Arkansas. . 2 TOO 3 6,100 0 1 100 3 6,900 Oklahoma . . . . Indian Territory. . . N. Central Division: Ohio . . . 1 1.800 6 52,248 2 ■ 19,200 3 4,020 7 77,268 Indiana . 1 360 4 111,551 1 8,407 3 2,354 5 122,672 Illinois . . ... 3 17,000 1 500 3 17,500 Michigan . . 0 1 525 o 0 1 ’525 Wisconsin . . 0 0 1 8,344 1 1,320 1 9,664 Minnesota _ 0 2 2,734 0 2 5, 075 2 7 809 Iowa . 0 4 12,307 o 1 1,764 4 14’ 071 Missouri . . 1 700 4 18,445 0 0 4 19’ 145 North Dakota _ South Dakota . • 0 1 2,098 1 2,865 I 4,963 Nebraska . 0 0 o 1 12 950 1 12’ 950 Kansas . ... . . . 1 500 4 23,430 0 2 1,100 4 25’ 030 Western Division: Montana . . Wyoming . Colorado. . . New Mexico . Arizona . Utah . . . Nevada.. . L . - ... Idaho . Washington. .. . 1 Oregon . _ i California . 1 o 1 1,050 0 0 i 1,050 1 I 1862 EDUCATION EEPOKT, 1900-1901. Table 16. — Summary of statistics of private normal schools in 1900-1901. VALUE OF BUILDINGS AND OTHER PROPERTY. State or Territory. Schools reporting libraries. Volumes in libraries. Estimated value of libraries. Number of schools reporting. Value of buildings, grounds, apparatus, etc. Number of schools reporting. Value of benefac¬ tions re¬ ceived 1900-1801. Number of schools reporting. Total money value of endow¬ ment. United States . 92 163,337 $157,714 87 $4,743,930 15 $448, 355 13 $822,332 N orth Atlantic Division. 4 21,654 5,400 3 1,770,000 1 217,200 1 100,000 South Atlantic Division. 23 27,208 27, 759 21 468.010 6 8,465 O 64,000 South Central Division . 23 40,320 89,325 23 966; 270 4 203,840 3 329; 182 North Central Division. 40 72,605 83,230 38 1,518,950 4 18,850 6 309,150 W estern Division . 2 1,550 2,000 2 20,700 0 1 213,000 North Atlantic Division: N ew Hampshire _ Vermont . . 2 4.700 5,200 i 50,000 0 0 Rhode Island . . Connecticut . New York . . i 18,694 1 1,685,000 1 217,200 1 100,000 i 260 200 1 35,000 South Atlantic Division: Maryland _ _ 3 7,682 10,000 3 84,000 0 0 District of Columbia. 1 400 600 0 0 Virginia . . . * 3 950 925 3 61,800 1 24,000 West Virginia 2 5,500 5,600 1 4,000 1 40,000 North Carolina . . 5, 250 5,700 3 144, 710 2 5,140 0 South Carolina . . 4 1,650 1,684 5 56,500 2 3,100 Georgia . . 4 3,176 2, 450 4 86,000 2 225 0 Florida . 2 2,600 800 2 31,000 0 0 South Central Division: Kentucky _ _ 6 3,125 1,650 6 44,904 1 131 0 Tennessee _ 8 15, 500 18,950 358,000 1 31,000 0 75,410 Alabama.. . . 1 5,000 5,000 1 356,866 1 164,709 1 253.772 Mississippi . 3 4,820 5,825 3 152,500 1 8,000 0 Louisiana _ _ _ Texas . . . 1 2 4.575 3,100 1 2 24,000 Arkansas . . 3 7’ 300 4,800 4 30,000 0 0 Oklahoma Indian Territory _ North Central Division: . i Ohio . . . 7 20,912 21,930 7 207,000 0 0 Indiana 7 18, 050 23,400 6 452,000 0 0 Illinois . . 5 3,900 4,250 4 174, 000 0 2 80,000 Michigan . 1 1,460 1,500 1 5,000 0 0 Wisconsin 1 1,545 3,000 1 170,000 Minnesota _ _ 2 1,250 1,400 2 68,000 i 3,000 0 Iowa 6 858 8 100 6 190 450 0 1 26,000 Missouri . 4 2; 820 2,500 4 114,000 0 _ 1 2 2, 150 North Dakota . . South Dakota 1 1 1.310 700 1 30,000 ..... 1. 1,900 Nebraska _ 3 6,7(30 5, 450 3 200,500 1 12,950 0 Kansas _ _ 4 7,800 11,000 4 78,000 1 * 1,000 1 31,000 Western Division: Montana . Wyoming I Colorado 400 800 1 700 New Mexico I Arizona.. Utah Nevada . . Idaho . W ashington Oregon California . 1 1,150 1,200 1 20,000 0 . 1 1 29,000 NORMAL SCHOOLS, 1863 Table 17. — Percentage of male and female students and percentage of graduates to total number in normal course in public and private normal schools in 1900-1901. State or Territory. In public normal schools. In private normal schools. Male. Female, j Graduates. Male. 1 Female. Graduates. United States . . . . 25.34 74.66 20.18 50.54 49.45 8. 14 North Atlantic Division . 19.70 80.30 27.81 26.21 73.79 11.26 South Atlantic Division . . . 25.38 74.62 10.05 36.18 63.82 16.37 South Central Division . . . . . 40.04 59.96 14.76 56. 72 43.28 13.13 North Central Division . . 27.93 72.07 18.42 52. 95 47.05 6.48 Western Division . . . 19.48 80.52 13.32 4.33 95.67 2.40 North Atlantic Division: 1 18.51 81.49 19. 28 1.64 98.36 32.79 12.45 87.55 42.06 Massachusetts . 5.98 94.02 24.15 0 8 8 5.80 Fhode Island . __ 0 100.00 .95 99.05 31.38 1 - New York . . . 20.47 79.53 31.98 j 25.30 74. 70 15.18 6.76 83. 24 29.79 Pennsylvania . . 30.67 69.33 26.06 52.17 | 47.83 6.09 South Atlantic Division: Maryland . . - - 4.51 95.49 20.43 70.42 i 29. 58 23.94 District of Columbia . . 8.59 91.41 29.29 0 100.00 31.25 Virginia.. . . . 23.94 73.06 29.52 22.06 77.94 10.29 West Virginia . . . . . 48.08 51.92 3.92 47.46 52. 54 2.82 North Carolina . — IS. 71 81.29 6.62 26.94 73.06 11.39 South Carolina . 0 100.00 11 89 45.00 55.00 28.33 Georgia . . . 17.28 82 72 6.50 37.69 62.31 25.77 Florida. . . . . . 40.19 59^81 8.41 45.00 55.00 18.33 South Central Division: Kentucky . . 34.26 65.74 20.76 58.42 43.58 16.49 Tennessee _ _ _ 49.09 50.91 24.55 56.91 43.09 9.25 Alabama . . . 37.71 62.29 28.61 60.53 39.47 10.53 Mississippi . . . . 49.73 50.27 8.65 44.83 55.17 8.23 Louisiana . 12.55 87.45 20.58 Texas.. . . ... .. 46.83- 53.17 2.54 65.53 | 34.47 27.18 Arkansas ... . . „ ... _ 62.07 37.93 13.79 55. 63 44.37 11.25 Oklahoma 40.36 59.64 8.73 _ Indian Territorv _ _ : North Central Division: Ohio _ _ _ _ .24 99.76 53.55 70.49 29.51 7.63 Indiana _ _ _ _ 43.73 56.27 6.49 48.88 51.12 1.92 Illinois _ .. . 20.48 79.52 30.24 43.12 56.88 4. 82 Michigan... ... . . . 25.54 74. 46 22. 81 43.60 56.40 21.51 Wisconsin . . . ... 26.78 73.22 18.41 61.54 38.46 13.85 Minnesota . . . . 12. 59 87.41 38.16 4o. 4o 54.55 40.91 Iowa. . . . 25.98 74.02 .27 43.29 53.71 3.11 Missouri.. . . . . . - 46.08 53.94 5.24 53.29 48.71 2.45 North Dakota . . 32.92 67.08 7.37 42.86 57. 14 South Dakota . . . 30.87 69.13 5.96 86. 78 63.22 24. 14 Nebraska . . . 27.05 72. 95 28.47 39.30 60. 70 22.82 Kansas . . . . . . . 30.48 69. 54 68. 53 49.89 50. 11 13.85 Western Division: Montana . . . 13.64 88.86 12.12 Wvoming . . . . . Colorado _ .. 26.32 73.68 40.35 3.83 96.17 2.73 New Mexico _ _ _ 19.74 80.26 10.53 ! Arizona . . 9.43 90. 57 41.51 Utah _ _ _ 45. 95 54. 05 N e vada . .. . . Idaho _ ..... 41. 92 58.08 19.19 . . __J W ashington _ 23.97 76.03 7.88 Oregon . . . . 31.14 6S.88 14. IS California . 11.62 88.38 11.29 8.00 92.00 | 0 1864 EDUCATION EEPOET, 1900-1901 Tabli 18. — Normal students in universities and colleges and, public and private high schools in 1900-1901. In universities and colleges. In public high schools. In private high schools. ci ■+■> o 4-= Pi £ 6 Institutions. Male. Female. Total. 1 Schools. Male. Female. Total. Schools. r CD A Female. Total. 247 4,500 5,972 10,472 528 2,869 8,429 11,298 398 3,844 : 5,141 8,985 30, 755 42 1,094 833 1,927 172 724 4.745 5,469 69 568 976 1,544 8,940 40 465 748 1,213 63 272 '672 944 82 759 ! 915 1,674 3,831 47 972 1,263 2,2.35 144 1,153 1,300 2,453 117 1,391 1,428 2,819 7,507 96 1.549 1,904 3,453 140 714 1,654 2,368 98 99* L. 512 2,504 8,325 22 420 1,224 1,644 9 6 58 64 32 13™ 1 310 444 2,152 8 pv 31 38 5 8 52 60 3 6 50 56 154 i 7 0 7 1 0 7 7 3 160 41 201 215 i 14 16 30 20 15 123 138 10 7 1 45 52 220 5 19 189 203 8 14 208 222 1 5 20 25 455 1 14 20 24 1 2 2 4 2 0 36 36 74 0 0 0 0 1 6 0 6 6 13 369 384 753 91 564 3,759 4,323 14 30 136 166 5,242 1 15 0 15 11 6 82 88 5 1 57 58 161 17 649 193 842 35 115 512 627 30 353 591 944 2,413 1 0 3 3 0 0 0 0 0 0 0 3 4 11 63 74 3 2 155 157 4 ‘ 3 23 26 257 2 20 93 113 0 0 0 0 0 0 0 0 113 3 112 64 176 10 60 135 195 12 57 178 235 606 2 30 43 73 2 8 15 23 6 137 159 296 392 5 116 57 173 6 35 47 82 32 318 283 601 856 6 69 91 160 7 15 38 53 8 102 123 225 438 14 70 212 282 17 84 137 221 17 128 134 262 765 3 37 122 159 18 68 145 213 3 14 15 29 401 10 323 242 565 23 232 288 530 31 364 385 749 1,844 13 406 510 916 17 90 105 195 27 347 330 677 1,788 6 51 34 85 12 113 43 156 10 70 73 143 384 8 68 303 371 26 254 354 608 17 233 221 454 1,433 2 4 41 45 5 13 23 36 4 8 22 30 111 6 100 109 209 44 230 336 566 20 235 272 507 1,282 2 20 24 44 15 221 135 356 7 126 116 242 642 2 0 6 6 1 8 9 17 23 13 222 247 469 39 150 255 405 49 85 134 1,008 6 198 lo¬ 335 14 73 106 179 9 131 155 286 800 13 190 ne 366 12 38 378 416 13 173 253 426 1,208 5 35 45 80 9 3 73 76 3 83 130 213 369 5 199 148 347 6 81 105 186 1 10 13 23 556 5 54 118 172 7 17 65 82 6 84 89 173 427 12 250 302 552 17 51 95 146 21 134 388 522 1,220 12 118 159 277 17 159 220 379 19 252 250 502 1,158 1 10 15 25 1 1 1 2 2 14 10 24 51 5 33 110 143 2 5 12 17 6 19 61 80 240 1 7 85 255 1 340 4 6 16 22 7 26 53 79 441 1 12 155 192 347 12 130 328 458 4 17 25 42 847 1 6 4 10 1 1 19 20 2 0 25 25 55 1 4 23 27 0 • 0 0 0 1 0 8 8 35 1 9 12 21 0 0 0 0 1 0 14 14 35 1 1 12 13 1 0 1 1 0 0 0 0 14 1 0 1 1 0 0 0 0 0 0 0 0 1 . . J 53 85 ! 45 1 20 65 1 A thens . . — 50 Berea . 15 20 20 4 j 10 17 27 Cleveland . Western Eeserve Univer- 22 sity. Columbus _ 44 1 53 [ 23 1 34 57 he). I 1 39 128 119 146 18 t 26 45 Delaware _ Ohio Wesleyan University . 22 19 2 i 10 12 Findlay . . Findlav College _ _ 107 43~ 3§" 36 23 14 34 Hiram” _ _ 2 2 6 8 67 45 86 75 i 25 23 48 Marietta . . 6 1 °2 Hew Concord _ Muskingum College ... . 15 3 Oberlin ._ . . OberlinCollege . 24 18 1 17 _ Oxford . 2 0 2 i 2 men. I 1 35 Scio . . 10 14 6 11 Tiffin _ _ 19 73 84 38 27 9 11 20 Westerville _ Otterbein University _ 14 24 25 21 16 9 6 15 Wilberforce . Wilberforce University - 107 83 84 83 83 38 40 78- Wooster _ University of Wooster _ 33 38 22 21 16 37 Yellow Springs... Antioch College . 40 26 OKLAHOMA. Stillwater _ Oklahoma Agricultural and 9 Mechanical College (pub¬ ! lic). OREGON. Albany . Albany College . 29 I 22 4 j 16 20 Dallas _ _ _ Dallas College _ i 4 Forest Grove . Pacific College . . — 20 0 20 McMinnville. . McMinnville . . 4 0 b Philomath . Philomath College _ _ 9 60 30 1 12 1 2 4 6 Salem . Willamette University . j 39 34 29 24 33 2 or> ! 84 PENNSYLVANIA . Allentown . . Allentown College for 1 34 25 Women. Do . . Muhlenberg College _ 20 15 20 25 1 50 0 1 50 Annville . Lebanon Valley College _ 11 10 78 i 36 i 114 Beatty . . St. Vincent College . . 24 1 19 I 23 i 19 0 : 19 Bryn Mawr . Bryn Mawr College _ 21 I 2 5 , 0 5 ! 5 Carlisle . Dickinson College _ ! 229 32 | 61 Collegeville . Ursinus College 9 7 i 2 23 j j 17 I 1 18 Easton _ Lafayette College 7 7 ! 1 0 | Gettysburg Pennsylvania College 15 20 21 1 17 Greenville _ Thiel College . 12 11 7 1 8 8 1 Huntingdon . . J uniata College . . .. . . . 1 25 60 i 42 35 i 77 Lancaster... . Franklin and Marshall Col¬ 1 1 15 12 11 0 1 11 lege. J 86 21 107 Myerstown . Albright College 15 j New Berlin . Central Pennsylvania Col¬ 10 9 19 8 11 9 7 i 18 lege. Philadelphia . . Central High School (pub- 6 18 32 32 22 16 0 16 Do _ lie ; . University of Pennsylva¬ 81 ! 78 44 - 55 21 2 23 nia. a Selinsgrove _ Susquehanna University _ 13 ! 22 j 14 12 8 8 18 State College . Pennsylvania State College 1 0 1 (public). I Swarthmore _ Swarthmore Collep'e 11 ' 9 Volant . . Volant College 25 35 I 8 30 37 43 1 80 Waynesburg _ Waynesburg College . 1 18 8 1 21 a Has a pedagogical department. 1872 Table 20. — Colleges and universities reporting students in teachers' training courses — Continued. Location. Institution. Normal students. 1897 1898. 1901. 1900. i MaIe-mFalk TotoI- RHODE ISLAND. Providence . SOUTH CAROLINA Columbia . . . Do . . Do . Due-west . Do . . . Greenville . . . Do . Orangeburg . . Spartanburg _ Williamston . . SOUTH DAKOTA. Brookings _ Hot Springs . . Huron . . Miteliell . Bedfield _ Vermilion _ Yankton . . . TENNESSEE. Bristol . . Brownsville _ Chattanooga _ Franklin _ Qreeneviile _ Earriman _ Hiwassee College. Jackson _ J efferson City _ Knoxville . . . Do _ Lebanon . McKenzie _ Maryville _ Milligan _ Murfreesboro ... Nashville _ Do . _. Do . Do'. . . Do . . Pulaski . . Kogersville . . Spencer _ Sweetwater - TEXAS. Austin . Belton . Bonham . Brownwood . Campbell . Chapel Hill . Fort Worth . Brown University a. Allen University . Columbia Female College... South Carolina College (public), a Erskine College . . Dus west Female College _ Furman University _ Greenville College for Wo¬ men. Claflin University . . Converse College. . . Williamston Female College South Dakota Agricultural College (public). Black Hills College . . Huron College _ _ Dakota University _ Bedfield College _ University of South Dako¬ ta (public). Yankton College . . 32 50 25 12 83 King College . Brownsville Female College . U. S. Grant University _ Tennessee Female College . . Greeneville and Tusculum College. American University of Harriman. Hiwassee College . . . Memphis Conference Fe¬ male Institute. Carson and Newman Col¬ lege. Knoxville College _ University of Tennessee (public), a Cumberland University _ Bethel College. _ _ Maryville College _ _ Milligan College. . . . . Soule College . . Fisk University . . . Boger Williams University. University of Nashville _ Walden University . Ward Seminary _ _ Martin College . . Bogersville Synodical Col¬ lege. Burritt College _ Sweetwater College _ _ _ University of Texas (pub¬ lic). a Baylor Female College. . Carlton College _ Howard Payne College. . Henry College . . . Chapel Hill Female College . Forth Worth University _ 35 92 420 24 25 81 15 20 129 18 50 23 91 52 27 42 34 44 13 12 48 26 603 45 44 54 20 15 13 32 14 280 34 18 >17 60 16 550 51 38 129 15 | 12 | 27 5 I 3 | 8 a Has a pedagogical department. NORMAL SCHOOLS. 1873 Table SO. — Colleges and universities reporting students in teachers' training cou rses — C ontinued . Normal students. Location. Institution. 1901. 1896. 1897. 1898. 1899. 1300. Male. Fe¬ male. Total. Texas— cont’d. 10 10 5 6 11 Add-Ran Christian Univer- 17 15 sity. Wiley University . 33 17 37 1 A ustin College . . ... 4 38 18 10 28 Do Paul Quinn College . 2 12 7 7 8 -3 3 6 UTAH. Brigham Young College _ 21 26 17 17 19 36 Salt Lake City _ University of Utah (public) a 320 379 414 441 387 115 271 386 VERMONT. Middlebury College 2 10 30 14 16 30 VIRGINIA. 8 8 17 19 14 9 17 23 Fredericksburg .. Lynchburg _ 10 Randolph-Macon "Woman A College, a Virginia Union University . William and Mary College.. Valley Female College . 10 20 20 35 22 0 47| 47 Richmond __ 2 Williamsburg _ Winchester 125 1 106 2 116 2 143 4 100 6 103 0 j 103 WASHINGTON. Burton Vashon College _ 25 18 6 8 8 1 3 4 Pullman . Washington Agricultural College and School of Science (public). University of Washington (public). Whitworth College . 8 5 13 Seattle . . 4 65 49 4 21 25 Tacoma . . 2 4 Do _ Puget Sound University _ St. James College . 49 26 12 12 Vancouver. . . 14 3 Walla, Walla . Whitman College . 0 3 3 WEST VIRGINIA. Barboursville. - Barboursville College . . IS 15 25 30 29 59 Lewisburg _ Lewisburg Female Institute West Virginia University (public) . a 0 14 14 Morgantown _ 15 23 23 oC WISCONSIN. Appleton . . Lawrence University . 22 21 25 29 29 ■ 20 IS 38 Beloit _ Beloit College _ 7 23 32 25 17 9 26 Franklin _ _ Mission House of the Re¬ 15 Galesville . formed Church in the United States. Gale College . . 15 15 Madison . . University of Wisconsin (public), a Milton College . 62 31 59 210 142 100 242 Milton _ 3 0 1 1 Ripon . Ripon College . . . 3 20 20 40 W aterfcown _ _ . Northwestern University .. 7 WYOMING. Laramie _ University of Wyoming (public). 25 24 29 26 14 4 23 27 a Has a pedagogical department. ED 1901 — VOL II- Table 21 .—Number of students pursuing certain subjects in public normal schools in 1900-1901. 1874 EDUCATION REPORT, 1900-1901. NORMAL SCHOOLS, 1875 * Statistics of 1899-1000. Table 21. — Number of students pursuing certain subjects in public normal schools in 1900-1901 — Continued. 1876 EDUCATION REPOET, 1900-1901. lu State Normal College, Ypsilauti NORMAL SCHOOLS, 1877 CCOOHO 00 OCOQLOg rHlDOO COtn iCO CO O 1 c-"4l O CD HH I— 1 G-t 1 !— 1 t- i COIMCM CO rH ; rH ; rH CM fc-Ofc- C5g ;CO (M eg ! oo O rH XO M o CO CO CS qs ! xp cm co o ! o 1 XO | rH xO H* CO J CO ' i i 363 14 Hg s HI CM 0 0 30 1 4 0 20 51 2 8 xO CO CO CO i i i iii co 363 CM rH O CO • • • iii xO xO j OCQOQHN b-£-CSxO(M rH 0000 ! xO ; >OCO CO CO OS x» co ! Cv> J OS ! ! rH OS >0x0 0 CO ° ° cS 00 363 11 CM j Od< (M op ! M ; ° i ; O rH OO O »D 51 2 iOiOC5 33=° S§88 10 g 8 810 8 8 363 KOOOr^ ? 2 © t^2 S o 02,0 © S t> © •3S ar! 3 o o2 .So kco ©,_! Sf © o J2?!2? ; p. dg g p *{-€ © o bfird © o Ph CO 5g 11 P P £5 II si si * Statistics of 1899-1900. Table 21. — Number of students pursuing certain subjects in public normal schools in 1900-1901 — Continued. 1878 EDUCATION' REPORT, 1900-1801. Practical pedagogy. Fe¬ male. * OSCJC CfflONiOidO It W QOT NOSiOO WOO (MOOt-P 05 -P PH WOiipC® Male. 18 COCiCOCDOi-OOQ r— i OCCcOCO0OLOi>iOa)CQvtCO I Ci gQC^O OP^^gljOCOC^^HrqrH J OH*. io ! CMQlOO IO rH ; Male. 5$ H cocococoqcocoo^ooi>i-o ! o HH(M CO CO rH 0> J O OS W j rH O o O School hy¬ giene. Fe¬ male. II jc8§^ So ;S OO CM 1 ( O JlO • lO 1 CM 1 rH 1 CM | | Male. © H 1 XPiCOO lOOCS PP« -P ;S« co !u- ;co OO coo ! io ! ooo School manage¬ ment and discipline. . c > i © cii— (COCOO.QiOiO^ OHcO-vOO CO' Cv» CO rH t — i H O COCOIOO 0 05 M CO CO (M M M O-* WO ggiLOO Male. 30 COM Ci O OO CO O 05 W03 i — 1 O O O School or¬ ganization and su¬ pervision. Fe¬ male. 85JSS8S8SSSS CO rH HH io c%% j s01 p ICO 8gs8 Male. © CCHOOOOOOO T-i rH CM H-i (M Oi CO GQ I OO OO io CM ooo >£ ‘Fe- Male. C5HOOCOCO^LOa> OHH OO CM O J lOO (MOOO H« ; rH 1CQ5M> 11 | i p1© Male. H OCCN rH (M OO o O ; lO OI rH O O O History of ed¬ ucation. Fe- Male. ”1 OHHOCCOCiCNC^COHCCO C5 Oi ^(MO^OGOCOpjCOO^i-HOiCQ 0=0^ wo gggg Male. " CCSQONOCOOOOHXCOOO O O rH rH CM H* rH CM COM CM CO o O WN tHOOO : a £1 ® , , Oh^ S o’o Ss 0. \ O x o o Isslg aP o 5 o.g g o g pq a cs^h K - 1 O o O L L P , ■ J-l g^IfiaQCO^OQgjl^GQ'dti d o 2 8 ^ ** S P3 fld -:o ts o 0 0 0% 3 ®|z;02 125 a a a-ga,^ ots SoQ a.g0 a a a| 3 § «sw Or0 ■p o 'o Ji a a <8*| g oj| &B-3 ^'a-p ■SBT a OB cdju ooo^o^EpPpq^ -S .gfcfcfcjfc.©^^ g rj g.acDocaoSi'Hgaj-g^g •P^rg S?1 ! 02^3 IT 0 S A'g a o £ ?h oHo C2 fl □Qa © pm q a a^ a p p s. ^ — . | ■ | ; | — -j I |^ . ■ T ^ . | p O PO* %va a ®. °- .S a£. : >> ©•13 so > >* f>5_© * t> o o o o r^rd o o mm 'a ’a a a o o a a +3-P mm XCJOH^.rj^KCH-XJCJOrt OC SO OS CS O CS O CiS'.CiOJCROO 03 CO -P O !C 1- ooo ooo NORMAL SCHOOLS. 1879 * Statistics of 1899-1900. Table 21. — Number of students pursuing certain subjects in public normal schools in 1900-1001 — Continued. 1880 EDUCATION REPORT, 1900-1901, Practical pedagogy. Fe- malo. 2 w 3 8d§ 33 d d8 d ,coio3 Male. 30 !»ss§ O ^CO-^ ©rH gj CCO ice 5 CO School laws. Fe¬ male. sag j j 8d8 j id 38 . i jo j Male. » d88 i CC iO j 83 83 j i ^ ! Ethics. Fe¬ male. 8 8d8 3 i d d3 °^°h ; Male. « h o Tnro»© o ; O COH rH«O03^ ; >, OW Ort-P % g ® Fe¬ male. 3 88§3 8d8 83 51 d8 H j Male. e« H §8§d 0rH §3 33 ;« :> t*< o j School hy¬ giene. Fe¬ male. 3 §?sg ! 8 8d8 83 3 3j8 j jd83 Male. 3 888 ; o ^cc»o OH ^ j I3813 School manage¬ ment and discipline. Fe¬ male. © 1 :3s , 3 8d§§ i? 5 3 38 05 iraic3 Male. 50 1 O jr H d 83 jcC^HiO School or¬ ganization and su¬ pervision. Fe¬ male. ST'S 8 8d§ j? S 3 38 j : Male. © 8°* | 8 :r H d 83 : ; Theory of education. . © * i ! 3 8dg S3 5? jjp '*coo‘* i Male. r ! d^d j 8 OH 00 ; History of ed¬ ucation. Fe¬ male. eo 3s! gd8 3^ 51 33 ocoo,os © '3 1 d^dd ^8 00 SS Name of institution. TEXAS. North Texas Normal College, Denton . Detroit Normal School . . . . Sam Houston Normal Institute, Huntsville . . Prairie Yiew State Normal and Industrial College.. UTAH. Southern Branch State Normal School,* Cedar City. State Normal School of Utah, Salt Lake City . . VERMONT. State Normal School, Castleton . State Normal School, Johnson . Randolph State Normal School. . VIRGINIA. Stato Femalo Normal School, Farmville . xxitmpiuii i^uiuuti cinu. ^yri^uiuurcti il.i.»wuuic _ Virginia Normal and Collegiate Institute, Peters¬ burg . . . , . . WASHINGTON. Stato Normal School,* Cheney . . Washington State Normal School, Ellensburg . . WEST VIRGINIA. West Virginia State Normal School, Athens . State Normal School, G-lenville _ _ Marshall College, State Normal School, Huntington. West Virginia Colored Institute, Institute . 3333 §§ SS ggggg Sch NORMAL SCHOOLS, 1881 g i mill ii 2882 EDUCATION REPORT, 1900-1901, Table 22. — Statistics of public Location. Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number en¬ rolled. Below | normal - and high school j grades. > In nor¬ mal course. ,2 1 © "a a © ,2 © Is g fc IS s 7> 1 & 1 2 3 4 5 6 7 8 9 IQ 11 12 ALABAMA. 1 5 6 5 G 154 ! 177 ; 35 27 96 136 2 Jacksonville . __ _ do . . 4 6 3 ; 3 139 1 140 ! 84 1 77 45 • J r 3 Livingston . Alabama Normal College _ 3 10 2 ! 8 2 170 1 0 ! 40 2 87 4 Normal . Agricultural and Mechanical 15 18 6 Dj i 165 j 205 i 108 113 47 College for negroes. 1 1 g Troy _ 6 9 5 i 100 126 100; ] jg ARIZONA. 1 Flagstaff. . 1 3 1 3 ! go 48 1 3± School. T Tempe . . Normal School of Arizona... 4 3 4 1 48 ! gg i 4 14 ARKANSAS. 8 Pine Bluff _ 5 2 5 2 150 ! 92 36, 22 1 CALIFORNIA. i 9 Chico _ California State Normal 7 12 3 6 191 1 478 ; 125 200 66, 278 School at Chico. 10 Los Angeles _ ' State Normal School 11 22 11 15 1 203 719 i 152 : iso 51 539' 11 San Diego . 1 .. do _ 7 7 1 90 274 J 60 40 SO 234 1 2 San Jose . . j__ ..do . 8 21 8 ! 19 68 585 68| 585 1 COLORADO. | 13 1 Greeley.. . . : Colorado State Normal 12 10 12 ! 10 204 : 373 ' m 21S 45: 128 School. i j CONNECTICUT. 14 Bridgeport . Bridgeport Training School o : n 2 1 ® 0 29 .... C 23 i for Teachers. i 1 15 New Britain _ 1 State Normal Training 5 29 5| 29 1 270 1 270 [ School. 16 j New Haven . 1 _ do. .. _ 5 ' 21 4 3 2 221 9 221 17 i Willimantic _ ' . do . . 8 15 2 ! 6 3 1 105 3 105 i DISTRICT OF CO¬ LUMBIA. 18 j Washington _ Washington Normal School, 0 9 0 9 3 94 0 » 3 -A * No.l. 1 19 ..do . Washington Normal School, 0 7 0 7 14 87 0 ! 0; 14 o#| ; No. 2. FLORIDA. 20 De Funiak Florida State Normal School 4. 2 4 ; 41 58 0 | oi 41 Springs. ! 21 Tallahassee . . State Normal and Industrial 5 8 5 1 78 123 60 ■ 99. 9j 6 College for Colored Stu¬ dents. GEORGIA. 22 Athens . State Normal School 51 7 5 102 411 0 0 102 411 23 | College . . Georgia State Industrial 13 1 9j 6 360| 146 60 70 15 22 1 College. 24 Milledgeville _ 1 Georgia Normal and Indus- 3 20 0 71 0 454 ! 0 139 0 127 i trial College. IDAHO. 25 Albion _ _ ! State Normal School 2' 3 2 3 34 83 1 i~: j 58 17 25 26 1 Lewiston . ! . do . . . . 31 3 3! 1 3 78' 129 1 39 66 sol NORMAL SCHOOLS, 1883 normal schools, 1900-1901. Students. Chil¬ dren in model school. Colored stu¬ dents in normal course. Grad¬ uates from normal course. Years in normal course. | Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, coun¬ ty, or city aid. Total income for the year 1900-1901. Amount received from State, county, or city for buildings and im¬ provements. In busi¬ ness course. In high school grades. 6 ffl s © ft © 'cS Female. Male. © s © Male. Female. Male. Female. 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 0 0 23 14 35 27 0 0 6 26 6 38 1,500 $50,000 $7,50o! $13,000 $10,000' 10 9 84 77 C 0 3 c 4 36 500 50,000 8,000 9, 000 25,000 0 1 0 42 0 0 0 9 4 36 7,000 7.975 1 10,333 1 2 9 14 20 .... 26 47 76 5 13 4 9 2,804 51,816 4,000 15,150 i ‘ "*■ 65 92 44 114 1 36 1,673 15,000 7,500 12,600 19 14 1 18 1 ' 0 0 4 3 ' 40 200 50,000 6, <300 6,503 6,000 39 61 14 24 4 14 4 40 4,000 10,000 11,000 11,800 114 70 38 » 2 6 2 40 4,630 3,250 10,648 0 0 0 0 125 200 0 1 12 38 4 40 8,900 135,000 31,500 32,777 0 0 0 0 0 152 180 0 1 10 120 4 40 8,660 184,000 53,250 53, 595 23,500 60 i 40 0 0 5 24 4 40 2,900 84,000 30,945 30, 945' 22,500 — 100 174 4 40 ] 7,500 283, 526 : 56,000 56, 00Q1 25 29 134 169 .... .... 12 57 2 38 15.000 200,000 43,000 45,400 j 277 247! 0 0 0 8 2 40 962 79,840 1 1 650 850 ! 0 79 2 40 15,000 30,000 30,000 0 1 1 71 2 40 9,0S4 \\ 60,000 .... 200 300 0 0 0 39 40 6,000 | 150,066 J 0 0 0 0 199 211 0 0 2 0 0 0 0 162 136 14 87 9 49 i 40 | 0 0 0 0 10 12 0 0 5 3 4 33 100 10,000 7,000 7,109 | 14 18 14 16 2 6 0 4 2 30 805 26,000 12,500 13, 076 8,200' 0 0 0 0 23 38 0 0 5 20 3 40 1,621 25,000 21,500 27,650 6,500 0 0 285 54 60 70 15 22 3 6 2 32 300 . . ! 0 60 0 128 0 10 4 36 2,000 150,000 22,900’ 28,500 0 0 0 0 0 0 0 0 2 11 4 40 150 25,000 l 7,000' 7,000 0 1 12 14 0 O1 4 21 4 40 500 40,000 7,500' 8,650 1 14 20 24 gyggiSS S3 g & it & & ££ S3 8? 388S2 1884 EDUCATION REPORT, 1900-1901, Table 22. — Stat istics of public Teachers. Students. In¬ Below | Entire struct¬ Entire normal ' In nor¬ mal num¬ ing number - and ber em¬ normal en¬ high Location. Name of institution. ployed. stu¬ rolled. school course. dents. grades. © © ©' © Male. 1 Male. & Male. © 1 Male. I 1 2 8 4 5 6 7 8 9 10 11 12 ILLINOIS. Carbondale . Southern Illinois State Nor- 12 8 11 6 2T6 415 144 153 132 262 mal University. Eastern Illinois State Nor¬ mal School. 8 10 4 6 100 179 100 179 8 22 8 22 21 629 21 629 De Kalb . - Northern Illinois State Nor- 8 9 8 9 226 485 180 195 46 290 mal School. Normal _ Illinois State Normal Uni- 14 14 12 8 358 867 113 130 23 2 702 versify. INDIANA. > Indianapolis _ Terre Haute _ Indianapolis Normal School* Indiana State N or mal School . 2 3 2 3 0 58 0 0 0 58 21 16 21 10 600 714 0 0 600 714 IOTfA. Cedar Falls . 25 24 23 24 683 50 1,688 75 190 166 493 1,522 18 Dexter _ Dexter Normal So non! 4 1 4 1 10 Ha warden . . . Ha- warden N ormal School _ 2 11 2 1 250 260 200 200 20 55 "Woodbine . Woodbine Normal and Com¬ 4 6 4 1 286 253 160 136 63 mercial School. KANSAS. Exnnoria _ _ State Normal School. . 18 25 18 25 736 1,399 SO 117 60 187 KENTUCKY. Frankfort . . State N ormal School for Col- j ored Persons. 3 Y 3 76 116 27 30 49 86 Hazard . . Hazard Normal School . 3 2 0 220 140 170 110 50 SO! Louisville . Normal School 1 1 1 1 1 0 74 0 74 LOUISIANA. Natchitoches _ Louisiana State Normal 1 8 16 8 8 189 437 i 108 140 61 297 School. New Orleans _ New Orleans Normal and 1 0 12 ; 0 12 - 106 131 106 3 0 128 Training School. MAINE. i Castine _ Eastern State Normal i 4 3 6 j 68 432 10 15 56 417 School* ! I Farmington . Farmington State Normal 3 ! 8 3 6 38 204 38 204 School.* j | Fo^t Kent . _ Madawaska Training School- 0 ! 4 0 4 58 60 56 60 ; Gorham _ State Normal School 2 ! 8 j 2 5 70 232 | 64 88 6 144 j Lee _ _ Lee Normal Academy * 2 1 2 45 50 40 1 0 0 40 44 Springfield . j Springfield Normal School .. 0 3 0 3 30 1 8 0 3 7 MARYLAND. 1 Baltimore _ Maryland State Normal 4 ! 12 ] 4 8 1 28 436 ' 10 34 19 402 School. MASSACHUSETTS. 1 Boston . . . Boston Normal School _ 2 11 2 12 i o 261 i 0 0 0 261 ! . do . Massachusetts Normal Art ! 12 4 12 4 ; 52 272 0 0 52 272 School. 242 "Rri r? or Rws.tpT "N"o7*m P* s >> o SC cc 'o £ Volumes in library. ! 2c % --5 j *'2 5 C P 3 60,2 O o ■35 £ !> 8 . ^ >> 02^2 fl-l ° fl o < li ! .g 3 >* J t2 \ © c |Pjg Ilf > \ 3x=S a H In busi¬ ness course. In high school grades. ,© 1 1 9 1 § O ,2 2 ft 1 d 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 i 29 11 8 97 123 10 25 3 40 ' 1,000 $4,500 $9,000 $12,300 0 119 39 41 6 4 40 275 50,000 j 12, (XX) 12,650 $37,000 120 9 53 40 36 S6 . 3 40 i 3,132 328,446 10, 000 33, 475 121 172 168 18 76 2 40 | 6,000 246,029 3,422 36,328 10.000 122 31 26 18 „ 27 3 42 ! 8.150 268.000 ! io.ooo 28.502 * 123 74 3 40 : 1, 000 89,306 12, 965 ; 24, 845 0 124 1 1 0 6 31 26 1 0 13 41 3 ! 40 | 7,000 \ 175,000 10,000 19,782 125 30 20 28 46 115 116 0 0 17 80 9 41 4,362 , 265,000 : 12,500 j 36,486 0 136 30 2 39 6 100 93 52 64 8 42 1 7,093 341. 50Q ! 12,500 ' 32,071 127 6 3 27 2 70 80 0 o 8 ' 40 4,000 I 250 000 10,000 10 000 128 16 27 ! 38 25 57 66 0 ; o 44 56 2 ' 40 5,145 ! 296764 : 10.000 20. 128 0 129 2ib 319 j 82 82 34 95 3 40 10,500 j 503, 812 : 10,000 45, 088' 10,000 130 0 ! ° i o 0 ; 1€5 408 0 1 2 0 275 2 40 , 7,590 600,000 80,000 £0,000 8,500 131 0 0 0 252 1 80 110 0 ! p- 0 52 4 40 132 j 1 57 i 49 28 49 2 40 1 1,500 ! 3,856 250,000 10,000 22,000 10,000 133 10 ^ 25 95 iJ 21 91 3 42 2,618 250,000 10,000 39,200 in. non 194. 75 85 o' i 4 40 ! 9,03S 514,000 38,652 10,000 135 0 0 0 36 309 336 0 o 2 39 5,000 800,000 58, 500 58, 500 136 0 65 0 78 48 83 J . 0 27 4 36 5,138 325,000 44,052 52,382 20,940 137 0 0 0 0 55 ’ 110 0 0 1 2 4 40 2,000 150,000 31,915 37.069 11.470 138 0 0 64 ! 72 o o 2 14 j 38 13.000 100 000 j 16,500 19.960 3.000 139 0 0 0 0 41 | 46 0 2 12 3 36 i’ooo lo’ 000 3! 100 140 83 180 78 20,000 202,500 20,000 70,000 0 141 3 i 36 30.000 37,500 3S.400 4,000 142 0 6 0! o 2 5 150 5 000 2.000 2, 600: 0 143 1 0 0 0 0 0 0 0 0 0 3 36 ioo’ooo 37,500 44’ 425 2,000 144 1 130 150 14 n 200 99.514 18,600 35,760 1 0 I4n j 4 38 1,010 3,500 7,500 i 8,460 I 0 U6 1 .... 147 1 1 1 i • J 1892 EDUCATION EEPOET, 1900-1901, Table 22. — Statistics of public Location. Name of institution. Entire num¬ ber em¬ ployed. | In- struct- ing .normal j stu¬ dents. Entire number en¬ rolled. Below normal and high school grades. In nor¬ mal course. | Male. c 'eS 2 0) Eh O >> © 2 0 O'TS z* © 3 > ^'3 O CM O ll, III © 5_ © O J s 5 *•3*8 cc> © aj - « £ ® |g|| g af r~ In ‘busi¬ ness course. In high school grades. Male. 6 © 1 s I © © i § | e j a 13 1-4 1 5 16 IT IS 19 20 21 22 23 24 25 26 2T 28 .29 o 0 11 20 1 32 o o 207 128 74 86 10 3 36 5,000 §358,866 $191,408 '$164, 709 $253,772 4 8 30 22 0 2 80 3,000 10,000 0 0 C 4 0 0 0 0 0 0 3 36 2.000 900 - 0 0 13 g 26 18 3 36 800 lOiOOO 1.500 0 0 17 1 30 9 0 0 0 0 12 1 3 36 i 3,500 8,000 4,500 0 0 2 1 0 0 0 0 0 0 0 0 1 46 ! 1,150 20,000 1,050 0 20,000 14 43 0 1 0 i 5 2 36 1 400 700 0 0 0 0 20 30 0 22 0 0 2 32 1,000 0 0 0 0 8 0 0 0 10 9 1 36 400 1,000 0 0 12 4 50 J L 12 1 3 - 2 40 2,000 6,000 4,050 0 0 rj 8 1 0 3 32 600 25,000 2,500 0 oj 0 0 100 129 30 40 i ° 13 0 6 2 32 600 20,000 0 0 28 3 15 13 21 26 26 18 2 1 40 576 20,000 6,150 To J 30 3 18 17 31 32 0 0 3 3 2 40 1.000 6.000 4.000 0 0 0 0 0 0 0 0 30 80 1 8 5 33 1,000 40,000 6.650 150 0 40 42 1 15 0 2 5 32 '670 0 0 32 28 44 0 2 40 1,800 92,000 40 10 0 0 0 0 0 ! o 8 4 4 50 500 30,000 ’ 4,000 0 30,000 720 220 80 120 5 1 3 3 40 0 0 0 0 46 43 I 0 13 2 36 1,000 12,000 0 0 I 10 40 1 [ 1 1 1 10 5 2 48 500 40,000 i .... 50,000 60 10 | 8 4 3 ! 48 10,000 ! 1 50 20 25 5 | 3 3 3 j 40 100 3,500 j 1 - 8 8 ! 0 0 1 6 j o 5 | 1 ■ 2 48 3.500 12, 000 9,840 6 0 1 15 ii ! o 0 o 0 0 ; i i 3 35 50 '400 1 38 7 1 6 6 1 1 13 ! 9, ! 2 4S 1 2,000 40,000; 11,000. 0i 61 1 2 3 4 5 6 10 11 12 13 14 15 16 17 18 19 20 21 22 23 26 27 28 29 1896 EDUCATION REPORT, 1900-1901 Table 2d.— Statistics of private Location. Name of institution. Teachers. 1 Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. Male. Female. Male. | Female. Male. Female. Male. Female. Male. Female. | 1 2 3 I 5 7 6 8 t) 10 11 12 INDIANA— COnt’d. 80 1 15 1 14 0 96 0 98 Primary Normal Train- ing School. 31 Marion Normal College _ 15 8 7 4 1,640 1,270 840 765 32 Muncie _ _ Eastern Indiana Normal 13 5 8 2 202 171 39 18 82 78 University. 33 Rochester _ . Rochester Normal Univer- 7 3 5 3 140 112 0 0 80 76 sity * 34 45 27 20 17 1,989 1,272 200 350 mal Training School. IOWA. 35 Bloomfield*. . Southern Iowa Normal In- 4 4 4 1 171 141 40 35 86 20 stitute.* 36 Denison Denison Normal and Busi¬ 5 3 2 2 115 181 12 69 ness College. 37 Humboldt . Humboldt College . 15 5 4 3 150 222 150 222 38 Humeston Central Normal University . 3 1 1 0 10 10 10 10 39 Le Mars . Western Union College 9 4 6 2 85 88 27 33 23 38 40 Newton Newton Normal College _ 2 3 2 83 92 20 27 41 Perry . Perry Normal School 3 4 3 4 100' 108 43 57 42 Shenandoah _ Western Normal College ... 10 4 10 4 342 445 152 175 190 270 43 Waukon _ Waukon Business College 2 0 1 0 46 37 37 35 and Normal School. KANSAS. 44 Conway Springs . Normal and Business Col¬ 2 2 1 1 32 43 2 3 5 10 lege.* 45 Great Bend . - Central Normal College 8 6 5 4 262 134 147 123 46 Maryville . . . . Modern Normal College* ... 3 3 3 3 96 84 0 0 45 48 47 Nickerson . Nickerson Normal College* 8 10 2 2 162 140 20 31 30 47 KENTUCKY. 48 Blaine ... . Rlaine Normal School* 2 1 2 1 o 50 25 10 10 40 15 49 Bowiing Green.. Southern Normal School 10 4 6 1 4 438 292 242 175 50 Hardinsburg .... Breckenridge Normal Col¬ 1 3 1 1 67 60 67 60 lege. 51 Lexington . . Chandler Normal School* . 0 9 0 8 80 140 68 112 12 28 52 Madisonville _ Western Kentucky Normal 0 2 0 2 11 25 11 16 0 5 School. 53 Middleburg . Middleburg Normal College . 2 3 2 1 102 95 64 67 25 20 54 Morehead . Morehead Normal School .. 2 1 2 1 104 122 84 107 18 15 55 Waddy . Central Normal College .... 4 4 4 4 80 70 30 43 40 25 MARYLAND. 56 Ammendale . . . Ammendale Normal Insti¬ 7 0 5 0 67 0 22 0 45 0 tute. 57 Baltimore . Baltimore Normal School 1 1 1 1 13 40 9 27 4 13 (colored) . 58 Buckeysto wn .... Buckeystown Normal 1 1 1 1 12 9 1 1 1 8 Training School.* MASSACHUSETTS. 59 Boston . . . Kindergarten Training 0 12 0 11 0 117 0 0 0 102 School. 60 . do . Froebel School-Kindergar¬ 2 2 2 2 0 25 0 25 ten Normal Classes. 61 1 Waltham . . Notre Dame Training School 0 12 0 12 0 80 0 80 * Statistics of 1899-1900. NORMAL SCHOOLS, 1897 normal schools, 1900-1901 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in nor¬ mal course. Grad¬ uates from normal course. | Years in normal course. Weeks in school year. Volumes in library. Value of grounds, buildings, furniture, and scientific ap¬ paratus. Total income for the year 19U0-1901. Total money value of bene- f actionsor bequestsr ecei ved during the year. Total money value of endow¬ ments, property, and funds now possessed received from private sources. In busi¬ ness course. In high school grades. Male. Female. Male. Female. Male. Female. Male.- | Female. Male. Female. 13 14 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 29 0 3 3 40 1 1 210 183 590 322 3 1 20 23 4 50 1,000 $75, 000 35 20 46 4 3 2 48 1,000 50,000 19 16 41 20 0 0 0 0 5 2 8 48 500 25,000 $5,000 0 0 1,178 429 611 493 0 0 2 50 10,000 250,000 96,432 0 0 25 22 20 64 0 0 0 0 6 i 2 50 88 40 65 72 4 40 907 i 50,000 4,000 0 0 1 2 2 40 5,000 50,000 ::::::::: 17 6 18 11 0 0 0 0 3 0 _ 4 36 308 1 3,800 5,471 0 $26, 000 14 12 49 53 8 38 36,000 4,200 0 o! 57 51 1 7 2 40 . ! . . 0 0 0 0 10 7 2 48 600 50,665 _ i 9 2 1 2 39 40 650 400 0 0 15 15 10 15 3 40 200 6,000 2,000 0 0 35 11 80 0 6 5 3 40 2,000 35,000 13,000 0 0 20 16 31 20 0 0 0 0 12 15 4 40 2,500! 10,000 2, 100 0 0 51 25 61 37 0 0 11 14 4 40 3,100 27,000 7,930 $1,000 31,000! . 1 0 0 0 0 1 o 0 0 0 1 i 0 0 156 87 40 30 1 0 0 0 0 : 25 30 4 46 1,200 21,000 0 0 I 0 0 1 30 20 4 40 i 5 3, 000 1,200 0 6 0 0 0 • 0 ! * 27 12 28 9 9 4 34 300, 17,904 2,861 131 0 4 25 3 36 300, 500 850 3 3 10 5 1 3 40 10,500 1,850 1 2 0 3 20 250 8,000 4,000 10 2 5 2 3 46 1,000 5,000 0 0 0 0 0 0 12 0 4 40 5,182 60,000 0 0 0 0 0 0 4 13 1 4 3 40 2,000 20,000 2,250 0 0 10 0 0 0 44 500 4,000 400 0 0 0 0 0 15 0 0 2 32 0 0 0 12 2 36 200 3,000 3 40 4,500 50,000 30 31 32 33 34 35 36 37 33 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 1898 EDUCATION REPORT, 1900-1901, Table 23. — Statistics of private Location. Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. Male. o’ 'ci S O ft 6 a | Female. Male. Female. © 204 42. 02 168, 330 37.12 146, 302 20. 78 76, 012 51.66 2.35 12. 10 16.37 54. 22 26.43 1.94 3\ 34 17.80 7.41 22.55 4.08 26. 22 3.31 40.96 45. 30 39. 38 20.46 a Per cent of total number of graduates. In 1889-90 there were 100,152 students in public and private high schools studying Latin. This was 33.62 per cent of the total secondary enrollment. In 1900-1901 the number had increased to 324,497, pr almost 50 per cent of the total number of sec¬ ondary students in these schools. Since 1890 the number of secondary students in algebra has increased from 42.77 per cent to 55.66 per cent in 1901. The following synopsis will show the increase year by year in the percentage of students in certain leading high-school studies since 1891 : Per cent of the total number of secondary students in public and private high schools and academies in certain courses and studies , etc. Students and studies. 1890-91 1891-92 1892-93 1893-94 1894-95 1895 -96 1896-97 Il897— 98 1898-99 1899- 1900. 1900- 1901. Males . 43.67 44. 01 43.62 43.39 43.00 43.40 43. 84 43. 50 42. 93 43. 16 42.83 Females . 56.33 55. 99 56. 38 56.61 57.00 56.60 56. 16 56.50 57.07 56.84 57.17 Preparing for college, classical course . 8.45 9.18 9. 90 10.34 10.00 10. 05 8.94 7.99 7.87 1 8.32 8.30 Preparing for college, scientific courses .... 6.38 7. 59 8.22 7. 33 7. 11 7. 16 6.57 6.03 6. 18 6.21 6.54 Total preparing for college . | 14. 83 16. 77 18. 12 17.67 17.11 17.21 15.51 14. 02 14.05 14.53 14.84 Graduates . 10. 51 10. 87 11.46 11.88 11.60 11. 73 11.95 11. 75 11.78 11. 74 11.95 Graduates prepared for college a . 35.74 39.15 36.62 30.92 32.44 32.69 32.60 30. 60 31.61 32.95 33.48 Studying— Latin . 39. 80 38.80 41.94 43.59 43. 76 46.22 48.01 49. 44 50. 29 49.97 49. 93 Greek . 4.65 4. 68 ' 4. 92 4. 99 4. 73 4.58 4. 60 4. 50 4. 27 3.95 3.58 French . 9.06 8.59 9. 94 10. 31 9. 77 10.13 9. 98 10.48 10. 68 10.43 1). 75 German . 15. 68 11. 61 13.00 12. 78 12. 58 13.20 13. 76 14. 24 14. 91 15.06 16.09 Algebra . 49.89 47.65 49.92 52.71 52.40 53. 46 54. 22 55. 29 56. 21 55. 08 55.66 Geometry . „ . 23.04 22.52 24. 36 25. 25 24. 51 25. 71 26.24 26.59 27. 36 26.75 27.26 Trigonometry . 2. 96 3.61 3. 80 3.25 3. 15 3. 08 2. 83 2.58 2.42 2.54 Astronomy . 5. 27 5. 19 4. 89 4.40 3. 94 3. 43 2.96 Physics . 23. 06 22.04 22. 25 24. 02 22. 15 21.85 20.89 20. 48 19. 97 18.88 18. 24 Chemistry . 10. 37 10. 08 9.98 10.31 9. 31 9. 15 9. 18 8. 55 8. 64 8.00 7.86 Physical geography . 22.44 24. 93 24. 64 24. 33 23. 75 22.88 22.42 Geology . 6. 52 5.20 4. 93 4. 66 4. 41 4.02 3.88 Physiology . 28.03 31.08 29. 98 29. 38 28. 62 26. 96 26. 27 Psychology . 3. 35 3.82 3. 82 3. 64 3. 23 3. 19 2.98 Rhetoric. .' . 31.31 32. 27 33. 78 35. 30 36. 70 37. 70 39.69 English literature . . . 38. 90 40. 60 41. 19 43. 90 History ("other than United Stages) . Civics . 29. 77 31. 35 33.46 35. 78 34. 65 35. 73 36.08 37. 68 21.41 38.32 20. 89 37.80 21.09 38.41 20. 60 a Per cent of total number of graduates. 1912 EDUCATION REPORT, 1900-1901. Distribution of Secondary Students. The distribution of secondary students enrolled in 1900-1901 in the eight classes of institutions mentioned on the first page of this chapter is shown in Tables 39 and 40, where the statistics are summarized by States. Table 41 shows that the number of secondary students to each 1,000 of population in the United States was 9.53. The same table shows that the number in higher education was 239,837, or 3.10 to the 1,000 of population. This number includes all students who in 1900-1901 yyere receiving higher instruction in universities and colleges, all professional students, including those in theology, medicine, law, den¬ tistry, pharmacy, and veterinary medicine, and all in training courses for teachers in normal schools. Students in nurse-training schools and business schools are not here included as in either secondary or higher instruction. Table 42 gives statistics of studies in the public high schools of the 50 largest cities. Tables 43 and 44 give in detail the statistics of the 8,210 public and private high schools reporting to this Bureau in 1900-1901. Table 45 shows the number of public and private high schools for boys only, for girls only, and the number of coeduca¬ tional secondary schools in each State. Establishment of High Schools. A recent inquiry sent to the superintendents of public instruction in 160 of the largest cities, those having over 25,000 population, asking for the date of first open¬ ing of a public high school, brought 142 responses. Of the 142 cities reporting it appears that 28 had public high schools before the end of the year 1850, in 41 cities such schools were established from 1851 to 1860, inclusive, in 32 cities public high schools were established from 1861 to 1870, inclusive, and subsequent to 1870 such schools have been established in the 41 remaining cities named. In addition to the inquiry as to the date of first opening of a public high school the superintendent was asked to give the date of establishment of a regular two to four years course in the high school, also the date when the high school began to receive pupils by promotion upon completion of the elementary course of six to eight years, or upon successful examination in the studies of the six to eight years elementary course. Replies to the three inquiries are tabulated in the following table: City. Population of city in 1900. [Date of first opening of a public high school. Date of es¬ tablish¬ ment of a regular two to four year course in the high school. Date when high school began to receive pu¬ pils by pro¬ motion upon com¬ pletion of six to eight year ele¬ mentary course. New York. N. Y . . . 3, 437, 202 1,098,575 1, 293, 697 575, 238 560, 892 508, 957 381, 768 352, 387 342, 782 1849 1849 1849 Chicago, Ill . . Philadelphia, Pa . 1856 1838 1856 1839 1881 St. Louis, Mo . 1853 1853 1853 Boston, Mass _ 1634 Baltimore, Md . Cleveland, Ohio . 1846 1846 1846 Buffalo, N. Y . 1854 1860 1861 San Francisco, Cal . Cincinnati, Ohio . 32 V 902 1847 1847 1847 Pittsburg, Pa . 321,616 1854 1854 1854 New Orleans, La . 387, 104 ' 285, 704 1843 1843 1843 Detroit, Mich . 1844 1858 1858 Milwaukee, Wis . 285, 315 278, 718 246, 070 206, 433 1868 1868 1868 Washington, D. C . . . 1877 1877 1877 Newark, N. J _ 1854 1854 1854 Jersey City, N. J . 1872 1872* 1872 SECONDARY SCHOOLS, 1913 Establishment of high schools — Continued. City. Population of city in 1900. Date of first opening of a public high school. Date of es¬ tablish¬ ment of a regular two to four year course in the high school. Date when high school began to receive pu¬ pils by pro¬ motion upon com¬ pletion of six to eight year ele¬ mentary course. Louisville, Kv . ] 204, 731 1856 . 1856 1856 Minneapolis, Minn . 202, 718 1865 1865 1865 Providence. R.I . 175, 597 1843 1843 1843 Indianapolis, Ind . 169, 164 1864 1864 1864 163, 752 1867 1869 St. Paul, Minn . 163,065 1865 1865 1865 Rochester, N. Y . 162, 608 1859 1859 1859 Denver, Colo . 133,859 1874 1874 1876 Toledo, Ohio . 131,822 1849 1849 1850 129, S96 125, 560 j Worcester, Mass . 118,421 1824 ] 1824 1883 Syracuse, N.Y . 108, 374 1855 1855 1855 New Haven, Conn . 108, 027 1859 1863 1859 Paterson, N. J . 105, 171 1854 1875 1854 104, 863 St. Joseph, Mo . 102, 979 1866 1866 •1866 Omaha, Nebr . 102, 555 1871 1871 1872 102, 479 Memphis, Tenn . 102, 320 1870 1870 1870 Scranton, Pa . 102, 026 1858 1875 1877 Lowell, Mass . 94. 969 1831 1852 1831 Albany, N. Y . 94; 151 1868 1868 1869 Cambridge, Mass . 91,886 1838 1838 1839 Portland, Oreg . 90, 426 1869 1869 1869 Atlanta, Ga . 89, 872 1872 1872 1873 Grand Rapids, Mich . 87, 565 1859 1859 1859 Davton, Ohio . 85,333 1850 1850 1850 Richmond, Va . : . 85,050 1872 1872 1872 Nashville, Tenn . 80. 865 1855 1855 1855 Seattle, Wash . 80; 671 1883 1885 1883 Hartford, Conn . 79, 850 1847 1857 1847 Reading, Pa . 78, 961 1852 . 1852 1853 Wilmington, Del . 76, 508 1852 1872 1872 Camden, N. J . 75, 935 1891 1891 1891 Trenton, N. J . 73, 307 1874 1874 Bridgeport, Conn . 70,996 Lvnn. Mass . 68, 513 1849 1852 1880 Oakland, Cal . 66, 960 1870 1870 1870 Lawrence, Mass . 62, 559 1849 1849 1849 New Bedford, Mass . 62, 442 1827 1827 1850 Des Moines, Iowa . , 62, 139 1864 1864 Springfield, Mass . 62, 059 1841 1841 1887 Somerville, Mass . 61,643 1852 1858 1858 T^ov, N. Y . 60, 651 1854 1858 18.54 Hoboken, N. J . 59, 364 1870 1894 1870 Evansville, Ind . 59, 007 Manchester, N. H . 56,987 1846 1846 1846 Utica, N. Y . 56,383 1854 1868 1868 Peoria, Ill . 56, 100 1858 1858 1859 Charleston, S. C . 55, 807 Savannah, Ga . 54, 244 1868 1868 1868 Salt Lake City, Utah . 53, 531 1853 1853 1890 San Antonio, Tex . 53, 321 1879 1879 1879 Duluth, Minn . 52, 969 1872 1874 1876 Erie, Pa . 52, 733 1866 1866 1866 Elizabeth, N. J . 52. 130 1874 1874 1874 Wilkesbarre, Pa . 51,721 1890 1890 1890 Kansas City, Kans . . 51,418 1886 1886 18S6 Harrisburg", Pa . 50.167 1837 1850 1854 Portland, Me . 50 i 145 -1821 1821 1821 Yonkers, N. Y . 47,931 1882 1882 1882 Norfolk, Va . 46, 624 1858 1896 1896 Waterburv, Conn . 45, 859 1851 1851 1851 Holyoke, Mass . 45, 712 1852 1864 1866 Fort Wayne, Ind . 45, 115 1861 1861 1861 Youngstown, Ohio . 44, 885 Houston, Tex . 44,633 1877 1877 1878 Covington, Kv . 42, 938 1865 1865 1865 Akron, Ohio . 42, 728 1853 1853 1853 Dallas, Tex . 42, 638 1885 1885 18S5 Saginaw, Mich . 42, 345 1914 EDUCATION REPOKT, 1900-1901. Establishment of high schools — Continued. City. Population of city in 1900. Date of first opening of a public high school. Date of es¬ tablish¬ ment of a regular two to four year course in the high school. Date when high school began to receive pu¬ pils by pro¬ motion upon com¬ pletion of six to eight year ele¬ mentary course. Lancaster, Pa . 41,459 1849 1849 1850 Lincoln, Nebr . 40, 169 1873 1892 1873 40, 063 1864 1865 1864 Binghamton, N. Y . 39,647 1842 1861 1861 39, 441 1875 1875 Pawtucket, R. I . 39, 231 1855 1855 1874 Altoona, Pa . 38, 973 1868 1875 1876 Wheeling, W. Ya . 38,878 1897 1897 1897 Mobile, Ala . 38, 469 1883 1883 1883 Birmingham, Ala . 38,415 1883 1883 1883 38. 307 Springfield, Ohio . 38; 253 1856 1856 1856 Galveston, Tex . 37, 789 1881 1881 1881 Tacoma, Wash . 37, 714 1875 1883 1883 37, 175 Spokane, Wash . 36, 848 1885 1886 1887 Terre Haute, Ind . 36, 673 1863 1863 1863 Dubuque, Iowa . 36. 297 1866 1867 1867 Quincv, Ill . 36; 252 1862 1862 1863 South Bend, Ind . 35, 999 1868 1868 1870 Salem, Mass . 35, 956 1636 1636 1877 35, 936 1868 1882 1890 Elmira, N. Y . 35, 672 1861 1861 1861 Allentown, Pa . 35, 416 1868 1868 1869 Davenport, Iowa . 35,254 1859 1859 1860 McKeesport, Pa . 34, 227 1881 1881 1881 Springfield, Ill . 34, 159 1857 1858 1858 Chelsea, Mass . 34, 072 1845 1852 Chester, Pa . 33, 988 1872 1872 1872 York, Pa . 33, 708 1870 1870 1870 Malden, Mass . 33, 664 1857 1857 1857 Topeka, Kans . 33, 608 1874 1874 1874 Newton, Mass . 33,587 1859 1859 1859 Sioux City, Iowa . 33, 111 1869 1876 1876 Bayonne, N. J . : . 32, 722 1880 1880 1880 Knoxville, Tenn . 32, 637 1875 1875 1880 Schenectady, N. Y . 31, 682 1855 1855 1856 Fitchburg, Mass . 31, 531 1830 1849 1876 Superior, Wis . 31, 091 1889 1889 1889 Rockford, Ill . 31,051 1857 1858 1859 Taunton, Mass . 31, 036 1838 1838 1871 Canton, Ohio . . 30, 667 1854 1854 1854 Butte, Mont . 30, 470 1880 1880 1880 Montgomery, Ala . 30, 346 1882 1882 1882 Auburn, N. Y . 30, 345 1866 1866 1866 Chattanooga, Tenn . 30, 154 1874 1877 1874 East St. Louis, Ill . 29, 655 1874 1874 1874 Joliet, Ill . 29, 353 1868 1872 1874 Sacramento, Cal . 29, 282 1854 1897 1854 Racine, Wis . 29, 102 1853 1853 1853 La Crosse, Wis . 28, 895 1871 1876 1871 Williamsport, Pa . 28, 757 1869 1869 1869 Jacksonville, Fla . 28,429 1873 1873 1873 Newcastle, Pa . 28, 339 1875 1875 1875 Newport, Ky . 28, 301 1873 1873 1873 Oshkosh, Wis . . 28, 284 1856 1856 1856 Woonsocket, R. I . 28, 204 1857 1874 Pueblo, Colo . 28, 157 1879 1879 1880 Atlantic Citv, N. J . 27, 838 Passaic, N. j . 27, 777 1870 1886 1871 Bay Citv, Mich .... 27, 628 Fort Worth, Tex . 26, 688 1880 1880 1880 Lexington, Ky . 26, 369 Gloucester, Mass . 26, 121 1850 1850 1850 Joplin, Mo . f . 26, 023 1886 1893 1886 South Omaha Nebr 26, 001 New Britain, Conn . 25, 998 1851 1872 1882 Council Bluffs, Iowa . 25, 802 1868 1868 1868 Cedar Rapids, Iowa 25, 656 Easton, Pa . 25, 238 1853 1854 1854 Jackson, Mich . 25, 180 1866 I860 SECONDARY SCHOOLS 1915 Table 1. — Public high schools — Number of schools , secondary instructors , secondary students , and elementary pupils in 1900-1901. State or Territory. Number of schools. Secondary teachers. Secondary stu¬ dents. Colored stu¬ dents (included in preceding column). Elementary pupils, including all below second¬ ary grades. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. United States.. 6, 318 10, 786 10, 992 21, 778 224, 584 317, 146 1 541,730 2, 842 6,186 1 9, 028 65, 900 63, 465 129365 N. Atlantic Division. 1,477 2, 878 4, 115 6,993 74, 014 100, 120 174, 134 266 583 849 17, 166 13, 037 30, 203 S. Atlantic Division . . 466 686 579 1, 265 11, 283 17, 039 j 28,322 573 1,422 1,995 10, 990 11, 126 22, 116 S. Central Division . . 746 1,081 755 1,836 17,228 25, 083 42,311 813 2, 061 2,874 10, 252 10, 459 20, 711 N. Central Division.. 3, 290 5,458 4, 896 10, 354 109, 114 155, 523 264, 637 1, 124 2,027 3, 151 25, 016 26, 144 51, 160 Western Division .... 339 683 647 1,330 12, 945 19, 381 32, 326 66 93 159 2,476 2, 699 5, 175 N. Atlantic Division: Maine . 151 166 176 342 3, 609 4,910 8,519 2 5 7 711 756 1,467 New Hampshire. 60 73 114 187 1,662 2, 151 3, 813 1 0 1 217 216 433 Vermont . 61 68 90 158 1,572 2, 075 3,647 5 4 9 389 472 861 Massachusetts . . . 241 628 989 1,617 16, 747 21, 567 38,314 52 95 147 3, 134 2, 625 5, 759 Rhode Island.... 21 76 92 168 1, 498 2, 053 3,551 6 31 37 166 150 316 Connecticut . 74 148 232 380 3, 677 4, 720 8,397 14 34 48 133 129 262 New York . 383 806 1,518 2,324 27, 903 35, 646 63, 549 71 156 227 9, 566 5, 583 15, 149 New Jersey . 95 201 357 558 4, 776 7,130 11, 906 42 94 136 693 701 1,394 Pennsvl vania ... 391 712 547 1,259 12,570 19, 868 32, 438 73 164 237 2, 157 2,405 4, 562 S. Atlantic Division: Delaware . 14 19 25 44 466 685 1, 151 0 0 0 60 58 118 Maryland . 52 93 70 163 1,722 2, 238 3, 960 108 160 268 4, 239 4, 461 8, 700 Dist. Columbia... 5 57 86 143 1, 255 2, 096 3, 351 205 535 740 0 0 0 Virginia . 73 87 112 199 1,718 2, 728 4, 446 135 421 556 1,232 1,276 2, 508 West Virginia _ 32 55 32 87 650 1,221 1,871 21 39 60 96 119 215 North Carolina .. 28 35 25 60 551 745 1,296 18 50 68 505 478 983 South Carolina . . 99 132 79 211 1,851 2, 462 4, 313 51 111 162 1,779 1,725 3,504 Georgia . 124 159 110 269 2, 425 3, 839 6, 264 23 87 110 2,564 2, 473 5,037 Florida . 39 49 40 89 645 1,025 1, 670 12 19 31 515 536 1,051 S. Central Division: Kentucky . 86 138 116 254 2,413 3, 128 5,541 147 348 495 1, 055 1,101 2, 156 Tennessee . 109 137 91 228 2, 093 3,356 5,449 134 361 495 2, 331 2, 190 4, 521 Alabama . 74 102 92 194 1,669 2, 570 4, 239 31 78 109 1,538: 1, 529 3,067 Mississippi . 102 112 104 216 1,796 2, 645 4, 441 118 385 503 1,908 1,956 3, 864 Louisiana . 34 55 62 117 834 1,460 2,294 23 50 73 388 323 711 Texas . 261 419 227 646 6,678 9,423 16, 101 252 555 807 2, 270 2,436 4,706 Arkansas . 62 90 39 129 1, 295 1,841 3,136 87 214 301 554 626 1,180 Oklahoma . 13 21 17 38 340 565 905 21 70 91 12 1 12 24 Indian Territory. 5 7 7 14 110 95 205 0 0 0 196 286 482 N. Central Division: Ohio . 709 1,136 705 1,841 20, 696 27, 047 47, 743 243 399 642 9, 218 9, 314 18, 532 Indiana . 390 747 395 1,142 11, 343 15, 412 26, 755 172 247 419 3,072 3, 301 6, 373 Illinois . 369 813 779 1,592 16, 179 24, 997 41,176 165 270 435 1,654 1,800 3,454 Michigan . 299 481 657 1,138 12, 394 17, 128 29, 522 42 62 104 1,870 1, 955 3, 825 Wisconsin . 228 381 424 805 8, 570 11,646 20, 216 6 18 24 433 567 1,000 Minnesota . 127 201 384 585 5, 671 8,218 13, 889 17 27 1 44 54 53 1 107 Iowa . 346 492 636 1,128 12, 163 17, 474 ■29, 637 37 53 | 90 1,282 1,423 1 2,705 Missouri . 237 425 338 ■ 763 7, 991 12, 270 20, 261 273 625 1 898 1,215 1, 323 : 2,538 North Dakota.... 32 ' 37 40 77 532 817 1,349 1 2 3 329 384 713 South Dakota.... 73 88 60 148 1,316 1, 812 3, 128 5 2 7 1,119 1,180 2,299 Nebraska . 257 327 252 579 6,127 9,196 15, 323 16 28 44 2, 966 2,994 5,960 Kansas . 223 330 226 556 6, 132 9,506 15,638 147 294 441 1,804 1,850 , 3,654 Western Division: Montana . 21 28 49 77 629 1,198 1,827 1 3 4 100 96 196 Wyoming . 10 12 11 23 142 251 393 0 1 1 0 0 0 Colorado . 49 134 126 260 2, 596 3, 903 6, 499 30 34 64 112 112 224 New Mexico . 7 17 7 24 128 154 282 1 2 3 0 0 0 Arizona . 2 5 3 8 65 107 172 1 0 1 0 0 0 Utah . 6 19 22 41 473 781 1,254 1 1 2 0 0 0 Nevada . 12 15 11 26 212 303 515 2 0 2 142 138 280 Idaho . 7 10 7 17 184 237 421 0 0 0 20 35 55 Washington . 74 104 69 173 1,469 2, 223 3, 692 7 9 16 1,332 1,411 2,743 Oregon . 34 48 41 89 1,099 1, 540 2,639 3 4 7 505 583 j 1,088 California . 117 291 301 592 5,948 8, 684 14, 632 20 39 59 265 324 ; 589 (zjCO; 1916 EDUCATION REPORT, 1900-1901. Table 2. — Public high schools — Number of secondary students in college preparatory courses and number of graduates and college preparatory students in graduating class in 1900-1901. State or Territory. Secondary students preparing for college. Graduates in class of 1901. College prepar¬ atory students in graduating class of 1901. Students in mili¬ tary drill. Classical course. Scientific courses. Male. Female. Total. Male. Female. Total Male. Female. Total. Male. Female. Total. United States . . o« 8 o 17,784 33, 164 15, 568 11, 695 27, 263 23,683 42, 013 65, 696 9,523 11,017 20,540 9,632 N. Atlantic Division.. 6,511 6,071 12, 582 5, 495 2,568 8,063 8, 122 13, 527 21, 649 3, 065 2,597 5, 662 4,948 S. Atlantic Division . . 976 1, 175 2,151 483 237 720 952 2, 110 3,062 379 452 831 916 S. Central Division... 1,573 1,861 3, 434 921 877 1,798 1,345 2, 749 ! 4,094 555 827 1,382 385 N. Central Division. . . 5, 622 7,709 13, 331 7,150 6, 533 13, 683 11, 865 21,071; 32, 936 4, 881 6, 273 11, 154 2, 269 Western Division . 698 968 1,666 1,519 1,480 2, 999 1, 399 2, 556 3, 955 643 868 1,511 1,114 N. Atlantic Division: Maine . 416 402 818 217 114 331 480 690 1,170 163 164 327 270 New Hampshire.. 152 183 335 146 101 247 244 405 649 88 95 183 i 389 Vermont . 99 68 167 131 71 202 174 306 480 74 81 155 90 Massachusetts .... 1,898 2,627 4, 525 1,497 404 1,901 2,149 3, 568 5, 717 752 771 1,523 3, 660 Rhode Tsland . 381 270 651 62 48 110 161 257 418 75 62 137 Connecticut . 421 218 639 474 124 598 453 654 1,107 178 101 279 New York . 2, 199 1.250 3,449 1,893 1,146 3, 039 2, 119 3, 363 5,482 1,016 754 1,770 ; 289 253 213 466 343 204 547! 575 1,117 1,692 167 148 815 119 Penns vlva'nia .... 692 840 1,53? 732 356 1,088 1,767 3, 167 4, 934 552 421 973 131 S. Atlantic Division: - 29 28 16 6 22 58 105 163 15 6 21 Mar viand . 45| 45 901 64 15 79 146 288 434 39 21 60 48 Dist.' Columbia . . . 134 68 202 109 26 135 135 249 384 48 17 65 533 Virginia _ 1321 132 264 79 26 105 139 342 481 54 48 1 09 _ West Virginia .... 19 22 41 22 19 41 72 164 236 24 13 37 North Carolina . . . 63 93 156 29 13 42 36 100 | 136 13 33 46 South Carolina . . . 229 323 552 66 60 126 142 268 i 410 75 110 , 185 64 Georgia . 283 412 695 68 37 105 190 504 i 694 101 181 ! 282 204 Florida . 42 52 94 30 35 6o 34 90 124 10 23 33 67 S. Central Division i- Kentucky . . 208 159 367 160 100 260 232 380 612 94 110 i 204 86 Tennessee 205 223 428 125 111 236 225 464 689 81 113 ; 194 Alabama . 136 111 247 91 86 177 72 261 333 ! 39 44 83 64 Mississippi . 278 343 621 136 161 297 102 231 333 60 111 171 40 Louisiana . 34 49 83 30 36 66 81 212 | 293 1 23 36 59 40 Texas . 556 738 1,294 297 305 602 493 953 1,446 217 312 529 38 Arkansas . 112 169 281 25 28 53 i ill 197 308 i 33 77 110 36 Oklahoma . 44 67 111 57 49 106 25 44 69 8 22 30 Indian Territory . 0 2 2 0 1 1 4 7 11 0 2 2 81 N. Central Division: Ohio . 1,316 1,438 2, 754 1,243 889 2,132 2,286 3, 856 6, 142 839 945 1 1,784 529 Indiana . 653 730 1,383 830 573 1,403 1,272 1,918 3,190 467 487 954 323 Illinois . 970 1,440 2, 410 989 878 1,867 1,742 3, 370 5, 112 660 798 1,458 155 Michigan . 346 486 832 811 790 1,601 1,227 2, 133 3, 360 535 694 1,229, 36 Wisconsin . 380 579 959 ; 599 427 1, 026 1 998 1,580 2,578 394 408 802 23 Minnesota . 131 1 156 287 817 1,069 1.886 I 537 966 1,503 359 1 5031 1 862 69 Iowa . 617 1,054 1,671 672 753 1,425 1,405 2,633 4,038 560 842' 1,402 104 Missouri . 374 562 936 398 349 l, 747 798 1,594 •2, 392 306 438: j 744 ! 116 North Dakota .... 23 38 66 38 66 I 104 28 72 100 14 33 47 South Dakota . 94 139 1 233 110 127 237 160 268 428 78 114 192 96 Nebraska . 285 428 '• 713 338 340 , 678 699 1,281 1,980 320 428 748 810 Kansas . 428 659 | 1,087 [ 305 272 577 713 1,400 2, 113 349 583 932 18 Western Division: Montana . 86 170 1 256 24 25 49 61 116 177 27 48 75 ! 180 Wvoming . 9 19 28 5 3 8 13 31 44 8 2 10 Colorado . 170 199 1 369 410 788 224 474 698 111 149 260 i 639 New Mexico.... 9 17 26 ^18 18 36 13 8 21 4 6 10 Arizona . 0 4 4 8 6 14 3 24 27 2 4 6 Utah . 25 35 60 30 22 52 39 68 107 8 12 20 60 Nevada. . 23 34 57 25 0 25 30 60 90 21 21 42 Idaho . 25 25 50 7 6 13 13 29 42 6 12 18 32 Washington . 68 80 148 88 104 192 144 260 404 46 56 102 153 Oregon . 93 95 188 54 51 105 129 243 372 47 45 92 California . 190 290 480 , 882 835 1 1,717 i 730 1,243 1,973 363 513; 876i 50 SECONDAKY SCHOOLS, 1917 Table 3. — Public high schools — Number of secondary students pursuing certain studies in 1900-1901. State or Territory. Latin. Greek. French. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. O . ^ he £ j=; c m Male. Female. Total. United States . 5,442 106, 482 I 166, 832 273, 314 1, 007 7,571 I 6, 661 I 14, 232 981 15, 982 28, 907 44, 889 North Atlantic Division . 1,383 32, 394 49, 464' ! 81,858 621 5, 247 4, 230 : 9,477 667 12,282 OO \c 0 32, 172 South Atlantic Division . 445 7,089 11, 117 18,206 72 1 410 186 ! 596 86 806 1,624 i 2,430 South Central Division . 649 8,845 14, 708 23, 553 85 | 486 290 | 776 62 473 1,069 1 1,542 North Central Division . 2,681 51, 673 81, 431 133, 104 188 1,182 1,522 I 2,704 124 1,849 5,003 6,852 Western Division . 284 6,481 10, 112 16, 593 41 j 246 433 | 679 42 572 1,321 j 1,893 North Atlantic Division: Maine . 139 1,534 2,439 3, 973 75 ' 433 403 836 91 647 1,121 1, 768 New Hampshire . 56 869 1,246 2, 115 34 | 146 201 347 46 489 | 785 1,274 Vermont . 60 671 1,013 1.684 32 127 94 1 221 42 190 I 322 ! 512 Massachusetts . 235 6,512 10, 246 16, 758 152 1,674 1,495 3, 169 216 6,168 9,068 15, 236 Rhode Island . 18 715 938 1,653 11 203 137 340 14 304 | 623 927 Connecticut . 71 1,892 2, 177 4,069 38; 388 211 599 34 371 1,085 : 1,456 New York . 876 11,473 16.546 28. 019 182 1,491 1,125 2, 616 180 3,425 j 5,306 8,731 New Jersev . 74 1,853 3,213 5,066 25 203 176 379 23 236 i 594 830 Pennsvlvania . 354 6, 875 11, 646 18, 521 7- 582 388 970 21 452 986 1,438 South Atlantic Division: 13 952 1 8 10 18 Maryland . 49 1,260 1,698 2,958 4 82 1 83 12 225 155 380 District of Columbia . 4 550 887 1, 437 4 66 32 98 3 141 370 511 Virginia . 66 973 1,805 2,778 2 1 7 8 IS 95 329 424 West. Virginia 80 291 541 832 1 3 2 5 North Carolina . 28 376 574 950 3 6 3 2; 5 5 10 South Carolina . 97 i 1,265 1,640 2,905 18 47 12 59 25 246 218 464 Georgia . 121 ! 1, 688 2,853 4,541 1 40 205 132 337 221 85 487 572 Florida . 37 311 542 853 1 3 0 3 3 1 50 51 South Central Division: Kentuckv . 79: 1, 373 2,154 3,527 12 192 23 215 14 170 219 389 Tennessee . 84 | 1,066 1,798 2,864 12 60 87 9 32 45 77 Alabama . 64 791 1,511 2,302 8 39 13 52 • 16: 47 87 : 134 Mississippi . 91 995 1, 545 2,540 25 81 51 132 5 7 18 25 Louisiana . 32 477 734 1,211 3 7 13 20 9 183 613 796 1 exas 225 3, 219 5,442 8, 661 21 88 ! 144 232 6 25 70 1 95 Arkansas . 56 631 1, 055 1,686 4 i 19 i 19 38 31 ; 9 17 26 Oklahoma . 13 242 427 669 Indian Territorv. 5 51 42 93 . . North Central Division: Ohio . . . 553 10, 365 14, 117 24,482 50 379 1 384 763 18; 419 869 1,288 Indiana . 367 7, 173 10, 300 17, 473 8 ; 29 36 65 5 60 122 182 Illinois . 317 7,524 13, 330 20, 854 29 1 206 I 276 I 482 29 [ 486 1,719 2, 205 Michigan . 218 4, 165 6, 366 10, 531 36 184 249 433: 35! i 341 939 R280 Wisconsin . 114 1,837 3, 111 4, 948 13 j 71 ! 86 157 4 21 20 41 Minnesota . 125 3, 506 5, 302 8,808 11 ! 47 56 103 j 11 312 587 899 Iowa . 273 5, 172 8,618 13, 790 9 i 31 50 81 5 44 106 150 Missouri . 213 4, 045 7, 200 11,245 17 ; 158 269 427 9 128 511 639 North Dakota . . 27 347 573 920 2 6 1 7 South Dakota . 46 485 772 1,257 2 ; 5 6 11 2 0 9 9 Nebraska . 228 3, 537 5, 594 9, 131 4 i 97 52 79 2 16 86 102 Kansas . 200 3, 517 6, 148 9, 665 7 39 57 96 4 22 35 57 Western Division: 1 Montana . 19 334 662 996 2 3 8 11 3 67 54 121 Wvoming . 9 76 155 231 ] 4 0 4 Colorado . 47 1,607 2, 369 3, 976 11 ; 94 157 251 6 81 350 431 New Mexico ... 1 . 6 57 71 128 Arizona . 2 25 54 79 . Utah . 5 109 249 358 1 4 7 11 i 1 37 60 97 Nevada . 10 139 215 354 1 15 13 28 Idaho . 6 53 83 136 . Washington . 46 812 932 1.744 1 I 2 1 1 3 2 63 93 156 Oregon . 19 314 436 750 1 0 1 1 Calffornia . 115 2,955 4,886 7,841 24 ! 139 259 i 398 29 309 751 1,060 1918 EDUCATION REPORT, 1900-1901. Table 4. — Public high schools — Number of secondary students pursuing certain studies in 1900-1901. State or Territory. German. Algebra. Geometry. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 1,925 32, 995 50, 707 83, 702 6,317 131,599 176, 958 308,557 5,508 63,489 87, 299 150, 788 1 North Atlantic Division . 718 14, 029 20, 613 34, 642 1,477 38, 943 48,325 87,268 1,364 21, 851 26,318 48,169 South Atlantic Division. . 66 1, 108 1,675 2, 783 465 7,759 11,434 19, 193 350 3,409! 4, 613 8, 022 South Central Division . . 77 912 1,227 2, 139 746 12,624 18, 151 30, 775 629 4, 863 1 8,023 12, 886 North Central Division . . 934 15, 374 24, 623 39,997 3,290 64, 090 87,549 151,639 2,869 29, 151 42,441 71,592 Western Division . 130 1,572 2,569 4, 141 339 8, 183 11,499 19,682 296 4, 215 5,904! ! ! 10, 119 North Atlantic Division: Maine . 12 50 100 150 151 1, 964 2,549 4,513 137 1, 071 1,296 2,367 New Hampshire . 15 74 128 202 60 817 968 1, 785 53 571 618 1,189 V ermont . 20 95 173 268 61 634 818 1,452 57 329 490 819 Massachusetts . 115 1, 702 3, 210 4, 912 241 8, 147 8, 777 16, 924 232 5, 680 5,650 11, 330 Rhode Island . 16 237 302 539 21 908 989 1,897 19 456 483 939 Connecticut . 45 599 1,166 1,765 74 1,806 2, 175 3, 981 68 1, 2381 1,426 2, 664 New York . 321 7,223 8,643 15, 866 383 12, 825 15, 179 28,004 366 7, 059 8,613 15, 672 New Jersey . 61 1,695 2,453 4,148 95 2, 924 4, 178 7, 102 88 1, 262| 2,066 3,328 Pennsylvania . 113 2, 354 4, 438 6, 792 391 8,918 12, 692 21,610 344 4, 185, 5,676 9, 861 South Atlantic Division: | Delaware . 5 22 36 58 14 338 480 818 14 132 210 342 Maryland . 17 460 627 1,087 52 1,245 1, 589 | 2,834 51 1,148 1,015 2, 163 District of Columbia . 4 212 440 652, 4 356 590 946 4 338 456 794 Virginia .. . 16 183 357 540 73 1,210 1, 829 3,039 50 455 740 1, 195 West Virginia . . . 5 38 86 124 32 517 919 1,436 29 187 373 560 North Carolina . 28 412 579 991 14 159 213 372 South Carolina . 9 124 20 144 99 1,349 1, 818 3, 167 69 283 428 711 Georgia . S 61 74 135 124 1,929 3,008 4,937 95 576 943 1,519 Florida . 2 8 35 43 39 403 622 1, 025 24 131 235 366 South Central Division: Kentucky . 19 461 499 960 86 1,730 2,103 3,833 67 695 1,096 1,791 Tennessee . 8 47 99 146 109 1,574 2,495 4,069 90 526 966 1,492 Alabama . . . 8 31 80 111 74 1,198 1,943 3, 141 60 493 900 1,393 Mississippi . 1 2 8 10 102 1,273 1,815 3,088 74 284 430 714 Louisiana . 34 585 918 1,503 32 142 542 684 Texas . 30 311 448 759 261 4, 990 7, 168 12, 158 246 2,382 3, 511 5, 893 Arkansas . 5 38 58 96 62 1, 020 1, 374 2,394 44 255 451 706 Oklahoma . 6 22 35 57 13 213 300 513 13 75 118 193 Indian Territory . . . . 5 41 35 76 3 11 9 20 North Central Division: Ohio . 140 2, 563 3,749 6,312 709 12,584 16,253 28,837 565 5,318 7, 055 12, 373 Indiana . 93 1,657 2,341 3, 998 390 7,423 9,434 16, 857 324 3,417 4,485 7,902 Illinois- . 110 2,379 4,697 7,076 369 8, 898 12, 646 21,544 342 4, 489 6,815 11, 304 Michigan . 145 1,841 3,208 5, 049 299 6,926 8,926 15, 852 282 2,573 3, 678 6, 251 Wisconsin . 139 2,017 2,777 4,794 228 4,014 5,262 9, 276 224 2,058 2,839 4, 897 Minnesota . 72 1,083 1,623 2, 706 127 2,906 4,020 6,932 124 2,047 2, 618 4, 665 Iowa . 80 1,225 2, 098 3,323 346 6,694 9,600 16, 294 313 2,928 4 732 7, 660 Missouri . 30 1,072 1,722 2, 794 237 5,424 7,880 13,304 200 2,082 3; 394 5, 476 North Dakota . 4 62 96 158 32 286 433 719 28 118 185 303 South Dakota . 13 87 155 242 73 717 1, 078 1, 795 53 309 474 783 Nebraska . . . 48 745 1,083 1,828 ■ 257 4,214 5, 960 10, 174 234 2, 192 3, 446 5,638 Kansas . 60 643 1,074 1,717 223 4,004 6,051 10, 055 180 1,620 2,720 4,340 Western Division: Montana . 7 132 211 343 21 409 740 1, 149 19 173 308 481 Wyoming . 2 3 18 21 10 92 172 264 9 35 87 122 Colorado . 31 616 979 1,595 49 1,475 2,048 3,523 45 867 1,206 2, 073 New Mexico . 1 9 7 16 7 82 105 187 6 23 28 51 Arizona . 1 3 0 3 2 39 48 87 2 10 38 48 Utah . 3 82 156 238 6 296 538 834 4 141 231 372 Nevada . 1 6 9 15 12 186 260 446 12 113 180 293 Idaho . 1 2 6 8 7 107 152 259 6 48 51 99 Washington . 11 157 155 312 74 1,097 1,299 2, 396 55 475 614 1,089 Oregon . 5 69 176 245 34 767 1,090 1,857 25 274 379 653 California . 66 493 852 1,345 117 3, 633 5, 047 8, 680 113 2,066 2, 782 4, 838 SECONDARY SCHOOLS. 1919 Table 5. — Public high schools — Number of secondary students pursuing certain studies in 1900-1901. State or Territory. Trigonometry. Astronomy. Physics. 2 bic x ^ o X Male. o | Total. 2 be x Male. Female. Total. 2 be zc _G OQ Mule. 73 Total. United States . 892 5,804 5,234 11,038 971 4,835 7,863 12,698 4, 949 43, 012 56, 654 ,99, 666 North Atlantic Division . 264 2,042 1,344 3,386 418 1,855 3.381 5,236 1,140 13, 836 17, 003 30, 839 South Atlantic Division . 95 662 813 1,475 48 ! 349 i 573 | 922 277 ! 2,953 1 3,616 6, 569 South Central Division . 184 858 1.185 2,043 90 459 611 1,070 606 4,420 1 6.045 10, 465 North Central Division . 2491,6841.510 3, 194 394 2,044 3,063 5,107 2,673 19, 323 26. 811 46, 134 Western Division . 100 558 382 940 21 128 ! 235 | 363 253 : 2,480 3,179 5, 659 North Atlantic Division: Maine . 4 14 10 24 79 293 ! 439 732 107 ; 599 736 1, 335 New Hampshire . 7 54 15 69 24 99 ; 135 234 41 399 386 I 785 Vermont . i 5 0 5 27 87 [ 132 219 38 | 223 285 508 Massachusetts . 41 345 69 414 103 463 1, 069 1,532 209 ' 3,587 4. 051 7,638 Rhode Island . 2 32 0 32 10 39 : 58 97 17 ; 486 '412 I 898 Connecticut . 18 111 12 123 29 121 ! 233 3-54 53 1 693 752 ! 1,445 New York . 112 607 699 1,306 92 356 ! 532 888 281 4,057 4, 974 1 9,031 New Jersey . 97 144 101 245 17 i 78 1 226 304 78 ' 820 1,258 2,078 Pennsvlvania . 52 730 438 1, 168 44 319 557 876 316 2 972 4,149 7,121 South Atlantic Division: i ’ 1 Delaware . 1 32 0 32 1 2 5 4 13 ' 136 172 308 Maryland . 20 250 319 569 8 ; 149 192 341 48 ! 973 674 1,647 District of Columbia . 4 89 40 129 4 1 241 305 546 Virginia . I 17 109 104 213 1 2 0 4 4 45 ; 397 605 1,002 West Virginia . 4 28 31 59 4 ! 37 48 85 24 143 242 385 North Carolina . 1 1 1 2 1 8 / 15 17 1 205: 301 506 South Carolina . 1 5 5 11 16! ! 9 45 % 141 42 ' 218 362 580 Georgia . ! 34 117 i 257 374 17 ; 93 180 273 65 ' 525 777 1,302 Florida . 9' ! 34 50 81 6 ! 15 41 56 19 j 115 178 293 South Central Division: Kentucky . 28 249 233 482 17 105 138 243 58 680 785 1,465 Tennessee... . 16 69 91 160: 11 ; 52 44 96 8] | 398 599 997 Alabama . 25 | 134 213 3471 14 ! 68 101 169 54 I 324 437 761 Mississippi . ; 16 42 69 Hll 10 64 84 148 94 1 660 847 | 1,507 Louisiana . . . 4 4 4 11 3 1 14 25 39 31 238 421 659 Texas . 1 85 317 508 825] 25: 131 190 321 236 1,763 2,465 4,228 Arkansas . . . ! 7 31 54 85: 7 20 23 43 37 276 383 659 Oklahoma . 2 8' 10 1" 2 1 6 7 12 69 93 162 Indian Territorv . 1 4! 0 4 li 4 0 4 3 1 12 15 1 27 North Central Division: j 1 1 f Ohio . 464 455 919! 134 615 9511 1,566 533 3,514 4, 623 ; 8,137 Indiana . ' 30 221: 179 4001 16| 103 130 233 242 2.114 1 2,717 ! 4, S31 Illinois . : 26 251 122 373 71 379 640 1,019 336 2; 8581 1 3,898 6, 756 Michigan . 22 149 75l 224 30 131 175 306 277 ' 2,018 2,681 4,699 Wisconsin . n 48 26 74 1 223 1,321 1,927 3,248 Minnesota . 3 46j 4 50 14 82 92 174 96 li 003 1,451 ! 2,454 Iowa . 21 15S 139 297 69 446 663; 1.109 315 2,251 3,274 5,525 Missouri . 31 202 328 530 12 73 113 186 167 1,315 1. 921 3,236 North Dakota . 1 0 2 2 2 0 6 6 24 91 124 215 South Dakota . 2 7 8 15 29| 30 59 49 2411 279 520 Nebraska . ! 19 87 126 213 13 79 97 176 218 1,248 1,905 3,153 Kansas . 10 5i; 46 97 26 107 j 166 273 193 1,349 2, 011 3, 360 Western Division: Montana . 4 19 16 35 1 4 14 18 15 96| 189 285 Wvoming . o 8 4 12 6 24; 46 70 Colorado . 15 124 101 225 8 48; 137 185 43 571' 811 1,382 New Mexico . i 2 3 5 1 2 3 5 5 18; 29: 47 Arizona . i 13 16 2 111 11 22 Utah . 2 34 12 46 1 20 10 30 3 63 68; 131 Nevada . 1 1 0 1 2 4 4 8 12 104 165 269 Idaho . . 1 3 3 6: 2 10 18 28 6 22; 27 49 Washington . 2 13 6 19 1 2 10 12 35 287; 301' 588 Oregon . 3 32 25 57 3 27 27 54 20' 254 287 541 California . 68 319 199 518: 1 2 11 H 23 106 1, 030 1,245 2,275 1920 EDUCATION REPORT, 1900-1901. Table 6. — Public high schools — Number of secondary students pursuing certain studies in 1900-1901. State or Territory. Chemistry. Physical geography. Geology. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. r Male. Female. 1 Total. United States . 2,000 18, 562 22, 402 40, 964 5, 018 51, 869 71, 816 123, 685 1,176 7, 642 10, 977 18, 619 North Atlantic Division . 650 6, 795 7,478 14, 273 1,131 12,142 17, 066; 29, 208 529 3, 310 4,854 | 8,164 South Atlantic Division . 92 1,003 1,266 2, 269 355 3, 072 4, 683| 7, *755 40 229' 405 j 634 South Central Division . 167 977 1,644 2,621 538 6, 010 8, 502 14,512 139 1, 026 1,482 2,508 North Central Division . 936 8, 179 10, 163 18, 342 2,752 27, 498 37,689 65, 187 407 2, 612 3,522 I 6,134 Western Division . 155 1,608 1,851 3,459 242 3, 147 3, 876 7,023 61 465 714 ! 1,179 North Atlantic Division: Maine . 75 396 504 900 102 563 732 1, 295 65' 354 460 814 New Hampshire . 31 231 224 455 32 219 249 468 23 105 129 234 Vermont . 24 119 154 273 48 360 471 831 26 92 131 223 Massachusetts . 180 2, 129 2, 439 4, 568 129 1,178 1,467 2, 645 98 i 433 836 1,269 Rhode Island . 12 173 198 371 16 195 252 447 8 26 35 61 Connecticut . 33 307 460 767 49 678 750 1,428 29 154 285 439 New York . . . 156 1,674 1,483 3,157 338 4,356 6, 203 10,559 188 1,121 1,437 2,558 New Jersey . 57 663 904 1,567 65 855 1, 230; 2,085 18 167 325 492 Pennsylvania . 82 1,103 1,112 2,215 352 3, 738 5, 712 9, 450 74 858 1,216 2, 074 South Atlantic Division: Delaware . 4 97 51 148 12 124 193 317 1 10 12 22 Maryland . 11 242 38 280 38 265 466 731 3 43 8 51 District of Columbia . 4 158 283 441 1 . Virginia . 22 149 264 413 54 580 826 1,406 4 14 17 31 West Virginia . . 9 54 84 138 31 274 455 729 2 9 23 32 North Carolina . 3 70 98 168 24 244 353 597 1 10 0 10 South Carolina . 4 6 46 52 81 567 878 1,445 7 26 58 84 Georgia . 29 206 347 553 79 765 1, 157 1, 922 16 100 250 350 Florida . 6 21 55 76 36 253 355 608 6 17 37 54 South Central Division: Kentucky . 25 268 389 657 56 601 686 1,287 11 78 115 193 Tennessee . 14 97 113 210 47 486 819 1, 305 53 325 413 738 Alabama . 21 85 187 272 45 423 657 1,080 15 90 238 328 Mississippi . 16 58 66 124 61 615 945 1,560 12 133 131 264 Louisiana . 13 66 205 271 29 335 522 857 3 10 21 31 Texas . 63 334 578 912 238 2, 924 3,983 6, 907 33 326 455 781 Arkansas . 9 48 69 117 47 448 | 634 1,082 7 51 94 145 Oklahoma . 5 21 26 47 11 148 221 369 2 4 6 10 Indian Territory . 1 0 11 11 4 30 35 65 3 9 9 18 North Central Division: Ohio . 141 1,330 1,648 2, 978 627 5, 209 i 6, 795 12, 004 87 536 648 1,184 Indiana . . 96 1,050 1,176 2, 226 | 317 2, 892| 3,578 6, 470 24 181 209 390 Illinois . 152 1,425 1,648 3, 073 ! 294 4, 346 7,037 11, 383 43 302 600 902 Michigan . 174 1,301 1,476 2, 777 257 2, 450 3,090 5,540 57 273 368 641 Wisconsin . 28 264 311 575 223 2, 824 3,886 6, 710 9 87 109 196 Minnesota . 80 678 845 1,523 50 482 513 995 8 63 71 134 Iowa . 58 495 675 1,170 304 3,028 4,071 7,099 72 476 599 1,075 Missouri . 58 554 808 1,362 190 1,868 | 2,633 4, 501 26 247 352 599 North Dakota . 3 14 16 30 21 93 136 229 3 7 15 22 South Dakota . 12 69 85 154 62 482 646 1,128 8 51 55 106 Nebraska . 70 504 837 1,341 226 2,046 2,744 4, 790 19 104 153 257 Kansas . . 64 495 638 1,133 181 1,778 2, 560 4, 338 51 285 343 628 Western Division: Montana . 7 54 63 117 19 180 262 442 8 42 64 106 Wyoming . 5 23 38 61 9 46 99 145 1 3 7 10 Colorado . 37 399 510 909 37 535 662 1, 197 25 224 388 612 New Mexico . 60 55 115 1 6 6 12 A ri znn a 1 3 15 18 2 17 35 52 Utah . . 2 38 45 83 4 107 134 241 2 23 38 61 Nevada . 10 90 135 225 10 126 189 315 2 13 23 36 Idaho . 2 8 13 21 7 92 95 187 4 19 23 42 Washington . 6 38 75 113 71 695 794 1,489 6 46 68 114 Oregon . 5 103 141 244 33 473 624 1,097 6 54 50 104 California . 80 852 816 1, 668 43 816 927 1,743 6 35 47 82 SECONDARY SCHOOLS, 1921 Table 7. — Public high schools — Number of secondary students pursuing certain studies in 1900-1901. State or Territory. Physiology. Psychology. Rhetoric. Schools re¬ porting. Male. Female. Total. 1 Schools re- | porting. Male. Female. Total. £ £ o O Pi m o 1 Female. Total. United States . 4, 632.61, 585 82, 565 144, 100 930 4, 175 7,673 11, 848 5,497 89, 353 131, 175 ^20, 528 North Atlantic Division . 1,037 18,890 24, 399 43, 289 163 514 1,802 ! 2,316 1,276 28,997 39, 723 68,720 South Atlantic Division . 336 3, 847 5, 246 9, 093 ! 44! 196 399 595 395 , 3,967 6, 596 10, 563 South Central Division . 632 8, 324 11, 078 19, 402 ( 2001,024 1,400 ’ 2, 424 654 6,774 11, 243 18, 017 North Central Division . 2,516 29, 008 39, 873 68, 881 i 497 2, 336 3,783 ; 6, 119 2, 882|43, 415 64, 213 107, 628 Western Division . 111 1,466 1,969 3, 435 26 105 289 I 394 290 6, 200 9,400 15, 600 North Atlantic Division: 1 Maine . 95 578 774 1,352 12 91 87 I 178 120 922 1,419 2, 341 New Hampshire . 29 213 229 442 ; 5 15 19 34 55 671 921 1,592 V ermont . 80 200 249 449 i 22 29 133 162 55 612 803 1,415 Massachusetts . 145 2, 351 3, 007 5, 358 10 34 79 113 223 8, 378 10,763 19, 141 Rhode Island . 8 51 91 142 4 14 43 57 19 832 1,094 1,926 Connecticut . 29 244 352 596 2 7 20 27 64 1,673 1,951 3,624 New York . 359 9, 607 11, 222 20, 829 58 166 984 1,150 326 9,407 11, 484 20, 891 New Jersev . 58 1,152 1.647 2, 799 5 14 57 71 85 1,960 3, 160 5,120 Pennsylvania . 284 4,494 6,828 11, 322 45 144 380 : 524 329 4,542 8, 128 12, 670 South Atlantic Division: Delaware . 9 205 297 502 1 4 6 10 12 170 296 466 Maryland . 45 688 791 1,479 3 19 65 84 43 596 782 1,378 District of Columbia . 1 37 122 159 2 202 457 659 Virginia . 60 606 797 1,403 4 / 43 50 61 621 i 1, 021 1.642 West Virginia . 27 287 454 741 6 35 47 82 28 237 391 '628 North Carolina . 20 272 345 617 2 14 12 26 20 245 348 593 South Carolina . 62 544 893 1, 437 4 26 71 97 88 583 837 1,420 Georgia . 81 867 1,049 1, 916 10 55 71 126 108 1,084 ! 2, 120 3,204 Florida . 31 341 498 839 14 36 84 120 33 229 344 573 South Central Division: 1 1 Kentucky . 67 838 1,000 1,838 35 273 ! 353 626 78 1,058 1,867 2, 925 Tennessee . 88 903 1,227 2, 130 12 69 ! 60 129 93 727 1,114 1,841 Alabama . 61 815 1,161 1,976 16 75 | 94 169 57 705 1, 368 2,073 Mississippi . 93 953 1,393 2,346 ! 11 34 64 98 84 656 1,020 1,676 Louisiana . 31 452 684 1,136 1 4 8 10 18 33 320 795 1,115 Texas . 225 3, 521 4, 616 8,137 . 105 495 742 1, 237 236 2, 634 4,082 6, 716 Arkansas . 56 726 855 1, 581 8 49 36 85 55 466 721 | 1, 187 Oklahoma . 6 55 83 138 7 17 34 51 13 179 248 427 Indian Territory . 5 61 59 120 2 4 7 11 5 29 28 57 North Central Division: Ohio . . 621 7,104 8,983 16, 087 91 476 716 1, 192 584 7, 942 10, 9721 | 18,914 Indiana . 175 1,514 2, 123 3,637 49 314 452 766 347 5, 658 7, 9S2: i 13,640 Illinois . 313 5, 266 7,504 12, 770 22 89 181 270 336 7,535 12, 009 19,544 Michigan . 266 2,648 3, 585 6,233 39 164 300 464 277 3, 968 5, 723 9,691 Wisconsin . 219 1,982 2,741 4, 723 155 603 882 1,485 175 1,944 2, 709 4, 653 Minnesota . 74 557 865 1,422 2 9 25 34 110 2,810 3, 891 6,701 Iowa . 283 3,281 4, 472 7, 753 17 65 136 201 328 4,287 6, 469 10, 756 Missouri . 166 2, 373 3, 478 5,851 47 282 529 811 206 3,387 5, 720 9,107 North Dakota . 24 154 235 389 5 7 21 28 29 232 327 559 South Dakota . 52 386 550 936 8 18 40 58 66 450 669 1,019 Nebraska . 175 2,077 2, 8S2 4, 9o9 7 25 42 67 215 2,457 3,850 6,307 Kansas . 148 1,666 2,455 4, 121 55 284 459 743 209 2, 745 3, 992 6, 737 Western Division: Montana . 9 70 ! 122 192 19 343 664 1,007 Wyoming . 5 26 59 851 6 36 76 112 Colorado . 18 245 372 617 11 61 165 226 46 1, 145 1,471 2,616 New Mexico . 6 40 56 96 2 4 7 11 5 21 37 58 Arizona . 2 28 43 71 2 11 23, 34 Utah . 1 47 70 117 2 13 39 52 5 172 269 441 Nevada . 9 83 130 213 1 0 7 7 12 110 1721 282 Idaho . 5 53 67 120 6 52 70 122 Washington . 25 337 341 678 6 20 48 68 61 654 967 1,621 Oregon . . . 18 310 434 744 1 0 5 5 33 567 842 1,409 Caliiornia . 13 227 275 502 3 7 18 25 95 3,089 4,809 7, 898 ED 1901 — YOL II - 45 1922 EDUCATION REPORT, 1900-1901, Table 8. — Public high schools — Number of secondary students pursuing certain studies in 1900-1901. English literature. History. 1 Civics. State or Territory. Schools re¬ porting. "3 a Female. 3 c E-i Schools re¬ porting. o § g5 1 o ’eS O Schools re¬ porting. cJ § Female. '3 o United States . 5,218 98, 714 145, 510 244,224 1 1 5,442 85, 608 125,205 210, 813, | 5, 067 48,364 65,232 113, 596 N. Atlantic Division _ 1,232 37, 198 49, 804 87,002 1, 280 29, 862 40,874 70,736 1, 207' 12,829 16,802 29,631 S. Atlantic Division . 335 5,275 9, 153 14,428 3761 5,451 9,040 14,491 253 2,408 3,280 5,688 South Central Division. . 033 5, 743 9,659 15,402 587 6,905 11,493 18, 398 5561 5, 739 7,561 13,300 North Central Division. . 2,819 41,998 63,787 105, 785 2,898 36,569 53, 494 90,063 2, 815 25, 212 34,272 59.484 Western Division . 299 8,500 13,107 21,607 , 301j 6,821 10, 304 17,125 j 236j 2, 176 3,317 5i 493 N. Atlantic Division: Maine . 119 1,393 1,889 3,282 1241 1,345 1,704! i 3, 049 106 605 833 1,438 New Hampshire .... 817 1,062 1,879 52 674 - 862 I 1,536 1,415 j 41 235 249 484 Vermont . 50 392 586 978 58 589 826 i 47 304 426 730 Massachusetts . 232 11, 994 15, 763 27, 757 228 | 8,666 11,036 1 19,702 171 2,004 2, 439 : 4,443 Rhode Island . 20 1,318 1,791 3,400 3,109 21 ' 725 973 ! 1, 698 16 193 291 484 Connecticut . 70 2,900 6,300 71 1, 635 2,192 | 3,827 54 432 655 1, 087 New York . 249 9, 695 10, 292 19, 987 332 9,969 12, 708 22,677 354 4,554 5, 239 ! 9, 793 New Jersey . 87 2,545 4, 350 6,895 | 86 1, 667 2,861 i 4,528 74 878 1,140 ! 2,018 Pennsvlvania . 351 6, 144 10, 671 16,815 308 4,592 [ 7, 712 12,304 344 3, 624 5, 530 9,154 S. Atlantic Division: Delaware . 13 146 225 371 13 173 249 422 1 12 130 194 324 48 1,194 1,627 1, 995 964 2,821 3, 219 1, 457 47 1,190 558 856 1,399 1,221 1,522 2, 589 1,779 2, 378 ! 38 537 1 636 ; 1, 173 District of Columbia. Virginia . 5 50 1,224 | 493 5 56 40 311 389 700 West Virginia . 28 271 518 789 31 303 529 832 ! 31 244 426 670 North Carolina . 20 j 407 571 978 21 332 447 779 20 256 349 605 South Carolina . 65 482 1,014 1,496 83 775 1,201 1,976 40 380 560 940 Georgia . 76 832 1, 841 2,673 92 1,049 2,149 3,198 43 359 468 827 Florida . 30 226 398 624 28 j 215 323 538 29 191 258 449 South Central Division: Kentucky . 74 1,091 U 501 2,592 65 887 1, 698 2,585 70 682 743 i 1,425 Tennessee . 62 567 1,077 1,614 62 I 760 1, 334 2,094 74 630 703 1,333 Alabama . 50 458 1,100 ! 1, 558 48 ! 563 1,012 1,575 35 314 574 888 Mississippi . 76 672 1, 083 1 1,755 74 i 599 1,057 1,656 80 865 1, 128 1, 993 Louisiana . 31 I 328 618 946 32 484 967 1,451 23 139 299 438 Texas . 178 1,989 3, 229 5, 218 243 2,970 4,448 7,418 217 2,435 3,214 5,649 Arkansas . 45 512 843 1,355 48 525 820 1,345 43 488 665 1,153 Oklahoma . 12 107 176 283 11 98 125 223 I 11 152 220 372 Indian Territory. . . . 5 19 32 51 1 4 19 32 51 3 34 15 49 North Central Division: Ohio . 559 8, 512 11, 663 20,175 572 5,677 7,839 13,516 1 644 5,008 < 6,266 11, 274 Indiana . 357 5, 914 8,071 13, 985 349 4,815 6, 526 11,341 i 264 2, 194 2,766 4,960 Illinois . 335 8,951 14, 969 23,920 343 5, 294 8,4r6 13,740 | 295 2,846 3,900 6,746 Michigan . 271 2,590 3, 995 6, 585 293 4, 395 6, 335 10,730 1 276 2,459 j 3,526 5, 985 Wisconsin . 196 2,476 3, 461 5,937 222 2,629 3, 571 6,200 j 221 1,776 2, 643 4,419 Minnesota . 91 1,372 2,271 3, 643 109 2,441 3,179 5,620 75 598 747, 1, 345 Iowa . 309 3, 752 5, 978 9,730 325 3, 837 5,748 9, 585 ! 322 3,335 | 4,696 8, 031 Missouri . 214 2,617 4,174 J 6,791 217 : 3,075 1 5, 012 239 j 8,087 ; 198 2,079 l 2,887 4, 966 North Dakota . 31 285 449 734 27 i 169 408 ; 23 130 154 284 South Dakota . 58 462 663 1,125 58 • 431 643 1,074 1 65 463 593 1,056 Nebraska . 205 2, 930 4,570 7, 500 199 2,113 3, 262 5, 375 | 237 2,129 • 2,961 5, 090 5,328 Kansas . 193 ' 2,137 3, 523 5,660 184 1, 693 2,694 4, 387 | 195 2, 195 3, 133 Western Division: Montana . 16 247 455 702 19 1 257 519 776 14 136 242 378 Wvoming . . . 7 52 102 154 7 32 73 105 7 29 64 93 Colorado . 46 1,814 2, 729 4,543 45 1,752 2,358 4,110 31 400 553 953 New Mexico . 6 53 84 137 6 35 53 88 4 37 48 85 Arizona . 2 23 48 71 2 11 37 48 2 28 46 74 Utah . 4 183 283 466 4 , 150 180 330 2 33 53 86 Neyada . 11 178 252 430 11 151 230 381 11 97 153 250 Idaho . 7 40 51 91 7 54 63 117 7 88 110 198 Washington . 63 607 985 1,592 56 1 585 724 1,309 28 242 327 569 Oregon . 22 461 692 1,153 32 j 534 892 1,426 ! 21 263 ! 416 679 California . 115 4,842 7,426 12, 268 112 | 3,260 I 5, 175 1 1 8,435 1 109 i 823 : 1,305 1 2, 128 SECONDARY SCHOOLS, 1923 Table 9. — Public high schools — Proportion of male and female students , per cent of students pursuing certain courses , per cent of graduates, etc., in 1900-1901. Per cent of total number. Per cent of gradu¬ ates pre¬ pared for college. State or Territory. Total secondary students. Male. Female. College classical prepara¬ tory students. College scientific prepara¬ tory stu¬ dents. Gradu¬ ates in 1901. United States . 541, 730 41.46 58.54 6.12 5.03 12.13 31.27 North Atlantic Division . 174, 134 42.50 57.50 7.23 4. 63 12.43 26. 15 South Atlantic Division . 28, 322 39. 84 60. 16 7. 59 2.54 10.81 27.14 South Central Division . 42, 311 40. 72 59.28 8.12 4. 25 9. 68 33. 76 North Central Division . 264, 637 41. 23 58.77 5.04 5.17 12.45 33. 87 Western Division . 32, 326 40.05 59.95 5.15 9. 28 12. 23 38.20 North Atlantic Division: Maine . 8,519 42.36 57.64 9. 60 3.89 13.73 27.95 New Hampshire . 3,813 43. 59 56.41 8.79 6.48 17.02 28.20 Vermont . 3,647 43.10 56.90 4.58 5. 54 13. 16 32. 29 Massachusetts . 38, 314 43.71 56.29 11.81 4.96 14.92 26.64 .Rhode Island . 3,551 42. 19 57.81 18.33 3.10 11. 77 32. 78 Connecticut . 8,397 43.79 56.21 7.61 7. 12 13.18 25.20 New York . 63,549 43. 91 56.09 5. 43 4. 78 8.63 32.29 New Jersey . 11, 906 40. 11 59. 89 3. 91 4. 59 14. 21 18.62 Pennsylvania . 32,438 38. 75 61.25 4. 72 3. 35 15.21 19. 72 South Atlantic Division: Delaware . 1,151 40. 49 59.51 4.95 1. 91 14.16 12.88 Maryland . 3,960 43.48 56.52 2.27 1.99 10. 96 13.82 District of Columbia . 3,351 37.45 62. 55 6.03 4. 03 11.46 16. 93 Virginia . 4,446 38. 64 61.36 5. 94 2. 36 10.82 21. 21 West Virginia . 1,871 34.74 65.26 2.19 2. 19 12.61 15. 68 North Carolina . 1,296 42s 52 57.48 12.04 3. 24 10.49 33. 82 South Carolina . 4,313 42. 92 57.08 12.80 2.92 9. 51 45. 12 Georgia . 6,264 38. 71 61.29 11.10 1. 68 11.08 40. 63 Florida . 1,670 38.62 61.38 5. 63 3.89 7. 43 26.61 South Central Division: Kentucky . 5,541 43.55 56.45 6.62 4. 69 11.04 33. 33 Tennessee . 5,449 38.41 61.59 7.85 4.33 12. 64 28.16 Alabama . 4,239 39.37 60.63 5.83 4.18 7. 86 24.92 Mississippi . 4,441 40.44 59. 56 13.98 6.69 7.50 51.35 Louisiana . 2, 294 36.36 63.64 3.62 2.88 12. 77 20. 14 Texas . 16, 101 41.48 58.52 8. 04 3.74 8. 98 36.58 Arkansas . 3, 136 41.29 58.71 8. 96 1.69 9.82 35. 71 Oklahoma . 905 37. 57 62.43 12.27 11.71 7.62 43.48 Indian Territory . 205 53. 66 46.34 0. 98 0. 49 5.37 18. 18 North Central Division: Ohio . 47, 743 43.35 56.65 5.77 4. 47 12. 86 29.05 Indiana . 26, 755 42.40 57.60 5.17 5.24 11.92 29.91 Illinois . 41,176 39.29 60. 71 5.85 4.53 12.41 28.52 Michigan . 29, 522 41.98 58.02 2.82 5.42 11.38 36.58 Wisconsin . 20, 216 42.39 57. 61 4. 74 5. 08 12. 75 31.11 Minnesota . 13,889 40. 83 59. 17 2. 07 13. 58 10.82 57. 35 Iowa . 29, 637 41.04 58. 96 5. 64 4. 81 13.62 34. 72 Missouri . 20,261 39.44 60.56 4.62 3. 69 11.81 31.10 North Dakota . 1,349 39.44 60. 56 4.89 7.71 7. 41 47.00 South Dakota . 3, 128 42.07 57.93 7.45 7.58 13.68 44. 86 Nebraska . 15,323 39. 99 60. 01 4.65 4.42 12. 92 37. 78 Kansas . . 15, 638 39. 21 60. 79 6.95 3. 69 13. 51 44. 11 Western Division: Montana . 1,827 34.43 65.57 14.01 2. 68 9. 69 42.37 Wyoming . 393 36.13 63.87 7.12 2.04 11.20 22. 73 Cojorado . 6, 499 39.94 60. 06 5.68 12. 12 10.74 37.25 New Mexico . 282 45.39 54. 61 9.22 12. 77 7.45 47.62 Arizona . 172 37. 79 62. 21 2. 33 8.14 15. 70 22.22 Utah . 1,254 37.72 62.28 4. 78 4.15 8.53 18.69 Nevada . 515 41.17 58.83 11.07 4.85 17.48 46. 67 Idaho . 421 43.71 56. 29 11.88 3.09 9. 98 42.86 Washington . 3,692 . 39.79 60.21 4.01 5.20 10. 94 25. 25 Oregon . 2, 639 41.64 58.36 7.12 3.98 14. 10 24. 73 California . 14, 632 40. 65 59. 35 3.28 11.73 13.48 44.40 1924 EDUCATION REPORT, 1900-1901 Table 10. — Public high schools — Percentages of secondary students pursuing certain studies in 1900-1901. Per cent of total secondary students. State or Territory. Latin. Greek. French. Ger¬ man. Alge¬ bra. Geom¬ etry. Trigo¬ nom¬ etry. Astron¬ omy. Phys¬ ics. 50.45 2. 63 8. 29 15.45 56. 96 27.83 2.04 2.34 18.40 North Atlantic Division .... South Atlantic Division.... South Central Division . North Central Division . 47.01 64. 28 55. 67 50. 30 51.33 5.44 2. 10 1.83 1.02 2. 10 18. 48 8. 58 3.64 2.59 5. 86 19. 89 9.83 5. 06 15. 11 12. 81 50. 12 67.77 72.74 57.30 60. 89 27. 66 28.32 30. 46 27.05 31.30 1.94 5.21 4.83 1.21 2.91 3. 01 3.26 2.53 1.93 1.12 17. 71 23.19 24.73 17.43 17.51 North Atlantic Division: 46. 64 9.81 20.75 1.76 52. 98 27. 78 0. 28 8.59 15. 67 55.47 9. 10 33.41 5. 30 46. 81 31.18 1.81 6.14 20. 59 13. 93 19. 94 46. 17 6. 06 14. 04 7. 35 39. 81 22. 46 0. 14 6. 00 43. 74 8. 27 39. 77 12. 82 44. 17 29.57 1.08 4.00 46. 55 9. 57 26. 11 15. 18 53. 42 26. 44 0.90 2.73 25. 29 17. 21 48. 46 7. 13 17. 34 21.02 47. 41 31.73 1.46 4.22 44.09 4. 12 13.74 24. 97 44. 07 24. 66 2. 06 1. 40 14.21 42. 55 3. 18 6. 97 34.84 59. 65 27. 95 2.06 2. 55 17.45 21. 95 57. 10 2. 99 4. 43 20. 94 66. 62 30.40 3. 60 2. 70 South Atlantic Division: 82. 71 0. 00 1.56 5. 04 71.07 29.71 2. 78 0.61 26. 76 74.70 2. 10 9. 60 27. 45 71.57 54.62 14. 37 8. 61 41.59 District of Columbia. . . . Virginia . 42. 88 62.48 2.92 0. 18 15. 25 9.54 19. 46 12. 15 28.23 68.35 23.69 26.88 3. 85 4.79 0. 00 0.09 16.29 22.54 West Virginia . 44. 47 0.27 0. 00 6.63 76. 75 29.93 3. 15 4.54 20. 58 North Carolina . 73. 30 0. 23 0. 77 0. 00 76.47 28. 70 0. 15 1.16 39. 04 South Carolina . 67. 35 1.37 10. 76 3.34 73. 43 16. 49 0. 37 3.27 13.45 Georgia . 72. 49 5. 38 9. 13 , 2.16 78.82 24. 25 5. 97 4. 36 20. 79 Florida . 51.08 0. 18 3.05 2.57 61.38 21.92 4. 85 3. 35 17. 54 South Central Division: Kentucky . 63.65 3.88 7.02 17. 33 69. 18 32. 32 8. 70 4.39 26.44 Tennessee . 52. 56 1.60 1.41 2.68 74. 67 27. 38 2. 94 1.76 18.30 Alabama . 54.31 1.23 3. 16 2. 62 74. 10 32. 86 8. 19 3. 99 17.95 Mississippi . 57.19 2. 97 0. 56 0.23 69. 53 16. 08 2. 50 3. 33 33.93 Louisiana . 52. 79 0. 87 34. 70 0. 00 65. 62 29. 82 0. 48 1.70 28. 73 Texas . 53. 79 1.44 0. 59 4. 71 75. 51 36. 60 5. 12 1.99 26. 26 Arkansas . 53. 76 1.21 0.83 3. 06 76. 34 22. 51 2. 71 1.37 21.01 Oklahoma . 73. 92 0. 00 0.00 6. 30 56.69 21.33 1.99 0.77 17.90 Indian Territory . 45.37 0.00 0.00 0. 00 37.07 9. 76 1.95 1. 95 13.17 North Central Division: Ohio . 51.28 1.60 2.70 13.22 60. 40 25.92 1.92 3. 28 17. 04 Indiana . 65. 31 0.24 0.68 14.94 63. 01 29. 53 1.50 0. 87 18.06 Illinois . 50. 65 1.17 5.36 17. 18 52.32 27.45 0. 91 2.47 16.41 Michigan . 35. 67 1.47 4.34 17. 10 53. 70 21.17 0. 76 1.04 15. 92 Wisconsin . 24.48 0.78 0.20 23. 71 45.88 24. 22 0. 37 0.00 16. 07 * Minnesota . 63. 42 0. 74 6.47 1 19. 48 49.91 33.59 0. 36 1.25 17. 67 Iowa . 46.53 0.27 0. 51 11.21 54.98 25.85 1.00 3. 74 18. 64 Missouri . 55. 50 2.11 3. 15 13. 79 65. 66 27.03 2.62 0. 92 15. 97 North Dakota . 68. 20 0.52 0. 00 11.71 53. 30 22. 46 0. 15 0. 44 15. 94 South Dakota . 40. 19 0.35 0. 29 7. 74 57. 38 25. 03 0.48 1.89 16. 62 Nebraska . 59. 59 0.52 0. 67 11.93 66. 40 36. 79 1.39 1.15 20.58 Kansas . 61.80 0.61 0. 36 10. 98 64.30 27. 75 0.62 1.75 21. 49 Western Division: Montana . 54. 52 0.60 6. 62 18. 77 62.89 26.-33 1.92 0. 99 15.60 Wyoming . . . 58.78 1.02 0. 00 5. 34 67. 18 31.04 3. 05 0.00 17.81 Colorado . 61.18 3.86 6. 63 24.54 54.21 31.90 3.46 2. 85 21. 26 New Mexico . Arizona . 45. 39 45.93 0. 00 0. 00 0. 00 0. 00 5. 67 1.74 66. 31 50.58 18. 09 27. 91 1.77 9.30 1.77 0. 00 16. 67 12. 79 Utah . 28.55 0. 88 7. 74 18. 98 66. 51 29. 67 3. 67 2.39 ' 1 10.45 Nevada . 68. 74 0. 00 5. 44 2. 91 86. 60 56.89 0. 19 1.55 52. 23 Idaho . 32. 30 0.00 0. 00 1.90 61.52 23.52 1.43 6. 65 11.64 Washington . 47.24 0. 08 4. 23 8. 45 64. 90 29.50 0. 51 0. 33 15. 93 Oregon . 28. 42 0.04 0. 00 9.28 70. 37 24. 74 2. 16 2.05 20.50 California . 53.59 2. 72 7.24 9. 19 59.32 33.06 3. 54 0. 16 15.55 SECONDARY SCHOOLS, 1925 Table 11. — Public high schools — Percentages of secondary students pursuing certain studies in 1900-1901. Per cent of total secondary students. State or Territory. Chem¬ istry. Physic¬ al geog¬ raphy. Geol¬ ogy. Physi¬ ology. Psy¬ chol¬ ogy. Rhet¬ oric. Eng¬ lish litera¬ ture. His¬ tory. Civics. United States . 7.56 22.83 3.44 26.60 2. 19 40. 71 45.08 38. 91 20. 97 North Atlantic Division. . . . 8. 20 16. 77 4. 69 24. 86 1.33 39.46 49. 96 40. 62 17. 02 South Atlantic Division .... 8. 01 27. 38 2.24 32.11 2.10 37.30 50. 94 51.17 20. 83 South Central Division . 6.19 34.30 5. 93 45. 86 5. 73 42. 58 36.40 43. 48 31. 43 North Central Division . 6. 98 24.63 2. 32 26. 03 2. 31 40.67 39. 97 34. 03 22.48 Western Division . 10. 70 21.73 3. 65 10. 63 1.22 48. 26 66.84 52.98 16. 99 North Atlantic Division: Maine . 10. 56 15.20 9.56 15.87 2. 09 27. 48 38.53 35. 79 16.88 New Hampshire . 11.93 12. 27 6.14 11.59 0.89 41. 75 49.28 40. 28 12.69 Vermont . 7. 49 22.79 6. 11 12. 31 4.44 38.80 26.82 38.80 20. 02 Massachusetts . 11.92 6. 90 3.31 13. 98 0.29 49. 96 72. 45 51. 42 11.60 Rhode Island . 10. 45 12.59 1.72 4.00 1.61 54.24 87. 55 47. 82 13. 63 Connecticut . 9. 13 17.01 5. 23 7.10 0.32 43.16 75. 03 45. 58 12. 95 New York . 4. 97 16. 62 4.03 32. 78 1.81 32.87 31.45 35.68 15. 41 New Jersey . 13. 16 17. 51 4. 13 23.51 0. 60 43.00 57. 91 38. 03 16. 95 Pennsylvania . . . 6.83 29. 13 6. 39 34.90 1.62 39. 06 51.84 37.93 28. 22 South Atlantic Division: Delaware . 12. 86 27.54 1.91 43. 61 0.87 40. 49 32. 23 36.66 28. 15 Maryland . 7. 07 18. 46 1.29 37. 35 2. 12 34.80 71.24 65.38 29. 62 District of Columbia. . . . 13. 16 0.00 0. 00 4.74 0. 00 19. 67 96. 06 53. 09 0. 00 Virginia . 9. 29 31.62 0. 70 31.56 1.12 36. 93 32. 77 53.49 15. 74 West Virginia . 7.38 38.96 1.71 39. 60 4. 38 33.56 42. 17 44. 47 35. 81 North Carolina . 12. 96 46.06 0. 77 47. 61 2. 01 45. 76 75. 46 60. 11 46.68 South Carolina . 1.21 33.50 1.95 33.32 2. 25 32. 92 34. 69 45. 81 21. 79 Georgia . 8. 83 30. 68 5. 59 30. 59 2. 01 51. 15 42. 67 51.05 13.20 Florida . 4.55 36.41 3.23 50. 24 7. 19 34. 31 37. 37 32.22 26.89 South Central Division: Kentucky . 11. 86 23.23 3.48 33. 17 11.30 52. 79 46. 78 46. 65 25.72 Tennessee . 3. 85 23.95 13.54 39. 09 2. 37 33. 79 30. 17 38.43 24.46 Alabama . 6. 42 25.48 7.74 46. 61 3. 99 48. 90 36. 75 37. 15 20. 95 Mississippi . Louisiana . 2. 79 35. 13 5.94 52.83 2.21 37. 74 39. 52 37.29 44. 88 11.81 37.36 1. 35 49.52 0. 78 48.61 41.24 63. 25 19. 09 Texas . 5. 66 42.90 4.85 50.54 7. 68 41.71 32. 41 46.07 35. 08 Arkansas . 3. 73 34. 50 4. 62 50. 41 2.71 37.85 43. 21 42.89 36. 77 Oklahoma . 5. 19 40. 77 1. 10 15. 25 5. 64 47. 18 31.27 24. 64 41.10 Indian Territory . 5.37 31.71 8.78 58. 54 5. 37 27.80 24. 88 24. 88 23. 90 North Central Division: Ohio . 6.24 25. 14 2.48 33.69 2. 50 39.62 42.26 28. 31 23.61 Indiana . 8. 32 24. 18 1.46 13.59 2. 86 50.98 52. 27 42. 39 18.54 Illinois . 7.46 27. 64 2. 19 31.01 0. 66 47.46 58. 09 33. 37 16. 38 Michigan . 9.41 18. 77 2. 17 21.11 1. 57 32. 83 22. 31 36.35 20. 27 Wisconsin _ .' . 2. 84 33. 19 0. 97 23.36 7. 35 23.02 29. 37 30. 67 21.86 Minnesota . 10.97 7.16 0. 96 10. 24 0. 24 48. 25 26. 23 40. 46 9. 68 Iowa . 3.95 23.95 3. 63 26.16 0. 68 36. 29 32.83 32. 34 27. 10 Missouri . 6. 72 22.22 2. 96 28. 88 4. 00 44. 95 33. 52 39. 91 24.51 North Dakota . 2. 22 16. 98 1.63 28.84 2. 08 41.44 54.41 30.24 21.05 South Dakota . 4. 92 36.06 3. 39 29. 92 1.85 32.58 35. 97 34.34 33. 76 Nebraska . 8. 75 31.26 1.68 32. 36 0. 44 41.16 48.95 35.08 33. 22 Kansas . 7.25 27.74 4. 02 26.35 4. 75 43.08 36.19 28. 05 34.07 Western Division: Montana . 6.40 24.19 5. 80 10.51 0.00 55.12 38. 42 42. 47 20. 69 Wyoming . 15. 52 36.90 2.54 21.63 0. 00 28.50 39. 19 26.72 23. 66 Colorado . 13. 99 18. 42 9.42 9. 49 3. 48 40. 25 69. 90 63. 24 14. 66 New Mexico . 0.00 40. 78 4.26 34. 04 3.90 20. 57 48. 58 31.21 30.14 Arizona . 10.47 30. 23 0. 00 41.28 0. 00 19. 77 41. 28 27. 91 43.02 Utah . * 6.62 19.22 4.86 9. 33 4. 15 35. 17 37.16 26. 32 6.86 Nevada . 43. 69 61.17 6. 99 41.36 1.36 54. 76 83. 50 73. 98 48.54 Idaho . 4. 99 44.42 9. 98 28. 50 0. 00 28. 98 21.62 27. 79 47.03 Washington . 3. 06 40. 33 3. 09 18. 36 1.84 43. 91 43. 12 35. 46 15. 41 Oregon . 9 25 41.57 3. 94 28. 19 0. 19 53. 39 43.69 54.04 25. 73 California . 11.40 11.91 0. 56 3. 43 0. 17 53.98 83. 84 57. 65 14. 54 1926 EDUCATION EEPOET, 1900-1901. Table 12. — Statistics of public high schools in cities of 8,000 population and over. State or Territory. Schools. Secondary instructors. Secondary pupils. Male. Female. Total. Male. Female. Total. United States . 725 3,401 5,092 8,493 99, 914 146, 559 246, 473 North Atlantic Division . 281 1,478 2,292 3,770 45,858 60,782 106, 640 South Atlantic Division . 60 188 302 490 4,676 8,450 13, 126 South Central Division . 88 223 265 488 4, 716 9,121 13, 837 North Central Division . 258 1,298 1, 938 3,236 38,538 58, 666 97, 204 Western Division . 38 214 295 509 6,126 9,540 15, 666 North Atlantic Division: 1 Maine . 8 26 42 68 852 1,126 1,978 New Hampshire . 9 22 48 70 750 1,053 1,803 Vermont . 3 9 14 23 284 348 632 Massachusetts . 77 442 649 1, 091 12,415 15, 636 28,051 Rhode Island . 12 64 80 144 1,332 1,771 3,103 Connecticut . 20 93 156 249 2,642 3,181 5,823 New York . 65 433 772 1,205 17,941 21, 830 39, 771 New Jersey . 28 125 221 346 3,395 5, 170 8,565 Pennsylvania . 59 264 310 574 6,247 10, 667 16, 914 South Atlantic Division: Delaware . 1 5 16 21 253 378 631 Maryland . 11 42 42 84 971 1 254 2,225 District of Columbia . 5 57 86 143 1,255 2, 096 3, 351 Virginia . 14 25 65 90 883 1,755 2,638 West Virginia . 6 10 15 25 231 472 703 North Carolina . 4 7 8 15 216 277 493 South Corolina . 6 19 16 35 338 542 880 Georgia . 9 16 43- 59 391 1,355 1,746 Florida . 4 7 11 18 138 321 459 South Central Division: Kentucky . 18 55 63 118 1,200 1,678 2,878 Tennessee . 13 27 41 68 581 1,553 2, 134 Alabama . 7 13 25 38 357 795 1, 152 Mississippi . 6 6 17 23 176 489 665 Louisiana . 5 19 32 51 344 752 1,096 Texas . 27 76 65 141 1,547 2,896 4,443 Arkansas . 8 20 15 35 412 712 1,124 Oklahoma . 4 7 7 14 99 246 345 Indian Territory _ North Central Division: . Ohio . 52 252 342 594 '7, 803 10,733 18, 536 Indiana . 33 158 165 323 4,002 5, 935 9,937 Illinois . 48 336 401 737 7,845 13,388 21,233 Michigan . 31 137 263 400 4,884 6,940 11,824 Wisconsin . 25 100 142 242 2,895 3, 799 6, 694 Minnesota . . . 14 58 170 228 2, 784 4, 008 6,792 Iowa . : . 23 81 168 249 2,695 4,288 6,983 Missouri . 16 110 149 259 2,892 5, 191 8, 083 North Dakota . 1 3 7 10 91 . 122 213 South Dakota . 1 2 5 7 109 170 279 Nebraska . 3 22 67 89 1,122 1,716 2, 838 Kansas . 11 39 59 98 1,416 2,376 3,792 Western Division: Montana . 4 8 28 36 348 683 1, 031 Wyoming . 1 1 4 5 38 58 96 Colorado . 9 59 76 135 1,467 2, 187 3,654 New Mexico. . . Arizona . . Utah . 2 14 18 32 422 688 1,110 Nevada .. Idaho . . Washington . 4 23 29 52 622 1,016 1,638 Oregon . 2 9 16 25 . 406 612 1,018 Calif omia . . . . . 16 100 124 224 2,823 4,296 7, 119 SECOND AKY SCHOOLS. 1927 Table 13. — Statistics of public high schools outside of cities of S, OOO population and over. State or Territory. Schools. Secondary instructors. Secondary pupils. Male. Female. Total. Male. Female. 1 Total. United States . 5,593 7,385 5, 900 13,285 124,670 170, 587 295, 257 1,196 406 1,400 1,823 3, 223 775 28,156 6, 607 12, 512 70, 576 39,338 8,589 15, 962 67, 494 15, 196 28, 474 167, 433 16, 660 498 277 658 858 490 1,348 7,118 821 3, 032 301 4,160 469 2,958 352 * 96,857 6,819 9, 841 North Atlantic Division: 143 140 134 274 2, 757 3,784 1,098 6,541 2,010 3,015 10, 263 448 51 51 66 117 912 58 59 76 135 1,288 4,332 166 1,727 5, 931 282 164 186 340 526 9 12 12 24 54 53 76 131 1,035 9, 962 1,381 1,539 13, 816 1,960 2,574 23,778 3,341 15, 524 520 318 373 746 1,119 212 67 136 332 448 237 685 6,323 213 9, 201 South Atlantic Division: 13 14 9 23 307 41 51 28 79 751 984 1, 735 59 62 47 109 835 973 1,808 1,168 803 26 45 17 62 419 749 North Carolina . 24 28 17 45 335 468 South Carolina . 93 113 63 176 1,513 2,034 507 1,920 2,484 704 3, 433 4, 518 1,211 2, 663 3, 315 3,087 3,776 1, 198 11, 658 2, 012 560 Georgia . 115 143 67 210 Florida . 35 42 29 71 South Central Division: Kentucky . 68 83 53 136 1,213 1,512 1,312 1,450 1,803 1, 775 Tennessee . 96 • 110 50 160 Alabama . 67 89 67 156 Mississippi . . 96 106 87 193 1, 620 490 2,156 708 Louisiana . 29 36 30 66 Texas . 234 343 162 505 5,131 883 6,527 Arkansas . 54 70 24 94 1, 129 319 Oklahoma . 9 14 10 24 241 Indian Territory . 5 7 7 14 110 95 205 North Central Division: Ohio . 657 884 363 1,247 819 12, 893 7,341 16,314 9,477 11,609 10,188 7,847 4,210 13,186 29,207 16,818 19, 943 17, 698 Indiana . 357 589 230 Illinois . 321 477 378 855 8,334 7,510 5, 675 Michigan . 268 344 394 738 Wisconsin . 203 281 282 563 13,522 7,097 22,654 12, 178 1,136 2,849 12,485 11,846 796 Minnesota . 113 143 214 357 2,887 Iowa . 323 411 468 879 9,468 5, 099 441 Missouri . 221 315 189 504 7,079 695 North Dakota . 31 34 33 67 South Dakota . 72 86 55 141 1,207 5,005 1,642 7,480 Nebraska . 254 305 185 490 Kansas . 212 291 167 458 4,716 281 7, 130 515 Western Division: Montana . 17 20 21 41 Wyoming . 9 11 7 18 104 193 297 Colorado . 40 75 50 125 1,129 1,716 154 2,845 282 New Mexico . 7 17 7 24 128 Arizona . 2 5 3 8 65 107 172 Utah . 4 5 4 9 51 93 144 N evada . 12 15 11 26 212 303 515 Idaho . 7 10 7 17 184 237 421 Wash i n gton . . . 70 81 40 121 847 1,207 928 2,054 1,621 7, 513 Oregon . 32 39 25 64 693 California . 101 191 177 368 3,125 4,388 1928 EDUCATION KEPOKT, 1900-1901. Table 14. — Average number of teachers to a 'public high school, students to a teacher, and students to a school in cities and outside of cities of 8,000 population. State or Territory. Schools reported as departments of city or village systems. Schools reported as independent. Average teachers to a high school. Average students to a teacher. Average students to a - high school. In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and over. In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and over. In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and over. United States . . 6, 020 298 11.7 2.4 29.0 22.2 340.0 52.8 North Atlantic Division . 1,455 22 13.4 2.7 28.3 20.9 379.5 56.4 South Atlantic Division . 352 114 8.2 1.9 26.8 19.6 218.8 37.4 South Central Division . 690 56 5.5 2.0 28.4 21.1 157.2 43.3 North Central Division . 3, 234 56 12.5 2.3 30.0 23.5 376.8 55.2 Western Division . . 289 50 13.4 2.7 30.8 20.3 412.3 55.3 North Atlantic Division: Maine . . 145 6 8.5 1.9 29.1 23.9 247. 3 45.7 60 7.8 2.3 25.8 17.2 200.3 39.4 61 7.7 2.3 27.5 22.3 210.7 52.0 Massachusetts . 241 14.2 3.2 25.7 19.5 364.3 62.6 21 12.0 2.7 21.5 18.7 258.6 49.8 Connecticut . 71 3 12.5 2.4 23.4 19.6 291.2 47.7 New York . 374 9 18.5 3.5 33.0 21.2 611.9 74.8 New Jersey . 94 1 12.4 3.2 24.8 15.8 305.9 49.9 Pennsylvania . 388 3 9.7 2.1 29.5 22.7 286.7 46.8 South Atlantic Division: 14 21.0 1.8 30.0 22.6 631.0 40.0 Marvland . 6 46 7.6 1.9 26.5 22.0 202.3 42.3 District of Columbia . 5 28. 6 ' 0.0 23.4 0.0 670.2 0.0 Virginia . 65 8 6.4 1.8 29.3 16.6 188.4 30.6 West Virginia . 32 4.2 2.4 28.1 18.8 117.2 44.5 North Carolina . 23 5 3.8 1.9 32.9 17.8 123.3 33.5 South Carolina . 88 11 5.8 1.9 25.1 19.5 146.7 36. 9 Georgia . 96 28 6.6 1.8 29.6 21.5 194.0 39.3 Florida . 23 16 4.5 2.0 25.5 17.1 114.8 34.6 South Central Division: Kentuckv . 80 6 6.6 2.0 24.4 19.6 159. 9 39.2 Tennessee . 94 15 5.2 1.7 31.4 20.7 164.2 34.5 Alabama . 60 14 5.4 2.3 30.3 19.8 164.6 46.1 Mississippi . 90 12 3.8 2.0 28.9 19.6 110.8 39.3 Louisiana . 33 1 10.2 2.3 21.5 18.2 219. 2 41.3 Texas . 257 4 5.2 2.2 31.5 23.1 164.6 49.8 Arkansas . 61 1 4.4 1.7 32.1 21.4 140.5 37.3 Oklahoma. . 13 3.5 2.7 24.6 23.3 86.3 62.2 Indian Territory . 2 3 0.0 2.8 0.0 14.6 0.0 41.0 North Central Division: Ohio . 699 10 11.4 1.9 31.2 23.4 356.5 44.5 Indiana . . 381 9 9.8 2.3 30.8 20.5 301.1 47.1 Illinois . . . 358 11 15.4 2.7 28.8 23.3 442.4 62.1 Michigan . 297 2 12.9 2.8 29.6 24.0 381.4 66.0 Wisconsin . 218 10 9.7 2.8 27.7 24.0 267.8 66.6 Minnesota, . 127 16.3 3.2 29.8 19.9 485.1 62.8 Iowa . . 341 5 10.8 2.7 28.0 25.8 303.6 70.1 Missouri . 237 16.2 2.3 31.2 24.2 505.2 55.1 North Dakota 32 10.0 2.2 21.3 17.0 213.0 36.6 South Dakota . 73 7.0 2.0 39.9 20.2 279.0 39.6 Nebraska * . 257 29.7 1.9 31.9 25.5 946.0 49.2 Kansas . . . 214 9 8.9 2.2 38.7 25.9 344.7 55.9 Western Division: Montana . 16 5 9.0 2.4 28.6 19.4 257.8 46.8 Wvoming . 10 5.0 2.0 19.2 16.5 96.0 33.0 Colorado . 45 4 15.0 3.1 27.1 22.8 406.0 71.1 New Mexico . 7 0.0 3.4 0.0 11.8 0.0 40.3 Arizona . _ . _ . 2 0.0 4.0 0.0 21.5 0.0 86.0 Utah . 6 16.0 2.3 34.7 16.0 555.0 36.0 Nevada . 11 1 0.0 2.2 0.0 19.8 0.0 42.9 Idaho . . 6 1 0.0 2.4 0.0 24.8 0.0 60.1 Washington . 72 2 13.0 1.7 31.5 17.0 409.5 29.3 Oregon . 34 12.5 2.0 40.7 25.3 509.0 50.7 California . 80 37 14.0 3.6 31.8 20.4 444.9 74.4 Table 15. — Public high schools — Equipment, income, benefactions, and endowments. SECONDARY SCHOOLS. 1929 Total money value of endowment. punouiy 8 1 lllli 2 Bg” o lliiiss:; i SSSPWS : : : r— ( • • • !!:;;! 1111 ! : ! •Supjod -9J sfooqos s LOiOHt^HOOO ■ • • r; : © s a JS punouiy I 1 lltslj a si ;g isi»l : r-Tr-T | j Cp CO | 10 i :S|| i|| :| •Sup jod -9J sfooqos ’i: * co c : : ^ : Total income from all sources. punouiy 1 1 a Ilils I1W of of 111118118 Ss inisi mug! ssasg'5 E5S8|SgP •Supjod -9i sfooqos I lists ©jj | © K O Ox £ £ £.5 ! 1-1 S § § | punouiy 1 I sills |SS|g 111111118 II gas's “'as mill 1111181 •Supiod -91 sfooqos i SS8|S ecp5 ^ ^ oi S ^ © 1 ’-3 zn ©n3 3 £ Is punouiy 2 £ OOM®S s*°¥s IslllSsIS § mil j siiiisi r-T " icTr-T CC'cL^f ■Supiod -9i sfooqos 1 Sc°°££^ ^00^»OHOOT«HtO CO r-i t-H 1 — - 1 — i t — ■: 1 — i 1— : • Tuition fees. punouiy 1 i mis assga isiisiiis ii oortcoaDeTi^gcojr r-T 8SI1I : lllllll “-"“'‘as ;. sasfs^P'0' ■Supjod j -9i sfooqos 5 Elia® 1010 i sssssss State and municipal aid. puuouxy 1 1 a ngn §1118 Ci Of Sllllllll Is gssassgsg “=P‘ llslls' lllllll ESSKSS SSBSpga •Supjod -9J sfooqos i | ! 5 §3189 s°°S2SS 1 S-- O * 13 j ^ © g ! 'I ® g ■9UIBA ! 1 i i ! S i u Issll iii¥i §11111381 liiilfSi! lllllll imimM isiilsWs siiiibI h o cicicid' r-T of •Supjod 1 £3 -9J sfooqos 1 °1 Hill r-T 50000 1 II l i i i i i CO iO o o • ••••• • • • iO C4 04 O • • • • • • • • « ^ H •••••• 000 8 •Sui;iod -aa sfooqog : j M:i:i H : * i*-1 Benefac¬ tions. qunoiny « OOOlOOOOM « I • Cl i • LCCIOOHriO • • • p- • * 04 CO P- i— t lO • * • H * 3,000 •Sui^jod -91 sfooqog « H H H S 1 e •Supjod -9i sfooqog CO 0O §3 Productive funds. qunouiy $15, 125 3, 122 2,600 9, 172 22, 026 1,661 200 3,450 11, 745 31 1, 242 • 7,764 907 1 •.§ur*.iod -9i sfooqog H COiCCOr^HHtNOHHCOOl - Tuition fees. qunoxny |» iSSISSSSSSSI 1S3 1 asi! "S •Snijjod -9J siooqog CO State and municipal aid. •puomy $5, 750 1,620 372, 362 337, 907 385, 609 252, 113 143,897 134, 060 163, 040 ’ 263, 483 15, 463 10, 275 102,720 116,573 23,000 2,188 83, 595 9,000 33, 000 2, 200 4,500 16, 076 14, 250 466, 290 •Suijiod -9i sfooqog 09 SoSSSSSSSSSSSS tH t— 1 Grounds, blind¬ ings, scientific apparatus, etc. •ani'BA $165, 000 276, 000 7,823, 266 4,459, 366 7, 039, 676 5,528,017 4, 085, 183 4, 219, 710 5, 171, 522 3, 947, 860 381. 500 550, 200 2, 915, 696 2, 839, 610 471,000 140, 800 2, 003, 300 88, 000 64,000 84, 000 124, 225 121,000 775, 760 636.500 2,584,563 •Sm^jod -9i sfooqog 05^ MCO^HiOWiC^LOCOMH |> OO C4 lO O iO lO CO 04 OOGO^COHCOHCqiOHOJ H CO lO 04 00 IOCOr» I >'Z 1 ij 1 jj: >rS. in! Washington . Orfisriii California . SECOND AET SCHOOLS. 1931 Table 16.- -Private high schools and academies — Number of schools, secondary instruct¬ ors, secondary students, and elementary pupils in 1900-1901. State or Territory. GQ O c o Secondary in¬ structors. Secondary stu¬ dents. Colored secondary students (in¬ cluded in preceding column). Elementary pu¬ pils, including all below sec¬ ondary grades. o t-l o £1 a £ Male. Female. Total. Male. Female. Total. r2 S Female. Total. Male. Female. Total. United States . 1,892 4,211 5,564 9, 775| 53, 813 © 108, 221 906 1,251 2, 157 58,034 65,613 123, 647 Sorth Atlantic Division.. 654 1,882 2,308 4, 190 21, 596! 19,137i 40,733 ! 61 86 147 16, 786 16,298 33, 0S4 South Atlantic Division.. 377 692 850 1, 542 9, 778! 9,618 19,396 573 832 1,405 11, 612 9.721 21,333 South Central Division... 377 583 723 1, 306 9, 7451 9, 982 19, 727 218 277 495 15,496 17, 112 32, 608 North Central Division... 355 741 1,269 2,010 9, 470 11, 894 21,364 51 53 104 8,736 14, 417 23,153 Western Division . 129 313 414 727| 3, 2241 3,777 7, 001 3 3 6 5,404 8, 065 13, 469 North Atlantic Division: i Maine . 33 53 95 148i i 1,140 1, 320 2,460 3 0 3 133 140 273 New Hampshire . 30 104 47 151 1, 384 555 1,939 5 1 6 1, 573 698 2, 271 Vermont . 17 35 47 82 573 613 1, 186 0 0 0 402 405 807 Massachusetts . 96 271 405 676 3,014 2,921 5,935 9 0 9 : 1,326 1, 600 2, 926 Rhode Island . 13 35 65 100 332 338 670 1 0 1 | 422i ! 229 651 Connecticut . 62 140 215 355 1,378 1,557 2,935 0 1 1 1 479 746 1,225 New York . 199 588 806 1,394 5,023 5,888 10, 911 1 1 2 j 6, 545j 7,480 1,662 14,025 New Jersey . 67 219 228 447 2, 000 1,461 3,461 3 0 3 1,544 3,206 Pennsylvania . 137 437 400 837 6, 752 4,484 11, 236 39 83 122 4,362 3,338 7, 700 South Atlantic Division: Delaware . 3 9 9 18 58 79 137 0 0 0 8l' 37 121 Maryland . 45 128 171 299 1, 071 1,369 2,440 2 0 2 952 944 1,896 District of Columbia . 23 48 106 154 244 649 893 ! 0 0 0 371 ! 989 1,360 Virginia . 78 169 143 312 1, 881 1,646 3,527 1 99 163 262 : 1,283! 1,801 3,084 West Virginia . 15 25 51 76 557 662 1,219 1 0 0 0 296 315 611 North Carolina . 103 170 151 321 3,476 2,356 5,832 I 98 162 260 ! 2,509: 2,549 5,058 South Carolina . 28 45 55 100 - 728 . 739 1,467 103 49 152 765 I 1,100 1,865 Georgia . . . 70 91 127 218 1,673 1,856 3, 529 197 409 606 4,586 I 766 3,819 8,405 Florida . 12 7 37 44 90 262 352 64 49 113 1,167 : 1,933 South Central Division: Kentucky . 94 139 177 , 316 2,173 2, 169 4,342 0 0 0 3,368 3,563 6, 931 Tennessee . 82 133 113 , 246 2,245 2, 142 4,387 2 1 3 4,031 4,040 8,071 Alabama . 37 50 65 115 974 882 1,856 60 54 114 j 1,166 | 1,449 2, 615 Mississippi . 43 57 76 133 1,116 1,006 2, 122 42 120 162 1,776 2, 097 i 3, 873 Louisiana . 28 33 80 1 113 442 745 1,187 4 15 19 1,293 1,039 ! 2,332 Texas . 62 111 153 264 1,791 2,177 604 3, 968 1,373 105 74 179 : 2,550 I 808 3, 504 964 6, 054 : 1, 772 Arkansas . '. . 22 44 37 81 769 5 12 17 Oklahoma . 2 7 6 ! 13 51 55 106 i 0 1 1 51 30 81 Indian Territorv . 7 9 16 25 184 202 386 0 0 0 453 426 879 North Central Division: Ohio . 48 109 182 291 1,028 1,341 2, 369 0 0 0 884 1, 655 2,539 Indiana . 29 78 128 206 1,071 1,375 2,446 1 1 2 874 1,768 2,383 2,642 Illinois . 61 94 260 354 1,034 2,127 832 3, 161 2 0 2 739 3, 122 Michigan . 21 29 107 136 446 1,278 0 0 0 1, 109! 1,654 2,763 Wisconsin . . 21 65 94 159 846 646 1, 492 1 0 1 428| 1, 399 540 968 Minnesota . 26 71 82 153 936 [ 773 1,709 0 0 1 0 1,296 ! 2,695 Iowa . 39 66 109 175 1,025 1,287 2,312 0 0 0 1,437 1,765 2,115 3, 202 Missouri . 72 162 202 364 2, 170 2,414 4,584 46 49 95 1, 062 3, 177 North Dakota . 2 3 5 8 69 43 112 0 0 0 63 50 1 113 South Dakota . 7 10 29 39 157 224 381 0 0 0 166 1 261 427 Nebraska . . . 17 22 48 70 244 435 679 0 3 3 348 649 997 Kansas . 12 32 23 55 444 397 841 1 0 1 227, 281 508 Western Division: Montana . 4 1 19 20 16 191 207 0 0 0 156 490 646 Wyoming . 1 0 3 3 0 40 40 0 0 0 60 210 270 Colorado . 6 8 15 23 70 172 242 0 0 0 390! 462 852 New Mexico . 5 8 5 13 98 35 133 0 0 0 165 143 308 Arizona . 2 1 4 5 1 20 21 0 0 0 34 99 133 Utah . 12 76 37 113 1,219 896 2,115 0 0 0 521 309 830 Nevada . Idaho . 4 6 11 17 59 91 150 0 6 0 133 253 386 Washington . 15 25 41 66 265 378 643 1 0 1 357 634 991 Oregon . 16 45 54 99 397 435 832 0 0 0 428 841 1, 269 California . 64 143 225 368 1,099 1,519 2, 618 2 3 1 5 3,160 4, 624 7,784 1932 EDUCATION DEPORT, 1900*1901, Table 17. — Private high schools and academies — Number of secondary students in college preparatory course; number oj graduates and college preparatory students in graduating class in 1900-1901. Secondary students preparing for college. Graduates in the class of 1901. College pre¬ paratory stu¬ dents in grad¬ uating class of 1901. .1 State or Territory. Classical course. Scientific courses. c-' Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. 3 'd d QQ United States . 12,757 8,019 20,776 10,002 5,268 15,270 6, 025J5, 936 ; 11, 961 3, 657 1, 806 5, 463 9,038 North Atlantic Division .... 6,201 2, 557 8, 758 5,001 1,428 6,429 3, 233 2,671 ! 5,904 2, 123 803 2, 926 3, 584 South Atlantic Division .... 2, 414 1,948 4, 362 1,319 795 2, 114 665 827 1,492 435 278 ; 713 1, 318 South Central Division . 1, 855 1,595 3,450 1,402 1,141 2,543 655 753 1,408 334 244 578! 1,632 North Central Division . 1,848 1,515 3,363 1,589 1,421 3, 010 1, 225 1,358 2,583 634 394,1, 028i 1, 843 Western Division . 439 404 843 691 483 1,174 247 327 574 131 87 2i8| 661 North Atlantic Division: Maine . 285 208 493 100 68 168 145 183 328 81 56 137 n New Hampshire . 542 51 593 242 137 379 250 74 324 189 19 208 0 Vermont . . 67 24 91 72 44 116 53 75 128 25 17 42 109 Massachusetts . 1,387 414 1,801 554 172 726 489 457 946 393 163 556 84 Rhode Island. . 100 18 118 27 81 108 31 29 60 12 6 18 204 0 Connecticut . 475 232 707 376 81 457 272 218 490 151 53 ! 93 New York . 1,114 647 1,761 1, 037 j 387 1,424 750 811 1,561 499 287 786 1, 952 New Jersey . 719 277 996 789 | 159 948 386 209 595 300 47 347! 1 404 Pennsylvania . 1,512 686 2,198 1, 804 299 2, 103 857 615 1, 472, 473 155 628 942 South Atlantic Division: Delaware . 3 7 10 20 16 36 12 9 21 11 5 16 30 Maryland . 218 263 481 204 127 331 147 177 324 97 87 184 119 District of Columbia. . . . 64 93 157 1 31 51 82 14 75 89 10 16 26 0 Virginia . 525 343 868! 183 115 298 100 1-54 254 80 28 108 346 West Virginia . 86 81 167 64 58 122 37 38 75 16 13 29 45 North Carolina . 778 453 1,231 493 162 655 235 165 400 151 63 214' ! 438 South Carolina . 183 176 359 106 77 183 43! 79 122 32 28 60 ; 200 Georgia . 505 472 977 207 181 388 71: 121 192 32 38 70 | 140 Florida . 52 60 112 11 8 19 6 9 15 6 0 6 0 South Central Division: Kentucky . 468 342 810 242 199 441 185 139 324 83 43 126 371 Tennessee . 614 377 991 300 200 500 157 213 370 110 46 156 60 Alabama . 114 116 230 197 156 353 58 63 121 27 20 47 157 Mississippi . 155 173 328 138 148 286 47: 54 101 16 17 33 258 Louisiana . 28 74 102 66 31 97 38 72 110 10 29 39 115 Texas . 305 449 754! 355 340! 695 130 179 309 76 75 151 431 Arkansas . 139 23 162 79 55 134 31 26 57 8 9 17 170 Oklahoma . 25 30 55 0 0 0 1 2 3 1 2 3 0 Indian Territory . 7 11 1 18 25 12 37 8 5 13 3 3 6 70 North Central Division: Ohio.... . 361 136 497 206 115 321 150 145 295 102 27 129 42 Indiana . 192 169 361 160 151 311 139 126 265 60 39 99 374 Illinois . 106 269 375 167 275 442 167 281 448 73 81 154 165 Michigan . 55 85 140 110 183 293 28 94 122 10 14 24 209 Wisconsin . 249 127 376 272 88 360 109 91 200 64 31 95 136 Minnesota . 219 78 297, 137 109 246 182 119 301 87 37 124 199 Iowa . . . 147 ! 343 290 133 134 267 129 142 271 56 37 93 128 Missouri . 355 299 654 325 260 585 235 231 466 127 59 186 475 North Dakota . 6 28 34 0 0 0 0 4 4 0 4 4 0 South Dakota . 48 33 81 7 40 47 18 31 49 12 15 27 0 Nebraska . 49 62 111 23 31 54 31 54 85 22 29 51 45 Kansas . . . 61 86 147 49 35 84 37 40 77 21 21 42 70 Western Division: Montana . 10 50 60 6 28 34 0 27 27 0 0 0 0 Wyoming . 0 i 12 12 0 14 14 0 12 12 0 12 12 0 Colorado . 15 52 67 2 0 2 8 23 31 1 0 1 24 New Mexico . 24 0 24 3 0 3 2 0 2 0 0 0 76 Arizona . 0 0 0 1 4 5 0 2 2 0 2 2 0 Utah . 27 24 51 177 47 224 53 49 102 19 13 32 38 Nevada . Idaho . 7 3 10 20 38 58 2 io 12 2 4 6 16 Washington . 58 39 97 29 15 44 21 35 56 6 8 14 0 Oregon . 137 28 165 78 99 177 36 40 76 11 5 16 80 California . 161 196 357 375 238 613 125 129 254 92 43 135 427 SECONDARY SCHOOLS. 1933 Table 18. — Private high schools and academies — Number of secondary students pursuing certain studies in 1900-1901. Latin. Greek. French. State or Territory. Schools re¬ porting. . o Female. Total. 6 . ! ^ bCi : x G rc*-g m § o5 Total. 6 . *-< be x G c m Male. Female. il p United States . 1, 744 26, 054 25,129 51,183 848 |7’ °14 2,053 9,067 1,086 8,893 16, 059 24, 952 North Atlantic Division . 612 11, 321 10, 234 21, 555 372 K950 928 4,878 527 6, 150 8, 653 14, 803 South Atlantic Division . 351 5.029 4.194 9,223 152 900 330 1,230 195 1,265 2. 655 3.920 South Central Division . 346 4,173 4,529 4,290 , 8,463 134 I 834 329 1. 163 124 586 1, 252 1,838 North Central Division . 326 5,058 9,587 152 1, 157 344 1.501 170 581 2,566 3,147 Western Division . 109 1,002 1,353 2, 355 38 | 173 122 295 70 311 933 1,244 North Atlantic Division: | i Maine . 31 511 576 1,087 27 238 177 415 27 193 353 546 New Hampshire . 27 849 260, 1,109 14 398 26 424 21 605 162 767 Vermont . 15 224 208 1 432 10 52 16 68 13 72 141 213 Massachusetts . 94 1.839 1.612 3,451 62 904 162 1,066 91 1,391 1,832 3,223 Rhode Island . 11 108 198 | 306 7 34 6 40 11 201 191 392 Connecticut . 60 998 847 1.845 42 330 115 445 47 349 642 991 New York . 180 2,302 2, 581 812 4,883 97 757 181 938 170 1.789 3,140 4. 929 New Jersev . 65 1.352 2,164 41 414 78 492 58 610 693 1.303 Pennsylvania . 129 3, 138 3,140 6,278 72 823 167 990 89 940 1,499 2; 439 South Atlantic Division: Delaware . 3 40 55 95 • 2 3 6 9 3 38 64 102 Maryland . 44 677 804 1,481 19 117 i 45 162 36 371 768 1,139 District of Columbia . 20 122 225 347 10 49 31 80 20 , 100 507 607 Virginia . 1 74 : 1.167 i 692 1,859 31 128 46 174 55 1 346 433 779 West Virginia . i3 269 | 258 527 6 165 77 242 10 102 167 269 North Carolina . 98 1.466 ] 775 2, 241 38 *8 1 25 259 35 155 229 384 South Carolina . 26, 336 338 674 10 54 103 16 109 171 280 Georgia . 65 902 1 975 1,877 33 143; 43 186 15 44 289 333 Florida . 8 50 72 122 3 12 3 15 5 0 27] 27 South Central Division: Kentucky . J 839 847 1,686 35 244 j 50 294 33 120 i 1741 I 294 Tennessee . . 79 1,108 j 940 2, 048 33 259 93 352 18 54 ! 147; 201 Alabama . 36 419 391 810 10 18 4 22 12 22 130 152 Mississippi . 40 385 398 783 16 56 * 63 8 90 23 113 Louisiana . 23 209 ! 285 494 3 12 2 14 20 209 ! 537: 746 Texas . 55 760 1,060 282 1,820 25 184 150 334 26 851 I 206 291 Arkansas . 22! ! 379 661 11 56 18 74 6 6 3l! 37 Oklahoma . 2 24 32 56 1 5 5 10 1 0 4 4 Indian Territory . 7 50 55 105 0 0 0 0 0 0 0 0 North Central Division: Ohio . . 45 739 670 1,409 17 233 30 263 31 93 498 591 Indiana . 25 517 576 ! 1,093 10 120 20 140 15 60 220 280 Illinois . 55 437 937 1,374 28 93 74 167 29 56 503 559 Michigan . 20 162 390 552 9 15 28 43 12 73 291 364 Wisconsin . 21 517 233 750 15 260 35 295 16 101 120 221 Minnesota . 24 451 379 830 14 94 17 111 15 69 2151 284 Iowa . 36 374 425 799 13 90 20 110 10 i 33 40 Missouri . 65 959 1,010 1,969 29 180 76 256 27 112 515' 627 North Dakota . 2 10 15 25 2 4 4 8 1 0 30 30 South Dakota . 7 67 83 150 4 9 11 20 2 1 27 28 Nebraska . 14 102 190 292 5 23! 8 31 6 0 77! 77 Kansas . 12 194 150 344 6 36 21 57 6 9 37 46 Western Division: Montana . 4 11 98 109 0 0 0 0 3 0 48 48 Wyoming . 1 0 14 14 0 0 0 0 0 0 0 0 Colorado . 6 39 55 94 2 7! 0 7 1 6 0 6 New Mexico . 3 45 4 49 1 4 0 4 1 4 0 4 Arizona . 2 1 9 10 0 0 0 0 0 0 0 0 Utah . 10 87 111 198 4 10j 111 21 1 18 0; 18 Nevada . 1 Idaho . 1 24 37 61 1 4 0 4 1 0 8 8 Washington . 14 71 139 210 7 26 7 33 7 26 97 123 Oregon . 12 258 216 474 5 51 20 71 10 19 100 119 California . 56 466 670 1,136 18 71 84, 155 46 238 680 918 1934 EDUCATION EEPOET, 1900-1901. Table 19. — Private high schools and .academies — Number of secondary students pursuing certain studies in 1900-1901. German. Algebra. Geometry. State or Territory. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 1,095 10, 785 10, 120 20,905 1,841 28,700 24,489 53, 189 1,622 15,471 10,920 26, 391 North Atlantic Division . 492 6, 152 5,093 11,245 632 12,016 8,107 20, 123 577 7,574 4,207 11,781 South Atlantic Division . 140 979 998 1,977 369 5,526 4,620:10, 146 299 2,360 1,553 3, 913 South Central Division . 125 686 778 1,464 368 5, 707 5, 161 10,868 326 2, 535 2, 262 4, 797 North Central Division . 269 2, 575 2,653 5,228 347 4, 162 1,289 4, 887' 9,049 3,003 309 2,252 2,167 4,419 Western Division . 69 393 598 991 125 1, 714 111 750 731 1,481 North Atlantic Division: Maine . 8 22 44 66 32 522 576 1,098 29 309 301 601 N ew H ampshire . 12 233 66 299 29 818 214 1,032 25 661 106 767 Vermont . 10 41 46 87 16 229 224 453 16 101 111 212 Massachusetts . 79 686 829 1,515 96 1,823 1, 282 3,105 89 1,260 674 1,934 Rhode Island . 8 91 47 138 12 204 117 321 11 188 61 249 Connecticut . 50 436 411 847 60 861 545 1,406 54 474 293 767 New York . 160 1,889 1,683 3, 572 190 2, 652 2, 356 5,008 177 1,687 1,373 3,060 New Jersey . 59 885 538 1,423 65 1,442 753 2, 195 5,505 57 890 378 1,268 Pennsylvania . South Atlantic Division: 106 1,869 1,429 3,298 132 3,465 2,040 119 2, 004 910 2, 914 Delaware . 8 12 19 31 3 44 51 95 3 17 19 36 Maryland . 84 401 310 711 45 705 758 1, 463 43 460 357 817 District of Columbia . 16 41 154 195 23 189 235 424 22 155 124 279 Virginia . 38 275 156 431 77 1,231 692 1,923 65 598 220 818 West Virginia . 11 102 176 278 14 332 316 648 12 131 138 269 North Carolina . 21 103 96 199 101 1,539 952 2, 491 65 472 228 700 South Carolina . 7 30 44 74 27 350 430 780 22 104 113 217 Georgia . 10 15 43 58 67 1, 090 1,058 2, 148 58 410 320 730 Florida . South Central Division: 0 0 0 0 12 46 128 174 9 13 34 47 Kentucky . 43 294 216 510 90 1,209 1,358 930 2, 139 76 420 275 695 Tennessee . 25 130 109 239 82 1,119 2,477 74 585 507 1,092 Alabama . 9 38 33 71 34 480 484 964 32 247 222 469 Mississippi . 3 3 3 43 621 493 1,114 629 35 314 135 449 Louisiana . 2 23 23 28 260 369 24 94 189 283 Texas . 32 155 353 508 61 1,346 1,451 2, 797 59 726 829 1, 555 Arkansas . 9 55 29 84 21 353 240 593 21 111 75 186 Oklahoma . 2 14 12 26 2 27 26 53 2 20 12 32 Indian Territory . 0 0 0 0 7 53 49 102 3 18 18 36 North Central Division: Ohio . 38 473 510 983 47 537 562 1,099 40 340 211 551 Indiana . 23 237 314 551 28 483 511 994 25 263 218 481 Illinois . 47 211 513 724 57 351 764 1,115 50 199 413 612 Michigan . 16 98 157 255 22 242 346 588 18 107 143 250 Wisconsin . 20 464 200 664 21 328 218 546 20 242 131 373 Minnesota . 23 384 212 596 26 432 323 755 26 346 183 529 Iowa . 29 157 177 334 39 468 571 1,039 35 210 264 474 Missouri . 44 375 292 667 70 1,023 1, 188 2, 211 62 383 397 780 North Dakota . 1 5 1 6 2 7 10 17 2 3 11 14 South Dakota . 6 37 54 91 7 59 63 122 6 27 31 58 Nebraska . 12 26 119 145 17 80 220 300 14 49 97 146 Kansas . 10 108 104 212 11 152 111 263 11 83 68 151 Western Division: Montana . 2 0 33 33 4 0 121 121 4 0 51 51 Wyoming . 1 0 25 25 1 0 20 20 1 0 8 8 Colorado . 2 7 15 22 6 46 98 144 6 12 37 49 New Mexico . 0 0 0 0 5 88 9 97 2 34 0 34 Arizona . 0 0 0 0 2 1 14 15 2 0 7 7 Utah . 8 85 37 122 11 213 175 388 9 86 86 172 Nevada . Idaho . 2 41 2 43 4 31 56 87 2 6 11 17 Washington . 7 36 30 66 15 86 105 191 15 28 54 82 Oregon . 11 126 189 315 16 223 300 523 -13 85 81 166 California . 36 98 267 365 61 601 816 1,417 57 499 396 895 SECONDARY SCHOOLS. 1935 Table 20. — Private high schools and academics — Number of secondary students pursuing certain studies in 1900-1901. State or Territory. Trigonometry. Astronomy. Physics. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 684 3,510 1,984 5,494 642 1, 969| 4, 565 6,534 1,347 9,405 9,476 18, 881 North Atlantic Division . 282 1,605 315 1,920 221 649 1 1,763 2, 412 466 4,097 3,097 7,194 South Atlantic Division . 182 636 408 1,044 93 3381 677 1,015 209 1,482 1,433 2, 915 South Central Division . 169 636 636 1,272 118 413 887 1,300 273 1, 918 2,165 4,083 North Central Division . 114 447 452 899 163 500 975 1,475 297 1,532 2, 132 3, 664 Western Division . 37 186 173 359 47 69 263 332 102 376 649 1,025 North Atlantic Division: Maine . 2 4 0 4 17 96 127 223 28 234 208 442 New Hampshire . 11 136 8 144 11 62 27 89 21 338 47 385 Vermont . 2 9 0 9 14 38 68 106 14 90 82 172 Massachusetts . 33 181 29 210 28 46 176 222 71 563 421 984 Rhode Island . 3 40 15 55 5 0 36 36 9 74 28 102 Connecticut . 28 83 14 97 20 72 135 207 37 226 194 420 New York . 69 450 85 535 68 109 593 702 144 873 1,113 1,986 New Jersey . 27 165 32 197 18 50! 173 223 43 356 | 248 604 Pennsylvania . 57 537 132 669 40 176 428 604 99 1, 343 756 2, 099 South Atlantic Division: Delaware . 2 10 2 12 0 0 0 0 3 13 7 20 Maryland . 20 154 45 199 16 14 140 154 32 192 270 462 District of Columbia . 13 44 37 81 13 3 119 122 17 42 143 185 Virginia . 40 194 101 295 18 120 139 259 45 397 309 706 West Virginia . 9 83 77 160 8 53 65 118 10 84 108 192 North Carolina . 17 67 57 124 14 106 73 179 45 391 194 585 South Carolina . 12 31 25 56 4 9 43 52 15 152 114 266 Georgia . 19 53 64 117 14 25 73 98 33 187 251 438 Florida . 0 0 0 0 6 8 25 33 9 24 37 61 South Central Division: Kentucky . 40 137 108 245 28 54 109 163 56 272 266 538 Tennessee . 30 114 91 205 26 75 131 206 54 330 312 642 Alabama . 14 51 53 104 11 58 100 158 30 190 245 435 Mississippi . . . 19 103 42 145 12 36 70 106 40 366 336 702 Louisiana . 7 j 26 87 113 15 13 168 181 21 86 222 308 Texas . 39 176 243 419 23 162 298 460 52 564 708 1,272 Arkansas . 18 25 9 34 2 15 10 25 16 91 55 146 Oklahoma . 2 4 3 7 1 0 1 1 1 0 5 5 Indian Territory . 0 0 0 0 0 0 0 0 3 19 16 35 North Central Division: Ohio . . 15 86 57 143 24 50 133 183 40 215 194 409 Indiana . 12 80 101 181 10 53 87 140 23 136 177 313 Illinois . 15 40 79 119 23 35 171 206 51 147 399 546 Michigan . 6 37 17 54 8 30 54 84 14 84 114 198 Wisconsin . 8 27 22 49 9 67 41 108 19 148 101 249 Minnesota . 2 7 1 8 10 36 69 105 21 132 128 260 Iowa . . 8 35 18 53 18 59 77 136 36 220 289 509 Missouri . 38 116 113 229 36 72 236 308 61 285 533 818 North Dakota . 1 2 9 11 1 1 9 10 2 4 5 9 South Dakota . 0 0 0 0 4 16 20 36 5 33 36 69 Nebraska . 6 8 28 36 10 39 36 75 13 42 106 148 Kansas . 3 9 7 16 10 42 42 84 12 86 50 136 Western Division: Montana . 2 0 27 27 3 0 32 32 4 0 47 47 Wyoming . 0 0 0 0 0 0 0 0 0 0 0 0 Colorado..., . 0 0 0 0 2 0 7 7 6 12 54 66 New Mexico . . 2 14 0 14 1 8 0 8 2 5 2 7 Arizona . . 0 0 0 0 1 0 2 2 1 0 1 Utah . 2 45 27 72 1 4 2 6 c 61 73 134 Nevada . . Idaho . 0 0 0 0 2 1 4 5 ■s 6 2 8 Washington . 2 2 11 13 3 7 8 15 10 25 41 66 Oregon . 7 21 26 47 7 13 26 39 14 40 65 105 California . . . 22 104 82 186 27 36 182 218 53 227 364 591 1936 EDUCATION EEPOET, 1900-3901. Table 21. — Private high schools and academies — Number of secondary students pursuing certain studies in 1900-1901. State or Territory, Chemistry. Physical geography. Geology. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. d i Female. Total. Schools re¬ porting. * c5 "<3 Female. Total. United States . 845 4, 994 5,126 10, 120 1,289 10, 029 11, 980 22, 009 558 2,406 4,199 6, 605 North Atlantic Division . 325 2,425 1,942 4, 367 410 3,045 3, 590 6, 635 164 775 1,227 2, 002 South Atlantic Division . 133 824 788 1,612 274 2, 420 2,450 4,870 72 364 617 981 South Central Division . 128 659 963 1,622 250 2,294 2,516 4,810 136 712 1,073 1,785 North Central Division . 193 793 1,140 1,933 262 1,800 2,453 4,253 133 440 903 1,343 Western Division . 66 293 293 586 93 470 971 1,441 53 115 379 494 North Atlantic Division: Maine . 24 163 134 297 28 187 249 436 15 99 92 191 New Hampshire . . 14 227 58 285 16 180 85 265 8 28 21 49 Vermont . 8 44 34 78 15 104 141 245 11 32 75 107 Massachusetts . 54 349 328 677 47 300 358 658 24 82 200 282 Rhode Island . 8 58 24 82 6 44 70 114 3 29 7 36 Connecticut . 28 123 134 257 34 174 363 337 11 44 84 128 New York . 100 573 671 1,244 127 852 1,308 2,160 58 199 437 636 New Jersey . 35 242 180 422 39 263 249 512 7 35 46 81 Pennsylvania . 54 646 379 1,025 98 941 967 1,908 27 227 265 492 South Atlantic Division: Delaware . 2 5 5 10 2 14 19 33 0 0 0 0 Maryland . 23 164 160 324 31 226 289 515 8 0 78 78 District of Columbia . . . 13 21 83 104 15 29 101 130 7 2 64 66 Virginia . 41 275 211 486 48 426 383 809 19 118 201 319 West Virginia . 8! 95 93 188 14 191 229 420 6 95 87 182 North Carolina . 19 169] 71 240 81 757 623 1,380 13 97 79 176 South Carolina . 7 48 57 105 24 189 167 356 1 4 6 10 Georgia . 37 47 100 147 48 - 556 554 1,110 14 42 78 120 Florida . 3 0 8 8 11 32 85 117 4 6 24 30 South Central Division: Kentucky . 34 112! , 133 245 62 505 468 973 31 106 157 263 Tennessee . 19 72 | 127 199 41 321 340 661 36 223 293 516 Alabama . 9 96 72 168 24 185 229 414 14 53 97 150 Mississippi . . 14 59 56 115 32 320 219 539 12 29 64 93 Louisiana . 14 38 ! 150 188 23 135 253 388 13 42 79 121 Texas . 31 243 399 642 52 635 834 1,469 20 175 323 498 Arkansas . . 6 39 25 64 15 166 131 297 8 68 50 118 Oklahoma . 1 0 1 1 1 0 10 10 2 4 4 8 Indian Territory . 0 0 0 0 0 27 32 59 0 12 6 18 North Central Division: Ohio . 27 126 118 244 31 367 275 642 19 67 80 147 Indiana . 17 117 141 258 23 103 208 311 13 39 90 129 Illinois . 31 92 232 324 42 148 342 490 14 25 108 133 Michigan . 12 44 67 111 13 62 162 224 6 10 51 61 Wisconsin . 10 89 43 132 17 144 128 272 7 71 16 87 Minnesota . 14 59 86 145 19 241 217 458 5 0 75 75 Iowa . 15 39 68 107 34 197 334 531 15 75 87 162 Missouri . 50 171 284 455 53 375 510 885 38 302 279 381 North Dakota . 1 1 9 10 1 6 2 8 1 1 9 10 South Dakota . 3 2 16 18 4 31 69 100 2 22 15 37 Nebraska . 6 10 32 42 14 30 113 143 6 4 54 58 Kansas . 7 43 44 87 11 96 93 189 7 24 39 63 Western Division: Montana . . 2 0 29 29 4 0 112 112 4 0 63 63 Wyoming . . 0 0 0 0 1 0 14 14 0 -0 0 0 Colorado . 3 7 11 18 4 19 23 42 4 11 9 20 New Mexico . 1 12 0 12 5 41 10 51 2 10 0 10 Arizona . 1 0 2 2 2 1 9 10 1 0 2 2 Utah . 8 51 30 81 10 139 170 309 6 47 36 83 Nevada . Idaho . 2 2 23 25 2 12 16 28 2 6 12 18 Washington . 3 0 9 9 10 34 43 77 4 9 9 18 Oregon . 10 45 45 90 15 66 117 183 7 14 36 50 California . 36 176 144 320 40 158 457 615 23 18 212 230 SECONDARY SCHOOLS. 1937 Table 22.- -Private high schools and academies — Number of secondary students pursuing certain studies in 1900-1901. State or Territory. Physiology. Psychology. Rhetoric. Schools re¬ porting. Male. Female. Total. © . C’42 .§§ in Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 1,290 11, 777 14, 849 26, 626 596 2, 871 4, 632 7,503 1,635 16, 402 1 21, 029 37,431 North Atlantic Division . 403 3, 445 4,271 7, 716 171 896 1.643 2, 539 565 6, 829 7,866 14, 695 South Atlantic Division . 258 2, 538 2, 585 5,123 94 488j 665|1, 153 315 2, 770 3, 472 6,242 South Central Division . 289 3, 443 3,759 7,202 130 732 894 1, 626 328 3,523 4, 033 7, 556 North Central Division . 268 1,989 3,248 5, 237 161 651 1, 183 1,834 319 2,527 4, 378' 6,905 Western Division . 77 362 986 1,348 40 104 247 351 108 753 1,280 2,033 North Atlantic Division: Maine . 25 145 204 349 12 74 79 153 31 324 461 785 New Hampshire . 16 118 103 221 7 19 27 46 25 327 174 501 Vermont . 15 70 129 199 10 16 48 64 15 87 138 225 Massachusetts . 49 261 553 814 20 144 206 350 88 1,133 1,513 I 2,646 Rhode Island . 7 61 44 105 3 59 31 90 11 157 70 227 Connecticut . 28 173 263 436 9 6 84 90 47 440 643 1,083 New York . 133 936 1.508 2,444 48 138 460 598 174 1,515 2, 534 4,049 New Jersey . 41 307 330 637 14 14 81 95 61 910 721 1,631 Pennsvlvania . 89 1,374 1,137 2, 511 48 426 627 1,053 113 1,936 1,612 i 3,548 South Atlantic Division: Delaware . 2 14 9 23 2 0 4 4 3 16 18 34 Maryland . 34 228 236 464 10 19 43 62 39 359 882 1.241 District of Columbia . 12 11 131 142 8 0 54 54 20 68 267 '335 Virginia . 39 384 3S8 ; 772 19 100 186 286 64 647 542 1,189 West Virginia . r . . . 12 170 157 1 327 7 97 77 174 14 155 193 348 North Carolina . 80 1,066 854 1,920 23 171 117 288 84 899 677 1, 576 South Carolina . 21 344 226 470 6 14 62 76 20 124 176 300 Georgia . 43 395 435 ! 830 16 87 116 203 60 476 622 1,098 Florida . 10 26 149 i 175 3 0 6 6 11 26 95 121 South Central Division: Kentucky . 70 680 712 1,392 38 173 214 387! 84 816 924 1,740 Tennessee . 65 820 719 ; 1,539 25 106 121 227 71 762 738 1,500 Alabama . 26 454 390 844 10 46 101 147 29 296 402 698 Mississippi . 36 391 524 915 8 18 t 48 66 37 395 337 732 Louisiana . 18 169 230 399 10 64 61 125 27 174 321 495 Texas . . 53 684 934 1,618 28 209 261 470 59 842 1,145 1,987 Arkansas . 16 211 196 407 9 100 73 173 . 171 170 113 283 Oklahoma . 1 0 10 10 1 4 2 6 2 40 22 62 Indian Territory . 4 34 44 78 1 12 13 25 2 28 31 59 North Central Division: I Ohio . 26 190 260 450 20 76 117 193 42 297 1 576 873 Indiana . 25 173 321 494 13 49 86 135 27 277 525 802 Illinois . 44 204 589 793 20 44 178 222 54 260 741 1,001 Michigan . 17 169 239 408 11 63 150 213 20 164 356 520 Wisconsin . 18 114 168 282 6 20 48 68 | 20 308 277 585 Minnesota . 18 167 230 397 9 49 110 159 1 22 233 440 673 Iowa . 32 276 454 730 i 18 67 94 161 37 271 411 682 Missouri . 58 461 646 1,107 i 45 206 299 505 63 510 726 1,236 North Dakota . 2 7 17 24 1 1 3 4 2 4 5 9 South Dakota . 6 71 107 178 5 28 38 66 6 20 62 82 Nebraska . 12 57 117 174 6 14 32 46 15 61 145 206 Kansas . 10 100 100 200 7 34 28 62 11 122 114 236 Western Division: Montana . 4 14 106 120 4 0 35 35 4 0 98 98 Wyoming . 1 0 12 12 0 0 0 0 1 0 25 25 Colorado . 4 3 36 39 2 5 15 20 3 15 57 72 New Mexico . 4 28 10 38 0 0 0 0 5 58 6 64 Arizona . 2 0 13 13 1 0 2 2 2 0 12 12 Utah . 9 97 122 219 5 73 48 121 10 188 157 345 Nevada . Idaho . 3 10 47 57 1 4 10 14 4 28 70 98 Washington . 12 71 86 157 5 2 14 16 1 14 42 88 130 Oregon . 12 36 153 189 8 7 52 59 12 92 73 165 California . 26 103 401 504 14 13 71 84 53 330 694 1,024 ED 1901 — YOL II - 46 1938 EDUCATION REPORT, 1900-1901 Table 23. — Private high schools and academies — Number of secondary students pursuing certain studies in 1900-1901. English literature. History. Civics. State or Territory. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 1,587 18,259 22, 820 41, 079 1,535 17, 725 21, 097 38,822 1, 114 9,499 10, 780 20, 279 North Atlantic Division . 571 8, 567 9,028 17, 595 482 7,706 8, 037 15, 743 343 2, 978 3,175 6,153 South Atlantic Division . 284 2,581 3, 276 5, 857 314 3, 212 3, 257 6, 469 190 1,770 1, 803 3,573 South Central Division . 295 3, 057 3,587 6, 644 300 2, 858 3, 687 6,545 244 2,406 2, 499 4,905 North Central Division . 819 3,012 1,042 5,222 1,707 8,234 323 3, 273 4,671 7,944 239 1, 872 2, 451 4, 323 Western Division — . . 118 2,749 116 676 1,445 2, 121 98 473 852 1,325 North Atlantic Division: Maine . 81 554 687 1,241 29 330 445 .775 22 139 148 287 New Hampshire . 23 542 176 718 24 682 154 836 13 125 48 173 Vermont . 16 115 185 300 15 116 172 288 15 96 121 217 Massachusetts . 93 1,532 1, 881 3,413 89 1,178 1,254 2, 432 40 195 319 514 Rhode Island . H 113 90 203 12 193 128 321 5 117 44 161 Connecticut . 52 740 820 1,560 4, 190 55 706 533 1,239 27 118 128 246 New York . 172 1,648 2, 542 81 1,928 2, 947 4, 875 121 971 1,346 2, 317 New Jersey . 60 1,156 743 1, 899 4, 071 57 559 655 1,214 3,763 30 187 199 386 Pennsylvania . 113 2. 167 1,904 120 2, 014 1,749 70 1,030 822 1, 852 South Atlantic Division: Delaware . 3 20 13 33 3 21 45 66 2 5 0 5 Marvland . 35 379 789 1,168 38 435 611 1, 046 24 125 277 402 District of Columbia . 20 78 373 451 21 100 286 386 13 47 116 163 Virginia . West Virginia . 60 457 457 914 68 815 537 1,352 32 333 255 588 13 113 170 283 15 201 263 ' 464 10 180 164 344 North Carolina . 69 926 640 1,566 334 86 941 627 1,568 63 781 529 1, 310 South Carolina . 23 133 201 25 229 267 496 15 114 138 252 Georgia . ■»-. . 50 464 536 1,000 48 458 450 908 21 151 235 386 — Florida . 11 11 97 108 10 12 171 183 10 34 89 123 South Central Division: Kentucky . 75 583 616 1,199 77 587 744 1,331 68 702 706 1,408 Tennessee. . . 58 649 680 1,329 - 60 525 626 1, 151 47 349 399 748 Alabama . 28 269 375 644 23 177 327 504 15 128 159 287 Mississippi . 28 236 273 509 32 304 363 667 35 378 340 718 Louisiana . 23 165 246 411 24 206 410 616 11 98 87 185 Texas . 59 868 1,157 2,025 60 823 1,043 1,866 48 577 692 1,269 Arkansas . 18 217 178 395 17 189 117 306 12 131 88 219 Oklahoma . 2 43 35 78 2 4 12 16 2 12 2 14 Indian Territory . 4 27 27 54 5 43 45 88 6 31 26 57 North Central Division: Ohio . 43 448 642 1,090 42 517 515 1,032 24 150 196 346 Indiana . 25 309 601 910 26 317 532 849 17 106 156 262 Illinois . 55 279 888 1,167 52 283 721 1,004 31 173 334 507 Michigan . . 19 136 471 607 22 195 420 615 14 151 176 327 Wisconsin . 21 214 282 496 20 335 278 613 12 87 100 187 Minnesota . . 25 301 422 723 26 426 351 777 19 198 174 372 Iowa . 33 268 404 672 36 233 299 532 32 297 380 677 Missouri . 63 854 1, 047 1,901 66 756 1,200 1,956 57 491 588 1, 079 North Dakota . 2 5 13 18 1 2 10 12 2 14 5 19 South Dakota . 7, 37 121 158 7 50 72 122 7 73 101 174 Nebraska . 14 57 208 265 16 48 190 238 14 50 159 209 Kansas . . 12 104 123 227 9 111 83 194 10 82 82 164 Western Division: Montana . 4 0 78 78 4 0 44 44 4 0 86 86 Wyoming . 1 0 23 23 1 0 40 40 1 0 18 18 Colorado . 6 30 92 122 6 10 55 65 6 30 71 101 New Mexico . . . 5 40 8 48 5 41 10 51 5 46 10 56 Arizona . 2 0 15 15 2 0 9 9 1 0 6 6 Utah . ! . 10 153 130 283 9 62 95 157, 6 76 28 104 Nevada . Idaho . 3 35 57 92 2 14 28 42 2 10 25 35 Washington . 13 61 198 259 12 39 102 141 10 49 52 101 Oregon . 14 135 180 315 16 147 239 386 14 100 173 273 California . 60 588 926 1,514 59 363 823 1,186 49 162 383 545 SECOND AKY SCHOOLS, 1939 Table 24. — Private high schools and academies — Proportion of male and female students , per cent of students pursuing certain courses, per cent of graduates, etc., in 1900-1901. Per eent of total number. Per cent of gradu¬ ates pre¬ pared for college. State or Territory. Total num¬ ber of secondary students. Male. , Female. College classical prepara¬ tory students. | College scientific prepara- j tory ; students. Gradu¬ ates in 1901. United States . 108,221 49. 73 50.27 19.20 14. 11 11.05 45. 67 North Atlantic Division . 40, 783 19, 396 53.02 46.98 21.50 15.78 14.51 49. 55 South Atlantic Division . 50. 41 49.59 22.49 10. 89 7.69 47.78 South Central Division . 19, 727 49. 45 50. 55 17.49 12. 89 7.13 41.05 North Central Division . 21,364 44. 32 55. 68 11.06 14. 09 12. 09 40.18 Western Division . 7,001 46.05 53. 95 12.04 16. 76 8.19 37.80 North Atlantic Division: I Maine . 2,460 46. 35 53. 65 20.04 6.83 13. 33 41.76 New Hampshire . 1,939 71.37 28. 63 30. 58 19.54 16.70 64. 19 Vermont . 1,186 48. 25 51. 75 7. 76 9.78 10.78 32.81 Massachusetts . 5,935 50.78 49.22 30.34 12.25 15.93 58.79 Rhode Island . 670 49. 55 50. 45 17. 61 16.12 8.95 30.00 . Connecticut . 2,935 46.95 53.05 24.09 15.57 16. 69 41.63 New York . 10, 911 48.00 54.00 16.14 13.05 15.22 50.35 New Jersey . 3,461 57. 90 42. 10 28.78 27.39 17.19 58. 31 Pennsylvania . 11,236 60.09 39. 91 19.56 18.71 13. 10 42.63 South Atlantic Division: Delaware . 137 42.85 57.15 7. 30 26.27 15.32 76. 19 Maryland . 2,440 43.89 56.11 19. 71 13.56 13. 27 56.79 District oi Columbia . 893 27.44 72.56 17. 58 9. 18 9. 97 29. 12 Virginia . 3,527 53.33 46.67 24. 61 8.48 7.20 42.51 IVest Virginia . 1,219 45.68 54.32 13.70 10.01 6.15 40.00 North Carolina . 5,832 59. 60 40.40 21.11 11.23 6.85 53.50 South Carolina . 1,467 49.62 50.38 24. 61 12.47 8. 31 49.18 Georgia . 3,529 47.41 52.59 27. 68 10.99 5.44 36. 45 Florida . 352 25. 57 74.43 31.81 5.39 4. 26 40.00 South Central Division: Kentucky . 4,342 4,387 50.05 49.95 18. 65 10. 15 7.46 38.88 Tennessee . 51.17 48. 83 22.58 11. 39 8.43 42.16 Alabama . 1,856 52.47 47. 53 12.39 19.02 6.51 38.84 Mississippi . 2, 122 1,187 52.59 47.41 15. 45 13.49 4.75 32. 67 Louisiana . 37.24 62.76 8.59 8. 17 9.26 35.45 Texas . 3,968 45. 14 54.86 19.00 57.09 7.78 48. 86 Arkansas . . . 1,373 56.01 43. 99 11.79 9.75 4.15 29. 82 Oklahoma . 106 48.11 51. 89 51.88 0.00 2.83 100.00 Indian Territory . 386 47.98 52.02 4. 66 9.58 3.36 46. 15 North Central Division: Ohio . 2,369 2,446 43.39 56.61 20. 97 13.55 12.45 43. 72 Indiana . 43.78 56.22 14.75 12.71 10.83 37. 35 Illinois . 3, 161 32. 71 67.29 11.86 13.98 14. 17 34. 37 Michigan . 1,278 1,492 34.90 65. 10 10.95 22.92 9.54 19.67 Wisconsin . 56. 70 43.30 25.20 24.12 j 13.40 47.50 Minnesota . 1,709 2,312 54. 77 45. 23 17.37 14.39 17. 61 41.19 Iowa . . . 44. 34 55. 66 12.54 11.54 | 11.72 34.32 Missouri . 4,584 47.34 52.66 14. 24 12.76 : 10. 16 39.91 North Dakota . 112 1 61. 61 38.39 30.35 0.00 | 3. 57 100. 00 South Dakota . 381 41.21 58.79 21.25 12.33 12.86 55.10 Nebraska . 679 35. 93 64.07 ! 16.34 7.95 ! 32.51 60.00 Kansas . 841 52. 79 47.21 17.47 9.98 | 9. 15 54. 54 ■Western Division. Montana . . 207 7.73 92.27 28.98 16.44 13.04 0.00 Wyoming . 40 0.00 100.00 30.00 34.99 30.00 100. 00 Colorado . 242 28.93 71.07 27. 68 0. 82 12.80 3. 22 New Mexico . 133 73.68 26.32 18.04 22. 55 1.50 0. 00 Arizona . 21 4. 76 95.24 0.00 23.80 9.52 100.00 Utah . 2,115 57.64 42. 36 2.41 10.59 4.82 31. 37 Nevada . Idaho . 150 39.33 60.67 6. 66 38. 66 i 8.00 I 50.00 Washington . 643 41. 21 58.79 15.08 6.84 ' 8.70 25.00 Oregon . 832 47. 72 52.28 19.83 21 27 | 9.13 21.05 California . 2,618 41.98 58.02 13.64 23.41 i 9.70 53. 11 1940 EDUCATION EEPOKT, 1900-1901. Table 25. — Private high schools and academies — Percentages of secondary students pur¬ suing certain studies in 1900-1901. * Per cent of total number of secondary students. State or Territory. Latin. Greek. French. Ger¬ man. Alge¬ bra. Geom¬ etry. Trig- ' onom- etry. As¬ tron¬ omy. Phys¬ ics. United States . 47.20 8. 37 23. 06 19. 31 49. 15 24.38 5. 07 6.04 17.44 North Atlantic Division... 52.92 11.97 36.34 27. 60 49.40 28. 92 4. 71 5. 92 17.66 South Atlantic Division... 47.55 6.34 20. 21 10. 19 52.31 20. 14 5. 38 5.23 15. 02 South Central Division.... 42.90 5.89 9. 32 7.42 55. 09 24.32 6.44 6.59 20.70 North Central Division.... 44. 87 7. 02 14. 73 24. 47 42. 36 20. 68 4.20 6.90 17. 15 Western Division . 33. 63 4.21 17.76 14. 15 42. 89 21.15 5. 13 4. 74 14. 69 North Atlantic Division: Maine . 44. 18 16.86 22. 19 2. 68 44.63 24. 79 0. 16 9.07 17. 96 New Hampshire . 57.19 21. 86 39. 55 15.42 53. 22 39. 55 7.43 4.58 19.85 Vermont . 36. 42 5. 73 17. 95 7.33 38. 19 17. 87 0. 75 8. 93 14.50 Massachusetts . 58. 12 17. 96 54. 30 25. 52 52. 31 32.58 3.53 3. 74 16.57 Rhode Island . 45. 67 5. 97 58.50 20. 59 47. 91 37.16 8. 20 5. 37 15. 22 Connecticut . 62. 86 15.16 33.76 28.85 47. 90 26. 13 3. 30 7.05 14.31 New York . 44. 75 8.59 45.17 32.73 45. 89 28. 04 4.90 6.43 18.20 New Jersey . 62. 52 14.21 37.64 41.11 63.42 36. 63 5. 69 6. 44 17.45 Pennsylvania . 55. 87 8. 81 21.70 29.44 49.08 25. 94 5. 96 5. 37 18.*68 South Atlantic Division: 69.34 6. 56 22.62 69. 34 26.28 8. 75 14.59 Maryland . 60. 69 6.63 46.68 29. 13 59.95 33. 48 8. 15 6. 31 18.93 District of Columbia... 38.85 8. 95 67. 97 21. 83 47.48 31.24 9.07 13.66 20. 71 Virginia . . . 52. 70 4.93 22.08 12.22 54.52 23.19 8.36 7. 34 20. 01 West Virginia . 43. 23 19. 85 22. 06 22.80 53. 15 22. 06 13. 12 9. 68 15. 75 North Carolina . 38. 42 4.44 6.58 3. 41 42. 71 12.00 2. 12 3. 06 10. 03 South Carolina . 45. 94 7.02 19.08 5. 04 53. 16 14.78 3.81 3.54 18. 13 Georgia . 53. 18 5. 27 9.43 1.65 60.86 20. 68 3. 31 2. 77 12. 41 Florida. . . . . 34.65 4. 26 7. 67 49.43 13. 85 9. 37 17.32 South Central Division: Kentucky . 38. 83 6. 77 6. 77 11.74 49.26 16.00 5. 64 3. 75 12. 39 Tennessee . 46.68 8. 02 4. 58 5.44 56.46 24.89 4.67 4. 69 14. 63 Alabama . . . . 43. 64 1.18 8.18 3. 82 51.93 25. 26 5. 60 8. 51 23. 43 Mississippi . 36. 89 2.96 5.32 0. 14 52.49 21.15 6. 83 4. 99 33.08 Louisiana . 31.61 1.17 62. 84 1.93 52. 99 23. 84 9. 51 15.24 25. 94 Texas . 45. 86 8. 41 7. 33 12. 80 70. 48 39. 18 10.55 11. 59 32. 05 Arkansas . 48. 14 5. 38 2. 69 6. 11 43. 19 13. 54 2.47 1.82 10.63 Oklahoma . 52. 83 9. 43 3.77 24.52 50. 00 30. 18 6. 60 0. 94 4. 71 Indian Territory 27. 20 26. 42 9.32 9. 06 North Central Division: Ohio . 59. 47 11. 10 24. 94 41.49 46.39 23. 25 6.03 7. 72 17. 26 Indiana . 44. 68 5. 72 11.44 22.52 40. 63 19. 66 7.39 5. 72 12. 79 Illinois . 43. 46 5. 28 17. 68 22. 90 35. 27 19. 36 3. 76 6.51 17. 27 Michigan . 43. 19 3. 36 28.48 19. 95 46. 00 19. 56 4.22 6.57 15.49 Wisconsin . 50. 26 19.77 14.81 44.50 36.59 25. 00 3.28 7.23 16. 68 Minnesota . 48. 56 6.49 16. 61 34.87 44. 17 30. 95 0.46 6.14 15. 21 Iowa . 34.55 4. 75 1.74 14.44 44.93 20.50 2.29 5.88 22. 01 Missouri . 42. 95 5.58 13. 67 14.55 48. 23 17.01 4. 99 6. 71 17. 84 North Dakota . 22.32 7. 14 26.78 5. 35 15. 17 12. 50 9. 82 8.92 8. 03 South Dakota . 39. 37 5. 24 7.34 23.88 32.02 15. 22 9.44 18. 11 Nebraska . 43. 00 4.50 11.34 21.35 44. 18 21.50 5. 30 11.04 21.79 Kansas . 40. 90 6. 77 5.46 25. 20 31.27 17. 95 1.90 9. 98 16.17 Western Division: M on ta n a . . . 52.65 23. 18 15. 94 58. 45 24. 63 13.04 15. 45 22. 70 Wyoming . 35.00 62. 50 50. 00 20. 00 Colorado . . 38. 84 2.89 2.47 9. 09 59.50 20. 24 2.89 27. 27 New Mexico . 36.84 3. 00 3.00 72. 93 25. 56 10.52 6.01 5.26 Arizona 47.61 71.42 33.33 9.52 4.76 Utah . 9.36 0. 99 0. 85 5. 76 18. 34 8. 13 3. 80 0. 28 6. 66 Idaho 40. 66 2. 66 5.33 28.66 58. 00 11.33 3. 33 5. 33 Washington . 32.65 5. 13 19. 12 10. 26 29. 70 12.75 2.02 2. 33 10. 26 Oregon . 56. 97 8. 53 14. 30 37.86 62.86 19. 95 5. 64 4. 68 12. 62 California . 43.39 5.92 35. 06 13.94 54.12 34. 18 7. 10 8.32 22.57 SECONDARY SCHOOLS. 1941 Table 26. — Private high schools and academies — Percentages of secondary students pur¬ suing certain studies in 1900-1901. Per cent of total number of secondary students. State or Territory. Chem¬ istry. Phys¬ ical geogra¬ phy. Geol¬ ogy. Physi¬ ology. Psy¬ chol¬ ogy. Rket- ! oric. English litera¬ ture. [ His¬ tory. Civics. United States . 