|+++*++*+++++++++ -T St. ~ho mas of Lilian ovt ID* Hanova , ]dc This volume was presented by + + + + + 4. 4- + * 4- 4- 4* + =4 + 4- + * 4“ 4 4 4* JV'o. Shelf, Sf Vjllanova College VILLANOVA. PENNSYLVANIA LIBRARY L 111 Class.. ,.*Ac _ i.CiQ.S.“X 1 Accession C9 2 <.+*++++lfMf.++if f \ » i v ♦ *. • .» « » V * I* REPORT [ Whole Number 330 OF THE THE YEAR 1902. NO LONGER PROPERTY OF FALVEY MEMORIAL LIBRARY Volume 2. WASHINGTON; GOVERNMENT PRINTING OFFICE. 1 903. NAtWm ObRArV f&uCATtON U.S. DEPARTMENT OF EDUCATION MAR 2 8 2013 400 MARYLAND AVENGE few. WASHINGTON. DC. 20202 z III Ff^ __ • CONTENTS OF VOLUME 2. Chapter XXXI.— Education in Porto Rico. Page. Operation of the public school system . 1177 Summary of the school statistics for 1901-2 . 1178 School buildings and equipment . 1181 Books and supplies . 1182 Types of schools . 1183 Rural schools and agricultural rural schools . 1185 The graded schools and the high and graded schools . . . 1188 Industrial schools . 1189 Special schools . . . 1191 School supervision . . . . . . . . . 1192 Progress in English . 1193 Porto Rican students in the United States . . . 1198 Porto Rican and American teachers . . . . . 1198 The Insular Normal School . 1200 Educational conferences . 1201 School laws . 1202 The most imperative educational needs of Porto Rico . 1203 Appendix: Financial report of disbursing officer . 1204 Extracts from the reports of supervisors . 1206 Report on Insular Normal School . 1212 Report on San Juan High and Graded School . 1214 Course of study in public schools of Porto Rico . 1222 Chapter XXXII.— Report ox Education in Alaska. Distribution of the schools in Alaska . . 1229 Statistics of public schools in Alaska . . . . 1234 What becomes of native children after they leave school . . 1243 New schools wanted . 1245 Missionaries and teachers at mission stations in Alaska . 1246 Chapter XXXIII.— Twelfth Annual Report on the Introduction of Domestic Reindeer into Alaska. Distribution of the Reindeer . 1257 Reindeer stations . 1258 Tabulated statement of reindeer in Alaska, July 1, 1902 . 1261 The cruise of Dr. William Hamilton, assistant agent . 1264 Reindeer transportation . 1265 Itinerary . 1267 113 U. hi IV CONTENTS. Chapter XXXIV.— Statistics of City School Systems. Pace, Summary of statistics of cities containing over 8,000 inhabitants . 1271 Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants .. 1282 Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants . 1294 . f public schools of cities of over 8,000 inhabitants . 1312 Statistics of expenditures of public schools of cities of over 8,000 inhabitants . 1322 School statistics of cities and villages containing between 4,000 and 8,000 inhabitants . 1332 Chapter XXXV.— Universities, Colleges, and Technological Schools. Changes in courses of study . 1347 Students . 1349 Degrees . 1350 Property . 1351 Income . 1353 Benefactions . 1354 Governing boards of State institutions . 1354 {mission of cadets to the United States Military Academy . 1360 Regulations governing the admission of candidates into the United States Naval Academy as midshipmen . 1374 Number of undergraduates and graduates in universities, colleges, and schools of technology.. 1386 Snmmary of statistics of universities and colleges for men and for both sexes . 1388 Summary of statistics of colleges for women . 1401 s of hools of technoh >gy . 1407 Institutions conferring A. B.. B. S.. Ph. B., and B. L. degrees _ . 1412 Technical courses of study offered by universities, colleges, and schools of technology . 1421 Statistics of universities and colleges for men and for both sexes (instructors and students) - 1426 Statistics of universities and colleges for men and for both sexes (students in undergraduate courses) . 1444 Expenses, fellowships and scholarships, library, property, income, and benefactions . 1460 Statistics of colleges for women . 1480 Statistics of schools of technology . 1492 Chapter XXXVI.— Professional Schools. Notes on the statistics . 1499 Gifts and bequests . 1500 The Rockefeller Institute for Medical Research . 1506 Summary of statistics of professional schools . 1509 Statistics of schools of theology . 1516 Law . 1524 Medicine . 1530 Dentistry . . . 1540 Pharmacy . 1544 Veterinary medicine . 1548 Chapter XXXVII.— Agricultural and Mechanical Colleges. Land grant of 1862 . 1551 Income . 1551 Prop rty pi ifessors and instructors, students . 1552 Farmers’ institutes, student labor, summary of legislation . 1553 Changes in courses of study . 1555 New buildings . 1557 Statistics of :ol leges of agriculture and the mechanic arts . 1560 CONTENTS. V Chapter XXXVIII.— Statistics of Normal Schools. Page. Growth of normal schools as shown hy the statistics . 1581 Summary of statistics of public normal schools . . . 1584 Summary of statistics of private normal schools . 1595 Colleges and universities reporting students in teachers’ training courses . 1G04 Number of students pursuing certain subjects in public normal schools . 1612 Statistics of public normal schools . 1620 Statistics of private normal schools . . 1632 Chapter XXXIX.— Statistics of Secondary Schools. Review of secondary school statistics . . j . 1641 Summary of statistics of public high schools . . . 1650 Summary of statistics of private high schools and academies . 1666 Combined statistics of public high schools and private high schools and academies . 1682 Statistics of public high schools in the United States . 1696 Statistics of private high schools, endowed academies, seminaries, and other private secondary schools . . . - . . . . 1880 Chapter XL.— Manual and Industrial Training. Summary of the statistics . . . . . 1959 Cities in which manual training (other than drawing) was given in the public schools . 1961 Statistics of manual and industrial training schools . i . 1968 Statistics of industrial schools for Indian children . 1980 Branches taught in manual and industrial training schools . 1983 Chapter XLP.— Commercial and Business Schools. Summary of the statistics . . 2003 Statistics of commercial and business schools . 2014 Chapter XLIL— Schools for Nurses. Legislative enactments for licensing nurses . 2043 Statistics of training schools for nurses . 2046 Chapter XLIII. — Education of the Colored Race. General observations on the statistics . 2063 Public high schools for negroes — teachers, students, courses of study, etc . 2072 Secondary and higher schools for negroes — teachers, students, courses of study, etc . 2082 Professional and industrial training, equipment and income . 2086 Chapter XLIV. — Statistics of Reform Schools. General observations on reiorm schools . 2097 Statistics of industrial and reform schools . 2100 Manual and industrial training, branches taught . 2106 Chapter XLV.— Schools for the Defective Classes. General summary . 2115 Statistics of State institutions for the education of the blind . . 2119 Institutions for the deaf . 2126 Institutions for the feeble-minded . 2134 VI CONTENTS, Chapter XLVI. Page. Report of Committee ox Statistics of Defective Sight and Hearing of Public School Children . 2143 Chapter XLVII.— The Education of the Feeble-Minded in the United States. Brief historical mention of pioneer institutions . 2157 Work of training schools for feeble-minded . 2159 The Massachusetts school for the feeble-minded, at Waltham . 2165 The Syracuse State institution for feeble-minded children, Syracuse, N. Y . 2172 The Pennsylvania training school for feeble-minded children, at Elwyn, Delaware County - 2175 The State institution for feeble-minded of western Pennsylvania, Polk, Venango County . 2178 The Xew Jersey training school for feeble-minded girls and boys, Vineland, N. J . 2181 State home for the care and training of feeble-minded women, at Vineland, X. J . 2183 The Ohio institution for feeble-minded youth . 2183 Indiana school for feeble-minded youth. Fort Wayne, Ind . 2186 The Seguin physiological school for the training of children of arrested mental development, Orange, N. J . 2188 The Haddonfield training school for those mentally deficient or peculiarly backward . 2190 Classes maintained by public school boards . 2191 Chapter XL VIII. Changes in the Age of College Graduation . 2199 Chapter XLIX. Report on School Statistics, Made by a Committee of the Department of Superintend¬ ence of the National Educational Association . 2209 Chapter L. — Education in the Philippines. Public schools in the Philippines under Spanish rule . 2219 Present condition of education in the Philippines . 2224 The year’s work (from report of Fred W. Atkinson, general superintendent) . 2236 The field and the work . 2237 Manila normal school . 2243 Nautical school . 2244 Manila trade school . 2246 Vacation normal institutes . 2247 Provincial schools . 2249 Night schools . 2253 American teachers . 2255 Filipino teachers . 2263 School buildings and finances . 2266 Local school boards . 2268 Chapter LI. — Statistics of Public and Private Kindergartens. The growth of the kindergarten movement . ' . : . 2273 Summary of the statistics . 2275 Public kindergartens in cities of over 4,000 inhabitants . 2285 Kindergarten associations . 2290 Training schools and classes for kindergartners . 2300 CONTENTS. VII Chapter LIL— Illiteracy in the United States. Page. Remarks- on the tables of illiteracy . . 2311 Percentage of illiteracy in Europe . 2313 Number and per cent of illiterates in population 10 years of age and over . 2314 Number and per cent of illiterates in white population 10 years of age and over . 2316 Number and per cent of illiterates in native white population 10 years of age and over . 2318 Number and per cent of illiterates in foreign white population 10 years of age and over . 2320 Number and per cent of illiterates in the colored population 10 years of age and over . 2322 Illiterate population 10 years of age and over, classified by sex and degree of illiteracy . 2327 Rank of each State in percentage of illiteracy . 2337 Illiteracy in the sixteen ^ormer slave States and the District of Columbia . 2339 Chapter LIIL— Current Topics. Compulsory attendance and child-labor laws . . . 2347 Consolidation of schools and transportation of pupils . 2353 Teachers’ pensions . - . 2369 Foreign students in German universities . 2374 Higher commercial education . 2376 Salaries of officers and supervisors of instruction in certain cities . ; . 2379 Corporal punishment . 2385 Temperance instruction in the public schools . . 2386 Benefactions to education . 2388 Coeducation of the sexes . 2388 Free text-books . 2390 Education in Cuba and Mexico . 2393 Statistics of schools, libraries, books, and periodicals in Japan . 2400 The General Education Board . 2402 Education as a factor in success . 2403 The celebration of founder’s day at Tulane University . 2405 Religious exercises in the public schools . . . r . 2412 Statistics of elementary education in foreign countries . 2415 Index . 2423 CHAPTER XXXI. EDUCATION IN PORTO RICO. [The following extracts from the report of Dr. Samuel MeCune Lindsay, the commissioner of edu¬ cation for Porto Rico, give an excellent idea of the present condition and probable future of the educational propaganda introduced into the island by the Americans, and of the zeal and energy which characterizes their undertaking and which they have communicated to Porto Rican teachers. The efforts of the American educational authorities in Porto Rico, as elsewhere, have been mainly confined, so far, to the public elementary, secondary, and normal grades of education, the higher (college and university) education being left for the present until the preparation for it has been completed. Some extracts from the appendix of the report are presented in order to give a livelier impression of the conduct of the work, its difficulties, and the steps taken to overcome them, than could he obtained from the official summary of the commissioner. The favorable observations upon the intel¬ lectual capacity of the Porto Rican children, which are quoted from the reports of the supervisors, are especially interesting.] Upon my arrival in Porto Rico, in February, 1902, I found a good American system of schools of primary, secondary, and grammar grades in every municipality on the island, one high school in San Juan, and a normal school at Rio Piedras for the training of teachers. These schools were in successful operation under a general school law enacted by the insular legislature, whose provisions were for the most part eminently wise and practical, and did not involve too great a departure from the local traditions of the past, but pointed unequivocally in the direction of the best achievements of the American free public school as we know it in the States. The elementary schools can not be compared, of course, in their everyday output of work with the best city schools of the same grade in the' States, but the poorest schools here are fully as good and in some respects better than the poorest of the same grade in very many parts of the United States. * * * The essential fact is that we have the American free public school in every municipality. The territory of the whole island was divided at that time into 66 legally constituted municipal¬ ities, which include urban and rural districts. These are grouped into 16 school districts, to one of which the neighboring islands of Vieques and Culebra are added. At the end of the last school year (June 21, 1901) we had 733 schools open, in which 33,802 pupils were enrolled, with 768 teachers, which was an increase for that year of 20 per cent in the number of schools, 37 per cent in the number of pupils enrolled, and 21.5 per cent in the number of teachers. The scholastic year 1901-2 began on September 30, 1901, with 780 schools op£n, 32,302 pupils enrolled, and 829 teachers; and the school year closed June 20, 1902, with 874 schools open, 40,993 pupils enrolled, and 923 teachers employed, which, compared with the previous year, shows an increase of 19.2 per cent in the number of schools open, an increase of 21.2 per cent in the number of pupils enrolled, and of 20.2 per cent in the num¬ ber of teachers employed. These figures do not represent the highest mark reached during the year, because the month of June comes in the rainy season and some rural schools were closed. The months of March, April, and May show a larger ED 1902 — VOL II- ■1 1177 1178 - EDUCATION REPORT, 1902. number of schools open and a larger enrollment, reaching as high a figure as 42,187. Nor do the above figures show that the total enrollment from the beginning of the school year, and excluding duplicates or reenrollments, was 59,096, which is the actual number of children in the ordinary public schools at some time during the year. To this number should be added, however, 2,767 pupils enrolled in the high, normal, and special schools, not included in the above statistics, which gives a grand total of 61,863, or 19.2 per cent of the total population of school age, and 6.5 per cent of the total population of the island. * * * We may summarize the school statistics for the year 1901-2 as follows: 1. Total population of the island (census of 1899) . 953,243 2. Total school population (ages 5 to 18) . . 322, 393 3. Number of school districts in the island . 16 4. Number of supervisors in the island . 16 5. Number of municipalities in the island . 66 6. Number of local school boards in the island . 66 7. Number of members of each local school board . 5 8. Number of schools open at end of year (boys, 71; girls, 29; mixed, 774; night and special schools, 47) . 921 9. Average number of schools open each month (excluding night and special schools) . 857 10. Average number of schools per district during year . 54. 5 11. Number of buildings in use for schools at end of year (town, 126; rural, 487) . 613 12. Average number of American teachers employed each month . 96 13. Average number of teachers employed each month (total) _ 911 14. Number of teachers employed at end of year: White — Males - - - - - - 556 Females . . .. . . . 296 Colored — Males . 40 Females . . . . . 31 Total — Males . 596 Females . 327 15. Average number of teachers per district during year . 16. Total number of different teachers employed during year (exclud¬ ing special schools) : - White — Males . 565 Females . 300 Colored — Males . 40 Females . . 33 852 71 923 57 865 73 Total — Males . . . . 605 Females . . . . 333 938 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. oi. 38. 39. EDUCATION IN PORTO RICO. 1179 Total number of American teachers employed during year: Males . . . 31 Females . 71 102 Number of pupils enrolled (excluding duplicates or reenrollments), all schools: White- Males . 26,669 Females . . . . . . 16, 711 Colored — 'Males . . . 11,265 Females . . . . . 7, 218 Total — Males . 37, 934 Females . 23, 929 43, 380 18, 483 Average number of pupils enrolled each month during the year (excluding special schools) . . . . . Average enrollment per school during year . . . Average number of pupils per district during year . . Average total attendance* per month per school . . Average daily attendance in the whole island during year (excluding special schools) . . . Average daily attendance per school during year . Average daily attendance per district during year . . Total number of weeks schools were kept during year . Average number of days each school kept during year . Per cent of total population enrolled in all schools _ _ _ _ Per cent of school population enrolled in all schools . Per cent of enrolled population (excluding special schools) attend¬ ing daily . * . Per cent of school population attending daily . Per cent of colored pupils in total enrollment . . . Per cent of colored teachers in total number employed . Per cent increase in enrollment from year 1900-1901 (excluding special schools) . Proportion of men in teaching force . . . Estimated value of all insular school buildings . . Average cost of schools per pupil enrolled . Average cost of schools per pupil attending . _ . Average monthly salary of teachers . . . ... 61, 863 39, 504 45. 53 2r 463 698. 61 30, 160 36. 36 1,885 36 172. 89 6. 5 19.2 79. 71 9.4 29 8 21. 2 64 $229, 000. 00 $9. 42 $14. 12 $40. 36 1180 EDUCATION REPORT, 1902, Summary of school statistics for the school year beginning September 30, 1901, and ending June 20, 1902, for high, normal, and special schools. High and graded school at San Juan. N ormal school at Rio Piedras. Ameri¬ can school at Ponce. Kinder¬ gartens in San Juan, and special schools in Cule- bra. Night schools. Totals. Number of classes at end of year . 7 4 7 4 25 47 Average number of classes during year for each month . 7 4 7 4 16.44 («) Average number of teachers employed each month. . . . 10 7 8 6 18.11 («) Number of American teachers employed during the year . 8 6 8 2 5 29 Total number of different teachers em¬ ployed during the year . 11 7 8 6 34 66 Total number of pupils enrolled at end of year as attending: White- Males . 99 42 61 60 454 716 Females . 53 49 114 54 108 378 Colored — Males . 18 24 25 425 492 Females . 11 1 52 18 90 172 Total.... r. . 181 92 251 157 1,077 1,758 Total number of pupils enrolled during the year (excluding duplicates or reen¬ rollment): White — Males . 215 40 101 118 605 1,079 Females . 107 52 155 115 152 581 Colored — Males . 44 1 57 72 652 826 Females . 18 7 73 46 137 281 Total . 384 100 386 351 1,546 2, 767 Average monthly enrollment . 215. 11 89. 12 251. 11 165. 55 768.37 («) Average enrollment per class during year. 30.72 22. 28 35. 87 43. 82 46.75 («) Average total attendance each month per class . 5G7. 57 410.17 656. 28 621. 45 552.61 («) Average daily attendance per class during year . *. . 27. 89 19.05 .33. 77 32. 50 30. 26 (a) Number of days schools kept during year . 177 157 179 165 146 (a) Average number of days each class kept per month . 19. 65 19. 62 19. 88 17. 03 18. 26 («) Per cent of attendance during year . 95. 75 85. 50 94. 15 74.16 64. 72 ("> n As all the night schools were not opened at beginning of school year, it is not proper to combine the averages for night schools with those for the other special schools. The statistics for the last school year, ending June 21, 1901, showed hut 3.5 per cent of the total population and 10.5 per cent of the total population of school age enrolled in the schools, while for the year ending June 20, 1902, we have 6.5 per cent of the total population and 19.2 per cent of the school population enrolled, so that there has been a steady gain and substantial progress made in the effort to reduce the appalling percentage of illiteracy in the island. How much still remains to be done is readily seen from a comparison with the statistics for the United States, where the Commissioner of Education at Washington, Dr. Harris, reported for the year ending June 30, 1901, that about 21 per cent of the total population attend some public school supported by the taxes of the State or municipality and about 2 per cent additional attend some private school, while in Porto Rico only 6.5 per cent of the total population attended some public school at some time during the past school year, and probably considerably less than half of 1 per cent attended any private school. For further statistics see statistical report in appendix to this report. EDUCATION IN PORTO RICO. 1181 SCHOOL BUILDINGS AND EQUIPMENT. Spain left no legacy of school buildings. One public building, a fine old residence property, given to the municipality of San German by a benevolent citizen, was need for school purposes at the beginning of the American occupation, and is still so used. The United States military government built one frame school building, which was subsequently burned. In November, 1S00, the President of the United States made an allotment of $200,000 for school extension, to which amount was subsequently added, by the governor of Porto Rico from the trust funds placed at bis disposal by the President of the United States, two allotments, one of $15,000 for general school extension, and one of $35,000 for the erection of an insular normal school. Work on the plans, specifications, and contracts or in the actual erection of the buildings thus provided for was begun by my predecessor. Three 1-room frame buildings for agri¬ cultural or rural schools at Carolina, Gurabo, and Las Piedras were already completed before the end of the first fiscal year, June 30, 1801. "When I assumed charge of the department in February a statement of this account showed that the insular normal school at Rio Piedras was nearing completion and would be finished within the appropriation of $35,000, including the cost of the ground, about 50 acres, beautifully situated on a hill within 7 miles of the capital. Twenty 1-room frame agricultural or rural schools, including the three above mentioned as completed within the last fiscal year, have been completed and are now occupied. The average cost of con¬ struction has been $1,667.67, exclusive of office expenses in preparation of plans and cost of supervision of construction, which would probably add about $100 to the cost of each building. In addition to the above, two 2-room frame graded-school buildings have been erected at Penuelas and at Juana Diaz, and another 2-room graded-school building, in brick, at Lares; eight 4-room brick buildings at Humacao, Caguas, Coamo, Aguadilla, Manati, Yauco, San German, and Guayama; one 6-room brick building at Arecibo; and two 10-room graded brick buildings at Mayaguez and Fajardo, making in all 14 school buildings for graded schools, all of them substantial structures, most of them the largest and finest buildings in their respective towns. They are all admirably adapted to school work and have been built from plans and specifications prepared by the department of education, which has supervised the work at every step. For this work the department has had the services of Mr. Charles G. Post, as chief inspector of buildings, and a corps of five able assistants. Three more graded-school buildings located at Bayamon, Cayey, and Aibonito are under contract and nearing completion. The total cost of the 17 graded-school build¬ ings will be about $140,000, exclusive of the cost of land, which is donated in every case by the municipality, and exclusive of the cost of plans and supervision. The total cost of plans and supervision for .the first year (January 1, 1901, to January 1, 1902), during which the department engaged in the work of school extension, has been about $10,000. From the total allotments made prior to May 1, 1902, for school extension, amounting to $250,000, we have completed one large normal school build¬ ing, of which more will be said in the separate section of this report relating to the normal school, and 38 public school buildings, of which all are occupied but three, which will be ready before the opening of the next school year; and we have a bal¬ ance of about $25,000, with which we will build and equip an industrial school in the city of Ponce during the coming summer, which will make a total of 40 public build¬ ings equipped with modern school furniture, with accommodations for nearly 6,000 pupils, at a cost of $250,000. In view of the high cost of building material, much of which has to be brought from the States, the scarcity of mechanics able to do the grade of work demanded on most of these buildings, and the enormous expense of transporting workmen and materials from the coast to the interior districts of the island, this result could only have been secured by economy and prudent manage- 1182 EDUCATION REPORT, 1902. ment, and I believe that the people of Porto Rico have got large value from the expenditure for schools of the trust funds so generously donated by the people of the United States. Recognizing the urgent need for a continuation of this good work of school exten¬ sion, the governor and heads of executive departments, in whose hands the trust fund allotted by the President of the United States has been placed, consented, upon my recommendation, on April 30 to the use of the further sum of $150,000 for school buildings. Eighty-five thousand dollars was immediately allotted, $21,000 of w’hieh is for a model 6-room brick graded school and a 2-story frame principal’s residence, as part of the insular normal school at Rio Piedras. Both buildings are now near¬ ing completion. Twenty thousand dollars, or so much thereof as may be necessary, will be used in the construction of 12 agricultural-rural schools in the following places: Comerio, Trujillo Alto, San Lorenzo, Cidra, Florida, Naranjito, Tallaboa, Morovis, Jayuya, Guaraguao, Maricao, and Cialitos; $44,000 will be used for the erection of graded-school buildings on a new plan, by which the municipalities in which graded-school buildings are erected will be required hereafter to give the ground and pay one-half of the cost of the building. The balance of the $150,000 after the $85,000 allotted on or about May 1 is expended will be made available for the erection of graded or rural school buildings in accordance with the plan just mentioned. In recommending this plan I felt that the trust fund would be exhausted long before the most imperative needs for school buildings could be met unless we could induce the municipalities to tax themselves for this purpose. I had previously secured the passage of a bill giving the municipalities the right to levy a special school tax not exceeding one-tenth of 1 per cent on all personal and real property, in addition to the regular property tax, to be collected by the treasurer of Porto Rico in the same manner as other taxes, but to be turned over direct to the local school boards to be used exclusively for school purposes. At the same time another law was passed raising the minimum per cent of all taxes which the munic¬ ipalities were required to turn over to the school boards for school purposes from 10 to 15 per cent. Thus the school boards should find themselves from now on much better able to cope with their financial difficulties. The moment seemed opportune, therefore, to suggest that while the insular government might continue to build rural schoolhouses in the poorer and most needy districts, graded-school buildings would be constructed only where the municipality agreed to furnish the ground and pay half the cost of construction. To make it possible for the municipalities to accept this offer in cases where the funds were not immediately available, or to enable them in some cases to distribute over a series of years the burden of their share, the department of education has offered to erect the building as usual and pay the entire cost and allow the municipality to pay its share in monthly installments to be with¬ held by the treasurer of Porto Rico, in pursuance of the authority of a proper ordi¬ nance of the municipal council, from the current monthly disbursements of the treasurer’s office to the said municipality. These advancements will be made with¬ out interest. The plan has worked well, and several municipalities, within the few months since it was announced, have already passed the necessary resolutions to avail themselves of this offer. The department is about ready to advertise the con¬ tract for a 6-room graded school at Rio Grande, which was the first town to accept the new plan. The building will cost probably $10,000, and Rio Grande has agreed to pay $100 a month until the sum of $5,000 is repaid. BOOKS AND SUPPLIES. All of our schools have been well supplied during the year with necessary text¬ books, stationery, maps, ink, pens, pencils, and ordinary school supplies. Over $38,000 has been spent for text-books and school supplies, and the further sum EDUCATION IN PORTO RICO. 1183 of $29,000 for school furniture. Nearly 9,000 new individual school desks have been purchased during the year at a cost of about $3 each put in the school. They have taken the place of miserable board benches and tables at which the children were formerly huddled together without any possibility of maintaining good order and without any regard for health and comfort. Unfortunately this old furniture has had to be used again in most cases to take the place of still worse equipment in rural schools or to serve until better can be secured where there is no school furniture at all. I have visited rural schools within a few miles of the capital where half of the pupils had to sit on the floor around the walls of the room, and on a rough slab-log floor at that, with cracks between each slab of from 1 to H inches. New individual desks create a revolution in the discipline of the school and in the spirit of pride and degree of efficiency with which both teacher and pupil carry on their work. Every school in the island should be equipped with modern furniture as well as with modern books as soon as the necessary public funds will permit. We could use 25,000 desks to good advantage next year. Unfortunately, we shall be able to pur¬ chase, with the appropriation for that purpose, not over 6,000. We have secured for all the children now in the schools an adequate supply of the best elementary text-books available in the different subjects and of the absolutely necessary maps and charts w'hich constitute the equipment of a well-ordered class¬ room. We are somewhat restricted in the choice of such supplies by the fact that the work in the rural schools, which constitute over half the schools in the island, is conducted entirely in the Spanish language and the larger part of the work in the remaining schools is also in Spanish. About two-thirds of all of our text-books, therefore, are Spanish books and in many cases Spanish translations of English text-books, which are usually inferior to the originals. In the lower grades we have been able to make larger use than ever before of English text-books, and when the time comes that we have teachers able to use English text-books in all the grades we shall have a much larger range of choice in books adapted to our course of study. The children will learn English fast enough to be ready to use English text-books before their teachers in all cases are able to teach either in the English languageor from English text-books. Some premium should be placed upon the work of the Porto Rican teacher who is able to do his work in English, and it may be possible in the near future to encourage the Porto Rican teacher to equip himself to do his work in English by the promise of the highest grade of salary only when this result is reached. TYPES OP SCHOOLS. The conditions in Porto Rico demand that we should have at least three distinct types or groups of schools if the system of public education is intended to meet, with any degree of completeness, the educational needs of the island. The first type or group of schools is that designed for purposes of general educa¬ tion. The object of these schools is to reduce the amount of illiteracy and to give every possible encouragement to the development of the intellectual powers of the children of all grades of attainment as they are brought together in the rural schools, where a single teacher must conduct several classes in the same subjects, varying greatly according to the attainments and ages of the pupils, and to do the same thing under somewhat more favorable conditions in the town and city schools, where the number of pupils permits of more exact grading and of the assignment of different grades to the special teachers. This work can be carried out just as far as the public desires to maintain it as a part of the public-school system. It may take pupils from the graded schools to a high-school course, into the college, and through the college to the university. We have now provided for a course of study running through eight years of graded work, the final examinations in which will admit to any high school in Porto Rico, and the legislature has provided for the establishment of four 1184 EDUCATION REPORT, 1902. high schools, well distributed geographically, located at San Juan, Mayaguez, Ponce, and Fajardo, in which the work of these pupils can be carried on to the point at which they will be ready for admission to the average American college. One of these high schools, namely, that at San Juan, has been in operation for two years, and one more has just begun its first year of work in Ponce. Two years hence we shall have pupils enough ready for this work to maintain a complete four-year high- school course at San Juan and a two-year course at Ponce, and to have at least the first year of high-school work in successful operation at Mayaguez and Fajardo. In time there will be enough pupils prepared in our own schools ready for college, in addition to a number of young persons in Porto Rico who have secured their prepa¬ ration elsewhere, who will be ready for college, to justify the establishment of a col¬ lege academic course. The literary ambitions of the people are marked, and the demand for the establishment of an institution of college grade, which in time would lead to the development of a great Antillean university as a part of the public-school system of Porto Rico, is likely to increase as the years go on. We should not be blind to the development of the distant future while absorbed in the more pressing demands of the immediate present. While for many years to come the needs of the great masses for the most elementary forms of education will be so great as to pre¬ clude the judicious expenditure of public money for the vastly more costly types of higher education, open necessarily only to the few, the suggestion which has fre¬ quently been made looking to the establishment of a Porto Rican college or univer¬ sity is one that should be encouraged and for which plans should be made years in advance. The position of Porto Rico in its geographical and political relations to the islands about it, and in its geographical and commercial relations with the whole of Spanish-speaking South America, is a factor to which the governor of Porto Rico called attention so pertinently and so favorably in his recent address at the dedica- cation of the Insular Normal School. Institutions of higher learning, which would draw to Porto Rico students from all the South American Spanish-speaking countries and enable them to receive their professional as well as their cultural training for positions of large usefulness in public life in an American university located in a country where we have as a living experiment the results of the contact of Anglo- Saxon and Latin races, of American and Spanish institutions, and of the assimilation of the best in both, would constitute a powerful and potent influence in the extension of American principles and ideals. The second type should be a school especially designed to meet the needs of the rural and agricultural population of the island. It should begin with the agricul¬ tural-rural schools furnishing instruction in the elementary branches of a general education, but not designed to start the pupils on a course which in its highest de¬ velopment would lead into the ordinary college or university, but rather on a course which would lead to the agricultural and mechanical college providing a training in practical and applied science. We have already begun with the agricultural-rural school, and this must be strengthened and guided by a special department in our Insular Normal School, which will provide specially trained teachers for the agricul¬ tural-rural schools and, perhaps, also advanced training for those pupils who are able to continue their studies beyond the point to which the agricultural-rural school can carry them. The agricultural schools and the agricultural and mechanical depart¬ ment of the insular normal school would work in the closest harmony with the agri¬ cultural experiment station established, or about to be established, by the Federal Government. The third style of school is the industrial and trade school, for the introduction of which we have just made provision. These schools are being established in the larger cities, and will have every equipment tcf give a good elementary education and a special training or preparation for one of a half dozen or more important trades. EDUCATION IN PORTO RICO. 1185 RURAL SCHOOLS. Out of 874 schools open at the end of the school year 482, or over 55 per cent, were rural schools. These are taught almost exclusively by Porto Rican teachers and the work done in the Spanish language. They are ungraded schools. The teacher forms as many classes within the school as the needs and ages of the pupils demand, and while one class is reciting its lessons the other pupils are studying or doing writ¬ ten work under the general direction of the teacher. The teacher has a regular pro¬ gramme, devoting so many minutes each day to the several subjects assigned in the course of study. These schools have improved greatly during the past year. The effect of the training on teachers in the summer normal school of the previous year is very marked, and the interest of the teachers, who are the poorest paid and those with the fewest opportunities in the whole corps of public-school teachers, in self- improvement, led us to arrange for an eight weeks’ summer course for their special benefit, which began on the 7th of July at the Insular Normal School. Our accom¬ modations were taxed to the utmost to provide for those desiring to take this course. Considering the sacrifice that many of these teachers had to make to attend this course, paying their own expenses for travel to and from San Juan, paying their liv¬ ing expenses during the eight weeks they remained there, and devoting nearly all their attention to hard study which required at least six hours of class-room work per day, we should certainly be gratified to know that over half of all our rural teachers eagerly improved this opportunity and imposed upon themselves these bur¬ dens in order that they might be better prepared to adapt themselves to the needs of our American public-school system. With generous provision for school super¬ vision, which will enable the school supervisor next year to devote more time to the rural schools in his district, to visit them more frequently, and to give more encour¬ agement and direction to the work of each teacher, our rural schools are sure to make creditable progress. AGRICULTURAL-RURAL SCHOOLS. The agricultural-rural school is organized on the same general lines as the rural school, only that it has at least one acre of land around the school building avail¬ able for purposes of practical cultivation, and it was the intention of the department, when these schools wTere first opened, that only the morning hours should be devoted to class-room work and include the elementary branches of reading, writing, and arithmetic, and that the afternoon hours should be devoted, under the direction of a teacher specially qualified as a practical farmer and scientific agriculturist, to the actual cultivation of the soil and the raising of the ordinary vegetables and farm prod¬ ucts and to experimentation in the scientific cultivation of plants in which the agri¬ cultural community in the neighborhood of the school might be interested. It vras the intention that this work should be done by the pupils themselves, and the results have value not merely as an object lesson to the community, but also in the intellectual development of the pupils and in their preparation for their future careers. Unfortunately, the department of education, at the time these schools were established, was so much occupied with the imperative needs of the other schools that my predecessor very properly gave the major part of his attention to providing for the greater number of pupils by planning for the successful operation of the ordinary day school. The result was that the agricultural-rural school was not thor¬ oughly equipped. The teachers, in some cases, were not qualified for such work under the peculiar conditions existing in Porto Rico. Some of them were practical agriculturists under American conditions prevailing in the States, but did not realize how different were the conditions in the Tropics, and were not sufficiently well equipped in the Spanish language to work with those in the rural districts who knew little or no English. The schools were not properly equipped W’ith tools and 1186 EDUCATION REPORT, 1902. apparatus. The ground, in many cases, was not properly fenced or protected from the trespass of men and animals, and the general result was that little was being done outside of the schoolroom work in these agricultural schools when I assumed charge of the department. A few of them I changed over at once into rural schools of the ox-dinarv type and gave up the attempt to carry on their agricultural features* This caused some disappointment in the several communities where this work had been looked forward to with much interest. I then secured the services of Mft F. INI. Tennock, formerly connected with the American Fruit Company at Rio Pie- dras, and himself a scientific agriculturistof large experience, both in the States and in the Tropics. His work in Jamaica and in Porto Rico for a period of several years has won for him the respect of the people, and his knowledge of local conditions and of the language enables him to enlist the interest and support of those most actively identified with the agricultural interests of the island. I had Mr. Pennock visit each of the 19 schools in which we had at some time or other attempted to do agricultural work, or in which we were planning to introduce this work. Twelve such schools were in actual operation at the time of his visit, and his detailed reports cover all 19 schools, including some that had been changed over into regular schools of the rural type, and also some that were not yet ready for occupancy as agricultural schools. Mr. Pennock was instructed to examine each school with a view to reporting upon the location of the school, the character of the soil, the demand for agricultural work in the community, the equipment in tools, and the practical work of the teacher. He was also asked, on the basis of the data thus secured, to prepare a general plan for the better guidance and direction of this work on a uniform basis by a department to be established in the normal school at the opening of the next school year. Mr.. Pennock went with the n'ecessary letters of introduction and con¬ ferred with the teachers in each of the schools and with the school supervisor of the district, with the local board, and with the citizens interested in the cultivation of the soil in the immediate vicinity of the school. In his general report on the results of his investigation Mr. Pennock says: If the representative citizens can not be brought to appreciate the far-reaching importance of this departure from old school methods, and if the local boards do not cooperate with the department of education in developing the agricultural type of school, even good teachers will fail to secure the best results. * * * To gauge and foster this sentiment, after a full explanation with the school super¬ visor to secure his assistance, we conferred with such members of the school board and such prominent citizens as we could meet in a hurried visit. * * * In these talks the backwardness of our agriculture — except in the matter of culti¬ vating sugar cane — was brought out; and the opportunity, through these proposed agricultural schools, to gradually diversify our farming and add valuable export crops by spreading among the children a knowledge of the use of modern methods of cultivation and of improved implements and of how plants grow and how simple experiments may be profitably conducted. To speak of the tobacco crop as one which might receive the painstaking care of an agricultural school-teacher was sure to excite particular intex-est. Tobacco is now the most profitable crop within the reach of the poor man and the man of moderate means and promises immediate cash returns. If the department would only secure some choice seed aud the best literature on cultivating, curing, and preparing tobacco, here would be something that would help them all, young as well as old. Improve¬ ments in the handling of this plant would, it was thought by many school patrons, secure a deep interest in any school taking the matter up in earnest. In the same connection I brought out as best I could the important work for the neighborhood which the school should accomplish in throwing light on orange and pineapple growing and upon the cultivation of improved garden vegetables. The age of the pupils runs low in all the agricultural schools so far. The average is about 12 years. In some cases teachers told me that they had had some larger boys in the school, but that on account of the poverty of the families and the fact that it was the busy season of spring planting they had been obliged to stop coming. It is evident that this work, in its beginnings, must be quite elementary and adapted to the comprehension and to the physical strength of the younger pupils. EDUCATION IN PORTO RICO. 1187 Most of the agricultural schools have girls among the pupils. I did not observe or hear of any objection to the plan, which seemed to work smoothly. The girls generally worked in the field, where any work was in progress, but at the less laborious operations. The department has carefully planned to put this work upon a substantial basis for the next school year, and a model agricultural school will be conducted at the Insular Normal School. A brief summer conference for the teachers in the agricul¬ tural schools was held under Mr. Pennock’s direction at the normal school in Sep¬ tember. The following programme was followed with enthusiasm and excellent results by a regular class of 20, to which were admitted visitors at every session: Programme of a brief course in agriculture for the teachers in agricultural schools, to be given at the Insular Normal School, Rio Piedras, September 4 to 21, including a three- day conference September 18 to 20. — Daily class-room work from September 4 to 18, inclusive. 8.30 to 9.30 a. m. — Mr. Pennock. Text-book: Dr. Nicholls’s Tropical Agriculture (in Spanish) . 9.30 to 10.30 a. m. — Mr. Pennock. Text-book: Dr. Nicholls’s Tropical Agriculture (in English) . 10.30 to 11.15 a. m. — Mr. Smith: Physical training. 2 to 3 p. m. — Mr. Pennock: English conversation and scientific reading. 3 to 4 p. m. — Mr. Pennock: Methods in field practice and nature study; review of the field work of the preceding day. 4 to 5.30 p. m. — Mr. Pennock: Field work; garden practice and nature study. Programme of agricultural conferences of the summer course in agriculture given at the Insular Normal School, Rio Piedras, September 18 to 20, 1902. THURSDAY, SEPTEMBER IS. 10 a. m. — The Agricultural school in Porto Rico: F. M. Pennock, 20 minutes; dis¬ cussion, 10 minutes. The relation of physics to agriculture: Dr. Rosell, 30 minutes; discus¬ sion, 10 minutes. The relation of chemistry to agriculture: Prof. Jos4 Janer, 30 minutes; discussion, 10 minutes. 2 p. m. — Influence of garden training on the pupil: E. N. Clopper, 15 minutes; discussion, 25 minutes. Nature study and its influence on the pupil: E. F. Curt, 15 minutes; discussion, 25 minutes. Possible developments from the agricultural school: J. C. Huff, 15 minutes; discussion, 25 minutes. 8 p. m. — The relation of botany to agriculture: Ramon Sautine, 20 minutes; dis¬ cussion, 20 minutes. Preparation and Cultivation of the Soil. Tools and Machinery: E. F. Curt, 20 minutes; discussion, 20 minutes. Selected students’ themes upon subjects studied. FRIDAY, SEPTEMBER 19. 10 a.m. — Tropical crops and their arrangement in a school garden: F. Fourcaud, 20 minutes; discussion, 20 minutes. The cultivation of pineapples in Porto Rico: Treated by two students, 10 minutes each; discussion, 10 minutes. The cultivation of the orange: Treated by two students, 10 minutes each; discussion, 10 minutes. Porto Rican exports: J. E. Magee, 20 minutes; discussion, 20 minutes. 2 p. m. — Physical exercise in the public school: Mr. Smith, 20 minutes; discus¬ sion, 10 minutes. Draining and irrigation with reference to Porto Rico: E.-N. Clopper, 20 minutes; discussion, 20 minutes. The cultivation of tobacco in Porto Rico: Two student papers, 10 min¬ utes each ; discussion, 20 minutes. 8 p. m. — Field practice, fertilization, and experiments in the school garden: J. C. Huff, 20 minutes; discussion, 20 minutes. Four student papers, 10 minutes each for discussion. 1188 EDUCATION" REPORT, 1902. SATURDAY, SEPTEMBER 20. 8 a. m. — Domestic animals in Porto Rico: Discussion. Methods of instruction in the school garden: F. M. Pennock, 15 min¬ utes; discussion, 15 minutes. A student paper, 10 minutes for discus¬ sion. 2 p. m.— How to create local interest in agricultural school work: Opened by F. M. Pennock. All teachers and students to be called upon. An ample supply of the best seeds and tools has been purchased for the agricul¬ tural schools, which were notified when the tools were ready for distribution that they must make the necessary preparations for their care and use. The following letter was sent to the teachers and to the school boards: TOOLS FOR USE OF AGRICULTURAL SCHOOLS. Department of Education of Porto Rico, Office of the Commissioner, San Juan , September 5, 1902. The department will soon have in stock a supply of the following tools, which will be furnished to agricultural schools when needed and when proper provision has been made for the housing and care of same: Single-wheel hoes, galvanized watering pots, steel spades, 8-tooth cast-steel rakes, 10-tooth cast-steel rakes, steel trowels, ax mattocks, pick mattocks, 5-inch ladies’ field hoes; 6-inch field hoes, socket handles; American grass hooks, hand crosscut saws, claw hatchets, burning brands, letters “A. S. ;” bush scythes, bush-scythe snaths, scythe stones, 50-foot tape lines, horse hoes, 12-inch sweeps for horse hoes, 15-inch furrowers for horse hoes, Warren hoes. S. M. Lindsay, Commissioner. THE GRADED SCHOOLS AND THE HIGH AND GRADED SCHOOLS. From the statistical report it will be seen that we had at the close of the school year 351 graded schools open. Most of these are taught by Porto Rican teachers and are located in the larger towns, where three and four grades are usually grouped together in one building. Instruction in English is given in each of these schools by an American teacher, and one such teacher is assigned for service in three or four graded schools. Thus we had 102 American teachers teaching English in these graded schools in the afternoon hours and devoting the morning hours to general instruction, for the most part in English, with the smaller children in the lower grades. In this way, it is thought, in a few years, as these younger children advance to the higher grades, all of the children in the graded schools will be pre¬ pared to use English text-books and to receive instruction in English, provided the native teachers can be prepared in the same time to give the instruction in English on all subjects. In this way alone will it be possible for the children of Porto Rico to acquire a working knowledge of the English language. There is no intention to rob them of the use of the Spanish language or in any way to displace that language. If, in addition to the best they have now, we can give them a practical working knowledge of English, they will have in their possession a tool of inestimable value in their future work in life, whatever that may be. The graded schools are doing excellent work, and while only a few hundred pupils have as yet advanced beyond the sixth grade, there were at the end of the last school year, in all, probably a thousand pupils ready to pursue work in the seventh and eighth grades of the course of study during the next school year, and we now have about 100 pupils who have completed the eighth grade and are ready for or are taking high school work. For these provision has been made in the high school at San Juan, in addition to which we opened the first year of a high school course in the city of Ponce. In San Juan we have divided the high school course into a Spanish high school and an English high school, giving two parallel courses conducted in the Spanish and EDUCATION IN PORTO RICO. 1189 English languages, respectively. In the so-called American school at Ponce we have a graded school with all eight grades of work given in the English language, and the graduates of this school are able to pursue their high school studies in an English high school, so that the plan now in operation in San Juan has been fol¬ lowed in Ponce, and two parallel high school courses will be provided — one given in English and the other in Spanish. These high school courses in San Juan and Ponce are open to pupils from all parts of the island, and in another year, when the additional high school courses are opened in Mayaguez and Fajardo, we shall have in these four high schools ample provision for the higher education of the high school grade for all pupils throughout the island who have successfully pursued their studies in the graded schools and are able to continue their studies in the high school. Additional facilities in the way of buildings and special teachers for this work will be needed another year, and will add materially to the demands made upon our educational budget. The results obtained in the past two years in the high and graded school in San Juan amply justify the continuance and the expan¬ sion of this department of our work. The report of the principal of the San Juan high and graded school for the current year is given in the Appendix, and the revised course of study will be found on another page of this report. INDUSTRIAL SCHOOLS. There is no more important forward step in the educational work in Porto Rico than the recent attempt to establish industrial and training schools. The last legis¬ lature passed an act in which it authorized the commissioner of education to — establish, construct, and equip and maintain with any funds allotted or appropriated to the use of the department of education in Porto Rico, and not required for other purposes, at least three industrial or manual-training schools for the education of the youth of Porto Rico. The law further provides that — Said schools shall be designed and equipped to afford a practical education for the pupils, both male and female, who shall be received therein in some occupation or trade of a mechanical or industrial character. Competent teachers, who shall be practical mechanics, artisans, thoroughly equipped by education to instruct the pupils of said schools in such mechanical or industrial branches as shall be taught in said schools, shall be from time to time employed by the commissioner of education as the needs and necessities of said schools and the means at his disposal for said pur¬ pose shall require and permit. The law then specifies that the schools shall be located in, the cities of San Juan, Ponce, and Mayaguez, respectively, and gives the commissioner full power to pro¬ mulgate the course of study and to maintain the schools as a part of the general educational system of Porto Rico; and also to provide such rules and regulations as he may deem proper for the admission of boys and girls to these courses. No specific appropriation wTas made to carry out the intent of this law, but in pursuance of its provisions the unused balance from the regular appropriation for the department of education, wThich at the close of the last fiscal year would have lapsed into the treasury, was made available, and this amounted to the sum of $40,521.33. From the school-extension fund there has been set aside $25,000 in addition for the erection of a suitable industrial-school building in the city of Ponce, and that building is now under contract and will be completed during the present school year. In San Juan a large office building, formerly used by the French Railroad Company for its offices, has been rented for the period of one year, subject to renewal, and the San Juan industrial school was opened in this building on Monday, October 27. In the city of Mayaguez a building formerly used as a warehouse has been rented and is now being remodeled in order to provide suitable quarters for an industrial school there. The following course of study has been prescribed for the first year in the industrial 1190 EDUCATION REPORT, 1902. school. It is in the nature of preparatory work, in view of the fact that more appli¬ cants did not possess the necessary elementary education to be admitted to shop work. Furthermore, it has been found necessary to begin with pupils at the age of 14, although in the San Juan school of the 59 pupils admitted during the first week the ages range from 14 to 20. Few, however, were much beyond the average of 14 in intellectual development. OUTLINE FOR COURSE OF STUDY IN INDUSTRIAL SCHOOLS. FIRST YEAR. I. Language. (Ten periods per week. ) Reading and w'riting Spanish and English. Dictation and composition of business forms and letters in both languages. Exercises in English, with special practice in conversation. Elementary Spanish and English grammar. II. Mathematics. (Five periods per week. ) Arithmetic: Review as rapidly as possible the fundamental operationsand processes. Teach thoroughly common and decimal fractions, giving ample opportunity for prac¬ tical exercises on the fundamental processes. Thorough drill, with practical prob¬ lems in English and metric systems of weights and measures. Elementary business accounts; methods of rendering bills, keeping records, and making payments. Mensuration: Plane figures and surface measurement of cube, prism, and square pyramid. III. Science. (Five periods per week.) Geography: (a) Physical and political geography of North America, West Indies, Central and South America, (b) Elementary commercial and industrial geography of United States and West Indies, paying special attention to crops, products, manu¬ factures, sources of raw material, and routes of trade and travel. IV. History. (Three periods per week.) (a) Reading: Stories of exploration and discovery in North and South America and the West Indies. (6) Study: Early colonial life in United States and Porto Rico, touching upon the relations of the Indians with the Europeans, and the struggles for occupation. V. Drawing. (Ten periods per wreek.) (a) Free-hand drawing from geometric objects, simple plants, and fruits. ( b ) Mechanical drawing, with attention to scale, accuracy, and neatness of execution. Floor plans: Models for tools and machinery. VI. Hand work, (a) Sloyd — for boys. (Five periods per week. ) Use of tools in wood working. Construction of simple models, teaching and requiring accuracy of hand and eye. Construction of articles of household use, brackets, frames, and light furniture. ( b ) Cooking — for girls. ( Three periods per week. ) Preparation of common articles of food, with special attention to dietetic and hygienic principles. Methods of cook¬ ing meats, vegetables, e'tc., and dishes usually eaten in Porto Rican homes. (c) Sewing — for girls. (Three periods per week.) Work in cutting from patterns, fitting, basting and sewing, buttonhole making, etc. (d) Needlework — for girls. (Two periods per week. ) Drawn work and lace mak¬ ing, knitting, darning, embroidery, etc. The plans for the subsequent years contemplate the establishment of a carpenter shop, a plumbing shop, a printing shop, a tailor shop, a shoe shop, a harness shop, and more elaborate training for girls in cooking, dressmaking, basketry, and sewing. The equipment for these shops will be obtained between now and the 1st of next October, and with the beginning of the second year all of the students will be required to enter one of these shops, devoting the bulk of each day to wrnrk in the shop he chooses, and one or two hours each day to class-room work in general studies. The wish of every man and woman, no matter how highly educated, to have some means of earning a livelihood and to be thorough master of some trade has become apparent in all countries, and Porto Rican boys and girls must not be left without some help in this direction. These schools will help to establish trades and industries on the island for the making of things which are now imported, but which could be just as well made here, thus giving employment to home labor and new incentive to EDUCATION IN PORTO RICO. 1191 home skill. It will not be possible for these industrial schools to turn out full- fledged mechanics, but it is intended to keep them on a practical basis and to enable boys and girls who have had three or four years’ training in one of these schools to go out with a modicum of general education and with a new and higher training for industrial work, and with a knowledge and experience which will enable the pupil to enter a business house or trade shop prepared to become an efficient, independent worker in a very much shorter period of time than the average apprentice. Trades which will be taught in the new industrial and trade schools will be selected, after careful conference with representative business men of the island, with a view to selecting those for which the people are adapted and in which there is immediate demand for skilled labor at the present time in Porto Rico. This is especially true of plumbing, harness making, hat and straw weaving, printing, and certain forms of cabinet and wood work. To these can be added from time to time, as funds and equipment of the schools will permit, training in other branches of industrial activity. The aim will be to make the work simple and practical, and to combine with mechan¬ ical work instruction in the most elementary subjects now taught in the public schools as the basis of a good general education. SPECIAL SCHOOLS. In addition to the rural, agricultural, graded, and high schools we have already in successful operation a number of special schools. First in importance are the night schools, for which ample provision has been made in the school law. Two thousand seven hundred and sixty-seven pupils have been enrolled in the night schools during the past school year, with 64.7 per cent of the pupils in actual attendance during the year, which is a remarkable showing when we consider the fact that most of these are persons of adult years occupied at hard work during the day and making many sacrifices to attend school in the evening. Within the past few weeks we have made some modifications in the course of the night schools with a view to making them as practical as possible. The plan is to give the best instruction in these schools in the most elementary and practical subjects. Arithmetic, language work in both English and Spanish, writing, and a little elementary instruction in geography and history comprises the course. In San Juan, Ponce, and Mayaguez we have begun the experi¬ ment of offering to those who have made satisfactory progress in the subjects just mentioned the privilege of entering a special class of typewriting, stenography, and bookkeeping, for which there is considerable demand. The recent action of the cigar makers’ union in demanding of its members the ability to read and write has brought applications for many more persons emploj^ed during the day for admission to the night schools, in order that they may learn to read and write; and we have in most of our night schools a waiting list of those anxious to enter as soon as there is room for them. Wre opened one night school recently in Ponce, notice being given at 2 p. m. that pupils would be matriculated at 8 p. m. the same day. At that hour, on only six hours’ notice, 172 pupils presented themselves. The building would hold no more, and as many more persons were left standing in the street unable to gain admission to the building. We could take only 108 of the 172 who managed to enter the rooms where pupils were examined. Of the other special schools, the work of the kindergartens has perhaps aroused the greatest enthusiasm in the community. While the resources at the command of the department are not sufficient, and perhaps the time is not ripe to introduce the regular kindergarten in connection with all of our graded schools, the experimental kindergartens that have been established in San Juan and Ponce are doing a splendid work and are developing an interest among parents in the welfare of the smaller children, showing them the value of early systematic training. These classes consti- 1192 EDUCATION REPORT, 1902. tute a splendid object lesson and have already had a wholesome effect in enlisting greater interest and cooperation of adults in the work of their children in all of or.r schools. At the last session of the legislature a law provided for the establishment of three schools for trained nurses. One such school had already been established in San Juan, where a class of young women, willing to devote themselves to the profession of trained nurses, is being trained under the direction of an American trained nurse, who is a graduate of one of the best schools in Boston. The work has just been begun and is somewhat handicapped by the lack of proper hospital facilities, which will be supplied as soon a3 the new city hospital in San Juan is ready for occupancy. Through the cooperation of the Maternity Hospital of San Juan arrangements have been made whereby this training class may work in connection with the officers of that institution. The course of instruction consists of not less than three hours’ study each day, one hour of which is used in giving practical instruction in the treatment and care of the sick, with a review each day of the previous day’s lesson. The remaining two hours each day are devoted to the teaching by observation in the different hospitals of the city of the symptoms in medical and surgical patients. Twelve patients are enrolled in the class, ranging in age from 16 to 30 years. Rules and plans for a more systematic course of instruction are now being worked out, and as soon as the services of two more professional trained nurses can be secured similar classes will be established in connection with the hospitals of Mayaguez and Ponce. We shall then have in the three largest cities opportunities for Porto Rican young women of sound physical health, earnestness of purpose, and ambition to fit them¬ selves for a career of honorable and much-needed public service. SCHOOL SUPERVISION. Next to a good teacher comes a good supervisor, in the scale of relative values, in any school system. We have suffered in Porto Rico from the effects of poor super¬ vision in the initial stages of our school work. Many of the supervisors appointed by the military government were men scarcely fitted for the work in its largest and best sense. They were good detectives and looked upon their function chiefly as that of a spy. This aroused hostility among the Porto Rican teachers and created an unfavorable public sentiment. Furthermore, some of our men, while forceful and vigorous in action, as they must needs be in a country like this, have been men not only of little educational experience, but also men possessing very little educa¬ tion themselves. Happily, for the most part that has been changed. We have now a fairly good corps of supervisors; a few exceptionally strong men who under¬ stand the language, know the habits and customs of the people, are familiar with the needs and possibilities of the island, are tactful, firm, generous, and inspiring, and who know what a good school is and how to make a good school out of a poor one. We need, however, more men of this type; men of culture, of good phy¬ sique, able to stand the hardships of travel in all kinds of weather and over the roughest mountainous districts. They must also be men who have had expe¬ rience in educational work and who have a definite educational outlook. For such there is a great future in Porto Rico and great possibilities for useful service. They can soon become the leading citizens of their respective communities, honored and respected by all, and with a field of work opening before them such as few young men can find in the States. During the past school year one general field supervisor and 16 district supervisors, with 3 assistants, have conducted the work of represent¬ ing the commissioner of education in the field and of looking after the detail of school administration. The last session of the legislature created 4 additional super- visorships, and as now organized we have 19 districts, each with a supervisor, 1 gen¬ eral field supervisor, 1 statistical supervisor, and 1 assistant. During the past year EDUCATION IN POBTO EICO. 1193 in two or three districts the supervisor had from 70 to 100 schools to look after and a large territory to cover. In other districts, where the number of schools was not so great, the territory to be covered was greater and the difficulties of communica¬ tion at times almost insurmountable. The work of the supervisor is hard at best. He must be almost constantly in the saddle and must not be daunted by any kind of weather or by impassable roads and swollen streams. When he does his work well, he necessarily makes some enemies, and he is ofttimes the target for criticism and unjust complaint. Considering all the difficulties of the position and the poor pay compared with the incomes of well-qualified superintendents in the States, also the physical discomforts and hardships that they have had to endure, our corps of school supervisors has been remarkably efficient and its work for the most part is as well done as could have been expected. Under existing conditions the salary has been increased to $1,200 per annum, with an allowance for actual traveling expenses not to exceed $650 additional per annum. With the increase in the number of districts this year more intensive and satisfactory school supervision can be carried on. The number of districts should be still further increased, thereby reducing the number of schools per supervisor and the extent of territory which each is expected to cover. In this climate, and with all the difficulties of inaugurating a new school system, certainly no greater work should be expected than is expected of supervisors in the State of. Massachusetts, where by law not less than 30 nor more than 50 schools are assigned to any supervisor working in a rural community. The supervisor in the field gets a close-range view of educational matters and hig impressions have a peculiar value in judging all educational progress. I have there¬ fore appended to this report the 16 reports of the district supervisors, and I commend their perusal to those who care to make any close study of our educational work. They vary considerably in the tone and spirit in which they comment upon the educational tendencies of their respective districts. Some are more enthusiastic and hopeful than others. Thus, Messrs. Kill, Sawyer, and Wood, in districts 3, 5, and 16, respectively, present the brighter and more hopeful side of our work. Mr. Miller, in district 10, presents a moderately enthusiastic and also critical view of educa¬ tional progress in that district, while Mr. Armstrong, formerly of district 1, presents more clearly the obstacles that lie in our pathway. All of these views are probably substantiated by the facts in every single district. It is a question rather of where the emphasis has been laid in the supervisor’s report, and one who desires to get a close insight into the real workings of our educational system will study these reports with care. The department is in almost daily communication with its supervisors. A large part of the correspondence carried on in the office of the commissioner is in answer¬ ing questions from the supervisors or in the form of instructions and suggestions sent to them. For the latter purpose the circular letter is adopted; and as in these circu¬ lar letters many questions of general interest are discussed, the difficulties which arise in one district are answered in a form to be of service when similar questions arise in another district. These letters constitute a sort of barometer which heralds the storms and records those which have been successfully weathered. Each supervisor is required to keep on file in his office a complete set of the circular letters. Some of these of more general interest are reproduced in the appendix to this report. PROGRESS IN ENGLISH. Every effort has been made to encourage the study and use of the English language. This has been done in the interests of the people of Porto Eico, whose future com¬ mercial prosperity depends upon their adoption of the English language as the pre¬ vailing speech throughout the 'island. The Porto Eicans are anxious to learn ED 1902 — VOL II - 2 1194 EDUCATION REPORT, 1902. English, are eager to have their children learn it, and the department is careful to see that the demand for English instruction is always in excess of the supply. We do not desire to force English upon the people, but we want them to recognize their own interests in the matter, and are willing to do all possible to aid their aspirations in the direction of acquiring a knowledge of English. English is taught in every school on the island. Of course, many of the Porto Rican teachers in the rural schools have only a slight book knowledge of the language, and can do nothing more than teach their children how to read the most elementary English senten¬ ces. This is something, however, and wThile these teachers do not know enough English themselves to know anything worth mentioning of English pronunciation, they are rapidly acquiring, for the purposes of the department’s examinations, a - more extended knowledge of our language. We do not wish to displace Spanish in the homes of the people, but rather to add to what they already know of that language a thorough knowledge of the English language. It will mean a great deal for the schools of Porto Rico when we are able to use English text-books. At present in all of the graded schools, which means nearly half of all the schools of the island, English is taught by an American teacher, who visits every room, teaching the lesson in English each day in the presence of the Porto Rican teacher and with her assistance. In this way the Porto Rican teacher acquires a more definite knowledge of English, and the department now requires every teacher in the island to take an examination in English at least once a year. The first general examination of this character was held on June 7. It was an entirely voluntary one, and although very little notice had been given, and most of the teachers were poorly prepared for it, at least 75 per cent of all the teachers on the island took it, and it was the intention of the department to award a few cash prizes, a fund for which, aggregating $110, had been generously contributed by three citizens of the United States interested in our work, Mr. Edgar O. Silver and Mr. Leonard E. Reibold, of New York, and Mr. G. W. Holden, of Springfield, Mass. The results of the examination, however, did not justify the awarding of any prizes, partly because of certain irregularities in holding the examination, due to the fact that the date set came in the rainy season, when in the rural districts it was almost impossible for some of the teachers to report at the supervisor’s headquarters. We decided then to hold these funds for distribution another year, and will be glad to add to them the contributions, large or small, of any other persons who may be interested in the object. The general scope and intent of the examination is indicated in the following letter, which was sent out May 1, in answer to some objections and to remove some misunderstand¬ ings which had arisen among the Porto Rican teachers: May 1, 1902. To the principal, graded, and rural teachers of Porto Rico: My Dear Friends: It seems that some misunderstanding has arisen about the nature and objects of the voluntary examination in English announced for June 7. I want you to understand fully the plans of the department, and do not wish you to think for a moment that the department would act otherwise than in your interests and for the good of the schools and the welfare of the children of Porto Rico. In the first place, this examination is purely voluntary. You do not need to take it unless you wish to. I hope you all will take the examination. Even if you feel poorly prepared for it, do not be ashamed to come to the examination and show that you are willing to make a start in the learning of English. We shall not expect the impossible. We know that many of you have had very few opportunities to study English, that you have not had the advantage of good books nor of access to good teachers of English. We know, however, that you have been doing the best you could, and that is all that we expect. For three years past you have doubt¬ less witnessed the growing importance to the people of Porto Rico of a knowledge of English. The binding together in closer ties of friendship, sympathy, com¬ mercial intercourse, and business relationships of the people of Porto Rico and the people of the United States means that we must have one common and universal language which the people are able to read, write, and speak in all parts EDUCATION IN PORTO EICO. 1195 of our common territory. It is evident that this common language of intercourse must he the English language. This does not mean that the people of Porto Eico must give up Spanish. On the contrary, as has well been said, “a man is as many times a man as he has languages at his command.” The 75,000,000 and more people of the United States, however, can not be expected to learn the language of the 1,000,000 people of Porto Rico. The smaller body can adjust itself more easily to the conditions in this regard than the larger body of citizens. The people of the United States will respect the language of the people of Porto Rico. Many of them will learn to speak, read, and write it, but the one common language of social, political, and business intercourse will be the English tongue, common not only to all parts of our own national territory, but to large sections of the civilized world. We can not do our duty by the children of Porto Rico, in preparing them, to earn a living and to take their place in public life, in the business world, and in private occupations in the future, unless we teach them thoroughly to know the English language. Let us work together to have English used as much as possible in our schools, so that the children may get not only a book knowledge of the subject, but a practical drill, which will enable them to use it in any and all emergencies. I want, also, to tell you that this examination to which you are invited on June 7 has nothing whatever to do with the teacher’s certificate you hold or the renewal of that certificate. Your certificate will be renewed as similar certificates have been renewed before, depending upon the report on the work you have done during the year. The marks of your examination will be recorded on your certificate, or the fact that you have no grade in English in case you do not take the examination. Of course, when you get your new certificate, if it has on it a high mark which you obtained in your English examination, it will doubtless help you to secure a better position next year. You need not feel ashamed of a low' mark, and the questions this year will take into account the fact that the notice given of this examination has been short. The questions must, therefore, be correspondingly easy. It is not true, however, that you have had no more than six weeks’ notice, although the official announcement of the examination vTas published only six weeks in advance of the examination itself. For nearly three years the department has been urging upon you the importance of acquiring a knowdedge of English, and it is now necessary that wre make a beginning to obtain a grading of all of the teachers on the basis of their knowledge of English. If you have had few opportunities and your mark is low this year, you wall probably have an opportunity of raising that mark next year, and so on from year to year, showing the improvement that you make in the mastery of the English language. We are demanding a higher standard each year of the American teachers who come here to teach English. They are required to have high school, normal school, or college diplomas, representing, usually, many years of preparation for their wTork as teacher, and wre shall be stricter this year than ever in the scrutiny of the character of these diplomas. Every step taken to improve the qualifications of teachers is something in which every good teacher should be interested and to which he should give his cordial support. There should be a spirit of professional pride in raising the standard of our profession. The higher that standard the more honor there is for every one who is a member of the loyal and devoted band of teachers in Porto Rico. There wall be absolute fairness in the marking of these examination papers and in the general conduct of examinations. The department has just decided to have the papers examined by one central committee of examiners, and we hope to have soon at our disposal a small sum from which a few cash prizes can be offered to those who have had few opportunities to learn English and who make a good showing in this examination. The conditions on wrhich these prizes will be offered will be announced later. Please give this whole matter your thoughtful attention and your earnest support. Prepare for the examination as best you can — it wall be simple and practical The examination will be limited strictly to two hours’ duration. For rural teachers one hour will be allowed for the translation from English into Spanish of a selection con¬ sisting of a few simple English sentences. Another hour will be devoted to a simi¬ lar translation of a very short exercise from Spanish into English. For graded teachers the plan of examination will be exactly the same as for rural teachers, only the examination will be somewhat more difficult, and the time limited to forty-five minutes for each exercise; in addition, the dictation wffll be taken from any part of Brumbaugh’s Second Reader. For principal teachers the plan for the examination will be the same as for graded teachers, except that the translation exercises will, be a little more difficult, and a half hour will be devoted to writing down from dictation an easy passage from Brumbaugh’s Second Reader, pages 5 to 48, the selection to be read slowly and distinctly by the teacher in charge of the examination; also, an additional half hour will be devoted to a few simple questions in English grammar. 1196 EDUCATION REPORT, 1902. The only test of your knowledge of English pronunciation in this examination will be in your ability to write correctly the passage dictated. In preparing for the exam¬ ination, therefore, I would advise you above all to practice the translation of simple sentences back and forth from Spanish into English and from English into Spanish, and to read as much as you can in the first and second Standard Readers to be found in your schools. You will be notified individually of the result of your examination by mail, and the mark which you obtained, although it may be as much as a month or more after the date fixed for the examination before these marks can be sent to you. Come on June 7 with a feeling of assurance that, having done the best you can, you will cheerfully show us what progress you are making in Englisfi. Urge your friends to come and take the examination in the same spirit of loyal cooperation in what the department is trying to do for the good of the schools and for your good, and you will find the department loyal to you and to your personal interests. Yours, very truly, S. M. Lindsay, Commissioner. The spirit in which this examination was undertaken is indicated by the following, among many letters which were received by the commissioner: Bayamon, P. R., April 2S, 1902. The teachers of the district of Bayamon are always ready. Those who have no cloaks weep much when it rains, but we are always ready for the examination. (Signed by 18 teachers.) A second letter was headed “Forwards,” and read as follows: The teachers of the municipality of Toa Alta are ready for the examination. We send you our regards and compliments. A third letter, signed by the English class of the municipality of Corozal, read as follows: Dear Sir: The brotherhood of professors of this municipality return you our thanks, and promise that at the close of the year we will give a good account of ourselves in the English examination that is to come. For the examination this year more elaborate plans have been made, and the fol¬ lowing letter has just been sent out: Circular Letter 1 Department of Education of Porto Rico, Office of the Commissioner, No. 110. J San Juan , October 24, 1902. To the supervisors. Gentlemen: You are hereby informed that on Saturday, April 25, 1903, an exami¬ nation in English will be held in all the towns where there is an English teacher. In order to give the Porto Rican teachers a fair opportunity to prepare for this examination, the English teachers are hereby directed to teach English three times a week during the last hour of the school day. These classes will be open free of charge to teachers and to members of the school board of the vicinity. Where there is more than one English teacher in a town, the work shall be equally divided by the supervisor of the district. If teachers desire to take lessons outside of the hours established, they must make arrangements with the English teacher or any other person, as a private teacher, at their own expense. There will be three grades of examination: Rural, graded, and principal. The examination for rural teachers will include exercises in translation from Eng¬ lish into Spanish and from Spanish into English; questions in grammar selected from Lecciones de Lenguaje, Ingles-Espanol (published by the American Book Company); in addition to which rural teachers will be required to write a dictation exercise from the Standard First Reader. The examination for graded teachers will cover, in addition to the foregoing, first, a dictation exercise from the Standard Second Reader; second, the writing of a com¬ position of not less than 150 words on a theme selected from a list of five familiar topics relating to the geography of the United States, using Frye’s Geograffa Ele¬ mental in preparation for this work. The examination for principals will include, first, the writing of an exercise dictated from the Standard Third Reader; second, questions in grammar and the use of words in English, basing the work on Welsh’s English Grammar from lesson 56 to lesson 121, inclusive; third, translation from Spanish into English of an exercise selected from EDUCATION IN PORTO EICO. 1197 El Lector Moderno No. 1; fourth, translation from English into Spanish of an exer¬ cise selected from the Standard Fourth Leader up to page 231; fifth, a composition in English of not less than 200 words on one of five given topics on the geography of the United States, using Frye’s Grammar School Geography in English in preparation. All exercises for translation shall be taken from prose. Supervisors will place a copy of the books mentioned in the hands of teachers requiring them for study. Where teachers do not have these books they should make requisition for them to their district supervisor. In this examination all teachers are expected to attend unless previously excused by the department, on application through the supervisor. Teachers who fail to attend, or who fall below 50 per cent, will have this fact recorded and taken into consideration as a part of the teacher’s record, governing the approval or disapproval by the department of his application for the renewal of his certificate for the follow¬ ing year. Teachers are required to take the examination corresponding to the grade of the certificate which they now hold. The last examinations in English were not satisfactory, and certain prizes which the department intended to offer from a small private fund, contributed by friends in the United States who are interested in the progress of Porto Rican schools, were not awarded. The following prizes are offered for excellence in this examination: First. A first prize of $25 in cash and a certificate of attainment in English, attested by the seal of the department, for the best examination in each grade. A first prize may be divided in case two or more teachers of any grade rank exactly alike, in which case each would receive a certificate. Second. A second prize consisting of a silver medal, with an appropriate inscrip¬ tion, for the second best examination in each of the three grades, additional medals being awarded in case two or more teachers rank exactly alike. All teachers having a standing of 50 per cent or over will have their standing recorded on their certificate for next year. No prize will be awarded in either class where the first and second best examina¬ tions are not of sufficient excellence, in the judgment of the commissioner of educa¬ tion, to justify the awarding of the respective prizes. Teachers who have had special opportunities for the study of English, such as a period of residence of one year or over in the United States, can not be awarded prizes. In cases where there are difficulties in determining whether a teacher has had special opportunities, the commissioner of education shall be the final judge. Respectfully, yours, Samuel McCune Lindsay, Commissioner. Other signs of the progress being made in English are not wanting, both with respect to teachers and pupils alike. One supervisor writes of the work in Sabana Grande that the English work in the graded schools is worthy of special notice: The pupils of the fifth and sixth grades converse well, and the fourth class will be a better class next year than the present fifth grade. The second and third grades are doing surprisingly well. Whatever the pupils read they understand when they hear it spoken and they are rarely at a loss for an answer to a question. Conversa¬ tional work is not confined to the reading lesson alone, but is spread out to cover any topic. I attended a ball in the town hall Thursday and the children, from the little tots to. the young ladies, fired English at me the whole night. It has been a long time since I have spent a pleasanter evening. Some of the efforts of individual pupils are almost pathetic. One boy who is studying with the hope that he might be sent to school in the States had to earn his living during the day and had only his nights, without the aid of a teacher, in which to study and acquire a knowledge of English. In writing to the department for advice he wrote in English as follows: It is true, I am in a position with the San Juan Light and Transit Company, but I can too little that scarcely it is not sufficient for me to address myself. I have pre¬ pared myself to can be a teacher the next time for being not able to pay one who could give lessons to me. This letter will not be correct but it is a sign of my prog¬ ress in the English language. I wait for a satisfactory answer, for 1 go every time toward and toward. I spend some hours at night in studying alone, by that reason all that I study I try to understand it well for I have no other man who can explain me that I study at night. That is the poor life. At the end of September I will be 16 years old. 1198 EDUCATION REPORT, 1902. Plans are being considered at this time by which the work in the Insular Normal School may be carried on exclusively in English. We have had several graded schools from the lowest to the highest grades, and two high schools, where the work is carried on exclusively in the English language, and Spanish is taught merely as one subject. In the practice school in connection with the normal school it is prob¬ able that all the work will be done in English. It will not be long before English text-books can be used and the bulk of the instruction in all subjects in the town schools and graded schools can be given in English. It will require probably sev¬ eral years before the same can be said of the rural schools. This will not mean more American teachers, but that Porto Rican teachers have been trained to be efficient teachers, making use of the English language. PORTO RICAN STUDENTS IN THE UNITED STATES. Forty-five students, boys and girls, are now studying in the United States at the expense of the Porto Rican government. Twenty of these received an allowance of $250 a year and are located in the industrial and manual-training schools, the major¬ ity of them being at Tuskegee, Ala., preparing for careers as artisans. Twenty -five receive an allowance of $400 per year and are preparing for college and for the various professional schools. They are scattered throughout the smaller colleges and the best preparatory schools in the States, where they receive careful attention and cordial assistance in their work. The reports from the principals of the schools indicate that these boys are doing well. Some of them stand relatively high in their classes. Sev¬ eral will he ready for college and some have already entered college. The legislature appropriated $15,000 last year to continue these boys for another year. That amount will be needed annually if these boys are kept in the States for the period of four or five years, respectively, specified in the laws under which they were sent. The general public has been greatly disappointed that additional boys were not sent dur¬ ing the past year. There was a general impression that the legislature intended to send each year, for a series of years, 45 boys, maintaining those who had been sent in previous years until they completed their allotted term of study. The depart¬ ment has therefore on file many urgent applications of parents who are anxious to have their children sent to the States. Of course none of these can be granted unless there is a vacancy by death or resignation in the ranks of those now in the States, or unless the legislature makes additional provision for others. PORTO RICAN AND AMERICAN TEACHERS. The strength and value of any school is measured in the last analysis by the char¬ acter and efficiency of the teacher. The most difficult task in the development of the American school system in Porto Rico, as all those who have had any experience in this work testify and all competent observers know, is to secure a sufficient num¬ ber of well-qualified teachers. Considerable improvement has been made in this direction during the past year. Y/e have at the present time in the employ of the department about 1,200 teachers, of whom 12 J per cent are Americans and 87| per cent Porto Ricans. An exact statement of the number of teachers, the salary of each, and the classification of the total number into those who were citizens of the United States and those who were citizens of Porto Rico was made at the request of the com¬ mittee of the legislature in March. This showed 123 Americans, receiving the total annual salary of $67,195, and 837 Porto Ricans, whose total annual salary amounts to $281,735. Thus the greater part of the work is done by Porto Ricans and the greater part of public money expended for salaries of teachers goes to native teachers. Of the American teachers almost all of those who came as adventurers or because they had been rejected in the States have been weeded out of the service and the ranks of the American teachers now contain many of the best equipped and most devoted EDUCATION IN PORTO RICO. 1199 teachers to be found any place in the United States. We have on file at all times many applications, some of them from graduates of our best colleges, representing all States in the Union, of young men and young women willing to take up the work of teacher in the schools of Porto Rico. Many of these are eager for the opportunity of service in a good cause. Some are influenced by the desire to see something of life in a tropical country and to equip themselves for larger work in the States by acquiring a knowledge of the Spanish language. At the same time they are prepared to give honest and efficient service, and while they probably do not desire to remain more than two or three years at the most, they are in no wise disqualified by this secondary motive from being considered valuable material for our schools. We have, therefore, abundant material from which to select enough American teachers of English to equip all the schools we are able to open. These American teachers, however, should not be called upon to make so great a financial sacrifice as they must necessarily do in order to accept these appointments. The salary paid to an American teacher of English is only $50 a month for a nine-months term, amounting to $450 a year, in addition to which there is an allowance by the local board amount¬ ing to $54 as a minimum and ranging from that figure up to $135 for the school year. There are few cases, however, in which the maximum allowance is paid. Practi¬ cally, therefore, most of the teachers of English have to reckon on a total annual income of $504, out of which they must pay their transportation to and from Porto Rico and provide themselves with subsistence and clothing for an entire year. The transportation expenses are at least $100, and in some cases, where teachers come from the interior of the United States, considerably more than that sum. The expenses of living in Porto Rico for such teachers is necessarily high, and the result is that after one year of experience they are therefore unwilling to remain. The schools suffer a great loss on this account, because the value of an American teacher to the school the second year is nearly double that of the first in which she is getting acquainted with the people, the local conditions, and the language. We ought to be able to hold our best teachers here for a series of years by offering a higher sal¬ ary at the outset in order to secure the best talent and by offering a progressive increase for each additional year of service. Formerly the United States Govern¬ ment furnished free transportation, when the army transport system was in opera¬ tion between New York and Porto Rico, but now that the transports have been discontinued no provision has been made to pay the traveling expenses of teachers from the States and they have suffered a corresponding diminution in their net income. The Porto Rican teachers are working hard to equip themselves for the best posi¬ tions by familiarizing themselves with the English language and with the methods of the American school system. Most of them have had few opportunities. The majority of them are married and have large families to support. They are extremely poor, and as a rule are unable to leave their homes for any length of time in order to avail themselves of any opportunities for study or for self-improvement. WTe shall have to be patient with them and do all in our power to aid them by effi¬ cient supervision of their work, by the loan of books and such direction of home study as the department and the Insular Normal School can give, and we hope soon to have a plan in operation by which some instruction at least in the methods of teaching, and perhaps in the matter of physical training in the schools, can be given by an instructor in the normal school visiting from time to time those schools where the need is greatest. The department is doing everything possible to maintain a high standard of honor and efficiency among the teachers and to develop the spirit of professional pride and mutual criticism, rivalry, and encouragement among the teachers themselves. Those who willfully neglect their work, close their schools before the regular hour for closing, neglect to open them at the proper time, sham sickness, and in general 1200 EDUCATION BEPORT, 1902. do as little work as possible when the supervisor is not in sight, are dealt with severely when they are found out. We have taken the responsibility of closing some schools altogether by suspending over twenty-five teachers for serious cause. In some of these cases the work of the teacher in the schoolroom was efficient, but the private life of the teacher and his moral influence in the community'was not above reproach. We must not place the lives and training of innocent children in the hands of any teacher whose life is not clean, wholesome, and earnest. We would better have fewer schools and apparently take a step backward — which in the end would mean a long step forward — than to tolerate in the rank of teachers those who can not command the full respect of the communities in which they live. The younger teachers are responding nobly to the demands of the department in ail respects. Year by year as the normal school turns out additional classes the effect of this well-trained and enthusiastic body of young persons in the corps of teachers will make itself increasingly felt. Some of the younger teachers are making great sacrifice in order to save money and spend their vacations in the States, where they can study our American schools at first hand and perfect themselves in the knowl¬ edge of our language. There are, therefore, no lack of signs to encourage, especially when we consider how few have been the opportunities in the past and how great has been the change in spirit with which the Porto Rican teachers have welcomed the new school system and adjusted themselves to it. THE INSULAR NORMAL SCHOOL. From what has just been said it is evident that the key to the educational situa¬ tion is the Insular Normal School. About 100 pupils have been in attendance during the past year, and over 125 are in attendance this year. They do better, harder, and more work than most students in the best school in the States. They now have a new building, which was dedicated on the 30th day of May with appropriate exer¬ cises, in which the governor, the chief justice, and other prominent officials partici¬ pated. In this large and commodious building the pupils find every appliance of the best modern schoolroom to aid them in their w’ork. The building is beautifully located on a tract of about 50 acres of land situated in Rio Piedras, 7 miles from the capital and accessible by a trolley line. In this building are large and airy class rooms and an auditorium that will seat 300 persons; two gymnasiums — one for boys and one for girls — equipped with shower baths and lockers and all necessary appli¬ ances for physical training; laboratories will be installed as they are needed; there is a room devoted to the purposes of a library, and already we have the beginning of the equipment of a school library. The work in this school is for the most part done in the Spanish language, although great stress is laid upon the study of English, and the pupils in this school have made so much progress in English that most of them can understand an address given in that language. This condition of affairs must continue for a time during this transition period until enough pupils from the lower grades of the public schools reach the point where they can take up their studies in the normal school and pursue them with instruction in English. We are making every effort to bring that about next year, and when it is possible the efficiency of the work in the normal school can be almost doubled. Pupils and teachers alike can have the advantage of a wider range of choice in the selection of text-books and works of reference bearing on the course of study. Sufficient funds have been allotted to add to the equipment of the normal school a principal’s house and a practice school, and both of these buildings are nearly com¬ pleted. We shall then have in connection with the normal school a model agricul¬ tural rural school, a model kindergarten, four or five model grades of the regular school work, as object lessons in which the normal school pupils can receive instruc¬ tion by observation and experiment and by the most approved methods. No labor EDUCATION IN PORTO RICO. 1201 or expense should be spared in equipping, maintaining, and developing from year to year the work of the Insular Normal School. While money spent here does not bring in an immediate return, when the return does come it means more to the schools of Porto Rico than ten times the cost expended in other ways. EDUCATIONAL CONFERENCES. At the time of the dedication of the Insular Normal School all the school super¬ visors were called into San Juan to take part in those exercises and at the same time to take part in a conference on various subjects relating to their work. Seven ses¬ sions of about two hours each were held on three days, May 31, June 2, and June 3, at which the following programme was strictly adhered to. May 31. — Morning session, 9.30 a. m., Dr. Lindsay in charge. Topics: (1) Educa¬ tional theories and practice. (2) A general survey of the work in Porto Rico. (3) How to get good teachers and keep them. Discussion: (1) The relation of the super¬ visor to the teacher. Opened by Field Supervisor A. F. Martinez. (2) The work of the Insular Normal School. Opened by Principal W. G. Todd. Afternoon session, 2.30 p. m., Mr. Heckmen in charge. Topics: (1) The position and work of the teachers of English in the schools. (2) The qualifications of teach¬ ers. ( 3 ) The course of study and how to grade the schools. Discussion : ( 1 ) Maxims for teachers. Opened by Supervisor Wood. (2) School discipline. Opened by Supervisor Conant. June 2. — Morning sesssion, 9.30 a. m., Dr. Lindsay in charge. Topics: (1) Super¬ visors’ districts — (a) boundaries; (6) visits to schools; (c) traveling expenses. (2) The school law. (3) School supplies and text-books. Discussion: (1) Needed changes in the school law. Opened by Supervisor Foote. (2) New text-books and supplies. Opened by Supervisor Miller. (3) How can the supervisor best use and protect the school property and supplies for which he is responsible — (a) during school year; (6) during school vacations. Opened by Supervisor Lutz. Afternoon session, 2.30 p. m., Mr. Pennock in charge. Topics: (1) The agricul¬ tural schools. (2) Agricultural teachers, American or Porto Ricans; qualifications, special certificates. (3) Equipment needed; summer work. Discussion: (1) What should be taught in agricultural schools? Opened by Supervisor Wells. (2) Should they bear the same relation to local boards as the rural schools? Opened by Super¬ visor Northrup. Evening session, 8 p. m., Mr. Hernandez in charge. Topics: (1) The organiza¬ tion and duties of the school boards. (2) The position of annexed municipalities. (3) The supervision of the finances of the school board. Discussion: (1) How to proceed to secure removal of a member of the school board and how to proceed to secure suspension of a teacher. Opened by Supervisor Sawyer. (2) Should the school board have- more powers or less? Opened by Supervisor Hill. (3) Howto arouse the personal interest of every member of the school board. Opened by Supervisor Mellowes. June 3. — Morning session, 10 a. m., Dr. Lindsay in charge. Topics: (1) A model district. (2) Duties and opportunities of the supervisor. (3) The relation of the supervisor to the Department. Discussion: (1) How to judge a good school. Opened by Supervisor Moore. (2) How to enlist public support for the schools. Opened by Supervisor Anktom. Closing session, 2 p. m., Dr. Lindsay in charge. Topics: (1) Questions and answers. (2) Unfinished business. (3) The immediate needs of each individual district. The person in charge of each session treated of all the topics outlined for the session in an address not exceeding twenty minutes in length, after which those assigned to open the discussion on special topics were given ten minutes each, fol¬ lowed by a general discussion, in which any one present was permitted to participate on condition that no one should exceed five minutes nor speak twice until every person who desired to be heard had had an opportunity to speak on the topic under discussion. In addition to the conference of the supervisors it was found advisable to continue the plan of holding a series of meetings in different parts of the island for the pur¬ pose of raising a healthy and active interest in normal education and in the public 1202 EDUCATION REPORT, 1902. school. For this purpose the commissioner invited Dr. James Earle Russell, dean of Teachers’ College, Columbia University, New York City, one of the best train¬ ing schools for teachers in the country, and himself a man widely known as a leader of educational thought in the States, and Dr. C. Hanford Henderson, a pioneer worker, writer, and thinker in the work of manual training, physical culture, and other highly important features of modern education, to accompany him on a brief trip to visit some of the schools of the island. These gentlemen very kindly con¬ sented to give their services without remuneration and in this way do what they could to assist the educational work in Porto Rico. Their traveling expenses were paid by the department and no other return was made for the very valuable serv¬ ices which they rendered, except the grateful thanks since expressed in many ways from teachers and parents in the leading towns in Porto Rico. For eight days they held meetings and gave stirring addresses, and by reason of favorable weather and excellent preparation for traveling facilities we succeeded in covering a large terri¬ tory. Starting from San Juan, we addressed meetings of pupils, teachers, and general public in the schoolhouses and public squares of the following places: Manatf, Arecibo, Camuy, Quebradillas, Aguadilla, Mayaguez, Cabo Rojo, Sabana Grande, San German, Yauco, Ponce, Cayey, Coamo, Rfo Piedras, and San Juan. One day as many as seven meetings were held, and, notwithstanding the physical fatigue of this rapid trip, we met with such enthusiastic reception wherever we went that all felt encouraged and repaid. The general public is much more interested in matters of public education in Porto Rico than in most communities in the States. The people appreciate anything that is being done for the schools. The building of schoolhouses has been to them the most tangible and forceful guaranty of the good faith of our Government. One coachman I met on the military road said: During the administration of the Spanish Government we saw nothing but money going out of this country to Spain; now we see public money being put into buildings for the use of our children. The people are willing to do what they can. They are willing to tax themselves to the extent of their ability, and even more, and they are willing to work for the public schools; but they need much help from outside sources, and if the United States does not encourage this spirit by cooperating with the people of Porto Rico in removing the curse of illiteracy the United States will eventually look back upon one of the greatest of lost opportunities, -while if the Federal Government does come to the aid of Porto Rico in the establishment of an adequate and efficient system of public schools the time will come when Porto Rico will reflect greater glory upon the American nation than perhaps any other community wit Inn the sphere of American influence. SCHOOL LAWS. Only one important change has been made in the school law as enacted by the legislature and approved January 31, 1901. This law was printed in the appendix to the report of the commissioner of education for the year 1900-1901. The change referred to is the increase of the minimum of municipal taxes wffiich must be devoted to school purposes, from 10 to 15 per cent, and the authorization of a special school tax in accordance with the provisions of the following act: AN ACT Authorizing the municipalities of Porto Rico to levy a special property tax, to be known as school tax. Be it enacted by the legislative assembly of Porto Rico: Section 1. That for the fiscal year beginning July first, nineteen hundred and two, and ending the thirtieth day of June, nineteen hundred and three, and in every suc¬ ceeding fiscal year, in addition to the regular taxes, of wffiich, according to law, at least 15 per cent and not more than 25 per cent must be set aside as a school fund, the ayuntamientos may levy a property tax, ’to be known as “ a school tax,” and not EDUCATION IN PORTO RICO. 1203 to exceed TV of 1 per cent of the assessed value of all real and personal property of the respective municipality, in accordance with the assessment made by the treasurer of Porto Rico to levy and collect the insular property tax. Sec. 2. The ayuntamiento of each municipality shall decide on or before the twen¬ tieth day of June of each and every year whether such additional tax shall be levied, and shall fix the rate within the limit allowed by section 1 , basing the same upon reports of the respective school boards situated in each municipality, and in accord¬ ance with the needs for school funds, in whatsoever manner determined, and shall notify the treasurer of Porto Rico immediately upon the adoption of the resolution fixing said rate. The treasurer of Porto Rico shall collect the school tax hereby estab¬ lished in the same form and subject to the rules provided for by act entitled “An act to provide revenue for the people of Porto Rico, and for other purposes,” approved January thirty-first, nineteen hundred and one, and said official shall pay, pursuant to law, to the treasurer of each school board, in the months of March and September of each year, the amounts collected during the six preceding months as school taxes in each of the respective school districts. Sec. 3. That the amounts accruing to the treasury of each municipality on account of the school taxes hereby established shall be devoted solely to school purposes. * Sec. 4. That all laws, decrees, or orders, or parts thereof, in conflict with this act are hereby repealed. Sec. 5. That this act shall take effect from and after its passage. Approved, March 1, 1902. In addition to this change further legislation secured the establishment of indus¬ trial schools, as already noted in the section on that subject in this report, and pro¬ vision for training schools for nurses, as noted in the section on special schools in this report. A law was also passed which provided for the celebration of Arbor Day in the schools throughout the island on the first Friday in December of each year. Some revision of the fundamental school law has become necessary by reason of change in conditions, and will be taken up at the next session of the legislature. THE MOST IMPERATIVE EDUCATIONAL NEEDS OF PORTO RICO. First of all ~we need more schools. We have 60,000 children now enrolled in school. There must be at least 350,000 children of school age in the island at the present time. Of these possibly 50,000 would be inevitably deprived by good reasons from availing themselves of the advantages of the public school. We prob¬ ably have, however, at least 300,000 children who ought to be in school, and of these we have at present only one-fifth enrolled. Nearly all of our schools have long vraiting lists containing the names of those being urged by anxious parents for a place as soon as a vacancy occurs. Two hundred and forty thousand children out of school who should be in school is a serious problem and should wTeigh heavily upon the public conscience. To furnish school equipment for all of these children would require an expenditure by this department of nearly $3,000,000 annually — a sum exceeding the total revenues of the island by 50 per cent. Even if that sum were available it would require the expenditure by local authorities of sums far in excess of the total amount now paid for taxes in the several towns and municipali¬ ties. We increased last year the budget of the department of education by $32,000, making the present budget about $532,000. This budget should be increased next year to $750,000 as a minimum. The resources of the island will probably allow of such increase, if the legislature deems it of sufficient importance to make it. This ■will mean a very small step toward the three million, but it will be a step with which the local communities can keep pace and will mean substantial progress in the light direction. This is probably all that the insular legislature can do. It will then have dealt more generously with its public schools, in proportion to its ability, than probably any other community under the American flag. Where any addi¬ tional help is to come from I do not know, but I do know that in addition to all that the legislature can do we should have next year at least 100 additional American 1204 EDUCATION REPORT, 1902. teachers, and that all of these, together with the American teachers now here, should be paid a minimum salary averaging §600, the increase to be an offset for the cost of transportation to and from the States, which was formerly furnished by the Government. For this item we need §70,000. Second. For the buildings and equipment of three industrial schools we need, in addition to what the insular government has provided and can provide, the sum of §100,000. Third. We need immediately an agricultural and mechanical department in the insular normal school, the equipment of which for the first year would cost §50,000. Fourth. We should have, as soon as possible, at least 100 new rural and agricul¬ tural school buildings with equipment, to be located in the most needy and back¬ ward parts of the island. This item would cost §200,000. Fifth. We need for our new graded schools in towns and cities immediately at least 20,000 new school desks and other school appliances and apparatus, which would cost about §75,000. These items alone, to which many other almost equally imperative needs could readily he added, aggregate a sum of §495,000. More important, and even more imperative than money, is our need for earnest, devoted, and thoroughly trained American teachers and educators who will come here from no selfish or mercenary motives, but in the true missionary spirit, as friends of the Porto Eican teacher, not as dictators or faddists who come to impose their ideas on the people, but rather as coworkers with the Porto Eicans, ready to study a new problem and to help to enlist and train the best young lives in Porto Eico for educational and public service. The Federal Government of the United States has been generous in all its dealings with Porto Eico, and more than just, but a wise and far-seeing statesmanship will point out to the people of the United States that colonization carried forward by the armies of war is vastly more costly than that carried forward by the armies of peace, whose outposts and garrisons are the public schools of the advancing nation. Five hundred thousand dollars for one year, or even that sum for a series of years, would not support a very extensive military campaign; but that sum spent on education would work such a change in Porto Eico as to put bqyond the question of a doubt the ultimate and splendid success of the ingrafting of American institutions in Span¬ ish America. APPENDIX. FINANCIAL REPORT OF DISBURSING OFFICER. Department of Education of Porto Eico, Office of the Commissioner, Scm Juan, October 31, 1902. By act of the legislature of Porto Eico, approved by the governor of Porto Eico January 31, 1901, there was appropriated the sum of §501,000 for the maintenance of public schools, and by an act approved March 1, 1902, an additional §4,000 — §505,000 in all. An act of the legislature approved March 1, 1902, provides that “The commis¬ sioner of education is hereby authorized to establish, construct, equip, and maintain, Avith anN funds allotted or appropriated to the use of the department of education of Porto Eico, and not required for other purposes, at least three industrial schools.” The following table shows the expenditures under the aboAre-mentioned appro¬ priations by items, and the unexpended balance transferred to a fund for the estab¬ lishment of industrial schools: Office commissioner of education : Salaries . §20, 145. 71 Contingent expenses . 3, 707. 02 EDUCATION IN PORTO RICO. 1205 Text-books and school supplies: Purchases . - . $38, 272. 69 Transportation . 1, 771. 59 Common schools: Salaries . 320, 316. 75 Contingent expenses . 28, 885. 82 English supervisors: Salaries . 19, 949. 52 Contingent expenses . 3, 858. 55 Teachers’ institutes: Salaries . - . 3, 068. 00 Contingent expenses . 602. 85 San Juan high and elementary school: Salaries . . 10, 980. 00 Contingent expenses . 1, 071. 70 Normal school: Salaries . 7,963.71 Contingent expenses . 2, 732. 25 Library and museum, department of education . 420. 43 Extraordinary expenditures, department of education . 732. 58 Total expenditures . - . 464, 478. 67 Transferred to fund for establishment of industrial schools . 40, 521. 33 Total . . . . . 505, GOO. 00 On January 2, 1901, there was transferred from the general allotment from reve¬ nues collected on importations from Porto Rico, act of Congress, March 24, 1900, the sum of 1200,000 to a fund denominated “School extension in Porto Rico,” to be expended under the direction of the commissioner of education for the erection of school buildings. This fund was subsequently increased in the sum of $137,000 by transfers from the same source, approved by the governor of Porto Rico, thus maxing a total credit to the appropriation of $337,000. The following statement shows receipts and expenditures on account of “School extension in Porto Rico” (including insular normal school) from January 1, 1901, to July 1, 1902: RECEIPTS. January 2, 1901 . . . July 23, 1901 . August 7, 1901 November 16, 1901 November 16, 1901 May 5, 1902 . . $200,000.00 . . 3, 500. 00 . 31,500.00 $15, 000. 00 2, 000. 00 - 17, 000. 00 . 85, 000. 00 Total 337, 000. 00 DISBURSEMENTS. Erection of buildings (contracts)® . 192, 783. 57 Contingent expenses (salaries of architect, draftsman, and inspectors, traveling, attorney fees, fire insurance, etc.) . . . 16, 372. 24 Unexpended balance July 1, 1902 . . 127, 844. 19 Total . . . 337,000.00 Under Spanish control of Porto Rico a fixed percentage of teachers’ salaries was deducted and set aside as a pension fund for the benefit Qf aged and indigent teachers. Under this compulsory system of assessments the fund had grown to considerable size, but when the island was formally taken over by the United States Government in October, 1898, a small balance only was found on hand. The assessments were collected by the various municipalities of the island, and at the time of the United States occupation there was owing from municipalities in Porto Rico to the teachers’ pension fund a sum approximating $33,000, in addition to the sum taken to Spain, as above stated. Since that time, however, about one-third of this sum has been paid m, leaving about $21,000 still due and unpaid. Steps are now being taken to collect a ^ )iie ^209,155.81 expended on account of this appropriation, $17,865.79 was disbursed in the fiscal year 1900-1901 and $191,290.02 in the fiscal year 1901-2. 1206 EDUCATION REPORT, 1902. this sum from the municipalities, and I feel safe in saying that the greater part, if not all, will be realized. The pension fund has no regular income now, and it appears to be only a matter of time until it will be exhausted. The following brief state¬ ment shows the receipts and disbursements since the beginning of United States con¬ trol in Porto Rico: Balance on hand October 18, 1898 . - $1, 610. 09 Collected from municipalities from October 18, 1898, to July 1, 1902 . 11, 741. 11 Total . 13,351.20 Paid to pensioners, on approval of the governor of Porto Rico, from Octo¬ ber 18, 1898, to July 1, 1902 . 11, 469. 12 Available balance July 1, 1902 . 1, 882. 08 Total . 13,351.20 By act of the legislature of Porto Rico approved January 30, 1901, the sum of $15,000 was appropriated to pay the annual expenses of 45 Porto Rican young men and women sent to the United States to be educated. This sum was disbursed in equal monthly installments. By act of the legislature approved January 31, 1901, the sum of $2,420 was appro¬ priated for the maintenance of a free public library in San Juan. By act of the legislature approved March 1, 1902, to take effect from and after its passage, the sum of $3,000 was appropriated to establish schools for trained nurses. EXTRACTS FROM THE REPORTS OF SUPERVISORS. [From the report of Wm. H. Armstrong, supervisor of San Juan district.] GENERAL OPPOSITION ENCOUNTERED. Notwithstanding all the difficulties that ’have been met, as foreshadowed by the remarkable figures presented in the United States Government census taken in 1900 with reference to the intellectual and moral status of the island of Porto Rico, there has been a distinct measure of progress obtained in educational work. As a whole, the people are coming to understand that our purpose is to uplift and improve them. Our customs, at many points so opposed to their own, have not always been and are not yet fully understood; and there is a conservatism which can not be expected to yield readily the old traditions to new and untried systems and theories. To the free education of the common public schools it must be frankly admitted that the church does not accord its sanction. While there ha3 not been open oppo¬ sition, a distinctly unfriendly feeling has been shown, whose influence has been felt to no small extent. Religious schools are popular among the wealthier classes, and those holding close church affiliations are widely patronized. The methods of instruction in these schools are far from being modern except in those schools established under some American system, where the methods of instruction therein pursued are in the main good, though strongly sectarian. In general, the Spanish residents of the island, the greater number of whom are located in San Juan, are not friendly to our institutions in an undisguised and pro¬ nounced degree. It goes without saying that our schools are not favored by the Peninsularites; and as they are found in such large numbers in San Juan, the oppo¬ sition met with from this source may be counted as a considerable factor. Among the Porto Rican families there are some whose children have been or are being educated in American schools, and the influence of these has been friendly and very helpful, indeed. Among them is a strong and healthy school spirit, a desire to have their children learn and to aspire to a higher and more fruitful life than they themselves have lived. COEDUCATION. Until the present year coeducation has been entirely contrary to the old Spanish customs; in fact, it was regarded as a means to the ruination of the people. To place boys and girls together in the same room without a guardian was an unpardonable crime. At the beginning of the school year I had determined if possible not only to com¬ pletely reorganize the system, but to break up this objectionable custom at once, regardless of public sentiment; and after laying my plans before the honorable com¬ missioner of education, Dr. M. G. Brumbaugh, I proceeded to carry them out to the EDUCATION IN POETO EICO. 1207 best of my ability. I called a meeting of the principals and teachers of the district, laid my plans before them, and instructed them in the duties which they were expected to perform. Courses of study wrere laid out before them to follow, rules of discipline were explained to them, pertaining not only to the order and conduct of pupils, but the conduct of teachers also. First of all, they were instructed to enroll boys as well as girls in all schools and separate them only in the upper grades. The plan was publicly announced in the newspapers, but objections at once arose from all sides. It became necessary to close my office to all except teachers. Attacks were made upon me in every Spanish paper. The halls of the school buildings were crowded daily with parents and servants who wTent to protect the innocent ones dur¬ ing school hours. This was very objectionable at first and greatly impeded the work of the classes. In view, however, of the fact that the guardians themselves might learn something of our methods as wrell as our good intentions, and that they might see our equipments so utterly strange to them, I considered that little harm and per¬ haps some good might be the result of permitting them to remain in the schools; indeed, a general invitation to visit the schools was sent to all parents. It required but a short time for these parents to learn that the American school was a great insti¬ tution, w'here their children could get not only a good free education, but be under good moral influences at the same time. At present, sad to relate, it is difficult to get parents to visit the schools at any time. It has now come to be realized that coeducation is indispensable for the future social, moral, and intellectual advancement of the people of the island. Again, it has come to be realized that such association means a higher moral character build¬ ing through boys to cherish a higher respect for girls, whom they have been hitherto taught to rate as inferior to themselves. Scholarship thus becomes advanced through the healthy competition which leads a boy to keenly dislike being outdone by a girl. That this means much in the social aspect of the future is already seen in the tendency toward the breaking down of old customs, which did not permit a woman to go unattended anywhere and forced teachers formally calling on the supervisor to do so in company with a greater or less number of companions, but who on business errands now in nearly every instance exercise independence and visit the office unaccompanied. . SCHOOL BUILDINGS. The buildings now used for school purposes are remodeled dwelling houses; and although a vast amount of time, money, and labor have been expended upon these ancient dwellings, they are still far from being satisfactory as schoolhouses. The style of architecture and the peculiar construction of the Porto Rican build¬ ings have made it practically impossible to convert the same into modern school buildings. Like those of other old Spanish cities, the average building of Porto Rico is a two-story flat-roofed structure, built on the Moorish style of architecture, with exterior and interior walls faced in cement, decorated in stucco, and very neatly painted or colored. The general form of the buildings is a hollow square, in the center of which is an open court or yard, or “patio,” as it is called. On the upper floors the front of the building is occupied by a spacious stairway and one large room with two side rooms which overlook the street. From this large front room a short passageway leads back to an open corridor, which extends along the inner side of the building and overlooks the patio. Opening into the corridor on either side of the patio are small dungeon-like bedrooms, separated from each other by thick brick walls, while located in the rear are the servants’ rooms, the kitchen, and the water-closet, if such it may be called. The ground floor, which is generally occupied by the poorer class, is cut into rooms similar to those above, although much smaller, which open directly into the entrance hall or the patio. The average bedroom is only about 10 feet square, and receives light and ventilation through the arch doorway leading into it. The inte¬ rior of the building is, in fact, a mass of arches and brick walls, varying in thickness from 6 to 18 inches, many of which can not be removed without weakening the structure. After tearing away all the lighter walls and arching the heavier walls for the purpose of obtaining space, it has been impossible to make well-lighted or well- proportioned schoolrooms. . The wooden buildings of the rural district are so constructed that almost as much time and money is required to properly remodel and repair them for school purposes as would build new houses. The Ponce de Leon and the Washington rural school buildings are good examples of remodeled wooden buildings, and they are now in such a decayed condition that it is hardly safe for classes to enter them. 1208 EDUCATION REPORT, 1902. The exorbitant rents paid for school buildings and the cost of remodeling and maintaining them has already amounted to nearly enough to pay for the erection of a large first-class modem school building in or near the capital. The McKinley school building was added to the list in October, and, without exception, is the most modern, the most sanitary, and the best equipped building in the district. The rooms in it, however, are not all satisfactory as Schoolrooms, as two of them are very long and hardly W'ide enough to admit three row's of desks. There are in all six class rooms, five on the first floor and one on the ground floor. Opening into the patio on the ground floor are several small rooms that could be remodeled into class rooms, providing enough light could in some way be admitted to them. The office of the local school board is also located on the ground floor. In the rear of the building is a large garden, in which the children have taken special interest. The school is one that the people of San Juan have reason to be proud of. Scores of excursionists and many others interested in school work have visited the school during the year. A great improvement in the sanitary conditions of the buildings has been made, although a number of them are still in a very unhealthy condition. The Colon and the Ponce de Leon schools wTere closed by the health authorities for twTo weeks because the local school board had failed to comply with the health law's. The Santurce primary and the Washington school buildings are in bad condition. The McKinley and the Lincoln schools are thoroughly equipped writh modern American plumbing. The William Penn building is in first-class condition in every wray. In many of the buildings the unoccupied rooms on the ground floor are filled wdth decay¬ ing rubbish and old broken furniture that should be carried away. The rooms should be cleaned and then sprinkled with chloride of lime. A person who has never visited a city of the Spanish West Indies can have but little idea of the unsanitary conditions which existed before the American occupa¬ tion. The civil and military government buildings wTere no exception, and, w’hile the health authorities have done a w'onderful amount of w'ork in Porto Rico, yet the same conditions still exist in numerous sections, not excluding San Juan. In the patios of several of the school buildings, located wTithin a few feet of a wTell of drink¬ ing water, were found covered cesspools that had not been cleaned for years. The same may still be found at the Machuchal School. The wTater-closets consisted of narrow, tunnel-shaped iron bowls w hich emptied into leaky sew'er pipes leading to the cesspool. Sew'er traps or ventilating pipes w'ere not used. In consequence of the conditions w’hich have existed, it has been my painful duty to place monitors over the pupils for the purpose of teaching and obliging them to use the modern water-closet properly, and w'hile it has never been the duty of the supervisor to act in the capacity of janitor, health officer, or general mechanic, yet as much time has been devoted to this work as to the regular school work. Your attention is respectfully called to the absolute necessity of appointing intelli- - gent, clean, trustworthy men for janitors in the schools. Good janitors are as necessary for the proper protection of school property and the good condition of the school buildings as good teachers are necessary for the teaching of the classes in them. I regret to inform you, how'ever, that there are but three good servants in the district. These may be found in the Lincoln, McKinley, and Santurce schools. Women or boy servants have been employed in the schools, and the work, at times, has been not only half done, but not done at all, because the strength or skill of an intelligent man was wanting. It frequently happens that servants are friends or relatives of local politicians, and no little difficulty arises in attempting to remove them from the schools. After the sad experience encountered with servants last year, I submitted to the former commissioner of education, for his approval, a list of rules and regulations, a few of which refer to the following: Hours for raising and lowering the American school flags; hours for opening and closing the school buildings; hours for and methods of sweeping, washing, and ventilating school buildings; wrater-closet rules; guarding the building and protecting school property; promptness in answering calls and assisting principals; allowing strangers in the building outside of school hours; smoking, cooking, or doing outside wrnrk in the schoolhouse; personal appearance during school hours, etc. After having been approved, these rules were submitted to the president of the local board, with a request that they be printed in both the English and the Spanish language and be posted in different schools. They were never printed, how'ever, and the servants continue their w'ork and imprudence in much the same old W'ay. I have the honor to inform you that servants consider themselves highly insulted w'hen called such, and to recommend that they be called janitors. EDUCATION IN PORTO RICO. 1209 The school property has in many cases been poorly protected. The local school board has been notified repeatedly that books and other material were being’ destroyed for want of suitable dry places in which to store them. Books have been lost because the storeroom doors were without locks; others were destroyed by dampness during vacations, having been piled upon the damp pavement because there were no shelves in the storerooms. They new school furniture should be better protected against the damp climate of the island and against the various insects which infest it, the most destructive of which is the “comejen” (Termes fatale), which, after burying itself in the woodwork, eats the interior until only the outer surface is left. The unfinished sides of the desks and chairs should be painted with creosote mix¬ ture; the finished surfaces should be rubbed over occasionally with a little boiled lin¬ seed-oil dryer. Furniture placed near open windows should receive an occasional coat of shellac. Fortunately, the Porto Rican boy has no jackknife with which to cut his desk, and if properly cared for the new furniture will last for many years. PORTO RICAN CHILDREN — TESTIMONY OF SUPERVISORS. The Porto Rican child, when not handicapped by depressing home surroundings and poor nourishment, as is but too commonly the case, is of a very bright and responsive disposition. He is easily amenable to school discipline under a kind but firm direction, but is absolutely refractory to harsh treatment, the outward submis¬ sion obtained by such method but tending to accentuate his baser instincts. With due allowances for climatic and hereditary influences, he is an active and not a lazy child, as has oftentimes been said. His activity is spasmodic rather than constant, but when united to the love of study, of which he is capable, and seconded by the directions of an able and earnest teacher, most substantial and satisfactory results are soon forthcoming. He is lacking in originality; little independence of thought need be looked for from him at first, but his memory and imitativeness are often remarkable. The progress in arithmetic throughout the Vieques schools was scarcely satis¬ factory, and certainly not up to the average of American schools of the corresponding grade. In writing and reading the progress was generally good, were it not for the- tendency, still fostered by some teachers, to learn the word at the sacrifice of the idea, as has been said before. Notions of geography and history were taught with very satisfactory results in most cases. The same may be said of drawing and sing¬ ing. The best progress was obtained in the study of the English language. All pupils showed special interest in that study, to the general satisfaction of parents, whose main object in sending their children to school is, apparently, to have them learn the English language. To understand the children of Porto Rico, or of any country for that matter, one must know the homes from which they come. Except in the most material sense of the word, very many of the children can not be said to have a home. A shack of one, possibly two rooms, built of the bark of the royal palm, the only furniture a table, and possibly a chair and a cot. The cooking is done over an open fire and the food, almost exclusively rice, yautfa, Spanish peas, and roasted bananas, is eaten from gourds, those eating being seated on the ground or on the floor. At night all are huddled. together in one room, sleeping on the floor. Of home training or disci¬ pline there is none. From these surroundings the child goes to the school. There conditions are much better, but far from what they ought to be. The children have never been taught self-control or regard for the rights of others. The only seat is a long bench Avithout a back and so high that the feet of the smaller children do not touch the floor. It has been a source of constant wonder to me how the children keep as still and behave as well as they do under these- conditions. Occasionally a vicious, eAul-dispositioned scholar will be found, but almost all are docile and are dis¬ orderly unwittingly. As students they haA7e remarkably good memories for what they ha\*e read or heard, but they are loath to confess that they know anything else. On one occasion when I asked a boy what the bottom of a near-by river was coA7ered with he replied that the teacher had never told him. Yet he had to wade across the river to get to the school. This attitude of the children is frequently fostered by the method of the teacher. On one occasion a teacher, who holds a principal’s cer¬ tificate, asked a boy what a bridge is for. He replied, “To walk OA^er on.” “No,’* she said, “it is for water to run under.” Not only did she thus by her manner, as well as by her words, discourage the boy from giving an original ansAver, but to my mmd his answer appears more correct than hers. ED 1902— VOE II - 3 1210 EDUCATION REPORT, 1902. On the whole, I consider the Porto Rican child fully the equal of his northern companion. He is intelligent, diligent, observant, possesses a good, retentive mem¬ ory, and fair reasoning power. I find in him an instinctive fondness of study which the American has to acquire by continued study. All he asks for is the opportunity. Now that this is extended to him, he tries to accept it, although in many cases he is ill fed and ill clothed. The charge that the pupils are hard to manage and hard to teach is frequently brought by teachers. As a matter of fact, there are few teachers who thorough^ understand their pupils and know how to manage them. The children of Porto Rico are naturally bright and willing to learn. There are few indeed who do not do well when properly treated and properly taught. The samples of work show that their jwogress has been very satisfactory, considering the conditions under which they were taught. As noticed in previous reports, the pupils are endowed with excellent memories and vivid imaginations, but they are weak thinkers and poor reasoners. It is very difficult to obtain a direct and concise answer to a question. Their musical capabili¬ ties are excellent and under favorable circumstances they sing correctly and sweetly. Reproduction and composition work shows a too close adherence to the words of the text-book; or else contains superfluous expressions that have no bearing on the sub¬ ject. A pupil who wrote an excellent essay on George Washington failed miserably in the description of an ordinary chair. Discipline, although improved, leaves much to be desired. I note improvement in the pupils in regard to independence, thoughtfulness, clean¬ liness, health, obedience, and respectfulness. The faces of the pupils brighten as the English lesson approaches, and the progress universally achieved in that language is very encouraging, reflecting great credit on the pupils and their teachers. There is a complete ignorance of the rudiments of civics. In spite of defects, disadvantages, and difficulties, the Porto Rican children compare very favorably with any with whom I have been brought in contact. The most rapid progress is observable between the ages of 8 and 1 2 years. I am glad to relate that I have not had notice of the expulsion from school of any child, and corporal punishment has not been administered to my knowledge. No school has had to be closed on account of sickness, and deaths have been scarce. Every teacher and pupil attending our public schools has been vaccinated. THE NATIVE TEACHERS - TESTIMONY OF SUPERVISORS. In general, I can say that I have found the native teachers willing, conscientious, and ambitious. Qualified for their position according to American standard they can not be said to be. The educational opportunities existing in Porto Rico before the American occupation are too well known to need any description or comment from me. Not only would a boy from the senior class in a good grammar school in the States excel most of them in mastery of the subjects, but, what is more important, he would be better acquainted with modern educational methods. “Desarrollo del entendimiento ’ ’ (development of the understanding) slips glibly from their tongues, but too many show in their methods little real understanding of what that means. They are poor managers, and their lack of attention to details is their most exasper¬ ating failing. “No me fije” and “poca cosa” are by many regarded as all-sufficient excuses. The value, the necessity, of associating practice with precept is not appre¬ ciated. Some of the teachers have done wonderfully good work. I have in mind one school in a town that had no English teacher after the end of November, where the children in the upper grades made excellent progress under a native teacher not only in the subjects that were taught in Spanish, but also in English. Too much can not be said of the necessity of a normal school for teachers such as has been established at Rio Piedras. The good results of a ten weeks’ course held under such adverse circumstances last summer are seen on all sides. One has but to enter the school of a teacher who attended it to see them. Management, method, instruction are in sharp contrast with those found in the school of a teacher who has had twelve or fifteen years’ experience under the Spanish system and nothing else. A ten weeks’ course will not create a teacher, and those that took the course still have many defects. Their eyes are opened; and though they may see men as trees walking, yet they are not the blind leaders of the blind that their less fortunate associates are. Public sentiment has grown to some extent, especially in the barrios where we had young and active teachers employed. Many teachers are beginning to see that their duty and usefulness as teachers does not end in the schoolroom but is mani- EDUCATION- IN PORTO RICO. 1211 fested in their private and social life as well. All teachers do not exert the proper influence over their pupils out of the schoolroom. This fault will only he corrected, however, as these teachers