9. 35 20.33 6.10 24. 60 6.93 34.58 37. 95 | 35.87 18.73 North Atlantic Division - 10. 72 16. 29 4. 91 18.94 6. 23 36.07 43.20 ! 38.64 15.11 South Atlantic Division .... 8. 31 25. 11 5. 06 26.41 5.94 i 32. 18 30. 19 33.35 18.42 South Central Division . 8.22 24.38 9.05 36.50 8. 24 i 38.30 33. 67 33.17 24. 86 North Central Division . y.05 19.90 6.29 24. 51 8.58 ! 32.32 ; 38. 54 37. 18 20.23 Western Division . . 8. 37 20.58 7.06 19.25 4.98 ! 29. 00 ! 39. 27 30. 29 18. 92 North Atlantic Division: Maine . 12. 07 17. 72 7.76 14.18 6.22 31. 91 50. 44 31.50 11. 66 New Hampshire. . . . 14. 70 13.66 2.53 11.39 2.37 25.83 ! 37. 02 43.11 8.92 Vermont . 6. 57 20.65 9.02 16.77 5. 39 18. 97 i 25. 29 24.28 18. 29 Massachusetts . 11.40 11.08 4. 75 13.71 5.89 44. 58 57. 50 40. 97 8. 66 Ehode Island . 12. 23 17. 01 5. 37 15.67 13.43 33.88 30.29 47. 91 24.02 Connecticut . 8. 75 11.48 4. 36 14.85 3.06 36.89 53. 15 42.21 8.38 New York . 11.40 19.78 5.82 22.39 5.48 37. 10 38. 40 44. 67 21.23 New Jersev . 12. 19 14.79 2.34 18.40 2. 74 47.12 54.86 I 35.07 11.15 Pennsvl vania . . 9. 21 16.99 4.37 i 22.34 9.46 31.57 36.23 33. 49 16.48 South Atlantic Division: 1 7. 29 24. 08 I 16.78 2. 91 24.81 24.08 ' 48.17 3.64 Maryland . 13. 27 21. 10 3.19 i 19.01 2.54 50. 86 47. 86 42.86 16. 47 District of Columbia. . . . 11.64 14. 55 7.39 | 15.90 6.04 37. 51 50.50 ! 43. 22 18.25 Virginia . 13.77 22.93 9.04 21.88 8.10 33.71 25.91 1 38.33 16. 67 West Virginia . 15.42 34.45 14.92 26.82 14.27 28.54 23. 21 | 38. 06 28.21 North Carolina . 4. 11 23.66 3.01 32.92 4.93 27.02 26.85 : 26. 88 22. 46 South Carolina . 7. 15 24. 26 0. 68 32. 03 | 5. 18 20.44 22. 76 ! 33. 81 17. 17 Georgia . 4.16 31.45 3.40 23. 51 5. 75 31. 11 28.33 25. 72 10. 93 Florida . ! 2.27 33.23 8.52 49. 71 1.70 , 34.37 30.68 51. 97 34.94 South Central Division: Kentucky . 5.64 22.40 6.05 32. 05 8.91 40. 07 27. 61 30. 65 32. 42 Tennessee . 4.53 15. 06 11.76 35. 08 5.17 | 34.19 30. 29 26. 23 17. 05 Alabama . 9.05 22.30 8.08 45. 47 7. 92 37.60 34.69 27. 15 15.46 Mississippi . ' 5.41 25. 40 4.38 43. 11 18. 61 1 34. 49 23. 98 31. 43 33. 83 Louisiana . 15. 83 32.68 10. 19 33. 61 10.53 41. 70 34. 62 51. 89 15. 58 Texas . 16. 17 37.02 12.55 40. 77 11.84 50. 07 51. 03 47.02 31.98 Arkansas . 4. 66 21.63 8.59 29.64 12. 60 20. 06 28. 76 22.28 15. 95 Oklahoma . 0.94 9.43 7. 54 9.43 5. 66 58.49 73.58 15. 09 13.20 Indian Territory . 15.28 4.66 20.20 6.47 15. 28 13. 98 22.79 14. 76 North Central Division: Ohio . 10. 29 27.10 6. 20 18. 99 8.14 36. 85 46. 01 43. 56 14.60 Indiana . 10.54 12. 71 5.27 20. 19 5. 51 32. 78 37. 20 34.70 10. 71 Illinois . 10.24 15. 50 4. 20 25. 08 7.02 31.66 36. 91 31.76 16. 03 Michigan . 8. 68 17. 52 4. 77 31.92 16.66 40. 68 47. 49 48. 12 25. 58 Wisconsin . 8.84 18. 23 5. 84 18. 90 4. 55 i 39. 20 33.24 41.08 12. 53 Minnesota . 8.48 26.79 4.38 23.22 9.30 *89. 37 42.30 45.46 21.76 Iowa . 4.62 22. 96 7.00 31. 57 6. 96 29.49 29. 06 23.01 29. 28 Missouri . 9. 92 19. 30 6.08 24. 14 11.01 26.96 41.47 42. 67 23. 53 North Dakota . 8.92 7.14 8.92 21.42 3. 57 8.03 16. 07 10. 71 16. 96 South Dakota . 4.72 26. 24 9.71 46. 71 17.32 21.52 41.46 32.02 45. 66 Nebraska . 6.18 ' 21.06 8. 54 25. 62 6. 77 30. 33 39.02 35. 05 30. 78 Kansas . 10.34 22.47 7.49 23.78 7. 37 28. 06 26. 99 23.06 19.50 Western Division: Montana . Wyoming . 14.00 54.10 35.00 30. 43 57.97 30.00 16.90 47.34 62. 50 37.68 57. 50 21.25 100.00 41.54 45.00 Colorado . 7.43 | 17.35 8. 26 16.09 8.26 29. 75 50. 41 26.84 41.73 New Mexico . 9.02 38. 34 7. 51 28. 57 48. 12 36. 09 38.34 42. 10 Arizona . 9.52 47. 61 9.52 61.90 9. 52 57. 14 71.42 42. 85 28. 57 Utah . 3.82 i 14.60 3.92 10. 35 5. 72 16. 31 13.38 7.42 4. 91 Idaho . 16.66 i 18. 66 12.00 38. 00 9.33 65. 33 61. 33 28. 00 23.33 Washington . 1.39 11.97 2. 79 24.41 2. 48 20. 21 40. 27 21. 92 15.70 Oregon . 10.81 21.99 6.00 22. 71 7. 09 19.83 37.86 46.39 32.81 California . 12.22 23. 49 8. 77 19.25 3.20 39.11 57.83 45. 30 20. 81 Table 27. — Private high schools and academies — Equipment, income, benefactions, and endowments, 1900-1901. 1942 EDUCATION KEPOET, 1900-1901. >> 4-5 1 SUSS S11I1S1SI °l0l°iii0 Sinn §o| flop qunomy 1 1111“ i gsrt“-3g- C J3 ^ 1 V r-T of rH H § •Sui^jod -9i sfooqog 1 132 22 21 56 10 OCIOHO^^HO* 1>iOHHHiO f § II1SI !§§iii§!3 °|00|88|° llllsi 3Q g o qiinomy t S8S|S sga|''“ssas Sv” 8" S +2 m •Sui^jod -9J sfooqog 8 i— < OHOOHMNNO WOCOHHU a> g ISlgg slllllill IsglillSl IlsaSS 8 J a a q qatiomy 1 sssSI §¥sgs||g| s'g¥|s§ss» ggS§S| •5So i— < v-» M »“ .Q TH r-T r-T o 13 B •Supiod -9a sfooqog 1,187 SS&3* SSSg^ggjSg ’-^0O33£Sg‘° 1 1811s ISsSSSlis n°iitssi ISIlSe £ £ « qutKraiy S ISIlS Jj-gogc-ggog rtVr SSSSSt” gs»y-¥ O 0) (y * 2-d a HO 13 •Sui;jod -9i sfooqog 1 °i:sso§Ht'g5S HCOOOJ^CO^OS^ o £> 1 SSM8 IllSSills °i08i811° iiigii +2 QQ o qunoiuy 1 o^cSSS SSSS SgS§ ”ra II s T— 1 £ •Sapjod -9i sfooqog S 3358S® I-1 SSSS’-'SS^S OCOOCD^OOiCOO lO O H ssisasssa llgglSIll Slllgl o s qimoiiry i 8 i¥l!S CO r-T SSSgSglll “'s¥Frt' gg^S9| B •Sm^aod -91 sfooqog | s ISlss J—i rd'a3 qunoray 1 ESSS1 sllrlfr °i°s°iiii sslill lli 1 S3«-» gVT eor-Trt t- ©©©©00C3rHiH^<©© t-» rH rH © £*• CO CO ill iiisinnii 00s000 „-CT-S-cfgSW rHVTg 0 5,581 177 4,860 NNH © O i-! © © O ©CO 03 CO III sIIIIISkISsI llll°S a-s sWgass-asa »-*-■ «s nil “s¥a HHNHOCO 4 11 10 26 gog goo^oogooooo 00=1=0 io i-T oo © © © © O! LO COrH^CO©g3lO-H 1 SS88S S8SS88S88 sllglilsl 883398838 OOMM*«*gNM rHeOOO'^rfrH^w'rH tSxS'*lOC?goSrf 0) 1 g 1 a ling gssga ISISSSSil lllllllll SiSi=lS§fs of of ^ of -cf CO l> © cfcf cfrH of-cft-f CO CO of of rf cf r-T © ■3 § § 2 §1111 oofx-V iisttiiSs mmm smniis ■2* 1 1 bg it 3 o E-< s ISIIs cfrH i—T 3000S5°!g§ :°°ggSS§S °gS300|&° © £ 1 nr glial ^00°00||! ;OOg0gOX|X ogoccooogo © 'S s i> of lllls Sooo°o^2 :0033S°g3 °S33S002S° it *!| S%o ill §S8 P<©;3 3 o H 1 cT lie!! rf,-f,4e&N ©COOOCO^gOO, OOgX|gg|| g0;0||00|0 6 a £ g iO ef 511S! 00,00^000^. co^oa^goo^g ooocoooxoo © 'S a 8 t> ill!! °^00^^|°S SsSgSfSSSSS §°g||°g|0 § 43 § *P o 43 42 a 3 £ ! g ! s 28518 ssssgs ssissSili slIlSlsll Sllllllll x'cOCO OSCCac'co'i— 'of rfcO mV rf ^ -*T cO~rf lO U3 TT tjT of COCO' © 1 a © 1 | g mil glass’ IssslSIll IIISSslIl §8811818* of of rg of t* if t-' of of of of ff of CO i-f of of of of r- T of r-T © a 1 S 1 88823 sssga 881831881 888818993 988888812 oo'r-l rl CO r- CO -CK of r-Ti-Tr-i 171 Ol Ol OI i-Tr-l CO r-T Total public and private secondary students. "3 ! § 1 g Hill 111111111 111881111 lisillggl |SKS« r-j l© -j< jO. rM CO O r-l I> tT 05 CO 05 1- OJ Ol ■ WCoV*lCCjlCr-l © 1 hoo C0^°«0^0000^ I g£ : ^ ® s !— S3S3 rl 1 I! A ooiftoiftooooooiq oo 5@ °°?j££ a 3 is !!s o ^ bs= pi sts St? I-S *g !i H oocooococoooooi OOr-r-^O O O !> 1-1 O O O rj- O O riooEi°gigi gsiisissr g0S00830ggcjS gssssass; s0a00§s°sll§ s°aais8Si' glsISIsSlall 3 S3 s' 8 2 S' S'" “S' s' S888S833388 r-T o~ r-T cociO S3S3!§5g§3S§ & s 3 ■ s s °°‘s a *4“°r® ilillgjilii ©■ ■3 iisiiesgiiss Oiq ooTacicTofiC ho’o 83!8$Sa2i!i "iO oTi> 00 « g I I |.2| 1 £ 2 2 II .ill i^lu lss=si55|l illlllillll •Hc.^>'o®g :=3 :c Q ~ S 5 ■'O o - | if! 1=1 lip £ J *£ 1957 I 3 EH SECONDARY SCHOOLS. In private institutions. Total private secondary students. ! Total. i g 11111 igssfss IlSisISlg §11111111 IliSal 1 ofof r-T«S ofcO COO cd'r-T-^'I-fl> cd'lO o oo of cd" of o d •3 a o 1 a lists SSSSf" lisslggSi -ggisilgg Sllsll r-T cd' r^OOVT® r-T of COr-ToT CO OS l-TrH t-T rl C'f ill is i : *** 2§ jgSS i {§ ;3 ig j of ~ : : • • ■ d 3 i ! ll-il CO ill is °§88 jS10^ ; 8 is i d 3 £ oc S3 <£ ilSii COr-T r-T :88S :§ •Hrt • l>* : 3S°£ i|*°g : 8 is ig i Secondary students in private normal schools. I s iO ■ iO • j o is :00g08||2 SggS ig d 1 o 1 of slls° of j LO • • O j1' :008033j|8 d 3 s 1 "8SI° cd* • ° ; • © j10 :008°3S8g :C IplI 1 fli-sgi p 2 2 S o & s iO 1 s00s,00i°g °i°|ssg|° isggss In preparatory depart¬ ments of private uni¬ versities and colleges. 3 o H 1 CC .-H O -rfi cdifa ofofof °s°s°°lli °sSSSSslS iillsi CO- of rtr-T x-Tcf r-Trd ■3 a 1 1 1-1 isllf 000-00^l °s°*«3i|8 ggiiss d ”5 a 1 2 1 o 8 SSSSS i£ co m cs r-T 1 °-°r°m °nisgg§a pins I % 1 1 u p. P 3 o H s § slBSI 0 0>CirH I> H rl (N llslllsll SI IS s 111! liSSSl 07 n r-t iO Q California . SECONDARY SCHOOLS, 1959 Table 41. — Number of secondary students to each 1,000 inhabitants in each State in 1901; also number of students in higher education to each 1,000 of population. State or Territory. Estimated total popula¬ tion in 1801. Total number secondary 1 students' in 1901. Number secondary students' to each 1,000 in- ! habitants. ! Total number | students j in higher education ! in 1901. 1 Number students in higher education to each 1,000 in¬ habitants. Fnired States . . . 77,262,743 736,000 9.53 1 239, 837 3.10 North Atlantic Division . 21,443,488 234, 252 HO. 92 70, 183 3. 27 South Atlantic Division . 10, 540, 535 58,915 5.59 28, 045 2. 65 South Central Division . 14,259,344 77, 529 5.44 29, 278 2.05 North Central Division . 26, 807. 746 319, 470 11. 92 97, 730 3.65 Western Division . . 4, 211, 630 45,834 10.88 14,601 3.47 North Atlantic Division: 1 Maine . 685, 700 11,284 16.22 2,388 3. 43 New Hampshire . 411,588 5, 839 14. 19 1,052 2.56 Vermont . 344,800 4,833 14.02 885 2.57 Massachusetts . 2, 856, 000 45, 213 15.83 15,209 5.33 Rhode Island . 441, 900 4,604 10.42 1,173 2.65 Connecticut . 932, 500 11, 336 12. 16 3,807 4.08 New York . 7,410,000 84, 524 16,020 11.41 22,926 3.09 New Jersev . 1,934,000 8. 28 3,138 1.62 Pennsvlvania . South Atlantic Division: 6, 417, 000 50, 599 7. 89 19,605 3.06 Delaware . 184, 735 1,369 7.41 118 0.64 Maryland . 1,204, 000 7,836 6. 51 5,372 4. 46 District of Columbia . 284, 100 1,833.300 4, 898 17.24 3,177 11.18 Virginia . 9, 150 4. 99 4,385 2. 39 West Virginia . 958,800 3, 793 3. 96 1,914 2.00 North Carolina . 1,914,000 9,503 4. 96 4.592 2. 40 South Carolina . 1,361,000 7,570 5. 56 3,153 2.32 Georgia . 2, 256, 000 12, 020 5. 33 4,902 2. 17 Florida . 544, 600 2, 776 5. 10 432 0. 79 South Central Division: Kentucky . 2, 178, 000 12, 349 5.67 5,212 2.39 Tennessee . 2, 020, 616 13, 821 6.84 8,241 4.08 Alabama . 1, 828, 697 7, 413 4.05 3,363 • 1.84 Mississippi . 1, 522, 900 8, 269 5.43 2, 495 1.64 Louisiana . 1.411.000 5,245 3. 72 2,381 1.69 Texas . 3, 145, COO 22, 063 7.02 5, 211 1.66 . Arkansas . 1,331.000 5, 792 4.35 1,456 899 1.09 Oklahoma . 398, 331 1.721 4.32 2. 26 Indian Territory . . 423,800 856 2. 02 20 0.05 North Central Division: Ohio . 4, 198, 000 57, 141 13. 61 14,328 3.41 Indiana . 2, 551, 000 32, 349 12.68 11, 754 4.61 Illinois . 4, 985, 000 49, 274 9.88 20, 731 4. 16 Michigan . . . 2, 445, 500 2, 103, 000 31, 909 13. 05 8,145 3. 33 Wisconsin . 22, 731 10. 81 6,645 3. 16 Minnesota . 1,804,000 17, 010 9.43 5,324 2.95 Iowa . 2, 267. 000 35, 360 15. 60 9,354 4.13 Missouri . 3, 153, 000 29,013 9.20 11, 3C6 3.59 North Dakota . 319,146 1,905 5. 97 586 1.84 South Dakota . 419, 100 4,587 10. 94 1,221 2. 91 Nebraska . 1,083,000 17,868 16.50 4, 432 3,904 4.09 Kansas . 1,480,000 20,323 13. 73 2.64 Western Division: Montana . 261,600 2, 425 9.27 205 0.78 Wyoming . 92, 531 530 5.73 56 0. 61 Colorado . 570, 000 7, 788 13.66 1,936 3.40 New Mexico . 200, 100 924 4.62 139 0. 69 Arizona . 122, 931 504 4. 10 100 0.81 Utah . 284, 800 4, 342 15. 25 363 1.27 Nevada . 42,360 611 14.42 206 4.86 Idaho . . 161, 772 682 4.22 337 2.08 Washington . 543, 000 5, 149 9.48 1,259 2.32 Oregon . 413, 536 4, 075 9. 85 1,770 4.28 California . 1,519,000 18,804 12.38 8,230 5.42 1960 EDUCATION REPORT, 1900-1901. Table 42. — Number of students in each of the leading secondary Secondary stu¬ dents. Latin. Greek. French. O < O I s t.' Jo CO >> Male. Female. Total. New York, N. Y . 3, 969 4.440 8,409 4,954 537 1 3,127 2,517 5, 353 3,016 69 2,063 De Witt Clinton High School . . 3,024 0 3,024 1,323 361 1,378 1,251 1,950 920 61 ! 457 Peter Cooper Hi ah School. 945 1,370 2,315 1, 600 105 | 858 832 2, 117 1,048 1 7 1 947 Wadleigh High School .... 0 3, 070 3, 070 2,031 71 891 ! 434 1,286 1,018 1 659 Chicago. Ill . 4,019 7,415 11, 434 6,451 ! 276 1, 805 2, 836 5,357 2, 947 138 1, 320, Austin High School . 161 261 422 306 7 34 160 215 131 14 59 Calumet High School . 121 191 312 206 26 43 76 116 94 51 Englewood High School. . . 368 831 1,199 856 41 109 ; 259 602 280 | 110 English High and Manual Training School . 644 0 644 0 0 75 0 317 190 89 190 Hvde Park High School... 566 1,176 1,742 1,276 76 429 432 738 517 10 165 Jefferson High School . 106 209 315; 213 33 28 46 ' 143 97 0 42 John Marshall High School 184 575 759; 376 9 | 131 128 ' 603 159 9 61 Lake High School . 78 216 294 216 0 34 87 | 131 88 0 46 Lake View High School . . . 361 844 1,205 589 28, 202 455 | 571 340 77 Medill High School . 187 282 469 262 8 42 128 ; 199 127 72 Northwest Division High School . 263 604 867 459 71 201 ; 329 197 125 Robert' A. Waller High School . 227 440 667 284 22 125 253 , 313 149 14 94 South Chicago High School . 145 280 425 204 5 61 104 l 228 66 2 50 South Division High School . 320 682 1, 002 432 0 273 258 331 205 0 60 West Division High School. 288 824 1, 112 772 21 148 249 521 307 118 Philadelphia. Pa . 879 2, 876 3, 755 1,195 32 1, 131 1,743 , 2,066 1, 116 327 971 Central Manual Training High School . 453 0 453 206 231 453 453 234 234 Girls’ High School . 01 1,669 1,669 1, 195 32 586 485 693 493 210 Northeast Manual Train¬ ing High School . 426: 0 426 169 240 409 170 93 239 Commercial High School for Girls . 0 1, 207 1,207 170 787 511 288 Brooklyn, N.Y . 3, 065| 5,074 8, 139 4.248 i 407 1.512 3,348 3,990 2,589 645 2, 030 Bovs’ High School . 1,306 0 1,306 1, 180 112 135 400 780 1 950 75 225, Coinmeicial High School.. 700 0 700 600 90 150 Erasmus Hall High School. 540 1,654 2,194 1. 558 250 574 443 822 ! 622 29 466 Girls’ High School . 0 2, 794 2,794 1, 169 45 738 1,101 1 1.484 J 571 512 638 Manual Training High I School . 519 626 1,145 341 65 804 814 446 29 551 St. Louis, Mo . 781 1 1, 560 2’ 341 2, 037 181 179 1,205 1,360 I 753 94 671 High School . 7i9| 1,354 2,073 1,801 181 1 179 1,205 1 1.208 684 81 606 Sumner High School (col¬ ored) . 62 206 268 236 0 0 0 152 69 13 65 Boston Mass . 2, 756 3,286 6, 042 1,708 570 2,825 822 2, 628 2,063 142 1,022 Brighton High School . 90 175 265 -90 16’ 85 35 94 62 0 46 Charlestown High School. . 104 263 367 91 1 17 116 23 86 86 64 Dorchester High School ... 195 365 560 139 321 95 260 j 185 105 East Boston High School .. 122 211 333 79, / 116 15 76 29 45 English High School . 902 o 902 20 461 94 497 287 16 1661 Girls’ High School . 0 1,149 1,149 215 6 705 209 347 I 238 0 223 Girls’ Latin School . 0 272 272 272 99 227 57 227: 87 0 45 Mechanic Arts High School 508 ~ 6 508 “ 0 0 282 378 I 269; 126 1081 Public Latin School . 577 o 577 577 1 349 349! 324' j 577] 50 Roxburv High School . 158 626 784 148 47 287; 207 227 155 120 WestRoxbury High School. 100 225 325 3 197; 80 112 88 50 Baltimore, Md . 850 1,082 1,932 1.470 64 155 849 1, 150 1,021 421 988 Baltimore City College .... 611 0 611 611 ; 64 155j 282 323 450 73 450 Baltimore Polytechnic In¬ stitute . 131 0 131 56 106 131 31 131 Colored High School . 48 160 208 208 208 208 208 208 Colored Polytechnic Insti¬ | | tute . 60 0 60 60 30 15 60 Eastern Female High 1 School . 0 366 366 166 206 134; 99 31 . 1 Western Female High School . 0 ! 556 556 485 305 319 103' 63 139 Cleveland, Ohio . 1,541 2,048 3, 589 1,902 155 877 2,274 1, 122 97 544 Central High School . 6391 723 1,362 801 61 386 933 409j 20 194 East High School . 338 487 825 | 398 30 150 514 265 17 100 Lincoln High School . 175 247 422 194 10 107 250 135 10 58 South High School . 148' 219 367 232 27 96 230 103 18 76 West High School . 241 1 372 613 277 27 138 347' 2101 32 116 Buffalo, N.Y . 1,294 1.654 2,948 1,408 79 204 907 1.884 1, 135 76 651 Central High School . | 695 913 1,608 808 25 54 451 1,254 595 17 232 Masten Park High School . . f 599 741 1,340 600 54 1501 456 630 5401 59 419 SECONDARY SCHOOLS, 1961 studies in the public high schools of the 50 largest cities in 1900-1901. s 6 be c bc>; bo o tc +1 bo c c "oQ >. 6 5 A *3) History, other than United States. United States history. z> > . 1 Sb g S-i . O £ i bib 0 £ be bo b0 Manual train¬ ing. 161 615 2,580 3, 761 4,861 6,405 7,701 7,423 467 416 103 508; 81 6, 118 57 161 74 1,072 975 1,893 1 728 3, 024 2, 942 82 7l| 46 246 47 1,746 0 541 1,508 1,508 1,690 2, 315 2, 315 2, 159 1 345 345; 34 160 34 2,069 0 1,278 1,278 2, 362 2, 362 2, 322 40 23i 102 2,303 57 704 4,424 1,895 1,379 3, 897 6, 789, 9, 113 2; 740, 965 762 ! 0 326 0 8, 889 123 866 21 221 213 407 407 170 18 18 61 336 0 8 65 9? 38 148 139 167 38 38j 202 0 89 21£r 123 321 1,184 333 82 82 65 828 50 0 129 0 317 317 317 317 300 iso: 0 129 0 40 0 644 644 48 621 54 56 621 696 1, 708 147 821 31 1,512 88 123 53 53 121 140 '307 103 31 31 0; 48 275 0 19 331 154 154 288 332 594 138 43 593 157 15 199 77 70 199 126 168 70 34 19 0 0 6 290 0 63 204 116 408 1,205 1,205 266 91 . I 929 25 186 96 160 '204 185 72 43 24 . 1 418 32 65 20 324 193 16 331 213 128 84 76 297 107 297 325 667 101 64 41 635 0 31 184 82 24 221 221 204 73. 62 62 410 0 22 346 102 41 354 756 221 90 61 0 38 ... i 0 787 O 108 454 210 244 300 1,076 1,076 217 104 22 1,030 41 0 521 1,115 245 748 1,383 2; 780 3,360 1, 875 651 406 581 694 604 862 488 862 234 213 . 213 113 453 453 129 113 113 113 453 453 194 245 245 365 i 589 1,669 1,669 919 245 93 146 170! 170 170 239 ■316 93 93 93 93 93 409 409 511 511 488 999 511 200 200 488 488 511 488 773 1,213 1,629 1, 568 2,458 4,533 5, 363 4, 973 1,561 1,275 227 1,187 450 6,304 606 1,145 125 450 450 450 480 1,306 1,306 650 580 580 970 500 700 ! 700 500 200 200 150 700 200! 700 250 0 29 85 437 437 291 1 , 558 1, 558 1,030 484 179 54 66 31* 1,581 0 345 635 673 . 635 693 548 654 1,648 222 222 386 196 1,925 356 274 43 69 46 494 421 1, 145 1,145 75 94 23 35 23 1,128 1,145 299 59 0 954 891 2, 341 333 442 32 38 39 106 829 268 255 59 904 800 2, 073 289 ’ 404 39 43 561 44 0 0 50 91 268 44 1 38 32 38 63 268 268 796 159 581 2,020 1,114 2, 612 5,898 i 4,677 465 836 j 379 1,664 369 3, 723 740 552 40 0 25 109 25 18 256 1 216 5 41 26 69 26 217 81 0 85 75 136 86 35 317 265 22 60 36 128 36 283 126 0 85 66 183 110 560 I 525 20 60 45 300 45 500 43 76 176 76 23 310 333 43 33 139 38 287 165 398 229 229 902 | 853 24 162 420 654 193 0 183 304 216 1,146 1,146 764 114 186 92 260 92 822 409 0 27 0 85 33 0 272 272 33 0 0 0 0 0 1 6 28 508 508 221 156 151 508 508 | 159 270 167 577 577 435 56 j . 109 61 261 99 48 725 502 35 96 65 247 55 363 124 48 18 98 73 28 325 291 37 101 89 44 186 63 180 258 320 763 1,760 1,488 667 399 21 926 75 1,762 191 155 0 200 611 I 523 323 49 0 450 0 611 0 31 75 100 75 1 131 75 75 131 131 208 208 208 208 208 208 208 208 37 28 15 23 37 15 15 60 60 63 78 23*2 366 181 36 52 21 75 75 267 180 180 485 422 63 103 485 . 1 ° 234 519 635 233 191 2,013 2, 220 427 0 273 164 453 121 1.601 284 63 233 280 94 50 694 159 1 106 26 127 574 123 17 153 201 30 39 825 515 87 61 22 105 408 66 26 40 39 24 393 312 41 21 25 74 28 202 12 48 49 29 23 182 182 49 0 30 62 62 62 164 | 20 116 45 1 66 50 79 I 613 517 91 55 29 85 31 253 75 128 ,J 477 116 189 566 1,056 1,059 871 230 272 87 166 0 380 1 52 ! 289 1 45 110 268 77 80 298 230 112 87 87 0 j 223 0 76 il 188 1 71 79 298 ! 979 979 573 160 . 1 79 1 157 1 . 1 1962 EDUCATION REPORT, 1900-1901 Table 42. — Number of students in each of the leading secondary studies in Secondary stu¬ dents. Latin. | French. German. Algebra. >, 2 o Trigonometry. X *0Q jJ o © Total. San Francisco, Cal . 637 1,061 1, 698 1,040 98 285 1 172 1, 055 477 34 1 354! Girls' Hish School . 0 550 550 268 20 85 63 285 160 0 75 Lowell High School . 402 225 627 627 70 45 25 ' 386 150 12 95 Mission High School . 115 231 346 145 8 75 24 259 114 5 55 120 375 80 60 125 53 17 129 Cincinnati, Ohio . . T. . 990 1, 340 2, 330 1,749 208 458 285 1, 98S 487 1 138 j 285 Hughes High School . 255 322 577 429 76 74 128 290 131 30 57 37 72 109 104 33 54 31 6 16 Walnut Hills High School . 388 576 964 670 90 260 1 964 130 50 130 Woodward High School _ 310 37C 680 546 42 91 157 j 680 195 52 82 Pittsburg. Pa.: Central High School . 401 310 711 592 58 I 290 ! 398 274 31 319 New Orleans, La . 302 689 991 534 15 667 j 0 700 437 4 333 McDonogh High School, No. 1 . 279 C 279 196 0 137 0 235 44 1 ° 96 McDonogh High School. No. 2 . 0 394 394 198 314 320 207 133 McDonogh High School, No. 3 . 0 245 245 67 0 216 151 81 Southern University and Agricultural and Me- chanieal College, High 23 50 73 73 15 73 35 4 23 Detroit, Mich . 1, 163 1,666 2,829 928 94 j 357 581 1,189 614 36 351 Central High School . 769 1.139 1,908 743 67 1 310 1 422 816 484 13 268 Eastern High School . 140 180 320 67 4 25 95 161 40 3 21 Western High School . 254 347 601 118 23 22 64 212 90 20 62 817 846 1.663 668 97 501 737 358 51 219 East Division High School . 285 245 530 220, 16 201 ! 239 , 120 23 78 South Division High School 202 205 407 183 40 107 j 198 ! 133 10 51 West Division High School . 330 ! 396 726 • 265 41 193 300 105 18 90 Washington, D. C . ! 1.255 i 2,096 : 3,351 1,437 98 511 652 946 775 129 546 Business High School _ i 310 437 747 Central High School . 433 : 587 i 1, 020 480 20 251 327 ! 388 336 76 198 Eastern High School . 153 312 465 335 40 101 96 i 185 170 27 98| High School (colored) . 205 535 740 450 15 168 277 194 6 ■205 Western High School . 1-54 225 379 172 23 159 61 96 75 20 45 Newark, N. J . 83 8 989 1, 827 785 71 68 833 ! 985 679 56 193- High School . 584 924 1, 508 747 71 58 820 I 868 646 35 1 135! Kearnev High School . 20 44 64 38 10 13 47 8 1 8 Newark Technical School . 234 21 255 70 25 20 50 Jersey City, N. J.: ! High School . 259 661 920 159 59 115 494 133 1 103! Louisville. Ky . 714 937 1,651 1,150 150 305 701 956 SIS] | 261 531 Bovs’ High School . 381 0 381 381 j 150 136 214 290 177 123 137 Central High School (col¬ ored) . 65 184 249 100 S4 44 Girls’ High School . . . . 0 / d3 753 753 163 354 417 439 103 237 Manual " Training High School . : . 268 0 268 16 6 133 1 149 118 35 113 Minneapolis, Minn . 1.223 1,875 3,098 1, 511 494 573 1.594 ! 1.142 ! 796 Central High School . 612 867 1.479 755 310 240 620 500 390 East High School . 236 34l! 577 303 65 125 ! 270 240 1 215 North High School . 169 310 479 175 40 83 ! 384 183 80 South High School . 206 357 563 278 79 125 j 320 ! 219 1 ill Providence, R. I . 781 1,023 1,804 796 203 623 306 1,077 475 27 640 Classical High School . 227 136 363 363 134 132 53 281 13? 86 English High School . 170 561! 731 200 0 319 65 380 154 0 183 Hope Street High School .. 168 244 412 233 69 147 51 ! 186 117 90 Manual Training High | School . 216 82 298 25 137 I 230 -i 27 281 Indianapolis, Ind . 1,104 1.554 2,658 1.021 31 1 82 51 i 1.576 839 54 Manual Training High School . 656 633 1,289 265 13 16 292 808 442! 39 Shortridge High School.... 448 921 1,369 756! 18 * 66 219 768' 397 15 272. Kansas City, Mo . 1.320 2,270 3, 590 1,513! 69 396 850 2, 135; 1.761 128 420 Central High School . 549: 1,125 1, 674! 835i 66i 226 332 933 716 105 176 Lincoln High School (col¬ | ored) . 79 152 231 ! 0' 11 i6i; 39 0 39 Manual Training High j 1 School . ] 865 1,492 452 0 165 482 946 9461 23 169 Westport High School . i 65 1 128 193 - 3 5 25 95 60! 0 36 St. Paul. Minn . 909 1, 131j 2, 040 1.472 52 267' 603 1,144! 652 35 280 Central High School . j 453 689' 1,112 987 26 196 354 564 304 112 Cleveland High School 56 124! 180 129, 19 . 34 123 52 18 Humboldt High School.... 68 158 226 126 7 18 45 114' 103 52 Mechanic Arts High School. 332 160! 492 230 53 17C 343 193 35 98 Rochester, N. Y.: High School . 544 620! 1,164! 9381 147, 51 151 908] 3071 I 15! 336 SECONDARY SCHOOLS, 1963 the public high schools of the 50 largest cities in 1900-1901 — Continued. OB bp 5 bC jV X Sh bo N £ . >> u 09 >> o English litera¬ ture. History, other than United States. United States history. I A 1 §>| h bib 24 n O c3 l £ bo i ii o bo Stenography. Manual train¬ ing. 308 312 0 87 0 1.604 1.604 1,204 286 294 0 0 ! o 1,329 - 95 o 72 0 550 377 78 78! 0 0 0 1 550 118 159 627 627 627 50 93 1 386 58 88 252 252 200 54 52 218 3/ 0 o 0 0 104 71 0 0 0 175 488 532 1,-352 2.001 2,300 533 156 91 305 0 53 98 98 ' 233 112 24 31 45 0 16 44 49 74 109 27 6 0 140 390 390 390 700 964 190 110 20 120 73 680 ■ 6S0 6S0 204 22 34 140 70 76 50 332 180 711 66 369 60 26 645 l 212 356 0 298 397 634 509 891 4 200 44 172 0 911 23 44 139 0 0 139 139 140 235 0 44 44 140 0 279 0 74 74 187 187 320 207 394 74 394 71 143 72 71 152 223 0 71 0 0 0 223 0 23 0 39 23 11 39 4 11 32 15 23 242 294 13 318 70 2,165 201 1.549 293 139 71 379 370 139 0 140 201 13 210 20 1,567 98 1,121 118 48 26 191 151 139 21 21 '242 0 19? 13 6 6 68 18 0 81 • 93 87 43 356 103 236 162 85 39 120 | 201 82 334 115 118 385 432 408 418; 93 36 17 49 j 604 36 221 ' 84 27 95 145 161 139 28 9 301 36 84 16 83 34 39 102 1191 213 951 15 11 ' 17 31 187 65 36 I 167 54 54 i 167 1 168! 34 j 184, 50 16 18 116 72 441 0 229 260 ! 159 659 3,219 1, 779 78 0 291 857 291 j 1,968 747 174 747 1811 181 747 181 47 747 0 153! 57 65 957 583; 41 678 162 54 0 ii 20 0 | 465: 465 325, 21 0 6 6 0 380 0 159 0 ; 159 | • 159 | 159 : 194 740 471 0 0 110 110 110 630 12 75 2] 16 310 219 16 233 0 178 59 95 582 1,539 1,523 543 156 29 46 225 74 1,223 336 113 56 95 551 1.508 1,508 496 140 16 37 216 74 1,059 336 5 3 31 31 15 47 16 13 9 9 64 0 60 100 130 49 i 21^' 62 167 308 920 97 24 35 7s| 64 687! 362! 131 202 202 i 261 1. 004 927 933 26 49 1.021 268 62® 139 318 103 i 37! 26 50 45 100 26 26 202 202! 1 202 ! 134 439 650 753! 61 105 I 1 127 62 125 80 23 2 - 268 291 86 86 1 284 2,413 348 1,577 166 ! 142 57Si 350 160 50 50 200 1. 270 160 800 75 100 320 166 41 15 10 24 518 59 420 33 112 62 44 8 42 410 ( . 8 202 22 18 75 61 46 14 18 18 217 91 155 36 24 71 61 227 | 240 0 366 59 870 1, 680 813 18 j 229 67 299 29 530 126 292 76 139 363 363 195 52 64 39 6 119 39 128 640 331 0 , 163 52 126 . 29 1S6 126 0 19j 64 92 20 379 379 212 18 15 51 ! 0 68 ; 137 16 298 75 66 122 I -292 292 293 39 i 'I 144 62 1,308 208 1,046 92 I 378 56 350 . 660 367 1,019 178! 39 45 62 62 491 ] 139 56 270 441 277 1,019 115 ii 1.308 146 555 92 | 239 80 219 “so 287! | 450' 381 1 274! 713 ’ 1,202 521 1. 587 338 650 130 411 0 1,471 44 41 117 212j 133 92; 446 853 295 897 222 404 130 87 | 264 44 0 31 23 0 - ■ 115 i 39 31 46 31 115 0 0 0 46 0 130 189 238 130 ; ii3 256 169 560 71 7 N 0 ! 320 0 1,089 41 9 26 10 29 39 54 26 84 14 53 4 77 0 121 40 63 100 118 j 632 211 | 1,292 166 ; 101 . 260 889 412 30 40 63 39 49 ! 144 105 627 81 55 . 148 174 21 24 25 1 163 21 109 17 11 56 6 28 37 44 1 139 43 160! 22 134 0 42 ! . 1 1$6 42 39b 46 46 92 525 49-2 47 1 181 30 0 420 1 103 ! 60 100 0 1964 EDUCATION REPORT, 1900-1901. Table 42. — Xumber of students in each of the leading secondary Secondary stu¬ dents. ■g i Ji ; < ; t i-i | O j OD 0 *53 I bp i >. Female. Total. Denver, Colo . 975 1, 428 2, 403 1 1.289 86 I 396 690 1,207 870 ! 102 535 High School ( District No. 1 1 828 528 856 596 73 115 166 373 169 37 215 High School i District No. 2 > 198 317 515 283 13 j 133 163 258 228 26 95 Manual Training High 256 213 469 168 24 128 328 331 39 133 North Side High School ... 170 342 512 197 124 228 210 j r» South Denver High School 23 28 51 45 5 38 20 . 15 Toledo. Ohio . 1 . 482 894 1,286 607 27 230 355 | 667 204 17 93 Central High School . 452 740 1. 192 - 547 27 230 320 ; 578 204 17 93 30 64 94 60 35 89 Allcghenv, Pa.: 252 377 629 262 36 j 175 186 1 105 19 61 940 1, 115 2, 055 1,226 50 211 486 1,039 593 . 182 Central High School . 299 360 659 ! 336 18 82 : 185 200 192 . : 65 East High School . 266 311i 577 ; 350 14 57 ! 144 j 248 154 . 1 45 404 741 ; 509 18 72 ; 107 ! 553 ; 233 7> South High School . 38 40 i 78 31 50 38 14 "Worcester, Mass . 709 963 1, 672 642 1 104 I 758 ! 370 616 ! 566 31 237 Classical High School . 317 393 710 ! 556 104 I 272 ; 147 280 i 255 i . * 38 English High School . 392 570 962 86 j 486 ; 223 336 3H 31 199 Syracuse, N. Y. : High School . 688 925 1, 613 1.047 51 ' 183 353 576 542 15 303 New Haven, Conn . 634 658, 1, 292 j 525 91 | 106 480 489 593 35; 225 BoardmanManualTraining | High School . 315 238 553 1 105 J 256 : 240 166 7 40 Hillhouse High School .... 319 420i 739 j 420 91 106 224 j 427 28 185 Paterson. N. J.: | 249 262 3S2 644 ! 255 35 402 300 96 ' 20 80 Fall River. Mass.: 379I 660 B.M.C.Durfee High School . 281 325 70 201 72 ; 352 1 251 6 36 St. Joseph. Mo . 290 525i 815 j 465 60 40 190 ! 430 108 34 97 High School . 483 1 760 410 39 40 i 190 [ 375 96 30 85 High School (colored) . 13 42 55 55 21 55 12 4 12; Omaha, Nebr.: I High School . 591 861 1, 552 555 57 100 420 1,165 , 591 25; 140 Los Angeles, Cal. : i High School . 709 1, 0O4; 1, 713 632 38 154 106 717 332 35 229 Memphis, Tenn . 129 397 1 526 1 145 , 400 141 . 63 High School . 114 326 440; 145 ! 328 112 . 50 Kortrecht High School (colored) . 15 71 86 72 29 . 13 Scranton, Pa.: i High School . 346 522' 868! 391 50 40 248 ‘ 222 ' 219 21 102 Loweli, Mass.: High School . 389 484 873 306 41 410 55 298 133 9 258 Albany, N. Y.: High School . 306 451 757 1 522 56 75 181 ! 371 291 20 212 Cambridge, Mass . 6011 709 1, 310 674 • 150 ! 598 i 175 ; 541 302 6 177 English High School . 159 451 610 i 182 1 286 70 209 69 . 92 Latin School . 234 258! 492 492 150 190 103 j 252 145 6 44 Rindge Manual Training ! School . 208 0 208 0 0 122 2 80 88 0 41 Portland, Oreg.: High School . 364 340 195 561 202 38 218 Atlanta, Ga.: 554 918j Bovs' High School . . Girls’ Hiedi School _ 0 520 520 360 210 J 350 90 Grand Rapids. Mich . 571 846 1,417 649 20 70| 416 ! 918, ! 355 22 130 Central High School . 465 691 1. 156! 513 20 64 353 769 322 22 130 Union High School 106: 155 261! 136 6 63 149 33 Dayton. Ohio: Steele High School . 523 623 1, 146' 538 20 158 445 579 500 7 131 Richmond. Ya . 1 327 842 i; 169 520 0 76 181 656J 223 0 254 High School 257, 571 828 520 76 181 403 135 . 183 High and Normal School (colored) . 70 271 341 0 0 0 0 253 88 0 71! Nashville Tenn 163 402 565, 434 9 58 381 1 153 . 71 "Poorer School 111 289 400 269 9 58 222 111 . | 40' Pearl High School (colored ) 52 113! 165 165 159 42 . 31 Seattle, Wash.: High School . 307 493 800 396 89 145 355 214 . 148 Hartford. Conn.: High School . 436 476 912 476 84 386 185 323 266 18 126, Total United States . 43, 686 65, 343 109. 029 55, 247 4.790 20,096 28, 611 57, 643 33,930 3,488 20,632' Male . 23, 867 i 2, 85d 7.189 11.7981 25, 282 15, 629 2,099 9; 120| Female . 31,380 | 935 12, 907 16,813.32,361 18. 301 1,389 11. 512| SECONDARY SCHOOLS, 1965 studies in the public high schools of the 50 largest cities in 1900-1901 — Continued. Chemistry. Physical geog¬ raphy. Zoology. Botany. Physiology. Rhetoric. English litera¬ ture. History, other than United States. United States history. j Civil govern¬ ment. Commercial law. Bookkeeping. Commercial geography. Drawing. Stenography. Manual train¬ ing. 228 429 793 101 911 1,829 1,864 265 £ 91 186 1, 747 683 143 365 365 101 26 704 697 143 143 64 713 61 197 193 500 429 47 142 80 408 80 228 225 295 469 460 13 J 36 455 469 4Z 64 61 150 240 56 85 120 214 9 15 22 6 38 6 . 4 6 6 51 54 58 22 321 0 1,061 251 452 124 124 86 86 0 0 0 54 58 22 321 0 981 211 402 124 124 86 86 0 0 0 80 40 50 50 28 63 46 201 17 . 184 47 184 17 105 124 102 147 114 391 435 301 220 388 88 187 209 1,011 143 0 56 31 45 42 42 159 76 134 85 174 47 73 80 265 135 31 67 31 47 33 107 64 60 60 23 39 44 296 18 26 26 58 26 125 270 77 75 135 18 67 65 415 0 13 25 13 19 8 20 35 8 153 45 70 484 933 1, 502 290 108 21 101 101 247 202 176 9 176 569 101 21 21 83 48 120 61 308 933 933 189 87 101 101 164 202 128 200 122 114 363 33 87 320 249 280 327 18 1,056 1,128 723 178 72 175 61 553 553 90 130 240 553 553 336 4 18 553 553 159 150 87 87 18 503 387 174 54 175 61 80 120 51 20 644 80 50 50 60 110 50 550 35 35 33 46 47 0 638 638 299 112 69 18 90 26 87 31 86 76 29 0 32 127 815 815 284 63 54 15 40 0 0 30 0 72 29 0 32 100 760 760 250 50 50 15 40 0 0 30 0 4 27 55 55 34 13 4 125 91 120 120 900 1,495 1,495 1, 075 123 50 132 120 167 357 310 205 310 1,030 520 146 168 103 255 220 1,100 96 146 208 50 194 ! 358 38 62 112 174 50 174 328 38 34 . 34 34 20 30 88 52' 44 828 828 241 28 55 168 74 154 170 0 118 109' 36 104 197 98 336 101 160 124 109 109 19 124 122 61 259 172 190 314 102 102 56 594 575 184 172 47 405 705 1,132 661 88 32 51 350 37 184 72 172 47 172 488 488 258 50 22 51 166 37 0 102 171 65 492 335 0 10 62 152 152 68 38 10 184 184 193 184 154 368 342 ' 298 192 192 119 340 42 150 150 520 520 440 16 42 96 115 136 354 152 453 421 792 443 64 64 270 734 6 86 83 . 264 105 378 130 613 337 64 64 179 588 29 53 90 47 75 291 179 106 91 146 0 136 202 244 229 244 1,146 1,146 801 130 102 23 27 67 158 539 0 0 189 481 226 740 29 76 34 160 0 0 54 0 112 315 160 390 138 487 34 34 160 54 0 46 224 0 0 29 91 88 253 29 42 0 0 0 0 0 62 283 64 184 177 215 31 565 90 0 43 219 184 127 127 400 90 0 19 64 64 50 88 31 165 0 231 60 51 239 130 257 110 97 519 86 39 46 40 30 32 147 912 261 60 60 101 250 154 10, 158 14,913 11,459 18, 466 24, 468 60, 143 67, 314 51,614 10, 109 9,495 3, 126 11,830 3, 003 53, 234 4, 297 10, 146 4, 614 5,804 4, 577 6, 922 10, 538 24, 028! 27, 611 20, 816 S 4.077 4,301 1,407 6,172 1,24121,531 1,271 7,459 5,544 9,109 j 6,882 11, 544|13, 930 36, 115 39, 703|30, 798 1 6,032 i 5, 194 1,719 5,658 1,762 31,703 3,026 2,687 Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 . 1966 EDUCATION REPORT, 1900-1901, •snjBJBddB ogijuoios pm? ;9jnj -xujnj ‘sSuipiiriq ‘spunoiS jo 9np?A 1 1 1 : 0 • •9IT?Jt ■ i 5 . HI •9JBUI9J 2 O t-H • • ^ T— ! •9p?K C5 > \l !| i-i ; c 91 ~ CJ 5 ^ ■pq if p :s :«! ;1K PQ Jf :2-i i ; j’S : • 052: \% Us is 4°= I* Ivl A il ' "0 • £ . c ;K ;< i 1 g : ;-■< j ■ >-.2 'S3 i »H Name. Southeast Alabama Agri¬ cultural School, third district.* Seventh District Agricul¬ tural School.* Hi ah School . * 1 -Z :± T; X :1 02 Q — 'C bp |j p 11 y : ~ 11 i ; j 1 = • fllJ ^ |x 8 i-SoUc iji-ir C 5 1 c T 1 1 1 . do . Southwest Alabama Agri¬ cultural School, second district. g X If O 1 02 - ALABAMA. Abbeville . Albertville . Alexander City.... Bell . ■ 2 || a ; : ;r 3= § f| £-£ ©s: :l g . jd 1 'S 0 • | ill ; 0 « ® 0 0 1 i 1 £ aj s j| •| 2 t-M !N CO— SECONDARY SCHOOLS, 196 8111111 11 NMVci ,-T© • -o o o so ^ CO 0,0 83 3 j CO t-H • rH iC O j o 03 — i - COOl oo o j - - : 03 ° ; I> o o o O O j tO 20 ! *> j tH • 0 ^ • X • « - LC 03 • lO ■ lO H O CO *(MHC1 *o t^ocooogjoc, |g*H00 S3&33 § ^°° °S °3S0308S03000300£3 SoSoooo^ ggggog «ggJ5g §5 gs°° oo 0Sg030S3°3000S00S3 “gJSSS00?^ *°§3Si88 ooc^3 « S:00§ §g §j&»8®gg®g^3S,0,0&,033 S3°°333 S*0””51 3 S*:8S g° °Seo3SggSS,-‘:t38®,',,§ife8 OOO^OO^^ O^OOH^ ooooo o ©© ohohohNoho|.oocooho HHHHNHHM HNriHMM rtHHHH T-i HHNH T* T-i CHHHH^HHnHMNHnr-lrlHH ft ft ftft ft ft ft-rj ft-rl ftr-( ft— n-j ft ft ft ft ft ft ft ft' ‘ - ftftftUftft c-J ft^ ‘ p,a a ft-^ &, ft* PPQP fi= QfllfiQqoIfiqpQflfiQflPQ k3S3'H = ~0 g^IOCOcQ^Sft ^h.5& c^Z-3: 3 53|5& J £ ~2 :2| glil* i - -;hcc I ^ ^o< fcair^ Is' ■=I|8 SI «S(-^ s,= jiJS •§£§£: s 111 ,= 0-.|slHSI3 tfesw sa«asso*nk«»B*B» a «£ ®!o«|dri&“;°^|-iga|a SiS4«»444:^Si34mtfld i i i|| if : | : ; ill J i i : : :^S|^ : : ■* i iii-Cl!J i 8 ft «a c i*J|l SJ?I i iggsSSSSi. jfljll := lull Ilf fcZCZOZOft! Sc:!|i§ !&f|s | 1 |ga ■Sg I 5 cii-os^ So>,Su — — i o> — o 3 « ZS-SS - o co c 42 - ° c 3 0. • o S : :s ||>§f ,«>*< b s 8>3J U i-gtafls i&MiSSliUMlMM 23333S3 S33&S5 § 2?^ 33 gSSf^SSSSSggggjgtSgg * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1968 EDUCATION REPORT, 1900-1901 •snlBanddB oynuaios pun ‘am; -raanj ‘sSuipimq ‘spiinojS jo anpuA « 1 1111 Ill g ssa~ 15, 000 34,000 30, 000 1,200 2, 500 •AjBjqn aqi m saumpA jo laqranM s 1 |8S» ill 1 11 §ss •[[up Arautpn m JtaqniaM © •sanaA hi asjnoo jo mSuaq 2! COCOCOCO CO 04 CO ^ C4 04 CO CO College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •apeuiaj 2 .H '®Nt1 M CO CO | •a[«H CO • O CO o o CO O 04 j Gradu¬ ates in 1901. •aiBiua^ © 'I>LOH CO o CO CO rH © •ai«I in 1C • © ^ O o © © 04 rH 2 Students. Preparing for college. Scien¬ tific course. ■ai^maj © HOIC j • CO © © © • •apK fC I> 04 04 CO ■ j © © 04 CO j Classic¬ al course. •apnna.j s* O 04 GO • © • © CO ■ ^ rH CO • •a[BK £ rH 04 © j 04 • CO © j © rH 04 • "Ele¬ men¬ tary stu¬ dents. •apuiaj © o ^ooo ooogoo oo ooo •aiBj\[ © ° 8°°° 000gS° 00 tjo° Second¬ ary stu¬ dents. •ainuiaj 30 •a[BH 5S ®SSLO Second¬ ary in¬ struct¬ ors. •apcuiaji © rH OHHO O t-H H O O 04 04 H O O rH •aiBK 04 H 04 04 rH C4HHHHH rH HHH Depart¬ ment or in de¬ pend¬ ent. -d a a a a aaftoJ a a a a a a 5 qpgqpq qp i 'S 1 fO A. G. Seay . Prof. J. L. McKenney _ L.C. Pratt . W. F. Trump . G. W. Trenholm, Ph. B., M. S. .T.M. Sanders . ; 3f II > | ; c >tE ic ;d Ii. A. Clayton . Geo. Blount . A. J. Matthews . !c jj >< E. C. Dunbar . 1 Name. Fourth District Agricul¬ tural School. Academy . Graded School . High School . High School (colored) .... High School . _ flo _ > c ! 'C : 1 ! • sz • : &•' : al 1 J P 1 ■o OX3 x : *f3.SP * : pw tc ; L :-c p i . do.* . | State and post- office. - ALABAMA— cont’d. | Sylacauga . . Trussville . Tuscaloosa . Tuscumbia . . do . Union Springs . Warrior _ ’ ££ ill IS rl Woodlawn . ARIZONA. Phoenix . Prescott . ARKANSAS. Benton _ I Booneville . 3 8853 Wolfe SECONDAKY SCHOOLS. 1969 © o o o o © © o o © CM 00 O O O ooooooooo OOOOOOOOO ©OlOCOOOOOO rr cT OO OOlOOOOOc ooooooooo - )LOOOC - > © © iO c r 00" © of 10 cT > 00000 00000 OOlOLOlO 000 00 000 OOUDOOOOO OOOCMOOOOO 000 000 o © o OOOO OO O O r- iO OO rH 00 rH CM tO lO ! 0 O :§2i • T— T 1,975 O O CO 300 58 1, 200 75 . _ O O O O cc^ O © O O lO iO O OS O CO CM i> OH© rH COOlOO CJ CM CO CO CO CM CM Tt< CO Tf ^ ^ CO ^ ^ CO CO CO CO CO COCMT^COrH^CM^Tf CO CO CO CO CO rH CO CM ^ COCO rH 00 coco CO CO CM O rH © I> 10 CM Tt< O © 10^ - 0 O CO O CM © 0 rH CM CM rH I> CO ^ ^ to 10 H^O II 91 9 II to CO rH rH rH rH rH 00 O rH ^ CM O rH rH 10 rH rHI> 0 CM O CO O CM rH CM CO rH ©I> CM rH CM CM CO CM rH ■ O CO 01 8 CM CO 0 O O j CM SI I O CM CM © O • • © CO 10 0 CM Tf< CO iG> © © rH I> • CO CM 15 CM hH © O OI> lO ^ ! ! 0 o' iO Tj< CO rH CM CM O iO • O CO O rH CM O CM rH 00 O^OOO lOOOOOOOOO OOOOOOOOO OOOOOOOOO HON^ ©OOOOO 000^000000 iCOOOOOOOCM OOOOO uO 000 ooooooooo oot^o ^OiOCOCOiCCMOiO COtN^ClOOOOiOCO ©H00i^©CC©© ^OiOCOr^l>OiO(N © H< © ' CM CO CM CM HJCO©©GO O O O 1-1 o lOHOONO OHHHOOOHO «D © 1 OOOOOOOOO Q Q Q) O OQftQfi fifififiQOQQft fiOfiQfiQflfiQ QftQQQQQPQ QflQQQQQQQ PfiPfi c 5 ® & ^.S^d E-l § H B B ® • ■ : m fl 53^5 I -3 o c< g^. 1 ca .h.h j..' Sh ; SfeX laQOWW ^WHB m <5 wgW; ^ .,rC S HrH ' a s.tj %>% j W f H 02 H ^ pq'B^Q^HPatfB 52 a :s O ' • sggs“is • §aa's«g>® . • . . _*Bpqco ^ p4 B ^ 02 B B § a *.s ii ►-i W BSg| o -«a d *.* *. • fl 6 6 o o 03 *73 'U r^> *73 O "3 § 02 . 02 ;a. 2 d 2 — 1 rd a) 52* * >s52d *■< o -“ ‘ ' 52 02 ^ 0 02 , gS w ^d O 52 3° £g XI ,bco o dB 2 2 Gfg<» o o'S^'gS® o 06 o 06 'g“™ >sX d -o x d d kx £ oxdddddd $2 x o5xx,0'0"1xp o gbojostc; ;ofcCo'2'fca0! I • • • Idlg3l=!bcbc: ;52bcc3'J S :oS : :©Ha S : : : : : :£ph ©S@ O 2 ;xco ’S-g.SPx- ®oW ^ XX.Wi boo. 0 9 9' _ n 1 xKbb <1 c^_ „ 02 O P'S — oB o SXflX .*W: .. . Q o d^T3^ 52 02 o d a p -o d x d : o3 o g g *> Charleston . Chickalah. . Clarendon.. Clarksville . Clinton . . Conway _ Dardanelle . Dover . Eglantine . . Fayetteville Fordyce - Forrest City Fort Smith . _ do _ Gravelly .... Green Forest Greenwood. Hackett .... Hamburg... Harrison ... Heber . Helena . _ do _ Hot Springs . do . Huntsville . Jonesboro .. Judsonia .... Lagrange..., Leadhill _ Little Rock. _ do _ Lonoke . Magazine... Magnolia... Malvern.... Marianna .. Melbourno . New Lewisvi Newport _ . do . . Osceola . . Paris . . Perryville ... Pine Bluff . . . 00 So oo 08 oo lO © l> 00 © O H CM CO TfLOONOOOJOHCM COHiO ©D OO© O r CO CO 00 00 CO Q O C5 O) OOOOOOOOO OOOOOOOrHr- j CMCOH^©©t>0000 H CM CO hH CM CM CM CM ED 1901 — YOL II — —48 * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1970 EDUCATION REPORT, 1900-1901 ! i -snnuvtddi? ogniiaps pus ‘ami -uunj ‘sSuxpymq ’spunoj.8 jo oujba 9* iiiiiiiiiiii ^ o iaco stTi-Ti-i © ci'o'as' 34,750 i •^aBaqn aqj ui saxnnxoA jo mqxnnxj ! PH j Tp T* Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •aitsxnoj 2 • CO • (M • • rH j j © HNCO •»[«K £ - : • © ; tp • • © • • CO CO o© =|«g sJS 0 as •a[Btn9A 0 © • • © ■ Tf Tf j CO ;«HH pH CO • ■ O ■ ^ CO • O -lOHH © rH CO © © Preparing for college. Scien¬ tific course. •aiBxnaA a v 11 =5X1 CALIFORNIA. Alameda . Alhambra . Areata . Arrovo Grande _ Auburn . § ssssissssssss 'sasss fill II as SUSS II ill KS lOLO SECONDARY SCHOOLS. iiii iiliii o-o^r 1971 Iiii i cocc I I rr lO CO mil i • ‘ggo o i linn sii iiiiigiisiiiiiiiiii i isiii i rH Of Of tH IT? rr CO rH rT ' ro co rH rr - > rr -31 CO rH rH ' ^ ^ :MO rH O rH O 03 rH rH 03 O CO • • rj« 03 CO « : ^ °^gg 03 • O *0 03 1-1 • CH rH t-3 1 1—1 O rH 03 O tO 03 O O n CO rH j • tC O 03 rH • CO 03 r-1 CC 0 OS1KXM (N CO CO rMlO^rHlO 03 rH ^Ht^^iOH^COt^HOX^XiOCi 4 1 7 6 7 8 83 O TjC0OiCrH03I>rH03i0Or-i0303 O rH CO 03 CO tC X) - 03 r— i -lOH COlCO 03 >t-! • rH CO O O • O 03 CO O O •O ’ • O rH O O CO CO 03 O O tC 03 . • • 03 tH rr ec^ :^CS1 OO^rHOl ^ |co • CO 00 rH 03 • rH 03 03 CO 03 • O * •00 03HH<03 03 03 rH O g OO^N 03 03 CO O 03 03 * 03 * CO ooooo oooo oooooo ooo >000000000000000000 o ooooo o ooooo oooo oooooo ooo o o o o o o o o o o o o o o o o o o o o ooooo o S-JSggS 8SS3 S&SS&S SS3SSSSs3gl&S2S§83$3SS 8 3 !S SS2 3SS^aS&SSSS*“SS;S288 a C3HHC3 r- N H N » O HHH HH(NH0HHHCiNC300WM0H00 CO HHTf^O 03 t-.O^h 03 CO HHOC3HCOHCO^COr-i^H r-i iH 03 03 I> 03 iifki cS% = J uiiuu ftPftppS caS pIppppIqpISpp^Ip 2 opppp H Illlj S -g S T3 M S O I 11 = !|«s _ 8g«, Si - — £3a*gmSjso«tJ®§£®«Sgg u - 511? «. Q g «”III^='! - — * o w— i V«/ W ^ — W O ^ O £ O — ' _ ., . .„ .-0>coo .scoc :2PS -3PS :^a.S? :a : :.£PS5P^*W-2fa£P :&q pkpp epds :a 3 :ss :^p :kpb :p : :ss5y < ep3 § S '->^V ~ >. o c S' w — . ’.a S 3J H r v ^ >73 O 2 iillsall^llsSd’ii? Sg: *3< O Z 39 fiso Jltfl 1 2 33.3.5.3 3 sslss iiss gsggss §sg sgsg|ggg|gggggg^sgg 3 ggsgg s icsof 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1972 EDUCATION KEPOKT, 1900-1901 •snjBJBddB ogijuaios puB ‘ajnj -luanj ‘sSurpjmq ‘spimo.iS jo 9ni«A 11 llllllll i : 111 i SH ssa &■”§'§■ ; : i j :£ >1 ! •AjBjqn oqj ui saumiOA jo jgqranjsT & S ll ill llgllSHSS|S||gl81 r •SJB9A m QSjnoD jo q;Su9rj © CO ^ ^ CO ^ ^ CO Tji CO CO CO rr tji rjt CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •giBcaeji X o 00^ Tji!NtO«N^OH ■ O CO • I> CO Cd O tO • •9IBK £ - : • O ••••••• iO • • rH ...... . . . . T? Ele¬ men¬ tary stu¬ dents. ‘9[BtH9 A © OOOOO OOOOOOOOOOCOOOOOOOOO •9IBK • °gj°° OOOOOOOOOCSOOOOOOOO Second¬ ary stu¬ dents. ■ejBuia^ •9IBK S' “"SS SJSSSSSgg^gSSSg&fr-SSS Second¬ ary in- • struct- ors. ■gjBuigj © r-i©r-lr-l HCOHOHHNCOHHWMNHHOO •eiBK ns HHIMt? (N(M(MO(MHP*XHC1(NCO'^1HHCOCOCO Depart¬ ment or in- de- pend- ent. Dept.. Dept.. Ind... Ind... Dept.. Dept.. Dept.. Dept.. Dept. . Dept.. Dept.. Dept.. Ind... Ind... Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Dept.. Principal. CO Miss L. Glenn Bovard . . . G. A. Brock . It. Y. Glidden . W. Scott Thomas . Thos. Dnwnev _ T. H Kirk _ F. O. Mower _ Mrs. Gertrude II. Wilson. E. H. Barker . J. S. Denton . J. B. McChesney . P. M. Fisher . L. M. Reager . J.B. Hughes . Richard L. Sandwick . . . A. Morris Fosdiek . Jas. D. Graham . L. E. Petree . U. Homer Nicholson _ Wilbur J.MacNeil . Frank TT.TTvatt _ J. L. Diuwiddie . 1 Name. 5* High School . . do . . do . Merced County High School . Hitrli School _ L i'C p ! > c :*C . do.* . . do . Union High School . High School . Polytechnic High School. Joint Union High School. Union High School . High School . . do . Union High School . High School . . do . . i o I’O State and post- office. California— con¬ tinued. Madera . Martinez . Mendocino . Merced . . Modesto _ Monrovia _ L !!z National City . Nevada City . Oakdale . Oakland . . do . Orland . Oroville . Pacific Grove . Palo Alto . Pasadena . Paso Robles . Perns . Petaluma . Pomona . 1 Portersville . ills isigissiiiiiiiiiii SECONDARY SCHOOLS. 1973 1 ; i it ii in :§§§§§ iiiiiiiiiiii ! &" S'S ;S8 ;|S|S'-°‘ :8»-S"'§|3SSS 1 cT 60,000 i : III illl j i ssa issa ill :SX ~ll II IllifljSi ii gillillll ppp .. 1,200 800 .. 600 587 .. 1,000 .. 1,142 Is IIIIIIIISII ^ TJ< TT1 ^ ^ CO TJ« TJ< CO ( r? ^ ^ co ^ 'COCO T* ->C< CO Tf< • OCO i^MOCCOX^X^ ^3 ^ CO ^ H H N (M (N 00 C | • COCO ^WriOCOOOHlO rHOOCO ' 'N 'O lC lO H O (N H I> O 1> O O I> O jiO < ‘CO lO |S3 • O : OOO OOH • • • • O i—J : & OO IOOOOCO 03 CO COtH • O ;iO : :x 8 :££ j|S5§ ^g10 : : : ^ : c3 OJ iCOlN O 00 l> lO (N • 'O h ! ; C1 ; sm ° ; ; ; cm ; CU>Tf<0 • • • • • CO • • • • • r— i • Osi i> jco j ■ CO CO lO ■ 'O : :° ;-** : : j 0>0tH3 • i • ■ | Ol • OQ O . j> . . CM r-i CM • CO T-I o O OO OOOOOOOOOOOOOOOOOOOO^OOOOO 000-0 ooooooooooo OOO OO OOOOOOOOOOOOOOOOOOOO0COOOOO ©cor- ooooooooooo SS8S S3 ONH CO (N lCt'rtlM^HMMt'KIHHOMIN-^LOt'iOC^NHTiiHC^H Ti< 05 r-i CO KHnN^CONHn!N(M KN CO iO CO HSN95Wt#J)^, f 1 O M N N N M i aaU^UUaaa i-s J-s-s ^3 t- »_i. u, m. Mi i — ^ Mi Wi M( m. wfta&fiaac.« ap^i ^ o^o a & Cp fi C C ^pppp^p^pp^ppp^^pl^l^l £ fi "ftfi ; ^ aaaaaaa^ in lii 9sd ^cp *-g|~ ilJol'g 3jCgftf i i i :J is i» If :rf ijgjSSI igj = fllSSifflSgSiSSi^jil! i£ :* iliS sllllllllll &%<*£ b g^tls 8«|>4|lBfid,oIg 1 g|Sg _-| sag* I ss.<5g .1 a£ Ss yi g g-3 I |s4 §W §5tfdjS>S l^'g § 11.1 w . r* III SI .5rt IS >.g - — ~ . M ffl <3«2 g ^0®§S^E3-g ss Sr C ^ ^ .’ll Jl!i ipn . §Mfl el o :‘S o I •SPJ2 >>* 511 P! fcCCp sssjis STSc-P C8 »— i o o ^ O . C - m J-spg ^3g 2 o%2 o c = i § oooooo li-.^ 153 iiisiii|iliir:iiiiiii^ii^iiil§i ■a 8 pWpH>-p£ o a o caa'a k .*> :*s J® HCO j rlWCHINOOOO • •3I3K O • • r}« ^ • HOCHHCIOOlC • Gradu¬ ates in 1901. •aimna^ © Cooooo oooo oooooooo o iO •si« N © i>ooooo oooo oooooooo o Second¬ ary stu¬ dents. •3[bthoj : X •0I^k b« «®*»a;3Jj 3gS£8.g8S g second¬ ary in¬ struct¬ ors. ■ajnuiaj; © OnOMdO H^CNH (N CO -* i-l r-i -* OC t— 1 rH ■0IBK HHHCCHO OClnH ClHHH^'OCJO I> Depart¬ ment or in- de- pend- ent. i "* p.o.&cL&'S. p,p,c.G o.o.'S.a.a.o-c.'S. p, pqn« ppppqppp p Principal. 05 I> 03 iO j^l>£C~««COOW© coo^ocq O *COO (NO^jCCCjN-OiCOg^^'OCl O ONMN Oi 03 I> i-i • CO iO ^ uc lOO CO 03 CO O (NH 03 O CO ■ tH 03 OOH^^iCOiOOOW^COClN • '(NOH 03 • -COOCi-O • • • O CO • • r-n ••■»-• o • o' O O ■ ^ • o «oooo • ■ IC^OO o • • 'CCHH O • 'C1HOCC W • • ■ r— ! • CO • co rH *CO • 03 *HHOOH ■ ■ CJ O^H • • • 03 t— i • ■ • : : 3 > ° : 8 : 03 HO ■ ’^iCxCr-i I 'r-IMOH : ; OJCOO • o ■ • *03 ■ • O • ■ *03 ^ ; O • CO 03 HO • o • CO 1C O H • • r 1C H 3 : O OOOO^OOOOOOOOOOOOOOO OOOOOO OOO O O O O O O O O O O O O O O 30 o oooooooooooooooooooo ooooog ooo ooooooooooooooao 8 °°i§£ S«8|SS88&^SS88a 8 8°°SS'0g **$8 . lO (NN^HOOO^OOCO^COHNOHHHCJ OOOOOr-O OCOH iOO!N!NCCOnn(N^(NCOH^H COC^ONH^iO^CNHHCOOKHHNHH^ ^ m h ?: h c I (toll'll' I'I'f Us. a. a. Up, I £o ipq ilrtlfflwEWfl rw* ie8t24S« s*P^*“* js !S-Sia3|«KK sag jw =J-a 1 ^CSKfeS-SC^CglBCaaOS^K l^§!§c ~ s o a t o §2 . ^ S3 o >■•« m d x § c>^us'sw ll ffi.i§ i g <00g§«il •c-S^SKS-S,,- yiiiiiiiijJ flffjlllfflitf s sslslssllllllllSIlIS lallll IIS 111111331333553 * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United Stales for the scholastic year 1900-1901 — Continued. 1976 EDUCATION REPORT, 1800-1901. •snru.i'Bddt? oy.uuaios pm? ‘aan; -uiinj ‘sSuipiinq ‘spimoaS jo anil? A ?! ft in siiiiii ; min 8“= II II ss gs •Ijuiqil aqi ui saranioA jo joqamyr © slslllllllllll iH ® tH CO siiii li . r-r v •siboX ut asxnoo jo qiSnaq ft © ‘ Students. Ill stu¬ dents in the class that gradu¬ ated in 1901. •aiimtaj 30 CO ■ NHOMO • • • H CO!> ® CO O 00 ICH iH *ar*K r- ° : 0 1 ‘2 23 2 C 4 13 T-H 1C ^ £C0 Ip •aiBuraj © OOCQOCOC(NC^COOjHiO ®oocoS co® •aiBR if ho«wo ® ® Preparing for college. Scien¬ tific course. •ainuiaj ■ O O Ele¬ men¬ tary stu¬ dents. •ainuiaj 2 CO® OOO® OOOiOOOOOOOOOgO oo •aiBK © ^00000000000000000^0 oo Second¬ ary stu¬ dents. •ainmaj 3© 883&§|;Sa83S§jgg38Sg3g §& •aiBH * ssssassssssggs-ssg-g sn \ •ainuiaj © (NHHCOCCCOOOHO^OCiClHH^OOO 0° •ainjM HH^lWHCOHHHHOCOWHOHiOiOHCO Or-H Depart¬ ment or in- de- pend- ent. -if a.Pfd a.U Principal. CO James R. Tucker, M. A. . Edward H. Gumbart _ J lenry E. Cottle . Newton B. Hobart . Carll A. Lewis . >» ■ : i! i a 1 fig George A. Smith . Rodney W. Roundy . Miss Mary F. Campbell. . Willis J. Prouty, A.M... Walter B. Ferguson . xi. ivitiuiewaun . . . Miss Harriet E. Park.... Raymond D. MacMahon Herbert C. San born, A.M. Martin G.Benedict.Ph.D. F. P. Daniels . Thomas W. Mather . John P. Cushing . Ernest L. Robinson . Name. ft High School . . do . Free Academy . High School . . Institute and High School " ; ; Q c o :rc,c if : : a ; : Center High School . Old Lyme High School... Hand High School . High School . . do . . uu . Broadway High. School. . High School . Salem High School . 1 Fiirh School _ . do . Boardman Manual Train¬ ing High School. Hillhouse High School... Center High School . State and post- office. - Connecticut — con¬ tinued. East Hartford . East Norwalk . Glastonbury . Greenwich . Guilford . uuiu . Hazardville . Lakeville . Litchfield . Lyme . Madison . Meriden . Middletown . Ho Hi . do . Naugatuck . New Britain . New Hartford . New Haven . . do . New Milford . IS11II1II11I1I111E1! IS h School SECONDARY SCHOOLS, 1977 3,000 25,000 1 iiilllllll : ; “ »a‘ g'"’ rfg» s'HR : : 25, 000 110, 000 33,500 6,500 30, 000 40, 000 150, 000 18, 000 I s 48, 000 25, 000 7,000 4, 000 9,000 5, 000 14,000 10, 000 5,000 7,000 Ills! il!»llsl°s jsllllS iSSISlill H H • H H H CO t— 1 mu — § i is l i coco-'tf^d eocOTf(Tti^f<'#T«-iOCOcOHO^OCOH COCOtOOCOCJCliC^ lO GO H H O 1>xO H CO HiC H j O CO O O 00 CO CO (N(NOHO^OCO(NH05(NH OH(NCOiOC5^05^ O 04 00 H H HO 04 H O CO O • ■ 04 o OlO • • ° jo IC o o • o 00 O O O O O O © H O o r j° j ! tH coo. j j 04 j 04 04 04 04 • ^ H H®ShHMH CO CO •04 ■ H « ■ • T— 1 OO • O ;OHCO 04 H • CO 00 H 04 O H H CC 04 04 • lO OO H - H O 04 O : Ith CO CO • t— 1 • 04 CO lO H CO • o o CCOHNWO • 04 CO lO 04 04 H H OOO^O 000^00000000000000 OOOOOOOOOOOOOOO OO0COOOOOO ooooo OOO lO 0000^00000000 OOOOOOOOOOOOOOO OOOOOOOOO 338S3 SSfj«S£g838SSS58gS5g3 ss°°s§S!S!8i3 ssssssss^s^asi sss rH (N OHHHO MMl>OHHHiMHiacOMOC<3tONlM MCNWfflMiOHHHONrlfHM O rH O rH rH O O HONONHH HHHHHHHHH nisi siiisiiiiisiinii nmmuumm imisiii * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1978 EDUCATION REPOET, 1900-1901. •sn}T?Jt?ddB oqiiuaios puu ‘9inj -iuanj ‘tiSaipiinq 'spunoiS jo onjBA 5) mu : i ;i ; fgsss | Mg ; 111 1 83“ “ aqj m saumjoA jo laquinft §s«8| ii§ii -oefrt 300 150 60 TtFP ui jaqumN § : : : : : •siboA ui osjnoo jo qjSuoi pH CO ^ ^ CO CO T}< ^ •9IUPi (N CO tH U O 1! |1 Scien¬ tific course. •OIBUIOJ rH O ;i© OHOO t— 1 T* O I-H CO pH tc • oo rH O iO rH HCOtH tH Depart¬ ment or in- de- pend- ent. ftftaaa fta.a-'S.D. rrj ftArj p< Principal. M A. Lee Ellis . William Richardson .... Addison C. Brower . F. R. Place _ _ = ;< Allan Davis . P.M. Hughes . M. F. F. Swartzell . Robert H. Terrell . Miss Edith C. Wescott... P W rinr-r t- 5 i i - p. i c Arthur Williams, M. A .. J.M. Stuart . Robt. M. Ray . Name. s* High School * . . ,t..do . . do . > c : 'C Business High School .... Central High School . Eastern High School . High School (colored) ... Western High School .... 1) Jl ^ s Summerlin Institute . Manatee County High School. High School * . State and post- office. pH DELAWARE— cont’d. Newark . Newcastle . Seaford . e il ■/> DISTRICT OF CO¬ LUMBIA. Washington . . do . . do . . do . FLORIDA. A rnorHo ? c 1 1 J < Bartow . Braidentown . Bronson . iiiii lliii 1 111 1 SECOXDAET SCHOOLS. 1979 S 111 Hi \TS © CO 00 II §§18818 1 111' i-Tir o'eoi> i-Tccic i-i ,-7ofo- :8§ II 1 1 efeo os 1 H a 1 IS- §83 |S§ III 200 j — 8 : : S : ^ C004r}<04 tO- CO O' IM^ 00 CO -tC t}< CO CO'tf^Tjl t^CO Tj< TTO 'i* co CM CO * CO • 1C 04 - CO CO 0 04 r : 0 O O 04 04 lOO S3 H UO • to CO 04 CO r> CO ^ to CO 04 CO O rH j -* 1C O 0 CO 10 - 04 04 04 0 t~t- 0 CO ■ 0 10 0 0 CO 0 04 lCCOH - i - 0 0 -< CO 0 CO OS 0 • j 0 ^ ^ rH 04 OOCO 04 10 04 0 05 10 04 * ■ 04 04 04 04 rH rH OI>HH ° °^°g3^ gOOO^O OOOOOOO © ©OOO OOO ©£ o © ooo ° °£°£3 §°°?S° OOOOOOO g OOOO OOO OO O gj OOOO s s*2 s°'a5* ssasaas & §££ ss g s s00^ o oc^3 oooco^g oooooooco CO O^oo oo2 coS g ^ rlHO H.OHHO OnOriOCO (NOnXnfJO i-i HHMN !N © .-i i-IO Tj< © i- © © © a> ^ 03 •0['BUI0J > O -M ^ O (NOlO •0IT3K 00 O o a> *-• -*-a m .a.88o •■gSon-p>?oQ |d^ .^o4h.s § d Ob .03 -xi ©■s !£ |s JrC* p* $-3 O _bp O T3 — d &Dr-l _.w, oooo O O m; ■ - H Orfl O 5 o ono PIKP3 m gcc.Scc c 0 fl«3 f?p! ^3 'O -§ ,d § Pi 'CfO to ^ to g 3,7; -g _bo o _bp ; ; 5 bp ‘ ' SITB^ ShBcj B : :§So3 <3' 3£pj-g g d ®-9 25§ bJD in .5 pi d d S3 a ; a • c ® 31 .’S-h ■ %% rorpapi o go % 2 g E3 MfqWWflpqpq ^ o S s2 g LOCOI>CO 05 O H Cl co >0 Tf lO LO lO id iO lO ^ ^ ^ ^ Tti TJ1 ^ Tf1 Tji lO iO lO lO to SECONDARY SCHOOLS, 1981 ill! o^occo iiiii ij HClO lO-iOH 1 3 11 * O CO O 8^ iO 05 • lOrjH Ot}I CO O CnI COH 05 05 CO 05 O CO HNOHON^ 05 ^iCO 1C 05 05 05 rH CO I> -T^ 05 o OJHO lllllli 1111 "8 " oooooooo 25 i§85; • O O CO C^1> l> O TH rH CO d CO d rH d CO to •ait?H 15 10 05^ CO HOO d O CO d o d rH Preparing for college. Scien¬ tific course. •apmaj 2 o ° 1 ! ° i i ■ar»rc 13 rH rH ■ • rH • • Classic¬ al course. •eiumaj SI ^ o CO d CO ^ d O d d «o lOOO •ait?K II CO CM iO rH O O O O d d Tt< d Ele¬ men¬ tary stu¬ dents. •aiutnaj; 10 OOO lOtNOCOiO'JDO^OXOOOOOOiOCW CM d d d d CO d ^T< d ^ d tO •ai'BK © 1 OlOO lOQOOiOOCiCOOONOOOiOOOiCOW d CO rH (N CO Ttt s <5 td « ^ ni d 0 ai pj h ^ h H h *■» d!§tf d^p4S^s4fdc4 u -9 £ (3 ® b£ * o ^ o - , . * - - A ooo © H O ■ 'O 'O 'On* OOO •sisf^Sp'S'S “J oi„ii“ O50 2 §a,a!§co“!“!o6“s”2 pj 'v 'd 2 t>oP3 p-^-C-'g-dp.C'aPppp'Opp g p -H 60 ; £ £3 © .60 : to fl ® .£» g 60 a3 g .60 60.60 \ '. 60 £- .6ptn W :i M0 :0u0S'> csp & d °3 ®p ©^2 ._ 03.© =3 dP s s § II 0 H «Sg2ae§|!la^i|f^ll! | O "i c3 ! o3 c$ KN M (N (N (N N C>l oj LOiOiOiOiOiOtOOiOtOiOiCtOiOiOLOiOiOiO SECONDARY SCHOOLS. 1983 II ill P 52 oS S’ §S I iiiilllll lOnriHCOC" T— T r-T I : ill! mu ill :3! II mil fill is igiiiii iisisi CO TT CO Ol CO * -r rf OJ CO CO CO r-i rH ■ uO (N iCOr- • r-i ^ 7 03 rH CO I> XCONOC CO SC M CO Ol gss’ss 0gsss0830008»s-§ss®030sa°30s O O LO o o o o o o o o o o °°® 0000 o o o o o o ;S; ‘SSSSSSSSS*'! ISS^S ;0000 §^='=®0S0«|?H^1Cl00».*COS0000!SH sssssss 000003 O O O O O O ri O O iH CO O O O O O 03 rH O O © O r-» r-i r-i O r-i r-i r-i O O 03 03 HOCCOOCO iNHHHHHHlNr l(N(MHHCO c/cLdeL- fo-r- & aaftc.ftap.aaarj^ ftaas^^ aaac, e. e^- a. a. a. a. dJIdddddddddddlddddddSdddd 'a, a" io.Ua Uc^i aaaa idCQdd 5 J I *'2 teg**: ■ • ’ , — i ' YS '^5 • £ ’ • rj jii^i=iiyi ■ • add |»S|! S g-^gti^'S'gS |= s“ ='o gaifc c s ^_s~ cdgfef4dM^ • ■ • •'**“• ■ 2.SP -d §*p ■ 'j sj > a S m *-> O •>. s § a a- s s =-Ssi|||||I|^ tfit |f f - .., >,a- *§=°- o *S I * Utl •nS 5..J52 < < < < < < ISlii ^iliisiSIiisillillllilili 1111111 ilgSSI ics Of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1984 EDUCATION REPORT, 1900-1901, •sniujuddB oytjuaps puB ‘am? -nunj ‘sSuipnnq ‘spuuojS jo anjBA * ! iliiiiiii liqOWOQCjCCLO 11 oo 35, 000 8,000 10,000 51,000 IS ill as is'” •AaBiqii aqj ui saranjoA jo jaqran^i; o •sjbsA ut a&moo jo qjSuaq w T. Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •aimnaj 5 04 rH 04 © j 04 04 04 • rH © CO © r— i © • •ap?K 04 04 04 04 -• : -1 04 04 • © ^ CO 04 © ^ • Gradu¬ ates in 1901. •aimua.i 2 OlOlO © 04 7fiomNOeocacooo^«cotcMa5 j •aiBjt I® C4^iO 04 04 ^OHrl^ © CO 04 04 J-CJ GO CO CO © CO • Preparing for college. Scien¬ tific course. •ajuinai s O • o © 04 GO © • • © © © • ‘ •aiBjs[ ee iO - lOt^O • • CO ^ 04 j j Classic¬ al course. •ajBtaaj § CO COr-HT* • O rH • *04 •aiBTC £ 3 04 ^ © © j© CO • 04 • 04 Ele¬ men¬ tary stu¬ dents. •aTBuiaj ® OOOOOOOOOOOr^OOOOOOOOOOOC4 35 ooooo;oooooomooooooooooo» Second¬ ary stu¬ dents. •ajurnaj; X •aiBK t- Second¬ ary in¬ struct¬ ors. •ajBuia.j O HOHHOIOOHOOHOIH.CIOOCO^HO^O^O •aiBpi i<5 Depart¬ ment or in- de- pend- ent. •1* c.c. a'S. a p. & o-o. &, c. & & ac. a. & 0.0.73 a&s.a flaflRqcqaQfiqfiflfifiqafiGSqqqQ Principal. C.C. Miller. . . \l df i§; :q % l^| < c \S ;5 \& Miss Anna E. Rogers _ Richard Linder Thomas IT. Greaves Morgan Le Masters . .T. G. Land _ Robert Brown . U.S. Collins . .LEd.Tnvlor _ Henry H. Edmunds . Charles Gott . John A. Mead . W.C. Hazzard . Miss Katharine Reynolds mi ; a ^ >■ p3 ;djns^' Name. « 1 rC g p: •1 . do.* . _ do _ > c l-c . do . _ do _ : C it: . do.* . . do . . . c ;,C . do.* . o c c-c . do . . do . . do . East Aurora High School*. West Aurora High School. Hierh School _ . do.* . East High School . West High School . High School . I !l i pH ILLINOIS— cont’d. 1 Altona . Amboy . Anna _ t-i > 5 II : o :< Areola . Are.nzville . . Arthur . Ashland . Ashlev . Ashton . Assumption . Astoria . Athens . Atlanta . Atwood . Augusta . Aurora . . do . Avon . Barrv . Batavia . Beardstown . Beecher City . SECONDARY SCHOOLS. 1985 o o o © o o o o o o OOGCCMO o'cc'co'io'vO D O O O O O o o o o o o O O O O 00 o CO^IOVCOCO oo o o o o o OOOiOOOOOO oo" o' o xr o' o' of ic o' CO O O rH O < rH j>* o o o < H CO COO i ICIOOOOOOO ihi^oocooovo NCOOOCOOH ICOIOOCJCO ’ CO H< H< Tt< CO ' (N^COCOCOt^^^ H • • rH CO • • NCCOQ^QCOIN 05 i^oo 0510 HiOI>HO5 rH tH rH H< d 00 CO CO d CO VO CO 1H hH O d CO CO « d d d IH H< d GO « © vO I> CO H< I> vO d d H CO d d vOd OOHIXOCOCOiOHdH dOH^dOHbH CO HO CO rH 00 • rH rH rH CO O rH tH • rH • (N O VO 1C 1> co r> rH Cl • O Cl • • r-l O o d d CO d • O d H CO • rH SO H}' CO • O d rH « • O rH • CO j^rH ; CO rH CO rH HO • H <0 d H I> d tH 200 21 1 OOOOOOOO ICOOOOOOO OdOOOOOOOOOOOOOOOOvCOO OO O O O O OOOOOOOO OOOOOOOO OOOOOOOOOOOOOOOOOOOCI ' O O O o o ^00XCDC5O00H d iO ’tOOLO^] OOOCO(MCOC^ ddr-irHCOdd' I CO H ^ 'O (O O lO co > rH O IH rH ) ~ d vO d * d 00 GO CO X 05 COiNOiCOHOO )OHCO(NOO rH rH rH d d CO d ! (M Q W Ol (N ' O CO.IO ONHON IOOONlOt IHCCINHHH^O^OHOOOOINCHCO C^HC1HC}CICOHMH(MHlO^IC^HHt ft ft ft ftr^ ft ftr^ - g aftftftftftftft ftrH ftaftftftftftftftftftftftftftftftft ft 0 t-ht-H rHHrHHTHH(N J2 : i : ^ T-H iO a S3& s s ® ■ qf 111! i§iiiiiiiiis- -!ii-iiiii!iii!iiiiii iH rH r-i r-T HHH r-T r-T 8318*38 co hji co-^-hj 04 rH H* rH 00 10 50 CO CO O O N CO N CO CO rH O hH O rH rH-CO j CO !M CO CLrH rH lO 00 HCOHlOHHNNHH rH CO. O H O rH rH rH ejliOrH lO CO *sO. 05 O I> 00 « iO H O (N CJ W:CO ^ Q *0 Oi tH CO *0 3 8 23 1 1 OC CM C0-*-O ffiHHCO(NCOHHHl>OH^COCDO I> j CO GC rH NHOOCOHCO(MHO i— l rH rH HrtHH H w CO H H CO H O CO H(M C^HCOH (MCO HCCC^HHNC0HC01>C^(N(NHHW &a-s.uua=.Sc.saas.D.i.s.=.a.Sc. uu3.ase,B,&iu ■■ issssss; . . . |FiIS1lS|S.8tS25 illlllgSalllolll I a Ilf gS5 J 1 1 a a S |||||| 1 1 § I ilSilllllflfSflSSIE!: Sig|lllll!!lg!!ll!l!llgg§Ig§g les of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1988 EDUCATION REPORT, 1900*1901 to o'er SS| llllil OjOWTHOO' SECONDARY SCHOOLS. 1989 i iiiii iiiiilili ill i § S :§ggg lOtOoToOlOCfeo' ;lO s g 5§liiii§ilis§ rH HI rH -iiiiiiisii§iiiiiiiiisi!i ,-r I 1 o iO • OCCIOON jo HOHHMOOO O rH 04 04 o rH o X CO iO jxOXOlrH • 04 04^ OHClHObHCO 04 rH X -> rj< rH - “S3S§,0SeoS,0,",'j,8e0 coco 4 4 14 9 00 O g o OClOfj^OXtOiOOMC^CM 04 rH l>^XiOr-iXiCI> LOHWCOCOC4iOOO ^XOH ^ 10 HHH ■ 04 X X <© eo o O CO o • rH ^ o 04 ocoo rHrH,* X o O X ^ • O X X X • 04 -1 X O ^ • O 3°* C4C4 0 CHO 1C l> iC 04 *10 04 0 o 04 • rH OOO OOO OOO OOO OOO CCoOOOOOOOOXOOOOOOOOOOOOrHO o o OQCOO -OOOOOOOOOOOO OOO 000000000004000000000000040 o o *SgS^SSSS33.S3Si8SSS$|;SSS;S g g :§ ^ssggsss®! •gggsssgss0*^ a C?OOOiCHC5H^H^OOOlN(N' i 04 iO OHWWWCOWHOCOOOH(NHHNOHHiOOOHCO 04 O Of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1990 EDUCATION REPORT, 1900-1901. •sniuiuddn agijuaps pm? ‘aanq. -iujuj ‘sSuipimq ‘spunojS jo anpsA 9$ « 07, 000 4,000 10, 000 85,000 8, 500 80, 000 8,000 26, 000 40, 000 40, 700 20,000 •15,000 7, 000 18, 000 45,000 10, 000 20, 000 14,000 •AJBiqn aq* ui saumpA jo jaqumx; © 39»SSf81Sgs§SS* illslllll Of pH H !hn i i i i iH • ■ ; -o ° : : i i j •ait?K CO PH • rH iO • O • • • *co • r-i ■ rH • • • • Classic¬ al course. •apraraj « ■ * • • • 1 4 3 12 35 "o’ rH . ■ Tf rH • •ap?H pH pH • • c* • • CO O 00 lO • • • • ■ CO • Tf< • >lCO • Ele¬ men¬ tary stu¬ dents. ■aimuaji © pH OOOOOOMOOr-jtOOOOOOOOOOOOOO *ai*It 35 OOOOjOOMOOr-jNOOOOOOOOQOOOO Second¬ ary • stu¬ dents. •aXBuxaj X *»P»TC second¬ ary in¬ struct¬ ors. •ax'euia.i © OMHHONOt-HiOH^MOINMHOrt^OIOCilH •ai^K rtNHHHH^tOCJeqC?HHrtrtOH«MH-(NC?MH Depart¬ ment or in- de- pend- ent. flaao.Piaa.aaaaflac.flflflo.3.aaaaft SSSSSaSSSeoSaSaaQOoaaSao Principal. SO . . Arthur Colvin . . . Clarence Bonriell . .. W.C. Perry . .. C.T.Law . . . . . Miss Clara Muller . . T.B. Wortman . . John H. Heil . . W.H. Bonn . . Edmond R. Sturtevant. . . Harry Pierson . . Miss Edith Post . . Mrs. P. F. Burtch . . John E. Van Cleve . . Miss Kate Marsh . . . Miss Lillian H. Deming . . Geo. A. Jacobs . .. J.TT.TIzzpII _ . Clyde Capron, A.B . . Miss Blanche Germond.. . Miss Inez I, Green . . R. U. Carruthers . . Edward J.Klemme . . F. A. Kendall . Name. 9* :::::::::::: i :::::::: :8l !!!! i !!!!!! i 1 !!! !!!!! 133 • . : . aa 4 ! ; i ! i i : : ri ! ! i i i ; 1 i i iiwsf 02 o c .G’O'C .5? : a : . do .. . do . . 'OOOOCOOOOOOCC ! ’O -o T3 'G ’O'O -C ’C rC *C ■O 'C 'C « 1 1 ••*•»••• • . do .. . do .. . do.. Townshi Ellswort State and post- office. J ILLINOIS— cont’d. 1 Metamora . Metropolis City _ Milford. . _ Milledgeville . Minier . Minonk . Minooka . Moline . Momeuce . Monmouth . Monticello . Morris . Morrison . Morrisonville . Mount Carmel . Mount Carroll . Mount Morris . Mount Olive _ Mount Pulaski .... Mount Sterling.... Mount Vernon . Moweaqua . Murphysboro . Naperville . SECONDARY SCHOOLS, 1991 11 111! 1 8S8“ ^ mi “SS“ lllilllllllll I gWo-M- g ! ill illll j| : • -S8‘ :T,rgeo^ :g : 1111 s^'s §IPII§I! II Ilfs rH i-T t-T lilSlSl|S||||| rH - rH !lll gligsipjaf r-T cT :S > Tf Tji r?H T* KMf)iCC0r-:0)H OM OH^COiacC-^Hr-lXMrtO N'vOiC'vD^ C’HCC H 'f 03NINI>H(N T-i ^000 03 03 rH • • iO r-i jg 3 CO O 03 • • O CO • CO §° 03 j O o — i 03 I> NSH : > 03 O |8 03 03 O ^ ^ xO • 03 O T-i O • rH o ooooooooo o o ooooooooo oo o o o o o o § £ ooooooooo ooooooooo § 3 oooo o oo o o o ooooo o o o o o ooor^oo^ooooo oooccoor-ooooo ssssssss^s ^gg^sssiasga^s^s^sss gssss ss^ssssjsgss^; "'SsiSSSS'g* *"§ SSS^SsiSSSagSgg^SSSSS jSSSiSg gSS^SSSSgSSS OOOOrHi-irHCOrH rH GO OHWOtNOKOOOONMOO^Nn^ 'H* O rH O 03 WH 03©0300r-u^OOrH H^HHHWHCOH rH ^ H(N H H H C4(N H (M !N H H (N CHCiClH HHHH^H^r-l^^HH llllliiil gg llllsIllISllllllpis gill! sllisllSilSl * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1992 EDUCATION KEPOKT, 1900-1901 •sxu'BJ'BcId'B ogruieios puix ‘aaiu -nunj ‘sSutpimq ‘spunoaS jo arq'BA O O o o i^TlcT co . . 05 . • • o • o • • CO • (N • cT oo o'er . • Tji CQ • \£xBiqit eqj ui semtqoA jo jaqtnnjst >OOOOOOOOOiCO . >-/- w .A.. ...J -^Nior - - “ UOOMCOHQOCO’ •llijp jCxbjiiiui ui laqran^ "sitoa ui asinoo jo qjSu0T[ CO H CO CO ^ CO ^ CO CO CO !ag|»1§tJ'35g53 Q&® ° -H fcC cj •9X'Bin9lj ■0l«K OHO ■ ^ •31 «K tOCOlCHIMOC'UDlOH C O M ucc u 3*1 •3[T3inSJ •ai'BH •afeuiej •3 ibh o pJ ^ A ^ •oi'Bma.j OOOOOOOO OOOOOOOOOOOOOOnOO •01 OOOOOOO OOOOOOOOOOOOOOO' o d a a) CD rrj CO •epsinaj < CO OO T)< CD i-l >^ rl>SUr'_hPSsoS*-< Wg5 © 5 2g^d a g’3 ® • ft® .* d a a © *§3^ iE’S.S -p 3 3 u ^ o o -O o b o 37373 fco ■ ■ ;.^3 : :H*> : : cM o :S WWW W W W W •: - ooooooooo 'Vwj r&r&rvrO'% £r£rcrcrorcrorarcrcro bo I 3 I'S a © rj * GO d Ch3g» I al Saiga! |-< Puxl 6CU p >>73 u 3 > -2 « P Oj U.H.H.P O O M Pi PS £ P3 ,2 73^ 'S Oh 5 u © © 9d5t S > > a 333373 % ^3o UUUUO eg eg cococ O! O M M 'TiSiOiOiO oo oo ao 00 oo ac oo . _ NM'7,<0 co r-» t" >00 00 00 SECONDARY SCHOOLS, 1993 16, 010 7, 000 4, 176 15,025 25, 000 2, 500 4, 750 12, 000 2,000 1,600 16, 000 110, 000 30, 000 7, 275 47, 300 4, 000 40,000 5, 000 25, 000 8,000 40, 000 8,000 7,000 37, 000 10, 000 11,000 23,000 10, 000 40, 600 llllllll S3 S3 “8 "as 12,580 2, 000 10, 000 20, 000 30,000 3 Sllsll!3lsI§l!llSll!sslal 11111® §§111 rH rH rH of 200 300 100 100 illlill eocococo-^'^cococoeccO'a<^cO’^eocO'^ cocococcco^ eoTX^r-iTtfTtfcoTj^-tfco'tf^eoTr'^'tf^ 05 05 -H :^p WHO ■ 03 CO 05 O O H H CO rH CO CO 05 ^ CO O O uO O O CO ^ CO ■ o o CO lO • 05 © H H CO H H CO HHH CO rH CO H CO CO H CO GO co o r — 1 .Ocq^eOrH^WCOCOjOiO^COO^ Tft 05 CO iO CO 05 lO tHOOtHtHCO HiOOOO®XMO^O^ O CO CO OIO o 05 CO CO CO CO 005 H (N O CO CO H CO H CO 05 t-* CO — i 05 HHCOH05 OHHXCOOHCOCO'MH 05 O rH 05 05 CO O • 05 05 rH HOHH05 05 rH rH O lO j O 05 O O - O OH ^ CO N ;8 1> CO 05 CO rH rH CO CO O O * • lO 00 r-i CO 05 05 i ^ 05 Tji • lOO CO CO • * rH -05 *05 co o O © h r> • o Tt< 05 Ith O 05 • o o i i° 1° Ith tH o CO rH • rH ooooooogoooooooooog.oooogo gooooo googoooooooooooooo ooooooogooooooooooSoooogo gooooo gooooooooooooooooo OOggOW^COCDg^OMWJ-°OgOg^»OOOCQFjlO^ OOOHWHOOOOONCOHOOOb^^O^OHW O O (M (N O CO O WiCOOOOHHH^HHHWiOHH )CO(MHO« r H (M 1 i(M(N'NH(NC4HH'M!Nt L & ftH, o. a. a, »< p- . iggSSSaaaaaaSaaaaaaS ,& c.e.ftac.D.c.ftQ.&flflftD.ftc.p.e, iwiiwii-iii iiiiiiiii 5 S ic4H|> J*w«« *J*g*3H*ai*JJ&sJh«* 5£*H^StfEdriajHHdSdS£ ^HdP<5^ 8 Hi 8 X) & J2 .*> p* M oooocO® 0^5 - of; -P'S sm* :£.*> p p p 1/2 c o o o ^’O'Oui'C'D'C'O HP • ,-, „a -'SaSbObCOR^^gpg g itvZx ! | s «•=■= g s | £ |a i s^a J .5? pp Is cacp?&c C Qi life __ I!lllll!lll!l!!1!l CO(/)COCOCCCOC/QC/jC/30QC/Q coa}<55GQcccGHHH BhHHHH sBSiigffilliiliiigiliiiiili min iiiigiiiissslissii LCS Of 1899-1900. Table 43. — Statistics of public* high schools in the United States for the scholastic year 1900-1901 — Continued. 1994 EDUCATION REPORT, 1900-1901. ■sniBiBddB oppuaps pun ‘am; j -lujnj ‘sSiiipixnq ‘spunooS jo an[B,\ (M 1 g 40, 100 25, 000 20, 000 30, 000 1, 500 7,000 20, 000 50, 000 17,000 1,200 . 12,000 i 45,000 1 ‘AJBiqq aqi ni saurapA jo aaqumNj © ill 8888^58 88818 * r-T II Id ’■i Iiobt. W. Pattengill . Jacob G.Collicott . 1 Name. I A 1 I'C f . do . . . . do . . do . . ao . . . . do . _ do _ _ New Trier Townshin High School. High School . . do . _ do * _ _ _ :,6 . do . Township High School * . Hierh School _ c o State and post- otiice. PH ILLINOIS— cont’d. j Wen ona . i :2 I £ Westfield . West Salem _ Wheaton . Whitehall . wnmington . . Winchester . Windsor _ Is ill : sis v €la § 8 > Yates Ci tv . . Yorkville . INDIANA. Abineton _ 1 Albion . Alexandria . Illil!§§!!i lilil Sill SECONDARY SCHOOLS. iiiiii siiiiiilii i i i ;i mi ;§ :ii :iii !ss°°"a ad"o o'o'g ^ oi'cl'o to of o' -o' lo'o'in'o' ■ x • to'cl' •efoTto' o'o'co' • oef c(NeOi-!CO't*aCa5e,lOlP 10 oS-0jwSK4 h g ^sw- j 1 ai s ^5: s ISlilsIllSIIISiS i i 111 llllslllaaaia aaalil III of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 —Continued. 1996 EDUCATION REPORT 1900-1901, SECONDARY SCHOOLS, 1997 © o © 12, 000 30, 950 15, 000 10, 000 20, 000 2, 000 12, 000 2,000 10, 000 31,800 7,000 25, 000 2, 500 5,000 15,000 2, 000 40, 000 8, 000 50, 000 6,000 • © © © © © uo ©©©©©© • © © © © ? i © © © © © o • ©©©©©iC ©©©©©© • ©CO cico'ic'© 00 I> ©© © c-f • rH rH lO CO (M © • © © • O © . © cT < cT OX'©OC©'dCOC©!O^OOCLO 5.0 © LO • © © cc © • • OOi H n rH 00 © iOTfH(MOLOC^H©H • t> rH • • rH r-T o©©io©h<©©©©©io © © © © © O CO CO CO rH GO rH © CO 1> © CO © rH co' © C3 CO Tj< CO TJ< "S' -S' -S' -S' eo CO -S' -S' -S' -S' -S' CO -S' "S' CO -S' CO -S' 05 IM 'S' CO -S' -S' CO -S< -s' C-5 -S' CO C-5 CO C*3 -S' CO "S' -S' S' S' CO -S< -S' -S' -S' 1-H - >ior~oo '1C42COO S' CO CO O««00C5X S' (M C-l lOOCIM • S' iO©iC©iC©H<©GCr^rHOOLCiO©ilO©©C01>COCO (Nn0 (CKMHdClWClHiCHHHHH 422 CO pCOClC^iOOOHHiOCOClr-'OHO ^HHHHOIHHHHLOHCOHHCI C3 rH rH (MOC5C5HH©05OOOOOOr^0:c0ONiCL0(Nt^NC0H- © © Tf © rH © rH © © © © rH © © © rH © O CO CO ©rH 1 05 05 05 05 05 S' t I r-l 05 rH 05 CO i & (O >q C On'S oFJ c a . ,gdrH 2 a at© © sglgg ^6h9o TO G . . L_j OfiOdfi ° M m-S S SW5 O, p £ xfi oq §'| §3. °.B « 3I§ hibh O) b/}H .^} . c ^ m C ■ ’ r— H 3 rO C3 O o s-« ' ^_o o bx)o a> £ O 0^ SfHdHc^ d d|^fiHj^jHj5dflo3a? :b: rtf o o o co .® co , ^43 x O ,co P co ►-» KfiW .fifi 43 • bo : SI .S|23^3 fiP «£ 3-g Jjs w 53 fi epip^Soo'^GCfi'So £t~ 43 fi p ■£ .8 -2 & N^bo§ OOOO&fififits'ScSojO'BfifificiajcS'C'fiPfiiP.fir-lfi^ OOOOQUOOOfiflfiQQfiQflSSHSBHWHHWHW .43 9 |S |i=s o£^S ass^g * £ 3.3.2 feg- wk£- _ . !44 C44 fi fi C'fi fi a3 a3 c3 ! c3 o2S23£3^h!3255553c5?3 ooooooooooooo o o o o o o o < iCiCiCiO LC o “> o o o o o * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 1998 EDUCATION REPORT, 1900-1901, •snjBJBddB ogxjnaps ptre ‘mtij -irunj ‘sSmprmq ‘spimojii jo an^A I illllllliil Hill S :S“S“S2Scf-SSS 70, 000 3,000 6,000 15,000 •AaBiqi^ aqj trt soumjOA jo jgqnmx * §1111111- iiliSSlgll I> C4 ■ CM ■ 0 •9IBK pH • 04 r-i CQ rH ■ ■ ‘-O -OiOO • rH Gradu¬ ates in 1901. •9P3UI9.I 50 PH ^ rtiOH « I> O ^ • O r— ( r-i • Hri • • CO t> CO 04 O •9IBI5; *0 pH 04 CiHCiHHiOO^ j^COO • CO • eo CO(N ■ O O • © © • < r> •9JBK SO pH • • |lOT(llO ■© ‘OOOOr-l • i — 1 04 • tH • < Classic¬ al course. 01 ?H 4 1 "s' 20 "i* "o' 00 p tO rH • 1 => — i •9IBK £ i OH • 04 CO • ' • • ' y—\ • • 04 10 O O sills r-i r"0 © © oooiooooooooHONOooomano •9I^K © O OOO^OOOOOOOgOgOOOOC^j-jO Second¬ ary stu¬ dents. •graingj » •9IBK h Second¬ ary in¬ struct¬ ors. © O CHONOHOCiHHiCOOHHOHO^OOOH •9ITTp£ i ^ t-i C^r-i^HC4(MC4C4nHCOHCOH(NC4CSlHHHr^CO Depart¬ ment or in- de- pend- ent. ft ftftftftftft a ft&ft 0,0. ftftftftftftftftft a Principal. M ) F. B. Williams . . S.M. Dudley . . Ottis Sperlin . . Ezra E. Dollar . . Mrs. Annabel Sherer . . . . Robert Poer . . H.C. Deist . . Miss Lillian Michael.... . Miss Edith L. Martin.... . W.T. Adams . . Miss Martha J.Ridpath. . El wood Morris . . Pliny H. Wolfard . . Edgar Mendenhall . , . F. L. Torrence . .. H. B. Dickey . .. M. C. Jensen . E. F. Old n.lrer _ : : = |il i-ggs i 1 : M. if Jodi 1 Name. ■2 :!!:!!!! 1 i i !:!: i r§ bo :::::::::::: :* : : : : : . . . . . . . ::::::::::: :^§ ::: : 2'S-g :*“ W QC ' 1 ' 1 1 1 1 ' 1 1 1 ' High. Sch . do... _ do . _ . . do . .. . do.* . do : > 5 Is Stato and post- office. - INDIANA— COnt’d. Freedom . Fremont . Galveston . Garrett . Gas City . Geneva . Goodland . Goshen . Gosport . Grandview . Greencastle . Greenfield . Greensboro . Greensburg . Greens Fork . Greentown . Greenwood . Hatrerstown . . . Hammond . Hanna . Hardinshura- Harlan . >x 3 1 I III II III III ! I Ig.il lilll I :! illlll SECONDARY SCHOOLS. 1999 II :li ill Hill ills i : il -ill ll : ill ill s :s'"'a a s || || g8gg«g CO ZD rH Slllggll II II I !!!!!§!§! Of r-T i— T 01 r® -r w -3* Tt< o) co 'O ■'f ■ -* : -> O ^ O 1> 03 CO T-i CO o ^ • CM ^ 04 cr -H o *o - O ■ - o. ^ CO nf H COO CO 03 r-i CM O rH r-> CM • O O) 1-1 o CM Tf cc P^ cog HCOCO»OHNO(NO n^ocoooooco^ o)o^^j-^o^ ^ 7-H (M CO CO tH 0)0) OlT-i TTg 0)0 ^jTHCOiCCMT-i TTCMrHCOOOcOOOOOCM rHOC0 03CMCMi>0 - • O o o iO O T“i O O CM i-i OO® § T-i O * CM « co I 0)0 tH CO 0)0) tH CO O g CM X t— i !NOH s o CM CO § * ^ . CO HiOO s - : CHHH 3 o o CO i ^ • co s © CM • 3?! OOOOOt-O® OiC OO 00000000000000000-000000 © o ® ® o o ® 3d £3 OOOOOOOO- O O OO OOOOOOOOOOOOOOOOOIOOOOOO OOttOOOOCSt-; £3 §| g*Sg$fg3o,38S333!Se0,oS§jgg8 ^o^oco oo og 0—00 o o o OOOOOOOOOr-i OO : O — — O i- O ■ CH^NNOO 0000 1-00)00 '0)T-IO)Oi-T-iO — iOJHWHfJCi 0)0 00)0)0 NfflHNCOHMHH & O O— i (O a. aa a. c. o ®— ' oa c.c.ts.c.aiac.s.c.c.s.ta't&aa&ac £5 c|p^ppp~2p|pppppppp5pp cao &-.!aa.2.&a.aa. 2 §j§ a, =5 S . o iii Q^CxxOd^ lillffip II 1 MllMIlffifllSS x • pS c!SSShm>^SafS9-iS?K.-;S5&:i3Sdri ! 1? < : : : Jf :« i ©,2 t)‘ >>n o 2 hr® C.1P — ai 2 If 115 C*Ja sss* o’gg'^S Hrn ^ ^ f— i ^ HH O CT 0> . rH -as gss jaiw *ass} t so 0HSd« o rs 5 d aa o -r o -c o tr o g : : : : : : :::::: : ©° If llsl? I Jsl^lsl- lllllllls lllillllll 11 si 1I|||I||||||||||||3|3S3 |S|||s||g ics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1000-1901 — Continued. 2000 EDUCATION REPORT, 1900-1901, •snjcjuddtt ogpuaios pu« ‘ami -itunj ‘sSuipnnq ‘sp’unox8 jo aniBA L r Ill ill jg ;CO 5 » .©3 ; §1! ili : ls|S = S«°: | .T. H. Couder . , jonn m. Asnny . , Edwin H. Pritchard _ , D. A. Norris . , F. E. Addleman . ii £3 C -£ 2p GC = pq r _ c 1 p p r> 2 j3 i rH li III V ge}« :il : :«S ; -£ i«§§s8!isgsg I1SI111- illglli sssl |lsi§l isisigs : :9 :::::::::: : g :::::: : :::§::: : : : : X 00 Ti< 3< ■'*' IN tj< CO 'tff Tf -*i< X W '•d< IN •'3* 00 " • h i cc j • CO MriH • O • • • M xr • HO i-H CO • ■ • o HOOOCOOHiOWOl^iO ;-OOXXO« rH j rH • (M X CO CO OOfNN^lN-ONO^H ! 00 OiHCCHOCCCOO ■I>HNOHO CO • 'lOCOiOHClOH rH j lO CO CO Ci • 20 ! rH *‘t?< o o j i ° i ! ° o o o j o j j rH O COH X ; 05 ; - :°° O l—i » 2,00 j j j i ^ i • Cvl (MHd ■ CO • • TTl ClOH o ° c :> ; ; i 00 i CO • j r-ilO CO rH (M • i !N iO • O lO lO CO • ! 3 • OI • rH 0° ■ ; 3 ! ^ cootM.oo^oooooooo^oooowooooooooot: oooooowogcjoq ooooooo S3S OOOCSOO'^ 00000000X000 £8 OOCOOOOOOOl ©OOOOOOOOtHt}; ooooooo ,^»=CCX^SOpN^K OlOiOOst'Os OOXOOOOOOTTOi-nOi-iOOXOr-IOOT— O I iflOiIOKO OO^HC^Mt-IOO. i O ^ «> go dQ^SSw|oS-i^ SSc ^'oQfigg^QoSSig ssc *1: fcc.S p > 9 p £g g sgs c c ■SMJS^fSS JSgiH 411 ^ O i-i :~l! 2o£ 1 U s§- O _Cj O ^C C C © C C C C C C O C C C C © O © £ C © C O C C C P rP O © O C C © O C C o _§ ; O O c c c o S K S W I- - 5 5 -< I? 5 c'C'g — ■ *n r'i T. — t?! lll& IS SSSSSSSSSSSSSSSSSSSSSSSSSSSSfcfc SJ _pl|!^ £§§~S&^ mmmg £ £ £ £ jS £ £ £ £ ®1i OOOOOSBOOO.^O C x?^5 s >, 1^1 1 So §mm OCOOOtjd Ss§l£sl|£lslsllllsll2|||^SS^^§^ gglssSI’lls! lissssi ED 1901 — YOL II - 50 ics of 1899-1900. -Slat idles of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2002 EDUCATION REPOET, 1900-1901. •siU'B.redd'B ogpuoxoe pm? ‘cuni ■uunj ‘sSmpnnq ‘spunoaS jo anp?A. . o . . o • . o • 0 0-000- 0 0-0 o o O OO o o •00-0-000 OO o • o o O O O O O OO ; o O O O O O O O lO •OO- • ■ O' o • • o o • . -rtT . • ^ • no o' go" o' o' • r^c^io coco^'S t^'ccoo' •t-H CM: t-H CM T-H ■ icocT * •Xi'Biq.T.f aqi ut seranpA jo aaqmnjst oosooo-roioooooooooooo O-L^ LC lOO^OMO CCO \0 iO 0*00000 HO HiOWCOMl - - “ hhohoc^oicm cm *npp ajuoi[ith hi joqninx •hjt39^ ut osjuuo jo t^§u0t; < ^ Cl rH " < tji ^ co. co rr ' a> m qj i .S • . Jlg-cio '3Si«5d’S5SsS O ft® ^ ^ ^ =s bOP >s a) 5 t. 2 2-;e*»> o © *j q. &( • © Hft o •d^ ■§«> rC-O be oS £o bp :::::::::::::::::: 2^1 U; i : ;*; !*; ; • !*; j : i i Sm®o6ooo6odoooooooo6o Sr:x!rc,orcro,r!forO'C:'CrorcrC'c5'OrO'r5T3T3 Z'O bo M oa © 'r eo r^- X OOH'KOf iCat-*310-i?]M'tiObt' o is><» as o p o o o a o a o o ~ ^ t-i r-. r-, SECONDARY SCHOOLS, 2003 ; 1 : co min ii ill rj oToj'-^ico' o' of jo® m" ill :i -iisi ll 3 §3 :**“ e'5~'°~ II so%f ill 11 COCO 03 ^ ICS' 1 ^ 1 TH t* ^ C OTf rf 03 CO •OtNCO CO ^3 o OH 03 CO rH tH CO o O 03 03 CO CO tH CO lO tH lO 03 O 03 o ^ -< rH 03 H H CO H 03 HO - 03 03 lO • CO 03 - o j O lO rH j m ^ O rt: • T-H j 03 j -H CO IT) : r* 03 O OOOOC>3£3 og, oo^gooooo 0 = 0^ 0^0^00000000^00000000 o ooooohh« og= oogaoooooo oooS« 000^00000000000000000 5h jf- SS^gSSSSS ss&s0 ^ss^ssssssag^gsssssssg S HSiS00^^ SS000^50^ gSSS10 S«S'°SSS9SPlgeo®g^gSSS®S O OHHOCOHOO OO OCOOOGOOOOO N^!NOO OOrHOOOOrHOOrHrHOCOCOOrHOIOOt'- rH 03 COYH COHHH 03 tH COOO(NHlOCOHdH ■C'l M N rr 03 HHWHnHHCOHH^H iH (M W ^ H ri H ^ c. ‘S-a.c.'H.'S.'S.'S.'S, as. ftft&ft&ftaao, aaac-a a a a a a a a a aa a a a a a a a a a a a » m a^qqqqqq qaqqqqqqqqqqqqqqqqflflq y ill 111 || ■<*<=*.<■3 *‘||3 4wM««B|||gSw»4d< ilium 1 lllllll! || llillllll mil llllllllillsllsllllll ics of 1899-1900. Table 43. — Statistics of public high schools in the United Slates for the scholastic year 1900-1901 — Continued. 2004 EDUCATION REPORT, 1900-1901, •snj'BiBddx? otjijuaps pun ‘earn -unnj ‘sSuipiinq ‘spimoiS jo ani«A 11 111 ga II :§ " Is 1 O §1111111! oo'ffldccodo rH •jSxejqn 3q; m samrqoA jo jaquinx n j 11 ls§ lgISl 150 400 1,000 1,000 150 125 1,112 455 800 40 TIPP A'jBiT[ita ui jaqmnx s o : : § : : : : : :g : : : : : : ’SJB9.J UI 9SJU0D jo qj^uoq & 04 xjt ^ CO CO CO K>-^^-3 EC c f _ do. * _ . do . Oak Grove High School .. High School . Jackson Townshin T-Tisrh \ I* \ 111 H . do . . do . . do. * . Ohio-Side High School ... Union High School . High School . 1 •gs §i 1 ca - INDIANA— COnt’d. South Milford . South Whitley .... Spencer . Star City . Stateline . . . Stillwell _ c 1 c !CC Straughn . Sullivan . Summitville . Swayzee . Sven, more . \ 5 Terre Haute . Tipton . Topeka . Trafalgar . Union Citv _ Union Mills . Urbana . II III lislim lllllllll SECONDARY SCHOOLS 2005 I cc iiissiiii llllllllllllllli ooooec lOoTr-Tr-Ci ■sss1 lllli se s ~ 11 II ef 511 lllIlll!!llllsSsll$lllllllglllil ^ ;°° s O r-iT-!©©^ r C^r-O CC HI I I I j'; :* C « . >5 O £ § isA-S h 2 OJZ : il -Jed JM,: ^®cS j^s £H s £ :o © oP-= P • o". £X2Fo CC- Si’S £ ~ 2^ c£ ^ ^ .:Sc=r;:ro:>fe: 1J1 o S"5 sis hi oifcis • 2 2 :* :* "So : : : : CO oocdc qEojo ooocoocoocoooocccoccocccoocc •co rc'oro,5'C'CJc4:ro'o — 'o'o-5'co: — ,rro~ — — 'oo: — •t'o — rc — ■r'O'O'O'O'r *>* £5 So ® — f=l c3 I* S 2S .*3 Mis ■ rz£gai**J gOZE^-§ •g§s®§g-§ o-S-SoQ 2 - Boo o a SleS :§ !f|l C »f| §i|8«gB3ll S gi a ! fs. l*SI«f s! 1! fills 1 1 1111 1 Kluiftllf Sf 1 Jllliii 1 1 ’ . . o £ . : . . . , S *2 O® C « > § -a ■ -4! »§agsS**fia3 8S a cs a> 1 rig 18 lllaaaallSIllIllillSIlIssBSISslIISlllll Sil 1 8 '00GI-6G8I JO HO] Table 43.— Statistics of public high schools in the United States for the scholastic year 1900-1901— Continued. 2006 EDUCATION REPORT, 1900-1901 SECONDARY SCHOOLS, 2007 4.500 2.500 10, 000 » 15, 000 15, 000 9. 500 21,000 15,000 3,000 12, 100 20, 000 13, 500 25, 000 15,000 4,460 7, 500 45, 000 80, 000 900 2, 300 § 1 s 000 ‘I illllllllll 5?S'«f' “HS"S”8S‘ liillll sasas'ss allll§lslll3li§!lli§ of ils§31Sgs§l!SI!§§§ r-T CO' SSSSS83S ill : «" O tH CO 03 iC CO 0C iO lO TP CO t- 03 uo OTP »OTp CO -CO 0 03 cc t-H rH 03 lO - tp o CC C-3 cc 0 00 (MOO I> ^0 0 • lO 00 (MOicorji^cacci^ocT-Joc 00©©©iOOO©©^iOT-H (NiO^iOGOXHiO 0^^ HOt'OWOCNOOO tH <55 CO 50 CO CO H^O^X^COH^CCN ^t-O^OCO^.© ° ! CC o OC5 oc ! 00 Si : CO 3^ :©uo \ - : Ti* C3 HX *- * ! ^ 0 3 : - : : O Tp • W CO o - i-i ’ CN 1M© - CO oc § C3 i° OOCOIN P Tp CO Tp 00 Tp C3 • tH «« o ^ cc a - Y iC Ci Ci O O © © © o © © © © © © © »e © © © © o © © © © © © © © © © © © ©to,® © © © © © © © © © r-i © © © © © © © © © ©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©©© sssss5i§s^5sgp§3sssafisgss|s!ss8ss||s!ig5ssisssagssgs?sg^gpf| as^sssssiss^isssa^ss^sissssssus^ss^ssgis^ssssigsssiss HOOM^H^HOOfflHriNHSHOHHOt-KOOL'JHMLOTfONC'IHHOflXHNOHHfJ^INnHHINC 0.0.0. o. c. a. aaftfla.a&ft&Uftft aa a a, a, a. a, a. & a. a aaaaaaaaaaa~ a-' a.' a,’ a a. a. a,' a.' a a. fifiapcfiflccIcacfifisqflfiaficfiQfifiQftfiMQQfic^eafiSaMPfiMflpQ £5ag 'lasSw'Sfg^. -«"SSlo£s^S„.„ :sS_ig|S CM © © © iC © ^ cc r-i CM CO COI> ©©©©©©©©©©©©©©©CM©©©©©©©©©C0©©O©©OO©©©©©©©©©©©cC©©©©© ©©©©©©t^©©©©©©©©00©©©©OO©©©^©©©©©©©©©©©©©©©©O©J-0©©©©© S8g$§8§3§2a23gSSS232SS8S£;3grS“S3a§3SsgagS35£S8§g35asaS§ ss^ss^ssssssasssssssssssss^sssassgssasssssegsssssg HH(NWO©(NWH(NHCOHH!N©£§>.§ 33 V3 r-i r>? 5 % j§„ ss IlllllliSlIISSlIlislIlSlIIIIISIlllllllllllSsSsSsSl ♦Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 201C EDUCATION REPOET, 1900-1901 •sn;uj'Bdd« agijuaps pin? ‘aim -ramj ‘sSutpimq ‘spimoxS jo an[BA. mi iiiiii of to in •AiBiqp am m samn[OA jo laqnmsi PH e* © IlllilliilllSlsiglllSIll t-T rH r-i * ■siuaA hi asinoa jo qpSuaq; 9* © eo^^^->s0(NQ Cvl •ap?K i3 iH to rH COO '(NCOOMCOCO^CHO^O Ol r-t Preparing for college. Scien¬ tific course. ■apsTnaj * t> • O j j i • i • i*'0 j i r ; ; •apBK M CO "eo • 1 : : : • ■ • • 1 1/5 C4 • GO • • • C4 • • Classic¬ al course. ■apenraj 91 • • OJ ■ • • • 00 OJ *0 iO CO * O • 'HO • • ’ZWK 3 | ;0 j • . *0^1000 ' • * rH CO • • Ele¬ men¬ tary Stu¬ dents. •apraia.q | © OOOOOOOOOOOOOOTfOOOOOOOOlO T-l lO •apsK | © O O O O O O O 0.0 OOOOOH^OOOOOOOt^O iH lO Second¬ ary stu¬ dents, 'apauia^ X sisgggsgsggasssssssssssssiss * ’arBK | Second¬ ary in¬ struct¬ ors. •aimnaj | © OMiCOiCO^HiOHHHOHHWHOWH^HOO •a^K kS WHHHHHHHCOCJHHnCOnHHHnHriHHH li-Eils gaS'-'g.® . & aap.B O.CU f i Hi •s s J a Ig ail* a a*£§«s54*lJS8tfg - S s’ & k J 5 . K > T~r~ £ 9 2 a llSll|S|§||||l|||l||||i| SECONDARY SCHOOLS. II illlllllillllllll :§ ill illl : :i ;lll ; S3 . aoooVeV^ CO'lOCOHOH HCOt^ ;sf jss \~ys : :g ■ CO oOifiT ■ lllllili a> CO (N lO OHCOO OHCCrf CO I> i-i N (N (N (N O Ti< " © O I> CO O CN IN 00 r-HClOH M«01H TjHCOO(NI>TfoOOOCOO (NiCOHWHOClCCCO^H^^tN^CCOlNHH COOOOHCOOOHiCOtHCOOCOH MHiCOO(NO^O^^N ^-iCH o o ; O 11 6 1 t— i O OJCOC (N :S o tH CO • • O i— 1 . . (N CO s ; O N CO (N o o 00 1-1 (NO • • r-i O CO £ i^ - O N 00 ooo^pojcoooooo^ooggoooooooooooooccoooooooooooo^coooooo §00gS00S000000S00^co0000000000000£000M00000000”000000 OiCNCHr-r-O^Hj-OHOMM o'rH ^^HWn^X'CO^iCXMDO^OOHlMHHOH^NHlNiN - r- T-. : i , • IN r-CC^r-r-T-r-n:^ LE E E' o,aa E clEEEEEEEEEEEEEEEEEEEEEE EEEEEEEEsEEEEEEEEEEE iMaflCfifififiCQfi^fiflflafiGfifialpMss^RspQcIfiCBCflfifisqaQfla o o • • psj — 2=7272 3» o .* . * * ...* . * * . .* . . :c?ffic:ococooocccooccooooooocdcocicooocg 72 73 g ,G!72 72 72 72 ns 72 72 'C 72 72. 72 72 72 72 72 72 72. 72. 72. 72 72 72 72 73 72 72 72 72 72 72 72 72 72 72 -g £-i S . . . . . ® £ •EE 11= II S S 2J.B s5- ll!llIIIlHIil*Ii!!IIllill!I!II!I!!« II . "b!ii •3 > :> sllll||li; llllllllsllllllllllllllllllllllllllllllllllllllllll of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2012 EDUCATION REPORT, 1900-1901, •snituuddB ogiiuaias pin? ‘am* j -lujiij ‘sSuxppnq' ‘spunoaS jo anp?v i ^ ■ oooooooo >00000000 ■00000000 O O Cd (N 0000 §sss ■Aj'ojqit aqj hi samrqoA jo jaqmnx o o 1C O rr TF CO OOOOOOOOOOOOOO OlOOOrHOOOOiOTTOCOO - Cd^r-CSrHTri-HiO O O o o t OOIOIOC ^!NOMC qiiip ^iTqi[iui in jaqmnx •s iB0i£ ui asjiioo jo q^Suaq; ^ £>§>,..2® a a iifi o£- o a to® i’s’clo I g GOHTf>00(NCOCO(MOJ^OHlOCOI>COHH •0l»K iLCHOOOiHHiCOCN-f HH(NOiOOCOOlO '^^CH!N'Ort^^r-,HCC^(Ni0^iO^C'JH 'd |~§!5 C pp o o ^ ^ rf) & &2 ; H CO CN CO COOOCOOOHHHC4C4HC4HCOCOGCO •ai^H ^ iHHNNINi (OHNINHWH fttjr, ;pq c-gj 2?i« a a-sg g.lBW ;P3 swj £.®‘ COCQ r ' 02 q \5 Co O m O £ OS q d . o ,d o . w ~ COOOCOOOOOOOOOOOOOOOOCo. d 'C 'O'C'C'C'C'C'C'Cd'd'Cd'C’C'C'C'O'O'C'C'C^g ao a s®s ‘ -I O , n „ : c3 1 «3 S 9 d C >^>ci(!)t)oii)o»occco,Offl!«c£K!»t« gSg^2;zz?;2;^z;Z2;2iOooocooooo — * »rr CNccaiOH(NcOTt|iOcot^ooo50HcicO'^iOON ic ut iO ic i-\ 'vO 'O co c c c c o 'vO ^ 1^ ^ Lt iC LO iO iC 1C1O 1C LC iC iC LC 1C iO 1C I-C iC Lr. iC uC lC lC >0 O SECONDARY SCHOOLS. 2013 o o o o o o o o o o o o o o o © cT cTi> cT OH H 18, 000 25, 000 3, 500 8, 000 14,000 10, 000 15, 000 5, 000 10, 000 6,000 25,000 5, 000 7,000 8,000 2,900 3, 000 6,000 36,000 30,000 o o oo lCOiCHOOiOiOCOHOCO OOOOOOOOOOOOOOOiOOOCOOOOO >000 >OOCOCaOl^Ot>OOOOOiOOr-IOOOO>OOCSiO>OrHOiOOO r~ O O H10C4 Oi— ICO CClN'« CS ^^^cotthcchhco^hhcococO' CO • ^ • O M CO CO O • LO l> CO - < iO GO H l> I> CO CO CO C>c J-S-g g S os D • c • co : 1 c3 P ■ ^Sg : &cS D o o E’g-e’ h'ss • 3 D gtd d O ” Q T, C

®'-IINMTtiiO!Df'00®OHMW'^iO!Ct'»®0'H««it|iOtOt'DOiOHMKI 1ili<5cSW30®W*®®:»®^I’®®®01»01®OOOOOOOOOOtHHHwHrtnHHrtC)NC'IC'! iciOinioinininiOuOioicis.ioioiOuOiCioiOiOiOinioiotDtDtDcotoffltotDffltDioiototDio^tototDo® * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2014 EDUCATION REPOET, 1900-1901. SECONDARY SCHOOLS 2015 1111 : iililll icecocu-f ; • uS>c oco>V iiiiiin =iiiii sill llillll T'SS?”g'° 11111111 in mo c-'-n ib © o~ —illSIi !§§§ 1111 S! illlll2! §SI« llillll Illlll !i cc.'tf cfc.-^ tp co-^ cob* ^ co^ rt< t^tj< XT CO 05 a Tj* 05 00 05 l> ^ © 05 Tj- (05 © iO - - CO rr ©OH © 05 ^ CO 05 i— ! 05 CO 05 t-H 05 CO i-f tH 05 © CO 05 -* T~! © ^ X© © o^moocci'-t-o coor-or^aeccic ;b»»^oeib r-j © CO CC CC Cl r-i iO H cocoon © 05 rH HOH-CO 5>-iO £^© CO COnKKWMOb' 00iOCO^CC^r-O505 CO in OWKt'ONH ^COi-Ht* lC © Ol-O' © ; ; © CO . © CO o © .-i© ( rH 05 (M TS< -■ : : CVJOl lO © • © -1 CO CO 05 • ^ CO © 00 CO ; ^ © ® GO © © X © “8.^ ** : iC-tf 05 ! 00 CO iH 00 05 05 - 05 05 \£> O © ; o.o.oooo-ooocioooooocooaoo©Q02o oocx ^OOOOOOOOOOOOOOt-O ogoooooooooooooogoooooooo^o 00=00 gooooooooooooocco 8**”$ '*S883£SSgSiga3»S8 sss*is^a.ss"ssgss«J8sa^s«ss&s%8£sis g,ow§ ^ass^ss^as^sssss BOO^^ri^CWCOOOHNMMOHNr-HSanHr-H NGHN OriSWOJCOrfHONOOHHO O^SSSBSrrSqrMSS^^SS^SE^RqS cfifil fiAaaftGflaftft g.C.0^ ©a a. a. of. oUU oU •o- :s«2 c § s! pis § s l IS ! 1 -I IIS SS *m pi«ii r- SSrjMH X-- 8S> 7. 331= . « 05 ,_-? ' ^ • «? fi- * • t" X -g „* O K g r< J ja *&t c4££b; a ft ^ £ o § ^ ££ ft ££ ^ s 8j}S£b^ >>»£=£;?£££ Od®C 5SS5 <(<<(-< |l!ll!g!f=!||&!.' a'cifassBBpM’sss^'i lllllilllllllllllllllllllll His iii|l||||i|iiii; * Statistics of 1899-1900. Taele 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2016 EDUCATION REPORT, 1900-1901 SECONDARY SCHOOLS, 2017 o o o o o o lo'cT oooooooooo oooooooooo OOlOOOOOOOvO ' o o o • o o o > o cTeo • CN 03 O O I o o o o < o o « o o o <~ o o • o o o » eSVT • cl'ioVwodcid rfco'ooV' > o o o o o o < > O © ^ O O O < \ o o oc o o o < o o o § o o oo © o co 10 leTof co ic io i O O O O D — ~ — ~ “ “ o o o _ © © o loioimoiooooico i 03 CO oooooooo lOOMDO^HO 03 iO lO I> CO lO OOOOCOCOOOOiO OOOOOuOOiOOOl COLOrtiiOI^rHiO ^ rH O O 05 -d O O O OViOtNOOO LQ 03 03 CO CN CO tC CO 03 CO COCO^tHC^^tHCOCO^ ’^COCOTi'lCO^CO •^OO^^CO^THCO 03 O^^H(NCOOOCOO 03 Tf« UO^O^COCICOO 03 O 03 CO H^COHWlNHWMC 1C r H^OOCO’ ItNOJlNiOOCO CO • O • lO o CO ^ • CO 03 O • tH o o oo oooooooooo OOOOOOOOOO OOOOOOOOO^OOOO-^OOOOOOOOOOOIOOOOOI^OOOO IiOOCOC'ICOCC^'NOlOOHOt I H (M ^ O C3 lOtNHiOCO - " . ,.OCDHCJOCO!N^OcOiCCOTtC>CDi iiUaS : oA £>§ • § sd ; ^silssiSiUPl giiis pjHww.gw>’^-§H S d S a ^ Sid'S © 05 co iill :h W o o o Cj rH*^ O o P> . oo.S2®oociooooo dddd.Pdddddddd ••o^bo . < Q? r? (jr PJ O O OO d P d .a 8-s 'p ^ a (H H S ° So O <2 Si fl£s o o o OOO I ii>l« wO 8a O ~ efi d a>oo osa ,rd o • o >050 cid te Si o M ^ ^ .S .S o o 0«4H r\ c3 £’3 P 3 t>-2 S £ K'P'oS'oS oj c3 b3‘ § - Pd-S a Sd Pd S Sd^l© S 5 |2;S B § &t g s a &.« © w g g © g © g’i's § § § ^ OOOOOOOOffiSfflfflWKt oi ! J h'C * si I'd *2,5 5 S S d 2 n s ,2 ^ o 3 £ & —• ^ <^> .p IC3M^iOCDNOCOOHClCO' • 1^- 1> i> i>- 1> i> i> ED 1901 - YOL II- • I> !> I> I>» x> -51 * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2018 EDUCATION EEPOJRT, 1900*1901, SECONDARY SCHOOLS. 2019 ■1111 111 lliillliilii ?! 111! I 11 ?1 ill! oT o' co co cT veT e-f ; o o' • ^ oo io" h t'-' o o co i> OlO • 10 "s^sgKs’ Is of iiis§llsISlIllilIslli§llliigIlSI lig-1 Of l^W^«CO 00 rH COHOINhHH^OO iO ^WO^WiOOCMMOMigCW rH O • j rH • • CM • • CO H H 0 CO O rH O rH 10 CO rH rH O CO rH CM CM CO O rH ©OMMMOOOOOOOOOaOOOOOOOOpOcqOOOOOOOOO 8° S3 °8 <=> s <=> 52 00 0 <=> © O ® O : ’383 O O O O O O O O O CO O O O O 0.0 O £- O Oj O O O O O O O O c °s°s 00000000c | ^ cococo CO oocoo ocooo go>CHO^ 0^,0 o £ g o £0 o « g.3 COOOHHOOOOOHHn >f|s mill I gilillilillllsl laSssss sllS«ISslsssSlI ill! I11IS11 IllssllsSilslIIi SECONDAEY SCHOOLS. iwiiiiiiiiiii niiiiiiiii in :iiiii o'cc'^ CO ic" of o' : -coo^^cc^o > o o 2021 ;i ill liiiiii coco 1 :lSII!lll§llllii!!!lgll |rH lllsllli 315 .. 1,000 g§£§ :S N^(NCCCOCO^^COCOCOCO^COCO^COCO^^Tr^Cs!^ ) CO CO ^ CO CO ^ ^ • < Tf 03 • ^ CO CO CO ■ 03 03 03 COO!N ■ |OCOCO Ol CO 03 !> rH CO ■ C5 CO • •lOCIH • ■ • ^ 1 • H -vC CO M ^ O (N • jOHOOOHHHC^ - j O M £ tt >0 lO GO £ j: *© j • O ! ° ' j i i :«o jo j j jo o • lO OH 03 • •O • r - r • : M • • rH • ■ . . * GS i— i "C5 " " " rH 03 j i> o o j • CO • c <1 j tH h •iO :« j : j^cc j j jo j jco^ CO • oo j < o co co • ■ • rH 1> . . iO • ° • i j • 03 03 j j • rH j -NO rH • CO j « 3 j o j • COlO : OOIOt-IOOOOOOOOOOOOOOOOOOOXO oooooooooo OOOOOOgOOHOO OTr'Ot^OOOOOOuOOOOOOOOOOOOO^O oooooooooo iOHOONOOOHOriOLCHONHNOrinHH'ii OOHOiCOOHSO iOOOOOlHOOOl IdOdeOdHr-iHrt^r-.HHHHClHr-iHHLO IHOHClrtCIH ftaftaaaa afefi aa&aataaaa&aa c-rr! ftftftftftftftftftft rrj ft ft ft' ftd ft ft ft p. e. ft •3 ; £« . >; 5 ... ; . d o § '5 lil|!l yifallll^Si gai<« Sg^^|6S O rH 7—i Cl • Cl O CO CO - Cl COIO -2° a O Cl Cl o o • O Cl O Cl iO I> iO Cl - O t-H CO Cl oo O "C O Cl Cl 1>* I> CO j—i O rH CO Cl Cl CO o> CO - Cl LON r-:^X^ §■* °§ « lO o o O ^ O OCIO 1C iO Cl 1> o 7 10 o ! ° ! O Cl CO CO CO co CO co o • Cl • 7—: oo o OOHlO c lO LO o o i> • 7—i o « o OHIO Cl CO O 1C t o • Cl o • Cl '§!§£ ooooo ooocoooooooo ooo oo *g a OXOOO oo • o o oo OOOOO 000-0 0000000 ooo oo ■.§3 8 OCCOOO oo -oo oo ; O ?] CO OC ?3 " 2°x s a^ag’g 3S s; :8£888 ° 8 3 B ; ;gs °1 8” 3 S-JCSS S3 388 W: ClOOOHHOr:! O ^ Cl » 1 O H H M CO I> i I O Cl O r-i ci o ci t— : o coo o : : Cl 7—i CO r-i OO I r— i Cl 01 O t— 1 r-i CO d miaiofli p, was,c,c,a^c.s, POP SS zS s till! II III £3 ics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2024 EDUCATION REPORT, 1900-1301. •sn}T?jTxIdB oyijuaps PU13 ‘a-in; -itunj ‘sSuipxmq ‘spimoiS jo on[T?A 9qx hi S9tanxoA jo i9quin>i T=t 0} © © © © © LO i> © 000 ‘I 001 OS • © © © • OlOO • © © © • © © iO • T-i CO © • lO * •pijp Ainupuj hi J9qxnn^ O (A •SJH39A ui 9sino9 jo qjSuaq fH ^ CO rH • CO • Tf tH • ^ CO o o o o o o o o o o ooooooo HOOrUO o o o o O lO © o o o o o o o OlOOiQ lOC'f©' s£'°gg-g^,cl'S§ •g^uiaj ■9I^K •9p3 OI9J •o\vm o fcsc o •epnngji •QI'GK o • o • ^ •9['BUI9j[ •9TOM s iMiSO • iO COCOO -CO •9XBOI9J OOOOOOOOOOOrHOiOOO lO OO tji lO ZO Hg. •QI'BM ©©©©lo©©©©©©©©co © CO © CO © t> © © © 'g ^ , w d r-J O (- £ C o s3 cc ppppppp : £ : :o -g«H G g § S.-C -S Soc2§sj£s >o' i«i ;Kcd m PWdSPoSdHPdaiO^ X bC, Oh o oS o oVi.® O rd O i _3 O • g • • . • ,Cj r§ & r3 -g rC .£p~ : S .bp : "S .bo WoW :dw ^rrt P ' 3 C C c 2 sq *3 g . ^ w ,2 j 03 a trip cs os Ss!§ .00£ - • . «!tf hhSKW 02^1-3 o o A o « P o 0JD bo 0J 0J :bj p ■ C <3 ;^a : o£ ! P 'b M f3 O o ,C p T3 P p T3 -C J>s 1h ., m G O G O K n .t2 ib d "d Xfl q c» G d <:OOOi©H(NCO'^iCCO I- t~- t- j - i - oo cc co co oo cc co ©©©©©©< © © © © © O'- © © © © © © c SECONDARY SCHOOLS, 2025 5, 000 3,000 7,000 4, 000 7,000 1,500 4,000 2,000 3, 000 70, 000 3,000 40, 000 20,000 65,533 25, 000 6, 000 553“ ill lllllllill ;§ ■ CO c7 r-nNr-Tec'cc^coo'coig | *— 1 §s ! Il§ si 1 750 .. 2,000 .. 1,000 .. 1,500 .. 3,953 0 800 .. 100 216 20 .. 125 §88 1 ®!lg 1* TiW Tt< CO rfc CO COTtTf CO 8 8 S r-l *- O CO o • ° i • OC CM o j o • O • riO • rH CO O ; O ic CM O CO j« : • » (NH • • T— 1 ' 1—1 • CM j r-i tH •COO CO •CM I>* CXNO^ CO r CM CM •C'.lCHHNi 3°8 oooooooo o o o OCMOOO'OCOO^O O O O ^ O O C s°g oooooooo o o o OI^OOOCOiCOOO x°c3o3OOOC500,° IS 3 e»£2583S&0 I I § 10 S « SS® ° ° S3 OC^OOOOCCON o O O CO M T l^OH^NCO OOhOH^NCCOC^CCO I co o o o o © o o • O 00-0000 • a» o o o ho o o • HO o' ^ t-T HO cT . O • 8 : g j •AxBjqji aq; ui saxniqoA jo mquinyr; PM & o • lO • ' CM O 1 HO ZD • 04 300 _ 20 300 oooooo ■ no O HO OQN • rH CM H rH CM • ’HHP Ajmqua: ui jaqxanx © •s.i'saA ut asjnoo jo q^Snaq © -Cf 05 -c? ■'tft ^ j ^ m OQ College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. SI rH CM • ^ CM rH j CO j co • 4> CO • CM j •aitJM 2 1 • rH CO r> • co jus • CM CM • CO ; Gradu¬ ates in 1901. •areuiaj 2 CO rH rH CM tO O CM 8 IT CO CO I> • ** •ainpj 15 ^OCOrtHOO X> | x> • ° O CO CM ■ ZD o Preparing for college. Scien¬ tific course. •ai'Btnaj 14 • ° o : o • CO • ■ CM O • • rH oo •ait?K 13 1 i” CM j rH jo . « COHO rH rH Classic¬ al course. •apnnaj 12 enio ! ! ° CM j HO O rtf 0 XT 0_ co j •arepi 11 4 10 • ' i> CO j ZD HO O CM W >rS i'- • Ele¬ men¬ tary stu¬ dents. •apmrnj 10 OOOOOOgJOOO 030 oooooooooo •aiBpj © oooooooor^ oioo oooooooooo lO tH r-f Second¬ ary stu¬ dents. •a[trmoj[ 30 iO CO rH CO O O CO HM> C0l>0 lOOO^HOOWHH CO O i — 1 i — i CO CM ^ CO CM rH HD CM ^ C4 ruC rt •ai^H *• COCjOMO^iCCOO CO CO 1> i> O Cl OCO^Tji HlOH rH CM . CO CO CM r-i iO CO CO tH CM rH Second¬ ary in- struct- ors. •ainxnaj 1® HMHHHHHHH WOO O^OrrlWWOOWW •ai'BM !“= HWOOt— li — IOHO HHH HrlHHMHrlHHO Depart¬ ment or in- de' pend¬ ent. J S’S'S'cy-rcrS'cTo' o Jo §"§* §*?, sr & & & S' & afiflpaflaafl ppp ppp^pppppp Principal. M E. L. Haynes . . Harry H. Burnham . Miss Bertha M. Pitts _ Miss Lenora Bessey . Wendell P. McKown _ Ernest L. Palmer, A. B . . Miss Olive Buck . . _ _ Harlan M. Bisbeo _ Miss Mary G. Lemont Charles True Stone . John F. Hooper . 0. E. Haney and Albert Jones. B. M. Clough . Charles Fish . J. M. Hill . Herberts. Philbrick, A. B Chester B. Allen . C. M. Lancaster . W. P. Hamilton . Miss Anna C. Witherle.. Name. « Sullivan High School .... High School . . do . . Center High School* . High School * . . do . . do.* . . : o Bridgewater High School . High School . . do . o -a . do.* . . do . . do _ _ Buxton High School . High School . M egnnti cook High School High School . . do _ _ . do . . do . State and post- ohiee. IH Maine— continued. Berwick . Biddeford . Binsham . Booth bay . Booth bay Harbor. . Bowdoinham . Bradley . Brewer . Bridgewater Cen¬ ter. Bridgton . Brooklin . Brooks . Brownville . Brunswick . Buckiield . Buxton Center .... Calais . Camden . Canaan . Canton . Caribou . Castine . 'lOONXOJOH CM CO rH . Sc CO CO CO CO CO CO CO ' 'iOiOiO^OiO ooooooooo ooo oooooooooo CNCMCMCNCMCMCMCMCM CM CM CM CMCMCMCMCMCMCMCMCMCM SECONDARY SCHOOLS, 2027 ilSl ill :<£ ci : f-Tc^ in rH iliil ;§ s"””a ;s S ■ 8® il efeo 2.500 7.500 1,200 10, 000 4,000 2,000 2, 000 2.500 2,000 2, 000 10, 000 7,000 25, 000 6.500 15, 000 4, 500 5,000 2, 000 8,000 « ■ • siiii 1 210 40 750 156 1 § $ : 10 g-8 §£8&gg8£ j :8 j i i : j • rH 4 4 4 4 4 4 i rr rH rH rH cm rH rH rH rH CO CO rH 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4- j rH CM O - 4 CQ O H Cl CM CM Cl CM O CO 3 O O rH • rH rH CO rH • CO o CO • rH H CO CO O ** O CO CM COO 3 CM rH. rH • O CM rH rH ! ° • 00 rHrHO* CM rH rj< 05 t* os C5 00 o cocoo o ^ C^iOOCOuOCOiOtN JHC.CC!> CM lOOOCOlO CM CO rH CM CO CM CO rH CM • •to o o o co * CO rH ■ ,0-^0 o o CM rH rH O o • CM o h|| ■ ° o • O • CO .... 0T f l iO co r> rH rH rH O CM 00 CO CO CM O O rH lO CM t-H.O Oh iC CO CO CM lO CM CM CO rH CM rH O & CO O (M lO C7S o o o coo o o o CO o o o o o o o o o o o o -o o o OWffiOOOO HOOHHHOONOHNHrl'COWWOH'HOHN OHHHHHHHHHHHCOHHHHHOririHH 00§0 '^NO00 • TT< t-H •0p?K i3 : 3 rH t-H • iO jl>COiOOO^ Preparing for college. Scien¬ tific course. •apemej H : ° o ■ • O • o •ai-api W ; ' pH • OOiC • • • co is Classic¬ al course. •epBtnaji O CO j • CO «nn ir . E. C. Megquier . . . L.E. Moulton . Name. N High schoc O C S'C > o E' . do . . do.* ... . do.* ... . do . . do . . do . _ do.* > c id . do.* ... * o • • go : : ' Q)02 O O 'S.P'C'O' g * : : - O O T-i t-i (NO CO • : rH •§.! III III a s •axuuia,! Si ■O ■ • O O ; ; O •ajBjt M :§ : ; 00 - : : - §=3 ! i d t°i 11 •ajUTnoj 21 Ol • 01 o j •0IBK o ■ o Ol CO • Ol igbil pq g£-g 3 •ajBuiaj 2! oo oo o o g | =C| gggg g •oibk a °§ °8 ° ° 8 | 23 8 M '9XBIII9J 30 00 §° ! | a " ^ 2223 s •9XBK g3 38 ° ° 8 00 S§ 3223 2 Second¬ ary in¬ struct¬ ors. i '3XBni9ji C5 O O OO CO l> CO O O iH HHO« O •91BJt O C O r-i CO Cl r-i 0*1 i-i HOi i A . 4 H H r-i tpiis Iflf || | | | | ca ccaa a f 1 P » ;j i :c» Jh Ip II ◄g l« §| il i : ; ; 5ft ; >. 11s ill ; 1 f 1 « I 5 ft H §> '-§ c 5 a m | o £ i I & S 5 < = £ K £ § £ : | : : : : } : : : : 0 ■ c; o • _ \i Hal 1 io O :e4 g ^ h h ^ :CH ^34^ .K p •' S : a >. : c a a p = l N =1 oPSaS nillll 1 :h( CI^lOCOOCO CO o C) (N CO O O 1 OHIO CO LOiOCOlOO 83S r! g°8°!ls° ° 30§§°§3g8«§§ g8| ° 3 3.8 8 ° 8 |f >0000000 ■ o o o o o o o 838 808§°88° § |0|^0|^g^^g§|SS8c>§2gg!1g^|| £38 g0^0^?0^ ° .JSa&SSgS&S^aSfcfeSas^aSS^gS ggS§5£waS 838 $'■ ■ CO l> o CO o 8 38§; O O CO O OO as^as^a^a: i8S88$ 88888' (NOC1 COOHO; :OH O CO CL tH’O OrH-CMOOOOrHOOOC^OOrHOOOOOO ^C^TjUOl * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2032 EDUCATION REPORT, 1900-1901, ■snjejcddB ogtjneios puB ‘9.ini -Tuxnj ‘sSuipxtnq ‘sptmojS jo anpBA : : • • • 50,000 10, 000 3, 500 175,000 350,000 275 000 •AjBiqn stxi U1 sarariTOA jo joqomx !s S|S jss §!!!§!!. 1 1 1 CO (N ' C$ r-T . 6,000 . 1,212 •IIPP Arejurai m i9qum*r | © n ! : : : : :£§ 8 §8 8 •siboA ui os.raoo jo qjSuaq j C5 o Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •9XBUI9J X OlCHHH^OCO j iC rH 1C lO 00 O CO ^£8 •9IBK r» ^OOOOO^CO •OOHOHH rH *C0 iCHHOO COO (MCOOO to H (M CO H H H • • O CO rH • • (M rH • (M • > ;9 OCO • O O iO O j I> O H H OJO COCj lO • M O oaiQNNO ;IM l> • o CO O rH ! o • © • rH • rH OOOO OOOOOOOOCxMOO OOOO OOOOOOOOOOtHOOQOOOOO cooooo T-ir-jrH^Tt O O Tfl • (. 3 •3inH is CO • o 1 4 4 31 1 Preparing for college. Scien¬ tific course. ■3['Btu3ji h< O OJ • CO COO • • o • oooooo j : o o | j •3inn w CO CO jo SB j :« j -rHCO ; j Classic¬ al course. •3imn3j[ « 4 1 o 39 17 j •3TO °gwc0^ i*°«’ HlONHgt' o 1 4 25 0 Ele men- tary stu¬ dents. •SJ'BUIS.i 2 ooocoooooooooooo mo o o o o o 10 •3inH Si ooo^oo.oo oo.ooo.o, ohooooooc Second¬ ary stu¬ dents. ’3^1113^ .30 •3inn 1 second¬ ary in¬ struct¬ ors. •3['BUI3li O (NiOiOOHNHiOiniNHHHIN^OHININCOHHO •ap?M lO HININCO'SIHHNINHHHrtl.OHHHHHOSHOH Depart¬ ment or in- de- pend- ent. ftAftAaftftftftaftftftAAftftftftflftSfi i M W. Edgar Horton . Alfred C. Fay . Irving H. Gamwell . Clarence R. Hodgdon . . . Albert w.Baciveier . Francis A. Smith . J.H.Bixby . George R. Pinkham . W. II. Whiting . jonn ii. Manning . E. W. Butterfield . Joseph S. Burns . Herman N. Knox . Allison E. Tuttle . Jacob 0. Sanborn . UCUIgCd. VYttl&ll . 1 E. 0. Hopkins . Alonzo K. Learned . Maurice B. Smith ... _ Winfred C. Akers . Henry W.B. Arnold . Miss Lillian M. Turner.. £ c p £ §»; zV r Name. High School . Academy and High School Horace Mann High School -High School . . do . . do . . do . Searles High School . High School . . do . . do . . do . . do . Hingham High School ... Illgu OU1UU1 . Sumner High School . High School . . do . . do . . do . . do . § £3 fcp 3 2 § I. ?! m - MASSACHUSETTS--" Continued. Foxboro . Framingham . Franklin . Gardner . Gloucester . Grafton . Granby . Great Barrington.. Greenfield . Groton . Groveland . Hardwick . Harwich . Haverhill . Hingham Center .. Holbrook . Holden . Holliston . Holyoke . Hopedale . Ilousatonic . s Q 3 4 XOlOH(N«T)(lO®NXClOHtQM'^lOOI>CC©: SECONDARY SCHOOLS. 2035 © © o OiOO iOL>-H o © o o © o © © o o o © © o © o © o © © © 10 © © © © © © © © O © 10 © © CO © d d GO © © © © © © © © © © © © cTcT > © © © © » o o o o » © CM © © ooooo 10 lO © l> © lO 1> 10 1 © © © © © > C © © iO lO * © © I o © ' lO © © © 5 3' © © irJcsT CO©d •© *©04 10 ©•< N • © © t> © H iO © CO -O^HiMHCO(MO^© CO rH © • iO © d CO ' CO © rH • d • iO CO CO© • Cl CO iO © H © 00 © d rH © Cl • lO © rH lOHiO • © Tt< H CO CO CONNIO^W?OCO^H © I>* © CO CO d © d d © CO. CO lO ''X-OC0d©^HiCuC^ H©d ©1>I>©© \ i — I rH rH d i— I CO d © d rH © 'iOdCOHOHiO©^COON©©NiOr I 'H CO © CO © © HdddOiQHiOiOOCOCO© d'© © d © © .©©.©co-i © © © ©© © © i © © O © © © © *H I CO-© CI-tH iC © rH CO lO CO © ©dN © © iO 00 CO- • Tjf eoi> ©.t> © . d • rH COdHM rH lQ CO© IH 00 d 'I>HO ©:© rH-OO © © d © 00 CO CO © © © ©•© ©©©©©©©© ©©©©©©: CO ©©©©.©©© © © © ©.© ©©CO©©©©©© ©©©©©©©CO© CO rH rH _ _ c _ _ d ©©©©©©©©©©©©© ©;© d © © © © © ©:©'© d © © © © © © © © © CO © © © © © © ©©©!>©©©CO© © d CO uo d'TH.vO»C ► CO © Th CO -f © d CO 00 H rH © © d 84 I 00 rH CO rH 00 © © !H©00t>00u0rH©lH - - rH CO rH © d HOOO©©LOHiOiOOO^©t^OiHddHiCHHCiiOOOCOHt^?OCOHOiHiOHHOOHiOC5COO © dd rH d d CO CO © CO d 00 HHOdrHCOCOWH rH HdHd'iO.iOlO ©CO H_ rH_ CO_ rH d d_ d rH_ r-i tH l'(Nd.©d:Hd dd hH C© rH-H+ CC tH-tH © © CO CO d Tfl'GO rHrH drH©t>©dd^drHdrHrHaOd© • rH © H © H CO H HHHC0HHH©HHdH(N©HHiOC500H rH d HHHHHOO^HHCOCOt ICOOHdHD drH©. O^COddi Q,Q4p,.o 00 © © HdCOHiOCO - CO CO CO CO HJ HJ •'* - . . d d d d d ddddddddd OS©HdCOHiCcDNOOC5 . HLOiOiOLOiOiOiOiO^CnO cococococococococococococococococo — - - d d (M d d d d d d d © tH d CO H lO © 1>* CO © © CC © © © © © © © © © IH COCO CO CO CO CO CO CO CO CO CO dd ddddddddd * Statistics of 1899-1900. concludes pupils of the evening high school taking certain commercial branches, but not pursuing regular high school studies. Table 43. — Statistics of public high schools in the United States for the scholastic year 1000-1001 — Continued. 2036 EDUCATION REPORT, 1900-1901. •snjiutfddw ayijuatos pun ‘aaru -xuinj ‘sSuipimq spuuoaS jo anp*A 11 il il i ill iiii :iii iiiiii s* is is i ra :SS3 ;S*B‘S=“ •AJBjqn cqt ut satniqoA jo aaquiux gg|8 | 001 IIS sl § 8g|SS| •pup AiB+nitu ut jaqnmx s , * ! * | •sjb3a ut asxuoa jo qiSuaq Ci '*'*er | B m fi&ilJpils •apsuiaj i X CN • A o ^OOOOCONC4 • O *^C4(M •ait?K h 1C • OCOCOi-irHiCOiO • CN |OHC4 |il . otT •aiBtuaj 1 co O^^-OO^HHlC«^CCI>^C5^OOOl0 t-1 nH (N LOH (N •aiBK i5 CO O tH^-OCH^OCO^COOO'OHHOiO^CN j 1! g C : 2° Scien¬ tific course. •aiBuiaj; 1 ^ ; o O XT’ ^ ■ ° ^ o joooo ■ •aiBK co • T- GO O • o O i-H jorHOOrH ; 6 o 1-3 I 3 8 •atBuia^ jo •aiBK 1=1 GO CO OiOlO(NCO^OCOr-i^t^r-l01> • rH i s hi' •aiBcaaj e OOCOOt^OOO^NOO^OOOOOOOOOOOCO •ap?K OOrlOOOOO— OO-'r-OOL.-O-OOOOOOO' Sb: ■aiBiuaj x 3§«g®383SS8SS8SS3SEi|B8s3S3 ■eiBK ;gs; T7T IIP ■a^Buiaj I c •aiBK nHOMOHHHHHKHi II S-" i =' SS^S.* I* f- £ S 2 2 £ 22*2 % Z £ 2 % £ £ £ 5 2 £ S £ £ III & ‘ dg :s. 8Si'S3 £ p°. S^|3 oS^skho g | 1 ° s g§ si*-, co ^^Jvcccc : : £"£,2.2^ CX * 1 ^ &£ •••••••••• ,,,i'^ Vjjq • < < or St3 = o o 1 CQ i uni £ K t: c o o o l!!!|l|tll|l!l!l!!l SECONDARY SCHOOLS 2037 40,000 4,000 40, 000 7,500 §111 50,000 50, 000 22,000 §1 i S| : 2, 100 25, 000 80, 000 20,000 2,000 ;§ : Is i it: . iO . 30, 000 7, 000 45. 000 10,000 1 4 illii sssss l ; c£ : 87,000 §g§8§§|£ :: 11*111111 sms 65 250 260 50 200 50 150 200 400 100 430 200 450 300 11*11 Sil 1 ' ^ ^ CO CO ' ' ^ CO ^ Tj< rtf CO ^ 18 1 1 2 37 1 o HOOO O iH iC rH O IO o o O CO 'ic CO rH (M • rH CO CO iO CO 1C O co or> rH rH -Ob O CO lO H^OH^ON^^MCgOO 00l>SC.««H®eijOi0«NrH«S«003. b®b a gHOOOOH^HHCCHHN^,,

• o O • O O O O uO O O O O O O O O O O O O O O rH o o o o o o © o o o o ’1° 5 |SSS-SS355|gSS^SSS|S o ooc2^o^^^|coo?oc3oS^|gggoig5|^^^cggoS g < i> iq oo ts uq , M»oe §5S5S58§§SgSg33S!gwgSSS S8 > CO O IN ^ LO Tt< -. >nx! °SSg-25°®< & : g £ g " «£*? B ImBoHS B | £■§ §Ss 5=1 gsgJ'C'C'C «r3*> SBB § s *g»'g By . '“CO £ 3l 6S .2Po OCOO^^OOOj^OOOOO.^ ■OSfl’C'C'O^'C'D’C'O'C" : g.sp : : :■§ &p ‘ dB ■ • ‘~M " rC r Is ;*.| ofijf aiKj. a"S <2. !l!!|illAl: boB 3-2 Cfi2X3-5 A «2 ii I SS-3 ’slllif ||i Ii i! §■* is si ^’gssin o^I si? ill § S^52|sf"S 1 £ * INNNININNINiNINNINiNINININiNiNIN MNMWD(Ml?)C'llNWCJNIN01MN(N0INM01W!NINW0)iN0IM0t IN Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2038 EDUCATION REPORT, 1900-1901 ■sn}T3Ji:ddi3 ogpuaios pm? ‘arm -xuinj ‘sSmpimq ‘spunojS jo anpeA i :ii § r® ilii 2SSS •i :g ill :l 8815 j 8 11 8“ •AJBjqix aqt m saump>A jo jaqxnnx • ooco • 1C o •ait?K z i t-Olr-IOI j^SJS j IN rH Ele¬ men¬ tary stu¬ dents. •apraai s (MOOOOCOOOOOt-OOOOOOO^-OO •an?H I31 «ooo.ooooo«oo=,ooooSoo Second¬ ary stu¬ dents. •ainina^ 20 ssss^ssagsssssgggggsss •aiuj\r ] * SS^S^SSSo^S^SSSSSglSSS; Second¬ ary in¬ struct¬ ors. •ap?raaj j HHOOlOCOOlLOCOCO t-WM O iO GC CO CO H CO rH W»^>^o»co^colo - H00C0O04C0C35OC0C004 05 j 0hSCOhHCO(Nc0w!N rH 04 D- CO^i>OCOOiOOHCOO^CO o OC004L^^CO^COOXH o j ;S- ! ^ • !>• CO - l> 04 ^iO \0 • o 04 O O • 00 is i>jCNcoa>* iO rH rH • r> 04 • 04 j • 00 - £ 00 O 04 tH • • • , rH 03 rH 04 '• o IO O 04 • CO • o § TH oooooaooooooogoo^ooooooogooooooo oooooo = no»oo,Soo O O O O ON O SS&SSSgSSSSgSSSS assggssasgisassgggs^ggs^s^ggsga INO^HMOlOHCClrJiHHHHNHriOHMHNflOWTliHMlOflH rlHHHHOlNOWOHNHONO HWMHCOHHHMCOHHHHHHNHOM1-OHHHHINHOHHH rH rH rH HHNiMHHHHrfHHMH goo£§o° OOOOOQOOOOOOOOO'fOOOOOOOOOOOOOOCS ,aaftfta,o,a,ft cl 0,0,0.' o< p.fta.'S.c.'S.'S.'S.&.a&a&aaft ififlMqpfiqfifiSM ppppqpQpppppppfip lcs of 1899-1900. o includes pupils of the evening high school taking certain commercial branches, but not pursuing regular high school st udies. Table 43.— Statistics of public high schools in the United States for the scholastic year 1900-1901— Continued. 2040 EDUCATION REPORT, 1900-1901 •sni'ej'cddi? otjxjuexos pU-g ‘9jni -lujnj ‘sSuipiinq ‘spimoiS jo enp?A $16, 000 3, 000 15,000 18, 000 20, 000 2, 500 43,000 12, 000 10, 000 25, 000 4.500 3,000 3,000 2. 500 50, 000 15, 000 6. 500 3, 000 12, 000 25, 000 22,000 •Aa«iqil aqj ui soumjOA jo laqranx §Ssl!3!s!lsgllslllsISIsl v s -r-r ^ *UTjp Aji8^i[rai ux aaqransj § : : : : : :g :::::::::::::::: : •s.ib0A ui osanoo jo q^Suaq; © Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •epunaj X O H CO 1> rH • rH MHHHO • • CO O t-H Gradu¬ ates in 1901. •©{■BUIO^ © H UOOCOMMOCOOHOOnOOCOOJlNWCOO^ClO •9I13K j f=M NHiCiOCOH^COOlNHHW^OCXNlNCOCOCJOH Preparing for college. Scien¬ tific course. •epunaj CO co j j ° ! ! c 7> • OC O rH ^0000000000^^°000000000 Second¬ ary stu¬ dents. •apjum^ X sai§«'sg|ss|^g§s8sg8ssa^ss« •01 b» second¬ ary in- ■ struct-, ors. •otmuaji © NOHNH^^HMNHHHOINMHOOHWMOM •01'BPI ej Depart¬ ment or in- de- pend- ent. 6aaaftU&&a&aftftftc.e.p,p,6e.c.Uaft MfiafififlqqaflfiflaQOfififlafifiqa Principal. M Miss Alice Brown . Chas. S. Weaver . R. H. Struble . Geo. F. Manning . Miss Lillian Yowles.... H.C. Thurnan . Miss Elizabeth Hamilton Miss May E. Creech . .T R Field Philip A. Bennett . Clarence Vliet . G. W. Wisman . L ji & ill !!5I f.jii. warren . F.E.Schall . L. B. Austin . Miss Frances C. Cook _ Ralph W. Coddington... Miss Margaret Faulds. . . Name. S* High School . High School* . . do . . do . . do . . . fin * : o c J'C'C . do . Union School . High School . ; C . do . Central High School . High School . . ao. * . Union School* . High School . . do . . do . . do . t 11 o 2 cj m - Michigan— cont’d. Carson City . Cass City . Cassopolis . Cedar Springs . Charlevoix . Charlotte . Ui m ) O) c. 3.c,e >OC Clare . Clarkston . Clayton . i a || Cold water . Coleman . Coloma . (joion . Concord . Constantine . Corunna . Croswell . Crystal Falls . SECONDARY SCHOOLS. in !§ :iiii mu iiiiiiiiii siiiiin :.in | :g§! !g ss 2041 II 8ilii3Slilililiil!!lsli8sel!ISiSSSI18 ^ o xO CO lO 04 i> xO CO iCHH CO 04 CP 04 xo co 04x0 04 *- 04 04 ■MiOO 04 OP 04 04 04 H O O H H 04 uo o o rH i-H CP 04 CO 04 04 ^ OP rH goocoo. 03 00 C3iOOi>HiO^^OCH^ O CO iO CO O O CP CO iO 04 04 ^ rH . xO ^ I>* 04 C© CO t> CP xO COlO N^NOO m CO CO 0^xQOC404tJ rH tJ’ 04 04 CO 04 : xO 04 04 04 *-* CO XO GO OX>(M • 04 8 CO CO CO CO • • 04 04 CO * ^ rH 04 04 Tji CO CO ^ • • • xO O 04 CO 04 • • O rHrH • CO O 04 O O • 04 04 o j • 00000000»0^0000001>00oc000100000000000000 OOO O O O fr o o o SOOOOOOOOOOi-IOOOOOOt^OOO© OOOOOOOOOOOOCO OOO ooooooo sssssssss^ssssss-sssssgssssgsssgssssssssss sssssssss r-i i— i CO 04 O 1-H l>H?4 IC1J400C40! ilNHMHHMHWHOHHHHO(N(N(NHOHO(NH^ 01050 Ni-HOHCCHi lrlOHLCXHC4HN. INi-iHNHHi ft ft A =L U &&& £.& Es.c.c.fcP.o.c.'Eatt.c.fttlc.c.c.&af.c.^ clc.cL pea ££,£ O ®3J =J slw'aS SSI jfl : o OCH £p SSSsHT ■g o ■&8 ^2 rijn I w H Sts Mi iii!%pi!p!pl|liiillli.i| |5l I l3«jH ||J|| - PSSjsp^KPSpodop^^H Ipp'^ggp hc<; p ■ §1 11 2 C> Ec< >.= & SP gOP %< |ss g p p p p i i : §i" i P : S« : £S § :^p^o :::::: cgeso^oooooo 'C -3 C'CXj'O'Cv’CC'O :gsS.2> :Sp h «f gfssllilll |l ■cc « ir oo *£■ a-RSggll lllililiiliiilllliaiilllllllllll iSSSSS SnS Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2042 EDUCATION REPORT, 1900-1901 SECONDARY SCHOOLS. 2043 o o © © O © O O o o o o 0000t^00000000000001>00000000 OOOCMOOOOOOOOOOOOOOOCOlOO CO ^ iO CM »0 -H0000-H<000000000>0000©00©00000 CO CM 05 O CM xO ( lOOCO-O^' UOlCOCONH^riCMMOr OCMHHOOOiOCOOiCHOHHHN^OOHN^t f-^-^OTta> a>a>o pppppppppppppppppppppppppppp fiflfiflflflfififioflftflRflafiflflaflfi I i.§3 o bo“ u O SO © ^ c3 ^ £ pj . p • <3 1-5 =3 P t?S& *H W Cti CD k-J ^ P ©^ ® D H © PPcQiapS^pSoO % S S8 c3 c8 AX 53 Pp •( S.&P . bo t-1 ■ - p;>P! cc • ^ ,-o“® 1 3 bog5 ;l8|; W3bl t3 _ Om ;0 © 3H q. ip :p g id >|©|g :S -SHI-SHo-g -pj. jpgJa|s | ^ C/5 ^ ^ MOH-CtijcQp4#gpcjE^®hj'g r— I O^w +3 O >^3 O S O .S 2 ■£ o 'G S 2 2 f-i ^ fn w kp Ch C -4-3 ^ rrt rrt Jc; !0 *-* G ?-« f-( C2 ^ ^3 c3cSc3^c3cj(D0 Q).h-h.h^.h.h O O O O O O O t—COOOHCMCOT^ iO OI>COOOHNCO^lOONCO COCOCO-t^^^^^T^Tp^^^iOiCiOiOiOiOiOiO _ CO CO O O CO CO O O CO SO C£> CO O CO O so SO O CO o o o I CM CMCMCMCMCMCMCMCMCMCMC^CMCMCMCMCMCMCMCMCMOiCM Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United Stales for the scholastic year 1000-1901 — Continued. 2044 EDUCATION REPOET, 1900-1901, SECONDARY SCHOOLS. 2045 ill ;i iiiliiii iili ill :ii iiilliiliii ;§§ni ;in ; niiii “S' i® 'S ^ :SS®88 11111 alililillllillill-glSli rH-S o 05 O O • H CO • iC NiO^M^l>HCOCO(Nt-XHLOHC5 0^0HHCCO t-H t-H HCOHl>CCH^COOHCO 05 r-i OHOOOi^HOJCiLOCOObC co^ LO O 05 ^ iM CO (N GO VO 05 g 00 O •iO 2 rH rH 05 05 T— i 05 * O O CO • O o 05 0g0000000££S0000^000000S50000§000000000000g°g00000000 ogooooooooooooogoooooooooooooooooooooooogocooooooooo s®ssss5sg2g“as^ss,0ggssssssissss||gsssgfe.ggsa^ssas8s;,0§8a (NOO^C^riHWOOOCC^ H O Jt> CO^HNWNHHO^ONOrlWWWWH^H |> H O r—i ri O ^ H t— i t— i H H O Rfte,as,p, ftaaftftc, aas.aaaaaaap.aaaa MfiSafpqqqfifimftafifl.qflflflfifiPfi * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2046 EDUCATION EEPORT, 1900-1901, •snjBiBddB oxqiuaps put; ‘situ -luinj ‘sSmpxmq ‘spunoaS jo 9ix[BA llllllllll 1111 lililllli g^O^NiCOONsV ;w»fi »0 0 0«"^N05V •AJBiqn aqj ux saxatqoA jo aaqranx pH c lllllllil iSISl i8l*la§sS CO rM : •siboa ux asxaoo jo qiSuaq <5* 35 Students. III ir stu¬ dents in the class that gradu¬ ated in 1901. •9X'Bm9ki x ! r-i r— i • • CO • CO t— i • -CCHH • C4 d • • CO OO • •OI'BJM Si d Cl • ■ r-i jdCO • j(NHO • O d • • d ^ 1 as • Ip •oibtuoj cs THiC^drHdCOI>T*JrHr^dCOO ID I> jocOOOOQ • O •9UK COCOOOOHWO'OO^NOO rH CO • CO d ^ • tH Preparing for college. So® .3« g •oiumaj H r-i • o • • • O • 'd-dX>rH • • O O • O I • h •9i-Bj\r M f-( • r— I » • • to • 1 o*c CO O • • CO OO • co • • ; OTPMMUO 'sH 05 03 ^^C0C0t-irH05lC rH rH 03 © HCOHiMOiO^CON rH rH r-lTPO HN»H MrlOO XHLOOCi 10 0 0 0 H^OOOIXIOO S310 O COMO^CICC^OCO CO 0 0 CO 0 O OCIO^ 9 001 0 jooooc* ON^MO^O O HHiCOO ^ r j HiOM 00 10 rH 00 8^ xO j CO ^-03 ^ 00 ■ CO © © O O 03 O O HOiOHO 0 00 j 00 i« -< C 00 jiC j ;M :3 i i O * ^ h : • • 03 • ■ CO 05 ■ S§ :° i i° |S : j 10 O ! :° i OOO OOOO OO OOOO O© OOOO OOOOOOOOOOOOOOOOOOtOOOOOOO OOOO O O O OOOO ooooooooooooooooooooooooooooooooooooooooo ^“SS^ggSSS^SggSSSggSSSSSS^^SS'S^SSSSgSSSS ;g5S S3S§ g^ss^ggagaggg-aasss^ggsgsg^sgg^sasggggiggss )HHINHHHCOHHHNHHHHHWHHCOHHHH(NHHHHHH(NMHCOHHi g, |j mi f'l'l'l'l'l'l'al'if J'Jitl'I'I'I'sil'Sitsl'I'I'I'Sl'I'I'I'I'al'ititiSl'I'S III J!^ , qS2, “^53^ e|«2p3a KSh OSH:? 3 S3 o I till ■AS T Q 5 H H ^ bJ >> ^!pi|igfi*J so£;§o b -HS-i-H sai^i'i |« o<»|j3|^a|^«J« j |g js-c gjfejMj g pHMS-;afe»?h5P5W3^Wi?C4 0- §3 . . . _ c °£o oooccoooc 000 oogSo o o o^’r'C'C'O'rTT'c^'r'D'C'C'C'c^'O'rrs^^'O^c'c IS I J II §!|5 I*? 02a ll; • :|§ 2 is? |§S> gS fi¬ ll 8s38 :.Ht3 § 3 g-S.S o ggw § S'prg >--gl gS P gi g-^Ja jg :S HI §00! * goa-g Sol 2-3 §£ »■§ 5^ £?§ a -3 -§5 ^g^-q g £f>.g g w ^^^^t^llSSgssQodoous.QfictssSSSsll^ooSs ll!l!lllllllllll!l!!lllllill!!l!!!!lllll * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2048 EDUCATION REPOET, 1900-1901, •snpBiudd'B ogpueps pun ‘axna -tuinj ‘sSuipimq* ‘spunoaS jo oni'BA 01 e* !i!!l!llii!lilill§!lil! ! •Ainiqi; oqq. ui seumpA jo lequm H 1 © SllllsillillllSlllllISlI r-TcL r-T rt W •pup Xiuqnur ui joqumjq •sunaA ut ssmoo jo q^Sueq » Students. College prepar- iAuury stu¬ dents in the class that gradu¬ ated in 1901. •aimuej X M OCOOH • iH • -OiO^^CUN • ■apspi rH (M CO C4 • ^ • J CO CO CO O H O I> 'C4HCUNHC1 • Gradu¬ ates in 1901. © OROSCO • HCOH!N(NHiOH Preparing for college. Scien¬ tific course. •9IUUI9J 2 1 00CXNC5 1OCO jo^oooco : CO CO OO 10 00 000 Si OlCOOOOOOOOOOOOOOOOOOiCOOO Second¬ ary stu¬ dents. •opmmj X) •3[«I fc- Second¬ ary in- ■ struct- ors. ‘QPjUIOjJ © INMWHHHH(N(NNmMOHH(N«HNH:X^^!MOC5^'OOCO^(NHNNO O 05 05 ar< a WrH HiCHHLO : CO O O CQ CO tt* O 05 05 CO 05 00 § j OMQ THC^gCOT-JCOCOCOCO^C^rHOOGOCOO^COrHCvJC^O O 05 CO ^ o 05I>HHiCOH Oi ■ 22 0 gj - oo^ooco CO o O 05 °s«a t}< G> 05 00 • O CO r-i SS _ _ 1-1 05 O ^ 00 CO 05 O CO 05 O H2Sco 05 O iH 05 r-i 05 lO r ■ 05 ;COOiO • G> j i° i i (M 05 ° : j j CO • ! ° • iO j^HCO - : :° : : i-O rH *-* : : : 05 * 000 ooooooooooooooooooooooor^ooooooo 000 0000000 000 000 0000000000000000000000000000000 000 0000000 000 gas ^s|Sl§sasga£5|ssss5i3fl|gs®agsasai gsg sgs • O O WCOHHCCHW 05 OC t iNHWNHCOHNHHHHHWHHHHIN^i (NHO *— 1 O C- C^- , O #— •— i ♦— i O — - ►— A £— ■< m« & & C* O £■< CL CL CL O. C- *— *— 0( Cl- O. C- £22 £££ a a a&fie,6fia SS 2 £ £ 22 aaa £22 a . o s “ :g S bnO 22 b> n Pi¬ ca £2 ;jg iliUifeJrtil* • g f; ■*-' j *> £2 S gsl far ^if Jli'ii Pfiiifiiiiiiiisiiii m |1^ QW £2^ I-p ill d|3f |i||j| jSjj |||^a || is 5 £•3 sS| 3<^ s|1 iJfg fill, fco^aa o <— a fee tc c a 2 *>2 11 Is CCgE-^C r^0 COCCCCCCCC caP3^£:Daapraaaaaaaaa'ca CtEfH'-fcC'TjbC . . • • 33sgla ;sa . '§’§’§’§ g-3 •So ao III fit* S5|J IIIJSOB-OOO ® c a a a a o§g^ :'S2> • • • cWS a :pb 111 lalSISgg CSS ggg •3 sss alMHlSiSl a a a a a m X x x to ;sg . !«&§£& -c-ca 2 tas • ■ • aflsimu x x x x x x x U? ISS III llllililliiillllllllilillllllli ED 1901 — VOL II - 53 in mini 111 * Statistics of 1899-1900, Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2050 EDUCATION REPORT, 1900-1901. ogijuaps pnu -iiunj ‘sSorptraq* ‘spuno iS jo aril's A *o o o o o o o o o o o o o o o o o o o o o iOO(NO OlOiOCOiOOO < CO 04 iO tj< •ifi'Biqil aqj ui semniOA jo laqumsi (NiCOOOhOOO OOOOOOIO LOt^uOOOOOCOO - - O CO O CO lO O CJ 1> CM "IQjp ui laqnnijSt •sisaX ut osinoo jo ift-SuoTC Oft •3U?tna.£ 5 ft! go< f»S' r-i as >h > 4j -2 S ooooooooo oooooo.o •31BM 00 0 0 0.00 0 0 0000 0 0-0 s >s A -g O Oj K » ft d 02 ■ lOMOOIM •3im ■ I> iO O lO CO iO iO CO C0;iC.O:O* CO GO.O I rtCONr-nOnOl 04 r-+ CO ^ CO Tf< 8*Sg s £?h o < O 04 CO 04 04 ' r-l 04 04 tH JC^ C •9I^H 52 c h i • "d |s s"3 g,® ft ft ft ft ft cl. ft & ft ft ft ft ft ft ft ft 5)d)4i(uii)(S)4)i!)a) osaoooa ft ft ft; sft O d «j d o 2 ft -ft2 ftJVH u d * CO C3 O r— ♦ 04 CO iC *£ CO Oi O •I^I^X CC XCO OC CO 00 OO 00 CO 05 ) oo co co co co oo ooaooococooooo I 04 04 (M 04 O^ CM 04 04 04 04 04 04 04 0 05 0^0. CX X X CO 04 04 04 04 SECONDARY" SCHOOLS. 2051 ills > CM rH rrfef£' 11 11 r— T t — i C'TvcT in iiiiiiiii in r-r^Tr-Ti-i r-ToToo jo'eo' oTofcf m :1 :I l • a is ; :i o i? ■ O ’■ 3 jg O ' 0> ■ OO O CN lOM o°og ogooco^o $oo ^0Sg|S«000.00000 000^00^ §°28 °g§50^°Si 33° ooooo oo g£; ^53°°s s10 s«s®;£ss ss3: O HHOHONOMH I CO 1-100000 OOOOO) TfOOy HHOH NOHHHnHHH i O HHH HOHOHHHHHNriiNCOO HHHHCOHH rtNrlH ics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2052 EDUCATION REPORT, 1900-1901. •snn?it?ddi3 ogpuaxos put? ‘sjuj -ixrinj ‘sSuipimq ‘spunoaS jo an[t?A S 8 10, 000 7,000 4,000 10, 000 11 8, 000 800 30, 000 111 joefoo I a •Xx&iqxj aqi ux S9xnn[0A jo iaqxunx 1,000 11 § |« 1 g gg :8 g •pup Ajxqipui ux joqtnnx § g •sjt?o.v ux 9SJUOD jo qjSuo’i CC CO CO CO CO CO CO (NCOtHCOCOCOCOCO ^ CO 04 CO CO Students. IllllJllljl •ojutnoj 1 'Sj r-i CO 04 CO • lO o •8T1?K c- HHCO HH(N • O rH ip ■a [13019,1 1 © 05 t- jio o •9[t?K | 04 t-H C4 04 rH - r-i *’OCO ■2 i§ ■sf |8 Scien¬ tific course. •aiuoiaj •# 04 O • CO •9It?j\[ M CO ^ : • VO •9[BK | 1C j ?o j CO C sgass •axmuaj j ^ csog8oo° oo2°gggo oosoo° •aiBK » 'So°c*S000 C0£0gg?50 ®°3°oo P S»A-§ ■01BUI3,} ^S^SSSSS •oiuxuaj tf: *9fPK CCOrfOrin^O o :i O ^ O H C 1 C4 H N 04 CO t O (N H H H C4 osg^g.o a a ad 2.' a a a a a a a a a a a a ad a a a sss^sss assess ssss&s p Is I® a 8 P V § I >g H. ■s?ys|5as IlfelsS ggSgSHJi agajgei £>d;Ad^'d£ fq^dfitfGU^ S^Wdv-jg &6 :* g ill II •-£ : :^=i .ms :ss ti !llplisiir^a "Se'g*8^-S«i|*|sI|'ge 111 IP jprz i£c 2 .c ~ -c a t: c cS^'crcS .5? : :=«. :g.£f.sgg.cc^g.bfg-a3|g :*>*# K : :os :ok o3S^ rH CO coo o « CO d j CO o l — i rH • d d O OMN OlO ^r< d o HH O tH iC d O iO O^XHH oco o O tH ©o d tH CO O HHI> lO HHO O d CO CO rH « ■ th CO 3 20 0 d rH T* ■ o o o • ^8 © : * d ■ tH o o d CO © d 00 » d d CO j COIOO CO • rH • LO - O x? 0 20 Tt< d t-H O 1C COiO CO 00 rH ^ OCOlO d rH © tHX> 00 CO Cl d CC d lCCOO lO 1C © CO WOHM HOO ®> oc cq SS.ujp di-^lffi^K dP^f4^‘Wo2 pq 2^3, ^ J.gW£ P^p jjj^jp d^^t-iP :bb p r M * ~*N . ,C3 • 1— 1&S& OPPPl 6g^^2S|B * Statistics of 1899-1900. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1900-1901 — Continued. 2054 EDUCATION REPORT, 1900-1901. •SIUBJBddT} OIJlJUaiDS put* ‘OIUJ -iiunj ‘sSuipimq ‘spunorii jo onpJA $5,000 8, 800 12,000 34, 000 40, 000 4,000 5,000 3,000 15,000 5,000 17,000 12,000 8,000 15,000 1,700 20,000 i : a" ; •A.iBjqn oqj ui soura[OA jo aaqmn^ c* 125 120 500 650 885 700 300 323 300 700 100 500 200 60 400 800 100 70 800 300 TIHP Ajuiiiith ui jaqumK § -sarasA ut osjnoo jo qjSuoq Si CO CO Tf< Tt< CO CO 0 CO O ^ CO (N o •9[T?M K5 (N H !N CO (NCI O CM l> O \t >pc k J.W. Major . B. Riggs . Name. Hi High School . o c Crz ! . do . . do . Sumner High School (col¬ ored) . High .School . . do . Hr. ) c t’C Elliott High School (col¬ ored). High School . . do . Central High School . High School . Ho jl )C > C ; Aurora High School . High School . State and post- office. Missouri— con t’d. Billings . d o fi II Bonneterre . Boonville . Hr. |:| III Isl fflffip: t il iJ Brunswick . . do . Buffalo . Bunceton . Burlington Junc¬ tion. Tin tier is (X i! M ) : p j j ) c California . Cameron . SECONDARY SCHOOLS. 2055 II I iiiiiiiii §3 lO'joo'oVo’do lliilll TJ? O ec r-T lO r-T . §11111®! linns iigiiii CO^^CO^COCNxTC ^COCO8 Second¬ ary in¬ struct¬ ors. '3XX?Xn9j[ © i-l O 8 ^ { ]QHfl ^ H O 9 ft ; § i4 ft d d h ^ pi 5 p4 cd o ^ cc ||I SI I SHaj i^pfid S it 8 £8 : wvrd : : 15^88^1^00 bCO^’O'O r-i i \m ill-:* MN; “^“‘OCCOOO’S, §5g p.: ■ O O O P P P • O wsws :kskkkk : fid SECONDARY SCHOOLS. 2057 mini isjpiii l iiiiiiiliiiiiiiiiiiiiiii o3~ S S S S § ° oo^ ^ O rH ; CM (M 0 ! 10 ! 0 O xO • CO»OMXONOO ^ CO ^ X> CO CO H CO © H COt^C007rHI>07COOO 00 CO CO TjH H< 0 01 0 Tj* 07 OfNOb^NCO ig 07 1> CO CO © 07 00 rH CO O 'T1 CO 0 rH O O O CO 0 0 00 O rH 07 O iQ -* TtH lO tH O 07 co^ S00g0000 ° 00000000X0000000000000000 o oooooooo ooo I’gOOt'OOO O O OOOOiOOOOiffOOOOOOOOOOOOOOOO o oooooooo ooo “S8“|sSj I §SS8®§8§g3aS85SS3§S&SS53SgS a Sc$g££gg3 3§g CS^rH^C C H< l£S ^«WH»C0S|g«H^CjSH3!OS3M3 sag ic x r- ^ gg; 'aw a COtH00007000tHC>t ! ^ s ^ KP O CCPQ^O ife-pqOP^y KPP Eh KKhlB^fi^ si; i.£fa ■H .a m m 1 1 m mu m m m« s m i m ^riSrHoSu** ; ; ; ; ; ; ; ; ; ^ o ! ! ; * ; ; ; ; ; ^ 2 W ^ 0 * ; ;** ; £3,2 $ O ChM 60000000000 a0" oooooooo 03,2 |occ c o o o c c «29^7^’Cv^^c-a'u'S'C':'ci^'OCt'C':'oc'o3;Cr:ox'C':-c'CC'C rV^ H > H •'•••''•••• it H •'' 1 r*\ H W HH k*' M-i »*•■•••••• • ■ « • . h-1 M HH § * K~| i5 |°-oo ZlIF* 3 a & min 11 1 •§ ^§1°^ 8 ©'I g&.S.g.SsEcflS'g llMiiir* ■g-dS 3 dja® £ : C = : aslils rrt © 0 O^J ■ iis88S8S £ ggggggssgssssssasssssssssa a gggsgggs £3$ gggggggg S S3 coSc3S3SS5«S £33 ics Of 1899-1900. Table 43. — Statistics of public high schools in the United Stales for the scholastic year 1900-1901 — Continued. 2058 EDUCATION REPORT, 1900-1901, SIB Ills mmm corocsco CO n 3 5co « cSco COCO S3 S3 cc S3 « SECONDARY SCHOOLS, 2059 ii «r-r lli!!l!!i§iiili!ii! Ill ■--s o' t-~ o' r.:o' - “■ S x = - ■” 5 ~ r iVocinaV igii liiiliiiiiii 8S|S “S-'gS-^P'S-'Sf 111111 2 338 S3 iiiisnigsi?is inns ipsisia siiiiiins-is -iiigi .-r : -r ,-r cT ©r : - rccc-r^rcccoco^^cc cc cc ^r4 -r : : COCO CO «::::: CC • 1— OO • r-i • — : j ^ CO t— : • O O ■ C’l • o o : ! M • ■ 30 H •— i O • • T-. o o CC^^^lO-; ; ; -- 0^1 - O r-. Ol Tj< SC • O »— CC t£ rt^XN ■ — • rr O O : » _. _ ; o ^ • rt o r: ^^'rrtr-ri^coc CO t— ^ r- m :: ■ o — o TOT^ ■ o ; — O C'J ■ • r- r-s o • — o o IT? "M ■° : : : :« : i H O - l>CQ i i ° : : : i*'550 : ::::«=* j O CO QC • ’ • • ft Ol • xC : i - « ■ : j H i« j : j j0^-1 j j5,e0 j : j j" ■^O CC • • ■ I d 03 io : — j j j 0*0 : : : : : ■ OJ Or-H^-SO^OOOr-: — «r-^nr*MO^f-r ■ C'l C1C< i r-: C'J r-i i-i CZ t-5 i-i rH r-i kkkkkkkkkk ■ k k k k k k k k k k k k kk ■ k k k k k k xxxxxxxxxxxxxxxx ~ ^ x ■ ; i Ji : p 1 j fjjij I* 1 ■ 2 j :is- : : :~p r : - z- =z s :i=5- ■ *±1 1 r^o nil : : =2 :5 : ? =■£ ? • • • x £ ~ _■ - -xx: ~~ ~ x » 525b - t s is il=:|i=: I ifaiilsll H ~ 'J = c J b -• s; £ -j J f s ~ g £ _■ x ^ _• - &! “ _• < i_- -■ s _• _ - ?Z pi = = .. _ - — ’ £ f - £ x f 2 - N '-. ■ " < ^ X 2 “ -2 S < -• Z X ~ x = 2 :: o S’ ■SS- ■ • • • •'S S • _• IJ.KJ JjiSlail | X X JE t-p- -=■ ~x X = .0 sc Hsll- xo Tx = .o l£ i£ = ^ SS — X 3- .3 io£. - = - = r- i^r s. 5; £ = = ^ i ;a uisigl £^|bS-|S^A||cf =-6 li 8 | 2 I P = = || : S3S3* :-* : 333js3sa«=£=S3S5S m§52§Ill2§§B£EES£E£E gisiiill miillSIlliimm :: :; rt r: :: r: r: :: :: :: :: r: r: r: :: :: :: :: :: :: :: .": :: r: r: r. :: r: r. ft ft ft ft :: fo * Statistics of 1890-1900. T rH O O CO CO © Cl Cl d H d H^HiOd COXH^dd O O CD d rH • • *03 -HiOO • • O o c CO i 10 i ■ lC CO rH j 0 0*^0 ■ • o © ■ • ■ C<1 'HC!H ■ • (N 1 • - • ^ I •OXH ■ d^H^ • • d 1 T— I • • • • « -Tjl © • Cl 00 © CO d • • d • O • CO j h d ; ;0 ;CO^CO CO r j jjj r°os j ° CO r- i Tf i ! • ° •i>© j CO • © -OH^ o OC-OOO ClCOOOOOO O O^OOOOO O M © © © oaoooooo o ocoooooo •^s§ a g^fcssg; OOOOOOOO^OOOO^OgOOOO OOOOOOOO^OOOOtHOtHOC^OO © ^.Ooqoogog rtOHOCO J.Ci > Cl O CO rH d H Cl Cl O OO^OHHOOOH^O^OHOOO^W ClHMnH i N (M H M H H CD ftftftftftft rg 'd ftftftftftft ftatp,ft2.aic.ac,c.tc.c,s.6o.c.i SS^pSfififiSfiflSiSSSfipSSf a & ft j;K is1? o b r i Jg J 5.o6 |s||l«n§ „ . sc«|sss£ |a®ls -H^3 SlfSS* w.Si2g»s> gdd | S 2s o&cft J3i llljlllpliiiiilo *,.«SEda S®”“0 85 >.Sf> I f*toa SHUwh® Sw^q^ f §« S W >» c £ 3 a 8 § _ 'V 'C ’C 'C 'C 5 ^ ccftl^oooooo ■^111.1^1^ pra._. o h : : : : : :p=h ^ ftK ill 8 ::::::::::::::::: : : .3 • « . ^©ooooococooodooocoo iCrO’Cr3,Cr3'C"C-CrCrC'3rCrD’DrOrCrC'C'b cc . fill o.S'o £ g< 1 si Ill'S ! O Q O 0 K S W ft in? p/a ' GQ I ill: :§ : : 8 oid .-Esaias'Sg. mil 1IIIII1I 1 illlili lllllllllllllllllli * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United Stales for the scholastic year 1900-1901 — Continued. 2062 EDUCATION REPOET, 1900-1901. ■snn*j'BcId'8 oxjiruaps puv ‘ojnr -xuatij ‘sStnptinq ‘spunoiS jo on [BA S4 I ill :1s jill ;i 1111111111 jioeo ; cm co .oocfcai ; mci ti< oVcocc*COlOCOCiGC^ 4 12 3 •ap?H pH ■NMMOt-NWHWOO r-l-M rlriHCC Ctt.Ol H1>(N Preparing for college. Scien¬ tific course. •ai'suia.j i j j .i :°SS i :• i | i i ° '4 34 1 •ap?K r=H ! i ; i l**000 i j® j j ! 1 ^ HOH Classic¬ al course. •aimnaj • • • • • CO ! ^ ! •9IT?K pH • CO j CO ; ' 03 ^CO r-i 03 CO o o rH CO rH o (N O (N H (M rH 03 03 -< rH rH 03 O CO o : ■ 03 CO lO T— ^ -'O r> CQ -H CO r-lO © 03 »0 t'CCN'^CJINM^aJHWt'HO^ H< 03 03 lOX.COCICO OHIO CO^iONJ>lOCj _ -o go" O 0-1 rH © CO CONWCOOiC(N(NH(NHCCCOtJ<(N O CO rH IXM^OH H H CO O CO rH LO O H* O O O H< r**iO CO O O ’H CO CO rH : I30 O rH o CO rH O rH CO j o CO S : 03 O O © 03 • rH • • TfJ 03 rH 03 o j 03 tH rH ^ CO CO CO CO O • rH tH o iO CO © 03 03 • rH CO o 03 CO rH ■ O o o o CO • iH © oo.ooooooo^oo^oogjooooooooogoooo^ooogoooegffj.ooooogggooo J-N^iCiCOO lOCOOHWO^O !§gg rHOJOOOOOOrHOOt lO^OOOOrHOO tH.O OOlOOOOlOOOrHOrHOOrHOlrH 03tH©0©©^01 KN:HWrtH(NHCiNi I!I»!!iIl!8II!!lffiii!!!l!!i!igIISil8IIIIl!8IIIiIll * Statistics of 1899-1900. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1900-1901 — Continued. 2064 EDUCATION REPORT, 1900-1901. J. W. Joi SECOJLDARZ SCHOOLS. 2065 iiiiiiiiii it -iiiiii iiiii !iiiiiiiiiiiiii :§ :iiiisn n lOHiOiOO© t-h'ooco in' co' c4~ lo" o' o' o' of co o' >ia ; icTco cTt-h ft'io'o • o' SS88pSSS2SS||SggS|S|SS gaassf! §§1111 lllilllsllSIl C-J OJ X rc ^ !N ^ CO CO CO Tf C<1 M CO IN ^ ^ 01 IN IN X) CO N CO ^ CO CO • IN IN (N O CO • OI ^o-*co^inoco^ CO HCKOOlO' .ioio0^ooooggoooooooooooo 8£000§°S‘ OrHOOOOOWgOOOOOOOOO^OOOONt-O^OOOOWt-OOOOOOOOOOOO ’S°S S' n-ON'ANOH.^SOH^plO^Ol S8-I ^CiiOt>COO- ■ss: >0000*00000 00 0500 OOClOOOTHOT-ir-iOrHCCOOOOCOOOOOOOOO, lOHOOrlTf, IOOOOC^tHOCOt IOHHMCCHNH. INHHNnHHi , c, a a aa ea ; Saaa'.alftaftAft&c.ftaac.c.ft ft ft a p p ft « ft « ft ft ft ft a ft ftftftft ft ft « ft « ft ft (tft (tft ft ft « « « ft « ft a ft « ft « ’ Jj’|j ft ft ft Q ^ q o ~< h-i H-t ■ . ^ ^^aWQ dft^ft'^d u o 'O'ci'a'O'C'd'C'd'C^ fco-g^c rcrc^’Crv ^8 o o o o o o o • Sgg millllllllllljllllllslllllillllllilllllillllllll mmmM isiiiiiiiiiiiiiiiiiiiiiiiiii ED 1901 — YOL II - 51 ;*®8ooooooooo°hhWhhhhhh Of 1899-1900. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1900-1901 — Continued. 2066 EDUCATION REPORT, 1900-1901, •snu?.n?ddB ogpuatos put? ‘airn -lamj ‘sSuipimq :spuhoiS jo ani^A $9,250 12,000 9,400 12, 500 2,125 1,700 10, GOO 20,000 26,400 12, 000 10, 000 mills : :| °°>Si8as‘cr ; I'*' ■Aj'Biqn oqi UI sanmioA jo laqumyx Sslll 250 125 1,400 150 80 100 sgSlgls jl» •Ijup Ajxqniui ut .mqumN © •six?aA ut asanoo jo q^naq 55 Students. College prepar- “■W* J stu¬ dents in the class that gradu¬ ated in 1901. •aimuatf X tH CO • •C4COH • O rH CO CO O rH CO j j CO • •aiuM pH d th j •Odd • d 1 12 1 1 1 2 ”i‘ Gradu¬ ates in 1901. •aimuaj © diO | •a l*K d CO j HOCO^HCOHHOtNHClO • CO CO d Preparing for college. 1-1 ■aiBtuaji • O j • i> j O j HO • O • O • O • • •9IT?K 50 fH • CO | j d j O • CO :rH : : Classic¬ al course. •aiButa^i es pH rH j i j d iO j 'lOCOd • j •ai^K s d rH « tH • • d jo j j d rH • • CO CO d j j Ele¬ men¬ tary stu¬ dents. •ax^tuaj © pH ooooog^gooooooubooooogogg •ai^M ® ooo®°333oooooo«:ooooogos3 Second¬ ary stu¬ dents. •aXBuiaj X s^asswe0s53s5aasssgsssse0sss •ainj\[ Second¬ ary in¬ struct¬ ors. •aXBuiaj © HNHOHOOHOM!NHHOOiCHHHC4HriHO •ait?K Depart¬ ment or in- de- pend- ent. aft'c.ft'H.ftaftaaa.ftftftaaftftanac.aft ftfiflfiSflaflqftqpqaftnflfifiqfiQqq Principal. M . . J.V. Owens . . I. C. Gregory . . J. H. Slothower . . O. A. Preston . _ W. T. Oates _ . 1 James O’Connell_ 1 1 John T. Rrnss . G. H. Graham . . C. A. Fulmer . . . Miss Ellen M. Austin.... . . W. W. Waters . . Walter G. Hirons . _ C. W. Vest _ . R. M. Campbell . . Miss Olive Gass . . E.P. Wilson . . F. E. Mullen . . R. M. Thomson . . II. L. Sams . . Mrs. Vivian Holliday... . Miss LettieM. Lott . . Oran R. Bowen . Name. N C'i At. ...... w 6 o A'G'V’ si j o c ct: i c j'C i c I'D . do . . do . . do . . do . do , . do. IOOOCOOOOCO iTS'O'O'O'O'O'O’C'O'O State and post- office. 1 NEBRASKA— COnt’d. O’Neill . Orleans . Osceola . usmona . Oxford . 1 Palisade . l Palmer _ Palmyra . Papillion . Pawnee City . Pender . Petersburg . 1'ierce . Plainview . . Platte Center . Plattsmouth . Ponca . Randolph . Ravenna . Redcloud . Reynolds . Rising City . Riverton . . . Roseland . 1 SECOND AKY SCHOOLS. 2067 5 0 0 0 0 _ _ >0000 000001-00 000: o o c uoVo t- Tf CM :S§ . o o • o o loo ! • oooooooooio • =5 0 0 O O »0 O O o O . O O • O O . 1- to • o o . o uo . •OOtOCMOCOOOOO • O to • ofocf • 10 • CM . o' o' • . to • TjT to r-T t-T 50 CO* of CO CO rH • rH 00 • CM of 0500000000000 50 50~ o' CO tO ci O 50 l- cf :§S . o o JOtOOOOOOOOOiOOO to CM O rH o 00 O CM O lO l— to ‘O rH OO H uO 00 CO rH H H CO O O O OiO^ O rH 50 O O O O O O O O to to cOOOOTt*OOOOr-^X) CO rH CM O CO rr rH '•H i O O O O O 50 o O O to O to O to 50 CM Ttl CO 400 200 107 250 125 1,200 100 500 ■ CM « CO xf ^(N^CMCO^CO'^CMCOCMCO-^CO'^ClCMCOCMCM^r^COCM^CM^CMCOTt'CM'^'^CO^'^'^CM^Ji’^COCMC^lCMT^COCMCO - ^OOiO « rH £— CO tO CM rH rH CM j CO rH CM rH O O Ttl to CM CM CM rH rH CO • rH O ** tO rH rH CM o * CO (N O CN CO rH CO CM rH H 00 t-^iOOOOOCMOO CO o 50 to CM CM CO CM ^ 00 ^ H H H tO 50 I> CO O 1> tO HCOOtOtOH rH CM rH CM CM CM tO CM CO CM O CO CO r- to tO CM CM CO CM CM rHrHCOCOOCOtOCMCMOCOCO ^ 50 CO rH CO rH CM CM X> CM O j j CM • rH CO ■ ■ O i-l O to O CO CO CO rH • • CO • CM CO j ■ to CM rH CO tO : : j10 tO • • CO •> 00 • CM 50 O O • Pi CM • o i j j40 rH • • O CM • rH O • HtOHCO • rH • • O s ; OOOOOOOO OOOOO0CO OOO COOOCNfHQOOOOOOOOrHOO^OOCOOOOOOOOOOt-OOOO tO cO TJ3| 2211s! g'EllsSSSss OQ 02 CO 33 ffi-QQ: 0Q CC CO CO CO C» GQ CG 02 CO ,y O CD a> O bo f illliJif Ilgfil! s|if!ll§ilg||ll!>g .£ § 2 3 3 £ >> o3 cS ^ O G 5 M d cj oi 0) pp;>;>>;> eg a eg eg eg 222PS®OH^W^10t0f-C0a!Or r- i-~ r- i~. r- t" 00 x 00 oo 00 jo 00 oc x 00 02 <32 o> a> as 0595COO3MMMMMSMMmSMMMMMMMWwSwmMMSMSMMMWMMMm»WMMMWMMMM«M * Statistics of 1899-1900. Table 43.— a Statistics of public high schools in the United States for the scholastic year 1900-1901— Continued. 2068 EDUCATION EEPOBT, 1900-1901, SECONDARY SCHOOLS, 2069 - =? CO iiii -c COt> lO 11111111 11 »of 11 Cl o §ii| cTH"© 11 Hu? 111! IS j*8 i ill il® 001 009 ' oo$! is i! a IS ss§i8|gs 111 ii §8 COCOCOCO CO rH ^ rH rH • 03 rHrHrH CO CO rH rH rH rH rH rH rH rH rH rHrHrHrHrHrHrHrH rH rH rH CO CO rH rH rH rn ^ CO CO r-i rH O D rH i -1 • O CO j • rH • rH 03 rH • CO O CO rH rH CO CO rH • 03 rH — J I>rH ^^C3^ j ^°°8a rH O O O CO rH CO 03 I> O • HiOOOCOrHOO rH • 03 m rH OOrHiOO a o oi rH o O O HO • CO X rH o LO H O iC 03 H Ol rH CO O j COiCXHCOOiO(N lO ->5< O o o o • • ifO ; OuOrH • rH OO ■ O rH OrH ' ■ • 10 01> 03 rH O O O CO ic 1-1 CO • • o •03 OO jrHO rH • OH rH CO • • ■ O 03 03 03 03 O co iO^COiO i ° •OIOCOICO • CO 03 rH CO ; CO rH rH *03 • HOMO CO jg • 1H* o OOHCO ‘;rH • 03 03 CO CO rH j rH rH O H : ^ : COrH 00 O 50 is j ° 3. 11111 ogoigcf :000X000r-:*0 000000 OO O rH O O Ol rH O O O . oooooooooo OOOOOO03OOOC>rHOOOOOO OO O' ! o o cc o o o o 10000000000 '0§>0«COrH|-l--SOlOCOOuOO g§*ew°8«ig£;« £3© OO 3«g*«ggg ,§3® : x rr 03 o — co o ^SSS^SS^gJ [ O O O CO O O i O CO rH rH 03 ; !Oh^l::i h^cjhcc co o im t ONHHr-: 03 rH n^C'lHOCOOD tatU&a- - ,o a&aa&^ aa c.U^ U&o C.' Cut, ft copfioSfiifii'fiqaftfifipaa I'll ""1^ qpqqq'qqqqq g »d a 111 ? ^ m >> B?=3 S|sa 'Sn 2 <5 _fcc^ E^gJIspS fc-i=iIIE1 fe'85s:*s f -di x£ § ss 5- c 3 w >> g < d !« so lit !slls|=o !l« c'S O o II *2 82 Is fjfs gels ics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901— Continued. 2070 EDUCATION REPORT, 1900-1901 •snjuinddt? ogijuoios puB ‘oinj -jiunj ‘sSuipjmq ‘spunoiS jo aril's A 11 ill gs ;-•= 1 ;§ :§li ;i HI ° ;S :§”S ;sf :Ss 1! : it ^ : :£ I 'Ajsjqii oqj ui saunqoA jo aaqumx 1- j! !§* | :8 is 1 1* ill ii j if •map Aasiiirra ui asquint © :a : : : : : : : : :38 i : : : : *sjs9A ui osanoo jo qjSuoT; 12 Tf< ^ TK T 1 I College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •aimuaj 12 j ! ; c D kO iO 1 1— i j d • • • d j j j O •aisH fH i : HtOO • rH • • j j rH : : jfs •eisnia^ 1 © H^CC^C 7i OCO '^HI>CHCCl>OH!Nl>iO •oisjm Is Preparing for college. Scien¬ tific course. •91SUI0J ■* o ; j-« Z> T—i j j O j o j j jcoc > j j jo •9 IS PI IS - : j j^ j co j j j d i- < • • • i— 1 Classic¬ al course. •si'Biue.j :>T cvf < © © cno )©OH^ ■COiOCOH 00 © • © © © © © © © o o © © © _> co © © © © 'O O rH O O CO CO CM 1^ © ^'^CO'^'^CO'^'^''^ CO rH ^ CM (M ■^'a,Tj(Tt(Tt(eocorH'a5co-^(n ^ Tt< CO TH CO CO © CM CO rH © CM CO rH | • CO rH 00 H © CM 00 r- 'OOO^ ^N©^C • • rH rH • • CO |;r 91 I ©0©00©0©0© © © © © co oooooooo H°ooogogoooooogooooooooo ©©©00©©OO© CM © © © © tO(NCO(^H rH rH (N © co © cq co rH i — i CM rH ©I0©i0o01> CM © r-i © CO CM CM © rH © CO rH ©'© 1> CM © L- © © rH CO rH © © CM H CM © CO CD^ (N 051020000 CO 20lO(M (MCOCO CT2I>(Nr^:OJI^^^^rH©T^00© CO CO CO tH CM 00 rH © CM rH CM rH co ^ l> © CO 1> © CO CO © OO rH © CM ©©©cococoCMH THCMrHC0CMCMrH©CMrH ^ rH CM rH rH CM rH H H CM Tt< rH CO H a. ft &, & a a a ft ft ©ai©o©©©©© oaqflppqflfl ftaft&ft C2 » : O . hr) . 02 . c : o : ■ bo 02 • • : a be : : £ > SoOSo®,.' .w g g ^ 9 g S i-s § 3 a £02 S >-cc ,r2 ca ;oo i3«4 P cc 02 2 ca ca >o5s s-3 cd d 0.3 ©V„ 4- ; 60-* a £ l-cBBo ft § A m g ca 2 1-1 .'Sfipo _ _ „ lo2 h r< ' ^ ^ rj m o o :o o § •° 1 H a i=j ^co bo 1 5 O cc „4 . 1 ftS •rPP S “>S _ a O’-'XX 2 o « "" g^WW aM&r: ^ .^Spq ‘ ‘ EaCw^2«i“.2 •'•dJi'.’O g ca (-s' ty? ^ 03 r/2 n | jj M ° > g o'Sss a -''.3,j!C3H'»ft2MJ2''^3 'Wj0 X 3 oSlA'S ©P3a5 3 ^ c ° <1 S^pci a ft 2 02 a 1 I If, o o bo 2 2 02 2 -3 bo.ffl o . - •S fl+3 m © O fH .sf 2 ft) 2 2 H3 SW g bp ■ ■ W OB ft's ca a ” ca ca. ! bp •S : >» : a < oja o 0 O 'P o i o bD'X 'g !®n C02 . ^ 'O f, .0 rc fpBB W >. ; O • boo • a S 'S.a 0 igaS^ ‘|§§§&3 a oS > a3 ^•| 3 roa a ■02 . © • M :S : bc^ ,02 ;,a 1 boo ^CO o O :6w bo: _ a A OOODO OfifiWWWWfe -4-3 O ?H O O ; a o ^gcnig'l! o Ad ^ o o'J ® P • o 1 %£ R o3 goo © © © O 9+2^ b0>sOv-' S: r;^-1 ^ <» S^H.O s bj o'g I'S'I’I g q'S a ’ o u a o o o ' th "n co tt1 uo © r> oo 'COCOCOCOCOCOCOCO 1 £5 CO ^iO©i>GO©©i «©© © © © © © o © ( »C000 ^3 OO 00 oo co ^0 CO C I © rH CO IO © CO CO CO CO CO CO CO CO CO CO CO CO W W W CO? CO CO CO CO CO So CO So oq co ’ (N(NC _ o © © © © © © Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1000-1001 — Continued. 2072 EDUCATION REPORT, 1300-1901 •sruuiBddtt oiji}U9tos put? ‘ainj -xujnj ‘sSuipiinq' ‘spunojS jo anpA 0) s* Ik G, 000 l ;i a ;; 11 : 1 S«; m 11 ill il "s ;*»a ;s‘ ■A.nuqq aqj ux saunqoA jo aaqum^ sill E CO r-Ted 1 1 ji m iisiiiiii - e-r rA Tiup AjTqxpui ux jaqutn^r § : : : x ^ :::::: : •sjreaA ut asinoa jo q^Suaq Si -s -O S-i 1 r §<§! •aLCtna^ % 23S : o • o 310 : g ° ■ ; -O ; •aiBK w S'0 : 3° • -1 ^ O • 00 CO j J • 04 • iy si •ap?maj Si 8 : i o ■ : iC Ci • CO co j ■ ■ O • •air?K s l> | ; CO • : WO ; l> O ; • ;iO • apS| •aiBuiaj' s OOOO £000000000 O O O O O O 0-0 o •ai«K Si OOOO OOOOOOOOO NOiSOOOOOO m •apnuajj; X •aiuK £> * |SgS SS^SS0000^ Second¬ ary in¬ struct¬ ors. •aimua^ £ 0!N0^ ONCt^HO^HOO lOOOO^OOCOfN •aiun ! ^ ONCC^ HHHiOHiCOWM OOnHCOriHHH^ tills ! ^ P.C.A "g, c.aaaft'j.p,a afta,p.p,aaaa i '5 c '? M : is ill ! | > : M i- . o s • AfS i li S si < ,3s A £c i • a ; :| ril !«i iSE :=s£ o : > c £ jj ' 1 f ; ll’ il; i1-” is. Hi 1 slS ^ gg.2 S; = 1>1 1* >5 ASS C i 21 ■ , • C *0 ■ JJ ■ :g£ :3 : 'S3 -a*; isillss Name. ?* i it ill :§! M wot ■cc~z r~ o v, KW;z; 1 ! o ; 3 ; fl 1 |ll , £ 'T ~ ^ S"g o f tc si £ — ;3« S.’S j c c ~ * \ 6 f i iS J i : :* § : . . A . : :2 s : : ;*§ : |3 So jj"|Slc : ^ ; ; ; ; * ; ; ; c c coco : •“ 'r -c 'C | ■a 8 Sis o° OD - f Mi 1 : ; : i « A* ’ ■ ! s ggo IN;; i i 1 s 2 2 e * -2 £ £ 5 o o> c £ Ij ; = c ;zc 4 ij [I • >> • ■ a ill i! |2I »l ||| ;| c •JI ; 5 : i i c . . ■ • . . 1 \ : : : IS ^ • -AJ O > ^2 5* >. a c > lllllli III 1 ll III 13 III lllllllli 111 iii mil ii SECONDARY SCHOOLS. Ill III I :S§ ^gSJg^ :§§“ :g“s" g : igg : igS SS* : 8“3viS‘‘ : §“*" g§!§sg Slsl isiiiii ii llllgl §11 IIs llfll 11 rt" “ a" - ::§::: : : : 2073 II CO CM CM v*0 CO CM CO CO rf , 1 CC rH rH rH rH CO rH CO rH rH rH rj< CM CO CO rH CM CO ’H rH OO CM O CO o o CM r$< CM • 1C o X O rH O O rH H CM O CM iCH °^d CM O CM CM CO tH CM O rH CM oo co oo ic r> cm CMOCOCOOCOCMi-OtpcO CO rH rH 0C O I> 1> iC CO H CO tH COHOH 1> rH rH rH HObO «> ^ « « O CO CO rH © ^ uO^Oi CO rH rH lO - rH rH CO CM • ; O CM o o CO rH CO I> O rH o o o ii 0 OHO O O • O ; ;■« *-> 00 CM O CM ad iC O iO rH CO O Os vCCOH CM tH j lO co o o CO X o ■ i-1 CM • vC ^ i O • I> • CO CM O i> - : id o * iO CO • o X • rH | rH iO CO X OOOOOO NOONOOO ;§3‘ OOO OOOOOO o o o o o o o o o o o o o o OOOOOO CM OOOOOO OOO OOOOOO O o o o o o o O o O o o O : laas^s: ISSSSS 23 coSS^°SScoS8S^ 2S2 3S83< ssss°as CM t— 1 O CM CO i-i H^^OOlCHOCMOCO CHlO CO tH CO CM CM iH H O H CM tH t CO ^ CM CO Or-JHHCOOHHCMI>r (CCC nMClHOi CM H I CM O H CO CM a,eLo.a.a,a< &afa&o,&c-'S.a.'S.a.a pQp^qPQpQQQp caa-a, ac.o.aaa a. a. a. a. a, a. a fiaaQfiap .. is 8 If 1 2 o|j> sss^ s^n*i^ Xo>V<* 3 5 4 - 2 44 aj Sr -X ~ o • ft III llgj gSflj :aq ^1 2 a ;gw 43^ III £ § < a‘|| 1«l« iSI * .§i -L §il*lis iiSaSk as gj SasSal'3 SC gH g£~Q z4 s 44 l?0 2^ §* 11 §£ | £ ©* h . 1 : g|l 111 9 43 r „-44 43 " 8SS, ;|S :I2 : Or 8 ll II & 3 8.S8 I ;§agaS3 ipSlUlf ^8 w :h ll ^><0 3.45 SgSfT -do aaaaga^aa© s-z-z ssttensites ■gillie is j a a 2% §.S* •a 2.® • .H 5 I a o 2'C a ° « ;s :3? :f> - OH04343.. Ill mill fl mimm glass ,322§J So ill I CO ~H IIS iSSSSli iii ii ics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2074 EDUCATION REPORT, 1900-1901. •siUBJttdd'B ogijnaps pm? ‘9in; -iiunj ‘sgmpimq ‘spimoaS jo onpA :S111§1S111111111I1I :§§§ : jg« ® ® 32^3''® 00 $ § SS : •Ai??iqn 3q; ut sapirqoA jo laqmnx e sasiigiiiseiiiiiiiiisiii 14 <4rH ’-<*-<’-1^ rH rH •sj'BsA ui ostood jo q^Saaq 5$ 2! Students. m si.' stu¬ dents in the class that gradu¬ ated in 1901. •arauiaj X 1— i • • 1 H CO rH joocc j^ococo^jqojHO^ •0[T?K O O • < NOOOHO • rH • T— 1 Preparing for college. icgi s'43! •opmrdj «=^ O j • 1 O • CO ^ • ; C^> • • ^ CO O '(NiO © - : ;■ rH ! ! i'- '• • io C4 • • rH • • ;c>3 Classic¬ al course. « 1 f=H CM I rH CO CO ■ COHOtNCO •9IT?I\r s (N rH • iO tO H CO x> Ele¬ men¬ tary stu¬ dents. •opsinoj © 00d00S0003S0000000000000 •9I??K Si 00g008000£80000000000000 Ibitf ■aX'Buiaj; X OS m ^ •9I^k Second¬ ary in¬ struct¬ ors. 1 •ai'emaj © COT-iiH'MiOr-(C^ iO -OHCDOO • 0 1— i OO CM CO CM X> CO ^ O CM O) °S 88^ ^ ^ ■ rH CM ^ O • ICH O'- £- NHWOOHHINO^ CM O O O ^ O r-i > ' O 33 3 00 : O CO ‘oOrH I • O COO rO O tt O O t-I LC(NI>HOCOO j ■ o °£ g| : CM T-I *HCCO « ■ rH Oi-H OO O CO CM o o tHOO j CM iO ''tf O g 3 : 1 Ti< (N 50 L- I • O CN (M O 00 CM (NHC- ItOOHt*iOO C°J g 0 18 52 0 ■ tH 'HHOMOIO rr» 00 • • rH CN H tH o 000000^00003 : oo oooooo ooooooo ooooo OOOOOOO OO OOOOOO OOOOOO: oo o o o o r- o ooooooo ooooo oooooooqjo a i> 1-1 sa|3S£;sga|§|| | °3 ssssss® ^s&ggssgsg CCHX^-ri' o o o JN 3 ! O O O O CM CO CO • CO cm cm t— : CO H38S O CO O § CJ C 1-i H H M CO i s ss ssss ijfjfjN,® 2^22222 §2222 2 2 222 222 22 n > Ci I SiS I- =«fi s! >s ◄ p§i* *fa ci Ej _r *§p-r a ◄ Jg5 5 3? £«i Ip g§» iMvsmmmi -■^m- s 3M‘ SSI ^si-a§ 1 I :l!!§ I lllllo linn iiiii iiiiiiiiiiiii i ii mill iiiiiii mu iiiMiiii! Lcs of 1899-1900. a Includes pupils of the evening high school taking certain commercial branches, but not pursuing regular high school studies. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1501. — Continued. 2076 EDUCATION REPORT, 19(10-1901. SECONDARY SCHOOLS. 2077 CG CC © ' iC O O CO O O O © l> O lO 00*0 000 oooocooioooi>ooo O00»-C030©0©ii0000© ~ co'cTooio r^'cTcoVS' :ggg£g§ HOiCO 1.0 ICOOIO OOOC^OOOH^ lO l'- COOHiOOOiOiOOOCO l O © © 00 CO r i.O ^ o c co co o ir 1C iO TT ci OHOOOCOOOOOOOOOOiOHOOOiOOOO^OCOO O ^ b O O O O O iO O O O iC M iO Ol N O^1 O iO O (M »0 itoLC^OOCOiOrpLO^HL'-C^Nil^iOOOOvOOO^CCCOOO © © © o O 00 o o 005^10 ?gg! I O o ^ O O H iO lO 1C MO 1C O CO ‘ “ ' 1 (N N (M O iO OC^ONOHOHO w LO TH O H 1C H CO (N OH COiO • © H(NHO *03 I> LO rH • CO O 03 ' CO CO CO 03 ^COCOX> lO o O rH OOOKN HHOCOOCO I H ^ O CO O ■AOCOCOCOHC^CCGiiOO(NI>^ 03 03COiC03iC03'H<< • © • • O O O • CO CO • 03 CO 03 rH t HC5 -NHlOCOOHNHOHOOOCO O rH CO O © 03 03 ^ CO T |HOO 03 03 rH O 03 CO O 03 • O ^ • CO CO 03 ■ 03 03 • O 03 >00000 LO 00 CO 00 O H M C3 O H O 0000000r~-0c0 00 03 0000000100000 OOOlO OOOCOOOrHOOOOOOOOOOOOO OOOOOOOrHOt^OOOO O OOOOrHOOOOO OOOlO OOOrHOOrHOOOOOOOOOOOOO iOiOHiOHOOHO(NOOC30HNH'OlCCOHCOOWOD ) CO H H 03 1>- 03 03 00 00 H^ Ol CO CO X>* H 03 CO rH i — I O H O CO CIHOO lOOOHOHCOCOCnOOOH^OHcOONCiO CO CO lO CO 03 OC' T — ; 03 O t-H uO H iC Cl H CO CO H O H O H C) O O O c ) DO lO lO W xr CO 1C ’ 03 03 03 O rH iO 03 t ' H ^ 03 H O CO 03 03 03 CO 03 CO CO (H05HOI>C010C3C0 03C3H<03C0003 CO ©a}a)a®fflO)a)iD(Da)(D©a)®(U(i)(Da)4)aiiia)ai® a> a;cDa>a)iDa>aj;5cL) flflflfiflfiQpflflflpflfifiPfiflPfiflflftOP PPPfl pppppppppppppppppCpp SogsflgS : a ^ g-g ^ 3 O O a ® CPP Cj - :2 . io to r — r — i— i-- t"- 1— t"- r- r- i- oo coco X COCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCCCOCO o o o o CO co coco XOOHClXH.O'3DNXOOHMXHiCtON O O tH ^ rH r - - - - CO 'JO 00 OC C iXXXXXXXXXXXCOXX CO CO CO CO CO CD CO CO CO Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2078 EDUCATION •snpiTsd&B ogpuaps put! ‘oirp -iuitij ‘s£utpnncl ‘spunooS jo onpA gg O O O O t O O O lO < k£3 O O 1> i >vOOOt^OO • O O ■ - COOlO • o o looSoio _ _ iOOHO^QOINNCO r o'ic'co' io* cioTdo *AXBzqii ojii ui saranjOA jo jaqumx ! ^ ‘Hup iCi^xxiin ui i0qum x ':]OCOOOiOCOhOCuOON( - - AIOOCOOHCOOI " * ' ' UOL^COXQ^^O' > O O O M O O i-O ui osinoo jo q;Su0T[ »3 b . £ 2 ”4^ e=-: S-S-S**3!^ •g^xuaj; •0IT?H O CO CO • rH 05 50 COMO ■ 05 Os A Pi •0piU0J Ol 05 CW C5 O •9PI MOHlOON • 1.^ i0> ft© © •apina^ •©IBM ■©pin©^ •aiBTC OOOOOOr H rH 05 05 05 CO t t- 'OHO 'CO ig£: ,ap?ni0lf[ OOOOCOOOlOOOOrHOOOOOOrHOOOsOO •0PM •0pm0j 33 lOMiNCOuOOOOOJONOCOCO'HO'HHOOOCOiCiOOOOS ■0PM I -sf CO Tfl t- O lO SO CO 50 05 05 OS GO 1 •d AA P1.HO O pi •0I'BTU01i •0PM OHOHddCOH^OCOOiO'HiOMH.Ot'X I 05 H H N H H i ft ft ft ft ft ftrrt ft-rt ftftftftftftftftftftftftftftft OO®OO*HSlH0IIOffla)fflll)Oll)ffl®a)OOO fiflflfififiSfiSflfiaflflpflfiORpQfiflfl ,pj • o s ■ 03 O :« ;S b • § & ; trj geo § i§ 5 § a j-03^ &.§ § g jj* I OM-g gN gM -“cd^o| g |ni2 ^ | ^ p (3 S ^ © © £ B o 1° • v I i u OOOJOHC'lCO^iCONCOOJOHfMCO^LOONQOOSOH CM CM CO CO CO CO CO CO CO CO CO CO TT« ^ TF rr1 CO -rri Tp -f< O *C OOCC'C^C/OOOOOOOGOGCGCCCCOOOCOGCGOCX^OO'OOCOOCCOOOOO COCOCOCPCOCOCOCOCOCOCOCQCOCOCOCOCOCOCOCOCOCOCQCO SECONDARY SCHOOLS. 2079 liifiii ISill 8 : :§§ :ii illlllli :i 1 11 iigiiiiiiii SSSS'- S : rS" t'“3*S*'S'5S‘ :S S' S'Si' :^r'°'3S"8'°ef'°"8&'55 mmm mu ilium ri_r,-7r-r .-TiP l-7 kCfr-Tr-Tr-T CO lllllllll 1 88888838811889 r-T r-T r-TiOofcC rH r-T i-TtHt-T ' rH 03 T* > i r-i 03 - CO 03 03 O CO 10 •00 03tH003 ^ 03 CO r-i CO t ICO ^ CO o 00 ^OOO • 03 G> • O * CO I O CO H O • O oooo*cooo 0000c- 00000000 ^000000000 o 000:000000003 000 0000^000 ooooap OGOOgOO^ 0000000000 O OOOCOOOOOOOOOOOO ss^gs asaaasssss s ssa^sssssasssg ssas^ss s^aas ssassss* Sjsaaasssss s ss^asssssssas LOOClt^O^COi 1 CO 03 OJ OJ CO 01 03 0 CO CO 1— 1 CO 03 O 03 CO 1 — ( CO 03 03 ■ iriHHH 03 r I03HHHH01 iiiii mu m SIS -e-s-s-e-e-e-e-s-Et? slllllflll I 2 o 2 £ § *3 3 I|=i2:|3s ISill ga IS sal Isfgf i^gs • :a ||3I _ ^ 2 ° mflp: 8^SE*SI S|a=aB*| Ml 3* : III £4 C e- _ .i = rr 9P = ~ So 8*3'® I a P ®.g 5 od^s* o-SfflW 3^5 5sS a 81* 2^22 < 1-5 p 3:55wl’--y.| c’> 3oSh Z P '^'cBS a hH ' l||||og I |ll SI | ^3<^3 :d § ■glfgl IIIII ►2 /-I r- < ^ Sill s £■§£ 8 P nSO® Is ceS B3CEO . - a “ a m o 6 o; o o ,u _ _ oiSlliS V: 1 om§ pkpk : : : : K II £ § >>43 «o IS IS' cs Is O O O O O O H m 'G'C^'C'C'Z' r-r-c c3r ■ J . . a fcc > o _ Si |SSj Hi: *Ss£ 22^25 = ^5 8-S^a-i :«; :jga|^o2 : : 5 c° 29*PS -Jg Ufl^Sgsgio ■§ 00 lc.^55.2 ■a--^§Sg>I.S.2 g g g 5>s5 = |^i 'iissas^-s'gg 2 32 sill “PS> P ppppppSS sssgssssss a Jt^g2 ^E.2 >p2 2^ _ “2ii £ g;.H > w k-—*; o ~-p ri P'C 5 5 2 r22'5'H.ScSoSocc5o Illlllli Hill Illlllli iiliii!iii 1 lll8lllilll!ll ics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2080 EDUCATION REPORT, 1900-1901. •snjBiBddtf oijimaios puis !ajrn -uunj ‘sSuxpiinq ‘spiinoaS jo an^A \ o* : O O » O OC O > O O O uo i-i O iX'OCafllMO wiuiqij aq} bi s0uxn[OA jo jaqmn>j ■pup Ajuipira in aaqum^ •sauaX ui asanoo jo qiSuaq ooooccoocimco iOOii-irpH^l>(NO < CO CO ^o-oS£i**|||*g5 bJD cj c3 rc •ep?uiaj IOHHX 'COHO (NH^C^iO • 04 CO 00 •apsinaj i iO H H H iO O O O o o o ‘9IT3R ' o ^ os « c-no co •ail? inaj ^wcoor* • ©©© ■©IBJt lOC'INON • CO 00 00 •apnitaj •0I*W CO CO • O CO •apunaj o o o >o ooo •0li?K o ooo G a tc O O CO O 00 O O Zr c § : O P. p. p, p. p p, p,p,a 0)00011)11)04)0 CD G> a> ooflftqfififlfl p p p p p ppp i 02 -£ )h-;c p> HoScjW » *3 J § o’o •P3 o o fee bo oHrp bo bo ,-P' 2 , 2 2 ^ . M . bogefl bo^-boB EccS^»sS flgRO-go'gO .bp^ -P ,0 C~'S? tty? >H>OW cPoa)l-HpO ^ xr^ h ^ ^ 05 xi d co o O'd o d o h •q P ro P ro o O O 8 oS sag s 1 2 1 2iS ?£ sgSS 2 bo CJ w> C ^ P m CS P ud“ •^o2gcooicCcia2a)iCpa2-gcsorC! cco' mm niiigii iiiiijiiiiii liiiiiisiiiiig iO HHn C^iO HH H CO CO lO CO • I>- C^J • 'lOO OH • iO iO CO J> T-i iO H LO 00(N^COCCH OiO(M^CO^iC(NHd'^”fi>Gf-:’Ci“ g>h*SJP ©'S'HS I |d p s SF|5|w ^SoPW'lSBpq lailsIM . =?£ Sp: SQQ olols^ 5 • £?h£ -o' ls: it $ 1“ gl 3 a © 03f^s2i| >jS §m"« w a atistics of 1899-1900. . . n LCludes pupils pf tlie Evening High School taking certain commercial branches but not pursuing regular high-school studiest Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1001 — Continued.. 2082 EDUCATION REPOET, 1900-1901 •tiru'BXBddx! ogrjnaps puB ‘ainj -iujuj -sSaip[mq' ‘spanoxS jo 9uxba i *i 1 I1IS1II1 5 »s's a !| :i 1 :§ j‘ Islgllilgll AJBjqq aqj ur S9iuuxoa jo joqnmx « j 1 111111111! i! of (NN lllaclll ill H rH >C G C £ O C oS-Sfl 6 tap [*’ • 1 : l"2 c • Si i -:ll : ia-g 3 c 3*0 o; : "S* : :px :A5 : :*> :■ ! ;5j- !o®« i-aS-G P : s^f ; jxP: 1 i d ; §4-2 2 : 3 : • •••>»•• i ; ; ; ; g- ; ; ; > • • • (j) • • • • i • ■ J • • ■ ! ! ! ! ! I I > o o o^-S^2 C o : : :.*>*.£ : : : f : : !. ■ if O 1 GQ - s f i s : : IjJ, 11 II iii lli iii ~~ g-s B-Sag 22*3 is i iii 111 l]| job : : : j® ia|!Ig|f | 1 llllilllllllllilllllll SECONDARY SCHOOLS. 2083 oioooor^ooo^o • .00 •oorHOocoooacooooo© • 000 ONiCOhXOOOCJiC • -ICO •COOrHOOrrOOOOOOOOi.O • O »0 O OOOC5iOiCNOOiO>(D • • i- l'- -(NOOiCOiOOOOKNiOOOOOCO • OCOiO OOCOr-4COiQt^'cQC>'?rCOr-* • • t-T ■ O cT o" OC' ^ L'- I''-' C^f o'iO' Cc" vO^ • CtTooT » O O O rH • O O N O • O O o' co to co 00 • n" o' rtT tjT ! r-T O C l rH • rn rH ; rH CO i>iOiOOI>OHfOOiOOOiftiOOOOOOOOCOOOiOOOOOOOO 0 CO 0 HOCJiOCOCOiOOO^OHOJMNOiO^HO O •OOONHOCOCONHNO 'COO CO • O • lO CO rH (NM • CO (NOO •OH-^OHON I O CO tH O • N MMHOOO’ Cl rH -nhgchonco OlO *CO-fCCiO 'COO OOr^OT-HOOOO-OOOrHOOOOOO O CO >0000: > O O O O 00 O I NNCOOHINiOCOCOOCilO' OlO CO CO (NrH©oa)a>o>a;a>a>(Da>oo(Da> ,; >Q gccK. tw c3 . • © ® U © >,£^5 gd g-fl*. | £ *' 3 OSHi 5^' do . S hft r- . m CO ccd o jgo os a aS CO o. o o d o fl-H PS >> °a _ O Or0<1 O O OoaffioSSoQo . O rf O rH «Sy c3 O O O O O O _rt ^ Orft'U Crft ©a OrftrftrftrCf^rftrft5,ftr “S.^g'c^a&'S.^ : : : : : :'35> PM>d ejotfioflo r< cc m £5 ec 1 o © O'S 2*0^ "Od^fl^iB^OO ~ d -d ft ^ ^ od-d od oddd-d-d S.5p : : h &p :-s &o-p &p £ W o o jg p 2 ^ ©3 2? d-d • c-dc-S'd-H PS IPMPS^S o o o rH OJDft pft rn O n n o o »ft in, rft ■a# §■&.£> pH£ w d •p ft CC act a)Pl > ® ©«!>'P S3 - o-d > cs d d S > s3 S © O > Oh ^ ^ 03 > s^m O cc . S.P ^ ft a> 0) § of § § ^3 § II g^.| g §s g s >»|2d3' § &S as Spa'd o > ^ o >* III h d d ©r^ c3 O ft S g il §-l=.s-s §3 a|S,§ jS.2.2 § 2 B ft S S.S ) 05 O T )050( i O O Oi © O < ICOTflCOt^XOOHNCO^iOO weococciwei35o55c*5cococo5i«cc:5l^^i^®®^^^*^®':^^<^^i=i * Statistics of 1399-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1201 — Continued. 2084 EDUCATION REPORT, 1900-1901 •stu'BJ'BddB oyijuaios puii ‘amj -uijuj ‘sSmpimq ‘spimo.iS jo enpA w $50, 000 25, 000 G, 750 ii iiiii min mil :i 8” :S S’"S" :S3S3 ;B •.CjtJjqxi oqj ut so urn [O a jo requmsi 14,195 1,500 316 llfpiilil ; CO CO rH : iiiiisg it csT th : •pup Aj^ninx ut jaqxntiM © •siboA ut osjuoo jo qjSuaq Si (N T* Students. College prepar- Mfitfji X 1C T— 1 j • CO -* CD H CO C4 OC CO *XOCOTt(MH(N lOHCKNHO^^CO T— i T— i Preparing for college. I53! •0X,eni0lj l»i ss"°” j“° r°~c,s O j -OONH • O •ai'BM M O O O (N ! :vr T?rj j 0 0 lO • CO 10 CO Ol r-i O CM ; j H!NC1 ^ ■OKNO • 0 CO ^ j O OO CM O^CO r* OT3< • CC GO BO CO CM CO' O t> O CM rH ^ CO 1C i • CM BO © j CClOO CO 0^ O j r-i BO rH OOC1CM CM • •‘ O CM O j lO • 0 • ■° : j 0 r-i • :° : : CM O lC GO • • O • • HHH * CM ■ CM • 0 CM • CO • • CM ^0 : j 0 ! • • CO CM • O h : j ; H o 04 ^ O ^ C CJ : CN • O O •Hup AxB^iirai tit joqmnjvi *sjb9A ui ©sinoo jo qjSu0rj; >> , .2 i-S . S O+jtd ioeo d a o ci to 41 CD CO to T* CO t" (M lOClffiCOOiCONOlOHOHOOl ■ d l-j ni OQ 5 ^ ‘ -bi? •iS^^aes&igsggg d ^ o 3 pq m. Jj . p ^ <1 m gg p ^ -< W W oq cd cd ^ S ^ i-j § p4 p4 t-j ^ : IrS ! o . .co ■ o ; . .m>o • m . r~t <"7’ Q • 1 1 1 i • • '/“jo • ^ ^ :::::: — 03<00303:L'K3.-~,-'03WV_>^V-.wOr«i^O p/^ O p! -d TS 'C cs -pPpP ^C'0r0^0'P,C!'P3'0•-|PP'0^X3^d, . . bop .bp ; ; ; ; ; ; ; ; u .bp : « &p • W : IS :.9 :mW S V d%1 o > c3 0 3 a) 03 mm '•BW >?3S tp m : 03 03 fflBl Pi P '3 u a a o 000 OOP SECONDARY SCHOOLS 2089 000 ‘02 1 lg ; rH iO • 16,000 8,000 10,000 35, 000 7, 000 3, 000 40, 000 3,000 5,000 4,000 15, 000 2,500 11 ©CO 11 ji © acT ■ i 111 ill r <© r ; o ® 140,000 30, 000 31,500 10, 000 4,075 8, 000 30, 000 3, 000 111 "S3 1 i s§i 11 *1 slf *ii 1 11 j! 1 1 11SI rH iiiii 1111 11 co^ CO COCOTt< CO co^^ CO CO ^ cc CM ^ CO CC > CC )^COH<’ 'H Tt ICO H^COH< * Tf CO CO CO J -r - - o o O CM o - O CM CM > : CO CO • ’ CM CM CO O rH P rf • rH rH rH CM 7-1 cm j • ^ • tH . • © -H* >C CO ' iO o ooS^ CO vo ic cm t* cm CO iO • CC COI>iO CM Cl CMCMt*OCOCMiCCM CO CM iO o CO CM CO OHCiH * CCOCIHO COiC | rf OiC CM CO OOlCuOOCOHH TJH O CM !> CM °2 o 05 • • CM O !>■ • CM O o O O ’ O ■ HCO © © lO j CM rH 00 CO CM • rH CM T— ! • CM • rH rH lO iC CM CO • - o cm 0,0° ■> H rH °H(MHH(MHHC o o oo oooo o o o o lOOlOO of ccT of SooS O O O O o oooo 8 88eQ o o co'o'oo'icT •AiBiqn aqj ai saraniOA jo 19qum.NL 21 [ 710 350 1,000 008 123 450 500 300 50 150 2,500 500 2, 000 2,800 50 •I[up XjBjijxni tn aaqxatiNi 20 •sjb3A ui asiaoo jo qjguaq; 2 "H H< CO H< CO ^ CO ^ H CO ft Rflflfl ©ft ftft © ft ej a os ' cj © o 2W gft ■gj :§ ^ *a £h :ft ft bo gO&fc gjft £-g •S'3-§b bcd^HtH ® a: Kft oS o3 c3 © © © Jft ftftftft ftft • rH • i—l . *H ^ «rH ^ H b|) 2 3 "S "3 7? "5 :3 "5 S P S jgccWfJacr ti-a ^ .ft .in pj.s _^.g m Q«-rH 0^00^0 7)^73 *H- ^ g p3*r^ n p d r; rd .2 3.2.S, o oo oooo oooo oobb b oooo > CD r» OOOiOH (MOOrf 5 CO CO CO CO Tt< H< H< I CM CM CM CM C CM l> oo o < CM 04 CM ! SECONDARY SCHOOLS. 2091 i i :§ Illllll III : i ill il llllllll ill! Ill ills ; i ; : ;S OMOjOlNNO OOllO • • • lO CO ;0 ooocooigofo to : -r~o co «nV« ; of O -* ■ • 1111 ssS! IIIs «vr *r iio eo tt tf < -<* CO CO XT CO CO ! j TT< rH IT! > < iC 1 Ol »C C > cq CO 03 03 CO 5 Ith °§^° • ; ® ° |05 ; ■* t-H o o O O CO o ! :<* « is i ^ CO CO to CO 000000*0000000 0100 00 0 000 0^ OOrHOOOOOOOOO OOOJOOOO O o ( OOOOOOt^OOOOOO LOOOOOOOOOx? 000.000000000 owgoooo o o mm Bo5 SSSSIT'SsSaSSS OuOCOXCiCOOl ■'NtO(NHHCOn OOOt-Ht— irHOi-HT-iOOO i JHNHWH $< i-i ■*»* tig*: Bl/U" dents in the class that gradu¬ ated in 1901. •apituaj 5 • • O ^ • • | oco •apK 2 • O C5 04 • 04 © O O 04 CO j • i-i 04 04 • O • O CC 04 | JS i I I ! |i II G o 0>!C ■S’-S. •oiBrnaj •apjraa^ •9FK Ot-N • • •aiuuiaj IS gaoossoo=so?sooo° °=s°! •0IBK --OOCO^OOOOOtjOOOOO OOGiOOO tt&i •aiBiua.i X SWSg^SSSlgSSa^SSHSS i-« •aiBK | t’ OCCO^g^jOO^^OCJdCCOCO^CO •G A A g-s S g •aiuma^ 0 OOOIOHOOHHOHOOOOOH O O H ^ CO 04 !sls ■ai^K | 13 04H0404Hri0404C0HHHHHHC4H C4HHC4^H Depart¬ ment or in- de- pend- cnt. «* SSScLl S.SS, all c. alaa a o,S*S G.P.P* pppp|pppppppppppp pq|ppp a SJ •3 u p i|g“lis|l|l§iii mm t-j P oE i_j 4ga^Hf46i-iC)SH* : : :|“ : :Jw.£p : : : : : :£a :pa : :£ a : : : |l«:| 1 Ills =||'§S|,S 8 ■G III! sm mil slimil linn §SSS83S3SSSSS§2a2 SSSSSS nd High School * SECONDARY SCHOOLS. 2093 lllflillliiiiil llillll 111 llliilic tcdo'io'oodioic iftffiV eor-Tot* . icoTinVocV® t>©C<5 ud© ltT © CO r^~ of io ofacfud to |do"o -cd r-T If gii i-iilii IS1 §§111111 •W sms 600 100 3,000 200 300 300 a :::::: 1111 T^xfi^rcococccococo^cocoxr^rco CO r-i M CO M o X T-i O O M r-i M ■ O O T-i O - CO t*i OI> - T-i CO CO CO o r-i ^ CO CO OC r - !O^HCOCONHH(MO CO T-i O O CO LO T-i o o O CM O O • CO o 1—1 O O OOOOOOM CO CO o o • - tH ^ CM CM CO rH T-i CO I> CO T-i o 1 o o :§°s oooo oooooooooooocogoo 0*5000© C00ei§0®0®0Ccq®° S°§ oooo 0000000000^£«00 0^0000 afeassssssg*0”®^ ^^^^saasj assgsssag^^afcg ass^aa' ssss^assss^saa ^^s^ssssa aaaaasaaa^a^ssa Oi-ii-iOOOOOOOOOOi-iO O © © O r-i lO © © r-i i r-i i ! r-t O O O O r-H O O O O !M t-I NOHHOHO ICOi-iMWHMHTjlHHHflNCO COHM^HNi * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2094 EDUCATION REPORT, 1900-1901. •su^JBddB oqrjiiaios pin? ‘oitu i s* -luinj ‘ySuxpiinq’^punojS jo on re a j & © o o o © o 88 © © l i — i © © © " > iO o © GO ,Aj‘Biqr[ aq4 tit samn[0A jo laqranji ^ •IIiip aj^ixithi ui 19 qianjsi ^ ©©©©©©© o © OiCOiOOOO © t** iO CO TH CO © CO coco 88; ■saBa^C tn 9SJH00 jo qiSuaT; Oft03 -o504aS)§rt •3[«H I CO CO CO 00 ’ HCO^^CO- •ai'ema^ CO • © CO I © to © CO ^ 6oc5 •gj? P.O a> a P a w gjc n ^ A £ ■aiBucaj ^ '9rBH ■ai'euiaj ■31^1 O rH CO 00 CO ©©©©CCCOrH©© O rH © © CO © © © H H © © I CO rH CO CO CO t a> p ft a> g BO^ p,at(o,p,a,p.as( aaaaaaft ftaacaac, oj!i>©oo®a2®o a> tD a) a> „v Mp? B o . o feod a p ■ a> “ iPsSilli • ,'wg^do O -0J p •^p >>$■ o> " m'j; ® c o'Da ^ H O 0 sj H P .p-g o Stj ;hd® Ip ^.Q }.19 g ;££o o o _-p o » 0Q B _o B ^ 2 CD O : 5o •W : a :p • C/2 • P : £ :K o P 33 50 • • • . O'-' ■ • w C ff jH «hCCh0(DO c3 c3 03 c3 >* Q 0) c SECONDARY SCHOOLS 2095 ill ills ^ ao ig d> ■*£ -~o mini liiiiiiii S5J'SS'°'-r8Sr-' CO O O ^ CO iO ' mu 11111 10 0>0 05(N HHOfflV II 00© 11111 vO - M H M H M M M CO *o lO rH Tf © CO iO ^ CO CO © CO H CO M X X M lC vO CM § CO tH CM M rH HH ^O ^T< CO CM O CM O CO (Nrt'CN^OH © G5HH ^ © X M o lO o • iO M O lC M CM ^ i ©1>tH X • CO § -• • CM - M r-i M rH • © • CM rH CM iCt^ CM M o M * tH CM rH CM © © -Hl>© ! ° >Q CM rH O CO © • ^ © © © O M T}< HOO(N • M poo OOOHg^OgHOO o«SS ©t>ooo § 3 O o O IS o o o g^°s00 000 1^0000 OOO OOO^^^OOOOOOO Og^OCOOO § O O O lO O O O T OO O O O CO o o o o < uo OO OlO 838 3 OOCOfflHiO ICO §s OOlOTfl®^ OOO t'* O O O O O O r— 1 t— i O i— i O (MOOOOOrHr-IO OMO OOri-OOnCtOO NHOHOH^O ; H‘H OJ CO H i-l r-1 T-1 , ics Of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2096 EDUCATION REPORT, 1900-1901. •sruui'Bdd'B oyijueios ptn? 'em* -uuuj ‘s3uipqnq ‘spunoaS jo eti^A $2,000 5,000 2, 030 5, 300 2,500 , 5, 000 II S'-' 7, 000 3,000 8,000 12, 000 11,000 4,500 4, 000 jlll :§ ;cioo • cJ •AjB.iqij oqj ui satcmtOA jo laqran^i rH ©* ipgssgs j is 100 100 822 50 75 175 Slsl *I]Tjp hi jocium^j © *81130*? ui OSXUO0 jo qjSueq; £> fH coco^co^coh*^^ . CO CO CO Tfi CO CO CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •0J13UI0J » rH i — 1 O rH . . rH • « © rH •apjH i- |H vO • j iCtHCC1>OCtJ iCHO • C5 O • o iO^COO CO ■ r^ d OCONCCNCNnr-i' COO r— t rH • r-i • d CO CO CO ic 0C O iO CO rH rH ^ • • co lOCOd j O 05 i ^ ° ! • d i ° • ! th •OOrH * i ■ ooco ° i ; Th Cl IO i 50 vO j • 00 ! co i i00 : • ! 04 • r-T CO CO d • w co d • o 00 • • lO •> • ^ ° ; .01. z •COnOH •iO d. • d d iC d Cl • i ^ • CO d CO • to ! • CO • CO • COiO • rH • -H •NONCC • CO rH •CUOH CO Cl • ! • d d d • oooo ooooo ooogooooco^o® gaOjHOOOOOOOO® OOOgOOOO® oooo® ooo® ®£®o oo^oooooogoo oojjooooooooo ooooooooo ooooo sss^s aassgjgsssssps ^^ssssssa00^ sssss dOOO dOOO OHHOHNOHHOOO ONOriCOCJCOHOOOO O O O O rH i-i O CO O OHWOH (NCOHH COHHH C'JHNnHC^HHHHHH HHHIN H H CON HHHH NHHHHNNNrt H H H H (N GGGG P.GGG 3Lgg&&go,gg gg& 3333 3333 333333333333 GGGGGGGG GGC.GGGGGG GGGGO s 333333333 33333 S*£SS eJdS. 'JB > 0302-1--. g -fl ^'.S 8JJddc4^d|^ wS^SSdHdEH °.4 ^WfeWad o o X'O'C 5 i '•■%> ; o«i USgJ I83lc ; iff :,c a i ! M M M jjwg I : : . • a :::::: :* :s°o _ • - - ,J ooooooooo2s2 ‘"oooooooooc -?g Cxi r-c^f'C'O'C'O'O'C'C'c'O r:cj'®,c'crcrc'c7crc'c,a,c'-c &®.Sfg*«MiP :::::::: :|l£*> a? Koffi^ td ::::::: : :hW a =js0 sir 2i K ^■x: ==d“ 0,3 gif o a rS 2 >. l||5 ill 33J! ^■s-s^xs'§|ia^ 333333S333S, 8 IfS® m. in: :!•§? Ilf! Illl % fltillli Hill III! I!!! III1IIIIIIII lllllllfllll filllllll 1111 ED 1901 — YOL II - 56 ics of 1899-1900t Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2098 EDUCATION REPOKT, 1900-1901 •snjtuuddB oyijuaios pnB ‘aan; -itunj ‘sSutpjmq* 'epunojs jo eniBA. (M 11111S111III11 gSS .sW£»»v,vfs-..- 111 II “'as I sT 2,500 \{jBiqn sqj tit soraniOA jo jaquinM © .. 241 200 500 :§• :SI i|qllg sall is sg •sib3jJ ut ssinoo jo qjSuaq pH CO^T* ' •CO^' CO rf« rt iTjteoeo-^c CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •ajBxnaj » t-H • tHC4 • l—l tH • iO •3JBPI • 04 o • H< rH CO xO Gradu¬ ates in 1901. •3JBUI0J © i> co ^^OHCOWOCOO 5 • iC • CO •3IBJ\[ 1-5 H O OO iHHOOHlOOOlOrt oco Tt< • 04 -« Preparing for college. Scien¬ tific course. •3JBm3j[ • 04 O 04 tH s •3[BFi • 04 rH CO iH 2 Classic¬ al course. •siBnraj 5* - 04 xO •3IBJ^[ £ iH CO • iO • xO - ' Ele¬ men¬ tary stu¬ dents. •sjBrasj © 0°°00NS0««H*0H00000p OO •3IBH Si ooooo^coo^ocgoooooooo^o O^j Second¬ ary stu¬ dents. •3IBUI3J 30 •3IBJS *°8 Hi* •OJBUIS^ © 0rH00i-(00ir>0(N00(N0(N0(N0(N00 O r-l m° •3IBK *5 H(N(NHC4HH!NHHH(N(NHC4C^^)HC0riOl rH tH Depart¬ ment or in- de- pend- ent. •* a.ap.ft'S.'S.'S.a.'S.a.a.a.p.'S.a.PHa.'S.p.'S.P. o,a Principal. M I C.N.Helter . • A4 : ; S' is id iq'i Warren W. Wager . D. W. McGlenen . i 0 3 Q y q?c hoc Edward D. Meek . j.ii. uimpueu . Charles W. Biddle . J.E. Miller . j Calvin v. rrott . M.D. Morris . A.I.McVey . Miss Nellie Rnnev A. L. Baldwin . si c£- s i J.R.Kennan . a 3 c S — £&■ 4d R. D. Denman . 1 J.M. May . Name. High School . . do _ ' o' -o j, Township High School Mahtua High School . i. 3 nr c j'O'i o o o c qo'C'c !,2r c c oq 'Sr • a: \h : c | :p School. High School . 1 Pleasant View Institute.. State and post- office. - ohio— continued. | Malvern . Manchester . Mansfield . Mantua . Mantua Station ... ic ss tu 33 Marietta . T ,,1 1-.^ _ 1V1U,I1UUIU . Marshallville . Marshfield . MartinsDurg . Martins Ferry . Martinsville . Marvsville _ ! * : rii !Si lviaasmoii . Maumee . Medina . lvicuust; . Mendon . Mercer . 1 Mesopotamia...... If 4506 Ill mu ii SECONDARY SCHOOLS, 2099 20, 000 7, 500 8,000 : : : : ilii a‘ass 8,000 20, 000 22, 000 111 1 jsrsf I i illllll li :i -7 ^“u= aTefgTef t-T oo • «> : :§ 83 :§ :§§§§ i is Sf* i ® ®"g ill 1 | 1!§II!I1IS3 |§alS SI1§1 • rH Is sl§§- i i iSIslllll H< CO CO ^ Cl ■T'*03os'tfcO'<*,oSTi • • ^ 00 -HCCl H Tj- CO ^ Cl iH • CO rH COCO CO tFCOOOiO j 05 0 (NHCdOdOd^ Tf (N O Cl ■ 1 »o • j.c CO Cl O CO 00 O • OHdCJ^ Cl Cl oi> • (NHLOHLO.O^iOO ’ • ci • TT O CO o •1 o • * j ; ; ^ is i ! 10 ! • • o j • o o co O ; j iC CO i iO iO rH CO 00 j HW§ i • Cl d • o • Cl i r rH Cl o CO • ■ iOH rH O CO j r j ° i’-,co^ i • Cl o °°3 ^O^OO^OOO^OOO^OOOOO OOgaOHO OOOOO orj ooooo^ooo °°5 gO.OOgOOO^OOOHOOOOO ooo^o^o ooooS o;o ooooogooo s^s s§sa:&sssssss5ss*s^s; 'SSsJS gSSS10 g; ?00 Or-iOOOrHOr-. * lOOOOC^i O O O O rH O : WHOOO O O O O Of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-^1901 — Continued. 2100 EDUCATION REPORT, 1900-1901, •sniiuiiddi; oyypiatoe pm; ‘.xmi -iumj ‘eSuipimq ‘spunoaS jo 9 up; a ooo • ooooooooooooooooo o O O • O O O O O O O '3 o o o o o o o o o OOO • dCDOOOOOOOOOOOOOOO ^oo • r-T dto* co cT TFoTcTTf oo ocT of ioi>\o of • rHTTrH • nCOrtHiHW Cl rH HHH • • * nuqij aqj ui saranjOA jo .iaqmnjs[ 21 OOOO OlOOOiOOCJOOOOOOOOO * o OCOOd I0 1^0»rtd0r-i00000c0i00rp • O rH Cl dCO^dr^uSdCOT^CO HlOH ■ O r-T r-T * •pup iJBjxjtm tn jaquiUNj § . 00 . . . . : : : : :: :M :::::::::::: : : •sjraaA ui asjnoo jo qjSuai 2 •^eoec-tf •coco-^-fco'j<-^Tj»t-jTHt~ooqt^csr^i>ooicoTft in Second¬ ary in¬ struct¬ ors. •aiBraaj i-HrHrHi-l © O © O © rH © CO © rH O rH O ©O rH © rH 1 •ap?H US i-HrHrHO HHHWNHNdHi — IHHHCOdHrH ftftPQ flfiflfifiafififtpfiflflfiflofl fi o3 v rt Ah « 1 j Miss Martha Culler . B. R. McClelland . A. H. McCulloch . Miss Emma Herd . R. L. McKee . B. E. Worley . H. H. Hoffman . James C. Fowler . M. A. Brown . C. E. Caldwell . B. S. Davis . G. A.Wyiy . W. E. Sealock . W. J.Beyerlv . J. Chas. Stone . W. G. Cope . H. W. Paxton . Frank Stamats . J. B. Ledman . G. W. Finch . Wm. Walker, jr . W. H. C. Newington . Name. © • © rH •©©©©©©©©© O . © rH •©©©©©©©©© © . © © • © © © to © © to © © 00 • cf tO • cfcf to' r-Tto'of cf tcT o' • • rH 12, 500 © © SS ©o' 50, 000 3, 000 8, 000 5, 000 6. 500 1.500 30,000 ©©©©©©©© o©oo©©o© ©©©©©00©© © ted ©* cT cT cf cd* Cl rH CO rH 7, 500 50,000 36,000 ©o © »o tc o CM CM CM Cl iO © to CM tC C l CO CO CM O © © © © O Cl O rH Cl rH CO 50 10,523 500 COHH i>* co cm tO!>(M©©H rH tO rH to t— i ^ co wo CO rH CO © CM © CO 20 4 CM ; O ; O 00 • tO rH tO © © j CM CO 12 2 © • rH • © CM j H1 rH tO CJH ; CO H< (N rH rH • CO ■ © CM . . HI to CM tO I CO H (N rH H< CO CO tH rH • CM j CO CO : jo CO * O O O CM CO H< CO H< tO rH tO rH CM CO H< CO CO tO tO H< Tr< H< CO tO ©©©lOtOCO©© © © t'- © © rH rH iO rH © 00 1> 00 H< © M H HHHHO©HO © © CO CM ©© a>a>a>a>aja>a>a>a; at o o o 4) m a fi pppppppppppp ppppRpq, j a ftftftaftftftRftftftftftftftftft , rt o 0^2 : v £ m 2 4H rH T! 0 1—f i-H bL 3 § m 8 S £ K ^5 to « .9 d o ^ p'St bog & Slasss C- _ . o n bo>> ’ aj « -1 P 03 P rf S be , * d^H^d^'ohci!§ i>OpSMgH w ^ P s h .1 w o o ill! ip! * p P .g p .q ,g .d p oooooooo j u si C H 01 1) c3 OJ )OOOOOOOC ' ro yj h> !> K cj d o3 o3 o5 :oooooph^ph PhPhPhi tO©l>CO©©rH(MCO ^tO©t^-00©©rH(NCO^lO©t^OO©© _ _ . . . J H rH H CM CM Cl od cT o of o o o S rr' co o o o o o o o ■ r- " o o o o t- lO CM 04 C O - •Aitjjqn aqj ui sgumjOA jo joqxnnjq i CM CO CO ^COM •pup Xaujinui m J9qranj<[ •sxb9A ux 9SJIIOO jo qjSuoq '■^eo(M^^-^cocO'<^^-^eOTfcOTf ^ +», fee •0J13UI9J •91HJS[ Iss •gjBuraj •9IUH Tf • 00 04 ■9I13UI9J •9r»H •9['BTU9li 2 § i " H ■9JT3UI9J •9IT?M O u 43 C3 O 2 bcS'C'ca .bCrn «5 2 J2«"«ca ^l^.w^.cs SQaioa ^SgSg^^lblHI ^ o o rZ'Z'C bo ~ CJ si CO ,3 .fee I-H'o a o ci -5 Q . V-, ^3 2 a fecoc: ■ xs 2 Oh Cl2Z : s? £ : :o^ ■ ojgcg- • u-8 o $2Q £ J 'c5a « § § § £>5 *2 O va « o s p x k x n C ci v yi -C ^ ^ .2 52 'O 0> ■§ s» * s 5^ tJtJtit: *-s 8 8~ 1-So.S C > \ s s a 5 ,nj«a^O O W « 2 2 « a> >--3 SSSooS^usssdcioJcj ' ~ ” <■> , Oh Oh P 0, Oc Oh G’Q’Oi 2 2 2 S-O OT >0)0 <3 0 0 HMW^LOOhCOOOHMCC^iOOl^XOiOH TJ<'^,^T,rprrTTirnTj0 tOtOOCOOcC«D,>OOCO?OtOO^OOtOO'COO!OOCO >ayrs|. SECONDAKY SCHOOLS. 2103 2. 500 8, 000 10,000 4,000 3.500 14, 500 3,500 12, 000 3, 000 8,000 o o ooo o O O O O o O lO o o o o o rH CO O O CO TP CM o o o o o • O Z2 3 0 0 • o o o o o • COOCOOlcT • CM CM rH • OO OOOOO 'OOO • O O OOOOO -ooo • lOO OOOOO 'OOO • rH*' CO* OOCOiOi> © •OO'cOO*' • rH • CM • o o o o o o o o o o o o oo o O O O lO o o o o't^'oo ofco'o' 00 O Q 00 O O O i>o o 00 o o 00 rH CO CM CM CM rH r-* 1C o o o o CMOOiOlO Tp CM rH OOOOOiOOiOOCMO OlOO OlOXOOCMOO CO iO rH CO O CM CM Tp O t> O ' O l'* O lO CM 1> iO O H «0 iO rH tH I> rH U0 CM • tP rH rH rH CM O CO • r-T r-T O o o UO O O O IO o o i- o »o o r- o o CO TP H H CO lO CO tP tP CO CO CO COtHCOCOtPCOCOtPH^CMtPtPCOCO COtPtPtPCOtPtPtPcO tPtPtPtPCOtPtPCMCOtPCOCOCOCOtPCMCOtP ■ O OHO CM tP rH rH CM lO O CO rH CM CO CO I> CO CO • CM O 'HOHOOCM CM TP CM CO rH tH CO • O O • tP O o o 'OOXO O O ■ tP O CM j CM CO ' CO • i — i CO • lO rH CO rH 'iCHGOH rH rH • CM rH H : rH tP jo 00 O ' rH • O O rH iO • tP CO • CO CM j . o tP • rH CO \0 : : j° j o 05 CM • rH • CM CO O oo rH • 00 rH • rH O j • CM O CM CM : : ! o tP o OOOtCCO OiOrHOOOOOiOOI>OOa5TPOOOOOOOCOCM O O O O CM 00 O CM CO O O O O O O O rH o tP rH CM CO ^10 CO CO lO COCO CO rH lO lO TP CO CO Tf CO o OOiON OCMt>OOiOOOcOiOcOOOOCMOOOOOOOH<0 OO'HOH*lC>O00tPOOOOOOtPOO lO rHCMl> tp CO lOlO TP tP CM rH lO CO t-l COCO 00 CO CM “O lO l> OOiOOi(NOOLONHWiOOOO(NO'OCOCO0iC!OOt^CO^a5 OOt}1HuCI>iOOOlO]MiOvOiCOD'>DOHCO CM CMriCMH CM rH CO n H Tp r-l CMH HCOHQH^iOH CM rH CMHHdHr-a^HHCM CM r-i r-l O rH HI>CCO iOOOCOQOHOiO(^HO^CM^I>CMMCiOHHOLOHI> CM^HO^vOOJNOC'l'NHiC^OOiOHO CO CM CM rH CM r-i CM rH CM H CM H H HH H CM CM l> CM 05 H HHHCMHHHH Tf r-i rH CM r-l ^ rH CM OH OOrHO OOOOOOrHOOrHOrHOOOOrHOCOrHCOTpOO OOOOOOOCMrHCMOOOOOOOr— i I CM rH CM rH CO tP r ! H CM CM H CM t aa, a) pSfi.P ftftftftftftftftftftftftftftftftftftftftftftftft pppppppppppppppppppppppp ftaaftftaaftftftaftftaaftp-a a)OfflaxD©Da)o)oo5)oa)ffliDa)iD pppppppppppppppppp f3 • V S Ph. >> 60 bOrH'P 2>> : s « |93® ^ . C3'H P w M » H ^ y flp So c® SO a 0»ci s&aSgsS.siS’S'sal’ilga 3 §|^£ gjg s > ah ^OgSa a & o p § p p £?;> o > % ,2 s . 000000333 H(NMHiOOl>OOOOHM^HLOO^OOaOr b*L^t»Nt^i>t^i^i>ooooooooooooxoocox)a5c. COCOCOCQCOCQCOCOvOCOCO ■ : © ■ ; ° • Ol O^iCN • © r^id S : ts' -° iO 02 COiOO o oc ■ r Oi C ^ ^ Oi • ■OH CC OH O • X I> i-i 01 ■ l> Clr-ir-iO! • 02 «© rH 02 • C 02 m nn 02 COCO • t> 02 CO © C© ?— • • -o C H OJ • Ol C 02 ■O ■ O j : coco O : :° :° : £ : • 02 • w ■ •C r-i •01 • ^ • • OC COlC rH CO • • 02 ’ © • © • • ■ * 3 : i-* : X • ^ ; . . if 0 • 00 02 °H — O lO *02 • CO jc OCC^OO j ■>-* : : : : C5 O : o j ' L- - : • ■ c 0 * iC 02 r-3 30 ©^ O ;00 • -: 1C 02 r-3 02 • :-'° : j j j OC rH ■ 02 * ” : I to 00^0C:^0g£.: ’2°g! >0000 gCO^OOC: ;^°§' ,os°ro c': ■ o c o k;cco?i;c:; ^O^ococcc goco^got.^ -'S«IC&CiS®glg§3g; S §55^ ^g^gggjggga^g £:5|g^igzgg- r- C C X OrHOOOO O © © I> *-i © :i c c - o i:iCHOC?l - iOOOO © Cl rr O © C3 — © © © rH I CO T-i tH -1 02 tH rr T— — i 02 — 02 tH rH 0 J — — ^ r-i r-' M r- — : — - LUcL'&cLp, lltllttlUt ttUaa tL^UUcLtL©.©<©^ is r o' S' o ET 5 o g g o© o 5T? o o g’S’g'go 5rS?Srj3©S,©jj?cT&g©Sici? ccTc/Erc-w^^^ET S* * ^ li511| ^|S|s B£ds'££ a-:d 5_ Ifslislfel rags £S||4|liP Si-Jll -JaiSdid P3d^d^‘ II*. Statistics of 1399-1900. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1900-1901 — Continued. 210G EDUCATION REPORT, 1900-1901. •smtuBdch? otjiinaps pm? ‘am} -iiunj ‘sSinppnq spunoiS jo anp3A lllll : |1S§§ co co woo • • oeLofin' £ • ■ 1 !§ 8 ;« i : lllil >! B“rSSSf 1 •AiBiqn aq} ut samniOA jo laqum^ lsslll jllllll jl .; 50 110 30 220 300 350 300 •SIB9A ui asmoo jo q^Snaq; « :::::::::::::: © 00 CO -<* CO !N cc ^ CO « 5^ T^^CO^^^CO Students. College prepar- o+Artr stu¬ dents in the class that gradu¬ ated in 1901. ■opeuiaj 18 2 1 CO lC CO tH j t-« tH rH C^CC ) • rH • :°° •ait?TC •>| oo ic S^^SSf^SSSSSSS; § ■O-OiC^ '5 888°° ggjCO gSS*^ OOOOOOO C © 7-i O T—i © © © i 3»ri-#N Cl !HHH NrlMHOOHrii -s^uauu — Z. — — ^ M£2% ftftftft ft'S.'S, p.a’E'S.'S.o, aaa aaaaaa 1 Sal all® -2- t. ©a I sills' si -p« ffl « £g§i§i-2g :.;~*s53j o gss§5 «zSo'9al g?;iqii^oe||5«.3sIs § §^sSa *-S !-j •< ^ "4 ft ^ afc'wgg ;dmh£ S rj ,l|g ;?s! tijSa 11 iftst rS5M» .i^oa jwgiu g^da gc<;ggg 8 +» ^-sl : o lUllJI , leiill! o o 0: cj®m c: o: J j J j j*- § O c: 'co o^-c-e c4!'c'cr^cc333S^5oS-c£'c • •»—«>■**£) • .-r-t Kr . . . . . . . . 1 C ‘jD^'.ilD ’ • » V”* HH .rl • • r* ,H • » • • • • • » ' ” ■>-< « 3 £ •d g . a -a fl^o .|| *" o O'3'O1" c-f; oUJ o c o o o ^ : g 8.S? * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 19C0-1901 — Continued. 2108 EDUCATION REPORT, 1900-1901 •enjuruddu oyiatiaps pm? ‘ain; -uunj ‘sSuipiinq ‘spuuoiS jo otifBA ** e$ • c • • • o o • o o • o o •O • • • O O 'OO • o o • O • • 'COO *01-0 'O 00 • u- • • • co i-d" • o' • lq't-T • ffj • • • lO • CM • OO 'OOOOOOO OO ‘OOOOOOO OO ‘OOOOOOO LO ‘ rH~0 CO LO In' O O CM CM j CM CM H CM CM ■AjBjqix oqj hi seiunjOA jo joqmnx 21 o CO lO lOCOOOOiO CM CM O O O C 1 CO iO n C H CM O O O O OOOCQ CO rH CM P-^OOOLOOOOO QOOOOOOCIOOIOO COCOCMCMrHCMCMCOUO *npp Xjxqxxxui iii aaqinn^j; IS 1 ; ’siboX ui 9SJHOO jo qjSuoq i 65 i“< COCOCO-9l!N-^ CM CM CO 1> ;HONH • O •9IBK 15 iO rH rH^,H CM CO tH HO • CM CM O CM • Gradu¬ ates in 1901. •ajumaj IS Is CM CO rH lO CM 10 2 11 H iH *CMlOOCMH001>0 '*vm CD LO CO CM rH • CM •3XUK 13 rH "O « I> GO CO • O Classic¬ al course. ‘aX'Btua^ IS OCO CO • CO co • rH • ^ • CO CM rH *0X»K 11 OC Cl • CM 1 ^ LO • H* • rH • O CM OO W ^ G fe g-S* ® •ex^tuaj i © •9I«K © oooocoooarooct-oooooooooooo •aX'Biuaj 02 *0l*K 'C A A otg B o h <3 ^ Cj M •eimnej OO.-OXOOOOOWt /^HCOIO i> i — i I O CO 1-0 OO CO H N CO O N CO 1-0 r-i CM CM CO (M H ^ CS (M CO LOiOO^OlCOaJ^iOOHHClHCOO^OHlNONOJO CO CM to CM CM CM < (M O H CO O CM OOOClOOHCOni — (Or-HOOCMr— IOt HHHHNCli c3 0 C ^ -*-2 £SV°&8 PPPPPPPPPPPPPPPPPPPPPPPP • c fe p £ C if, S oq’ bio's l^lfoJI g §> ss8lisSs^§'2af'ass8 osi allslllpgl g«| i|P|? S few 3®*^fegpq 5 ' ~ ® O H 02 P ;d :pprO>a;(D>r-! • j&g jeS”§si§l!«:§1 OS -2 p 3 <15 c ft'CS m S E? S fe '35 •§ ^sHsjgS’g &§ffs SPSS’S >8fi«WfeWWW£^PP§^§ ObGOGOOOOOOOOOOOOqCOGOOO i» ao GO 00 < ““ - - - - ^ ^ ' * h< *h h h< h< h« - ) OO GO -O GO GO GO c SECONDARY SCHOOLS. 2109 5,000 35,000 11 S8? 4,000 36, 000 16,000 lilil 1 : "I'gg'S 8 : 1 of 11111 s^as® 1 S >0 : 60, 000 8, 000 40, 000 25, 000 20,000 2, 500 2,000 2,400 3,000 45, 000 IISI1I1 r— T rT ill 1 ill i i 1 ! 11 111 rH rH~ !*ll i 11 illllllll irH 1 ig IS 2 2 .. .... 3 .. _ 2 .. CO xt XT 03 x* CO 03 03 03 H CC XT CO X^ CO CO © I> xO 00 03 CO 03 xT xT • ; xT C3 j xT j • 00 XT IO © ■ © • 03 03 ©CO xO © 03 xO © xT :§ OOCON xT xC © xT C3 CO O^COO • 03 xfi r— i © CO *G> • • xT 03 CO OO • ' CO • 1> 03 © xO i- 03 - i •xf < • ; O • O CO •x* iO ^ i • CO • : : O • 03 CO C3 O CO « • © © * iO ■ • 03 tH • © • CO XT' « i • x? . ~ jeo^ rH VO ; ' i-H xT *00 ■ • © 03 • 03 OOCiOOOOOOO oooooo <=000 OOOCOOOOO^OOOOOOOOOOOOO 00 0000000000 oooooo 0000 oooooooootp-ooooo^oooooo 00 ^a^sgsa^ss ssgggs ssas'f&sss^sssss^s^sssa ss OMOINMOnOHO NOX'ft'O rH > ^ no ^ -2 0> =3IIIP*IS . . 1 r ; £ m _ , Jljlrid Sw-S^op. issiissslSiiisaa psj 8* oo^®^ocoooo •C'S-f^T'C'c-c'C'ca : o 60 ■ £i5 . ^.a — .C'O'o |£ 3»g.5P “ E EuS Is Sgg o c ^ c> "agi ceKW 6p©t 1*5 S? Sgc'aSSg-&| So ':SiSS^5 k§ A S|jJ !llllli=ldil!!l!!i'il! illllllll! sill llil !!!i!i!!if!!I!i!!i!l ics Of 1899-1900. Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1900-1901 — Continued. 2110 EDUCATION REPORT, 1800-1901. SECONDARY SCHOOLS, 2111 20, 000 | 40,000 j . 45, 000 40, 000 18, 000 1,000 :illl l : js^ss® s ; ill !I p» !' 118111 is¥a'fa li ; SS : il : ST* ; 15, 000 2. 500 7.500 ill BS il : ! ° ! § • 15 j Isa -ii-iii°is 1 j • • 1*83 Isss-i 11 I il i pi! § j iss iifi il 00 COCO^CC^CO^CCCNC^ X! 04 04 CO O T«-CO CO ^ C3 CO rr xi< j coco ^ • ^-^t'5:cOO^H«H5! j O ^ •-> LOCO lO « H CO W 00 cs N CO CO 00 ft •QX'eraaj •91*11 •ax'emaj *0l*H 'aX'Bxnaj 12 OOOOOOOOOOOOCM COOOOOO'NQOOO ftg. •ai^K oooooooooooo- oocooooocooo •o , b5 C >> X C d 1C V <0 02 •axmrtaj j x OOiOOCO^rt^OJOOiOOJH^ Cl H ^ COdH^HdHHH m*Vm OCOHLCOOCOiCHOiHOt^H lO 03 N GO O lO ' CM CO CM r— I CO CM rH rH CM H H H t— i CM *6 gfgd rfl=3“ •aX'Btaaj; COCOOOOOi — It— ii — IOOOO "0l'8K ^ S id d • Ti±3 SB° p h p< ftftp O 00)0)0000000 'd c3 — rd ro o o a&* §i§^l§sN.sifl«® 0:3 g W^gHHog^w’S^g’ ■s s g a §>®.5 §7: * s § i o § an-SS^.i NoWi?Wo&!hO o _ o ft §s ft : o : o .£3 • o ;a2 :^3 *p« p bo x3 o • o • A J uri ®3 he's am £ bXr vS O £ -.a 'C : . bo i ga ■rf ' ©+a ■tcS bo cC 5 > o; • ^ bo ' '2 :-o o« • :wftW coft ts o-SP Mffl •gs i I r si ro fl • • bo • ;^3 2 ; :©-® :© iiilSys^sp eg O 7 o'g- !li“!ll1|ll^! ll’&J §g issJS-Sss-^i^ aaa-ft :hhhhskhwh« whhh "O ss 5 £ o£ |f6 iC^NOOCO _ . ooocccooccc3c>a>c5q5 C- G'- 05 05 ^ ^ ^ Tjl < CM CO tH iC CO 1 00 05 05 05 0 03 05 05 05 05 05 O O C 05 05 05 05 C5 05 05 05 05 05 05 O O C SECONDARY SCHOOLS, 2113 000 ‘Z mill : SS'S®"" : : iilllllll : j.”S'Scf| ®‘a 1 : llll : ssss ; li -r-S 6, 000 800 12, 000 10, 000 20, 000 ill as$“ ill SB'S !g |S II 1 i-§iiiS2!i§i-i!ii-iiliiii . • O CO • cc co ICC ^(NCCOCiN^WCCHHK^CO j OaO^bOMMOO 03 j i -O^OjC^H CO 00 iO Tf* CO CO^CCW«OOCJCOCCHNI> • WriTf-CMOHOW • CO r-i 03 CO CO 03 O x* ■ r,o!OHr-'CH tH xO OI j • CO • o > > o* • C • CO tH o 03 » 03 • 03 » • 03 • CO ' © i 00 (NOOCCWOCCO^rdC • o • o 03 rH 03 ! 00 ■GO© j • CO • oi i-1 OOOOOrj 03 CO O 1 I^MHOWCC lfiftftftfto,aftUaafiap,ap,aaftftftaap,e,ft6e,fto.fttftac.a6clftfi SotfH *C a-. CS O • Ol CO 04 rH j •OC0H04OC0^0404 Preparing for college. Scien¬ tific course. •areum^ s 04 ^ O • • • ■ rH CO •04 j i ° • • C ) j o •ainM « lO CO CO iO • j • • CO 04 j.i© • ! ! cc 5 • rH Classic¬ al course. •apramj 04 fiCO • CO © ff- PH PH lO 04 CO O • © ! ° Ele¬ men¬ tary stu¬ dents. © ©OOOOOOOOOOOO-f'OO’-HOOOOCOOO rH ^ ■9FH © ooooooooooooo^coogsooooooo Second¬ ary stu¬ dents. ■ajuuiaLj X S-0>S5SS§-gS3Sa^S!J2ISlS&®SI‘0‘0,.S§* Second¬ ary in¬ struct¬ ors. •apunaj © (NCOC'lHOHOnMHHHH.CrrHOOHOOfNO •ainn ^C$C*rH04rH04rHrH04rHrHrH.THiH04^»H04T-H-rH-rH01rH Depart¬ ment or in- de- pend- ent. 1 | eo < € L Si ^tc j5d Dot A. L. Custer . B. R. Johnson . Wm. F. Kennedy . W. D. Wright, B.*S ....... G. Herman Goetz . F. A. Hamilton . Ira D. McCord . C. G. Cleaver . F. M. Davennort . J a : 111 as ip 15 *1 I IS- Wallace E. Bartholomew C.E.Whitehill . 1 t£i G:: James J.Bevan _ _ ... D.H. Krise . 1 Name. High School . . ! * ! ! i:odco : "D 'C 'C’C’C . do . Central High School . High School . . do . . . do . . . Academy . . . . * m c r > © Grammar School . . . High School . . . DOC 3'C'C . do . 1 1 s § - PENNSYLVANIA— continued. Lebanon .......... Lehigliton . . Lewisburg . Lewistown . Linesville . Lititz . . . Liverpool . . Loag . Lockhaven . Luzerne . . . Lykens . McDonald . McEwensville . j Macungie . Mflbflnnv Gitv Manheim . . . Marcusliook . Marienville . 1 Maiichchunk . Mayfield . ilillllllllilllillllfilli SECONDARY SCHOOLS. 2115 : :§ : icf : : i§ i' 1 1 : :1 111! !:!!:§; ill 1 III : s' s' : j* :§' *°“ g j0*' : :g' : js'g S jg's' j I : iii m' • lioci 1 : : S : ; in ins i ag g§SS!8 j8 llil iliiil UPS ill j 111 TT T -r CC rr M rc cc n c-i tt • " - : - OHHC1 • ri j ■ d G CC G T-! • 7 2 0 o CHJ1HOHM - iO • o CO CO O r- ; rH j j X : r- OX I> X 1C ^ W l> C^l CC O ^ CN COX CO CO ■r-i Cl Cl C C X CO lO G G xxc*-cr-'wrNi>ci«o iO ^ cc rH ^ CO C3 l>r-i iCCiOO CO i-H C^X OS-J-s'OJIOCrt'S'OO O j | • o O «gg * I> * c* • • -> ^Sg • X ; oc3s oo CO (N rH O O «-• o o N js O G OJ o - CO Oi O H Ol Ol CC G r-i o 'sr lO 01 - is CO oooooo^:oc:oc:~ OOOSJOClt^O O O ^ 0 0 0-00 • o oooooo igOOOOOOOOi oo — ssct'osocsi-'ro ;ccsox-o coooooc-o • o ooooocc-iooooo ssss g?; ssssss&sss sg^sssagsss|sssa SgSS^SS^'B1 ■ x " ^ -z x: z~. e — SaSSSSSSSS Sgg^^Sg^SggSg: i^SHOflr-OCNOOO r-T-iOOOOt-iO MOHNOOOriOO O tt ^ O =: : • o x :' — c; i-OH:;N?]r.n NH^rtnOrMnriNS: ^-S-S-^1 ^'S.'S ’g g.'g'S -S -s -i -tr -i ' lilt -.tzltt o’ S'S’S'S’S’* j?££5,£© xxikxzix iir iiiiiiiir © ® = £ £ F~ £ £ £ £ £ £ £ £ £ § = g^£Jl|s-§ -Sz = = = -£ o 1 fc~ 2 :SSaJSdElc“'- r- ‘X. c ^ ^ ’V' • — gr U §£°£?sP J C =| = 2 § ~ 5 -=-£135 2 — r- X — _; S = — •> 2* -5 < J 3 d < >. o _ Fr = £ s £“ 2 S 2_-£ f I'l N 22^ b s 5 1 1 ~a- 2^? - .= i. 2 ^=-sc ^'2 J-' Ii;32s-|- = >.?' la a: S :£ -• u § _• -= _; 3 c < - S ^ = ccccccoc: :*Si»S ;;c25^ccc E1» < (S3 | 1 g = x ^Jbk _ £ '= s - it £ 2r ' 2 : S j .gal flijjjjj x ££p! 1 1 5£? gxif £ ~ S x x- - .=-' E£ EhS 2 £ iiisipiiisi 5 si g ^2=£--3-- ^ . © , , o ©Sc~e=3 '£3 “till!! ssl=i O fcC_ r 25 Sc s '3 1-1 • r= £ 2 - • - — £> ■ ■ “ ~---C~ ■"’•’■ • 5'e|P«£| f r',???ac£S-'"""'!' - © - = -*-~ - His ra p£„ - 15 mu lilies ii!==';!?E2i:=s 5 _ _ _ , — ■ — , 2 M Q,R > Ci£ - - C) 5 = 2 = 25 2 :s£ O' - - "■ x x z zzzzzzzzzzxzzzz SSSS^SSS ssssssszzz zzzzzzzzzzzzzzz: nil! :|||| ISIlSilg 1111111=== S2SSS2|sS§g§§S|g :Su:2S i_- S ^ 3 3 j: -c^^.^l'^ccc 3 ic 3 _- -i ls _- 1= 3 ^ S -n S 3 * Statistics of 1899-1 UOO. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901— Continued. 2116 EDUCATION REPORT, 1900-1901. •smui'Bdd'B oyijuaios put! ‘9jnj -uunj ‘sSuipjmq ‘spunoaS jo 9U[t?A > O O i-O o r cT to lO :§S : . o o • • o o ■ o o • LO o ' . o . o o • • • 8 : ; : :e0~8 : • CO no • • • ■ 5o cT • . • CO • • • •.{jBjqtt aqj ui saumjOA jo laqraniq rH (M OOOOOidOO^O OiOOiOOdTriO^O IO C H d H i — 1 O O • lO O O O O i (N O O O CO • rH O O of • of cT tjT 1,200 3,000 qiiip AjB^qiui ui .toqmn^; si •siB9A ui asmoo jo qjSuaq; 19 ^ CO CO (N CO CO CO CO CO CO CO CO CO^^CO^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1901. •91BUI9J X - p o o o 44 0 0 O co •9 TOM 17 CO - Hdd O O rH • CO • CO j •atBuioj; ooooooooooooo o o o o o o o OOOOOOOOOOrHOO o o o o vo o o (M 1-C O 05 lO H CO Cl O 1C H CO O O 03 xfl w •0[BH COCCO(NiO(NNO(N^M^C OHNHW nHHHH l Hi I cc 03 “ •aimuaji iooOt-hothoooo •0IBH ^ Ct 00 NNHN'N S « d a &a p.” ftaftnfiftanaftaftfi a P.a acaaaa : Ph a o 03 ^ is IO .<< . W K . sO^fin Ida 3 o3 rd g &3g ■ ® s :££§£ ^ a ' - w ; ^ m 3 a fW d . M. W I si it. p fc O a « :.SPo :£f ! -a ■ • be .PhM ■ &0 : p : a ! 3 ; * . o • o Ird . r-H o . o \& !S :Wd-a '.02 rd o’3 o ; _ be O p O •3 0® $ § « „ _ •ip's .r-S.O Ij-jObD iaSa-BSPaS^ ig^a o gfna^.c~cc op^ a --■ i3.SPg fopa-o OP3-S gw gow g.gw> :'5.SPg o ow W :pWy o bc9 t< p, o> d •p •d sj ttfXU o-S -g.* r-.rO -■ BSW dT- d P cJci33cSaiojaJ-O OOOPPPPPPPPaiP lljlg* £•§ ^ bo-9 ddd5.rt Ph O, 0h CL, (d OH^W-fiCOr'JO^OH^ co co co co :o co to to co ?c h h -h lO lO lO tO O iC iO iO tO *0 iO tO vO Tf iO O ^ ^ ^ O r—i r—< r- < -H rH i-H rH iO vO lO lO o lO SECONDARY SCHOOLS, 2117 §§§§!§ ill illiill i : II : : i j II ill! ii ill il il : ill i S8S35SS ;"»8'g®8' : : s« : : : : KS :^v">r j*;*s jef is : i§2 i 3 nil S 38 :18!S||1 ii ill!! s'a‘s‘H's si! rH~ ■ 1888 rCCOCOCOCCTT'COCC'^^COCOTj'.^r-iCOC^CCCO^COCOCO O iM ■M XCOW^ O O O ^ XlCINH r-i t* w i CO^nOn:inO-COn(MCC^HC O O O i-i O O Cn^OOHO^- ir-iOOOi-n^iMOO^^THr^OOi-- >OHH!MH HWHHHH io^hhhwhmoininwichh: a,6s,ftftp,&p,a&ftft eEEE ftE EEEEEE E EEEEEEEEEEEEEEEEEEEEEEEE CCCfiCfiappafiMqcqcfi qqpcQSfifififiQfififlfififlflfiqqfifiqfl s < s is § a 9 H I ;! .... is iiil r— < r^i E :x : :c‘ ^,-0 5) ■ g g-C £ ii. II i §2 ! mi 85*8 ■a _.-© -II- c §i|§1 S|l til - il-§gs^ c<52EEg mu =£ to) = ssrd'pc: CrCrCr CrCOrC'xxr£rCrC~ rC 'U O ;;;;;;; fc£ j j 5h he J J :;:::: :©gg • \g g j \ Ik Ills i c c © c o o © llSlJljjlljj §2 m ■111 A Deo : : :* : c C C — CL'tJ." c O O C OOCOOOOOOOOc — occoo fj 11 W| 'E • ^ rvp » • « • ■ » » ■ • • • Kn • ^ H *r>* » • • » 0 C --H PQS K 0§8 C*§£1 535 ij :pS Is S|gSgS|^ggg||S||$ IgSEEE E^SEElsllEllsSlsEsilllssi icicSEEiCioSESSSSSSiSSE S E S 5~ E E EESEEESEEEEEEEEEEi©Ei©i©i©isiei© * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2118 EDUCATION REPORT, 1900-1901. •sxu'Bi'Bdd'B oqpuaios put? ‘ain; -itunj ‘sSuipipaq ‘sputiojS jo a nit? A & •Aj'Riqn oqi tii sauraiOA jo jaqmnx ‘Iiup AiBjin111 Joqninx 111 © o o > o lc o • O rH O i ^ •8I^H M r-l !® Cl ^ Cl CO • CO •C0MCOi-UOO5©CCM tuo ai a 50 •aiisniaj ‘9PH •©I'cnia/i •aix?M ■aitraia^ ©©coo wg- ■3FW OTfoooorHC>>-(oooooooooo«oe'iO'^‘0 'O , aj o sh a a o c 3 02 a> •oirnnaj •0p?H t'^OCWOO^mOHOH*®! cc ®3 co •ai'Btaa.j IOHHOOHOOOOOf!t)OHOOi ’3IBPI IHHiOHiNCOHHHHi ■b* a aa ifl. p.ftaQ.ao.PHO.fto.o.tAo.o.ftap.P.pHC.o.&.a.a. a>a>a) c3 _• hh _ J gJz^MW coEh£ «2cq o- d’g'SiSiSfi I u^MPL^MfiWoWtf Leo 60" 'o M ’too :::::::::::::::::::: 0 p/m 2 ::::::::::::::::::: : * ! ! * !!!!!!!!!!!!!!! ®®;j®o'doo6ooooooooooooooo pd g^i'd'd'C'C'd'O^'C'C'Cd'd'd'd'O'd'O'd'C'd bo ? a to . ::::::::: so®a ; ; ; . WhoK • : . Jas'S 1P.B >-3 co P fc 2 h Ph -&3 5.§8.£sJ id :=>5 igjd ! i ! g *25 §,S>««60§|fflg lf‘3 3 2 § £ I llll ilttillll III II I SlSl! M MOQ (« OQ K CO.CO CO 60 CO C0C0 02 CO CO 65 c-i Eh H Eh Eh EH £h OHMM-^'iOOr'OOOOHflCOH'iOOt^COOOHNM OOOOOOOOOO^Hr-H^-l^-lrH^Hi-(r-l^-lr-(IM(N'MlN CO rH rH iHrH(N iO (M CN CO CN NOO ■^CCr>COCOCOOiCHOOCCOOH rH H H iO CO CO W CO W d CO coo OO^OCO ^O^CONOOH CO 00 HJ 00 ^ rH HINWMONHiiTfNCiMHO cq NNCOOONn CO CO 00 rH O O CO lO H CO « CO CO dCOHHHH o o iO « CO CO Tt< o d :°° lO CN oooo rH co • • NH> OnOri^H WHNHrtHrlHINN^HHHi InHO ON. iONO-# IN r-( > «g|wis— ^ ^U< Ilfl5I|SSlS5ip^|I oa>;S|SS| g^lSlllj^ a J I<;g |^|§ K ^ K fi i> P Ph‘ Q O ^ M < 02 3 P5 H § H ^ ^aNiPOHOHK^HP B-gSgHCfl §®S1 ® Session nl 1 1 ii iii I iii!ii ip mi 111.H loifxii pppp>>>^ ^"tfcfc^^SsSsjjspSp: of 1899-1900. Table 43. — Statistics of public high schools in the United, States for the scholastic year 1900-1901 — Continued. 2120 EDUCATION REPORT, 1900-1901 •snjtuBtidu ogijuops pun ‘am; -uunj ‘s^ujpnnq ‘spunojS jo eui^A $7,000 30, 000 1 :§ S' is ; "g" j j j 30,000 £ : AJBiqii aqj ui saumjOA jo aaqrauNj © ; SI : : 11 111 126 500 . 1,261 . 4,100 . 400 111 i •pup Aj^ntra ui jaqumtf ‘SJB9A ui 3SJUOD jo qjSua^ « 1 2 : : r TT ■TT^r- i rr co Tf 1 Tj< ^ Tj- © TT Students. College prepar- stu¬ dents in the class that gradu¬ ated in 1901. ■apnuaj X C4 ^ t— © T*1 j ■ i CC CO M O O •aiBraaj | « 1 ;a : © j r> |S 0 ! rr* Oj •an?K i= 1 is • o • © cc • _84_ LZZ IX 0 © • © © Ele¬ men¬ tary stu¬ dents. •aiBOTaj ! s ooo^ooooooo oogiogo 00,00 •aiBH OOOOOOOOOOO 00^500,0 oooo Second¬ ary stu¬ dents. •aiuuxaj; ;» ■aiBK I* |al3 •apjmaj 1® riNHOTFCCOmOtCH HSNOHN OJ O, CC Tt< •aiBK | nrfriCnCriWrl^M rtt'Ct'®iC r-l r-l CO CO Depart¬ ment or in- de- pend- ent. ! ftafiftftftftaftSft &aft&p.a Uaaa SSSSSoocSSo SoooSo SCOB Principal. M | ffl : % III |Sc dp gcP • < ii ■ c n h c Walter D. Dc Vault . William Overton . Edwin A Nnves Edgar M. Johnson . Brainard A. Rowe . Frank E. Thompson _ Leroy G. Staples . Elmer S. Hosmer . William T. Peck . David W. Hoyt . Walter Ballou Jacobs . . . Chas. C. Richardson . Harrison G. Fay . Walter R. Whittle . 1 Frederick W. Doring — Name. e* Hopkinton High School.. Cranston High School. . . . Barrington High School*. T-Tip-h Snhnnl 1 : j : !■§■ p : 1 : ; = •rC :S ! a ; E ; > C< 11 High School . . do. * . Rogers High School . Townsend Industrial School. Burrillville High School. . High School . Classical High School .... English High School . Hope Street High School . School. Cumberland High School. High School . c 0 'O'CS : State and post- office. - i RHODE ISLAND. Ashaway . Auburn . -> » 2 5-C 1 || ! j: l| Central Falls . East Greenwich . . . East Providence... Hope Valley . Newport . Pascoag . Pawtucket . Providence . . do . Valley Falls . Warren . westerly . Woonsocket . SECONDARY SCHOOLS. 2121 20,000 3,000 33,000 500 j 8,000 11 ill co cf :-r I 1111 cicfcf 40, 000 2, 500 17, 000 3,000 6,000 1,000 2,000 1,000 600 500 2,000 5, 000 1,000 1,200 700 1,500 2,000 1,250 7,000 10, 000 10, 000 i lO i°i 1 I B«S 8 500 300 600 . 1,700 150 : §s 500 300 15 8 1 ill 88 COCO ^ Tf T?< T^^COCM^cOCOrH^CO CM >H t* CO CO CO CC CM CO CO CO^CM^COCOTf-CCCOCOCMCOCOTfCO • ^ CM CM CO *> O rr< HH LCOiOCl tT CO O CM CM !3 ° i ° TT tH CM CM CO rH CO o^» CM CO CM C5 CM 0 19 4 11 CM t> CO rH CM o r-i tH rH lOHiCH CC ^I> o r-i rH CM CM - tO O CM CM HO O O - CM rH CM CO ^ tH OC S° I ONO CM CM rH CM • o o • o Cld j tH O rH CO CM rH CO CO * CO CM j 03 ^ i 8^*°^ >8^ : CO M ^ C'J O • 05 CM CO CC 1C o CD CO CO lO :=3 : - lO - OC CO CO rH • rH CM CO • CM rHOOCCOO j CM CM T* CM O CO CO rH TI» Tj< ■ O CM • O ■ CO o ooooo gooo googogjjggoooo^g °$°2°«!0$00£3828£030 ° 00000 $°g° 800£°&8£$0000S38 8 cN^°°t5S ^SgsgsSS^asa^S00 S8*Si3S83!3<»,HS’-'g'tS ° 083£e5 £8^° ^Sa&SSS'S^SS^g^S tH O CO t— i t— i ©Or-iOr— IO©*— ! © O © r-i O O Cl OOOCIO HHON O O O © Cl © rH © O COOWriOH OHCCOriHHHClriHHHHrirtHH® - CO © H CO o Ele¬ men¬ tary stu¬ dents. •ojuinej © Si OMO^iCOtMOOO tHlOCCOcOO O 04 O O O C4 H-1 CO CM CM CO rH CM CO CO •aiupi O05OOOOC0OCCO M LO OO CO CO O ©OOOO© lO CO CO rH CM ^ rH CM CM CM Second¬ ary stu¬ dents. •9p?IU9J 30 OHiOOCOHOOOON !>• CM tO lO ^ O lO OO O h H © HH ^COiO rH HHH CM CO rH © tH •9I«W OCOMCDlOHOOiOOO LO no no OO CO O CM 1> O O LO rH H CM CM no rH rH rH CM CO rH CM Second¬ ary in¬ struct¬ ors. •9['BtU9kJ © WOHriOOHNHrl © © O © © rH OOHMO *9IUpi i a WHHHHfNHWOH HHHHHIM NHHHH Depart¬ ment or in- de- pend- ent. tl & cl 0, ©, CLri ft titlr— rH "S.'S. eL'S.&’S. ft oa>oa>a>a>;u;; a> a> £ Si a> a> cy a> a> a> fipfipppflfiSfi qqqqqq qqqqq Principal. M F. E. Hinnant (supt.) ... 1 E. H. Rail Wm.W.Boddie . M. D. Horton . Henry C. Davis . Chas. M. Stalev . T Tt Watkins Miss Della Atkinson .... 0. D. Seay . E O. Ma i nr G G l< >*! ir J.R. Dye . E. H. Sloop . - C!rawfrvrri if f is « * 1 5s H £ W. P. Culbertson . .T E 'Rny.harrit. > : S 0) s ^ P? Name. (M Institute * . ) \> > a n 1< Graded School . High School * . Graded School . _ .do . ) ) 1 >C o'" 3 Palmetto Collegiate Insti¬ tute. TTioVi Sah no! ) ) > ~ c 1 'Z 0 H . do . . do.* . fin * Moses Levi Memorial Institute. TTicrh Qnhrtnl . do . Tnstitn+p. High School * . Hoge Graded School (colored).* State and poet- office. M SOUTH CAROLINA— continued. Johnston . ! a J'C ; c Kingstree . Lamar . Lancaster . Latta . <1 5 r \ L J > a t ! o c * co P“ JC a ■V, £ ) O A 1H i— « > a i'C > p ; c ?q Lowryville . McConnellsville. . . Mf'Onrmif'k Manning . Mn.rirm Mountville . Mullins Newberry . . do . 00 ego CO CO CO _ loioinioiaio OOCTsOr-MMCO -r . -fi -H Tf -H -f* iC iff CMO lOLOiCLOO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO oo OlOiOiOiO lOiOiOiOidiO lOiniOlOlO School * SECONDARY SCHOOLS 2123 3,000 1,000 25, 000 » 1 to 111 CO TT 111 11 11 iilll 1 rH- 600 4,500 27, 322 4,000 4,000 1,000 60,000 11,000 8,000 7, 200 8,000 5,000 5,000 3,000 ill ic eoio 1 I rH | 1 12 s : sg 1 I S81 §111 a CO CO CO cc cs T-i ^ CO ^T CN CO co o: CO CO ^ c CS CS ■ CO > Tf ! CO CO TT ' xr- ^ 1 CO 03 CO co 1 03 l> riOO«H 1> • CO o 03 uO tO 00 o * CO tO OHHNH CO | rH ^ O CO C3 o to - 03 C3 o 1> rH O O Tj< r-i i> 'cOOlO 1C tH ^*0.00 lO co o rH rH tO tOI> 00 tO rH CO rH CO r-1 CO • CO Tf t-H • t-H -OM jiC h M • CO * - N • • 03 O rH CO CC 03 1C O j ! MOiO l> o O rH o • OC iC iC iC 03 h* h? 03 • 03 '-o t-- ■ ■ ^ rH ’ rH ^ ! • CO WINOH 03 • i Mic o IC - O iH iC •HHCiClnTj-HH T?OS ■ < D i-H • 03 O rH ■ CO • ^ CO • joCLO CO • to • • ° ; • vO i*® 03 • 1C O 03 O CC - : :i§° 03 j rH • H : * 03 ; ^ - : o - o OHCO O j r— 1 1> j * ° 03 CCl> i- j i ^ CO TT 03 ! 00 rH w 00 ^ ! o j 03 • is 03 03 03 • °* ! • CO 03 O 01 l 0 °3£°S8£00?300g0808£000000000030^0000^0 °r°§§ ^S° 0g050Sgg00S0020g0^^0000000000S°S0000^0 8^° ^.O^^^^^OO^NHHgHOgOOC^^OO^H O £ <* S 8 - - : - r- 1 - ■ - - ■ -, HOrtMCCCOHOClNONHHOOOOlNHCCHINLCHnOHOHHOOO^ OOO-HOO OOO Hnnr-HnHHCCi I 03 rH rr 03 tH T i 03 rH CC rH rH j laMQfiafiflfifiqapafificcsqflanflfiBflafiqfippflflfl 'S.'aH.&cLe, O.UU IBs? I*, Sg 111 Hotfg ! s.o®ga-. :1s o5obS^ H^odoiOP? 6a3 d d co CO O O d 3 ^ ^ uO H CO O CO CO CO •QH^d^ o o jo ^ d d co o CO O CO o d 3 CO l> j CO 3 O d Cl d d d *-• I> * T-i m CO • d ^ g e> co 3 d s T« 00 j r-i o o o m • co d s d 3 d CO d o 3 illllllllilllil eocoio cr«-Tr-T ci uo © ^ of n ® m 00 ggs°s>:§gSS occl:oxo O OO — O^t-OOOO 0-0 0 oo ggg003gS^00T?S°d0 SS3 r x c x ^ c ?: r. n r- -r d^: !g*a *** Is •asas-s^ass-s ps saass^a- f^r^'OOrOCC « r-i O O O T-r r-. 0 3— : O O CHHOeOHiCNO OOO : :c OOOOMOHO OO OHOMr-. mO^H Cl ni iHHHCClNHHHCO c, aE-i t; p, &r;‘ p. & c, a fi ft p.& c.- 1 c. a- 1 1 i, a s.1- H & |^£a=?p^^Mq GGAfiflCfifipA I s -a :W. I 3 al|lsllil 5S Sd° rf -J aiiiiaais «AI§liJf* pplllsjj «SkS£ -3SSod ■ =■> =; © .~._cc3 aaaaaa :pss :ssss^ III! °p^d2lC2r'£3 § : SiggggiSSggS Si * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2128 EDUCATION REPORT, 1900-1901 •sn}un?ddB oyiquaios pm? ‘ami -uunj ‘sSuippnq "epunoaS jo an[i?A „ $6, 000 75, 000 10, 000 8,000 2,000 10,000 2, 000 4,000 10,000 1,000 3,000 3,500 o o to CO 7,000 10,000 800 •XjBjqji aqj ui samrqoA jo jaqum^r pH • O O to o • © iO CO O CO CO • a? rH •aiBK 2 ©CO © CO o Tt* O CO CO rH Ci tO ^ Preparing for college. Scien¬ tific course. •ap?iuaji IS 1 r I CO • © ^ : CO •ap?K ! M 1 r : co • co ^ i O (N Classic¬ al course. •aiBraa.j 12 - ©00©t>OOiOOOO©OtOiO©©co©kO©©oo©r-uo©ioioeo T— < (N CO Hn C +* o ce n OOtc & . w S>2 so 3 : : g d * : : : : : •9 cScgto ,’Od,° ‘cBwa« o #£ 8 og-p oa3 > « ^^.PQ &[x, dHd S I® w» ; a 03 , — , . * f uor^o . ‘ Ur— i O O 1 OO^cSg^g'^dO 'O'C'^xa o,ox:xa g.gxa,o,rt ‘ ‘ |.2P'5 g a.Sfjeg 2P 1 coPlj^ISBEhW • II rri tjo >s§ 5 8 ' — ' ( C iO iC tO tO tO iC©1>CO©©tH(NCO^I'iC© " " " i ■fli 10 iO o in iO iO - - -iioinm lOioinioioic.LninioinmiOuiininiOinio LniccinxxinwinmiOioxxxxicin _ . co © © * iO iO lO XI g tp ^ to rH 04 »o O O CO to rH 04 04 0^0 CO * 04 CC 04 tO CD © rH CO rH 0404 CO 00 04 CO rH 00 04 rH 04 04 rH 04 j^ea j rH Tt< • O 04 O O j ; 04 • • © • rH ^ O j j j j° CO • 00 04 ♦ 04 04 j 00 04 rH c ; j rH • • i 00 CO rH • ■ • • 05 rH ■ tZ) CO to CO 04 04 CO tO CO rH ■ 04 CO -rH CO * O 00 O CO COO CO to !>• ^ CO CO 04 - 26 • 04 04 O • rH rH LO M H 04 tO CO O tO • O 04 tO rH 04 • CO CO 04 tO 04 rH rH rH tO CO 00 04 OOi^^OHOCOH OO CO CO gj CO CO CO CO 0 0 0 03000! >0000 OO OOOOOiOOOOOCvJOOOCOOOO OOOOOOOOOOOCMOOO(NOO< O CD O CO O ' OCOOiO^iOOCOOOONCO *o o TJ1C3H rH 04 CO 04 CO H H 04 rH Ori'OCQO^^OM I 04 rH lO 04 tZ> eo rH l0OOt*OOO^04OOC0< 03 CO WO^WiOOrfHO^O^LOOiOXNi 04 HH H ^ H H Cl OHC4HHHrt( iOOHCOOWO OO OHiCOO 04 rH O ©CO OOOOrHOOOOrHOlt rH rH 04 rH 04 rH r (OH04H a> 1)000000)0)0)00)000)^00)0) flfifififtPpSfififlfiP OP ppppppflpppppppsppp >o5 go fi g ® 2 Sg§§S§.§3.® O P JH Jh >1 Jh P ^ RWHiSOO.h^.h rjrp O^ P> ^ ^ !Tk HrHi — 1 . — If— li — 1 H WM-P P C3 C3 ccoqHHHHHHP << <3 ^ <<«!'o22-8_l£3ca|,^S';>or3^ScS'73 H)B0$®l!rtHOOOhLLhH tpqpqpqpqpqpqpqpqpqpqpqpqpqpqpqpq . > -rt< iO CD t> 00 05 O r > co to 'Si '.o co to t— i )iOiOiOiOiOiOiC i JiOiOiOOOiCiOi 04 CO 11 ) Oi O _ _ _ _ _.|>c© _ iCiOiOiOiOiOiOiOiO _ _ _ . 04 CO H 1C 0 i> t> t> yop PO op 00 qo 00 co iOiOlOIOiOiOiOiOOiOiOiOiO 1> CO CO CO iO LO lOxP OOH(NCOHiCONCOOOHC4COHiOO XOOOOOOOOOOOOOOOOO lOiOiOiOiOiOiOiCiOiCiOOtOCOtOtOtDCO lOtOtOtOtOtOtOtOtOtOiOiOtOtOtOtOtOtO ED 1901 — YCXL II* -58 * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2130 EDUCATION B.EPOE.T , 1900-1901 SECONDARY SCHOOLS. 2131 15,000 3,000 15,000 12,000 10, 000 14,000 11, 000 6,200 20,000 1,500 500 1,000 25,000 2,000 26,850 750 2, 000 2,600 63,500 25, 000 41,800 2,000 12, 000 50, 000 35, 000 1111 lOkfwV li ■ 1111111111111 > caco'r-Tcuo »|g*>usgjg“ 1 11 800 311 jfs • • 3S||S1SS Is i .. 400 :§ |sg S|§ss .. 457 .. 1,200 .. 175 xf< 03 co-^cc 4 .. 8 .. OCOT^C O’f CO ^ CO cc Tf 4 .. 4 .. 4 .. 4 .. 4 .. 3 .. 4 .. 1 CO d j * ^ M 3 .. 3 .. 3 .. 3 .. 3 .. 4 .. 4 .. 3 .. 4 .. 4 .. 4 .. to ■ 10 rH 03 CO rH • • CO -* « • •CO • CO • CO 00 • CO • © © 00 lO I>C3 4 24 1 T} • | Tf © CO . rj^ 1> CO • ° ! >CO^HO CO CO o 03 3 T— 1 * • © rH 1> • ooo o i Tj*0 o • ^ 005 ! ! ! ° ! 1 © • 03 ^ © j • 03 j w 00 03 kC . CO CO CO • • ■ rH ’• 1C CO • CO 03 © rH • • is-" lOTf j 00 o • O 00 00 ■H 00 S°S i CO CO Cl - s © 03 03 03 J> rH CO O © • * CO CO • oiS ; 03tOO3 Z>iO (MOOrf • ^HO o WlMeOi-HTfH © © rH • • • 00 oSooooo«oooaoooo o^ooooooooooco^og ©oogogooooooooo OOOOOOOO^OOO^OOOO OOOOOOOOOOOOOJO^T^OtN 00000000000^00 sggg'ossasgsrsgss ss^|ss^sge?gg^s®®|s 51 HHOOO^OHWCOHOHHQO HOCOWHONO ^ OOC^Or IrlWQOWOO CO CO O COHNNW^rtHCONHHHNNCO H H H O) r £3 ssssssssssssss ics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2132 EDUCATION REPORT, 1900*1901. *sn)ui«ddv ogpnaxos pin? ‘ojtu j e* -tujuj ‘sSuipimq ‘spuhoiS jo 9np?A ! N ;i if 23,’ 525 1,500 40,000 ii-iniii grfjgooefrtoo- 3 iiiiii •Ajpjqil sqj ui saraniOA jo laqumx 3 is 75 100 100 1,000 1111 8 i—l 100 20 200 1 ill ’IIPP Ajbjiitui ui joqunqs: S •sxb9a ui asinoo jo inSimq 55 ! II atory stu¬ dents in the class that gradu¬ ated in 1901. •9['BUI9Li X tCOO | c 2 O 2 •9p?K :c "4 CO • 04 o C5 ! ! ° 04 t-H ^ • O C4 O • Students. Gradu¬ ates in 1901. L ■9XBTU3J © • C 1> • rH CO ° to OOr-UCOOvOSOCCW •9IBK k-ft FH • T t4 tO • CO o o> Iho 04r-i^C0 04 040C© Preparing for college. Scien¬ tific course. •anmmj : P ;OH j CCHftOH ° ! 04 04 j • •9It?Jt M i !• 4 • CO H • 4 3 1 1 4 ^ ' r-i 04 * • Classic¬ al course. •3XBUI9J lH I $3°^ <£> j •9IUK pH 1 if 04 CO • O - HE. Strader _ ! 2 !! £ ' ^ J. B. Hubbard . W M Drake. T. R. Day . Miss Alice Mason . T. S. Cox . S.B. Maddox . P.E. McDonald . J. E. Niday . Name. High School . . do . . do . Ella Goldthwaite High School. High School . High School (colored) . . . . High School . . do. * . . do . . do . Graded School _ : c i ^ ift ! o I'D 0 i Sabine Valley Academy.. High School* . High School (colored) ... High School * . . do . Central High School ..... High School * . . do . High and Normal School. 1. •c &> §1 -£ ° - ■s i 1 i o ' a 5 1 t cc Georgetown . Gibtown . Goldthwaite . Gonzales . . do . . Graham . Granbury . Greenville . Groesbeck . Hallettsville . . . Haskell _ _ Hearne . d 2 p 5 Tcd CO lS CO SI i | a|| 250 .. 1,000 100 300 .. 250 SI S3 ISI«S3 illl Is! rH i is s 8 ii TP CCCT CO rf ^ cr ^ ^ CC ^ CO CC CC CC T* OC Cs COCO CM COCCtt 'OO^^tHtH^CO^OCCO^ 1 ^ cd c : ; x > CO CO "T* 0^ 1 X : ^ CO • ilC I> M i-! CM CM ^ ; M O . CO • 1 • CO o O rH O Cd o • M HlC r> O Cd rH M tH O CC M O ;HH j Cd rH CC t o * CO 00 • rH • • t I>sOO • • T-i ^ j j I> O TT CO X r- iC r-i i O H Cd 1 • • rH Cd Tj< CO O tH j ■KripiSSH ■ • CM - : Cd • COIC H COiC CO T* O iH 1> rH CO Cd • OOOOOOOWOOOOOOOOOOOOOOOOOOOO^O^OOOOjgOOOOO^OO.OOOO oo 000£ ssssssssassssssss^s&sssssssss^ssssss^g^sss^s^sssa ss oooopooooooopo oooooooooo s°^' OOOOOt'OOOO: Oi-iOCMOOOi-HT-iOOCMT-iOOr-iOOOOr-ir^O OOnCONriHOHOOHHOOOHOOeO OO Eaa&aaUp.ap.taaftp.tt'&p.p.ac.a&aat'i ‘ppppppppppppppppppppppppppppp pg ,&ft p.p. * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 19 00-1901 — Continued. 2134 EDUCATION REPOET, 1900-1901. SECONDARY SCHOOLS, 2135 0 8 cT OOOOO O 10 O O O oc^ooo J>r-TrHCOCf 4. 500 6,000 1.500 7,000 5,920 15, 000 62, 500 5,000 5,000 15,000 500 7,000 2,600 12,000 1.500 1,200 2. 500 1,000 1 36,000 7,000 8.500 1, 000 O O O O tO O 0 5 So coo CO 0 O O h 0 rH O rH CM" CO CM rH O O O O to rH cog O • O • CM • i—l • O CM 8 O CO O O 31 c a >0 0 0 0 0 os O OO CM O O CO ^ tO to -^ <£> tH OOHtO i O O CM CM • s CM O O o> CO rH O O O to O CM rH 0 0 l'- O .OOO O • O O CM rH • CM CO rH 88 O rH CM* tOH^ CM CO rH rH CO O rH rH CM CM tO CM CO O rH CO CO OO CM rH CM CO O rH CM O O O co 0 O -* rH O O rH O CO - • 0 OO CO (N CM O CM co • CM CM rH - (N CO CO ow • O • rH rH O rH O rH • • CM 0 i CM CM CO CM CM • tO OOOOOCOOOOOCMOOOOO ooo ooooooocooorHocMooooooooooi^oooooo I 1-i ri (N H CO 10 > CCCHiOH OOINOOOHOHHOHOW'^O H CM O COOHHHHOO^OOWOHONHHWOWOHOHCOWOOO OQa> ® © © flftP Q.Q,PqqqQ-i ^ ® fcoi§ TZ ! ® o 3 0X2 . W •sg o 5h>-M ■ o"g^ PB® 35 * pq H a ^ o’ g W W P -* d pq S3 5 0) o aa a §d3 g c3 w ®_® o3 u ©. _ _ J ' • w i-rt ffl+STl JP S C{^ £ © 1 32 g £ g ® ® *>• oS S & | “gaST- o.a B’p "pi o ^so,- © P*° s o . o^jq > © d § o © ^ j-j © ® » U^-l M • • |_J . jf^o Wo oaj ot-i,*4 dd> ©£ 'g h o ^ ,2 :owo * • P3 • • r -I ! ODCO.g^^r^pq^jpH-^ ;«■ -Ov • S' _ l&H . . . . o . : : : :£3 : : : : .::::© ® : : : ; : : : i^.-g : i :* oooo®®oooo :K .* TP ® Opp^ S W Jf : & :|-eg Jg§ :gjj : 8>g : g : : J3 i-S ia'g ::::i:g«JJi:::J: xso ® c 3d Sjp.^ S'd'^ © a a 0 £>5 o *§ ■ s=! o >>a £<>>> © 'Orris'S 'o^a g'S a>£S g -g g g S>HH,§ QQ *.*g as g® ®3-g S5-§ §/§ £ S 0 ft-S g-SS § o Or§ rt gr l^lrtSiiiIi!(§(§l^ ^I^,^s.a :||g| :|| PP P4 pq pq pq pq pq pq cq pq pq pq pq co qq • oqgq ■ co oq cc oq cq co co cc a: oq gq H . EH H EH EH EH E-i SH E-i .pt>t>!> -!>1^ : bo^, _ _ '2000 •K o o o o o o o X5X1 ; gcucucu ooodoo 0“® O O O®® O® :--;rc^pq'®n=irdrG3'CpO'c3^rdr0'Oforc^^fiq ;Hg bo&cbp ; • • • • • ;hobc: • • bo be • bo 9S«>'§|-S'3'3S3 3«c - ^dc5s3.H-H^OOOOO^S2 pp pq pq pq pq pq pq pq cq pq pq pq pq tg ^ C3 (D O (DrG^.i-ra O -SJ P> ^ CZ2<^OQQQC»CQCQ^aQCOCQE- : ® 53 © ®^.s g's. : > o.a^ CO Tfi 10 ■ t' t ^ !>■ t ^ L' t ' P>Q-HCMCOtJCO NM'#lO®l>»OlOHlMM'^lO©I>M010H(NCOTj(>0«t'®»Or 030J005050505030000000000i-l^-lT-lT-HrHT-lrHTHr-(r-l(MC “ " - ' ■ ■ - - JOOOOOOOOOOOOOOCOOOOOOOCOOOOOCCOOC “ ‘uOiO»0»OiOiOlOiOiOiOiOiOiOiOl I> 1> l> l'- 4> GO 00 GO C _ iOOiOOiOiOiOiOOiOiOiOiOiOiOi * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2136 EDUCATION EEPQET, 1900-1901, s* II III a'“i SECONDARY SCHOOLS. I li i< §11111 I II iOiCx'oC'lf>“ iff co~o sa s: rS 8fs 1883881 lsISI§ss? co ef | S3 SS|§ | rO II II : cT : lass® | jssii :g : : : ill as- ovcfo 2137 II as < - 4 4 4 4 HP ^ H* ^ ^ ^ T}< ^ tt- 03 TT Tf CO rH ! '=T Tf ^ 03 -- ^ ^ TP Tf 1 Tf TH 1^4 CO CO CO — O HHHC CO ’ 03 HT 03 rH ■ CO 4 1 1 0 ■* i iO t> C CC tC H iff X g ^ r-i jq CO CC CO © O TT< lO 1 O hF lC O » Oi OlT^Tf ^ • rH 1 rH l 1C Tp © CO r> TT* 0 lc HXt^H^COr- i O O iO O 03 iCCXiN rH C » rH O 1 ^(NCOh : O C3 ! t— 1 TT o © • • rH O r-: t-\ • tH • C<3 1 CO O CO O rH 03 03 03 CM i 0 © t-H jo O rH 0 O O 03 CO O O O O • 03 03 O i ^ (NCOiOW ■ tH — i O 0 rH CO TP 0-1 O " - 03 rH j 03 03 O O O O O O O OOO^OOO© O O O O — Ci I> ^ (N LO ° 00 0&g000$°a30000 cooooos c o o coo o o c; -- : ©ff:t>iff 00 00 O ^000i0^00°o ggSSgaS g£3£S32°33r: g as £*2 iff 0 C ff? CO -r- S SS aSSSSS^SSSaSSSS SSSSSSa £S £3 Si X © Iff ^ © 1-i ! INMHN:ir-n iHHnnHNO CO s © CO © CO r-i r-i iff MOrlMriSSOOOi t * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2138 EDUCATION EEPOET, 1900-1901 •sni'Bi'Bdd'B ogxjusps put? ‘ainx -rainj ‘sSaipimq ‘spuhoj^ jo anjuA e* o • » o © « * ci i • io' cT : : • • rH • • ill in in ; : S”S :eg ”fgfef : : •Aiuiqii oqi ni saunqoA jo laqumsi 30 100 1,200 300 Hill- 1 ; is s is§ | ‘IITJP ^ipiirxn ui jaqranyx 1 :g ::::::: : : : : : : ‘sxboA ut asxnoo io qxSusq p-i ! 4 i 4 H< ri< rr* ^ Students. College prepar- stu- ! dents in the class that gradu¬ ated in 1901. •aX'emaj so CO C4 04 rH r-i * • rH • rH •aiupj i> •HWOHNH H H H rH C4 • • C4 ■ C4 Gradu¬ ates in 1901. • © •apjpi OHCOOH^(N(NlrtHHCO •9IUK © I ^ooS°ocooooo°o 000.0 Second¬ ary stu¬ dents. 30 •9I«R b* 'S C-So,; llls © HO^HOHMON^OHHINH r— ( i— 1 i— i CO i-l •9IUK IS OHdOnrlrir-iHHHHHHCI HHHH O Depart¬ ment or in- de¬ pen d- ent. ftc.tftaft&&ftaap.aQa p.c,o.a. o, Baaaaaaaaaaoaaa o«o« S i i ■p M or 1 1 a 1 D. H. Scribner . S. H. Erskine . Miss Ruth Ida Norton .. T-T F.lrnv Suasions \i j | ll§i| : - p6:~ Ernest G. Ham, A. B . W. H. Botsford . Edward M. Roscoe . H. S. Richardson . N. Beckwith . N. J. Whitehill . James A. Lobban . R. B. Barton . Asa M. Jones . Walter D. Parsons . Mrs. C. W. Crawley . : : : : : \a : : : : : § 1c! » . . . a » u o aiOOOC-'-fOOOOOOOO<2 UJ .a> : : : §.SP :::::::: S .*? ffi : : ::::::: :a w l ^Upgsl -C"5 g^jlll '98 . _ 3 ge| 111 3 • iillliilillili Guinea High School SECONDAKY SCHOOLS. 2139 : ■OM • 500 28,000 2, 500 3,000 :!ll : j r4of«r : 10,000 13, 000 ;§ il |r-T 10, 000 4,000 800 35,000 8,000 1,100 0,000 10, 000 35,400 3,000 1,400 009 000 ‘8 37,000 ill : «» 1,500 22, 0C0 g ! i« ! :88 : : • CO tH • • • o • o 200 500 2, 000 j«888 150 j*8 i m : i : co i M eo ec co -tf r-i r(< j . CO • “OCOCC^OI ^ P5 -0 (N ^^cococo cceo O i ° • 03 •O • O ; 03 ;X!0 • • • < W j S : ; ;OH • O CO • rH • rH i °* : 03 • 03 • iO rH ; O • • • CO rH • ^ O 03 ' o * CO • o j *a • HOO • M y ^ \ 2 25 5 • O • ' rH • j CO • L *• • I> iO * CO H ; rH 03 OO t-4 h h • ^ : 03 j iO • l NOH j O * T • 03 • • tH • i ° j ° i i ° i |^o ; ■ 03 •OO 3 • o O • LC o j 03 O ! ° ! • & ■« ; ! ! J CO 03 | • CO •lOr-i • '-3 00 • ^ CO • lC rH is ° ! o CO • N O • O 03 j • o • CO iD CO I> >xO 1 • 03 O i 00 lO j iO 03 • 03 O CO |8W i • rH • 03 O CO lO •tH • • iO CO .ocaegooo^oojgo^oog0© 00X000000 OOt-jiOrJOOKiT-lOO §g00j?00 8° >2S^^00^S0^0^0^30^00S0000005S0^008^800gS00S^00; £‘ OHWD®^( ISS8S*St*S®“8SgS§S *°3 iS®l~SS§r*"33w,>§"®SSS*SS33®,0,035SS8«S8SS88t-®3*,SS§8Sg;3 SS iOO^HHOOOr.nHHOi !C^r-iOOOOOOrHiOOr I^^OHOOOXOO: Of 1899-1900. Table 48. — Statistics of pvMic high schools in the United States for the scholastic year 1900-1901 — Continued. 2140 EDUCATION REPOST, 1800-1901, SECONDARY SCHOOLS, 2141 O O O O Vs CO rH 88 So © © © © © © 0 0 0 0 oc- 0 O O O O T-! O ic tcf tjT to* oT o' o5 rH^03 11 cToo CO rH OOOOOO • O O O O O • O O C - C _ - - • o- 0 0 0 0 • 0 0 OOOIOOO • 0 0 0 0 0 • 0 0 iff rf o' o'crT . o' of C^r O • -r tO 1-1 O CM • HHn(N ■ r-H OO • O O O 08 • 0 0 s oduo • of cT o' • 1C OH O 5 0 *0 3, 000 28,000 10, 000 5, 000 3,000 388 Tf* ^ ss 88 03 rH vOvOOOOOOvOOOOOiOOOt^OOOOO BnnlBCOOt-TfCOlOttgOJIlOlOOOO HCS CO « • 7-H O rH CO O -rr ^ : OH • rH CO • rH O j — • rH Tfl : tH rH rH j 03 O ^ : • 03 rH ooooooocooot>oo 00 ^ (NH rH CO H 'O H CO 03 r- : 0C' iO ^ iC lit CO - '!NiOH!NHOH^iCCO^lOCO!>iOH^OCOOiOiCNCJ' iOOiHOOOrHOO©rH03OOOrHC0OrHO03©OC003O©©OOO< OOCHHOIHCCOHOOCi INHHHHOHNHHNt oa>5>a>a>a>a>a>a>a>a>'i>a>a>«(i>a>a>ii>a)a>a><3>a>a>a>a>aia>a>ii>ii>a; fiAfiPOflflpflflflflflflflflflflflflpflfipflqflflflflflpqflfiPflOflflAflPf ' ;m.S :»§ • ■ § S Wo o P) f— ; d 03 0) a) o 5^ a> O 'fP 1 a> O -B oj +5 s3 sP 03 0> £X! B > o'S.S C fpap>;HE'S,-C‘¥Cir^PPi aC0 p [O w p Bn : b & :3 a) ; o -W-, ® ^Cj d 0)X1 C-PC o S^ogg|Ho bs^sSbihh*; ; : bl-2 g.g : : ;.s .00 •rox a 0 C 73 g ® a? £0 2 A d >JJ'2A °< 01 B S B OP-0 - ^ , uCi C m g 5 4) M CB O a o 9 d f “ , " q^1h7j-Pm zl 9 2?^ 9 d Q) 2 H X o r“ I — I K^SfT? ri r/3 C U*- vb> ' _, ■, rr) r~ r% ^ JH 0 ooooooo_ _ _ _ _ ICO©©©©©©©©©©*© 0000000000 * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2142 EDUCATION REPORT, 1900-1901. •srnvfXRddtf oynuaios put? ‘ami -ininj ‘aSuipimq ‘spuhaxS jo anpBA li O © • © © Q 88 : oil o* *• Trioef > o • ® © : 58 :88< i o © © o © o > © © o \SxBiqT[ 9io ut sanmxoA jo laqum^ OOOGOQOOOOOOOO CMC O O O O I 0©0 L-*0 'NOOOwOOC^COOl^LOOOiOC CO CO iO ^HIOCOH rHNC'lHHrfCOiOTpr qipp AiwHirai ut loqumj! •sxb3j£ ut esinoo jo qxSuaq; C0rH^as)Li»S4)®®4)!uaj(D4)a)iiaios)® jT a >.n a . <5 dr 3 sH - s« ”3 ® |5s^S«jSS. 5 60-C § _ ® a 2 ; oo£c?s gr l-o^Scs-o® Oj c ^ >. & ci £ S d x ^iOO^XOOH^cOrf»A’d)r^X^OHM^^inO (M *n 'M -m ?o co co :o co co <*n .*o -.-o co -r< *r -t -r rr r* ooooooooooooooooooooooo SECONDARY SCHOOLS. 2143 li .old 6,000 4, 000 10,000 illfili :II ; covers 30 0 0 ;>CO : Ills • oc rX xs~ co 20, 000 8,000 60, 000 15,000 30,000 3,000 mi s«ss 16, 000 8,000 111 ji • id id | d .... 300 25 .... 300 300 .... 1,000 600 .... 225 500 280 800 .... 250 500 600 190 .... 200 ny | sills CO il 1 ISIS 300 786 .... 125 825 .... 367 .... 1,900 .... 2,250 CO^*COCOCOt^C3 lO CO 04 ■SS3 O C CO H lO CO UO lO !^HO iC CO iC 04 ^ t> © tJ+© HtP r-cO?H^004^CO O 04 'CO ©O © © OlOONOO © O © © O O © O ©©©©©©©©©©© © © I> © © © © ©©©©©©©© ©ic©^r©©©©©©©©©© © ©•©©©© © © © ©o © © i ©©©©©©©© i> © oo ^ o I> T-i CO© cooc-.«j§*^o^ooo,co gO^^Cj^O, ‘SlSoo ssssssss i © T-i © T? i-r © © < 1 © © 04 © T-i T-! O-IH 04 i— I 04 04 © tH r-H © © © © 04 04 ! © 04 CO tH CO r-i CO 04" r-i 04 r-i 04 ”3* rH r-r 04 H T-i 04 < 666 IIIIIlIS 8 S3 2sPS*3l3§fsSl 111111111? * ^3a;^S.cSaSgS:g§£: g |oQ£w\ £««• Ills HO 3^ oh|«; odwM 3$ ir Jl 3 C;2 6.5". ~ &<_ rt O £ S? ^isljs5: dWoo^W^fj^ ■d- .$?g Sfjs od |®ooc|Jg2odd g* OS fill 3S§B>r° ^ : |^o* :*** o^dodoo n 5 H 8 >. i —1 IJ1 “1! §13 >6 S: r c c c c c z z s-— J‘ ~.y= |t|g >'Sl|'3}r ®ooodood ,C "3 'C rs 'C 'C 'O xs c a_ > v,, •£ = = = -* : 3=T3 j:ss:ocu .CHH •I Hill -Oja iiilt s > a g|> 6s § 2^3 :^§§SSS2;2; o a) cj C Ph £ - ° 5 c"o fill * Il ^ ‘ TO §£«&£ fcaa|-s?l: *< <<<*<:<;< ■< of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2144 EDUCATION REPORT, 1900-1901. ■sniiunddB orjuuotos pin? ‘amj -m.mj ‘sSnipHnci ‘spunoai? jo on[iqv •A.nuqt[ oq; in sauuqoA jo jaqtun vj ‘IIUP AJ8ii[iui hi aoqumx 1111111 o i' '£ «T -cVc B n illllllillll asf lalllllllSli P CO coca^HMMOto^^Htoootovn^w •9l«H as 05 CO CnJ CJ C4 INC'lOOHHt'MCU-'Mt'O^OCiCNMO Preparing for college. Scien¬ tific course, •ajmtoq JO • rH • ° p ; ° ° r-i O rH 13 j rH • lC O i 00 3 j CO o rH. • • O CO ■ • • i i • • O 05 - 03 : * Cd rH •9r»K 11 ' • ■ a »a> * r-i CO lO o • • oo Ele- . nien- tary stu¬ dents. ‘9IBHI9J IS oooooooooooooooooooooooo •®r»K 55 oooooooooooooooooooooooo Second¬ ary stu¬ dents. •9IBUI9J ^x ! 8£8§SS3Sj§8Sga8g3888fe88SS •9ICK h gssg&ss'^sss^spssssfessss 11111111111 C*“ r-T | •oonugj 5! •9M iOn^COHH:iHHn(MHHn:O^T |1 - a a a a a' a aaa a a a. & a IfifiQflfilSflfifiQPPfififtQflfifir ” " glissil SlslSiS aas*!!|jli'gi!^l 1 1 ^pqp4a^iUpftf4^ ■gi Is •as ■sJp a - A if I gSSs a so^ |I gSll|a|„ , _ _ _ ||||||§|||||§|§lls5555ll SSSgSSS8SSS8g§S‘SS§SSSSSS SSS§SS§SSwSSS3?c«o33o5o«olcoiC^^O CO 1> I> ^ O CO 1> O CO t-UO • H 'M M ^ O M H i — i 'O O ^ CO • lC t— 1 : j CO • CO iO CO • HCJOCO • © • (M • I1' i j • iO o • co ■ o • lO COOHOO ! ° • I 03 j • ex o , ■ 03 coooooooooooooooo OOOOO OOOOOOOOOC^OOOOOOOOOQO^OOOOgO ooooooooooooooooo ooooo ooooooooo^oooooooogoc^oooorHO SHfeSS?gSS®SSS^SSgSSSSSS§SS2Sg fessaassssssssssss^^assssj s°° OHCCOHHHHO!NO. • ii f4 d ® Q ,8 ^ q d p?td^w(§t-;^^6w ^«3«^ . . rv* . • A rv . *3 all sSa d Seed fegg-p^cH : r-c a gl 111! ShfiOBO^ g^Sfeor'K><;( i££W! €8 -jij= ooooo^I^ooooooco'c^oocooooooco '0'crcrcrc'5'?:,£'c,c,crc,c,crc;rd'c,£;'c,crc'z:'0'cr0'c'c'c'?3 ■p§ : ! i ! : ; ! igg li if SfJ S8Ko| *£Ss£ ssfl>: ii? WHiljlliSililllffl illlllllllllllll :o M'S'L'rcNOOOOHNCOT ED 1901- 3§5s888Sg83$!8 SSSSSSSSSSSSSSSSSSSSSSSSgSgS SSSSSSSSSEo SScSSococo£fflS3S£«ffl5e*S®So«!D -YOL II - 59 ics of 1899-1900. Table 43. — Statistics of public high schools in the United States fur the scholastic year 1000-1901 — Continued. 2146 EDUCATION REPORT, 1900-1901, •srnjsjpdd'B oppnaias pxre ‘axrn -TUjnj: ‘sSuipimq ‘spiinoj^ jo arqBA till £"=8“ 11 il SS il II CM in 8# 3 1111 =1111 ss’as :ass8 AJKjqit aqj m saunqoA jo joqumx © Sim iisii lllslllglllll ■sj^9a irr asxnoa jo qjSua'i Si •fllWlP ■ai'Evnaj; X ^ : •CO t- Ol ■ 'O M r-i OiO- ; © [S; ;fc’< IS! ill . | 1 i jj iisii s>sc £>4hSe i'S C U 1111 |q§c ;p4S< • ■ c3 • ■ £ : : lifjc i! ,: :x^5 _ 1 & fa i i : o c c HT > c ■sc : ^ jo I I* ; ; ;* : ZO C C ; * 'ode 1 i 1° c a ! , s s 1 I % 1- sill 111! i fa jj pc : [I il ; C2. if s • — >v “ © sll f S jl 1111 ^ = 5 iji ill, s : - : ^ : i%z* im mi ; rt : _ . 5c3ScSSSS5ScSois®«cc®«c® SECONDARY SCHOOLS, 2147 111! I I r c-T uo ■iiiiiliiii ISililllilSlill 1 I r-< mm co" lissiiliiiiiiiiiii r-T COO(N • lO • |l>OCO • : :g5otN : (NHOH(NW(NH • CO • *CO(NO • • 04 • • ■ » 04 00 CO CO ic jH Tf I> i£> lO iC t^-CO ^OiCiOXCJ CVO § 04 OS CO CO xH04 OU> ^rH^iOrHOOC^X>04COiO Oi>^iOXCO OiCOHHOQ O4O4C0 NHb TjfOHOO (M 04 O O a OOOOOO^tNCOiOHCOCO^COOXJOCO lOCOO^OH rH I> O O 'wCOOO 04 * 7 24 0 iO 04 CO 04 o rH iO rH lO CO CO 04-' ^ 04 .CO -;S §8= * o 04 ^ Tt< iO 1> CO - 04 04 O 2^° : CO 04 °°3 8 2 2 >o CO Z XI 9 iO 04 04 ■ o 5 1 28 19 2 04 00 CO OOOOOOOOOOOOOOOOOOOOOO O OOOOOOOOOOOOOOOOOOOOOOIMOOO OOOOOOOOOOOOOOOOOOOOOO O OOOOOOOOOOOOOOOOOOOOOOOOOOO °HfflHH^0H.W«HNIMCiT?^H0HC* CO lO •••••• CO rH ^ O o ONW!N^lC(N(N(NNNO T}« ^ «^iCOrHHiOI>Oi0 O rH o o o oo o o uO O O rH (NO 01 O X CO C^5 OQ iO o ^lO H CO TH COiO tH -■ CO ICO X rH O OOOOOOOOOOOOOOXOOO OOXOOOOOOOOOOOOOOO 3§535§§S3iS3SgSS$SS83 HOHNCONHOnOMriOWOOIfKN oooooooooo=-ocooooooi'-ooooooooooco ©OOOOOOOOOCJ^OOOOOOSOOOOOOOOOOOOO as^sas^sgsssssglgsss^&fesogsissss “gsssssssss^sssssggsssis^ggoagssssi OCCC^OMlMO O O COOOrtNCO^(N^^!N(N(NHlNWHLCOOOO HWC^HI-Cr-(HC0IN01(M(NHC0H«NHC0 HiNHr(HHHH(NlNHHWnCCC'J^riLC(N^HnH'^HHH(NH(N &c.£.aac.c,c.ftac,c.'H.ac,&&& a a, & p,o,ft cL' cL-' rA o. a. cL-a Rftftc.ftftaa&ft&ap.& esQQflafiCfifiSQqfiMPfl i^d^SKfeo eisi s~ SI* gSS®!!!“ 2 ■ oH^ ^-2 o t- d'S ^a; ^ ■-£ • ... . . .js^ll^i^fiis^s* nii ■3-gfeisr-sl * Statistics of 1899-1900. Table 43. — Statistics of public high schools in the United States for the scholastic year 1900-1901 — Continued. 2150 EDUCATION REPORT, 1900-1901. 21 i 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 EDUCATION REPORT, 1900-1901. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 ALABAMA. Ashville . St. Clair College* . L. A. Smith . Pollock-Stephens Institute . Mrs. E. T. Taliaferro . do r. . The Tavlor School . William P. Taylor, A B E. Y. Mo.Morries Ph I) Collinsville . Collinsville High School * . J. O. Brown . Trideka College . J. M. Walton, M. A. B L Cullman . Polytechnic College and Ladies’ LL.D. S. A. Felter, A. M., M. I., presi¬ Institute. Marengo Militarv Institute* . dent. W. A. McLeod ... Sevier’s (Miss) School . Miss Elizabeth Sevier . Elkmont High School . E. I. Luna . John B. Ziegler . . . Flomaton High School * . J. W. Agnew . Fort Pavne . North Alabama College . J.L. Ruffin . Gaylesville . Gaylesville High School . E. J. Chestnut, C. E . Gurley . Robert Donnell High School . Rev. H.L. Walker.... Healing Springs . Healing Springs Industrial Acad¬ J. M. Quarles, A. B., C. E . Huntsville . emy. Huntsville Academv . Frank Purvear . Joppa . Industrial Normal a'nd Collegiate Institute. Lower Peachtree Academy* . A. D. Luethi . Lower Peachtree . J. B. Miller . Marion . Marion Baptist Academy . D. V. Jemison . . do . . . Marion Military Institute . James T. Murfee, LL. D . Mobile . Academy of the Visitation . Sister M. Ligonei Fox . . do . Hunter’s (Miss) School, Select, for Girls. St. Mary’s Select School . Miss Saiiie E. Hunter . _ do . Sister Aloysia . Montgomery Loretta Academy . Sister M. Borromeo . . . . do . I . University School (boys) . Green Academy . J. M. and S. C. Starke . Nat . Miss F. M. Crane . Newton . Baptist Collegiate Institute . A. W. Tate . Pisgah . Male and Female Academy . J. W. Simpson . Roanoke . Roanoke Normal College . Robert M. Crawford . Rockford . Rockford High School . Jef Sox . Springville . Spring Lake College* . W. C. Griggs . Talladega . . Talladega College . Geo. W. Andrews, D. D . J. T. Stricklin . Town Creek Town Creek Normal School * .... Trinity . North Alabama Collegiate Insti¬ Rev. Josephus Shackelford... Tuscaloosa _ tute. * The Verner Military Institute .... R. Bliss Edgar . Tuscumbia . Deshler Female Institute . Mrs. R. P. Foote . ARIZONA. Prescott _ St. Joseph’s Academv . . . Sisters of St. Joseph . Tucson . St. Joseph’s Academv . Sister Elizabeth . ARKANSAS. Amitv . Amity High School . Samuel M. Samson . Barren Fork _ Barren Fork College C. L. Manning . Belleville . Belleville Normal College* . D. F. Montgomery . Berryville . Clarke's Academv . . Isaac A. Clarke . Carrollton _ Carrollton Academy * . . H. H. Davis . Fordyce . Training School for Youths . J. D. Clary . Gentry . Hendrix Academy _ W. E. Simpson . Helena . Sacred Heart Academv Sister Evangelista . Holly Springs .. . .Indson Baptist High School W. R. McEwen . Imboden .... Sloa n-Hcndri x Academy W. L. Clifton . Little Rock . Arkansas Ra ptist Col lege _ Joseph A, Booker . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS 2153 other private secondary schools for the scholastic year 1900-1901. Students. Religious denomina¬ tions Sec¬ ond¬ ary in¬ struc¬ tors. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildin furniture, and scientific ap ratus. Classi¬ cal course. Scien¬ tific course. Male. a ' Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. © © © © £ 6 r© © r2 © © ©' ' 4 5 6 7 8 9 10 11 12 IB 11 1 5 16 IT 18 19 20 21 ! 9 9 9 4 32 52 0 4 0 2 4 0 100 §4,000 51 Nonsect ... 9 0 5 13 17 0 0 5 0 400 2, 50Q 52 A.M.E .... l 3 5 12 30 90 0 1 1 1 0 6 0 0 0 500 15,000 53 2 2 42 41 93 19 4 3, 500 54 Nonseet . . . 2 1 50 44 36 32 4 4 0 0 1 1 1 1 4 0 350; 3,000 55 3 1 49 41 1° 18 2 2 2 2 4 0 1 800- 15,000 56 4 3 65 0 0 0 0 0 3 0 4 65 57 R.C . 0 30 0 o 99 0 22 0 2 000 58 2 9 16 14 9 13 rj 1 3 0 0 i 3 1, 000 10,000 59 Presb. Nonsect . . . 1 4 83 85 87 97 6 2 20 30 3 40 700 11,000 60 9 35 25 40 35 0 61 R.C . 1 o 4 0 32 25 138 0 0 0 2 0 ' 4 0 2 4 0 450 62 Cong . 8 0 : 100 ! o 50 0 0 ! 40 0 22 0 19 0 4 100 1.200. 150, 000 63 N onsect . . . 7 0 63 i o 7 0 10 0 53 0 20 0 20 0 4 0 5,000 [ 25, 000 64 Nonsect ... 3; 12 0 ! 76 12 50 0 28 i 0 0 0 8 0 t 4 0 2, 500 40,000 65 Nonsect ... 1 0 7] l 6 2 2 0 0 0 0 1 0 0 4 0 600 3,000 66 R.C . 0 4 0 ' 14 0 211 0 2 3 700 67 ! R.C . 0 1 0 5 5 120 0j 5 d 2 0 2 4 '*’6 68 I 7th DayAdv 5 5 40 45 112 53 10 8 15 ; 10 6 40,000 69 | R.C. . . 0 3 1 5 15 55 0 ! 0 0 0 3 0 150 10, 000 70 1 Nonsect ... ! 3 1 26 1 0 2l 1 14; 0 0 6 0 4 27 1,000 ; 30, 000 71 | Nonsect ... I 1 5 10 0 0 1 1 1 0 1 0 1 0 4 0 500 5,000 72 Nonsect ... 1 2 21 0 29 0 6 0 4 0 400 73 Nonsect 1 11 0 75 3 47 0 10 0 10 0 8 0 8 4 400 3,000 74 Christian . . 3 1 30 0 42 0 4 0 4 30 1,000 35,000 75 Nonsect ... 1 23 0 25 0 4 23 5, 000 200,000 76 Nonsect ... 3 8 0 75 0 65 0 1-5 0 13 77 R.C . o1 . a 0 40 0 140 0 10 0 8 0 J 0 1 4 0 800 2,500 78 R. C _ o g 0 20 40 130 0 2 0 3 0 4 0 3 4 79 Nonsect ... 0 13 0 44 0 0 3 0 450 50,000 80 R.C . 8 0 50 0 0 0 50 0 50 01 I 6 81 Nonsect . . . 1 39 0 7 0 14 0 8 0 ! 3 6 1 3 0 4 0 500 28,000 82 R. C . 0 5 0 28 0 52 0 2 4 1,460 500,000 83 Nonsect ... 1 5 2 18 42 94 0- ! 0 2 .... i 6 0 3 0 1 4 0 '84 Nonsect ... 4 1 20 0 20 0 10 0 10 0 7 0 6 0 4 . 0 . 15, 000 85 Nonsect ... 3 24 0 16 0 5, [ 0 12 0 2 J 0 4 1,000 86 Nonsect ... 0 5 0 20 0 80 0 6 4 0 1,200 87 R.C . 0 3 50 10 100 80 3 3 4 0 3 0 3 4 150 20, 000 88 R. C . 0 g 0 20 o 40 '.... 0 2 300 89 R.C . 0 4 0 1 14 © rj 0 0! 0 ft 0 3 0 . 90 R. C . 2 10 2 ! 50 40 100 2 10 0 8 0 2 3 0 500; ! 45,000 91 Protestant . 1 0 10 10 170 90 0 0 O i ^ 1, 200 j 92 R.C . . 5 0 81 o 184 0 8 0 4 0 5 0 2 0 4 0 1,500 20,000 93 R. C . 0 10 0 ; 175 0 75 0 6 1. 1 0 1 20, 000 94 R. C . 0 4 0 20 50 120 ft 1 31 4 ....1 500 95 R. C . 0 5 0 25 13 50 0 25 4 2,000 96 R.C . 0 6 0 | 54 0 1 246 oi a 0 8 0; rJ 0 1 4 ... J 2, OOOl 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 EDUCATION KEPOKT, 1900-1901 Table 44. — Statistics of private high schools, endowed academies, seminaries , and State and post-ofiice. Name. Principal. 1 2 3 California — continued. San Francisco (1849 Jack- son street). San Francisco (2126 Cali¬ fornia street). San Francisco (2234 Pacific avenue). San Francisco . San Francisco (1901 Powell street) . San Francisco (Eddy and Larkin streets). San Francisco (1623 Broad¬ way) . San Francisco (Twenty- fourth and Alabama). * San Francisco (671 Mission street). San Francisco (2203 Central avenue). San Francisco (2014 Van Ness avenue). San Jose . . do . San Leander . San Luis Obispo . San Mateo _ . do . . San Rafael - _ do . . . do . Santa Barbara, Santa Clara... Santa Cruz _ Santa Rosa Sborb . . Stockton . Vallejo . . Woodland _ Hamlin School . Irving Institute . Murison’s (Miss) School . Our Lady of Mercy’s Academy... Presentation Convent . Sacred Heart College . St. Brigid’s School . St. Peter’s Academy . St. Vincent’s School . Trinity School! . West’s (Miss) School for Girls .... St. Joseph’s College * . The Washburn School . St. Mary’s Convent * . Academy of Immaculate Heart of Mary. St. Margaret’s School . St. Mathew’s School . Dominican College . The Hitchcock School . Mount Tamalpais Military Acad¬ emy. Santa Barbara Collegiate School. Academy of Notre Dame . School of the Holy Cross . Ursuline Academy... . Academy of the' Holy Names* (Ramona Convent). St. Mary’s College . St. Vincent’s Convent School . Academy of the Holy Rosary .... Sarah D. Hamlin . Edward B. Church, A.M . Miss E.L. Murison . Sister M. Immanuel . Mother M. Josephine . Brother Florinus . Sister Superior . Sister Mary B. O’Brien . Sister Eugenia . George S. Mead, M. A . Miss Mary B. West . ! Rev. M. Gleeson,S. J . I Arthur Washburn . 1 Sisters of St. Dominic . | Sister Mary Conception . Miss I.L. Lebbett . William A. Brewer . | Mother Louis . Rev. Charles Hitchcock . Arthur Crosby . . T. H. McCune, M. A . | Sister Louis de Gonzague . ! Sister Mary Joseph . Sister Agatha Reynolds . J Bro. Charles Aul . ! Sister M. Agnes . Sister Mary Barbara . COLORADO. Boulder . Canon City . Del Norte.' . Leadville . Montclair . Pueblo . CONNECTICUT. Baltic . Black Hall . Bridgeport . . Bridgeport (688 Park ave¬ nue.) Bridgeport (836 Fairfield avenue.) Brookfield Center . Mount St. Gertrude’s Academy . . . Mount St. Scholastica’s Academy. The Presbyterian College of the Southwest. St. Mary’s School . Jarvis Hall Military Academy. . . . Loretto Academy . Sister M. Salome _ Sister M. Callista . . Rev.J. E. Weir . Sister Anacleta _ Rev. George Rogers. Sister M. Repara ta. Academv of the Holy Family .... Black Hall School . The Courtland School . Park Avenue Institute . . . Sister M. Carine . Charles G. Bartlett . Frances A. Marble, Mary J. Miner. Seth B. Jones . The University School . Vincent C. Peck . . . The Curtis School for Boys . Frederick S. Curtis * Statistics of 1899-1900. PEI V ATE SECOND AKY SCHOOLS, 2157 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. I I ! t£ s >> & | QC > £ t X =3 •— « zc S £ 5 > ^ " Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. ; College prepar¬ atory students in the 1 class i that gradu¬ ated in 1901. Clas¬ sical 1 course. Scien¬ tific course. S ; s S 3 O | 1 ; ■g S • £=« 4 5 6 7 8 S IO 11 12 13 14 1 5 16 17 18 13 20 21 22 Xonsect . .. 01 9 0 64 0 35 0 11 ' 0 3 0 5 0 2 1 4 0 250 P.E . 5 12 0 75 11 64 0 0! 0 15 0 : 5 °l 0 4 0 2,000 $s,ooo 9 7 0 0 0 0 0 4 0 ; 3 0 1 5 0 R C o' 1 0 11 “>40 251 1 0 ! J 1 R.C . 0 2 0 20 350 530 0 4 0 0 0 4 0; 0 3 0 6,000 I 36,666 R.C . 7 0 72 0 309 0 0 0 65 0 8 0 8 0 3 0 R.C . 5 9 0 35 200 290 I j R.C . 0 2 0 25 102 364 0 13 0 12 0 4 0 4 3 0 500 R.C _ ! 0 2 0 43 ! 322 40 0 23 ' 4; 43 3, 000 54,000 ! i P.E . o 0 ! 48 G 1 1 5 0 19 ' 0 19 0 6 0 0 300 Xonsect ... ' O' 8 0 ! 40 ! 6' 1 j 54 0 I I i 4 R C 4: 0 140 (1 j 4 j 10 000 Xonsect 2l 6 23 29 ! 85 34 2 , 1 21 28 7 1 2| 7, 2 4 0 650 7,500 R.C . ... 0; 4 0 15' 20 I 95 | 0 2 R C 0 2 0 1 87 4 . 500 Epis . ' 0 5 0 3 j 55, I' 1 10 0 0 0 1 I 15,000 Eois . ! 16i 0 84 0 56 0 2 0 20 ! 0 9 0 9i 0 4 84 2,000 RtC . | 0; 6 0 ! 20 0 60 0 io| 0 10 0 3 0 3 ! 4 0 5.000 100,000 Xonsect _ 3! 0 18 0 24 ! 0 0 0 0 0 4 18 250 30,000 Pres!) . 13; 0 o' 26 0 10 0 2V 6 10 0 6| 0 4 79 1,000 40, 000 Xonsect . . . 2 1 12 11 3 4 0 0 9 7 3 2 3 1 4 0 350! 7,000! R.C . 0 4 0 50] 0 155] 0 55 .... 600 R.C . ! 0 s ! 0 50 j 0 j 150 j 4 ... 0 610 50,000 R.C . i 0' 5 o' 20i 0 30 .... 0 1 4 0 R.C . 1 0 5 0 20 6 40 0 10 0 2 4 0 675 R.C . 1 0 16' 0 129 0 3 0 3 J R.C . O' 3 42! 188; ! 193 1 0 30 800 R.C . 0 3 0 27 0 70 0 2i 0 7 0 4 4 . 900 R.C . 0 3 12! 49 56 71 0 0 2 0 14 . 4! .... R.C . 0 5 0; 25 0 100! 1 0 22 0 6 O’ 1 4 0! 600 75,000 Presb . 2 1 19 18 9 6 1 0 1 0 600 20,000 R.C . 0 2 15! 30 310 245! 15 sol 1 | 4!. 500 ! 40,000 Enis . 6 0 24 0 15 0 __ 1 3 0 .... 24 300 ! 160, 000 RlC . 0 4 0 50 0 40 : . 1,000 R.C . 0 10 0 43 0 ' 35 0 25 0 : 4 0 1 4 750 1 Epis . 4 1 27 0 3 0 4 0! 12 ; 0 8 0 4: 0 2,000 Xonsect . . . 1 6 0 39 0 48 0 11 5 0 Xonsect ... 3 0 42 0 - i 0 15 0 12 0 20 0 8 0 4 0 2,500 30,000 Xonsect ... 3' 1 32| 0 4 i ° 12 0 15 0 ! 4 0 4 0 5 0 1,000 22, 500 i Xonsect ..J 1 Si 3 13 0 ioi i 0 9 o' 41 0 ! 0 0 1 0 0 0 1 350 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 186 189 190 191 192 193 EDUCATION REPORT, 1900-1901 Table 44. — Statistics of private high schools , endowed academies, seminaries, and State and post-office. Name. Principal. 1 Connecticut— continued. 2 3 Cheshire . . Clinton _ Cornwall . Easton _ Essex . Fairfield . Farmington. . . Greenwich . . do _ _ Hamden . Hartford . . do . . Kent . . Lakeville (Salisbury) . do . . . Lyme . Middletown . „ Milford . Mystic . . New Haven - - - _ do . . . . _ do _ _ _ _ _ New Haven (97 Whitney avenue.) New Haven (33 Wall street) . New Haven (96 Mansfield street. ) New London . . do ...• . . New Milford . . New Preston . . . Newtown . . . Norfolk . . . . North Stonington . Norwalk . . . do _ _ ... Norwich . . . . Pomfret _ _ Putnam . . Redding . . Saybrook . . Simsbury . . . do . . Southport . . . Stamford . . . do . . . . . do . Suffield... . . . . Washington . Waterbury . . . do . . do . Watertown . . . . . Westport . . Wilton . Windsor . Winsted . . Woodstock . Episcopal Academy of Connecti¬ cut. Morgan School * . The Cornwall School . Easton Academy* . . Pratt High School . Fairfield Academy . . . Porter’s (Miss) School . Greenwich Academy . Rosemary Hall . Hamden Hall . Mount St. Joseph’s Seminary . Woodside School for Girls . Hopson’s (Miss) School . The Hotchkiss School . The Taconic School for Girls . The Boxw'ood School* . Patten’s (Misses) School . Simpson’s (Miss) School . Mystic Valley English and Clas- I sical Institute. ! Booth Preparatory School *. . Gile Grammar School . Hopkin’s Grammar School . . Johnstone’s (Miss) School . Whedou’s (Miss) School for Boys. ' Willard’s (Miss) School for Girls.. Bulkeley School . . . . . Williams Memorial Institute . Ingleside School* . Upson Seminary . Newtown Academy . . . . The Robbins School . . Wheeler School . Mead’s (Miss) School for Girls and Young Ladies. The Norwalk University School .. Norwich Free Academy . Pomfret School . . Academy of Notre Dame . Hill Academy . Shepard’s (Miss) Private School.. McLean Seminary . . . Westminster School . Seaside Seminary _ _ _ Betts’s Academy* . The King School . Low’s (Miss) School . Suffield Academy . The Gunnery . Notre Dame Convent . Gerard School . St. Margaret’s Diocesan Schooifor Girls. * Taft's School for Boys . . I Staples High School . . I Wilton Educational Institute . ! Hayden Hall . Gilbert School . ,1 Woodstock Academy . E. D. Woodbury . . George E. Eliot, ir . F. M. McGaw . Wm. W. Gallup . J. Francis Allison . Francis H. Brewer . Mrs. Mary E. Bow . J. H. Root . Caroline Ruutz-Rees . Wm.C. Raymond . Sister Mary Cecilia . Sara J. Smith . Miss Katharine M. Hopson . . . Edward G. Coy . Lilian Dixon . Mrs. R. S. Griswold . Misses Patten . Mis3 L. Simpson . John Knight Bucklyn . George A. Booth . Theo. B. Willson . George L. Fox, M. A . Miss Mary Sibyl Johnstone... Susan H. Whedon . Miss Charlotte A. Willard _ Walter A. Towne . . . Colin S. Buell . Mrs. Wm. D. Black . Rev. Henry Upson . . Wm. Wilson Gardner . Howard W. Carter . Susie M. Lindsey . Mrs. Meilville E.Mead . W. G. Chase, A. B . . Robert P. Keep, Ph. D . Wm. Beach Olmsted . Rev. J. Van Den Noort . Adah J. Todd . Miss F. C. Shepard . J. B. McLean . W. L. Cushing . Miss Augusta Smith . Wm. J. Betts . Hiram U. King . Miss Low and Mis3 Hey wood. Harry L. Thompson . John C. Brinsmade . Sister St. Stanislaus . Isabel C. Lawton . Mary R. Hillard . Horace D. Taft . Bessie R. Taylor . Charles W. Whitlock . Julia S. Williams . John E. Clarke, Ph. D . E. R. Hall . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2159 other private secondary schools for the scholastic year 1900-1901 — Continued. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. 1 Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. <6 D a CD d § 3 a a 'S § d 'S 9 ; 307 ) 308 ) 309 ) 310 ) 311 312 ) 313 ! 314 ) 315 316 317 ) 318 319 . 320 ) 321 322 ) 323 324 325 326 327 ) 328 ) 329 )! 330 331 332 333 331 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 3S1 382 EDUCATION REPORT, 1900-1901, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. 1 2 Illinois — continued. Dakota . Decatur . Dixon . Elgin . Evanston . Geneseo . Godfrey . Jacksonville.. Joliet . . do . Kankakee _ Kenilworth .. Knoxville _ Laharpe . Media . Mendota . . Morris . Mount Carroll Mount Morris College of Northern Illinois . St. Theresa’s Academy . Steinmann College and Dixon Business University. Elgin Academy . Visitation Academy . Geneseo Collegiate Institute . Monticello Female Seminary . Jacksonville Female Academy . . . St. Francis Academy . St. Mary’s Academy* . St. Joseph’s Seminary . Rugby School * . St. Alban’s School . Gittings Seminary . . . Wever-Media Academy . Mendota College . St. Angela’s Academy . The Frances Shimer Academy of the University of Chicago. Mount Morris College . Nauvoo . Onargo . Ottawa . . do . Peoria . Port Byron . Quincy . Springfield . . do . . do . _ do . Sycamore . Toulon . Upper Alton . Vermilion Grove Warren . Waynesville . St. Mary Academy . Grand Prairie Seminary* . Pleasant View Luther College. . . . St. Xavier’s Academy . Academy of Our Lady of the Sa¬ cred Heart. Port Byron Academy . St. Mary’s Institute . Academy of Our Lady of the Sa¬ cred Heart. Bettie Stuart Institute . Concordia Seminary . St. Agatha’s School . Waterman Hall . Toulon Academy . Western Military Academy . Vermilion Grove Academy* . Warren Academy . Waynesville Academy . INDIANA. Blqomingdale P.ourbon . Collegeville . . Culver . Elkhart . Fairmount. . . . Ferdinand.... Fort Wayne . . Indianapolis. . . do . . do . . do . Lafayette . Laporte . Lima . Michigan City Friends Bloomingdale Academy . Bourbon College . St. Joseph’s College . Culver Military Academy . Elkhart Institute . Fairmount Academy and Normal School. * Academy of the Immaculate Con¬ ception. St. Augustine’s Academy . Classical School for Girls * . Knickerbocker Hall . St. Agnes’ Academy . St. John’s Academy . St. Ignatius Academy* . St. Rose’s Academy . Howe School . j St. Mary’s High School . I * Statistics of 1899-1900. Principal. 3 Rev. H. L. Beam, A. M . Rev. J. Murphy . Charles A. Steinmann . George N. Sleight . Sisters of the Visitation . S. Hope Thompson . Harriet Newell Haskell . J.M. Gillette . Sister M. Stanislaus Droesler. . Mother M. Ang'els . Sister St. Zephyrine . Trowbridge and Cooke . A. H. Noyes . H. K. Fox . Rev. J. E. Bradford . M. L. Gordon . Sister M. Jerome . William Parker McKee . J. G. Royer . Mother M. Ottilia, O. S. B . I Fred C. Demorest . I C. O. Solberg, A. M. , B. D . I Sister Mary Ursula . Sister Mary Alexandrine . Henry Rai’mond Mussey . I Mother M. Boniface . . . Sister Thomasina . Mrs. A. M. Brooks . Reinhold Pieper, A. B . Miss D. Murdoch . ' Benjamin F. Fleetwood . j Lewis A. Morrow . Albert M. Jackson . George H. Moore . Aaron Beede . W. H. Smith . Andrew F. Mitchell . Daniel Hahn . B. Boebner, C. P. P.S . Col. A.F. Fleet . N.E. Byers, B.S . W. E. Schoonover . Sister M. Salesia, O. S. B . Sister St. Louise . Mrs. May Wright Sewall . The Misses Yerkes . Sister M. Raphael . Sister St. Liguori . . . Sisters of Providence . Sisters of the Holy Cross . John H. McKenzie . Sister Mary Aequinata . PRIVATE SECONDARY SCHOOLS, 21G7 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. ^d '3 3 a 0 O "3 a d "3 a Rev. J. T. A. Flannagan . 1 414 Decorah . Decorah Institute . Mrs. J. Breckinridge, acting 415 Denmark . ' Denmark Academy . . . Leonard Wing . 416 Des Moines . 1 Clarke's (Miss) School . ; Rachel C. Clarke . j 417 . do . 1 Grand View College . ' R. R. Vestergaard . I 418 Dubuque . 1 Academy of the Visitation . Sister M. Aloysia Faherty _ [ 419 Emmetsburg . St. Mary’s College* . ! Sisters of Charity . | 420 Epworth . Epworth Seminary . ! Rev. Frank G. Barnes . j 421 Fort Dodge . 1 Tobin College . ! Monk and Finlay . 499 Grand Junction . St. Mary’s Academy* . Sister Mary Berchmans . 1 423 Hull . 1 Hull Educational Institute . A. R. Chase, A. B . 1 424 Independence . Notre Dame Seminary . Sister of Mercy . 425 Iowa City . Iowa City Academy . W. \. Willis.. . 426 Iowa Falls . Ellsworth College . . J. D. Stout . 427 Jewell . ! Jewell Lutheran College _ V. H. Hegstrom. Ph. D . 1 428 Keokuk . 1 St. Vincent’s Academy . Sister Irene . ; 429 Legrand . Friends Academy *. .1 . . E. H. Colvin . '■ 430 New Providence . ■ New Providence Academy . J. H. Hadley . 1 431 Nora Springs . Nora Springs Seminary .. . H. A. D welle . 1 432 Orange City . j Northwestern Classical Academy. Philip Soulen, A. M . 433 Osage . Cedar Valiev Seminary Alonzo Abernethv . 434 1 Pleasant Plain Academy . Barclay C. Winslow, A. B., j j Pleasantplain . M. S. ’ ' * Statistics of 1S9&-1900. PRIVATE SECONDARY SCHOOLS 2169 other private secondary schools for the scholastic year 1900-1901 — Continued. Students. Ele- Preparing for College c ’rg £ Sec- men- college. prepar¬ c ond- tarv atory in ^4 5 r Jg ary Second- pupils, AiTftQll- students O V, ■§ in- ary includ- ates in in the 'O .5 i Religious struc- stu- ing all Clas- Scien- class .5 f-l CQ O r6"^ j denomina- tors. dents. below sical tific that 0 a S £ tion. second- course. course. gradu¬ OQ F" c'S arv ated in ’cl 0 to S3 grades. 1901. .a •g d Q d d d d d 0 0 °3 42 0 cs d 6 g d d 0 d g . d g d a 0 a j a 0 fcJD O a g H U+J S S & s S % & 4 5 6 7 8 9 10 11 12 13 14 15 ! 16 17 18 19 20 00 Ger. Bapt . . IS 175 148 15 10 25 20 SO 15 17 8 2 1 4 0 2,000 $35, 000 R. C . 0 20 0 123 0 117 0 10 4 0 5,000 Ger. Bapt . 2 50 35 32 18 4 g 1 0 4, 000 io, 666 R.C 0 8 0 60 0 30 .... 0 ! 10 0 8 1 3 28 35 0 0 J 3 5 2 4 0 . 200 . 6, 000 o 1 0 0 21 0 40 R. C o 3 12 3 6 0 6 | 18, 000 R.C . 0 10 6 120 0 41 0 38 0 20 0 1 17 0 12 4 6,000 R.C . 0 2 0 0 3 1 61 0 0 9 9 3 0 j 4,000 10, 000 ; R.C . 0 0 50 0 150 0 30 0 30 0 4 4 fi 4 80 70 80 70 12 6 5 i 6 000 1 Friends.... 0 1 15 21 5 6 3 3 15 21 1 2 1 1 1 4 p" 500 8 O ! M.E.So _ 4 _ 105 113 15 2 3 j 5 5 1 4 70 250 20, 000 Bapt . 1 1 12 17 99 97 I 150 8, 000 i Presb . 1 ; 2 6 10 93 ! 84 1 0 2 1 2 I"" 0 1 100 2,500 ! Cum. Presb. 1 1 10 9 70, 61 19 ! 0 ! | 4 0 4 000 | Nonsect ... 1 1 5 5 85: 80 i 3 1 4 i 5 0 0 0 0 4 0 35 2, 500 j ! Nonsect . . . o 8 17 20 60! 58 0 5 0 5 3 4 3 3 3 0 3, 000! M.E.So _ 1! 1 29 28 31 44 3 0 100 50, 000 j Friends.... 0 2 10 15 0 0 3 0 300 300 Luth . t 0 4 1 13 11 ; 3 6 1 0 0 0 6 0 0 0 20 14, 000 R. C . 0 2 5 15 55 85 5 10 2 5 ""3 0 300 Bapt . 3 2 18 1 42 4 6 4 .... I 4 1 3 4 0 50 25,000 R. C . 0 7 18 42 60 4 5 i 4 0 725 ! 12,000 R. C . 1 2 10 30 44 63 6 4 8 6 1 5 1 2 3 0 500 ! 12, 000 : R. C . 0 8 0 47 0 40 0 18 0 7 0 4 1,000 30, OOo! R. C . 0 3 10 20 120 150 0 3 0 3 I 4 0 300 10, oooj Presb . 2 5 67 0 0 6 2 6 10 9 9 5 4 4 0 500 1,000 R. C . 6 1 4 0 60 0 150 0 2 0 6 4 2,000 R. C . 5 i 0 35 ! 0 ' 60 1 0 35 0 . p’o 6,000 75 000 Nonsect ... 5 | 114 89 170 61 3 2 5 3 5 2 3 1 4 0 1,500 10, oooj Cong . 2 1 2 21 31 0 0 5 6 4 5 7 2 1 2 4 500 20, 000 Nonsect ... 0 4 4 18 4 6 0 0 0 0 0 0 0 0 4 * "6 Ev. Luth . . 4 1 60 1 29 0 0 1 0 3, 000 30, OOOj R. C . 0 4 0 25 0 125 0 2 4 .... 1 0 1 000 R. C . 0 3 37 j 50 83 100 2 4 1 0 1 5 1 2 3 .... 300 16, 666! M. E . 1 2 1 56 ! 47 1 59 48 12 5 3 50 1,800 50, 000! Nonsect ... 1 1 ! 33 22 165 87 0 4 3 4 3 . 2 3 0 500 35, 000 R. C . 0 3 0 20 20 ‘10 0 3 0 0 0 3 4 0 50 5, 0001 Cong . 1 3 16 27 5 0 0 0 1 1 5 6 1 3 0 500 10, 000, R. C . 0 3 2 20, l 28 70 0 2 1 4' 300 Nonsect ... 2 5 79 67 20 18 0 0 45 41 24 22 15 8 3 0 275 666: Nonsect ... 5 3 15 20 5 6 8: 10 1 12 7 4 3 1,200 35, 000 1 Luth . 3 1 24 44 40 28 3; 10 15 4 6 8 4 0 600 25, 000 R. C . 0 3 0 26 50 185 0 261 0 26 0 4 4 0 300 Friends.... 1 8 15 0 0 1 4 3 0 300 5.000) Friends .... 1 2 24 23 8 16 14! 3 6 4 0 600 5. OOOj Nonsect ... 2 3 20 48 100 125 - -5 5 8 7 3 50 200 9,000 Reformed . 3 1 56 16 0 0 21 0 9 0 13 2 12 0 4! 0 3, 500 25, 000 Bapt . 4 6 75 60 50 40 10 9 7 4 4 0 4,000 30, 000 . I Friends.... 2 1 2 27 34 10 8 ij 0 1 0 I 3 0 3 0 4 0 300 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 2170 EDUCATION REPORT, 1900-1901, Table 44. — Statistics of private high schools, endowed academies, seminaries, and 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 State and post-office. Name. Principal. 1 o 3 iowa — continued. G. W. Lee . St. Ansgar Seminary and Institute. Sigurd Olsen . E. H. Parisho. . . Tilford Collegiate Academy . Thomas Francis Tobin . St. Patrick’s School . * . Rev. P. Walsh . Walter T. Edgerton . . Wilton Junction . Wilton German-Engfish College . . J. F. Grove . KANSAS. Sister Louise . . Eudora . Hesper Academy .' . A. J. Bales . J. W. Scroggs . Haviland Academy . ". . Albert J. Wall . Leland E. Tupper, A. M . Mother Mary Regis. . Tjeaven worth . . St. Mary’s Academy . McPherson . McPherson College . Charles E. Arnold, A. M . Newton _ Bethel College . H. O. Kruse . North Branch . North Branch Academy . H. H. Townsend . Salina . . St. John’s Military School . ^ R. H. Mize . Washington . . . Friends Academy * . A. W. Jones, A. M . J.M. Naylor, Ph.D . Wichita . Lewis Academy . KENTUCKY. Alhany _ _ Albany High School . Bell wood Female Seminary A. E. Barnes . Anchorage . . W.G. Lord... Auburn . Auburn Seminary . Charles E. Bates . Bfi.rdstown . Bardstown Male and Female In¬ H. J. Green well . stitute. Reaver T)a m . West Kentucky Seminary . Louisville Training School . W. G. Welborn . Beechmont . H. K. Taylor . Bland ville _ Blandville Baptist College . J. N. Robinson . Booneville . Booneville Academy . BowlingGreenPreparatorySchool F. P. Dalrvmple, A. M . Bowling Green . Misses Du Bose and Ragland. Buffalo . East Lynn College . 1 C. L. Crum, A. B . Burkes ville . Alexander College* . 1 Rev. T. C. Kerr . Cadiz . Ewell Merrill Carroll College. E McCulley, president . Campbellsburg . Campbellsburg High School . J. W. Pearcv . Campbellsville. . Campbellsville High School . W.M. Jackson, A. B . 1 Campton . Kentucky Wesleyan Academy _ Lilian Academy . E. E. Bishop . i Canmer . S. M. Durham . j Carrollton _ St.John’s Select School . Ignatius M. Ahmann . Clinton. . Clinton College * . Cook and White . ! . do . Marvin College . H.W Browder . 1 Columbia . Male and Female High School ... Northern Kentucky Normal Academy.* A H Ballard . 1 Corinth. . . . R R Hutcheson . . j Covington . N nt tp Da m p Apart pm y . .- Sister Marv Armella . 1 . do . Rugby School . K. J. Morris . . do . St. Joseph's High School for Boys. Smith’s Classical School . Reed’s (Miss) School Brother Francis Laehr . Cynthiana . N F. Smith . Danville.... Miss Josephine Reed . Elizabethtown . Hardin Collegiate Institute . St James’ School J E. Austin, jr . . do . Sister M Gabriel . 1 Elizaville _ ' Willow Dell Academv James H McGohan . Elkton . 1 Vanderbilt Training School Joshua H. Henderson . Flippin . Monroe Normal School . E. T Thomas . Fountain Run . 1 Jimtown Academy R E Seary . . Franklin . J Franklin Militarv Institute* . J Robt . Boss A. M . Fulton . Fulton Normal School and Busi- G R Haley . 1 1 ness College.* * Statistics of 1S99-1900. PRIVATE SECONDARY SCHOOLS 2171 other private secondary schools for the scholastic year 1900-1901 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in struc- tors. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second- grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. | Length of course in years. | Number in military drill. Number of volumes in library. Clas¬ sical course. Scien- i tific course. d § Female. | d a Pm d § pH Q) "3 0) *3 8 Ph 6 "3 § 6 "3 8 3 °5 © C 230 2,000 2, 000 300 2, 000 600 200 775 1,400 500 2,000 2,200 6,122 1,200 22 $25, 000 30, 000 10, 000 16, 000 60, 000 150, 000 376, 283 150, 000 30, 000 20, 000 24, 742! 15, 000 40, 000 30, 000 15, 000 250, 000 16, 000 450, 000 5, 000 5,875 106, 000 500 15, 000 650 50, 000 2, 500 184, 800 200 350 20, 000 50 20, 000 4,000 250, 000 3, 500 107, 000 1,000 10, 000 1,000 40, 000 4,000 5, 000 | 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 2182 EDUCATION RE POET, 1900*1901 Table 44. — Statistics of private high schools, endowed academies, seminaries, and 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 State and post-office. Name. Principal. 1 2 3 Massachusetts— continued. | Taunton . Bristol Academy* . 1 Alfred Bowman Maggs . The Waban ScHool (for boys) .... Windsor Hall School for Girls .... 1 John H. Piilsburv . 1 . do . John H. Pillsbury and Anna Waltham . Waltham New Church School *. . . M. Goodnow. i Ben j . Worcester . I Helen Temple Cooke . 1 . do . . 1 Edward A. Benner . Welleslev Hill . Rock Ridge Hall . I . i George Rantoul White . West Box ford . Barker Free School . N. B. Sargent . . Howard Seminary . Sarah E. Laughton . William E. Frost . West Newton . Allen English and Classical School F. H. Wood, Ph. D., Albert E. Wilbraham . Wesleyan Academy . Bailey, A. B. 1 William Rice Newhall, D. D . . Frederic W. Plummer . 1 Winchendon . Murdock School . . Wollaston . Quincy Mansion School . 1 Horace Mann Willard . Worcester . Highland Military Academy 1 Joseph Alden Shaw . . do . St. John’s School . 1 Brother Robert . . do . School for Girls . 1 Miss E. A. Kimball _ _ _ _ do _ Worcester Academy . . . D. W. Abercrombie, LL. D _ 1 MICHIGAN. ! Adrian . . Raisin Valiev Seminary . Edwin T. Armstrong . Ann Arbor . . St. Thomas High School Sister M. Magdalene . Battle Creek . Battle Creek College . Edward A. Sutherland . Benton Harbor.... Benton Harbor College . G. J. Edgcumbe, A.M., Ph. D.. Charles W. Dunn . Benzonia . Benzonia Academy . Clarksville . Michigan Normal Academy and Business College. Charles J. Transue . Detroit (322 Jefferson ave¬ nue). Detroit (73 Stimson place) . Academy of the Sacred Heart .... Mother Anna Hutton . The Detroit Home and Day School . Miss Ella M. Liggett . Detroit (643-645 Jefferson Detroit Seminary . . . Miss L. C. Browning and Mrs. avenue). E. F. Hammond. Escanaba (712 Hale street) . St. Joseph’s High School . Sister M. A. Ligori . * Grand Haven (Washing¬ Akeley Institute for Girls . Miss Margaretta Cheyney .... ton street). Grand Rapids (76 Jefferson Powell’s School for Boys . Rev. I. P. Powell . avenue). Grosse Point . Academy of the Sacred Heart _ _ Madam Gavin . Kalamazoo . Michigan Female Seminary . Elise Garland Hobson . Laurium . Sacred Heart Academy . Rev. S. A. Perron, O. F. M . Marquette Sister M. Agnes . Monroe St. Mary’s Academy. . Mother M.Mechtildis . Orchard Lake Michigan Military Academy . _ James Hugh Harris . Saginaw . St. Andrew’s Academy* . . Spring Arbor Seminary . 1 Sister Mary Matthew . Spring Arbor . David S. Warner . Traverse City .... Academy of Holy Angels _ Sister Mary Assissium . . MINNESOTA. Albert Lea _ . . . . Luther Academy Eirnar T. Strom . Duluth . Sacred Heart Institute . Sister Directress . . . Faribault . Bethlehem Academy . . do . St. Mary’s Hall Miss Caroline W. Eells . . do . Shattuck School . Rev. James Dobbin . Permit Palls Park Region Lutheran College ... Holy Angels Academy . John T. Aaker . Minneanolis Sister Frances Clare . Minneapolis (Harvard and Minneapolis Academy . Thomas Peebles . 1 Delaware streets). 1 * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2183 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. d 1 d l "3 d "ci a Eh r2 S d "3 a 0 Eh d "3 § aJ 7a a 0 d § o5 "3 a 0 4 5 0 7 8 9 10 11 12 13 14 1 5 16 17 18 19 20 21 22 Nonsect ... 1 2 9 2 22 12 2 0 2 0 2 0 2 0 0 300 ; $15, 000 Nonsect ... 3 4 14 0 0 0 3 0 7 0 3 0 3 0 '*’4 0 1, 500 18, 000 1 2 0 6 o 3 0 2 4 8, 000 1 1 9 12 11 16 0 300 ! 40, 000 salem Church. Nonsect ... 0 16 C 150 0 0 0 30 0 30 0 32 0 15 4 0 500 0 2 0 s c 13 c 2 0 1 0 4 0 7, 500 Nonsect ... 3 0 9 0 5 0 4 0 5 0 2 0 2 0 4 0 200 1 0 6 17 o 0 4 0 75! 2 10 0 35 0 3 0 1 0 i 0 7 0 0 4 0 Nonsect ... 1 1 14 25 0 0 1 0 1 0 3 1 0 4 0 200 20,000; 6 2 28 16 1 3 1 • ! 3 2 3 1 4 0 M.E . 6 6 91 64 o 0 20 2 38 10 16 9 14 2 4 0 . 10, 000 207, 029 Nonseet ... 2 5 i 33 58 21 16 2 7 8 9; 8 13 4 7 4 0 1,050 125, 000! Nonsect ... 4 12: ! 0 30 0 25 0 2 0 10 0 10 0 2 4 0 3,800: P.E . 7 1 44 0 8 0 8 0 6 0 12 0 4 0 4 44 600 35, 000; R.C . 3 6 6 20 76 605 749 3 19 4 Nonsect . . . 3 0 21 0 10 0 8 .... 0 1 40, 000 Nonsect ... 14 0 182 0 25 0 100 0 50 0 23 0 23 0 4 0 2, 500 500, 000; Friends.... 1 3 26 12 700 15, 000 R. C ... 1 2 o 1 11 92 97 0 O 4 7th D. Adv. 0 5 0 50 150 75! 3, 000 Nonsect ... 5 8 119 157 24 29 34 46 72 119; 7 19 4 64 2, 000: 45, 000 Cong . 31 4 23 24 0 0 2 0 4 2 2 1 2 1 4 0 6, 000 10, 300 Nonsect _ 2 1 21 7 7 7 R. C . 0 10 0 50 0 10 4 3,000 Nonsect _ 1 „ 13 0 122 0 197 0 25 0 27 0 5 0 1, 887 65, 000 Nonsect ... 0 8 0 44 8 50 0 4 0 11 0 12 0 2 4 3, 000! 8,000 R. C . 0 2 5 30 260 275 0 8 0 1 4 0 225 45, 000 Epis .... 0 5 0 20 0 20 0 4 0 4 4 Nonsect ... 1 2] 12 12 12 5 8 9 R. C o 10 0 28 0 31 0 0 0 0 0 4 0 2 0 Fresh . 0 8i 0 31 0 8 0 0 0 9 0 1 *"'4 0 2,000 80, 000 R. C . o 4' 14' 36 214 336 0 0 12 4! 4 R. C . 0 6 10 50 190 180 0 0 20 0 1 4 4 R. C . 0 7! ! 0 85 0 156 0 3 0 2 0 9 0 1 4 3,327 97,808 Nonsect ... 10 O' 145 0 10 0 0 3 0 3 13 0 6 0 4: "ii5 9, 000 200, 000 Nonsect _ g 5! 28 30 122 145 8 12 0 5 Free Meth. 2 43 21 20 19 3 1 2 0 5 2 2 0 4 0 600 10, 000 R. C . 0 2 0 12 0 14 0 3 0 3 - 4 0 500 15, 000 Luth . 6 0 i 10 10 80 27 9 0 0 0 3 1 0 2 500 2,500 R. C . 0 5 1 O' 60 0 90 0 6 0 25 0 3 0 2 4 6 2, 000 80, 000 R.C _ 0 ! 5 0 25 0 25 0 10 0 8 4 800 Epis . 0 6 0 57 0 13 0 10 0 10 4 3, 000 115, 000 Epis . . 3 O' 173 0 32| 0 is! 0 20 0 10 0 4 *173 3, 000 Luth . 1 1 15 25 115 15 ioi 0 25 2 10 0 3! 550 40, 000 R.C . 2 ' 6 0 ! 42 0 151 _ . . . 0 5 4 *6 350 60, 000 Ref. Presb . 1 131 3! 20 16 .... 6I 1 89 .... 21 21 9 21 9 4! 0 500 25, 000 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 21 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 EDUCATION DEPORT, 1900-1901. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Minnesota— continued. Minneapolis (2122 Pleasant avenue). Stanley Hall . 1 Miss O. A. Evers . M. L. Burton, B. 4 Academy of the Sacred Heart .... Sister M. Leo . . . . do . James W. Ford, Ph. D Red Wing . Red Wing Evangelical Seminary. M. G. Hanson, D. D . Mother Alovsia Bath _ St. Paul (459 Portland ave¬ nue). Clinton J. Backus . . . St. Paul (Merriam Park) - St. Paul . College of St. Thomas . Rev. John F. Dolphin . ! Theodore Buenger .... Brother Ambrose _ St. Paul (corner Western avenueand Nelson street). St. Paul (407 East Ninth St. Joseph’s Academy . Sister Hyacinth . St. Mary’s High School . . Sister Victoria . street). St. Paul (155 Western ave¬ St. Paul Academy . Fred. W. Fiske, Chas. N. B. nue north). St. Paul . Visitation Convent . Wheeler. Mother Clementine . St. Paul Park . St. Paul’s College . W. F. Finke . Wilder . Breck School . E. P. Coleman . Willmar . . Willmar Seminary . Rev. Henrv Solum . Winona . The Winona Semina rv . Sister M. Celestine . MISSISSIPPI. Bay St. Louis. . St. Stanislaus College . Brother Isidore . ! Braxton . 1 Braxton Collegiate Institute . Marshall McCullough . ! Byhalia . ' Kate Tucker Institute . Kate Eugenia Tucker . ! Carthage . . Carthage Academv* . Woodley & Huddleston . Cascilla Cascilla High School . Professor Guinn . ! Chalvbeate . 1 Chalybeate Springs Institute . ! J.N. Berry . Chatawa . ' St. Mary’s Institute . Sister M. Apollinaire . 1 Clarkson . 1 Bennett Academy . Wm. A. Davis . j Clinton . ; Mount Hermon Female Seminary. Sarah A. Dickey . Columbia High School . 1.1 J. T. Calhoun . Cumberland . 1 Cumberland Normal Institute* .. W.M. Dalton . Dixon . 1 High School * . i H. Y. Graham . i Edwards . 1 Southern Christian Institute . I J. B. Lehman . French Camp . French Camp Academy . Hiram W. Glasgow . ! Grenada . Grenada Collegiate Institute*....] Harperville Collegiate Institute*. W.M. McIntosh . 1 Harperville . O. B. Dorris and L. E. Bates Hebron . High School * . W. N. Tavlor . Hernando . Randle’s University School _ E.H. Randle . . 1 Holly Springs _ North Mississippi* Presbyterian T. W. Raymond . ! Houston . College. Mississippi Normal College .. H. B. Abernethy . Jefferson . Jefferson High School . Miss Juanita Hill . Lake Como . Lake Como High School .... Liberty . . Liberty Male and Female College * Lockhart Male and Female Insti¬ Rev. N. Smylie . 1 Lockhart . ; . W.P. Still . } Meridian . tute. Lincoln School Mrs. H. I. Miller . Montrose . Forpst District. High School __ T. C. Bradford . Mount Olive . Mount Olive High School Hugh McLaurin . Natchez . Cathedral School Brother Charles . .J . do .... Natche7 College S. H C. Owen . . do . St. Joseph’s School ... Sister Seholastica . Nettleton . Providence Male and Female A. L. Burdine, B S . Orwood . College. Orwood Academy * . Pittsboro Male and Female Col- ] lege. 1 J. D. Stormont . Pittsboro . M. V. Milan . 1 * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2185 other private secondary schools for the scholastic year 1900-1901 — Continued. 1 Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Student.* Length of course in years. Number in military drill. Number of volumes in library. CO & bl p 4 ifl i c ” bicS ■— J2 j " Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second- grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. S 6 ■g 1 6 1 Female. O S 6 . O s £ S 6 s c5 1 S 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Nonsect ... 1 12 0 58 0 44 0 1 0 12 0 5' 0 4 4 0 1,000 779 Cong . 1 3 24 20 77 54 2 1 3 5 2 2 2 2 4 0 600 §25,000 780 R.C . 0 6 0 50 40 190 C 2 0 20 0 8 ! 0 2 4 1 600 15, 000 781 6 4 68 44 31 8 14 18 13 1 102 2, 5C0 160. 000 782 Ev! Luth. . . 0 99 0 0 10 0 17 0 10 0 4 i 0 l! 300 30, 000 ! 783 R.C . 0 4 0 15 IS 105 0 2 0 i 0 1 0 0 4 850 50, 000 784 Nonsect ... 1 5 30 35 5 7 8 0 15 2 4 2 4 1 4 '*24 1,000 785 R.C . 11 0 0 SO 0 65 0 6 0 17 0 4 i 0 2, 000 786 Ev. Luth... 4 0 73 0 0 0 39 0 ! 17 - 0 12 0 , 3 I 0 1,200 75, 000 787 R.C . 0 0 400 0 | 15 o1 ! 40, 000 788 R.C . 9 0 120 0 180 0 24 0 10 0 7 4 1,500 789 R.C . 0 , 13 240 238 13 13 4 0 50, 000 790 Nonsect ... 0 28 0 4 0 20 ! 0 4 0 1 2 0 1 2 0 4 0 500 | 791 ! R.C . 0 : 4 0 60 0 151 0 ' 8 0 g 0 1 1 4 2, 500 150, 000 792 M. E . : 2 1 14 15 30 10 3 0 11 10 2 6 1 0 4 "'6 '900 4,000 793 Epis . 2 1 21 11 99 39 12 12 3 1,000 794 Ev. Luth...1 s: ; l 100 57 78 50! 30 0 4 0 11 3 1 0 4 "*"6 1,000 20, 000 795 R.C . ! 0 6 0 25 0 20 0 5 ! 4 0 796 R.C . 5 0 0 88 0 12 0 26 0 4 0 4 58 j 3, 500 60, 000 797 Nonsect . . . 2 4 40 25 88 111 15 30 10 10 3 l! 4 60 2. 000 798 Nonsect ... 1 1 18 28 22 3 C 1 2; 4 1,600 ’ 10,000 799 Nonsect . . . 3 2I 75 65 35 40| 40 30 1 1 3 1.750 800 Nonsect ... 1 2 5! 15 70 60 2 0 .... .... 2 0 3,000 801 Nonsect ... 1! 1 15 13 55 60 0 9 i 2 4 0 25 1,200 802 R.C . 0 2 0 18 0 24 0 2! 803 ALE . i 0 1 17 16 17 16 ll 3 1 3 3 12, 000 804 Nonsect 0 2| 0 12 0 70 0 6 400 2,500 805 Nonsect ...j 0 3 25 26 100 140 5 1 ^ 0 Oj 0 0 3 0 500 6,000 806 Nonsect ... 1 1 10 6 34 36 0 g 2 0 1,500 807 Nonsect ... 1 1 25 20 50 45 0 2| 3 2, 000 808 Christian . . : 0 2 24 16 31 15 4 2 5| 5 0 § 2 0 50,000 809 Presb . 1 61 25 0 6 0 4 0 3 0! 3 0 4 0 25 3, 500 810 M.E.So _ 0 0 54 0! 85 400 4, 500! 811 Nonsect ... 2 0 32 25' 23 ; 45 6 0 0 ; 4 0 oj 0 0 3 6 200 1, 000! 812 Nonsect ... 1 0 9 8 65 ! 47 5 1 4 0 600 1,750 813 Nonsect ... 1 23 46 21 14 9 8 12 18 4 0 1,200 28, 000 814 Presb . 2 8 0 i 79 0 41 0 42 0 ! 37 0 3j 0 1 4 600 15, 500, 1 815 Nonsect ... 2 2 4o| 42 90 100 3 S 5 7 0 0 0 0 2 40 8, 000! 816 Bapt . 0 1 3 11! 87 44 : 0 2.000 817 Nonsect ... 1 1 20 22! 20 25 3 b 0 '500 818 Nonsect . . . 5 0 38 : o: 66 o' 1 2 4 3,000 819 Nonsect ... 2 0 40 1 74 25 20; 6 3 > 1 ] 9! . 4 0 500 6, 000! 820 Cong . 0 6 18 40 102 160| 8 10 4 8 4 8 1 a! 4 0 300 3,500 821 M.E.So.... 0 2 38; 28 22! 29, 5 6 8! 4 2 0! 2 0 4 0 284 1,800; 822 Nonsect ... 2 3 25! 22 75 78! 0 0 0 0 3 0 0 3, 500 823 R.C . 3 0 42! 0 150 0 0 0 15 0 5 0 0 0 4 0 500 50, 000 824 Bapt . 1 1 is! 20 58 130! 2 1 2 1 9 9! 1,500 825 R.C . 0 3 0 12 0 118 0 12 3 826 Nonsect ... 1 2 60! 56 20 14: 6 4 121 10 4 0 350 2, 500 827 Nonsect ... 1 0 17! 24 26 22! 1 5 3^ 0 0 5 0 4 4 0 828 Nonsect ... 1 1 20! 25 75 80; 0 0 2 1 8 0 o; 0 0 •j 0 2, 000 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 I 862 j 863 [ 864 I 865 866 867 868 869 j 870 871 872 ! 873 I 8/o 876 877 878 879 880 881 882 883 884 885 886 EDUCATION REPORT, 1900-1901 Table 44. — Statistics of private high schools, endowed academics , seminaries, and State and post-office. Name. 1 2 Mississippi — continued. Senatobia _ Shubuta . . Sylvarena _ Tyro . Union Church Vaiden . Vicksburg _ Washington . . West Point Yazoo City Blackbourne College for Girls .... High School . Sylvarena High School * . I Tyro High School . Union Church High School . Vaiden Institute * . I St. Aloysius College . Jefferson Military College . Mary Holmes Seminary . I St. Clara’s Academy . . . . MISSOURI. Appleton City . Ashley . Booneville. ... . do . Caledonia . Camden Point. . do . Carthage . Chillicothe Clarence . Clarksburg _ College Mound Appleton City Academy . Watson Seminary . Kemper Military School . Megquier Seminary . Bellevue Collegiate Institute *. . . . Female Orphan School of the Christian Church of Missouri. Military Institute . Carthage Collegiate Institute . St. Joseph’s Academy . Macon District Academy . Hooper Institute . McGee Holiness loilege . Columbia . . Conception . Concordia . Dadeville . Excelsior Springs. Fairdealing . Farmington . . . do . . Fredericktown . . . Fulton . Gallatin . . Glencoe . . Gravelton . Holden . Howell . Iberia . Independence... Jackson . . Joplin . Kansas City . . Kidder . . Kirkwood . Laddonia . Lamar . Lexington . Macon . Marble Hill . Marionville . Marshall . . Maryville . . Moberly . Moundville . . O’Fallon . . Otterville . . Pierce City . . University Military Academy . I Conception College . | St. Paul’s College . I Dadeville Academy . ! Haynes Academy . I Fairdealing High School . Carleton College . Farmington Baptist College* . Marvin Collegiate Institute . William Woods College . Grand River College . I La Salle Institute . I Concordia College . St. Cecilia Seminary . Howell Institute . Iberia Academy . W'oodland College . Jackson Military Academy . Academy of Our Lady of Mercy .J St. Teresa’s Academy . Kidder Institute . Kirkwood Military Academy. ... .! Collins Seminary * . Lamar College . Wentworth Military Academy. . . . Blees Military Academy . Mayfield-Smith Academy . Marionville Collegiate Institute.. St. Savior’s Academy . Maryville Seminary . St. Mary’s Academy . Cooper College . Woodlawn Institute . Otterville Academy . Pierce City Baptist College * . * Statistics of 1899-1900. Principal. 3 l Mrs. T. D. Moore . Chas. A. Huddleston. W. S. Huddleston _ E. T. Keeton . J.A. Smylie . Hugh B. Rose . Brother Alphonse . . . Joseph S. Raymond. . H. N. Payne, D. D _ Sisters of Charity. . . . G. A. Theilmann . J erome Bryant . T. A. Johnston . Misa Julia Megquier . H. A. Smith . A. O. Riall . W.N. Stagner . Vr. S. Knight, D. P . Sisters of St. Joseph . S. H. Milam . J. D. Thixton . Elme E. Taylor, B. S.,A. B., president. John B. Welch, A. M . Rev. Fro win Conrad, O. S. B . . J. H. C. Kaeppel . C.E. Baker . Anthony Havnes . M. F. Foster . J.J. Martin, D.D . Trusten E. Gideon . Nelson Bollinger Henry . J. B. Jones . J. H. Hatton . Brother Gerardus . L. M. Wagner . Sister M. Purification . George E. Miller . G. Byron Smith . . . Geo. S. Bryant . M. B. W. Granger, M. A . Mother M. Frances . Sistei Rose Vincent . . George W. Shaw . Edward A. Haight . E. A. Collins . Edson L. Whitney . .... Sanford Sellers . F. Wr Blees, superintendent .. T. B. Win go . L. G. Reser, president . Sister Lore tto . . J. Jay Bryant . Sistei M. Agneta . C.H. Miles . Vr. T. Howison, A. M . | E. E. Care\ . Ernest W.'Dow, Ph. D . PRIVATE SECONDARY SCHOOLS, 2187 other private secondary schools for the scholastic year 1900-1901 — Continued. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. j Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Religious denomina¬ tion. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradw ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. 6 7s g Female. | ci S Female. | Male. Female. | Male. Female. Male. Female. | Male. j Female. o3 "cS £ Female. 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 0 3 0 30 0 60 0 3 4 300 |10, 000 1 1 1 17 20 5 '6 3,000 2 1 29 10 40 20 5 1 3 600 1 1 10 4 30 34 3 4 i 2 2 0 100 1,200 i 1 16 21 12 18 0 1 29 20 55 60 6 4 ... I 4 0 2,000 R. C . 4 0 100 0 140 0 6 0 6 0 6 0 6 0 3 0 1,204 .36, 000 Nonsect ... 6 0 107 0 8 19 8 0 0 0 3 0 3 0 4 100 2,500 1 9 0 52 o 154 0 5 0 3 4 500 40, 000 R.C . 0 1 11 31 57 4 ""6 1,300 . 2 3 38 32 36 30 4 0 4 40 608 3, 400 Xonsect _ 1 1 19 17 0 o 5 0 4 0 1, 500 1, 100 Nonsect _ 5 0 37 0 24 0 4 0 8 0 .... 4 o 4 37 2, 000 50, 000 Nonsect ... 0 2 2 30 2 40 0 3 0 10 0 3 4 0 500 15, 000 M. E. So _ 2 0 16 20 24 40 0 0 0 0 2 1 3 0 250 10,000 Christian . . 1 3 0 72 0 28 0 9 0 500 30, 000 Nonsect _ 2 1 °7 0 10 0 4 0 0 1 0 4 27 296 3, 000 j Presb . 4 5 24 44 10 12 6 3 0 10 0 4 0 2 0 1,000 1 30.000! R.C 0 2 30 70 20 30 0 2 0 1 0 1 0 30 1 M.E. So _ 2 3 31 35 20 18 8 10 6 4 0 500 ! 20, 000 Nonsect _ 3 1 22 27 4 1 3 4 0 560 2, 500 Christian . . 0 2 19 16 31 64 7 6 12 10 0 500 10, 000! Nonsect _ 1 3 0 12 0 8 0 2 0 4 0 2 0 4 12 1,300 10, 000 R. C . i 11 0 48 0 12 0 5 0 .... 4 30, 000 Ev. Luth . . 4 0 49 0 0 0 25 0 24 0 13 0 1 0 3 1 0 400 16, 000 Nonsect _ 2 0 10 20 25 20 2 4 0 0 1 o 4 0 300 3,500 Nonsect ... 2 1 9 24 4 6 4 1 4 600 6, 000 Nonsect ... 0 1 13 11 15 11 3 2 2 i 1 1 800! M.E . 5 3 36 42 18 36 12 18 20 24 7 1 :::: 4 0 1,200 25, 000 Bapt . 2 1 30 22 10 12 2 0 4 3 0 0 0 0 4 0 50 10, 000 M.E. So.... 3 5 ] 85 58 15 10 5 2 7 4 3 3 4 0 2,000 32, 000 Christian . . 1 6 ! 0 80 0 50 0 15 !'■" 0 Bapt . 3 3 55 65 15 20 15 30 20 10 19 6 6 3 4 0 1,500 45, 000' R.C . 3 0 36 0 28 0 7 0 3 0 2,400 100, 000’ Nonsect _ 2 0 22 13 8 2 4 0 2, 000 R.C . 0 6 15 49 30 40 10 35 5 35 0 9 4 0 250 36, 0001 Nonsect _ 0 5 9 9 5 1 4 0 4 3 0 70 2, 000 Cong . i 3 40 32 40 16 1 2 1 1 3 4 2 3 4 0 3, 000 5, 000 Christian . . i 0 11 12 11 12 0 0 3 1 4 0 1,000 j 15, 000 Nonsect ... 3 30 26 16 9 12 6 6 1 6 1 4 35 100 i 10, 000 R.C . 0 6 0 32 49 68 0 15 .... 4 110 30, coo: R.C . 0 5 0 15 0 245 0 o n 15 0 3 0 0 4 n fsno Cong . 4 3 60 65 0 0 20 10 9 9 5 4 0 ' 2,000 j 26, 600 Nonsect ... 3 0 25 0 27 0 8 0 5 1 4 0 4 25 500 25, 000 Nonsect _ 1 1 15 15 2 4 12 15 0 0 0 o 0 800 3,000 Nonsect ... 2 1 68 54 12 8 5 5 3 6 0 1 21,000 Nonsect . . . 2 0 100 0 20 0 8 0 30 0 18 0 12 0 3 100 1,200 | 50, 000, Nonsect ... 11 0 91 0 9 0 10 0 10 0 6 0 4 0 ' 4 91 1,200 40, 000 Bapt . 2 1 70 30 10 11 4 7 6 o 1 o 4 o 300 i 10, 000 M. E— _ _ 5 2 100 68 25 8 9 1 9 1 4 o 600 10, 000 R. C . 0 2 0 14 16 30 0 4 0 4 0 o 4 o 200 ! 12, 000 M.E . 4 6 66 63 41 91 14 9 9 5 4 0 ‘ 200 J 12, 000 R. C . 0 0 10 0 40 8 OOOi Nonsect ... 2 1 30 41 9 13 6 3 1 3 1 2 4 0 400 6, 000! Presb. So . . 0 2 9 16 3 31 4 o! inn 6, 000! Nonsect ... 1 0 6 10 9 3 0 ! 0 0 0 0 0 0 0 3 0 i 100 2, 500* Bant . 4 4 84 ! 12 1 0 4 43! 700 20, 000! 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 858 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 2188 EDUCATION REPORT, 1900*1901 Table 44. — Statistics of private high schools, endowed academies , seminaries, and 887 889 890 891 892 893 894 895 897 898 899 900 901 902 903 904 905 906 SOS 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 State and post-office. Name. Principal. 1 2 3 Missouri — continued. Wallace Crossley . Platte City .....1 . Gaylord Institute . Plattsburg College * . Airs. T. W. Park . . S. Z. Sharp, A. AI . Wm. R. Anderson, jr. . . J. C. Shelton St. Charles . Academy of the Sacred Heart .... A. Kavanagh . Aladame Vernier. Sister A quin Martin . St. Louis (1607 South Comp¬ ton street). Sister Catharine . St. Louis (4296 Washington avenue). Miss Martha H. Alathews . St. Louis (2345 Pine street) . . Loretto Academy . Sister M. Reparata . Edmund H. Sears . Smith Academy . Charles P. Curd, A. AI., Ph. D. . Alother Seraphine . . do . Ursuline Academy and Day School Walther College .' . North Missouri Aeademv* .. St. Louis (1033 South Eighth street) . Salisbury . August C. Burgdorf . G. C. Briggs . Sedalia . George E. Smith College Rev. E. A. Robertson . South St. Louis . Sacred Heart Academv . Aladam Alarv Burke . Springfield . Loretto Academv . . . Sister AI. Wilfrid La Alotte _ Spring Garden _ Miller County Institute . Sweet Springs Academy . J. I. Lumpkin . Sweet Springs . J. E. Barnett . Troy . ! Buchanan College . . . Howard G. Colwell . Weaubleau . 1 Weaubleau Christian College J. Whitaker . Webb City . I Webb Citv College . John W. Keltner . West Plains . West Plains College . 1 J. T. Outen . - . MONTANA. Peer Tiodge . St,. Mary’s Aoadpmv . Sister Anacleta . Helena . St. Vincent’s Academv . ‘ Sister Alary Cecilia . Missoula . Sacred Heart Academv . Sister Hilarion . | St. Peter . Ursuline Convent, Mount Angela. | Alother Alarv Amadeus . NEBRASKA. Central City Nebraska. Opntral College . D. R. Haworth, A. AI . Columbus . St. Francis Academv . Rev. Alarcellinus Kollmeyer . Alexis C. Hart . Franklin . Franklin Academv Jackson . St. Catherine’s Academv . Sister AI. AYalburga . ; Kearney . Kearney Militarv Academv . Rev. Anson R. Graves, D. D . . . Alother St. John . Lincoln Convent of the Holy Child Jesus.. Nativity School . North Platte _ Rev. T. V. Haley . ! Nysted .... Danish High School Thomas Knudson . Omaha Ae.a.demy of the Snored Heart L. Garesche . . do _ Brownell Hall* Louise R. Upton . . do . Mount, St Afarv’s Seminary . do . St. Catherine’s Aea.demy Sisters of Alercy . Orleans . Orleans Seminarv Walter W. Bruce . Pawnee City. . Pflwnpe Citv Aeademy R. T. Campbell . Wahoo . . T/uther 4_cftdcmY Samuel AI. Hill . Weeping Water . Weeping Water Aeademv "Frank C. Taylor . York . School of the Holy Family . Alother Alargaret Alary . NEW HAMPSHIRE. Andover . Proctor Academv J. S. AlcCann . Atkinson . Atkinson Academv Herman N. Dunham . ; Canterburv . Kezer Seminarv * . Airs. Clara AI. Currier . Center Strafford . 1 Alvin E. Thomas . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS 2189 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. 02 f-t - w 0 02 b£ Number in militaiy drill. Number of volumes in library. Value of grounds, buildin furniture, and scientific ap ratus. Clas¬ sical course. Scien¬ tific course. £ 6 £ 1 6 o 3 6 1 o 6 S 6 5 o 6 o o s Female. 4 5 6 7 8 9 10 11 12 P 14 15 16 17 18 19 20 21 22 2 1 18 21 20 25 2 g 1 3 16 37 25 28 0 : li 0 900 825, 666 Ger. Bapt . . 4 1 22 40 9 5 2 1 3 5 2 9 0 750 10; 000 Presb . ." _ 1 0 16 5 0 0 4 4 1 0 0 1 c 0 i 0 4 0 0 1,000 M.E.So _ 2 1 25 30 58 3 1 5 3 5 4 0 40, 000 R. C . 0 6 0 30 0 20 0 12 6 1 18 0 j 4 0 4 4 0 1 2,000 100,000 R. C . 0 11 0 0 26 i 0 S' 5 0 2, 100 R. C . 0 16 0 94 o 66 0 i 10 350,000 2 6 0 23 o 53 0 23 j o 23 o ! 3 0 o 4 0 3,000 1 8 „ 80 0 70 0 30 0 ; n 0 4 0 1,500 30,000 R. C . 0 0 25 o 50 o 9 o 2 ! 4 1,500 Nonsect . . . 0 16 0 273 0 167 0 40 0 0 0 1 43 0 5 4 i 1,200 100, 000 Nonsect ... 15 3 26-5 0 105 0 148 0 86 0 37 I 0 37 0 ; 4 ”’6 110, 000 R. C 0 5 0 50 15 | 220 4 1 1.270 82,000 Luth . ' 6 1 88 26 0 1 0 31 1 i 18 6 4 *6 ' 600 60, 000 Nonsect ... 4 25 34 29 32 1 0 1 0 7 8 3 3 4 40 1 400 26, 000 M. E . I 4 2 46 49 45 58 10 6 16 8 j 4 7 4 7 4 0 ; 2.500 50,000 R. C . 0 10 0 52 0 42 o 32 0 9 5 0 3,760 R. C _ 0 5 0 70 0 | 42 o 12 0 1 0 i] 5 0 998 20,000 Nonsect _ ! 1 2 8 22 1 10 3 4 1 0 4 0 ' 200 2, 500 Nonsect ... I 1 15 10 10 10 1 0 1 0 0 0 6 0 4 0 * 400 3,000 Nonsect ..: 2 3 37 35 19 ] 24 2 0 S 2 4 0 2 0 4 0 500 10, 000 Christian . . i 1 1 41 32 15 1 12 12 13 1 2 1 i 2! 4 1,000 6,000 Bapt . 1 2 2 30 i 49 18 36 4 0 25 1,500 80,000 Nonsect _ ' 2 2 25 20 15 20 1; 1 4 0 400 6,000 R. c . j 0 5 0 60 0 30 o 20 R. C . 0 2 0 33 0 242 0 0 0 0 0 3 6 0 4 0 R. C . 0 4 0 50 120 150 o 20 0 10 o 4 4' 0 200 70, 000 R. C . 1 1 8 16 48 36 68 10 30 6 18 4' 3,000 100, 000 Friends. . . . 1 2 2 19 ! 22 42 99 10 11 j 7 11 8 6 8 6 3 0 400 11.000 R. C . I 1 3 0 22 76 I 104 4 300 41,000 Cong . I 3 4 49 69 16 1 13 n 5 j- 6j 8 11 15 8 5 3 ”36 3, 650 18,500 R. C . . ■- _ 1 0 3 0 ' 17 0 53 0 3 4 0 200 25,000 "Finis 3 i 14 1 25 i 0 2! 0 3 15 800 25, 000 R. C . 0 3 0 12 18 ! 100 1 o i 4: 42,000 R. C . 0 1 2 5 ; %3i 1 22 2 0 .... 1 200 Luth . 2 3 15 : 30 200 5,000 R. C . 0 4 0 0 28 1 o .... i 5^ 3,000 65,000 Epis . 0 5 0 42 i 0 55 0 8 o o 0 "6 ' 500 150, 000 R. C . 0 5 0 24 ! o 0 12 ! o 0 o 9 4 0 500; 100, 000 R. C . 0 4 0 20 ■ 20 40 0 6 1 o 4 0 6 0 6 4 0 100, 000 Free Meth . 0 1 20 30 1 16 10 i 1 i 0 4 500 20, 000 U. Presb ... 2 2 39 39 3 40 4 6 2 4 6 1 5; .... 250 20, 000 Ey. Luth 5 1 51 26 25 5 13 *1 7 2 3 2 4 0 2,000 20, 000 Cong . 4 2 33 23 4 8 6 4 3 9 3 9 3 0 1,000 6, 750 R. C . ! o 4 2 26 | 70 64 0 2 4 Unitarian . 2 1 23 21 5 0 15 10 3 4 4 0 1,400 Nonsect ... 1 0 7 3 4 1 0 .... 4 0 1.500 Free Bapt .J 0 1 5 4 13 8 ..... SO . 6,000 Nonsect .. J 1 0 11 5 5 2 0 0 61 I 6 2 1 61 0 4 0 0 3, 000 887 888 889 890 891 892 893 894 895 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 2190 EDUCATION REPORT, 1900-1901 Table 44. — Statistics of private high schools, endowed academies, seminaries, and 937 938 939 940 941 942 943 944 &45 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 971 972 973 974 975 978 7 980 981 982 983 986 987 State and post-office. Name Principal. 1 2 3 NEW HAMPSHIRE— COnt’d. St. Marv’s School . Isabel W. Parks . . do . Rev. Joseph H. Coit, D. D Brother Cyril, F. S.C . Dwight G* Burrage .... Exeter . . The Phillips Exeter Academy .... 1 Harlan Page Amen . . do . . George W. Cross . Franklin L. Adams, A. B . I Frederick D. Hayward Gilmanton Academy . L. C. Graves . . . F.E. Merrill ... Frederic T Famsv/orth St. Augustine’s Academy . . Brother Alphonse . . do .. . Brother Caters . W. H. Cummings . . Milton . Nute High School . .* . Arthur Thad Smith . Mount Vernon . McCollom Institute* . . Geo. S. Chapin, A. B . Nashua (68 Vine street) _ Nashua St. Aloysius Academy . . Brother Fabian . St. Aloysius School . Sister M. St. Anatole. . New Hampton . New London . . . New Hampton Literary Institu¬ tion and Commercial College. The Colbv Academy . . Frank W. Preston . Horace G. McKean, A. M . Edwin K. Welch . Norwood Center . Coe’s Nor th wood Academy . . Pembroke . Pembroke Academy . . Isaac Walker, A. M . . Plymouth..: . . Holderness School i'or Bovs* . Rev. Lorin Webster. M. A . 1 Reeds Ferry . . . McGaw Normal Institute _ _ David F. Carpinter . 1 South Hampton . ! Barnard High School* . New Hampshire Seminary . M. F. McIntosh . . Tilton . . George L. Plimpton, A. M . NEW JERSEY. Bayonne City . 1 The Sloan School for Girls * . ! Misses Clarke and Kline . 1 i Beverly . 1 Farnurn Preparatory School . James B. Dilks, A. M . 1 Blairstown . Blair Presbvterial Academy . John C. Sharpe . Bordentown . . . Bordentown Military Institute * . . Priscilla Braislin School . Thompson H. Landon . . do . Miss Alice G. Braislin, Mrs. Bridgeton . Ivy Hall . Mary Braisiin Cooke. Miss E. C. Bonney . . . * do . . . South Jersey Institute . . W. C. Ingalls _ ”. . . . . .do . West Jersey Academy . . . . Phoebus W. Lvons . Brielle . Gerlach Academy . . D. Gerlach . _ . „. Burlington St. Mary’s Hall . Mrs. John Fearnlev . _ . . do . Van Rensselaer Seminars7 . Helen M. Freeman ...• . 1 Decker town . Seeley’s Home School . . W. H. Seeley . . 1 East Orange (64 Harrison : street). The East Orange School . 1 H. Louise Underhill . Elizabeth (571 Westminster avenue), Elizabeth (279 North Broad street). Pingry School . Walter Randall Marsh . The Vail-Deane School . . Miss Laura A. Vail . Englewood . The Dwight School for Girls . Misses Creighton and Farrar . do The Englewood School for Boys . . ' Institute of Holy Angels . i James B. Parsons . . Fort Lee . Sister Mary Nonna Dumphy . Freehold . 1 New Jersey Military Academy - Kopp and Hewetson . : Hightstown . Peddie Institute . Roger W. Swetland, A. B _ j Hoboken (285 Washington ! Academy of Sacred Heart . . Sisters of Charity . . _.| street). Heinrich Kaiser . Hoboken (Willow avenue Hoboken Academy . and Fifth street). ; Hoboken (River and Sixth i Stevens School Edward Wall j streets).’ : Jersey City . Hasbrouck Institute . . Charles C. Stimetsv A. M . j i . do . i St. Aloysius Academy . Sisters of Charity .". . . 1 * Statistics of 1899-1900. A PHI V ATE SECONHAKY SCHOOLS 2191 other private secondary schools for the scholastic year 1900-1901 — Continued. Students. » £ Religious denomina- tion. Sec¬ ond¬ ary in¬ struc¬ tors. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. 1 Length of course in years. | Number in military drill. Number of volumes in library Value of grounds, buildii furniture, and scientific ap ratus. Clas¬ sical course. Scien¬ tific course. "3 | Female. | o § Female. | Male. Female. , Male. Female. CD "3 § Female. [ Male. Female. Male. Female. 4 5 6 7 8 9 10 11 12 13 14 1 5 16 17 18 19 20 21 22 0 o 14 0 4 0 10 4 0 900 $26, 000 40 0 354 0 0 0 230 0 49 0 76 0 76 0 6 0 15, 000 R‘C . 2 0 30 0 172 32 6 0 4 0 4 0 3 0 600 15, 000 1 0 4 13 0 0 0 3 0 0 0 0 3 0 10 Nonsect . . . 14 0 290 0 0 0 190 0 90 0 69 0 62 0 4 0 1,700 212, 438 Nonsect ... 0 7 0 116 0 125 0 12 0 80 0 20 0 5 4 0 800 100, 000 1 o 8 12 1 1 2 0 0 o 0 300 Cong . 2 1 14 12 6 7 1 3 3 1 3 2 3 1 4 0 200 25, 000 1 1 9 15 8 2 0 2 0 2 2 3 400 8, 000 1 1 10 11 2 1 5 2 3 3 "6 100 9,000 Nonsect . . . 1 4 27 22 12 15 0 2 0 5 3 2 0 4 0 1, 700 70, 000 R. C . 5 0 140 0 420 0 15 0 10 0 10 0 5 0 4 0 500 30, 000 R.C . 4 0 65 0 318 0 8 o 6 0 8 o 0 500 50, 000 Cong ...... 2 2 44 26 66 34 22 4 44 26 15 14 11 4 ’"6 2, 000 75, 000 Nonsect ... 1 2 23 29 0 0 1 0 0 2 2 4 2 4 *"’5 0 2,000 35, 000 Cong . 2 0 6 9 0 0 1 0 0 0 0 2 0 0 4 0 ' 900 R.C . 2 0 30 0 295 0 10 0 5 0 10 0 8 0 5 350 R.C . 0 8 0 24 220 440 5 50 Fre e-Will 4 6 94 72 5 2 20 12 10 7 18 4 3 1 4 ”'6 11, 000 30, 000 Bapt. Bapt . 4 2 39 24 2 1 - 2 1 0 7 2 3 o 4 0 4,000 Nonsect ... 2 o 24 11 0 0 1 2 3 3 2 1 0 0 4 0 1,100 20, 000 Nonsect ... 2 2 22 12 0 0 4 1 2 3 4 3 1 0 4 0 1,800 2, 000 Epis . 4 0 27 0 5 0 14 0 6 0 6 0 4 0 4 0 1,700 45, 000 Nonsect ... 1 1 5 9 7 6 0 3 0 0 0 0 0 0 4 0 150 5,000 Nonsect ... 0 1 7 9 0 0 M. E . . . 4 8 66 88 0 0 6 8 2 4 4 0 3,000 75, 000 Nonsect . . . 0 3 0 10 0 11 0 1 0 0 0 0 1,000 Nonsect ... 1 3 15 47 43 42 4 5 3 0 1 11 0 1 4 0 150 20, 000 Presb . 7 6 92 74 0 | 0 20 5 35 15 4 14 4 5 4 0 3,000 500, 000 Nonsect ... 14 0 81 0 5 0 16 0 17 0 8 0 7 0 4 81 Nonsect ... 0 2 0 20 0 10 0 10 0 2 0 2 5 0 600 Nonsect . . . 0 4 0 14 3 6 0 4 0 0 Bapt . 5 4 36 21 17 25 8 1 1 7 o 7 11 3 0 4 42 3, 000 Presb . 6 2 53 0 5 0 40 0 8 0 8 0 4 35 2, 000 60, 000 : Nonsect... 4 0 24 0 24 0 14 0 1 8 0 9 6 6 0 4 24 185 30, 000 P.E . 10 0 51 0 • 14 0 0 0 2 0 14 0 4 4 0 Presb . 1 0 2 i 17 3 7 1 6 0 2 0 0 0 — Nonseet _ ! i 0 4 6 2 1 2 4 ’4 250 8, 000' Nonsect _ i 9 0 30 15 15 0 2 i 0 8 0 5 0 0 4 15, 000 Nonsect ... 9 ° 54 0 39 0 8 0 l 28 0 7 0 6 0 5 828 35, 000 Nonsect ... 1 8 0 50 4 46 0 0 0 8 0 13 0 2 5 0 500 Nonsect ... 0 6 0 . 75 6 45 0 10 | 1 4 30, 000 Nonsect ... 3 1 0 21 0 9 0 5 0 5 0 2 0 2 0 1 4 21 25, 000 R.C . 0 4 0 20 0 58 0 2 0 0 o 3 4 0 3,000 Nonsect ... 6 o 24 0 11 0 5 0 12 0 5 0 ! 4 0 4 24 500 30, 000 BaDt . 7 8 103 66 21? 4 50 21 16 5 10 8 10 6 4 0 7, 000 500, 000 R.C . 0 0 78 30 99 0 22 0 17 0 8 .4 1,000 Nonsect ... 3 2 3 37 100 SO 12 0 6 2 4 0 4 0 400 25, 000 Nonseet ... 10 o' 1 190 0 0 O' 0 0 190 0 40 0 40 0 3 52, 976 Nonsect _ 8 5 80 24 70 128 50 20 30 4 8 16 7 3 4 0 300 120, 000 R.C . 4 9 1 5 45 30 1 85 21 0 1 0 ■ 40 0 4 0 93, 7001 987 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 958 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 21 988 989 990 991 9S2 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 1020 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 EDUCATION REPORT, 1900-1901. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 new jersey — continued. Carl A. Grauper . The Lakewood School . . . Edward P. Harris, Ph. D . _ do . The Oaks* . Simon J. McPherson, D. D _ Sister M. Imelda . . Cloverside School . Elizabeth Timlow . _ do . John G. MacVicar . Friends’ Academy (Orthodox).... Friends’ High School (Hicksite).. Wm. F. Overman _ _ do . Bird T. Baldwin . Harry W. Landfear . _ do . Morristown School . Messrs. Woodman, Browne, Butler. Miss E. Elizabeth Dana . _ do . I.C.Pla . Newark (544 High street) .. Newark (172 Clinton ave¬ nue). Newark Academy . . Samuel A. Farrand . The Newark Seminary . . . Anna Frances Whitmore . Newark (98 Washington St. Mary’s Academy . Sister M. Catharine . street). Newark (42 Wallace place) . Newark (54 Park place) .... New Brunswick (66 Bayard street). St. Vincent’s Academy* . School for Girls . Miss Anna P. Townsend . Anable’s (Misses) School . The Misses Anable . . New Brunswick . Rutgers College Preparatory School. St. Agnes Academy * . Eliot R. Payson . _ do . Sister Mary Grace . New Orange../. . Upsala College . L. H. Beck^ Ph. D . Newton . Newton Collegiate Institute _ Philip S. Wilson . Orange . Dearborn Morgan School . David A. Kennedy, Ph. B., Abby B. Morgan. Mrs. Nancy H. Dorr . Dorr’s (Mrs.) School* . Passaic . Passaic Collegiate School . N. Louise Buckland . Paterson _ The Paterson Military School .... Pennington Seminary . Lincoln A. Rogers, A. M . Pennington . Thomas O’Hanlon, D. D., LL.D. John Leal . . . Plainfield (949 Central ave- ’nue). Leal’s School for Boys*. Plainfield ( 123 W est Seventh Plainfield Seminary . Miss E. E. Kenjrnn, Miss I. S. street). Arnold. Pompton . De Mille Preparatory School . Mrs. H. C. De Mille . Princeton . The Princeton Preparatory School Princeton University Academy... The Calhoun-Chamberlain School J. B. Fine . _ do . Edwin W. Rand, A. M . Red Bank . Miss Calhoun, Miss Chamber- Salem . Sal pm Fripnds’ School lain. Mary V. Baldwin . Short Hills . Carteret School . Alfred C. Arnold . South Orange . Baldwin (Miss) and Neldon’s Misses Baldwin and Neldon . _ do . (Miss) School. Montrose School for Girls . Kent Place School . Mrs. L. L. M. Brvant . Summit . Mrs. Sarah W. Paul . _ do . Summit Academy _ James Heard, A. M . Trenton . Rev. Dominic Reuter, D. D . . . Laura B. Garrett . Woodstown . Bacon Academy *7 . NEW MEXICO. Albuquerque . Goss Military Institute . Col. Robt. S. Goss, A. M . Sister M. Albertina . Las Cruces . Visitation Academy . . Roswell . New Mexico Military Institute . . . Loretto Academy Col. James W. Willson . Santa Fe . Sister M. Lucia. . _ do . Brother Botulph . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2193 other private secondary schools for the scholastic year 1900-1901 — Continued. Religions denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. 1 Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. o’ § I * d o d § d o d 1 c5 73 S d ol c3 S o fa d 1 d a o P*h 73 d 73 a o 4 5 6 7 8 9 10 ii 12 13 1 4 15 18 17 18 19 20 21 22 2 9 12 16 71 60 5 8! 320 310, 000 988' Nonsect ... 6 1 0 18 0 14 0 3 0 6 0 6 0 3 0 400! 35, 000 989 0 6 0 30 0 0 0 .... 0 3, 000 990 Nonsect . . . 27 0 367 0 0 0 200 0 167 0 90 0 .... 89 6 4 4, 000 - 991 R. C . 0 l 20 25 60 0 10 0 2 1 4 992 0 0 29 0 23 0 0 8 41 2, 500! 40, 000 998 Nonsect . . . 6 0 44 0 45 23 0 24 0 6 0 6 . 0 5 "44 503' 994 2 34 37 49 52 3 3 o 3 6 2 2 4 0 3,000 995 Friends .... q 18 17 48 42 4 5 4 1 4 1 1 3 300 18, 500 996 2 0 14 0 11 0 6 0 5 o 4 "0 997 Nonsect ... 12 0 60 0 15 0 31 0 0 4 0 1 0 4 0 3,000 22, 000 998 0 20 0 103 4 37 0 10 0 8 4 0 600 999 ! Nonsect . . . 3 0 10 0 0 2 0 5 0 3 0 3 0 4 0 400 1000 | Nonseet ... 1 13 0 165 ol i 129 01 40 0 42 0 24 0 20 ol 4 0 400 100, 000 1 1001 Nonseet ... j 2 6 ! o 1 25 l o 30 0 6 0 4 0 3 4 0 1,000 50,000 1002 R.C . | 0 ! o : 55 25 35 0 35 0 35 0 5 4 1003 R. C . 4 : 0 ■ 30 35 35 J 0 J o 5 0 400 1004 Nonseet ... i o 8 0 41 ! o 67 0 6 0 6 1 0 7 ! 6 4 4 ""6 900 1005 Nonsect . . . 0 5 3 20 4 * 23 2 1 0 5 1 0 3 0 1 4 1,000 1006- Nonsect ... i 6 1 85 30 40 16 26 10 59 3.8 17 2 17 2 5 40 ■ 1007 R.C . 1 ! o 4 11 1 29 ' 280 270 11 29 4 ! 12 2 4 I 32 590 ! 50. 000 1008: Lnth . ! 4 0 18 11 12 17 13 0 6 1 3 2 0 4 t 70. 000 1009 Nonsect ... 1 4 0 16 0 12 0 4 0 6 0 4 16 500 ! 20. 000 1016 Nonsect ... ! 3 19 ; 47 77 75 3 1 8 0 2 ■; 1 ® 2 1 4 0 37, 9C0 1011 Nonsect ... 1 0 • 3 0 14 6 20 0 ! i 0 1 j 1012 Nonsect . . . 0 6 3 11 34 33 0 6 0 0 4 0 500 25,000 1013 i Nonsect . . . ' 4 0 20 0 15 0 0 0! ] 6 0 1 j o 1 0 4 20 1014 M. E . I 9 5 78 j 25 8 3 37 5 9 3 21 5 8 1 4 0 ! 1015 1 Nonsect ... 1 4 0 35 1 U 1 35 0 0 o' „ 0 6 0 6 0 4 25 ■ 1016 Nonsect ... 0 1 6 0 24 1 46 0 4 o' ° 0 0 0 0 4 0 1,000 1017. Nonsect ... 1 2 0 15 0 6 0 2 0 3 4 5,000 25, 000 1018 Nonsect ... 4 6 60 0 0 0 25 0 35 1 0 28 0 27 0 4 ”'6 1,000 35, 000 1019 Nonsect _ 1 0 10 0 1 0 9 0 1 o 2 0 2 o 1020- Nonsect ... 0 6 0 30 0 5 0 8 0 4 0 3 500 10, 000 1021. Friends.... 0 1 2 3 14 23 4 0 25 1022 Nonsect ... 3 0 7 5 14 6 7 2 5 200 25,000 1023 Nonsect ... 0 2 8 44 25 15 ' 1024 Nonsect ... 0 4 ! o 23 1 12 1 0 4 1, 000 40, 000 ' 1025 Nonsect ... 0 9 1 0 52 0 40 i ° 1 0 1 19 0 4 1 0 1 4 l’ 200 1026 Nonsect ... 5 - 0 | 20 0 20 0 10 0 10 0 1 0 0 0 5 ”'6 300 1 1027 R.C . 2 0 ! 19 0 6 0 19 1 0 4 0 6, 400 100 000 1028 Friends. . . . o | 3 12 4 16 13 2 1 1 0 1 0 1 0 4 40 3, 000 1029 Nonseet ... ! 2 0 10 0 10 0 4 0 4 10 1 1030- R.C . 0 4 0 25 0 50 ’ o 0 0 0 0 0 0 0 0 350 36,000 1031 Nonsect ... 1 4 0 j 66 0 40 0 20 0 3 0 *"’4 66 1,000 45. 000 i 3032 R.C . 0 ; 1 1 0 10 0 93 4 800 I 1033- R.C . 1 2 ; 0 1 22 0 115 0 2 0 . "*'6 1.700 1 1034 ED 1901 — VOL II 62 2194 EDUCATION REPOST, 1900-1901. Table 44. — Statistics of private high schools , endowed'acadetnies, seminaries , and 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 ■ 7 1068 1069 1070 1071 1072 1073 1074 ]075 1076 State and post-office. Name. Principal. 1 2 3 NEW YORK. Albany (Robin street, cor¬ ner Madison avenue). | Albany . Albany (155 Washington I avenue). Albany (43 Lodge street)... Albany (Kenwood) . I Albany . Albany (280 N. Pearl street). I Allegany . i Amsterdam . I Aurora . ! Batavia . j Belleville . I Binghamton . j . do . Bridgehampton . ! Brooklyn (63 New York j avenue). Brooklyn (183-185 Lincoln j place). ! Brooklyn (36 Monroe place). Brooklyn (730 Nostrand av- | enue). Brooklyn (209 Clinton av- I enue). Brooklyn (146 Macon street). Brooklyn (50 Monroe place) Brooklyn (40-42 Monroe place). Brooklyn (30 Madison street). Brooklyn (215 Ryerson street). Brooklyn (51 Seventh av- j | enue). Brooklyn (223-225 Lincoln place). Boooklyn (525 Clinton I avenue). Brooklyn (264 Jay street) .. Brooklyn (Ninth street and Fourth avenue). Buffalo (749 Washington street). Buffalo (284 Delaware av¬ enue). Buffalo (1 Park street) _ Buffalo (621-623 Delaware avenue). Buffalo (320 Porter avenue) . Buffalo (1238 Main street). J Buffalo (564 Franklin street), Buffalo (135 Cleveland avenue). Canandaigua . Carmel . Carthage . Cazenovia . Academy of the Holy Name . The Albany Academy . Albany Female Academy .... Christian Brothers’ Academy. Female Academy of the Sacred Heart. St. Agnes School . St. Joseph’s Academy . . St. Elizabeth’s Academy . . St. Mary’s Catholic Institute . . Cayuga' Lake Academy . . St. Joseph’s Academic School _ ! Union Academy of Belleville . j The Lady Jane Grey School . ; St. .Joseph’s Academy. . . . . . Li teraryandCommercial Institute | Bedford Academy . I Berkeley Institute . ! Bodman (Misses) School for Girls.! The Brevoort School . ; Sister M. Elizabeth . j Henry P. Warren . Ester Louise Camp . Rev. Brother Jerome . Madame M. Moran . Miss Ellen W. Ro3’d . Brother Anselm .' . Mother M. Teresa . Sister Marcella . Albert Somes, A. M . Sister M. Helena . . Clyde L. Harvey . Mrs. Jane Grey Hyde . Sister M. Joseph . Lewis W. Hailock . George Rodeman . Julian W. Abemethy, Ph. D . . Miss Rose M. Bodman . Adeline M. Kipling, M. A . The Female Institute of the Visi- i tation. Garrott’s (Miss) School for Young t Ladies and Children. Hall’s (Miss) School for Girls . [ The Latin School . Sister Philomene de Chantal . Miss M. E. Garrott . Miss Clara F. Hall . Caskie Harrison, M. A . Nativity Academy Sister M. Basil Pratt Institute, High School Luther Gulick Prospect Heights School*. D. E. Ewald The Regents Institute . | Elmer E. Johnson Rounds’s (Miss) School for Girls..! Christina Rounds St. James Academy . | Brother Castoris.. St. Thomas Aquinas Academy - j Sister Mary Anna. Buffalo Academy of the Sacred t Sister M. Leonard Heart. The Buffalo Seminary . j Jessica E. Beers. . . The Franklin School Heathcote School William Nichols, Lester Wheeler . Holy Angels Academy . St. Joseph’s Collegiate Institute. St. Margaret’s School . St. Mary’s Academy . Sister M. McMillan . Brother Pompian . . . Miss E. Currie Tuck Mary Hanley . Granger Place School . .• _ Drew Seminary and Female Col¬ lege. Augustinian Institute . . Cazenovia Seminary . . Samuel Cole Fairley, A. B _ D. H. Hanaburgh, A. M . Sister Mary Beatrice . Francis D. Blakesley . I * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2195 • other private secondary schools for the scholastic year 1900-1901 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Length of course in years. | Number in military drill. Number of volumes in library Value of grounds, buildii furniture, and scientific ai ratus. Clas¬ sical course. Scien¬ tific course. *5 -g 3 5 1 Male. 8 3 Female. Male. d 1 r d 3 a o Female. 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 R.c . i 1 0 41 10 45 0 4 0 7 0 Q 4 0 1,200 §35, 690 _ 0 134 0 92 0 134 0 15 0 15 0 4 116 1,000 90 000 Nonsect ... 0 0 54 ° 50 0 0 0 13 ° 8 0 0 4 0 2, 753 83, 800 R.C . 5 0 50 0 130 0 5 0 4 0 11 0 4 0 4 50 65,000 R.C . 0 14 0 65 0 18 0 0 0 0 0 5 0 5 4 0 3, 755 405, 250 0 4 0 125 0 25 0 4 0 16 0 2 4 0 4,500 100, 000 lit C . 8 25 264 310 3 0 6 1 1 3 0 4 0 1, 057 50’000 R.C . 0 10 0 53 0 22 0 4 0 0 0 8 0 4 4 0 2,490 99,’ 165 R.C . 2 3 50 50 300 250 4 3 0 0 9 5 4 2 4 60 1,160 97, 785 Nonsect ... 2 0 12 1 C 0 4 0 1 0 0 0 0 0 4 0 2, 000 38,000 R.C . 0 3 9 15 166 179 0 0 2| 4 0! i 3 2 0 900 38, 143 Nonsect ... 3 3 35 40 0 0 2 1 0 2 0 i 6 0 ! 2 4 0 2, 300 25* 906 Nonsect ... 1 i 5 0 27 1 , 10 0 2 0 5 0 4 0 3 4 0 1, 000 30,000 R.C . ! 0 4 0 45 0 205 0 6 0 6 4 0 900 42 700 Nonsect ... 1 i IS 10 2 0 2 G 21 .... 1 0 2 1 2 0 3 0 200 3, 960 Nonsect ... i 1 ; i 8 0 34 1 28 4 0 g 0 4 8 300 32, 000 Nonsect ... ! 2 ! 8 0 57 31 195 0 15 e 0 0 o 0 . 2 4 0 3, 352 78,823 Nonsect ... 0 4 0 12 0 i 21 0 3 5 o 1,088 Nonsect _ ’ 1 4 1 16 13 40 R.C . . 0 0 37 0 58 0 2S 0 3 4 0 3,500 Nonsect ... 0 1 o 0 8 18 1 3 .... Nonsect ... 2 7! ! 0 16 0 14 0 3 6 i o 1 Nonsect ... 10 0 60 0 40 0 40 0 20 0 i 20 0 10 0 4 0 1,000 50, 000 R.C . 3 0 108 196 278 I 0 24 o 30 4 40 1 5^0 Nonsect ... 12 10 106 152: 2 2 4 10 4 0 1 70, 249 Nonsect ... 6 0 18 ! o' ; 22 0 1 0 1 0 0 250 | ■ 18 0C0 Nonsect ... ! 3 0 30 ! o 0 ! 40 20 0 10 0 10 o 500 30, COO [ Nonsect . . . 0 8 • 0 ! « 0 48 0 8 0 0 0 6 0 4 4 0 j 1,500 R.C . ! 4 o 100 ! o i 553 o 10 0 15 0 20 0 10 0 4 2,000 R.C . 1 4 0 54 ! 32 ! 64 0 0 0 0 0 10 0 0 ; 4 ‘”6 1,200 j §67666 R.C . 1 6 0 | 50 0 85 0 18 0 18 0 10 0 0 4 0 2, 300 lie, o»2 Nonsect . . . | 2 i 8 0 ! 45 i 78 78 0 20 0 o 0 12 0 1 4 0 2, 300 Nonsect ... 3 3 0 I 18 31 45 1 [ 0 1,194 47, 002 Nonsect . . . 3 ! 1 14 ! 0 1 16 0 j 3 0 6 0 4 1 ° 4 0 4 0 50’000 R.C . 0 10 0 69 50 156 0 0 G 50 - 0 3 0 0 4 0 2,720 282,560 R.C . 7 ; 0 60 0 40 0 4 Nonsect ... i 12 * 0 1 74 5 86 ! o 1 0 9 0 1 4 4 o 1 015 Nonsect ... G 7 0 i 56 167 ° 1 0 9 0 10 0 0 4 0 500 Nonsect ... ; 9 1 6 0 47 2 11 0 2 0 Q 0 ! n 0 8 4 0 1,500 50,000 M. E . 2 i 8 0 32 0 ; 6 0 2 0 0 0 2 0 0 4 0 2,657 34,200 R.C . ! o 3 20 10 80 j 90 1 3 1 _ 1 ! o 5, 500 Meth . i 1 1 1 83 i 60 9 1 2 1 14 ! 45 ' 25 14 1 9 3 2 4 0 3,483 72, 810 1035 1036 1037 1038 1039 1040 1041 1042 1043 1044 1045 1046 1047 1048 1049 1050 1051 1052 1053 1054 1055 1056 1057 1058 1059 1060 1061 1062 1063 1064 1065 1066 1067 1068 1069 1070 1071 1072 1073 1074 1075 1076 1077 1078 1079 1080 1081 1082 1083 1084 1085 1080 1087 1088 1089 1090 1091 1092 1093 1094 1095 1096 1097 1098 1099 1100 1101 1102 1103 1104 1105 1106 1107 1108 11C9 1110 1111 1112 1113 1114 1115 1116 1117 1118 1119 1120 1121 1122 1123 1124 1125 1126 1127 1128 EDUCATION KEPOKT, 1900-1901, Table 44. — Statistics of private high schools, endowed academies, seminaries , and State and post-office. Name. Principal. 1 2 3 new YORK— continued. Chappaqua . . Chautauqua . Claverack . Clinton . Cohoes . Corn Avail on the Hudson . . . . do . Delhi . Dobbs Ferry . Dover Plains . Dunkirk . East Springfield . EddvtoA\rn . Elbridge . Fairfield . Fishkill on the Hudson .... . do . Flushing . . do . Fort Edward . Franklin . Garden City . . do . Glens Falls . Hamilton . HaUwick Seminary . Hempstead, L. I . Hornellsville . Irwngton-on-Hudson . Ithaca . . do . Keeseville . Keuka Park . Lima . Lockport . Locust Valley . Macedon Center . Manlius . Marion . Mohegan . Montour Falls . Moriah . Mount Vernon . Neperan . NeAV Brighton . . do . NeAvburg . . do . . do . New York (Kingsb ridge) ... New York (509 Fifth ave¬ nue). New York (117-119 West One hundred and tAventy- fifth street). Chappaqua Mountain Institute. . . Havvley’s Preparatory School . Hudson River Institute . Houghton Seminary * . St. Bernard’s Academy . . Cornwall Heights School . I NeAV York Military Academy . Delaware Academy . Boarding and Day School . Dover Plains Academy . St. Mary’s Middle Academic School. East Springfield Academy . Starkey Seminary . . Munroe Collegiate Institute . Fairfield Seminary * . Mount Beacon Military Academy. Wilson School for Boys . Flushing Institute . Kyle Military Institute . Fort Edward Collegiate Institute. Delaware Literary Institute . St. Mary’s Cathedral School . St. Paul’s Cathedral School . Glens Falls Academy . Colgate Academy . HartAvick Seminary . Hempstead Institute . St. Ann’s Academic School . j Bennett’s (Miss) School for Girls. . Cascadilla School . The University Preparatory I School. * McAuley Academy * . Keuka Institute . Genesee Wesleyan Seminary . | St. Joseph’s Academy and Indus¬ trial Female School. Friends’ Academy . Macedon Academy . St. John’s Military School* . Marion Collegiate Institute . Billinge’s (Miss) School . Cook Academy . Sherman Collegiate Institute . LockAvood Collegiate School . Concordia College . Botsford’s (Misses) School for I Girls. The Staten Island Academy . Mackie’s (Miss) School . Mount St. Mary’s Academy . The Siglar School . Academy of Mount St. Vincent Allen School for Boys . I Albert R. Lawton. . . Lucius E. Hawley . John Oakley Spencer . A.G. Benedict, A. M . Rev. Thomas S. Keveny . Carlos H. Stone . Sebastian C. Jones . . Eugene D. Holmes . The Misses Masters . A. E. Bangs . . Sr. Agnes Joseph ... . . Randolph F. Clark . Martin Summerbell, D. D., LL.D. Lester G. Turney . Frank F. Gray . Col. Vasa E. Stolbrand . Benj. Lee Wilson . Elias A. Fairchild . Paul Kyle_ . Joseph E. King . M. J. Multer, B. S . Miss Annie S. Gibson . Frederick L. Gamage, A. M . . . A. S. Cox . -. . Frank L. Shepardson . J. G. Traver, A. M . Ephraim Hinds, A. M . Rev. John F. Farrell . May F. Bennett . Charles V. Parsell . Charles D. Stiles . , . Sister M. Joseph Carr . Frank Carney . B. W. Hutchinson, D. D . Sister Antonia . A. Davis Jackson . E. M. Peckham . Wm. Verbeck . . William Carleton Tifft, A. M. . Louise Billinge . F. L. Lamson . B. L. Brown, A. M . . . Leila H. and Mary C. Lock- wood. H.Feth . L. H. Botsford . . . Frederick E. Partington, A. M. Miss Eleanor J. Mackie . Sister M. Emmanuel . Henry W. "Siglar . Margaret M. Maher . Francis BellOAVS Allen . The Barnard School for Boys, Wm. Livingston Hazen * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2197 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. Length of course in years. Number in military drill. Number of yolumes in library. Value of grounds, buildings, furniture, and scientific appa- ! ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien- , tific course. Male. 1 Female. | Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 4 5, 6 7 8 9 10 11 12 13 14 1 15 16 11 18 19 20 21 22 Friends.... 3 5 24 24 . 6 6 8 7 o1 2 2 2 2 1 1 4 0 600 1 $50,000 1077 2 0 10 0 0 0 2 0 4 0 3 0 400 1078 Nonsect ... 9 5 65 37 0 0 10 0 25 10 7 5 3 1 4 65 40,000 1079 Nonsect ... 1 5 0 22 0 0 0 0 0 4 0 7 0 1 4 0 2,433 41,700 1 1080 R.C . 1 4 32 46 308 314 0 o 4 7 4 7 4 1 7 4 0 720 1081 1 3 25 0 13 0 o 12 0 3 0 2 o 5 0 1082 Nonsect ... 9 2 54 0 64 0 12 0 36 0 12 0 10 0 4 54 5, 560 72, 000 1083 Nonsect ... 3 2 55 53 25 17 2 4 11 15 2 0 2 0 4 0 2,000 29,000 1084 5 18 0 130 0 20 0 3 1085 Nonsect . . . 1 1 10 10 10 5 3 2 2 3 1 3 1 3 4 10 4, 666 1086 Nonsect ... 1 3 7 19 133 141 1 0 2 0 2 3 2 0 4 0 609 20, 339 1087 Nonsect . . . 1 0 15 13 0 0 1 0 4 2 1 0 0 0 4 0 300 2,754 1088 Christian . . 2 2 39 19 26 13 5 1 10 3 „ 2 0 1 0 4 0 3, /o4 69, 100 1089 Nonsect ... 1 2 35 24 0 0 15 10 0 0 2 4 2 3 4 0 990 10, 000 1090 Nonsect _ 6 4 91 19 9 6 1 0 1 0 4 100 2,000 50, 000 1091 Non sect ... 3 1 18 1 6 1 0 i 4 0 4 0 4 0 4 19 1,200 25, 000 1092 Epis . 3 0 8 0 8 0 2 o 6 o 0 1,000 25,000 1093 Nonsect ... 4 1 17 0 0 ! o 2 0 6 0 0 0 4 0 1,407 57, 950 1 1094 Nonsect . . . 3 0 16 0 43 0 3 i ■ 0 4 0 3 0 3 0 3 16 608 20, 000 1 1095 Nonsect _ 2 6 0 55 0 10 0 6 j o 13 0 4 4 1,200 65,000 1096 Nonsect . . . 4 4 28 32 16 16 1 i 2 1 2 4 1 2 4 "*6 2,402 80, 000 1097 P.E . 0 8 0 29 0 25 0 15 0 6 0 1 4 1 5,000 75,000 1098 P.E . 11 i o 113 0 36 0 28 0 28 0 4 "6 2, 500 750, 000 1099 Nonsect ... 4 ! 1 50 30 40 20 2 0 8 5 6 6 3 2 3 0 9, 000 22,000 1100 Bapt . 7 1 0 135 0 0 0 46 0 45 0 14 0 14 0 4 0 2,460 93,500 1101 Luth . 5 1 4 24 17 20 10 1 0 1 0 1 2 1 0 4 0 5,512 35, 000 1102 Nonsect _ 1 ! 5 25 0 12 0 3 0 14 500 20, 000 1103 R.C . 1 j 1 14 35 196 193 10 20 0 0 500 20, 000 1104 Nonsect ... 0 14 0 31 0 0 0 1 0 0 0 1 1 ! o 0 4 0 600 60,000 1105 Nonsect ... 10 1 68 0 26 0 10 0 58 0 20 0 20 0 3 0 492 105, 802 1106 Nonsect _ 4 3 49 1 0 0 49 1 9 0 1107 R.C . 0 5 0 10 30 50 0 1 0 0 0 2 o 1 5 0 996 15,000 1108 Nonsect _ 3 5 35 24 13 9 0 1 2: 0 2 4 0 2,000 1 1109 M. E . 6 6 35 40 10 10 10 6 5 1 20 ! 27 15 20 4 0 5,000 93, 4C0 1110 R.C . 0 7 0 35 206 300 ° 0 0 0 0 o 0 0 4 0 1,188 90, 671 1111 Friends.... 4 2 28 20 20 20 2 i 3 5 0 3 1 1 3 1 4 o' 700 30, 000 1112 Nonsect ... 1 1 9 12 13 8 1 0 0 0 1 5 1 0 4 0 456 2,000 1113 Epis . 11 0 141 0 30 0 21 1 0 55 0 15 0 4 141 500 130, 000 1114 Bapt . 2 29 20 3 1 8 ! 2 1 0 4 1 0 3 0 4 0 615 17, 467 1115 Nonsect ... 0 3 0 9 0 0 0 0 0 0 0 3 0 0 0 150 25, 000 1116 Nonsect ... 5 4 55 37 6 6 4 3 5 0 10 8 10 6 "‘4 42 2, 700 114, 864 1117 Nonsect ... 2 2 42 50 10 15 3 2 4 5 2 4 1 4 4 0 2, 500 12, 000 1118 Nonsect ... 0 6 0 40 0 40 0 16 0 5 0 10 0 7 4 5, 000 35, 000 1119 Luth . 3 0 33 0 0 0 24 0 0 0 7 0 7 0 3 0 500 70, 000 1120 Nonsect ... 1 6 0 20 2 30 0 6 0 0 0 4 0 3 5 0 200 10, 000 1121 Nonsect ... 5 6 50 75 75 100 45 20 15 10 2 9 1 5 4 0 9, 241 90, 252 1122 Nonsect ... 0 6 0 40 0 20 0 4 0 5 0 2 0 700 1123 R. C . 0 3 0 35 0 0 0 2 0 20 0 8 0 0 * * *4 0 1, 500 40, 326 1124 Nonsect ... 3 i 0 20 0 0 0 4 0 0 0 0 0 0 0 0 400 30, 000 1125 R.C . 3 16 0 89 0 57 0 0 0 0 0 7 4 0 7, 315 352, 583 1126 Nonsect . . . 5 1 32 0 5 0 15 0 1 0 1 0 1 0 4 0 150 1127 Nonsect ... 8 1 2 59 0 66 2 20 0 20 0 14 0 9 0 4 59 5,000 70, 000 1128 2198 EDUCATION REPORT, 1900-1901. Table 44. — Statistics of private high schools, endowed academies , seminaries, and State and post-office. 1 Name. Principal. 1 2 3 1129 1130 1131 1132 1138 1134 1135 1136 1137 1138 1139 1140 1141 i 1142 1143 j 1144 1145 i 1146 1147 1148 1149 1150 1151 1152 1153 1154 1155 1156 1157 1158 1159 new york — continued. New York (151 Convent avenue). New York (435 Madison avenue). New York (17 West Forty- fourth street) . New York (132 West Sev¬ enty-first street) . New 'York (721 Madison avenue) . New York (2042 Fifth ave¬ nue). New York (549 West End avenue). New Ycrk (241 West Sev¬ enty-seventh street). New York (34 East Fifty- first street) . New York (270 West Sev¬ enty-second street) . New York (32 West For¬ tieth street). New York (20 East Fiftieth str00t) . New York (108 West Fifty- ninth street) . New York (9 East Forty- ninth street). New York (15 West Forty- third street). New York (Eighty-fifth and Eighty -sixth streets, Riverside Drive). New York (Manhattan- ville). New York (226 East Six¬ teenth street). New York (45 West Eighty- first street). New York . New York (726 Fifth ave¬ nue). New York (607 Fifth ave¬ nue). New York (35 West Eighty- fourth street) . New York (25 West Fifty- fifth street). New York (44-50 Second street). New York (334 Lenox ave¬ nue). New York (306 West Sev¬ enty-second street). New York (778-780 ' Madi¬ son avenue). New York (Cathedral Heights). New York (3 West Eighty- fourth street). New York (423 Madison avenue). The Barnard School for Girls . ! Berkeley School . Brearley School . Callisen’s School for Boys . The Chapin Collegiate School .... The Classical School for Girls . Collegiate School for Girls . Collegiate School . Columbia Grammar School . Columbia Institute . Comstock School . The Cutler School . De La Salle Institute . The Drisler School . Dwight School - . . Ely’s (Misses) School for Girls .... Female Academy of the Sacred Heart. Friends’ Seminary . Katharine H. Davis . John S. White, LL. D . James G. Crcswell, A. B . Adolph W. Callisen . Henry Barton Chapin, D. D . Helen M. Scoville . . Caroline M. Gerrish, A. B . . . L. C. Mygatt . Benjamin H. Campbell . Edwin Fowler, M. D., A. B . . Miss Lydia Day . Arthur H. Cutler . Brother Agapas . Frank Drisler . Arthur Williams . Miss Elizabeth L. Ely . Hamilton Institute Holy Cross Academy . Boarding and Day School for Girls. Home Boarding and Day School . The Irving School . i Keller’s (Miss) Day School. J La Salle Academy . Lenox Institute * . Ellen Mahoney . Edward B. Rawson . . . N. Archibald Shaw, jr Sister Maria I M.D. Huger McFee’s (Miss) Boarding and Day School. Madison School for Girls . . Merington (Miss) School for Girls. j Montpelier Home School for Girls. The Morse and Rogers School for I Boys. * Statistics of 1899-1900. Dr. and Mrs. C. H. Gardner. . . Louis Dwight Ray . Eleanor I. Keller . Brother E. Victor . Andrew Zerban . Catherine McFee . Rosalie Moses . Miss Mary E. Merington . Mrs. T. Tileston Greene . James H. Morse, I. L. Rogers . PRIVATE SECONDARY SCHOOLS, 2199 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. Length of course in years. | Nunber in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. 