see the necessity of setting a worthy example for their pupils at all times. There is a manifest desire on the part of many of the rural teachers of this district to better their scholarship. Ten are attending the summer normal school at Rio Pie- dras this year. All of these teachers expect to return to this district to teach next vear. An examination in English was held in all the towns of this district June 7. I am oleased to say that a majority of teachers attended this examination. When it is considered that out of 59 teachers employed in this district during the past year 24 had had no previous experience in teaching, the great drawback from which the school work has suffered becomes ^t once apparent. These inexperienced teachers have required a large amount of instruction in organizing and conducting their schools, and have tested the supervisor’s patience to the utmost. To offset their inexperience many came equipped with a good stock of good will, industry, and willingness to do as they were directed. With very few exceptions they have done as well as could be expected from them considering their previous environment and preparation. In many cases where the work was not acceptable the supervisor frankly told the teachers that they would not be accepted as teachers for the coming year unless they attended the summer course at the Insular Normal School. Twenty of the rural teachers from this district are now taking the summer course. With the advent of the new furniture the discipline has improved, but there are still teachers, who with their good rooms and good furniture have failed to implant good discipline. There has been some improvement in method, but there is still much to be done in this direction. Teachers imagine and claim that they work hard, forgetting that the teacher’s work can only be judged by its results. The amount of energy that is wasted in our schoolrooms is surprisingly great. While the teachers are making such improvement in their work as can be reason¬ ably expected, the question of getting a full corps of • good teachers will only be solved by the normal school. I am justified in saying that the schools of this district on the whole have greatly increased in efficiency the past year. The teachers realize more fuller than ever the responsibility of their profession. I am led to make this statement from the follow¬ ing facte: '(l ) Increased use of pedagogical works. (2) Attendance and desire to attend the normal school. (3) Desire to obtain a knowledge of the .English language. Pupils have made astonishing progress in the English language, and in most schools more enthusiasm is manifested in the study of this branch than any other. Those who thought and still think that the teaching of this branch is not a success should visit the public schools and see for themselves just what is being done in this branch. In the town of Quebradillas we had the most advanced class in English of the entire district the past year. They could read and translate well all the lessons as far as page 120 of Brumbaugh’s Fourth Reader. THE AMERICAN TEACHERS. Considering the far superior opportunities, educational and institutional, that the American teachers have enjoyed as compared with the native teachers, I am forced to say that they have not given me as good satisfaction as the Porto Rican teachers. By that I do not mean to say that their methods are not better or that they d_o not attain better actual results. What I would say is that they do not do their best, do not take the professional pride in their work, and do not labor with the singleness of purpose that the native teachers do. The good results are the inevitable results of better preparation. They are inclined to feel independent of the rules of the department of education and to assume unwarranted authority over the native teachers and to lay claim to special privileges and exemptions. Several times I have called a teacher’s attention to a rule of the department only to receive the reply, “0, that means the native teachers.” The greatest hindrance to good work on the part of the American teachers is the giving of private classes in English. There can be no question that such work is desirable as far as regards the natives, and a nec¬ essary incentive to induce American teachers to come to Porto Rico. At the same time in some cases it is carried so far that the teacher is able to give no time or thought to preparation for the regular class-room work. 1212 EDUCATION REPORT, 1902. REPORT OX INSULAR NORMAL SCHOOL. Department of Education of Porto Rico, Insular Normal School, Bio Piedrcis, July 21, 1902. To the honorable commissioner of education for Porto Bico: It is my duty as well as high privilege to report to you at this time the condition of the Insular Normal School during the past eight months, and to make mention of some of our most prominent needs and aspirations touching the future. The pressure of constant work makes this report late. Already the fiscal year has closed, our regular term examinations are just passed, the summer school has opened, and I snatch a few hours from its constant demands. Our past normal term, which should have been nine months, was reduced to eight by the exigencies arising from the prolonged work of the summer school of 1901, coupled with the unfinished state of the new normal building, in which we hoped to have opened school in September last, and the delay caused by the fitting up of the governor’s summer palace for temporary occupancy, all of which prevented the opening of the school until the last of October. This was unfortunate for the first year, when we needed all the time possible. But notwithstanding this curtail¬ ment of time in the year most needing it, the work of the past term has been very successful. The whole number of pupils remaining with us until the end of the school year has been 91. Some 25 more applied for admission, were examined and even tried for longer or shorter periods, but finally rejected as better fitted for work in the common schools. Of this number the majority had little conception of the require¬ ments for entering a normal school, and none were prepared to receive its benefits. Besides this number rejected, some 13 similarly equipped, who had been to great expense in coming from a distance, were allowed to remain and to form a class, which we have called our preparatory year class. Thus the school was finally organized with a preparatory class of 13, two classes of the first year, numbering, respectively, 33 and 29 (the former being boys and the latter girls) , with a second-year class of 16. The studies of the first year were arithmetic, United States history, geography (covering contour, location, and products, and including map drawing), Spanish lan¬ guage, English language, physiology, pedagogy (mostly school management and methods), music, drawing, and simple calisthenics. The studies of the second year were similar, with the addition of algebra, Spanish literature, rhetoric, and civil gov¬ ernment, and with more attention given to the actual practice of teaching. Here¬ after the work of these two years will be more distinctly separated, for our second- year classes will be better prepared, and this preparation should excuse them from the further study of and examination in that amount of Spanish grammar, United States history, primary arithmetic, map work in geography, physiology, and pedagogy which «has been finished in the first year. In other words, this normal school, like all others, must be progressive in character, and a thorough examination in the studies of the first year should be considered as holding good for the two succeeding years, whatever may have been the custom of the island in years past touching examinations for teachers’ certificates. Any other course would break down the work of the second and third years in our school with the weight of 18 and 24 exami¬ nations, respectively, a requirement whose absurdity is seen with the mere mention of it, and which would at once destroy the character of a normal school. This leads me to speak plainly of a fundamental antagonism between certain laws of the island, made to fit a temporary condition in times past, and the present exist¬ ence of the Insular Normal School as a school for the preparation of competent teachers. Either these old laws should be changed or this school should be changed to something less than a normal. I can perceive in the alignment of these two opposing forces no middle ground for compromise. Indeed, I can not even perceive a remedy for immediately existing conditions before that change of law, unless you use the power in your hands to cut a knot which refuses to be untied. By some power or other the following two things seem to be necessary: (1) An authoritative declaration of the validity of a normal school certificate of first and second year’s examinations for all succeeding examinations in the same work; (2) an authorita¬ tive declaration that all the examinations of the island must conform to that stand¬ ard maintained by and necessary to the existence of the normal school. Something of this kind seems to be demanded in the broad interests of education, even before laws can be changed; something which will bring a uniformity of action and har¬ mony of purpose on all sides competent to sustain the bright era of education prom¬ ised by a normal school. EDUCATION IN PORTO RICO. 1213 This brighter future is not only promised in the very existence of the normal school building in Rio Piedras, but the promise is reaffirmed and emphasized by the work of the school during the past eight months. I have said that the school has pros¬ pered, even in this shortened term. The reasons for this are not far to seek. First, with few exceptions, we have had a superior corps of instructors. Second, we have had a fine class of pupils, a class of indefatigable workers. No one who has seen our young men and women study and recite for the past eight months can say that the native Porto Rican is lazy. More than that, no one can say that be is wanting in obedience, moral purpose, and general good behavior; and we may add to this the presence of a kindliness and cheerfulness which is truly refreshing. To such pupils, and to the above-mentioned professors, our success of the past year is due. But success implies an aim. What have we tried to do? Our aim has been (1) the introduction of better methods of teaching; (2) the gaining of information. The old method of memorizing certain answers to certain questions has been banished from the class room, and we have made a fairly good beginning in teaching prospective teachers to think and to prepare to teach their future pupils to think. This statement sums up all our aims in all our studies and represents our one aim. That aim has been faithfully adhered to by all our teachers and enthusiastically received by our pupils. What more can I say? This comprehends all. The pupils’ eyes have been opened to a vista that charms and inspires them, and that inspiration will create its own future. These pupils are the hope of our island in education, and their work will be the stepping stones tor the higher ascent of their children. But how can I write this which touches upon the enthusiasm, earnestness, zeal, and even heroism of our pupils without giving individual instances? We can not know real hearts and wills in the mass. One should stand close to individual students and hear the story of their struggles, their trials, their sacrifices, to know them and to pardon some of the mistakes and stumblings which their impatient haste in self- advancement causes; and one will not hear the truest. of these stories unless he does stand close to them. For example: Here is a little maiden so anxious to enter the school that she comes to me with a lie on her lips — somewhat of a white lie, to be sure, but enough to give my Puritan ancestry and education quite a wrench. Moral feeling subsides, however (or yields to a larger), as I read back of the tears the anx¬ ieties of a human life and consider the previous education. Here is another whom months of acquaintance makes bold enough to say: “Oh, you can’t know what this school means to some of us girls! Our parents could not support their large families of girls, and as fast as they grew up they had to be gotten rid of, and it was all the worse if one was pretty. Now we can teach and support ourselves until we find the man we want to marry. And we no longer need consider ourselves as a burden, for we can help our parents.” Here is another case, a man who has come to town with no means of support, but full of hope, confidence, and a vague longing in his heart for a slice of this education which seems to be passed around. Sometimes such men win, sometimes they fail. But the effort, the struggle! It fails not. How it quick¬ ens men’s blood with throbs which no more are lost to society than are the impelling powers of the wave in reef formation! And here is a little girl, under age for the school; under size, with black eyes gleaming over the high cheek bones of the Indian and from a head covered with the close twists of the African. She is not prepossess¬ ing, but her cause is sacred. She has no father, and her mother, with a large family, is in the deepest poverty. Her preparation for school is very meager. I see the hopelessness of the situation and tell her she is too young, too poorly prepared. “But I want to be a great teacher.” I am startled by the audacity and the contrast it offers. . What a stupendous annunciation from such a small source! I attempt to reason with her. I turn her own arguments — the extreme poverty of her mother — against her, and urge her not to add to the burdens of this mother by wasting money in such a hopeless undertaking as trying to win a teacher’s certificate in one term. But argument is unavailing. I am always met with the same words: “I must be a teacher. I must earn money for my family. Please give me a chance. Only give me a trial.” Who can resist this? Only a chance — a chance to be something. Who can refuse a trial? But in two weeks I have to repeat the advice, and the same is repeated by all her teachers. She is apparently doing little, though working so hard. But she persists, she begs for a longer trial. Her eager eyes, full of tears, have the desperation of hunger in them. Want and study are already cutting finer that pro¬ file, leaving outlined the firm jaw, and as I look through the tears and recognize that “clear grit” on which the best in all civilization is founded, I say, “God bless you! Go ahead!” And she did go ahead. I do not know how she lived for a year — that is, much of the time, for we had many similar cases — but she won her certificate, and I was glad to be proven a poor prophet. Does Yankee pluck exceed this? And is there not hope even for the under strata of Porto Rico with such women afield in education? And here is another case: A 1214 EDUCATION REPORT, 1902. podr girl appeared in the school and the town, and then her parents, too poor to pay her board, soon followed. They had a numerous family and no work. The meager allowance of daily bread was shared by all, and this girl studied each night into the small hours of the morning by the light of one candle. She was finally taken ill. Nature had rebelled. I called upon them in their one room, furnished only with two chairs and one bed, and from the latter the heroinq of this drama smiled upon me like a reflection of that light which always wins its way through darkness. Well, our teachers relieved the immediate stress, the father found stray jobs of work, the girl returned to school, won high rank, and is now winning laurels in the summer school. Here is a little daughter who is lifting the whole family; her brothers and sisters will follow in her steps. What a change to them all! And it is the American occupancy of this island that has brought these changes to the homes of the poor. There are many other cases in my mind, but time forbids their mention. I will, however, say that I am particularly interested just now in one case in our present summer school. It is that of a rural teacher some 35 years old, the father of a family of 12 children, and with a salary of $30 per month for nine months of the year. If he can go through this summer school and win a higher certificate, he will get $40 per month. He has thought of this for the past year. It has been his one dream by day and by night. He and his wife saved and pinched, but the pinehings from $30 per month, after fourteen mouths had been filled, vTere insufficient. Did he give up the prize? Did he sit down and lay the burden upon circumstances, and with it his destiny? He was not made of that metal. He had a house — a mere cabin — but it was the home of his wife and children. It was his all. He sold it for $50, and with this money paid three months’ rent in humble quarters, and left a little money for their support. How he got here from his distant home I know not. The first I heard of him kind friends in San Juan were giving him lodgment and he was walking back and forth night and morning, a distance of 7 miles, to the school. He was doing this, too, with no breakfast, for he must start too early for even the cup of coffee which furnished the breakfast of his friends. Then friends raised a contribu¬ tion to pay his fare on the street cars. He is all right now, and as happy as a king. He will win. He has it in his eye. I state these individual cases because I think you will be glad to know them, and because the country which has extended its helping hand to this island ought to know them. These are not stories of men and women who have advertised their poverty, but who have hidden it. We have the other kind, but they are not the winners. We soon learn to know them, and their record with us is brief. These of whom I have spoken are the modest heroes of this epoch in this island. Their stories are sad, but not depressing. On the contrary, they cheer us. Here is grit, deter¬ mination, persistency, heroism. Is there not hope for a country containing such men and women? Does not your own work look grander for them? God bless them, and help us all to be worthy of giving them the intellectual food they crave. Respectfully submitted. W. G. Todd, Principal of Insular Normal School. REPORT ON SAN JUAN HIGH AND GRADED SCHOOL. The San Juan High and Graded School began the school year of 1901-2 on Mon¬ day, September 30, in the “Beneficencia.” As last }rear’s pupils had been matricu¬ lated the Friday and Saturday preceding, there remained to be enrolled only those who were new, and at the close of the first day’s session the register showed a total of 204 pupils. The school closed June 20, 1902, with an enrollment of 195. The whole number of pupils enrolled during the year was 283. Of these, 75 withdrew, 11 were suspended, and 2 were dropped from the roll on account of continued illness. The number of pupils in the grades did not vary greatly at any time, but the num¬ ber that entered and left the school seems greater than is warranted even under existent conditions. Many withdrawals are due to the “floating population” of Americans who are here for short periods only. Then, again, many withdrew when not graded according to their own conception of their qualifications, while still oth¬ ers dropped out on discovering that it required quite as great and persistent effort to perform satisfactory school work as to enter at once on the arduous duties of earning a livelihood. Of this last class, however, there were but few. Besides these, there was a number of pupils who used the high school as preparatory for the teachers’ EDUCATION IN PORTO PICO. 1215 examination in January. As soon as the examination was concluded these students either left for their homes or entered the normal school at Rio Piedras. There remains hut one more class of withdrawals to be accounted for. In this are included the students who even begin life with excuses — trivial, of course — as is the nature of such characters, who never can devote themselves to the accomplishment of any one purpose in life. But it is a great pleasure to know that the greater part of the stu¬ dent body has shown the utmost zeal and interest in the work, and the results obtained have been eminently satisfactory to all concerned. The pupils of the intermediate grades are doing work creditable to the same grades in any city in the United States of the same size as San Juan. Some of the students in the high school were deficient in some of the common branches, and therefore were compelled to carry on these studies while following the regular high school course. Political geography, English, grammar, and physiology, which should have been completed in the grammar grade, were studied throughout the entire year of the first year high school course, and it has been the constant aim during the year to pay special attention to the weak points of the pupils, in order to ‘•'round them out” for good, thorough high school work. Arithmetic, which has been the “stumbling block” for generations, has been taught to every pupil in the high school, the second year English high school excepted. As a result of this, there are pupils in the Spanish high school who are doing creditable work in arith¬ metic now, who, when they entered the school two years ago, could not write the simplest numbers when dictated to them in their own language. And it is with such preparation as this that our high school has had to contend since its establishment. Many of the difficulties of last year had been eliminated, so that the very beginning was propitious for all concerned. There has been a better understanding between teachers and pupils, and the feeling that a teacher punishes a pupil for pleasure has entirely disappeared. The pupils have learned that there must be discipline in a school, and, like true soldiers, they are willing to be disciplined when they deserve it. It is only on these conditions that a pupil is allowed to remain in the school. From the beginning the school was as well supplied with books as could be expected . under the circumstances. The greatest difficulty lies in securing suitable books for the Spanish high school. Some of these used last year were more or less defective; for example, Quack enbos’s History is very badly arranged, as is also Huxley’s Phys¬ iology. Then there is a crying need for a more advanced political geography, while we remain entirely without either Latin grammars or Latin lexicons. The normal school at Rio Piedras relieved us of the greatest burden we had to con¬ tend with last year, i. e., a preparatory and training class for teachers. The removal of the kindergarten to another part of the city was also a material advantage to the school, as the work of this department frequently interfered with the class work in the grades adjoining. The attendance of the school has been excellent. Last year the average percentage of attendance was 87. This year it is 95.8, an increase over last year of 8.8 per cent. Only once during the entire term did the percentage fall in any one grade below 90, and that was during the seventh month in the Spanish high school, a period of very heavy rains. During the year the school held appropriate exercises for Thanksgiving Day, Christmas, Washington’s Birthday, Decoration Day, and Flag Day. The exercises for Christmas were held in the theater for the purpose of raising funds for a school library. It was the first entertainment of its kind ever given in San Juan, and, while there were grave doubts as to how it would “take” with the people, it proved a very great success. The generous sum of $122. 15 was cleared through the persistent efforts of the pupils canvassing the city prior to the entertainment, the generosity of the mayor giving the theater free of charge, and the same liberality on the part of the electric-fight company in furnishing the light. The pupils who took part in the pro¬ gramme acquitted themselves creditably, and are deserving of the highest praise, as are also those who worked so faithfully selling tickets. With the proceeds of this entertainment, and donations from the commissioner of education, teachers, pupils, and friends of the school, we now have a library of 204 well-selected books. The intense interest manifested by the pupils more than repays for the work and effort made to establish the library. On Friday afternoons the pupils are permitted to draw out books to read at home, and a great many eagerly avail themselves of this opportunity. A curious circumstance in this connection i3 the fact that nearly all books drawn out are history or written on historical subjects. the pupils of the Spanish and English high schools organized a literary society, governed by a constitution framed and adopted by themselves, called the “Boriii- quen Literary Society.” The work of the organization has been satisfactory and encouraging, and while it is but in its infancy, it has done untold good for the pupils and is destined to bring greater results in the future. 1216 EDUCATION REPORT, 1902. At the beginning of the year a baseball team was organized, and immediately the greatest enthusiasm was aroused throughout the entire school down to the lowest grade. The “team ” proved itself most worthy of the confidence and loyalty of the school, winning the scholastic championship of San Juan in games with the Lincoln School and San Pablo College. It is to be hoped that the keen interest shown in athletics this year may continue, and that next year we may have grounds for tennis courts for the girls. The following summary v/ill show the regular class work of the various grades: FIRST AND SECOND GRADES. This grade was composed of four divisions, viz, first, what might be termed a “connecting” class, composed of 15 children, the majority of whom were members of the kindergarten last year and who either were not old enough or had not suffi¬ cient preparation to do the work in the first primary grade; second, two first-grade classes; third, one second-grade class. 1. CONNECTING CLASS. Reading. — These children read the entire English chart, 20 pages of the Riverside Primer, and 20 pages of Brumbaugh’s First Reader. They understand and can trans¬ late into Spanish everything they have read in English. Writing. — They have learned to write, copying words and sentences from the black¬ board, also writing from dictation. Composition and spelling. — They have done good original work in sentence build¬ ing, oral and written, also some work in simple story narration and memorizing, and can spell all the English words in their vocabulary. Number work. — The numbers from 1 to 10 were first taught objectively, which was a step toward counting from 1 to 10. Constant drill was given on the addition and substraction tables of numbers from 1 to 10; also simple practical problems. FIRST GRADE (B DIVISION). Reading. — The B division of this grade read and translated 60 pages of the Riverside Primer and 30 pages of Brumbaugh’s First Reader. Writing. — The class learned to write the vertical system very well, to cop}7, sentences and -words from the blackboard and from dictation. Composition and spelling. — They did some work in story telling and reproduction, oral and written, and they can express simple thoughts in English about different objects, using nature study and pictures as a basis for this work. They learned to write their names, to use the capital, comma, period, and interrogation mark; also to recite from memory several simple quotations and verses. Number work. — Having gained a clear idea of the numbers from 1 to 10, they then learned to count, and this was followed by the combinations of numbers from 1 to 20 — first, concretely and then abstractly, and this again by simple examples in addi¬ tion and subtraction. They were also well drilled in easy practical problems suited to their understanding. FIRST GRADE (A DIVISION). Reading. — This section read and translated the Riverside Primer, Brumbaugh’s First Reader, and English selections from other books. Writing. — They used the vertical system with good results. Comp)osition and spelling. — They worked along the same lines as the B division, using, of course, a larger vocabulary and memorizing more poetry, quotations, and verses. Number work. — This division learned addition and subtraction of numbers from 1 to 1,000 and the multiplication tables. They know how to multiply with two figures in the multiplier and are well drilled in practical problems. SECOND GRADE. Reading. — This grade reviewed Brumbaugh’s First Reader, read thoroughly the Second Reader, and also various selections from other books. They can read and translate, at sight, into Spanish what they read in English. Writing. — Good results were obtained with the vertical system of writing, and they were well drilled in copying and writing from dictation. Composition and spelling. — They did good work in reproduction and familiarized themselves with punctuation and capitalization. They also had drill in sentence building and story telling. They acquired a good English vocabulary and are able EDUCATION IN PORTO RICO. 1217 to spell quite difficult words. They memorized the poetical selections given in Brumbaugh’s First and Second Readers, also others from various sources. Number work. — Most satisfactory results have been attained in this subject. The children add and subtract with ease and readiness and can solve even difficult problems involving these operations. They know the multiplication table thoroughly and can multiply by five figures. They have been well drilled in short division and practical examples covering addition, subtraction, multiplication, and division, with the result that they are learning to reason for themselves. Physical culture.— The children had exercises in breathing, also others peculiarly suited for strengthening the different parts of the body. Drawing for both grades. — Paper folding and tearing. Drawing of simple objects in the schoolroom, home, etc. Some of these copied from the board, others from memory. Drawing for color effects with colored pencils, such objects as flowers, leaves, etc,, also simple outlines of designs for color work. THIRD GRADE. Reading. —Brumbaugh’s Second Reader, read and reviewed. Spelling. — Words selected from reading lessons. Language. — Writing from dictation — changing form of sentences written on board. Drill in declarative, interrogative, exclamatory, and imperative sentences. Simple written descriptions of pictures and objects in original sentences. Writing. — Two copy books. General exercises.— On the bones and teeth. Introductory geography lessons. Arithmetic. — Abstract and concrete work in the fundamental rules. Simple oral work and combinations of numbers. FOURTH GRADE. Reading.- — Brumbaugh’s Third Reader finished. Supplementary reading from Stories of Great Americans. Spelling. — Words selected from reading lessons. Language. — Writing from dictation. Changing form of sentences written on the board, continuing the same work done in the third grade. Writing. — Two copy books. General exercises. — On the bones and teeth. Introductory geography lessons. Arithmetic. — Abstract and concrete work in the fundamental rules. United States money. Addition, subtraction, and multiplication of decimal fractions to thou¬ sandths. The idea of common fractions. Improper fractions to mixed numbers, and vice versa. Fractions to lowest terms. Multiplying a fraction by multiplying the numerator, and dividing by dividing the numerator. THIRD AND FOURTH GRADES. Drawing. — Drawing from objects, study of type models and objects resembling them. . Illustrative blackboard work. Simple designing and drawing from nature, beginning with wTater-color work. Drawing from memory and imagination. INTERMEDIATE GRADE. A DIVISION. Arithmetic. — Learned factoring, greatest common divisor, least common multiple, bills and accounts, cancellation, and fractions as far as denominate numbers. Thorough review of previous work. B DIVISION. This section did the same work as the A division, except that it did not complete the subject of fractions, giving only as far as reduction of complex fractions, page 115. There was constant review of work already passed over. The children of both classes were thoroughly drilled in all kinds of practical problems and have experimented in making problems for themselves. History. — Both divisions commenced the study of Barnes’s History of the United States and studied and reviewed as far as the civil war, page 171. In connection with this work they studied the geography of the theater of war operations, locating places, following lines of march, etc. Besides this, to make the subject-matter more inter¬ esting, the teacher read historical sketches relating to the particular events under consideration. The children were also kept posted on important current events. 1218 EDUCATION RE POET, 1902. Geography . — Both divisions studied and reviewed from the beginning of the Natural Elementary Geography as far as Eurasia. Historical events connected with the dif¬ ferent places were taught or interesting sketches read or told to the children. They also learned the general geography of Porto Rico and drew maps of the island, as well as maps of North and South America. Grammar. — Welsh’s First Lessons in English Grammar and Composition was studied and reviewed by both classes from the first to the seventieth lesson, page 106. Spe¬ cial attention was given to construction of sentences, writing short compositions and letters. Reading. — Both divisions read Brumbaugh’s Third Reader. Spelling. — -Both classes learned to spell the names of familiar objects, w*ords from songs, and from the reader. They also had considerable practice in dictation. Physiology. — Oral lessons, paying special attention to hygiene. Nature study. — Talks on animal and plant life, more specially the former. The appearance and habits of familiar animals and birds were studied, and the children were encouraged to describe what they had learned from their own observation. Draining. — The same drawing as the third and fourth grades continued and devel¬ oped, drawing of original designs, and designs from dictation. Water colors were used to study color combinations. A beginning of the study of pictures was made; also attempt at drawing from life; simple perspective. B GRAMMAR GRADE. Geography. — Redway and Hinman’s Natural Advanced Geography, 91 pages, includ¬ ing the earth as a whole; North America and the United States. Arithmetic. — Brooks’s Elementary Arithmetic. Review from the beginning as far as denominate numbers, 162 pages. Grammar. — Welsh’s First Lessons in English Grammar. The entire book with careful reviewing. Much outside and supplementary work in grammar, English, and composition. Physiology . — Cutter’s Physiology. The entire book, with monthly reviews. Menial arithmetic. — Brooks’s Mental Arithmetic, 88 pages. Three times a week, through fractions to denominate numbers. IP story. — Barnes’s Primary History of the United States. The book was completed and very carefully reviewed, wdth much outside reading and outline work. Reading. — Brumbaugh’ s Fourth Reader. The entire book, lacking about 250 pages. Recitations three times a week. Much explanation necessary. Spelling. — Three times a week in connection with reading. Words chosen from all studies. Writing. — Three times a week in Standard Vertical copy books, Nos. 3 and 4. Drawing. — Same as A grammar grade. A GRAMMAR GRADE. Physiology. — The class made a thorough study of the entire book — Cutter’s Physi¬ ology — which wras also reviewed and supplemented by Steele’s, Hewres’s, and other books of recognized merit. Geography. — The Natural Advanced Geography was studied in too much haste. The commercial status of the different countries wras noted and some attention was given to map drawing, with very satisfactory results. The geography of Asia was studied from Carpenter’s Geographical Reader only. Mental arithmetic. — The class mastered the first four sections of Brooks’s Mental Arithmetic. Very close attention was given to secure logical reasoning and accuracy of statement in solving problems. Arithmetic. — The class studied thoroughly Brooks’s Elementary Written Arithmetic as far as “Practical measurements.” This work was supplemented by Brooks’s and Wentworth’s advanced arithmetics, the class alwTays passing a creditable examina¬ tion in each subject studied before proceeding to the next. History. — Studied Barnes’s History and read a great deal of supplementary mat¬ ter — studying the subject rather than any text. Fiske, McMaster, anti Channing wrere almost constantly in the hands of the pupils. Reading. — Oral reading three times a wreek and spelling occasionally. Besides Brumbaugh’s Fourth Reader, which was the recognized text, we used Carpenter’s Geographical Readers, and many standard newspapers and magazines. Constant and close attention was given to enunciation and pronunciation, which is the great difficulty that children encounter, studying a foreign language. Writing. — Three times a week, using Sewer’s Standard Vertical copy books, No. 4. EDUCATION IK PORTO EICO. 1219 Drawing. — A and B grammar grades. Several kinds of type models studied, with shading, similar objects used as models, designing and drawing of borders, dictated and original. Water-color work of more difficult kind. Drawing from nature, flow¬ ers, leaves, etc., with shading. Drawing from memory and imagination. ENGLISH HIGH SCHOOL. ' FIRST TEAR. Literature. — The class read some of the choicest selections from Brumbaugh’s Fifth Reader, and then took up the Last of the Mohicans, in the study of which stress was laid on the meaning and use of words, rather than the style of expression. Some of the finest passages were recast by the pupils. Welsh’s Practical English Grammar was reviewed and completed. One written composition every week was exacted from each pupil, teaching correct form, consecutiveness of thought, as well as natural and clear expression. Forty-five lessons of Smiley and Stuke’s Beginning Latin wefe thoroughly studied. In Spanish the American pupils read selections from El Moderno, and had some exercises in conversation, while the Porto Rican pupils of the same class, and those of the Americans well advanced, began the study of Smith’s Spanish Grammar. Mathematics. — Brooks’s Normal Standard Arithmetic completed. In algebra, the four fundamental processes were taught and thoroughly understood; also factoring, greatest common divisor, least common multiple, fractions, and simple equations to page 1G8. Sciences. — The class completed Red way and Kinrnan’ s Advanced Geography. Owing to lack of early training, the work of this class was not as satisfactory or as thorough as might be expected from high school pupils. Most attention was paid to the Western Hemisphere, while nothing more was attempted in the Eastern Hemi¬ sphere than learning the important places and their location. The first eight chap¬ ters of Steele’s Physiology were studied, but with no degree of satisfaction in the results obtained. The class completed Barnes's United States History. Drawing. — Study of groups of type models, with light and shade, and more advanced designing. Drawing of modem designing of flowers, etc., for book covers, also in colors; several different kinds of water-color work ; painting of leaves, fruits, flowers, etc.; drawing from memory and imagination; perspective; drawing from various kinds of vases, jars, etc. ; sketching from life. SECOND YEAR. Literature. — Interpretive study with questions and explanations of the Vision of Sir Launfal, Merchant of Venice, and part of The Princess, with a review and criti¬ cism of each classic composition. Work in constructive English and separate ele¬ ments in writing. Visualization, characterization, work tending toward the short story. Rhetoric, Hart’s Composition and Rhetoric, 114 pages. Latin. — The first book of Caesar, paying especial attention to the construction, with a general review of declensions and conjugations. Spanish. — Same as first-year students. Mathematics. — Algebra, as far as quadratic equations containing two unknown quantities. Geometry, the first three books of plane geometry. _ Science. — Houston’s Physical Geography has been studied as far as the “Distribu¬ tion of the human race.” Special attention was given to the natural phenomena with which the pupils are in everyday contact, such as causes of tides, direction of winds, etc. In addition to the text-book, it was necessary to supplement the work of the class with Davis’s and Puller’s geographies, and the American Encyclopedia. A change of text-book is one of the pressing necessities, as this geography is incom¬ plete and antiquated. History. — Completed Barnes’s History of Rome, Mediaeval Historv, and began Modern History. Drawing. — Same as first-year students. Owing to insufficient preparation on the part of nearly all the pupils of the high school, it was necessary for them to carry more studies than they could do justice to. A ext year pupils in the first-year English high school will not be required to con¬ tinue political geography and English grammar, and their time may be profitably devoted to the studies of the course. A.s years go by the standard can be raised, and it is to be hoped that the studies will not be increased, but rather diminished, so that the pupils may gain a complete mastery of their work. I he pupils of the high school have worked hard, and, in spite of the overcrowded programme, the results have been eminently satisfactory. 1220 EDUCATION REPORT, 1902. SPANISH HIGH SCHOOL. FIRST YEAR. Grammar. — This class has studied throughout the year Smith’s Spanish Grammar, including syntax and oral analysis, paying special attention to. composition and reproduction. They are now ready to take up the study of literature, and, in con¬ nection with this, it seems advisable that they should continue the study of a more advanced text-book on Spanish grammar. There is also a need for standard Spanish literature suitable for this class. Latin. — The first forty-five lessons in Smiley and Storke’s Beginning Latin have been covered. The pupils are Spanish and the book is in English, so it was necessary to translate all vocabularies and rules for the pupils. Still, notwithstanding this drawback, they did very good work. Constant drill was given in declension of nouns and adjectives, comparison of adjectives, and conjugations, as much as covered in the book in forty-five lessons. English. — Brumbaugh’s Second Reader was used for the first six months. All the selections were read with the exception of some poetry beyond the pupil’s compre¬ hension. Twice a week lessons in English grammar were given, all definitions, rules, etc., being recited in English. The reading lessons were made the basis of conversation and even written productions of these were attempted. Since the Easter vacation this class read the Merchant of Venice, and Romeo and Juliet from Lamb’s Tales from Shakespeare. Mathematics. — A thorough drill was given in arithmetic, including the fundamental operations, common and decimal fractions, percentage, and proportion, using Went¬ worth’s Aritmetica Practica as a text-book. In algebra Fisher and Sch watt’s Rudi¬ ments of Algebra was completed as far as simple equations. These pupils are now receiving for the first time a thorough drill in mathematics, and considering the lack of early training, they grasp the subject as well as might be expected. Sciences. — Owing to the lack of a suitable text-book in physiology, the progress of the class has been retarded considerably. However, the pupils know the main functions of life, and with a suitable text-book in use next year will be able to com¬ plete the subject. In geography the class completed the study of Erye’s Geograffa Elemental, paying especial attention to the study of the United States of America. History. — The history of the United States was completed. Quackenbos was used as a text- book as far as the civil war, and Nociones substituted for the remainder. Drawing. — Study of lines, angles, etc. Type models. The cube prism and cylin¬ der studied; similar objects used as models with light shading. Drawing from fruits, flowers, etc., some attempts at water colors; simple perspective. SECOND YEAR. Literature. — Rhetoric was studied from Retorica y Poetica. The second part of the book, discussing poetry, will be taken up next year and here, again, another great need will be felt, that of Spanish classics for critical reading. Latin. — In this subject it was necessary to make two divisions in the class — a begin¬ ning class, and one reading Caesar. The beginners’ class accomplished about the same amount of work as the first-year class with the addition of reading the Conlogna at the end of the book. The advanced division read and reviewed the first book of Caesar with constant drill in declensions and conjugations. English . — -Selections from Brumbaugh’s and Walton’s Stories of Pennsylvania and Standard Fourth Reader, together with the study of Welsh’s First Lessons in Language. Mathematics. — It was found necessary to continue the subject of arithmetic in this class also, and the Aritmetica Practica was used throughout the entire term. Those of the pupils who had a thorough understanding of the subject and were able to pass successful examinations were promoted to the third year of the course, while the others were forced to remain and repeat the work of the second year. Under no circumstances can this study be carried into the third year of a high school course. Algebra. — As much of this subject as is contained iu Fisher and Schwatt’s Second¬ ary Algebra has been completed very satisfactorily. Geometry. — The subject of plane geometry completed. Science. — Physiology. — This subject was studied mainly from notes supplied by the teacher. Geography. — Appleton’s Physical Geography completed. Most of there pupils have studied this subject for two years. EDUCATION IN POETO EICO. 1221 History. — History of the United States completed, using same text-book as in the first year. El Gobierno de los Estados Unidos completed. Drawing was not taught to this class. As so many studies, in addition to the reg¬ ular course of the second year, had to be taken up and completed, the pupils had no time to devote to drawing. SLOYD. Pupils from the intermediate grade and A and B grammar grades have taken courses in sloyd, nearly all having studied grammar grade work. A few of the youngest have a complete course in primary-grade work and have been promoted to the higher course. And now, after a cursory review of the year’s work, a word as to the outlook for the future. As was noted before, pupils were admitted to the high school without sufficient preparation, making it necessary for them to carry some grammar-grade studies in addition to the regular course of the high school. This made the work of the year burdensome for the pupils, and as a result there was no remarkably fine work done in an3r department. Next year pupils will not be admitted into the high school under such conditions as previously, and we hope for better results. Last year the department of education had not arranged a course of study for the high school, and the pupils were given studies which, in some cases, were far beyond their ability to grasp. This was true especially in the science department, where pupils were studying biology who had scant knowledge of elementary geography and physiology. As this department was already established and equipped before I was appointed principal, and as it seemed best to the commissioner to continue this work, there remained no other alternative than to acquiesce, even though I felt at the time it was a serious mistake. This year, however, we have taken up the more ele¬ mentary sciences of geography, physiology, and physical geography, and with a good rudimentary knowledge of these the pupils are now ready to study physics. It remains for the honorable commissioner to equip the school with sufficient appa¬ ratus for the work. At present the material equipment consists of a text-book. Latin was not taught in the high school last year — French being substituted. This year, when we were prepared to teach Latin to that class, it was discovered that some of the pupils who had formerly attended the “ institute ” were prepared to read Csesar, while others in the same class had to begin the study of Latin. If these latter wish to enter the third-year class next September, they must study during the summer and take an examination in Caesar when school opens. It can be readily seen that the school has not been as closely graded as it should be, but that is one of the objects held steadily in view and to which we are gradu¬ ally tending. Then, too, the course of study should be made to suit conditions, and with the idea kept constantly in mind that the majority of the pupils are studying in a foreign language. This is especially true of the grades where there are so few American children. It will be much better for the pupils to be well grounded in a few subjects than to have a scattering knowledge of many. “A little, and that well done,” is an excellent motto, in the observance of which no foundation can be laid for desultory habits in after life. Many pupils who had the opportunity of going to the United States to continue their studies have decided to remain in the high school to finish their course there first. This is as it should be, and is gratifying to the teachers, as well as compli¬ mentary. Again, there are many high school pupils who intend to enter the normal school for the purpose of becoming teachers. In order that such as these may lose no time in making the change from school to school, the courses of study of both schools should be so adjusted that, having finished the first and second years at the high school, they might enter the succeeding year at the normal school. * It appears to me of paramount importance to the school to have the training of the children from the very beginning. On very slight consideration of the subject this will appear to be a most reasonable proposition, and yet we are not able to carry this into effect for lack of accommodations. Last year the necessity for a second grade, separate and distinct from the first grade, was urged upon the commissioner, with the result that the first- grade teacher was given an assistant. That helped somewhat, but did not correct the overcrowded school nor the conditions existent in such a state of affairs. Again, in this report I beg to bring to your notice the insistent demands for admittance that we are notable to meet, much to our sorrow. Last September more than a hundred children were refused admittance. It was even pitiful to see the parents struggling for precedence in the waiting line, so eager were they to place their children in a school where they would learn English. At times the line became almost a mob, each parent pleading his own cause in a voice louder than his neighbor and recount- 1222 EDUCATION REPORT, 1902. ing the special reasons why he should be considered next. Even at this date, just before the close of the school year, parents come to have their children enrolled in the classes for which they are fitted, in order that they may be considered members of the school for next year. This condition of affairs, while a gratifying testimonial to our work in San Juan, ought not to exist. The means for at least primary educa¬ tion should be not only adequate, but abundant, and there should bev accommoda¬ tions in the San Juan high and graded school for every child who seeks admission. This year the pupils developed an esprit du corps never before understood in San Juan. They have been loyal and true to the school, its obligations and its demands, and they have taken their teachers into their confidence as friends and advisers. Such a condition of affairs is due solely, to the magnificent work of these noble teach¬ ers, who have the success of the San Juan High and Graded School at heart and labor unremittingly to attain it. This and the kindly support of the commissioner of education, who lias shown himself interested, not only in practical educational problems, but also in the pupils personally — to ail these, commissioner and teachers, I am deeply grateful. I now take occasion to thank them — the latter for their loyalty and cooperation, and the former for the kindness and courtesy so often evidenced during this the most successful year in the educational history of Porto Rico. Respectfully submitted. Oliver B. Kern, Principal. Dr. Samuel McCune Lindsay, Commissioner of Education of Porto Rico. COURSE OF STUDY IN PUBLIC SCHOOLS OF PORTO RICO. Outline op Eight Years’ Work in Eight Grades. [Revised October 1, 19Q2.] Subjects: I. Language: (a) Reading, (6) writing, (c) composition and spelling, (d) memory work. All language work to be given in both Spanish and English. II. Number work. III. Nature study and elementary science. IY. History and biography. V. Art. PIRST GRADE. I. (a) Words and sentences from blackboard. Sentences from chart and reader, with definite drill in x>honetic elements and words. Reading from chart and primer, with frequent changes in text, using at least three different sets of readers. Insist¬ ing upon a clear understanding of the thought, which means a comprehension of the meaning of the word and its relations, before the sentence is read. Attention to bodily conditions in reading — pose, voice, etc. — and to pronunciation, articulatwm, and inflection. ib) Copying words from blackboard and from slips provided. Here forms, single letters, and letters combined in words insisted upon, following the vertical or medial slant system, using no ink; writing with pencil on paper rather than on slate. (c) Oral telling of stories by the teacher, to be repeated by the child. Reading of stories to the children, to be repeated by the child orally. Copying words and sen¬ tences. Writing of simple words from dictation. Teaching pupils to write their name and to use the simple punctuation marks and capital letters, noting especially the correct orthography of each word, but not teaching spelling as a separate cia-s exercise. Allow the child great freedom in the expression of its own thought. ( d ) Memorizing and reciting short, simple literary quotations, at least two lines a day, teaching the entire piece, as a rule. Select the best things from the reading books furnished. II. Combinations of numbers to 10, using concrete objects; teaching orally. Begin simple fractional elements, as one-half, one-fourth, one-third, etc., putting these simple numeral elements before the child’s eye in figures gradually, and complete the number concept in each case with appropriate oral stories, allowing the child him¬ self to form the stories, if possible, and perform the operation in the concrete as the story progresses. Gradually lessen the use of objects, teaching the child early to think of the number independent of the things. Teach simple relative values of pint, quart, inch, yard, penny, dime, etc. Compare various objects as to size, developing concept of surface and content. Give abundant drill and ample illustration. EDUCATION IN PORTO RICO. 1223 III. Recognition of common plants, trees, their uses, their relation to man. Rec¬ ognition of common animals, their uses and relation to man. Recognition of com¬ mon rocks, their uses and relation to man. Hints as to their distribution. Simple discussion of the parts of the human body, movement, use, care of each. Simple elements of hygiene, as care of teeth, hair, eyes, face. Hygienic conditions in gen¬ eral. Suitable stories and selections illustrative of travel. The habits and haunts of birds, animals, fishes, etc. Descriptions of scenery and such other matters as will lay the foundation for an appreciation of nature. Familiarity with the four cardinal points of the compass and ideas of location. IV. Selected stories suited to the capacity of the child and to the season, making it subordinate to Group III, including fairy stories and such general bits of historic incident as relate to historic characters. V. Free-hand drawing work from memory and imagination. Paper folding, rote songs, breathing, and exercises; study of pictures, using results in language, drill in blackboard drawing, and drawing from nature study, using colored crayons, with such additional elements as the teacher of drawing may order. SECOND GRADE. I. (a) Readings from several First Readers. Phonetic drill continued. Introduc¬ tion of Second Reader as early as possible in the year. Abundant reading at sight. (6) Copying and writing from dictation. Practice upon forms of single letters. Copying from dictation with pen and ink. (c) Reproduction exercises. Drill on common abbreviations, punctuation, and capitalization. Spelling c>i words having the same sound and different orthography, or different sound and the same orthography. ( d ) Memory work reviewed and continued. Selections from the readers in use. II. Numbers from 1 to 50, developing multiplication tables and simple elements of partition and division. Application of weights and measures. Simple fractional parts. Considerable oral work and daily exercises in mental arithmetic. IH. Observations of habits of animals. Development of plant from seed to fruit. Growing plants, if possible, in the room. Observe each stage of their development. Useful animal productions, especially parts used for food and clothing. Usp of seeds toman. Forms of water. Direction and distance of winds. Judgment of distance. Knowledge of local food and animal products. Continuation of hygienic lessons on the skin, use of the bones, effect of narcotics and stimulants. Lessons on eating, drinking, breathing, sleeping, healthful foods and drinks. Use of the muscles. Kinds and time for exercise. Value of sleep. IV. Continuation of and completing of reading of stories and fables, keeping in mind the related work in Group III. V. Continuation of free-hand drawing, with objects, such as trees and animals. Study of pictures for story. Paper folding and paper cutting. Simple elements of definite drawing of lines, straight and curved. THIRD GRADE. I. (a) Different portions of several Second Readers. Supplementary Reader. Intro¬ duction of Third Reader. (b) Copying and writing from dictation with ink. (c) Frequent composition exercises, with increased attention to form and correct¬ ness. Attention to choice of words, forms of words, also to clearness and originality. Discussion of right form of sentence for the expression of thought. (d) Memory work continued. Entire selections memorized. II. Addition and subtraction, with and without objects. Multiplication and divi¬ sion clearly developed. Application of familiar weights and measures. Fractional parts especially emphasized. Original problems submitted and worked.. Comparison of objects with respect to mathematical proportions. Measurement of familiar dis¬ tances and surfaces. Proper application of the same. ill. Discussion of the qualities of objects. Adaptation of animals and plants to their environment. Discussion of changing length of day and night and varying temperature.. Life history of familiar plants. Detailed study of some drainage sys¬ tem, developing concepts of valley, hill, slope, watershed, plain, etc. Discussion of erosive action of water, soil formation, water, record map of town, study of neigh¬ borhood, fixing points on the compass. Flesh-making and heat-giving foods. Wholesome and unwholesome drink and foods. Simple lessons on digestion and circulation of blood. Care of parts of the body, developing especially the moral varne of cleanliness, neatness, tidiness, etc. Introduce elementary notions of the geography of Porto Rico without use of text-book. 1224 EDUCATION REPORT, 1902. IV. Classical myths and stories, Bible stories, building in the mind, steadily, ideals of what life ought to be. Simple elements of civic life. Reason for law, for legal restraints. Duties to one’s country; significance of a flag. V. Rote songs continued, and, if possible, simple musical elements. Illustrative drawing. Harmonious arrangement of colors in paper folding and paper cutting. Beginnings of simple design. FOURTH GRADE. I. (a) Complete Third Reader. Extend reading of supplementary matter. Read¬ ing of entire books assigned by the teacher. ( b ) Specific instructions to pupils who have not learned to form letters well. (c) Abundant composition and dictation exercises, noting now especially the development of a style which shall be simple, clear, and in harmony with the char¬ acter of the thought of the child. Reporting in writing the substance of the books read. Engaging in conversation for the purpose of developing a fluent oral style. ( d ) Memory wTork continued. II. Knowledge of larger quantities, say to 1,000, or perhaps more. Thorough mastery of the fundamental processes. Drill on fractions to twelfths. Teach ele¬ ments of decimal system, especially as illustrated in the use of United States money. Simple business transactions. Common weights and measures. Areas of simple geometric magnitudes. III. Study of the development of animal life and of typical plants. Develop the significance of pebbles, sand, and rocks. Effect of heat on water and air. Effect of heat, water, and air on rocks, animals, and plants. Movements of the sun and moon. Some attention to star groups and their recognition. Lessons on natural divisions of land and wrater. Map interpretation — use globe. Analyses of Porto Rico, then of North America. Special lessons on climate. Point out salient geographical features of the United States. The anatomy of the human body, dwelling especially on the bones and muscles, joints, ligaments, and cartilage. Effects of narcotics and stimulants. IV. Stories from pioneer life, especially in Porto Rico and the United States. Stories of famous persons, like Marco Polo, Columbus, Washington, John Smith, Raleigh, Ponce de Leon, Lincoln, Franklin, Lafayette, Fulton, Morse, Grant, etc. V. Sketching from nature or objects. Analyses of leaves and flowers for color. Study of famous paintings for knowdedge of color, outline, form, etc. Analyses of mass pictures. Study of tints and shades of one color. Development of floral and other designs. Drawdng wdth the ruler, followed by copying if necessary to fix concept. Subdivision of designs. Rote singing continued, writh some attention to the building of musical system and use of notes, rests, accents, etc., remembering always that the language wrnrk and the number work, together wfith the manual dexterity that grows from simple art elements, form the basis and core of any system of instruction, and that the emphasis of early work must always rest upon these fundamental elements, and that all nature study, all history and geography, and all other supplementary matter has value only as they contribute to the intensifying of these fundamental parts of the curriculum; and of these fundamentals first and most important of all is the language work. FIFTH GRADE. I. (ci) Reading from the Fourth Reader, wfith special attention to the character of the literature and an interpretation of the thought, making the study both informa¬ tional and cultural in its character. ( b ) Gradually lessen the instruction in waiting, but insist that composition and other wrork done by the pupils shall be their best efforts. (c) Composition exercises covering the scope of the reading, paying attention to the figures of speech, different forms of sentences, correct punctuation and capitali¬ zation, and the right use of words. ( d ) Memory work continued. II. Drill in fractions, including all the fundamental processes and problems in common weights and measures, and simple business forms. Instruction on plane figures. Rules for surface of cube, prism, and square pyramid. Decimal system. III. Plant analyses continued, emphasizing roots and stems. Study of the form, leaves, and bark of trees. Influence of the sun in producing the seasons, and day and night. Relation of insects to man as useful or injurious. Countries of North America, dwelling especially on mountain ranges and watersheds. Special lessons on soil. Study of the West Indies, Central and South America. Special lessons on climate and productions. The structure, kinds, and uses of the muscles. Study of EDUCATION IN PORTO RICO. 1225 the skin, hair, and nails. Effects of bathing and clothing, stimulants and narcotics. Supplementary reading, bearing on natural history, geography, and physiology. IV. Reading relating to explorations and discoveries in North America and South America. Study of American colonial life and Porto Rican life, touching upon the Indians and the white man’s struggle for occupation. V. Eree-hand drawing, simple plant, fruit, and geometric objects. Study of color. Study of famous paintings. SIXTH GRADE. I. Continuation of the work in language of the year before, following substantially the same general plan, and finishing the reading of the Fourth Reader. II. Metric system, percentage in its simplest applications. Simple problems in denominate numbers, computations of solid contents of simple magnitudes. Meas¬ urements of surface, business problems. III. Study of vegetation in Porto Rico, dispersion of seeds. Effect of heat and gravity on water and air. Study of bird life and its dispersion. Simple laws of heat. " Review the United States and Porto Rico geographically. Study the British Isles, Germany, France, and Spain. Lessons on Cuba, the Philippine Islands, on winds and ocean currents. The structure of^the muscles and skin. The growth, waste, and renewal of the body. Simple laws of digestion, circulation of the blood, and the relation of the blood to health. Effect of alcohol in the digestion and the circulation. Suitable supplementary reading in harmony with the work of the year. IV. In United States history, the period of colonization and of the Revolutionary war. Stories in connection with the history of Great Britain, Germany, France, Spain, Cuba, the Philippines, and other countries important to the pupils. V. Drawing of plants and common objects. Analyses of leaves and flowers for color scheme. Study of famous paintings, using the results as language and history material. Accurate drawings of simple rectangular objects and the applications in appropriate material. SEVENTH GRADE. I. The formal study of the sentence, parts of speech, phrases, clauses, analyses of sentences, and special attention to English conversation. II. Applications of percentage to insurance, interest, commission, taxes, etc. Busi¬ ness transactions and accounts. Thorough study of inclosed and solid contents of cylinder, pyramid, and cone. III. Study of grasses and grains. Typical marine animals. Some plant family, as the rose. General review of North America. Study of Asia and Africa, noting especially colonies and dependencies, with special lessons upon productions and gov¬ ernment. Study of coal, its distribution and uses. The composition and purity of air, organs of respiration, including ventilation, disinfectants, exercise, and clothing, vocal organs and their functions, effects of stimulants and narcotics. IV. Special attention to United States history from 1783 to the civil war, dwelling especially upon the personalities of the characters rather than the administrative problems. Readirf^ from early history of England. Study of the local government officials, by whom chosen, duties, etc. Study of insular government. Study gov¬ ernment and United States Government to fix simple civic processes clearly in the mind. V . Drawing continued in harmony with the work of the year before. Music and calisthenics. EIGHTH GRADE. I. Study of literature: The reading of pedagogical selections and general survey of the field of English and Spanish literary development, dwelling especially upon the authors that have touched the life of Porto Rico. Study of the English language continued, including remaining parts of speech. Rules of syntax; analysis of sen¬ tences; special attention to English conversation. II. Drill on definitions, rules, and formulas in arithmetic. Problems and theories relating to angles and lines. Simple accounts; special attention to business forms. „ HE Study of poisonous plants and trees. Elementary lessons on light, sun, and electricity. Comparative study of climate, winds, and state of society. The nerv¬ ous system. Organs of the special senses. Effects of narcotics and stimulants upon the nerves. Appropriate reading relating to the above topics. . Hr. Study of recent United States history, beginning with the civil war and study¬ ing current events. History of Porto Rico to the present time. Reading of English history of the eighteenth and nineteenth centuries. Principles of State government; ED 1902 — TOL II— - 4 1226 EDUCATION DEPORT, 1902. special attention to the Constitution of the United States. Object of laws and duties of citizens and of officials. Rights and duties of nations, war and arbitration. Y. Drawing in any medium of common objects. Analyses of beautifully colored nature objects for color scheme. Study of buildings and their influence. Simple perspective. Study of historic ornament and complementary groups of colors. Continuation of industrial drawing and processes. Drill in music and calisthenics. It is understood that this is a mere outline to be followed in the main. That in the primary school, the first year, at least, 40 'per cent of the entire time should be devoted to Group I, 25 per cent to Group Y, 12 per cent to Group II and to Group III, and the remainder of the time to Group IV. Continuing in this way until the third year, gradually lessen the time to Group I and Group V, increasing the time in Groups II, III, and IV, in the order named, and in the fifth year giving S5 per cent of the time to Group I, 20 per cent to Group Y, 15 per cent to Group II, 20 per cent to Group III, and the remainder of the time to Group IY. Carrying this gen¬ eral relation throughout the sixth, seventh, and eighth years, never sacrificing the language work to any other feature of the course. It is understood, further, that in the rural schools the less essential parts of the course may be omitted ; but in the graded schools, so far as possible, the entire course of study should be undertaken with such modifications and omissions as may be made absolutely necessary by local con¬ ditions, and which shall be made only by the advice and consent of the supervisor of the district and the principal of the school. Do not allow pupils to enter a higher grade than the one in wThich they can do the work satisfactorily. It is always easy to promote a child, but always difficult to reduce his grade; it is better to put them in the next lower grade than in the one next higher. It is not so much a question of what grade a pupil is in as it is a question as to what kind of work the pupil does in the grade. The teacher should under all circumstances equip herself in all the dif¬ ferent groups of studies here provided for. It is further recommended, and even urged, that in each school there shall be collected a cabinet of appropriate objects for the proper presentation of these lessons. These objects may be gathered by the children and teacher in the neighborhood, or purchased by the board of education, or made by the children themselves under the direction of the teacher. It is a poor school that does not, through its own resources, provide at least some equipment to do object teaching. The real test of good teaching is to be found in the power of the child to think clearly and to express his thoughts in language, both oral and written, and no lesson should be considered well taught until the child has acquired the ability to give an intelligent report of his knowledge of that lesson. Remember that it takes time to develop mental power, and that very moderate progress with work wrell done is better than haste attended by superficial knowledge. . Beyond all courses of study, and more important than any part or parts of the same, is the power and life of a noble teacher, impressing upon the children from day to day the simple lessons of Christian manliness and womanliness, earnest devo¬ tion to country and home, and that series of civic, social, and moral virtues which in the aggregate make up a noble character. The end of all true teaching is right living. Course of Study for High School Grades. NINTH GRADE. I. Literature: The reading of the Standard Fifth Reader and supplemental works on English literature. English grammar, including etymology and syntax, especially the oral analysis of sentences rather than any system of diagrams. Review of Span¬ ish grammar and syntax. Begin Latin. (Fifteen periods a week. ) II. Mathematics: A thorough drill in arithmetic, including especially percentage and its applications, to be followed wfith problems growing out of all the subjects covered during the seventh and eighth grades. Algebra: Beginning wfith the subject and extending through the fundamental processes, factoring, and simple equations. Applications of arithmetic to business accounts. (Ten periods a vTeek.) III. Complete political geography, with special attention to the far East, Russia, and South Africa, and include physical and commercial geography. ( Five periods a week. ) IY. Greek and Roman history: The general study of history, special stress to be laid upon the laws and duties of citizens and officials of nations, together with the bearing of ancient history upon modern times. (Three periods a wTeek.) Y. Drawing from object. Study of historic drawfing. Simple architectural drawl¬ ing. Drill in music and calisthenics. 1 II. III. (Four periods a wreek.) EDUCATION IN PORTO RICO. 1227 TENTH GRADE. I. English classics. Latin, Caesar. Spanish composition and rhetoric. (Fifteen periods a week.) II. Algebra (continued). Plane geometry. (Ten periods a week. ) III. Physics. (Five periods a week.) IV. United States civil government: Special attention to Constitution of the United States and organic act of Porto Rico. (Three periods a week. ) V. Drawing, music, and calisthenics. (Four periods a wreek.) ELEVENTH GRADE. I. English classics. Latin, Virgil. Spanish literature or begin French. (Fifteen periods a w^eek.) II. Geometry: Review plane and begin solid. (Five periods a week. ) III. Physics. Chemistry. (Ten periods a wreek. ) IV. Mediaeval and modern European history. (Three periods a week.) V. Mechanical drawing, music, calisthenics. ( Four periods a week. ) TWELFTH GRADE. I. (a) English literature and composition, (b) Latin, Cicero, (c) Spanish, French, German, or Greek. (Fifteen periods a wreek.) II. Solid geometry. Review arithmetic and algebra. (Ten periods a week. ) III. Chemistry. Biology. (Five periods a week. ) IV. United States and English constitutional history. (Five periods a week.) CHAPTER XXXII. REPORT OX EDUCATION IN ALASKA. Department oe the Interior, Bureau of Education, Washington , D. C. , June 30, 1902. Sir: I have the honor to submit my seventeenth annual report as United States general agent of education in Alaska for the fiscal year ending June 30, 1902. During the year, outside of incorporated towns, there have been maintained 27 public schools with 33 teachers and an enrollment of 1,741 pupils. The schools are distributed as follows: ARCTIC AND SUBARCTIC ALASKA. Point Barrow. — Mr. and Mrs. S. R. Spriggs, teachers: enrollment, 80; population, Eskimo. Mr. Spriggs reports that the year has been one of continued interest on the part of both pupils and parents; that during blizzards many parents showed their inter¬ est by bringing their young children to school in the morning and coming for them at the day’s close. Some of the pupils are reading in the second reader, and in arithmetic have progressed as far as fractions. The school building, 15 by 30 feet in size, has been found entirely inadequate for the number in attendance and has been the chief drawback to the progress of the year. Cape Prince of Wales. — Mrs. S. Bernardi and Mr. Orville J. Rognon, teachers; enrollment, 145; population, Eskimo. To Mrs. Bernardi the change from a well- graded school in the States to an ungraded school among the Eskimos in subarctic Alaska was an experience both unique and interesting. We give her own statement of the impressions made upon her at the beginning: The very first impression was a disagreeable odor from various water-soaked seal¬ skin boots; deerskin clothing, worn for years, probably next the skin; a sickening smell of putrid meat recently devoured by hungry children. My next impression was the great diversity of ages, ranging from 5 years to 50, and, third, the seeming impossibility of remembering half a hundred Eskimo names enrolled, such as Eluk- suk, Keuk, Anakartuk, Tungwenuk, and so on to the end of the list. The pupils came into and out of the schoolroom just as often as their fancy dictated, playing on the beach, or on top of the schoolhouse until they grew cold or lonesome, when they came in for a little while. The old men used the stove for a loafing place, like the typical corner grocery store in a country village, while the women abandoned their babies to the mercy of the woman teacher while they quietly took a nap. One can expect as ready answers from a row of little rabbits as from some of the smaller pupils. . They seldom speak except in class recitation. Should you call one by name, their big, black eyes look at you as if they expected you to devour them. I found many children who could read fluently from Fourth Reader, but could not understand what they were reading about. And so it was in mathematics. A few could do very long division but could not apply the fundamental principles of mathematics even in 1229 1230 EDUCATION REPORT, 1002. so small a sum as, “If an egg and a half cost a cent and a half, how much will three eggs cost? ’ ’ They are a fine, brave people, full of life and energy, although this energy is suppressed, as also their emotions. The children are not lacking in intelligence, but their development has been on totally different lines from the average boy. Their observation is keen, they imitate readily, and are quick to see the point if spoken to in their own language. Garnbell, St. Laurence Island. — Dr. E. 0. Campbell, teacher; enrollment, 82; popu¬ lation, Eskimo. As there was no influence exerted at the homes of the pupils to secure attendance at school, Dr. Campbell, like many other Alaska teachers, sought to make the school so attractive that the children could not keep away. One little boy, Kaepoongu, was neither absent nor tardy for the entire year. The sessions usually ran from 9 or 9.30 to 12.30, and from 1 or 1.30 to 4; then from 4.30 we had a class of men who were out hunting during the morning. The boys of the third and fourth grades greatly enjoyed turning their backs to the blackboard while I set down a short column of figures; then, at the command “Turn,” quickly facing the board and adding them up. For practice in English grammar and composition the fourth, fifth, and sixth grades kept a journal, the material being first written on their slates, then brought into class, read, corrected, and written on the blackboard, from which it was copied into the journal. They have taken great pride in these journals and decorated the covers with colored pictures of life on St. Lawrence Island. The year passed very quickly in the enjoyment of teaching these degraded Eskimos Teller reindeer station. — T. L. Brevig, teacher; enrollment, 19; population, Eskimo. The school was kept irregularly from September 1 to November 1, and regularly from November 1 until the following June. Besides the usual studies, lessons were given to the larger boys in drawing, carving, and handling of tools. This school is made up almost entirely of Eskimo children left orphans by the epidemic of 1900, who were gathered in and cared for by Mr. Brevig and wife. Teller City. — L. M. Scroggs, teacher; enrollment, 16; population, largely white, with a few Eskimos. The course of instruction included reading, writing, spelling, geography, and United States history. This was supplemented by general exercises. As the playground consisted of ice hummocks and snowdrifts, there was small temptation to truancy, and the attendance was regular. Golofnin. — Miss Amanda Johnson, teacher; enrollment, 35; population, Eskimo. This school also is the fruit of the epidemic of 1900, the children largely being orphans, cared for by the Swedish Evangelical Union Mission in the vicinity. The children are willing and studious and give much promise for the future. SOUTHWESTERN ALASKA. Carmel. — Mrs. E. H. Rock, teacher; enrollment, 29; population, Eskimo. Conditions here are very unfavorable to school attendance. Other teachers who are similarly situated have like difficulties. A few orphan children who are under the care of the mission can be relied upon to attend school regularly and receive a fair common school education. White fathers who live near the mission will send their creole children regularly until they are from 8 to 12 years old, when they send them to the States in care of friends, or to an orphanage, if they can afford that, to grow' up in a more civilized community. White fathers w'hq live some dis¬ tance away have tried to send their children to the mission as boarders, but the native mothers generally succeed in getting them away in a year or less. Now' they have about given up that plan, and simply send their children to the States a little younger. The children of our native members come irregularly, as they are accus¬ tomed to do as they feel, without any restriction whatever. When the novelty or attraction of the schoolroom has w'orn off, if the;/ prefer to stay away and play they simply do so, and that is the end of it. Children of the Russians seldom come at all. EDUCATION IK ALASKA. 1231 Unalas J:a. — Mi'S. Clara Gwin and Miss Anna Mann, teachers; enrollment, 84; pop¬ ulation, white — Aleut and creole. A large majority of the pupils are inmates of the Jesse Lee Home (Methodist mission) and the boarding school of the Graeco-Russian mission. The boys from the Russian mission attend the Government school only in the afternoon, having attended their own school in the morning, thus learning Russian in the morning and English in the afternoon. On all church holidays, which are many, the pupils from the Russian school remain out to attend services, in some cases the absence being half a day, but frequently the entire day. The interest in their school work is good, and in readingj uniting, drawing, spelling, history, physiology, geography, and grammar we have much to encourage us, but in arithmetic wre find more diffi¬ culty, and only by continued drill and patience can we hope to gain the desired results. Very great interest has been manifested in the needle class, which is held one hour every Friday, where not only plain sewing is taught, but also simple embroidery, drawn work, and point lace. During the sewing hour of the girls the boys are given rudimentary work in mechanical drawing, in which they display a great deal of enthusiasm. Bdkofski. — F. A. Golder, teacher; enrollment, 49; population, Aleut and creole. This is one of the very few summer schools intended to teach English during the summer as a supplement to the work of the Russian parochial school in the winter. The population is rapidly dying off through drink and immorality, and there is very little encouragement for the future. Unga. — F. A. Golder, teacher; enrollment, 25; population, Aleut and Creole. Of the 11 pupils that dropped out of school at the close of the previous session, three are young ladies at their own homes helping their mothers in housework; one of the boys is in a machine shop learning the trade of a machinist; another is a clerk in one of the stores of the Alaska Commercial Company; still another is at the Carlisle Indian School, and the remaining five are at Douglas City, Alaska, attend¬ ing the public schools at that place and are the leaders of their respective classes. Afognak. — Mrs. Charles W. Pajoman, teacher; enrollment, 39; population, Aleut and Creole. There are no pupils in this school over 15 years of age, as the girls think them¬ selves at that time too old to attend school and usually get married, while the boys are old enough to go out to work and earn their own living. I have an arrangement with the priest of the Greek Church that the public school shall begin at 8.30 a. m. and close at 3.30 p. m., after which time the children go to the priest for a drill in their church doctrine and catechism. Kadiak. — Mr. and Mrs. Charles E. Bunnell, teachers; enrollment, 60; population, whites and Creoles. Professor Bunnell, commenting on the environment of the school, writes: The Aleut type will soon be a thing of the past, as is evidenced by the fact that during the year only four full-blood Aleuts were enrolled in the "public school. The school population is Russian and Creole. The Russian language is the language of the people. English becomes a school language for the people. Our efforts to have them make English something more than the language of their school life are rendered practically futile since they receive but little outside encouragement. Religiously, commercially, and in private life the people are Russian. The average age of the children in attendance is very young. Eighteen attended school this year for the first time and only three over 15 years of age are enrolled. The children who have the least encouragement outside" of school make excellent progress. Wood Island. — A. N. Evans, teacher; enrollment, 43; population, Aleuts and Creoles. The pupils of this school are largely composed of the orphans that have been gathered in the Baptist orphanage, and being under direct control are not only regular in their attendance but on account of that regularity are making fine progress jn their studies. 1232 EDUCATION REPORT, 1902. Kenai. — A. N. Evans, teacher; attendance, 26; population, largely Creole. This is a second of the summer schools held along the southern coast of Alaska. Frequent applications have been made for a permanent Government school at this point, but the ground seems to be so occupied by the parochial school of the Graeco- Russian Church, and the funds at the disposal of the Government are so limited that it scarcely seemed worth while to establish a second school at this place. The summer school is an experiment for teaching English. SOUTHEAST ALASKA. Haines. — The Misses May and Genevieve Mackintosh, teachers; enrollment, 43; population, Thlinget. No report. Hoonali. — Mrs. John W. McFarland, teacher; enrollment, 109; population, Thlinget. Douglas. — Mr. V. L. Holt and Miss Kate Spiers, teachers; enrollment, 125; popu¬ lation, white. By the middle of November, the schoolhouse becoming too small for the attend¬ ance, the Methodist Church was rented and fitted up as a schoolroom for the advanced department. The attendance was much interrupted during the year by sickness among the pupils. On the 1st of April the city became incorporated and the school passed from under the control of the United States Bureau of Education. Sitka No. 1. — Miss Gertrude H. Spiers, teacher; enrollment, 53; population, whites. Miss Spiers reports the helpful cooperation of the parents of the pupils in the work of the school; that about 20 per cent of the pupils have made a perfect record in attendance. In addition to the usual studies during the first six months of the year three hours per week were devoted to composition writing, and during the closing three months of the year special attention was given to literature. During the months of January and February the girls of the two higher grades attended twice a week a cooking-school class which was organized for them by Miss Hilton, teacher of domestic science at the Sitka Training School. Through the kindness of Captain Pendleton, of the Marine Corps at Sitka, a cadet corps was organized for the boys of the public school under the direction of Lieutenant Mather. They met for drill one-half hour on Mondays and Fridays during April and May. One of the special features of this school is a semiannual agricultural and industrial fair held in Sep¬ tember and May under the direction of Miss Patten. Almost all the children pre¬ pared something for exhibition and the displays on each occasion were very credita¬ ble. The children take great interest during the summer, especially in raising flowers and garden vegetables for exhibition at the fair in the fall. Sitka No. 2. — Mrs. M. A. Saxman, teacher; enrollment, 86; population, Thlinget. As in other native schools, the chief drawback to progress is irregularity of attend¬ ance, the children accompanying their parents when they go off on sealing, fishing, or hunting expeditions during the year. Those that attend with fair regularity have made gratifying progress in their studies. Sitka Industrial School. — Enrollment, 121; population, Thlinget. The pupils attending the industrial school are those that are inmates of the Pres¬ byterian Mission Home; and as they are required to be regularly in school certain hours of the day, and in the workshops certain other hours of the day, the average attendance and total enrollment are practically the same. It is in such schools as this that the best results are attained. Mrs. E. C. Heizer, teacher of the advanced pupils, makes a specialty of preparing her pupils who are so soon to go out and care for themselves in practical work, and as far as possible they receive a constant drill in various things that will assist them when they become their own masters. One native young man of the previous year is keeping a small store which he started with a stock of goods worth about $400. Another native, who was only mediocre in his studies, has recently written her that EDUCATION IN ALASKA. 1233 since he left school he has sold 85 cords of wood at $3 each, and that now he is working in a sawmill at $75 a month. One of the girls reports that she has been teaching the past year, and good reports come from her school. Miss Olga Hilton, in charge of the domestic science department, reports the year as an unusually busy one. A large class was reopened in September and continued work until the 1st of June. In addition to the classes held at the industrial school, as before noted, a special class in cooking was arranged for the public school No. 1, which was very successful. Mr. George J. Beck, in charge of the carpentering department, reports the usual progress made in the shop. The carpenter shop has always been a popular one among the young men, and a number who in former years passed through the shop are now good mechanics earning good wages at their trade. Kaak. — Mrs. Anna R. Moon, teacher; enrollment, 50; population, Thlinget. Wrangell School No. 1. — Miss Minnie Robertson, teacher; enrollment, 45; popula¬ tion, Thlinget. Wrangell School No. 2. — W. G. Beattie, teacher; enrollment, 44; population, white. The schools at W: rangell have suffered serious inconvenience from the want of suitable schoolrooms. The Government commenced steps toward the erection of new buildings, but found that the amount of funds at its disposal would not per¬ mit it; consequently the schools have had to get along the best they could with tem¬ porary repairs. Gravina. — Miss Bertha Hunt, teacher, from September 1, 1901, to March 31, 1902; Mrs. M. V. Collins, from April 15 to May 31, 1902; enrollment, 28; population, Simpsheans. Saxman. — Edward Marsden, teacher; enrollment, 37; population, Thlinget. Jackson. — Miss Nellie Green, teacher; enrollment, 64; population, Hydah. The year has shown greater regularity in attendance than previous seasons, although the total enrollment was not so great. In the spring, when the larger portion of the older pupils left the school for work, the younger ones that remained were compelled to speak English. At first any question was met with an ominous silence or a Hydah word or two, but as the older pupils were not present to interpret and the question was often repeated, the answer would finally come. On the playground the children, especially the Creoles, use the English nearly as much as the Hydah language. Throughout the year the older pupils, when returning from hunting or fishing, would call at the schoolhouse and tell in fairly good English of the success or failure of their trips. 1234 EDUCATION REPORT, 1902, *1 j-f J •g 1 1 I §. O' EDUCATION IN ALASKA. 1235 1236 EDUCATION REPORT, 1902. Public schools in Alaska — Enrollment and attendance of pupils during 1901-2. 1901. I 1902- Schools. September. October. November. j December. January. Total. Aver¬ age. Total. | Aver- | age. j Total. Aver- ; a°e- Total. Aver- | age. Total. 1 Aver- i age. Southeast Alaska. Haines (native) . 33 16 43 11 48 16 40 20 80 16 Hoonah ( native j . 23 4 30 6 32 12 58 22 Sitka : No. 1 (white) . 45 41 49 40 48 39 4S 40 47 36 No. 2 (native) . 65 15 71 22 73 24 86 34 64 20 Industrial . 113 88 116 73 119 89 i I 121 87 114 85 Douglas (white) . 79 72 89 71 i 82 70 93 78 96 ; 87 Kake (native) . 20 14 47 36 SI 41 Wrangell: No. i (white) . 29 27 32 | 28 36 26 32 i 26 38 30 No. 2 (native) . 45 20 52 28 40 26 40 26 37 23 Gravina (native! . 16 H 17 ! ii ! 20 13 20 14 28 10 Saxman (native) . 15 15 19 | i ii ! 31 21 37 1 23 37 20 Jackson (native) . 24 11 ! 32 18 39 35 45 40 44 37 Western Alaska. • Kadiak (white and native! . 51 33 60 42 54 41 j 56 42 52 37 Wood Island (native) . . . 42 37 49 I 35 48 39 43 35 43 23 Afognak (native) . j 27 19 32 16 25 15 27 ; 13 25 12 Unga (white and native) . ' 24 21 25 22 23 20 23 20 22 19 Unalaska (white and native) . 52 42 56 46 i 53 41 ! 54 38 48 37 Carmel (native) . 25 21 33 25 30 22 28 I 22 28 23 Koserefsky (native) . 74 73 78 | 76 80 79 82 i 82 86 86 Arctic Alaska. Teller (white) . ! 8 6 12 7 12 10 12 9 12 11 Teller Reindeer Station (native) . 19 19 19 19 19 12 St. Lawrence Island (native) . 54 j 27 63 38 66 41 60 38 57 34 Cape Prince of Wales (native) _ 106 55 115 100 121 64 136 32 Kotzebue (native! . 37 21 31 20 39 22 32 18 Point Barrow (native) . 48 | 35 46 37 48 42 57 51 56 50 1902. Schools. 1 February. March. April. May. j June. Total. ! Aver- i age. Total. [Aver¬ age. Total. Aver- : age. j Total. ^iTotai- ■Aver- 1 age. Southeast Alaska. j Haines (native) . 33 15 20 12 20 10 18 8 1 . Hoonah (native) . : . 109 51 82 25 62 15 21 6 Sitka: No. 1 (white) _ ' . 56 42 53 38 No. 2 (native) . 59 15 57 11 55 48 j 16 12 Industrial . 114 68 I 100 93 1 104 94 Douglas (white) . 101 89 49 27 50 43 50 43 | . Kake (native) . 50 24 5 Wrangell: I No. 1 (white) . 39 31 39 22 24 17 No. 2 (native) . 1 31 18 35 29 32 22 Gravina (native) . 28 10 1 20 12 6 14 36 ! 16 i . Saxman. (native) . 25 14 I 17 14 ! 18 13 17 ! Jackson (native) . 28 18 23 H 14 9 20 7 . 1 Western Alaska. 1 Kadiak (white and native) . 52 41 j 51 38 51 33 46 j 1 31 j _ _ . _ 1 Wood Island (native) . 1 . j 43 | 43 87 39 28 Afognak (native) . j 22 1 15 17 39 10 16 j i2 .. Kenai (native) . ' 1 . a 26 1 22 Unga (white and native) . i 19 18 i 18 16 19 i 18 19 ! 18 . Belkofski (native) . 1 . . 1 a 49 1 44 Unalaska (white and native) . ] 62 1 42 51 48 74 : 48 65 | 49 I . : Carmel (native) 29 23 29 19 23 18 20 ! 17 1 . ! Koserefskv (native) . : S6 86 86 86 84 S4 84 j 84 . | Arctic Alaska. Teller (white) 12 10 12 10 10 9 ii ! 9 ( . Teller Reindeer Station (native) 19 20 19 20 20 20 i 20 I . Pt T awrpnnp Tela nd (native) 55 39 69 44 68 50 . .1 . ... Cape Prince of Wales (native) _ _ 136 32 139 25 139 28 145 1 26 i . Kotzebue (native) 42 19 36 25 13 ! Point Barrow (native) . 56 44 54 43 56 j 38 SO ”1 . a Sumifier schools. EDUCATION IN ALASKA. 1237 The following table shows the history of Congressional appropriations for educa¬ tion 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 1892- 93 . 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 for education outside of incorporated towns , Alaska , 1901-2. For one-half of license fees received from outside of incorporated towns in Alaska, March 3, 1901, to June 30, 1902 . $35, 882. 41 Salaries of 4 officials . - 5, 066. 12 Salaries of 33 teachers . 17, 192. 54 Supplies for 27 schools . 2, 420. 64 Fuel and lighting and janitor work . . . 995. 40 Repairs . - . 204.53 Rent . 369. 85 Traveling expenses . 201. 40 Freight . 27. 24 Balance for outstanding liabilities . 9, 404. 69 Total . . . . 35,882.41 Personnel. Name. Office. State. Sheldon Jackson . General agent of education in Alaska . Alaska. William Hamilton . Assistant agent . Pennsylvania. William A. Kelly . Superintendent for southeastern Alaska . Do. TEACHERS IN PUBLIC SCHOOLS, 1901-2. Teacher. School. Appointed from— Mrs. Clara Gwin . Unalaska . Washington. Oregon. Pennsylvania. Do. Do. Do. Alaska. Kansas. Pennsylvania. Kansas. Miss Ann Mann . ' . do . Frank A. Golder . Unga . Charles E. Bunnell . Kadiak. Mrs. Charles E. Bunnell . . do . A. N. Evans . Wood Island, Kadiak . Mrs. C. W. Pajoman . Afognak, Kadiak . Miss Gertrude H. Spiers . Sitka, No. 1 . Mrs. M. A. Saxman . Sitka, No. 2 . Miss Kate Spiers . Douglas . 1288 EDUCATION REPORT, 1902. TEACHERS IN PUBLIC SCHOOLS, 1901-2— Continued. Teacher. School. Appointed from — Victor L. Holt . . Oregon. . Alaska. Mrs. J. W. McFarland _ Hoonah . . . W est Virginia Miss Nellie Green. . . . Jackson . . . . Kansas. Edward Marsden Saxman, Ketchikan . Alaska Miss Bertha Hunt . Gravina, Ketchikan . . . Do. Mrs. Anna R. Moon Kake, Fort Wrangell . . . Indiana Miss Minnie Robertson . Fort Wrangell, No. 1 . . . Alaska. W. G. Beattie . Fort Wrangell. No. 2 . . . Oregon. Mrs. Susie Bernardi . Cape Prince of Wales . . Alabama. Luther M. Scroggs . Tpller _ __ _ J Missouri Mrs E H Rock Carmel Ranha.el Grim on t . Koserefsky . Marv Stephen . _ do..... _ _ _ Geo. J. Beck . Sitka Industrial School . . . !• New York. Mrs. E. C. Heizer . . _ .do . . . Iowa. Miss Lizzie Kadashan . . do . . . Alaska. Miss Olga Hilton . .....do . . . I Do. ; The local school committees as at present constituted are as follows: Sitka: John G. Brady, governor, and Edward D. Groff, appointed January 15, 1891 ; Rev. Anthony Dashkevich, appointed May 14, 1900. Wrangell: Thomas Wilson, appointed March 29, 1892; Rev. H. P. Cc-rser, E. P. Lynch, T. G. Wilson, appointed February 20, 1900; William H. Lewis (native Alas¬ kan), appointed May 14, 1900. Unga: 0. M. Dederick, appointed September 22, 1S94; George Leavitt 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. Gravina: Mark Hamilton, Roderick Murchison, Benjamin Dundas, Alfred B. Atkinson, appointed April 9, 1900, all of whom are native Alaskans. Jackson: Rev. D. R. Montgomery, M. Kalkeet, Luke Frank. Kasaan: L. A. Babcock, W. L. Bunard, Walter Frank. Kadiak: A. C. Goss, H. P. Cope. Afognak: Alexander Friedolin, Emil Christensen, Theodore Gregoroff. The following list contains the names of former members of local school com¬ mittees in Alaska: Sitka: Hon. James Sheakley, K. K. Peckinpaugh, Dr. C. D. Rodgers. Juneau: Karl Koehler, Rev. Eugene S. Willard. Douglas: G. E. Shotter, S. R. Moon, Robert 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. Lnga: N. Guttridge, John Caton, Edw. Cashel. Unalaska: N. S. Resoff, N. B. Anthony, L. R. Woodward. Skagwav: Thomas Whitten, E. L. Kiskern, Walter Church, F. R. Burnham. Juneau: John G. Heide, B. M. Behrends, J. B. Denny, Rev. John B. Rene. Koine: Walter Church, D. J. Elliott, John Brynteson, Dr. S. J. Call, D. W. McKay, S. A. Keller, E. S. Ingraham, J. V. 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 EDUCATION IN ALASKA. 1239 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. On the 1st of April, 1902, the town of Douglas was incorporated and the schools of the village passed under the control of the Local board of education. Besides those of Douglas, public schools have been maintained under the direction of local boards of education in the incorporated towns of Nome, Eagle, Valdez, Skagway, Juneau, Douglas, and Ketchikan. The town of Nome (incorporated) received for school purposes $42,738.26, while only $35,902.41 was received for the 27 public schools outside of incorporated towns. The other incorporated towns also received much larger sums than the schools of corresponding character under control of this office. With these larger sums of money at their disposal they have been able to erect larger and more comfortable buildings, employ a larger number of teachers in proportion to the number of pupils, and pay them better salaries. Complaints have been received at this office that the school boards at Juneau and Ketchikan (incorporated towns) have refused to receive native children of Indian or Eskimo descent into existing schools or to open schools for them. The school board at Nome also neglected during the past year to make provision for the Eskimo children within their limits, although they had a school fund larger than they needed, $7,962 of the same being turned back into the city treasury and used for other municipal purposes. ‘ £ An act making further provision for a civil government for Alaska, and for other purposes,” approved June 6, 1900, section 460, chapter 44, part 2 (31 Stat. L., 330), provides a tax on business and. trade in the form of a license. In section 203, chapter 21, part 5, of said act, provision is made whereby 50 per cent of said license money collected in incorporated towns shall be turned over to the treasury of said towns for school purposes. By an amendment to the above section 203, approved March 3, 1901, it was pro¬ vided that ‘ ‘ Fifty per cent of all license moneys that may hereafter be paid for busi¬ ness carried on outside incorporated towns in the district of Alaska shall be set aside to be expended, within the discretion and under the direction of the Secretary of the Interior, for school purposes outside incorporated towns in said district.” In the application of this law the United States district courts of Alaska have taken “ court expenses ” from the license fund a received from outside of incorporated tov/ns. In the requirements of a new country where courts are to be established at heavy expense, ^witnesses and jurors brought from long distances and kept under salary for long times, and jails erected, ‘ £ court expenses ” will greatly decrease the fund that Congress intended for the schools, and it is possible that years may come in which the schools will be crippled by the large amount consumed by “ court expenses.” The experience of the first year under this law has fully justified the fears of the friends of the Alaska schools. Of the $114,375.34 of license fees collected from outside of incorporated towns in a Sec reports by W. J. Hills and A. R. Heilig, clerks of the United States district court for the district of Alaska, divisions 1 and 2, in the Report of the Governor of the District of Alaska to the Secretary of the Interior, 1901, pages 79 and 80. United States Statutes at Large, volume 31, page 324, section 7, provides: Each clerk in his division of the district shall perform the duties required or authorized by law to be performed by clerks of the United States courts in other districts * * * He shall also receive all moneys collected from licenses, fines, forfeitures, or any other cases except from violations of the customs laws, and shall apply the same to the incidental expenses of the proper division of the district court and the allowance thereof as directed by the judge, and shall account for the same in detail and tor any balances on account thereof to and under the direction of the secretary of the Treasury. 1240 EDUCATION REPORT, 1902. Alaska $90,299.25 was consumed in court expenses, leaving only $24,076.09 for schools. « The statistics by judicial divisions are as follows: Division I (Juneau and southeast Alaska): Court expenses . i . $21, 734. 34 For public schools . . . . . 21, 471. 33 Division II (Nome and western Alaska) : Court expenses . 57, 564. 41 For public schools . % . Nothing. Division III (Valdez and Central Alaska) : Court expenses . 11, 000. 00 For public schools . . 2, 604. 71 Under the provision of the license law there has been received from March 3, 1901, to June 30, 1902, for education in Alaska, outside of incorporated towns — 1901: October 29. Treasury warrant . $1, 327. 58 1902: January 27. Treasury warrant . 9, 083. 50 April 19. Treasury warrant . 9,471.33 June 13. Treasury warrant . 16, 000. GO Total . 35,882.41 CHARACTER OF THE XATIVE CHILDREN OF ALASKA. In the United States Indian Training School at Carlisle, Pa., are 50 children from Alaska. Among the 50 are representatives of the Eskimo, Indian, Thlinget, and Aleut families. They are associated at that school with 1,000 children representing 72 different tribes of North- American Indians. The gradingbf the Alaskan children in industry, health, conduct, and scholarship is found in the following tables, and is the best illustration of the character of the aboriginal population of Alaska. These tables were furnished by Col. R. H. Pratt, U. S. Army, superintendent of the school. a Since the preparation of this report the Fifty-seventh Congress, second session, has amended the law to read as follows: Provided, That fifty per centum of all license moneys provided for by said act of Congress approved March third, eighteen hundred and ninety -nine, and any amendments made thereto, that may hereafter be paid for business carried on outside incorporated towns in the district of Alaska, shall be covered into the Treasury of the United States, and 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. Approved March 2, 1903. Statement of attendance of Alaskan children at Carlisle Indian School , EDUCATION IN ALASKA. 1241 ED 1902 — YOL II - 5 Statement of attendance of Alaskan children at Carlisle Indian School, 1903 — Continued. 1242 EDUCATION REPORT, 1902. +i SlSsIdd .cl Soldi £&£ a 8 fll & cccc ccocooo c h'5’'3'3 -/a se: = ccooo 'co^ocoo o ; ; ; ) ; o S 2 s o : : p : : o : 3 « 1 o sc • c Sc o c o SbSb'g^b'g^b^^^.'gb g>£ :>o :> : : :a III Sc ^ ■ 1 fcs^ ■ • ' 1 be • ^ o ^c _c s ® j2 c _o c £ ^ a c w : :£ 4 0'S l! ~3 <3 o S . ° bc.2 'CX3T3 .'C.P +-> o § - § £ ^ sis isaSlsI&s e ; :g villi' •aisi^O o? Saiuioo j ggggggggggg sjojaq poqos ui sitjuck ! Hi O ~ — s2S 111 1111 | ss^sssaos'osc'oo >-sr >AI >.S >. >A >.3 >’C'G'3 ~ ~~ ■ ~ r— -"C • C 3C3- .3 :jz; I CC S3 • i-s CD •X83 ■uioq a 83 A ! llilllllg!! -IIS ! ; s ; e;s I’O-sz-Kh SS^g-ISg^Sg - * 5 c®s s^ = ? cs-SS^S? s = i2b-4sc^55^o mi mills mi EDUCATION IN ALASKA. 1243 WHAT BECOMES OF NATIVE CHILDREN AFTER THEY LEAVE SCHOOL? The question’ is often asked: “What becomes of the students after they leave school? ” It may be answered in a general way as follows: Some after leaving school form habits of dissipation and soon die. The larger number take their places among their own people and, by an example of better living and by their increased intelli¬ gence, help lift up a little way the whole of the native community where they reside, while a smaller number become leaders. An annual report from the Sitka Training School, which is one of the oldest schools in Alaska, gives the names and post-office addresses of recent pupils who are engaged in the following pursuits: Eleven are boot and shoe makers, 3 are engaged in boat building, 2 are carpenters, 3 coopers, 2 clerks in stores, 4 are in canneries, 2 are cooks, 4 are engaged in dressmaking, 2 in steam engineering, 3 in mining, 4 are merchants, 2 are hospital nurses, 1 is a painter and paper hanger, 4 are engaged in sawmilling, 1 is a silversmith, 6 are teachers in public schools, 4 are missionaries, and the names of 28 young women are given who are married and preside over Christian households, while others are still unmarried but are keeping house for their parents. In arctic and subarctic Alaska 44 Eskimo young men, no longer content to live as barbarians, dependent for daily food on their daily catch of fish or the uncertain proceeds of the chase, have made a good start toward citizenship by becoming own¬ ers or small herds of domestic reindeer which have already made them the wealthi¬ est men among their people. Twelve years ago I brought from Point Barrow, the northernmost settlement on the North American continent, a 6-year-old Eskimo boy and placed him in the Sitka Training School. He was named M. Healy Wolfe. After six years in that school he was brought to the celebrated Indian school at Carlisle, Pa., where he has been graduated with honor and will in 1903 enter the preparatory department of a western college. In the eighties a little orphan boy sought permission from his uncle to enter the recently established mission school at Sitka, which was denied him, as he was valua¬ ble to his uncle for fishing purposes. One day while they were a long way out at sea, fishing, the uncle, angered at the importunities of the boy, picked him up and with an oath threw him out of the canoe and bade him go to school. The little fel¬ low struck out for shore, which he eventually reached, but so weak that when the waves threw him on the sand they washed him out again to sea, tossing him back¬ ward and forward until a wave, stronger than the others, threw him up so far on the beach that he was able to clutch in the sand and remain. After a while, gather¬ ing strength, he crawled up to the school and was taken in. He was named Frede¬ rick Moore. Afterwards he was the first of the pupils to give his heart to the Saviour and accept of Christianity, and through his efforts his heathen uncle and aunt and other relatives were brought into the Kingdom. After a course of training in the Sitka school he was brought East and given a course of training at Moody’s School for Boys, at Mount Hermon, Conn. Returning to his people he was made interpre¬ ter for the mission and native assistant for the missionary at Juneau, and when he died last fail scores of Ihe natives claimed him as their spiritual father. Early in the nineties two or three young men, leaving the Sitka school, went to the salmon canneries, saved their wages, and after a while formed a partnership tor the running of a steam sawmill. With the money that they had saved from their wages they v/ent to Portland, Oreg., purchased machinery, paying largely cash and giving their note for the balance. They paid the freight on the machinery to Alaska, set up the machinery themselves, not needing a machinist to put their mill together, then commenced sawing out the lumber with which to inclose their mill. With their mill in shape, one of their number became a commercial traveler for the firm, 1244 EDUCATION EEPOET, 1902. visiting the various salmon canneries in the vicinity and taking orders for hoses m which the canned salmon is sent to market. About the same time two other pupils (brothers) formed a partnership, took the money that they had made by working in the canneries and started a store. The owner of the leading community store in the same village tried to induce the young men to place their goods in his store and take stock for the same! Failing to induce them to do this he put down prices so low7 that he thought they could not compete; but many of the natives patronized them, paying higher prices than they would have been compelled to pay at the community store. Making a few thousand dollars at storekeeping, and encouraged by the success of their comrades at saw¬ milling, they removed from the village and established a sawmill, which, when I visited it some months ago, was running day and night, unable to fill orders for lum¬ ber and for cannery boxes. Among the pupils sent from the Sitka school, in 1S86, to the Indian School, Car¬ lisle, Pa., was Henry Phillips, a Chilkat boy. While at Carlisle, in addition to the ordinary studies of the schoolroom, Henry learned the printer’s trade and the man¬ agement of the steam engine. Showing unusual aptitude in machinery he was given an opportunity of serving in one of the machine shops of Carlisle village, and when he finished his course at the school was given a short course in one of the large loco¬ motive works in Philadelphia, where it was claimed for him, that with the machinery, he could assemble the parts and build a railroad locomotive. Since his return to Alaska he has been employed mainly as an engineer on steamers plying in those waters.. Two of the boys from the public school at Jackson, upon finishing their course, have become merchants; others became boat builders — one of them building for Ben J ohn, a Hydah merchant, a fine steam launch. They have also built eleven schoon¬ ers, which are owned by native men and used in fishing and freighting in the Alex¬ andrian Archipelago. Another of the natives that left the school in the nineties went to the Klondike, and afterwards into Alaska, where he has made a moderate fortune in gold mining. When the great rush of 1897 and 1898 to the Klondike w7as in progress a number of the young men from the school earned fabulous wages in packing supplies for the white miners going over the White Pass to the headwaters of the Yukon Biver. They manifested the progress they had made toward citizenship by being the most reliable packers that in those days of great excitement could be found. In 1898 Mr. Portus B. Weare, a Chicago capitalist, returning from the Yukon mines, was attracted by the bright face and intelligence of Parsha, an Aleut girl in the Metho¬ dist mission school at Unalaska. Expressing a wish that he could take the girl to Chicago and give her a chance for a good English education, he was informed that he could do so, and the girl was placed under his charge. Arriving in Chicago, she was placed in the Forestville public school, one of the best of the kind in that city. She took her place side by side with the sons and daughters of the best class of the American population in that city. Entering the third grade she passed with her associates step by step through the various grades until, five years later, she gradu¬ ated with 1,200 of Chicago’s best children, at the head of the class, taking the gold medal, for which, among others, it is said, the daughter of the president of Chicago’s Board of Education was a competitor. Thus a girl with no heredity of intellectual training came into a Chicago school and took the prize away from 1,200 of its chil¬ dren, many of whom, if not all, had had centuries of hereditary training behind them. In the eighties Frances Willard, a young Thlinget girl, was taken into the mission school at Wrangell; afterwards was transferred to Sitka, and thence, through the interest of Eastern ladies, was placed in a young ladies’ boarding school of much reputation at Elizabeth, N. J. She spent her years in that school, the trusted and EDUCATION IN ALASKA. 1245 loved companion of her associates, many of them daughters of wealthy New Yorkers. Christmas and Easter vacations were often spent by her, on invitation, in the palatial residences of her companions in New York. She was graduated with honor, the equal of those around her. Since returning to her own people she has been a mis¬ sionary of more than ordinary success, and has latterly reduced the Thlinget tongue to writing, and produced a lexicon of the same, which will soon be published by the United States Bureau of Education, and which is, I trust, only the first of a series of books that this talented young woman may provide for her own people. In the latter eighties Edward Marsden, a Tsimpshean, was brought to the Sitka school, where he forged ahead of all his companions in all his studies. From Sitka he was taken to Carlisle, Pa., where he tarried only a short time, passing thence to Marietta College, Ohio, then under the distinguished presidency of the Hon. John Eaton, former United States Commissioner of Education. Passing through the col¬ lege he went to the Presbyterian Theological Seminary, at Walnut Hill, Cincinnati, and while taking a theological course, in order that he might be more useful to his own people, he studied law. In the same season he was both ordained to the full work of the gospel ministry, and, I believe, admitted to the bar. Returning to his own people under a commission from the board of home missions of the Presby¬ terian Church, he secured, through the contributions of friends, a small steam launch, of which he is captain, pilot, engineer, and with which he is visiting 18 villages along the coast of Alaska preaching the gospel of the Lord Jesus Christ. These, it is true, are but isolated instances, but they could be increased hundreds of times if the educational advantages and opportunities to the Alaska aboriginal races were similarly increased. The Alaskans have fine minds, and simply need, by the blessing of God upon intelligent, tactful teachers, such a chance as is given the larger number of the white children in the older sections of the country. NEW SCHOOLS WANTED. Applications have been received during the year for the establishment of schools at the following places in Alaska. Ellamar. — This place is a few miles south of Valdez, on Prince Williams Sound, and claims 18 children of school age, with several others in the vicinity that would attend school; that a copper mine is in active operation at the place, and that the number of men and families is constantly increasing. Seldovia. — This place is on English Bay, on the east coast of Cook Inlet, and the petition for the school is signed by 15 citizens, who claim 60 children of school age in the village. Kenai. — This is one of the oldest Russian settlements on the east coast of Cook Inlet and has had a Russian church for a century past. The village consists of a store, Greek Catholic Church, an experiment station of the United States Department of Agriculture, and 10 houses. The population consists of about 15 whites and 160 natives and creoles. There is no school within 300 miles of the place. Children of school age, from 55 to 60. Shai:an . — This place is at the north end of Prince of Wales Island, 70 miles south of Wrangell, southeast Alaska, and consists of a salmon cannery, sawmill, and small native village. The cannery company promise to provide a building with heat and fight, and simply ask that the Government provide a teacher and schoolbooks. Accompanying the letter is a list of the names of 53 school children. Council City. — This place is the second largest mining camp north of Bering Sea, and was founded in 1897. The white population numbers about 400, of whom 80 are women and children. The native residents number about 30, of whom several are • children. They claim at present 16 white children of school age. This petition is signed by 222 of the citizens. 1246 EDUCATION EE POET, 1902. Each of these places and a hundred others of equal importance in Alaska should have public schools, but up to the present time the school fund placed at the disposal of the Commissioner of Education has been so limited that it has been simply impossible to establish the schools that should be provided for. MISSIONARIES AND TEACHERS AT MISSION STATIONS IN ALASKA. Russian Orthodox Church. Sitka: Rev. Antonins Dashkevich; in missionary school, J. Popoff and S. Che- repnin. Juneau: Rev. Alexander Jaroshevich. Killisnoo: Rev. John Soboleff. Nuchek: Hieromonk Methodius. Kadiak: Rev. Tikhon Shalamoff. Afognak : Rev. Basil Martysh. Kenai: Rev. John Bortnovsky. Belkofski: Rev. Euphimius Alexin. Unalaska: Rev. Dean Alexander Kedrovsky, Rev. Basil Kashevaroff. Unga: Rev. Nicholas Bysseff. •St. George Island: Rev. Peter Kashevaroff. St. Paul Island: Rev. John Orloff. St. Michael: Rev. Peter Orloff. Ikogmut: Rev. Hieromonk Amphilochius. Pavlof: Rev. Constantin Pavloff. Nushagak: Rev. Nicholas Kashevaroff. Schools are located at Sitka, TJnalaska, Attu Island, Belkofski, St. Paul Island, St. George Island, Quichpach, St. Michael, Kuskokwim, Nushagak, according to the report in Russian Orthodox American Messenger, but names of teachers are not given. Presbyterian. Barrow (Eskimo) : Rev. H. R. Marsh, M. D., Mrs. H. R. Marsh, Mr. Peter Koo- nooya (native). Douglas (Auke and Taku tribes): Rev. Thomas Coyle. Eagle: Rev. and Mrs. Charles F. Ensign. Gambell (St. Lawrence Island, Eskimo): Mrs. Edgar 0. Campbell. Haines (white and Chilkat): Rev. and Mrs. Norman B. Harrison and Elder A. R. Mackintosh. Hoonah (Hoonah tribe): Rev. William M. Carle, Mr. W. Hammond (native). Jackson (Hydah tribe): Rev. D. R. Montgomery. Juneau (Auke and Taku tribes) : Rev. L. F. Jones, Rev. James H. Condit (white children). Kasaan (Hydah tribe): Rev. D. H. Montgomery. Killisnoo ( Kootznahoo tribe) : Rev. W. S. Bannerman. Klawock (Hydah and Iianegah tribes): Rev. David Waggoner, Mrs. David Wag¬ goner. Klinquan (Hydah tribe) : Mr. Samuel Davis (native). Klukwan (Chilkat tribe): Rev. F. Falconer. Rampart (Chena and Fairbanks) : Rev. M. Egbert Koonce, Ph. D. Saxman (Tonga and Cape Fox tribes): Rev. Edward Marsden (native), Mrs. Edward Marsden (native). Sitka (Sitka tribe): Rev. W. S. Bannerman, Mrs Matilda K. Paul (native). Sitka Training School (all the tribes): Mr. William A. Kelly, Miss Susan Davis, EDUCATION IN ALASKA. 1247 Mrs. M. F. Sehuknecht, Miss Frances H. Willard (native), Miss Anna M. Sheets, Miss Lydia A. Hayes, Miss Lucile Owen, Mrs. Ella C. Heizer, Miss Mary Langabear, Mr. George J. Beck, Mr. John E. Gamble, Mr. J. T. La Tourrette, Mr. Howard George (native). Sitka Hospital: Miss Esther Gibson. Skagway: Rev. James Thompson, Rev. S. Hall Young, I). D. Teller and Council City: Rev. Herman M. Hosack. Wrangell (Stikine tribe): Rev. Harry P. Corser. Roman Catholic. Holy Cross Mission: Rev. J. L. Lucchesi, Rev. Joseph Perron; Brothers V. O’ Hare, A1 Markham, P. Brancoli, Ed. Horweedel, E. De Fevre, and Sisters Mary Winfred, Antonio, Pauline, Mary, Mary Joseph, and Julia. Nulato: Rev. C. Rossi, Rev. J. Jette, Rev. P. Pasino; Brothers B. Marehiso, C. Giordano, and Sister M. Stephens, with two assistants. Kuskokwim: Rev. A. Robant. St. Michael: Rev. R. Camille and Brother I. Montalio. Akularak: Rev. A. Keys, Rev. J. Treca, and Brother J. Twohig. Eagle: Rev. Monroe. Nome: Rev. Joseph M. Cataldo, Rev. E. Devine, and Brother B. Chiandano. Juneau: Rev. J. B. Rene^Rev. J. Carden; Brother J. Rosati, and Sisters of St. Anne in charge of hospital. Douglas: Rev. P. Bougis. St. Mark’s Church: Rev. Phil. Turnell. Moravians. Bethel, on the Kuskokwim: Rev. Adolphus Stecker, superintendent, and wife; Rev. Joseph Weinlick and wife; Rev. John Hinz and wife. Ugavig: Rev. J. Herman Romig, M. D., and wife. Quinhagak: Rev. John Herman Sehoechert and wife. Carmel, on the Nushagak: Rev. Paul Zucher, station superintendent, and wife; Rev. Samuel Rock and vTife; Miss Mary Huber. Rev. Benjamin Heimick and v/ife and Miss Philippine King, off on furlough, to return later. Episcopalian. Sitka: Bishop Peter Trimble Rowre, D. D. ; G. W. Chilson. Juneau: Rev. Christian A. Roth. Skagway: Rev. James G. Cameron, Miss Carter, Miss Langdon, at hospital. Ketchikan: Rev. Thomas Jenkins. Circle: Rev. C. C. Rice, Miss Lizzie J. Woods. Fort Yukon: Rev. L. H. J. Wooden, Mrs. Wooden, William Loola (native). Rampart: Mr. E. J. Knapp. Anvik: Rev. John W. Chapman, Mrs. Chapman, Miss Bertha M. Sabine, Mrs. Evans, Isaac Fisher, Hope: Mr. John B. Driggs. Tanana: Mr. and Mrs. Jules L. Prevost, Miss Mason, and native assistants. Nome: Rev. C. H. H. Bloor and native assistants. Charlies Village: Miss Lizzie J. Woods. Eagle: Rev. A. R. Hoare. Valdez: Rev. F. C. Taylor. Douglas: Rev. John E. Huhn. 1248 EDUCATION REPORT, 1902. Baptist. Tanana: Rev. and Mrs. G. S. Clevenger. Wood Island: Rev. and Mrs. C. P.Coe, Mrs. M. G. Campbell, and Miss Ofdotia Brown. Methodist. Rev. W. H. Selleck, superintendent, Juneau. Skagway: Rev. Wilmot Whitfield. Douglas: Rev. C. S. Revelle. Unalaska: Jesse Lee Home, Dr. and Mrs. A. W. Newhall, Miss Barnett, Miss Ella Darling, and Miss Elizabeth Schwab. Swedish Evangelical Union. Yakutat: Rev. and Mrs. Alvin Johnson, Mr. August Berggrem, Miss Jennie Olsen, and Mr. Paul Page. Golofnin: Rev. O. P. Anderson, Rev. K. Hendrickson, Miss Amanda Johnson, and Miss Eivor Eklund. Unalakleet: Rev. and Mrs. Axel E. Karlson, Dr. and Mrs. Carl O. Lind, Mr. and Mrs. Stefan lvanhoff, and Miss Alice Omegitchok. Friends. Douglas: Mr. Charles Replogoe and wife, and Miss Jennie Lorenz. Kaak: Rev. and Mrs. Silas R. Moon. Kotzebue: Mr. and Mrs. Dana Thomas, and Miss Martha Hadley. Congregational. Cape Prince of Wales: Mr. and Mrs. Hugh J. Lee. Xorwegian Evangelical Lutheran. Teller: Rev. and Mrs. T. L. Brevig, Mr. A. Hovick. MISSIONS OF THE RUSSIAN ORTHODOX CHURCH. [Commenced 1794.] The Russian mission of Alaska is composed of 16 parishes, with 17 churches and 60 chapels and prayer houses. On Douglas Island a church has been built for the Servians who are at work in the gold mines at that place. These churches are cared for by 17 priests (of whom 3 are monks), 1 retired deacon, and 12 candidates. They claim 11,758 parishioners, namely, 87 Russians, 2,257 Creoles, 2,147 Indians, 2,406 Aleuts, 4,839 Eskimos, and 22 persons belonging to other nationalities. There are 45 parish schools and 5 asylums for children. These asylums are located as follows: Sitka, Unalaska, Nutchek, and two in Kadiak. The* schools number 760 pupils, of whom 65 are children that live in the asylums. MISSIONS OF THE PRESBYTERIAN CHURCH. [Commenced 1877.] The woman’s board of home missions pays the salaries of the ordained mission¬ aries and unordained native interpreters in southeastern Alaska. There have been en plo] ( d during the year 12 ordained missionaries and 8 helpers, a total of 20; v. hose salaries amounted to $13,500. The results have been most encouraging. Barrow (Eskimos). — Dr. and Mrs. Marsh have continued their work at Point Bar- row. The difficulty of communicating with them, and they with the board, makes it almost impossible to give an intelligent account of that work. Their loneliness is EDUCATION IN ALASKA. 1249 great. The work, however, as we learned from letters received last fall, was prosperous. (yam bell ( Eskimos). — Most encouraging reports come from Dr. and Mrs. E. 0. Camp¬ bell, who succeeded Dr. Lerigo at St. Lawrence Island. They were delightfully entertained and well cared for by the commander of the United States revenue cut¬ ter on which they sailed to their destination. A letter from them indicates that they have been well received by the people, are devoting themselves to their spirit- uaTas well as material interests, and have so far accomplished all that they anticipated. Douglas (. Aux and Taku tribes). — Douglas Island, situated just across the bay from Juneau, has had its little chapel and missionary’s home completed. Mr. Fred L. Moore, the native assistant to Mr. Jones, of Juneau, who has had charge of the work on Douglas Island, died very suddenly October 4, 1902. Mrs. Moore, however, has taken up the wTork of her husband as interpreter to Mr. Jones, and is doing it to his entire satisfaction. The loss of Mr. Moore was a great blow, for the natives loved him and trusted him. Haines ( Chilcat tribe). — Willard Home was opened in September for the reception of children. It was planned to begin on a partially self-supporting basis. The matron was instructed to charge each pupil $5 per month. Seven have been admitted; two of these have been accepted as charity pupils. Hoonah ( Moonah tribe). — The work at Hoonah is interesting. Many vexed ques¬ tions, which have hitherto greatly disturbed the pastor, have been settled, and now there seems to be a determination upon the part of the people to drop permanently all their evil customs and habits, and become really and truly Christians in practice as well as in profession. Jackson ( Hydah tribe). — The work at Jackson has assumed greater importance since the Endeavor convention held at Wrangell last autumn. The missionary has been greatly encouraged by the manner in which the young people have taken hold of all church enterprises. There have been a good many conversions during the year. Juneau ( Auke and Taku tribes). — The missionary in charge of the native church has had his hands full, and has felt particularly the loss of his efficient assistant, Mr. Fred Moore. However, the work has progressed very satisfactorily, and Mr. Jones is greatly encouraged. The white church, under the care of Eev. J. H. Condit, is moving on steadily toward self-support. Klawak ( Hydah and Hanegah tribes). — The missionary at Klawak mourned the loss of his interpreter during the year. His place, however, has been supplied by another native. These two consecrated missionaries, Mr. and Mrs. Waggoner, are firmly intrenched in the hearts of the people and are accomplishing among them great material as well as spiritual results. Klinquan ( Hydah tribe). — Mr. Samuel Davis, a native who has been interpreter for the missionary at Jackson for several years, has been sent to the above-mentioned place, where he has charge of the mission work among a band of Iiydahs located at that point. It is reported that he is doing most excellent work, and is himself growing, spiritually and intellectually. IClukwan ( Chilcat tribe). — A band of these Indians who were converted a number of years ago held their membership in the church at Haines. Later, a layman of the Methodist Episcopal Church found his way among them and opened a mission. During the winter the work was turned over to the Presbyterian Church as properly belonging to them, and Mr. F. Falconer, a missionary layman, placed in charge. The work has prospered from every possible view point, Saxman ( Tonga and Cape Fox tribes). — This mission is growing in interest and efficiency, it is reaching out after the Indians who are scattered over that region of Alaska, and they are being enabled under the wise management of their native pastor, Eev. Edward Marsden,1 to concentrate their efforts, and are being greatly blessed in their spiritual and material interests thereby. Sitka ( Sitka tribe). — The mission at Sitka is under the care of Eev. W. S. Bannerman, Who preaches both to the natives and the whites. Mrs. Paul continues to be the efficient helper of the missionary, acting as his interpreter and doing, also, very much independent work in the native village. Sitka training school ( all the tribes) . — There are in this school the representatives of at least twelve tribes. It is one of the most wonderful achievements of Alaskan mis¬ sionary work. The work is progressing very satisfactorily. A band of boys under an efficient industrial teacher are preparing addltipnal fapebfor cultivation the coming year, clearing it of stumps and other obstruction^, and during’ coming spring it will be properly reduced and planted to grains and vegetables which are adapted to the Alaskan climate. The school work has been very well conducted a pci ordi¬ narily successful, The industrial work has go.ne op satisfactorily. 1250 EDUCATION REPORT, 1902. Sitka hospital. — The vacant place at the head of this institution has been supplied by a lady medical missionary. The work has progressed very satisfactorily. Many cases of sickness have been treated in the hospital, and a great many more in the native village, by the physician. The care of the in-patients has been in charge of of Miss Esther Gibson, and the work altogether has been very successful. Wrangell ( Stikine tribe). — The work at Wrangell is under the care of the board's missionary, who ministers to both natives and whites, each having k separate church organization. JESUIT MISSIONS IN ALASKA. [Commenced 1S78.] Holy Cross Mission , Koserefsky. — Rev. J. L. Lucchesi, Rev. Jos. Perron; Brothers V. O’ Hare, Al. Markham, P. Brancoli, Ed. Horweedei, E. De Fevre. 1. There is a boarding school for boys-under immediate charge Gf the Fathers; it numbered 42, this number being steadily maintained during the year. They are remarkable for good behavior, docility, and earnestness to improve as well in all the branches of a common English education as in the various trades, such as carpentry, biacksmithing, garden and farm work. 2. There is also a boarding school for girls, numbering 46 pupils, in charge of the Sisters of St. Anne, viz, Sisters M. Winifred, Antonio, Pauline, Mary of the Passion, Mary Joseph, and Julia. The conduct of these girls is exemplary; their application to study and work is all that could be desired, and their progress is in proportion. Besides the regular hours for class work, they are instructed in all kinds of needle¬ work, common and fancy, besides cooking and all useful work suitable to their sex and condition. 3. The day and night schools are in care of the Sisters, and their number varies from 12 to 20. The school of Holy Cross with its flourishing garden in summer is a veritable oasis in the wild desert of the Yukon, and few travelers pass without visiting it, and expressing surprise at finding such a progressive institution in such an inhospitable country. A remarkable feature about Holy Cross Mission is the flourishing vege¬ table garden of about 6 acres; it is the work of the larger boys and girls under the direction of their respective teachers, and in addition to the vegetable garden the girls cultivate a nice flower garden. The produce of the garden this year amounted to about 500 bushels of potatoes, some 600 good solid heads of cabbage, turnips and rutabagas in abundance, pease, lima beans, beets, salad, radishes, cress, etc. Holy Cross Mission serves also as a center from which the missionaries visit the villages up and down the Yukon, the Shageluk, Innoko rivers, etc. St. Peter's Mission, Nulato. — Missionaries: Revs. C. Rossi, J. Jette, P. Pasino; Brothers B. Marchisio, and C. Giordano. Also Sister M. Stephens and two assistant Sisters. A day school with a few boarding pupils, having an enrollment of about 24, is maintained here aud is under the charge of the Sisters. The population of the village numbers about 150 souls. A great drawback to the progress of the missionary work is brought about by the bold and open trading of whisky by whites to the Indians. Si. Ignatius Mission, on the Kuskokuim. — Rev. A. Robaut, resident missionary. The Sunday school is well attended. Father Robaut has been on steady missionary work in Alaska since 1886. During the intense cold weather of January 1902, being on a missionary excursion, he had the misfortune of freezing his feet. He Avas kindly attended to by Dr. Romig of the Moravian Mission, and has almost fully recovered the use of his feet, and is again at work in his usual field of labor. St. Michael's Mission. — Rev. R. Camille, resident missionary; Brother I. Montalio. The missionary of this place attends to the military post and the whites of St. Michael, and also to the Indians of the surrounding country. St. Mary's Mission, on the Akidarak. — Revs. A. Keyes and J. Treca, Brother J. Twohig. Some 60 Indian villages are reached from this mission. Some three years ago a flourishing boarding school was maintained at this place, but the lack of resources led to its closing. Eagle City. — Rev. Fr. Monroe, missionary. St. Joseph's Mission, Nome. — Revr. Jos. M. Cataldo and Rev. E. Devine, and Brother B. Chiandano. 1 ' ’ ; , 4 Church of the Nativity, Awsdur--I^ev.. J. B. Rene and Rev. J. Card on, Brother J. Rosati; Sisters of St. Anne in charge, oli, hospital. St. Paul's Cllurch, Douglas Island. — Rev. P. Bougis. St. Mark’S Church. — Rev. Phil. Turnell. . , EDUCATION- IN ALASKA. 1251 MISSIONS OF THE MORAVIAN CHURCH. [Commenced 1S84.] Owing to imperfect mail facilities in the region of the Kuskokwim and the Xusha- gak the intelligence which has been received during the past season has been frag¬ mentary, and it is impossible to furnish wholly satisfactory statistics. Thirteen missionaries are at present in the field, and four of the five now on fur¬ lough will return this spring. On their return a new station is to be founded at Quinhagamiut, near the mouth of the Kuskokwim, materials for a mission house and a chapel being sent from San Francisco. Here the Rev. John H. Schoechert, formerly of Carmel, on the Nushagak, will be stationed. Missionaries are in res¬ idence at Bethel and Ugavig on the Kuskokwim and at Carmel, and at each of these points schools are maintained. At a considerable number of outposts native assis¬ tants are rendering valuable services. The most important of these outposts is Tog- iak, near the mouth of the river of the same name, between the Kuskokwim and the Nushagak. Here a house was erected several years ago as a place of worship and a lodging for visiting missionaries. The past winter is reported to have been the most severe known to our mission¬ aries since they went to Alaska, preceded as it was by a long period of almost inces¬ sant rain. October 14 and 15 were rendered memorable by a huge tidal wave which flooded the entire coast between the rivers occupied by our mission. Canneries were lifted from their foundations, warehouses were destroyed — among the rest, that belonging to our mission on the Kuskokwim — wharves and landing stages were swept away, and lumber and logs that had been stored in readiness for the erection of houses, carried cut to sea. It goes without saying, that destitution must have resulted in various places. The reports are not clear as to actual loss of life among the natives. Bethel, in January, had a narrow escape from fire, with the thermometer at — 88°. While the long weeks of unusual rain in autumn affected the domesticated rein¬ deer loaned by Government to the mission at Bethel, fatally in the case of some, the increase has nevertheless been gratifying. Experiments in gardening and in the keeping of poultry at Carmel have proven decidedly successful, and it is believed that cattle might be introduced there. This is now 'being attempted by the missionaries. If successful, its importance is self-evident. A small collection of translations made by the missionaries — hymns, prayers, liturgical formulas, etc., edited by the Rev. A. Schultze, D. D., L. H. I),, has recently been published at Bethlehem, Pa. MISSIONS OF THE PROTESTANT EPISCOPAL CHURCH IN ALASKA. [Commenced 1886.] The Rev. Peter T. Rowe, Bishop of Alaska, in his seventh annual report, gives the following information: Statistics. Church buildings . _ . . . 13 Schools: Industrial . 1 Bay . 7 Mission dwellings . 12 Hospitals . 3 Sawmills . 2 Steamer ( Northern Light , not in use) . 1 Workers (clergy, lay, native, women, including bishop) . 31 Baptisms: By the bishop . _ . . . i9 Outside of diocese . 6 By the missionaries . 50 Confirmations (seven services) . . 44 Marriages: By the bishop . 5 By clergy . 24 Ordination to diaconate . 1 Burials . 43 Setting apart deaconess . 1 Offerings' . . $588. 80 Offerings for hospital work, charitv . 623. 33 1252 EDUCATION REPORT, 1902. Christ Church, Anvik, is the center of operations for Shageluk and parts adjacent.' The Church of our Savior, atTanana, is the center of Avork for Fort Gibbon, Neenann, Kkoschakat, Nowikakat, Tukitsuntu. and Kashtun; St. Thomas’s at Point Hope; St. Mary’s at Nome; St. Andrew’s Church, Rampart and Fort Hamlin; St. Stephen’s Church, Fort Yukon and Chan de Lar; Church of the Heavenly Rest, Circle city; St. Savior’s Church, Skagwav ; Epiphany Church, Valdez and Copper River; St. Agnes Church, Ketchikan; Trinity Church, Juneau; St. Luke’s Church, Douglas Island; St. Peter’ s-by-the-Sea, Sitka. MISSION OF THE BAPTIST CHURCH. [Commenced 1886.] Bapil. t Mission, Wood Island, Alaska. — Our present workers are Rev. and Mrs. C. P. Coe, Mrs. M. G. Campbell and Ofdotia Brown. Dr. C. F. Mills, the Government teacher, resides at the orphanage and gives medical assistance. Among the improvements of the past year are the painting of the orphanage and the church, the breaking of 6 acres of sod, and building of fences, walks, and a potato cellar. The success in farming and gardening indicates that operations on a larger scale would be profitable. An agreement has been made with Prof. C. C. Georgeson, special agent of agricultural investigation in Alaska, whereby the Gov¬ ernment will bear a part of the expense of raising small grain. This arrangement will doubtless be beneficial to both parties. The salt-fish industry has surpassed our expectations. We were able, largely with our own force of boys, to put up 135 barrels of red and silver salmon. Those for which returns have been received sold at the top of the market. The religious side. — June 22 four of our children, having made a profession of faith in Christ and having given satisfactory evidences of conversion, were baptized and received into the church. _ Several others have expressed their love for Jesus and their desire to live for Him. One of these has been with us less than a year. Recently we began preaching on Sunday nights, through an interpreter, to those who do not understand English. The services have been well attended, and the most respectful attention has been given. The night school sustained by the orphanage has been continued, with a total enrollment of 30, including our older children. The church now numbers 16 members. Children in the orphanage number 70. MISSIONS OF THE METHODIST CHURCH. [Commenced 1886.] The work of the Methodist Episcopal Church in Alaska consists of a few stations in southeastern Alaska and the Jesse Lee Industrial Home under the care of the Woman’s Home Missionary Society at Unalaska on the Aleutian group of islands. Ketchikan is the distribution point for a large territory. Rev. W. M. Rule is missionary. Here we have a church and parsonage worth 8^, 000, fully sufficient for cur needs and without any debt. This has all been gathered within a year. Good congregations, a flourishing Sunday school, and faithful missionary work done among the Indians mark the work here. At Juneau the extreme prices at which property has been held has thus far pre¬ vented our obtaining church property. The superintendent has been in charge of the mission at Juneau, and all departments of work have been faithfully prosecuted. At Skagway (Wilmot Whitfield, superintendent) there is a fine church and par¬ sonage, worth 84,500. In spite of the business depression at Skagway the church has been able to offset removals by valuable accessions to its membership, and is harmonious and hopeful for the future. At Douglas (Rev. C. S. Revelle in charge) the work has been carried on mainly in t lie Swedish language, but the increasing number of English-speaking Methodist jx ople makes it advisable to continue the work in English. A neat church and par¬ sonage, worth 81,500, entirely out of debt, form our plant here. A very remarkable work has been carried on at Kluckwan among the Chilkat Indians for over a year by Rev. M. A. Sellon, a local preacher of the Skagway charge. As the result of his faith and Avorks 175 natives Avere gathered into our church at this place. As a result, however, of a compact entered into by our mis¬ sionary society with the Presbyterian Church in 1876, by Avhich that church was given exclusive right to do Avork among the tribes of southeastern Alaska, the field was surrendered to that church. Brother Sellon Avas then assigned to Porcupine, where he is doing useful Avork. EDUCATION IN ALASKA. 1253 While the numerical strength of the Methodist Episcopal Church in Alaska is not large, it yet ministers to many times more of transients than those who spend but a brief time in Alaska. Jesse Lee Industrial Home, Unalaska, Alaska. — The superintendent, Dr. A. W. New- hall, spent fourteen months at home on leave, but returned September, 1902, with his excellent wife, formerly superintendent of the home. The work is making good advancement. Miss Barnett is an efficient worker, of much experience. Miss Darling, kindergarten and primary teacher, is doing excel¬ lent work, and Miss Schwab, the matron, is a conscientious and faithful worker. Dr. Newhall finds much to occupy him among the villagers in the capacity of a physician. It has been greatly desired that a hospital might be opened in connec¬ tion with the home, and the time seems near at hand when a small hospital will become an assured fact. The enrollment of the home is 42, and of the Government school 84. Most of the pupils of this school are inmates of the Methodist and Graeco-Russian missions. While the children are not precocious, they seem to be making fair progress, and the teachers are assured that their efforts are not in vain. The Government school is independent of the home, but the most cordial and sym¬ pathetic relations exist between the two. The Jesse Lee Home receives the most cordial commendation from all who know of its work, and while there are unusual obstacles to overcome, this mission is firmly planted and is a great light to those who sit in darkness. SWEDISH EVANGELICAL MISSION COVENANT. [Commenced 1887. J Our work at Yukatat was very successful last year. Two interpreters were occu¬ pied for the preaching to natives, one of these two being Mr. Paul Page, of whom our missionaries hope a great deal. One feature of the work last year was a successful protest against the liquor traffic. Twenty natives were baptized; the communicants of the congregation now number about 60. There is a young people’s society, num¬ bering about 70. The number of children in the Sunday school is 70. Mr. Berggren, the school-teacher, gives a detailed report of his work. The total number of children taught were 1 American and 65 natives. Different companies have applied for the right to sea front for fisheries and to build canneries; one company has applied for the right of way for a railroad to go over a corner of the land which the mission holds. At Unalaklik the work has proceeded in the usual manner. Mr. A. E. Karlson superintends the mission after a year’s vacation, partly spent on a journey to Pales¬ tine. He reports 10 baptized during the year, and 15 children at the home. Mr. Karlson has built a church at the cost of $2,500, and donated the same to the mission. The church was dedicated November 10, 1902. Through Mr. Ivarlson’3 generosity Alice Omegitgoak, our native school-teacher, has been provided with a home for herself and her mother. I am sorry to say that our school-teacher, Miss Selma Peter¬ son, has, on account of poor health, been obliged to leave her work. Dr. C. O. Lind, who spent the winter at our old station, Chinik, at Goiofnin Bay, has taken her place as school-teacher at Unalaska. The success he met at Chinik as a doctor was not sufficient to justify his stay at that place, and he will, we hope, find a wider sphere for his work both as a medical man and as a teacher at Unalaklik. In Mrs. Hannah Karlson, wife of Missionary Karlson, we have also lost a loyal and zealous worker; she being, on account of poor health, obliged to leave Alaska to seek a milder cli¬ mate. It is on this account uncertain how long we will have the services of Mr. Karlson at Unalaklik. Last winter Rev. C. F. Ryberg, of Nome, Alaska, stayed occasionally at the station and was of good service to the work. Ozeark Rock, the native evangelist, and Stephen Ivanhoff are also connected with the work at the station, the former as an evangelist and the latter in practical relations, he having, with the aid of Mr. Karlson, started a business at the place for the benefit of the natives. In the day school 77 children have been attending and in the evening school the attendance has numbered 70. The Sunday school numbers 125, divided into seven classes. Our field at Unalaklik is greatly in need of new forces of work¬ ers, and we look to the time when we will be able to see returned to his former field Mr. Julius F. Quist, who is now taking a medical course for that purpose at the Chicago University. At Goiofnin Bay we have practically given up the old place Chinik as a mission station and the work is limited to the Goiofnin Orphanage, which will fast become a new and prospering mission station. We are encouraged to find that the location of this orphanage was wisely decided. Thirty children have been enrolled in the orphanage. Rev. O. P. Anderson superintends the religious work, and Mr. K. Hen- richson supervises the practical work and has charge of the reindeer herd. Miss 1254 EDUCATION REPORT, 1902. Amanda Johnson is the school-teacher, and Miss Eivor Eklund is the matron and instructor in the household work and all kinds of “sloyd.” A few of the children have been selected to be sent to the school at Carlisle. Eskimos are moving into the new place rapidly and already a small village is being built around the home. During the year a new schoolhouse has been built, used also for services. The reindeer herd was reported, July 1, 1901, to number 257, 216 of these belong¬ ing to the mission. The success with the herd at Golofnin Bay seems to justify some like arrangement being made with the Government at Unalaklik. MISSIONS OF THE FRIENDS. [Commenced 1887.] The summer of 1902 closed the fifth year of mission work by California Friends at Kotzebue. At this time Robert and Carrie R. Samms withdrew after five yedrs arduous service, and were succeeded by Dana H. and Otha C. Thomas, of San Fran¬ cisco, Martha Hadley, of Wilmington, Ohio, who had been there three years, remaining with them. Richard Glover, of San Francisco, who had been there one year, specially as a carpenter and missionary, withdrew. ^ The progress of the different departments of work has been uniform and gratifying. In the evangelistic work those in charge last year report: “Services have been held twice on the Sabbath and on fourth day evening each week during the year, with but few exceptions. When we were away from the mis¬ sion we had meeting with those who were with us, and those wTho remained at home held services here. The natives who went to the sealing grounds in the spring report good attendance while there. Special and very interesting services were held at Christmas, etc. W hen the Kowak people left last fall we encouraged them to keep a record of the attendance at their meetings, as they had done before. We loaned them a ‘Leaf Cluster,’ a portion of the pictures having been used before during their stay here. They returned it this spring carefully preserved in a wooden box pre¬ pared for that purpose, together with a list of their attendance. According to it they held services eight Sabbaths, with an average attendance of 40, their largest any one Sabbath being 66. A number of these (about 50) profess to be Christians, and there seems to be a general turning among the older ones to Christianity, even the chief expressing himself favorably to it. Our enrollment of church membership here now is 104. Number of marriages by Christian ceremony, 12; 47 have signed a temper¬ ance pledge roll. Bright picture cards of sacred scenes have been largely distributed, and with these they brighten their smoky walls. “A Bible school was organized September 11, 1898, the first in that land. But two sessions have been missed since that time, when the missionaries were absent up the Noatuk River. Some of the Bible-school scholars have walked a round trip of 12 miles to attend. A school has been kept up some weeks at Naboktooktock, across the channel, with an attendance of 39 to 49. The average attendance of our Sunday school for the first quarter was ICO; for the second, 69; the third, 69; and the fourth, 43; making an average of 70; the total attendance for the past year, 3,484, and visi¬ tors, 882. Of the latter, 39 were white men. Those natives who come down the river in the summer seem very eager to learn more about Jesus, and we hope that much seed is sown among them. One of the natives conducted a Sunday school while they were away at the sealing point six Sabbaths, with an average attendance of 63. “In the medical work. — There have been 1,602 calls for medicine and 3,549 doses given. There were but two deaths the past year among the resident natives. There were four from the Kowak that died. “In the school work. — During the summer there was a short session of thirty-two days for the benefit of the river natives stopping at the rendezvous. The opening of the school year was delayed until October 26, on account of remodeling the house. During the winter a number came from time to time from across the channel, remain¬ ing as long as their food supplies held out. School was also kept up for some time at Naboktooktook by Mr. and Mrs. Samms and afterward by Richard Glover. Excel¬ lent progress is reported in the school work of the year, which was under the care of Miss Martha Hadley. Total enrollment, 84; days taught, 162; daily average, 19+. Of these, 24 only attended 1 day or less.” All in all the outlook of the mission work at this point is very hopeful, as its influ¬ ence is reaching hundreds of miles inland, and is remarked by miners and others traveling there. With the well-trained workers recently installed we feel assured of blessed results in next reports. Mr. Z. E. Foster and wife, Anna FI. Foster, are con¬ ducting a personal mission at Good Hope Bay, or Candle Creek. EDUCATION IN ALASKA. 1255 MISSION'S OF THE CONGREGATIONAL CHURCH. [Commenced 1890.] After twelve years of successful service in the establishment and conduct of work at Cape Prince of Wales, Mr. W. T. Lopp and his family have returned to the United States. They felt this change to be a necessary one on account of the educational and social needs of their growing children. The association was fortunate in secur¬ ing the services of Mr. Hugh J. Lee, who, with his wife and her mother, are now at the cape. Mr. and Mrs. Lee are not without experience in Arctic life. They were with the Peary expedition, and Mr. Lee spent over a year with the Eskimos, Mrs. Lee being with him during the latter part of the time. They have entered upon their work with energy and report the outlook to be of a promising character. Mr. Lopp in his final report said that the natives had had a fairly prosperous year. Health had generally been good; there had been 11 deaths and 20 births. All but three of the deaths were babes and small children. The mission and school have been steadily carried on, and the United States Bureau of Education has maintained a school in the mission building, both schools having made an excellent record of service. Mr. Lopp reports that his religious serv¬ ices have all been well attended, the average attendance for the year having been 107. The great need of a competent interpreter has now been met by the return of Adlooat, a young man who has been educated in this country, that he might better prepare himself for service among his own people. He is now acting as interpreter and assistant to Mr. Lee. Mr. Lopp reports a gratifying improvement in the manners of the Mitletok people, who have moved down nearer to the cape this spring for the purpose of hunting. He also remarks that some Diomede Eskimos had wintered at the cape and become regular attendants at the services held. These Eskimos are from the Diomede Islands, in the middle of Bering Strait. Y\Thile the larger of the islands belongs to Russia, the smaller is within the boundaries of the United States. The inhabitants of these islands speak the Cape Prince of Wales dialect, and visit continually among one another and occasionally on the Siberian coast. In J une, Chief Ta nes kan, with about 20 ofhis people, came across the strait from Whalen (near East Cape), Siberia, in a huge skin boat about 40 feet long. They brought over deer skins, wolf, wolverine, polar bear skins, and whisky, to trade with the people at CapePrince of Wales. While at the cape they were the guests of Ok baok and attended the meetings. The singing, use of the organ, and other parts of the services seemed to greatly interest them, and the}', with others, will doubtless return from time to time. Ta nes kan owns a large herd of deer near East Cape, and con¬ ducts a heavy train c with the Siberian deermen, as well as with the Alaskan Eski¬ mos. He is one of the richest traders on the Arctic Siberian coast. Mr. Lopp was pleased to notice that these Asiatic visitors could succeed in trading but a small quantity of their whisky at the cape. The Eskimos at Cape Prince of Wales have had a successful year in their hunting. In April and May sixteen boats, manned by 144 persons, hunted whales and succeeded in killing and securing eight small ones. From these they realized 100 tons of food and fuel, at which they were much rejoiced. The average walrus catch was not reached, only about 75 having been killed. Ok ba ok has established a store in connection with some San Francisco merchants, and has made it a success in every way. The enterprise admirably serves the pur¬ pose for which it was intended. He has sold flour for S2 per 50 pounds, while in former years the price has been from $3.50 to $4.60 at Nome and Teller. In addition to this, it was necessary to haul it to the cape. When the poor people of the cape have had no money, boots, or furs to pay for flour and other provisions Ok ba ok has set them to making small skin boats, seal spear’s, snow shoes, etc. The mate¬ rials cost them little^ or nothing and their time was not valuable, especially on stormy days; so this furnished them with a new means of support and, at the same time, helped Ok ba ok to stock up his store with marketable curios. Tire herd and herders have done well throughout the year. The snow was favor¬ able for winter grazing. During that time the herd was kept about 40 miles northeast of the cape. In closing his report, Mr. Lopp says that in 1890 he found the Eskimos as filthy, dishonest, and untrustworthy a people as one could imagine. During his early years of the w ork he was compelled to keep everything under lock. The killing of thirteen Eskimos by ?* whisky trader in 1877 had set the whole settlement against foreigners. Throughout the early years those of them who lost fathers and brothers in this mas¬ sacre no doubt often meditated avenging the death of their kin. But these hostile sentiments have long since been overcome. The influence of those Eskimos who 1256 EDUCATION KEPORT, 1902. have become Christians has changed the disposition of the settlement. Over 100 of the people are now, in the judgment of the missionary, genuine Christians. A good work has been done, and the indications that it will have steady progress are encouraging. The above include the reports submitted to me by the various missionary organi¬ zations at work in Alaska. Very respectfully, yours, Sheldon Jackson, United States General Agent of Education in Alaska. The Commissioner of Education. CHAPTER XXXIII. TWELFTH ANNUAL REPORT ON THE INTRODUCTION OF DOMESTIC REINDEER INTO ALASKA. Department of the Interior, Bureau of Education, Alaska Division, Washington, D. C., December 20, 1902. Sir: I have the honor to submit to you the twelfth annual report on the introduc¬ tion of reindeer into Alaska. The year 1902 has been a prosperous one for the reindeer herds in Alaska. During the spring 1,654 fawns were born and during the summer 30 deer were purchased, which, added to existing herds in the country, makes a total of 5, 148. These reindeer are distributed as follows: 646 loaned to missionary stations of the Presbyterian, Norwegian Evangelical Lutheran, Moravian, Friends, and Roman Catholic denominations: 499 loaned to 5 Laplanders; 1,025 are the property of the Congregational, Swedish Evangelical, Episcopal, Presbyterian, Norwegian Evangel¬ ical Lutheran, Moravian, Friends, and Roman Catholic mission stations; 2,609 belong to 44 Eskimo herders, and 369 are still remaining in the Government herd to be hereafter loaned. In connection with the herds are 27 Eskimo apprentices learning the care and management of the deer. The winter of 1901-2 was a favorable one for the reindeer industry. While it was the coldest since 1894 (44° below zero at Teller), there were few prolonged storms. The snowfall was light, and there was no thaw during the fall that resulted in cov¬ ering the moss with ice, as was the case the previous year, hence the reindeer had easy access to the moss under the snow. The spring came unusually early and was mild and dry, which was favorable during the fawning season. Personnel. — Local superintendents: Samuel R. Spriggs, Point Barrow; Robert Samms, Kotzebue; W. T. Lopp, Cape Prince of Wales; Tolef L. Brevig, Teller; Dr. Edgar 0. Campbell, Gambell (St. Lawrence Island) ; O. P. Anderson, Golofnin; Axel E. Karlson, Unalaklik (Eaton); Adolf Stecker, Kuskokwim; Julius Jette, Nulato. Assistant:, William Albert Egan, Gambell. Laplander teachers: Alfred Salmonsen Nilima, Kotzebue; Nils Klemetsen, Teller; Per Larsen Anti, Gambell; Isak Ander¬ sen Bango, Nulato; Nils Persen Bals, and Per Nilsen Bals, Kuskokwim. Eskimo herders and apprentices: Point Barrow: Pokpuk, Segevan, Paneoneo, Otpelle, Ungawishok, Powun, Pani- geo, and Ingnoven. Kotzebue: Minungon, Oghoalook, and Okamon. Cape Prince of Wales: George Ootenna, Stanley Kiv-year-zruk, James Keok, Thomas So-kwee-na, E-nung-wo-uk, Frank I-ya-tunkuk, Ib-i-ou-o, Sin-rok, Kar- mun, Oblee, Ong-na-look, Masoak, Ok-nak-look, and Te-o-mok. ED 1902 — YOL II - 6 1257 1258 EDUCATION REPORT, 1902. Gambell (St. Lawrence Island): Sepilla, Putlkinhok, and Pinink. Teller: Coxrook, Kozetuk, Serawlook, Zoolook, Neeluk, Ablikak, Sekeoglook, Erlingnuk, Ahmahkdoolik, Dunnak, and Nunahzarlook. Golofnin: Constantine, Toktok, John Aungadligak, Albert Pawame, and Benjamin Jutmans; Mrs. Dexter. Eaton: Okitkon, Tatpan, Nellagoroak, Stephan Ivanoff, Mary Antisarlook, Kotoak, Angalook, Sagoomuk, Aseebuk, Avogook, Ann ICravinik, Chipeu, Beekunan, Oochacktoak, and Moses. Nulato: Stephen Annu, Alexander Kulana, and John Rorondelel. Kuskokwim: Wasili and Robert. STATIONS. Point Barr oio. — From the statistical table it will be noticed that the reindeer herd at this station is increasing in numbers. The whole region abounds in moss and there is no difficulty with regard to pasturage. The main drawback in the past has been a northeast blizzard, that has come invariably as the fawning season com¬ menced. This year, during the fawning season, the wind blew a gale and the snow filled the air so as to make it almost impossible to keep track of the fawns at all. In time a more sheltered location will be found in this region of the country to which the herd can be driven in the spring. During last season the herd that was at Point Hope, owned by two native herders, was driven north to Point Barrow and com¬ bined with the herd at that place, making a total of 623 head. They arrived on Thanksgiving Day. Kotzebue. — This station was established on the 16th of December, 1901, by the arrival of a herd of deer which had been set apart and started from Teller reindeer station the previous 11th of November. After the arrival of the herd Mr. Alfred Nilima, the Lapp in charge -of the deer, selected a winter pasturage east of the Noatak River where there was plenty of wood for camp use and protection afforded the deer by the broken country. Fawning began on April 20, and on the next day the herd was driven across Hotham Inlet on the ice to the peninsula, where the herd was kept during the summer. On May 2 Alfred Nilima, the principal herder, -was married to Alice F. Fruhling, an Eskimo woman educated at the Friends mission. Cape Prince of Wales. — Since the commencement of this herd, in 1894, to the present year it has been under the charge of Mr. W. T. Lopp, missionary of the American Missionary Association at Cape Prince of Wales. Owing to the necessity of educating his children, Mr. Lopp felt compelled to resign his position and return to the States. His place has been taken by Mr. Hugh J. Lee, of Meriden, Conn., who, with his family, has removed to the station. The herd has been kept about 4-0 miles north¬ east of the cape. Eight of the herders of this station are self-supporting. During the year 60 deer were lost through disease and accident, 36 butchered, and 11 sled deer sold. According to the herders, 501 fawms were born. Ten died from unknown causes and 12 from desertion by young mothers, leaving 479 living fawns. If the count is correct the net gain for the year is 206, making the herd number 987. In changing watches in foggy weather the herders think they may have failed to count a number of fawns, so they feel safe in saying that they have at least 1,000 deer in the herd. Attempt was made in September to count and mark all the deer, but a series of rainstorms prevented completion of the work. This mission has long since returned to the Bureau of Education 118 deer which formed the nucleus in 1894. This number, now 987, is what remains to the mission. Report from Gambell (St. Lawrence) is to the effect that they are proud of their reindeer, after seeing those at Teller reindeer station and on board the Progress and this year on the Bear. Okhtokiuk, one of the three apprentices who were with the herd during the preceding winter, was discharged by Mr. Egan because of repeated absences from the camp without leave. In his place Mr. Egan had secured Peniu, THE INTRODUCTION OF REINDEER INTO ALASKA. 1259 formerly a resident of Indian Point. The boys have done fairly faithful service during the entire winter. Mr. Sara was an entire year with the herd and not a single deer was broken to harness or halter; he had kept the herd so near to the house that the moss was eaten very close, so that the sled deer had to be picketed some distance from the house and the herd kept even farther away. Per Larsen Anti, the Laplander, has done good service. His first request was for posts for staking the deer used on the sleds. These were driven in the ground early in good locations, so when the ground froze the stakes were solid. As soon as the snow came two deer, named Bonder and Blixen, were caught and put through the various stages of breaking. Anti noticed the tug was chafing the hind legs, causing the deer to pull sideways and often turn around. The tugs were then wrapped in deer or sheep skin. When the first two had learned so much that the most that they needed was practice Anti caught two more, and when these had learned a little the first two were turned loose and two new ones caught. In all nine deer have been more or less broken or trained. One of these was very wild and so plunged at his rope that he threw himself backward, breaking his neck. Another was thoughtlessly tied to the stake rope of a second deer and became entangled and choked to death. A third -was overloaded in soft snow by Putlkinhok, a rushing, heedless apprentice, and his back strained, causing death in a few weeks. Two sets of harness have been made, and five pack saddles. Moss was gathered to feed when at the station and also for sick deer. The herd passed through the winter very successfully until March and April, when the snow froze so hard it was difficult to get at the moss. The winter quarters will have to be moved to some place nearer good staking ground and feeding ground, and at the same time it is wanted as near the station as practicable, on account of delivering rations. The establishment of small cabins at Various points over the island is recommended, so that the herd could be kept more .closely around the herders’ house, and have the herders living in the midst of the herd, the food to be carried to these cabins from either the mission or from a main station easily accessible by boat. The October and November rations were sent at one time last year by boat, so that when December ration day arrived there was snow enough to sled. The April and May rations were sent down by sled, so that the June ones could be delivered by boat. It is believed the material for the walls of these cabins could be collected from driftwood along the north, shore of the island. Fawning began April 22 and continued throughout May. From 40 does more than 1 year old we had 38 fawns, 3 dying from accidents- and 2 from other causes. Four fawns were from last year’s fawns, of which 3 died in the cold. Sepillu promises to make a good deer man; he is also very neat, and is far more thoughtful than the average young man of St. Lawrence Island. The other two boys are not so promising, though they will improve. Teller Reindeer Station. — The winter was the coldest since 1894, but proved very fine weather for the reindeer. There were few hard storms; the fall of snow was light, and there was no thaw during the fall or early winter to cover the pasturage with a coating of ice. The spring came unusually early and was mild and dry, hence no fawns were lost because of cold and wet weather. Of the 276 fawns born, 240 lived. During the winter the herd was pastured on the Ahgeeopuk River, 6 miles below the usual winter quarters. During the*summer they were kept 7 miles north¬ west from the station. From the Government herd at this station during the winter of 1901-2 two herds "were sent to Kotzebue Sound, one for the Friends’ Mission and the other for Alfred Nilima. Leaving the station November 12, they arrived at Kotzebue on December 16, 1901. On January 15, 1902, a herd of 100 reindeer was loaned to Per Spein and sent by the way of Golofnin Bay to Eaton Reindeer Station. On the 22d of July the Norwegian Evangelical Lutheran Synodical Mission at this station 1260 EDUCATION REPORT, 1902. loaned to Serawlook, Erlingnuk, and Ahmahkdoolik, apprentices, each 10 deer from the mission herd. Golofnin. — If present plans are carried out the herd at this station will be increased during the winter by the addition of a herd loaned to Nils Ivlemetsen by the Gov¬ ernment and also by the addition of the herd of Tatook, which is to be removed from Eaton to Golofnin. Eaton ( Unalaklik ). — The herd has wintered as usual at South Elver, where they were driven early in November. At this place during the year a house was built by Ole Bahr for himself and family and a second house for the use of the native herders, jointly. Late in March the herd was driven from their winter quarters to the fawn¬ ing ground on the east side of Shaktolik Bay, and, after fawning, were driven to their summer pasturage on Eeindeer Peninsula. On December 6, 1901, the herd loaned to the Roman Catholics was stalled for its destination at Nulato in charge of Isak A. Bango. On the 10th of February, 1902, Per Spein, with his herd from Teller, arrived at this station, and on the 27th of February the herd of Mary Antisarlook arrived • from Synrock. These two herds were combined, under the care of Mr. Spein, and driven to good pasturage near Tolstoi Point. During the year several Laplanders have been at this station, and the relations between them and the native herders have been entirely harmonious. Here, as elsewhere on the Bering Sea coast, the winter has been unusually pleasant, and spring came early and was free from wet, stormy weather. One corner of the foundation of headquarters building seemed to be giving away, and arrangements were made for its repair. Nulat-o. — The herd received from Eaton in December, 1901, was pastured during the winter at Nelenorotaloten, 2 miles below Nulato, on the banks of the Yukon. In the spring, before the breeding season commenced, they -were driven to Rodo’oye, one of the western summits of the Kayar Mountain Range, 40 miles south of Nulato. KuskoJcmm. — This herd is kept in the mountains 100 miles distant from Bethel, the principal mission station. The distance from the station created some difficulty in sending provisions to the herders. The difficulty, however, will probably be over¬ come hereafter by transporting to the herd the provisions during the winter, when they can be transported by reindeer teams and sleds. PURCHASE OF REINDEER. In the fall of 1901 a report was published in the newspapers that the Russian Government had prohibited the further exportation of .reindeer from Siberia to Alaska. Lest this prohibition should interfere with the proposed purchases of this Bureau, a request was made through the proper official channels to the Russian Gov¬ ernment to allow the purchase of 300 head during the summer of 1902. This request was granted, with the proviso that payments for the reindeer should be made in coin instead of barter goods, as in former seasons. When the revenue cutter Bear reached Baroness Korf Bay, northern Kamchatka, Siberia, large herds of reindeer were found grazing in the vicinity, and the nomadic owners were ready to sell a large number. But when they learned that the ship had no flour, calico, tobacco, housekeeping utensils, etc., to exchange for their deer, having never had any money in circulation among them and being unacquainted with either its uses or value, they declined to trade, and but 30 deer were secured. I would respectfully suggest that an attempt be made to secure from the Russian Government such a modification of the terms that hereafter the United States may use barter goods instead of the coin when purchasing reindeer from a people who have no knowledge of the use of coin. INSPECTION. Last spring a communication was received from the collector of customs, Sitka, Alaska, calling attention to the law requiring that all animals imported from Asia THE INTRODUCTION OF REINDEER INTO ALASKA. 1261 shall be taken to San Diego, Cal., for inspection before being allowed to land in America, with the statement that this would apply to the reindeer being introduced into Alaska. As it would be impracticable to bring the reindeer from Siberia be¬ tween 3,000 and 4,000 miles by sea to San Diego for inspection and then return them from 3,000 to 4,000 miles back again to Alaska (the distance across from Siberia to Alaska is from 50 to 150 miles), I would suggest that arrangements be effected with the Secretary of the Treasury by which an inspector could accompany the revenue cutter and inspect the reindeer before leaving the Siberian coast. In addition to the 30 deer procured by Captain Tuttle, of the revenue cutter Bear, on the coast of Siberia, 61 female deer were purchased from the herders, to enable them to purchase supplies for their families. While but 30 were secured this season on the Siberian coast, the increase in the herds in Alaska by the birth of 1,654 fawns shows a very rapid and encouraging gain in numbers. Another encouraging feature is revealed by the accompanying statis¬ tical table, that there are at present 60 individual holders of domestic reindeer in Alaska, of whom 44 are Eskimo, the majority of whom have served a five years’ apprenticeship and gained a competent knowledge of the management and care of reindeer. Tabulated statement of reindeer in Alaska , July 1, 1902. The following table shows the number of fawns born during the spring of 1902 and the number of domestic reindeer in the nine herds in Alaska July 1, 1902: OWNERSHIP AT POINT BARROW. ' Owners. Adults. Fawns. ! Total. Male. Female. Total. Presbyterian Alission . . . 49 60 109 ! 29 a 238 Ahluk (Eskimo) . 23 60 83 35 118 Eleeioona (Eskimo) . 22 56 78 30 108 Ojello (Eskimo) . . 16 26 42 14 56 Tokpuk (Eskimo) . 4 13 17 7 24 Segevan (Eskimo) . 3 9 12 6 18 Paneoneo (Eskimo) . 2 9 11 7 18 Otpelle (Eskimo) . 3 9 12 8 20 Ungawishok (Eskimo) . 2 5 7 4 11 Powuu (Eskimo) . 2 5 7 5 12 Total . . . 126 252 ' 378 145 623 OWNERSHIP AT KOTZEBUE. Friends Mission . 109 99 51 46 A. Nilima (Finn) . Total . 208 97 OWNERSHIP AT CAPE PRINCE OF WALES. Congregational Mission . 224 224 George Ootenna (Eskimo) . 36 86 122 70 192 James Keok (Eskimo) . 45 75 120 55 175 Stanley Kivyearzruk (Eskimo) . 30 76 106 60 166 Thomas So-kwee-na (Eskimo) . 19 46 65 35 100 Joseph E-nung-wo-uk (Eskimo) . 16 25 10 35 30 Frank I-ya-tunk-uk (Eskimo) . 9 14 23 7 Peter Ib-i-on-o (Eskimo) . 1 10 11 18 John Sinrok (Eskimo) . 2 2 4 1 5 Harry Karmun (Eskimo) . 1 2 3 1 4 Ok-ba-ok (Eskimo) . 5 10 15 4 19 E-ra-he-ruk (Eskimo) . 5 9 14 5 19 Total . 162 346 508 479 987 a Including 100 loaned by the Government, b including 95 loaned by the Government, c Including 99 loaned by the Government. 1262 EDUCATION REPORT, 1902. OWNERSHIP AT GAMBELL (ST. LAWRENCE ISLAND). Owners. Adults. Fawns. Total. | Male. j Female, j Total. Presbyterian Mission . 1 1 . i 1 116 - 34 cs 159 OWNERSHIP AT TELLER. Norwegian Mission . 72 88 160 61 b 221 Tautook (Eskimo) . 55 39 94 49 143 Dunnak (Eskimo) . 21 27 48 29 77 Ablikak (Eskimo) . 24 46 70 55 125 Sekeoglook (Eskimo) . 11 16 27 41 68 Serawlook (Eskimo) . 1 10 11 11 Erlingnuk (Eskimo) c . . . 1 9 10 10 Ahmahkdooli1' (Eskimo) . 1 9 10 10 Total . . . 186 244 430 235 665 4 OWNERSHIP AT GOLOFNIN. Swedish Mission . . . . Constantin ( Eskimo) . ! Taktuk (Eskimo) . Mrs. Dexter (Eskimo) . Nils Klemetsen (Lapp) . j John Natorak (Eskimo) . ' ,5 6 2 25 109 14 14 2 75 184 21 20 4 100 80 6 * 264 27 27 6 MOO Albert Angotak (Eskimo) . Total . . 115 | 214 329 L 95 424 OWNERSHIP AT EATON. Government. 1 | 61 ! 62 113 Episcopal Mission . O. O. Bahr (Lapp) . Okitkon (Eskimo) . Tatpan (Eskimo) . Nellagarook ( Eskimo) . Moses (Indian) . Stephen IvanofI (Eskimo).. Captain Walker, U. S. Army Swedish Mission . A. T. Linaseth . ... Mary Antisarlook (Eskimo) Kotoak (Eskimo) . Angalook (Eskimo) . Sagoomuk (Eskimo) . Aseebuk (Eskimo) . Avogook (Eskimo) . Ann Kravinik (Eskimo) ... 49 I 78 I 26 ! 44 : 30 ; 42 i 12 ; 21 I 30 | 64 | i j . t!.1 5 I . ’ 3 . 127 54 70 23 72 33 33 17 94 57 20 13 1 5 3 130 79 I 23 12 I 23 12 | 20 13 20 11 7 4 i 8 3 89 MSI S3 105 50 50 33 1 5 3 259 60 35 33 31 11 11 Total 160 1,192 OWNERSHIP AT NULATO. Roman Catholic Mission . 43 64! to ; 44 Mol OWNERSHIP AT KUSKOKWIM. Moravian Mission . 1 176 80 256 110 d 366 Nils P. Sara tl^ano) . . 25 75 100 40 b 140 Per M_ S?neir) ( Liion) _ _ _ _ 24 | 71 95 44 M39 Total . 225 22G | 451 194 645 firand tr»tfll 1.654 5, 148 « Including 70 loaned by the Government. b Including 100 loaned by the Government. 'Discharged. d. Including 176 loaned by the Government. THE INTRODUCTION OF REINDEER INTO ALASKA. 1263 Increase from 1892 to 1902. 1S92. 1833. 1894. 1835. j 1886. 1897. 1838. 1899. 1900. 1901. 1902. Total from previous vear _ 143 323 432 | 743 1,000 466 1,132 625 . 1,877 638 2,538 756 2,792 1,120 3, 464 1,654 30 Fawn > surviving . 79 145 276 357 Purchased during summer. Imported froir* T _ 171 124 120 i 123 161 322 29 500 144 ■ Total October 1 . 171 346 588 891 !l,100 1.466 c.334 2,062 185 2,837 299 3,323 531 4,412 948 5, 148 Sold, butchered, and died.. 28 23 86 148 100 Carried forward . 143 323 i 492 I 743 1,000 1,132 | 1,877 2,538 2 79° 3,464 | . 1 «One hundred and eighty deer killed at Point Barrow for food; 65 lost or killed en route. TABLE OF HEEDS LOANED BY THE GOVERNMENT. A number of reindeer have been loaned by the Government to missionary societies 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. Herds at mission stations in Alaska. Congregational Mission, Capo 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, Nulato . Moravian, Bethel . Moravian, Carmel . Friends Mission, Kotzebue . Number loaned. In herd, 1902. When loaned. 118 1 224 Aug., 1894 ! 50 264 Jan. 16,1896 1 50 89 . do . 100 Sept., 1898 70 | 150 July 30, 1900 100 221 Sept. 1,19*30 100 151 Mar.. 1901 88 188 Feb. 26, 1901 88 188 . do . 65 160 Sept. 2, 1901 Tvhen due. Sept., 1S03 July, 1905 Sept., 1905 Mar., 1906 Feb., 1905 Do. Sept., 1906 Annual loam of herds to Laplanders. Location. Year. Males. Females. 1 ! Total. ! Ole Olesen Babr . Eaton . 1901 25 ! 75 ICO Nils Persen Sara . _ . Kuskokwim . 1901 25 1 75 ICO Per Maithisen Spein . . do . 1901 25 ! 75 ICO Alfred Salmonsen Nilima . Kotzebue . 1901 24 75 99 Nils Klemetsen . Golofnin . 1902 25 75 ICO Congressional appropriations for the introduction into Alaska of domestic reindeer from Siberia. 1894 1895 1896 1897 1898 1889 . $6,000 1900. . 7, 500 1901 . . 7, 500 1902 . . 12,000 1903. . 12,500 . 12,500 Total $25, COO 25, 000 25, 000 25, 000 158, 000 1264 EDUCATION REPORT, 1902. Expenditure of reindeer fund, 1901-2. Amount appropriated . $25, 000. 00 Salaries of employees . 4, 110. 03 Supplies for stations . 4, 498. 44 Freight . - . 1, 545. 59 Traveling expenses . 800. 33 Photographs and electrotypes for report . 7. 00 Printing reindeer report, 1901, 1,000 copies . 423. 11 Expenses of Lieutenant Bertholf . . . 1, 523. 93 Transportation of deer . . . 11, 546. 55 Use of tug . 150. 00 Balance of outstanding liabilities . 395. 02 Total . . . 25, 000. 00 THE CRUISE OF DR. WILLIAM HAMILTON, ASSISTANT . AGENT. The visit to the coast of Kamchatka for the purchase of reindeer and the extended tour of inspection of the schools and reindeer stations in the Bering Sea and Arctic Ocean regions was this season made by Dr. William Hamilton, the assistant agent. The following is an abstract of his itinerary : Leaving Washington April 14, Dr. Hamilton joined the U. S. S. Bear at Seattle. Soon after leaving Seattle, May 1, the Bear struck the rocks in Seymour Narrows, in British Columbian waters, and put back to Seattle for repairs. On May 18, the repairs having been completed, the vessel made a second start, with Unalaska, on one of the Aleutian Islands of the same name, as her objective point, where she arrived May 30. Here Dr. Hamilton inspected the public schools, conferred with the teachers, and authorized much-needed repairs to the school buildings. Leaving Unalaska June 3, the Bear headed for Siberia in order to visit Petropav- lovsk, on the peninsula of Kamchatka, where it would be necessary for Captain Tuttle to obtain from the .governor of that region permission to visit the villages along the Kamchatkan coast. Petropavlovsk was reached June 13. Here Captain Tuttle secured the sanction of the governor to the Bear’s expedition, and American gold was exchanged for Russian rubles and kopecks to be used in payment for the reindeer. After leaving Petropavlovsk, June 15, a severe gale was encountered, during which one of the Bear’s boats was swept away by a great sea. On the shores of Baron Korf Bay, July 5, 30 reindeer were purchased and taken on board the Bear for transportation to Teller Reindeer Station, Port Clarence, Alaska. En route the Bear touched at St. Lawrence Island, July 9, where the school was visited. Dr. and Mrs. Edgar 0. Campbell have just completed their first year on the island, and have done excellent work; Dr. Campbell’s knowledge of medicine has greatly increased his influence. During the morning of July 11 the 30 deer, in excellent condition, were landed at Teller Reindeer Station. Since leaving Seattle, May 18, the Bear had been entirely cut off from civilization, and had received no news from the outside world. At Nome, July 12, she again came in touch with civilization, and received very welcome letters and newspapers. St. Michael, 60 miles north of the mouth of the Yukon, was visited July 14. Here Dr. Hamilton purchased a quantity of supplies for the reindeer station on Kotzebue Sound, the requisition for which had been received too late to be filled in the usual way. At Nome, whither the Bear returned, he was received on board for passage to Teller Reindeer Station, where he arrived the following day. Here Mr. and Mrs. Plugh J. Lee, who were to succeed Mr. and Mrs. W. T. Lopp as the representatives of the THE INTRODUCTION OF REINDEER INTO ALASKA. 1265 American Missionary Association at its mission at Cape Prince of Wales, joined the vessel. This westernmost point of the continent was reached during the afternoon of July 22, and Mr. and Mrs. Lee were safely landed through the surf, also the coal and supplies for the school and reindeer station. From July 27 to August 2 the Bear cruised in the protected waters of Kotzebue Sound. During this time the coal, text-books, and apparatus for the school at the Friends’ Mission, on Hothani Inlet, were delivered; visits were made to the new gold fields in the Candle Creek district, and, taking advantage of the fine weather and smooth water, Captain Tuttle ordered frequent drills and target practice. On August 4 the vessel anchored off Point Hope, where she weathered a northeast gale. After landing some supplies for Dr. Driggs, the Episcopal missionary at this place, the Bear continued her voyage. At 9 a. m., August 9, Point Barrow, the extreme northern goal of the. cruise, was reached. At this lonely outpost in the north westernmost extremity of the continent there is a Presbyterian mission and a Government school. The missionaries and teachers are Dr. and Mrs. H. Richmond Marsh and the Rev. and Mrs. Samuel R. Spriggs. At this place, also, supplies for the school and station were landed by the Bear. Mr. and Mrs. Spriggs having com¬ pleted a three-years term of service wished to return to civilization for a period of rest. They were received on board the Bear for passage to Nome, where they would take a mail steamer for Seattle. On her return from Point Barrow the Bear anchored off Cape Blossom, Kotzebue Sound, where Mr. and Mrs. Robert Samms, from the Friends’ Mission, came on board, also returning to civilization after good service among the Eskimos of the Kotzebue Sound region. At Nome, August 20, the Bear wTas joined by the U. S. S. Thetis , commanded by Capt. Michael A. Healy. While in Bristol Bay the vessel had grounded on a sand bar and had strained her timbers. Captain Healy deemed it prudent to leave the waters of the Arctic before the arrival of the autumn storms, and Captain Tuttle prom¬ ised to relieve him on the Nome Station. However, before doing so, it was neces¬ sary for the Bear to proceed to Dutch Harbor to recoal, her bunkers being almost empty. Accordingly, on August 22, the Bear started on a direct course for Dutch Harbor, w^here she arrived August 27. Having completed his business in the Arctic, Dr. Hamilton left the Bear at this point, subsequently taking passage on the mail steamer Newport for Sitka. On the way he inspected the public schools at Unga, Kadiak, and Wood Island. At Sitka he had frequent conferences with Mr. William A. Kelly, superintendent of schools in the Sitka district, and inspected the two public schools at that place. By the courtesy of Capt. Charles C. Fengar, Dr. Hamilton made the voyage from Sitka to Seattle on the U. S. S. Rush, arriving at the latter place October 29. He returned to Washington November 6, thus completing a tour of inspection covering about 18,000 miles. REINDEER TRANSPORTATION. A good impression as to the value of reindeer for transportation purposes has been created in the Good Hope country, on the shores of the Arctic Ocean. Last wdnter two miners at Nome purchased two sled deer from Mary Antisarlook. The deer were worked in harness like horses and hauled on sleds 790 pounds each from Nome to Good Hope, 250 miles. After reaching Good Hope they w^ere used in delivering supplies from the stores to the miners’ cabins in the neighborhood. During July, when supplies of provisions ran short, one of them was killed and sold for meat, and the other was made the pet of the camp. From Cape Prince of Wales Reindeer Station, 11 deer wrere sold by the herders to the miners for transportation purposes; they were worked in harness like horses and each drew 700 pounds per load. 1266 EDUCATION REPOET, 1902. From the Teller Station an apprentice, Kozetuk, made two trips to Shishmaref Inlet district, a round trip of 400 miles, and one to Golofnin Bay and return (400 miles), carrying supplies for the miners. Another, Serawlook, made one trip to Shishmaref Inlet and one to Golofnin Bay. In addition to the above five trips numerous trips were made by the apprentices between the winter camp and station, a round trip of about 120 miles. From Eaton Station the superintendent states in his report that two prospectors who attempted to freight their supplies from St. Michael to the Buckland River with dog teams, failed on account of not being able to procure food for the dogs. Return¬ ing to Unalaklik (Eaton), they hired Okitkon, who, with five of his deer and sleds, took them and their supplies to destination without difficulty. REINDEER MAIL ROUTE. During last winter Mr. J. L. Lindseth secured the contract for carrying the United States winter mail from Nome, via Teller, York, Cape Prince of Wales, Shishmaref Inlet, to Candle City and Deering, on the shores of the Arctic Ocean, a distance of 260 miles. This distance was made by him, with heavy loads of passengers and freight, in eight days, dog teams requiring fifteen to twenty days for the trip. His reindeer during the winter traveled 6,000 miles. The mail carriers were Amund Hansen, Isak Salamonsen Nikkila, and Johan Peter Johann esen. The latter, after carrying the mail for many years for the Norwegian Government in Lapland, north of the Arctic Circle, lost his life in carrying the mail in subarctic Alaska, getting lost in a blizzard and freezing to death. His reindeer team was afterwards found well and in good condition. TRANSFER OF HERDS. Early in November, 1901, at the Teller Reindeer Station, 100 deer were taken out of the Government herd as a loan for the Friends’ Mission on Kotzebue Sound and 100 deer were loaned to Alfred Salamonsen Nilima, who was to have charge of the mission herd and the training of the Eskimo apprentices at Kotzebue. On the 11th of November the two herds were started from Teller Station with Mr. Howick, Tau- took, and three boys assisting Mr. Nilima in driving the herd as far as Cape Prince of Wales. From Cape Prince of Wales the drivers returned to Teller and their places were taken by Mr. W. T. Lopp, assisted by George Ootenna, James Keok, and Stan¬ ley Kivvearzruk, who accompanied the herd to Kotzebue, a distance of some 200 miles, arriving there December 16, 1901. Three of the mission herd died before starting on the trip, and during the trip two fawns that were unable to keep up with the herd were killed, 95 deer arriving for the mission and 99 for Nilima’ s herd. On the 23d of November a third herd of 98 deer (23 males, 75 females) was set apart from the Government herd at Teller Station for a loan to Mr. Per Spein, and on the 15th of January, 1902, Mr. Spein started to drive his herd to Eaton Station, a distance of 300 miles, arriving February 10. He was assisted by Tautook, Dunnak, Serawlook, and Kozetuk as far as Golofnin Bay, when the assistants returned to Teller. At Eaton Station on the 6th of December, 1901, a herd of 100 was loaned to the Roman Catholic missions on the Yukon River and driven, under the supervision of Isak Bango for Julius Jette, superintendent of the mission at Nulato. Mr. Bango was assisted in driving by Ole Bahr and Tatpan. Messrs. Bahr and Tatpan, at the end of the trip, returned to Eaton, while Isak Bango remained with the herd as instructor of the Eskimo apprentices. In the early winter of 1901 Mary Antisarlook, widow of Charlie, being discouraged by the number of reindeer that were from time to time stolen from her herd, her pas¬ ture range being on the main route of miners between Nome and the mining regions near Kotzebue Sound, made up her mind to remove the herd from Synrock to Una- THE INTRODUCTION OF REINDEER INTO ALASKA. 1267 laklik, where she could have better protection for her property. Upon the arrival of Mary’s herd it was combined with Mr. Spein’s, who took charge of the united herd, selecting suitable pasturage ground near Tolstoi Point. REINDEER AND MISSIONS. A good reindeer herd at a mission station in Arctic or sub- Arctic Alaska means — First. The permanence of the mission. Without it the natives are away from home a larger portion of the year in search of food, and, since the advent of the miners, are inclined to leave their homes and congregate in the American villages at the mines, where they live by begging and immorality, and soon disappear from the face of the earth. With a good-sized herd of reindeer there is a reserve food supply to supplement the fish, seal, wild fowl, rabbits, caribou, and other products native to the country. The certainty of food supply retains them around the mission and continues them under its influence. Second. It affords the missionary the opportunity of rewarding and encouraging those families that give evidence of being teachable, advancing in civilization, atten¬ tive to the instruction of the mission, and exemplary in their lives by establishing them in the reindeer industry, and thus greatly promoting their material interests. Third. With the numerical increase of the herd at a mission station it becomes a source of revenue through the sale of the surplus males at remunerative prices to the miners and butchers. In a few years this revenue should be sufficient to entirely support the mission and thereby relieve the treasury of the central missionary society. Fourth. The possession of a herd insures to the mission family a continuous supply of fresh meat. This to a family which, from the nature of things, is compelled to live largely upon salted and canned meats and . canned vegetables is of no small benefit, promoting their comfort, health, and usefulness. Fifth. Reindeer trained to harness and sleds greatly increase the efficiency and the comfort of the missionary in ministering to outlying native settlements. Or, to sum up the whole matter, domestic reindeer make it possible to establish and sustain mission stations with success in localities that otherwise could not be reached. 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 Theiis to the general agent and assistant agent of education in Alaska; 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 revenue cutter Bear, Capt. Michael A. Healy and the officers of the cutter Theiis, and Capt. Charles C. Fengar and the officers of the Bush was appreciated. Thanks are due to the honorable the Secretary of War; Brig. Gen. M. L. Luding- ton, Quartermaster-General, and Capt. W. C. Cannon, U. S. Army, transport quar¬ termaster and commissary in command of the Army transport T Yarren, for transpor¬ tation from Seattle to Nome and for many kindnesses en route. Thanks are also due to the honorable the Secretary of State and the Hon. Charle¬ magne Tower, ambassador to the Court of Russia, for procuring from the Russian Government permission to purchase reindeer in Siberia. ITINERARY. In accordance with instructions from the Commissioner of Education, dated June 20, 1902, I was directed to proceed to Teller Reindeer Station, Alaska, in order to adjust matters with the Laplanders, who were asking for loans of herds of reindeer 1268 EDUCATION REPORT, 1902. from the Government. I was also instructed while in those northern waters to visit Golofnin, Teller, Cape Prince of "Wales, and Gambell reindeer stations; also, if the revenue cutter Thetis could be met, to visit the mouth of the Anadir River, Siberia, to confer with Siberian merchants of that region with regard to the purchase and sale of reindeer to the American Government. Accordingly I left Washington on the 27th of June, reaching Seattle on the 3d of July. Through the courtesy of the Secretary of War I was allowed to take passage for Nome on the U. S. Army trans¬ port Warren, sailing July 7. After a pleaseant sea voyage of twelve days Fort Davis (Nome) was reached on the morning of July 19. Finding the revenue-cutter Bear (Capt. Francis Tuttle, commanding) in the harbor waiting for my arrival, I trans¬ ferred at once to the Bear , and the same evening we proceeded to sea en route for Teller Reindeer Station, where we arrived and dropped anchor the following day. The surf being too heavy for a safe landing, I remained on board until the 22d, when I was able to go ashore at the reindeer station, the Bear at the same time raising anchor and starting on its Arctic trip to Point Barrow, calling at Cape Prince of Wales, Kotzebue, and Point Hope en route. After inspecting the school and reindeer station at Teller, settling accounts with employees, and arranging matters for the coming year, on the 25th I took the steamer Sadie for Nome, arriving on the following day. At Nome I had expected to go on board the revenue. cutter Thetis (Capt. M. A. Healy, commanding), instructions having been sent Captain Healy by the Secretary of the Treasury to convey me to the Eaton and other reindeer stations along the coast of northern Bering Sea. Before my arrival Captain Healy, learning that the steamers Jeanie and Portland , crowded with passengers en route from Seattle to the mines, had got caught in the ice pack off St. Lawrence Island and had helplessly drifted northward through Bering Straits into the Arctic Ocean, at once went to sea to search for the missing vessels. Upon his return to Nome from the search, finding that his coal bunkers were nearly empty, he tvas compelled to return to Dutch Har¬ bor for a fresh supply of coal, which prevented him from carrying out instructions to give me such transportation as I should need. Accordingly, there was nothing left but to get along the coast to Unalaklik and Eaton as best I could. On July 30 passage was engaged on the steamship Dora from Nome to Golofnin Bay, where we arrived the following day. After inspecting the school and reindeer herd at the Golofnin Orphanage, a small schooner, built, owned, and managed by Eskimo boys, was engaged for passage to Unalaklik. The schooner was a very rude affair, being composed of hull and deck, without any par¬ titions, floor, or ceiling inside of the hull. It was unseaworthy in case of a storm; but there was no other way of getting across Norton Sound, and I had to take my chances. Providentially the weather was pleasant, and we reached our destination at 2 a. m., August 3, without any mishap, having been forty hours at sea. At Unalaklik the Laplanders had come in from the herds and were waiting my coming. On Monday, the 4th, the accounts of the previous year were audited with the reindeer employees and arrangements consummated for the coming year. On the morning of the 5th, there being a favorable wind, we started on our return trip to Golofnin. For a few hours we made fine time, then the wind died out, and we lay all day in a calm, making little or no progress. During the following night, how¬ ever, a breeze came up which, as we rounded Cape Darby, reached almost the pro¬ portions of a gale, and it was with great difficulty that we reached smooth water inside Golofnin Bay. A landing was made at the Swedish Orphanage. After a little rest at the orphanage the trip was resumed up the bay to Chinik, where we arrived about 4 o’clock, forty-two hours from Unalaklik, and our arrival was timely. The gale had been gradually increasing during the day, and in less than an hour after we landed from the schooner she had dragged her anchors and with greatest difficulty was prevented from coming ashore. THE INTRODUCTION OF REINDEER INTO ALASKA. 1289 On August 8, the steamship Cornin calling at Chinik, passage was taken to Nome, where we arrived at midnight, and a dangerous landing was made in a rowboat from the ship through the surf to the shore. The sailors who brought us to the shore were unable, on account of the storm, to return to the ship for twelve hours. Having carried out my instructions, with the exception of the trip to Siberia, which was impracticable from the absence of the cutter from the Nome station, on the 16th of August I went on board the steamship Ohio , and on the same afternoon started for Seattle, where I arrived on the morning of the 24th. Leaving Seattle on the 25th, Washington was reached on the afternoon of September 10, completing a journey of 15,108 miles. Sheldon Jackson, General Agent of Education in Alaska. The Commissioner of Education. CHAPTER XXXIV. STATISTICS OF CITY SCHOOL SYSTEMS. Table 1. — Summary of statistics of cities containing over 8,0C0 inhabitants , showin increase from previous year. 1900-1901. i 1901-1802. j Increase. i Per cent of increase. Number of city school systems _ 582 580 J Enrollment... . 1 . 4,090.819 4.174,812 83,993 2.05 Aggregate number of days attendance . i 572.033; 844 1 591, 71S, 445 19,685,601 3.44 Average dailv attendance . 1 S; 054, 367 3, 159,441 105,074 3.44 Average length, of the school term, in aavs . i 187.3 187.3 0 Enrollment in private and parochial schools. . .j 897,099 877,210 19, S89 2.22 Male supervising officers . 2,416 2,492 76 3.15 Female supervising officers . 2, 317 2, 533 21G 9. 32 Whole number of supervising officers . 4, 733 5,025 292 e! 17 Number, of male teachers . 6,629 6,969 340 5.13 Number of female teachers . 80,932 83, 775 2,843 3.51 Whole number of teachers . 87,561 90, 744 3, 183 3. 64 Number of buildings . 9, 374 9,512 138 1.47 Number of seats . 3,799,092 3, 938, 001 138,909 3. 66 Value of school pronerty . 1341, 074, 032 8356, 986, 076 815, 912, 044 4. 87 Expenditure for tuition . 863, 433, 167 866, 561, 505 S3, 128, 3SS 4.93 Total expenditure . . . . . 8107.663,785 | 8111,159,665 83, 495, 880 3.25 c. Decrease. 1271 Table 2. — Summary, by States, etc., of enrollment ,t attendance, supervising officers, and teachers in cities containing over 8,000 inhabitants, 1901-2. 1272 EDUCATION REPORT, 1902. Enroll¬ ment in private and paro¬ chial schools ( largely estimated). 2 877,210 mil S28S3SS i i 1 i ill |8I 111 1 co^-sf cd~oof ill • Oh E | u 1 "3 o H O C5 lilla glslllssi; 8S88B od t-T cm t- ^ cT i-Tth IIS 111 IsS d £ H l> cc oo mil 3 ""'S'* elsslllsl alsil «rH CO O S CO \i i ll o £ i H cs lO O o' IISss of r-f ”•3*3888 00 CO g g iO 04 04 d £ 3D CO CO of CO CD O d I - Tf« of osM 333 rH CO CO || |f| TTl cT o ill!! iilia llllllS^l IS11S “SS5SS 111 111 *53^“ sas §11 SSS9“‘ Aggregate number of days’ at¬ tendance of all pupils. o cT c§ o 11111 llll slgtlslsl sill! liililili ill’ll' igi iig ila Sli III ill CO of O *> rH t-j Old r-i ri id rH X> id rH rr l> rH Enrollment in public day schools. i ^ 5 ISllg i>ls¥ 04 rH sesisssss naaa aa®|ssgs§ asssa ill ill asa s¥s §13 ssss || . IIs cc co 05 id 04 sills lllsl ^V-Tr-HOOr-T ililillli IsRiiSals IISIIIS s¥“l¥SSIi s’SWlW I'lWl's Of 'd'rH Of Number of city school systems. O 00 S«8« 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 . Marvland . District of Columbia . Virginia . West Virginia . North Carolina . South Carolina . Georgia . Florida . South Central Division: Kentucky . Tennessee . Alabama . MississiDDi . J1 :l ilj 5, 424 CITY SCHOOL SYSTEMS. 1273 mmmm stfass's'ss' II a : !l§§ of 'or : : : lofr-rao ifif of I- CO of rf r-f of §11 of Iiil8888!*8i8 I lO of r-' of of i— f r-fcf m 111 of S2S T-. .-3 s-a 3 £ g’s^ 5 5§ £ % ED 1902 — YOL II - 7 Table 3. — Summary, by States, etc., of school property and expenditures in cities containing over 8,000 inhabitants, 1001-2. 1274 EDUCATION REPORT, 1902, O , CG ^ s-. £ v: ^ CO 1 ‘1 mis 111SS slllsasal 1 mmm § a-"r3 111 SIS ill 111 Ms 131 575,116 944, 119 160, 888 Expenditure for supervision and teaching. 10 1 s 1 aaass SiSSl gcooTg^ isisiiiii i aWiiWs S O* r-T t-~ C>f O' III III BSS SSB IIS ISIS iW ~ OC 'q • ®o^oa JJ'2'S x a 2 " O £ sj g-o g T* O s i 1 S8SW gSrfg'tf silllslil 11121 laillllll III SI r-ToT oTo Cft o' of CO CO ■^'i-Tr-T sEli §3§ 111 r-T tin sill Ills rH CO Number of seats or sittings for study. CO 8 1 eo 3S1IS slip ssisillil Isis ! 8S“rRSS|g§ Slag : 111 SIS aVs sis 1111 sfss',‘ Number of school build¬ ings. lO cT mu -t" , 00 ggSgggggg sg s 8583 i o § o Territory North Central Division: CITY SCHOOL SYSTEMS. 1275 ESSSS8S8SS5S 5 t-TeicTas o co t-C od r-C Total cost of schools per capita of pupils in average attend¬ ance. C> tH a i 8 cl O 5 8 88SS3 888285383 S 888333333 8 838838 8883 383582 8583 Cost of teaching and supervi¬ sion per capita of pupils in average attend¬ ance. tH § 28338 83233 838388588 3 sss-aas-ass 3 888388 8323 552252^ 8832 Value of school property per capita of pupils in average attend¬ ance. c § i 3.3838 588888888 83833833 8383 8|8|83838 58858838 3888 Average number of seats to a building. ' Si 3 31IS1 Pslslesl sill ills 1111 iff <; o ■+ ills ao eS CO O ^ I> I> ggjfjgfj DNOiCOOOiO^ rHO5C500 -OCCiO DOO(M - SfjgSSSSSfi §§§§ j|S| 3388 Average number of teach¬ ers to •S'Elg gr b* i co CO Ol T-i as 88853 O ^ !> (NCOCiOOCOOW'vO (NC5H00 233883528 33328333 5883 Average number of pupils in attend¬ ance to each teacher. » 00 3 •o oc O H Cl T-IOOl/S^COt-COr-laO COCOr-^TFCSCit'- Oi .-1 TP t* 838838338 88833388 8^88 . r Average length of the school term. to CO |s ^MOOiO 08 5 So 8 ■ 178. 1 174.9 183.4 189.6 188.9 193.1 190.3 191.3 183.5 194.0 190.7 176.0 182.6 178.5 180.4 180.5 147.9 186. 5 179.9 172.6 182.7 Average number of days’ attend- §”ag t^HClOO am ^MPHiOCiOMO iOOt-IO;1>^0 0 OOt-O 85838333 3888 Ratio of average attend¬ ance to 2 s-g 8 CO 12 * (NiO^QOO 58585 COOOCOI> HHCOI> O H uO CO O O r* CO^COOJ 8S8-882822 KggggggS 82 S3 Ratio of private school enroll¬ ment to enroll- •S » . £3 §3 S - = = = g at IS 1 6 o$ cc — ’ h rtrlHCln I^OO^r-iCCCOTfCO • to* S33S53232 : « • CO O ■ to sssss'sss'sisss sgfsssss g£gj ac $5;S5h88SSS$5§S d o r4 ci oc d ci ci r4 ao d i-^ SffSSgfcg cocoddddco 83 sssssssssssssf 533S$3S5 SsSK 2§S3$8SS££2S8SS 388SS33 :3S ^g?55^§8SS§^§8 SV£ggg8 is si gsgissggigge 3g£S|s§ «n iiiisisiisii i^ii^i (NCCC5 l>*ONO?OOOHC5C5WCO ^ uo r- h ic < sg§ ggaSissgggss SSS3S§3 H^o (NC0C0C0(NI>^|>C0»0O iO CO I> CO ^S!8 3£SS32S8£3ci8 3SSS3S3 CHlO iO CO tt< O Tj< CD I> 00,00 CO lO 00 N iO H CJ W Oi Cl £38 SSSsSSSSSSeSSS £83cS888 CO Tj< O 05 CO CO CO O-CO OOOOCOM COQOOMXlOt? sse sg§sgg'g££j=g£3 g'sssggssi OOM I'»^c0C0OHC0CiCit^05O (MH^HOHb ss&sgsgsssssfsi ss&ssgg ■'S'lHOC HXtOXHHOHONH CO N CO 00 CO CO rH £££ g£Sg£g£:£2£j£i££ ggggggS / Table 5. — Summarized statistics of schools in cities of over 8,000 inhabitants from 1890-91 to 1901-2 , inclusive . 1278 EDUCATION REPORT, 1902. Enroll¬ ment in private and pa¬ rochial schools (largely estimat¬ ed). 10 fH 723, 990 753, 178 775, 910 820, 250 842, 555 848, 760 824, 609 872, 406 913, 369 929, 337 897, 099 877, 210 345, 019 354,355 358, 624 379, 402 385, 022 373, 689 360, 779 401, 655 433, 696 450, 864 419, 349 380; 276 50, C01 45, 968 49, 901 52, 069 51, 946 51, 949 47,392 48, 168 Expendi¬ ture for all purposes. H SSMSMSSssim lilisllBISII gSl8"SSSS88SS|^ “-liiglfggilgii ISsSisis mmmmm mmmm Expendi¬ ture for supervi¬ sion and teaching. CO H Slllllllglsl ilss'lgeiisis §££§ 3“ 3 988 gi $ S 51II1S11IIII SSIlSsli ll§lll¥lsle¥ 21W1II a *3* 2 8 gf gf 8 gf g : gf gf « N *»" of of SO CO Value of public prop¬ erty used for school purposes. 01 H issilllSllll §SfliStilElf piiiigiiisi mmmm m&m iisisiiiiWi iliiiiils s's"|gg||g|'g'g| ““'aips'Ha III! H SgilSlIHSlI Iflisillllsl csc4"c^c of of of SglieiSIllll lllllsll M^OCOCOCOCO^^^^V Number of teachers. Total. © SlilHSlliSI sssssWsggss HsflsKSsllSI Sgllllll Fe¬ male. CO S3I1I111111P ssasssseJgRSS lllsillSlllg lilllssl S 8~ S 5 § 8 8 S » 8 S 5 » Male. fc- glilllSlgSiS 5IIS111I rg^r4'rH"cic4'cf^ofcfco'co' Num¬ ber of super¬ vising offi¬ cers. © ISIgllillggl cs ofcsco co'co'co rs Slllllllslfil SSlSSlIg r-Trf r^r-Tof cocc" ofo of os of 03 os" os os co co os ^jf tjT §g§s Sill s'as'a IllSlsssiili ^C^oi^C : ■>' » of of of O O O rf jH siisslllllal r^Tu ss&'sassWsss sasass'ssa'aa'a 111111181111 glliilfls ssss iSlliliislii sass's; lillliliisil SiiieliSlill- Isl rT-f_rrfv-rr-r,_r ill! isiliiiiiili SligRiSIISsI of of of of of of of of of of of os' ssllllllsili iplllilllsii of efccfeexo" cocofii'-tfV ^ Illiliasllii aas'cjs'aa's'ss'as lllllssliila of of CO ccfos OS ^|f Tjf t}T -f rf iff §111 lO'iOrffiO slgllgllisil of 03 Ol CO* of of OS' OS* Os' Os' of rf lliislSSlsli 2S3§s38S$8§SS?$ of of of os' os' os" os" rf rf rf rf rf •111 iigisiiisifi isIsISillsa! rf rf r-f rf r-T rf rf of of of of of liiiiiiiiiii Sail aSSSIsallllS l§*IISIllg rfrfrfrfrfrfrfrfrf slSSSIIlsilS Sail" iiiiiiliilii l§5SSIafl¥s"g IsslisISIS-I liililigllii ISillSsillSS % s s' a s' s' * s s 8 8 s' r rf rf rf iiiiiiliilii i¥i¥ siiiiiiiiiis ssss sassssss's'B'a's' IsISIllfllls g|l¥g¥8¥l¥lS aa l||g|l|||l| s a a g s' s' sa s' as s' 111! tm slsillsIlSIl fSSa'sSSitill ssslSliiiill IfilS'llllllS rfr4'rH"rf(rr-frfr-f^r lllaailSslls 8355 885338838333 |Sga||S|3||8 SSSSSSSSSSSiS llSill s : 1 IIS1I! o 6 • • ^ r“^ . ^ • . ^s§SoiSggg Table 6. — Comparative statistics of cities containing over 8,000 inhabitants, summarized by States, etc., 1901-2. 1280 EDUCATION REPOET, 1902. ii&H SP&Sggri s-a&SSS1 ts § H8SS,- Ol'OHCON^OiOsWt^ ; id os SSSSSSSSk S3SS3S3SSS3S3 L be , g ■ c a) . ° !S 7‘ '.I § * * * 5 COCDOO'DH^OJONI^ OCNOOHNHOlOJri^O g33S?3S??B38£2 asi^ssiass'Eiaa sssssss^s c ~ -5“ o^_ £ g.4, . lIPJtill §§§§§§3Sgg§ S§S£83gS88 Hist < G ° p- X l> X O CT> CC 00 O O rH COCOCOCOCOCOCOCOCO^tJi cc x r- cc CO CO CO CO io||||2 isssisigg 13-g ill o^C LOCOHCOOI^OO^'^N CONXH id CQ Tf< r* Tf ’d (M CO 04 C^l CO a ^ o ■O CO CO _ - -_ _ I x d N nV i> SSSSS^SSS00 t^I>XXCCl^0050C5^r I>COCOOI>04aOiOCOOCr^ c$ 22 2 ^ 2 § ^ lOOTfiOiOiOXOJCLO^ COl^OOCJOCOOM 8r62~*>.2$ SSsgg-es o I C g G »->oooxi^no^o Hoodxb*xxxi^io 'SsssssSsssss I? ijjjj; £Sl! o 53 lil!!l2sll CITY SCHOOL SYSTEMS. 1281 eorjj gssssos&ssaes r-‘ .-H oj CO <0! © rq j-J SSoSS&SSSSSS cc i> cc cc ic ic »c ».c o r*» sssssssssss gjsssssssssa 8g$88§8£§§!3 00 Ci odooooasoo'ocaoocaocood codcicioioQooo CC'^I> Sgi T?^I>Hl>COiC^XO(N assssssssssia CO 00 CO CC 00 I>* 0 (N CO H cicit^cci>i^t^r^r^i>c6 HriHHHnnHHrlH OOOOHXcCiCOCl^iOl >05 cc oc Sco lOOCOOOOHC^tNOO gSg&SSSSSSSS&Sgi TfCiCOOOOOH lO'Tji iH £g£&g3iS$ ClC!lCTjCiOHTfit-TS!0! 1 ssgss.gsaasaa 1 O l> S 5 iCC^^OCC(N^CCiCCCO gg'iiggagsgs CJ^cCCMCCCIGClO^COCC sliiissliis’ T-HTHCC-CO^ClCCt-OCOiC CC t-H sg (NCCicO(NO'OCO^OO(N £gj2g§g§§|§j§ LOX^IN^*CI>^CCt^cC(NcCCOO^ C^COOXXOr-WOO t^CHMOXCO^CCXO gssfsgigssjjsge lO cc •^lOHOOHCOIXNOOiCO COCCOCl^lOOOCirHlCOJi> CiCOlXNCOCOCIOCCGOH CC CJ asassssssss' c5 c5 c^" oj" S ?! ?J S CO CC (N Tf 1— C5.C5 1-1 O O r-1 1282 EDUCATION EEPOET, 1902, Table 7. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1901-2. City. Total population, census of 1900. School pop¬ ulation. Tupils in private and pa¬ rochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Number of days the schools 1 were actually in session. 1 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 O o 4 5 6 7 8 9 10 11 ALABAMA. 1 Anniston* . 9,695 777 171 74, 261 436 2 Birmingham . 38, 415 7-21 11,009 600 2, 491 3,031. 5, 522 178 697, 226 3,917 3 Huntsville . 8,068 7-21 2, 300 250 356 335 691 182 92,820 510 4 Mobile . 38, 469 5 Montgomery . . . 30, 346 7-21 5,312 400 1,274 1,609 2,883 166 373, 002 2,247 6 Selma . 8, 713 6-21 4, 500 *200 475 634 1,109 162 144, 018 889 ARIZONA. 7 Tucson . 7,531 6-21 2, 477 467 782 642 1,424 164 124, 476 759 ARKANSAS. 8 Fort Smith . 11, 587 6-21 *4, 967 *600 1,238 1,381 2, 619 177 354, 194 2, 001 9 Hot Springs* . .. 9, 973 6-21 3, 800 100 1,220 1,342 2, 562 160 272, 000 1,700 10 Little Rock * . 38, 307 6-21 11, 112 '500 2, 527 2,967 5,494 177 709, 947 4,011 11 Pine Bluff . 11, 496 6-21 4,750 300 1,062 1,384 2,446 *180 a 290, 160 1,612 CALIFORNIA. 12 Alameda . 16, 464 5-17 4, 132 280 1,641 1,657 3, 298 198 504, 075 2, 546 13 Berkeley . 13, 214 5-17 3, 717 278 1, 594 1,658 3, 252 193 542, 717 2,869 14 Fresno . 12, 470 5-17 3,445 145 1,480 1,556 3,036 177g 387, 053 2, 193 15 Los Angeles . . . : . 1 102, 479 5-17 26, 000 *2,132 11,180 11, 302 22, 482 185 3, 160, 725 17, 085 16 Oakland . 66, 960 5-17 17,556 1,668 5,885 6, 457 12, 342 198 1,647,018 8, 319 17 Pasadena . 9, 117 5-17 3,016 207 1, 329 1,356 2, 685 171 358, 242 2,095 18 Riverside* . 7, 973 5-17 1,881 25 747 765 1, 512 170 203, 993 1,199 19 Sacramento . 29, 282 5-17 6, 237 460 2, 403 2, 446 4,849 181 716, 579 3,959 20 San Diego . 17, 700 5-17 3,539 177 1,682 1, 68 5 3, 367 170 445, 230 2,619 21 San Francisco . 342, 782 5-17 82, 391 10, 112 23, 024 22, 496 45, 520 200 6, 767, 600 33, 838 22 San Jose . 21, 500 5-17 5, 850 799 2, 113 2, 353 4, 466 190 638, 718 3,361 23 Stockton . 17, 506 5-17 3,385 338 1,290 1, 385 2, 675 173 356, 648 2, 061 24 Vallejo . 7,965 5-17 1,*888 381 705 676 1,381 189 209, 657 1,109 COLORADO. 25 Colorado Springs . 21,085 6-21 7,319 300 2, 780 3, 016 5, 796 189 784, 728 4,152 26 Cripple Creek school district . b 50, 000 6-21 200 1,890 2, 240 4,130 174 678,600 3, 900 Denver: 27 District No. 1 . 1 16-21 20, 472 7, 475 7, 865 15, 340 185 1,867,205 10, 093 28 District No. 2 . l 1QQ Q^Q J 6—21 9, 674 350 3,612 3, 807 7,419 181 956, 243 5, 279 29 District No. 7 . r looj ooy 1 6-21 1,493 0 568 582 1,150 184 148, 720 803 30 District No. 17 _ J [6-21 8,425 757 2, 634 2, 725 5, 359 184 718, 704 3, 906 31 Leadville . 12, 455 6-21 2, 924 500 982 1,008 1,990 185 285, 107 1,541 Pueblo: 32 District No. 1 . 1 J6-21 5. 777 1,497 1,644 3,141 186£ 376, 511 2,051 33 District No. 20 _ j- * 28, 157 \6-21 e;552 1, 610 1, 803 3, 413 176 396, 880 2, 255 CONNECTICUT. 34 Ansonia . 12, 681 4-16 3, 241 154 2,599 190 409, 333 2, 200 35 Bridgeport . 70, 996 4-16 17, 369 *2,500 6, 744 6, 832 13, 576 184 1,672, 192 9, 088 36 Bristol . 9, 643 4-16 2, 168 49 1,071 1,010 2,081 196 296, 352 1,512 37 Danburv * . c 19, 474 4-16 4, 551 608 3,017 196 38 Hartford . 79, 850 4-16 17, 130 * 4, 132 12,058 190 1,817,540 9, 566 Manchester: 39 Town schools* ... } 10,601 /.... 1,179 1,010 190 40 Ninth district .... \4-16 1,448 0 752 849 1,601 1851 212, 743 1,141 41 Meriden . d 28, 695 4-16 6, 903 1,614 4, 165 200 697, 400 3,487 42 Middletown . 9, 589' 4-16 2,032 500 1,308 182 199, 290* 1,095 * Statistics of 1900-1901. e Population of the town of Banbury, a Estimated. d Population of the town of Meriden. b Estimated population of the district. Tae 43 44 45 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 81 CITY SCHOOL SYSTEMS, 1283 E 7. _ Statistics of population, school enrollment , and attendance in cities of over 8,000 inhabitants, 1901-2 — Continued. City. School pop¬ ulation. be «_ ■A CONNECTICUT— cont’d. Naugatuck . New Britain . New Haven . New London . Norwalk * . Norwich: Central district... West Chelsea dis¬ trict . Stamford* . 1 Torrington . Vernon a* . Wallingford * . Waterbury . Windham b . DELAWARE. Wilmington . DISTRICT OF COLUMBIA. Washington . FLORIDA. 10,541 25, 998 10S, 027! 17, 54S| 19, 932 17, 251 15, 997' 12,453] 8,483! 9, 001] 45, 859] 10, 1371 4-16; 4-161 4- 16! 5- 16 2, 882 6, 389 23, 830 3,283 3, 763 4-16! 1, 57 4-16 4-16, 4—16} 4-16! 4-16| 4-16 4-161 1, 4, 377 3,035 1,900 2,028 11, 865 2,145 P. a/ be A =3 u £ , c r Different pupils en¬ rolled in public day schools. » A c ~ I CO 0'S be 5 10 11 500 1,650 3, 065 850 531 400:. 9241 2, 094! 886 . 943 990 2, 454! 2, 679 9, 265j 8, 911 1,933 187 i 5, 133' 185f 18,176! 200 2, 669! 189 3,763 200 261,707 774, 978] 3,003, 409 381, 780] 1,399 4, 176 15. 017 2, 020 i . 1 . 1,342 189 196,749 1,041 1 | . 1 . 979] 189 137, 640' 729 ] 1,831! 1,848 3, 679| 191 521,048 2, 728 I I 1,912| 192 279, 168; 1,454 1,369! 180 i 2, 092! 1964 i 3, 929} 3, 758 7,687 192| 1,201, 681 ; 6, 242 I 1 1,422 . 1,173 Jacksonville* Key West . Pensacola .... Tampa . 76,508. 6-21 12,000 278, 718 28, 429> 6-20 17,114! 6-21 17,7471 6-21 15,839 6-21 6, 000: 4, 500 2, 000 500 450 22,694, 25,738 2, 481 918 1,115 867 2, 726 1,018 1, 276 1, 175 11,230 194 j 1,633,674 8,421 48,432 176 I I 5,207 140 | 1,930 160 2,391 165 I 2, 042 140 6,687,296 37,996 504, 700 164, 800 276, 540 22S, 480 3,605 1,039 1.676 1,632 10,245 6-18 89,872 6-18 89,441! 6-18] 9,0811 6-181 17,614 6-18| 50,473 6-18 71, 2391 6-18 14,210 . East side . West side . Belleville . Bloomington . i} 24,147 17, 484 23,286 12, 566 1/6-21 \6-21 6-21 Cairo . 6-21. 6-211 Champaign . 9,098 1, 698, 575 16,354 20,754 7,917 29, 655 22,433 Chicago . 6-21 Danville . 6-21 Decatur . 6-21 Dixon . 6-21 East St. Louis . 6-21 Elgin . 6-21 Athens . Atlanta . Augusta . . Brunswick .... Columbus _ Macon c . Savannah d _ ILLINOIS. Alton . . Aurora: 3, 111 * 18, 299 12, 745 3,724 4, 375 14, 008 17, 208 2,400 200 300 900 717 890 5, 874 6, 713 596 684 1,400 1,434 3, 391 3, 873 4, 194 4, 879 1,607' 172 12, 587 | 186 5, 715| 185 1,2801 160 2,834! 177 7,264! 179 9,073] 174 183, 511 1,939, 645 898, 545 * 146, 240 395, 418 1, 010, 252 1, 183, 146 1,073 10,428 4,857 *914 2, 234 5,588 6, 793 5, 999 1,701 6, 310 * 6, 369 4,420 3, 178 *626, 516 4, 161 7,381 *1,826 11, 595 6,169 1,218 0 ’ *400 *88,448 500 *268 800 200 1,452 681 1,419 2,034 1,039 881 133, 451 1,582 2, 124 484 1,451 749 1,321 2,317 1,158 921 134, 941 1,646 2, 262 540 2, 701 2, 843 2, 903 1,430 2,740 4,351 2, 197 1, 802 268, 392 3,228 4,386 1,024 5, 544 3,855 193 187 197 175 180 180 194 190 187 176 el97 185 437, 530 2,267 208, 635 475, 170 640, 633 307, 003 237, 028 40, 985, 022 451,342 622, 710 145, 228 / 730, 000 668, 035 1,104 2, 398 3,660 1,705 1,316 211.263 2,340 3,330 825 3, 711 3,611 * Statistics of 1900-1901. a Includes Rockville. b Includes Willimantic. c Statistics of schools of Bibb County. Population of Macon, 23,272. d Statistics of schools of Chatham County. Population of Savannah, 54,244. e Some schools were in session 194 days. f Estimated. 1284 EDUCATION REPORT, 1902, Table -Statistics of population, school enrollment, and attendance in cities of over 8, OGO inhabitants, 1901-2 — Continued. City. P, School pop¬ ulation. *! 1 O SC C. C T. Different pupils en¬ rolled in public j day schools. SC of £ ? *CD *0 ^ CC , c | £ O 2 ©r§ §CP 0 p < 0 'CO (3 O HI 1 '3 0 j | , < bo U2 CC O j be C sc | sc j c5 ! | j 1 2 3 4 5 6 7 8 9 10 ll Illinois — continued. . Evanston: 82 District No. 1 . [6-21 * 3, 221 200 849 869 1, 718 190 ! 253, 526 1, 335 83 District No. 74 (North Evans- I ton) . 19,259 -.6-21 916 25 180 149 329 189 42,903 227 84 District No. 76 South Evans- ton) . 6-21 2,051 300 547 583 1,130 182 176, 020| 967 85 Freeport . 13,258 6-21 3,877 1,000 1.068 1, 211 2,279 190 1 319, 316 1,680 8G Galesburg . 18, 607 6-21 5,014 400 1,763 1,888 3,651 171 | 496, 447, 2, 903 87 15, 078 6-21 4,640 1 1,145 1,280 2,425 175 ' 1 323, 050, 1,846 88 Joliet . 29i 353 6-21 9,082 1,704 2,776 2. 778 5, 554 184 800, 762 4,351 89 Kankakee . 13. 595 6-21 3,587 763 938 919 1,857 185 261, 4051 1,413 90 Kewanee . 8,382 6-21 *2,700 *3 938 1,026 1,964 181 | 305, 200 1,744 91 Lasalle . 10,446 6-21 4,700 1, 100 674 656 1, 330 190 220, 970 1,163 92 Lincoln * . . . . 8,962 ! 6-21 ! 4,069 276 1 1. 802 : 183 1 213, 924 1,170 93 Mattoon . 9, 622 6-21 *2,745 160 1, 153 1,180 i 2,333 178 > *234,828 * 1, 261 01 Moline . ; 17, 248 ! 6-21 | 4, 922 1, 693 1,759 1 3, 452 178 493, 772 2,774 95 Ottawa* . 1 10, 588 6-21 911 840 j 1, 751 192 268, 655 1,401 95 Pekin * . 1 8. 420 871 860 1, 731 170 ' 225, 254 1, 324 97 Peoria . 56, 100 I 6-21 i 19.901 1,701 4, 830 5, 018 ! 9,848 190 1, 580, 029 8,364 98 Quine v . 36, 252 6-21 | 12; 961 2,609 2,000 3,002 j 5, 002 187 649, 264 3,472 99 Rockford . 31,051 6-21 8,848 285 2.9S9 3, 127 ! 6,116 189 927,832 4, 909 100 Rock Island . 19, 493 6-21 7, 932 1,200 1,802 1,879 | 3, 681 177 525, 214 2,967 101 Springfield . 34, 159 6-21 10,546 1,500 2,893 3,080 ; 5, 973 190 876, 793 4, 615 102 Streator . 14. 079 ! 2, 532 1794 363, 745 1 2,026 103 I Waukegan . 9, 426 . INDIANA. 104 ; Anderson . 20, 178 6-21 6, 387 325 ! 1, 975 2,075 | 4, 050 180 575, 280 3,196 105 Columbus . 8,130 6-21 2, 101 325 788 8S1 1, 669 180 256, 680 1,426 105 | Elkhart . 15, 184 6-21 3,811 200 { 1.374 1,427 2,801 ISO 408, 898 2, 272 107 | El wood . 12, 950 108 : Evansville . 59, 007 6-21 *16,274 4.237 4,303 ! 8,540 187 1,261,053 6,744 109 Fort Wavne . 45, 115 6-21 13,808 ""i’ 600 2,880 3,001 5,881 18 851. 322 4, 577 110 Hammond . 12, 376 6-21 4,523 2,000 1,042 1, 066 2, 108 185 268,805 1, 453 111 i Huntington . 9,491 6-21 2, 705 500 892 896 1,788 175 252,000 1,440 112 Indianapolis . 169, 164 6-21 41, 534 1 13,813 14, 071 1 27,884 179 4, 005, 533 • 22,377 113 Jeffersonville . 10, 774 6-21 3,418 200 930 1,044 1,974 180 332, 396 , 1,847 111 Kokomo . 10, 609 6-21 3,029 220 1,153 1, 269 2,422 176 341,193 1,938 115 : Lafavette . 18, 116 6-21 700 1,700 1,864 | 3,564 172 397, 492 ! 2, 311 DLL 116 ' Logansport . 16, 204 117 ! Marion . 1 17, 337 6-21i . 6, 132 j 2,025 2,071 4,096 iso 509, 221 3, 187 118 1 Michigan Citv . 14, 850 ! 6-21 5,00*? 1, 052 1, 115 2, 167 184 291, 824 1,586 119 Muncie . . . 20, 942 , 6-21 5,804 400 1.957 2,149 4, 106 ■ 176 524, 226 2,979 120 | New Albanv . 20, 628 ■ 6-21 I 5, 813 800 , i; 703 1, 783 3, 486 1 180 501, 174 2,684 121 i Peru . 8,463 ! 6-21 3,026 292 932 946: 1,878 ! 178 235, 672 1,324 122 Richmond . 1 18, 226 i 6-21 4, S06 500 1, 415 1,622 3, 037 187 447, 865 2,395 123 . South Bend . 35,999 6-21 11, 051 | 2, 915 2, 592 2,613 5, 205 180 716, 598 3,981 124 | Terre Haute . ; 36, 673 ! 6-21 10, 982 i 950 3, 535 3, 727 7,262 1851 1, 006, 783, 5,427 125 Vincennes* . 10, 24$ I 6-21 3,123 700 932 916 1,848 190 299, 250 1,575 126 Wabash . 8, 618 , 6-21 2, 615 *0 976 1,080 2,056 180 294, 840 1,638 127 j Washington . 8,551 ; 6-21 2, 605 *600 869 887 1,756 180 IOWA. 123 1 Boone . 8,880 ! 5-21 1 ! 2, 672 75 1,080 1,116 2,196 176 290, 786 1,652 129 1 Burlington . j 23, 201 i 5-21 7, 92l] 500 2, 106 2, 299 4,405 186 672, 948 3,618 130 Cedar Rapids . 25, 656 I 5-21 i 7. 597 5,440 176 742, 072 4,222 131 | Clinton . 22,698 5-21 5,808 j *600 ; 1,707 1,831 3, 538 185 510, 045 2,757 132 Council Bluffs . 25, 802 133 • Davenport . 35,254 1 5-21 11, 72l' 1, 2191 1 3,382 3, §i2 6, 694 190 1,015,360' 5,344 * Statistics of 1900-1901. CITY SCHOOL SYSTEMS. 1285 Table 7. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1901-2 — Continued. • City. Total population, census of 1900. School pop¬ ulation. Pupils in private and pa¬ rochial schools (largely estimated). 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 iowa — continued. i Des Moines: 134 Capital Park . 1 (5-21 796 6 321 «629 650 177 90, 000 505 135 East side . } 62,139 {5-21 6,036 300 2, 027 2, 159 4, 186 175 570, 500 ! 3, 260 J |5-21 14, 465 7, 553 *176 * 964, 480 j 5, 129 137 Dubuque . 36. 297 5-21 12; 773 3,000 2, 489 2,465 4, 954 185 708, 381 3,829 i:« 12, 162 5-21 3, 100 *945 *986 *1,931 175 296, 100 1,692 139 Fort Madison* . 9) 278 5-21 2, 769 600 642 671 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 14, 641 142 Marshalltown . 11,544 5-21 *3,427 200 1,266 1,374 2,640 175 361, 272 2,064 143 Muscatine . 14, 073 5-21 4,306 *200 1,288 1,328 2, 616 *L88 417, 172 2, 219 144 Oskaloosa . 9, 212 5-21 2,981 0 1,075 1, 111 2, 186 178 303, 134 1,703 145 18, 197 5-21 150 4, 324 186 586, 156 3,151 146 Sioux City . 33, 111 5-21 12, 812 900 3,429 3,455 6,884 176i 954, 914 5,410 Waterloo: 147 East Side . l i o r.on (5-21 2,800 600 740 760 1,500 172 * 227, 500 *1,300 148 West Side . > _LZ, OoU (5-21 1,370 60 499 557 1,056 175 142, 975 817 KANSAS. 149 Atchison . 15, 722 5-21 6, 066 *400 979 1,087 2,066 1761 275, 492 1,576 150 Emporia . 8,223 j 5-21 2, 962 225 915 1,087 2, 002 177 275, 943 1, 559 151 Fort Scott . 10, 322 5-21 4, 194 *100 ! 1,157 1,305 2,462 1,799 152 Galena . 10, 155 5-21 2, 254 901 948 1,849 160 196, 970 1,229 153 Hutchinson . 9,379 5-21 1 2, 687 996 1,166 2, 162 178 303, 222 1,703 154 Kansas City . 51,418 1 5-21 | 17, 443 ! 4, 799 5,199 9,998 174 1, 285, 686 7, 389 155 Lawrence . 10, 862 1 5-21 3, 513 l 1,222 1,363 2,585 176 370, 008 2,085 156 Leavenworth . 20, 735 157 Pittsburg . 10, 112 5-21 4,264 125 1,362 1,501 2, 863 176 369, 776 2, 101 158 Topeka . 33, 608 5-21 11, 413 3, 436 3, 788 7, 224 180 1, 033, 740 5,743 159 Wichita . 24, 671 5-21 8,429 ! 2,440 2, 765 5, 205 173 696, 325 4, 025 KENTUCKY. 160 Bowling Green . 8, 226 6-20 2, 273 *250 592 603 1,195 186 183, 582 987 161 Covington * . 42, 938 6-20 3,543 2,537 2, 505 5, 042 190 714, 400 3, 760 162 Frankfort . 9,487 6-20 2, 573 250 719 829 1,548 191 195, 775 l’ 035 163 Henderson . 10, 272 6-20 3, 164 100 933 1,021 1,954 * 1, 649 164 Lexington * . 26, 369 6-20 7, 249 2,001 2, 174 4,175 2, 932 165 Louisville . 204, 731 6-20 60 900 6, 300 13, 407 14, 226 27, 633 195 4, 138, 290 21 ’ 222 166 Newport* . 28, 301 6-20 : 9, 826 1, 951 2, 062 4,013 3) 440 167 Owensboro (white schools)* . 13, 189 6-20 3, 153 300 913 967 1,880 184 257, 784 1,401 168 Paducah* . 19,446 ! 6-20 5, 619 1,449 1, 660 3, 109 183 422, 181 2, 307 LOUISIANA. 169 Baton Rouge . 11, |69 6-18 1,200 350 345 381 726 160 82, 560 516 170 i New Orleans . 287, 104 4-18 75, 000 14 940 16 265 31, 205 184 4, 572, 952 24, 853 171 Shreveport . 16, 013 6-18 5, 674 556 ’932 l) 070 2, 002 172 ’ 299 1 251 l)740 MAINE. 172 Auburn . 12, 951 4-21 3, 771 1,029 991 2, 020 162 295, 650 1 825 173 Augusta* . 11, 683 4-21 3, 071 200 l’762 182 216,’ 216 l)l88 174 Bangor . 21, 850 4-21 j 6, 056 950 1, 564 1,765 3, 329 174 517, 650 2,975 175 Bath . 10,477 4-21 2,883 0 1,000 1,097 2, 097 ' 185 303, 955 1,643 176 Biddeford . 1£, 145 4-21 5, "833 1,800 1,727 176 207, 680 1,180 177 Lewiston . 23, 761 4-21 | 8,415 1,801 1,617 1,312 2, 929 180 370, 800 2, 060 178 Portland * . 50, 145 4-21 14, 911 1,500 4, 543 4,024 8, 567 183 1, 154, 783 6, 310 179 Rockland * . 8, 150 4-21 2, 171 1, 353 179 180 Water ville . 9, 477 4-21 3, 380 600 700 730, 1,430 *x70 i 1 « 207, 400 1, 220 * Statistics of 1900-1901. Ta] 181 182 183 181 185 186 187 188 189 190 191 192 193 19-1 195 196 197 198 199 200 201 *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 EDUCATION REPOET, 1902, le 7. — Statistics of population, school enrollment, and attendance in citi inhabitan ts, 1901-2 — Contin ued . City. X OQ 1 2 o • rt o School pop¬ ulation. O M Different pupils en¬ rolled in public dflv sph rmls. Number of days the schools were actually in session. SQ x z 0 m g 0 I to Male. 1 Female. Total. 1 o, 3 1 5 6 7 8 9 MARYLAND. 8,402 350 475' 835 170 88,528 191 17’ 128 Frederick . 9, 296 6-21 766 813 1,579 144 18, 591 2,061 MASSACHUSETTS. 11, 134 5-15 2,323 496 2, 403 186 Amesbury * . 9; 473 5-15 1,646 516 602 592 1,194 192 Arlington . 8, 603 7-14 1,004 200 742 8541 1,596 189 Attleboro . 11,335 7-14 1, 492 45 1, 170 ' 1, 221 2,391 189 13, 884 5-15 ; 2. 342 0 2, 424 190 Boston . 560’ 892 5-15 93, 281 14,051 48, 823 46,738 95,561 185* Brockton . 40, 063 5-15 j 7, 198 676 3,526 3,544 7, 070 190 Brookline * . 19, 935 5—15 3, 032 325 3.604 Cambridge . 91,886 7-14 I 10, 6S4 3,439 | 8, 034 i 8, 031 16,065 j 200 Chelsea . 34, 072 ; 5-15 6,442 *934 3, 231 ' 3,274' 6, 505 184 Chicopee . 19, 167 , 7-14 1, 941 1, 018 I 2,899 194 Clinton . 13, 667 5-15 2. 478 400 2, 244 190s Danvers . 8,542 5-15 1,450 0 762 818 1.580 190 Everett. 24, 336 5-15 ! 4, 456 57 1 5, 768 188 Fall River . 104, 863 5-15 : 21, 442 1 5,342 , 7, 835 , 7, 643 15,478 195 Fitchburg . 31, 531 5-15 6, 180 2,000 ; 2, 182 2,066 4, 248 189 Framingham . 11, 302 5-15 1,858 i 1, 083 1,117 2,200 172 Gardner . 10, 813 5-15 1, 928 1 5 1, 027 1,074 2, 101 175 Gloucester . 26, 121 7-14 2,939 254 2, 451 i 2, 535 4, 986 186 Greenfield . 7,927 5-15 1,324 24 787 802 1,589 ' 200 Haverhill . 37, 175 5-15 5, 971 1,580 1 5,684 191 Holyoke . 1 45, 712 5-15 9, 820 3,649 3,541 1 3, 548 7,089 1944 Hyde Park * . l 13, 244 5-15 2, 054 705 1, 881 Lawrence . . 62, 559 5-15 10, 889 j 3, 244 7, 976 I 1934 Leominster* . 12, 392 5-15 1,918 2, 206 ! 190* Lowell . 94, 969 5-15 14, 593 | 4,000 6,517 6, 261 12,778 182 Lvnn . 68, 513 7-14 7, 822 2,000 11,851 189 Malden . 33, 664 7-14 4, 408 1. 108 | 3,346 3,433 6,779 1874 Marlboro . 1 13, 609 5-15 2,754 630 : 1,360 1,394 2, 754 192 Medford . ! 18, 244 7-14 2, 444 47 2, 063 2,024 4,087 182 Melrose . 12, 962 7-14 1,507 0 1,407 1,423 2,830 180 Milford . 11,376 7-14 1, 198 300 877 864 1,741 168 Natick . 9,488 7-14 1, 120 0 1,871 190 New Bedford . 62, 442 ; 5-15 11, 302 2, 774 4,435 4,358 8, 793 1864 Newburyport . . 1 14, 478 ' 5-15 2, 508 650 2,062 190 Newton . 33, 587 | 5-15 5,482 *528 i 3,015 3, 182 6, 147 186 North Adams . 24,200 j 5-15 4,516 1,560 , 1,682 1,721 3,403 189 Northampton . 18, 643 [ 5-15 3,086 400 1,429 1.410 2,839 185 Peabody* . 11,523 7-14 1,366 402 992 912 1,904 197 Pittsfield . 21,766 5-15 4,021 | 797 1,966 *976 3,942 1914 Plymouth . 9,592 5—15 I 1,539 0 802 825: 1,627 198 | Quincy . 23,899 ! 5-15 5, 281 235 j 2,617 2, 593 5,210 187 Revere . 10, 395 ■ 5—15 2, 356 0 2,705 170 Salem . 35, 956 5-15 I 6, 198 2, 421 i 2, 670 2, 387 5,057 200 Somerville . 61,643 5-15 11,000 1,653 5,240 5, 402 10,642 184 South bridge . 10, 025 5-15 2,098 1,084 589 583 1,172 191 Springfield . 62, 059 5-15 10, 899 1,562 6,289 5,873 12, 162 196 Taunton* . . . 31,036 7-14 | 3, 721 778 2, 497 2,445 4, 942 5190 Wakefield . 9,290 i 5-16 1, 864 0 1,010 1,051 2,061 190 | Waltham . . . . 23, 481 : 5-15 1 3, 905 1,233 1,614 1,5*7 3,201 187 | Ware . 8, 263 7-14 ! 1,109 387 681 652 1,331 193 Watertown . . 9,706 7-14 1 1, 126 500 1, 510 185 1 W ebster * . . 8,804 5-15 , 1,601 1,107 880 Westfield . 12, 310 5-15 .1 2,100 350 1,056 1,137 2, 193 200 i * Statistics of 1900-1901. « Estimated. l> The high school was in s< CITY SCHOOL SYSTEMS. 1287 Table 7. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1901-2 — Continued. City. 'o os ~r 0) o O d 23 O CT> IH School pop¬ ulation. i >» P.7B to C ® n ij . & §•8.8: j Different pupils en- 1 rolled in public flat 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. d 1 Female. Total. 1 2 3 4 5 G 7 8 9 1G 11 MASSACHUSETTS — COn . 1 940 11 324 7-14 1 500 0 2,084 190 *382,005 *1,959 241 Woburn . 14, 254 5-15 3; 220 263 1, 545, 1,358 2,903 184 473, 800 1 2, 575 242 118, 421 5-15 20,754 ] 2, 844 22, 347 1851 3, 121, 537 16, 827 MICHIGAN. 243 Adrian . 9,654 5-20 2,584 " 350 1,022 986 2,008 195 289, 575 1,485 244 Alpena . 11,802 6-20 4,485 j 1,200 1,009 1, 027 1 2, 036 180 270,540 1,503 245 Ann Arbor . 14, 509 5-20 3, 250 275 1,293 1,157 2,450 184 379, 224 2, 061 246 Battle Creek . 18, 563 7-16 2,612 375 1,786 1,893 j 3, 679 *188i a 547, 592 2, 905 247 Bay Citv . 27,628 5-20 8, 974 2,500 2, 182 2, 355 4, 537 189 685, 534 3, 632 248 Calumet school dis- trict . « 40, 000 5-20 7, 717 1,000 2, 766 2,713 5,479 200 870,631 4,353 249 Detroit . 285, 704 5-20 83, 215 ; 15,854 20, 987 20, 269 41,256 188 5. 915, 044 31, 463 250 Escanaba . 9,549 5-20 3,062 700 1,079 980 2, 059 184 275, 448 1,497 251 Flint . 13; 103 5-20 1 3,218 200 1,164 1,601 2, 765 195 404, 430 2,074 252 1 Grand Rapids . 87,565 j 5-20 ] 27,532 4,283 7,868 8, 012 15,880 192 2,441,280 12, 715 253 Holland . 7, 790 j 5-20 ] 2,423 0 964 1,045 2, 009 190 296, 970 1,563 254 ; Iron Mountain . 9,242 5-20 ' 3, 216 0 1,289 1,220 2,509 190 391, 552 2,061 255 Iromvood * . 9. 705 1 5-20 1 3, 138 450 1,280 1,098 2,378 200 424,200 2,121 256 ! Ishpeming . 13, 255 5-20 4, 152 *600 1,495 1,452 2,947 181i 419, 991 2,314 257 : Jackson . ! 25, 180 j 5-20 6, 035 2 303 2,523 4,826 191 566, 697 2, 967 258 Kalamazoo . I 24. 404 ! 5-20 6, 120 600 2, 383 I 2, 506 4, 889 187 699.941 3, 743 259 ! Lansing . ! 16; 485 5-20 4, 657 400 1, 566 1,644 3,210 190 460, 940 2,426 260 Manistee . I 14, 260 5-20 4,712 1.490 * 1, 365 , *1,484 * 2, 849 1951 424,821 2,173 261 Marquette* . i 10,058 i 5-20 2,866 450 2, 278 191 351, 440 1,840 262 Menominee . 1 12, 818 5-20 4, 335 502 1,486 1,524 3.010 186 3S2, 788 2, 058 263 Muskegon . ! 20, 818 5-20 7, 700 1,000 2,873 2, 839 3,712 198 861,508 3, 846 264 Owosso. . 8, 696 5-20 2, 542 1, 680 190 * 292, 416 * 1, 523 265 ! Pontiac . 9, 769 ; 5-20 : 2, 162 200 884 912 1,796 195 230, 880 1,184 266 Port Huron . 1 19, 158 5-20 6, 0C6 650 *1,988 *2,088 *4, 076 195 550, 485 2, S23 Saginaw: 267 i East Side . . 'j Jo-20 1 8, 411 2, 466 2,539 5, 005 195 785,850 4,030 268 i West Side* . i j 42, 345 \5-20 5, 472 3, 539 2, 543 269 Sault Ste. Marie . f 10, 538 5-21 3, 067 350 1,315 1,425 2, 740 193 346, 441 1, 795 270 Traverse City . 9, 407! 5-20 2, 400 *250 2, 291 174 272. 832 1, 568 271 West Bay City . 13, 119' 1 5-20 *4,319 1,422 1,340 2, 762 196 342,412 1 1, 747 MINNESOTA. ;! 1 272 Duluth . 52,9691 12,000 1.000 5, 378 5, 533 10, 911 187i 1, 568, 442* 8, 367 273 Faribault. . . 7, 868] 5-21 2, 000 400 650 754 1,304 180 179, 974. 1,000 274 Mankato . 10, 599 5-21 2, 500 700; 850 950 1,800 175 238, 875i 1,365 275 Minneapolis . 202, 718 18; 925 19, 555 38, 480 189 5, 883, 258 31, 128 276 St. Cloud* . 8, 663] 6-21; 1,176- 556 : 696 1.252 178 181, 098 1, 017 277 St. Paul . ■..! 163, 065 1 10,000 12,615 13, 126 25, 741 190 3, 919, 095 20, 669 278 Stillwater* . 12, 318 5-21 500 ’ 993 982 R975 177 293, 444 1,657 279 Winona * . i 19, 714! .r.j 1,456 1,577 3, 033 180 518, 760 2,882 MISSISSIPPI. ! 280 Jackson . 1 7,816 5-21 3,051 227 1, 749 180 281 Meridian * . 14, 050 5-21 500 i, 083 1, 249 2, 332 170 263, 049 1, 547 2S2 Natchez . 12. 210! 283 Vicksburg . 14, 834; MISSOURI. 284 Carthage . I 9,416 6-20 2,828 1,030 1, 249 2, 270 2, 608 180 j 309, 527 1,730 1,953 285 Hannibal . 12, 780 6-20 4, 676 500 1, 175 1,433 178 347,719 286 Jefferson City . 9,664 0-20 2,346 510 522 688: 1, 210 180 | 181,980 1,011 287 Joplin . 1 26, 023 6-20 7,077 801 2,744 2, 861 i 5,605 170 ! 670, 440 3,944 * Statistics of 1900-1301. a Estimated population of district. 12 Tai 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 B8 EDUCATION EEPOET, 3902. iE 7. — Statistics of population, school enrollment, and attendance in cii inhabitants , 1901-2 — Continued. City. Total population, census of 1900. School pop¬ ulation. Pupils in private and pa¬ rochial schools (largely estimated). Different pupils en¬ rolled in public day schools. Number of days the schools were actually in session. c5 be k Eg o Ul Children of school census age. Male. Female. Total. 1 2 3 4 5 6 | 7 1 8 9 Missouri— continued. 1 1 1 Kansas City . 163, 752 6-20 61,749 13, 814 15, 380 29,194 180 Moberly . 8i 012 6-20 3, 674 300 749 900 1, 649 176 St. Charles . 7,982 6-20 2, 362 881 200 St. Joseph . 102, 979 6-20 35, 865 1,500 5, 251 . 5,723 1 10,974 180 St. Louis . 575, 238 6-20 168,337 26, 000 39,271 41,691 | 80,962 194 Sedalia . . 15, 231 6-20 5, 136 200 1,469 I 1,665 3,134 180 Springfield . 23, 267 6-20 6, 998 500 2,813 2,972 5, 785 160 Webb Citv . 9, 201 6-20 2, 918 *20 2, 0S0 180 MONTANA. 9,453 6-21 2, 528 1,034 1, 147 1 2, 181 176 Butte . 30', 470 6-21 11,500 1,500 3,624 1 3, 714 ! 7, 338 180 Great Falls . 14, 930 6-21 2,936 37 1,040 1,173 1 2,213 183 10, 770 6-21 3,418 1,133 1,262 2,395 173 NEBRASKA. Lincoln . . 40, 169 5-21 1 13, 776 3,461 3, 636 7,097 187 Omaha . 102, 555 5-21 30, 559 2,500 9,448 ! 9,729 19, 177 185 South Omaha . 26, 001 5-21 6, 400 528 2, 220 2, 181 4, 401 180 NEW HAMPSHIRE. Berlin . 8, 886 5-16 2, 363 649 583 1,232 178 Concord (Union dis¬ trict) * . a 19, 632 1,317 1, 319 2, 636 Dover * . 13, 207 6-16 2, 243 997 904 1,901 182 Keene (Union dis¬ trict) . 9, 165 5-16 1, 709 283 763 867 1,630 183 Laconia . 8,042 5-16 1 1, 435 0 732 738 1,470 180 Manchester . 56, 987 5-16 9, 404 4, 561 3,113 3,010 6, 123 1691 Nashua . 23,898 5-16 ! 4,500 1,600 1,794 1.802 3, 596 175 Portsmouth . 10, 637 5-16 | 1, 760 360 827 958 1, 785 183 Rochester . 8,466 5-16 1,317 360 668 681 1,349 183 NEW JERSEY. Atlantic City* . 27, 838 4-20 c 2, 341 c2,419 c 4, 760 . Bayonne ...' . 32, 722 4-20 10, 000 2,000 5, 754 187 Bloomfield . . 9, 668 4-20 2, 7C0 400 ””954 "i.’oii 1,995 194 Bridgeton . 13, 913 5-20 3, 431 60 1,273 1,332 2,605 184 Camden . 75, 935 4-20 6,009 6,585 12, 594 182 ! East Orange . 21, 506 1 . 2,026 2,143 4, 169 1.88 Elizabeth . 52, 130 5-20 3,800 3,692 7,492 Hackensack* . 9, 443 4-20 c 999 c 993 c 1, 992 Harrison . 10, 596 5-18 3,300 700 600 400 1,000 189 Hoboken . 59,364 4-20 1,500 4,776 4,793 9, 569 189 Jersey City . 206, 433 5-18 14, 887 15, 267 30, 154 1924 Kearnev . 10, 896 1,148 1,076 2, 224 191 Long Branch . 8,872 1,382 1,332 2,714 183 Millville* . 10, 583 c 1, 193 c 1, 093 c 2, 202 Montclair . 13, 962 4-20 350 1,438 1,401 2, 839 184 Morristown . 11,267 736 782 1,518 189 Newark . 246, 070 5-18 64,000 10, 000 20, 054 20, 565 40, 619 189 New Brunswick . 20, 006 1,402 ! 1,315 2,717 186P Orange . 24.141 4-20 5,900 2, 200 1,868 ] 1,848 3, 716 190 ! Passaic . 27, 777 4-20 8,000 900 2,575 2, 622 5, 197 191 ! Paterson . 105, 171 8, 021 8, 067 16, 088 197 Perth Amboy . | 17, 699 4-20 4,500 500 1, 754 ! 1, 743 3,497 188 Phillipsburg . 1 10, 052 5-18 250 857 1 923 1,780 190 1 * Statistics of 1900-1901. a Population of the city of Concord. b Estimated. c Between ages of 4 and 20 y< CITY SCHOOL SYSTEMS 1289 Table 7. _ Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1901-2 — Continued. City. Total population, census of 1900. School pop¬ ulation. Pupils in private and pa¬ rochial .schools (largely estimated). 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 I 5 6 T 8 9 10 11 NEW JERSEY— COIlt’d. Plainfield . 15, 369 7-15 3, 500 500 1, 85/ 1,358 2,715 182 350,896 1,928 7, 935 . 706 710 1,416 185i 187, 419 1,012 Town of Union . 15; 187 5-18 5,200 600 1, 533! 1, 585 3, 118i 193 443, 735 2, 298 73, 307 4-20 a 4, 796 a 5, 044 a 9, 840 7,129 339 West Hoboken . 23, 094 5-20 4, 967 *750 2, 440 2,457 4, 897 1 191 641, 569 3, 359 NEW YORK. 340 Albanv . 94, 151 4-18 19, 887 4, 352 6, 332 6, 438 12, 770 182f 1, 890, 630 10,360 341 Amsterdam . 20, 929 5-18 4,925 863 1, 515 1,465 2,980 194 '478,576 2, 467 342 Auburn . 80, 345 5-18 5, 577 1, 125 1,872 1,925! 3,799 189 592, 820 3, 136 343 Batavia . 9,180 5-18 2, 206 298 908 932 1,840 180 213, 840 1,188 344 Binghamton . 39, 647 5-18 * 7, 000 496 3, 461 3, 555 7, 016 194 1,046,630 5, 395 34 n 352, 387 21, 245 30,316 29, 311 59, 627 43, 033 346 Cohoes . 23, 910 5-21 4, 881 1,417 1,447 1,483 2, 930 189 374, 914 1,983 | Corning: 347 District No. 9 . 11,061 (5-18 1, 500 600 612 556 1, 168 192 167, 744 872 348 District No. 13 _ \5-18 700 12 267 355 622 195 91, 318 470 349 Cortland . 9,014 5-18 1,899 450 680 635 1,315 193 212, 300 , 1,100 350 Dunkirk . 11, 616 4-18 2,974 1,100 *859| * 875 *1, 734 189 286, 902 ! 1,518 351 Elmira . 35, 672 5-18 *7, 100 1,191 2, 707 j 2, 759 5, 466 193 836, 784 i 4, 335 352 Geneva . 10, 433 5-18 2,450 651 756 858 1,614 192 232, 578 1,211 353 Glens Falls* . 12, 613 5-18 1,700 850 861 1,711 181 211,395 1 1,167 o54 Gloversville . 18, 349 5-18 3, 331 *100 1,619 1,586 3,205 194 517, 770 j 2, 669 355 Hornellsville . 11,918 5-18 2, 500 500 1,068 1,143 2, 211 189 302, 896 1,602 356 Hudson . 9,528 5-18 1,800 350 651 658 1,309 192 210, 335 1,097 357 Ithaca . 13, 136 5-18 2,800 1,083 1, 161 2,244 190 346, 663 1,800 358 Jamestown . 22, 892 5-18 5, 250 262 2,197 I 2, 290 4, 487 190 689, 423 3, 629 359 Johnstown . 10, 130 5-18 2, 007 0 932 975 1,907 194 294, 169 1,516 360 Kingston . 24, 535 5-18 6, 138 765 2, 125 2, 020 4, 145 188 562, 120 2,990 361 Lansingburg * . 12, 595 5-18 '2,798 500 1,056 1,035 2, 091 191 292, 627 1,540 362 Little Falls . 10, 381 5-18 2,029 525 666 596 1, 262 194 189, 958 979 363 Lockport . 16, 581 5-18 3, 750 765 1,600 ! 1,579 3,179 194 482, 989 2.504 364 Middletown . 14, 522 5-18 *2, 800 250 1,216 1, 221 2,437 188 363, 871 U928 365 Mount Vernon . 20, 346 5-18 4,936 418 2, 130 2,078 4,208 190 597, 429 3, 145 366 Newburg . 24, 943 5-18 5,675 1,032 2,080 2, 031 4,111 192 597, 600 3,112 367 New Rochelle . 14, 720 5-18 3, 975 582 1,562 ! 1.611 3, 173 187 434, 368 2, 332 368 New York . 3, 437, 202 4-21 850, 303 555, 627 294, 963 290, 859 585, 822 190 79,891,253 420, 480 369 Niagara Falls . 19, 457 5-18 5, 300 694 2,067 2,004 4, 071 195 540, 540 2, 772 370 North Tonawanda *.. 9,069 5-18 2,500 461 975 1,052 2,027 193 304, 747 1,579 371 Ogdensburg* . 12, 633 5-18 3,446 507 1, 375 1,271 2,646 184 333, 886 1,814 372 Olean school district . 9, 462 5-18 2, 615 280 1,215 1,330 2,545 191 356, 643 1,867 373 Oswego . 22, 199 5-18 5, 523 927 1,879 1, 952 3, 831 192 628, 948 3, 242 Peekskill: 374 District No. 7 1 r (Drum Hill).... !J5— 18 1,389 500 • 535 568 1,103 187 152,339 814 375 District No. 8 ( 10, 358 1 (Oakside) . J [5-18 940 30 448 437 1 885 188 122, 242 650 376 Plattsburg . 8,434 5-18 2,373 287 1,305 j 1,068 ! 2. 373 175 216, 724 1,238 377 Port Jervis . 9, 385 5-18 2, 166 127 990 1, 050 ! 2. 040 194 300, 477 1,549 378 Poughkeepsie . 24, 029 5—18 4,400 457 1,774 1,610! 3,384 182 476, 658 2, 619 379 Rochester . 162, 608 5-18 35, 189 9,827 11,684 1 12,003 23,687 190 3, 753, 450 19,755 380 Rome . 15, 343 5-18 3, 035 579 1,055 1.151! 2.206 189 323, 476 1,718 381 Saratoga Springs* 12, 409 5-18 2,813 1 2, 324 186 326, 648 j 1, 755 382 j Schenectady . 31,682 5-18 8, 000 1,475 ■ 2,943 2,847 1 5,790 183 717,112 3, 919 383 Syracuse . 108, 374 5-21 24,800 3,162 : 10,534 10, 824 21,358 195 3, 210, 8G0 16,054 384 : Trov . 60, 651 5-18 | 12, 177 3, 500 1 3, 546 3,317! 6,863 180 990. 846 5, 535 385 Utica . 56, 383 5-18 12, 225 2, 302 ; 4, 322 4,792! 9,114 191 1,365, 514 7,143 386 Watertown . 21,696 5-18 4, 124 180 1 1,994 1,951 3, 945 196 629, 356 3,211 387 Watervliet . 14, 321 4-18 3,100 1,138 1 768 838' 1. 606 190 228, 058 1 , 200 388 White Plains . 7, 899 4-18 2,009 223 ; 618 742 : i, 360 191 202, 338 1,059 389 ■ Yonkers . 47, 931 8-16 10, 000 ' 2, 507 4,157 4, 066 8, 223 187 1,139,204 6, 092 * Statistics of 1900-1801. a Between ages 6 f 4 and 20 years. b Between 5 and 18 years. ED 1902 — VOL II - 8 1290 EDUCATION REPORT, 1902, Table 7 .—Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants , 1901-2 — Continued. City. Total population, census of 1900. School pop¬ ulation. Pupils in private and pa¬ rochial schools (largely estimated). Different pupils en¬ rolled in public day schools. N umber 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 G 7 8 9 10 11 NORTH CAROLINA. 390 Asheville . ... 14, 694 6-21 3, 902 600 1,072 1,148 2, 220 172 245, 960 1,430 391 Charlotte . . 18, 091 392 Concord* . 7,910 6-21 2, 800 115 479 523 1,002 178 154,860 870 393 Greensboro* . . 10,035 6-21 3, 467 50 884 999 1,883 174 211, 932 1,218 394 Newbern . 9, 090 6-21 2, 703 250 571 643 1,214 164 126, 280 770 395 Raleigh . 13, 643 20 j 976 39-7 Winston . 10' 008 6-21 3, 175 300 780 920 1, 700 172 206,400 1,200 . NORTH DAKOTA. 398 9,589 (L-20 2,600 1,110 1,114 2,224 176 282, 304 1, 604 OHIO. 399 Akron . . 42, 728 6-21 11, 967 3, 963 3, 890 7, 853 183 1,275,144 6,968 400 Alliance . 8, 974 6-21 2, 631 145 917 880 1, 797 191 272, 000 ! 1,424 401 Ashtabula . 12, 949 6-21 2, 355 125 794 810 1, 604 180 270, 720 | 1,504 402 Beliaire . _ . 9, 912 6-21 3, 361 929 968! ! 1,897 174 228, 326 ! 1,316 403 Cambridge . 1 8,241 6-21 2,592 6 1,008 967 ! 1, 975 167 247, 765 1 1,484 404 Canton . 30,667 6-21 10,705 1, 000 3,096 3,071 j 6, 167 1831 916, 399 j 4, 994 405 Chillicothe . . 1 12, 976 6-21 4,079 206 1,283 1,306 | 2, 589 *180' a 420, 300 ; 2, 335 406 Cincinnati . 325, 902 6-21 128, 177 25, 354 22, 882 21, 576 ! 44,458 200 6, 995, 800 34,979 407 Cleveland . 381, 768 6-21 *109, 047 30,544 30,016 ! 60,560 186 8, 797,614 1 47,299 408 Columbus . 1 125, 560 6-21 35,323 3,804 9, 638! 9, 966 19, 604 184 2, 994, 048 16, 272 409 Dayton . 85,333 6-21 24,853 3, 088 6, 706! 7, 077 IS, 783 ! 175 1,990, 976 11,377 410 East Liverpool . 1 16, 485 6-21 5, 602 400 2,471 1,520 2, 991 176 a 432, 784 0 X £ p,p g Different pupils en¬ rolled in public day schools. ft *X X g O x ; DQ T* 2 ^ £ ^ 1 ^0 ^ x Sg.2 So S 3 bo® < I Average daily attendance in public day schools. School census age. Children of school census age. Male. 6 Z ■g 1 2, 3 4 i ® 6 7 S R 10 11 PENNSYLVANIA. 441 Allegheny . 129, 896 8-16 19,238 4, 731 9,957 10, 052 20, 009 200 2, 862, 800 14,314 442 Allentown . 35, 416 6-21 7,50© 775 2, 709 2, 857 5, 566 1904 977, 747 5,185 44 o Altoona . 88, 973 6-21 9,547 1,800 3, 207 3, 314 6,521 179 934, 900 5,223 444 Beaver Falls . 10, 054 6-16 200 125 861 979 1,840 180 261,000 1,450 445 Braddock . 15, 654 6-21 3,400 300 1,066 1,135 2, 201 180 297, 200 1,650 446 15, 029 6-21 *3, 800 250 1 3, 007 180 437, 400 2,430 447 Butler . 10,853 6-21 3; 000 300 1,109 1,300 2,409 I 180 344,488 1,908 44S Carbon dale . 13, 536 6-21 *3,424 *310 1,355 1,447 2, 802 i*183 a 380, 507 2, 079 449 9,626 6-21 *1, 768 780 758 1,538 1*190 a 235, 600 1,240 450 Chambersburg . 8,864 6-21 2, 000 1501 840 891 1,731 ! 180 236, 160 1,812 451 Chester . 33,988 6-21 7,000 890 ! 2, 476 ! 2, 730 5,206 T90 789, 260 4, 154 452 Columbia . 12, 316 6-21 3, 370 425 1, 016 i 1,036 2, 052 I 180 300,600 1,670 453 Danville . 8, 042 6-21 *1,650 400, 673 682 1, 355 ! 180 184, 729 1,014 454 9,875 6-21 1,600 300' _ 1,600 ; 160 180, 000 1,125 455 Dunmore . 12^ 583 6-21 *2,800 *50 1,290 1, 355 2,645 1*198 a 413, 820 2, 090 456 Duquesne . 9,036 6-21 *2, 000 150 1,031 921 1, 952 ISO 264, 780 1,471 457 1 Easton 25, 238 6-21 1 . 2, 167 2, 136 4, 303 195| 665, 120 3,402 45S | Erie . 52,733 . 6-21 17,000 3,000 3,840 ! 3, 936 7, 776 190 1,108, 322 5,813 459 i Harrisburg . ! 50, 167 1 6-21 675 4,620 4, 764 9,384 190 1,313, 967 6,934 460 Hazleton . ! 14, 230 6-21 i 4, 000 400 1,435 1,504 2,939 180 427, 680 2,376 461 Homestead . 12, 554 6-21 3, 500 800 1,200 1,200 2,400 1 180 324, 000 1,800 462 j Johnstown . 35,936 ! 6-21 10,000 ! 2,000 2, 957 3, 191 6,148 180 855, 360 4, 752 463 1 Lancaster . 41, 459 8-16 *9,999 : *1,000 2,764 3, 001 5, 765 ! 200 913, 400 4, 567 464 ! Lebanon . ! 17, 628 6-21 1 4,200 300 1,342 1,416 2, 758 | 180 377,100 2,095 465 McKeesport . 34, 227 1 3, 125 3, 418 6, 543 4,724 466 Mahanov City . 13, 504 6-16 ' 2,900 300 1, 055 1,200 2,255 180 329, 580 1,831 467 Meadville . 10, 291 6-21 2,600 300 849 966 1,815 180 260, 100 1,445 468 Mount Carmel . | 13, 179 6-16 3, 500 600 1,075 1,166 2, 241 176 255, 904 1,454 469 N anticoke . 1 12, 116 ! 8-16 ! 3, 137 900 1,065 1,164 2,229 180 296, 100 1,645 470 N ewcastle . 28, 339 6-16 500 2, 606 2, 655 5, 261 180 740, 520 4, 114 471 Norristown . 22, 265 6-21 i 4,500 400 1,594 1,646 3, 240 200 464, 000 j 2,320 472 Oil City . 13,264 1 . 1,311 1,206 2, 517 1 1,922 473 Philadelphia . 1, 293, 697 6-21 j 279, 417 186, 991 179 23, 865, 746 133, 384 474 ; Phoenixville . . 9,196 500 640 641 1,281 1 190 175, 370 923 475 Pittsburg . 321,616' 23, 975 24,357 48, 332 200 7,418,400 37, 092 476 | Pittston . 12, 556 752 891 1,643 1,212 477 Plymouth . 13, 649 6-21 2, 642 700 1,072 1,142 2,214 170 j 264, 860 1,558 478 : Pottstown . 13,696 6-21 10 1, 410 1,423 2,833 200 1 452, 800 2,264 479 ‘ Pottsville . 15, 710 1,469 1,397 2, 866 2,156 480 i Reading . 78, 961 6-21 19, 108 2,000 6, 335 6, 322 12, 657 ! 194 2 114 212 10, 898 481 ! Scranton . 102,0261 6-21 27,316, 4, 101 7’ 990 1 8,885 16, 875! ! 192 2, 329, 152 12, 131 482 ! Shamokin . 18, 202! 6-21 4, 932 1,300 1,782 1,893 3, 675 180 495, 000 2,750 483 Sharon . 8, 916 8-21 400 827 894 1, 721 180 238,500 1,325 484 ; Shenandoah . 20,321 6, 000 600 1,639 1, 726 3, 365 180 487, 260 2, 707 485 ! South Bethlehem .... 13, 241 ' 1,068 972 2, 040 1,702 486 Steel ton . 12, 086 300] 1 007 986 1, 993 180 285, 829 1, 599 487 Sunburv . 9, 810 6-21 2, 500 25 l| 035 1,063 2, 098 ISO 307^ 980 L711 488 Titusville . 8, 244 6-21 2, 185 425! 754 822 1,576 186 224, 148 1,205 489 Warren . 8, 043 893 966 1,859 1,455 490 Westchester . 9, 524! 6-16 1, 762 350 760 861 1,621 200 235, 600 1,178 491 Wilkesbarre . 51,721! 1 500] 4, 257 4,280 8, 537 186 1 , 395, 000 7,500 492 Wilkinsburg . 11,886 6-21 3,500 ’350 l! 189 L 212 2, 401 180 337, 680 1,876 493 Williamsport . 28, 757 6-21 6, 500 763 2, 510 2,688 . 5,198 180 737, 820 4,099 494 j York . 33, 708 6-21 8,500 680 2,900 2,879 5, 779 180 731,754 4,065 RHODE ISLAND. | 495 I Central Falls . ! 18, 167 5-15 3,696 1,066 1, 340 ! 1,213 2, 553! 192 299, 328 1, 559 496 Cranston . 13, 343| 5-15 2,309 16 '978 1,009 1,987 *195 a 348, 465 1,787 497 Cumberland* . i 8, 925! 5-15 1,993 475 728, 840 1,568] 192 199, 365 1,069 498 East Providence . 12, 138 5-16 2,978 129 2, 796 176 340, 912 1,937 499 Lincoln . . 8, 937 7—15 2, 088 641 1 754 644 1, 398 860 500 1 Newport . j 22,034 5-15 4, 560 1,1521 1,850 1, 920 3’ 770* 182±l 527,206 2,889 * Statistics of 1900-1901. a Estimated. 1292 EDUCATION EEPOET, 1902. Table 7. — Statistics of population, school enrollment , and attendance in cities of over 8,000 inhabitants, 1901-2 — Continued. City. Total population, census of 1900. School pop¬ ulation. P.Sc'C c * 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 G 7 8 i 9 | IO 11 RHODE ISLAND — COn. 501 Pawtucket . 39, 231 7-15 8,177 2,271 3, 538 3,476 1 7,014 1841 782, 044 4,291 502 Providence . 175, 597 5-15 34,281 5,156 13, 929 14, 122 | 28,051 : 1871 4, 008, 187 21,377 503 21,316 5-15 4, 862 639 2, 255 2, 181 4, 436 2, 316 50-1 28,204 7, 052 2,048 1, 901 3, 949 200 516, 200 2,581 SOUTH CAROLINA. 1 55 807 6-21 9, 728 3,432 4,887 8 319 185 881, 710 4,766 5< > Columbia . 21, 108 6-21 5, 000 600 1,187 1,466 2,653 173 312, 925 1,809 11,860 503 Spartanburg - .* . 11, 395 6-20 2, 800 280 1,057 1, 102 2, 159 177 262, 314 1,482 SOUTH DAKOTA. 509 Sioux Falls . 10, 266 6-20 3,188 300 1,188 1,190 2,378 180 308, 340 1,713 TENNESSEE. 510 : Chattanooga . 30, 154 6-21 8,342 *400 2,394 2,805 5,199 174 600, 836 3,457 511 Clarksville . 9,431 : 6-21 3,687 125 864 964 1,828 193 223, 687 1,159 512 Jackson . 14, 511 6-21 6,893 375 1,300 1,196 2,496 180 381, 420 2, 119 513 Knoxville . 32, 637 6-21 9,458 400 2,500 2,707 5,207 177 727,016 4, 107 oil Memphis . 102, 320 6-21 27, 325 3, 000 4,834 5,844 10, 678 173 1,297,176 7,446 515 N ashville . 80,865 6-21 29, 782 5,815 6,496 12, 311 186 1,820, 914 9, 790 TEXAS. 516 Austin . 22,258 8-17 4, 482 1,664 1,847 3, 511 176 568, 585 2, 662 517 Beaumont . 9,427 51 S Corsicana . 9, 313 | 7-18 i, 840 200 913 957 1,870 180 244, 440 1,358 519 Dallas . 42, 638 8-17 8, 012 4 037 3,173 7, 210 175 940, 975 5,377 520 Denison . 11,807 | 8-17 2, 885 300 1, 100| 1,156 2, 256 179 307; 522 1,718 521 El Paso . 15, 906 ! 8-17 3,104 600 1,229 1,285 2,514 171 275, 973 1,616 522 Fort Worth . 26, 688 I 7-21 5, 000 150 2,292 2, 522 L 814 178 634, 729 3, 566 523 Gainesville . 7, 874 8-17 1,632 744 886 1, 630 180 219 060 1,217 524 Galveston . 37, 789 8-17 4,749 500 2.107 2,291 A, 398 172 533, 096 3,100 525 1 Houston . 44,633 8-19 9, 323 500 3, 356 4, 080 7,436 170 a 888, 000 a 5, 200 526 Laredo . 13,429 8-17 * 2, 500 1,000 567 582 1,149 180 119, 327 663 Palestine . 8,297 8-16 2,138 275 714 902 1,616 177 217, 479 1,229 528 Paris * . 9, 358 8-17 2,503 112 984 1,256 2,240 160 312, 000 1,960 529 San Antonio . 53, 321 8-18 10,437 3,300 3,972 4, 237 8,209 169 1, 275, 791 7,546 530 Sherman . 10, 243 8-17 2,407 994 1,177 2, 171 170 268, 879 1,581 531 Tvler . 8, 069 8-17 1, 852 175 747 808 1,555 178 191, 636 1,076 532 Waco . 20, 686 J7-21 5,700 850 1,894 2, 156 4, 050 177 493, 2S9 2, 787 UTAH. 533 Ogden . . . 16,313 6-18 5, 824 249 2, 134 2,266 4,400 176 637, 296 3,621 534 Salt Lake City . ' 53, 531 6-18 6, 429 6,824 13, 253 175 1, 799, 350 10, 282 VERMONT. 535 Barre . 8, 448- 5-18 2, 200 35 1,088 1,131 2, 219 176 217, 785 1,237 536 Burlington . 18, 640 5-18 4, 415 1,250 1,378 1, 317 2, 695 *182 a 363, 636 1,998 537 Rutland . 11,499 5-18 2, 830 600 190 344, 280 1,812 VIRGINIA. 538 Alexandria . 1 14, 528 5-21 4,831 500 990 1,036 2,026 194 297, 402 1,533 539 Danville . 16, 520 5-21 5,050 570 1,211 1,407 2,618 176 317, 680 1,805 540 Lvnchburg . 18, 891 7-20 *6, 785 450 1,550 1,900 3,450 184 501, 946 2, 729 511 Manche-ter . 9, 715 19, 635 542 Newport News . , 5-21 4, 194 200 1,220 1,599 2, 819 182 367, 276 2, 018 543 Norfolk . 46, 624 5-21 12, 247j 2,459 2,380 4,839 192 1 748, 800 3, 900 * Statistics of 1900-1901. a Estimated. CITY SCHOOL SYSTEMS, 1293 Table 7. — Statistics of population, school enrollment, and attendance in cities of over 8,000 inhabitants, 1901-2 — Continued. City. QQ .2 o -3 o School pop¬ ulation. j cb ^ p/3 to O m > o vn 5 Pi O "S Different pupils en¬ rolled in public day schools. Number of days the schools were actually in session. 2 S o m 0 ° >> "C.O ci’cS bcc 0 bcti c! t»0 £"-■ < Average daily attendance in public day schools. School census age. Children of school census age. Male. Female. -5 o 1 Q 3 4 5 6 7 8 9 10 11 Virginia— continued. 1 544 Petersburg * . 21, 810 5-21 7, 618 400 1,543 1,857 3,400 180 466, 380 2,591 17 427 546 Richmond . 85’ 050 5-21 24, 937 2,500| 5, 466 6, 737! 12,208 181 1,810, 000 10,000 547 Roanoke . 21, 4S5 5-21 6,572 868 ' 1,872 2, 214, 4,086 178 449,450 2, 525 WASHINGTON. 1 1 548 Everett . 7, 838 5-21 3.593 287 1,220 1, 322 2,542 172 317, 340 1,845 549 Seattle . 80, 671 5-21 19. 036 927 6,694 6,854 13,548 131 1,981,625 10, 375 550 Spokane . 36, 848 5-21 9, 031 875 3,802 4, 126 7,928 1724 1, 003, 703 5,819 551 Tacoma . 37, 714 5-21 11, 261 649 3,984 1 3, 967 7, S51 192 1. 205, 28S 6, 277 552 Walla Walla 10, 049 5-21 * 2, 686 875 982 1, 857 193 226, 770 1,164 WEST VIRGINIA. 5d3 j Charleston . ! 11,099 6-21 3,868 20 1, 323 1,465 2, 788 176 357, 232 2, 030 554 1 Huntington . 1 11, 923 6-21 3,582 115 1,128 ! 1,216 1 2,344 158 278, 080 1,760 555 Parkersburg . 11, 703 6-21 4,386 200 1,614 1,729 3,343 184 462, 096 2, 510 556 Wheeling . 38, 878 6-21 10, 959 1,200 2, 552 2, 730 | 5, 282 185 742, 590 4,014 WISCONSIN. 1 557 Appleton . 15, 085 4-20 5,292 1,500 1,273 1,296 2,569 176 342, 394 1,962 558 Ashland . . 13, 074 4,598 975 1,305 1,359 2, 664 190 379, 497 : 1,997 559 Beloit . 10, 436 4-20 4,058 118 1.266 1,395 2, 661 187 371, 943 1,989 560 Chippewa Falls . 8, 094 4-20 3, 267 819 652 735 1,387 178 206, 469 1,147 561 Eau Claire . 17, 517 7-14 3, 043 271 2,096 2,261 4, 357 180 575, 698 I 3,549 562 Fond du Lac . 15, 110 4-20 5,000 635 1.612 ! 1,583 3,195 : 177 3S9, 349 i 2,200 563 Green Bay . 18, 684 4-20 6,644 853 1,929 1,981 3,910 ! 200 568, 145 ! 2, 854 564 Janesville . 13, 185 4-20 3,909 235 1,214 1,283 2, 497 180 318, 238 , 1,904 565 Kenosha . 11, 606 4-20 4, 205 750 870 878 1,748 188 251, 356 i 1 , 337 586 La Crosse . 28, 895 4-20 10, 052 1, 092 2, 707 2,646 5,353 193 816, 776 ! 4, 232 567 Madison . 19,164 4-20 5, 834 944 1,584 1,618 3,202 185 487, 400 2, 638 563 Manitowoc . 11,786 569 Marinette . 16, 195 4-20 6, 067 700 1, 965 1,944 3,909 179 528, 587 2, 953 570 1 Merrill . 8,537 4-20 3,469 770 917 920 1,837 180 252, 000 1,400 571 1 Milwaukee.. . 285, 315 4-20 102, 813 *21, 766 21,903 20, 603 42, 506 1'*- 6, 406, 748 32. 328 572 Oshkosh . 28,284 4-20 9, 490 2, 321 2, 365 4,686 1974 663, 414 3, 384 573 Racine . 29, 102 4-20 10, 484 1,138 1 2,809 2, 785 5, 594 : 200' 909, 058 4, 545 574 i Sheboygan . 22, 962 4-20 8,865 1,700 2, 131 2, 162 4, 293 j 196 655, 553 3,345 575 Stevens Point* . 9, 524 4-20 3,999 555 828 794 1,622 1S5 231,354 1.257 576 Superior . 31, 091 4-20 *7,718 *853 3, 144 3,230 6, 374 176 797, 624 4,525 577 Watertown* . 8,437 4-20 3,963 840 569 580 1,149 196 174, 330 894 578 ; Wausau . 12,354 4-20 5, 271 741 1,580 1,588 3, 168 180 426, 780 2,371 WYOMING. 579 Chevenne . 14, 087 200 656 692 1,348 175 169, 895 98d 580 Laramie . 8,207 | i 1 I 1 * Statistics of 1800-1901. a Estimated. Table 8. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1001-2. 1294 •sasodind jooqos joj pasin Ajjddoad ri< o i [ q n d jo anpsA •siooqos dji -qnd i[B ui Xpnjs H joj sSuijqs jo spias EDUCATION REPORT, 1902. 11 11 S3 111 llSIllllil I SISflis'lSI i II 1 §1 ^r-T 3231111111 1 joj posti fiSuipiing i-» •siooqos I SuiuoAa jojoqmriNf .cocojgo^ojesoo SO ?l ■ 'riOl' i-l •suojjbS o -jopuiq jo jaqcanx OOl-IOi— lOi— J2 4> O PS !S« bo 2 £ o is ^ o o a) a) sa a o o o £ r-l CO r* ^ S2%2 OOr-Wr-l »!!• DU- is I o § 16 c-S 8 1 o“. O 41 _ c c_ :=: o cs 00. 2 c ’ o - •WOX •oiucaox •9[1?K *2 s £o5 S3 gSS|3$S5gg| s £8 g2SBg|}8gg£§j S 'SSSJ Iri £ 8 p OD •IBJOX Or)«COM»Tj<01i l'S •ojuinax OCA O iMHMOCOnnHO Ci I I- Cl ?C 1-t 1-1 ; O , , »S2=g a a o a ci;sc c-r; CO lO ^ O r-H Oj CO T O • O O T—i o o • o o 1-fiCOOO :OOWOO»C’ v © §§ o a S1 p §2 agaag a~s 1-1 T-l l2* 1-I rP 25 O'*! §^a !*i o . fi II N ^ fl c © o c w&iz; a^as © © a a o o 25 25 o o o o a a r-t CO -a a---- a- ,_ir-(cot^co oio COCO CO O 04 T—i H 00 ^ CH HWnOl O oi Ol g^-g T-I l> !h G ® dodo 5*g t§t>- llil o' 6 2525 £> S3 »«««■§!«« 85p £ 4S& • P2c ill “ H SB ilS hS' S§f§ ®;3 C5 o © © o o ^ O a - ^r; 33SS3SSi§ * Statistics of 1900-1901. h Value of sites and buildings. d Includes W a Sewing only in grades 5 to 8, and this in only two schools. o Includes Rockville. Table 8. — Statistics of supervising officers , teachers, property, etc., in public schools of cities of over S,000 inhabitants, 1001-2 — Continued. 1296 •saso&ind jooqos joj posn Apiodojd oiiqnd jo anpiA •sjooqos oi [ -qnd qu ut Aprils joj sSutpis jo sqBOg EDUCATION REPOET, 1902. o S3 lg Hill!! S3 8§§8S§Sj I! II c4VT rH i-T 1111 nB ^ mins T-1 T-H ^ N^NO'*? CO Nt^OCO 00 lO * :gf je,"e® a- cl ■ CO of rH ; 00“ jr-r * t^CJOT?ccco S^SJS COCOCOOt^OO^r-H as ^ocoo too rH ^ r-i II 50 y a a o,c a o c atcS zee •- ei s3 C o a o o 0 a a * T-lZZ S O Or* V g g^g If © © ^ £3 O O a o 1 a> o o a ©o,- e ^ 5ee^a r-HMCS • * '*§§*■• * i 6 j : • • • trS ■ ■ ■ • : a & :xoo‘ : ~~ • Ixoo J : ioj • i i ! : ■ ca : « § ■ C H :33 g|~ ^3 • lO CO COJI CN r-l * « * e # rr rH CM r-. O rH^^^iCNcCrH CO t— ! ^ CO O r-i CO ■£ r-i * - iH CM ^ CO - 2 SSsllll jfsgs |g||SS|g$ * Statistics of 1900-1901. Table 8. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1901-2 — Continued. 1300 EDUCATION REPORT, 1902. •sasodind jooqos joj pasn Xjjadoid anqnd jo aiqBA lOO o o (NMOO r-i ® U d r- 03 03 2 -t? l> O m g £ c3 ’S 4h (H .2 8 ,o fe fcx> r-H 03 03 .2 5§ O OQ 03 03 rH CO 03 05" 40 ^ o §23 o2*« ffl £ t> rH ffl rH W d a g 33 03 03 ®ooo fto ■p o a« • o 30^^ 03 Ottf)OcfcCO!r-.ObG -•sro: gffl£- cffl •[^Oi •aj'Btaaj '•£ •ait?j\[ iC M (M lO lO CT. CO OCOHNCOXCOHiONCONnO Co a? ‘TOOX ^ COTtiOCOO^iOTt^COCOt^T^' •aj'Bnia.i I eo HH03NOO CM OMOhOCI^HhOCOM^H •ai'BH , ft CM iH r-t CM CO 00 ) CM lO CM © CM CO CO CM CO ^0* CM CM © o'CI w 42 03 g Bo b<3 3 sh ,3 Ofeffl 03 be X 3 53043 w _ _ „ cd co L»a5mtH+e»r§ „ „ 5 >*3 a g 3° 2 5 O % fflaooouQ^h^feoodSfflffl ° 8 S’3" g g gz: . r* © © !© CS 3> d 03 03 eo CBh 2 g'3 S 8 o iO O N X ^ O H Cl CO ’ 10 to O X O H CITY SCHOOL SYSTEMS. 1301 fells I18i¥ IsSllflllSllssslilB §¥s¥SlSI»l¥l¥sllll¥ I1SS iilllllllllllii of r-T llgllpl i-i "rH lOofsO r-fi-H t-h O ofcO~T-f si sISSkbSSIIIIiSssI CO of r-f i-f cf CO~ ioTcOt-T of Iff r-f cf of of CO iTi CO .csHWH^owi.ot'COccnooi Nd00HOHOl>Ci3C)05u3!N^ > COO^ia-^ O H O iOOOOOOO t .OO 'OHO C> .OOMOiO^^HOOOO^'f 'i-HOOO ooo««oogMo^ooo ^^3 II 1313 a> « o ® *§< O ^13! g §«§ o-23 §i>§5§ oBS 00 a* £h cofc 22§2 t-loS^T-l 2§ >c!z; CoDOfloOOOOdOHO °2o cd2 O O O g 0 43 O 2 :S Ci 05 22 £-™22^22222 2q2 225 |ggss99§s|&§sgs§@§gs§gsssjs $gg§ 33gSS3§§S5!8§Ss3i§s3ggS2 |3sssg^|sgs-8sg!sgsg|s|gssss 8S8| ^gSSggg.&ggSSSSggg !-fCO0XrnO'OuONiOiOC^iOW(MOj0(NOiCO^^H^ lOMOO (NlNOMOOi )W^iOOiOCOW^flWHWOCi:HCO OOHOOC^^CCOON^OH^^OC^^OQHtMHH^ (MHHOO WHCO(N^^Oh(N^HO(NCC(MO(N i^N(NWHHCOHHrji(NH^H^Tii(MCOHiO(N!NONCO I CO j sSuijjis jo spas coofefTfr^rTco^ «o * ! : : : : : II gg •sasodjnd jooqos [ r> joj pasn sSuipimg; h ■ t- tO P O O o •sjooqas I ih SutnaAO jo jaqmnx I ^ ■suajj^a -japuxq jo jaqnmx KHiCClOHH O is . ns r* Cj O |5'l s °.s -II ill c o o & £ u~ <; z O CO § 5 S5 to 300 a a c^o 3 11 § 1 3 3^3 O O t — i H CO 333 32E3 s' I •I^ot £ | % f •ajBTnajj C £3 •apjt tc ic c c n C'l O CO r? OC CO Lq - •pqox | ^ CCHO^COH^ O CO C CWi • CO CO CO O CO < ®e GO •a^raaj (NCOMOOH O co c; ci !' ci — cn nHOHOi illg : S§'||sl=ll|sS« gfgsllsf -ggl 1 ili a ii iSf IIM IlllSli ssi§S ssSsSsss 1881 CITY SCHOOL SYSTEMS. 1303 112, 000 107,250 lllillslll s'lWllW co~ O Sill Slit * * 111 111 oo'^jT hhhV * * HH * HnncTm 00 o H*H«tHiO *COl>CM^HH< rHO °°©Oiao sss ° J2J £h ^ * ° ! O j O O • CM iH jo j o o o o * Ox^H o HH • CO OO * rH rH 1 • O ° ! o • H* O • O CO • o • O O O H< * SS j OCOOO 'OCOr^O 1> l> • CO o 8 1 IS ooef t'-' r-T Si ^3 g.S ass SlSM 8 8 oun a a gSfSS o a a o C fl o o o o a o 33 a RRRR Jzjwfc a a a 'cS a a a a a a a a a 3 o o o 3i c c o rz li s ^r;z;<H< S3gCO°arH CM IH CO CO CO T* CM COCOiO^cOjOCdiOCO HdHCMr^iOOCCO rH CO HC3COMH H1 * CO » O CM lO ^'gS® O H CO CO CO r}* O xO CM rH j rH a* rH 00 rH t- O H OClHO °o°oo 1 9 1 4 H§^ OOH(NHHt>NH j CM O O H CO *0 rH CM 1 1 24 1 tH CO CO CM rH (M'OHH CO CM CM OHCMHCMCOCOCOH j O CO rH iH 00 CM _n,ig -0,2 eg *wsdmlM < % g § 5 g. 111! :w^R Ms .sa| ii§!!- ? £ I b :aH ■ □ - * .2§cg|gg| ii 1I11I11III 1811 in 1 §1111113 NM^lOOI^OO® cocccocoSscococo * Statistics for 1900-19Q1, a Sewing only. • b Value of buildings. Table 8. — Statistics of supervising officers , teachers , property , etc., in public schools of cities of over -8,000 inhabitants, 1901-2 — Continued. 1304 EDUCATION REPORT, 1902, CITY SCHOOL SYSTEMS. 1305 145,000 24,288 GO, 000 240, 000 625, 000 135,782 150, 000 173,350 128,000 80, 000 175, 000 333,115 *149,978 317, 379 llllllll : SislSaSl ; S“ : * ! ill 1 llllli is§ ® sa§Iii 11 l¥ * mil ggm §i§iii iiiinii !!SI§!§§I3p§ 1 glilsi iissBili 4 cf o' r-T ,4' CiJcf r4 O 1 :~ C JZ CO 5-53 C O w W co « G G G G o C ~ O O c3 o 3 — io £ £ CO £ 00 M 3 iG £ O O O ® O O G G G G G C O O O COO ££ £ oGJ o G ci cG! i> £; 533 § 3 «A 3: H < -4 < < a § t g§ *1 5 c .dxj .§§ GSgS 00 05 CO 05 33gg3gg:3 t 3 8 GggggJ 1 !8iS8S ssssss^sg sssggsiggssgs gs susses aSsIS^i :8S§3§ ggsggg^g 8SS8§gFi&§gg3 8 §So|c§cco Orlr-lWOl! 4M H T-: O O H LO C^COHO O Or (MCOCC^COL3m:‘i ^ -f o O) LO CO W O ClHI>n NOCHWOOlN oo^HC'io; OHO o (NtNiNWHcc M X CHC CC ^ocusl3 eoooooooo( •suojjsS -jopuiq jo joqranj^; R a r< o a> 356 IBl a IS s.t £ bo s OOOOONOOMOffl CSC o o o £££ iH ■ C^^eO r-ToT rHUO' * ^ O OI>CN CsTeO C^'C'fi^rH csTcN^rHoT lOOO (NOCJ iHCOCO^COCCHCONClOCIXI>OCCQC iCI> *° 3 OOCOiO^COiOOt-t-jOOO^OOlOO • j O • j OOO ; 0 • 0 j oh : • t-h 0 O • O CO CNHOOOOOM j • j t-H O j |oOH • joo^oo jo : 0 i °3 | ;00 lO • 0 0 0) C C o o 53 ?>23 5- if offloicffiflaois SBCccocca c ccoo^cco I .£ 23 23 23 2::=:. 00 £3 00 * 41- * *“■ COMHHCOHCOCC*HHH ill li £ 5 1 1 11 00 II a ^3 23 g -J S ^£*33.5 iislMiwI^i ^^KRnffluooooaQ llllllllllllllllllll II II III1I1I111IIIIIIII tcs for 1900-1901. Table 8. — Statistics of supervising officers, teachers, property, etc., in public schools of cities of over 8,000 inhabitants, 1901-2 — Continued. 1308 EDUCATION REPORT, 1902. •sosodind jooqas joj pasn A}iadojd ^ oxiqnd jo anpsA I iiiiiiiiiisn pillf|SS8"SSI in m ilillill *SllWS ns I8§ •siooqas an -qnd nB nt Apnis ioj s^uijjis" jo squas I1I1I1III1SII! oToo“ O SS oaoo ooco zzzz o § o Oh 5 2.2 zzs .1 s £ MS .g-c .2.2 53 5 rj45 Jl u = C = -G ft S 8S3g3g£3S33§E:£§§gS3S5g§j§2888$3!3$:$;8gj CO •ai'Btaaj S §5:!5g|SggSSS2gg.|-&gSSSS^S-SSfe§S«-§S| •aiBK ; »o r.Mu: 3*e,!8 ’I”* ‘ O l> O U- 'T* 7 'I I> ' CITY SCHOOL SYSTEMS. 1309 Ill * 1111 ilsl :i SW :§¥l !l : **“ : 200, 000 66,000 280, 000 400, 000 43,210 60, 000 180, 000 478, 513 480, 250 1 jiilipiiii a ;allla3isaa 8SS ii if ins ji 11 1 § 111131 3 •lllil§§8 a ciio o' oTof ; r4 * ooi>cocoi> go ^3333333J3 SS| gg^SSggggS OM 8 S !§| S88£8£|g£S; S8 £88i (NGO^cMcNi-H'^^OxO 1C CO T— i ^ id i.§ : a §3o£ 11 M in Isll CITY SCHOOL SYSTEMS. ggg III! Ill lliillil §W §”W ill silli¥ii III lliillil Co'ofof r-T CO CO 04 t-H lO 04 QCOOOiC). oooooooo 10 O 000000004 3 ! a a ! O O j O ■»© — 'o ©0 x 04 r-H QJ QJ VJ 33.a-^3§§§ ax*$aSx22SaS rH HHH^H |g§ §gg| ;.ggg SgS SSS £88338838 >0®HOO 03 SO CO SOrHCOrt-H CO O»«tX0C From the Federal Treasury. / Includes receipts from city taxes, c Statistics of schools of Bibb County. City. Connecticut — continued. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. Waterbury . I $26,858 Windham a . 4, 926 DELAWARE. W lmington . DISTRICT OF COLUMBIA. Washington $260, 506 25,414 24,134 190,932 Jacksonville1 Key West.... Pensacola . . . Tampa . b 857, 336 4, 317 1, 545 2,300 857, 335 14,244 $1, 617 2,360 $27, 419 8, 772 16, 318 21, 250 1,765 Athens . Atlanta . Augusta Brunswick . Columbus . . Macon o .... Savannah d . 6,731 45, 793 30, 512 10,440 10, 690 33, 549 39, 837 12, 100 136, 328 54, 049 4.250 28,965 ILLINOIS. 448 30 200 51,000 99, 074 2,541 3,600 Alton . . Aurora: East Side . West Side . Belleville . Bloomington . Cairo . Champaign . Chicago . Danville . Decatur . Dixon . East St. Louis . Elgin . Evanston: District No. 1 . District No. 74 (North Evanston) . District No. 76 (South Evanston) . Freeport . Galesburg . Jacksonville . Joliet . Kankakee . Kewanee . Lasalie . Lincoln * . Mattoon* . Moline . Ottawa* . Pekin* . Peoria . Quincy . Kockiord . Rock Island . Springfield . Streator . Waukegan . 3, 634 1,045 3, 302 4, 056 1,855 1,807 366, 740 3, 305 5, 009 (e) 3,425 3,207 54, 133 85, 402 6,239 29, 000 8, 522, 591 41, 513 I 34, 500 74, 264 16, 292 86, 915 67, 345 (*) 163, 907 1,286 402 648 466 19, 156 56 228 769. 243 2,032 13, 381 1,197 261 268 1,694 2, 117 3,063 2, 327 7, 777 2,502 1,200 1, 760 1,865 1,921 1,506 13. 819 6, 717 5,011 4,006 6,264 3, 000 56,351 50, 978 7. c d 61,681 ; 107, 190 38, 969 46.000 23, 840 17, 107 160 8,500 45, 253 36, 982 / 25, 316 222, 693 89,832 2,293 49, 156 121, 803 31,251 98.690 36, 139 7, 757 98 734 1,103 1,137 954 1,015 895 765 134 1,732 2,082 121 305 490 53 1,475 1,512 Total. $288, 981 32,700 237, 933 67, 230 12, 082 18, 618 19, 279 182, 151 90, 930 16, 640 39, 655 87; 090 142, 511 57, 260 30, 693 57, 901 108, 614 43, 424 36, 535 , 658, 574 72, 682 92, 654 17, 489 167, 332 91, 669 92, 5S1 10,466 58, 779 54, 198 74, 294 64, 962 115, 9S2 42, 366 47, 965 24, 000 27, 501 48,850 100,963 40,985 26, 943 236, 817 97, 039 106, 047 90, 776 129, 579 42. (mjs 1314 EDUCATION REPORT, 1902, Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants , 1901-2 — Continued. 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 City. From State ap¬ portion¬ ment or taxes. From city appropria- j tions or taxes. From county and other taxes. From all other sources. Total. Amount available for use during the year. 1 o 3 4 5 6 7 INDIANA. §17, 392 §63,404 §17, 896 §98,692 §133,487 Col mb s . 7,275 25,398 §513 1,374 34,560 54,692 Elkhart . 13, 653 19,255 19,777 883 53, 568 Evansville . 209, 770 209, 770 55, 839 79,285 | 3,184 138, 308 360, 548 12' 235 30, 637 9,063 51, 935 72, 981 Huntington . («) 39, 394 («) 2,047 41, 441 63, 723 156, 926 645, 148 42, 523 844, 597 1, 021, 035 13’ 650 22, 260 2, 007 37, 917 53, 257 9, 618 32, 407 7, 473 49, 498 74, 115 34, 000 46, 000 80,000 I Logan port . 1 Marion" . 16, 616 19, 397 29,102 8, 100 73, 215 102, 536 Michigan City . 40, 587 74, 789 Muncfe . 16, 374 29, 368 47,260 1 3,034 96,036 141, 993 New Albany . 16, 704 2, 172 33,331 13, 426 65, 633 121, 466 i Peru . 13, 074 62, 540 652 76, 266 114, 648 53, 852 93, 125 146, 977 174, 468 , Terre Haute . 41,788 6,106 117,535 4, 566 169,995 238, 923 12, 342 18, 767 657 31, 766 53, 670 37,985 Washington . IOWA. Boone . 2, 587 43, 069 2,580 48, 236 66, 316 ; Burlington . 7,316 1 98, 105 625 106, 046 118, 037 Cedar Rapids . 8,000 130, 000 138, 000 226, 616 Clinton* . 6,494 79, 454 592 86, 540 92, 6S2 i Council Bluffs . ' . ! Davenpoit . 14, 940 1 179,501 14, 370 208, 8H Des Moines: Capital Park . 432 360 12, 606 39 13,437 22, 614 East side . 6, 935 73, 574 I 243 80,752 92,629 West side . ' 1 Dubuq1 e . 12,422 95, 550 210 108,182 108, 553 ! Fort Dodge* . (a) 40, 030 458 40,488 65, 142 l FortMadisoa* . 2,676 . 17, 272 138 20,087 20,087 Iowa City* . 3,498 31, 660 189 35,347 106,827 Keokuk . Marshalltown . 1,371 53, 617 3,062 58,050 Muscatine . 4, 528 39, 904 2,587 47, 019 48,063 ' Oskaloosa . 1,192 39, 787 404 41, 383 46, 313 Ottumwa . 5,012 84, 298 224 89, 534 89, 691 Sioux Citv . 11, 275 132, 323 . 1,764 145, 362 148, 150 Waterloo:* East Side . 3,000 ' 35, 000 152 38, 152 West Side . 21, 961 354 22, 315 52, 824 KANSAS. Atchison . 4, 726 b 31, 127 1,297 37, 150 46,686 Emporia . 2, 389 31,036 369 33, 794 54,160 Fort Scott * . 3,600 17, 400 2,656 2,410 26, 066 41,144 Galena . 2,436 13, 442 72 15,950 16, 870 Hutchinson . 2, 229 26, 714 79 29,022 29, 115 Kansas City . 12, 782 174, 495 1, 541 188, 818 193, 136 Lawrence . 2,954 28, 232 2, 773 8 33, 962 Leavenworth* . 5, 817 48,866 2,070 56, 753 64,806 Pittsburg . 4,286 24,847 541 29, 674 73, 023 Topeka . 9, 162 164,039 4,151 177, 352 196, 769 Wichita . 6,104 61,464 1,600 69, 168 69, 168 KENTUCKY. Rowling Green * . . . 8,100 9,342 301 17, 743 17, 947 Covington* . 61,302 36, 267 692 98, 261 113, 004 Frankfort . 6,542 9, 554 5, 976 22, 072 Henderson * . . 15, 240 21,500 485 37,225 Lexington * . 21,579 39,076 23,176 83, 831 Louisville . 150, 187 430, 725 10, 470 591, 382 l" ’709, '407 * Statistics of 1900-1901 a Included in other items. b Includes city appropriations. CITY SCHOOL SYSTEMS, 1315 Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1 901-2 — Contin ued . City, From taxes. From eitv tions or taxes. From county and other I taxes. From all other sources. Total. Amount available for use during the year. Kentucky — continued. 166 : Newport* . 167 Owensboro (white schools)* ... 16S Paducah * . . . LOUISIANA. 169 170 171 Baton Rouge . New Orleans . Shreveport . . $15, 328 10,363 13,158 $36, 236 20,608 34, 653 $2,000 $1,998 957 - 245 $53, 562 33,928 48, 056 $49, 113 62, 6d0 173 174 175 176 177 17S 179 180 Auburn .... Augusta*... Bangor _ Bath . Biddeford . Lewiston . . Portland* . . Rockland * . WaterviUe. 56, 966 8,638 10,294 10,987 16, 512 7, 500 22, 282 34’ 308 5,488 8, 993 409,500 3,500 31,500 11, 901 50, 000 23, 300 15,450 30,800 155, 291 8, 975 21.000 14,604 29, 279 1, 864 759 349 495, /45 28, 606 42, 553 23.653 66,512 30,800 30,369 53, 431 189, 599 14, 468 30,344 MARYLAND. 495, 745 42, 553 25, 662 72. 512 30, 300 30, 369 189, 599 14, 468 30,506 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 | 202 | 203 204 1 205 ! 206 207 I 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 Annapolis . Baltimore. . 334, 664 Cumberland . Frederick . . . Hagerstown . 1, 136, 445 3,799 1,474, MASSACHUSETTS. Adams . . . Amesbury* . Arlington . Attleboro . . Beverly . . Boston . Brockton . Brookline . Cambridge . Chelsea . . Chicopee . . Clinton . . Danvers . . . Everett . . Fall River . Fitchburg . . Framingham . Gardner . Gloucester . Greenfield . Haverhill . Holyoke . Hyde Park . Lawrence . . is5, Leominster . . Lowell . . . Lynn . Malden . ] * Marlboro . ” ' ' * Medford . **’[’"* Melrose . Milford . j” . Natick . New Bedford . Newburyport . Newton* . *‘**|* North Adams . Northampton . , . Peabody* . Pittsfield . . 000 843 142 542 1, 163 286 750 137, 500 475, 119, 54, 43, 35. 120; 235. 147, 45, 42, 102, 36, 130, 170, 1, 341 11S, 750 39, 103 23,296 40,843 59,055 77, 542 . 007, 264 257, 591 7, 198 4,467 ,224 1, 339 520 482, 932 123, 796 54, 016 43,500 36, 974 128,444 924 747 000 1,488 803'L‘””!!!! 1, 122 459 263 354, 200, 212, 57, 99; 79, 34, 37, 340, 36, 198, 86. 68, 35, 92, 2, 647 30, 520 200 i’932 1,125 553 4,516 1,114 1,800 875 148,001 46,279 42, 822 102’ 533 37, 297 131, 259 171, 751 39, 103 23, 296 40,843 59,055 77,542 4, 007, 264 272, 700 558, 932 123, 796 54, 046 43. 500 36,974 158, 144 148, 001 55, 923 42,822 102. 533 37, 313 185,803 179, 626 1.85, 803 356, 887 230, 520 212,418 57, 300 99,704 SI, 382 34,000 38, 053 344, 924 37, 263 201, 127 363, 832 251, 758 212, 418 57, 300 99. 704 81.386 38, 053 346, 617 37. 263 70,925 35, 875 92,851 86,000 70, 925 38, 337 92,851 * Statistics of 1900-1901. 1316 EDUCATION REPORT, 1902, Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants , 1901-2 — Continued. City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxgs. From all other sources. Total. Amount available for use during the year. 1 2 3 4 5 G 7 Massachusetts — continued. 226 835, 000 827 835, 027 $48, 546 227 108, 365 . 40 108, 405 108, 405 228 Revere . 55, 000 81,123 105 56, 228 56, 228 229 Salem . 118, 363 1,600 1,009 120, 972 120, 972 230 310, 998 231 26, 495 26, 495 26,495 232 433, 695 6, -654 440, 349 610, 796 233 Taunton . 119,877 1 . 1,808 121, 685 121, 085 234 Wakefield .... 44,300 1,708 46,008 46, 0C8 235 100,201 110, 201 283, 784 236 Ware . 29,300 456 29, 756 29, 765 237 43,000 238 Webster . 239 Westfield . 53,400 1 16, 437 69, 837 240 49,500 1 1,317 50, 817 73, 691 241 56,909 594 57. 503 63, 630 242 Worcester . 551, 025 4,103 555,' 128 557, 7C1 MICHIGAN. 243 §6, 231 22, 195 357 1,184 29, 967 244 Alpena . 10, 507 14, 584 592 282 25, 965 S3, 339 245 Ann Arbor . 8, 033 42, 000 9, 798 23, 496 83, 327 97, 631 246 Battle Creek . 10, 200 79, 600 1,000 1, 492 92, 292 103, 291 247 Bay City . 23, 092 72, 114 53, 341 1,145 77, 578 101, 873 248 Caiumet school district . 49, 400 i 6, 926 128, 440 169, 606 249 Detroit . 204, 986 867,068 1 4, 758 1, 076, 812 1, 634, 576 250 Escanaba . 7,291 26,245 1 3, 479 68 37, 083 68, 216 251 Flint . 15, 290 40,885 2, 059 58, 234 102, 482 252 Grand Rapids . 66, 034 302,640 75, 465 444, 139 530, 217 253 Holland . 5, 914 22,000 1 157 28, 071 41,663 254 Iron Mountain . 7, 553 54,809 7,507 708 70, 577 85, 577 255 Ironwood* . 11, 256 37,695 9, 813 58, 764 58, 764 256 Ishpeming . 10, 655 43,118 385 32, 704 86, 862 111,763 257 Jackson . 14, 681 60,935 722 595 76,933 84, 866 258 Kalamazoo . , . 14, 888 83,058 807 1,830 100, 583 129, 029 2-59 Lansing . 10, 124 56, 304 263 656 67, 347 91, 976 260 Manistee . 10, 860 40,166 ! 1,307 52, 333 57, 115 261 Marquette * . . . 4, 220 30,938 : j 24,025 59, 183 90, 290 262 Menominee . 11,577 43,532 j 5,325 419 60, 853 71,694 263 Muskegon . 18, 464 57,418 6,462 17, 578 99, 922 126, 037 264 Owosso . 5, 893 23,814 | 3,709 1,120 34, 536 37, 209 265 Pontiac . 11, 285 21,844 4,181 37, 310 93, 837 266 1 Port Huron. .. . 17, 332 40 ! 190 487 58,009 61, 053 Saginaw: 267 East Side . 21, 046 85,655 3,137 109, 838 118, 755 268 West Side . 269 Sault Ste. Marie . . 8,000 41,000 5, 000 54, 0C0 90, 700 270 Traverse Citv* . 2, 500 37,705 1,000 41, 205 41, 2C5 271 j West Bav City . 10, 708 34,280 220 45, 2C8 54, 208 MINNESOTA. 272 Duluth . 31, 889 198, 675 3, 2C0 233, 824 391, 446 273 Faribault . 3, 758 20, 991 2,007 125 26,881 36, 958 274 Mankato . 6,049 18, 937 98 25,084 42, 387 275 Minneapolis . 120,616 748, 356 8,838 877,810 877, 810 276 St. Cloud . 277 St. Paul . 668,480 278 Stillwater . 279 Winona . MISSISSIPPI. 280 Jackson* . 24, 846 24,846 281 Meridian * . 6,309 14, 204 408 20, 919 26, 695 282 Natchez . 283 Vicksburg . MISSOURI. - 284 Carthage . 4, 774 37, 952 285 Hannibal . 8,273 33, 308 363 41,944 63, 902 286 JeSerson City . 465 13, 804 * Statistics of 1900-1901. CITY SCHOOL SYSTEMS, 1317 Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1901-2 — Continued. 287 288 289 290 291 292 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. 1 2 3 Missouri— continued. Joplin . Kansas City Moberly St. Charles . St. Joseph .. St. Louis _ Sedalia . Springfield . Webb City. . 811,826 . 88,971 . 5, 153 . ”39, "469' 176,052 81,516,669 9,446 . . 7,870 . MONTANA. Anaconda*. i Butte . . i Great Falls . Helena _ 4, 0S7 126 26,176 . 6. 606 48, 936 7,690 . NEBRASKA. Lincoln . Omaha . South Omaha 20, 689 43, 776 229,467 NEW HAMPSHIRE. Berlin . 1, 415 31, 792 Concord (Union district)*.. _ ! Dover * . 834 j Keene (Union district) . 773 I Laconia * . I Man Chester . 2, 642 36, 486 801 Nashua . , . Portsmouth . Rochester . NEW JERSEY. Atlantic City . 30, 871 51, 976 Bavonne . Bloomfield . 19, 128 12, 913 Bridgeton . Camden . 78, 764 39, 567 East Orange . Elizabeth... . 52; 182 13, 843 10, 000 74, 334 235, 161 Hackensack . Harnson . Hoboken . Jersey City . Kearnev . 2,270 21, 899 Long Branch . Millville . Hi 752 33, 309 12, 574 1 Montclair . 1 Morristown . j Newark . 377, 086 New Brunswick . 19, 227 38. 557 32, 893 127, 058 15. 557 11,482 20, 493 10,465 21,619 Orange . Passaic . ' Paterson . . 1 Perth Ambov . I Phillipsburg . Plainfield . ' Rahwav . j Town of Union . ! Trenton . 94,496 29, 614 41, 661 9,955 14, 528 5,127 West Hoboken . NEW YORK. Albanv . Amsterdam . Auburn . Batavia . 14, COO 17, 781 SO, 670 27,325 23, 000 126, 612 28,042 39, 928 20, 000 58,191 85, 000 51, 740 21, 012 179, 791 104, 303 75, 568 30, 075 6,800 105, 562 291, 077 24, 618 55, 5C0 14, 700 86, 880 27, 500 552, 5C0 36, 000 39, 250 81, 112 182, 000 31, 000 18, 161 55, 249 16,000 30.000 94, 703 30,000 305, 588 51, 345 80, 000 1,266 From county and* other taxes. 4 855, 383 802, 764 16, 677 191, 140 288, 577 43, 607 48, 280 23,042 239, 557 15, 974 73,058 I 88,288 I . b 58,908 7, 236 1,664 11,113 " i,386 11,738 32, 918 From all other sources. 5 8277 5, 859 3, 134 134, 559 1,215 5,906 1,134 3,806 788 59. 804 253, 185 84, 302 357 6, 348 1, 521 2, 537 75 3, 476 2,494 1.711 Total. 6 867,486 897, 594 21, 830 20, 079 233,743 2, 115,857 54, 268 62, 056 31,445 28,339 269, 539 71, 516 81,536 168, 781 526, 428 143, 210 15, 772 55, 921 33, 025 30, 635 23, 075 129, 254 68, 004 43, 223 21, 711 Amount available for use during the year. 7 8132, 566 1, 001, 214 26, 080 481, 142 2, 392, 345 57, 732 105, 850 477, 129 102, 119 o4/ , 536 228, 781 a 763, 136 152, 359; 18,068 57, 156 33, 548 35,410 68, 004 43, 223 21, 711 267 27, 336 491 82 57, 813 1,692 562 80,556 711 650 381 3,401 5, 375 5, 992 1,530 4,281 2, 335 52 424 2,250 113 1, 430 86 89, 329 164, 312 71, 359 34, 007 265, 791 143, 870 185, 563 45,610 •16, 800 182, 122 606, 794 38, 712 78,049 26, 833 123, 590 41, 460 934, 961 61, 219 79. 337 118, 286 311. 393 46i 609 30, 067 89, 730 26, 578 53, 049 189, 199 59, 700 107,895 35. 751 278, 365 148, 230 188, 324 46, 995 16, 800 185, 699 1,028,773 71, 871 81, 777 28, 085 128, 741 57, 679 955, 398 179, 007 335, 978 3l’525 116, 659 27,315 53, 558 189, 199 59, 968 2, 352 1,077 2,400 1,134 349, 601 62, 377 96,928 40, 445 489, 907 65, "077 111, 645 50, 657 * Statistics of 1900-1901. a Warrants outstanding at the beginning of year, $137,740. b Includes State appropriations. 1818 EDUCATION REPORT, 1902, Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants ,* 1901—2 — Continued. City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. Total. Amount available for use during the year. 1 2 3 4 5 G 7 kew york — continued. 344 $24, 436 $125,417 $1,737 $151, 590 $157, 618 345 Buffalo* 1.62’ 978 1, 375, 639 1,487,156 346 8,999 47, 307 646 56, 952 56, 952 Corning: 347 3,416 18, 176 860 22, 452 26, 895 348 2, 398 7,117 220 9, 735 12, 636 349 3,854 16, 600 1,328 21, 782 27, 506 350 Dunkirk . 7; 971 44, 118 $992 409 53,490 54, 643 16, 696 91, 181 6,579 114, 456 143,515 352 7,530 31,010 638 39, 178 54, 195 353 5’ 646 38, 051 43, 697 43, 697 354 Gloversville . 8,624 45, 989 150 2,420 57, 183 60, 937 3-45 8, 464 35, 254 806 44, 524 48, 770 356 Hudson . 4; 380 15, 000 919 2, 245 22,544 34, 846 357 10, 443 • 42,806 8,487 61, 736 70, 886 358 15' 631 76, 119 3,423 95, 173 95, 430 6,896 31,187 3, 696 41, 779 41, 779 360 11* 462 76, 002 4, 861 92, 325 126, 576 361 Lansingburg * . 8; 325 38, 713 202 177 47,417 51,633 362 5, 809 34, 573 707 41,089 42, 245 363 10, 880 55, 780 5,085 72, 745 72, 745 364 6* 931 44, 570 2,393 53,894 95, 471 365 13,532 126,895 3,742 144, 169 245, 919 366 12* 255 75, 600 3,599 91, 454 91, 631 367 New Rochelle . 11, 122 77,204 23, 946 112, 272 139, 472 368 New York . 1, 302, 127 17, 920, 891 285, 817 41, 700 19, 550, 535 38, 756, 369 369 Niagara, Falls . 11, 593 81,570 391 93,554 297, 708 370 North Tonawanda* . 8,000 35, 000 1,000 592 44, 592 371 Ogdensburg * . 7, 066 21,320 4,591 32, 977 48, 457 372 Olean school district . 8,857 42, 327 891 52, 075 58, 722 373 Oswego . 12, 668 40, 000 1,090 53, 758 54, 213 Peekskill: 374 District No. 7 (Drum Hill) . . 3, 242 14, 965 386 496 19, 089 19,967 375 District No. 8 (Oakside) - 1,800 11, 700 300 13, 800 33, 350 376 Plattsburg . 5, 831 17,441 1,381 31,749 56, 402 58, 624 377 Port Jervis . 7,464 28, 797 2,078 38, 339 41,592 378 Poughkeepsie . 10, 400 78, 000 88, 400 379 Rochester . I 87, 732 619, 752 3, 614 711, 098 ! 1,078,094 380 Rome . . . 8, 227 37, 403 1,196 46, 826 46, 826 381 Saratoga Springs . 382 Schenectady . 12, 061 68, 862 2, 116 83, 039 108, 937 383 Syracuse . 54, 655 331, 394 9,949 395, 998 634, 470 384 Troy . 29, 557 113, 659 883 144, 099 162, 094 3S5 Utica . 29, 188 159, 500 2, 662 191,350 257, 532 386 Watertown .. 12, 826 63, 938 4, 100 80,864 131, 573 387 Watervliet . 5,621 30, 000 636 36, 257 54, 331 388 White Plains . 4,341 40, 323 4,451 49, 115 49, 732 389 Yonkers . 20, 713 230, 250 3, 376 254, 339 366, 943 NORTH CAROLINA. 390 ! Asheville . 550 15, 897 5, 775 892 23, 114 26, 946 391 | Charlotte . 392 Concord . 393 Greensboro* . 10, 144 6,240 16, 384 16,384 394 Newbern . 2,691 3, 760 700 7,151 7, 223 395 Raleigh . 396 Wilmington . 1 397 Winston . 9, 000 5,200 14,200 NORTH DAKOTA. I 398 Fargo . 16, 324 a 45, 608 1,820 63, 752 66, 349 OHIO. 399 Akron . 18, 566 157, 188 3,623 179,377 274, 006 400 Alliance . 4,021 27, 560 1,206 32, 787 47, 365 401 Ashtabula . . 3, 392 30,033 3, 109 36, 534 78, 740 402 Bellaire * . 27, 527 47, 049 403 Cambridge . 3, 554 i 23, 994 1,325 28, 873 49, 181 404 Canton . 14, 156 104, 835 850 119,841 119, 841 405 Chillicothe . 1 6, 280 1 40, 112 1,029 47, 421 68, 926 * Statistics of 1900-1901. a Includes city appropriations. CITY SCHOOL SYSTEMS 1319 Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1901-2 — Continued. « City. From State ap¬ portion¬ ment or taxes. From city | appropria¬ tions or | taxes. From county and other taxes. From all other sources. Total. Amount available for use during the year. 1 2 3 4 5 6 7 ohio — continued. 406 Cincinnati . §164, 393 8893,313 82, 011 874, 079 §1, 133, 796 81,259,425 407 Cleveland . 163, 571 1, 598, 759 6, 877 87, 745 1, 856, 952 3, 088, 850 4 OS 52. 707 431, 733 6.178 490, 618 814, 703 409 38,548 356,982 10, 635 406, 165 770. 671 410 64, 148 11, 862 84,275 109. 414 411 4,240 31, 366 1,206 36,812 79, 541 41-7 88,196 413 Fremont . 3,555 21,769 61 841 I 26. 226 26,226 414 91, 788 22,000 36,635 416 Lancaster . 4, 704 26, 553 418 121 31,798 40, 741 417 87, 477 413 Lorain . 2,987 23, 617 251 | 49 26, 904 | 103, 398 419 Mansfield . 6, 366 /3, oo3 240 968 81, 127 109. 464 420 Marietta . 5, 965 52,653 322 382 59,322 72, 922 4‘*1 56,721 422 Massillon . 6,406 32,795 1,003 40, 204 j 129, 404 423 Middletown . 4.000 33, 069 37,000 424 7, 708 46, 298 593 54,599 70, 087 425 Piqua . 6, 510 40,388 14 1. 46,912 57,353 3.924 42, 417 1, 140 47, 481 95, 432 Sandusky . 8,914 49.301 394 263 58. 872 82, 061 423 Springfield . 15, 360 113, 762 319 543 129, 984 143, 976 429 Steuben vilie * . 45, 783 430 Tiffin . 4,998 30, 297 158 822 35, 775 53,352 431 1 Toledo . . 54, 242 400, 719 12, 248 467, 209 604. 990 432 Warren 4,748 36, 608 860 42, 216 55, 186 433 1 Welle ton . : . 3,894 13,292 24 72 17. 282 434 i Xenia . 25, 914 30,044 121, 904 435 ! Youngstown . 20,096 176, 634 . 1,002 197, 732 2S0, 589 436 1 Zanesville* . 77,444 OKLAHOMA TERRITORY. 437 Guthrie * . 1,500 21,000 3,000 25, 500 433 Oklahoma Citv . 35,000 OREGON. 1 439 Astoria* . 9.050 15,000 24,050 24,050 440 Portland . 25, 167 136, 776 154, 712 5, 396 322, 051 34S, 265 PENNSYLVANIA. 441 Allegheny . 88,687 j a 410, 278 16, 639 515,604 894, 629 442 Allentown . 25, 602 113, 614 14, 452 153, 668 j 163, 613 443 Altoona . 31, 012 111, 217 1, 239 849 144, 317 179, 370 444 Beaver Falls . 8,075 25,415 765 500 34, 755 34, 755 445 Braddock. . 10, 298 47, 152 46 749 58, 245 93, 491 446 Bradford . 12,320 71, 481 S3, SOI 447 i Butler . 9,599 32,255 22 707 42, d83 117, 063 448 Carbon dale . 10, 806 63, 635 449 Carlisle . 6, 651 35, 863 450 Chambersburg . 7,064 13,800 20,864 451 i Chester . ! 25,077 77,000 5,851 107, 928 336, 933 452 ! Columbia . 25,414 602 35, 787 46, 753 453 ! Danville . 6 781 21,324 454 . Dubois . 7, 751 37, 0S3 455 ! Dunmore . 9 , 6S2 50,881 456 i Duquesne . 6! 478 33,832 527 40, 837 71,137 457 Easton . 19, 919 61, 603 ; 1,223 6,394 89, 139 125’ 115 4oS ! Erie . 38,793 154, 370 1, 327 194,490 213. 950 459 Harrisburg . 39, 081 152’ 138 L139 192! 358 200! 620 460 Hazleton . 11,351 34, 111 1,055 46, 517 85.520 461 Homestead . 9,300 35,000 44,300 48^000 462 i Johnstown . 25, 874 118, 101 1,643 115, 618 165, 618 463 1 Lancaster . 29, 577 92, 622 1 379 123, 578 167, 174 464 Lebanon . 13,498 41,473 ’600 55, 571 75, 181 465 McKeesport . 25, 806 262, 038 466 I Mahanoy Citv . 10, 950 20, 089 167 3l’ 206 41,224 467 ; Meadville .... 8, 73d l 31,933 1, 479 42. 147 45. 742 468 ! Mount Carmel . 9, 519 ! 16|l33 48 ’484 1 26^ 184 27, 654 * Statistics of 1900-1901. a Includes city appropriations. 1320 EDUCATION REPORT, 1902, Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1901-2 — Continued. 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 615 516 517 518 519 520 521 522 523 524 525 526 City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. From county and other taxes. From all other sources. ' Total. Amount available for use during the year. 1 2 3 4 5 G 7 Pennsylvania— continued. Nan ti coke . $9, 425 20, 594 14, 975 9,892 $22, 543 94, 366 64, 259 $12, 588 5, 048 959 $44, 556 120, 008 80, 193 62, 142 4, 224, 729 $44,597 153, 739 101, 130 Oil City . 4, 888, 523 29, 897 2,083,803 6,134 18, 161 1,139, 226 602 24, 897 1, 426, 479 40, 785 235, 009 8, 884 52, 244 9,054 16, 034 36, 567 26 25, 114 25, 269 49, 697 11,956 1,116 49, 639 87, 756 13' 120 65, 103 187, 670 284, 515 31.158 22. 158 554 253, 327 390, 371 44, 892 30, 559 50, 737 293, 327 604, 380 $33, 578 1,328 543 13, 191 7,527 15, 600 65, 564 874 34, 770 367 61,580 South Bethlehem . 10' 757 47, 991 Steelton . 36, 380 22, 810 38, 813 2,440 95 48, 586 31, 440 46, 419 68, 463 31, 440 7,606 52, 826 7, 016 108, 743 40, 940 7,553 30, 677 2,710 40, 940 152,130 53, 393 218, 266 118, 394 97, 325 9, 084 44, 309 68, 866 81, 829 Williamsport . 24, 291 774 93, 931 York . 26, 509 755 109, 093 174, 347 RHODE ISLAND. Central Falls . 6,123 35, 818 41, 000 3, 344 4,396 45, 285 49, 530 24, 354 54, 216 Cranston . 1 . 4, 134 4, 185 4,850 3, 723 49, 553 Cumberland* . . . 19, 000 642 527 25, 099 East Providence . 39, 250 18, 000 100, 470 223, 110 662, 125 38, 741 113, 378 1,991 175 46, 266 22, 071 46, 944 27, 051 Lincoln . 348 Newport . 6, 716 9, 759 7,606 114, 792 149, 056 Pawtucket 5,581 10, 073 238, 450 255, 613 897,212 Providence . 31, 127 29, 714 733, 039 Warwick . 7,234 8, 852 2, 103 3, 057 48, 078 48, 501 129, 021 Woonsocket . . . 125, 287 SOUTH CAROLINA. Charleston . 17, 248 8,239 43, 475 2, 294 63, 017 94, 543 Columbia . 7,064 1,094 807 17, 204 23, 735 Greenville. . Spartanburg . 12, 706 848 13, 554 36, 450 SOUTH DAKOTA. Sioux Falls. . 8,081 50, 875 11 58, 937 61, 022 TENNESSEE. Chattanooga . 48, 300 Clarksville . 6, 592 8, 702 10, 734 17, 326 23, 744 28, 308 54, 310 Jackson . a 14, 021 6 22, 729 Knoxville . a 52, 086 a 75, 908 2, 224 54, 310 124, 892 Memphis . 45, 000 3, 984 280, 327 Nashville . a 117, 881 69, 497 187,378 187, 378 TEXAS. Austin . 19, 950 28, 447 1,125 49, 522 65, 272 ‘Rfiflumont, . Corsicana . 9, 045 17. 748 61.749 1,602 386 28, 395 Dallas . 32, 614 94, 749 *ii8,'l33 34, 059 Denison . 13, 637 19, 611 428 383 34, 059 El Paso . 13, 371 21,954 44, 192 36, 136 437 58, 000 109, 600 Fort Worth . 1,333 963 169 59, 592 59, 592 Gainesville . 7, 752 22, 895 16, 307 45, 945 96, 743 554 25, 576- 71,118 143, 106 28, 075 Galveston . 1,820 458 83, 641 Houston . 42. 474 1,073 2,816 195, 277 Laredo . 12,051 1,884 368 14, 303 * Statistics of 1900-1901. a Includes amounts received from county taxes . CITY SCHOOL SYSTEMS, 1321 Table 9. — Statistics of receipts of public schools of cities of over 8,000 inhabitants, 1901-2 — Continued. City. From State ap¬ portion¬ ment or taxes. From city appropria¬ tions or taxes. 1 2 3 Texas — continued 527 Palestine . §9, 082 88, 916 528 Paris * . 11, 809 11, 114 529 San Antonio . 49, 576 62, 865 530 Sherman . 10, 493 18, 942 531 Tyler . 8, 793 11,822 532 M aco . 19,523 31,512 UTAH. 533 Offden . 22, 636 55, 317 534 Salt Lake City . 58, 172 280, 492 VERMONT. 535 Barre . 1,200 31, 668 536 Burlington . 2, 326 56,000 537 Rutland . 4, 113 36, 000 VIRGINIA. 538 Alexandria . 7, 039 13, 800 539 Danville . 7, 358 15, 668 540 Lvnchburg . 9,886 30, 400 541 Manchester . 542 Newport News . 6,111 28, 726 543 Norfolk . 17,797 43,384 544 Petersburg* . 10,863 12,387 545 Portsmouth . 546 Richmond . 36,336 142, 895 547 Roanoke . . . . 9,576 24, 375 WASHINGTON. 548 Everett . 21,425 549 Seattle . . . 148,697 234, 821 550 Spokane . 78, 083 551 Tacoma . 101, 166 552 Walla Walla . 23, 831 WEST VIRGINIA. 553 Charleston . 4,744 46,002 554 Huntington . . 4, 551 34,400 555 Parkersburg . 5, 543 556 Wheeling . .16, 921 100,400 1 WISCONSIN. 557 Appleton . 1 11, 898 54,620 558 Ashland . 9, 948 68,075 559 Beloit . . . 8,585 38, 355 560 Chippewa Falls . 7,280 17, 751 561 Eau Claire . 14, 696 61, 000 562 Fond du Lac . 12, 855 30, 000 563 Green Bay . 14, 531 29, 037 564 Janesville . . . 8, 306 ' 30,000 565 Kenosha . 8,806 37, 986 566 La .Crosse . 22, 201 70. 000 567 Madison . 12,503 36,441 568 Manitowoc . 569 Marinette . 12, 971 35, 000 570 Merrill . 7,582 14, 200 571 Milwaukee . 225, 612 436, 000 572 Oshkosh . 20, 914 76, 721 573 Racine . 23, 687 72, 646 574 Shebovgan . 19, 016 65, 167 575 Stevens Point* . 4,343 20, 000 576 Superior . 25, 991 140, 000 577 Watertown* . 4,421 16, 286 578 Wausau . 12,654 33, 000 WYOMING. 579 Chevenne . 5, 705 580 I Laramie . 1 . i From county and other taxes. From all other sources. Total. i Amount | available I for use ; during the I year. 300 560 536 349 10, 469 56, 678 $1, 715 '16,' 024 ' ""s6o‘ 217 38, 679 1.102 5. 718 162 675 2,043 §20, 512 23, 223 122, 465 29, 925 21,451 51, 384 88, 639 434, 021 33, 260 64, 044 40, 699 20, 839 23, 701 42,329 794 34,837 ; 61,181 L 24.044 | 27, 285 4, 552 150, 200 130, 004 17, 454 65,954 6. 500 4,458 3, 780 4,000 7,597 5, 692 7, 276 3, 594 4.500 11,195 5, 960 3, 213 9.127 56 2, 774 2,796 381 4,072 456 560 262 2, 947 lei 366 2,591 1,606 2,105 2.971 2,243 2,322 14, 994 182, 444 . 43,078 48. 766 390, 844 231, 079 231, 551 41, 285 54,818 39, 407 72, 057 117, 583 75, 965 98, 847 51, 656 29, 031 85,884 50, 153 52, 949 44,871 1 53, 535 105, 718 69, 898 6, 176 3, 700 110, 000 11,000 9,584 4,384 3,000 4, 268 5, 341 25, 967 1,531 533 11, 279 235 2, 199 2, 140 1,214 524 888 259 55, 678 26,015 782, 891 97, 870 109, 532 95, 907 30, 941 169, 515 25, 863 51,254 32, 018 §20, 512 23, 223 162, 947 **2i,'45i 54,551 90, 218 35, 236 '49,-868 20,839 25, 090 43,095 73,060 24,044 1S5, 515 47,585 59, 342 809,593 256, 983 253, 619 71,960 116,395 45, 465 72, 057 167, 863 78, OSS 99,248 85, 441 39, 152 85, 884 61, 859 57, 014 61, 322 170, 367 84, 632 56, 647 27,306 1, 099, 951 103, 251 136, 656 147,297 36, 327 184, 884 36, 218 73, 423 32, 020 ED .1902 — YOL II- * Statistics of 1900-1901. -10 1322 EDUCATION REPORT, 1902, Table 10. — -Statistics of e.vpenditares of public schools of cities of over 8,000 inhabitants , 1901-2. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching | and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 3 3 5 43 ALABAMA. 1 9 $54, 332 $49, 163 $10, 321 $113,816 3 6,840 500 7, 310 4 Mobile . •5 . 14, 797 31, 775 4, 771 51,343 6 18, 000 13, 600 1,500 33, ICO ARIZONA. rj 15,461 47,677 ARKANSAS. .8 Fort Smith . 34, 057 2,203 $225 36,485 9 1,000 16,000 5,000 22, 0C0 20 13, 000 48, 058 14, 345 75, 403 11 Pine Bluff . *21,450 CALIFORNIA. 12 Alameda . . . 14, 624 75, 799 18, 432 1,073 109, 928 13 74, 595 •21,320 95,915 14 Fresno . . . . . 12, 803 54,671 15, 240 82,714 15 Los Angeles . . . . 57, 097 397, 143 85, 516 1,400 541 ,156 16 Oakland . 1 32, 899 248,428 55, 646 4, 359 341,332 17 1 Pasadena . ; . 7, 750 51,045 11,024 69, 819 18 Riverside * . . . . . 17, 861 8, 642 26, 503 19 ; Sacramento . . 29,682 108, 576 24, 764 4, 051 167, 073 20 | San Hi ego. . 59, 493 17,227 76, 720 21 ! San Francisco . . . 33, 674 949, 174 280, 493 68,200 1,331,541 22 San Jose . 4, 738 93, 634 30,986 1,064 130,422 23 i Stockton . . . . 33, 397 61,211 20,404 551 115, 563 24 j 1 Vallejo . . . :2,:577 22,600 5, 584 400 31, 161 COLORADO. 25 I Colorado Springs . 44, 017 94, 706 35, 668 174, 391 26 Cripple Creek (school district ) 25,538 178, 819 Denver: 27 District No. 1 . 46, 837 281,420 96, 124 424, 381 28 District No. 2 . . 37, 906 118, 103 47, 179 203,188 29 District No. 7 . 1,008 19, 932 9,694 30,634 30 Distract No. 17 . 9, 335 92,-355 39, 548 141,238 3i Leadville . 794 33, 523 19, 011 53, 328 i Pueblo: 32 District No. 1 . a 95, 648 14, 560 110, 208 33 District No. 20 _ _ _ 19, 613 56, 315 22, 891 i . 98, 819 CONNECTICUT. 34 | Ansonia . . . 10, 000 30, 609 9,144 132 49, 885 35 i Bridgeport . 63, 92S 133, 409 45, 170 896 243, 403 36 i Bristol . . . 28, 064 12, 357 40, 421 1 Danbury* . . . 36 \ 049 53, 936 38 i Hartford . 240,’ 771 193, 299 11,671 445, 741 i Manchester: 39 Town schools* . 10, 508 .13, 804 40 Ninth district . 18, 857 5, 189 24, 046 41 Meriden . . . 63,689 17’ 264 350 81,303 42 Middletown* . 18, 750 33,091 43 , Naugatuck . 33,454 10,689 644,143 44 ! New Britain . . 65, 867 26,470 2,121 94, 458 45 New Haven . 42, 751 291,984 94,842 5,395 434, 972 46 New London . • . 28,707 38, 929 21.763 817 90, 216 47 Norwalk* . . 43, 883 ' 58, 477 Norwich: . . 48 Central district. . . 23,179 10,186 33, 365 49 West Chelsea district . . . 2,786 9,668 4,773 17,227 50 Stamford * . 62,851 16,746 291 79,888 51 1 Torrmgton . 9,931 24,119 ! 13,510 . 1 47,560 32 1 Vernons* . . . . 19,000 l 5.446 1 1 * Statistics of 1900-1901 . « Includes permanent investments and lasting improvements. b Does not included expenditures for evening schools. c Includes Rockville. CITY SCHOOL SYSTEMS, 1323 Table 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants , 1901-3 — Continued . City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. Connecticut — continued. Wallingford : Waterbury ... Windham a . DELAWARE. Wilmington _ _ DISTRICT OF COLUMBIA. I Washington... _ _ _ FLORIDA. 58 | Jacksonville*. 59 ; Key West 60 I Pensacola . 63 ; Tampa . $22, 500 .3,521 547, 487 13, 320 ~3o6’ $30,876 123, 720 .21. 462 138,249 905,428 37,529 9,940 .15, 751 .$108,201 .62 Athens . 63 Atlanta _ 64 Augusta . . . 65 Brunswick. 66 Columbus.. 67 Macon e _ 68 Savannah/ 15, 610 ”i,'66o' ■69 70 •'73 72 73 74 75 76 '77 .78 79 ■80 81 382 83 84 -85 86 87 ■88 89 90 91 92 93 94 95 96 97 198 99 100 101 102 103 6, 217 20, 000 Alton . Aurora : East side . West side Belleville .... Bloomington Cairo . Champaign 18, 417 ■ 154, 342 65, 400 12. 000 34, 553 68, 083 100, 000 74,192 241,340 2,862 1,174 2, 567 1,689 12, 199 15,530 2, 000 4,202 14,826 9,000 3,936 . 1, 855 . . . 2,800 - - 5,142 . . - 6,032 .Chicago . . . ..: 1,721,802 ago Danville Decatur . I Dixon . I East St. Louis . . ! Bigin . ;..! Evanston : District No. 1 . ! District No. 74 (North Evanston)! District No. 76 (South Evanston) | Freeport . I Galesburg. . . Jacksonville Joliet . Kankakee . . Kewanee _ Lasalle _ Lincoln* _ Mattoon * . . . Moline . Ottawa * . . . . Pekin* . Peoria . Quincy . Rockford .... Rock Island Springfield.. Streatar. , . . . Waukegan ... 11,546 6,166 15, 466 299 23, 212 14, 793 34, 541 28, 711 953 11, 500 1,900 1,964 37, 198 1,070 123,898 15, 750 71, 236 7,414 39, 508 18, 745 36, 737 57, 256 25, 829 19, 940 5,173, 138 34, 182 51, 793 12,396 88, 445 62, 806 42,775 6,995 21, 754 30,282 45, 613 32, 190 56.280 -23, 395 24,250 15, 520 17,111 27, 073 51, 476 24,255 18. 280 160, 345 56, 200 73, 564 47, 700 85, 118 27, 698 13, 176 7,253 11, 374 32,568 15, 02S 8, 309 1, 682, 682 17,058 17, 034 53, 652 32,039 19,659 1,296 13, 435 20, 750 25, 542 14. 686 23, 404 8,008 .7, 400 7,115 5, 393 19, 433 16,279 11. 687 5, 370 31, 559 21,144 27, 087 23, 362 23, 341 12, 032 * Statistics of 1900-1901. a Includes Willimantic. 6 Not including $997 expended for vacation schools. c Includes pay of clerks and janitors. d Included in other items. e Statistics of the schools of Bibb Countv, f Statistics of the schools of Chatham County. $2, 060 9,282 $49, 042 .256, 4S1 ;£2, 700 61,703, 537 (•«’) 184 •53, 861 11, 114 18, 618 29, 106 182, 151 80, 930 15, 000 39,655 89, 126 129, 000 56, 620 25, 998 49, 966 92, 624 45, 999 84, 281 8, 577, 622 ‘•62, 786 74, 993 18, 339 142, 097 94, 845 77, 900 8, 590 58, 401 51, 032 85, 948 81,417 108, 395 32, 356 43, 150 24, 535 ■24, 468 46, 506 104, 953 35, 942 24, 720 315, 802 93, 094 100, 835 142, 298 115, 873 39, 730 1324 EDUCATION REPORT, 1902, Table 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants , 1 901-2 — Continued . City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching | and super- \ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 3 4 5 6 INDIANA. 101 820, 143 849, 820 815, 947 885, 910 105 740 23, 631 5, 989 30, 360 106 Elkhart . 15, 000 39, 207 9,535 63, 742 107 108 Evansville . 2, 704 140,563 a 57, 949 6 8520 201, 736 109 63, 208 93,346 21, 983 178, 537 no 28,048 15, 585 43, 633 in 500 27,270 12, 610 40, 380 112 Indianapolis . 199,240 470,728 226, 125 2,090 898, 183 113 360 26,443 3.433 30, 241 114 31, 169 9' 357 40, 526 115 64,000 16, 000 80,000 116 117 44, 348 19,471 63. 819 118 34, 165 24,119 58', 284 119 23,564 52, 858 14, G94 91.116 120 10, 982 37, 793 22, 175 70, 950 121 122 9, 000 52, 241 14,733 75, 974 128 48, 979 64, 682 52,087 165, 748 124 7,357 115, 295 33, 728 156, 380 125 2,500 20, 450 29, 459 126 Wabash . 30, 081 32, 021 127 W ashington . IOWA. 128 ! Boone . 12,244 25, 586 12, 694 50, 524 129 Burlington . 62, 963 18, 139 81, 102 130 Cedar Rapids . 99,939 74, 963 38, 566 i 213, 468 131 Clinton . 11,661 44, 714 18, 535 108 75, 018 132 Council Bluffs . 133 Davenport . 16,287 102, 740 49, 138 168, 165 1 Des Moines: 134 Capital Park . 4,918 8,473 4, 925 18, 316 135 East side . 1, 764 | 46, 495 20, 240 68,499 136 West side . 137 Dubuque . 12, 047 i 70, 682 24, 601 107, 330 138 1 Fort Dodge * . 16, 145 20, 303 10, 027 46, 475 139 1 Fort Madison* . 12, 076 6, 013 18, 089 140 ! Iowa City* . 21, 616 21, 102 42, 718 141 Keokuk . 142 Marshalltown . . 34,348 28,418 62, 766 143 Muscatine . 825 32, 886 12, 308 46, 019 144 Oskaloosa . 5, 516 26, 707 7, 645 39, 868 145 Ottumwa . 14, 697 56, 049 16, 179 86, 925 146 Sioux City . 3,345 92,443 55, 241 151, 029 Waterloo:' 147 East Side . 15, 000 20, 000 • 15, 000 50, 000 148 West Side . 26, 946 13, 197 7, 120 47,263 KANSAS. 149 Atchison . 368 19, 768 11, 302 31,438 150 Emporia . 18 209 27, 149 8, 712 54, 070 151 Fort Scott * . 8,418 21,077 6,698 36, 193 152 Galena . . . 9, 770 4, 280 14, 050 153 Hutchinson . 1,993 22, 567 4,428 28,988 154 Kansas City . 44, 000 113, 000 29,800 186, 800 155 Lawrence . 26, 034 9, 395 35,439 156 Leavenworth* . 664 37, 619 14, 856 53, 139 157 Pittsburg . 5, 589 18, 007 8, 155 31, 751 158 Topeka . 58, 100 93, 603 29, 454 181, 157 159 Wichita . 49, 348 19, 820 69, 168 KENTUCKY. 160 Bowling Green * . 191 13, 398 1,986 15, 575 161 Covington * . . 6,868 79, 781 13, 846 100, 495 162 Frankfort, . . 17, 714 2, 381 20,095 163 Henderson * 1,500 22, 250 4,000 27,750 164 ! Lexington* . i 2, 520 1 36, 945 8, 365 1 47, 830 * Statistics of 1900-1901. *> Teachers’ salaries. a Includes salary of superintendent. c Includes pay of clerks and janitors. Ta 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 *St CITY SCHOOL SYSTEMS, 1325 e 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants , 1901-2 — 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 4 5 G Kentucky — continued. Louisville . . Newport* . . Owensboro (white schools) *. Paducah* . . $41, 882 3, 746 13, 697 190 $385, 432 40, 920 a 25, 642 27, 572 $101, 058 7,526 6,750 7, 160 $5,910 $534, 282 52, 192 46,089 34,922 LOUISIANA. Baton Rouge New Orleans. Shreveport.. . 40,’ 666’ 372, "576 20, 000 21, 636 116, 904 4, 000 529, 480 45, 636 MAINE. Auburn . . Augusta* . Bangor ... Bath . Biddeford. Lewiston . Portland* . 7, 686 3, 261 1,800 55, 903 38, 145 32, 155 13, 351 52, 324 21, 000 24, 002 39, 371 115, 185 10, 837 10, 830 16, 961 8, 000 5, 667 12, 845 34, 971 700 2, 000 1,298 Rockland* Waterville 2, 544 19, 906 7, 695 286 50, 678 24, 181 72,546 30, 800 30,369 110, 119 189, 599 14,468 30,431 MARYLAND. Annapolis ... Baltimore Cumberland . Frederick Hagerstown*. MASSACHUSETTS. 173, ,270 2,754 1, 034, 289 1,079 1, 474, 19, 828 Adams . Amesbury* .. Arlington .... Attleboro .... Beverly . Boston . Brockton .... Brookline*... Cambridge... Chelsea . Chicopee . Clinton . Danvers . Everett . Fall River . . . Fitchburg.... Framingham Gardner . Gloucester . . . Greenfield Haverhill .... Holyoke . Hyde Park* . Lawrence .... Leominster * . Lowell _ Lynn . Malden . Marlboro .... Medford . Melrose . Milford . Natick . New Bedford NewbUryport Newton . . North Adams Northampton Peabody*.... 838, 075 42, 000 102, 325 8, .680 879 45, 769 32, 197 9, 435 3, 914 2,089 c 77, 793 114, 053 18, 848 12, 568 4, 601 2, 559 600 66, 000 114,463 30, 000 10, 461 4, 000 27, 862 17, 007 29, 122 32, 834 44, 648 2, 306, 382 il6, 145 105, 736 334, 200 92, 559 36, 802 28, 612 20, 979 84, 749 202, 526 85, 350 31, 807 27, 097 59, 910 25, 150 101, 224 137, 016 33, 721 138, 841 27, 821 214, 581 183, 126 126, 039 41,206 72, 649 55, 380 21,426 28, 297 149, 745 28, 625 157, 714 58, 000 47, 950 27, 855 10, 797 6, 365 444 12, 755 19, 358 863 23, 626 1, 268 760, 798 102, 009 87, 607 41,506 2, 197 112, 023 8, 499 29, 979 1,368 15, 439 1,805 14, 036 848 11, 926 43, 497 1,269 89, 654 12, 451 28, 474 1,980 13, 396 695 14, 040 800 35, 114 95 9, 703 368 27, 798 1,980 46, 386 11, 154 39, 260 15, 648 6,178 8,345 109, 688 20, 719 54, 011 2,050 50, 667 2,986 14, 823 1,095 23, 348 25, 283 12, 074 9, 756 70, 001 1,148 500 7, 854 8,374 264 43, 765 898 22, 300 1,700 21, 336 1,033 10, 356 125 39, 103 23, 072 41, 877 53, 055 69, 542 4, 007, 264 247, 949 147,242 6558,932 123, 906 62, 726 43, 496 32, 905 130, 394 350, 400 148, 001 55,333 . 