6 S 1 a r2 § d a CJ d 1 73 g o o5 a "3 g 7 d 1 r2 a aj "3 S 6 "3 a a> 6 "3 a d *3 g o 4 5 6 7 8 9 10 11 12 13 14 15 16 IT 18 19 20 21 22 Nonsect . . . 0 4 0 25 25 100 0 3 0 2 1 0 6 0 1 4 i 20 300 810, 000 1129 i Nonsect . . . 13 0 71 0 75 0 20 0 25 0 22 0 16 0 4 71 1.500 1130 Nonsect ... 0 20 0 140 0 70 0 20 0 0 0 30 0 20 4 0 ! 5,000 220,000 1131 Nonsect ... 5 0 24 0 1& 0 10 0 14 0 2 0 2 0 4 0 350 25,000 1132 0 20 0 30 0 10 0 6 0 4 o 1 j 1133 0 4 0 40 0 40 0 5 i 0 6 2 j 700 ! 1134 0 5 0 24 0 9 0 14 0 9 i 0 8 0 1 1135 Nonsect _ 1 44 0 145 0 0 0 0 0 14 0 1 11 0 4 44 ' 1138 Nonsect 15 0 113 0, 39 0 35 0 54 0 28 0 !9 0 5 0 530 1137 Nonsect ... 1 7 j 1 40 0 113 0 22 0 18 0 6 0 6 0 3 40 300 12, 000 1138 Nonsect ... 0 1 1 0 30 0 25 0 12 0 7 1 0 4 1,200 1 1139 Nonsect ... 14 113 0 120 0 46 0 40 0 30 0 28 0 4 0 500 150,000 1140 r. c ..:... . 9 0 74 e 50 0 0 0 5 0 18 0 5 0 4 74 3,000 1141 Nonsect ... 12 d 35 0 18 0 5 0 4 0 10 0 „ 1142 Nonsect ... 1 110 0 5 0 40 0 30 0 32 0 20 0 4 0 I 500 30,000 1143 Nonseet . . . 5 H 0 70 0 60 0 10 0 10 0 3 0 0 4 0 3, 000 700, 000 1144 R.C . 0 i 15 0 104 0 171 0 0 0 0 0 10 0 0 4 0 6, 719 997, 875 ,1145 Friends . . . 3 7 24 21 55 58 2 3 9 2 3 6 3 4 4 0 250i 1146 Nonsect ... 10 0 30 0 64 0 15 0 15 0 6 0 4 0 4 30 500 1147 R.C . 0 3 0 20 50 130 0 J 0 7 0 0 0 0 4 0 1, 874 268, 033 1148 Nonseet _ 5 10 0 39 0 1 0 1149 Presby . 0 6 0 54 0 21 0 10 o 4 j 1150 Nonsect . . . 1 72 0 25 0 6 0 3 0 6 0 6 0 4 0 500 32, 000 1151 Nonsect _ 5 2 18 13 7 15 10 0 0 0 0 4 0 458 55, 000 1152 R.C . ] 8 0 80 0 29 0 3 0 2 0 20 0 5 0 4 0 2,300 100,000 1153 Nonseet _ 4 0 12 18 7 2 0 2 0 1 0 0 0 o1 50, 000 ! 1154 Nonsect ... 0 4! 0 1 3 8 0 0 4I 0 0 °! 0 0 0 4 oj 200 1155 Nonsect ... 1 9 0 • 27 0 15 0 I 0 0 0 1 8 0 2 4 800 1156 Nonsect ... 3 1 0 67 1 19 0 3 0 0 01 19 0 1 4 0 1157 Nonsect ... 0 1 0 14 0 5 0 0 0 0 0 0 0 0 0 1158 Nonseet . . . 5 23 0 12 0 4 0 1 23 0 6 0 6 0 4 °, 1 • ! I 1159 22 1160 1161 1162 1163 1164 1165 1166 1167 1168 1169 1170 1171 1172 1173 1174 1175 1176 1177 1178 1179 1180 1181 1182 1183 1184 1185 1186 1187 1188 1189 1190 1191 1192 11S3 1194 1195 1196 1197 EDUCATION EE POST, 1900-1901. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 new yoek— continued. New York (160West Eighty- fifth street). New York (241 Lenox ave¬ nue). New York (32 East Fifty- seventh street). New York (176-180 West Seventy-fifth street. New York (148 Madison avenue). NeAV York (Eighty-fourth street and West End ave¬ nue). New York (38 West Fifty- ninth street). New York (116 West Fifty- ninth street). NeAV York (313-315 East Tenth street) . NeAV York (593 East One hundred and thirty-sev¬ enth street). New York (231 East Seven¬ teenth street). NeAV York (229-231 East Broadway). NeAV York (8 East Forty- sixth street). NeAV York (6 West Forty- eighth street). NeAV York (147 West Nine¬ ty-first street). NeAV York (1180-1182 Park avenue). Ncav York (120-122 West Seventieth street). NeAV York (160-162 West Seven ty-fourth street). NeAV York (139 East Sev¬ enty-ninth street). NeAV -York (109-111 West Seventy-sev'enth street). New York (622 Fifth ave- . nue). Niagara Falls . N yack-on-Hudson . _ do . Nyack-on-Hudson (South) . Oakfield . Ossining . - do . - do . Peekskiil . _ do . - do . _ do . Pelham Manor . Pike . Plattsburg . Port Henry . Poughkeepsie . Murphy (Misses) and Gaylord Boarding and Day School. * New York Collegiate Institute. . . . The Peebles and Thompson School. * Rayson (Misses) School for Girls.. Roberts (Miss) School . Rugby Military Academy . Eva R. Murphy . Mary Schoonmaker D. E- Merrill . The Misses Rayson . Miss Roberts . Clinton Burling Sach’s Collegiate Institute (Boys) . Sach’s Collegiate Institute (Girls) St. Brigid’s Academy . St. Jerome’s Ursuline Academy . . . Julius Sachs . _ do . Sister M. Leocadia . Mother M. Clara Ward | St. John Baptist School for Girls . . . St. Mary’s Academy . St. Mary’s School for Girls . Spence’s (Miss) School for Girls... Trinity School * . Ursuline Academy . Van Norman Institute* . The sister in charge Sister M. Frederica . Sister Superior . Miss C. B. Spence . Rev. Aug. Ulmann, D. D M. M. Augustine - - Mme. Van Norman . The V el tin School . Villa Maria Academy . Weil’s (Mrs.) School for Girls . Wilson and Lyon School . De Vaux College . Hudson River Military Academy. Rockland Military Academy ;..... Nyack School for Girls* . Cary Collegiate Seminary . Holbroke’s Military School . Mount Pleasant Military Academy Ossining School . “The Institute” . . Mohegan Lake School . Peekskiil Military Academy . St. Gabriel’s School . Hazen (Mrs.) School . Pike Seminary . D’Youville Academy . Champlain Institute . Lyndon Hall School for Girls . Miss Louise Veltin . Sister St. Euphrosyne . . Mrs. Leopold Weil . F. F. Wilson, A. M., and E. D. Lyon, Ph. D. Wm. S. BarroAVS, M. A . Joel Wilson, A. M . Elmer E. French, A. M . Miss Bertholf . Curtis Carlos Gove, M. A . DAA'ight Holbrcke . Charles F. Brusie . Clara C. Fuller . Charles Unterreiner . Henry Waters . D. M. Orleman . Sister Esther . Mrs. John Cunningham Hazen. T. I. Gifford . Sister Mary de le Victoire .... Sister M. Gabriels . Samuel Wells Buck . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2201 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. 6 3 § © £j © . 0 2 0 "3 a 0 0 o c3 3 0 Ph © § © a © © '3 § 0* "3 a 0 Ph 0 "3 § 0 "3 a 0 0 3 S 0 *3 a © 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 j20 21 22 0 4 0 6 8 17 0 3 0 1 0 1 4 0 800 $500 1169 1 10 0 50 10 100 0 6 0 12 0 2 4 1161 o 8 0 0 0 10 0 12 0 5 4 1162 1 10 0 48 0 40 0 15 0 7 0 6 5 1, 400 1163 o 4 0 20 0 0 1 0 1 4 1164 4 0 60 0 0 0 10 0 10 0 0 0 0 0 60 1165 Nonsect . . . 9 3 85 0 50 0 21 0 25 0 18 1 0 16 0 4 0 600 90, 000 1166 Nonsect _ 4 7 0 97 0 55 0 41 0 21 0 6 4 100, 000 1167 R.C . 2 4 5 20 15 56 0 3 0 604 3,564 1168 R.C . . 0 4 0 30 30 61 0 1 0 0 1169 Epis . 0 0 26 0 3 0 3 1 I 0 0 0 5 0 2 4 '0 | 1170 R.C . 0 - 4 0 20 2 15 0 1 ! 1171 Epis . 0 8 0 75 0 60 0 15 0 15 0 12 ! 0 4 4 3, 500 1172 Nonsect . . . 0 20 0 150 0 60 0 15 0 30 1 0 5 4 3,000 1173 P.E . 6 0 132 0 291 0 64 0 1 1 54 0 26 0 I 26 0 4 1 0 296,196 1174 R.C . 0 1 2 0 1 64 40 0 0 1 0 0 0 8 1 0 0 1 4 0 1 . . 500 72, 500 1175 Protestant . o 6 0 20 3 16 0 10 0 1 0 0 4 0 800 1176 Nonsect . . . o 17 0 150 0 100 0 10 0 26 0 6 1,000 125, 000 1177 R.C o 4 0 50 0 70 0 25 0 28 0 6 . 250 1178 Nonsect _ 4 12 0 45 0 20 0 4 0 6 4 0 2,000 75, 000 1179 Nonsect ... 5 0 39 0 33 0 20 0 14 0 11 0 1 11 0 4 0 300 1180 Epis . 4 0 16 0 12 0 2 0 0 0 2 0 0 0 4 16 1.409 158, 326 1181 Nonsect . . . 5 2 45 0 20 0 4 0 10 0 2 0 1 0 4 45 1,000 90,000 1182 Nonsect ... 5 5 51 6 10 4 20 3 12 0 4 2 4 2 5 57 2, 000 45,000 1183 Nonsect _ 0 3 0 15 0 5 n 4 0 4 n 4 1184 Epis . 1 2 6 18 2 10 5 15 2 0 0 2 0! 1 4 6 947 575 1185 Nonsect _ 9 0 78 0 12 0 12 0 15 0 12 0 1 4 78 2, 000 150, 000 1186 Nonsect ... 8 0 76 0 12 0 9 0 11 0 8 0 6 0 4 88 10, 000 100, 000 1187 Nonsect . . . 0 11 0 47 14 54 0 3 0 0 0 5 0 2 0 1,000 40, 000 1188 Nonsect ... 2 1 17 12 15 12 0 0 0 0 5 . 3 0 0 ‘"3 0 1,000 15, 000 1189 Nonsect ... 6 0 40 0 18 0 2 0 8 0 5 0 5 0 4 40 400 25, 000 1190 Nonsect ... 9 0 91 0 14 0 2 0 7 0 23 0 12 0 4 91 1,000 1191 Epis 0 4 0 44 0 20 0 8 0 0 0 7 0 4 800 1192 Nonsect ... 0 9 0 70 3 34 0 0 0 6 0 11 0 0 2 0 600 1193 Nonsect _ 3 1 23 16 20 15 2 0 2 7 2 7 4 0 500 12, 000 1194 R. C 0 4 0 100 40 100 0 4 4 ! 1195 R. C .... o 3 21 28 08 76 2 1 0 2 4 0 400 16.000: 1196 Nonsect ... 1 1 5: 0 50 18 37 0 18 6 6 0 1 12 6 - 4 5 0 1 1197 2202 EDUCATION REPORT, 1900-1901, Table 44. — Stalistics of private high schools, endowed academies , seminaries, and State and post-office. Name. Principal. 1 2 3 new yoek — continued. 119S Quincv School . [ Mary C. Alliger . 1199 . do . . . r . Joseph B. Bisbee. M. A . 1200 E. A. Bishop, A. M., D. D _ 1201 The Bradstxeet School . J. Howard Bradstxeet . | 1202 . do . The Cruttenden School * . Miss L. H. Hakes . j 1203 . do . Female Academy of the Sacred Madame Augusta Pardon . . . . Heart. 1204 . do . Livingston Park Seminary . Mrs. Wm. M. Rebasz, jr . 1205 . do . Nazareth Academy . 1 Thomas F. Hickev . 1206 . do . Nichols (Mrs.) School . Misses J. H. and M. D. Nichols. 1 1207 . do . Wagner Memorial Lutheran Col- ; John Nicum, D. D . lege. 1208 Rome . St. Peter’s Academy . Sister Mary Patrick . j 1209 Sister Frances Regis . 1210 Mervin D. Losev . 1211 Rye. . . Rye Seminary . . Harriet T. Stone _ 1212 Sag Harbor . Academy of the Sacred Heart of Mother Basile . Mary. 1213 Sherwood . . Sherwood Select School _ _ A. Gertrude Flanders . 1214 Sodus . Sodus Academy . Elisha Curtiss . 1215 Southold . Southold Academy . Miss N. A. Everett . 1216 Suffern . The Herbart Preparatory School.. Wm. J. Eckoff . 1217 Syracuse . St. John’s Catholic Academy . 1218 Tarrvtown . Irving Institute . . . . John M. Furman . 1219 Troy . Emma Willard School . Miss Mary Alice Knox . 1 1220 Trov, substation No. 1 . ! Lansingburg Academy . James Ray Craighead, M. A.. 1221 Trov . | La Salle Institute . . . Brother Ael red . 1222 . do . ! St. Peter’s Academy . Sister M. Odiiia . 1223 . do . Trov Academy _ .’ . F. C. Barnes, M. A . 1 1224 Union Springs . The Oakwood Seminary . T. Herbert Chase . ! 1225 Utica . i Balliol School . .* . Louise S. B. Saunders . ! 1226 . do . Utica Catholic Academy . J. S. M. Lvnch. D. D . 1227 Verona . The Hotne School . . . Mrs. T. M. Foster . 1228 Walworth . Walworth Academy . ; John R. Palmer . 1229 Westchester . Sacred Heart Academy . ' Brother August . : 1230 West X ew Brighton . St. Austin’s School . . . . . ; George E. Quaile, M. A . 1231 . do . . Westerleigh Collegiate Institute.. Wilber Strong . 1232 Whitestone . 1 Sacred Heart Seminary . [ Sisters of St. Joseph . : 1233 Yonkers _ 1 The Halsfpd School _ _ i Mary Sicard Jenkins . NORTH CAROLINA. 1234 Asheville . The Bingham School . R. Bingham . 1235 . do . I Home and Day School for Girls... Miss Harriet A. Champion . . . 1236 Atlantic . 1 Atlantic Academy* . G. W. Mew born . 1237 Augusta . Hodges School . . .' . John D. Hodges, A. M . 123-3 Beaufort . : St. Paul’s School . Thomas P. Noe, M. A., B. D .. 1239 . do . i Washburn Seminary . B. D. Rowlee . 12 4* Belmont . Sacred Heart Academy . Mother M. Teresa . 1211 1 Belvidere Belvidere Academy _ Mary J. White . 1212 i Beiwood . Beiwood Institute . C. R. Clegg . I 1213 : Bethel Hill . Bethel Hill Institute _ Rev. J. A. Beam . i 1211 Big Lick. . . . Big Lick Academy C J. Black . 1215 , Boomer . j Boomer High School . J. A. Baldwin . ! 1216 ; Boonville . i Yadkin Valiev Institute . . . Robert B. Horn . 1247 Bales Crbek . 1 Buies Creek Academy . Rev. J. A. Campbell . 1218 I Burgaw . Burgaw \cademv . Milton McIntosh . ~. 1249 Caldwell Institute _ Caldwell Institute* J. Harrv Hammet, Ph. D . 1250 Carthage _ Carthage Academic Institute* _ C. M. Mclntosn . 1251 Carv . . . Carv High School F Sams . 1252 Cedar Rock . Cedar Rock Academy . T. H. Sledge . 1253 Chapel Kill . Chapel Hill School *’. . . . J. W. Canoda . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2203 other private secondary schools for the scholastic year 1900-1901 — Continued. Sec¬ ond¬ ary in¬ struc¬ tors. Students. Length of course in years. | Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory ! students in the class that gradu¬ ated in 1901. ! Religious i denomina¬ tion. Clas¬ sical course. Scien¬ tific course. d o & jd 3 o d "3 d o d 1 o> I O A 'S S d s o d 1 d 3 4 5 6 7 8 9 io ii 12 13 14 1 5 16 17 18 19 20 21 22 Nonsect ... 0 3 25 50 25 50 0 0 0 20 0 6 | 0 5 3 0 | 800 1198 2 0 133 0 31 0 27 0 56 0 18 0 ! 13 0 5 j 133 . ' . 1199 M. E . 4 3 52 92 0 0 4 7 0 1 4 0 2,600 $84,250 1200 Nonsect . . . 4 1 59 0 25 0 22 0 25 0 12 0 10 0 4 0 500 2,000 1201 0 0 57 6 0 25 0 5! 4 1,700 1202 R. C . 0 13 0 50 o 40 0 25 0 2 0 2 4 1,733 100, 000 1203 0 Q 35 o 0 o 0 0 11 0 4 600 1204 R. C . 0 9 0 156 46 0 2 0 20 0 2 4 "6 4, 486 160, 231 1205 0 0 30 0 4 o 0 1 1 9 1206 Luth . 0 39 0 0 0 3 0 0 0 4 0 952 24, 760 1207 R. C . 0 4 0 48 0 61 0 6 0 6 0 6 0 6 4 •o 1, 158 51, 979 1208 R. C . 0 3 13 15 12 o 3 2 0 o 2 •0 300 1209 Meth . 1 1 20 10 18 20 0 0 1 4 1 .4 1 4 4 20 2,200 35, 000 1210 Nonsect _ 4 13 0 1 112! 1 0 0 0 12 0 14 0 6 1211 R. C ...... . ! 0 2 0 ! 6 10 j 20 o 1 1 4: 50 j 1212 Nonsect „ , 4 14 4 5 ! „ 4 1 3 .... 1 0 ! 4 "0 50 20. 000 1213 Nonsect _ j 2 1 31 33 22; ■0 12 oi 1 1 3 0 5 3 4 0 ! 510 4, 857 1214 Presb . 2 2 16 13 0 3 1 0 0 0 0 0 5,000 1215 Nonsect ... 3! 2 17 1 12 i: ?! 2 2 0 3 2 1 1 4 ■° 400 10, 000 1216 R. C . '1 3 20 25 105 112 2 0 1 1 0 0 4 0 1,748 45. 387 ! 1217 Nonsect ... 4 1 26 0 20 0 1 0 12 0 4 0 3 0 4 0 3,000' 1 1218 Nonsect ... 0i 12 o! 95 0 57 o! 4 I 0 17 0 3 0 3 4 0 2, 635 265, 142 1219 Nonsect 2 11 22 33 10 15 i 3 4 0 2 3 0 2 4 0 1,000 ! 11, 500 1220 R. C . 1 8| 0 77 0 94 0 0 0 6 0 7 0 4 0 4 77 ; 2,883! 31,455 1221 R. c . i 1 2 15 45 301 375 0 0 0 0 0 0 0 0 4 0 1,029 68, 392 ! 1222 Nonsect . . . 12 0 96 o 24 0 15 0 40 0 12 0! 12 0 4 70 1, 080 27, 350 1223 Nonsect ... 4 3 24 17 2 4 4 3 1 0 1 2 1 1 4 0 2,080, 35,000 1224 Nonsect ... 0 11 0 , 39 0 40 0 3 0 2! 0 1 5 0 2, 000 95,000 1225 R. C . 4 6| 22 ! 29 208 321 14 25! 6 6 4 1,500 1226 Nonsect . . . 01 s! i! l 4 1 1 0 ll ! i’ooo 1227 Nonsect ... 1 lj 16 19 5 4 0 4 1 4 i 300 9,000 1228 R. C . $ 0| 70 0 90 0 0 0 0 0 8 0 2 0 j 4 ”70 1,200 550. 000 1229 P. E . 4 o; 34 0 IS 0 5 0 10 c 2 0 2 0 ; 4 34 70, 000 1230 Nonsect ... 8| 5 64 35 80 38 | 6 4 5 2 4 0 203 ioi 000 1231 R. C . 0 14 0 261 0 el o 1 232 Nonsect ... 0 8 5 21 44 60 4 11 0 0 0 1 0 1 5 0 200 4,000 1233 Nonsect . . . J 0 140 0 0 0 30 0 10 0 10 0 4 140 2, 000 60,000 ' 1234 Nonsect ... 1 3 2 6 10 9 o 0 0 0 4 0 350 1235 Nonsect ... 1 1 30 30 50 40 0 1 0 500 1236 Nonsect _ 1 1 16 10 12 1 6 16 10 4 0 1, 066 4, 000 1237 Nonsect ... 1 1 101 | 10 70 130 8 7 .... 4 0 500 5’ 000 ! 1238 Nonsect . . . 0 4 14 15 62 83 8 0 3 1 1 0 5 0 25 6, 000 1239 R. C . 0 1 0 10 0 16 0 5 1 0 30! 000 1240 Friends.... 0 1 10 6 20 41 .... 0 1’ 000 1241 M.E.So _ 2 0 40 40 45 40 2 2 1 0 2 1 2 1 4 0 3, 500 1242 Bapt . 5 2 62 34 12 12 0 0 0 0 3 28 6,000 1243 Nonsect ... 2 1 60 30 90 30 4 4 0 j. 500 1244 Rapt . 1 1 30 20 20 40 2 2 0 60 '600 1245 Nonsect ... 2 3 60 30 97 72 40 20 20 i 10 4 0 300 1246 Nonsect ... ’3 2 75 50 150 123 40 20 10 0 20 6 ..... 10 4 4 100 300 16, 006 1247 Nonsect ... 1 1 9 14 39 26 5 0 0 0 0 1, 500 : 1248 Presb . l| 1 15 20 23 30 8 10 6 8 7 8 7 .... 3 0 100 4, 000! 1249 Nonsect ... 1 2 40 53 32 31 6 9 0 50 1, 000 1250 Nonsect ... 2 2 40 35 95 78 6 6 0; 0! 0 0 g 0 275 4’ 000 1251 Bapt. Miss . 1 0 15 5 30 30 1 0 750 1252 Nonsect ... '3' 2 50, 35 40 45 5* ol 25' 15 1' i! 6‘ 1 4 0 300 5,000! 1253 2204 EDUCATION REPORT, 1900-1901 Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. NORTH CAROLINA— cont’d. 1254 1255 1257 1258 1259 1260 Charlotte Chocowinity. Cisco . .. Clyde . Concord . Conover . Crescent . 1261 1262 1263 1264 1265 1266 1267 1268 1269 1270 I 1274 I 1275 ! 1276 1277 1278 1279 1280 ! 1281 1282 1283 1284 1285 Dalton . . Dunn . Durham . Eagle town . . Elizabeth City... Enochville . Farmer . Finch . Franklin . Franklinton . Gastonia . Glenwood . Goldston . Hertford . Huntersville Ilex . Jonesboro . Jonesvilie . Kernersville Kings Mountain Kingston . Lexington . Louisburg . Lowell . Madison . 1286 1287 1288 1289 1290 I 1291 i 1292 1293 1 1294 ; 1295 1296 1297 1298 : 1299 1300 | 1301 1302 , 1303 i Marshall . Marshallberg . Marshville . Mars Hill . Mebane . Mizpah . Mocksville . Mooresville . Morgan ton . Morven . Mount Olive . Mount Pleasant . Mount Vernon Springs Norwood . Nulin . Oak Ridge . Oxford . Pee Dee . '. . 1301 Penelope . . . 1305 Pinnacle . . . 13C6 Raleigh .... 1307 . do . 1308 . do . 1309 . do - 1310 Red Springs 1311 Roxobel 1312 . Salemburg . Charlotte Military Institute . Trinity School . Elm Grove School * . . . Haywood High School . Scotia Seminary . Concordia College . Crescent Academy and Business College. Dalton Institute . j Dunn High School . j Trinity Park High School . Aurora High School . Atlantic Collegiate Institute* _ Enochville High School . Farmer Institute . j Stanhope High School . . ! Franklin High School . j Franklinton Christian College . . . . ! Gaston Academy . ! Glenwood Academy . I Goldston Academy . ! Perquimans Academy . j Huntersville High School * . j Holly Grove Academy . Jonesboro High School . Jonesvilie Academy . . Kernersville Academy . Lincoln Academy . ! Lewis School . i Lexington Seminary . I Louisburg Male Academy . . I Lowell High School * . I Madison Institute and Business j College. Marshall Academy . Graham Seminary . Marshville Academy . I Mars Hill College. . . . J The Bingham School . | Mountain View Institute . J Sunny Side Seminary . j Mooresville Academy* . | Patton School . Morven High School . Mount Olive High School * . Mount Amcena Seminary * . Sandy Creek Associational School. Norwood High School . Turkey Knob School * . Oak Ridge Institute . Horner Military School . Barrett Collegiate and Industrial Institute. Penelope Academy . Pinnacle Institute . . Mount Moriah Academy . Peace Institute* . Raleigh Male Academy . St. Mary’s School . . . North Carolina Military Academy. Roxobel Academy* . | Salem High School . J. G. Baird . N. C. Hughes . ! Lessie G. Hebb . I R. A. Sentell . D. J. Satterfield, D. D . Rev. George A. Romoser . J. M. L. Lyerly, A. M . W. A. Flynt . J. D. Ezzell . J. F. Bivins . Bell White . S. L. Sheep . F. B. Brown . James L. Boat . . David Preston Parker . M. D. Billings . Rev. Z. A. Poste . . . J. W. Siler . J. E. Hudson . James R. Rives . S. T. Liles . R. J. Cochrane . Charles S. Hileman, A. B . Palmer Dalrympie . J. T. Smith . G. W. Mewborn . Lillian S. Cathcart . Richard H. Lewis . George M. Edgar . Ernest Sims Morton, A. B . A. H. Lowry . J. M. Weatherly . W. A. Coe . Rev. C. M. Levister . S. J. Honeycutt . R. L. Moore . Preston Lewis Gray . M. T. Chilton, A. B . M. M. Eaton . Charles L. Grey . R. L. Patton . J. B. McBride . David F. Nicholson . Henderson N. Miller, Ph. D . . . A. M. Yates . R. C. Willis . A. M. Gentry . J. A. and M. H. Holt . J. C. Horner . A. M. Barrett, A. M., D. D . C. M. Murchison . S. W. Hall . M. A. Adams . James Dinwiddie, M. A . Hugh M orson . Theo. D. Bratton, B. D . Clarence A. Short . John E. Tyler . . J. J. Kendren . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2205 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina- ! tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. I Eie- men- o o ' tarT Second-: pupils. ary jinclud- stu- ing all dents. I below j second¬ ary ! grades. Preparing for college. § 0 0 ■ «5 d I d § = N j Male. £ S . G> § 1 Female. 11 IS IS 14 1 5 a 1 7 18 19 SO 21 j 10 2 15 01 ' 4 2 _ 5 50 .... 0 2 0 2 5 18 130 0 10 5 0 ....j 0 36 0 2,000 9 0 0 0 4 0 4| 0 4 0 4. 500 17 15 91 4 1 2 4 0 l] 500 1 0 15 12 25 j 20' .... 4 30 5 69 28 3 28 3 4 0 15, 000 1 1 2 1 3 0 2 0 300 15 10 5 4 5 0 3 0 *4 0 300 2 3 2 0 3 4 3 j 4 3 4 4 0 75 1 4 1 1 0 21 \ ! 4 2 4 4 0 156 0 i 2 ! 4 0 7i t 4 4 1 0 4 0 0 2 1 0 0 0 0 0 0 0 3 2 4 2 3 2 0 8 0 0 1 5 0 12! 10 5 3 5 4 3 2 3 0 1 160l 1 4 0 0 1 3 1 0 0 3 1 0 .... 0 2 ! 1 . 4 1 0 6 1 6 .... 0 0 4 0 2! 0 1 4 ! 0 1 0 0 2 1 2 ij 2 i 4 ! 0 100 1 2 ; 0 40 4 0 12 1 9 * 6 3 3 2 4 0 . 10 I 12 6 8 0 5 0 0 4 0 0 1 0 1 1 0 0 0 0 4 0 500 2 0 0 0 0 0 0 0 3 0 250 8 8 g 0 25 4 8 0 ] 0 0 1 0 0 4 0 . 900 15 0 39 5 ! 12 0 10 0 4 0 1, 500 0 0 8 r . 0 200 . 1 10 6 2 0 8 6 8 6 j 3 ! 0 0 0 0 0 4 0 200 i| 0 19 0 8 1 4 0 1 500 2 5 2 5 2 5 4 0 25 J 5 0 1] 50 0 20 0 13 3 13 0 i 8 0 2,500 1 15 0 60 0 12 0 9 0 4 70 300 1 25 25 30 10 3 0 3 i 0 4 0 300' 5 4 2 2 0 0 4 i 0 200 6 4 4 3 0 0 0 0 4 0 100 1 2 3 1 . 4 0 0 8 1 1; 20 6 15 0 0 : 0 20 0 j 35 0 12 0 12 4 0 i . 3, 000 2 0 12 0 2 0 2 0 4 32 460 1 4 1 2 1 3 2 j 0 0 1 . 0 1 250 22 86. 000| 1254 3,500s 1255 ....... j 1256 . ! 1257 65,000 1258 . ; 1259 8,000 1260 1,500 1261 2, 500; 1262 60,000 1263 2, 000! 1264 5, 000 ; 1265 800! 1266 3, 000| 1267 600! 1268 2,000 1269 1270 1271 500] 1272 1, 000! 1273 3.000 1274 2. 600' 1275 1,000 1276 1.000 1,000 1,000 1,000 3, 000 5,000 1, 200 2,500 1278 1279 12S0 1281 1282 1283 1284 1285 1286 12S7 1288 500 3,000 1.500 7,000 1289 30, 0001 1290 2, 000 1291 . 1292 1,2001 1293 800 1294 . 1295 2, 000, 1296 6,000 1297 1,500! 1298 1,000 1299 300 1300 5.300 1301 17,000 1302 10,000 1303 2. 500 1304 1, 500 1305 1,000 1306 . 1307 5,000! 1308 75,00011309 6, 500] 1310 . | 1311 1, 200 1312 2206 EDUCATION REPOST, 1900-1901, Table 44. — Statistics of private high schools , endowed academies , seminaries , and State and post-office. Name. Principal. 1 2 3 1313 1314 NORTH CAROLINA— COnt’d. Fieldia Sheldon . . David M. Prince . . . 1315 Shallotte . Shallotte Preparatory School . Geo. Leonard . - 1316 Palmer Dalrymple . 1317 S. W. Brown . 1318 Charles S. Calton . 1319 1320 T i. TVH Fn.rt.hine- Taylorsville Collegiate Institute.. Rev. J. A. White .. 1321 Thomas W. Strowd . 1322 D. A. McGregor . 1323 Wakefield . . Wakefield Classical and Mathe- R. E. Sentelie . i 1324 matical School. Joseph Aden . . . 1325 John Graham .. 1326 Whitsett . W. T. Whitsett, Ph. D., presi¬ dent. M. E. Meriam . i 1327 Whittier . . Whittier High School* . 1328 Why Not . Why Not Academy and Business Institute. * Alderman’s (Miss) Select School.. J. P. Boroughs . . 1329 1 Wilmington . . Mary L. Alderman . 1 1330 . do . Cape Fear Academy _ _ Washington Catlett . : 1331 Wilson . Kinsey Seminary . Joseph Kinsey . . W. S. Etheridge . . 1332 1333 Windsor Berti e Academy . . . do . . . Rankin-Richards Institute Rhoden Mitchell . 1334 Winston-Salem . Salem Boys’ School . James F. Brower . . 1335 Woodland . Woodland High School . N. W. Britton . 1336 Yadkin College . Yadkin Collegiate Institute . W. T. and J. F. Totten _ _ _ NORTH DAKOTA. 1337 Grand Forks .... St. Bernard’s College Convent _ Bruflat Academv*# . Mother Stanislaus _ 1338 Portland . K. M. Hagestad . . OHIO. ' 1339 1340 Austin hnre' _ _ Grand River Institute . Granville W. Mooney . . 1 BarnesAdlle . . Friends’ Boarding School . Jesse Edgerton . 1341 Bluffton . . Central Mennonite College . Noah C. Hirselev . 1342 j Cedar Point . . . St. Gregory Seminary . Henry Brinkmever . j 1343 Cincinnati (501 East Third The Barthblomew-Clifton School. Miss E. Antoinette Ely, A. M.J 1344 1345 street). Cincinnati Butler’s (Miss) 'School . Miss Sarah Butler . ! . do . Collegiate School . Rev. J. Babin, A. B . i 1346 i Cincinnati (944 Morris street). Cincinnati . Eden Park School . 1 Madame Fredin . . 1 ' 7 Educational Institute . . Alois Schmidt. . . 134g . do . Female Academy of the Sacred 1 Heart. Franklin School *.. . . Frances Elden. . . 1349 Cincinnati (Walnut Hills).. Joseph E. White, G. S. Sykes. . 1350 Cincinnati (2643 Bellevue Lupton’s (Miss) School for Girls.. Katharine M. Lupton . . 1351 avenue). Cincinnati (East Walnut Notre Dame Academy . . . Sisters of Notre Dame . ! 137-2 Hills). Cincinnati (College Hill)... Ohio Military Institute . W.L. Siling, M. A., Ph. D . 1353 Cincinnati (1615 Vine street) St. Francis College . . Pius Niehaus, O. F. M., rector. 1354 Cincinnati (East Sixth St. Mary’s Educational Institute.. Sister Mary Borgia . 1355 1356 street). Cincinnati (Oak and May streets). Cleveland (770 Euclid ave¬ Ursuline Academy . The Hathaway-Brown School for Miss Mary E. Spencer . . nue). Girls. 1357 Cleveland (2165 Euclid 1 avenue). Laurel Institute . . Jennie Warren Prentiss . . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2207 other •private secondary schools for the scholastic year 1900-1901 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar- etory students in the class that gradu¬ ated in 1901. Length of course in years. Clas¬ sical course. Scien¬ tific course. d "3 s 2 c3 g o 6 73 § 6 3 a o d § aJ "3 a © d "3 § d "3 o h © § © 'S a © © S © a © 6 "3 a d "3 a o rR 4 5 6 7 8 9 10 11 12 IB 14 15 IG 17 18 19 0 3 17 15 48 64 1 4 0 0 0 0 0 4 Nonsect ... 1 1 19 9 26 26 4 3 2 1 8 6 3 4 4 Nonsect ... 1 0 4 5 36 40 0 0 0 1 0 0 0 0 1 1 30 32 40 30 6 5 2 1 38 12 22 10 5 g 6 6 4 1 1 72 19 19 24 4 6 13 5 3 3 2 60 20 50 35 15 6 1 5 2 4 1 2 19 18 10 12 0 0 2 2 1 0 14 16 70 14 16 0 0 ll Baot . 2 1 30 30 70 70 6 10 3: 0 1 4 8 0 0 2 6 1 1 3 39 13 36 12 40 10 .... .... 6 21 3 Nonseet ... 7 2 175 35 25 10 50 5 50 o 20 r 2 .... 15 2 4! | Cong . 2 0 [ 4 6 38 26 1 0 0 0 0 0 0 0 j Nonsect ... 0 1 | . 25 15 24 35 3 5 1 4 0 0 0 0 3 1 Nonsect ... 0 1 10 15 10 15 5 5 Nonsect ... 2 1 25 1 15 0 3 0 7 0 Nonsect ... 1 10 0 48 8 48 0 40 0 7 4 BaDt . 1 1 13 28 35 43 3 ! Nonsect . . . 1 1 20 30 8 12 5 j Moravian.. 1 1 66 0 39 0 10 0 .... 11 l 0 7 ... 0 3 t Nonsect ... [ 1 1 20 10 20 ! 0 1 0 0 0 3 j Meth . 2 0 17 58 48 3 0 2 0 1 o 4 R.C . 1 0 5 2 28 0 0 2 28 0 4 0 4 Luth . 3 0 67 15 63 50 4 0 0 0 0 0 0 0 f-3 Nonsect ... 4 3 60 76 0 0 20 30 5 0 4 2 5 Friends. . . . 2 2 27 28 0 0 0 Mennonite 2 0 12 s 31 43 2 0 R.C . 8 0 78 0 0 0 78 o 12 0 6 Nonsect ... 2 11 0 55 10 40 0 8 0 4 5 Nonsect ... 1 8 0 28 8 34 0 6 0 0 o 0 4 Epis . 2 0 0 0 0 Nonsect ... 0 5 0 14 0 10 0 2 0 3 o 0 5 Nonsect ... 3 2 30 2 0 0 20 1 4 0 5 0 5 0 3 R. C . 0 5 0 15 0 20 o 3 0 3 Nonsect ... 5 0 56 0 30 0 35 0 20 0 18 0 18 0 4 Nonsect ... o 1 5 0 15 0 3 0 2 - 0 0 0 1 0 1 4 R. C . 0 ! 5 0 16 14 47 0 7 4 Nonsect ... 5 0 42 0 18 0 10 0 18 0 6 0 4 0 4 R. C . 9 0 85 0 0 0 85 0 6 o 5 R. C . 0 3 0 30 30 ' 130 0 18 0 1 0 1 4 R. C . 0 7 0 30 9 30 0 1 0 0 0 4 Nonsect . .. 1 14 0 54 14 1 52 0 5 0 1 4 Nonsect ... 0 i 9 0 33 14 48 ° 4 0 0 0 1 0 0 4 20 21 200 1,500 400 300 1,500 150 n K 0l 2,000 0 _ 1,000 ”'s6o 1,000 600 3, 000! 1, 000 500 0 2,000' 0 22 $10, 000 1,500 1. 500 3,000 2.500 6, 000 1313 1314 1315 1316 1317 1318 1319 1320 750 1321 1, 500 1322 . 1323 800! 1324 8, OOu 2325 15, 000: 1326 800 1327 500 1328 . 1 1329 . 1330 23, 000 1331 1, 500 1332 12, 000 1333 . ! 1334 1,250 1335 7,000' 1336 25,000 1337 25, 000 1338 30,000 3, 000 93, 000 1339 1340 1341 1342 11343 1344 1345 35,000 25, 000 20, 000 1347 1348 1349 1350 1351 1352 1353 1354 1355 1356 1357 1358 1359 1360 1361 1362 1363 1364 1365 1366 1367 1368 1369 1370 1371 1372 1373 1374 1375 1376 1377 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 EDUCATION REPORT, 1900-1901. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 ohio— continued. Cleveland (1020 Prospect Mittleberger’s (Miss) English and Augusta Alittleberger . avenue). Cleveland (895 Second ave¬ nue) . Classical School. * George D. Pettee. . . Alother Superior Columbus (151 East Broad Phelps (Miss) English and Clas- Lucretia AI. Phelps . street). Columbus (331 East Rich street). sical School. St. Joseph’s Academy . Sister Alary Victorine . Columbus (Room 71 Wesley Thompson’s Preparatory School.. J. T. Thompson . Block, 101 North High street) . Columbus (187 East Broad street). Crawfis College . Abram Brown . Crawfis College . J. T. Fairchild . H. Herbert Ratcliff _ Dayton (17 Third street East). English and Glassioal Sr>hnnl A B Shanrlr Dayton (Ludlo w and Franklin streets). Dayton . Notre Dame Academy . Sisters of Notre Dame St. Alary’ s Institute . Rev. Charles Eichner . Gambier. . . Harcourt Place Seminary . Airs. Ada, T. Ayer Hills Glendale . Glendale Home School . Aliss R. J. De Yore . Hudson . Western Reserve Academy . Clay Herrick and Charles E. Hiekok. | Afar ton . f?t. Alary School . Rev. Alichael Alulvihill . New Lexington . St. Alovsius Academv . Pleasantville . Fairfield Union Academy . Charles C. Webb . Poland . Poland Union Seminary . James K. Pollock . Reading . Mount Notre Dame Academy . Sister Agnes Aloysia . St. Alar tins . Ursuline Academv . Alother Baptista . Savannah . 1 Savannah Academy . G. A. Custer . South New Lvme Now T.vmp Tnst.itnt.ft S W Alauk A AI president South Salem . Salem Academv * . Charles W. Barrett .. Tiffin . College of Ursuline Sisters . Ursuline Sisters . Toledo . Ursuline Convent of the Sacred Alother Superior . Urbana . Heart. Urbana University . John H. Williams, A. AI . West Farmington . Western Reserve Seminary . Wm. H. Dye, A. AI., Ph. D . Zanesville . . Putnam Seminary . Airs. Helen B. Colt . OKLAHOMA. Guthrie . St. Joseph’s Academy . Alother Alarv Joseph . Kingfisher . Kingfisher College . Julius Temple House . OREGON. Albany . Academy of Our Lady of Perpet¬ Sister AI. Anselma, O. S. B . Baker City . ual Light. St. Frances Academy and College. St. Alary’s Academv . Sister Alary Cupertino . Jacksonville . Sister AI. Laurentia . Lebanon . Santlam Academv . . . S. A. Randle . Le Grande . Sacred Heart Academv* . Sister AI. Euphrasia . Mount Angel .... Aiount Angel Academv . 1 Ai other AI. Bernardine, O. S. B. . do . Alount Angel College . 1 F. Dominic, O. S. B . Pendleton . St. Joseph’s Academy and Col- j Alother Alary Stanislaus . Portland . lege.*‘ Bishop Scott Academy . 1 J. W. Hill, M. D . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2209 oilier private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. Length of course in years. | Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. d S 6 'S £ A "3 £ d i o 6 d "3 £ © 6 1 © "3 I d 1 £ o d 1 d £ o d 1 6 Z 4 5 6 7 8 9 io ii 12 13 14 1 5 16 17 18 19 20 21 22 4 12 0 84 0 0 11 0 12 0 5 4 2,400 1358 Nonsect. . . . 19 0 125 0 92 0 55 0 60 0 24 0 22 0 ! 4 0 j 2,000 §250, 000' 1359 R. C . 0 9 0 26 16 174 0 4 ! 4 0 13,000 1360 10 0 100 35 o 10 .... 0 12 o 4 4 0 1,500 400’ 1361 R. C . 0 6 0 39 35 113 0 3 0 0 0 0 0 0 4 0 1,200 30, 000, 1362 Nonsect ... 1 1 8 10 18 0 1 0 3 0 3 2 3 2 2 0 100 150 1363 Nonsect . . . 4 2 25 3 4 2 3 1 23 1 7 1 7 1 | 4 0 400 1364 i Nonsect . . . 1 2 30 24 0 0 3 4 2 1 2 1 2 1 4 100 25, 000 1365 Friends 1 2 17 9 11 5 4 0 1 0 4 2 i 4 f "6 500 1366 (Ortho¬ dox). Nonsect _ 1 1 21 49 16 21 •7 o 5 1 SCO 1367 R. C _ 0 4 0 34 0 112 o 1 o I i 0 2 0 1 4 o 800 1368 R. C . 10 0 130 0 2S0 0 50 o 12 0 12 0 5 0 1369 Epis . i 0 14 0 60 0 0 i ;; 1 0 10 ,1376 Presb . | 0 2 0 25 0 15 0 15 0 4 0 1371 Nonsect 6 13 3 2 10 0 20 3 11 2 11 2 4 0 1,000 2-5, 000 ! 1372 R. C . 0 2 8 24 152 138 ! 6 10 0 .3 4 1 1373 R. C . 0 10 0 50 1 0 5 11374 Nonsect ... 2 0 45 25 0 0 10 2 9 5 3 3 1 0 | 150 10, 000! 1375 Presb _ 1 1 13 6 2 o 1 0 i 0 0 4 I 0 ! 500 ft. 0001376 R. C . 1 0 4 0 30 0 75 ! 0 30 0 o 4 | 3,500 1 1377 R. C . j 0 8 0 35 0 15 1 0 30 o 5 4 i 5,000 1 1378 Nonsect . . . j 2 1 30 30 0 0 1 2 1 1 1 4 ’6 300 3. 000 1379 Nonsect _ 2 3 36 44 20 25 2 2 1 5 ■ J 9 3 1 o 1,500 1 380 Presb . j 1 1 22 16 4 5 2 ! o i lj j 2 4 j 2 1 3 0, j 950 3, 500 1381 R. C . ] 0 2 1 0 35 30 115 0 20 1 0 15 0 5 2,000 1382 R. C .. 0 3 ’ o 40 0 300 1 0 2 S o 8 o 8 4 5,000 ! 1383 New Church 1 4 1 13 19 8 3 1 ! ' 3 1 3 1 3 1 4 0 5,200 25,000 1384 (Sweden- borgian). M. E. So _ 3 2 1 31 56 0 0 o 3 3 3 3 3 3 0 200 10,000 1385 Nonsect 1 0 5 0 50 0 0 0 3 0 9 4,000 1386 R. C . 0 4 0 15 0 25 0 10 0 0 0 2 0 4 0 350 35,300 1387 Cong . 7 2 51 40 51 5 25| 20 1 0 1 0 4 0 2,300 40,000 1388 R. C . 0 1 1 20 26 28 0 1 4 100 6, 000 1389 R. C . 0 2 0 21 53 111 0 5 0 0 0 0 5 0 700 40, 000 1390 R. C . 0 3 o 25 6 30 0 25 1391 M.E . 2 1 13 10 9 4 3 1 0 2 3 2 o 400 6,000 1392 R. C . 1 1 3 1 24 29 24 1 3 o 1393 R. C . 1 3 0 22 90 i 0 4 0 5 4 2, 570 33, 200 1394 R. C . 21 0 115 0 £5 0 1 75 0 11 oj r~j 1395 R. C . 0 7 5 25 45 129 i ° 0 ! 5 25 0 0 0 0 5 0 400 43,000 1396 P. E . ! 6 1 80 0 27 ol 1 12 0 20 0 6 0 4 0 4 80 1,000 150, 000 1397 ED 1901 — VOL II - 63 1398 1399 1400 1401 1402 1403 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1411 1442 1443 1444 1445 1446 1447 144* 1419 1450 EDUCATION REPORT . 1900-1901. Table 44. — Statistics of private high schools , endowed academies, seminaries , and State and post-office. Name. Principal. oregox— continued. Portland . . do _ ......do - Roseburg . St. Paul... Sodaville . Tillamook Portland Academy . St. Helens Hall . St Mary’s Academy and College *. Roseburg Academy . St. Paul’s Academy . Mineral Springs College . St. Alphonsus Academy . S. R. Johnston, J. R. Wilson Eleanor Tibbetts, Ph. D . Sister Mary Flavia . Charles T. Whittlesey . H.E. Morton . Sister Mary Clement PENNSYLVANIA. Academia . Allegheny (Lincoln and Grant avenue). Allegheny (909 North ave- [ nue, west). Allegheny . Ambler . Armagh . Barkeyville . Bedford . Bellefonte . Berrysburg . Bethlehem . I . do . Birmingham . j Brodheadsville . Bryn Mawr . .....do . Buckingham . Bustleton, Philadelphia .... Canonsburg . Carlisle . Chambersburg . . do . . do . Chester . Chestnut Hill, Philadelphia . do . Columbia . Concordville . Cresson . Darlington . Dayton . Dovlestown . Dry Run . Easton . . do . Eau Claire . Elderton . Erie . . do . . do . Factory ville . Fawn Grove . Fredericksburg . Fredonia . i George School . | Germantown, Philadelphia. | Tuscarora Academy . Allegheny Preparatory School. . . . Ida M. Barton, M. A Henry Carr Pearson Barclay Hall School for Girls Nannie G. Barclay, M. S.,M. L. Park Institute . . Sunnyside School . Armagh Academy . Barkeyville Academy . Bedford Classical School . Bellefonte Academy . Berrysburg Seminary . Bethlehem Preparatory School. . . Moravian Parochial School . Mountain Seminary and College Preparatory. Fairview Academy . ! Baldwin’s (Miss) School for Girls. j Shipley’s (Misses) School for Girls. Hughesian Free School . St. Luke’s Boarding School for Boys. Jefferson Academy . Metzger College . Chambersburg Academy . | The Latin School . . . : . j Preparatory School . , Chester Academy . ! Chestnut Hill Academy . { Mount St. Joseph's Academy . St. Peter’s Convent . Maplewood Institute * . . Mount Aloysius Academy . Greersburg Academy . Dayton Union Academy . The National Farm School . Path Valley Academy * . The Easton Academy . Lerch's Preparatory School . Eau Claire Academy* . Elderton Academy . Erie Academy . St. Benedict’s' Academy * . Villa Maria Academy... . Keystone Academy.. . Fawn Grove Academy . Schuylkill Seminary.' . Fredonia Institute* . George School . Friends’ Preparative Meeting | School. Chas. R. Coffin and W. D. Rowan. Miss S. A. Knight . C. A. Campbell . Homer K. Powell . C. V. Smith, A. M . J. V. Hughes, J. R. Hughes — Frank D. Keboch . H. A. Foering, B. S . Albert G. Rau . Miss N. J. Davis . E. T. Kunkle, A. M . Miss Florence Baldwin . Miss Hannah T. Shipley . Melvin M. Heckler . Charles H.Strout . . John C. Anderson . Miss Sarah Kate Ege . M. R. Alexander, A. M . Miss Belle B. Cressler . Katherine E. Heyser . George Gilbert . James L. Patterson . Mother Mary Clement . Sister M. Flavia . Joseph Shortlidge . Mother M. de Sales . J.S. Best . . L W. Green lee . Ernest E. Faville . E. E Pawling, A. M . Samuel R. Park . Charles H. Lerch . . . Wm. McElwee, A. M . W. A. Patton . Jennie L. Galpin . Sister M . Philomena, O. S. B Mother M. Eugenia . Elkanah Hulley, A. M . Geo. W. Devilbliss . W. F. Teel . Rev. E. C. Wortman . George L Maris . . Davis H. Forsythe . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2211 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Sec ai st dei — El m< e- ;n- T.y ns, ud- all ow nd- T ies. Students. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. 1 Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. md- T li¬ lts. pup incl in g bel secc aa gra Clas¬ sical course. Scien¬ tific course. *3 Female. | 6 1 Female. 6 i Female. 6 73 3 Female. Male. Female. Male. | Female. Male. Female. 4 5 6 7 8 9 io ii 12 13 14 1 5 16 17 18 19 20 21 22 Presb . 8 3 114 90 80 67 40 10 50 20 8 6 6 3 5 0 800 $80,000 p. E . 0 20 0 87 0 63 0 6 0 2 4 600 90, 000 R. C . . . 0 5 0 30 0 150 0 10 0 20 0 10 4 '6 3,000 Nonsect ... 2 1 / 19 13 3 1 2 2 0 0 0 0 0 4 0 25 ::::::::: R. C . 0 2 0 11 0 93 0 5 4 2 0 12 13 27 24 1 0 9 4 1 0 3 0 200 4,000 j R. C . . 2 9 49 38 17 20 4 3 0 0 4 0 403 3,000 i 0 1 16 8 5 1 3 1 1 0 4 100 4 2 20 23 45 42 | 5 "6 400 85,000 Nonsect ... 0 2 0 16 0 0 0 2 0 0 0 10 0 10 0 250 Nonsect ... 6 2 214 76 0 0 3 0 ! 32 0 IS 5 7 1 3 0 Nonsect _ 1 6 10 12 15 3 0 1 6 0 4 0 350 Nonsect . . . 2 0 50 65 0 0 7 10 1 0 0 6 9 j o 0 0 300 2,000 Nonsect _ 1 1 17 12 11 8 3 0 1 3 0 1 0 4 0 400 7,000 Nonsect ... 2 1 21 15 2 2 2 2 2 0 4 0 100 Nonsect ... 3 2 20 15 50 35 26 19 18 0 8 5 5 2 4 0 Nonsect _ 1 1 30 20 20 20 2 0 0 0 4 0 260 3, 000 Epis . 4 1 93 0 17 0 4 0 56 0 28 0 28 0 5 0 2,000 25, 000 Moravian.. 4 2 43 45 71 66 2 0 18 12 12 13 7 2 4 0 5, 000 55, 000| Presb . 1 1 7 0 30 0 37 0 15 0 8 0 1 2,000 30, 000 Nonsect ... 3 1 47 46 13 7 3 3, 5001 Nonsect ... 0 24 0 133 0 60 0 80 0 18 0 9 4 600 Nonsect ... 0 4 0 42 0 19 0 22 i 0 20 0 0 4 3 ;'"o . . Friends. . . . 1 2 26 13 31 37 1 0 1 t 2 0 2, 500 5, goo! P.E . 1 45 0 15 0 19 0 1 0 8 6 7 0 1 0 2, 000 60, OOOi Nonsect ... 1 1 ! 1 15 17 37 9 5 5 2 3 4 1 3 1 2 0 ! 30, 000! Nonsect . . . 4 0: 38 0 12 0 2 0 4 1,200 50, 0C0 Nonsect ... 4 ! 0 61 0 0 0 30 0 25 0 17 0 17 0 4 "'6 500 | 20, 000j Nonsect ... 1 i 2‘ 5 28 0 5 4 28 1 0 0 13 0 13 0 50 Nonsect . . . 0 1 2 5 2 5 1 8 o 1 0 1 58 Nonsect . . . 1 2 13 18 7 4 1 0 0 4 4 700 15.000 Nonsect ... 6 0 65 0 40 0 20 0 30 0 1 0 1 0 4 "35 8001 700: R. C . 0 9 0 54 40 0 o 4 0 5 non R. C . 0 1 3 10 62 55 0 g *• sad Nonsect ... 3 0 17 0 28 0 6 0 3 2, 000: ' 30,000: R. C . 0 12 0 39 0 40 0 24 0 15 .... 4 4, 000 'Nonsect ... 1 ! 0 1 19 15 0 0 3 0 ”’o 2, 000: Nonsect ... 2 1 0 1 42 44 10 5 0 Nonsect . .-. 6 ! o 28 0 0 0 8 0 4 28 1,000, 50, 000 Presb . 1 0 8 10 18 4 1 0 0 0 0 0 j o 0 3 0 3, 000 Nonsect ... 2 3 i 47 23 9 12 0 20 2 5 4 5 0 4 0 300 12, 000 Nonsect ... 4 1 2 57 1 2 6 1 7 0 15 0 12 0 12 0 0 Nonsect . . . 1 1 lj 13 19 5 4 1 0 0 2 3 0 30 3, 000 Nonsect _ 1 1 32 26 8 4 3 6 0 1 0 1 0 20 1,500 Nonsect ... 0 1 1 11 0 0 0 1 R. C . 0 4 0 35 0 75 0 3 600 80, 000 R. C . 0 3 0 10 0 76 0 2 0 1 0 7 2, 000 103’ 000 Bapt . 6 2 65 35 30 18 14 2 10 11 8 3 3 0 3, 500 100, 000 Nonsect ... 1 0 6 12 7 1 0 4 0 2 0 ’l25 l’ 200 Ev. Asso . . . 1 0 18 0 9 7 2 0 2 0 2 0 0 500 40, 000 Nonsect ... 3 3 107 110 20 15 5 0 1 10 8 7 5 "4 0 350 10, 000 Friends.... 7 9 95 75 0 0 5 3 11 11 4 3 5 0 2, 528' 315 000: Friends 0 6 50 70 60 70 6 9 6 4 1 9 1 9 5 0 3,000 80,000 (Ortho¬ I dox;. 1 1398 1399 1400 1401 1402 1403. 1404 1405 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 £i&. 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 1470 1471 1472 1473 1474 1475 1476 1477 1478 1479 1480 1481 1482 1483 1484 1485 1486 1487 1488 1489 1490 1491 1492 1493 1494 1495 EDUCATION REPORT, 1900-1901, Table 44. — Statistics of private high schools, endowed academies, seminaries , and v State and post-office. Name. Principal. 1 2 3 PENNSYLVANIA— continued. Germantown, Philadelphia. . do . . do . Glenville . Greensburg . . do . Harrisburg . Haverford . Hickory . Jenkintown . Kennett Square . Kingston . Lancaster . . do . . do . Ligonier . Lititz . London Grove . Germantown Academy* . “ Ivy House ’’—preparatory . The Stevens School for Girls . Glenville Academy . Greensburg Seminary . St. Joseph’s Academy . Harrisburg Academy . Haverford College Grammar School. Hickory Academy* . . . Abington Friends’ School . Martin Academy . Wyoming Seminary . Sacred Heart Academy* . St. Mary’s Academy . The Yeates Institute . Ligonier Classical Institute . Linden Hall Seminary . London Grove Friends’ Select School. William Kershaw . Mary E. Stevens . Mrs. J. Frederick Drlpps. E.M. Stahl . J. C. Hoch, A. M., Ph. D .. Sister Rose Marie . Jacob F. Seiler, Ph. I) _ Charles S. Crosman . A. M. Reed, A. B . George M. Downing . Jane P. Rushmore . L. L. Sprague, D. D . Sister Superior . Sister E. Aloysius . Frederic Gardiner . Rev. E.H. Dickinson _ Rev. Charles D. Kreider . Alexowna M. Rohr . McDonald . Mechanicsburg . Media . Mercersburg . Millville . Mount Pleasant . Murrysville . Nazareth . New Bloomfield . North East . North Hope . Oak Lane, Philadelphia _ Ogontz . . do . Oley . Pennsburg . Hickory Academy . . . Normal and Classical School . Friends’ Select School . The Mercersburg Academy . Greenwood Seminary . Western Pennsylvania Classical and Scientific Institute. Laird Institute . Nazareth Hall Military Academy. Bloomfield Academy . St. Mary’s College . North Washington Institute . Marshall Seminary . Cheltenham Military Academy. . . Ogontz School for Young Ladies.. Oley Academy . Perkiomen Seminary . Lloyd S. Paxton . D. E. Kast . :. Louisa Baker . William Mann Irvine, Ph. D. . Rachel Knight, B. L . H. C. Dixon . Rev. S. R. Frazier . Rev. S. J. Blum . H. C. Mohn, A. M . Rev. Caspar G. Ritter . Kinter Hamilton . Emma S. Marshall . Rev. John D. Skilton, A. M ... Sylvia J. Eastman . Howard Mitman, A.M . Rev. O. S. Kriebel, A. M . Philadelphia (West Ritten- house square). Philadelphia (1350 Pine street, corner of Broad). Philadelphia (Broad and Cherry streets). Philadelphia (1420 Pine street) Philadelphia (Fifteenth and Race streets). Philadelphia (140 North Sixteenth street) . Philadelphia (2037 De Lan- cey place). Philadelphia . Philadelphia (2100 South College avenue). Philadelphia (4112 Spruce street). Philadelphia (917-919 Bain- bridge street). Academy of Notre Dame . Anable’s (Miss) School for Young Ladies Brown College— preparatory school. The De Lancey School... . Friends’ Central School . Friends’ Select School . Gibson’s (Miss) School . The Girard College for Orphans .. Girls' School of the Mary J. Drexel Home. Gordon’s (Miss) French and Eng¬ lish Boarding and Day School for Girls. Institute for Colored Youth . Sister Agnes Mary . Isabella Anable . Alonzo Brown . Joseph Dana Alleri^. . J. Eugene Baker, Anna W. Speakman. J. Henry Bartlett . Miss Margaret S. Gibson . . Adam H. Fetterolf , Ph. D _ Rev. C. Goedel . . Miss Elizabeth F. Gordon . Fanny J. Coppins . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS 2213 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. ,2 a d a a QJ & c5 1 6 "3 a d s d "3 a £ d § d '3 a o d "3 S d 'S a 0> d 'cS d "3 a 6 1 'i ! "5, 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Nonsect ... 0 15 • 33 0 134 0 3 0 2 0 / ' 0 4 | 2,000 1496 Nonsect ... 1 6 0 18 8 43 0 2 0 j 2 0 1 4 i 0 1497 0 0 10 0 15 0 • 1 ! ■ 1,000 1498 M.E . 0 5 0 49 0 26 0 20 6 1 0 ; 8 ! 0 1 4 0 300 . 1499 R.C . 22 0 404 0 0 0 36 | 0 4 0 ' 2,000 j 8250,000 1500 Nonsect . . . 17 10 675 403 257 119 28 9 106 32 I ! 28 - 80 2 l! 4 0 ' 3,500 170, 000 ! 1501 Friends.... 15 11 501 0 0 0 501 0 501 1 0 ! 46 0 | 46 °! 4 0 2,000 ; 150, 000 1502 Nonsect . . . 0 9 0 55 j 8 j 33 0 10 1 4 0 1503 Nonsect ... 2 ! 0 32 0 | 12 0 ; 8 ! 0 16 0 3 0 j 3 0 4 0 50 1504 R.C . 0 ; 14 0 65 i 19 1 64 0 1 9 - 0 14 ! 0 2 : 5,000 1505 Nonsect ... 5 ! 8 176 102 125 i 118 4 ! 9 150 15 ! 36 ; 23 I 25 10 3 82 . 1506 Nonsect ... 15 0 158 0 58 °, 58 0 100! 0 21 I Ot 20 0) 4 0 1.000 ; 100, 000 1507 Nonsect . . . 3 12 0 83 1 40 123' 1 0 i 25 0 0 ! 0 0 | o; 0 4 83 1,000 1508 R.C . 0 5 0 45 10 ! 40 ! 0 i 3 0 5 1 0 1 2 0 i 1509 Nonsect ... 22 0 •200 0 25 1 0 100 ! 0 100 0 ; 35 0 ! 35j 0 200 ! 1510 Nonsect ... 2 1 2 48 30 i 12 ! 15 I 0 0 *4 0 2. OOOi 1511 Nonsect ... 1 0 4 5 ! 4 0 4 I 5 ! 1 ! 0 1 0’ 3 ! 5,000 1512 Nonsect ... 3 ! 1 37 17; 20 6 8 4 0 : 8 ! 0 i 8- 0 3 0 100 16, 500 1513 Reformed . 1 1 - 11 ! _ 1 3 I 0 n 3 0 ' 3,700 1514 Nonsect ... 0 1 0 3 2 ! 4 0 3 ! 0 1 3: 1 oi 3 I 0 1515 Nonsect ... 1 0 1 6 17 5 i 0 ; 0 0 0 4 0 10 . 1516 Nonsect ... 6 2 64 1 20 0, 20 0 25 1 20 1 0 15 0 4 500 i 60,000 1517 R.C . 0 4 9 76] 76 210 5 45 ! 2 20 1 0 4 O' 3, 000 100,000 1518 R.C . 6 0 160 0 160 0; 15 0; 1519 Presb . 2 2 55 25 20 8 3 7I ii 4 ! 0 40,000 1520 Nonsect _ 0 5 1 18 10 20i 0 1 p 10 0 3 0 3 5' 1521 Bapt . 2 1 35 25 35 95 10 14 ! 3! 2 4 0 1,000 50.000 1522 Epis . 0 6 0 50 0 15> 0 10’ 0 5 4 3.000 75, 000' 1523 Nonsect ... 4 2 58 37 6 6 18 2 3 0 25 “I 8! 1] 4 ”"6 | 300 15, 400 1524 United Br. 1 1 32 1 5 28 41 10 16 5 3 3 o1 3 2! 4 0 2,200 3,800 1525 Friends 4 5 50 34 36 24 .... 1 7 3 6 2i 4 0 200 85, 000 1526 (Hicks- ite). • R.C . 0 15' 0 70 0 60 0 40 0 SO: 0 1 2 4 25, 000 800,000 1527 Presb . 1 2 40 29 14 27; 7 17! 1 7] 2 1 3 | 4 3! 3’ 4 32! 1,0001 20, 00o 1528 Epis . 8 0 44 0 ‘0 9 0 23 0 44 5,000; . i 1529 Nonsect ... 0 5 0 55 0 125i 0 Id 0 14 .... Oj 3 .... 1530 Nonsect ... 0 6; 0 10 4 15 1 1 0i 500j 90,000 1531 Nonsect ... 5 10! 0 50 0 10 0 7 i 0: ! 9' 0 l; 3 0 2, 550 1532 Friends 0 2 13 3 4 0 ! 2 0 • 0: 1533 (Ortho¬ dox). Nonsect ... 3 1 28 46 0 0 10 10! ! 2 1 2 1 3^ 0 500 1534 Nonsect _ 1 1 7 17 35 30 ! 0 6 0 2 3 0 300' 1535 Friends.... 9 11 68 57 36 50; 3 7 7 0 1 18 18 5, 4 5 0 5, 200: 1536 Nonsect _ 5 0 61 0 48 0 15 0 30> 0 ! 12 0 . ! 61 0 500 70, 000 ! 1537 M.E . 6 73 163 54 40 11 4 21 8 13 19 i 1 .... 0 1538 Nonsect ... 0 5 6 15 11 21! 5 3 2 3 2! 1 0! 10, 000 1539 Presb . 4 3 50 41 15 7 17 4 22 13 6 4 i 3, 2 J 0 3,000 105,000 1640 Nonsect ... 3! Oi 35 0 40 Oi lOi ; 0 3 0 ' 8 0 51 01 ... 0! ! 1,200 1541 1542 1543 1544 1545 1546 1547 1548 1549 1550 1551 1552 1553 1554 1555 1556 1557 1558 1559 1560 1561 1562 1563 1564 1565 1566 1567 1568 1569 1570 1571 1572 1573 1574 1575 1576 1577 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 EDUCATION REPORT, 1900-1901 Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 RHODE ISLAND. The East Greenwich Academy . . . Ambrie Field . John B. Diman . Pawtucket (35 Fountain street). Charles A. Cole . Academy of the Sacred Heart .... I Providence (Elmhurst) .... Madam Raleigh . Providence (15 Greene The Fielden-Chase School for Miss Abbie E. Southwick . street) . Girls. Providence (197-205 Frank¬ lin street). Brother Peter . Providence (300 Angell street). 1 Margaret Gilman . Providence (60 Broad street) Providence (205 Benefit street). Sister M. Eulalia . . H. M. Rice . Providence (26 Cabot street) Riverside (East Providence) Woonsocket (Park avenue) . Woonsocket (43 Hamlet avenue). Mary C. Wheeler . Flagg’s (Miss) School . Convent of Jesus and Mary . Sa,ered Heart College . E. C. M. Flagg . Mother St. Stephen . Brother Ulric . SOUTH CAROLINA. Ashland . Ashland High School . P. P. Bethea . Bamberg . Carlisle Fitting School of Wofford College. Ba.tesbnrg Institute . W. E. Willis . Ra.teshurg . Louis C. Perry, A. M . . Brownsville . Brownsville High School *. . . . R. D. Epps . Charleston . Academy of Our Lady of Mercy . . The Gibbes School . Sister Mary Benedicta . . do . Misses S. P. and E. S. Gibbes . . _ do . The Porter Military Academy .... Smith’s (Mrs.) Private School _ University School . Charles J. Colcock . . do . Mrs. Isabel A. Smith . . . . . .do . Edward F. Mayberry, M. A . . . John S. Marquis . Chester . Brainerd Institute . Clinton . Thornwell Orphanage . Wm. P. Jacobs, D. D . Cokesbury . Cokesbury Conference School*... Benedict College . W. S. Stokes . Columbia . Abraham C. Osborn . Gaffney . Gaffney High School * . S. A. Chambers . Greenville . Chicora College . S. R. Preston, D. D . . do . Sterling Industrial College . D. M. Minus, D. D . Hartsville . Welsh Neck High School . J. W. Gaines . Honea Path . Honea Path School .... J. J. McLewain . Kershaw . Union Institute . . M. A. Murray . Lake City . Lake City High School . S. C. Morris . McColl . Palmetto High School . R. S. Fletcher . Pinopolis . Pinopolis Academy * D. M. O’ Driscoll . Reidville . Reidville Female College . J. Whitner Reid . . do . * Reidville Male High School George Briggs . Rock Hill . Presbyterian High Sehool A. R. Banks . Sumter . St. Joseph’s Academy . Sister Mary Philomena . Tigerville . North Greenville High School.... McCollough’s (Miss) School * _ O. J. Peterson . Walhalla . Ida McCollough . SOUTH DAKOTA. Academy . Ward Academy . Lewis E. Camfield . Canton . Augusta, na. College _ _ Anthony G. Tuve . Sioux Falls . All Saints School . Helen S. Peabody . . do . . . Sioux Falls College* . A. Wellington Norton, A. M., LL.D. Mother Angela . . Sturgis St Martin’s Academy* Vermilion . «St. Joseph’s Academy . i Sister M. Stanislaus . Wessmgton Springs . Wessington Springs Seminary .... 1 E. Grant Burritt, A. M . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2217 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. | Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. d 'S c5 *3 & 1 o 60 Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. . l 6 1 d 1 d £ s • o Z d 1 •g r2 j 13 i S | d s 3 § 0 § d Z * 5 6 7 8 9 10 ii 12 13 14 15 16 17 18 19 20 j 21 22 1 1 10 8 67 50 2 2 0 0 ! o 0 j 0 | 125 S9 500' 1590 Nonsect ... 1 1 29 25 59 38 3 10i ! 8 0 0 0 0 |"*3 ! o 1,100 1591 M. E. So _ 6 0 997 71 0 0 176 20 .... i 32 4 1 32 4 ! 4 I o ' 2,700 3,500 1592 1 1 25 15 no 90 25 15 j 3 5 ] 3 0 o ; 200 2,500 1593 M. E . 4 0 18 9 43 25 6 0 0 1 0 0 i 0 0 n j o 40 2,400 1594 0 2 9 11 83 81 1 1 1 0 400 4,000 1595 Xonsect . . . 1 30 20 no 95 2 1 5 3 i i 1 o I 1 0 | • 4 1 0 j 200 2,000 1596 Xonsect . . . 3 0 60 75 40 50 40 28 4 3 i 0 1 0 i 600 10,000 1597 0 o 14 10 46 6 10 n i 4 1 o 1,250 1598 1 2 14 12 42 34 10 8 i 125 2,500 1599 1 1 10 33 0 0 .... 1 2 4 .... i 2! 4 3 : 1,700 1, 000 1600 M. E . 1 1 » 14 20 30 3 2 2 2 0 0 1 0 0 ' 3 i'”o 200 3,000 1601 M.E.So.... 0 9 0 110 0 25 C oo 0 10 ; 0 7 j 4 ! 0 ; 800 ; 15,000 1602 Xonsect . . . o 0 67 0 0 0 14 500 : 75, 000 1603 Xonsect ... 1 i i I 15 10 105 70 15 : 10 1 0 250 1604 Epis . 0 8 I 0 65 18 65 1 i 0 0 i 0 0 6 ' 6 1 j 4 ? 0 !11,000 100,000 1605 Xonsect . . . i 1 14 16 15 15 4 6 0 o 2 2 1 2: 2 i 4 o 1,000 1,200 1606 Xonsect ... 2 3 i 55 50 75 70 1 ! 2 4 6 2 4 1 3 , 4 ! o 1,200 15, 000 1607 Xonsect ... ! 2 2 ! 29 15 136 115 2 0 2 0 4 0 j 250 100, 000 ! 1608 Bapt . j 1 1 1 14 11 40 I 35 ! o ! 2 0 0 o 5,000 1609 Xonsect _ 1 | 1 25 10 35 1 30 1 2 1 0 6 j 4 ! s | 150 2, 500 1610 Presb . 1 I 0 r 16 13 84 : 90 ! 3 o i 3 j "6 4, 800' 1611 Bapt . 2 2 35 40 25 | 60 ' 8 6 6 i 4 4 3 4 i 400 6,000 1612 Xonsect ... 1 3 i; 100 60 20 j 10 j 50 | 40 20 6 10 5 i 3 3 4 j"’o 700 ; 12, 000 1613 Presb . 1 2 59 65 66 ; 54 .0 0 i o; 0 4 ! o j 225 6,000 1614 Friends _ 2 2 19 19 14 J 15' r« 1-6 "‘6 "’6 1 2 0 0 1 4 i o ' 150 10, 000 1615 Gong . 1 1 i 21 21 102 1 75 i 2 , 1 1 2 1 2 4 0 800 n 909 1616 Presb . 1 1 10 38 43 3,700 5 non 3617 M. E. So _ 1 1 20 13 15 18 20 1 13 ! 0 0 0 0 4 0 j 75 4. 500 1618 Xonsect _ 1 1 8 38 47 ! 0 1, 000 1619 Xonsect ... 1 1 23 29 16 17 1 3 1 6 ! o 0 i 0 0 -- 3 0 : 230 1,300 1620 A.M.E.SO. 3 0; 30 20 138 85 j 25 16; 1 0 6' 9 2 1 3 0 , 1,500 35, 000! 1621 Xonsect ... 1 01 8 6 75 64 0 0 0 0 1 1622 Xonsect ... 5 0 40 1 1 51 0 1 1 I 0 j 5 0 25, 000; 1623 Cong . 0 §Q 25 40 50 i 1 i i 1 i l J 0 j 1 j 0 \ 150 5, 000] 1624 Xonsect ... 1 6 101 ! 0 13 11 1 2 j 0 1 1 0 r "i | 100 2. 500 1625 Xonsect _ 2 0 25 i 25 115 125 3 j 8 I 4 ”6 250 2,500 1. 1626 Xonsect _ 3 1 2 451 i 55 80 75 | 26 l 18 4 4 4 4 ' 4 o 225 .8,000 - 1627 Bapt . j 1 \ 0 I 1° ! 10 1 70 j 60 | 1 1 0 1 1 1 0 I 3 628 Xonsect ... | 1 ; 1 12 ; 22 3 1 i 1 : 1 1 0 0 0 0 4 0 | 100 10, 000 1629 Xonsect ... l 1 j i 19 I 15 31 25 6 ; 4 14 13 0 0 j 1 0 1 75 1,200 1 1630 Meth . 1 0 41 18 0 0 41 ; is 1 4 1 4 1 0 758 15, 500 i 1631 M. E. So _ 1 4 5 51 i 63 28 1 30 4 3 ! 2 1 4 1 0 15 000 i! 1632 Friends. . . . 1 ; o 8 84 76 0 0 0 6 3 i 0 3,000 i; 1633 R.C . o' i 4 0 38 0 89 1 0 ! 1634 Epis . ! 1 9 0 21 i 52 j 0 5 i o 0 4 1635 Xonsect ... 0 70 : o 55 1 0 1 I 1636 Xonsect ... 1 0 25 ; 15 50 40 j 2 3 3 2 6 i o 0 0 2 i 6 1.000-1637 Xonsect ... 2 0 13 10 70 i 70 3 2 2 O 9 o 3 o 1,000 11 1638 Xonsect ... 2 2 27 : 22 1 1 4 ! 3 2 i 1 2 1 2 0 3 0 5, 600 1639 Meth . 2 1 65 ■ 58 37 • 46 48 ' 36 4 3 4 3 g 0 1,200 10,500 r 1640 Xonsect ... o 9 0 ; 57 0 98 0 0 0 ; 55 0 j 10 j '600 1641 Xonsect ... 6 0 66 0 31 ! o 0 l 0 i 2 0 5 0 j 1 0 1 4 1 o 1 1612 R.C . 1 0 11 0 130 0 20 0 5 1 4 1 j 3,000 15,000 i; 1643 R.C . | 0 2 0 : 16 90 202 ! 0 3 0 16 0 a 6 ' 500 * 1644 Presb . I 1 1 16 1 3 71 62 3 ; o 6: 4 4 0i 3 0 3 0 | 1,200 5,000 1645 Xonsect ... i 1 0 4 7 7 11 0 4 ! ! 1646 Xonsect ...i | 2 1 0 20 20 45 , 50 i 2 0 ! 3 0 2 3 ... i 1 0 3 0 r 250 2,250 'j 1647 Xonsect . . . 2< ! 0 20 18 1 70 68 1 10 1 9 1 12 10 0 O' 0 0 4 0 3, 500 r 1648 1649 1650 1651 1652 1653 1654 1655 1656 1657 1658 1659 1660 1661 1662 1663 1664 1665 1666 1667 1668 1669 1670 1671 1672 1673 1674 1675 1676 1677 1678 1679 1680 1681 1682 1683 1684 1685 1686 1687 1688 1689 16Q0 1691 1692 1693 16Q4 1695 16Q6 1697 1698 3699 1700 1701 1702 1703 1704 1705 1706 1707 EDUCATION REPORT, 1900-1901. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Tennessee— continued. Parrottsville Seminary . Elizabeth Training School * . J. M. Rule . W. E. Miller . Pikeville 7 . People’s College *7 . Rev. J. W. Taylor . . Pleasant Hill . Pleasant Hill Academy . M. E. Meriam . McMinn Military Academy * . C. W. Davis . _ 7do . Swift Memorial Institute 7. . W. H. Franklin, A . M Saulsbury . Woodland Academy* . Frank S. Coflin . Savannah Institute' . H. E. Woodside, C. R. Spencer. H. F. Ketron . Sevierville . Murphy College . Scotts Hill . Scotts Hill College . B. A. Tucker . Smyrna . Smvrna Fitting School . Frazer Hood, M. A . Sne'edville . McKinney Academy . F. A. Penland . Southside Preparatory School .... Dibrell Normal Institute * . McKee and Harper. . Sparta . B. O. Duggan . Philadelphia Seminary . Marion Turner . Tazewell . Tazewell College . 7 . W. A. Evans . . . Tullahoma . Brandon Training School . Alfred J. Brandon . . do . Jes3 Mai Aydelotte College* . B. S. Foster . Watertown . Watertown Training School . Wm. H. Turney . Well Spring . Powell’s Valley Seminary . E. B. Dykes, B. S . Wheat . Roane College . William Taylor . White Pine . Edwards Academy . J. D. Drake . Woodbury . . Woodbury Academy * . E. J. Lehman . TEXAS. Abilene . Simmons College . O. C. Pope, D. D . Albany . Reynolds Presbyterian Academy * Bruce Academy . O. E. Arbuckle . Athens . W. H. Bruce . Austin . Bickler Academy . Jacob Bickler . _ do . St. Mary’s Academy . Sister Superior . _ do . Samuel Huston College . R. S. Lovinggood, A. M . _ do . Tillotson College . Marshall R. Gaines . Brenham . Blinn Memorial College . G. Dosdall . _ do . Evangelical Lutheran College.... Incarnate Word Academy . Prof. J. Romberg . Brownsville _ Mother Stanislaus . _ do . St. Joseph’s College . E.J. O’Callaghan. O.M. I . J. D. Clay . Buffalo Gap _ Buffalo Gap College . Cleburne . Cleburne Academy . K. A. Berry . Comanche . Comanche College* . W. F. Rogers, Ph. D., A. M . Mrs. R. T. Miller . Corsicana . Miller’s (Mrs.) Seminary . Crockett . Mary Allen Seminary . John B. Smith, D.D . Crowell . Crowell College . H. A. Mayers . Dallas . Central Academy . Waldemar Malcolmson . Denison . Harshaw’s Academy . Geo. L. Harshaw . Eddv . Eddy Literary and 'Scientific In¬ stitute. Ferris Institute* . J. M. Bedichek . Ferris . A. C. Speer . F’orence . Florence College . W. C. Stirling . Fo”nev . The Lewis Academy _ E. C. Lewis . F°rtb Worth. Rt.Tgnatins Academy Sister Louise . Galveston . St. Joseph’s Convent, Sister Mary . _ do . Ursuline Convent * . Mother St. Agnes . G'en Rose . Glen Rose Collegiate Institute.... Grapevine College . A. E. Hill . Grapevine. . . G. T. Bludworth . Houston . Hargis (Misses) School . The Misses Hargis . Jacksonville _ Alexander Collegiate Institute... Southeast Texas College E. R. Williams . Jasper _ . J. H.Synnott . La Porte. . . Texes Military Institute . . C. P. Dorset . Laredo . \ . Laredo Seminary . Miss N. E. Holding . McKinney _ Ha.wthnrne College . _ . H. G. Reed . Marshall . Bishop College . Albert Loughridge (president) W. C. Parham . . . . . _ do . Mason ie Institute . 1 * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2221 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. 0Q 1 g 5 Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. . Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. d 1 Female. Male. l d 1 c5 I 6 § Female. § d "5 a o | Male. 6 1 o 6 Female. u 4 5 6 7 8 9 10 11 12 13 *4 15 16 17 18 19 20 21 22 1 0 16 14 24 17 0 3 4 0 25 SI, 000 1649 4 0 60 40 45 3 1 12 rj 3 1 4 o 1,000 8,000 1650 M. E. So.... 1 1 25 25 25 ; 1 1651 Cong . 2 3 60 50 80 86 i 0 2 1 9 5 9 5 4 60 60 20, 000 1652 1 0 60 20 65 20 4 2 6 1 10 0 10 0 3 6, 000 1653 Presb _ _ _ 2 1 8 10 104 13S 1 0 0 0 1 1 1 0 600 30.000 1654 i 1 9 Q 29 n 3 2 o 2 *6 1, 200 1655 o 10 76 80 6 3 o 300 10, 000 1656 Meth . i 1 44 25 140 131 i 1 fj 6 1 i .... . 4 1,500 17, 000 i 1657 2 0 79 26 64 3 0 0 14 3 2 "o 200 1, 000 1658 Nonsect ... 2 1 14 11 11 _ 4 5 3 0 0 0 0 0 4 0 790 3, 500 1659 1 0 14 8 66 62 0 3 0 g | 3 o 30 1660 Nonsect . . . 2 1 23 27 48 53 5 4 3 7 3 7 I 3 4 0 120 8, 000: 1661 1 9 30 43 52 52 0 0 0 0 4 o 200 5, 000' 1662 Nonsect ... 1 0 6 20 22 13 1 0 1 1 0 0 0 0 0 200 1, 000 1663 Nonsect ... 1 1 25 14 40 41 5 2 0 0 0 0 0 0 4 0 700 1664 Nonsect _ 3 0 39 35 126 95 11 24 5 4 4 0 4 o 5.000 1665 Nonsect _ 1 2 20 30 15 10 0 0 0 1 o 4 0 180 40,000 1666 Nonsect ... 1 1 33 25 65 54 4 0 3 0 0 0 0 0 3 0 150 1,200 1667 M.E . 1 1 10 20 80 78 3 2 4 5 0 0 0 0 4 0 90 2,000 1668 Nonsect ... 2 0 13 13 50 60 500 1669 U. Breth . . . 1 1 20 30 40 35 12 7 4 3 6 . o 350 6,000 1670 Nonsect ... 2 0 32 16 18 24 11 5 3 0 4 o 5,000 1671 Bapt . 1 1 25 20 15 10 8 10 10 17 2 4 o 4,500 30,000 1672 Presb . 1 2 22 20 30 20 5 5 3 0 1 0 1 0 4 0 400 23,000 1673 Nonsect ... 2 1 60 25 0 0 6 0 40 20 10 8 5 5 4 0 6,000 1674 Nonsect . . . 2 1 9 5 29 5 0 1 5 3 0 0 0 0 4 0 650 1675 R. C . 0 5 0 70 0 80 0 20 0 10 o 5 4 ! 1676 M.E . 3 4 12 15 28 50 5 4 0 1 o 600 30, 000 1677 Cong . 2 5 21 10 43 74 1 0 2 0 6 1 3 2 0 4 o 45. 000 1678 ALE. . 4 0 25 4 50 10 2 1 1 0 3 1 1 “ 1 3 0 6,000 20, 000 1679 Ev. Luth . . 4 0 17 6 24 6 7 0 6 3 j 3 17 150 i5 non 1680 R. C . 0 15 0 80 0 120 0 5 0 5 o; 4 0! . 4 3 o i 1681 R.C . 2 0 20 0 146 0 0 0 0 0 0 0 0 0 3 o ' 16S2 Cum. Presb 2 2 24 27 75 89 8 10 16 17 0 1 4 o 300 10 000 1683 Nonsect _ 1 1 36 25 5 3 0 0 o 0 4 o 300 4 OOO i 1684 Nonsect . . . 2 2 220 190 217 223 57 49 18 11 6 19 6 19 4 0 1,300 21. 000 1685 Nonsect ... 1 2 2 25 r 16 0 2 | - 4 o 200 ! 1686 Presb . 0 1 0 15 0 157 400 50 OOO ! 1687 Nonsect ... 1 0 20 1 25 80 100 .... 10 121 2 4 4 5, 000j 1688 Nonsect ... 1 0 18 0 17 3 5 1 3 o 1 1 0 4 0 3,000 5, 000 1689 Nonsect . . . 3 2 25 15 75 55 6 0 3 2 1 . o 47 . 1690 Nonsect ... 1 0 12 15 43 30 2 1 0 0 0 0 4 o 300 3, 000 1691 Nonsect . . . 4 0 115 109 120 134 J 1 3 2 8 7 0 4 0 30, 000 1692 Nonsect ... 2 0 10 10 70 70 3 o 200 3, 000 1693 Nonsect . . . 0 o 20 20 15 10 4 f'i 0 0 0 0 4 o 600 7, 500 1694 R.C . 0 4 0 50 0 85 0 10 0 30 0 5 o 2 4 fiO OOO1 1695 R. C . 0 5 12 15 68 85 4 6 0 0 o 0 4 o ' 1696 R. C . 0 5 0 75 0 100 0 50 0 .... 50 o 5 4 ! 1697 Presb . 1 2 8 9 0 0 2 2 0 0 0 0 0 0 4 0 1,000 12, 000. 1698 Nonsect ... 2 1 20 22 45 58 ... J 0 3 o 3 4 o 200 3, 500; 1699 Nonsect ... 0 3 0 25 0 10 0 25 0 0 0 0 0 0 4 0 1.000 22. OOOl 1700 M.E. So.... 2 2 36 34 10 17 5 11 3 0 0 4 0 4 4 0 75 12. 500 1 1701 Nonsect ... 2 2 50 60 50 50 1 2 o 5oo: is. non 1702 Epis . 3 0 17 0 5 0 11 0 0 o 1 2 0 2 0 4 17 1,000 1 1 703 M.E. So.... 0 3 10 26 55 154 4 36 100, 000 1704 Nonsect ... 1 2 50 40 103 80 50 40 .... 2 1 4 55 i ooo 95' OOO 1 705 Bapt . 4 6 72 49 108 146 4 5 27 8 6 2 4 6 4 0 3, 0001 100, 000 1706 Nonsect ... 0 2 O' 30 0 29 0 10 1 0 1 2 0 1 2 4 300 20, 0001 1707 1708 1709 1710 1711 1712 1713 1714 1715 1716 1717 1718 1719 1720 1721 1722 1728 1724 1725 1726 1727 1728 1729 1730 1731 1732 1733 1734 1735 1736 1737 1738 1739 1740 1741 1742 1743 1744 1745 1746 1747 1748 1749 1750 1751 175' 1753 1754 1755 1756 1757 1758 1759 1760 1761 1762 EDUCATION REPOET, 1900-1901 Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 • 2 3 Texas— continued. Rock Hill Institute* . 1 G. I. Watkins . Moody . Central Texas Institute . S. J. Lewis . J. W. Adamson . A. W. Orr . Mary Connor Female College .... H.B. Abernethy . ...do . T. J. Sims . Salado . Thomas Arnold High School * . . . . S. J. Jones and T. J. Witt . Academy of Our Lady of the Lake. Mother M. Florence . J. B. Magruder . Weslev Peaeock .... _ do . St. Mary’s Hall . ." . Rev. Wallace Carnahan . ....do . San Antonio Academv . W.B. Seeley, Ph. D . _ do . | Mother Mary Ursula . _ do . West Texas Military Academy. . . . Coronal Institute * . John F. Howard . San Marcos . A. A. Thomas . Sequin . St. Joseph Academy . Sisters of the Incarnate Word. Sherman . . . North Texas Female College . Mrs. Lucv Kidd Key . . do . Sherman Private School . . ’ J. H. Le Tellier . Stephenville . Van Alstyne . John Tarleton College . Columbia College . | E. E. Bramlette, A. M . 1 W.B. Duncan . Victoria . I Nazareth Academy * . Sister Mary Agnes . Waco . 1 The Douglas-Schuler School . S. A. Douglass . Weatherford . | Texas Female Seminary . Miss Emma E. McClure . . do . Weatherford College . David S. Switzer . Westminster . ! Westminster College . C. O. Stubbs . AVhite wright . ! Grayson College . J. F. Anderson, A. M . UTAH. Castle Dale . ! Emery Sta.te Academv* . George Cluff . . Ephraim . ! Snow Academy . Newton E. Noyes . Logan . New Jersey Academy . Isaac Newton Smith . Mount Pleasant . Wasatch Academv . George H. Marshall, M. S . Ogden . Weber Stake Academy . L. F. Moench . Provo . j Brigham Young Academy . George H. Brimhall . Salt Lake City . All Hallow’s College . Thos. J. Larken . . do . ; Gordon Academy . Caroline Paine . . do . I Latter-Day Saints’ College . i J.H. Paul . . do . Rowland Hall . I Mrs. Clara I. Colburne . . . do . Salt Lake Collegiate Institute. .-. . . Hunger ford Academy . Robert J, Caskev . Spnngville . . Haddington G. Brown . VERMONT. Bakersfield . Brigham Academv.. . C. H. Morrill, A. B . Burlington . St. Mary’s Aeademy . Sisters of Mercy . Derby . . . Derby Academy G. A. Andrews . Essex . Essex Classical Institute C. H. Martin . Lvndon Center . Lvndon Institute . Fremont L. Pugsley . . Carlton D. Howe, A. B . Mclndoe Fails . Mclndoe Academv . Manchester . Burr and Burton Seminarv . B. C. Rodgers, A. B . William M. Newton . Montpelier . Montpelier Seminary . New Haven . . . Beeman Academy * . . . Luther A. Brown . North Craftsbury . Craitsburv Academy Arthur C. Cole . . . Peacham . Caledonia County Grammar School. Trov Conference A cademy . Charles H. Cambridge . Poultney . Charles H. Dunton . St. Albans . . . St. Marys School . Sister Eugenia . Saxton’s River . Thetiord . Vermont Academy (Military).... Thetiord Academv Edward Ellery, Ph. D . T .liman R. Bowdish . . Townshend . T.eland and Crav Seminary E Edgecomb . West Brattleboro . Brattleboro Academv . H. E. Miller . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2223 other private secondary schools for the scholastic year 1900-1901 — Continued. ! Religious ' denomina¬ tion. | Sec¬ ond¬ ary in¬ struc¬ tors. Students. Length of course in years. Number in military drill. Number of volumes in library. a 3 ft 3.0 p > Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. | Gradu- I ates in | 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. o s 'f . "3 O d d 3 § d i a O) h 6 73 a 6 3 a | 'S 6 3 6 2 "S b a a o a a CD ! * i S ; rD ; ^ ! § CD a j © CD £ I 4 5 6 7 8 9 10 ii 12 13 14 15 16 17 18 18 20 o 9 0 10 0 10' 0 l 4 3 40 39 52 49 ;;;; 1 1 10 5 10 0 0 0 0 9 0 3 12 oj 4 1 1 1 | 6! 1 0 4 17 2 31 0 6 10| 0 0 01 0 4 0 Nonsect ... 5 0 25 0 15 0! 15 0 0 1 0 1 0 4 25j o 3 0 90 0 130 o 13 5 -1 0 0 0 25; 0! 4 0 0 Oj 0 P.E . 0 3 0 19 3 4 0 2 6; 0 0 6 0 1 4 0 1 1 30 24 80 86 1 1 i: 1 2 0 4 0 Meth . o 3 0 1 56 0 2 4 0 Nonsect . . . 1 0 9 0 8 0 4 0 I ii 6 0 0 0 6 5I 0 2 35 40 0 0 0 0 0 0 0 Nonsect ... 1 ; o 50 54' 15' 13 0 0 0 .... 0 Nonsect ... 0 ! 2 0 40 4 46 1 10 i 5 0 1 2 0j I Presb . 4 6 40 0 o! 0 4 0 4 0 4l 30 Nonsect ... o I i 0 | 35 0 10 0 1 i 4 Presb . 2 j 4 o 20 3 9 i 0j 5 o 5 0! g 4 0 Nonsect . . . 6 : 0 70 1 0 10 0 I 3 0 3 0 4 0 Nonsect ... 1 j 1 • 25 1 7 100 1 111 3 1 0 0 0 o 0 0 4 0 7th. D. Adv. 6 2 13 29 82 ! 2 4 6 ! 8 0 Cong . 2 | 3 10 9 6 1 0 2 8 0 j 1 1 i 1 4 0 R. C . 0 j 2 O' 14 28 71 0 lj 3 Luth . . 3 ! 3 50 25 20: 10 4 o 5 0 5 ! 1 4 0 Free Meth . 2 20 15 25' 30 6 0 3 j 1 1 4 0 R. C . 0 3 0 20 0 160 0 18 1 4' Free Meth . 2 1 20 21 30 37 2 4 2! 4 I 4 " Cong . 2 2 30 5 12 8 2 3 2 2 ! 3 1 1 .... R.C . 4 0 60 1 0 20 0 J 30 0 ! 12 0 1 4 o’ R.C . 0 3 0 ; 57 12 172 j 0 5 4 °i Epis . 0 6 0 ; 30 0 15 0 1 0 2 4' Fpis . 0 9 0 100 6 12 0 12 0 1 7 4 ”0 Nonsect _ 1 1 16 f 5 3 12 4 4 1 0 1 0 ■ 0 4 0 U. Presb . . . 2 3 34 1 23 9 20 2 2 j 4 1 3 1 2 .... 1 1 4 0 R.C . 1 0 15 1 0 110 0 3 0 Meth . 2 2 16 28 16 14 10 4 1 0 4 2 0 4 0 Nonsect _ 2 2 60 50 16 10 .... 2 O' M. E . 2 2 258 180 30 20 40 35 18 12 3 8 Nonsect ... 1 1 16 18 28 25 1 | 1 0j Nonsect _ 2 5 0 50 0 50 j 0 2 0 5 ... 0 2 4 0 Presb . 6 3 2 31 0 8 ! 0 20 I 0 0 0 3 j 0 3 I 4 0 Bapt . 2 I r 20 40 41 62 3 1 1 20 40 4 9 0! Nonsect _ 1 1 31 36 7 6 i 0 0 0 Nonsect ... 2 1 42 51 18 23 2 3 4 6 4 0 i 4 0 4 0 Nonsect ... 3 0 23 0 9 0 5 0 3 0 1 0 ! 1 0 ! 4 0 R.C . 0 ! 12 0 90 0 0 Presb . 2 1 2 17 15 15 15 5 1 0 0 i 4 0 7thD.Bapt. 2 i 1 27 13 63 42 1 21 10 6 7 1 i 2 r"i 2 i 3 0 Nonsect . . . 4 0 45 0 53 0 i 0 0 j 30 0 S 0 1 5 0 4 45 R.C . 0 ; 12 0 60 0 j 40 0 5 0 ! 6 1 1 o c p 21 G 600 2,500 1,000 300 3,000 300 400 1,450 500 200 500 650 500 550 1,000 2,000 350 100 200 300 1,000 200 100 4,000 100 1,000 1,000 500 2,200 '6 ’666 §5, 000 1821 3, 5001 1822 . ! 1823 500! 1824 2, 000! 1825 20, 000| 1826 175, 000 1827 75, 000, 1828 . ! 1829 2, 000! 1830 . 11831 5,500 1832 10, 000! 1833 1, ooo; 1834 10, 000, 1835 10, 000 1836 6. OOOj 1837 16; OOO; 1838 25, 000: 1839 4,000 1840 56, 945 12, 000 20, 000 100, 000 25,000 20,000 30,000 30, 000 25,000 6,000 16,000 10, 000 1841 1842 1843 1844 1845 1846 1847 1848 1849 1850 1851 1852 1853 1854 1855 8,000 1856 1857 100, 000 1858 3, 500| 1859 75, 000| 1860 10, 000! 1861 60,000 1862 7, 0001 1863 5. 000 1864 3, 500 1865 . 11866 6, OOO; 1867 10,000 1868 . '1869 . 11870 1871 1872 1873 1874 1875 1876 1877 1878 1879 1880 1881 1882 1883 1884 1885 1886 1887 1888 1889 1890 1891 1892 EDUCATION REPOET, 1900-1901. Table 44. — Statistics of 'private high schools, endowed academies, seminaries, and State and post-office. - Name. Principal. 1 2 3 WISCONSIN. Ashland . North Wisconsin Academy . M..T. Fenengo . Beaver Dam . Wayland Academy . Homer J. Voshnrgh . . Delafield . St.John’s Military Academv . Sidney T. Smythe. Evansville . The Evansville Seminarv. . . A. H. Stilwell . Fond du Lac . Grafton Hall . '. . B. Talbot Rogers . Hillside . Hillside Home School . Misses Jones . Kenosha . Kemper Hall . Sister Superior . Madison . Sacred Heart Academy . Mother Reginald . . . Marinette . St. Mary’s Academy . Sister Mary Gonzalva . Milwaukee . German-English Academy . Emil Dapprich . do . Milwaukee Academy . Julius Howard Pratt, Ph. D. . . Antonine Wilmer . Mount Calvary . St. Lawrence College . Poynette . Poynette Academy . W. L. Green . . Prairie du Chien . St. Mary’s Academy . Sister M. Seraphia . Racine . Grammar School of Racine College St. Catherine’s Academy . Henry D. Robinson . . do . Mother M. Hyacintha . St. Francis . St. Francis Seminary . Joseph Rainer . Scandinavia . . . Scandinavia Academy . E. C. Nelson . Sinsinawa . St. Clair College . Watertown . Sacred Heart College . John J. O’Roeuke . Waukesha . Carroll College * . Walter L. Rankin . WYOMING. Cheyenne . Academy of the Holy Child Jesus. Mother Mary Gonzaga . * Statistics of 1899-1900. PRIVATE SECONDARY SCHOOLS, 2229 other private secondary schools for the scholastic year 1900-1901 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. j Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing college. for Gradu¬ ates in 1901. College prepar¬ atory students in the class that gradu¬ ated in 1901. Clas¬ sical course. Scien¬ tific course. d S 6 1 © . d Z d S d 1 d 1 r2 O d 1 d I 1 I © _© § 6 I 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19i 20 21 22 Cong . 1 1 J 25 38 10 12 8 5 12 15 2 3 1 i 2 4 0 3,000 845,000 1871 Bapt . 7 7 50 35 7 3 19 10 14 4 8 5 8 3 4 0 2.000 100,000 1872 Epis . 6 1 851 0 60 0 8 0 50 0 28 0 14 0 4 85 3,000 150,000 1873 Free Meth . 3 4 70 65 20 15 2 0 3 0 0 2 0 0 4 0 500 15, 000 1874 P.E . 0 8 3! 46 1 28 0 2 0 5 0 6 4 0 1,500 100,000 1875 Nonsect ... 1 H < 10] 28 23 22 0 2 2 3 2 7 1 5 4 0 2, 650 27, 600 1876 Epis . 0 14 0 85 0 25 0 20 0 15 0 5 0 1 4,000 100, 000 1877 R.C . 0 8 0 26 0 35 4 450 1878 R.C... . o 3 0 30 0 20 0 3! 0 4 0 14 0 2 4 25, OvO la“9 Nonsect ... 4 1 7 19 55 67 3 si 3 8 3 8 0 1, 575 80,OfX) 1880 Nonsect ... 5 3 55 0 39 0 16 0 ! 17 0 9 0 7 0 "’4 0 900 35, 000 ls81 R.C . 13 0 162 0 0 0 138 0 I 138 0 10 0 10 0 5 0 2,800 65,000 lo82 Presb . 0 4 23 21 0 0 2 2 1 0 4 5 3 2i 4 0 '300 20,000 1883 R.C . 0 3 0 24 0 33 0 2 4 600 1884 Epis . 6 0 51. 0 40 0 25 0 15 0 3 6 8 6 4 l"ai] 11,000 250,666 1&85 R.C . 0 5 0 20 0 180 0 18' 0 8 4 3,275 1886 R.C . 0 130 0 115 0 20 0 4 .... 0 13,000 180,000 1887 Luth . 3 59 29 0 0 8 7l .... 9 9 3 . 0 4 0 1,000 20,000 1888 R.C . 0 ! 18 150 0 I 90 0 50 0 40 0 13 5 1889 R.C . 5 o 70 0 40 0 20 0 20 0 0 3,500 1890 pT’P.Sh . 4 2 46 30 18 10 11 6 11 6 3 "6 1,500 40,000 1891 R*C . ... 0 3 0 40 60 210 0 12 0 14 0 12 0 12 4 0 500 60,000 18C2 2230 EDUCATION REPORT, 1900-1901. Table 45. — Public and private high schools for boys only, for girls only, and for both sexes. State or Territory. Public. Private. For boys only. For girls only. Coeducational. For boys only. For girls only. Coeducational: Schools. Students. * 02 Students. Schools. QQ w 3 0Q O xs 0 03 Students. , 0 1 03 Students. Schools." GQ a: O United States . 3113, 843 25 16, 470 6,262 210, 741 300, 676 348 21,693 527 23,037 1,017 32, 119 31, 372 North Atlantic Division . 1510, 817 11 11,901 1,451 63, 197 88,219 149; 11, 282 i212 9,344 293 10, 314! 9,793 South Atlantic Division. . 8 1,250 7 2,074 451 10, 033 14, 9651 86; 3,969 80 4,002 211 5,809 5,616 South Central Division . . 7 1,132 6 1,945 733 16, 096 23, 138 49 2,351 60 2,419 268 7,394 7,563 1 644 3.289 108, 470 155,523 41 2,849 121 5, 457 193 1 6 620 6, 438 Western Division . — 1 . 1 550 338 12, 945 18,831 23 1,242 54 | 1,815 52 1,982 lj 962 North Atlantic Division: 1 i 151 3,609 4, 910 1 6 4 115 28 1,134 1,205 1 48 59 1,614 2, 151 936 3 154 20 448 401 61 1,572 1 2, 075 0 0 2 58 15 573 555 Massachusetts . 4 2,195 2 i, 421 235 14, 552 20,146 19 1,795 37 1,909 40 1,219 1,012 21 1,498 1 2,053 4 246 6 226 3 86 112 Connecticut . . 74 3,677 ! 4, 720 13 1 703 18 542 31 675 1,015 New York . 6 7, 264 5 6, 990 372 20,639 28,656 57 3,289 82 4,124 60 1,734 1,764 ... . 95 4,776 7,130 21 1,304 22 819 24 696 642 Pennsylvania . 4 1,310 4 3, 490 383 11, 260 16,378 27 3,003 38 1,397 72 1 3,749 3,087 South Atlantic Division: i 14 466 685 1 30 1 48 1 2S 31 Maryland . 6 915 4 i, 033 42 807 1, 205 13 . 728 16 1,098 16 I 343 271 District of Columbia . 5 1, 255 j 2, 096 7 176 10 401 6 ! 68 248 Virginia _ 1 125 72 1,593 1 2, 728 27 ! 1,164 19 926 32 717 720 West Virginia . 32 650 1,221 2 68 3 200 10 489 462 North Carolina . 28 551 745 9 612 6 344 88 2,864 2,012 South Carolina . 1 210 1 335 97 1,641 2, 127 3 1 174 6 276 19 554 463 Georgia . 2 1 706 122 2, 425 3,133 24 1,017 10 554 36 656 1,302 Florida . 39 645 1,025 ! 9 155 3 90 107 South Central Division: Kentucky . 2 649 i 753 83 : 1, 764 2, 375 8 426 18 636 68 1,747 1,533 Tennessee . 1 20 108 2, 073 3, 356 3 ! 146 8 504 71 2.099 1,638 Alabama . 11 95 2 501 71 1,574 i 2; 069 11 255 8 229 IS 719 653 Mississippi . . . 11 18 101 1,778 2, 645 6 405 7 257 30 711 749 Louisiana . 1 279 2 639 31 555 821 4 231 9 440 15 1 211 305 Texas . 261 6,678 1,295 9, 423 15 848 7 280 1 40 943 1,897 Arkansas . 62 1,841 2 40 1 21 1 19 729 583 Oklahoma . 13 340 565 | 1 15 1 51 40 Tndia.n Territory 1 71 1 52 3 39 43 . 1 37 6 184 ! 165 North Central Division: ! Ohio . 709 20, 696 27, 047 7 523 23 918 18 505 423 Indiana 390 11,343 15, 412 3 394 13 665 13 677 710 Illinois . 1 644 368 15,535 24, 997 6 186 28 874 27 848 1,253 Michigan 299 12,394 17, 128 1 I 145 10 453 101 301 379 Wisconsin . 228 | 8, 570 11, 646 6i 1 553 6 335 9 293 311 Minnesota . 127 1 5, 671 8,218 6 518 10 512 10 424 255 Iowa . 346 12, 163 17, 474 1 35 5 178 33 990 1,109 Missouri .... 237 7, 991 12, 270 9 1 425 17 1,236 46 1,745 1,178 North Dakota 32 532 817 2 69 43 South Dakota. 73 1,316 1, 812 1 44 6 157 180 Nebraska . 257 ! 6, 127 9,196 7 164 10 237 278 Kansas . 223 6,132 9,506 2 70 1 78 9 374 319 Western Division: Montana 21 629 1,198 3 143 1 16 48 Wyoming 10 142 251 1 40 Colorado . 49 ' 2, 596 3,903 1 24 2 75 3 46 97 New Mexico . . . 128 154 3 98 2 35 1 Arizona . 2 65 107 1 15 1 1 5 U tah . 6 473 781 1 65 1 50 10 1 1,154 846. Nevada 12 212 303 ...... Idaho 7 184 237 1 28 3 59 63 Washington . 74 i 1,469 2, 223 2 75 5 221 8 190 157 Oregon . 34 ! 1, 099 1,540 2 195 6 196 8 202 239 California . . 1 550 116 1 5'94Si 8,134 14 785 32 1,012 18 314 507 CHAPTER XL. MANUAL AND INDUSTRIAL TRAINING. References to recent Reports of the United States Commissioner of Education, in which this subject has been treated or statistics published: Annual Report for 1888-89, pages 411A428, 1362-1367; 1889- 1890, pages 1148, 1209-1212, 1351-1356; 1891-92, page 1197; 1892-93, pages 186, 188, 560-575; 1893-94, pages 877-949, 2093-2169; 1894-95, page 2170; 1895-96, pages 989-992, 1001-1152, 1321-1329, 1510-1521 (column 8) ; 1896-97, pages 193-197, 699-703, 2211-2222 (column 8), 2279-2294; 1897-98, pages 141, 194, 723, 2370-2382 (column 8), 2419-2440; 1898-99, pages 26, 83, 179-189, 208-209, 853-863, 1355-1361, 1442, 1448, 1525-1536 (column 8), 2139-2162; 1899-1900, pages 329, 875, 1811-1821 (column 8), 2437-2467, 2505. The number of schools devoted chiefly to manual and industrial training reporting to this office for the scholastic year ending June, 1901, was 153, an increase of 9 schools over the preceding year. The number of different pupils in these schools receiving manual or industrial training was 48,028, an increase of 6,292. The expenditures of these schools for the pay of teachers, f or ^materials, for new tools and repairs, and for incidentals, amounted to $823,064, an increase of $56,943 over the preceding year. These items are given in detail, by States, hi Table 3 of this chapter. Included in the list of manual training schools are 35 schools for the industrial training of Indian children. The 153 schools had 1,698 teachers of manual training — 940 men and 758 women. The number of boys receiving training was 30,293, and the number of girls 17,735. Table 4 gives in detail the statistics of the 118 manual and industrial training schools other than the Indian schools. In these 118 schools there were employed 1,340 teachers — 774 men and 566 women. In the same schools there were 41,059 pupils— 26,239 boys and 14,820 girls. The statistics of the 35 Indian schools are given in Table 5. There were 358 teach¬ ers employed in these schools — 166 men and 192 women. The number of pupils was 6,969, the number of boys being 4,054 and girls 2,915. The branches of manual training, or the trades taught, and the number of pupils in each branch, so far as reported for the individual schools mentioned in Tables 4 and 5, are shown in Table 6. It has been found impracticable to ascertain each year the number of pupils receiv¬ ing manual or industrial training in schools not chiefly devoted to such training. Statistics of this character were collected in 1893-94 and printed in the Report of this Bureau for that year, pages 2093-2169. A reference to chapter 42 of the present volume will show that most of the schools for the negroes offer manual and industrial training. Statistics of manual training in reform schools are given in chapter 43, and similar statistics for schools for the defective classes in chapter 44. Table 1 shows the number of cities of 8,000 population and over in whose public schools manual training has been given since 1890. In that year it was given in 37 cities, in 1894 in 95 cities, in 1896 in 121 cities, in 1898 in 146 cities, in 1900 in 169 2231 2232 EDUCATION REPORT, 1900-1901. cities, and in 1901 in 232 cities. Table 2 gives a list of the 232 cities in whose public schools manual training (other than drawing) was given in 1900-1901, and indicates the grades in each city system in which such instruction was given. Special Schools of Arts and Sciences. It was the intention to include in the list of 118 institutions given in Table 4 only those which could be properly classed as manual or industrial training schools, but this plan could not be strictly followed. In many instances the statistics of but one department of the school could be given. Other schools were omitted from the list. Schools of science and technology of collegiate grade are mentioned under the head of “Higher education” in chapter 35. Other special schools are mentioned below. Alabama Girls’ Industrial School, Montevallo, Ala. — This is a State institution for white girls. In the language of the legislative act the school ‘ ‘ is established for the purpose of giving therein instruction in the liberal arts and sciences; English lan¬ guage and literature, the science and art of teaching as a profession; music, drawing, painting, decorative art, botany, horticulture, floriculture, scientific dairying, cooking, sewing, dressmaking, millinery, bookkeeping, stenography, typewriting, telegraphy, and any and every other branch of human knowledge or industry by which women may live.” Cogswell Polytechnic College, San Francisco, Cal. — This school offers the following courses, of three years each: Mechanic arts, drafting, steam engineering, surveying, domestic science, art. There is a one-year commercial course. Bliss Electrical School, Washington, D. C., offers a course in electrical engineering, including mechanical drawing. Bradley Polytechnic Institute, Peoria, III., has as many as 10 departments, including those of chemistry, domestic economy, manual arts, physics. Simmons College, Boston, Mass., was established by the will of the late John Sim¬ mons “as an institution in which instruction in such branches of art, science, and industry might be given as would best enable women to earn an independent liveli¬ hood.” The courses offered for the year of opening (1902-3) include 4 courses in household economies, 3 secretarial courses, 2 library courses, and 5 scientific courses. Lowell Textile School, Lowell, Mass. — This school has four regular courses of three years each, as follows: Cotton-manufacturing course, wool-manufacturing course, general course in designing, course in chemistry and dyeing. Pratt Institute, Brooklyn, N. Y. — Besides the regular high-school department, this school has the following departments: Fine arts, domestic art, domestic science, science and technology, kindergarten, library. The Brooklyn Institute of Arts and Sciences, Brooklyn, N. Y., has departments of archaeology, architecture, astronomy, botany, chemistry, domestic sciences, elec¬ tricity, engineering, entomology, fine arts, geography, geology, law, mathematics, microscopy, mineralogy, music, painting, pedagogy, philology, photography, physics, political science, psychology, zoology. Ethical Culture Schools, New York, N. Y. — Throughout the entire course of eight years in the elementary school periods are given to manual work and art. In the high school the work in art is continued, but manual training is an elective study. Hebrew Technical Institute, New York, N. Y., offers a course of study extending over three years, including the common branches and algebra, geometry, physics, chemistry, electrical and steam engineering, wTood and metal working. New York Trade School, New York City, has courses of instruction in drawing, electrical work, house, sign, and fresco painting, blacksmithing, bricklaying, plas¬ tering, carpentry, printing, steam and hot-wrater fitting, sheet-metal work, and plumbing. School of Industrial Art and Technical Design for Women, New York, N. Y. — This school offers, besides courses in free-hand and mechanical drawing, instruction and MANUAL AND INDUSTRIAL TRAINING. 2233 practice in designs for stained glass, carving, lace, oilcloth, book covers, wall papers, furniture coverings, draperies, tapestries, carpets, rugs, furniture, mantels, hangings, staircases, lamps, ornaments of all kinds. j Rochester Athenseum and Mechanics’ Institute , Rochester , N. Y., has three well organ¬ ized and equipped departments with several three-year courses in each. The depart¬ ments are industrial and fine arts, manual training, domestic science and art. The Ohio Mechanics’ Institute , Cincinnati , Ohio, “is a technical school in which cer¬ tain branches, demanded by local industries, are made prominent.” At present there are courses of instruction in mechanical drawing and engineering, architectural drawing and engineering, free-hand drawing and general designing,- painting in oil and water colors, also mineral colors; chemistry, physics, and electricity; mathe¬ matics, modern languages, general instruction. The School of Industrial Art of the Pennsylvania Museum, Philadelphia, Pa., has now in operation ten schools or courses, as follows: Drawing, applied design, normal instruction, textile design and manufacture, wood working and carving, decorative painting, illustration, decorative sculpture, architectural design, modern languages. Drexel Institute of Art, Science, and Industry, Philadelphia, Pa., has no fewer than a dozen departments, with several courses in each. The, leading departments are mentioned under fine and applied arts, mechanic arts, electrical engineering, com¬ merce and finance, science, technology, domestic science, domestic arts, normal training, library training, English language and literature, physical training. Girard College, Philadelphia, Pa. — The courses of instruction cover the common branches, French, Spanish, mathematics, manual training, electrical mechanics, plumbing and gas fitting, carpentry, blacksmithing, foundry work, metal work, special training for the trades, military drill. Pittsburg School of Design for Women, Pittsburg, Pa. — Instruction is given in all branches of drawing and painting, with special reference to their application in the fine and applied arts. Sculpture and architecture are made prominent. The Rhode Island School of Design, Providence, R. I. — In the free-hand department instruction is given in drawing, painting, modeling, wood carving, decorative design, sculpture. The mechanical department has courses in mechanics, engineering, mathematics, architecture. Table 1. — Number of cities of 8,000 population and over in each State in which manual training was given. Geographical location. 1890. 1894. 1896. 1898. 1900. 1901. United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . . Western Division . 37 95 121 146 169 232 23 3 1 10 52 3 2 30 8 72 6 2 31 10 80 5 5 45 11 94 10 3 48 14 112 16 12 73 19 North Atlantic Division: Maine . _ _ . 2 1 1 3 4 2 3 3 4 3 1 New Hampshire . V ermont . 1 Massachusetts . , . 6 17 22 33 37 43 Rhode Island . 2 7 3 3 3 Connecticut . 1 3 6 7 7 8 New York . 6 10 18 16 16 19 New Jersey . 4 12 8 10 18 20 Pennsylvania . 5 5 7 15 6 li South Atlantic Division: Delaware . 1 1 1 1 1 1 Maryland . 1 1 1 1 1 2 District of Columbia . 1 1 1 2 2 Virginia . 2 1 2 3 West Virginia . 2 1 1 North Carolina . 3 2 South Carolina . . 1 Georgia . I . :::::::: 3 4 Florida . . 1 2234 EDUCATION BEPOET, 1900-1901. Table 1. — Number of cities of 8,000 'population and over in each State in which manual training was given — Continued. Geographical location. 1890. 1894. 1896. I 1898. 1 1900. 1901. South Central Division: v 1 2 1 2 2 1 j Texas . 1 2 4 1 1 Oklahoma _ .. . . I 1 North Central Division: Ohio . 2 3 _ 11 6 5 Indiana . 1 2 ! 2 4 6 Illinois . 2 7 5 I 9 7 12 Michigan . 2 2 4 | 3 8 11 Wisconsin . 2 5 4 8> 5 9 13 Minnesota . 1 4 5 3 6 Iowa . 4 3 4 3 5 Missouri . 2 2 5 9 South Dakota . 1 1 1 Nebraska . 1 2 1 1 1 2 Kansas . : . 1 1 1 3 Western Division: Montana . 1 1 Colorado . . . 2 O 3 5 6 Utah . 1 1 Idaho . ! . 1 Washington . 2 i 1 i 1 California . 4 6 7 7 9 I Table 2. — Cities in which manual training ( other than drawing ) was given in the public schools in 1900-1901. Cities. Grades in which manual j training was given. ARKANSAS. Fort Smith . CALIFORNIA. High school. Alameda . Fresno . Los Angeles . Oakland . . Pasadena . San Diego . San Francisco . Santa Barbara . Stockton . COLORADO. Cripple Creek: District No. 1 . Denver: District No. 1 _ District No. 7..... District No. 17 _ Pueblo: District No. 1 . District No. 20 _ CONNECTICUT. 6. 7, and 8. 8, 9, and 10. 1. 2. 3. 4. 5. 6. 7, and 8. 9 and 10. 1,2, 3, and 4. 4. 5. 6. 7, and 8. 7 and 8. Also high school. 1 to 8. 8, 9, and 10. 1, 2, 3, 4, 5, and 6. 1,2,3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. 1,2,3, 4, 5, 6, 7, 8, 9, 10, 11, and 12. All. 5,6, and 7. (sloyd.) 5, 6, 7, 8, 9, and 10. Bristol . Hartford . Manchester (South) . . Naugatuck . New Britain . New Haven . New London . Stamford . 6. 7. 8, and first 2 years of high school. 8, 9, and high school. 5.6. 7.8, and 9. 6. 7. 8, and 9. 8 and 9. 4, 5, 6, and 7. 7 and 8. 7. 8. 9, and high school. DELAWARE. Wilmington . I High school. Cities. DISTRICT OF COLUMBIA.' Washington: Seventh to eighth divisions. Ninth to eleventh divisions. FLORIDA. Pensacola . GEORGIA. Athens . Atlanta . Columbus . Waycross . IDAHO. Boise . ILLINOIS. Aurora : District No. 5 . Bloomington . Champaign . Chicago . Galesburg . Joliet . Kewanee . Moline . Rockford . Springfield . Sterling . Urbana . INDIANA. Anderson . Indianapolis . Laporte . Marion . Richmond . Washington . Grades in which manual training was given. 3, through high school. 7 and 8. All. Primarv and grammar. All. 1 to 8. 1 and 2 primary. 1,2, 3, 4, 5, 6. 7, 8, and high school. 1,2, and 3 (primary). 8 and 9. Grammar and high. High school. 8. 1,2, 3, 4 (primary). 7, 8, and high school. 7.8.9, and 10. 7.8. 9. 7 and 8. 7 and 8. 5, 6, and 7. 4. 5. 6. 7, and 8, high school. Primary and high school. Primary. 1.2. 3. 4. 5. 6. 7, and 8. Primary. MANUAL AND INDUSTRIAL TRAINING, 2235 Table 2. — Cities in which manual training ( other than drawing) teas given in the public schools in 1900-1901 — Continued. Cities. Grades in which manual training was given. Cities. Grades in which manual training was given. IOWA. MICHIGAN. Davenport . 9, 10, 11, 12, and 13. Ann Arbor . 4,5,6, 7,8, and 9. Des Moines: 1 Bay City . 6, 7, 8. 9. 10. Capital Park Dist. Des Moines (West) . . . Primarv. ! Detroit . 1 4. 5. 6, 7, and S. 6. 7,8, 9. 10, 11, and 12. ! Flint. . 7, 8, and 9. Iowa Citv . 5. 6. 7, 8. 9. 10. 11. and 12. j Grand Rapids . | 5, 6, 7, and 8. 7. 8, 9. 10. 11. and 12. j Ishpeming . ; 5, 6, 7 and 8, high school. | Kalamazoo . ; 5, 6. 7. 8. 9, 10, 11, and 12. KANSAS. | Menominee . j i Muskegon . 6, 7, 8, 9. 10, 11. and 12. 3, 4, 5. 6, 7, 8, 9, 10, 11, 12, and 13. Emporia . State Normal School. Kansas Citv . High school. Saginaw (East) . 5, 6. 7. and 8. Pittsburg . 1, 2, 3, 4. and 5, high school. Ypsilanti . 1. 2, 3, 4, 5, 6, 7, and 8. KENTUCKY. MINNESOTA. Frankfort . High school. Do. Duluth . Mankato . High school. High school and grammar. MAINE. Minneapolis . ! High school. . i St. Cloud . ! 5, 6, and 7. Bath . 3 ! St. Paul . High school. Lewiston . 6.7.8. and 9. 1st year in H.S. 7. 8. 9, and 10. 7, 8, and 9. Stillwater . I 9. Westbrook . MISSISSIPPI. MARYLAND. In all (sloyd). Annapolis . 4.5,6. 7,8,9, and 10. Primary. Baltimore . Primary and high school. MISSOURI. MASSACHUSETTS. Carthage . . 7, 8, and high school. Arlington . 7, 8, 9. and 10. Columbia . | 3, and high school. Barnstable . 8 and 9. Hannibal . j 2, 3, and 8. Boston . Grammar grades. Joplin . 1 1, and high school. Bridgewater . 7, 8, and 9. High school. Kansas Citv . ! High school. Brockton . , Kirks ville . j High school. Brookline . All. Moberlv . : 6, 7, 8. and high school. Cambridge . Grammarand high school. St. Louis . | 7 and 8, high school. Concord . 6, 7, 8, 9, and 10. Sedalia . High school. Dedham . 7, 8, 9, and high school. Faston . ; 5, 6, 7,8, and 9. MONTANA. Everett . ; 5, 6, 7, 8. Fall River . Fitchburg . | High school. 9, 10, 11, and 12. Helena . 5, 6, 7, and S. Framingham . State Normal School. Gardner . High school. 11 and 12. NEBRASKA. Greenfield . Haverhill . . Grammar, 5, 6, 7, 8, and 9: Beatrice . 7,8, and 9. high school, 10, 11, 12, Omaha . 1 9 and 10. and 13. - Holyoke . High school. Primary. Hudson . NEW HAMPSHIRE. ! Lawrence . Lowell . Lynn . ; High school. 10,11,12. and 13. 8, grammar and English high school. j Concord . . Manchester . Portsmouth . 5. 6, 7, 8, and 9, high school. 8 and 9. 3, 4, and 5. Malden . ; Grammarand high school. Medford . 5, 6, 7. 8, 9. 10, and 11. NEW JERSEY. Milton . 4, 5, 6, 7, 8, 9, and high i school. ! Asbury Park . | All. Natick . i 6, 7, 8, and 9. Atlantic City . 5, 6. 7, 8. 9, and 10. New Bedford . 7,8, and 9 (sloyd). Bayonne City . 5. 6, 7, and 8. Newton . 8 and 9. Camden . All. North Adams . 8 and 9. East Orange . 5, 6, 7, and 8, high school. Northampton . i 5, 6, and 7. I Englewood . 1. 2, 3, 4, 5, 6, 7. Quincy . 5. 6, 7, 8, 9, 10, 11. and 12. Hoboken . 6. 7 8, and 9. Reading . ; 7 and 8. | Montclair . : 1,2, 3, 4, 5, 6, 7, 8, and 9. 5, 6, 7, 8, and high school. Rockland . 1 Primary. : Newark . Salem . Grammar. | North Plainfield . : 5, 6. 7, 8, 9, 10, 11, and 12. Somerville . High school. i All. Springfield . 6, 7, S, and 9 of grammar | | Passaic . ' 3, 4, 5, 6, 7, and 8. j schools: also high school, i 7, 8, and high school. 2, 3, 4, 5, and 6. Wakefield . j 7, 8, and 9. | Phillipsburg . Waltham . 6. 7, 8, 9, 10, 11, 12, and 13. Redbank . 6. 7, 8, 9, and 10. Watertown . 7 and 8. j South Orange . 4,5,6, 7,8,9, 10, 11, and 12. Whitman . 1.2, 3, 4. 5, 6, 7, 8, and 9. i Summit . 1. 2, 3, 4, 5, 6, 7, 8, and 9. Winchester . ; 3.4, 5.6, 7. and 8. i Union . 3 years through the high Woburn . 1,2,3, and 4. school. Worcester . 9, and first two years of 6, 7. 8, 9, 10. 11, and 12. high school. ij West Orange . 1, 2, 3, 4, 5, 6, 7, 8, and 9. 2236 EDUCATION KEPOKT, 1900-1901. Table 2.— Cities in which manual training ( other than drawing ) was given in the public schools in 1900-1901 — Continued. Cities. Grades in which manual training was given. NEW YORK. Cities. Grades in which manual training was given. RHODE ISLAND. Albany . . Binghamton . . Buffalo . Cohoes . . Corning . Herkimer . Ithaca . . Jamestown . . Newburg . New York.... . Niagara Falls . Plattsburg . Port Chester . Rochester . Syracuse . . . . Utica . Whitehall . . White Plains . Yonkers . . NORTH CAROLINA. Asheville . Durham . High school. 9, 10, 11, and 12. 5. 6. 7. 8, and 9. 3.4. 5. 6.7.8, and 9. Primary. Do. 6, 7, and 8. All. 3,4, 5, 6, 7, 8, 9, 10, and 11. High, elementary, and truant. 5, 6, and 7. All. Primary and intermedi¬ ate. 4, 5, 6, 7, and 8 of one school only. Primary, grammar, and high. 5. 6. 7. 8, and 9. High school. 8. 5, 6, 7, 8, 9, and high school. 3 and 4. 6, 7, 8, 9, and 10. Newport . Providence . Woonsocket . SOUTH CAROLINA. Sumter . SOUTH DAKOTA. Sioux Falls . TENNESSEE. Jackson . Nashville . . TEXAS. Austin . Houston . . Palestine . . San Antonio . UTAH. Ogden . VERMONT. 6, 7, 8, 9, 10, 11, and 12. High school. 7, 8, and 9. 6 and 7. All. 4, 5, 6, and 7. 7 and 8. 9, 10, and 11. 1. 2. 3. 4. 5. 6, and 7. Primary. 4. 5. 6, and 7. 1, 2, 3, and 4. OHIO. St. Johnsbury 6 and 7. Akron .... Cleveland Dayton ... Elyria. _ Toledo 5, 6, 7,8,9, 10, and 11. All. 7 and 8. 5, 6, and 7. 5, 6, 7, and 8. VIRGINIA. Lynchburg .... Petersburg . Staunton . Grammar. High school. 6, 7, 8, 9, and 10. OKLAHOMA. WASHINGTON. Guthrie High school. Seattle High school. PENNSYLVANIA. Allegheny . Archbald . Conshohocken .... Harrisburg . Homestead . Johnstown . Norristown . Philadelphia . Pittsburg . West Chester...... Wilkesbarre . Grammar. Primary and intermedi¬ ate. All above primary. High school. 6, 7, 8, 9, and 10. Grammar and high school. 7, through high school. High school. Grammar school. 9, 10, 11, and 12. High school. WISCONSIN. Appleton . Ashland . Beaver Dam Chippewa Falls . Eau Claire . Fond du Lac.... Grand Rapids... Janesville . Menominee . Milwaukee . Oshkosh . Portage . Superior . 8 and high school. Primary. 1,2, 3, 4, 5, and 6. Primary. 6, 7, and 8. 9, 10, and 11. 1,2, and 3. 8 and high school. All. 6, 7, and 8, two high schools. 5, 6, 7, 8, 9, and 10. High school. 6, 7, 8, and high school. MANUAL AND INDUSTRIAL TRAINING. 2237 Table 3. — Summary of statistics of manual and industrial training schools in the United States in 1900-1901. State or Territory. o c s c u c Different teach¬ ers of manual and industrial training. Different pupils who received manual and in¬ dustrial train¬ ing. j Expenditure for manual and indus- 1 trial training during 1900-1901 for 153 schools. Male. Fe¬ male. To¬ tal. Male. Fe¬ male. Total. i For teach- ; ers. For mate¬ rials. For : new * tools and re¬ pairs. For inci¬ den¬ tals: Total. United States . . 153 940 758 1,698 30, 293 17, 735 48,028 8595, 649 8119, 180 843, 595|864, 640 8823,064 North Atlantic Di- . vision . 55 452 339 791 15, 633 | 9,755 25,388 ! 249,071 ! 45, 521 11,776 55, 320 361, 688 South Atlantic Di- vision . 20 67 56 123 2,432 ; 764 3, 196 33, 750 j 6,190 4,620 261 44, 821 South Central Di- vision . 12 47 43 90 1,021 640 1,661 21,960 10, 710 3, 370 748 36,788 North Central Di- vision . 40 262 219 481 7,834 4,669 12,503 : 202,070 39, 041 11,562 4.491 , 257,164 Western Division . . 26 112 101 213 3, 373 i 1,907 5,280 , 88, 798 17, 718 12,267 3,820 | 122,603 North Atlantic Di- vision: Massachusetts . 10 50 75 125 2,188 ! 1,124 2,312 31, 325 3, 936 2, 376 1,360 !' 38,997 Rhode Island . . 6 32 28 60 1,101 ' 870 ! 1,971 31,000 , 2.088 340 225 33, 653 Connecticut. . . . 3 13 42 55 530 r 402 932 | 22,549 j 2, 599 852 ! 5,241 31. 241 New York . 22 162 118 280 6,214 5,182 11, 396 49, 287 ! 14, S75 3,708 1 23,180 91.050 New Jersey .... 3 19 11 30 208 92 300 11,000 3.000 800 16,000 30j 800 Pennsylvania . . i 11 158 68 241 5,392 3,085 8,487 103, 910 3; 700 3,700 9, 314, 135,947 South Atlantic Di¬ i vision: | Delaware . ! 3 g 0 3 100 0 100 800 288 ! 1,088 Marvland . 39 10 49 1,368 216 1.584 16, 465 | 1, 935 4.150 95 22,645 Dist. Columbia. 2 3 8 11 38 83 121 1,500 3,217 170 66 | 4, 953 Virginia . 1 10 15 25 150 100 250 7,860 .. . 7, 860 North Carolina . 5 9 16 25 666 230 896 6,000 150 50 25 6,225 South Carolina . 1 1 4 5 10 10 20 Georgia . 1 2 3 5 100 125 225 1, 125 600 250 . 75 2,050 South Central Di¬ vision: l 1, 120 Kentucky . 2 15 1 16 318 60 378 5. 300 1,215 430 8, 065 Tennessee . : 1 4; 3 7 20 30 50 600 0 100 700 Alabama . 2 15 22 123 152 275 900 900 Louisiana . 2 3 1 4 137 47 184 510 565 25 8 1,118 Texas . . : . 1 0 7 7 0 40 40 1,200 500 * 200 100 2,000 Oklahoma . 4 18 16 34 423 311 734 13,440 8,525 1,830 210 24,005 North Central Di- | vision: Ohio . 1 4 40 16 56 1,281 550 1.831 25, 631 4, 021 6,154 ‘ 1,965 37. 771 Indiana . 2 9 25 34 859 531 1,390 10,380 2,050 12,430 Illinois . 9, 92 21 113 2,588 797 ! 3,385 51, 225 17! 460 3, 271 1,750 73, 706 Michigan . 3 11 22 33, 479 457 936 13,000 1,710 562 225 14,507 Wisconsin . 5 12 24 36 212 390 602 8,110 R242 195 245 9, 792 Minnesota . 2 10 16 26 426 183 609 21.619 1,056 300 22,975 Tnwa . 1 2 0 2 65 2 67 l' 815 200 115 2, 130 Missouri . 2 37 30 67: 897 859 ! 1, 756 14! 700 2, 66» 265 66 17, 694 North Dakota.. 4 n 15 26| 229 259 488 15.000 3, 519 90 140 18, 749 South Dakota . . 5 16 23 39| 271 241 512 16, 910 5.000 600 100 22, 610 Nebraska . 2 9 12 21 249 168 417 8, 600 120 8,720 Kansas . 1 13 15 2s 278 232 510 15,080 15,080 Western Division: ! 1 Montana . 1 2 3 5 60 40 100 1 2. 940 2,940 Colorado . 5 25 29 54! 837 387 1.224 : 22,060 1, 197 556 563 26, 166 New Mexico ... 2 13 15 2S 373 217 590 13,160. 3. 600 600 100 17, 460 Arizona . 5 26 23 49 569 353 922, 7, 700 1 200 2,000 9,900 Utah 1 1 0 1 600 600 Nevada . 1 6 6 12 147 96 . 243 3,500 500 50 4,050 Idaho . 1 2 4 6 40 25 651 California . 10 87 21 58j 1, 347 789 2,136! 38,838 10,431 9,061 3,157 61,487 Table 4. — Statistics of manual and industrial schools in the United States in 1900-1901. 2238 EDUCATION REPOET, 1900-1901. i i i 5 rH ii TBJOl ^ £ •spn 1 * -uappux joj i-H •siredai put? I s[oo; Avan aoj pi i S'5 •spsuaprai joj ^ i •sjaqoBaj ioj ^ 11 I -a - PT ir OO- io I % o s i CO IT eo- o' ~ tsl Is 11 ssgs g g II 11 IF i n 8 8 li 1 3 sf m gss 111 I •aiBxnaj 55 go joso-p- .9tBre j * | P SR SSIS 1 g as gl»s § S II Ills J “ 3 £ i ii i“ 2 s 82 C "5 £ O as tibss Slljs i els I! ! P 11 aass ^ !§S s cj a CD _ !2i £ 'aterbury . I Waterbury Industrial School . I Ellen J. Whitton . I Elementary MANUAL AND INDUSTRIAL TRAINING 2239 8 11 i-Teo 2,050 8 o §331 ©~ i-T co co 11 OTf 1 8 II I d~ 1 1 So e I : :S§ | ; o 8 1 00 • °g 1 I 8 :8 1 £8 iO r-l 8 8 § 8 : 1 or- a 00 § 1 of ISIS 11 of 1 1 §§ of 1 8 !- §1 1 i\ % 8 of fill of r-fofef II ofV 1 1 11 oT 1C X 1 iQ li ' I : go SS a 1 11 g © SI © O 1 38 o o o §§ § o |pia o o 1 O 11 01 8 o o 8 S8 8 = 8 3 o S°ll 11 Sj © 11 8 8 i PS TT JO* ic 30 CO Ol iO Ol 2 00 Oi Ol O Ol Cl 1-1 COrl O o o i—; i> o OOl^d o o CC o ^ oi o o —i O cc o 03 X ^ X o 03 w cc Ol 3 Ol -rH < ics of 1899-1900. Table 4. — Statistics of manual and industrial schools in the United States in 1900-1901 — Continued. 2240 EDUCATION REPORT, 1900-1901. Expenditure for industrial train¬ ing during 1900-1901. ’I'BIOX 15 $720 6, 200 3,379 1,326 5,470 5,550 811 2,950 18, 200 6, 717 3,989 130 4,700 1,500 407 9, 200 •spu -uapxoui jo^ . $4 150 2C0 250 CO • O • LO O lO • O • 1> o to • CM • rH •sji'Bdoj put? S[o6l AV9U .10 j[ 13 • i • i . $200 1,200 176 ; :§J "1 •SI'BIJO^BUI IOjI (tt • • 03 CO • i 1^* lO • . oo co O O 00 O O 00 O O CO O O TH TH CO co lO CO rH 620 30 500 25 600 •SJ9qOB9J JOJ $720 6, 200 2,500 | 795 1,000 5,250 769 2, 000 15,300 5, 643 2,813 100 3, 200 1,500 300 8, 000 Different pupils who received in¬ dustrial training. •mox © 60 283 125 560 60 150 346 151 400 508 1,256 179 399 284 15 77 43 80 649 •91^019^ o -OO© ©O© © 1-1© © CN © T*i © © CO O-tf © LO O O to oocoioloo co o i> i> co n i> co (N rH lO rH r-l iO O tH CO CO Different teachers of industrial training. •piop (N CO CO CO!>tH Tt< COO 1> lO COCO Oi— ll^OO (N00 rH tH (MtHtHtHtHtH rH •gpnng,! © rH O O OhO C4 OO Cl C4 OH t^OdO d rH iH rH rH •9I-BH K5 rH CO CO CO O tH >!>>>> o O o^H sag§ WW m mm.® o3 5jn fl-O™ g g=l O Oq O O o o o w inm 0ft o g ft OJ M O SW b.3 ft g o g.Sd WSS g o a a ft* I * g^£ i|s? N § 0 ft o S O -M M 0_gH si s M C£ O 1—1 to 003 ^11. d oCij : o og Oj ®o g rnffi o r-s to g o g “ft 1“ .H C-P ^ 7! W W H §g Hi M«-g to* a~£ft3.o © ocq >18 S ^J.Si.Sa'Ss WMW ajE-3 H o o ft o 0Q bo g So gft -Hh £ £ Ig ’m O ftft d << £ H CD . H <0 m ft w g oft, ftftr^O ■e oft ^ OCC.g O £ ftft ^•o •ft •0 ft ft So ^0 d 0.g£ g n 22 ilS'SS fll|S §5®2 cofti^O ft : ts : o : |g O Si O cS Hdi *"8 ■S'? ■s? d g 33 ftH g g d c3 ftft g <) g « ◄ lo O O P g1 w O CO ft <5 to to O O ftft •Ssjfg£ J’3 &£ ” ft mm> g £P§> C o raft S| ft^ MANUAL AND INDUSTRIAL TRAINING. 2241 19, 375 11,700 5, 994 30,800 2,408 1,520 94 8,950 »o cl> « e 3d l“5 t>£ .2 a M - ?H M eg hE 2 ^ St;©© cd pj „ © M'd dig a3 2 .2 s-gg si S 2> §5 £ bog .sfbs S>gg •a.s g 2 gs £ £ fco SH^d 22.g §§! 03 o3!M 5.2 © n Ifj 00^. 8 bio a d ‘3 M H M oMt'oo 3 o t-i pi d x} os 3 'd Co^gfi ^CC © £%M l.gs 822 ^ o T" m o B 2 §5 •§«j 22 32 02 fl • O c3 g • © m t-i a ;co a .g c a.-sw ©sw o3 tc 2 "3 © ‘E^r-g C 03 s o d ^ J; 3 .S' s 2pq §2 S’gjg § CHH^OKa,!i £ SPhQ^ w c © *& Xfl •1= J M ©•r3 ©©> S © ^.d £"3 © 1* PI 2 o3 0 2 © w a to 5 1 -a 25 H K"1 2£« .3^.2 So 3 E^ d O M a 3 © <£ “d © 2 a .2 ” 5 a ©Q CD M °.a 03 § s3 c3 • Woq m3 &X} 51 d® O'-' fld^d ©^ tto^ o 5 2^2 MM M 2 1 £,d d'd ^ 2 ao iS3 2 ° © rn ! ,-i oP aod-^^i g b. ^ > o !> X1^ H ©2 J2; !5 c3 ©t 5?; d ° ^.S ^ O 'CO rH oo^cm io" j cm" of of of of Different pupils who received in¬ dustrial training. •PIOJL © 135 75 2,817 25 82 65 600 129 20 170 694 130 500; 507: •9IBUI9J © 0 75 1,879 10 66 65 0 86 13 105 50 o 220 280 •9IBK 3© iCOOCkO O O O CO t- lit! -r O O D- CO CO tH r-i O sO TjfCOOOCJ rH Gi O O CM CM Different teachers of industrial training. •pnoj. i-* uo rr rH O lO (N D 05C1 CO H CO P- iO x 2 O s 6,160 2,290 3,560 10, 000 6, 140 15; 080 •sp?j -uopiom JOX • iO ■ O i • i • • LQ • • • •Situdoi puB SJOO; AV9U JOJ ec M o o • O' • • •sjmiojBui JOji s* O O • O' • • O O' O' • • <>4 O' O' • • • - • • • ' C4 ' • * •siaqoua; ioj 5 o CO 3, 960 1, 620 3, 560 7,000 6.140 15,080 Different pupils who received in¬ dustrial training. T^iox © 185 50 167 380 140 50 243 180 293 65 510 •91BUI9X © CO O ^ COO O XF O lO 04 lO co o o co coco oi> CO 00 rH 04 rH rH 04 •9XBUI9X • 6 3 7 5 3 2 3 6 10 4 15 •9IBH 04 CO CO iO CO rH CO l> 04 CO Grade of literary- instruction. Elementary . 5 C ! 'C > c ! ^ . do . Elementary . Secondary . Elementary . . do . Elementary . Elementary and secondary. President or director. SO Lulu M. Lamar . John J. MeKoin . . S. M. McCowan, super¬ intendent. John S. Spear . diaries E. Shell, super¬ intendent. Harwood Hall, super¬ intendent. T. G. Lemmon, superin¬ tendent. Thomas H. Breen, M. D. William H. Smith, superintendent. H. B. Peairs, superin¬ tendent. Name of institution. Navaho Boarding School . . ts 1 I! , — > p ir 0 : a : > ! ® I c II School. United States Indian Industrial School. Fort Yuma Indian Industrial School . I Greenville Indian Industrial School. Indian Industrial Training School . Teller Institute . United States Indian Industrial School. Fort Lapwai Industrial School . Haskell Institute . Location. - ARIZONA. Fort Defiance . ) % > IS j J ) c J < ) ) X j 1 Yuma . CALIFORNIA. Greenville . Perris . COLORADO. Grand Junction . Hesperus (Fort Lewis) . IDAHO. Lapwai . KANSAS. Lawrence . MANUAL AND INDUSTRIAL TRAINING. 2245 1 lO 1 CO 1 ©f 11 «ef § 1 1 of lO 11 ^*ao^ ira o o> ~o o - » - o® 5 - 1= — 55 - — ®“ - -rxQlbcq - o - ^ t- CO M ®M «© 00 5 oTS O t-UNCOt3 111 ■3§f J~H S Sfl St>9 £ 1 1 1 1 1 1 1 1 1 1 200 210 88 70 105 48 36 52 84 84 100 160 160 120 120 80 1 40 40 1 14 1 120 1 3 40 1 3 40 1 3 3 40 1 3 3 40 1 3 40 1 1 1 40 1 20 1 84 j 120 1 14 1 120 1 20 1 1 20 1 20 1 1 20 1 3 j 20 1 11 20 1 11 | 20 1 11 20 1 40 1 11 11 40 1 20 1 63 40 1 40 1 63 1 40 1 11 40 1 4 15 1 4 20 1 20 1 4 13 40 1 ) l 50 1 1 1 SO 1 2248 EDUCATION REPOET, 1900-1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. 1 Polytechnic High School, San Fran¬ cisco, Cal. Wilmerding School of Industrial Arts, San Francisco, Cal. The Anna S. C. Blake Manual Train¬ ing School, Santa Barbara, Cal. Preston School of Industry (boys) , Waterman, Cal. The John Howard Payne School, Denver, Colo. Manual Training High School, Den¬ ver, Colo. Colorado State Industrial School, Golden, Colo. Branches of instruction. 2 Free-hand drawing, department of fine arts. Instrumental drawing . Clay modeling . Wood carving . Wood turning, department of me¬ chanical arts. Pattern making . Carpentry . . . Forging . Machine-shop work . Work in physical laboratory . Work in chemical laboratory . Free-hand drawing, department of mechanical arts. Carving . Wood turning . Carpentry . Forging . Plumbing . Bricklaying . Clay modeling and terra cotta manu¬ facture. Cabinet making . Architectural drawing . Paper cutting and folding . Sewing . Cooking . Sloyd . Cooking . Carpentry . Tailoring . Shoemaking . . . Baking . Forging . Drugs . Photography . Butter making . Farm or garden work . . Printing . Electricity . . Laundering . . Sewing . . Cooking . . Farm or garden work . . Printing . . Free-hand drawing, department of fine arts. Instrumental drawing . . Clay modeling . Wood carving . Mechanical drawing, department of mechanical arts. Wood turning . . Pattern making . . Carpentry . . Molding . Forging . . Machine-shop work . . Work in physical laboratory . . Work in chemical laboratory . . Sewing, department of domestic sci¬ ence and arts. Cooking . . Mechanical drawing . Sewing . Cooking . Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. Male. Female. 3 4 5 6 2 140 46 120 2 140 0 120 2 0 46 80 2 51 46 80 1 50 0 40 1 50 0 40 1 96 0 40 1 96 0 40 1 40 0 1 96 40 80 1 32 17 40 1 163 160 1 19 160 1 163 10 1 20 160 1 55 160 1 28 160 1 30 160 1 65 160 1 65 160 1 163 160 1 1 120 } i 1 160 2 2 200 1 9 0 26 1 4 0 26 1 5 0 26 1 4 0 26 4 0 26 1 5 0 26 1 1 0 26 1 T 0 26 1 8 0 26 3 20 0 26 1 o 26 1 9 0 26 1 5 0 26 1 30 1 20 | 2 40 1 2 1 250 200 92 Clh 256 213 114 73 88 22 « 3 142 177 38 ai 256 213 114 1 72 12 1 72 12 2 142 89 16 1 72 4 1 72 18 1 41 38 1 72 88 (&) 1 41 36 (*) -2 197 76 1 36 38 1 10 0 1 16 0 1 8 0 a Fractions indicate division of time of instructors, fc One year two hours a week. MANUAL AND INDUSTRIAL TRAINING 2249 Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. 6 s d g 1 2 3 4 5 6 Slovd, or knife work . 1 42 0 Carpentry . 1 8 o Baking . . 1 6 o 1 16 0 Laundering^ . 1 18 o Machine-shop work . 1 10 0 Farm or garden work . 1 23 0 Printing . . . 1 47 0 Painting . 1 4 o Trade School and Institute, Y. M. Free-hand drawing, department of 1 14 20 C. A., Bridgeport, Conn. fine arts. Mechanical drawing, department of 1 83 20 mechanical arts. 1 8 20 Boardman Manual Training High Free-hand drawing, department of 2 308 227 160 School, New Haven, Conn. fine arts. Mechanical drawing . 1 308 110 160 Instrumental drawing . 1 1 308 160 Clay modeling . Wood carving . } * 227 160 Wood turning, department of me¬ 1 130 0 40 chanical arts. Pattern making . 1 110 0 40 Carpentry . 1 130 0 40 Forging . 1 145 0 40 Machine-shop work . 1 -i Machine con structi on . j 1 12 0 40 Work in phvsical laboratory . 1 15 22 40 Work in chemical laboratory . 1 45 49 i 40 Applied electricity . 1 6 0 40 Hand weaving . 1 0 no 40 Drawing, department of domestic 3 308 227 160 science and art. 1 Art needlework . 1 0 227 160 Sewing . 0 110 40 Dressmaking . o 80 80 Millinery . o 20 ! 20 Cooking'. . 1 0 227 ; 160 Laundering . 1 0 22 | 30 Waterhury Industrial School, Water- Sewing, department of domestic 24 198 36 bury, Conn. science and arts. Cooking . 1 96 1 16 St. Joseph’s Industrial School for House and sign painting, depart¬ 1 j 4 Colored Boys, Clayton, Del. ment of mechanical arts. Carving . 1 6 Wood turning . I 6 Carpentry . 1 | 6 Applied electricitv . 1 1 Sewing, department of domestic 1 4 science and arts. Cooking . 1 6 Ferris Industrial School, Marshall- Sewing . 1 3 ton, Del. Cooking . 1 6 Carpentry . 1 10 1 Farm or garden work . Painting . 1 30 3 Cooperative Draughting School, Mechanical drawing . 1 30 30 Wilmington, Del. Industrial Home School, Washing¬ Free-hand drawing . 3 82 | 30 1 40 ton, D. C. Sewing . 1 7 I 15 52 Carpentry . 1 i 14 1 52 Farm or garden work . 1 j 16 52 St. Bose’s Industrial School, Wash¬ Sewing . 6 59 1 40 ington, D. C. Cooking . 1 4 1 52 Fort Valley High and Industrial Free-hand drawing . 1 97 45 j 36 School, Fort Valley, Ga. Mechanical drawing . 1 35 15 36 Clay modeling . 1 30 45 36 Pap'er cutting and folding . 1 30 40 1 36 2250 EDUCATION REPORT, 1900-1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Number of pupils. •§j GQ . h/1 Name of institution. Branches of instruction. Number of instructors Male. Female. Number of weeks the ject is studied durinj entire course. 1 2 3 4 5 6 Fort Valley High and Industrial School, Fort Valley, Ga.— Cont’d. Sewing . 1 32 216 1 216 216 216 1 70 Wood turning . 1 18 Farm or garden work . 1 90 216 Chicago English High and Manual Training School, Chicago, Ill. Free-hand drawing . 1 644 0 24 Mechanical drawing . 3 605 0 96 4 345 0 30 Wood turning . Pattern making . 1 345 0 10 Forging . . 1 180 0 20 Molding . 1 180 0 20 l o Machine-shop work . I 2 130 0 40 Chicago Manual Training School, Chicago, Ill. Free-hand drawing, department of mechanical arts. Architectural drawing . } 1 133 J 26 \ 40 Mechanical drawing T. . J 1 146 100 1 Pattern making . 1 133 40 Carpentry _ .~. . j Molding . 68 f 10 Forging . } 1 { 30 40 Machine-shop w’ork . 60 Machine construction . } 1 AA’ork in physical laboratory . 1 68 40 AA'ork in chemical laboratory . 1 60 40 Chicago Sloyd School, Chicago, Ill.. Wood carving . 1 11 32 Mechanical drawing . 1 11 32 Slovd . 1 11 32 Basket weaving . 1 25 10 Art needlework . 1 Sewing . 1 3 32 Jewish Training School, Chicago, Ill. Free-hand drawing . 1 1 40 Mechanical drawing . • 1 1 40 Clay modeling . 1 1 40 Paper cutting and folding . 1 1 40 Sewing . 2 2 40 Carpentry . 1 1 40 Wood turning . 1 1 40 Carving . 1 1 40 Vise work . 1 1 40 Machine-shop work . 1 1 40 Lewis Institute, Chicago, Ill . Free-hand drawing, department of fine arts (day classes). Free-hand drawing, department of mechanical arts. Mechanical drawing . 1 24 43 108 1 1 200 150 24 72 Wood turning . . Patte rn m aki ng . } i 175 I 6 i 24 Molding . 1 60 24 Forging . 1 100 24 Machine-shop work . 1 75 48 AATork in physical laboratory . 100 20 72 Work in chemical laboratory . 120 30 108 Applied electricity . ". . 1 25 12 Mechanical engineering . 75 72 Electrical engineering . 25 72 Sewing, department of domestic sci¬ ence and arts (day classes). Cooking . 1 2 40 75 24 36 St. Mary’s Training School, Des- Plaines, Ill. Illinois Manual Training School Farm, Glenwood, Ill. Cooking — housework . 2 25 52 Farm and garden work . 30 175 52 Cooking 1 10 Carpen trv 1 50 Wood turning . 1 50 Carving . 1 10 Forging 1 15 1 Vise work . 1 50 MANUAL AND INDUSTRIAL TRAINING - 2251 Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Same of institution. Branches of instruction. Number of instructors. Numl pui o ber of )ils. 6 "3 3 Number of Aveeks the sub¬ ject is studied during the entire course. 1 o 1 8 4 5 ! G 1 15 i Farm, Glenwood, Ill.— Continued. 1 65 1 10 Painting . . 1 10 Bradley Polytechnic Institute; Free-hand drawing, department of 103 95 School of Arts and Sciences, Pe- mechanical arts. | oria, Ill. 27 18 Carving . T . 2 2 Wood turning . . | 55 0 j 17 0 4 o 9 0 :::::: 9 0 i 35 18 :::::: 25 9 9 . 95 science and arts. 1 Sewing . . 1 122 Dressmaking . . . 1 10 Cooking . I 52 Manual Training School, Spring- Mechanical drawing, department of j 38 40 field, Ill. mechanical arts. * Wood turning . ' 78 L io Carpentry . .. . ! 78 39 Manual Training School, Indian¬ Free-hand drawing . . . . | 2 292 1 74 apolis, Ind. Mechanical drawing . 1 367 0 144 Sewing . 2 179 38 Cooking . . . . 1 . ! 72 38 Carpentry . . . 2 178 | 38 Wood turning . .. . 2 164 19 ' Pattern making . . 2 86 38 Forging . 1 120 1 38 Molding (metal) . . 1 86 | 38 Machine-shop work . I 1 56 38 Indiana Soldiers’ and Sailors’ Or¬ Free-hand drawing, department of i 370' 250 phans’ Home, Knightstown, Ind. mechanical arts. House and sign painting . 1 1 4 80 Carpentry . 1 16 1 80 Sewing, department of domestic sci¬ 4 34 40 ence and arts. Cooking . 1 1 16 40 Laundry work . 1 ...... 40 West Des Moines High and Indus- Free-hand drawing . 1 dustrial School, Des Moines, Iowa. Mechanical drawing . 2 29 I 1 Carpentry _ _ _ _ 2 46 ! . Wood turning . . . 2 11 ::::::: Carving . . . 2 9 Manual Training School, Frankfort, Free-hand drawing . 1 50 | 60 . Hy. Mechanical draAving . . 1 50 60 i . Wood turning . 1 29 29 Manual Training High School, Free-hand drawing, department of 1 127 0 17 Louisville, Ky. mechanical arts. Mechanical draAving . . . . 3 268 0 132 CaTving . . 1 50 0 6 Wood turning . . 2 105 0 8 Pattern making . . . . 2 80 0 17 Cabinet Avork . . . 2 100 0 8 Molding . 1 80 0 17 Forging . 2 100 0 31 Machine-shop work . ^ . 1 54 0 34 Work in physical laboratory . 1 21 0 30 Work in chemical laboratory . 1 61 0 51 Gilbert Industrial College, Baldwin, Free-hand drawing . 1 37 47 32 La. Mechanical draAAring . 1 ! 3 32 SeAving . ■. . 1 47 32 Cooking . . 1 5 32 1 11 ! 32 Forging .' _ _ 1 1 3 1 20 2252 EDUCATION REPORT, 1900-1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. ai 3 o ”3 a 4 5 6 1 0 10 34 1 1 2 30 1 12 30 1 60 3 28 1 40 28 1 2 28 1 30 28 1 12 28 1 5 28 1 70 17 1 23 1 93 1 93 1 93 1 23 0 40 1 97 0 20 1 ! 118 0 20 1 0 242 40 5 46 5 46 5 46 2 50 40 1 16 1 72 1 28 25 1 62 46 1 60 40 1 30 24 8 140 1 6 40 1 40 0 3 521 617 140 3 523 632 160 3 523 632 160 3 521 617 140 1 161 20 1 62 126 20 3 521 617 140 2 16 54 40 1 246 40 3 521 617 140 3 523 632 160 1 62 126 20 1 192 1 20 1 112 20 2 238 20 1 243 40 1 46 0 60 2 2 402 60 1 42 20 1 154 40 1 1 71 18 122 4 } 144 2 0 59 72 1 0 25 36 1 69 45 r 12 \ 36 1 45 45 24 1 14 0 36 1 24 0 36 1 6 0 33 Newark Technical School, Newark, N. J. Baron de Hirsch Agricultural School, Woodbine, N. J. Barlow School of Industrial Arts, Binghamton, N. Y. Brooklyn Industrial School Asso¬ ciation, Brooklyn, N. Y. Industrial School Association of Brooklyn, E. D., Brooklyn, N. Y. Manual Training High School, Brooklyn, N. Y. Pratt Institute High School, Brook¬ lyn, N. Y. Free-hand drawing, department of fine arts. Painting in oil . Painting in water color . . Pastels . . Free-hand drawing, department of mechanical arts. Mechanical drawing . . Plumbing . . Work in chemical laboratory . Applied electricity . Electroplating . Free-hand drawing . Mechanical drawing . Machine-shop work . . Work in physical laboratory . Work in chemical laboratory . Mechanical drawing, department of mechanical arts. Wood turning . Carpentry . Cooking, department of domestic science and arts. Free-hand drawing . Clay modeling . Paper cutting and folding . Sewing . Cooking . Sloyd, or knife work . Chair caning and basketry . Shoemaking . Farm or garden work . Free-hand drawing . . Paper cutting and folding . . Sewing . Basket making . . Chair caning . Free-hand drawing, department of fine arts. Mechanical drawing . Instrumental drawing . . Painting in water color . . Clay modeling . Wood carving . Design and decoration . Architecture . Repouss6 work, department of me¬ chanical arts. Free-hand drawing . . Mechanical drawing . Carving . Wood turning . . Pattern making . . Carpentry . Forging . Printing . . Sewing, department of domestic science and arts. Dressmaking . . Millinery . . Free-hand drawing . . Mechanical drawing . Sewing . . Cooking . Wood turning . . Carving . Bench work . Forging . Molding metal . . Machine-shop work . . MANUAL AND INDUSTRIAL TRAINING. 2257 Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. .2 ! S 6 3 1 2 3 1 4 5 6 Webb’s Academy and Home for Mechanical drawing, department of 3 42 36 Shipbuilders, Fordham Heights, mechanical arts. - N. Y. 1 42 86 Mechanical engineering, department 1 42 36 of science and technology. Baron de Hirsch Trade School, New Mechanical drawing . 4 78 0 20 York, N. Y. House and sign painting . i 31 0 24 Carpentry . . i 16 0 24 Plumbing . i 34 0 24 Machine-shop work . i 28 o 24 Boys’ Club, MeAlpin Trade School, Free-hand drawing . i 16 30 New York, N. Y*. Mechanical drawing, department of i 24 30 mechanical arts. 3 32 30 Paper cutting and folding . 2 B Sewing, domestic science and arts... 2 | 1 30 30 Cooking, domestic science and arts.. 30 30 2 4 24 30 Carving ~ . 4 .32 ! 30 Chair caning . 2 Basket making . 4 . The Ethical Culture Schools, New Free-hand drawing . 140 j 143 37 York, N. Y. Clay modeling . 2 140 143 37 Paper cutting and folding . 8 I 80 I ! 62 37 Sewing . 1 80 143 37 Carpentry . . . 1 34 15 37 Venetian ironwork . 1 | 11 1 37 Basketry . i ! 87 1 77 37 Weaving . i 37 77 Painting in water color, department 9 143 150 j 37 of fine arts. General Society of Mechanics and Free-hand drawing, department of 1 2 92 1 27 Tradesmen of New York City, N.Y. mechanical arts. Mechanical drawing . 3 97 27 Clay modeling, department of fine 1 34 | 27 arts. Architecture . g 102 ! 27 Hebrew Technical Institute, New Free-hand drawing, department of 1 228 0 j 40 York,N. Y. fine arts. Instrumental drawing . 3 228 0 40 Wood carving . 1 51 0 40 Design and decoration . 1 90 0 40 Architecture . 1 8 0 1 40 Free-hand drawing, department of 1 228 0 j 40 mechanical arts. Mechanical drawing . 1 228 o ! 40 Carving . 1 51 0 40 Wood turning . 1 91 i 0 40 Pattern making . 1 7 0 ! 40 Carpentry . . 1 228 0 40 Machine-shop work . 1 91 0 40 Work in physical laboratory . 1 228 0 ! 40 Applied electricity . . 1 18 0 1 40 Mathematics . . . 2 •228 0. 40 English . 2 228 0 40 The New York Catholic Protectory, Free-hand drawing . . ’ . . . T 350 New York, N. Y. Mechanical drawing . l I 300 | Clay modeling . l 75 | 100 52 Paper cutting and folding . l 15 | 100 52 Sewing . 7 130 1 250 52 Cooking . 4 18 ' 24 52 Slovd, or knife work . 1 48 ' 52 Carpentry . 1 15 ! 52 Sheet-metal work . 1 18 1 52 Molding (metal) . 1 5 i 52 Vise work . 1 5 i 52 Machine-shop work . 1 5 1 52 ED 1901 — VOL II - 66 2258 EDUCATION REPORT, 1900-1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. 1 Male. Female. 1 2 3 4 5 G 1 23 New York, N. Y.— Continued. 1 5 Printing. . T. . 5 85 2 12 70 70 125 100 Tie making 1 . 50 Lace making . 100 55 50 300 300 8 Ne\v York Trade School, New York, Fresco painting, department of me- 2 31 0 39 N. Y. clianical arts. House painting . 2 20 0 39 Carpentry . 1 43 0 i 39 Forging . 1 19 0 39 Steam litting . i 1 32 0 39 Plumbing . 6 284 0 39 Bricklaying . 2 32 0 39 Cornice and skylight work . 2 42 0 39 Electrical work . 4 92 0 39 Plastering . 1 9 0 39 Printing . 1 16 0 39 Sign painting . 1 20 0 39 Elementary plan drawing . 2 14 0 39 Original School of Industrial Art Free-hand drawing, department of 4 , 37 50 for Women, New York, N. Y. fine arts. Instrumental drawing . 1 37 50 Painting in water color . 4 63 50 Design and decoration, department 2 63 48 of mechanical arts. Free-hand drawing . 4 37 50 Mechanical drawing . 4 37 50 Designing of fabrics . 2 63 48 Public Evening School No. 13, New Sewing . 2 750 18 York, N. Y. Cooking . . 1 250 18 St. George’s Evening Trade School, Free-hand drawing . 1 20 33 New York, N. Y. Instrumental drawing . 1 60 33 Free-hand drawing . 1 20 16£ Mechanical drawing . 1 60 164 Carving . 1 10 164 Pattern making 1 20 164 Carpentry . 1 40 33' Plumbing 1 48 3o Printing . 1 48 33 Manual training, woodwork . 1 25 33 Manual training cardboard . 1 50 33 Technical School for Carriage Free-hand drawing, department of 1 25 0 28 Draftsmen and Mechanics, New fine arts. York, N. Y. Instrumental drawing . 1 25 0 28 Free-hand drawing, department of 1 25 0 28 mechanical arts. Mechanical drawing . 1 25 0 28 Wilson Industrial School for Girls, Sewing, department of domestic 1 40 New York, N. Y. science and arts. CnnVing . 1 35 Industrial School, Rochester, N. Y.. Free-hand drawing . . 4 40 Cooking . 40 Sloyd or knife work . . . ! 36 40 Carpentry . 36 40 Carving . 36 40 Rochester Athenamm and Mechan¬ Free-hand drawing, department of 5 135 95 198 ics’ Institute, Rochester, N. Y. fine arts. Painting in oil . 1 2 - 40 72 Painting in water color . ' Clay modeling . 1 1 8 7 30 Design and decoration . 2 17 29 190 MANUAL AND INDUSTRIAL TRAINING 2259 Table 6. — Statistics of manual and industrial training — Branches taught — Continued. • Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. 6 s Female. 1 2 o 4 O j 6 Rochester Athenseum and Meehan- Architecture . 2 12 o 90 ics’ Institute, Rochester, N. Y.— Free-hand drawing, department of 1 38 o ! 36 Continued. mechanical arts. Mechanical drawing . 6 317 14 1 228 Carpentry . 3 223 o 84 Forging . . . j 1 52 0 60 Vt ork in physical laboratory . j 1 34 2 1 2 26 8 Drawing, department of domestic 1 0 20 | 36 science and arts. Sewing . j 3 0 253 36 Dressmaking . ! 6 0 260 36 Millinery . 1 0 52 36 Cooking . 4 0 824 36 Laundering . i 1 0 6 1 12 Work in chemical laboratory . 2 0 20 ! 36 Herbart Preparatory School, Suf- Free-hand drawing, department of 1 4 3 ! 34 fern, N. Y. fine arts. Instrumental drawing . 1 4 0 4 Clay modeling . 4 0 4 Wood carving . . i 4 0 4 Skyland Institute, Blowing Rock, Clay modeling . 1 N. C. Paper cutting and folding . 1 1 Sewing . 3 1 Cooking . 1 i The Laura Sunderland Memorial Free-hand drawing . 60 i 32 School, Concord, N. C. Sewing . 65 1 Cooking . 60 6 The Asheville Farm School, Den¬ Cooking . 2 20 100 mark, N. C. Carpentry . 1 50 100 Farm or garden work . 2 80 150 Dorland Institute, Hot Springs, N.C. Free-hand drawing . 25 50 75 Hand weaving . . . 1 2 Carding and spinning . 1 2 Drawing . 32 Sewing . 60 32 Dressmaking . 6 32 Cooking . 60 Laundry work . 60 32 Academical and Industrial Insti¬ Sewing . 1 13 tute, Wilkesboro, N. C. Cooking . 1 13 Carpentry . 1 7 Farm or garden work . 1 7 13 State Industrial and Manual Train¬ Free-hand drawing . 1 ing School, Ellendale, N. Dak. Mechanical drawing . 1 Sewing . 1 Cooking . 1 Carpentry . 1 Wood turning . 1 Carving . 1 I Painting . 1 Ohio Mechanics’ Institute, Cincin¬ Free-hand drawing, department of 4 126 17 30 nati, Ohio. fine arts. Painting in oil . 1 9 30 Painting in water color . 2 i 5 15 Clay modeling . 1 7 2 30 Wood carving . 1 1 30 Design and decoration . 1 1 30 Architecture . 4 88 3 30 Mechanical drawing, department of 6 316 4 mechanical arts. Carving . 1 1 Work in chemical laboratory . 1 1 Applied electricity . . 1 1 1 .... 30 Mechanical engineering, department ! i 10 1 of science and technology. | Electrical engineering _ '. . i 33 1 2 2260 EDUCATION REPORT, 1900-1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Male. - 3 la ber of )ils. o5 *3 a s? Ph Number of weeks the sub¬ ject is studied during the [ entire course. 1 2 3 4 5 6 Technical School of Cincinnati, Free-hand drawing . A 1 OA Cincinnati, Ohio. Mechanical drawing . / 1 lo4 U IzU Paper cutting and folding . 1 2 23 10 Sloyd, or knife work . 1 2 23 40 Carpentry . 1 60 0 30 Wood turning . 1 60 0 10 Forging . 1 48 0 40 Machine-shop work . . 1 27 0 40 Jewish Orphan Asylum, Cleveland, Free-hand drawing, department of 2 29 31 40 Ohio. mechanical arts. Mechanical drawing . 2 29 40 Carving . . 1 7 20 1 7 30 Carpentry . . .“. . . . Art needlework, department of do- 1 1 22 58 40 30 mestic science and art. Sewing, darning, and mending . 2 160 40 The Polytechnic School of the To- Free-hand drawing . 2 200 191 ledo University, Toledo, Ohio. 1 227 Clay modeling _ . 1 100 90 Sewing and millinery . 1 157 Cooking . . . 1 44 Wood turning . . . 1 140 Dressmaking . 1 105 Pattern making . . . ( 10 Forging . 30 Sheet-metal work . Molding (metal) . > 1 Vise work . . . Machine-shop work . 1 i 13 Avery College Trade School, Alle¬ Free-hand drawing . 1 8 40 gheny, Pa. Mechanical drawing . 1 10 40 Clay modeling . 2 14 40 Paper cutting and folding . 40 Sewing . . . . . . . 2 45 40 Cooking . 1 40 Sloyd, or knife work . 40 Carpen try . 1 56 40 Wood turning . 40 Millinery . . 40 Carving . . . 3 54 40 Music . 2 63 40 Bricklaying . 1 14 40 Printing . . 1 9 40 Painting . 1 14 40 Tailoring . . . . . 1 12 40 Central Manual Training School, Free-hand drawing, department of 1 450 120 Philadelphia, Pa. fine arts. Instrumental drawing . . . 1 450 120 Painting in water color . 1 450 40 Clay modeling . . 1 450 13 Wood carving . 1 450 13 Design and decoration .... 1 450 13 Architecture .... 1 450 26 Free-hand drawing, department of 1 450 120 mechanical arts. Mechanical drawing . 1 450 120 Carving . . 1 450 13 Wood turning . 1 450 26 Pattern making . 1 450 26 Carpentry . 1 450 40 Molding... . . . 1 450 13 Forging . 1 450 40 Machine-shop work . 1 450 40 Machine construction . . 1 450 40 Work in physical laboratory . 1 450 40 Work in chemical laboratory . 1 450 40 1 Applied electricity . '. . 1 450 13 MANUAL AND INDUSTRIAL TRAINING. 2261 Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. 3 a 3 2 3 5 Number of pupils. Number of Aveeks the sub- j ect is studied during the entire course. Male. Female. 3 4 5 6 450 | 26 2 450 40 131 120 30 7 23 34 149 6 30 1 83 0 6 249 0 1 142 1 142 1 97 1 97 2 156 . 2 39 2 30 155 ! . 5 62 4 21 4 21 245 86 158 108 268 43 4 0 19 1 0 19 1 19 1 19 1 19 1 125 200 396 1 15 20 36 1 60 90 144 I 597 210 1 311 161 i 597 210 l 597 210 l 597 210 l 597 210 l 597 210 l 597 210 i 597 210 l 409 0 120 l 409 0 120 l 130 0 28 l 130 0 14 l 130 0 14 l 409 0 28 l 101 0 28 7 633 264 1 100 40 1 10 0 1 12 2 200 2 150 2 25 1 i 150 5 ! 100 . . .! _ 4 200 ICO 1 10 1 j 50 50 Central Manual Training School, Philadelphia, Pa. — Continued. Drexel Institute of Art, Science, and Industry, Philadelphia, Pa. Friends’ Select School, Philadel¬ phia, Pa. Girard College, Philadelphia, Pa... Northeast Manual Training School, Philadelphia, Pa. The Pennsylvania Museum and School of Industrial Art, Phila¬ delphia, Pa. Electrical engineering, department of science and technology. Steam engineering . Wood carving, department of fine arts. Design and decoration . Architecture . Free-hand drawing, department of mechanical arts. Mechanical drawing . Wood turning . Pattern making . Molding . Forging . Machine-shop work . Machine construction . Work in physical laboratory . Work in chemical laboratory . Applied electricity . * . Mechanical engineering, department of science and technology. Electrical engineering . . . Drawing (design), department of domestic science and arts. Sewing . Dressmaking . . . Millinery . Cooking . Laundry work . Accession work, library department . Cataloguing . Library history . Preparation of manuscript . Proof reading . Free-hand drawing . Mechanical drawing . Sloyd or knife work . : Mechanical drawing . Sloyd or knife work . Carpentry . \ Wood turning . f Pattern making . . i Forging . Molding . | Vise work . Machine-shop Avork . j Electricity . j Plumbing . ! Free-hand drawing, department of j fine arts. I Instrumental drawing . Painting in Avater color . Clay modeling . Wood carving . Design and decoration . Architecture . Free-hand draAving . Mechanical drawing . Candng . Carpentry . Work in chemical laboratory . Hand weaving . PoAA’er Aveaving . Dyeing . , . Carding and spinning . Designing of fabrics . Bookbinding . Modeling . 2262 EDUCATION REPORT, 1900-1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Spring Garden Institute, Philadel¬ phia, Pa. School of Design for Women, Pitts¬ burg, Pa. Williamson Free School of Me¬ chanical Trades, Williamson School, Pa. Miss Sayer’s School, Newport, R. I .. Townsend Industrial School, New¬ port, R. I. Friends’ School, Providence, R. I. Providence Manual Training High School, Providence, R. I. Branches of instruction. Free-hand drawing . Mechanical and architectural draw- Pattern making . Vise work and machine-shop work . . Electricity . . Mathematics . . Free-hand drawing . Designing . Painting . Mechanical drawing, department of mechanical arts. Wood turning . Pattern making . . Carpentry . Forging . Steam fitting . . Machine-shop work . Machine construction . Work in chemical laboratory . Applied electricity . Mechanical engineering, depart¬ ment of science and technology. Electrical engineering . Steam engineering . Free-hand drawing, department of fine arts. Painting in water color . Clay modeling . Free-hand drawing, department of mechanical arts. Mechanical drawing . Wood turning . Pattern making . Carpentry . Molding and pattern making . Forging . Steam fitting . Machine-shop work . Machine construction . Slovd . Sewing, department of domestic sci¬ ence and arts. , Dressmaking . Cooking . Free-hand drawing . Mechanical drawing . Clay modeling . Sewing . Cooking . Sloyd or knife work . Carpentry . j Wood turning . Carving . Free-hand drawing, department of fine arts. Instrumental drawing . Painting in water color . j Clay modeling . I Wood carving . Design and decoration . I Architecture, department of me- j chanical arts. Free-hand drawing . 1 Mechanical drawing . Carving . Wood turning . Pattern making . ) ) ] 5 2 3 i Number of j pupils. Number of weeks the sub¬ s’ ject is studied during the entire course. 1 Male. 1 Female. > 5 7 390 26 1 35 26 1 81 . 26 3 162 | 26 1 92 26 4 75 31 4 i . 75 31 2 1 . 1 15 30 2 156 147 1 36 46 1 36 147 1 28 147 1 58 60 1 8 98 1 58 1 147 1 58 32 1 90 60 1 8 100 2 8 147 1 8 131 1 8 131 1 10 30 ] 1 0 3 [ 36 1 10 30 J 1 42 35 160 1 29 0 160 1 7 30 15 10 f 6 10 7 j 30 1 \ 6 1 1 6 } 80 i 6 1 1 421 160 1 120 2 456 { 40 2 475 160 3 10 30 40 1 10 40 2 5 6 | 40 40 20 40 40 7 40 40 20 25 40 3 2 1 3 1 . j 44 24 1 3 1 47 24 3 | 2 1 1 1 36 . 1 1 36 1 MANUAL AND INDUSTRIAL TRAINING. 2263 Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of pupils. Pi S-2 £ .O-ui'” Providence Manual Training High School, Providence, R. I.— Cont’d. Rhode Island School of Design, Providence, R. I. St. Xavier’s Academy, Providence, R. I. Schofield Normal and Industrial School, Aiken, S. C. Southern Industrial School, Grays- ville, Tenn. Industrial School for Little Girls, Castroville, Tex. Carpentry . Molding I . Forging . Machine-shop work . Machine’construction . Work in physical laboratory . Work in chemical laboratory . Applied electricity . Designing of fabrics . . Smithing . Photography . Civil engineering, department of science and technology. Mechanical engineering . Mining engineering . Electrical engineering . Steam engineering . Drawing, department of domestic science and arts. Sewing . Dressmaking . Millinery . Cooking' . Work in chemical laboratory . Free-hand drawing, department of fine arts. Architecture . Mechanical drawing, department of mechanical arts. Free-hand drawing . Instrumental drawing . Painting in oil . ! Painting in water color . j Clay modeling . ! Free-hand drawing, department of : mechanical arts. Mechanical drawing . Drawing, department of domestic 1 science and arts. Art needlework . I Sewing . 1 Work in chemical laboratory . Carpentry . | Truck gardening . I Farming . . i Shoemaking . Harness making . Cane seating . J Laundering . Sewing . | Cooking . J Sewing . Cooking . Carpentry . . Farm or garden work . Painting . Canning . Design and decoration, department of fine arts. Drawing, department of domestic science and arts. Art needlework . Sewing . Dressmaking . Millinery . Cooking . . . I Laundering . ' 1 1 1 1 1 8 2 1 8 1 2 1 1 1 3 2 2 1 2 1 9 50 T 119 20 . 45 11 13 - . . . 325 . 32 1 4 1 162 11 2 1 1 1 1 1 1 j 1 1 1 1 year. 11 j 32 2 1 ! 32 24 52 1 12 32 11 32 5 32 45 32 142 45 32 10 24 3 10 36 12 8 1 36 4 1 12 10 10 24 25 40 .... 40 40 40 40 12 40 12 40 5 40 5 . 40 25 40 2264 EDUCATION REPORT, 1900-1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. c5 S Female. 1 O ; 3 4 5 6 Miller Manual Training School, Mil- Free-hand drawing . 1 ler School, Va. Mechanical drawing . 1 Sewing . ~ . 4 Cooking . 1 1 Carpentry . 1 Wood turning . > 2 40 0 Carving _ . 1 Cabinet and pattern making . 2 40 0 18 Forging . 1 24 0 18 Molding (metal) . 1 24 0 18 Vise work . Machine-shop work . . } 3 24 0 36 Printing _ T . 1 5 0 36 2 71 Menominee, Wis. 2 55 1 1 23 Cooking . 2 43 . do r. . 2 52 43 Work in chemical laboratory . 1’ 16 3 80 25 kee, Wis. Clay modeling _ ~ . 1 40 25 Paper cutting and folding . 2 40 25 Sewing . . . 2 100 25 Cooking . 2 60 25 Navaho Indian Boarding School, Clay modeling . 1 26 18 40 Fort Defiance, Ariz. Paper cutting and folding . 1 26 18 40 Sewing . 1 53 40 Cooking . 2 65 53 40 Carpentry . 1 100 120 Forging . . 1 2 120 Vise work . 1 2 120 Farm or garden work . 1 25 120 Moqui Training School, Kearns Sewing . 1 ' 17 Canyon, Ariz. Cooking . 1 36 20 40 Farm or garden work . 1 30 Fort Mohave Indian Training School, Free-hand drawing . 4 103 64 320 Mohave City, Ariz. Clay modeling . 1 21 16 80 Paper cutting and folding . 1 21 16 80 Sewing . ! i 25 162 Cooking . 2 4 20 162 Slovd, or knife work . 1 16 40 Carpentry . 1 14 162 Laundry work . 1 4 10 162 Housekeeping . 1 24 162 Forging . 1 6 40 Vise work . 1 6 40 Machine-shop work . 1 6 120 Farm or garden work . 1 17 162 Painting . 1 4 United States Indian Industrial I Free-hand drawing . 1 74 0 20 School, Phoeniz, Ariz. j Mechanical drawing . 1 74 0 60 Sewing . 2 i 0 55 160 Cooking . 2 0 62 160 Sloyd, or knife work . ! 1 i 48 0 40 Carpentry . 2 14 0 90 Carving . 1 12 0 60 Tailoring . 1 13 5 100 Engineering . 1 30 0 120 Laundering . 1 0 34 Forging . 1 16 0 80 Vise work . 1 16 0 40 Horseshoeing . 1 16 0 35 Baking . 1 4 0 40 Farm or garden work . 4 50 0 60 Printing . 1 11 0 150 Painting . 1 4 0 70 Wagon making . 1 15 0 150 Harness making . 1 10 0 80 Shoemaking . 10 0 70 MANUAL AND INDUSTRIAL TRAINING. 2265 Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. 1 Male. Female. 1 2 3 4 I o | 6 20 20 40 Paper cutting and folding . 1 30 30 40 30 40 30 40 10 | 120 . 12 i 120 20 4 6 Painting . . 6 Greenville Indian Industrial School, 1 30 Greenville, Cal. 1 30 1 20 Free-hand drawing . . 1 Clay modeling . . .7 . 1 Paper cutting and folding . 1 Sewing . 1 Cooking . 1 | - 129 114 52 Sloyd, or knife work . 1 - Carpentry . . . 1 Wood turning .= . . . i i Carving . . . i Machine-shop work . Farm or garden work . 3 j . 1 OQ n KO Bricklaying . . . . . . . i ! u 04. Painting . . . . . l Teller Institute, Grand Junction, Sewing . . . 2 0 40 Colo. Cooking . . . 2 32 40 Carpentry . 1 24 I 0 Farm or garden work . 2 80 0 Painting . . . . 1 8 0 Fort Lapwai Industrial School, Sewing . . . 1 25 Lapwai, Idaho. Cooking . 1 25 . Laundering . 1 25 I . Housekeeping . . . . 1 25 Farm or garden work . 2 40 Haskell Institute, Lawrence, Kans.. Free-hand drawing . 10 278 1 225 450 Mechanical drawing . 1 220 0 150 Sewing . 2 232 250 Cooking . . . <) 181 150 Carpentry . . 1 16 0 150 Tailoring . 1 27 0 150 Shoemaking . 1 28 0 150 Harness making . 1 21 1 0 150 Forging . 1 18 0 150 Machine-shop work . 2 22 0 150 Farm and garden work . 2 48 0 150 Bricklaying . 1 15 0 150 Printing . 1 10 0 150 Painting . 1 11 0 150 Wagon making . . 1 18 0 150 Baking . .- . 1 7 0 150 Mount Pleasant Indian Industrial Free-hand drawing . 5 135 117 40 School, Mount Pleasant, Mich. Clay modeling . 1 26 20 20 Paper cutting and folding . 2 60 69 40 Sewing . . 3 5 30 40 Cooking . . . . 2 3 35 52 Carpentry . 1 8 0 52 Forging . 1 Farm or garden work . 2 50 6 52 Pipestone Indian Training School, Sewing . 4 6 65 Pipestone, Minn. Cooking . 2 1 36 Farm or garden work . 2 48 Fort Shaw Industrial School, Fort Free-hand drawing . 6 184 130 20 Shaw, Mont. | Paper cutting and folding . . 1 35 37 8 1 Sewing . 1 0 130 4 Cooking . . . 2 0 75 8 1 Sloyd, or knife work . 80 1 0 0 2266 EDUCATION REPOET, 1900*1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of & pupils. si 1^9 ^2 OJ'CS . ® « £ £-0 b ^2 o o to o .q+j-3 sgs 0.r-»a> A Fort Shaw Industrial School, Fort Shaw, Mont. — Continued. Genoa Indian School, Genoa, Nebr . . Santee Normal Training School, Santee, Nebr. Carson Indian Industrial School, Carson City, Nev. United States Indian Industrial School, Albuquerque, N. Mex. United States Indian Industrial School, Santa Fe, N. Mex. Browning Boarding School, Elbo- woods, N. Dak. Carpentry . . Carving . Shoe and harness making. . . . Tailoring . Housekeeping and mending . Sheet-metal work . . Vise work . . Dining-room work . . Farm and garden work . . Laundry work . Free-hand drawing . Sewing . . Cooking . Carpentry . Wood turning . Carving . Harness making . Tailoring . Engineering . Forging . . Sheet-metal work . Molding (metal) . . Vise work . Dressmaking . Farm or garden work . Free-hand drawing . Clay modeling . Paper cutting and folding . . Sewing . Cooking . Sloyd, or knife work . Carpentry . Wood turning . Forging . Farm or garden work . Printing . Free-hand drawing . Mechanical drawing . Clay modeling . Paper cutting and folding. . . Sewing . Cooking . Carpentry . Shoemaking . . . Tailoring . Forging . Vise work . Farm or garden work . Printing . Painting . Sewing . Cooking . Sloyd, or knife work . Carpentry . Wood turning . Forging . Vise work . Farm or garden work . Sewing . Cooking . Carpentry . Engineering . . Blacksmithmg . Laundering . Farm and garden work . Shoemaking . . Free-hand drawing . Mechanical drawing . Sewing . . Cooking . . 0 36 125 200 21 27 27 10 44 22 147 i 15 0 0 0 4 100 100 0 100 125 125 60 50 96 0 102 26 57 320 100 120 80 200 160 52 52 52 52 52 52 52 52 MANUAL AND INDUSTRIAL TRAINING 2267 Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Number of pupils. Number of weeks the sub¬ ject is studied during the entire course. Male. i 1 2 3 1 i 5 6 Slovd. or knife work . 1 i u| woods, N. Dak. — Continued. 24 Carving 7 . i 10 i Farm or garden work . 1 53 Fort Berthold Home Industrial Sewing .7 . . . 1 6 ! 12 200 School, Fort Berthold, N. Dak. Cooking . „ . 1 o 1 9 200 Farm or garden work . 1 i 5 i 1 o 200 Sewing . 3 | 20 ! 40 School, Fort Totten, X. Dak. 3 20 40 Carpentry . 1 ! 10 Farm or garden work . 1 Sewing . 2 | 50 j 32 Okla. 2 i 24 Carpentry . 1 1 16 Tailoring . 1 10 Laundering . 8 1 20 Baking . 8 Housework . ! 24 Dining-room work . j 32 Vise work . 1 Machine-shop work . 1 ! 20 Nursery . 1 I 16 Farm or garden work . 1 2 | 80 Stone work . 1 , Bricklaying . J 1 1 1 Print1' ng . j 1 4 6 1 . Painting . 1 1 12 , Shoemaking . . 1 1 16 Stock raising . 1 I 20 . ; Miscellaneous . 60 45 Seger Colony School, Colony, Okla. . 1 Paper cutting and folding . 1 10 10 40 Sewing . 1 20 | 40 | Cooking . 1 30 Carpentry . 1 3 4 Laundering . 1 2 18 40 Stock raising . 1 10 40 Sheep-shearing . 1 6 2 I Farm or garden work . 1 25 15 10 Bricklaying . 1 4 ! 2 Painting . 1 1 2 | 4 Arapahoe Indian School, Darling¬ | Paper cutting and folding . | 1 6 18 ton, Okla. Sewing . 1 1 0 45 Cooking . 2 20 45 | . Carpentry . 1 4 Farm or garden work . 2 57 1 6 1 Painting . ! 4 o Eed Moon Boarding School, Ham- ! Paper cutting and folding . 1 10 | 12 30 mon, Okla. Sewing . 7 . 1 i 31 30 Cooking . . 1 j 15 30 1 Farm or garden work . 2 ! 12 30 Carlisle Indian Industrial School, | Free-hand drawing . 1 Carlisle, Pa. Mechanical drawing . i 1 Clay modeling . J Sewing . i 510 Cooking . i 3 i 25 Slovd . 1 j 80 | 25 48 Carpentry . 1 | 50 52 Nursing 7 . 1 6 52 Laundering . 6 I 20 Shoemaking . 1 30 Carriage making . 3 8 Baking . 1 1 6 Tailoring . 1 40 Forging . *1 30 j . Sheet-metal work . 1 20 Farm or dairy work . 4 Printing _ 7 . 2 30 2 Painting . 1 10 Harness making . ! 1 50 1 . ; Steam heating and plumbing . I 1 ! . 2268 . EDUCATION REPOET, 1900-1901. Table 6. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Numl pup o 'S s >er of >ils. 6 "3 a o Ph Number of weeks the sub¬ ject is studied during the entire course. 1 2 3 4 5 6 2 20 20 lain, S. Dak. Sewing . 7 . 1 1 30 1 20 1 5 Farm or garden work . 1 35 | 1 10 Oahe Industrial School, Oahe, S. Dak. Free-hand drawing . 12 20 40 Clay modeling . 1 12 20 40 Paper cutting and folding . 12 20 40 Sewing . i 1 12 20 40 Cooking . 1 15 40 Farm or garden work . 1 8 15 12 Oglala Boarding School, Pineridge, Free-hand drawing . 5 100 100 120 S. Dak. Paper cutting and folding . 1 18 18 40 Sewing . . 60 120 Cooking . 2 50 120 Farm or garden work . 2 50 120 Printing . 1 4 120 Pierre Indian Industrial School, Sewing . 1 40 Pierre, S. Dak. Cooking . . . 1 40 Carpentry . 1 15 Laundry Avork . 1 20 40 Farm or garden work . 1 75 Engineering . 1 10 Ouray Indian Boarding School, Le- Sewing . 1 14 40 land, Utah. Cooking . . . 1 14 40 Farm or garden work . 1 20 40 Tomah Indian Industrial School, Clay modeling . 10 10 Tomah, Wis. Paper nutting and folding . _ 1 . 10 10 Sewing . 2 90 Carpentry . 1 40 Wood turning . 10 Farm or garden work . 2 50 United States Industrial School, Free-hand draAA'ing . 1 26 28 32 Wittenberg, Wis. Paper cutting and folding . 1 30 40 32 Sewing . _ . 1 49 32 Cooking and baking . 2 49 48 Carpentry . . . 1 40 44 Farm or garden work . 1 54 52 CHAPTER XLI. COMMERCIAL AND BUSINESS SCHOOLS. Commercial and business branches were taught in 5,040 schools of various grades in the United States in the scholastic year 1900-1901. In these institutions there were 226,433 students pursuing such studies, 129, 866 males and 96,567 females. There was an increase over the preceding year of 647 schools offering instruction in business branches, and an increase of 35,745 students in these studies. Those study¬ ing bookkeeping were classed as business students. The following table is an exhibit of the number of students reported in business studies for each year from 1889-90 to 1900-1901 : Students pursuing commercial studies. In institutions not distinctly business schools. Scholastic year. Universi- I ties and colleges. Normal schools. Private high schools and acade- Public high schools. Total. In commer¬ cial and business schools. Aggregate of students in commer¬ cial studies. mies. 1889- 90.., 1890- 91.., 1891- 92.., 1892- 98... 1893- 94.. 1894- 95... 1895- 96... 1896- 97... 1897- 98... 1898- 99... 1899- 1900. 1900- 1901. 7,300 4,577 5,678 5, 056 5, 869 6,463 7,953 8, 610 7, 771 5, 293 5,375 6,297 5, 721 6,126 6,657 7,099 4,466 8,819 9,889 11, 574 9,740 10, 609 15, 649 16, 281 15, 220 25, 539 30, 330 33, 075 31,633 38, 134 68, 890 84, 412 24, 994 36. 