41,937 99, 033 37, 310 131, 002 267, 373 44, 875 300, 499 43, 469 363, 836 251, 755 184, 293 57,124 99, 704 81. 263 100, 000 38, 053 342, 063 67. 263 212, 838 86, 000 70, 319 38, 337 ;istics of 1900-1901. a Includes pay of clerks and janitors. 6 Includes $1,885 for vacation schools. c Includes ordinary repairs. 1326 EDUCATION REPORT, 1902, Table 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants , 1901-2 — Continued. City. Perma- j nent in- ! vestments ' and lasting improve¬ ments. 1 Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening schools. Total. 1 2 3 A 1 5 6 Massachusetts— continued. 225 Pittsfield . S5.795 830,884 §25, 723 $449 §92,851 •rl 6 13,342 25, 137 loj 067 48,546 80, 555 26,129 1,552 108, 236 228 Revere . 35, 433 20,795 56,228 229 Salem . 2,100 87, 149 29, 148 2,575 120. 972 230 Somerville . 49,203 226, 556 58,827 6,412 340, 998 231 Soutlibridge . 465 17, 205 7,061 609 25,340 232 Springfield . 96,269 246,291 139, 217 13,740 495, 517 233 Taunton . 1,200 86, 713 31,984 1,788 121,685 204 Wakefield . 32, 447 13,064 45, 511 235 Waltham . 93,443 65, 086 * 32,584 2,513 193, 626 236 19,091 10, 574 29,665 237 Watertown * . 27,472 12,465 j 39, 937 238 Webster . 239 Westfield . 40,341 21, 074 383 61,798 240 Wevmouth . 14,863 33, 578 15,364 63, 805 241 Woburn . 6, 177 44, 312 8,857 543 59,889 242 Worcester . 108,075 394, 203 137, 022 17,999 657, 299 MICHIGAN. 243 1,519 21,216 17,207 39,942 244 Alpena . .* . 18,934 10, 748 29,682 245 Ann Arbor . 28,158 41,126 17, 051 86, 335 246 Battle Creek . 31,792 43,000 20, 000 94, 792 247 Bav Citv . 2, 000 57,787 ! 22,947 82, 734 248 Calumet school district . 15, 747 70.281 29,308 115,336 249 Detroit . . 191, 817 711,866 l .215, 508 7,257 1, 126, 448 250 . Escanaba . 22 105 19.471 12, 375 53, 951 251 i Flint . 38,926 33,319 i 24’ 609 96,854 252 ! Grand Rapids . 29, 632 248,871 89, 214 367, 717 253 ’ Holland . . 6,206 15,174 7,999 29, 379 254 Iron Mountain . 3, 979 28,210 , 19. 932 52, 121 255 Iron wood* . 23, 924 22, 462 46,386 256 Ishpeming . 2,847 37, 665 40, 746 81,258 257 1 Jackson . . 49.812 17, 203 67. 015 258 Kalamazoo . 2,871 51, 885 24,163 318 j 79; 237 259 1 Lansing . . . 1, 826 37, 732 16,185 j 55, 743 260 ; Manistee . 459 34,695 12,603 47, 757 261 ' Marquette* . 2,267 23, 474 10, 402 36, 143 262 I Menominee . 30, 869 15,250 ! 46, 119 - ! Muskegon . 7,393 49. 980 j 50, 649 108, 022 264 ! Owasso . 1,275 | 20, 882 6, 626 28, 783 Pontiac . 66, 569 17, 342 9.866 93, 777 266 Port Huron . 4,037 34,653 17, 911 56,601 ! Saginaw: 207 East Side . . 77, 616 32, 026 109, 642 268 West Side* . 1 13, 737 4,418 18, 155 269 1 Sault Ste. Marie . 40,000 i 26,400 14, 762 81, 162 270 ' Traverse Citv . 22,406 5, 96S 28, 374 271 West Bay Citv . 825 24, 260 8,680 33, 765 MINNESOTA. 272 Duluth . 8,859 159, 598 141, 449 309, S06 273 Fairbault . 1, 275 17, 065 7, 069 25, 409 274 Mankato . 21,391 8,319 29,710 275 Minneapolis . 44, 874 ! 618,293 155, 429 818, 596 276 j St. Cioud* . 600 18, 470 12, 657 31,728 277 ! St. Paul . : . 12-5,000 440,580 102,900 668,480 278 1 Stillwater* . 593 28,795 14, 458 43, 846 279 Winona* . 53,0p4 26, 269 79, 323 MISSISSIPPI. 280 Jackson * . 22,764 281 Meridian * . 2,656 , 18,425 2,426 23, 507 282 i Natchez . 283 Vicksburg . MISSOURI. 284 Carthage . 24,417 38,392 285 ■ Hannibal . 2,683 27,506 7,065 37,254 * Statistics of 1900-1901. Taj .286 287 2S8 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 a‘ 3241 ' b- c CITY SCHOOL SYSTEMS. 1327 e 10. — Statistics of expenditures of public schools of cities of orer 8,000 inhabitants , 190 1-2 — Continued . City. Perma¬ nent in- A’estments 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. $10, 861 $1, 854 20, 212 $12,715 109, 982 $14,884 44, 886 442, 822 16, 461 10, 900 135, 617 1,152, 739 35,500 35, 300 14,817 257, 162 699,981 | 24, 143 7, 682 St. Charles . 16,643 336, 115 2, 123, 020 49, 202 53., 366 26,189 78,642 $901 12,246 583,123 3,000 374, 912 10, 702 12, 429 5,637 Webb~Citv . . MONTANA. 27, 767 9, 104 36,871 309, 557 88,550 74,208 Butte . . . . . 80,135 140,414 89,008 Great Palls . ... . 24,200 1,612 46,164 44, 820 18, 186 27, 77.6 Helena . . . NEBRASKA. Lincoln . . . 51,947 94, 859 296, 832 64,533 41,418 147,422 188,224 Omaha . 126,811 25,000 2,289 a573, 354 South Omaha . . . 30, 306 119,839 NEW HAMPSHIRE. Berlin .. . 3,325 9,765 4, 978 18,068 54,626 Concord (Union district)* . 35, 746 19, 180 Dover* . 1.681 1, 625 24, 255 18,453 16,387 90, 292 46, 300 28, 308 14, 421 7,252 360 33 548 Keene (Union district.) . 10,005 6, 688 144 30,227 23,075 129, 254 68, 004 43, 121 51, 118 Laconia* . . Manchester . . 3. 365 i; 800 34,415 19, 904 1,182 Nashua . . Portsmouth . 14, 813 7, 773 Rochester . . 28, 821 101 NEW JERSEY. Atlantic City* . . & 7, 492 14, 500 43,933 98, 745 42, 338 44, 323 22. 600 6! 884 97,383 35,316 -35,093 : 24,244 6,800 I 48,855 118,831 11,078 i 93,763 159, 770 Bayonne . . 2,202 Bloomfield. . 2, 700 38, 000 21, 680 170 187 1,000 64, 300 34, 503 267, 570 130,fi59 132,042 58,941 16,800 185, 679 095,982 68,974 74,000 Bridgeton . . 5, 939 Camden . .' . East Orange . . . Elizabeth* . . . Hackensack* . . Harrison* . . 1,189 5 5, 636 54, 688 93,554 91, 313 30, 009 10,000 135, 096 415, 934 26, 981 43 500 Hoboken . . . 1,728 5,979 915 Jersey City . . . Kearney . . Long Branch . 155,233 30, 000 Millville*. . 62,308 3,932 1,667 2, 387 3, 595 4, 858 37, 872 19, 656 4, 000 900 246 2.oj 665 70, 767 26, 766 650, 501 37 989 5 480 I 2S! 453 118, 405 36, 165 931,387 47,944 78,356 145 346 Montclair . 42! 959 7,732 242,277 ! 5,000 ! 17,338 1 29,799 i 74, 968 S 12,966 | 8,223 1 24,344 ] 7,192 | 13,839 84,059 747 Morristown . N eAvark . 36, 222 1,360 NeAV BrunsAvick _ Orange . 56! 160 72 804 Passaic . 4,871 8,269 Paterson . 228| 930 26,944 22,275 50, 563 19, 577 34,196 162, 902 * 34, 639 -33l! 823 43,910 •31, 898 75, 158 26,769 48, 035 379, 723 61,858 Perth Amboy . Phillipsburg . Plainfield . Rahwav . Town of Union . Trenton * . c 132, 762 West Hoboken . . NEW YORK. Albans*- . 221,391 266, 162 ' 2 354 489, 907 Amsterdam . 544 33 ! 621 1 455 1 52! 620 tatistics of 1900-1901. arrants outstanding at the beginning of year, $137,740; Avarrants outstanding at the end of A'ear >01. icludes expenditures for repairs, icludes ordinary repairs. 13 Tai 342 343 344 345 346 347 348 349 350 351 352 353 &54 355 356 357 358 359 360 361 362 8- '3 364 365 366 367 368 369 370 371 372 373 374 375 ! 376 377 378 379 380 3S1 382 383 384 385 386 3S7 388 389 390 391 , 392 i 393 I 394 1 395 396 397 398 399 400 401 402 403 28 EDUCATION KEPOKT, 1902, 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants, 1901-2 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. | Teaching 1 1 and super- | vision. I Current and inci¬ dental ex¬ penses. Evening ; schools. ; Total. 1 2 3 4 5 6 xetv york — continued. Auburn . 824,163 865,723 j 819,231 81,386 8110,503 Batavia . 2,813 j 20,791 I 9,274 32, 878 Binghamton . 20, 228 105,973 | 26.046 152, 247 Buffalo * . 197,699 | 825,795 : 341.461 8,676 1,373.631 8,924 32,305 1 12j 232 53, 461 Coming: District No. 9 . 14,830 ; 7,516 22,346 District No. 13 . 304 ! 5,350 ! 1,792 7,446 Cortland . 6,247 15, 926 3,539 25, 712 Dunkirk . 2,137 | 23, 900 16,235 42, 272 Elmira . 38,753 75,293 25,444 139.490 880 28,807 7,238 36,925 Glens Falls* . 9,736 26, 648 6,857 43. 241 36, 877 13,929 j 50. 806 4,214 29, 1C6 9,461 42, S41 2,335 17,388 4,292 24.015 5,218 36. 051 12,784 54, 053 6,003 58,393 26,168 90, 564 2,301 23, 533 9,224 35, 058 Kingston . 42,791 58,355 15,830 116. 976 422 32,387 13; 517 46, 326 Little Falls r. . . . 1,790 19, 636 9,789 I 31.215 10, 561 37, 891 19. 016 67,468 3, 240 30, 641 18, 816 52, 697 Mount Vernon . ! 58, 390 79, 649 49.748 640 188. 427 Newburg . 7,561 63,228 20,812 91,601 New Rochelle . . 10.833 62, 390 23; 174 550 96,947 New York . i : 5,543,265 13, 578, 911 \ 3,410,554 480,870 23, 013, 600 Niagara Falls . . . 1 93, 010 49,588 33, 660 745 177, 003 North Tonawanda* . 28,000 108,252 Ogdensburg* . i 3,697 22, 597 4,697 30, 991 Olean school district . 1 33, 642 13,878 225 47, 745 Oswego _ 3j 671 40,157 9,897 53, 725 Peekskill: District No. 7 (Drum Hilll . ! 1,749 12.020 4,873 18,642 District No. 8 (Oakside) . . . 7; 000 8, 600 3, 000 18, 600 Plattsburg . 4, 869 23, 145 14,445 42,459 Port Jervis . | 2, 218 24,185 9,783 36, 186 Poughkeepsie . 10,000 48,000 30,400 88,400 Rochester . 248, 184 405, 726 96,815 9,227 759, 952 Rome . 1,375 25,897 12,399 39, 671 Saratoga Springs* . 1 54, 366 Schenectady . 1 43,907 53, 610 10,889 531 108, 937 Syracuse . 26, 006 309,465 103,246 3, 720 442, 437 Troy . 540 138, 462 14,362 153,364 Utica . 74, 708 138,376 33,510 608 247, 202 Watertown . 36, 745 48,035 16,847 412 102, 039 Watervliet . 1 23, 141 9, 326 | 32, 467 White Plains . i 1,951 27, 358 15,920 442 45, 671 Yonkers . 93,623 157, 042 95, 964 4,503 351, 132 NORTH CAROLINA. Asheville . 654 17, 346 4,199 22, 199 Charlotte . ’ . Concord* . 6,900 7,500 Greensboro * . 1 2,250 11,498 2,092 15, 840 Newbern . 6,118 1,003 7,121 Raleigh . Wilmington . Wi; ston . 12,000 2,200 14, 200 NORTH DAKOTA. Fargo . 11,000 33,258 17,640 1 61,898 OHIO. Akron . 56,704 112,300 52,306 | 881 222, 191 Alliance . 5,300 21,414 6,866 ' 33,580 Ashtabula . , . 28,000 18,034 ! 3,828 ! 49, 862 Bellaire * . 16,240 I 13,352 i 29, 592 Cambridge . 1 9,268 1 1 16,890 1 7,016 ; 34, 174 * Statistics of 1900-1901. CITY SCHOOL SYSTEMS, 1329 Table 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants , 190 i— 2 — 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 G ohio — continued. 404 66,451 677, 126 $40,155 §123, 732 36, 330 8, 436 1 52, 043 406 Cincinnati . 121* 610 807, 319 216,513 $8, 859 1, 154, 301 407 Cleveland . 340,985 1 1,142,561 923,012 6,990 2, 413, 548 40s 103,160 342, 374 122, 153 . 567, 687 4f!Q 41,421 261, 272 92,121 394, 814 3.102 30, 118 22,199 ! . j 55, 419 411 13,170 20, 095 3,890 1 37, 155 41 9 32, 220 110, 431 413 Fremont . 17, 765 7, 308 25,071 414 Hamilton* . 8, 3S9 | 55, 167 19,816 j 83,372 415 I ronton* . 2,750 28, 756 1,680 ! 33, 1C6 414 749 j 19, 641 3,857 24, 247 44, 521 81,958 413 31,472 12, 269 88, 856 419 1,449 i 43, 493 22, 070 67,012 490 20,176 30, 384 17, 256 67, 816 491 29, 119 * 47, 723 499 72,769 25, 184 12,188 110, 141 493 22, 000 8, 300 30, 300 4°4 2,793 i 38, 490 12, 706 53, 989 425 L000 1 27, 500 14, 532 43, 032 426 Portsmouth . 12,035 33, 281 13,657 58, 973 427 Sandusky . 40, 2S4 11.379 ! 51, 663 428 Snringfield . - . 4,560 95, 326 so; 911 130, 797 429 Steubenville* . . . . 29, 327 48, 364 430 Tiffin . . 19, 338 12,362 31, 700 431 Toledo . . 72, 555 303, 256 97; 191 468 j 473,470 432 Warren . 26, 259 13,225 39/4S4 433 i Wellston . 1, 127 13, 820 4, 099 19, 046 434 Xenia . 33,428 26, 920 14,104 74,452 435 | Youngstown . 39,675 | 96, 346 64, 120 200, 141 436 Zanesville * . 70,128 OKLAHOMA TERRITORY. 437 | Guthrie* . 2, 300 18, 125 5,125 25,550 438 Oklahoma Citv . 28, 000 5, COO j OREGON. ; 439 1 Astoria* . 21,000 3, 050 24,050 440 Portland . 59, 747 211,974 54,855 1,250 327,826 PENNSYLVANIA. 441 Allegheny . . . 248, 874 251, 659 217, 935 2, 424 1 720, 892 442 Allentown . 35, 700 60, 843 61, 557 158, 100 443 Altoona . 37, 046 64, 097 40, 245 141,388 444 Beaver Falls . 1,570 19, 559 8, 480 29, 609 445 Braddock . . 2, 112 30, 547 18, 289 50, 948 446 Bradford . 35, 000 10, 000 71,204 447 Butler . 14, 461 26, 213 12, 855 53, 529 448 Carbondale . 29, 289 48, 669 449 Carlisle . 18,454 34, 685 450 Chambersburg . 14, 765 6 599 21, 364 451 Chester . 65 047 65 237 34,932 165, 216 452 Columbia . 344 18, 628 12,420 500 31, 892 453 Danville . 13,126 19, 739 454 Dubois . 14, 968 34, 825 455 Dunmore . 22,480 | . 50,881 456 Duquesne . 11,585 25, 208 13,686 50, 479 457 Easton . 975 61,333 83,624 1 95,942 458 Erie . . . 24,446 94, 866 72,391 603 192, 306 459 Harrisburg . 6,252 108, 514 68,827 431 184, 024 460 i Hazleton . 33,255 27,882 13,535 300 74, 972 461 i Homestead . 29, 000 12, 000 41, OOo 462 | Johnstown . 18,255 74,244 47, 409 1, 500 141, 408 463 1 Lancaster . 7,143 a 62, 000 a 33, 563 102, 706 464 Lebanon . 18, 250 27, 395 22, 854 68, 499 465 1 McKeesport . 77, 594 153, 128 466 j Mahanoy Citv . 20, 980 7,029 450 28, 459 167 1 Meadville . 23,241 15,282 38, 523 * Statistics of 1900-1901. a Approximately. 1330 EDUCATION REPORT, 1902, Table 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants , 1901-2 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current and inci¬ dental ex¬ penses. Evening ! schools. Total. 1 O g 4 5 6 Pennsylvania — continued. 468 Mount Carmel . 81, 997 816,115 v0, 168 §239 §27,519 469 N anticoke . 20,921 23.377 I («) 44. 298 470 Newcastle . 21,987 56,380 ’ 46,891 ! 125, 158 471 Norristown . 12.833 42,345 ! ... K 77, 634 472 Oil Ciiv . 29,252 52.631 473 Philadelphia . 683, 615 | 2,529.465 966,882 i 43,316 j 4.223,278 474 Phcenixville . 3.445 | 14, 394 12,625 ! 30,464 36°, 064 710,975 [ 333,964 1 1.407,003 476 PittstonT . 3°, 80S 477 Plymouth . . 1,417 ! 15. 268 j 7.37i 421 24,477 476 3,566 30.710 13,106 ! 47, 382 479 Pottsville . . . 29. 336 86. 611 . Reading . 56,800 142. 024 50,325 1, 151 2-50, 300 4S1 Scranton . 143. 36S 217,665 101,338 9.646 472.017 482 Shamokin . 32. 667 19,058 580 52.305 483 18.322 ! 30, 796 484 30,041 i 17,959 4*. 000 485 South Bethlehem . . 25. 953 47.659 4S6 Steelton . 1,888 25,410 | 15,948 j 42.766 4.87 Sunburv . 240 21.262 | 9,984 | 31,486 438 Titusville . . 23! 730 ! 8,633 | 32,363 489 Warren . 21,462 j 104,837 490 West Chester . . . 998 23,5-55 9, 1S8 ! 33,841 491 ->0 699 104.823 32,719 ! 158. 234 492 Wiikiusburg . . 2, 18S ; 30, 601 j 26, 189 58 ! 97S 493 Williamsport . . . . 58. 369 | 24. 531 250 83.150 494 York . _ . 15,893 55, 946 I 32,872 104, 711 RHODE ISLAND. 495 Central Falls . 843 30.704 12,032 2,583 46,162 496 ; | Cranston . . 1,873 33,944 | 14, 072 98 49,488 497 ! Cumberland . IS. 662 6,094 909 25, 665 4 ! East Providence . . 440 30.739 12, 104 392 43. 675 499 i Lincoln ..i . . . 187 14,600 8,802 23. 089 590 Newport . . . . 506 73,028 84 578 810 108, 922 501 ! Pawtucket . 19,474 ' 93, 452 34*383 4,197 151. 506 502 1 Providence . 71,972 492, 096 197, 539 38,160 799. 767 Warwick . . . *46, 938 504 Woonsocket . . . 32,095 52, 320 20,801 2,549 107, 765 SOUTH CAROLINA. 505 Charleston . . . . 7, 131 56,928 7.271 71, 330 506 Columbia . . . 231 16,068 2,623 18,922 507 Greenville . . . . 503 Spartanburg . . . 20,676 11,383 5,327 37,386 SOUTH DAKOTA. 509 Sioux Falls . . 16,065 25,484 ! f 16,965 58,514 TENNESSEE. 510 Chattanooga . . 1 46.142 2, 185 48,327 511 | Clarksville . 13,887 1,911 : 15, 798 512 ! Jackson . 3,225 17,744 2,564 23,533 i ; Knoxville . 244 44,091 9.966 54. 301 514 1 Memphis . 30,955 110,936 3Sj 876 j 1, 5S6 182. 353 515 ! Nashville . 10, 265 148, 419 28,199 495 187, 378 TEXAS. 516 i Austin . . i 3,021 40,785 5,152 1 48,958 517 i Beaumont . . 513 i Corsicana . . . . 21,055 7, 945 29.000 519 j Dallas . 22,226 79,524 15.225 116, 975 520 i Denison . 993 24,431 7( 272 ! 32,696 521 El Paso . 48.000 40.200 7*120 95, 320 522 i Fort Worth . 2,500 47. 770 2, 300 1 52, 570 523 Gainesville . 200 20.415 2,510 23, 125 524 Galveston . 3.000 58,788 9,385 71.173 525 Houston . 55,000 % 1 30,046 1 379,835 « Included in other items. ♦Statistics of 1900-1901. CITY SCHOOL SYSTEMS, 1831 Table 10. — Statistics of expenditures of public schools of cities of over 8,000 inhabitants, 1901-2 — Continued. City. Perma¬ nent in¬ vestments and lasting improve¬ ments. Teaching and super¬ vision. Current 1 and inci¬ dental ex¬ penses. I Evening schools. Total. 1 2 3 * 5 6 Texas — continued. - j 596 $235 $12, 367 $425 1 $13, 027 527 500 17, 414 2,898 20, 812 598 18, 989 2,000 20, 989 529 9,752 84, 027 18,660 112, 439 530 23,291 * 28, 884 5.81 Tvler 150 17,415 2.000 19, 565 532 147 43, 461 7, 143- 50, 751 UTAH. 533 15,184 47, 896 24, 328 87, 408 534 63, 674 200, 647 112, 631 376, 952 VERMONT. 13, 086 15, 277 7, 551 35, 914 5:35 12,794 j 37, 833 24, 333 74, S60 537 31, 924 13, 286 45, 210 VIRGINIA. 17, 828 3,001 20, 829 539 535 20, 643 3,561 24 j 739 540 1,353 36, 642 ! 5,074 43,069 541 542 Newport News . 38, 866 20, 456 7,304 66, 626 543 Norfolk . 49, 639 52, 196 8, 921 110, 756 544 Petersburg*. . . . . 18, 760 5, 284 24, 044 545 Portsmouth . 546 Richmond . ... 29, 515 135, 633 20, 139 185, 287 547 Roanoke . . . . 10, 728 26. 903 6, 525 44, 156 WASHINGTON. 548 Everett . 56, 617 36,641 23, 435 116, 693 549 Seattle . . 215, 049 231, 033 131,226 577, 308 550 ] Spokane . 66, 088 113, 139 64, 094 243, 321 551 1 Tacoma . 43. 916 112, 742 71,409 228, 067 552 Walla Walla . 23, 235 12, 377 1,323 36, 936 WEST VIRGINIA. 553 \ Charleston . 16, 706 27, 157 26,410 70, 273 554 Huntington . 755 19, 781 13,363 33,899 555 j Parkersburg . 3,031 32, 058 12,637 47,726 556 1 Wheeling . . 10, 590 73, 340 38, 748 122, 678 WISCONSIN. 557 i Appleton . 972 39, 451 19,123 59, 546 558 ! Ashland . 11,000 35, 125 6,202 52, 327 559 Beloit . 38, 504 26, 830 10,673 76, 007 560 Chippewa Falls . 1,557 17, 730 4,424 23, 711 561 ! Eau Claire . 6,526 49, 090 18,871 1 i . 74, 487 562 Fond du Lac . 30, 624 18,874 i . 49, 498 563 j Green Bav . 2,000 38, 476 10, 607 i 51,083 564 ' Janesville . 8,000 27, 626 9,533 45, 159 565 ! Kenosha . 12,105 20, 513 6,681 39, 299 566 La Crosse . 28,225 70, 657 25, 337 124, 219 567 1 Madison . 13, 092 41,030 11,036 65, 158 568 j Manitowoc . 569 j Marinette . 4,612 34,148 11,905 50, 665 570 j Merrill . 1,446 17, 853 3,869 23, 168 571 Milwaukee . G33, 407 126, 070 759, 477 572 ] Oshkosh . 10,000 59, 919 14, 417 $450 84, 786 573 1 Racine . 1,502 70, 653 18, 671 90, 826 574 Sheboygan . 10, 950 54, 565 26, 272 91, 787 575 | Stevens Point* . 818 21, 049 6.593 28, 460 576 i Superior . 30, 399 85. 617 42, 050 158, 066 577 Watertown* . 1,932 13^ 740 3,287 18, 959 578 Wausau . 15, 571 31,017 11, 903 58,491 ! WYOMING. 579 Cheyenne . 6,241 22, 313 1, 901 30, 455 580 i Laramie . i * Statistics of 1900-1901. Table 11. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1901-2. 1332 EDUCATION EE POET, 1902. •samjipuadxa jbjox 6 e* Isi ooio'to 1 1 I : oT cc ao • 1 ■ sill 1 a sass a gsii S*f;ss3 •sjaaqjo Suist.uadns pm? sjoqaBaj jo sauces 2 issn i § I S“™ S3 : i ini i s saas a ill! aasa •sasodmd jooqas ioj pasn Ajia -doid oqqnd jo onjBy X 11111 1 l il §sas"“ s a- ;sj mi g 5H8S 5 Ilii ggss •sjooqos oqqnd jjb ut Apnjs joj sSuqqs ao SJB9S l- llgil 1 iiil lilt 1 iiss rH-rH-rH-rH •sasocLmd jooqos ioj pasu sSuipjmg; s CO CO CO l> t> I> l> CO CfflSOO iClOlClO lO lClOlOlOlO •0061 jo snsuao ‘uoijBfndoq 1 « 1 iiSSS 3 Ills isljf g Sill o'H'o'H-cA io~ ■^Tio'-^rTar -"aTr-r^Lo" -^r o'-cr co'co' ) City. < • • I s : : : « : : : «- < : : :£ 5 |-s: ll 111? mwSl : < \ i ■ : : : § i 3 i ■: i* * s s m : § § “A 2 ifi fi £»J i ; o s : : : : 1 : j i i i i 1 ii 2 • : : : ^3 ■ *- § ; ; : : g il § ■ : : ; >§ : c ! 3 ii iiflil : llif ' ! d • • ' Il ifj Lilli 1111 T-i C-l CO ^ lO O t'XOlO rH 10 ^VmjoV cTc^ ^ ^ 11 llliil lllllli is l ill il ill || ssssss as°‘sas§ |s s ;§«' ;s ;s‘e' Illiill ill # sWssigs £ i 1 11 llliil 11 ill! i 1 llssal isiiSil illiill & r-T r-T Inrt , r-TrH • r-Tr-T t-Tt-TtH ^ • * o lOiO ^ CM CM Oi CM l> CO CO CO CM iC CO CM (M co)CiNT?«M'fT?iocqo'?Tiic!ioiaiO'S'M .3 3 o ss sgsssss 282*322 32 ^gsgsssss-aassssssass 4 33 333233 23223*2 32 ss^sssssaaasasgossa&s | T-tiO OhlO^^iO TfMrtuOW'OO T-i CMOCMiO^t— Ir-iiOCOCOCMOCMCM^CMi— A CC CM tj^tHCOCMCM • CM r-« CM CM CM r-< CM 1-1 r-i rH CO T-i CM CM jt^hHCMCMCMHCMCOt— IHt— i^r* • • £ as 111 il i lllllli 8 nil inig IsS ilsslll | • o 32 ala il i lllllli gS g|j£ :g : gsslsgggsg g mi iiiii 3 gggg :||Sg ISi illiill * ill illiill S gg Hill i iiBiin il iiiiinii sSfegglgSjggg 1 § 88 811131 8881111 38 SlSIljptl islilllili 1 r-lrH r-tr-T rH r-T *o 15 -81 jigs ilsllil SI !!!!!§§!! • • • rH IlilgglliS Il 11 i ill illSIll Is llgglllll : : : ,r llllllllll i§ gsgisi Is il :s II g§ il is |°|S|Sg :3°§g°g ii Ilf lag li Ills II 1111 1 illlS&illlllS ci' r-T ^ : HNHH Cfr-T r-T of of : »ef CM CM CO CO CO CO CO CO 2 : 00 00 00 00 ssss CM (M CN Ol ?J ?3 ci O) M ■ Oi Ol F3 CO CO 444444 CO • ■ioeto 4 4 4444 4 444444444 -444 Si isStil iiSisil 11 llgggi 1" irt tcfiO t>~ -^'t^'TjTTjTtCio'iC' iT5 -3^ -'S S32ysS323S'S3SR3SSSS2 •sasodjnd jooqas joj pasn Ajaa -doid oiiqnd jo anjuA X liliiil isiiiiiiiiiiiiiiiiii gSSSSES SgyB'ffsysSSSyssglggS -SJOOqDS aqqnd jju ui Aptvjs joj sSuijjts To s;x?ag is* lllllll lillll IllltltlfllSis •sasodmd pcrqos joj pasn eSttipnng © iO OO x}i CO CO I> Tjo ■^'o'd''^'x> •*}< -^udid'i>''>^''^'id'id'-d''d'd'-^' City. " Illinois— continued. Pana _ : . Paris _ _ _ ^ . Pontiac « . Princeton « . Spring Valley . Sterling, district No. 3« . . . Urbaha . . . INDIANA. Alexandria . Bloomington . Bluffton . Cbnnersville . Orawfordsville . . . Decatur . . . Frankfort . Franklin . Greenfield . Greensburg . Hartford Citv . Laporte . . . Lebanon . Martinsville . . Mishawaka . Mount Vernon. . . Noblesville . Portland . Princetpn . . Rushville . S g S 3 S S S S §5 $ gg £ f! f? £ 12 Sf: g'g'g S3 SS S3 CITY SCHOOL SYSTEMS. 1335 ssf SlgSiSiSIl s§ si in in II III ill 3 is« ISIIIfillis 1 ilsgslill iiiiii ill jooa^r^ocTiX^oio O • OC S» 1*0 1> CO rH H JOOrr -H rH XF OQ *C (M H O CS1 SSi §0 ,(N W SO CO CO CN ^ GO CH rH sssssse ;S3-S38SISf8S3$ 04 §3&S8Si8 ; 3 20 16 ; •©1.60*0 HO^H'JCWCOW OW Ol rH 03CSWN 'C* O CO O TTlCO O CO (N 04 H O lO CO rH 73CCT HHiO r-i rH CO i— i rH Od C'l 1-1 CO^ r — ! t — 1 T— i r-i hHhH Ol O'! H r-i C4 C'l H r-i rH rH H rH O O CO i ii i :sir*isEii 111! sssiissai pill i ill 1 S § iriiiiSsis s ;1S=S§SSSS lie gggg iilSillils iiiii 1 |fg|S : =si ggg > i- to r- c - GC 1— llllllslsl §i s jig 11.1 IIS asisssisii 131 III Hill ililll eSSo asisniigg i-iiiii III IIS Ilfisi ifilll r- o o r- 53$ S igiiiiiiii SIS sa* £§ i°J§ : : :38° i i| : Ip i°^SS|SS iiiiii III 1SI rH r-r i— i ISSIilfl isllliil eiWr4VTc«,4,n',4 | sSSIIIIlSS .cJcTHiNrH'iNWC^cIltN sISsll 111 030 olc'l'NcCclioicloioqr'ioJOioJOl'Nci J> ^ u4 A ^ .A ,4 J, Asc ul cloirloiclsloioloicl hojo es.iAiiA o -ic no in ii ssasss ■o o si o co o cc cr co rH rH t-H A>A>A> 6, 445 7, 169 6,280 illlllilll - lOO-rfoO tO OX- O iO §1-2111 oVcVo^“ 311 V-oW Seymour . . . Sholbyville Valparaiso . 10 Atlantic ... Cedar Falls Centerville Chariton . . . CreSton .... Fairfield . . . Grihriell Lemars _ Marion . Mason City Missouri Val Mount Pleas Oelwein ... Red Oak Washington Webster Citj KAI Argentine. . Arkansas Cil Coffey ville . Ioia . Jutldtioltj Oil Newton.... Ottawa . Parsons .... Salina . Winfield . . . KENT Ashland Danville _ Dayton . HopkinsviJh Maysville . . Paris . LOUIS Crowley _ Lake Charle: Monroe _ ssggssssssssgsgi H i-O tO N CO O -aaa a Does not include statistics of the high school. b White schools only. Table 11. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1901-2 — Continued. 1336 EDUCATION REPORT, 1902. ■sajnjipuadxa © a gglsllsll g* 1I1S gs'sssssss s‘“ sssss III3§III1S •sjaoqjo SutstAjadns pa's siaqoBOj io satJB[Bg a 810, 687 7, 497 14,777 10,084 11,250 9, 853 11,651 11,440 15, 277 8, 578 4, 081 13, 013 23, 101 15, 321 13, 978 15, 719 13,314 19, 990 31,611 13, 410 19, 413 10, 473 12, 731 15, 015 14, 750 13, 926 •sasodrnd jooqas joj pasn Ajja -doid ojxqnd jo onjBA. CD H $20, 000 35, 800 40, 000 40, 000 40, 000 32, 500 85, 000 110, 000 100, 000 10, 000 100, 000 110, 000 300,000 75, 000 40, 000 50,000 105, 000 250, 000 82, 000 175, 000 80, 000 200, 000 75, 000 60, 000 •sxooqos ojxqnd xiu tit Apnjs JOJ S^UlJJtS JO SJB3g il ills! i : ii 111 ilgSII : :.rH rtrtr-r.. : : : : aa \a AtJA § Wi •sasodjnd jooqos joj pasn sStiix)XTnG H T-j t-4 r- CO C^CO • tH I- CO COC^OCOrHCOxtiCOCd CO •'NOCO Regular teach¬ ers. TBJOi 13 313338 ■axxraia^ 2 S8333 •oibh S Tt<3<" o cm" cm" o" t-7 cm" o7 ^ o7 cc" i-T 1111 SPSS'S mini 8E8: iiiiiiiiaiiiii r a a s g | g s' s' gs g e s' § llllllllllllll 8 8 8 § S g S I g g 8 88' g I !1 iSlllsl illlllllla ;l ilselll 1 fpllllll! : ,:| OClOO'OKOt'XKC^t-CSOOMC'.H C3 t? t»C!Gt»(9!Of)iSCiClC!'il iO'>#'!?OyICOt?lCC>iO'^iOCCO gs^nsassa^ssssssgsgjssg's^s^fessgg^s - sassssssss'sss^ss SS^gSSSgSSSsSSSSSS&SSSSSSSSSSgSSS&SS SSSsSSsMBsS&SSS I 03 CO CO CO Or-M * 03 ^ CO. TT1 03 i 03 th 03 r— : CO 03 — :o co — r- — cc r-: co ^ i CO CO T— i CO CO ^ i CO C 03 O O i — • CC C i 1SSI1SII Sal 11s 1 I g 11 S 1 1 1 g I 1 I II I 11 e IS 1 II I II 6 e 11 § SI 3 ill s iii i S 11111111 gill 1111 liallllllg SSSf38§8SS8 HHtiHMHHHCOH ISIlllilBaSpl s’ I s’ s' s’ s’ i II Is s a S' III 8 1 lulu® o Ii Ilium »C sisssssslssli^ SllailiSSISlIsSlllSIalsSlegSllItt llillSSIlllli; i is i3 111111111 11 11 I il~!S! ini gllllllllifis ! . o • lo « • i> • t? llllelllS 1111 1 ill III! ills ISlIlllllllill co|33 |o ioogoog o • o o oooooo»oooo jo -^ho ^ spies -c-" ^r" lcT uc"tr£'i.'-’'o~ SHISesSIsISSI ^ Tj7 Mr" -aT id i >Ti7-5ji S§sl§3§SS^|isSSSS§§SI§SSSSSS£SSS3 IssIlsIllsSIss ED 1902 — VOL II - 11 a The high school was in session 192 days, t> The high school was in session 190 days, cThe high school was in session 200 days. School statistics of cities and villages containing between 4,000 and, 8,000 inhabitants, 1901-2 — Continued. 1338 EDUCATION REPORT, 1902 [ EH ••.ajiijipuodxa jttjox c* siisisiiig i • :ii min in SUSSSSSSSS § : :S58?i2 -22 •sjaagjo SuisiAjadns pav sjaqoBaj jo sauBiug Cl lalillslil lllsilltlll SSI m coac r-ToTc^'coaoOT^' o««sono«o i>©jo •sasodjnd poqos joj pasu ajjo - -Jojd opqnd jo onpA. 2 iliiiiiiii iiiiiiiliil in |88g^S2§28 g§8S5838g§Sg gsf? •siooqos oi[qnd ip ur .ipnjs joj sSuijjis JO sjbos iiiih§ii§ iiiiiiiliil in 1 •sasodjnd poqos joj pasn sSuipiina c - TJ< lC C CO ^ CO C'i CO • ^ONiCC^iCWiCOCO O^i'' •§ T^MI 1C b r 1 ■ajBuiaj S2388338&2S13 2?3S | ! £ | ‘918K COCC^HCQOIWOOM C4 CO •sjaotgo SoistAjadns « COC3(NNHC^t?^iC^ COC^CCr-iHi— ir-iCOCOCOO-l 04 t— ' CO •aauB -pnajjB .i[iBp oSBjaAy H 3S3IISSSS j Sllllilllli 111 •spdnd j[B io aauBpuajjB (sXr?p jo jaqmuu ajBSajSSy 2 §31111111 i IlilllSllls 111 S'SIgSSBSK 1 |g|WgSE||S 5|'g ■uoissas ur Ajptuo'B ajaAi spoqos oqj SATJp jo jaqianx a J §225211122 llSllllllis 111 : | 'ROX : 1 ! 5C i IllilsiSis 11 illlgSSII !$! e ! 2^2 -g I -apaiax i « s * h 1 SllSlISIIi IS iis iSSSI i 1S8 e s ; ; ; TZZ >» j i 1 2 S-O -opk o iinigi§gi ii ill iisii : sis s « : : : ‘sjooqos [BiqaojBd i puB ajUAiJd ur sxrdnj 1 1 I°° | :g!lS|8 £22 i -dSn z snsTiaoqooqos g s- J° uojpnqo illiisilll Hill ilill i 115 : 'o''^' latoV City. 1 iliiiiiiii i 1 i 1 i i i ; ; • ill 1 := : i : i 1 ! : : S ::::::::::: | j : i I iljli Uli i 1 J i IJSijiiJ i 1 iij s !!§sil3!|I ItSlSsli'Si:. SI 2 sssiiiiiii §S8s2£225S2 252 M ^ ^ M M M M 04 04 04 CITY SCHOOL SYSTEMS. 1339 if m ■is nmm §K§§ co.cT cc t|T §!§;§§! s Rsfsss s II 0-00 lllllllll 1 I 1 sS s ISi I o- ao h o of e^T rj< cT od © oToT iTho® t-T.o siiigiii i iSfsIssa” s* 3CO^.OC3 03 03 03 rH HHC3HHHHH03HC3 HH(NH 03 H CO CO CO T-i-rH tH 03 .CO CO |i 111 iliill ins ililfi I Cl Ol H O ^ O O oSSt^oSox 1 ii • ^ ;§• mlnm im iisssi gas ;|g|8| ’:8|S jggfgs I TF S1S1IH1 fllllsSf l 1 El Eo© T— 1 §g 'g gggggl'gg l SS ii SI 111311 laliS 1 pi 1 IIkISpII (Nei'rH-cfr^rH-r-friE Jr li o ^ c rr- C tO 1> i> O Q iC O iO ill IIS5 i ills pi I II ss iO ^ illlllllllllSl ills 1 §111 ill! i OCiO TT1 O 1 °1§°^ S§ :g°°°8 8 igfj : : j : & II iii#i siss^ssssss 1 • 1 :sl igfl 1 SI r-T oi r-T r-i r-i r-i r-S r-T T-lr-i r-i t—T rH (N '.. CD CD 50 to to O© © © oooooooooooo th 4,A4«UU4# 2 32 ss sgassiaiigiissiis o -rr ©Vo lo t^o OTjrio--^rir?'^rTjrTii'io'xfr ISS1I1IS II la lllliSSSISllIllllll CH era co oTco 43, 600 1 : ;iim : S' : :S"SSS8‘ : igiiiiiii Isas ; 1 11 §11 11 11 Is li io“ oT ■ rH 03 CO CO OOiO^rHCOCO^O jss4;sss igSSiaSSSaS ! s • VO O 1> Tt< • H 03 03 CO ’03 O CO o COHI>COHClCCO^ ■HHHHCCH HHdrtOH ^ r — 1 CO 03 CO O CO rH 03 H CO 03 03 r- < H rH 03 r—i rH rH H03HHrHr-i03HH pgglSSli illlll i 11 s § sill si II § ! i sills 1 illllll i rH r-T rH \ isisisisi isiiiiisisiiimsiii mm lsSSS2S“’l :sis's¥li§§l¥SP§l§S§ 8£8§8 ‘1 .1 siisiifi i IsslslssslllSIsslllssssssIlss ‘ll§l§ s ; ggfj|g||Jg§ i 1 112 all § la 11 Is is II II! II §1111 ISsSl i .!> : 111 a §113 1 j SIS ISgSlslIllll il§l Illlll H § §SS3S 1 : IISSIISIs iillllSalllIsliililglllllllll §S§§3 1 Sssllllel O.C°|°0|!« ;| ;g |gcO| g°°®g illll ililS i illlSIlISIlllslll i ;rHrHr-r ■ rH r-T ; ; r-TrH rH rH rH rHCO" rH r-T lllslllls rn" m co H-incoic co r-T ip S§ O 0-3 iftti =i| jllalllii'3 1 |2llflEllfe“ p -0)^ iiSH-ii sga lo Hn WHHHHHHr-.HH THTHr-lC^r-ir-THiHTHTHiH HH •sasodand jooqos ioj pasn Ajia -doad oxjqnd jo oujb^ X llllllllililllllllliiliilllll «‘S¥^|SWSWS15SSWS¥S3SWSSS881.S C£? r-l rH HH HH rH HH tH rH rH rH •sjooqos oxjqnd pB ux Apnjs joj sSuijjis jo sjuag t. I ii ii iiiiiiiiiiiiiiiii i ills ii 7—1 • rH • rH • rH iH rH r—1 rH rH rH rH rH rH rH rH rH r~i rH • • tH rH rH • rH : : : : : : •sasodjtvd jooqos joj pasn sSuxpjxng; o T^T^J>^O^£^C0C0C0HfC0^Cii0i0C0i0Hf<^THiCC0C0Hf ©' H io a t'“ H A o H ©" o City. - ob ro — continued . Coshocton . . . Defiance . Delaware . Delplxos . Fostoria . Galion . Gallipolis . Glenville . Greenville . Hillsboro . Jackson . Kent . Kenton . Mount Vernon . Nelsonville . New Philadelphia . Niles . Norwalk . Norwood . Oberlin . Painesville . St. Marys . Salem . Shelby . Sidney . Troy . Uhrichsville . Urbana . Vanwert . CITY SCHOOL SYSTEMS. 1343 11 Slls§l 3S 3KS8S8 11 -11111 2^ isg iiii ssa ill 1 IIS 11 si 11 1 o' jo co erf j- ad in o' in 1 ig P ;s ii iiigsi o' x co — c^t" ooo 1 ilfg ill ii ii ii ii ill iiSIl ; JO oo c® cs ojqy5T-io'ara5't>r-?'o' isiiii|iii|ii§ OOrHX'in'o'l>'l>',-<'^o'o'jJOCO' Hi r-i~!NrH ii iiiiii : S| sssgss iiiliiiiiiliililliiliili illiiii SS1SS"|S^WSSW|VS¥SS|§S^ :SS3|S3 ¥1 * ;e li mi imiiiiii ; siiinmii '■ 11 iiiitus 11 ! O'^^-^^COC'V^COCCCOiCCC^CO COiO'^COCOOC^COOi-CCO^OJCOCOCOOnCCN.iOCOCO Orr« • :s • Si85g§gS£8SS8S533SS8iaS3gSS88§S§^i§5!SsBi8 SSS ss sssss'ssssaassisasssgfcsggssssgsss^aasss ?5?5S '• ■<< ^(MI>'00(N^HHCOCOCQ(N M^i-C OtMO^^HOCOO^!M(MC001 CMi> i-CHO CO tH ■ H H r-i rl (N CO H H HWHHHHN t — IHHHC^HHCOHOJH ■ ■ tH T-i CO CM S3 |gg§3£ ii mm : ESII8SI-: Him isiiii i i sills si mill II fggSSg’ 11 ifili ; IS itisf : §115111 SfSS'SS'l Hill ilglll ! isllli SSISS :S§§¥s : ;S’i5|g r-1-1 T* rtrnrtVT' II- IllSIlSIilSIiSilSI mill ills ililliifSIlgS IS gilgiiisiiigiiiisi ISIIII iSIl isS§llll§Ss&5 ig . ^ “mi iiii issi ri! l-Iil :°1SS«S1 jl 1 ■ g o § ’ ! ii r-Tof iiiiiiiiiii iiiiiiiiiii : iiiiiiiiiii lllISll gg issSSSSSSSSSSs^SSSaSS^ ; iSsJSScCiSSSS?} . • ooooocotoootDootDoooabootD-toco ■ Co o o o o o too ti o tititig-itiJ, o ^ m to -cj-' i> i> i> in- in- in i> ^'icow' in in'- tp'-'sjT ■ ^ i> tapin' o' ^ -cr ■ iriTt-T aS «n- The high school was in session 200 days. Table 11. — School statistics of cities and villages containing between 4,000 and 8,000 inhabitants, 1901-2 — Continued. ] 344 EDUCATION KEPOKT, 1902. •sainjipuadxo jyjoj, O el II ocfto" 16, 439 12, 053 13, 102 30,000 11,451 7, 000 6, 383 6,096 6,320 7, 000 8, 314 12,000 8, 000 'sjaoijjo SuistAJOdns ptiy sjaqoua; jo saiiiqeg © C0^005 05(NO iO CO rH* o' C/S CO QC o' 03 5,454 5, 233 4, 050 5,700 7,137 20, 000 10, 000 5, 095 6,850 •sasodmd jooqos joj posn Ajjo -dojd oqqnd jo enpJA JO $102, COO 58, 500 41,428 30, 048 24, 000 100, 000 36, 000 20, 000 15, 000 9, 500 12,000 25, 000 10, 000 23, 800 50,000 50, 000 15, 000 25, 000 •spoqos ’oqqnd xjt3 ut Apnjs joj sSuijjis jo speog b» M ■ i ill ii ii its i ii M : ,_r : ■sosodjnd jooqos joj pasn sSutpimg; © OC1COW COCO A I tt $ ° f 'Mi FH &££££%£ gsssssscs S3 SS ‘oxyrnajj fH aasasas ssssssss £3 33 '91'BH CO Cl H LO O lO H rfl NlCOCSCKNMOiO (NH •sjooijjo SutsiAjadng M F=$ CO tH CO CO rH ^ Cl lOHHHNHhH (NH ■ C* •aouu -puajjx? a [tap oSyjoAy 11 i ill | • T— 1 l—i iiliii !g 13 •sjidnd jjy jo oauuDuejiy ,sAt?p jo joquiuu ejySaj.§Sy © 169, 200 164, 540 1 ill 1 3 ill 8 89, 308 68, 499 126, 000 129, 600 162,575 100, 659 101,376 156, 864 ■uoissas in Anunjau 9J9AV sjooqos aqj sAup jo JoquxnKf o mini m mu n §§ Different pupils en¬ rolled in public day schools. •lyjox 30 1,052 1,238 765 996 740 910 1,450 1,570 1 960 841 856 555 1,076 1,113 1,330 900 700 721 1,044 •9jmrt9ji b> i inifi lining ii si •.arai © s jSSiSg 11111131 11 g$ •sjooqos jniqoojyd pun ajnAiid "ut spdnj iSS *s°sis is i | 1 a § 1 •b8v snsuaoqooqos jo uajpiiqo •*4 iiastsi i rirfr** rH ~rH~od»©aoo‘ • cooTo oTo cch^ mi HiOCIN III oo^cT 000 LZ ISIS IS “3 ISIS! noo'hV 111 lllllllllll i 1 ii II !| III ilil 1111 : coio£ g“ss§s3&»@ss"g : s =& 88 is sas SSSfg sss's ; liSllg jlilf SIS i ill IIIS jel ill co" : ji2§ iCCMCCCCOlCCOiO^^-^COiO GO ^ ClOfNCO CO ^ CO CO^OOCO 20 20 19 ISSSSSSSSSSSS Bhlss; LCiCMNCH^IOOCNO* OlSS assg SSS iQiCiNiOiO^H'OlNO^COCONCO CO CO GO HHHO CO CO iO ooi>oo30oc cio® g ic ic g gig g g g g CO CO CO CO Cl ticcoo iliSlilisilllii SIS Ills 111 1111 31111 jl ;1 S II ill! sals Hill ill > 11-1 go gS lap sg5 1** r- > ?- r— ^ W III 22 II §s s-S »§§ ■ill Ill I ss^SS li S3I?SI§1II11III 111 Sill 111 1113 ISSfl School statistics of cities and villages containing between 4,000 and S, 000 inhabitants , 1001-2 — Continued. 1346 EDUCATION REPORT, 1902, f •sajnjipuodxa p£|.ox 5? SSIllllSSSsIl 1 I gsa^assssssss s | •sjaoigo SuisiAi9dns ! piresiaipUOjloSOUBI'BS s mmmnm i £©®V lO^H-O-bf JHWON o 1 •saeodjnd jooqos joj pasn XjJ9 l -dojd oiiqnd jo anjBA X iliililili ill I |SSS|S£fSS :§§ S •spoqos ; ajiqnd ni i,pii}3 | JOJ fc'SuiUIS JO SJB9g 1- 111 ji illiiiii 1 sasodjnd jooqos joj pasn sSnipimg 2 ccm •ffl'?eooxiooi>o j : II | •pnox 10 :§3SSSS8S8S§8 S •9XBUI9X H 1 •9IBK 2 OHM 'NHHGOOHHiOh i-H •siaaigo SuistAJadng c> ! t-h id d •90UB -puajJB ^IT«P 8SBJ9AY H ini i isiiisii § •sjtdnd xjb ! JO 99UBpU9jix? BAUp jo joqjnua ajBSajJgSy 2 1151 i 3382 ill 1 ffg'3'8 : :§3Kg T 1 ! 83S881SI33H3 i lC T?< lC »0 lC lC tO T? w TH e § ^ i i <2j « • ■ o • 1 i j :|« i : : : ij : : s « £ o« iffleg ; =!|! £ t 5«al’gllIiJs5J3 ; iillSissillll 1 Population of city. CHAPTER XXXV. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. Contents, — Number of institutions — Changes in courses of study — Division of college year — Stu¬ dents — Degrees — Property — Income — Benefactions — Governing boards of State institutions — Appoint¬ ment and admission of cadets to the United States Military Academy and of midshipmen to the United States Naval Academy— Statistical tables. The total number of institutions included in the tables in this chapter is 638, of which number 131 admit women only. Of the 464 universities and colleges included in Table 30, men only are admitted to the undergraduate departments of 134 institu¬ tions, while 330 are open to both men and women. Of the 43 schools of technology included in Table 37, women are reported in the undergraduate departments of 27 institutions. The following-named institutions have been discontinued : Lineville College, Line- ville, Ala. ; East Lake Atheneum, East Lake, Ala. ; Florida Conference College, Lees¬ burg, Fla.; Young Female College, Thomasville, Ga. ; Bordentown Female College, Bordentown, N. J. ; Calvin College, Cleveland, Ohio; Henry College, Campbell, Tex,, and Parkersburg Seminary, Parkersburg, W. Ya. Central Pennsylvania College, at New Berlin, Pa,, was consolidated in June, 1902, with Albright College, at Myers- town, Pa. , under the name of Albright College. CHANGES IN COURSES OF STUDY. University of Arizona. — A one-year course in agriculture has been introduced in the subcollegiate department, Uiviversity of Colorado - — Added departments of geology, mechanical engineering, and economics and sociology. John B. Stetson University, I)e Land , Fla. — School of technology, with courses in civil, electrical, and mechanical engineering, opened in October, 1902. Florida Agricultural College. — Added courses in chemistry, civil engineering, and general science, and a two-year course in mechanic arts. Florida State College. — Two-year courses in Spanish and Italian have been intro¬ duced into the curriculum. Mercer University, Macon, Ga. — Curriculum has been put on elective basis, beginning with the junior year. Clark University, South Atlanta, Ga. — Inaugurated a new course in scientific agricul¬ ture for both college students and others. Lombard College, Galesburg, III. — Group system added to elective system. Coe College, Cedar Rapids, Ioica. — Established a psychological laboratory. Brake University, Bes Moines, Iowa. — -Adopted the group system. University of Iowa. — There has been a general revision of collegiate courses, allow¬ ing larger election. Midland College, Atchison, Mans. — Dropped Greek as a requirement for admission to freshman class, but still require four years of Greek in college for the A. B. degree. 1347 1348’ EDUCATION REPORT, 1902. Central University , Danville , Ky. — Two new courses have been added, namely: Chemical-biological and physical-mathematical. The former provides three years of instruction in chemistry and two years each' of biology and physics as principal sub¬ jects. The latter provides three years of instruction in physics and mathematics and two years of chemistry as principal subjects. Bowdoin College , Brunswick , Me. — The A. B. degree will be given without Greek. Four new courses added. University of Maine. — Added courses in mining and marine engineering. Colby College, Waterville, Me. — Greek for admission is made optional, together with French, German, physics, chemistry, and history. The A. B. degree is granted to students who have not studied Greek. Loyola College, Baltimore, Md. — A course of experimental physiologifcal psychology wa3 introduced in senior year. Harvard University. — Without reduction in quantity of work required for the degree and with a slight raising of grades required, the obtaining of the A. B. degree in three years has been formally sanctioned on terms applicable to all, instead of lim¬ iting that privilege, as hitherto, to students of honor rank. Boston University. — Added courses in Greek, English, and pedagogy. University of Missouri. — Added a course in chemical engineering. Washington University, St. Louis, Mo. — Added departments of architecture, zoology, and philosophy. Tarkio College, Tarkio, Mo. — The course in general science has been lengthened to four years. A course in literature extending through three years has been established. University of Nebraska. — Established a four-year course in forestry. Dartmouth College, Hanover, N. H. — Adopted the group system of studies after freshman year. Rutgers College, New Brunswick, N. J. — Established a Latin-scientific course extend¬ ing through four years and leading to the degree of Litt. B.; also a course in ceramics. Hobart College, Geneva \, N. 5'. — Established a course of study leading to the B. S. degree. Univers-ity of North Dakota. — Established courses in electrical, mechanical, and mining engineering, in pharmacy, and in commerce. University of Cincinnati. — Added a course in electrical engineering. Otterbein University, Westerville, Ohio. — The philosophical and classical courses will hereafter lead to the A. B. degree. Greater privilege of election will be given after the end of the freshman year. Lebanon Valley College, Annville, Pa. — Adopted the group system of studies. Bucknell University, Lewisburg, Pa. — Added a course in civil engineering. Lehigh University, South Bethlehem, Pa. — Established courses of four years each in electrometallurgy and chemical engineering. University of South Dakota . — Established courses in civil and mechanical engineering. University of Tennessee. — Added a department of education to be opened in 1902-3. Maryville College, Maryville, Tenn. — Adopted the group system of studies. University of Texas. — The A. B. degree wTill hereafter be awarded without the study of Latin and Greek. Lawrence University, Appleton, Wis. — Introduced a four-year college course in commerce. Beloit College , Beloit, Wis. — Adopted the group system of studies. Ripon College, Ripon, Wis. — Adopted the group system of studies and added a chair of history and economics. TJNIVEKSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1849 DIVISION OF COLLEGE YEAR. The following-named institutions have changed from the three-term to the semes¬ ter plan: Illinois Wesleyan University, Bloomington, Ill.; University of Iowa, Iowa City, Iowa; Cooper College, Sterling, Kans.; Amherst College, Amherst, Mass., and Purdue University, Lafayette, Ind. STUDENTS. The total number of undergraduate and resident graduate students in universities and colleges for men and for both sexes, colleges for women (Division A) and in schools of technology for the year 1901-2 is reported as 107,391, an increase of 4,040 students over the number for the preceding year. The number of such students for each year from 1889-90 to 1901-2 is as follows: Number of undergraduate and, resident graduate students in universities, colleges, and schools of technology from 1889-90 to 1901-2. Year. Universities and colleges for men . and for both sexes. Colleges for women, Division A. Schools of tech¬ nology. Total number. Men. Yvomen. Women. Men. Women. 1 Men. Women. 18S9-90 . . 38, 056 - 8, 075 1,979 6,870 707 44, 926 10, 761 1890-91 . 40, 089 S, 439 2,265 6, 131 481 46, 220 12, 185 1891-92 . 45, 032 10,390 2, 636 6,131 481 51,163 13, 507 1892-93 . 16, 689 11,489 3,193 8,616 843 55, 305 15, 530 1893-9-1 . 50, 297 13, 144 3, 578 9,517 1, 376 59, 814 18, 0S8 1894-95 . 52,586 14, 298 3,667 9, 467 1,106 62, 053 19, 071 1895-96 . 56, 556 16, 746 3,910 8, 587 1,065 65, 143 21, 721 1896-97 . 55, 755 16, 536 3, 913 8,907 1,094 64, 662 21, 543 1897-98 . 58,407 17, 765 4,416 8, 611 1,289 67, 018 23,470 1898-99 . 58,467 18, 948' 4,593 9,038 1,339 67,505 24, 880 1899-1900 . 61, 812 20,452 4, 872 10, 347 1,440 72, 159 25, 764 1900-1901 . 65, 069 21,468 5, 260 10,403 1,151 75, 472 27, 879 1991-2 . 66, 325 1 22, 507 5,549 11, 808 1,202 78, 133 29, 258 The number of undergraduate students pursuing the various courses of study, so far as reported, is as follows: Classical courses . . Other general culture courses General science courses . Agriculture . Mechanical engineering _ Civil engineering . Electrical engineering . . Chemical engineering . Mining engineering . Textile engineering . Sanitary engineering . . Architecture . 49, 982 14, 287 7 90Q I , uJO 3,472 6, 363 4, 754 3, 203 858 1,837 86 30 351 The classification by courses of study of students pursuing liberal studies is becom¬ ing a difficult matter, as the elective and group systems have to a great extent and are still superseding the old system of prescribed courses of study. Thus, the number of students given above under classical courses includes 23,324 students not classified by a number of institutions under the several courses, but who are known to be pursuing liberal studies. The number of students enrolled in technical courses is increasing very rapidly. 1350 EDUCATION REPOET, 1902. DEGREES. The movement inaugurated several years ago for the granting of the A. B. degree on the completion of all courses of study except technical and professional courses still continues. During the past year information has been received from the fol¬ lowing-named institutions of the adoption of the A. B. as the only degree to be granted for the completion of a liberal course: Wheaton (Ill.) College; Wabash College, Crawfordsyille, Ind.; Bowdoin College, Brunswick, Me.; Amherst (Mass.) College; Tufts College (Mass.); Albion (Mich.) College; University of Minnesota; Gustavus Adolphus College, St. Peter, Minn.; Lenoir College, Hickory, X. C.; Miami University, Oxford, Ohio; Lebanon Valley College, Annville, Pa.; Swarth- more (Pa..) College; University of Texas. The institutions conferring the degrees of bachelor of arts, bachelor of science, bachelor of philosophy, and bachelor of letters are given in Table 28. The total number of degrees and the number of each kind conferred on men and on women are as follows: Degrees conferred in 1801-2. Degree. On men. On women. Degree. On men. On women. A. B . ' 5, 455 3,002 M. E. L . 0 340 B. S.. . . . . 2, 641 531 A. L. B . 0 ! 2 ph. B . 774 407 L. A . 0 1 B. L . 248 424 B. Paint . 0 16 B C. E .. 23 0 A. M . 1,149 340 B. M. E . 32- o ' M. S . 172 26 B. E. E . 1 o ML . 16 10 B. E. M . ! 4 0 Ph. M . 19 9 B. E . 1 38 0 i C. E . . . 192 0 Met. E . 3 o M. E . 260 0 A. C . 4 0 E. E . 76 0 B. Arch . . . . 11 1 E. M . 79 0 B. Agr . . 21 4 1 M. M. E . 4 0 B S. A . 22 o M. Ped . H 9 B Mus 9 178 M. 4cc’s 81 0 B. Ped . . . 29 45 M . Dip . 5 0 B. S. D . 2 0 D. C. L . . . 16 0 L. I . 29 90 i ; Sc. D . 5 o B. 0 _ 1 15 Ph. D ... 240 26 F. E 2 0 Ped. D . 8 3 B. F. A . . . 3 0 M. C. S . . . 7 0 B. C. S . 26 0 B. Acc’s . . . 36 8 Total. . . . . 11, 755 5,502 B. L. S. . . 1 H 1 The degree of doctor of philosophy was conferred on examination by 37 institutions on 240 men and 26 women, and as an honorary degree on 9 persons by 7 different institutions. The institutions granting the degree are as follows: Institutions conferring Pli. D. degree in 1901-2. 1. 2. 3. 4. 5. 6. On examination. Institution. On men. I University of California . Leiand Stanford Junior University. University of Denver . Yale University . Catholic University of America .... Columbian University . Bowdon ’(Ga. ) College . . . . Blackburn University . University of Chicago . Ewing (Ill.) College . Hanover (Ind.) College . Johns Hopkins University . Washington College (Maryland) ... New Windsor (Md.) College . Massachusetts Agricultural College Boston University . Harvard University . . . . . . 2 3 30 1 2 0 0 26 2 0 17 0 1 1 2 28 Hon- On wo¬ men. ora: 1 0 0 9 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 1 0 0 0 0 1351 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. Institutions conferring Ph. D. degree in 1901-2 — Continued. 18. 19. 20. 21. 22 23. '. 24. 25. 2(5. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. On exarc dnation. Hon. orary. Institution. On men. On wo¬ men. Radcliffe College (Massachusetts) . . . 0 2 0 University of Michigan . 7 1 0 University of Minnesota . 3 0 0 Bellevue (Nebr. ) College . . 1 0 0 University of Nebraska . 2 0 0 Princeton University . 1 0 0 Cornell University . . . . . . . . . . 18 5 0 Columbia University . . . 30 3 0 New York University . 3 1 0 St.John’s College (New York City) . 1 0 0 Syracuse (N. Y.) University . 1 0 0 Capital University (Ohio) . . . . . 1 0 0 Ohio State University . 1 0 0 University of Wocster (Ohio).. . . . . 12 0 0 Grove City (Pa.) College . 5 0 0 University of Pennsylvania . 13 1 0 Vfflanova (Pa.) College . 0 0 3 Washington and Jefferson College (Pennsylvania) . 0 0 1 Bryn Mawr (Pa.) College: . 0 2 0 Wavnesburg (Pa.) College . . 1 0 0 Huron (S. Dak.) College . 1 0 0 American University of Harriman (Tennessee) . 8 0 0 University of Virginia . 6 0 0 Washington and Lee University (Virginia) . 1 0 0 Virginia Union University . 0 0 1 West Virginia University . . . . . 1 0 0 University of Wisconsin . . . . 6 0 0 Total . . . 240 1 26 9 PROPERTY. The total value of property possessed by the institutions for higher education amounts to $417,205,234, again of $25,974,450 over the amount for the preceding year. The endowment funds amount to $185,944,668, and the remainder represents the value of the material equipment. Of the 464 institutions for men and for both sexes (Table 30), 147 have no endowment funds, 141 others have less than $100,000 each, 124 have from $100,000 to $500,000 each, 20 have from $500,000 to $1,000,000 each, 17 have from $1,000,000 to $2,000,000 each, 8 have from $2,000,000 to $5,000,000 each, and 7 have more than $5,000,000 each. The continued increase in the number of students at the higher institutions renders necessary the erection of additional buildings for their accommodation. The pur¬ pose and cost of buildings erected during the year by the several institutions, so far as reported, are as follows: Institution. Alabama Polytechnic Institute University of Arizona . University of Arkansas . v Mills College (Galifornia) . Leland Stanford Junior University Machine shop Dining hall . . . Dormitory Shops . Laundry . Science ; . . Church . . Purpose. Cost. 81, 276 7,000 10, 218 3, 500 5, 000 Colorado College . Colorado State School of Mines . Columbian University (District of Columbia) Florida Agricultural College . Emory College (Georgia) . Young Harris College (Georgia) . University of Idaho . St. Viateu'r’s College (Illinois) . Armour Institute of Technology (Chicago) ... . Illinois Woman’s College . . .. . Psychology and physics . History, economies, and English . Engineering . . Chemistry . . . Science . . Metallurgy, etc.. . . Medicine . . Science . . ... Gymnasium . . . . Science . . Recitations and library . . Mining . . Gymnasium . . Machinery hall . . General . . 250, 000 35,000 150, 000 50, 000 20, 000 30, 000 10, 000 25, 000 40, 000 150, 000 30, 000 1852 EDUCATION EEPOET, 1902, Institution. Purpose. Cost. St. Mary’s School (Illinois)... Lake Forest University . Indiana University ...' . Purdue University (Indiana) Taylor University (Indiana) . . Iowa College of Agriculture and Mechanic Arts. St. Joseph’s College (Iowa) . . Simpson College (Iowa) . . University of Iowa . Iowa Wesleyan University . . Central University of Iowa . . Baker University (Kansas) . University of Kansas . . Ottawa University (Kansas) . . Kansas Wesleyan University . Washburn College (Kansas') . . Union College (Kentucky) . . Berea College (Kentucky) . . Louisiana State University . Jefferson College (Louisiana) . Notre Dame of Maryland . . . Maryland Agricultural College . Maryland College for Women . . Radcliffe College (Massachusetts) . Mount Holyoke College (Massachusetts) . Tufts College (Massachusetts) . Michigan Agricultural College . . University of Michigan . Michigan College of Mines University of Minnesota. St. Olaf College (Minnesota) . Mississippi Agricultural and Mechanical College.... Millsaps College (Mississippi) . East Mississippi Female College . Stanton College for Young Ladies (Mississippi) . Port Gibson Female College (Mississippi) . University of Missouri . : . Westminster College (Missouri) . University of Montana . Nevada State University . v . New Hampshire College of Agricultureand Mechanic Arts. Recreation hall . Recitation and laboratory. Science . Agriculture . Auditorium . Locomotive house . Dormitory . Barn - . Engineering . . . General . Heating plant . Power and heating plant. . Chapel . Chapel and library . . Observatory . Gymnasium . Museum . General . . Observatory . Physics and astronomy. . . . Boarding hall . Administration . Dormitories (2) . Dormitory . *. . . do . Power plant, etc . Sanitarium . Dormitory . . do . Art . . Dormitory . Medicine . Bacteriology . . Medicine . Engineering . Psychopathic ward . Boiler house . Hospital ward . Mining . Chemistry . . Blacksmith shop . — Physics . Engineering . . Veterinary . Blacksmith shop . . Slaughterhouse . Library . . Residence . Dormitory . General . . . do . . Dormitory . Dairy . Agriculture . Horticulture . . Medicine . Dormitory . Engineering . Heating plant . . Dormitory . Gymnasium . Chemistry . . Hospital . Agriculture . 89,000 50,000 100,000 60, 000 70,000 850 5,000 18, 000 205, 000 75,000 11,500 47, 000 8,000 28, 000 75, 000 25, 000 600 56, 000 8.700 10, 000 8,000 28,000 15, 000 56,000 6,000 15, 000 65, 000 66. 500 56,000 200, 000 30. 000 150, 000 200, 000 50,000 30,000 25, 000 42.500 35,000 5,000 75, 000 60. 000 25, 000 3,000 7.500 13,000 1.500 8,000 7,500 26, 000 10, 000 35, 000 35, 000 34, 000 17, 000 5. 500 30, 000 10,000 12, 000 3.500 30, 000 St. Lawrence University (New Y’ork) Hamilton College (New: 'Fork) . Columbia University (New York) .... University of North Carolina . . Trinity College (North Carolina) . Lenoir College (North Carolina) . University of North Dakota, . Reading room . Dining hall . Religious and ethical Dormitory . _ do . Pavilion . Dormitory . Mechanic arts . President’s residence. University of Cincinnati . ; . Western Reserve University . Ohio State University . Kenyon College (Ohio) . Hiram College (Ohio) . Wittenberg College (Ohio) . Oklahoma Agricultural and Mechanical College .... Engineering . Chapel . Dormitory . Law . Heat and light plant Dormitory . Library and observatory Theology . Library (addition) . Engineering . Bam . . . Boiler house . 16. 000 30, 000 16, 000 25,000 2,000 5, 000 20, 000 19, 000 25,000 80,000 70,' 000 50, 027 12, 706 60, 000 10, 000 15,000 17, 683 10, 958 6, 500 4,596 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1353 Institution. Purpose. Cost. Albany College (Oregon) . Beaver College (Pennsylvania) . Blairsville College (Pennsylvania) . Bryn Mawr College (Pennsylvania) Pennsylvania Military College . . . Lafayette College (Pennsylvania) Haverford College (Pennsylvania) . Franklin and Marshall College (Pennsylvania) Susquehanna University (Pennsylvania) . Lehigh Universty (Pennsylvania).... . Villanova College (Pennsylvania) . Clemson Agricultural College (South Carolina) South Carolina College . Limestone College (South Carolina) . Furman University (South Carolina) . Claflin University (South Carolina) . South Dakota Agricultural College . South Dakota School of Mines . University of the South (Tennessee) . University of Texas . . Howard Payne College (Texas) . — Agricultural and Mechanical College of Texas. San Antonio Female College (Texas) . Paul Quinn College (Texas) . Agricultural College of Utah . . Norwich University (Vermont) . Martha Washington College (Virginia) Virginia Union University . . Vashon College (Washington) . . University of Washington . . Whitman College (Washington) . . University of Wisconsin . . . . University of Wyoming . . Dormitory . . I President’s residence. I Dormitory . . ! Heat and light plant . Dormitory . Library . . Hospital . Y. M. C. A . Biology. . . . Dormitory . _ .do . . .'. . Kesidence . Assembly hall, etc . Science . . . . . Dormitory . Engineering . General . Barracks . Chemistry . . . Cottages (5) . . Hotel (addition) . Steward’s hall . . History . . Dormitory . . Manual training . . Engineering . . Plant breeding . Laboratory . Dormitory . . do . . . . do . Chemistry and veterinary. . General . . . Dormitory . . . Administration, etc . Barn . . Vegetation house . . Administration . . . Dormitory . . Residence . . Music . . Science . Power plant . . Dormitory . . Agriculture . . Heating plant . S8, 000 8, 000 8, 000 153,000 400, 000 2, 000 35, 000 6, 000 12, 000 12, 000 3,000 50,000 62,000 15,000 40, 000 350,000 30, 682 17, 457 4,342 1,388 6,000 12, 000 12, 500 20,000 40, 000 10,000 20,000 65, 000 75, 000 2.000 SLOOO 12,000 18.000 50, 000 11,620 1.500 25, 000 10,000 4, 250 8.500 70, 010 40, COO 25, 000 150,000 15, 000 I ! INCOME. The total income for the year, excluding benefactions, is reported as $33,863,244. The proportion derived from the various sources by the several classes of institutions is as follows: 1 Tuition fees. Endow¬ ment. State or munici¬ pal aid. Federal aid. Other sources. All institutions . Per cent. 38.7 Per cent. 24.3 Per cent. 19.0 Per cent. 8.7 Per cent. 9.3 Universities and colleges for men and for both sexes . 1 i 37.1 29.1 20.3 4.0 9.5 Colleges for women, Division A . 72.0 17.2 0 0 10.8 Colleges for women. Division B . 86.1 1.9 3.1 0 8.9 Schools of technology . 12.8 12.3 26.4 40.8 7.7 Of the total amount, $6,437,493, appropriated for higher education by the several States and a few cities, the following amounts were furnished by the different geo¬ graphical divisions of the country: North Atlantic Division . $614, 634 South Atlantic Division . . . 724, 382 South Central Division . 639, 210 North Central Division . . 3, 381, 850 Western Division . . . 1, 077, 417 ED 1902 — VOL II- -12 1354 EDUCATION REPORT, 1902. BENEFACTIONS. The total amount of benefactions reported by the several institutions for higher education as having been received during the year is $17,039,967,. of which amount $12,506,538 was received by the following-named 31 institutions reporting gifts amounting to $100,000 or over: University of Southern California . Yale University . University of Chicago . De Pauw 'University (Indiana) . Coe College (Iowa) . . Des Moines College (Iowa) . Massachusetts Institute of Technology . . . Harvard University . Smith College (Massachusetts) . Washington University (Missouri) . Stevens Institute of Technology (New Jersey) Adelphi College (New York) . . Cornell University . Barnard College (New York City) . Columbia University (New York City) - New York University . . . Yassar College (New York) . . . Syracuse University (New York) . . Trinity College (North Carolina) . Western Reserve University (Ohio) . Oberlin College (Ohio) . University of Wooster (Ohio) . Bryn Mawr College (Pennsylvania) . Haverford College (Pennsylvania) . Allegheny College (Pennsylvania) . University of Pennsylvania . Pennsylvania State College . Brown University (Rhode Island) . Baylor University (Texas) . Washington and Lee University (Virginia) . . . Beloit College (Wisconsin) . $134, 000 595, 028 2, 983, 3oo l/o, 4o0 170, 000 125, 000 147, 808 1,095,737 211,000 157,098 160,000 250, 000 365, 935 403, 290 501, 131 174, 345 117, 626 567, 993 130, 000 304,000 403, 434 300,000 572, 149 125, 000 200, 000 936, 852 245, 000 395, 307 100,000 102, 000 3p8, 000 Of the total amount of benefactions received during the year, 47. 7 per cent was reported by the institutions in the North Atlantic Division, 5.9 per cent by those in the South Atlantic Division, 3.6 per cent by those in the South Central Division, 40.5 per cent by those in the North Central Division, and 2.3 per cent by those in the Western Division. The total amount received by colleges for women was $1,772,555. GOVERNING BOARDS OF STATE INSTITUTIONS. University of Alabama. — Board of trustees consists of the governor and the State superintendent of education ex officio; one member appointed by the governor and confirmed by the senate for a term of six years from each Congressional district, except that the district in which the institution is located is entitled to two members. One-third of the members are appointed biennially. Alabama Polytechnic Institute. — Board of trustees composed like that of the Univer¬ sity of Alabama (see above). Agricultural and Mechanical College for Megroes {Alabama). — Board of commissioners consists of three members named in the act establishing the institution, who may fill all vacancies arising in their number. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1355 University of Arizona. — Board of regents consists of the governor and the superin¬ tendent of public instruction exofficio; four members appointed by the governor and confirmed by the council for terms of four years. University of Arkansas. — Board of trustees consists of the governor exofficio and six members appointed by the governor and confirmed by the senate for terms of six years, the terms of two members expiring every two years. University of California. — Board of regents consists of the governor, the lieutenant- governor, the speaker of the assembly, the State superintendent of public instruc¬ tion, the president of the State Agricultural Society, the president of Mechanics’ Institute, and the president of the university, ex officio; sixteen members appointed by the governor and confirmed by the senate for terms of sixteen years, two members being appointed biennially. University of Colorado. — Board of regents consists of six members, elected by popu¬ lar vote, two every two years, for terms of six years. The president of the univer¬ sity is ex officio president of the board, with the privilege of speaking but not of voting except in case of a tie. Colorado Agricultural College. — The governing body is the State board of agricul¬ ture which consists of the governor and the president of the agricultural college ex officio, and eight members appointed by the governor and confirmed by the senate for terms of eight years, the terms of two members expiring every two years. Connecticut Agricultural College. — Board of trustees consists of the governor and the director of the Connecticut Experiment Station ex officio; six members elected by the state senate for terms of four years; one member elected by the alumni for the term of two years; one member elected annually by the State board of agriculture. Delaware College. — Board of trustees consists of the governor and the president of Delaware College ex officio; fifteen members representing the original board, w7ho have power to fill all vacancies occurring in their number; fifteen members appointed by the governor. Stale College for Colored Students {Delaware). — Board of trustees consists of the president of the college ex officio, and six members, two from each county in the State, appointed by the governor for terms of four years or until their successors are appointed. Florida State Agricultural College. — Board of trustees consists of seven members appointed by the governor and confirmed by the senate for terms of four years. Not more than two may be appointed from the county in which the college is located. University of Georgia. — Board of trustees consists of the governor, the president of board of trustees of State School of Technology, the president of board of com¬ missioners of Georgia Normal andTndustrial College, the president of board of com¬ missioners of Georgia Industrial College for Colored Youths, ex officio; one member from each Congressional district, four from the State at large, and two from the city of Athens, appointed by the governor and confirmed by the senate for terms of eight years. University of Idaho. — Board of regents consists of five members from the State at large appointed by the governor and confimed by the senate for terms of six years. Not more than three members may be of the same political party. University of Illinois. — Board of trustees consists of the governor, the president of State board of agriculture, State superintendent of public instruction, ex officio; nine members elected by popular vote, three at each biennial election, for terms of six years. Indiana University. — Board of trustees consists of three members elected by the alumni residing in the State for terms of three years, and five members elected by the State board of education for terms of three years. 1356 EDUCATION EEPOET, 1902. Purdue University {Indiana). — Board of trustees consists of nine members appointed by the governor for terms of six years. Two of the number shall be nominated by the State board of agriculture, one by the State board of horticulture, and six selected by the governor. State University of Iowa. — Board of regents consists of the governor and the State superintendent of public instruction ex officio; one member from each Congressional district elected by the general assembly for a term of six years. Iowa Slate College of Agriculture and Mechanic Arts. — Board of trustees consists of the governor and the State superintendent of public instruction ex officio; one mem¬ ber from each Congressional district elected by the general assembly for a term of six years. University of Kansas. — Board of regents consists of the chancellor ex officio, and six members appointed by the governor and confirmed by the senate for terms of four years. Kansas State Agricultural College. — Board of regents consists of the president of the college ex officio, and six members appointed by the governor and confirmed by the senate for terms of four years. Agricultural and Mechanical College of Kentucky. — Board of trustees consists of the governor and the president of the college ex officio, and fifteen members appointed by the governor and confirmed by the senate, one-third every two years for terms of six years. One appointment shall be made from each Congressional district outside of the Congressional district in which Lexington (the seat of the college) is situated and the remainder from the latter district, but no more than three trustees may be appointed from the county of Fayette. The board has power to fill all vacancies occasioned by the death, resignation, or refusal to serve of any of the trustees appointed on behalf of the State. Louisiana State University and Agricultural and Mechanical College. — Board of super¬ visors consists of the governor, the State superintendent of public education, and the president of the university, ex officio; twelve • members appointed by the governor and confirmed by the senate for terms of four years. Six of the fifteen supervisors must be alumni, and one member must be appointed from the parish oj: East Baton Rouge. Southern University {Louisiana). — Board of trustees consists of twelve members appointed by the governor and confirmed by the senate for terms of four years; at least four of the twelve must be appointed from the colored race. University of Maine. — Board of trustees consists of seven members appointed by the governor and approved by the council for terms of seven years, and one member elected by the alumni for a term of three years. Maryland Agricultural College. — Board of trustees consists of the governor, the comptroller of treasury, the attorney-general, the State treasurer, the president of the senate, and the speaker of the house of delegates, ex officio; one member appointed by the governor and confirmed by the senate from each congressional district for a term of six years; five members elected by the stockholders for one year or until their successors are elected. Massachusetts Agricultural College. — The corporation consists of the governor, the president of the college, the secretary of the State board of education, the secretary of the State board of agriculture, ex officio; fourteen members appointed by the governor, two annually, for terms of seven years. The alumni exercise the right of recommendation of candidates. Massachusetts Institute of Technology. — The corporation consists of the governor, the chief justice of supreme court, and the secretary of the State board of education, ex officio; not more than forty-seven other members to hold office for life and to be chosen by vote of the corporation by ballot. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1357 University of Michigan. — Board of regents consists of eight members elected by popular vote, two every two years, for terms of eight years. The president of the university is ex officio president of the board, with the privilege of speaking, but not of voting. Michigan State Agricultural College. — The'governing body is the State board of agri¬ culture, which consists of the governor and the president of the college ex officio, and six members appointed by the governor for terms of six years. Michigan College of Mines. — Board of control consists of six members appointed by the governor, two every two years, for terms of six years. University of Minnesota. — Board of regents consists of the governor, the State super¬ intendent of public instruction, and the president of the university, ex officio; nine members appointed by the governor and confirmed by the senate for terms of six years. University of Mississippi. —Board of trustees consists of the governor and the State superintendent of education ex officio; fifteen members, one from each congressional district and two from the State at large, appointed by the governor and confirmed by the senate for terms of six years. Mississippi Agricultural and Mechanical College. — Board of trustees consists of the governor and the State superintendent of education ex officio; nine members, a majority of whom shall be practical agriculturists or mechanics, appointed by the governor and confirmed by the senate for terms of six years. Trustees shall be ineligible to succeed themselves more than once. Alcorn Agricultural and Mechanical College {Mississippi) . — Board of trustees consti¬ tuted like that of the Mississippi Agricultural and Mechanical College. (See above. ) University of the State of Missouri. — Board of curators consists of nine members, appointed by the governor and confirmed by the senate for terms of six years, three being appointed every two years. Not more than one member may be appointed from the same Congressional district. University of Montana. — The governing body is the State board of education, which consists of the governor, the attorney-general, and the State superintendent of pub¬ lic instruction, ex officio, and eight members appointed by the governor and con¬ firmed by the senate, two each year, for terms of four years. Montana College of Agriculture and Mechanic A.rts. — The general control is in the hands of the State board of education. (See under University of Montana.) The direct supervision is vested in an executive board of five members, one of whom is appointed yearly by the governor, subject to the approval of the State board of education. University of Nebraska. — Board of regents consists of six members elected by pop¬ ular vote, two biennially, for terms of six years. Nevada State University. — Board of regents consists of three members elected by popular vote, the terms of two members expiring every two years. At each election one member is chosen for a term of two years and the other for a term of four years. New Hampshire College of Agriculture and Mechanic A rts. — Board of trustees consists of the governor and the president of the college, ex officio; one member elected by the alumni for a term of three years; ten members appointed by the governor, with the advice of the council, one at least from each councilor district, and so classified and commissioned that the terms of three trustees shall become vacant annually. Not more than five of the trustees appointed by the governor and council shall belong to the same political party, and at least seven cf them shall be practical farmers. Rutgers Scientific School ( New Jersey College of Agriculture and Mechanic Arts). — Under control of board of trustees of Rutgers College, which consists of the governor, the chief justice, and the attorney-general, ex officio; thirty- six members, of whom two-thirds must be communicants in the Reformed (Dutch) Church. The school is 1358 EDUCATION REPORT, 1902. under the supervision of a board of visitors consisting of two members from each Congressional district, appointed by the governor for a term of two years. University of New Mexico. — Board of regents consists of the governor and the super¬ intendent of public instruction, ex officio; five members appointed by the governor and confirmed by the legislature for terms of five years, the term of one member expiring each year. New Mexico College of Agriculture and Mechanic Arts. — Board of regents constituted like that of the University of New Mexico. (See above.) New Mexico School of Mines. — Board of trustees constituted like that of the Univer¬ sity of New Mexico. (See above.) Cornell University ( New York State College of A griculture and Mechanic Arts). — Board of trustees consists of the eldest male lineal descendant of Ezra Cornell, the presi¬ dent of the university, the governor, the lieutenant-governor, the speaker of the assembly, the State superintendent of public instruction, the commissioner of agri¬ culture, the president of the State Agricultural Society, the librarian of Cornell Library, ex officio; twenty members elected by the board, four each year, for terms of five years; ten members elected by the alumni, two each year, for terms of five years. University of North Carolina. — Board of trustees consists of the governor, ex officio, and eighty members elected by joint vote of the general assembly, twenty every two years, for terms of eight years. North Carolina College of Agriculture and Mechanic Arts. — The governing body is the State board of agriculture, consisting of the commissioner of agriculture, ex officio, and one member from each Congressional district appointed by the governor and con¬ firmed by the senate for a term of six years. The board of visitors consists of the president of the college and the commissioner of agriculture ex officio, and eleven members appointed by the governor for terms of six years. Their duty is to visit and inspect the college and make such recommendations to the board of agriculture as they may deem wise and beneficial. Agricultural and Mechanical College for the Colored Race ( North Carolina). — Board of trustees consists of fifteen members, one from each Congressional district and five from the State at large, elected by the general assembly for terms of six years. University of North Dakota. — Board of trustees consists of five members, appointed by the governor and confirmed by the senate, for terms of four years. North Dakota Agricultural College. — Board of trustees consists of seven members, appointed by the governor and confirmed by the senate, for terms of six years. Ohio State University. — Board of trustees consists of seven members, appointed by the governor and confirmed by the senate, for terms of seven years, the term of one member expiring each year. Ohio University. — Board of trustees consists of the governor and the president of the university, ex officio, and nineteen members appointed by the governor and con¬ firmed by the senate. University of Oklahoma. — Board of regents consists of the governor, ex officio, and five members appointed by the governor. Oklahoma Agricultural and Mechanical College. — Board of regents consists of the governor, ex officio, and five members appointed by the governor, with the approval of the council, for a term of two years or until their successors are appointed. Colored Agricultural and Normal University {Oklahoma). — Board of regents consists of the Territorial superintendent of public instruction and the Territorial treasurer, ex officio, and three members appointed by the governor. University of Oregon. — Board of regents consists of nine members, appointed by the governor and confirmed by the senate. Oregon State Agricultural College. — Board of regents consists of the governor, the secretary of state, the State superintendent of public instruction, and the master of UNIVERSITIES , COLLEGES, A NO TECHNOLOGICAL SCHOOLS. 1359 the State Grange, ex officio; nine members appointed by the governor and confirmed by the senate for terms of nine years. Pennsylvania State College. — Board of trustees consists of the governor, the secretary of state, the president of the college, the president of the State Agricultural Society, the secretary of internal affairs, the adjutant-general, the State superintendent of public instruction, the president of Franklin Institute, and the secretary of the State Board of Agriculture, ex officio; three members elected, one annually by the alumni; twelve members elected, four annually by a body of electors composed of the * executive committee of the Pennsylvania State Agricultural Society", the members of the Franklin Institute of Pennsylvania, three representatives duly chosen by each county agricultural society which shall have been organized at least three months preceding the time of election, and three representatives duly chosen by each association, not exceeding one in each county, which shall have for its principal object the promotion and encouragement of the mining and manufacturing interests of the Commonwealth and the mechanical and useful arts, and whieh shall, in like manner, have been organized at least three months preceding the time of election. Rhode Island College of Agriculture and Mechanic Arts. — Board of managers consists of five members, appointed by the governor and confirmed by the senate, one each year, for terms of five years. South Carolina College. — Board of trustees consists of the governor, the State superintendent of education, the chairman of senate committee on education, and the chairman of house of representatives committee on education, ex officio, and seven members elected by the State legislature. Clemson Agricultural College ( South Carolina). — Board of trustees consists of seven life members, originally designated by will, who have the right to fill all vacancies happening in their number, and six members elected by the State legislature. Colored Normal , Industrial , Agricultural, and Mechanical College of South Carolina.— Board of trustees consists of the governor, ex officio, and six members elected by the State legislature, two every two years, for terms of six years. University of South Dakota. — The general control is vested in a board known as the regents of education, composed of five members, appointed by the governor and confirmed by the senate for terms of six years. South Dakota Agricultural College. — Same board controlling the University of South Dakota. South Dakota School of Mines. — Same board controlling the University of South Dakota. University of Tennessee. — Board of trustees consists of the governor, the secretary of state, and the State superintendent of public instruction, ex officio; thirty members elected by the board for life from the different Congressional districts and approved by the legislature. The president of the university is ex officio president of the board. University of Texas. — Board of regents consists of eight members from different portions of the State appointed by the governor and confirmed by the senate, two every two years, for terms of eight years. Agricultural and Mechanical College of Texas. — Board of directors consists of eight members from different portions of the State appointed bv the governor for terms of six years. University of Oa A— Board of regents consists of the president of the university ex officio, and eight members appointed by the governor for terms of four years. Agricultural College of Utah. — Board of trustees consists of seven members appointed by the governor and confirmed by the senate for terms of four years. University of Vermont and State Agricultural College. — Board of trustees consists of the governor and the president of the university ex officio; nine members who have the right to fill all vacancies arising in their number; nine members elected by the State legislature, three every two years, for terms of six years. 1360 EDUCATION REPORT, 1902. University of Virginia. — Board of visitors consists of nine members appointed by the governor and confirmed by the senate for terms of four years. Virginia Agricultural and Mechanical College and Polytechnic Institute. — Board of visitors consists of the State superintendent of public instruction ex officio, and eight members appointed by the governor and confirmed by the senate, four every two years, for terms of four years. University of Washington. — Board of regents consists of seven members appointed by the governor and confirmed by the senate for terms of six years. T1 Washington Agricultural College and School of Science. — Board of regents consists of five members appointed by the governor and confirmed by the senate for terms of six years. The governor is ex officio an advisory member of the board without the privilege of voting, and the president of the college is ex officio the secretary of the board. ^ West Virginia University. — Board of regents consists of nine members appointed by the governor and confirmed by the senate for terms of four years. Not more than six of the regents shall belong to the same political party. University of Wisconsin. — Board of regents consists of the president of the university and the State superintendent of public instruction ex officio; one member from each Congressional district and two from the State at large appointed by the governor for terms of three years. At least one of the members must be a woman. The presi¬ dent is ex officio a member of all standing committees, but has no vote except in case of a tie. University of Wyoming. — Board of trustees consists of the State superintendent of public instruction and the president of the university ex officio; nine members appointed by the governor and confirmed by the senate, three every two years, for terms of six years. APPOINTMENT AND ADMISSION OF CADETS TO THE UNITED STATES MILITARY ACADEMY. Prior to the year 1902 only candidates were admitted to the United States Military Academy who had passed a certain prescribed examination, the scope of which was fixed by section 1319 of the Revised Statutes of the United States, which provided as follows: Sec. 1319. Appointees shall be examined under regulations to be prescribed from time to time by the Secretary of War before they shall be admitted to the Academy, and shall be well versed in reading, writing, and arithmetic, and to have a knowl¬ edge of the elements of English grammar, of descriptive geography, particularly that of the United States, and of the history of the United States. By an act of Congress approved March 2, 1901, this provision of law was amended to read as follows: Sec. 1319. Appointees shall be examined under regulations to be framed by the Secretary of War before'they shall be admitted to the Academy, and shall be required to be well versed in such subjects as he may from time to time prescribe. In accordance with the authority conferred by section 1319 as amended the require¬ ments for admission to the Academy have been raised very materially, and in addi¬ tion the certificates of certain high schools and colleges are now accepted for admission in lieu of the entrance examination. The system of accepting certificates went into effect in 1902, and the following memorandum published by the Academy shows in detail the class standing at the semiannual examination of the members of the first class at the Academy containing cadets admitted on certificate, thus permitting the class standing attained by such cadets to be compared with that of cadets admitted on examination. ITNLYEKSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1361 West Point, N. Y., January 3, 1903. Memorandum Showing the Standing of cadets of the fourth class, at the Semiannual Examination, and also whether each cadet was Admitted by a Certificate or by Undergoing the Preliminary Examination. Mathematics. English. Average standing of those admitted by certificate . 48 53 Average standing cf those not admitted by certificate . 58 57 Standing in mathematics, fourth class, after examination, December, 1902. No. Name. Admitted by cer¬ tificate. Remarks. No. | Name. Admitted by cer¬ tificate. Remarks. Yes. No. Yes. 1 No. 1 56 ' Pennell . 1 No. Preliminary ex¬ Balev. E. L . . . Yes . High school. amination. 3 Yes. College. 57 i Horsfall . Yes. College. 4 MorrowT . No. Preliminary ex- ' 58 : Ganoe . Y’es.1 Do. amination. 59 Turner . No. Preliminary ex¬ No. Do. I 1 amination. 6 Y'es. 60 ! Clagett . No. Do. Erett . Y’es. “Do. 61 Mathews . No. Do. 8 Loving . Yes. Do. 62 Thorpe . i Y’esJ High school. . 9 63 Lane, W. E _ ' Y’es. Do. 10 Yes. Do. 64 Hovle . No. Preliminary ex¬ 11 Bradshaw .... No. Preliminary ex- amination. 65 : Sands . -No- Do. 12 66 i Manchester. . . No Do. 13 Williford . No. Preliminary ex- ■ j j Pratt, J.S . No. Do. C8 1 Madigan . Y’es. College. 11 Hetrick . Yes . College. j 69 j Strong, D. D... No. Preliminary ex¬ 15 Coveil . Yes. Do. amination. 15 McFarland, E. Yes. High school. , 1 70 Cook . j No. Do. 17 Donahue .... Yes. Do. ' 71 Homes, M.G.. ; No. Do. 18 Torney . Yes. College. ' 72 | Dailey, G.F.N. : No. Do. 19 Rockwell . Yes. Do. ! 73 Stevenson . , i No. Do. 20 Wain wright . . Y'es. Do. 74 Parr . ! No. Do. 21 Smith, E.DeL. 1 No. > Preliminary ex- ■ L5 1 Zimmerman.. No Do j amination. ! 76 Kennerly . ! No. Do. 22 | Green, J. A _ Yes. i College. 1 77 ! Jones, R. A _ 1 Yes'.' ! High school. 23 Humphreys .. | No. ! Preliminary ex¬ 1 78 I Oates . j No! j Preliminary ex- amination. | amination. 24 Calvo . («) (c) ! Special act of 1 79 1 Davenport _ Y’es High school. I 1 Congress. 80 j Converse . Y’es. I College. 25 ] Arderv . Y’es. High school. SI Thompson M Yes ‘ Do. 26 ! Sturgill . Y’es. ! College.- I H- 27 ! Spurgin . Y’es. Do. 82 Hevde . No. Preliminary ex¬ 28 Parker, C . No. Preliminary ex¬ amination. amination. 83 j Bonner . Yes.' High school. 29 Andrews . No. Do. 84 Wheeler, W.R. Y’es. j Competitive ex¬ 30 Diekman . No. Do. amination. 31 King . Y’es. High school. ! 85 | Robinson _ No. Preliminary ex¬ 32 Wilhelm . Y’es . Do. amination. 33 Abraham . No. Preliminary ex¬ 86 , j Paine . Yes ' 1 I High school amination. ] 87 Dalton . No. 1 Preliminary ex¬ 34 j Byrd . No. Do. amination. 35 1 Johnson, W. A. No. Do. 88 1 Crafton . j Yes. High school. 36 i Burleson . No. Do. 89 i Wolfe . . 1 Yes College. 37 ' Schwabe . No. Do. 90 Rose, WAY _ Zso. Preliminary ex¬ 38 Henderson . . . Y’es. College. amination. 39 Drain . No. Preliminary ex¬ 91 ■ Wessells . Yes. College. amination. 92 Newbem . No. Preliminary ex¬ 40 i Quekemever. . j Y’es. College. i amination. 41 ! Chaffee . No. Preliminary ex- | 93 Howard. W. A. No. Do. amination. 1 94 Boughton.R.L Yes. High school. 42 | Pelot . No. Do. 95 i Campbell, R.N No. Preliminary ex- 43 ! Minick . ! Y’es. High school. ami nation . 4t Sneed . j Y’es. “Do. 96 Kieffer No. Do. 45 Olmstead . j Y’es. Do. 97 MacMillan _ 1 Yes High school. 46 j Westover . Y’es. Do. 98 1 Akin . No. Preliminary ex¬ 47 | No. Preliminary ex- 1 amination. j Wildxick . amination. 99 Watson, E. M . . No. Do. 48 1 Gillespie . No. Do. 100 Garrison . Y’es . High school. 49 Maul . No. Do. 101 1 Brooks . Y'es. Do. 50 White, R. C . . . Yes. College. 102 1 Macfarlane, M No. Preliminary ex- 51 Riley. J. W... Y’es . Do. animation. 52 Gatewood .... No. Preliminary ex¬ 103 Lavfield Y’es High school. amination. 104 Miller, D. P ! . Y’es. College. 53 Savage . Yes. High school. Def. Crosby . Y’es. Do. 54 Waring . . No. Preliminary ex- j Def. Fredendal'l . . . No. Preliminary ex¬ amination. amination. 55 Fox . 1 Y’es. College. Def. Griffith Yes College. 1 a Foreigner. 1362 EDUCATION REPORT, 1902. Standing in English, fourth class, after examination, December, 1902. No. Name. Admitted by cer¬ tificate. Remarks. | No. Name. Admitted by cer¬ tificate. | Remarks. Yes. No. Yes. | No.| i 54 1 Lavfield Yes . 1 High school. 2 Smith, E.DeL. No. Preliminary ex- I 55 j Torney . Yes. . ! College. 56 f>l m st.ofl d Yes . High school. 3 College. 57 Fox . Yes . 1 College. 4 Robinson . No. Preliminary ex- 58 Thorpe . Yes. High school. animation. 59 Dickman . . . No. Preliminary ex¬ 5 Riley, J. W - Yes. College. | amination. G Terry . No. Preliminary ex- 60 Sands . No. Do. amination. 61 Fredendall _ No. Do. *7 62 MacMillan Yes . 1 High school. 8 “Do. 63 Wessells Yes. College. 9 Do. 64 Maul .. No. Preliminary ex¬ 10 College. amination. 11 High'school. 65 Clagett No. Do. 12 College. 66 Madigan Yes. College. 13 Yes. 67 Manchester No. Preliminary ex¬ 14 No. Preliminary ex- 1 amination. amination. 1 68 Burleson . . No. Do. 15 College. 69 Green, J. A _ Yea. College. 16 . 70 Boughton, R. L Ye3 . . High school. 17 McFarland, E. Yes. . “Do. 71 I Andrews _ ! No. Preliminary ex¬ 18 Johnson, W* A. No. Preliminary ex- j amination. amination. 72 Sneed . ' Yes. High school. 19 73 Huntley 1 Yes J College. 20 Parr . No. Preliminary ex- 74 King . Yes. 1 High school. amination. 75 Wainwrigh t . J Yes.1 College. 21 Bradshaw .... No. Do. 76 Thompson, M. Yes.1 Do. 22 Minick . Yes . High school. H. 23 Sturgill . Yes. 1 College. 77 Campbell, R.N No. Preliminary ex- 24 Cal vo . (a) (®> Special act of . | amination. Congress. 78 Brooks . ! Yes. | High school. 25 Zimmerman . . 1 No. Preliminary ex- ■ 79 fipnrgfn 1 Yes. College. ' amination. 80 Dailey, G. F. N j No. Preliminary ex¬ 26 Pelot . 1 No. Do. amination. 27 Williford . 1 1 No. Do. 81 Cook . No. Do. 28 Mathews . 1 No. Do. 82 Davenport _ j Yes. High school. 29 Waring . No. Do. 83 Byrd . I No. Preliminary ex¬ 30 Gatewood . .. J No. Do. amination. 31 Downing . Yes . College. 84 Akin . No. Do. 32 Howard, W. A. No. Preliminary ex¬ 85 Kieffer . No. Do. amination. 86 Wolfe . 1 Yes. College. 33 1 Converse . Yes. College. 87 Hoyle . 1 No. Preliminary ex¬ 34 J Chaffee . No. Preliminary ex- 1 . amination. amination. 1 88 Heyde | I No. Do. 35 Wheeler,W.R. Yes. Competitive ex- ! 89 Coveil . 1 Yes. College. | . amination. 90 Strong, D. D... i . i No. Preliminary ex¬ 36 i Morrow . No. Preliminary ex¬ 1 amination. ' amination. 91 Homes, M. G .. """ | No. Do. 37 Parker, C . No. Do. 92 Stevenson .... No. Do. 38 Savage . 1 Yes. High sehooL 1 93 Pennell . 1 No. Do. 39 ' Drain . No. Preliminary ex- ! 94 Pratt, J.S ... ! No. Do. amination. 95 Rose, W. W ... 1 No. Do. 40 Horsfall _ Yes College. | 96 Miller, D. P Yes College. 41 Quekemeyer. . Yes . 1 . Do. 97 Wilhelm . Yes. High school. 42 Oates . 1 No. Preliminary ex- | 98 Griffith .... 1 Yes. College. amination. 99 Garrison . Yes. High school. 43 Wildrick . No. Do. 100 1 Dalton . ; No. Preliminary ex¬ 44 Crafton . Yes High school. amination. 45 Bonner . Yes . Do. I 101 Jones, R. A _ 1 Yes. 1 High sehooL 46 Westover _ Yes . Do. 102 Paine . 1 Yes. Do. 47 Humphreys .. No. Preliminary ex- | i 103 Macfarlane, M No. 1 Preliminary ex- amination. [ . 1 j amination. 48 ! Lane, W. E _ Yes . High school. | 104 Watson, E. M . ' No. Do. 49 1 Abraham . I No. Preliminary ex¬ | 105 White, R. C ... . 1 Yes. 1 College. 1 . amination. 106 Lockett . ! Yes. Do. 50 Schwabe . 1 . No. Do. 107 Crosby . j Yes. Do. 51 Turner . No. Do. ! 108 Newbem . No. Preliminary ex- 52 Gillespie . No. Do. J amination. 53 DeArmond... i Yes. College. a Foreigner. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1363 Statistics relative to the fourth class at its first semiannual examination. Year entered. Number in fourth class Sept. 1. Number resigning 30 days or less be¬ fore semi¬ annual examina¬ tion. Number left at examina¬ tion. Deficient in mathe¬ matics. Deficient in Eng¬ lish. Total number deficient in both studies. N umber. ! Per cent, Number. Per cent. 1898 . 99 0 98 6 6 1 1 7 1899 . . 143 0 137 11 8 0 0 8 1900 . 169 3 166 15 9 5 3 12 1901 . 158 3 155 15 9i 10 &h 16 1902 . 112 4 107 3 3 0 0 3 Cadets who resigned from fourth class before examination. 1 Name. Admitted by certificate. Remarks. Yes. | No. Bell . Yes... College. Preliminary examination. ; High school. I College. Preliminary examination. 1 College. Do. 1 Preliminary examination. Do. Gill . No....] Holmes R W . Y es . . . TTvntt. . . . . Y es _ Lanigan . No.... T.nnbot.t. - . . . . . i Yes _ At prri 11 . . . : Yes . . . Price . Watson, J. A . - . o o The following information concerning the appointment and admission of cadets is taken from the Official Register of the Officers and Cadets of the United States Mili¬ tary Academy, June, 1902. Appointments. How made. — Each Congressional district and Territory, also the District of Colum¬ bia and Porto Rico, is entitled to have one cadet at the Academy. Each State is also entitled to have 2 cadets from the State at large, and 40 are appointed from the United States at large. The appointment from a Congressional district is made upon the recommendation of the Congressman from that district, and those from a State at large upon the recommendations of the Senators of the State. Similarly the appointment from a Territory is made upon the recommendation of the Delegate in Congress. Each 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, from the District of Columbia, and from Porto Rico are made by the President of the United States upon his own selection. Manner of making applications. — Applications may be made at any time, by letter to the Adjutant-General, U. S. Army, Washington, D. C.-, 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 num¬ ber of the Congressional district in which his residence is situated. Date of appointments. — Appointments are required by law to be made one year in advance of 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 receive from the War Department a letter of appointment, and must appear for examination at the time and place therein designated; those previously accepted by academic board on certificate or mentally qualified appearing for physical examination only. The fitness for admission to the Academy of the principal and the alternates will be determined as prescribed in paragraphs 20, 21, and 21 J, Regulations U. S. Mili¬ tary Academy, given below. 1364 EDUCATION REPOET, 1902. Should the principal and alternates not qualify for admission under the provisions of paragraph 211, they will still be entitled to appear for the examination prescribed in paragraph 20; but it the principal fails to appear for that examination or. appear¬ ing, fails to qualify, then the qualifications of the alternates will be considered^ and if only one has met the requirements he will be admitted; if both alternates have met the requirements the better qualified will be admitted. Alternates wall not be permitted to submit papers or certificates except as prescribed in paragraph 21 1 nor appear for examination except as prescribed in paragraph 20. The alternates, like the principal, should be designated as nearly one year in advance of the date of admission as possible. Admission of Candidates. The following are the regulations of the Military Academy relating to the exami¬ nation of candidates for admission and "will be strictly adhered to: 20. Candidates selected for appointment, unless accepted under the provisions of paragraph 21 J, shall appear for mental and physical examination before boards of army officers to be convened at such places as the War Department may select, on the 1st of May, annually, except when that day comes on Sunday, in which case the examination shall commence on the following Tuesday. Candidates wdio pass suc¬ cessfully will be admitted to the Academy without further examination upon report¬ ing 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. 21. Each candidate before he shall be admitted to the Academy as a cadet must shovq by the examination provided for in paragraph 20 or by the methods prescribed in paragraph 21 J, that he is well versed in the following prescribed subjects, viz, reading, waiting, spelling, English grammar, English composition, English literature, arithmetic, algebra through quadratic equations, plane geometry, descriptive geogra¬ phy, 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. 21b. The academic board wall consider and may accept in lieu of the regular men¬ tal entrance examination: First. The properly attested examination papers of a candidate who receives his appointment through a public competitive written examination covering the range of subjects prescribed in paragraph 21. Second. The properly attested certificate of graduation from a public high school or a state normal school in which the course of study, together with the requirements for entrance, shall cover the range of subjects prescribed in paragraph 21. Third. A properly attested certificate that the candidate is a regular student of any incorporated college or university, without condition as to any subject mentioned in paragraph 21. Application for consideration of papers or certificates .shall be made by each candi¬ date and alternate immediately after he receives his appointment." No application will be received after March 15 preceding the regular examination prescribed in paragraph 20. Candidates accepted as qualified mentally under the provisions of this paragraph shall appear for physical examination at the time and place designated in their letters of appointment. Immediately after reporting to the superintendent for admission, and before receiv¬ ing his warrant of appointment, the candidate is required to sign an engagement for service in the following form, and in the presence of the superintendent, or of some officer deputed by him: “I, - , of the State (or Territory) of - . aged - years - months, do hereby 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 wilt serve in the Army of the United States for eight years, unless sooner discharged by competent authority.'’ In the presence of a Applications for blank forms for preparing the above certificates should be addressed to the Adjutant, U. S. Military Academy, West Point, N. Y. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1365 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 shall be admitted who is under 17, or over 22 years of age, or who is deformed, or afflicted with any disease or infirmity which would render him unfit for the military service, or wfflo has, at the time of presenting him¬ self, any disorder of an infectious or immoral character. Accepted candidates if between 17 and 18 years of age should not fall below 5 feet 3 inches in height and 100 pounds in weight; if between 18 and 19 years, 5 feet 3J inches in height and 105 pounds in weight; if over 19, 5 feet 4 inches in height and 110 pounds in weight. Candidates must be unmarried. Each candidate must on reporting at West Point present a certificate showing suc¬ cessful vaccination within one year; or a certificate of two vaccinations, made at least a month apart, within three months. 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 candidates who fail to enter, no-candidate should fail to provide himself in advance with the means of returning to his. home, in case he fails to enter. 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 examined 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. 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 cf former disease, glan¬ dular swellings, or other symptoms of scrofula. 2. Chronic cutaneous affections, especially of the scalp. 3. Severe injuries of the bones of the head; convulsions. 4. Impaired vision, from whatever cause; inflammatory affections cf the eyelids; immobility or irregularity of the iris; fistula laehrymalis, etc. 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, etc. 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, etc.), lameness, contraction, unequal length, bunions, overlying or supernumerary toes, etc. 14. Ulcers, or unsound cicatrices of ulcers likely to break out afresh. MENTAL EXAMINATION. Reading. — In reading, candidates must be able to read understanding^, and with proper accent and emphasis. They will be required, if called upon, to define intelli¬ gently 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 qualifica¬ tions both indiandwriting 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. 1366 EDUCATION EEPOKT, 1902. Tbe 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. i he conquerors wore so much exhausted by marching and fighting that they could scarcely 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, sapped 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 rants on the field of battle. The inac¬ tivity of Luxemburg did not escape censure. None could deny that he had in the action shown great still and energy. But some complained that he wanted patience and perseverence. 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 per¬ haps not altogether free from same emotions of jealousy, contrived, it was reported, to mingle with the praise which he bestowed on his lieutenant blame which, though delicately expressed, was per¬ fectly intelligible. 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, Tejoicing son and brother! Bear in fresh gladness to the household seene! For me, too, watch the sister and the mother, I will believe — but dark seas roll between. 1. Abdicate. 2. Abutted. 3. Accessibility 4. Acclivity. 5. Accosted. 6. Acme. 7. Bachelor. 8. Compass. 9. Derelict. 10. Despondent. 11. Disperse. 12. Erase. 13. Imperative. 14. Kerosene. 15. Mnemonics. 15. Xeuter. 17. Orally. 18. Preference. 19. Presbyterian. 29. Raisin. 21. Saiad. 22. Tidiness. 23. Triple. 24. Villain. 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 U. S. Military Academy. They will be 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 com¬ mon multiple of numbers. The following are typical questions: Reduce - vqg - to an equivalent decimal. Multiply .Co7§ by . 4. Change .013 tD an equivalent fraction whose denominator is 135. Deduce a method for finding the greatest common divisor of any two integers which cannot readily be factored. Find the greatest common divisor of 26i 2S| and 29$. How many men would be required to cultivate a field of 2| aeres in 5j days of ID hours each, if each man completed 77 square yards in 9 hours. 5 cubic feet of gold weigh 93.20 times as much as a cubic foot of water; and 2 cubic feet of copper weigh 13 times as much as a cubic foot of water; how many cable inches of copper will weigh as much as § of a cubic inch of gold? English shillings are coined from a metal which contains 37 parts of silver to 3 parts of alloy; 1 pound of this metal is coined into 63 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 United States dollar will contain the same amount of silver as 1 English shilling? What is the difference in grains between 42J pounds avoirdupois and 422175 pounds troy? 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 com¬ mon 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 Gf the squares and cubes of polynomials; evolution, including the extraction of the square and cube ro its 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; arithmeti¬ cal 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— ^56 — ja— (3c-36)+2c— (a— 25— 2e) jj . UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1367 Find L. C. M. of G (a*— 6S)(a-5)3, 9 (a4— b±)(a— &)2 and 12 (a?— Is 2)3. Deduce the condition that the roots of the quadratic equation ax24-5x+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 21 miles in 16 minutes 48 seconds, 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 54 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 4S cents, and D gets 50 cents for each day’s work. Each received the same amount. How many davs did each work? Having *300 barrels of flour worth 87.50 per barrel, and 800 barrels worth 87.80 per barrel, and 400 barrels worth 87.65 per barrel, how many more barrels of flour at 88.00 and §8.50 per barrel will make 2000 barrels worth 87.85 a barrel? 3 7 y 2 Solve 2 26 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. 2i/2-4xy4-3x2=i7 1 y2-x2 =16 j (3+y'3)(3+V5)(>-'5-2) (5— f5)(l+y 3) Sol vc ^2x4-7 + j/3x— 18 = y/Tx+l Find the geometrical progression whose sum to infinity is 4£ and whose second term is —2. Solve Simplify 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 per¬ pendicular is unequally distant from the extremities. Show that, if through the middle point of one of the sides of a triangle a line be 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 infinitive, 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. 1888 EDUCATION REPORT, 1902, 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, synopsis; 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 ivho has most words to choose from is most likely to find in his 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 necessary. 5. Each have their own faults. G. 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 letter in the correct form. 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 cf 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 itxvas 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. 2. We hope we shall have the pleasure of seeing you. 3. A man that has little sense is seldom aware of the fact. 4. He was the first that entered. 5. His disease was one that can not be cured. Write the following letter in proper form to Charles Smith, at 2121 Mount Vernon avenue, Baltimore, 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 book ordered by you the 13th ultimo hoping they Avill prove satisfactory hamlin and Co. What author wrote: 1, Gulliver’s Travels; 2, Macbeth; 3, Pilgrim's Progress; 4, Chiide Harold? Name one work of each of the following authors: 1, Tennyson; 2, Hawthorne; 3, Milton; 4, Spenser. 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 tiibutaries, and at what points, if any, these rivers break through highlands on their way to the ocean; the water routes of communication from one part of the UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1369 boundaries of the several States and Territories and their order along the coasts, frontiers, and principal rivers; the locations and boundaries of the island possessions; 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 U nited 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 what waters, the principal penin¬ sulas, 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, 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 each. 4. Locate definitely the following islands: 1, Mauritius; 2, Tasmania; 3, Formosa; 4, New Zealand; 5, Madeira; 6, Falkland; to what country does each belong? 5. Where are the gulfs of: 1, Bothnia; 2, Guinea; 3, Paria; 4, Salonica; 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, Montevideo; 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? 11. 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. IS. Going by water from New Orleans, La., to Pittsburg, Pa., what States would you pass on the left? 20. How may large islands are there in the Hawaiian group? Which is the largest? Which is the most important? 21. Going westward on the thirty-fifth parallel of north latitude, from near Newberne, N. 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 history 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 Roman; and of the medkeval and modern history of the European nations. ED 1902 — VOL II- -13 1870 EDUCATION EE PORT, 1902. The following questions show the character of the examination in United States history and in general history: 1. What explorations or discoveries did each of the following-named persons make? Give the date in each case. 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. 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? ” 1L. 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 the 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 LTnited 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. 18. 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 were the opposing forces? Which side won? a. Ticonderoga. b. Monterey, c. Saratoga, d. Stony Point, e. Spottsylvania. /. Lundy’s Lane. 1. Into what general periods is the history of Egypt divided? 2. Into what 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 of the reign of Darius I. 8. Into what three general parts was ancient Greece divided, and what was the name of the prin¬ cipal state in each? 9. What was the character of the Spartan people and the nature of their government? . 10. What was 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 Graeco- Persian war and give the date of any one of them. 12. What was the name of the great war between the Grecian States, and what States were the leaders in it? 13. Give an outline of the conquests of Alexander the Great. In what century did they occur? 14. What was 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 wars? How many in number? Name two great Carthagenian and two great Roman generals. 17. Who was Augustus Caesar? State briefly the principal events of his career. IS. 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 was Oliver Cromwell, and what did he establish? 22. What was the cause of the French Revolution, and what did it effect? 23. Under what two forms of government did Napoleon rule France, and what was the “Code 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 examina¬ tion in the general principles of physiology and hygiene with 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 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 nerv¬ ous system; the influence of tea and coffee on the system. Questions similar to the following are likely to be used : 1. What are tbe 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 abso¬ lute safeguard against the narcotic appetite? UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1371 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. H. 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 ° 13.C 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 1st of September and con¬ tinue until the 1st of June. Examinations of the several classes are held in Decem¬ ber 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 exam¬ inations 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 T four years’ course; as a rule, the leave is granted at the end of the first two years’ course of study. Pay of Cadets. The pay of a cadet is $500 per year and one ration per day, or commutation there¬ for at 30 cents per day. The total is $609.50, to * commence with his admission to the Academy. The actual and necessary traveling expenses of candidates from their homes to the Military Academy are credited to their accounts after their admission as cadets. There is no provision for paying the expenses of candidates who fail to enter, and they must be prepared to defray all their own expenses. 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 violation would make distinctions between cadet.1 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; 6 pairs of uniform white gloves; 2 sets of white belts; * 8 white shirts; *4 nightshirts; 12 white linen collars; 12 pairs of white linen cuffs; *8 pairs of socks; *8 pairs of summer drawers; *6 pairs of winter drawers; *12 pocket handkerchiefs; * 12 towels; 2 clothes bags, made of ticking; *1 clothes brush; *1 hairbrush; *1 toothbrush; *1 comb; 1 mattress; 1 pillow; 4 pillow-cases; 8 sheets; 2 blankets and 1 quilted bed cover; 1 chair; 1 tumbler; *1 trunk; 1 account book; 1 wash basin. 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 writh 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. 1372 EDUCATION REPORT, 1902. Assignment to Corps after Graduation. The attention of applicants and candidates is called to the following provisions of an act of Congress approved May 17, 1886, to regulate the promotion of graduates of the U. S. 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* commis¬ sioned 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 U. S. Military Academy. [Books marked thus * are for reference.] FIRST YEAR— FOURTH CLASS. Department. Course of study, text-books, and books of reference. Mathematics . Modern lan¬ guages. Drill regula¬ tions, U. S. Army. Use of the sword, etc. C. Smith’s Treatise on Algebra; Phillips and Fisher’s Elements of Geometry: Ludlow's Elements of Trigonometry: C. Smith’s Conic- Sections; J. B. Johnson’s Theory and Practice of Surveying; * Ludlow’s Logarithmic Tables. 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; Casta ride’s Treatise on the Conjugation of French Verbs; Roemer’s Cours de Lecture et de Traduction. Yol. I: Bocher’s College Series of French Plays, Yol. II; * Spiers and Surenne’s French Pronouncing Dictionary; DePeiffer’s French Pronunciation; *Roget’s Thesaurus of English Words; * Webster’s Dictionary. 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 Information; 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 Informa¬ tion, by the Department of Tactics. Instruction in Fencing with Rapier and Broadsword, and Bayonet Exercise, and Military Gymnastics. SECOND YEAR— THIRD CLASS. Mathematics . Modern lan¬ guages. Drawing Drill regula¬ tions, U. S. Army. Practical mil¬ itary engi- | neeiing. C. Smith's Conic Sections and Solid Geometry: Church’s Descriptive Geometry, with its Application to Spherical Projections, Shades, Shadows, and Perspective: Bas 's Differential Calculus: Johnson's Text-Book on the Method of Least Squares; D. A. Murray’s Integral Calculus. Borel’ s Grammaire Fran^-aise; Hennequin's Lessons in Idiomatic French: Bocher’s College Series of French Plays, Yol. H; Roemer's Cours de Lecture et de Traduc¬ tion, Yol. H: Revue Militaire de l'Etranger; Le Figaro: Eco de Madrid: Edgren’s Compendious French Grammar: * De Peiffer’s French Pronunciation; * Wilicox’s Military Technical Dictionary; Monsanto and Languellier’s Spanish Grammar; Knapp’s Spanish Grammar: Knapp’s Spanish Reader: Traub’s Spanish Verb and Spanish Pronunciation; Ramsey’s Elementary Spanish Reader: * Spiers and Surenne’s French Pronouncing Dictionary; * Seoane's Neuman and Baretti’s Span¬ ish Dictionary. Constructive 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 Surveying in the Field; Field Reconnaissance Con¬ touring, and Sketching with and without instruments: theory of color and laying of tints; History of Cartography and Topography; triangulation and large surveys; lectures on the foregoing; * Reed’s Topographical Drawing and Sketching, includ¬ ing Photography applied to Surveying. 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 hy the Department of Tactics; * Firing Regulations for Small Arms. Practical Instruction in Surveying; * J. B. Johnson’s Theory and Practice of Surveying. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1373 Course of study and books used at the U. S. Military Academy — Continued. THIRD YEAR— SECOND CLASS. Department. Course of study, text-books, and books of reference. Natural and experimen¬ tal philoso¬ phy. Chemistry, mineral¬ ogy, and geology. 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; Practical Instruction in Astronomy. Tillman’s Descriptive General Chemistry (3d edition); Tillman’s Elementary Lessons in Heat (3d edition); Tracy’s Anatomy, Physiology, and Hygiene; Thompson's Ele¬ mentary Lessons in Electricity and Magnetism (netv and revised edition); Till¬ man’s Important Minerals and Rocks; Le Conte’s Elements of Geology (4th edition); Practical Instruction in Chemistry, Electricity, and Mineralogy. Drawing . Free Hand Drawing and Landscape in black and white; Mechanical and Architec¬ tural Drawing in ink and colors; Military Landscape, 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 Topo¬ graphical Drawing and Sketching, including Photography applied to Surveying. Drill regula¬ tions, U. S. Army. Practical Instruction in the Schools of the Soldier, Company, and Battalion — Infantry; Theoretical Instruction in Drill Regulations— Infantry, Light Artillery, and Cav¬ alry; Practical Instruction in the School of the Cannoneer— Seacoast Artillery; Practical Instruction in the Schools of the Troop and Squadron— Cavalry; and Equitation; * Dyer’s Hand Book for Light Artillery. Practical mil¬ itary engi¬ neering. Practical Instruction in the Construction of Ponton Bridges; in laying Gun Platforms, and in the Construction of Revetments and Obstacles; * Official Publications of Signal Department, U. S. Army; ^United States Bridge Equipage and Drill; * Beach’s Manual of Military Engineering. Military hy¬ giene. Lectures on Military Hygiene. FOURTH YEAR— FIRST CLASS. Civil and mil¬ itary engi- neeringand science of war. Law . Wheeler’s Civil Engineering; Fiebeger’s Field Fortifications; Fiebeger’s Pamphlet on Permanent Fortifications; Mercur’s Attack of Fortified Places; Wagner’s Organ¬ ization and Tactics and the Service of Security and Information; Mahan’s Stere- otomy. Davis’s Elements of Law; Davis’s International Law (2d edition); Davis’s Military Law; Flanders’s Manual of the Constitution. History and historical geography. Practical mil¬ itary engi¬ neering. Duruy’s General History; *Labberton’s New Historical Atlas. Demolitions; Practical Instruction in the Construction of all kinds of Military Bridges; in Preparation and Application of Siege Material, and in Laying Out Siege and Field Works; Practical Instruction in Military Reconnaissance;' * Professional Papers No. 29, Corps of Engineers; * Woolwich Text-Book of Military Engineering; * Chatham Text-Book of Military Engineering; * Beach’s Manual of Military Engi¬ Drill regula¬ tions, U. S. Army. neering. Practical Instruction in the Schools of the Soldier, Company, and Battalion — Infantry; of the Troop and Squadron— Cavalry; Packing and Equitation: Theoretical Instruc¬ tion U. S. Cavalry Drill Regulations; Practical Instruction in the School of the Bat¬ tery — Light, Horse, and Mountain 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 on Customs of Service, Military Etiquette, and Equipment; Lectures on Hippology, Saddling and Harnessing, Horseshoeing, Stable Management, and Practical V\’ork at Stables, etc.; United States Army Cavalry Drill Regulations; -Carter’s Horses, Saddles, and Bridles; * Manual of Security and Information by the Department of Tactics; * Dyer’s Hand Book for Light Artillery; * Firing Regu¬ lations for Small Arms. Ordnanceand •gunnery. Bruff’s Ordnance and Gunnery; Practical Instruction in the Use of Ballistic Instru¬ ments and the Determination of Velocities and Pressures; -Ludlow’s Logarithmic Tables; * Ingalls’s Ballistic Tables. 1374 EDUCATION REPORT, 1902. REGULATIONS GOVERNING THE ADMISSION OF CANDIDATES INTO THE UNITED STATES NAVAL ACADEMY AS MIDSHIPMEN. « NOMINATION. I. The students at the Naval Academy shall be stvled midshipmen. — ( Act approved July 1, 1902.) II. There shall be allowed at said Academy one midshipman for every Member or Delegate of the House of Representatives, one for the District of Columbia, and ten at large. — (Rev. Stat ., sec. 1513 , and act of Congress approved June 17, 187 S. ) Provided , however, That there shall not be at any time more in said Academy appointed at large than ten. — (Act of Congress approved August 5, 1882.) That until the year nineteen hundred and fourteen, in addition to the naval cadets now authorized by law (the title having been changed by this act to midshipmen), the President shall appoint five midshipmen, and there shall be appointed from the States at large, upon the recommendation of Senators, two midshipmen for each State. — ( Act of Congress approved July 1, 1902. ) There shall be allowed at the Naval Academy two midshipmen for each Senator, Representative, and Delegate in Congress, two for the District of Columbia, and five each year at large: Provided, That the additional Congressional appointments author¬ ized by this act shall be made at such times as may be determined by the Secretary of the Navy, who shall equitably distribute the increase among the several States, districts, and Territories, so that ultimately, if practicable, each Senator, Represent¬ ative, and Delegate may recommend for appointment during each Congress one midshipman. Provided further, That members of the Fifty-seventh Congress who will not be members of the Fifty-eighth Congress, and in whose districts or States appointments have not been made or vacancies filled in the Fifty-seventh Congress, may immediately upon the passage of this act make the additional appointments herein provided for. — (Act of March 3, 1903.) That the provisions of this act for the increase of appointments of midshipmen to the Naval Academy shall continue in force until the thirtieth day of June, nineteen hundred and thirteen; and thereafter one midshipman, as now provided by law, shall be appointed for each Senator, Representative, and Delegate in Congress. — (Act of March 3, 1903. ) That hereafter there shall be at the Naval Academy one midshipman from Porto Rico, who shall be a native of said island, and whose appointment shall be made by the President on the recommendation of the governor of Porto Rico. — (Act of March 3, 1903.) III. The course of midshipmen is six years. — (Rev. Slat., sec. 1520. ) Four years at the Naval Academy, when the district becomes vacant, and two years at sea, at the expiration cf which time the midshipman returns to the Academy for final graduation. IV. Appointments to fill all vacancies that may occur during a year in the lower grades of the line of the Navy and of the Marine Corps will be made from the mid¬ shipmen, graduates of the year, at the conclusion of their six years’ course, in the order of merit as determined by the academic board of the Naval Academy. At least fifteen appointments from such graduates will be made each year. Surplus graduates who do not receive such appointments will be given a certificate of graduation, an honorable discharge, and one year’s sea pay, as provided for midshipmen. — (Act of Congress approved August 5, 1882. ) V. The Secretary of the Navy shall as soon as practicable after the fifth day of March in each year notify in writing each Senator, Representative, and Delegate in Congress of any vacancy which may be regarded as existing in the State, district, or Territory which he represents, and the nomination of a candidate to fill such vacancy shall be made upon the recommendation of the Senator, Representative, or Delegate. Such recommendation shall be made by the first day of June cf that year, and if not so made the Secretary of the Navy shall fill the vacancy by the appointment of an actual resident of the State, district, or Territory in which the vacancy exists, who shall have been for at least two years immediately preceding his appointment an actual bona fide resident of the State, district, or Territory in which the vacancy exists and shall have the qualifications otherwise prescribed bylaw: And provided farther, That the superintendent of the Naval Academy shall make such ruies, to be approved by the Secretary of the Navy, as will effectually prevent the practice of hazing; and any cadet found guilty of participating in or encouraging or countenanc- «From Annual Register of the Vnited States Naval Academy for 1902-3, and an act of Congress approved March 3, 1903, making appropriations lor the naval service for the year ending June 30, iSOi, UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1375 ing such practice shall be summarily expelled from the Academy, and shall not thereafter be reappointed to the Corps of Cadets or be eligible for appointment as a commissioned officer in the Army or Navy or Marine Corps until two years after the graduation of the class of which he was a member. — {Act of March 3, 1903. ) VI. “Candidates allowed for Congressional districts, for Territories, and for the District of Columbia, must be actual residents of the districts or Territories, respec¬ tively, from which they are nominated. And all candidates must, at the time of their examination for admission, be between the ages of 16 and 20 years, and physically sound, well formed, and of robust constitution.” — {Rev. Stat. , cec. 1517; act March 3, 1903. ) VII. After October 1, 1901, all examinations for the admission of candidates are to be held, at various points throughout the United States, under the supervision of the Civil Service Commission, the first examination to be held on the third Tuesday in April, the second examination on August 11 of each year, at such places as may be designated by the Commission. A third examination will be held by the Civil Service Commission at Washington, D. C., on September 15 of each year, for the examination of all candidates who have, for any reason, failed to report for the exami¬ nations in April and August.' MThen the lltli of August or the 15th of September falls on Sunday the examinations will be held on the Monday following. M embers and Delegates in Congress having the appointment of a midshipman to make are authorized to nominate one principal and five alternates. The alternates are to be numbered from one to five and appointment made in the same order, i. e., if the principal passes, he is to be appointed, but if the principal should fail, and the first alternate qualify, the first alternate is to be appointed. In case the principal and the first alternate should fail, and the second alternate qualify, the second alternate is to be appointed, and so on down the list, in regular numerical order, until the fifth alternate is reached and included. The successful candidates will be ordered to report to the Superintendent of the Academy for physical examination. Candidates will be required to enter the Academy immediately after passing the prescribed examination. N o leave of absence will be granted to midshipmen of the fourth class. ' EXAMINATION. VIII. ‘ All candidates for admission into the Academy shall be examined according to such regulations and at such stated times as the Secretary of the Navy may pre¬ scribe. Candidates rejected at such examination shall not have the privilege of another examination for admission to the same class unless recommended by the I board of examiners.” — {Rev. Stat., sec. 1515.) IX. “When any candidate who has been nominated upon the recommendation of a Member or Delegate of the House of Representatives is found, upon examination, I to be physically or mentally disqualified for admission, the Member or Delegate shall be notified to recommend another candidate, who shall be examined according to the provisions of the preceding section.” — {Rev. Stat., sec. 1516.) X. Candidates will be examined physically at the Naval Academy, by a board composed of three medical officers of the Navy. Any one of the following conditions will be sufficient to cause the rejection of a candidate, viz: Feeble constitution, inherited or acquired; Retarded development; Impaired general health; Decided cachexia, diathesis, or predisposition; Any disease, deformity, or result of injury that would impair efficiency; such as — Weak or disordered intellect; Cutaneous or communicable disease; Unnatural curvature of the spine, torticollis, or other deformity; Inefficiency of either of the extremities or large articulations from any cause; Epilepsy or other convulsions within five years; Impaired vision, disease of the organs of vision, imperfect color sense ; visual acute¬ ness must be normal in both eyes; Impaired hearing or disease of the ear; Chronic nasal catarrh, ozsena, polypi, or great enlargement of the tonsils; Impediment of speech to such an extent as to impair efficiency in the performance of duty; Disease of heart or lungs or decided indications of liability to cardiac or pulmonary affections; Hernia, complete or incomplete, and undescended testis; 1376 EDUCATION REPOET, 1802. Varicocele, sarcocele, hydrocele, stricture, fistula, hemorrhoids, or varicose veins of lower limbs; Disease of the genito-urinary organs; Chronic ulcers, ingrowing nails, large bunions, or other deformity" of the feet; Loss of many teeth, or teeth generally unsound. Attention will also be paid to the stature of the candidate, and no one manifestly under size for his age will be received at the Academy. In the case of doubt about the physical condition of the candidate, any marked deviation from the usual stand¬ ard of height or weight will add materially to the consideration for rejection. Five feet will be the minimum height for the candidate. XI. Candidates will be examined mentally in reading, writing, punctuation, spell¬ ing, arithmetic, geography, English grammar, United States history, world’s history, algebra through quadratic equations, and plane geometry (five books of Chauvenet’s Geometry, or an equivalent). Deficiency in any one of these subjects may be suffi¬ cient to insure the rejection of the candidate. General Character of the Examination. ft READING AND WRITING. Candidates must be able to read understanding^, and with proper accent and emphasis, and to write legibly, neatly, and rapidly. SPELLING. They must be able to write, from dictation, paragraphs from standard pieces of English literature, both prose and poetry, sufficient in number to test fully their qualifications in this branch. The spelling throughout the examination will be con¬ sidered in marking the papers. The academic board are instructed not to reject a candidate whose only deficiency is in spelling when the mark therefor is above a certain figure, to be fixed by the board, subject to the revision of the Department. 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. GRAMMAR. Candidates must exhibit thorough familiarity with English grammar; they must be able to analyze and parse any sentence given, showing clearly the relations between the different parts of speech, and giving the rules governing those relations. The subject and predicate in the sentence must be given, with modifiers (if any), and also the part of speech and kind, case, voice, mood, tense, number, person, degree of comparison, etc., as the case may be, of each word, and its relation to other words in the sentence. They must be able to define the terms used in grammar, a number of which will be given as a test of their knowledge. A composition on one of three subjects will be required. Since the school grammars used in different parts of the country vary among them¬ selves in their treatment of certain words, an answer approved by any grammar of good repute will be accepted. GEOGRAPHY. Candidates will be required to pass a satisfactory examination in descriptive geog¬ raphy, particularly of our own country. Questions will be given under the following heads: The definitions of latitude and longitude; the zones; the grand divisions of land and water; the character of coast lines; the climate of different parts of the United States; trade winds; the direction and position of important mountain chains and the locality of the higher peaks; the position and course of the principal rivers, their tributaries, and the bodies of water into which they flow; the position of important seas, bays, gulfs, and arms of the sea; the position of independent States, their boundaries and capital cities; the position and direction of great peninsulas and the situation of important and prominent capes, straits, sounds, channels, and the most important canals; great lakes and inland seas; position and political connection of important islands and colonial possessions; location of cities of historical, political, UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1377 or commercial importance, attention being especially called to the rivers and bodies of water on which cities are situated; the course of a vessel in making a voyage between well-known ports. The candidate’s knowledge of the geography of the United States can not be too full or specific on all the points referred to above. Accurate knowledge; will also be required of the position of the country with reference to other States, and with refer¬ ence to latitude and longitude, of the boundaries and relative position of the States and Territories, of the name and position of their capitals, and of other important cities and towns. UNITED STATES HISTORY. The examination in this branch will include questions concerning the early settle¬ ments in this country; 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. WORLD’S HISTORY. Candidates must be familiar with the general history of the world, including the rise and the fall of empires and of dynasties; changes in territory as the result of wars or from other causes; the most important treaties of peace; the relations between church and state in different countries; in brief, such information as may be found in the ordinary general histories. ARITHMETIC. The candidate will be required — To express in figures any whole, decimal, or mixed number; to write in words any given number; to perform with facility and accuracy the various operations of addi¬ tion, subtraction, multiplication, and division of whole numbers, whether abstract or compound, and to use with facility the tables of money, iveights, and measures in common use, including English money. To reduce compound numbers from one denomination to another, and to express them as decimals or fractions of a higher or lower denomination ; to state the number of cubic inches in a gallon and the relation between the troy and avoirdupois pounds, and to reduce differences of time to differences of longitude, and vice versa. To define prime and composite numbers; to give the tests of divisibility by 3, 5, 7, 9, 11, 25, and 125; to resolve numbers into their prime factors, and to find the least common multiple and the greatest common divisor of large as well as of small numbers. To be familiar with all the processes of common and decimal fractions; to give clearly the reasons for such processes, and to be able to use the contracted methods of multiplication and division given in the ordinary text-books on arithmetic. To define ratio and proportion, and to solve problems in simple and compound proportion. To solve problems involving the measurement of rectangular surfaces and of solids; to find the square roots and the cube roots of numbers, and to solve sim¬ ple problems under percentage, interest, and discount. The candidates are required to possess such a thorough understanding of all the fundamental operations of arithmetic as will enable them to apply the various principles to the solution of any complex problem that can be solved by the methods of arithmetic; in other words, they must possess such a complete knowledge of arithmetic as will enable them to proceed at once to the higher branches of mathe¬ matics without further study of arithmetic. ALGEBRA. The examination fn algebra will include questions and problems upon the funda¬ mental rules, factoring, greatest common divisor, least common multiple, algebraic fractions, equations of the first degree with one or more unknown quantities, sim¬ plification of expressions involving surds, and the solution and theory of quadratic equations. GEOMETRY. In geometry candidates will be required to give accurate definitions of 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 con¬ struction or by -an application of algebra. 1378 EDUCATION REPORT, 1902. Character of the Questions at Examination for Admission. PUNCTUATION AND CAPITALS. Punctuate and capitalize the following: to the last moment however he manifested a punctilious regard for the duties of his charge he accompanied us in our boat on a dark and gusty night to the packet which lay a little out at sea he saw us on board and then standing up for one moment he said is all right on deck all right sir sang out the ships steward have you lord westport got your clock Avith you yes sir then pull away boatmen we heard him say as his boat disappeared in the darkness. 1. How are verbs classified according to their form? Give an example of each class. Write a sentence with an impersonal verb. What are diminutive nouns? Form diminutive nouns from the following words: Goose, lamb, hill, brook, boot. What are derivative adjectives? Classify the fol¬ lowing adjectives.* Harsh, despotic, roundish, giving, untrue, lifelike, low-toned, over-bold. Write a complex sentence containing a participial phrase and an adverbial clause. 2. Give the names of the words ending in “ihg” derived from the verb see, and write simple sen¬ tences in which these words are used. Give a synopsis of the verb 11 to swim” in the first person singular number, progressive form, through all' the modes and tenses (include the participles). Write the plural form of each of the following words: Alkali, elk, obloquy, tipstaff, tooth-brush, knight-baronet. What are conjunctive adverbs? Write five sentences using the verb “depart,” in which the action will be affirmed (1) positively, (2) contingently, (3) conditionally, (4) imper¬ atively, (5) unlimitedly. 3. Analyze the following sentence: “Spake full well, in language quaint and olden, One who dwelleth by the castled Rhine, When he called the flowers so blue and golden Stars that in earth’s firmament do shine.” 4. Parse the italicized words in the following sentence: “ Home they brought her warrior dead; She nor swooned, nor uttered cry: All her maidens watching, said, ‘ She must weep or she will die.' ” 5. W1 2 3 4 * * 7rite a composition of not fewer than 180 words and not more than 280 words on one of the fol¬ lowing subjects: The English-Boer war. The chief industries of your native State. The present status of Cuba. geography. 1. Fix the position of the following-named places: Halifax, Poona, Fall River, Palermo, Zam¬ boanga, Petersburg. 2. Fix the position of (1) Hudson Strait, (2) Strait of Juan de Fuca, (3) Dismal Swamp, (4) Mount Hood. Describe (1) the Ganges River and (2) the St. Clair River. 3. Fix the position of (1) Penang, (2) Island of Panay, (3) Island of Martinique, (4) Cape Palmas. Describe trade winds, stating where they blow, why they blow, in what direction they blow, and why in these directions. Describe the Sargasso Sea. Why is the coast of Maine colder than the coast of Oregon? 4. W'hat is meant by (1) the poles of the earth, (2) the equator, (3) latitude, (4) longitude? .What is the longitude of a place wrhere it is noon at the same moment that it is 6 p. m. at Greenwich? Which is longer, a degree of the equator or a degree of a meridian? WThy? 5. Make a voyage from Duluth to Delagoa Bay, via the Suez Canal, naming the waters traveled through and the States and countries passed. Fix the position of six important seaports that could be visited on the voyage. 6. What city is the capital of the Dutch East Indies? In Africa what are the Portuguese posses¬ sions? the English? the German? Name four of the largest Hawaiian Islands. On what one is Honolulu? UNITED STATES HISTORY. 1. Give some account of the following: Joliet, Robert Morris, Count de- Grasse, Admiral Farragut. 2. Give an account of the settlement of Pennsylvania and its subsequent history up to the Revolu¬ tion. Give an account of Shay’s rebellion. Name the leader of the victorious forces in the following battles: Trenton, Crown Point, Chippewa, Palo A to, Chickamauga, Antietam. How and when did the United States acquire Florida? 3. What were the chief defects of the Articles of Confederation? Give the causes that led lo the war oflS12. State what treaty ended the Avar and when and by Avhom it was signed. State what you understand by a protective tariff, and what political party stands for it. Explain the plan of “Reconstruction ” after the civil war. 4. State Avhat led to Clay’s compromise measures and give their provisions. What is the Interstate Commerce Commission and what led to it? Give a brief account of the battik between the Monitor and the Merrimac and state Avhy it Avas important. WORLD’S HISTORY. 1. Give the dates, causes, and results of the three Punic Avars. 2. Give a list of the Stuart rulers of England, Avith the date of the beginning and the ending of the reign of each. -3. Give some account of the folloAving: Attila, GustaAms Adolphus, Robespierre, William of Orange. 4. State briefly the causes of the folloAving: The Crimean Avar, the Franco-Prussian Avar (1870), the Russo-Turkish Avar (1877-78). UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1379 ARITHMETIC. 1 Divide ‘26.7S50S bv .072 (not bv long division). What decimal part of 2718 is .0047505? Divide 1 51983 bv 389.7 and 1838.72 bv 7182500. Multiply 37.18758 by 2.78956565, contracting the work to two de Anal ’places in the product. Divide 3.14159263 by 2.71828183 to three decimal places in the quotient. •> Reduce -Lit. t > the decimal of £1. Express 12 lbs. 7 oz. 6 dwt. 8 gr. in avoirdupois pounds and decimals How manv yards does a train moving 60 miles an hour pass over in one second? How many acres are repaired for a road 20 miles long and 4 rods wide? How many bushels of grain may be put in a barrel which will hold 40 gallons of water? “ 203 _ 3 -p— 3. Simplify each of the fractions QlTyfi and and multiply their product by 8|. Reduce ^1° to a simple fraction. Reduce 0.0194 to a common fraction. Find the prime factors of 3553 *7429 " and 203S7, and express the least common multiple as a product of prime factors. 4 ’Find' the square root of 229.8 to six decimal places and the cube root of 37.68 to five decimals. 5- Find the simple interest on $595.87 for 3 years 3 months and 3 days at per cent per annum. Find the simple interest on £757 17s. 6d. for 1 rear 3 months and 10 days at 4§ per cent per annum. What sum invested at 6 per cent will amount to 82.750.00 in 2 years 9 months 15 days? At an election \ received 67,356 votes, B 19,281, C 16,352, and D 10,281 : what per cent of the total vote did each obtain? 6 A closed rectangular wooden box has the external dimensions 17 inches, 10 inches, and 6 inches; the wood is i inch thick, the empty box weighs 7i lbs., and when filled with sand the box weighs 100 lbs. Find the weight of a cubic foot of wood and of a cubic foot of sand. 1. Simplify &i--{l6#-[3x- (12# -z)- 8#] 8-zj. Divide p- +pq+2pr-2q- 8-7qr - 3r2 by p+2q-r. Multi¬ ply together (x-«), (z-b), (x- c ), and (x-d). and arrange the result according to descending powers of a. Write the square of (a+b+c+d), and the cube of (a+b-f c) . 2. Find the greatest common divisor of 3a-3 - 13x--)-23x— 21 and 6z3+x2— 44x-j-21. Separate into factors (j £m £in _i_ 1 x2 — x — 12, 6x24-2-2, x?+(a+c)x+ac, x4+64, and a3+bs+(fi-MbC. Simplify ^fra--5h‘r' x-8 x-3 5 x z+10 - x 2 , _ . 3. Solve the equations — y— +— g— +2l=0> +4J=x— 1— — g— , 5 (x— a) — §(2x— cb) — i(a— z) = 10a-flib, and | x - 13+y'x+ll=2. Divide a quantity a into two part3 proportional to b and c.. 4. Multiply 2+ p3 pG by 2— p3+ >'6. Simplify and find the square root cf 5-f j 24. Solve the equations: 3x— y-\-2z~ 7 , 4x8-3# -JHj 3ax—2by=c 1 . a2x+62#=56c/ ’ x+22 4 9x— 6 5. Solve the equations llx2— 19x -6=0, (a— b)&— (a+b)x-i-ab=0, and — g-^— — 2 • W Given the equation ax2-i-bx+c=0, find the sum and the product of its roots. Find the condition that the roots may be equal; under what circumstances will the roots be rational? GEOMETRY. 1. Define Theorem, Postulate, Axiom, Corollary, Scholium. Prove that if a perpendicular be erected at the middle point of a straight line, every point in the perpendicular is equally distant from the extremities of the line and every point not in the perpendicular is unequally distant. What is meant by a geometric locus? Give three examples, and explain what the locus is in each case. *2. Name and define the classes into which quadrilaterals are divided; name and define the species into which parallelograms are divided. Prove that the three perpendiculars erected at the middle points of the sides of a triangle meet in a point; what is this point? Prove that an inscribed angle is measured by one-half the intercepted arc. Two chords are drawn in a circle meeting (1) within the circle, (2) outside the circle; how i3 the angle between the chords measured in each case (proof not required)? 3. What is meant by a mean proportional between two lines (or quantities)? When are quantities reciprocally proportional? Prove that when a perpendicular is let fall upon the hypotenuse of a right triangle from the vertex of the right angle, the two triangles so formed are similar, and the perpen¬ dicular is a mean proportional between the segments of the hypotenuse. Show how to construct a mean proportional between two lines. 4. Prove that the area of a triangle is one-half the product of its base and altitude. Prove geomet¬ rically that the square described upon the hypotenuse of a right triangle is equivalent to the sum of the squares described upon the other two sides. 5. What is meant by dividing a line in extreme and mean ratio? A line A B, length a, is divided in extreme and mean ratio; find the two segments, either by construction or by obtaining algebraic expressions for them. Prove that the area of a regular inscribed dodecagon is equal to three times the square of the radius. If the radius is R, what is the length cf a side of the dodecagon? ADMISSION. XII. Candidates that pass the physical and mental examinations will receive appointments as midshipmen, and become students of the Academy. Each midship¬ man will be required to sign articles by which he binds himself to serve in the United States Navy eight years (including his time of probation at the Naval Academy), unless sooner discharged. The pay of a midshipman is $500 a year, commencing at the date cf his admission. 1380 EDUCATION REPOET, 1902. Course of instruction , 1003-3. [Reference books are marked *.] FIRST YEAR— FOURTH CLASS. FIRST TERM. Department. Periods each week. Subjects. Text-books. Marine engineering and naval construction. 2 Mechanical drawing . Bartlett’s Mechanical Drawing. Mathematics . 6 Algebra . Hall and Knight’s Elementary Algebra. Hall and Knight’s Higher Algebra. Gauss’s Tables of Logarithms.* Chauvenet’s Geometry. Church’s Descriptive Geometry. Logarithms, geometry, and descriptive geome¬ try. Fn gl i sh fin ri 1 a. w 4 English . Hill’s Foundations of Rhetoric Hill’s Principles of Rhetoric. Buehler’s Practical Exercises in Eng¬ lish. Webster’s Dictionary.* Modern languages . . 4 Spanish . Ramsey’s Text-book of Modern Spanish. Marion and des Garennes’s Introduc- ci6n k la Lengua Castellana. Tauchnitz’s Pocket Dictionary.* Fontaine’s Doce Cuentos Escogidos. SECOND TERM. Marine engineering and naval construction. Mathematics . . . 2 5 Mechanical drawing . Algebra . Bartlett’s Mechanical Drawing. Hall and Knight’s Higher Algebra. Church’s Descriptive Geometry. Bowser’s Trigonometry. Gauss’s Tables of Logarithms.* Abbott and Seeley’s English Lessons fnr English and law . 4 Descriptive geometry; trigonometry. English . Modern languages . 4 French and Spanish . English People. Abbott’s How to Write Clearly. Buehler’s PraeticalExereises in English. Andrews’s Manual of the Constitution. Webster’s Dictionary.* Bercy’s La Langue Franchise, I. Bercy’s Le Fran^ais Pratique. Marion’s Le Verbe. Bellows’s Dictionary.* Compendio de la Gram&tica de la Len¬ gua Castellana. Marion and des Garennes’s Introduc- ci6n k la Lengua Castellana. Tauchnitz’s Pocket Dictionary.* Fontaine’s Doce Cuentos Escogidos. Ramsey’s Text-book of Modern Spanish. Hewes’s Anatomy, Physiology, and Hygiene. Physiology and hygiene... 1 Special instruction . SECOND YEAR— THIRD CLASS. FIRST TERM. Marine engineering and naval construction. 2 Meehanical drawing . Bartlett’s Mechanical Drawing. Physics and chemistry . . . . 3 Elementary physics . Chemistry . Daniell’s Principles of Physics. Stewart and Gee’s Practical Physics. Remsen’s Introduction to the Study of Chemistry. Lecture Notes. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1381 Course of instruction, 1902-3 — Continued. SECOND YEAR— THIRD CLASS— Continued. first term — continued. Department. Periods each week. Subjects. Text-books. Bowser’s Trigonometry. Chauvenet’s Trigonometry. Gauss’s Table of Logarithms.* Bowditch’s Useful Tables.* Church’s Descriptive Geometry. Dresel’s Stereographic Projections. Smith’s Conic Sections. Descriptive geometry and conic sections. English and law . 2 English and United States naval history. Hill’s Principles of Rhetoric. Buehler’s Practical Exercises in Eng¬ lish. Maclay’s History of the U. S. Navy. Webster’s Dictionary.* Abbott’s How to Write Clearly. Themes. Modern languages . 3 French and Spanish . Bercy’s La Langue Frangaise, I, II. Bercy’s Le Frangais Pratique. French Comedy. Marion’s Le Verbe. Bellows’s Dictionary.* Marion and des Garennes’s Introduc- cion a la Lengua Castellana. Ramsey’s Text-book of Modern Spanish Spanish Comedy. Tauchnitz’s Pocket Dictionary.* Fontaine’s Doce Cuentos Escogidos. Matzke’s Spanish Reader. SECOND TERM. Marine engineering and naval construction. 2 Mechanical drawing . Bartlett’s Mechanical Drawing. Physics and chemistry 3 Elementary physics . Chemistry . Daniell’s Principles of Physics. Stewart and Gee’s Practical Physics. Watson’s Physics. Remsen’s Introduction to the Study of Chemistry. Stoddard’s Outline of Qualitative Analy¬ sis. Lecture Notes. Mathematics . 7 Conic sections . Differential calculus . Integral calculus . Smith’s Conic Sections. ! Rice and Johnson’s Differential Cal¬ culus. 1 Johnson’s Integral Calculus. English and law . 1 Naval history . Maclay’s History of the U. S. Navy. Modern languages . 4 French and Spanish . Bercy’s Le Frangais Pratique. Bercy’s La Langue Frangaise, I, II. Marion’s Le Yerbe. French Comedy. Bellows’s Dictionary.* Marion and des Garennes’s Introduc- ci6n a la Lengua Castellana. Spanish Comedy. Matzke’s Spanish Reader. Tauchnitz’s Pocket Dictionary.* Ramsey’s Text-book of Modern Spanish. 1382 EDUCATION REPORT, 1902. Course of instruction, 1902-3 — Conti:iued. THIRD YEAR— SECOND CLASS. FIRST TERM. Department. Periods each week. Subjects. Text-books. Seamanship . 1 Seamanship . Knight’s Modern Seamanship. Marine engineering and naval construction. 3 3 1 Principles of mechanism. Mechanical processes .... Mechanical drawing . Goodeve’s Elements of Mechanism. Gow’s Notes and Problems. Lineham’s Mechanical Engineering. Detail Drawings, Tracing, and Blue Printing. Bartlett’s Mechanical Drawing. Mechanics . 5 Theoretical mechanics... Johnson’s Mechanics. Physics and chemistry .... 3 Physics . Chemistry . Daniell’s Principles of Physics. Watson’s Physics. Stewart and Gee’s Practical Physics. Lecture Notes. Stoddard’s Outline of Qualitative Anal¬ ysis. Modern languages . . 1 Spanish . Ramsey’s Text-book of Modern Spanish. Marion and des Garennes’s Introduc- cion & la Lengua Castellana. Spanish Comedy. Tauchnitz’s Pocket Dictionary.* Fontaine’s Doce Cuentos Escogidos. SECOND TERM. Seamanship . 1 Seamanship . Knight’s Modern Seamanship. Drill Regulations. Ordnance and gunnery . . . 1 Infantry and artillery in¬ Navigation . 2 structions. Astronomy . White’s Astronomy. Nautical Almanac.* Bowditch’s Navigator.* Sennett and Oram’s Marine Steam Marine engineering and 4 Marine engines and naval construction. boilers. Engine. 1 Mechanical drawing . Marine Engines, Problems, Notes, and Sketches. Huntington and McMillan’s Metals. Work of first term continued. Mechanics . 3 Mechanics. Cotterill and Slade’s Lessons in Applied Mechanics. Alger’s Hydro-Mechanics. Same as for first term. Physics and chemistry .... 4 Phvsics . Modern languages . 1 Electricity and magnet¬ ism. Spanish . Thompson’s Electricity and Magnetism. Day’s Exercises in Electrical Measure¬ ments. Lecture Notes. Ramsey’s Text-book of Modern Spanish. Marion and des Garennes’s Introduc- ci6n & la Lengua Castellana. Spanish Comedy. Tauchnitz’s Pocket Dictionary.* Fontaine’s Doce Cuentos Escogidos. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS 1383 Course of instruction, 1902—3 — Continued. FOURTH YEAR— FIRST CLASS. FIRST TERM. Department. Periods each week. Subjects. Text-books. '2 Seamanship and naval tactics. Knight’s Modern Seamanship. Tactical Signal Book. Department Circulars.* Navy Regulations.* Hoff’s Elementary Naval Tactics. Ordnance and gunnery . . . 3 Ingersoil’s Text-book of Ordnance and Guns and gun mounts. . . . j Gunnery. Drill Regulations. Gun and Torpedo Drills. Clear Ship for Action. Naval Institute “Professional Notes.” 4 Coffin’s Navigation. Bowditch’s Navigator.* Nautical Almanac.* Azimuth Tables.* Marine engineering and naval construction. 2 Boilers . Berlin and Robertson’s Boilers. 2 Naval construction . Carpenter’s Experimental Engineering. White’s Manual of Naval Architecture. Atwood’s Text-book of Theoretical Naval Architecture. Special Notes and Drawings. Navy Department Pamphlets. Notes and Problems. Physics and chemistry _ 3 Physics _ _ Same as for last term. | Thompson’s Dynamo Electric Machin¬ ery and Lecture Notes. SECOND TERM. Seamanship . 2 Seamanship and naval tactics. Same as for first term. Ordnance and gunnery . . . 4 Ordnance and gunnery . . Ingersoll’s Text-bock cf Ordnance and Gunnery. Elastic Strength of Guns. Exterior Ballistics. Probabilities of Hitting. The Whitehead Torpedo. Naval Institute “Professional Notes.” Navigation . . 3 Navigation; theory of compass deviations and surveying. Coffin’s Navigation. The Admiralty Manual. Diehl’s Practical Problems. Bowditch’s Navigator.* Nautical Almanac.* Azimuth Tables.* Phelps’s Marine Surveying. Marine engineering and naval construction. 2 Boilers . Bertin and Robertson’s Boilers. 3 Engineering materials and designing. Lectures. Unwin’s Elements of Machine Design. Notes and Problems. 1384 EDUCATION EEPOET, 1902. Practical Instruction of Midshipmen. SEAMANSHIP. Knotting and splicing; compass and lead line; ship nomenclature; cutting and fitting hemp rigging; cutting and fitting wire rigging; rowing, and the management of boats under oars and under sail; sailmaking; making up, bending, unbending, and handling sails; rigging ship; stripping ship; shifting spars; getting under way and anchoring; evolutions with vessels under sail and under steam; signaling, Army and Navy Code; management of steam launches; steam fleet tactics with steam launches. ORDNANCE. Infantry, schools of the squad, company, and battalion, in close and extended orders; artillery, schools of the battery and battalion; exercise and target practice with small arms and guns of main and secondary batteries; exercise with cane, smallsword, and broadsword; handling and firing torpedoes; use of Riehle and Rod- man testing machines; determinations of velocities; experimental determination of range tables, also of the jump and drift; the preparation, inspection, care, and pres¬ ervation of ordnance material. NAVIGATION. Navigation : Observations, with sextant and artificial horizon, for time, longitude, chronometer, correction, latitude, azimuth. Surveying: Surveying and constructing a chart of a portion of the Severn River. Compass deviations: Swinging an iron ship, and observing the deviations and the time3 of vibration of horizontal and vertical needles on different courses; from these observations finding the approximate and the exact coefficients, and the horizontal and the vertical forces acting on the standard and steering compasses; also finding the heeling coefficients for the same compasses without heeling the ship; also cor¬ recting the deviations of a compass, using a navy compensating binnacle. STEAM ENGINEERING. Shopworh — The pattern shop: Selection and treatment of different woods for different purposes. Elementary work of the carpenter shop, through mortising, joining, etc., to finished pattern work. The foundry: Iron and brass casting; the making of bronzes, alloys, etc. The blacksmith shop: Forging, welding, etc. ; tempering, casehardening, etc. ; bend¬ ing and quenching tests of metals. The boiler shop: Riveting, soft and hard patching, calking, annealing, tube expand¬ ing, etc.; testing. The machine shop: Yise bench work, machine tool work — including the setting of work; turning; planing; boring; slotting, etc.; pipe fitting; preparation of working drawings and working from the same. Ship work.— -Management of main and auxiliary engines; fire-room and engine- room routine, firing, water tending, and oiling; management of engines while maneu¬ vering at sea; determining the condition and locating defects in machinery while in motion; lying under banked fires; coming to anchor; overhauling machinery; clean¬ ing boilers and condensers. Miscellaneous. — Use of slide rule, averaging machine, apparatus for testing oils and smoke gases; standardizing steam gauges and indicators; preparing specification for purchase of machinery and stores; testing, inspection, and preservation of stores; selection of coals; making of watch, quarter, and stations bills. PHYSICS AND CHEMISTRY. Experimental work in the chemical and physical laboratories, illustrating and supplementing the class-room instruction. A large portion of the limited time is devoted to magnetic and electrical measurements, and to the management and uses of electric dynamos and motors. PHYSICAL TRAINING. Class drills in calisthenics, free movements and with apparatus. Special exercises to promote symmetrical development when necessary. Athletic exercises, including boxing and swimming. Dancing. UNIVERSITIES > COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1385 Summary of practical instruction — Drill periods. During the academic yea r. Kind of instruction. First class. Second Third class. class. Fourth class. Seamanship . Boats under oars or sail . Steam tactics . . Signals . - . Battery drill . Target practice, great guns . . . Torpedoes . Practical ordnance . Artillery . Battalion, artillery . Target practice, small arms . Company . . . . Battalion, infantry . . . . Sword exercise . Practical instruction in deviation of compass . Practical instruction, navigation . Practical surveying . Steam . Running steam launches . Practical electricity . Turrets . General quarters . Clear ship for action . Collision drill . Practical instruction in rigging loft and in sail loft Bayonet exercise . . . . Gymnastics and boxing . Swimming . Dancing . Setting-up drill . 23 3 8 8 12 5 10 5 11 9 11 5 28 3 8 5 8 12 5 5 11 5 13 11 15 4 14 10 50 10 4 4 4 50 4 4 4 2 7 15 47 16 '5 8 8 ii | 10 11 15 H 13 11 5 £0 3 30 18 2 The instructions in seamanship and gunnery on hoard of the practice steamers are also made instructions in running and managing the engines and boilers of those vessels. The instructions in naval tactics are also made instructions in running and managing the engines and boilers cf the steam launches when practicable. Summer Routine. (May 20 until October 1, 1902. ) fourth class. Monday, Tuesday, Wednesday, Thursday, Friday— 8.30 to 10 a. m. : Infantry and practical ordnance Monday, Tuesday, Thursday, Friday— 10.15 a. m. to 12.15 p. m.: Modern languages. Wednesday— 10.15 a. m. to 12.15 p. m.: Boat sailing and sculling. Saturday— 8.30 a. m. to 12.15 p. m. : Boats. Monday, Tuesday, Wednesday, Thursday— 3 to 5 p. m.: Steam launches. Friday— 3 to 5 p. m. : Machine shop. Monday, Tuesday, Wednesday, Thursday, Friday: Gymnastic exercises. ED 1902 — VOL H - 14 1386 EDUCATION REPORT, 1902. Table 1. — Number of undergraduates and graduates in public universities , colleges , and schools of technology . State or Territory. Collegiate depart¬ ments. Graduate departments. - Total number of undergraduate and graduate students. Resident. Nonresident. Men. Women. Total. Men. Women. Total. Men. Women. Total. Men. Women. Total. United States . . 29, 205 8,559 37, 764 972 501 1,473 199 51 250 30,376 j 9,111 39, 487 N. Atlantic Division . 5, 258 163 5,421 31 5 36 12 1 13 5, 301 169 5,470 S. Atlantic Division. . 4,382 198 4,580 116 7 123 6 1 7 4, 504 206 4,710 S. Central Division... 3,081 567 3,648 75 28 103 19 2 21 3, 175 597 3, 772 N. Central Division . . 13, 034 5, 454 18, 488 595 317 912 155 46 2G1 13, 784 5, 817 19, 601 Western Division .... 3, 450 2, 177 5, 627 155 144 299 7 1 8 3, 612 2, 322 5,934 N. Atlantic Division: Maine . 329 16 345 5 0 5 0 0 0 334 16 350 New Hampshire . 127 4 131 0 0 0 0 0 a 127 4 131 Vermont . 234 55 289 1 0 1 2 0 2 237 55 292 Massachusetts ... 1,557 52 1,609 19 4 23 7 0 7 1,583 56 1,639 Rhode Island .... 28 9 37 0 1 1 3 1 ■ 4 31 11 42 Connecticut . 62 18 80 2 0 2 0 0 0 64 18 82 New York . 1, 292 0 1*292 0 0 0 0 0 0 1, 292 0 1,292 New Jersey . 0 0 0 ' 0 0 0 0 0 0 0 0 0 Pennsylvania .... 1,629 9 1,638 4 0 4 0 0 0 1,633 9 1, 642 S. Atlantic Division: Delaware . 131 7 138 4 0 4 0 0 0 135 7 142 Maryland . 456 0 .456 0 0 0 0 0 0 456 0 456 Dist. of Columbia . 92 34 126 3 2 5 0 0 0 95 36 131 Virginia . 1,120 0 1,120 44 0 44 0 0 0 1,164 0 1,164 West Virginia .... 228 69 297 26 3 29 0 0 0 254 72 326 North Carolina. . . 770 15 785 17 1 18 6 1 7 793 17 810 South Carolina. . . 785 12 797 17 0 17 0 0 0 802 12 814 Georgia . 723 22 745 5 0 5 0 0 0 728 22 750 Florida . 77 39 116 0 1 1 0 0 0 77 40 117 S. Central Division: Kentucky . 321 58 379 11 6 17 0 0 0 332 64 396 Tennessee . 302 78 380 2 1 3 0 0 0 304 79 383 Alabama . 458 35 493 24 5 29 0 0 0 482 40 522 Mississippi . 515 26 541 9 1 10 18 2 20 542 29 571 Louisiana . 257 0 257 1 0 1 0 0 0 258 0 258 Texas . . . 881 248 1, 129 22 14 36 0 0 0 903 262 1, 165 Arkansas . 187 45 232 2 1 3 1 0 1 190 46 236 Oklahoma . 160 77 237 4 0 4 0 0 0 164 77 241 Indian Territory. 0 0 0 0 0 0 0 0 0 0 0 0 N. Central Division: Ohio . 1,655 631 2,286 20 16 38 32 17 49 1,707 664 2, 371 Indiana . 1,797 480 2, 277 ■ 69 39 1C8 11 2 13 1,877 521 2, 398 Illinois . 907 S80 1,287 33 2 35 34 5 39 974 387 1, 361 Michigan . 1,798 791 2,589 77 35 112 1 1 2 1,876 827 2, 703 Wisconsin . 1,721 458 2,179 92 34 126 0 0 0 1 1,813 492 2,305 Minnesota . 998 666 1,664 127 49 176 0 0 0 1,125 715 1,840 Iowa . 1, 267 484 1,751 61 39 100 31 9 40 1,359 532 1,891 Missouri . 815 233 1,048 6 7 13 28 9 37 849 249 1,098 North Dakota.... 86 53 139 4 1 5 7 1 8 97 55 152 South Dakota .... 236 106 342 1 2 3 2 0 2 239 108 347 Nebraska . 726 592 1,318 59 49 108 0 0 0 785 641 1.426 Kansas . 1,028 580 1,608 46 44 90 9 2 11 1,083 626 1,709 Western Division: Montana . 135 55 190 0 3 3 1 1 2 136 59 195 Wrvoming . 37 40 77 1 1 2 2 0 2 40 41 81 Colorado . 560 198 758 20 8 28 0 0 0 580 206 786 New Mexico . 35 20 55 2 0 2 0 0 0 37 20 57 Arizona . 48 21 69 2 2 4 0 0 0 50 23 73 Utah . 262 193 455 2 0 2 0 0 0 264 193 457 Nevada . 112 91 203 0 0 0 3 0 3 115 91 206 Idaho . 77 69 146 1 2 3 0 0 0 78 71 149 Washington . 390 145 535 7 9 18 0 0 0 397 154 551 Oregon . 459 210 669 3 7 10 0 0 0 462 217 679 California . 1,335 1,135 2,470 117 112 229 1 0 1 1,453 1,247 2, 700 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1387 Table 2. — Number of undergraduate and graduate students in private universities , colleges , and schools of technology . State or Territory. United States . . N. Atlantic Division. . S. Atlantic Division.. S. Central Division. . . N. Central Division . . W. Division . X. Atlantic Division: Maine . New Hampshire . Vermont . Massachusetts ... Rhode Island .... Connecticut . New York . New Jersey . Pennsylvania - S. Atlantic Division: Delaware . Maryland . Dist* *. Columbia . . . Virginia . West Virginia _ North Carolina .. South Carolina . . Georgia . Florida . S. Central Division: Kentucky . Tennessee . • Alabama . Mississippi . Louisiana . Texas . Arkansas . Oklahoma . Indian Territory. N. Central Division: Ohio . Indiana . Illinois . Michigan . Wisconsin . . Minnesota . Iowa . Missouri . r North Dakota.... South Dakota .... Nebraska . Kansas . Western Division: Montana . Wyoming . Colorado . New Mexico . Arizona . Utah . Nevada . . Idaho . Washington. ..... Oregon . California . Collegiate depart¬ ments. Graduate departments. Total number of undergraduate and graduate students. Resident. Nonresident. Men. Wo¬ men. Total. Men. Wo¬ men. Total. Men Wo¬ men. Total. Men. Wo¬ men. 1: Total. 44,893 30, 174 75, 067 3, 064 1,335 4, 399 436 107 543 48,393 31,616 80,009 20, 667 7,933 28, 600 1,687 601 2,288 222 40 262 22,576 8,574 31,150 4, 502 6, 120 10, 622 366 106 472 34 1 35 4, 902 6, 227 11, 129 4, 644 6, 339 10, 983 105 110 215 44 21 65 4,793 6, 470 11,263 13, 075 8, 765 21,840 832 446 1,278 122 41 163 14, 029 9, 252 23,281 2, 005 1,017 3, 022 74 72 146 14 4 18 2,093 1, 093 3, 186 530 235 765 1 5 6 3 3 6 534 243 1 l~77 i n 690 0 690 13 0 13 10 0 10 | 713 0 713 140 43 183 0 0 0 0 0 0 140 43 183 4,308 3, 368 7,675 393 117 510 17 0 17 1 4,718 3,485 8, 203 650 176 826 44 34 78 13 3 16 707 213 920 2, 305 42 2,347 277 43 320 37 0 37 2, 619 85 2,704 5,723 2, 553 8, 276 660 303 963 15 6 21 6, 398 2,862 9,260 1,841 0 1,841 124 0 124 0 0 _0 1,965 0 1,965 4,480 1,516 5,996 175 99 274 127, 28 lo5 4,782 1,643 6,425 0 0 0 0 0 0 0 0 0 0 0 0 643 805 1,448 173 4 177 1 0 1 817 809 1, 626 461 198 659 142 14 156 2 0 2 605 212 817 891 1,070 1,961 24 3 27 0 0 0 915 1,073 ; 1,988 100 102 202 0 2 2 o 0 0 100 104 204 1, 067 1, 055 2,122 1 9 21 30 i 13 0 13 1,089 1,076 2, 165 586 1,225 1,812 I 4 23 27 ! 16 1 17 606 1,250 1,856 678 1,628 2,306 14 38 52 2 0 2 694 1,666 2,360 76 36 112 0 1 1 0 0 .0 76 37 113 666 1.040 L 706 11 5 16 o 0 o 677 1, 045 1,722 1,416 1,881 3,297 61 32 93 39 8 47 1,516 1,921 3, 437 480 626 1,106 0 20 20 o . 0 0 480 645 1,126 342 i 1,292 ! 1,634 0 15 15 1 o 0 0 342 1,307 1,649 624 419 j 1,043 33 30 63 1 4 4 8 661 453 1,114 801 665 1,466 0 8 8 1 9 10 1 802 682 1, 484 305 403 708 0 0 0 0 0 0 305 403 708 0 0 0 0 0 0 ! o 0 0 0 0 0 10 13 23 0 0 0 0 0 0 10 13 23 2,546 1, 553 4, 099 42 17 59 19 4 23 2, 607 1, 574 4,181 1,450 485 1, 935 23 7 30 5 1 6 1,478 493 1,971 3, 469 2,545 6,014 712 388 1, 100 32 4. 36 4, .213 2,937 7, 150 579 326 905 3 3 6 21 5 26 603 334 937 563 278 841 3 2 5 5 5 10 572 285 857 626 270 896 0 1 1 7 2 9 633 273 906 1,373 1,020 2, 393 13 6 19 13 7 20 1,399 1,033 2, 432 1, 144 1,528 2, 672 28 21 49 0 0. 0 1.172 1,549 2, 721 28 16 44 1 0 0 0 0 0 0 28 16 44 86 44 130 0 0 0 0 0 0 86 44 130 377 226 603 1 1 2 0 0 0 378 227 1 605 833 474 1,307 7 0 7 20 13 33 860 . 487 1,347 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 302 255 557 43 12 55 0 4 4 345 271 616 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 o 0 0 I 0 24 2 26 0 0 0 0 0 0 24 2 26 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 307 76 383 0 0 0 0 0 0 307 76 383 159 126 285 0 0 0 3 0 3 162 126 288 1,213 558 1, 771 31 60 91 11 0 11 1,255 618 1,873 1388 EDUCATION REPORT, 1902. Table 3. — Undergraduate students in universities and colleges for men and for both sexes. Number of insti¬ tutions. Colleges for men. Coeducational colleges. State or Territory. Institu- Undergrad¬ uate stu¬ dents. Institu¬ Undergraduate students. tions. tions. Men. Women. Total. United States . 464 134 24, 560 330 37,870 21, 151 59, 021 North Atlantic Division . 85 48 15. 482 37 7,421 2, 629 10, 050 South Atlantic Division . 73 31 3; 474 42 3,155 1,081 4,236 South Central Division . 77 18 1,885 59 4, 582 2,472 7, 054 North Central Division . 190 31 3, 046 673 159 18, 947 12, 143 31,090 Western Division . 39 6 33 3,765 2, 826 6,591 North Atlantic Division: Maine . 4 1 254 3 605 226 831 New Hampshire . 2 2 690 0 0 0 0 Vermont . 3 1 70 2 304 98 402 Massachusetts . 9 6 3, 720 3 335 433 768 Rhode Island . 1 0 0 1 650 176 826 Connecticut . 3 2 2,038 1 267 42 * 309 New York . 23 17 3,676 6 2,603 1,005 3, 608 New Jersey . 5 5 1,582 0 0 0 0 Pennsylvania . 35 14 3,452 21 2, 657 649 3, 306 South Atlantic Division: Delaware . 2 1 110 1 21 7 28 Maryland . . 11 7 646 4 120 129 249 District of Columbia . 7 4 174 3 379 187 566 Virginia . 11 7 924 4 394 107 501 West Virginia . 3 0 0 3 328 107 435 North Carolina . 14 5 643 9 803 178 981 South Carolina . 9 2 212 7 636 87 723 Georgia . 11 4 733 7 353 204 557 Florida . 5 1 32 4 121 75 196 South Central Division: Kentucky . 11 4 289 7 698 309 1,007 Tennessee . 24 4 320 20 1,398 791 2,189 Alabama . 6 3 320 3 298 73 371 Mississippi . 4 1 175 3 324 23 347 Louisiana . 8 3 568 5 313 266 579 Texas . 14 3 213 11 1,005 567 1,572 Arkansas . • 7 0 0 7 492 398 890 Oklahoma . 1 0 0 1 44 32 76 Indian Territory . 2 0 0 2 10 13 23 North Central Division: Ohio . 34 4 265 30 3,583 1,962 897 5,545 Indiana . 13 4 674 9 1,340 2,237 Illinois . 31 8 835 23 3, 190 2,695 5, 885 Michigan . 9 1 78 8 1,650 959 2,609 Wisconsin . 9 2 165 7 2,119 1,469 780 2,899 Minnesota . 9 2 155 7 925 2,394 Iowa . •. . 25 3 254 22 1,583 1,363 2,946 Missouri . 22 4 402 18 1,557 799 2,356 North Dakota . 3 0 0 3 101 57 158 South Dakota . . 5 0 0 5 142 100 242. Nebraska . 10 1 71 9 1,032 818 1,850 Kansas . 20 2 147 18 1,181 788 1,969 Western Division: Montana . 1 0 0 1 32 28 60 Wyoming . 1 0 0 1 37 40 77 Colorado . 4 1 30 3 484 409 893 New Mexico . 1 o 0 1 7 3 10 Arizona . 1 0 0 1 48 21 69 Utah . 2 0 0 2 148 119 267 Nevada . 1 0 0 1 112 91 203 Idaho . 1 0 0 1 77 69 146 Washington . 7 2 219 5 353 192 545 Oregon . 8 0 0 8 343 213 556 California . 12 3 424 9 2, 124 1,641 3, 765 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1389 Table 4. — Classification of universities and colleges for men and for both sexes according to number of undergraduate students. Institutions having — State or Territory. Number of institutions. | Less than 10 students. 1 10 to 24. cS o VO | 60 to 74. | 75 to 99. 100 to 149. | 150 to 199. 200 to 249. | 250 to 299. 300 to 399. O Oi O 0 ° 500 to 599. 600 to 699. 0 C O O O O 00 O 0 GO O O O O O O 1,000 to 1,199. 1,200 to 1,499. 1,500 to 1,749. | Over 1,750. United States . 464 18 47 78 63 54 67 44 28 14 | 15 5 5 2! 1 5 1 4 5 2 6 North Atlantic Division . 85 1 6 11 5 6 14 13 4 5 4 1 4 1 1 3 1 1 2 1 2 73 3 8 15 M 9 7 10 11 5 3 1 1 c 11 10 9 5 2 2 I 2 1 North Central Division . 190 5 24 29 29 31 30 10 10 2 6 ! 2 1 2 2 3 1 3 39 3 4 9 6 3 3 1 4 2 2 i 1 - 1 North Atlantic Division: = I 4 i 2 1 2 1 1 | ' r 3 1 1 1 - - ■ q 1 1 ... 2 | 9 2 1 1 1 ::: r. 3 ... 1 1 1 23 4 4 5 4 1 2 1 1 1 1 i New Jersev . 5 i 2 1 1 4 4 4 5 1 2 2 1 1 South Atlantic Division: 1 Dpi aware 1 2 1 1 I Maryland . . 1 11 2 2 1 1 3 2 ... District of Columbia^ _ . 1 ... 2 i 1 1 1 Virginia 11 | 1 i i' 3 4 1 West Virginia . I 3 2 Y ::: North Carolina . ! 14 1 2 1 3 4 1 1 1 ! 1 ... South Carolina . i 9 1 1 2 1 3 1 Georgia . . . 1 11 2 3 2 1 2 1 ... ... Florida . I 5 1 i 2 1 - South Central Division: Kentucky . 11 2 1 2 2 3 1 • Tennessee . 1 24 1 8 : 4 5 2 1 1 1 1 Alabama . I 3 1 j 1 3 1 ... Mississiopi . 4 1 3 ::: Louisiana . 8 2 1 j 1 1 1 1 1 1 ■ Texas . 14 1 1 3 4 1 j 2 ■ "2 1 1... Arkansas . 7 1 2 1. 2 1 1 1. . ... Oklahoma . | 1 _ 1 Indian Territorv . 2 . 2 i North Central Division: | 1 Ohio . ] 34 9 2 8 3 7 2 3 1 2 1 2 1 1 1 Indiana . 1 13 2 2 1 4 1 2 1 Illinois . 31 4 4 4 7 5 T 2 ... 1 1 1 M 1 Michigan . 1 3 2 2 1 Wisconsin . 9 3 1 1 1 2 1 Minnesota . 9 ... 1 3 2 1 1 1 1 Iowa . 25 ... 6 "3" 3 2 6 1 1 T 1 . 1 . ' Missouri . 22 1 2 2 5 4 5 2 1 North Dakota . 3 1 1 1 1 South Dakota . 5 . Y 2 1 I"' ... Nebraska . . . 1 10 ... 3 i' 2 l"i" 1 1 1 ... Kansas . 20 1 4 5 3 3 2 1 1 W estern Division: ... Montana . 1 1 Wyoming . 1 1 Colorado . 4. ... 1 2 1 NeAv Mexico . 1 1 Arizona . 1 v.v. 1 ... Utah . 2 1 1 Nevada . 1 !'" 1 Idaho . 1 1 Washington . 2 1 2 1 1 Oregon . 8 i 4 1 1 1 California . 12 2 i 1 1 2 1 ... 1 1 1 1 1390 EDUCATION REPOET, 1902, Table 5. — Classification of universities and colleges for men and for both sexes according to amount of endowment funds. State or Territory. Number of institutions. Institutions having- X "c ’ ^ 1 1 cS 0 03 §1 ^ o' 0 1 -3 0 1 0 °.d — : — O S C3 : O 1 o ‘ § j 0 ! o* i 1 1 O A. cT 1 O , O o' ; , s O O cT ' 0 * ^ ! 0 | O p ; 0 0 o~ p ft O ; cT ft ; | 0 ; cp p 44? 03 C3 oT C3 5 j 0 ; 0 0 S § § =?? if= O 0 O 0 O O O © ft ft j 0 03 03 O p s & 03 O. 03 C3 O ' O i |g| gib 03 p O S ^ O 3 0 1 ^ p -jo j p i^-j 1 «■! g oT s g 0 tN ft; ft 0 ! 0 £i || IH |j ft ft ft ft s's § i'i to 0 0 0 p p 0 p p of TO — L.O I- ^ ^ 0 0 0 0 p 3 United States . 464, 147 12 Jn J 29 , M H 39 14| 17 M 4; 4 2 ij 9 4 4 ■ 5; l| 2' 3 1 3 X. Atlantic Division . 85 18... 2! 1 4 4 | 6 5 5 2| 12 4|..| 3 1 .1 5 2! Sj 3 ..! 1 2 .. 2 S. Atlantic Division . 73 24j 1 4 1 6| ! 4 10; 11 5 3 1 .. 1 1 1 .. .. .. .. .. S. Central Division . 77* 36[ 3 31 2 2 i 4 6 8 i 3 3 3 'i !! i . 1.. N. Central Division . 190 52 5 71 6 9 ; 12 27 I 25; ; 25 5 1 4 '31 1 1! 3. 1 *i 1 .. 1 .. 1 Western Division . 39 17 3 1 1 2l 1 ® 5 1 l' 1 .. .. .. 1 . i N. Atlantic Division: Mill 4 1 1 ' 1! 11 2 1 ... 1 .... .. .. 3 ... 1 I 2 9 1 ... 1 ... 1 1 1..! 2; 1 1 1 1 1 1 1 i'_.L. .. .. 3 ::: ::: 1 pT .. .. .. 1 .. New York . 23 5!... 1 ... 3 1 I 1, ; i i 2! f 2'.. 1 .. 1 2 ’i 31... 1 : li 1 1 ! 35 81.. . s 5 A 3 1 rj 11. J L. 1 1 _ ! 1 .. .. .. S. Atlantic Division: |.1 Delaware . 2 1 ... I 1 * | Marvland 11 6t. . I 3---I 2 l 1 1 .. .. .... District of Columbia.. 3 ... 1 ‘ 1 t 1 1 Virginia ! llj I... 1 1 2 ! 3 ! 2' .. l1 1 West Virginia 1 1 1 i 1 1 M.i North. Carolina. ... : 14 3l.._ 1 ... 2 2 2 2 1 l South Carolina. 9 3 I 1 1 2 I 1 Georgia 11 4 ... 1 1 ! 2 1 1 1 1 Florida 5 2 1 I 1 1 1 S. Central Division: ... 1 i i Kentuckv ' 11 2: 1 i 1 i 3 1 1; O . . . . ■ Tennessee 1 24 11 1 1 1 1 I ! 2 1 2 2 1 .... Alabama 6$ 4! 1 1 ”i Mississippi . 4 l! 1 1 1 1 Louisiana 1 81 3>... 2 1 i 1 .. 1 Texas . 1 14 f 10 ... 1 2 j 1 1 j . 1 .. Arkansas . 3 . ... 1 I : 1 i 1 Oklahoma . li 1 Indian Territory . 2 l[ I -J 1 N. Central Division? 1 1 Ohio . ! 34; 6; _ ...... 1 2 s 6 8 2 2 ! 1 1 1 1 ij Indiana _ 13' 3 2 1 i 5 ! 1 1 1 Illinois . . 31 8 3 ...i 1 1 f ’2 j 4 r*? I 1 1 1 1 1 . 1 Michigan . 9 1 .. 2 ; 5 i 1 .. Wisconsin _ 9 2 1 1 1 | 1 :... ' 2 1 L. 1 Minnesota _ 9 4 _ i 1 1 1 2 1 Iowa . 25 4 1 1 1 1 3 ’ 8 I"i 3 2 Missouri . 22 ! 1 1 2 1 2 3 4 f..| i .. .. 1 .. .. North Dakota . i 3 21 ~ ... i i t 11 1 South Dakota . 5 - 4.... 1 . Nebraska .... 10 2 ... 1 2 1 1 1 1 1 1 Kansas . 1 20 9 ... ' 2 2 :... 3 2 2 . Western Division: i Montana . 1 1 Wyoming . 1 I 1 Colorado . 4 2 j 1 1 New Mexico . . 1 ... Arizona . j 1 1 ... Utah . 2 1 1 Nevada . i 1 1 Idaho . 1 1 1 ... Washington. . . 6 ... 1 Oregon _ g 1 2 ij.l 1 2 i 2 California . 12- 5 1 1 ... 2 1 l n 1 f * j 1 1 1 tiff UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1391 Table 6. — Professors and instructors in universities and colleges for men and for both sexes. State or Territory. . Number of institutions. Preparatory departments. Collegiate departments. Professional departments. Total number (excluding duplicates). Men. Wo¬ men. Men. Wo¬ men. Men. Wo¬ men. Men. ! Wo¬ men. United States . 464 2,436 995 7, 956 955 4, 622 87 13,951 1, 994 North Atlantic Division . 85 423 74 2,567 81 i j 1, 559 15 4,559 179 South Atlantic Division . 73 276 106 852 75 ! 449 3 1,499 i 172 South Central Division . 77 299 190 728 156 ! 544 4 1,422 309 North Central Division . 190 1, 185 523 3,111 544 ! 1, 701 C4 5,284 1,149 Western Division . 39 253 102 700 99 i 369 1 1,187 185 North Atlantic Division: Blaine . 4 0 0 92 2 34 0 122 2 New Hampshire . 2 14 0 62 0 18 0 89 0 Vermont . 3 0 0 56 0 31 0 87 0 Massachrsetts . 9 48 7 452 10 401 8 920 18 Rhode Island . 1 0 0 76 1 0 0 73 1 Connecticut . 3 0 0 256 0 92 0 360 0 New York . 23 214 27 795 28 620 7 1,682 72 New Jersev . 5 20 5 153 0 5 0 - 173 5 Pennsylvania . 35 127 35 625 40 358 0 1,050 81 South Atlantic Division: Delaware . 2 2, 1 21 1 1 0 0 23 2 Maryland . n 71 11 181 14 68 1 292 18 District of Columbia . 7 43 O 142 5 241 1 462 15 Virginia . H 21 6 125 1 45 0 173 10 West Virginia . ! 3 18 6 39 5 4 0 52 11 North Carolina . . 14 46 21 149 16 62 0 234 29 South Carolina . 9 23 9 71 5 5 0 90 12 Georgia . 11 23 18 77 19 17 0 109 41 Florida . 5 29 31 47 9 7 1 64 34 South Central Division: Kentucky . 11 56 43 94 13 117 0 264 53 Tennessee . 24 80 52 223 74 245 0 497 106 Alabama . 6 11 3 62 2 31 0 96 3 Mississippi . 4 15 1 40 2 5 0 54 2 Louisiana . 8 32 30 102 15 54 2 166 43 Texas . 14 54 37 120 24 50 2 214 55 Arkansas . 7 29 14 57 17 37 0 102 28 Oklahoma . 1 21 1 21 1 5 0 21 2 Indian Territory . 2 1 9 7 8 0 0 8 17 North Central Division: Ohio . 34 196 69 531 92 322 3 1,017 i 195 Indiana . 13 49 11 205 25 21 0 244 38 Illinois . 31 198 94 667 81 458 42 1,190 249 Michigan . 9 44 17 214 28 137 3 335 57 Wisconsin . 9 50 10 244 22 51 1 276 36 Minnesota . 9 92 25 176 33 221 6 419 56 Iowa . 25 145 95 301 97 168 5 480 179 Missouri . 22 152 78 257 44 133 0 495 107 North Dakota . 3 19 9 29 9 10 0 48 11 South Dakota . 5 29 24 43 10 2 0 54 ] 30 Nebraska . 10 67 36 228 42 69 0 342 ! 83 Kansas . 20 144 55 216 61 109 4 384 j 108 Western Division: Montana . 1 8 5 8 5 0 0 8 5 Wyoming . 1 15 3 15 3 0 0 15 I 3 Colorado . 4 33 10 80 14 151 1 265 32 New Mexico . 1 8 2 8 2 0 0 8 2 Arizona . 1 8 5 10 2 0 0 11 5 Utah . 2 46 4 31 2 0 0 56 5 Nevada . 1 6 3 13 4 0 0 17 6 Idaho . 1 3 2 12 4 0 0 15 6 Washington . 7 38 23 65 15 8 0 96 29 Oregon . 8 21 16 67 19 56 0 151 39 California . 12 67 29 391 29 154 0 545 53 1392 EDUCATION REPORT, 1802, Table 7. — Students in universities and colleges for men and for both sexes. Preparatory Collegiate .Graduate departments. Professional State or Territory. departments. departments. Resident. Nonresident. departments. Men. Wo¬ men. Men. Wo¬ men. Men. Wo¬ men. Men. Wo¬ men. Men. Wo¬ men. United States . 32, 094 14, 508 62, 430 21, 051 3,895 1,456 609 154 30, 248 1,005 North Atlantic Division . 0,408 960 22, 903 2, 629 1,696 444 224 40 9, 301 3.17 South Atlantic Division . 3,465 1, 532 6,629 1,081 452 36 40 2 3, 229 64 South Central Division . 5, 761 3, 026 6, 467 2, 472 12, 043 155 69 62 23 4,709 68 North Central Division . 13, 871 7,188 21,993 4, 438 1,376 700 263 85 11, 621 467 Western Division . 2,589 1,802 2,826 216 207 20 4 1,388 89 North Atlantic Division: Maine . 0 0 859 226 6 1 3 3 161 5 New Hampshire . 68 0 690 0 13 0 •10 0 72 0 Vermont . . . . 0 0 374 98 1 0 2 0 215 0 Massachusetts . 466 25 4,055 433 392 35 17 0 2,361 121 Rhode Island . 0 0 650 176 44 34 13 3 0 0 Connecticut . 0 0 2,305 42 277 43 37 0 496 0 New York . . 3, 724 241 6, 279 1,005 660 292 15 6 3,539 182 New Jersey . 252 48 1,582 0 124 0 0 0 33 0 Pennsylvania . . . . 1,898 646 6, 109 649 179 39 127 28 2,424 9 South Atlantic Division: Delaware . 25 20 131 7 4 0 0 0 0 0 Maryland . 658 79 766 129 173 0 1 0 347 45 District of Columbia . 515 35 553 187 145 16 2 0 1,693 17 Virginia . 306 114 1,318 328 107 48 0 0 0 513 2 West Virginia . 222 71 107 26 3 0 0 125 0 North Carolina . 658 | 314 1,446 178 23 1 19 1 350 0 South Carolina . 380 I 287 848 87 14 2 16 1 40 0 Georgia . 394 ! 270 1,086 204 19 12 2 0 138 0 Florida . 307 ! 342 153 75 0 2 0 0 23 0 South Central Division: Kentucky . 1,333 654 987 309 22 9 0 . 0 1,111 0 Tennessee . 1,711 994 1,718 791 63 15 39 8 1, 723 252 32 Alabama . 112 85 618 73 6 1 0 0 2 Mississippi . . 172 18 499 23 6 1 17 2 71 0 Louisiana . 545 263 881 266 34 28 4 4 638 2 Texas . 1,089 516 1,218 567 19 14 1 9 620 28 Arkansas . 554 315 492 398 2 1 1 0 268 0 Oklahoma . . 133 89 44 32 3 0 0 0 26 4 Indian Territory . 112 92 10 13 0 0 0 0 0 0 North Central Division: Ohio . 2, 253 1,237 3, 848 1,962 62 29 51 21 1,696 14 Indiana . 851 261 2, 014 4, 025 897 69 32 5 1 264 17 Illinois . 2,442 1,310 2, 695 745 380 66 9 3,345 200 Michigan . 433 174 1,728 2, 284 959 73 38 22 6 1,657 59 Wisconsin . 618 80 680 95 36 5 5 314 5 Minnesota . 1,121 288 1,624 1,837 925 127 50 7 2 1,236 47 Iowa . .• . 1,435 1,088 1,363 68 41 44 16 1, 129 915 76 Missouri . 2, 141 1, 122 1,959 799 34 16 28 9 4 North Dakota . 189 192 101 57 2 1 7 1 20 0 South Dakota . 359 314 142 100 0 0 2 0 8 0 Nebraska . 843 445 1, 103 818 60 50 0 0 567 32 Kansas . 1,186 677 1,328 788 41 27 26 15 470 13 Western Division: Montana . . 86 90 32 28 0 3 0 0 0 0 Wvoming . 58 35 37 40 1 1 2 0 0 0 Colorado . . . 400 315 514 409 57 20 0 4 325 12 New Mexico . 45 38 7 3 0 0 0 0 0 0 Arizona . 82 60 48 21 2 2 0 0 0 0 Utah . 520 467 148 119 2 0 0 0 0 0 Nevada . 63 65 112 91 0 0 3 0 0 0 Idaho . 76 58 77 69 1 2 0 0 0 0 Washington . 368 173 572 192 5 8 0 0 134 9 Oregon . 223 168 343 213 0 0 3 0 132 13 California . 668 333 2,548 1,641 148 171 12 0 797 55 Table 8. — Students pursuing various courses in universities and colleges for men and for both UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1393 TIUP Aramim ui s;uapTi4S 14, 285 isiii CO r-T CS O-f E g : SSI 38§SS sss®s Students in commercial course. •U3TUOA\. 1 ef IS11I rH • gg i2co°S'° •uajt 1 to llssl r-Tco' cm co CM i-i 1 11 — 1 Students in pedagogy. •uouioav 1 1C 11113 £J ; £ £ , 0 0 Pennsylvania . South Atlantic Division: Delaware . Maryland . District of Columbia, _ : | i> jl ?! j if II !! \X Georgia . Florida . South Central Division: Kentucky . Tennessee . '5 ■ <= 13 Table 8. — Students pursuing various courses in universities and colleges for men and for both sexes — Continued. 1394 EDUCATION REPORT, 1902. •IITjp Xj'Biinui ut s;uapn;s 11° S 1 749 894 413 593 118 105 528- 388 to 112 252 170 125 488 IS Students in commercial course. ■uaraoAV goco-* 3 '^SSS^SSS •uoh S3 Students in pedagogy. •uouiOAy |soco •U3H 79 18 § 235 170 202 42 131 57 244 140 20 ■ 24 64 153 3 1 21 4 0 85 2 1 2 15 12 College stu¬ dents study¬ ing — •3[33JD 287 131 6 10 1,248 450 858 156 464 354 834 469 14 25 214 546 6 6 124 o o ■ 10 152 73 534 -Ul-WJ 11— eiilliS!3f§l CsT r+ A Students in undergraduate courses. •SUU03U -tSuo Iju^tuus CO •0jn;oa^iqoiy I O co co *• O o ° ! ! 05 ■Sui -j00uiSu0 Suiuij\[ ! ° s s . 109 4 139 2 ! ^ S3 § 53 28 51 15 248 •SUXJ00U -tSu0 iuDimaqo ! ° a ^ ia is : \& O o •' c 315 l — 1 •Suu00u -iSu3 fuoino^ia: §° %'S °g o •SutI00UtSu0 IIAIQ 66 42 4 1 — i 1 — 1 T— 1 T— 1 • °^J •Suij00u -iSu0 i'B0iuBqo0j\[ o tH SSSggg iss 34 7 8 11 45 9 2 1 30 2 ! 1 1 -5. 1 7 4 2 1 41.. North Atlantic Division: — — ... l i | *7 ie 2 1 L 2 17 9 3 3 j 1 1 11 11 3 3 10 3 2 1 2 ■' 17 10 '■ 13 ■' New York 16 28 ' 1 11 - 3 l! ...' \ *\ 10 1 G 1 S- Ne\y Jersey . . 6 101 ''i 7 1 Pennsylvania . 46 25 "i 2 4 j 1 5| ”i 1 1 1 93 1 South Atlantic Division: -- U - -j 1 | Maryland . 3 28 1 ; l1 12 l District of Columbia _ 1 6 .... ... !... ... ; 2 Virginia . - 16 4 | I L ;; 3 " West Virginia . i 6 North Carolina . 20! 1 1 1 *' South Carolina . 1 4! 1 i i r Georgia . 21 1 1 ... 1 1 2 .. South Central Division: Kentucky . J 11 3 | 9 L Tennessee . - . J 17 5 1 1 5 Alabama . .4 1 !" MississiDpi . . , J 1 i .. 1 Texas." . . 1 "1 . Arkansas . . 3 North Central Division: Ohio _ ! 42! 10 > 1 2 5 1 2 Indiana . . J 11 2 !*"i ... 1 1 Illinois . 15 8 1 ... ... 4 l Michigan . . 5 ' 6 ... 1 8 .. Wisconsin 6 1 ... 1 j g Iowa . 9 8 6 Missouri . . . 6 3 L Nebraska . „ . 3 ::: ■ 2 1 ■■ Kansas . . . ... 14 4 2 i 1 1 Western Division: I 1 i Montana . . . 1 Colorado . . . . 2 1 2 3 .. Washington . [... 1 1 Oregon . . . . . 3 1 California. _ 2 1 1 1 1 1 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1399 Table 13. — Property of universities and colleges for men and for both sexes. State or Territory. JL Libraries. p o £ u fl zi O oc 0) s.. 53 Vol¬ umes. | Pamph¬ lets. Value. Value of scientific apparatus, machin¬ ery, and furniture. Value of grounds and buildings. Productive funds. 458 i 9, 360j8, 784, 307 2,263, 628^12, 422, 688 817, 269, 534 . 8154, 529, 288 8164,298,786 162 4, 668 3,981,3181,047, 739 5, 645, 566 8,297,469 ! 64,519,320 79. 129, 996 40 l.m 949, 103! 249, 407 1,367, 406 969, 255 16. 352, 083 9; 165, 361 42 1,307 601, 419| 155, 418 847, 332 1,287, 307 12,205,092 8, 661, 561 204 1,892 2, 779, 249 604, 598 3,863,256 5,463, 856 59, 705, 024 41, 674, 865 10 355 473, 218] 206,466 699, 128 1,251,647! 10, 747, 769 25, 667, 003 6 222 | 157,088; 27,500 204,500 136, 304 1,587,819 1, 808, 106 1 200 87, 000 20, 000 252,000 200, 800 . 1,150,' 000 2, 429, 594 232 93, 366; 37,993 184,000 113,000 835, 000 895, 500 35 1,049 856, 077; 378, 550 900, 500 1, 946, 500 9, 973, 271 20, 022,157 1 100 125, 0001 30, 000 250, 000 109,000 1, 200, 0C0 2,225,621 I 1 179 456, 130 128, 185 500, 000 602, 500 7,231,700 8, 193, 754 66 1, 538 1,201,044! 255, 642 2, 043, 196 2, 491, 593 23, 326,637 28,529,403 13 562 256, 120! 5L 200 255, 500 680, 600 4, 046, 500 3, 000, 000 40 586 746, 493 12, 400 ! 221, 600 118, 669 9, 300 ! 114, 150 1, 055, 870 26, 400 2, 115, 172 31,800 200, 794 15, 168, 393 149, 000 2, 341,127 11, 925,861 83, COO 23 179 356, 791 2, 588, 943 7 1 153 ; 177, 557 ! 182,650 I 34,311 204, 000 260, 025 4, 807, 607 2, 950, 000 1, 371, 349 9 267 20, 900 272, 000 110, 200 1,968,203 41 I 25, 000 1,500 46, 500 35, 000 840, 000 179, 370 335 I 132, 000 43,700 220, 375 103, 650 2, 100,000 1, 090, 459 136 85, 025 | 9, 010 113,400 95, 450 1, 034, 500 5o7, 150 1 21 ! 88, 621 ! 13, 436 81,440 45, 350 1, 553, 000 899, 587 6 24, 250 3, 100 46,500 86, 9S6 576, 849 427,300 7 312 98, 800 21, 800 98, 000 126, 170 1,562,615 1,871,853 - 20 637 1 197, 055 1 53, 060 294, 996 507, 962 3,745,477 2,851,879 6 62, 250 20, 930 96, 775 116, 125 988, 000 350, 000 1 15 ! 30.238 7,500 60,000 106,150 515,000 954, 000 272 72, 130 12, 200 69,300 167, 600 2,453,000 1, 678, 813 8 15 : 101, 000 21, 200 177, 000 33, 400 6,361 1,500 150,900 2, 130, 000 . 759,016 49 29, 746 7, 000 3, 200 17, 228 1,500 74, 700 35, 000 2, 700 576, 000 150, 000 85, 000 195, 000 0 1,000 33 ! 504 628, 467 209,291 825,800 798,467 10, 356, 266 7,868,196 1 48 j 222, 790 28, 000 373, 250 378, 180 4, 140, 970 2, 286, 256 90 763 : 622, 687 80, 465 716, 900 1, 152, 560 ! 11,777,926 14, 029, 149 11 92 271, 947 28, 433 460,658 948, 231 2, 740, 657 1, 950, 530 26 82 | 157, 571 ! 43,088 258, 551 355, 561 2, 674, 842 2,324,986 3 1 148, 200 ; 34, 100 169, 600 312, 000 2, 772, 215 1, 884, 142 12 169 210, 810 ! 27, 500 251, 062 407, 317 3, 118, 498 2, 206, 038 lOj 149 ! 233,690 I 14, 425 78, 100 ! 5,300 423, 025 29, 800 403, 324 25, 925 4, 827, 000 2, 582, 000 7, 524, 439 65,000 6 ! 23,500 4, 500 26, 500 54, 000 426, 650 121, 090 19 91,208 14, 017 146, 060 346, 291 1, 917, 100 888, 903 59 • ' 153,954 6,150 I 15, 000 51, 804 6,000 182, 050 6,000 282, 000 50,000 90, 1 00 3, 370, 900 125,000 250,000 526,136 500, 000 21, 451 0 0 7, 000 21,800 0 128 3 j 73, 000 6,000 32, 000 3,000 85, 463 7,000 12, 273 69, 297 2,000 32, 877 1, 402, 300 75, 000 574, 444 0 0 5,828 11, 000 123, 434 0 0 53 24, 500 12, 470 28, 637 69, 891 420, 477 409, 061 3 8, 425 8, 050 18,305 47, 782 197 A61 129, 000 0 0 4,500 2,100 7,000 50, 000 75, 400 200, 000 0 32 ! 54, 276 26, 600 66, 000 1, 485, 000 250, 000 1 | 48 ! 39, 589 6,235 52, 600 32, 300 569, 000 437, 500 9 88 j 235, 950 92, 011 394, 050 732, 100 j 5, 899, 597 23, 345, 547 North Atlantic Division South Atlantic Division South Central Division . North Central Division . Western Division . North Atlantic Division: Maine . New Hampshire Vermont . Rhode Island . Connecticut . New York.... 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 . AVisconsin . . Minnesota . Iowa . Missouri . North Dakota . South Dakota . Western Division: Montana . AVyoming _ Colorado . New Mexico . Arizona . Utah . Nevada . Idaho . Washington. . Oregon . California. . . . 1400 EDUCATION REPORT, 1902. Table 14. — Income of universities and colleges for men and for both sexes. State or Territory. Tuition and other fees. From product¬ ive funds. State or municipal appropria¬ tions. Federal appro¬ pria¬ tions. From other sources. Total. Benefac¬ tions. United States . 19, 311, 572 $7, 322, 254 15,100, 331 1995, 413 12, 382, 599 125, 112, 169 114, 840, G29 North Atlantic Division. 4, 363, 716 3, 396, 771 503, 621 198, 500 919, 618 9, 382, 226 6. 386, 315 South Atlantic Division. 717, 368 495, 877 466, 150 251,267 184, 633 2, 115, 295 737, 210 South Central Division . . 744, 035 531,282 448, 778 137, 208 310, 935 2, 172, 238 542, 009 North Central Division.. 3, 107,067 1 , 857, 487 2, 932, 995 208, 438 838, 919 8, 944, 906 6, 787, 354 Western Division .... _ 379, 386 1,040, 837 748, 787 200, 000 128, 494 2, 497, 504 387, 741 North Atlantic Division : Maine . . 77, 024 72, 428 15, 000 40, 000 19, 389 223, 841 114, 495 New Hampshire . 71, 885 93, 419 15, 000 0 6,818 187, 122 50, 246 Vermont . 21, 556 38, 189 15, 600 40, 000 17, 598 132, 943 52, 500 Massachusetts . 1, 000, 040 895, 578 0 0 129, 656 2, 025, 274 1, 308, 683 Rhode Island . 88, 834 85, 138 0 0 6,274 180, 246 395, 307 Connecticut . 512, 371 358, 585 0 0 65, 904 936, 860 696, 355 New York . 1, 542, 198 1, 219, 569 267, 118 38, 500 566, 566 3; 633, 951 2,023,628 New Jersey . 131,867 143, 669 0 40,000 423 315, 959 79, 447 Pennsylvania . 917, 941 490, 196 190, 903 40, 000 106, 990 1, 746, 030 1, 665, 654 South Atlantic Division: 60 4,980 122, 361 15, 500 68, 200 40, 000 8,157 14, 193 68, 697 Maryland . 128, 242 40, 000 372, 996 40, 500 District of Columbia. 204, 030 75,653 0 107, 100 48, 788 435, 571 57, 037 Virginia . 155, 337 109, 202 75, 000 0 32, 748 372, 287 168, 000 West Virginia . 14, 303 8,543 156, 550 35, 000 12, 728 227, 124 15, 250 North Carolina . 114, 834 64, 489 39, 100 0 20, 517 • 238,940 198, 226 South Carolina . 29, 488 30, 380 32,550 0 21, 095 113, 513 25, 717 Georgia . 46, 560 50, 137 13,000 16, 667 18, 932 145, 296 161, 602 Florida . 24, 514 30,132 66, 250 12, 500 7,475 140, 871 70, 878 South Central Division: Kentucky . 61,570 90, 527 55, 078 36, 375 34, 310 277, 860 137, 777 Tennessee . 249, 022 146,991 20, 000 40, 000 125, 879 ' 581, 892 76, 862 Alabama . 47, 200 26, 500 10, 600 0 49,350 133, 650 15, 000 Mississippi . 30, 545 54, 000 3, 500 0 7,000 - 95,045 55, 000 Louisiana . 107, 259 110, 819 21, 000 27, 651 17, 894 284,623 36, 650 Texas . 186, 108 89, 645 165, 000 0 58, 002 498, 755 152, 120 Arkansas . 55, 161 12, 800 53, 600 33, 182 13, 100 167, 843 56, 700 Oklahoma . 1,500 0 120, 000 0 0 121, 500 0 Indian Territory .... 5,670 0 0 0 5,400 11, 070 11, 900 North Central Division: Ohio . 438, 986 383, 145 410, 982 25, 000 173, 093 1, 431, 206 1, 237, 276 Indiana . 173,297 208, 499 100, 000 0 23, 160 504, 956 354, 450 Illinois . 1, 074, 455 516, 371 524, 561 40, 000 174, 049 2, 329, 486 3, 238, 098 Michigan . 262, 244 120, 617 403, 525 0 127, 705 914, 091 90, 332 Wisconsin . 110, 253 87, 279 289, 000 40, 000 84, 208 610, 740 411, 628 Minnesota . 175, 513 79, 825 406, 181 40,000 57,005 758, 524 83, 491 Iowa . 270, 528 100, 703 188, 775 0 80, 431 640, 437 720, 604 Missouri . 280, 191 236, 344 180, 221 23, 438 45,452 765, 646 404, 177 North Dakota . 10,091 7,000 50, 000 0 6,189 73, 280 14, 500 South Dakota . 28, 150 6, 600 40, 000 0 8,781 83, 531 39, 000 Nebraska . 115, 750 82, 524 119, 750 40,000 11, 892 369, 916 88, 369 Kansas . 167, 609 28,580 220, 000 0 46, 954 463, 143 105, 429 Western Division: Montana . ; . 0 15, 000 35, 765 0 0 50, 765 250 Wyoming . 474 0 23, 855 40, 000 1,382 65, 711 0 Colorado . 94, 252 38, 394 80, 000 0 37, 292 249, 938 43, 717 New Mexico . 350 0 13,000 0 0 13, 350 200 Arizona . 1, 491 0 20, 877 40, 000 2, 460 64,828 0 Utah . 19, 090 23,513 66,436 0 20. 182 129, 221 594 Nevada . 0 5,160 28, 340 40, 000 '598 74, 098 0 Idaho . 300 0 11,000 40, 0C0 966 52, 266 150 Washington . 69, 185 . 13,000 75, 000 0 19,676 176, 861 71, 500 Oregon . 30, 397 24,480 47, 760 0 6,440 109, 077 37, 804 California . 163, 847 921, 290 346, 754 40, 000 39, 498 1, 511, 389 233, 526 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1401 Table 15. — Professors and students in colleges for women, Division A. - * - Professors and instruct- State. Number of institutions. Prepar¬ atory depart¬ ments. Collegi¬ ate de¬ part¬ ments. Total number (exclud¬ ing dupli¬ cates). Preparatory. Collegiate. Graduate. Total. College students in Num-_ ber in — Classical course. Other general cul¬ ture courses. General science course. : Latin. 1 ® Pedagogy. Business course, ' | 3 Women. O § Women. d O! Women. United i States 13 0 14 264 336 272 362 209 5,398 151 5,828 5, 203 -28- 54 1,737 616 |73 - 4 N. Atlantic Diy . ~ 9~j 0 0 237 268 239 284 0 4, 716 146 4,932 4, 567 - .... 48 1, 460 [564 127 S. Atlantic Div. . 2 0 0 26 31 26 31 0 603 5 608 591 -1 . . . . 245 f H 46 N. Central Div.. 1 0 10 0 12 0 18 31 50 81 44 6 20 5' Western Div .... 1 0 4 1 25 7 29 178 29 207 1- *28-' P f -3 "i N. Atlantic Div. : Massachusetts 4 0 0 144 175 144 175 0 2,859 82 2, 941 2,858 617 276 95 New York . 4 0 0 66 77 68 93 0 1,474 11 1,555 1,326 48 712 252 17 Pennsylvania. 1 0 0 27 16 27 16 0 383 53 436 383 131 36 15 S. Atlantic Div.: Maryland . 1 0 0 14 16 14 16 o 343 2 345 343 111 29 • Virginia . 1 0 o 12 15 12 15 o 260 3 263 248 134 15 46 N. Central Div.: Illinois . 1 o 10 0 12 0 18 31 50 81 44 6 20 Western Div.: ' California . 1 0 4 1 25 7 29 178 29 207 1 28 .12 3 .... 4 Table 16. — Degrees conferred by colleges for women, Division A. State. A. B. B. S. B. L. B. Mus. A. M. Ph. D. Honorary. A. M. | Mus.D. United States . 819 11 90 3 38 4 4 2 North Atlantic Division . 745 10 84 3 35 4 4 South Atlantic Division . 67 3 North Central Division . . 7 1 Western Division . 6 . 2 — North Atlantic Division: Massachusetts . 477 5 84 3 27 2 2 New York . 205 5 5 2 Pennsylvania . . 63 3 2 South Atlantic Division: Maryland . 56 Virginia . 11 3 North Central Division: Illinois . . . 7 i Western Division: California . 6 2 . ed 1902 — vol n - 15 1402 EDUCATION REPORT, 1902. Table 17. — Property of colleges for women. Division A, State. Number of fellowships. Number of scholarships. Libraries. Value of sci¬ entific appa- : ratus. Value of grounds and build¬ ings. Produc¬ tive funds. Vol¬ umes. Pam¬ phlets. Value. United States . 17 334 221,867 17,850 8436, 765 8804,843 87,871,872 86, 142, 684 North Atlantic Division . 1 15 255 197,467 ! 15,250 386,765 677,843 6, 597, 672 5,455,278 South Atlantic Division . 2 55 11,400 2,300 15,000 77,000 824, 200 486, 500 North Central Division . 7,000 15,000 ; 25, 000 150. 000 125, 906 Western Division . . | 17 [ 6,000 300 20, 000 25, 000 300, 000 75,000 North Atlantic Division: Massachusetts . ' 122 100, 895 5, 500 217,000 374, 800 3, 359, 000 2, 637, 850 New York . 1 62 60; 572 1,750 94, 765 249.043 2,366,862 1, 817, 428 Pennsylvania . 14 71 36,000 8,000 75,000 54,000 871, 810 1,000, 000 South Atlantic Division: Maryland . . . 2 41 7,900 1,800 10,000 47,000 697,200 384,500 Virginia . 0 14 3,500 500 5,000 30, 000 127,000 102,000 North Central Division: Illinois . *] 7,000 15,000 25,000 150,000 125,906 Western Division: California . 17 1 6,000 300 ; 20,000 25, 000 300,000 75,000 Table 18. — Income of colleges for women , Division A. State. Income. Benefac¬ tions. Tuition i and other | fees. From productive funds. | From other sources. Total. United States . North Atlantic Division . South Atlantic Division . North Central Division . Western Division . North Atlantic Division: Massachusetts . New York . - Pennsvlvania . South Atlantic Division: Maryland . Virginia . 81,215,602 8289,806 8182,585 j 81,687, 9S3 81,466,680 ' 1, 116, 299 64,216 16, 087 19,000 265,012 | 17,498 4,296 3,000 160,202 20,882 1,501 0 1,541,513 I 102,596 j 21,884 22,000 1, 392, 165 66, 101 7, 914 500 584,451 ! 462,254 69, 594 : 36,831 27,385 j 16,087 19,000 124, 323 ; 78, 689 | 62,000 : 12,136 5,362 j I 4,296 3,000 39, 700 25,744 94,758 17,984 2,898 1,501 0 , 748,474 566,687 226,352 | 66,951 ! 35,645 21,884 22,000 292,000 528, 016 572, 149 63.000 1 s;ioi 7,914 500 North Central Division; Illinois . . Western Division: California . . . . Table 19. — Professors and students in colleges for UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1403 Students. i U £ •jiy 1 ssss* ^8 :S g jg^«g 888^88 3 ■apnH 9,758 llll-j «©«%r -s !! 1 ii-lll ill! Si® - •AisoS'BpOJ * 3 : : 8 i° 2388 :83 °3°e3 : : 8 College stu- dehts iii — 1 81 134 125 118 7 £3°° :838 8888^8^ S'*8*^** ■u&wg CO n 830 2,006 1, 705 749 23 s^ii i^ggg iiss^s is^i^ College students pursuing courses leading tb — •S99i§9p J9qjo I •.rH 8 ° : 8 :° :838 %?g£8 i : i 8°°° j l O *99lS9p *g ‘a 1 -i!-° ■ 8 :8S'°88 fj888:£8S 80008 : o •99JS9P -q a so -a -a *m 1 r-T §iii° °| 83^ :38g 8888888 £,0'^§7: o •99JS *p 'a vd 8 8 31 40 1 o • oo jo | • • • • | -iop • ’ ; oopoo • rH •99jg9p'a -y 2 CO ISIS8 iO °| SSSSjggjg |;g|g888 ■§§*“£§ : 8 ‘3061 ui p9jnmpm$ 1 rH sssaw 38'Sg 8 ::§B ggggSB00 SS*8*9^ *" •jaqranu jbjojl 19,135 2, 091 6, 873 7,161 2, 939 71 Sail I "galls IgISSEa f§S*2S s r-T ,r-T rHr-TrT Hrt d E d a> a o d a> % d CD a o £ ri 0) s d (D 1 cj -O d '6 Electrical engi¬ neering. Chemical engi¬ neering. Mining engineer¬ ing. Textile engineer¬ ing. s' G o 03 2 03 Sanitary engi¬ neering. G o3 Peda¬ gogy. Busi¬ ness course. U sd >> 5 a G 03 G 03 a o £ G* 03 g‘ 03 a o > United States. N. Atlantic Div. S. Atlantic Div. . 22 Ji, 252 1,964 2,874 1,250 1,386 275 708 86 72 14 355 9 9 274 148 7,836 22 41 152 123 816 120 329 150 459 855 171 527 710 304 1,060 273 419 143 127 461 100 204 302 62 803 15 83 33 76 '86' 40 14 7 76 148 12 112 4 6 1,190 1,951 1,341 2, 192 1,162 S. Central Div . . N. Central Div. . 99 60 316 316 23 9 9 0 4 5 52 218 30 112 N.AtlanticDiv.: New Hamp¬ shire . 31 4 1 5 51 210 6 62 29 225 1 0 13 259 12 166 3 0 23 8 69 86 568 65 45 426 Massachusetts Rhode Island. Connecticut . . New York . . . . "ii 11 146 8 0 265 76 40 14 2 2 4 2 0 6 0 0 7 0 0 New Jersey... S. Atlantic Div.: Maryland .... 333 683 312 623 Virginia . 22 35 72 43 162 155 88 305 55 81 115 53 127 369 87 177 91 3 37 169 13 97 22 3 32 106 103 32 8 164 58 80 12 11 76 NorthCarolina South Carolina Georgia . 41 45 130 10 .... S. Central Div. : Alabama . 60 97 116 206 40 29 57 101 278 599 464 Mississippi. . . . Texas . . . 98 7 40 Oklahoma .... 63 5 64 331 140 .... N. Central Div.: Ohio . 48 238 56 42 16 41 68 4 7 8 Indiana . 173 120 419 Illinois . . Michigan . 293 194 0 43 205 2 74 3 22 6 64 197 15 0 36 400 550 9 164 650 55 300 Iowa . 193 22 98 328 24 80 119 0 163 0 8 97 4 ”6' North Dakota. South Dakota o- 4 0 12 0 9 0 4 0 52 0 30 Kansas . . Western Div^ : Montana . 6 19 4 57 14 58 211 6 15 6 20 15 0 5 39 54 15 74 24 36 10 20 Colorado _ 9 New Mexico.. 8 Utah . 16 205 281 321 W ashington 24 17 Oregon . 11 52 56 36 22 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1409 Table 25. — Degrees conferred bg schools of technology. * On men. On women. 1 Honorary. State or Territory. <5 ZD So < ZD d 3 j w p4 3 m 3 W < < j ZD 1 n . 3 : m « H < f 4 n 9 14 9 6 ' 7 12 26 , 70 9 : 41 39 1 2 4 92 * / 10 1 1 2 280 21 54 10 l ! 4 7 6 1 I 131 7 12 2 i 7 1 102 1 11 ... 6 1 315 8 6 1 6 3 8 9 \ii 16 53 ‘7’ 3 9 47 ::: 1 1 1 24 2 2 25 1 i ... 1 1 2 North Atlantic Division: 8 j 1 1 L 6 - '--I 255 ! 9 1 6 Rhode Island . ...1 4 i ::: r" 1 -3- C : Connecticut . 1 7 n 4 1 | Npw York 13 21 • :* New Jersey _ r" 54 ; South Atlantic Division: 1 Virginia 42 -• 2 i ,i 1 i.i-j ■ ... i North Carolina. 1 7 12 1 . ... South Carolina 1 62 ■J ! Georgia ... | 26 South Central Division: Alabama . i 35 ! l 10 ! i 1 Mississippi 25 ! 1 : i ... Texas . 28 ... Oklahoma . ■ 14 i 4 North Central Division: Ohio . ! 44 3 1 i 1 • i Indiana . 121 j 5 5 11 ... | _ | 6 1 G Illinois . 32 j 2 I 3 _ Michigan . 65 17 11 3 - Iowa . 7 8 1 6 6 I .. 2 ... • 13 ... 1 1 ’ 1... * North Dakota . 3 1 ... South Dakota . 11 3 1 Kansas . 32 i 2 :19 Western Division: Montana . 1 1 1 _ 1 1 2 Colorado . 9 24 1 6 i New Mexico . 2 3 ... Utah . 2 ' ... 1 ... Washington . 9 12 L- 1 2 2 1 Oregon . 20 12 ;;; ... 1 i 1410 EDUCATION BEPOBT, 1902. Table 26. — Property of schools of technology . State or Territory. w ° S f=M .2* o os & & So II Libraries. Volumes. Pam¬ phlets. Value. Value of scientific apparatus and ma¬ chinery. Value of grounds and build¬ ings. Produc¬ tive funds. United States ....... j 12 1, 193 494, 981 140,312 ! $818,172 $3, 510, 219 $24, 001, 683 $14, 454, 783 North Atlantic Division South Atlantic Division South Central Division . North Central Division . Western Division . .. 11 North Atlantic Division: New Hampshire .... Massachusetts . Bhode Island . Connecticut . . New York . New Jersey . South Atlantic Division: Maryland . Virginia . North Carolina . South Carolina . Georgia . South Central Division: Alabama . Mississippi . Texas . Oklahoma . North Central Division: Ohio . Indiana . Illinois . . Michigan . Iowa . North Dakota . South Dakota . Kansas . Western Division: Montana . Colorado . New Mexico . Utah . Washington . Oregon . 408 726 178, 466 78, 124 41,540 139, 250 57, 601 46, 143 10, 398 26,207 24, 060 33, 504 454 196 40 9,435 87, 684 10, 029 9,208 52. 610 9.500 43, 101 15, 341 4,875 11,807 3,000 16, 417 11, 658 5.500 7, 965 5, 000 22. 611 15,649 40,339 15,000 8.500 7,626 24, 525 6,000 20.500 9, 950 10.500 7,381 3,270 6,500 19, 143 4, 000 1,000 15,500 7,138 1, 200 2,060 ■ 2,000 9,250 4,000 10, 957 4,1 3, 060 3.500 600 10,600 1. 500 5,000 11, 400 4, 100 11,000 2,004 294, 751 122, 932 72, 385 223, 206 104, 898 877, 134 674, 652 238, 726 1, 326, 419 393,288 9, 334. 548 6,184,805 1, 133, 787 5. 987, 693 1, 360, 850 5, 970, 103 665, 212 912, 159 6, 552, 663 354, 646 9,800 166, 613 13, 679 21,000 65,659 18,000 75, 000 27, 600 6,832 12,000 1.500 $1, 808 17, 112 5.500 17, 965 5,000 28,000 15, 000 82, 495 29,000 16, 000 6, 100 41,611 25,000 37, 250 13, 100 6,548 20,000 3, 000 31,400 548, 502 101, 061 21,020 100, 151 75,000 160,000 136, 956 72, 696 205,000 100, 000 33,000 75, 952 69,045 60, 729 75,000 424,564 300,000 310, 530 110,000 25, 000 29,000 52,325 70,000 148, 934 49,000 36,354 70,000 19,000 104,516 2, 202, 843 218,000 127,000 6, 282, 189 400, 000 4,890,000 498, 740 161,785 434, 280 200, 000 148, 307 376, 980 500,000 108.500 500, 000 529,000 3,000,000 599, 026 560,000 186,000 263,000 350,667 | 275,000 | 355,057 112.500 228,293 270,000 120,000 80,000 4, 501, 761 50,000 - 135, 000 543, 342 660, 000 364,312 125,000 175, 900 253, 500 449,659 209, 000 2, 000, 000 940, 000 1,500,000 915,454 683, 709 22,319 491,181. 31, 900 89, 520 101, 670 0 131, 556 UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1411 Table 27. — Income of schools of technology . Income. State or Territory. Tuition and other fees. From produc¬ tive funds. State appro¬ priations. Federal appro¬ priations. From other sources. Total. Bene¬ factions. United States . §610,387 §587, 039 £1,266,999 £1, 954, 185 i §378, 003 £4,796,613 £426, 783 North Atlantic Division . . . 347, 202 175, 995 109, 800 926, 142 86, 041 1,645,180 313, 008 South Atlantic Division . , . 65, 812 38, 625 257, 432 408, 443 26.268 796,580 40,200 South Central Division. . . . 3,850 76, 156 122, 282 140, 100 83,254 425,642 ! North Central Division. . . . 166,869 270, 050 448,855 239. 500 150, 206 1,275,480 1 73, 075 Western Division . 26,654 26, 213 328, 630 240,000 32,234 653,731 I 500 North Atlantic Division: 1,631 4,800 111,003 25,500 40,000 28, 302 38, 848 100.233 ! 506,009 Massachusetts . 263’ 658 52,500 40,000 1.52, 808 Rhode Island . . 0 2,500 15,000 16.800 40, 000 0 57,500 i Connecticut . 0 6, 700 32, 500 16,000 72,000 i 100 New York . . . 45,283 1 25, 319 0 773,642 168 844. 412 j 100 New Jersey . 36,630 25,673 ' 0 0 2,723 65,026 160,000 South Atlantic Division: Maryland . 0 j 0 0 309,276 0 309,276 Virginia . 28,115 21,859 50,000 | 31,667 15, 482 147,123 j 10,000 North Carolina . 10,055 1 7,500 53.011 j 40,003 4,495 115,061 ! 10,200 South Carolina . 15, 642 ' 12,000 9,266 111,921 27, 500 6,291 170,620 ’ 54,500 ; Georgia . 0 42,500 1 0 0 20,000 South Central Division: I Alabama . 920 20, 280 12.873 I 28,850 6, 473 69,396 Mississippi . 1,955 26,865 79,272 40, 000 25, 187 173,279 Texas . 0 14,280 1 25,000 33, 750 0 73,030 _ _ _ Oklahoma . 975 14, 731 5, 137 37,500 51,594 109,937 North Central Division: Ohio . 31, 300 45,000 0 0 0 76,300 Indiana . 43,837 52,000 101,000 40,000 9, 632 246,469 1 72,000 Illinois . 60,000 40, 000 0 0 25, 000 125, 000 Michigan . 24,859 65,000 82, 525 j 40, 000 44, 072 256,456 Iowa . 0 38,254 25, 000 40, 000 2,852 106,106 North Dakota . 0 3,578 25, 000 1 40,000 55,860 124, 438 J 0 South Dakota . 6, 873 848 90, 450 ! 39,500 12, 790 150,461 1,075 Kansas . . 0 25, 370 124,880 ] 40, 000 0 190,250 Western Division: Montana . . . 2,815 0 35,000 40, 000 2,000 79,815 Colorado . . 13,000 1,623 10,852 0 111,066 13, 510 40,000 40,000 13,821 188, 739 56,587 New Mexico . 1,454 500 Utah . 2,383 6, 122 711 4,998 87,100 51,000 : 30,954 40,000 40,000 40,000 6,654 6,523 141, 135 103,645 83,810 Washington . 0 Oregon . 10,363 1,782 1412 EDUCATION REPOET, 1902. 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. Ph. B. B.L. ALABAMA. x Howard College . x x x x x Lafayette College . . x x Spring Hill College . x x x x ARIZONA. x x ARKANSAS. x x x x X Arkansas College . x x Arkansas Cumberland College . X X X X x x x x X x CALIFORNIA. x x x x x ! . x x x X X x t x x x Mills College . x X («) (a) Throop Polytechnic Institute . . . x St. Ignatius College . x • University of the Pacific . . . X X X X Santa Clara College. . . . x Pacific Methodist Colleere . X x Leland Stanford Junior^ University . X COLORADO. University of Colorado . _ . x x x Colorado College . . . x x x College of the Sacred Heart . x x x Colorado Agricultural College x University of Denver . . x CONNECTICUT. Trinity College . x x x Weslevan University . x x X Yale University . . . x 6 X DELAWARE. State College for Colored Students _ _ _ _ _ _ x x Delaware College . x x DISTRICT OF COLUMBIA. Columbian University . x x Gallaudet College. . . . . X X X X Georgetown University . x Gonzaga College . * . x Howard University . X x St. John’s College ' . x FLORIDA. JohnB. Stetson University . . . . . X x x Florida State Agricultural College . x x St. Leo Military College . x Florida State College . x x x Rollins Collesre . x GEORGIA. Universit.v of Georgia . x X Atlanta Baptist College . x Atlanta University . x Georgia School of Technology . . . x Morris Brown College . . . X X « Associate of arts and associate of letters. &On graduates of the Sheffield Scientific School. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1413 Table 28.— Institutions conferring A. B., B. S., Bh. B., and B. L. degrees— Continued. [Note.— , indicates that the degree is conferred.] Institution. i A.B. geokgia— continued. Bowdon College . North Georgia Agricultural College Mercer University . Emory College . Clark University . . . . Nannie Lou Warthen Institute . Young Harris College . X x X X x x x IDAHO. University of Idaho. X ILLINOIS. Hedding College . Illinois Wesleyan University St. Viateur’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 . Hlinois 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 . . . . W7heaton College . 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 University . X X X X X X X X X X X X X INDIAN TERRITORY. Indian University . Henry Kendall College . IOWA. Iowa College of Agriculture and Mechanic Arts. Coe College . . Charles City College . . Wartburg College . . Amity College . . Luther College . . Des Moines College . . Drake University . . . St. Joseph’s College . . Parsons College . . Upper Iowa University . . Iowa College . . . . x X X x x x x x x x x X X 1414 EDUCATION EEPOET, 1902. 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. iowa — continued. Lenox College . . Simpson College . State University of Iowa. . . Graceland College . Palmer College . German College . Iowa Wesleyan University. Cornell College . Penn College . . Central College . Momingside College . Buena Vista College . Tabor College . . Western College . . X x x x x x x x x x x x x x KANSAS. Midland College . St. Benedict’s College . . Baker University . . 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 . . . . . x x x X X X X X X X X X X X X X X X X 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 . X X x X X X X X X X X X X X X X X X X MAINE. Bowdoin College . . . . Bates College . University of Maine . Colby College . . . x X X X MARYLAND. St. John’s College . Johns Hopkins University . Loyola College . . . Morgan College . . Woman’s College of Baltimore Washington College . . Maryland Agricultural College, Roek Hill College . . . St. Charles College . X x x x x x x x x B.S. Ph. B. B.L: X X X X X X j 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 X X X X X i X X X X X X i X X X X X X X X -X X X 1 * 1 . X X X X X 1 . X j . 1 i . X X j X X X X X ■ i . 1. . 1 . :::::::: X X . ! .... . UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1415 Table 2S. — Institutions conferring A. B., B. S., Ph. B., and B. L. degrees — Continued. [Note.— x indicates that the degree is conferred.] Institution. A. B. Maryland — continued. Mount St. Mary’s College. . New Windsor College . Western Maryland College X X X MASSACHUSETTS. Amherst College . Massachusetts Agricultural College . . . Boston College . Boston University . Massachusetts Institute of Technology Harvard University . Radciifi'e 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 I X X X X X MINNESOTA. St. John’s University . Augsburg Seminary . . University of Minnesota _ Carleton College . . St. Olaf College . . Hamline University . Macalester College . . Gustavus Adolphus College Parker College’ . X x x X x x x x x MISSISSIPPI. Mississippi Agricultural and Mechanical College. Mississippi College . Rust University . . 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 . . Clarksburg College' . . University of Missouri . Central College . . Westminster College . Pritchett College . . La Grange College . William Jewell College . Missouri Valley College . Morrisville College . Odessa College . Park College . Christian Brothers College ..." _ St. Louis University . Washington University . . X X X x x x x x x x x x X X X X X X X B.S. Ph. B. B. L. . X :::::::: x X a X X- X. . X X X X X. X, X 1 X X . X i x X X X X 1 X X X X X X .X X X X X X X X X 1 X X X 6 X X X X X X X X X X X X X X X X X X X X X e X a Conferred on graduates of the Lawrence Scientific School. For graduates in technical courses. c In the school of engineering. 1416 EDUCATION REPORT, 1902. Table 28. — Institutions conferring A. B., B. S., Pli. B., and B. L. degrees — Continued. [Note. — x indicates that the degree is conferred.] Institution. A. B. B. S. Ph. B. B. L. Missouri — continued. Drury College . Tarkio College . Ruskin College . Central Wesleyan College X X X X MONTANA. Montana College of Agriculture and Mechanic Arts. University of Montana . . X x X X X | X X X X Bellevue College . Cotner University . Union College . . Doane College . . . . Grand Island College . Hastings College . University of Nebraska . Creighton University . Nebraska Wesleyan University . York 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. . . . x X X x x x x x x x x x x x x x x X NEW MEXICO. University of New Mexico . New Mexico College of Agriculture and Mechanic Arts. New Mexico School of Mines . . X NEW YORK. Alfred University . St. Bonaventure’s College . St. Stephen’s College . Wells 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 . 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. . . Vassar College . University of Rochester . Union College . Syracuse University . Rensselaer Polytechnic Institute . 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 a For graduates in technical courses. X x . - . X . I X X X . X . X I . X X X X X X X X X X X X X X X X « X a X X X X X X X X X UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1417 Table 28. — Institutions conferring A. B., B. S., Pli. B., and B. L. decrees— Continued. [Note.— x indicates that the degree is conferred.] Institution. A. B. 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. . Weaverville College . 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 . Wilmington College . . . University of Wooster . Antioch 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 OKLAHOMA. University of Oklahoma. . Oklahoma Agricultural and Mechanical College. X 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 Ph. B. B. L. X 1 x x i . . . | . 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 a For graduates in technical courses. ED 1902 — VOL II - 16 1418 EDUCATION REPORT, 1902. Table 28. — Institutions conferring A. B., B. S.t Ph. B., and B. L. degrees — Continued. [Note. — x indicates that the degTee is conferred.] Institution. A. B. B. S. Ph. B. B. L. . PENNSYLVANIA. x x X yr x x x x ! x x 1 x X Brvn Mawr College . X x x X x X x x x x x x Thiel College . JX . X x x X | X J x x 1 x I x x x X ! j X j x X x : gx 1 x X y 1 x x x x x x X x x Holy Ghost College . . X x x x x x Pennsylvania State College . . . . . X x Swarthmore College . . . . . X Yillanova College . X X . Yolant College . . . x X X Washington and Jefferson College. . x x Wavneshurg College . X x x EHODE ISLAND. Rhode Island College of Agriculture and Mechanic Art« . X Brown University . . .. . . . . . . . x x x SOUTH CAROLINA. 1 College, of Charleston . .. . _ _ x x Clemson Agricultural College X Presbvterian College of South Carolina . X Allen University .. . _ _ _ _ X x South Carolina College X X Erskine College . . x x 1 Furman University _ _ _ _ _ _ _ _ _ x Newberry College _ _ _ _ x X I X . Claflin University _ _ _ x x x Wofiord College * . . . . . . x SOUTH DAKOTA. South Dakota Agricultural College _ _ _ _ _ X Huron College _ .. _ x x Dakota University . ... _ _ _ x x ! X Reddeld College . . x x j x University of South Dakota . . x Yankton College . . . . x X I X TENNESSEE. Grant University. . x x X King College . . x X X Southwestern Presbvterian University . . x x X Greeneville and Tusculum College . . ! . . x x American University of Harriinan x x X Hiwassee College x x . Southwestern Baptist University . . . ‘ . . x X Carson and Newman College . x Knoxville College x x University of Tennessee x x rvnmherlanrl Universitv _ _ _ X ! x i a For graduates in engineering course. UNIVEKSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1419 Table 28. — Institutions conferring A. B., B. S., Pli. B., and B. L. degrees — Continued. [Note. — x indicates that the degree is conferred.] Institution. A. B. B. S. texxessee — continued. Washington College . Bethel College . Maryville College . Christian Brothers College. Milligan College . Fisk University . Roger Williams University University of Nashville. . . . Vanderbilt University . Walden University . University of the South. . . . Burritt 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 St. Edward’s College . University of Texas . Howard Payne College . Agricultural and Mechanical College of Texas Fort Worth University . Polytechnic College . St. Mary’s University . Southwestern University . Burleson College . . . Texas Christian University . Wiley University . Austin College . . . Baylor University . Paul Quinn College . Trinity University . X x x x x x x x x x x x x x Brigham Young College . Agricultural College of Utah Westminster College . University of Utah . tTAH. X X X VERMONT. University of Vermont . Middlebury College . Norwich University . VIRGINIA. Randolph-Macon College . Virginia Agricultural and Mechanical College Bridgewater College . University of Virginia . Emory and Henry College . Fredericksburg College . Hampden-Sidney College . Washington and Lee University . . Randolph-Macon Woman’s College . Richmond College . Virginia Union University . Roanoke College . . . College of William and Mary . . WASHINGTON. Vashon College . . . . . Washington Agricultural College . . University of Washington . . . . . Gonzaga College . Puget Sound University . Whitworth College . . . ! . St. James College . Whitman College . X x x x x x x x x x x x x x x x x x x X X X X WEST VIRGINIA. Morris Harvev College. . . . Bethany College . West Virginia Universitv . X X X X X X X X X X X X X X « X X X X X a X X X X X X X &X Ph. B. X X x' X X B. L. X X X X' X X X X X X X X X X X a For graduates in engineering school, fc For graduates in technical courses. 1420 EDUCATION EEPOET, 1902. Table 28. — Institutions conferring A. B., B. 8. , Ph. B., and B. L. degrees^Contmued, [Note. — x indicates that the degree ^conferred.] Institution. A.B. B. S. ; Ph. B. B. L. WISCONSIN. Lawrence University . . . x x X Beloit College . I . . . . . x x Mission House . 1 x University of Wisconsin . X X x X Milton College . . . x x x Concordia College . . . . . j x Marquette College . . X Kipon College . X Northwestern University . x Wyoming. University of Wyoming . . . . . ! x X UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1421 Table 29. — Technical courses of study offered by universities, colleges, and schools of technology. [Note.— x indicates that the degree is conferred.] ' A 1 - 1 Metallurgical I engineering. £ ! •rH •rH • pH •pH Institution. 6 s> p o bi> J.S 5 ® be J '5b o a> nt| "C g a) ’3d S v tb c c .2S u U be gn a ,£3 c °'5b 0) r* gS ho 53 fccg .2 ° s bo Sg>| 2 © .5 v S c! S bo li If ^ P -2 £ a o a5 f-i .2 o 00 § O <3 * ~ ri> bo 53 fcj r Z £ O s Ph 3 1 <3 O O 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 ALABAMA. Alabama Polytechnic In- X Xa xa x Agricultural and Mechan¬ ical College for Negroes.. .... xb X 1 x ARIZONA. X ARKANSAS. X x x X CALIFORNIA. University of California. . . . Throop Polytechnic Insti¬ tute . x x x X X X x x Leland Stanford Junior University . ' x X x X X ' COLORADO. University of Colorado . X x X Colorado Agricultural Col- ! lege . x X Xa xa x 1 Colorado School of Mines . . L... x xa xa 1 CONNECTICUT. .... Yale University . X 1 X x X X x .... X X Connecticut Agricultural College . X 1 1 DELAWARE. State College for Colored Students . x L 1 Delaware College . X x .... fx' x .... DISTRICT OF COLUMBIA. Catholic University of America . X x x Columbian University . x X x x Gallaudet College . . . . . x Howard University _ _ X r*' .... FLORIDA. 1 John B. Stetson University. 1 X x x 1 1 1 1 Florida Agricultural Col¬ lege . X X .... x I GEORGIA. University of Georgia . x x X x Georgia School of Tech¬ nology . x x x 1 X IDAHO. University of Idaho . X X X x ILLINOIS. University of Illinois . X x x x x x x | 1 X 1 Armour Institute of Tech¬ nology . X X X X X i a Combined in one course. b Mechanical course. 1422 EDUCATION REPORT, 1902. Table 29. — Technical courses of study offered by universities , colleges , and schools of technology — Continued. [Note. — x indicates that the degree is conferred.] .. | Agriculture. o bc o>.£ "> O E O) cs3 a> # s o bD 0> d © •rH ^ d © 3 '5b QJ C g© 1 Mining er | neering. Marine er neering. Sanitary er neering. Naval arc tecture. Forestry. 3 o o K Textile er neering. 1 Railway er | neering. Ceramics. 1 2 3 4 5 6 ! 7 8 9 10 11 P 13 14 15 16 17 18 INDIANA. x x x x X X X X X X IOWA. Iowa State College of Agri¬ culture and Mechanic Arts . x x x X x x X X KANSAS. X X X Kansas Slate Agricultural KENTUCKY. "Rerea, College x Agricultural and Mechan¬ ical College of Kentucky. x x X x X LOUISIANA. Louisiana State University. Tulane University . x x x« X x x X X x :::: MAINE. .... University of Maine x x x X X X MARYLAND. Rt. John’s College . x .... Johns Hopkins University x Maryland Agricultural Col¬ lege . x x MASSACHUSETTS. M assachusetts Agricultural College . X Massachusetts Institute of | Technology . x X x x X x x X Harvard University X x x x x X X Tufts College . x x X x x Worcester Polytechnic In¬ stitute . x X MICHIGAN. Michigan Agricultural Col¬ lege . X x x x University of Michigan .... x x x 1 x x x x Michigan College of Mines .... x x x x MINNESOTA. .... University of Minnesota. . . . MISSISSIPPI. x X x x x x X Mississippi Agricultural and Mechanical College x x x University of Mississippi X X X Alcorn Agricultural and Mechanical College . X a Sugar course. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1423 Table 29. — Technical courses of study offered by universities , colleges, and schools of tech nology—^ Continued. [Note. — x indicates that the degree is conferred.] Institution. 6 3 o zf. < 0 O S3 Q> S- < 0 o 5-s ° bo ’Stj O E> •v © B S3 o ©*§ 5 § STJ a I Irrigation en- | gineering. cs O It g be £ © if '3> © be ^ c 2 § be | i1! 'bo \U S © r 3 X, >> L s © bo Z tc j2g ® © ^ l>,*5 £f a q 0 O 1 2 3 4 5 6 7 8 9 io 11 12 13 14 15 ' 16 17 18 MISSOURI. X x X x x X x 1 Washington University .... MONTANA. x I x Montana College of Agricul- X x ! x .... x X * NEBRASKA. 1 X X X X x NEVADA. .... x x Lx NEW HAMPSHIRE. New Hampshire College of Agriculture and Me¬ chanic Arts . . . X X x Dartmouth College . *x" NEW JERSEY. Stevens Institute of Tech- noiogv . x Rutgers College . X ! 1 x x I X 1.:.. 1 ^ Princeton Universitv . x :::: r" NEW MEXICO. New Mexico College of Agricultureand Mechanic Arts . X x New Mexico School of Mines . X X x NEW YORK. Alfred Universitv . X Polytechnic Institute of Brooklvn . X X x Cornell University . ' r X x X .... X x X 1 l X 1 x X X College of the Citv of New York . . . . 1 Columbia University . Manhattan College . x x i x 1 x x X ! X i 1 X X ! i x X X .... X x New York University . .... X I x I .... x 1 x x Clarkson School of Tech- nologv . -• x L x Union Universitv . X .... X izrr x ! L Syracuse University . . X X 1 Rensselaer Polytechnic Institute . . . 1 x x NORTH CAROLINA. 1 University of North Car¬ .... X ‘ olina . North Carolina College of Agriculture and Me¬ chanic Arts . X X x X V x X NORTH DAKOTA. North Dakota Agricultural College . |x X University of North Dakota. 1 1 X x ‘ X 1 1424 EDUCATION REPORT, 1902, Table 29. — Technical courses of study offered by universities , colleges, and schools of technology — Continued. [Note. — x indicates that the degree is conferred.] Institution. d a &> <1 | Architecture. |f be 5 j Chemical en¬ gineering. « ©1 E © : 0.5 ' o u irrigation en¬ gineering. | Mechanical | engineering. I Metallurgical | engineering. | Mining engi¬ neering. I Marine engi- 1 | neering. , 1 Sanitary engi- | neering. Naval archi¬ tecture. Forestry. Horticulture. Textile engi¬ neering. 'g 1 l! £ Ceramics. 1 3 4 5 6 | 7 8 9 10 11 12 13 ! 14 15 16 17 18 OHIO. X x x X X **" .... Case School of Applied x X :::: L x ! x x X x X«! xa X OKLAHOMA. Oklahoma Agricultural and Mechanical College.. OREGON. X X x x X x 1 Oregon Agricultural Col- X X X PENNSYLYANIA. Western University of Pennsylvania. __ x x x x Pennsylvania Military Col¬ lege . ^ X x Lafavette College . X X • Grove City College. . x x Haverford College X x Bucknell Universitv _ x I .... Allegheny College . x University of Pennsylvania. Lehigh LTniversitv.I . x x x x x X X x x x X Pennsylvania State College. Swa.rthmore College x X X x x x x .... x x | Washington and Jefferson College . x RHODE ISLAND. i Rhode Island College of Agriculture and Me¬ chanic Arts. x x X Brown University . SOUTH CAROLINA. X X X 1.... Clemson Agricultural Col¬ lege . X X x x X South Carolina. College X X SOUTH DAKOTA. j South Dakota Agricultural College . X x x X State School of Mines x Universitv of South Dakota x 1 X ... .... TENNESSEE. 1 ... Knoxville College . x x ..... University of Tennessee. . . . Cirmherlarid TTni versi rv x x 1 X x x ;;;; Vanderbilt Universitv x X x x University of the South x 1 TEXAS. 1 i TTnivpr^ity of x X Agricultural and Mechan¬ ical College of Texas . I x X 1 1 X a Combined in one course. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1425 Table 29. — Technical courses of study offered by universities , colleges , and schools of technology — Continued. [Note.— x indicates that the degree is conferred.] 1426 EDUCATION BEPORT, 1902, Table 30. — Statistics of universities and Location. Name. Religious or nonsectarian control. Year of first j open¬ ing. Profess* instru Prepar¬ atory depart¬ ment. Drs and ctors. Collegi¬ ate depart¬ ment. * i © 1 2 3 4 1 5 ' 6 7 8 ALABAMA. 1 Bapt . 1841 0 [ 0 8 0 9 M. E. South . 1859 0 1 ! 0 7 1 1 0 3 Nonsect .... 1885 0 3 2 1 2 4 St. Bernard . St. Bernard College . R.C . 1892 8 i i 0 17 o 5 Spring Hill College . R. C . | 1830 3 0 10 0 6 University of Alabama . State . 1831 0 0 18 0 ARIZONA. Territory . . . 1 1891 8 5 10 2 ARKANSAS. 8 ! M.E.So.,... 1890 0 1 8 12 Q . do . Ouachita Baptist College . 1 Bapt . [ 1886 4 1 6 0 10 Batesville . Arkansas College . 1 Presb . 1 1872 5 1 6 0 n Clarksville . Arkansas Cumberland College . Cumb. Presb ; 1891 0 3 2 1 12 | Conway . Hendrix College . 1 M.E.So . 1 1884 4 0 7 0 13 ! Fayetteville . University of Arkansas . ! State . [ 1872 13 7 24 3 14 | Little Rock . 1 Philander Smith College . M-K . ! 1877 ■ 3 1 4 1 CALIFORNIA. 15 Berkeley . I University of California . . | State . ! 1869 0 o 171 1 16 Claremont . j Pomona College . 1 Cong . j 1888 0 1 o 11 4 17 Los Angeles . Occidental College . 1 Presb . 1887 9 5 5 4 18 . do . St. Vincent’s College * . : R.C . 1865 12 0 9 0 19 . do . University of Southern California... M. E . 1 1880 15 8 14 7 20 Oakland . California College . Bapt . ' 1870 5 5 4 3 21 Pasadena . j Throop Polvtechnic Institute . Nonsect _ ! 1891 10 8 4 3 22 San Francisco . St. Ignatius College . . R.C . 1 1855 4 0 21 0 23 San JcsS . . University of the Pacific . 1 M.E . ! 1851 5 1 7 1 24 Santa Clara . Santa Clara College . I R.C . 1 1851 3 0 23 o 25 Santa Rosa . Pacific Methodist College* . ! M.E.So . ! 1861 4 2 4 1 0 26 Stanford Uni v ersity . Leland Stanford Junior University.. 1 Nonsect .... ! 1891 0 0 j118 6 COLORADO. 27 Boulder . j University of Colorado . State . 1877 1 8 5 1 39 6 28 r Colorado Springs . . . | Colorado College . i Cong . r 1874 14 3 21 1 6 29 i Denver . College of the Sacred Heart . R.C . i 1876 9 0 7 0 30 University Park _ University of Denver . | M.E . i 1864 2 1 2 1 13 2 CONNECTICUT. 31 Hartford . 1 Trinitv Coll ege ... PE.. ! 1824 0 0 26 0 32 Middletown . Wesleyan University . M.E . i 1831 0 1 0 36 o 33 1 New Haven . Vale TTni versify _ (long _ < 1701 0 0 194 0 DELAWARE. 34 Dover . j State College for Colored Students . . State . 1892 2 1 2 1 35 , Newark . ; Delaware College . State i 1834 0 0 19 0 DISTRICT OF COLUM¬ BIA. 36 Washington . ' Catholic University of America . R.C . 1889 0 0 15 0 37 . do . . . ! Columbian University _ Bapt j 1821 o o 71 1 38 . do . Gallaudet College . . Nation . 1864 4 2 11 2 39 . do . Georgetown Universitv . R.C . 1789 22 0 25 0 40 . do . Gonzaga College . R.C . 1821 9 ■o 7 0 41 . do . Howard Universitv _ N ation 1S67 3 1 2 42 St. John’s College*. . 1870 5 | 0 6 0 * Statistics of 1900-1901. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS, 1427 colleges for men and for both sexes. Professors and in¬ structors. Students. Profes¬ sional depart¬ ments. Total number (excluding duplicates). Prepar¬ atory depart¬ ment. Collegiate depart¬ ment. Graduate depart¬ ment. Resi- I Nonres- dent. Ident. Profes¬ sional depart¬ ments. Sum¬ mer school. Total number (excluding duplicates). 4 3 © d © V 3 1 . <3 s © Q d a £ B p d 2 p s fi p ! S o o o © o S o 3 o © o © £ § a £ S £ 1 ^ £ j £ j s j £ a 1 9 10 11 12 13 14 15 16 17 18 19 20 1 21 22 23 24 25 26 0 0 8 0 0 0 142 0 0 0 0 o 0 ! o 0 0 142 0 1 0 0 7 0 0 0 127 8 0 0 0 0 0 0 0 0 127 8 2 0 0 2 3 72 85 33 36 0 0 0 0 0 0 0 0 105 121 3 4 0 21 0 20 o 38 0 0 0 0 1 0 22 0 0 0 79 0 4 0 0 13 0 20 0 140 0 0 0 0 0 0 0 0 0 160 0 5 27 o 0 0 0 138 29 6 1 o o 230 2 304 32 0 0 11 5 82 60 48 21 2 2 0 0 0 0 0 0 132 83 0 7 0 0 8 12 - 18 75 175 0 0 0 0 0 0 0 0 ! 82 203 8 0 0 8 1 100 116 97 103 0 0 o 0 0 0 0 0 197 219 9 0 0 6 1 30 23 31 22 0 0 0 0 0 0 0 0 61 45 10 i ! 0 3 4 20 25 40 45 0 0 0 0 3 0 0 0 63 70 11 o 0 11 0 98 7 48 3 0 0 1 0 0 0 0 0 0 146 10 12 85 0 61 8 | 256 ! 91 187 45 2 1 i 1 0 255 0 0 0 701 137 13 1 j 0 5 2 i 43 | 35 14 5 0 0 0 0 10 0 0 0 67 40 14 78 0 210 1 o ! 0 1,335 1, 135 1 117 112 : 1 0 447 44 347 452 2,329 1,847 15 0 0 13 6 65 45 59 45 0 0 0 0 0 0 1 0 0 j 129 116 16 0 0 9 5 42 41 19 19 0 o 0 0 0 0 1 0 0 61 60 17 0 0 15 o ! 81 0 52 0 0 0 0 0 0 o ! o o : 133 0 18 70 0 86 j 10 85 63 44 32 0 0 0 0 169 7 6 0 304 169 19 0 0 5 5 1 19 29 5 3 0 0 0 0 0 0 0 o i 24 32 20 0 0 15 11 | 152 82 14 7 0 0 0 0 0 0 8 54 ! 190 166 21 0 0 25 1 0 115 0 147 0 0 0 11 0 0 0 0 0 273 0 22 0 0 11 6 44 44 13 13 0 0 0 0 0 0 0 1 0 80 145 23 0 0 26 • 0 32 0 225 0 0 0 0 0 0 0 o 1 0 257 0 24 0 0 6 ! 3 ! 33 29 2 0 o 0 0 0 0 0 o 0 i 35 33 25 6 1 0 124 6 ! 0 0 633 387 31 59 0 0 181 4 0 0 ! 845 450 26 58 ' 1 1 102 9 149 ; 203 212 154 14 8 0 0 131 7 o 0 J 370 27 o ; 0 27 10 73 : i 59 144 130 0 2 0 4 0 0 o 0 ! 246 283 28 0 . 0 16 o ! 126 | 0 30 0 0 o 1 0 0 0 0 0 j o ] 156 0 29 93 0 120 13 I 52 j 53 128 125 43 10 1 0 0 194 5 25 30 617 540 30 0 ; 0 26 o' o o 123 0 8 0 I 0 0 0 l 0 0 o 131 0 31 0 1 0 36 0 o o 267 42 6 I 5 ! 0 0 0 0 0 0 273 47 32 92 j 0 298 0 | 0 0 1,915 0 263 38 : 37 0 496 0 20 7 2,581 104 33 0 0 4 2 25 20 21 7 0 0 | 0 0 0 0 0 0 46 27 34 0 0 19 0 ° 0 110 0 4 0 0 0 0 0 0 0 114 0 35 10 0 25 0 0 0 0 0 49 0 2 0 78 0 0 0 129 0 36 91 0 175 1 0 0 287 153 80 14 0 0 817 0 0 0 1,246 169 37 0 0 15 5 17 7 56 28 3 2 0 0 0 0 0 0 76 37 38 90 0 159 0 164 0 136 0 13 0 0 0 437 0 0 0 750 0 39 0 ? 14 0 73 0 22 0 0 0 0 0 0 0 0 0 95 0 40 50 1 63 9 116 28 36 6 o ! o ! 0 o 361 17 o ! 0 620 251 41 0 1 0 i 11 0 1 145 0 16 0 1 o 1 0 1 0 0 1 0 1 0 0 ) 0 161 1 0 l 42 1428 EDUCATION REPOET, 1902, Table 30. — Statistics of universities and colleges 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 68 69 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 90 91 92 93 94 95 96 97 Location. Name. Religious or nonsectarian control. Year of first open¬ ing. ; Professors and instructors. i Prepar- Collegi- j atory [ ate | depart- depart¬ ment. | ment. 1 1 ^ j % Women. s s Women. 1 2 3 4 1 ^ 6 1 7 : 8 FLORIDA. John B. Stetson University . Bapt . 1887 18 i 22 12 1 3 Florida State Agricultural College . . State . 1884 1 1 l 14 i l ; St. Leo .. . St. Leo Military" College . : R. C . 1 1890 2 1 s 3 0 Florida State College . i State . 1857 4 11 3 Rollins College . . Cong . 1885 4 1 8 j 2 GEORGIA. State . 1801 ! o o 22 0 | Atlanta . Atlanta Baptist College . Bapt . 1897 3 0 4 1 3 I . do . Atlanta University . : Nonsect .... 1869 4 5 5 5 ! Atlanta . Morris Brown College . . A. M. E . 1885 3 ! 4 5 2 ■ Bowdon . Bowdon College . Nonsect 1857 0 2 2 1 • State _ 1872 0 o 9 2 Bapt . 1837 i o 0 11 0 i Oxford . Emory College . M. E. So . 1838 3 0 10 0 1 South Atlanta . Clark University . . 1 M.E . 1870 9 ! 4 3 3 Meth . 1888 0 2 2 1 Young Harris . ! Young Harris College . . M.E. So . 1885 1 1 4 2 IDAHO. Moscow . < University of Idaho . State . 1892 3 2 12 4 ILLINOIS. Abingdon . Hedding College . M.E . 1853 5 4 g 3 i Bloomington . j Illinois Wesleyan University . M.E . 1850 4 2 11 1 1 Bourbon nais . St. Viateur’s College . R.C . 1 1868 10 ! 0 19 0 Carlin ville . Blackburn University . i Presb . i 1859 4 2 8 1 Carthage . 1 Carthage College . . . * . | Luth . ! 1872 5 1 6 0 Chicago . St. Ignatius College . ! R.C . | 1869 20 0 12 0 . do . St. Stanislaus College . ! R.C . 1890 7 0 8 0 ! . do . University of Chicago . | Bapt . 1892 0 0 215 15 Effingham . : Austin College . . . : Nonsect .... ; 1891 8 2 1 8 2 Elmhurst . Evangelical Proseminary . Ger. Evang . 1 1871 0 0 0 Eureka . . I Eureka College * . Christian . . . ! 1855 5 1 2 11 3 Evanston . Northwestern University . M.E . [ 1855 19 14 51 5 Ewing . ! Ewing College . Bapt . 1867 5 6 4 1 Fulton . i Northern Illinois College* . Nonsect . ... ! 1865 5 3 ! 5 3 1 Galesburg . 1 Knox College . N onsect 1837 5 6 14 3 . do . Lombard College . Univ . . 1852 5 1 i H 2 Green viHe . Greenville College . Free Meth . . 1892 5 4 5 1 Jacksonville . Illinois College . ’. . Nonsect . . . . 1 1829 10 0 1 18 0 Lake Forest . ! Lake Forest University . Presb . ! 1858 9 19 20 1 Lebanon . i McKendree College . M.E .... _ | 1828 8 2 8 0 Lincoln . Lincoln College . Cum’o. Presb; 1866 6 5 6 5 Monmouth . : Monmouth College . Un. Presb. .. 1856 8 5 8 5 Naperville . Northwestern College . Ev. Ass’n . . .1 1861 6 1 9 1 Peru . St. Bede College . R. C . 1891 6 0 8 0 Quincy . St. Francis Solanus College R. C . 1860 1 0 17 o Rock Island . i Augustana College . Luth . 1860 8 ! 1 12 1 Teutopolis . ' St. Joseph’s College . R. C . 1 1862 0 o 12 0 Upper Alton . Shurtleff College . Bapt . 1827 4 2 1 9 2 Urbana . University of Illinois _ State _ 1868 5 3 j 126 19 Westfield . | Westfield College . . U. B . . . 1861 5 1 i 5 1 Wheaton . 1 Wheaton College . . . Cong . . . . 1 1860 10 8 ! 11 6 INDIANA. Bloomington Indiana University . State 1824 0 o 53 4 Crawfordsville . 1 Wabash College . Presb .... 1832 o o 13 0 Fort Wavne . [ Concordia College . Luth . 1839 o 8 | 0 Franklin . Franklin College . Bapt _ 1834 ! 5 2 7 3 Greencastle . De Pauw University . M. E . | 1837 w 1 5 o 1 14 1 Hanover . 1 Hanover College . Presb . 1833 I 5 1 12 2 1 Irvington . ! Butler College * . Christian ... 1 1855 1 6 1 3 i 16 1 5 * Statistics of 1900-1901. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1429 for men and for both sexes — Continued. Professors, and in¬ structors. Students. Profes- Total Prepar- Graduate depart¬ ment. Profes¬ Cnm _ Total sional number atorv sional number depart- (excluding depart- Resi¬ Nonres- depart¬ -L1ICA (excluding merits. duplicates). ment. dent. ident. ments. duplicates). s d 0) G> O s § 3 -4 a A a rj a d a d a d ! £ d d A a o o 0) o 3 O 1 3 O 3 > a * a £ a >■ a > I 1 § § £ a 9 o H ii 13 is 14 15 16 17 18 SI Is 21 22 S3 34 25 26 4 1 21 22 160 193 33 27 0 1 0 0 I 1 15 0 1 0 0 208 221 43 0 0 16 3 43 23 48 21 0 0 0 0 0 ' 0 0 0 135 65 44 3 0 6 0 8 0 32 0 0 0 0 o ! 8 o o 0 48 0 45 0 0 11 3 46 92 29 18 0 1 0 0 0 0 o 0 101 151 | 46 0 0 10 6 50 34 11 9 0 0 0 0 0 0 0 0 70 58 « 4 0 26 0 0 0 275 0 5 0 0 0 32 0 o 0 a 312 0 43 2 0 9 3 36 0 10 0 0 0 0 0 23 0 0 0 69 0 42 0 0 6 9 60 11 34 15 0 0 0 0 0 0 0 0 100 182 5C 3 0 8 8 16 3 8 2 0 0 0 0 25 0 0 0 206 239 51 0 0 9 3 58 71 20 25 0 0 0 0 0 0 0 0 78 96 52 0 0 9 2 0 0 133 22 0 0 0 0 0 0 0 0 133 22 53 V 0 18 0 0 0 222 0 1 0 0 0 50 0 0 0 273 0 5i 1 0 15 0 34 0 226 0 0 0 0 0 8 0 25 0 280 0 55 0 0 9 7 35 31 8 19 13 12 2 0 0 0 1 0 0 230 289 56 0 0 2 6 55 44 70 61 0 0 0 0 0 0 0 0 125 105 57 0 0 5 3 100 110 80 60 0 0 0 0 0 o 0 0 180 170 56 0 0 15 6 76 58 77 69 1 2 0 0 0 0 0 0 154 129 52 0 0 6 5 34 14 20 18 0 0 5 1 0 0 o 0 80 70 6C 12 0 20 2 110 25 102 39 0 0 0 0 55 0 0 0 265 64 61 3 0 32 0 70 0 200 0 0 0 0 0 30 0 0 0 300 0 62 o 0 7 4 19 20 15 15 0 1 1 0 0 0 0 0 41 73 63 0 0 9 3 30 24 16 20 0 2 1 0 0 0 17 64 72 130 64 0 0 28 0 337 0 96 0 0 0 0 0 0 0 0 0 433 0 65 0 0 10 0 53 0 57 0 0 0 0 0 0 0 0 0 no 0 66 80 3 274 49 0 0 906 1,360 663 357 0 0 576 34 0 0 2, 202 2,348 67 o 0 8 2 100 80 120 100 1 1 1 0 0 0 0 0 222 181 63 o 0 7 0 0 0 94 0 0 0 0 0 0 0 0 0 94 0 62 2 1 0 13 3 48 35 43 23 0 0 0 0 37 0 0 0 150 75 7( 195 I 34 259 63 407 275 315 271 25 16 5 3 1512 103 0 0 2,233 911 7] o 0 7 6 100 85 20 3 0 0 0 0 0 0 0 0 120 88 72 0 0 5 3 40 48 50 25 0 0 8 0 0 0 15 22 113 95 73 0 0 17 11 73 76 149 130 0 0 0 0 0 0 o 0 234 454 74 8 1 12 6 29 16 48 34 2 0 0 0 11 5 0 0 82 122 75 0 0 6 5 90 100 14 6 0 0 0 0 0 0 0 0 104 106 76 0 0 18 0 40 0 67 0 0 0 0 0 0 o 0 0 107 ■ 0 77 0 0 29 20 88 157 79 87 2 1 0 0 0 0 0 0 169 195 75 1 0 11 2 76 29 31 14 3 0 0 0 0 0 o 0 123 90 72 0 0 6 5 40 30 50 49 0 0 0 0 0 0 0 0 90 79 86 6 0 8 5 55 32 80 62 0 0 0 0 0 0 0 0 168 191 81 ! 2 18 3 87 32 90 23 0 0 0 0 0 0 0 0 286 104 82 o 2 0 14 0 110 0 12 0 0 0 0 0 1 0 o 0 123 0 83 0 0 18 0 4 0 174 0 16 0 0 0 0 o 0 0 194 0 84 5 0 34 10 87 37 62 15 0 0 0 0 63 0 o 0 322 197 85 0 0 12 0 0 0 135 0 0 0 0 0 0 0 0 0 135 0 86 0 0 13 4 40 27 24 29 0 0 11 0 8 o 0 0 87 81 87 147 4 271 26 177 90 907 380 38 2 34 5 1052 58 132 72 2,340 592 83 0 0 5 3 44 37 7 8 0 0 0 0 0 o 0 0 51 45 82 0 0 13 ! 9 54 41 42. 34 0 0 0 0 0 0 0 0 121 140 96 4 60 4. 0 0 726 412 48 25 0 0 74 0 302 151 848 437 91 0 0 13 0 36 0 133 0 1 0 0 0 0 0 0 ! ° 170 0 92 0 0 8 0 52 0 113 0 0 0 0 0 0 0 0 o 165 0 93 0 0 7 3 46 19 61 38 0 1 0 0 0 0 0 o 107 88 9i 0 0 20 6 116 44 202 154 7 3 1 0 0 0 18 12 354 256 95 0 ! o 11 3 20 9 75 25 5 0 0 0 0 0 0 0 100 1 34 96 0 1 0 17 8 52 26 65 55 5 1 0 0 0 0 0 ! 0 122 1 82 97 a Thetotel number of students in the university organization, including colleges in other tables, was 2,0/b. 1430 EDUCATION EEPOET, 1902, Table 30. — Statistics of universities and colleges Location. Name. Religious or nonsectarian control. Year of first open¬ ing. Profess instrr Prepar¬ atory depart¬ ment. ors and ictors. Collegi¬ ate depart¬ ment. o> 3 Women. 3 3 Women. 1 2 o 4 5 6 7 8 Indiana — continued. 98 Union Christian College . Christian _ 1859 4 2 4 3 99 Moores Hill . Moores Hill College . M. E . 1856 1 1 5 1 100 R. C . 1842 10 0 45 0 101 Friends _ 1817 0 0 14 3 102 R. C . 1857 0 0 10 0 103 M. E . 1846 6 2 4 3 INDIAN TERRITORY. 104 Bapt . 1880 0 6 3 3 105 Presb . 1894 1 3 4 5 IOWA. 106 Presb . 1881 9 5 16 8 107 Charles City . Charles City College . M. E . 1891 4 2 5 1 108 Luth . 1868 8 0 8 0 109 Amity College.^ . Nonsect .... 1872 0 0 4 6 110 Decorah * _ . . Luther College . Luth . 1861 10 0 10 0 111 Des Moines Des Moines College . Bapt 1865 5 6 6 6 112 . do . Drake University . Christian _ 1881 17 18 33 8 113 Dubuque . . St. Joseph’s College . . R. C . 1873 0 0 9 0 114 Fairfield . . Parsons College . Presb . 1875 9 2 14 4 115 Fayette . Upper Iowa University . M. E . 1857 10 5 12 9 116 Grinnell Iowa College _ Cong . 1848 6 8 22 6 117 Hopkinton . . Lenox College . Presb . 1859 3 1 3 7 5 118 Indianola _ Simpson College . M.E . 1867 4 9 7 5 119 Iowa City . State University of Iowa . State _ .. . . 1847 0 0 I 72 11 120 Lamoni . Graceland College * . L. D. S . 1895 1 1 1 1 1 121 Legrand Palmer College . Christian . . 1889 6 2 1 4 1 122 Mount Pleasant .... German College . M.E . 1873 4 1 8 3 123 Iowa Wesleyan University . M.E . 1844 10 5 12 7 124 Mount Vernon _ Cornell College . M.E . 1857 8 10 14 2 125 Oskaloosa . . . Penn College . _ . Friends . 1873 3 3 3 126 Pella . Central University of Iowa .... Bapt 1853 1 1 3 3 127 Sioux City. . . . Morningside College . M.E . 1890 1> 6 10 4 128 Storm Lake. . Buena Vista College . Presb . . 1891 7 5 4 1 129 Tabor _ Tabor College . . Cong . . . 1866 2 8 2 130 Toledo . Western College . U. B . 1856 1 1 5 1 KANSAS. 131 Atchison . Midland College . T.nth . 1887 2 2 7 0 132 . do . St. Benedict’s College . R.C . 1858 4 0 20 0 133 Baldwin . Baker University . M.E . 1858 9 5 10 5 134 Emporia . College of Emporia 1 ’ Presb . 1883 4 5 7 7 135 Highland . Highland University . Presb . 1857 3 2 3 2 136 Holton . Campbell University . Nonsect 1882 4 1 6 1 137 Kansas .City . Kansas City University . Meth. Prot. . 1896 2 2 1 9 1 138 Lawrence . University of Kansas . State . 1866 0 0 50 8 139 Lecompton . Lane University . U. B . 1865 4 1 1 4 1 140 Lincoln . Kansas Christian College Christian _ 1882 3 4 ! 2 2 141 Lindsborg . Bethany College . Luth . 1881 13 2 ! 13 2 142 Ottawa . Ottawa University. . Bapt. . . . 1865 9 6 8 3 143 St. Marys . St. Mary’s College . R.C . 1869 30 0 11 0 144 Salina . Kansas Wesleyan University . M.E . 1886 11 2 11 2 145 Sterling . Cooper College . Un. Presb . . . 1887 2 2 6 1 146 Topeka . Washburn College . Cong 1865 9 4 15 10 147 Wichita . Fairmount College . . Cong 1892 14 8 14 8 148 . do . Friends University . Friends . 1898 9 4 4 149 Winfield . St. John’s Lutheran College . Luth . 1893 4 2 4 2 150 . do . Southwest Kansas College . M.E . 1886 8 3 7 2 KENTUCKY. 151 Barbonrsville _ _ . Union College . M. E 1886 1 1 1 0. 152 Berea . Berea College . Nonsect .... 1855 10 16 11 4 153 Bowling Green . 1 Ogden College . Nonsect .... 1877 5 0 5 0 * Statistics of 1900-1901. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1431 for men and for both sexes — Continued. Prc Pro sioi dep mei >fes~ors and in¬ structors. Students. fes- ml irt- its. Total number (excluding duplicates). Prepar¬ atory depart¬ ment. Collegiate j depart¬ ment. Graduate depart¬ ment. Resi- Nonres- dent. ident. Profes¬ sional depart¬ ments. Sum¬ mer school. Total number (excluding duplicates). s s > d Women. s s Women. s Women. Men. I 1 O 1 ^ s 1 © 1 3 i S Women. ! ‘ 9 io 11 13 13 IT 15 16 1 17 IS 19 20 21 22 23 24 25 26 0 0 8 5 82 74 40 33 3 2 4 1 11 0 0 122 ! 107 1 0 0 6 2 80 75 13 18 0 0 0 0 0 0 0 0 93 ! 93 | 5 0 52 6 325 0 374 0 I o 0 0 0 59 0 0 0 839 0 0 0 14 8 0 0 126 150 o 0 : o 0 0 0 : 84 38 126 ' 150 ! 8 0 14 0 0 0 54 o 0 0 ! o 0 52 0 I 0 0 106 0 4 0 14 4 42 14 32 12 j 0 0 i 0 0 68 10 0 0 190 1 50 ’ 0 0 3 9 72 60 4 8 0 0 0 0 0 0 ; o 0 76 68 0 0 5 8 40 32 6 5 0 0 ! 0 0 0 0 0 0 46 37 j 0 0 17 10 53 37 77 64 1 0 0 0 0 0 ! 6 20 139 i 133 * 2 0 10 4 50 18 8 7 o 0 0 0 0 0 0 0 104 108 0 0 8 0 38 0 25 0 0 0 0 0 0 0 0 0 63 o ! 0 0 4 6 41 19 10 12 0 0 0 0 0 0 0 1 o 95 90 0 ; o io : 0 88 0 ! 109 0 o 0 0 0 0 0 0 i 0 197 0 ! 0 ! 0 6 6 42 29 34 19 i 0 0 0 0 0 0 0 0 76 48 > 63 o 1 85 i 25 88 30 1 ! 131 84 ! 4 2 0 0 383 28 170 500 850 970 | 0 o j 9 0 0 0 120 J* 0 ! 0 0 0 0 0 0 0 120 0 o : 0 14 4 53 52 | 1 71 77 0 0 6 0 0 0 0 I o 130 129 0 0 14 ; 10 48 17 i 63 60 2 o 2 0 0 0 0 o 195 181 i 0 i 0 24 1 10 48 40 1 122 162 1 1 1 2 3 0 0 0 ! 0 185 252 0 ! o ! 8 1 8 ; 25 22 20 22 0 0 0 0 0 0 0 0 47 79 0 ' 0 22 13 81 67 S 104 66 o 0 0 0 0 0 24 99 371 465 96 5 132 18 i 0 0 ■ 464 343 55 35 31 9 712 47 i 50 : 85 1.117 395 0 o ! 2 ■ 4 1 30 40 2 8 0 o 0 0 0 0 ' 0 1 0 40 52 0 : o 1 6 2 1 30 25 G 4 0 1 0 0 0 0 0 ! 0 0 36 29 3 ! 0 1 13 i 7 45 23 17 18 0 0 0 0 14 1 ! 0 : o 66 49 2 : o 17 i 10 87 65 58 41 0 0 1 1 1' 0 ! 0 i 0 264 251 0 0 22 ] 12 | 123 221 199 179 3 1 0 0 0 0 0 i 0 325 401 0 : 0 10 6 92 77 66 74 0 1 1 3 0 : 0 14 ! 29 168 171 2 ' 0 8 6 1 38 35 16 8 0 0 0 0 2 0 0 ! o 95 1 81 0 : o 18 9 i 209 170 53 41 1 1 1 0 0 0 0 i 0 264 ! 212 0 0 ! 7 5 1 53 35 5 8 0 0 o 0 0 0 0 i o 58 I 43 0 0 8 2 1 37 33 19 38 1 0 0 0 0 0 0 0 69 114 0 0 1 6 2 ! 36 33 43 ' 28 0 0 0 0 0 0 0 j 0 100 74 0 0 11 5 ! 34 36 . 26 16 0 1 0 0 i o 0 0 0 ' 0 60 4 0 24 0 ; 79 0 58 0 0 1 0 4 0 14 0 0 0 155 °0 0 0 22 13 135 93 160 102 0 0 0 i o 0 0 0 0 435 ; 292 0 o 7 7 50 25 56 30 0 0 0 1 o 0 0 0 0 106 I 55 0 0 3 2 j 23 26 3 4 0 0 0 j 0 0 0 0 0 26 , 30 3 1 ! 13 1 1 42 36 10 3 0 0 0 0 2 0 0 0 170 194 60 0 7i 3 19 i 14 21 1 0 0 0 0 154 0 0 ! 0 178 ] ' T5 42 ! 3 1 75 11 0 0 495 326 34 27 6 2 291 8 0 0 799 ' 434 0 1 0 5 3 39 22 18 6 0 0 0 0 0 0 0 0 90 ! 85 0 0 3 5 35 i 39 30 28 0 0 0 0 0 0 0 0 i 65 1 67 ! 0 0 33 j 13 34 37 69 28 6 0 0 0 0 0 0 i 0 408 | 457 ; 0 0 12 11 61 42 64 70 0 0 16 13 0 0 0 0 '274 j 356 i 0 0 30 0 266 0 89 0 0 0 0 0 0 0 0 0 355 0 0 0 14 4 30 16 28 17 0 0 0 0 0 0 0 0 73 79 ! 0 0 8 2 42 30 26 19 0 0 0 0 0 0 0 0 148 64 0 0 15 ! io 71 57 78 70 0 0 0 0 0 0 0 0 149 127 0 0 14 8 61 52 23 37 1 0 0 0 0 0 0 0 85 I 89 0 0 9 4 55 66 31 18 0 o ; 0 0 9 5 0 0 102 107 0 0 4 2 19 • 27 6 4 l o 0 0 0 0 0 0 0 42 ! 41 0 0 11 4 91 ! 59 37 9 ! 0 ; 0. 0 0 0 0 0 0 180 : 117 0 o 3 4 | 10 1 11 2 3 o 0 0 0 0 0 0 0 ; 129 95 J 0 0 21 20 : 532 307 36 25 1 0 ; 0 0 0 0 0 0 0 ! 568 | 332 0 1 0 5 1 0 1 61 1 3 1 8 0 1 0 1 0 0 0 0 0 0 0 69 ■ i 3 1 98 99 100 111 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 182 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 1432 EDUCATION EEPOET, 1902, Table 30. — Statistics of universities and colleges Location. Name. Religious or nonsectarian control. Year of first open¬ ing. Profess' instru Prepar¬ atory depart¬ ment. ors and ctors. Collegi¬ ate depart¬ ment. d ' | Women. pi o> Women. 1 2 3 4 5 6 7 8 KENTUCKY— COnt’d. 154 Presb . 1822 7 9 13 0 155 Bapt . 1829 7 7 8 2 156 Liberty College . . Bapt . 1875 3 8 2 5 157 State . 1866 5 0 31 0 lege of Kentucky. 158 . do . Kentucky University * . Christian . . . 1836 10 1 7 1 159 Bethel College . *. . Bapt . 1854 2 0 5 0 160 R. C . 1821 3 0 6 0 161 M. E. So.... 1866 3 1 5 1 LOUISIANA. 162 State . 1860 7 0 23 0 163 R. C . 1864 2 0 13 0 164 M. E. So...'. 1825 7 0 8 0 165 R. C . 1847 6 0 13 0 tion. 166 . do . Leland University . Bapt . 1870 4 5 5 3 167 .do . New Orleans University _ M. E . 1873 6 4 6 3 168 . do . Straight University . Cong . . 1869 0 10 2 0 169 . do . Tulane University . Nonsect .... 1834 0 11 32 9 MAINE. 170 Brunswick . Bowdoin College . . Cong . . 1802 0 0 19 0 171 Lewiston . Bates College . . . Free Bapt . . 1863 0 0 15 2 172 Orono . . . University of Maine .... State . 1867 0 0 44 0 173 Wateryille . Colby College . Bapt . 1818 0 0 14 0 MARYLAND. 174 Annapolis . St. John’s College . Nonsect 1789 2 0 8 0 175 Baltimore . Johns Hopkins University . Nonsect _ _ 1876 0 0 78 0 176 . do . Loyola College . R. C . 1852 9 0 13 0 177 . do . Morgan College . M. E . 1876 3 2 2 1 178 Chestertown . Washington College . Nonsect 1783 7 2 7 2 179 Collegepark . Maryland Agricultural College . State . 1859 1 0 16 0 180 Ellicott City . Rock Hill College . R. C . 1857 6 0 8 0 181 . do . St. Charles College . . R. C . 1848 13 0 16 0 182 Mount St. Marys _ Mount St. Mary’s College . R. C . 1808 25 0 15 0 183 New Windsor. New Windsor College Presb . 1843 3 3 5 4 184 Westminster . Western Maryland College . Meth. Prot. . 1868 2 4 13 7 MASSACHUSETTS. 185 Amherst . Amherst College . Nonsect . . . . 1821 0 0 35 0 186 Boston . Boston College _ R. C . 1864 16 0 18 0 187 . do . Boston University. . : . M. E . 1873 0 0 25 2 188 Cambridge . Harvard University . Nonsect . . . . 1638 0 0 277 0 189 Springfield . French-American College . . . Nonsect 1885 5 7 5 7 190 Tufts College .... Tufts College Univ . 1854 5 0 34 1 191 Williamstown . Williams College . Nonsect 1793 0 0 30 0 192 Worcester . Clark University . . Nonsect 1889 0 0 11 0 193 . do . College of the Holy Cross R. C . 1843 22 0 17 0 MICHIGAN. 194 Adrian . Adrian College . . . Meth. Prot. . 1859 2 0 6 3 195 Albion . Albion College _ M. E . 1843 6 5 9 3 196 Alma . Alma College . Presb . 1887 10 4 10 4 197 Ann Arbor . University of Michigan . State . 1837 0 0 142 8 198 Detroit . Detroit College . R. C . 1877 6 0 8 0 199 Hillsdale . Hillsdale College . Free Bapt . . 1855 0 0 7 1 200 Holland . Hope College . . Reformed . . 1866 12 1 13 1 201 Kalamazoo. . Kalamazoo College * . . . Bapt . 1855 4 4 9 4 202 1 Olivet . Olivet College . Cong . 1859 4 3 10 4 * Statistics of 1900-1901. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS for men and for both sexes — Continued. irs'd Professors and in- j Students, structors. | Profes¬ sional depart¬ ments. Total number (excluding duplicates). Prepar¬ atory depart¬ ment. Collegiate depart¬ ment. Graduate depart¬ ment. Resi- Xonres- dent. ident. Profes¬ sional depart¬ ments. Sum¬ mer school. Total number (excluding duplicates). Men. Men. Women. ^Women. 1 Women s 1 5 s o 8 o Men. 1 Women. ' s 1 Women. Men. Women. 1 9 10 11 12 CO H 14 15 16 17 18 19 20 21 22 23 24 25 2G 76 0 100 9 239 200 189 oj i 1 4 0 0 0 795 o i I o 0 ! 1,005. ! ' 200 j 154 0 0 10 9 71 56 104 82 8 1 0 0 0 0 0 o I 191 ! 149 155 0 0 3 8 20 20 30 80 j 0 0 0 0 0 0 0 0 I 50 100 156 0 0 36 0 100 10 321 58 j H 6 0 0 0 0 , 0 0 500 ! 111 157 41 0 62 1 150 27 125 30 4 2 0 0 316 0 0 o ! 912 138 158 0 0 7 0 41 0 65 0 I o 0 0 0 0 0 0 ■ - -0 106 1 0 159 0 0 9 0 67 0 27 o 0 0 0 0 0 0 0 -0 1 94 0 160 0 0 8 2 42 20 80 31 ! I 0 0 0 0 0 0 0 122 51 161 0 0 27 0 162 0 257 0 ! 1 0 0 0 0 0 0 0 420 0 162 0 0 15 0 34 0 135 0 0 0 0 0 0 0 0 0 169 0 163 0 0 10 0 80 3 24 5 1 0 0 1 0 0 0 0 129 15 164 0 0 19 0 182 0 176 0 0 0 0 0 0 0 0 0 501 0 165 2 0 7 5 44 44 5 0 8 1 3 0 25 0 0 0 75 45 166 14 j 2 19 8 14 23 9 3 0 0 0 0 72 1 0 0 95 38 167 1 6 3 10 29 28 2 0 0 o 0 0 3 0 0 0 210 382 168 87 0 j 66 20 0 165 273 258 ; I 29 27 1 3 538 1 0 -•a 844 494 169 19 o 1 34 o 0 0 254 0 0 0 0 0 91 0 0 0 j 341 0 170 o o 20 2 0 0 167 128 1 1 3 3 23 5 0 0 i 188 137 : 171 1° 0 i 54 o 0 0 329 16 5 0 o ! o 47 0 0 0 ! 395 16 | 172 0 0 I 14 1 •° 0 0 109 82 0 0 0 0 0 0 0 0 1 109 82 | 173 0 0 10 j 0 49 0 101 0 0 0 i o 0 0 0 0 0 [ ! 150 0 ! 174 65 1 143 1 0 0 164 0 173 0 0 0 312 45 0 0 i 649 45 J 175 0 0 18 0 117 0 49 0 0 0 0 0 0 0 0 0 166 0 176 3 0 5 | 2 41 16 1 5 1 0 1 0 0 0 5 0 0 0 1 48 17 177 0 0 7 j 2 19 i 17 I 1 39 39 0 0 0 0 0 0 0 0 1 58 56 178 0 0 17 o 39 | 0 123 0 0 o 0 0 0 0 0 0 162 0 179 0 0 13 0 80 0 40 0 0 0 0 0 0 0 0 0 120 0 180 0 0 17 o 176 0 69 0 ■ 0 0 0 0 0 0 0 245 0 181 0 0 40 0 70 o i 100 0 0 1 0 0 0 30 0 0 0 200 0 1 182 0 0 7 5 20 23 3 1 0 1 0 1 0 0 0 0 0 24 24 183 0 0 15 8 47 23 73 88 0 0 0 0 0 0 0 0 120 111 184 0 0 35 0 - o 0 404 0 0 0 ■o 0 0 0 0 0 404 0 185 0 o 25 o 1 220 0 160 0 0 .0 1 o 0 0 0 0 0 380 0 186 99 5 137 8 0 0 121 329 55 30 0 0 597 57 0 0 1,007 329 187 206 ! 0 520 0 0 0 2, 564 0 301 0 11 0 1276 0 (a) («) 4, 984 0 188 0 1 0 5 7 65 ! 25 13 1 0 1 0 0 0 0 0 0 0 78 26 189 96 3 124 3 7 0 201 103 5 1 1 0 488 64 28 5 702 170 190 0 0 30 0 0 0 398 0 0 0 o. 0 0 0 0 .0 398 0 191 0 0 11 0 0 o 0 0 31 4 0 0 0 0 I 0 0 31 4 192 0 0 33 0 174 0 194 0 0 0 5 0 0 0 I 0 [ 0 373 0 193 0 o 9 j 12 4 40 15 0 0 0 0 26 0 0 0 - 95 73 194 0 ! o 1 15 13 64 27 120 69 0 2 21 5 0 0 1 o 0 249 176 195 0 ! 0 12 11 26 16 45 35 0 0 0 0 0 0 l 0 0 84 160 196 131 i 3 | 235 12 0 0 1,149 633 70 35 1 1 1576 57 285 131 2, 901 808 197 0 1 0 1 12 0 110 0 78 0 0 0 0 0 0 0 i 1 0 0 188 0 198 2 1 0 I 13 2 45 39 64 47 3 1 0 0 31 2 , 0 0 165 146 199 4 0 I 16 1 95 20 80 i 11 0 0 0 0 24 0 1 ! o 0 199 31 200 0 0 I io 4 50 25 87 55 0 o 0 0 0 0 i 0 0 137 80 201 0 ‘ 0 1 13 • 9 31 43 65 1 94 0 1 0 0 0 0 0 1 0 0 101 160 202 a 982 students unclassified as to sex. ED 1902 — VOL II - 17 1434 EDUCATION REPORT, 1902, Table 30. — Statistics of universities and colleges Location. Name. Religious or nonseetarian control. Year of first open¬ ing. Professors and I instructors. Prepar- Collegi- atory I ate 1 depart- depart¬ ment. ment. , S o £ s S ! | 1 2 8 4 5 1 6 7 ; 8 MINNESOTA. 203 R. C . 1857 10 0 16 0 204 Minneapolis . . . Luth . 1S69 9 0 9 o 205 . do .t . i State . .. 1868 ! 28 5 92 1 15 206 Northfield . Carleton College . . Cong . 1S70 ! 2 4 10 3 207 . do . .. St. Olaf College . 1 Luth . 1874 ’ 15 3 15 3 208 Qf Prml Hamline University . M. E . 1854 ! 14 4 15 ! 4 209 . do . .... Presb . 1885 4 3 8 ! 3 210 St. Peter . Gustavus Adolphus College . Luth . : 1S62 ! 8 2 9 1 211 Winnebago City .... Parker College . Free Bapt . . : 1888 2 4 2 ! 4 MISSISSIPPI. 91 <> Clinton . Bapt _ 1S27 2 0 7 i 0 213 Hollv Springs . Rust University . . M.E . 1 1S68 j 10 1 6 ! 1 214 Jackson . Millsaps College . M. E. So _ 1892 3 0 8 ; 0 215 University. . University of Mississippi . State . 1S48 0 0 19 1 MISSOURI. 216 | Albany . Central Christian College . . Christian . . . 1892 4 3 4 3 217 Bolivar . . Southwest Baptist College* Bapt . 1878 ! 2 1 5 1 218 Bowling Green . Pike College . Nonsect _ 1882 3 6 3 8 i 219 Cameron . Missouri Wesleyan College . M.E . 1887 3 j 1 4 4 2 220 1 Canton . . . ; Christian University* . Christian... 1853 , o i ! 0 17 3 ! 221 Clarksburg . Clarksburg College* . Bapt . 1876 2 1 2 6 1 222 Columbia . 1 University of the State of Missouri.. State . 1840 0 1 1 0 79 ; 6 ! 223 Favette . ! Central College . M. E. So.... 185 ^ 1 3 1 0 0 224 Fulton . i Westminster College . Presb . 1853 10 i o 9 0 225 Glasgow . j Pritchett College . Nonsect .... 1866 1 3 | 4 5 1 226 Lagrange . i La Grange College . Bapt . 1858 ! 6 1 3 6 3 227 Liberty . William J ewell College . Bapt . 1849 17 ! o 14 0 228 Marshall . Missouri Valiev College . Cum. Presb. 1889 ' 10 | 1 3 10 3 229 Odessa . Odessa College . Nonsect .... 1883 0 | I i 1 3 230 Parkville . Park College . Presb . 1875 1 3 6 12 0 231 St. Louis . : Christian Brothers College . . R. C . 1851 1 17 ! o 9 0 232 St. Louis University . R. C . 1829 ! 12 0 17 0 233 . do . Washington University . Nonsect _ 1859 38 31 23 0 234 Springfield . Hrurv College . . Cong . 1873 3 4 9 4 235 Tarkio . Tarkio College . U. Presb - 1883 | 4 5 6 4 236 Trenton . Ruskin College . i Nonsect _ 1900 5 3 5 ; 3 237 Warrenton . Central Wesleyan College . M.E . 1864 7 2 6 1 MONTANA. 238 Missoula . University of Montana . 1895 8 5 8 5 NEBRASKA. 239 Bellevue . Bellevue College . i Presb . 1S83 ; 4 7 7 6 240 Bethanv . Cotner University . . _ . | Christian 1889 8 3 6 j 2 241 College View . Union College . . . . j 7th D. Adv.. 1891 7 6 H 6 212 Crete . Doane College . ; Cong . 1872 6 1 7 1 243 Grand Island . Grand Island College . Bapt . 1892 8 5 9 i 4 244 Hastings . Hastings College . Presb . ; 1882 6 2 6 ; 2 245 Lincoln . University of Nebraska . State . : 1869 0 6 160 | 18 246 Omaha . Creighton University . R.C . 1879 12 ; 0 9 ! o 247 University Place Nebraska Wesleyan University . M.E . 1888 12 9 10 i 1 1 248 York . York College . . . . ' . U.B . 1890 4 3 3 j 2 NEVADA. 249 ; Reno . Nevada State University . State . ! 1886 6 3 13 4 NEW HAMPSHIRE. 250 ! Hanover . Dartmouth College . Cong . ■ 1769 0 ! 0 54 ( 0 251 1 Manchester . St. Anselm’s College . ‘ R.C . 1893 1 1 14 1 0 8 1 0 * Statistics of 1900-1901. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1435 for men and for both sexes — Continued. Professors and in¬ structors. Students. Profes¬ sional depart¬ ments. Total number (excluding duplicates). Prepar¬ atory depart¬ ment. Collegiate depart¬ ment. Graduate depart¬ ment. Resi- Xonres- dent. ident. Profes- i sional depart¬ ments. Sum¬ mer school. Total number (excluding duplicates). « : S 1 ZJ s 1 £ S a Women. a j ^ ; ^ 1 1 1 Women. £ ! 9 10 11 IS 13 14 15 16 17 is 19 20 21 1 o o — 23 24 25 26 9 0 39 0 120 0 90 0 0 0 0 1 0 46 ! 0 0 i 0 331 0 203 3 0 9 0 72 0 65 0 0 0 0 1 0 43 | 0 0 0 180 0 j 204 159 5 246 28 470 118 998 666 127 49 0 0 1017 38 ; 77 223 2, 614 1, 042 ! 205 0 0 13 9 44 36 80 138 0 i 1 0 0 0 0 0 0 135 201 j 206 0 0 15 3 221 53 84 3 0 ! o o ! o 0 0 0 0 305 56 207 50 1 66 5 64 30 216 86 0 0 7 2 130 9 0 ! o 417 117 208 0 0 10 3 54 25 #37 99 i 0 s 0 0 0 o I 1 0 0 0 94 55 209 0 0 17 4 63 22 46 7 o ! o 0 0 0 ! o 0 0 237 102 210 0 0 4 4 13 4 8 3 0 0 0 0 1 0 0 0 0 40 66 ] 211 0 0 9 0 % 0 175 0 0 0 0 ! 0 0 1 1 0 0 0 271 0 | 212 0 0 10 1 16 18 8 0 ! 0 0 ! 0 | | 0 o 1 0 0 0 179 166 i 213 3 0 14 0 60 0 159 3 ! 0 0 1 0 0 18 ! 0 0 0 237 3 214 2 0 21 1 0 0 157 20 ! 6 1 i 17 2 03 1 : °j 53 82 286 105 215 0 o 4 3 10 i 10 50 10 ! 0 0 ■ 0 j ! o 0 0 0 ! o 60 20 216 0 0 1 7 2 1 38 24 37 20 o : 0 o 1 ° 5 1 0 0 0 78 ! 44 j 217 0 0 3 6 j 15 j 20 30 60 0 0 0 1 . 0 ; o 1 ! 0 0 0 45 80 ! 218 0 0 4 ! 5 ! 79 ! 89 10 10 1 0 0 0 o ; o : 0 15 25 89 99 ; 219 0 0 17 3 30 j 10 30 6 0 ! o i 0 0 30 I 1 0 0 90 17 ■ 220 0 0 6 3 , 17 j i 36 9 21 o 0 ■ 0 ! 0 o. i 0 0 0 26 57 221 27 0 99 6 i 0 i ! 0 815 233 6 7 i 28 9 ! 228 3 250 •257 1,216 455 999 0 0 • 10 o 1 116 7 60 18 1 o 0 ; o 0 S "" 0 i 0 0 0 176 25 j 223 0 0 12 0 39 0 52 0 ; 1 1 0 0 , o 0 0 0 92 1 224 0 0 5 4 33 - 27 2 6 0 i 0 0 0 1 o 0 0 0 35 33 225 0 0 6 3 ! 12 38 58 72 0 1 0 j 0 ! o 1 o 1 0 o 0 70 90 ' 226 0 0 31 o i 150 0 149 0 ! 24 0 0 ! 0 ! o ; 0 0 0 323 0 1 227 0 0 10 3 73 62 62 54 0 ! 0 0 0 ; 0 1 0 o 0 138 125 1 228 0 i 0 1 i 4 8 ! 10 22 30 ■ 0 j 0 0 0 i o j 0 0 0 31 66 ! 229 0 0 15 6 131 111 94 72 0 0 ; o i 0 ! 0 0 0 0 225 183 230 0 0 26 0 250 i 0 62 0 0 0 o ! 0 i o 0 0 0 312 0 231 8 ; 0 35 1 0 189 i 0 139 0 i 0 ! o ' 0 0 68 0 0 0 479 0 232 91 : 0 163 36 623 ! 432 117 60 3 8 : 0 ! o | 553 0 0 0 1,445 679 233 0 0 12 8 108 | 125 45 60 0 I 0 0 0 I o 0 27 48 ; 180 235 234 0 | 0 10 9 48 57 39 40 0 0 i 0 i o 0 0 0 0 , 123 126 ! 235 o 0 5 3 60 28 7 3 0 0 1 0 o 0 0 30 70 ! 90 98 j 236 4 1 0 14 3 114 I 56 70 24 ! 0 1 0 0 ! 0 1 31 0 16 14 200 94 237 0 0 8 5 86 | 90 32 28 1 0 3 0 0 1 0 ! o 0 0 118 121 j 238 0 I 0 10 15 | 44 j 39 28 22 1 0 0 0 0 i 0 ! 0 0 0 75 67 239 28 I 0 34 7 39 34 13 1 1 o 0 0 0 114 1 10 0 0 174 83 240 0 0 18 8 85 i 115 40 60 o 0 0 0 0 : 0 0 0 125 175 241 0 0 8 1 27 21 45 54 1 i o 0 0 0 0 0 0 73 75 242 0 0 10 7 64 55 20 13 0 0 0 0 0 0 0 o 84 68 243 0 0 6 2 32 j 24 14 8 0 0 O' 0 0 0 0 ! o 46 32 ! 244 4 0 170 22 157 21 726 592 59 49 0 0 324 9 117 139 1, 324 965 245 37 0 55 0 156 0 71 0 0 0 0 ! 0 129 13 0 0 356 13 i 246 0 j 0 24 I 16 1 174 j 81 j 134 65 0 1 0 0 0 0 0 0 285 315 : 247 0 ' 0 1 5 65 55 3 0 0 0 0 0 0 9 ; 56 133 168 248 0 j 0 17 6 63 65 112 91 0 0 j 3 0 0 0 0 0 178 156 | 249 18 0 67 0 i 0 0 663 0 I 13 0 j 10 0 72 0 0 0 "768 0 250 0 1 0 22 0 1 i 68 0 27 0 1 0 1 0 1 0 0 0 0 0 1 0 • 95 0 251 1436 EDUCATION REPORT, 1902, Table 30. — Statistics of universities and colleges 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 Location. Name. Religious or. nonsectarian control. Year of first open¬ ing. Profess instn Prepar¬ atory depart¬ ment. ors and ictors. Collegi¬ ate depart¬ ment. Men. Women. <3 Women. 1 2 8 4 5 6 7 8 NEW JERSEY. St. Peter’s College . R.C . 1878 5 0 3 0 R.C . 1868 2 0 6 0 New Brunswick .... Rutgers College . Reformed .. 1766 7 5 29 0 Nonsect 1746 0 0 101 0 Seton Hall College _ _ _ R.C . 1856 6 0 14 o NEW MEXICO. « Territory . . . 1892 8 2 8 2 NEW YORK. Alfred . Nonsect 1836 5 3 16 5 R.C . 1859 3 0 14 0 St. Stephen’s College . P.E . 1860 0 0 9 0 Adelphi College . .7 . Nonsect 1896 27 20 19 12 - do . Polytechnic Institute of Brooklyn . . Nonsect .... 1854 32 4 20 0 _ do . St. Francis College * . R.C . 1859 14 0 13 0 . do . St.John’s College . R.C . 1870 18 0 18 0 Buffalo . . Canisius College . R. C .. 1870 24 0 7 0 Canton . St. Lawrence University . Univ . 1858 0 0 9 0 Clinton . Hamilton College . Nonsect 1812 0 0 20 0 Geneva Hobart College . P. E . . 1822 0 0 19 0 Hamilton . Colgate University . Bapt . 1819 8 0 18 0 Ithaca . . Cornell University . . Nonsect .... 1868 0 0 187 3 New York . College of St. Francis Xavier . R. C . 1847 19 0 15 0 . do . College of the City of New York .... City . 1849 30 • 0 61 0 . do _ ... Columbia University . Nonsect _ 1754 0 0 174 o _ do _ Manhattan College.. R. C ...„ _ 1863 8 o 17 o . do . New York University . Nonsect _ 1831 0 ; 0 41 0 . do . . . St. John’s College . R. C . 1841 14 0 18 0 Niagara University. Niagara University . . R. C . 1856 12 0 10 0 Rochester . University of Rochester . Bapt . 1850 0 0 20 0 Schenectady _ Union College . . . Nonsect _ 1795 0 0 20 0 Syracuse . Syracuse University . . . M. E . 1871 0 0 50 8 NORTH CAROLINA. Belmont . St. Mary’s College . R. C . 1878 2 0 12 0 Chapel Hill . University of North Carolina . State . 1795 0 0 36 0 Charlotte Biddle University . Presb . 1878 8 0 8 0 Davidson . Davidson College . Presb . 1837 0 0 14 0 Durham . | Trinity College . M. E. So _ 1851 6 0 23 0 Elon College Elon College . Christian _ 1890 8 3 8 3 Guilford College. . . . Guilford College . Friends . 1837 0 1 6 1 Hickory . Lenoir College . Luth . 1891 j 2 1 6 2 Mount Pleasant .... North Carolina College* . Luth . 1859 2 0 4 i 0 Newton . Catawba College . Reformed . . 1851 5 5 5 5 Raleigh . Shaw University . Bapt . 1865 7 6 2 2 Salisbury . Livingstone College . A. M. E. Z.. 1882 6 4 7 3 Wake Forest Wake Forest College . . Bapt . 1834 0 0 14 0 Weaverville . Weaverville College* . M. E. So _ 1873 0 1 4 0 NORTH DAKOTA. Fargo Fargo College Cong . 1887 6 5 6 5 University . University of North Dakota . State . 1884 8 2 19 Wahpeton . Red River Valley University . M. E . 1892 5 2 4 2 OHIO. Akron . Buchtel College . Univ . 1872 4 4 10 6 Alliance . Mount Union College . M. E . 1846 6 3 10 2 Athens . Ohio University . State . 1809 0 0 22 5 Berea _ Baldwin University . M. E . 1846 8 2 I 8 2 . do . i German Wallace College . M- E . 1864 3 3 10 2 Cedarville . j Cedarville College . Ref. Presb . . 1894 5 2 6 1 Cincinnati . ! St. Xavier College . R. C . 1 1831 14 0 1 10 0 * Statistics ol 1900-1901, UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS, for wen and for both sexes — Continued. 1437 Professors and in- i Students, structors. Profes¬ sional depart¬ ments. Total number (excluding duplicates). Prepar¬ atory depart¬ ment. Collegiate depart¬ ment. Graduate me: Resi¬ dent. ! depart- nt. Nonres¬ ident. Profes¬ sional depart¬ ments. Sum¬ mer school. Total number (excluding duplicates) . Men. Women. Men. Women. Men. Women. Men. Women. Men. Women. s § Women. Men. d 8 s a o Men. Women. 9 10 11 12 13 14 15 16 IT 18 ! 19 20 21 22 23 24 25 26 0 0 8 0 71 0 18 0 0 0 0 0 0 o 0 0 92 0 252 0 0 8 0 16 0 40 0 0 0 0 0 0 O’ 0 0 56 0 253 0 0 36 5 107 48 222 0 2 0 0 0 0 0 0 0 331 48 254 0 0 101 0 0 0 1,232 0 122 0 0 0 0 0 0 0 1, 354 0 256 5 0 20 0 55 0 70 0 0 0 0 0 33 0 0 0 158 0 255 0 0 8 2 45 38 3 0 0 0 0 0 0 0 0 52 41 257 4 2 26 8 81 95 63 38 2 0 2 0 6 3 0 0 147 130 258 6 0 23 0 33 0 98 0 0 0 0 0 50 0 0 0 181 0 259 0 0 9 0 0 0 48 0 0 0 0 0 0 0 0 0 48 0 260 0 0 28 26 76 146 18 179 0 0 0 0 0 0 0 0 139 463 261 0 0 52 4 503 0 95 0 0 0 0 0 0 0 o. 0 598 0 262 0 0 27 0 243 0 41 0 0 0 0 0 0 0 0 0 284 0 263 o 0 18 0 164 0 48 0 0 0 0 0 0 0 0 0 212 0 264 0 0 31 0 277 0 34 0 0 0 0 0 0 0 0 0 311 0 265 5 0 14 0 0 0 77 51 1 0 5 6 14 5 0 0 94 61 266 ■ o 0 20 0 0 0 185 0 0 0 0 0 0 0 0 0 185 0 267 0 0 19 0 0 0 100 0 0 0 0 0 0 0 0 0 100 0 268 10 0 31 0 142 0 173 0 0 0 0 0 37 0 0 0 352 0 269 145 | 0 360 7 0 0 1, 697 326 150 39 0 0 635 47 377 224 2, 697 593 270 o 0 34 0 544 0 126 0 o 0 0 0 0 0 0 0 670 0 1 271 0 0 91 0 1,010 0 866 0 o 0 0 0 0 0 0 0 1,876 0 1 272 182 0 385 0 0 0 1,118 0 353 155 0 0 1249 0 153 426 2,835 578 I 273 0 0 25 0 164 0 76 0 0 0 0 0 0 0 0 0 240 0 274 137 4 212 4 104 0 255 0 125 75 0 0 916 112 41 22 1,558 380 275 0 0 32 0 275 0 138 0 0 0 0 0 0 0 0 0 413 0 276 8 0 18 0 108 0 80 0 0 0 0 o 46 0 0 0 234 0 277 0 0 20 0 0 0 194 65 3 3 8 0 0 0 0 0 205 68 278 54 0 74 0 0 0 195 0 0 0 0 0 330 0 0 0 625 0 279 69 1 133 23 0 0 554 346 26 20 0 0 256 15 0 0 929 877 280 4 0 18 0 12 0 79 0 6 0 0 0 14 0 0 0 111 0 281 40 1 0 75 0 0 0 379 14 14 1 6 1 152 0 38 54 581 70 282 4 0 14 0 92 0 96 0 0 0 0 0 12 0 22 73 222 73 283 o o 14 0 0 0 178 0 3 0 13 0 0 0 0 0 194 0 284 0 1 ! 0 29 0 118 17 175 25 0 0 0 0 0 0 0 0 293 42 285 0 0 8 3 ,33 30 30 22 0 0 0 0 0 0 0 0 64 62 286 0 0 6 3 80 25 56 31 0 0 0 0 0 0 0 0 136 56 287 0 0 7 3 32 12 50 14 0 0 0 0 0 0 0 0 82 26 288 0 0 5 0 72 0 30 0 0 0 0 0 0 0 0 0 102 0 289 0 0 5 5 70 55 40 35 0 0 0 0 0 0 0 0 110 90 290 12 0 21 8 37 28 10 9 0 0 0 0 148 0 0 0 195 37 291 0 0 12 6 67 97 28 8 0 0 0 0 0 0 0 0 123 162 292 2 0 16 0 0 0 260 0 0 0 0 0 24 0 0 0 284 0 293 0 0 4 1 45 50 35 20 0 0 0 0 0 0 0 0 80 70 294 0 0 6 5 40 38 22 15 0 0 0 0 0 0 0 0 72 90 295 10 0 37 4 102 127 73 41 2 1 7 1 20 0 0 0 204 170 296 0 0 5 2 47 27 6 1 0 0 0 0 0 0 0 0 73 138 297 0 0 13 9 65 38 30 38 0 0 0 0 0 0 0 0 95 76 298 0 0 17 13 105 61 68 15 0 0 0 0 0 0 82 107 268 253 299 0 1 0 22 5 141 125 90 60 2 1 0 0 0 0 45 57 233 186 300 9 0 20 3 7 4 13 13 0 0 0 0 145 0 3 22 171 50 301 4 0 14 5 66 40 61 20 0 0 0 0 36 0 0 0 163 60 302 0 i 0 7 4 28 10 14 15 0 0 0 0 0 0 0 0 47 42 303 0 i 0 24 1 0 275 0 84 0 11 0 0 0 0 0 0 0 370 0 304 1438 EDUCATION REPOET, 1902, Table 30. — Statistics of universities and colleges Location. Name. Religious or nonsectarian control. Year of first open¬ ing. Professi instru Prepar- atory j depart¬ ment. ars and LCtors. Collegi¬ ate depart¬ ment. Men. Women. 0> § Women. 1 2 3 4 5 G 7 ■ 8 ohio — continued . 305 City ... _ 1874 0 0 54 2 306 R. C . 1886 9 0 7 0 307 . do . Western Reserve University . Nonsect .... 1826 0 0 41 11 308 Luth . 1859 7 0 9 0 309 Ohio State University . . State _ 1870 4) 0 118 12 310 Christian _ 1885 5 5 3 1 311 M E . 1844 20 12 27 5 312 Ch. of God.. 1886 1 1 5 1 1 P. E ... . 1825 11 0 14 0 314 Bapt . 1831 5 10 14 2 315 Christian _ 1850 10 1 ! li 0 316 Luth . 1893 3 2 5 4 317 Nonsect .... 1835 6 2 12 4 318 Nonsect .... 1825 0 6 10 3 319 Un. Presb .. 1837 7 1 8 1 320 Nonsect .... 1833 9 6 j 24 11 321 State . 1824 10 0 13 0 322 Richmond Richmond College* . . Nonsect _ 1835 1 1 5 0 323 Rio Grande... . Rio Grande College . . Free Bapt . . 1876 4 2 4 2 324 Scio . . . Scio College . . . . . . M. E . 1857 2 0 5 1 325 Springfield Wittenberg College . . . Luth . . 1845 6 1 12 0 326 Tiffin . . Heidelberg University . , . . t Reformed . . 1850 0 1 327 Westerville . Otterbein University . . . u. b . : . . 1847 11 2 j 12 2 '328 Wilberforee . .. . Wilberforee University . A. M. E . 1856 3 2 8 2 329 Wilmington . . . Wilmington College . . . Friends .... 1870 2 2 3 3 330 Wooster University of Wooster _ _ Presb . 1870 11 3 14 5 331 Yellow Springs . Antioch College . . Nonsect _ 1853 6 8 1 OKLAHOMA. 332 Norman . University of Oklahoma . Territory ... 1892 21 1 1 21 1 OREGON. 333 Albany . . . . . . Albany College . Presb _ 1866 g 3 6 1 3 334 Dallas . . . Dallas College . . . . . Un. Evang. . 1900 1 1 7 ; 2 335 Eugene... _ _ University of Oregon . State _ 1876 0 0 26 ! 4 336 Forest Grove . Pacific University . . Cong . 1854 2 2 10 3 337 McMinnville . McMinnville College . 1 Bapt 1858 4 2 4 2 338 Newberg . Pacific College . . . . Friends _ 1891 4 3 4 1 3 339 I Philomath Philomath College ! u B 1867 3 1 3 1 340 Salem. . . Willamette University _ _ ! M. E . 1844 4 4 1 PENNSYLVANIA. 341 Allegheny . Western University of Pennsylvania. Nonsect ...*. 1786 0 0 14 •0 342 | Allentown . Muhlenberg College . . Luth . . 1867 2 0 10 j 0 343 Annviile . . Lebanon Valley College . . U.B . 1866 8 2 12 1 344 Beattv . St. Vincent College . . R. C . . 1846 3 0 5 0 345 Beaver . Beaver College . . M E 1853 2 5 - 4 5 346 Beaver Falls _ Geneva College . Ref. Presb . . 1849 3 4 3 347 Bethlehem . Moravian College . Moravian. . . 1807 0 0 6 0 348 Carlisle . i Dickinson College .... M E 1783 6 0 18 0 349 Chester . . Pennsylvania Military College Nonsect 1862 0 0 14 0 350 Collegeville . . Ursinus College Reformed 1870 6 6 13 2 351 Easton . . Lafayette College . Presb 1832 0 0 30 0 352 Gettysburg . . Pennsylvania College .... 1 Luth 1832 3 1 H 0 353 Greenville . Thiel College . Tnth 1870 9 1 9-i 0 354 Grove City . . Grove City College . . | Nonsect 1884 2 ' 1 8 j 2 355 Haverford . Haverford College . ! Friends 1833 0 0 22 0 356 Huntingdon . Juniata College . ! Ger. Bapt... 1876 6 1 4 1 357 Lancaster . . | Franklin and Marshall College . \ Reformed . . : 1836 *7 0 14 0 358 Lewisburg . Bucknell University . j Bapt . 1846 5 5 25 0 359 Lincoln University . Lincoln University . 1 Presb . 1854 l o 0 11 0 360 Meadville . Allegheny College . M. E . 1815 5 2 14 1 361 Myers town . Albright College* . j Un. Evang.. 1881 3 1 10 5 362 New Berlin . Central Pennsylvania College a . Un. Evang.. 1855 1 1 0 363 New Wilmington. . . Westminster College . 1 Un. Presb... 1 1852 ' 0 0 l 7 1 5 * Statistics of 1900-1901. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1439 for men and for both sexes — Continued. Professors and in- Students, structors. Profes¬ sional depart¬ ments. Total number (excluding duplicates;. Prepar¬ atory depart¬ ment. Collegiate depart¬ ment. Graduate me Resi¬ dent. s depart- Nonres¬ ident. Profes¬ sional depart¬ ments. Sum¬ mer school. Total number (excluding duplicates). Men. Women. Men. Women. Men. Women. 0 £ Worn en. | Women. 0 <5 | Women. Men. | Women. | |_f J 23 Women. | § Women. 9 10 11 12 13 14 15 16 17 18 19 20 21 JO to 21 25 26 106 0 165 2 0 0 420 368 15 15 0 1 0 741 '0 1 u 70 1 1, 045 383 0 0 16 0 145 0 36 0 0 0 0 o 0 0 1 ! 0 0 18i 0 108 0 141 9 0 0 206 222 10 6 0 0 339 0 ' 1 0 1 0 [ 55o 228 4 0 9 0 33 0 43 0 1 0 0 i o 24 0 j | 0 0 101 o 8 0 126 12 0 0 1,088 191 0 0 32 17 186 2 ; i o i 0 1, 306 210 0 0 5 5 60 61 2 2 0 0 0 0 0 0 1 0 0 62 63 57 3 85 19 161 115 352 233 4 2 19 4 70 8 i o ! 0 | 828 557 1 0 11 2 12 7 23 6 0 0 0 0 11 i : : o 0 112 204 4 0 29 0 88 0 102 0 0 0 0 i o 18 0 ! 0 ! 0 , 208 0 0 0 19 12 132 54 132 94 2 0 0 0 0 0 1 o j 0 266 148 0 0 13 1 95 40 104 55 0 0 0 0 0 0 o : 199 95 0 0 6 4 46 56 14 8 0 0 0 0 0 0 i 15 25 ! 1 60 i 64 0 0 14 6 69 40 61 31 2 0 ! 0 0 0 0 1 0 0 | 141 I 129 0 0 10 3 10 6 59 18 0 0 o 0 0 0 r 0 j 0 64 1 24 0 0 9 7 46 31 64 35 o i 0 1 0 0 0 0 S 19 16 109 i 104 7 0 61 25 136 134 235 256 7 1 1 o 0 3d 0 ! 44 16 516 866 0 0 18 0 38 14 57 12 3 0 0 0 0 0 0 0 98 26 0 0 6 1 21 11 5 0 0 0 0 o o 0 0 0 26 ! n 0 o 5 2 18 14 10 1 4 0 1 0 0 0 o 0 0 0 49 67 0 0 11 I 34 33 25 13 0 1 o 0 o 37 0 0 I 0 129 159 3 o 22 6 91 49 123 44 2 2 0 o 22 1 29 37 267 333 I 1 0 19 2 32 21 73 1 28 0 i 0 0 0 17 1 26 48 236 105 0 0 25 7 102 99 53 1 25 0 1 0 0 0 0 0 35 43 190 167 7 0 17 6 48 69 16 26 0 0 0 0 I 15 1 0 0 155 232 o 0 5 5 38 30 38 23 1 1 0 0 ; o 0 0 o 77 54 o 0 45 13 77 40 125 97 2 1 0 0 j 0 0 185 283 355 354 0 0 8 3 34 35 22 10 0 0 o 0 0 0 0 ! o I | 56 45 5 0 21 2 133 89 44 32 3 0 0 0 26 4 0 0 ! 216 143 0 0 8 6 46 35 14 13 0 0 0 0 o 0 0 0 104 63 0 o 7 2 22 27 18 7 0 0 o 0 0 0 0 0 44 73 28 1 o 74 9 0 0 184 87 I 0 0 0 0 96 9 10 40 j 360 110 0 o 10 5 99 62 32 16 0 0 0 0 | 0 0 0 0 ! 131 78 0 0 5 5 7 6 31 30 o o o 0 0 0 0 0 1 67 91 0 i 0 4 3 24 18 40 35 0 0 0 0 o 0 0 o 64 53 0 0 3 1 25 20 4 1 o i 0 o 0 ! 0 0 0 0 29 21 23 1 o 40 8 o 0 20 24 0 0 3 0 36 4 58 78 170 ! 228 116 0 120 o o 0 178 10 0 o 0 0 S 702 2 o 0 880 1 42 0 0 12 0 - 31 o 119 0 0 I 0 0 0 o 1 0 o 0 150 0 0 0 27 2 72 29 99 29 0 0 19 11 ! o 0 0 0 283 168 9 0 33 0 87 o 79 0 0 o 0 0 ! 37 i 0 o 0 282 0 0 0 7 10 34 79 9 13 0 0 0 0 o 1 0 0 I o 66 236 0 0 10 7 77 38 34 15 o 0 o 0 o o o ! o 122 102 4 ! o 6 0 0 I 0 23 0 1 0 I o 4 0 l 15 0 ! 0 ! ° 42 . 0 8 0 31 O' 110 1 10 1 226 40 2 o 9 0 107 0 0 0 454 50 0 0 14 0 31 o 120 0 ! o 0 0 0 0 0 0 1 0 151 0 6 0 1 17 7 51 28 48 10 o 0 0 1 0 38 0 24 6 134 | 36 0 0 30 0 ■0 1 o 403 0 3 0 13 0 0 0 1 o i 0 ! 419 0 0 0 14 1 61 1 24 165 13 1 0 0 o 0 0 0 o 227 37 0 0 9 1 20 1 14 33 29 0 0 o 0 0 0 0 o 53 i 43 0 1 o 12 9 89 44 144 47 o 1 0 o 0 0 6 66 ! 98 343 259 0 0 22 0 0 0 122 0 3 1 o ! o o 0 0 0 0 125 0 3 0 17 3 j 22 i 20 14 2 0 0 S 0 ! 0 0 0 o 176 157 5 0 24 0 173 o 164 0 1 0 4 1 o 54 , 0 0 0 378 0 0 J 0 30 9 83 j 86 46 55 3 4 41 1 17 0 0 0 0 381 210 8 0 13 0 0 1 o 147 0 o 0 o ! ° 61 0 0 0 208 0 0 0 15 2 90 1 31 137 63 2 1 o 0 0 0 0 0 229 95 0 ! o 10 5 39 33 35 12 0 0 0 0 0 0 0 0 74 45 0 i 0 | 8 1 36 ! 17 31 9 0 2 0 1 o 0 > 0 0 i o 67 28 0 0 5 1 36 1 20 115 1 79 0 0 1 0 1 0 0 1 0 1 0 1 0 164 116 “Consolidated in June, 1902, with Albright College, Myerstown, Pa. 805 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 353 359 360 361 362 363 1440 EDUCATION REPORT, 1902. Table 30. — Statistics of universities and colleges Religious or nonsectarian control. •1 Year of first i open- ing. Profess* instri Prepar¬ atory depart¬ ment. 3rs and ictors. Collegi¬ ate depart¬ ment. . Women. g © g £ g <3 0 i § CD O £ © § d © a o £ 5 g ! ©" a o £ © © c £ d © g © £ © © a © © a o £ 9 10 11 12 13 14 15 16 17 18 19 20 21 22 33 34 35 26 0 0 54 0 0 0 1,221 0 o 1 o ' 0 0 0 0 0 0 ! 1, 221 0 364 0 0 21 0 149 0 57 o o 1 o 0 0 ! 0 0 0 0 206 0 365 183 0 272 0 0 0 760 57 148 1 31 0 o i 1364 7 0 o 2,291 282 366 0 0 22 0 100 0 110 0 10 o 30 o 0 0 0 0 250 0 367 8 o 21 1 117 49 39 7 0 o 1 1 o 17 0 0 0 174 56 368 0 0 49 0 0 0 547 0 2 0 1 5 o 0 0 0 0 1 554 0 369 0 0 45 3 37 0 408 9 4 O' 0 -0 0 0 272 1 451 i0 370 0 0 18 8 0 0 94 113 o o o ! o ! 0 0 0 o 94 113 371 8 0 21 0 111 0 87 0 o 0. o 1 0 22 0 0 o 220 0 372 0 0 4 2 31 50 9 10 0 i o o 0 j 0 0 0 0 40 60 373 0 0 25 0 107 0 £53 0 o o o ’ 0 0 0 0 0 360 0 374 0 0 10 5 104 74 33 27 0 1 1 0 0 0 0 0 151 182 375 0 0 76 1 0 0 650 176 44 34 13 3 0 0 0 0 707 . 213 376 0 0 7 0 0 0 59 0 0 o 0 o 0 0 0 0 59 0 377 0 0 6 0 0 0 42 17 0 0 0 0 0 0 0 0 42 17 378 ! 0 9 5 98 203 9 6 1 0 o 0 o 0 0 0 o 107 209 379 2 0 16 0 0 0 203 12 10 o 0 0 32 0 0 o 215 12 380 3 i 0 12 1 23 6 80 16 j 4 2 2 1 8 0 0 0 I 117 25 381 0 0 14 0 77 0 153 0 0 0 r o o 0 o 0 o I 230 0 382 0 0 8 0 26 0 103 24 0 o 14 o 0 0 0 o 143 24 383 0 0 8 6 82 78 24 5 0 0 0 o i ' 0 o 0 o 106 83 384 o ! 0 10 0 74 j 0 175 | 7 0 0 0 0 i o 0 0 0 249. 7 385 0 o 8 4 90 99 9 2 0 o 0 o 0 o 15 54 114 155 386 o ! 0 8 5 59 25 36 14 0 0 1 o o o o 0 0 150 123 387 o l 0 10 3 25 10 11 4 0 o 0 0 o 0 0 0 62 41 388 2 0 19 10 I 120 128 56 56 0 0 1 2 0 8 o 0 0 191 214 389 0 0 9 8 ! 65 52 30 24 0 0 0 o 0 0 0 0 130 159 390 49 1 o 54 11 130 128 19 7 0 0 0 0 261 2 0 0 611 210 391 o ! 0 4 0 ! 12 0 48 0 0 0 0 0 o 0 0 0 60 0 | 392 4 0 13 o ! 0 0 90 1 0 0 0 0 0 17 0 0 0 90 0 393 0 0 7 8 91 25 14 16 0 0 0 0 0 o 23 37 j 128 78 394 6 o 21 6 112 95 29 13 7 0 31 8 13 0 0 o 192 116 395 0 o 3 1 2 20 18 50 38 0 0 0 0 0 o 0 o : 70 56 396 9 0 17 . 2 10 5 132 52 0 0 0 0 50 0 0 o ! 211 79 397 0 0 8 5 101 70 60 37 0 0 0 o 0 0 0 0 190 141 398 2 0 8 9 44 41 18 7 0 0 o o 3 0 0 o l 136 167 399 51 0 80 1 0 0 302 78 2 1 o o 248 0 0 o ! 539 79 400 9 o 19 0 141 14 50 7 3 0 o 0 127 0 0 0 327 j 21 401 0 o 5 3 51 25 22 13 0 0 1 0 0 o 0 0 0 73.1 38 402 0 0 3 4 40 58 2 i 2 0 0 0 0 I 0 0 0 0 42 1 60 403 0 0 13 5 372 129 ■37 32 1 o | 0 o i 0' 0 0 0 i 210 161 404 0 0 20 0 150 0 60 0 0 0 1 0 0 1 o o o 0 210 0 405 0 4 4 60 50 1 49 41 0 o ! 0 o I o o i 0 0 109 ; ! 91 406 1 0 7 9 65 10 60 24 0 • 0 2 0 ! 6 o 0 0 129 145 407 0 0 5 8 57 14 28 1 0 0 i 0 0 5 o 0 0 134 87 408 0 0 16 17 140 166 1 213 294 0 0 1 0 0 o 0 0 0 ! 353 460 409 58 0 j 96 0 0 0 1 185 41 49 13 0 0 418 0 60 o | 592 43 410 26 0 36 10 57 47 ! 71 61 0 0 0 0 1 305 30 0 0 433 138 411 30 0 49 0 164 0 I 122 0 0 0 ! 0 o | 270 0 0 0 556 0 412 0 0 6 4 78 85 ! 37 15 0 0 ! o 0 0 0 0 0 I 115 100 413 0 0 3 3 16 14 j 20 12 1 1 j 0 0 0 0 i 0 o 37 27 414 I 0 0 17 0 61 0 120 0 o 0 0 o o 0 1 o 0 181 0 415 26 2 1 76 9 0 0 1 417 248 1 19 14 1 0 1 0 ! 383 28 129 140 1 948 430 1 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 EDUCATION REPORT, 1902, Table 30. — Statistics of universities and colleges Name. 2 Hovvard Payne College . . . Fort Worth'University . Polytechnic College . . . St. Mary’s University . Southwestern University . Burleson College . Wiley University . Austin College . . Baylor University . Paul Quinn College . Texas Christian University . Trinity University . . . Brigham Young College, University of Utah . . University of Vermont and State Agricultural College. Middlebury College . . Norwich University . . Randolph-Maeon College . Bridgewater College . University of Virginia . Emory and Henry College . Fredericksburg College . Hampden-Sidney College . Washington and Lee University .... Richmond College . I . Virginia Union University . Roanoke College . College of William and Mary * . Vashon College . University of Washington . Gonzaga College . Puget Sound University* . Whitworth College . St. James College . Whitman College . Morris Harvey College . Bethany College . West Virginia University . Lawrence University . Beloit College . Mission House . University of Wisconsin . Milton College . Concordia College . Marquette College . Ripon College . Northwestern University * . University of Wyoming • Professors and instructors. Religious or nonsectarian control. ! Year of ! first open- 1 ing. | 1 Prepar¬ atory depart¬ ment. Collegi¬ ate depart¬ ment. 1 ^ c- £ CJ § o o ^ 1 3 4 ! 5 e 1 7 8 . Bapt . 1890 ! * 5 4 5 . M.E . 1881 8 6 4 0 . M.E. So . 1891 7 5 7 5 . R.C . 1854 1 0 2 0 . M.E. So . 1873 3 1 8 0 . Bapt . 1893 0 2 3 1 . M.E . 1873 4 3 4 3 . Presb . 1850 5 0 6 0 . Bapt . 1845 5 3 14 0 . A. M. E . 1881 7 8 4 1 . Christian . . . 1873 1 3 8 2 . Cum. Presb . 1869 5 1 5 0 L. D. Saints . 1878 26 3 11 1 State . 1850 20 1 20 i State . 1800 0 0 38 0 -m , Nonsect _ 1800 0 0 11 0 Nonsect .... | 1834 0 0 7 0 J M.E. So . 1832 0 0 13 0 Ger. Bapt . . . 1884 0 1 12 1 State . 1825 0 0 25 ! 0 M. E. So . 1838 3 0 6 0 Presb . 1893 6 0 6 0 Presb . 1776 0 0 9 ! 0 Nonsect . . . . 1 1749 0 0 18 i 0 Bapt . 1832 0 0 io ; 0 Bapt . ! 1899 8 4 6 0 Evang. Luth 1853 1 0 9 0 State . 1693 3 1 11 j 0 Nonsect .... 1892 7 4 5 1 State . 1862 8 8 22 3 R.C . 1887 2 0 15 0 [ M.E . 1890 4 4 4 4 Presb . 1890 6 5 6 5 ! R.C . | 1856 2 0 5 0 Cong . i 1866 9 2 8 j 2 M.E. So . 1888 0 1 2 i 1 Christian...! 1841 3 2 I io ! 0 1 State . 1868 15 3 27 I 4 M. E . 1849 5 2 16 2 Nonsect .... 1847 5 0 25 j 2 Reformed .. 1859 9 0 11 0 State . 1850 0 0 1 155 '< 11 7th D. Bapt. 1844 6 3 8 3 Luth . 1881 7 0 7 0 R. C . 1881 7 0 7 i 0 Cong . 1853 6 5 10 4 Luth . 1865 5 0 5 0 State . 1887 15 3 15 3 Statistics of 1900-1901. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1443 for men and for both sexes — Continued. Professors and in¬ structors. ~ Students. Profes¬ sional depart¬ ments. Total number (excluding duplicates) Prepar¬ atory depart¬ ment. Collegiate depart¬ ment. Graduate depart¬ ment. Resi- | N onres- dent. ident. j Psrofes- 1 sional depart¬ ments. - i Sum¬ mer school. Total number (excluding duplicates) . a g a d- a i -j .d O a> O) <3 . ll I a> ©•M 'O'C c a £> ® •nan ■jjaajO •uij'BTL cno co ogo *> Ol -r O CO CO LO OIOO OO CO^OOCiif •J§UIJ99U I Si -iSns Ajbjtobs •ainjosjiqojy [ ” *SULI99TI © 1 3 n 9 ’ Sututjv; •SniJ99u -iSu9 xijoiraoqo i •Snu99n -iSu9 pioujogja a© *Sui -i99UlSa9 IIAIO •SuiJ99UlS -U9 j'BOtu'Bqoojv; •gjnjjnoijSv U •sasinoo aonexos f&iduaf) (NCOO • O “S0SJTIOO 0JTllItlO I M IBiau bS JeqiO j O t> CO 00 o co ic Ol CO 'esinoo jboiss'bio CJiCOCCCCNONI oa Ol iO ro Cl CO CO CC OHCOHO ■ ©g, gig. j3 a 3 5 a o Q) © 1 r— E o a pa fcoa'S g^*3 eg > o S S,jS 0 -a Sfi ^ x a'x xx s-g o a a o a o J © £® © © jPg 3 gp8j?§ g =1111!! Slsfi8lg OHCJCO^iCCDNOOOiOHNCO^iOOt^OOOJOr o o o o 1^ I> 1> 1> 1> I> 1> I> 00 c UNIVERSITIES , COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1447 00 O ( O lO O 1C {N a a aa OC 0C (M O CC T a g°°a sas e^aas gsssssssssssss sa aa “S bb : :asa& §£ : :g| * Statistics of 1900-1901. a Includes all undergraduates in liberal coi Table 31. — Statistics of universities and colleges for men and for both sexes — Continued. 1448 EDUCATION REPORT, 1902. ‘ni-ip AxTuniui tit ! ci sjti0pnjs jo iioquiti^ i h -SsS Scto £ (1) tn jZ-O § •uainoAV lONfflO '(SO •najM o 02 bo o cd n bo £> O O O 00 ■ o IBOOCOIN 2 k ciP P -S •q00JO OfJSlOOiOSlO SlNCOttSl 04 I> CO OI CO 04 lO lO 04 CO 1-'00 00(C04®100010 •UIJT3T; 00 t- '(? 'T' CC •SUII00U I 0) -lSU0 Ivj'BJI-U'Bg H •0jnjO0jiq0j:Y •Suij00u ! o iSu0 SunnjAi ! ih •SuiJ00n -iSu0 jT3Oira0qQ ■Suii00u -lSU0 JT3OIJJO0ja •Sut -J00UtSu0 jiajo •SuiJ00uiS -TI0 X'BOIUT3q00J\[ •©jnjjnoTiSy j *0 •sosjnoo 0OU0TOS PBI0U0-0 •S0sjnoo 0jnjjno ^ IUI0U0.8 J0qjQ ■0SJUO0 J'BOISS'BIQ C-UO CO lO 1C )OOW03?Oa5(NiO»0(N050iOOO(N(NOH 5 00 Tji t-h COo rt-S'S s o s s o 2^ 0> CD 2 S oS PhOSWH CD bo CD • 03-^.rf

S bO^O'S P< > > S ^ « >2 to S S "c 'S ^ '+-1 "s p - a> /■c ^ sh o-g “ O •»=< ’S *w ^ S >* rg /-i-i UJjr— i uo qj rr 1 s«.ll:§sl~lls •IS'gf .2^ f>o 2 0-20 nil 2 'a P ■a> d ® bo q 2 tuo P 0) Op O O kdo bo tC-2 S <3 «2 E»2i irf5 5 )C 'O N X C5 O O'! Cl CN 00 O O • O © • •U9JAX t- H 5 0 40 S3 : O . © j Number of students in pedagogy. •U9UIOA\. 0 H O O © O ■ |S5 © O O © © I •U9K kO H CM T* O • i 0 N8 ■9 j Undergraduate students study¬ ing— •3[99Jf) H 294 27 38 »C(NO co © i> 21 38 47 15 •UipB-l CO rH 459 27 18 Number of students in undergraduate courses. •SUIJ99U -tSU9 ^IT3;tUBg C* H O ' O •ainpopiqoiy H H O • rH °g :f2 •SUIJ99U -i S u 9" Suiuth C H 0 ! O °3 rH •SUIJ99U -lSu9 IB0IUI9q0 © © 0 ■ §3 O © • •SUU99U -iSu9 XB9ij^09i;a; 00 © LO CM 0 ! O OJO rH •Sut -J99ut§ua 1p4.ro L- O CO co co 0 ! 00 ©T* 5J °S •SniI99UlS -U9 XB6lUBq99I\[ C5 0 j O 0 792 [ 601 0 •gjnppnopjSy IO s 0 I °SJ © • •S9SJU00 99U9T0S PBJ9U90 CO N 8 : • CO 8 1 | •sgsxnoo gjnpxno PBJ9U9S loqpo CO S j Is'0 8888 •9SJU09 XBDISSBXO ©* c Name. H NEW HAMPSHIRE. Dartmouth Colleere . . 1 ;8 Is NEW JERSEY. St. Peter’s Colleere . _ . . 8 1 I Is 1 a s 1 1 Princeton University . . . . IS - .8 1 NEW MEXICO. University of New Mexico . NEW YORK. Alfred University . St. Bonaventure’s College . Ot. DlCpJLLUIl JS . Adeluhi College . i 3 c 1 c •! 1 ! j II i§ I! J Is •i 1 >-3 S Oanisius College . 1 !j 13 9 C >s 31 gB Hobart College . Colgate University . Cornell University . . . > A s *3 1 3 College of the City of New York . Columbia University . ii sasss § aaaasaaaaaaaes&s UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1453 o o q o o ' S*3 1°1‘ oooooo £8 °HHH 32 s S3 Siggssg. 55 g£ 33 S“g$SS $gsg$g *13 sssssss.s -1! S3 S3S3 'gSSSS o o • • o o S& ’33 gSS :S3 !S3 i irsass Lcs of 1900-1901. a includes all undergraduates in liberal courses. & Includes students in electrical Table 31. — Statistics of universities and colleges for men and for both sexes — Continued. 1454 EDUCATION REPORT, 1902. liup AlTUn!™ ut sjuapnxs jo iaqnmj^; So* ^ g PI •uothoav •U9R o o 00 MN Tf UO 50 O CO bD fee g) o oS tS pi •uaj^ •3[90JO ■UtJ'B'l Mi-iooc5C5iOcc o p. w ^ ~ > c c j^S J S o :&|<8§c£~° &do>,— ippPajOjOpp 'OPS'20'”® ufllffl ZJ7 aj d c,sd ~.s8p go- s^r§ ggpg^ g o >.o odd fco° Pd 3 3 sS o 2 .S o bcS w .0 a § g ! Ph O P3 __ k-l ^ *J -^qqJ a> 4^ £ £j • • Ph .11, © *o y- fcO© % M (D O > oJ=4 >>’3 °8i» Ills 3 'i <1PPP o D»=B a> SfiSp > O^jD (SO o3 QJ H o g a PSOej lO0MX)O5Or CO CO CO CO CO CO c t Ol CO -H lO CO CO CD O x— I I (N CJ CM C4 Cl ■8 o D O •nan h- H Is oi • co IS o -4 uO o 1* Si •uauiOAl © H 8 833^ o iO :3° m •nan 15 H JO CO O CO GO T— i 2 8 :3° :gOl0g •-2 > 11 * •3[00JO H 42 10 60 5 °>8S33SSS 1 :338 GO t#< l—i :8338 • r4 |g.S gl •uixbt; H S : 1 • r-4 83 :3£S8 Number of students in undergraduate courses. •Suiiaau -iSua AnspuiBS S* H o o •0jn;o0^iqoiy H rt o © •SUTJ00U - 1 S u 0 ’ SuraiK © o © •Suijaau -iSua ^BDimaqo a © © •SUlI00U -iSua iBotqoaia QC © •Sut -J00U1SU0 iiaio t- to • CO © •2uij00utS -n0 ^'BOiuBqoarc © 8 © ■ajnqnouSy o 3 © •sasxnoo 0OU0I0S XBI0U0£) rj( 8 o • oi • co 1C o 1 -sasjnoo ajnqno IBiauaS jaqjo CO 115 4 S3 eooS © •asjnoo ibOlSsbxo « e s y 8 25 79 29 a 507 Name. i S ' c f jl s s 1 E i a y i! : a !.s : = A iu [j j§ I’S ll ° - SOUTH DAKOTA. Huron Collefre . t 1 i’S IP :! :^4 ll Rediield College.' . University of South Dakota . Yankton Colleere . TENNESSEE. Grant TTniversitv* . . II ;e 1 Southwestern Presbyterian University... Greeneville and Tusculum College* _ c '£ 1 1 p I :g < Hiwassee College . Southwestern Baptist University * . Carson and Newman College* . Knoxville College . * . University of Tennessee . Cumberland TTniversitv. . . . . !1 1 Z Bethel College . 7. _ _ _ Maryville College . . 1 S £ 11 SI =p Fisk University . Roger Williams University . 1 University of Nashville* . . . 111 11181 I11II1I111IIIIIII1I UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1457 8 : S £° : : :°® : ;S 88 : 8 200 0 70 0 0 ! ! oo>« oooo ; ■ O O • • 00 • CO r-! O X> 0 CO • g°s| : :ooc : |S • 3 • 03 O 0 2 ; • 2M ■ ©0 '■ DO© ©iC j 1-1 8 0 • • :£° i 00 ! oc 0 • • og 0 ^ 0 0 is g : ig u ? 0 0 j ■ s £3 • O i.gfeSS is SB : 888 888 jS j£ ~2 :|g is 5 sg10 8888 : 8 © © S :© ; O • ! ! 0 * O O 0 0 * ! • O ■ : : 0 O O 0 0 ! ! • • © i Is i 00 £ 0 0 • j • O j • j O : 8° 0 0 j » j O j ! ! 0 : 8° 0 0 j j £ : iC • : is j ; ; 0 : k°£ 0 0 • > a> I ! 0 ' ! ! 0 ©© °£ : C> I 0 • j ! 0 j j ; 0 : 8° O 0 ! ! ! ; ° ° ; § : O O 0 i i t-000 '• ' ' Cn ... 8 ; :'S i 1 0 is 8§3888§3SS§ e e s c c :§g 88 88^ 8288 : e e ^ . e :ISS?§| ; s [ Vanderbilt University . Walden University . University of the South . Burritt College . § b mi I ill 1 Hi? 1 sill Polytechnic College . St. Mary’s University. . . Southwestern University . | l!i 11 : >5 ||! 11- ss; 11; if P- 5| c.2r 3x £g« ; = 1 & B t I li 3 P | J h m; university or utan . VERMONT. University of Vermont and State Agri¬ cultural College . Middlebury College . III ri 3 c i c £ 'C l 1 \ L i!i j§: !S‘ lUI si Inc if %- l =1 3 b lit 1 &! I a ^ s% II >i 1 | p 11 | £ 7 © eg C il 111 . c ! 0 i|-o^ 1— ill! in ISSSS ssaas|s|||||s| || s §§ IHSHiSlH * Statistics of 1900-1901. ^Includes electrical engineering- students. « Includes all undergraduates in liberal courses. o Includes all engineering students. Table 31. — Statistics of universities and colleges for men and for both sexes — Continued. 1458 EDUCATION DEPORT, 1902. #Xii.ip A.nuiIIta ui sju0pnjs jo iequm'K Si Tf O O 004 74 • • O O rH ■ ' o o 00 1C 1> 1> Number of students in busi¬ ness course. •uouioaY X 7 0 0 t> rH 04 04 o O • rH LO • o CD rH •U0M 17 04 1- oo os © o o • r- 1 rH 'H • 08 17 23 Number of students in pedagogy. •uauiOAi ?£> m o CO O O CO 04 O 05 O CO • rH . CO •U0K fH o C4 ^o°o OH • rH Undergraduate students study¬ ing— •2J00IQ 14 00 05 lO 00 CD CO vO H< »C MOC4COOCOON n cd -m » +j 3 •-) C bc'S ^ ^ « fl O S3 g g >t30PH^CC'^ s 3 W £ 0> bo CD H O o ! > g Free to residents; $45 to nonresidents. c 126,080 aeres of land. 249. 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 239 290 291 292 293 294 295 296 297 14 298 299 309 301 302 303 304 305 306 307 308 3G9 310 311 312 313 314 315 316 I 317 318 319 320 | 321 322 323 I 324 325 326 327 328 329 I 330 331 332 333 334 385 336 337 338 339 340 341 342 343 3-14 345 346 347 348 349 350 351 352 353 354 2 EDUCATION REPORT, 1902, Tabljb 32. — Statistics of univen Expenses in college de¬ partment. Annual living ex¬ penses. | Number of fellowships. N umber of scholarships. Tuition fee. Other fees. Lowest. Moderate. 2 8 1 4 5 6 T 840 87 ; 8142 8160 44 I 45 3 [ 100 135 1 0 15 125 160 0 0 36 75 100 24 i 120 150 22 10 125 135 5 60 |-... (a) 1 18 14 40 85 225 275 0 142 40 160 180 25 0 18 146 219 15 80 32 5 60 80 0 25 15 31 110 225 0 85 32 100 150 0 0 75 21 110 232 39 9 115 150 48 3 125 160 0 9 40 110 120 30 20 150 250 40 5 100 41 112 140 75 150 225 0 1 5S 15 200 250 36 100 150 28 100 100 36 0 85 110 0 .... o 50 94 104 .... 6 25 30 100 175 42 100 150 0 .... 40-45 63 73 "" 8| 39 . 80 120 ”6’ 1 1 45 15 75 125 0 4o 30 8 100 125 0 150 200 0 .0 50 116 200 0 0 32 95 114 0 13 125 200 0 0 48 9 130 175 1 3 30 5 100 150 20 35 5 95 115 25 5 95 114 ! .... 45 90 120 ,5 1 105 200 240 3.9 50 10 117 156 33 40 5 133 60 5 140 45 6 107 152 45 250 50 200 j 2C0 0 6 1 70 172 1 190 b 500 50 | 50 100 150 15 100 I 0 190 250 0 30 26 90 140 ’56’ 50 10 200 250 22 45 : 210 260 Name. Vol¬ umes. Buehtel College . Mount Union College . Ohio University . Baldwin University . German Wallace College . Cedarville College . St. Xavier College . University of Cincinnati . St. Ignatius College . Western Preserve 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 . Wilmington College . University of Wooster . . . Antioch College . OKLAHOMA. University of Oklahoma Albany College . Dallas'College . University of Oregon. . Pacific University . McMinnville College.. Pacific College . Philomath College Willamette University PENNSYLVANIA . Western University of Pennsyl¬ vania. Muhlenberg College . Lebanon Valley College . St. Vincent College . Beaver College . Geneva College . Moravian College . Dickinson College . Pennsylvania Military College.. Ursinus College . . . Lafayette College . Pennsylvania College . Thiel College . Grove City College . Statistics of 1900-1901. 7,000 7,000 16, 500 7.000 2,100 1,100 26,000 82, 347 8,000 71, 000 6, 000 43, 000 600 41, 870 1,000 32, 000 25, 000 7, 000 1,000 60, 000 3,000 3, 650 69, 000 18, 000 3,000 3,200 3,000 12, 000 15, 000 10, 000 5,000 3, 100 25, 000 10, 000 2, 000 500 15, 500 11, 800 3,000 1,000 600 5, 189 11, 000 8.500 40, 000 2,000 4; GOO 7.500 40, 000 1,600 9,316 21, 500 24,000 / , 300 4. 500 a Free to residents of Cincinnati; 875 to UNIVERSITIES , COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1473 for men and for both sexes — Continued. Value of scientific appa¬ ratus, 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 munici¬ pal ap¬ propria¬ tions. From United States Gov¬ ern¬ ment. From other sources. Total. 11 12 13 14 15 16 17 18 19 20 £13, 000 £165, 000 £140, 000 £4.500 £8, 000 0 0 £3.000 £15, 500 £3,000 93,000 150, 000 75, 000 13, 400 4,500 0 0 0 17,900 7,000 60,000 400, 000 169, 800 5,489 8,489 £32, 586 0 11,836 58,400 80, 000 76, 864 1,662 3,434 0 0 1, 570 6,666 3,236 i, 500 97,230 116, 809 13, 050 2, 300 500 20, 000 20; 000 1, 900 1,200 J 0 0 400 3,500 400 7,000 100, 000 75; 000 1,250,000 951,936 47, 542 35, 000 66,182 0 5,000 153, 724 4, 000 150,000 5. 289 0 0 0 280 5, 569 95, 000 1,400, 000 1,242,000 69; 500 86, 000 0 0 0 155, 500 304, 000 2,000 125, 000 50, 000 4, 000 2,000 0 0 6,000 12, 000 200, 000 2, 300, 000 562, 695 37,960 33,606 258, 382 £25,000 65, 058 420,006 1,000 30, 000 20,000 1,500 3, 000 100 0 0 4,600 40, 267 761, 0°6 384, 187 13, 758 24, 519 0 0 22,182 60,459 29,096 3,000 100, 000 100, 000 4,478 2,558 0 0 1,925 8, 961 30, 000 40, 000 333, 000 365,000 5,700 20, 000 0 0 0 25,' 700 18,000 1 20,000 235, 000 680,000 8,000 25,273 33, 273 87, 000 5', 000 100, 000 150,000 9,000 7,000 0 0 500 16,500 25, 000 3,000 50, 000 15, 000 175; 000 264, 552 I 6, 166 12, 779 0 6 2,634 21,579 7,470 1,500 22,000 2. 500 0 0 0 0 2,500 4, 000 27, 000 38, 600 6; 100 2,600 0 0 1,150 9,850 6,700 50, 000 716, 000 1, 576, 153 95, 000 53, 682 0 0 11, 000 159, 682 j 403, 434 1 10, 000 250,000 50, 000 2, 135 1,594 23, 732 0 6,547 34, 008 200 40,000 3,000 0 0 0 0 3,000 2, 500 40, 000 71,0-00 1,600 4,260 0 0 0 5, 860 125 5,000 70, 000 0 7,000 0 0 0 500 7, 530 500 5, 000 350, 000 175, 000 12, 000 10, 000 0 0 0 22, 000 5,000 250, 000 ICO, 600 3,373 3, 802 0 0 11,213 18, 388 14, 815 25, 000 70, 000 70, 000 8,511 4, 500 0 0 0 13,011 45, 090 2,000 200,000 28, 000 4, 000 1,400 30, 000 0 6,000 4i;400 1,000 50,000 40, 000 3, 200 2,100 0 0 500 5,800 200 5,000 150, 000 250,000 15, 500 11, 336 0 0 14; 100 40, 936 300,000 4,000 100,000 100, 000 2, 871 4, 513 0 0 0 7,384 35,000 150,000 0 1, 500 0 120, 000 0 0 121, 500 0 1,000 27,000 4, 940 0 0 0 0 4,940 2,000 1,000 10, 000 11,000 2, 711 700 0 0 0 3,411 *17, 000 *150, 000 *155, 000 *2, 898 *8, 200 *47, 760 0 *900 *59, 758 6,550 89, 000 185, 000 7, 265 9, 700 0 0 0 16,965 1,000 3,000 40, 000 40, 000 3, 000 3,000 0 0 0 6,000 2,000 500 16, 000 2,500 3, 583 0 0 0 4,490 8,073 15, 704 250 12, 000 4, 000 1,000 280 0 0 50 1,330 3,100 3, 000 225, 000 40, 000 5, 000 2,600 0 0 1,000 8,600 14,000 96, 500 250, 000 438, 784 ! *17,309 *2, 500 0 0 1 . 2,000 100, 000 162,000 3, 942 8, 288 0 0 3, 315 15, 545 7,952 15, 000 150, 000 75, 000 15, 670 0 0 0 24, 000 39, 670 *150, 000 0 *40, 000 ^ 0 0 0 0 *40,000 0 5,000 no, 000 35,000 13, 106 Ooo 0 0 4,300 18, 906 7, 705 175, 000 127, 000 5,050 6 350 0 0 2, 000 13,400 500 100, 000 no, 000 1,000 5,000 0 0 0 6,000 4,000 14,000 400, 000 450, 000 27, 000 17, 000 0 0 10, 000 54,000 14, 000 100, 000 I 15, 000 120,000 185, 000 9, 618 7, 703 0 0 15, 947 33, 268 14,057 30, 000 700, 000 446, 828 1 7 0 0 75, 000 350, 000 210, 000 14, 500 9, 000 0 0 2,000 25, 500 2,250 4, 000 60, 000 62, 500 4, 275 3, 125 0 0 1.000 8, 400 15, 000 250, 000 19,000 1 0 0 0 5, 000 24,000 i 26, 000 f> Including tuition. 298 299 800 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 843 344 345 346 347 348 349 350 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 EDUCATION REPORT, 1902, Table 32. — Statistics of universities and colleges Name. Pennsylvania — continued. Haverford College . Juniata College . Franklin and Marshall College. . . Bucknell University . Lincoln University* . Allegheny College . Albright College * . Central Pennsylvania College. . . . Westminster College . Central High School . La Salle College . University of Pennsylvania . . . Holy Ghost College . Susquehanna University . Lehigh University . Pennsylvania State College . . . Swarthmore College . Villanova College . Volant College . Washington and Jefferson College Waynesburg College . RHODE ISLAND. Brown University . SOUTH CAROLINA. College of Charleston . Presbyterian College of South Carolina . Allen University . . South Carolina College. . . Erskine College . Furman University . . . . Newberry College . . Claflin University . . Wofford College . SOUTH DAKOTA. Huron College . Dakota University * . . Redfield College . . University of South Dakota . . Yankton College . . TENNESSEE. Grant University* . . King College * . . . Southwestern Presbyterian Uni¬ versity . Greeneville and Tusculum Col¬ lege * . American University of Harri- man . Hiwassee College . Southwestern Baptist University Carson and Newman College * . . . Knoxville College . . University of Tennessee . . Cumberland University . Washington College . Bethel College . Maryville College . ♦Statistics of 1900-1901. Expenses in college de¬ partment. Annual living ex¬ penses. 1 Number of fellowships. Number of scholarships. Library. Tuition fee. Other fees. Lowest. Moderate. Vol¬ umes. Pam¬ phlets. Value. 2 3 4 5 G 7 8 9 io $150 $250 $350 2 50 40, 000 4,000 $50, 000 60 $5 128 148 0 12 20, 000 4,000 20, 000 0 65 114 133 37, 910 5,031 35,000 50 40 150 200 1 60 22, 000 25 2 96 96 16, 500 250 9,000 6 100 150 15, 000 50, 000 40 178 1,400 48 13 80 100 4 5,500 1,400 8,250 42 100 150 6,000 0 0 4,800 8,000 100 12 4 9, 300 680 20, 000 150-200 175 225 32 147 205, 000 50, 000 440, 220 60 200 250 4 3, 000 500 3, 000 . 46 76 85 ”6’ 3 6,400 3,500 60-125 200 350 82, 575 34, 108 100, 000 (a) 35 200 3 73 18, 557 150 250 2 78 21,000 21, 500 60 190 225 .... 1 7,300 200 28 0 50 75 3 500 500 1,000 60 36 200 250 0 6 16, 000 20, 000 30 6 150 175 6,535 5, 000 10, 000 105 45 300 400 1 100 125, GOO 30, GOO 250, 000 40 ' 107 125 0 66 14, 000 15, 000 40 5 55 0 16 1,900 2, 500 2,300 8 45 60 0 0 125 10 100 40 33 153 200 0 12 33, 000 1, 000 54,000 30 5 120 140 .... 20 10, 000 500 50 13 63 72 4,000 2, 000 40 65 85 16 8,000 16 50 60 5,000 3, 000 5, 000 40 15 160 180 6 9, 000 15, 000 30 5 86 100 0 0 1, 500 1, 500 30 3 75 110 3, 000 500 4,500 30 100 4, 500 12 120 160 7,000 1,000 10. 000 24 9 150 175 6 7, 500 3,000 6, 000 30 9 57 90 6,000 2,000 5,000 50 3 100 100 5 5, 000 3, 000 4, 000 60 16 90 126 15 o © cC 10,000 30 63 100 5 8,000 500 2,600 30 9 68 90 2, 700 2,500 40 10 50 100 1 6, 000 50 85 4, 000 500 4, 000 30 5 75 125 42 3, 500 1,000 3, 000 5 58 65 2,000 1,500 2,000 60 21 120 150 0 299 17, 300 8,000 11,000 50 20 90 125 12 20, 000 20, 000 27 4 65 75 3, 000 1,000 2,000 50 4 67 90 200 100 800 18 80 100 0 ' 3'l 13, 000 4, 000 13, 000 a Free to residents; $100 to nonresidents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1475 for men and for both sexes — Continued. Value of scientific appa¬ ratus, ma¬ chinery, and fur¬ niture. Income. Benefac¬ tions. Value of grounds and buildings. Produc¬ tive funds. Tuition and other fees. From produc¬ tive funds. State or munici¬ pal ap¬ propria¬ tions. From United States Gov¬ ern¬ ment. From other sources. Total. 11 12 13 14 15 | 10 18 19 20 $so,ooo §500.000 81, 000, 000 §38,000 |43, 300 0 ' 0 $7,000 $88,300 $125,000 | 10,000 llo, d00 32,568 27,076 1, 086 0 0 0 ; ! 28,162 3,578 50,000 320,000 346, 000 10,000 16,000 0 0 0 26, 000 30,000 369 non 430 000 5,500 265^ 500 493; 000 1, 156 21,386 0 0 £2, 090 i 1 34,632 . j 50,000 290,000 410, 000 12,000 18, 000 0 0 0 | 30,000 200,000 10,000 40,000 62,500 3,000 22, 600 69, 320 2,564 2, 730 0 0 80 5,324 660 40, 000 200, 000 200. 000 0 0 0 23, 000 120, 000 1, 500, 000 0 0 |§144, 424 0 0 144,424 5' 000 ' 250 ^ 000 0 1,260,522 4, 584', 393 4, 004, 746 324, 181 133,998 0 0 0 458, 179 986,852 1,000 150,000 8,000 0 0 0 0 8,000 5 , 000 71', 400 40,000 7,000 3,000 0 0 2.000 12,000 2,000 100, 000 1, 250, 000 1, 250, 000 30,000 55, 000 0 1 0 5', 000 90, 000 24,000 | 60,000 790,000 517, 000 18.980 31, 020 43, 979 ,$40, 000 4, 013 137,992 245,000 | 15, 000 500,000 430, 000 2' 000 350^000 * 1 . '500 10^000 0 1,500 0 0 0 500 2,000 1,000 I 14, 650 450, 000 273, 615 20,000 11,800 0 0 3,045 34,845 2,000 125,000 65,000 4,300 1,200 0 0 750 6,250 2i,600 ' 100,000 1,200,000 2, 225, 621 88,834 85,138 0 0 6,274 180, 246 395, 307 67, 950 90,500 290,000 1,015 11,822 2,550 0 0 15,387 500 1,500 14,000 150 1,800 0 0 0 0 1,800 | 35, 000 0 1,200 0 0 0 8.000 9. 200 12,000 300, 000 0 . 0 30,000 0 0 30, 000 3,000 80, 000 100,000 3,000 7.000 0 0 0 10, 000 150, 000 65,000 7,000 4,000 0 0 0 11,000 1 13,000 I 40,000 36,000 4,084 2,470 0 0 570 7,124 5,000 T50, 000 4, 000 0 0 0 1 10,000 14,000 10,000 6,000 | 175, 000 66,000 7, 389 5,088 0 0 2,520 15,002 2, 217 1,500 25,000 0 4,4-00 0 0 0 1.000 5,400 9,000 2,000 j 100, 000 0 7, 750 0 0 0 5,781 i 13,531 | 20,000 46,666 I 150,000 7,000 0 I 40,000 0 i 2,000 49,000 10,500 | 131, 650 121,090 4,000 6,600 ! ° 0 0 10, 600 30,000 1 I 15,000 j 300,000 10,800 13,071 750 0 0 11,104 24, 925 600 20,000 17,000 2,000 1, 200 0 0 400 3,600 26,500 60,000 276,000 3,008 16,325 0 0 300 19,633 i 500 32,000 2,205 3,700 50 0 0 0 3,750 600 100,000 | 25,000 1,200 0 0 0 0 1, 200 4,500 1 50,000 70,000 8,500 4,200 0 0 0 12! 700 1,500 65,000 49,000 5,000 2,500 0 0 500 8,000 2, 000 110, 000 0 200 0 0 0 10,000 610,200 104, 108 481, 159 425,000 12, 760 27,566 0 40,000 6,523 86,849 ! 1,500 15, 000 160, 000 120, 000 15, .500 7,000 0 0 9,500 32,000 500 50,000 5,000 1,200 300 0 0 0 1,500 j 8,000 1,000 20, 000 0 1,200 0 0 0 1 600 1.800 | 50 10,000 100, 818 247,364 6,544 13, 514 j 0 0 1 1,045 2i; 103 ] 1, 700 6 Not including §4,000 received through, the University of Tennessee. 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 S83 384 3S5 886 387 388 389 390 391 392 893 394 395 396 397 398 399 4G0 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 EDUCATION REPOET, 1902, Table 32. — Statistics of universities and colleges Name. Expenses in college de¬ partment. Annual living ex¬ penses. 1 Number of fellowships. Number of scholarships. Library. a3 © (4 _o "3 EH Xfl 0) <2 u o £ O 02 £ c5 M f-t (V 'd o a Vol¬ umes. Pam¬ phlets. Value. 1 2 3 4 5 6 7 8 9 10 Tennessee— continued. Christian Brothers College* . $72 2, 000 1,500 36 $65 $81 2, 000 800 $1, 200 Fisk University . . . 14 $1 94 0 0 7, 274 10, 000 12 0 0 4,000 4, 000 11 120 150 192 20, 000 15, 000 Vanderbilt University . 85 15-40 100 125 ’26’ 25 30,000 5,000 75, 000 12 1 76 15 4, 500 500 University of the South . 100 15 120 180 22 22, 796 22, 400 90, 396 Burritt College . 40 7-10 60 75 3,285 1, 260 5,000 40 0 SO ! 120 0 2 2,000 2, 000 TEXAS. St. Edward’s College . 60 5 160 0 0 5, 000 5, 0C0 University of Texas . 0 90 150 7 10 40, 000 10,000 100, 000 5 95 115 2,000 500 Fort Worth University . 48 5 148 160 9,000 Polytechnic College . 50 6 85 125 2,500 500 4, 000 St. Mary’s University . 36 7, 000 5, 000 5, 000 Southwestern University . eo 6 85 135 0 0 4, 300 1,500 8, 000 Burleson College . . 50 100 125 200 250 Wiley University . 10 7 40 60 4,500 500 5, 000 Austin College . 50 11 100 150 6,000 1, 000 6, 000 Baylor University . . 60 5 170 250 1 5 10. 500 900 21,450 Paul Quinn College . 22 90 140 1,000 800 1, 800 Texas Christian University . 50 1 90 113 0 0 4, 000 6,000 Trinity University . 50 5 ■ 100 185 5,000 1,000 5, 000 UTAH. Brigham Young College . 10 1 95 114 0 3 3, 200 970 3, 637 University of Utah . 0 25 100 175 0 50 21, 300 11, 500 25, 000 VERMONT. University of Vermont and State Agricultural College . 60 28 200 . 300 0 80 64, 212 31,393 150, 000 Middlebury College . 80 12 140 2C0 0 120 26,154 2, 600 28, 000 N orwich University . . . 65 5-20 120 32 6, 000 4, 000 VIRGINIA. Randolph-Maeon College . 75 15 90 108 30 10,000 2, 000 30, 000 Bridgewater College . 45 3 97 97 ”6' 0 3, 500 500 5, 000 University of Virginia . 75 40 150 200 6 37 52, 000 1,400 85,000 Emory and Henry College . 50 15 90 110 10, 000 2, 000 11, 000 Fredericksburg College . 55 5 125 125 3 Hampden-Sidney College . 50 32 84 180 "2 15 15, 000 2,000 10, 000 Washington and' Lee University . 50 30 100 150 1 20 40, 000 10,000 50, 000 Richmond College . 70 19 75 120 28 14, 150 2, 000 25, 000 Virginia, Union University . _ 12 65 6,000 1,000 6,000 Roanoke College 50 12 24 22, 000 30, 000 College of William and Mary* ... 35 13 108 117 0 110 10, 000 20, 000 WASHINGTON. Vashon College . 60 7 190 190 0 0 1,276 2, 100 1,000 University of Washington . 1. 1 0 135 200 0 0 14, 000 14,000 17, 000 Gonzaga College . 50 200 250 0 0 10, 000 10, 000 Pnget, Sound University* _ 45 5 120 150 3, 000 500 5, 000 Whitworth College . 48 225 2-50 0 1 8, 000 1,000 10, 000 St. James College . 30 180 8, 000 1,000 *8, 000 Whitman College . 1 50 120 150 31 10, 000 8,000 15,000 * Statistics of 1900-1901. a Includes $50,000 from land leases. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1477 for men and for both sexes — Continued. Value of scientific appa¬ ratus, ma¬ chinery, and fur¬ niture. Value of grounds and buildings. Produc¬ tive funds. Income. ' j Benefac- | tions. ! ' Tuition and ether fees. From produc¬ tive funds. State or munici¬ pal ap¬ propria¬ tions. From United States Gov¬ ern¬ ment. From other sources. Total. 11 12 13 14 15 16 17 ! _ 1 IS i 1® 20 §80, 000 ! 1 §200 17,' 000 §4, 250 0 0 0 1 0 §4,250 §554 15, 000 350, 090 4, 500 §1,754 0 0 §17, 446 23,700 7,000 143; 000 0 1, 288 0 0 0 8, 121 9,409 185 2 500 200. 000 10,000 0 §20,000 0 40, 030 70,000 200,000 750; 000 1, 400, 000 58; 000 62,000 0 0 0 120, 000 35,000 8 000 150,000 87,954 401, 500 163, 875 40, 981 9,832 0 0 4,190 55, 003 29,773 3,000 20, 000 15, 000 0 0 0 GoO 15, 650 3,000 60; 000 0 2,000 0 0 0 500 2,500 100 4, 0G0 100, 000 0 25,000 0 0 0 0 25,090 0 100,000 600, 000 * 626, 716 12, 900 a SI, 895 165,000 28,951 28S, 746 5,000 500 40,000 6,000 0 0 0 0 6,000 1 . . 225; 000 41,56*9 41, 560 700 3o;ooo . . 15,000 400 eoiooo 3,000 150, 000 17,500 0 0 0 5,279 22, 779 1,600 200 35,000 600 40, 000 j 6, 000 0 0 0 I 12,000 18, 000 3,000 4,000 75, 000 75,000 1 1 25,000 400,000 27,300 32, 500 1,000 0 0 5,000 38, 500 100,000 3,000 75,000 1 5,568 0 0 0 4,675 10,243 4,000 7. 500 150,000 0 1 G, 980 0 0 0 2.097 9,077 23, 520 2,000 j 150, 000 SO, 000 7, 500 3, oeo 0 0 0 10,500 i . 12,391 85,477 100, 000 4,524 5,917 0 0 1 20, 1S2 30, 623 439 57,500 335,000 309, 061 14, 566 17, 596 66, 436 0 0 98, 598 155 88,000 575, 000 484, 000 16, 056 17, 839 6,000 §40,000 17,598 97,493 18, 000 23,000 I 200,000 400, 000 1,500 20, 100 2,400 0 0 24, 000 1,500 2,000 60,000 ! 11,500 4,000 250 7,200 0 0 11,450 33,000 8,000 95, 000 180, 000 20, 000 j 12,000 1 0 0 0 32,000 1, 200 20,000 8,000 7,900 125 0 0 50 8, 575 7,000 50, 000 i 1, 250, 000 376,850 69, 928 23,327 60, 000 0 3. 904 157, 159 1,500 1 100, 000 10,000 7,800 600 | 0 0 j 2,794 11, 194 3,666 500 10, 000 5, 000 0 0 0 0 5,000 j 1 5,000 150, 000 150,000 5,000 9,000 | 0 0 0 14, 000 1,000 16,000 200,000 634, 353 13, 400 36,500 0 0 0 49, 900 102, 000 6,000 600, 000 325,000 1 50,000 15,000 i 300,000 90,000 j i, 909 3,500 0 0 20, 000 25,409 5,000 5,000 | 100, 000 65, 000 6,000 2,800 0 0 6,000 14, 800 2, 000 j 125, 000 129, 000 3,400 | 5,100 15,000 0 0 23,500 5,400 45,000 10, 585 0 0 0 12, 176 22,761 40,000 760, 000 0 0 75, 000 0 0 75, 000 3,000 300, 000 0 j 40, 000 0 0 0 0 40.000 0 5,000 20,000 0 2, 500 0 0 0 1,500 4,000 4,000 200,000 4,000 0 0 0 6,000 10,000 6,500 *8,000 *10,000 10, 000 150,000 250,000 1 10, 000 1 13, 000 1 6 0 0 23,000 65, 000 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 14 452 453 454 455 I 456 457 458 459 460 461 462 463 464 78 EDUCATION REPORT, 1902, Table 32. — Statistics of universities and colleges Name. Expenses in college de¬ partment. Annual living ex¬ penses. Number of fellowships. Number of scholarships. Library. 8 125 200 "o' 0 20, 000 40, 000 WISCONSIN. Lawrenee University . 6 30 75 125 0 2 19, 127 7, 963 32, 000 Beloit College . 36 20 120 275 4 55 29, 000 10, 000 50,000 Mission House . 20 10 100 0 0 6,000 University of Wisconsin . (&) 20 1 133 190 22 12 66, 239 20, 000 130, 293 Milton College . 30-40 9 1 125 194 4 6, 632 3, 000 9, 758 Concordia College . . 0 0 ! 68 4, 000 350 4,000 Marquette College . 60 10 133 152 ' 5 10, 050 1,275 4,500 Bipon College 40 175 300 1 4 12, 000 Northwestern University* . 32 . j 68 120 4, 523 500 10, 000 WYOMING. University of Wyoming . . . . 0 5 150 200 0 0 15,000- 7,000 21,800 * Statistics ef 1900-1901. a Free to residents; $38 to nonresidents. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1479 for men and for both sexes — Continued. Value of scientific appa¬ ratus, 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 munici¬ pal ap¬ propria¬ tions. From United States Gov¬ ern¬ ment. From other sources. Total. 