564 27,254 30, 892 34, 757 44, 228 51, 272 56, 002 52, 963 61,332 99, 149 116, 402 78, 920 81, 898 77, 856 99, 654 115, 748 96, 135 80, 662 77, 746 70, 950 70, 186 91,549 110, 031 103, 914 118, 462 105, 110 130, 546 150, 505 140/363 131,934 133, 748 123, 913 131,518 190,698 226,433 Table 1 gives the number of institutions of all grades in each State and Territory in which business studies were taught in 1900-1901, and the number of students in such branches. Table 2 shows the number of normal schools and the number of universities and colleges teaching business branches, and the number of students in such studies in each State and Territory. Table 3 gives like information concerning public and private high schools and academies. Tables 4, 5, and 6 summarize the statistics of the 407 business and commercial schools reporting to this office for the year 1900-1901. These schools had 2,434 teachers and an enrollment of 110,031 students. The number of students in the day schools was 81,694, and in evening classes alone 20,470, while apparently 7,867 had studies in both day and evening classes. The 407 schools had 12,415 graduates from commercial courses and 12,354 from amanuensis courses. There were 68,280 students in commercial courses, 39,070 in amanuensis courses, 17,151 in English 2269 2270 EDUCATION REPORT, 1900-1901. courses, and 1,974 in telegraphy. Several thousand pursued two courses at the same time. Table 7 gives in detail the statistics of the 407 commercial and business schools. Chapter XXV of the present Report gives synopses of commercial courses of higher grade offered by a number of institutions. See pages- 1137-82. Table 1. — Number of institutions of all grades in which commercial and business studies were taught and number of students in such studjes in 1900-1901. State or Territory. Schools. Students. Male. Female. Total. 5,040 129, 866 96, 567 226, 433 1, 546 442 42, 307 9,873 13, 981 54, 637 9,068 36, 211 6,617 6,860 78,518 16, 490 20, 841 South Atlantic Division . South Central Division . 537 2, 190 325 39,478 7,401 94, 115 16, 469 Western Division . . North Atlantic Division: 145 1,281 748 1,260 478 2, 541 1,226 61 65 583 586 1,169 238 6,653 7, 560 701 14, 213 1,465 3,909 26 764 Connecticut . 87 2,006 15,301 3,837 11,134 483 1,903 465 11,232 3, 052 9,439 26, 533 6,889 20, 573 781 112 347 South Atlantic Division: Delaware . 13 298 Maryland . . . 81 2,574 1, 705 1,483 909 4, 279 2,784 2,401 District of Columbia . 20 1,301 1,492 866 Virginia . 76 West Virginia . 45 726 1,592 872 North Carolina . 71 631 241 South Carolina . 27 174 188 362 Georgia . 80 1,870 482 788 2,658 761 Florida . 29 279 South Central Division: Kentucky . 97 1,949 991 2,940 Tennessee . 129 2, 804 1,003 1,706 1,820 476 4,624 1,479 Alabama . 37 Mississippi . 42 627 2,333 1,605 6,097 1,158 Louisiana . 39 1,266 339 Texas . 141 4,201 742 1,896 416 Arkansas . 37 Oklahoma . 11 281 280 561 Indian Territorv . 4 29 7,128 15 5, 063 4, 333 7,076 3, 882 2,298 1,621 4,820 44 North Central Division: Ohio . 297 12, 191 Indiana . 115 6,668 11, 001 17, 084 8,558 5, 702 4,781 11,167 7, 577 Illinois . 306 10, 008 Michigan . 249 4, 676 Wisconsin . 157 3, 404 3, 160 Minnesota . 86 Iowa . - . 311 6,347 4,639 295 Missouri . 146 2, 938 North Dakota. . _ . _ . 18 169 464 South Dakota . 64 859 696 1,555 8, 362 5,673 1,036 197 Nebraska . 232 4, 570 2, 883 3,792 Kansas . 209 2,790 Western Division: Montana . 18 532 504 Wvoming . 8 71 126 Colorado . 41 705 568 1,273 New Mexico . „ . 9 84 63 147 Arizona . j 6 85 74 159 Utah . 18 1,106 176 514 1,620 Nevada . 15 278 454 Idaho . 8 91 78 169 Washington . 50 1, 505 926 1,040 717 2, 545 1,643- 7, 226 Oregon . 36 California . 116 3, 787 3, 439 COMMERCIAL AND BUSINESS SCHOOLS 2271 Table 2. — Students in commercial and business courses in universities and colleges and public and private normal schools in 1900-1901. State or Territory. Public and private normal schools. Institu tions. Students. Male. mate. T°tal Universities and colleges. Institu tions. Students, Male. Fe¬ male. Total. United States North Atlantic Division South Atlantic Division South Central Division . North Central Division . Western Division . North Atlantic Division: Maine . New Hampshire _ Vermont . Massachusetts . Rhode Island . Connecticut . New York . . New Jersey . . Pennsylvania . . South Atlantic Division : Delaware . Maryland . District of Columbia Virginia . West Virginia . North Carolina . South Carolina . Georgia . Florida . South Central Division: Kentucky . . Tennessee . Alabama . . Mississippi . . Louisiana . Texas . . Arkansas . Oklahoma . . Indian Territory . North Central Division: Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . Missouri . North Dakota . South Dakota . Nebraska . Kansas . "Western Division: Montana . Wyoming . Colorado . New Mexico . Arizona . Utah . Nevada . Idaho . Washington . Oregon . California . 4, 859 2,240 200 6,722 1,888 193 222 363 065 16 145 239 203 1,609 44 338 461 5, 674 60 1,067 480 1,392 3, 187 596 4 0 0 0 0 0 79 0 110 0 10 0 28 93 6 15 58 12 171 106 1 13 0 38 34 0 0 265 1,489 870 91 40 22 230 243 60 0 634 121 0 0 14 0 0 0 0 0 0 0 92 83 3 3 0 8 14 0 0 45 663 260 128 0 0 161 93 0 0 192 67 0 0 43 0 0 0 0 0 0 0 1 0 0 0 0 0 134 0 0 10 0 34 161 14 102 124 16 263 189 16 I 46 48 0 I. 0 j 310 ! 2,152 1,130 219 40 22 391 336 60 0 I 826 188 0 0 57 0 0 1 0 0 0 . 0 0 1 0 0 0 325 0 688 0 37 69 25 32 96 15 134 395 430 107 10 206 220 15 0 483 128 492 78 201 182 383 401 29 178 130 502 17 92 12 16 97 3 0 109 67 144 116 108 1,009 267 0 0 0 0 0 0 2 0 114 0 0 19 5 20 3 0 33 28 87 145 0 8 63 60 16 0 9 265 8 161 26 52 24 127 59 21 53 35 178 29 28 30 20 12 29 43 0 20 26 8,610 1, 183 588 1, 780 4, 196 863 0 53 1 0 0 0 327 0 802 0 37 88 30 52 99 15 167 100 482 575 107 18 269 280 31 0 18 748 136 653 104 253 206 510 460 60 231 165 680 68 45 122 32 28 126 46 0 129 93 174 EDUCATION .REPORT , 1900-1901 2272 Table 3. — Students in commercial and business courses in public high schools and private high schools and academies in 1900-1901. Public high schools. Private high schools and acade¬ mies. State or Territory. Students. Students. Schools. Male. Fe¬ male. Total. Schools. Male. Fe¬ male. Total. 3, 2G1 39, 787 44, 625 84, 412 1,103 9,979 6,302 16, 281 1, 032 173 16, 659 19, 214 35, 873 4,887 3,445 362 3,439 1,353 1,835 2,419 2,146 679 5,585 2,032 2, 759 4,088 1,817 South Atlantic Division . 2,342 1,791 16, 837 2,545 1,654 205 232 208 924 North Central Division . 1,651 18, 925 2,287 35, 762 241 1,669 Western Division . 173 2,158 4,445 87 933 884 North Atlantic Division: Maine . 113 637 689 1,326 495 27 181 221 402 32 217 278 21 273 77 350 Vermont .1 . 47 319 326 645 15 . 108 136 244 Massachusetts . 179 4,157 5, 240 433 9, 397 44 156 261 417 Rhode Island . 18 '323 756 6 180 39 219 Connecticut . 49 658 785 | [ 1,443 11, 411 2,985 7,415 328 28 161 172 333 New York . 303 6,102 5,309 1,534 4, 620 198 116 998 573 1, 571 290 76 l' 451 28 159 131 Pennsylvania . 215 2, 795 77 1,223 536 1, 759 South Atlantic Division: 11 130 1 1 0 1 47 961 864 1,825 857 28 290 96 386 2 360 497 12 49 90 139 Virginia . 20 256 394 650 47 270 98 368 West Virginia . 23 193 275 468 13 123 69 192 North Carolina. . 5 31 39 70 60 447 151 598 South Carolina . 12 78 28 106 11 46 58 104 Georgia . . . 38 261 190 451 27 120 89 209 Florida . . . 15 72 60 132 6 7 28 35 South Central Division: Kentucky . 30 198 127 325 53 412 198 610 Tennessee . . . 63 412 505 917 46 238 189 427 Alabama . 15 164 181 345 13 128 55 183 Mississippi . 14 110 156 266 19 257 29 286 Louisiana . 11 183 61 244 19 245 67 312 Texas . 77 550 478 1,028 159 40 394 325 719 Arkansas . 15 101 58 13 111 39 150 Oklahoma . 7 73 88 161 2 30 16 46 Indian Territory 3 20 6 26 North Central Division: Ohio . 233 2,831 906 2, 508 936 5, 339 1,842 19 185 125 310 Indiana . 69 20 166 142 308 Illinois . 226 2,280 2,738 5,018 4, 622 37 394 372 766 Michigan . 218 2,307 1,041 502 2, 315 1, 265 13 137 119 256 Wisconsin . 116 2, 306 17 145 65 210 Minnesota . 45 432 934 21 320 127 447 Iowa . 239 2, 266 910 2, 652 4,918 33 442 244 686 Missouri . 63 952 1,862 137 51 342 245 587 North Dakota . 12 68 69 1 15 0 15 South Dakota . 49 349 435 784 6 67 68 135 Nebraska . 206 1,951 2,608 2, 015 108 4,559 11 88 77 165 Kansas . 175 1,426 68 3,441 176 12 118 85 203 Western Division: Montana . 10 4 20 23 43 Wvoming . 5 42 69 111 1 0 20 20 Colorado . 30 301 323 624 5 28 40 68 New Mexico . 4 33 40 73 4 39 3 42 Arizona . 2 13 20 33 2 0 18 18 Utah . 6 197 147 344 8 343 65 408 Nevada 12 123 199 322 Idaho . 4 17 24 41 2 5 10 15 Washington . 29 236 226 462 11 83 52 135 Oregon . 18 181 164 345 11 143 147 290 California . 53 947 967 1,914 272 506 778 COMMERCIAL AND BUSINESS SCHOOLS 2273 Table 4. — Instructors and students in commercial and business schools in the United State reporting in 1900-1901. State or Territory. 1 Instructors. Students enrolled. Students in day schools. Pi 72 396 668 293 102 ! 395 New York . 4,879 1. 626 6, 505 1.595 3, 050 1 4, 645 520 314 | 834 ! 246 42 288 New Jersev . 1,677 511 '2,188 488 927 1,415 254 121 3/o 35 9 44 4, 530 2,385 6, 915 1,756 , 1,856 3,612 646 472 1, 118 3 8 South Atlantic Division: 352 100 452 100 i 150 250 947 167 1,114 520 : 644 1,164 65 50 115 Distinct of Columbia . 587 706 1, 293 431 l 527 958 425 518 ; 943 Virginia 648 187 835 207 I 221 428 123 52 175 29 22 West Virginia . 267 I 105 ; 372 185 256 441 60 ! 42 102 43 11 54 North Carolina . 38 ! io 48 23 40 63 51 40 91 14 1 15 South Carolina K 5 12 20 15 35 Georgia . 967 257 1,224 229 197 426 166 42 208 ! 172 15 187 Florida . 224 23 247 99 125! 224 10 2 12 4 2 6 South Central Division: Kentucky . 582 | 167 749 225 358 i 583 96 26 122! 52 4 56 Tennessee . 1,208 1 259 1,467 ’ 518 | 487 1,005 526 [ 530 1,056 13 7 20 Alabama . 491 131 622 385 I 202 587 190 72 1 262 6 2 8 Mississippi . 1 1, C08 209 1,217 320 207 527 912 276 ! 1,188 18 18 Louisiana . 321 24 345 97 1 93 190 259 5 264 Texas . 2, 427 ! 5o3 1 2,980 436 ! 339 775 256 74 j 330 Arkansas . 456 1 241 697 41 32 73 96 73 169 i 12 12 Oklahoma 123 54 ! 177 60 I 110 170 | j 25 25 Indian Territorv . 1 North Central Division: Ohio . 2, 253 943 ! 3,196 1 1,141 1,244 ! 2,385 421 153 574 Indiana . 2,894 1 1,541 4.435 1.683 1.939 3,622 1, 502 1, 101 1 2,603 ! ios 26 131 Illinois . 3, 558 1,250 4,808 1,273 1,995 3,268 942 i 197l | 1.139 71 8 79 Michigan . 1, 615 j 554 | 2,169 244 j 587 831 ! 129 55 ' 184 38 21 59 Wisconsin . 1.435 i 420 1, 855 255 ; 459 714 596 175 771 358 2 1 360 Minnesota . 1, 693 625 1 2,318 312 568 880: 84 25 109 17 3 20 Iowa . 2,084 i 840 ' 2,924 659 652 1,311 I 540 248 788 ! 132 4 ! 136 Missouri . 1.837 | 818 2, 655 907 916 1,823 179 97 276 84 35 119 North Dakota . 123 79 202 South Dakota . 194 52 246: 45 60 j io5 30 34 ! 64 Nebraska . 1,278 305 1,583 | 489 507 i 996 177 186 363 59 3 €2 Kansas . 487 148 635 145 260 405 32 18 50 95 2 97 Western Division: Montana . 190 180 370 58 106 j 164! 190 ! 160 350 12 8 20 Wvoming . 6 1 7 6 8 14 Colorado . 199 63 262i 15 53 68 47 37 84 New Mexico . Arizona . 28 5 33 3 14 17 25 5 30 Utah . 210 75 285 101 155 256 1 30 9 39 . Nevada . 47 23 70 13 15 Idaho . . 44 11 55 4 36 40 15 4 19 Washington . 607 213 820 242 379 621 ! 179 162 341 10 7 17 Oregon . 384 145 529 54 221 | 275 120 90 210 California . 1,898 1,216 3,114 544 834 1,378 19 ! 5 24 51 22 73 2276 EDUCATION REPORT, 1900-190] Table 7. — Statistics of commercial and business Post-office. Name Executive officer. In¬ struct¬ ors* Actual num- I her of stu¬ dents en¬ rolled. S 1 1 2 3 4 1 * 6 7 8 ALABAMA. 1 V. W. Root . 3 1 107 67 ; 174! lege. 2 . do . Massev Business College _ Richard W. Massev.. . 4 1 299 114 413 3 Montgomery . Draughon’s Practical Busi- L. Le May, A. Iff...... 2 1 ! 82 20 102: ness College. 4 . do . Massey Business College .... W. N. Philips . 1 ' 3 1 115 36 ! 151: ARKANSAS. Fort Smith Commercial Col- ‘ G. M. Neale . 3 1 96i 73l 169 lege. 6 Little Rock . Draughon's Practical Busi- H. H. Ford, manager. 3 1 150 100 250 ness College. 1 1 7 . do . The Institute Levikevs . 1 ! Levikevs . 6 6 200 100 S00! 8 Pine Bluff . James Practical Business J. W. James . 1 2 0 j 35 16 51 College. ARIZONA. • 9 1 Phoenix . i Lamson Business College _ ! E. M. Lamson . 1 2 j 56; 24 1 | 80 CALIFORNIA. j 10 ; Eureka . Eureka Business College .... C. J. Craddock . 3 1 30! 15 45 11 Fresno . ! 1 Fresno Business College . J.N. Sprouse . 1 3 58 1 76 134: 12 1 Los Angeles . Woodbury Business College. : N.G.Felker . 4 4 2001 150 350 13 Oakland . 1 1 Polytechnic Business College 1 W. E. Gibson . j 8 7 220 284 504: 14 Sacramento . I Atkinson’ sBusin ess College* E. C. Atkinson . 1 6 1 119 87 206 15 San Diego San Diego Commercial Col¬ C. I. Jenney . i 9 0 51 39 90 lege. 16 ! San Francisco .... Ayer's Business College . J. L. Williams . i 1 3 4 187 202 3S9 17 ; . do . Heald’s Business College _ E.P.Heald . ; , 17 9 i 533! 285 818 18 . do . Munson School of Shorthand E. M. Carpenter . ] o; ' 2 8' 28 36: 19 . do . San Francisco Business Col- i C. E. Howard . 7 4 242 207 449 i lege. 20 San Jose . Pacific Coast Business College J. A. Chesnutwood _ 2 ' 100 32 132 21 . do . San Jose Business CoUege . . . C. E. Howard . 1 3 1 2 ' 114 83 197 22 , Santa Ana . Orange County Business Col¬ H. O. Sisson . 1 i 2 ! 50 40 90, lege. | l 23 Santa Barbara _ Santa Barbara Business Col¬ E. B. Hoover . 1 ' 2 28' 15 43 lege. 24 Santa Cruz . Chesnutwood Business Col¬ H. E. Cox and J. H. 3 2 84' 43 127 lege. ! Janson. ; | 25 Santa Rosa . Santa Rosa Business College. J.S. Sweet . 1 3 80| 45 125 26 Stockton . Stockton Business College... W. C. Ramsey . 7 1 3 300 300 600 27 Ventura . Ventura Business College . . . W. J. Kennard . 1 2 0 IS 4 22 COLORADO. 28 Denver . Wallace Business College _ R. J. Wallace . 2 o 155 55 210 29 Pueblo . Pueblo Business College .... : C. H. Donaldson . ' ! i 2 55 37j 92 30 Trinidad . Trinidad Business College, W.E. Anderson . 2 o 60j 40 100 N ormal School , and Short¬ | hand Institute. j CONNECTICUT. 31 Bridgeport . Union Business College . Fred. Enos . 3 2 [ 140 160 300 32 Hartford . Huntsinger's Business Col¬ E. M. Huntsinger . 9 0 ; 307, 213| 520 lege. . 33 . do . ! Morse Business College . E. H. Morse . 2 332 164; 496 34 Middletown . Connecticut Business College E. J. Wilcox . 2 2 34| 24; 58 35 New Haven . : The Childs Business College* j Sidney P. Butler . 3 : 1 56| 56| 112 36 i . do . Gaffey’s Shorthand School .. J. F. Gaffev . l! 3 75; 125 200 37 j . do . Yale Business College _ .... R. C. Lovendge . 2 3 23 18; 41 38 Norwich . 1 Norwich Business College...' W . E. Canfield . 2 2 107 63 170 39 j Stamford . Merrill College . Mrs. A. M. Merrill . 2 4 73: 58 13H 40 : Waterburv . Waterburv Business College.1 H. C. Post . 1 2 401 65. 1051 * Statistics of 1899-1SC0. COMMERCIAL AND BUSINESS SCHOOLS, 2277 schools in the United States in 1900-1901. Actual of stu enro Day school. number dents lied. Even¬ ing school. Average daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In telegra¬ phy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. o Female. | Male. Female. Day | school. Evening school. Male. Female. Male. Female. Male. Female. Male. Female. Day course. Evening course. | Male. | Female. | Male. Female. 9 10 11 12 13 14 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 107 67 54 72 13 52 59 75 36 4 3 0 1 0 285 113 14 1 146 8 299 114 299 114 28 16 13 10 82 20 30 60 2 20 20 6 2 9 18 10 2 6 85 30 21 80 12 60 2 14 9 115 36 4 6 10 96 73 68 71 25 41 32 96 73 12 6 53 11 28 19 150 100 80 150 100 4 8 25 10 150 50 50 50 100 200 100 6 9 11 16 24 0 35 16 6 12 .... 31 21 25 3 32 8 28 5 3 14 25 5 10 20 1 1 21 10 9 5 30 15 52 63 6 13 62 10 46 25 1 47 2 1 6 10 1 2 0 4 200 115 20 15 125 25 200 150 9 6 6 12 40 25 35 20 180 236 40 48 212 26 220 284 6 12 54 42 16 60 101 81 18 6 85 41 48 59 12 3 7 18 29 28 22 11 35 8 27 21 14 16 9 2 4 4 1 3 156 170 31 32 115 18 170 196 170 196 17 6 9 15 110 122 110 122 410 200 123 85 350 28 325 100 150 200 20 10 6 10 140 60 35 73 1 16 7 22 8 28 8 28 9 18 198 177 40 30 120 40 161 86 81 121 12 12 100 32 120 100 32 6 26 8 1 1 114 83 75 90 33 24 50 6 12 40 39 i 10 1 45 " " 8 40 30 10 10 8 16 9 4 2 4 28 15 ! 26 13 2 3 i 1 10-15 4 2 84 43 81 28 3 15 6-10 39 22 14 80 45 85 78 31 2 13 6 40 16 2 100 50 ! 200 250 300 200 100 25 50 5 0 12 100 50 10 25 12 3 6 1 12 4 11 3 7 1 8 16 9 1 103 35 52 20 128 38 27 17 34 38 16 ! 4 30 n 31 5 3 33 2 0 6-8 12 60 40 1 50 20 40 20 12 20 18 20 6 12 10 12 .... 10 12 100 60 40 100 5-10 10 10 307 213 307 213 7-10 198 78 180 40 212 20 120 144 212 20 10-15 71 - 40 48 24 21 10 3 30 8 24 9 10 15 34 24 6-7 10 5 1 5 4 56 15 56 56 10 12! _ 75 125 50 40 75 125 20 30 3 6 75 125 21 11 2 rj 32 9 23 18 23 18 6 10! _ 83 46 24 17 90 30 49 17 34 29 10 10 1 36 15 27 26 56 50 17 8 75 12 27 18 19 26 17 8 6 17 10 5 14 15 40 1 15 35 35 35 34 31 6 34 30 50 ' 15 1 4 3 18 1 2 3 4 5 6 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 2278 EDUCATION REPOET, 1900-1901, Table 7. — Statistics of commercial and business Post-office. 1 DELAWARE. 41 Wilmington . j WASHINGTON, D. C. | 42 Washington, D. C . 43 . do . . 44 . do . ! FLORIDA. 45 Fernandina . 46 Jacksonville . 47 Tampa . GEORGIA. 48 Atlanta . 49 _ do . 50 Augusta . 51 Columbus . 52 Rome . 53 Savannah . 54 . do . - . 55 Senoia . IDAHO. 56 Boise . 57 Moscow . ILLINOIS. 58 Aurora . 59 Belleville . 60 Bloomington . 61 Champaign . 62 Centralia . 63 Chicago . 64 . do . 65 . do . 66 . do . 67 . do . 68 . do . 69 . do . 70 Danville . 71 Decatur . 72 Elgin . 73 Freenort . 74 Galesburg . 75 Jacksonville . Name. 2 Goldey College Business High School . Tanner’s Business College .. Wood’s Commercial College. King’s Business College . The Massey Business College* Tampa Business College .... Draughon’s Practical Busi¬ ness College. Southern Shorthand and Business University. St. Patrick’s Commercial In¬ stitute. Massey Business College*... North Georgia Business Col¬ lege. The Richmond Business Col¬ lege. Draughon’s Practical Busi¬ ness College.* Georgia Telegraph and Rail¬ road Business College. Boise Business and Short¬ hand College. Moscow Business College. . . . Aurora College, Business De¬ partment. Belleville Commercial and Shorthand College. Brown’ s Business College _ Brown’s Business College . . . Brown’s Business College ... Chicago Business College . . . De La Salle Institute . Jones Business College . Kimballs’ Training School . . Metropolitan Business Col¬ lege. North Chicago Business Col¬ lege. St. Patrick’s Commercial' Academy. Danville Business College... Brown’s Business College*.. Elgin Business College . Freeport College of Com¬ merce. Brown’s Business College . . . Brown’s Business College . . . Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. 6 gJ g 0 6 § 0 0 1=4 Total. 3 4 5 6 7 8 H. S. Goldev . 11 2 ! 352 100 452 Allan Davis . 6 ! 16 310 437 747 H.C. Tanner . 1 3 210 236 446 Court F. Wood . 7 3 303 204 507 J. H. King . 1 1 2 30 12 42 J. H. King . 3 1 202 108 310 L. M. Hatton . 2 2 87 39 126 J. T. Brantley . 2 1 60 40 100 A. C. Briscoe . 6 2 284 ! 116 400' Bro. Theodoras . . . 4 130 ISO W. A. Ross . 5 302 128 430 Moss and Hamrick . . . - 3 65 35 100! C. S. Richmond . 3 I 0 137 .90 227 J. T. Brantley . 2 i 225 40 265 . Eugene Row and H. 4 154 11 155 H. Hopple. W. H. Rhoads . 2 38 35 73 Wm. Perkins . 2 2 31 9 40 F.K. Allen . . 3 ! 89 43 132 Jas. P. Foeller . 2 i 84 24 108 I. N. Wright . 3 4 ; 135 91 226 J. B. Owen and G. W. 2 1 j 50 30 80 Brown. D. C. Brown . 9 ! 1 I 45 38 83 Gordening and Vir- 13 4 1062 648 1, 710 den. : Brother Peter . 14 279 279 Chas. E. Jones . 3 :"'5 171 '344 515 D. Kimballs . 2 j 1 20 53 73 O. M. Powers . 16 4 1023 704 1,727 C. C. Cochran . 3 4 206 195 401 Brother Joseph . 10 348 348 J. C. Walker . . 3 I 75 30 105 G. W. Brown . 4 2 107 50 157 W. H. Callow . 1 2 92 I 42 134 J. J. Nagle . 3 I 1 45 20 65 W. F. Cadwell . d 3 168 82 250 F. C. Keach . 1 3 ! 2 120 56 l 176 * Statistics of 1899-1900. COMMERCIAL AND BUSINESS SCHOOLS, 2279 schools in the United States in 1900-1901 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In telegra¬ phy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Even¬ ing school. d 'S | Female. § Female. Day school. Evening school. Male. d | Male. Female. Male. d o Male. Female. Day course. , Evening course. d "3 3 Female. Male. d CD 9 10 11 12 CO H 14 15 16 IT 18 19 2Q 21 oo ! ~ 23 24 25 26 27 28 352 100 100 150 6-10 48 2 20 32 41 310 437 310 437 310 310 437 18 35 73 35 42 138 169 72 67 210 236 1..:. 1 . 1 43 190 154 113 50 67 33 121 90 115 81' 1 | 10 20 17 14 10 22 44 30 12 40 38 0 10 4 1 45 160 80 45 25 115 130 10 50 90 5 10 50 4 5 10 46 56 36 31 3 49 21 56 13 39 31 10 2 4 2 5 8 10 7 20 22 47 50 10 5 30 20 40 10 35 10 4 4-6 8-10 30 8 18 48 284 116 284 ! 116' 9 4 49 130 100 25 130 3 0 50 281 120 21 8 130 18 100 28 102 100 6 8 51 8 14 22 51 65 35 60 65 ! 35 10 30 6 5 3 5 3 52 137 90 87 114 37 117 67 36 42 9 10 9 50 20 53 225 40' 80 225 1 40 54 154 l1 154 1 1 154 1 4 55 28 35 10 0 40 12 28 1 5 0 30 6 2 c 56 25 9 6 0 1 1 16 I ■ ! 6 4 6 9 2 8 8 6 2 2 4 57 89 43 41 89 I 43 8 58 49 23 35 1 58 .... 1 32 82 14 18 ! 1 21 80 30 6-9 12-18 3 1 3 59 135 91 82 37 43 1 72 18 9 0 6 60 43 21 n 9 50 30 .... 61 35 34 10 4 36 10 29 10 20 30 5 0 6 6 5 0 1 2 7 62 837 571 225 77 700 166 456 96 62 393 226 79! 12-15 69 9 19 79 63 279 260 140 140 260 36 42 42 64 171 344 9 24 65 8 40 12 13 10 8 20 53 3-4 5-6 13 39 66 758 597 265 107 517 158 575 136 249 510 199 58 12 20 o 2 35 67 145 138 61 57 76 52 70 35 £00 31 57 8 6 10 50 6 25 150 68 348 261 112 16 10 lo 16 69 54 22 23 6 41 20 64 11 8 22 6-8 22 6 6 18 70 85 38 22 12 57 9 28 29 8 15 4 5 6 71 48 22 44 20 92 42 9 15 4 4 4 72 28 16 17 4 36 4 5 13 4 g 9 6 i 6 9 73 149 70 19 12 125 25 125 41 68 4 1 5 74 120 56 97 20 1 17 36 12 14 4 2 10 75 2280 EDUCATION KEPORT, 1900-1901 Table 7. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. Female. Male. Female. o 1 2 3 -1 5 6 7 8 Illinois— cont’d. 76 Kankakee . Kankakee Business College N. L. Richmond . •2 2 60 36 96 and Shorthand School. 77 Lincoln . The Lincoln Business Col- W. R. Whetsler . 2 53 17 70 lege. 78 Naperville . Northwestern Business Col- H. J. Kiekhoefer _ 1 .... 31 8 39 lege. 1 79 Ottawa . Brown’s Ottawa Business W. G. Rosebery . 2 75 70 145 College. 80 Peoria . Brown’s Business College . . . W. H. F. Garver . 5 2 221 154 375 81 Quincy . Gem Citv Business College . . D. L. Musselman . 12 3 695 330 1,025 82 . do . Union Business College . L. B. McKenna . 9 3 233 160 393 S3 Rockford . Brown’s Rockford Business G. W. Brown . 5 1 160 150 310 College. 84 Rock Island . Augustana Business College. C. W. Foss . 3 2 95 83 178 85 Springfield . Springfield BusinessCollege* Henry B. Henkel . 5 2 230 87 317 INDIANA. 86 And prsnn Anderson Business College. . L. I. Wei eh ma nn 1 49 55 104 87 Evansville . Columbian Commercial W.E. Wilson . 3 ’6 125 75 200 College.* 88 Elkhart Elkhart Institute . W. K. Jacobs _ 5 i 34 13 47 89 Fort Wayne . International Business Col¬ T. L. Staples . 1 4 3 231 125 356 lege * 90 Huntington . Huntington Business Uni- 1 O. E. Hawkins . 3 122 100 222 versity. - SI Indianapolis . Indianapolis Business Uni¬ E.J.Heeb . 5 2 398 152 550 versity. 92 . do . Vories Business College . H. D. Vories . n 8 897 768 1,665 93 Lafavette . Union Business College . S. A. Drake . 5 1 148 81 229 94 Logansport . [ Logansport Commercial G.F. Ramer . 1 3 1 80 60 140 High School.* 95 Marion . ' Marion Business College .... J. D. Brunner . ' 3 2 90 60 150 96 Muncie . i TheMuncieBusiness College. J. W. Howard . 3 2 680 356 1,036 97 1 New Albany . New Albany Business Col¬ D.M. Hammond . 2 2 68 76 144 lege.* 98 Richmond Richmond Business College . O. E. Fulghum . 4 2 129 29 158 99 1 South Bend . . South Bend Commercial C. C. Cring . i 192 183 375 College. M. P. Akers . ! ioo ; Terre Haute . Brown’s Business College . . . 2 2 65 40 105 101 . do ... Terre Haute Commercial j A. E. Hortenstein . 1 g 2 85 90 175 College. 102 j Valparaiso . Northern Indiana Commer- | H. B. Brown . ! 10 4 586 321 907 cial College. IOWA. 103 ! Burlington . Elliott’s Business College*.. G.W. Elliott . 9 2 255 137 392 104 | Cedar Rapids . : Cedar Rapids Business Col¬ A. N. Palmer . 8 1 355 107 462 lege. 105 Clinton . Clinton Business College. . . . B. J. Heflin . 3 2 104 58 162 106 Council Bluffs.... Western Iowa College . R. E. Wiatt . 2 2 186 149 335 107 Bes Moines . Capital City Commercial W. H. McCauley . 7 6 721 108 829 College. 108 _ . .do . Iowa Business College . J. R. Hutchinson . 5 3 280 263 543 109 Dubuque . Bavless Business College .... C. Bavless . 4 1 199 81 280 110 Fort Dodge . Tobin College . C. V. Findlay . 3 228 205j 433 11] Towa City _ Iowa City Commercial Col¬ J. H. Williams . 4 1 70 36 106 lege and School of Short¬ hand. 112 Marshalltown .... Marshalltown Business Col¬ J. R. Starr . 1 55 45 1 100 lege.* 113 Mason City . . Iowa Normal and Business H. J. Knapp . 2 1 22 39i 61 College. 114 Muscatine . Muscatine Commercial Col¬ F- H. Shinn . 2 2 120 44' 164 lege.* J 115 Oskaloosa . Oskaloosa Business College.. E-. A. Wright . 1 1 14 13: 271 * Statistics oi 1899-1900. COMMERCIAL AND BUSINESS SCHOOLS, 2281 schools in the United States in 1900-1901 — Continued. Actual number of Stl enro Day school. idents lied. Even¬ ing school. Average daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. ! In Eng¬ lish I course. In telegra¬ phy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Male. l l Day .school. tc . II | 1 § 5 I . | >»£ I fcJO ^ j •E 71 ! P 1 d | § | 9 10 11 12 13 14 15 16 1 7 IS 19 20 21 22 23 24 25 26 27 28 25 10 8 48 ° 6 14 18 12 10 i 10 8 2 6 15 41 17 12 * 41 8 8 3 7-10: J 10 3 9 2 31 8 37 97 1 8 1 < 9 24 1 1 g 65 60 10 10 85 .... 15 25 30 40 1 . 1 8-12 12 2 2 162 127 97 150 17o 60 50 94 .... 6-12' 4 0 6 695 330 650 522 42 139 284 6 295 17 75 176 193 79 40 81 297 81 101 90 27 93 71 8j 14 51 23 2 160 150 100 100 90 60 60 6 30 20 5 30 83 125 80 53 10 1 22 8 13 122 108 24 99 26 28 52 96: 16 16 1 j 9 24 42 25 13 40 15 47 40 49 55 8 1 10 100 60 25 15 ! 100 15 15 60 30 12 4 11 1 28 2 8 12 1 8 5 11 ! 7 3 6 112 98 95 51 135 115 | 149 48 48| 100 8 1 10 20 i 21 11 2 18 100 100 12 10 65 10 75 75 50 130 .... . 6 12 i 65 60 140 125 2/o 85 140 50: 219 43 99 : 119 13 23 34 6 ! 25 ! 15 17 35 626 450 271 318 993 672 829 431 593 1 621 ! 859; 742 38 26 12 133 15 89 8 122 30 16 1 51 5 i 10 6 14 | 38 1 15 8 32 60 50 20 10 70 20 60 35 30 j 45' 8 3 9 12 5 3 2 6 80 57 10 3 125 12 1 85 30 5 , 60 12 20 50 45 20 58 424 i 356 256 418 35 ; 424 356 420 354 8 3 10 18 j 85 56 84 52 68 76 95 55 40 21 58 6 1 19 2 *7 20 115 28 14 1 100 10 87 17 21 | ! 14 _ 2 !.... 6-9 12-15 I 34 I 5 5 ! 192 183 6-8 12-15 G5 40 80 ! 40 20 9 35 ! t 2 1 £ 65 75 20 15: 90 30 55 30 40 50 20 8 586 321 601 327 146 | 259 175 ! 5S6j ; 321 9 L 102 72 ' 35 | 255 137 10 323 98 • 26 1 9 140 25 i 238 26 66 132 | 8 4 2 j 2 104 58 1 83 30 ! 32 42 10 i 1 32 14 21 22 186 149 1 186 149 721 108 300 ; 371 43 275 44 75 21 6 j 35 1 ^ 13 32 280 263 310 200 97 40 70 371 171 132 4 6 ! 6i 1 31 13 62 155 75 i 44 6 80 ”35 j 156 1 27 43 54 6 12 1 63 12 20 23 205 193 23 12 1 . ! 113 103 1 . 2 1 6 2 70 36 45 70 36 36 6 18 ' 9 j 7 45 35 ! io 10 25 15 i 70 20 30 14 5 10 ] 14 20 37 2 2 15 ; 12 6 17 5 3 6 3 2 1 5 8 47 31 13 < 120 1 44 14 13 j 73 6 8 7 8 6 76 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 •106 107 108 109 110 111 112 113 114 115 2282 EDUCATION EEPORT, 1900-1901 v Table 7. — Statistics of commercial and business 116 117 113 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Post-office. Name. Executive officer. a 3 . Female. Male. Female. Total. 1 2 3 4 5 6 I» 8 iowa — continued . I J. W. O’Bryan 3 2 225 : 136 361 253 154 Sioux City . lege. Brown’s Business College ... ■ G. W. Brown . 2 2 130 62 123 j A. T. Harvey... 2 4 92 lege. KANSAS. Atchison . The Atchison Business Col- A. F. Heck . 2 ! 95 55 150 lege. Lawrence Business College.. Leavenworth Business Col- ! J. C. Stevenson . 2 2 86 49 135 95 Leavenworth . 1 N.B. Leach . 2 1 58 37 Ottawa . lege. Ottawa University Business College. Parsons Business College. . . . Skelton’s School of Teleg- ! G. H. Crain . 3 2 70 65 135 J.C. Olson 4 3 132 107 239 75 Salina . Prof. W. H. Skelton . . . 5 75 Wichita . raphy and Railway Busi¬ ness. Wichita Business College _ 3 4 | 150 102 252 Winfield . Winfield Business and Aca¬ j Dr. H. F. W. Kuehune. 3 | 50 ; 30 ! 80 demic College KENTUCKY. Covington . Covington Commercial Col¬ W.D. Clark . 2 3 30 79 109 Lexington . lege. Lexington Business College* B. B. Jones . 5 1 158 ! 61 219 Louisville . BryantandStrattonBusiness College. Spencerian Business College. Owensboro Business School. E. J. Wright . 6 1 408 ! 222 630 . do . Owensboro . Enos Spencer . Mrs. Annie Carter 7 1 2 1 167 10 115 10 282 20 Boucher. LOUISIANA. New Orleans . Carillon’s Shorthand School . A. C. Carillon . 1 1 20 28 48 . . .do . Soule Commercial College and Literary Institute. E. G. Durel’s Commercial ; School. Draughon’s Practical Busi¬ ness College. George Soul6 . 8 3 540 77 617 . do . 1 Shreveport . E. G. Durel . J. F. Draughon . 1 1 1 9p 53 43 29 86 MAINE. Bangor . . Bangor Business College _ Gray’s Lewiston Business : College. Gray’s Portland Business ! College. Rockland Commercial Col¬ Marv B. Edgecomb _ 6 97 86 183 Lewiston . N. E. Rankin . 1 1 31 21 52 Portland . Frank S. Gray . 4 2 185 135 320 Rockland . i H. A. Howard . 2 _ 146 105 251 lege. MARYLAND. Baltimore _ . . Eaton Burnett Business Col- : A. H. Eaton . 6 0 210 195 405 . do . lege. Sadler’s Bryant and Strat- 1 ton Business College. Strayer’s Business College, incorporated. W. H. Sadler . 10 5 683 180 863 . do . S. Irving Strayer . 6 8 383 370 753 I MASSACHUSETTS. Boston . Burdett College . . . F. B. Richardson . 15 10 522 421 943 . do . Bryant and Stratton Com- j mercial School. Comer’s Commercial College . Kickox Shorthand School .. H. E. Hibbard . 13 13 500 300 800 . do . Charles E. Comer . 5 402 306 708 . do . . . W. E. Hickox . 2 5 105 90 195 Fitchburg . Fitchburg Business College . The Holyoke Business Insti¬ tute. 1 D. Fullmer . 2 1 76 88 164 Holvoke . A. Tjarnell . 3 2 57 184 1 * Statistics for 1899-1900. COMMERCIAL AND BUSINESS SCHOOLS, 2283 schools in the United States in 1900-1901 — Continued. Actual number of students enrolled. Average daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In telegra¬ ph ~a Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day school. Even¬ ing- school. 6 r3 3 Female. | Male. Female. | Day school. Evening school. | Male. Female. Male. Female. Male. Female. Male. Female. Day course. Evening course. Male. Female. Male. * Female. | 1 9 10 11 12 13 14 15 18 17 18 19 I © | <9 21 22 23 24 25 I © | 27 28 225 136 128 46 25 51 72 39 6 35 19 14 45 98 107 32 16 60 20 93 38 53 123 4 13 59 87 25 29 22 45 17 14 6-10 3 ”3 3 12 85 35 24 6 50 25 52 25 11 30 9 5 1 8 83 47 3 2 60 70 10 16 39 1 J 6-9 12 26 5 2 8 31 8 30 23 37 6 12 3 51 7 70 42 6 28 59 4 i 8 3 13 1 16 132 107 100 64 34 SO 52 18 8 6 9 3 1 41 ’ 8 40 75 5-6 139 1 87 11 15 118 86 11 60 80. 3 4 4-10 16 3 J j cO 30 40 25 10 5 16 2 7-9 35 10 : 18 50 12 29 64 20 10 15 21 56 5 10 10 20 20 57 158 61 140 8 130 12 59 49 96 26 25 2 6 18 2 4 , 309 202 99 20 262 85 308 94 59 140 27 2 6 12 182 49 45 120 | 167 115 160 133 45 - 85 103 12 75 31 45 71 3 7 7 3 15 ’"’5 1 1 1 10 ;; . i 15 33 30 15 15 3 10 42 ; 346 61 194 16 300 95 242 21 66 51 230 5 5-12 9-18 57 3 4 13 : 21 8 16 29 29 ; 47 42 6 1 38 16 50 3 16 27 8 0 97 83 1 | 97 1 86' 6 18 14 I 13 7 18 11 26 11 5 10 6 12 6 5 1 5 185 135 1 : 170 70 15 65 39 14 5 35 146 105 | 60 123 60 11 42 2 3 6-8 30 18 5 26 125 128 85 ■67 125 130 150 25 140 125 40 25 6-8 12 100 15 90 95 375 120 308 60 547 17 105 194 6-9 36 16 2 12 167 223 216 147 175 150 250 125 275 325 25 25 3-15 3-36 522 421 510 427 112 95 309 522 421 10 101 26 31 102 500 300 500 300 10 229 175 217 87 402 306 67 66 32 30 105 90 105 90 9 45 73 31 15 65 20 67 25 17 55 8-10 4 2 8 20 21 57 36 20 30 57 1 10 . 20 6 2 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 2284 EDUCATION REPORT, 1900-1901 Table 7. — Statistics of commercial and business In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en- •rolled. Post-office. MASSACHUSETTS— cont’d. 149 150 151 152 153 Lawrence . Pittsfield . Salem . Springfield . . do . 154 155 Worcester . 156 . do . 157 . do . MICHIGAN. 158 Adrian . 159 Alpena . 160 Battle Creek . 161 Bav Citv . 162 Detroit . 163 . do . 164 . do . 165 j Grand Rapids .... 166 Jackson . 167 | Kalamazoo . 168 Lansing . 169 Pontiac . 170 St. Louis . 171 Saginaw . 172 Three Rivers . MINNESOTA. 173 Brainerd . 174 Duluth . 175 Faribault . 176 Mankato . 177 Minneapolis . 178 . do _ 179 . do . 180 . do . 181 Owatonna . 182 Red Wing . 183 St. Paul . 184 . do . 185 . do . 186 Sauk Center . 187 Winona . I Name. Cannon’s Commercial Col¬ lege. Berkshire Business College.. Salem Commercial School... Bay Path Institute . Hinman’s Business College. . The Springfield Business School.* Becker’s Business College . . . Hinman’s Business College.. Worcester Business Institute. Brown’s Business University. Alpena Business College .... Michigan Business and Nor¬ mal College. Bay City Business College*. . Detroit Business University*. Miles College . St. Joseph’s Commercial Col¬ lege. Grand Rapids Business Uni¬ versity. Devlin’s Jackson Business College and Shorthand In¬ stitute. Parson’s Business College and Shorthand Institute. Lansing Business University. Pontiac Business College*.. . Yerington’s College . International Business Col¬ lege. Three Rivers Business Acad¬ emy and Normal School. Brainerd Business College . . Parsons’s Business College*. . Brown’s Business and Cor¬ respondence College. Mankato Commercial Col¬ lege. The Archibald Business College. Caton College . Minnesota School of Busi¬ ness. The Munson Shorthand In¬ stitute. The Canfield School . Red Wing Normal College and School of Business. Boenisch’s Commercial College. Globe Business College . St. Paul Business College, Shorthand and Tele¬ graphic Institute. Sauk Center Academy and Business College. Toland’s Business Univer¬ sity. Executive officer. •- c5 3 Female. Male. Female. Total. 3 4 5 G 7 8 G. C. Cannon . 1 2 63 70 133 L. M. Holmes . 2 1 36 43 79 Geo. P. Lord . 5 3 201 192 393 J. D. Bates . 4 2 20 30 50 B. M. Bancroft . 1 2 34 60 94 B. J. Griffin . 4 3 115 92 207 E.C. A. Becker . B 4 82 169 251 A. H. Hinman . I 2 2 50 80 130 C. B. Post . 3 57 61 118 L. S. Brown . . . 1 1 66 40 106 Mrs. M. L. Veenfliet. . . 2 4 66 64 130 C. J. Argubright . 2 173 108 281 R. R. Lane . 2 2 102 79 181 W. F. Jewell . 14 l! 630 320 950 C. C. Miles . 4 5 250 150 400. Bro. Juman Peter . 4 107 107 A. S. Parish . 3 123 177 300 H. C. Devlin . 1 2 65 39 104 W. F. Parson . 2 2 129 50 179 H. J. Beck . 2 1 56 37 93 C. A. Passell . 1 2 20 17 37 C. W. Yerington . 3 9 100 64 164 F. H. Harper . 5 1 127 121 248 Charles H. Sage . 2 2 49 28 77 Lewis H. Vath . 1 32 10 42 A. C. Parsons . 1 .'i 31 7 38 A. E. Brown . 2 1 100 50 150 Brandrup and Nettle- 8 2 282 76 358 ton. A. R. Archibald . 4 1 178 71 249 T. J. Caton . 7 2 257 193 450 Rickard and Gruman. 5 2 350 200 550 R.J. Smith . 2 1 72 108 ISO W. P. Canfield . 1 2 44 18 62 H.J. Meyer . 3 1 60 15 75 B. W. Boenisch . 1 2 63 20 83 W. C. Stephens and F. 5 2 275 150 425 L. Haeberle. Maguire Bros . 5 4 235 65 300 Lends H. Vath . 2 90 25 115 J. W. Hooke and F. J. 1 1 65 ! 30 95 Toland. ! Statistics of 1899-1900. COMMERCIAL AND BUSINESS SCHOOLS, 2285 schools in the United States in 1900-1901— Continued. Actual of stu enro Day school. number dents lied. Even¬ ing school. Average daily attend¬ ance. In com¬ mercial course. In aman¬ uensis, course. In Eng¬ lish course. > - In telegra¬ phy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. to . d s A "3 S Day ichool d c o O .C > « 6 *5 a d d 1 o d "3 a o 6 3 Q Q) s S Pm W x s Pm § Pm 1 Pm ° P3 ° § § Pm 9 10 11 12 13 14 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 20 41 34 38 28 40 4 14 ✓ 6 9 149 86 43 30 12 27 35 10 20 4 1 6 15 13 16 H 15 150 17S 124 71 153 38 201 43 85 10-20 23 12 9: 531 151 20 30 30 20 30 15 20 152 18 40 16 20 44 23 16 14 9 31 6 13 9 7| 28; 153 115 92 154 67 151 15 18 150 20 52 61 15 90 20 40 10 16 12 10 55 155 30 60 15 25 75 30 30 70 6 8 40 60, 20 60 156 40 54 17 52 12 29 12 11 42 61 8-12! 157 66 40 65 62 22 37 10-15 10 1 3 14 158 49 49 17 15 24 50 30 16 34 7 4 9 18 81 8 4 18 159 173 108 100 173 108 12 12 5 7 3 160 86 54 31 10 64 38 55 16 15 49 *161 475 250 155 70 480 70 65 215 85 35 12 24 : 65 7 162 125 125 250 150 25 15 5—7 9-12 | .... 163 107 98 107 30 24 164 119 106 4 71 80 57 4 46 10 4 6-10 5 2 .... 2 6 165 51 26 14 13 60 30 56 11 18 28 5 2 6-9 12 . 166 109 40 20 10 100 15 90 16 30 40 12 12 167 41 32 12 8 38 3 11 33 6 2 6 2 168 15 8 3 9 20 10 13 6 8 14 3 4 6 12 8 ! 4 5 9 169 100 64 114 51 24 12 8 3 1 6 2 6 41 i 12 2 8 170 127 121 j 150 *40 89 49 38 72 12 1 171 40 28^ 9 0 58 9 21 10 11 17 6-12 172 20 1 6 12 4 15 4 17 8 6 10 4 3 12 6 173 14 6 18 12 8 16 3 1 4 17 1 12 • 24 2 3 3 174 100 50 90 100 50 6 25 15 15 10 175 282 76 312 242 24 17 75 6 18 6 12 46 176 153 64 25 90 10 109 11 39 48 25 6' 12 26 4 14 24 177 210 161 47 32 215 67 42 117 6-12 12-24 178 350 200 6 179 72 108 72 108 6 180 40 18 4 0 50 1 3 37 5 13 9-12 ! 181 60 15 62 40 3 6 7 8 182 36 13 24 10 40 : 30 55 . 15 5 8 9 12 13 10 183 205 100 70 50 175 50 225 75 50 75 6 6 150 38 40 60 184 1C6 60 129 5 102 37 103 44 40 70 20 14 17 3 6 8 70 36 34 73 185 90 25 100 60 10 8 12 22 3 9 20 5 8 10 186 65 30 54 6 12 23 7-9 9 0 l 2 ' 187 2286 EDUCATION REPORT, 1900-IS01 Table 7. — Statistics of commercial and business. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Post-office. Name. Executive officer. d d d g 'S -. § s ^ ! -3 © 73 6 73 . j >2 >. § © I : "5 • ] -g UZ ■ s j >~ a ! 5 a © 3 j | ; "3 j | j ft § ] 1 1 1 3 B © j I ft j ^ — ^ j ^ ^ i 1-1 i 1-1 ! 1 ^ j f-* 1 S ' 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 57 31 57 31 227 26 16 igj 6 281 39 L J _ ! _ 1 8-12J 10-16 228 94 102 144 ‘ 57 100 125 150 ! 48 82 130 82 i 3! . . 8-12 10-15 15 ; ij 1 18 229 °°6 16° 395 906 2S9i 50 78 160 35j 9 4~ 6 j 6—9 ! 60 5 12 50 230 95; 55 65 25 120 25 30 65 160 S0! ! 21 9 22 231 324 278 223i 215 270 iso 381 ; 104 215 3/6 33 1 20:. 173 35 115; 250 232 44 41 54] 22 50 40 52! 14 33 46 9 13 . ...J 9 18 9 18 233 600 200 150 50 350 125 600 ' 200 50 150 20 5 . .... 10 20 50 10 ! 25 234 js5; ?it 58l 1 9 150 09 J 22 7; 61 12 16 14 44; 56 70 25 25 25 20 40 15 o' . '....! 6] 8 20; 18 10 23 236 95 i 62 60 82 52 7 10 6^ _ : . • . ; ! 45 6 5; 35 237 26; 114 30! 70 60 55 40 45 06 49 6 9 42 - 55 48 238 152 59 11 13 200 20 163 72 12 72 . 10-12 20-24 239 260 1 282 24G 316 j 300 300 110 SO 1 » 340 80 60 . ....j 5-10 8-10 160 J 34! 264 240 ! 204: 192 1SS; 138 | 234 49 ; 115 204 107 23 . j 10 15 ! 74 12! 32! 85 241 ! 680 1 540 I 653 _ ! 20 20 90 _ 5 14 ... . 242 20Si 139 164 24 62 151 14 24 243 : 405’ 296 120, 74 : 525: 370 1 244 | 87 1 9 87 | 87 j 9 j 87 9!.. 245 j 125 1 91 12 2 85 32 I 24 1 61 _ 18 6 _ 246 20 21 6 1 20j 4 20 11 0 21 2 0 5 ; 0 4i 247 CO 3] 2 1 5 10 2 3 2 2 1 . . 4-6 5-10 5 2! 2 1 248 20 24 15 6 20 8 35! 30 ! 10 0! 249 25 15 5 5 25 7 30l 20 . . 8 IS 12 lOj 250 39 28 ! 29 24 45 38 50 30 ! 15! 25 — J-..J 6 12 20 3.0 6 15 251 16 4 i 12 ! 19 1 i 1 . . 6-10 19-20 252 I 10 22 J 10; 22 1 10! I 22' ! 1 _ ' _ : 8-12 _ •253 I gg 90 i 117 82! 35 ! 53 71 21* 0 1 5 254 ! 218 132 255 i 12 22 j 30 ii 28; I 20 ; 27; 14 20 ; so 1 12 3 15 12 12 23 256 | SO 70 40 1 20 ! 110; H i 70; 50 50 | 40 . j...., 8 ii; 12 1 4| 13 29 257 30: 70 60 12; 4 2 20 ’ 60 ; 20 60 . . 9 12 258 j 10 75 ! 15 50: 25 125 20 il5 259 , 200 _ | 100 25 75 ; 300 25 j 260 s 102 93; ; 215 I j | 61 171 261 145 | 57 1 360 100 595j 56 100 1 251 _ i _ _ 10 _ 65 3 13) 79 262 j 550 250 220 93 112! 46 | 53 28! 165 30 36 100 45 32 45 18 8 12 17 s' 8 21 263 46; 49 ' 64j 29 •50 45 42! 20 22 ! 61 i 71 62 321 4 4-7 5-9 16 8 12 45; 264 1 215! 107 215 j 107 _ 1 _ 6 10' 60 471 60 47 265 258 516 ! 250; 200 1 520 312 1 i 3S0 54 263 j 526 . . ! _ 10 12! 112 i 42 124! 160: 256 20 25 20 2d ! 40 ; 23 ! 40 45 . . . 6-12 . 257 501 200 1 70 32 | 471 120 100 112 268 I , 1 • 1 1 J ED 1901 — VOL II- -68 22(.)0 EDUCATION REPORT, 1900-1901, Table 7. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. s G> 1 ^ 1 S Female. Total. 1 2 3 4 5 6 7 8 NEW YORK— C’t’d. 269 Dakin Bros . 3 i 80 74 1541 270 . do . . Syracuse Commercial School . J. J. Martyn . 3 54 71 125 271 Troy . Thos. H. Shields 5 j ’-2 ! 382 159 541 979 Utica . . . G. F. Hendrick . 3 3 ! 105 98 203 NORTH CAROLINA. 273 Charlotte Commercial Col- J.C.Mintz . _ . 2 2 1 51 40 91 lege. NORTH DAKOTA. 274 Grand Forks . Northwestern Normal and J. J. Swengel . 3 2 ! 123 79 202 Commercial Institute. OKLAHOMA. 275- Guthrie . Capital City Business Col- R. A. Gaffney . 4 3 128 ! 146 274 lege. 276 Oklahoma City... Oklahoma Citv Business Col- A. L. van Buskirk _ 2 1 50 30 80 lege.* OHIO. 277 Akron . . Hammel Business College. . . P. Hammel . I o 1 92 66 158 278 ! . do . . Miller’s Actual Business Col¬ E. E. Workman . 2 1 1 218 143 361 lege. 279 Canton . Canton Actual Business Col¬ W. W. Patterson . 4 2 125 115 240 lege. ; 280 Cincinnati . The Nelson Business College. Ella Nelson . . 3 5 ; 158 107 265 281 . do . St. Joseph’s College . . Bev.J.M. Scherer _ 7 92 92 282 i . do . | The Bartlett Commercial C.M. Bartlett . . 4 4 ! 200 200 400 1 College.* 283 Cleveland . Spencerian Commercial H. T. Loomis _ _ 8 4 450 ! 239 689 I School. | 284 ! . do ... 1 The Central Institute * . James G. Hobbie 1 5 2 176 108 284 285 Columbus . i Parson’s Business College . . . H. B. Parsons . ! 3 75 50 125 286 East Liverpool . . . Ohio Valley Business Col¬ J. H. Weaver and F. T. 3 ‘"4 140 147! ! 287 lege. W eaver. 287 Lancaster . Columbia Commercial Uni¬ Thomas E. Warren 2 2 41 31 72 versity.* 288 Lima . . . Lima Business College . Howard W. Pears . 3 1 S4 76 160 289 Mansfield .. Ohio Business College . J. W. Sharp . 2 1 55 50 105 290 Massillon . The Massillon Actual Busi¬ H. G. Yocum . 2 2 50 50 100! ness College. i 291 Newark . Newark Business College .... S. L. Beenev . 1 120 30 1501 292 New Philadelphia New Philadelphia Business W.C. Shott . 1 :2 21 26 47 College. 293 Oberlin . Oberlin Business College .... J. T. Henderson . 4 2 185 67 252 294 Pi qua . Piqua Commercial College C. E. Beck . 2 i 30 20 50 or Beck’s Academy. 295 Portsmouth . Graham’s Business College . . W. R. Graham . 2 2 68 29 97 296 Springfield . Nelson’s Business College ... It. J. Nelson . 2 1 144 8 152 297 1 . do . Williss Business University. . F. W. Williss . 3 1 1 41 29 70 298 Tiffin . Heidelberg College of Com¬ C. C. Kennison . .2 1! 29 32 61 merce* 299 Toledo . Davis Business College . M. H. Davis . 4 1 350 150 500 300 Warren . Bryant, Stratton & Smith •3 1 69 59 128 Business College. 301 Wooster - - The Bixler Business College . . Gideon Bixler . 2 2 101 42 143 302 Youngstown . Brown’ s BusinessCollege * _ J. C. Brown . 3 40 50 90 303 . do . Hall’s Business University .. E. A. Hall . 3 "2 62 92 154 304 Zanesville . The Meredith Business Col¬ R. L. Meredith . g 2 148 104 252 lege. OREGON. 305 Portland . Hohmes English and Busi¬ Mrs. G. Hohmes Lau¬ B 4 220 192 412 ness School. rence. 306 . do . . Portland Business College _ A. P. Armstrong . 5 3' 250, 150 400 307 1 Salem . ! Capital Business College . W. I. Staley . 2| ! 2l 65! 38 103 * Statistics of 1899-1900. COMMERCIAL AND BUSINESS SCHOOLS 2291 schools in the United States in 1900-1901 — Continued. Actual number of students enrolled. Average daily Day school. Even¬ ing school. aiieiiu- ance. •oiuh Female. Male. Female. Day school. Evening- school. 9 10 11 H <0 CO H 14 57 62 23 12 85 25 42 61 12 10 60 15 239 124 111 67 124 102 105 98 51 40 111 74 12 5 120 15 40 20 10 10 65 j 55 27 11 177 j 117 I 41 26 30 io 70 90 55 25 100 75 151 97; 7 .10 175 121 92 75 150 150 50 50 250, .... 60j 300 209 150 30 300 125 86 89 90 19 100 55 73 86 67 61 35 40 70 65 14 10 75 12 55 50 37 28 32 22 18 50 ”30 • 80 25 40 5 60 20 21 26 32 167 62 ' 18 5 150 40 25 16 5 4 83 21 35 8 43 36 128 6 16 2 41 29 60 29 32 30 250 125 100 25 200 75| 51 47 18 12 88 22 101 42 60 40 50 75 52 80 10 12 75 "isj 133 93 15 11 150 15 220 192 250 250 150 200 65 38 In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In telegra¬ phy- Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Day course. • rH 02 £ ^ O Female. Male. Female. S3 24 1 4® 01 26 97 28 6 18 14 8 6 17 ; 269 6 10 I 270 74 15 36 42 1 271 4-12 4 3 1 272 8 5 2 2 3 ' 273 9 12 274 8 | 31 16 27 48 275 8 276 4-8 10-12 277 6 10 j 140 10 120 60 278 31 3 10 33 279 15 8 280 30 j 9 2 281 12 24 282 9 18 | 125 50 50 100 283 I 35 15 30 44 284 285 6-8 12 18 1 4 18 286 1 18 10 15 15 287 6 12 45 23 24 30 288 5 8 6 2 12 289 5-9 12-18 18 6 6 20 290 4 6 66' 15 1 291 6 •10 i 10 5 16 292 6 50 20 60 46 293 6 12 10 4 10 294 10 15 12 4 4 8 295 8 18 296 18 1 297 6 10 2 15 1 298 12 24 40 20 20 75 299 11 24 18 13 7 10 300 8 21 10 20 15 301 20 20 17 15 302 12 9 30 40 20 30 303 6-8 12-24 24 14 12 26 304 6 50 20 15 55 305 6-9 100 50 10 75 306 9 10 2 0 2 307 15 16 17 IS 19 20 21 40 15 54 71 420 85 56 25 128 79 80; 24 43 30 60 29 155 16 100, 15 I 128; 44 45 ... . 2001 200 200; 100 761 30 751 50 62 1 8 60 1 80 25' 23 21 7 125 35 20 37 144 13 25 200 34 18 38' 10 23 60 25 20 125 62 37 631. 97' 102 150 125 64 56 30 ioo; 20* 18 79j 23 4i ; 3i 2292 EDUCATION KEPOKT, 1900-1901 Table 7. — Statistics of commercial and business 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. 6 'S s o5 s Female. Total. 1 2 3 4 5 6 7 8 PENNSYLVANIA. Actual Business College . T. M. Williams . 2 1 100 100 200 Allentown . Allentown Business College. W. L. Blackman . 2 113 28 | 141 . do . The American Business Col- O. C. Dorney . . 6 145 86 231 lege. G. G. Zeth . 2 2 321 144 ! 465 1 lege. J. W. Butcher . 2 ; 1 60 50 1 110 Charleroi . The Tubbs Business College Delavan C. Tubbs _ 2 1 42 i 39l 81 Corry Business College* . Geo. M. Nicol . 2 26 8 34 G. W. Thorn . 1 j 2 95 ! 75 170 Easton College of Business.. C. Lincoln Free . 2 33 35 68 J. M. Glazier . . 4 *"2 100 401 140 J. E. Garner . 1 2 61 51 j 112 . do . School of Commerce . J. C. Shumherger and 3 ; 1 70 78 I 148 G. S. McClure. 1 D. I. Rowe . H 3 165 98 ! 263 Lebanon Business College *. . J. G. Gerberich . 3 2 217 103 320 Lochhaven Business Insti- B. F. Pletcher . 1 1 25 15 40 tute. | Norristown . The Schissler College of A. J. Schissler . 17 5 314 294 608 Business. Philadelphia College of Commerce . T. H. McCool . 5 2 164 164 328 . . .do . Palmer s College . O. R. Palmer . 5 3 97 241 338 _ do _ Peirce School . L. B. Moffett . 30 1023 505 1528 . do . Palms’ Business College *. ... Theo. W. Palms . 1 210 90 300 . do . The Union Business College. James M. Lingle . 8 3 I 300 300 600 Pittsburg . Duff Mercantile College . William H. Duff . 495 165 660 . do . Commercial Department of S. D. Everhart . 4 1 11' 209 291 500 Central High School. ! . do . The Martin Shorthand H. L. Andrews and J. 4 6 274 315 589 School. P. McConahey. Pottsville . The Commercial School . G. A. Transue . 1 53 26 79 . do . Pottsville Business College *.j Frank Tavlcr . 1 " i 41 48 Reading . Inter-State Commercial Col¬ H. Y. Stoner . 5 [ 178 62 240 lege. l1 I . do . Reading Business College. . . G. L. Kleinginna . 3 67 17 84 South Bethlehem . : South Bethlehem Business W. F. Magee . 6 1 189 87 276 1 College. Scranton . Scranton Business College . . H. D. Buck and A. R. 4 1 ' 42 7 146 573 Whitmore. Towanda . Towanda Business College . . 1 M. S. Cronk . 1 ' 20 11 31 Union City . Keystone School of Short¬ W. E. Ackerman . 1 1 12 30 42 hand and Bookkeeping. ! Washington . Washington Business Col¬ Louis Van Orden . 1 4 85 65 150 lege. Williamsport . Williamsport Commercial W. A. Tomb . 5 ; 282 104j 386 College. I . do . Potts Shorthand College JohnG. Henderson... 3 ! 230 187 417 1 Wilkesbarre . Wilkesbarre BusinessCollege F. M. Allen . 4 j'i ! 75 25 100 and School of Shorthand.* RHODE ISLAND. Providence . Bryant & Stratton Business Theodore B. Stowell.. 8 j 2 ! 156 j 186 342 College. J . do . Scholfield's Commercial Col¬ Albert G. Seholfield . . 3 i 1 I 105 43 148 lege. * SOUTH CAROLINA. Charleston . ! Charleston Mercantile I 2 20 15 35 School. * SOUTH DAKOTA. Aberdeen . Aberdeen Business College.. H. A, Way . 2 44 30 74 Sioux Falls . Sioux FallsBusiness College. G. C. Christopherson. . 5 " " *4 181 35 I 218 Watertown . Watertown Commercial Col- D. T. Walker . 1 2 40 75 115 t lege. 1 1 * Statistics of 1899-1900. COMMERCIAL AND BUSINESS SCHOOLS, 2293 schools in the United States in 1900-1901 — Continued. Actual number of students Gradu¬ Gradu¬ enrolled. Average In com- In aman- In Eng¬ In Months nec¬ ates in ates in mercial uensis lish telegra¬ essary for com¬ amanu¬ course. course. course. phy. ! graduation. mercial ensis Day course. course. school. school. &0 . I d d £ O 1 d 6 d *3 a £5 3 0 d "3 d d d c3 -1 d '3 6 'S *3 s P’S > O "3 'S £ 0 £ P O rcS Q 0 0 § j- a p § * 1 O H 8 § P 9 10 ii 12 13 14 1 5 16 17 18 19 20 21 ! 22 23 24 25 28 27 28 100 100 25] 25 25 25 ”22 45 25 46 i 42 9? 25 10 20 1 94 65 21 901 50 871 28 53 38 11 8 10 20 13 4 4 3 201 90 120 54 79 38 94 23 144 71 90 32 6 9 70 14 93 63 60 60 ' 6 12 30 12 4 68 10 29 18 6 24: 42 39 . 1 10 20! 18 10 20 8 26 8 18 26 4 2 20 ! 4 6 . J 4 2 2 1 70 73 25 2 20 80 80 10 . | 33 40 25 20 35! 40 85 8 100 70 30 15 25| 10 4 61 10 10 20 55 40 61 51! 61 51 . | 10 14 32 47 38 47 44 40 51 8 12 5 3 4 8 98 1 6 12 2 8 102 57 100 161 142 28 197 83 57 23! 6 14 41 2 28 20 i 19 10 6 5; 17 10 12 2 12 8! 5 1 1 12 5 1 4 4] 260 272 54 ! 22 325 60 125 40 189 254: 8-12 14 42 25 48 45 | 164 164 13! 47 187 50 54 97 241 47 187] 6 81 482 327 5411 178' 475, 457 796 186 238 ; 329 10 18| 81 27 j 15 81 1 150 70 60 20 195 ! 30 15 | 60 6-8 24 150 150 150 150 300 300 11 18 390 145 105; 20: . 225! 40 ! 165 ! 105 6 12 145 32 118 78 209 291 455! 209 291 20 51 48 78 314 158i 39 145! 85 274 ! 315 274 315 6—7 I 74 29S 53 26 59 ' 53 26 21 1 10 ( 8-10 16 11 10 8 38 6 3| l! 23 B 25 5 1 8 1 9 2 102 42 76 20 55 65 113 32 25 30 5 ;;;;; .... 8 12 39 8 ! 17 13 50 12 1 17 ! 5 40 12 18 1 8 35 j 49 9 3 1 10 20 80 53 109 34: 65 70i 95 1 30 79 53 15 4 6-12 8-15 17 4 .... 13 9 218 9* 209; 52 427 ! 146 | 13 11 8 1 6 16 10 2 0 10 20 3 2 3 5 ; 38 i .... 84 35 31 67 r" j 213 57 79 47 125 45 180 ! 15 78 57 2 0 6 14 185 162 ! 45 25 73 41 ! 230 187 5 7-8 30 15 j 45 i 10 30 75 25 i. . . . 156 186 200 148 94 13 104 10 38 28 1 44 74 27 ! 31 16 I 81 ! 16 4 17 20 10 51 15 4 17 20 15 30 5 20 15 3 6 3 2 44 30 56 24 15 4 12 20 9 12 156 30 i 25 5 50 | 15 150 5 31 30 6 40 75 1 i 1 20 1 32 10 18 1 io 26 6 1 5 2 6 3 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 2294 EDUCATION REPORT, 1900-1901. Table 7. — Statistics "of commercial and business Post-office. Name. 1 TENNESSEE. 350 Chattanooga . . 351 Henderson . 352 Knoxville . 353 . do . ' 354 . do . j 355 Memphis . 356 Nashville . ! 357 . do . i TEXAS. 358 Austin . 359 1 Dallas . ' 360 Fort Worth . 361 . do . 362 Galveston . 363 Houston . 364 Omen . 365 Paris . 366 San Antonio . 367 San Marcos . 368 Tyler . 369 Waco . UTAH. 370 Ogden . 371 Salt Lake City.... VERMONT. 372 Burlington . 373 Rutland . VIRGINIA. 374 Lvnchburg . 375 Norfolk . 376 Richmond . 377 ! . do . 378 | Roanoke . 1 379 j Staunton . WASHINGTON. 380 Seattle . 381 . do . ; I Mountain City Business Col¬ lege. G. R. C. College . Knoxville Business College. McAllen’s Business and Shorthand College. Young’s College of Short¬ hand. Watson’s Business College. . . Draughon’s Practical Busi¬ ness College. * Fall’s Business College . Griffitts College of Com¬ merce. Metropolitan Business Col¬ lege. Draughon's Practical Busi¬ ness Coilege. Fort Worth Business Col¬ lege. Draughon's Practical Busi¬ ness College. The Massey Business Col¬ lege. Summer Hill Business Col¬ lege. Southwestern Business Col¬ lege. Alamo City Commercial College. Lone Star Business College.. Tyler College . Toby’s Practical Business College. Inter-Mountain Business College. Salt Lake Business College.. Burlington Business College. Rutland Business College . . . Piedmont College* . Southern Shorthand and Business University. Smithdeal Business College . Virginia Business College . . . National Business College... The Dunsmore Business Col¬ lege. Acme Business College* _ Wilson’s Modern Business College. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Executive officer. > C) 73 c3 Z 6 S c5 Total. 3 4 5 6 7 8 1 E. L. & J. A. Wiley _ 3 2 ! 159j 76 235 A. G. Freed . 1 7 ! 223; 264 487 J. C. Woodward . 3 .... 90 35 1251 J. A. McAllen . 2 2 38 25 63' , L. B. Smith . o 1 31 34 651 | j W. T. Watson & J. D. 1 Choate. 2 2 140 65 205! 1 ; ooo, 100 700 ! Alexander Fall . 4 4 337 j 299 636 ; D. A. Griffitts . 4 3 1 ; iso 90 270 W. W. Darley and A. | Ragland. 1 7 2 j 400 1 200 600 ! I J . W. Draughon . 3 2 | 400 100 j 500 | F. P. Preuitt . 6 2 320 ! 126 ! 446 . 2 1 175 1 50 1 225 ! C.F.Beutel . 3 2 400 I ; 100 I ; 500 1 A.W.Orr . 4 1 65 ! 28 93 E. M. Chartier . 3 210 71 281 ! Shafer & Downey .... 6 150 75 225 M. C. McGee . 1 2 ! 79 12 91 C. L. & N. Adair, Glenn & Byrne. I 6 4 : 200 : ioo | 300 j Edward Toby . 5 I 420 ' 73 493 James A. Smith . 2 2 88 ' 60 148 Jos. Nelson . . 6 2 381 I 213 594, E. G. Evans . 2 1 79 59 138 L. J. Egelston . 2 3 76 65 141 J. W. Giles . 3 j 2 66 40 106 J. M. Ressler . 7 200 200 400 G. M. Smithdeal . 6 4 193 55 248' W. M. Wagner . 2 1 2 100 40 no: E. M. Caulter . 3 j 5 188 30 218! J. G. Dunsmore . 4 1 166 41 j 207 F. R. McLaren . 6 ; l 250 150 400 Judson P. Wilson . 5 2 219 165 ! 384 1 1 * Statistics of 1899-1900. COMMERCIAL AND BUSINESS SCHOOLS, 2295 schools in the United States in 1900-1001 — Continued. Actual of stu enro Day school. lumber dents lied. Even¬ ing school. Average daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In telegra¬ phy. Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Male. Female. d g & U2 1 Evening 1 school. Male. Female. Male. • j Female. Male. o Q o ft Male. d 2 s ^ 1 4 O Evening course. 6 3 | Female. Male. Female. 9 io 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 79 66 80 10 159 6 9 923 264 400 70 30 16 14 164 215 4 6 19 20 4 6 90 35 :::: 60 80 6 10 30 5 15 40 5 5 ! 15 26 23 19 16 5 26 9 21 21 25! 16 6 12 26 33 5 i 29 34. 4 6 1 3 4 125 10 108 15 20 62 6 18 6 8 600 100 250 50 217 273 120 185 109 165 23 172 276 337 299 11 7 6-9 12 73 47 195 111 180 90 400 ' 200 200 300 100 ' 4 250 20 400 100 115 300 150 150 50 4-6 165 50 ! 50 20 226 ! 34 94 ! 92 104 26 316 14 1 Q_ 35 45 10 5 10 18 23 2 1 18 16 175 i 50 175 50: 350 95 50 5 140 25 290 12 13. 80 90 10 14 1 2 28 18 | 20 5 17: 30 24 210; 71 75 221 11 21 71 i . 15 1 125 45 jl50 ! 75 35 25 79 12 32 79 io1 79 12: | 8 2 .... 200 100 1 175 90 10 70 30 60 40 20 15 < 10 353; 56 ! 57 ' 17 260 60 298 15 1 122 I 58 6-8 12-24 257 8 i 25 59 32 37 j 54 50 V 58 30 35 20 6 38 30 9 6r-9 9-18 i 11 14 4 18 284 158 97 55 150 75 175 55 95 117 9 18 20 5 20 30 64 50 15 9 60 15 44 11 39 10 2 .... 5-10 13 1 8 41 35 30 35 39 30 55 6 40 46 32 6 6-ib 24 6 -- 1 66 40 40 10 20 36 66 40 1 5—7 10 10 | 2 20 150 190 | 50 10 125 40 100 100 100 1 100 25 10 15 j 6 12 25 10 50 50 174 52 ! 19 3 95 4 | 46 47 32 2 7 0 "" 30 ■ 20 100 40 5 12 140 30 48 188 30 166 41 133 .... 125 3 41 38 8 40 19 23 200 125 50 25 75; 10 175 50 75 ' 100 6 10 5 5 15 120 82 115 67 160 3° 121 50 41 | ?5i 55 42 17 4 5 1 14 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 2296 EDUCATION REPORT, 1900-1901 Table 7. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. Female. d S Female. i 1 2 3 4 5 6 7 8 WASHINGTON — continued. 382 Spokane . Engelhom Spokane Busi- Herman T. Engelhorn 5 3I 180 95 275 • ness College. 383 . do . The Blair Business College.. H. C. Blair . 5 2 300 250 550 384 Tacoma . Tacoma Business College. . . . W. R. Shoemake and 2 2 68 62 130 W. H. Stapleton. 1 385 Walla Walla . Empire Business College .... Reed Bros . 3 60 20 80 WEST YIBGINIA. 386 W.B. Elliott . 2 70 53 ! 123 College. j 387 "Fairmont, . . The Elliott Commercial W. B. Elliott . 2 36 31 67 School. 388 Huntington . Marshall Business College _ Geo. A. Proffitt . 2 2 76 59 135 389 Wheeling . Wheeling Business College.. J.M. Frasher . 11 3 243 151 394 WISCONSIN. 390 Appleton . J DeLand’s Business College.. O. P. DeLand . . . . 2 1 23 14 37 391 Ashland . 1 Gordon’s Business College. . . E. D. Gordon . 1 1 50 45 95 392 Chippewa Falls . . ! Chippewa Falls Business O. H. Howeison . 1 1 26 24 50 College. i 393 Eau Claire . j School of Shorthand and Louise McCarthy . 4 175 125 ; 300 Business. ! 394 Green Bay . Green Bay Business College. E. F. Quintal and C. B. 2 8 104 41 i 145 1 Potter. 1 395 Janesville . ■ Valentine’s School of Teleg¬ R. Valentine . 4 358 2 1 350 raphy. 396 Kenosha . Kenosha College of Com- Otis L. Trenarv . 9 2 86 29 115 merce. 1 397 La Crosse . ! Wisconsin Business Univer¬ F. J. Toland . 4 2 246 68 314 sity.* 1 398 Madison . 1 Northwestern Business Col¬ R.G. Deming . 4 1 108 77 185 lege* 399 Marinette . Marinette Business College. . A. S. Hutchison . 4 1 60 70 130 400 Milwaukee . | Rheude’s Business College Anton Rheude . 5 215 15 230 and Drafting School. 401 . do . j Spencerian Business College. Albert C. Spencer . 4 6 248 200 448 402 Portage . 1 Story’s College of Commerce H. A. Storv . | 2 2 108 93 201 and Normal Training School. 403 Platteville . _ Platteville Business College. J.Alcock . 1 16 4 20 404 Sheboygan . Sheboygan BusinessCollege* M. C. Patten . 3 1 90 25 115 405 Waukesha . Waukesha Business College. William A. Pierce .... 2 0 1 13 406 1 Wausau . Wausau Business College C. M. Boyles . 3 1 63 71 134 | and Academy. WYOMING. 407 \ Chevenne . ! Cheyenne BusinessCollege.. D.C. Royer . 1 1 12 Q 1 “ 21 * Statistics of 1899-3900. COMMERCIAL AND BUSINESS SCHOOLS 2297 schools in the United States in 1900-1901 — Continued. Actual of stu enro Day school. number dents lied. Even¬ ing school. Average daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. 1 In telegra- [ piiy- Months nec- esssary for graduation. Gradu¬ ates in | com¬ mercial course. Gradu- i ates in amanu¬ ensis course. Male. Female, j Male. d C z £ o Day school. bp . H c O.G Male. d £ Male. d Z Male. Female. Male. | I Day course. Evening course. d I ^ Female. Male. Female. 9 19 ii 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 80 70 100 25 120 45 § ; _ 8 50 45 30 40 10 J 9 15 9 1 io! 20 900 150 50 50 100 75 75 1 6 9 25 10 10 25 1 50 18 3 48 14 41 10 18 48 9 ...J 6 9 27 5 6 34 60 20 40 3 8 11 10 5 1 5-8 4 3 61 49 9 4 32 10 39 4 33 47 5 12 11 2 20 17 24 27 12 4 I 35 io1 25 31 1 12 67 56 9 3 | 38 9 45 18 56 52 5 8 4 2 289 105 j 195 75 173 83 71 126 59 42 43 11 6 12 93 **27 34! *99 23 14 20 18 6 9 12 12 40 39 10 6 40 8 45 40 50 40 6 4 :::: 1« 24 ... 1 17 13 I 20; 18 20 30 26 24 6 12 175 125 | 175 125 6 93 39 ! ii 2 95 10 75 13 9 26 9 5 3 2 3 150 358 2 358 2 60 26 ! * 5 42 4 9 15 33 14 6-9 1 6 1 1 5 246 68 290 200 14 46 54 246 68 6-7 104 6 30 50 79 66 1 29 11 75 16 53 26 24 56 28 6 16 9 16 2 50 67 1 10 3 50 10 50 20 10 50 20 1 6 1 iJ 1 42 8 173 7 40 60 50 10 20 5 180 8 12 15 \ 5 1 1 i 10 4 178 169 1 70 31 | 135 44 43 125 10 | 151 _ 10 25 108 93 49 1 20 21 40 12 3 6 16 4 16 j 4 3 3 6-8 5 3 3 42 15 48 10 55 ! 56 80 5 10 20 | . 6 12 1 80 5 10 20 1 13 6 L.. 1 13 1 13 ! 6 8 1 1 13 50 70 13 1 62 "io 62 50 62 70 12 24 18 ”22 9 5 0 12 4 6 1 6 8 .... 6 12 1 1 i 332 il 333 J 384 ; 385 386 387 388 ' 38 9 399 i 391 392 393 ; 391 395 i 396 I 397 ! 393 399 : 400 I 401 402 1 403 I 404 ; 405 403 407 CHAPTER XLXI. EDUCATION OF THE COLORED RACE. References to preceding publications of the United States Bureau of Education in which this sub¬ ject has been treated: Annual Reports— 1870, pp. 61, 337-339; 1871, pp. 6, 7, 61-70; 1872, pp. xvii, xviii; 1873, p. Ixvi; 1875, p. xxiii; 1876, p. xvi; 1877, pp. xxxiii-xxxyiii; 1878, pp. xxviii-xxxiv; 1879, pp. xxxix-xlv; 1880, p. lviii; 1881, p. lxxxii: 1882-83, pp. xiviii-lvi, 85; 1S83-84, p. liv; 1884-85, p. lxvii; 1885-86, pp. 596, 650-656; 1886-87, pp.7S0, 874-881; 1887-88, pp. 20, 21, 167, 169, 988-998; 1838- 89, pp. 768, 1412-1439; 18S9-S0, pp. 620, 621, 624, 634, 1073-1102, 1388-1392, 1395-1485; 1890-91, pp. 620, 624, 792, 808, 915, 961-980, 1469; 1891-92, pp. 8, 686, 6S8, 713, 861-867, 1002, 1234-1237; 1892-93, pp. 15, 442, 1551-1572, 1976; 1893-94, pp. 1019-1061; 1894-95, pp. 1331-1424; 1SS5-96, pp. 2081, 2115; 1896-97, pp. 2295-2333; 1897-98, pp. 2479-2507; 1898-99, pp. 2201-2225; Introduction to Annual Report for 1898-99, pp. lxxxviii-xcii; 1899-1900, pp. 2501-2531; Circulars of Information— No. 3, 18S3, p. 63; No. 2, 1886, pp. 123-133; No. 3, 1888, p. 122; No. 5, 18S8, pp. 53, 54, 59, 60, 80-86; No. 1, 1892, p. 71; Special report on District of Columbia for 1869, pp. 193, 300, 351-400. Special report, New Orleans Exposition, 1884-85, pp. 468-470, 775-781. The total expenditure for the public schools of the South (the 16 former slave States and the District of Columbia) for the scholastic year 1900-1901 was $35,405,561. It is estimated that about 17 per cent of this sum, or about $6,000,000, was expended in support of the negro public schools. Table 1 below shows the expenditure for both races for each year since 1870-71, the aggregate for the thirty-one years being $650,026,877. During the first part of the period the colored schools did not receive as large a share as 17 per cent of the whole, but it is estimated that the South has expended for the education of the colored race in the public schools about $121,- 000,000. It is impossible to obtain an accurate statement as to the amounts .sepa¬ rately expended for the education of the negroes, for the reason that in 11 of the Southern States separate accounts are not kept. In Maryland the expenditure for negro schools is known for each of the thirty-one years. In North Carolina separate accounts have been kept since 1873, in the District of Columbia since 1875, in Ken¬ tucky from 1880 to 1897, in Texas since 1892, in Florida since 1893, and in South Carolina since 1895. These statistics are given in the introduction to Yol. 1 of this Report. Table 1. — Sixteen former slave States and the District of Columbia. Year. Common school enrollment. White. Colored. Expendi¬ tures (both races). Common school ; Expendi- enrollment. j tures (both White. ! Colored, j races). 1870- 71 1871- 72 1872- 73 1873- 74 1874- 75 1S75-76 1876- 77 1877- 78 1878- 79 1879- 80 1880- 81 1881-82 1882- 83 1883- 84 1884- 85 1885- 86 1886- 87 1, 827, 139 2, 034, 946 2,013,684 2, 215, 674 2, 234, 877 2, 249, 263 2, 370, 110 2, 546, 448 2, 676, 911 2, 773, 145 2, 975, 773 571, 506 675, 150 685, 942 784, 709 802, 374 802, 982 817, 240 1, 002, 313 1,030,463 1, 048, 659 1, 118, 556 i$10, 385, 464 I 11,623,238 11,176,048 11, 823, 775 13, 021, 514 12, 033, 865 11,231,073 12, 093, 091 12. 174, 141 12, 678, 685 13, 656, 814 15, 241, 740 16, 363,471 17,884,558 19, 253, 874 20, 20S, 113 20,821,969 1887- 88.... 1888- 89.... 1889- 90.... 1890- 91.... 1891- 92.... 1892- 93.... 1893- 94.... 1894- 95.... 1895- 96.... 1896- 97.... 1897- 98.... 1898- 99.... 1899- 1900 a 1900- 1901 a 3,110,606 3, 197, 830 3, 402, 420 3,570,624 3. 607, 549 3, 697, 899 3. 848, 541 3,846,267 3, 943, 801 3, 937, 992 4, 145, 737 4,144,643 4, 238, 506 4, 268, 877 1, 140, 405 1,213,092 1,296,959 1,329,549 1,354, 316 1, 367, 515 1, 432, 198 I) 423, 593 1, 449, 325 1,460,084 1, 540, 749 1, 509, 275 1,544,833 1,564,526 §21, 810, 158 23, 171, 878 24, 880, 107 26, 690,310 27,691,488 28, 53-5, 738 29, 223, 546 29, 443, 584 31,149,724 31,286,883 31, 247, 218 33, 110. 581 34, 708, 668 3o, 40o, 561 Total 650, 026, 877 a Subject to correction. 2299 2300 EDUCATION REPORT, 1900-1901. The estimated number of children in the South between 5 and 18 years of age for the scholastic year 1900-1901 was 8,698,888. Of this number 5,964,665, or 68.57 per cent, were white and 2,734,223, or 31.43 per cent, were colored, as shown in the first part of Table 2. The same table shows that the enrollment in the white public schools was 4,268,877, or 71.57 per cent of the white school population, while the enroll¬ ment in the colored public schools was 1,564,526, or 57.22 per cent of the colored school population. The average daily attendance in the white schools was 2,812,758, or 65.89 per cent of the white enrollment, and the average daily attendance in the negro schools was 977,192, or 62.46 per cent of the colored enrollment. PUBLIC HIGH SCHOOLS. Public high schools for negroes now number 100, an increase of 8 over the pre¬ ceding year, 94 of these schools being in the South. Tables 3 to 6 summarize tlie statistics of the 100 schools mentioned. The statistics of the 94 schools in the South are also included in Table 2, which gives the enrollment and attendance in the com¬ mon schools. For the 100 public high schools for negroes there were 326 teachers in 1900-1901, an increase of 54 over the preceding year. These schools had a total enrollment of 12,202, an increase of 3,754. The enrollment in the elementary grades connected with these high schools was 6,633, or more than half the total enrollment. The total number of secondary students was 5,569, an increase of only 337. In the high school grades there were 1,151 students in the classical course, an increase of 68; in the scientific courses 1,608, an increase of 305 ; in the English course 2,107, a decrease of 681 ; in the business course 249, an increase of 149; in the normal course 286, an increase of 80. The number receiving manual or indus¬ trial training was 1,259, an increase of 659. The number of graduates from the high school departments was 678, an increase of 32 over the preceding year. An incomplete financial summary of the public high schools for negroes is given in Table 6. In most cases separate accounts for high schools are not kept. Of the 100 schools, 65 had libraries aggregating 14,780 volumes, valued at $13,740. The value of buildings, grounds, and equipment of 70 schools was $738,141. Only 16 schools reported the amount of State or municipal aid, aggregating $31, 604. The sum of $739 was received by 8 schools from tuition fees, and 4 schools received $2,650 from other sources. The aggregate income of 18 schools reporting this item was $34,993. The statistics of the 100 high schools are given in Table 13. SCHOOLS SUPPORTED FROM PRIVATE SOURCES. The number of schools of secondary and higher grade for the education of colored students and supported almost entirely from private sources was 138, as reported to this office for the year 1900-1901. This wras a decrease of 7 in the number of schools reporting. Of the 138 schools 5 are not in the South. Tables 7 to 12 summarize the statistics of these schools. The 138 schools had an aggregate enrollment of 39,419, an increase of 1,723. The elementary grades had 22,893 pupils, an increase of 850; the secondary grades 13,547 students, an increase of 280, and the collegiate grades 2,979 students, an increase of 593. These schools had 1,781 teachers for all the grades, a decrease of 45 from the pre¬ ceding year. ' In the secondary and higher grades, as showm in Table 8, these schools had 1,600 students in the classical course, an increase of 82; in the scientific courses 842, an increase of 185; in English course 9,972, a decrease of 1,434; in business course 402, an increase of 58, and in the normal course 3,776, a decrease of 1,105. The apparent decrease in the number of students in the English and normal courses may be due to the fact that many pupils in the elementary grades vrere reported the pre- EDUCATION OF THE COLORED RACE. 2301 ceding year as belonging in these courses. They should not be so included until they have passed from the elementary grades. Table 9 shows that there were 744 graduates from the high-school course, a decrease of 63, and 793 graduates from the normal course, a decrease of 10. The number of graduates from collegiate courses was 247, an increase of 91. Table 10 shows that there were 1,673 students and graduates in professional courses, a decrease of 78. There were 768 students and 71 graduates in theology, 121 students and 24 graduates in law, 493 students and 39 graduates in medicine, 70 students and 10 graduates in dentistry, 68 students and 7 graduates in pharmacy, 143 students and 27 graduates in nurse training. In the 138 schools there were 17,138 pupils and students, in all the grades, receiving industrial training, an increase of 1,455 over the preceding year. There were 2,294 in farm and garden work, 2,279 in carpentry, 236 in blacksmithing, 34 in plastering, 131 in painting, 109 in tin or sheet-metal work, 355'in forging, 257 in machine-shop work, 108 in shoemaking, 597 in printing, 9,349 in sewing, 2,930 in cooking, and 4,429 in other trades. Table 12 is a financial summary. The aggregate income of 114 of the 138 schools was $1,193,384. The amount of State or municipal aid received by 41 schools was $293,129; received from tuition fees by 85 schools, $137,356; received from productive funds by 35 schools, $163,297; received from other sources by 98 schools, $599,602. The value of benefactions or bequests received by 43 schools for the year 1900-1901 W’as $505,244. The number of volumes in the libraries of 110 schools was 250,524, valued at $238,798. The value of grounds, buildings, furniture, and scientific appa¬ ratus of 111 schools was $7,624,520. Tables 14 and 15 give in detail the statistics of the 138 schools. Table 2. — - Common-school statistics of the South, 1900-1901. State. Estimated number of persons 5 to 18 years of age. Percentage of the whole. Pupils enrolled in the public schools. Per cent of per¬ sons 5 to 18 years enrolled. White. Colored. White. Colored. White. Colored. White. Colored. Alabama . « 329, 003 a 281, 348 53. 90 46. 10 a 234, 000 a 142, 423 71.12 50. 62 Arkansas . 324, 470 125, 066 72. 18 27.82 239, 378 84,481 73.78 67. 55 Delaware . a 40, 094 a 8, 888 81.85 18. 15 a 30, 754 a 6, 141 76. 70 69.09 Dist. Columbia . 41, 685 20, 041 67.53 32. 47 31, 851 15, 580 76. 41 77.74 Florida . 95, 592 72, 933 56. 72 43. 28 68, 029 43, 578 71.17 59. 75 Georgia . 389, 470 363, 050 51.76 48.24 291, 000 200, 848 74. 72 55. 32 Kentucky . 587, 870 86, 399 87.19 12. 81 434, 925 62, 934 73.98 72. 84 Louisiana . 236, 570 222, 730 51. 51 48. 49 125, 272 73, 624 52. 95 33. 06 Maryland . 266, 110 70, 120 79. 15 20. 85 175, 747 48, 257 66.04 68.82 Mississippi . b 209, 400 6 312,400 40. 13 59. 87 6167, 684 6192, 493 80.08 61.62 Missouri . 883, 670 45, 295 95. 12 4.88 679, 209 32, 511 76.86 71.78 North Carolina .... 415, 770 221,120 65.28 34. 72 290, 178 141,180 69. 79 63. 85 South Carolina .... 183, 660 287, 540 38.98 61.02 127, 230 157, 976 69. 27 54.94 Tennessee . a 490, 365 a 156, 103 75. 85 24. 15 a 384, 649 a 100, 705 78.44 64. 51 Texas . . . 827, 820 224, 350 78. 68 21. 32 a 523, 042 a 136, 556 63. 18 60.87 Virginia . 6358, 700 6225,600 61.89 38.61 6241,696 6117,129 67.38 51.92 West Virginia . a 284, 416 «11, 240 96. 20 3.80 a 224, 233 a8,110 78.84 72. 15 Total, 1900-1901. 5, 964, 665 2, 734, 223 68. 57 31. 43 4, 268, 877 1,564,528 71. 57 57. 22 Total, 1889-1890. c5, 132, 948 2, 510, 847 67. 15 32. 85 3, 402, 420 1, 296, 959 67. 15 , 32.85 a In 1899-1900. 6 In 1898-99. c United States census. 2802 EDUCATION REPORT, 1900-1901. Table 2. — Common-school statistics of the South , 1900-1901 — Continued. State. Average daily at- ! tendance. Per cent of enroll¬ ment. Number of teachers. White. Colored. White. Colored. White. Colored. Alabama . a 198, 463 «99, 342 84. 81 69. 75 a 5, 000 ol,578 Arkansas . 149, 826 53, 011 62.59 62. 75 5,916 1,556 Delaware . a21, 500 a 3, 800 69. 91 61.88 o6 693 06 IBS District of Columbia . ' 24, 789 11,883 77.83 76.27 857 426 Florida . I 45, 202 30, 123 66.45 69. 12 2,094 679 Georgia . j c 187, 566 cl22, 887 64.46 61.18 6,733 3,567 Kentucky . 272, 129 40, 225 62.57 63.92 9,056 1, 457 Louisiana . 90, 425 49, 817 72. 18 67.66 3,219 1,052 Maryland . 112, 803 22, 712 64. 18 47.06 4, 198 838 Mississippi . d98, 695 d 102, 898 59.45 53.45 d 4, 871 d 3,285 Missouri . ! 436, 955 22, 031 64. 33 67.76 14 366 794 North Carolina . 172, 272 80, 747 59. 37 57. 19 5,472 2,515 South Carolina . 94, 548 113, 566 74.31 71.89 6 3, 378 62,435 Tennessee . «270, 662 a67, 904 70. 36 67.42 o67,329 061,866 Texas . . d 349, 767 d 89, 012 66.87 65.18 12, 247 3, 127 Virginia . d 141, 382 <*61, 754 58. 50 52.72 d6, 671 d 2,165 West Virginia . a 145, 774 a 5, 480 65.01 67. 57 o6,800 o267 Total, 1900-1901 . 2,812,758 977,192 65.89 62.46 99. 900 27, 746 Total, 1889-1890 . 2, 165, 249 813, 710 63.64 62.74 78, 903 24, 072 a In 1899-1900. & Estimated. c Cities estimated. din 1898-99. Table 8. — Teachers and students in public high schools for the colored race in 1900-1901. State. Schools. Teachers. Pupils enrolled. Male. Female. Total. Total. Elementary. Secondary. Male. Female. Total. Male. Female. Total. Male. Female. Total. Alabama . 1 1 2 3 26 68 94 1 26 68 94 Arkansas . 4 8 7 15 276 439 715 199 262 461 77 1.77 254 District of Columbia . . 1 1 19 11 30 205 i 535 740 205 5o5 740 Florida . 2 3 0 3 21 30 51 10 17 27 11 13 24 Georgia . 4 4 8 12 200 333 533 170 229 399 30 104 134 Illinois . 2 2 2 4 386 492 878 361 437 798 25 65 80 Indiana . . . 3 5 2 7 122 147 269 68 74 142 54 73 127 Kentucky . 8 19 14 33 I 352 573 925 197 210 407 155 363 518 Maryland . 2 4 6 10 142 144 286 | 33 0 33 109 , 144 253 Mississippi . 7 7 8 15 143 402 545 1 54 59 113 89 343 432 Missouri . 18 28 14 42 691 991 1,682 i 446 431 ! 877 245 560 805 North Carolina . 3 4 3 7 88 133 221 53 73 I 126 35 60 95 Pennsylvania . 1 1 0 1 2 16 ! 18 0 0 0 2 16 18 South Carolina . 7 8 3 11 177 278 455 121 157 278 56 121 177 Tennessee . 8 24 27 51 1, 108 1,725 2,833 967 1,372 2, 339 141 353 494 Texas . 19 34 13 47 445 751 1,196 292 259 481 223 492 715 Virginia . 7 9 16 25 135 421 556 “° 0 0 135 421 556 West Virginia . 3 6 4 10 89 116 205 73 79 j 152 | 16 37 53 Total . d 100 186 140 326 4,608 7, 594 12, 202 i 2,974 3,659 I I 6,633 j 1,634 3,935 j 5,569 EDUCATION OF THE COLORED RACE 2303 Table 4. — Classification of colored students in public high schools by courses of study , 1900-1901. State. Students in clas¬ sical course. Students in scien¬ tific courses. Students in Eng¬ lish course. Students in busi¬ ness course. Male. Fe¬ male . Total. Male. Fe¬ male. Total. Male. 1 Fe¬ male. Total. Male. Fe¬ male. Total. Alabama.. . 0 0 0 0 0 0 0 0 0 26 68 94 Arkansas . 15 15 30 39 86 125 0 0 0 0 0 0 District of Columbia . . 121 329 450 0 0 0 0 0 0 50 60 110 Florida . . 11 13 24 6 5 11 21 30 51 0 0 0 Georgia . 27 49 76 10 36 46 10 36 46 10 10 20 Illinois . 0 0 0 4 8 12 21 47 68 0 0 0 Indiana . 39 51 90 0 0 0 2 8 10 0 0 0 Kentucky . 32 61 93 61 124 185 0 0 0 1 11 12 Maryland . 0 0 0 0 0 0 0 0 0 0 0 0 Mississippi . 10 22 32 39 20 59 106 298 404 0 0 0 Missouri . 2 7 9 185 414 599 126 324 450 7 0 7 North Carolina . 0 0 0 6 22 28 63 85 148 0 0 0 Pennsylvania . . . 0 5 5 0 0 0 0 0 0 0 0 0 South Carolina . 30 74 104 19 37 56 35 47 82 0 0 0 Tennessee . 15 28 43 25 ! 69 94 75 189 244 1 5 6 Texas . 38 75 113 86 j 220 306 63 125 188 0 0 0 Virginia . 10 39 49 30 57 87 89 327 416 0 0 o West Virginia .. 9 24 33 Total . 359 792 1,151 510 1,098 1,608 611 1,496 2,107 95 154 249 Table 5. — Number of normal students , manual-training students, and graduates in colored public high schools in 1900-1901. State. Students in normal course. Pupils receiving in¬ dustrial training. Graduates high-school course. Male. Female.' ! Total. Male. Female. Total. Male. Female. 1 Total. Alabama . 0 6 0 0 0 0 2 5 7 Arkansas . 0 0 0 .15 0 15 7 11 18 District of Columbia . 0 o 0 12 14 26 23 58 81 Florida . 7 6 13 0 0 0 6 5 11 Georgia . 10 36 46 20 30 50 3 13 16 Illinois . 0 0 0 i 18 42 60 2 5 7 Indiana . _ . _ . 0 0 o ; 0 0 0 4 7 11 Kentucky . , . 2 45 47 217 230 447 21 54 75 Maryland . Mississippi . Missouri . 0 0 ! 0 60 0 60 11 13 24 0 0 2 32 2 32 0 62 0 206 0 268 6 33 28 86 34 119 North Carolina . 1 17 15 32 19 49 68 0 16 16 Pennsylvania . 0 0 0 0 0 o- 0 0 0 South Carolina . 10 17 27 1 1 2 2 17 19 Tennessee . . 10 15 25 5 11 16 20 45 65 Texas . 3 1 4 121 126 247 22 54 76 Virginia . 6 52 58 0 0 0 14 77 j 91 West Virginia . 0 0 0 0 0 0 1 7 8 Total . . 65 221 286 550 709 1,259 177 501 678 2304 EDUCATION REPORT, 1900-1901, Table 6. — Financial summary of the col ored public high schools. State. Alabama . Arkansas . District of Columbia. Florida . Georgia . Illinois . Indiana . Kentucky . Maryland . ^ Mississippi . Missouri . North Carolina . Pennsylvania . South Carolina . Tennessee... . Texas . Virginia . West Virginia . Total. 2; 475 1 1,600 1 20 1 300 2 253: 1 450| 5! 1,2531 §428 2, 300 15 300 300 150 3 §33, 1136, II 5i 4 27, 2 59, l| 1, 3 49, 4j 498; 16 3,784 2| 505! 30 174 1,247; 4! 16 ir>l O 1,006 580 390, 3,045 510 20 170 1, 785 2, 172' 700 675 7! 31, 13 92; 2! 11, 4 7,000 8| 93,900 15130, 806 4 45,000 2 15,500 14, 780| 65 13, 740! 70^738, 141 182,225 1 2,234 2 4,1 Slioj; 210,000 ...I l! 2, 000i 1 1 1,250 ....! 140 . 175 1 1, 650! 2 7,390 3 9 . 150! 270 . 16:31, 604 739| ~ o " x C 850 2, 200 400 , 650 oo Eg 182,275 1 2,234 2 4,850 3 12, 200 1 2,140 1 1,250 1 184 2 1,800 5: 7,660 1 400 18,34, 993 Table 7. — Teachers and students in secondary and higher schools for the colored race in 1900-1901 ( not including higher public schools). State. : Teachers. Students. ZC \ ! 0 Total. I Elementary. Secondary. Collegiate. Total. Male. Female. Total. Male. Female. Total. Male. d 0 Total. Male. Female. Total. Alabama . H 59 109 168 1, 535 1,481 3,016 707 772 1,479 _7 17 94 2, 3191 2,270 4,589 Arkansas . 6 26 25 51 401 489 890 135 131 266 145 110 ! 255 681 | 730 1,411 Delaware . 1 4 2 6 27 9 36 15 11 ! 26 42 20 62 Districtof Colum¬ 3 75 22 97 76 84 160 136 138 274 410 193 603 622 415 1, 037 bia . j Florida . 7 22 35 57 372 418 790 15l| 251 402 1 0 1] 524 669 . 1,193 Georgia . 19 75 158 233 1,674 2, 784 4,458 74/ 1,211 1,958 219 60 279 2,640 4,055 6, 695 Kentucky . 4 15 7 22 37 45i 82 169| 121 290 50 20 70 1 256 186 442 Louisiana . 6 44 56 100 890 1,404 2.294 117 231 348 44 6 50 1,051 1,641 2,692 Maryland . 5 13 24 37 0 167 167 60 73 133 34 42 76 94 282: 376 Mississippi . 10 47 | 73 120 731 1 832 1, 563 372; 4711 843 61 15 76 1,164 1,318 2, 482 Missouri . 2 14 8 22 114 126 240 114 113 2271 14 2 16 242 241: 483 New Jersey . 1 3 7 10 21 13 34 34! 50 84 0 0 0 55 63 118 North Carolina .. 21 101 96 197 707 1, 240 1, 947 895! 1,107 : 2,002 245 110 355 1,847 2,457 4,304 Ohio . 1 23 8 31 99 170 269 61 11 72 ' 160 181 j 341 Oklahoma . 1 5 2 70 85 155 13 24 37 83! 109! 192 Pennsylvania .... 2 15 6 21 72 95 167 49 102 151 199 0 199! 320 197: 517 South Carolina . . 12 74 84 ! 158 1, 051 1,302 ! 2,353 1, 025! 978 2,003 89 52 141! 2, 165 2, 332 4,497 Tennessee . 8 71 ; 86 157 667 916; 1,583; 415! 532 947 405; 38 443 1, 487; 1,486, 2,973 Texas . 6 35 62 97 228 579 807; 396 377 j 773 74! 43 117 698: 999 1,697 Virginia . 10 77 ! 93 170 890 1, 180 2,070 441 414; 855 96 10 106 1,427 1,604 3,031 West Virginia ... 2 12 ! 8 20 51 ! 66 117; 62 108 170 0 0 °l 113 174 287 Total . 138 810 971 1, 7S1 1 9, 587 i 13, 306 1 1 22,893 1 1 i6’164! 7, 383 13, 547 1 2, 239 740 2, 979 1 1 17, 990 1 1 21,429 1 39,419 EDUCATION OF THE COLORED RACE 2805 Table 8. — Classification of colored students, by courses of study, in secondary and higher schools, 1900-1901. State. Students in clas¬ sical courses. Students in scien¬ tific courses. Students in Eng¬ lish course. Students in busi¬ ness course. Male. Female. Total. Male. Female. Total. Male. 1 © 'S § Total. Female. Total. Alabama . 3 0 3 11 20 31 1,049 530 1,579 1 2 3 Arkansas . 29 17 46 11 11 1 22 52 n 129 28 25 53 Delaware . 13 0 13 District of Columbia . i50 31 isi 6 0 6 76 84 160 7 19 26 Florida . 1 0 l 0 0 0 162 296 458 0 0 0 Georgia . . . 61 33 94 47 71 118 551 1,259 1.810 4 10 14 Kentucky. 50 20 70 ! 27 0 27 Louisiana . 28 5 33 5 12 17 268 409 677 13 19 32 Maryland . 20 5 25 0 0 0 29 53 82 0 0 0 Mississippi . 56 35 91 21 17 38 541 459 1,000 35 14 49 Missouri . 14 2 16 31 5 36 New Jersey . 0 0 0 0 0 0 53 1 55 108 0 0 0 North Carolina . 167 33 200 195 143 338 626 748 1,374 41 15 56 Ohio . . 12 0 12 51 0 51 22 20 42 Oklahoma . 10 18 28 . Pennsylvania . 146 0 146 7 15 22 South Carolina . 162 79 241 36 34 70 734 799 1,533 15 22 37 Tennessee . 174 77 251 25 6 31 161 190 351 12 15 27 Texas . 33 13 46 17 10 27 7 9 16 6 6 12 Virginia . 74 63 137 16 0 16 i 257 411 668 22 7 29 West Virginia . 1 7 0 *1 | Total . 1,187 | 413 1,600 495 347 1 842 4,593 ! 5, 379 9,972 213 189 402 Table 9. — Number of colored normal students and graduates in secondary and higher schools, 1900-1901. State. ! Students in nor¬ mal course. Graduates of high- school course. Graduates of nor¬ mal course. Graduates of col¬ legiate course. Male. Female. Total. Male. Female. Total. Male. Female. Total. Male. Female. Total. Alabama . 163 334 497 30 16 46 14 32 i 46 3 1 4 Arkansas . 70 91 161 10 2 12 10 H 21 3 3 6 Delaware . 0 1 1 District of Columbia . 30 201 231 11 1 12 12 81 | 93 12 0 12 Florida . 21 45 66 4 18 22 1 0 2 Georgia . 46 392 438 28 56 84 ! 9 ! 55 ! 64 | 13 6 19 Kentucky . i 76 116 192 9 7 16 4 4 8 | 3 0 3 Louisiana . 2 31 33 16 24 40 i 6 20 i 26 6 1 7 Maryland . 34 51 85 2 1 3 ! 3 7 ! 10 4 1 5 Mississippi . 75 125 200 77 68 145 j 11 25 i 36 20 1 21 Missouri . 21 42 63 2 3 5 14 10 24 New Jersey . 1 2 6 8 1 3 4 ; o 0 0 0 0 0 North Carolina . 220 393 613 80 59 139 63 56 119 28 9 37 Ohio . 38 40 78 0 8 4 12 Oklahoma . 13 24 37 1 1 2 Pennsylvania . 7 15 22 | 0 0 6 37 o 37 South Carolina . 73 130 203 44 52 96 51 | 94 145 4 1 5 Tennessee . 118 196 314 14 5 19 j 18 j 55 73 60 7 67 Texas . 132 157 289 20 8 28 j 2i 17 38 4 1 5 Virginia . 55 131 186 31 20 51 27 43 70 6 0 6 West Virginia . 34 48 82 4 12 16 o 0 0 Total . 1,223 i 2,553 3, 776 386 358 744 *1 525 CO Oi l> 211 36 247 ED 1901 — VOL II ■69 2306 EDUCATION REPORT, 1900-1901, Table 10. — Colored professional students and graduates in secondary and higlrer schools , 1900-1901. State. Students in pro¬ fessional courses. Professional' students and graduates. Theol¬ ogy. Law. Medi¬ cine. Den¬ tistry. Phar¬ macy. Nurse training. 6 "3 a5 *3 a 'd d 02 09 0 0 231 19,000 2 5 2 6 0 0 I 8400 400 0 3 280 5,500 0 2 200 10,000 1 2 100 .. 1 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 2314 EDUCATION REPORT, 1900-1901. Table 14. — Secondary and higher schools for negroes — 1 2 3 4 5 6 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Location. Name of school. Religious denomi¬ nation. Teachers. Pupils en¬ rolled. White. Col¬ ored. Total. Total. d "3 Female. 0) 'S | Female. Male. Female. I 2 3 4 i 5 8 7 8 9 10 ALABAMA. | Nonsect .... 2 | 11 2 4 19 101 151 Kowaliga . Kowaliga Academic and Indus- Nonsect .... 0 0 3 3 6 123 92 trial Institute. ! Cong . 8 8 98 175 Mobile . Consr . 1 6 0 1 7 84 169 Montgomery . State Normal School* . Nonsect .... 3 5 6 12 26 356 572 Normal . Agricultural and Mechanical Nonsect .... 0 0 15 18 33 165! 205 College for Negroes. 1 | i Bapt . 6 5 H 179 151 versity. Cong . 7 17 0 2 26 246 340 Troy . ! 1 Bapt . j 2 2 35 40 . do . Presb . 2 6 0 0 2 50 4 Nonsect .... 12 16 28 882 371 trial School. ARKANSAS. Argenta . Shorter University* . . A. M. E . 3 1 4 20 66 1 Arka.delphia. _ Arkadelphia Academv “ . I Little "Reek Arkansas Baptist College Bapt . 1 0 3 7 11 214 224 ! . do . Philander Smith College . M.E . 1 4 6 2 13 225 242 Maenolia . Columbia, Lafayette, and Miller Bapt . 1 1 2 29 22 Baptist Academy.* Pine Bluff . Branch Normal College . Nonsect .... 3 0 3 3 9 150 92 Southland . Southland College * . Friends . 2 3 5 12 43 84 DELAWARE. | I "Dover State College for Colored Stu- Nonsect .... ! 4 2 6 42 20 dents. 1 DISTRICT OF CO¬ LUMBIA. Washington Howard University . Nonsect .... 46 3 29 8 86 608 306 . do . National Kindergarten Train¬ Nonsect .... 0 4 0 0 4 0 22 ing School. . do . Normal School No. 2 . 1 Nonsect .... 0 0 0 7 7 14 87 FLORIDA. Femaridina, "District School No. 1 a . Jacksonville. . Cookman Institute . . M. E . 2 2 2 2 8 124 85 . do . . . Edward Waters College . A. M. E . 0 6 5 4 9 97 124 . . do Florida Baptist Academy Bant _ 5 5 10 65 90 Live Oak . Florida Institute a . I Martin . Fessenden Academv . 1 4 5 116 122 Ocala . Emerson Memorial Home . M.E . 3 3 0 64 Orange Park . Orange Park Normal and Man¬ Cong . i 6 1 1 9 46 61 ual Training School. Tallahassee Florida State Normal and In¬ Nonsect . . . . 5 8 13 76 123 dustrial College for Colored Students. GEORGIA. Athens . Jeruel Academy a . . do . Knox Institute . . „ Cong . 2 4 6 125 176 Atlanta . Atlanta Baptist College . Bapt . 3 2 6 2 13 156 0 . do . Atlanta University . . . Nonsect .... 4 7 2 1 14 104 192 . do . Morris Brown College . A. M. E . 8 7 15 310 202 . do . Spelman Seminary . Bapt . *6 3S! 0 4 42 0 669 . do . Storrs School . Cong . 0 0 1 8 155 202 Augusta . Haines Normal and Industrial Presb . 7| 3 11 14 190 323 Institute. * Statistics of 1899-1900. a No report. EDUCATION OF THE COLORED RACE, 2315 Teachers , students , courses of study, etc., 1900-1901. Pupils enrolled. Students. Graduates. Ele¬ men¬ tary grades. Second¬ ary grades. Col¬ legiate grades. Clas¬ sical course. Scien¬ tific courses. English course. Normal course. Busi¬ ness course. High school courses. Normal course. Colle¬ giate courses. d 6 A d d d d d O d 1 d d 1 3 a d 1 d d g d d 5 *3 d j | d j 1 i d c3 o s <3 © o § s o 3 i 5 1 p o =3 Q .Ph 1-1 Ph & 1-1 & j ^ , ^ | 11 12 13 14 15 16 17 18 19 20 21 2,2 23 24 25 26 27 28 j 29 30 31 32 .... .... 101 .... 123 ,92 0 0 0 0 123 92; 0 0 0 o; 1 o; 0 0 .... 0 0 0. 78 145 20 ! 1 73 149 11 20 0 0 1! 20 11 20 1 7i 0 0 268 162 304 152 314 .... .... 5! 116 118 42 11 0 o .... 0 0 1 2 5 13 0 0 128 151 0 3 „ 0 0 175 2S5 52 49 19 6 9 27| i 7 i 7 ! 3 1 35 40 35 40 .... 50 4 640 233 949 138 .... 882 371 29i 9 ' S0| 8 33 5 3 5 3 10 11 10 21 7 7 J 3 0 192 189 19 9 3 26 2 4 1 1 1 1| 2 InG 213 51 25 18 4 18' 4 1 1 0 1 6 20 27 24 1 3 6 2 2! 21 14 8 8 0 0 0 0 0 29 09 1 8 8 0 0 1 0 » j 0 0 0 36 99 114 70 36 22 1 2 4 1 1 25| 43 13 34 5 4 6 13 34 13 34 0 0 2 1 0 0 27 9 15 11 13 0 n ..... .... 0 76 84 122 29 1 410 193 150' 31 0 76 84 1 ! [ 92 19 11 1 3 20 12 0 1 0 I 22 o ! 09 0 12 ! 14; 87 1 0 0 0 I ° 1 0 1 0 . 0 0 J 1 3, 1 0 0 0 0 1 9 49 0 0 103 66 2i 1 19 0 0 1 0 0 1 o 0 i 0 0 79 111 17 13 ; 1 I 0 1 1 o j 0 6 13 14 1 *2 I 13 i ° 0 ! o 0 1 0 0 1 0 0 ! 65 < 90 65 90 j 4 13 !.... ... .... 91 89 ! 25 1 33 32 ; 21 0 ; 18 1 0 5 1 0 64 j.... 0 ! 64 1 ! 39 53 7 8 .... "" .... 7 8 1 0 1 60 99 i 16 24 1 52 107 i i 6 | o 1 i 1 118 163 7 13 .... 7 13 I 118 163 ; 0 0 ! 0 0 0 0 90 0 21 0 j 45 0 : 11 i o 1 1 1 0 t 3 0 I I 0 4 0 0 0 179 27 13 27 13 i 0 0 7 29 ! o | 138 0 0 0 0 o 24 j 2 4 259 194 ! 18 8 33 0 10 0 1 11 : 0 i 31 4 10 i 4 0 0 544 0 97 0 28 0 0 1 0 9 0 475 o i 17 0 0 0 16 0 3 ; 0 9\ 155 202 o 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 l 0 61 90 1S1 S ioo 142 1 50 70 0 13 ! 6 13 j 1 1 1 ! i 1 1 1 2 3 4 5 6 7 8 9 10 11 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 2316 EDUCATION REPORT, 1900-1901, Table 14. — Secondary and higher schools for negroes — 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 63 64 65 66 67 68 69 70 71 72 73 74 75 Teachers. Pupils en¬ rolled. Location. Name of school. Religious denomi¬ nation. White. 1 Col¬ ored. Total. 6 S Female. Male. Female. Total. c5 § Female. | 1 2 3 4 5 6 7 8 9 10 GEORGIA— cont’ d. The Paine Institute * . M. E. S . 3 1 2 4 10 110 156 _ ~do . Bapt . 0 ° 3 5 8 49 102 Georgia State Industrial College Fort Valley High and Indus¬ trial School.* La Grange Baptist Academy . . . Nonsect .... 14 1 15 332 173 Nonsect .... 4 6 10 125 225 Bapt . 1 2 3 73 90 Cong . 1 11 0 0 12 175 224 Cong . 1 12 i 15 150 393 . do . Central City College . 1 Bapt . 0 0 3 3 6 133 177 Beach Institute * . Cong . 1 7 0 1 9 105 215 M. E . 3 6 4 5 18 222 32S . do . Gammon Theological Seminary M. E . 4 1 1 6 71 0 Cong . 0 8 1 "’6 9 55 208 KENTUCKY. School. Nonsect .... 0 1 0 7 3 10 76 116 St. Augustine’s Colored School. Louisville Christian Bible R. C . 1 1 15 25 Louisville . Christian . . . -"i 0 1 0 2 27 0 _ do _ School. State Universitv Bapt . 2 6 1 9 138 45 LOUISIANA. Alexandria . Alexandria Academy . Meth . 1 1 2 41 59 ! Baldwin . Gilbert Industrial College . Leland University . . . M. E . ■ o cc 1 o 4 6 10 97 102 1 New Orleans . Bapt . 1 7 10 8 28 290 458 . do . New Orleans University . | M. E . 4 1 4 8 2 18 212 313 1 . do . Southern University and Agri¬ cultural and Mechanical Col¬ lege. Straight University . Nonsect .... 5 2 4 5 16 158 312 . do . Cong . 4 21 1 0 26 253 397 MARYLAND. Baltimore . Baltimore Normal School . Nonsect .... 1 0 0 1 2 13 40 . do . Morgan College . . St. Francis Academy _ M. E . 2 2 1 0 5 45 20 . ...do . R. C . 15 15 0 68 Mel vale _ Industrial Home for Colored Nonsect .... 4 4 0 120 Princess Anne. . . . Girls. Princess Anne Academy . M. E . 4 0 5 2 11 36 34 MISSISSIPPI. Clinton . Mount Hermon Female Semi¬ j Nonsect . . . . 6 6 0 82 Edwards . nary. Southern Christian Institute _ 1 Christian . . . 1 4 4 0 [ 0 8 55 38 Holly Springs .... . do . Mississippi State Normal School Rust University . Nonsect . . . . 1 7 1 4 11 109 I 125 M. E . 3 6 4 ! 4 17 127 132 Jackson . Jackson College . Bapt . 2 4 2 3 11 69 89 Meridian . Lincoln School . Cong . 6 2 8 120 200 . do . Meridian Academy o. . Natchez . Natchez Collece Bapt 2 3 5 73 150 Tougaloo . Tougaloo University . Cong . 5 18 1 2 26 216 266 Westpoint . Mary Holmes Seminary Presb . 1 11 12 0 206 Westside . Alcorn Agricultural and Me¬ chanical College. Nonsect .... 0 0 16 0 16 395 30 MISSOURI. | Jefferson City .... Sedalia . Lincoln Institute * . Nonsect .... 2 0 6 3 11 146 1 132 George R. Smith College . M. E . 2 3 4 2 11 96 109 NEW JERSEY. J Bordentown . Manual Training and Indus¬ trial School. Nonsect .... 1 0 2 7 10 55 63 * Statistics of 1899-1900. a No report. EDUCATION OF THE COLORED RACE, 2317 Teachers, students, courses of study, etc., 1900-1901 — Continued. Pupils enrolled. Students. Graduates. Ele¬ men¬ tary grades. Second¬ ary grades. Col¬ legiate grades. Clas¬ sical course. Scien¬ tific courses. English course. Normal course. Busi¬ ness course, j High school courses. Normal course. Colle¬ giate courses. Male. A *3 1 d 3 S rO g 3 d 3 S r2 a pH § ~ 73 § a § A 2 p 7) 5 £ 52 X | B 1 § §>.2 O x B | m ^ 5 ° < Amount received from tuition fees. Amount received from productive funds. Amount received from other sources. Total incomo for the year 1900-1901. IS 19 20 21 22 23 24 25 26 27 28 29 j . 46 Congregational 500 §25,000 8500 82,000 82,500 Churches of the U. S. 50 47 State and United 805 26,000 576 57 6 States. 09 36 250, 6, 000 ... Assn. , tuition. Amer. Bapt. Mission 87, 043! 2, 800 75, 000 0 659 1 81,050 0 1, 709! Society, "New York City. ! 153 48 89 Donations, tuition. . . . 29, 000! 11.000 251,000 0 2,400 1,650 100 4,150 0 0 0 Tuition . 1. 800 100, 500 4,500 5, 500 10,000 471 50 57 W. A. H. M. S., Slater 3,550 300,000 0 3, 565 350 19,300 23, 215; Fund. 121 6 Amer. Miss. Assn., 26 200 8, 500 c 1, 906 281 1,754 3,941 tuition, gifts. 100 Northern Presbyte¬ 600 j 20, 000 rian Church. M. E. Church South 500 43,733 327 10, 111 1 10, 438 ! and Colored M. E. Church. 0 0 0 Walker Bapt. Assn., 0 200 7,000 0 628 0 2,956 3,584 Amer. Bapt. Home Miss. Soc. State and United 300 ! 52,058 818,333 3, 046 21, 379 States. 50 30' Tuition, State, and 1, 500! 10, 000 1,500 900 975 13,000 16,375 donations. 98 6 Benevolent contribu¬ 4,516 900; 13, 000 807 i 2,590 3, 397 tions. 200 Tuition, Amer. Miss. 150 1, 000| 40, 000 0 2,500 0 4, 150 6, 650: Assn. 20 20 20 Missionary Bapt. Con¬ 2,500 350 20, 000 0 J 1, 500 100 1,000 2, 600 vention, tuition. 35 ] 20 ! Gifts, tuition, and 200 5, 000 o 1,200 4,200 5,400 j Amer. Miss. Assn. 263 58 44 Freed men's Aid and 10,000 1,000! 250,000 3,050 7,000 10, 050 So. Ed. Society of M.E. Church. 0 0 0 Endowment . 12,000! 100,000 20,000 3, 645 : 23, 645 117 Amer. Missionary 350 o 670 0 902 1,572 Assn., tuition. State and United 962] 38, 000 3,000 175 3,600 6, 775 States. Tuition . 1 Christian Woman’s 800 5, 000 0 0 3,000 3,000 Board of Missions. 2,500 800 40,000 Tuition, Freedmen’s 75 Aid. 1 47 40 1 52 500 i.5oo 120,666 o o 6,117 6, 117 1 Freedmen's Aid Soc. 30, 000 5,000 126.000 ! 3,000 400 j i, 166 7,500 r"' ' M.E. Church. I . 27 28 29 30 81 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 2326 EDUCATION REPORT, 1900-1901, Table 15. — Secpndary and higher schools for negroes — Professional Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Male. | Female. Total. d d '3 a o Total. 1 ! 2 3 4 5 6 7 Louisiana — continued. i 56 Southern University and 0 0 0 150 187 337 Agricultural and Meehan- ical College. 57 Straight University . ° 0 0 85 157 242 MARYLAND. 58 Baltimore Normal School. . . 0 0 0 2 2 4 59 Morgan College . 8 0 8 35 18 53 60 St. Francis Academy . 0 0 0 0 55 55 61 Industrial Home for Colored 0 0 0 0 120 120 Girls. 62 Princess Anne Academy - 0 0 I 0 36 34 70 MISSISSIPPI. 63 Mount Hermon Female 0 0 0 0 82 82 Seminarv. | 64 Southern Christian Institute . 5 0 5 55 38 93 65 | Mississippi State Normal 0 0 0 0 75 75 School. 66 | Bust University . 0 18 18 25 110 135 | 67 Jackson College . 0 0 0 0 79 | 1 79 1 68 Lincoln School . 0 0 0 12 150 j 162 Meridian Academy a . 1 | 69 Natchez College . 0 °j 6 0 °i 1 70 Tougaloo University . 0 n 10 140 192 332 71 Mary Holmes Seminary _ o 0 0 0 206 206 72 Alcorn Agricultural and 0 0 0 203 2 205 Mechanical College. MISSOURI. 73 Lincoln Institute* . 0 0 0 76 49 125' 74 George B. Smith College _ 0 0 0 NEW JERSEY. 75 Manual Training and In¬ 0 0 0 34 73 107 dustrial School. NORTH CAROLINA. 76 Washburn Seminary . 0 0 0 76 86 162 77 Biddle University. 15 0. 15 111 0 111 78 Clinton Normal and Indus¬ 0 0 0 20 0 20 trial School. 79 Scotia Seminary . 0 0 0 0 287 287 80 Elizabeth City State Nor¬ 0 0 0 37 93 130! mal School. • 1 81 State Colored Normal School 0 0 0 30 63 93 82 Albion Academy, State Nor¬ 0 0 0 120 97 2171 mal School. 83 Franklinton Christian Col¬ 0 0 0 20 32 52 lege. State Colored Normal School, a 1 1 Students trained in industrial branches. bJC^ u O O £ a 2 & Carpentry. Bricklaying. be Volumes in library Value of grounds, build¬ ings, furniture, and scientific apparatus. CO u gj _ ! Hi * Amount received from tuition fees. o p ’o ^ 5 ^ O ft o A m bi) a | Male. | Female. I Total. Male. Female. Total. w o gg | Carpentr; !>* c3 3 o "u PQ .3 o m o3 £ S3 r* ® .S ^ Forging. Machine work, 3 a O O A cc Printing. 1 a 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 NORTH CAROLINA— COnt’d. 84 A. and M. College for the Colored Race. 0 0 0 108 92 200 75 102 4 3 67 85 High Point Normal and Industrial School. * 0 0 0 0 60 60 12 8 3 86 Lincoln Academy * . 0 0 0 26 129 155 6 5 2 87 Liberty Normal College . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 88 Barrett Collegiate and In- 15 0 15 30 45; 75 40 15 30 .... 10 0 0 0 0 55 dustrial Institute. 89 Plymouth State Normal 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 School. 90 0 8 8 61 69 130 91 147 0 147 90 110 200 | 90 20 4 92 School, a 1. 93 Bertie Academy . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 94 Rankin-Richards Institute . . 0 0 0 20 30 50 95 The Slater Industrial and State Normal School. 0 0 0 0 36 36 ! 96 Waters Normal Institute. . . . OHIO. 1”. 97 Wilberforce University 21 0 21 OKLAHOMA. Colored Agricultural and Normal Institute. 98 PENNSYLVANIA. 99 Lincoln University . 51 o 51 100 Institute for Colored Youth* 0 0 0 102 170 272 0 24 12 0 0 0 0 0 15 11 SOUTH CAROLINA. 101 Francis Daniel Pastorius 8 16 24 6 2 School Schofield Normal and In¬ 0 0 0 58 18 20 10 10 102 173 231 dustrial School. * Harbison Institute « . Browning Home School a 103 Avery Normal Institute .... Wallingford Academy . . . o 0 0 23 86 109 0 0 0 104 105 Bra i nerd Institute _ 50 139 189 35 22 4 4 106 Allen University . 7 5 12 12 107 Benedict College . 39 o 39 74 170 244 74 6 6 6 27 108 Penn Normal, Industrial, and Agricultural School. 0 0 0 110 103 213 110 ! .... 16 109 Brewer Normal School 0 o 0 o 223 223 110 Lancaster Normal and In¬ o 0 0 18 45 63 10 17 4 dustrial Institute. 111 Claflin University . 224 247 471 125 77 18 5 112 Colored Normal, Industrial, Agricultural, and Me¬ 1|H 186 228 414 108 78| | chanical College. 1 * Statistics of 1899-1900. «No report. EDUCATION OF THE COLORED RACE, 2329 and industrial training — Equipment and income, 1900-1901 — Continued. Students trained in industrial branches. Chief sources of support. Value of . benefactions or bequests in 1900- 1901. Volumes in library. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amountof State, United States, or municipal aid. Amount received from tuition fees. Amount received from productive funds. Amount received from other sources. Total income for the year 1900-1901. Sewing. Cooking. Other trades. | 18 19 20 21 22 23 24 25 26 27 28 29 92 92 123 574, 000 57, 500 5416 510, 084 518, 000 States. 60 15 500 13, 000 1,200 2, 000 3,200 meeting of 'Friends. no 85 13 800 55, 000 220 252 0 472 o 0 o Tuition, State . 550 2,500 150 2, 050 2, 200 300 10, 000 6 600! 550 200 850 o 0 0 ! 130 3,000 and tuition. no 100 2,500 90, 000 4, 887 11, 450 16, 337 Soc., tuition. 85, 674 12, 000 125,150 1,600 3, 350 6, 000 1, 350 12, 300 0 0 0 Baptist Church . 0 50 1,500 6 150 0 565 715 20 50 Tuition and benevo¬ 750 600 12,000 150 900 1,050 lent contribution. State, Peabody fund. 25,000 2, 857 219 5,891 8, 967 contributions. 36 Amer. Bapt. Home 2, 140 400 12, 000 190] 1,400 1,590 Mission Society. 6,000 155, 000 35, 000 3,000 1,800 3, 000 42, 800 600 22, 100 10, 272 2, 567 12, 839 Endowment . ^ . . 16,500 271,000 0 1,156 21,386 12, 090 34, 632 0 87 123 12 4 l Tuition, contribu¬ 400 500 600 600 tions. 173 10 Endowment, contri¬ 1,000 2, 000 ' 50, 000 150 100 1,200 6, 550 8,000 1 72 butions. 109 .... 109 Tuition, Amer. Miss. . 100 900 22, 000 0 2, 650 0 2, 700 5, 350 Association. Tuition . 8, 000 131 54 185 139 43 42 Presbvterian Church. 250 10, 000 A. M. E. Church . 75 ! 35, 000 170 26 Amer. Bapt. Home 3,350 i 100,000 0 6, 000 6, 000 Mission Soc., en¬ dowment. 103 1,000 100 5, 000 0 270 0 0 270 223 Tuition, benevolent 300 14, 000 0 1,000 1,000 contributions. 45 11 63 Donations . 350 1 8, 000 600 216 484 1,300 221 26 9 ■ Freedmen’s Aid Soc., 10, 000 6, 000 ; 150,000 0 4, 000 0 10,000 14,000 John F. Slater fund . 1 228 j State and United 700 130, 350 1 8, 000 5, 754 12,500 26,254 | States. 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 .112 2330 EDUCATION REPORT, 1900-1901 Table 15. — Secondary and higher schools for negroes — Professional Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. Name of school. Female. ( Total. | Male. 1 Female. Total. Farm or gar¬ den work. Carpentry. Bricklaying. | Plastering. bib ‘3 Tin or sheet- metal work. ' c o I ^ 1 Machine-shop work. tab 2 r: s O cc Printing. 1 2 3 4 5 G 7 8 9 10 11 7- 13 14 15 16 17 TENNESSEE. 44 0 44 6 0 6 ! 6 0 0 0 36 47 42 78 76 3 2 1 | 2 4 0 4 49 96 i/ 15 j ’ 'l6 Le Moyne Normal Institute. Morristown N ormal College . 0 0 0 200 320 520 75 .... 14 0 0 0 15 113 0 128 3 l 12 3 0 3 0 0 1 0 0 0 0 o 0 0 0 0 0 Roger Williams University. . Walden University- . . TEXAS. 12 0 12 3 87 90 2 3 306 0 306 Tillotson College . . 0 o 0 47 75 | 122 0 35 Mary Allen Seminary * . o o 0 j Hearne Academy-, Normal and Industrial Institute." Bishop College* . 185 148 333 L 15 15 23 Wiley University* . 70 169 239 .... 10 18 30 Prairie View State Normal 130 150 280 20 25 and Industrial School. Paul Quinn College . 33 85 118 15 10 8 VIRGINIA. Ingleside Seminary" . Gloucester Agricultural and Industrial College." Temperance, Industrial, and Collegiate Institute. Hampton Normal and Agri¬ cultural Institute. Spiller Academy* . .... J 0 24 37 9 46 I 39 20 1 11 3 14 562 475 1, 037 701 125 15 15 25 25 40 15 10 ' 8 j St. Paul Normal and In¬ dustrial School." Virginia Theological Semi¬ nary and College.* Manassaslndustrial School" 42 o 42 Norfolk Mission College .... 31 296 ........ 37 Bishop Payne Divinity School. Virginia Normal and Col¬ legiate Institute. Hartshorn Memorial Col¬ lege. Virginia Union University. . 0 0 0 0 190 190 !.... : St. Paul’s Universalist Mis- 1 32 33 j sion School. WEST VIRGINIA. Storer College. 0 0 0 j 0 0 0 25 25 50 25 West Virginia Colored In- j stitute.* I 1 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 ? Statistics of 1899-1900. a No report. EDUCATION OF THE COLORED RACE, 2331 and industrial training — Equipment and income , 1900-1901 — Continued. Students trained in industrial branches. Chief sources of support. Value of benefactions or bequests in 1900- 1901. Volumes in library. Value of grounds, build¬ ings, furniture, and scientific apparatus. Amount of State, United States, or municipal aid. Amount received from tuition fees. Amount received from productive funds. Amount x'eceived from other sources. Total income for the year 1900-1901. fci % TS o H d 3 3 a 0> 3 O H 1 2 3 4 5 6 T 8 9 C. D. Griffin . 2 8 5 56 0 56 School. Sherman Smith 45 16 61 379 37 416 School. Waterman, Cal . Preston School of Industry. C.B. Riddick, D.D.... 20 11 31 92 0 92 State Industrial School for Frank G. Mirick . 18 7 25 200 0 200 Boys. Sarah C. Irish . 1 3 4 62 62 Girls. Meriden, Conn . Connecticut State Reform Charles M. Williams.. 21 20 41 430 0 430 School.* Middletown, Conn . Industrial School for Girls*. William G. Fairbank . 7 19 26 259 259 Clayton, Del . St. Joseph’s Industrial Rev. M. B. Sice . 12 0 12 95 0 95 School for Colored Boys. Marshallton, Del . . . Ferris Industrial School .... H. C. Twitchell . 5 4 g 73 0 73 Wilmington, Del ... Delaware Industrial School Mrs. E. S. Jackson . 1 1 2 17 17 for Girls. Washington, D. C. .. The Reform School for Miss Amy J. Rule . 5 2 7 0 59 59 Girls. . do . Reform School of the Dis¬ G. A. Shallenberger. . . 22 10 32 237 0 237 trict of Columbia. Augusta, Ga . Richmond County Reform¬ No report. atory Institute. Chicago, Til . . . Erring Woman’s Refuge for Helen M. Woods . 1 8 c 92 92 Reform. . do . John Worthy School . Robert Nightingale .. 10 4 14 306 0 306 Geneva, Ill . State Training School for Ophelia L. Amigh _ 0 22 22 149 149 Girls. Glenwood, Ill . Illinois Manual Training No report. School Farm. Pontiac, Ill . State Reform School . M.M. Mallary . 96 0 96 1, 081 0 1,081 South Evanston, Ill. Illinois Industrial School No report. for Girls. Indianapolis, Ind. . . Indiana Industrial School Sarah F. Keeley . 13 13 0 180 180 for Girls.* Plainfield. Ind Indiana Reform School for Eugene E. York . 8 0 8 571 0 571 Boys. Eldora, Iowa . Industrial School for Boys*. B. J. Miles . 18 10 28 455 0 455 Mitchellville, Iowa . Industrial School for Girls . F. P. Fitzgerald . 4 188 188 ' Beloit, Kans . State Industrial School for Hester A. Hanback . . . 7 7 121 121 Girls. North Topeka, Kans Boys’ Industrial School . W. S. Hancock . 21 12 33 191 191 Louisville, Kv . Industrial Schoolof Reform* P. Caldwell . 529 215 744 Newport, Kv . House of the Good Shepherd Mother M. Baptiste 1 17 18 265 265 Jackson. New Orleans, La. . . . Boys’ Reformatory . Michael J. Mokler _ 4 0 4 63 0 63 Hallowell, Me . Maine Industrial School for Miss Harriet A.Leavill 3 6 9 0 85 85 Girls.* Portland, Me . State Reform School . Edwin P. Wentworth- 141 0 141 Arbutus, Md . Baltimore Manual Labor Edmund Stabler . 2 7 9 64 0 64 School for Indigent Boys. Baltimore City, Md . Female House of Refuge . . . Hiram Woods, presi¬ 8 8 0 89 89 dent. Baltimore, Md . House of Refuge . James M. Hendrix _ 19 3 22 210 0 210 . do . St. Elizabeth’s Home for Mother Mary Mildred . 12 12 9 116 125 m Colored Children. Baltimore, Md. (Sta. St. Mary’s Industrial School Brother Dominic . 8 2 10 538 0 538 D.) for Boys. Cheltenham, Md ... House of Reformation (for Nathan Thompson . . . 12 3 15 251 0 251 Colored Boys). Melvale, Md . Industrial Home for Col¬ Miss Maude Moore _ 4 4- 107 107 ored Girls. Boston, Mass . House of Reformation Sumner D. Seavy . 9 £ 14! 90 0 90 North Chelmsford, Middlesex County Truant M. A. Warren . 5 10 132 0 132 Mass. School. Goshen . Hampshire and Franklin W. A. Barrus . 1 I ] 2 1 0 1 County Truant School. ! i * Statistics of 1899-1900. REFORM SCHOOLS, 2337 and reform schools for 1900 -1901. Inmates. Schools. Value of grounds and build¬ ings. Expenditures. Race. Na¬ tivity. Illit¬ eracy. During year. Number of teachers. Number of pupils. j Hours of daily sessions. Number taught mechan¬ ical trades. Buildings and improve¬ ments. For support. White. . Native parents. a & '3 o Could only read. I Could neither read nor write. Committed. Discharged. 0) s | Female. Total. Male. 6 Q 1901 — YOL II - 71 2338 EDUCATION REPORT, 1900-1901. Table 3. — Statistics of industrial and Post-office. Name. % Executive officer. Number of assist¬ ants. Inmates. Sex. 6 S 1 & j 53 o 6 O 'S 1 o 3 4 5 i 6 ! 8 1 9 3S Lancaster, Mass .... State Industrial School for Luann L. Brackett _ 0 ! 16 16 i 187 187 Girls. 39 Lawrence, Mass .... Essex County Truant School H. E. Swan . 1 3 3 6 35 0 35 40 Oakdale, Mass . Worcester Countv Truant l Frank Ltrov Johnson.: 3 4 7 38 0 38 School. * 1 41 Plummer Farm School . 1 Charles A. Johnson _ 1 1 ; 2 3 31 0 31 42 Springfield, Mass . . . Hampden Countv Truant i Erwin G. Ward . 1 4 5 31 0 31 School. 43 Norfolk, Bristol, and Ply- James H. Craig . 2 5 7 59 o 59 mouth Counties U n i o"n Truant School. 44 Lyman School for Bovs . Theodore F. Chapin . . 296 0 269 Dana P. Dame . 11 15 26 193 o 193 46 State Industrial Home for Lucv M. Sickles . 0 0 0 0 302 302 Girls.* 47 Cold water, Mich. . . . Michigan State Public J. B. Montgomery _ l 6 2 8 124 43 167 School. 48 Detroit, Mich . House of the Good Shep- Mother Mary of Scho¬ 0 29 29 400 400 herd. lastic. ! 49 Lansing, Mich. . Industrial School for Boys . J. E. St. John . 20 18 38 660 0 660 50 - Red Ming, Minn ... State Training School for J. IV. Brown . 18 19 37 314 71 385 Boys and Girls. 51 i St. Cloud, Minn Minnesota State Reforma¬ Frank L. Randall _ 132 1 133 tory. 1 52 , Boonville, Mo . . . State Reform School for Lyman D. Drake . 10 1 5 15 370 0 370 Boys. | 53 ; Chillicothe, Mo . State Industrial Home for Mrs. L. M.De Bolt.... 3 .10 103 103 Girls. ! '54 i St. Louis, Mo . House of Refuge . William C.Nolte . ! 29 9 38 302 102 4G4 55 ! Miles City, Mont _ Montana State Reform C. B. Dickinson . : 6 j 4 10 66 14 80 1 School. 56 [ Gene- a, Nebr . . . Girls’ Industrial School .... Horace M. Clark . 50 50 57 Kearney, Nebr . State Industrial School for John T. Mallalieu _ 19 i 9 19 130 i 0 130 Juvenile Delinquents. | 58 Milford, Nebr . Nebraska Industrial Home . Mrs. A. M. Edwards. . . 2 i 2 4 24 j 39 63 59 Manchester, N. H. . . State Industrial School . T. W. Robinson . 9 ; -6 15 126 20 146 60 Jamesburg, N. J _ State Home for Boys . . Ira Otterson . 1 379 i 0 379 61 Trenton, N. J . Stale Home for Girls .. Mrs. Myrtle B. Eyler . 0 | 15 15 119 119 62 Verona, N. J Newark Citv Home . C. M. Hamson . ! 6 -3 160 0 160 63 Brooklyn, N. Y . Brooklyn Truant School ... George IV. French _ 5 : 5 10 160 0 160 64 Canaan Four Cor¬ Berkshire Industrial Farm. IV. IV. Mayo . .... 69 , 0 69 ners, N. Y. 1 : 1 ! 65 Elmira, N. Y . New York State Reforma¬ Frank W. Robertson, 125 , o 125 jl, 380 0 1, 380 tory. M. D. i | 66 Hudson, N. Y . House of Refuge for Women . Hortense V. Bruce, 0 35 35 j214 214 M.D. 67 j NewY'ork, N. Y . New York Juvenile Asylum . Charles E. Bruce, M. 25 : 34 59 676 .184 860 68 . do . Society for the Reformation JJ . Omar V. Sage . 57 i 43 100 748' 93 841 of Juvenile Delinquents. i 69 Westchester, N. Y . . New York Catholic Protec¬ Brother Leontine .... 70 i 9 70 1, 659 0 1, 659 tory. 1 70 Utica, N. Y . St. Vincent Industrial Home Brother Anselm . 8 0 9 ■ 220 o! 220 71 Cincinnati, Ohio. . . . Cincinnati House of Refuge. James Allison . 20 1 14 34 295 119 4j4 72 Delaware, Ohio. . . . Girls’ Industrial Home . Albert IV. Stiles . 7 29 36 304i - 3«4 73 Lancaster, Ohio .... Boys’ Industrial School _ C. D. Hilles . 30 31 61J 855 ! 0 8*5 74 Mansfield, Ohio .... Ohio State Reformatory .... J. A. Leonard . 50 0 50 331 0 331 75 Turner, Oreg . Oregon State Reform School . H. E. Bickers . 9 7 16 130 0 130 76 Glen Mills, Pa . House of Refuge _ F. H. Nibecker . 19 18 716! 0 716 77 Huntingdon, Pa.... Pennsylvania Industrial T.B. Patton . 87 0 87 459 i 459 78 Morganxa, Pa . Reformatory. Pennsylvania Reform J. A. Quay . 41 18 59 488' ;i32 620 School. : 1 79 Philadelphia, Pa _ ' The Houseof Refuge . M. A. Campbell . 1 1 0 12 12 121 121 80 Howard, R. I . Oaklawn School for Girls. . . James H. Eastman - 4 4 40' 40 81 . do . 1 Sockan osset School for Boys. 1 . do . 19 , 13 32 | 358 0 , 358 82 Plankington, S. Dak i Dakota Reform School * .... 1 IV. H. Tompkins . 1 8 1 6 14 i 65 18' 83 * Statistics of 18S9-1S00. REFORM SCHOOLS 2839 reform schools for 1900-1901 — Continued. Inmates. Schools. Value of grounds and build¬ ings. Expenditures. Race. Nativ¬ ity. Illit¬ eracy. During year. Number of teachers. Number of pupils. ! x j ; O *7 X p 1 x i o 3 S X ^ bo For support. t | © © & Foreign-born par¬ ents. Could only read. Could neither read nor write. o bC m 6 c5 a 'S o Eh 56 56 1 1 1 8 1 4 Farm or garden work . ; . 1 40 1 10 Whittier State School, Whittier, Cal. In industrial training . 235 30 265 Sewing . ~ . 7 7 24 6 30 14 14 10 10 54 54 ! . 4 4 Printing . 6 6 | . 28 28 5 5 . |_ . .. 12 12 Laundering . 10 4 14. 15 8 23 25 25 man, Cal. Forging . 1 5 5 Farm or garden work . 1 6 6 Printing . 1 3 3 Painting . 1 4 4 160 160 Colo. (boys). Sewing . T . 1 20 20 1 10 10 1 43 43 Carpentry . 1 7 1 15 15 Laundering . 1 * 14 14 Machine-shop work . 1 12 12 Farm or garden work . 1 11 11 Printing . 1 19 19 Painting . 1 9 9 State Industrial School, Morrison, In industrial training . 62 62 Colo, (girls). Sewing . . . 1 62 62 Cooking . 1 62 62 St. Joseph's Industrial School for In industrial training . 95 95 Colored Boys, Clayton, Del. Paper cutting and folding . 1 2 8 8 Sewing . 1 1 5 5 Cooking . | l 3 3 Carpentry . 2 6 6 Wood turning . l 1 1 Carving . i 2 2 Farm or garden work . l 8 8 Printing . 2 5 5 Painting . l 3 . 1 3 Delaware Industrial School for Girls, In industrial training . 17 17 Wilmington, Del. Free-hand drawing . i 6 6 Mechanical drawdng . 1 i 6 6 Sewing . l 17 17 Cooking . 1 l 14 14 Ferris Industrial School, .Marshall- In industrial training . 27 27 ton, Del. Sewing . 2 8 8 Cooking . 2 7 7 Carpentry . 1 7 7 Farm or garden work . 3 50 50 Reform School of the District of In industrial training . 90 90 Columbia. Mechanical drawing. 50 50 Sewing . 2 10 10 Cooking . 1 6 6 Sloyd or knife work . . . 1 90 90 Carpentry . 1 90 90 Wood turning 90 90 Carving . 90 90 Paper-box making . 2 70 70 House work . . . 15 15 Machine-shop work 1 4 4 Farm or garden work 40 40 Pfl.inting . . . 1 4 4 Shoemaking . . . . 1 8 8 Tailoring . 1 8 8 Dining-room work . 16 16 The Erring Woman’s Refuge for In industrial training 92 92 Reform, Chicago, Ill. Sewing . 3 92 92 Cooking . 1 92 92 REFORM SCHOOLS, 2343 Table 4. — Statistics of reform schools — manual and industrial training — branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Numl 0) 35 S ber of S f*4 pupils. 3 o H 763 763 Ill. 1 60 1 60 3 48 ! 48 Carpentry . 1 > 3 1 41 • 41 Carving _ T. . |j Bakery . i 1 17 17 Shoemaking' . 1 30 30 Stonecutting . 3 160 160 Forging . ! i 15 15 Sheet-metal work . i 6 6 Steam fitting . 3 41 41 1 50 50 20 | 20 1 23 23 2 75 75 1 17 17 6 15.0 150 1 149 149 Geneva, Ill. ~ | i 264 264 Plainfield, Ind. Paper cutting and folding . 1 23 23 Sewing . : . 1 23 23 Cooking '. . 2 8 8 Sloyd or knife work . 1 47 4/ Carpentry . 1 *8 8 1 4 4 1 27 27 2 6 6 Forging- . 1 16 16 ^ V 6 : . Vise work . 1 16 16 Garden work . 1 21 21 Printing . 23 ! 23 Painting . 8 8 Dining-room work . 9 1 1 23 1 23 Tailor shop . 1 24 24 Industrial School for Girls, Mitchell- In industrial training . 149 149 ville, Iowa. Sewing . 2 . | 28 28 Cooking . 4 35 35 Dormitory work . 4 ! 23 23 State Industrial School for Girls, In industrial training . 121 121 Beloit, Kans. Boys’ Industrial School, North To¬ Sewing . 2 24 24 peka, Kans. Cooking . 2 10 10 Carpentry . 1 4 4 Engine house . _r . 3 5 5 Florist . 1 2 Harness shop . 1 2 2 Farm or garden work . 1 25 25 Shoe shop . 1 2 2 Laundering . 1 15 15 Industrial School of Reform, Louis¬ Carpentry . 1 19 19 ville, Ky. Farm or garden work . 1 . H 11 Printing . 1 16 1 . 16 Painting . 1 2 1 . 2 House of the Good Shepherd, Fort In industrial training . 200 200 Thomas, Ky. Boys’ Reformatory, New Orleans, La. Farm or garden work . - 1 378 i 378 State Reform School, Portland, Me.. Sewing . 1 15 ; 15 Cooking . . 4 24 ' 24 Carpentry . 1 24 24 Wood turning . 2 Farm or garden work . 4 84 J . j 84 The Baltimore Manual Labor School In industrial training . 1 64 i 64 for Indigent Boys, Baltimore, Md. Farm or garden work . 1 55 j .... 55 House of Refuge, Baltimore, Md _ In industrial training . 120 ; 120 Sewing . 1 20 ' 20 Cooking . 1 6 ! 6 Sloyd or knife work . 1 60 60 Carpentry . 1 4 4 Forging . 1 20 I 20 Farm or garden work . 1 2 2 Printing . 1 8 8 The Maryland Industrial School for In industrial training . 89 89 Girls, Baltimore, Md. St. Elizabeth’s Home for Colored . do . . 85 85 Children, Baltimore, Md. 2344 EDUCATION REPORT, 1900-1901 Table 4. — Statistics of reform schools — manual and industrial training — branches taught — Continued. •g g Number of pupils. Name of institution. St. Mary’s Industrial School for Boys, Baltimore, Md. House of Reformation for Colored Boys, Cheltenham, Md. House of Reformation, Boston Har¬ bor, Mass. Essex County Truant School, Law¬ rence, Mass. Plummer Farm School, Salem, Mass. Hampden County Truant School, Springfield, Mass. Norfolk, Bristol, and Plymouth Counties Union Truant School. Lyman School for Boys, Westboro, Mass. State Industrial School for Girls, Lancaster, Mass. Middlesex County Truant School, North Chelmsford, Mass. Parental School, West Roxbury, Mass. Michigan State Public School, Cold- water, Mich. House of the Good Shepherd, De¬ troit, Mich. Industrial School for Boys, Lansing, Mich. Branches of instruction. In industrial training _ Free-hand drawing . . Paper cutting and folding. Sewing . . Cooking . . Carpentry . . Wood turning . . Pattern making . . Forging . Vise work . Farm or garden work . Bricklaying . Printing . . Painting . . In industrial training . Farm or garden work . Chair caning . Shoe shop . . Laundering . Tailor shop . . Bakery . . In industrial training . Free-hand drawing . . Mechanical drawing . . Clay modeling . . Paper cutting aftd folding. Sewing . Cooking . . Sloyd or knife work . . Carpentry . . Farm or garden work . Printing . . Painting . . Shoemaking . . In industrial training _ Carpentry . . Farm or garden work _ In industrial training _ Carpentry . . Sloyd or knife work . In industrial training _ Farm and garden work . . . In industrial training _ Free-hand drawing . . Mechanical drawing . Clay modeling . Sewing . . Cooking . Sloyd or knife work . Carpentry . Wood turning . Carving . Forging . Vise work . . Machine-shop work . . Shoemaking . In industrial training . Sewing . Cooking . . . . Farm or garden work . In industrial training . Sloyd or knife work . In industrial training . Free-hand drawing . Mechanical drawing . Sloyd or knife work . Farm or garden work . Free-hand drawing . Clay modeling . Paper cutting and folding. Sewing . In industrial training . Sewing . In industrial. training . Carpentry . . Chair caning . Number instructo Male. Female. Total. 225 1 225 B 60 60 2 18 18 5 225 225 2 8 8 2 8 8 2 6 6 2 8 8 2 5 5 3 5 5 2 6 6 1 3 3 1 20 20 1 6 6 236 236 3 36 36 1 148 148 1 10 10 1 12 12 1 14 14 1 7 7 85 85 4 134 134 1 84 84 1 25 25 1 25 25 1 24 24 2 ! 20 20 1 , 103 103 1 12 12 1 50 50 1 16 16 1 7 7 1 40 . 40 35 35 1 30 30 2 35 35 12 12 i ! 12 12 i 3i 31 59 59 59 59 296 296 i 296 296 3 140 140 1 10 10 2 . 20 20 2 16 16 2 140 140 1 12 12 1 36 36 1 10 10 1 36 36 1 36 36 1 2 2 1 15 15 187 187 7 187 187 7 187 187 1 187 187 90 90 1 90 90 193 193 8 193 193 2 193 193 2 193 193 3 150 150 2 100 30 130 2 50 15 65 2 90 25 115 2 30 20 50 90 90 1 140 140 400 400 1 75 75 1 50 50 REFORM SCHOOLS, 2345 Table 4. — Statistics of reform schools — manual and industrial training — branches taugh t — Continued . Name of institution. Branches of instruction. & Industrial School for Boys, Lansing, Mich. State Training School for Boys and Girls, Red Wing, Minn. Minnesota State Reformatory, St. Cloud, Minn. Missouri State Reform School for Boys, Boonville, Mo. State Industrial Home for Girls, Chillicothe, Mo. St. Louis House of Refuge, St. Louis, Mo. Montana State Reform School, Miles City, Mont. Girls’ Industrial School, Geneva, Nebr. Boys’ Industrial School for Juvenile Offenders, Kearney, Nebr. State Industrial School, Manches¬ ter, N. H. State Home for Girls, Trenton, N. J. . The Newark City Home, Verona, N. J. Shoemaking . Printing . Painting . In industrial training.. Mechanical drawing . . . Sewing . Cooking . Sloyd or knife work Carpentry . Wood turning . Carving . Forging . . Farm or garden work . . Printing . Painting . Greenhouse work . In industrial training . . Sewing . Cooking . Carpentry . . Shoemaking . Laundering . Stonecutting . Forging . Pipe fitting . Farm and garden work Pharmacy . Electricity . Quarrying stone . In industrial training . . Sewing . Cooking . Carpentry . Vise work . Farm or garden work . . Bricklaying . Printing . . Painting . In industrial training . . Free-hand drawing _ Sewing . Cooking . In industrial training . . Sewing . Cooking . Carpentry . . Machine-shop work _ Nursing . Farm or garden work . . Bricklaying . Painting . Sewing . . . Cooking . Farm or garden work . . In industrial training . . Sewing . Cooking . Laundering . Farm or garden . In industrial training . . Cooking . Carpentry . Machine-shop work _ Farm or garden work . . Printing . Laundering . Shoemaking . Tailoring . In industrial training . . In industrial training . . Sewing . Cooking . In industrial training . . Printing . Farm or garden work . . a 1 1 1 2 3 1 1 2 2 1 3 1 1 1 1 1 1 1 1 1 2 3 1 1 1 1 1 1 1 3 1 1 1 3 2 2 1 3 1 1 1 1 2 1 1 3 1 1 1 1 3 3 Number of pupils. 6 "3 Female. ■3 20 20 35 35 10 10 314 I 71 385 100 100 50 I 71 121 21 71 92 100 100 20 20 18 18 115 115 16 16 150 150 12 12 8 8 8 8 132 132 10 10 12 12 4 4 6 6 4 4 50 50 14 14 8 8 75 75 2 2 4 4 20 20 80 80 18 18 8 8 12 12 12 12 60 60 10 10 8 8 8 8 103 103 103 103 103 103 103 103 15 12 27 21 21 6 12 18 5 5 4 4 4 4 6 I - 6 4 4 3 3 14 14 6 1.4 20 50 50 50 50 50 50 50 50 50 50 50 50 86 86 7 7 5 5 3 3 31 31 11 11 5 5 11 11 13 13 126 20 146 75 75 50 50 21 21 22 22 22 22 16 16 2348 EDUCATION REPORT, 1900-1901 Table 4. — Statistics of reform schools — manual and industrial training — branches taught — Continued. Name of institution. Branches of instruction. fc.2 Number of pupils. § © p © 3 o 160 160 N. Y. i 50 50 l 10 10 100 100 l 12 12 Four Corners, N. Y. i 4 4 l 6 6 3 20 20 Printing T. . 1 10 10 1 4 4 I I 499 499 1 33 33 V 2 87 87 1 11 11 1 55 55 1 28 28 Molding (metal) . 1 34 34 1 40 40 Bricklaying T . 1 j 81 81 Printing . 1 36 36 Painting . 1 106 106 121 121 2 177 177 1 77 1 . 100 100 702 702 York, N. Y. Paper cutting and folding . 4 iso 25 175 Sewing . 5 130 96 226 3 1 25 25 Carpentry . 1 3 3 Farm or garden work . 1 6 6 Printing . 1 12 12 Painting . 1 2 1 . 1 2 Bakery . 1 12 1 . 12 Laundering . 1 1 15 I . 15 Telegraphy . 1 18 18 Shoemaking . . 1 50 50 Engine room . ' . . 1 2 2 Typewriting . 1 3 3 Society for the Reformation of Juve¬ In industrial training . ! 748 j 93 841 nile ^Delinquents, New York. N. Y. Free-hand drawing . 1 150 150 Clay modeling . 1 150 . ! 150 Sewing . 1 35 I 35 Cooking . 2 I 25 I 12 37 Slovd or knife work . 1 150 150 Carpentry . 1 8 8 Carving . 1 150 150 Forging . 1 14 . 14 Wire-woven mattress . 1 11 11 Shoemaking . 1 30 30 Machine-shop work . 1 6 . 6 Plumbing . 1 3 3 Printing . 1 39 39 Painting . 1 13 13 Tailoring . . . 3 70 '70 St. Vincent Industrial School, Utica, In industrial training . ; . 144 ! 144 N. Y. Knitting . T. . 3 100 100 Tailoring . 1 20 20 Laundry . 1 4 4 Farm or garden work . 1 20 20 Cincinnati House of Refuge . In industrial training . 150 91 241 Free-hand drawing . 1 5 5 Mechanical drawing . 1 30 30 Paper cutting and folding . 1 38 38 Sewing . 1 32 32 Cooking . 1 24 24 Sloyd or knife work . 1 47 47 Carpentry . 1 10 10 Wood turning . 1 5 5 Carving . 1 5 5 Machine-shop work . 1 5 5 Farm or garden work . 1 10 10 Printing . 1 43 43 New York Catholic Protectory, New In industrial training . 1,450 1,450 York, N. Y. Girls’ Industrial Home, Delaware, . do . . 304 304 Ohio. REFORM SCHOOLS, 2347 Table 4. — Statistics of reform schools — manual and industrial training — branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. Male. g B ber of d "3 Q 0) Ph pupils. 3 o Eh 400 400 Ohio. 2 58 58 Cooking . 3 27 27 1 24 24 1 12 12 1 4 4 Brickmaking . 2 17 17 Dairy . 1 7 7 Baking . ! 1 7 7 Blacksmithing . 1 1 6 6 Sheet-metal work . 1 3 3 Machine-shop work . 1 8 8 Electrician . 1 4 4 Farm or garden . 3 40 40 Bricklaving . : l 27 27 Printing . l 24 24 Painting . Shoemaking . 1 l 6 12 6 ! 12 In industrial training . 60 60 Ohio. Cooking . r. . l 5 5 Carpentry . 1 6 6 Machine-shop work . . . | l 2 2 Farm or garden . ! io 10 Bricklaying . l i 10 10 Printing . 1 2 2 Stonecutting and masonry . 1 i0 10 Tailoring . 1 1 15 15 Tn industrial training . 1 80 80 Oreg. Sewing . . 2 16 16 Cooking . . . 1 12 12 Carpentry . 1 1 4 4 Farm or garden work . . ! 2 18 16 Painting . 1 1 4 4 Housekeeping . ! 2 12 12 Laundering . 1 10 10 Blacksmithing . 1 2 Engineering . 1 4 4 House of Refuge, Glen Mills, Pa.... In industrial training . 326 326 Sewing . 1 66 66 Cooking . 1 189 . 189 Carpentry . ^ . 2 41 . 41 Laundering . 2 67 . 67 Bakery . 1 14 14 Boiler-house work . 4 36 36 Shoemaking . i 1 37 37 Blacksmithing . 1 15 15 Farm or garden work . 3 237 237 Bricklaying . 1 24 24 Printing . j 1 52 52 Painting . 1 26 26 Electrical work . 1 2 12 12 Pennsylvania Industrial Reforma¬ In industrial training . tory, Huntingdon, Pa. Sewing . . 1 . 20 20 Cooking . ! 1 28 28 Sloyd or knife work . . i 2 49 49 Carpentry . . : 5 18 18 Electricity . : 2 10 10 Forging . . . 1 1 12 12 Sheet-metal work . 1 5 5 Machine-shop work . * 3 27 27 Farm or garden work . 2 21 21 Bricklaying . 2 37 37 Printing . 1 8 8 Painting . ' 3 41 41 Pennsylvania Reform ^School, Mor- Mechanical drawing . 1 2 127 127 ganza, Pa. Sewing . 2 46 46 Cooking . 1 60 60 Slovd or knife work . 1 45 45 Carpentry . 2 8 8 Forging . 1 17 17 Farm or garden work . 142 142 Bricklaying . 1 28 28 Printing . 1 30 30 Painting . 1 15 15 Shoemaking . 1 27 27 Baking . 1 14 14 Plumbing . 2 6 6 Barber . 1 13 13 1 Laundering . 1 47 47 2348 EDUCATION REPORT, 1900-1901, Table 4. — Statistics of reform schools— manual and industrial training — branches taught — Continued. ■S g Number of pupils. Name of institution. Branches of instruction. Number instructc Male. ’ Female. Total. The House of Refuge, Philadel¬ phia, Pa. In industrial training . i 121 121 121 121 Cooking . 121 121 Sockanosset School for Boys, How¬ ard, R. I. 1 11 11 1 28 28 2 8 8 1 10 ' 10 1 18 18 1 14 14 1 30 30 1 H H 1 18 18 1 4 4 547 220 767 ville, Tenn. 1 12 6 18 1 15 74 89 Cooking . 3 6 9 15 2 60 60 1 4 4 1 16 16 1 16 16 1 16 16 1 20 20 1 6 6 Laundering . 1 14 14 1 15 15 1 7 7 70 15 85 ilton County, Jersey, Tenn. 2 12 15 27 Cooking . 1 2 2 4 Carpentry . 1 12 12 Chair caning . 1 50 50 Broom making . 1 12 12 Nursery work . 1 50 50 Farm or garden work . 2 50 50 Painting . 1 6 6 Bakery . 1 3 3 Shoemaking . 1 6 6 House of Correction and Reforma¬ In industrial training . 143 143 tory, Gatesville, Tex. Cooking . 5 5 Sewing . 7 7 Machine-shop work . 2 2 Farm or garden work . 121 121 Hairy . 5 5 West Virginia Reform School for Boys, Pruntytown, W. Va. In industrial training . 240 240 Sf wing . 2 13 13 Cooking . 3 30 30 Carpentry . 1 6 6 Laundering . 1 7 7 Machine-shop work . 1 3 Farm or garden work .... 3 1 100 100 Printing . 7 7 Painting . 1 1 1 Shoemaking . 1 10 10 Bakery . 1 4 4 West Virginia Industrial Home for Girls, Salem, W. Va. In industrial training . 31 31 Sewing . 1 31 31 Cooking . 1 31 31 Washington State Reform School, Chehalis, Wash. In industrial training . 24 10 34 Mechanical drawing . 1 8 8 Sewing . 2 22 10 32 Cooking . 2 10 2 12 Carpentry . 1 8 8 Farm or garden work 1 18 18 Painting . 1 6 6 Shoemaking . 1 24 24 Tailoring . 1 22 22 Laundeiing . 1 12 4 16 Wisconsin Industrial School for In industrial training . 328 328 Boys, Waukesha, Wis. Free-hand drawing _ 1 78 78 Mechanical drawing . 1 78 78 Clay modeling . 1 20 20 Paper cutting and folding . 1 20 20 Sewing (tailoring) 3 47 47 Cooking . 5 40 40 Sloyd or knife work . 1 78 78 Carpentry _ . 1 12 12 Wood turning . 1 12 12 REFORM SCHOOLS. 2349 Table 4. — Statistics of reform schools — manual and industrial training — branches taught — Continued. Name of institution. Wisconsin Industrial School Boys, Waukesha, Wis. Wisconsin Industrial School Girls, Milwaukee, Wis. Branches of instruction. Number of pupils. for for Carving . Forging . Vise work . Farm or garden work Bricklaying . Painting . In industrial training , Sewing . . Cooking . . 227 227 220 4 SO 58 8 9 233 233 220 CHAPTER XLIY. SCHOOLS FOR THE DEFECTIVE CLASSES. This chapter includes statistics of schools for the blind, schools for the deaf, and schools for the feeble-minded reporting to this office for the year 1900-1801. Schools for the blind. — The total number of schools reporting was 39, with 472 instructors — 173 males and 299 females — including 148 in music and 116 in industrial training. The total number of pupils was 4,199, the number of males being 2,222, and females 1,977. In the kindergartens there were 481 pupils; in vocal music, 2,237; in instrumental music, 1,993; and in industrial training, 2,649. There were 160 graduates. The total number of volumes in the libraries was 103,626. The value of scientific instruments was $94,025 and the value of grounds and buildings $6,513,315. The sum of $75,842 was expended for buildings and improvements and $945,060 for support. Schools for the deaf. — There are represented in this report 118 schools for the deaf, with 1,281 instructors and 11,343 pupils. The 57 State institutions report 1,095 instructors — 386 male and 709 female. There were 427 teachers of articulation, 38 in auricular perception, and 333 in the industrial departments. The total number of pupils reported was 10,069, the number of males being 5,560 and the females 4,509. The number taught by the manual method was 2,979, the number by the purely oral method 3,748, and the number by the combined system 4,292. There were 672 pupils in the kindergartens, and the schools reported 299 graduates. The libraries of these institutions contained 102,428 volumes; the value of scientific apparatus was $14,518, and of grounds and buildings $12,381,767. The sum of $280,107 was expended for buildings and improvements, and $1,925,071 for salaries and support. The 46 public day schools for the deaf had 107 instructors — 7 males and 100 females — 85 in articulation, 25 in aural development, and 40 in industrial training. Of the 780 pupils 433 were boys and 347 girls. The number taught by the manual method was 24, by the purely oral method 642, and by the combined system 138. There were 37 pupils in the kindergartens. As many of these schools are departments of regu¬ lar city systems, the cost of maintenance could not be accurately ascertained. The 15 private institutions for the deaf had 79 teachers — 20 males and 59 females — 48 being teachers of articulation, 18 of aural development, and 26 in industrial training. There were 494 pupils — 213 males and 281 females. The number taught by the manual method was 59, by the purely oral method 151 , and by the combined system 264. There were 56 pupils in the kindergartens. Schools for the feeble-minded. — There were 20 State schools reporting, with 251 teachers — 45 males and 206 females — 136 being in industrial training. There are 928 assistants caring for inmates. The State schools had 11,149 pupils, 5,949 males and 5,200 females — 984 being in the kindergartens. These institutions had buildings and grounds valued at $6,323,372. The sum of $454,222 was expended for buildings and improvements, and $1,603,173 for support. There were 12 private schools for the feeble-minded, with 55 teachers and 468 pupils — 287 boys and 181 girls. 2351 2852 EDUCATION REPORT, 1900-1901. Table 1. — Summary of statistics of schools for the blind, 1900-1901. States and Territories. Number of insti¬ tutions. Male. I Female. nstructors Total. Music. Indus¬ trial. 1 2 3 4 5 6 7 United States . 39 173 299 472 148 116 North Atlantic Division . 5 32 83 115. 41 29 South Atlantic Division . 8 44 53 97 25 29 South Central Division . 9 33 45 78 28 23 North Central Division . ii 51 100 151 43 27 Western Division . 6 13 18 31 11 8 North Atlantic Division: Massachusetts . 1 13 39 52 19 10 Rhode Island . New York . 2 12 27 39 9 8 Pennsylvania . 2 7 17 24 13 11 South Atlantic Division: Maryland . 2 12 10 22 4 7 Virginia . 1 4 6 10 3 2 West Virginia . 1 13 13 26 3 8 North Carolina . 1 10 12 22 8 6 South Carolina . . 1 2 4 6 3 2 Georgia . . . 1 3 6 9 3 2 Florida . 1 0 2 2 1 2 South Central Division: Kentucky . 1 3 6 9 3 2 Tennessee . 1 2 2 4 5 4 Alabama . 1 5 6 11 3 3 Mississippi . 1 2 6 8 3 2 Louisiana . 1 3 5 8 2 4 Texas . 2 11 9 20 8 3 Arkansas . 1 6 9 15 3 3 Oklahoma . . Indian Territory . 1 1 2 3 1 2 North Central Division: Ohio . 1 9 14 23 9 4 Indiana . 1 4 9 13 3 3 Illinois . 1 8 16 24 7 3 Michigan . 1 4 8 12 3 4 Wisconsin . 1 4 11 15 4 2 Minnesota . 1 4 7 11 4 2 Iowa . 1 5 7 12 4 3 Missouri 1 4 11 15 North Dakota. South Dakota . 1 2 2 4 2 1 Nebraska . 1 4 6 10 3 3 Kansas . 1 3 9 12 4 2 Western Division: Montana . 1 2 2 4 1 2 Wyoming . . Colorado . . 1 4 5 9 3 2 New Mexico . A ri zon a, . Utah . 1 3 3 6 2 2 Nevada . T d a,h o . . . . Washington _ _ 1 2 2 1 i Oregon . 1 2 3 5 2 i Calif ornia . 1 2 3 5 2 0 SCHOOLS FOR THE DEFECTIVE CLASSES, 2353 Table 2. — Summary of statistics of schools for the blind, 1900-1901. Pupils. States and Territories. Male. Fe¬ male. Total. Vocal music. Instru¬ mental music. Kinder¬ garten. Gradu¬ ates, 1900- 1901. Indus¬ trial depart¬ ment. 1 2 3 4 5 6 7 8 9 United States . 2,222 1,977 4,199 2,237 1,993 481 160 2, 649 North Atlantic Division . 458 407 865 367 381 162 46 668 South Atlantic Division . 332 272 604 397 364 45 14 289 South Central Division . 479 511 990 644 408 120 17 459 North Central Division . 854 699 1, 553 748 707 154 73 1,146 Western Division . 99 88 187 81 133 0 10 87 North Atlantic Division: Vermont . i Massachusetts . 118 123 241 j 23 111 84 7 158 | Connecticut . New York . 187 140 327 129 1 3.25 50 8 276 Pennsylvania . 153 144 297 215 145 28 31 234 South Atlantic Division: Maryland . 71 55 126 108 93 18 4 61 Virginia . 32 33 65 54 65 West Virginia . 21 27 48 35 41 4 North Carolina . 105 202 172 115 27 1 110 South Carolina . Georgia . 62 38 100 82 54 5 37 Florida . 12 2 14 0 16 South Central Division : Kentucky . 74 76 150 150 28 30 Tennessee . 103 139 242 172 128 3 165 Alabama . 47 32 79 79 65 67 Mississippi . 26 22 48 14 25 9 3 26 Louisiana . 20 18 38 16 29 16 26 Texas . 105 123 228 87 67 31 9 18 Arkansas . 101 97 198 120 60 30 2 150 Oklahoma . Indian Territory . 3 , 4 7 6 6 4 0 7 North Central Division: Ohio . 198 141 339 192 149 32 8 293 Indiana . 79 85 1 164 96 60 155 Illinois . 153 102 ! 255 118 112 36 15 131 Michigan . 64 65 129 28 66 25 5 104 Wisconsin . 69 50 119 48 38 19 9 24 Minnesota . 52 33 85 55 57 25 3 82 Iowa . 85 65 150 59 80 17 117 Missouri . 61 64 125 20 75 North Dakota . 1 . South Dakota . 19 8 27 16 23 17 Nebraska . 28 31 59 35 48 0 7 59 Kansas _ 46 55 101 101 74 6 89 Wesf°rn Division: 1 Montana. . 5 9 14 14 1 7 Wyoming . Colorado . 29 26 ] 55 2 31 3 46 New Mexico . 1 Arizona . Utah . 7 5 12 10 Nevada . 1 .... Idaho . . Washington . 10 10 i 20 6 2 11 Oregon . 16 13 29 26 20 23 California . 32 25 57 53 52 0 4 1 1 I '2 ED 1901 — VOL II 2354 EDUCATION EEPOET, 1900-1901. Table 3. — Summary of statistics of schools for the Mind, 1900-1901. States and Territories. Volumes in library. • Value of scientific apparatus. Value of grounds and buildings. Expendi¬ tures for buildings and im¬ prove¬ ments. Expendi¬ tures for support. 1 O 3 4 5 6 • United States . . North Atlantic Division . South Atlantic Division . . . South Central Division . North Central Division . Western Division . North Atlantic Division: Maine . 103, 626 $94,025 $6,513,315 $75, 842 $945, 060 41, 129 9,004 14, 860 34, 562 4, 071 17, 043 9,400 37, 725 25, 957 3, 900 1, 899, 022 911, 000 810, 000 2, 100, 293 793, 000 23, 119 7,120 9,450 33, 903 2, 250 186, 216 166, 785 165, 735 340, 315 86, 009 New Hampshire . Vermont . . . 16, 989 571, 092 Rhode Island . New York . New Jersey . 10, 550 12,043 | 316, 577 2,918 j 98, 716 Pennsylvania . South Atlantic Division: 13, 590 5,000 1,011,351 20, 2(£L 87,500 Maryland . 2,919 6,500 434, 000 300 37, 475 1,000 750 1, 300 | 37, 000 i 150, 000 { 150, 000 820 5,000 10. 556 42, 500 50, 000 West Virginia . ! North Carolina . 1,000 1,500 South Carolina . Georgia . 3,000 35 2,500 2,600 1, 656 850 779 4, 275 2,000 125, 000 15, 000 100,000 205, 000 65, 000 50, 000 40, 000 100, 000 250, 000 1,000 17,000 9,254 28, 424 34, 901 17, 220 Florida . 400 20, 000 10,000 1,000 2,000 South Central Division: Kentucky . „ . Tennessee . Alabama . Mississippi . Louisiana . 10,000 40, 000 35, 190 Texas . 1, 575 3,000 Arkansas . . 9,450 Oklahoma . Indian Territorv . 200 3, 600 2,000 8,200 3, 300 4,000 2,440 5, 000 2,750 150 North Central Division: Ohio . 675, 000 521, 381 233, 106 114, 550 201, 356 60, 000 100, 000 12, 632 2,496 2,204 10, 000 3,740 800 66, 606 29, 733 54, 241 30, 700 35, 000 22, 000 27, 189 29, 500 Indiana . 2,000 1,000 7,707 4, 400 6,750 1,500 Illinois . Michigan . Wisconsin . Minnesota . T nwa. Missouri . North Dakota . . . South Dakota 100 1, 872 1,300 150 100 2, 000 500 l ... 550 76, 000 1 118, 350 5, 6G9 19, 504 20, 233 Nebraska . 2,031 Kansas Western Division: Montana . Wyoming . 1 . Colorado . 1,200 j 223, 000 1,000 18, 630 . New Mexico . Arizona . Utah . 146 1,000 Nevada . Idaho . Washington . 200 525 3, 050 1 700 1,000 Oregon . California . 26, 666 550, 000 1, 250 7,729 59, 650 Table 4. — Statistics of State institutions for the education of the blind, 1900-1901. SCHOOLS FOE THE DEFECTIVE CLASSES. 2355 Expendi¬ tures. qioddns ioj $17,220 35, 190 «59, 650 18, 630 9,254 17,000 64, 241 29, 733 27, 189 20, 233 28,424 10,000 •s^uomoAoid -cut puu sSuipxing; -n • ^ 1 o • O •••# * • 05 • H • H Cl Cl »••• • • ^ • • • • • • • •sSux , -pnnq pun spunbi§ jo supA o ©i $65,000 250, 000 550, 000 223,000 15,000 125,000 233, 106 521, 381 100, 000 118, 350 100,000 40,000 •sn^uj'Bdd'B oifi^usps jo enpA o $1, 000 3,000 1,200 400 1,000 2,000 150 1,500 500 20, 000 •'F^iduo jad poo ^nuuy 00 O • O CQ • O • rH iO I> 05 • CO O iO Tjt r-i CO CO lO HOO (N T06I-006I Hi S9pmpi3.ro l© • d 'T CO • lO iO 0*0* • • 1 H ■ ... •uopuSiopux^ ■># 30 0 36 4 17 30 16 •oxsnui ['cjuaiurupui e® 00 01 rH l> h* CO iO rH CO 00 i> r-» o *o h Cj lO OO n C5 OO O rH *WOX 3 aicor^ iOttOiC-t ch o co i> 05 iO iO T-1 O 1.0 CO to O lO CO rH tH d rH rH rH rH ■0XUXU9J o tH tO CO 01 00 d to to to to CO CO Ci d d CO O CO to lO I> tH •91XJK © i> rH d 05 OJ Ol CO 05 COtOOHtH O rf( o CO d rH SO «0 l> 00 I> d rH rH Instructors. •prampredep x'sijpnpnj oc CO CO O d d d CO CO d CO d d ^ •oisnjt - 1 CO CO d CO T — i CO L'- CO 1—1 ^ yf1 CO d ’imox ^l r-itoto 05 oj 05 hj co co 04 04 05 00 ,9X'BUI9Li is oosco todtcoos d i> 05 to to rH 1 h ! to to d O CO 00 HP rH iO CO CO CO Executive officer. » J. H. Johnson . Jno. H. Dye . Warring Wilkinson. . . j William K. Argo . William B. Hare . . Dudley Williams . Frank H. Hall . Geo. S. Wilson . Laura A. Rowland _ T. F. McCune . L. Williams . Benjamin B. Huntoon Alvan E. Read . Name. 01 Alabama School for the Blind. Arkansas School for the Blind. California Institution for the Education of the Deaf and the Blind. Colorado School for the Deaf and Blind. Florida Institute for the Deaf and Blind. Georgia Academy for the Blind. Institution for the Educa¬ tion of the Blind. Indiana Institution for the Education of the Blind. International School for the Blind.* Iowa College for th e Blind . Kansas School for the Blind. Kentucky Institution for the Education of the Blind. Louisiana Institution for the Blind.* Post-office. - Talladega, Ala . Little Rock, Ark . Berkeley, Cal . Colorado Springs, Colo. St. Augustine, Fla _ Macon, Ga . Jacksonville, Ill . Indianapolis, Ind . Fort Gibson, Ind. T ... Vinton, Iowa . Kansas City, Kans _ Louisville, Ky . i j Baton Rouge, La . rH 03 CO ^ lO <0 £>• 00 05 O rH C4 CO * Statistics of 1899-1900. a For deaf and blind departments. Table 4. — Statistics of State institutions for the education of the blind, 1900-1901 — Continued. 2856 Expendi¬ tures. •^JOddns jo^ 000 ‘IT QLf'9& 30,700 22,000 _ © o iO oT 19,504 39,123 59,593 50,000 66, 606 7,729 67, 924 •SXU9UI9A0ld -tut pun sSuxpxing fH • o • o . CO • m o o o o O GO © 2,031 2,918 12, 632 1,250 19, 201 •sSui -piinq puu spunoiS jo eni'BA © $399,000 35,000 571,092 114,550 60, 000 50, 000 150, 000 76,000 380,440 236, 137 150, 000 675,000 20, 000 729, 351 •snx'Fj'Bddu opi^ueps jo eux^A ft fH o o o o lO o ^ rH 7,707 6,750 2,000 2, 000 5,420 6, 623 1,500 1,000 2, 000 •'BXld'BO J9d xsoo x'Bnuuy QO fH $298 180 300 237 270 _ 190 325 260 200 205 266 417 •ifjBjqn ui saTnnjOA •^u9UU.ii3d3p peu^snpui ‘I06I-006I ut sai'enp'BJO lO o ! © lO © •uaji'eSiepnix •oisnxn x'Blueuimxsui •oismn x'booa ‘I'BXOJ, CO © •ai^H l© 00 00 quanijj^dap xuTjqsnpui CO CO lO •oisnj\[ •mox CO CT> .SS iw o «§l ^ r, w -h O d CC H rj Hrtfl •a§3a’|*& j • O <» WUO'S '-i g fe ssj SQ ° 55 op O & £ § O oWS.S.2 ;PQ a.' 6 £ 00 CN \- § s g C75 1 S3 1 d \ i s' s o 8“ 1 d i 3 r S5 1 CO I a s s 1 1 CO CM 1 I of rH :| S I o' ! 1 : ” S CO i of 1 1111 i i i f 1 1 II SS § § 1 11 * S3 1 o' 5n 1 iS 1 d s i a : : l ; s 1 § 1 d I 1 i g i sf o Fl co- 53 1 i 1 ; i 1 o CO : 1 ; : 1 ; I> Em : 1 s g ii I Is § g i 1 ! I i 1 1 uO « 1 i i eo eo 1 1 CO- of 1 st 1 so- li co-co- 1 of l l i of i of I I I of Oi 1 Cl PJ 10 o CO VO -o 8 ° £ § : ^ o CO 3 & 1 1 . X f'4 ; 8 s 1 E *Oi ) T-i t a' “1 I a § 1 i g i g 1 22 u 1 1 § § § SS ! § co ; 3 :§s o £ £ - : § s CM SC 1 So s £ 3 g 1 3 1 § i § a & 1 § 2 1 S ; | ■ a ! 1 1 § ^ co i> i> T|< 1C- . lO • ^7 • X I> o X. * j> CO c > a; : 2 “ d o o T-. O • o ! ^ c j> w Ol o o 00 HO CM Oj 0C ON 1 CO 1 X o cc : c *- c s £ CM 00 OJ 3 S3 3 00 a sc ) ^ IS fl o & ■ t- ■ P ■ « ( s o S' a s CO I- 'O cm^t CO « 13 o 3C > -o ) CM rl s c > ^ > 8 § CM 8 CO r-i «s jo I—. 1C w o .!> : * > o o CM 00 CO CO *! < ^ S || a |S .5 |g a S3 g|?si| ||o.s s 3 i< c'd Q-2^^ <~r£ g sn |ll3S*S5I5«1?f ^JIKsIsSlf z; SS § !zj |I-og $ go Hi! 2j:g a3-3-§ $5*1 Slala^3ls -■22§ m|2"|f gS*! ^C®os2^ i_l . ps ^iS^S'S.Sg”*' 3§ Sfc ?! S 8 8 & 8 3 § 3 S3 8 of 1899-1900. fl Blind department included. Table 9. — Statistics of State public institutions for the deaf, 1900-1901 — Continued. 2364 EDUCATION B.EPOET, 1900-1901. Expendi¬ tures. •jjoddns iox CO $123, 270 53, 206 37, 965 38, 000 25, 000 14, 764 101, 000 14,500 39,610 •spuauiaAOjduiT pun s^uipying ti i 1 $8,469 230 9,000 2, 000 4, 258 10,000 1,800 51,975 •sSuipyinq pun spuno.iS jo arqnA $526,000 218, 500 135, 000 200, 000 a 56, 000 50,000 785, 000 30, 000 252,961 •snymnddn opqq.n9ios jo anpeA © 01 O O i • O i i B : : : : ••exidno lad ysoo xnnuuy OS $310 289 165 200 260 178 210 240 Ajnjqxx ui sgumyoA 00 1 8,097 8,300 550 1,700 1,000 400 3,000 290 600 Pupils. T06T-006I ‘sa^npnjo 20 4 0 0 0 9 . CO •uapraSiapura; | 1 s 0 0 0 18 'lil i ■poqxaxn xnnuntu Aq xqSnnj, j 's 140 67 0 344 rH OO iO x> ■poqaora: xmo Aysind Aq q.qSnnx | 251 188 42 90 12 12 256 9 107 •maysAs pauiquioa Aq xqSnnx e® | rH OOOOO 00 O lO • • S ^ 50 ^ g 10 : : •mox | 481 188 118 230 79 60 600 55 60 185 ■aymua.i j 179 102 60 114 35 30 289 28 30 91 ■9inpi ® 302 86 58 116 44 30 311 27 30 94 Instructors. quauqmdap yniixsnpui cs 14 11 7 6 4 2 8 tH lO •+u9uidox9A9p yn-iny ao ^ 0*00 ^ o •uoiynxnoixjy ,, 24 4 1 9 1 3 19 -2 "3 0 0 2 m d u p o> s 0 m O. a O S hj m fl 0) >. & _b£) 'C P s 0 p 0 M 0 0 0 H W >> P 2 1 CO m 0 OO o3 a a £ § 1 *-5 £ 5-og 5 S3 a 2 o-S S 0.7- 0 •rt Z.V, ° J-! O" O h5A® c3 o oj eg 1=1 3-3-2 issi gs.g5g.3na P P m 2 P «; ^ 2 c-d 0>Vj CJ Pi ft 3P a* M O op O c5 O O P fe O'g' r.S 0X2 His- cep. S i-i c3 * O .530 »— < {£ Q « s-g-a 5?g o a P SCO SHxJ C-2 HP 02 S-d“-a g oS o CO" O 03^-g ’.2 §m “S (3 C x< . E= co^-|^i»6>a cp -^o'Sbo^o-g^go 3P|jP ts!* o5-2p P > co ^ £ T H ~ ° '£ SO TH 10 iO iO iQ lQ Table 10. — Statistics of public day schools for the deaf, 1900-1901. 2366 EDUCATION REPORT, 1800*1901. John A. L I I SCHOOLS FOE THE DEAF. HIE '! d 1 g 3 i 1 CO § £ 3 B § 1 S S : 11 13 1,121 r •j-" i § lO & CO CO O'- vO o~x- cor- X CO C3S CO CO i- CO a> O O MCO r-M 03 i to 1 3 CM Ci X M CO io Ol CO QO OJ --o cc 1-0 5 *3 Id H- CO XCM MO ir: X ; S CO X X ■ CO o ^ '■a* ° Ol r- X CM 1 a lO CO ^ ryi ^r- x>* j CO lO r"* o CM ‘ ^ ^iCniC rH r-l 7-1 CO CM C-l 1-1 1 OS rH Hr1 CMr-C "" rH ! ', I rH • • r-5 r“1 ; : 1-1 : : ; : : 5 c sS & ! Ja! i>. . d-A a A K L-s I * ! I l s g g 1 5 s a > c " CD 35 III « a o o • 7; • © 5 5^1^5 I 5 | S S |s S 1 ! § 1 5 I f § S I & i g & « o ® 4 Q j* t, | ? £=« «®-g& liii ii&i! mu go W W ■ tq Q O SS 5 p I s || 3 5 ** I ifl JI l| gftol s| !2 o o| 5 5 5 5 5 5 ill! ISsS I I'll! f IIIH1I 55?3 I. 5 2 S il !| s ij ii t .1 ! 8 £ 8 2 § s i ii si |i - - — 5 fj« >> Q 5 02 >> . § | s || 1! «f illijiifiiiflJIfilflilllt II la >. - ’.Ta S S £ 1IPl|f a I. I 5 l 51 I a ~ do f a a- 1 1 1 ii m c o aa i In ■ § o : : : J £ j : ! fi ? 1 1 1 ! a ~ - 5^5 w 'd I | I * I »- s 5 1 S' ill inns *L p V 8 ® £§ f? 5 I 1 I II *| |S 1 1 1 1 M II i* X> OC CS a a a ss ei sssg gs §3 S 3 § S3 8 o -3 taken from the Annals of the Deaf. Table 11. — Statistics of private schools for the deaf, 1900-1901. 