11 12 13 14 15 16 17 18 19 20 §2, 000 §25, 000 §1,000 0 0 0 0 §1, 000 §5, 000 452 3,000 140, 000 §65,000 3,000 §2, 000 0 0 §3, 000 8, 000 9,000 453 30, 000 675,000 114, 370 10,303 6, 543 §156, 550 §35,000 9,728 218,124 1, 250 454 30,000 241, 500 281,969 11,130 13, 680 0 0 8,861 S3, 671 36,000 455 25, 000 365, 000 1,200,000 15, 000 39, 000 0 0 0 54,000 358, 000 456 2, 000 31, 000 24, 000 1,864 703 0 0 6,433 9,000 14, 090 457 280, 795 1,389,979 531, 622 67, 500 13, 331 289,000 40,000 42, 625 452, 456 458 3, 566 23, 063 83, 595 2,478 5,812 0 0 4,289 12, 579 2, 538 459 1, 500 180, 000 460 2,700 ■ 180,000 3,800 6,631 70 0 0 0 6,701 1,000 461 196, 300 200, 000 4,400 14, 683 0 * 0 0 19, 083 462 10, 000 68, 000 1,250 0 0 o 10, 000 11, 250 463 90,000 250,000 21,451 474 0 23,855 40,000 1,382 65,711 0 464 & Free to residents; §30 to nonresidents. Table 33. — Statistics of colleges for women, Division A. 1480 EDllCATIOJST REPORT, 1902. Students. Students in — •asinoa ssauisng 31 4 •ASoSupaj i • i CO t 1 • CO • d . t>. • v lO O • CO • rH • • rH C0 05 00 ^ CO rH Tf I> CO d s c ^ e e e a « e •joqumu xn^ox 14 1> iH lO CO CO T— 1 CO O CO O CO H* LOlO — (M (MC5COO CO o d CO TTOOOO r-i • — 1 CC ^ d •o^'enpmf) s • • (M H CO CO d • • • rH CO CO . . lO d • • • rH lO ■o^iSoiioq « 05 O CO ic CO CO 00 CO CO rH d CO o d vO 0^005 ddCOO CO o CO ^OCL'* HH^L" CO d •AjoiRXBdajj TT 00 rH O OO • • OO • O O O 5 w : : : Professors and instructors. Total 1 •uauioAl OT 05 00 O OCOdO lOCOOO O VO d rH rH lClOI> riHHiO rH jH •U8K © 1> O ^ NOiO(N OOOOH I- d rH 05 CO rH Tfi tH d r-i Collegi¬ ate de¬ part¬ ment. •uauiOAi * HO d O OCOdO dl>000 O vO d r-i rH lCiOI> rH iO rH tH ■G8K rH O T* NOiOOl O O O 'H l> d rH 05 CO rH ^ rH d rH Prepar¬ atory depart¬ ment. •U8THOA1 : C2 ^ O O OO • O OO ■ o o o •U8K |o O O O OO • O OO ■ o o o •Sumado ^sig: jo jusa. L I 1871 1849 1888 [ 1879 1875 1837 1875 1368 1855 1889 1865 1885 1893 1 Religious or nonsectarian control. CO Nonsect .... Nonsect .... M.E. .-. . Nonsect .... Nonsect .... Nonsect .... Nonsect .... Non sect _ Presb . Nonsect .... Nonsect .... Nonsect .... M.E.S . Name. 5? I Mills College and Seminary . Rockford College . Woman’s College of Baltimore... Radcliffe College . Mount Holyoke College . Wellesley College . Wells College . Elmira College . Barnard College . Vassar College . Bryn Mawr College . Randolph-Macon Woman’s Col¬ lege. * Location. * CALIFORNIA. Mills College . ILLINOIS. Rockford . MARYLAND. Baltimore . MASSACHUSETTS. Cambridge . South Hadley . Wellesley . NEW YORK. Aurora . Elmira . New York . Poughkeepsie . PENNSYLVANIA. Bryn Mawr . VIRGINIA. Lynchburg . rH d CO ^iCCCI> 00C5OH d CO a Includes all students in liberal courses. Table 34. — Statistics of colleges for women, Division A — Continued. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1481 Ill X 1 s 1 1111 1111 § s * - s ■ g “• 1 § | i- I 8 Sill Slil 1 1 g s sasg § s | Ilf ts s 1 °r° ril 1 1 g s s ^ a as « i If! *2 H i s sus ini § § 3 a asss a”s§ s ■»' 111! tH 1 S Ills sill 1 1 g Sf *‘311 sasg 8 & | it £ 2 •43 00 1 1 i illl Ills 1 1 S' S' i ll¥l lgil 1 § r-T r-T cS2 - ipi I 1 1 1 1111 1111 § 1 § § ii'i's siii g s' ; Value of scien¬ tific! ap¬ paratus and fur¬ niture. -i 1 1 1 1111 1111 1 i | 8 5 8883 3 S' ' Library. •aniT?A o i i mi mi i i s s sfasg ss^'s e •sjajqduiBa • 1 ! 1 § 111 illl 1 1 • « -r \a j j «- •saumjoA X § 1 1 Ills SSSI 1 1 o t> t> o ec •sdiq&itqoqas jo joqnmiv h 5 ^ s s s a •sdiqsAvoTpj jo joqtnnx ! ° I ! 01 ; ; ; ; O j -.h -s< o 111 •ajnmpoK *e j I IS is IS jl s | ■jsaAioq T? | 1 j sags 1 Ml 1 1 Expenses in col¬ lege de¬ part¬ ment. •saaj jaqjo 00 i ° j j j ; js* ; : S | •aaj uoijmx tt I g ISIS SiSgS 8 8 Name. H l! M l i 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. Randolph-Macon Woman’s College .. tt j j 00X0 • •utxbt; X § : j- ?g g 8 S3 g : :8ggS8 ti eS | III •soajSep isjq jaqio t- O • j O •99jSap *s -a pH OlO j j jc ^ • o o • ■ lO ggg •aaxSap 'j a JO -rj '3 ’K 12 8§g i :< 8 c 3 : ig 8^ i •00jS -ap a mm 8 : : : : * O . r-i ; i ° ; ° ! •00j§0p -a v H g§3§g i? 8 '8 8 :gS §8| •S06I m papmpBJQ 2? cc O! : §NOUJ •jaqumu rmoi H s s 55 nixing •ajBnp-BJO 2 ooo ; -Hoo • j-i • jr-i -gc* j«> • •ajuiSanoo * SSRSSgS g 8 S SgSSffgSg •AioxBiBdaij * S323 2 § is j ■AXB^uamaxa b* - 3 3 g°i2^S j Profes¬ sors and instruc¬ tors. •uauiOAV © : 00 Tq CO •TI0K 12 Cir-iWHOlHCC r-i i-i 1> O N CC JN CO jbi §§*> S C *” « illiil II 1 I I 1 1 mil Hli Ill Sg C2 £l!j h E^ssfUj !i i © c M c4 f£ !1»® | cSSc rl^i 5 « f*§ 1! ii f O' : : 111 £ :oi © : ® • Hi Hli i§ j j ;1 : I : ® : : 11 : ! 3^i £ d n I i - S2 8 1 I ! 1 i 1 2 2 ^ 1! 1 1 i =1111 1 | I ;. 1 : > : £ ilii S?s|l illii fill ■■32^: : 5 sri - : Ig, MSI : » s"' r>| > :|o III! ;3 |s : = 53 ! lil H 3 - < ; ; s • • < \ ! ?q . . < ii O^g- Jii ill’ : i i . i i | ; . • -< • p : I | II II. : : < : g : * S g * 3 s g 1 dS? ” g g o g .2 £ ° - g; -= : s 5 g ^ ^ :h 5 It.. c < i ■' Ilia Isgll o : : '•p ic ■ ■Mi !§f : GO OS O UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1483 80 18 O g kC kgCOOG .lOCJ • o tH^iC ggs p tJ* S3 CCr-i gs i CC is gg £ ggg :ggg§g£ gg£ 2 gg&£ £ 2 o » • cc • o • O • S > -ON o o o ■ ggrt ®^®g o :g o :g° jg :2g g i :S o o • O • ■ «X • o ^:g g 31823 :g o • g30^ 3 § 1 ^ OCOHXXCt* Cl i-C O OiCr- ■ ^ coci<»o : s i II II CS I | l|5gg|S :|S£ gss ISSS ! £ j g p > o ; 5 Ith i° i ; Cl O < i crm * * C^J 1 IS - gg -gg 33 5 ; S3SSSSSS5 \ g^g 1 I : § ! §3SS 5 ig £ >o g 2gS3S :gg = ! g^£ > ■ ^ ; o CC p *£ C : •OGCOOC'lGOtOC^ i r^kC x 5 C 5 ^ » s > -I CH Cl C > r- iiO^COCOWOiOHr i (NOir- i l> ■ ^ i I> iC ^ CC o > O g II I> 3 is 1 | 1111111111 j |1| i 1 i 1 i r- 1 1111 1 ! i ! : : +2 M.E. So... Bapt . pt < f£ o : o .: :® 1 i £ Jjla rf3£.2 ! : p ; 2 1 r 1 ! 2 ; S : | j j : :1 s J 1 i i! * I | : IS til ali! U%6 c, c = S ii! lilt ^ £ | 1 1 I | 5 < ll m 1 I 3 5 I I IBIilSl (MS S 'S w o I 1 g^i Jfl! im Sg g Igg&gggSSg SS g Statistics of 1900-1901. Table 35. — Statistics of colleges for women , Division B — Continued. 1484 EDUCATION EE POET, 1902. Students. Number in — W g oS5Scoo°oco ^^0001-0000 •oisnpi H * -ses 8883888 8|888£3§38 : ■ASoSnpoj « ss F ;s ; College students in— •-[8010 a H ° ! : : p O O j O O CO 00 •ui^t: X as 388 i: 883 1 College students pur¬ suing courses lead¬ ing to — •S88lS8p psjg JaqiO b° H : :8° o •09JS8P -s -a S3 H 100 15 20 0 ^ o 3 o •00jg0p -a -a io -a -a as *2 rH ja 38S°3S8 | £ 8 o •00iS -9P -a -qj h ° ! j jo© ; ; ; 3 j O o •00iS8p -a 'y 00 H [100 75 :§8 : . 3 25 20 2 0 7.06T ni popenp-eio 2 •jcoqumu pe^o t, H H 8S3i*SfS§«8 ISSSSlISis s •ai'Enpiup) 2 rH t-P ! |> ! ! ! o • • • O • CO • • • • (M O H O •apmSoiIoo Cl §§8188388^ 8 30 888S3&88S810 8Ss58388838 g •Ain^uoraaxa; 88S :8S88 :SS 838 jsssSSS : 8 Profes¬ sors and instruc¬ tors. •uoraoAi O OO COO^CS CO 00 ^2®.°°®^^ § •U0K 13 CCCO(NCOMHCQHHHri 1> : 83885 sHsss e^j-i^ocwoooo 15 27 18 O L-0 i *>333 rHX^COCOO^OOxfTJI Oi 00 00 X> TP 3^3'°3 lO t> C^ t2a g-crs ■is§.gg2gS? gggiiBgsJs ffll I II «| jb „ | g |3g|^ SSllliP1" a> a) 1 IPijit. K ^eolaasis 3 a? § ■g o o-tf u ii fin mil! Sq^S 6 :roo 111 £ m* m if i^O ® \fo* &gg8S3333 :£3 38 ggSsgggggJ 3SSS8 88588 ics of 1900-1901. Table 35. — Statistics of colleges for women, Division B — Continued. 1486 EDUCATION REPORT, 1902. Students. Number in— -%iy 8 S10^ : s S •oxsnK H * g ..g •ASoSnpaj s § o o • College students in— •^raaif) C5 H § o o - o j j 1> 00 H g 21 25 41 83g 25 20 39 35 College students pur¬ suing courses lead¬ ing to— ■saajfiap isjg jaqio *• H ! •aajfiap ‘S ‘a o rt § j o o o j : CN r-j O O CL inn a-sss II as HI 3 I is : -h joo ; 1 : : il ® ; ; ;« 1 : oo ; 1#W :: H 0*0 * o o i|i|| Hi! 0* H o ■ o ■ o o :I : : : : -S' 11 (N h 1 £ ii .11 1 1 1 1 - a a ISliliil 1 £• : 11 1 1 si”' ii r-T ii !- all il rHUa | J i * y * j a 00 £ ii s is & i i ii i i ! 4 \ I > 1 i n il Beaumont College . Bethel Female College . iii ill c V (SJ % 3 3 i sll sB c ii i Is jl !! il il \l ) c ) £ jt: ) J : § j ) £ ;| LOUISIANA. Silliman Collegiate Institute* . Louisiana Female College . Mansfield Female College . MAINE. Maine Wesleyan Seminary and Female Col¬ lege . Westbrook Seminary . SSI S3 S$S38&888388 388 Si § UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1489 £3; 1111 io icoTo illlill II S'*' I I I i II f I § i III §3 irfioofccf gT co of irf H" icf il° : 1 1 • ; ; eg ; ; © © • jo iir If ;rs i i i i.t • rH CT j : ;sa :g gj S 1 ; fill jgste's' SSS8>2888Srf iillllllii sags§888se § s¥” llll 1 1 §!§!§!!! li ! in in ini i 11° ill is i ill j jells j IIS £ :§ i 1 S i i i ;jg3,:g§g a i i 11 iisi i 1 ;a o rH CC rH I • CO • CO O iO • ! o • co • co • o o :S° ©S3® s CO gg^OOOOOOOO 333 ggssss § ©3® 'I06I-006I jo so] Table 36. — Statistics of colleges for women , Division B — Continued. 1490 EDUCATION REPORT, 1902. College UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1491 S 3 ♦Statistics of 1900-1901. a Including tuition fee. 1 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 80 31 32 33 34 35 36 37 38 39 40 41 42 43 EDUCATION EEEOET, 1902, Table 37. — Statistics of Location. Name. Control. Year of first open¬ ing. 1 4 Auburn, Ala . . . Fort Collins, Colo . Golden, Colo . Storrs, Conn . Atlanta, Ga . Chicago, Ill . Lafayette, Ind . Terre Haute, Ind . Ames, Iowa . Manhattan, Kans . Annapolis, Md . Amherst, Mass . Boston, Mass . Worcester, Mass . Agricultural College, Mich. Houghton, Mich . Agricultural College, Miss. . Westside, Miss . Bozeman, Mont . Butte, Mont . Durham, N. H . . Hoboken, N. J . Mesilla Park, N. Mex . Socorro, N. Mex . Potsdam, N. Y . Troy, N. Y . West Point, N. Y . Greensboro, N. C . . . West Raleigh, N. C . Agricultural College, N. Dak. Cleveland, Ohio . Stillwater, Okla . Corvallis, Oreg . Kingston, R. I . . . Charleston, S. C . Clemson College, S. C . Brookings, S. Dak . Rapid City, s. Dak . College Station, Tex _ , _ Logan, Utah . Blacksburg, Ya . Lexington, Va . Pullman, Wash . Alabama Polytechnic Institute . Colorado Agricultural College . Colorado State School of Mines . Connecticut Agricultural College . Georgia School of Technology . Armour Institute of Technology . Purdue University . Rose Polytechnic Institute . Iowa Coliege of Agricultureand Mechanic Arts. Kansas State Agricultural College . . . United States Naval Academy . Massachusetts Agricultural College . Massachusetts Institute of Technology . Worcester Polytechnic Institute . Michigan Agricultural College . Michigan College of Mines . Mississippi Agricultural and Mechanical College Alcorn Agricultural and Mechanical College . . Montana College of Agriculture and Mechanic Arts. Montana State School of Mines . New Hampshire College of Agriculture and Mechanic Arts. Stevens Institute of Technology . New Mexico College of Agriculture and Me¬ chanic Arts. New Mexico School of Mines . Clarkson School of Technology . Rensselaer Polytechnic Institute . United States Military Academy . Agricultural and Mechanical College for the Colored Race. North Carolina College of Agriculture and Me¬ chanic Arts. North Dakota Agricultural College . State State State State State State State .. State .. Nation State .. State .. State State State State State State State Territory Territory . . . Nation . State . State . State . Case School of Applied Science . Oklahoma Agricultural and Mechanical Col¬ lege. v Oregon State Agricultural College . Rhode Island College of Agriculture and Me¬ chanic Arts. South Carolina Military Academy . Clemson Agricultural College . South Dakota Agricultural College . State School of Mines . Agricultural and Mechanical College of Texas. Utah Agricultural College . Virginia Agricultural and Mechanical College and Polytechnic Institute. Virginia Military Institute . . . Washington Agricultural College . Territory State . State . State . State . State . State . State . State . State . State . State ... - 1872 1879 1874 1881 1888 1893 1874 1883 1868 1863 1845 1867 1865 1868 1857 1885 1880 1871 1893 1900 1867 1871 1891 1893 1896 1824 1802 1894 1889 1891 1881 1891 1870 1890 1843 1893 1884 1886 1876 1890 1872 1839 1892 UNIVEESITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1493 schools of technology. Professors and instructors. Prepara¬ tory de¬ partment. Collegiate depart¬ ment. Total number. Prepara¬ tory. Collegiate. c- G* G G rj § £ S s £ 5 6 7 8 9 10 11 12 13 14 3 0 21 0 24 0 58 0 320 6 7 3 29 3 29 3 102 28 138 43 0 0 16 0 16 0 0 0 210 1 17 3 17 3 62 18 6 0 34 0 35 0 116 0 315 0 14 2 27 0 41 2 335 33 351 0 0 0 73 8 73 8 0 0 1, 071 68 0 0 20 0 20 0 0 0 162 0 49 20 49 20 203 47 803 141 - 2 10 38 13 40 23 239 59 533 254 71 0 71 0 333 0 21 0 21 0 207 3 147 2 147 2 1,350 49 0 0 31 0 31 0 0 0 253 0 45 9 45 9 72 0 452 158 15 0 15 0 197 0 6 0 21 0 27 0 250 0 317 5 10 0 6 0 16 0 383 54 41 1 0 2 16 9 16 10 49 48 48 24 1 0 7 0 8 0 9 1 55 3 19 0 19 o 127 4 13 0 22 0 32 0 ... 224 0 259 0 1 3 14 3 15 6 91 29 11 16 1 2 4 2 4 2 26 26 17 1 8 1 8 1 60 8 0 0 21 0 21 0 0 0 250 0 72 0 72 0 426 0 9 0 9 0 13 0 75 0 26 0 30 0 30 o 365 1 6 4 16 5 22 5 45 32 13 12 27 0 27 0 353 o 1 2 16 2 17 4 113 75 116 45 23 7 23 7 33 5 275 123 5 3 17 17 7 43 8 28 9 8 0 8 0 130 o 8 0 38 0 40 0 100 i 0 393 0 3 0 18 5 21 5 94 30 146 44 5 2 7 0 9 2 35 j 29 34 6 28 0 f 28 0 464 0 6 3 23 3 29 6 212 i 90 138 76 34 0 34 0 0 0 452 o 19 o 19 o 241 o 7 3 36 4 43 7 151 i 79 125 29 Students. Graduate. Resident. Nonresi¬ dent. Men. Women. Men. Women. 15 16 17 18 18 6 4 0 2 0 21 2 6 12 14 0 4 17 11 1 2 1 3 0 I 10 9 1 7 4 0 0 0 7 0 3 0 1 0 1 0 1 0 0 o 1 2 0 3 2 0 0 1 3 0 0 1 0 0 3 1 7 1 0 2 3 0 20 0 2 1 Total number. 19 20 396 319 210 64 431 686 ,103 164 I, 316 II, 017 333 217 ,366 254 531 197 599 424 98 483 153 43 63 250 426 130 368 497 388 271 321 111 130 500 436 71 467 350 472 241 497 J? 12 13 ! 14 I 15 I 16 17 ! 18 19 4 j 20 4 21 145 0 164 167 24 0 0 144 33 0 166 0 | o j 227 1 2 3 4 f> 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 40 41 42 43 EDUCATION REPORT, 1902. Table 38. — Statistics of schools Name. College students in — © U 2 3 © ^ X a Z © o 0 (D © JSm C ^ “g © © § 'B o In < _ hi ’S S S © 1‘3> 3 1 2 3 4 5 Alabama Polytechnic Institute . 60 SO 97 74 55 97 Colorado Agricultural College . Colorado State School of Mines . Connecticut Agricultural College . Georgia School of Technology . ii 5 62 0 « 305 87 321 48 91 169 Armour Institute of Technology . Purdue University . . . 175 120 Rose Polytechnic Institute . Iowa College of Agriculture and Mechanic Arts . 193 328 194 205 Kansas State Agricultural College . United States Naval Academy . . . Massachusetts Agricultural College . . ;;; 210 Massachusetts Institute of Technology . 129 96 177 0 be 81 Worcester Polytechnic Institute . .' . Michigan Agricultural College . 0 4 0 293 0 b 74 42 2 Michigan College of Mines . Mississippi Agricultural and Mechanical College . 1 0 0 Alcorn Agricultural and Mechanical College . Montana College of Agriculture and Mechanic Arts . 24 d'i3 Montana State School of Mines . New Hampshire College of Agriculture and Mechanic Arts . 31 51 29 | e 259 22 Stevens Institute of Technology . . . New Mexico Gollege of Agriculture and Mechanic Arts . 8 New Mexico School of Mines . . Clarkson School of Technology . 11 2 Rensselaer Polytechnic Institute . . . . United States Military Academy . . Agricultural and Mechanical College for the Colored Race . North Carolina College of Agriculture and Mechanic Arts . North Dakota Agricultural College . 0 0 22 no\ 155 3 127 53 106 6 Case School of Applied Science . Oklahoma Agricultural and Mechanical College . 63 40 64 1 Oregon State Agricultural College . Rhode Island College of Agriculture and Mechanic Arts . 11 130 South Carolina Military Academy . Cl emson Agricultural College . 43 43 88 37 South Dakota Agricultural College . 0 98 State School of Mines (South Dakota) . Agricultural and Mechanical College of Texas . 206 22 35 115 3 135 27 32 Utah Agricultural College . 16 22 Virginia Agricultural and Mechanical College and Polytechnic Institute. Virginia Military Institute . Washington Agricultural College . 6 1 a Includes students in civil, electrical, and textile engineering. b Not including freshmen. c Includes 34 in textile engineering. UNIVERSITIES, COLLEGES, AND TECHNOLOGICAL SCHOOLS. 1495 of technology — Continued. College students in- Students in — © © bo Chemical engi¬ neering. ’5> Textile engi¬ neering. 6 Sanitary engi¬ neering. Pedagogy. Business course. Military drill. Civil engii ing. Electrical neering Mining e neering © 06 272 419 32 119 59 16 ....1 163 15 550 97 650 . 333 . 183 ! 102 ; 96 30 1 76 40 14 . . 385 44 70 39 6 0 1 _ ? . 0 0 0 400 ° ° o 197 ° 0 0 0 S . °.| 0 0 0 0 599 6 4 15 . 0 5 39 24 55 I . 58 1 . . 12 8 r" 86 1 | 0 0 0 0 0 12 o 0 15 10 0 4 8 6 8 • 25 21 ;;; . 240 2 6 I . . . I 1 . 426 32 58 11 0 41 0 o o 0 ! 0 o 312 ; 9 0 0 0 0 0 0 0 0 0 0 48 64 42 68 • 4 5 40 11 52 17 56 36 22 321 1 1 8 3 2 4 65 J | 130 8 80 . 45 493 8 0 0 4 0 12 9 4 52 30 164 36 98 . 7 464 ! 57 15 74 20 205 50 150 15 1 . 442 53 14 12 61 1 241 14 24 281 1 <2 Includes 12 engineering students unclassified, e Including electrical engineering. u 1 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 * a b EDUCATION REPORT, 1902. Table 39. — Statistics of schools Name. Expenses in college depart¬ ment. Annual living ex¬ penses. Number of fellowships. Number of scholarships. Library. d CD Pi o V d H GQ 5, 673 2, 723 65, 026 160, 000 43, 000 52, 500 0 1,183 0 5, 510 40, 000 1,454 48, 147 500 6, 000 60,000 440 8, 000 8,440 35, 151 120, 189 300, 000 3, 988 17, 150 21. 138 100 * 65, 000 * 162, 000 * 243, 342 * 41, 295 * 8, 169 *168 * 49, 632 6, 000, 000 773, 642 773, 642 16,000 48, 000 0 1,096 10, 000 8, 250 19, 346 56, 696 113,785 125,000 8,959 7,500 43,011 31, 750 4,495 95, 715 10, 200 25,000 186, 000 22, 319 0 3,578 25, 000 40, 000 55, 860 124, 438 0 60, 729 108, 500 975 14, 731 5, 137 37, 500 51, 594 109, 937 19, 000 120, 000 131, 556 711 10,363 30, 954 40, 000 1,782 83, 810 101, 061 218, COO 50, 000 2,500 15, 000 40, 000 57, 500 85,000 12, 825 26, 250 39, 075 205, 000 349, 280 175, 900 2, 817 9,266 85, 671 27, 500 6, 291 131,545 17,000 210, 000 6, 144 74, 700 39, 500 133, 134 . 6 12,000 53, 000 729 848 15, 750 1 12, 790 17, 327 1,075 69, 045 500, 000 : 209, 000 14,280 25, 000 i 33, 750 73, 030 36, 354 228, 293 101, 670 2,383 4, 998 87, ICO 40. 000 6, 654 141, 135 111, 956 248, 740 344, 312 13, 708 20, 659 25, 000 31, 667 1,033 92, 067 25,000 250, 000 20, 000 14, 407 1,200 25, 000 0 14, 449 55, 056 10,000 70,000 | 270,000 i 6, 122 0 51, 000 40,000 6,523 103, 645 f Free to residents; $20 to nonresidents. i Including tuition. g Free to residents; $50 to nonresidents. j Free to residents; $20 to nonresidents. h $150 to resident and $225 to nonresident students. ED 1902 — VOL II - 21 1 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 CHAPTER XXXVI. PROFESSIONAL SCHOOLS. Contents. — Notes on the statistics — State aid to medical colleges — Gifts and bequests— Require¬ ments for practice of medicine, law, dentistry — Rockefeller Institute for Medical Research — Statistics. The number of theological schools in 1902 was 148, with an attendance of 7,343 students. This is a decrease of 224 students from the number of the previous year, while law students increased 270 in number, rising from 13,642 to 13,912. In 1894 the number of students in law was smaller than the number in theology, while in 1902 there were nearly twice as many in law. For five successive years there has been a decrease in the. number of theological students. During the same time the numbers in law, medicine, and dentistry have been constantly increasing. The value of grounds and buildings of theological schools is nearly $16,000,000, and endow¬ ment funds over $23,000,000. The number of medical schools was 154, with 26,821 students, a difference of only 64 over the number of the previous year. The number of homeopathic students decreased by 261, while the number in regular schools increased 248, and in eclectic and physiomedical 77. Although there was an increase in the number of medical students during the year, there was a decrease of 407 in the number of graduates. The smaller number of graduates is due to the lengthened course of study, the effect of which is probably not yet fully felt. In law and theology about one-fourth of the students graduated, but in medicine less than one-fifth. In dentistry the number of students continues to increase, there being 8,420, or 112 more than in 1901. In pharmacy the number is stationary, 4,427, or 2 less than in 1901. In veterinary medicine there were 576 students. Table 1. — General summary of statistics of pr&fesskmed schools for 1902. Class. Schools. Instruct¬ ors. Students, j Increase (+) or 1 decrease (-)• Grad¬ uated in 1902. Per cent grad¬ uated. j Students having ; A. B. or 1 B. S. Theological . 148 1,034 a 7, 343 613,912 -224 1,656 22.5 2, 069 Law . 102 1,155 4-270 3,524 25.3 2; 644 Medical . 154 5,029 26, 821 4- 64 5,069 18.9 2. 476 Dental . 56 1,197 8. 420 4-112 2,288 27.2 265 Pharmaceutical . 59 590 4; 427 — 2 1,379 31.1 43 Veterinarv . 11 174 576 4-115 141 24.5 22 Class. Value of grounds and buildings. Endowment funds, c Benefactions received during the year. Income. 1 Volumes in j libraries. Theological . Medical . Dental . 815, 705, 770 1, 670, 000 12, 986, 642 738. 000 899, 242 225, 500 823,058,877 .486,001 2,132,568 5,000 24,368 81, 269, 433 52, 859 160,584 81,414,724 522, 763 888,453 293, 515 148, 309 18, 747 1,527,156 3S6, 905 156, 929 4,053 34,470 4,247 Pharmaceutical . Veterinarv . 989 a 108 of these were women. & 165 of these were women, c So far as reported. 1499 1500 EDUCATION REPORT, 1902. STATE AID TO MEDICAL COLLEGES. Among the inquiries made of medical schools was one as to the income received from State or municipal appropriations. The information received is here given: University of California , Medical Department , San Francisco . — $9,370 received. State University of Iowa, Iowa City. — Supported by the State. University of Kansas, School of Medicine, Lavrrence. — All salaries and expenses paid by State appropriations. University of Michigan , Ann Arbor. — The medical department is a part of the uni¬ versity, and separate accounts are not kept. University of Minnesota, Minneapolis. — Our fees are paid into the general univer¬ sity fund and all our expenses paid by the State. University of Missouri, Columbia. — It is impossible to separate funds that support the medical department from general university funds. Salaries are paid from uni¬ versity funds. In many of the subjects medical students work in the same classes and laboratories with academic students. Jefferson Medical College, Philadelphia. — City and State appropriations to the college hospital, $25,375. University of Texas, School of Medicine, Galveston. — $40,000. University of Virginia, Charlottesville. — Not separated from the other schools of the university. Medical College of Virginia, Richmond. — $5,850. Table 2. — Comparative statistics-ofprofessional and allied schools. Class. 1870. 1875. 1880. 1885. 1890. 1895. 1900. 1902. Theology: Schools . 80 123 142 152 145 149 154 148 Students . . 3, 254 5,234 5,242 5, 775 7,013 8,050 8,009 7,343 Graduates . 782 719 790 1, 372 1, 598 1,773 1, 656 Law: Schools . 28 43 48 49 54 72 96 102 Students . 1, 653 2, 677 3, 134 2,744 4, 518 8, 950 12, 516 13, 912 Graduates 823 1,089 744 1,424 2, 717 3, 241 3,524 Medicine (all classes): Schools . 80 90 113 129 151 151 154 Students . 6, 194 8, -580 11,929 11, 059 15, 484 21,354 25, 213 26, 821 Graduates _ 2, 391 3, 241 3,622 4, 556 4, 827 5,219 5,069 Medicine (regular): . Schools . 65 72 88 93 113 121 123 Students . 5, 670 7,518 9, 876 9,441 13, 521 18, 660 22, 752 24,447 Graduates . 2, 082 2,673 3, 113 3, 853 4, 196 4, 720 4,576 Medicine (homeopathic): Schools . 11 12 12 14 20 22 20 Students . . 275 664 1, 220 1, 088 1,164 1,875 1, 909 1,551 Graduates . 168 380 342 380 463 413 342 Dentistry: 1 Schools 12 16 18 27 45 54 56 Students . 257 469 730 1,116 2, 696 5,347 7, 928 8, 420 Graduates 151 266 458 943 1,297 2,029 2,288 Pharmacy: Schools . 14 14 21 30 39 53 59 Students . 512 922 1,347 I 1, 746 2, 871 3, 859 4, 042 4, 427 Graduates 208 186 396 759 1,067 1,130 1,379 Veterinary: Schools . 7 9 13 11 Students 463 474 362 576 Graduates 100 141 ) GIFTS AND BEQUESTS. THEOLOGICAL SCHOOLS. Pacific Theological Seminary, Berkeley, Cal. — Received from Edwin T. Earl, of Los Angeles, $50,000 to endow special lectureship for distinguished Christian scholars, on themes of their own selection. PROFESSIONAL SCHOOLS. 1501 McCormick Theological Seminary, Chicago, HI. — Received, from Mrs. N. F. McCor¬ mick, of Chicago, for Hebrew fellowship, $30,000; for general expenses, $25,000; from Mr. Stanley McCormick, of Chicago, library, $15,000; from Mrs. T. B. Blackstone, of Chicago, N. T. fellowship, $30,000. Shurtleff College, Upper Alton, III. — From Mrs. Sarah Tucker, Paris, Ill., bequest of $6,607. Presbyterian Theological Seminary of Louisville, Ky. — Received $320,000 from the late W. T. Grant, esq., of Louisville, and $5,000 from Miss Belknap, of Louisville. Bangor Theological Seminary, Bangor, Me. — From Charlotte S. Buck, of Brooklyn, N. Y., deceased, $5,000; from J. S. Ricker, Deering, Me., deceased, $25,000. Cobb Divinity School, Lewiston, Me. — From Miss Sarah A. Edgecomb, $20,000. St. Mary’s Seminary, Baltimore, Md. — Grindall (Burse) scholarship, $5,000; R. Reyburn (legacy) $5,000. New Church Theological School, Cambridge, Mass. — E. Burgess Warren, of Philadel¬ phia, gave for new chapel $10,000, and for elocution professorship $40,000; Mrs. Frances R. Gibson, of Boston, by will, property valued at $20,000. Drew Theological Seminary, Madison, N. J. — From J. W. Pearsall, of Ridgefield, N. J., $10,000 for a lectureship on ‘ ‘Applied Christianity;” much of the remainder (of $55,800) came from the final settlement of two estates. Auburn Theological Seminary, Auburn, N. Y. — From estate of William E. Dodge, of New York City, $15,000. Allegheny Theological Seminary, Allegheny, Pa. — Mrs. Thomas Jamison gave $10,000 to establish four scholarships in memory of her late husband, Mr. Thomas Jamison. Western Theological Seminary, Allegheny, Pa. — Mr. S. P. Harbison, of Allegheny, was the donor of $50,000. Erskine Theological Seminary, Duewest, S. C. — From Joseph Wylie, of Chester, S. C., $10,000. Vanderbilt University, biblical department, Nashville, Tenn. — Mrs. E. W. Cole added $5,000 to the endowment fund of the Cole lectureship. Union Theological Seminary, Richmond, Va. — George W. Watts, of Durham, N. C., gave $6,700. LAW SCHOOLS. Albany Law School, Albany, N. Y. — A gift of $10,000 was made May 29, 1902, by Gen. Thomas H. Hubbard, of New York City, class of 1861, for the purpose of founding a chair of legal ethics. University of Cincinnati, Cincinnati, Ohio. — The sum of $25,000 was presented by the mother and brother of the late dean, Mr. Gustavus Henry Wald, for the purpose of establishing a chair in contracts, to be known as the “Gustavus Henry Wald Pro¬ fessorship of the Law of Contracts.” .MEDICAL SCHOOLS. University of California Medical School, San Francisco, Cal. — Received $19,133. Mrs. Phosbe A. Hearst, of San Francisco, gave $11,133 for equipment in anatomy and pathology; Dr. M. Hergstein, of San Francisco, for equipment of laboratory of physiology. Rush Medical College, Chicago, III. — From Dr. N. Senn, $50,000; Dr. Frank Billings, $10,000; Dr. E. F. Ingals, $5,000; Dr. D. R. Brower, $5,000; Dr. H. B. Favill, $5,000; Dr. A. D. Bevan, $5,000; Dr. F. S. Coolidge, $5,000. All for the Nicholas Senn Hall (chemical building). A early a million for Tulane. — By the will of the late A. C. Hutchinson the bulk of his estate is devised to Tulane University medical department. The estate is appraised at $991,169. 1502 EDUCATION REPORT, 1902. Woman's Medical College at St. Petersburg, Russia. a Six year3 have elapsed since this college was established by the St. Petersburg authorities, and the first class to graduate has just received its diplomas. There were 111 members of the graduating class, and the total number of students is now 1,314. SYXOP3IS OF THE REQUIREMENTS FOR THE PRACTICE OF MEDICINE IN THE UNITED STATES. Classification. — The States may be classed in four groups, according to the require¬ ments for securing a license to practice. I. In the first group may be named the States which require an examination, diploma of a recognized medical college, and certain preliminary educational attain¬ ments, viz, Delaware, Louisiana, Maryland, Michigan, New Hampshire, New Jersey, New York, Ohio, Pennsylvania, Wisconsin. II. In the second group are those requiring an examination and a recognized diploma, viz: Arizona, California, Connecticut, District of Columbia, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, ■ Iowa, Maine, Minnesota, Montana, Nebraska, North Carolina, Oklahoma, Porto Rico, b South Dakota, Utah, Vermont, Virginia, Washington. III. In the third group are those requiring an examination only, viz, Alabama, Arkansas, Kansas, c Massachusetts, Mississippi, Missouri, North Dakota, Oregon, Rhode Island,^ Tennessee, Texas, West Virginia. IV. In the fourth group are those requiring a diploma of a recognized school or an examination, viz, Colorado, Kentucky, Nevada, New Mexico, South Carolina, e Wyoming. Mention has not been made of the usual requirements that the applicant shall be 21 years of age, of good moral character, and pay a fee varying from $5 to $25. It should be remembered, too, that these regulations are frequently changed by legis¬ lative amendments or board provisions. The Philippines. — The requirements are an approved diploma and an annual tax of §50 to §150, according to income. MEDICAL REQUIREMENTS OF FOREIGN COUNTRIES. Cuba. — Examination and approved medical diploma. Mexico. — Elaborate identification of medical diploma and genuineness of owner¬ ship and a medical examination conducted in Spanish. Italy. — All medical practitioners must possess full qualifications to practice any¬ where in the peninsula, with two exceptions: The law is not effective against a foreigner who may be summoned in consultation in any special case, or who is in attendance upon a family or individual traveling or temporarily resident in the country. The second exemption is in favor of those who confine their practice strictly to foreign visitors, with, however, the fatal proviso that these practitioners are citizens of countries which accord the same privileges to Italian physicians./ a J. A. M. A., January 10, 1903. & Applicants who hold diplomas from reputable medical colleges and who have been licensed by State boards in the United States after examination, may, in the discretion of the board, be licensed without examination in Porto Rico. c And four periods of six months each in the study of medicine. No certificates will be granted on diplomas, as the law leaves it discretionary with the board. d A certificate may be issued to any reputable physician after he passes a satisfactory examination. e Only diplomas of medical colleges in South Carolina having courses of four years are received. / New York Medical Record, March 31, 1900. PROFESSIONAL SCHOOLS. 1503 Brazil. — The holder of a diploma from an approved foreign school of medicine is licensed without examination. [From New York Medical Record of December 21, 1901.] British Columbia. — Examination, diploma of a recognized medical school, and pay¬ ment of a fee of $100. Manitoba. — All Canadian graduates must pass an examination in the final subjects and pay a fee of $75. British licentiates pay the fee, but take no examination. For American graduates the cases are determined on their merits. If their course of study has not been sufficient they are not admitted to examination; if sufficient they may have to take both the primary and the final examinations, or they may have to take the final alone. New Brunswick. — Examination, diploma of a recognized medical college, and certain preliminary educational attainments. Nova Scotia. — Diploma of a recognized medical college and certain preliminary educational qualifications; otherwise an examination. Ontario. — The candidate (1) must have certain preliminary attainments; (2) have spent five years in professional study, including four sessions of eight months each in an approved college and a fifth year in clinical work; (3) must have passed all the examinations prescribed. Prince Edward Island. — An examination, four years’ study in an approved medical college, and certain preliminary educational attainments. Quebec. — Anyone may be registered who (1) possesses the required preliminary education; (2) shall have followed during four years’ regular medical lectures in one of the universities of Quebec; (3) have passed a satisfactory examination in presence of the assessors of the college or before the board of examiners. Also anyone who, having followed a regular and complete course of medical study in any university of England or France, shall have obtained the diploma of doctor of medicine from said university; also anyone registered in the General Medical Council of Great Britain; also any physician from any other province or foreign country who passes the preliminary examination, studies medicine one year in a university of Quebec, and then passes an examination before the board. France .« — To practice medicine in France the possession of a diploma from a French faculty is requisite, and it must have been obtained in the same way as by the French students — that is, the preliminary studies and the full professional curriculum must have been passed. It is possible, we believe, for foreigners to obtain a French diploma not entitling them to practice, by showing qualifications and paying' a heavy fee, but this is purely honorary and conveys no professional rights. The following regulations are given on the authority of Dr. Julius Schalbe, the editor of the Deutsche medicinische Woehenschrift: (1) No special laws in China or Japan; (2) passing a State examination, Austria and Turkey; (3) passing a State examination, with some concessions as to preliminary examinations — Argentina, Denmark, the Netherlands, Spain, and Sweden; (4) regular courses in the com¬ munities’ own schools — Belgium, Greece, Italy, and Portugal; (5) the same, with evidence of preliminary education — Germany, Russia, and Switzerland. REQUIREMENTS FOR ADMISSION TO THE BAR. & A law-school diploma still admits to the practice of law in Alabama, Georgia, Kansas, Louisiana, Michigan, Mississippi, Missouri, Pennsylvania (not tn Phila¬ delphia County, except to graduates of the University of Pennsylvania), South Carolina, Tennessee, Texas, Wisconsin. No particular period of law study is prescribed in Alabama, Arkansas, California, Georgia, Idaho, Indiana, Kentucky, Massachusetts, Mississippi, Missouri, Nevada, Oklahoma, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia. A period of two years’ study is required in Colorado, Kansas, Louisiana, Maryland, Montana, Nebraska, New Mexico, North Carolina, North Dakota, Washington, West Virginia, and Wisconsin. A period of three years’ study is required in Connecticut, Delaware, District of Columbia, Illinois, Iowa, Maine, Michigan, Minnesota, New Hampshire, New Jersey, New York, Ohio, Oregon, Pennsylvania, Rhode Island, Vermont, Wyoming. a Jour. A. M. A., January IB, 1900. b From report of the committee on legal education of the American Bar Association, 1901. 1504 EDUCATION REPORT, 1902. A.n examination before a State board, of law examiners is now provided for in Colo* rado, Connecticut, Georgia, Illinois, Iowa, Maine, Maryland, Michigan, Minnesota, Nebraska, New Jersey, New York, Ohio, Rhode Island, Vermont, West Virginia, Wisconsin, and Wyoming. In West Virginia the members of the law faculty of the State University constitute the board of examiners. SYNOPSIS OF THE REQUIREMENTS FOR THE PRACTICE OF DENTISTRY. The requirements of the different States and* Territories for securing a license to practice dentistry may be classified in nine groups as follows: I. Examination and recognized diploma and certain preliminary educational attain¬ ments: California, New Jersey, New York,« Pennsylvania. II. Examination and recognized diploma: Delaware, Iowa, Minnesota, & Porto Rico. III. Examination and reputable diploma: Colorado, Connecticut,6 Florida, Georgia, Hawaii, Maryland,^ Montana,6 Oklahoma, Oregon, South Dakota,6 Washington. IV. Examination and diploma of a legally chartered dental school: Idaho,6 Ohio, the Philippines. V. Examination: Alabama, Maine, Massachusetts, Mississippi, New Hampshire, Rhode Island, South Carolina, Vermont, Virginia. VI. Recognized diploma or examination : District of Columbia, Indiana, / Michi¬ gan, Missouri, 0 Nebraska, Nevada. VII. Diploma of a reputable dental school or an examination: Arizona, Arkansas, Illinois, Kansas, Louisiana, New Mexico, North Dakota, 0 Tennessee, Texas, Utah, Wisconsin. VIII. Diploma of a legally chartered dental school or an examination: Kentucky, North Carolina. IX. Diploma of a reputable dental college: Wyoming. DENTAL REQUIREMENTS OF CERTAIN FOREIGN COUNTRIES. British Columbia. — Examination . Manitoba. — Certain preliminary educational attainments and an examination. New Brunswick. — (1) Certain preliminary educational attainments; (2) three years’ study of dentistry; (3) graduation from a reputable dental college; (4) an examina¬ tion. Northvjest Territories. — Diploma of a Canadian dental college, or license in some other Canadian province having equal requirements, or diploma of a foreign dental school requiring apprenticeship of two and one-half years, or recommendation by the board of examiners after examination. Nova Scotia. — (1) Certain preliminary educational attainments; (2) three years’' study of dentistry; (3) diploma of a dental school or examination before the board. Ontario. — Certain preliminary educational attainments and a professional exami¬ nation. Quebec. — Certain preliminary educational attainments, four years’ study of den¬ tistry, and a professional examination. Newfoundland. — Recognized diploma or a five-years’ apprenticeship. British colonies. — In British South Africa no license to act as a dentist is granted to- any applicant on the degree, diploma, or certificate of a foreign university or medical a A license may be granted on a recognized diploma after six years of practice of dentistry. b Or ten years’ practice of dentistry instead of a diploma. c Or three years’ study or practice instead of a diploma. d The board may, in its discretion, grant a license on a diploma of a reputable dental school. eOr five years’ study or practice instead of a diploma. / In addition to the examination some dental diploma is required. g In addition to the examination three years’ study is required. PROFESSIONAL SCHOOLS. 1505 school, unless it entitled the holder to practice in the country in which it was granted and unless by the laws of that country British subjects legally qualified to practice as dentists in Great Britain and Ireland “are afforded privileges equivalent to those granted by license under this proclamation.” No one can practice in Cape Colony as a dentist without a license signed by the colonial secretary on the recommendation of the colonial medical council. All dental qualifications recognized by the general medical council of the United King¬ dom entitle the holders to registration. All dental diplomas registrable in Cape Colony must cover a minimum curriculum of three years, and all applicants must produce with their diplomas a sworn declaration of identity, of the authenticity of the said diplomas, and of the fact that they are entitled to practice as qualified dentists in the countries where the diplomas were granted, and that they have never been debarred from practice in any country by reason of a misdemeanor or professional misconduct. The license fee is <£2 10s. In connection with dental practice in Natal, application for registration to practice as a dentist is made in writing to the colonial secretary, who remits it to the Natal medical council. All dental qualifications, certificates, diplomas, degrees, or title recognized by the general medical council entitle the holders to claim registration as dentists, but there must be the same sworn information as in the case of Cape Colony. Every person duly admitted and lawfully entitled to practice in Cape Colony, or who is a licentiate in dental surgery or dentistry in the United Kingdom or any British colony or possession, is admitted to practice as a dentist in southern Rhode¬ sia. — (Dental Record. ) The apprentice in pharmacy .« — At an earlier day the apprenticeship system filled a real need and filled it very successfully. But the conditions of to-day are very different. The store does not provide the instruction it once did; nor, even if this were not so, could it provide the instruction demanded to-day and given in our colleges and schools of pharmacy. The changes in retail practice have been such that there is no longer the opportunity to learn manufacturing processes and the like in the store, laboratory, or “back room.” They mustnow be learned in the college, and with these must be learned a great many other things which the store could never teach, but 'which are now demanded by the development of science and by the constantly increasing requirements which the State exacts in all professions. These changes are becoming more and more pronounced, and there is less and less opportunity for the apprentice as time goes on. He is, in the very nature of things, sinking further and further into the past. Commercial instruction in colleges of pharmacy. — The National Wholesale Druggists’ Association unanimously passed the following resolution at its meeting in Buffalo, N. Y., October 12, 1901: Resolved, That this association lend its hearty cooperation and encouragement to those schools of pharmacy which have adopted as a part of their curriculum a com¬ prehensive course in commercial work, which in our opinion will, when properly mingled with scientific and technical training, in time produce a class of graduates better qualified and better fitted to endure the vicissitudes of commercial life than would be possible under the old ultra-conservative and purely technical courses of training. As to this kind of instruction in the Philadelphia College of Pharmacy, Prof. J oseph P. Remington writes as follows : A course of commercial training extending from October 9, 1901, to March 12, 1902, was established at the Philadelphia College of Pharmacy. The course embraces instruction not only adapted to the present requirements of the drug business, but lectures are given weekly in commercial law, business forms, the drawing of leases, deeds, etc., also promissory notes, bills of lading, receipts, checks, and all important business documents, minor business forms, including uniform and proper methods of writing orders to wholesale druggists for goods, extending even to the proper folding of business letters and addressing envelopes. The card index system of recording the location of stock, keeping of petty accounts, illustrated by many forms and styles of card indexes, was fully explained. Bulletin of Pharmacy, August, 1902. 1506 EDUCATION REPORT, 1902. I have merely given a rough sketch of the scope of this instruction. The board of trustees and the students taking this instruction passed a unanimous vote of thanks to the instructors, and the former have arranged for continuing the course in the future, and have assigned time for it in the regular roster. The instruction con¬ tinues to be free to the students of the college, and they are required to pass an examination on the subject before their degrees are granted, and this examination is compulsory now and hereafter. The results, I need hardly tell you, are most gratifying. THE ROCKEFELLER INSTITUTE FOR MEDICAL RESEARCH. a [A statement to Science, by the secretary of the institute. Dr. L. Emmett Holt.] The Rockefeller Institute for Medical Research was founded in 1901, by Mr. John D. Rockefeller, who gave for this purpose the sum of $200,000. The aims of the institute are the promotion of medical research, with especial reference to the pre¬ vention and treatment of disease. It was thought wise by the directors of the institute not, at first, to concentrate the work in any one locality, but to enlist the interest and cooperation of such investigators throughout the country as might be engaged in promising researches or who might enter upon new fields if suitable pecuniary assistance could be afforded them. It was the conviction of the directors that in this way it would be possible not only to stimulate and foster valuable contributions to science, but also to secure important practical suggestions as to the lines along which the institute might most wisely develop. Among the large number of applications for assistance in carrying on original studies which relate to the cause, prevention, and cure of disease, and to the prob¬ lems upon which new knowledge on these subjects must be based, over twenty have been selected. The directors have secured counsel in these selections from the heads of departments or others in the universities of Harvard, Yale, Johns Hopkins, Pennsylvania, Columbia, New* York, Chicago, Michigan, McGill, Wesleyan, Cali¬ fornia, and Western Reserve; and in many of these institutions work has been pros¬ ecuted. Two of the Rockefeller fellows have been ’working in Europe. Some of the workers under these Rockefeller Institute grants, 'which vary in amount from two hundred to fifteen hundred dollars, have completed and published their investiga¬ tions; some are still engaged upon them. It is the purpose of the directors, from time to time, to bring together in the form of volumes of collected reprints, the results of these researches which may be pub¬ lished in various technical journals. An arrangement has been effected by which the institute will assume the publication of the Journal of Experimental Medicine, which will remain under the editorial supervision of Dr. William H. Welch, pro¬ fessor of pathology in the Johns Hopkins University, and president of the board of directors of the institute. At the end of the first year of practical work of careful study of the situation, it became clear to the directors that existing institutions in this country, while in many instances carrying on most valuable researches In medicine, do not afford adequate facilities for many phases of investigation ‘which are of the utmost importance and urgency. This is in part due to the lack of sufficient endowment, in part to the large demands made upon the time and energy of the workers by their duties as teachers. It was further evident that such assistance as the institute had thus far been enabled to extend to selected investigators in various parts of the country had fostered work of great actual value, as well as of high promise, and should be per¬ petuated along similar lines. The directors, however, were united in the conviction that the highest aims of the institute could not be secured in this way alone. Useful as such individual studies a Science, March 6, 1903, p. 395. PROFESSIONAL SCHOOLS. 1507 are and important as it is to enlist and to maintain the interest of research workers in established institutions of learning, it is not possible in this wav to secure the unity of aim and the coordination and mutual stimulus and support which are essen¬ tial to the highest achievements in research. These are to be secured, it was believed, only by the centralization of certain lines at least of the work of the institute under a competent head or series of heads of departments, in a fixed place, with adequate equipment and permanent endowment. There is no lack of men of sufficient training and experience ready to devote their lives to the solution of medical problems which bear directly or indirectly upon the welfare of mankind. The widely open fields of research are many.- Some of these relate to the application of existing knowledge to the prevention and cure of disease; others to the development of new knowledge along various lines of science which more than ever before give promise of great significance in the problems of physical life. In a broad sense, the directions and methods for the study of disease may be classi¬ fied as morphological, physiological, and chemical; and the institute, it was thought, should include departments providing for these divisions of the subject. For the morphological study of disease there should be a complete equipment for pathologi¬ cal-anatomical research. For the physiological study of disease provision should be made for experimental pathology; for pharmacology and therapeutics, for the study of bacteria and other micro-organisms with especial reference to their relation to the infectious diseases, and for other investigations in personal and public hygiene, including preventive medicine. Here belong especially the problems of infection and immunity, and here also, in large part, such studies as require access to patients in hospitals. There should be a laboratory, well equipped, for investigations in physiological and pathological chemistry. It was the conviction of the directors that such an institute might wisely add to its aims in the direct increase of the knowledge of disease and its prevention and cure, a phase of activity which should look toward the education of the people in the ways of healthful living, by popular lectures, by hygienic museums, by the dif¬ fusion of suitable literature, etc. For, in fact, the existing agencies for medical research for the most part stop short of those direct and widely diffused applications of newly-won knowledge upon which the immediate practical fruitage of their work so largely depends. In order that the causes and treatment of human disease may be studied to the best advantage, it was the opinion of the directors that there should be attached to the institute a hospital for the investigation of special groups of cases of disease. This hospital should be modern and fully equipped, but it need not be large. It should attempt to provide only for selected cases of disease, and the patients would thus secure the advantages of special and skilled attendance and such curative agencies as the institute might develop or foster. It was thought that an institute for medical research of the largest promise would require a central institution, fully equipped and endowed, and with capacity for growth, in which the more comprehensive studies demanding the coordinated forces of various phases of science could be carried on from year to year; while at the same time, by means of such grants of assistance as had been offered during the initial year, it should continue to make available the resources of special workers all over the country as well as in Europe. In view of the above considerations relating to its future, in June, 1902, Mr. Rockefeller gave to the institute the sum of $1,000,000 for the purchase of suitable land, the erection of buildings, and the organization of a working force along the broader lines which had been projected. It is the purpose of the directors to pro¬ ceed at once to the erection of a laboratory building which will provide for the present requirements and will be capable of enlargement as the character and extent 1508 EDUCATION REPOET, 1902. of the work of the institute may develop. Negotiations for a suitable plot are now under way. A small hospital will also be built in the immediate future, which will be main¬ tained in close association with the experimental work of the institute. Provision will be made in the laboratory building for research in physiological chemistry, pharmacology and therapeutics, in normal and pathological physiology, and in various phases of morphology, and for the study of bacteria and other micro¬ organisms. It is hoped that the laboratory buildings may be completed and ready for the commencement of work in the autumn of 1904. Dr. Simon Flexner, professor of pathology in the University of Pennsylvania, will direct the scientific work when the building is completed. His colleagues deem it of the highest importance that the institute has been able to secure so eminent an investigator as Dr. Flexner to shape the work of its early years. Dr. Flexner will spend several months abroad while the new buildings are in course of erection. It is proposed to organize the various sections and departments into which the work of the institute will naturally fall, so that each of them, though in a measure autonomous, will still be so closely associated as to favor the conjoint investigation of comprehensive problems. Associated with the head of each of these departments it is proposed to have a staff of trained assistants. Provision will also be made for research work by a group of trained men, to be designated fellows, scholars, etc., of the institute, under pecuniary grants of varying amounts. Finally, opportunity will be afforded to suitable investigators, not members of the regular staff of the institute, to pursue special lines of research. The directors of the institute are: Dr. William H. Welch, Baltimore; Dr. T. Mitchell Prudden, New York; Dr. Theo¬ bald Smith, Boston; Dr. Simon Flexner, Philadelphia; Dr. Hermann M. Biggs, New York; Dr. C. A. Herter, New York; Dr. L. Emmett Holt, New York. The officers are: President. — Dr. William H. Welch. II ce-President. — Dr. T. Mitchell Prudden. Secretary. — Dr. L. Emmett Holt. Treasurer. — Dr. C. A. Herter. Table 3. — Summary of statistics of schools of theology for 1902. PROFESSION AL SCHOOLS. 1509 Volumes in libraries. s i mil Ifs|s sum min in sfgg'gg gassKs's ssf“ 1111111111 11 O -T LO WJ g ; CO © jo" CO- of r-T © Is! § § s gglsl » iisiii in sga|'s| s'ss 1 ; III S' : |8>~ alslslll j oVcioV ofofr-T ; T“H • ri ;S Total income. T}« £ u iilSi g's'm ilsslE sis •Is'iSS sss 11 III JO® COM 1 8- SSellS i r*ss» ; tH » II “'S 11 IP pq 6 1 i iig.ii IsSSI lOr-Tr-i'cO illlii Ell 1‘g'slll '¥¥ §i III s'i i§a' § I IIIIISII 11 <% 3 55 S gg g -<* ' gf Value of grounds and buildings. g 1 O u liill Sills' cTrH CO ilsSSl III a¥l|l¥ IIS ii in “i ii-' 1 § 1111111 |S|SSS§ II *tf . 1 of |Sg|S g|| O 3 1 Issi2 32g gagg' 8S^^SS SS10^ SSSnSgSag*'* 1-1 OJ i- : rl Ol s| ! !l ! -5 s « c ^ c o « ooo O CM OiCHO LOQH OriH i o 00 . 2rH Whole number of students. l‘l mi” of of -isin iSs-2- g§^s'>Ss§si§§^ ^ IIP 1 ^ co^jioooco OLOccq^cq W 00£e^CO«^CO OiTH : |g 1 1 !8S|8 S gSS*10 MXCCCOiCOO CO CO W (N CO Ol M 1> CO rH rH CO CO lO T?< ^ iO TH Ol xr * i jjij ! 1 53||g 1 0I1P frg.-3.-ng nils s : : : : : in :i : : O 1 • • ' • 1 o '.o ' ' lijiiiililU 5 :§ • : :«sS :o \B •-§ : §l-g o : | SslI^SllStls s'ii|iiFsi?! 1 I ■ : H c • ; i || M Ijliip § til in SSfrSSii I . In iy IS: o pq Jin ua„ fill J1 11 ssifrsjs-gs peSsSsk* 1 i-i 5 o § !sa Table A.-— Summary of statistics of schools of law for 1908. 1510 EDUCATION KEPOET, 1902. PEOFESSIONAL SCHOOLS, 1511 11 11 S05 ssssg ! -O O O ' 119 PROFESSIONAL SCHOOLS 1513 Hill! TjTto i© 1 ! la ill : ;§ I .CO • -CO CO HIT A il i ! : j ;| : i :g | : j : i in i i i °§ l ° i i i ° is’ j : : : |ef : ■ :2 of • • • • : : : : rT of : 851118 cf tg o' cf iO of II P- (N as- » a 8 $ llfpipi gg3 8 ill 8 Sls g10 I 1 1111 3 s 88&S SgSSSSgS®0 §1 O iO P- O ' g$gg ° ^ O CO P« £ g^gSS gg : 15 88 4 1 1 12 8 14 O rH (M O O CO • 3§§|£|§g& |S| gg| 8 £ g|g88§ s S ggSgg 3 of ^ of sggsssgps s03^ ggg 3 2 gisss^s s ^ ^8°^ « £§g3£gsgg ggg g^00 s s 55S 2 s sagss s CO I" lO (M - « o o • o •••■*• * o ' o • o o o CO • ' O o • O ■ i i i • • ,»•••• • o • «o O iO s 1515 la! II •S « S ■a | s o 8 i a mm II r-^xf II Sc -§5 a s£8 adVcf §1111 S**5a II g s“s“ gs . CO • CO O l> 111 0 C :gs§^ “&|®g SSS^SSS S;sa'®s* Sgg!gSS$?33 SS®; lllll 3gB3g S8&§8eSS jggg§883§§s33 3§§ *«,■§ fl§ii ®S 5 5 5~ 2 8 35353 IS*5 : 00 1035 8i I |1 SSSS3 oiioo® io io SR os © co .o tj< oc t- tH eM»Min®i>moOT 'r-,CO HJJC-INHH HWNWNH CMMlNNHKI^HH CM - 1 4i§ •efsi fl%§ S o o ^ ^ *•"* » IPi *3 , . & ^ 'Sfi •t? O iiitr'3 ill It!: d c o is s 4 ik ir&iiff tif Hi siiilill 1 s Ii i 3aSfz;szipJ5SS>iziSo5M^<3Ho6oS3§^S5!iffi5 I ill ii p 55.2 2 s JlllS I j§ 15 i 2 3 4 5 6 8 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 EDUCATION REPORT, 1902. Table 8. — Statistics of schools oj Name of institution. St. Bernard Seminary (R. C.) . Talladega College, Theological Depart¬ ment (Cong.). Stillman Institute (Presh.) . Berkeley Bible Seminary (Disc.) * . Pacific Theological Seminary (Cong.) .. San Francisco Theological Seminary (Presb.). Church Divinity School of the Pacific (P.E.). Hartford Theological Seminary (Cong) . Berkeley Divinity School (P. E.) . Yale University, Divinity School (Cong.) Catholic University of America (R. C-)- Hovvard University, Theological De¬ partment (nonsect.). King Theological Hall (P. E. ) . Atlanta Baptist College, Theological Department. Gammon Theological Seminary (M. E.) St. Yiateur’s College, Theological De¬ partment. Chicago Lutheran Theological Semi¬ nary (Ev. Luth.). Chicago Theological Seminary (Cong.) . McCormick Theological Seminary (Presb.). University of Chicago, Divinity School (Bapt.)* Western Theological Seminary (P. E.). Eureka College, Bible Department (Disc.). Garrett Biblical Institute, Northwest¬ ern University (M. E.). Norwegian-Danish Theological Semi¬ nary (M. E.). Ryder Divinity School of Lombard University (Univ.). Greenville College, School of Theology (Fr. Meth.). Union Biblical Institute (Ev. Asso.) ... Augustana Theological Seminary (Ev. Luth.). Concordia College (Ev. Luth.) . Shurtleff Divinity School (Bapt.) . Union Christian* College, Biblical De¬ partment (Christ.). St. Meinrad Ecclesiastical Seminary (R.C.). Taylor University, Reade Theological Seminary (M. E.). Drake University, College of the Bible (Christ, or Disc.). Grand View College (Ev. Luth.) . Wartburg Seminary (Ev. Luth.) . German College, Theological Course (M.E.). vVestern Theological Seminary (Ev. Luth.). Kansas City University, College of The¬ ology (Meth.Prot.). Louisville Presbyterian Theological Seminary. Southern Baptist Theological Semi¬ nary. Straight University, Thdblogical De¬ partment (Cong.). Bangor Theological Seminary (Cong.). *In 1901. 1S92 1872 1375 ! *1869 1871 1893 1834 1854 1822 1889 1870 1892 1867 1883 1891 1858 1S30 1866 I 1885 1S66 1885 1881 I . 1876 1860 ; 1846 *1859 1861 1895 1881 1897 1854 1873 1893 j 1896 1893 ! 1859 1890 1816 President or dean. 4 Benedict Menges, O. S. B ... ! G. W. Andrews, D. D . I D. C. Lilly, D. D . 1 Hiram Van Kirk . John Knox McLean, D. D . . Thomas F. Day, D. D., chairman. Wm. Ford Nichols, D. D _ Chester D. Hartranft, D. D . . John Binney, D. D . Frank K. Sanders, Ph. D., i D.D. | Thomas J. Conaty, S. T. D Isaac Clark . * . William V. Tunnell . George Sale, A. M . L. G. Adkinson, D.D . .1 M. J. Marsile . R. F. Weidner, D. D., LL. D. . Joseph H. George . George L. Robinson, D. D., chairman. Eri B. Hulbert,D. D., LL'. D . i Wm. E. McLaren, D. D., D. C. L. I B. J. Radford, A. M.,LL.D .. Charles J. Little, D. D..LL.D. I Nels E. Simonsen, D.D . j C. Ell wood Nash, A. M.,D. D_* I W. T. Hogue, A. M., Ph. D ... S. L.Umbach.D.D . Gustav Andreen, Ph. D . R. Pieper . Ransom Harvey . Leander J. Aldrich . A. Schmitt . A. R. Archibald . . . Alfred M. Haggard . R. R. Vestergaard . W. Proehl . E. S. Havighorst, A. M., D. D. Frank D. Altman, A. M., D. D. H. T. Stephens . Wm. Hoge Marquess, D. D., LL. D. E. Y. Mullins, D. D., LL. D. George W. Henderson . PROFESSIONAL SCHOOLS, 1517 theology for the year 1903. Session closes — ra V. B . Or £ Value of grounds and build¬ ings. Endow¬ ment funds. Total in¬ come, ex¬ cluding benefac¬ tions. Benefac¬ tions received. Bound volumes in library. 5 6 7 8 9 io 11 12 13 14 15 16 17 18 4 9 20 0 3 0 a40 (&) a 4, 000 June 9 2 0 16 1 2 0 3 34 84, 500 $i3,ooo 8709 87,328 Dec. 3 2 9 0 0 0 4 34 10, 000 0 3,000 2,500 Mav 1 1 9 1 3 36 Apr. 10 5 i 13 0 2 2 3 40 25, 000 400,000 j 20,000 60,800 8, 000 Apr. 28 6 2 18 0 8 10 3 30 i 225, 935 354,000 17, 860 14, 148 1 9 0 2 1 3 36 12, 000 40,000 1 3, 900 Mav 28 12 82 12 23 77 3 31 265, 000 200, 000 47, 311 6, 500 79,244 June 4 5 1 7 0 4 4 3 32 85, 877 411. 658 18, 067 0 a 30, 000 Mav 18 n 102 0 23 19 3 32 | 668. 000 39, 000 5, 614 June 4 6 2 38 0 8 2 35 1 400,000 400, 000 23, 560 27, 000 21, 000 May 25 4 3 61 12 i 3 '34 47, 500 2, 025 1,750 450 May 29 3 11 0 1 i 3 30,000 a 3, 500 Apr. 30 2 1 24 0 0 0 3 26 (b) 0 0 (b) - do ... 4 1 62 2 19 5 O 30 100, 000 410,000 16, 412 12, 000 7 30 *4 3 38 a 2, 000 Apr. 30 3 38 0 13 3 30 ✓ 200, 000 0 9,000 9,000 5, 000 May 10 10 4 j 107 1 30 50 3 35 350, 000 925,000 50,000 15,000 20, 000 May 5 8 2 112 0 41 S9 3 32 500,000 384,677 31, 817 100, 000 23, 862 28 1 382 23 27 237 3 36 70, 465 228, 447 (&) 40, 000 May 22 4 0 1 15 0 2 l 9 3 34 150, 0C0 c200, 000 9,275 0 4,000 June 19 2 1 37 *2 39 (6) 1 May 29 11 ! o 156 *41 3 30 *250,000 *500, 000 | * 13, 3C0 May 9 1 .... ! 4 34 14, 000 5, 0C0 June 5 2 16 5 „ 4 j 36 (&) (&) ! a 1,000 June 7 1 11 4 1 i | June 16 2 0 44 1 9 2 2 40 20, 000 2, 000 May 31 3 3 66 0 22 3 30 235, 000 50, 000 11,100 3,000 June 25 5 S3 17 3 40 125, 000 2, 750 12,500 1,800 June 5 3 "6’ 7 Y 2 ’ Y 2 36 ( b ) 30, 640 1,565 6,607 j 3, 000 June 14 3 4 21 3 2 3 3 36 (b) (b) (b) 400 June 21 8 0 52 0 8 0 3 40 June 4 2 5 80 6 4 3 3 36 5,000 1,200 June 19 4 62 17 17 3 36 (6) 21, 800 1,362 (6) May 31 2 2 12 0 0 0 3 35 0 2,800 0 3,000 June-26 4 1 31 0 6 14 3 38 30,000 13,190 8,319 900 6, 800 June 5 3 15 1 1 1 3 33 20,000 28, 700 2, 961 900 May 22 2 1 16 0 6 3 3 34 6,500 a 2, 500 June 5 3 2 16 3 36 May 5 6 2 51 0 17 30 3 30 50,000 550, 000 23,000 325, 000 a 16, 000 June 2 8 2 243 0 35 10 3 35 315, 000 500, 000 27,000 7,000 21,260 May 28 1 4 0 1 1 3 32 (5) May 18 5 1 2 0 2 3 34 75, 000 292, 000 30, 775 23, 445 a Approximately. & Not separate. 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 39 40 41 42 43 44 45 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 81 82 83 84 85 86 87 88 EDUCATION REPORT, 1902. Table 8. — Statistics of schools of Name of institution. 2 Cobb Divinity School of Bates College (Free Bapt.). St. Joseph’s Seminary (R. C.) . St. Mary’s Seminary (R. C.) . Redemptorist College (R. C. ) . Ecclesiastical Seminary of Mount St. Mary’s College (R. C.). Westminster Theological Seminary (Meth. Prot.). Woodstock- College (R. C.) . Andover Theological Seminary (Cong.) Boston University, School of Theology (M.E.). St. John’s Boston Ecclesiastical Semi¬ nary (R. C.).* Episcopal Theological School . Harvard University, Divinity School (nonsect.). New Church Theological School (Swe- denborgian, or New Jeru.). Newton Theological Institution (Bapt.) Tufts College, Divinity School (Univ.). Adrian College, School of Theology (Meth. Prot.). Hillsdale College, Theological Depart¬ ment (Free Bapt.). Western Theological Seminary (Ref. Ch. in Amer. ) . Evangelical Lutheran Theological Seminary. St. John’s University, Ecclesiastical Seminary (R. C.). Seabury Divinity School (P. E) . Augsburg Seminary (Ev. Luth.) . United Church Seminary (Ev. Luth)... Red Wing Seminary (Ev. Luth.) . Luther Seminary (Ev. Luth.) . St. Paul Seminary (R. C.) . Redemptorist Seminary (R. C.) . Concordia Theological Seminary (Ev. Luth.). Eden Theological Seminary (Ger. Ev. Synod of N. A.). Kenrick Theological Seminary (R. C.)*. Central Wesleyan Theological Semi¬ nary (M. E.). Presbyterian Theological Seminary*. . . German Theological School of Newark (Presb.).* Drew Theological Seminary (M. E.) _ Theological Seminary of the Reformed (Dutch) Church in America. Theological Seminary of the Presbyte¬ rian Church. Seton Hall College (R.C.) . St. Bonaventure’s Seminary (R. C.) - Theological Seminary of Auburn (Presb.). St. John’s Theological Seminary (R. C) . German Martin Luther Seminary . Canton Theological School of St. Law¬ rence University (Univ.). Hamilton Theological Seminary of Col¬ gate University (Bapt.). Hartwick Seminary. (Ev. Luth.) . General Theological Seminary of the Protestant Episcopal Church. *In 1901. Year of first opening. President or dean. 3 4 1840 James A. Howe, D. D . 1888 Justin McCarthy . 1792 E. R. Dyer . 1867 Charles Sigl . 1808 Wm. L. O’Hara, A. M., LL.D. 1882 Hugh L. Eiderdice, A. M. , D. D. 1869 William Brett . . 1808 Charles O. Day, D. D . 1839 Wm.F. Warren, S.T.D., LL.D. . 1887 John B. Hogan . 1867 George Hodges, D. D . 1817 F. G. Peabody . 1866 James Reed, A. M . 1825 Nathan E. Wood, D. D . 1869 Charles H. Leonard, D. D . . . 1867 David Jones, D. D . 1863 D. B. Reed, A. M., D. D . 1866 John W. Beardslee, D. D _ 1887 W. Linsenmann . 1867 Bernard Kevenhoerster, O. S. B. 1858 Alford A. Butler, M. A . 1869 Georg Sverdrup . 1890 Marcus O. Bookman, A. M. . 1879 M. G. Hanson . 1885 H. Ernst, D. D . 1894 Patrick R. Heffron, D. C. L . 1 1900 John Henry . 1839 Francis Pieper . 1850 Louis F. Haeberle . 1893 F. Y. Nugent . 1864 George B. Addicks . 1891 Matthew B. Lowrie, D. D... 1869 George C. Seibert, D. D., chairman. 1867 Henry A. Buttz, D. D., LL.D. 1784 J. Preston Searle, D. D . 1812 Benjamin B. Warfield, D. D. 1856 J. A. Stafford . 1859 Joseph F. Butler . 1819 George B. Stewart, D. D _ 1891 P. S. McHale . 1854 William Graban . 1858 Almon Gunnison, D. D., LL. D. 1819 Sylvester Burnham, D. D... 1797 Alfred Hiller, D. D., chair¬ man. 1817 Eugene A. Hoffman, D. D., D. C. L., LL. D, PROFESSIONAL SCHOOLS, 1519 theology for the year 1902 — Continued. Session closes — X DQ m y X s- ~ 2 7s o w X u . 33 eg S'3 o £ Number of women in¬ cluded. | Graduated in 1902. Students having A. B. or B. S. | Years in the course. j Weeks in year. Value of grounds anti build¬ ings. Endow¬ ment funds. Total in¬ come, ex¬ cluding benefac¬ tions. ! Benefac¬ tions j received. { Bound volumes I in j library. 5 6 7 8 io 11 12 13 14 15 16 17 ! 18 May 20 6 1 18 3 3 7 3 36 $50, 000 '$0-100, 000 $20,000 4, 267 0 7 1 3 36 400 16 0 o 47 300,000 $48, 000 10,000 a 30, 000 July 1 7 1 39 0 9 0 4 44 a 150, 000 0 a 18’ 000 4 32 o 4 30 4 40 50,000 a 15, 000 May 5 a 9 12 0 4 4 3 30 io,eoo 4, 773 6,274 500 % 500 15 118 19 40 250,000 a 35. 000 June 12 6 2 16 0 5 12 3 39 200, 000 1 800,000 40,500 1, 300 53,400 i •7: 197 48 3 33 June 28 9 133 23 3 39 di c o o o 6,500 June 5 6 3 32 0 8 25 3 32 1 : 500,000 200, 000 16,000 27,000 10,000 6 0 37 o 6 29 3 38 30,624 j June 18 * 1 5 0 1 1 z 36 | 100, 000 230,000 9,000 70,000 2, 100 June 5 & 69 6 29 15 3 36 325, 000 725, 000 30,000 24, 000 June 18 8 ! 6 14 o 8 2 4 j 40 60, GOO ; 175, 000 9,250 | 15, 000 a 9, 000 June 26 1 26 0 3 1 36 ! . . June 19 3 o 33 1 ... 2 ! 3 36 ^ J *20,000 *68,000 ■(b) May 14 3 X 23 0 8 { 22 j 3 32 10, 000 ! 50,000 i 4,166 | 5,000 6, 000 June 28 2 2 21 5 3 40 10,000 1,750 600 400 June 15 9 0 45 0 11 ! 3 38 (6> 0 J r.«| 0 June 5 6 1 21 o 5 3 ! r. 32 20,800 ! 2,000 9,000 June 1 3 1 43 0 11 7 ' 3 30 50,000 0 l’ 000 May 30 4 46 1 13 5 3 30 110,000 116,000 2, 500 May 28 3 16 6 ! 3 36 20, 000 5,000 June 15 1 2 12 1 4 "6* 3 40 30,000 1,200 ! 700 - do ... 12 3 153 f o' 27 4 40 500, 000 300,000 44,000 ' 10,000 July 16 4 0 37 0 4 0 4 40 60,000 500 June 28 6 0 183 0 54 0 3 42 i 200,000 ! 0 a 8, 000 June 12 3 1 52 0 21 0 3 40 ! 150, 000 11,465 6,180 11,440 6,300 June 15 9 no 0 11 40 June 14 3 3 I 31 0 8 o i 3 40 (6) j 25,000 . 500 May 5 5 1 17 0 5 13 ! 3 32 45, 000 I 2,500 1 3, 000 May 31 3 2 26 0 6 3 40 18,000 98,000 8, 000 May 15 6 1 180 0 56 104 3 32 560, 000 448, 872 30, 210 55,800 71, 922 May 22 6 1 30 o 8 y 3 35 ! 300, 000 470.000 23, 600 47, 000 j May 10 ' i j 5 137 0 42 120 3 33 526, 150 1,505.210 71, 269 39,298 ; 70,400 June 18 10 34 0 8 8 4 38 — do j 6 j ! 3 50 0 20 14 4 39 j 25, 000 j 0- j 8,200 0 ! a 4, 000 i May 8 7 2 58 0 19 56 3' 33 ; 300,000 j 615,000 37, 420 20, 120 27, 673 June 21 8 1 34 0 7 30 4 ; 38 1 148, 000 : 3, 358 June 30 2 2 9 0 4 o 3 | 40 1 13.600 0 ! 2,042 1,323 June 28 5 0 19 5 2 0 | 3 I 40 | 65,000 155,259 8r636 0 June 18 / 2>i 2 1 3 I . 37 j m (&)■ June 28 2 0 10 0 5 ! i ; o i O j 38 : \ 11,000 j 5,388 800 0 5,958 ! j May 22 9 7 145 0 34 103 3 ■ 36 : 1 1,540,000 1 2, 168, 682 94, 546 49,177 31,737 | a Approximately. & Not separate. 44 45 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 73 74 75 76 78 80 81 82 88 84 85 86 87 88 1520 EDUCATION REPORT, 1902 Table 8 .-^Statistics of schools of Location. Name of institution. S3 O ** President or dean. 1 o o 4 89 New York, N. Y... Jewish Theological Seminary . 1886 A. S. Solomons . 90 . do . . . U nion Theological Seminary (Presb. ) . . Niagara University, Seminary Depart¬ ment (R. C.). 1836 Charles C. Hall, D. D _ 91 Niagara Univer¬ sity, N. Y. 1856 Wm.F. Liklv, C. M . • 92 Rochester. N. Y _ ' Rochester Theological Seminary (Bapt.) 1851 Augustus H. Strong, D.D., LL.D. 93 . do . St. Bernard’s Seminary (R. C.) . 1893 James J. Hartley . [ 94 Standfordville, N. Y. Yonkers. N. Y . Christian Biblical Institute (Chris.) * . . 1869 John B. Weston, D.D . 95 St. Joseph’s Seminary (R. C.) . 18S6 Edward R. Dyer, D.D . 96 Avden, N. C . Free Will Baptist Theological Seminary 1900 Thomas E. Peden, A. M . ' 97 Belmont, N. C . St. Mary’s College (R. C.) . 1886 Leo Haid, D. D., O. S. B . j 93 Charlotte, N. C _ Biddle University, School of Theology (Presb.). 1878 D.J. Sanders, D.D . | 99 Berea, Ohio . German \\ aliace College, Theological School (M.E.). C. Riemenchneider, Ph. D., D.D. 100 Carthagena, Ohio . Cincinnati, Ohio . . St. Charles Seminary (R. C.) . 1861 Auer. Seifert. . 101 Hebrew Union College _ 1 . 1875 M.Mielziner, Ph.D.,D.D... 102 . do . Lane Theological Seminary (Presb.) ... 1829 Henry G. Smith, D. D . | 103 Cleveland, Ohio... St. Mary’s Theological Seminary ( R.C.) . 1S48 N. A. Moes . . 104 Columbus, Ohio... German Lutheran Seminary of Capital University. 1830 M. Loy, D. D . 105 Davton. Ohio . Union Biblical Seminary (U. Breth.) . . . 1871 George A. Funkhouser, D.D 103 Gambier, Ohio .... | Kenyon College, Divinity School ( P. E.) 1826 W. F. Peirce, L. H. D . 107 i Oberlin, Ohio . Obeflin Theological Seminary (Cong. ) . 1835 John H. Barrows. D. D . 108 Springfield, Ohio.. i Wittenberg Theological Seminary ( Ey. ' Luth.). 1845 J.M.Ruthrauff, D. D . i 109 1 Tiffin, Ohio . ! i Heidelberg Theological Seminary, I Heidelberg Uniyersity (Rey. Ch. in | U.S.). | Payne Theological Seminary of Wil¬ berforce University (A. M. E.). 1851 David Van Horne, D. D., 1 LL. D. 110 Wilberforce, Ohio . 1892 Benjamin T. Tanner, D. D., LL.D. m i Xenia, Ohio . 1 Xenia Theological Seminary (U. Presb.) 1794 William G. Moorehead, D.D. . LL. D. 112 i Eugene, Oreg _ j Eugene Divinity School (Disc.) . 1895 Eugene C. Sanderson, D. D . . | Jame3 A. Grier, D.D., LL.D. 118 Allegheny, Pa . I Allegheny Theological Seminary (U. Presb.).* 1825 114 . do . ! Reformed Presbyterian Theological Seminary. 1856 1 D.B. Wilson, D.D . 115 . do . I Western Theological Seminary (Presb.) . 1827 ! M. B. Riddle, D. D . 116 i Beattv, Pa ! St. Vincent Seminary (R. C. ) . 1846 1 Leander Schnerr . 117 i Bethlehem, Pa ... . ! Moravian Theological Seminary . 1807 ; Augustus Schultze, D. D., L.H.D. 118 I Chester, Pa . Crozer Theological Seminary (Bapt.) .. 1868 | Henry G. Weston, D. D., I LL. D. 119 Gettysburg, Pa ... . Evangelical Lutheran Theological Seminary. 1826 i M. Valentine, D.D., LL.D .. 120 ! Lancaster, Pa . Theological Seminary of the Reformed Church in the United States. 1825 I Emanuel V. Gerhart, D.D., 1 LL.D. 121 Lincoln Univer¬ sity, Pa. Lincoln University, Theological De¬ partment (Presb.). 1S71 : I. N. Rendall, D. D . 122 Meadville, Pa . Meadville Theological School (Unit.).. 1 18-14 George L. Cary, A. M., 1 L.H.D. 123 Overbrook, Pa . Theological Seminary of St. Charles | Borromeo (R. C.). 1832 I P. J. Garvey, D. D . 124 I Philadelphia, Pa .. 1 Divinity School of the Protestant Epis- | copal Church. 1862 Wm. 41. Groton . 125 1 . do . ! Lutheran Theological Seminary . | 1869 Henry E. Jacobs, D. D., ! LL.'D. 126 . do . ' Philadelphia Theological School of j Temple College (nonsect.). 1894 Russell H. Conwell . 127 do ■ St. Vincent’s Seminary (R. C.) . 1868 James McGill . 128 . do . . Ursinus College, School of Theology ; (Ref. Ch. in U. S.). 1872 | James 1. Good, D. D . 129 Selinsgrove, Pa.... ! Susquehanna University, Theological 1 Department (Ev. Luth.). 1859 G. W. Enders, D.D . 130 ^ Yillanova, Pa . i Augustinian College of St. Thomas ) of Villanova (R. C.). 1842 I N.Casacca . 131 ! Columbia, S. C _ 1 Presbyterian Theological Seminary _ *In 1901. 1828 1 W. M. McPheeters, D. D . 1521 PROFESSIONAL SCHOOLS. theology for the year 1902 — Continued. | Session closes — V. K o & x t '7 z x -7- rdQ Whole number of stu¬ dents. 2; Ci tsO •5 X w 0 32 l | Weeks in year. Value of grounds and build¬ ings. Endow¬ ment funds. | Total in¬ come, ex¬ cluding benefac¬ tions. Benefac¬ tions receiyed. j Bound ! yolumes in library. 5 6 7 S 9 10 11 13 14 15 1G IT 18 ! June 30 2 0 30 0 8 5 40 | $40,000 $0 $6,000 $0 a 3, 000 May 13 12 5 124 4 27 104 3 30 500,000 «1, 800.000 103, 000 20,000 j « 80, 000 i June 17 8 0 46 0 19 12 4 41 45,000 0 11. 200 0 ! a 1,300 | May 10 10 1 - 0 40 80 O 36 131,631 832, 724 33, 96S 22,337 31,483 : June 15 12 85 0 20 4 38 850,000 31,059 12, 000 j May 8 6 3 16 ft 3 34 ! 20, oco ***69,' 058" 2,237 j June 18 13 2 153 0 * 4 40 1 1, 120. 000 21, 663 28,957 22,500 June 4 2 0 14 4 0 6 43 i 2; 000 500 0 1 June 10 5 12 3 5 4 4,650 J une 4 4 12 4 9 3 8*? 4 36 j j June 20 4 0 3 40 30,000 6,000 7,000 ! June 15 9 1 53 0 10 9 40 10,000 0 24, 185 1 a 15, 000 : May S 4 3 21 0 6 4 3 31 162,000 322,000 22, 073 1,770 19; 682 June 25 4 2 40 0 6 42 75, 000 0 13,000 a 9, 200 ! June 20 4 24 11 9 3 40 125,000 50,000 4,000 j May 5 i 4 0 50 2 19 -5 3 36 38,009 65,000 4,000 5,000 3,000 I June 28 | 5 4 18 6 j 4 10 0 1 34 (6) 12,000 | May 14 8 2 35 0 9 20 1 3 ! 32 75, 000 225,000 12,200 1,400 53, 000 May 5 4 23 1 7 3 j 32 (6) . Apr. 27 | 4 1 24 1 8 1 18 3 2S 40, 000 10,000 June 18 2 34 1 2 3 36 j 12, 000 3, 731 a 2, 300 May 5 4 0 31 1 ° 3 30 3 30 10, 000 1 153, 150 10,000 12,000 5, 008 June 5 3 2 32 12 6 1 4 4 34 12, 000 6.000 3,000 1,200 May 21 4 2 70 29 1 68 3 32 125,000 35/, 000 21,001 11,050 5,000 May 1 2 1 14 0 5 1 13 3 32 25, 000 J 87, OSS 4,800 3,500 May 5 5 1 64 : 0 21 ; 60 3 i 32 250,000 Cl 7, 385 83,181 50,000 32,000 June 28 9 1 38 10 ! 1 3 ; 1 38 0 June 15 4 "i* 15 "o’ 12 jir 2 38 100,000 | I 110, 000 5,500 7,500 June 5 7 1 9i 0 .... 3 36 125,000 445, 000 20,000 May 28 5 ] 56 U 15 3 35 160,000 ! 189, 054 11,463 15,000 May 10 5 1 46 "o' 10 39 3 86 120,000 I 185,000 15,000 Apr. 16 8 0 62 0 is 39 3 21 32,000 144,000 13,450 10,000 June 5 5 2 20 1 4 0 3 i 138 64,612 554,280 27,382 SO, 323 25,000 June 20 12 2 ' 115 40 June 7 5 3 30 0 6 15 3 35 125,000 4*00, 000 | 3, (XX) ■ a 15, 000 May 29 4 2 54 0 20 42 ! 1 3 32 175,000 210,000 11,000 1,500 a 24, 000 June 1 5 42 2 ! c 5 31 j June 20 5 3 30 0 4 40 ° 12 795 May 2 5 6 38 0 1 18 13 ! 3 30 2,000 June 11 i 3 5 17 0 j 1 ! 6 10 1 3 33 ( b ) 1 June 20 1 * i 8 3 22 4 40 1 a 12, 000 May 10 I 'i 4 1 1 25 0 ! 5 16 3 34 20,000 ! 212,000 I 1 13,000 1 700 i 20,000 1 « Approximately. b ^ot separate. c An evening school. 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 108 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 1.44 145 146 147 148 EDUCATION REPORT, 1902. Table 8. — Statistics of seliools of Name of institution. Erskine Theological Seminary (A. R.P.) Theological Seminary of the United Synod (Ev. Luth.). U. S. Grant University, School of The¬ ology (M. E.). Southwestern PresbyterianUniversity, Divinity School. Cumberland University, Theological Department (Cumb. Presb.). Fisk University, Theological School (Cong.). Vanderbilt University, Biblical Depart¬ ment (M. E.). Walden University, Theological De¬ partment (M. E.). University of the South, Theological Department (P. E.). Westminster Theological School (Meth. Prof.) . Union Theological Seminary (Presb.) . Virginia Union University, Theolog¬ ical Department (Bapt.). Theological Seminary in Virginia (P.E. ) Mission House of the Deformed Church in the United States. Nashotah House (P. E.) . . . . St. Francis Seminary (R. C.) . . . . . Evangelical Lutheran Theological Seminary. -In 1901. Year of first opening. President or dean. 3 4 1836- WT. L. Pressly, D. D _ _ 1830 J. A. Morehead, D. D . 1886 John H. Race . 1885 George Summey, DD., LL.D. 1853 W. P. Bone, secretary . 1892 J.G. Merrill . . 1875 Wilbur F. Tillett, D. D . 1868 J. B. Hamilton . 1878 Wm. P. Dubose, A. M., S.T.D. 1895 James L. Lawlis . 1812 W. W. Moore, D. D., LE. D . . . 1899 Malcolm Mac Vicar, Ph. D., LL.D. 1821 Angus Crawford, M.A.,D.D. 1859 H. A. Muhlmeier, D. D . 1842 Wm. W. Webb, D. D . . 1856 J oseph Rainer . . A. Hoenecke . . 1878 PROFESSIONAL SCHOOLS 1523 theology for the year 1902 — Continued. Session closes — GO *2 $-1 n s- x c EC — ~ Z ^ X 0Q X O u O go II © S V > o . x C O ZQ ;7. O X 6 Weeks in year. ’ Value of grounds and build¬ ings. Endow¬ ment ! funds. Total in¬ come, ex¬ cluding benefac¬ tions.- Benefac¬ tions received. Bound volumes in librajv. ' 5 6 7 8 9 10 ii 12 13 14 15 16 17 18 June 10 3 8 0 4 9 3S $32,052 | §2,900 §10,000 a 2, 000 132 9 3 10 3 32 §10,000 30,000 j 2,000 133 May 12 4 s 25 | 0 l 5 3 32 250,000 S), 000 | 6, 670 1,100 6,000 1:34 June 10 | 1 5 ' 17 ! o 1 6 2 2 ! 40 ! 135 May 6 5 2 39 0 | 11 10 I 3 30 40,000 83,752 | 5,648 2,000 12,000 136 June 12 I 3 j 0 6 ! *2 3 i ' 87 ' 137 June 16 : 6 I 3 40 ' 0 8j .... | 33 3 42 150,000 (>) 20,000 5,000 138 June #30 : ! 1 | | 1 26 ! 5 18 : 3 ii (6) 1,500 139 ; Aug. 2 1 1 4 1 1 26 * 2 .... 1 3 ; 40 *40,000 *20,000 1 I *2,000 140 X1 ! j 9 10 : |T j 3 i 34 141 | May 7 5 1 69 ... o ! 16 ! 12 3 ; 65 187,000 ! 315, 587 19, 520 14, 313 18,000 142 i May 16 i 6 ; o 62 0 1 12 0 ; 3 32 (fe) ' 90, 000 15, 631 6,000 (b) ; 143 i June 19 4 ! 5 43 0 15 j 19 I 3 36 ! 350,000 1 25,000 144 May 22 j 3 25 I 0 i 13 1 12 3 38 30,000 11,112 6,000 ; 145 June 1 I » 2 47 1 o 3 as 100,000 I 70,000 8,700 4,500 16,000 146 June 28 10 90 0 32 ! 3 ' 45 100,000 12, 500 i 147 June 15 1 3 0 42 0 8 r 3 ! 40 a 70, 000 | ■ ; a 1,000 148 a Approximately. b Xot separate. 1 2 S 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 EDUCATION EEPOET, 1902. Table 9. — Statis \ Location. Name of institution. President or dean. 3 4 University, Ala... Little Rock, Ark. . San Francisco, Cal Stanford Univer¬ sity, Cal. Eoulder, Colo .... Denver, Colo . New Haven, Conn. Washington, D. C . . do . . do . . do . . do . . do . De Land, Fla Athens, Ga Macon, Ga. Oxford, Ga . Aurora, Ill . Bloomington, Ill Chicago, Ill . . do . do . do . do University of Alabama, Law Department. University of Arkansas, Law Department. University of California, Hastings College of the Law. Leland Stanford Junior University, Law Depart- men t. University of Colorado, Col¬ orado School of Law. Denver Law School, Uni¬ versity of Denver. Yale University, Law De¬ partment. Catholic University, School of Law. Columbian University, Lav/ School. Georgetown University, School of Law. Howard University, School of Law. National University, Law Department. Washington College of Law. John B. Stetson University, Law Department. University of Georgia, Law School. Mercer University, Law School. Emory College, School of Law. Aurora College, Law School* Illinois Wesleyan Univer¬ sity, Law Department. Chicago-Kent * College of Law, Lake Forest Uni¬ versity.* Chicago' Law School . Urbana, Ill . Bloomington, Ind Indianapolis, Ind. . do . . Marion, Ind . Notre Dame, Ind . I Y alparaiso, Ind Des Moines, Iowa. Iowa City, Iowa . . Lawrence, Kans . . ♦In 1901. Illinois College of Law . John Marshall Law School. Northwestern University, School of Law. University of Illinois, Col¬ lege of Law. Indiana University, School of Law. Indiana Law School, Uni¬ versity of Indianapolis. Indianapolis College of Law Marion Law College . University of Notre Dame, Law Department. Northern Indiana Law School. Highland Park College of Law.* Iowa College of Law, Drake University. State University of Iowa, Iowa College of Law. University of Kansas, School of Law. a Approximately. 1873 1889 1878 1892 1892 1892 1824 1895 1865 1870 1867 1869 1896 1900 1859 1875 W. S. Thorington . J. H. Carmichael . . Edward R. Tavlor Nathan Abbott. Moses Hallett, LL. D . Lucius W. Hoyt, A. M _ Francis Wavland, LL. D . William C. Robinson, LL. D. Charles W. Needham, LL. D. Benjamin F. Leighton, LL. D. Eugene Carusi, LL. D _ Ellen S. Mussev. . Albe rt J. Farrah . Sylvanus Morris, A. M . . . Emory Speer . 1896 1874 1888 G. W. Neterer . Owen T. Reeves, LL. D . . . Thomas A. Moran, LL. D. 1896 j Horatio L. Wait icoq /Howard N. Ogden, Ph. D., !\ LL. D. i John N. Jewett, LL. D _ John H. Wigmore, A. M. ... 1899 1859 1897 1842 1894 1897 James B. Scott, J. U. D - William P. Rogers . I James A. Rohbach, A. M. . Francis M. Ingler . . G. L»Henry . William Hoynes, LL. D ... 1879 Mark L. De Motte, A. M. . . 1898 1875 1868 1880 John I. Dille, LL. D . . . Chester C. Cole,LL.D. Charles N. Gregory, A. M. LL. D. W. C. Spangler, A. M _ bNot separate. c Afterr PKOFESSIOHAL schools, 1525 of law for the year 1902. Students. Value of grounds f buildings. Endowment funds. Total income, excl ing benefactions. Benefactions receive Bound volumes in brary. Instruction in day evening. 7 8 9 10 13 13 14 15 16 17 18 19 20 21 22 i 0 67 35 101 0 34 8 34 19 2 «35 S3 (&) 84, 695 0 al, 500 Day .. 1 12 2 36 50 5 $105 33 Eve _ 4! 4 3 39 10 3 $50, 000 si 35 non 9, 170 Day .. Day .. Day .. i 19 1,3 3 ft40 0 0 n 7, 500 8 69 4 14 21 36 40 0 120 3, 000 3 48 2 9 13 3 36 75 10 235 (b) 0 3,250 0 a 3, 000 Day .. 13 249 68 89 3 ° 125 335 110, 000 15, 000 Day .. Day . . 38 0 10 38 3 32 1 00. 000 5, 750 0 1,315 3 451 0 101 134 100 10 316 32, 725 4,000 *2,000 (<0 Eve... 3 288 0 53 3 32 80 10 1 95 1 | 20 18 3 a30 0 3 33 | 12,000 1,020 2,200 I ^VC... Eve _ 235 141 a85 2,3 35 80 10 a 1,000 Eve. . . 10 8 22 6 3 34 50 5 155 0 0 975 0 Eve... 4 15 0 6 "o' 33 66 5 137 750 $859 627 Day .. Day .. 32 ° 6 3 „ 39 75 150 3 49 43 1 34 60 5 65 3,000 . Day .. 0 8 L f" 1 35 70 1 . Day .. 5 6 2 1**" 0 1 36 50 5 60 ”6’ 22 6 3 39 60 5 185 (b) 0 3, 350 500 Day .. (<*) Eve _ 4 269 4 76 3 39 75 10 240 2,000 23 121 3 26 1 3 36 75 5 230 0 0 0 9 224 7 40 21 3 36/ 75 105 65 2201 5. non a 10, 300 1,200 700 (d) Eve... 24 60 2 11 10 3 l 38 ”5’ 310/ 200 1 11 177 42 71 3 36 105 5 330 (&) (b) (&) a 10, 000 e4, 000 Day .. Day .. Day .. Day .. 2 112 .. 20 5 3 36 50 5 165 2, 275 0 143 1 15 10 3 36 37 5 106 4,000 7 105 55 17 2 30 75 5 155 ° 8, 000 S, 000 1,500 5 115 1 21 8 2 36 75 5 155 1,500 6 24 2 6 ..... 2 40 40 5 425 Day .. Day . .1 3 53 18 3 «40 100 10 | n 6, 000 6, 930 7, 000 0 190 73 17 2 40 48 5 101 3, 000 0 0 a 600 Day .. 5 64 2 24 3 36 45 10 150 Day .. Day .. Day .. Day .. 2 102 20 1 n 1 3 36 50 5 155 4,250 0 1, 200 g 215 0 1 9 1 «25 1 3 36 60 187 (6) 0 1 . « 10, 000 * 1, 500 1 8 172 1 9 ! 3 39 0 5 t 1 1 d A day course and an evening course. e 10,000 to be added in a few weeks. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 13 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 15 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 62 63 64 65 66 67 68 69 70 71 72 EDUCATION REPOET, 1902, Table 9. — Static Location. Name of institution. President or dean. 2 3 4 Danville, Ky . Louisville, Ky .... New Orleans, La.. Bangor, Me . . . Baltimore, Md . . . . _ do . . . _ do . Boston, Mass . . do . Cambridge, Mass . Ann Arbor, Micb . Detroit, Micb . Austin, Minn . Minneapolis, Minn St. Paul, Minn .... Jackson, Miss . University, Miss . . Columbia, Mo _ Kansas City, Mo . . St. Louis, Mo. . . do . . do . Lincoln, Nebr .... Omaha, J7ebr . Albany, N. Y . Brooklyn, N. Y. .. Buffalo, N. Y . Ithaca, N. Y . New York, N. Y.. . do . . do . Syracuse, N. Y _ Chapel Hill, N. C. Raleigh, N. C . Wake Forest, N.C. University, N. Dak. Ada, Ohio . Cincinnati, Ohio.. Central University, Law Department. University of Louisville, Law Department. Tulane University of Loui¬ siana, Law Department. University of Maine, School of Law.” Baltimore Law School _ Baltimore University, t School of Law. University of Maryland, | School of Law.* Boston Universitv. Law School. Y. M. C. A. Evening Law School. Harvard University, Law School. University of Michigan, Department of Law. Detroit College of Law . Austin College of Law, Southern Minnesota Nor¬ mal College. University of Minnesota, College of Law. St. Paul College of Law - Millsaps College, Law School University of Mississippi, Law School. University of Missouri, Law Department. Kansas City School of Law. Benton College of Law . Missouri College of Law - St. Louis Law School, W ash- ington University. University of Nebraska, College of Law. Western School of Law . Albany Law School, Union University. Brooklyn Law School . Buffalo Law School, Uni¬ versity of Buffalo. Cornell University, College of Law. Columbia University, School of Law. New York Law School . University Law School . Syracuse University, Col¬ lege of Law. University of North Caro¬ lina, Law Department. Shaw University7, Law i School. Wake Forest College, Law School. North Dakota University', Law Department. Ada College of Law, Ohio Normal University. University of Cincinnati, Law Department. 1894 ! Wr. C. Roberts, LL. D _ I 1847 W-O. Harris . . . • 1847 Harry H. Hall . 1898 W.KWalz, M. A . 1900 Bernard C. Steiner, A. M., 1 Ph. D. 1890 Thomas R. Clendinen _ 1814 John P. Poe . 1872 Samuel C. Bennett . . 1898 Frank P. Speare . 1817 James Barr Ames, LL. D._ 1859 Harry B. Hutchins, LL. D . 1891 Philip T. Van Zile, LL. D . . 1899 F. W\ Greenman . . 1888 William S. Pattee, LL. D . . 1900 Hiram F. Stevens. . j 1897 1854 G. D. Shands, LL. D . 1 1872 Alexander Martin, LL. ]>.[ 1895 William P. Borland . 1896 George L. Corlis . 1899 William J. Hopkins . 1867 Wm.S. Curtis . 1891 M.B. Reese . . 1897 T. J. Mahoney . 1851 J. Newton Fiero, LL. B .. 1901 W. Payson Richardson . . . 1887 Christopher G.Tiedeman, LL. D. 1887 Francis M. Finch, LL. D.. 1859 George W. Kirchwey . i 1891 George Chase . 1835 ; Clarence D. Ashley, LL. D. 1895 ; James B. Brooks, A. M., j D. C. L. 1846 James C. MacRae, LL. D.. 1888 E. A. Johnson, LL. D . 1894 N. Y. Gullev, M. A . 1899 ■ 1 Guy C. H. Corliss . 1893 f S. P. Axline, LL. D . 1833 Harlan Cleveland . * In 1901. 6 Not separate. a Approximately. c Afternoon Special or assistant in¬ structors. PROFESSIONAL SCHOOLS 1527 of law for the year 1902 — Continued. 7 1 0 5 0 1 0 24 0 4 17 o 2 5 1 0 13 13 4 3 11 4 6 14 5 23 1 2 0 Students. Years in course. | Weeks in year. | Tuition fee. | Graduation fee. Fees of the entire course. Value of grounds and buildings. X* X g O c3 g O 2 s —< p Benefactions received. ! Bound volumes in li¬ brary. Instruction in day or evening. § 3 s o £ Graduated in 1902. tlO -i X — L. CO . rg< □Q 8 9 10 11 12 13 15 16 17 1 18 19 20 2! j 22 *11 9 39 375 *7 §157 . 1 | *300 Day .. 60 30 9 28 Day .. 78 40 2 25 90 0 0 §5.600 ! . „ (c) 46 0 14 3 32 60 10 0 3,000 Day .. 48 10 3 «34 50 20 180 I a 1,000 Eve. . . 0 8 3 3 32 50 20 170 1 j 1,550 Eve... 250 0 55 38 3 36 70 10 9^0 810,000 ! . (/) 326 8 77 68 3 32 150 450 250, 000 0 36,814 a 10, 000 ! l>ay ..! 194 21 4 4 34 59 9 206 340 ! Eve.... u 0 148 583 3 39 150 0 450 122,600 66,000 Day . . 878 5 257 40 3 36 35 10 125 19,758 Day .. 186 55 14 3 36 60 10 190 §5,768 11,903 a 11, 000 Eve... 1 10 "’o' 1 1 3 40 50 5 155 '"(b)" 497 7 i 78 3 36 60 0 190 50,000 (d) ■ 83 2 ! 20 3 38 60 10 190 5,000 0 a 300 Eve _ 18 0 12 r;; 36 50 5 105 (6) ; . Day .. ! 53 0 25 2_ 36 50 (&) 1 * «1, 500 j Day .. 142 1 71 17 3 38 10 0 J 30 i . 0 15, 000 10,000 ; Day .. 172 4 67- 62 3 39 50 10 160 0 0 6,633 0 Eve... 100 2 21 3 36 60 10 a 400 ' Eve... | 92 2 23 is 2 36 60 10 130 360 (a) 117 1 46 40 2 36 80 0 160 50,000 77,000 11, 902 a 10, 000 ! Day .. 159 " 2 59 a25 2 36 45 w a 4, 000 j Day .. 5 0 3 36 20 Eve... r 69 51 2 33 100 5 22,000 0 13,002 j 810,000 2,833 Day .. i 5 2,3 o35 1 90 1,000 (ft) 27 34 100 200 0 Day .. L 4 32 16 3 jo35 100 5 305 103, 000 (&) I . 30,000 Day .. 440 110 268 3 35 150 25* 480 (6) (6) o23, 000 Day .. L 53 ' 1289 2 36 100 10 220 0 93, 733 79,323 10, 193 ■(d) i5b3 *48’ 443 a83 2,3 ■'35 100 20 1*150, 000 *5, COO 16, 000 (d) 142 1 26 14 3 1 38 100 5 4, 813 Pav . . ; 61 ' 3 19 2 L 75 10 175 (6) 0 2, COO Day . . i ; 8 ! 2 3 1 24 70 j 10 220 488 0 * Day J 62 0 6 7 2 40 60 5 125 (&) a 1,000 Day .. I 20 7 2 38 50 5 Day .. 160 2 1 25 15 3 32 45 Day .. i 67 1 ] 20 1 r" 1 ° 36 :100 0 300 | 60,000 7,500 15, 000 25, 0C0 6,500 Day .. d A day course and an evening course. / From 4 to 7 p. m. O' The hours for lectures are 8.30 a. m. and 4.15 t>. m.; the night school at 7.30 and 8.15. ft Afternoon and evening. 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 62 63 64 65 66 67 68 69 70 71 73 74 75 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 8 EDUCATION REPORT, 1902, Table. 9 — Statistics of schools Location. Name of institution. Year of first opening. President or dean. Session closes — 1 2 3 4 5 Cincinnati, Ohio.. ! Y. M. C. A. Law School of 1893 Robert M. Ochiltree . June 1 Cleveland, Ohio.. McDonald Educational [ Institute. Cleveland Law School of 1897 Charles S. Bentley, A. M.. June 12 Baldwin University. Western Reserve Univer- 1892 Evan TT. TTonkins June 13 June 15 Columbus, Ohio . . sity, Franklin T. Backus Law School. Ohio State University, Col- 1891 W. F. Hunter. . Portland, Oreg . . . lege of Law. University of Oregon, 1884 Richard H. Thornton _ May 20 Salem, Oreg . School of Law. Willamette University, 1884 W. C. Hawley, A. M . June 12 | Carlisle, Pa . Law Department. Dickinson School of Law . . 1834 William Trickett, LL. D._ June 3 | Philadelphia, Pa . _ do . Philadelphia Law School of Temple College. University of Pennsylva¬ 1894 William A. Brown . June 15 1790 Wm. Draper Lewis, Ph. D. - do ... Pittsburg, Pa . nia, Department of Law. Pittsburg Law School, Western University of Pennsylvania. Rhode Island Law School*. 1895 John D. Shafer . . . Mav 30 Providence. R. I.. 1898 William G. Webster . May 31 Columbia, S. C _ South Carolina College, De¬ 1884 Joseph D. Pope, A. M., June 11 Chattanooga, partment of Law. Grant University, Law De¬ 1899 LL. D. Charles R. Evans . . June 1 Tenn. Harriman, Tenn. . partment. American University of 1894 S. C. Brown, A. M . May 20 Jackson, Tenn.... Harriman, Law Depart¬ ment. Southwestern Baptist Uni¬ 1S00 James H. Land . June 1 ■ Knoxville, Tenn . versity, Department of Law.* University of Tennessee, j 189Q Henry H. Ingersoll, LL. D. June 17 Lebanon, Tenn...! Law Department. Cumberland University, 1847 Nathan Green, LL. D . June 5 Nashville, Tenn.J Law School. Vanderbilt University, 1 1875 Thomas H. Malone, M. A. June 21 Law Department. Walden University, Law ! George T. Robinson, A. M. May 13 Sewanee, Tenn... Austin, Tex . i Department. University of the South, Law Department. University of Texas, Law I Department. Fort Worth University, 1893 A. T. McNeai . 1833 1 Yancey Lewis . | June 8 Fort Worth, Tex. . 1893 0. S. Lattimore . May 22 Charlottes v i 1 1 e , Law Department. University of Virginia, Law 1826 W. M. Lile . 1 June 15 Va. Lexington ,'Va.... School. Washington and Lee Uni¬ 1866 W. R. Vance, Ph. D . June 17 | Richmond, Va. . . . versity, Law School . Richmond College, School 1870 F.W. Boatwright, LL. D. . . June 11 Seattle, Wash _ of Law. University of Washington, Law School. "West Virginia University, 1899 John T. Condon . June 18 Morgantown, W. 1878 Okey Johnson, A. M . June 21 Ya. Madison, Wis . College of Law. University of Wisconsin, College of Law. Milwaukee Law School .... 1 1868 Edwin E. Brvant . June 18 Milwaukee, Wis . . H. E. Bemis, secretary _ June 6 6 14 11 12 1 5 6 13 6 14 1 11 2 4 2 2 4 / 14 5 3 3 3 3 5 5 3 * In 1901. Number of professors. PROFESSIONAL SCHOOLS 1529 of law for the year 1902 — Continued. Special or assistant in¬ structors. Students. | Years in course. Weeks in year. | Tuition fee. Graduation fee. Fees of the entire course. Value of gronnds and buildings. Endowment funds. Total income, exclud¬ ing benefactions. Benefactions received. Bound volumes in li¬ brary. Instruction in day or evening. d CD S3 a o £ Graduated in 1902. Students having 1 A.B.orB.S. 7 8 9 IO 11 13 13 14 1 5 16 17 18 19 20 21 22 0 158 0 9^ aio 3 36 $35 $6 - a $4, 000 $500 a 1, 000 Eve .. ISO 0 34 20 3 36 50 10 $160 (&) 0 6,400 0 Eve .. 3 100 21 9 36 100 0 300 $50, 000 1, 500 a 10, 000 Day .. 0 186 2 47 37 36 60 5 (&) a 3, 500 (c) 3 25 0 14 6 2 39 60 10 130 0 0 Eve .. 12 0 2 9 32 60 10 p) (6) Eve .. 106 0 28 3 33 10 295 $5,000 5,000 n 5, 000 Day . . 76 2 11 4 50 5 Eve .. 6 385 7 80 3 36 160 0 485 500, 000 22, 000 51, 500 28,822 Eve .. 4 101 0 18 47 3 30 100 1 .... 310 0 0 0 0 (c) .... SO 1 18 2 3 32 80 0 240 0 0 0 0 Eve .. 32 *10 2 39 40 5 (5) Day . . 2 38 13 1 2 36 50 10 115 (6) Eve .. 5 10 2 2 2 36 54 5 113 (&) 0 • 3 52 28 1 40 60 0 Day .. 4 48 0 13 6 39 60 6 136 (6) 0 a 2, 700 a 800 k" 70 45 1 40 100 15 115 Day .. 2 45 20 2 40 100 5 225 125, 000 (&) 7, 000 Day .. 13 5 2 33 30 10 11 17 0 4 2 40 100 10 600 Day . . 4 466 0 74 18 9 27 0 0 30 Day . . 2 34 37 10 85 0 L 0 51 54 2 40 100 280 (&) 0 0 5, 000 Day 1 57 17 10 2 40 105 0 ( b ) (6) 5, 000 Day . . 0 45 0 12 2 38 «50 5 25, 000 30,000 3,500 1,000 (d) 9 65 3 11 2 33 25 5 (6) 1, 200 Day . . 0 117 0 17 2 40 ( b ) 1 200 Day 1 260 60 14 3 36 «50 0 150 100, 000 0 13, 870 0 a 5, 000 Day .. 50 0 36 50 0 « 3, 000 Eve... a Approximately. b Not separate. c Afternoon. d From 4.30 to 7 p. m. ED 1902 — YOL II - 23 74 75 76 77* 78 79 80 81 82 83 84 85 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 1530 EDUCATION REPORT, 1902, Table 10. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Session closes — Number of professors. yi 1 tn zf. *! 1 C ^ I v/: 1 3 1 2 3 4 5 6 T 1 Birmingham, Ala. Birmingham Medical Col- 1894 B. L. Wyman, A. M . . . Apr. 1 11 lege.* ! io 2 Mobile, Ala . Medical College of Ala- 1859 George A. Ketchum . . Apr. 6 9 bama, University of Ala- i bama. 1 3 Little Bock, Ark.. University of Arkansas, 1879 James A. Dibrell . Apr. 11 16 i 5 Medical Department. 4 Los Angeles, Cal . . University of Southern Cal- 1885 H. G. Brainerd . June 15 25 9 ifornia, College of Medi- cine. 5 San Francisco, Cal . College of Physicians and 1896 D.A.Hodghead.A.M.. June 25 33 12 Surgeons. 6 . do . Cooper Medical College .... 1858 Eenrv Gibbons, jr., Apr. 23 15 10 A.M. *2 1862 j A. A. D’ Ancona . May 15 19 20 Medical Department. 8 1883 L. M. Giffin . June 5 16 ! 6 Medical Departments 9 1881 Henry Sewall . May 13 19 15 cine, University of Denver, c 10 . do . Gross Medical College c . 1887 T.H. Hawkins, A.M. , May 22 25 10 LL.D. 11 N ew Haven, Conn . Yale University, Depart¬ 1813 Herbert E. Smith . June 28 11 j 16 ment of Medicine. 12 Washington, D. C . A rmv Medical School . 1893 ! Mar. 28 5 1 3 13 . do . ColumbianUni v ersity , Med- 1822 EmilA.deSchweinitz June 5 27 25 i ical Department. 14 . do . ! Georgetown University, 1850 George M. Kober . May 31 11 15 1 Medical School. 15 . do . | Howard University, Med- 1868 BobertBeyburn , A . M . May 10 15 6 | ical Department.* 16 . do . National University, Med- 1884 Howard H. Barker . . . June 1 26 4 i ical Department. * | 17 Atlanta, Ga . | Atlanta College of Physi¬ j 1854 W. S. Kendrick . Apr. 1 14 5 cians and Surgeons. i 18 Augusta, Ga . Medical College of Georgia, i 1829 Eugene Foster . _ do . . . 14 University of Georgia. 19 Chicago, Ill . J American Medical Mission- 18% John H. Kellogg . June 24 21 8 1 ary College. 20 . do . j College of Physicians and 1882 William E. Quine _ Apr. 20 40 35 Surgeons, University of Illinois. 21 . do . i Harvey Medical College. . . . 1891 Frances Dickinson. . . June 30 50 4 22 : . do . i Illinois Medical College.... 1894 B. Brindley Eads . Sept. 30 31 15 23 1 . do . Jenner Medical College .... 1893 June 30 26 10 24 i . do . Northwestern University 1859 Nathan S. Davis, jr. . . 88 15 j Medical School. 25 . do . 1 Bush Medical College, Uni¬ versity of Chicago. 1887 ■ /Frank Billings, M. S . . j (John M. Dodson . jjune 18 22 115 26 Fort Wayne, Ind . . Fort Wayne College of Med- 1879 C. B. Stemen, A. M., Apr. 21 25 8 | icine. LL.D. 27 Indianapolis, Ind. 1 Central College of Physi¬ 1879 Allison Maxwell . Apr. 20 25 12 cians and Surgeons. 28 . do . Medical College of Indiana, 1869 Henrv Jameson . Apr. 24 24 15 University of Indianapo¬ lis. 29 Des Moines, Iowa. Medical College of Drake 1886 LewisSchooler, LL.D. Apr. 23 16 6 University. 30 Iowa City, Iowa . . 1 State University of Iowa, 1870 June 12 12 16 ! College of Medicine. 31 Keokuk, Iowa .... Keokuk Medical College. . . 1849 Oliver D. Walker . Apr. 15 20 10 32 Sioux City, Iowa. . Sioux City College of Med¬ 1889 H. A. Wheeler, A. M . . Apr. 30 12 4 icine. 1 33 K ansas City , Kans . College of Physicians and 1894 J. W. May . Apr. 1 26 8 Surgeons. 34 Lawrence, Kans . . University of Kansas, 1898 S. W. Williston . June 10 9 3 School of Medicine (pre¬ 35 Topeka, Kans . paratory). Kansas Medical College .... 1889 JohnE. Minney, A.M. Mar. 27 24 10 * In 1901. '« Approximately. &Not separate. PROFESSION AL SCHOOLS, 1531 medicine for the year 1901-1902. Student bo m < X 3 © JG § £ >* X M o 0 > ' 1 X c X M O X X - x' 3 bfl s- zz > 0 i K § ©+3 ®§ I'S | *0 X O b Bound volumes in li¬ brary. Instruction in day or evening 4 <3 0 8 9 10 ii 12 « 15 1G 17 IS I 19 20 21 t)9 0 15 4 2* §30 §330 1 i . i Day .. 1 156 13 20 4 26 ICO 25 425 1 1 1 Day .. 2 217 3 11 4» 26 «60 25 <*285 a §16, 000 0 §9, 892 I 0 Day .. l 3 90 11 14 0 4 32 130 40 a 445 15, 000 0 12,000 j 0 2,000 Day .. 4 163 17 41 25 4 36 75 25 372 75, 000 0 12,000 ! 0 Day .. i 5 186 28 25 21 4 30 100 25 450 460,000 §56,500* 24,035 0 4,500 i Day .. 1 6 125 15 24 42 4 36 150 25 716 300,000 0 25,536 §19, 133 2,500 ! Day .. 1 7 6 13 4 i 50 0 (6) Day .. CO 11 4 32 1 Day .. L 24 4 30 Day .. 10 147 20 28 l 1 34 ; 150 10 630 110,000 (6) Day .. 11 23 ■ 0 21 ! 0 0 0 Day .. 12 283 ! 0 *83* ■ 4' 35 110 10 450 j 250, 000 0 0 Eve. . . 1 121 12 4 33 1 100 0 430 j 55,000 Day .. 14 133 ! 13 : 27 20 4 36 j 80 0 326 (*>) Eve. . . 15 37 o , 9 4 33 ■ 100 405 Eve _ 16 255 ' 0 111 i30 4 1 26 ' 100 30 450 25,000 1 1,000 Day .. ! 17 125 47 4 j 26 100 | 30 a 440 35,000 0 0 a 5, 000 Day .. 1 18 64 32 24 4 36 . 100 5 40,000 10,000 20, 520 10,000 1,900 Day .. 1 19 658 ! 50 222 .... 4 32 ' 130 1 . Day .. 20 252 i i 48 1 28 32 4 43 110 25 a 520 | 0 Eve... 21 217 | 11 21 4 Day . . 22 105 | .... 18 4 42 i 100 Eve. . . 23 465 ! 94 *93* 4 34 | 135 0 5*15 225,000 50,000 63, 913 1,500 2,889 Day .. 24 792 I | 211 166 4 36 1 157 583 3/o, 000 65,000 85,000 10, 000 Day .. 25 46 1 9 4 30 75 25 330 *10,000 Day .. 26 70 8 16 4 27 75 1 25 50, 000 1 a 300 Day .. 27 302 10 / 0 ! 4 30 i 28 64 4 10 1 4 30 SO ■ m o f-l «i CD ,Q a £ Special in: 1 2 3 4 5 6 7 36 Louisville, Ky .... Hospital College of Medicine 1872 P. Richard Taylor _ July 1 9 12 37 . do . Kentucky School of Medi¬ cine. 1850 Wm.H.Wathen,A.M., LL.D. July 10 15 12 38 Kentucky University, Med¬ ical Department. 1898 T. C. Evans July 2 14 39 . do . Louisville Medical College. 1869 C. W. Kelly . Mar. 27 12 8 40 W. A . Burney May 5 16 5 ical College. 41 _ do . University of Louisville, Medical Department. 1837 .T. M. Bodine July 1 10 10 42 New Orleans, La. . New Orleans University, Flint Medical College. 1889 H. J. Clements . Mar. 1 8 5 43 . do . . Tulane University of Loui- 1834 Stanford E. Chaille, Apr. 29 7 15 siana, Medical Depart¬ ment. A. M., LL.D. 44 Brunswick, Me . . . Medical School of Maine 1820 Alfred Mitchell, A. M. June 25 13 5 at Bowdoin College. 45 Portland, Me . Portland School of Medical 1858 Charles D. Smith . Dec. 18 14 3 46 Baltimore, Md .... Instruction (preparatory). Baltimore Medical College. 1881 David Streett, A. M. . . Apr. 29 21 10 47 . do . Baltimore University, 1883 H. H. Biedler, A. M . . . Apr. 15 10 11 School of Medicine. 48 . do . . College of Physicians and Surgeons. 1872 Thomas Opie do . 14 19 49 . do . Johns Hopkins University Medical School. 1893 W. H. Howell, Ph.D., LL.D. June 10 18 21 50 . do . Maryland Medical College . University of Maryland, Medical College. 1898 J. Wm. Funck May 20 May 15 14 8 51 . do . . . 1807 R. Dorsey Coale, Ph.D. 11 21 52 . do . Woman’s Medical College.. College of Physicians and Surgeons. 1882 Joseph T. Smith _ May 29 June 18 16 8 53 Boston, Mass. _ _ 1880 John H.Ja.ekson . 24 9 54 . do . Harvard Medical School _ 1782 Wm. L. Richardson . . June 25 32 111 55 . do . Tufts College Medical School. 1893 Harold Williams . May 28 24 8 56 Ann Arbor, Mich . University of Michigan, 1850 Victor C. Vaughan, June 21 19 19 Department of Medicine and Surgery. Sc. D. 57 Detroit, Mich . Detroit College of Medicine . 1868 Theodore A. McGraw. May 7 21 32 58 . do . Michigan College of Medi¬ cine and Surgery. 1888 Hal C. Wyman . Apr. 24 15 8 '59 Grand Rapids, Mich. Grand Rapids Medical Col¬ lege. 1897 Wm. Fuller . June 2 22 5 60 Saginaw, Mich. . . . Saginaw Valley Medical College. 1896 L. W. Bliss . May 22 24 6 61 Minneapolis, Minn MinneapolisCollegeof Phy¬ sicians and Surgeons, 1883 Leo M drafts _ June 11 24 4 Hamline University. 62 . do . University of Minnesota, College of Medicine and Surgery. Missouri University, Medi¬ 1888 Parks Ritchie . June 4 33 26 63 64 Columbia, Mo .... 1873 1869 Andrew W. McAles- ter, A. M., LL. D. A. L. Fulton . May 31 13 19 7 10 cal Department. Kansas City Medical Col¬ lege. Kansas City, Mo . . Mar. 21 65 . do . Medico-ChirurgicalCollege. University Medical College. Woman’s Medical College.. 1898 George O. Coffin. . . _ do _ 32 1 5 66 . do . 1881 Samuel C. James . Mar. 27 21 11 67 . do . 1895 Nannie P. Lewis, A. M. T. E. Potter . Mar. 26 32 6 68 St. Joseph, Mo _ . do . . . Central Medical College ... Ensworth Medical College . 1894 Mar. 1 15 13 69 1872 Jacob Geiger, LL. D.. Mar. 16 19 6 70 St. Louis, Mo . Barnes Medical College .... 1892 A. M. Carpenter . * Apr. 12 24 8 71 . do . Marion Sims Beaumont Col¬ May 1 38 38 lege of Medicine. 72 . do . . . St. Louis College of Physi¬ cians and Surgeons. 1879 Waldo Briggs . Apr. 9 21 10 73 _ do . . Washington University, Medical Department. 1840 John B. Shapleigh . . . May. 8 33 PROFESSIONAL SCHOOLS 1533 medicine for the year 1901-1902 — Continued. Students. I Students having A. B. or B. S. Years in the course. | Weeks in year. Tuition fee. 1 Graduation or exarni- 1 nation fee. Fees of entire course. Value of grounds and buildings. Endowment funds. Total income, exclud¬ ing benefactions. Benefactions received. Bound volumes in li¬ brary. Instruction in day or evening. Men. Women. Graduated m 1902. 8 ; S 10 11 12 13 14 15 16 17 18 19 20 21 22 397 0 62 21 4 26 §110 w 0 $75, 000 0 0 | 500 Day .. 290 4 27 110 * 150, 000 Day .. 238 18 25 4 26 30 60, 000 Day . . 225 29 25 4 27 100 0 .... 150, 000 0 $20, 000 0 Day .. 24 1 4 30 30 20 a$217 180 31 4 26 100, 000 ! Day .. 43 4 4 5 4 26 30 10 150 25, 000 $50, 000 1, 000 Day .. 398 49 4 26 a!40 30 a 600 150, 000 a 3, 400 Day . . 90 0 4 18 4 26 100 25 91, 966 11, 461 0 3, 700 Day .. 11 3 09 50 0 0 500 Day .. 532 93 4 30 30 * 250, 000 Day .. 63 0 31 4 28 30 a 400 25, 000 Day .. 305 ' 5S 4 28 1 100 30 a 430 200, 000 Day .. 204 .... 25 L 1229 4 L ! 200 0 800 * 171, 000 *425, 866 a2,500 Day .. 130 1 0 Uo 1 ! 11 3 36 75 30 400 30, 000 0 0 Day .. 366 0 76 91 4 33 100 30 490 300, 000 ! i, 000 Day .. 25 4 4 4 32 105 30 10, 000 j 1, 818 502 Day . . 115 16 9 4 33 100 30 a 475 ! Day 506 120 228 4 38 200 30 a 766 2, 279 1 Day .. 180 59" , 44 23 4 32 125 30 214, 000 0 o$20, 000 675 I Day . . 470 40 82 89 4 36 35 j 10 355 (b) Ul5, 000 Day .. 242 0 48 17 4 30 I 65 j 30 410 110, 000 0 24, 211 0 1, 200 Day .. 57 2 13 3 4 28 60 2.5 310 25, 000 0 0 0 Day .. 42 6 19 5 4 28 85 J 25 3, 000 3,300 0 300 Day .. 95 5 41 2 4 29 50 I 25 340 40, 000 0 8,925 0 0 Day .. 133 6 26 12 4 33 80 0 333 30, 000 0 9, 700 0 0 Day .. 341 20 6! 8 4 ! 34 100 0 430 (b) 0 5,000 Day .. 87 3 0 4 36 0 0 (b) i . ( b ) Day .. 112 0 18 25 4 26 « 80 20 325 15,000 0 6, 120 Day .. 112 0 12 18 4 26 70 25 270 27, 000 0 3, 723 0 Day .. 225 27 4 28 a 80 * 100, 000 Day .. 16* 6 4 26 50 25 a 256 Day .. 81 5 11 3 4 26 50 25 a 300 25, 000 0 3,000 0 Day .. 88 0 13 6 4 26 50 25 60, 000 0 Day .. 477 25 78 ! 50 4 30 60 25 250, 000 Day .. 488 55 .... 4 30 a 80 I . Day .. 280 .... 50 4 30 a 70 25 1 ' Day .. 250 43 | 22 4 | ! 32 100 1 0 421 1 | ] Day .. * In 1901. a Approximately. b Not separate. 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 1534 EDUCATION REPORT, 1902. Table 10. — Statistics of schools of Location. Name of institution. Y ear of first opening. President or dean. Session closes — Number of professors. Special or assistant instructors. 1 2 3 4 5 G 7 74 Omaha, Nebr . John A. Creighton Medical College, Creighton Uni- versitv. 1892 D. C. Bryant . May 1 32 6 75 . do . Omaha Medical College, University of Omaha. 1880 Harold Gifford . Apr. 24 23 10 76 Hanover, N. H _ Dartmouth Medical Col¬ lege. 1798 Wm.T. Smith, LL.D.. 17 5 77 Albany, N. Y . Albany Medical College. . . . 1838 Willis G. Tucker . May 6 14 16 78 Brooklyn, N. Y ... Long Island College Hos¬ pital Medical College. 1859 J. H. Raymond, sec. . . May 16 9 11 79 Buffalo, N.Y . University of Buffalo, Med¬ ical Department. 1845 Matthew D. Mann, A.M. May 2 7 51 80 New York, N. Y... College of Physicians and Surgeons, Columbia Uni¬ versity. 1807 James W. Me Lane _ June 10 34 66 81 . do . Cornell University Medical College. 1898 Wm. M. Polk, LL. D .. May 24 29 41 82 . do . University and Bellevue Hospital Medical College. Edward G. Janeway, LL.D. June 5 27 9 88 Syracuse, N. Y _ Syracuse University, Col¬ lege of Medicine. 1872 Henry D. Didama, LL. D. June 10 13 24 84 Chapelhill, N. C . . University of North Caro¬ lina, Medical School. 1878 Richard H. White- head. June 4 17 6 85 Davidson, N. C _ North Carolina Medical College. 1893 J. P. Munroe . May 11 5 1 86 Raleigh, N. C . Leonard Medical School of Shaw University. 1882 James McKee . Apr. 14 8 2 87 Cincinnati, Ohio. . Laura Memorial Woman’s Medical College. 1895 John M. Withrow, A.M. May 1 19 7 88 . do . Medical College of Ohio, University of Cincinnati. 1819 P. S. Connor, LL. D ... May 6 17 15 89 . do . Miami Medical College .... 1852 John C. Oliver _ May 1 _ do . .. 23 15 90 Cleveland, Ohio .. Cleveland College of Phy¬ sicians and Surgeons, Ohio Wesleyan Univer¬ sity. 1863 C. B. Parker, M. R. C. S. Eng. 22 33 91 .....do . Western Reserve Univer¬ sity, Medical College. 1843 B. L. Millikin . June 12 26 18 92 Columbus, Ohio . . Ohio Medical University . . . 1892 George M. Waters, A.M. Apr. 15 25 4 93 . do . Starling Medical College . . . 1847 Starling Loving, LL. D. Wm. A. Dickey, A. M. Apr. 10 13 12 94 Toledo, Ohio . Toledo Medical College .... 1882 Apr. 24 17 15 95 Portland, Oreg. . . . University of Oregon, Med¬ ical Department. 1887 S. E. Josephi . Apr. 1 14 9 96 Salem, Oreg . Willamette University, Medical Department. Jefferson Medical College .. 1865 W. H. Byrd . Apr, 2 15 0 97 Philadelphia, Pa . 1825 James W. Holland . . . May 29 24 35 98 . do . Medico-Chirurgical College 1881 Seneca Egbert, A. M . . May 23 25 38 99 . do . Philadelphia Medical School of Temple College. 1901 W. Wallace Fritz . June 11 11 100 . do . University of Pennsylvania, Department of Medicine. 3765 John Marshall, Nat. Sci. D. June 16 28 43 101 . do . . Woman’s Medical College of Pennsylvania. 1850 Clara Marshall . May 21 10 10 102 Pittsburg, Pa . Western Pennsylvania Medical College, Western University of Pennsyl¬ vania. 1885 J. C. Lange . June 1 30 20 103 Charleston, S. C... Medical College of the State of South Carolina. 1823 Francis L. Parker - Apr. 5 10 13 104 Chattanooga, Tenn. Chattanooga Medical Col¬ lege, U. S. Grant Univer¬ sity. 1889 E. A. Cobleigh, A. M . . Apr. 15 10 14 105 . do . Chattanooga National Med¬ ical College. 1898 T. W. Haigler . Mar. 28 10 7 106 Knoxville, Tenn. . Knoxville Medical College. 1895 Edwin L. Randall _ June 1 8 2 107 . do . Tennessee Medical College. 1887 C.P.McNabb . Apr. 1 14 5 PROFESSIONAL SCHOOLS, 1535 medicine for the year 1901-1902 — Continued. Students. I Students having A. B. or B. S. | Years in the course. | Weeks in year. Tuition fee. 1 Graduation or exami¬ nation fee. Fees of entire course. Value of grounds and buildings. Endowment funds. Total income, exclud¬ ing benefactions. Benefactions received. Bound volumes in li¬ brary. Instruction in day or evening. Men. © o Graduated in 1902. 8 9 io 11 12 X3 14 15 16 IT 18 | 19 20 21 22 139 37 23 4 32 oS80 $340 $2, 000 Day . . 74 146 4 30 W $50, 000 Day .. 75 72 0 16 4 32 no a 500 j Day .. 76 154 0 26 4 4 32 100 25 495 100, 000 $12,500 819,361 Day .. 77 245 o 28 30 4 30 al70 700 . . Day .. 78 227 12 as 21 4 30 125 640 218, 588 10,000 32, 783 0 6,255 Day .. 1 79 827 145 60 4 32 200 25 830 «2, 250, 000 *478, 227 Day .. j 80 . 14 4 30 150 25 „ (b) 2, 200 Day .. 1 81 306 0 48 46 4 36 180 740 375 Day .. 82 112 16 21 15 4 32 125 0 520 94,094 0 22,107 _ 6, 321 Day .. 83 62 0 4 36 75 Day .. 84 55 0 18 1 !.... 3 33 85 | Day .. 85 106 21 4 ,28 75 1 10 310 18,000 5,000 2,755 2,321 | . Day .. 86 26 9 4 1 30 Day .. 87 178 1 47 4 !.... 100 25 30, 000 1 Day .. 88 97 0 31 4 2S 100 25 20, 000 0 10,000 0 0 Day .. 89 77 7 30 i 14* 4 32 110 483 78, 000 8,500 300 Day .. so 126 0 | 36 1 30 4 32 125 0 520 300,000 200, 000 26,000 5,600 Day .. 91 209 8 61 ! 45 i 4 26 50 10 277 85,000 0 14,000 800 Day .. 92 166 0 32 15 4 26 50 25 284 150,000 0 9, 580 0 a 2, 000 Day .. 93 55 3 10 2 4 28 75 305 *25,000 1 1, 500 Day .. 94 67 13 20 11 4 26 al00 *30* 410 a 1,000 1 Day .. 95 27 1 ** 1 .... 4 26 a85 Day .. 96 724 0 140 | 4 30 150 605 1, 000, 000 1 I 4,000 Day .. 97 447 1 85 !.... 4 34 130 25 <*525 1 « 400, 000 Day 98 34 *4* 0 5 39 125 1 5 630 0 Eve.!! 99 542 151 1 4 170 4 36 200 0 269, 414 1 51,120 106, 849 0 10, 000 Day .. 100 0 159 1 27 92 4 34 al25 0 519 123, 000 276, 314 2, 600 Day .. 101 327 8 1 48 1 42 4 32 130 0 160, 000 0 42, 000 0 600 Day .. 102 87 2 1 i 4 .... 4 26 a 90 Day .. 103 24S 4 41 4 26 50 30 a 125, 000 0 Day .. 104 23 2 4 30 50 20 220 1105 21 0 ! 2 3 4 26 37 10 158 0 790 ! Day .. 106 100 0 1 23 35 4 24 60 25 20.000 ' 0 1 ! Day . 107 * In 1901. a Approximately. & Not separate. 1536 EDUCATION REPORT, 1902, Table 10. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. 1 Session closes — OQ § u O f-i o rO a £ Special or assistant instructors. 1 2 3 4 1 5 6 7 108 Memphis, Tenn. . . Memphis Hospital Medical 1880 Wm. B. Rogers . Apr. 30 10 22 College. | 109 Nashville, Tenn . . 1876 G. W. Hubbard 1 Feb. 26 9 y of Walden Universitv. 110 . do . University of Nashville, 1850 i Wm. G. Ewing . 1 Apr. 1 12 2 Medical Department. 111 1876 ! Paul F. Eve . . . ' _ do ... 12 6 Medical Department. 112 . do . Vanderbilt Universitv, 1874 j Wm. L. Dudley . Apr. 3 16 6 Medical Department. 113 Sewanee, Tenn . . . Sewanee Medical College, 1891 John S. Cain . Jan. 25 7 15 Universitv of the South. 114 Dallas, Tex . Dallas Medical College, 1 1901 ; HughL. McNew . Apr. 1 17 13 Trinity Universitv. 115 . do . University of Dallas, Med- | 1900 ! Charles M. Rosser - ....do... 10 13 ical Department. 116 Fort Worth, Tex. . Fort Worth Universitv, | 1894 Bacon Saunders, Apr. 5 16 12 Medical Department. LL.D. 117 Galveston, Tex . . . ! 1891 Allen J. Smith . May 31 8 16 ical Department. 118 Burlington, Vt.... University of Vermont, j 1823 B. J. Andrews . June 26 20 7 Medical Department. 119 ! Charlottesville, 1 University of Virginia, De- 1825 P. B. Barringer, LL.D . June 19 7 21 Va. I partment of Medicine. ! 120 ' Richmond. Va - Medical College of Virginia. 1838 ChristopherTompkins May 8 15 22 121 ! . do . . j ! University College of Medi¬ 1893 J. Allison Hodges - May 15 16 ! 24 cine. 122 ; Milwaukee, Wis .. Milwaukee Medical College 1894 W. H. Neilson . Mav 1 22 1 28 123 1 do Wisconsin College of Phy¬ 1893 A. h. Levines . Apr. 30 27 ! 21 sicians and Surgeons. Homeopathic. 124 i San Francisco, Hahnemann Medical Col¬ 1884 James W. Ward . Nov. 20 18 18 Cal. lege of the Pacific. 125 Denver, Colo . Denver Homeopathic Col¬ 1894 1 James P. Willard . Apr. 24 24 9 lege. 128 Chicago, Ill . ! Chicago Homeopathic Med¬ 1875 A. C Cowperth waite, Apr. 28 32 20 ical College. LL.D. 127 . do . Dunham Medical College . . 1895 James T. Kent, A. M. . Apr. 24 16 11 128 . dO . . Hahnemann Medical Col¬ 1860 E. Stillman Bailey | Apr. 17 25 23 lege. 129 do Hering Medical College _ 1S90 Henry C. Allen. . . Apr. 11 18 10 130 Iowa City, Iowa.. 1 State University of Iowa, 1S77 George Roval . June 6 5 5 College of Homeopathic Medicine. 131 Louisville. Kv _ i Southwestern Homeopathic 1892 A. Leight Monroe - Apr. 30 15 14 Medical College. 132 Baltimore, Md _ 1 Southern Homeopathic 1891 George T. Shower, May 5 10 14 Medical College. A.M. 133 Boston, Mass . Boston University, School 1873 John P. Sutherland . . June 1 22 26 of Medicine. 134 Ann Arbor. Mich. University of Michigan, 1875 W. B. Hinsdale . June 21 6 5 Homeopathic Medical College. 135 ! Detroit, Mich . Detroit Homeopathic Col¬ 1872 D. A. MacLachlan _ Apr. 22 13 11 lege. 136 1 Minneapolis, ! University of Minnesota, 1886 A. P. Williamson . June 5 .15 10 Minn. College of Homeopathic Medicine and Surgery. 137 Kansas Citv. Mo.. Hahnemann Medical Col¬ 1896 W. H.Jenney . Apr. 15 22 3 # lege, Kansas City Uni¬ t versity. 13S St. Louis, Mo . 1 Homeopathic Medical Col- 1857 W.B. Morgan, A.M... Apr. 19 22 10 i lege of Missouri. 139 New York, N. Y . . New York Homeopathic 1860 William H. King . May 5 27 1 16 Medical College and Hos¬ 1 pital. PROFESSIONAL SCHOOLS 1537 medicine for the year 1901-1902 — Continued . Students. I Students having A. B. or B. S. | Years in the course. Weeks in year. Tuition fee. [ Graduation or exami¬ nation fee. Fees of entire course. X E So • !§ > 5 3 Total income, exclud¬ ing benefactions. > X O o Bound volumes in li¬ brary. i p ki) o 3 1 -rt > o o m Men. Women. o c4 gg 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 687 0 171 32 4 26 §75 §30 §100, 000 0 §57, 525 0 2,150 Bay .. 225 8 56 26 4 26 40 10 §170 30,000 §2,800 10, 119 I 800 Bay .. 257 3 23 4 26 65 25 295 40,000 \ 550 Bay .. 16 8 4 26 100 25 425 36,000 Bay .. 16 28 4 26 100 25 83,000 i 15, 082 Bay .. 84 4 26 25 (6) Bay .. 3 m 1 4 24 25 . 4,850 Bay .. 19 4 26 25 330 137 4 17 4 26 75 25 325 50,000 0 0 -° j Bay .. 16 6 4 32 0 0 a 45, 000 4,500 1 Bav .. 32 4 30 * . Bay . . 156 30 23 4 so alOO 0 ( b ) 1 Bay . . 212 13 i 11 L 65 30 290 125,000 17, 909 Bay . . 194 8 4 ] 32 85 30 370 65,000 0 0 1 Bay .J 164 1 29 4 1 28 120 10 490 200, 000 0 0 500 Bay ..• 122 3 19 ! 10 4 | 30 80 15 65,000 0 10, 659 0 Bay . . 30 j 14 1 3 3 1 4 36 100 350 25,000 3,500 §1,200 3,200 I Bay . . 26 8 10 4 28 100 34, 000 0 0 1 ! Bay .. 120 10 34 15 4 28 100 0 425 56,000 16,000 1,200 2, 500 Bay . . ! 53 12 | 22 11 4 28 100 0 405 40,000 0 4,250 0 1,253 ! Bay . . 154 36 47 >7 j 4 28 100 0 425 200,000 I Bay ..1 35 30 1 | 16 8 4 28 100 0 35.000 a 400 Bay .. 39 1 6 1 4 39 65 0 50,000 6 400 Bav ..1 i 4 1 4 30 65 300 1 Bay ..! 28 ! 9 I 4 30 100 30 447 20, 000 j . j 3, 419 400 Bay .. ■ 90 35 23 20 1 4 30 125 1 30 520 200, 000 48, 000 17, 790 2, 130 4,000 Bay .. ^5 8 j 4 ! 36 a 295 Bay .. 41 4 ..... 4 4 30 60 30 60, 000 1 i j 3, 700 8,500 Bay .. 20 1 i 3 4 4 36 a 90 0 360 (b) 3,000 Bay .. 36 ! 12 ! io 4 28 75 0 300 5, 600 ; Bay 07 i 12 4 30 65 25 225 j i Bay . . 106 ! 23 I 15 4 40 125 30 515 105,000 12, 509 1 4,000 Bay . . ^ * In 1901. a Approximately. l> Not separate. 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 1538 EDUCATION EEPOET, 1902, Table 10. — Statistics of schools of Location. Name of institution. Year of first opening. President or dean. Session closes — Number of professors. Special or assistant instructors. 1 2 o 4 5 6 7 140 New York, N. Y. . New York Medical College 1863 M. Belle Brown . May 14 18 17 and Hospital for Women. 141 Cincinnati, Ohio Pulte Medical College . 1872 J. D. Buck . . May 5 20 11 142 Cleveland, Ohio.. Cleveland Homeopathic 1849 Gaius J. Jones . Apr. 9 28 17 Medical College. 143 Philadelphia, Pa . Hahnemann Medical Col¬ 1848 Pemberton Dudley, May 15 8 30 lege. LL.D. Eclectic, physioviedical, etc. 144 San Francisco, California Medical College . 1878 D. Maclean . May 21 14 8 Cal. 145 Atlanta, Ga . Georgia College of Eclectic 1839 A. G. Thomas, A. M., Apr. 1 10 1 Medicine and Surgery. LL.D. 146 Chicago, Ill - Bennett College of Eclectic 1868 Anson L. Clark, A. M . May 13 32 10 Medicine and Surgery. 147 . do . Chicago Eclectic Medical 1901 Henry S. Tucker . 35 10 College. 148 . do . College of Medicine and 1897 H. P. Nelson . 33 8 Surgery. 149 Indianapolis, Ind. Physiomedical College of 1873 N. D. Woodard . Mar. 18 22 2 Indiana. 150 Kansas City, Mo. . Eclectic Medical University 1898 Mar. 14 14 6 151 St. Louis, Mo . American Medical College . 1873 E. Younkin . Apr. 2 15 3 152 Lincoln, Nebr .... Lincoln Medical College, 1889 J. M. Keys . _ do ... 22 2 Cotner University. 153 New York, N. Y.. Eclectic Medical College of 1865 George W. Boskowitz, May 1 12 16 the City of New York. A.M. 154 Cincinnati, Ohio . Eclectic Medicai Institute.. 1845 Frederick J. Locke. . . Apr. 15 17 4 PROFESSIONAL SCHOOLS 1539 medicine for the year 1901-1902 — Continued. Students. Students having A. B. or B. S. Years in the course. Weeks in year. Tuition fee. 1 Graduation or exami¬ nation fee. Fees of entire course. Value of grounds and buildings. Endowment funds. Total income, exclud¬ ing benefactions. Benefactions received. 1 Bound volumes in library. Instruction in day or evening. S £3 a l Gradu ated in 1902. 8 0 10 11 lo 14 15 16 17 18 19 20 | 21 22 6 4 26 $100 $30 $17, 500 Day .. 32 6 10 4 29 75 25 340 75, 000 ! 400 Day .. 102 9 30 *io' 4 26 100 25 440 100, 000 0 $11, 000 ;;;;;;;;; 2, 500 Day .. 269 58 4 30 125 30 550 *824,446 *$244, 775 *15, 000 Day .. 84 ' 6 4 34 Day .. 59 j 1 22 5 4 26 80 25 10, 000 o 117 9 21 4 32 100 20,000 1,200 j Day .. 22 1 0 ! 9 4 32 100 ! o 400 0 a 2, 000 1 0 j Day 25 20 8 1 „ 1 o 4 31 95 L 1 10 5, 000 ......... j Day .. 30 2 4 6 4 26 70 20, 000 a 500 j Day-.. 6 12 1 4 24 60 u 1,252 0 0 69 14 4 26 75 25 28, 000 Day .. 90 "s 21 *ii 4 28 50 25 Day .. 84 16 7 10 4 30 100 30 475 40,000 0 11, 000 $2, 000 3,080 Day .. | 139 ) 4 36 17 4 27 75 25 250 60,000 0 10,000 500 Day .. * In 1901. a Approximate! y. 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 1510 EDUCATION REPORT, 1902, Table 11. —Statistics of schools of 1 2 4 5 6 9 10 11 12 13 14 15 16 17 18 19 20 21 22 28 24 25 26 27 28 29 30 31 Year * d | M Location. Name of institution. of first open¬ President or dean. Session closes — tS • fH 11 o ^ ing. o cn m 22 Day Day Day Day Day Day Eve. Eve... Eve... Day Day Day Day Day Day Day Day .. Day .. Day Day Day (ft) 350 300 19 20 Day Day Day . . Day .. 52S Day .. 300 Day ..I 1,074 Day..! 0 a Approximately. bNot separate. 1542 EDUCATION REPORT, 1902, Table 11. — / Statistics of schools of Year 3 !| f t Location. Name of institution. of first President or dean. Session closes — open¬ m O ^ ing. 1 r— 1 a o *3 £ c fl 1 2 3 4 5 G 7 82 Ifansas Citv, Mo.. Western Dental Collegft ■*. . . 1890 Drury J. McMillen . . . Apr. 30 16 10 33 1894 Apr. 19 16 22 lege * 34 Washington University, Dental Department. 1865 J. H. Kennerly . May 1 13 6 35 Lincoln, Nebr .... Lincoln Dental College, 1899 W. Clyde Davis . Apr. 16 11 • 8 Cotner University. 36 University of Omaha, Den¬ tal Department. 1895 A. O. Hunt . May 1 14 20 37 Buffalo, N. Y . University of Buffalo, Den- 1892 W. C. Barrett, LL. D .. May 6 10 18 tal Department. 38 New York, N. Y. .. New York College of Den- 1866 Faneuil D. Weisse _ May 19 5 20 tistry. 39 New York Dental School . . . 1893 Charles M.Ford, A. M. May 5 6 26 40 Cincinnati, Ohio. . Cincinnati College of Den¬ 1893 G. S. Junkerman . May 1 8 8 tal Surgery. 41 . . .do . Ohio College of Dental Sur¬ gery, University of Cin¬ 1846 H. A. Smith, A. M .... May 7 7 4 cinnati. 42 Cleveland, Ohio . . i Western Reserve Univer¬ 1892 H.L. Ambler, M.S.... June 18 8 8 sity, College of Dentistry. 43 Columbus, Ohio .. Ohio Medical University, Department of Dentistry. 1892 L. P. Bethel . Apr. 15 13 3 44 Portland, Oreg.... North Pacific Dental Col¬ 1893 Herbert C. Miller .... May 1 15 8 lege. 45 Philadelphia ..... Medico -Chirurgical Col¬ 1897 Robert H. Nones . Apr. 30 12 24 lege, Department of Den¬ tistry. 46 _ do . Pennsylvania College of Dental Surgery. 1856 Wilbur F. Litch . May 2 26 47 ! . do . Philadelphia Dental Col¬ lege. 1S62 S. H. Guilford, A.M... May 1 6 4 1 48 . do . University of Pennsyl¬ vania. Department of 1878 Edward C. Kirk . June 18 9 6 Dentistry. 49 Pittsburg, Pa . Pittsburg Dental College, 1896 W. H. Funaenberg . . . May 1 6 8 • Western University of Pennsylvania. 50 Nashville, Tenn . . University of Tennessee, Dental Department. 1877 _ do... 9 5 51 . do . Vanderbilt University, Dental Department. 1879 D. R. Stubblefield, A.M. May 7 9 2 52 . do . Walden University, Dental Department. 1886 G. W. Hubbard . Feb. 26 7 3 53 Richmond, V a . . . . University College of Medi¬ 1893 J. Allison Hodges _ May 15 10 11 cine, Dental Department. 54 Virginia School of Den¬ tistry, Medical College of 1897 Christopher Tomp¬ kins. May 8 10 12 55 Milwaukee, Wis . . Virginia. Milwaukee Medical Col¬ 1394 H. L. Banzhaf . May 1 10 10 lege, Dental Department. 56 . do . Wisconsin College of Phys- cians and Surgeons, Den¬ 1899 Louis J. Stephan May 11 12 14 tal Department.* * Statistics of 1901. PROFESSIONAL SCHOOLS, 1543 dentistry for the year 1902 — Continued. Students. Students having A. B. or B. S. Years in the course. | Weeks in year. Tuition fee. 1 Graduation or exami¬ nation fee. Feesof the entire course. Value of grounds and buildings. Endowment funds. Total income, exclud¬ ing benefactions. Benefactions received. s S3 g £ Graduated in 1902. | 8 9 10 11 12 13 14 15 16 17 18 19 20 •>ru 6 60 3 30 8100 $20 $325 $50,000 128 28 100 305 121 30 40 3 28 105 325 25 1 3 28 75 a 240 1 $5,100 92 1 16 3 28 105 315 . 16,000 253 8 57 3 32 100 30 355 50,000 0 32,000 0 383 57 3 32 200 0 600 120,000 0 59, 477 0 43 14 12 3 3 32 150 25 490 8,900 53 10 3 26 100 305 35,000 258 7 1 90 i a30 100 305 1 113 ! 31 3 32 100 10 1 335 1 12, 430 169 3 49 ! 3 26 50 10 208 0 15, 903 0 118 4 40 14 I 3 30 115 20 365 18, 030 120 32 1 3 30 ! ioo 25 350 1 291 12 90 .... s 28 J 100 30 345 35,000 382 12 114 3 30 I 115 35 370 180,000 0 0 365 122 1 3 38 100 30 345 172 4 47 j 14 3 28 100 30 « 355 0 18,000 0 111 1 27 3 28 110 25 23,000 1 SI 1 18 3 a30 ! 100 25 a 370 0 31 1 3 4 4 26 35 10 150 (6) 46 0 12 3 32 85 30 285 0 o 34 4 3 31 65 30 225 (6) 1 | . 174 2 48 3 28 120 10 370 (&) 0 0 17 1 5 3 29 100 305 21 I 22 Day Day Day .. Day .. Day .. Day .. Day .. Day .. Day .. Day Day Day Day Day Day Day Day Day .. Day .. Day ,.| Day ..! Day Day .. Day .. 0 500 500 500 a Approximately. b Not separate. 1 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 EDUCATION EEPOBT, 1902, Table 12. — Statistics of schools Name of institution. 2 Alabama Polytechnic Insti¬ tute, Department of Phar¬ macy. Medical College of Alabama, School of Pharmacy. College of Physicians and Sur¬ geons, Department of Phar¬ macy. California College of Phar¬ macy, University of Cali¬ fornia. Howard University, Pharma¬ ceutical Department. National College of Pharmacy. Atlanta College of Pharmacy.. Chicago College of Pharmacy, University of Illinois. IllinoisMedical College, School of Pharmacy. Northwestern University, School of Pharmacy. Purdue University, School of Pharmacy. Northern Indiana School of Pharmacy. Iowa College of Pharmacy, Drake University. State University of Iowa, De¬ partment of Pharmacy. Keokuk College of Pharmacy. . University of Kansas, School of Pharmacy. Louisville College of Phar¬ macy. New Orleans College of Phar¬ macy. New Orleans University, Col¬ lege of Pharmacy. Tulane University, Depart¬ ment of Pharmacy. University of Maine, School of Pharmacy. Maryland Collegeof Pharmacy. Massachusetts College of Phar¬ macy. University of Michigan, School of Pharmacy. Detroit College of Medicine, Department of Pharmacy. University of Minnesota, Col¬ lege of Pharmacy. Kansas City College of Phar¬ macy. St. Louis College of Pharmacy* New Jersey College of Phar¬ macy. Albany College of Pharmacy, Union University. Brooklyn College of Pharmacy. Buffalo College of Pharmacy, University of Buffalo. College of Pharmacy of the City of New York. University of North Carolina, Department of Pharmacy .- Shaw University, Department of Pharmacy. Ohio Normal University, De¬ partment of Pharmacy. *In 1901. Year of first open¬ ing. President or dean. Session closes. 3 4 5 1895 A. D. Smith, acting . Keorge A. Ketchum . June 11 Apr. — 1898 Charles M. Troppman _ May 15 1873 W.M.Searby ..' . Apr. 30 1868 Robert Reyburn, A. M _ May 12 1872 A. J. Schafhirt . Mar. 31 1891 George F. Payne . Apr. 1 1859 F. M. Goodman . Apr. 24 1900 Nathaniel H. Adams . Sept. 26 1886 June 16 1886 Arthur L. Green . June 10 1893 J.N. Roe . Aug. 14 1883 Wm. Stevenson . Sept, 12 ' 1885 1900 Emil L. Boerner . Oliver D. Walker . June 17 1885 L. E. Sayre . : . June 11 1872 Gordon L. Curry . Apr. 4 1900 Philip Asher . May 7 1900 H. J. Clements . Mar. 1 1838 Stanford E. Chaill6 . Apr. 30 1895 George E. Fellows . June 11 1841 Charles Caspari, jr . May 13 1823 Julian W. Baird, A. M . May 15 1868 Albert B. Prescott, LL. D. . June 18 1890 John E. Clark . June 10 1892 Frederick J. Wulling, LL. M. June 5 1885 J. R. Moechel, Dr. Phil., cor. sec. Apr. 1 1865 James M. Good . Apr. 13 1892 Philemon E. Hommell . . . Apr. 20 1881 Willis G. Tucker . Apr. 1 1891 Elias H. Bartley . 1886 Willis G. Gregory . May 2 1829 H. H. Rusby . Apr. 24 1898 E.Y. Howell . June 4 1890 Wm. Simpson . Apr. 14 1884 B. S. YToung . 1 Aug. 12 a Approximately. PROFESSIONAL SCHOOLS, 1545 of pharmacy for the year 1901-1902. i Graduation or exami¬ nation fee. Fees of the entirecourse. Value of grounds and buildings. Endowment funds. Benefactions received during the year. Total income, exclud¬ ing benefactions. Instruction in day or evening. Bound volumes in li¬ brary. 16 17 18 ! 19 20 21 22 23 €9 §5 $50 0 0 Day . 10 «120 (6) Day . 25 175 1 (6) ° 0 $2, 200 Eve.. 0 20 220 j $50, 000 Day . 0 140 Eve.. (6) 0 185 15,000 0 . -3,192 Eve.. 0 15 140 0 0 Day . 5 155 0 0 11,500 i Day . a 2, 000 0 Day . 75; 000 , . . Day . - 5 1 «150 . .. . ■ Day . 5 67 o : Day ! 5 1 149 (&) (6) Day 0 150 (&) <*> ! . j Day . 1,200 . 700 I Day . 300 5 a 60 j 50,000 0 1 | Day . 10 170 1 25,000 o 1 . 1 Dav 10 1 3, 650 I Eve.. 10 125 ! . 1 Dav . 20 155 (6) (6) 1 1 Day 8 (5) (&) ! Day . ! . 15 *38, 000 Day . I io 275 72, 500 $18,015 0 17,220 Day . 5, 400 i 10 | . 1 . j Day . 10 140 7, 500 0 0 2,700 i Eve.. i 10 165 (*) (5) 1 Day . a 500 ' 10 |al40 0 0 . 1 . Eve.. 0 15 i 170 2,000 (c) ! io 138 . 3, 432 (cj 1 10 175 Day . 1,600 1 10 140 0 6, 443 Day . 10 210 204, 242 0 38, 485 Day . 5, 400 5 178 Dav . 10 112 2, 000 1,057 Day . 3 60,000 o Day . 1 A . 2 £ ks ss 2 Sn J. 6 7 3 1 ' 8 I 6 Students. 10 11 12 3 I 10 19 57 1 8 131 1 48 ;i49 1 39 9 1 1 ft.’ o ! © © £ 13 14 36 | 0 26 !.... «32 30 a36 24 26 28 9 ; 12 5 4 194 i 87 104 37 57 : 13 i 80 ! 62 \ 55 26 ! 14 | 90 196 10 60 6 I I 5 ! 80 2 17 I 39 ....2,4 ,. L , 21 .... 2 0 2-4 I 14 2 2 .... .... 3 3 0 2,4 15 «32 7 34 .... 12 27 I 3 67 I I 40 0 20 42 : 8 19 I 90 4 ! 20 2 | 32 2 34 2-4 a86 6 3 I 5 5 11 I 7 171 ... 54 84 1 8 56 2 i 20 160 9 | 81 96 jlO I 31 345 15 134 29 0 | 1 17 ... 3 6 190 88 0 $o5 65 30 «75 30 100 100 35 65 a75 6 Not separate. ED 1902 — YOL II- c Afternoon and evening. -24 37 38 39 40 41 42 43 44 45 4G 47 48 49 50 51 52 53 54 55 56 57 58 59 ►46 EDUCATION REPORT, 1902. Table 12. — Statistics of schools Location. Name of institution. Year of first open¬ ing. President. Session closes. 1 2 3 4 5 • Cincinnati, Ohio ... Cleveland, Ohio .... Columbus, Ohio _ . do . Scio, Ohio . Norman, Okla . Corvallis, Oreg . Philadelphia, Pa . . . . do . Pittsburg, Pa . Charleston, S. C . Brookings, S. Dak .. Knoxville, Tenn ... Nashville, Tenn _ - do . Dallas, Tex . Galveston, Tex . Richmond, Ya . . do . Pullman, Wash . Seattle, Wash . Madison, Wis . Milwaukee, Wis .... Cincinnati College of Phar¬ macy, Ohio University. Cleveland School of Pharmacy Ohio Medical University, De¬ partment of Pharmacy. Ohio State University, College of Pharmacy. Scio College," Department of Pharmacy. University of Oklahoma, Phar¬ maceutical Department. Oregon Agricultural College, course in pharmacy. Medico -Chirurgical College, Department of Pharmacy. Philadelphia College of Phar¬ macy. Pittsburg College of Pharmacy, Western University of Penn¬ sylvania. Medical College of the State of South Carolina, College of Pharmacy. South Dakota Agricultural Col¬ lege, Department of Phar¬ macy. University of Tennessee, De¬ partment of Pharmacy.* Vanderbilt University, Depart¬ ment of Pharmacy. Walden University, Depart¬ ment of Pharmacy. University of Dallas, Depart¬ ment of Pharmacy. University of Texas, School of Pharmacy. University College of Medicine, Department of Pharmacy. Virginia School of Pharmacy, Medical College of Virginia. Washington Agricultural Col¬ lege, School of Pharmacy. University of Washington, School of Pharmacy. University of Wisconsin, School of Pharmacy. Milwaukee Medical College, Department of Pharmacy. 1850 1882 1885 1888 1894 1899 1898 1821 1878 1889 1898 1879 1889 1901 1893 1893 1897 1896 1894 1883 1900 Julius H. Eichberg . Joseph Feil . George H. Matson, jr . George B. Kauffman . J. H. Beal . Edwin De Barr . A. L. Kinselv . H. H. Mentzer . Joseph P. Remington . Julius A. Koch . Francis L. Parker . B. T. "Whitehead, prof . Thomas W. Jordan . J.T. McGill . . G. W. Hubbard . E. G. Eberle . Allen J. Smith . J. Allison Hodges . Christopher Tompkins . . . George H. Watt . Horace G. Byers . Edward Kremers . R. E. W. Sommer . . June 5 Apr. 19 Apr. 16 June 18 July 31 June 5 June 18 Apr. 24 Apr. 16 Apr. 10 Apr. 7 June 26 June 19 May 5 Feb. 27 Apr. 1 May 31 May 15 May. 8 June 19 - do ... May 1 In 1901. PROFESSIONAL SCHOOLS 1547 of pharmacy for the year 1901-1902. — Continued. £ 1 A I i X -uJ ^ E *3 St'J o § dei © a o fe; Graduated in 1902. « Students having A. B. or B. S. Years in the course. Weeks in year. Years of practice re- I quired. Tuition fee. Graduation or exami¬ nation fee. Fees of theentirecourse. Value of grounds and buildings. 6 7 8 s io 11 12 13 11 15 16 17 18 ; 7 29 2 26 - 36 0 $100 $15 $25,000 1 51 0 6 0 2,3 30 0 65 10 1 1 17 T 0 9. 26 50 11 $162 a 18 48 9 1 2,4 36 0 0 5 | (2) 4 2 45 5 24 0 42 0 75 0 78 1 1 19 3 9 0 2 38 2 0 5 a40 ii 9 42 10 6 0 4 37 0 0 «25 (b) 5 5 88 1 28 2 27 4 75 io ; | - 6 444 is' 106 3 29 4 90 15 290 225, 000 _ 5 j 5 116 6 •36 2,3 1 26 4 85 10 180 50,000 4 2 41 18 2 26 2 (&) 10 !.... 31 1 12 2 ! 36 ° ! 12 2 (b) 5 0 7 0 1 ; 40 (6) 5 5 53 1 19 4 2 39 0 105 5 (6) 2 3 20 9 6 3 3 26 0 o5 10 105 (b) 4 7 21 0 0 1 2 25 2 50 10 135 (b) 3 2 57 2 14 1 2 32 0 0 0 50 (b) 4 6 29 0 10 0 2 32 4 60 15 135 5 2 13 6 0 2 31 0 60 15 135 (b) 4 3 31 4 11 1 2 36 o 0 0 30 (6) 5 2 31 4 11 2 2 36 2 0 0 a 60 (&) 8 11 32 3 9 0 2-4 36 0 0 0 (&) 7 13 56 O 5 2 28 2 92 10 202 (&) x S o.y c g 2 © 19 20 21 23 m. 500 3,900 1, 369 (6) (6) $689 ! 38,961 300 «10,000 Day Day Day . 500 500 (6) (b) Day Day Day Day Day Day Day Day Day Day Day (c) Day («) Day Day Day Day Day a 400 3,270 12,000 900 (b) 500 a Approximately. 5 Not separate. c Afternoon and evening, 1 2 3 4 5 6 7 8 9 10 11 EDUCATION REPORT, 1902. Table 13. — Statistics of Name of institution. United States College of Vet¬ erinary Surgery. McKillip Veterinary College .. Indiana Veterinary College. . . . Iowa State College of Agricul¬ ture and Mechanic Arts, Vet¬ erinary Department. Grand Rapids Veterinary Col¬ lege. Kansas City Veterinary College . Ne w Y ork State V eterinary Col¬ lege at Cornell University. New YTork American Veteri¬ nary College, New York Uni¬ versity. Ohio State University, College of Veterinary Medicine. University of Pennsylvania, Department of Veterinary Science. Washington Agricultural Col¬ lege, School of Veterinary Science. Year of first open¬ ing. President or dean. 3 4 1894 C. Barnwell Robinson _ 1894 F. S. Schoenleber . 1892 1884 George H. Roberts . 1897 Wm. A. McLean . 1891 1896 S. Stewairt . 1899 A. F. Liautard . 1883 David S. White . 1884 Leonard Pearson . 1897 S. B. Nelson . PROFESSIONAL SCHOOLS, 1549 veterinary medicine for the year 1901-2 . B c 02 02 o o Special or assist¬ ant instructors. Students. Graduated in 1902. Students having A. B. or B. S. Y ears in the course. Weeks in year. Tuition fee. Graduation or ex¬ amination fee. Fees of entire course. Value of grounds and buildings. Endowment funds. Total income, ex¬ cluding bene¬ factions. Benefactions re¬ ceived. Volumes in li¬ brary. 6 7 8 9 10 11 IS 13 14 15 16 17 i 18 19 SO 11 27 4 o 3 27 §70 0 §210 1 350 11 4 60 21 10 3 a24 85 810 260 §60, 000 400 10 11 41 17 2 26 I 85 20 195 7, 500 §3,782 . 5 59 18 3 32 | * 8, 000 12 2 42 23 24 65 25 3, 295 22 93 11 .... 5 3 26 80 10 250 . 0 6,500 11 113* 1 51 10 3 40 1 * 150, 000 1, 722 13 8 50 6 4 3 26 100 1 25 0 5,170 0 1,275 12 4 69 6 3 36 0 5 80 500 78 23 3 3 38 100 0 335 5 4 6 2 0 37 o 0 * In 1301. « Approximately. CHAPTER XXXVII. AGRICULTURAL AND MECHANICAL COLLEGES. [The institutions commonly known as “agricultural and mechanical colleges'* are brought together in this chapter and made the subject of special treatment, but in addition to being con¬ sidered here, they are included in the general tables of the different classes of schools in other parts of this Report, the dominating character of each institution determining whether it shall be classed among the universities and colleges or as a technological, normal, or secondary school; those .for colored students appear still a third time, in the tables of colored schools.] Contexts: Land grant of 1862— Income — Property— Professors and instructors — Students — Farmers’ institutes — Student labor — Summary of legislation — Changes in admission requirements — Changes in courses of study — Graduate school of agriculture — New buildings — Statistics. LAND-GRANT OF 1862. The reports for the year ended June 30, 1902, 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 of the 10,320,843 acres of land granted under the first mentioned act, 934,980 acres remained unsold at the close of the year. There were sold during the year 95,592 acres. The funds derived from the sale of the 9,385,863 acres of land are reported by the several institutions to be §11,126,534, showing that the lands were sold at an average price of §1.19 per acre. The income derived from these funds amounted to §684,141, the rate of income having declined from 6.3 per cent in 1901 to 6.15 per cent in 1902. This relatively high rate of interest is due to the fact that in some of the States the funds derived from the sale of the lands were turned into the State treasury, the States issuing bonds or certifi¬ cates of indebtedness therefor and obligating themselves to pay interest thereon, in some cases as high as 8 per cent. income. * The income of these institutions for the year ended June 30, 1902, was derived from the following sources: From States and Territories . . . ; . §4, 253, 257 From the Federal Government: Land-grant act of July 2, 1862 . §684, 141 Other land grants . 115, 919 Endowment act of August 30, 1890 . 1, 200, 000 Total Federal aid . 2, 000, 060 From endowments other than Federal or State sources . 587, 013 Tuition fees . - 853,910 Incidental fees . * 255,049 Miscellaneous income . 1, 217, 770 Total income . 9, 167, 059 Received from the Federal Government for experiment stations . 680, 500 These figures show that of the entire income of §9,167,059, the States and Terri¬ tories provided 46.6 per cent, the Federal Government 21.8 per cent, while the remainder, 31.6 per cent, was derived from other endowment funds, tuition and incidental fees, and miscellaneous sources. 1551 1552 EDUCATION REPORT, 1902. PROPERTY. The total value of the property held by the agricultural and mechanical colleges is repoxted as §69,660,303, divided as follows: Land-grant funds (act of July 2, 1862) . §11, 126, 534 Unsold land (act of July 2, 1862) . 5, 336, 972 Other land-grant funds . 1, 883, 282 Other permanent funds . 1 . . . 15, 433, 334 Farms and grounds . 5, 133, 899 Buildings . . . 21, 508, 280 Apparatus . 1, 674, 104 Machinery . 1,527,609 Libraries . 2, 250, 344 Miscellaneous equipment . 3, 785, 945 Total . . . . . 69,660,303 The value of all additions to equipment during the year amounts to §3,004,705. PROFESSORS AND INSTRUCTORS. The total number of professors and instructors reported in all departments of these institutions is 3,692, or an average of 58.8 per institution. The average num¬ ber per institution reported by the institutions for colored students is 18, while the number for the other institutions is 69. Taking only the agricultural and mechanical departments, the number for the institutions for colored students is 15 and for the other institutions, 43. All of the institutions for colored students and 31 of the others maintain preparatory departments or classes. STUDENTS. The total number of students enrolled in 1901-2 was 47,047, of which number 5,243 were enrolled in institutions for colored students. The classification of students in the agricultural and mechanical departments was as follows: Institutions for white students and for both races. 1 j Men. Women. Preparatory departments . 8,343 15,096 314 966 Collegiate departments . ' . 1,654 66 Graduate departments . . . Short or special courses . 3,697 743 Institutions for colored students. ! Men. 1 i Women. Preparatory departments . 2,410 ! 2,095 Collegiate departments . . 1 235 i 61 Short or special courses . 55 52 It will be noticed that the number of students of college rank in the institutions for colored students is very small, only eight of them reporting such students. The instruction given by these institutions is very largely industrial in character. The number of students in the several courses of study is given in detail in Table 3. The figures there given include the number of students in short courses as well as in the regular four-year courses. The average age of students graduating in 1902, so far as reported, was 22 years 3 months. AGRICULTURAL AND MECHANICAL COLLEGES. 1553 farmers’ institutes. In Table 7 are given some statistics concerning farmers’ institutes. The figures do not show the entire work in this line done throughout the country, for the reason that in some of the States the institute work has been committed to boards or officials not connected with the agricultural and mechanical colleges. The figures included in Table 7 show only this work so far as it is participated in by these institu¬ tions. The attendance at the institutes during the year was about 585,000. The number attended by persons connected with the agricultural and mechanical col¬ leges was 1,081, and the number of days given to the work by such persons was about 2,168. STUDENT LABOR. A considerable amount of paid labor, by means of which some students are enabled to pay part of their necessary expenses while attending college, is at the dis¬ posal of the institutions. During the year about 4,521 students earned an average sum of $40, the total amount expended for student labor being $180,624. Seven States make special appropriations aggregating $23,100 for this purpose. SUMMARY OF LEGISLATION. The legislation enacted during the year in the several States and Territories affect¬ ing the colleges of agriculture and the mechanic arts is as follows: Lowa State College of Agriculture and the Mechanic Arts. — A special tax levy of one- fifth of a mill for five years beginning with the year 1902 for the erection, repair, improvement, and equipment of buildings. (Act approved April 7, 1802.) Appropriations: $35,000 annually for additional support fund of the college and $10,000 annually for the support of the experiment station^ $5,000 for commencing a barn; $5,000 for live stock; $35,000 for commencing a central building. (Act approved April 12, 1902. ) State Normal School for Colored Persons {Kentucky). — Name changed to Kentucky Normal and Industrial Institute for Colored Persons and the president made an ex officio member of the board of trustees. (Act approved March 18, 1902.) Appropriations: $15,000 for a dormitory for the use of female pupils and $5,000 annually for the support and conduct of the institution. (Act approved March 20, 1902. ) Agricultural and Mechanical College of Kentucky. — Appropriation of $30,000 addi¬ tional for the completion and equipment of a dormitory for young women, to accom¬ modate 125 persons. (Act approved March 20, 1902.) Louisiana State University and Agricidtural and Mechanical College. — The board of supervisors shall have power and authority to determine what fees and other charges shall be paid by students or cadets; provided, that no fee for tuition shall be charged to any student or cadet who is a bona fide resident of the State. (Act approved July 8, 1902.) Appropriations for the years ending June 30, 1903, and June 30, 1904: For sup¬ port, $15,000 annually; repairs, $3,500 annually; insurance for three years, $2,000; equipment of laboratories, $3,000 annually; furniture for library, $6,000; mainte¬ nance of library, $2,500 annually; electric-light plant, $6,000; buildings, $47,000. (Act approved July 5, 1902.) Southern University {Louisiana). — Appropriations for the years ending June 30, 1903, and June 30, 1904: For support and insurance, $10,000 annually. (Act approved July 5, 1902.) Maryland Agricultural College. — Appropriations: $9,000 for fiscal year 1903 and $9,000 for fiscal year 1904; also $5,772 arrears of interest due on land-grant fund of 1862. (Act approved April 11, 1902.) Appropriations: $25,000 for a building for dormitory, dining hall, general assembly hall, chapel, etc.; $3,000 for heating, ventilation, and renovation of present dormitory 1554 EDUCATION REPORT, 1902. building; $5,000 for enlargement of mechanical building; $5,000 annually for experi¬ ment station. One-half of above amounts appropriated for buildings to be secured by mortgage on the property of the college, to run for ten years, with interest at 3 per cent, payable annually, if demanded. (Act approved April 11, 1902. ) Fertilizers to be analyzed by the Maryland Agricultural College. (Act approved April 10, 1902. ) Massachusetts Agricultural College. — Appropriates $35,000 for a central heating and lighting plant; $35,000 for erecting, equipping, and furnishing a dining hall; $1,000 for maintenance of dining hall upon completion of the building. (Resolve approved April 17, 1902. ) Appropriates $200 for expenses of the band and purchase of a flag for the use of the cadets. (Resolve approved April 30, 1902.) Appropriates $10,000 for 80 free scholarships; $5,000 for labor fund for needy stu¬ dents; $13,000 for current expenses; $500 for expenses of the trustees; $1,000 for maintenance fund of veterinary laboratory. (Act approved February 6, 1902.) Massachusetts Instiiu'e of Technology. — -Appropriates $29,000. (Act approved Janu¬ ary 27, 1902. ) Mississippi Agricultural and Mechanical College. — Appropriates $48,272.41 as support fund for each of the years 1902 and 1903; deficit in college and student labor account of 1901, $2,000; equipment of textile school, $13,030; equipment of mechanical depart¬ ment, $8,300; infirmary, $10,000; addition to mechanical building, $5,000; farmers’ institutes for 1902 and 1903, $3,000; scientific, library, museum, agriculture, and hor¬ ticulture building, $40,000; house for director of textile school, $1,500; Y. M. C. A., $100; equipment for English, veterinary, and preparatory departments, $1,150; equipment for agricultural, horticultural, and biological departments, $750. Provides that the salary of no officer or professor shall be increased during the years 1902 and 1903. (Act approved February 27, 1902.) Appropriates $26,320.14 to reimburse trustees for the excess of money spent in building and equipping the textile school. (Act approved February 25, 1902.) Alcorn Agricultural and Mechanical College ( Mississippi ). — Appropriates $8,003 as support fund and $750 for repair of buildings for each of the years 1902 and 1903; for insurance, $2,250; purchase of stock, $500; completing and equipping dormitory, $13,000; shops, machinery, and tools, $10,000. (Act approved February 21, 1902.) Rutgers Scientific School ( New Jersey ). — Establishes a department of ceramics at the State Agricultural College and appropriates $12,000 for its organization, equipment, and maintenance for the current year, and $2,500 annually thereafter. (Act approved March 17, 1902. ) New Mexico College of Agriculture and the Mechanic Arts. — Levies an annual tax of one-fifth of a mill on the dollar. (Act approved March 21, 1901. ) Authorizes an issue of bonds amounting to $25,000 secured by 75,000 of the 100,000 acres of land granted by Congress. Proceeds of bonds to be used for the erection of a dormitory for boys, of a gymnasium and library building, and furniture, fixtures, and equipment for said buildings; for the purchase or development of water supply for domestic and irrigation purposes; for repairs, fuel, insurance, water, and lights; for salaries of janitors and librarian, and for such necessary printing as can not be paid for out of United States appropriations. (Act approved March 21, 1901.) Cornell University ( New York). — Appropriations: $25,003 for State Veterinary Col¬ lege; $10,000 for State College of Forestry; $35,000 for the promotion of agricultural knowledge throughout the State, $3,000 of which is to be used for the promotion of knowledge relating to poultry and egg production. (Act approved April 15, 1902.) Ohio State University. — Provides for the printing of 5,000 copies of the annual report of the board of trustees. (Act of April 29, 1902. ) Provides for a tax levy, the rate to be designated by the legislature at least once in two years; and if the general assembly shall fail to designate the rate for any year the same shall be for the Ohio State University fund fifteen one-hundredths of one AGRICULTURAL AND MECHANICAL COLLEGES. 1555 mill upon each dollar of valuation of the taxable property of the State, each year for the years 1902 and 1903, and ten one-hundredths of one mill each year thereafter. (Act of May 8, 1902. ) Appropriates from the Ohio State University fund §300,000, or so much as may be to the credit of the fund, for the last three quarters of the fiscal year ending Novem¬ ber 15, 1902, and the first quarter of the fiscal year ending November 15, 1903, and §300,000, or so much as may be to the credit of the fund, for the last three quarters of the fiscal year ending November 15, 1903, and the first quarter of the fiscal year ending November 15, 1904. (Act of May 10, 1902. ) Authorizes board of trustees to issue certificates of indebtedness bearing interest at 4 per cent per annum, for the purpose of providing needed buildings and improve¬ ments and the securing of needed equipment, and for the payment of the costs, expenses, and estimates thereof, to an amount not exceeding in the aggregate $200,000 in anticipation of the annual tax levies authorized by an act of May 8, 1902. (Act of May 10, 1902. ) Rhode Island College of Agriculture and Mechanic Arts. — Appropriates $15,000 for support and maintenance for 1902. (Act of March 12, 1902.) Clemson Agricultural College ( South Carolina) . — Provides for the detail of one of the scientific agriculturists to pay frequent visits to the coast section of the State, and to examine the soils, present methods of cultivation, fertilization, irrigation, etc., and to make practical tests, on some selected section, of sea-island cotton, rice, and truck farms, with various varieties of seeds, and to examine into the diseases of cotton, rice, truck, etc. (Act approved February 25, 1902.) Colored Normal , Industrial , Agricultural , and Mechanical College ( South Carolina). — Appropriates $8,500 fGr maintenance, new buildings, and equipment. (Act approved February 22, 1902.) CHANGES IN ADMISSION REQUIREMENTS. Colorado Agricultural College. — Requirement of high school graduation for admis¬ sion to the freshman year of all courses, thus adding at least a year to every course. University of Missouri. — The entrance requirements to the collegiate course in agri¬ culture have been raised from six units of high school work to twelve. Agricultural College of Utah. — The standard of the institution has been raised, two years’ work beyond the eighth grade of the State public schools being now required for admission to the regular courses in agriculture, domestic science, commerce, engineering, and general science. Changes in Courses of Study. 1. agriculture. Colorado Agricultural College. — The agricultural course has been strengthened con¬ siderably by the introduction of electives and several new required studies. Connecticut Agricultural College. — Short winter courses have been provided, ranging in length from ten days to twelve vreeks, which include the following subjects: Dairy and creamery practice, pomology, poultry production, landscape architecture, forestry, and business studies. Massachusetts Agricultural College. — To satisfy the growing demand for instruction by women, a two years' course of study especially adapted to their wants has been prepared. It includes botany, ehemistry, horticulture, zoology, entomology, dairy¬ ing, care of bees and poultry, market gardening, landscape gardening, greenhouse management, floriculture, French, and German. University of Minnesota. — A short course of lectures for farmers, begun two years ago as an experiment, has been made a permanent feature. The last legislature appropriated $2,000 per year to introduce elementary agriculture into the rural schools. One man is giving his entire time to this work, and during this summer (1902) teachers at institutes and summer schools, in twenty-five counties have been 1556 EDUCATION REPORT, 1902. reached with this work. A book is in course of preparation which is intended to aid in this work, and which will be distributed free of charge to all the districts in the State. Mississippi Agricultural and Mechanical College. — Heretofore the agricultural course has been the same for all. Now a student may specialize in agriculture, in horticul¬ ture, in veterinary science, botany, chemistry, etc. , as he desires. University of Nebraska. — Established a four years’ course in forestry. North Dakota Agricultural College. — Added a two years’ course in teachers’ nature study, and an additional three months’ schedule to the short winter course in agri¬ culture. South Dakota Agricultural College. — Instead of the two courses in agriculture one only is offered. This requires two years of some foreign language, and has some practical work not heretofore offered, such as stock judging, blacksmithing, horse¬ shoeing, etc. 2. ENGINEERING. Florida Agricultural College. — Established a four-year course of study in civil engi¬ neering leading to the degree of bachelor of science; also a two-year course in mechanic arts. Agricultural and Mechanical College of Kentucky. — The general assembly in 1898 authorized the establishment of a department of mining engineering. Provision has been made for opening the department in September, 1902. The course of study extends through four years and leads to the degree of bachelor of mining engineering. University of Maine. — A course in mining engineering was established in 1902. For the first two years it is identical with the course in civil engineering except that dur¬ ing the second year class and laboratory work in chemistry take the place of the courses in mechanical drawing, descriptive geometry, and surveying. Marine engi¬ neering has been added to the course in mechanical engineering. Massachusetts Institute of Technology. — The most important change is the successful institution of the new course for naval constructors taken the past year by three cadets from the United States Naval Academy. Graduate courses have been taken to a greater extent than before, and definite schedules have been presented in min¬ ing engineering, chemistry, and electrical engineering. Mississippi Agricultural and Mechanical College. — Changes have been made in the mechanical course. The chair of civil and rural engineering and that of geology and mining have been added. A special mechanical course has also been added, and specialization is allowed in mechanics, in electricity, in civil and rural engineering, and in geology and mining. University of Missouri. — Established a course of study in chemical engineering extending through four years and leading to the degree of bachelor of science. Agricultural College of Utah. — In January, 1902, the board of trustees established courses in mining and electrical engineering. 3. DOMESTIC SCIENCE. New Mexico College of Agriculture and Mechanic Arts. — Toward the close of the year a complete course of domestic science was adopted to go into effect for the year begin¬ ning July 1, 1902. The course extends through four years, and leads to the degree of bachelor of science. North Dakota Agricultural College. — Added a two-year course in domestic science. 4. OTHER COURSES. Alabama Polytechnic Institute. — Established a four-year course of study in chemistry and metallurgy leading to the degree of bachelor of science. Florida Agricultural College. — Added a course in chemistry and a course in general science, each extending through four years and leading to the degree of bachelor of science. AGRICULTURAL AND MECHANICAL COLLEGES. 1557 North Dakota Agricultural College. — Established a school of pharmacy, offering a course of study extending through four years and another extending through two years. Oregon Agricultural College. — The business course of two years has been extended to cover four years and denominated the literary commerce course. It leads to the degree of bachelor of science. GRADUATE SCHOOL OF AGRICULTURE. The first session of the Graduate School of Agriculture, under the auspices of the Ohio State University, and with the cooperation of the United States Department of Agriculture and the Association of American Agricultural Colleges and Experiment Stations, was held at the Ohio State University, Columbus, Ohio, from July 7 to August 1, 1902. Courses of study were offered in three main lines — agronomy, zoo- techny, and dairying. The faculty included 35 men, of whom 26 are professors in agricultural colleges, 7 are connected with the United States Department of Agricul¬ ture, and 2 are officers of the New York State Experiment Station. The number of students in attendance was 75. These came from 28 States and Territories, including such widely separated regions as Maine, Oregon, California, New Mexico, and Ala¬ bama. There was 1 student from Canada, and 1 from the Argentine Republic. There was 1 woman in attendance, and the colored race was represented by teachers from Tuskegee Institute and the North Carolina Agricultural and Mechanical College for the Colored Race. Twenty-seven of the students are professors or assistant professors of agriculture in agricultural colleges, 31 are assistants in the agricultural colleges and experiment stations, 9 are recent college graduates, and 8 are engaged in farming. New Buildings. 1. agriculture. Purdue University {Indiana). — Agricultural Hall is a two-story brick and stone building, 165 by 60 feet, with a projection at the front entrance and a rear wing 30 by 40 feet. It contains offices for members of the agricultural faculty, class rooms and laboratories for instruction in agriculture, horticulture, live-stock husbandry, veterinary hygiene, farm dairying, creamery work, soil physics, and farm machin¬ ery; also a large assembly hall, a museum, halls for the various agricultural societies, and various other minor rooms. The building cost $60,000. Michigan Agricultural College. — There is in process of erection a building for instruc¬ tion and experimentation in bacteriology. It is a brick Structure, 59 by 76 feet, two stories with high basement. Adjacent to the building and connected with it by a covered passage way is the stable for animals treated for experimental purposes. It contains eight apartments and crematory. The cost of these buildings is about $30,000. University of Minnesota. — The new veterinary building, costing $25,000, is two stories high. On the lower floor are the following rooms: Veterinary class and operating room with amphitheater seats for 80 students; pharmacy and instrument room, box-stall ward, open-stall ward and contagious ward, and two dissecting rooms. On the upper floor are a large museum and physiology class laboratory and private office. The meat house affords accommodations for 120 students in the lecture room. The killing and cutting rooms on the main floor are well adapted to large details for practice work, and the basement curing rooms offer opportunity for training in this branch of the work. The cost of the building is $7,500. An addition, costing $3,000, has been made to the forge shop of the agricultural department, and a chemical laboratory to cost $25,000 is in course of erection. 1558 EDUCATION REPORT, 1902. University of Missouri. — Dairy building, stone, 50 by 150 feet, two stories and base¬ ment, cost $24,000. Live-stock laboratory, stone, 60 by 80 feet, two stories, cost $12,000, for stock judging and study of animal diseases. Horticultural laboratory, stone, 55 by 140 feet, two stories and basement, with insectory and plant house, each 16 by 50 feet attached, cost $34,000. New Mexico College of Agriculture and Mechanic Arts. — An adobe corral, 160 by 200 feet, was completed on the farm. Extending completely around it are sheds and rooms for the storage of grain, hay, and farm implements, and for sheltering stock. The total cost was $3,000. Oklahoma Agricultural and Mechanical College. — A two-story barn, constructed of brick, cost $6,500. Oregon Agricultural College. — A newdhree-story stone building, 85 by 125 feet, known as Agricultural Hall. It provides the offices of the director of the experiment station, a large assembly hall for agricultural and horticultural meetings, and labora¬ tories and class rooms for the departments of agriculture, chemistry, zoology and entomology, botany and horticulture, and bacteriology. On the first floor are a large stock-judging room and the dairy department, wThile the attic is used as a museum. The cost of the building is about $45,000. South Dakota Agricultural College.— A new two-story brick plant-breeding building, cost $10,000. Agricultural and Mechanical College of Texas. — Chemical and veterinary laboratory building, two-story brick, contains about 18 rooms; cost, $31,000. Agricultural College of Utah. — A cattle barn and a sheep barn, constructed of wood and stone, have been erected at a cost of $11,620. The cattle barn is 106 by 104 feet, and is provided with modern equipment, including iron stalls, cement floors, man¬ gers, etc. There are accommodations for 75 head of cattle, also hospital j’ooms, feed rooms, a milk room, a root cellar, and storage room for hay and grain. The sheep barn is 94 by 41 feet, with accommodations for 75 sheep, and storage room for feed. The old barn has been remodeled at a cost of $700, and is used for a horse barn. It is 60 feet square and contains model sanitary stables for horses, besides storage divisions for hay, grain, and seeds, and rooms for carriages and wagons, farm imple¬ ments and machinery; also the farm foreman’s room and repair shop. A vegetation house has been built of wood and stone at a cost of $1,500, including equipment. It is used for work in agronomy and irrigation. University of Wisconsin. — The central building for the college of agriculture, for which an appropriation of $150,000 wras made, is constructed of hydraulic pressed brick, terra-cotta and Bedford stone trimmings, and tile roof. It is 200 by 64 feet, three stories and basement, with a central projection in the rear, 66 by 66 feet, for an auditorium and library. The building contains the offices, laboratories, and museums of the agricultural experiment station, with recitation rooms and laboratories for instruction in agriculture. 2. ENGINEERING. Alabama Polytechnic Institute. — An addition to the machine shop, increasing the accommodations about twofold. University of Arkansas. — A brick addition to the shops, costing $3,500. Purdue University (Indiana). — A building for housing the collection of locomotives; cost, $850. University of Minnesota. — The new electrical building cost $44,000. One portion, 92 by 50 feet, contains the electric light and power plant. The main portion, which is 80 by 60 feet, with two stories and basement, is devoted to the work of the elec¬ trical engineering department of instruction. In the basement are the electro¬ chemical laboratory, battery room, toilet and locker rooms. On the first floor are the dynamo laboratory, high tension laboratory, office, instrument room, and shop. On the second floor are laboratories for photometry, photography, meter and lamp AGRICULTURAL AND MECHANICAL COLLEGES. 1559 testing, and rooms for recitations, drafting, library, and office. An addition has been made to the shop building of the mechanical engineering department. North Carolina College of Agriculture and Mechanic Arts. — The new textile building is a two-story brick building, 125 by 75 feet, with a basement. Its construction is similar to a cotton mill. The basement contains the dyeing department, the first floor the looms and warp preparation machinery, and the second floor the carding and spinning machinery. Ohio State University. — Addition to the headlight, and power plant, costing §12,706. Oklahoma Agricultural and Mechanical College. — Engineering building, two stories and basement, brick; cost, §10,958. Smokestack and boiler house, the former of brick, the latter of stone, cost §4,596. South Dakota Agricultural College. — A new two-story physics and engineering building, with wings extending back 60 feet; cost, §40,000. University of Wyoming. — A general central heating plant; cost, §15,000. 3. GENERAL. University of Arizona. — A new dining hall, including kitchen and laundry. It is a one-story brick building, 40 by 106 feet, and will seat 210 persons. The cost is §7,034. University of Arkansas. — A three-story brick dormitory, costing §10,218. It con¬ tains about 28 rooms, including a dining room 86 by 38 feet. Florida Agricultural College. — Science Hall, a four-story brick structure, costing §50,000. It is 130 by 100 feet, and is equipped for instruction and experiment in science. Kansas State Agricultural College. — Physical Science Hall is 96 by 166 feet, and its two stories and basement contain offices, class rooms, and laboratories for the depart¬ ments of chemistry and physics and electrical engineering. The cost of the building is §70,000, and the value of its equipment §8,967. Maryland Agricultural College. — A one-story hospital with modern appliances; addi¬ tion to the president’s house, cost, §500. North Carolina College of Agriculture and Mechanic Arts. — A large new dormitory to take the place of one destroyed by fire. Pullen Hall, a building containing library and reading rooms, a dining room for 500, an auditorium for 800, and some lecture rooms, is in course of construction. It is three stories high. Oklahoma Agricultural and Mechanical College. — Addition to the library building, providing an auditorium with present seating capacity of 800, quarters for the depart¬ ment of botany and entomology and for the department of domestic economy. It is built of brick, two stories and basement, with the exception of the auditorium, which is one story high. The cost was §17,683. Colored Agricultural and Normal University (Oklahoma). — An addition to the main building, a dormitory for boys, and a residence for the president, at a cost of §18,662. Clemson Agricultural College ( South Carolina). — Two-story chemistry building, 53 by 86 feet, cost §17,457; barracks building, 199 by 42 feet, containing 82 rooms, cost §30,682; five cottages and post-office, cost §4,342; addition to hotel, cost §1,388. Agricultural College of Utah. — The central front of the main building has been con¬ structed during the year at a cost of about §50,000. It is of stone, brick, and iron, and provides room for the administrative offices, the library, and the commercial school. Washington Agricultural College and School of Science. — A three-story basalt and brick chemistry building. It is 54 by 120 feet and cost §25,000. A gymnasium, 140 by 64 feet, the front part 38 by 64 feet, is two stories high and-contains 12 rooms; the main hall is 100 by 60 feet and has a gallery 6 feet wide around it; in the base¬ ment, 20 by 100 feet, are the lockers, baths, heating appliances, etc. The cost of the building is §10,000. Table 1. — Statistics of colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 3, 1863, and August 80, 1890. 1560 EDUCATION REPORT, 1902. a^ g-e 2b a © pa ^ a £ a • 0 ;S oooo oooo HOOOlO ~o 0 10 GO : §g°s : • LO CO rH • 88 8 ON O • 0 :8 : • of of . CO of CO ho" . of co • • rH • co oT .o' Ol CO ! 10 j UCOHOOX;OOC H(NC'100000“ ^GOCDOOiMOOT crTio oo ic'io oTco'tp'c SS! hF O C lo o 000^0 r-T CO of CO o oo O iO O 05 1-OOOMOO^CO Oio ^ i £||g "Ag3 O O O d O lO ' O O 05 o o o O O V.O o o 8S (N TJH g d 3 o E P iOlOOH H CO OC Tfi H0HCO J> 00 (M H 00 COC^ CO Ogmti © g © A<» b o A © ' o os ■ ! CC o3 1-1 ^°®w ^S'gl'3 OlOiOOOOO O O O CO oo ooooooo oooo ooooooo oooo ooooooo oooo >000000 > tO 05 00 05 05 !>■ CO o r o Tjf of o' > 05 O 00 CO o o o HH0 CUN CO 83 O 05 38 O pH O -T P I 00 CO o ) oo oo oo co oo oo oo c 00O5I>IlOI> CO lO CO CO iO co go oo co oo 00 o CO 00 GO 00 HOW tH CO U- I> 05 GO CO oo go oo oo oo oo _ rP^ ■ . A<|Pq P c 'J3 opA Sa^Paa te1* 3.d !» . 3 03 >2 ©pdtg: A pPH.tA I gaipo > Add O P W PP PP Ph d Eh W A Ph s«p3 © H pq ^ a *&$! m Q CO CO §Sw> PH n2 "w © 2 t-T W> o Aa O-q >, ©CCOA b bX) . .HfX) Q) . • • M OAPPH P P l*i If OQ H P . £P Ohj : ri. PP*A pa A © 73 © m'd a ^P^ psopp I fifl © pa a js^ ^ 3 3 w ^3 pft^J A Pd ! o d :o § : §6 in 'b ffi Ad o £ o © H d 8 b 03 © b 0 03 © a b 3 j |p P'3 O.S^Sb’H J)S=r5 m H Sh c3 d b bClf tA AO .© 5>© d° w OOOO bD-H> o 4-5 | 03 A A © d db g A A ©A • oo>°S i^t^b © g A A p 3 d ” ” 2^^- o> >rO 3 d b b d a ^ PPPhA A° 'o 3 oA A b a 3 d A A © ■-< © A 5 an • 1 51 m „r . . to on © • rrt o3 o3 ;§SSJ •A-g §p ; 3 © ffirf ; © 8 •tAsg . -d © C i°A b A "ill I PpHA , o bP id 03 g « b 4© : °P A : 3'.© ils . Abl • £ © o%& Iaa A1'3 .P >> -c* >>0 O di r; tn d, W|§|1| d © _ 2 b d S ” bA’CA-S © ^ b bTb P b f25 A bA H ” H o bs © A3 .°§H g d bc‘g.S<1 ©A © SAti-, .b'-'briM.b H Pb 0+2 - j_j rrj ^ 'X ^ ^ £5 O 0 < H^bt^AOlda^HH© P A P H rrj bo O A'b a®2 o 0A©©^ 3 £3 o .jh 2 2 ^ islllfpsg . »A g J© > >; 03 03 “ 3 biP § MA P o ^ b ■ -H R K U! ■ b,A A02 ©O b •A q,3A.h 3 d ”aa”h«1 w5!«3®23S “Ap § I d 3 c3 esA(2? o ® N — . co d © opq PS PSS I(MC0t^iCCOX>C005 INCO iO CO N00C5OH tH HHHNN a a 10 CO AGRICULTURAL AND MECHANICAL COLLEGES. 1561 lO CO CO* rH I 1 I i 11 I I ofo'oo j-HrH r-T co oo o' o' t> in o ^ ec i> oo'ia 8g S § g S8§ S8S 3 § § 38 S SI II g S !IE Is S ‘ef co" rn" ef lO O lO ooc S§ sa I s a II- IIS I §§ 1 1 °ll S§ S3 «§§ SI II 1 f f iis ill § ss i i si; rf ef S SSI »! SSI II 1 I ii i i O © O O © O O SIS 111 I IS 1 1 | s' || g II Hill i|| III I II I I III 1 111 11 116 Q ►4 .qS i H I £ SEh d S W O q o 1"! :q Is' o 3f PL| PS . O al* « aaieS ‘ ^ > Gi-j & © -r a 4 i £* m m j O "S a ,a a 1 G-S r^Q O §‘3 1«H ^■fl 11121 siS! cSa-a^sg gl%pw^ S^lgSgl? ■sga§f£is§ o o II I . 1 |>;i ns i if !|i ft I is MzM !"s6IIMS£e Ii !-&=- g oy. p, & rj 0> H BPS . ® q^.2 <1 p 3 +p .5 2-3 m ^ d sag ° S 2 ◄ a tu o 03 -gn3 g^SS o^ES a ^ g£ 0 £ o ^4.-2 °S O .2 =3 O 00 111 IS ® cj _, ^3 p/1 ^ aS ^ 0 3 s a a*s o O l'- O O O GO o Q It P lo o to co H tO © © to O lO to H to 05 00 GO <5^. 0) c .*d r* Q « a a a > £ Op § , (2 K r !-< os 'e I OrC" o Table 2. — Teachers and students in colleges of agriculture and the mechanic arts endowed, by acts of Congress approved July 2, 1862, and. August 80, 1890. AGRICULTURAL AND MECHANICAL COLLEGES. 1563 Students. si ■a| •U9U10AV H W r-r " "h §1 •U9K © N mn*mmnn sississn r-T NHHH r-T of r-T SI op> •uauiOAl s : :i§3 : : : : : : : : 00 : : :°g :2 . . t-T • • « * • .... ... si ■U0K oc • :8s : : : : :s! : ; : : : : ;°§ :g o 1 1 s i 3 o 1 o I s I* in •u9uioa\. 5 ■ OOMXNOHO • < • i& CN • °°°^ :0l0?~3 o o •U9K © H is ls*i •U9UI0AV IS ^ DO^I^O OOOt-HOOOOO rH O ■U9K T* cc CO O TT> j -N • ] tH CO 43 a eg O 2 § 6| •uauioAV w H O2°°^§siceo Slg •U9K H fjssggsgsgsrggggg gSSgg||S3 SI i. ia§ . |§a *U9UIO^ H 1-! °00°a0 0^0® i ;°^go oooooogaoo 3° •U9K 2 2£3°§ i°”°® :°o|8 3°^00f2||° £ i § ! 3 , £ II : S ” III ; •uaniOAV © OiOCOriCOCOOeOOO^QOOWO ooooe^aooao S3 •U9H (M 0»l»0l»0l0c0®0«0 oooonowo®, S3 ■U9J\[ © 1 jsfi gl^l •U9UI0AV ! ts OMMOBWOMOMMOOCOO O O © O « © « O C* O t-H ' -U9H 25 Prepar¬ atory depart¬ ment. •U9UIOA1 CO OlC1>OCO ohon * O • O O OOOOO • ■ O O • • H • i • •U9H « COQOCCOt^ 'OHOCC ; O • M lO t- O T— i O'© ■ ;SO o I Institution. H Alabama Polytechnic Institute . University of Arizona . University of Arkansas . . . 1 . . . University of California . Colorado Agricultural College . Connecticut Agricultural College . Delaware College . Florida Agricultural College . Georgia State College of Agriculture and Mechanic Arts. University of Idaho . University ox Illinois . 1 Purdue University (Indiana) . Iowa State College of Agriculture and Mechanic Arts. . Kansas State Agricultural College . ' Agricultural and Mechanical College of Kentucky _ Louisiana Slate University and Agricultural and Me¬ chanical College . L . University of Maine . Maryland Agricultural College . Massachusetts Agricultural College . Massachusetts Institute of Technology . Michigan Agricultural College . University of Minnesota . Mississippi Agricultural and Mechanical College . University of Missouri . Montana College of Agriculture and Mechanic Arts .. University of Nebraska . 1 * Statistics included under University of Missouri. Table 2. — Teachers arid students in colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 2, 1862 , and August 80, 1890— Continued. 1564 EDUCATION REPORT, 1902. In all de¬ partments. •uouioav H o iq ^ 00 CO CO rH rH o CO CM 1- CM rH •uopi © 178 127 331 153 2,697 OONNHOO^ CO 05 05 rH 05 CO^tNClCO^ tH O CO 05 NOh H O CO CO CO lO O H iC rr iO r? CO IO 472 1 U- 05 05 1 rH iO In other depart¬ ments. 'U9UI0AV © ■ O . 0 684 . . o • • • I> . . . rH . o i ! ° ! ° O CO •U9H 18 ! zo O CO 241 m O 'd'd'S d •u9uioa\. kd 1 ° rH O O rH ooooi>o CM O CM rH O O O c > rH O 'd d £-2 lid 0 03 •U9H 14 w rH ■ H M CO O CO 20 2 1 o> a ®C .5 8 bo g •U9UIOAi. 13 1— 1 05 CO O O 1> O CJ CO lO CO 05 H CO rH C^J 05 O rH CM O CO iO rH T- rH iO C > C5 O CM d © 1 © ■£ d! c3 o p O © -d •ngpi ! £* 1 rt 112 00 l> 00 to 11 1,236 vO CO CO CO iC CO (NHCOHI^O CO CO H JM rH - 00 CO CO rH rf O rH CM 05 rH CO CO O CO CO rH CM rH rH » M o . . gig •U9UI0^ 11 65 05 o CXNOiOiOO CO i> 00 o O O O O O CO 05 c > 05 o I> TH " o o e3 dS p© a ©T3 Ph *U9pi © CO 0 107 91 0 OLOOCOCON rr rH CO CO rH COOrHOOMO c 151 182 •ugmoAV © 1 - O lO CO I> O iO (M rH 1> CO rH t^OOHC 0 9 c > i> rH GO Jh o *&g dad •— 1 IdJ a •U9K X) 1> rH iO o CO O CO O CO CM CH rH C4 rH NOHC00C5 05 rH rH CM 00 CM CM CO rH CO rH CO rH CO o 0 f-f d Total number. •U9moAi t- 1 o 1 O to CO CO O to rH rH CO MDiOHOOO C > D- rH QQ c3 2 . d-2 +f pH •U9K © 05 CO 15 87 O CO 1C CO Ol CO H CM rH NOHOOOOOCO rr rH CM CO CM M CO s 43 31 § g d 03 O © 4§j.-b •U9UIOAL I us | o o COOS O O rH CM CO 1^ O iO H C • CO o o o ! s CD y> § 03 O © © a boH © d © g 2 O d ^ ■U9K 14 05 O 14 87 O O rH CO CO to CO H CO H Cl rj^ . cc oo oo cc rr CO rH CO CM > co co 1 CM CO rH CO I> CO CO a H •U9H o O I> rH O O CO O rH iO iO 00 CO O O CO o o 1> IO •Th bo g ® S & CD B c3 <3 £“2 £ d s ° .2 o ® § bo >' P5 £ bO (D G cj §8* CO d . bo ©<3 htr1 A o © eg 0 § -0 §1h _ gS o a.&S'dO ^ bJD© S’PriO .S'g oh<;^ cH ^ © tgj S«>£p2 d d) O 60 0Q« © O boO 0 S'g ® 5 dp 2 o -0 big © o - . . o ®ig' » o'BTa 2 g-d< £OOO0P d3 s|||£!^s= - q -§ i’i-g'l-l , _ 'gr © 3 a &o •g S0>.£ 2^ &o ° 3 a ° ^pa d •>H,d o cM t- 1 3 'a d -d tf a „ 2^3 ®oo 2.52r-s © £ -S-rt •C’C-rt !*P®3 .Sgcbobcc.^wtc Oa20 £ _> 6 _o3 ;s © 60 co co co co c 1 CM CO rH lO CO AGKICULTUBAL AND MECHANICAL COLLEGES, 1565 690 7.7 9,287 H< CO U- H< t> 00 O O OH rH 00 Hi CO O CO H 04 C5 r— i tO 04 04 CO 04 00 04 rH rH 04 rH rH 04 H U0 2,356 11, 643 2,087 92 o to of CO 211 169 46 59 260 100 132 43 424 132 90 83 360 157 559 62 2,887 35,404 C5 OC l'- CD 5,896 05 CN 05 148 6,044 1,129 57 10, 197 i : 04 lO o rH CO rH 1 3 1-1 : CD CO I Tj< . ■ CO ■ O 52 795 423 co C§ rH ' :° ! to 55 3,752 99 0 ! ° CD CD § ° ! ° Hi CO o o * CD CO 3 O rH to CO 04 CD 1,715 [ 635 15 1 tO Hi ^4 c7 rH. Hi 90 ]0 CD tO CO 04, CO CO to o o CD C5 O CO O 00 CO U' -H Hi 05 04 05 to rH 00 CO tO 04 rH HC4 CO 05 lOOCO 04 CO U- 04 CO 2,095 3,061 o o 04 CO CO 169 157 25 59 161 100 126 43 383 22 CO tO CD 05 04 00 £ o 04~ 5,753 14 3 287 MCRCR t-i-l COf^'M OO © CR © hj< t" 100 387 H« H< CD — CO CO CO Hi 05 CO I> C5 H< CO CD G5 |> rH 05 CO 05 rH rH rH tH 04 ri 04 00 OO 3,305 04 04 04 CO C4 C4 I> rH CO 04 OO O 04 CO H< Hi Hi 95 296 OO rH C^T-l 1,902 1^ CO Hi 05 CO Hi 05 Hi CD rH 05 1> 05 05 o 05 rH rH H 04 04 2, 054 04 04 CD 00 O CO rH O o © © 13 174 00 iH 1,835 Hi 04 to 04 U- CD 05 iO iQ tO 8 00 O 04 04 CD tOC4H t> tH O CO 04 OO 04 CD Hi Hi 05 O rH 137 CO O 04 05 CO C4 04 Hi O rH rH I> Hi 05 CD 05 rH 04 Hi 05 Hi University of Wisconsin . University of Wyoming . Total . Institutions for colored students. Agricultural and Mechanical College for Negroes (Alabama) . State College for Colored Students (Delaware) . Florida State Normal and Industrial College for Col- nrpfl St.nrlpntR . . . Georgia State Industrial College . Kentucky Normal and Industrial Institute for Colored Pprsnn a _ _ _ _ _ _ _ . Southern University (Louisiana) . PrinppRR Annfi Amrtfimv ("Ma.rvla.nd 1 _ Alcorn Agricultural and Mechanical College (Missis- Rirvni! _ _ _ _ T c a i a (= ! c Agricultural and Mechanical College for the Colored Faro ("North Carolina! . . Colored Agricultural and Normal University (Okla¬ homa! . . . Colored Normal, Industrial, Agricultural, and Mechan¬ ical College (South Carolina) . Prairie View State Normal and Industrial College (Texas) . HamptonNormal and Agricultural Institute (Virginia) Total . Grand total . ia CO 1>00© OH 12 Rhode Island College of Agriculture and Mechanic Arts . Clemson Agricultural College (South Carolina) . ouuiu imicoia Agricultural uonege . University of Tennessee . Agricultural and Mechanical College of Texas . Aginiuiuuui ouinjgc ui until . . University of Vermont and State Agricultural College . Virginia Agricultural and Mechanical College and Polytechnic Institute . . . . . Washington Agricultural College and School of Science . West Virginia University . Universitv of Wisconsin . . 1 University of Wyoming . . . Total . 4 a 13 « 111 111 Table 3. — Number of students graduated in 1902 and number of students pursuing various courses of study in colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 2, 1862 , and August 30 , 1890 — Continued. 1568 EDUCATION REPORT, 1902. tipp ^inn 17 211 lO CM © © CO CO o © © CO •Sut -^uui uianBj H © CO ! co •SuiAvag 15 ^*0(N0 © rH CO © lO CM © 00 © rH © CO CM CO CM CM 00 rH CM rH lO 1,790 •Supiooo 14 OOiO CUN^ 00 CO CM CM © © CM O 708 •Sniiuijj H - rH iO © CM CM U- CM 1> 1> •Snt5{Bxn30t[g H lO lO © •SuilBp[0ug; li • CO OO i>> CM CO © • 00 VO © rH © CM CO X> 162 •SurnitBj cs lO © © rH rH •IjjuadiBQ »j to CO o rH rH CO CM lO © uD CO 00 00 CO ^ CM © ^ CO 374 •Sni -q^iras5[0Bia; fc- 1 ' o CM © ! ! 81 81 62 00 00 rH CM 132 •^joav HUB^ 158 CMCMCM©©©© ©CO ©rH©I> in n (M CC (N O CO lO 00 LOl^O rH rH © 1,483 Average age. •si#uoj\[ 13 000000^0000 © © © © © ’ SIB3 A. H CCMHCOOOUOLOH H(N(N^01C^H!N(NC1 © rH rH © rH CM CM CM © Number. •uauiOAi CO LOH^OHCdCOOO^ tH lO rH CM rH 23 4 19 • 10 178 •U3H « OtJ(CO(MM!NOCOOC5 © i-i CO rH iO ©rH 00 CO T— 1 CM 178 o :^o • OO 8u&a SJJJ !l|l g © g s SIS* 0.2 rfr1 3 SM3 S £?G CO 53 ci O !l gl § 2;Gce o ; c >S ©3 5 cc ! © |||| -gTssSg g o-g e ©-d c3 ^ a 2 all I el Cs W co H H 5 S j~G ce S © Co I! cS 2 cS IS Ei fl f3 '— 1 11 H ;3 ■— ‘C cs tun 22 an^ ABd .2 3 2^13 © ^ -S £ e O-m .© ■2 a to ;o. ■fl <3 O O 03 o O'"" < OO ©I> CO © o T CM CO RECAPITULATION. AGRICULTURAL AND MECHANICAL COLLEGES, 1569 Table 4. — Value of property of colleges of agriculture and the mechanic arts endowed by acts of Congress approved July 2, 1862, and August 30, 1890. 1570 EDUCATION REPORT, 1902. 1 I'otal. c» sllsslll 1151 11 1 sSlllllal iiliiisi iaii if s iiiWiaii ** ^ rHrHcirl HH i-T VrHCO « : 11s 11 is m i i|i m ii §3 Miscella¬ neous equip¬ ment. tH Isllill i fill ll 1 mi ii ill gs"|ss“ ; spsg a sasfe is iss i ils II 11 1= : iss? 8£ ‘"'S s ! ! Library. O H llllSlli 111 gss§sW» sss I i ii 1 ii : S3® S 8'S' mam jlsVsas i %m ii ii ii . o' o' oico- \a-~S 3 . 3b r Si iii inn in sss Is “"'st s~s ; I i 11 1 11 : ss s" “'a i ism i ; jsses ; i III 1 i 1 | m " j a i Si : SS ii eve <5 2 GO ill ini i ill gas : sss si IS 1 11 : R8 3 SS3 inns i :B|gsa : j 1 is 1 i I ■ in • orT in • o' i II : as § & 1- iiiiiin mi is i §$mmm gWSsfl’ 1SS1 11 S iWallll i its 11 II 11 i m *s h ss : « Farm and grounds. © $4, 500 20, 640 16, 000 193, 125 46, 000 15, 000 3, 000- 18, 000 15, 000 14,000 150, 000 60, 000 60, 000 39, 700 310, 000 33, 300 25, 000 28, 600 42, 600 48, 108 550, 000 43, 500 237, 206 12, 000 325, 000 33, 748 20, 500 130, 000 7,500 99,219 26, 190 32, 000 Unsold land grant of 1862. ° i°iioo° °r° r ° o=oo=§m i m i “ -2 § ; | :0 °o :< Iii i ° °1 g Other permanent funds. o ; = §o = = o ==go oo o ogoggogog i 1 " § M 1 ; 8 ; 000 °l °| 00 1 1 I : ® tiai CO ° !orso° ooo° r “ i=oo°=^i i s s‘ $ sal i in oo oo oo : ass ’ Land-grant fund of 1862. 0? 1 illliil mi es 1 1111 inis 1 jlgsgss § gl |g § 8S2S :||S| i ill II °i IS i s‘a § s's Institution. H Alabama Polytechnic Institute . University of Arizona . University of Arkansas . University of California . Colorado Agricultural College . Connecticut Agricultural College . Delaware College . Florida Agricultural College . Georgia State College of Agriculture and Me¬ chanic Arts . University of Idaho . university oi Illinois . 1 Purdue University (Indiana) . Iowa State College of Agriculture and Mechanic Arts . Kansas State Agricultural College . Agricultural and Mechanical College of Ken- Louisiana State University and Agricultural and Mechanical College . University of Maine . Maryland Agricultural college . Massachusetts Agricultural College . . Massachusetts Institute of Technology . Michigan Agricul tural College . University of Minnesota . Mississippi Agricultural and Mechanical College . University of Missouri . . . iviiBsuuri senooi 01 ivimebuiui ivieiai iur^y ^ . Montana College of Agriculture and Mechanic Arts . University of Nebraska . Nevada State University . New Hampshire College of Agriculture and Mechanic Arts . Rutgers Scientific School (New Jersey) . New Mexico College of Agriculture and Me¬ chanic Arts . Cornell university (New \ork) . Nortii Carolina College of Agriculture and Mechanic Arts . North Dakota Agricultural College . AGRICULTURAL AND MECHANICAL COLLEGES. 1571 1211 min i i ins a'SIi l¥ll¥i § g Sill CO. r-T rH r-T rH (N 1 2 si! IS is! Si 1 1 1 1 SI gfs's §8 S85W || e 8 | § g“g ef 8 1 ef 1 ii ii S'- ;■ ii ¥if i i i ; ii 8 g'a b¥"i s g s' ; § i CO j! j II 11 •rf ■ IOCO r-Tl> 1 ef 4,000 2,500 2,000 3, 600 155, 500 0 1 i 1 g ef 75, 000 17, 905 ! mill i § mi • S*--'S‘3'0'0‘ g ef g'sg'a • rH rH § * CO O o rH i§§ i o 3 4 i Is In 1 : : : ioo i O s i iiiiinsii mu ssssaaaasaa ss'aW 1 §• 111 II 11 11 li sail Hoto cfaff co'ofS'co^T oo'of ofoa. O*\o O 3 N i S jooogogoog OOOBO ■ CO co“ gs i 1 ooo oo ooooo oo oogo / g~ 1 s CO o 1 gooooooooo 000|0 rn' S o s OOO OO OOOGOO oo oooo lO g ,-o s o s' °I§|g°llll 1°1S° S8W“ s °‘a 1 1 OOO OO 1000-^0 OO fOOO .s ss ' as tH o io o j 1 i iiissrin mu sssass ss” ssggs 1 O TjT lit ii iris il in H'cOCO' H'oo" CCo" HVT C-TH go' gT r-T 1 c? a 1 Oklahoma Agricultural and Mechanical College . Oregon State Agricultural College . Pennsylvania State College . Rhode Island College of Agriculture and Mechanic Arts . Clemson Agricultural College (South Carolina) . South Dakota Agricultural College . University of Tennessee . i iff il i i 1 111 !“ 1 1 1 ill I s :gS ;l : : 1 ill il i i 1 if! III: IlSg :§ : : |2§1 |g&B:( § ° c ~ : 5 E ‘S .i ifgl :1| g i d ^ s a .5 i 38£!*Jfi£! 3-3°biSc‘5 ol Hill aa-g ^ass-si : : g & ! ! ”3 s-t . . S o Mil, i i f 11 i i i a - ; Mil S * If 1 II Il Ml i i U 3 : : : :-a \8 i \8 i i if : o : : o : : : 2 If i i| i i ii %s i ; i| £f i i-a i i^l :s f§ ill illl 1? IIs iiiii 1 j ill Iiiii :|| i|||c cz; : e S : If jl| ill fallllHii lWs2illi if Li! if ill is ilS :l :p SI 16 li r! lli-s if till 111 111 ill mi- If i Pi §! i II i li i ill P if 11 ill! >|g:s Iff III i i : : | 1 1 H O lOB t^COOOH CO ^ JO JO ics included under University of Missouri. b Included under Maryland Agricultural College. Table 6. — Value of additions to equipment during the year of colleges of agriculture and the mechanic arts endowed by acts of Congress approved July *2, 1862, and August 30, 1890. AGRICULTURAL AND MECHANICAL COLLEGES, 1575 of of t~ Cjf — ' —'iff to" (2 WiCT l~ Ol 50 l'- 1-1 Hal oToa mm giig *>' ■»"" s Sl=! 100I118 SIS' S°Sft§§ ofofr-foa IB' lisimii r-T 8§ r-~ r^-r; = * >. E§Stl&s£S5 I ! IS 3 a .-.§1 sliliipl Si = X- £ X = O - is g.~ 5 3 £ 2..X ccS|> ISlla 5SSft Illli xlli!2 lSgW*§3**ag HJSIifpJf fills s|6|I4='llrE!s5^s *“ t<~~ ~r° = ? ~ c-E x «HS list! stilt I* £ £ £ ? c - - - - - ^--^ooosjoyco 1*11111 -o o — o' liliiliii S3 *•0.2 * iilllllll III AGRICULTURAL AND MECHANICAL COLLEGES. 1579 llllt 1 1 inn 1 1 Hill 1 as as a § iilli I ry< 49 51 32 1 228 ! 260 38 i 138 176 South Carolina . 0 306 306 0 91 91 0 59 59 0 0 0 Georgia . 159 694 853 20! 139 1 159 332 17 349 292 1 347 ! 639 Florida . 64, 128 192 0 0 0 o o 0 34 46 j 80 South Central Division: Kentucky . 43 . Ill 154 0 0 0 0 1 • 0 0 | j 266 314 ! 580 Tennessee . 230; 345 575 0 0 0 0 0 0 0 0 0 Alabama . 492 894 1,386 2 0 2 131 | 326 457 | 483 ! 462 j 945 Mississippi . Louisiana . 155 212 367 0 0 0 0 0 0 ! 196 198 ! 394 63 503 566 0 0 0 0 0 0 250 ; 177 427 Texas . 437! 778 1, 215 8 4 12 166 1 190 ; 356 125 ■ 116 241 Arkansas . 44 21 65 0 0 0 0 1 1 79 i' 75 ; 154 Oklahoma . 404 529 933 7 14 21 5 13 18 i 127 187, 314 Indian Territory . 0 0 0 0 0 0 0 0 0 0 0 0 North Central Division: Ohio . 0 468 468 0 0 0 1 , 0 0 0 0 0 0 Indiana . 1,000 1,259 2,259 0 0 0 0 0 0 0 0 0 Illinois . 698 2,002 2, 700 0 0 0 5S 87 j 145 732 ■ 766 1,498 Michigan . 405 1,760 2, 165 0 0 0 0 0 0 916 i 984 1,900 1,245 Wisconsin . 665 1,875 2,540 0^ 0 0 13 7 20 569 , 676 Minnesota . 149 971 1,120 0 0 0 0 0 0 657 732 1,389 Iowa . 519 1,713 2,232 40 23 63 G3 76 ! 139 327 1 367 694 Missouri . 856 1,189 2,045 0 0 0 0 0 0 68 120 j 188 North Dakota . 125 251 | 376 0 0 0 0 0 0 23 22 45 South Dakota . 145 394 539 0 0 0 0 0 0 165 1 201 I 366 Nebraska . 168 462 630 0 0 0 0 0 0 0 0 0 Kansas . 611 1,222 1,833 0 0 0 0 0 0 67 134 j 201 Western Division: Montana . 10 114 i 124 0 0 0 1 9 10 1 0 1 0 0 Wyoming . 1 44 45 0 0 0 0 0 0 7 8 15 Colorado . 41 i 248 289 0 0 0 50 76 ; 126 134 1 138 j 272 New Mexico . . 107 I 122 229 3 1 4 3 4 7 97 105 202 Arizona . 14 49 63 0 0 0 36 83 ; 119 11 19 30 Utah . 96 104 200 0 0, 0 0 0 0 0 0 0 Nevada . 0 0 0 0 0 0 0 0 0 0 0 0 Idaho . 58 197 255 0 0 0 19 16 35 20 25 45 Washington . 132 526 658 0 0 0 0 0 0 140 190 330 Oregon . 110 179 289 0 0 0 88 i 108 l 196 116 127 i 243 California . 163 1,595 1,758 0 0 0 0 i 0 0 328 388 i 716 1586 EDUCATION REPORT, 1902. Table 3. — Summary of statistics of public normal schools in 1901—2. 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- 1 male. Total. Male. Fe- 1 male. Total. United States . 26, 997 56,831 83, 828 826 1 1,338 2,164 18, 739 1 22,022 ! 40,761 North Atlantic Division. . . . 9,683 23, 836 33,519 8 50 58 9,552 11,733 1,124 21, 285 South Atlantic Division. . . . 2,777 5,289 8, 066 347 565 912 871 1,995 South Central Division . 3, 713 5.470 9,183 447 672 1,119 1,029 1,063 2,092 12, 257 North Central Division . 9,039 17,761 26,800 23 49 72 5, 739 6,518 Western Division . 1,785 4,475 6, 260 1 2 3 I 1,548 1,584 3,132 North Atlantic Division: | Maine . 217 668 885 0 0 0 77 126 203 New Hampshire . 123 303 426 0 0 0 120 166 286 37 268 .305 0 0 0 155 181 336 Massachusetts . 781 2, 394 3, 175 0 8 8 1,841 i 2, 014 3,855 Rhode Island . 0 245 245 0 0 0 309 336 645 Connecticut . 297 922 1,219 0 1 1 1,682 1,814 3,496 New Vork . 3,100 10,357 13,457 3 18 21 2,642 3,974 6, 616 New Jersey . 1,326 2, 250 3, 576 2 7 9 1,509 1,559 3, 068 Pennsylvania . South Atlantic Division: 3, 802 6,429 10,231 3 16 19 1,217 1,563 2,780 Delaware . 0 0 0 0 0 0 0 0 0 Maryland . 23 402 425 0 0 0 6 34 40 District of Columbia. . . . 14 164 178 12 68 80 385 344 729 Virginia . 671 1,033 1,704 76 127 203 216 334 550 West Virginia . 875 917 1,792 1, 239 1 4 5 7 12 19 North Carolina . . 293 946 221 306 527 141 174 315 South Carolina . 0 456 456 0 0 0 17 39 56 Georgia . 803 1, 197 2,000 12 12 24 75 161 . 236 Florida . 98 174 272 25 48 - 73 24 26 50 South Central Division: Kentuckv . 309 425 734 43 1 36 79 209 232 441 Tennessee . 230 345 575 0 0 0 68 .138 ; 206 Alabama . 1,108 1,682 2, 790 249 465 714 412 397 809 Mississippi . 351 410 761 82 121 203 30 33 63 Louisiana . 313 680 993 0 0 0 250 177 427 Texas . 736 1, 088 1,824 16 7 23 0 1 0 0 Arkansas . 123 97 220 44 21 65 0 0 0 Oklahoma . 543 743 1,286 13 22 35 60 86 j 146 Indian Territory . 0 0 0 0 0 0 0 0 0 North Central Division: Ohio . 0 468 468 0 6 6 736 1,000 1,736 240 Indiana . 1,000 1,259 2.259 0 4 4 117 123 Illinois . | 1,488 2,855 4; 343 13 20 33 1,793 1, 794 1,144 ! 3,587 2, 200 Michigan . 1, 321 2,744 4, 065 0 3 3 1, 056 Wisconsin . 1, 247 2,558 3,805 0 0 0 651 838 J | 1,489 Minnesota . 806 1,703 2, 509 0 0 0 607 632 i 1,239 Iowa . 949 2, 179 3, 128 0 0 0 327 367 694 Missouri . 924 1,309 2,233 421 0 0 0 143 190 333 North Dakota . 148 -273 0 0 0 23 22 45 South Dakota . 310 595 905 0 0 0 165 201 366 Nebraska . 168 462 630 0 1 1 54 73 127 Kansas . 678 1,356 2, 034 10 15 25 67 134 201 Western Division: Montana . 11 123 134 0 0 0 147 162 309 Wyoming . 8 52 60 0 . 0 0 8 7 15 Colorado . 225 462 687 0 0 0 134 138 272 New Mexico . 210 232 442 0 0 0 73 71 144 Arizona . 61 351 212 1 0 1 32 51 83 Utah . 96 104 200 0 0 0 0 0 0 Nevada . 0 0 0 0 0 0 0 0 0 Idaho . 97 238 335 0 0 0 12 15 27 Washington . 272 716 988 0 0 0 188 231 419 Oregon . 314 414 728 0 0 0 219 235 454 California . 491 1,983 2,474 1 0 _ 2 2 735 674 1,409 NORMAL SCHOOLS, 1587 Table 4. — Summary of statistics of public normal schools in 1901-2. 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- I male. Total. United States . 1,682 6,952 8,584 42 76 118 85 540 j 625 North Atlantic Division .... 790 3,861 4,651 24 j 14 38 38 390 428 South Atlantic Division .... 126 429 555 13 49 62 27 77 104 South Central Division . 110 294 404 5 7 12 9 42 I 51 North Central Division . 585 1,963 2,498 o 6 6 11 29 | 40 Western Division . 71 405 476 0 1 0 0 0 2 1 2 North Atlantic Division: Maine . 16 148 164 0 0 0 0 0 0 New Hampshire . 0 o 0 0 0 0 0 0 0 Vermont . 12 107 119 0 0 ■0 0 0 1 0 Massachusetts . 28 478 506 0 0 0 0 o 0 Rhode Island . 0 0 0 0 0 0 0 0 ! 0 Connecticut . 2 176 178 0 0 0 0 0 0 New York . 169 1, 524 282 1,693 9 2 11 6 339 345 New Jersey . 24 306 0 0 0 12 22 34 Pennsylvania . 541 1, 158 1,699 15 12 27 20 29 49 South Atlantic Division: - Delaware . 0 0 0 0 0 0 0 0 0 Maryland . 6 79 85 0 0 0 0 0 0 District of Columbia. . . . 13 115 128 0 0 0 0 0 0 Virginia . 16 67 83 0 0 0 0 6 6 West Virginia . 23 26 49 10 10 20 21 25 46 North Carolina . 17 49 66 0 0 0 0 41 41 South Carolina . 0 30 30 0 21 21 0 3 3 Georgia . 41 48 89 3 18 21 6 2 8 Florida . 10 15 25 0 0 0 0 ° 0 South Central Division: Kentucky . 2 43 45 0 0 0 0 0 .0 Tennessee . 0 0 0 0 0 0 0 0 0 Alabama . 29 44 73 3 5 8 7 37 44 Mississippi . . . 13 12 25 1 0 1 2 3 5 Louisiana . 11 98 109 0 0 0 0 0 0 Texas . 18 36 54 0 0 0 0 0 0 Arkansas . 4 1 5 0 0 0 0 0 0 Oklahoma . 33 60 S3 1 2 3 0 2 2 Indian Territorv . 0 0 0 0 0 0 0 0 0 North Central Division: Ohio . 0 183 183 0 0 0 0 0 0 Indiana . 54 66 120 0 0 0 0 0 0 Hlinois . 48 373 421 0 o 0 1 2 3 Michigan . 61 277 338 0 6 6 1 1 2 Wisconsin . 177 333 510 0 0 0 8 25 33 Minnesota- . 15 308 323 0 0 0 0 0 0 Iowa . 57 95 152 0 0 0 0 0 0 Missouri . 44 ! 74 118 0 0 0 0 0 0 North Dakota . 2 17 19 0 o 0 Q 0 0 South Dakota . 13 52 65 0 o 0 1 1 2 Nebraska . . 24 82 106 0 0 0 0 0 0 Kansas . . 40 103 143 0 0 0 0 0 0 Western Division: Montana . 1 3 4 0 0 0 0 0 0 Wyoming . 0 0 0 0 0 0 0 0 0 Colorado . 14 60 74 0 0 0 0 0 0 New Mexico . 5 20 25 0 0 0 0 2 Arizona . 5 20 25 0 0 0 0 0 0 Utah . 0 0 0 0 0 0 0 0 0 Nevada . 0 0 0 0 0 0 0 0 0 Idaho . 8 20 28 0 0 0 0 0 0 Washington . 9 60 69 0 0 0 0 0 0 Oregon . 12 33 45 0 0 0 0 0 0 California . 17 189 206 0 0 0 0 0 0 1588 EDUCATION E.EPOET, 1902. Table 5. — Summary of public normal schools in 1901-2. INCOME FROM VARIOUS SOURCES. State or Territory. Number of schools reporting. Appro¬ priated by States, counties, or cities, for sup¬ port for 1901-2. Number of schools reporting. Received from tuition and other fees. N umber of schools reporting. Received from produc¬ tive funds. Number of schools reporting. Received from other sources and un¬ classi¬ fied. Number of schools reporting. Total income for the year 1901-2. United States . 146 $3,228,090 105 $282, 451 11 $99, 899 43 $375, 364 146 $3, 985, 804 47 1, 237, 283 26 60, 424 0 12 107,889 47 1, 405, 596 South Atlantic Division . 21 280, 203 15 41, 567 2 60, 968 11 163,318 21 546, 056 South Central Division . 22 225, 771 16 33, 747 2 8,307 12 92, 267* 22 360, 092 North Central Division . 32 1, 040, 363 30 126, 928 6 30,524 4 10,000 34 1, 207, 815 Western Division . 22 444, 470 18 19, 785 1 100 4 1,890 22 466, 245 North Atlantic Division: 4 22, 900 3 1,474 0 0 4 24, 374 1 18, 300 1 2,600 1 20,900 B 16' 750 2 400 0 0 3 17, 150 Massachusetts . 8 241,010 6 3, 906 0 0 8 244, 916 Rhode Island . 1 58,500 0 o 0 1 58, 500 1 16, 000 0 0 0 1 16, 000 New York . 13 498, 703 10 19, 041 5 9, 126 13 526, 870 1 48' 000 1 48,000 Pennsylvania . 15 . 317, 120 4 33,003 0 7 98j 763 15 448, 886 South Atlantic Division: Delaware . Maryland . .... 1 20, 000 1 6,496 0 o. 1 25,496 District of Columbia . Virginia . 3 38, 333 3 2,009 1 60, 679 3 120,470 3 221, 491 West Virginia . 6 71, 100 6 3,893 1 289 1. 9, 050 6 84, 332 North Carolina . 5 48, 007 1 12,451 0 3 11, 888 5 72,346 South Carolina . 1 49, 468 1 8,728 o 1 800 1 58, 996 Georgia . 3 41,795 2 7,934 o 2 8, 610 3 58, 339 Florida . 2 11, 500 1 56 o 1 12, 500 2 24, 056 South Central Division: Kentucky . 2 8,000 1 196 1 1, 307 1 4,880 2 14, 383 Tennessee . [ 1 20, 000 1 8,000 1 40, 800 1 68,800 Alabama . 1 6 43, 000 5 9,929 o 5 34, 950 . 6 87, 879 Mississippi . 5 4, 482 4 2,100 2 100 5 6, 682 Louisiana . 1 18,000 1 4, 322 o 0 1 22, 322 Texas . 4 77,500 3 8,800 o 1 2,000 4 88,300 Arkansas . 1 3, 789 1 400 o 1 6,818 1 11, 007 Oklahoma . 51, 000 1 7,000 1 2, 719 2 60, 719 Indian Territory . North Central Division: Ohio . 1 24, 000 2 590 2 24, 590 Indiana . 1 67, 730 1 4,398 o 0 1 72, 128 Illinois . 4 191, 713 4 13, 859 1 596 1 3, 000 5 209, 168 Michigan . 3 137, 121 3 12, 498 1 4,200 1 2, 000 3 155, 819 Wisconsin . 7 215, 329 5 31, 472 1 9,500 1 2,000 7 258, 301 Minnesota . 4 127, 000 4 10, 352 o o 4 137, 352 Iowa . 3 80, 900 3 22, 765 o o 3 103, 665 Missouri . 3 62, 725 3 18, 700 3 81, 425 North Dakota . 1 13, 895 1 1,028 1 14, 923 South Dakota . 3 43,450 3 6,400 2 2, 460 1 3,000 3 55,310 Nebraska . | 1 30, 000 0 o o 1 30 000 Kansas . j 1 46, 500 1 4, 865 1 13, 768 1 65,134 Western Division: Montana . 1 1 18, 440 1 271 1 1 900 1 19, 611 Wvoming . 1 3, 000 1 112 1 3’ 112 Colorado . 1 60, 000 1 3, 000 o o 1 63, 000 New Mexico . 2 23, 000 2 3, 000 1 100 2 26, 100 Arizona . 2 30, 000 2 1.500 o o 2 31, 500 Utah . 1 10, 000 1 1,000 1 11,000 Nevada . Idaho . 2 17, 000 1 175 o o 2 17, 175 Washington . 3 59, 250 3 3, 135 1 100 o 3 62,’ 485 Oregon . 4 34, 750 4 7,072 2 890 4 42, 712 California . . . 5 189, 030 2 520 0 0 5 189, 550 NORMAL SCHOOLS, 1589 Table 6. — Summary of statistics of public normal schools in 1901-2. VALUE OF BUILDINGS AND OTHER PROPERTY. State or Territory. Number of schools re¬ porting. Volumes in libraries. Esti¬ mated value of libra¬ ries. Number of schools re¬ porting. Value of buildings, grounds, ! apparatus, etc. O jQ *5 fci ) |a r Total money value of bene¬ factions or be¬ quests for perma¬ nent endow¬ ment 1901-2. Number of schools re¬ porting. Appro¬ priated by States, counties, and cities for ’buildings j and improve¬ ments. United States . 154 746,138 $895, 251 139 $20, 628, 432 3 $150,420 60 $906, 301 North Atlantic Division. . . . 53 248, 630 307. 887 43 9,831.366 15 | 1 176, 534 South Atlantic Division _ 24 61, 854 85,556 22 2, 744. 700 2 135,420 12 1 124, 747 South Central Division . 21 77. 211 72,481 21 1, 033, 240 1 15,000 6 35, 050 35 337, 696 34 5, 447, 582 16 SSI, 170 Western Division . 21 80j 938 91, 631 19 1. 571, 544 11 18$’ 800 North Atlantic Division: £ 4.980 7,150 3 154,800 1 5,600 1 5’ 000 6,000 1 40,000 Vermont . 3 13, 500 10, 000 2 21,200 91 41 j 123 40, 300 6 1 1, 105, 850 1 2, 000 Rhode Island . 1 b, 000 10,000 1 800, 000 Connecticut . 4 17, 010 i 3 353, 485 16 73' 453 112,900 11 2, 435, 098 1 7 69, 567 NeAV Jersey . 2 4/200 2 522, 500 1 4, 000 14 84,364 15 j 4, 548, 933 1 5 95,367 South Atlantic Division: Delaware . 0 Maryland . 1 4,600 6,850 1 160,000 j i 3, 770 District of Columbia. . . . 2 1,035 1,200 0 Virginia . 3 18,500 18,500 3 1,054,500 1 125,420 1 i 20,000 West Virginia . 7 17, 760 36, 800 719,200 4 30, 300 North Carolina . 5 3,914 5,806 5 170. 500 1 10,000 3 15, 412 South Carolina . 1 5,267 7,100 1 325,000 Georgia . 3 9,000 8,300 3 265, 500 i 5, 355 Florida . 1,778 1,000 j 2 50,000 49, 910 South Central Division: Kentucky . 2 1,608 2,000 1 1 48,450 Tennessee . 1 15,000 12,000 1 200,000 Alabama . 5 8, 525 7,107 6 239, 196 i 10, OCO Mississippi . 4 2,050 7,130 5 18,000 j 1 15,000 i Louisiana . 2 5, 047 5, 500 1 100,000 l 750 Texas . 4 | 38,644 31,700 4 245, 100 3 18,500 Arkansas . 1 4,300 4,000 1 28, 500 1 5,800 Oklahoma . 2 2,037 3,044 153, 994 Indian Territory . 0 ’ 0 0 0 0 North Central Division: Ohio . 3 2,810 3,300 1 20,000 1 2,500 Indiana . 1 35, 000 40,000 l ! 300, 000 1 8,500 Illinois . 5 56,322 72,000 4 1, 530, 000 2 21, 195 Michigan . 1 34, 800 46,300 | 4 631, 813 3 140, 000 Wisconsin . ! 43, 122 51, 353 j 820, 400 1 18, 575 Minnesota . 5 22, 251 17j 993 4 638, 369 0 55,000 Iowa . 13, 800 21,250 3 272,000 1 50,000 Missouri . i 3 12, 000 16,000 3 600, 000 2 55, 500 North Dakota . 2 7,000 7,000 2 73, 000 South Dakota . 3 19, 000 14,500 g 240, 000 i 21,000 Nebraska . 1 . 1 16, 000 20,000 1 110, 000 i 3,400 Kansas . 1 15, 400 28,000 1 212, 000 i 5, 500 Western Division: Montana . 1 3,225 3,000 1 90,000 l 20,000 Wyoming . 1 500 700 Colorado . 1 18, 000 27,000 ! 1 j 200, 000 i 25,000 New Mexico . 2 8,000 9,500 2 ! 95,000 Arizona . 2 4,500 4,700 9 110, 000 2 11, 000 Utah . 1 1,500 2,000 1 38,000 Nevada . 0 Idaho . 2 650 500 2 90, 000 2 21, 000 Washington . 3 11, 390 12,000 3 355,000 2 52, 300 Oregon . 4 3, 311 3, 200 4 155, 000 2 36, 000 California . 4 29,862 29, 031 3 438,544 I 23,500 1590 EDUCATION REPORT, 1902, Table 7. — Review of public normal school statistics, 1896-1901. APPROPRIATION FROM STATE, COUNTY, OR CITY FOR SUPPORT. State or Territory. 1896-97. 1897-98. 1898-99. 1839-1900. I 1900-1901. 1S01-2. United States . $2,426,185 $2,566, 132 $2, 510, 934 $2,769,003 $3,068,485 $3,228,090 North Atlantic Division . 1,005, 972 1,035,502 1,010,913 1,147,471 1, 133, 099 1, 237, 283 South Atlantic Division - 257, 836 220, 328 280, 350 230, 883 303, 453 280, 203 South Central Division . 75, 940 131, 165 132, 715 154,638 237, 697 225, 771 North Central Division . 852, 787 881,437 779, 256 934, 731 1, 044, 491 1,040,363 Western Division . 233, 650 297, 700 307,700 301, 280 349, 745 444, 470 North Atlantic Division: Maine . 26, 900 26,900 31,020 32,750 34,000 22,900 New Hampshire . 13,000 13,000 13, 000 13.800 10,000 18, 300 Vermont . 12,426 15,000 17,000 15, 500 16,000 16, 750 Massachusetts . 168, 207 175,878 196,668 179. 862 211, 197 241,010 Rhode Island . 20, 000 25, 000 55,000 60,000 58,500 - 58,500 Connecticut . 42,605 16, 000 34,303 15, 234 30,000 16,000 New York . 484, 801 517,105. 513, 507 596,780 519, 985 498,703 New Jersey . 44,943 55, 661 45, 000 45, 000 52, 000 48, 000 Pennsvl vania . 193, 000 190, 958 105, 415 188, 545 201,417 317,120 South Atlantic Division: Maryland . 12,500 12, 875 20, OOG j 20,000 20,000 20, 000 District of Columbia . Virginia . 38, 333 ’ 47, 996 30,000 I 30, 000 48,663 38,333 West Virginia . - . 42, 200 36, 400 122,550 66, 300 90,300 71, 100 North Carolina . 41,316 37, 657 32,800 33, 075 36,538 4S, 007 South Carolina . 62, 229 30,000 30,000 31,508 44, 052 49,468 Georgia . 45,400 45,400 36,500 36,500 44,400 41,795 "Florida . 15, 858 10, 000 8,500 13,500 19, 500 11,500 South Central Division: Kentucky . 5,775 3,375 4,325 3,700 3, 600 8,000 Tennessee . 20,000 20,000 20,000 20, 000 20, 000 Alabama . . 29,450 22,445 21, 800 23, 550 34, 975 43,000 Mississippi . . . 6,615 6,820 6,890 4, 760 2,000 4,482 Louisiana . 15,000 15,000 16,000 16,000 18,000 18,000 Texas... . 1,600 | 42, 500 42,700 53, 700 95,600 77,500 Arkansas . 1 5,500 l 5,025 5,000 3, 500 3, 250 3,789 Oklahoma . 12,000 1 16,000 16,000 29,428 60, 272 51, 000 Indian Territorv . 1 North Central Division: Ohio . 3,500 8.000 4,000 29,000 24, 000 Indiana . 60,720 60, 750 65, 352 65,000 98, 216 67, 730 Illinois . 64,000 127, 777 96,000 139, 216 75, 310 191, 713 Michigan . 63. 8:50 95, 650 88,700 117, 0C0 128, 799 137, 121 Wisconsin . 288', 540 259, 396 198, 717 266, 415 210, 751 215,329 Minnesota . 95,000 128, 000 125, 000 106, 500 108, 250 127,000 Towa . 42,625 | 51.737 55, 887 52,050 86, 400 80,900 Missouri . 143,552 49,950 39,750 43,250 197, 200 62, 725 North Dakota . 20,000 I 20, 227 23, 400 23, 650 26,150 13,895 South Dakota . 26,000 j 27^000 28, 500 30,150 48,415 43,450 Nebraska . 25,000 24, 750 25,000 27, 500 30,000 30,000 Kansas . j 20,000 ! 28,000 28, 950 35,000 35, 000 46, 500 Western Division: Montana . . ! 7,700 15,000 15,000 15, 850 18,440 Wyoming . 1 3,000 Colorado . 1 35,000 1 35,000 35,000 35,000 43, 000 60,000 New Mexico . 6,000 6,500 7, 000 21,000 23, 000 Arizona . 8,000 11,500 15,000 17,000 30, 000 Utah . 1 58,500 7,500 7, 500 7,500 10,000 Nevada . Idaho . 17,000 14,000 14,000 14,500 14,500 17,000 Washington . 26,500 12,500 29, 200 15, 100 31,200 59, 250 Oregon . 15,650 9,700 20,500 24,500 28,500 34,750 California . 125,500 142,300 186,500 167, 680 171, 695 189,030 NORMAL SCHOOLS. 1591 Table 8. — Review of public normal school statistics, 1896-1901. PUBLIC APPROPRIATIONS FOR BUILDINGS AND IMPROVEMENTS. State or Territory. 1896-97. 1897-98. 1898-99. I 1899-1900. j 1900-1901. 1901-2. United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . North Atlantic Division: Maine . $743, 333 $417, 866 $560, 896 $718,507 $709, 217 $906, 301 146, 044 263,045 15, 250 203, 689 115, 325 131, 217 57, 435 4,310 97, 504 127, 400 113,659 58, 775 5, 275 133, 3/o 249, 812 210, 639 101, 254 36, 570 251, 094 118, 950 227,476 78,240 50,250 241, 751 111,500 176, 534 124, 747 35, 050 381, 170 188,800 68,000 715 0 10,000 0 0 16,895 330 50,104 41,000 715 0 0 0 740 8, 000 5,600 8, 000 1,760 93, 563 4,650 5,600 1,000 j 5,920 Massachusetts . 53,300 2,000 60,666 97,406 55,587 4, 515 29,400 18,732 4,000 28, 887 70, 216 5, 000 26, 500 69,567 4, 000 95, 367 58,500 South Atlantic Division: o 2, 760 0 4,504 3,770 166,405 61, 400 190 50 35,000 0 2,700 2,500 45,450 20, 000 35, 800 5, 000 35, 000 950 20, 000 30, 300 15,412 West Virginia . 53,319 5,000 42,600 North Carolina . South Carolina . 1,725 20,940 6,500 8,200 Georgia . 456 5,355 49, 910 Florida . 5, 000 800 South Central Division: Kentucky . 800 Tennessee . Alabama . 50 20 12,480 0 0 0 1,000 110 1,800 75 1,800 345 1,500 22,325 600 10, 000 35, 000 10, 000 Mississippi . Louisiana . 9,250 6,000 750 18, 500 5, 800 Texas . 1 2, 000 400 2,000 600 Arkansas . Oklahoma . Indian Territorv . North Central Division: Ohio . 3,000 10. 000 56; 000 25, 000 55,889 12,500 3,000 6,280 0 0 20, 000 12, 000 2,300 50 1.500 8. 500 2.500 8.500 21, 195 140,000 18,575 55,000 50, 000 55, 500 Indiana . 0 -45, 390 58,000 2, 904 5,800 50,000 1,000 Illinois . 90, 375 0 Michigan . 17,500 39, 354 15, 000 50, 000 34, 631 21, 600 50, 000 58,050 Wisconsin . Minnesota . . I 10, 000 Iowa . Missouri . 3, 000 300 1,000 2, 000 25,000 5,000 North Dakota . South Dakota . 52.500 5, 000 20.500 j 14,470 3, 000 21, 000 3,400 5, 500 20,000 Nebraska . 20, 000 Kansas . Western Division: Montana . 50,009 L 20, 000 Wvoming . Colorado . 0 10, 000 35,000 0 25,000 New Mexico . 5,000 19, 700 13,000 Arizona . . . 16, 000 58, 500 6,000 11,000 Utah . 23,000 Nevada . . Idaho . 1,000 62, 825 4, 000 2,500 50 2,850 6,000 21,000 52, 300 36, 000 23, 5G0 Washington . 6,500 17 500 2,500 37, 000 46, 000 Oregon . 13,750 66, 500 California . 0 197, 812 1592 EDUCATION REPORT, 1902. Table 9. — Number of students pursuing certain subjects in public normal schools in 1901-2. State or Territory. History of education. Theory of education. School organization and supervision. Male. Fe¬ male. Total. Male. 1 Fe¬ male. Total. Male. Fe¬ male. Total. United States . 1, 738 9,215 10,953 2,079 | 10,856 1 12,935 2,474 10, 969 13, 443 North Atlantic Division. . . . 916 5,392 6,308 995 5,931 I 6, 928 1,049 5, 534 6,583 South Atlantic Division. . . . 141 532 673 148 819 967 230 1, 251 1,481 South Central Division . 126 408 534 233 603 836 495 817 1,312 North Central Division. . . . . 415 2, 033 2,448 558 2, 633 | 3, 191 568 2,483 3, 051 Western Division . 140 850 990 145 870 1, 015 132 884 1,016 North Atlantic Division: I Maine . 31 246 277 81 ■ 246 277 70 334 404 New Hampshire . 2 40 42 2 52 54 2 49 51 Vermont . 5 115 120 8 103 111 8 103 111 Massachusetts . 24 685 709 28 724 752 26 770 796 Rhode Island . 0 48 48 0 192 192 0 51 51 Connecticut . 1 287 288 5 629 634 3 448 451 New York . 245 2,109 2, 354 242 2,098 2,340 235 2,016 2,251 New Jersey . 30 383 413 20 293 313 30 340 370 Pennsylvania . 578 1,479 2, 057 659 1,594 2 253 675 1,423 2, 098 South Atlantic Division: Marvland . 3 115 118 17 368 385 17 368 385 District of Columbia. . . . 7 78 85 2 96 98 8 127 135 Virginia . 31 91 122 17 70 87 81 96 127 West Virginia . 35 45 80 31 40 71 28 45 73 North Carolina . 41 116 157 40 100 140 34 109 143 South Carolina . 0 34 34 0 102 102 0 76 76 Georgia . 14 38 52 32 27 59 110 424 534 Florida . . 10 15 25 9 16 25 2 6 8 South Central Division: Kentucky . 8 45 53 5 62 67 13 67 80 Tennessee . Alabama . 33 68 101 94 156 250 137 1 188 325 Mississippi . 31 56 87 27 51 78 Louisiana . 8 129 137 11 208 219 10 73 83 Texas . 48 108 156 31 44 75 241 389 630 Arkansas . 4 1 5 44 21 65 -44 21 65 Oklahoma . 25 57 82 17 56 73 23 28 51 Indian Territory North Central Division: Ohio . ✓ 0 227 227 0 247 247 0 182 182 Indiana . 38 102 140 66 194 260 10 12 22 Illinois . 66 624 690 52 638 690 83 672 755 Michigan . 36 259 295 2 75 77 12 63 75 Wisconsin . 103 287 390 ! 213 814 1, G27 197 804 1,003 Minnesota . 25 228 253 i 24 227 251 27 256 283 Iowa . 39 64 103 30 58 88 33 64 97 Missouri . 41 35 76 77 88 165 107 158 265 North Dakota . 2 17 19 2 17 19 2 17 19 South Dakota . 5 20 25 13 32 45 13 33 46 Nebraska . 17 64 81 36 143 179 15 91 106 Kansas . 43 106 149 43 100 143 69 131 200 Western Division: Montana . 0 6 6 0 6 6 1 4 5 Wyoming . 0 2 2 0 20 20 0 20 20 Colorado . 14 60 74 41 248 289 41 248 289 New Mexico . 4 17 21 4 17 21 4 17 21 Arizona . 8 19 27 8 19 ! 27 0 7 7 Utah . 27 85 112 20 71 1 91 20 68 88 Nevada. _ _ _ _ .... Idaho . 7 24 31 5 23 28 4 5 9 Washington . 8 56 64 17 98 115 22 126 148 Oregon . 12 42 54 17 19 36 15 14 29 California . 60 539 599 33 349 382 25 375 400 NORMAL SCHOOLS 1593 TAble 10. — Number of students pursuing certain subjects in public normal schools in 1901-2. State or Territory. School management and discipline. School hygiene. Psychology and child study. Male. Fe¬ male. Total. Male. 1 Fe¬ male. Total. Male. Fe¬ male. Total. United States . 2, 994 12, 511 15, 505 2,690 10, 965 13, 655 2,484 12, 054 14, 538 North. Atlantic Division - 1,368 6, 275 7, 643 1,052 5, 693 6,745 893 5,620 6,513 South Atlantic Division .... 265 1,284 1,549 308 1,158 1,466 125 561 686 South Central Division . 563 1,165 1,729 409 683 1,092 412 982 1,394 North Central Division . 628 2,822 3,450 787 2,548 3,335 892 3,931 4,823 Western Division . 170 964 1,134 134 883 1,017 162 960 1,122 North Atlantic Division: Maine . 70 834 404 55 283 338 37 251 288 2 49 51 2 62 64 Vermont 1 . 8 103 111 9 103 112 8 139 147 Massachusetts . 27 785 812 26 773 799 29 819 848 Khode Island . 0 48 48 0 60 60 0 150 150 Connecticut . 3 465 468 4 532 536 5 613 618 New York . 244 2,059 2,303 189 1,936 2, 125 207 1,784 1,991 New Jersey . 30 383 413 30 353 383 25 411 436 Pennsylvania . 984 2, 049 3,033 739 1,653 2,392 580 1,391 1, 971 South Atlantic Division: Maryland . 17 368 385 3 115 118 6 105 111 District of Columbia. . . . 8 127 135 8 130 138 7 81 88 Virginia . 17 75 92 17 110 127 31 96 127 West Virginia . 51 67 118 83 95 178 22 28 50 North Carolina . 47 112 159 87 367 454 29 95 124 South Carolina . . 0 76 76 0 34 34 Georgia . 110 424 534 iio 341 451 14 76 90 Florida . 15 35 50 16 46 62 South Central Division: Kentucky _ _ 13 67 80 5 62 67 9 45 54 Tennessee . 82 121 203 Alabama . 154 209 363 133 171 304 75 111 186 Mississinpi . . . 36 64 100 54 69 123 9 13 22 Louisiana 10 248 258 9 261 270 Texas . 283 529 812 155 319 474 190 395 585 Arkansas . 44 21 65 44 21 65 4 1 5 Oklahoma . 23 28 51 18 41 59 34 35 69 Indian Territory . North Central Division: Ohio . 0 227 227 0 265 265 0 333 333 Indiana . 10 52 62 149 279 428 Illinois . 98 689 787 126 751 877 113 844 957 Michigan . 12 63 75 82 450 532 Wisconsin . 188 653 841 148 504 652 227 765 992 Minnesota . 27 498 525 7 272 279 44 630 674 Iowa . 97 210 307 24 43 67 81 166 247 Missouri . 98 160 258 340 430 770 43 49 92 North Dakota, . 2 17 19 10 21 31 South Dakota . 12 31 43 10 24 34 17 64 81 Nebraska . 15 91 106 63 128 191 19 53 72 Kansas . 69 131 200 69 131 200 107 277 384 West rn Division: Montana . 1 4 5 1 4 5 1 34 35 Wyoming . 0 20 20 0 20 20 0 4 4 Colorado . 41 ' 248 289 41 248 289 11 136 147 New Mexico . 10 23 33 0 11 11 4 17 21 Arizona . 4 21 25 4 21 25 9 36 45 Utah . 20 71 91 20 68 88 27 78 105 Nevada . Idaho . 18 35 53 14 29 43 5 27 32 Washington . . 29 121 150 25 102 127 18 68 86 Oregon . 22 46 68 2 7 9 32 63 95 California . 25 375 400 27 373 400 55 497 552 ED 1902 — YOL II - 27 1594 EDUCATION REPORT, 1902, Table 11. — Number of students pursuing cerrtain subjects in public normal schools in 1901-2. State or Territory. Ethics. School laws. Practical pedagogy. Male. Fe¬ male. Total. Male. L Fe¬ male. Total. Male. Fe¬ male. Total. United States . 801 4,015 4, 816 1, 471 7, 221. 8,692 2,748 11, 720 14,468 North Atlantic Division .... 157' 1, 962 2, 119 443 3,403 3,846 781 5, 160 5,941 South Atlantic Division .... 68 187 255 299 960 1,259 341 971 1, 312 South Central Division . 359 447 806 257 583 820 682 1,222 1,884 North Central Division . 154 1,153 1,307 335 1, 599 1, 934 772 3,296 4, 068 Western Division . . 63 266 329 137 696. 833 192 1, 071 1,263 North Atlantic Division: Maine . 31 246 277 70 334 404 37 248 285 2 20 22 2 49 51 Vermont . 6 99 i05 3 31 34 6 70 76 Massachusetts . 18 166 184 20 622 642 27 865 892 0 48 48 0 82 82 Connecticut . . . . 5 596 601 3 448 451 3 481 484 New York . 82 663 745 148 1,108 1, 256 178 1,689 1,867 New Jersey . 0 170 170 40 400 440 4 423 427 Pennsylvania . ... 15 22 37 I 157 392 549 524 1,253 1,.777 South Atlantic Division: 6 105 111 6 105 111 District of Columbia. . . . 2 96 98 0 0 0 8 127 135 Virginia . 17 35 52 17 70 87 17 80 97 West Virginia . 26 27 53 11 20 31 36 55 91 North Carolina . 9 11 20 113 171 284 199 249 448 South Carolina . 0 48. 48 0 235 235 Georgia . . . . 12 12 24 139 512 651 34 34 68 Florida . . . 2 6 8 13 34 47 41 86 v 127 South Central Division: Kentucky . . 9 6 15 9 4 13 9 45 54 Tennessee . 56 84 140 176 265 441 Alabama . 51 70 121 55 120 175 138 230 368 Mississippi . 10 25 35 36 64 100 Louisiana . 10 73 83 9 184 193 Texas . 49 92 141 55 195 250 219 355 574 Arkansas . 4 1 5 ~ 44 21 65 4 1 5 Oklahoma . 246 278 524 18 41 59 71 78 149 Indian Territory . North Central Division: Ohio . . 0 202 202 0 67 67 0 270 270 Indiana . 1 39 72 111 Illinois . . . 13 515 528 51 582 633' 131 865 996 Michigan . / 77 413 490 Wisconsin . . . 101 293 394 2S0 827 1 107 Minnesota . 16 141 157 26 340 366 30 385 415 Iowa . 18 31 49 7 21 28 Missouri . 18 18 36 50 80 130 80 164 244 North Dakota . 11 20 31 South Dakota . i . 6 24 30 11 30 41 Nebraska . 14 51 65 23 74 97 Kansas . . . 107 277 384 69 1 131 200 83 155 238 Western Division: Montana . 1 12 13 1 5 6 Wvoming . 0 20 20 Colorado . 14 60 74 41 248 289 New Mexico . 0 11 11 0 11 11 4 17 21 Arizona . 5 26 31 6 19 25 5 29 34 Utah . 20 68 88 20 . 71 91 Nevada . Idaho . 1 10 11 21 18 39 21 11 32 Washington . 3 19 22 29 126 155 16 67 83 Oregon . 12 13 25 32 64 96 16 28 44 California . . 8 59 67 48 446 494 68 575 643 FORMAL SCHOOLS, 1595 Table 12. — Summary of statistics of private normal schools in 1901-2. SCHOOLS AND INSTRUCTORS. State or Territory. Schools. Teachers for normal students. ^ Teaehers wholly for other departments. Total number of teachers employed. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 109 445 345 790 200 203 403 645 548 1, 193 North Atlantic Division ... 7 60 88 148 0 0 0 60 88 148 South Atlantic Division . . . 28 53 79 132 41 90 131 94 169 263 South Central Division .... 27 83 64 147 59 70 129 142 134 276 North Central Division .... 46 245 107 352 100 42 142 345 149 494 Western Division . 1 4 7 11 0 1 1 4 8 12 North Atlantic Division: Maine . 1 1 3 4 0 0 0 1 3 4 Massachusetts . 3 0 20 20 0 0 0 ° 20 20 Rhode Island . Connecticut . New York . 1 52 57 109 0 0 0 52 57 109 2 7 8 15 7 8 15 South Atlantic Division: Maryland . 2 6 0 6 2 1 3 8 1 9 District of Columbia . . . 2 0 7 7 0 1 1 0 8 8 Virginia . 4 15 16 31 19 10 29 34 26 60 West Virginia . 2 4 6 10 0 2 2 4 8 12 North Carolina . 5 12 21 33 7 16 23 19 37 56 South Carolina . 5 4 5 9 5 26 31 9 31 40 Georgia . 6 9 20 29 6 27 33 15 47 62 Florida . 2 3 4 7 2 7 9 5 11 16 South Central Division: Kentucky . 9 17 8 25 9 15 24 26 23 49 Tennessee . 7 22 17 39 5 25 30 27 42 69 Alabama . 2 13 19 32 43 17 60 56 36 92 Mississippi . 3 10 12 22 0 9 9 10 21 31 Louisiana . Texas . 2 9 3 12 0 1 1 9 4 13 Arkansas . 4 12 5 17 2 3 5 14 8 22 Oklahoma . Indian Territorv . i . North Central Division: Ohio . . 9 53 15 68 22 5 27 75 20 95 Indiana . 6 53 35 88 13 2 15 66 37 103 Illinois . 8 42 18 60 22 10 32 64 28 92 Michigan . 2 1 2 3 1 1 2 2 3 5 Wisconsin . 2 7 0 7 0 0 0 7 0. 7 Minnesota . 2 8 0 8 2 2 4 10 2 12 Iowa . 9 47 20 67 23 6 29 70 26 98 Missouri . 3 21 4 25 15 12 27 36 16 52 North Dakota . South Dakota . 1 j 4 1 5 0 1 1 4 2 6 Nebraska . . . 2 6 7 13 2 3 5 8 10 18 Kansas . 2 3 5 8 0 0 0 3 5 8 Western Division: Montana . | Wvoming . Colorado . 1 . 4 7 11 0 1 1 4 8 12 New Mexico . Arizona . Utah . . . . . Nevada . Idaho . Washington . Oregon . California . 1596 EDUCATION REPORT, 1902. Table 13. — Summary of statistics of private normal schools in 1901-2. 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. Male. Female. Total. United States . 7, 4S4 8, 181 15, 665 2,413 933 3,346 4,005 3, 112 7,117 5,047 5, 856 10, 903 307 961 1,268 45 32 77 69 227 296 South Atlantic Division . . 603 955 1,558 109 71 180 237 465 702 1,649 2, 676 4,325 South Central Division . . . 1,129 1,148 2,277 417 205 622 556 341 897 2,075 1,804 3,879 North Central Division . . . 5,431 5, 054 10, 485 1, 872 627 2, 499 3,160 2,259 5,419 1,245 1,133 2, 378 Western Division . 14 63 77 15 30 45 7 15 22 9 16 25 North Atlantic Division: Maine . 23 46 69 0 0 0 45 26 71 0 0 0 0 210 210 0 6 6 164 545 709 69 227 296 120 160 280 South Atlantic Division: Maryland . 39 15 54 — 0 0 0 0 0 0 27 19 46 District of Columbia . . 0 32 .32 0 0 0 0 0 0 20 20 40 Virginia . 101 172 273 18 10 28 60 57 117 78 202 280 West Virginia . 73 105 178 15 8 23 34 32 66 North Carolina . 116 314 430 0 6 6 35 33 68 322 595 917 South Carolina . 69 65 134 36 120 156 415 575 990 Georgia . 154 204 358 66 42 108 73 216 289 631 1,103 1, 734 Florida . 51 48 99 10 5 15 33 39 72 122 130 252 South Central Division: Kentucky . 370 386 756 219 97 316 142 93 235 375 376 751 Tennessee . 342 371 713 107 93 200 80 55 135 479 603 1,082 Alabama . 42 23 65 0 0 0 207 128 335 743 376 1,119 Mississippi . 134 174 308 5 10 15 227 253 480 Louisiana . Texas . 73 58 131 74 8 82 62 32 94 98 78 176 Arkansas . 168 136 304 17 7 24 60 23 83 153 118, , 271 Oklanoma . Indian Territory . North Central Division: Ohio . 1,397 1,002 2,399 440 126 566 1,421 677 2,098 324 311 635 Indiana . 2,152 1,642 3,794 | 216 76 292 929 985 1, 914 0 0 0 Illinois . 579 708 1,287 384 129 513 365 91 456 420 321 741 Michigan . 23 52 75 37 32 69 58 121 179 6 7 13 Wisconsin . 47 28 75 47 0 47 Minnesota . 30 32 62 7 0 96 50 146 Iowa . 622 934 1,556 239 67 306 79 41 120 226 209 435 Missouri . 434 364 798 277 103 380 107 97 204 30 152 182 North Dakota . 1 South Dakota . 25 55 80 0 0 0 0 0 0 42 30 72 Nebraska . 104 218 322 213 84 297 181 226 407 96 47 143 Kansas . 18 19 37 12 10 22 20 21 41 5 6 11 Western Division: Montana . Wyoming . 1 Colorado . 14 63 77 15 30 45 7 15 22 9 , 16 25 New Mexico . Arizona . 1 Utah . . I . Nevada . 1 Idaho . Washington . Oregon . California . 1 1 1 . 1 . NORMAL SCHOOLS, 1597 Table 14. — Summary of statistics of private normal schools in 1901-2. TOTAL ENROLLMENT OF STUDENTS, ETC. 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. Male. Fe¬ male. Total. United States . 18,949 18, 082 37, 031 00 CO 581 965 1,115 1,380 2, 495 North Atlantic Division .... 421 1,220 1,641 3 2 5 92 246 338 South Atlantic Division. . . . 2,598 4, 167 6, 765 220 411 631 298 427 725 South Central Division . 4,177 3, 498 7,675 149 159 308 249 265 514 North Central Division . 11, 708 9, 073 20, 781 12 8 20 476 442 918 45 124 169 0 1 1 North Atlantic Division: Maine . 6S 72 140 0 0 0 j 23 19 42 0 216 216 . . . . Connecticut . | . New York . 283 772 1,005 3 2 5 69 227 296 120 160 280 South Atlantic Division: Maryland . 66 34 100 3 15 is 0 o 0 District of Columbia. . . . 20 52 72 0 12 12 0 40 40 Virginia . 257 441 i 698 35 108 143 West Virginia . 122 145 267 23 60 83 North Carolina . 473 948 1 1,421 28 47 75 98 i32 230 South Carolina . 520 760 1, 280 76 92 168 78 104 182 Georgia . 924 1,565 2, 489 28 49 77 91 112 203 Florida . 216 222 43S 27 28 55 31 39 j 70 South Central Division: Kentucky . 1,106 952 2,058 0 0 0 12 26 38 Tennessee . 1,008 1.122 2,130 82 104 186 32 42 ! 74 Alabama . 992 527 1,519 42 23 65 74 86 | 160 Mississippi . 366 437 803 25 32 57 116 100 | 216 Louisiana . Texas . 307 176 483 Arkansas . 398 284 682 0 0 0 15 ii 26 Oklahoma . Indian Territory . North Central Division: Ohio . 3,582 2, 116 5, 698 0 0 0 45 84 129 Indiana . 3.297 ! 2,703 i 6,000 4 6 10 37 30 67 Illinois . 1,748 1, 249 | 2, 997 0 1 1 157 69 226 Michigan . 124 212 336 Wisconsin . 94 28 122 0 0 0 81 71 152 Minnesota . 133 82 215 1 0 1 87 94 181 Iowa . 1,166 1,251 j 2,417 1 0 1 7 14 21 Missouri . 848 716 1,564 0 0 0 41 62 103 North Dakota . | South Dakota . 67 85 152 0 0 0 0 0 0 Nebraska . 594 575 1,169 6 1 7 21 18 39 Kansas . 55 1 56 111 ! . Western Division: Montana . | 1 . Wyoming . Colorado . 45 124 169 i o 1 i New Mexico . . Arizona . Utah . Nevada . Idaho . Washington . i . :::::::: Oregon . i . : California . 1 . 1 1598 EDUCATION REPORT, 1902. Table 15. — Summary of statistics of private normal schools in 1901-2. 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 . 577 844 1,421 640 343 983 381 184 565 North Atlantic Division.... 54 226 280 8 9 17 South Atlantic Division .... 197 226 423 26 16 42 45 43 88 South Central Division . 60 53 113 183 68 251 57 32 89 North Central Division . 266 324 590 415 241 656 270 100 370 Western Division . 0 15 15 16 18 34 1 0 1 North Atlantic Division: 6 •7 13 8 9 17 0 66 Connecticut . . 44 146 190 New Jersey . 4 11 South Atlantic Division : 1 Delaware . Maryland . IS 3 16 District of Columbia. . . . 0 9 9 Virginia . 32 22 54 6 2 8 16 11 27 West Virginia . *7 9 16 0 6 6 North Carolina . 78 103 181 0 3 3 0 10 10 South Carolina . IS 22 40 7 1 8 Georgia . 46 54 100 16 . 7 23 18 9 27 Florida . 3 4 7 4 4 8 4 6 10 South Central Division: Kentucky . 23 15 38 106 40 146 9 12 21 Tennessee . . 26 28 54 39 19 58 29 14 43 Alabama . 3 1 4 Mississippi . 3 7 10 4 3 7 Louisiana . I . Texas . 26 6 32 15 3 18 Arkansas . . . 5 2 7 12 3 15 Oklahoma . 1 1 Indian Territory . i . North Central Division: Ohio . 83 62 145 132 72 204 217 45 262 Indiana . 40 77 117 96 63 159 21 12 33 Illinois . 61 35 96 38 40 78 5 2 7 Michigan . 12 26 38 18 15 33 6 9 15 Wisconsin . 4 8 12 2 0 "2 Minnesota . . 8 10 18 Iowa . 29 26 55 50 11 61 . 11 14 25 Missouri . 2 4 6 28 15 43 1 3 4 North Dakota. . South Dakota . 2 14 16 _ _ Nebraska . 25 62 87 47 22 69 9 15 24 Kansas .... 4 g 7 Western Division: Montana . Wyoming _ _ Colorado . 0 15 15 i& 18 34 1 1 0 1 New Mexico . Arizona . . . | . . Utah Nevada . . . . Idaho. . Washington . . ! Oregon . 1 . ! California .... t ........I i 1 NORMAL SCHOOLS 1599 Table 16. — Summary of statistics of 'private normal schools in 1901-2. INCOME FROM VARIOUS SOURCES. State or Territory. 1 Number of schools | reporting. Appro¬ priated by States, counties, or cities, for sup¬ port for 1901-2. 1 Number of schools reporting. Received from tui¬ tion and other fees. 1 Number of schools reporting. Received from produc¬ tive* . funds. Number of schools reporting. Received from other sources and unclassi¬ fied. 3 O 3 feuo m £ MZ g £ Total income for the year 1901-2. United States : . 22 $20, 085 66 $422, 409 12 $40,442 35 $386,250 71 $869, 186 North Atlantic Division . 2 1, 200 4 186,070 2 7,709 1 84,135 4 279, 114 South Atlan+ic Division . 9 9, 385 21 41,726 5 14,095 16 64, 447 23 129, 653 South Central Division . 10 8, 900 17 38, 142 2 9,316 7 201,128 18 257, 486 North Central Division . 1 600 24 156, 471 3 9,322 11 36, 540 26 202, 933 North Atlantic Division: i Maine . 1 1,000 1 600 1 50 0 1 1,650 ■ 1 8,000 1 8, 000 .... 1 Connecticut . . New York . 1 200 1 176, 470 1 7,659 1 84, 135 1 268, 464 New Jersev . 1 1,000 1 1,000 South Atlantic Division: Delaware . Maryland . 1 2, 000 0 0 0 1 2,000 District or Columbia . 1 525 . 1 525 "Virginia . :::: . 3 7, 785 1 8, 292 3 30, 977 3 47, 054 West Virginia . i 1,000 1 400 1 3,000 1 3, 000 1 7,400 North Carolina . 2 385 4 17, 656 1 1,741 3 14,665 5 34, 447 South Carolina . 1 600 5 4,227 1 62 3 7,100 5 11, 989 Georgia . 3 3, 000 5 8,833 1 1,000 4 6, 255 5 19, 088 Florida . 1 2, 400 - 2 2, 300 2 2, 450 2 7, 150 South Central Division: Kentucky . 3 1,370 4 5,600 1 1,600 1 3,500 4 12, 070 Tennessee . 4 2, 360 5 19, 512 2 4,480 6 26, 352 Alabama . 1 4,500 2 3,285 1 7,715 2 180, 098 2 195, 599 Mississippi . 2 3, 375 1 13,000 2 16, 375 Louisiana . . 1 Texas . 1 1,040 ... 1 50 1 1, 090 Arkansas . 1 2 670 3 5,330 3 6,000 Oklahoma . .... . Indian Territory . I . North Central Division: Ohio . 1 600 6 42, 997 1 3,800 6 47, 397 Indiana . 3 77, 560 1 450 3 78, 010 Illinois . 4 18, 550 1 1,500 1 1,000 4 21, 050 Michigan . .... 1 450 1 200 1 650 Wisconsin . 1 7,546 1 2,584 1 10, 130 Minnesota . | . 2 2, 264 2 7, 050 2 9, 314 Iowa . 4 8, 080 1 276 2 4,406 4 12, 762 Missouri . 1 2, 170 1 2,170 North Dakota . 1 :::::::::: South Dakota . . . I | . 1 2,000 1 3,800 1 5,800 Nebraska . 1 13, 250 1 13, 250 Kansas . 2 2,400 0 0 2 2,400 Western Division: ... Montana . Wyoming . Colorado . New Mexico . Arizona . 1" Utah . Nevada . . 1 Idaho . Washington . Oregon . California . 1600 EDUCATION REPORT, 1902, Table 17. — Summary of statistics of 'private normal schools in 1901-2. VALUE OF BUILDINGS AND OTHER PROPERTY. State or Territory. oj xr. ,Q oS o Volumes in libraries. Estimated value ol libraries. o m 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 . 85 6 20 18 40 1 161, 894 25, 725 28,430 27, 760 79, 379 600 8153, 240 30,850 21,885 23,815 76, 390 600 1 200 150 3 5, 100 5, 300 1 20,025 1 . 400 ' 2 7, 340 25, 000 466 7,000 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 . 1 1, 080 2 5,700 4 3, 100 4 1,700 5 7, 510 2 2, 000 1,000 5,600 3, 500 1,125 2,710 950 5 5 2 2 2 ! 2 2, 361 7,524 5, 500 4,800 5, 075 2, 500 3, 540 6,525 5, 300 3, 300 4, 050 1,100 7 20, 128 6 21,946 6 6, 680 20, 230 16, 825 6,250 1 500 2 5, 000 2 1,600 8 11,835 3 2, 520 700 6, 500 2, 950 12, 535 2,400 1 2 2 1,420 4,650 3, 100 800 4,000 3,200 o o o bio 02 r* Idaho . 255 3 27 285 Washington . 658 8 8 45 719 Oregon . . 289 81 42 412 California . 1,758 53 1 . 27 1,845 1 1604 EDUCATION REPORT, 1902. Table 21. — Colleges and universities reporting students in teachers’ training courses. Location. Institution. Normal students. 1897. 1898. 1901. 1902. Male. Fe¬ male. Total. ALABAMA. Athens . Cullman . East Lake . Eufaula . Lafayette . Lineville . Selma . Talladega . University . ARIZONA. Tucson . ARKANSAS. Arkadelphia . Conway . Do . Fayetteville . Little Rock . CALIFORNIA. Berkeley . Claremont . Los Angeles . Mills College . Pasadena . San Jose . Santa Rosa . Stanford Univer¬ sity. COLORADO. Boulder . Colorado Springs . . University Park... DELAWARE. Dover . DISTRICT OF CO¬ LUMBIA. Washington . Do . FLORIDA. De Land . Lake City . Leesburg . St. Leo . Tallahassee . Winter Park . GEORGIA. Athens . Atlanta . Do . Do . Bowdon . . . College Park . Cuthbert . Athens Female College . St. Bernard College . Howard College . Union Female College . Lafayette College . Lineville College . Alabama Baptist Colored University. Isbell College . University of Alabama (pub¬ lic). University of Arizona (public) Arkadelphia Methodist Col¬ lege. Central Baptist College . Hendrix College . University of Arkansas (pub¬ lic). « Philander Smith College . 12 University of California (pub¬ lic).® Pomona College . University of Southern Cali¬ fornia. Mills College . Throop Polytechnic Institute. College of Notre Dame . Pacific Methodist College Leland Stanford Junior Uni- < versify.® University of Colorado (pub¬ lic).® Colorado College . . University of Denver . . State College for Colored Stu¬ dents (public). Gallaudet College (public)... Howard University (public) . . John B. Stetson University. .. Florida Agricultural College (public). Florida Conference College .. St. Leo Military College . Florida State College (public) Rollins College . University of Georgia (public) Atlanta Baptist College . Atlanta University . Morris Brown College . Bowdon College . Southern Pemale College .... Andrew Female College . 16 18 65 124 29 2 127 16 225 19 717 211 295 3 139 45 27 5 ’*34 "ifi 124 18 689 12 12 264 47 5 108 80 20 20 12 5 102 3 147 14 a Has a pedagogical department. NORMAL SCHOOLS, 1605 Table 21. — Colleges and universities reporting students in teachers’ training courses — Con. Location. Institution. Normal students. 1897. 1898. 1899. 1900. 1901. Male.j 1902. Fe¬ male. Total. GEORGIA — cont’d. 44 68 67 17 10 5 15 College (public) 3 4 5 7 0 10 10 10 6 8 0 6 6 35 20 28 7 o 3 3 20 50 I 10 11 10 30 12 0 12 15 4 4 0 4 South Atlanta . Clark University . 31 47 55. 45 62 0 4 4 4 2 11 11 5 3 8 25 29 ! 30 IDAHO. i 1 2 3 ILLINOIS. 4 4 1 St. Viateur’s College . 30 8 9 11 20 University of Chicago « . 300 57 597 654 Do . . 16 110 90 1.75 150 145 80 ICO 180 20 10 6 7 0 7 Eureka . Eureka College . "*6 6 3 6 Evanston . Northwestern University a ... 20 20 11 20 49 12 36 48 Ewing . Ewing College . 9 50 Fulton Northern Illinois College .... 46 35 35 . Greenville Greenville College H 4 3 7 J ackson ville . Illinois College . 5 8 ii 20 8 Do . Illinois Woman’s College . 15 lo 18 10 12 0 10 10 Lincoln . Lincoln University . 55 2 1 2 3 Naperville Northwestern College . 12 15 12 10 Rock Island . Augustana College . 5 i 16 77 29 1 . Upper Alton . Shuttles College . 5 5 10 Urbana University of Illinois . _ 55 18 19 20 39 Westfield . Westfield College . 17 14 18 21 17 3 9 12 Wheaton . . Wheaton College . . . . 17 18 2 8 10 INDIANA. Bloomington . Indiana University (public) a. 128 94 161 84 72 156 Crawfordsville .... Wabash College . 4 6 20 Greencastle . De Pauw University . 29 32 61 "Hanover . Hanover College . i . 5 Irvington . Butler College . i 20 Merom . Union Christian College . 23 65 50 54 77 29 31 60 Moores Hill . Moores Hill College . 20 20 22 58 20 15 35 Upland . Tavlor University . 52 32 44 16 14 8 2 10 INDIAN TERRITORY. Bacone . Indian University . 6 Muscogee . Henry Kendall College _ 6 . 0 3 3 IOWA. Cedar Rapids . Coe College . 10 22 7 21 28 Charles City . Charles City College . 22 29 27 32 29 4 25 29 College Springs. . . . Amity College . 18 37 13 31 9 2 22 24 Des Moines . Des Moines College . 14 Do . Drake University . 173 219 249 221 100 175 275 Fairfield . Parsons College . 9 8 12 20 Fayette . Upper Iowa University . 33 16 25 47 18 36 54 Grinnell . Iowa College . 15 6 5 2 3 5 Hopkinton . Lenox College . 11 0 4 4 Indianola . Simpson College . 114 121 67 3 14 17 Iowa City. . . State University of Iowa 54 70 81 63 11 41 52 (public), a Lamoni . Graceland College . . . 4 Le Grand . Palmer College . 8 Mount Pleasant ... German College . 2 I a Has a pedagogical department. 1606 EDUCATION REPORT, 1902. Table 21. — Colleges and universities reporting students in teachers ’ training courses — Con. Institution. Normal students. IS97 1901. 1902. Male. Fe¬ male. Total. iowa— continued. Mount Pleasant . . . Mount Vernon Pella . Sioux City . Storm Lake . Toledo . KANSAS. Atchison ... Baldwin.... Emporia. ... Highland .. Holton . Lawrence .. Lecompton . Lincoln .... Lindsborg . . Ottawa . Salina . Sterling .... Topeka . Wichita .... Do . Winfield.... Do . KENTUCKY. Berea . . Georgetown . . Glasgow . . Harrodsburg . Hopkinsville , Do . . Lexington Do . Millersburg .. Nicholasville . Owensboro . . . Russellville .. Winchester... LOUISIANA. New Orleans ... Do. Do. Do. Do. Kents Hill . Orono . Woodfords MARYLAND. Baltimore . Baltimore (Sta tion L). Chestertown . Hagerstown . MASSACHUSETTS. Iowa Wesleyan College Cornell College . . Central University of Iowa. Morningside College . Buena Vista College . Western College . 188 24 15 45 Midland College . Baker University . College of Emporia . Highland University . Campbell University . . University of Kansas (public) a Lane University . Kansas Christian College . Bethany College . OttawaUniversity . Kansas Wesleyan University. Cooper Memorial College .... Washburn College . Fairmount College . Friends University- . St. John’s Lutheran College.. Southwest Kansas College 92 80 Berea College . Georgetown College . Liberty College . Beaumont College. Bethel Female College . South Kentucky College .... A. and M. College of Ken¬ tucky (public). Kentucky University . Millersburg Female College. Jessamine Female College .. Owensboro Female College . Logan Female College . Kentucky Wesleyan College College of the Immaculate Conception. Leland University . New Orleans University . Straight University . Tulane University . Maine Wesleyan Female Col¬ lege. University of Maine (public) Westbrook Seminary . Morgan College . Notre Dame of Maryland Washington College. Kee Mar College Cambridge . Harvard University . Do . | Rad cliffe College . South Hadley . ! Mount Holyoke College. Tufts College . 1 Tufts College . 34 34 41 42 39 10 111 15 25 62 113 63 14 111 11 117 13 28 162 30 56 128 13 10 138 57 25 6 50 10 14 56 130 62 28 63 129 29 204 23 102 37 63 « Has a pedagogical department. N OKMAL SCHOOLS. 1607 Table 21. — Colleges and universities reporting students in teachers’ training courses — Con. Location. Institution. Normal students. 1898. 1899. 1900. 1901. 1902. Male. Fe- Total. MASSACHUSETTS- continued. Wellesley . Worcester . Do . MICHIGAN. Adrian . Albion . Alma . Ann Arbor . Hillsdale . Holland . Kalamazoo . Olivet . MINNESOTA. Albert Lea . Minneapolis . Northfield . St. Paul . . Do . St. Peter . Winnebago City . MISSISSIPPI. Blue Mountain . . Brookhaven . Columbus . French Camp . . . Holly Springs . . . Meridian . Oxford . Pontotoc . . . Port Gibson . University . . MISSOURI. Albany . . Bolivar . Bowling Green . Cameron . . Canton . . Clarksburg . Columbia . Glasgow . Lagrange . Lexington . . Liberty . Morrisville . Nevada . Odessa . St. Louis . Springfield . Trenton . Warrenton . MONTANA. Bozeman . Helena . Missoula . Wellesley Colleg-e . Clark University . College of the Holy Cross 55 64 Adrian College . Albion College . . Alma College . University of Michigan (pub¬ lic)^ Hillsdale College . Hope College . Kalamazoo College . Olivet College . Albert Lea College . University of Minnesota(pub- lic).a Carleton College . Macalester College . . Hamline University . Gustavus Adolphus College . Parker College . Blue Mountain Female Col¬ lege. Whitworth Female College .. Mississippi Industrial Insti¬ tute and College (public). Central Mississippi Institute.. Rust University . East Mississippi Female Col¬ lege. Woman’s College . Chickasaw Female College... Port Gibson Female College.. University of Mississippi (public). a 9 38 | 10 13 College of Agriculture and Mechanic Arts (public). Montana Wesleyan Univer¬ sity. University of Montana (pub¬ lic). 14 28 28 Central Christian College . Southwest Baptist College. Pike County College . Missouri Wesleyan College Christian University . Clarksburg College . University of the State of Missouri (public). « Pritchett College . Lagrange College . Baptist Female College . | . Liberty Ladies’ College . . Morrisville College . . Cottey College for Young La- 20 dies. Odessa College . I . St. Louis University . . Drury College . I 14 Ruskin College . . Central Wesleyan College .... I 30 19 12 130 18 63 33 26 30 i 13 19 . 14 14 17 14 13 21 110 50 36 109 36 0 21 25 65 9 16 31 | . 8 33 I 17 ! 8 .... 5 I 7 20 78 | 12 129 13 13 14 116 15 8 102 30 15 37 29 0 0 0 100 0 12 244 3 110 60 40 62 30 10 25 39 12 244 - 3 210 60 49 13 123 10 a Has a pedagogical department. 1608 EDUCATION REPORT, 1902. Table 21. — Colleges and universities reporting students in teachers’ training courses — Con. Normal students. Location. Institution. 1902. 1897. 1898. 1899. 1900. 1901. Male. Fe¬ male. Total. NEBRASKA. 13 11 12 20 3 19 22 12 6 0 6 6 46 50 21 2 24 26 3 7 10 28 12 25 4 2 6 8 12 0 4 4 University of Nebraska (pub¬ lic). Nebraska Wesleyan Univer¬ sity. 80 140 157 130 153 University Place . . 80 6 114 54 103 157 25 48 40 22 NEVADA. State University of Nevada (public). 75 48 65 2 49 51 NEW HAMPSHIRE. Dartmouth . 7 7 0 7 NEW JERSEY. Rutgers College . 8 13 15 12 0 12 NEW MEXICO. University of New Mexico (public). New Mexico College of Agri¬ culture and Mechanic Arts (public). 9 19 13 4 6 10 Mesilla . 12 NEW YORK. Alfred . Alfred University . 17 24 14 12 30 Allegany . St. Bonaventure’s College _ Adelphi College . 10 Brooklyn 24 22 22 30 40 0 27 27 8 Canton . St. Lawrence University . 2 6 Clinton _ _ . . . Hamilton College . 20 20 20 25 50 30 0 30 Elmira . Elmira College . 3 3 0 17 17 Hamilton . Colgate University . 9 12 0 12 Ithaca Cornell University® . New York . Barnard College . 15 14 71 93 Do . College of St. Francis Xavier. 28 20 26 28 12 0 12 Do . College of the City of New York (public). Columbia University® . 173 186 236 110 710 0 710 Do . 55 116 74 Do Manhattan College . 4 26 28 31 206 25 o 25 289 Do . New York University . 138 182 346 226 118 171 Potsdam . Clarkson School of Technology University of Rochester . 5 Rochester . 21 26 18 20 18 2 20 Syracuse . Syracuse University . 72 35 108 128 51 87 138 NORTH CAROLINA. Chapel Hill . University of North Carolina (public). Biddle University . 21 61 Charlotte . 41 37 37 49 52 Do . Elizabeth College . 0 1 1 Hickory . Claremont College . 8 8 18 20 6 0 22 22 Louisburg . Louisburg Female College . . . Chowan Baptist Female Col¬ lege. Baptist Female College . 35 20 10 Murfreesboro . 3 3 44 44 Raleigh . 9 Do . Shaw University . 190 173 171 Salisbury . Livingstone College . 38 113 75 79 67 97 164 Wake Forest . Wake Forest College . 27 17 0 17 NORTH DAKOTA. University . University of North Dakota (public). 12 80 25 23 25 20 100 120 OHIO. Akron . Buchtel College . 7 11 7 12 0 1 1 Alliance . Mount Union College . 53 85 66 32 17 49 a Has a pedagogical department. NORMLAL SCHOOLS. 1609 Table 21. — Colleges and universities reporting students in teachers' training courses — Con. Location. Institution. Normal students. 1897. 1898. 1899. ! 1900. 1901. Male. 1902. Fe¬ male. Total. Ohio — continued. Ohio University ( public) a ... 50 18 14 32 20 20 4 i 9 27 3 11 14 University of Cincinnati . 40 100 140 22 44 53 57 15 21 36 Defiance College . 7 . 128 119 146 45 19 26 45 19 12 Findlav . Findlav College . * _ 43 38 36 23 34 4 7 11 2 6 8 Lima . Lima College . 45 86 75 56 48 20 1 is 38 2 8 . 24 18 j 17 2 10 12 i 2 2 35 Sc-io . 1 10 14 17 9 4 j . lh Tiffin . 73 84 38 j 27 20 3 6 9 24 25 | 21 ! 16 15 34 27 61 83 84 83 ! 83 78 ! 28 51 79 38 22 37 8 10 18 26 OKLAHOMA. 9 Mechanical" College (pub- lie). OREGON. Albany . i Albany College . . . 29 22 | 20 3 12 15 Dallas . 1 Dallas College 4 2 5 7 Eugene . University of Oregon _ 4 6 10 Forest Grove . j Pacific College . . 7 . 20 McMinnville . * McMinnville College.... 4 3 Philomath . ' Philomath College v . 9 60 30 12 6 2 3 - Salem . Willamette University' . 34 29 24 33 | 34 4 40 44 PENNSYLVANIA. ! Allentown . Allentown College for Women 25 Do . Muhlenberg College . 15 20 25 1 ! 50 i 56 0 56 Annville . Lebanon Valiev College . i ! 10 ! 114 61 59 120 Beattv . St. Vincent College . 19 23 | 19 Brvn Mawr . Brvn Mawr College . 21 2 5 5 6 1 15 15 Carlisle . Dickinson College . 261 70 1 10 80 Collegeville . Ursinus College . 7 2 23 18 8 1 9 Easton . Lafayette College . 7 6 0 6 Gettvsburg . Pennsylvania College _ 20 21 17 1 4 1 14 18 Greenville . Thiel College . 11 8 8 I 12 j 19 Huntingdon . Juniata College . 25 60 ! ry 67 ! 60 127 Lancaster . Franklin and Marshall Col- 1 15 1 12 i 11 18 0 18 lege. I.ewisburg . Bucknell University . 107 Myers town . Albright College . . 15 New Berlin . Central Pennsylvania College 9 19 8 II 16 9 2 11 Philadelphia . Central High School (public) . 18 32 32 ! 22 j 16 16 0 16 Do . University of Pennsylvania a 78 44 55 j 23 20 | 10 30 Selinsgrove . Susquehanna University . 22 14 12 16 15 j 6 21 State College . Pennsylvania State ..College 1 (public). . Swarthmore . Swarthmore College . 11 9 Volant . ! Volant College . . .7 . 25 35 8 30 , 1 80 40 60 100 Waynesburg . Wavnesburg College . 21 RHODE ISLAND. Providence . Brown University « . 55 50 52 42 34 33 42 75 SOUTH CAROLINA. Columbia . Allen University . 20 20 27 29 ! 19 10 18 28 Do... . ! ; South Carolina College (pub¬ 26 32 39 45 40 16 23 lic), a 25 1 Due west . Erskine College . 18 14 2 16 Do . 1 Duewest Female College . 1 12 1 ...... 1 6 15 1 15 0 13 13 a Has a pedagogical department. ED 1902 — YOL II - 28 1610 EDUCATION REPOET, 1902. Table 21. — Colleges and universities reporting students in teachers’ training courses — Con. Location. SOUTH CAROLINA— continued. Greenville . Do . Do . Orangeburg . Spartanburg . SOUTH DAKOTA. Brookings . Hot Springs . Huron . Mitchell . Redfield . . Vermilion . . . Yankton . j TENNESSEE. Bristol . Brownsville . . . i Chattanooga . Greeneville . Harr i man . Hiwassee College. . Jackson . Jefferson City . Knoxville . Do . . Lebanon . McKenzie . Maryville . Milligan . . Murfreesboro. . Nashville . Do . Do . . . Do . Do . Pulaski . Rogersville .... - Spencer . TEXAS. Austin . Belton . Bonham . Brownwood . Campbell . Chapel Hill . Greenville . Hermoson . Marshall . Sherman . Waco . Do . UTAH. Logan . Salt Lake City . VERMONT. Middlebury . Normal students. Institution. 1897. 1898. 1902. Male mFate. Total. Furman University . Greenville College for Women Greenville Female College . . . Claflin University . Converse College . South Dakota Agricultural College (public). Black Hills College^ . . Huron College . . Dakota University . Redfield College . University of South Dakota (public) . Yankton College . King College . Brownsville Female College . U. S. Grant University . Greeneville and Tuseulum College. American University of Har- riman. Hiwassee College . Memphis Conference Female Institute. Carson and Newman College. Knoxville College. . University of Tennessee (pub¬ lic).® Cumberland University . Bethel College . Maryville College . Milligan College . Soule College . Fisk University . - Roger Williams University... University of Nashville . Walden University . Ward Seminary . Martin College . Rogersville Synodical College Burritt College . University of Texas (public) ® Baylor Female College . Carlton College . Howard Payne College. . . Henry College . Chapel Hill Female College.. Burleson College . Add-Ran Christian Univer¬ sity. Wiley University . Austin College . Baylor University . Paul Quinn College . 25 81 15 16 39 38 Brigham Young College... University of Utah (public)®. Middlebury College. 91 24 414 12 14 48 26 441 44 60 16 26 603 45 16 550 51 38 129 20 44 15 20 0 17 5 39 270 280 27 20 14 40 15 38 17 387 28 ! 18 6 ! 0 i 5 j 36 386 30 14 18 250 13 35 95 17 44 550 123 40 29 24 329 19 ®Has a pedagogical department. NORMAL SCHOOLS, 1611 Table 21. — Colleges and universities reporting students in teachers ’ training courses — Con. Location. Institution. Normal students. 1897. 1898. 1899. 1900. 1901. Male. 1902. Fe¬ male. Total. VIRGINIA. Bridgewater College . 8 17 ! 19 14 26 ] | 10 17 27 10 Lynchburg . Randolph-Maeon Woman’s 20 20 ; 35 22 47 0 46 | 46 College, a 2 Williamsburg . William and Mary College . . . 106 116 | 143 100 103 103 0 | 103 2 2 4 6 WASHINGTON. 'J 18 6 8 8 4 Pullman Washington Agricultural Col¬ !3 lege and School of Science (public). j Sea.ttl p _ University of Washington 65- 49 25 Ta com a . (public). Whitworth College . 2 4 Do Puget, Sound University . 26 1 ' I2 12 Vancouver St. James College _ _ _ _ 3 Walla Walla . Whitman College . 3 2 6 1 8 WEST VIRGINIA. 1 Bethany . Bethany College . 14 10 24 Barboursville . Barboursville College . 18 15 25 i * 7 59 Lewisburg . Lewisburg Female Institute.. | 14 Morgantown . West Virginia LTniversity 23 23 36 17 1 io 27 (public). a 1 WISCONSIN. Appleton . Lawrence University . 21 25 29 29 38 14 13 27 Beloit . Beloit College . . . 7 23 32 25 26 6 12 18 Gales ville . Gale College . 15 1 15 Madison . University of Wisconsin (pub¬ 59 210 242 110 79 189 lic). a Milton . Milton College . . 3 1 Ripon . Ripon College . 3 40 1 3 4 Watertown . Northwestern University . 7 WYOMING. Laramie . . University of Wyoming (pub¬ 24 29 26 14 27 1 31 32 lic). «Has a pedagogic?! department. Table 22. — Number of students pursuing certain subjects in public normal schools in 1901-2. 1612 EDUCATION KEPOKT, 1902. 16 ‘-3 ?„ If , O *1 © 3 00 8S ^a 88883 . § 8F2g2S ■ t-i r-i i— i * CS ^ O lC l> OOO dQOOO^j t*| O t— i • • d I 1 o © 1 £ 1 1 1 ^ . :i:o:i : : : : !!!§!! : : c 3 ■ g ’ dloQ i § • :| S U3§:|? ^ sJH iff IlSi ill !ll! ill 11^1 ill c c 2 o • c ££ '-zZ UU”!U ll I , 4 §> a 2 m g >5 ES 1 ® I [ 1 11 a 5 1 1 i -1 I ° C ! I? 1 i ! s ! 5 Sg -S 52 ! Il ! 1 : : : : : e3 |a ; • ; ; 5? g i;§: 1 , |SS| |pj g S 1 ISK |~|| % % g r SSS i^iii 1 1 1 rdi Bill 1 0 till mu 1 sip 50000 ® 2coo i S O -ciSS ISSSS O -ZSSS 20Q0QQQQQ O fficCCCOQ r-i co ico r~ oo os ig cnoco HOEMAL SCHOOLS 1613 §3 S'0 ssgfgg as- a § ^3 Cl CO S N ^33 4 17 g^ o ‘g I> g o o ! ° 3 : ia O CO a S :g Tf • 53 CO ^ i ! ° CO • 33 ^ 1> 53 o • 00 oo g O I a° • co • Cl ° ! ; Is : s co • Cl O • Cl ! CvJ ^ : : CiTf » 107 c* I CO CO g3lg£ SS °3 g I 10 3 Ci O 3 m ^(NiO CO sssgg Cl o 78 12 20 ^3 gaw33 as a ° gsasg ^g gaggg 33 gsa g 33 g 2° 33 co ^JC^iOgg CO *° : ?? cl 5>?££o ’ ci 3330 CO £3 Cl o Cl £33° ^ : O CO Gi O 00 • o a°w g COO 3° 3 ! ci uc 1 O t-- S3|3- j 3| m330 100 33 Cl O CO CO :3g : ro2 : °g t^occ 3 *C O 47 31 O CO ^3 :S g3|3S 33 O CO 00 s 5 40 rH CO CO Cl N3 :° CO T* °g goco 3 00 O d d Sa 33 3333 33 £5383 gg &gg § 3 3 Table 22. — Number of students pursuing certain subjects in public normal schools in 1901-2 — Continued. 1614 EDUCATION REPORT, 1902. 1 1 ISP * a 10 05 OHlONO U lO H lO 1^- Tf vO lO UO CO LO 0^000 CM ©OCOOCMOr-HOCMOCO O^COOOOl fea CO 'COH . 00 CM '1 3^ Pi COHiOCJO CM O CM O CM H CO US® 00 & lOHiONO 'O^cOQO^ O O © -CM • -OCIOO O ig-S- 02 | § J LOiiOi—ltOI^'^HiOLOiOOOvO CO rH 00 OO ^ O H CnI CO U 0^50»W OOOOtNOHOC^OO ° •£ p. d 8 J ®*§ O <3 d ^ bo c3 O^OOOlN OOOOMO * O CM O © O S Sd £-d tv, cO ^a CM © CM CM CO CM O CM O CM • CO CM O H O CM O CO S§ 'd-d COr^ a~ tH oj o a A n d o a> d Q w ■gJ-B rt cO O O H OOfciS -■$5 -d. g£o g ■SdjSO' CC dcBo-^ 3,0 &PT _ 3 o 3 ° ! os o3 fe. f g 60 GG „ i> 6>C d c ‘d a: “BS'aalfl’3'3 3d! « 1 0! 0 0 'd o a^ b»; cO 03 aj q S^gg 3§^3-d “SlSS S.S|§ *> a; g cs ® a ■g S'd 03 -pi ^ ^ 3 3 d< .•<3 o cO 8 S3 pq o o _ r ^^AA _ _OOOSiOSSscHcoSS ‘S d d id O o _ o -o-d o o-gg-g OcC^OQ Sg“| r-i a d a doSo ZA g^ O d fac rdtS 33 § S d o 33 oS 1/1 CD H- CO 05 rlNMUtiacOt'XOlOH UDiOiOiOiOiOiOiOiOlO® NORMAL SCHOOLS, 1615 «§* ::S 8*°S2: ;gss ggss ffiS 0'#l'0>0 101 so s a rH °8 a s 8 o I - 53 £ O 03 I> o 0 50 i-H H* CM o ? o •o lO °8 CO CO g - i§ 0- o - o 288 iO 04 ° :8 rt*o — < o «o 882 [S» 8^ HO 28 o 2 S3 8 ;g88 cc w 8^8 ^ CM rr 1 OH* O ^T rH 1 I'- • o 28 o 8 CM oooo -ho r-OC 882 ;g£ 88 ro o o 8 Igsg o — < 8^8 Fig O 8 0008 rr O w CM *0 Hr'H ,• j$j£ ‘ '1*9 1 sss-p lllfjl mu 0 0 0^0 ££52; % a ’©-S'C ! il 111 4:^x3 &&& 333 333 «j ce -J2 2 6,, I!j i»!g g *-$!>■§.§ S 2-a®M LtJ S o C ill! lit i in £” II > s> — 0) 1^ o o o§ O-C xS SI o o ^2; £oqE 8SS88 ££828 888 SSSj 88 838 * Statistics oi 1900-1901. Table 22. — Number of students pursuing certain subjects in public normal schools in 1901-2 — Continued. 1616 EDUCATION REPORT, 1902. Practical pedagogy. Fe¬ male. 19 05 -M (N H N H CO Ci O H (M ONHON • rH CM tO 00 CM • CO rH • CO 05 CUO O rH H H H rH O • to t> CO CM - rH CO 00 rH Male. 18 OOOHCOOO rH CM rH C5GNCMCC I rH O 05 O 05 CM rH CM rH rH O O O rH School laws. Fe¬ male. 17 * Male. 16 OiOCOHNN rH CM CM 05 • CO rH rH » rH rH rH O CO •' 05 CM © • C M ! ! © » Ethics. i v CD ^ ^ S s 15 O 1 05 • I> • • Tf • rH • • rH • rH • i050* ! ! '• lO u- • . rH GO • 6 *03 14 O « rH *00 • • CO • CM • ! ! I10 ! ! :005 i i ! o o j Psychology and child study. Fe¬ male. CO rH 05 ioOt^COiCt^(MOCocO-^HOI ■ 05 GO CO CM rH CO • rH vO CO ^ CO CM CM CM 178 87 Male. © TH O tO CO rH CM © rH CO CM 050 l10 :§s rH O O O CO CM tO rH © © • School manage¬ ment and discipline. Fe¬ male. © 05 CO O CO CO rH rH rH © CM rH © iO t£> 00 COC5COOt> rH CM 05 rH CO CM H rH rH rH CO CM U- tO 1> © rH HOH Male. 00 © iO 00 rH CM © r-i CO CM 05005 10^050 H O CO O CO i> CM rH rH CM O O O School or¬ ganization and super¬ vision. Fe¬ male. 05 1> CO O CO GO hhoo^hh t-1 rH rH CO CM O iO • ^ (N 05 ^ CO CO CM CO 05 • O I> rH • rH rH I> iC l> •* rH rH CO • rH • Male. © O iO GO rH CM O rH CO CM 05005 10^ • rH O • O CO CM • rH CM O O j Theory of education. Fe¬ male. LO O CM H P- O CM rH CO lq LO CO CM I> CM I 05 CO rH lO CM • T-H CM r-H t-h CO • rH rH CO 05 CO O to t> to t- tO rH rH 00 rH Male. H O 05 rH lO vO CO ^ CM rH 05 O • rH H 1> CO i rH CM rH o CO O CO CM rH CM O O O History of education. Fe¬ male. CO OifNOONOiCiOlMCMiOOCOOH CO 05 CO O lO H CO O iO CO C l tO CM IP- tO CM CM CM rH lO rH rH rH rH rH CO rH t> to t> to rH HsOH Male. 0? OC5CiiOiOOCMOONCjHOO r-J o CO o o CO CM CM CO r-i CM CM rH CM O O O Name of institution. - new yokk— continued. Buffalo Training School for Teachers . Buffalo State Normal School . State Normal and Training School, Cortland . State Normal and Training School, Fredonia . Geneseo State Normal School . Jamaica State formal School . New York Training School for Teachers* . Normal College of the Citv of New York . . . State Normal School, Oneonta . State Normal and Training School, Oswego . Plattsburg State Normal and Training School . Potsdam State Normal and Training School . Syracuse Hieh School < normal dena’rt.menti . . . NORTH CAROLINA. Elizabeth City State Normal School . State Colored Normal School, Fayetteville* . Albion Academy— State Normal School, Franklinton.. State Normal and Industrial School, Greensboro . Plymouth State Normal School . NORTH DAKOTA. State Normal School. Mavville _ State Normal School j Valley City . OHIO. Cleveland Normal Training School . Columbus Normal School . Dayton Normal and Training School . HC'JCO^lOOr^OOO^OHtMCO'^ lOOI^OO 05 OH (N CO H OOOOOOOOOOOOOO OOOOO HH rH rH r-j NORMAL SCHOOLS, 1617 57 20 1 11 4 CO SS J5g£&gS8§j.S$gg 8 . | 20 10 265 ^;C 8 83 5 9 43 7 ”s i 3 j 9 00 O j ^ T-H 32 &8838£££8800888 Table 22. — Number of students pursuing certain subjects in public normal schools in 1901-2 — Continued. 1618 EDUCATION REPORT, 1902. Practical pedagogy. , C ^ £ : 19 O O N GO co i> rH d rH 03 rH *■ lO COCO • rH tO 03 CO . 1 CO 03 CO *• • HO . CO Male. 18 CO O ' CO 0 rH co^ 1 — 1 O CO 'CO • 0 d • N- ON 1 •- co 0 • d School laws. ■ a 2 « * £ ; 17 • O iO • • r-» 00 • ■ rH • • I co ! co to CO CO to CO rH CO rH ! '• GO Male. 16 ' oo rj • 1 1 co « 0 17 12 7 10 ! ! co Ethics. . G «] ! 15 IoNiO 00 I> t^to I CO rH d d to < 03 • O 05 d CO CO ■ rH • Male. 14 • 00 CO 00 . CO 0 CO 0 CO i> • CO i rHOrHCO rH • • Psychology and child study. Fe¬ male. 13 rH rH d tO I>rH -^OiO O'HtO OCO « Cl CO l> tOtOCO rH Cl CO coco • rH Cl rH rH CO Male. 12 0 CTO CO 1> O CO O to O rH HN • O 00 Cl n H rH • rH • CO GO CO School hygiene. Fe- 5 \ 3 11 rH O tO • Cl rH 00 • lH T-i • 68 47 31 26 75 lO 00 03 tO CO CO rH rH O GO O rH CO Male. 10 O00N I O rH • rH • O CO CO co 0 d Jt> d co 0 rH rH rH OOO School manage¬ ment and discipline. , a cu 7 *£ 5 l 3 O co co 10 d O 00 CO CO 1-1 rH O rH d O J> rH CO CO rH tO 00 CO »0 03 rH CO O CO CO CO' rH r— 1 d Male. 00 0 00 1> 00 0 rH Cl Cl O CO CO d O d I> NNO C3 0rHtO rH r-H rH rH rH School or¬ ganization and super¬ vision. Fe- 5 l 3 1- 306 6 77 GO OrHd OHO OO 00 O CO rH CO CO rH d CO CO CO iO rH -O rH * rH Male. CO 0 GO CO • 0 CO • Cl • O CO CO d OHN C* I> CO d rH rH rH 9 01 Theory of education. . G Q 7 j 3 i 0 Cl rH *00 Cl • rH rH O rH d lO U- rH CO CO CO no • 00 O rH rH CO O CO • CO O rH rH g5 "3 H to or ! rH • Cl O CO CO d O I-- • I> O rH O rH to History of education. 1 G 07 5 i 3 CO d rj* IN- lO rH rH NO00 lOrHiO 1>00 OOCTOO d , I> rH l> rH CO CO CO CM- CO rH CO ! Male. 1 0? tO CT CO GO CO O Cl OHN CO CO Cl rH 00 CO- CO CO d HH CDT2 2 OS’ ro’ci 2 a S'o S © 2 § § £ * © ®2 2©«-g g-s|-a £ o a ^ p'o 2 a 'So coWN :3 s >»o o a>02 a w 2^3 2 o^' CSC £2.2 OcjO ass o ifo £.5^ ^ "S CC^K CD * s 2 ©2 a © u a o £co^®;zj HaO © — a -i'2 8 O §0® 2^2 © £©£§ 'S^'S'S Sjf So o CC3 & g&S o> g cd s3 3'322 ccChcdS NOKMAL SCHOOLS, 1619 52 : =2 |338 : 8 00 • 10 8288 : 338 ° 2 : : :S^® : 8S 00 • : :8S8 : S3 o o O > o o X Tfl Volumes in library. •rH X of 2 oB a &S§* ?4 is ° ; Amount of State, county, or city aid. Total income for the year 1901-2. S S mr~* - , “ .biS1 30 | In busi¬ ness course. In high school grades. d 1 ■3 s | d s 1! d 3 § d j O : a| 1 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 .... 23 33 0 0 4 15 4 36 1, 200: §30,000 §7,5001 §12, 000 §10, 0=30 .... 83 61 0 0 4 0 4 36 1,000: 78. 000 8,000 10,400 2 0 1 6 8 24 0 o 0 4 36 10,000 7. 500 8,229 0 0 52 98 191 174 181 375 9 6 36j 300 40, 000 8,500 15,400 0 3° 38 32 27 68 90 1 4 36' 3, 735 69,196 4, 000 15 150 161 65 78 1 36 2, 2S0i 12,000 7,500 26, 700 0 0 0 0 11 19 1 0 0 i 40 500 50, 000; 13,000 13,500 4,000 36 83 21 32 13 4 40; 4,000; 60, 000 17,000 18,000 7, 000 0 1 44 21 4 1 4 40 4, 300’ 28,500' 3 789 11, 007 5,800 0 0 119 178 0 J 6 35 4 40 9, 658j 147. 000 31 , 730 31,780 161 154 0 1 9 93 1 4 40 9 785 207,500 53, 000 53.000 23, 500 ' 0 6 6 0 48 561 0 1 2 28' 4 40 2, 919 1 84^ 044 29^ 500 29’ 520 0 0 0 o 0 217 156: 0 0 0 33 2 40 18, 750 19. 250 0 | 190 130 2 40 7, 500* 56, 000 56, 000 0 0 50 76 134 138 0 0 j 14 60 2 38: 18, 000 200, 000, 60,000 63,000 25,000 231 210 0 ; 16 I 2 40 1, 010 78, 485 ; 700 700 1 1 88 2 40 ! 8,000 0 0 0 0 600 600 ! o 1 1 1 ! 72 2 40 3,000 .. 125, 000 16,000 16,000 0 0 151 304 0 0 2 40 5,000 150,000 0 0 0 0 237 i 226 0 0 1 1 47 2 36 300 0 0 0 0 0 ! 148 j 118 12 68 ! 12 ' 68 2 36 735 | 12 : 12 8 ! 9 4 33 l 1,000 15,000 7,000 7, 056 4,910 0 0 0 0 12 ;| 14 25 48 2 i 6 1 4 32 778 35, 000 4,500 ! 17,000 45,000 0 0 0 0 25 i: 29 i] 0 i 0 2 3 40 5,000 50,000 17, 145 j 23,945 5, 355 321 J 12 : 30 1 43 ; 12 : 12 30 i 24 20 0 i 6 g I r J 20 ij 25 1 ,■ (] | I1 0 9 I il yi 2 40 j 2 000 7 500 1. 750 5, 326 ij 133 i 0 i! 64 i 0 0 i 6 4 38 ; 2, 000 1 208^ 000 22’ 900 29^068 0 c 1 C i ( 1 0 1 c •1 c !l 15 J C 1 0 j , 1 l ^ 1 I < 40 i] ' 150 | 40, 000 8,000 8,000 13,000 li 1 16 il 12 il c >■ 0 1 4 =‘ 17 'I 4 40 i‘ 500 i 50, 000 1 9, 000 ■ 9, 175 S,000 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 1622 EDUCATION REPORT, 1902, Table 23. — Statistics of public Teachers. Students. Location. Name of institution. Entire num- em- ployed. In¬ struct¬ ing normal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. | Male. Female. Male. Female. Male. Female. Male. Female. Male. d Q 01 &4 1 2 3 4 5 <3 7 8 9 10 11 ! 18 ILLINOIS. r | ! 30 Carbondale . Southern Illinois State Nor- 12 7 11 4 375 393 72 84 248 231 mal College. 31 Charleston _ Eastern Illinois State Nor- 10 9 10 4 271 375 i 98 103 i 173 972 mal School. j 32 Chicago Normal School . 15 50 8 17 9 491 9 [ 491 33 De Kaib . Northern Illinois State Nor- 10 19 7 10 605 788 562 579 43 i 209 mal School. | I 34 12 16 11 9 228 808 225 799 versity. INDIANA. 35 Iudiananolis . . _ 3 3 3 3 0 60 0 1 60 36 Terre Haute . IndianaState Normal School 25 13 25 13 1,000 1,199 0 0 1,000 1, 199 IOWA. 37 Cedar Falls . Iowa State Normal School .. 25 26 25 26 613 1,851 167 231 446 1,620 38 Dexter . _. Dexter Normal School* . 4 1 4 1 50 75 10 ! 16 39 Woodbine . Woodbine Normal School*... 4 6 4 1 286 253 160 136 63 i t-j KANSAS. 40 Emporia _ _ State Normal School _ 19 25 19 ; 23 678 1,356 67 134 611 1, 222 KENTUCKY. 41 ! Frankfort . Kentucky Normal and In¬ 7 3 5 2 100 118 57 82 43 i 36 dustrial Institute for Col¬ ored Persons. 42 Louisville . Normal School ... 1 10 1 1 209 307 209 232 0 75 LOUISIANA. 43 Natchitoches . Louisiana State Normal s' 14 ; 8 6 184 481 121 153 63 328 School, 44 New Orleans . New Orleans Normal and 0 13 0 13 129 199 129 24 0 175 Training School. MAINE. 45 Castine . Eastern State Normal School . 3 7 2 6 40 126 40 126 46 Farmiugton . Farmington State Normal 2 H 2 H 16 153 16 153 School. 47 Fort Kent . . MadawaskaTrai ning School . 0 4 0 i 4 45 85 ' 22 50 23 35 48 Gorham . . Western Normal School 2 8 2 8 68 262 60 100 8 162 49 Springfield . Springfield Normal School .. 0 4 0 4 48 42 10 2 38 40 MARYLAND. 50 Baltimore . Maryland State Normal 4 : 12 4 8 23 402 6 34 17 368 School. MASSACHUSETTS. 51 Boston . Boston Normal School 2 11 2 11 o 235 o o 0 235 52 Boston (Back Bay) | Massachusetts Normal Art 12 4 12 4 64 261 0 0 64 261 School. 53 Bridgewater . [ State Normal School _ 8 19 7 8 231 459 196 233 35 0 2‘>6 54 Cambridgeport . . . l Wellington School . 1 35 1 3 468 513 468 478 35 55 Fitchburg . State Normal School ... 5 19 5 H 2 127 2 127 56 Framingham . ! . do . 5 17 5 17 0 194 0 194 57 Hyannis . . . do . . . 3 4 3 4 44 C o 44 58 Lowell . . Training School forteachers. 2 10 2 10 0 25 o! 25 59 Salem . State Normal School . 4 20 4 12 2 236! 2 236 60 Westfield; . Massachusetts State Normal 4 19 3 4 I 125j 1 125 School. 61 Worcester . 6 9 6 7 6 1751 ( 0 © 175 * Statistics of 1900-1901. NORMAL SCHOOLS, 1623 normal schools, 1901-2 — Continued. Students. Chil¬ dren in model schools. Colored stu¬ dents in normal course. Gradu¬ ates from normal course. | Years in normal course. Weeks in school year. Volumes in library. Value of grounds, build¬ ings, furniture, and sci- tifie apparatus. Amount of State, county, or city aid. Total income for the year 1901-2. ° 5-2 1 o°J ca g be j p. In busi¬ ness course. In high school grades. Male. 6 z Female. r2 Female. d c3 § 6 a s r £4 Male. "3 a OQ af Sbg Pi § >> li? < Total income for the j^ear 1901-2. I Si? a bCv !pi < ft In busi¬ ness course. In high school grades. il- n in del ool. d 1 6 0 o d 3 d I 'S d 1 d - 3 d 3 13 14 15 16 IT 18 19 20 21 0 9 OQ /WO 24 25 26 27 | 28 29 53 _ 69 58 1 0 22 94 3 40 3, 182 $347, 633 1 $17, 920 ! $17, 920 122 181 195 0 0 28 80 3 40 5,604 254, 500 14, 826 24, 278 123 0 0 20 12 . 0 0 31 64 9 42 8,100 265, 000; 16, 815 16, 815 i 87 8fi7 124 0 0 0 9 100 3 42 -780 89, 306 16, 387 17, 796 1 97 500 125 0 0 0 36 41! 10,000 175,000 15,642 18, 632 j 40,000 126 24 21 21 13 101 105 0 0 20 73 • 40 4,650 264, 500 18,823 1 22,901 127 32 4 40 23 98 110 82 70 3 42 1 7,443 366,960 15,849 : 17, 763 1128 78 65 0 0 37 71 s 40 4, 675 264,000 13,641 37,908 0 1129 14 6 10 78 50 88 0 0 34 66 2 40 5’, 164 299, 267 15, 541 30,541 0 j 130 133 117 100 105 60 88 3! 40 10,650 530, 767 23,404 . 69, 917 131 0 0 0 0 152 412 0 2 41 7,810 400,000 70, 000 70,000 ! 132 0 0 0 8 0 52 4 40 300,000 22, 000 22, 000 1 133 36 42 0 1 60 65 3 40 4,306 242, 000 12,800 26,943 10, 000 134 123 115 0 0 39 113 3 ! 42 2,000 225,000 20, 725 32, 725 10,000 1 135 1 . ~95 105 1 ll 0 42 j 165 40 10,000 525,000 22 747 22 747 136 0 0 0 36 309 336 ! ! 0 o 2 39 5,000 800,000 58, 500 . 58, 500 137 0 91 0 59 17 39 0 0 0 30 4 36 5,267 325,000 49, 468 . 58, 996 138 0 0 0 0 59 84 0 0 3 30 4 40 5,000 100,000 16, 900; 21,300 0 139 0 0 64 72 0 0 2 14 5 38 13,000 100,000 16, 500 19, 960 3,000 140 0 .... ° 0 0 42 45 0 0 8 8 3 36 1,000 40,000 10, 050 14, 050 18,000 141 68 138 o 0 2 32 15, 000 200,000 20,000 6S, 800 142 0 o 0 0 0 0 0 0 5 22 3 36 6,000 32, 600 | 1 20, 000: 24, 000 4,000 143 4 1 2 76 70 0 0 0 0 5 9 4 36 250 2; 500 2, 000 2.800 0 144 0 0 0 0 0 0 0 0 3 36 21, 694 110, 000 37, oOO! 43, 500 12, 500 145 4 ! 2 90 120 0 0 16 8 5 .4 39 700 100,000 18, 000 18,000 2,000 146 1 36 1,500 38,000 10, 000! 11,000 147 148 0 0 57 78 o o 5 42 2 j 40 5,000 20,000 5, 500 5,500 0 149 0 0 75 75 3 1 34 2 1 40 5 000 5. 500 5, 700 150 0 0 1 ° 0 23 2S 0 0 1 4 j 31 2 I 40 3.500 l 1,200 6’750| 5, 950 0 151 1630 EDUCATION REPORT, 1902. Table 23. — Statistics of public Name of institution. Teachers. Students. Entire num¬ ber em¬ ployed. In¬ struct¬ ing normal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. .2 c5 I o N © § © 3 | a; 73 § © 3 I & © S © s o N J© S ,2 73 £ o 2 3 4 5 6 7 8 9 10 11 12 2 11 2 11 0 309 0 309 Hampton Normal and Agri- 26 47 26 47 559 520 i67 231 14 21 cultural Institute. Virginia Normal and Indus- 6 6 6 4 112 204 44 97 68 107 trial Institute. State Normal School . 6 4 6 2 55 ! 125 0 0 55 125 Washington State Normal 4 7 4 7 95 224 ; 70 106 25 118 School. State Normal School . 6 9 6 5 192 367 i 70 84 52 283 State Normal School * . 6 5 6 5 130l 1 73 5 1 124 72 Fairmount State Normal 5 5 5 5 151 207 0! i 0 108 103 School. - 1 State Normal School . 4 3 3 3 83 53 0 o 9 2 ! Marshall College State Nor¬ 7 11 4 6 300 339 0 0 100 125 mal School. | West Virginia Colored In¬ 9 4 5 2 62 83 20 22 15 25 stitute. 1 1 Shepherd College State Nor¬ 3 5 i 3 5 I 69 82 22 38 mal School. West Liberty State Normal 4 2 4 2 80 80 0 0 78 77 School.* ! State Normal School* . 11 14 9 11 | 58 334 58 334 .....do . 12 22 12 15 320 602 ! 134 180 173 415 1 . do . 10 11 10 1 164 255 ! 63 61 101 194 j i . do . 6 11 6 6 160 356 1 82 1 121 78 235 ,1 . do . 9 13 9 9 1 237 389 i 127 121 110 268‘ .1 Marathon County Training 1 1 1 1 14 55 I 0 0 - 14 55: School for Teachers. 1 • 1 . Superior State Normal 7 12 7 12 135 279 j 88 ; H2 47 167; School. ' State Normal Se.honl . . _ . . . , 8 13 8 9 159 288 75 81 84 207 Wyoming State Normal 12 1 12 1 8 52 8 1 44 School. Location. 152 153 Farmville Hampton . Petersburg . WASHINGTON. 15o 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 Cheney .... Ellensburg Whatcom . WEST VIRGINIA. Athens . Huntington Shepherdstown W est Liberty . . . WISCONSIN. West Superior WYOMING. Laramie . * Statistics of 1900-1901. NORMAL SCHOOLS. 1831 normal schools, 1901-3 — Continued. Students. Chil¬ dren in model school. Colored stu¬ dents in normal course. Gradu¬ ates from normal course. © 00 5° j "Weeks in school year. | © Value of grounds, build¬ ings, furniture, and sci¬ on title apparatus. Amount of State, county, or city aid. 0 0 £38 j o’-1 j pr si 5~.S .*5“ 32 §| In busi¬ ness course. In high- school grades. Male. © d s d 3 1 S cJ 1 d 1 - © d § d s 13 14 15 16 IT 18 19 20 21 oo 23 34 j 35 j 26 27 28 29 26 87 0 0 0 35 3 39i 5,000 S120, 000 $15, 000 ! 816. 800 820,000 152 B7S 288 167 231 8 90 11,000 777, 500: a 8, 333 | 185,881 153 0 0 23 16 68 107 16 "as 3 3-5 2,500 157, 000 15. 000 18, 810 0 154 0 0 0 0 48 41 0 0 3 5 40 2,890 j 150,000 17.500 18,540 4,000 155 o o 70 106! 19 5 38 4, 000 75,000 | 20,000 20, 520 0! 156 70 84 0 0 J o 34 5 1 40! 4,500 130, 000 ' 21, 750 23, 425 48, 300 ; 157 1 0 0 01 0 J 01 l 0 0 1 1 4 40 1,200 30, 000 ; 10, 100 10, 740 2,800 158 0 0 I 43 104 0 ° 0 0 2 3 4 38 3,000 i 175, 000 10, 000 j 10, 750 1,500 159 0 0 74 51 0 0 0 0 4 1 4 38 2,000 35,000 10,000 10, 298 : 160 100 64 1 100 150 0 0 0 0 3 7 4 40 5,000 ; 305,000 1 19,000 20, 680 10,000 161 0 0 36 _ 7I 12 J 1 4 8 10 4 36 1,560 104,200 12,000 21,464 16,000 162 47 44 2 0 4 40 2,000 40,000 1 163 0 ! o 2 3 0 0 0 0 1 4 4 40 3,000 30, 000 10,000 j 10,400 0 ! 164 82 162 2 40 3,000 I 100, 000 165 0 : 0 13 7 134 180 0 0 ! 28 71 4 40 9, 800 168,000 52, 567 ! 58,495 18, 575 166 63 61 11 23 4 40 6,500 86, 000 33, 079 ! 51, 109 167 82 121 i 73 99 4 40 4 007 58, 400 19, 000 ! 30, 9,54 168 0 ; o 0 0 127 | 121 0 0 ! 25 44 4 40 7,500 125’ 00G 37! 091 i 37) 091 1169 0 I o 0: 0 0 0 ! 8 19 1 40 2,000 j 4,000 ' 170 ! 0 ( o 88 112 0 o 8 30 1 ; 4 j 40 4,600 103,000 37,000 39, 967 ' 171 75 81 0 0 24 47 4 40 7, 715 180,000 34,592 ! 36,685 ! 172 8 7 5 33 500 3,000 1 3, 112 173 a From United States. 1632 EDUCATION REPORT, 1902. Table 24. — Statistics cf_ Teachers. Students. Entire num¬ In¬ struct¬ Entire Below normal and high school grades. In nor- ber ing nor¬ number m al em¬ mal stu¬ enrolled. course. Location. Name of institution. ployed. dents. >> a: © GG zn M © o > Volumes in library. orT A, be S3 ,H.S So o 13 bog . S: £ £3 Total income for the year 1901-2. © 1 ° jg g § g S © 1 > ^ ©*£ s s ^ © Male. s d 1 s © o § Female. 6 § 6 Z Ph r2 S S 13 14 15 16 17 18 19 20 81 22 23 24 25 26 27 28 13 3 i 4 32 500 §18, 000 §4. 196 0 207 128 74 86 35 10 3 36 5,000 356, 866 191 ' 403 §253, 772 2 4 9 40 2, 500 3 0 0 10 6 .... 3 36 2,000 1, 666 4 17 20 17 15 11 .... 4 36 500 10, 000 2, 00C 1 . 5 0 0 30 0 ° 0 0 0 1 0 1 2,000 2,000 3,000 6 15 30 0 1 0 •15 2 36 600 600 7 0 40 o 12 2 32 525 8 1 I o 9 1 40 9 10 5 33 39 10 12 0 0 2 4 1 40 1,500 6, 000 4,300 0 10 21 27 27 28 1 0 4 32 500 20, 000 2,850 11 40 88 10 25 1 2 24 2, 640 25,000 12 36 39 4 69 15 16 1 39 42 3 36 1,570 1,500 4, 775 1,00C 13 30 3 18 17 31 32 0 0 j 3 3 2 40 1,000 6, 000 4,000 14 0 0 11 42 0 0 I 3 4 3 4 4 34 2,000 40,000 6,330 0 15 35 39 3 33 1 5 4 32 300 3, 121 0 16 11 1 8 4 36 862 I. 17 24 o7 32 0 2 40 18 25 5 0 0 0 ! o 9 3 2 40 500 30, 000 1,550 19 198 34 345 51 1 3 40 4, 200 200,000 20 1 28 37 2 36 800 12, 000 21 40 20 20 40 , 105 5 0 i 4 8 2 48 1, 000 90. 000 5, 500 G 22 100 30 8 12 9 40 80 20; 000 10, 000 23 1 24 21 40 fc 12 1 2 45 100 4,000 25 0 0 32 25 0 o 5 4 2 48 4, 160 11, 000 2,910 o 26 3 4 0 0 0 o 35 100 100 0 27 5 5 0 o 12 13 3 48 2,000 40, 000 0 2 8 0 0 0 0 0 0 0 4 0 34 3 38 1,486 15, 000 29 216 76 926 981 4 2 23 26 50 2,200 75, 000 30 3 50 12, 000 350, 000 75, 000 31 1634 EDUCATION REPOET, 1902, Table 24. — Statistics of private Location. Name of institution. Teachers. Students. Entire j num¬ ber em¬ ployed. In¬ struct¬ ing nor¬ mal stu¬ dents. Entire number enrolled. Below normal and high school grades. In nor¬ mal course. d 1 6 \ a 1 r2 Male. Female. 1 ^ i Male. 1 1 2 3 1 4 5 6 | 7 : 8 9 10 11 | 12 IOWA. I 82 Bloomfield . Southern Iowa Normal In- 6 ! 2 5 1 I 148 112 ! 74 50 54 62! stitute. 33 Denison . Denison Normal and Busi- 8 1 ■ 2 5 1 ! no 157 74 149 ness College. 34 Humboldt . Humboldt College . 18 ' 6 5 I 3 156 229 156 ooq 35 Humeston . . Central Normal University.. 3 4 | 3 i 3 f 40 1 60 ! 20 58 36 1 12 4 7 4 ! 108 94 | 55 i 44 ' 12 26 37 Newton . Newton Normal College . 3 2 3 ! 2 j 60 ! 53 53 40 38 Perrv . Perrv Normal College . i 3 3 3 1 3 152 ; 127 72 i 75 16 35 39 Shenandoah . Western Normal College _ 15 i 3 15 i 3 ! 346 382 j 25 j 40 200 300 40 2 ! o 1 1 0 46 37 37 ; 35 and Normal School.* KANSAS. 41 Conway Springs . . 2 2 2 2 35 ! 30 10 10 lege. 42 Marysville . Modem Normal College . 1 i 3 1 1 3 20 1 26 5 6 8 9 KENTUCKY. 43 ! Blaine _ ! Blaine Normal School 2 i 0 1 0 25 20 10 10 15 10 44 Bowling Green • Southern Normal School .... 10 6 4 1 450 350 ! 14 12 184 216 45 j Hardinsburg . Breckenridge Normal Col- 1 3 1 0 85 75 i 75 69 10 6] | lege. 46 j Hazard . Hazard Baptist Institute .... 4 2 2 1 104 89 ! 48 63 32 1 26[ 47 Hindman Hindman School . 1 1 1 ! 0 ! ioi 79 1 70 50 31 ! 291 48 Madisonville . Western Kentucky Normal 0 2 0 1 14 36 12 26 2 j 10! School. 1 ! 49 ! Middleburg . Middleburg Normal College * 2 3 2 -1 102 95 64 67 j 25 ' 20 50 i Morehead . Morehead Normal School . . . 2 3 2 1 j 150 133 62 i 59 > 31 29 51 | Waddy . ; Central'Normal College . 4 3 ,4| 3 75 1 ^ ; 20 | 20 40 40 MAINE. 52 T.pp ' Lee Normal Academy 1 g 1 3 68 ' 72 ! 23 46 MARYLAND. 53 Ammendale . ! Ammendale Normal Insti¬ 7 0 , 5, I 0 55 0 19 0 I 36 0 tute. 54 Baltimore . Baltimore Normal School 1 1 j 1 0 11 34 ' 8 19 3 15 (colored). 1 MASSACHUSETTS. 1 bo ' Boston Miss Wheeloek’s Kinder¬ 0 8 0 8 0 ! no 0 no! garten Training School. 56 do Froebel School-Kindergar¬ 0 2 0 2 0 1 31 0 25 ten Normal Classes. J 57 i Waltham Notre Dame Training School. 0 10 0 i 10 0 75i .... 0 75 MICHIGAN. 1 58 | Ownssn i Oakside School . 0 2 0 2 14 19 6 j 7 0 10 59 ; Petoskey . Normal School and Business 2 1 1 ' 0 110 193 23 42j College. MINNESOTA. - 60 ! Madison . Lutheran Normal School of 4 2 4 0 ' 82 SO 66 4S 16 32 j the U. N. L. C. 61 ! New Ulm . Dr. Martin Luther College 6 0 4 0 51 2 30 2 14! 0 MISSISSIPPI. 62 Iuka . 1 Iuka Normal Institute . 2 2 2 1 56i 70 22 28' 34 42 63 Shelbv . 1 Shelby Normal School * . 1 3 1 3 75 100 .... 75 100 64 1 Tougaloo . 1 Tougaloo University . | | 71 16i 7s 8 235! 267 2051 225 25! 32 * Statistics of 1900-1901. NORMAL SCHOOLS 1635 normal schools, 1901-2 — Continued. Stud* In busi¬ ness course. mts. In high- school grades. 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. of Cl, bo £3 § O s Sh - . °.-s| Total income for the year 1901-2. Total money value of bene¬ factions of bequests for per¬ manent endowment re¬ ceived during the year. 6 Female. Male. g 0 O Male. c5 "3 g s Male. Female. 6 1 | Female. 13 14 15 1G 17 18 19 •20 21 22 24 O X 1 ~° 26 27 28 20 0 1 0 11 3 50 825 025, 000 36 8 0 0 4 40 500 50,000 3 48 5,000 65,000 20 2 81,700 23 15 18 9 7 14 0 0 1 0 1 4 38 520 47, 000 8,162 j 832, 000 13 *7 5 2 29 750 3, 700 2, 500 64 17 2 1,200 6, 000 60 10 61 32 ... 10 12 2 ”48 3,000 65,000 9 2 2 39 40 650 400 . 5 0 20 20 2 32 100 8, 000 1,000 10 0 1 4 40 3,000 10,000 1,400 0 0 o .... 1 208 92 44 30 0 0 0 0 20 12 :::: 0 0 2 40 0 0 24 0 0 o1 0 0 3 3 3 40 421 6,000 4, 600 0 40 2,800 1,120 12 26 2 36! 500 300 8 3 10 5 3 40 10, 500 1,850 8 49 43 0 0 0 01 0 0 4 38 400 28,000 4, 500 15 0 0 3 40 1,000 5,000 - O' 1 4c 26 23 19 0 0 6 4 33 200 2, 500 1, 650 10 0 4 5,340 60,000 0 0 3 15 3 3 1 2,000 2,000 0 50 2 38 200 8, 000 1 1 0 0 a 1 0 16 2 ! 36 100 1 3 40 4,800 2 0 6 2 0 0 0 0 0 0 38 500 3,500 650 0 35 32 52 ! 119 12 26 3 36 12 14 3 10 2 36 500 j . 40,000 4, 264; 0 75 80 1 0 5 0 2 40 1 1,100 25,000 5, 050 0 0 4 40 800 60, 000 1 . . . . . . 875 6 1 0 ! 5 ! 10 ! 116 100 1 25 32 3 7 1 4, ! 32 4, 000, 100, 000, 15, 500| 32 33 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 59 60 61 62 63 64 1636 EDUCATION BEPOBT, 1902 Table 24. — Statistics of private Teachers. Students. Entire num¬ In. struet- Entire Below normal and high school grades. In nor¬ ber ing nor¬ number mal Location. Name of institution. em¬ ployed. mal stu¬ dents. enrolled. course. 6 © d d d ^ Total incomo for the year, 1901-2. Total money value of bene¬ factions or bequests for per¬ manent endowment re¬ ceived during the year. Male. p2 Male. j Female. 1 | Female. © S B g SO c5 1 Female. 13 14 15 18 1 7 18 H CO 21 22 23 24 25 26 27 28 198 43 0 0 " i 900 §50, 000 65 15 27 50 71 41 62 0 0 0 0 10 120 2.000 82, 170 0 66 64 33 26 9 4 2 48 1, 500 60,000 67 0 0 21 18 6 1 6 8 3 32 2, 000 50, 500 13,250 0 ! 68 213 84 181 226 19 54 2 50 2, 650 65,000 i | 69 69 297 3 2 44 146 4 34 20, 025 i 1 1,810,000! 268, 464 $243, 444 70 0 6 0 26 0 21 4 36 1,650 130, 210 20,000 ! 71 o' o' 35 33 0 0 o1 0 0 3 4 40 500 3,000 1, 500 ! 72 64 621 ■ 23 23 0 4 3 34 4, 597 6,600 ! 73 5 24 4 32 350 24,000 5,000 0 : 74 34 44! 78 751 4 32 600 12’. 000 3, 350 75 259 42 1,251 574 0 0 0 0 10 2 50 7,600 50,000 33, 993 3,000 76 9 31 27 4 2 3 40 1,500 50, 000 3,400 u 77 0 0 0 o o 4 40 ; 78 4 8 2 1 o 0 0 o 0 0 | 36 100 2,500 240 0 r 79 18 24 11 16 j o 3 3 46 128 25, 000 4, 264 1 80 150 50 137 75 0 0 0 0 50 30 1 48 10,000 25, 0G0 r | . 81 20 4 40 500 82 .... 50 300 83 0 0 0 0 34 68 6 0 2 0 3 ! 40 500 28,000 5,000 0 84 10 85 4 | 2 20 400 1,000 86 36 120 i 20 32 0 16 0 16 2 L 650 18,500 5, 900 o 87 38 40 15 27 3 32 2, 500 224 88 0 1 °i 0 0 20 32 32 10 — 9 3 3 30 300 7, 000 3,570 100 89 0 0 0 0 0 0 5 7 3 1 2 32 350 12, 000 895 90 1 24 32 6 2 3 32 400 8,000 1,400 91 0 0 0 1 0 0 0 0 0 2 14 3 r 1,420 40, 000 5,800 0 92 20 23 15 13 12 B 2 2 40 2,000 20,000 6,000 S3 25 15 15 12 0 0 10 4 40 2,000 50 000 4 990 94 21 22 ‘ 50 30 i 6 0 0 0 8 7 2 ! 40 800 1 50,000 1 5,000 95 1638 EDUCATION REPORT, 1902, Table 24. — 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. c; "3 a | Female. Male. "3 6 a fa Male. Female. Male. c5 I QJ Male. Female. 1 2 3 4 5 G 8 9 10 11 12 TENNESSEE — COn. _ % TTm’nbpa 1 West Tennessee Normal Col¬ 2 1 l 2! 1 75 ; 110 69 102 lege. ! 97 Huntingdon . Southern Normal University 4 5 4 5 110 80 20 15 55 40 98 .Tnnpshnro Warner Institute . 1 2 1! 0 51 69 49 65 2 -4 99 Memphis . Le Moyne Normal Institute . 3 14 3 5 250 375 170 275 80 100 TEXAS. | 100 Commerce . East Texas Normal College. . 8 2 8 1 277 156 98 -78 61 52 101 Cumby . Independent Normal College 1 2 1 2 ! ~30 20 1 12 6 VIRGINIA. 1 102 ! Lawreneeville.... St. Paul Normal and Indus¬ 22 11 3 4 155 16S 60 68 35 55 trial School. 103 j Reliance . Shenandoah Normal College 9 5 9 5 78 50 o 01 60 40 104 Richmond . Hartshorn Memorial College 1 9 1 1 6 0 145 1 0 80 0 53| 105 Stuart . Stuart Normal College . 2 1 2 1 1 24 78 18 54 6 24 WEST VIRGINIA. 106 Harpers Ferry Storer College . . . . 2 6 2 6 47 80 24 20 23 60 107 Summersville .... Summersville Normal 2 2 2 0 75 65 10 12 50 45 School.* WISCONSIN. 108 Milwaukee . National German- American 7 0 7 0 10 28 10 28 Teachers’ Seminary. 109 St. Francis . Catholic Normal School . 7 0 7 0 84 0 ■1 1"" 37 0 * Statistics of 1900-1801. NORMAL SCHOOLS 1639 normal schools , 1901-2 — Continued. Students. In busi- In high¬ ness | school course, grades. Chil¬ dren in model school. Colored stu¬ dents in normal course. Grad¬ uates from normal course. 1 Years in normal course. | Weeks in school year. Volumes in library. Value of grounds, buildings, furniture, and scientific ap¬ paratus. c c4 o§ g- Total money value of bene¬ factions or bequests for per¬ manent endowment re¬ ceived during the year. Male. d Male. d £ . ■M Male. Female. Total. w . II OQ Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 5,466 105, 371 170,303 275, 674' 1 958 7,057 6,723 13, 780 992 16, 665 30,744 47, 409 North Atlantic Division .... 1,395 32, 753 52,3851 85, 138 612 5, 090 4,366 9,456 681 12, 998 21,255 34,253 South Atlantic Division .... 409 6, 610 10, 974 17, 584 66, 352 173 525 80 577 1, 450 2,027 South Central Division . 614 8, 409 13,828 22, 2371 78 408' 346 754 55 603 1, 468 2,071 North Central Division . 2, 751 50, 892 81, 644 132, 536i 159; 987 1,340 2,327 124! 1,921 5,114 7,035 Western Division . 297 6, 707 11,472; 18, 179 43 220 498 718 H 566 1,457 2,023 North Atlantic Division: I • 1 Maine . 129 1.493 2,404 3,897 72 ' 395! 337 732 89 771; 1,402 2, 173 New Hampshire . 56 804 1,253 2,057 29 118 157 275 47 514, 844 1,358 Vermont . 56 643 1,031 1,674 35 120 99 219 43 261: 478 739 Massachusetts . 239 6, 675 10, 491 17, 166 156 1, 509 1,457 2, 966 220 6,528. 9, 487: 16, 015 Rhode Island . 19 687 936: 1,623 111 214, 164 | -378 16 303: 661 | 964 Connecticut . 74 1,892 2, 205 4,097 41| 392i 181 : 573 40 414 1,046 1,460 New York . 386 11, 520 18, 236 29, 756 177 1, 647 1, 320 2, 967 182 3, 453 5, 761' 9,214 New Jersey . 78 2,125 3, 517 5,642 22 168 145 313 25 238 674 ! 912 Pennsvlvania . 358 6, 914 12, 312 19, 226 69 527 506 1,033 19 516 902 1,418 South Atlantic Division: ! Delaware . 12 357 579 936 1 5 20 25 1 5 20 25 Marvland . 46 1, 183 1, 732' 2, 915 4 50 1 51 16 188 250 438 District of Columbia .... 4 461 828 1, 2S9 4 71 28' 99 4 99 316 415 Virginia . 59 958 1,800 2,758 1 5 5 10 14 73 | 284 357 West Virginia . . 26 252 506 758 1 3 2 5 North Carolina . 28 453 610 1,063 4 14 1 15 3 8 16 24 South Carolina . 87 1,095 I 1,664 2, 759 16 44 : 30 74 18 150 S 142 292 Georgia . . 111 1,502 2,647 4,149 33 159 I 83 242 21 53 , 386 ; 439 Florida . 36 349 608 957 2 1 3 4 3 1 36 37 South Central Division: 1 Kentucky . 74 1,309 2,328 3, 637 8; 131 13 144 8 265 488 753 Tennessee . 75 887 1,584 2,471 11 49 93 142 7 11 32 43 Alabama . 63 721 1, 2S6 2, 007 10 43 39 82 16 41 160 201 Mississippi . 81 839 1,284 2, 123 24 | 66 34 100 1 1 0 1 Louisiana . 39 491 670 1.161 5 I 23 27 50 13 j 234 698 932 Texas . 204 3,093 5, 123 8;216 16 75 116 191 9 45 81 126 Arkansas . 55 682 986 1,668 3 11 12 23 1 6 9 15 Oklahoma 16 286 474 *760 1 10 12 22 Indian Terri tor v 101 93 194 North Central Division: Ohio . 581 10, 207 14, 354 24, 561 45! 310 306 616 20 j 426 985 1,411 Indiana . ! 365 7,255 10, 392 17, 647 33 32 65 5 64 125 189 Illinois . 303 7,203 13,016 20, 219 | 25 175 233 | 408 j 26 494 1,841 2, 335 Michigan . 225 3, 984 6,330 10,314 28 : 110 145 255 34 342 887 1, 229 Wisconsin . 106 1,581 j 2, 955j 4, 536 11; 61 66 127 5 15 30 45 Minnesota . 127 3,257 : 5,6531 8,910 9 ! 46 56 102 ! 10 345 624 969 Iowa . 280 5’ 265 ! 8,828 I 14,093 9 27 42 69 5 39 96 135 Missouri . 230 3,998 7,146 ; 11,144 1 17 147 305 452 1 10 89 474 563 North Dakota 33 401 612 1 1.013 1 . 1 2 g 10 South Dakota . 46 523 780 ! 1, 303i 1 1 * 1 0 1 2 ° 6 6 Nebraska . 261 3,809 5,903 9,712 2 27 59 86 2 76 20 96 Kansas . 194 3,409 5, 675 9,084 5 50 96 146 4 29 18 47 Western Division: I Montana . 22 361 812 1,173 2 1 9 10 3 53 76 129 Wvoming ~9 61 156i 217 1 1 0 1 Colorado . 44 1,338 2,158 3,496 11 74 141 215 5 53 308 361 New Mexico . 7 65 72 137 ! 2 8 4 12 Arizona . 2 42 62 " 104 li 2 0 2 1 0 1 1 Utah . 5 115 260 375 2 8 17 25 2 54 92 146 Nevada 10 108 192 300 1 6 123 125 Washington . 55 879 1,640 2, 519 2 13 i ^ 28 5 41 186 227 Oregon 22 340 496 836 _ 1 2 8 5 California . 115 | 3, 275 5,499 8, 774 1 25 1 1 122 I 316 1 438 32 354 787 1,141 SECONDAKY SCHOOLS, 1053 TAble 4. — Public high schools — Number of secondary students pursuing certain studies in 1901-2. 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 . 2,014 34, 848 54, 638 89, 486 6,288 131,116 00 i CO r— ( 309, 164 5,311 64, 205 89, 526 153,731 North Atlantic Division. . 763 14,469121,236 35, 705 1,474 39, 666 50,360 90, 026 1, 368 21, 206 26, 676: 47,882 South. Atlantic Division.. 68 1,000 1,685 2,685 435 7, 646 11,517 19, 163 340 3, 306 4, 564i | 7,870 South Central .Division . . 73 901 1,514 2, 415 702 11, 908 16, 855 28, 763 383 4, 573| 7.474 ! 12,047 North Central Division . . 975 16, 628 26, 904 43,532 3,333 63,302 87,143 150, 445 2,920 30, 33944,231 1 74,570 Western Division . 135 1,850 3,299 5, 149 344 8, 594 12, 173 i 20,767 300 4, 781| 6,581; 11,362 North Atlantic Division: Maine . 13 48 143 191 145 1, 944 2, 614 4,558 133 996 1,310 | 2, 306 New Hampshire . 14 76 112 188 58 826 1,045 1,871 54 539 605, 1,144 Vermont . 21 95 192 287 58 707 968 1,675 52 360 516 876 Massachusetts . 119 1,725 3, 324 5, 049 244 8, 322 9, 015 17, 337 231 5, 359 5, 250 1 10,609 Rhode Island . 15 273 352 625 22 833 ' 1.014 1,847 18 489 582: ! 1, 071 Connecticut . 50 644 1,353 1, £97 75 2,005 2, 181 j 4, 186 69 1,092 1,158 I 2,2.50 New York . 338 7, 206 8, .899 16, 105 391 12, 715 15, 952 ! 28,667 378 7,022 9,330 ! 16,352 New Jersey . 65 1, 678 2, 690 4,368 93 3.176 4,316 7,492 87 ! 1,183 2,012 3, 195 Eennsvl vania- . 128 2,724 4, 171 6, 895 388 9, 138 13, 255 22, 393 346 I 4,166 5, 913 10,079 South Atlantic Division: 1 ■ Delaware . 4 6 36 42 12 335 534 869 12 120 215 335 Maryland . 24 496 713 1,209 49 1,397 1,814 3,211 49 1,196 1,124 i 2, 320 . District of Columbia. 6 207 454 661 6 386 551 937 6 : 307 445 752 Virginia . . 17 155 350 505 64 1,122 1,815 2,937 44 1 392 635 1,027 West Virginia . 5 35 85 120 23 449 801 1,250 26 127 331 458 North Carolina . 1 8 9 17 30 452 600 1,052 17 175 197 372 South Carolina . 5 82 7 89 92 1, 233 1, 857 3,090 65 225 456 681 Georgia . 4 7 15 22 114 1,829 2, 782 4, 611 92 598 962 1,560 Florida . 2 4 16 20 40 443 763 1, 206 29 j 166 199 365 South Central Division: Kentucky . 21 461 684 1,145 80 1,637 1, 979 3, 616 62 • 654 1,003 1,657 Tennessee . 8 48 167 215 100 1, 551 2, 486 4,037 84 ! 484 889 1,373 Alabama . 7 - 23 60 83 73 1,151 1,638 2.789 63 ! 513 672 1,185 Mississippi . 2 2 8 10 89 1,115 1, 665 2,780 63 285 405 690 Louisiana . 41 759 1, 021 1,780 35 227 693 920 Texas . 28 323 502 825 236 4, 338 6,357 10, 695 22 2,019 3, 272 5, 291 Arkansas . 2 24 58 82 60 1,024 | 1,244 2,268 39 288 406 694 Oklahoma . 5 20 35 55 16 256 354 610 12 74 117 191 Indian Territory . 7 77 111 188 3 29 17 46 North Central Division: Ohio . 143 2, 740 3,942 6, 682 720 12,005 15,042 27, 047 594 ! 5,655 7,456 13, 111 Indiana . 90 1,783 2, 539 4, 322 382 7,080 9, 308 16, 388! 334 j 3,462 4, 643 8,105 Illinois . 112 2,606 4.889 7,495 355 8,813 | 12,568 21, 381 338 ! 4,657 6, 958 11, 615 Michigan . 151 2, 267 3, 687 5, 954 297 6, 694 1 8, 977 15, 671 281 2,686 3, 896 6, 582 Wisconsin . 127 1,826 2, 774 4, 600 215 3,737 5. 032 8,769 214 1,902 2,863 4, 765 Minnesota . 80 1,367 2,173 3, 540 128 2,988 1 4; 465 7, 453 124 2,264 3,109 5, 373 Iowa . 89 1,278 2.418 3, 696 346 6. 707 9. 366 16, 073 312 2,948 4, 472 7, 420 Missouri . 45 1,145 1,944 3,089 263 5,798 ! 8, 498 14, 296 204 2,383 3, 665 6,048 North Dakota . 7 89 118 207 33 317 437 754 29 140 214 354 South Dakota . 13 88 174 262 71 693 1, 087 1,780 48 322 523 845 Nebraska . 47 693 1,043 1,736 303 4,494 ! 6, 543 11, 037 255 2,159 3, 414 5, 573 Kansas . 71 746 1, 203 1,949 220 3, 976 5, 820 9, 796 187 ; 1,761 3, 018 4, 779 Western Division: Montana . 10 125 270 395 22 450 779 1, 229 20 256 457 713 Wyoming . 3 3 24 27 i 10 102 183 285 9 38 70 108 Colorado . 34 553 1,022 1, 575 47 1,398 1, 965 3,363 45 980 1,242 2, 222 New Mexico . 2 17 3 20 8 128 121 249 8 55 36 91 Arizona . 2 8 ii 19 2 56 65 121 2 25 37 62 Utah . 5 161 266 427 6 218 283 501 5 93 156 249 Nevada . 1 6 9 15 10 139 218 357 10 68 138 206 Idaho . 1 3 9 12 7 133 152 285 5 45 52 97 Washington . 14 215 426 641 76 1,150 1,664 2,814 62 604 938 1,542 Oregon . 6 74 197 271 39 798 1, 131 1,929 19 277 364 641 California . 57 685 1,062 1,747 117 4,022 5, 612 9, 634 115 2, 340 3, 091 5, 431 1654 EDUCATION REPORT, 1902, T able 5. — Public high schools — Number of secondary students pursuing certain studies in 1901-2. State or Territory. Trigonometry. Astronomy. Physics. Schools re¬ porting. 6 Female. Total. Schools re- 1 porting. Male. Female. i Schools re¬ porting. Male. Female. Total. United States . 858 5,755 1 4,69110,446 839 4, 361 6, 910 11, 271 j 4, S35 40,835 55,319 96, 154 North Atlantic Division . 979 2,0951,392; 3,487 380' 1,902 3,202 5, 104 1, 18313, 090 16, 817 29, 907 93 611 578 I 1,189 44 233 I 371 604 1 2601 2.361 3,224 5, 585 South Central Division . . . 152 761 989 1 1,750 65 1 834; | 482 816 550 3,805 5,187, 8,992 North Central Division . 233 1,574 1,367 2,941 332 1,767 2, 687, 4,454 2, 69319, 279126, 886:46, 165 Western Division . 108 714 365; 1,079 IS 125; 168 293 249| 2,300] 3,205 1 5,505 North Atlantic Division: I I I i 1 | Maine . 5 16 5 21 67 269| 372! 641 108 6C2 ! 791 ! 1,453 New Hampshire . 8 43 8 51 22 781 I 129 207 45 378 357 735 19! 76! i 118 194 46 ! 234 328 ; 562 Massachusetts . 38 378 59 I 437, 95 412 I 978 1,390 ! 206 i 3,557 3, 743 7, 300 Rhode Island . 1 3 0 3 8 34 55 89 18 422 391 813 Connecticut . 21 120 8 | 128 20! 74: ! 177 | 251 60 660 697 1, 357 New York . 123 736 859 ; 1,595 90 590 609 1,199 288 3,722 5,080 8, 802 New Jersev . 22 134 88 222; 18 135 287 ; 422 83 1 890 1,316 2, 206 Pennsvlvania . 54 665 365i 1,030 41 234 477 ! 711 329 | 2,565 4, 114 6, 679 South Atlantic Division: 1 1 1 i 1 13 0 13 11! 120 202 322 Maryland . 21 213 127 j 340 1 12 73 54 I 127 45i 369 480 849 District of Columbia . 5 no 22 132 1 .. 6 297 371 698 Virginia . 15 92 72 164 2 1 1 2 40l 532 619 1, 151 West Virginia . 2 4 1 5 2 7j 17 24 23; 77 201 278 North Carolina . 2 9 6 15 1 1 2 [ 3! 1 16 1 177 177 354 South Carolina . 6 : 15 35 50 5 26 50 76! ! 40 ! 217 389 606 Georgia . 32 123 257 I 380 14 92 i 182 274 57 j 405 604 1,009 Florida . 9 32 58 90 8 1 33 65 98 22 j 137 iSi 318 South Central Division: 1 | | 1 Kentucky . 29 258 222 480 14 j 81 i 129 210 53 i 622 590 1 212 Tennessee . 12 28 35| 63 8 19 27! 46 68 283 482i 765 Alabama . 22 i 76 103j 179 | 12 69 88 157 53 334l 480 814 Mississippi . 10 31 16! 47 4 ! 34' 47! 1 81 76 518, 707 1,225 Louisiana . 5 23 17 40 4 22; 32 54 34 979 252' fi9.5 Texas . 69 310 557 | 867 ; 18 87 j 137 1 224 213 1,450; 2,150 ! 3,600 Arkansas . 4 27 39 66 3 16 15 31 35 209 304 ! 513 Oklahoma . | 1 2 6 n\ 13 141 K7 95 ! 182 Indian Territory . . . 1 8 0 8 4 30 26 56 North Central Division: i | I 1 | Ohio . 66 ' 434 367 | 801 * 121 ; 536! 840 1,376 550; 3,676! 4,714 8,390 Indiana . 22 126 74 200 9 67 i 72 139 256 2,134 ] 2,811 , 4,945 Illinois . 27 247 154 401 51 303 ; 582 885 3311 2,833! 3,808 6,641 Michigan . 21 168 63' 231 22 116 : 113 229 276 1, 914 2,696 4.610 Wisconsin . 3 64 591 llfi 208 1 196 1,780 2, 976 Minnesota . 4 58 11 69 ! ii 76 91 167 90 l! 094 l! 382 2,476 Iowa . 18 132 139' 271 j 56 347 i 500 ' 847 315 ; 2,160 3,223 5.383 Missouri . 39 184 341! 525 | 15 82 ! 122 204 159 1.313 1,947 3,260 North Dakota . 1 0 2 2 1 4 5 9 ! 24 88 1251 i 213 South Dakota . 3 16 14 30 7 46- 64 110! 47 226 ! 310 536 Nebraska . 21 : 102 116 218 n 64 ! 92 156 244 1, 312 i 2,055! 3,368 Kansas . 8 i 43 34 77 28 126! 206 332 193 1.333 2,034, 3,367 Western Division: 1 1 1 Montana . 2 20 16 36 1 14 4 18 19 124 194' 318 Wyoming . I 4 1 5 1 5; 6 11 8 28 61] 89 Colorado . 11 105 61 169 6 53 96 149 41 421 574; 995 New Mexico . 2 12 4 6 41 36 77 Arizona . 2 5 12 1 10 17 Utah . 4 37 23' 60 4 68 78 146 Nevada . 1 4 12| 16 1 3 2 5 10 51 107 158 Idaho . 2 i io lOi 20 2, 9 1 10 19 6 40 48 88 Washington . 6 56 30 86 2 7 18 25 38] 291 418 709 Oregon . 4 31 111 42 9 16! 16 32 IS 192 238 430 California . 73, 4* 189 617 3| '1S | 16 34 1 98 | 1,034 1,444 2,478 SECONDARY SCHOOLS, 1655 Table G. — Public high schools — Number of secondary students pursuing certain studies in 1901-3. State or Territory. Chemistry. Physical geography. Geology. Schools re¬ porting. | 1 Female. Total. 6 . £ - o m Male. Female. Total. Schools re¬ porting. Male. Female. Total. United States . 1,982 18, 474 22, 128 40, 602 4, 964 52, 264 71, 997 124, 261 1,085 ! |7, 175 9, 954 17, 129 North Atlantic Division . 688 6,810 7, 743 14, 553 Jl, 138 12, 400 17,436 29, 836 5153,4894, 657 ! 8,146 South Atlantic Division . 78 814 1. 218 2, 032 ! 325 .3, 666 4,970 8, 636 37 212i 402! 1 614 South Central Division . 139 831 1,375 2, 206 497 5, 609 7,671 13, 280 110 7431, 176 1,919 North Central Division . 909 8.268 9, 798 18, 066 2, 764 27,426 37, 502 64, 928 379 2,399,3,311 ! 5,710 Western Division . 168 1,751 1,994 3, 745 240 3, 163 4,418 7,581 44 332 408 740 North Atlantic Division: I I Maine . 67 344 473 847 101 615 760 i 1, 375 70 3o8 482 840 New Hampshire . 32 195 1S9 394 36 263 242 1 505 18 81 j 116 197 Vermont . 18 117 135 252 44 372 524 896 24 100 164 264 Massachusetts . 181 2,093 2,440 4, 533 137 1,299 1.528 i 2, 827 93 464: 758 1,222 Rhode Island . 14 193 188 381 10 58 150 208 5 15 32' 47 Connecticut . SB 305 472 777 52 733 858 1,591 27 S3 243 336 New York . 181 2,092 2, 040 4.132 342 4,376 6,265 10,641 180 1,1201.404 2, 524 ' New J ersey . 53 577 765 1, 342 64 958 1,372 2, 330 29 I 1691 336 505 Pennsylvania . 109 894 1.031 1, 925 352 3,726 5, 737 9, 463 69 1,089 1,122 2,211 South Atlantic Division: 3 39 114 10 159 246 405 Maryland . 8 160 17 177 44 733 685 1,418 1 34 0 j District of Columbia . 6 181 314 495 2 214 297 511 Virginia . 18 162 252 414 41 514 758 1,272 4 19 9 28 West Virginia . 7 26 59 85 26 232 313 545 2 7 17 ox North Carolina . 4 29 45 74 26 255 347 602 2 13 3 16 South Carolina . 4 17 62 79 68 536 836 1,372 8 17 84 ! 101 Georgia . 21 138 304 442 76 772 1,095 1, 867 13 65 223 288 Florida . 7: 62 90 152 32 251 393 644 7 57 *66 123 South Central Division: Kentuckv . 19 217 321 538 51 534 526 1,060 9 62 118 180 Tennessee . 10 46 83 129 48 487 825 1,312 45 211 347 558 Alabama . 17 66 134 200 44 398 467 865 13 93 105 198 Mississippi . 12 44 48 92 57 592 938 1, 530 6 69 220 289 Louisiana . . 13 140 201 341 35 436 497 933 8 33 34 67 Texas . .. . 57 267 519 786 209 2, 538 3,681 6,219 23 232 301 533 Arkansas . 5 22 35 57 37 436 483 919 4 27 47 74 Oklahoma . 4 13 23 36 12 151 207 358 1 0 4 4 Indian Territory . 2 16 11 27 4 37 47 84 1 16 0 16 North Central Division: Ohio . 135 1,304 1,363 2, 667 595 5,297 6,783 12,080 95 538 649 1, 187 Indiana . ... . 95 906 1,121 2, 027 314 2,885 3,522 6,407 21 188 213 401 Illinois . 133 1, 327 1,471 2,798 299 4,436 6,552 10,988 38 299 529 828 Michigan . 183 1,488 1,466 2, 954 259 2,265 3,017 5, 282 59 282 402 684 Wisconsin . 25 261 268 529 213 2, 677 3,769 6,446 5 26 21 47 Minnesota . 83 767 831 1.598 42 374 494 868 14 115 150 265 Iowa . 55 624 675 1,199 294 2, 928 3, 938 6,866 53 367 476 843 Missouri . 54 631 1,056 1,687 220 2, 000 2,793 4, 793 22 183 268: 451 North Dakota . 4 22 25 47 16 85 119 204 2 10 16 26 South Dakota . 15 105 142 247 63 475 698 1.173 11 65 65 130 Nebraska . -69 452 758 1,210 266 2. 127 3,089 5; 216 17 113 240; 353 Kansas . 58 481 622 1,103 183 1,877 2,728 4, 605 42 213 282 495 Western Division: Montana . 4 52 54 106 19 170 274 444 7 S3 25 58 Wyoming.. . 4 23 31 54 8 44 97 141 1 6 7 13 Colorado . 34 1 329 458 787 32 679 968 1,647 20 195 264 459 New Mexico . 3 21 14 35 7 55 62 117 2 11 6 17 Arizona . 2 9 9 18 9 23 28 51 Utah . 2 40 35 75 5 74 104 178 1 0 7 7 Nevada . 0 57 96 153 8 82 102 184 2 11 2l! 32 Idaho . 10 9 19 6 77 78 155 3 13 13 26 Washington . . 14 109 121 230 71 607 889 1,496 3 30 44 74 Oregon . . 5 122 160 282 38 484 659 1,143 4 19 IS 37 California . 89 979 1,007 1,986 44 868 1,157 2,025 1 14 1 17 1656 EDUCATION REPORT, 1902 Table 7. — Public high schools — Number of secondary students pursuing certain studies in 1901-2. State or Territory. Physiology. Psychology. Rhetoric. o . pH tZ GO 0 o *- 'S ai Male. Z Total. Schools re- ! porting. ! Male. c5 g ■3 T. P Ss 25 ° 'J2 Male. £ .£ United States . 4,444 07, Ok) i 79, 759 137, 116 811 3,380 6,750 10, 130 5, 482 93, 738 142,299 536,037 North Atlantic Division .... 1, 029 18, 474 26, 193 44, 667 159 533 . 2, 002j 2,535 1, 276 30, 221 45,432 75, 653 South Atlantic Division .... 303 3, 413 5, 058 ■ 8, 471 49 212 375 587 i 362! 3,717 7,205 10, 922 South Central Division . 577 7,604 9, 962 17, 566 143 724! 1, 128 1, 852! 616 6, 694 11,269 17, 963 North Central Division . 2, 408 26, 485 36, 502 62,987 431 1. 786 3, 015 4, 801 2 930' 46, 044 67, 0S-: 113, 129 Western Division . 127 1,381 2,044 3,425 29 125 230 355j “’298 7,062 11, 308 18, 370 North Atlantic Division: * I I Maine . 87 573 712 1,285 16 82 103 185 124 1,300 1,825 3,125 New Hampshire . 26 225 256 *481 5 8 17 25 52 738 961 1,699 Vermont . 26 183 245 428 17 SO 122 152 54 524 785 1,309 Massachusetts . 147 2,050 3.450 5, 500 g 39 98 137 217 8,383 11, 194 19, 557 Rhode Island . 8 38 76 114 2 0 27 27 191 822 1, 1S5 2,017 Connecticut . 36 209 408 617 3 16 38 54 70 2,039 2, 476 4, 515 New York . 375 9.681 12, 266 21, 947 60 162 1, 155 1,317 319 9, 841 14, 921 24, 762 New Jersey . 50 1.061 1.565 2, 626 4 2 68 70 88 2,118 3,252 5,870 Pennsylvania . 274 4, 454 7,215 11.669 44 194 374 568 333 4,476 8,823 13, 299 South Atlantic Division: Delaware . 9 236 492 728 3 4 15 19 11 170 257 427 Maryland . 3S 570 678 1,248 3 24 32 56 40 467 1, 168 1, 635 District of Columbia .... 1 63 153 216 3 r 473 1, 080 1,553 Virginia . 41 ! 386 : 626 1,012 1 0 I 30 30 52 626 994 1,620 West Virginia . 19 180 255 435 5 16 34 50 261 174 340 514 North Carolina . 25 ! 283 j 365 648 3 17 14 31 22 ! 184 289 473 South Carolina . 61 543 925 1,468 5 11 56 67 79 i 450 752 1,202 Georgia . ! 81 ! 863 1,090 1,953 11 71 89 180 95 883 1,879 2, 762 Florida . 28 289 474 763 18 69 105 174 34 ' 290 446 736 South Central Division: Kentucky . ! 68 ! 818 1.024 1,842 26 185 279 464 74 1 995 1,733 2,728 Tennessee . i 83 | 826 1,275 2, 101 8 22 26 4S 90 728 ! 1,259 ! 1, 987 Alabama . 61 .804 975 1,779 14 78 80 158 | 51 j 645 1,112 1,757 Mississippi . ! 78 908 1, 403 2. 311 8 34 58 92 1 73 619 1,079 1 1, 698 Louisiana . 31 ! 524 ’ 597 1.121 4 10 1 1° 20 39 1 511 966 1,477 Texas . 192 2,820 3,675 6, 495 67 1 340 ! 604 944 215 : 2,631 1 4,172 1 6, 803 Arkansas . 51 726 802 1,528 6 27 23 50 55 377 648 ; 1,025 Oklahoma . 7 83 102 185 7 j 77 33 50 15 163 235 1 398 Indian Territorv . 6 95 109 204 3 11 15 26 4 25 65 90 North Central Division: Ohio . 608 ; 6,514 ' 8.070 14,584 77 341 504 845 608 j 7, 348 ; 9, 655 17,003 Indiana . 145 1,270 1, 705 2, 975 38 194 325 519 341 i 6,962 : 9, 517 16, 479 Illinois . 299 1 4,645 6,801 11,446 16 69 130 199 326 8,134 1 12,622 20, 756 Michigan . 250 2,283 3, 286 5, 569 29 99 ! 179 278 273 4, 236 j 5,870 10, 106 Wisconsin . 212 : 1.904 2, 655 4,559 151 515 826 1,341 171 2, 194 3,063 5, 257 Minnesota . 68 1 556 925 1,481 1 18 19 37 109 3,027 1 4,515 7,542 Iowa . 251 2,831 i 3,740 6, 571 14 48 1 97 145 326 4; 237 j 6, 307 10, 544 Missouri . 168! 2,412 3,511 5,923 41 200 361 561 233 3,551 5,988 9,539 North Dakota . 17 117 160 277 3 6 18 24 31 221 339 560 South Dakota . 1 44 381 578 959 5 24 37 61 62 427 632 1,059 Nebraska . | 196 1, 828 i 2,510 4,338 4 12 20 32 247 3, 160 4,690 7,850 Kansas . 1 150' 1,744 2,561 4,305 52 260 499 ' 759 203 2, 547 3, 887 6,434 Western Division: | Montana . 20 178 297 475 20 ; 435 I 774 1,209 Wvoming . 56 i 92 148 57 85 142 Colorado . 20 211 307 518 10 51 . 101 i52 40 1,180 j 1, 618 2,798 New Mexico . 6 23 40 63 3 16 10 26 7 45 49 94 Arizona . 2 7 21 28 2 38 48 86 Utah . 5 72 : 96 168 4 27 43 70 6 i 223 305 528 Nevada . 8 \ 72 : 114 186 2 6 13 19 9 “79 147 226 Idaho . £ \ 75 i 85 160 1 7 79 101 180 Washington . 26 233 382 615 8 21 52 73 65 825 1,419 2, 244 Oregon . 17 251 327 578 1 2 6 8 32 392 605 997 California . 10 203 | 283 1 486 1 1 2 5 1 101 3,709 i 6, 157 9,866 SECONDARY SCHOOLS. 1657 Table 8. — Public high schools — Number of secondary students pursuing certain studies in i901-S . English literature. History. Civics. State or Territory. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. I Female. 3 0 H United States .... 5, 311 103, 893 155, 254 259, 147 5, 503 i GO oo to I Cn 129,578 ! 216, 403 5, 048 46,843 | 64, 078. : ~ 110, 921 N. Atlantic Division . . . 1. 270 39, 132 54, 524 93,6561,288 29,867 42,841 72, 708 1, 229 13,022 17, 297 30, 319 S. Atlantic Division _ 313 5,231 8, 927 14, 158 366 5, 070 8,769 13, 839 249 2, 058. 3,027 5,085 S. Central Division . 500 5, 791 9, 820 15, 611 563 6, 723; 11.211 17,934 ! -525 5, 241 7, 104 12, 345 N. Central Division - 2,915 44, 574 67, 598 112, 172|2, 965 38, 378 56; 180 94, 558 2, 806 24, 383 33, 518 57, 901 Western Division . 307 9, 165 14, 385 23, 550 321 6, 787 10,577 17, 364; 1 239 2, 139 3, 132 5, 271 N. Atlantic Division: 1 Maine . 124 1,561 2,242 3,803 116 1, 465 1, 899 3, 364 108 604 865 1,469 New Hampshire . . . 52 737 1, 157 1,894 52 639 937 i 1, 576 37 191 216 407 Vermont . 51 457 631 1, 148 52 563 730 1,293 18, 953 47 343 448 791 Massachusetts . 236 12, 317 16, 574 28, 891 230 8, 142 10, 811 184 1,953 2, 423 4, 876 Ehode Island . . 21 1,265 1.894 3,153 22 657 913 1,570 16 209 370 579 Connecticut . 72 2, 834 3, 535 15, 745 6, 369 71 1,642 2, 191 3,833 56 415 541 955 New York . 279 11,651 27, 396 349 9, 750 13, 527 23, 277 358 4, 625 5, 662 10, 287 NewJersev . 86 2,470 4, 107 6, 577 87 2, 138 3, 376 5,514 71 950 1,141 2,091 Pennsylvania . 349 5,840 8,579 14, 419 309 4,871 8, 457 13, 3281 352 .3,732 5, 631 9, 363 S. Atlantic Division: Delaware . . . 10 88 207 295 12 162 287 449 12 80 155 235 Maryland . . 48 1, 466 2, 009 3, 475 44 1.085 ! 1, 519 2, 604! 39 429 724 1, 153 Dist. Columbia . 7 1,231 2,025 3,256 7 440 860 1,300) 1 2, 463 38 22 61 83 Virginia . 44 576: ! 1,014 1, 590 54 885 ' 1,578 352 403! 755 West Virginia . 25 209 432 641 27 259 467 726 27; 181 309; 490 North Carolina . 22 426: 567 993 26 360 452 812 20 186 256! 452 South Carolina. . 58! 407 ! 1, 008 ! 1,415 78 683 1.189 1,872 49 323 494 817 Georgia . 72 614 1,350 1,964 88 908 1, 913 2,821 1 34 297 340 637 Florida . 27 214 315 529 32 288 504 792 29 178 285 463 S. Central Division: 2,480 I Kentucky.. . 64 1,052 1.313 2, 365 65 851 1, 629 67 606 7061 ! 1, 312 Tennessee . 64 572 ! U HO 1, 682 67 726! 1,198 1,924! 67 481 645! 1,126 Alabama . 47 423 | 996 1,419 47 546; 960 1, 506 c5 327 397 ! 724 Mississippi . 66 705 j 1,080 1, 785: 68 647 1,049 1, 686 67 658 1,043 | 1, 702 Louisiana . 40 554 ! 892 1,446 34 506 1,014 1,520 27 207 418 625 Texas . 162 1,703 3,172 970 4, 875: 221 2, 790 4,379 7, 169 197 2, 187 2, 960 ! 5, 147 Arkansas . 45 631 | 1, 601 45 459 737 1, 196; | 45 513 618 ; 1, 131 Oklahoma . 14 127 1 177 304 12 149 198 347! 15 190 255 445 Indian Territory. . . 4 24 | 110 134 4 49 47 96 5 71 62 133 N. Central Division: 1 Ohio . 599 9, 124 ! 12,344 21,468 611 6, 441 8,920 15, 361 640 4,810 6, 257 j 11,067 Indiana . 357 6, 685 9, 209 8,978 15, 332 ! 15,663 347 5, 238 7, 195 8, 695 12, 433: 246 1,889 2,483 ! 4) 372 Illinois . 331 ! 24,541 340 5,448 14, 143 279 2,670 3,801 ; 6,471 Michigan . 268 3,199 4, 814 8,013 285 4,426 6, 181 10, 607 269 2, 281 3,229 ! 5, 510 Wisconsin . 198 2,807 4,287 7, 094 211 2, 157 3, 187 5,344 209 1,729 2, 566 ; 4, 295 Minnesota . 106 1,536 4,253 2, 520 4, 056 111 2, 532 3,717 6,249 83 725 904 1 1, 629 Iowa . 309 6,891 11,144 323 3, 979 5.884 9, 863 302 3,259 4,311 i 7,570 Missouri . 232; 2,493 4,213 6, 706 243 3, 260 5; 062 8, 322 212 2,036 2, 907 i 4, 943 North Dakota . 29 254 389 643 25 167 287 454 26 147 179 326 South Dakota . 61 402 581 983 52 445 661 1,106 61 429 623 1,052 Nebraska . 229 , 2,528 3, 810 6, 338 228 2,347 3,461 5,808 281 2, 182 3,015 5, 197 Kansas . 196 2,084 3,439 5,523 189 1,938 2,930 4, 868 198 2,226 3, 243 5,469 Western Division: Montana . 18 300 528 828 20 422 670 1,092 17 109 175 284 Wyoming . 9 54 108 162 8 47 104 151 10 43 90 133 Colorado . 45 j 1,413 2, 244 3. 657 43 1,306 1,810 3,116 28 331 476 807 New Mexico . 5 45 60 105 7 ! 73 65 138 6 37 33 70 Arizona . 2 64 73 137 2 21 25 46 1 3 12 15 Utah . 4 185 256 441 5 105 227 332 6 50 80 130 Nevada . 9 115 194 309 10 107 180 287 10 79 126 205 Idaho . 6 i 94 106 200 7 70 103 173 6 103 113 216 Washington . 66 1,056 1, 762 2, 818 64 640 1,059 1,699 30 230 ’ 330 560 Oregon . 29 508 875 1,383 39 617 1,001 1,618 18 192 359 551 California . 114 5, 331 8, 179 13, 510 116 3, 379 5, 333 8, 712 107 962 1,338 2, 300 ED 1902 — VOL II - 31 1658 EDUCATION REPOET, 1902, Table 9. — Public high schools — Proportion of male and female students, per cent of stu¬ dents pursuing certain courses, per cent of graduates, eic., in 1901-2. State or Territory. Total secondary students' Per cent of total number. Per cent of grad¬ uates pre¬ pared for college. Male, j Female. ! College classical prepara- 1 tory students.^ College scientific prepara¬ tory students. Grad- 1 uates in 1902. | United States . 550, 611 41.21 58.79 5.59 1 5.07 | : 12.03 ; 31.72 North Atlantic Division . 181,031 41.92 58.08 7.29 5. 05 12.07 I 28.07 South Atlantic Division . 27, 961 39.43 60. 57 6.38 2.62 11.23 32. 62 South Central Division . 40, 454 40. 66 59.34 5. 61 3. 68 9.52 33.04 North Central Division . 266, 450 41.18 58.82 4.33 5.11 12.63 32.30 Western Division . 34, 715 39.80 60.20 5. 39 8.41 10. S8 45.57 North Atlantic Division: Maine . 8,868 42.58 57.42 9.19 3.82 13.67 25. 66 New Hampshire . 3, 795 42. 74 57. 26 8.25 8. 14 14.57 37.07 Vermont . 3, 697 42. 22 57.78 6. 09 8.93 14.25 35. 29 Massachusetts . 39.251 43.80 56.20 11.92 5.61 14.47 29.64 Rhode Island . 3,684 41.37 58. 63 17.21 3.85 10.45 42. 34 Connecticut . 8,679 43. 65 56.35 8. 24 6. 34 13. 79 27.15 New York . 66, 7&5 42.64 57.36 5.45 i 5.26 8. 71 31.92 New Jersev . 12, 075 40. 39 59.61 4. 55 5.88 11. 83 22.53 Pennsylvania . 34, 247 38.22 61.78 4. 76 3.05 14.75 21.41 South Atlantic Division: Delaware . 1, 0S7 39.28 60. 72 1 2.76 2.48 13.62 8.11 Maryland . 4, 508 43. 23 56. 77 j 2. 66 1.69 10.89 19. 14 District of Columbia 3,339 37.86 62.14 5.99 6.35 14.85 12. 10 Virginia . j 4, 122 37. 87 62.13 4.22 1.48 10.53 29. 03 West Virginia . 1, 727 36. 31 63.69 2.84 2.78 13.95 26. 97 North Carolina . 1,339 43. 91 56.09 11.73 3.06 11.05 58.78 South Carolina . 3,980 40.05 59.95 9.60 1. 51 11.06 56.36 Georgia . 5, 9-58 38.45 61.55 10.32 2.43 10.41 45.00 Florida . 1,901 38.03 61.97 3.00 3.26 6.37 43.80 South Central Division: Kentucky . 5,390 4L78 58.22 6.10 6.94 11. 86 28.33 Tennessee . 5, 233 38.14 61.86 2.52 1.55 10.95 30.02 Alabama . 3,780 39.55 i 60. 45 3.44 2.09 7.59 27. 87 Mississippi . 3,691 40.88 59.12 8.64 7.02 7.23 50.56 Louisiana . 3,008 41. 52 58.48 3. 59 2.46 10. 11 23.68 Texas . 15, 080 40. 86 59.14 5.84 3. 10 9.20 31.63 Arkansas . . 2,933 42. 55 57.45 9.41 2.49 10.36 50. 66 Oklahoma . 1,003 38.88 61.12 8.77 7. 38 6.98 55. 71 Indian Territory . 336 44. 64 55.36 2.08 1.79 5. 36 0.00 North Central Division: Ohio . 46,966 48. 77 56.23 6.66 5.06 13. 36 28. 25 Indiana . 27,281 41.99 58.01 5.25 4.34 12.52 32. 64 Illinois . 41,677 38.87 61.13 3.46 4.58 12.35 27.49 Michigan . 29, 158 42.12 57.88 j 2.59 8.11 11. 22 32. 53 Wisconsin . 19,723 41.59 58.41 1 3. 58 3.53 13.09 1 31.50 Minnesota . 14, 822 40.38 59.62 j 2.06 11.25 11.77 j 54.38 Iowa . 29; 018 41.46 58.54 4.06 3. 77 13.55 31.99 Missouri . 21,186 38.94 61.06 3.54 3.72 10. “8 25. 18 North Dakota . 1,503 42. 71 57.29 ! 2. 93 6.05' 1 11. 98 41. 67 South Dakota . 3,090 40 55 59.45 4.21 3. 33 12.62 38. 97 Nebraska . 16, 143 40. 94 59.05 i 3.92 2.97 14.56 28. 47 Kansas . 15,883 39. 48 CO. 52 7.45 5.43 13.05 j 48. 72 Western Division: Montana . 2,047 35.91 64.09 12.16 1.66 8.21 1 35. 71 Wvoming . . 434 36.64 63. 36 2.76 2.76 ! 10.60 32. 61 Colorado . 6,135 39. 97 60.03 4. 60 8.79 1 10. 55 42. 97 New Mexico . 369 52.30 47.70 13.82 5.42 7. 05 42. 31 Arizona . 188 45.74 54.26 0.00 7.45 7. 45 71.43 Utah . 1,294 39.88 60. 12 4.95 5.10 9. 81 8. 66 Nevada . 487 40. 66 59.34 9. 03 3.90 14. 37 42.86 Idaho . 484 47. 11 52. 89 6.82 2.89 12. 81 66.13 Washington . 4,816 38.62 61.38 8.20 6. 31 10. 82 35. 12 Oregon . 2,700 40.11 59.89 3.70 3.48 14. 04 19. 26 California . 15, 761 40. 01 59.99 4.06 11.45 10.89 58. 77 SECONDARY SCHOOLS, 1659 Table 10. — Public high schools — Percentages of secondary students pursuing certain studies in 1901-2. 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. United States . 50.07 2.50 8. 61 16. 25 56.15 27. 92 1. SO 2.05 17.48 North Atlantic Division .... 47.03 5.22 18.92 19. 72 49. 73 26. 45 1.93 2.82 16.52 South Atlantic Division .... 62.89 1.88 7.25 9. 60 68.53 28.15 4.25 2.16 19.97 South Central Division . 54.97 1.86 5. 12 5.97 71.10 29.78 4.33- 2. 02 22.23 North Central Division . 49. 74 0. 87 2. 64 16.34 56. 46 27.99 1.10 1. 67 17.33 Western Division . 52. 37 2.07 5.83 14.83 59. 82 32.73 3. 11 0. 84 15. 86 North Atlantic Division: Maine . 43. 94 8. 25 24.50 2. 15 51.40 26. 00 0.24 7.23 16.38 New Hampshire . 54.20 7.25 35. 78 4. 95 49.30 30. 14 1. 34 5.45 19. 37 Vermont . 45.28 5. 92 19. 99 7. 76 45. 31 23. 69 0.00 5. 25 15.20 Massachusetts . 43.73 7.56 40. 80 12. 86 44. 17 27. 03 1. 11 3.54 18.60 Rhode Island . 44, 08 10. 26 26.17 16. 96 50. 14 29.07 0.08 2.42 22.07 Connecticut . 47. 21 6.60 16.82 23. 01 48.23 25.92 1.47 2. 89 15.64 New York . 44. 59 4. 45 13.81 24. 13 42. 96 24. 50 2.39 1. 80 13. 19 New Jersey . 46.72 2. 59 7. 55 36. 17 62. 05 26. 46 1.84 3.49 18.27 Pennsylvania . 56. 14 3.02 4. 14 20. 13 65.39 29.43 3. 01 2. 08 19. 50 South Atlantic Division: Delaware . 86.11 2.30 2.30 3. 86 79. 94 30. 82 1.20 0. CO 29. 62 Maryland . 64. 66 1.13 9.72 26. 82 71.23 51.46 7. 54 2. 82 18. 83 District of Columbia .... 38.60 2. 96 12. 43 19. 80 28. 06 22.52 3.95 0. 00 20.90 Virginia . 66.91 0. 24 8.66 12.25 71.25 24. 92 3.98 0.05 27. 92 West Virginia . 43. 89 0. 29 0. 00 6. 95 72. 38 26. 52 0.29 1.39 16. 10 North Carolina. . . 79. 39 1.12 1.79 1.27 78.57 27. 78 1.12 0.22 26.44 South Carolina . 69. 32 1.86 7.34 2. 24 77. 64 17. 11 1.26 1.91 15.23 Georgia . 69. G4 4.06 7.37 0. 37 77. 39 26.18 6. 38 4. GO 16. 94 Florida . 50.34 0.21 1. 95 1.05 63.44 19. 20 4.73 5. 16 16. 73 South Central Division: Kentucky . 67.48 2.67 13. 97 21.24 67. 09 30. 74 8.91 3. 90 22. 49 Tennessee . 47. 22 2. 71 0.82 4.11 77. 15 26.24 1.20 0.88 14. 62 Alabama . 53. 10 2. 17 5.32 2. 20 73.78 31.35 4.74 4.15 21.53 Mississippi . 57.52 2. 71 0. 03 0. 27 75.32 18.69 1.27 2.19 33. 19 Louisiana . 38. 60 1.G6 30. 98 0. 00 59. 18 30.59 1.33 1.80 20.78 Texas . 54. 48 1.27 0. 84 5.47 70.92 35.09 5.75 1.49 23. 87 Arkansas . 56.87 0. 78 0. 51 2.80 77. 33 23. 66 2.25 1. 06 17.49 Oklahoma . 75.77 2.19 0. 00 5.48 60. 82 19.04 0. 00 1.30 18. 15 Indian Territory . 57.74 0. 00 0. 00 0. 00 55. 95 13. 69 2. 38 0. 00 16. 67 North Central Division: Ohio . 52.30 1.31 3. CO 14. 23 57.59 27.92 1.71 2. 93 17. 86 Indiana . 64. 69 0. 24 0. 69 15.84 60. 07 29. 71 0.73 0. 51 18. 13 Illinois . 48. 51 0. 98 5.60 17. 98 51.30 27.87 0.96 2.12 15. 93 Michigan . . 35. 37 0. 87 4.21 20.42 53. 75 22.57 0. 79 0.79 15. 81 Wisconsin . 23.00 0. 64 0. 23 23. 32 44. 46 24. 16 0. 59 0.00 15. 09 Minnesota . 60. 11 0. 69 6.54 23. 88 50. 28 36.25 0. 47 1.12 16. 70 Iowa .- . 48.57 0.24 0. 47 12.74 55.39 25. 57 0.93 2. 92 18. 55 Missouri . 52. 60 2.13 2.66 14. 58 67. 48 28. 55 2. 48 0.96 15.39 North Dakota . 67.40 0.00 0.67 13. 77 • 50. 17 23.55 0.13 0.60 14. 17 South Dakota . 42.17 0. 03 0.19 8.48 57.61 27. 35 0.97 3. 56 17. 35 Nebraska . 60.16 0.53 0. 59 10. 75 68. 37 34.52 1.35 0. 97 20.86 Kansas . 57. 19 0.92 0.30 12. 27 61.68 30. 09 0.48 2.09 21.20 Western Division: Montana . 57. 30 0. 49 6. 30 19. 30 GO. 04 34. 83 1. 76 0. 88 15. 53 Wyoming . 50. 00 0.00 0.23 6.22 65.67 24. 88 1. 15 2.53 20.51 Colorado . 56. 98 3. 50 5.88 25. 67 54. 82 36. 22 2.75 2.43 16. 22 New Mexico . . 37. 13 0.00 3. 25 5. 42 67. 48 24. 66 4. 34 0. 00 20. 87 Arizona . 55. 32 1.06 0.53 10.11 64. 36 32. 98 6. 38 0. CO 9. 04 Utah . 28. 98 1.93 11.28 33.00 38. 72 19. 24 4. 64 0.00 11.28 Nevada . 61.60 0.00 0. 00 3. 08 73. 31 42. 30 3.29 1.03 32. 44 Idaho . 61. 24 0. 00 0.00 2.48 58.88 20. 04 4. 13 3.93 18. 18 Washington . 52. 30 0. 58 4.71 13. 31 58.43 32. 02 1. 79 0.52 14.72 Oregon . 30. 96 0. 00 0. 19 10. 04 71.44 23. 74 1.56 1. 19 15. 93 California . 55.67 2.78 7. 24 11.08 61.13 34. 46 3. 91 0.22 15. 72 1660 EDUCATION REPORT, 1902, Table 11. — Public high schools — Percentages of secondary students pursuing certain studies in 1901-2. Per cent of total secondary students. State or Territory. N Chem¬ istry. Physi¬ cal geog¬ raphy. Geol¬ ogy. Physi¬ ology. 1 Psy- ; chol- cgy. Rhet¬ oric. Eng¬ lish litera¬ ture. His¬ tory. Civics. United States . 7.37 22. 57 3. 11 24. 90 1.84 42. 87 47. 07 39.30 20. 15 North Atlantic Division .... 8.04 16. 48 4. 50 24.67 1 1.40 41.79 51.73 40.16 16. 75 South Atlantic Division .... 7. 27 30. 89 2. 20 30. 30 2.10 39. 06 50. 63 49. 49 18. 19 South Central Division . 5. 45 32. 83 4.74 43.42 4.58 44.40 38. 59 44. 33 30. 52 North Central Division . 6.78 24. 37 2. 14 23. 64 1. 80 42. 46 42. 10 35. 49 21. 73 Western Division . 10. 79 21.84 2.13 9. 87 | 1. 02 52. 92 67.84 50. 02 15. 18 North Atlantic Division: Maine . • . 9.21 15. 51 9.47 14. 49 1 2.09 35. 24 1 42.88 37. S3 i 16.57 New Hampshire . 10. 38 13. 31 5. 19 12.67 0. 66 44.77 49.91 41.53 10. 72 Vermont . 6.82 24.24 7.14 11.58 4.11 35. 41 31.05 34. 97 21.40 Massachusetts . 11. 55 7.20 3. 11 14. 01 0. 35 49.83 73. 61 48.29 11.15 Rhode Island . 10. 34 5.65 1.28 3. 09 0. 73 54. 75 . 85. 75 42.62 15. 72 Connecticut . 8.95 18. 33 3.87 7.11 0.62 52.02 73.38 44.18 11.02 New York . 6.19 15. 95 3.78 32. 89 1.97 37. 10 41.05 34.88 15. 41 New Jersey . 11.11 19. 3C 4.18 21.75 0. 58 44. 47 54. 47 45. 68 17. 32 Pennsylvania . 5. 62 27. 63 6. 46 34. 07 1.66 38.83 42. 10 33. 92 27.34 South Atlantic Division: Delaware . 10. 49 37.26 0. 00 66.97 1. 75 39.28 27. 14 41. 31 21.62 Maryland . 3. 93 31.46 0. 75 27.68 1.24 36. 27 77.09 57.76 25. 58 District of Columbia ... 14.82 15. 30 0. 00 6. 47 0.00 46. 51 97. 51 38. 93 2.49 Virginia . 10.04 30.86 0. 68 24. 55 0. 73 39. 30 38. 57 59. 75 18.32 West Virginia . 4.92 1 31. 56 1. 39 25. 19 2. 90 29. 73 37.12 42.04 j 28.37 North Carolina . 5.53 44.96 1.19 48. 39 2. 32 35. 32 74. 16 60. C4 | 33. 78 South Carolina . 1.98 ! 34. 47 2.54 36.88 1.63 30.20 35. 55 47. 04 20.53 Georgia . 7.42 ! 31. 34 4.83 32.78 2. 69 46. 36 32. 96 47. 35 10. 69 Florida . 8.00 33.88 6. 47 40. 14 9. 15 38. 72 27.83 41. 66 24. 36 South Central Division: Kentucky . 9.98 I 19. 67 3.34 ; 34.17 8.61 1 50. 61 43.88 46. 01 24.34 Tennessee . 2. 47 25. 07 10. 66 40. 15 0.92 37.97 32.14 . 38. 77 21.52 Alabama . 5.29 22.88 5. 24 47.06 4.18 46. 48 37. 54 39. 84 19! 15 Mississippi . 2.49 41.45 7. 83 62. 61 2. 49 46.00 48.36 45. 85 46.11 Louisiana . 11.34 31. 02 2.23 37.27 0. 66 49. 10 48.07 50.53 20. 78 Texas . 5.21 41.24 3.53 43.07 6. 26 45. 