2368 EDUCATION EEPOET, 1900*1901 •sSuiprniq puB spunoiS jo anjBA 9* : 1 1 : « 8 28, 500 •snjBi -BddB opijuaios jo anjBA § : j I : : 8 i s M M •BjidBO lad jsoo jBnuuy Si : | 1 ; ; ; ; ; ‘ ; •AjBjqji ux saurrqoA X 1 : ■ : 1 : : « ills : : Pupils. •I06I-006T ut sajBnpBJD i* • S ° ° : : ■uajjBSiapuix & ^ X 3 : li 0 0 o •poqjatu jBtinBm Aq jqgnvx 3 • x ec 'S* o o •poqjaur Tbjo Ajajud Aq jqSnvx « : S£3 : ^ ° 3 £' Si •tuaiSAS paxnqmoo Aq jqSnvx 2 £3 £ 28 30 28 20 18 0 9 §3 •m<>x 2 S3 S3 £3 § § 3 53 S S § •ajBuiax £ £3 05 S3 S °Sac S 3 ° S 00 CO *ar®K 0 3 : §5 ® §5M 3 : 3 3 « 3 Instructors. •juamjJBdap jBiJjsnpui 51 t-iM M O rH • ^ ^ • > ; i Name. St. Joseph’s Home for Deaf Mutes . ; ho ■ § i g 1 I :° 1 5 I t s £ -2 S g 1 1 III 8 i£s i §¥ t s-sE S O — £,>— - W H £ Deaf-Mute institution of the Holy Rosary. St. Francis Xavier’s School for the Deaf. F. Knarvn’s Institute . . ¥• | s ft \ c The Sarah Fuller Home for Little Children Who Can Not Hear. Evangelical Lutheran Deaf and Dumb Institution. Maria Consilia Institute for the Deaf . . St. Joseph’s Deaf-Mute Institute . j>The Wright Humason School . Notre Dame School for the Deaf . Deaf. St. John’s Catholic Deaf-Mute Insti¬ tute. 8 s ? 1 \ - Oakland, Cal . Chicago (May street) , Ill. Chicago (Yale ave¬ nue), Ill. Chinchuba, La . Baltimore, Md . Jamaica Plain, Mass. . West Medford, Mass . . North Detroit, Mich . . St. Louis (Cass ave¬ nue), Mo. St. Louis (Longwood place), Mo. New York (42 West 76th street). Cincinnati, Ohio . St. Francis, Wis . 3 S 3 3 3 S co ^ l-XO o * Statistics of 1899-1900. SCHOOLS FOR THE FEEBLE-MINDED, 2369 Table 12. — Summary of statistics of public and private schools for the feeble-minded , 1900-1901. PUBLIC INSTITUTIONS. States. K ° c 1 Instructors. Pupils. Value of grounds and build¬ ings. Expenditures. 6 Female. 1 Total. Industrial de¬ partment. Assistants car¬ ing for inmates. Male. Female. Total. s be s 'C Q *08 Build¬ ings and im¬ prove¬ ments. For sup¬ port. 1 2 i 3 4 5 6 7 8 9 10 11 12 13 14 15 Total . 20 J5 206 251 136 928 5,949 5,200 11,149 984 2095 $6, 323, 372 8454, 222 $1,603,173 Massachusetts ... 1 6 9 15 6 ! 98 457 297 754 155 | 63 363, 600 I 7, 465 97, 953 New York . 3 ! l 16 17 20 75 461 799 1,260 150j , 179 668, 053 39, 481 141, 110 New Jersey . 2 8 25 33 22 57 166 199 365 86 231 200, 000 23, 335 77, 396 Pennsylvania .... 2 4 40 44 14 193 1,105 761 1,866 108 233 1,125,000 17, 213 314, 429 Kentucky . 1 0 4 4 2 10 89 57 146 0 0 100, 000 30,000 Ohio _ ‘ . 1 2 28 30 16 53 704 464 1,168 282 878, 744 18, 784 175, 976 Indiana . 1 1 11 12 12 36 410 388 798 50 ! 454 403, 896 118, 409 Illinois . 1 1 13 14 5 112 537 455 992 142 i 65 600,000 142, 940 157, 025 Michigan . 1 0 6 6 4 23 182 191 373 30 I 35 179, 000 41,859 56, 678 Minnesota . 1 2 13 15 6 45 441 387 828 49 247 496, 865 21, 000 111, 435 Iowa . 1 7 18 25 11 46 574 437 1,011 70 130 319, 649 38,944 121, 051 Nebraska . 1 | 1 5 6 2 n 128 125 253 45 200,000 20, 000 Kansas . 1 i o 2 2 0 23 120 90 210 22 135,000 46,200 12, 726 Washington . 1 1 4 3 17 5 33 33 10 ’23 California . 1 4 3 IT 5 21 312 253 565 70 74 443, 951 90, 000 Wisconsin . 1 4 10 14 6 125 263 264 527 79 209, 614 j 57, 001 78,985 PRIVATE INSTITUTIONS. Total . - 12 10 45J 55 22 [ 85 287 181 468 131 139 270, 500 16,425 31,800 Connecticut I 1 2 5 3 14 131 75 206 60 441 130.000l Illinois . . 1 1 1 2 9 11 9 20 8 , .... 15, 000 5,500 3,000 1 ! l 1 2 3 16 6 22 10 14'. Massachusetts 4 10 14 6 28 70 22 92 14 37 ; 75,000 Michigan l 1 1 4 12 13 25 12 12’. New Jersey . 8 2 19 21 11 20 26 37 63 13 20 40,000 10,000 20, 000 New York . 3 3 3 6 2 8 4 1 8, 000 225 2,800 Virginia . -i 1 3 3 0 8 15 17 32 10 11 2,500 700 6,000 73 ED 1901 - VOL II Table 13. — Statistics of State institutions for the feeble-minded, 1900-1901. 2370 EDUCATION REPORT, 1900-1901. •jioddns joj '111 i s' a sills lills a a s s' s as s s s' I I 8 3 TUT a a Hi s' g s' (i sjuainaAOjdmi g pue sSaipimg , FT a sf i g I cf 00 *5“ spun snippm Ol.o 10 JO OUIBA Till I I I II I i g I I § S I I § II s g | rrr 1 1 § § § 1 1 III! ill •snjBiBddt? 01JIJII0I0S JO OtlfBA TT d'¬ 's £T I l li l ? 1 •AJBjqxj oi sonin[OA 8 : ° S & § : 3 ga°s8'^s 1jpS-g3 | " I •oisriK I « s I « g g S' irir¥ •uajjBSjapuix 8 § TTTTTTT cm o; 8 5 •mox S§ 5 S 2 11 H U s H 81 i * 1 *1 1 5 3 I |sT| ° § ° m i i •suit •soiBroniJOjBm -JB0 SJP'BJSISSy i rir's irir^~~irir S3 S? "55 - 55 — cm" •JUOTXlJIBd -op iBjjjsnpni I ■jjj — eT “55 — or “CM - ^ - j® “cm — 55 5515 cm" 55 - 55 coo - cm" T*WE •ajBTnaj inr o ! "©"T - cm - 55" •OIBK O S c£ C 3 I rc .9 -5 S S 3 g 1 I II 1 1 I I 3 » ^ od M s ^ d d £ s a S 1 I fc h i 5 1 * -ST d g g ci, 3 « £§ 2 & 2^ g .5 STc Q. Ml ? 3 ?= --o -9 To .5 « 2* Is O CO o •1 II S=< o o * I •s 9? .9 O 9 c _ 9 § -2 Ipif a2s = S H* .fps&f! .«SgS«.8'5|'g llllllililill 3 o os I||I lliSi § « = =9 i -a|| |I|S file's g^l £ |i gi o o a o o '3-3^3 = ^ *g ^5 jj « 1) * - 3 I 111 3 mu* c 0^2 ../c 3 | s|-S2'-3 ss** |l||si £ MOT c cc . „•»§ 332 522 >TrJ ■g^ ill >=3 X S3 O >6 ill ■g 3 tf § 2 o ^ 5 ^ § I § 3 £ £ 2 go S? S 3* I !| 1 ii i 5ZJ _ ■g o § >* I I s. ^ 1! o w SCHOOLS FOE THE FEEBLE-MINDED. 2371 Expenditures. 1 •j.ioddns jo>j 1 X p-l ; O o o 20, 000 2,800 G, 000 •sjuaxnaAoiduii: j puB sSatpjmg 1 b» ooe ‘g# 10,000 225 700 •sSnjpimq ptro spunojS jo enjBA j I ss oo o\rf S" 8 O lO 1> 40,000 8,000 2, 500 •snjBJBddB opijuoios jo onpBA pH 009$ o o o : 8 • CO 1 •AiBjqij in saumjOA ! o *o o o ooo ‘I \ ao ■aisuK J M j Tf< « 3 CM CM CM CM o o r_l 3 •U9JJBgl3pniX J 8°° s o TP CM w t- •[B?ox pH | S ^ S3 CM i> CM S lO -r CM CM 00 CM CO '9JBUI9J ! si 3 coco 05 CM £ - s OO p CM CM uo oo co lO •S8JBUIUI I0J .oUI 1 -JBO SJUBJStSSY 1 x | a- TT CM CM 00 i o o •juetajjBd -9p JBUJSnpUJ |*. 1 “i " CO * CM ‘IBJOX o : 1 l> CM GO 04 ^ CO co o oo CO 2 '9JBUI9X | es | iC- T-i « o rH CO CM I> o CO CO •9IBK | !« 1 j C- rH r-i ** 1-1 ! 2372 EDUCATION REPORT, 1900-1901. Table 15. — Branches of manual and industrial training taught in schools for the deaf. 1 o S Number of pupils. Name of institution. Branches of instruction. M -2 (B O & ? Male. Female. Total. Alabama School for the Deaf, Talla¬ dega, Ala. 50 30 80 90 In industrial training . 50 40 l 6 11 17 Berkeley, Cal. l 7 7 3 40 40 1 20 20 Wood turning . 1 2 2 1 15 15 1 16 16 Arkansas Deaf-Mute Institute, Lit¬ tle Rock, Ark. 63 50 113 1 14 28 42 1 42 42 Carpentry . 1 18 18 1 6 6 1 15 15 1 10 10 1 2 2 1 19 19 Tailoring ..“ . 1 10 12 22 Colorado School for Deaf and Blind, Colorado Springs, Colo. 24 37 61 1 20 20 40 1 37 37 1 15 15 1 6 6 1 8 8 1 6 6 3 3 The American School for the Deaf, Hartford, Conn. Freehand drawing . 1 30 33 63 1 0 34 34 Sloyd or knife work . 1 30 30 Carpentry . 1 33 33 Dressmaking . 1 9 9 Mystic Oral School for the Deaf, Mystic, Conn. In industrial training . 10 17 27 Freehand drawing . 1 9 16 25 Clay modeling . 1 4 4 Carving . . _ . 1 4 4 Kendall School for the Deaf In industrial training . 15 23 38 Washington, D. C. Freehand drawing . . 1 5 7 12 Mechanical drawing . 1 1 1 Sewing . 23 23 Carpentry . 1 13 13 Wood turning _ 11 11 Carving . 1 2 2 St. Augustine School for Deaf, St. Augustine, Fla. Sewing . 1 2 25 27 Carpentry . 1 4 4 Farm or garden work . 1 10 10 Printing . 1 10 10 Indiana Institution for the Educa¬ In industrial training . 178 139 317 tion of the Deaf and Dumb, Indianapolis, Ind. Freehand drawing . . 178 139 317 Sewing . 92 92 Cooking . 4 4 Carpentry and cabinet making . . 30 30 Wood turning . 12 12 Farm or garden work . 10 10 Printing . 24 24 Painting . 2 25 27 Baking . 2 2 Barbering . 2 2 Shoemaking . 31 31 Harness making . 3 3 Iowa School for the Deaf, Council Bluffs, Iowa. In industrial training . 55 64 119 Freehand drawing . 1 127 93 220 Sewing . 1 35 35 Cooking . 1 52 52 Sloyd or knife work . 1 10 10 Carpentry . 1 20 20 Farm or garden work . 1 24 24 Printing . 1 10 10 Kansas School for the Deaf, Olathe, In industrial training . 80 100 180 Kans. Freehand drawing . 1 88 96 184 Clay modeling . 1 30 35 65 Paper cutting and folding . 1 11 14 25 Sewing . . 1 87 87 Cooking . 1 1 . 80 30 Carpentry 1 20 20 Wood turning . 1 1 3 3 SCHOOLS FOE THE DEAF. 2373 Table 15. — Branches of manual and industrial training taught in schools for the deaf — Continued. Name of institution. Branches of instruction. Number of instructors. Numl 3 S aer of 6 13 a rL pupils. 3 0 ** Farm or garden work . i 20 20 Kans. — Continued. Printing L . 1 j 9 1 10 1 6 6 15 15 1 20 20 71 54 125 cation of Deaf-Mutes, Danville, Sewing . 54 54 Ky. 15 15 4 4 10 10 16 16 Tailoring . : 10 10 20 20 30 40 70 and Dumb, Baton Rouge, La. In industrial training . 29 31 60 Portland, Me. 1 29 1 29 3 31 31 1 10 10 1 29 29 1 10 10 1 3 3 1 29 29 1 3 3 1 6 6 23 20 43 and Deaf, Baltimore, Md. Paper cutting and folding . . . 1 3 2 5 2 ! 20 20 Cooking _ 1 10 10 Chair caning . 1 ! . 10 10 Shoemaking . 1 13 13 Maryland School for the Deaf and In industrial training . 39 26 65' Dumb, Frederick City, Md. Freehand drawing . 1 56 38 94 Paper cutting and folding . 1 4 8 12 Sewing . 1 20 20 Cooking . 1 12 12 Carpentry . 1 9 9 Wood turning . . 1 5 5 Carving . 1 9 9 Printing . 1 1 10 10 Painting . . 1 Glazing . 1 8 8 Shoemaking . 1 20 20 Dressmaking . 1 4 4 Chair caning . 1 9 9 The Clarke School for the Deaf, In industrial training . | 50 48 98 Northampton, Mass. Free-hand drawing . 1 24 25 49 Mechanical drawing . 1 25 25 Clay modeling . 1 15 15 30 Paper cutting and folding . 2 1 25 20 45 Sewing . 2 50 50 Sloyd or knife work . 1 | 30 30 Carpentry . 1 25 25 Carving . 1 i 48 48 Farm or garden work . 1 12 12 Michigan School for the Deaf, Flint, In industrial training . ! 114 101 215 Mich. Free-hand drawing . 2 ! 120 88 208 Mechanical drawing . 4 18 19 37 Clay modeling . 1 119 82 201 Paper cutting and folding . 1 119 82 201 Sewing _ _ . _ _ . 1 89 89 Cooking . . . 1 12 12 Carpentry . j 24 OA Wood turning . / 1 Carving . 2 29 3 32 Shoemaking . 1 26 26 Harness making . . 1 7 Baker v . 1 6 6 Tailoring . 1 22 22 Printing . . 1 19 19 Institution for the Education of the In industrial training . 66 67 133 Deaf and Dumb, Jackson, Miss. Mechanical drawing . 5 5 Cla v modeling _ _ _ 1 25 25 Sewing . 67 67 ) Cooking . . . 12 12 ! Sloyd or knife work . i 5 5 2374 EDUCATION REPOST, 1900-1901, Table 15. — Branches of manual and industrial training taught in schools for the deaf — Continued. Name of institution. Branches of instruction. Number of instructors. Numi "3 ber of pupils. 11 44 Deaf and Dumb, Jackson, Miss. 3 6 6 Machine-shop work . . 6 6 :::::: r 14 127 j 105 232 ton, Mo. Sewing . . i 79 79 Dressmaking . i 27 27 Cabinet making . i 33 . 33 Tailoring . i 32 32 i 27 27 i 8 8 i 8 8 i 17 17 12 12 24 Blind, Boulder, Mont. Sewing . . i 8 8 Cooking . ! i 4 4 Carpentrv . i 5 5 Farm or garden work . i 7 i 7- Nebraska Institute for the Deaf and In industrial training . 30 46 76 Dumb, Omaha, Nebr. Free-hand drawing . 90 1 i 64 154 Mechanical drawing . j 8 8 Sewing . 32 32 Carpentrv . 1 17 ' 17 . 1 2 ! 2 Farm or garden work . r 20 i 20 Printing . 1 11 ' 11 Painting . 2 2 i rr Laundrv . ~ . 5 i 14 19 The New Jersey School for the Deaf, In industrial training . j 57 45 102 Trenton, N. 1. Free-hand drawing . i 7 5 12 Mechanical drawing . i 24 24 Paper cutting and folding . i • 15 j i n 26 Sevang . 2 ! 45 45 Cooking . 1 6 6 Slovd or knife work . 1 8 8 Carpentrv . 1 ! 24 24 Wood turning . 1 5 5 Carving . 1 3 3 Printing . ! 1 1 16 16 Painting . _ 1 2 2 Shoemaking . 1 j 15 | 1 15 Millinerv . 1 8 8 St. Mary's Institution for the Im¬ In industrial training . . 55 i 65 1 120 proved Instruction of Deaf-Mutes, Free-hand drawing . 1 50 | 55 105 Buffalo, N. Y. Mechanical drawing . 1 5 1 5 Clav modeling . 2 20 21 41 Sevang . 2 20 i 65 85 Cooking . 1 15 15 Frinting . 1 12 : 12 Tailoring . 1 20 i 20 Shoemaking . 1 3 3 St. Joseph’s Institute for the Im¬ In industrial training 80 | 195 205 proved Instruction of Deaf-Mutes, Clav modeling . 1 ! 8 8 Westchester, N. Y. Sewing . 3 ! 125 125 Cooking . 1 10 10 Carpentrv . 1 12 12 Farm or garden work . 1 5 5 Printing . : . 1 1 40 40 Dressmaking . 2 36 36 Tailoring . ' 1 1 12 12 Shoemaking . i 1 15 15 Housework . ' 3 1 I23 126 Northern New York Institution for Sewing . . 1 . 1 I . 16 16 Deaf-Mutes, Malone, N. Y. Printing . 1 12 12 Institution for the Improved In¬ In industrial training . . 90 1 60 150 struction of Deaf-Mutes, New Free-hand drawing . 1 80 I 80 York, N. Y. Paper cutting and folding . 4 25 25 50 Sevang . 2 60 60 Cooking . 1 . . 1 25 25 Sloyd or knife work . 1 35 35 Carpentrv . i 1 36 36 Wood turning . . 1 36 36 Tailoring . 1 20 20 Iron work . 1 18 18 Painting . . ; 1 15 1 15 SCHOOLS FOR THE DEAF, 2875 Table 15. — Branches of manual and industrial training taught in schools for the deaf — Continued. Name of institution. Branches of instruction. O rO. g £ m £•3 j Number of ; » 2 d O 0> £ 0.5 Q, "3 3® d >.< 3 sj ro a >. 3 rd o 3 o o d o S oS-g .3 'SgS !®S h 3 > H ^ § .3 ° Ijjw d-2 d 2 T? *H P-rg , S 33 o bo ! p X fl } u ^ o' A 'S ' o -h _ d a> a 3 .g 3 P. cd a +j cd o m ^ d _ o o 1-1 o. f-i'-' a) m ■gs %>o . ® &jq £ £td g| j, rd , ' _ bo T3 .G I'd dS a 2 it? be >>-d s> a) >> HflCCdda g’G «S d"cd ^ 03 d ,-d d d - c'd d & d d d +3 "■" 2 sh 2 -2 'd § S3 § ”d i|ls'§t! &P1 a,3 £ 'dAS ^^rT ,o 11 =>H ,a > c -3, ft >» 3 -3 >, >> ft 3 ,g jf 3 M rrt 3 ^ 00 ?R d hmA . V cd >-.id SodOgbodrdgPSd Sg^adodi.s^-s^o s-^oologg-gil 5S3§>oq -, d u ■d d o ^ O od ^ d of •r-( Q) od S V o • 5® >-x> g »§ d o ° to o fl &S-S >,.3 3^5 o.2 3 3 o 3 3 3 M g 2 . O oj.'d d £.§ _ O ©3 s ?ss CoS d52rd dB d2 ri cc O 'd p'BB o "J g-d ^ 4h ^ CD O CD^ O CH ag u p 232'd .S«d S ^ p B o 2 t— r c d a> o> !Z ^1 ceeding 10 days. COMPULSORY ATTENDANCE AND CHILD LABOR. 2413 2414 EDUCATION REPORT, 1900-1901, 1 See remarks introductory to the table. 2 6 to 21, in case of defective children. 8 Penalty only for child 7 to 16, or one living idly and loitering about public places. TEACHERS SALARIES IK CITIES 2415 TEACHERS’ SALARIES IN CITIES. Average annual salaries of teachers and supervising o fleers in cities of over 8,000 inhabit¬ ants , summarized by States, etc. Cities of — . 1S99-1900. 1900-1901. Number of teach¬ ers and supervis¬ ing offi¬ cers. Expendi¬ ture for supervi¬ sion and teaching. Average annual salary. Number of teach¬ ers and supervis¬ ing offi¬ cers. Expendi¬ ture for supervi¬ sion and teaching. Average annual salary. United States . 88, 371 £59, 223, 566 £670. 39 92, 294 £63,433,167 £687.29 North Atlantic Division . 43, 3o8 30,978,507 714.48 4o, loo 33, 772,007 748.24 South Atlantic Division . 5. S57 3, 319, 268 566. 72 6,254 3, 386, 842 541.55 South Central Division . 4,280 2, 309, 323 539. 56 4,574 2,401,700 525. 08 North Central Division . 80, 021 18, 642, 461 620. 98 31,092 19, 805, 331 636. 99 Western Division . 4, 855 3,974,007 818.54 5,239 4, 067, 287 776.35 North Atlantic Division: Maine . 683 306,022 448. 05 762 321,670 422.14 New Hampshire . 525 273,461 520. 87 527 278,238 527. 97 Vermont . 161 73, 350 455. 59 174 75, 996 436. 76 Massachusetts . 8, 714 6, 349, 889 728. 69 9,003 6, 574, 107 730.11 Rhode Island . 1, 288 796, 765 618. 60 1,348 835, 302 619. 66 Connecticut . 2,211 1,279,606 578. 74 2,248 1, 309, 620 582. 57 New York . 16, 775 14, 2S2, 374 851.41 17,628 16, 356, 674 927. 90 New Jersev . 3, 877 2, 315, 801 597. 31 4, 092 2, 535, 050 619. 50 Pennsvlvania . 9, 124 5, 301, 239 582.02 9, 853 5, 485, 350 586.49 South Atlantic Division: Delaware . ■ 252. 124, 804 495. 25 272 132, 061 485. £0 Maryland _ 1 1,848 District of Columbia . j 1.227 j 838, 577 683.44 1,284 877, 103 6S3. 10 Virginia . '696 1 330, 341 474. 63 745 369, 399 495. 84 West Virginia . | 326 141, 195 433. 11 343 141, 746 413. £5 North Carolina . : South Carolina . j 201 | 87, 402 434.83 I 210 91,340 1 434. t5 Georgia . 795 1 419, 760 528.00 857 ! 436,910 509. 81 Florida . 205 | 84, 636 412.85 South Central Division: Kentucky . 1,112 649,063 1 583.69 1,127 640, 800 568. £9 Tennessee . 679 1 340,996 502. 20 698 360, 738 516.52 Alabama.. . 292 < 133, 4o5 457.04 296 142,125 480. 15 ■Mississippi . . 169 Louisiana . . 752 375,779 | 499. 70 877 407, 290 461.41 Texas . 1,027 604,862 1 588. 96 1,093 625,632 572. 40 Arkansas . 209 120,513 I 576. 61 234 119, 565 510. 97 Okl a ~h cvm n, _ - 70 24,632 351. 89 Indian Territory . 1 . :::::: North Central Division: Ohio . 5,842 3,622,847 620. 14 5,952 3, 830, 405 643. 55 Indiana . 2,494 1,407,768 534. 46 2,578 1, 4 GO, 373 563. 47 Illinois . 8, 100 6, 035, 583 745. 13 8,371 6, 404, 339 765.06 Michigan . 3,016 1,630,395 540.55 3,109 1,738,872 559. 33 Wisconsin... . 2,433 1,334,581 548. 53 2,478 1, 393, 689 562. 41 Minnesota . 1,876 1, 178, 746 628. 33 2,016 1,291.102 640.43 Iowa . 1,840 866, 428 470.88 1,920 935; 885 487. 44 Missouri . 2, 921 1, 715, 684 587. 36 3, 086 1,826, 775 591. 96 North Dakota . South Dakota . 53 26, 207 494. 47 55 27, 590 492. 68 Nebraska . . 638 399, 635 626. 39 672 436, 790 649. 98 Kansas . 772 399, 587 517. 60 809 435, 511 538. £3 Western Division: Montana . 263 222, 000 844.10 307 237, 872 774.53 W ynming . . .Colorado . 907 744, 421 820.75 946 803, 188 849. C4 Mew Mexico _ Arizona . Utah . 383 206, 931 540. 29 401 231,268 576. 73 Nevada . Idaho . i . 1 . Washington . 609 875, 306 616. 26 712 430,777 | 605. 02 Oregon . 843 223, 486 651. 56 349 228.286 654. 11 California . 2, 293 2, 162, 416 943. 05 2,465 2, 095, 893 850. 26 CHAPTEK XLVII. MISCELLANEOUS EDUCATIONAL TOPICS. Contexts.— Need of a commission for investigating the negro problem.— Information relative to the appointment of cadets to the U. S. Military Academy. — Gardiner Greene Hubbard. — The school of comparative jurisprudence and diplomacy of Columbian University. — South Carolina State summer school for teachers. — The possibilities of Alaska. — Educational provisions of Cecil Rhodes’s will. — Dr. William Henry Ruffner, and his work for popular education. — Burke Aaron Hinsdale. — What the Government fails to do for the people. — Hampton Normal and Agricultural Institute. — Ventilating schoolrooms by windows and fireplaces. — Catholic parochial schools in Eastern Massachusetts. — The college man as leader in the world’s work. — Statistics of elementary education in foreign countries. THE NEED OF A NATIONAL COMMISSION FOR INVESTIGATING THE NEGRO PROBLEM. [From the report of Hon. J. L. M. Curry, chairman of the educational committee of the John F. Slater fund.] Since 1860 the negro has attracted unusual attention, more thorough and scientific study, especially along ethnological and sociological lines, than ever before. In the East, because of increased modern discoveries, we have abundant archaeological and historical material. On the contrary, among the negroes there is an utter dearth of such aids to investigation. No written documents, no tombs and palaces, no inspir¬ ing memories from Thermopylae or Salamis, no objects teaching the actual life of the past, but we are confronted by a dreary, sterile waste, an arid nullity. As there is such little inducement to study the native land, the primitive home of the negro, the student must confine himself to those of the race who were torn from Africa and brought under the influence of other races, cults, and civilizations. Practically all periods are prehistoric, and no influence is traceable on other peoples. Early and later centuries are alike destitute of invention, commerce, literature, international relations. It is well that in studies we are having aids from Dubois, Washington, Thomas, Johnson, and others of partial negro ancestry. Every slaveholder knew that a characteristic of the negro, inherent or an evolution from his servile condition, was his secretiveness. No white person is the full confidant of the negro. It is doubtful whether the confessional secures a frank and full disclosure. Dr. Slattery, of Baltimore, after twenty-two years in the closest relations with the race, says “there is no white man living who has the negroes’ entire confidence.” With my well-known and gratefully acknowledged labors for the upbuilding of the freedmen, I have found it impossible to gain full testimony as to their social and religious con¬ ditions. The facts as they lie on the surface are not always a proper indication of what lies below. ED 1901 — VOL II- 76 2417 2418 EDUCATION' REPORT, 1900-1801. During the last year numerous utterances, in press and public address by learned professors, investigators in social statistics, and by others of both races, have appeared, presenting various aspects of the ever-recurring negro problem. Some of these have been hopeful, but more have been tinged with darkest hues. Temperate and thoughtful discussion will eliminate error and bring out truth. ’Unfortunately, prejudice and ignorance blind us to facts, warp judgment, and injuriously affect con¬ clusions. One writer, of negro ancestry, with large observation drawn from residence and official position both in the South and North, has in a recent, much-reviewed book, “‘The American Negro,” presented a most doleful and pessimistic view of the negro question, giving an exaggerated and repulsive picture of faults and vices, of industrial, mental, and moral incapacity, of depravity in men and women, of insensi¬ bility to their own vilenes3, of party subordination, of inappreciation of duties and requirements of American citizenship. He emphasizes the need of ‘ ‘ thoroughly safe¬ guarding every step in the training of the negro with forceful and effective methods of instruction.” Yfihat is imperatively needed is “a training of the perceptive, con¬ structive, and executive faculties of man, in order that he may have an intelligent notion of what he undertakes to do and the faculty of knowing when and how to do it in the best possible way.” Wise as are the disapproval of applying to negro chil¬ dren the same methods of education that are used in the case of white children of intelligent ancestry, environed with more or less cultured homes, and the insistence upon an industrial education, as covering the entire ground of the ordinary negro needs and wants, yet the educational committee and the chairman certainly, after long and anxious study of the problem in its manifold bearings, can not accept these doleful and discouraging conclusions. It is preferred to take the more rational and hopeful conclusions of other students, especially of Mr. Washington, whose strong and persuasive and buoyant testimony is more conducive to hopeful effort and to Christian teachings. My observations and reasonings make me to trust in the slow but sure progress, and in the ultimate attainment of a higher and nobler condition. What has been done is not what was wished, is often very disappointing — results sometimes not commensurate with the outlay — but it justifies continued and wiser efforts. The painful thing, after the experience of years, in connection with what has been written, of conservative or destructive character, is the “lame and impo¬ tent conclusion,” the failure to meet admitted difficulties by practical and adequate suggestions and remedies. The anxious mind waits, seeks for a solution which remains unspoken. How are evils to be averted, dangers to be met, conditions to be changed, hopes to be realized? Where is the path which leads to safety, to light? Statesmanship is lacking, philanthropy accomplishes a little, and religion points to agencies and outcome which may require indefinite time. In view-of the circumstances, unprecedented and marvelous, connected with the negro, his advent to America, his enslavement, his history, his emancipation and the consequences thereof, public opinion should be slow to find fault, and should be charitable in seeking excuses and palliatives for errors and wrongs. The obstacles, inherent and ignorantly or criminally imposed, have been apparently insurmount¬ able. Whatever there is in heredity, in unbroken millennial continuity of poverty, ignorance, barbarism, savagery, paganism, in the degrading influence of slavery and inferiority, has stood like an impenetrable barrier in the way of progress. Deplorable as slavery was to the Afro-American, there was some relief to the dark background. It made homogeneous a diverse negro race; it gave a language1 and improved religion, habits of obedience, subjection to authority, regular and systematic labor, acquaint¬ ance with productive industries, food, shelter, and clothing, the benefit of kind treatment, the humanizing influence of contact with a cultivated race and those beneficent ameliorating influences which come from personal example and associa¬ tion with the refined, the pious, the free. Emancipation, intended for good, and 1 A missionary in Africa, Bishop renick, said that in his schools the boys had thirty-six languages. A NATIONAL COMMISSION FOR THE NEGRO PROBLEM. 2419 lauded as a providential deliverance, as an open door to greater enjoyment of human and civil rights, has not produced the expected results. * * * By a singular perversity of fact and reason, education, heretofore regarded as a priceless boon, as the cause and result of free institutions, of civilization, as a neces¬ sity to human development, to attainment of a higher life, worth millions of expend¬ iture and the best administrative capacity, is now by some regarded as the source and provocative of crime, as incompatible with the best development of a race, and as so full of harm that it should be doled out most sparingly and under rigid limita¬ tions. ' The truer doctrine is, that remedies for social, political, and personal maladies are not material and legislative, not quick and direct, but by the slower and surer method of mental education and moral regeneration. The question of negro educa¬ tion, in itself, is a big one, of prodigious import, and we should get some lessons of patience and wisdom from the conduct of Great Britain, Holland, and Germany in their dealings wuth dependent and inferior races. An American, by a kind of peculiar instinct, evolved from his own history, turns to the church house and the schoolhouse as the pioneer factors in civilization and good government. During and immediately after the war of secession, the General Government, through the Freedmen’s Bureau, undertook to furnish the means of education, but soon withdrew its support, and since, persistently and in inconsistent disregard of the claims of the negro and the obligations resulting from emancipation and enforced citizenship, has refused national aid for fitting the negro for his suddenly created and imposed rights and privileges. Religious denominations were prompt and liberal in devising schemes for education, and, by a blunder, from the evil effects of which the race has not recovered, dubbed the schools “ colleges” and “ universities, ” and adopted inapplicable and unattainable courses of study. Methods aud courses of instruc¬ tion, borrowed from advanced civilization, were sought to be applied to new and strange conditions, without reference to age, race, pursuits, environments, capacities. What these early established schools and others of like aim and character are doing and have done, deserve, despite serious mistakes, grateful commendation rather than censure and criticism. They should have encouragement and aid, but far more effective and wide-reaching agencies are needed. All these denomina¬ tional and private schools reach but a small fraction of the uncountable mass of negro children. The total enrollment in the public schools of the South of negro children, in 1898-99, w'as 1,511,618, or 52 per cent of an estimated number of negro children of 2,912,910, and the public expenditure from State revenues for these children, from 1870 to 1901, was about $117,000,000. The American Missionary Association, at its last meeting, said: While we are thankful to the forces of philanthropy and religion in the North, wThich have been able to do so much in planting schools and churches, and lifting the colored race up to a level of self-respect, the South has not failed in doing its part. Considering their means, they have taxed themselves heavily for the support of schools and have afforded nearly, if not quite, equal advantages to the children of former slaves as to their own. What Hampton, Spelman, Tuskegee, Claflin, Tougaloo, and others are doing is a great blessing, but the aggregate attendance does not reach over 45,000. What of the millions that have not been, never can be, reached by these schools! Many people seem unwilling to recognize the great fact, the most important fact in our his¬ tory, that these children can be reached only through the public, State-established, State-controlled, State-supported public schools, and that ‘ ‘ free schools for all the people,” the education of the illiterate, here, within our own ancient territorial limits, at our own doors, is the paramount issue, overshadowing all other questions, domestic or foreign, which can be presented to, or acted upon, by our people. This education is more vital to our internal peace and prosperity than are navies and ter¬ ritorial expansion to our external defense. 2420 EDUCATION REPORT, 1900-1901. The association already referred to, probably the most effective of all agencies at the North in behalf of the education of the colored people, wisely says: The public-school system, through the energy of wise leaders, men of higher edu¬ cation and skill, is gradually becoming perfected and is destined to ..become in the South, as it is in the North, the most potent of all factors for the uplifting, the sav¬ ing, and the culture of the young people of our time. That is the work for States", cities, the whole peox>le, on general principles, with wide adaptation to racial needs, with revenues, State and local, supplied by taxation. Unfortunately, in these late days, there is little intelligent, concerted effort of statesmanship to master this question or find a solution of the problem. Session after session of Congress goes by, and, after a few passionate speeches, Senators and Representatives reflect the feeling and wishes of the people when they pass the sub¬ ject by without serious thought or a suggested remedy. This momentous question remains in huge proportions. Apprehensions of the wisest have not been allayed. The Slater fund has addressed itself conscientiously to doing what was possible with an inadequate income, recognizing manual, mental, and moral instruction as the true basis of reform and elevation. Other and stronger agencies are needed and their cooperation should be sought. National platforms and political parties and candi¬ dates for Federal offices turn, like the Levite, to the other side, and leave the suf¬ fering unhelped. Gigantic expenditures for necessary purposes and for favorite interests, running into the billions, are discussed at length and voted profusely, but not a word is heard in our national councils for the education of the negro, and not a dollar is offered to aid the States in the white man’s burden. School revenues are insufficient, teachers are poorly paid and poorly prepared, houses are ill furnished. Great improvements are necessary. In Great Britain strong royal commissions are appointed for the investigation of questions of great moment, and ample time is given upon the understanding that the recommendations will be at once proposed as the basis of legislation. While we have had elaborate reports upon the relations between labor and capital and prolonged industrial commissions, we have had no official inquiry into the many-sided negro problem. Statesmanship, since the mes¬ sages of President Lincoln, has avoided the question. There has been no pretense at suggestion or adoption of large and adequate and nonpartisan measures. We ven¬ ture to commend to the President and the American Congress a thorough and exhaust¬ ive and impartial consideration of a question affecting seriously every possible inter¬ est of the country. A report similar to that of the recent committee on Ireland in 1896 would be invaluable for trustworthy information and as suggestive of appropri¬ ate legislation. Mr. Slater made training of teachers from among the people requiring to be taught a special object of his beneficence. Every day enforces the wisdom of his require¬ ment. There is no royal road to learning except through competent instructors. Nearly all the aided schools have departments of pedagogy. Would it not be possi¬ ble, with State or city aid, to establish and maintain, as a model, a professional school which should combine teacher training, industrial training, kindergarten work, where better ideas of home life, the only basis of all true elevation, of personal purity, of morality in everything done, desired, or thought, of healthy manliness and woman¬ liness, of right living by the light of personal and social duty as taught in the New Testament, of thrift, of sanitation, might be inculcated? Possibly a proposition to States or cities might now meet with better consideration and a cooperative response. ADMISSION OF CADETS TO WEST POINT, 2421 INFORMATION RELATIVE TO THE APPOINTMENT AND ADMISSION OF CADETS TO THE UNITED STATES MILITARY ACADEMY. [Extract from the Official Register of the U. S. M. A.] APPOINTMENTS. How Made. — Each Congressional District and Territory— also the District of Columbia — is entitled to have one cadet at the Academy. Each State is also entitled to have two cadets at the Academy, from the State at large. Thirty are also appointed from the United States at large. The appoint¬ ments (except those from the United States at large and from the District of Columbia) are made by the Secretary of War at the request of the Senator, Representative, or Delegate in Congress; and the person appointed must be an actual resident of the State, District, or Territory from which the appointment is made. The appointments from the United States at large and from the District of Columbia are specially conferred by the President of the United States. Manner of Making Applications. — Applications can be made at any time, by letter to the Adjutant- General, to have the name of the applicant placed upon the register that it may be furnished to the proper Senator, Representative, or Delegate when a vacancy occurs. The application must exhibit the full name, date of birth, and permanent abode of the applicant, with the number of the Congres¬ sional district in which his residence is situated. Date of Appointments. — Appointments are required by law to be made one year in advance ox the date of admission, except in cases where, by reason of death or other cause, a vacancy occurs which can not be provided for by such appointment in advance. These vacancies are filled in time for the next examination. Alternates. — For each candidate appointed there may be nominated two alternates. Each of the alternates will also receive from the War Department a letter of appointment, and will be examined with the regular appointee. In the event of the failure of the principal to pass the prescribed preliminary examinations, the better qualified of the alternates, as determined at the preliminary examination, will be admitted. The alternates will not be allowed to defer their reporting until the result of the examination of the regular appointee is known, but must report at the time designated in their let¬ ters of appointment. The alternates, like the nominee, should be designated as nearly one year in advance of date of admission as possible. ADMISSION OF CADETS. Candidates selected for appointment shall appear for mental and physical exami¬ nation, before boards of army officers to be convened at such places as the War Department may select, on the 1st day of May, annually, except when that day comes on Sunday, in which case the examination shall commence on the following Tuesday. Candidates wTho pass successfully will be admitted to the Academy with¬ out further examination, upon reporting in person to the Superintendent at West Point before 12 o’clock noon on the 15th day of June of the same year. No candidate shall be examined at any other time unless prevented from present¬ ing himself at the May examination by sickness or other unavoidable cause, in which case he shall report to the Superintendent at West Point before 12 o’clock noon on the 12th day of June of the same year. Each candidate before he shall be admitted to the Academy as a cadet shall be shown, by the examination provided for in the preceding paragraph, to be well versed in the following prescribed subjects, viz: Reading, writing, spelling, English grammar, English composition, English literature, arithmetic, algebra through quadratic equations, plane geometry, descriptive geography and the elements of physical geography, especially the geography of the United States; United States history, the outlines of general history, and the general principles of physiology and hygiene. Candidates may be examined either orally or in writing, and no rejected candidate may be reexamined except upon the recommendation of the academic board. Immediately after reporting to the Superintendent for admission, and before receiving his warrant of appointment, the candidate is required to sign an engagement for service in the following form, in the presence of the Superintendent, or of some officer deputed by him: “I, - — — — , of the State (or Territory) of - , aged - years - months, dp hereby 2422 EDUCATION EEPOET, 1900-1901. engage (with the consent of my parent or guardian) that, from the date of my admission as a cadet of the United States Military Academy, I will serve in the Army of the United States for eight years, unless sooner discharged by competent authority.” In the presence of - . The candidate is then required to take and subscribe an oath or affirmation in the following form: “I, - , do solemnly swear that I will support the Constitution of the United States, and bear true allegiance to the National Government: that I will maintain and defend the sovereignty of the United States, paramount to any and all allegiance, sovereignty, or fealty I may owe to any State or country whatsoever; and that I will at all times obey the legal orders of my superior officers, and the rules and articles governing the Armies of the United States.” Sworn and subscribed, at - , this - day of - , nineteen hundred and - , before me. Qualifications, — No candidate will be admitted who is under seventeen, or over twenty-two years of age, or who is deformed, or affiicted with any disease or infirmity which would render him unfit for the military service, or who has, at the time of presenting himself, any disorder of an infectious or immoral character. Accepted candidates if between seventeen and eighteen years of age should not fall below five feet three inches in height and one hundred pounds in weight: if between eight¬ een and nineteen years, five feet three and one-half inches in height and one hundred and five pounds in weight; if over nineteen, five feet four inches in height and one hundred and ten pounds in weight. Candidates must be unmarried. CHARACTER OF EXAMINATIONS. PHYSICAL EXAMINATION. Every candidate is subjected to a rigid physical examination, and if there is found to exist in him any of the following causes of disqualification to such a degree as would immediately or at no very distant period impair his efficiency, he is rejected: 1. Feeble constitution; unsound health from whatever cause; indications of former disease, glan¬ dular swellings, or other symptoms of scrofula. 2. Chronic cutaneous affections, especially of the scalp. 3. Severe injuries of thi bones of the head; convulsions. 4. Impaired vision, from whatever cause; infiammatory affections of the eyelids; immobility or ■irregularity of the iris; fistula laehrymalis, Ac., Ac. 5. Deafness; copious discharge from the ears. 6. Loss of many teeth, or the teeth generally unsound. 7. Impediment of speech. 8. Want of due capacity of the chest, and any other indication of a liability to a pulmonic disease. 9. Impaired or inadequate efficiency of one or both of the superior extremities on account of frac¬ tures, especially of the clavicle, contraction of a joint, deformity, Ac. 10. An unusual excurvature or incurvature of the spine. 11. Hernia. 12. A varicose state of the veins of the scrotum or spermatic cord (when large), hydrocele, hemor¬ rhoids, fistulas. 13. Impaired or inadequate efficiency of one or both of the inferior extremities on account of vari¬ cose veins, fractures, malformation (flat feet, Ac.), lameness, contraction, unequal length, bunions, overlying or supernumerary toes, Ac., Ac. 14. Ulcers, or unsound cicatrices of ulcers likely to break out afresh. MENTAL EXAMINATION. Beading. — In reacting, candidates must be able to read unclerstandingly, and with proper accent and emphasis. They will be required, if called upon, to define intel¬ ligently the leading words of the text read. Writing and spelling. — In writing and spelling they must be able, from dictation, to write legibly, neatly, rapidly, and correctly, sentences from standard pieces of English literature, both prose and poetry, sufficient in number to test their qualifi¬ cations both in handwriting and in spelling. In punctuation and capitals they must be familiar with the rules for punctuation and for the use of capitals. In order to test their knowledge, sentences will be given for correction, or for this purpose a theme may be required of the candidate. The following specimens are from a recent examination in this subject: There was no pursuit, though the sun was still high in the Heaven when William crossed the Gette. The conquerors were so much exhausted by marching and fighting that they could scarcely ADMISSION OF CADETS TO WEST POINT. 2423 move; and the horses were in even worse condition than the men. Their general thought it neces¬ sary to allow some time for rest and refreshment. The French nobles unloaded their sumpter horses, supped gaily, and pledged one another in champagne amidst the heaps of dead; and, when night fell, whole brigades gladly lay down to sleep in their ranks on the field of battle. The inactivity of Luxemburg did not escape censure. None could deny that he had in the action shown great skill and energy. But some complained that he wanted patience and perseverance. Others whispered that he had no wish to bring to an end .a war which made him necessary to a Court where he had never, in time of peace, found favor or even justice. Lewis, who on this occasion was perhaps not altogether free from some emotions of jealousy, contrived, it was reported, to mingle with the praise which he bestowed on his lieutenant blame which, though delicately expressed, was perfectly intel¬ ligible. And what is home and where, but with the loving? Happy thou art, that so canst gaze on thine! My spirit feels but, in its weary roving, That with the dead, where’er they be, is mine. Go to thy home, rejoicing son and brother! Bear in fresh gladness to the household scene! For me, too, watch the sister and the mother, I will believe — but dark seas roll between. 1. Abdicate. 5. Accosted. 9. Derelict. 13. Imperative. 17. Orally. 21. Salad. 2. Abutted. 6. Acme. 10. Despondent. 14. Kerosene. 18. Preference. 22. Tidiness. 3. Accessibility. 7. Bachelor. 11. Disperse. 15. Mnemonics. 19. Presbyterian. 23. Triple. 4. Acclivity. 8. Compass. 12. Erase. 16. Neuter. 20. Raisin. 24. Villain. Note. — Candidates are eligible for admission from the day they are 17 until the day they become 22 years of age, on which latter day they are not eligible. There being no provision whatever for the payment of the traveling expenses of either accepted or rejected candidates for admission, no candidate should fail to provide himself in advance with the means of returning to his home in case of his rejection. It is suggested to all candidates for admission to the Military Academy that before leaving their places of residence for the place of examination they should cause themselves to be thoroughly examinad by a competent physician, and by a teacher or instructor in good standing. By such an examination any serious physical disqualification or deficiency in mental preparation would be revealed. It should be understood that the informal examination herein recommended is solely for the con¬ venience and benefit of the candidate himself, and can in no manner affect the decision of the academic and medical examining boards. The use of tobacco in any form by cadets is prohibited. Arithmetic. — Candidates must possess such a complete knowledge of arithmetic as will enable them to pursue the study of such branches of mathematics as are taught at the United States Military Academy. They will he subject to examination only in that part of arithmetic which relates to denominate numbers, the processes of common and decimal fractions, the greatest common divisor of numbers, and the least common multiple of numbers. The following are typical questions: 51+ jyr — 1.725 Reduce - A— - to an equivalent decimal. 4+3.45 2i Multiply .0o7§ by .4. Change .013 to an equivalent fraction whose denominator is 135. Deduce a method for finding the greatest common divisor of any two integers which can not readily be factored. Find the greatest common divisor of 264, 28|, and 29|-. How many men would be required to cultivate a field of 2| acres in 54 days of 10 hours each, if each man completed 77 square yards in 9 hours? 5 cubic feet of gold weigh 98.20 times as much as a cubic foot of water, and 2 cubic feet of copper weigh 18 times as much as a cubic foot of water. How many cubic inches of copper will weigh as much as l of a cubic inch of gold? English shillings are coined from a metal which contains 37 parts of silver to 3 parts of alloy; one pound of this metal is coined into 68 shillings. The United States silver dollar weighs 412.5 grains, and consists of 9 parts silver to 1 part of alloy. What fraction of the U. S. dollar will contain the same amount of silver as 1 English shilling? What is the difference in grains between 42§ lbs. Av. and 42.375 lbs. T.? 2424 EDUCATION REPOET, 1900-1901 Algebra. — Candidates will be required to pass a satisfactory examination in that portion of algebra which includes the following range of subjects: Definitions and notation; the fundamental laws; the fundamental operations, viz: Addition, sub¬ traction, multiplication, and division; factoring; highest common factor; lowest common multiple; fractions, simple and complex; simple, or linear, equations with one unknown quantity; simultaneous simple, or -linear, equations with two or more unknown quantities; involution, including the formation of the squares and cubes of polynomials; evolution, including the extraction of the square and cube roots of polynomials and of numbers; theory of exponents; radicals, including reduction and fundamental operations, rationalization, square roots of binomial surds, equa¬ tions involving radicals, and imaginary quantities; quadratic equations; equations of quadratic form; simultaneous quadratic equations; ratio and proportion; arithmetical and geometrical progressions. Candidates will be required to solve problems involving any of the principles or methods contained in the above subjects. The following are typical questions: Enunciate the Commutative Law, the Distributive Law, the Associative Law. What is a homogenous algebraic expression? Give example. Remove brackets from a— 1^56— ja— (3c— 36) +2c— (a— 26— 2c)jJ . Find L. CM. of 6(a*— 6*) (a— ftp, 9(od— 6*) (a— 6)2 and 12 (a2— 62)3. Deduce the condition that the roots of the quadratic equation ax^+bx+c=0 shall be equal, equal numerically with opposite signs, real, imaginary, rational. A hare is eighty of her own leaps before a grayhound; she takes three leaps for every two that he takes, but he covers as much ground in one leap as she does in two. How many leaps will the hare have taken before she is caught? A and B run a race, their rates of running being as 17 to 18. A runs 2£ miles in 16 minutes 48 sec¬ onds, and B runs the entire distance in 34 minutes. What was the entire distance? A and B can do a piece of work in 4 hours, A and C in 3§ hours, B and C in 5f hours. In what time can A do it alone? A gun is fired 36 times before a second gun begins, after which the first is fired 8 times while the second is fired 7 times; but the second requires the same amount of powder for 3 shots that the first requires for 4. When both guns have used up the same amount of powder, how many shots have been fired from each? A, B, C, and D, working one at a time do a certain work in 130 days. A gets 42 cents, B gets 45 cents, C gets 48 cents, and D gets 50 cents for each day’s work. Each received the same amount. How many days did each work? Having 300 barrels of flour worth $7.50 per barrel, and 800 barrels worth $7.80 per barrel; and 400 barrels worth $7.65 per barrel, how many more barrels of flour at $8.00 and $8.50 per barrel will make 2,000 barrels worth $7.85 a barrel? Solve X+^=2 3x_ !_?6 3x y~ 3 There is a number which consists of two digits, such that if we divide the number by the product of its digits we obtain a quotient 5 and a remainder 2, but if we invert the order of the digits and divide the resulting number by the product of its digits we obtain a quotient 2 and remainder 5. Required the number. Solve 2?/- 4CCy + 3x2 =17 1 Simplify 7/2_x2=16 (3+]/3)(3+]/5)(y5— 2) (5 — 1/5) (1+1/3) Solve }'2x + 7 + ’/ 3x — 1 8 = }/ 7:c + 1 Find the geometrical progression whose sum to infinity is 4|, and whose second term is —2. Plane geometry. — Candidates will be required to give accurate definitions of the terms used in plane geometry, to demonstrate any proposition of plane geometry as given in the ordinary text-books, and to solve simple geometrical problems either by a construction or by an application of algebra. The following are typical questions: Name and define the different kinds of triangles; of quadrilaterals. Prove that, if a perpendicular is drawn to a given straight line at its middle point: 1st. Any point of the perpendicular is equally distant from the extremities of the line; 2d. Any point without the perpendicular is unequally distant from the extremities. ADMISSION OF CADETS TO WEST POINT. 2425 Show that, if through the middle point of one of the sides of a triangle, a line he drawn parallel to the base, it will bisect the second side and the part intercepted will be equal to one-half the base. What number of sides has the polygon, the sum of whose angles is twenty -six right angles? To draw a common tangent to two given circles. Find the locus of the middle points of all chords of a circle equal in length to a given line. Find the locus of the middle points of all chords of a circle passing through a given point within the circle. Prove that, through three points not in the same straight line, one circumference may always be made to pass, and but one. Prove that the square described on the hypothenuse of a right angled triangle is equivalent to the sum of the squares described on the other two sides. Given the side of an equilateral triangle equal to 10 feet; find its area. Define “limit of a variable.” Illustrate by an example. Prove that the area of a circle is equal to the product of its circumference by half the radius. Angles at the centres of equal circles are proportional to what? Angles at the centres of unequal circles are proportional to what? Define the unit angle or radian. The regular inscribed hexagon is double the equilateral triangle inscribed in the same circle, and one-half of the circumscribed equilateral triangle. English grammar. — Candidates must have a good knowledge of English grammar; they must be able to define the terms used therein; to define the parts of speech; to give inflections, including declension, conjugation, and comparison; to give the cor¬ responding masculine and feminine gender nouns; to give and apply the ordinary rules of syntax. They must be able to parse correctly any ordinary sentence; giving the subject of each verb, the governing word of each objective case, the word for which each pro¬ noun stands or to which it refers, the words between which each preposition shows the relation, precisely what each conjunction and each relative pronoun connects, what each adjective and adverb qualifies or limits, the construction of each infini¬ tive, and generally to show a good knowledge of the function of each word in the sentence. They must be able to correct in sentences or extracts any ordinary grammatical errors. It is not required that any particular text-book shall be followed; but the defini¬ tions, parsing, and corrections must be in accordance with good usage and common sense. The following questions were used at a recent examination: I. Give the principal parts (present tense, past tense, and past participle) of the following verbs: 1. choose; 2. crow; 3. freeze; 4. slay; 5. stick; 6. fly; 7. sit; 8. burst. II. Write the plurals of the following words: 1. motto; 2. fairy; 3. money; 4. belief; 5. axis; 6. syn¬ opsis; 7. man-of-war; 8. Norman; 9. M. III. Write the feminine forms of the following words: 1. hero; 2. mankind; 3. murderer; 4. testator; 5. priest; 6. ambassador; 7. Englishman; 8. poet; 9. emperor. IV. Write the possessive case of the following words: 1. men; 2. I; 3. it; 4. boys; 5. they; 6. prince; 7. King John; 8. King of Italy; 9. Henry the Fourth. Define the following: 1. Personal pronoun. 2. Preposition. Parse the words in italics in the following sentence: Other things being equal, it is obvious that the writer who has most words to choose from is most likely to find in Ms assortment just the word which he needs at a given moment. Correct all the errors in the following sentences: 1. It was not her that did it. 2. Who do you take him to be? 3. He surely don’t expect me to do it. 4. Neither by you nor he was it considered nec¬ essary. 5. Each have their own faults. 6. How do you know when its coming? 7. I should not have asked like you did for twice the money. 8. Are either of these places marked on the map? 9. Two fatal errors underlaid his theory. 10. Except you go with me, I shall stay at home. 11. You or he is in the wrong. 12. Here comes Smith and two other men. In English composition and English literature. — Candidates must have a fair knowl¬ edge of the general principles and leading rules of composition. Their knowledge will be tested by the correction of errors in the selection and right use of words, of errors in the construction of sentences, by their proficiency in variety of expression, and by their ability to write a fetter in the correct form. 2426 EDUCATION REPOET, 1900-1901. They must have a fair knowledge of the names of the most prominent American and English authors and the names of their principal works. Questions similar to the following are likely to be used : Indicate the errors in the selection and use of words in the following sentences by underscoring the errors and writing the correct word above the incorrect: 1. He had exceptionable opportunities for learning the language. 2. A century transpired before it was revisited. 3. King Edward VII replaced Queen Victoria on the throne of England. 4. I was continually aggravated by his conduct. 5. There were not less than twenty persons present. Correct the following errors in construction of sentences: 1. The teacher should repress the practice of throwing stones, as far as possible. 2. The French having nearly lost 5,000 men, became discouraged. 3. The picture of the king hung on the wall behind the door, covered with a cloth. 4. He made no petition, though he did not like the new representative quite as well as his colleagues. 5. He did not pretend to abolish French music but only to cultivate it. For variety, change the following sentences into another correct form and still keep the same meaning: 1. If that be granted the rest is easily proved. 4. He was the first that entered. 2. We hope we shall have the pleasure of seeing you. 5. His disease was one that can not be cured. 3. A man that has little sense is seldom aware of the fact. Write the following letter in proper form to Charles Smith, at 2121 Mount Vernon Avenue, Balti¬ more, Maryland, giving proper address and complimentary conclusion: March 2 1900 Philadelphia pa 8131 Eighth street by this mail I send you two copies of the-boook ordered by you the 13th ultimo hoping they will prove satisfactory hamlin and Co. What author wrote? 1. Gulliver’s travels. 2. Macbeth. 3. Pilgrim’s Progress. 4. Childe Harold. Name one work of each of the following authors: 1. Tennyson. 2. Hawthorne. 3. Milton. 4. Spencer. Geography. — Candidates will be required to pass a satisfactory examination in descriptive geography and the elements of physical geography. A preponderance of weight is attached to a knowledge of the geography of the United States. In descriptive geography of the United States, candidates should be thoroughly' informed as to its general features and boundaries (both with respect to neighboring countries and latitude and longitude) ; its adjacent oceans, seas, bays, gulfs, sounds, straits, and islands; its lakes, the location and extent of its mountain ranges; the sources, directions, and terminations of the important rivers, the names of their principal tributaries, and at what points, if any, these rivers break through high¬ lands on their way to the ocean; the water routes of communication from one part of the country to another; the location and termination of important railroad lines; the boundaries of the several States and Territories and their order along the coasts, frontiers, and principal rivers; the locations and boundaries of the island posses¬ sions; and the names and locations of the capitals and other important cities of the several States, Territories, and island possessions. In short, the knowledge should be so complete that a clear mental picture of the whole of the United States is impressed on the mind of the candidate. In descriptive geography of other countries, candidates should be familiar with the continental areas and grand divisions of the water of the earth’s surface; the large bodies of water which in part or wholly surround the grand divisions of the land; the capes, from what parts they project and into wrhat waters, the principal peninsulas, location, and by what waters embraced; the parts connected by an isthmus; the principal islands, location, and surrounding waters; the seas, gulfs, and bays, the coasts they indent, and the waters to which they are subordinate; the straits, the lands they separate, and the waters they connect; the location of the principal lakes; the locations, boundaries, capitals, and principal cities of the political divisions of the world. In physical geography candidates should be familiar with the relief of the earth’s surface; the principal mountain systems, the river systems and watersheds; the coastal and. lake plains; and the influence of climate, soil, mineral deposits, ADMISSION OF CADETS TO WEST POINT. 2427 and other physical features on the resources, industries, commercial relations, and development of a country and its people, especially of the United States. The following questions were used at a recent examination: 1. Name the bodies of water surrounding Europe. 2. Where is 1. Cape St. Vincent. 2. Cape Corrientes. 3. Cape Matapan. 4. Cape Lopez. 5. Cape Comorin. 6. Cape York? 3. Name in order the political divisions of South America which border on the Pacific Ocean and the capital of ea'ch. 4. Locate definitely the following islands: 1. Mauritius. 2. Tasmania. 3. Formosa. 4. New Zea¬ land. 5. Madeira. 6. Falkland. To what country does each belong? 5. Where are the gulfs of— 1. Bothnia? 2. Guinea? 3. Paria? 4. Saloniea? 5. Pechili? 6. What lands are separated and what waters connected by— 1. Torres Strait? 2. Hudson Strait? 3. Strait of Malacca? 7. Bound Italy; name its capital, largest river, and principal mountain range. 8. Locate definitely the following cities: 1. Vienna. 2. Nankin. 3. Cork. 4. Tunis. 5. Monte¬ video. 6. Batavia. 7. Suez. 8. Pretoria. 9. Name in order the waters traversed in sailing from Liverpool, England, to Hongkong, China. 10. A considerable portion of the boundary line of the United States is along what parallel? 11. Locate definitely the following: 1. Flatland Lake. 2. Sabine Pass. 3. Black Hills. 4. Sebago Lake. 5. Cape Lookout. 6. Montauk Point. 7. Wichita Mountains. 8. Lingayen Bay. 12. The meridian of Minneapolis passes through what States? 13. Name the principal rivers that drain Pennsylvania. Where do they rise, at what points do they leave the State, and at what points, if any, do they break through highlands? 14. Name all the waters traversed in going by the two commercial water routes from Duluth to the Atlantic Ocean. 15. Name the principal ranges of mountains crossed in going by rail from New York to San Fran¬ cisco; state the rail route assumed to be traveled. 16. Bound precisely the following States and Territories: 1. Montana. 2. Arizona. 3. Arkansas. 4. Wisconsin. 5. Pennsylvania. 6. Georgia. (In bounding, all contiguous States must be mentioned, as well as rivers, mountain ranges, etc.) 17. Name the States west of the Mississippi River drained wholly or in part by it or its tributaries and give the capital of each. 18. Locate accurately the following cities: 1. Austin. 2. Pensacola. 3. Asheville. 4. Winchester. 5. Allegheny. 6. Iloilo. 7. Oswego. 8. Pasadena. 9. Guthrie. 10. Detroit. 19. Going by water from New Orleans, La., to Pittsburgh, Pa., what States would you pass on the left? 20. How many large islands are there in the Hawaiian group? Which is the largest? Which is the most important? 21. Going westward on the 35th parallel of north latitude, from near Newbeme, X. C., what States and large rivers would be crossed? 22. Describe the chief mountain system of the Eastern Hemisphere, and state what island chains of Asia abound in volcanoes. 23. What are the great river systems of South America? Where are the principal coastal plains? 24. What are the qualifications of a good harbor? Name three of the best harbors on the Atlantic coast; one on the Pacific coast. 25. What has made the Middle Atlantic States the principal commercial section of the United States? History. — The candidate will be required to be familiar with so much of the his¬ tory of the United States and the outlines of general history as is contained in the ordinary school histories. In history of the United States the examination will include questions concerning early discoveries and settlements; the forms of government in the colonies; the causes, leading events, and results of wars, and prominent events in the history of our Government since its foundation. In general history candidates must have a fair knowledge of the general outlines of the history of the following nations: Egyptian, Assyrian, Babylonian, Persian, Grecian, and Homan, and of the mediaeval and modem history of the European nations. The following questions show the character of the examination in U. S. history and in general history: 1. What explorations or discoveries did each of the following-named persons make? Give the date in each ease. a. De Narvaez, b. Coronado, c. Marquette, d. La Salle. 2. Name three colonies that were founded for religious reasons, and give the sect or denomination by which each was colonized. 2428 EDUCATION REPORT, 1900-1901. 3. Who were the Pilgrims? 4. When and. under what circumstances was Delaware separated from Pennsylvania? 5. Give an account of Bacon’s Rebellion. 6. When and where did each of the following events occur? a. Meeting of the first Colonial Con¬ gress. b. Burgoyne’s surrender, c. Arnold’s treason. 7. Name some important results of each of the following battles of the Revolutionary war: a. Long Island, b. Trenton, c. Brandywine. 8. Name four additions to the territory of the United States since the Revolutionary war, and give the way each has been acquired. 9. Bound the territory of the United States at the close of the Revolutionary war. 10. What was the “ Massacre of Wyoming? ” 11. When, where, and for what purpose did the Constitutional Convention meet? What resulted from its deliberations? 12. What was the “ Whiskey Insurrection? ’ ’ 13. What were the “Alien and Sedition ” laws? What was their effect? 14. When and where was the last battle of the war of 1812 fought? Name thq commanders on each side. 15. What were the two principal political parties in 1860? Their candidates for the Presidency? Their leading doctrines on the slavery question? Parties. Candidates. Principles. 16. With what foreign nations had the United States unfriendly relations during and at the close of the civil war? Give the cause in each case. 17. Name, with date, three important military events of 1865. IS. What Vice-Presidents have become President? Name the predecessor in each case. 19. Give an account of the “ Virginius affair.” 20. In what war were the following battles fought? What Avere the opposing forces? Which side Avon? a. Ticonderoga. 6. Monterey, c. Saratoga, d. Stony Point? e. Spottsyl vania. /. Lundy’s Lane. 1. Into what general periods is the history of Egypt di Added? 2. Into Avhat classes was Egyptian society divided? 3. Name one of the great kings of Assyria? 4. In what region did the Assyrian Kingdom lie? 5. Name the greatest Babylonian King and describe some of his achievements? 6. Who was the founder of the Persian Empire? 7. State the principal events in the reign of Darius I. 8. Into what three general parts Avas ancient Greece divided, and Avhat was the name of the prin¬ cipal State in each? 9. What Avas the character of the Spartan people and the nature of their government? 10. What Avas the character of the Athenian people, and the nature of their government after the expulsion of the tyrants? 11. Name four great battles of the Grseco-Persian Avar, and give the date of any one of them. 12. What Avas the name of the great war betAveen the Grecian States, and Avhat States Avere the leaders in it? 13. Give an outline of the conquests of Alexander the Great. In what century did it occur? 14. What Avas the nature of the early government of Rome? 15. Give the title of the principal officers of the Roman Republic, and describe their functions. 16. What were the Punic Avars? Hoav many in number?' Name two great Carthagenian and tAvo great Roman generals. 17. "Who was Augustus Caesar? State briefly the principal events of his career. 18. What was the feudal system, and how did it originate? 19. What is meant by the Renaissance? 20. Who was the leader of the Reformation? Describe briefly its nature and principal events. 21. Who Avas Oliver Cromwell, and Avhat did he establish? 22. VThat was the cause of the French Revolution, and Avhat did it effect? 23. Under Avhat tAvo forms of government did Napoleon rule France, and Avhat was the “Cods Napoleon?” 24. When and under what circumstances was the new German Empire founded? 25. Name some of the more important events of Queen Victoria’s reign. Physiology and hygiene. — Candidates must be able to pass a satisfactory examination in the general principles of physiology and hygiene Avith special reference ' to the nature and the effects of alcoholic drinks and other narcotics upon the human system. They must be able to state the general effects of alcohol upon the cells and tissues of the body and upon the processes of digestion, its effects on the liver, lungs, and heart, on the blood, blood vessels, and on the nervous system, on the moral powers and the capacity for physical endurance; its hereditary effects; the origin and nature ADMISSION OF CADETS TO WEST POINT. 2429 of alcoholic beverages; the general effects of tobacco on the cells and tissues of the young and on the digestive organs, its effects on the throat, on the heart, on the blood, on the nervous system; the effects of opium on the stomach and on the ner¬ vous system; the influence of tea and coffee on the system. Questions similar to the following are likely to be used: 1. What are the two important offices of the bones? Describe the internal minute structure of the bone. 2. Name in order the different parts of the alimentary canal. 3. Indicate by diagram the shape of the human stomach; mark the left side when in position. 4. What is the mucous membrane — its structure; the serous membrane — its use? 5. What in general is the effect of alcohol and tobacco on the living cells; what is the only absolute safeguard against the narcotic appetite? 6. What chronic effect is often produced on the stomach by the habitual use of alcohol? 7. Name in order all the channels through which the air passes in respiration; in what part of the circuit does it aerate the blood? 8. What is the average amount of air taken in at one inspiration; what changes are observed in the expired air? 9. What is the usual effect on the stomach of the habitual use of alcohol? 10. Name two well-determined effects of alcohol upon the liver. 11. What is meant by the general circulation of the blood? 12. What are the two systems of channels for the circulation of the blood? Describe the structure of each. 13. Starting with the blood in the right auricle, describe its course through the body until it returns to the same receptacle? 14. What are the three agencies instrumental in returning the blood from the different parts of the system to the heart? 15. What are the effects of alcohol on the blood — of tobacco? 16. What are the effects of alcohol on the heart— what is the explanation of the fact that alcohol sometimes increases the rapidity of heart beats? 17. What is the effect of tobacco that produces the disease known as the “ tobacco heart? ” 18. Describe the structure of the skin— what are the functions of the skin? 19. What is the explanation of the disease “ aneurism ” when due to alcohol? 20. Under what two heads may we in general class the changes produced by alcohol on the struc¬ tures of the organs— which of these is due to the stronger beverages? ACADEMIC DUTIES. The academic duties and exercises commence on the first of September and continue until the first of June. Examinations of the several classes are held in January and June, and at the former such of the new cadets as are found proficient in studies and have been correct in conduct are given the particular standing in their class to which their merits entitle them. After each examination, cadets found deficient in conduct or studies are discharged from the Academy, unless the academic board for special reasons in each case should otherwise recommend. Similar examinations are held every January and June during the four years comprising the course of study. Military instruction. — From the termination of the examination in June to the end of August the cadets live in camp, engaged only in military duties and exercises and receiving practical military instruction. Except in extreme cases, cadets are allowed but one leave of absence during the four years’ course. As a rule the leave is granted at the end of the first two years’ course of study. PAY OP CADETS. The pay of a cadet is $540 per year, to commence with his admission to the Academy. No cadet is permitted to receive money or any other supplies from his parents or from any person whomsoever without the sanction of the Superintendent. A most rigid observance of this regulation is urged upon all parents and guardians, as its violations would make distinctions between cadets which it is the especial desire to avoid. The pay of a cadet is sufficient, with proper economy, for his support. Each cadet must keep himself supplied with the following-mentioned articles, viz: Two pairs of uniform shoes; six pairs of uniform white gloves; two sets of white belts; * eight white shirts; * four night shirts; twelve white linen collars; twelve pairs of white linen cuffs; * eight pairs of socks; * eight pairs of summer drawers; *six pairs of winter drawers; * twelve pocket handkerchiefs; ^twelve towels; two clothes bags, made of ticking; * one clothes brush; *one hairbrush; * one tooth¬ brush; * one comb; one mattress; one pillow; four pillowcases; eight sheets, two blankets, and one quilted bed cover; one chair; one tumbler; *one trunk; one account book; one wash basin. 2430 EDUCATION REPORT, 1900-1901. Candidates are authorized to bring with them the articles marked*. Cadets are required to wear the prescribed uniform. All articles of their uniform are of a designated pattern and are sold to cadets at West Point at regulated prices. DEPOSIT PRIOR TO ADMISSION. Immediately after being admitted to the institution cadets must be provided with an outfit of uniform, the cost of which will be about $100, which sum must be deposited with the treasurer of the Academy before the candidate is admitted. It is best for a candidate to take with him no more money than will defray his traveling expenses, and for the parent or guardian to send to “ The Treasurer of the U. S. Military Academy ” the required deposit of $100. This amount is sufficient to equip a new cadet with uniform and to supply him with all articles and books. ASSIGNMENT TO CORPS AFTER GRADUATION. The attention of applicants and candidates is called to the following provisions of an act of Con¬ gress approved May 17, 1886, to regulate the promotion of graduates of the United States Military Academy: “ That when any cadet of the United States Military Academy has gone through all its classes and received a regular diploma from the academic staff he may be promoted, and commissioned as a second lieutenant in any arm or corps of the Army in which there may be a vacancy and the duties of which he may have been judged competent to perform; and in case there shall not at the time be a vacancy in such arm or corps, he may, at the discretion of the President, be promoted and com¬ missioned in it as an additional second lieutenant, with the usual pay and allowances of a second lieutenant, until a vacancy shall happen.” Course of study and books used at the United States Military Academy. (Books marked thus * are for reference. ) FIRST YEAR— FOURTH CLASS. Department. Course of study, text-books, and books of reference. Mathematics. C. Smith’s Treatise on Algebra. Davies’s Legendre’s Geometry. Ludlow’s Elements of Trigonometry. C. Smith’s Conic Sections. J.B. Johnson’s Theory and Practice of Surveying. * Ludlow’s Logarithmic Tables. Modem languages. Williams’s Composition and Rhetoric. Abbott’s How to Write Clearly. Meiklejohn’s English Language. * Smith’s Synonyms Discriminated. Keetels’s Analytical and Practical French Grammar. Castarede’s Treatise on the Conjugation of French Verbs. Roemer’s Cours de Lecture et de Traduction. Vol. I. Bocher’s College Series of French Plays, Vol. II. 'i * Spiers’s a-nd Surenne’3 French Pronouncing Dictionary. * Rogefc’s Thesaurus of English Words. * Webster’s Dictionary. De Peiffer’s French Pronunciation. Drill regulations U. S. Army. Practical instruction in the Schools of the Soldier, Company and Battalion- Infantry. Theoretical instruction in the School of the Soldier and Company. Practical and theoretical instruction in the School of the Cannoneer— Siege and Light Artillery. Theoretical and practical instruction in the service of security and infor¬ mation'. Exercises in applied tactics and practice marches — Infantry. Theoretical and practical instruction in target practice. U. S. Infantry and Light Artillery Drill Regulations. Firing Regulations for Small Arms. Manual of Security and Information, by the Department of Tactics. Use of the sword, &c. Instruction in fencing with rapier and broadsword, and bayonet exercise, and military gymnastics. ADMISSION OF CADETS TO WEST POINT. 2431 Course of study and books used at the United States Military Academy — Continued. SECOND YEAR— THIRD CLASS. Department. Course of study, text-hooks, and hooks of reference. Mathematics. C. Smith’s Conic Sections and Solid Geometry. Church’s Descriptive Geometry, with its application to spherical projections, shades, shadows, and perspective. Bass’s Differential Calculus. Johnson’s Text Book on the Method of Least Squares. D. A. Murray’s Integral Calculus. Modern languages. Borel’s Grammaire Fran^aise. Hennequin’s Lessons in Idiomatic French. Bocher’s College Series of French Plays, Vol. II. Roemer’s Cours de Lecfaxre et de Traduction, Yol. II. Revue Militaire de 1’ Stranger. The Weekly Figaro. Eco de Madrid. Edgren’s Compendious French Grammar. *De Peiffer’s French Pronunciation. * Spiers’s and Surenne’s French Pronouncing Dictionary. Monsanto and Languellier’s Spanish Grammar. Knapp’s Spanish Grammar. Knapp’s Spanish Reader. Traub’s Spanish Verbs and Spanish Pronunciation. Ramseys’s Elementary Spanish Reader. *Seoarie’s Neumann and Baretti’s Spanish dictionary. Drawing. Constructiye Problems in Plane Geometry. Point Paths. Topography and plotting of surveys with lead pencil, pen and ink. and colors; construction of the various problems in descriptive geometry, shades and shadows, linear perspective and isometric projections; practical surveving in the field. j Field reconnaissance contouring, and sketching with and without instru- | ments; theory of color and laying of tints; history of cartography and topography; triangulation and 'large surveys. Lectures on the foregoing. 1 * Reed’s Topographical Drawing and Sketching, including photography ap- i plied to surveying. Drill regulations U. S. Array. Practical instruction in the Schools of the Soldier. Company and Battalion — Infantry. Practical instruction in the School of the Cannoneer — Light Artillery; and School of the Trooper— Cavalry, and Equitation. Practical instruction in small arms target practice. Practical instruction in the service of security and information. Exercises in applied tactics and practice marches— Infantry. * U. S. Army Drill Regulations. * Manual of Security and Information, by the Department of Tactics. * Firing Regulations for Small Arms. Practical military en¬ gineering. Practical instruction in the construction of ponton, spar and trestle bridges, and surveying. THIRD YEAR— SECOND CLASS. Natural and experi¬ mental philosophy. Michie’s Analytical Mechanics. Michie and Harlow’s Practical Astronomy. Young’s General Astronomy. Michie’s Elements of Wave Motion relating to Sound and Light. Chemistry, mineral¬ ogy, and geology. Tillman’s Descriptive General Chemistry (2d edition). Tillman’s Elementary Lessons in Heat (2d edition). Tracy’s Anatomy, Physiology, and Hygiene. Thompson’s Elementary Bessons in Electricity and Magnetism (new and revised ed.). Tillman’s Important Minerals and Rocks. Le Conte’s Elements of Geology (4th edition). 2432 EDUCATION REPOET, 1900-1901. Course of study and bools used at the United States Military Academy — Continued. THIRD YEAR— SECOND CLASS— Continued. Department. Course of study, text-hooks, and books of reference. Drawing. Free-hand drawing and landscape in black and white. Mechanical and architectural drawing in ink and colors; military land¬ scape, sketching in the field; memory drawing; free-hand mechanical drawing without instruments; building construction, working drawings and isometric sections; engineering and ordnance drawing. Lectures on all the foregoing subjects with stereopticon. * Reed's Topographical Drawing and Sketching, including photography applied to surveying. Drill regulations U. S. Army. Practical instruction in the Schools of the Soldier, Company and Battalion — Infantry. Theoretical instruction in IMil Regulations — Infantry. Practical instruction in the School of the Cannoneer--Seacoast Artillery. Theoretical instruction in Drill Regulations for Light Artillery. Practical instruction in the Schools of the Troop and Squadron — Cavalry, and Equitation. *Dyer’s Handbook for Light Artillery. Practical military en¬ gineering. Practical instruction in the construction of ponton bridges, in laying gun platforms, and in the construction of revetments and obstacles. Practical and theoretical instruction in military signaling. FOURTH YEAR— FIRST CLASS. Civil and military en¬ gineering and sci¬ ence of war. Wheeler’s Civil Engineering. Fiebeger’s Field Fortifications. Fiebeger’s Pamphlet on Permanent Fortification. Mercur’s Attack of Fortified Places. Wagner’s Organization and Tactics and the Service of Security and Informa¬ tion. Mahan’s Stereotomy. Law. Davis’s Elements of Law. Davis’s International Law (2d edition). Davis’s Military Law. Flander’s Manual of the Constitution. History and historical geography. Duruy’s General History. *Labberton’s New Historical Atlas. Practical military en¬ gineering. Demolitions. Practical instruction in the construction of ponton, trestle, and spar bridges; in the preparation and application of siege materials; and laying out field and siege vrorks. Practical instruction in military reconnaissances on foot and mounted; in field telegraphy, night signaling, and the use of the heliograph. * Ernst’s Manual of Practical Military Engineering. Natural and experi¬ mental philosophy. ! Practical instruction in astronomy. Drill regulations, U. S. Army. Practical instruction in the Schools of the Soldier, Company and Battal¬ ion— Infantry; of the Troop and Squadron— Cavalry; and Equitation. Theoretical instruction, U. S. Cavalry Drill Regulations. Practical instruction in the School of the Battery— Light, Horse, and Moun¬ tain Artillery. Practical instruction in the service of security and information; exercises in applied tactics; practical instruction in small arms target practice; practice marches — infantry, cavalry, and artillery; lectures in customs of service and military etiquette; lectures on hippology, on age of horse, horseshoeing, stable management, and practical work at stables, &c. United States Army Cavalry Drill Regulations. * Firing Regulations for Small Arms. * Manual of Security and Information, by the Department of Tactics. * Dyer’s Hand Book for Light Artillery. Ordnance and gun¬ nery. Bruff’s Ordnance and Gunnery. > Ingalls’s Ballistic Tables. GARDINER GREENE HUBBAED. 2433 Statement showing the per cent of failures of candidates for West Point at each of the places of examination in March, 1901. Place of examination. State. i Number examined, mental. Percentage failed mentally. West Point a . Yew York _ _ . 96 11. 45 Fort McHenry . Maryland . 21 33. 33 Fort Thomas . Kentucky . 16 22! 2 Fort McPherson . Georgia . : . 10 70 Jackson Barracks . Louisiana . 3 G6. 6 Fort Sam Houston . Texas . 5 80 Fort Sheridan . Hlinois . 11 27.27 Jefferson Barracks . Missouri _ 5 60 Fort Leavenworth . Kansas . 42.85 Fort Snelling . . Minnesota . 10 20 Fort Logan . Colorado . 3 33.3 Fort L. H. Roots . Arkansas . 3 66.6 The Presidio of San Francisco . I California . . Vancouver Barracks . Washington . y 42.85 Camp McKinley . Hawaii . 1 100 Total percentage . 202 b 28. 21 a The majority of candidates examined at West Point came from the three coaching schools at Highland Falls, N. Y. b Average. GARDINER GREENE HUBBARD. [The following biographical notices of Gardiner Greene Hubbard are taken from an address delivered by the Rev. Teunis S. Hamlin, D. D., at the memorial services held at the Church of the Covenant in Washington, D. C., December 13, 1897, and from addresses by Mr. A. Graham Bell and Miss Caroline A. Yale, LL. D., at the memorial meeting of the National Geographic Society held in the city of Wash¬ ington January 21, 1898, and published in the National Geographic Magazine for February, 1898.] FROM THE ADDRESS BY RET. TEUNIS HAMLIN. Gardiner Greene Hubbard was descended from an educated and gentle ancestry on both sides for many generations. Physically, mentally, and morally his heredity, 2nd so his personal nature, were of the best. He was bom in Boston August 25, 1822. His father, Samuel, an alumnus of Yale and a doctor of laws from Yale, Dartmouth, and Harvard, was an accomplished lawyer, and during his last years a member of the supreme court of Massachusetts. His grandfather, William, was a successful merchant. Back of this the family is English, its first representative in America being William Hubbard, a graduate of Harvard in 1642; pastor for 38 years at Ipswich, Mass., and historian of New England. His mother, Mary, was the daughter of Gardiner Greene, of Boston, one of the most prosperous and emi¬ nent men of his day. After careful preparation at the then as now excellent Boston schools, Mr. Hub¬ bard took a full course at Dartmouth in the class of 1841 and at once entered upon the study of law at Cambridge. Admitted to the bar in 1843, he entered the office of Benjamin R. Curtis and remained with that eminent firm until its head came to this city to take his seat upon the Supreme Bench of the United States. For twenty years he practiced his profession in Boston and for five years longer in this capital, to wThich he was drawn by considerations of health and by our salubrious climate. It is so long since Mr. Hubbard laid down his profession (almost twenty years) and he has since become so eminent in so many other activities that his real greatness as a lawyer has become obscured; but he was thorough in this as in all else. He ED 1901 — YOL II - 77 2484 EDUCATION REPORT,. 1900-1901. was associated with Webster and other great men in many notable cases. Both Dartmouth College and Columbian University gave him a doctorate of laws. Mr. Hubbard very early evinced the far-sighted enterprise and -the broad and active public spirit that characterized him to the last. Fixing his residence in Cambridge, he threw himself at once into all its municipal interests. He became president of the company that built the first street railroad in this country outside of New York City — that, namely, between Cambridge and Boston. He was- for some ten years a member of the State board of education of Massachusetts. In 1860 he was led, by the result of serious sickness in one of his own children, to carefully investigate the possibility of teaching deaf-mutes to speak. The idea had originated in Germany and been successfully applied in a few cases; but it remained for Mr. Hubbard to make this, like several other things lying dormant or inefficient, widely or universally available. Convinced by personal study of what might be accom¬ plished, and with an object lesson before him in his own household, he gathered a half dozen pupils, employed a teacher, and opened a school in Chelmsford, near Boston, to which he was a most generous contributor for several years. Meanwhile he applied to the legislature for a charter, only to be met with doubts and discour¬ aged as a visionary. But he persevered; took the pupils of his school, and even his ov,rn little daughter, before a legislative committee to demonstrate his success, and finally secured the founding of the Clarke school at Northampton, the best of its kind in the world, which he organized, of whose board of trustees he was the first president and a member till his death, and which, in telegraphing its condolence, says it “ recognizes an immeasurable loss.” In this great achievement Mr. Hubbard opened the benefits and delights of language and of association, on practically equal terms with their fellow-men, to a multitude that had hitherto been doomed to live apart and to miss many of life’s sweetest joys. His keen interest in this work never lagged, and he has for many years been first vice-president of the American Associa¬ tion to Promote the Teaching of Speech to the Deaf. This alone would entitle him to be called a benefactor of mankind. These services,, together with his high standing as a lawyer, and his very efficient labors as a commissioner from Massachusetts to the Centennial Exposition at Phila¬ delphia, had given Mr. Hubbard a national reputation; and in 1876 President Grant appointed him chairman of a special commission to investigate the entire question of railway mail transportation. His work here was characteristically thorough, and is to be chiefly credited with the present excellent condition of that important branch of the public sendee. From that time distinguished political preferments: have been repeatedly offered him; but though the compliment was fully appreciated the offer was always declined, since he believed independence of action to be best, both for himself and for the causes that he loved and aimed to promote. During his residence of nearly a quarter of a century at this capital he has been the trusted friend and counselor of Presidents and statesmen, and has exercised a strong, if indirect, influence upon national and international affairs. He was a wise and staunch friend of arbitration. He believed that the Government should use its post- offices as telegraph stations. He was vitally interested in the free library of this city. He had long urged what is just now happily coming anew to the front, the establish¬ ment here of a true national university upon the lines drawn by Washington. He was an active and efficient trustee of the Columbian University. He cherished the keenest interest in his alma mater, was president of her alumni association in this city, and provided a lectureship at the college which is filled by his close and cherished friend, ex-Senator Dawes. President Tucker says: “The college honors the memory which has become a part of its lasting possessions.” He was a regent of the Smith¬ sonian Institution, and eminently fitted to be, for he was committed mind and heart and soul to “the increase and diffusion of knowledge among men.” GABDHSTEB GBEENE HUBBARD. 2435 And so, while not himself a specialist in science, Mr. Hubbard became a promoter of science, and in a remarkable degree a friend of scientists. He felt a hearty and honest pride in our city’s leading position as a scientific center in this country. Every earnest student of science was sure of his sympathy and encouragement. Nowhere outside of his own household will he be more missed than in the goodly scientific fellowship here, as nowhere has he been more honored and beloved. It was this fondness,, probably, that led him to cast such a wealth of thought and labor into the National Geographic Society, the beloved child of his old age. He carried it daily upon his heart. He planned for it constantly. He was never too busy or too weary to consult and act for its welfare. He had willing and efficient helpers, but no one will be more quick than they to say that the president made it what it wras, easily the leading organization of its kind in the United States. The estimation in which he was held among the scientific men of the national capital is shown by the fact that he was thrice elected president of the joint commission of the scientific societies of Washington, and held that honorable position from the formal organiza¬ tion of the commission, in 1895, until his death. But, if not a technical scientist, Mr. Hubbard’s intense sympathy with science was supplemented by a wdde and far from inaccurate knowledge. He wa3 a close student of the electric or magnetic telegraph, and the late president of the Western Union Company said he had done more than any other man to make the service of that great corporation popularly available. His capacities in such directions were widely recognized, and for many years he wTas first vice-president of the American Association of Inventors and Manufacturers. One of his last labors was filling the semiscientific position of commissioner of awards at the Tennessee Exposition. At the cost of immense care and very wide and protracted correspondence he formed his jury of fifty experts, and then spent three busy weeks in Nashville in directing and supervising their labors. So highly was his work appreciated that when death came there lay upon his desk an invitation to do the same thing next year at Omaha-. It was this scientific leaning, combined with a fine commercial talent and matured business judgment, that enabled him to render to the telephone that inestimable service by which, perhaps, he will be most widely known and longest remembered. In no sense its inventor, Mr. Hubbard’s unfaltering faith in its possibilities fitted him to take this product of the splendid genius of his son-in-la wr, Professor Bell, and make it practicably available and commercially profitable. When the invention — one of the greatest of the century — was to all intents and purposes complete, it had brought with it an enormous task. “A newT art wTas to be taught to the world, a new industry created, business and social methods revolutionized.” Mr. Hubbard wTas the man for the hour. “It does speak,” cried Sir William Thomson; and Mr. Hub¬ bard added, 1 1 1 wall make the world hear it. ’ ’ He did. What men thought a toy he showed to be a machine of priceless value. He brought it into hourly use in this country, in England, on the continent of Europe, organizing the International, Oriental, and other companies, until, in less than a quarter of a century, it is con¬ veying thought in every civilized language, and has become, more quickly than any other invention of history, a necessity of daily life and an untold blessing to mankind. REMARKS BY MR. A. GRAHAM BELL. Mr. A. Graham Bell, president of the National Geographic Society, spoke as follows: In March, 1864, Mr. Hubbard brought into the Massachusetts legislature a bill for the establishment of an oral school for deaf children. The schools of this country were taught by means of spelling on the fingers and by means of the French sign language. Many persons had suggested that oral schools like those in Germany, where the deaf had been taught to speak and to learn to read from the lips, should 2438 EDUCATION KEPOET, 1900-1901. be established in America; but none had been established, until in March, 1864, Mr. Hubbard made the first attempt to establish a school where deaf children could be taught to speak and to understand speech by the motions of the mouth without resort to signs or manual spelling on the fingers. It is not my purpose to fully set forth his efforts in this direction, but simply to direct attention to the magnitude of the work that has resulted from those efforts. Last year there were more than 5,000 deaf children in the schools of the United States learning to speak and to read from the lips. There were over 3,600 pupils who were taught by the oral method alone, without resort to alphabets or the sign language. The percentage of pupils taught by speech since these early efforts of Mr. Hubbard’s has gone on increasing, increasing, increasing, until we know- now with absolute certainty that the time will come when there will no longer be any deaf or dumb in this country, for all shall be taught to speak without resort to spelling or the French sign language. The instrumentalities through which this wonderful change has been effected are largely the Olarke school at Northampton, Mass., and the organization of a society to promote the teaching of speech to the deaf, known as the American Society. There are three great results that wrere originated by the movement of 1864: First, the teaching of speech to the deaf; second, lowering the age of instruction to the deaf (at that time no attempt was made to teach deaf children under 12 years of age), and last, but not least in importance, the employ¬ ment of women as teachers of the deaf. Before that time the instructors were largely men, but the necessity of teaching speech to the very little child led to the employ¬ ment of women. This fact and the improvement in the methods have been the secret of success in teaching speech to the deaf, and the work is now largely in the hands of women. REMARKS OF DR. CAROLINE A. YALE. Miss Caroline A. Yale, vice-president of the American Association to promote the teaching of speech to the deaf, and principal of the Clarke school at Northampton, gave the following history of the movement in behalf of the deaf: Among all the interests of Mr. Hubbard’s life, possibly none extended over a longer period or was more deeply rooted in his rich nature than his interest in the education of the deaf. In this, as in many other departments of his activity, he seemed possessed of prophetic vision. In his own little child’s voice he heard the prophecy that deaf children might speak, and to him is due, probably more than to any other one man, the fact that all America has realized the fulfillment of that prophecy. The results of the teaching of his own little child, made deaf by illness in early childhood, by means of lip reading and speech, without the use of signs or the manual alphabet, were so satisfactory that Mr. and Mrs. Hubbard "were confirmed in their opinion of the importance of very early instruction for deaf children and of the superiority of the oral method of instruction. They were most anxious that this method should be fairly tried, and felt strongly that such trial could not be made satisfactorily in any of the already established schools, which employed the sign method and to -which pupils were seldom admitted under 10 or 12 years of age. The story of Mr. Hubbard’s efforts to establish a school in Massachusetts in which instruction should be given through lip reading and speech alone may most fittingly be told in his own words. He writes that previous to that time ‘ ‘ the sign language was believed in this country to be the best and only efficient method of instruction for the deaf. The reports of the Hon. Horace Mann in favor of the German system of articulation had attracted attention, and gentlemen from our oldest institutions had been sent abroad to examine into the subject. Their reports were only par¬ tially favorable, and the efforts to engraft the German system of articulation upon GARDINER GREENE HUBBARD. 2437 the French system of signs then in use in our country proved a failure.” So when in 186-1 Mr. Hubbard presented a petition to the legislature asking for a charter for a school it was the first attempt to establish a school under the oral method in a country where for fifty years the sign method had been firmly established. He says: “ This application was opposed by the friends of the American Asylum, on the ground that it was a visionary project and attempting the impossible. Dr. Samuel G. Howe, of South Boston, earnestly seconded the petition and appeared with me before the legislature. Our efforts were unsuccessful and our proposition was rejected. I determined to show that it was not a visionary project, and meeting Miss Rogers, who was then teaching a deaf girl by articulation, we determined to organize a small school, so that when we again appealed to the legislature we could show the results of our new system. A small fund was raised. Our plan was adver¬ tised in the papers and after six or eight months we found six pupils, with whom we opened a school at Chelmsford, under the care of Miss Rogers.” Miss Rogers began teaching her first pupil a few months after the failure of the first attempt to establish a school. Mr. Hubbard watched the work of this little school with most intense interest, for from the first the full import of the experiment seemed clear to his mind. If it was successful, it meant speech for the deaf and the English language through speech; if it failed, it meant a deeper silence and a strange language of signs used in place of the language of home and country. The success of the school exceeded their expectations, and in 1867 an effort was made to secure its incorporation. Mr. Hubbard wrote: “Mr. Talbot and myself called on Governor Bullock and asked him in his message to the legislature to refer to our school and favor an application we intended to make for a charter for it. To our great surprise, he told us that he had that morning received a letter from a gentleman in North¬ ampton offering $50,000 if a school for the deaf could be established in Northampton.” Governor Bullock did refer at considerable length to the offer of Mr. Clarke and recommended the establishment of a school for the deaf in the Commonwealth of Massachusetts. That portion of his message was referred to a special committee of the senate and the house, of which the Hon. Lewis J. Dudley, of Northampton, was chairman on the part of the house. Long, earnest, and sharp were the debates held before the committee. The advocates of the sign method still felt that a fearful mistake was being made. The Massachusetts State board of charities, of which the Hon. F. B. Sanborn was secretary, heartily indorsed the movement toward the establishment of the new school. Mr. Dudley had become a convert to the oral method and used his utmost influence to forward the movement. The act of incor¬ poration was seemed, and Mr. Clarke expressed his purpose to give the school the bulk of his remaining property. The little experimental school of Miss Rogers was closed. Its zealous and devoted teacher and her pupils became the nucleus of the Clarke school in Northampton, which opened in October, 1867. Mr. Hubbard was made president of its corpora¬ tion and for the first ten years of its existence gave the school much personal attention. In 1890 the American Association to Promote the Teaching of Speech to the Deaf was founded by Dr. Alexander Graham Bell, the husband of the little child whose need of special instruction first led Mr. Hubbard to take an interest in the instruc¬ tion of the deaf. The specific objects of its organization were to aid schools for the deaf in their efforts to teach speech by training teachers and by disseminating infor¬ mation in regard to methods of speech teaching. Into Dr. Bell’s plans for this new organization Mr. H ubbard ^entered with all the enthusiasm which he gave to his early work. He was its first vice-president, and the wisdom of his counsel and the strength of his purpose have done much to guide the association through the difficulties of its first years of work and to give it the position which it now holds as the most influential and effective organization connected with the education of the deaf in 2438 EDUCATION REPOET, 1800-1901. this country — probably in the world — its membership including, in addition to a large number of teachers, many other persons like Mr. Hubbard and Dr. Bell, who are most effective promoters of the work of the association. The influence of these two institutions, in the founding of which, Mr. Hubbard bore so active a part — the Clarke school and the American Association to Promote the Teaching of Speech to the Deaf — has been most widespread, both in this country and in Europe. To-day one-half of all the teachers in the schools for the deaf in America are teachers of articulation, and over one-half the pupils in those schools are taught speech. ANNUAL REPORT OF THE DEAN OF THE SCHOOL OF COMPARATIVE JURISPRUDENCE AND DIPLOMACY OF THE COLUMBIAN UNIVERSITY, WASHINGTON, D. C. January 8,1902. To the president and hoard of trustees of the Columbian University : In presenting the annual report of the School of Comparative Jurisprudence and Diplomacy, permit us to express our appreciation of the support given and the facili¬ ties furnished to the school by the president and board of trustees. The extended notice which the school has received in the public press and from distinguished men, the uniform approval of its establishment and proposed work, the necessity of hav¬ ing men specially trained for the public and diplomatic service of the United States and a body of lawyers thoroughly conversant with the subjects of comparative juris¬ prudence and international law' fully justify the w'isdom of establishing the school. The school was opened November 15, 1898. The occasion was honored by the President of the United States and members of his Cabinet, together w'ith many other distinguished men in public life, many of whom have since aided us with their counsel and by lectures delivered before the school upon subjects of special interest to our students. At the commencement in June, 1899, we graduated from the one-year course 53 men and conferred upon them the degree of master of laws. In June, 1900, we con¬ ferred the degree of master of laws upon 47, the degree of master of diplomacy upon 10, and the degree of doctor of civil law upon 27 men. In 1901 we conferred the degree of master of laws upon 21, the degree of master of diplomacy upon 2, and the degree of doctor of civil law upon 23 men. This year w'e have in the school 48 stu¬ dents in the regular course and 11 students pursuing special courses. The regular courses of instruction in the school are as follows: LAW SECTION (LEADING TO THE DEGREE OF MASTER OF LAWS). ONE YEAR. 1. Regular course. — Constitutional law' of the United States, conflict of law's, inter¬ national law', Roman law7, transportation and interstate-commerce law', comparative politics. 2. Elective course. — Comparative constitutional law, administrative law', colonial lawn 3. Conferences for review and examination. — Constitutional law', conflict of laws, international law', Roman law, transportation and interstate-commerce law', com¬ parative politics. LAW' SECTION (LEADING TO THE DEGREE OF DOCTOR OF CIVIL LAW). TWO YEARS. 1. Regular course , first year. — Constitutional law of the United States, comparative constitutional law, conflict of laws, international lawr, Roman law', transportation and interstate-commerce law', comparative politics, political geography, colonial law, Latin and French, German or Spanish (special). SCHOOL OF JURISPRUDENCE OF COLUMBIAN UNIVERSITY. 24^9 2. Elective course. — History of diplomacy of the United States, history of treaties to which the United States has been a party, administrative law, statistics and social economics. 3. Conferences for review and examination. — Constitutional law of the United States, conflict of laws, international law, Roman law, transportation and interstate com¬ merce law, comparative politics and political geography. 4. Regular course, second year. — Comparative politics, comparative jurisprudence: laws of India, Egypt, Palestine, and Greece; Roman law to and including the time of Justinian; general view of the law in Europe during the middle ages; the exten¬ sion of the Roman law into some of the modern states; common law of England, its history and extension into some of the modem states; jurisprudence of England and her colonies, France, Germany, Austria-Hungary, Italy, and Spain; international law, interstate commerce law, Latin, and French, German, or Spanish (special). 5. Elective course. — Practice of diplomacy of the United States, international arbi¬ tration, history of European diplomacy and treaties, international trade, finance. 6. Conferences for review and, examination. — Comparative politics, comparative juris¬ prudence, international law, interstate commerce law. DIPLOMATIC SECTION (LEADING TO THE DEGREE OP MASTER OF DIPLOMACY) , TWO YEARS. 1. Regular course, first year. — Comparative politics, political geography, history of diplomacy of the United States, history of treaties to which the United States has been a party, international law', commercial geography, statistics and social econom¬ ics, French, German, or Spanish (special). 2. Elective course. — Constitutional law of the United States, comparative constitu¬ tional law, conflict of laws, administrative law, colonial law. 3/ Conferences for review and examination. — Comparative politics and political geog¬ raphy, history of diplomacy of the United States, history of treaties to whieh the United States has been a party, international law, commercial geography, statistics and social economics. 4. Regular course, second year. — Comparative politics, practice of diplomacy of the United States, organization of the State Department, duties of ambassadors, minis¬ ters, and consuls, international arbitration, history of European diplomacy and treaties, European diplomatists, international law, international trade and commer¬ cial geography, finance, French, German, or Spanish (special). 5. Elective course.— Law of ancient nations, common law of England, course in com¬ parative jurisprudence. 6. - Conferences for review and examination. — Comparative politics, history of diplo¬ macy of the United States, organization of the State Department, duties of ambas¬ sadors, ministers, and consuls; international arbitration, history of European diplomacy and treaties, international law, international trade and commercial geography , finance. In this connection wTe recommend the following changes and additions: 1. That the subjects of common law pleading, equity practice and pleading, testa¬ mentary practice and pleading, moot court work, and legal ethics be added to the elective course in the section leading to the degree of master of laws. All these sub¬ jects except legal ethics are now taught in the lawr school, and students in the school of comparative jurisprudence and diplomacy can take these subjects in the law school without any additional expense. 2. That the course in the law* section leading to the degree of doctor of civil law be extended -to three years, and the subject of administrative law be added to the required examinations in the second year, the student devoting the first two years to the subjects named in the course, and the third year to the preparation of a thesis. The student’s attendance upon lectures not being required in the third year, he should be charged only one-haif the regular tuition. 2440 EDUCATION REPOET, 1900-1901. 3. That the two following sections be added to the courses: ECONOMIC AND FINANCIAL SECTION. 1. Regular course. — Political economy, two years. Public finance — The nature and functions of money and credits, international circulation, the sources of Government revenue, bond issues, etc., two years; banking, one year; foreign commerce and tariff legislation, one year; statistics and currents'of international trade, one year; comparative commercial and maritime legislation, one year; comparative adminis¬ trative organization, two years; general subject of administration in the United States, including the functions of government, modes of exercising executive power, organization of departments, methods of transacting business, etc., two years; appropriations and fiscal legislation of the United States, two years; public accounts, one year. 2. Elective course. — Statistics and social economics, one year; transportation and interstate commerce, one year; colonial legislation and comparative colonial policy, one year; comparative fiscal legislation, including that of England, France, Ger¬ many, Austria-Hungary, etc., one year; public works, one year. 3. Conferences for review and examination. — Public finance, banking, foreign com¬ merce and tariff legislation, political economy, comparative administrative organiza¬ tion, general subject of administration. ADMINISTRATIVE SECTION. 1. Regular course. — Constitutional history, legislative and parliamentary law of the United States; one year. General subject of administration in the United States, including the functions of government, modes of exercising executive power, organi¬ zation of departments, methods of transacting business, etc. ; two years. Compara¬ tive administrative organization; two years. Constitutional history of England, France, Germany, and Austria-Hungary; one year. Public finance — the nature and functions of money and credits, international circulation, the sources of Government revenues, bond issues, etc.; two years. Political economy; two years. Foreign commerce and tariff legislation; one year. Statistics and social economics, including the principles of social economics, elements of industrial society, systems of industry, etc. ; one year. Civil Service — classification, commission, etc. ; one year. 2. Elective course. — Comparative civil legislation; one, year. Public health, sani¬ tation — national and international regulations, etc. ; one year. Colonial legislation and comparative colonial policy; one year. Public works; one year. 3. Conferences for review and examination. — Constitutional law of the United States, comparative constitutional law, administrative law, finance, political economy, sta¬ tistics and social economics. Degrees and certificates appropriately representing work done should be given to students upon the recommendation of the faculty. With these additions the courses in the school would cover the whole field of international activities and public law. The law section would cover the subjects of international law, the two great systems — the Roman and. the common law, the comparative study of the laws of modern States, transportation, and interstate com¬ merce; the diplomatic section, the subjects of treaties, international negotiations, and that protection extended by a nation to its subjects traveling or doing business within the territory of other nations; the section on finance and economics, the subject of money and international exchange, the law governing the distribution of surplus products; and the section on administration would cover the functions of govern¬ ment — studied comparatively — and give the student a knowledge of the methods by which States perform their functions. This would cover the entire field of human activity in national and international affairs. The lawyer who desires to fit himself SCHOOL OF JURISPRUDENCE OF COLUMBIAN UNIVERSITY. 2441 for practice before international tribunals and to become a counselor for great indus¬ tries carrying on business over the world would take the legal section as his major course, electing such other courses as he desired. The student who desired to fit himself for the diplomatic service would take the diplomatic section as his major course. He who desired to engage in banking, international, or industrial pursuits involving international trade would take as his .major course the economic and financial section. And the student desiring to fit himself for public service in the United States would take as his major course the administrative section. Each of these sections and .subjects should be in charge of distinguished educators of wide reputation, whose conduct of the courses would command the highest respect and confidence; and the corps of lecturers should be increased by availing ourselves of the experience and knowledge of more of our public men at the national capital. Provision should also be made for short lecture courses by professors of other universities who have distinguished themselves upon any of these subjects. The aim and object of the administration should be to gather into the school as many learned men as possible who have experience and knowledge upon any of the subjects treated, to give to our students the benefit of their discussions. This would bring a very influential body of men to the nation’s capital, and the school would become of national importance for postgraduate stud}7- and research. This enlarged work necessarily means increased expenditure. It can not be expected that the income from tuitions alone will be sufficient to maintain the school with the courses above outlined. An endowment is therefore necessary, and imme¬ diate steps should be taken to secure it. The time seems to be favorable for the establishment of such a school upon a broad and permanent basis. There is now a generous disposition on the part of wealthy men to endow institutions for which there is a pressing demand. It is admitted by everyone who has considered the subject that there is a great demand for education of this kind in the United States; that those who are to fill places in the public service at home and abroad should be spe¬ cially fitted by thorough study along the lines indicated, and that this education can be better secured in a school wholly devoted to these subjects and located at the national capital. The facilities in Washington for the study of national and international questions are the very best. Men are here who are making law and diplomatic history. The national legislative body, the Supreme Court of the United States, and the great departments of the Government furnish men especially competent to speak upon these questions and to discuss them from the present point of view. We need only a permanent faculty to take charge of the courses and conduct the regular class-room ■work in conjunction with our lecture courses to make the school the strongest and the most influential and instructive center of learning upon these great questions. There are two ways of securing endowments — first, by a general fund, and, second, by the endowment of chairs in the different courses. A fair presentation of our work and plans, with the hearty cooperation and influence of the faculty, board of visitors, and the board of trustees, just at this time, would, we believe, secure splendid results, and establish the school upon a permanent and enduring basis, with ample facilities for doing this larger work. The importance of the work and the popularity of the school are growing. With increased facilities, the best talent in all of its courses, and good management, there is no single organization existing to-day which gives promise of exercising wider or more beneficial influence upon the future political life and history of this nation. Forty years ago commerce ran beyond State lines, and to-day our trade, influence, and political activities have outrun the national boundaries. We are a world power. To conduct this trade and exercise this influence wisely we must have an order of men specially fitted to consider and determine international and diplomatic questions. 2442 EDUCATION REPORT, 1900-1901. The number of students in this field of learning will rapidly increase, and if properly trained their influence will not only be great within the nation but international in its extent. Fortunate is the man who, by liberal gifts of money, time, or talent, connects his name with such a work and such an order of men. Respectfully submitted. For the faculty: Charles W. Needham, Dean. SOUTH CAROLINA STATE SUMMER SCHOOL FOR TEACHERS. The State of South Carolina has for several years held two summer schools of four weeks each, one for white teachers and one for negroes. In 1901 the State school for white teachers was held at Converse College, Spartan¬ burg, under the direction of State Superintendent John J. McMahan. The attend¬ ance surpassed all previous records; 614 were enrolled — nearly one-fifth of the white teachers, of the State. The greater number were from the city or town graded and high schools. Every county in the State was represented. Among the different courses was one on manual training, by Prof. Win. C. A. Hammel, of the Maryland State Normal School. The classes were enthusiastic, volunteering extra work in the afternoons in order to make all the models for a complete course. They frequently gave five hours a day to this subject while carry¬ ing on other studies. This year 57 entered upon the work and 34 finished the course. These represented many town graded schools, and expected to introduce manual training when their sessions began this fall. Professor Hammel also conducted courses in school physics. These were very largely taken by young men, principals of town and village schools, anxious to find the means to introduce elementary science in their own schools. The apparatus, made under Professor Hammel’ s directions out of material provided at small cost by the summer school, represented thousands of dollars worth of apparatus if it had been pur¬ chased from the manufacturers. Although inexpensive, it was found to be the more effective for teaching purposes, for the process of making has also its educational value. A course in State history was given by Prof. R. Means Davis. Dr. Jas. H. Carlisle, president of Wofford College, gave in six lectures personal reminiscences of men and conditions in South Carolina before the war. Dr. Wm. H. Burnham, of Clark University, gave a course of 12 lectures (two weeks) on the characteristics of the teaching profession. Other courses were held in pedagogy, primary methods, the principal elementary and secondary branches of study,, drawing, singing, nature study, etc. The course on supervision, however, was considered by Superintendent McMahan as having in it the most of significance and promise. It was designed particularly to give instruction to teachers aspiring to become leaders in the profession, principals or superintendents. A class of 67 men, including graduates from every college in the State, public and private, each wfith several years’ teaching experience, attended. Superintendents’ round tables vrere held frequently, where superintendents and principals and students in attendance on the summer school interchanged experiences and Mews. THE POSSIBILITIES OF ALASKA. 2443 THE POSSIBILITIES OF ALASKA. By C. C. Georg eson, of Sitka, Alaska. Special agent of United States Department of Agriculture in charge of Alaska investigations. He would have been considered a rash prophet who five years ago had the temerity to predict that Alaska would one day become a great and powerful State. Yet to-day such a prediction would not be ascribed to prophetic sight, but simply a common-sense view, a foregone conclusion, based on the resources and possibilities inherent in the Territory. The change of opinion is due to the fact that it has been demonstrated that Alaska has agricultural possibilities of a high order. The develop¬ ment of agriculture will enhance the value of the other vast and varied resources of the Territory a thousand fold. It wall make it possible to work the extensive placer mines not rich enough in gold to pay at the present prices for foodstuffs, as W'ell as the enormous deposits of low-grade quartz ores found nearly everywhere in the mountains. Alaska has been maligned, abused, and totally misunderstood. It has been regarded as a frozen, worthless waste, whose only value consisted in its seal fisheries, and totally incapable of furnishing homes for a civilized people. These ideas are still current even in quarters where one would naturally expect to find a knowledge of the facts. Through the instrumentality of Secretary Seward Alaska was purchased from Russia in 1867 for the sum of $7,200,000. It has already paid for itself many times over, and still we have scarcely begun to realize how enormous the resources are. What the profits to the lessees of the sealing privilege have been will probably never be made known, but it is interesting to note that the rentals received or due the Government for the lease of this privilege from 1870 to 1895 amounted to almost the original cost of the territory, namely, $7,192,540.41 (Senate Doc. No. 81, Fifty- fourth Congress, second session); and as to the income from mines, it is commonly reported that more than an equal sum has been taken from a single mine near Juneau, to say nothing of the millions taken out in other places. Alaska has an area of 591,000 square miles, in round numbers; that is to say, it is as large as all of the United.- States east of the Mississippi River, exclusive of the four States of Florida, Georgia, Alabama, and Mississippi. It requires an effort of the mind to grasp the significance of such an expanse of territory. There never could be a greater misconception in regard to a geographical fact than the popular idea that it is a snow'-covered, inhospitable wraste, and it is strange that this idea should be so persistently propagated and disseminated among the people. As a matter of fact, you can travel from one end of the Yukon to the other in summer time and never see snow. You see, on the contrary, a tangle of luxuriant vegetation, large forests, and such delicacies as w*ild raspberries, red currants, huckleberries, and cranberries in profusion. In places the grass growls as high as a man’s shoulder. At Holy Cross Mission I desired to photograph some cattle — native born, reared by the fathers — and for that purpose asked that they be turned into a meadow reserved for hay. To my astonishment I found that the cattle were totally out of sight when they got into the grass, which reached above their backs. Alaskan tourists are largely responsible for the false conception which is abroad in regard to the agricultural possibilities of the country. The high mountain range which skirts the seacoast is covered with snow and glaciers. It has a rugged, for¬ bidding aspect. People who go as far north as Skagway and back again to Seattle in a two weeks’ trip fondly imagine that they are studying Alaska, and that they are quite prepared to pass judgment on the whole Territory, when, as a matter of fact, they have not been within 200 miles of the one hundred and forty-first meridian, where Alaska proper begins. To get anything like a correct idea of Alaska one must go inside. ' 2444 EDUCATION REPORT, 1900-1901. WHAT EXPERIMENT HAS PROVED. Facts ought to carry greater weight than theories founded on misconception. Now, the facts are that ail the hardy vegetables are grown with marked, success all over Alaska south of the Arctic Circle, except on the coast of Bering Sea. I have never seen finer potatoes, cauliflower, cabbage, kale, pease, lettuce, and radishes than have been grown at the experiment stations at Sitka and Keriai. At Dawson I have seen a magnificent display of native-grown vegetables, comprising all the hardy kinds; and at the chamber of commerce rooms of that town are displayed fine samples of barley, oats, and wheat in many varieties, perfectly normal in all particulars, and grown there by a local experimenter. At Eagle I have seen all the foregoing crops, and in addition a luxuriant growth of sweet pease, poppies, mignonette, and a host of other flowers in full bloom. At Holy Cross Mission I ate new potatoes, cauliflower, cabbage, carrots, beets, lettuce, and radishes in the beginning of August — all pro¬ duced in the mission gardens. At Rampart, in latitude 65, a station was established by the Department of Agriculture in the summer of 1900. Winter rye, seeded there in August of that year, lived through the winter perfectly under a good covering of snow. Although the temperature fell to 70° below zero, it came out in the spring in perfect condition, and matured grain by the first of August, 1901. Barley seeded in May of the latter year was ripe by the middle of August. At the headquarters station at Sitka I have for three years past grown as fine spring wheat as one would wish to see (samples of it may be seen at the Department of Agriculture) , and barley and oats have been grown there successfully for four years. These grains have like¬ wise been grown successfully at the experiment station at Kenai, on the Kenai Peninsula. This station is situated in a region where there are thousands of square miles of land available for farming and grazing. Capt. W. R. Abercrombie, who constructed the trans- Alaskan military road, at my request seeded the past summer small quantities of wheat, barley, and oats at Copper Center, in the Copper River Valley, and he writes me that they all matured. Ripe oats were seen last September by Mr. Isaac Jones, an employee of the Department of Agriculture, on a tributary to the Fortymile, in about latitude 64. Two 'Wisconsin men, Messrs. H. C. Nicolai and D. H. Clark, started to farm at Skagway two years ago. In September of last year I saw considerable fields of oats, potatoes, and cabbage grown by them. On Admiralty Island, near Killisnoo, a man named Thomas Baker has been growing vegetables and grains for years with noted success. Small patches of grain have been matured at Kadiak, at Afognak, at the Moravian Mission on the Kuskokwim River, and at many other places. At Fort Selkirk an American named Frank Bach, and. at Dawson two brothers named Morgan, also Americans, have secured from the Canadian Government tracts of upward of a hundred acres of land each, which they are farming successfully. STOCK RAISING. Cattle are kept at every considerable settlement in Alaska, except perhaps at Nome. They all do well. The treeless region to the westward of Sitka is especially well suited to cattle and all kinds of live stock. The Alaska Commercial Company has kept cattle, sheep, and Angora goats at Kodiak for many years, and they required but little feed and shelter, except in an occasional storm during winter. The data on these experiments were published in the report to Congress on the Alaska Inves¬ tigations for 1899. The natives at Kenai and Ninilchik, on Cook Inlet, have kept cattle for half a century or more. At the latter place they have upward of thirty head. But few breeding cattle have as yet found their way into the interior, but horses are quite numerous there. In this connection it is of interest to note that in spite of the extremely cold winters in the interior there are many instances on record in which horses abandoned by prospectors in the fall have survived the Winters and THE POSSIBILITIES OF ALASKA. 2445 come out in the spring in fair condition. Mr. Mark E. Bray, an American miner, told me last summer that he used five mules in his mining operations on one of the tributaries of the Tanana. He abandoned them when he went out in the fall, it being too expensive to buy feed for them in Dawson, where he wintered. When he returned to the diggings the following April he found four of them alive and well; the fifth had been killed by the Indians. In the fall of 1899 Mr. Jack Dalton turned loose 45 head of pack horses he had used in carrying provisions over the Dalton trail, and in the spring of 1900 he found 43 of them alive and well and in fair condition. AGRICULTURAL LANDS. There are extensive areas of grass land in many parts of the interior. Mr. Isaac Jones, already referred to, made a reconnoissance last summer between Eagle, on the Yukon, and Valdes, on Prince William Sound. The distance between these two points as the trail runs is about 435 miles. He examined some 15 miles on either side of the trail, thus covering an area of 30 miles wide by 435 miles long. Within the boundaries of this strip he estimates that he saw 2,000,000 acres of pasture and farming land. In the region occupied by the Kechumstuk Indians, north of the Tanana, and especially along the South Fork of the Fortymile, he reports that he crossed a meadow with the grass waist high for a distance of 8 miles. He also learned of horses which had run at large for two years in this region. The Kechum¬ stuk Indians have given a new name to cattle. They call them “ McKinley moose,” and Americans were known to them as ‘ ‘ McKinley men. ’ ’ The chief of the village had secured an American flag, which he hoisted on a tall pole whenever he learned that white men were in his territory. There is some hope for the civilization of a tribe which cherishes such sentiments. Mr. Jones’s description of the country is highly interesting. It forms part of my report now before Congress. WHAT IT MEANS. The development of agriculture in Alaska means the settlement and development of the Territory. It means the making of homes, a permanent population, the rapid development of the mineral resources, the creation of wealth, the building of a State. If, on the other hand, no foodstuffs can be produced in Alaska, a large population is impossible, and it could never become a State. We can not imagine the possibility of sustaining even 100,000 people there if all that they required to support life must be brought from the States, 1,000 miles distant, and carried hundreds of miles more from the ports of entry to the mining camps and villages in the interior. Under such conditions development of the natural resources must languish. Agriculture is the backbone of prosperity. An adequate food supply is the first essential to the growth of population, to prosperity, to greatness, and if this factor were lacking in Alaska, it would be doomed to remain a scantily populated Territory. States with little or no agriculture make no growth. Look at Nevada, for instance. But it is fortunate for Alaska, and therefore for the whole country, for the growth of any section benefits the whole, that she has agricultural possibilities to an extent which Avill make the fullest development of her resources practicable. Alaska can furnish homesteads of 320 acres each to 200,000 families. She has abundant resources to support a population of at least 3,000,000 people. Such a population would mean a volume of trade which would yield an immense and permanent income to the coast States. There are people who fear that the development of agriculture would preju¬ dice the mining interests. Nothing could be further from the truth. On the con¬ trary, it would be of the greatest possible help to the mining industry. It would reduce the cost of living, make labor more plentiful, and therefore cheaper, and give rise to better transportation facilities. It would then become possible to work the low-grade mines with profit, and to materially increase the profits of the good mines. EDUCATION DEPOET, 1900-1901. 2448 THE EXAMPLE OE FINLAND. The foregoing statements are borne out by the example of Finland. This little country lies wholly north of the sixtieth parallel. Alaska reaches 6° south of this latitude. Finland is less than one-fourth the size of Alaska, and its agricultural area is less than 50,000 square miles, yet in 1898 Finland had a population of over 2,600,000 souls. Agriculture is the chief industry. Only about 300,000 people are city dwellers. They export large quantities of dairy products, live stock, flax, hemp, and considerable grain, and the population has increased some 825,000 in the last twenty-eight years, and this in spite of a very considerable emigration. The con¬ ditions in Alaska from an agricultural standpoint are more favorable than those of Finland. We have a larger agricultural area, somewhat warmer summers, and the mines will yield the best possible home market. When the fishing industry of Alaska is developed, it will engage the labors of hundreds of thousands of people, who must be fed in large measure from the farms. Alaska has a coast line of 26,000 miles, practically ail of which affords splendid fishing ground. The salmon is as yet the only fish which has attracted attention. There are thousands of square miles of cod banks, the enormous halibut grounds have not been touched, and the myriad shoals of herring go by unheeded. An oil and guano factory has been established for some years at Killisnoo, a little village some distance from Sitka, in which the herring is utilized. There is room for fifty such enterprises. The guano sells readily for $30 per ton. WHY ALASKA IS NOT SETTLED. With such facts as to resources, why is Alaska not settled? Simply because set¬ tlers can not get title to land. There is much inquiry for land, but when the would-be settler learns the status of affairs lie changes his plans. To get title the settler must first buy soldiers’ additional homestead script, which can be located on unsurveyed lands. This will cost him anywhere from $5 to $15 an acre. Then he must deposit in the surveyor-general’s office an amount which will cover the cost of the survey. United States deputy surveyors charge $15 to $20 a day and traveling expenses in Alaska. He must also pay for the office work, entries, etc. The result of all this is that a piece of raw land in Alaska will cost him as much as a good, improved farm in almost any State. Such conditions are prohibitive, and Alaska will not be settled as long as they prevail. Again, a homestead of 80 acres, which the law allows, is not large enough. Stock raising must, of necessity, become a leading branch in Alaska farming, and 80-acre stock farms will scarcely be much in demand. Three hundred and twenty acres would be more in harmony with conditions which require considerable pasture land to make farming a success. Would it not be a wise policy to make the land absolutely free to bona fide settlers ? The great expense necessary to reach the Territory with work animals, implements, and all that is required for a start, and the hardships incident to pioneer life in a rigorous climate, far from civil¬ ization, entitle the pioneer to special consideration. The development of the Terri¬ tory depends upon his work. He must blaze the way and bear the brunt of the battle. His courage, endurance, and self-sacrifice constitute the very foundations on which the State must be reared. The exploitation of the Territory’s resources by wealthy corporations will not enrich or build the State. It is the pioneer, the set¬ tler, the home maker, who, with ax and grubbing hoe, subdues the wilderness and forces unwilling nature to yield him a livelihood; who nurtures a family; who rears the schoolhouse and church. It is he who is the State builder, and every practicable means employed to aid him in the onerous task will further the development of the Territory. EDUCATIONAL PROVISIONS OF CECIL RHODES’S WILL. 2447 EDUCATIONAL PROVISIONS OF CECIL RHODES’S WILL.1 AN IMPERIAL AND INTERNATIONAL EDUCATION SCHEME. [The testamentary dispositions of the late Air. Rhodes contained in his will, dated July 1, 1899, and certain codicils, one of which was signed on January 18 last, the day he left England, have been published. Mr. Rhodes has appointed as his execu¬ tors and trustees the Earl of Roseberry, Earl Grey, Lord Milner, Mr. Alfred Beit, Dr. L. S. Jameson, Mr. L. L. Michell, and Mr. B. F. Hawksleju The following paragraphs in the will are those relating to education.] INSTRUCTION OF THE PEOPLE OF RHODESIA. I give free of all duty whatsoever my landed property near Bulawayo, in Matabele- land, Rhodesia, and my landed property at or near Inyanga, near Salisbury, in Mashonaland, Rhodesia, to my trustees hereinbefore named, upon trust that my trustees shall, in such manner as in their uncontrolled discretion, they shall think fit, cultivate the same respectively for the instruction of the people of Rhodesia. I give free of all duty 'whatsoever to my trustees hereinbefore named such a sum of money as they shall carefully ascertain and in their uncontrolled discretion con¬ sider ample and sufficient by its investments to yield income amounting to the sum of £2,000 sterling per annum and not less, and I direct my trustees to invest the same sum, and the said sum and the investments for tfj.e time being representing it I hereinafter refer to as “the Inyanga fund.” And I direct that my trustees shall forever apply in such manner as in their absolute discretion they shall think fit the income of the Inyanga fund and any rents and profits of my said landed property at or near Inyanga in the cultivation of such property, and in particular I direct that with regard to such property irrigation should be the first object of my trustees. AN AGRICULTURAL COLLEGE. For the guidance of my trustees I wish to record that in the cultivation of my said landed properties 1 include such things as experimental farming, forestry, market and other gardening, and fruit farming, irrigation, and the teaching of any of those things, and establishing and maintaining an agricultural college. ORIEL COLLEGE. I give the sum of £100,000 free of all duty whatsoever to my old college,. Oriel College, in the- University of Oxford, and I direct that the receipt of the bursar or other proper officer of the college shall be a complete discharge for that legacy, and inasmuch as I gather that the erection of an extension to High street of the college buildings would cost about £22,500, and that the loss to the college revenue caused by pulling down of houses to make room for the said new college buildings would be about £250 per annum, I direct that the sum of £40,000, part of the said sum of £100,000, shall be applied in the first place in the erection of the said new college buildings, and that the remainder of such sum of £40,000 shall be held as a fund by the income whereof the aforesaid loss to the college revenue shall, so far as possible, be made good. And inasmuch as I gather that there is a deficiency in the college 1 These extracts from Cecil Rhodes’s will, together with the introductory matter in brackets, are reprinted from the School Board Chronicle (London), of April 12, 1902. The boldness, novelty, and comprehensiveness of Mr. Rhodes’s projects for international education, and the peculiar conditions attached to the filling of the American scholarships at Oxford, have given rise to considerable dis¬ cussion and speculation in this country. 2448 EDUCATION EEPOKT, 1900-1901. revenue of some £1,500 per annum, whereby the fellowships are impoverished and the status of the college is lowered, I direct that the sum of £40,000, further part of the said sum of £100,000, shall be held as a fund by the income whereof the income of such of the resident fellows of the college as work for -the honor and dignity of the college shall be increased. And I further direct that the sum of £10,000, further part of the said sum of £100,000, shall be held as a fund by the income whereof the dignity and comfort of the high table may be maintained, by which means the dignity and comfort of the resident fellows may be increased. And I further direct that the sum of £10,000, the remainder of the said sum of £100,000, shall be held as a repair fund the income whereof shall be expended in maintaining and repairing the college buildings. And finally, as the college authorities live secluded from the world and so are like children as to com¬ mercial matters, I would advise them to consult my trustees as to the investment of these various funds, for they would receive great help and assistance from the advice of my trustees in such matters; and I direct that any investment made pursuant to such advice shall, whatsoever it may be, be an authorized investment for the money applied in making it. EDUCATION OF YOUNG COLONISTS. Whereas I consider that the education of young colonists at one of the universities in the United Kingdom is of great advantage to them for giving breadth to their views, for their instruction in life and manners, and for instilling into their minds the advan¬ tage to the colonies as well as to the United Kingdom of the retention of the unity of the Empire; and whereas, in the case of young colonists studying at a university in the United Kingdom, I attach very great importance to the university having a residential system such as is in force at the universities of Oxford and Cambridge, for without it those students are, at the most critical period of their lives, left without any supervision; and whereas there are at the present time 50 or more students from South Africa studying at the University of Edinburgh, many of whom are attracted there by its excellent medical school, and I should like to establish some of the scholarships hereinafter mentioned in that university, but owing to its not having such a residential system as aforesaid, I feel obliged to refrain from doing so; and whereas my own university, the University of Oxford, has such a system, I suggest that it should try to extend its scope so as, if possible, to make its medical school at least as good as that at the University of Edinburgh; and whereas I also desire to encourage and foster an appreciation of the advantages which I implicitly believe will result from the union of the English-speaking peoples throughout the world, and to encourage in the students from the United States of North America, who will benefit from the American scholarships to be established for the reason above given at the University of Oxford under this my will, an attachment to the country from which they have sprung, but without, I hope, withdrawing them or their sympathies from the land of their adoption or birth: Now, therefore, I direct my trustees as soon as may be after my death, and either simultaneously or gradually as they shall find convenient, and if gradually, then in such order as they shall think fit, to establish for male students the scholarships hereinafter directed to be estab¬ lished, each of wThich shall be of the yearly value of £300, and be tenable at any college in the University of Oxford for three consecutive academical years. COLONIAL SCHOLARSHIPS. I direct my trustees to establish certain scholarships, and these scholarships I sometimes hereinafter refer to as “the colonial scholarships.” EDUCATIONAL PROVISIONS OF CECIL RHODES’S WILL. 2449 The appropriation of the colonial scholarships and the numbers to be annually filled up shall be in accordance with the following table: Total number appro¬ priated. To be tenable by students of or from — Number of scholarships to be filled up in each year. 9 Rhodesia . . 3 and no more. 3 The South African College School, in the colony of the Cape of Good Hope. 1 and no more. 3 The Stellenbosch College School, in the same colony . 1 and no more. 3 The Diocesan College School of Rondebosch, in the same colony . ! 1 and no more. 3 St. Andrew’s College School , Grahamstown . . 1 and no more. 3 The colony of Natal, in the same colony . f 1 and no more. 3 The colony of New South Wales . . 1 and no more. 3 The colony of Victoria. . . . 1 and no more. 3 The colony of South Australia . . 1 and no more. 3 The colony of Queensland . 1 and no more. 3 The colony of Western Australia . 1 and no more. 3 The colony of Tasmania . . . 1 and no more. 3 The colony of New Zealand . 1 and no more. 3 The Proyince of Ontario, in the Dominion of Canada . 1 and no more. 3 The Proyince of Quebec, in the Dominion of Canada . 1 and no more. 3 The colony or island of Newfoundland and its dependencies . 1 and no more. 3 The colony or islands of the Bermudas . 1 and no more. 3 ! The colony or island of Jamaica . 1 and no more. AMERICAN SCHOLARSHIPS. I further direct my trustees to establish additional scholarships sufficient in num¬ ber for the appropriation in the next following clause hereof directed, and those scholarships I sometimes hereinafter refer to as ‘ ‘ the American scholarships. ’ ’ I appropriate two of the American scholarships to each of the present States and Territories of the United States of North America, provided that if any of the said Territories shall in my lifetime be admitted as a State the scholarships appropriated to such Territory shall be appropriated to such State, and that my trustees may in their uncontrolled discretion withhold for such time as they shall think fit the appropriation of scholarships to any Territory. I direct that of the two scholarships appropriated to a State or Territory not more than one shall be filled up in any year, so that at no time shall more than two scholarships be held for the same State or Territory. CONDITIONS. My desire being that the students who shall be elected to the scholarships shall not be merely bookworms, I direct that in the election of a student to a scholarship regard shall be had to (i) his literary and scholastic attainments; (ii) his fondness of and success in many outdoor sports, such as cricket, football, and the like; (iii) his qualities of manhood, truth, courage, devotion to duty, sympathy for the protec¬ tion of the weak, kindliness, unselfishness, and fellowship; and (iv) his exhibition during school days of moral force of character and of instincts to lead and to take an interest in his schoolmates, for those latter attributes will be likely in after life to guide him to esteem the performance of public duties as his highest aim. As mere suggestions for the guidance of those who will have the choice of students for the scholarships, I record that (i) my ideal qualified student would combine these four qualifications in the proportions of three-tenths for the first, two-tenths for the* sec¬ ond, three-tenths for the third, and two-tenths for the fourth qualifications, so that, according to my ideas, if the maximum number of marks for any scholarship were 200 they would be apportioned as follows: Sixty to each of the first and third quali¬ fications and 40 to each of the second and fourth qualifications; (ii) the marks for the several qualifications would be awarded independently as follows (that is to say) : The marks for the first qualification by examination, for the second and third ED 1901 — VOL II - -78 2450 EDUCATION REPORT, 1900-1901. qualifications, respectively, by ballot by the fellow-students of the candidates, and for the fourth qualification by the head master of the candidate’s school; and (iii) the results of the awards (that is to say, the marks obtained by each candidate for each qualification) would be sent as soon as possible for consideration to the trustees or to some person or persons appointed to receive the same, and the person or per¬ sons so appointed would ascertain by averaging the marks in blocks of 20 marks each of all candidates the best ideal qualified students. No student shall be qualified or disqualified for election to a scholarship on account of his race or religious opinions. Except in the cases of the four schools hereinbefore mentioned, the election to scholarships shall be by the trustees, after such (if any) consultation as they shall think fit with the minister having the control of education in such colony, province, State, or Territory. A qualified student who has been elected as aforesaid shall, within six calendar months after his election, or as soon thereafter as he can be admitted into residence, or within such extended time as my trustees shall allow, commence residence as an undergraduate at some college in the University of Oxford. The scholarships shall be payable to him from the time when he shall commence such residence. I desire that the scholars holding the scholarships shall be distributed among the colleges of the University of Oxford, and not resort in undue numbers to one or more colleges only. Notwithstanding anything hereinbefore contained, my trustees may, in their uncontrolled discretion, suspend for such time a3 they shall think fit, or remove, any scholar from his scholarship. ANNUAL SCHOLARS’ DINNER. In order that the scholars, past and present, may have opportunities of meeting and discussing their experiences and prospects, I desire that my trustees shall annu¬ ally give a dinner to the past and present scholars able and willing to attend, at which I hope my trustees, or some of them, will be able to be present, and to which they will, I hope, from time to time invite as guests persons 'who have shown sympathy with the views expressed by me in this my will. GERMAN SCHOLARSHIPS. By codicil executed in South Africa, Mr. Rhodes, after stating that the German Emperor had made instruction in English compulsory in German schools, estab¬ lishes 15 scholarships at Oxford (5 in each of the first three years after his death) of £250 each, tenable for three years by students of German birth to be nominated by the German Emperor, for “a good understanding between England, Germany, and the United States of America will secure the peace of the world, and educational relations form the strongest tie.” The tenor only of this codicil has been cabled from Cape Town. DR. WILLIAM HENRY RUFFNER AND HIS GREAT WORK FOR POPULAR EDUCATION.1 In the year 1823, at Lexington, Va., was born Dr. Plenry Ruffner, who has been called the Horace Mann of the South. His father, Dr. Henry Ruffner,2 a distin¬ guished Presbyterian divine, was for many years the president of Washington Col- 1 From the Virginia School Journal, May 1, 1902. 2 Author *of a “ Proposed plan for the organization and support of common schools in Virginia,” printed in the Report of the Commissioner of Education for 1899-1900, Vol. 1, pp. 381-397. WILLIAM HENRY RUFFNER. 2451 lege, now Washington and Lee University, and it was here that the subject of this sketch was educated, and from this college he received the degree of M. A. in 1845. He afterwards took three courses in psychology, one under his father at Washington College, another at Union Theological Seminary, Hampden Sidney, Ya., and the third under Dr. W. H. McGuffev, at the University of Virginia, thus fitting himself, though unconsciously, for the great part he was to play in the educational future of Virginia. He also gave much attention to political economy, which subsequently proved of great assistance to him when fighting in defense of State education. Throughout his life, however, his strongest bias was toward the physical sciences, causing him always when relieved from his public duties to give his time and labor to geological and agricultural pursuits. Courses in theology in the institutions of his own State, as well as at Princeton, N. J., prepared him for the ministry, and from 1849 to 1851 he was chaplain at the University of Virginia. Leaving the University in 1851, he became pastor of the Seventh Presbyterian Church, Philadel¬ phia, where a series of lectures delivered by him on the relations of science and Scripture attracted much attention. While in Philadelphia he united with Stephen Colwell in 1852 in a movement to develop more prominently the benevolent features of Christianity. In aid of this cause he wrote a book entitled * ‘ Charity and the Clergy, ’ ’ which was severely criticised by the religious press, but which would accord with the practice of the present time. In 1853 he resorted to farm life as a means of restoring his broken health, and did not resume his clerical work, though it was not until 1874 that he was by his own request relieved of his ministerial office by the Lexington presbytery. It was in 1870 that Dr. Euffner was called to the work which will cause his name always to be held in grateful remembrance by the friends of education in Virginia. In seeking a superintendent for the public free schools, provided for by the new constitution, the legislature elected Dr. Euffner, he having been nominated in cau¬ cus on the first vote in a company of fifteen candidates. This was the only office he ever asked for, and his adviser and indorser was Gen. Robert E. Lee, to whose powerful influence, as well as to the zeal and eloquence of his friend and townsman, Hon. William A. Anderson, he was probably indebted for his election. When elected the new superintendent of public instruction had had ho experience in the work, and, while he had served as trustee on the boards of several colleges and academies, was entirely ignorant of the details of public school systems. In a private letter to a friend Dr. Euffner says: “The question you asked me has been often asked me, namely, ‘ How came you, with your previous career, to devise a satisfac¬ tory school system in so short a time?’ To this I have sometimes answered luck, sometimes, inspiration, and sometimes, common sense. I think that the last i3 the true answer. Dr. McGuffey resolved my intellectual forces into common sense.” It was indeed “inspired common sense” which enabled him to report to the legis¬ lature in less than thirty days after his election a scheme for a school system so satisfactory that he was at once required by the committee on schools and colleges to prepare a school bill to be considered by the legislature. In seventeen days the bill of forty pages foolscap was complete, and Dr. Euffner asked for criticism from Dr. Barnas Sears, agent of the Peabody fund, who had been superintendent of public instruction for Rhode Island and president of Brown University, but he suggested no change. He then asked Prof. John B. Minor, of the University of Virginia, to review the bill critically, which he did, making some suggestions in matters of detail, and giving in some sentences a better legal shape to the language, but making no change in the general cast of the document. There was much oppo¬ sition to free schools in both houses, and the bill was unpopular, but by his power¬ ful and convincing arguments before the committees Dr. Euffner succeeded in bringing over many of the members to his views, and the bill was passed after pro¬ longed discussion. The danger was not yet over, however, for Governor Walker 2452 EDUCATION REPORT, 1900-1901. declared he could not sign the hill if prepayment of the capitation tax should be required of the parents, and it was only after considerable persuasion that he was induced to sign it, five minutes before the adjournment of the legislature, July 11, 1870. Now began the difficult work of organizing the schools and getting them in good working order. The new superintendent neglected no public or private opportunity of interesting the people in universal education, which he had always advocated, even in his college days, going so far as to exclaim in a debate: “If slavery renders it necessary to keep the negroes in ignorance, I say down with slavery!” At the first regular meeting of the board of education the work of appointing superin¬ tendents was begun. A public educational meeting was held in the hall of the house of delegates, and the next day a meeting of county superintendents was called and continued for two days for the purpose of instructing them in their official duties. The Educational Association of Virginia indorsed Dr. Ruffner’s election, and the Educational Journal became the official organ of the public schools, as well as of the' association, Dr. Ruffner being editor in both departments and writing much for the advancement of the work. In April of 1871 he made a Northern tour, visiting public schools and normal schools. Graded schools and teachers’ institutes were novelties in Virginia, but being manifestly useful features in any school system special attention was given to their establishment. The public mind needed to be informed on these subjects, and this information the superintendent was indefati¬ gable in disseminating by means of the Educational Journal, monograph circulars, letters, and addresses. The cities led in the matter of graded schools and the larger towns soon followed. The superintendent prepared a scheme for the grading of country schools, which was commended and published by the Department of Educa¬ tion at Washington. There was great difficulty in conducting institutes from scarcity of instructors, but the State superintendent and some of the best teachers studied the methods most approved, and instructed the teachers at county institutes and summer schools. They were greatly aided by the Peabody fund through Dr. Barnas Sears, the agent. The State sometimes received from this source as much as $30,000 in one year. By this means lecturers from Virginia and other States were employed, and excellent instruction was given in every section. During his administration Dr. Ruffner visited every county in the State except six, visiting the schools, lecturing at institutes, and making addressee on court days in the court-houses on public education. Notwithstanding the overburden which he was bearing, in 1872 the superin¬ tendent was made the custodian of $500,000 of bonds bought by the board of educa¬ tion. Not being a bonded officer he earnestly sought to be relieved of this care, but succeeded in getting rid of the bonds only by drawing a bill and lobbying it through the legislature, when they were turned over to the second auditor. He was made a member of the board of visitors, charged with the heavy duty of creating the Agri¬ cultural and Mechanical College at Blacksburg, and appointed to draft the plan for the organization of the projected college. Its proper character of a technical school founded on a limited amount of literary studies was entirely unknown to the Virginia people. Hence two serious dangers had to be encountered in the beginning — first, in defining the province of the school, and, second, in filling the chairs. The superin¬ tendent of public instruction was required to originate the whole scheme of instruc¬ tion and management. His report on the proper character of the new institution was accepted by the board of visitors after much opposition, and may be found in the school report of 1872. The technical features of the college were not and could not be developed in its early years, but gradually its true mission came to be discerned, until at present the Virginia Polytechnic Institute begins to realize the ideal in the mind of its projector. WILLIAM HEHRY RUFFFTER. 2453 In the early days of the schools the book question gave rise to an acrimonious canvass. Most of the hooks offered being new and untried in Virginia, the selection was a tedious process. The question was presented in two parts: First, does the constitution require that one and only one book on each subject shall be allowed in the public schools of the State? This occasioned a bitter discussion, actuated on one side by commercial motives chiefly. It was finally agreed that two books on each subject should be selected and the choice between them referred to the local boards. This broke the killing one-book scheme. The second feature of the scheme was the actual selection of the two series of books. This was followed by a canvass of the State by the publishers, which was educational in its effects, and not attended with any efforts at bribery as far as known. A formidable trouble in the early years of the school system grew out of the well- known funding act, whose operation, as interpreted by the auditor of public accounts, was to divert large sums of school money every year toward paying the tax-receivable coupons, and in this interpretation he seemed to be sustained by the supreme court of the State. In this emergency the superintendent defended the right of the schools to the money which had been alienated, going so far as to undertake to overthrow the argument of the supreme court. This brought him attacks from various quarters. The auditor answered him in pamphlets, and he was called to account by the legislature and had to fight before five committees at once. But truth and justice prevailed, and the legislature passed an act drawn by the superintendent requiring the auditor to pay back every dollar of the school money which had been paid to the creditors of the State. Though twice invited during his twelve years’ term of office to become president' of a college, Dr. Ruffner declined in each case, having given himself heart and soul to the upbuilding of educational interests of his native State. When, how¬ ever, superseded in office on account of a change in State politics, he gladly turned to his favorite pursuit, and at once accepted an appointment to make a geological reconnoissance of 500 miles for a railroad across three States. In 1884 he was again pressed into the service of State education by his election as president of the female normal school to be established at Farmville. Having urged the establishment of such a school in. all his reports, Dr. Ruffner felt it his duty to accept. The organization of the school was left entirely in his hands, and under his wise management it soon became a potent factor in the educational advance¬ ment of the teaching force of the State. The respect and confidence inspired by its president gave the normal school a standing which as a new feature in State educa¬ tion it would not otherwise have had, and brought many students to take advantage of the courses presented by its gifted head. After organizing the school and getting it equipped with expert teachers, and having, as he thought, impressed the proper character upon it, he relinquished the presidency in June, 1887, in order that he might give his whole time to the more congenial work of making geological examinations and reports on mineral properties. This geological work he continued until he reached the age of 75. From the fore¬ going sketch it will be seen that to the statesmanlike and far-seeing wisdom of Dr. William H. Ruffner, Virginia is indebted for her system of public schools. Every important move that has been made in the State since 1870 in the cause of public education has had Dr. Ruffner as its inspiration, and to him is owing the establish¬ ment of the system of schools on a strong and enduring basis. In the incipiency of the system none but a man of his vigorous intellect, unwavering courage, and powerful argumentative ability would have been able to defeat all the opposition arrayed against it in legislative halls, in the gubernatorial chair, and on the judicial bench. While at present he is known outside the State chiefly as a scientist, in the years that are rolling swiftly toward us, when the education and preparation of youth for the future shall seem to us the most important function of the State, Dr. Ruffner 2454 EDUCATION REPOET, 1900-1901. will take his place as one of the foremost men of his time, and one of the greatest benefactors, not only of his own State but of the South as well. At his home in Lexington, notwithstanding his advanced age, Dr. Ruffner is now engaged in a history of Washington and Lee University, spending his leisure moments in writing historical sketches, and always giving interested attention to the progress of the world in general, and especially of Virginia, in moral, political, and educational affairs. BIOGRAPHICAL SKETCPI OF PROF. BURKE AARON HINSDALE. [The life work of Prof. Burke Aaron Hinsdale, both as a teacher, and as a student and writer of American history, has had such a marked influence upon the theory and practice of teaching in the United States that it has been deemed of importance to publish an authentic account of his career, together with some estimates of the value of his work by competent persons who were personally familiar with it. The following account of his life is taken from the biographical sketch published by Prof. Samuel Carroll Derby, A. M., of the Ohio State University, in the “Quarterly” of the “Old Northwest” Genealogical Society, of which he is the historian. ] Burke Aaron Hinsdale, son of Albert and Clarinda Elvira (Eyles) Hinsdale, was born at Wadsworth, Medina County, Ohio, of New England ancestry, March 31, 1837, and died at Atlanta, Ga., November 29, 1900. He was the second of five chil¬ dren, and the eldest son. He grew up amid the toil and struggles of a pioneer house¬ hold, but amid ever 'improving conditions and a widening outlook. Mr. Hinsdale’s early education was gained in the district school. He was a bright and studious boy, who early had the courage to protect smaller boys from the bullying propensities of their larger fellows. In a debating society connected with the district school of the neighborhood he took a prominent part and wron local renown for cogent arguments. At the age of 16 (in 1853) he was sent to the newly established Western Reserve Eclectic Institute, which by a natural growth became in 1867 Hiram College. One of his latest papers wras an historical address, which he wrote for the semicentennial of the institute — an address that, coming from the writer’s heart and specially intended for the founders and friends of Hiram College, has interest and value for more than those who have personal relations wTith the institute and its successor. The paper is a luminous and suggestive account of an important phase of the educa¬ tional movement in Ohio fifty years ago. At the institute, to which Mr. Hinsdale went in N ovember, 1853, ‘ 1 the social environment was bald and realistic to a degree almost to defy idealization.” Of the instructors, Mr. Hinsdale says that they had education adequate to their work; that they were skillful teachers, and that they devoted themselves, heart and soul, to their students. Of one of these instructors (Almeda Booth) he wrote that he considered her the “most masterful woman teacher” he had ever known. At the institute Mr. Hinsdale met Mr. Garfield, who was a few' years his senior. These gifted young men soon formed a lifelong friend¬ ship. In 1857 Mr. Garfield became the head of the institute, and under his leader¬ ship there came a new' era at Hiram; “more attention was now given to education as education, and less attention to making preachers.” Some friction and heat attended the change. Mr. Hinsdale was a hard student w'ho read eagerly in a wide range of subjects. A singularly retentive memory aided him in gaining a vast store of accurate infor¬ mation. His first teaching was done in a district school in the township of Franklin, Summit County, in the autumn of 1855 and following w'inter, and the three succeed¬ ing w'inters at other places in that part of Ohio. He taught district schools winters BURKE AARON HINSDALE. 2455 only; the remainder of the year was spent in study at Hiram or in work upon the home farm. In 1860 Mr. Hinsdale began to teach at Hiram as a pupil assistant,, and thus defrayed a part of his expenses. It is to be hoped that they were proportionate to his compensation. “I remember distinctly,” he writes, “that when I began to teach algebra here in 1860 the syndicate paid me $16 a term for one class, or about a dollar a week.” Two years later he married, and with the aid of his wife taught for one year a “select school” at Sharon, Medina County, and the next year, aided by his sister, a similar school at Solon, Cuyahoga County. He preached also for some time at Solon, and afterwards at Cleveland, where he assisted in editing the Christian Standard, but after he entered upon college work, in 1868, he preached less frequently; he felt that his proper vocation was that of teacher and author, though during his presi¬ dency at Hiram his pulpit discourses were highly acceptable to thoughtful hearers. In 1870 Mr. Hinsdale was chosen president of Hiram College. Though only 33 years old, the new president was, without question, the natural successor of General Garfield. For twelve years Mr. Hinsdale held this arduous and honorable position, and in it toiled terribly. He was at once professor, lecturer, preacher, author, administrator, and financier. Three works of a theological cast were published by him during the years he was at Hiram: The Genuineness and Authenticity of the Gospels, 1872; The Jewish-Christian Church, 1878; and Ecclesiastical Tradition, 1879. Some other papers written during these years appeared in Schools and Studies, 1884. Mr. Hinsdale naturally was deeply interested in the nomination of his close friend, General Garfield, for the Presidency, and at the request of the Republican national committee prepared a campaign text-book, and made several speeches in Ohio and Indiana. After the death of General Garfield Mr. Hinsdale published a book with a biographical introduction, entitled President Garfield and Education, 1882, and the following year collected and edited General Garfield’s works in two volumes. In the spring of 1882 Mr. Hinsdale, more to his own surprise than to that of those who were aware of his rapidly growing reputation, was tendered the superintend¬ ency of the Cleveland public schools. After some hesitation he accepted this unex¬ pected call, entered upon that larger field in the autumn of~1882, and held the position for four years. Mr. Hinsdale began this new work with characteristic vigor and made a careful study of the condition and needs of the schools under his charge. Many of his suggestions are contained in his annual reports, which did not follow the stereotyped lines of most school reports. They appealed strongly to thoughtful educators. For the more immediate aid of the teachers a pamphlet, the Cleveland School Bulletin, was issued monthly. It seems clear that Mr. Hinsdale modified the school system of Cleveland in a wholesome fashion, though at first he may have been less familiar with details of administration than men of a different experience. The fact that four years after Mr. Hinsdale left Cleveland, overtures were made looking toward his return thither is good evidence that his services in that city were not unappreciated by those who directed its school system. A high authority in education says: “His writings from the beginning were very valuable as exciting a profounder habit of thinking with regard to educational theory and practice in the common schools. ’ ’ In later years Mr. Plinsdale wrote less upon educational theory and more upon the history of education in this country, a field in which his contributions are of permanent value and the latest are the best. In this field Mr. Hinsdale had no superior and hardly a second. At the end of his service in Cleveland Mr. Hinsdale’s reputation was such that in 1887 he was elected professor of the science and the art of teaching in the University of Michigan. He began its duties February, 1888, and held that position the remainder of his life. In the interval between his superintendency at Cleveland and his going to Ann Arbor, Mr. Hinsdale wrote The Old Northwest, perhaps his most important and widely known work; a revised edition of it appeared in 1899. 2456 EDUCATION KEPOBT, 1900-1901. Dr. Hinsdale’s interest in history was influential in shaping his instruction in education; he dwelt by preference upon the history of educational development rather than on present educational theories, though the latter were not neglected in his lectures. Dr. Hinsdale found at Ann Arbor his true place, and his life there was happy and fruitful beyond any previous measure. There is the best evidence that while at the University of Michigan he was counted iDeculiarly sane and free from “fads” in his teaching, a valuable and faithful college officer, a strong debater who persuaded by force of argument rather than by the graces of oratory, a man of untiring industry sustained by a robust constitution, which enabled him to produce numerous volumes on various subjects, not to mention frequent contributions to periodicals, reports made to various associations, and public addresses on many themes. Pressed by all these burdens, Dr. Hinsdale took a full share of the multifarious duties which devolve upon the members of an active college faculty. There is no doubt that he overtaxed his unusual strength and shortened his life by excessive toil. How prolific his labors as an author Avere, is seen by the list of his books published after he went to Ann Arbor, viz: The American GoArernment (1891), How to Study and Teach History (1893), Jesus as a Teacher (1895), Teaching the Language Arts (1896), Studies in Education (1896), Civil Goa" eminent of Ohio (1896), Life of Horace Mann (1898), The Art of Study (1900), which Superintendent Maxwell styles “Pro¬ fessor Hinsdale’s most important contribution to educational theory.” A history of the University of Michigan, on which he spent no little research, is noAV in the hands of the printer. During the past year he also prepared a monograph on The Training of Teachers, which Avon a medal at the Paris Exposition. Besides these he has contributed largely to educational journals, and has Avritten numerous reviews and pamphlets. Dr. Hinsdale’s merit gained academic recognition and he was given the degree of A. M. by Bethany and Williams Colleges, that of Ph. D. by the Ohio State University (1887), and the degree of LL. D. by Ohio University. He held membership in the Michigan State Teachers’ Association and Schoolmas¬ ters’ Club, and in the National Educational Association, of whose council he was president in 1897, and Avas one of the commitee of tAvelve on rural schools. In addition to these professional relations Dr. Hinsdale was a member of the Historical and Archaeological Society of Ohio, an early and interested member of the “Old Northwest” Genealogical Society, a part of Avhose name Avas borrowed from Dr. Hinsdale’s best known work, an honorary member of the Historical Society of Virginia, and a member of the American Historical Association, and Avas connected Avith other educational and religious societies. A bibliography of his numerous books and contributions to periodicals and reports to various associations is given in the Educational lie view for February, 1901, pages 197-199. Partial lists of his historical papers and pamphlets may be found in the annual reports of the American Historical Association, especially in that of 1889, pages 277-279. Careful sketches of Dr. Hinsdale, prepared by competent hands, are also to be found in the Educational KevieAV for February and March, 1901. These naturally are largely concerned with his Avork in education. During Dr. Hinsdale’s visit to Europe, 1891-92, he made a careful study of the school systems of various European states, and the first account of Italian schools under the new kingdom published in the United States was prepared by him. In education Dr. Hinsdale was an early and prominent advocate of more oppor¬ tunity for the indHddualism of the student; the schools, he said, “handle classes better than they teach pupils.” He was one of the first to discuss the correlation of related subjects; he saw with exceptional clearness the necessity of making the civilizing and refining studies stronger in the elementary schools by supplementary reading and other means. BURKE AARON HINSDALE. 2457 Dr. Hinsdale was also quick to see and urge the necessity for special school laws for our city systems, whose failings none saw more clearly or discussed more sanely and wisely. In all that he said and wrote a massive common sense was as con¬ spicuous as his learning and intense earnestness. Physically Dr. Hinsdale was noteworthy for a sturdy frame and the appearance of strength and endurance. He was not a person with whom one would take liberties; strangers often thought him somewhat blunt and cold in manner, not understanding the absolute honesty and frankness of his character which those who knew him well valued at their true worth. In Dr. Hinsdale inherited qualities and tendencies found ample expression; his tireless industry, his almost brusque frankness, love of books, fertility as a writer, inclination to radical thinking and conservative utterance, small patience with cant, “fads,” and fools, candid study, rugged character, deep religious nature — all are more or less distinctly outlined in his ancestry. In him nature and circumstances were happily united to produce the accomplished scholar and the strong man. We may safely adopt President Angell’s well-considered words: He was generous in his judgments of others, but independent and fearless in forming and expressing his opinions of measures, whether educational, political, or religious. There was a noble manliness in him, an upright and downright integ¬ rity of make, an inspiring devotion to whatever is uplifting for men, which com¬ manded universal respect and esteem, and which will make his memory ever dear to all of us who had the good fortune to know him. LIST OF BOOKS PUBLISHED BY DE. HINSDALE. The Genuineness and Authenticity of the Gospels (1872). The Jewish-Christian Church (1878). Ecclesiastical Tradition (1879) . Republican Text-Book for the Campaign of 1880. President Garfield and Education (1882). The Works of James Abram Garfield (1883) . Schools and Studies (1884). The Old Northwest (1888); revised edition (1899). The American Government, National and State (1891). How to Study and Teach History (1893). Jesus as a Teacher (1895) . Teaching the Language Arts (1896). Studies in Education (1896). Horace Mann and the Common School Revival in the United States (1898). The Art of Study (1900). CONJOINTLY WITH MARY L. HINSDALE. History and Civil Government of Ohio (1896). History and Civil Government of Pennsylvania. PROFESSOR HINSDALE AS A LITERARY MAN. Dr. Hinsdale has become one of the most prolific writers among the educational men of the country. Those of us who knew him well had come to look for a new volume from his pen about every year, and, in addition to this, there were his con¬ tributions to the Dial and to other publications, his occasional addresses, and his papers before educational bodies. But notwithstanding the great amount that he wrote and published, nowhere do we find any indication of haste or carelessness in preparation. He is always master of his subject — always conscientious, thoughtful, suggestive. His style is like the man — simple, direct, unadorned, forceful. He had no use for tinsel rhetoric to ornament his sentences. He had little* patience with it in others; he never resorted to it himself. He wrote because he had something to say, and he said it with a clearness that awakened interest and carried conviction. The one quality of mind conspicuous in all his writings is his thorough sanity. '2458 EDUCATION REPORT, 1900-1901. His Old Northwest and his Horace Mann are good illustrations of the thorough^ ness with which he did whatever he took in hand, and they will continue to he authorities on their respective subjects for long years to come. His occasional addresses, like the one delivered not long ago at the time of the celebration at Hiram, are models of their kind, and his papers before educational bodies were always welcomed and always received with commendation by all thoughtful listeners. His volumes on specifically educational subjects, like How to Study and Teach History, and Teaching the Language Arts, rank among the best works of their class produced in this country. It is sadly but emphatically true that' he put his life into his books. They are a noble monument to his memory, and he who would know him may read him in their pages. They have furnished and will continue to furnish instruction and inspiration to thousands of teachers all over this land, and so it may be well said that through them, though he be dead, he will still teach. E. W. Coy, Hughes High School , Cincinnati, Ohio. A GREAT EDUCATOR. My acquaintance with the late Prof. B. A. Hinsdale dates from his connection with the schools of Cleveland as superintendent. I noticed on first meeting him that he was a man of unusual character and ability, and that he had high ideas of educational scholarship. He commenced writing on questions relating to the theory of education and with reference to educational history in this country, more particu¬ larly the latter theme. His contributions on this subject are of permanent value, and future investigators will gladly use his labors. Systematic students like Profes¬ sor Hinsdale grow rapidly in proficiency as time goes on, and the later and latest writings of Professor Hinsdale may justly be considered his best. He fell in what should have been the midst of his course, and the cause of education in America suf¬ fers great loss in his death. The consolation left for us is that he worked so earnestly and completed so much. W. T. Harris, United States Commissioner of Education. PROFESSOR HINSDALE AS A CRITIC AND REVIEWER. For the past ten years or so Dr. Hinsdale has occupied a prominent position among the Dial’s most valued reviewers, and his death leaves a gap which it will be hard to fill. In the earlier days of the Dial the more elaborate reviews of impor¬ tant works in American history were written by Dr. W. F. Poole, a critic of very great force and authority in this field. After Dr. Poole’s death Dr. Hinsdale began taking up this line of work, and it is a high but well-merited tribute to say that he, more than any other writer on the staff, succeeded to the position that had been held by Dr. Poole. His work showed the same thoroughness of preparation, the same comprehensive knowledge, the same open-mindedness and sincerity, the same power of forcible and clear expression. Of all the writers on American history that the Dial has had, these two — Dr. Poole and Dr. Hinsdale — stand preeminent. Dr. Hinsdale had reviewed also many educational books for the Dial, and his authority in this field is of course universally known. But it was in American history that his deeper scholarly interest seemed to lie, and the best and most vital work which he did for us was called out by publications in this department. It is a sad thought that its pages will know his vigorous and ready7 hand no more. Francis F. Brown, Editor the Died. WHAT THE GOVERNMENT FAILS TO DO FOR THE PEOPLE. 2459 DR. HINSDALE AS A RELIGIOUS WRITER. Professor Hinsdale’s contributions to our periodic religious literature began as far back as Lard’s Quarterly, and probably earlier, but at that date I became acquainted with his ^writings. He has written very little since then that I have not read, includ¬ ing his religious books. For a number of years his contributions to our religious lit¬ erature have been limited almost entirely, if not quite so, to the Christian-Evangelist. While the present writer was conducting a Christian quarterly he contributed also to that. As a religious writer he was characterized by breadth of sympathy, by spirit¬ ual penetration that went at once to the heart of his subject, and by philosophic breadth which caused him to look at religious truth as part of universal truth, in which it held the commanding place. He had no taste for those petty differences which divide sectaries, but he loved to deal with what is fundamental in Christian faith and life. He was a scholarly writer and was wont to deal wuth his subject in the light of history. He had the historic instinct largely developed, and would have succeeded admirably as a writer of religious history as well as he did in writing the history of his country. For scholarly breadth, for spiritual penetration, for his ability to trace the evolution of religious thought in the history of the world, for sanity of judgment on the great problems of the times, he stood in the very front rank of writers on religious themes, and the productions of his pen have left a per¬ manent influence on the religious brotherhood with which he was connected. J. H. Garrison, Editor of The Christian-Evangelist, St. Louis, Mo. WHAT THE GOVERNMENT FAILS TO DO FOR THE PEOPLE.1 By Hon. J. L. M. Curry, General Agent of the Peabody and Slater Funds. In February, 1880, the trustees of the Peabody education fund presented a memo¬ rial to Congress, accompanied by a masterly argument, which proceeded from a committee composed of Mr. Stewart, Chief Justice Waite, and Mr. Evarts, inviting attention “to the vital necessity of national aid for the colored population, and especially to the great masses of colored children who are growing up to be voters under the Constitution of the United States.” At other sessions the subject was pre¬ sented anew to the country. The general agent of the fund has presented two peti¬ tions to Congress, appeared three times before the Senate and House Committees on Education, and urged the matter before assemblies North and South. At the late Southern Educational Association in Richmond, Va. , the very able and accomplished head of the Bureau of Education, Dr. William T. Harris, felt constrained to call the attention of the country again to this vital subject, this paramount issue. Hitherto the Government has not concurred in the views of the trustees, but has cruelly and suicidally turned a deaf ear to arguments which seemed to be irresistible, and this refusal only makes more obligatory the patriotic sacrifices of the Southern States. WHAT THE PEABODY FUND HAS DONE. Three results from the Peabody education fund may be indisputably claimed : 1. State school systems have been permanently established, are growing in effi¬ ciency every year, and are more securely embedded in the hearts of the people. Education is now regarded as a function of government, and no tax on property is considered more legitimate than that levied for the support of the schools. The 1 This is reprinted from the Chicago Record-Herald, June 8, 1901, where it appeared as a paper of the Record-Herald’s Current Topics Club, being paper No. 17 under the general head “What the Government does for the people.” 2460 EDUCATION REPORT, 1900-1901. leading normal schools are the direct result of the personal influence and effort of the general agents and of timely assistance rendered from the fund. 2. Hostility to or prejudice against the education of the negroes has been largely removed or greatly softened, and this dependent class is recognized as entitled with the white people to the benefits of the system, to which by taxation they contribute only a trifle. In thirty years the Southern States have given about $110,000,000 to the education of the late slaves and their descendants. What Mr. Winthrop forcibly said has grown into a political maxim, that “slavery is but half abolished, emanci¬ pation is but half completed, while millions of freemen with votes in their hands are left without education. ’ ’ 3. In Mr. Peabody’s devotion to his country there was something beautiful, touch¬ ing, and assimilating. Such expressions as “beloved and common country,” “our great country,” “the whole of our dear country which I have loved so well,” were frequently on his lips, and his matchless gift initiated an era of good feeling, for it “was the earliest manifestation of a spirit of reconciliation toward those from whom,” said Mr. Winthrop, “we have been so unhappily alienated, and against whom wre of the North have been so recently arrayed in arms.” The indebtedness to a Northern man, the laborious efforts of trustees and agents, the enlarging and elevating influence of the general education of the masses, the reflex influence upon higher institutions of learning, have tended to efface sectionalism and bring the lately belligerent por¬ tions of our common country into closer relations of friendship and fraternity. CAREER OF GEORGE PEABODY. George Peabody was born in Danvers, Mass., now Peabody, Mass., February 18, 1795. His parents were humble, but respectable, and his education was obtained in a common village school. In his early life he was compelled to work for his support. This necessity took him to different places until he found himself at Georgetown, in the District of Columbia. He removed to Baltimore, and as the result of great energy and business capacity soon established houses in Philadelphia and New York. In 1837 he took up his abode permanently in London as a merchant and money broker, where he rose to respect and distinction, and established a character for busi¬ ness shrewdness and integrity surpassed by none in the world’s metropolis. Living the rest of his life in England, he was intensely an American, without loss of local attachments and personal friendships. During the troublous periods of the war he was ardent in his patriotism and a devoted friend of the Union. When peace was made he was deeply sympathetic with those who had suffered most during the pri¬ vations and sorrows of the terrible struggle. HIS GREAT GIFT TO THE SOUTH. Mr. Peabody became renowned for bis beneficence, which was never spasmodic or the result of hasty action, but conducted on fixed principles, after mature and most thoughtful examination. Before he decided upon his munificent gift, which made him the greatest benefactor the South ever had, he considered what he pur¬ posed with the utmost care and deliberation, and called to his counsel prominent men whom he had known intimately in public or business life. Among these were Bishop Mcllvaine, Mr. Corcoran, and Mr. Winthrop. To the last of these he unfolded confidentially his plans with fullness and clearness, stating that from the earliest years of his manhood he had contemplated a disposition of his property which would do great good to his fellow-men. The letter of gift finally agreed upon shows in every line the pursuasive influence of Mr. Winthrop’ s statesmanlike and comprehensive suggestions. The animating principle of the gift was inscribed upon the seal of the fund and was given by him as a sentiment at the bicentennial celebra¬ tion at Danvers — “Education, a debt due from present to future generations.” WHAT THE GOVERNMENT FAILS TO DO FOR THE PEOPLE. 24(5l The gift of private persons in the United States for education have surpassed in number and amount any made in other parts of the civilized world. Rockefeller, Stanford, Carnegie, Clark, Smith, Armour, Cupples, Brookings, Hearst, Slater, Johns Hopkins, Colgate, Vanderbilt, Morgan, and others have enrolled their names among the immortals by their large contributions, but these have been mainly for universities, for advanced education, for those able through parents or guardians to accomplish their honorable ambitions. Peabody, with a big heart, broad American and humanitarian views, gave to the poor, the destitute, and declared that it was for the promotion “of the intellectual, moral, or industrial education among the young of the more destitute portions of the Southern and Southwestern States of the Union — those portions cf our beloved and common country which have suffered from the destructive ravages and the not less disastrous consequences of civil war.” THE VALUE OF HIS GIFT. He required that the benefits of his gift should be “distributed among the entire population, without other distinction than their needs and the opportunities of use¬ fulness to them. ’ ’ In order to appreciate the timeliness and value of this immense contribution to the needs of the people, it is necessary to recall the fact that at the time of the gift the South was in a state of apparently hopeless impoverishment. At the close of the wrar corporations were suspended, banks were closed, railways 'were dismantled, securities were depreciated or made valueless, business was par¬ alyzed, wives were widowed, children were orphaned. Academies and colleges had been closed. The young had been arrested in their educational plans. The country was in a state of stagnation, exhaustion, poverty, and bankruptcy. For the administration of the trust Mr. Peabody selected fifteen distinguished men, at the head of whom was Mr. Winthrop, who devoted with unrelaxing zeal and hopefulness the greater part of his time to the successful management of what he said was the greatest honor of his life. Among the men chosen wTere Governor Fish, Bishop Mcllvaine, General Grant, Admiral Farragut, Mr. Rives, Mr. Evarts, Gov¬ ernor Graham, Governor Aiken, and Mr. Riggs. From that time to this, as death has released some of them from duty, their places have been filled by men of equal distinction and ability. These trustees fortunately selected as general agent Dr. Barnas Sears, a ripe scholar, an expert in education, of unfailing tact, courtesy, and common sense. With a full mind and the personal suggestions of Mr. Peabody — for he lived nearly three years after the gift and attended two of the meetings — Dr. Sears performed with consummate discretion and ability his delicate duties, and under his supervision the trust was inaugurated and began its career of wide usefulness. The first step under Dr. Sears, growing out of his study of the situation, was to lay foundations for the establishment of public-school systems. It needs to be borne in mind that under the ancient regime no public school system providing universal edu¬ cation existed at the South. There was no system adequate to the education at pub¬ lic expense of the white youth, and the peculiar social system forbade the education of the negroes. Sparse population made permanent systems difficult, if not impos¬ sible. Slavery was now fortunately abolished, and by the fourteenth amendment national citizenship was created and co-occupancy of the same territory by two dis¬ tinct races, with the same civil rights and privileges, made the education of the negroes a social, political, and industrial necessity. The South had had academies and colleges of high order, equal to any in the land, turning out products in man¬ hood and womanhood not inferior to those in any civilized country, but there was no system on the statute book adapted to the needs of the entire population. Free schools for all the people was the only sufficient scheme to carry out Mr. Peabody’s clearly expressed intentions and to put the South on a plane of equality, in capability 2462 EDUCATION EE POST, 1900-1901. and mental attainments, with States which had had tor years well-devised common schools. Obviously the first indispensable step was to create a healthy and sustain¬ ing public opinion and to organize that opinion for legislative and community action. Dr. Sears chose his residence at Staunton, Ya., visited every Southern State, spoke in cities and towns, addressed legislatures, utilized the public press, stimulated the establishment of schools by giving to them liberal aid from the Peabody fund, always on the simple and wise principle of helping those who help themselves. DIFFICULTIES THAT WERE OVERCOME. The difficulties in the way of using the income effectively, according to the fixed plan, are not easy to realize. Soon the applications for aid were numerous, urgent, and annoying. Some were worthy, some were dishonest, many were wildly utopian, and the half, if granted, would have exhausted the whole fund in less than a year. Ingenuity and invention were put actively at work to devise schemes for getting hold of some of the money, which had been magnified into untold millions. Theorists, visionaries, sects, crazy people, were among the persistent applicants. Fixed rules had to be established and adhered to with firmness, patience, wdsdom, and good temper. Work was begun by selecting in the States a few schools at radiating cen¬ ters, to illustrate by examples the best methods of teaching and to exert a healthful diffusive influence in favor of free schools for all citizens. To use the apt wrords of Professor Harris, of Richmond College, the idea was to supplement judiciously and helpfully, so as “to secure the just mean between con¬ centration for strength and diffusion for relief.” A part of current expenses was contributed to stimulate the people to self-exertion in the good cause, and this amount was determined in some degree by the amount of money raised by a State tax, local tax, or voluntary contributions. The aided schools were to be graded, to have at least 100 pupils, to continue in session nine or ten months, and to have free tuition. Teachers, discipline, text-books, and all such questions were left to the State or local authorities; yet, while disclaiming all purpose of interference with the school authorities, the trustees claimed “absolute discretion” in giving or withholding funds, refused to distribute according to population or in proportion to destitution, and were guided in their action by what would be productive of beneficial results and contribute to the furtherance of the purpose, which was frankly avowed and always kept prominently in view. All along it was declared that this aid to inde¬ pendent schools was a temporary expedient, and that the schools must become a part of the general system of State-controlled institutions, or the help would be withdrawn. RESULTS OF THE WORK. Schools — excellent, well taught, wrell managed — sprung up throughout the South, and the experiment wTas so satisfactory, good schools became so popular and such a recognized necessity, that in the course of a few years every State had in organic law or on statute books and in practical operation a system of public schools modeled with some necessary changes upon systems which had worked well in sister States in the North and V/est. When these systems were established, as had been assidu¬ ously worked for, the trustees no longer helped independent schools, but gave their aid only to free schools, carried on under State auspices, and acted in cooperation with State educational authorities. For Aventy years or more not a dollar has been given to any school which has not been, in whole or in part, under State administra¬ tion and aided by State revenues. The improvement of State systems of public schools was the next logical step. Excellence has been rewarded and the income of the fund is now almost exclusively used in teacher training. The Peabody Normal College at Nashville, in which all HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. 2463 the Southern States are allowed a definite number of free scholarships, has grown to be a great institution, with 31 teachers and 600 students, male and female, and receives the major part of the annual income of the fund. Under the wise and mas¬ terly management of President Payne, this college now ranks among the best of its kind in the Union. Through the active influence of the agents and the timely pecuniary cooperation of the fund, normal schools have been established, in nearly all the Southern States, and to these schools, if of a high order and supported and controlled by the State, liberal aid is given. Teachers’ institutes, held annually in the different States under the management of State superintendents, are encouraged, so as to furnish to the public-school teachers, especially to those who have not enjoyed pedagogic training, instruction from experts and the most successful teach¬ ers who can be obtained. Some of the States have now several normal schools, and in this effort to increase the qualifications of teachers and to require an advancing standard the negroes have largely shared. MEN WHO ADMINISTERED THE FUND. Since the origin of the trust in 1867 there have been only two general agents between -whom there was unbroken and intimate friendship, and often close and confidential conference. The present agent, familiar from the first with the policy and plans and- acts of Dr. Sears, has felt it a duty and a privilege to follow in the footsteps of his predecessor and thus accomplish most effectually the beneficent and patriotic purpose of the great founder of the trust. He visits once or twice a year the schools receiving help and has had the honor and privilege of addressing more legislatures than any other American ever had. Besides the names mentioned in the original trust, the trustees, chosen from both sections, now include such men as Bishop Whipple, Dr. Greene, Governor Porter, J. Pierpont Morgan, William A. Courtenay, Chief Justice Fuller, Judge Somerville, Ambassador Choate, Judge F.enner, President Gilman, Senators Wetmore and Hoar, President McKinley, and Richard Olney. Such men and their predecessors, giving without remuneration time and thought to the management of this world-renowed benefaction, have had a happy and unifying influence upon the sections that can not be overestimated. The fund was reduced to $1,000,000 by the refusal of Mississippi and Florida to pay their bonds. The income from the remainder is used in the work which has been described. Since 1867 nearly $3,000,000 has been paid out by the treasurers, mainly on recommendation of the general agents. When it is said that that most eminent and experienced financier, J. Pierpont Morgan, is the treasurer, one may knowr that the finances are managed without diminution for salary and with con¬ summate and unparalleled skill. HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. By Principal H. B. Frissell, D. D. This institution is located in Hampton, Elizabeth City County, Va, It was founded in 1868 by Gen. S. C. Armstrong, and is neither a Government nor a State school, but is controlled by a board of 17 trustees representing seven different denominations, no one of which has a majority. It is devoted to the practical edu¬ cation of negro and Indian youth, and has mechanical, agricultural, and academic departments. 2484 EDUCATION REPORT, 1900-1901. Total number of students in 1900-1901 was as follows: Male. Female. Total. Negroes . 496 422 818 Indians . 65 54 119 Total . 1,087 51 Number of teachers . 24 27 Number of other employees . 28 28 56 Total number teachers and employees . 107 1 Average age of pupils, 18. Discipline, military. NORMAL DEPARTMENT. The normal department offers a two years’ course of instruction in the following subjects: History of education. Geography. Theory of education. Nature study. School organization and administration. Manual training. Psychology and child study. Form and color. Educational classics. Domestic science. Negro and Indian society Physical training. Arithmetic. Music. Literature and history. Library methods. Courses are also offered in cooking and dressmaking, leading to special normal diplomas. The Whittier preparatory school of 395 children is used as a school of observation and practice for this department. During 1900-1901 there were 28 stu¬ dents (19 women and 9 men — 4 Indians, 24 negroes) taking the two-year advanced course; 9 received normal diplomas; 10 others have finished the first year of the normal course, and the remainder are taking post-graduate courses in agriculture, business, or electricity. The normal department is comparatively small, because it has but recently been established as a separate department in the effort to increase the requirements for a teacher’s certificate and to send out better-equipped teachers for the negro and Indian races. It is increasing in numbers each year. ACADEMIC DEPARTMENT. There were during the last session 605 students in this department — 363 male and 242 female. They were classified as follows: Male. Female. Total. Indian. Negro. Indian. Negro. / Day school. Senior . 3 24 2 12 41 Middle . 7 32 3 34 76 Junior . 15 24 22 63 124 Special . _ _ . . . 4 4 Preparatory . 15 22 19 25 81 Night school. Senior . . 4 4 Middle 6 55 61 J unior 12 130 33 175 Preparatory . 2 12 25 39 Total . 60 303 46 196 605 HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. 2465 The following subjects are taught in the academic department: Agricultural science. Bible study. Hygiene. Civics. Geography. Drawing. Arithmetic. Penmanship. History, United States and general. Gymnastics. English. Physics. Reading and literature. Bookkeeping. Manual training: Basketry, sloyd, bench work, wood turning, forging, sewing, and cooking. Every student is taught agriculture and manual training. The pupils enter at 16 and 17 with but little previous training, and the course of study is adapted to their needs. All studies are made to center about agriculture and home life. Girls are taught all the arts that pertain to housekeeping, including mattress making, paint¬ ing, papering, repairing chairs and latches, and the care of a garden and of poultry. All students are obliged to work with their hands one or two days in each week and are enabled in this -way to pay a portion of their board, which is $10 per month. Forty-one students received academic diplomas in June, 1901. TRADE DEPARTMENT. The number of students who have been given instruction in trades during the past year is as follows: Blacksmithing . . . 25 Wheel wrighting . • . 15 Carpentry . 38 Tailoring . 20 Painting . 10 Tinsmithing . 1 Steam fitting . 5 Machinist’ s trade . 13 Bricklaying . 6 Harness making . 5 Shoemaking . 9 U pholstering . : . 11 Printing . 7 Total . . 165 The students in the finishing class in carpentry last year were given for half the year one-half day each at bricklaying, painting, and tinsmithing, four hours at wood turning, and six hours at designing small houses and estimating the material for them. The rest of each wTeek was spent at the carpenter’s bench. Such an “all-around” course enables the carpenter to plan a house, estimate its cost, and finish it in every detail. All tradesmen have mechanical drawing and attend night school for academic studies. All learn also to make estimates in their various trades. Most of the trade courses are three years in length ; the first year being spent in the trade school, the second in one of the productive industries, and the third in the trade school. A regular course of technical instruction is given in each depart¬ ment. Sixteen tradesmen received certificates in nine different trades in June, 1901. AGRICULTURAL DEPARTMENT. Of the 795 acres embraced in the school’s two farms, 500 are under cultivation by students. ED 1901 — YOL II 79 2466 EDUCATION REPORT, 1900-1901. The following crops and products have been raised or made, and sold either to the school or to outside parties: Wheat . Corn . Oats . Potatoes . Turnips . Onions . Beans . ... .. . i .-.-, * . .... , ^ . .. . _• . Other vegetables . Fruit. . .^. .- s ............ ..... . Melons ...... . . .- . . . . . ... . . . .... .• .. . . Pumpkins .... .. . . * Hay .... . ....... . . , , ... . Butter . . ... . . ^ ............. *•_ Milk ........... .. .- .. . ..... . , , .... . ..... . , Stock belonging to school as follows: Horses . . . . . Mules . . . Cattle . . . Swine . ... . ... ... ... . ... ........ ..... .... ^ ..... . Fowls . . bushels . . 600 "'..do — . 8, 030 500 1,860 _ do _ 545 — do - 43 ...do.... 150 _ do. . . . 1,500 ... ..doA-.. 215 number. . 4,000 5,000 ....tons.. 240 ^pounds. . 3, 500 .gallons..- 75', 000 33 8 258 126 . 1,200 The subjects taught in the agricultural department are classified thus: Special. — Chemistry, botany, insect life, history of agriculture, farm accounts, soils, drainage, horticulture, animal industry, dairying. Senior. — Animal industry, dairying, stock breeding, stock feeding. Middle. — Soil water, farm drainage after cultivation, rotation of crops, plant propa¬ gation, insects, and plant diseases, manures and manuring. Junior. — Plant life, soils, insect life. Whittier preparatory. — Nature study, practical work in school garden (2 acres with 200 individual plats). Twenty acres of the school land are used as an experiment station; and four as a model farm, which is managed by a student so as to show how to maintain a moder¬ ate sized family on a small piece of land. The institution sends weekly and monthly weather reports to the Central agri¬ cultural station. SUMMER NORMAL INSTITUTE. A- school of methods is held in July each summer, the expenses of which are borne by the State of Virginia and the Hamptofi Institute. During the last session there were 347 teachers enrolled, representing 15 States and Territories, 127 being from Virginia. Industrial as well as academic courses were offered and were chosen by a large percentage of the teachers. All the industrial classes were full to over¬ flowing within three days after the opening of the institute. INDIANS. There have been 119 Indians in attendance during the past year — 65 boys and 54 girls. They have been classified with the negro students and have therefore had the same number of teachers and have studied the same subjects; 46 boys have taken trades, 4 have had a special course in agriculture, 4 boys and 5 girls have been working with families in the north, 4 girls have had a special seamstress' course, and 48 girls have had instruction in sewing and housework. All the Indian girls have VENTILATION OF SCHOOLROOMS. 2467 had instruction- in lane making, as well as in the various forms of manual training taught in the school. The- tribes represented are as follows: Oneida. Arickara. Ponca. Seneca^ Winnebago. Apache; Tusearora. Mohave. Caddo. Onondaga. Chippewa. Navaho. Stoekbridge. Creek. Yuma. Cherokee. Shawnee. Sioux; Papagoi FIXAXCES. The entire school plant is valued at _ _ .... $783,000.00 Value of land _ _ _ $57, 000. 00 Value of buildings. _ _ „ _ 565, 000. 00 Value of equipment ( exclusive of library ) _ .... 155, 500. 00 Value of library (11,000 volumes) _ 5, 500. 00 Total endowment - ... _ _ _ *_ _ _ _ 926* 636. 15 Annual income (including voluntary contributions) _ _ 184, 539. 07 Ineomefrom productive funds (endowment) ._ . 43, 123. 68 Income from the General Government . 37, 148. 27 For maintenance of: Indian pupils _ $18, 485. 58 Appropriation through State of Virginia (one-third of interest on land-scrip fund investment) . 10, 329. 36 One-third of allowance to Virginia, from “ Morrill fund ” _ _ _ _ 8, 333. 33 Income from other sources . . . . 5, 488. 06 Benefactions for current expenses . . . . 98,. 779. 06 Benefactions received during the year for endowment _ Benefactions received during the year for permanent improvements. Annual expenditures- _ _ _ _ _ _ .. _ 169, 277. 99 Salaries of teachers and other - employees _ _ $70, 927. 25 Net cost of industrial departments, including salaries of instructors . . . . . 17, 237. 11 All other expenses . . . . . . . 81, 113. 63 Amount credited to students for labor . Students are not charged tuition. It is paid by individuals annual gifts and interest from scholarship funds. Annual academic scholarship . . . . . . . . . . $70. 00 Annual, industrial scholarship _ ’. _ _ _ 30. 00 Permanent academic scholarship _ _ _ 2, 000. 00 Permanent industrial scholarship _ _ 800.00 37, 588. 00 21, 656. GO . 48, 466. 58 and associations in THE METHOD OF VENTILATING SCHOOLROOMS BY WINDOWS AND FIREPLACES. By W. T. Harris. Undoubtedly the ideal plan for warming and ventilating houses includes a fresh- air shaft, bringing down the air from the top of the building, heating the same, and forcing it into the schoolroom by a fan moved by steam or other power. The feet should be kept warmer than the head, consequently the foul-air flues should be placed near the floor. This ideal plan is generally considered an expensive luxury, 2468 EDUCATION REPORT, 1900-1901. too expensive for use in most places. I can remember that twenty years ago many of the buildings in Chicago were heated and ventilated on this plan. By simply turning a register the inflow of hot air could be stopped at once, and the inflow of fresh, cool air substituted. The steam engine which furnished the hot air was placed in a small building just outside of the building used for school purposes. I have never inspected schools elsewhere that were heated and ventilated in so satisfactory a manner. The brief remarks which I shall make in this paper are devoted to the question of interest in the great majority of schoolhouses in this country — houses that depend on windows and doors and chimney flues for their ventilation, and for heating depend upon stoves or hot-air furnaces, or steam coils. The universal tendency when the air of the schoolroom becomes too hot is to raise a window and let in the cold air from the bottom. The consequence of this is a direct draft upon the backs or shoulders of pupils sitting near the window. Pupils at a distance from the window get some of the fresh air without danger from the current of air caused. It seems to me that very many cases of ill health in later life can be traced back to carelessness in this matter of direct ventilation from the window upon the pupil. The seeds of future rheumatism were then planted. Rheumatism, it is well known, leads to heart disease. In case the lungs are the weakest point, consumption may set in first, especially where the effect of sitting in a draft of air produces a bad cold instead of rheumatism. Inasmuch as the cold stream of air falls to the floor on entering the room and dif¬ fuses itself around the floor, it tends to produce cold feet. Hence the ventilation of the room from the bottom of the window is sure to be inimical to the health of the pupil. But the child must have fresh air. Foul air deteriorates the blood and lowers the tone of the whole system, thus inviting disease. The child must have fresh air, but the fresh air must be introduced through the top of the window, and not through the bottom. This is the point that I wish to emphasize. If the window is not con¬ structed so as to be lowered from the top, it can easily be changed. A portion of the supports of the window can be cut out with a chisel, so as to allow the upper sash to be lowered to the distance of 1 foot or more. Then two buttons may be fixed, one of which supports the window within 1 inch of the top and another that supports it when lowered a foot or more. This change should be made in all the windows and not merely in a few of them. Every schoolroom should have at least four win¬ dows. Each of these four windows should be so constructed that the upper sash may be lowered. In cold, sharp weather, or very windy weather, when the air is mild, the upper sash of each of the four or more windows of the schoolroom should be lowered 1 inch from the top. The cold air from without enters the space above the window and meets the hottest air in the room. It is heavier and descends toward the floor, creeping down the side of the window and the wall of the room and becoming heated in its passage. During its descent it also diffuses itself more or less, and in no case does it strike the backs or shoulders of the pupils, provided that there is an aisle, as there ought to be, between the pupils’ desks and the wall of the room. Moreover, when it reaches the floor it has become so much modified and wrarmed it does not cause a cold chill to the feet of the children. If the weather is warm or mild, and there is little breeze stirring, the windows should all be lowered from 6 inches to a foot. This will introduce a much larger inflow of fresh air, but it will hold its course to the floor near the wall or down the window without striking the shoulders of the pupils. In case, however, of cold weather, or of windy, mild weather, the volume of air pouring through an aperture a foot wide would be projected forward into the room like a cataract, and wTould reach the pupils and do them harm. Everyone knows that the hot VENTILATION OF SCHOOLKOOMS. 24(59 air rises toward the top of the room and remains as a sort of reservoir of air above the point at which fresh air is introduced. When the window is raised from the bottom and not lowered from the top, the persons seated on the other side of the room not affected by the inflow of air feel the oppressing effect on the body of stagnant air in the top of the room. This is instantly removed upon opening the ducts at the top of the room, because all of the air in the top of the room is set in motion by the process. I have said that all of the windows, and not some of them, should he lowered from the top. It will not do to fix one window alone and suppose that is sufficient for the purpose of ventilating a wThole schoolroom. It will do something, but what it does will not be well done. For, in order to affect the air of the w hole room, it wfill be necessary to lower the window too much, and the consequence wfill be the creation of a too brisk current, the formation of a cataract of air, as it were, which will flow' outward from the wall into the schoolroom so far as to strike the pupils sitting nearest that w'indow. All of the window's should be lowered, and no more than is necessary to produce the change of air in the whole room by the descent of a thin sheet of cold air dow n the w indows and the wall to the floor. This method of ventilating the rooms is not a matter of mere theory, but has been tested by me during many years’ practice. Any schoolroom that has four windows to it may be ventilated by this process in a fairly serviceable w*ay. But it is quite important that there should be ventilating flues at the bottom of the room opening into a large ventilating flue surrounding the smokestacks which carry off the heat of the furnace. There is a sort of sour schoolroom air w'hich the school visitor remembers vividly. This schoolroom smell can not be removed effectually except by ventilators at the bottom of the room. The ventilation by means of the tops of the wfindowrs that I have already described gives a fair supply of fresh air to all in the room, but it is not quite adequate to remove this schoolroom smell here spoken of. The ventilating flue at the bottom of the room opening into the smokestack is supposed to drawr the air out of the bottom of the room by the draft of the heated air ascending the smokestack. By the term “smokestack,” I refer to the iron pipes within the chimney through which the smoke and gases from the fuel escape up the chimney. A space left around this smokestack and open all the way to the top of the chimney furnishes the ventilating flue which is found to do the service in schoolhouses. When the building is not heated by furnace and the volume of air in the ventilating flues is not heated, there wfill not be a draft sufficient to suck out the sour and fetid air from the bottom of the schoolroom. An open fireplace in some part of of the schoolroom will answ'er this purpose admirably if a small fire is kept in it constantly, even in summer. A kerosene lamp of small size will do wonders by causing an ascending current of air which draw’s out the bad air at the bottom of the room. In case the room is heated by a stove, the stove should be a large one, so that the door may be left open after the coal is ignited. The draft which carries the steam and gases up the chimney also draws out the bad air from the lower part of the room. In case wrood is used, and an open door occasions too rapid combustion of the fuel, some other plan must be adopted. The old Franklin stove or fireplace makes the best ventilator, though a poor heater. Its heating capacity may be increased sufficiently by lengthening the pipe and carrying it around the top of the room before connecting it with the chimney. I should have said above that w’hen the outdoor temperature is 80° F., or above, the window’s may be raised from the bottom a foot or so, and low’ered from the toj) as much as possible. There are devices of oblique boards placed at the bottom of the window, or at the top of it, wfiiich are intended to deflect the current of air upwTard, and thereby pre- 2470 EDUCATION REPOET, 1900-1901. vent its Injurious effects on the shoulders of tbe pupils; I do not doubt that these devices are of some use,, but in my experience I have never known them to be so good as the plan, of lowering: the windows- from the top simply— that is, 1 inch in cold weather and a foot or more in mild weather; the reason, I suppose, to be this; That the oblique board serves to prevent the inflow of air when there is no breeze stirring outside of the schoolroom. For air, when still, refuses to climb over the oblique board, just as water, or any other fluid, refuses to climb over its bank. The oblique arrangement will work only when the wind blows toward the schoolroom. Of all methods of heating the schoolroom by direct radiation, hot-water pipes extending around the room, connected with means of admitting fresh air under the pipes, is the best that I have seen. The steam: coil is apt to overheat and injure the quality of the air, although this may be rendered unnecessary by a more liberal supply of coils.. The stove and the fireplace heat the schoolroom unevenly, but they furnish a natural means of ventilation, while the steam coil or the hot- water pipes demand some auxiliary process for ventilation, a process which is sometimes neg¬ lected, however.. If ventilation is not provided for, the steam or hot- water heating apparatus may prove quite injurious to the health of the pupils. CATHOLIC PAROCHIAL SCHOOLS IN EASTERN MASSACHUSETTS.1 In 1872 the present limits of the Catholic1 diocese of Boston were fixed, and Bos¬ ton was, in 1875, made an archiepiscopal see. These limits are the counties of Suf¬ folk, Middlesex, Essex, Norfolk, and Plymouth (with the exception of the towns of Mattapoisett, Marion, and Wareham). There were Catholic- schools in some form among the Indians during the colonial days, and perhaps for- others, but the “first Catholic school” on record in New Eng¬ land was opened at Boston in 1820 by the Right Rev. Bishop Cheverus; and was taught by the Ursuline nuns. The Right Rev. Bishop Fenwick (1825-1846) made great efforts to promote Catholic education for all classes of Catholic people. He established a day school in Boston for boys and girls in 1826, when the Ursulines moved to Charlestown, and in 1831 introduced the Sisters of Charity from Emmitsburg to open free schools for girls. A classical department for boys, taught by the right reverend bishop and his clergy, was opened before 1829, and after-wards was called the Holy Cross Seminary (1835), a boarding and day school for the education of young gentlemen, chiefly for the Church. This- school -was practically closed in 1837, -when Mount St. James Seminary was opened at Worcester, now and since 1845 known and honored as Holy Cross College. The free schools under the Sisters of' Charity increased rapidly, wrhile the Ursu- iines, after the burning of Mount St. Benedict’s Convent in 1834, never regained a strong foothold. The Catholics were very poor; in fact, with- much outside help, they raised only S9,OG0 in nine years to purchase a home for the Sisters on the corner of Pearl and High streets. It was, therefore, difficult to support schools. Their efforts, however, were not relaxed and anew development characterized the Catholic school movement. Schoolmasters from Ireland came to New England, and settled wherever Catholics were gathered. At times they opened- schools on their own responsibility, and trusted to the parents for their pay. This will, in part, explain an historic remark in the United States Catholic Direc¬ tory for the yearn 1845 to 1849; under “Boston.” “ There are common schools for 1 The following accountis taken from a pamphlet with the title' “Historical sketch of the growth of Catholic parochial schools in the archdiocese of Boston,” by Rev. Louis S. Walsh, supervisor. CATHOLIC SCHOOLS IN MASSACHUSETTS. 2471 both male and female children in most (?) of the cities and towns of this diocese having Catholic teachers. In Lowell they are supported at the public expense, but in all other places at the expense of the parents of the children, aided by collections in the churches.” Boston, Salem, Lowell, Lawrence, and other places saw the rise and fall of several Catholic schools under the discipline and educational methods of these schoolmasters, w'ho were assisted by young and elderly ladies of the various parishes. It was simply the Irish, and later the German or French “school” imported. The lack of means and the scarcity of religious teachers made constancy and progress difficult, but in 1849 a more systematic and very successful movement was begun by the introduction of the Sisters of Notre Dame of Namur, in Belgium, who had a few years before, in 1846, opened their first school in the United States at Cincinnati. The Notre Dame Sisters were established in Boston by Father McElroy, S. J., and on November 13, 1849, opened their convent on Stillman street. On the following Tuesday morning they assumed charge of St. Mary’s girls’ school, replacing two lay teachers. Their development in the archdiocese has been marked and steady, and to-day they rank first in numbers among the religious teaching communities, having a novitiate and normal training school at Waltham, three academies (at Berkeley street, Rox- burv, and Lowell), and 22 parochial schools, in which girls and in many places primary boys are taught. In 1855 there were in all Massachusetts, then forming the diocese of Boston, only five free Catholic schools for girls, taught by Sisters, and a few schools for boys taught by lay men and women. In 1886 there were ten schools for girls and four for boys, with probably a few others not noted in the Directory. From 1866 to 1872 the progress was slow', while the diocese wras narrowed in terri¬ torial limits; in the latter year there were 13 Catholic parochial schools, eleven for girls, namely: St. Mary’s, Holy Trinity (German), St. Stephen’s, Sts. Peter and Paul, Holy Redeemer, and Assumption in Boston, St. Patrick’s in Lowrnll, St. Mary’s and St, James in Salem, St. Mary’s at Lawrence, all the above under the Sisters of Notre Dame; also St. Mary’s, Cambridgeport, under the Sisters of the Congregation of Notre Dame of Montreal. Two schools for boys remained, namely, St. Mary’s at Boston and the Holy Trinity (German), both under lay teachers, while the schools for boys at Salem, Lowell, and Lawrrence had been closed, chiefly on account of financial difficulties. Thus far no systematic efforts for the education of boys had been made. The Sisters of Notre Dame of Namur had been teaching in many places the small boys, but did not wish to teach the larger boys. Their rule and constitution do not expressly forbid this work, but the traditions and customs and very w'ords of their religious profession or vows restrict them to the “ instruction of girls.” This fact is showm by developments, the numerous applications for Sisters from various parts of the country, and the actual urgency in Boston to supply a new school with teachers, all combined to make the introduction of some other teaching community a necessity, and a notable movement vras inaugurated when, in 1873, the Sisters of St. Joseph, from Flushing, in the diocese of Brooklyn, v'ere introduced into the Boston diocese at Jamaica Plain. The congregation of the Sisters of St. Joseph was founded at Puy, in France, in 1650, and was first established in the United States at St. Louis, in 1836, whence it has spread over the country. The Sisters, not long after their establishment in Boston, were constituted a diocesan community, in the sense that his grace the most reverend archbishop became their superior. The mother house and novitiate, established first at Jamaica Plain, was trans¬ ferred in 1885 to Cambridge (Fresh Pond), where an academy for girls wras also opened. In 1891 both were removed to Alistom 2472 EDUCATION REPORT, 1900-1901. The Sisters of St. Joseph opened schools for boys and girls of all grades, and now teach in eight parochial schools, also in the Daily Industrial Home for Girls at Neponset, and in 1899 opened a day and boarding school for deaf mutes at Jamaica Plain. The introduction of this congregation was rapidly followed by the establishment of several other religious communities of women, that teach boys and girls of all grades, and of four orders of Christian Brothers to teach large boys. In 1873 there were perhaps three or four fairly good school buildings in the 13 parishes then having schools; to-day 62 parishes have schools in 74 buildings (not including basements of churches or convents), for the most part modern and well equipped; 42 of these buildings are brick. The valuation of school property, includ¬ ing all the convents, is not far from $4,500,000. In 1873 there were 11 schools for girls and 2 for boys. To-day there are 65 for girls and 61 for boys. Then there was no high school, now there are 10 high schools for boys and 25 for girls. In 1873 there was only one religious community teaching in the diocese, if we except the Sisters then teaching at Cambridgeport, and replaced soon after, in 1876, by the Sisters of Notre Dame of Namur. To-day there are 17 orders of Sisters, hav¬ ing 664 teachers, and 4 orders of Christian Brothers, having 75 teachers with nearly 50 lay teachers. The priests of the parish teach Christian doctrine in many schools, and in few places teach other branches, as natural science, history, music, etc. In 1873 there were not more than 6,000 pupils, while to-day there are at least 38,200 pupils, according to the statistics of June, 1900. In January, 1901, the statis¬ tics show for parochial schools of the archdiocese of Boston 40,273 pupils and 820 teachers. In the meantime a new impetus was given to the Catholic school movement by the legislation of the Third Plenary Council of Baltimore in the year 1884. Recall¬ ing and reviving all the previous laws, new decrees, more urgent, more detailed, and explicit, were issued by the fathers of the council, and all pastors and people were again earnestly exhorted to provide Catholic schools, with an equipment and train¬ ing not inferior to the standards of the best public schools. The results are seen in the great increase of schools from 1884 to 1900. In the school year 1888-89 a school board was appointed for the archdiocese of Boston. In 1897 a supervisor of schools was appointed, Rev. Louis S. Walsh. He has made a personal visitation of eyery school in the archdiocese during the past two and a half years, and presented to the Archbishop of the diocese a report on the diocesan system of schools, and on each individual school. In all New England, where in 1820 1 Catholic school was opened, there are to-day about 325 schools and 122,000 pupils. In these various facts, figures, and estimates the pupils in the Catholic academies and in the Catholic charitable institutions have not been included. General recapitulation. Parishes having schools Schoolhouses: Stone . Brick . Frame . Basements . In convents . 63 40 32 5 10 Total 89 THE COLLEGE MAN AS LEADER IN THE WORLD’S WORK. 2473 Schools. For boys. For girls. High . Grammar Primary.. j Primary. Grammar. High. Superior. Total. 349 237 i 34 44 664 29 36 4 6 75 3 1 1 1 6 23 is; 2 41 404 290. 41 51 786 Teachers. Sisters . Brothers.... Laymen Lay women. Total . Pupils. Boys. Girls. Total. High . Grammar . Primary . Total . 108 4,940 11,222 542 7,123 14,254 650 12,063 25,476 16, 270 21, 919 38, 1S9 THE COLLEGE MAN AS LEADER IN THE WORLD’S WORK.« By Prof. R. H. Thurston, Cornell University. In the twentieth century the college man is, more than ever before, the’ leader of the world. Mind leads the world; mind ultimately is the ruler of the world. That mind leads the world which is not simply developed into maximum intellectual perfection; it is that mind which, perfected and strengthened and given symmetry and vigor, is also made most thoroughly at one with the world. It is not enough that the man shall be a great scholar, or the greatest of scholars; nor is it enough that he shall represent the highest culture and possess the most vigorous brain; nor can learning, even learning united with wisdom and culture, however magnificent the whole, in union give leadership in this world. A primary requisite of leadership is close and strong connection with the great world to be led. This union being assured the true leader gains and holds his leader¬ ship by the exercise, in unrivaled power and with unequaled tact and judgment, of those talents which have been reenforced by the no less indispensable learning and culture and wisdom; these united confer leadership. Ultimately, also, it must be remembered that th’e greatest mind can never lead if apart from the world and out of touch with those who are to be led. Any man of good sense and rich in human¬ ity, even though unlearned and without extraordinary genius, will sooner acquire leadership than the wisest and greatest man of genius the world at the time possesses, lacking this firm hold upon those who should follow. He who would lead must have this compound constitution and must acquire the useful forms of learning and the hardly less valuable forms of culture, for such pur¬ poses, and he must cultivate that wisdom and tact and those virile qualities which are all-essential to perfect success. He who would lead must be prepared closely to follow leaders preceding him, and the requisites for following leaders in the front ranks are substantially the same, apart from the peculiar genius of the general of the army, as for leadership itself. And each should be well prepared to follow, each in his proper place, and there to be content while most efficient. * * * a A commencement address, Case School of Applied Science. Reprinted from the Popular Science Monthly, February, 1902. 2474 EDUCATION REFORT, 1900-1901. A century ago there was but one recognized form and method of education — what is now termed the classical — composed of studies of the ancient languages and litera¬ tures, comparatively lean and narrow as they are; the elementary mathematics, to the extent now attained in the secondary schools; a homeopathic dose of physics and chemistry; a little French; and a somewhat larger, if less palatable, dose of ‘ ‘ phi¬ losophy.7’ The century has been one of extension, broadening, elevation, diversifi¬ cation, and systematization of education, and of the incorporation into the curricu¬ lum of the modern languages and literatures; the modern physical sciences experi¬ mentally developed; the arts, fine and useful, so far as capable of scientific treatment; and the principles and practice of the professional schools, including the latest and most strictly taught of the group, the school of engineering and its associate profes¬ sional schools of every sort. The whole evolution of the century has been consistent in every field and technical, “practical,” education is simply one of the elements of a complete and perfect evolution of modern life. The world now acknowledges its need of the college man, and my own letter files are crowded with calls for competent men far in excess of the number available; while the number seeking even improved situations is small, and I know of none out of work, unless ill. At the top, the space is enlarging, though it is always ample for tiptop men. Formerly positions paying $5,000 were rare, now the college-bred man is coming forward when $10,000 positions are seeking, and failing to find, the men who are competent to fill them satisfactorily. Generals are, comparatively, still more rare than ever, even though training for generalship is going on at an unprecedented rate and the opportunities are multiplying for great men and good men and capable men as never before. * * * The leaders of even the world of business are educated men, as a rule. Morgan, the leader of finance to-day, is a college man, a graduate of Gottingen. None of this class of men i3 likely to advocate the endeavor of a people to become a crowd of wealthy boors rather than a nation of gentlemen, scholars, and wise men. The great financiers of the country are now usually college men; the heads of railways are often of that class, even though they have begun at the foot of the ladder; all distinctively learned men are of that class; our greatest men in literature, science, and art are prac¬ tically all educated and cultivated men; the inventors of the telegraph and the tele¬ phone were both educated, and in fact learned, men; all the great men in medicine and surgery are college men; all the great lawyers and every great jurist on the bench is of the same rating. We make our Presidents of learned men and usually of college men. The same is true of the members of their Cabinets, of the judges on the Supreme Court bench, of the chiefs of bureau, and practically all men in highly responsible positions. Our foreign ministers and ambassadors, where reflecting spe¬ cial credit upon their country, like Lowell and White and Hay and Choate, have been not only college men, but distinguished for their attainments in the highest fields of academic learning. In engineering no man will in the coming generation have even an average chance of success professionally without uniting to the essentials characteristic of a “general of industry” in generations just past the now hardly less essential requisites furnished him by systematic instruction in the sciences underlying his art and the applied sci¬ ences and the scientific methods fundamental to his profession. Now and then a man may get on, and even possibly attain a high or leading rank, but it will be at enormous sacrifice of strength, energy, and physical vigor; and when he reaches his goal it will prove that he has gathered “apples of Sodom ” for a “Barmecide feast,” and he wall mourn, as have so many before him, the lack of that wThich makes a life of independence and of liberty in expenditure wTorth having. He will probably, as have so many before him, if his long life of self-seeking has not poisoned his character and killed all his sympathies, seek the next best thing and try to help other later youth of ambition and energy secure what he so greatly needs. THE COLLEGE MAH AS LEADER IH THE WORLD’S WORK. 2475 While it is largely true, as has been- asserted by mere than one such man— like the fox in the fable seeking to justify his amputated tail — that the prizes of our time and our country are now being often grasped by the uncultivated and unlearned man, the fact is mainly due to the circumstance that these men of to-day are mainly unedu¬ cated through the misfortune that they were.: born too soon and before higher edu¬ cation had come to- be general and suitable to the conditions of modern life. In another generation this situation will be modified in the direction of giving these opportunities to educated men- in vastly larger proportion. Meantime every success¬ ful man lacking education, learning, and culture recognizes to-day either that he has also lacked wisdom if deliberately declining to- secure an education when young, or that he has been extremely unfortunate if deprived of that privilege by force of cir¬ cumstances-. Hot a man of them but envies his- poorest acquaintance who possesses the essentials of content in- a life outside the narrowing and engrossing pursuits of a business- life. Ife lacks preparation for precisely what all his energies have been directed toward — making suitable provisions for a- profitable and happy life on a higher plane. Visiting the famous Homestead Steel Works some- years ago-, the gentleman who was taking me through the mills pointed out a- strong, good-looking, and evidently masterful man standing on the top- of a set of heavy roll housings in the armor-plate mills and. remarked: “That man is paid more than your college president,” and, indicating another who was directing work not far away, and who evidently belonged to- the same class — the most intelligent of meehanics — he said : “ That man is getting pay exceeding that of any one of your professors. ’ ’ Both men were soiled and grimy, dressed in overalls, and, as occasion arose, ready to take a hand in the work; and to the- unaccustomed eye of the casual visitor they- would seem to be day workmen, but one familiar with such scenes would instantly detect the bearing and manner of the born general, prepared through natural force of character to command. They were men from the ranks — active, ambitious, good workmen; strong, proud, yet pleasant in their intercourse with all about them, and perfectly well prepared for their places by knowledge, experience, and natural fitness. Why were these skilled mechanics paid the salaries of college presidents and of college- professors? The answer is simple-: They could make themselves so useful and so necessary in the business that the proprietors could make money by employ¬ ing them-, large as was their compensation. Precisely the same principle operates when the presidents of great corporations receive tens of thousands of dollars as salary, or fifty thousand or a hundred thousand. The directors of such enterprises do not give- away a hundred thousand dollars simply out of kindness; their enor¬ mous interests compel them to seek out the one fittest man in all the eountry, the man who is sought by perhaps many other great enterprises as a guide and director, to make those interests safe; identifying him, him they must have at his own price. Similarly, the great leaders- in the industries take a few millions of the many which they earn for the people; it is quite fair. The unlearned and uneducated man will always have his place in this world of ours; but yet he will not hereafter have such- opportunities, however great his natural abilities, as he has had in the past. It is sometimes — not very often — said by “ successful ” men of this- class that the hoy who grows up without learning, and w ho gives his boyhood’s years to unskilled labor in shops- and factories and mills, may hope for a larger suceess than he who- is taught sound learning or given a “ liberal and- practical”' education. They speak without foresight or forethought. The world of the coming generations is to be a very different world from that of these last, even as the last generation lived in a very different world from that of their fathers. Education is permeating the whole body politic, and rapidly becom¬ ing distributed to all ranks in life. For one poor man’s son in college a generation ago there are many to-day, and for one one hundred years ago there are now the many 2476 EDUCATION REPORT, 1900-1901. multiplied, and the man who would succeed, in whatever rank of business life, in whatever profession, must hereafter meet in competition men who, in addition to all the native talent which he possesses, and all the energy, vigor, and ambition which he may display, will have a brain stored with knowledge and scientifically cultivated and trained, and thus far better equipped than formerly for successful struggles with the world and for seizing the* opportunities and meeting the responsibilities of the highest positions for which all may strive. This is, in fact, admitted, and it is often asserted by the most Avise and able and successful of this very class; and Andrew Carnegie is founding libraries, is promoting technical education, and is organizing a great technical institution as the noblest contribution of which he can conceive for the benefit of those workingmen to Avhom he OAves so much and indebtedness to whom he so freely acknoAvledges. His great pupil, Mr. Schwab, while encouraging the penniless boy to begin braArely at the bottom and to work hopefully toward the top, still more emphatically declares his respect for learning, and his high estimate of the desirability of more general educa¬ tion, by himself organizing a trade-school for Pittsburg. A very large part of the work of founding schools and colleges and universities and every form of higher, as well as primary, education, outside the common-school system of the United States has been already done, and is being performed more and more generally and liber¬ ally and generously by this very class of men. Rockefeller builds up Chicago University; Ezra Cornell, uneducated and once in poATerty, neA^ertheless gives all his surplus, once secured, to found a university in which “any man may find instruc¬ tion in any study,” and interests himself most of all in providing for the poor man’s son; Hiram Sibley, owing his millions to the same sturdy, manly, and vigorous spirit, fighting his Avay from the bottom to the top, finds his noblest pleasure in organizing a college in which the education of the young mechanic and engineer may be carried up into the realms of applied science and the highest departments of professional work. Lawrence and Sheffield, Case and Rose and Rensselaer, and the numerous other great philanthropists who have founded schools and colleges, even the most thor¬ oughly educated and most cultured of all among them, it must be remembered, had no such educational opportunities as are offered the young men and women of to-day. The coming generation is to be comparatively highly educated people, and the man who is to succeed in dealing with the new, the modern, man must, more than ever before, haA*e something of that culture. Highest success will only come of education and culture combined with a thorough scientific, professional prepara¬ tion for the most adATanced positions in the industrial or professional organization. In the past generations few men were given, or could be given, even the academic education of the time; to-day almost any man who has the wish and a real deter¬ mination to succeed may secure a good education of the kind Avhich he may most desire. In the last generation the competition for the high places and grand prizes, outside the then so-called learned professions, occurred between uneducated men, as a rule; in the generations now coming forward that competition will be between men who have not only the brain and the native talent, but also, and superaaded to all that the older type of man possessed, that kind of systematic training which makes the intellectual as well as the physical gymnast, that scientific instruction which provides learning that finds its peculiar use in the industrial departments of life, out of which come, directly or indirectly, all great fortunes. This is already coming into A’iew as the characteristic change of the time in the making of the personality of the notable man of the time. To-day the educated men are taking their place in the world and their chances of success are, and ha\'e long been, vastly greater, in most directions, than those of the uneducated. The proportion of educated men taking their places in history is already fifty times as great as of the uneducated; the next generation Avill see practical!}" all great prizes THE COLLEGE MAH AS LEADEB IN THE WOELD’s WOBK. 2477 in their hands. It is a splendid evidence of the progress of the world that he who chooses may enter the ranks of the educated, and he who will may make himself a man of culture. As for opportunity to gain the prizes of common life, ‘ ‘ what more can the college man ask than he now receives?” One man in a hundred to-day obtains a college diploma; these men supply one-third the members of Congress, one-half and more of our Presidents and Vice-Presidents, two-thirds, of our Supreme Court justices, seven-eighths of the Chief Justices. In all ranks, in all great places, the names of immortals are in the proportion of 50 to 1 favoring the college man. If, as asserted by some writers of late, as I however think mistakenly, the proportion of college men to population is falling off, then so much the greater will be the opportunities of the wise. If, as presumably is the fact, college men are more and more pursuing professional studies, that means the elevation of the professions to a higher level and still larger opportunities for the college man fitted to lead. To-day the college man has thirty times as large an opportunity to succeed in public life as the nongraduate, fifty times as large an opportunity to reach the Cabinet, the Vice-Presidency, or the President’s chair, sixty or seventy times as large a probability of success in striving for the Supreme Court, eighty or ninety times as favorable chances of becoming Chief Justice. In the great industries there are probably a still larger proportion of positions which, without the scientific learning and systematic training in applied sciences given by the engineering schools, the most ambitious of men and the most talented could not attain, or, attaining, could not hold. The coming century will see these opportunities more and more the prize of intellect suitably trained, of mind properly strengthened, of talent precisely outfitted for the task of their acquirement. The college man will come more and more generally to take and to hold 100 per cent of the positions assigned the generals in the great army of industry. This is the more probable since, as is asserted by a foreign and unprejudiced observer, “The engineering profession is to-day, upon the whole, the best educated in America.” In all the later centuries until the nineteenth the college man seeking to unite with learning and culture, with knowledge and wisdom of the sorts approved by the older academicians, that no less noble and still more helpful learning of the sciences and of the arts of industry, joining the academic with the scientific and the pro¬ fessional, has been at a disadvantage among other college men. The end of this discrimination among learnings is now in sight, and one of the most striking signs of the times in this direction is the recent action of the Emperor of Germany and his Government and of the Emperor of Austria-Hungary and his officials in ranking the scientific and the professional schools beside the universities. Many years ago, at the instance of your annalist, was initiated the degree of Doctor in Engineering; later, it has come to be the fact that at least one university has established entire equality between its colleges of arts and sciences, those of applied science and engineering and its professional schools, both in requirements for entrance and in those for graduation, as well as in value of its degrees in those departments of learning. Only recently the Emperor of Germany has announced the same democracy of learning for his country, and the Emperor of Austria-Hungary has followed suit, making the doctorates of engineering and of the applied sciences, and the institutions permitted to confer them, coequal with the doctorates of philoso¬ phy and their conferring universities. * * * The college man is he who, in the days which are now come, when practically everyone who wills can secure learning if not wisdom, knowledge if not culture, sees opening before him the largest and most attractive opportunities. Whatever any other man may possess, he has that which permits him to aspire to companion¬ ship with, if not leadership of, the greatest and noblest in the land and of the time. 2478 EDUCATION RE POUT. 1900-1901. Given similar physical vigor, equally strong . aspirations, similarly clear and strong intellect, no less refined sense of justice,. sympathy, and manly brotherhood with men, it is the college man alone wffio has the advantage of systematic training, of faculties, of most efficient teaching, of scientific knowledge and of highest learning through communion with: the greatest- men and the loftiest minds of the present and of the past, and who may with greatest. confidence undertake the -leadership of-men. It is the college man who is best equipped for generalship in the industrial army, for furthest exploration of unknown fields of science, and for loftiest rise- in the philosophical world, and, even with similar elementary experience and training, for greatest success -in the -lower; but none the less great, world of money makers-. The twentieth; century man will be the college man in' type, and it will be college men, as-a rule, who may be expected to go farthest and rise- highest and to do the great deedsnf the coming : centuries, , wffiether in finance, in the industries; in political life, or in the highest realms of science and the loftiest worlds of morals and philanthropy. Shame be to him if, wTith all his: advantages, he- permits another to wrest from him that leadership by greater desert, by more perfect fitness.- Glory be to him if he do his duty and splendidly, as-he may, accomplish his grand task-! The college man is -evidently ere longio take charge of our public offices and of the industrial and professional departments, and college men are to find their w'ay into prominent positions as never before; but, fortunately, college men come from all sorts and conditions of people, and it can never be said that this means the: organiza¬ tion of- a class to dominate other classes, much less the masses. The sens of poor menr as a rulp, always have been, and probably always will be, able to secure these positions oftener than the sons-of- rich men, for they have the- discipline in early life that the -latter usually lack. The process^of ■ promotion of the- college man is to be one as well of constant .redistribution of power among all classes, very much ascommon experience- shows the wealth of the country to be as-constantly in prccess of redis¬ tribution. The democracy of intellect and the democracy of influence- will be insured by this process- in the most desirable of all possible ways.- The way is now opening to the college man as never before, and especially the departments of applied seience and the industries -offer him opportunities- beside which those nf the- college man in the other professions are insignificant. In another generation theproportion of> men, educated and uneducated, who attain success will bo- vastly changed, and, happily, the number of men who ha ve -reached competence or wealth in their vocations- and who. must still sigh that they can net give -of- their millions: to gain the education which they lack will be, probably, com¬ paratively small— -for the ambitious poor boy will much more- commonly than now find his way to his triumph- by way of the- college or the professional school. The number of wealthy men who will esteem it a privilege to help on the work of educa¬ tion and to -take part in other great works will undoubtedly also steadily increase until, as- we may perhaps hope, the redistribution of surplus- wealth may become the pleasure and the recognized duty of all. The college man, leaving college, goes-out into 1 i fe once -more a fresh man and with the university of life- for his next place -of struggle, of aspiration, and of achievement. He -enters upon a new training: by different methods and through radically different experiences-, He is trained indeed, but by no sympathetic and systematic teachers. He must find his own way to knowledge, and to wisdom, which is greater than knowledge, and must struggle- onward and upward with not only little assistance, but even with almost every man’s hand against him, and driven: at times- to raise his hand against every man excep.fi the select few whose interests or whose convictions coincide with his-own and are opposed by all the world beside; But this is not- diffi¬ cult for the man who knows himself in the right. In all men, it is obvious to the close -observer, there exists a fighting instinct which has itsuse in life,. and the joy- of contest makes -easier the struggle for the intended goal. THE COLLEGE MAH AS LEADER IH THE WORLD’S WORK, 2479 Honesty, ability, capacity, and power, supplemented by precisely the right sort of learning and made available through systematic training, in every case prove winning quantities. The complete development of the man to a maximum of usefulness in the vocation and the life to which he is by nature best fitted means progress and ulti¬ mate success— provided he can keep himself in training. An essential element of the art of success is that of living long enough and in a state of high working efficiency. The fact that this is so generally ignored makes the opportunity of the man who never forgets it all the larger. It is also the fact that it must be admitted that the incapacity, the lack of integ¬ rity, the indifference to duty, and the general inefficiency of the average man is one of the elements of the success of the man who does finally succeed. But, sad as is the fact, it may fairly be accepted by the man who is at once gentleman and scholar and expert as contributing to his- opportunity. * * * STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. 2480 EDUCATION REPORT, 1900-1901. 1S88S §85 83* i iiiisii asgssss s “STS'*® SI IS is «aV 111 88” Hi sss lisiii co rTd'tf 113111 rHsSS sssa 9ESS cCOlOCO HtOlC Tt< CO eO CO -sH -st< lO 1> CD 1> O J> Tt< Tjj Tji id CO .H '^l>Tjl03 Sllllll ISSlill IgllllSglaiSllis mum mmm fifgiwsmssiw ccT cT iissi ;s slum iiiss if smiii CO r-T T : ft : :::::: :^a : MM! Mil ! :::::: :£g : o o * :::::: :c6 : •i-iiiiili ; ; \ \ \ i ifll : Illlllsli si liSISIt 5’ l-gi, : ij isilPi&IailSlS'S i if i mill s si llisiift' -ail i Jl rtl v*3Zi OmWW • • -t} iii| till CO CC CO OQ ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. 2481 1 II 88 “S I iilsffilSi rfrf ofcT do \n II 11 HIS Ills of I I g*. § 88 S 00 £§3S?883§ § g'SSSSSgg S O 00 CO 3=38 g II ^VT 1 iiSliSSE S SS5fcflS“|S“S 111 gSS i-ir-i'i-icOi-Hr-ioii-ni-i ' ' -5ji d SdSS £ 3! doi^uo MOW assa's^s 888 cc cc © §S!§ll!§IHil s¥gl|r¥s|¥s¥ ig§j nmums ggss agS8fs|S|8?|" IS1 888 ill i : :88888 • 4? t? -ts< oo cs iasss^ 72, 287 il 1 linn ffaWs is ig ! in i iis i islssl iis'lgs § i *? : ii i |of of llllsl sssga's’ il :S8 ! ^ 8 ;§§||S, ifiljii ills lllllllllll jl| III a.s ®2 ft .1 gsjg-s lll§lll§llltc |^SSSSS6asiel S •g 3 3-g IS ft^i’l 6j §1 g Hi -3 s £-g = o & X E E^oooa'aso^o ED 1801 — YOL II- -80 l! Ill STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES— Continued. ‘482 EDUCATION REPORT, 1900-1901. i as OCr-T sSj (ShV CO ai rH co ill II 111111:1 £ f |P|-i »ei '#OHN>i#NOOCO S In ® g r2 Si 00 Csi 6>i ’’5t< .05 O ESI in Tt'" P <35 J> © — ■ «S to II 5S !3§§ill!Si g sf§ 3 1 S S; SS 8 jf¥¥f : Sgg S3 3 CO 00 s II II 11 - lllillllll lifllll ! j i :l S | i II^.S3J"3 lllillllll Iflljlt ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. 2483 a Present incumbent not known. b Public schools only, which enrolled 4,109,578. o From State only, or incomplete returns. STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES— Continued. 2484 EDUCATION REPORT, 1900-1901. ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. 2485 ri’2 .2 I ra o Cl) Cl ft eS lb p<^j “'e H .ftM-S-S “ 5 2 0 § 5? gft.Sb i o e.2ft“ £1^ ! *4 :g n'sa c- © g .§•§2 ,fld 0 a « 0--H.2 © 0 ■-« --3 0 +s pft ° 0 § g la e §■§ § ’Sfl'S'g®* 0,g O'w © O © o += ° -g o ft b e m ft • .o c* © 9 ■as&ss © 03 0 © h 0 so ft 0 « © o ft ft ft 0 0 ft o ,ft ft © 3 ft 0 © 0 © 1 ^ ©.g sc a © A 0 9 ■+J 0 .0 0 © fH 9 0r0 © £0 03 © © ft 0 o ©~ 0 _r 0 “ « •Sg o ” £0 0-2 & .9 JW © o . be ©T3 *1 4^> r£ 60 0 S- M a ^ o 153 0 • © 3? CD ^ r0 fi 0 2 • ft ° ^-§2j2 0 ^.p.i 0 o «>£££■© ft • 0 0 a? •0 ft 2 a geo aD © 0 gO so ft u ft g 0--9 -1-5 © ft 0 ft*-, •C§° 0^0 “.2-S © « © a© © ftro “ SJg 03 £h CD I^o ft^'S ftH,0 Jj JHI^J ggW •h n) to 5 .•’H ©.2 0 © © 03 Oft « 0ft ft © 0 .iS0fi S 0^0 gSia 0.2.2 g alii 2 ©^ 0-00 ,r 1 n «, m «_.2 &.g ° -g © ® S 9!9| 9 2 -9 9 2 .9° of 0 © 0.9 «ft 0 iJ oogi ando Sam instructic rigueros, an. 2* -§1 1 .Pachei affairs, A. Ma: r. Juan tion. r. Fern public r. J. T structii > d Xfl si °l, U -rH P3 ftft ft ft ft 2 2 0 9 ■ o 2 50 • © ^ d m wgl • o 2 M • 0.9 “HO 0 ft ^ 02 i^i H H H tH 05 rj \0 OOO '00^05 05 05 05 05 00 O 00 03 lO 03 O 03 ^ tO I> CO tO rH CO 05 O U- U- CO tO 05 O 05 o 1 05 03 > 5 O OOlCiO 03 H rH CO 03 tO HiOiO 05 00^ ^ 03 CO 05 O 03 CO 03 !> CO 03 tO ■ U- O CO ;S 8 8 s u- CO CO 03 CO CO CO 03 03 05 LO 05 CO to 05 05 OHrflOl CO to CO CO to 00 0 TJH 0 05 03 0 I> 0 to to 05 to 00 S o^oidoooiN 03 04 03 06 to* cd 03 CO L'-’ to* 0 oi iO 1O U- CO O CO 03 CO iO i> to t> CO O O CO 0 1> 0 CO I> CO CO CO CO to l> 0 05 HCCOOl^ ^ S rH 03 05 0 0 rH to §5 1 xf of 0 oT tjT l- tjT 05 t> O CC1 -rt! 00 CO 03 CO ftT1 CO tO tH cT co" co r> f2 in 05 0 f to o' r-H 05 00 03 rH I> oT CO t^cd' rH lO CO c O to CO 00 v-H t-h c^r 0 oT 0 0H1O oooaiTti ©. © ft ft>. 0 6a Oft J 0 00 & 9 0 'o ft j3 ftg ft 0 ft 03 Mg I^.S. ggo M 9*' 0 ^ft P>- ©00 0ft Oft © o ■ST 0 © 51 \h 0 0 9 S 0 0 0 o OW a Present incumbent not known. c By government. e in 1899 this amount was “ devoted to education.’1 b Also $38,345 for buildings and repairs. d includes salaries of employees. STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES— Continued. 2486 EDUCATION REPORT, 1900-1901. Chief officer of education. 35 Minister of public instruction, a J os6 Peralta, minister of foreign affairs, public instruc¬ tion, ecclesiastical affairs, and justice. Pedro Bobadilla. minister of justice, ecclesiastical affairs, and public instruction. L. Alzamora, minister of justice, ecclesiastical affairs, and public instruction. G. L. Rodriguez, minister of agriculture, industries, public instruction, and public works. Dr. F. Quintero, minister of public instruction. Hon. John Perry, minister of public instruction. Mr. John Murra'v, secretary for public instruction. Hon. T. H. Brofiker, minister controlling education. Hon. W. Gurr, minister of public instruction. Hon. G. Randell, minister of education. Hon. W. C. Walker, minister of education. Hon. Stafford Bird, minister of education. Date of cen¬ sus. X 1881 : § i 1 1 1 1 lllllll : " " i ■” Popula¬ tion. 11 s 1 1 § lllsaii fi i s § i siiws CO rl Cf i — 1 1 — l Current expenditures. Per capita of popula¬ tion. 53 53 E g E £ SagSSjgSJS • • • tidficifiMH Per capita of enroll¬ ment. E ! * S 5 E 8SSSSSS oi co 'S' Totals. 1 1 111? li&fSSl f S | IlSlfiS Co' r-T co' Inciden¬ tals. Salaries. e* Countries. south ameeica— continued. Colombia . • > o 2 i \ § i . Peru . Uruguay . Venezuela . AUSTRALASIA. New South \Valcs . Queensland . . South Australia . Victoria . West Australia . New Zealand . Tasmania, . it incumbent not known. b Includes $454,030 for buildings and sites. c Includes $259,026 for sites and buildings. INDEX. A. Abolition the burning question, -562. Academic duties of cadets at West Point, 2429. Academic lectures for women in Vienna, 86. Academie Frangaise. 1131. Academies and private bigb schools, 1908. Academies teaching commercial branches, 22T2. Academy, public, of the eity of Philadelphia, 542. Accessory hand movements in relation to in¬ telligence, 331. Accomplishments acquired at home, 724. Accounting and auditing, course of stndv. 1161,1165. Act establishing a bureau for the relief of freedmen, 437. Act establishing a c ommon-school fund in Ohio, 135. Act establishing a system of education in the Philippines, 1328. Act providing for the consolidation of schools in Ohio, 162. Act relating to teachers’ institutes in Ohio, 144. Action in recent years, discussion, 1055. Action of joint committee, trustees and fac¬ ulty of Hollins Institute, 506. Action of the trustees of Hollins Institute. 505. Activities, human, effect of the struggle, 347. Activity, definite intellectual, among negroes, 854. Adams, Chas. "Kendall, 586,610,622. Adams, Herbert B., 565.655. Adams, R. J., 1264. Adams. R. T., 1223. Adelphi Academy at Brooklyn, 654. Adler, Felix. 642.“ Address of Earl Spencer, 952; Prof. A. Riedler, of Berlin, 8; Prof. Chas. Kendall Adams. 610; Prof. Edmund J. Ryan, 922; Prof. Edward C. Schmidt, 318; Prof. L. P. Breckenridge. 335; Prof. M. D. Learned, 577; Prof. Rudolf Eucken, 110; Prof. Theodor Franke, 34; Prof. W. T. Hewett, 567; Rev. Candidas Eichenlaub. 933; Rev. James A. Burns, 894; Rev. J. He Laak, 904; Rev. L. A. Delurey, 916; Rev. Mgr. Conaty, 886; Thomas E. Maw, 81; Wm. Stieda, 21. Administration, municipal, course of studv. 1161, 1166. Administration of Gen. John Eaton, 1424. Admission of cadets to the Miiitarv Academy. 2421. Admission of foreign students to French uni¬ versities, 1113. Admission of Texas into the Union. 395. Admission to commercial university, :29. Admission to negro colleges, requirements, 834. Advancement of science. art, and education, 263. Advantages of consolidation of schools. 206. Advantages of conveying children tosehool.180. Advantages of the case system of teaching medicine ,1737. Advisory board, superior, in the Philippines. 1339. African element in border States. 734. Age limit of minors in Germany. 53. Age of wage-earning children, 63. Agency of peace and good will, 407. Agricultural and mechanical colleges, 218.1801; changes in courses, 1802, 1806; courses of study, 1813; grants and other items, 1824; teachers and students, 1827; graduate stu¬ dents, 1830; value of property, 1832; income, 1834: value of equipment. 1836. Agricultural and trade schools in the Philip¬ pines, 1327. Agricultural buildings, new, 1809. Agricultural colleges, foreign. 1446, 1458. Agricultural laborers, by race, 770. Agricultural lands in Alaska, 2445. Agricultural lecture courses, 271. Agricultural schools in Austria, S3, 93. Agricultural winter schools in Austria, 97. Agriculture, changes in college courses, 1802. Agriculture, persons engaged in, 767. Aid, national, to education, 408. Aims of moral instruction, 1123. Alabama, city school siTperintendents, 1190: city school systems, 1540, 1552; colleges for women, 1710,1715; commercial schools, 2276; high schools, public, 1966; high schools, private, 2152; kindergartens in, 1591; list of educational periodicals, H8S; manual and industrial training, 2238; normal schools, 1874, 1894 ; -Polytechnic Institute, mining -en¬ gineering, 2379; professional occupations of negroes, 850; professional training for ne¬ groes, 2322; public high schools for negroes, 2308; secondary and higher schools for ne¬ groes, 2314; separate schools for negroes, 749; sources of school funds, 753; teachers’ training courses, 1866; technologicalschools, 1726; universities and colleges, 1652,1672,1688. Alaska, education in. 1459: introduction of rein¬ deer, 1481; possibilities of, 2443; why it is not settled, 2446. Alcoholic physiology in school, 1846- Alderman, Edwin A., 1032. Alderman, pres. G, A.. 811. Aldridge. Ira, 857. Algebra, examination in. at West Point. 2424. Algebra, number of pupils studying. 1918. 1934, 1959. ! Allen, Henry T., 1389. I Allen, Macon B.. 850, ! Allen, Philip S., 619. ! Almstedt, Herm. Benj.. 619. • Alsaee-Lorraine, children engaged in wage- ; earning, 59; schools for the deaf, 45. ! Amanuensis courses, 2275. ' Amendment to Missouri school law in 1841, 376. 1 Amerieana Germanica, 532. j American Academy of Political and Social j Science, Annals, 237. i American Bankers’ Association, 1138. American colleges, address by H. C. Gilman. 532. j American colleges, modern languages in, 567. American colleges of dentistry, ban removed, 1739. I American education, by D. C. Gilman, 532. j American German Review, 532. i American group of members of international ! congress, 29o. i American idea of universal education, 41G. I American industrial education, 215. j American Institute of Instruction, 532. i American Journal of Education, quoted.143,149, American Journal of Philology, 565. American Journal of Sociology, 238. American Lawyer, Kev York, quoted. 236. American public-school system, a modified, in the Philippines. 1325. American scholarships, Rhodes's will. 2449. American school of classical studies, 1239. American st udents in German universities. 1513. American teachers in the Philippines. 1368. American teachers in the provinces, 1380. American technical school, its relation to rail¬ roads, 305. j American Tract Society, 411. American traits, 1298. American womanfromGermanstandpoint,1298. ! Americanization of German colonists. 547. j Amerikanische Litteratur- und Kulturge- schichte, 532. Amerikanische Padagogen. 532. Amherst College, history of. 532. Analysis of children’s concepts, 715. Andrew, Gov. John .A., 414,475. ! Andrist, Chas. M., 624. 2487 2488 INDEX, Angell, Pres. James B.. 565,614. Annaberg, Saxony, cliild study, 728. Annals of the Am erican Academy of Political and Social Science, quoted, 287. Annexed colleges, coeducation, 1288. Annuities and pensions of teachers, 2385. Answers to objections to higher education of negro, 810. Anthon, Charles, 667. Antique Historical Society of Arkansas, 382. Appendixes to Report on International Asso¬ ciation, x, circular letter, 281; ii, list of committees, British group, 292, American group, 286; in, specimens of programmes, 288; iy, classified list of congresses, 301. Appliances for teaching, 722. Application of the level theory, 328. Application to the U. S. Military Academy, how made, 2421. Appointment and admission of cadets to the U. S. Military Academy, 2427. Appointment of American teachers in the Philippines, 1371. Appropriations in aid of agricultural and mechanical colleges, 1840. Appropriations for conveying children to school, 178. Appropriations for public normal schools, 1844, Appropriations for schools in Alaska, 1470. Archeological Institute of America, 1238. Argentina, elementary education in, 2482. Argentina, schools for the deaf, 43. Arithmetic, examinations in, at West Point, 2423. Arithmetical mean of tests of right arm, 337. Arizona,, commercial schools, 2276; high schools, public, 1868; private. 2152; industrial schools for Indian children, 2244; normal schools, 1874; teachers’ training courses, 1866; tech¬ nological schools, 1726; University of, 1652, 1672, 1688. Arkansas, and Michigan, compared, 388; city school superintendents, 1190; city school systems, 1540, 1552; colleges for women, 1710, 1715; commercial schools, 2275; constitution amended, 380; constitution quoted, 388; edu¬ cation in, 389, 391; high schools, public, 1988; private, 2152; Historical Society of, 932; his¬ tory of school system, 888; list of educational periodicals, 1183; normal schools, 1874, 1894; professional occupations of negroes, 851; professional training for negroes, 2322; pub¬ lic high schools for negroes, 2308; secondary and high schools for negroes, 2314; separate schools for negroes, 749; sources of school funds, 753; teachers’ training courses, 1866; technological schools, 1726; universities and colleges, 1652, 1672, 1688. Armbriister, Anton, 542. Armstrong, Gen. Sam. C., 414, 475. Army Medical Museums, 1063. Arrangement of workrooms for children, 66. Arrangements for the Glasgow International Assembly, 287. Art education and manual training, 217. Art education in Germany, 14. Art education periodicals, 1186. Art lecture courses, 270. Articles of incorporation of Carnegie Institu¬ tion, 1067. Articles of incorporation of W ashington Memo¬ rial Institution, 1060. Articles on education in France, 1081. Articles on education in Great Britain, 939. Articles VI and VIII of the Ohio constitution, ' 131, 146. Artistic decoration of schoolrooms, 18. Arts and sciences, special schools, 2232. Assessed value of property owned by negroes, 762. Association for maintenance of women’s table at zoological station at Naples, 1240. Association, International, for the Advance¬ ment of Science, 263. Association of College Alumnse, 1240. Association schools teaching German, 654. Associations promoting German instruction, 672. Astronomy, number of pupils studying, 1919 1935, 1951. Asylums for the blind in Prussia, 41. Atkinson, Fred. W., 1317. Attendance at American engineering schools, 313. Attendance at commercial university, 31. Attendance at common schools of the South, 2302. Attendance at continuation schools in Ger¬ many, 123. Attendance at German universities, 126. Attendance at schools of Alaska, 1469. Attendance at universitiesof Great Britain, 985. Attendance in city schools, 1530. Attendance in schools for the blind, 2355. Attendance in schools for the deaf, 2362. Attendance promoted by conveying children to school, 180. Attitude, public, toward consolidation of schools, 181. Atwater, Caleb, quoted, 131. Atwell, W. G., 1512. Aus grosser Zeit, 533. Austin, Stephen F., 394. Austin, William, clerk of cottage row, 247. Australia, elementary education in, 2482. Australia, schools for the deaf, 43. Austria, agricultural schools in, 88. Austria, higher education of women, 84. Austria, regulation of child labor, 75. Austria-Hungary, elementary education in, 2480. Austria-Hungary, schools for the deaf, 43. Austrian universities, foreign students, 2408. Auxiliary legislation for education in England, 842. Average attendance in France, 1080. Average number of children conscious of cer¬ tain ideas, 722. Average salary of teachers in the South, 753. m. Babbitt, Eugene H., 583, 698. Bache, Alexander Dallas, 560. Baden, Germany, costof preparing teachers.llS. Baden, Germany, schools for the deaf, 45. Baden, Germany, wage-earning children, 59. Bailey, C. J., 1389. Baker, T. S., 614. Bailiet, Thomas M., 1259. Baltimore Association for Promotion of Uni¬ versity Education of Women, 1240. Baltimore’sVergangenheitundGegenwart,533. Ban on American dental colleges, 1739. Bancroft, George, 547, 550. Banking and public finance, course of study, 1163,1165,1167. Banks, Gen. N. P., 365. Banneker, Benjamin, 85S. Baptist missionaries in Alaska, 1472; missions, 1474. Bard, H. E., 1363. Bard, Dr. Samuel, 336. Baret, John, 880. Baret, John, his pupils, 881. Barnard, F. A. P., 1288. Barnard, Henry, 359, 360, 381, 384, 408, 559, 690, 863. Barnard College, establishment, 1288; present status, 1293. Barnard’s Journal of Education, 412. Barnard’s normal school, 559. Barnes, Charles E., 1500. Barringer, Paul B., 517; his reply to Dr. Frissell, 530 Bartholomai, A., 710. Barton, Benj . Smith, 546. Basedow, J. B., 868. Basis, economic, of negro education, 733. Bavaria, cost of preparing teachers, 118. Bavaria, schools for the deaf, 44. Bavaria, wage-earning children, 59. Beacon Theological German-English School, 654. Bean, C. W„ 1219. Beattie, George W., 1362. Bechstein Germanic Library, 611, 689. Beck, Dr. Charles, 553, 691. INDEX. 2489 Beginnings of education for freedmen in Vir¬ ginia, 414. Belgium, decoration of schoolrooms, 19. Belgium, elementary education in, 2480. Belgium, regulation of child labor, 76. Belgium, schools for the deaf, 43. Bell, Alexander Graham, 1058, 2435. Bell, George, 747. Benefaction, Peabody fund, 408. Benefactions, educational, by Andrew Carne- ie, 1077; principal educational, 1067; to igher institutions, 1617; to secondary schools, 1929, 1942. Beneke, the philosopher, 345. Bengel, J., 674. Bentzen, Anna, 1273. Berenger, M., 1129. Berlin, results of child study, 709. Berlitz schools of modern languages, 659. Bernatzek, Dr. Edmund, Vienna, quoted, 85. Bertholf, Lieut. E. P., 1490. Bessels, L., 264. Betts, A. W., 1391. Beziehungen, deutsche, zu den Ver. Staaten,533. Bibliography, books on German instruction, 532. Bibliography of coeducation of the sexes, 1310. Bibliotheca Eliotse, 880. Bibliotheken, freie offentliche, 534. Bickmore, Prof. A. S., 277. Bill of rights in constitution of Arkansas, 390. Bill proposed to constitute county councils in England, 852. Billings, John S., 1068, 1070. Biographical notes of German professors, 687. Biography of Prof. B. A. Hinsdale, 2454. Birmingham, England, provision for physical, training, 962. Black Belt, negroes in, 777. Black belts in which negroes exceed, 741. Blair bill, the, 408. Blake, Miss Sophia Jex, 829. Blau, Max F., 605. Blind asylums in Germany, 41. Blind, French writing system for the, 1511. Blind persons in Prussia, 41. Blind persons of school age, 42. Blind, schools for the, in United States, 2351,2355. Bloch, Jean de, 285. Blodgett, Albert H., 1283. Blyden, Edward W., 846. Board appointed by Mr. Peabody, 454. Board oi trustees of Carnegie Institution, 1068. Board of trustees of Washington Memorial Institution, 1060. Board schools in English cities, 955. Boards associated with the Southern confer¬ ence, 1024. Boards of supervision of schools, 36. Boas, Franz, 605. Bonbright, Daniel, 1287. Bonnier, Louis, 281. Book of Hawking, Hunting, and Coat Armour, 863. Books and supplies received for the schools in Philippines, 1321. Books on German instruction, 532. Books used in U. S. Military Academy, 2430. Boone, Richard C., 1226. Border States during civil war, 406. Border States, African element in, 734. Boston asylum for indigent boys, 244. Boston School Document No. 19, 1890, 1252. Boston University, coeducation, 1284. Botany, number of pupils studying, 1961. Bourgeois, Leon, 263, 279. Bourgeois, Prof. Emile, 279. Bourne, Edward G., quoted, 140. Bowen, B. L., 583. Bowen, Frank H., 1342. Boyd, Col. D. F., 362. Boyesen, Hjalmar Hjorth, 603. Boys saved from crime', 236. Brachvogel, Udo, 605. Bradford, England, correlation of classes, 963. Bradford, England, maintenance scholarships, 963. Bradley, Charles H., superintendent of Thomp¬ sons Island, 245. Brain, growth in weight, 325. Brain, growth until late in life, 343. Branches of industrial training in schools for the deaf, 2372. Branches of instruction in normal schools, 1845. Branches taught in manual and industrial train¬ ing schools, 2247. Branches taught in reform schools, 2342. Branding reindeer, 1493. Brandt, Herm. Carl George, 567,583,614,678. Bratter, Charles A., 605. Braun, William Alfred, 603. Brazil, elementary education in, 2482. Brazil, schools for the deaf in, 43. Bread, diagram showing elements of idea, 103. Breckenridge, Prof. L. P., quoted, 305. Breda, Ola us J., 624. Brehm, Johann Phillip, 541. Brentano, Lorenz, 644. Brereton, Cloudesley, 1008,1121. Brevig, T. L., 1467. Brink, Gilbert N., 1361. British group of members of international congress, 292. ▼ British India, elementary education in, 24S1. Brittain, Joseph I., 1510. Brodbeck, William Nast, 1264. Brooks, Edward, 1223. Brown, Emma B., 413. Brown, Francis F., 2458. Brown University, experience in coeduca¬ tion, 1297. Bryce, Hon. James, 263, 277. Bryn Mawr College, course in German, 633. Buisson, M. F., 1121. Bulgaria, elementary education, 2480. Bullock, Samuel J., 1262. Bunnel, Charles E., 1464. Bureau for the relief of freedmen and refu¬ gees, 437. Bureau of Education, its establishment, 408. Burigny, Jean Levesque, 865. Burk, Frederick, 325. Burk, F. L., 20. Burns, James A., 894. Burr, George Lincoln, 667. Burton, Frank, secretary of the school state, 257. Business and commercial schools, 2269. Business arrangement for the Glasgow inter¬ national congress, 291. Business courses in high schools, 2272. Business impulse strongest in Germany, 7. Business organization and procedure, il62. Business practice, course of study, 1175. Business training for Americans in France, 1509. Bush, Adolphus, 631. Butler, Gen. Benjamin F., 410,414,435. Butler, Pres. Nicholas Murray, 585, 603 C. Calhoun, John C., 796. California, city school superintendents, 1190; city school systems, 1540, 1552; colleges for women, 1708, 1710, 1715; commercial schools, 2276; high schools, public, 1970; high schools, private, 2154; kindergartens in, 1591; list of educational periodicals, 1183; manual and industrial training in, 2238, 2244; normal schools, 1874, 1894; teachers’ training course, 1866; technological schools, 1726; universi¬ ties and colleges, 1652, 1672, 1688. Calligraphy, periodicals, 1187. Calvert, George Henry, 561, 688. Campbell, William R., 1266. Canada, elementary education in, 2481. Canada, schools for the deaf, 43. Capacity, intellectual, of the negro, 794. Cape Colony, elementary education in, 2481. Carlyle, Thomas, 796. Carnegie, Andrew, 664, 1067, 1070. Carnegie Institution of Washington, 1067, 1072. Carnegie, Louise Whitfield, 1070. Carnegie’s gift to the universities of Scotland, 1079. Carpenter, William Henry, 583, 590, 603, 697. Carr, William C., clerk of cottage row, 243. Carroll, Charles, 846. Carruth, W. H., 583. Case method in teaching medicine, 1737. Case School of Applied Science, mining en¬ gineering, 2390. 2490 INDEX, Catholic Church did not approve of common schools in Louisiana, 358. Catholic colleges, conference of, 885. Catholic colleges, Greek in, 933. CatholicparochialschoolsinMassachusetts,2470. Catholic secondary schools, 894. Catholic summer school of America, 655. Causes of segregative tendencies of negroes, 742. Cell body, growth and progress, 326. Centner, Martin A. M., 624. Central America, elementary education in, 2481. Central educational authority in England, 941. Central Europe, education in, .3. Central Europe, miscellaneous educational topics, 119. Central exchequer grants in England, 976. Central high school, Philadelphia, department of commerce, 1166. Centralized schools of Ohio, 161. Changes that have come to the district school, 173. Character of cadets’ examination at IJ. S. Military Academy, 2422. Chartered academies in Louisiana, 359. Chase, S. P., Secretary of the Treasury, 418. Chautauqua, the greatest wonder in America, 655. Chaves, Amado, 1219. Chemistry, number of pupils studying, 1920, 1936, 1952. Cheney, Ednah D., 1267. Chestnut, Charles W., 858. Chicago, German taught in the schools, 644. Chicago j uvenile courts, 236. Chicago University, coeducation, 1287. Chief State school officers, 1189. Child, Francis T., 561. Child labor, condition of workrooms, 66; dis¬ cussed, 77; in Austria, 75; in foreign coun¬ tries, 71; in England, 72; in France, 74; in Germany, outside of factories, 54; in other countries, 76; in small States of Germany, 65; laws, compulsory school attendance, 2409; police regulations in Germany, 68; propositions for itsregulation, 71; statutory provisions for compulsory school attend¬ ance, 2410. Child life in colonial days, 533. Child study and psychology, periodicals, 1186. Child study, difficulties in mass .study, 711. Child study, first attempts, 709. Child, treaty se .of the wyse childe of thre yere olde, 864. Children, as wage-earners, opinion as to, 62; coming from home, 714; coming from kin¬ dergartens, 714; coming from creches, 714; conscious of certain ideas, 722; employed in wage-earning in Germany, 57 ; Filipino, 1395; having certain accomplishments, 724. Children’s aid society of New York, 236. Children’s concepts, analysis of, 715. Chili, elementary education in, 2482. China, reform in education, 1504. Chisholm, Lord Provost, 287. Christiansen, Hans, artist, quoted, 18. Chronic failing of the new States, 397. Chronic weakness of American common-school system, 369. Church communicants, negro, 849. Churches of Northern States established mis¬ sion schools for the colored race, 471. Circular letter by preliminary committee of international congress, 291. Circular letter concerning transportation of pupils, 186, 212. Circular letter to Berlin teachers, 710. Circular of the Liverpool school board, 950. Circulars of inquiry, relating to consolidation of schools, 175. Citations from Boston school document, 1258. Citations from clergymen on coeducation, 1259. Citations from teachers on coeducation, 1259. Cities in the United States, salaries of teachers, 2415. Cities in which German is not taught in public schools, 640. Cities in which German receives special atten¬ tion, 640. Cities in which manual training is given, 2233. Citiesof more than 5,000 colored inhabitants, 782. Cities, over 100,000 inhabitants, corporal pun¬ ishment, 2402. Citizen, how he is educated, 1014. City and country children compared, 711. City and endowed evening schools, 224. City negro, condition of, 778. City negro, occupations of, 779.' City school superintendents, 1190. City school systems, in the United States, 1527; in the United States, article by John D. Phiibrick, 1250; expenditures of, 1575; re¬ ceipts of, 1565. Civics, number of pupils studying, 1922, 1938, 1954. Civil government, number of pupils studying, 1961. Clark, E. T., 1355. Clark, R. P., 626. Clarke, Dr. E., 1275. Classical against technical education, 4. Classical course in French lyeees, 1107. Classification, former, of schools in the Philip¬ pines, 1318; of colored students in high schools, 2803; of concepts, 715; of teachers in France, 1093; of universities and colleges in the United States, 1621. Classified list of international congresses, 301. Clergymen’s opinions on coeducation, 1263. Clerical versus lay teachers in France, 1094. Cleveland, Ohio, German taught in the schools, 643. Closing of local schools depreciates value of farms, 205. Cocke, Charles L., 507. Code of laws for the school, State, 257. Coeducation, bibliography of, 1310; committee report in Boston, 1252; in Brown University, experience of, 1297; in city school systems, 1219; in colleges and universities, 1230, 1283; in foreign countries, 1303; in public schools, 1217; in State school systems, 1218; in the United States and in foreign countries, 2404; in universities of Europe, 2408; literature of, 1240; of the sexes, article by Dr. E. E. White, 1247; of the sexes, article by Dr. W. T. Harris, 1241; of the sexes in the United States, 1217, 1269; opinions of supervisors, 1258; of teachers, 1259; of clergymen, 1263; of nonprofessionals, 1266; of foreign exoerts, 1267; of physicians, 1281, Coffin, Levi, 433. Coggeshall, William T., quoted, 143, 156. Cogswell, Dr. Joseph Green, 551. Cohn, Henry, 621,698, Coleti Aeditio, 864. Collections in Washington, D. C., 1082. College Book, the, 533. College-bred negro, 840. College course, proportional, 834. College entrance requirements, committee on, 932. College of Commerce, University of Chicago, course of study, 1141. College of Engineering, entrance examina¬ tion, 308. College presidents, 1200, 1206. College, the, as a leader in world’s work, 2473. College, the teaching of English in, 922. College, the teaching of history in, 916. College year, division of, 1612. Colleges, agricultural and mechanical, 218; and seminaries for women, 1234; Catholic, con¬ ference of, 885; Catholic, of the twentieth century, 886: coeducation in, 1230; foreign, arranged according to number of students, 1445; for men, presidents of, 1200; for women, presidents of, 1206; giving instruction in mining engineering, 2377; higher, -of com¬ merce, 226; in Confederate States, 571; in the United States, statistics, 1611; teaching Ger¬ man, list of, 573. Collegiate course for women, 1292. Collitz, Hermann, 633, 678, 699. Colloquia of Erasmus, 867. Colonial and nationaldiscussion, history of, 1051. Colonial scholarships, Rhodes’s will, 2448. Colorado Agricultural College, commercial course, 1140. Colorado, city school superintendents, 1190; city school systems, 1540, 1552; commercial schools, 2276; educational periodicals, .1183; INDEX. 2491 high schools, public, 1974; private, 2156; kin¬ dergartens in, 1591; manual and industrial training, 2238, 2244; normal schools, 1874, 1894; school of mines, 2378, 2382; teachers’ training; courses, 1866; technological schools, 1726; universities and colleges, 1652, 1673, 1688. Colored females exceed males, 792. Colored men in the professions, 848. Colored people, common schools for, in Louisi¬ ana, 435. Colored professional students, 2306. Colored property owners, 761. Colored race, education of, 2299. Colored race, mission schools for the, 471. Colored women college graduates, 826. Colored' women, higher education of, 823. Colton, M. A., 1356. Columbia College, women students, 1292. Columbia University, 545. Columbia University annex, 1288. Columbia University, course in German, 604. Columbia University, mining engineering, 2387. Columbia University, officers and students, 602. Columbia University, public German lectures, 605. Columbian University, school of jurispru¬ dence, 2438. Columbian University, course in German, 626. Comenius, his place in the history of educa¬ tion, 533. Comenius’s Janua linguarum reserata, 876. Commercial and business schools, 2269. Commercial continuation schools, 23. Commercial course for teachers, 1170. Commercial courses in secondary schools, 2275. Commercial education, higher, 1137, 2402. Commercial high schools in Germany, 24. Commercial law, number of pupils studying, 1961. Commercial lecture courses, 271. Commercial museum in Philadelphia, 1172. Commercial schools in Germany, 21. Commercial schools, separate, for women, 33. Commercial universities in Germany, 21, 30. Commercial univers ty at Cologne, 1499. Committee of New York State Science Teach¬ ers’ Association, 1049. Committee on coeducation of the sexes in Bos¬ ton, 1252. Committee on college entrance requirements, 932. Committee on finance, 275. Committee on museums, 275. Committees, special, at the international con¬ gress, 275. Common school among the colored people of Louisiana, 435. Common school education in the South, 357, 403. Common school education periodicals, 1185. Common school fund in Ohio, 135. Common school statistics of the South, 2301. Commons, John R., 238. Comparative statistics of city schools, 1534. Comparative statistics of professional schools, 1733. Comparison of English statistics of education, 9*8.« Components of educational funds for the col¬ ored race, 752. Composition, English, examination in, at West Point, 2425. Compulsory attendance and child-labor laws, 2409. Compulsory attendance at commercial contin¬ uation schools, 23. Compulsory attendance in the South, 1014. Compulsory education in the Philippines. 1326. Compulsory school law in Great Britain and TvpIflTirl Qill Conaty , Right Rev. Mgr. , 886, 903. Concepts of children classified, 715. Concerts for school children, 21. Concordia Seminary, 654. Condition of American teachers in the Philip¬ pines, 1386. Condition of city negro, 778. Condition of schools in typical Southern States, 1012. Con ditions favoring consolidation of schools, 176. Conditions of admission to Commercial Univer¬ sity, 29. Conditions of restlessness, 854. Conditions of scholarships, Rhodes’s will, 2449. Conditions that forbid consolidation of schools, 182. Conference for education in the South, 1022. Conference for unifying college requirements in German, 582. Conference of Association of Catholic Colleges, 586. Confirmation in church at period of psychic change, 329. Conflict for the preservation of the Union, 407. Conger, Hon. E. H., 1506. Congregational missionaries in Alaska, 1472. Congregational missions, 1475. Congress inaugurates system of national aid to education, 408. Connecticut, city school superintendents, 1190; city school systems, 1540, 1552; commercial schools, 2276; educational periodicals, 1183; high schools, public, 1975; high schools, pri¬ vate, 2156; kindergartens in, 1591; legislation on temperance teaching, 1032; manual and industrial training, 2238; normal schools, 1874; technological schools, 1726; transporta¬ tion of pupils, 2397; universities and col¬ leges, 1652, 1673, 1688. Conrad, Heinrich, 605, 684. Conried plays, the, 533. Consolidation of schools, 161, 172, 203; . financial saving, 202; as seen by the State board of education, 173; begun in Concord. Mass., 177; not feasible, 181; public attitude toward, 181; results in better equipment, 208. Conspectus of course of study of Universitv of Paris, 1115. Conspectus of educational system in England, 940; in Scotland, 943. Constitution, of Arkansas quoted. 389: of Louis¬ iana of 1845, 366; of Ohio of 1851, 146; of self government in Hyde Park high school, 252; of Texas of 1866, 399; of the Republic cf Texas, 394; of the school state, £55; of the State of Texas, 395. Consular reports, 1499. Contents of children’s minds, 710. Continental Europe, coeducation in, 2405. Continuation schools, commercial, 23. Continuation schools in Germany, 123. Contributions to the edueationarhistory of the United States, 533. Conveying children to school, in Ohio, 161: in Massachusetts, 179: in Indiana. 184: in New Hampshire, 204; in Nebraska, 212. Conway, T. W., 439. Cook, G. T., 1224. Cooley, E. G., 1225. Cooper, Mrs. Anna I., 823, 827. Cooperation of Treasury. State, and War de¬ partments in Alaska,1 1494. Cooperation, proposed, in regional surveys, 239. Coordinate education, system of, 1296. Coordination of simple movements, 335. Coppin, Mrs. Fannie Jackson, 827. Corcoran Scientific School, German depart¬ ment, 627. Cornell University, coeducation in, 1283. 1289. Cornell University, course in German. 608. Corporal punishment, regulations, 2402. Corporation finance and securities, course in, 1164. Corran, J. P., 507. Correspondence, international, of students, 1118. Correspondence school discussed, 232. Correspondence technical schools. 223. Corson, O. T., 1032. Corwin, R. N., 608. Cost of free text-books in Zurich, 124. Cost of preparing teachers in Germany, 117. Cost of schools after consolidation, 181. Cottage row government, 245. Cottage Row on Thompsons Island, 243. Counties in which negroes exceed whites, 740. Country schools in the South, 1011. County superintendent in the South, 1017. County (or district) supervision of schools in Germany, 35. Course for teachers in German at Cornell, 609. Course in German, at Bryn Mawr College, 633; at Columbia, 604: at Columbian Uni¬ versity, 626; at Cornell, 608; at Hamilton 2492 INDEX. College, 630; at Harvard, 595; at Indiana Uni¬ versity, 628; at Johns Hopkins, 814; at Leland Stanford Jr. University, 625; at Northwest¬ ern University, 621; at Princeton, 610; at summer school, 656; at University of Cali¬ fornia, 624; at University of Chicago, 618; at Universityof Michigan, 616; at University of Minnesota, 623; at University of Missouri, 632; atUniversity of Nebraska, 631; at Uni¬ versity of Pennsylvania, 613; at Vanderbilt University, 629; at Vassar College, 633; at Washington University, 631; at Wellesley College, 634; at Western Reserve Univer¬ sity, 628; at University of Wisconsin, 622; at Wittenberg College, 632; a.t Woman’s Col¬ lege of Baltimore, 1134; at Yale, 607; litera¬ ture at Harvard, 597. Course of study, at U. S. military academy, 2430; for metallurgists, 1522; for mining engineer¬ ing, 2378; for mining engineers and survey¬ ors, 1521; in Greek, 937; m railway mechan¬ ical engineering, 809, 322: in school of com¬ merce at University of Wisconsin, 1180; in school of -jurisprudence and diplomacy, 2438; in the Philippines, 1397-1411; of commercial schools in Germany, 23; of commercial uni¬ versity at Cologne, 1499; of moral instruc¬ tion, 1124; of normal school in Manila, 1416; of the Wharton School of Finance and Economy, 1173. Courses of study, in agricultural schools, 1813; in public high schools, 1905; in private high schools, 1908; in normal schools, public, 1847; in normal schools, private, 1858; in the South, 1015; new or changed, in higher in¬ stitutions, 1611; pursued in universities and colleges, 1625. Courts, juvenile, in Chicago, 236. Cousin, Victor, report of, 533, 555. Coy, E. W., 2458. Cradle of German- Americanism, 685. Craemer, William, 543. Crawford, George A., 12S5. Creches, children kept at, 714. Crime, boys saved from, 236. Crime, juvenile, in France, 1125. Crime of the ages, 409. Crisologo, Mena, 1391. Criticism of appliances for teaching, 722. Criticism of returns to circular letter, 713. Criticism of the German library system, 81. Cronau, Rudolph, 605. Crummell, Dr. Alexander, 824. Cuba, elementary education in, 2481. Curme, George O., 621. Current educational topics, 2395. Curriculum of commercial university, 30. Curry, Dr. J.L.M., 446,2417, 2459. Curse of politics, the, 1018. Curtis, H. S., quoted, 345. Cutler, Judge Ephraim, 131. Cutting, Starr Willard, 619, 698. 15. Dabney, Charles W., 513, 1009. Daily working hours of wage-earning children, 64. Dairy and housekeeping schools in Austria, 99. Dali, Dr. William H., 1055. Dangerous elements in school, 235. Dapprich, Emil, 689, 649, 702. Dartmouth College, commercial course, 1159. Davidson, Thomas, 647. Davis, E. C., 381. Davis, Mrs. Alice B. Hamblet, 1460. Davis, Mrs. M. MacA., 1463. Day, L. W., 1259. Deaf, schools for the, 2351, 2362. Deaf mutes’ education, periodicals, 1186. Deaf persons under 20 years in Prussia, 43. Decline of negro population, 738. Decoration of schoolrooms, 18. Decrease in juvenile crimes in France, 1126. Decree of French minister of public instruc¬ tion, 1130. Decrees of the Emperor of China concerning education, 1508. Deed in trust by Andrew Carnegie for Carnegie Institution, 1088. Deering, R. W., 628. Defectives, institutions for the, in Germany, 40. Defectives, schools for, in United States, 2851. Defense of good women, 878. Deficiencies in structure of hand, 844. Deficiency of professional •preparation of teachers, 592. Degrass, John V., 850. Degree conferred by French universities, 1110. Degree of doctor for engineers, 5. Degrees, academic, conferred in the United States, 1813, 1627; available to foreign stu¬ dents in France, 1L14; conferred in coedu¬ cational institutions, 1629; conferred in schools of technology, 1640; fraudulent, in dentistry, 1738; in German universities, 1516; in pharmacy, 1739. De Kalb, General, 547. De Laak, Henry J., 904. Delaware, city school systems, 1541, 1553; com¬ mercial schools, 2278; high schools, public, 1977; high schools, private, 2160; higher school for negroes, 2314; law forbidding the instruction of slaves, 745; manual and in¬ dustrial training, 2233; negroes in profes¬ sions, 851; professional training for negroes, 2322; teachers’ training courses, 1866; tech¬ nological schools, 1726; universities and col¬ leges, 1652, 1673, 1688. Delegates to conference of Catholic colleges, 885. Delurey, Laurence A., 916. De Miseriis Peedagogorum, 873. Denmark, elementary education in, 2480. Denmark, schools for the deaf, 43. Denominational high schools, 1910, 1944. Dental colleges, American, ban removed, 1739. Dental schools, statistics in detail, 1732, 1748, 1776. Dentistry, fraudulent degrees, 1738. Department, of congresses of the international association, 268; of education and other de¬ partments in the Philippines, 1440; of ex¬ cursions at the international congress, 273; of German at Chicago University, 618; of German at Yale, 607; of pedagogy in Mis¬ souri State University, 379; of public in¬ struction in the Philippines, 1339; of super¬ intendence, report of committee, 1031; of the South, freedmen of, 416. Departure, new, in establishing office of county superintendent, 382. Deposit prior to admission at West Point, 2430. Deschamp, M. Gaston, quoted, 127. Details or the French simplification of syntax, 1132. Details of transportation of school children, 179. Deutsch in Amerika, 533. Deutsche, der, in Amerika, 533. Deutsche Einwanderung, die erste, 533. Deutsche Gesellsehaft at Northwestern Uni¬ versity, 621. Deutsche Gesellsehaft von New York, 533. Deutsche Gesellsehaft von Pennsylvania, 533. Deutsche Revolution, die, 533. Deutsche Revue, quoted, 14. Deutschen, die, im Staate New York, 633. Deutschen die sociale und politisclie Stellung der, 533. Deutscher Verein at Harvard, 601. Deutschtfeum, das, in den Yer. St., 534. Development of board schools in English cities, 955. Development of hand movements during school age, 337. Development of the nervous system, 325. Development of the normal child, 333. Development of strength of hand, 340. Diagram showing growth of schools in Eng¬ land, 971; map of Trumbull County, Ohio, 167; map of Wayne County, Ind., 203; plan of consolidation of schools, 204; steam power in the United States, 314; the elements of the idea “bread,” 106. Dictionary of Sir Thomas Eliot Knyght, 880. Diekhoff, Tobias, 617. Dieterle, John, 817. Dietz, J. H., 621. Difference in acquiring ideas, between boys and girls, 718. INDEX. 2493 Different kinds of secondary schools in Prus¬ sia, 6. Difficulties in the way of improvement in the South, 1019. Difficulty in submitting questions to voung children, 713. Digestion in temperance instruction, 1028. Dill, J. M. . 1261. Dimitry, Alexander, 358. Directory, educational, 1189. Disbursements of appropriation in aid of agri¬ cultural colleges, 1810. Discontinuance of professional schools, 1733. Discussion, of colonial and national matters, history of, 1051; of report on industrial edu¬ cation, 227; of the address of Rev. James A. Burns, 903; of the paper of Mr.Edw. J. Ryan, 929; of the question of negro education in the South, 527; of child labor, 77; of physio¬ logical bearings of higher "education for women, 1275. Diseases of nervous system. 327. Diseases of teachers in Berlin, 121. Distances considered in consolidating schools, 175,178. Distances pupils have to be conveved to school, 207. Distribution of American teachers among the Philippine provinces, 1380. Distribution of funds for women students, 1236. Distribution of Nobel prizes, 1510. Distribution of secondary students. 1912,1655. Distribution of work in negro colleges, 835. Distinct of Columbia, city school system, 1541; commercial schools, 2278; early negro edu¬ cation, 747; educational periodicals, 1183; higher schools for negroes, 2314; high schools, public, 1978; private, 2160; kinder¬ gartens, 1591; manual and industrial train¬ ing, 2239; negroes in professions, 851; normal schools, 1875, 1894; owners of farms and homes, 781; professional training for ne¬ groes, 2322 ; public high school for negroes, 230S; school expenditures, 753; separate schools for negroes, 749; sources of school funds, 753; teachers’ training courses. 1868; technological schools. 1726; universities and colleges, 1654. 1673, 1690. District schools fifty years ago. 172. Division superintendents in the Philippines, reports of, 1347. Divol, Ira, 386. Dock, Christopher, 541. Doctrinal of Princes, 878. Documents illustrative of American educa¬ tional history, 534. Dodge. Daniel K., 678. Domestic econo jny, changes in college course, 18! Domestic education, periodicals, 1186. Dougherty, Newton C., 1226. Douglass, Frederick, 743, 795. Dowling, Rev. M. P.,903. Drane, Miss A. T., 882. Drawing in the schools of the Philippines, 1426. Drawing, number of pupils studying, 1961. Drawing, reform of instruction, 19. Dreher , J ulius D . , 523. Drexel Institute, department of commerce, 1167. Drummond. R . B. . 885. DuBois, W. E. B.,858. Dugard, Mile. Marie, 1269. Dumas, Alexander, 854. Dunbar, Paul Laurence, 857. Dutch at Columbia University, 604. Duties of German school inspectors, 37. Dutton. Larkin, 1259. Dutton' Prof. S. T., 1036. Dwight, Henry E-. and Sereno, 551. Dwight, Pres. "Timothy, 606. E. Early English writer^ on education, 861. Easton, Hon. "Warren, 373, 1227. Eaton, Gen. John, 424. Eaton, J. Shirley, quoted, 305. Ebeling, Christopher Daniel, 542. 552. Economic basis of negro education, 733. Economic conditions of negro, special studies, 772. | Economic lecture courses, 272. j Economic sacrifice of the negro, 743. j Economics, commerce, and finance, course of ! study, 1141. 1157, 1162. 1167. j Economy a result of consolidation of schools, 203. ! Eddy, Prof. H. T„ 227. Edinburgh Review, 555. Education, a history of, 534; and crime, 1013; I and production, 563; appropriations for. in Europe, 115; congress at Paris, 303; directed by women, 1228; early English writers on, 861; emancipation from politics, 579; higher, 534; in agriculture in Austria, 89: in Alaska, 1459; in Arkansas, constitution quoted, 391; in art in Germany, 14; in central Europe, 3; industrial, in the "South, 509; in Europe", 534; in France, 1081: in Great Britain and Ire¬ land, 939; in Prussia, budget for, 116; in ! Russia, budget for, 115; in the Confederate States, 403; in the United States, 534; of city negro, 781; of engineers, 11; of freed- men in the Mississippi Valley, 424; of Fili¬ pinos in the United States, 1439; of -mining engineers in Germany, 1520; of railway engi¬ neers, 318; of the negro, 731, 2299: of the negro, economic basis, 733; of yonng colo¬ nists. Rhodes’s will, 2448; provided for in the constitution of Texas, 385, 399; the urgent need of the freedmen, 444; uniform system of, 579. Educational hill, England, 894. Educational directory, 1189. Educational facilities hv lotteries in Louisiana, 357. Educational lecture courses, 271. ] EducationallegislationintheUnitedStates, 830. J Educational matters in Mexico. 1518. | Educational movement in the Philippines, 1317 i Educational movements in Germany, 3. Educational outlook in the Philippines, 1440. Educational pathology, 235. ! Educational progress in England, S53. I Educational reform in Germany, 4. ] Educational Review, 534. Educational spirit improved, 203. | Educational topics, miscellaneous, 2417. | Educational training for railroad service, 305. i Edwards, Richard, 388. j Effect of the high school in St. Louis, Mo. , 387. ; Effect of the struggle of the parts as applied to activities, 347. Effects of war and reconstruction, 1009. Effects on classification, of children conveyed to school, ISO. | Effects on health, of children conveyed to I school, 180. i Efficiency of schools in France, 1090. I Egypt, elementary education in, 2481. i Eichenlaub, Candidus, 933. j Election of officers for cottage row, 243. | Elementary agricultural and forestry schools in Austria, 96. Elementary and advanced German, 582. j Elementary education in foreign countries. 2480. Elementary primary schools in France, 1097. Elementary schooling of the freedmen. 410. Elementary schools for brewers and distillers 100. Eleven Confederate States, the, education in, 403. Eliot, Dr. Wm. G., 387. Eliot. Pres. Chas. W.. 551, 566, 695, 1296. Ellinger, M., 642. Elliott, A. M., 583. Ellis, Alexander J.. 612. Ellis, Howard B., clerk of cottage row, 243. Eltz, Louis von, 605. Ely, Robert Erskine, 233. Ely, R. T., 565. Elyot, Sir Thomas, 874. Emancipation of education from politics, 579. Emerson, Ralph Waldo, 365, 561. Emperor Wilhelm’s new order concerning secondary schools, 6. Enactments necessary for schools in the Philip¬ pines, 1437. Endowed evening schools, 224. Endowment, ecclesiastical, of education, 945. Endowment funds of higher institutions, 1622. Endowment for the promotion of German in¬ struction, 679. 2494 INDEX. Endowment of medical teaching, 1738. Endowments at university for the promotion of German instruction, 679. Endowments of secondary schools, 1929, 1842. Engelbrecht, August, 653. Engelmann, Peter, 674. Engineering buildings, new, 1810. Engineering, changes in college course, 1805. Engineering colleges, higher, 218. Engineering, mining, instruction in, 2377. Engineering schools in America, 313. Engineers acquiring degree of doctor, 5. England, a national system of education, 1002; comparison of educational statistics, 980; enrollment in elementary schools, 972; Gov¬ ernment educational bill, 994; regulation of child labor, 72; secondary education, 980; system of education, 940. English edition of the Colloquia. 867. English education in the fourteenth century , 862. English literature, number of pupils studying, 1922, 1938, 1954. English pedagogy, 883. English, teaching of, in college, 916. English, the language of the country, advo¬ cated by Pastorsces, 540. English writers on education, 861. English-speaking groups of international con¬ gress, 277. Enrollment, in city schools, 1530; in normal schools, public, 1848; private, 1859; in primary schools in cities of France, 1098; in schools of Alaska, 1469; of secondary schools for boys in France, 1103; school, in Southern States, 756, 2301. Entrance examination to the College of Engi¬ neering, 308. Entrance requirements in colleges, 932. Episcopalian missionaries in Alaska. 1472. Equipment, better, result of consolidation of schools, 206. Eouipment of mining engineering colleges, 2380, 2389. Equipment of secondary schools, 1929, 1942. Erasmus Desiderius, 866. Erasmus, Lives of Yitrier and Colet, 865. Erinnerungen eines Achtundvierzigers, 533. Erzichungsblatter fur Schule und Haus, 534, 580. Establishing title to land grant in St. Louis, Mo., 387. Establishment of a normal school for women of Virginia, 491. Establishment of commercial universities cre¬ ating sensation, 26. Establishment of high schools, dates, 1912. Establishment of normal school in Missouri, 3S4. Establishment of normal school in St. Louis, 388. Establishment of the Bureau of Education, 408. Estimate of Greek character, Goethe’s, 113. Eucken, Prof. Rudolf, of Jena, 110. European influence upon American education, 6M. Europe, appropriations for education, 115. Europe, a year in, 534. Europe, central, education in, 3. Evening courses in commercial branches, 2274. Evening law schools, 1734. Evening Post, New York, quoted, 4. Evening schools, endowed, Y. M. C. A., and Sun¬ day schools, 224. Evening schools in cities, statistics of, 1585. Evans, E. P.. 667. Evansville, Ind., German taught in the schools, 646. Everett, Edward, 687. Evolution of hand movements, 333. Ewing, Hon. Ephraim B., 379. Examination, final, in commercial universities, 30; for metallurgists, 1523; for mining engi¬ neers and mining surveyors, 1523; of Ameri¬ can teachers for the Philippines, 1370; of cadets at United States Military Academy, 2422; of teachers in the Philippines, 1327 : questions for American teachers in the Philippines, 1371; written, in law school, 1734. Examining universities in Hindustan, 1446. Excess of children coming from heme over kindergarten pupils. 720. Excess of colored females over males, 792. Excess of kindergarten pupils over children from creches, 717. Exchanges proposed at the international con¬ gress, 275. Exchanges, university publications. 270. Excursions during the Glasgow congress. 289. Executive department, Art. VI of constitution of Arkansas, 390. Executive department of self-government in school, 253. Executive department of the school state, 259. Exhibition of picture books in Hamburg, 17. Expansion of the negro population, 743. Expediency of receiving womenasstudents, 1288. Expenditure of reindeer fund, 1488. Expenditures, estimated, of family of five. 777; for education in England, 940; for institu¬ tions for the feeble-minded, 2370; for pri¬ mary schools in France, 1095; for public elementary schools in England and W ales, 975; of public schools in cities,1532, 1575; of reform schools, 2334, 2337 ; for schools for the blind, 2354; for schools for the deaf, 2360, 2362; for schools in Alaska. 1470; for schools in former slave States, 753; for schools in the Philippines, 1412; of negro families, 775; per capita for education in France, 1095: per pupil for transportation to school, 2397. Expense for students at German universities, 1516. Expenses in American engineering schools, 313. Experience in teaching, recognition of. 579. Experiences in the town of Warwick, Mass., 183. Extracts from reports of supervisors in the Philippines, 1347. F. Facilities for students, offered by international congress, 269. Facilities for study and research in Washing¬ ton, 1061. Factories, defined, 57. Facts about consolidation of schools in towns, 182. Faculty of protestant theology in Paris, H17. Fagan, James P., 930. Family of five, estimated income, 776. Farm school band, 248. Farmers’ institutes and student labor, 1838. Farmers, planters, and overseers, by race, 770. Farming schools in Austria. 96. Faunce, W. H. P., 1.298. Faust, A. B„ 629, 678,699. Feeble-minded, schools for, 2351, 2370. Feldner, Eduard, 674. Fellowships for women students, 1236. 1239. Female college graduates, health of. 1278. Female students in higher institutions, 1234. Female teachers and professors, table, 1234. Ferguson, W. B., 1032. Fermentation in temperance instruction, 1030. Ferrand, Wilson, 585. Fetich, the, Greek, 708. Fibers, microscopic, growth of, 326. Fick, H. H., 675. Fifield, Emily A., 1255. Filipino children, 1396. Filipino teachers, 1395. Filipinos, education of, in the United States, 1439. Finance, course of study at Wharton School, H75. Finances of colored higher schools, 2307. Finances of public high schools for negroes, 2304. Finger movements, immaturity of, 339. Finland, example for Alaska, 2446. 'Fireplaces as means of ventilation, 2467. First century of German printing in America, 612. First comprehensive attempts at child studv, 709. First public school law of Ohio, 132. First ward German-English school at Newark, N. J.. 654. Fisher, Eliza C., 1262. Fisheries, persons engaged in, 767. Fischkin, Dr. A., 621. Fisk, Gen. Clinton B.. 439. Fletcher, G. T.. quoted, 172, 176. Florer, Warren W., 176. INDEX. 2495 Florida, city school superintendents, 1191; city school systems, 1541, 1553; commercial schools, 2278; education in, 534; educational periodicals, 1183; higher schools for negroes, 2314; high schools, public, 1978; high schools, private, 2160; negroes in professions, 851; normal schools, 1875, 1894; professional training for negroes, 2322; public high schools for negroes, 2308; separate schools for negroes, 749; sources of school funds, 754; teachers’ training courses, 1886; technolog¬ ical schools, 1726: universities and colleges, 1654,1673,1690. Floyd, C. L., 1224. Follen, Charles, 538, 554, 890. Folsom, Channing, quoted, 204. Food in temperance instruction, 1028. Foreign countries, coeducation in, 2405. Foreign countries, elementary education in, 2480. Foreign countries, regulation of child labor, 71. Foreign experts, opinion on coeducation, 1287. Foreign languages should never be made com¬ pulsory branches, 584. Foreign students at Geneva, facilities offered, 1500. Foreign students in French universities, 1113. Foreign students in German universities, 2408. Foreign universities and other higher seats of learning, 1441. Forestry academies, foreign, 1446, 1456. Forestry in Saxony, 1512. Forestry schools in Austria, 88, 83. Form of petition to Parliament, 651. Fossler, Lawrence, 632, 700. Fouillee, M., 1129. Foundation and Daybook of Germantown, 540. Framework, bony, in temperance instruction, 1027. France, business training for Americans, 1508: coeducation in, 1304; decoration of school rooms, 19; education in, 1081; elementary education in, 2480; regulation of child labor, 74; schools for the deaf, 43. Francke, Kuno, 532, 632, 678, 696. Franks, Theodor, in W urzen, Saxony, 33. Franklin, Benj., 543-546. Franklin, Benj., and University of Pennsyl¬ vania, 534. Franklin, Nicholas, 747. Free tuition in elementary schools in England, 941. Freedmen, education for, in Virginia, 414. Freedmen, their education and the United States Government, 415. Freedmen’s Bureau in 1866, 436. Freedmen’s village on Arlington Heights, 412. Free negroes attending school, 748. Free Tin Party in Junior Republic, 241. Freedom of the will, 345. French group of international congress, pro¬ grammes, 301. French, number of pupils studying, 1917, 1933, 1949. French, Prof. C. W., of Chicago, 250. French writing system for the blind, 1511. Friends’ missionaries in Alaska, 1473, 1477. Frieze, Henry T., 556. Frissell, H. B., 527, 2463. Frobel, Friedrich, 551. Frobel, Julius, 548. Frobel’sche Kindergarten.seine Bedeutung.534. Frobel’s Education of Man, 534. Frolicher, Hans, 702. Fuller , Margaret, 689. Functional maturity, order of, 326. Fundamental movements of hands, 339. Fundamental to accessory in development of nervous system, 325. Funds for graduate women students, 1238. Fundsfortheassistanceofwomenstudents,1236. Funds for the study of chronic diseases, 1736. Furloughs of teachers in Berlin, 122. Future assemblies of the international con¬ gress, 277. Future of German instruction in the United States, 663. Future of negro colleges, 832. G. Gainful occupations, 764. Gamble. Mrs. Selina, 1463. Gambrill, J. M., school state at Eliicott, Md., 254,257. Garfield, Gen. James A., 478. Garrison, J. H., 2459. Gebhard, Friedrich, 603. Geddes, Prof. Patrick, 263. Geikie, Sir Archibald, 263. Gelwix, Samuel, 1223. General German schoolat Lawrence, Mass., 654. General lecture courses, 272. Genthe, Mrs. Martha King, 1305. Gentleman’s Academie, 863. Geographic lecture courses, 271. Geography, examination in. at W est Point , 2426. Geography in relation to commerce, course of study, 1174. Geography periodicals, 1187. Geology, number of pupils studying, 1920,1938, 1952. Geometry, examination in, at 'West Point, 2424. Geometry, number of pupils studying, 1918, 1934, 1950. George, Jesse, 1349. George, William R., 238. George J unior Republic , 237. Georgeson, C. C., 2443. Georgia, city school superintendents, 1191; city school systems, 1541, 1553; colleges for women, 1710, 1715; commercial schools, 2278; education in, 535; educational periodicals, 1183; higher schools for negroes, 2314; high schools, public, 1978; high schools, private, 2162; kindergartens in, 1591: law forbidding the instruction of slaves, 745; manual and industrial training, 2239; negroes in pro¬ fessions, 851; normal schools, 1875, 1894; pro¬ fessional training for negroes, 2324; public high schools for negroes, 2308; separate schools for negroes, 749; sources of school funds, 754; teachers’ training courses, 1866; technological schools, 1726; universities and colleges, 3654,1673, 1690. Gerber, A., 678. German- American events, 534. German- American Pestalozzi, the, 541. German- American press. 582. German- American Teachers’ Association, 576, 659. German-American turner lyrics, 584. German as a culture element. 535. German Catholics in the United States, 653. German departments at American universi¬ ties, 580. German educational reformers, 535. German-English Presbyterian School, 654. German-English school at Newark, N. J., 654. German gymnastic associations, 576. German immigrants, 542. German in primary grades, 585. German instruction in American schools, 531, 535; in Canada, 662; in institutions for wo¬ men, 632; public secondary schools, 635. German language, the, a branch of instruc¬ tion, 535. German library system, the, 80. German literature at University of Wisconsin, 622. German National Commercial Union, 32. German National Teachers’ Union, growth. 124. German, number of pupils studying, in high schools, 1918, 1934, 1950. German philology at Bryn Mawr, 634. German philology at University of Wisconsin, 622. German pioneers underrated, 539. German publication fund, 679, 685. German scholarships, Rhodes’s will, 2450. German Society, the, 545. German soldiers in civil war, 563. German standpoint in judging American wo¬ man, 1298. German taught as a living language, €52. German taught in colleges and universities, list of institutions, 573. 2496 INDEX. German taught in normal schools, 646. German taught in parochial schools, 650. German teachers won the battle at Sadowa, G47. German universities, American students in,1513. German universities, foreign students, 2408. German universities, women in, 1308. German university students, 126. German university, the, and American college, 535. Germanic collection in New York University, 667. Germanic languages, Gothic, Old, Middle, and New High German, 613. Germanic museum at Harvard, 679. Germanic philology at Columbia, 605. Germanic Seminary at Columbia, 605. Germanic Seminary at Johns Hopkins, 615. Germanic seminary .in American universities, 594. Germanistik und litterarisches Schaffen in Amerika, 535. Germans, the, in America, 535. Germany and America, address by Andrew D. White, 535. Germany, art education in, 14; blind asylums in, 41; business impulse strongest, 7; child labor outside of factories, 54; coeducation in, 1305, 2405; commercial education for women, 32; commercial universities in, 21; continuation schools, 123; cost of preparing teachers, 117; decoration of schoolrooms, 18; education of mining engineers, 1520; educa¬ tional movements in, 3; educational reform in, 4; efforts for manual training, 1510; ele¬ mentary education in, 2480; increase in women teachers, 123; institutions for idiots, 46; institutions for the defective, 40; juvenile criminals in, 51; juvenile literature in, 18; legal condition of child labor, 67; necessity of technological education, 8; police regula¬ tions concerning child labor, 63; reforma¬ tory schools in, 47; schools for the deaf, 43, 44; school supervision, 33; smaller States, schools for the deaf, 45; State, local, and county supervision. 34; wages of children, 67. Gerry Society of New York, quoted, 237. Gesangvereine, German, 677. Geschichte der Deutschen in Amerika, 535. Geschichte der evangelischen Synode, 535. Geschichte des gelehrten Unterrichts, 535. Geschichte der nordamerikanischen Literatur, 535. Geschichte und Erziehung in United States, 535. Geschichsblatter, deutsch-amerik., by Karl Schurz, 533,535. Gibbons, L. T., 1368. Gibbs, David, 1354. Gift of Andrew Carnegie to the universities of Scotland, 1079. Gift of J. D. Rockefeller, 1736. Gift of J. P. Morgan, 1735. Gifts to education by Andrew Carnegie, list of, 1077. Gildersleeve, Basil L., 581,535. Gill, Herbert W., 1030. Gilman, Pres. Daniel C., 584, 694, 1055, 1060, 1068, 1070, 1078. Glasgow international assembly, 287. Glasgow international exhibition, 290. Glockner, G., 874. Gobel, Julius, 565, 587, 625, 678, 701. Goethe and the great thinkers, 110. Goethe, J. W. von, quotedS552. Golden, Frank A., 1484. Goodman, Edward, 388. Goodwin, Prof. Edward, 249, 585. Gordon, Charles M., 1226. Gorst, Sir John, 945. Gospel of Wealth, 664. Gothic at Columbia University, 604. Gottheil, Dr. Gustav, 605. Gotze, Prof. C., quoted, 19. Goulois, Paris, quoted, 7. Gove, Aaron, 1226. Government educational bill (English), 994. Government, its present policy, 1054. Government of boys, for boys and by boys, 244. Government of the United States in the educa¬ tion of the freedmen, 415. Government, what it fails to do for the people, 2-159. Graduate courses in German at Chicago Uni¬ versity, 620. Graduate students in agricultural colleges, 1830. Graduate students in higher institutions, 1618. Graduates of colored high schools, 2303. Graduates of colleges, colored women, 826. Graduates of commercial schools, 2274. Graduates of higher institutions, 2305. Graduates of normal schools, public, 1849; pri¬ vate, 1860. Graduates of public and private high schools, 1946. Grammar, examination in, at West Point, 2425. Grandgent, Charles H., 639. Grandgent, G. H., 583. _ Grant, Gen. U. S., letter to President Lincoln, 429; special order, 426. Graphic summaries of the international con¬ gresses, 268. Gray, James M., 1265. G-reard, President, of French group, 263, 279. Great Britain and Ireland, coeducation in, 1303. Great Britain and Ireland, education in, 939. Great Britain and Ireland, elementary educa¬ tion in, 2480. Great Britain and Ireland, higher education, 985. GreatBritainandIreland,schoolsf or the deaf ,43. Great thinkers and Goethe, 110. Greece, elementary education in, 2480. Greek character, Goethe’s estimate of, 113. Greek in Catholic colleges, 933. Greek, number of pupils studying, 1317,1933,1949. Green, Charles M., 1257. Green, John W., 1392. Green, Miss Nellie, 1480. Gregoire, Abbe, 854. Gregory, B. D., 12,26. Griebsch, Max, 675. Griffin, James Owen, 625. Grinling, C. H., 277. Griscom, John, 551. Gross, John Daniel, 545. Grossman, Charles I., 585. Groups of the International Association for the Advancement of Science, 263. Growth of brain in weight, 325. Growth of cell body, its progress, 323. Growth of German national union of teachers, 124. Growth of microscopic fibers, 326. Growth of negro population, 733. Growth of precision of hand movement, 342. Griiner, Gustav, 608, 697. Guidance, skilled, 270. Gunnison, Walter B., 585. Gunther, Richard, 1511. Gymnastic training, German, 657. M. Haas, Albert, 633. Habermeyer, Louise C. M., 635. Hadley, Pres. A. T., 606. Hailmann, W. N., 657, 674, 1227. Haldeman, Sami. Stedman, 668. Hale, Edward Everett, 1263. Half-time trade schools, 225. Hamburg, Society of Art Friends, 19. Hamilton College, course in German, 630. Hamlin, Rev. Teunis, 2433. Hampton hi ormal and Agricultural Institute, 474, 527, 2463. Hance, Edward M., 950. Hand defects, 332. Hand movement, evolution of, 333. Hand movement, precision of, 341. Hand movement, steadiness of, 341. Hand movement, strength of, 340. Hand movements in relation to intelligence, 331. Harman, J. Clifton, governor of the school state, 257. Harper, President William R., 618. Harris, Charles, 628. Harris, Ernest L., 1513, 1518. Harris, E. T., 561. Harris, Dr. W. T„ 263, 386, 388, 532, 547, 564, 627, 639, 657, 808, 1241, 1298, 2458, 2467. Harrison, Charles C., jr., 686. Hartmann, Berthold, 710, 728. Hartmann, Sadakichi, 605. Harvard medical school, 1735. INDEX. 2497 Harvard University, Abth. fur deutsche Lit- eratur, 5-35, 581. Harvard University, course in German, 595. Harvard University, mining- engineering, 2385. Harvard University. Radeliffe College, 1294. Hatfield, James T., 621,697. Haupt, Paul, 565. Hausliofer, Professor, of Munich, quoted, 88. Eausknecht, Emil, 1268. Haven, Dr. E. O., 556. Hawks, Rev. F. L., 365. Hay, Hon. John, 1068. Hayes, President R. B., 459. Haygood, Bishop Atticus G., 450. Haynes, Lemuel, 857. Health of female college graduates, 1278. Health of teachers in Berlin, 119. Health statistics of women students, 1280. Hedge, Frederick Henry. 580, 581. Heimath. in der neuen, 535. Heizer, Mrs. E. G, 1462. Heller, Otto, 631, 671, 700. Helmuth, Justus E. Chr., 545. Hemenway, Mrs. Mary, 478. Hempl, George, 617. Hemsterhuis, the philosopher. 112. Hench. George Allison, 583, 700. Henry, J. W., 380. Heppner, Amanda H.. 632. Herhart, the philosopher, 345. Herfurth, Miss Sabina Mildred, 623. Herholz, Miss Ottilie, 633, 702. Herkimer, Gen. Nicholas, 547. Hermann Uhl Memorial fund, 649. Hervey, William A., 603. Herzog's German- American School, 655. Hessia, Germany, schools for the deaf, 45. Hewett, Waterman Thomas, 567, 609. Hewitt, Abram S., 1070. Hexamer, Chas. J., 686. Hiatt, Amos, 1226. Higgins, M. P., quoted, 228. Higginson, Thomas Wentworth, 420, 535, 657, 1266,1275. High schools, dates of their establishment, 1913. High schools giving business instruction, 2272. High schools in large cities, 1806. High schools, public, for negroes, 2300,2308. High schools, private, and academies, 1908. High schools, public and private, statistics of _ ten years, 1904. High schools, public, students and courses of study, 1905. High schools, students and instructors, 1915, 1931. High schools, studies in. 1917, 1933. Higher agricultural and forestry schools in Austria, 90. Higher and secondary schools for negroes, 2304. Higher colleges of commerce, 226. Higher commercial education, 1137. Higher education and industrial, relative value, 817. Higher education and research and national government, 1051. Higher education, essays on, 535: in France, 1103; in Great Britain and Ireland, 985; 1 1 made in Germany,” 127 : of colored women, 823; of women in Austria, 84; of the ne¬ groes, 794. Higher engineering colleges, 219. Higher institutions in the United States, bene¬ factions, 1617. Higher institutions in the United States, in¬ come and property, 1615. Higher institutions in the United States, num¬ ber of students, 1612. Higher primary schools in France, 1092, 1098. Higher seats of learning, foreign, arranged according to age, 1443. Higher seats of learning, foreign, arranged according to number of students, 1445. Higher seats of learning, foreign, arranged alphabetically, 1447. Higher technical schools in Paris, 1118. Hildner, Jonathan A. C., 617. Hill, Frank A.. 583. Hilyer, A. F., 815. ED 1901 — VOL II - 81 [ Hinsdale, Dr. B. A., quoted, 129,543,617: his biography, 2454; as a literary man, 2457. i Hinsdale, Mary L., author of Chapter II, 129. j Hirseh, Georg" Munich, quoted, 14. j Historic survey at Paris, 273. Historical and biographical sketches, 535. I Historical and political science, studies in, 535. j Historical development of the study of Germ an in the United States, 538. Historical ideas among children, 723. Historical outline of education in France, 1083. Historical society of Arkansas, 392. History, examination in, at West Point. 2427. Historv, legislative, of the Ohio school system, 129: Historv. number of pupils studying, 1922, 1938, 19-54. History of colonial and national discussion, 1051. History of school system of Arkansas, 388. History of school system of Texas, £91. History of the common school in. the Southern States, 357. History of the Germans, 585. History of the international association for the advancement of science, 234. History of the United States, number of pupils studying, 1961. History, sociology, course of study, 1144. Historv the teaching of. in college, 916. Hitts, W. H„ 1358. Hoboken Academy, 654. Hochdorfer, Charles Fr. R.. 699. Hochdorfer, Richard, 619, 632. Hoffmann, B. F., 632. Hofmann, Julius, 614. Eohlfeld, Dr. A. R., 629, 678. Holidays, vacations and school sessions, 1437. Holleben. Dr. von, German Ambassador. 620 676, 681, 703, 703. Hollins Institute, action of trustees, 491. 505. Holls, F. W., 676. Holst. Herm. Edward von, 618, 655. Holt, Victor L., 1461. Holy Cross College, Washington, D. C., 894. Hopkins, Charlotte Everett, 1060. Hopkins, Louisa Parsons, 1258. Hopkins, President Mark, 478. Horwitz, Max, 616. Houses of correction in Prussia, 52. | Howard, Gen. O. O., 438, 476, 831. | Howard University, 412. Hubbard, Gardiner Greene, necrology, 2433. j Human concepts of children, 715. Human intelligence, relation to accessory hand movements, 331. j Humboldt. Alexander, 552. I Hunt, Mary H., 1027, 1046. ! Huss, H.. 698. i Hyde, C. S.. 626. i Hyde, William De Witt, 636. j Hyde Park high school, Chicago, 250. Hygiene, examination in, at West Point, 2428. I Hygiene and medicine lecture courses, 271. j Hygienic bearings of higher education for women, 1275. I. Idaho, city school superintendents, 1191; com¬ mercial schools, 2278; high schools, public, 1983; private. 2164; industrial schools for Indian children. 2244; normal schools, 1875; technological schools, 1726; university of, 1654, 1674, 1690. Idea, the, of university, 537. Ideas leaving traces behind, 345. Ideas of natural science among children, 723 Idiocy, signs of, 382. Idiots, institution for, in Germany, 45. Iliiberality of German- Americans, 654. Illinois, city school superintendents, 1191; city school systems, 1541, 1558; colleges for women, 1708, 1711. 1716; commercial schools, 2278; educational periodicals, 1183; high schools, public, 1978; private, 2164; kinder¬ gartens in, 1581; manual and industrial training, 2239; normal schools, 1875,1896; public high schools for negroes, 2308; teach- 2498 index . ers’ training courses, 1867; technological schools, 1727; universities and colleges. 1654, 1694,1670. Illiteracy in reform schools. 2835. 2337. Illustration, Central School building at Kings¬ ville, Ohio, 164. Illustration, Central School, of G-reen Town¬ ship, Trumbull County, Ohio, 169. Illustration, school building, Durand Town¬ ship, "Winnebago County, Illinois, 171. Illustration, wagons used in transporting chil¬ dren to school, 166. Immaturity of finger movements, 339. Imperial chancellor of Germany, inquiry into child labor, 55. impossibility of obtaining reliable school sta¬ tistics, 380. Improvement in school affairs of Missouri, 381, income, estimated annual, of family of five, 776. Income of agricultural and mechanical colleges, 1801. Income of higher institutions, 1616, 1632, 1834,1641. Income of negro families, 775. Income of normal schools, public. 1850: private. 1881. Income of secondary schools, 1929, 1942. Incorporation of Carnegie Institution, 1037. Incorporation of Washington Memorial Insti¬ tution, 1060. Increase, annual, of strength of hand, 340. increase in number of German students, 661. Increase in number of women teachers in Ger¬ many, 123. Increase of reindeer in Alaska, 1487. Independent parts of nervous system, 343. India, British, elementary education in. 2481. India and Japan, schools “for the deaf, 43. Indian children, industrial schools, 2244. Indian Territory, high schools, public, 2C05; private, 2168. IndianTerritory .teachers’ training courses, 1867. Indian Territorv. universities and colleges, 1656,1674,1692. Indiana, city school superintendents, 1191; city school systems, 1542, 1554; commercial schools, 2280; educational periodicals, 1183; higher education in, 535; high schools, pub¬ lic, 1994, 2166; kindergartens in, 1591; man¬ ual and industrial training. 2239; normal schools, 1875, 1896; public high schools for negroes, 2308; teachers’ training courses, 1867; technological schools, 1727; transpor¬ tation of pupils, 184, 2398; universities and colleges, 1656, 1674, 1892; University, Bloom¬ ington, commercial course, 1153. Indifferenceof thepeopletowardthe schools, 383. Industrial and higher education, relative value of, 817. Industrial and manual training, 2231; branches taught, 2247. Industrial and technical education, periodi¬ cals, 1186. . Industrial education, American, 215: in the Philippines, 1427; in the South, 509; what shall it be? 215. Industrial occupations of wage-earning chil¬ dren, 61, 71. Industrial schools for Indian children, 2244. Industrial training for the colored race. 473, 2306, 2322. Industrial training in reform schools, 2342. Industrial training in schools for the deaf, 2372. industrial workers, supplementary schools for. 222. Industry, economics and commerce, course of study, 1149, 1155. 1162. Ineffectiveness of the Freedmen’s Bureau, 442. Infant schools in France, 1097. Inferences from the study of children, 354. Influence, foreign, in education, 534. Information concerning consolidation of schools in Massachusetts, 183. Information on education in Great Britain, 939. Inhibition, by H. S. Curtis, 345. Inmates of reform schools, 2334, 2337. Inquiry into child labor in Germany. 54. Inquiry regarding conveyance of school chil¬ dren, 204. Inquiry, special, into health of female college graduates, 1278. Inspection of reindeer stations, 1485. Inspectorate of schools in France, 1099. Inspectors of schools in Germany . 36. Institutions conferring degrees “in the United States, 1614. Institutions for idiots in Germany, 45. institutions for the deaf in Germany. 43. Institutions for the defective in Germany, 40. Institutions giving commercial instruction, 2270. Institutions in England and Wales, 940. Institutions of learning at Geneva. 1500. Instruction in German in American schools, 531, 535. Instruction of the people of Rhodesia, 2447. Instructions to applicants for appointment in the Philippines, 1371. Instructions to division superintendents in the Philippines, 1414. Instructors for the feeble minded, 2370. Instructors in commercial schools, 2273. Instructors in public normal schools, 1846; priv¬ ate, 1857. Instructors in reform schools, 2342. Instructors in schools for the blind. 2352. Instructors in schools for the deaf, 2358, 2362. instructors in universities and colleges of the United States, 1623. Insurance, course of study in, 1164. Intellectual capacity of the negro, 794. Interacademic relations, 269. International association for advancement of science, 263. International correspondence of students, 1118. International educational series, 535. International museums and institutes. 280. Introduction of reindeer into Alaska, 1481. Investigations into health of women students. , 1280. | Iowa, city school superintendents, 1192: city school systems, 1542, 1555; commercial schools, 2280; educational periodicals, 1183; higher education in, 535: high schools, pub¬ lic. 2006; private, 2168; kindergartens in, 1592; manual and industrial training, 2239: normal schools, 1875, 1898; State College of Agriculture, mining engineering. 2383; teachers’ training courses. 1867 ; technologi¬ cal schools, 1727; transportation of pupils, 2398; universities and colleges, 1656. 1674. 1692. Ireland, Right Rev. Archbishop, 278. Ireland, education in, 939. Ireland, system of national education, 943. Ireland, university commission, 9S6. Irish university commission, 986. Isaacs, Abram “S., 630. Islam and the negro race, 847. Italy, budget for education, 119. Italy, elementary education in, 2480. Italy, regulation of child labor, 76. Italy, schools for the deaf. 43. Itinerary of Sheldon Jackson to and through Alaska, 1494. J. Jackson, Sheldon, 1480, 1498. Jackson. William R., quoted, 212. Jagemann, H. C. Gunther von, 696. Jahrbucher der deutsch-amerikanischen Tur¬ ner ei, 535. Jahrbucher fur National Oekonomie und Sta- tisfcik, quoted, 21. Jamaica, elementary education in, 2481. James, President Edmund J..1137. Japan, elementary education in, 2481. Jasper. John, 1222. Jean Paul (Friedrich Richter), quoted. 102. Jefferson, Thomas. 409, 419, 535, 551, 552, 801, 854. Jensen. William. 621. Johns Hopkins University, 538. 564. Johns Hopkins Universitv, course in German, 614. Johns Hopkins University Studies. 536, 603. Johnson, President Andrew, 440. Johnson, Mrs. D. H., 1267. Johnson! Prof. J. B., 227. Johnson, Dr. Lorenzo D.. 411. Johnston, President William Preston, 361. INDEX. 2499 Joint resolution to facilitate utilization of Gov¬ ernment Departments, 1054. Jones, Daniel W., 1263. Jones. Frank L., quoted, 184. Jordan, President David Starr. 625, 1233, 12S5. Journal des Debats, Paris, quoted, 7. Journal of Social Science, o36. Jovnes. Edward S.. 405.491,505.566,571. Judicial department of self-government in school, 254. Judiciary department of the school state. 258. Junior college courses in German at Chicago University, 620. Junior Republic at Ellicott City, Md., 254. Junior Republic, George, 237. Junto Club of Philadelphia, 542. Juvenile courts in Chicago, 236. Juvenile criminals in Germany, 51. Juvenile literature in Germany, 16. Es Kadieh. Hans M. von. 605. Kansas, city school superintendents, 1192; city school “systems. 1543, 1555; colleges for women, 1711. 1716; commercial schools, 2282; educational periodicals, 1183; high schools, public, 2015; private, 2170; industrial schools for Indian children, 2244: normal schools. 1875, 1896; teachers’ training courses, 1868; technological schools, 1727; transportation of pupils, 2398; universities and colleges. 1658, 1676, 1692. ' Kant, influence upon Goethe. 114. Karsten. Gustaf E.. 628. 678. 700. Keller. Isidor. 532, 6(5. 649. Kelly, William A.. 1462. Kentucky, city school superintendents, 1182; city school systems, 1e>43, 1555; colleges for women, 1711. 1716; commercial schools, 2282; exclusion of negroes from school privi¬ leges 746; higher schools for negroes, 2316: high schools, public. 2021; private. 2170; kindergartens in, 1582; manual and indus- . trial training. 2239; negroes in professions, 851: negro population, 739; normal schools, 1875, 1898; professional training for negroes, 2324; public high schools for negroes, 2308; separate schools for negroes. 750; sources of school funds, 754; teachers’ training courses, 1868; technological schools. 1727; universities and colleges. 1658. 1676. 1694. Keppler. A. C., 603. Keppler, Emil A. C., 605. Kern, O. J., quoted. 161. Kern, Paul Oskar, 619. Key. Axel. 710. Kidd, Benjamin, 798. - Kiefer, Hermann, 669. Kiernan, Thomas J.. 665. Kineesthetic sensations, 342. Kinderfehler. a German educational monthly, quoted, 52. Kindergarten education, periodicals, 1186. Kindergarten, the future of the, 536. Kindergartens, public andprivatein the United States, 1590. Kindergartens teaching German, 655. Kindsofoccupationofwage-earningchildren.59. Kipling, Rudyard, 795. Kittredge, Charles T.. 1467. Klenze, Camillo von, 619, 707. Kluge. Dr. A., 667. Knapp. J. C., 674. Knortz, Karl, 532, 535, 560, 821. 646. 657, 674. 702. Konversations-Lexikon, by A. J. Schem. 533. Kotelmann, Dr. E., 710. Kovalevska, M., 264. Krakow, Austria, agricultural course, 92. Krehbiel. Henry E., 605. Knnze, Johann Christopher, quoted, 544. Kunze’g German Seminary of Philadelphia, 548. Laboratories, new, in higher institutions. 1734. Laborers, farmers, planters, and overseers, by race, 770. Laborers’ sons in German high schools, 125. Lafayette College, mining engineering, 2391. Laktaw, Pedro Serrano, 1337. i Lancasterian system of instruction, 3S7. ! Landholders in Virginia, 762. Lane, A. G., 1031. Lane, George Martin, 561. Laney. Miss Lucy E., 827. Langclon, Lieut. Russell G., 1324. Lange, Dr. K., 727. Langston, J ohn Mercer, 744, 850. Language and elocution, periodicals, 1186. Language basis of instruction in the Philip pines, 1326. Language, optional study in high school, 583. Larema, Demetrio. 1337. j Lathrop, Delia A., 155. : Latin, number of pupils studying. 1917, 1933, 1949. | La Tour Landrv, Geoffroy de. 862. ! Latrobe, J. H. B„ 858. | Laughlin. J. Lawrence, 704. ! Law and diplomacy, course of study, H60. ! Law and diplomacy, library, 1063. : Law and government, course of study. 1143, 1151. j Law concerning reformatory education in Prussia, 48. Law. general and commercial, course of study, 1156, 1166. Law schools, 1732. I Law schools, statistics in detail, 1744. 1760. Laws establishing pension funds, 2385. ' Lawton, Wm. Cranston, 588. j Lawyers ana physicians, colored. 853. | Lay versus clerical teachers in France, 1983. Leader in the world’s work, the college, 2473. | Leaders, what they can do to help, 1020. __ ; Learned, Marion Dexter, quoted, 554, 577. 676, 678, 686, 695. Lecture courses given at the international con¬ gress — popular, art., technical, commercial, agricultural, hygienic and medical, educa¬ tional, geographical, economic, social, gen- i Lecture courses offered at German universi¬ ties, 1513. Lectures and guidance during the Glasgow congress, 289; during the Paris congress, 270. ! Lectures at Columbia University, 605. ! Lectures for women in Vienna. 88. Lectures, list of, at the international congress, 273. : Legal aspects of child labor in foreign coun¬ tries, 72. j Legal conditions of child labor in Germany, 67. Legal offense to teach negroes, 411. ! Legal status of the colored population. 745. Legislation, educational, in the United States, 930. Legislation, educational, since 1870 in England, 942. Legislation for schools in the Philippines, 1437. Legislation in Connecticut on temperance teaching, 1032. Legislative historv of the school svstem of Ohio, 129. Legislative measures in behalf of schools in England, 951. Legislative provisions in Hyde Park high | school 252. Lehigh University, mining engineering, 2381. ! Lehrerbund, and “the teachers of German, 577. Lehrerbund, German- American, 580. Lehrerseminar, German- American. 580. Leibnitz, influence upon Goethe, 114. Leipzig, first commercial university, 28. Leland Stanford Junior University, coeduca¬ tion, 1285; course in German, 625; mining engineering, 2382. Length of school term in Southern States, 756. Leonard, Thomas, 1392. Lerrigo, P. H. J.. 1466. Leser, Eugene, 628. Letter, circular, relating to simplification of syntax, 1131. Letter concerning the Cockerton case in Lon- ! don, 949. Letter of President Lincoln to Colonel Eaton, 432. Letter of Secretary Edwin M. Stanton, 417. Leutbecker. Kaspar, 541. Levasseur, M., 1128. Leviston. Irwin, 1228. Lewis, Samuel, of Ohio, 138. 2500 INDEX Leygues, Georges, 1132, 1136. Libraries aiding German instruction, 665. Libraries in schools for the blind, 2354. Libraries in schools for the deaf, 2360, 2362. Libraries in schools for the feeble-minded, 2370. Libraries in "Washington, D. C., 1062. Libraries, public, in Germany, 81. Library system, German, 80. Lichtwark, Prof. A., quoted, 15. Lieber, Franz, 536,554,669,691. Liebermann, Max, artist, quoted, 18. Life of John Colet, 865. Lily’s Latin Grammar, 864. Lincoln, President Abraham, 416, 422, 438. Lipscomb, W. G., 1130. List of books by Karl Knortz, 702. List of British and American committees of international congress, 292. List of Carnegie’seducationalbenefactions, 1077. List of cities having high schools in which German is taught, 638. List of city school superintendents, 1180. List of colleges and their professors in Ger¬ man, 573. List of educational periodicals in the United States, 1183. List of German normal schools in the United States, 648. List of institutions and men who appointed teachers for the Philippines, 1368. List of international congresses at Paris, SOI. hist of lecturers at the international congress, 273. List of professors of German, 660. List of works consulted by L. Yiereck, 532. Literary Digest of New York, quoted, 238. Literature and criticism, periodicals, 1187. Literature, English, examination in, at West Point, 2425. Literature of coeducation, 1240. Literature of the Paris exhibition, 275. Literatur-Verein at Northwestern Univer¬ sity, 621. Liverpool, Moses, 747. .Liverpool, report of Truant School, 964. Local advisory school boards in the Philip¬ pines, 1325. Local educational authorities in England, 941. Local supervision of schools in Germany, 34. Local taxation alone supports the common school, 359. Lodge, Hon. Henry Cabot, 801. Logos Theory of Noire, 102. London, increase of school accommodation, 961. London, schools for special classes. 981. Longfellow, Henry Wadsworth, 688. Loos, Cornelius, 667, Lord, Hon. A. D., 149. Louisiana, city school superintendents, 1192; city school systems, 1543, 1556; colleges for women, 1711, 1716; commercial schools, 2282; common schools in, 357 ; common schools for colored people, 435; constitution of 1845, 858; educational periodicals, 1183; high schools, public, 2024; private, 2174; kindergartens in, 1592; law against sowing discontent among negroes, 7#; manual and industrial train¬ ing, 2239; negroes in professions, 851; nor¬ mal schools, 1876; professional training for negroes, 2324; State University, commercial course, 1154; teachers’ training courses, 1868; technological schools, 1727; universities and colleges, 1658, 1676, 1694. L’Ouverture, Toussaint, 854. Low, Pres. Seth, 583, 603. Lunt, William P„ 1222. Luther’s appeal to the Germans, 539. Lutz, F., 652. Lycees, nublic, and colleges for girls in France, 1108.* Lyte, E. O., 1032. .VI. Mabie. Hamilton W., 1022. MacAlister, James, 1258. Machine trades, schools for the, 221. MacKinley, William E. W., 1348. Mackintosh, Mi3S May, 1464. Macnamara, Dr., editor of Schoolmaster, 954. Made in Germany, higher education, 127. j Maine, city school superintendents, 1193; city school systems, 1543, 1556; colleges for women, 1711, 1716; commercial schools, 2282; educational periodicals, 1184; high schools, public, 2025; private, 2174; kinder¬ gartens in, 1592; normal schools, -.1876; teach¬ ers’ training courses, 1868; technological schools, 1727; transportation of pupils, 2397; universities and colleges, 1658,1676,1694. Manchester, England, account of the free schools, 965; technical education, 967. Mann, Miss Frances, 1465. Mann, Horace, 359,360, 881, 394, 456, 536, 558, 689, 1041. Mannhardt, Ernst, 630. Manual and industrial training, 2231. Manual training and art education, 217. Manual training, branches taught, 2247 ; in Ger¬ many, 1510; in high schools, 1961; in public schools, 2234; in reform schools, 2342; in schools for the deaf, 2372; in the Philippines, 1433; school, the, 216. Manufacturing industry moving southward, 743. Marburg, Prof. Edgar, 227. Mark, E. H., 1225. Marperger, Paul Jacob, 22. Man*, T. R., 263. Martin, Falkland H., 377. Martinelli, Cardinal, letter of, 903. Maryland, city school superintendents, 1193; city school systems, 1544, 1556; colleges for women, 1708, 1711,1717; commercial schools, 2282; higher schools for negroes, 2318; high schools, public, 2030; private, 2176; history of higher education, 536; manual and indus¬ trial training, 2240; normal schools, 1876, 1883; negroes in professions, 851; profes¬ sional training for negroes, 2326; public high schools for negroes, 2308; separate schools for negroes, 750; teachers’ training courses, 1868; technological schools, 1727; universi¬ ties and colleges, 1658, 1676, 1694. j Massachusetts and Tennessee compared, 515. I Massachusetts, bureau of statistics, 1278; city school superintendents, 1193; city school systems, 1544, 1556; colleges for women, 1708, 1711, 1717; commercial schools, 2282: educa¬ tional periodicals, 1184; high schools, pub¬ lic, 2031; private, 2178; history of higher education, 536; Institute of Technology, mining engineering, 2384; kindergartens in, 1592; manual and industrial training, 2240; normal schools, 1876, 1896; parochial schools in, . 2470; teachers’' training courses, 1869; technological schools, 1727: transportation of pupils, 172, 2397; universities and colleges, 1660, 1678, 1694; women in colleges, number, 1303. Mass meeting of Germans in New York, 641. Materials of commerce, course in, 1152. Mather, Cotton, 549. Matthews, William, 798. Maturity, functional, order of, 326. Maurice-Faure, M., 1128. Mauzy, Miss Florence, 1468. Maw, Thomas E., King’s Lynn, England, 81. Maxwell, William H., 1222. Mayo, Dr. A. D., &57, 403. Mayr, Miss Margaret J., 621. McCoy, Elijah T., 859. McDonogh, John, 370. McElroy, E. B., 1219. McFarland, Mrs. J. W., 1463. McFee, Miss Caroline, 645. McKinley, President William, 1494. McLouth, Lawrence, 699. Mean of test of right arm, 337. Measures affecting board schools in England, 944. Mechanical technology, course of study, 1152. Mecklenburg, Germany, schools for the deaf, 45. Medical schools, 1732. Medical schools, statistics in detail, 1746, 1766. Medicine, the case method, 1737. Meeting of English-speaking groups of inter¬ national congress, 277. Meeting of secretaries of international con¬ gress, 279. Meetings of the international association for the advancement of science, 263. INDEX. 2501 Meetings of superior advisory board in the Philippines, 1842. Meisnest, Fr. William, 623. Members of board appointed to administer the Peabody fund, 454. Members of international congress, American group, 236. Membershipof the international congresses, 268. Men who administered the Peabody fund, 2463. Mentally weak children, special schools for, 47. Merchants’ Union in Zurich, 26. Merriam, C. Hart, 1060. Merrill, Moses, 1260. Message to the twentieth century, 536. Metallurgical laboratories, 2380. Metallurgists, education of, 1520. Metcalf, B. C., 1258. Methodist Episcopal missionaries and missions in Alaska, 1473, 1477. Methods of teaching modern languages, 536. Methods of moral instruction, 1124. Methods to get correspondence students, 234. Meusel, Ernst ±L, 617. Mexico, educational matters in, 1518; elemen¬ tary education in, 2481; schools for the deaf, 43. Meyer, Edward, 628. Michigan, city school superintendents, 1184; city school systems, 1545, 1557; College of Mines, mining engineering, 2885; commer¬ cial schools, 2284; educational periodicals, 1184; higher education in, 536; high schools, public, 2039; private, 2182; kindergartens in, 1592; manual and industrial training, 2240, 2245; normal schools, 1876, 1898; teachers’ training courses, 1868; technological schools, 1727; transportation of pupils, 2399; univer¬ sities and colleges, 1660, 1678, 1693. Michigan University, 536. Military academy, admission of cadets, 2421. Military government in the Philippines, 1320. Military schools in the South, 405. Miller, Prof. Kelly, 731. Millionaires in Junior Republic, 241. Milne, Alexander, 870. Mining academies, foreign, 1446, 1456. Mining Academy at Freiberg, Saxony, 1521. Mining engineering, instruction in, 2377. Mining engineering, schedule of studies, 2378. Mining engineers, education of, 1520. Mining, persons engaged in, 767. Minnesota, city school superintendents, 1194; city school systems, 1545, 1558; colleges for women, 1711, 1717; commercial schools, 2284; high schools, public, 2047; high schools, pri¬ vate, 2182; kindergartens in, 1593; manual and industrial training, 2241, 2245; normal schools, 1877, 1898; teachers’ training courses, 1869; technological school, 1728; transporta¬ tion of pupils, 2399; universities and col¬ leges, 1630, 1679, 1696. Minor, James L., reports of, quoted, 376. Minors, age limit of, in Germany, 53. Mirror of the World, 862. Mission schools for the colored race, 471. Missionaries in Alaska, 1472. Missionary Review quoted, 237. Missionsof the Episcopal Church in Alaska, 1476. Mississippi, city school superintendents, 1194; city school systems, 1545, 1558; colleges for women, 1712, 1717; commercial schools, 2286; higher schools for negroes, 2316; high schools, public, 2050; private, 2184; kinder¬ gartens m, 1593; law forbidding meetings of negroes, 746; negroes in professions, 852; normal schools, 1877, 1898; professional training for negroes, 2326; public high schools for negroes, 2308; separate schools for negroes, 750; sources of school funds, 754; teachers’ training courses, 1869; tech¬ nological schools, 1728; universities and col- . leges, 1660, 1679, 1696. Missouri, city school superintendents, 1194; city school systems, 1545, 1558; colleges for women, 1712, 1717; commercial schools, 2286; educational periodicals, 1184; higher educa¬ tion in, 536; higher schools for negroes. 2316; high schools, public, 2053; private, 2186; his¬ tory of common schools, 373; improvement in school affairs, 381; kindergartens in, 1593; law forbidding teaching negroes, 746; man¬ ual and industrial training, 2241; negroes in professions, 852; normal schools, 1877, 1898; period of awakening, 381; professional training for negroes, 2323; public high schools for negroes, 2310; qualification of teachers, 383; separate schools for negroes, 550; teachers’ training courses, 1869; tech¬ nological schools, 1728; universities and col¬ leges, 1660, 1679, 1696. Mitchell, S. Weir, 1070, 1277. Mixed schools in France, 1090. Model counting house, 25. Modern course of the French lycees, 1108. Modem Language Association of America, 536, 567, 673. Modern languages, in American colleges, 567; on a par with the classical, 566; unfit teach-, ers of, 592. Mohawk conference, 848. Moiler, Paul, 710. Monaghan, J. F., 1525. Monetary system in Junior Republic, 240. Money, banking and public finance, course of study, 1163, 1165. Monotecknic or trade schools, 219. Montague, W. L., 567. Montana, city school superintendents, 1195; city school systems, 1546, 1558; commercial schools, 2286; high schools, public, 2081; pri¬ vate, 2188: industrial schools for Indian chil¬ dren, 2245: kindergartens in, 1593; normal school, 1877; teachers’ training courses, 1870; technological schools, 1728; universities and colleges, 1662, 1679, 1698. Moon, Mrs. Anna R., 1461. Moore, John G., 624. Moral instruction in France, aims, programme of, 1123. Moravian missionaries in Alaska, 1473, 1476. Morgan, J. P., 1735. Morrill, Senator Justin S., 307. Morris, Robert, 850. Morris, William O’Conner, 994. Morse, H. N., 565. Mortality of teachers in Berlin, 119. Moses, Edward P., 1224. Motley, John Lothrop, 561, 692. Movement, from fundamental to accessory, 330. Movement of negro population toward the North and West, 734. Movements along educational lines, 409. Movements, educational, in England, 944. Movements, educational, in Germany, 3. Movements of hand, development during school age, 337. Movements of new-horn infants, 333. Movements relative to intelligence, 331 . Mowry, William A.. 1221. Ivloxom, Philip S., 1264. Muhlenberg, F. A., 549. Muhlenberg, Gen. Peter G., 547. Muller, Margarethe, 635. Mfinsterberg, Hugo, 532, 681, 1288. Muscular system and working ability, 1027. Museums, international, 280. Music in the schools of the Philippines, 1425. Music periodicals, 1187. N. Nashville, Tenn., negroes in, 780. Natal, elementary education in, 2481. National aid to education, 408. National commission to investigate negro prob¬ lem, 2417. National Educational Association, 536. NationalGerman- American Normal School, 654. National German- American Teachers’ Associ¬ ation, 576, 673. National Government, its relation to higher education and research, 1051. National Teachers’ Union of Germany , growth of, 124. Nationales deutsch-amerikanisehes Lehrer- Seminar, 536. Nations growing old and decrepit, 10. Nativity of reform school inmates, 2335 Natural concepts of children, 715. Natural selection, inhibition, 345. 2502 INDEX, Nature of indirect taxation in Georgia,, 756. Nautical schools in the Philippines, 1416,1421. Nebraska, city school superintendents, 1194; city school systems, 1546, 1558; commercial schools, 2286; educational periodicals, 1184; high schools, public, 2061; high schools, pri¬ vate, 2188; industrial schools for Indian children, 2245; kindergartens in, 1583; nor¬ mal schools, 1877, 1898; teachers’ training courses, 1870; technological schools, 1728; temperance instruction, 1.041; transporta¬ tion of puoils, 212, 2399; uni versifies and col¬ leges, 1662; 1680, 1698. Necessity of technological education, 8. Need of a Germanic museum, 679. Need of a national commission for investigat¬ ing the negro problem, 2417. Needs of higher education for the negro, 802. Negro agricultural laborers, 771. Negro, by slave and free States, 735. Negro, by geographical divisions, 737. Negro college, origin of, 828. Negro college graduates from negro colleges, 839. N egro college graduatesfrom white colleges, 839. Negro colleges, in order of establishment, 832. Negro colleges, negro graduates in, 839. Negro, economic basis of, 733. Negro education in the South, 517, 523. Negro, education of the, 731. Negro graduates, their occupation, 840. Negro, his intellectual capacity, 794. Negro in border States, 738. Negro in the Black Belt, 777. Negro in the schools of the South, 1020. Negro land holders in Virginia, 763. Negro, need of higher education, 802. Negro owners of farms and homes, 757. Negro population of the United States, 735. Negro population of certain counties of Ken¬ tucky, 739. Negro population, significance of growth, 733. Negro problem, national commission to inves¬ tigate, 2417. Negro property owners, 761. Negro slaves, emergenceinto lifeof freedom, 404. Negro, special study of economic conditions, 772. N egro tenants of farms and homes, 757. Negro’s struggle for education, 743. Negroes, higher education of, 794. Negroes in cities, occupation, males and fe¬ males, 790. N egroes in northern colleges, 842. Negroes of Farmville, Va., 775. Negroes of Sandysprings, Md., 773. Negroes, public high schools for, 2308. Negroes, their occupations, 763. Negroes who achieved distinction, 854. Nervous system, development, 325; in temper¬ ance instruction, 1029; three-level system, 327. Netherlands, elementary education in, 2480. Netherlands, regulation of child labor, 76. Netherlands, schools for the deaf, 43. Nevada, city school superintendents, 1195; com¬ mercial schools, 2286; high schools, public, 2088; industrial schools for Indian children, 2245; kindergartens in, 1593; teachers’ train¬ ing courses, 1870; technological schools, 1728. Nevada State University, 1158, 1662, 1680, 1698. Nevada State University, mining engineering, 2387. Newcomers should be Americanized, 542. New England Magazine, quoted, 243. Newfoundland, elementary education in, 2481. New Germany, the, 536. Newhall, A. W., 1465. New Hampshire, city school superintendents, 1195; city school systems, 15.46, 1559; commer¬ cial schools, 2286; educational periodicals, 1184; high schools, public, 2069; high schools, private, 2188; kindergartens in, 1593; normal school, 1877; teachers’ training courses, 1870; technological schools, 1728; transporta¬ tion of pupils, 204; universities and colleges, 1662, 1680, 1698. New Jersey, city school superintendents, 1195; city school systems, 1546, 1559; commercial schools, 2288; educational periodicals, 1184; high schools, public, 2071; private, 2190; higher schools for negroes, 2316; kindergar¬ tens in, 1593; manual and industrial train¬ ing, 2241; normal schools, 1877; professional training for negroes, 2326; teachers’ training courses, 1870; technological schools, 1728; transportation of pupils, 2400; universities and colleges, 1682, 1680, 1698. New Mexico, city school superintendents, 1196; high schools, public, 2073; private, 2192; in¬ dustrial schools for Indian children, 2245; kindergartens in, 1594; normal schools, 1877; School of Mines, 2387; teachers’ training courses, 1870; technological schools, 1728; university of, 1662, 1680, 1698. New York, city school superintendents, 1196; city school systems, 1547, 1559; colleges for women, 1708,1712, 1717; commercial schools, 2288; high schools, public, 2073; private, 2194; kindergartens in, 1594; list of educational periodicals, 1184; manual and industrial training, 2241; normal schools, 1877, 1898; teachers’ training courses, 1870; technolog¬ ical schools, 1728; universities and colleges, 1662, 1681, 1698. New York City, German taught in the schools, 641. New York Evening Post, quoted, 127, 237. New York State Science Teachers’ Associa¬ tion, 1049. New York University, department of Ger¬ man, 655. New York University, school of commerce, 1165. Newsom, S. C., 1354. Newton, A. E., 412. Nibelungenlied, studied at Johns Hopkins, 614. Night schools in the Philippines, 1413. Night schools teaching German, 655. Nobel prizes, distribution of, 1510. N oire, Prof . Ludwig, quotedon Logos theory ,102. Nonsectarian high schools, 1944. Normal and Agricultural Institute at Hamp ton, 479. Normal child, development of, 333. Normal college of the city of New York, 536. Normal school education, periodicals, 1188. Normal school for women in Virginia, 491. Normal schools, female teachers and students, 1234. Normal schools in the Philippines, 1327. Normal schools in the United States, public, 1843; private, 1845. Normal schools in which German is taught, 646. Normal schools, permanent, in the Philippines, 1415. Normal schools, presidents of, 1209. Normal schools, public, appropriations, 1844. Normal schools, students in public, 1847; pri¬ vate, 1859. Normal Seminary, Addison, Ill., 654. N ormal students in colored high schools, 2303. Normal students in universities, 1834. Norris, J. O., 1261. Norris, J. S., 856. North American Review, 536. North Carolina, city school superintendents, 1196; city school systems, 1548, 1560; College of Agriculture and Mechanic Arts, 509; col¬ leges for women, 1712, 1717; commercial schools, 2290; educational periodicals, 1184; higher schools for negroes, 2318; high schools, public, 2085; private, 2202; history of educa¬ tion, 536; manual and industrial training, 2242; negroes in professions, 852; normal schools, 1878, 1898, permitting colored people to maintain schools, 746; public high schools for negroes, 2310; professional training for negroes, 2326; separate schools for negroes, 750; sources of school funds, 755; teachers’ training courses, 1870; universities and col¬ leges, 1664, 1681,1700. N orth Dakota, city school superintendents, 1197 ; commercial schools, 2290; high schools, pub¬ lic, 2085; private. 2208; manual and industrial training, 2242, 2245; normal schools, 1878, 1899; teachers’ training courses, 1871; universities and colleges, 1664, 1681, 1700. Northern colleges, negroes in, 842. Northwestern University, coeducation, 1286. NorthwesternUniversity , course in German, 621. INDEX, 2503 Northwestern Universitv, course in commerce, 1147. Norway, elementary education, 248CK Norway, regulation of child labor. 77. Norway and Sweden, schools for the deaf. 43. N orwegian Lutheran Church mission in Alaska, 1478. Norwegian missionaries in Alaska. 1473. Number and proportion cf school classes in France, 1091. Number of acres of land owned by negroes, 762. Number of children employed in wage earning in Germany. 57. Number of colored students in higher institu¬ tions, 815. Number of German and Swiss immigrants. 547. Number of persons owning farms in the sixteen former slave States, 759. Number of persons to the square mile. 751. Number of pupils studying German in evan¬ gelical schools, 659. Number of pupils studying German in public schools, 659. Number of pupils studying German in the United States, 659. Number of students in higher commercial schools, 1182. Number of students in secondary and higher institutions, 815. Number of students studying German in Catholic schools, 659. Number of students studying German in high schools, 637, 659. Number of students studying German in Lu¬ theran schools. 659. Number of students studying German in pri¬ vate schools, 659. Number of students studying German in uni¬ versities, 659. Number of teachers in Southern States, 756. hi umber of women in colleges in Massachusetts, 1303. Nurse training schools, 1732. N urse training schools, statistics in detail, 1750, 1786. O. Oath taken by superintendents, 420. Objections to consolidation of schools, 174, 206. Objections to higher education of the negro answered, 810. Objects and limits of moral instruction, 1124. Obligatory or reformatory education in Ger¬ many, 49. Obstacles in the way of technological educa¬ tion, 9. O’Callahan, D.. 1265. Occupations, gainful, 764. Occupations of city negroes. 779, 790. Occupations of negroes, 763, 766. Occupations of negroes, by sex, 769. Occupations of negroes in'border States. 767. Occupations of negroes in far-Southern States. 767. Occupations of negro graduates. 840. Occupations of whites, by sex, 768. Occupations, professional, of negroes, 850. Occupations, selected, by race, 765. Occupations of wage-earning children. 59. Odenthal, Prof. Joseph. 25. Oertel, Hans, 608. Oesterreichische Schulbote, quoted, 34. Oestliche deutsche Konferenz, 536. Office courses in Drexel Institute. 1171. Officers of cottage row government. 245. Officers of the Association of Catholic Colleges. 885. Officers of Washington Memorial Institution, 1060. Official inquiry into child labor in Germany, 54. Officials in charge of public schools, citations from, 1240. Ogden, Robert C., 1024. Ohio, a visit to centralized schools. 161: city school superintendents, 1197; city school systems, 1548, 1561: colleges for women. 1713, 1718; commercial schools. 2290; educational periodicals, 1184: first public-school law. 132; school law of 1825. 134: high schools, public, 2087; private, 2206; higher schools for ne¬ groes, 2318; history of higher education in, 538; kindergartens in, 1594; legislative his¬ tory of school system, 129; manual and in¬ dustrial training, 2242; normal schools, 1878, 1899; professional training for negroes. 2328; school historv. period, 1785-1821. 130; 1821- 1825. 133: M&5-1S33. 135: 1838-1858, 140; 1 1878,150; 1878-1900,153; teachers' pension lave, 2396; teachers’ training courses", 1S71: trans¬ portation of pupils. 161. 2400; universities and colleges, 1664, 1681. 1700. Ohio State University, courseincommerce. 1163. OhioStateTTniversity. mining engineering, 2390. Ohio Teachers’ Association, 152. Oklahoma, city school superintendents, 1197; commercial schools, 2290; educational peri¬ odicals, 1185; city school .systems, 1549, 1561; high schools, public, 2107; private, 2208: higher school for negroes, 2318: industrial schools for Indian children. 2245: kinder¬ gartens in, 1595; normal schools. 1873; pro¬ fessional trainingfor negroes. 2328; teachers’ training courses. 1871: university of, 1666, 1683. 1702. Oligarchy versus the will of the people, 1044. Oliver, M.. 385. Ongerth, Henry E. G., 624. Opinions of clergymen on coeducation. 1263. Opinionsof foreign experts on coeducation. 1267. Opinions of nonnrofessional men on coeduca¬ tion, 1268. Opinions of physicians on coeducation. 1281. Opinions of school supervisors on coeducation, 1258. Optional studies in high school, 593. Order in the school state, how secured, 231. Order issued by General Grant concerning contrabands, 426. Order of functional maturity, 326. Order of General Rawlins concerning contra¬ bands. 428. Order of the Sacred Heart, 364. Oregon, city school superintendents, 1197; city school systems, 1549, 1561; commercial schools. 2280; educational periodicals. 1185: high schools, public, 2108: private, 2208; nor¬ mal schools, 1879; teachers’ training courses. 1871; universities and colleges, 1666, 1683. 1 7 02. Organisation des hoheren Schulwesens in den. Yer. Staaten. 537. Organization of Washington Memorial Institu¬ tion, 1059. Organization of the French lyeee, 1107. Organization of the State-teaching system of France, 1099. Organization, present, of schools in the Philip¬ pines, 1336. Organs of excretion in temperance instruction, 1029. Organs of special sense, 1030. Oriel College at Oxford, England. 2447. Origin of educational system of England. S41. Origin of negro college, 828. Origin of the Association for the Advancement of Science, 267. Original residents in Junior Republic. 242. Osthaus, Carl. 628. Otis. Edward 0.,1282. Ottendorfer, Mme. Anna, 649. Ottendorfer, Oswald. 630. Out-of-door papers, 536. Overburdening the mind by mechanical memo¬ rizing, 588. Owners of farms and houses in slave States. 759. Oxford. England, Cecil Rhodes’s will. 2447. Oxford reformers, Colet, Erasmus, and Thomas More ,865. P, Padagogische Monatshefte.537. Padagogische Zeitung, Berlin, quoted, 78. Padagogisches Archiv, 537. Page, Thomas N elson, 800. Page, Walter H. , 1025. Pajoman, Chas. W., 1464. Palmer, Arthur H., 606, 697. Panaeademic congress of universities, 269. Paraguay, elementary education in, 2482. Paris exposition, congresses at. 301. Paris international museums. 280. 2504 INDEX. Parker, Theodore, 560. Parker, T. A., 886. Parmentier, James, 874. Parochial schools, Catholic, 2470. Parochial schools in which German is taught, 650. Parole system in juvenile courts, 237, Pastorius, Francis Daniel, quoted, 540. Pathological institutions for defectives in Ger¬ many, 40. Pathology, educational, 235. Patriotism of the Germans toward their adopted country, 548. Patton, Miss Cassia, 1461. Patton, Pres. W. W., 845. Paulsen, Dr. Friedrich, 588. Pay of cadets at 'West Point, 2429. Paymentsf or conveyance of school children, 179. Payne, Dr. Wm. EL, 460. Peabody, Dr. A. T., quoted, 553. Peabody educational fund, 449, 451. Peabody educational fund, what it has done, 2459. Peabody, George, and his benefaction, 408. Peabody, George, his career, his gift to the South, 2460. Peabody normal school, 464. Peake, Miss Mary S., 414, 477. Pecson,Mena Crisologoy , 1337. Pedagogical application of the level theory, 328. Pedagogical inferences of the study of chil¬ dren,^!. Pedagogical Seminary, 325. Pedagogical society of Berlin, 710. Penalty of poverty, 1013. Pennsylvania , city school superintendents, 1197 ; city school systems, 1549, 1561; colleges for women, 1708, 1713, 1718; commercial schools, 2292; educational periodicals, 1185; higher schools for negroes, 2318; high schools, pub¬ lic, 2109; private, 2210; history of education, 537; kindergartens in, 1595; manual and in¬ dustrial training, 2243, 2245; normal schools, 1879, 1900; professional training for negroes; 2328; public high schools for negroes, 2310; teachers’ training courses, 1871: transporta¬ tion of pupils, 2401; universities and col¬ leges, 1666, 1683, 1702. Pennsylvania State College, mining engineer¬ ing, 2391. Pennypacker, Samuel W., 686. Pensions and annuities of teachers, 2395. People’s Party in Junior Republic, 241. Per capita expenditure for education in Eng¬ land and Wales, 976. Per capita expense of white and colored schools, 752. Per capita of valuation for whites and colored people, 763. Per capita school funds in the South, 783. Percentage of male and female students in normal schools, 1863. Percentage of population employed during whole or part of the year, 771. Percentage of population owning farms, 759. Percentage of property of white and colored, 763. Period of awakening in school affairs in Mis¬ souri, 381. Periodicals, educational, in the United States, arranged by States, 1183. Periodicals, educational, in the United States, arranged by subjects, 1185. Periodicals promoting German instruction, 672. Peripheral unsteadiness of hand, 341. Permanent normal schools in the Philippines, 1415. Perring, Roy H., 623. Perry, W. S., 1258. Personnel of schools in Alaska, 1471. Persons employed during whole or part of the year, 771. Persons engaged in gainful occupations, 764. Persons unemployed during portion of the year, 771. Pestalozzi. Heinrich, 551. Peterson, Hans Christian, 632. Pharmaceutical schools, 1732. Pharmaceutical schools, conferring degrees, 1740. Pharmaceutical schools, statistics in detail, 1749, 1780. Philbrick, J. D., 635, 657. Philippine Islands, American teachers in, 1368; a modified American school system, 1325; beginnings of the present work of educa¬ tion, 1324; conditions of the educational problem, 1344; course of study, text-books and supplies, 1397; educational movement in, 1317; industrial education, 1427; legisla¬ tion and plans for development of schools, 1439; local advisory school boards, 1325; nau¬ tical and trade schools, 1416; night and va¬ cation schools, 1413; provinces in which American teachers were placed, 1383; schools before the American conquest, 1317; school buildings, 1436; school finances, 1411; schools under the military govern¬ ment, 1320; special w ork in the schools, 1425; work done under present organization, 1343. Physical education, periodicals, 1186. Physical geography, number of pupils study¬ ing, 1920, 1936', 1952. Physical training, 537. Physicians’ opinions on coeducation, 1281. Physics, number of pupils studying, 1919, 1935, Physiological bearings of higher education for women, 1275. Physiology, alcoholic, in school, 1046. Physiology, examination in, at West Point, 2428. Physiology, number of pupils studying, 1921, 1937, 1953. Physiology, periodicals, 1187. Physiology, text-books; is there too much in them? 1027. Picket, Albert, of Ohio, 138. Picture books and illustrations, 17. Pierce, E. L., 418. Pierce, John D., quoted, 555. Pierson, Dr. D. L., 237. Pitzer, Rufus, 507. Plans for future development of schools in the Philippines. Planters and overseers, by race, 770. Plato and Aristotle, their influence upon Goethe, 112. Pleasants, W. H., 507. Poland, A. B., 1223. Police regulation of child labor, 68. Policy, educational, in the Philippines, 1440. Policy of consolidation of schools, 180. Policy of donating school lands in Texas, 895. Policy, present, of the Government, 1054. Political economy, commerce, and finance, course of study, 1141, 1157, 1185, 1167. Political utopias of German missionaries, 548. Pcllmar, Eduard, 674. Pope Leo XIH, ordinance concerning the lan¬ guage spoken in parochial schools, 652. Popular education, great work of Dr. Wm. H. Ruffner, 2450. Popular lecture courses, 270. Population and school attendance in France, 1089. Population of cities in the United States, 1540. Population of England and Wales from 1872- 1900, 973. Population of English cities, 957. Population of Montgomery County, Md., 773. Population of negroes in cities, 791. Population of Prince Edward County, Va., 775. Population of the District of Columbia, 413. Population of the sixteen original slave States, Porter, Hon. James D., 460. Portugal, elementary education in, 2480. Portugal, schools for the deaf, 43. Position of German instruction at the begin¬ ning of the twentieth century, 589. Possibilities of Alaska, 2443. Powell, L. W., 845. Power of adaptability in education, 10. Powers and duties of school supervisors in the Philippines, 1338. Practical work in agricultural colleges, 1807. Precision of hand movement, 341. Preparatory education of merchants, 24. Preponderance of women teachers, 576. Presbyterian missionaries in Alaska, 1473, 1418 IXDEX. 2505 Present conditions of German instruction, 567. Presidents of colleges for men, 1200. Presidents of colleges for women. 1208. Presidents of schools of technology, 120?. Preston. J. F... 1213. Prettyman, E. B.. 1219. Preye'r. W., . 10. Prince, John J., 5B7. Princeton University, course in. German, 611. Principal occupations of negroes, 766. Principals of normal schools, 1209. Private institutions for the deaf, 2361. 2368. Private normal schools, presidents of. 121". Private schools for the feeble-minded, 25533. Private schools teaching German, 65L Prizes for profieienev in asricultural subjects. 1808. Prizes for stock judging, Ohio. 1237. Problem, educational, in the Philippines. 1344. Procedure in testing children’s minds, 714. Proceedings of Ohio Teachers’ Association, 152. Proclamation to the inhabitants of Thompsons Island, 245. Production and education. oi3. Professional and allied schools in the United States. 1731. Prof essional occupations of negroes, 850. Professional schools in Geneva, 1508. Professional training for negroes, 2322. Professions, colored men in, 848. Professors in universities and coheres :c ;k:- United States, 1623. Professors of German, list of, 573. Professors of German in higher institutions. 860. Programme of moral instruction mPrance,1128. Programmes of international congress, 299. Progress, educational, in England, 853. Progress of colored vomea. 825. Progress of consolidation of schools, 175. !• <. Progress of modem language instruction in America. 571. Progress of twenty-five years in schools of the South. 1021. Prolonging the education of the people. 1095. Propertv of agricultural and mechanical col¬ lege;, ihd.h-c2. Property of higher institutions. 1614, 1631. 1634, 1641. Propaganda subjecting science and education, Proportion of college students to enrollment in negro colleges. S3B. Proportions engagedin gainful occupations, 764. Proposition for a college course in German. 384. Propositions for regulation of child labor, 71. Proprietary trade schools. 222. Proseminary at Springfield, Ill.. 654. Pront. H. G.. quoted. 227. Provinces of the Philippines in which Ameri¬ can teachers were placed, 1381. Provisions for separate negro schools, 749. Provisions for the University of Texas. 401. Provisions, statutory, relating to compulsory school attendance. 2410. Prussia and Switzerland compared. 116. irrussia, annual budget for education, 116: chil¬ dren engaged in wage earning, 5$: continua¬ tion schools, 123: cost of preparing teachers. 118: new law for reformatory education, 48: new order, concerning secondary schools. 6: salaries of teachers. 126: schools for the deaf. 44. Psychic change period, 329. Psychic life reduced to sensations, 346. Psychic phenomena, 346. Psvehologv. number of pupils studving. 1921. 1987.1953. Public day schools for the deaf. 2861,2366. Public funds for support of common school system of Missouri. 374. Public high schools of Pennsylvania. 637. Public lectures at Columbia l niversity. 605. Public libraries, aids to industrial education, 225. Public normal schools, presidents of. 1209. Public opinion regarding conveying children to school, 210. Public primary schools, German taught. 689. Public school funds, sources of. 733. Public school law, first, of Ohio. 132. Public school law of 1847 in Louisiana, 358. Public school problem in the South. 1099. Public school system of St. Louis, ilo.. 886. Public schools for the feeble-minded. 2889. Public schools in cities, coeducation in. 1217, 1220. Punishment, corporal, regulations, 2402. Pupils, feeble-minded. 2370. Pupils in schools for the blind in Prussia. 42. Pupils in schools for the blind in United States, 2355. Pupils in schools for the deaf, 2380, 2362. Pupils, transportation of. 181. Puritan Magazine, The, quoted, 288. Purpose of the international association for the advancement of science, 288. Pushkin, Alexander. 854. Putnam. Henry W., 882. Putzker. Albin. 624. Q.« Qualification of teachers in Missouri, 883. Qualifications of American teachers in the Philippines. 1371. Questions for examination of American teach¬ ers in the Philippines. 1371. Question; submit red concerning • - tion of pupils, 188. 207. Quest! ns submitted to ioerlin teacher :. 12. Quiet children, 850. 14. R&ab, Henry, 701. Pace of reform, school inmates, 2385. Sadciine College, annex of Harvard Univer¬ sity. 1294. Railroad engineering, course of study, 310. Railroad employees, temperance enforced, 1047. Railroad service, training for, 305. Railroads, relation to technical schools, 303. Railwav Club. St. Louis. £16. Raine. Col. F.. 669. Raleigh. Sir W., 874. Rapidity . r al hint 38S. Sate of improvement in rapidity of hand movements, 339. Ratio of women teachers to men teachers in Germany, 124. Rawlins. Gen. John A., special order, 428. Ray&t. Prof. H.. Leipzig. 29. Raymond, James H.. 398. Reading, examination in. at West Point, 2422. Receipts of public schools of cities, 1565. Reception, closing, of international congress, Recognition of experience and skill in teach¬ ing, 579. Recognition of higher elementary schools in England. 948. Record of infant life. 709. Records of the results of international con¬ gresses, 238. Redemptioners, to pav entrance duty. 542. Reed. Pauline M.. 645.' Befielt. Heinrich. 674. Reformatory education in Prussia, new law, 48. Reformatory schools in Germany, 47. Reform, educational, in Germany. 4. Reform, educational, in China, 1514. Ref : rm of instruction in drawing. 19. Reform schools, statistics of, 2333, 2336. Regional scientific societies. 269. Regularity of attendance, a result of consolida¬ tion of schools. 206. Regulations for elementarv schools in England, 949. Regulations relating to corporal punishment, 2402. Reindeer a source of profit. 1492. Reindeer freed in Alaska, 1488. Reindeer herds loaned by Government. 1485. Reindeer herders, native, in Alaska, 1488. Reindeer in Alaska, tabulation of number, I486. Reindeer introduction into Alaska, 1481. Reindeer preserves in Alaska, 1494. Relation of accessory hand movement to in¬ telligence. JS31 . Relation of National Government to higher education and research. 1051. Relations between Germany and America, 703. Relations, interacademic, *369. Relations of children to house and family, 720. 2506 INDEX. Relations of the American people to the Eng¬ lish and Germans, 537. Relative claims of industrial and higher edu¬ cation, 817. Relative density of the negro population, 741. Religious and moral education, periodicals, 1186. Religious instruction in schools in the Philip¬ pines, 1818. Remarks by Mr. Carnegie on presenting his trust deed, 1070. Remarks on the Seventh Annual Report of Horace Mann, 537. Remarks upon table showing women directing education, 1229. Remembrances of Germany’s great historical times, 614. Reminiscences of the G-erman-Americans in Baltimore, 537. Remsen, President Ira, 565. Bemy, Arthur F. j ., 603. Rendtorff, Earl G., 625. Rennert, Hugo A., 583. Renouf, E., 585. Reply to Dr. Barringer’s paper, 523. Report accompanying the bill on reformatory education in Prussia, 51. Report of committee of New York State Sci¬ ence Teachers’ Association, 1049. Report of committee on college entrance re¬ quirements, 832. Report of committee of the department of superintendence, 1031. Report of O. J. Kern on centralized schools, 161. Report of school of jurisprudence and diplo¬ macy, 2438. Report on education in Alaska. 1459. Report on introduction of reindeer into Alaska, 1481. Report on progress of modern language in¬ struction in America, 571. Reports, at the international congress, 274. Reproduction of the British order of a century ago, 409. Republic of Texas, an act granting land for school purposes, 396. Requirements for admission to negro colleges, Requirements for the degree of Ph. D. at Har¬ vard, 600. Research, relation of National Government thereto, 1051. Researches, future, among children, 725. Resolutions adopted at a German mass meet¬ ing in New York, 642. Resolutions of the American Bankers’ Associa¬ tion, 1139. Resolutions of the trustees of Hollins institute, 505. Respiratory organs in temperance instruction, 1029. Restless children, 352. Restlessness in sleep, 352. Restlessness, movement without cause, 350. Restriction of education to the three R’s, 577. Results of an inquiry at Annaberg, Saxony, 728. Results of an inquiry into child labor in Ger¬ many, 57. Results of child study in Berlin, 709. Rheinbaben, Freiherr von, minister of the in¬ terior, Prussia, 51. Rhetoric, number of pupils studying, 1821. 1937, 1853. Rhode Island, Brown University, 1668, 1684, 1702; city school superintendents, 1198; city school systems, 1550, 1562; commercial schools, 2292; history of higher education, 537; highschools, public 2120, private 2216; kindergartens in, 1595; manual and industrial training, 2243; normal schools, 1879; teachers’ training courses, 1872; transportation of pupils, 2401. Rhodes, Cecil, provisions of his will, 2447. Rhodes, W. H., quoted, 213. Rhythmic movements, 336. Rice, Col. E., 1324. Rice, Hon. Harvey, 148. Richard, Ernst, 605. Ridder, Hermann, 630. Ride of several miles to sehoolhar d for children, 205. Riedler, Prof. A., Berlin, 8. Robertson, Miss Minnie, 1460. Rock, Mrs. Emma L., 1465. Rockefeller, John D.. 618, 629, 1736. Rodder, Edwin C., 617, 623. Rodwell, W. W., 1347. Rogers, Wm.O, 368. Role of teacher in moral instruction, 1123. Rolker, Friedrich, 557. Roman Catholic missionaries in Alaska, 1473. Root, Elihu, 1070. Rosario, Tomas G. del, 1337. Roscher, Karl, quoted, 22. Bosengarten, Joseph G., 688. Rosenstengel, W. H., 698. Ross, James, 1393. Roth well, Richard P., quoted, 232. Roucke, Ewald, 617. Roumania, elementary education in, 2480. Roumania, schools for the deaf, 43. Round Hill School, 553. Roux, the philosopher, 346. Rudolph Hildebrand Library, 672. Rnffner, Dr. William Henry, 2450. Ruffner’sgreatworkfor popular education. 2450. Ruggles, David, 850. Rules for international correspondence. 1118. Russia, annual budget for education, 115. Russia, elementary education in, 2480. Russia, schools for the deaf, 43. Russian orthodox church missionaries in Alaska, 1474. Ryan, Edmund J., 922. - S. Sachs, Julius, 585, 605. Sage, Henry W., 1283. Salaries of American teachers in the Philip¬ pines, 1388. Salaries of teachers in American cities, 2415. Salaries of teachers in England, 977. Salaries of teachers in Prussian cities, 126. Sauer, Christopher, 541. Saving boys from crime, 233. Saving, financial, caused by consolidation of schools, 202. Saxman, Mrs. M. A., 1462. Saxony, children engaged in wage-earning, 59. Saxony, cost of preparing teachers, 118. Saxony, education of mining engineers, 1520. Saxony, forestry in, 1512. Saxony, reformatory schools in, 48. Saxony, schools for the deaf, 44. Saxony, school supervision in, 34. Saxton, Gen. Rufus, 412, 416, 437.- Scandinavian course at Columbia, 604. Scandinavian literature at Harvard, 598. Scarborough, W. S., 858. Schayer, Geo. F., 1088. Schedule of a course in Greek, 937. Schedule of studies in mining engineering, 2378. Schelling, influence upon Goethe, 114. Scheme of uniform requirements in German, 582. ! Schilling, Hugo K., 682. i Schlee, E.. 1267. Schlenker, Carl, 624. Schmidt, Alfred Franz, 625. Schmidt, Prof. Edward C., 305, 318. Schmidt-Wartenberg, Hans M., 619, 673. Schneck, August, 674. Schobert, R., 712. Scholarships, colonial, Rhodes’s will, 2448. Scholarships, graduate, for women students, 123j . Scholarships won by English pupils, 964. Schone, Richard, quoted, 20. Schonfeld, Hermann, 609, 626, 668, 678, 700. Schonrich, E. D., 564. School administration, periodical, 1187. School administration, women in, 2406. School age, development of hand movements during, 337. School attendance, compulsory, 2409. School attendance of negroes in cities, 791. School buildings in the Philippines. 1436. School committees, local, in Alaska, 1471. School education as exhibited at Paris, 282. School enrollment in France, 1088. School equipment in the Philippines, 1327. School expenditures of the slave States, 753. INDEX. 2507 School finances In tlie Philippines, 1411. School funds, per capita, in the South, 783. School government, 249. School gymnastics, 537. Schooling of the freedmen, 410. School inspectors in Germany, 30. School lands in Missouri, 386. School law of Missouri in 1839, 374. School law of Missouri, provisions of, 375. School law of Missouri, reenacted in 1845, 378. School of comparative jurisprudence and di¬ plomacy, 2438. School of Free Congregations, 654. School organization in the Philippines, 1325,1336. School population in former slave States, 756. School population of negroes in cities, 791. School property of city schools, 1532, 1552. School Review, Chicago, quoted, 250. Schoolrooms, artistic decoration of, 118. Schoolrooms, ventilation of, 2467. School sessions, holidays and vacations, 1437. School statistics from the Philippines, 1345. School statistics of cities in the United States, 1529, 1552. School statistics of typical English cities, 959. School supervision in Germany, 33. School system of Ohio, history of, 129. School systems cf cities, 1527, 1552. School work of the Russian orthodox church in Alaska, 1479. Schools, consolidation of, 161. Schools follow universities, 589. Schools for brewers in Austria, SO. Schools for hop culture in Austria, 100. Schools for horticulture in Austria, 94. Schools for negroes, supported from private sources, 2300. Schools for oriental languages, 1445. Schools for the blind in Prussia. 42. Schools for the blind in other States of Ger¬ many, 43. Schools for the deaf in various countries, 43. Schools for the defective classes, 2351. Schools for the machine trades, 221. Schools for the textile industry, 221. Schools for wine raising and fruit culture, 94. Schools in Alaska, 1459. Schools in German reformatory institutions, 48. Schools in the South, what they ai*e doing, 1014. Schools of dentistry in the United States, 1748. 1776. Schools of law in the United States, 1744, 1760. Schools of pharmacy in the United States, 1749, 1780. Schools of medicine in the United States, 1746. 1766. Schools of technology in theUnited States, 1722. Schools of technology, female teachers and students, 1235. Schools of technology, presidents of, 1208. Schools of theology in the United States, 1743, 1752. Schools or classes for the mentally weak, 47. Schools, white and colored, per capita ex¬ penses, 752. Schools will bewhatuniversitiesmake them, 589. Schulen, deutsche, im Ausland, 533. Schultze, Dr. Ernst, Hamburg," quoted, 81. Schtinemann-Pott, F. R., 674. Schurman, President Jacob Gould, 610. Schurz, Karl, 562. Science, the teaching of, 904. Scientific and industrial education, 537. Scientific societies, regional or national, 269. Scientific journals, 225. Scotland, comparative statistics. 980. Scotland, secondary education, 980. Scotland, system of education, 943. Sears, Barnas, 449, 690. Seaver, Edwin P., 1032, 1221. Seaver, Dr. J. W., 1035. Sebastian, archbishop of Ephesus, 904. Secondary agricultural and forestry schools in Austria, 93. Secondary and higher schools for negroes, 2304. Secondary education in France. 1103. Secondary education in England and Scotland, 980. Secondary education, periodicals, 1186. Secondary institutions in Geneva, 1501, Secondary schools, catholic, 894; female pro¬ fessors and students, 1234; in Prussia, new order, 6; in the South, 1015; leading studies, 1960; statistics, 1903. Secondary students and per cent of population, 1804. Secondary students in colleges, 1918, 1932. Secondary students, number to each 1,000 in¬ habitants, 1959. Secondary studies, leading, 1960. Secretaries of international congress, meeting of, 279. Seebohm, F., 885. Seeley, Dr. Levi, 537. Seeley, L. W., 507. Segregation into classes in Germany, 235. Segregation tendency of negro population. 734, Seiberth, Philipp, 623. Seidensticker, Oswald, 539, 532, 612, 693. Seidlitz, W. von, quoted, 14. Selected occupations, by race, 765. Self-government in school, 235, 250. Self-supporting trade schools, 225. Seminary courses at Harvard, 599. Seminary for German philologv at Bryn Mawr, 634. Seminary, fundamental, 325. Seminary lands in Arkansas, 392. Senger, J. Henry, 624. Senior college courses in German at Chicago University, 620. Senner, Dr. Joseph, 605. Separate commercial schools for women, 33. f Separate school provisions for negroes, 749. j Serrano, Bonifacio, 1393. Servia, elementary education in, 2480. Seward, W. H., Secretary of State, 412, 440. Sewing and weaving in the schools of the Philippines, 1428. Sex and education, a reply to Dr. Clarke, 1277. Sex in education, 1276. Sex in normal schools, 1863. Sex in reform schools, 2336. Sex in secondary schools, 1923, 1339. Skaler, N. F.. 798. Shaw, J. A., 860. Shaw, Col. Robert. 420. Sheffield, England, increase in school pro¬ vision, 969. Sheffield scientific school, at Yale, 606. Sherburne, Edward P., 1262. Sherman, Barker B., 1359. Sherman, Gen. Thomas West, 418. Sherman, Gen. Yv'illiam T., 361. Shewman, S. N., 1263. Shumway, Daniel B., 614. Sicker, James H. van. 1032. Significance of growth of negro population, 733. Signs of awakening in the South. 1Q1S. Signs of idiocy, 332. Silent universities, 663. Silliman Female College, S64. Simmons, William J., 854. Simple movements, coordination of, 335. Simplification of French syntax, 11)30. Sitting still, a necessity, or result of inclina¬ tion, 351. Skal, George von, 605. Skilled guidance in lectures, 270. Slater, John L,., 832. Slave States, former, education in, 403, 758, 2289. Smaller States in Germany, schools for the deaf, 45. Smith, C. Alphonso, 672. Smith, Charles Lee, 542. Smith, Charles Sprague, 603. Smith, Gen. J. H., 1323. Smith, Mrs. Stella, quoted. 213. Smyth, Herbert H., 565. Snow, William B., 583. Social conditions compelling the negro to flock with his kind, 742. Social lecture courses, 272. Society for the promotion of engineering edu- cation, 215. Society of Art Friends in Hamburg, 19. Society of Jesus, 364. Society, philosophical, of Philadelphia, 542. 2508 INDEX. Sociology statistics and. history, course of study, 1144, 1160. Soldan, F. L., 674, 709, 1032, 1235. Sons of laborers in German high schools, 125. Sources of public school funds, 753. South, compared with North Central States, 1011. South, conference for education, 1022. South, industrial education in the, 509. South, negro education in the, 517,523. South, progress in twenty -five years in the schools, 1021. South, public school problem, 1009. South, school funds per capita in the, 783. South, waiting for education in the, 1009. South Carolina, city school superintendents, 1198; city school systems, 1550, 1512; . colleges for women, 1713, 1718; commercial schools, 2292; educational periodicals, 1185; higher education in, 537; high schools, public, 2121; private, 2218; kindergartens in, 1595; legis¬ lated a,gainst negro education, 747; manual and industrial training, 2243; negroes, in professions, 852; normal schools, 1879, 1900; professional training for negroes, 2328; pub¬ ic high schools for negroes, 2310; higher schools for negroes, 2318; separate schools for negroes, 750; sources of school funds, 75o; summer school for teachers, 2442; teachers’ training courses, 1872; technolog¬ ical schools, 1730; universities and colleges, 1668, 1684, 1702. South Dakota, city school superintendents, 1199; city school systems. 1550, 1562: commercial schools, 2282; educational periodicals, 1185; high schools, public, 2123: private, 2216; in¬ dustrial schools for Indian children, 2245; kindergartens in, 1595; normal schools, 1879, 1900; teachers’ training courses, 1872; tech¬ nological schools, 1730; universities and col¬ leges, 1668, 1684, 1704. South Dakota School of Mines, 2392. Southern conference, the, 1024. Southern Educational Association, 569. Southern States, common school in, 357. Space given to temperance matter, 1030. Spain, elementary education in, 2480. Spain, schools for the-deaf , 43. Spanier, M., artist, quoted, 18. Special institutions promoting German instruc¬ tion, 679. Special schools in the Philippines, 1416. Special schools of arts and sciences, 2232. Special studies of economic conditions of negro, Special work in schools of the Philippines, 1425. Specimens of weekly programmes of interna¬ tional congress, 299.. Spiers, Miss Gertrude H., 1463. Spiers, Miss Kate, 1463. Spinoza, influence upon Goethe, 114. Sprache, deutseke, in offentlichen Schnlen, 533. Sprachunterricht, der deutsche, 534. Spriggs, S. R., 1467. Squier, H. G., 1359. Stafford, A. P., 855. Standard German works, 666. Stanley, E. Lyuiph, 1001. Stanton, Edwin M., Secretary cf War, 417, 438. Starke, W. B„ 382. State agricultural colleges, 218. State appropriations for education in Europe, 115. State of rural schools in England, 953. State school officers, 1189. State school superintendents, 1189. State superintendents in the South, 1017. State supervision of schools in Germany, 34. State systems of schools, coeducation, 1218. Statements, authoritative, by President Gil¬ man, 1070, 1076. Statements by Professor Learned on German instruction, 611. States from which teachers for the Philippines were drawn, 1380. States in which free negroes attended school in 1850-1800, 748. States providing for compulsory school attend¬ ance, 2410. States, sixteen original slave, 758. Stationery usedin schoolsof the Philippines, 1335. Statistical data concerning agricultural schools in Austria, 101. Statisticalsummarv of education in France , 1082. Statistics, combined, of public and private high schools, 1947; comparative, of city schools, 1584; general educational, 756; of agricultural and mechanical colleges, 1824, 1827; of hoard schools in England, 957; of city schools in the United States. 1527,1552; of colored high schools, professional and in¬ dustrial schools for negroes, 2308; of ele¬ mentary schools of England, 970; of elemen¬ tary education in foreign countries, 2480; of evening schools, 1585; of German instruc¬ tion, 659; of Great Britain and Ireland, 939; of juvenile crime in Germany, 51; of manual and industrial training, 2237; of public schools in Alaska, 1468; of primary educa¬ tion in France, 1087; of professional schools, 1731; comparative, 1733: of public normal schools, 1846; private, 1857; of public schools of the South, 1022; of receipts of public schools of cities, 1565; of expenditures, 1575; of reform schools, 2333, 2336; of schools for the colored race, 472; of secondary schools, 1903; of special schools in England, 960; of special schools in the Philippines, 1420; of State universities in France, 1109; of volun¬ tary schools in England, 857. Statutes for incorporating academies in Texas, d94. Steadiness of hand movement. 341. Steam power available in the United States, 314. Steeg, M. Jules, 1273. Stenography, number of pupils studying, 1961. Stenography, periodicals, 1167. Sterling, Miss Susan A., 623. Sternberg, George M., 1060. Sternberg, Rev. A., 277. Steuben, Baron von, 547. Stewart, A. H. E., 466. Stieda, Wilhelm, quoted, 21. St. Louis, reports of public schools, 587. St. LouD, Mo., vacant land set apart for school purposes, 386. Stock raising in Alaska, 2444. Stock well, Thomas B., 1222. Story, W. E. , 505. Stout, Hon. J. H., 217. Stowe, Calvin E., 155,557,558. Strannik, Ivan, 264. Strength of hand, development of, 340. Strieby, W. E., 487. Struggle for education of the negro, 743. Stuart, Moses, 549. Student labor and farmers’ institutes, 1838. Students’ expenses in College of Engineering, 310. Students in colleges for women, 1633. Students in schools of technology in the United States, 1638. Students in secondary schools, sex, 1923, 1939. Students in teachers’ training courses, 1865. Students in universities and colleges of the United States, 1624. Students of agricultural and mechanical col¬ leges, 1802. Students of German in higher institutions, 660. Students of high schools, public, 1805; private, 1908. Studentspursuing commercial studies, 2269, '2271. Students receiving secondary instruction, 1903; distribution of, 1912. Students, total number of, in higher institu¬ tions, 1612 Studies in commercial university, 80. Studies in mining engineering, 2378. | Studies, leading, in high schools, I860. Studies required in school of commerce, Madi¬ son, Wis., 1179. Sturm, John, 874. j Subjection of science and education to propa¬ ganda, 1041. | Subsidizing parish schools in Louisiana, 360. i Suggestions for future child study, 725. Suggestions from development of nervous sys¬ tem, 325. I Summary of educational statistics in Great 1 Britain, 940. INDEX. 2509 Summer citizens in Junior Republic, 242. Summer school for teachers in South Carolina, 2442. Summer schools teaching German, 655. Sumner, Charles, 850. Sunday evening schools, 224. Superior class in the Southern States, 404. Supervising officers of city schools, 1580. Supervision better, result of consolidation of schools, 206. Supervision of German schools, boards, 36. Supervision of schools in Germany, 88. Supervision of schools needed in the South, 1018. Supplementary schools for industrial workers, 222. Supplies distributed in schools of Philippines, 1822. Support of schools in the Philippines, 1326. Survey, historicandcontemporary, atParis,273. Surveys, regional, proposed, 269. Suspension of appropriation for schools in Mis¬ souri, 385. Suspension of school system in Texas, 388. Swain, Prof. George F., 227. Swan, Robert, 1262. Sweden, elementary education in, 2480. Sweden, regulation of child labor, 76. Swedish evangelical missions in Alaska, 1474, 1479. Swiss universities, foreign students, 2108. Switzerland and Prussia compared, 116. Switzerland, elementary education in, 2480; foreign students at Geneva, 1500; regula¬ tion of child labor, 75; schools for the deaf, 43. Synode, deutsche evang., von Nordamerika,533. Syntax, French, simplification of, 1180. System of coordinate education, 1286. System of national education in England, 1002. System of national education in Ireland and Scotland, 843. System of writing for the blind, French, 1511. Systems of public instruction in European and American cities, 537. T. Tabb, Col. Thomas, 488. Table showing number of children possessing certain ideas, 716. Taft, Charles Phelps, 663. Tagliche Rundschau, Berlin, quoted, 77. Taine, the philosopher, 346. Tanner, Henry O., 858. TarbelL- Horace S.,1222. Taxes collected from persons of color in Wash¬ ington, 413. •Taxes levied in Junior Republic, 243. Taylor, Bayard, 537, 682. Taylor, George P. , 491, 507. Taylor, James W. . quoted, 147, 148. Teachers, American, in the Philippines, 1368. Teachers and their pay in the South, 1015. Teachers at mission stations in Alaska, 1472. Teachers, better, result of consolidation of schools, 2G6. Teachers, cost of preparing them in Germanv, 117. Teachers, elementary, in England, 977. Teachers, examination of, in the Philippines, 1327. Teachers, Filipino, lot 5. Teachers for the Philippines on the transport vessel, 1376. Teachers in colored high schools, 2302. Teachers in common schools of the South, 2302. Teachers in England and Wales, 941. Teachers in public high schools, 1928. Teachers in reform schools, 2337. Teachers, number of. in city schools, 1530. 1552. Teachers of agricultural and mechanical col¬ leges,^!. Teachers of Berlin, efforts in child study, 710. Teachers of German in America, 577. Teachers of schools in Alaska, 1471. Teachers’ Association of Hamburg, 19, 20. Teachers’ course at Harvard, 599. Teachers’ institutes in Ohio, 144. Teachers’ pensions and annuities, 2395. Teachers’ salaries in cities, 2415. Teachers’ training courses, 1865. Teachers, unfit, of modern languages, 592. Teaching English in college, 922. Teaching force in the Philippines, 1846. Teaching German in Penosyl vania, 537. Teaching history in college, 916. Teaching science in colleges, 804. Technical against classical education, 4. Technical and trade journals, 225. Technical lecture courses, 271. Technical schools, correspondence, 223. Technical schools, their relation to railroads, 305. Technological education, necessity of, 8. Technological institutes, foreign, arranged alphabetically. 1455. Technological methods in school, 9. Technological schools in the United States, statistics, 1611, 1638, 1722. Technology, mechanical, course of study, 1152. Telegraphy, a branch of study. 2275. Temperance enforced amongrailroad men, 1047. Temperance instruction, 1027. Temperance instruction in Nebraska, 1046. Temperance matter massed in one chapter ,1030. Temperance teaching and recent legislation, 1032. Tendencies in education, 325. Tendency of negro population to drift into cities, 734. Tennessee and Iowa compared, 1012. Tennessee and Massachusetts compared, 515. Tennessee, city school superintendents, 1189; city school systems, 1550, 1563; colleges for women, 1713, 1719; commercial schools, 2294; educational periodicals, 1185; high schools, public, 2125: private, 2218; kindergartens in, 1535; manual and industrial training, 2243; neglected to instruct negroes, 747 ; negroes in professions, 852; normal schools, 1879, 1800; professional training for negroes, 2330; public high schools for negroes, 2310; high¬ er schools for negroes, 2320; separate schools for negroes, 750; sources of school funds. 755; teachers’ training courses, 1872; technologi¬ cal schools, 1730; universities and colleges, 166S, 1675, 1704. Terrell, Mrs. Mary Church, 824. Tests of right arm, tabulated, boys, 337. Tests of right arm, tabulated, girls, 338. Tetlow, John, 1260. Tews, Prof. J.. of Berlin, quoted. 40. Texas, city school superintendents, 1189; city school systems, i550, 1563: colleges for women. 1714, 1719: commercial schools, 2294; constitution quoted, 395; educational peri¬ odicals, 1185: higher schools for negroes, 2320; high schools, public, 2129; private, 2220; history of school system, 394; kindergar¬ tens in, 1595; manual and industrial train¬ ing, 2243; negroes in professions, 852; nor¬ mal schools, 1880, 1900; placing restrictions upon negro education, 747; professional training for negroes, 2330; public high schools for negroes, 2310; separate schools for negroes, 7o0; sources of school funds, 755; teachers’ training courses, 1672; tech¬ nological schools. 1730; universities and col¬ leges, 1668, 1685,1704. Text-books and supplies in the Philippines, 1397. Text-books, former, in schools in the Philip¬ pines, 1319. Text books used in German department of Chicago University, 618; of Northwestern University, 621; of University of Michigan, 617. Text-books used in the Philippines, 1334. Textile industry, schools for the, 221. Textile industry, wage-earning children, 64. Theater performances for pupils, 20. Theatrical performances, German, 679. Theological schools, 1732. Theological schools, by denominations. 1735. Theological schools, statistics in detail, 1743,1752. Theory, the, of education. 534. Thinning out African element in border States, 734. Thoma, Hans, artist, quoted, 18. Thomas, Calvin, 583, 603, 678, 669, 697. Thompson, Edward Porter, 1219. 2510 INDEX. Thompson, T. W., 1351. Thompsons Island, Boston Harbor, 243. Thrasher, Prof. Mas Bennet, 243. Three-level theory of nervous system, 327. Three-years’ course of German, 537. Thurber, S.. 1261. Thurm, F., 674. Thurston, Prof. B. H„ 227, 2473. Th wing, President Charles F., 628, 1296. Tice, John, 388. Ticknor, George, 537, 550, 688. Tiedemann, D., 709. Time devoted to certain studies in negro col¬ leges, 834. Time-tables of commercial studies in Dresel Institute, 1170. Todd, Capt. Albert, 1323. Todd, H. A., 567. Togel, Hermann, 874. Tombo, Rudolph, 603, 605. Towns required by law to convey children, 174. Townsend, Henry S., 1366. Township funds, "derived from 16th section, 379. Trade or monotechnic schools, 219. Trade schools in the Philippines, 1416, 1423. Trade schools self-supporting, 225. Trade, technical and scientific journals, 225. Trades in the Philippines, 1430. Training for business, course of study, 1148. Training for railroad service, 305. Training of teachers in Germany, 537. Training schools for nurses, 1750, 1786. Transactions of Modern Language Association. 581. Translation course in German at Cornell, 609. Transportation and commerce, course of study, 1162, 1163. Transportation of pupils in Indiana, 1S4; in Mas¬ sachusetts, details of, 179; in Ohio, 161; to school, 2386. Transportation of reindeer, 1492. Trigonometrv, number of pupils studying, 1919, 1935, 1951. Tulane, Paul, 372. Tulane University, 361. Turnlehrer seminar, Milwaukee, 537. Turnvereine, German, 677. Twitmyer, George W., 1224. Twombly, A. S., 1265. Typical English cities, their schools, 959. Udail, Nicholas, 872. Ulmann, August, 605. Undergraduate course in German at Harvard, 585. Undergraduate funds for women students, 1237. Undergraduate students in higher institu¬ tions, 1618. Unemployed persons, during part of the year, 771. Ungerth, H. E. F., 587. Uniform requirements in German, 582. Uniform system of education, 579. United States, city school superintendents, 1190. United States, 'city school systems, 1250, 1527,1552. United States, coeducation in the, 1217. United States, colleges for women, 1708. United States, commercial schools, 2280. United States deposit fund, 140. United States, educational legislation, 930. United States, education of Filipinos, 1439. United States, high schools, public, 2031; pri¬ vate, 2178. United States, institutions conferring degrees, 1614. United States, kindergartens in the, 1590. United States, list of educational periodicals, 1183. United States, manual and industrial training, 2240. United States Military Academy, admission of cadets, 2421. United States Military Academy, course of study, 2430. United States, mining engineering in colleges and universities, 2377. United States, negro population, 735. United States, normal schools, 1870. United States, professional and allied schools, 1731. United States, teachers’ training courses. 1869. United States, technological schools, 1722. United States, total steam power, 314. United States, transportation of pupils, 172. United States, universities and colleges, 1611. Universal education, American idea of, 410. Universitat von Pennsylvania, ihre Bedeutung Universities and colleges, female teachers and students,' 1234. Universities and colleges, normal students in, 1864. Universities, coeducation in, 1230. Universities, congress of pan-academic, 269. Universities, foreign, arranged according to, age, 1441. Universities, foreign, arranged according to number of students, 1444. Universities, foreign, arranged alphabetically, Universities, foreign, arranged according to countries, 1454. Universities in England and Wales, 940. Universities in Scotland and Ireland, 940. Universitiesin theUnited States, statistics, 1611. University colleges, 988. University exchanges, 270. University of Alabama, mining engineering, 2379. University of Arizona, mining engineering, 2379. University of California, college of commerce, University of California, course in German, 624. University of California, mining engineering, 2380. University of Chicago, collegeof commerce, 1140. University of Chicago, course in German, 618. University of France, 1099. University of Idaho, mining engineering, 2383. University of Illinois, its four colleges, 308, 318. University of Illinois, course of training for business, 1148. University of Indiana, course in German, 628. University of Kansas, mining engineering, 2384. University of Louisiana, 363. University of Michigan, commercialcourse,1154. University of Michigan, course in German, 616. University of Minnesota, course in German, 623. University of Minnesota, mining engineering, 2386. University of Missouri, course in German, 632. University of Nebraska, course in German, 631. Uniyersityof North Dakota, mining engineer- University of Oregon, mining engineering, 2390. University of Paris, 1112. University of Pennsylvania, 542, 1738. University of Pennsylvania, course in German, 61k University of Pennsylvania, Wharton School of Finance and Economy, 1173. University of Rochester, coeducation, 1286. University of South Dakota, college of com¬ merce, 1176. University of Texas, provision for, 401. University of theSouth,commercialcourse,1177. University of the State of Missouri, mining engineering, 2387. University of Utah, mining engineering, 2392. University of Vermont, course in commerce and economics, 1178. University of Virginia, 518. University of Virginia, business course. 1178. University of Washington, mining engineer¬ ing, 2393. University of Wisconsin, course in German, 622. UTniversity of Wisconsin, school of commerce, 1179. University of Wyoming, school of commerce, 1182. University of Wyoming, mining engineering, 2394. University or College of Orleans, 357. University problems^ 537. University publications, 1185. University students in Germany, 125. Unsteadiness of hand movement, 341. INDEX. 2511 Unterrichtswescn, das hohere in den Ver. Staaten, 538. Utah, city school superintendents, 1199; city school systems, 1550, 1563; commercial schools, 2294; high schools, public, 2136; pri¬ vate, 2222; industrial schools for Indian chil¬ dren, 2246; kindergartens in, 1595; normal schools, 1880; teachers’ training courses, 1873; technological schools, 1730; universi¬ ties and colleges, 1670, 1685, 1706. Utopian idea of forming a German state in the United States, 548. V. Vacant lands in St. Louis set apart for school purposes, 386. Vacation schools in the Philippines, 1413. Vacations, holidays, and school sessions, 1437. Vagus or pneumogastric nerve, 347. Value of buildings of normal schools, public, 1851; private. 1862. Value of Peabody’s gift, 2481. Value of property owned by negroes, 762. \anderbilt University, course in German, 629. Vanderbilt University, mining engineering, 2392 Van Sickle, J. H., 1227. Vassal’ College, course in German. 632. Venezuela, elementary education in, 2482. Ventilation of schoolrooms, 2467. Vermont, city school superintendents, 1199; city school systems, 1551, 1583; commercial schools, 2294; high schools, public, 2137; pri¬ vate, 2222; kindergartens in, 1595; normal schools, 1880; teachers’ training courses, 1873; technological schools, 1730; transpor¬ tation of pupiis, 2397; universities and col¬ leges, 1670,1886,1706. Vesteneck, Dr. Julius F. von, 605. Veterinary schools, foreign, 1447, 1457. Veterinary schools in the United States, 1732. Veterinary schools, statistics in detail, 1784. Victoria Lyceum in Berlin, 1307. Vienna, agricultural university, 90. Viereck, Louis, 531, 605, 676. View, retrospective, of school attendance in France, 1088. Viles, George Burridge, 609. Virginia, city school superintendents, 1199; city school systems, 1551, 1563; colleges for women, 1708, 1714, 1719; commercial schools, 2294; educational periodicals, 1185; higher schools for negroes, 2320; high schools, pub¬ lic, 213S; private, 2224; history of the Ger¬ man element in, 538; landholders in, 762; law forbidding meetings of negroes, 747; man¬ ual and industrial training, 2243; negroes in professions, 852; negroes of Farmville, Va., 775; normal schools, 1880, 1900; normal school for women, 491; professional training for negroes, 2330; public high schools for ne- roes, 2312; separate schools for negroes, 750; sources of school funds, 755; teachers’ train¬ ing courses, 1873; technological schools, 1730; universities and colleges, 1670, 16S6, 1706. Vives, J. L., 871. Vocke, Wilhelm, 621, 645. Vos, B. J.. 614. Voss, Dr. E., 623. W. Waetzoldt, Stephen, 1263. Wage-earning children, age of, 63. Wage system in Junior Republic, 243. Wages of children in Germany, 67. Walcott, Chas. D. , 1051, 1060, 1068, 1070. Walther, C. F. W., 650. Warfield, W.C., 1225. Warren, M., 565. Warren, William F., 1284. Wart burg-Kalenderderevang.luth.Synode, 538. Washington, Booker T., 488, 813, 859. Washington, Gen. George, 858. Washington, Mrs. Booker T., 827. Washington, Horace Lee, 1504. , - - Washington, Mrs. Josephine Turpin. ,828.',' > Washington Agricultural College and School of Science, mining engineering, 2393: , ’ > ’ Washington Agricultural College, school of business, 1178. Washington, city school superintendents, 1199; city school systems, 1551, 1563; commercial schools, 2294; educational periodicals, 1185; high schools, public, 2141; private. 2226; kindergartens in, 1595; normal schools, 1880; teachers’ training courses, 1837; technolog¬ ical schools. 1730; universities and colleges, 1670, 1688,1706. Washington University, course in German, 631. Washington, D. C., Memorial Institution, or¬ ganization of, 1059. Washington. D. C., statistics of city schools, 1541. Waste of benefactions, 370. Wastes of ignorance, the, 1013. Watson, Foster, 881. Way, the, to improvement in the South, 1020. Wayland, Francis, 560, 690. Wealth, the gospel of, 538. Webster, R. H., 1226. Weiberg, Kaspar, 544. Weiss, George Michael, 541. Wellesley College, course in German, 634. Wells, B. W., 583. Wenkebach, Clara, 635. Wesleyan University, course in German, 629. Western Reserve in Ohio. 130. Western Reserve University, coeducation, 1296. Western Reserve University, course in Ger¬ man, 628. Western University of Pennsylvania, mining engineering, 2391. West Virginia, city school superintendents, 1199; city school systems, 1551, 1563; colleges for women, 1714, 1719; commercial schools, 2296; educational periodicals, 1185; higher schools for negroes, 2320; high schools, public, 2143, private, 2226; negroes in professions, 852: normal schools, 1880, 1800; professional training for negroes, 2330; public high schools for negroes, 2312; separate schools for negroes, 750; teachers’ training courses, 1873; technological schools, 1730; universi¬ ties and colleges, 1670, 1687, 1706. West Virginia University, commercial school, 1178. Wharff, Fred. L.. 624. Wharton School of Finance and Economy, 1137. Wheatley, Phyllis, 859, 855. Wheeler. B. I., 585. White. Andrew D.. 532, 543, 555. 5S3, 642, 657, 693. White, Edward D.. 1068. White. Emerson E., 155, 1247. White! Horatio Stevens, 583, 609, 678, 697. White, J. Martin, 277. White colleges, negro college graduates, 839. White population shuns open rivalry with ne¬ gro, 742. Whitfield, Estelle, 1070. Whitfield, George, 856. Whitman, Walt. 795. Whittaker, E. V.. 397. Wholesale pardon to all 14 excepted classes of Southern people, 443. Wiart, Carton de, 264. Wiese, Dr., of Berlin, quoted, 77. Wiikens, Frederick S., 665. Wilkin. Matilda J.. 624. Will of Cecil Rhodes, its provisions, 2447. Willard. David, of New York, 237. Willard! Fred. E., 1465. Williams, Alonzo. 629. Williams, Daniel H., 858. Williams, G. H., 565. Williams, George W., 829, 857. Willmann, O., 709. Windows as means of ventilation, 2467. Winkler, Max, 617. Winship, A. E., 647. Winship, J. P. C., 1255. Winston. Geo. T.. 509. Winter, J., 605. Winter tour of> inspection of reindeer stations, ’ ; W- J J WinttiVop, Robert 3., 456. Wisconsin, t*jty’ sqhfJol superintendents, 1189; city school systems, 1551, 1564: colleges for women, 1714, 17i9; . commercial schools, 2286; 2512 INDEX, educational periodicals, 1185.; higher educa¬ tion in, 538; high schools, public, 2143; pri¬ vate, 2228; kindergartens in, 1595; manual and industrial training, 2243, 2246; normal schools, 1881, 1900; teachers’ training courses, 1873; technological schools, 1730; transpor¬ tation of pupils, 2401; universities and col¬ leges, 1670, 1687, 1708. Wise, Henry A., 384, 414. Withington, Charles F., 1282. Wittenberg College, course in Herman. Wolgast, Prof. Heinrich, quoted, 15. Womankind in western Europe, 862. Woman’s College at Baltimore, 634. W oman suffrage asrelated to school affairs, 2408. Women at.the German universities, 1306. Women city superintendents, 2407. Women college graduates, 826. Women colleges in Great Britain, 1304. Women county superintendents, 2407. Women directing public education in States, 1228. Women in Germany, commercial education, 32 Women in school administration, 2406. Women State superintendents, 2407. Women students assisted by funds, 1236. Women students at Columbia College, 1292. Women teachers, increase in Germany, 123. Women’s education association, 1240. Wood, Henry, 565, 614, 678, 696. Woodbury, F. P., 1475. Woods, Granville, 859. Woodward, Dr. C. M., quoted, 216, 231, 317. Woodward, Dr. R. S., 263. Woolsey, Pres. Theo. D., 606. WTork and ways of negro colleges, 832. Work — calorific, internal, and external meas¬ ured, 347. Work done in the Philippines under present organization, 1343. Work, educational, of Gen. Rufus Saxton, 416. Work in negro colleges, distribution, 835. Working ability and muscular system, 1027. Working hours of wage-earning children, 64. Works published by B. A. Hinsdale, 2457. Worman, J. H., 567. Wright, Carroll D., 1060, 1038, 1070, 1275. Wright, R. R., 746. Wright, Thomas, 863. Writing and spelling, examination in at West Point, 2422. Wurttemberg, children engaged in wage-earn¬ ing, 59. Wurttemberg, cost of preparing teachers, 118, Wurttemberg, schools for the deaf, 45. Wyoming, city school superintendents, 1200; city school systems, 1551, 1564; commercial schools, 2296; high schools, public, 2150, pri¬ vate, 2228; teachers’ training courses, 1873; technological schools, 1730; University of, 1670,1687,1706. Y. Yale, Dr. Caroline A., 2436. Yale University, course in German, 606. Yale University pamphlets, 538. Y. M. C. A. evening schools, 224. Young, George H., 1264. Young, Miss Cora B., 1466. Young, Mrs. J. W., 1459. Z. Zakrzewska_, Marie E., 1281. Zarncke, Friedrich, 667. Zeisler, Sigmund, 621. Zeitschrif t fur auslandisches Unterrichtswesen quoted, 116. Zeitschrif t fur Philosophic und Paedagogik, 40. Ziehen, T. L., 710. Zimmer mann, G. A., 621,645. . Zimmermann, W., 588. Zoology, number of pupils studying, 1931. Zukunft, Die, of Berlin, quoted, 110. Zurich, cost of free text-books, 124. Zwanzig, L., 677. o » FALVEY MEMOI VILLANOVA DATE RIAL LIBRARY UNIVERSITY : DUE I L111.A3 VILLANOVA UNIVERSITY *1901,002 9346 00027390 6 / ,g?390 L 111 .A3 lUOl^II 27390 AUTHOR U. S . Bur TITLE Report DATE 27390 1 f TT C "Pi i -v-»o on _ rv£ — F.CLL1C r P ' 4* r\ "P - 1 rp - •- - ricrvU-. - U X i