11 32. 33 47. 54 34. 13 Arkansas . 1.94 31.33 2. 52 52. 10 1.70 34. 95 54. 59 40. 78 38.56 Oklahoma . 3. 59 35. 69 0.40 18. 44 4.99 39. 68 30. 31 34. 60 44.37 TncliDn Territory 8.04 25.00 4. 76 60. 71 7.74 26.79 39.88 28.57 39.58 North Central Division: Ohio . 5.68 25. 72 2.53 31.05 1.80 36. 20 45. 71 32. 71 23. 56 Indiana . 7. 43 23. 49 1.47 10. 91 1.90 60. 40 57. 41 45. 57 16. 03 Illinois . ! 6.71 26. 36 1.99 27. 46 0. 48 49.80 58.88 33. 93 15. 53 Michigan . 10. 13 18.12 2. 35 19. 10 0. 95 34. 66 27.48 36. 38 18. 90 Wisconsin . ! 2.68 32. 68 0.24 23.12 6.80 26. 65 35. 97 27. 10 21.78 Minnesota . 10. 78 5. 86 1.79 9. 99 0. 25 50. 88 27.36 42.16 10. 99 Iowa . i 4.13 23. 66 2. 91 22. 64 0. 50 36. 34 38. 40 33.99 26. 09 Missouri . 7.96 22. 62 2.13 27.96 2. 65 45. 03 31. 65 39.28 23. 33 North Dakota . 3.13 13. 57 1.73 18.43 1.60 37.26 42. 78 30.21 21. 69 South Dakota . 7.99 37.96 4. 21 31.04 1.97 34. 27 31. 81 35.79 34. 05 Nebraska . 7.50 32. 31 2. 19 26. 87 0.20 48. 63 39. 26 35.98 32. 19 Kansas . 6.94 28. 99 3. 12 27.10 4. 78 40. 51 34. 77 30.65 34. 43 Western Division: | Montana . 5.18 21.69 2. 83. 23.20 0.00 59. 06 40.45 53.35 13. 87 Wvoming . I 12. 44 32.49 3.00 34. 10 0. 00 32. 72 37. 33 34.79 30. 65 Colorado . 12. 83 26. S5 7.48 8. 44 2.48 45. 61' 59. 61 50.79 13. 15 New Mexico . i 9.49 31.71 4. 61 17. 07 7.05 25. 47 28.46 37.40 18. 97 Arizona . 9.57 27. 13 0. 00. 14. 89 0. 00 45. 74 72. 87 24. 47 7. 98 Utah . 5.80 13. 76 0.54 12. 98 5. 41 40. 80 34. 08 25. 66 10. 05 Nevada . ! 31. 42 37. 78 6.57 38.19 3.90 46. 41 63. 45 58. 93 42. 09 Idaho . 3.93 32. 02 5. 37 33. 06 0.00 37.19 41.32 35. 74 44.63 Washington . | 4.78 31.06 1.54 12. 77 1.52 46.59 58.51 35. 28 11. 63 Oregon . 10.44 42. 33 1.37 21.41 0. 30 36. 93 51.22 59.93 20.41 California . 12. 60 12.85 0. 11 3.08 0.04 62. 60 85.72 55.28 14. 59 SECONDARY SCHOOLS 1661 Table 12. — Statistics of public high schools in cities of S, OOO population and over , 1901-2. State or Territory. Schools. Secondary instructors. Secondary students. Male. Female, i Total. Male. I 1 Female. 1 Total. United States . 726 3,579 5, 351 8,930 103,185 | 152,523 255, 708 North Atlantic Division . 284 1,548 2,431 ; 3,979 j 47,259 64,759 112, 018 South Atlantic Division . 59 217 315 532 4, 706 8, 388 13, 094 South Central Division . 84 217 250 467 4, 530 8,662 13, 192 North Central Division . 258 1,353 2, 015 3,368 39, 964 60, 050 100, 014 Western Division . 41 244 ! 340 584 i 6, 726 10, 664 17, 390 North Atlantic Division: Maine . 8 26 i 46 72 ! 820 1,156 1,976 New Hampshire . 9 23 ! 48 71 737 1, 065 1, 802 Vermont . 3 11 i 18 29 294 418 712 Massachusetts . . . 81 470 695 1,165 | 12, 979 16, 056 29,035 Rhode Island . 12 66 i 82 148 1, 320 1,836 3, 156 Connecticut . 19 85 | 169 254 ! 2, 770 3,354 6, 124 New York . 65 463 ! 798 1,261 j 18, 002 23, 507 41, 509 New Jersey . 28 133 I 231 364 | 3,584 5,285 8,869 Pennsylvania . 59* 271 1 344 615 6, 753 12,082 18, 835 South Atlantic Division: Delaware . 1 6 16 22 279 402 681 Maryland . 11 55 50 105 1,115 1,373 2,488 District of Columbia . 7 76 96 172 1,264 2,075 3,339 Virginia . 14 29 57 86 888 1,769 2, 657 West Virginia . 6 9 16 1 25 243 462 705 North Carolina . 4 6 9 ! 15 165 220 385 South Carolina . ! 5 15 ! 19 | 34 280 587 867 Georgia . 1 7 14 ! 41 55 340 1, 187 1,527 Florida . ' 4 7 j ii ! 18 132 313 445 South Central Division: Kentucky . 18 57 59 116 1,168 1,787 2, 955 Tennessee . 14 28 42 70 693 1,618 2,311 Alabama . . ! 7 12 19 31 272 584 856 Mississippi . . ! 8 4 8 i 12 123 324 447 Louisiana . 5 19 34 53 350 767 1,117 Texas . 26 73 65 138 1,493 2, 778 4, 271 Arkansas . 7 17 16 33 334 574 908 Oklahoma . 4 7 7 14 97 230 327 Indian Territory . North Central Division: Ohio . 52 270 338 608 8, 069 10,646 18, 715 Indiana . ; 84 170 174 344 4, 204 6, 288 10, 492 Illinois . 48 319 417 736 8,026 13, 699 21, 725 Michigan . 82 144 278 422 5, 125 7, 118 12, 243 Wisconsin . . . 24 99 159 258 2,844 3,885 6,729 Minnesota . 14 fi 172 249 2! 928 4,261 7,189 Iowa . 23 88 183 271 2, 884 4, 385 7, 269 Missouri . 15 119 149 268 2, 994 5,260 8, 254 North Dakota . 1 5 6 11 116 140 256 South Dakota . 1 2 5 7 97 169 266 Nebraska . 3 22 68 90 1,220 1,739 2,959 Kansas . 11 38 66 104 1,457 2,460 3,917 Western Division: Montana . 4 13 27 40 350 715 1,065 Wyoming . 1 1 4 5 38 58 96 Colorado . 9 60 75 135 1, 325 1,931 3,256 New Mexico I Arizona . ! . | . Utah . 2 19 21 40 450 670 1,120 Nevada I Idaho . i . i . 1 . ... Washington . 5 32 48 80 910 1,576 2,516 Oregon . 2 11 15 26 375 657 1,032 California . 18 108 150 258 3, 248 5,057 8, 305 1662 EDUCATION REPORT, 1902, Table 13. — Statistics of public high schools outside of cities of 8,000 population and over, 1901-2. State or Territory. Schools. Secondary instructors. Secondary students. Male. 1 Female. Total. Male, i Female. Total. United States . I 5, 566 7,379 6, 106 j 13,485 123,729 | 171,174 294,903 North Atlantic Division . j 1, 192 377 1,412 ' 1,902 253 3,314 28,629 I 40,384 69, 013 14. 867 South Atlantic Division . 474 727 6,318 1 8, 549 South Central Division . 618 820 505 1,325 11,920 j 15,342 27, 262 North Central Division . j 3,075 4,182 3,069 7,251 69, 772 1 96,664 10, 235 166, 436 Western Division . ! 304 491 377 868 7,090 | 17,325 North Atlantic Division: Maine . 137 J 137 282 2,956 3,936 6,892 New Hampshire . 49 51 ! 73 124 885 1, 108 1,993 Vermont . 55 59 71 130 1,267 1,718 2,985 Massachusetts . 163 183 342 525 4,214 6,002 10, 216 Rhode Island . 10 12 ' 11 23 204 i 324 528 Connecticut . 56 58 81 ; 139 1, 018 | 1, 537 2, 555 New York . 328 381 j 799 * 1,180 10,457 14, 769 25, 226 New Jersev . 65 79 133 212 1,293 1 1.913 3,206 Pennsvlvaiiia . 329 444 j 255 699 6,335 i 9,077 15, 412 South Atlantic Division: Delaware . 11 13 9 22 148 i 258 406 Mar viand . 38 56 36 92 834 , 1,186 2,020 Virginia . 50 50 36 86 673 792 1,465 West Virginia . 22 39 I 16 1 384 638 1,022 North Carolina . l 26 30 | 17 47 423 531 954 South Carolina . j 87 105 49 154 1,314 1,799 3, 113 Georgia . j 107 1:33 ! 61 194 1,951 2,480 4, 431 Florida . 36 48 29 77 591 865 1,456 South Central Division: Kentucky . 62 70 50 120 1,084 1,351 2,435 Tennessee . 86 97 49 146 1,303 i 1, 619 2, 922 Alabama . | 66 88 73 161 1,223 1,386 1,701 2,924 Mississippi . I 86 92 87 179 1,858 i 992 3, 244 Louisiana . j 36 58 45 103 899 1,891 Texas . 210 318 148 466 4,668 6,141 10, 809 Arkansas . 53 69 28 97 914 1.111 i 2, 025 Oklahoma . 12 20 17 37 293 383 676 Indian Territory . : 7 8 8 16 150 186 338 North Central Division: Ohio . 1 668 882 353 1,238 12,488 15,763 28,251 Indiana . : 348 594 229 823 7,252 j 9,537 16, 789 Ilinois . 307 462 383 845 8,173 11, 779 19, 952 Michigan . 265 336 409 745 7, 157 9, 758 16, 915 Wisconsin . 191 262 293 555 5,358 7,636 12, 994 Minnesota . 114 145 232 377 3,057 4, 576 7,633 Iowa 323 407 482 889 9,146 5,256 12, 603 7, 676 21, 749 Missouri . 248 342 199 541 12, 932 North Dakota . 32 36 35 71 526 721 1, 247 South Dakota . . 70 84 52 136 1,156 1,668 2,824 Nebraska . 300 346 212 558 5,389 7,795 13,184 Kansas . 209 286 187 473 4,814 7,152 11,966 Western Division: 1 Montana . 18 24 25 49 385 597 982 Wvoming . 9 14 4 18 121 217 338 Colorado . 38 81 53 134 1,127 1,752 2,879 369 New Mexico . 8 24 8 32 193 176 Arizona . 2 5 5 10 86 102 188 Utah . 4 6 5 11 66 108 174 Nevada . 10 13 10 23 198 289 487 Idaho . y 14 n 21 228 256 484 Washington . 71 S5 48 133 920 1,380 2, 300 Oregon . 37 41 31 72 708 960 1,668 California . 100 184 181 365 3,058 4,398 7,456 SECONDARY SCHOOLS, 1663 Table 14. — Date of establishment of high schools, 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, 1901-2. State or Territory. Humber of schools reporting date of es¬ tablishment. Number established prior to 1891. Average teachers to a high school. Average students to a teacher. Average students to a high school. In cities of 8,000 popu¬ lation apd ovef. In schools not in cities of 8,000 and bvei\ In cities of 8,000 popu¬ lation and over. In schools not in cities of 8,000 and ovef. tn cities of 8,000 popu¬ lation and over. In schools not in cities of * 8,000 a n d over. United States . 3,161 1,845 12.3 2.4 28.6 21.9 352.2 53.0 North Atlantic Division. 748 438 14.0 2.8 28.2 20.8 394.4 57.9 South Atlantic Division. 194 104 9.0 1.9 24.6 20.4 221.9 39.4 South Central Division . 333 172 5.6 2.1 28.2 20.6 157. 0 44.1 North Central Division . 1,658 1, 076 IS. 1 2.4 29.7 23.0 387.7 54.1 Western Division . . 228 55 . 14.2 •2.9 29.8 20.0 424.1 57,0 North Atlantic Division: Maine . 17 10 9.0 2.1 27,4 24.4 247. 0 50.8 New Hampshire .... 23 20 7.9 2.5 25.4 16.1 200.2 40.7 Vermont. . 25 . 18 . 9.7 2.4 24.6 23.0 237.3 54.3 Massachusetts . 128 109 14.4 3.2 24.9 19.5 358. 5 62.7 Rhode Island _ _ 14 7 12.3 2.3 21.3 23.0 263.0 52.8 Connecticut . . 36 25 13.4 2,5 24.1 18.4 322.3 45,6 New York . . 251 107 19.4 3. 6 82.9 21.4 638.6 76.9 New Jersey . . 50 30 13.0 3.3 24.4 15.1 316.8 i 49. 3 Pennsylvania _ _ 204 112 io. 4 : 2.1 30.6 22. 0 319.2 46.8 South AtlanticDivision: Delaware . 6 B 22.0 2.0 31.0 18.5 681.0 S6.-9 Maryland . . 24 16 . 9. 5 2.4 23.7 22.0 226.2 53.2 Distrietof Columbia. 6 4 : 24.6 0.0 19.4 0.0 477.0 0.0 Virginia . 26 15 ■ 6.1 1.7 • 30. 9 17. 0 189.8 29.8 West Virginia . 15 9 4.2 2.5 28,2 18.6 117.5 46.5 North Carolina . 18 6 3.8 1.8 25.7 20. 3 96.3 36. 7 South Carolina - 36 -18 6.8 1.8 25.5 20.2 173.4 35. 8 Georgia . 48 25 ? 7.9 1.8 27.8 22.8 218.1 41.4 Florida . . . . 15 8 4. 5 2.1 24.7 18.9 Ill. 3 40.4 South Central Division: Kentucky. . . . 44 29 6. 4 1.9 25. 5 20.3 164.2 39.3 Tennessee _ _ 42 25 5.0 1.7 83,0 20.0 165.1 34,0 Alabama . 33 17 . 4.4 2.4 27. 6 18.2 122.3 44.3 Mississippi . 43 26 4.0 ,2.1 37.3 18.1 149.0 37.7 Louisiana . 25 6 • 10. 6 2.9 21.1 18.4 223.4 52.5 Texas . . . 111 i 52 5.3 2.2 30.9 23.2 164.3 51.5 Arkansas . 21 14 4.7 1.8 27.5 20.9 129.7 38.2 Oklahoma _ 10 1 3. 5 5.1 23.4 18.3 81. 8 56,3 Indian Territory _ 4 2 ■0.0 2.3 0.0 21.0 0.0 48.0 N orth Central Division : 1 Ohio _ _ _ 363 222 11.7 1.9 30.8 22.8 359.9 42.3 Indiana... _ _ 206 113 10.1 2.4 30.5 20.4 308.6 48.2 Illinois . . 180 1 135 . 15.3 2.8 29.5 23.6 452.6 65.0 Michigan . 115 104 ; 13.2 2.8 29.0 22.7 382.6 63.8 Wisconsin . 123 85 10.8 2.9 26.1 23.4 280.4 68.0 Minnesota _ _ 77 •41 17.8 3.3 28.9 -20.2 513.5 67.0 Iowa . . . 135 108 11.8 2.8 26.8 24.5 316.0 67.3 Missouri _ . 146 72 17.9 2.2 30.8 23.9 550.3 52.1 North Dakota _ 19 9 11.0 2.2 23.3 17.6 256.0 39.0 South Dakota. . 35 14 7.0 1.9 38.0 20.8 266.0 40.3 Nebraska . . . 134 87 30. 0 j 1.9 32.9 23.6 986. 3 43.9 Kansas . 125 ':B6 ; 9.5 2.3 37.7 25.3 356.1 57. 3 Western Division: Montana. . . 14 2 10.0 2. 7 26.6 20.0 266. 3 54. -6 Wyoming . 3 2 5.0 2.0 19.2 18.8 96. 0 37.6 Colorado . 27 14 15.0 3.5 24.1 21.5 361.8 75.8 New Mexico _ 6 2 0.0 4.0 0.0 11.5 0.0 46.1 Arizona . . . . 2 I . 0.0 5. 0 0.0 18.8 0.0 94.0 Utah . . . 5 i 20.0 2.8 28.0 15.8 560.0 43.5 Nevada _ ... .. 0.0 2.3 0.0 21.2 0.0 48.7 Idaho _ _ 4 2 0.0 3.0 0.0 23.0 0.0 69.1 Washington... . . 47 ID 16.0 1.9 31. 5 17.3 503.2 32.4 Oregon _ • 23 6 13.0 1.9 39.7 23.2 516.0 45.1 California _ 97 16 14.3 3.7 32.2 22.3 461.4 74. 6 Table 15. — Public high schools — Equipment, income, benefactions, and endowments, 1001-2. 1664 EDUCATION REPOET, 1902. ■>» !°l S |g 1*1 qxixiouxy 1 1 s 1121 ! i r i SS8SS38 j j j S|"BggS : : : i : ii 111 i-is : : : : .. nan : : : •.gULiJOd -0J SXOOl[OS s hhlOiO • 1C lO r-i OJ r-1 l> o • • j : : Ith : I § "3 M ■junoniy I § B Sllll § i§gis§§§ i 1 28v"'SSor : : 1 gSSg- j§ j j|| j •Satjjod -9J siooqog 3 TyiOliCjCOlCCr-x-^ • ■ OJ HHHN • i-H • • 05 r- • §1 B 2 8 § c 32 if c a ^2 qanoniy I & HISS mim 0« of IllsSllli sllSiSISI SisliSS s=s|!|fg| mfssssss sss'ssp •Supaod -9i si'ooqos 05 o of mis « oc2 1111 *!§ ■ I axiom y 1 i mu lllllllsi 18 5f-»3'-'S|-r3 * 3- 1111 §|g||Sl M®oV ofoio'o'd'o'M •Suinod -8J sfooqos § | -co TfOONCCHO ll qunotay i I sills SPSS'S iallisl Is i ^“«VfgN*aoof |m : i iisi 8ilslll •Sni^jod -0j sfooqos 2 COCOt-OOr-iXO j-O : « •‘oiOi j WNONNHH 1 jg qunoniy 1 wSono. r— T t-*' of of r-T CO lO Oi lO CO munis m ligsgs ggISIS! “ -’*s' .“fasf:^"a" •Sap.xod -0j sfooqos i Ills” OCOOO.CO.gM HO^HgH .a -C 11 -S’S Sj 2 quxxoxay 1 § ! f i £ 8 S * w 2 iiii or or listings mmm ligisii sssgagi'gi ”W?ss?ss sssssgs •Saxjjod -0j si'ooqos s 1S1SS in i "Is : fSg i III i O'" - ' •0np?A ! l i s B ills! pwj ^ o ummm siiniiii miiii iigsiiisf mmmm fgsiiis r-H M oTriWoT rH oT Saxijod -oj sfooqos § mm® ^ CO SS^SSSSS ©SoggSgS I 'Z g •saxaixpA ; i © I> CO mu §sigg SI§i?IIti i! assssg|s| -a iiggisai isSsgii IPS^S^30' £fSgsfg‘g“S •Saxjjod -0i sfooqos j 8 1 o' Ilia! - « |5Sgag2|g| 88S85b|3 £ * -J3 H u O j jjjjl : gggg : i 1111 : 5 5'5s5§ 32 O O _ '7 1 Hill g 33S.C 0 . = :aj=>i^-2|^^o'c A dffi | § 1 1 ii a : 1 •! |Ii| i.a ill! P>?s ' .22 .2 • * ^ * 1 * * * • * 8!j BiiiU ii :fiiliflll!i! z5SB£MB^aSS d d i-l d o" n",H d rid §8 ~isi d cc,HON 1-1 ^OCOO. S3 eli-" liisiiiiisig 8S£83888£§3 oiTTMiCLeoi^oxoiTi' o' el d o' o d cc d d th co1 1 Cl vC Cl H CO IN i ssgisasnssi §iWl¥il¥tl¥ aldco d'ddd'd co ol llllllllgil l11lW£l¥ g&sssiwss 05 O H I-- OUCCO l> SS3 iIsliiaSiiSS iilsSS¥Ss'”'-¥ Siiililllli eV^oo t-1 co~ ce d d d d §i358§3S8S888 — c ■£££* /P SI II . tu 55 g 8 Ss3 - -Jill SpHI sill* L J £ £ ilia: 1660 EDUCATION REPORT, 1902. Table 16. — Private high schools and academies — Number of schools, secondary instructors, secondary students, and elementary pupils in 1901-2. w State or Territory. Number of schools. Secondary in¬ structors. Secondary stu¬ dents. Colored sec- : ondary stu- dents (included in preceding column). i Elementary pu¬ pils, including all below sec¬ ondary grades. Male. d Total. Male. Female. Total. Male. d 1 Total. ,2 S j Female. Total. United States . 1,835 4, 073 1 5, 830 9, 903 51, 536 53, 154 104,690 ji.ioo1 ! 1,638 2, 738 iO 8. of i ~ | if 130, 908 North Atlantic Division . 6-50 1,885 2, 529 4,414 20,900 18,893 39, 793 60 96 156 00 CO I E fe 00 I 38,325 South Atlantic Division . 350 629 8521,481 9,098 9, 610 IS, 708 605 1,033 1,638 11,262 12, 481 1 23,743 South Central Division . . 364 589 735 1, 324 9,805 9, 541 19, 346 399 461 860 14,626 16,238 30,864 North Central Division.. 343 704 1, 2951, 999 8,68011,248 19, 928 S3 48 81 8,465 15,124 j 23. 589 Western Division . 128 266 419 685 3,053 3,862 6, 915 3 0 3 | 5,153| 9,234 14! 387 North Atlantic Division: I 1 Maine . 32 53 101 154 1,140 1,251 2,391 0 0 0 111! 129 240 New Hampshire . 28 116 40 156 1,387; 626 2,013 3 0 3 1, 498i 752 2,250 Vermont . 17 30 54 84 462 578 1,0-40 0 0 0 468 586 1 1, 054 Massachusetts . 104 273 481 7.54 2, 817 3,158 5, 975 20 3 23 l 3,717 4,118 , 7,835 Rhode Island . 12 28 47 75 297 284 581 0 0 0 815 1, 013 i 1,828 Connecticut . 61 137 206 343 1,280 1,4-54 2,734 5 2 7 329 603 932 New York . 194 554 869 1,423 4,773; 5, 735 10, 508 1 9 10 6,143 7,173 13, 316 New Jersey . 68 232 251 483 2,347 1,702 4,049 2 0 2 1,076 1,640 2, 716 •Pennsvlvania . 134 462 480 942 6, 397 4,105 10,502 29 82 111 4, 740 8,414 8, 154 South Atlantic Division: 1 Delaware . 3 G 11 17 68' 65 133 0 0 0 85 69 154 Marvland . 40 ! in 151 262 932 1,217 2,149 0 0 0 973; 1,065 2,038 District of Columbia . 23 I 47 142 189 181 827 1,008 0 0 0 292! 878 1,170 Virginia . 70 136 166 302 1. 565 1,364 2.929 104 '178 282 . 1,558 1,334 2,892 West Virginia . 15 24 39 63 589 615 1,204 0 0 0 494 543 1,037 North Carolina . 101 1 167 138 305 3, 355 2, 562 5,917 137 209 346 3,665! 3,038 6, 703 South Carolina . 24 ! 57 60 117 716 904 1,620 99 146 245 6281 782 1.410 Georgia . 57 1 73 121 194 1,581 1,753 3,334 166 372 538 2,767 3,793 6,560 Florida . 11 8 24 32 111 303 414 99 128 227 800 979 1,779 South Central Division: Kentucky . ! 89 ! 123 198 321 L, 773 1,848 3, 621 4 11 15 3, 297 3.261 6,558 Tennessee . 82 ! 134 122 256 2,454 2,290 4. 744 54 35 89 3,597 3, 4L2 7,009 Alabama . 36 ■ 56 55 111 936 764 1,700 107 114 221 1,099 1,794 2,893 Mississippi . 38 47 71 118 977 976 1.953 96 179 275 L 813 2,129 3, 942 Louisiana . 28 29 90 119 495 8 88 1,383 4 15 19 1,047 1,050 2,097 Texas . 57 132 131 263 2, 047 1,873 3,920 134 107 241 2, 468 3,206 5, 674 Arkansas . 24 ! 49 41 1 90 806 555 1,361 0 0 0 809 884 1,693 Oklahoma . 3 9 8 17 70 78 148 0 0 0 56 52 108 Indian Territory .... 7 j 10 19 [ 29 247 | 269 516 0 0 0 440 450 890 North Central Division: Ohio . r . 47 , 115 200 ! 315 1,095 1,476 2,571 0 0 0 661 1,618 2,279 Indiana . . • 26 55 108 163 791 1,001 1,792 1 0 1 7ll! 1,432 2,143 Illinois . 58 89 237 326 981 1,874 2,855 1 2 3 800 2,713 3, 513 Michigan . 22 40 118 158 588 872 1,460 0 0 0 1,164 1 1,42. 2,585 Wisconsin . ! 22 71 87 158 668 r 731 1.399 0 0 0 371 930 1,301 Minnesota . j 28 76 110 186 1,075 977 2, 052 0 0 0 1, 474 1,387 2,861 Iowa . ; 36 76 122 ! 198 1,137 1302 2,439 0 0 J) 1,483 2,046 3,529 Missouri . I 70 1 127 200 : 327 1,680 1,999 3,679 31 46 77 960 2,180 3.140 North Dakota . 2 : 0 8 8 10 60 70 0 0 0 [ 31' 185 246 South Dakota . 5 10 20 30 77 128 205 0 0 0 124 238 362 Nebraska . ! 16 19 63 82 1 242 474 716 0 0 0 346 636 982 Kansas . n | 26 22 48 j 336 ! 354 690 0 0 0 310 338 648 Western Division: Montana . 2 16 18 2^ 134 156 0 0 0 146 610 756 Wyoming . i 0 4 ! 4 8 29 37 0 0 0 52 147 199 Colorado . 6 4 25 29 54 ! 224 278 1 0 1 348 588 938 New Mexico . 3 4 5 9 '35 70 105 0 0 0 | 185 30 215 Arizona . 2 0 12 12 1 55 56 0 0 0 34 150 184 Utah . 14 i 69 40 109 1,193 944 2,137 0 0 0 978 743 i 1, 721 Nevada . | 1 Idaho . 4 6 11 17 72 106 178 0 0 0 iii 175 319 Washington . 15 24 38 62 333 399 732 0 0 0 455 937 1,392 Oregon . 15 33 62 95 375 1 483 858 1 0 1 378 990 1.368 California . 63 124 206 330 1 960 1,418 2,378 i 1 0 1 1 2, 433 1 4, 964 7'397 SECONDARY SCHOOLS 1G67 Table 17. — Private high schools and academies — Number of secondary students in college preparatory course , number of graduates , and college preparatory students in graduating class in 1901-2. Secondary students preparing for college. Graduates in | College prepar¬ atory students i- 1 <£ State or Territory. Classical course. Scientific courses. the class of 1902. in graduating class of 1902. a m Male. Female. Total. r2 1 Female. Total. Male. Female. Total. Male. Female. Total. “ J O) p m United States . 9, 016 5,346 14, 362 8,421: 1 2,791 11, 212 5,608 5,817 11, 425 3, 470- 1, 671 n, 141 9,186 North Atlantic Division . 4,475 2, 006 6,481 4, 701 892 5,593 2, 9572, 636 5, 593 2, 028 694 2, 722 3,590 1,671 1, 504 1, 116 1, 103 2,787 2,607 986 347 1,333 1,767 731 697 1,42S: 1,313 383! 240 623 1, 399 569 1, 520 South Central Division . 1,007 760 643 670 334l 235 North Central Division . 1, 126 898 2,024 1 , 175 594 1,769 1, 027,1, 450 2,477, 587 402 989 2, 062 Western Division . 240 223 463 552 198 750 2501 364 614 138 100 238j 615 North Atlantic Division: i Maine . 256 219 475 114 25 139 150 178 328 66 60 126 0 New Hampshire . . 163 58 221 154 41 195 184 79 263 143 20 163 0 Vermont . 83 35 118 83 37 120 63 86 149 44 21 65 194 1, 087 18 4U8 1,495 166 802 531 452 983 435 120 555 R4 Rhode Island . 24 42 36 23 59 23 35 58 20 3 23 35 Connecticut . 482 144 626 295 45 340 177 183 360 98 46 144 331 959 489 1,448 803 1, 191 991 256 1,447 1, 165 680 784 1,464 467 197 705 New Jersey . 632 176 174 283 230 513 219 73 292 : 324 Pennsylvania . 795 453 1,248 1, 201 125 1, 326 866 609 1, 475 536 154 090 917 South Atlantic Division: Delaware . 22 4 26 16 6 22 14 4 18 13 3 16; 40 Maryland . 200 95 295 188: 26 214 122 128 250 i 60 49 109: 152 District of Columbia . 38 ! 37 75 35 8 43 12 73 85 9 8 17 0 Virginia . 277 153 430 175 77 252 108 112 220 54 30 84 j 274 West Virginia . 29 25 54 42 12 54 41 56 97 18 15 33 | 40 North Carolina . 551 152 362 432 983 398 178 576 290 123 413 141 53 194 447 South Carolina . 1 134 286 47, 9 56 44! 68 112 38 37 75 ! 306 Georgia . j 232 594 83 31 114 91 123 214 ! 41 45 86 140 Florida . South Central Division: 40 4 44 2: 0 2 9 10 19 9 0 9 0 Kentucky . 308 i 189 492 156 79 235 138 136 274 65 44 108 153 Tennessee . 513 323 836 216 228 444 158 152 310 i 97 50 147 74 Alabama . 112 ! 105 217 123 107 230 39 71 110 38 17 55 191 Mississippi . 106 i 86 192 57 33 90 72 63 135 29 19 48 142 Louisiana . 33 ! 44 77 51 31 82 46 69 115 18 48 66 110 Texas . 222 i 210 1 87 432 311 194 505 132 141 273 | 68 44 112 575 Arkansas . 170 257 82 75 157 45 30 75 ! 16 9 25 236 Oklahoma . 28 i 42 70 0 0 0 1 0 1 1 0 1 0 Indian Territory . North Central Division: 17 17 34 11 13 24 12 8 20 4 6 so Ohio . 115 102 217 196 71 267 i 129 207 336 90 52 142 59 Indiana . 72 46 118 111 6 117 i 105 143 248 72 35 107 j 397 Illinois _ .' . 106 151 257 114 81 195 1 100 231 331 59 69 128 163 Michigan . . 101 ! 116 217 227 123 350 69 115 184 39 26 65 177 Wisconsin . 206 1 67 273 99 53 152 : 104 104 208 63 22 85 308 Minnesota . 118 ! 86 204 135 ' 58 193 15 1 137 291 78 57 135 274 Iowa . 100 | 106 206 78 56 134 130 214 344 58 67 125 140 Missouri . 190 1 81 271 144 86 230 133 190 323 70 34 104 385 North Dakota . 3 7 101 0 0 ! o 1 1 2 1 1 2 0 South Dakota . 30 i 19 49 2 0 1 . 2 1 11 18 29 7 8 15 0 Nebraska . 46 i 43 89 31 28 59 46 46 92 27 21 48 50 Kansas . 39 74 113 38 32 70 45 44 89 23 ! 10 33 ; 109 Western Division: 1 1 1 1 1 Montana . ! 12 i 34 46 IS 25 0 9 9 - 1 0 Wyoming . C 0 0 0 0 0 0 8 ! 8 1 0 j 0 0 0 Colorado . 0 5 5 0 . 0 0 5 26 31 1 .1 2 42 New Mexico . 4 0 4 0 0 0 3 0 3 0 0 0 j 10 Arizona . 1 4 5 0 0 0 0 2 2 0 ° 0 0 Utah . 25 | 19 44 154 51 205 42 45 87 18 24 42 ; 44 Nevada . i 1 Idaho . 8 11 19 0 0 0 . 7 25 32 1 3 8 11 . i 15 Washington . 24 12 36 18 13 31 29 37 66 13 7 20 ; so Oregon . 71 29 100 112 35 147 43 47 90 31 16 47 ; 90 California . 95 109 204 261 79 340 1 121 165 1 286 72 44 116) 384 1 1668 EDUCATION REPORT, 1902, Table 18.: — Private high schools and academies — Number of secondary students pursuing certain studies in 1901-2. State or Territory. 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 . v North Dakota . South Dakota . Nebraska . Kansas . Western Division: Montana . Wyoming . Colorado . New Mexico . Arizona . Utah. . Nevada . Idaho . Washington . Oregon . California . Latin. Greek. French. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. Male. Female! Total. 1,668 24, 812 24, 011 48,823 817 6,410 1,808 8,218 1,069 9, 059 16, 475 25, 534 605 11, 352 9, 217 20, 569 361 3, 671 718 4,389 5246, 368 8,861 15, 229 822 4,731 4,367 9,098 148 917 438 1,355 192 1,156 2, 851 4,007 822 4, 034 3,784 7,818 135 694 316 1, 010 111 629 1,312 1, 941 318 3,848 5, 214 9,062 141 972 263 1,235 172 571 2, 396 2, 267 101 847 1,429 2, 276 32 156 73 229 70 335 1,055 1,390 31 487 480 967 25 204 137 341 28 217 382 599 23 764 331 1,095 14 328 34 362 24 666 190 856 16 266 209 475 12 67 20 87 14 110 184 291 97 1,874 1,643 3, 517 61 707 156 873 95 1,354 1,815 3, 1 69 11 132 170 302 7 82 20 102 ■ 111 I 216 160 373 60 958 760 1,718 40 375 81 456 48 338 733 1,071 175 2, 267 2,449 4,716 91 637 100 737 162 1,567 3, 132 4,699 64 1,416 940 2,356 38 532! 63 565 59 821 780 1,601 128 3, 188 2, 235 5,423 73 769 97 866 83 1,079 1,485 2, 564 3 39 58 97 3 2 9 3 47 49 26 42 558 901 1,459 21 120 55 175 18 278 791 1, CC9 21 123 281 404 8 19 26 45 to 132 672 SC4 65 1,005 538 1,543 19 79 8 87 ro I 243 363 6G6 16 301 298 599 7 162 79 241 :o 104 188 292 91 1,448 957 2.405 43 303 128 431 38 ; 210 358 568 21 283 309 '592 9 42 56 98 15 : 118 175 293 55 920 951 1,871 35 177 75 252 14 24 234! 258 8 54 74 128 8 13 4 17 4 0 21 , '-1 74 674 715 1,389 82 139 38 177 26 64 190 254 77 1,250 947 2, 197 41 240 112 352 16 69 150 219 34 406 390 796 9 55 33 88 11 29 104 153 35 322 287 609 10 35 16 51 6 98 35 153 22 201 331 532 4 23 2 25 20 253 597 880 49 688 727 1,415 23 125 85 210 24 105 208 313 23 429 295 724 13 70 23 93 7 11 26 87 3 28 39 67 1 5 5 10 1 0 2 2 5 36 53 89 2 0 2 4 0 0 0 • 0 45 601 720 1,321 20 231 21 252 33 122 474 596 j 24 418 476 894 1 8 127 15 142 ; 13 75 206 281 55 522 1, 055 1, 577 25 89 82 171 34 54 575 629 20 232 437 669 1 12 35 30 65 12 89 249 338 20 372 232 604 13 131 15 146 14 96 1201 216 26 408 380 788 11 102 6 108 15 68 188 256 31 367 540 907 12 79 18 97 9 4 43 47 66 555 935 1,490 25 104 50 154 27 37 380 1 417 2 • 10 48 58 0 0 0 0 1 1 25 2S 4 34 49 83 2 10 5 15 | 1 0 11 11 13 103 203 306 6 27 10 37 7 2 300 102 12 226 139 365 7 37 11 4S 6 23 25' 48 5 26 82 108 0 0 0 0 1 3 0 54 54 0 ( 0 0 0 0 0 0 0 0 0: 0 6 64 73 1 4 0 4 2 0 60 60 1 \ 0 4 1 4 0 4 0 0 0 0 2 1 11 12 0 0 0 0 0 0 0 0 12 203 280 3 6 9 15 1 4 20 60 I....80 1 20 34 54 1 . 4 1 5 1 0 20 20 10 64 139 203 5 11 7 18 6 25 69 94 12 248 240 488 4 66 32 98 12 37 127 ! 164 52 398 656 1, 054 17 61 24 85 42 253 665 918 SECONDARY SCHOOLS, 1669 Table 19. — Private high schools and academies — Number of secondary students pursuing certain studies in 1901-2. German. Algebra. Geometry. State or Territory. Schools re¬ porting. Male. o £ o Total. Schools re¬ porting. Male. Female. £-{ A . u be o -ji ~ Male. Female. Total. United States . 1, 094 11. 045 i 10,449 21,491 1, 764:28, 656 L_ _ i 24,351 53,007 1, 5811 15, 811 11,038 25, 849 North Atlantic Division . 505 6,126 5, 312 11,438 62612,666 8, 603 21, 269 579 8, 212 4, 465 12, 677 South Atlantic Division . 131 971 1,145 2,116 :h- 5, 318 4, 654 9, 972 i 281 2,238 1, 788 4,026 South Central Division . 119 772 687 1,459 3441 5, 517 4, 86? 10, 3S5 305 2,441 1,985 4,426 North Central Division . 251 2, 731 2.629 5,360 332 3, 842 4,614 8, 456; 2, 925 SOS 2, 174 2,127; 4,301 Western Division . 78 445 676 1, 121 124| 1, 313 1,612 I 108) 746 673 1,419 North Atlantic Division: ^ 120 Maine . . . 17 48 72 32 542 570 1,112 30 299 322 621 New Hampshire . 14 179 91 270 28 ase 273 1,159 : 26 i 718 120 838 Vermont . 10 34 59 93 17 205 222 427 17 125; 114 239 Massachusetts . 77 631 899 1.530 i 101 1,858 1,337 3, 195 88 1,362 729 ! 2,091 Rhode Island . 8 21 77 98 12 215 167 382 11 192 87 i 279 Connecticut . 53 455 472 927 [ 60 830 582 1,412 53 533 311; ! 844 New York . 159 1,637 1, 572 3,209 187 2, 591 2, 289 4,880 172 1, 822 1,257 3,079 New Jersey . . 61 1.048 589 1,637 60 1.708 733 2.441 59 962 441 1,403 Pennsvlvania . 106 2, 073 1.481 3,554 129 3,831 2,430 ! 6,261 123 2, 199 1,084 j 3,283 South Atlantic Division: Delaware . 3 17 15 32 3 44 61 105 3 13 24 37 Maryland . 31 358 363 721 46 727 716 1,443| 44 481 311 160 206 792 District of Columbia . 16 29 164 193 23 115 360 475 22 76 236 Virginia . 1 36 187 72 259 68 997 557 1,554 58 461 1 667 West Virginia . ] 9 113 189 302 16 342 3o0 1,101 692 14 142 160 302 North Carolina . 17 114 141 255 94 1,625 2,726 66 512 354 ! 866 South Carolina . 8 95 50' 145 22 365 422 787 20 H7j 144 261 Georgia . 9 58; 147 i 205 57 1.060 977 1 2,037 47 410 1 ! 397 807 Florida . 2 0 4 4 9 43 110 153 7 26 32 58 South Central Division: Kentuckv . 3S! 241 215 456 83 1,054 836 1.890 64 359 241 600 Tennessee . 25 135 ; ioi 236 1 78 1,238 597 1,121 1 2,359 74 473 1 460 933 Alabama . 12 50 36 86 34 495 1,092 31 286 240: 526 Mississippi . 2 0 3 3 1 38 599 418 ! 1,017 33 303 1 133 436 Louisiana . 4 10 20 30 26 254 475 1 729 22 107 167 ! 274 Texas . 29 266 263 1 529 55 1,284 1,149 ! 2,433 55 749 633 1,382 Arkansas . 9 56 26 82 23 409 306 715 21 135 84 219 Oklahoma . 2 - 14 23 37 3 33 27 60 2 20 12 32 Indian Territorv . 0 0 0 0 4 49 41 90 g 9 15 24 North Central Division: Ohio . 39 470 401 ! 871 i 45 499 471 970 1 43 373 249 1 622 Indiana . 21 246 261 507 j 26 447 419 866 I 24 281 235 ; 516 Illinois . 48 345 518 ! 863 54 350 825 1,175 47 148 389 1 537 Michigan . 15 140 191 ! 331 : 22 275 321 596 20 182 140 322 Wisconsin . 20 400 184 | 584 1 20 312 ■ 208 520 20 250 129 1 379 Minnesota . ! 24 415 298 713 1 28 454 ! 401 855 28 i 300 203' 503 Iowa . ; 26 225 1 222 447 ! 35 393 | 511 ! 904 31 177 224 401 Missouri . 39 353 296 649 i 69 848 1, 072 1,920 63 292 390 682 North Dakota . 2 1 19 20 2 1 34 35 2 1 14 15 South Dakota . - 4 10 29 39 5 21 58 79 5 13 24 37 Nebraska . 12 26 132 158 !5 70 ! 175 245 13 59 77 136 Kansas . n | 100 78 178 11 172 119 i 291 12 98 53 151 Western Division: Montana . 2 0 48 48 5 6 71 29 5 2 30 32 Wvoming . 0 0 0 0 1 0 29 1 0 20: 20 Colorado . 4 0 39 39 6 13 87 ! 100 6 5 35 40 hew Mexico . 0 0 0 0 3 19 2 21 1 4 0 4 Arizona . 0 0 0 0 . 1 1 4 5 9 0 6 6 Utah . Nevada . 12 1 92 106 198 15 272 300 572 1 13 113 111 224 Idaho . 2 i 7 30 37 4 65 58 123 2 10 30 40 Washington . 11 64 56 120 15 113 136 224 249 14 77 69 146 Oregon . 12 129 173 302 14 205 429 11 94 78 172 California . 35 153 224 377 60 619 701 1, 320 53 441 294 735 1670 EDUCATION REPORT, 1902, Table 20. — Private high school's and academies— Number of secondary students pursuing certain studies in 1901-2. State or Territory. Trigonometry. Astronomy. Physics. Schools re¬ porting. ci 1 Total. Schools re¬ porting. Male. Female. Total. d> . X - ' o U ! U ^ , m \ S 1 6 £ 1 United States . 676 3,606 1, 775. 5, 381 610 1,787, 4, 213 I 6, 000. 1, 288 8, 938 8,867 17, 805 North Atlantic Division . 230 1,754 322 2,076 203 7111,528 2, 239! 457 3, 857 3, 041 6,898 South Atlantic Division . 127 618 402 1,020 88 248 6381 884 2121,4471,567 3,014 South Central Division . 159 641 513 1,154 122 286 749 1, 035 2451,6661 ,732 3,398 North Central Division . 117 392 421 813 143 i 357 9451,302 276 1, 595 1, 996 3, 591 Western Division . 43 201 117 | 318 54 j 185 i 355) 540 | 98 j 373; 531 904 North Atlantic Division: | Maine . 9 5 0 5 20 108 114 222 30 217: 234 451 New Hampshire . 10 78 5 j 83 10 59 45 104 20 287j 84 371 Vermont . 4 14 0 14 8 31 48 79 15 91 91 182 Massachusetts . 22 205 31 236 29 50 207 257 76 ; 58ii 412 993 Rhode Island . 5 49 0 49 4 4 28 32 8 70 71 141 Connecticut . 23 81 24 105 14 57 133 190 34 186; 200 386 New York . 72 485 73 j 558 60 ; 124 473 597 135! 773 958 1, 731 New Jersey . 30 237 58 . 295 23 i 51 169 220 46| S88| 226 614 Pennsylvania . 62 600 131 ! 731 35 ■x>7 311 538 93 1, 2641 765 2,029 South Atlantic Division: 1 Delaware . 2 11 1 12 0 0 0 0 3 Ml 12 28 Maryland . 20 154 28 182 15 23 118 141 38j 218; 286 504 District of Columbia . 12 5 61 66 12 0 153 153 20[ 31 194 | 225 Virginia . 38 132 83 215 16 34 93 127 44! 352 234 i 586 West Virginia . 7 88 78 166 7 47 71 118 9 •80 126 | 206 North Carolina . 19 168 49 217 14 | 110 77 187 46 ■ 467i 282 1 749 South Carolina . 11 34 48 82 6 10 58 68 13 82 142 ! 224 Georgia . 17 i 26 53 79 12 ! 19 55 74 1 32 189 265 i 454 Florida . 1 0 1 1 6 5 11 16 7 1 2j 26 38 South Central Division: j j Kentucky . 39 1 105 77 i 1S2 29 82 152 234 49 228| 243 471 Tennessee . 31 111 80 i 191 19 42 j 107 149 ; 45 237- 244 i 481 Alabama . 17 84 77 : 161 15 44! 100 144 ! 27 204 237 i 441 Mississippi . 13 113 24 137 14 18, 47 65 ; 33 324 244 | 568 Louisiana . 11 ! 25 90 115 16 19 181 200 ; 20 75 241 j 316 Texas . 37 167 141 1 308 21 72 ! 127; 199 ! 49 493 424 917 Arkansas . 9 : 32 20 | 52 4 7 j 16 23 1 17 89 75 164 Oklahoma . 2 4 4 8 1 0 3 2 3 8 11 Indian Territory . 0 0 i 0 0 3 2 16 18 3 13 16 29 North Central Division: [ Ohio . 1 15 ! 89 | 46 ! 135 22 67 144 211 ! 40 247 205 ' 452 Indiana . 14 ! 93 1 51 ! 144 I 10 71 86 i 157 I 21 139 155 294 Illinois . 1 14 12 84 96 | 25 41 1 179 220 46 195 390 | 585 Michigan . 6 41 15 ! 56 3 2 31 33 18 107 137 ! 244 Wisconsin . 5 ! 14 7 21 6 19 16 35 17 174 78 252 Minnesota . 5 | 14 9 i 23 7 15 58 73 23 135 144 279 Iowa . 8 ; ii 28 ! 39 17 25| 107 ; 132 31 171; 265 436 Missouri . ! 42 95 155 i 250 35 60 230 290 | 52 268 453 721 1 1 9 A j n o 9 2 g Q South Dakota . 1 0 1 0 0 0 0 3 u 6 11 17 3 13 17 i 30 Nebraska . 3 9 18 27 7 11 1 31 42 l 11 40 80 ! 120 Kansas . 4 13 5 18 7 o 0- p CO to 12 105 64 ; 169 Western Division: 1 Montana . 2 0 10 10 3 0 1 35| 3oi 4 0 25 25 Wyoming . 0 0 0 0 1 0 8 8 1 0 8 8 Colorado . 0 0 0 0 2 0 13 13 5 4 30 34 New Mexico . 1 4 0 4 1 25 0 25 1 0 1 1 Arizona . 0 0 0 0 1 0 2 2 2 0 7 7 Utah . 3 40 30 70 5 34 511 88 13 67 64 131 Nevada . . i 1 .. J 1. .. ' Idaho . 0 . Oj .... 0 6 1 0 10 10, 2 4i 17 21 Washington . 5 12 15 27 - / 58 1 24: 82! 11 40 47 87 Oregon . 9 32 34 66 7 18 30 48 12 42 45 87 California . 23 113 28 141 1 26 i 179 229 1 1 47 216 287 503 SECONDARY SCHOOLS 1671 Table 21 — Private high schools and academies — Number of secondary students pursuing certain studies in 1901-2. State or Territory. Chemistry. ! Physical geograhy. Geology. Schools re¬ porting. Male. 6 S) Total. Schools re¬ porting. Maie. Female. Total. Schools re¬ porting. Male. Female. Total. United States . . . ■8164,959 4,898 9,867 1,240 '9,768 11, 605 21, 373 515 2,152 '3,520 i5, 672 North Atlantic Division . . 328 2,492 1.745 4, 237 398 3,125 : 3,386 6,511 159 808 1, 042 1,850 South Atlantic Division . 123 813 976 1,789 261 2, 282 ! 2, 476 4, 758 65 302 496 I 798 South Central Division . . 123! 585 789 1,374 242 2,116 i 2,346 4,462 120 "493 ! 821 |1, 314 North Central Division . 174 754 1,074 1,828 253 1, 713 j 2,448 4, 161 ! 127 397 918 1, 315 Western Division . . . . 68 325 314 639 86 ! 532 ; 949 1,481 ! 44 152 j 243 j 395 North Atlantic Division: ! Maine . . . 22 129 127 256 28 1 189 ! 253 442 16 j 99 93 192 New Hampshire . . 15 136 61 197; 18: 137 ; -94! 231 8 26 31 57 Vermont . - . 8 34 33, 67 j 12 j 78 129 207 9 1 25 ' 43 68 Massachusetts . . 57 34t 302 642: 50 ; 323 398; ! 721 22 ; m 159 270 Rhode Island . 7 55 21! 76 7 1 80 ; 120 200 3 14 9 23 Connecticut . . 24 101 106] 207! 34 186 ! 199 385 9 ! 41 76 117 New York . . . 109 721 572! 1,293 116 897 1,101 1,998 57 254 ! 367 621 New Jersey . . . 39 291 122 413 44 279 ; 212 551 11 61 56 117 Pennsylvania . . . 51 685 401! 1, 086 89 956 820 1, 776 24 ; 177 208 385 South Atlantic Division: 1 1 Delaware . _ . - . 2 21 12 33 2 8 ■8 16 0 0 0 0 Maryland . . . . . . 27 121 219! 340! 36 262 311 573 7 7 j 5a 61 District of Columbia . . 11 11 132 143 15 7 ; 169 176 9 0 10I j 101 Virginia . - . . 33 176 123! 299 44 337 i -254 591 12 65 113 j 178 West Virginia . . 7 95 112| 207: 15 224 ! 284 508, i 4 90 ! 87 : 177 North Carolina . . — 18 226 137| 863 74 842 684: 1, 526; 14 104 76 180 South Carolina . . . 6 60 55 115 20 169 158! 327 4 12 14 ! 26 Georgia . . . . 16' 101 U73j 274' 46 404; 532; 936 9 24 ! 43 67 Florida . . . 3 2 is; 15! 9 29; 76. 105 6 0 8 8 South Central Division: | Kentucky . . 34 113 162* 2751 54 332 ' 412 744 26 118 135 ■ 253 Tennessee - - - 1 15 38 107 145! 43 369 -353 722 29 ; 154 204 j 358 Alabama . . . 15 99 96! 195; 25 210 248; 458 16 : r55 100 155 Mississippi . . 9 58 17! 75 27 260 215] 475 10 22 40 62 Louisiana . . . - . . 13: 55 149; 204 22 124 338 462 11 13 76 89 Texas _ _ _ 27 i 192 225! 417! 4S 612 o42 1,154 16 96 210 306 Arkansas . . 8 28 23| 5i| 19 198 219 ■ 417 7 27 84 61 Oklahoma . . I 0 3 3; 2 4 16 20 2 .4 12 16 Indian Territorv . 1 2 7 9] 2 7 8 10 1 3 4 10 14 North Central Division: 1 Ohio . ... . 27 143 i 80 223' 30 336 208 544 16 66 86 152 Indiana.—. - - - 17 113 132 245 .23 102 237 339 13 54 79 133 Illinois . . . 27 80 ! '252| 832 39 157 327 484 14 15 150 165 Michigan . . . 12 54 65 - 119 13 45 mb; 188! ! 6 8 45 53 Wisconsin.. . 37 35' 72 17 200 121] 321 ! 7 48 37 85 Minnesota . 13 68 78! 146 20 180 203! 383 5 3 64 67 Iowa . . 15 23 101: 124 31 190 385| l 575, 18 67 140 207 Missouri . . 42 153 251! 404 55 342 554! ! 896 34 ! 83 242 825 North Dakota . 1; 1 4| 5 1 0 20 20 1 1 8 4 South Dakota . . . 0 0 0 0 3 10 39 49 3 12 20 32 Nebraska - - - - 6 18 18 36 11 33 108 141 4 7 15 22 Kansas . . 7 64 58: 122 10 118 103: •221 6 33 87 70 W estern Division : 1 Montana . 3 0 22 22 4 0 65 65 8 0 2 9 22 Wyoming . . 0 0 0 0 1 0 16 16 0 0 0 0 Colorado . . . 4 0 _ i 27! 5 22! 75 -97, 4 3 | 82 35 New Mexieo .... . . 0 0 0 0 2 29 0 -29 3 : 29 1 30 Arizona . 2 0 8 8 2 1 8 ■9! 2 0 8 8 Utah . . 11 64 58 122 12 163 230 393 6 27 ! 31 58 Nevada . _. . Idaho . . 1 3 10 13 3 19 21 40, 2 6 I 16 22 Washington . 5 5 20 25 9 49 71 120 5 35 1 25 60 Oregon . . 12 69 61 130 12 80 04 174 5 8 | 23 31 California . . 30 184 108 292 36 169 | 369 1 538 i 14 ! 44 I 85 | 129 1672 EDUCATION REPORT, 1902. Table 22. — Private high schools and academies — Number of secondary students pursuing certain studies 'in 1901-2 . State or Territory. Physiology. Psychology. Rhetoric. Schools re¬ porting. Male. | Female. Total. Schools re¬ porting. Male. Female. Total. Schools re¬ porting. a3 3 Female. o H United States . 11, 061 1 14, 548125, 609 556j 2, 167 4, 296 6,463 1,573 16, 509 22, 010 38,519 North Atlantic Division . 381 3,075 4,081 7, 156 169 604 1,485 2, 089 547 7,108 8, 567 15, 675 South Atlantic Division . 259 2, 771 2, 903 5, 674 91 472 826,1,298 297 2,872 3,786| 6,658 South Central Division . 268 2, 914 3, 301 6,215 121 495 760,1,255 308 3,121 3,525 6, 646 North Central Division . 249 1,778 3, 084 4,862 139 449 997 1.446 308 2,474 4,608 7,082 Western Division . 86 523 1,179 1,702 36 147 228 '375 113 934 1,524 2, 458 North Atlantic Division: Maine . 22 142 184 326 16 86 86 172 29 335 436 771 New Hampshire . 14 108 119 227 5 14 17 31 25 463 279 742 Vermont . 12 62 118 180 10 15 55 70 15 180 212 392 Massachusetts . 45 273 518 791 21 62 192 254 81 955 1,708 2, 663 Rhode Island . 9 113 112| 225 3 64 33 97 12 210 160 370 Connecticut . 28 195 291 486 12 0 115 115 45 471 741 1, 212 New York . 12] 827 1,262 2,089 42 34 387 421 171 1 , 458 2, 777 4, 235 New Jersey . 31 336 259 595 14 1 91 92 57 1,022 627 1,649 Pennsylvania . 98 1,019 1,218 2,237 46 328 509 837 112 2, 014 1,627 3, 641 South Atlantic Division: Delaware . 3 26 si 57 0 0 0 0 3 40 61 101 Maryland . 36 316 317 633 15 114 160 274 41 334 744 1,078 District of Columbia . If 26 153 179 11 0 94 94 21 40 388 428 Virginia . 44 296 376 672 16 23 80 103 .58 560 522 1,082 West Virginia . 11 205 177 382 7 93 64 157 15 176 228 404 North Carolina . 82 1,212 1,016 2,228 19 187 206 393 80 1,038 849 1,887 South Carolina . . . 19 254 216 470 6 9 70 79 20 185 212 397 Georgia . 39 -389 501 890 14 46 139 185 50 470 692 1,162 Florida . 9 47 116 163 3 0 13 13 9 29 90 119 South Central Division: Kentucky . 63 513 580 1,093 28 97 95 192 76 601 809 1,410 Tennessee . 59 685 696 1,381 21 100 138 238 64 670 627 1,297 Alabama . 27 286 302 588 11 31 122 153 26 258 326 584 Mississippi . 28 286 372 658 9 19 41 60 37 359 347 706 Louisiana . 19 156 290 446 10 23 86 109 24 168 361 529 Texas . 47 660 729 1,389 29 185 239 424 55 752 779 1,531 Arkansas . 18 276 252 528 9 33 26 59 19 247 215 462 Oklahoma . 2 8 17 25 2 4 8 12 3 42 29 71 Indian Territory . 5 44 63 107 2 3 5 8 4 24 32 56 North Central Division: Ohio . 26 240 222 462 22 76 87 163 41 276 617 893 Indiana . 25 152 348 500 12 49 74 123 26 301 504 805 Illinois . 39 157 576 733 17 19 166 185 48 186 792 978 Michigan . 16 102 198 300 8 36 125 161 21 188 424 612 Wisconsin . 15 [ 169 122 291 5 9 35 44 18 283 249 532 Minnesota . 17 1 131 236 367 8 61 35 96 26 384 477 861 Iowa . 28 247 452 699 16 57 89 146 33 226 427 653 Missouri . 56 379 615 994 36 101 283 384 61 413 716 1,129 North Dakota . 2 g 50 53 1 1 2 3 2 1 17 18 South Dakota . 4 39 56 95 3 6 13 19 5 14 67 81 Nebraska . 10 36 107 143 4 1 38 39 15 70 196 266 Kansas . 11 123 102 225 7 33 50 83 12 132 122 254 Western Division: Montana . 3 14 49 63 2 0 12 12 5 5 73 78 Wyoming . 1 0 13 13 6 0 0 0 1 0 12 12 Colorado . 5 3 48 51 2 0 15 15 5 5 63 68 New Mexico . 2 10 80 40 0 0 0 0 2 35 0 35 Arizona . 2 0 9 9 2 0 2 2 2 0 7 7 Utah . 13 113 167 280 8 77 83 160 14 221 247 468 Nevada . Idaho . 3 23 28 51 2 4 4 8 4 29 58 ' 87 Washington . 12 107 107 214 5 49 19 68 13 74 128 202 Oregon . 12 63 220 283 5 7 ' 28 35 13 109 177 286 California . 33 190 508 698 10 10 65 75 54 456 759 1,215 SECONDARY SCHOOLS. 1675 Table 23. — Private high schools and academies — Number of secondary students pursuing certain studies in 1901-2. 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 . 1,529 16, 958 22, 713 39, 671 1,565 16, 644 21, 834 38, 478 i,no 9, 144 10,133 19, 277 North Atlantic Division . 559 8, 015 8, 930 16, 945 574 7,168 8, 675 15, 843 373 3,129 2, 950 6,079 South Atlantic Division . 276 2,404 3, 899 6,303 294 3,108 3, 745 6,853 5, 973 191 1,706 1,907 3,613 South Central Division . 275 2, 846 3, 358 6, 204 275 2,753 3,220 216 2,138 1, 654 2,075 4,213 North Central Division . 308 2, 687 4, 908 7, 595 313 2, 825 4,729 7,554 235 2, 415 4,069 Western Division . 111 1,006 1,618 2, 624 110 790 1,465 2, 255 95 517 786 1,303 North Atlantic Division: Maine . 30 436 586 1, 022 32 335 495 830 26 147 146 293 New Hampshire . 23 466 302 768 22 654 208 862 13 124 56 180 Vermont . 15 103 205 308 17 163 191 354 13 57 77 134 Massachusetts . 95 1, 316 1,965 3,281 90 923 1, 383 2, 306 51 223 305 528 Rhode Island . 11 185 183 368 11 205 170 375 5 86 64 150 Connecticut . 50 739 989 1,728 56 531 747 1,278 25 89 118 207 New York . 166 1,745 2, 173 3, 918 1,789 173 1,798 2,889 768 4,687 122 930 1,064 1,994 New Jersey . 54 1,082 707 59 671 1,439 33 188 218 406 Pennsylvania . 115 1,943 1,820 3, 763 114 1,888 1,824 3, 712 85 1, 285 902 2,187 South Atlantic Division: Delaware . 3 24 34 58 3 ' 42 56 98 2 8 14 22 Maryland . 40 312 775 1, 087 39 437 694 1, 131 25 134 170 304 District of Columbia . 22 75 525 600 20 61 512 573 12 0 117 117 Virginia . 59 421 545 966 65 676 575 1, 251 31 227 193 420 West Virginia . 14 140 239 379 15 159 265 424 11 188 215 403 North Carolina . 68 969 801 1,770 80 1,075 727 1,802 64 886 675 1,561 South Carolina . 22 137 229 366 19 260 267 527 16 128 136 264 Georgia . -41 318 683 1,001 45 392 565 957 22 105 328 433 Florida . 7 8 68 76 8 6 84 90' 8 30 59 89 South Central Division: Kentucky . 63 478, 600 1,078 64 529 630 1, 159 58 545 468 1,013 Tennessee . 60 704 825 1,529 528 58 592 700 1, 292 453 44 355 327 682 Alabama . 26 226 302 25 195 258 16 '187 244 431 Mississippi . Louisiana . 30 410 399 809 26 298 289 587 28 330 301 631 20 106 296 402 24 203 470 673 11 66 120 186 Texas . 53 682 737 1,419 54 716 691 1,407 42 476 468 944 Arkansas . 17 184 137 321 17 183 135 318 10 138 110 248 Oklahoma . 3 46 45 91 3 7 15 22 3 19 17 36 Indian Territory . 3 10 17 27 4 30 32 62 4 22 20 42 North Central Division: Ohio . „ . 45 525 622 1,147 40 451 478 929 22 138 148 286 Indiana . 24 270 553 823 24 250 533 783 15 101 178 279 Illinois . 51 241 805 1,046 506 56 294 954 1,248 566 35 146 325 471 Michigan . 18 171 335 21 158 408 17 170 236 406 Wisconsin . 18 234 307 541 22 315 242 557 14 106 100 206 Minnesota . 26 345 522 867 27 424 374 798 17 149 205 354 Iowa . 32 243 437 680 32 237 430 667 30 249 392 641 Missouri . 62 434 903 1, 337 60 500 918 1,418 55 403 539 942 North Dakota . 2 1 17 18 2 4 40 44 2 0 26 26 South Dakota . 5 15 59 74 4 13 55 68 5 38 88 126 Nebraska . 13 90 249 339 14 91 222 313 13 68 95 163 Kansas . 12 118 99 217 11 88 75 163 10 86 83 169 Western Division: Montana . 4 0 72 72 5 6 45 51 4 0 65 65 Wvoming . 1 • 0 20 20 1 0 29 29 1 0 13 13 Colorado . 6 11 96 107 6 25 95 120 6 22 62 84 New Mexico . 2 35 0 35 2 25 0 25 2 26 0 26 Arizona . 2 0 15 15 1 0 3 3 1 0 10 10 Utah . 12 107 163 270 13 75 143 218 10 97 79 176 Nevada . Idaho . 3 27 48 75 2 5 22 27 3 17 29 46 Washington . • 13 112 195 307 12 72 94 166 12 107 66 173 Oregon . 12 135 182 317 12 138 212 350 12 69 154 223 California . 56 579 827 1,406 56 444 822 1,266 44 179 308 487 ED 1902 — YOL II- -32 1674 EDUCATION REPORT, 1902, Table 24. — Private high schools and academics — Proportion of male and female students , per cent of students pursuing certain courses , per cent of graduates, etc':, in 1901-2. Per cent 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¬ tory students. Gradu¬ ates in 1902. United States . 104,690 49.23 '50. 77 13.72 10. 72 10. 91 44. 99 North Atlantic Division . 39, 793 52.52 1 47.48 | 16.29 14.05 14.05 48. 67 South Atlantic Division . 18, 708 48.63 51.37 j 14.90 7. 13 7.62 | ! 43. 63 South Central Division . 19, 346 50.68 49.32 | 13.42 9. 13 6.78 43. 31 North Central Division . 19,928 43.56 56.44 10.16 8.87 12.43 35.65 Western Division . 6,915 44.15 | 55.85 j 6.70 10.85 8. 87 46.09 North Atlantic Division: Maine . 2,391 47.68 i 52.32 19.87 5.81 13.72 38.41 New Hampshire . 2,013 68.95 i 31.05 10.98 9. 69 13. 07 ; 61. 98 Vermont . 1.040 44.42 ! 55.58 11.35 11.54 14. 32 43. 62 Massachusetts . 5,975 47.15 52.85 25.97 13.42 16.46 56. 45 Rhode Island.^ . 5S1 51.12 48.88 7.23 10. 15 10.00 39. 64 Connecticut . 2,734 46.82 53. 18 28.83 12.43 13.16 40. 00 New York . 10,508 45.42 54.58 13. 78 13. 77 13.93 45. 85 New Jersey . 4. 049 57.96 42.04 19.96 28.77 12. 67 56.92 Pennsylvania . 10,502 60.91 ! 39. 09 11.88 12. 63 14.05 41 7S South Atlantic Division: Delaware . 133 51.13 48. 87 19.54 16.54 13. 53 88.88 Marvland . 2,149 43.37 56.63 13.68 9.95 11.63 40.33 District of Columbia _ 1,008 2,929 17.95 82.05 7.44 4.27 8.43 20.00 Virginia . 53.43 46.57 14.68 8.60 7.51 38.18 West Virginia . 1.204 48.92 51.08 4.49 4.49 8. 05 34.02 North Carolina . 5,917 56. 70 43.30 16.61 9.73 6.98 46. 97 South Carolina . 1,620 44.11 | 55.89 17.65 3.46 6. 91 66. 96 Georgia . 3,334 47. 42 52.58 17.82 3.42 6.42 40. 19 Florida . 414 26.81 73. 19 10.63 0.48 4.59 47.37 South Central Division: Kentucky . 3,621 48.% | 51.04 13.59 6.49 7. 57 39.78 Tennessee . 4,744 51.72 48.28 17.62 9. 36 6.54 47. 42 Alabama . 1,700 55. 06 44.94 12.77 13.52 6.47 50. CO Mississippi . 1,953 50.02 49.98 9.83 4.61 6. 91 35.56 Louisiana . 1,383 35. 78 64.22 5.57 5.93 8.32 66.52 Texas . 3, 920 52. 22 47.78 11.02 12.88 6.96 41. 03 Arkansas . 1,361 59.22 40.78 18.85 11.53 5. 51 33.33 Oklahoma . 148 47.29 52.71 47.30 0.00 0.67 100.00 Indian Territory . 516 47.86 52. 14 6. 59 4.65 3.88 30.00 North Central Division: Ohio . 2,571 42.75 : 57. 25 8.40 10.39 13. 07 42. 43 Indiana . 1,782 44.14 55.86 6.59 6.54' 13. 84 43. 15 Illinois . 2,855 34.01 65.99 9.00 6.83 11. 60 38.64 Michigan . 1,460 1,389 40.27 59. 73 | 14.87 23. 97 12. 60 35. 33 Wisconsin . 47.75 j 52. ‘25 19.51 10. 86 14.87 49. 87 Minnesota . 2,052 54.65 45. 35 9.94 9.41 14.18 46. 39 Iowa . 2, 439 46.21 53.79 8.45 5.49 14.10 36.34 Missouri . 3, 679 45.66 54.34 7.36 6.25 8.78 32. 20 North Dakota . 70 14.28 85.72 14.29 0.00 6.86 100.00 South Dakota . 205 37.56 i 62. 44 23.90 0. 97 14. 15 51.72 Nebraska . 716 33.80 66.20 12.43 8. 24 12.85 52.72 Kansas . 690 j 20.42 | 79. 58 16.38 10. 15 12.90 37.08 Western Division: Montana . 156 5.12 94.88 29.55 16.03 5.77 0.00 Wyoming . 37 21.62 78.38 0.00 0.00 21.62 , 0.00 Colorado . 278 11.15 35.00 ; 88.85 65.00 1.80 3.81 0.00 0.00 11.15 j 6. 45 New Mexico . 105 2.86 ! 0.00 Arizona . 56 3.56 %. 44 8.93 3.57 3.57 1 0.00 Utah . 2,137 4.07 95. 93 2.06 9.59 4.07 48.28 Nevada . Idaho . 178 18. 15 81.85 10.67 0.00 17.98 34.38 Washington . 732 9.02 1 90.98 4.92 4.23 9.02 30.30 Oregon . 858 10. 49 89.51 11.66 17.13 : 10.49 52.22 California . 2,378 10.35 99.65 8.58 14.30 12.03 40.56 SECONDARY SCHOOLS. 1675 Tabljs 25. — Private high schools and academies — Percentages of secondary students pursuing certain studies in 1901-2. 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. 45.64 7. 85 24.39 20.53 50.63 25.65 5.14 5. 73 17.01 North Atlantic Division. . . South Atlantic Division. . . South Central Division. . . . North Central Division. . . . Western Division . 51.68 48. 63 40.41 45. 47 32. 91 11.03 7.25 5. 22 6.20 3.31 38.27 21.42 10.03 14.89 20. 10 28.74 11.31 7. 54 26.90 16.21 53.45 53. 30 53.68 42.43 42.30 31. 86 21. 52 22.87 21. 58 20.52 5.22 5.45 5.96 4.08 4.60 5. 63 4.73 5.34 6.53 7.80 17.33 16. 11 17.56 18.02 13. 07 North Atlantic Division: 40.44 14. 26 5.02 46. 51 25.97 0.20 9.28 18.86 17.98 42.52 13.41 57.58 41.63 4. 12 5. 17 18. 43 45. 67 8.37 28.27 8. 94 41.06 22.98 1. 35 7.60 17.50 58. 86 14. 61 53.03 25. 61 53. 47 35. 00 3. 95 4.30 16.62 51.98 17. 55 64.72 16.87 65.40 48.02 8. 43 5.51 24. 27 62. 84 16.68 39.17 33. 91 51. 65 30.87 3.84 6.95 14. 12 44. 88 7.01 44. 72 30. 54 46.44 29.30 5. 31 5.68 16. 47 58. 19 13.95 39.54 40.43 60. 29 34.65 7. 29 5.43 15. 16 51.64 8.25 24.41 33.84 59. 62 3L26 6.96 5. 12 19. 32 South Atlantic Division: 72.93 6. 77 72.18 24. 06 78. 95 27. 82 9. 02 0.00 21. 05 67. 89 8.12 49.74 33. 55 67. 15 36. 85 8.45 6. 56 23.45 District of Columbia. . . Virginia . t _ 40. 08 52.68 4. 46 2. 97 79. 76 20.68 19.15 8. 33 47.12 53. 06 23.41 22. 77 6. 55 7.34 15.18 4.34 22.32 20.00 West Virginia . 49. 75 20. 02 24. 25 25. 08 57. 48 25.08 13.79 9. 80 17. 11 North Carolina . 40. 65 7.28 9.60 4.31 46. 07 14. 63 3. 67 3. 16 12. 66 South Carolina . 36.54 6. 05 18.09 8.95 48.58 16. 11 5. 06 4.20 13. 83 Georgia . 56.12 7. 56 7.74 6.15 61.10 24. 21 2.37 2.22 13. 62 Florida . 30. 92 4.11 5.07 0.97 36.96 14.02 0. 24 3. 86 9. 18 South Central Division: Kentucky . 38.36 4.88 7.01 12.59 52. 19 16.57 5. 03 6.46 13. 01 Tennessee . 46.31 7. 41 4. 61 4. 97 49.72 19. 66 4.04 3.14 10.13 Alabama . 46. 82 5.17 7.82 5.05 64. 23 30. 94 9.47 8.47 25. 94 Mississippi . 31.18 2. 61 6.81 0.15 52. 07 22.32 7.01 3.32 29. 08 Louisiana . 3S. 46 1.80 61.46 2.16 52. 71 19. 81 8. 31 14. 46 22.84 Texas . 36.09 5. 35 7.98 13.49 62. 06 35. 25 7.85 5.07 23. 39 Arkansas . 53. 19 6. 83 2.71 6.02 52. 53 16. 09 3. 82 1.68 12. 05 Oklahoma . 45. 27 6. 75 1.35 25. 00 40.54 21. 62 5.40 2. 02 7. 43 Indian Territory . 17. 24 0. 77 0.00 0. 00 17.44 4. 65 0.00 3.48 5. 62 North Central Division: Ohio . 51.38 9.80 23. 18 33. 87 37.72 24. 19 5.20 8. 20 17.58 Indiana . 49.88 7.92 15. 68 28.29 48.32 28. 79 8. 03 8.76 16.40 Illinois . 55. 23 5. 98 22.03 30.22 41. 15 18.80 3.36 7.70 20.49 Michigan . 45. 82 4.45 23. 15 22.60 40.82 22.07 3.83 2. 26 16. 71 Wisconsin . 43.17 10.43 15. 43 41.74 37. 16 27. 08 1.50 2.50 18. 01 Minnesota . 38. 40 5. 26 12.52 34.74 41. 66 24. 51 1.12 3.55 13. 59 Iowa . 36.77 3. 97 1.92 18. 32 37.06 16.44 1.59 5.41 17.87 Missouri . 40.50 4. 18 11.33 17. 64 ; 52.18 18.53 6. 79 7.88 19. 59 North Dakota . 82. 85 0.00 37.14 28. 57 50. 00 21.42 5.71 4.28 10.28 South Dakota . 40.48 7. 31 5.36 19.02 38.53 18. 04 0.00 8. 29 14.63 Nebraska . 42. 73 5. 16 14.24 22. 06 34. 21 18.99 3. 77 5. 86 16. 75 Kansas . 52. 89 6. 95 6. 95 25. 79 42. 17 21.88 2. 60 12.89 24. 49 Western Division: Montana . 69.23 0.00 34. 61 30.76 49.35 20.51 6.41 22.43 16.02 Wvoming . 0.00 0.00 0. CO 0.00 78. 37 54. 05 0. 00 21. 62 21. 62 Colorado . . . 26.25 1. 43 21.58 14. 02 35.97 14. 38 0. 00 4.67 12.23 New Mexico . 3.80 3. 80 0. 00 0.00 20.00 3. 80 3.80 23.80 0.95 Arizona . 21.42 0. 00 0.00 0. 00 8.92 10.71 0.00 3. 57 12.50 Utah . 13.10 0.70 3.74 9.26 26. 76 10.48 3.27 4.11 6. 13 Nevada . Idaho . 30. 33 2.80 11. 23 20. 78 69. 10 21. 47 0. 00 5. 61 11.79 Washington . 27.73 2. 45 12.84 16.39 34. 01 19. 94 3. 68 11. 20 11.88 Oregon . 56.87 11.42 19. 11 35. 19 50. 00 20. 04 7. 69 5.59 10. 13 California . 44.32 3.57 38.73 15.86 55. 50 30.90 5.92 9.62 21.15 1676 EDUCATION REPORT, 1902. Table 26. — Private high schools and academies — Percentages of secondary student^ pur¬ suing certain studies in 1901-2. Per cent of total number of secondary students. State or Territory. Chem¬ istry. Phys¬ ical geogra¬ phy. Geol¬ ogy. Physi¬ ology. Psy¬ chol¬ ogy. | Rhet¬ oric. English litera¬ ture. His¬ tory. Civics. United States . 9.43 20. 42 5.42 1 24.46 6.17 36. 79 37.89 j 36.75 18.41 North Atlantic Division... 10. 65 16. 36 4.65 17.98 5.2-5 39. 39 42.58 39.81 15.28 South Atlantic Division . . . 9.06 25. 43 4. 27 30. 32 6.94 35. 59 33. 69 36. 63 19. 31 South Central Division.... 7.10 23.06 6. 79 32. 12 6.48 34. 35 32.06 30. 87 21. 77 North Central Division. . . . 9.17 20. 88 6.50 24. 40 7.26 35.54 33.11 37. 91 20. 42 Western Division . 9. 24 21.42 5. 71 24.61 5.42 j 35.55 37.95 32. 61 18.84 North Atlantic Division: Maine . 10.71 18. 49 8.03 13.63 7. 19 32. 25 42. 74 1 34.71 [ 12.29 New Hampshire . 9. 79 11. 48 2. 83 11.26 1.54 36. 86 38. 15 42.82 | 8.94 Vermont . 6. 44 19.90 6.54 17.31 6. 73 37. 69 29. 62 34.04 12.88 Massachusetts . 10. 74 12. 07 4.52 13.24 4.25 44. 57 54. 91 38.59 | 8.84 Rhode Island . 13.08 34. 42 3.96 38. 72 16. 70 63.68 63.33 64.54 i , 25. 82 Connecticut . 7. 57 14.08 4.28 17. 77 4.21 44. 33 63.20 46.74 7.57 New York . 12.30 19. 01 5.91 1 19.88 4. 01 40. 30 37.28 44.60 : 18.98 New Jersev . 10. 20 13.60 2.89 14. 69 2.27 40.07 44. 18 35.53 10. 03 Pennsvlvania . 10.34 16. 91 3.67 21. 30 7. 96 34.66 1 35.83 35. 35 ; 20.82 South Atlantic Division: Delaware . 24. SI 12.03 0.00 42.85 0.00 75.93 43.61 j 73.68 i 16.54 Marvland . 15.82 26. 66 2.84 29. 45 12. 75 50.16 1 50. 58 52.62 j | 14. 15 District of Columbia . . . 14. 19 17. 46 10.02 17. 75 9.32 42.46 1 59. 52 56.84 ! 11. 61 Virginia . 10.21 20. 18 6.08 22. 94 3.50 36.94 32. 97 42.71 14. 34 West Virginia . 17.19 42. 19 16.19 j [ 31.72 13. 03 33.55 31. 47 35.22 ! 33. 47 North Carolina . 6.13 25.79 3.04 1 t 37. 65 6.64 31.89 29. 91 30.45 26.38 South Carolina . 7.10 20.18 1.60 29. 01 4.87 24.51 22. 59 32.53 16. 30 Georgia . 8.22 28.07 2.01 26.69 5.55 34.85 30.02 1 28.70 12. 98 Florida . : 3.62 25.36 j 1.93 39. 37 3. 14 28.74 18.36 21. 74 ! 21.50 South Central Division: Kentucky . 7.59 20.05 6.98 30.18 i 1 5. 30 38.93 29.77 ! 32. 00 27.97 Tennessee . 3.05 15. 21 7. 54 29.11 5.01 i 27. 33 i 32.23 1 1 27.23 14. 37 Alabama . 11.47 26.94 9. 11 34.58 9.00 34.35 31.05 j 26. 64 25.35 Mississippi . 3.84 24.32 3.17 33. 69 3.07 36. 14 41.42 | 1 30.05 ! 32. 30 Louisiana . 1 14. 75 33.40 6. 43 32.24 7.88 38.25 I 29.06 1 48. 66 13. 44 Texas . 10.63 29. 43 7.80 35. 43 10. 81 39. 05 36.19 1 35.89 24. 08 Arkansas . 1 3.74 30.63 4.48 38.79 4. 33 33.94 | 23.58 I 23. 36 18. 22 Oklahoma . 1 2.02 13. 51 10.81 16.89 8. 10 47. 97 ! 61. 48 j 14. 86 24. 32 Indian Territory . 1.74 1.93 2. 71 20.73 1. 55 I 10.85 5.23 ; 12.01 l 8.13 North Central Division: ! Ohio . 8.67 21.15 5. 91 17.96 6.33 34. 73 t 44.61 ! 36.13 11. 12 Indiana . ' 13. 67 18.91 7.42 27.90 6.86 44. 92 | 45.92 43. 69 j 15. 56 Illinois . 1 11. 62 16. 95 5. 77 25. 67 6. 47 34.25 36. 63 43.71 16. 49 Michigan . 8.15 12. 87 3.63 20.54 11.02 41. 91 34. 65 38. 76 27.80 Wisconsin . 5.14 22.94 6. 07 20. 80 3. 14 38.02 1 38.67 39.81 14. 72 Minnesota . 7.11 ! 18. 66 3.26 17.88 4. 67 41.95 i 42.25 38.88 17. 25 Iowa . 5.08 23. 57 8.48 28.65 5.98 26. 77 | 27.88 27.34 26.28 Missouri . 10.98 24.35 8.83 27.01 10. 43 30.68 36.34 j 38.54 25.60 North Dakota . 7.14 28.57 5. 71 75. 71 4.28 25.71 2-5.71 62.85 30.71 South Dakota . 0.00 23.90 15. 60 46.34 9.26 39.51 36.09 33.17 61.46 Nebraska . 5.02 19. 69 3.07 19. 97 5. 44 37. 15 47. 34 | 43. 71 22.76 Kansas . 17.68 32. 02 10. 14 32.60 12.02 36. 81 31.44 [ 23.62 24. 49 Western Division: | Montana . 14.12 41. 46 14.10 40.38 7. 69 50.00 46. 15 i 32.69 41.90 Wyoming . ! o.oo 43. 24 0.00 35. 13 0. 00 32. 43 54. 05 ! 78.37 35. 13 Colorado . 9.71 34.89 12.58 18.34 5. 39 24. 46 j 38.48 ; 43.16 30. 21 New Mexico . 0.00 27. 61 28. 57 38.09 0.00 33.33 33.33 i 23. 80 24.76 Arizona . ! 14.28 16. 07 14.28 16. 07 3.57 12.50 26.73 5.35 17.85 Utah . 5.70 18.39 2.71 13. 10 7.48 21.89 j 12. 63 j 10. 20 8.23 Nevada . Idaho . 1 7.30 22.47 12.35 28.65 4.49 48.87 42. 13 j 15. 16 25.84 Washington . 3.41 16.39 8. 19 29.23 9.28 27. 59 41.93 1 22.67 23.63 Oregon . 15.15 20.27 3. 61 31.98 4. 07 33.33 ; 36. 94 l 40. 79 25.99 California . 12. 28 22.62 5.42 29.35 3. 15 51.09 59. 12 I j 53.23 20. 48 Table 27. — Private high schools and academies — Equipment , income, benefactions , and endowments , 1901-2. SECOKDAKY SCHOOLS. 1677 Total money value of endowment. •^unomv $31, 463, 453 mm fills iiisfiiii °n§iiir iiinr fiiHWii si as'rn eo r-T r-T t-T CO iH •Suixiod -9.1 siooqog COCONHHMO I 1 qunoray 1 1 mis fo'sgs? iSafllSIS °i°Ilgg§° ll§l°il gf^ragcfrH-gvg g "gss” ssyy 3^' •Suriiod -ai sfooqog rH COiOHHCClOO OHON^Oi'OiQO ^ iO CO ^ O CO CO Total income from all sources. qunoray 1 1 8 iiiii fills lO r-T r-7 isgiisiss ssssisgss snisii ggW?|f|| SSflSSSSS SSSPSgS r-T r-T r-T ■Sutjiod -9i sfooqog 1111s Tncome from other sources and unclassified. qunoray g i a Isill Hill lllillslf sglSSallB IsSSIlf ss^§=§gs§ as's'a •gupjod -9i sfooqog o Productive funds. qtmoray lO 1 • Ills! gssss r-T niiisiii igiiiiiii mini s’sa’sf ssa’i ~g“rt‘rt‘«“sV '°''v “S" •“ux^jod -9J sfooqog 1 1 a o •43 1 qunomy i § 8 iiiii Hill CO r-T ssasgisii iiiiiim finals r-T •Suijiod -9J sfooqog 1 rH Isigs State and municipal aid. qunoxny 8 £ mm §rrisi§ °rrsiii Hihii t~" C'f CC t-4 r-Tof ffi ri KJ ffl O jOTjTor co'd ■guipiod -9i sfooqog i SHHfiONSHN OOO^OOCO^ CO^O^C^ Grounds, build¬ ings, scientific apparatus, etc. qunomy O & i IIbIS III!! Isllilfll llisllisl §11111= iifllalii SflflilsS lllglfs O COOOCOOiH-OOOHCOCOCO © O O © O iO HCOOIH Total income from all sources. qunomy 11 lalssgllllSa l°Si°i SS gsggsss|-=yss S R Ol'O^ tH •Supjod -8i sfooqog coaoooo Income from other sources and unclassified. qunonry 11 111111111111 1°1°°1 g” s asssss-”33 a b 1988 >«od T— t iH ■Supiod -8i sfooqog COCO T--jT^JOCOOOiO^QOi-H(MOi> CO CO ^ ^ © > ■-5-S is qunonry ii iiiis§irns i°r°i ^ oSWj^^gjitSap efofo r-T ©T o“ 500 8, 533 75, 150 7,800 •Supiod -8J sjooqog HH (N^O^!>'OOOXOODO^ t-H O 6 114 7 S3 3 8 63, 0 0 0 Mississippi . ! 0 1 0 0 2 7 128 0 0 0 3 19 151 6 20 253 1 3 27 Louisiana . 0 0 0 1 2 19 0 0 0 1 3 26 11 4' 680 0 0 0 Texas . 1 1 2 71 4 17 192 4 21 411 5 14 254 11 69! 605 ; 0 0 0 Arkansas . 1 0 0 0 1 5 18 3 : 13; 180 1 4 30 2 10 65 0 0 0 Oklahoma . o ‘ 0 0 0 0 0 0 0 0 o! 0 0 1 4 19 0 0 0 Indian Territory . 0 0 0 0 0 0 3 ; 18. 3811 2 5 81 0 oj 0 0 0; 0 North Central Division: ; Ohio . 1 1 0 0 0 ! 1 5 71 0 0 0 i 6 30 16 96 781 2 12 83 Indiana . 0 0 0 0 0 0 0 0 0 0 0 0 13 82! 687 1 8 175 Illinois . 2 : 13 173 3 14 178 0 0 0 3 ; 12: 135 17 83; 637 3 201 153 Michigan . o o' 0 1 4 58 0 0 0 1 9 73! 9 60 376 0 Oj 0 Wisconsin . | 2 1 5 , 50 1 5 61 ! o o 0 1 9 119; 7 55 479 0 0 0 Minnesota . 5 1 26 492 1 7 34 0 0 0 0 0 0 11 80 741 0 0 0 Iowa . ! 4 21 285 1 12 150 0 0! 0 1 7 144 12 62 593 1 4 74 Missouri . 1 2 10 192 ! 5- 40 518 4 16 249 2 8 70 18! 103: 777 : 3 10 139 North Dakota . 1 0 0 0 0 0 0 0 0 0 0 0 0 2 8 70 0 0 0 South Dakota . 1 5 3s 1 5 50 0 0 0 0 !- 0 0 1 4 22 0 0 0 Nebraska . 1 5 , 86 1 1 16 0 0 0 1 124 8 37 189' 0 0 0 Kansas . 0 0 0 0 0 0 0 0 0 1 7 65 2 5 74 1 4 42 Western Division: Montana . 0 0 0 o 0 0 1 1 15 0 0 0 4 17 141 0 0 0 Wyoming . 0 0 0 o 0 0 0! 0 I 0 I 0 0 0 1 4 37 ! 0 0 0 Colorado . 0 0 0 o 0 0 0 ! 0 0 1 3 37 4 ; 19 183 0 0 0 New Mexico . 0 0 0 0 0 0 o; o 0 0 0 0 2 7 95 0 0 0 Arizona . 0 0 0 0 0 0 0i 0 0 0 0 0 2 12 56 0 0 0 Utah . 0 0 0 1 1 4 0 0 0 4 17 179 2 8 85: 5 71 1, 755 Nevada . o 0 0 0 0 0 0: 0 0 0 0 0 0 0 0 0 Ol 0 Idaho . o 0 0 0 0 0 0i 0 0 1 6 621 •4 50 2 6 66 Washington . 1 5 1 73 1 3 39 0 0 0 2 6 81 5 15 166 1 9 96 Oregon . 0 : o 0 2 23 110 0 0 0 0 0 0 10 50 211 0 0 0 California . 0 0 i 0 i i 0 0 0 1 0 0 1 6 1 i 1 1 147l 1,239 ! 1 4; 31 SECONDARY SCHOOLS, 1681 Table 30. — Averages of number of teachers , students, and graduates to the public high school, and like averages for the private high school and academy, 1901-2. State or Territory. 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 . . Public high schools. Private high schools. Teachers to a school. Secondary students to a school. Secondary students to a teacher. Elementary pupils to a school. Graduates to a school. Teachers to a school. Secondary students to a school. Secondary students to a teacher. Elementary pupil3 to a school. Graduates to a school. 3.6 87.5 24.6 18.7 10.5 5.3 54.1 10.5 71.3 6.2 4.9 122.6 24.8 17.1 14.8 6.7 61.2 9.0 58.9 8.6 2.9 64.1 22.2 32.7 7.2 4.2 53.4 12.6 68.1 4.0 2.6 57.6 22.6 ■ 28.9 5.5 3.3 53.1 14.5 81.7 3.6 3.2 79.9 25.1 15.7 10.1 5.7 58.1 9.9 68.6 7.2 4.2 100.6 23.9 16.6 10.9 5.3 53.9 10.0 112.4 4.7 2.4 61.2 25.1 7.3 8.4 4.7 74.6 15.4 7. 5 10.2 3.4 65.4 19.5 5. 9 9. 5 5.5 71.8 12.9 80.3 9.3 2.7 63.7 23.3 10.9 9.1 4.9 61.1 12.3 62.0 8.7 6.9 160.9 23.2 24.0 23.3 7.2 57.4 7.9 75. 3 9.4 7.8 167.5 21.5 7.4 17.5 6.2 48.4 7.7 152.3 4.8 5. 2 115.7 22.1 8.5 16.0 5.6 44.8 8.0 15.2 5.9 6.2 169.8 27.3 34.0 14.8 7.3 54.1 7.3 68.6 7.5 6.2 129.8 21.0 8.5 15.4 7.1 59.5 8.3 39.9 7. 5 3.4 88.3 26.1 6.2 13.0 7.0 7£.3 11.1 60.8 11.0 3.7 90.6 24.7 8. 3 12.3 5. 7 44.3 7.1 51.3 6.0 4.0 92.0 1 22.9 44.3 10.0 5. 6 46.7 8.0 44.3 5.4 24.6 477. 0 19.4 0.0 70.9 8.2 43.8 5.3 50.4 3.6 2.7 64.4 24.0 27.1 6.8 4.7 41.8 9.7 41.3 3.1 2.9 61.7 21.6 10.1 8.6 4.2 80.0 19.1 69.1 6.4 2.1 44.6 21.6 32.1 4.9 3.0 58.5 19.4 66.3 4.0 2.0 43. 3 21.2 34.7 4.8 4.8 67. 5 13.8 58.7 4.6 2.2 52.3 23.9 40.0 5.4 3.4 58.4 17.1 115.0 3.7 2.4 47.5 20.0 31.2 3.0 2.7 37.6 12.6 161.7 1.7 3.0 67.4 22.8 17.9 8.0 3.6 40.6 11.2 73.5 3.0 2. 2 52.3 24.2 39.3 5.7 3.1 57.8 18.5 85.4 3.7 2. 6 51.8 19.7 49.7 3.9 3.0 47.2 15.3 80.3 3.0 2.1 41.5 19.3 38.5 3.0 3.1 51.3 16.5 103.7 3.5 1 3.8 73.4 19.3 32.9 7.4 4.2 49.0 11.6 74.8 4.1 1 2.6 63.9 25.0 22.0 5.9 4.6 68.7 14.8 99. 4 4.7 2.2 48.9 22.6 9.1 5.1 3.7 56.7 15.1 70. 5 3.1 3.2 62.7 19.7 2.9 4.4 5.6 49.3 8.7 36.0 0.3 2.3 48.0 21.0 101.1 2.6 4.1 73.7 17.7 127.1 2.8 2.6 65. 2 25.4 23.8 8.7 6.7 54.7 8.1 50.6 7.1 3.1 71.4 23.4 13.0 8.9 6.2 68.9 10.9 82.4 9.5 4.5 117.4 26.4 7.5 14.5 5.6 49.2 8.7 60.5 5.5 3.9 98. 2 25.0 15.6 11.0 7.2 66.3 9.3 117.4 8.3 3.8 91.7 24.3 6.4 12.0 7.2 63.5 9.2 59.1 9.4 4.9 115.8 23.7 5. 9 13.6 7.3 73.2 11.0 102.1 10.3 3.4 83.9 25. 0 9.1 11.4 5.5 62.1 12.3 98.0 9.5 3.1 80.6 26.2 13.7 8.7 4.6 52. 5 11.2 44.8 4.6 2.5 45. 5 18.3 15.2 5.5 4.0 35.0 8.7 123.0 1.0 2.0 43.5 21.6 29.9 5.5 6.0 41.0 6.8 154. 0 5.8 2.1 53.3 24.9 27.6 7.8 5.1 44.7 8.7 61.3 5.7 2.6 72.2 27.5 14.4 9.4 4.3 62.5 14.4 58.9 8.0 4.0 93.0 23.0 2.5 7.6 3.6 31.2 9.2 151. 2 1.8 2.3 43.4 18.9 25.5 4.6 4.0 32.5 9.2 199.0 8.0 5.7 130.5 22.8 10.0 13.8 4.8 46.3 9.5 156.0 5.1 4.0 46.1 11.5 2.9 3.3 3.0 35.0 11.0 71.6 1.0 5.0 94.0 18.8 0.0 7.0 6.0 28.0 4.3 92.0 1.0 8.5 2.3 215. 7 48.7 25.4 21.2 0.0 34.5 21.2 7.0 7.7 155.0 19.6 122.9 6.2 3.0 69.1 23.0 7.9 8.9 4.2 44.5 10.5 79.7 8.0 2.8 63.4 22.6 36.9 6.9 4.1 48.4 11.0 92.8 4.4 2.5 69.2 27.6 41.4 9.7 6.3 57.2 9.0 91.2 6.0 5.3 133.6 25.3 0.8 14.6 5. 2 37.7 7.2 117.4 4.5 1682 EDUCATION REPORT, 1902 Table 31. — Combined statistics of public high schools and private high schools and acad¬ emies — Number of schools, instructors, and students in 1901-2. State or Territory. Total schools. Total seeond- arv Total second¬ ary stu¬ dents. Male. Female. Classical pre¬ paratory stu¬ dents. teach¬ ers. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. United States . 8,127 32,318 655,301 278, 450 42. 49 376,851 57. 51 45, 159 6.89 North Atlantic Division . . . 2,126 11, 707 220, 824 46, 669 96,788 43. 83 124, 036 56. 17 19, 674 4,571 8. 91 South Atlantic Division . . . 786 2, 740 20, 122 26, 255 43.T2 26, 547 56. S8 9. 79 South Central Division .... 1,066 3, 116 59,800 43.90 33, 545 56.10 4, 876 8.16 North Central Division. . . . 3, 676 12, 618 2,137 286, 378 118, 416 41.35 167, 962 58. 65 13, 705 2,333 4. 79 Western Division . 473 41, 630 16, 869 40.52 24, 761 59.48 5.60 North Atlantic Division: Maine . 177 508 11, 259 4,916 43.66 6,343 56.34 1,290 534 11. 46 NewH ampshire . 86 351 5,808 | 3,009 j 51.81 2, 799 48. 19 9.19 Vermont . 75 243 4,737 ] 2,023 42. 71 2, 714 57.29 343 7.24 Massachusetts . 348 2,444 45,226 20,010 44.24 25,216 55. 76 6,174 13. 65 Ehode Island . 34 246 4,265 11, 413 1, 821 42. 70 2,444 6,345 57.30 676 15. 85 Connecticut . 136 736 5, 068 44.41 55. 59 1, 341 11.75 New York . 587 3,864 77,243 33,232 | 43.02 44,011 56.98 5,082 6.58 New Jersey . 161 1.059 16, 124 7,224 1 44.80 8, 900 55.20 1, 357 8.41 Pennsylvania . 522 2,256 44, 749 19, 485 43.54 25,264 56.46 2,877 6.43 South Atlantic Division: Delaware . 15 61 1,220 495 40.57 725 59.43 56 4.59 Marvland . 95 459 6, 657 2,881 43.28 3,776 56.72 415 6.23 District of Columbia .. 30 361 4,347 1,445 33.24 2,902 66.76 275 6.33 Virginia . 134 474 7,051 3, 126 1,216 ! 44.33 3,925 55. 67 604 8.57 West Virginia . 43 143 2,931 j 41.49 1,715 3,313 58.51 103 3.51 North Carolina _ .•... 131 367 7,256 3,943 51.34 45. 66 1, 140 15. 71 South Carolina . 116 305 5,600 2, 310 | 41.25 3,290 58. 75 668 11.93 Georgia . 171 443 9,292 3,872 834 i 41.67 5,420 58.33 1,209 13. 01 Florida . 51 127 2,315 i 36.03 1,481 63.97 101 4.36 South Central Division: Kentucky . 169 557 9, 011 4, 025 j 44.67 4,986 55. 33 821 9.11 Tennessee . 182 472 9, 977 4, 450 j 44.60 5,527 55.40 968 9.70 Alabama . 109 303 5,480 2,431 i 44.36 3,049 55. 64 347 6.33 Mississippi . 127 309 5,644 2,486 44.05 3,158 55. 95 511 9. 06 Louisiana . 69 275 4,391 1,744 39.72 2, 647 60.28 185 4.22 Texas . 293 867 19,000 8,208 43.20 10, 792 56.80 1,312 6. 90 Arkansas . 84 220 4, 294 2,054 I 47.83 2,240 691 52.17 533 12. 41 Oklahoma . 19 68 . 1, 151 460 39.97 60.03 158 13. 73 Indian Territory . 14 45 852 397 46.60 455 53.40 41 4. 81 North Central Division: Ohio . 767 2, 161 49,537 21,652 43.71 27,885 56.29 3,344 6. 75 Indiana . 408 1,330 29.073 12, 247 42.12 16,826 57.88 1,549 5. 33 Illinois . 413 1,907 4L 532 17,180 38.58 27,352 61.42 1, 697 3. 81 Michigan . 319 ! 1,325 971 30, 618 21,122 12, 870 8, 870 7, 060 j 42.03 17, 748 57.97 971 3. 17 Wisconsin . 237 i 41.99 12, 252 9,814 58.01 980 4.64 Minnesota . 156 812 16, 874 41.84 58. 16 509 3.02 Iowa . 382 1,358 31, 457 | 13, 167 41.86 18, 290 58. 14 1,383 4.40 Missouri . 333 1, 136 24,865 9, 930 j 39.94 14, 935 60. 06 1,021 4.10 North Dakota . 35 90 1, 573 652 I 41.45 921 58.55 51 ! 3.43 South Dakota . 76 173 3,295 ' 1,330 40.36 1,965 59.64 179 | 5.43 Nebraska . 319 730 1 16,859 6,851 , 40.64 10,008 59. 36 721 4.27 Kansas . 231 625 16, 573 6,607 1 39.87 9, 966 60. 13 1,297 7.83 Western Division: Montana . 27 107 2,203 757 31.36 1,446 65.64 295 13.39 Wj'oming . 11 27 471 167 , 35.46 304 64.54 12 2.55 Colorado . 53 298 6,413 2, 506 1 39.08 3,907 60.92 287 4.48 New Mexico . 11 41 474 228 48.10 246 51.90 55 11. 60 Arizona . 4 22 244 87 35. 66 157 64.34 5 2.05 Utah . 20 160 3, 431 1, 709 198 49.81 1,722 289 50. 19 108 3.15 Nevada . 10 23 487 1 40.06 59.34 44 9.04 Idaho . 11 38 662 300 1 45.32 362 54. 68 52 7.86 Washington . 91 275 5,548 2, 193 ! 39.53 3,355 60. 47 431 7.77 Oregon . 54 193 3,558 1,4.58 7,266 : 40.98 2,100 59.02 200 ! 5.62 California . 181 J 953 18, 139 ! 40.06 10, 873 59.94 844 | 4. 65 SECONDARY SCHOOLS, 1683 Table 32. — Combined statistics of public high schools and private high schools and acade¬ mies — College preparatory students and graduates in 1901-2. State or Territory. Scientific preparatory ’ students. Total college preparatory students. | Graduates in 1902. Graduates prepared for college. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. Num¬ ber. Per cent. 39,106 84, 265 12.86 77, 687 11. 86 26, 159 33. 67 14, 729 2,065 3,254 15, 387 3,671 6.67 34, 403 6, 636 8, 130 15.58 27,442 12.43 8, 855 32. 27 4.43 14. 22 4, 567 5,163 36, 124 9.79 1,647 36. 06 5.44 13. 60 8. 63 1,841 11,857 1,959 35. 66 5. 37 29, 092 10.16 12.61 32.82 8.82 6, 004 14. 42 4, 391 10.55 44. 61 North Atlantic Division: 478 4.24 1,768 15.70 1, 540 13.68 437 28.38 504 8.68 1,038 17.87 816 14.05 368 45. 10 450 9. 50 793 16. 74 676 14. 27 251 37.13 3,003 201 6.64 9,177 877 20. 29 6, 662 14.73 2,238 33. 59 4. 71 20. 56 443 10. 39 186 41.99 890 7. 80 2. 231 10, 038 3.232 5, 249 19. 55 1,557 7, 278 13. 64 469 30.12 4,956 1, 875 2,372 6.42 13. 00 9.42 2,520 34.62 11. 63 20. 04 1,942 6,528 12.04 614 31.62 5.30 11. 73 14. 59 1, 772 27. 14 South Atlantic Division: 49 4. 02 105 8. 61 166 13. 61 28 16. 87 290 4.36 705 • 10.59 741 11.13 203 27. 40 District of Columbia . 255 5. 86 530 12. 19 581 13. 37 77 13. 25 Virginia . 313 4.44 917 13.01 654 9. 28 210 32. 11 West Virginia . 102 3.48 205 6.99 338 11.53 98 2K 99 North Carolina . 617 8.50 1, 757 24.21 561 7. 73 281 50. 09 South Carolina . 116 2. 07 784 14. 00 552 9.86 323 58. 51 Georgia . 259 2.79 1,468 15. 80 834 8. 98 365 43.76 Florida . 64 2. 77 165 7. 13 140 6.05 62 44. 29 South Central Division: Kentucky . 609 6.76 1,430 15. 87 913 10. 13 290 31.76 Tennessee . 525 5.26 1, 493' 14. 96 883 8. 85 319 36. 13 Alabama . 309 5. 64 656 11. 97 397 7. 24 135 34. 01 Mississippi . 349 6. 18 860 15.24 402 7. 12 183 45.52 Louisiana . 156 3. 55 341 7. 77 419 9.54 138 32. 94 Texas . 972 5. 12 2,284 763 12.02 1,661 8. 74 551 33. 17 Arkansas . 230 5. 36 17.77 379 8. 83 179 47. 23 Oklahoma . 74 6.43 232 20. 16 71 6. 17 40 56.34 Indian Territory . 30 3.52 71 8.33 38 4.46 6 15. 79 North Central Division: Ohio . 2,645 1,301 2,102 2, 715 5. 34 5,989 12. 09 6,612 13. 35 1,915 28.96 Indiana . 4. 47 2,850 3, 799 3,686 9.80 3, 664 5,479 3, 455 12. 60 1,222 33. 35 Illinois . 4. 72 8.53 12. 30 1,543 28. 16 Michigan . 8.87 12. 04 11. 28 1, 129 32. 68 Wisconsin . 849 4.02 1,829 2, 370 8. 66 2,789 13. 20 898 32. 20 Minnesota . 1,861 11.03 14.05 2,036 4, 277 2, 607 182 12. 07 1,084 1,383 53. 24 Iowa . 1,228 1,019 91 3. 90 2,611 2,040 145 8. 30 13.60 32.34 Missouri . 4. 10 8. 20 10. 48 679 I 26. 05 North Dakota . 5.79 9.22 11.57 77 42. 31 South Dakota . 105 3. 19 284 8.62 419 12.72 167 39.86 Nebraska . 539 3.20 1,260 7. 47 2,442 2,162 14.48 717 29.36 Kansas . 932 5. 62 2, 229 354 13.45 13.05 1,043 48.24 Western Division: Montana . 59 2.68 16. 07 177 8.03 60 33.90 Wvoming . 12 2. 55 24 5.10 54 11.46 15 27. 78 Colorado . 539 8.40 826 12.88 678 10.57 280 41.30 New Mexico . 20 4.22 75 15.82 29 6.12 11 37. 93 Arizona . 16 6.56 21 8. 61 16 6. 56 10 62.50 Utah . 271 7.90 379 11. 05 214 6. 24 53 24. 77 Nevada . 19 3. 90 63 12. 94 70 14. 37 30 42.86 Idaho . 14 2. 11 66 9. 97 94 14. 20 52 55. 32 Washington . 335 6.04 766 13.81 587 10. 58 203 34.58 Oregon . 241 6.77 441 12. 39 469 13. 18 120 25. 59 California . 2,145 11.83 2, 989 16.48 2,003 11.04 1, 125 56. 17 1684 EDUCATION REPORT, 1902 Table 33. — Combined statistics of public high schools and private high schools and acade¬ mies — Secondary students in certain studies in 1901-2. State or Territory. Latin. Greek. French. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. United States . 7, 134 324, 497 49. 52 1, 775 21, 998 3.36 2, 061 72, 943 11.13 North Atlantic Division. . . 2, 000 105, 707 47.87 973 13 845 6.27 1,205 49,482 22.41 South Atlantic Division... 731 26, 682 57.17 214 1,880 4.03 272 6,034 12.93 South Central Division. . . . S36 30, 055 50. 26 213 ■ 1,764 2. 95 166 4, 012 6. 71 North Central Division _ 3, 069 141, 598 49.44 300 3,562 1.21 296 10, 002 3.49 Western Division . 398 20, 455 49.14 75 947 2.27 122 3,413 8.20 Ncrth Atlantic Division: Maine . 160 4, 864 43.20 97 1,073 9.53 117 2,772 24. 62 New Hampshire . 79 3, 152 54. 27 43 637 10. 97 71 2, 214 38. 12 Vermont . 72 2, 149 45. 37 47 306 6.46 57 1,033 21. 81 Massachusetts . 336 . 20, 683 45. 73 217 3,839 8.49 315 19, 184 42. 42 Rhode Island . 30 1,925 45. 13 18 480 11. 25 27 1,340 31.42 Connecticut . 134 5, 815 50.95 81 1,029 9.02 88 2,531 22.18 New York . 561 34, 472 44. 63 268 3,704 4. 80 344 13, 913 18.01 New Jersey . 142 7, 998 49.60 60 878 5. 45 84 2, 513 15. 70 Pennsylvania . 486 24, 649 55. 08 142 1,899 4.24 102 3,982 8. 90 South Atlantic Division: Delaware . 15 1,033 84. 67 4 34 2. 79 4 121 9.92 Maryland . 88 4,374 65. 71 25 226 3. 39 54 1,507 22. 64 District cf Columbia . . 25 1,693 38. 95 12 144 3. 31 24 1,219 28. 04 Virginia . 124 4, 301 61.00 20 97 1.38 64 963 13.66 West Virginia . 42 1, 357 46. 30 8 246 8. 39 10 292 9.96 North Carolina . 119 3,468 47. 79 47 446 6. 15 41 692 8. 16 South Carolina . 108 3, 351 59.84 25 172 3.07 33 585 10.45 Georgia . 166 6, 020 64. 79 68 494 5. 32 35 697 7.50 Florida . 44 1,085 46.87 5 21 0. 91 7 58 2.51 South Central Division: Kentucky . 148 5, 026 55. 78 40 321 3. 56 34 1,007 11.18 Tennessee . 152 4, 668 46.79 52 494 4.95 23 262 2. 63 Alabama . 97 2, 803 51. 15 19 170 3.10 27 334 6.09 Mississippi . 116 2, 732 48. 41 34 151 2.68 7 134 2. 37 Louisiana . 61 1,693 38. 56 9 75 1.71 33 1,782 40. 58 Texas . 253 9, 631 50. 69 39 401 2. 11 33 439 2.31 Arkansas . 78 2, 392 55. 71 16 116 2. 70 8 52 1.21 Oklahoma . 19 827 71.85 2 32 2.78 1 2 0. 17 Indian Territory . 12 283 33. 22 2 4 0. 47 0.00 North Central Division: Ohio . 626 25, 882 52. 25 65 868 1. 75 53 2,007 4. 05 Indiana . 389 18, 541 63.77 15 207 0.71 18 470 1.62 Illinois . 358 21, 793 48.94 50 • 579 1.30 60 2, 964 6. 66 Michigan . 245 10, 983 35. 87 40 320 1.05 46 1, 567 5. 12 Wisconsin . 126 5, 140 24.33 . 24 273 1.29 19 261 1.24 Minnesota . 153 9, 698 57. 47 20 210 1.24 25 1,225 7.26 Iowa . 311 1 15, 000 47. 68 21 166 1 0.53 14 182 0.58 Missouri . 296 12, 634 50. SI 42 606 2.44 37 980 3. 94 North Dakota . 35 1, 071 68. 09 0.00 2 36 2.29 South Dakota . 50 1, 386 42. 06 3 16 0.49 3 17 0.52 Nebraska . 274 10, 018 59. 42 8 123 0. 73 9 198 1.17 Kansas . 206 9,449 57. 01 12 194 1.17 10 95 0. 57 Western Division: Montana .* . 27 1,281 58.15 2 10 0. 45 6 183 8.31 Wyoming . - ~9 217 46. 07 0.00 1 1 0.21 Colorado . 50 3, 569 55. 65 12 219 3.41 7 421 6.56 New Mexico . 8 141 29. 75 1 4 0. 84 2 12 2. 53 Arizona . 4 116 47.54 1 2 0.82 1 1 0. 41 Utah . 17 655 19.09 5 40 1.17 6 226 6. 59 Nevada . 10 300 61.60 0.00 0.00 Idaho . 7 302 45. 62 1 5 0.76 1 20 3.02 Washington . 65 2,722 49. 06 7 46 0. 83 11 321 5. 79 Oregon . 34 1,324 37.21 4 98 2. 75 13 169 4. 75 California . 167 9, 828 54. 18 42 523 2. 88 74 2,059 11.35 SECONDARY SCHOOLS 1685 Table 34. — Combined statistics of public high schools and private high schools and academies — Secondary students in certain studies in 1901-2. German. Algebra. Geometry. State or Territory. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. United States . 3,108 110, 980 16.94 8, 052 362, 171 55. 27 6,892 180,580 27.56 North Atlantic Division. 1,268 47, 143 21. 35 2, 100 111,295 50.40 1, 947 60, 559 27.42 South Atlantic Division . 199 4,801 10. 29 773 29, 135 62.43 621 11, 896 16,473 25. 49 South Central Division.. 192 3,874 6.48 3,046 39, 148 65.46 688 27.55 North Central Division.. 1,236 48, 892 17. 07 3, 665 158, 901 55. 49 3,228 78, 871 27.54 Western Division . 213 6,270 15.06 468 23, 692 56. 91 408 12, 781 30. 70 North Atlantic Division: Maine . 30 311 2.76 177 5, 670 50. 36 163 2,927 1, 982 26. 00 New Hampshire . 28 458 7. 89 8.02 86 3,030 52. 17 80 34. 13 Vermont . 31 380 75 2, 102 44. 37 69 1,115 23. 54 Massachusetts . 196 6, 579 14. 55 345 20, 532 45.40 319 12,700 28.08 Rhode Island . 23 723 16. 95 34 2, 229 52. 26 29 1, 350 31.65 Connecticut . 103 2,924 25. 62 135 5, 598 49. 05 122 3,094 27. 11 New York . 497 19, 314 25. 00 578 33,547 43.43 550 19,431 25.16 New Jersey . 126 6, 005 37.24 153 9, 933 61.60 146 4, 598 13, 362 28.52 Pennsylvania . 234 10, 449 23.35 517 28, 654 64.03 469 29. 86 South Atlantic Division: Delaware . 7 74 6. 07 15 974 79. 84 15 372 30.49 Marvland . 55 1,930 28. 99 95 4, 654 69. 91 93 3,112 46.75 District of Columbia. 22 854 19. 65 29 1,412 32. 48 28 988 22. 73 Virginia . 53 764 10. 84 132 4,491 63. 69 102 1,694 24.02 West Virginia . 14 422 14.40 44 1,942 66. 26 40 760 25. 93 North Carolina . 18 272 3.75 124 3, 778 52. 07 83 1,238 17. 06 South Carolina . 13 234 4. 18 114 3,877 69.23 85 942 16.82 Georgia . 13 227 2.44 171 6,648 71.55 139 2,367 25. 47 Florida . 4 24 1.04 49 1,359 58.70 35 423 18. 27 South Central Division: Kentucky . 57 1,601 17.77 163 5,506 61.10 126 2,257 2,306 25.05 Tennessee . 33 451 4. 52 178 6,396 64.11 158 23.11 Alabama . 19 169 3.08 107 3,881 70.82 94 1, 711 31.22 Mississippi . 4 13 0.23 127 3,797 2,509 13,128 67. 27 96 1,126 19.95 Louisiana . 4 30 0. 68 67 57. 14 57 1,194 27. 19 Texas . 57 1,354 7. 13 291 69.09 77 6, 673 35. 12 Arkansas . 11 164 3.82 . 83 2,983 69. 47 60 913 21.26 Oklahoma . 7 92 7. 99 19 670 58. 21 14 223 19. 37 Indian Territory .... 0.00 11 278 32.63 6 70 8.22 North Central Division: Ohio . 182 7,553 15.25 765 28, 017 56. 56 637 13, 733 8,621 27.72 Indiana . 111 4,829 16. 61 408 17, 254 59.35 358 29. 65 Illinois . 160 8, 358 18. 77 409 22.556 50. 65 385 12, 152 27. 29 Michigan . 166 6,285 20.53 319 16, 267 9, 289 53. 13 301 6,904 22.55 Wisconsin . 147 5, 184 24.54 235 43.98 234 5, 144 5, 876 24.35 Minnesota . 104 4, 253 25.20 156 8, 308 49.24 152 34.82 Iowa . 115 4,143 13. 17 381 16, 977 53.97 343 7,821 24. 86 Missouri . 84 3,738 15.03 332 16, 216 65.22 267 6,730 27. 07 North Dakota . 9 227 14. 43 35 789 50.16 31 369 23.46 South Dakota . 17 301 9. 14 76 1, 859 56.42 53 882 26. 77 Nebraska _ .... _ 59 1,894 11.23 318 11, 282 66.92 268 5, 709 4, 930 33. 86 Kansas . 82 2,127 12.83 231 10, 087 60.86 199 29. 75 Western Division: Montana . 12 443 20.11 27 1,306 59.28 25 745 33.82 Wyoming . 3 27 5. 73 11 314 66. 67 10 128 27.18 Colorado . 38 1,614 25. 17 53 3,463 54.00 51 2,262 35. 27 New Mexico . 2 20 4. 22 11 270 56.96 9 95 20.04 Arizona . 2 19 7.79 3 126 51.64 4 68 27.87 Utah . 17 625 18. 22 21 1, 073 31.27 18 473 13. 79 Nevada . 1 15 3.08 10 357 73. 31 10 206 42.30 Idaho . 3 49 7.40 11 408 61.63 7 137 20.69 Washington . 25 761 13. 72 91 3,063 55.21 76 1, 688 30.43 Oregon . 18 573 16.10 53 2,358 66. 27 30 813 22. 85 California . 92 2,124 11.71 177 10, 954 60. 39 168 6,166 33. 99 1686 EDUCATION REPORT, 1902, Table 35. — Combined statistics of public high schools and private high schools academies — Secondary students in certain studies in 1901-2. and Trigonometry. Astronomy. Physics. State or Territory. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. j Per cent. United States . 1,534 15,827 2.42 1,449 17, 271 2.64 6,223 113,959 17.39 North Atlantic Division .... 502 5,563 ' 2.52 583 7, 343 3.33 1,640 36, 805 8,599 16.67 South Atlantic Division .... 220 2, 209 4. 73 132 1,488 3. 19 472 18. 43 South Central Division . 311 2,904 4. 86 187 1, 851 3. 10 795 12, 390 20. 72 North Central Division . 350 3, 754 1.31 475 5, 756 2.01 2, 969 347 49, 756 17.37 Western Division . 151 1, 397 3. 36 72 833 2. 00 6,409 15.40 North Atlantic Division: Maine . 7 26 0.23 87 863 7.66 138 1,904 16.91 New Hampshire . 18 134 2.31 32 311 5.35 65 1,106 19. 04 Vermont . 4 14 0.30 27 273 5.76 61 744 15.71 Massachusetts . 60 673 1.49 124 1, 647 3.64 282 8, 293 18. 34 Rhode Island . 6 52 1.22 12 121 2.84 26 954 22. 37 Connecticut . 44 233 2.04 34 [ 441 3. 86 94 1,743 15. 27 195 2,153 517 2.79 150 1,796 2. 33 423 10, 533 2,820 13.64 New Jersev . 52 3.21 41 642 3. 98 129 17.49 Pennsylvania . 116 1,761 3.94 76 1,249 2. 79 422 8, 708 19. 46 South Atlantic Division: 3 25 2.05 0. 00 14 350 28.69 Maryland . 41 522 7. 84 27 268 4. 03 83 1,353 20.32 District of Columbia. . . . 17 198 4.55 12 153 3.52 26 923 21.23 Virginia . 53 379 5. 38 18 129 1.83 84 1,737 24. 63 \Vest Virginia . 9 171 5.83 9 142 4.84 32 484 16. 51 North Carolina . 21 232 3.20 15 190 2. 62 62 1,103 15. 20 South Carolina . 17 132 2. 36 11 144 2. 57 53 830 14.82 Georgia . 49 459 4. 94 26 348 3. 75 89 1,463 15.74 Florida . 10 91 8.93 14 114 4. 92 29 356 15. 38 South Central Division: Kentucky . 68 662 7.35 43 444 4.93 102 1,683 18. 68 Tennessee . 43 254 2.55 27 195 1.95 113 1,246 12.49 Alabama . 39 340 6.20 27 301 5.49 80 1,255 22. 90 Mississippi . 23 184 3.26 18 146 2.59 109 1,793 31.77 Louisiana . 16 155 3.53 20 254 5.78 54 941 21. 43 Texas . . 106 1,175 6.18 39 423 2. 23 262 4, 517 23. 77 Arkansas . 13 118 ■2. 75 7 54 1.26 52 677 15. 77 Oklahoma . 2 8 0. 70 3 16 1.39 16 •193 16. 77- Indian Territory . 1 8 0.94 3 18 2. 11 7 85 9. 98- North Central Division: Ohio . 81 936 1.89 143 1,587 3.20 590 8,842 17. 85 Indiana . 36 344 1. 18 19 295 1.02 277 5,239 18.02 Illinois . 41 497 1.12 76 1, 105 2.48 - 377 7, 226 16. 23 Michigan . 27 287 0. 94 25 262 0.86 294 4,854 15. 85 Wisconsin . 8 137 0. 65 6 35 0. 17 225 3,228 15.28 Minnesota . 9 92 0. 55 18 240 1.42 113 2, 755 16.33 Iowa . 26 310 0. 99 73 979 3.11 346 5,819 18.50 Missouri . 81 775 3. 12 50 494 1. 99 211 3,981 16.01 North Dakota . 2 6 0. 38 2 12 0. 76 26 222 14.11 South Dakota . 3 30 0. 91 10 127 3.85 50 566 17.18 Nebraska . 24 245 1.45 18 198 1.17 255 3,488 20. 69 Kansas . 12 95 0. 57 35 421 2.54 205 3,536 21.34 Western Division: Montana . 4 46 2.09 4 53 2.41 23 343 15. 57 Wyoming . 1 5 1.06 2 19 4.03 9 97 20.59 Colorado . 11 169 2. 64 8 162 2.53 46 1,029 16. 05 New Mexico . 3 20 4. 22 1 25 5. 27 7 78 16. 46 Arizona . 2 12 4. 92 1 2 0. 82 3 24 9.84 Utah . 7 130 3. 79 5 88 2. 56 17 277 8. 07 Nevada . 1 16 3. 29 1 5 1.03 10 158 32. 44 Idaho . 2 20 3. 02 3 29 4.38 8 109 16. 47 Washington . 11 113 2.04 9 107 1.93 49 796 14. 35 Oregon . 13 108 3.04 9 80 2.25 30 517 14.53 California . 96 758 4. 18 29 263 1.45 145 2,981 16.43 SECONDARY SCHOOLS, 1687 Table 36. — Combined statistics of public high schools and private high schools and academies — Secondary students pursuing certain studies in 1901-2. Chemistry Physical geography. Geology. State or Territory. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. United States . 2,798 50, 469 7.70 6,204 145, 634 22.22 1,600 22, 801 3.48 North Atlantic Division .... 1,016 18, 790 8.51 1,536 36, 347 16. 46 674 9,996 4. 53 South Atlantic Division .... 201 3, 821 8. 19 586 13, 394 28. 70 102 1,412 3.03 South Central Division . 262 3,580 19, 894 5. 99 739 17,742 29. 67 230 3,233 5. 41 North Central Division . 1,083 6.95 3,017 69, 089 24. 13 506 7,025 1, 135 2.45 Western Division . 236 4,384 10. 53 326 9, 062 21.77 88 2.73 North Atlantic Division: Maine . S9 1.073 9.53 129 1,817 16. 14 86 1,032 9. 17 New Hampshire . 47 591 10. 18 54 j 736 12. 67 26 254 4. 37 Vermont . 26 319 6. 73 56 1,103 23.28 33 332 7. 01 Massachusetts . 238 5, 175 11.44 187 3, 548 7.85 115 1,492 3. SO Rhode Island . 21 457 10.72 17 408 9.57 8 70 1. 64 Connecticut . 57 984 8. 62 86 1,976 17. 31 36 453 3.97 New York . 290 5, 425 7.02 458 12, 639 16.36 237 3,145 4. 07 New Jersey . S5 1, 755 10.88 108 2, 8S1 17. 87 40 622 3. 86 Pennsylvania . 163 3,011 6.73 441 11,239 25. 12 S3 2,596 5.80 South Atlantic Division: 147 12. 05 12 421 34.51 0.00 35 517 80 1,991 687 29. 91 8 1.43 District c£ Columbia . . . 17 638 14.68 17 15. 80 9 101 2.32 Virginia . 51 713 10.11 85 1,863 26. 42 16 206 2 92 West Virginia . 14 292 9.96 41 1, 053 35. 93 6 201 6. 86 North Carolina . 22 437 6.02 100 2,128 1,699 29. 33 16 196 2. 70 South Carolina . 10 194 1 3.46 88 30. 34 12 127 2. 27 Georgia . 87 716 7.71 122 2,803 30.17 22 355 3.82 Florida . 10 167 j 7.21 41 749 32.35 13 131 5. 66 South Central Division: Kentucky . 53 813 9.02 10-5 1, 804 20.02 35 433 4. 81 Tennessee . 25 274 2.75 91 2, 034 20. 39 74 916 9. 18 Alabama . 32 395 7. 21 69 1,323 24.14 29 353 6. 44 Mississippi . 21 167 2. 96 84 2, 005 1,395 35.52 16 351 6.22 Louisiana . 26 545 12. 41 57 31. 77 19 156 3. 55 Texas . '. . 84 1,203 6. S3 257 7, 373 38. 81 39 839 4. 42 Arkansas . 13 108 2.52 56 1, 336 31. 11 11 135 3. 14 Oklahoma . 5 39 3.39 14 378 32.84 3 20 1.74 Indian Territory . North Central Division: 8 86 4.23 6 94 11.03 4 '30 3.52 Ohio . 162 2, 890 5.83 625 j 12,624 '25.48 111 1,339 2.70 Indiana . 112 2,272 7. 81 337 | 6, 746 23. 20 34 534 1.84 Illinois . 160 3,130 7. 03 338 ' 11,472 25. 76 52 993 2. 23 Michigan . 195 3, 073 10. 04 272 i 5, 470 17. 87 65 737 2. 41 Wisconsin . . 32 601 2. 85 230 i 6, 767 32.04 12 132 0.62 Minnesota . 96 1,744 10. 34 62 i 1, 251 7. 41 19 332 1.97 Iowa . 70 1,323 4. 21 325 7, 441 23. 65 71 T, 050 3. 34 Missouri . 96 2, 091 8.41 275 ' 5, 689 22. 88 56 776- 3.12 North Dakota . 5 •52 3.31 17 224 14.24 3 30 I 1.91 South Dakota . 15 247 7. 50 66 1 1,222 37.09 14 162 4.92 Nebraska . 75 1,246 7. 39 277 5, 3o7 4,826 31.78 21 375 2.22 Kansas . 65 1,225 7. 39 193 29. 12 48 565 3.41 Western Division: Montana . 7 128 5.81 23 509 23.10 10 80 3.63 Wyoming . 4 54 11.46 9 157 33.33 1 13 2. 76 Colorado . 38 814 12. 69 37 i 1,744 146 27. 19 24 494 7.70 New Mexico . 3 35 7. 38 9 30.80 5 47 9. 92 Arizona . 4 26 10. 66 4 60 24. 59 2 8 3.28 Utah . 13 197 5. 74 17 • 571 16.64 7 65 1.89 Nevada . 9 153 31.42 8 184 37. 78 2 32 6. 57 Idaho . 3 32 4.83 9 195 29.46 5 48 7.25 Washington . 19 255 4. 60 80 1,616 29. 13 8 134 2. 42 Oregon . 17 412 11.58 50 1,317 37.02 9 68 1. 91 California . 119 2,278 12.56 80 2, 563 14. 13 15 146 0. 80 1688 IDUCATION REPOET, 1902, Table 37. — Combined statistics of public high schools and private high schools and academies — Secondary students pursuing certain studies in 1901-2. State or Territory. Physiology. Psychology. ' Rhetoric. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. United States . 5,687 162, 725 24.83 1,367 16, 593 2.53 7, 055 274,556 41.90 North Atlantic Division.. 1,410 51,823 23.47 328 4,624 2.09 1, 823 91, 328 41.36 South Atlantic Division . . ' 562 14, 145 30. 31 140 1,885 4. 04 659 17, 580 37. 67 South Central Division... 845 23, 781 39. 77 264 3, 107 5. 20 924 24, 609 41.15 North Central Division... 2,657 67, 849 23.69 570 6, 247 2.18 3,238 120, 211 41.98 Western Division . 213 5, 127 12. 32 65 730 1. 75 411 20,828 50.03 North Atlantic Division: Maine . 109 1,611 14.31 32 357 3.17 | 153 3,896 34. 60 New Hampshire . 40 708 12. 19 10 56 0.96 / / 2,441 42.03 Vermont . 38 608 12.84 27 222 4. 69 69 1,701 35. 91 Massachusetts . TQ9 6, 291 13. 91 29 391 0.86 298 22, 220 49. 13 Rhode Island . 17 339 7. 95 5 124 2. 91 31 2, 387 55. 97 Connecticut . 64 1,103 9. 66 15 169 1.48 115 5,727 50.18 New York . 496 24, 036 31.12 102 1,738 2.25 490 28,997 37.54 New Jersev . 88 3,221 19. 98 18 162 1.00 145 7, 019 43.53 Pennsylvania . 365 13,906 31.08 90 1,405 3.14 445 16, 940 37.86 South Atlantic Division: Delaware . 12 785 64. 34 3 19 1.56 14 528 43.28 74 1, 881 28.26 18 330 4. 98 81 2, 713 40.75 District of Columbia . 17 395 9.09 11 94 2. 16 24 1,981 45. 57 Virginia . 85 1,684 23.88 17 133 1.89 no 2, 702 38. 32 West Virginia . ! 30 817 27.87 12 207 7.06 41 918 31.32 North Carolina . | 107 2,876 39. 64 22 424 5.84 102 2, 360 32.52 South Carolina . 80 1,938 34.61 11 146 2. 61 99 1,599 28.55 Georgia . 120 1 2,843 30. 60 25 345 3. 71 145 3, 924 42.23 Florida . | 37 j 926 40.00 21 187 8.08 43 855 36.93 South Central Division: Kentucky . j 131 2, 935 32.57 54 656 7.28 150 4,138 45.92 Tennessee - '. . 142 3, 482 34. 90 29 286 2. 87 154 3,284 32. 92 Alabama . 88 2,357 43.19 25 311 5. 63 77 2,341 1 42.72 Mississippi . 108 2, 969 52. 60 17 152 2. 69 no 2,404 42.59 Louisiana . 50 1, 567 35.69 14 129 2.94 63 2,006 45. 68 Texas . 239 7,884 41.49 96 1, 368 7. 20 270 8,334 43. 86 Arkansas . 69 2,056 47.88 15 109 2.54 74 1,487 34.63 Oklahoma . 9 210 18. 25 9 62 5. 39 18 469 •40. 75 Indian Territory . 11 1 311 36.50 5 34 3. 99 8 146 17.14 North Central Division: Ohio . 634 15, 046 30. 37 99 1,003 2.03 619 17, 896 36.13 Indiana . 170 3,475 11.95 50 642 2.21 367 17, 284 59.45 Illinois . 338 12,179 27.35 33 384 0. 86 374 21,734 48. 81 Michigan . 266 1 l 5, 869 19. 17 37 439 1.43 294 10, 718 35. 01 Wisconsin . 227 4,850 22.95 156 1,385 6. 56 189 5, 789 27.41 Minnesota . 85 1,8-18 10. 95 9 133 0. 79 135 8,403 49. 80 Iowa . 279 7,270 23. 11 30 291 0. 93 359 11, 197 35.59 Missouri . ’. . 224 6, 917 27.82 77 945 3.80 294 10, 668 42.90 North Dakota . 19 330 20. 98 4 27 1.72 33 578 36. 75 South Dakota . 48 1,054 31.99 8 80 2.43 67 1,140 34.60 Nebraska . 206 4, 481 26.58 8 71 0.42 262 8, 116 48. 14 Kansas . 161 4,530 27.33 59 S42 5.08 215 6,688 40. 35 Western Division: Montana . 23 538 24.42 2 12 0. 54 25 1,287 58.42 Wyoming . 8 161 34.18 0. 00 10 154 32.70 Colorado . 25 569 8. 87 12 167 2. 60 45 2,866 44.69 New Mexico . 8 103 21.73 3 26 5.49 9 129 27. 22 Arizona . 4 37 15. 16 2 2 0. 82 4 93 38.11 Utah . 18 448 13.06 12 230 6. 70 20 995 29.03 Nevada . 8 186 38.19 2 19 3. SO 9 226 46. 41 Idaho . 9 211 31.87 2 8 1.21 11 267 40. 33 Washington . 38 829 14.94 13 141 2.54 78 2, 446 44.09 Oregon . 29 861 24.20 6 43 1.21 45 1,283 36.06 California . 43 1,184 6.53 11 82 0.45 155 11, 081 61.09 SECONDARY SCHOOLS, 1689 Table 3S. — Combined statistics of public high schools and private high schools and acade¬ mies — Secondary students pursuing ce-rtain studies in 1901-2. English literature. History. Civics. State or Territory. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. Schools report¬ ing. Num¬ ber. Per cent. United States . 6,840 298, 818 45. 60 7, 069 254, 881 38. 90 6,158 130, 1G8 19. 87 North Atlantic Division.. 1, 829 110, 601 50. 09 1,862 88, 551 40. 10 1,602 36,398 16.48 South Atlantic Division .. 589 20, 461 43. 84 660 20, 692 44. 34 440 8,698 18. 64 South Central Division . . . 781 21,815 36.48 838 23, 907 39. 98 741 16, 558 27. 69- North Ceiitral Division... 3,223 119, 767 41. 82 3, 278 102, 112 35. 66 3, 041 334 61, 970 21. 64 Western Division . 418 26, 174 62. 87 43! 19, 619 47.13 6, 574 15. 70- North Atlantic Division: Maine . 1-54 4, 825 42. 85 148 4, 194 37. 25 134 1,762 587 15.65 New Hampshire . 75 2, 662 45. 83 74 2. 438 41. 98 50 10.11 Vermont . 66 1,455 30. 74 69 1,647 34.77 60 925 19.58 Massachusetts . 331 32, 172 71.14 320 21, 259 47. 01 235 4,904 10.84 Rhode Island . 32 3, 527 82. 70 33 1,945 45.60 21 729 17. 09= Connecticut . 122 8,097 70. 95 127 v 5, 111 44. 78 81 1,163 10. 19 New York . 445 81, 314 40.54 522 27, 964 36. 20 480 12, 281 15. 90 New Jersev . 140 8, 366 51.89 146 6, 953 43. 12 104 2, 497 11, 550 15. 49 Pennsylvania . 464 18, 182 40. 63 423 17, 040 38. 08 437 25.81 South Atlantic Division: Delaware . 13 353 28. 93 15 547 44.84 14 257 1 21.07 Maryland . 88 4,562 3, 856 68.53 83 8, 735 56.11 64 1,457 21.89* District of Columbia. . 29 88.70 27 1,873 43. 09 . • 13 200 4.69 Virginia . 103 2, 556 36.25 119 3,714 52. 67 69 1,175 16. 66- West Virginia . 39 1,020 34. 80 42 1,150 39. 24 38 893 30. 47 North Carolina . 90 2, 763 38.08 106 2, 614 36. 03 84 2,013 27. 74 South Carolina . 80 1,781 31.80 95 2,399 42.84 65 1,081 19. 30s Georgia . 113 2, 965 31.91 133 3, 778 40. 66 56 1,070 11.52: Florida . 34 605 26.13 40 882 38.10 37 552 23. 84 South Central Division: 2,325 25. 80 Kentucky . 127 3,443 38. 21 129 3, 639 40. 38 125 Tennessee . 124 3, 211 32.18 125 3, 216 32. 23 111 1,808 18. 12 Alabama . 73 1,947 35. 53 72 1, 959 35. 75 51 1, 155 21.08 Mississippi . Louisiana . 96 2, 594 45. 98 94 2,283 40. 45 95 2, 333 811 41.34 60 1,848 42. 09 58 2, 193 49. 94 38 18.47 Texas . 215 6,294 33. 13 275 8,576 45.14 239 6,091 32. 06 Arkansas . 62 1,922 44. 76 62 1,514 35. 26 55 1,379 32.11 Oklahoma . 17 395 34.32 15 369 32. 06 18 481 41. 79' Indian Territory . 1 7 161 18. 90 8 158 18.54 9 175 20.54 North Central Division: 22. 92: Ohio . 644 22, 615 45. 65 651 16, 290 32.88 662 1 11,353 Indiana . i 381 16. 486 56. 71 371 13, 216 45. 46 261 4,651 6,942 ic>: oo: Illinois . ! 382 25, 587 57. 46 396 15, 391 34.56 314 ! 15.59 Michigan . 286 8, 519 27. 82 306 11,173 36. 49 286 5, 916 19. 82: Wisconsin . 216 7,635 36.15 233 5,901 27. 94 223 4, 501 21.31 Minnesota . 132 4, 923 29. 18 138 7, 047 41.76 l'OO 1,983 11.75 Iowa . 341 11,824 37.59 355 10, 530 33. 47 332 8,211 25. 10 Missouri . ! 294 8, 043 32. 35 303 9,740 39.17 267 . 5,885 23.67 North Dakota . . 31 661 42. 02 27 498 31.66 28 352 22. 38 South Dakota . 66 1,057 32. 08 56 1,174 35. 63 66 1,178 35. 75 Nebraska . 242 6, 677 39.60 242 6,121 36. 31 294 5, 360 31.79 Kansas . ! 208 5, 740 34. 63 200 5,031 30. 36 208 5, 638 34. 02: Western Division: 15. 84 Montana . 22 900 40. 85 25 1,143 180 51.88 21 349 Wyoming . 10 182 1 38.64 9 38. 22 11 146 31.00 Colorado . 51 3,764 58. 69 49 3, 236 50. 46 34 891 13. 89 New Mexico . 7 140 29. 54 9 163 34. 39 8 95 20. 25 Arizona . 4 152 62. 30 3 49 20.08 2 25 10. 25 Utah . 16 711 20. 72 18 550 16. 03 16 306 8.92 Nevada . 9 309 63.45 10 287 58. 93 10 205 42. 09 Idaho . 9 275 41.54 9 200 30. 21 9 262 39.58 Washington . 79 3,125 56. 33 76 1,865 83.62 42 733 13.21 Oregon . . . 41 1,700 47. 78 51 1,968 55. 31 30 774 21. 75 California . 170 14, 916 82.23 172 9,978 55. 01 151 2,787 15. 36- ED 1902 — YOL II 1690 EDUCATION REPORT, 1902. ss •2 ■§ 1 ^3 El > s 1 -2 -§ IS 2l C3 O-Dn | ^ || «a £. e S .§ ^ h « ^ "i - 1-i I1 1 s 1 "2 ■S Si l« 1 o •2 *"§ c •5 £ H - H | •-S 3 o A XI A C5 Total jmblic secondary students. _• ! H 2 s 1111= 3SS|S UHESjHn pslpssi pssipsi | X Co'co'CRCO oogor^ r-T -^f CO -'dofr-TiCi' o' of iffl ud CO lO Co" r-T d 1 1 1 E3SBS SS3SSS lllllliii illsISlII ssslesgls io“eMPg«^“gt-“rj ciciciVr eTcoVr eoeo«V3V&»W d •3 £ 3 I- I Hill eaags BisssBEis mmm mmmz r^Oi «rtVefH«H ~-S f?T dwefn cicoVT ddddniV d 1 ^ 3 i 11181 j easfs ! 811111151 SlillllsH 11J1ISIIS j 1 nri-^HMOO-fW i — ! i — 1 i— 1 rtO NnnnHOii 1 . >-2 ~c S' 11 .21? 3 53 fi £i 1 H | 3 1 ! 1 & I ! S fi" i ISSll |3Wj 1I8S1I8I1 lllllssll EslssSSIl j hl,VoVh|Vh ndoVd^V iiiiij co co co o^oi 1 I1SI11S1S SlliallSl Isiilllls croieroorts^GTao ^'oi'^ror^xcd'^-r o^wofor^eH "3 S ! i i ssSSs |S8|S j Islsisils llllSilss 111118151 !| r?" eo* of o' r-Tid"r^ cd~ r-Tco r-T -d" -d" i-i id" is oTco oT" cr d b 3 | 3 S ai • J J § o : : 3 3 -a -a : 5 ► >■£> : j J C«3S§ 2 ^-s-sS 3 c c 2 2 > ! 3 as^g i ' fill! o 1 5 o •T3 Is ^ 5 |s 5 1! : - l ■ o> c. !Z> 1 1 !i >% ill III 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: Kentyekv . : : : : : :J \iti m& iliiiJf! .<2 SECONDARY "OHOOLS. 1691 sggggsssgias tsassisiasg " ® N' ■***£ IliliiHliifS ll!tlp!il| ^10^5 CO J^oo t^'c^'r-TcIor oT r-T C*f r-T CCi-ToT gISIsIlllISI ISpIlslsSl OT-Tocroo ffl'ofoo H®( o' cT C'fr-T®' 3 :§ :§§ S :§ I- !SSI l^llsISSI- gsggsgss^10 [IP §§£§ lagSSSsSllSS SlSiSSSiSgg S £ ^ §f S 3 ff cf T"7 *** S' S ®* ** *£#*■'0 1IIIIII1I1IS ISISIrIIIsI asasri^aa *<*<* " » cf’-for Slsllllliills glls»lsllll r ©f ■<* 50 tf of of of sfcfof Female. 79,556 24, 289 13, 044 14,820 22, 184 5, 219 88SS8983S *88888588 lll'slis r-T CO- rHt>rf<© rf r-T COrfcf of COrf rf r-TcO~ Male. 89, 080 ISSSi a'aasH iSfllslHg S111!S3I1 gflggss rfrf CO- r-T l- of 05- rf of rfrfof cO^rfrf COrf Secondary students in manual training schools. Female.] Total. 1 © 1 5, 637 487 740 2,548 597 :|°g||| °22gaj r-T CO jgS— S5|° :°o : BUSS CO ^50050 05500 jog ; Male. 5, 119 Iasi! cf r-T 175 0 112 345 131 1,697 0 40 0 100 |00500 xgo og | Secondary students in private normal schools. Total. l> 77 702 897 5,419 22 S j i 50 : :3 issgg -gggi Female.] a CO »lsla of S : • o ! ! © 3 i *ssr co- $ i • o : :§ S8010 :SS In pre¬ paratory depart¬ ments of colleges for women. 5, 705 1,227 1,401 1,638 1,225 214 a i • 05 rH • I> S ;S In preparatory depart¬ ments of private uni¬ versities and colleges. ! Total. 41,115 18888 5© ' T* i> of of § • 05 i TJ1 HI of of lllfgssi S-lssilS rf of rf o5 I 989 ‘31 960 1, 310 2,836 6, 598 991 o ;S3 a*i •'°!s§gg§ ip”iis © 1 § a 5, 585 2, 981 5, 110 13,001 1,743 § w 2,714 1 476 1,861 §88*1881 I33SIII In private high schools. Total. 104,690 £8888 itissmi mmm mms OJ Ol r-i lO OJO^o' of rf of rf lO rf CO M'TrtHHCCH © & 53,154 11811 coof of rf CO 818885881 *88838588 1888118 rf CO rf lO rf Tjf rf rf cf rf r-l of r-( 6 © 3 51,536 mu ooVccco SS8S81SSI s Is Ills S3 Sllslsl r-f rf o f rf rf of 50 rf CO rf rf of 04 State or Territory. United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . North Atlantic Division: Maine _ New Hampshire . | vermum . Massachusetts . TMinHn Tclcnirl Connecticut i New York . New Jersey . Pennsylvania . South Atlantic Division: Maryland . District of Columbia . Virginia . V 1151*110. . North Carolina . South Carolina . Georgia . Florida . South Central Division: Kentucky . Tennessee . Alabama . Mississippi . Louisiana . Texas . Arkansas . SECONDAKY SCEOOLS. 1693 1694 EDUCATION REPORT, 1902, % Table 41. — Number of secondary students to each 1,000 inhabitants in each State in 1902; also number of students in higher education to each 1,000 of population. State or Territory. Estimated total popula¬ tion in 1902. Total number secondary students in 1902. Number secondary stiident3 to each 1,000 inhabit¬ ants. Total number students in higher education in 1902. Number students in higher edu¬ cation to each 1,000 inhabit¬ ants. United States . North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . 78, 544,816 734, 760 9.35 246,063 3.13 21,802,750 10. 696, 435 14, 715, 700 26, 912, 400 4,417,531 238, 079 56,542 73, 627 318, 186 48,326 10.92 5.29 5.00 11.82 10.94 73, 298 29, 675 29, 817 97, 592 15, 681 3.36 2. 77 2.03 3.63 3.55 North Atlantic Division: Maine . 700, 750 11,568 16.51 2,039 2.91 New Hampshire . 419, 000 5, 965 14.24 1,056 2.52 Vermont . 345, 900 4,737 13. 69 990 2. 86 Massachusetts . 2, 856, 0C0 46, 421 16.25 14, 992 5.25 Rhode Island . 451, 000 4, 352 9. 65 1,202 2. 67 Connecticut . 955, 600 11,593 12. 13 4,007 4.19 New York . 7, 553, 500 84, 726 11.22 24,741 3. 28 New Jersev . 1,986,000 17, 029 8.57 3,314 1.67 Pennsylvania . 6, 535, 000 51,688 7.91 20, 957 3.21 South Atlantic Division: Delaware . 184, 735 1,265 6.85 142 0. 77 Maryland . 1, 204, 000 7,829 6. 50 5,603 4. 65 District of Columbia . 289, 500 4, 929 17.03 3, 315 11.45 Virginia . 1, 883, 000 8,612 4. 57 5, 089 2. 70 West Virginia . 979, 900 3, 948 4.03 1,723 1.76 North Carolina . 1, 956, 000 9,203 4.71 4,581 2.34 South Carolina . 1,382, 000 6,765 4.90 3,320 2.40 Georgia . 2, 256, 000 10, 949 4.85 5,366 2. 38 Florida . . 561, 300 3,042 5.42 536 0.95 South Central Division: Kentucky . Tennessee . 2, 210, 000 11, 512 5.21 5, 096 2. 31 2, 044, 000 13, 191 6.45 8,022 3.92 Alabama . 1, 919, 000 6,629 3.45 3, 548 1.85 Mississippi . 1, 580, 000 7, 149 4.52 2,966 1.88 Louisiana . 1,441,000 5,273 3. 66 2,641 1.83 Texas . 3,191,000 21, 951 6. 88 4, 756 1.49 Arkansas . 1, 353, 000 5, 287 3. 91 1,569 1.16 Oklahoma . 519, 700 1,579 3. 04 1, 196 2 30 Indian Territory . 458, 000 1,056 2.31 23 0.05 North Central Division: Ohio . 4,238,000 56, 399 13.31 12, 953 3.06 Indiana . 2, 528, 000 ' 32, 099 12. 70 12, 169 4.81 Illinois . 4, 940, 000 50, 760 10. 28 19, 723 3. 99 Michigan . 2, 445, 500 31, 476 12. 87 8, 613 3! 52 Wisconsin . 2,103.000 22, 071 10. 50 6,869 3.27 Minnesota . 1, 858, 000 18, 300 9. 85 5, 543 2. 98 Iowa . 2, 233, 000 34, 489 15.45 9,752 4. 37 Missouri . 3, 200, 000 28,876 9.02 11, 126 3. 48 North Dakota . 371,800 2,151 5.79 592 1.59 South Dakota . 428, 100 4, 156 9. 71 1, 128 2. 63 Nebraska . 1, 080, 000 18, 554 17.18 3, 696 3.42 Kansas . 1,487,000 18, 855 12. 68 5,428 3. 65 Western Division: Montana . 261, 600 2,496 9.54 319 1.22 Wyoming . 92. 531 564 6. 10 126 1.36 Colorado . 611, 000 7,459 12. 21 2, 211 3.62 New Mexico . 219, 600 736 3. 35 286 1.30 Arizona . 139, 500 505 3.62 136 0. 97 Utah . 286, 100 4,720 16. 50 683 2.39 Nevada . 43, 000 615 14. 30 206 4. 79 Idaho . 180, 600 831 4.60 404 2. 24 Washington . 618, 000 6, 319 10. 22 1,736 2. 81 Oregon . 425, 600 4,183 9. 83 1,606 3.77 California . 1, 540,000 19,898 12.92 7, 968 5. 17 SECONDARY SCHOOLS 1695 Table 42. — Public and private high schools for boys only, for girls only , and for both sexes , 1901-2. State or Territory. Public. Private. For boys only. For girls only. Coeducational. For boys only. For girls only. Coeducational. o o o c a Students. CO 8 Si © OQ Students, Schools. Boys, Girls. Schools. to c 4> 'd b CO m O o GO 4) m 'o 0 © CG Boys. Girls. United States . 84 18, 798 25 17,586 8, 233 213, 121 1 306, 111 333 21, 378! 535 ;25, 075 967 30, 158 28,079 North Atlantic Division . . . 16 10, 500 11 12, 655 1,449 65,388 92,488 160 12, 022 210 'l0, 148 280 8, 878 8, 745 South Atlantic Division... 9 1,403 7 2,213 420 9, 621 14, 724 64 2, 961 82 4,086 204 6,137 5, 524 South Central Division .... 7 1,144 6 2,048 689 15, 306 21,956 38 2, 084! 61 2, 685 265 7, 721 6,856 i 676 3, 332 109, 060 156, 714 42 3,140 124 5, 904 177 5, 540 5,344 Western Division . i 70 1 670 343 13, 746 20, 229 29 1,171 58 2, 252 41 1,882 1,610 North Atlantic Division: 145 3,776 5,092 4 99 28 1, 140 1,152 i 47 1,575 2,173 7 959 3 1871 18 ’ 4281 439 58 1,561 2, 136 2 67 15 462 511 Massachusetts . 5 2,238 2 1,150 237 14, 955 20, 908 22, 1,760 42 1 2,056 40 1,057 1,102 Rhode Island . 22 1,524 2,160 226 6 212 3 71 72 Connecticut . 1 5 74 3,783 4, 891 18 826 21 1,005 22 454 449 New York . 6 6,971 5 7,681 382 21, 488 30, 595 59 3, 160 79 ! 4,052 56 1,613 1.683 New Jersey . 93 4, 877 7,198 21 1,542 22 I 941 25 805 761 Pennsylvania . 8 1,239 4 3,824 381 11,849 17, 335 30 3,549 31 1, 529 73 2,848 2, 576 South Atlantic Division: Delaware . 12 427 660 ! 1 40 1 31 1 28 34 Maryland . 6 1, 045 4 1, 196 39 904 1,363 13 582 17 898 16 350 319 District of Columbia _ n 1,264 2,075 4 108 17 1 798 2 73 99 Virginia . 1 150 63 1, 411 2, 561 27 1, 136 17 | 844 26 429 j 520 West Virginia . 28 627 1,100 1 40 4 : 147 10 549 468 North Carolina . 30 588 751 1 8 581 i 368 86 2, 774 2, 194 South Carolina _ _ 1 i 178 1 350 90 1,416 2,036 3 155 6 333 15 561 ’ 571 Georgia . 1 30 2 667 111 2,261 3, 000 7 319 7 | 517 43 1,262 1,236 Florida . 40 723 1,178 6 150 5 111 153 South Central Division: r Kentucky . . . 643 1 782 77 I 1,609 2, 356 10 398 18 601 61 1,375 1, 247 Tennessee . 1 25 99 1, 971 3, 237 6 429 8 595 68 2,025 1, 695 Alabama . 1' 101 2 494 70 1,394 1,791 4 221 197 25 715 ’567 Mississippi .... 1 22 88 1,487 2, 182 5 331 6 198 27 646 778 Louisiana . 1 279 2 682 38 970 1,077 3 174 8 429 17 321 459 Texas . . . i 236 6, 161 8,919 8 439 12 1 608 37 | 1,608 1, 265 Arkansas . ... 60 1, 248 1,685 2 92 1 38 21 714 *517 Oklahoma . . 16 390 613 1 19 2 70 59 Indian Territory . 1 74 1 90 5 76 96 7 247 269 North Central Division: 1 Ohio . . 720 20,557 26, 409 >7 553 23 1,015 17 542 461 Indiana . 382 11, 456 15, 825 4 397 12 638 10 394 363 Illinois . .. i 676 1 354 15, 523 25, 478 5 369 28 1, 193 25 612 681 Michigan . r" 1 . 297 12, 282 16, 876 272 8 ’472 12 316 400 Wisconsin . . . 1 . 215 8, 202 11, 521 4 344 475 11 324 256 Minnesota . 1 128 5, 985 8,837 6 537 t 12 668 10 538 309 Iowa . i . 346 12,030 16, 988 2 117 349 27 1,020 953 Missouri . ...... 263 8,250 12, 936 10 459 18 790 42 l’ 221 1,209 North Dakota . ... I . 33 642 861 2 10 60 South Dakota . 1 71 1,253 1,837 1 45 4 83 Nebraska . . 303 6,609 9, 534 1 20 6 185 9 222 289 Kansas . 220 6,’ 271 9, 612 1 72 2 74 8 264 2S0 Western Division: Montana . . . 22 735 1, 312 g 2 22 Wyoming . ... 10 159 275 1 8 29 Colorado . I 47 2, 452 3, 683 3 152 3 54 72 New Mexico . i i 70 123 ’ 176 2 35 1 70 Arizona . 1 2 86 102 1 50 1 1 ' Utah . ! . 6 516 778 1 60 2 110 11 1, 133 | 834 Nevada . 10 198 289 Idaho . 228 256 1 50 O 72 56 Washington . 76 1,860 2, 956 2 59 6 195 tj 274 204 Oregon . 39 1,083 1,617 3 165 8 328 4 210 155 California . i 670 117 6, 306 8, 7S5 21 852. 33 1,220 9 108: 198 Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2. 1696 EDUCATION REPORT, 1902, •&iUT?.iT;cIdu oypueios pm? ‘amj I -injnj ‘sSuippnq “spunojjg jo on^BA j ** 1 I 1 1111 00 CCrl 00 o' 1-1 O ^ r-! r-t rcoLOcocoiq Anuqn oqj ui sounqoA jo icqumx Ill 8*1 00 00.0 ‘I 1 gsss^i •Iiup A-iuppui ui joqranx a : i •saboa ur osjuoo jo qjSuoq * CO Cl ^ CO ^ « CO Cl CO | — --g©o •oiBtuej » Cl O d Cl O CO 0 •0Ibk OHH 0 ll§ •oiuraaj £ CO o COOIgl iO CO rH CO ? 1 'aIBK 2 -5* CO OHN - CO O O ll Id “*1 •atBuioj; j i : 0 O CO •0TUK M : : i£5 - H •0IBUI0J ai 1 “ i : i-* CO Cl rH 0 •0IBJ\[ pH *■< lO • • :° 0 Cl sltij •epunaj £ § ^ ooooooooooogaoooojgoo •0JBK » g g 0?^00^000gs§s000g00 I^si O CS X O •0IBUI0J; 53 § ^ ggsss^gRs^sssss^ssi o, •0IT?K b- s g Second¬ ary in¬ struct¬ ors. •eiBtuej £ CO Cl HHMdiCOnOrtHOOHOHnnnCl •0IBK c £ |WI 1 i III 1 II 11 Principal. M • • c £ >> C ■s 2 £ 80S > S g i |S |k ;S 1 1 5: E | : S_ ill ill Hr ii Felix M. Robertson, A. 15. •T. O. Morris _ III • *-3 CC 1 c [I • = ■ S i< ! - 1 c i£ IS ; - 1 :S S s . H £ : __ : P 11 ! ^ , 4 z -pi : _ II > c il ■3 : 5 11 ;S :S 1 : > ii !S is :S i d & « j Southeast Alabama Agri¬ cultural School. Seventh District Agricul¬ tural School. Hitrh School . . J ;i IS 3 | ! o7 c !£i • • g -I i _= § :i 1=1 111 ! G 1 5 * \b [j j* p r 1 1 il ill 1 &£•= ill : * [ c ? 1 c 1 X 1 | 0 i •gs S3 3 I - ALABAMA. Abbeville . Albertville . Alexander City.... Ashville . :d ■<£ ' J !lc 11 ~ 3S 1 8 K t l 1 z pc il f! : J 'S- TiLJj 11 O 1 2 0 ; « 1 | O 1 i | _o A % s i 3 i rH Cl CO^lOO^CCClOHMCC^i^'^^XCJ PUBLIC HIGH SCHOOLS 1697 o ooooo o oo o ooooo o oo CO O to o o to O to o r-T I>7 CM~ cm" cT CO cm' CM 800 10, 000 6,000 500 o - O CM O O 125, 000 oooooooo OOOOOOOiO to aa o "so o o o r-T to Or-Tr-Tco 500 7,000 25, 000 25,000 2, 500 600 2, 000 40,000 r- oo to O 00 CO to CM CO CM to 200 50 8,000 400 | 100 100 oo 200 800 1,200 125 O o CM O O O CO O O o >c O CM rH 1,800 1,200 29 200 • CM to cc Tf CO CO tO • CM CM Hf< CO CO rH hH TH rH HP CO CM Tt< T}< CO Tf CO hH o CM ! ° rH CO o CO to ^ i CM CM • CM CM CM Tt1 • CM CO o o CO rH CM CO O CO L- CM tH O rH CO CO iO CO rH^ CM CM CO ^ sO CO rH 5 10 0 0 CM CM Hf< rH rP rH o o j o o ° o CO o o • • CM CM rH • CO CM - CM CM O hH • • CO o • CM rH CO co a CO » ^ o CO o CO • CM rH rH CM tO CM CM • CM rH CO CO CO OCOOOO rH CO lO lOCJCOO OO^COiCO CO O CM CO 00 CO rH CO CM to CO to P- COOCinOClPOtO^ 00 O rH tH ONMOO^OOMOHPOOPtOOOiOC'HO P lNHCOH(N CO 'TH O CO CM rH CO rH 00rH iO CMCMCMCO CO HP OH HCO t> 30 CM CO O tO to OOCOOiHCOiOtOtOO rH CO O O^CO^HClHOHiOtOtOiO^Tr'tOWtOtOH to HnMHH OO CO ^ CM rH O CM CM r— < CM CO CM CM CM CO tH CM CO O OOtHOO rH OCMOrHCMCMOOOO O rH rH tO UhOHOHHH^IOOHCMOOCOOOOH <2 d I a § pH g g § £ ^ m w o ffl £ ^ o d o ® spf p QJ o p H .5 ,p o PhO^ C,P jjuScoj W^.a tfpqlwdd o H Pi P P pq ’p to 3 so oo gs co as 00 00 00 00 OO £ ■ o 2 w. jjSoPcod H w CJ £ d o a S - P !§■§$? I §2,§Mfls i a'do, 8 : : w 8 9 : : 85^* * Ip^od PtI to ■ • o : : 02 W . . § 1. a£ .-§» sg.a* i §*> 8 p o o g. 1 73 TP .9 • P O '§^*3 &>gvS P jq o d.S o 8 % o p o £ s HOOOO p Si d a ; o o ;<1°' ! S> P a gw P 73 73 a CC 0> 73 o M o - - _ O o * P o O.P >>P,p ,-. o pH o 03 cc M — ^^dgd/p&T ,.MU. g fq pq H * /"] ^-HCl r-l Hr] H Srd^ ^ ,C~^ HH ;.aaa a p a g.» : s.spg's.sp lodfdoHW :^Kh«W ° Q H ' ' >- P P 0, ’■> P P73 O® oc ^ 9 111 "£ T5 o, .p 'g >>+q 5.S cp p dtp nq pq P d p P too po>HoP^ao)-Po 2 p-S p 9 3 O® O Pi - n oPy®qqo 73 p w P P P o o ■*■* HH ^ qq d q crrt-Hiir j . qs w r £ a p | p'a?2 a'S ftp.g *? s d H59^!>Ro2a)gdrpisidaas5 ggg££OOnPtHpHP4pHP3cooQ02 ^^TfiH^^tOiOtOiOtOtOtOtOtOtOCOcOcO * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1698 EDUCATION REPORT, 1902, •srtn?xt?ddB oyqxuaias pun ‘airu -tsumj ‘sSuipxmq ‘‘spunoiS jo aiquA 11111111 15,000 26,000 39, 000 1, 800 2, 500 i •iiBjqix aqj ui sauin{OA jo jaqrcrn^ © 88* |1 1 § .. 500 0 800 .. 850 .. 180 25 218 100 •sjboX m asinoa jo qjSuaq; « f=H 00 CO CO CO CO CM CO 0 ; ; Preparing for college. Scien¬ tific courses. *OjT?lX10t?T r-UO j 0 • CM •aiBjt ee . CM O COO • CO • CO Classic¬ al course. •oimnaj « tO * kO CM J> CM CO rH CO ■9[BK rH CM CM CM O CM CO ^ Ele¬ men¬ tary stu¬ dents. •a^Btaa^; 0 ^00000,0=000 00 °ooS •aiBpj; a oooooo^og2o 00 0000 Second¬ ary stu¬ dents. •axuniaj 30 SSSSSS^S^S S3 S2322 •ait?TC b- sss^§i|§o,oooss ss i second¬ ary in- struet- ors. •ax'etuoj © OM^OHHOHOOW rH ^ O O O Cl •aiT?H CM CO HHHH ois . • 1111 II II I 1 i II I 1 i •3 | M <1 I £ R. Bliss Edgar . W. F. Trump . a'j ■ a j Is 0 g s £ c III £ - - j i £ iff id N. R. Baker . .T T-L ffonp.h > a :i ;d ;! j| !< id Miss Alma M. Davis . Geo. Blount . 0. L. Dunaway . A. K. Wilson . R. E. Cornelius . 1 S. A. Hamilton . 1 Name. « > l 1 < Graded School . . High School . High School (colored) *.. High School . _ do Weaver’s High School. . . . High School . . do.* . \4 High School . Union High School . High School . . do.* . Graded School . 1 High School . State and post- office. pH 'C 1 1 pc , Trussville . . Tuscaloosa . Tuscumbia . . do . Union Springs . Warrior _ Weavers Station... Whistler . Winfield . Wofford . Woodlawn . ARIZONA. Globe. . Phoenix . ARKANSAS. Augusta . Benton . Booneville . | Charleston . S£g PUBLIC HIGH SCHOOLS, 1699 1111 1111111 11111111 11 1111; O^To'r-T TjToO eop'io'od' r-Tr-rcO'dG'cC^o’ o'co' cl'co'r-T §11111111111 g'Vrfgef g|§l 1111 r-T II CO sllals Is rH t— T r-T ss!Sls!g r-T SIS II CO xj< CO CO CO CO CO CO Xf c (N^OOCOCOCOCOHCOCO^CJOQ^ CO xh jto xf • o to CO CN H xM § CO C* oooo ooooooo vgooooooo oo oooooooooooooooooqoo oooo OOOO OOOOOQO tOOOOOOOO OO OOOOOOOOOOOOOOOOOOCOO oooo 388S 3S589S8 colt§Sa838S §5?: 8388 rH I— I t— l O rH O 1888; >OCOxj LO • • • d ^ • • o . . • O © T|< . . • d d • lO © T— I •OCCOHHO'OJMOiOO • id) © © o' 'rH • d Hri Crin d • rH rH rH* • o' co'io' »o o' i ’ T— 1 d d © • • O O O O Cl o lO o o o P- m d XWiOd t- oooooo lg CO d © © o ic o o UOH rH d CO 000©XCOX©LCX©dC©0©00©© u- OCBOaMOHOC'IdO^^^OOOOOO Cl lOdiQiOO^irr- COCOdid)©©dXX>©©dTT< rH r-T d'cf © o © . © © x © id oo © . io © i » lo co x lo - © d d d ■ d" r-T O ^ CO • O O rH O CO Cl d O 'CJiOOt © CO d © »© Cl CO *coo d © CO • iO d o i O • d iO d d ^ O 1 d d iO • rH r-i Cl © Cl O © CO d O CO OdrH ^ d I> X d X CO < -tf©d©©©©0^i i> co oo i> l i © © d lO d^^OH d CO d U d H LC ! O CO t> iO • 1C o coo • © d © © OOO 'OIO^O t-H ^HlO O • iO ■ id CO • © o ooooo oooooo ooo • OOOOOOOOOOOOOOOOOOC >0000000 O OOOOO OOOOOO OOO O O O O O O O O O O O O O O O O O O O O iO 00000^00 iOOiCCONO' iCOddrHiOCCrHd i O CO d CO O Cl Cl O H o c i T* Cl H Cl H CO Cl CO T M H CO d CO Cl r-i 1 ih- iCCCiC^OU _ _ _ . so oooooo ooo oo - co oocoooooccc* - - o o c o o c. - CO 00 00 oo oc X O CO _ _ © x © XX • X X X X d d d ooo • © © . XXX -XXX 3 g j 8 a ^ c-go g w'j gp f3 t, C- ^ g g o VrH 03 ^ • g • m w CO H g> cn -»r i— i — 'G :pq a) a) c. ,o3^3‘3SSr-iW aj $ ■ ® U « .v; O) o >>o| d £'£'S g o pq o 'd P >> § a> ,cj d C 02 ^ O.^o.fcf {OJ.fi -9*3 o , , ‘JP-C r+ A &>5 _^’S. Sp¬ aa j-H o'd -GG |-i G O • o '• o i o o : : o^i ! 50 O ■ • O ’ • § • . . 0 • § 0 * O • . • • O 'rM . ! ! d ; d : :^q ; * ! *3 rC : 5o •So : ' ^ ’ • ^ • ’ ' r^H • .2 ;x3 ; 5o ; 1 1 .2 I bJ . m :gs I . o . . 02 . ;g t> 02 :& o CO • * 02M : d® ; ! S ! : :qq : jP P . 0 a ) .OQ . W . : o.q d o.2^ 5o qc-g ° ,2^»o.: C >.03 00 O fcCO O „ . 5o-d q 5o£ .02 qq o O 500 q£,q C. >Jh O PQ C £ ^'OSog - hk g oHG' ; .fi a 50 0.500 c3 ~Sos' EfiP. ; esq QOu; il hi? « w o'dq ofl'C o'O'PQ 0 33 g-2 Go" d^^ :.^d-^ :‘S : :.^d-^d^l^"'S - 1-- G>wtu g O O O O C f-1 oooooo <3 d o° C X * SSh o 'O ;33 ' o“ s§'SSaJS3!-s§|^ tjj h o c j ’O O n-5 ~tn ^ r ^ W U,a0 CD 1> 00 C5 O lOlOlO CO CD CO O I < lO CO 00 05 O r > tj< io co i> cc cr> * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for (he scholastic year 1901-2 — Continued. 1702 EDUCATION REPORT, 1902, •sruTMttddB ojji^uoroa put? ‘a.un -ruinj ‘hSnrpp.nq’ ‘spunoaS jo a rip? a J II glilig§l : 85ff 3H3“Si0“j£€ : :i!§ ■ : :!i!i i :8Sf -*} •Aj'Bxqii aq; ui sarnnxoA jo aaqran^; 11 lfgl§l!§l§lS8S§§giS| •HPP Anhllfin: ur aaqurriNj © : : :8 : •siuaA nr asanoo jo qxStisq © Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •oiumaj s Ht- HNCOH-^COO • •( N O CO Cd 1 19 1 "Y - -ai«K r-ll> : :• -H CO CO CO I 7,1 0 Ill O =3 •ox'Binaj 2 coo •LOOip- • I> •ai'BR as tH1> HdOW'MCOCOI>HNCO^^CO Preparing for college. Scien¬ tific courses. •axuiuaj : SSgS00’ • • ( M • • • : ig • co cd •api « : 05 g 3 s 40 » - > 3 : :§ : : !« • Cd ^ Classic¬ al course. •axuuia^ F*=* T-i • j 'O CM 3 : ig : . . o : :§ •axuj\[ ■ co • j o o 2 : is j ! ! ° . ! Ele¬ men¬ tary stu¬ dents. •axuuia^: © oo oooooooooooooooooo!NH(NXHO(N •ai^K as Cd Cq(M(MM^HHOH^!NCO^HHCdCd(NH(N Date of estab¬ lish¬ ment. h i iii i i 1901 1895 1892 1896 I lllll Principal. M Wayne P. Smith . I i M bt, 5 II Nathan F. Smith . Francis 0. Mower . C. P. Evans . E. H. Barker . Albert L. Jones . .T ri Pond _ . ‘ S- II iss, ■ ^ * 4 ! i i :1|| : Jill j. %£%l SlfisSi iii US' * $-*f £33. • ay ©'-swi- ij. mnwKiaie . W. Olin Lowe . O. E. Graves . Name. i &■ a Sf K! rf bp 3 £ B § 1 Ill si, s 3 & . do . . do . . do . . do.* . Union High School. . Hip-h Snhnnl Polytechnic High School. Joint Union High School. Union High School . High School . High School* . Wilson High School . High School* . Union High School . High School . . do . . uo . Union High School . State and post- office. - CALIFORNIA— Ctd.' Mendocino . I ! S 1 3 J5 Monrovia . Napa . National City . Nevada City . Oakdale . Oakland _ . do . Orland . if : I i Sfili; Perris . Petaluma . Pomona . roriersvine . Ramona . Redblulf . SI gSIS3ISISiiSliSS§§S§ gp PUBLIC HIGH SCHOOLS. ii iniiiii iiiiiiiiiiiiiii §n 1703 I :§i§ ; III 1 II ° p IS III e II Is I II ISIS I If 1 l§fj§ SIS flssilS isll ^ CO » th o cq xcr-x^c cqocq o cq cc o lOCi ' OKO CC O C l MOt-CJCi! O CM O - ■ - — O — i O 20 XT* oxx^or-ccx'-ct-o^'M yzir: -coo o o o w c :i cc ooo cq tH cc o o i> o N,° s° 0 20 3 cq u- CO o cc 3 cq CO 3MS OX Ol to to O iO CC Cl cq 3 ° o 35 cq to r-i O o to lO - -s* x cq cq O ^ dC o CO o cq C4 cq to O O O OO O 0 000 00000 0-0000000 00000 0000 OOO 00-00 000 ooo o oo o oooooooooooooooooooooooooo ooo ooooooo ooo $ iSgs"3fi^ls*si^lgSSs^q:^33l£S5ia sss sssssssa cr. X — S3 3 g?2SggSS 233 cq CC M t-H iCOnCl^CCC!N3C: 1 1'* cuiccr* iO Cl M tH - CC iO-tf 1-i M 01 M X 71 — — X ~ CC — I- M X iO CC M - !>• tH o Cl Cl Cl CM ^ CC - II I Hill ilililSii III : IIIIIIII II lllllll III 3 * N £ ® O >. ; . : : :| c : : -U -J5S5d " ^ - • : rj s *h -a ~ ;T d >- i! i# “;Or35g>^I '■ ■ “ * W ■ „ ^bo^SS*** 1i£S ••- *==s; 5f=J. |^g*J '5CJ nd&dc p>s § Is 1 °-P3 *>! S -5 CJ £ ggj iEtt ||1 d =■ = I- C - £w.§ ~ s •-.' d d d — ' d d d m o £ |g 5 Ic q .if3 . ill S d£ «ii= S d [5> < 8 ,ll|o Ills! :l®ll -d 1 3 d x 1 •bf.sf ': "' ■ '~d£ddd d 2d o| § 111 § : JS 1 “d if li sg. :^3 '!S *SC c g oS ^liJiic-jiiiiiiiiii! ■ b£>- ic Z~ zn^rr- O fco1^ . . - _ - — — - - _y — - 1 -. • •--■* ; C u r» w -r-c-c-c-c cso-oc cdd: §^.^-5- 3^=d E"r C S'S-^'5'H =s.£fa : :-g dx Ph^BmDe KdS d : :ps : ^ = d 1illl|lll 5iS55SSJ55s§ Z! Z H ^ S “S5g IlfS d dS I lg| i li I liiliii i i ifiiiilliiiiiiiil ill Isillli II • W • > Ezz-^-'B.z § ^ s d, § laaalllllaSISlllSlSlIISSll m ISIslll SSI •T0GI-C06I jo Konsr^s Table 43. — Statistics of 'public high schools in the United States for the scholastic year 1901-2 — Continued. 1704 EDUCATION REPORT, 1902, •svu'B.iKddB opijuops puB ‘ejni -uunj ‘oSuipnnq’ ‘spunoifi jo sup? A $5, 000 4.000 12, 000 15, 000 20, 000 45, 000 7, 500 30, 000 18,000 25, 000 7, 000 7,000 760, 000 100, 000 200, 000 125,000 57, 000 45, 000 42, 000 ■AiBjqn aqj ui sauiniOA jo joqiunsj SI §11111111 lllllla 1 1 11 i— T of ef ©Twof ; ■OIBK h| ooio j^oao© nconhnom o h ! © • • 04 O 04 04 Ol rH • • ’ CO • • lOrl ... pH 1 I 04 O CO • (N : •(NOOKHO ; ■ Ele¬ men¬ tary stu¬ dents. •ajumaj © I^^HOOOOOOO ooooooo o o oo •9JBK © Jo^o000000 0000000 ° ° 00 l&il •aiuma^ X =°S0S5S£Sg2 | § •9IBJ\[ t'* “isssggg | s sss 'I ary in¬ struct¬ ors. •9JBTU9J © OHOCOLOH^H CO CO rH 04 t> jN © lO CO iH - -oiBrc HHHCOHXOC3H HCOHC^ WOCj 00 rH COCO Date of estab¬ lish¬ ment. in if ii :§§§ ig i | 1 1 Principal. CO a & a H; c 1 ;p= J. C. Ken well . Wm. W. FTfl.ll J. H. Matthews . Henry W. Callahan, Ph.D Miss Ghnrlott.n. M. TAkin Miss M. Belle Minor . John J. Ward . Miss Julia C. Taylor . Arthur L. Corbin . Clav Tallman . U. W. ICeplinger . Wm. H. Smiley . Edward F. Hermanns. . . Chas. A. Bradley . Edward L. Brown . Miss Cora M. Corson . Edgar R. Downs . Alfred Durfee . Name. * 1 4 l >c Jt: ) O c: . do.* . State Preparatory School. His-h Sr.hnnl . do . Douglas County H i g h School. High School . . do . High School (dist. No. 2) . . High School . High School (dist. No.l).. High School (dist. No. 2) . . Manual Training High School. North Side High School (dist. No. 17). South Side High School (dist. No. 7). High School . 1 H 1 02 - COLORADO. j Arvada . Asnp.n Blackhawk . Boulder . BriVhtnn Canon City . Castle Rock . Central City . Cripple Creek . Del Norte . Delta . Denver . . do . . do . Denver (High¬ lands). Denver . Durango . Florence . asSsISlsl IS'llsI! 1 a as PUBLIC HIGH SCHOOLS, 1705 liiiiili 11 s‘gf :§!§!§! : : ill : ■aa'®aa* • : :SS : 11111111 sc£rs¥§10'^10' 111 “S'S lemiis iiiiigiiii iiiiii in ^ Tf ^IC CO d NOO CO I> CO iO CO •H d o O rH CO O 7-, d LO O O O d rH Cl C5 lO CO tH HHO d hP 05 d o o rH d 1 10 4 1 H^CCH ■OHd ‘OWN Old COTJOO lNj-|0 - HffiHN!CMt-»M00®Cl^l>O«;^ CO rH lQ Tcoi®toN>aiDcjLOo r-o COOlO Odd Cl LC H LC N CO CO ^ x WN CO C d CO ^ 2 10 22 0 o o CO O O o o OONO CO • o d O ^>C CO - 00 uoo d oo i—: rH C5 O lO CO • rH O iO • d I> a d CO 05 o HOd iO • d co d o co o o ^ rH lC O • CO 00 - CO CO rH O d CO « OH^WH CO -rri^ OOOOOOOO OOiOOOg^OOOO oooooo ooo OOOOOOOO 0.0 ooo (N CO (N CO CO • • •9IBK t- 1 4 1 29 •H^OOOCO eoi> ° t© © : : Ill •91BUI9J COOP*jOOHCOCOCCiOHiON gOC-lrHCO •91'BH pH COtO^^OrH.-OrSO.OO^O sg(NO,_l’H Preparing for college. Scien¬ tific courses. •9IBUI9J • < p j ; ; • o j o o o • O • • c DO O j •9IBM M • < N j j j j"" • T— l • • T i 110 100 4 Classic¬ al course. •blBum^ pH (MCOUO j • • iO 00 • 6 100 •9IBH HiOtM • • ■Ob 1 t I 150 Ele¬ men¬ tary stu¬ dents. •OJBUIO^ o COOOO^OOOOOOOO^OOO© OOOJOO •9IBJ\[ Si OOOOl-OOOOOOOOgOOOO OOrHOO Second¬ ary stu¬ dents. •9 [Brno X •9IBK t • 21 37 20 502 7 21 10 12 117 121 31 9 6 69 185 6 373 319 14 5 12 13 Second¬ ary in- struct- ors. '9IBXU9J & (NN(NJjOOHO!NOa5(NHOiOHOg gO°HlN •9IBK WCOHOOHHHHO^WHOHCOiOHX CJrlHrlH Date of estab¬ lish¬ ment. iis |; 1 ills i 1850 1880 1894 1859 1880 8 T— < Principal. to Henry E. Cottle . Newton B. Hobart . Carll A. Lewis . Edward H. Smiley . Elmer E. E. Randall _ Fred. JN. Clark . Geo. A. Smith, B. A . Winthrop Buck . Miss Mary F. Campbell . . Willis J.Prouty . Walter B. Ferguson ..... H. I. Matbewson . . Miss H. E. Park . Snvder .T. flae-o _ Frank W. Eaton . Martin G. Benedict . F. P. Daniels . Thomas W. Mather . John P. Cushing . Ernest L. Robinson , M. A . Geo. D. Taylor . 1 Horace B. Wigham . Name. N Free Academy . . Mign School . Institute and High School High School . . do . . do . Center High School . Old Lyme Graded School. Hand High School . High School . . do.* . _ do * _ Broadway High School . . Hie-h School ! o o i'C'd1 i|| . do . Boardman Manual Train¬ ing High School. Hillhouse High School . . . Center High School . East Lyme High School . . 1 Over River High School . . State and post- office. - CONNECTICUT— Ctd. ] | Glastonbury . Greenwich . Guilford . Hartford . Hazardville . Lakeville . Litchfield . Lyme . Madison . Meriden . Middletown . Milford l \r is Naugatuck . New Britain . New Hartford . New Haven . . do . New Milford . Niantic . Norwalk- N > • saaasssBBsasaasass mn PrBLIC HIGH SCHOOLS 1707 •IIIIISIIIII : : :”8'§S'rSS“S'"S ; ; illil iilll : :: :SSS3 :°‘S3g : ; 111 *§s :| ill §1111111 §11 I ■IS ■ 00 l> © ^cc © ic'^o^o c-i'©©' SIIIIslisIII!III31s lallillill A A A A Aeo ■ A i!li§ 111 i|S|§a§s8 TTOI-f^^COCO^r'CC^CO^^CO^^^^^ CCCO^^iC^^^Tj-CO -HHHH dd^COCO^COrr^^COCO ■ CO • •OCOrt «OH • d d • O • ’ciClM • ! 00 ! •' d rH tH j rj< CO • ; ° ! iCHH •OiOO • Cl • ‘CHNrt • • d * •HOlO • rH • ° ■ d o j jcOMt^g^TH-O^l'-aOlO^CSj-jlCOiCOOia H5-©COlCI>!N • CO CO O tH ^ddCG^<© GO 1-0 i^g jo(N«OO^»CO«H00*OiC^H0i^C'l (NiOC*OlO(NN WgCO •lOOt^O HHHHCIO O d iMS ° ! • iO | ■ ■ o j o CC CO © • O iO • ^ ^ O H • © © © * j ° ! •0*00 ^ • ■ O * GO • O - i •CN • • •CO • CO d CO 03 • rH 00 • C O tH CO • ^ l> O ■ ! ° ! ■ CC '-OH rH ■ r i CO • l> j CO • O' • j— LCOH • CCi h d j OHCl^COLO '• i§ : • Cl H X O j C Z> © j rH d d ■ iO Oic • 30 • ‘ •ri(NlO OCH 1 Oi> o • rH O ^ © d iO 'j :S i jiClOrHrH • C SI rH ■ 04 CO rH • 1 CO r-i d ^oooor-ooooooooooooo o o o o t-h o o o © o o o o o o oooooooooooo iCOOOOt-^OOOOOOOOOOOCO OOOO^COOOO^IOOOO oooooooooooo °‘®sss:*55a®ssgss®as8s sassfsss^gs^ssgs sssa^a^ssasg rlHWCOKOHHHMHlOOO^ONO^N WOM'fl'fflNSO^NOriH^^ OOOHHHOMHrinO nHHCONHHHr-!riOrrC1HT-lHt'Hi-i OHHNNHnrtt>rtHMOfJO iMHHHrtHHHHCVO II I I 1 IS lelll ill., S 5 5 r? ^ 'B g *< • f-gS _ s '5 3 tffillljj §*3 II -IsaiSS^tfes. -3 ■ s-s ® a « '■si’S'S-g.' SB&ys#iill s|iiipil3!_ rH CW. g zr. ^ ~ C 3D P ’ — r £ — C3 ====-• a r • _ , C 8 : ! i1!; ! : :o : : i i-g : i : :o2 : : i i i § J i i i ill i !l a u diiliniiiin lllll^iilllS lllllslIISlilllSlIl SllllillllSIIgg Isllllllllll •I06I-006I jo soi Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1708 EDUCATION REPORT, 1902. •snjBiBddB ogiiuaps pus ‘amj -ixunj ‘b'Suip[inq’ ‘spunojS jo arifBA e* 1 g : :1 1 : 11111 1 I ; ;f g ! A" " AJT?jqu aqi ui saumjOA jo jaqtonx ! |S§ : | | : «e» : rn- IS 1 | *liup AxKmpn ui jaqtanx § t i rH •sjboA ut asjnoa jo qpguaq a ■** Tt< CO-3< ^ ■ O O CO r-t «« - : •aiBK £ • CO O O CO o O “M i — i • = -2~i •aiBtnaj 2 o g -j CO CO CO • •aiBK 3 8222 82 ° O CO • Preparing for college. Scien¬ tific courses. •aiBuiaj SI ° CO • O rH O O O •aiBiM M LCt^05 iC l> HnnnH Ol rH 01 H 8 1 |i|| j 1 1 1 ! 1 i •8 | M Wilson B. Evans . Percy M. Hughes . M. F. F. Swartzell . A. I. Gardner . Mrs. Anna J. Cooper . Miss Edith C. Westcott . . > u | ;d ill 1 1 i®® j£ £ ; s g pq o id-,* H © Name. 91 ArmstrongManual Train¬ ing High School (col¬ ored) . Business High School .... Central High School . Eastern High School . McKinley Manual Train¬ ing High School. M Street High School (colored). Western High School . Hirrh School . . 1 eg A3* is! ;1? iss Summerlin Institute . Manatee County High School.* Hernando County High School. Wakulla Graded School *. t Si S1 s 1 1 DISTRICT OP COLUM¬ BIA. Washington . . do . . do . . do . . do . . do . . do . FLORIDA. Analachicoln _ Arcadia . . Aucilla_ 1 Bartow . Braidentown . Brooksville . Crawfordville . i 1111 i i mu 1 1 PUBLIC HIGH SCHOOLS, 1709 ill! ofodofeO 4, 000 111 1 illli ill 1 ill ill Ills 1 1 111 oTcL-T *a T MO® ,iON» in' LOriV 000 ‘on 000 ‘93 :S : 1° §§a§ § i of 8g g gga : SB siiiiil 1 ig 5g^ if o' 04 04 ^^(NCOtN ^ ^ ^ ^ X ^ X ^ 1 iO tt X 0 • 04 • rH -O • • 1 iC 04 04 0 • X CO • r : 04 -• rH I> 0 CO 0 O ■ 04 04 • ! 10 ! - : *0 04 rH O -1 04 • CO *0 04 04 iO - I> 04 S2 : ^ : 04 co> O 04 ■ O rH X OlO CO 04 O * CO co 0 rH X • 04 0 0 j I> x 0 0 0 O ; 0 rH CO • ^ : IO OH 04 ! - 04 H • 04 ■ O • rH X cc • O ‘ 04 O O CO > 04 lO O CC CO ■ r : • rH 04 rH • Ol * rH 04 04 • O rH C4 rH rH 04 • ^°S^S3° 000§S ° 00000 °g° g 000 0000000 o o o£osoo oogg^o ooogtj o 00000 ogo eg 000 000003® o 3 03°S00 ss'-ss § ss^s-s' | s nsnhw‘° s-a^s 3 s°s *5 883 3 ^ £^g°°so HHOOHO OCOOOO WOOWH 04 O O rH rH CC 04 OHONriOH ^ O rH O O O rH O OHlNrtOH (N C H H 04 tH 04 C^HH r-i t ^IHH HHiNHHHM rH rH 04 rH 04 O 1 1 1 g II 1 1 : !£ . 3 :£ ilfigd S 5? 'S/C GJris) llfpl ‘^U .;S5? ,rC r^rr-^, HHJ.IIt og^ « §*£ ffi'gccMS w dH^ag pq£H na'£ ,'3 ■g^>: mis >sa &Hsc;s»g I s s ^ £ p. g-g :«S I IpSo feSsg ISdSfl 1 Kill ° ■§§•§£« o S|g|w 2, ^ c 'w^Ei ^ -r ^ «C-H> S*8Sg £-S go tfgl^SS'S l5S§i : :y 'A po 08 - o * I 8 = 5 o o I W8: a § & | 6 jin o it -s .SP & W W >. >. a I S Afr S 1 _• _• s A • „• ^2 r£3 c£ ,£ : : -e — ‘ g | - 8«!f « «! SS 11 1 6 § |«S-gS o O ojj J J- a.^.5fs iiifii llllll ||l=a CO H< IC CO i> 00 5 ?55^~ 311 1 in issiiii 1 1 linn of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1710 EDUCATION REPORT, 1902. •sxn'BJ'Bdd'B oypuaps puB l9jnj -luxnj ‘sSnxpimq ’spiinoaS jo onpqv * 111 : g“S : mil r-T lO,HkO !§§§ rHOOW llllllll ■v'r-l'^'i-TsiCOOlO' •Aj^jcqn aqi ui somnipA jo jaqumx © III | . . o 1 IIS ! ii i •SJ133A ui 9siuoD jo qjSuoq © • • CM ^ ^ 04 •^cc icoco^co^rTfco^fC' 1 CC 3 04 CO CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •9IBUI0J X ^ • CO o « o o •0[BK 5 O O 04 : 04 r-i i w 3 ^ 04 Ill •ajimiaj © 04 ! 00 ^NOOCO ! ^ 1 O I> •oiBjs: ifj oo CO : 04 o si I8 m •ajBiuaj; M Ttf CO -* o • o • O «oo •9I«K 2 o cr O CO ! co • rH 04 X CO 6 6 §3 5 5 8 •9IBUI9j[ rt 04 COt* !M * • •CO'^O CO'TO •9IBR S ocno j iO o • • 1— i 04 i> 04 - C4*0^ illij •greum^ e 000 3gg0500S30008°s§030800 •9IBJ^ 35 000 S8§°^00g°00?J0S0^0S00 Sill w. ^ •9IBUI9J X ‘WE - ooo ^oocog^oSgoN®o>Hcoo2oc i&° j © OOH O O O 04 i— i Cl O H CC (N O O O O r— i r-t O H O H •9IBK H n CO Date of estab¬ lish¬ ment. LI 1 i ! i ii 1 I i ii : 1 1 Principal. JO i \i a co| 0^1 >“5 »“© ^ £ I II ! B. ; s. +i$ "S a P © II £ ! a g; !H • • # 1? 5 1 ill I'x ©rH ills Isl Jz i £8 K< ! 3 < j 1 si i§= :odJ :s = ii. a - s- \ s ;8 < ii ;lj !©, s’ 3 5 © 1 • 5* Tubman High School _ High School* . Georgia Southern Mili¬ tary College.* High School * . » 6 o ■C'O | : >. i§_ l?l iH ;* ; 030 ,'C'C'C o o 'O'C c ii * 2 in ?-g is * ■S B ■1 o; /a, 8 3 8 3 Sf S State and post- office. 1 GEORGIA— cont’d. Augusta . Austell . Bainbridtre . © i a & 'C, s; : a 11 11 ; 1 ©^ 3: Wfl * : 3* Q.2 £ x*S 111 QPGPQ • ! o : :£> BI || So I I j § §8 s a © 3 83 ■s® II 88 £3 © 1 O ii a l 5 311 393S3S3S333I153HS99 PUBLIC HIGH SCHOOLS. 1711 111 11 © of jom 11111111 i r-Tco" CO of© © llillj L.O o' rl! ||gs §§§gg§ i-i 1111 linn 111111= geo%*coWcfc ggg 8$8 03 H CO CO H i CO CO CO CO CO " CO CO CO CO CO CO CO O iO • O H CM O CO O H CO H CM CO H 0 i j H O H CO g c° CC CO GO CO OH CO Ol • co O O O • CO • O O -* H O H 0 • 0 O CM H H 1 CO ; • • rH irHrt If* •aiBraaj Si ; « L° 2 0 05 CO CO CO x> • CO CO rH • 05 05 1 1 isl .III S=I •9IBTH9J 05 CO 0 j 0 O •3JBK C*2 CO * r P 1 i-J * 1 ri •aiBmaj 21 r-i CO (N i£>»-i CO CO ^ ^ X • n 1C TT •9JBK HCOTf coi> cn ic • 0 O • 05 rH (M X •aiBrnaj ® 00000^0^*00 .00*^^000*000 •9IBK 35 000^r^lS S0gg300w£000 'd- . m - 1 Hi o “XJ •9IBUI3J X PIBK b* ,°§*,S®S33S3S8 lsls •ajBTiiaj; NOOOOOWOHO^ 0©©OOrH05rH©C>THCO •9IBK ‘a hNNhhhhhh^nh O A , -fj m h 1 li i ill 1 1 1 i rH • 11 1 i '3 Si a, Kj ! ^ !i is i< m ifen, iKf* ;f > ^x Hi ' . - : >— "fz \rf » ° 5 : a i M 1 1 ;g| : - i i4 il a c 5- <1 \t : ■ r ilM : ; 1 il !pL ia jfs s < il il Name. | 1’ .a, x : X. A IJ u* SIS 1 i ii ii p2 Farmers’ High School _ High School * . . do. * . Institute . HiVh Hrdinnl * 1 | x a & if 1 iU Is! ; . . ' i 1 p • ■ - 5 * - ; - >. N i £ _s : ^ n as if 2S 1 i* 1 c :ts P i ; * * £ I 6 = II 1 s is 1 ■ss ! 02 - ? i a • f ; S g § I o c;i -si IP 222 il ■ 0 il ) i IS! ; g ! v 111 © : ^ £ ;! 1 ■ a’ :| j|. 1 S 0 ill, a'.: 0 c || xa yp III! 1 : 2 :t ;e a 0 ^ A. A a c : ex : a = u >5> §z5ziSli!IS ISIllsilllil PUBLIC HIGH SCHOOLS. 1713 II ;§!§§§ H5 lcT ■Sill :| :§ §1 IIIIIII IIIIIII rH r-Tr-Tr-T iiliilliiliiiliiliiii 8 s S § 60 g & * £ 00 S "“g ' ® ^ S' ® ' ® g s“ IISIIIIIs!llssIISIS!!III co ^ 04 co^ ^ TF tT 05 CO CO CO 'CC^CCCC^CC^CN^CO^CO^CO^CO^CCt^t^- O oc CO 00 O • lO CO CO 04 04 CO tH co ■ o co 05 • 05 04 o o i— i 05 o O 05 • oo Ti< CO rH MOH CO o o - 04 tH • rf 04 00 05 C^Oh iOOt-O QOOHKTfO® OOSCClCOOMOOlM Nt^®T1 04 CO • O T-i ! ! ^ O tH tH i> § (MiCiO d CO OiOcO 04 • »-i O 04 ® : f- CO 04 * CO OC o o (MHO rH | rH CO 'H iH 8 : CO 04 CO o o OOOiOGiOOMO 5°^ O © iO o O O c ooooooooooo oo ooooooooooo ooooooo ooooooooooooooo^oooooooo ©t-^MN.oot-w^.o^g.gg NCO‘OH§§MS§2g°1SS :S5838S5 gs^sss^ssssssfss-s^sssssssss OOOOM-; h~; d td e5 d id ! !■? _ gS CJ c3 Mgia-=i | *1*0*11 JS*:£ll *|§.§ ^Sc°.s to •pE Odofi«g«a^l -s^sSlj O O^SiHW.^|d': J|p g 8*4* rKrK, * f*£ !"H . * ^ *0 !t5 *5* ^ M ^ ^ r m ^ ^ PEI J.fca e JllsSIS, I® . -IS . o„ „.„ : :§.» ill cJ ! tg Cbc” ®.g g §:::::: o :* : : : : ® o 6 o o o o X Xi 'C re T3 TJ £> : : : : : : K : : : : : : 8 X O mm MM ££££££ % " s Jll*l linllil II as fS ss* Ip sa o o o o c o 6 c-<<; 'C'O'C’O'C'O’C'a,^-^ ilSIllsilaSISI IIIIIII SSSSSSSSillSSSiSSiSSSEig * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. .4 E DU CAT] •srnui'edd'B oypuaios put? ‘aim -tuinj ‘sSutpitnq ‘spunoxS jo anit?A .ON e» REPORT, 1902. ooo • *00000000000000 oooo ooo • *00000000000000 oooo OOO • *00004000000 O'O 00 to oooo ©ooo * * oVcoVoVoVnVioVo'm' oo'ooT CO lO • • O CO OHH H H ^ H1 H(N^ •Ai-Biqii ui saranjoA jo iaqmnjs[ 3 O lO O O lO O O O O O O tfO 00 to O O O 05 O OHiOO OWOOXOOO(NOO(NOWOiOiOOOl O CO CM 0 HP*LC(M!NCOiOI>H^tN(MH(NHCC l> 00 OOO • rH rH * •ait?n 1 5 C0OC0HC0I>HtO^05 OH<04H<04H jo^ooc, j jo : j •ai*K 13 CO • ■ I>j 04 04 1> • • H 04 GO rH 05 • • H< • • • • • • • Classic¬ al course. •apsuiaj 2 • • •HMO'^CO • lO CO rH rH 00 04 • • 04 • • • •0[UH • * * CO O ^ 04 O • 04 O 04 O rH * • rH • • • Ele¬ men¬ tary stu¬ dents. •aiuraaj © oooowoooooooooooooo oooo •aiupi Si OOOOOOOOOOOOOOOOOOO oooo Second¬ ary stu¬ dents. •aiuraa^ X) »0«(NO)«Hi((®MeOONOiO®0)0>H lO CO © t" (N(N*ffl®OMS5Mt'Ti(OJHINH'^NOia WNOrl i-l HHUI>COI>04C001iOHHHHH0404l>(N CO rH 05 Second¬ ary in¬ struct¬ ors. •aiuma^ © NH^NWlOOCOHl-HOOOHNHOIN i>i>cc co • co 00 00 00 00 00 00 00 00 00 * 00 Principal. M L. F. Wentzel...... . Miss Blanche Shearer. . . Paul Yates . H. W. Brua . Miss Flora Fellows . Miss Carrie Lindley . Geo. M. Thompson . J. A. Strong . B. E. Decker . E. L. Bover . W D. Edmunds _ ! 1 i p - az IE i rC »s ' < R. F. Glosup . C. U. Stone . C. W. Yerkes . W.H.H. Miller . Miss Jennie Fearer . John Snvder . J.C. Lewis . J.W. Cradler . W.W. Wirt . C. S. Aldrich . W. G. Cook . Name. N East Batavia High School . W estBataviaHigh School . High School * . . do . North High School . South High School* . High School . Township High School. . . High School * . . do . _ (in _ _ . do . . do . . do . . do . . do . . do . Sumner High School (colored). High School . Maplewood High School . High School . State and post- office. - ILLINOIS— cont’ d . Batavia . . . do . Beardstown . Belleville . Belvidere . . do . Bement . Biggsville . Blandinsville . Bloomington . 1 > 1 a ! £ 1 pc Brighton . . Brimfield . Bunkerhill . Bushnell . Byron . Cairo . . do . Cambridge . Camppoint . Canton . . Capron . O rH tO l> 00 05 O tH 04 CO lO CO l> 00 CDOHM OOX'QOXXXOOQOXCOOOSOJOJOiOSOOJO^ 05000 lOiOOiOiOiOiOiOiOiOiOiOtOiOOiOtOiOlO iO CD co co PUBLIC HIGH SCHOOLS. 1715 lillllillliillllll 8 : S 8" 8 3 8 8 8 ”'8 S "S " ” 8 8 8 I 1 1 1 1 8 f 3 | 8 ! 1 ! § 1 8 i i i « ii as 88811 llSllllllIllls 1 i 1 1 1 is 11 1 1 1 1 1 §11 T-r r-T-T CO tS C-f CO Hn" i-T of rH eo-^'s-TH-tf'tf-tf-gtco-tf^'co-^^T < CO ^ CO CO ^ ^ CO Tf« - ^ ^ ^ CO r-i CO r—i • rH CO © 04 04 |HCO * 05 j • • CO © s 8 • © 04 04 © © • 04 rH CO © rH © ■ © CO 04 rH GO • © © • © * • * I> .8 8 © . CO © 3 CO - ■ 04 © ©©!>©C^COCO^©i^©CO^ 00^=00,^00 © 1 8. I> © 8 © CO CO © © © © CO CO © r-i 00 CO CO CO r— i CO rH 04 © © rH © 3 S © Tji © 04 CO 8 8 04 r-i © © 04 04 04 © ©I> © © *° 8 £ - © oo - - COX> 04 8 S 8 04 © 04 © CO rH (NCOOM - © ^ OJ 04 rH CO oo CO GO CO © T-l © © ^ 04 © © I- 04 © ^ « ° 5 ^ CO 04 © ©OOOOOOOO^OOOOOOOIOOOO © © © © © xr< o' © © © © © © o o © © ©©©©©©©©©CO©©©©©©©©©© © © © © © £© ©©©©©© © ©©© SSSSSESSSSSgSBSSSSSSSfl g ° I | | || || | | g | S3SS C^HHHC^©'^© t— i © © © CO © © 04 © © CO GO © © © © -rfi ©© 04 t- O rH t-j L- CS © tH ^ HC^iO ^ © 04 00 00 I>I> GO GO © © P- r-i C^Hn o^o gS H *2 fi f4 S b m b ^ S H S - O^COtMiOiO^HrHCOHiO^lN^OO^OWCOCOlN *Hii P Amtmm ui jaqnm^i ui osinoo jo ^ » , $ Oft •' • M ** d) 05 ►h a flog ■S'fl b 0+3 fl m O S 03 fl o 8 o b r? S|g- •atnuiaj •0[ni\r i- ! aincaa^ •9I«H h •ainraaj M •apunaa; •aiBM CO • 01 • o LO • CO CO CO UO ‘CO © ■ * i>* oo 00 • 00 00 00 00 r3 ■ £flP. cS§2 >3 g 4-s CD CLJ b£) , 0'S a> 2* • W-H ^ S-H £.2 £ g g g 53 S'dWg o jp4w0-j>.o§|rt g||>fcjjj&;|j*>j g^^^§p4oo,1 a >vm££h & ooooQooflflfiPfififlfiaflflaflWf T— (O3COrt(LOCOI^*O0O5 KNCO^iO 05 o 1 ^ ^ ^ § »d rd l6 lo 10 10 id 10 10 0 o o PUBLIC HIGH SCHOOLS. 1717 28; 1111 111111111111 2 8 S 8 2 2 S' S a 2 3 2 1111111111111111 Ilf 8" - - 2 22 a 8" “ 2 2 S3 g w“ 2 a 1122-nil 2iiiiiiiiiiiiiiisisiiiiiii-ii2i-iii 111 r-T r-T HW r-T rH CO rH TT CO CO Ol CC -'tf ^ CO CO - © co cm CM rH CO • • o CM 'H • CM rH O o • - HuO O O CO rH HCOCOHlOGS ■ rH CM 00 H H © CM CM rH T— I • • CO CM rH • - CM ‘O : CO O'. CO 00 1010 »g«2nint'®lC-,t'§'sS^t't'“t'MS'oow«(S^® CC I> CO CO © lOrHiO HiOCCO CO r-i C JO CO H O 05 ©CM H(NC0«HH»iOC0»O(NWHNn?0O^(NO^ HiOOiOOO iOCOH O rH CO OH rH 2 : knoin CMOHiO jiOOOrH O O CO iO CM CM ^ O rH rH O CO • CM CO H i — i CM rH CO lO • O rH CM O rH CM o 8 CM I> vO CO O ^ ; - H1 O 2 25 15 MCHH vO © CM - vO ° ; O O O - 00 CM 00 O rH HiOlO • CC CM CO CO • O rH O o O rH • O OOOOOOOOO OOOOOOOOOOOOOOOOOOOOOO 0-0 OOOOOOOOO©© ooo O OOOOOOOOO 000000000000000000000000^0000000000 ooo' 2 82§82°°S3S38 8g$3S$8SSS3g3S§3Sg5i8338800'8SS8S88338 283 l" s^8l02'0$;8S §2882S8822M&28§£88288S28^3052g232^8g 283 I-I rH©iCOOr-iH(NH03HrtriH(N^rtWt'NCg!NHHHOIHINriHr^HMHHHrinCO NHH Hoi HO gjjw -g g J{£ |jd W ^ j5 h'^wdortObW oWS^ddHH^nHaiSi^NStfffl °d0WHHHWWpHOH^dSS> I Illllllsl Isllssllllllllsillllllllllllglllllg lie ics of 190Q-19Q\> Table 43. — t Statistics oj 'public high schools in the United States for the scholastic year 1901-2 — Continued. 1718 EDUCATION REPORT, 1802, •siuBJBddB agpuatos puB ‘ainj -iiunj ‘sSurpgnq •spunoiS jo anjBA. 5* ’ * ill §88 17, 000 10, 000 8,000 iniiiiiiii ssg®sss®sss 11 ss •Ajujqn aqi ui sanmiOA jo laqoinx •Rup jtre^unn ui joqumx n e llllllSllllllllI§lllslsg ci i—7 •sjBa-i ui asxnoa jo qpgua'i | Si Students. ttliipitil •apinaj X JOnOnO o to ■ «£> • j i • cs • •aiBK 17 *,e,T"0O'H CO Tfi J GO ; •' M j • oc : • GN CS 1 • Hi O'S'"' •ainuia^ 2 ^S£8l°2r"'Sc,:!rHec®5':i' •aiBK s ’#1'Tf1i|550 °:cS®o''WHC,f)H2H Preparing for college. s o g P | •aiBrnaj 14 | ocosss r— 1 O • 8 : : ■o • Csl •aiBK 2 ■aaoN® (N ^ j 8 : : . to • CO o aj 1-3 ! S 8 ’ •aiBraaj e* CO • j • oc j (M r- •atBK H iO jiO cq ! ! If* • r- Ele¬ men¬ tary stu¬ dents. ■aiBuia.i 2 OOOOOOOOOOOOOOOMOOOOOOOO, •a[BK a 00000=000000000^00000000 Second¬ ary stu¬ dents. •aiBuiaj X •aiBH * 1 i | -aiBraa^ ! * MCN^NOOOKJNrjNiOHOOOOJIlNHNOO •aiBK Date of cstab- lish- ment. III 1 1111 11 : i ii I i i ii i i Principal. M C.L. Dietz . W. A. Wilson . il 1 c S a 1? 5 5 -1 IS films. F. Briscoe _ ! > ;s C 'K. Peters _ Win. Hawkes _ Hugh S. Weston . Edward B. Shafer . .1. Stanley Brown . T. B. F. Smith . . . . Isaac E. Neff, A. M . Jasper Bennett . T.M.Birney . . • ii = -': -5 >-5 : ii . qoxnw ■BIPO; S8iH • « ! • . ; t h *> :| s ;fc 1 |c ii is * H Name. Il :£ :-a II; 4 Krnt 1= sT c ; C c : c | o i'O . do . . do . Township H igh School ... High School . . do . o o C'Or O O C'C' c c 4 . uo . . do. * . Town shin TTiedi School High School . State and post- office. " ^ : : \ +* • M c :t3 o : cs o . Z* 2 cci ! I 33^ iLniBuuiu . Hinsdale _ : > '2 1 PUBLIC HIGH SCHOOLS, 1719 iiii ssfsgf iiiiiiii fa ooo^o^ oo r§rfjs9“ 88$; 1111111 !8S§SIi§S!S!8SiSlsSiaSS!f r-T lSss!lllsl!!l!llill!!lii! CO CO © CM © . ^ Tt< © ^ CM © CM r-H © CO CO CM ^ ^ » © CM t-H CM CM CM r-i CO tH r-Ht>©iO©^CM©©CM H H i— l COOOt*hcM©^CMI>^H©I> lO ^ © 00 CM - N 05 co go © £ ^ oa © CO » OO CD © r~ 1- lO CO « ^ COCOiO^^OS^HiOH THCMCM^fHr-HrH©iO©CMCO lO ^ © iO CM CO © © 1> CM © CM CM © © CM iO © CO ^ H iO tH ©©©'CM ■ 03 © HHH©CO • © © © © © ^ © 12 0 25 CO © • r-i • t-H • CM iO CO t> ' © t— i r-H • r-H t-U>CM COtH ■ ^ © rH iC iO CO T— l T— 1 8 16 20 15 .... CO *- i ^ i r-i ^ oo oo © cm • • • CO oo to CM CO * iO l> CM CO © r-H '©CM CO • CO §3 : © © ©iC © co j • • ^ ^ © CM • © CM © CM t-H CO | CO © CO ; cm CM • ooooooooooooooooooooioo-hoo o«ooooooooooOHHHW(N OO^OHO(NOUHGH^WOCOCOOOH(NMOCCO IHHH(NCO(NH(NhHHHH(NHC^MOUNHHHCOC^ IMMHHHH^C^(MCL I © CM CM CM rl CM CO CO CM :§ : :| * * •' S! * ' P £; £! P * ' P * • jg £> • • ^ g So • • • oB • • oo oo oo oo • ' oo • ! S oo ' ! 5o § gggfeg- OOOOOOOOOOOOOOOPc, i§8g|§SSg|gggI||8g|gggggg gggggs|sg|gsggsggggggggs| lcs of 1900-1901. Table 43. — Statistics of public high schools in the United Stales for the scholastic year 1901-2 — Continued. 1720 EDUCATION REPORT, 1902, 'Bi'U'BJTKld'B ogriudias pun ‘ajnj -iiunj ‘sSuxpimq ‘spimoiS jo anpBA « II :§ ill! 1 ill SS ;S IS'S"'- » :"iS :§§§!§!§§ il oqj ut saTntqoA jo jaqumM ot © isiiiiii iss§i§BS8isssii rH (M r-i r-T | :::::::: •siboA m asmoo jo qiSuaq © 1 :V§ 05 CO Tft ^ ^ cc ^^octkm^'M^oc^ooos^^-^ js 1 I College prepar- a tnrv stu¬ dents in the class that gradu¬ ated in 1902. 2 iOHOCOWH j • . r -iO) • Tjt jCOhO j •WOO •9IBH PH O tJ( ! • • ih j 4. It itf -.'O J’S' ibi i«i E.S.Hadv . J. A. Warrick . n. iNewmau . J. 0. Leslie . W. L. Smyser . H. C. McCarrel . Name. « Graded School . High School . Township High School . . . High School . . do.* . . do . . do _ Nunda and Crystal Lake Union School. High School . Township High School. . . High School . . . do . Graded School . High School . _ do. * _ i c it: > o j'O' . do . . do.* . Township High School . . . High School . . do . State and post- office. pH Illinois— cont’d. Naperville . Nashville . Nauvoo . Neoga . Newman . Nokomis . Normal . Nunda . Oakland . Oakpark . Oblong . Odell . uam . Olmey . Omaha . 3-l 8c 11 III v'o wcgu . Ottawa . Palatine . Pana . gggggggg gggggggiSSgiSiS PUBLIC HIGH SCHOOLS, 1721 iiiiil liiliiiiiliiiilliiliii S' S S *: 8 ’ H"S S ■ 3^33 3^3 Si 8“ 8 ! 8“ '83* ssfa iiiiil oVoiVoo lsll!l!llill8!!ISsllilsl!IS!!llSlI!i3SS!isl!l CO rH 03 03 rH H H l CO r+< CO .^cO • • 03 • • • • • -HOCO rH O O rH j O to 03 rH I> 03 CO 03 O O rH co co • • rH • • • • • 1 CO H CO rH 03 CO iO • 00 03 iO 03.03 uO gCOt^M MOON ^^-Ij-jClO^j-jOS^JWCOCT^O^COO^O^iSvO COiOHiOHCO CO 03 ^ iO OO^COH H< CO 03 03 03 O CO O^I>^CClOHHN^H(N^'OXH'NiOHCOI>0 tH rH CO "H rH rH rH rH O jcoco g O O o • OlO rH • *X> O O 03 rH o o g ^ CO rH j rH o ^ | *o rH H o 03 03 03 : : S CO j 03 'NHH o H O CO * lO H* 03 03 iO 03 • • H< Id j CO O O CO o ^ COO • 03 03 CO CO OOOOOO OOOOOOOOOHOOOOOOOOOOOOOOOOOOOOOOOXOO o o © o o OOOOOO ooooooooo^ooooooooooooooooooooooooooocoig^ooooo sa^sas ^agsag&ssgsgaaassiSrggsggijScSsssssEss^fcssssaas^a COOtNHH^ iJOHOH^H^OOOLOOHOHHOC^OMWOjiOOHHHW^CqHHOHOHOOHHHOO iiiSsi ssssisiaiiwi§iiiiiisiisiissiiiiisiiiii!sii§ ed 1902 — vol ii - 35 •T06I-006T JO SO] Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 17 PUBLIC HIGH SCHOOLS. 1723 llllllllill a a a a s'1 ^ s' a a ii i jS : : ii iiiiiii : ; ;a jSSSS"" : ill ii 883 :3‘ i ill ill ill 11 i OeJ«NNlOiOO,'»gOO'iO ill Sir: cc 1III111II1I1111SII1I1ISI1 ~t-T CO ^ ^ CO ^ '^r^'r^cOCOCOCO^^^^CO^COr^^^ 00 iH HHCCO " 00 lO 03 ^ tH CO CO ^ o ■-i. • ^ IC CO rH rH 03 03 CO lO 03 O NdCCJ Ci^OClOnH 03 T— < O j o 03 co co o CO 03 T— i 03 O CO N^8S CO^COCOOOCOO o^ CO 3 . TJ^ l> rH • • • i-H CO CO XO o O 03 03 CO l> -SCOW O iH CO O 03 CO |COOH 03 i-l 00 ** 03 o 03 o 03 ■"* CO 'lCHH o 03 i — i O 003*0 OOO^OOOOOOOOOOOOOOOOOO SISJO OOOOO 0000^000000000000 0000000000000000000000^00 OOOOO 000^0000000000000 gs5s*sss§ssas§! sssss^sssssss ^OOOrM(HH(NH 8 J | ^pq§ S^kM o g >Jj Sj£°SXr§,3o\ 5 i iS Sl :§§;:;;: SS*.W3 : : : £ ■■a :»1 i jgsi :«2 5v*Ho a'Cr-.‘7Joo6ooooocoocoooo6oo . ^ ^ ,g3 3 fl'C 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 > .|?,C 3 J ' ' ' • • • ' J ' 1 ' • • ' ' • ' H a .C’CTS'C'C'C'O.d'd *> : : : : : g *> K : : : : *«5 mil ii _ -; ^ 5l|s| 5 * "3 -» >?s S 2 8i* ES III!! " IllSIif Ills lil-l! 1 illlilSlilllllllllllsilll lalll sassssessasaasaas ooooooooooooooooo * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1724 EDUCATION REPORT, 1902, •stiivjuddu ogpuaios pm? ‘aani -uunj •sJSiiipnriq ‘spunoi£ jo anp?A « 111 MMri l llii llllllli i :i •o' c-Tooco »q~oo7'o'^£~ooio'H' of .ls i -aiBoiaj ; X • O ; • • j CO :,HS : • • • oi |^OC4 *04 ■ CO ■ t— i j IP •9IBUI3 J S CS CO OlO C4 01CC N LO JO M X iO X Cl ■*!•■ O '*™* 1 its 04 r-i 04 CO iC 04 O 00 tH 1C1C 04 04 CO CO ^ »- J w rH r-i • II f •3IT?K ” N •dlVWLd& " •aiFK 04 00 • O • • lO lO OHO lC sill •eiuniaj ~ O O O 0< ^-°°M 200N000° °°^ •3PK OOO OO ^000^2 rfOOt^OOOO OOC Hi •aj'Buiaj; x £*£ £3 “ssssss^s sSi§ •9 Fit ;3 3S2 'C i j §fjs OOO iMO OOOO OOCO'T^t-iOO r-iOl •ap?rc CO ' H 111 ::::::§: : : c • •-e.1 n si-iJs1& ii — 1 ~ O a o — . J: h •SSS H.cH II 1111 2a. ^5s ^ s" llllllllllllilllllliilllllllllllll 1111111- sII°llsllllSSIsllSl8!lsSIIII rH rH tH lO iflllllif §llsl I r-T ci'cT co -s< -tp co •># : - OCOH CM ©HiO rH CM © H © rH H CO HHH©H CM © CM rH © © H Cl © H rH © TH - CM CM CM © rH © CM CM tH H CM h H H CO © © CO © CM rH © CM CM CM CO iO CO CM T-U> CO CO « © tH tH CO © H CM rH H H CO HCOh^^CMCMCOHCOHCO vD © rH © CM CO © © CM CO © 10 lO lO t-H iO Is- CO 0 co CO tH CM tH CO © CM © t-h © tH © © CO iO H H CM CM H H CO © tH O © CM CM © rH lO CM CM CO iO ©CMHhX>©l©TH© CO 0 • © © © ■ • CM © • © © • © • CO © rH • rH CM CM • Ol © rH i * rH © CM y—t rH • • tH CM • rH rH ‘CO • © CO © • rH CO CO • © CO rH '• © CO rH CO OPOCOH CM © • *-H iO © © © !> CO 1 £"» • rH rH • CO CO iO © © • CO © • CO TH H © 04 H Cl © CM © rH CO rH • © © iH tH CO 00 H •© •© rH • TH CM © CM rH j t-H • CM O O O O O O -D OOOOOOOOOOOOOOOOI-OOOOO05OCCOOOOOOOOOOOOOOOOOO OOOOOOM OOOOOOOOOOOOOOOO-^OOOOO C-lCMOOOOOOOOOOOOuO 00000 sss-asss- lOHHOMO O CO OOrHOrHOOT— IrHOi-H O © rH © © © © O O O r—i O H CO HOrl^Oi (C'lO^HO, IHHH(MHOCOHSOM^!W(NC^^li NCO-^C0 01CO(Nt I CM CM CM CO CO H CM 8 i Mi If |j| :i 11 jiii If jfff if ill j|l|i|i|g'jliill Iff if lii|lliiiiiiiiii BqoSoo lllllli ll§ll!lllIilll!lsslallsll!S18ll!ll!llllllll •I06I-006I jo soi Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1726 EDUCATION REPORT, 1902. -lUJllJ •gnjujuddu agpuatas pun ‘am; ^ nj ‘sSuipimq 'spu'noiS jo anp?A I ^ M^oVoooodoo II g® •Aiuaqii aq^ ui saumjOA jo aaqmux il!§l!lalsgl§ •pup AjBinini UI jaqurnx <3 4' >10 eo SI g II § eo ■siBaA ui asxnoa jo q;Suaq ^ (M CO ^ ^}< CO CO CO CO CO Tf CO 42 ! College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •aiBiuaj » CM CO 12 6 •apjTC 17 • j lO • Gradu¬ ates in 1902. ■apmiaji 15 1G M CM X CM 00 00 CO ^ CO O ^ rH •ap?K O O CM i-i QOHNO M geo « M Preparing for college. Scien¬ tific courses. •aiumaj; 14 OOO o o ^ o •am © 000,000000000000 00^0^0 Second¬ ary stu¬ dents. •apuuaj; 30 1-1 1-1 ^ •aiBH 1 * 5 4 19 7 15 29 4 1 94 9 17 101 10 23 280 15 2 44 9 12 II li •apuuaj I © l O CO O O r-i O O O O O O r-l O i-l O O •ap?rc I o I Tf r-l CO O i liiimiiii HHHnHHnHrlrlri lal |f|i| KS'o^O.H-.oO«-ov -,3 03 t i&%Q*'&*%**8&* s Si^SiSdopqjgrirjjml d ■C®«!OffidBOaSS^^ CD 43 II d -d H S |I a>f5. : :■& §§ £*§£ g c:rJllgg^lgl V'MmtiMU "Q b till spill ill _ sllllSSasalsal o ° O | o ^ I Sfl llislilillliiS S3 § Is S PUBLIC HIGH SCHOOLS. 1727 iiiiiiiii eo *a © V Gjo gf o iiiiiiiii ""Sg iiiiiiiii o,o,o»^S- iiiiiiiii ii 11 ^■ooV^hooV !§V og illiiiliiiiliii^lill!3llliilili^iisi iO of 1(X)hH OXM!NtH ^^.HOO^O^tH CO a 1— i CO a 0 :N • o»o 0 0^0^ * 1 10 l> ^ 0 0 O OOOOOOgOOOOgOOOOOOOOOOOONOOOOOOggOOgOOOOOgOgj oo oo 0.00000*0^0 00 0 0 oooooooooo <5000000 as: >0000000=00 ?°s ®SSwaF23£3&£Sa;2S3S3S8a38gr^3aa§^3'O00;2B3loaa g** as n = n : - £l o £ A i ooooo?®oooooooooooooooooo oV* o.ooooS®oo°2®fl2iitS2 ^43'C'C'3rcT‘'c-'^-c^'C'C'C^!'T3rr'^'r,x3^ ? .q 'd'a t3 <3 'C r^'crr oo c a ~ • • * '— hn •••••••••••••••••I* A", i t I I • *> Krj I i w J Lr.H *H H • • » O >ri • i • • i i i i i • i • • • • • > • • oS i ■ ■ t i a ,HJ ■ i U c Q. .m ^ QQ ^ Cv GQ • • • HH • HH HH • * » ■ * r •“H 1 * Ho h H c-S jesslsg es sgggiggfi g|2 tii iii mu £ *? So *,'S. la I & ara ©■335 ^®oacflc2c?gSc^ o £ *3 § S § 00 Iggggil? ooooooocooaooosawsssKasHB l!|i|||||||||||||l||l||I|l|l|l|||l||I|||l|i| i| I| * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for ih,e scholastic year 1901-2 — Continued. 1728 EDUCATION REPORT, 1902 •snjDJBddB agpuaias pm? ‘aiiu -imnj ‘sSxnpijnq ‘spunoxS jo anpqv « ; iiiiiiigiiiiiinsi : 8 «' 3 S 3 v 8 ' " S S B 8 t'‘r 3 S 1111 ss-s •AjBjqn aqj m saurrqoA jo jaqumx ^ ! c 88§S8§§3 <£ r-T r-T SlllasIlllSSIl rr •sjBaA ui osxnoo jo qiSuaq « 51 eo TP rj. «* tt 42 1 fai m 'il!ll|l •au?ni3j 5 OC jrtLOHOH CO 04 OJ -H to OJ |OiO h r •aiBK £0 • CO .U=-= g &S S-5.S 5 1^ = 5*3 ^sssg3BC^J^s4|^s@£S oa’KdPii^sBfe^a^S-s’^SS'sSo^Sad^ |! l^oofjooio I “ : :S.s ' ' ' : : : 5 « : C C C S-72 o g > J-5 a c'S’3'0-5'5 ^^'5'C Z~ ■■g » : :|£ isisitpiiigWiiisl .s ell® ooi-o.^-Ccc^rj-j irlllllllllllllllllllll PUBLIC HIGH SCHOOLS. 1729 S31 iiiii iiiili £ gVoV ^jc-odcfo 11 “S' §«•' llllllllllil ci o' co" o g co i' ?T o' oT Illlllllli I mmmm « rJ r-T :s§s§ gs|ss||ssgsi||||sg|e 11- 1 01 ^ -r ^ l> t— . CO MOHC Cl :C Cl O • O 1>iC tt r-i OX>iC 0*0 * © ■ O OOOOOOOOOC ^000X00X0 01.0 © >C © OOOOOOOt^OOXOOOOOOOXOt^OO S°S‘ ooooooooo ^ooowoogo^oo^o OOOOOOOCSOOOOOOOOOOOCOCCOOO 5? *ogooo a sssas^sss sss-ssss^g^ssss 33 ggS33^33^33 £3£83sP,ac£338£,0° ^ r-.COOCMOC^HO ©TH©rH©d©©i©©r-lT-i©© ^OOOOOCOOOOOi-tT-iCOOi-iOOOr-iOCOOO © ^OHCl^n^MH dHiCClrfHr-.r-Or-OHClCl C1HO(NHt iXHHHOX:i-01: 1 :ill :|g : sil I :il 111 if is il ill ill gigg ■ssas JCB |s5S-gfi^-=G (aSaj&OcK- '■ ?§- Up » J3 © fe_T r£O0 Z 3 o,c S3 1 in S3 J % ^ 3 I s i ; g « ; ; o ..c . . *?& i i . Jill i lOOCCs.'S X 32 OOOOOCOC 'C'C'C'C'C-g^-'c'C’C'crr'r'r'r . -go 3 bp . d Ss |2o :** :^c; ^ooQ^-v^ocdcdooooooodooccco 2' >- ^ ^ **C ^ *■; , ^ ^ ^ • ’»* ^ ^ ^ ^ •-; ^ l>— ■ ^ w' ^ O ^ ^ ^ ^ •— ^ JS=. §gg? ill Isilliisi i'C'C'C. c “lugs? ss ► * • n C * . „ M IlIIH! ^ii glllilll I : Ill'S g "SS23=Sis goggogggg § aasssssaaassasssssss'ass s illlilip ^pslisilsiiss sBSSSBSSIsSISSIsllisISSI I * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United Stales for the scholastic year 1901.-2 — Continued. 1730 EDUCATION REPOST, 1902 •snjBJBddB ogijuaios put? ‘ami -ttunj ‘sSuipin\q"‘spunojS jo an[t?A it it 1 llillll g sf*f"-fa‘a'r 50, 000 1 illll rH ■ 0^0 0 11 !i j>“o~ .’t* •AJt?iqn oqi ut sauinipA jo jaqumx st I 1 fggspifgll §S1I|?HS1 "HHP A-nninra ut laqtunsj ® | : :::::::::: •SJB8A ui asanoo jo qp§uaq; ss j ^ CS SO Tf T? TJ< -5f CO ■<-< CO CO Tf T 3 § •d = 02 College prepar¬ atory stu¬ dents in the class that gradu¬ ated ill 1902. •aiuuiai X i-1 oo 04 o r-i j 04 © j r-i O •ait?rc i- i N CS O CO r-i • 04 -1 Ill 0'S •aiBuia^ 2 ; CO^rH o : c ) c High Scl 1). >ol . Blue Pit High Sc High Sclic . do. * . . do . . . dn Scribner (colored High Sclic dn > o o o c :~rC'0'c : 1 m - INDIANA— COIlt’d. Moreland . Mooresville . Morristown . Mount Etna . Mount Sterling ! Mount Vernon .... . uo . Mulberry . M n n ci e Z > p \z > j :< r c f ;■§ > J <1 : * * 1 o a : £2 New Carlisle . Newcastle . New Harmony _ Now London _ ! New Palestine . Newport . Nineveh . PUBLIC HIGH SCHOOLS. 1731 1 illill s-^«Tef»a- iiiililiiiliiil ill 11111111111111 j efh N O O ®“ ^ Cl T-' M o' 00 a M CO iC i i s' s' llllillIsllslSll§s§Sllliill li!°!—sii§i”!!§§§! I 1-T r-Tr-T r-T «Ti-T (N~ i-T of — " OHO • rH - : : rH O O rH ^g]10 a CM CM O ©CM © rH © © OHlN j o O j • CM rH CM O CM CM CO - CM © CM © (NWXHC5 CM rH iCiOHOCC HTi'!i'«OH* Cl CO Ogl^ CM ^ © 00 iO ^ UO 00 CM iH CO CO CO O rH O CM O CM O riCOrH©CMCMiCCMCM CM CO !N OtP HNNS CM © * rH © © 00 O lO oo^coo CM O O CM O 00 o .© • 3 03 1-1 © rH CM O O H rH r- : CM CO iO p lO 00 j c iO cm rH CM j ^ • O rH ^ CM 00 © CM © rf< 03 CM O ! ° ■ rH CM HHiO CO CM rH iO 00 ooooooo &S3 000.00000000000000 oooooooogooo^oooooo® o ooooooo £8; , '000^000000000000® OOOOOOOOOOOgjHOOOOOO o 8°‘SS&58?5S,0,0S5'*«5DeJwSS00S“Sg3!§'d'Si S«8S2‘0£05g^tt'0^£a5S3SgiS s ° 8S3SSBS3; JJHHXCSO?) S£g^g0SSft&g‘»10§c*o5'082 £ O COi-IO-^r-IOOOOOOOOOOiHt-iOOOOOOtNOOO Oi-Ht-iOCCiHOOOt-iCOOOCCOOOOt 'eONNHdlNH'MHnOICOMtDlCHH OlO^HMririi-iOJM^OIrtuOr-.WHlM; i : :|| : ; i i illill i i , • j>. O © © © © • • : :g§ 8S88SS5 : : i ill is igg iis i ill I j j • . • j r-i i-i ; • • 'HrlHHHH • • ; • 1-1 tH j1-1 j’-”-' j1-"-1 j ! Ith ! ! ! i I I® 3t i! Hi £u IljJJl i|iJ 1 1 ^ -a • ■ • m - ° - • • - • I! . O =s O' 3*33 ft, c £ j Eg I'JIJgl its S' j :|jg K g'3^-S.-§SWl3rQ |Dsofi O |I ?.JwS«or©Hft 2 6 % °S g^wo 1 oo|op3«i»||s eh H*. I r* . il I :1 : :® : il* SI §«o = F’0’3 i*fi § lsl ooooi^oooooooooooooooo 'C fC-r0 13 tr.£3l3re,Ol3rC,C13r3ST3rCl3'CrO'35l313rC! :::: |.^p :::::::::::: 7 ::: :s : : : :hW :::::::::::::::: :s o®2®00oooooo006ooood6 *£ :::::::: : : 13 13 "C 'V 13 ~ T3 ft 1 I H © PI o-g“o2-^ : |s§|3 ; ^3S>| : SS^£iSi^ ri ■g mm O O O O O O C3T3 £ fcfcfcfcfcOO ill >CO< : : '.a cd : IP a ■ ■ • ‘.Sft : gs 2 fl is -35? Nisi M’llj _ illlllllllllll F Ji g | : i if O £ jT t» 00 01004000>0 0i00 OOiOtOH^HOHlNnHiOCOWNNiOOiOIN O CO 1-7 r-7 rH 04 Classic¬ al course. •a pma j M MMIN • T*H CO CO • j 04 : : 00 • •apK is; ooeo -m CO 04 • • iH : > : a : Ele¬ men¬ tary stu¬ dents. | -aieuiaj 01 00aS0a08000000S00000S00 •apH I* I oo^oooSo^oooooo3oooooooo Second¬ ary stu¬ dents. •apmaj l» (NNCOiOhOOHOOHiCOiOOOOHONO^HH ^lOH tH O nnniOriHHHHMrilN^OH rH 04 •aPH b- OrfLC^lO^^OOiMOOOiO'vC'vCCOHOOOHHl^N CO CO rH rH O rH CO rH rH rH O 04 H 04 *H O Second¬ ary in¬ struct¬ ors. •a^Buia^; © ifi (MOIOOOOHOOOOHOOHHHOHOOOOO 1 •ai'BH OJC1HHHHCOHHHHCOHH(NHHHC4HC4tHH Date of estab¬ lish¬ ment. H i> * • O • 1> • • 00 • 00 ■ • GO • • 04 • 'H . O • Oi • CO I860 1890 1894 CO TH •D ~ 00 CO rH rH £ 2 o 3 C SO 2 > ■ 'Z oj N mm Hill I"! ajliilssr- PQ £ w S oq j w w pq ^ S fd 3 s m w p£i s .2 S w js l-i o n o o O o ffi n d pj !> O H £ S < H d § ai b O ^ .cc . : bcS OOOOOOOOOOCOOO'O OOOOO ^'C'C'C'O'O'C'C^'C'C'C^C'O'O'C'^X'C'C'C'C'CJ be . ::::::: :® no 4J C oS p«> o o c o .2 , bo 5coqqo^^>M3- -S s « ^ o).S 2 i s-° dS® ^ sal S.’S g g s g.g.gi o o o o s S ci'o os! v££q KWpHrqpqM^aQXiCCcocficoaiaQaittJco «SS a a s o o o 03 03 C/2 mi iiiiii a 8“^: 'R2S :£8 PUBLIC HIGH SCHOOLS. 1733 11 islilllllll ill ililililllilililililil! »0^rfd'o~0:No'"cO OiClS ■o'otN ro^oi^cio^jooioaoodoooo ici IISSsllll!SillilsslIs§il iilllli rt r-T r-T of lisiliillillBasiSI 04 i ro C! — L- O * O T-. O O Ci 04 t-0 tH O 04 CO CO CO OO • CO iH i— I * • I> 04 CO X • 04 04 0-4 CO O >«oos^°oo^ OOOOOXOOOOOOO 000000 010000000000X000001 oor-Or-OrHooo^ooooor-ooooooo oioooooooooooooooooooooo< '£s: 3$’ ’sss^&isgaipssfssss 33a®§as8S8gsg$8saoo§88asao,oi 0^0, CO^^^Jg .0^0^^^*000000^00 GO r-' 04 00 lO H^oio O O O O O O O 04 O OHOOrHCOOOH O O r—J O O C OrHOO'^r^Or— (OOOOJOOOJOOOtH OO O O O O O Cl X rH 04 r-j H r~i 04 04 04 O iH X 04 CO ■ 01 r*; oi r- Cl r- • II 111 mini ii less 11 !., si a £2 35 :£aJM go it EE 1 -2 6 j| 32 pq* Sg 2 s © 1 81 1'g 1|!j|^ g3s Sh|JS|s s 1||2| :*g : : : ilj j j o-ol-oo :!! O O S1" CCCOOOCOO cic* oooo cocoo o o o ■ -r t; xt! *0 T5 'S 'C nr t3 'c c roror3 'c — — -c xj ,s.= -c •c-r-rrr — • c-* S «•»••••»•• o K » » » • »»»*•» ~ • g rt • • ■ W • O' » * • • • »— * • • » — i ■ * « iiMlilllillf i-iRiii- ' ^ISllIlf l£g£lli illfs? ^ 0. • • • • s^w-^vJIs aa>!i II I ! fills g S li|! I 111 niii^i 111 * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1734 EDUCATION REPORT, 1902. •siUinuddi; ogpuexos pun ‘9jn; -uun j ‘sSuxpimq ’•spunoaS jo enjBA c* 1 llllll o' lCOOCOlSO 20, 000 9,000 25, 000 7, 000 1,200 4,000 100, 000 100, 000 100, 000 •XiBaqiX 9q) in saimqoA jo aoqnmsj; * W : © 1 lillliS|8||| 3 i 1 O I Tj< •sxsoa m gsanoD jo qifiuoq « 1 21 CO Students. !|l4lf!I{|l •epmiej Si : O i : : •91BK 2 • 1-i ;!NCOt1[ s j °^°° :° •9IBK M • iCiNd^ • 04 Classic¬ al course. [ •9IBUI9.I 1 ^ ! !H : hinci : > •9IBK ! ^ • OiOtN j * ^ Ele¬ men¬ tary stu¬ dents. 1 •OXBUIO.i © ° 0^0g00S°g00C> °5 g ° •9IBH ° °oooo°°oooooo o® o g Second¬ ary stu¬ dents. •9IBTH9J X *- 8® § ° •epK b» 00 . SSSSSS^SSS^S 8° ° rt Second¬ ary in¬ struct¬ ors. •OX'BtUO.J 1® O OOHHHHOHHHOH (NO CO O •QfBR I* rH OJ^(MMCOHHHH(NH(N HH O CO S|2 3 a S : | . .1*1 *128' ^ w( I •S|f§®gs'«a»a.! fli w .1 oif4 § £ 1 111 I K 11 iladJli 3 1 falifiiilii S g gggggggggg£; I llllllllllll II I I PUBLIC HIGH SCHOOLS, 1735 1:1 111111 : MOOOOOV ; : ill : : ip 111111 iiilllliiililllllillllll ill «»o=,o-o ;«f- ill lalllslllll igiiiisiiiiissiiiisiisiisiiiiiiig ' ^ Ti< T* CC CC Tjn ' 'C')^j’'^l' O N H rO lO CO H r-iOODOj-JO-IOI- Cl lO CO lOClHX^Hp tH Cl CCOiOOO T-i Cl O^ Cl OH'OHiO^COClO T-iO^ddOt^d -* vO Cl 1-1 -1 o o CO T-i ^ • o d o CD CO 1C 00 Cl -< T— i CO T — ! - O CO • CO Cl vc i> lO 00 25 10 CO o r— i i— i Cl iO o »d p CO O 00 CO 00 ^ tH 00 O O o CO Cl j r-i 00 d 00 CO OOOOOOOOOOO OOOOOOOOOOO©©^©® 00000000^0000000 0 ^°io OOOOOOOOOOO oooo^oooooooo^oooooooooot^oooooooo “SSS^SSgg^SSSSS^SSSsJ&SiS^SSggg^g! ICOCOHOOCOOCOH rSHiOWOHO^^H^HOHrlO: iOOOHtNnNHOCOT I CO C l T-i d T OHHMHHHHCU I Cl O T”i T“i T— . d Hi 2jg I|| 'tC-S III ^ - o >~B£ ;gJfS gjj SooDdfetn’da^S^ ^IlS-siss^a iii!l3jiis|3!; « 5s I«; W C feu • -13 £§I??2 §£ ■g.-SslS-gog Ipfelfslill^ j^H^w.lia^spgdd^p; § rG ^ -to K :'3 te :jzj ai« '"OOOOoOOQOHp^OOOOOOOOOOOOOOOOOOOOCOOOOOO 43rC'C'^r^-C-'3'C;'C,C3fH"^'C!'C'Qr3r0,CrCfCn3'DrC'C'Ur^rc:'0'C'C3 — '3'CT r5rCrd'U'CJ *> :::::::: : o£ *> K :::::::: :jzj H isl " &J iilfgjaSi Sag ss a-e g gjjl si's 8 8a ®|gl IJc-g'&so^ §■§ S 5 q-S. ^ 2 3 >|||||||||§| c||gg||g S l Ctf CO lO Ol t> CO CO O J 'sivdA ui asinoo jo qjSuaT; §oj3 >> , 3 2*oa^ g.S • o g+s tg ® pj-sS £®s op,133 «,5u fcc-g ^ MO g 0)05 1-1 •axeniaj HHlOO ^NO-^COO V rtf m 1S§B O o I> CO 00 1—fCO CO lO H O CO O CO OOOOOOO OOO ooooooooooooo OCOOOOOOOOOr-iOOOOOOOOOOOOO • OlO I O OOCOOOa5CCCO(NOCOLONOO( NHOCOOG^HHHOO^fNcOt iO (N lO O lO (N Ol CO ^-O I-HOCOOOOOOCOOOCOOCO iOiO(M'HOCOOCNO ^^MCOCOOHt|h^C1COCJ JOOIOtHCOHCOOt ClHOlNi^i ! Cd rH H H INHC^HdNi M O < wT5 . - CC! - 111 ° S A3 "So ©s a as Js * o ^ .2 £ £ bcS bp^.^'gor- H <5 o § A' >. S g l-S’s.s g ^ . . “ .‘t : S^«h.gmH"S&50-° oj w u a ^ H H ” a s a • - odOccPndWoHHHi-ii-^ftHHcd S O o o bo-?. •Si 'g.O'O §.£? :Wa oooooooooooooo^oo .'d o-. aUg-ss-i gw ill! 11 UllallSlllI 111! § ! UOOOOUQUOOOOOOOOOOOOUOOO ■ OOC5OH(MW^IO0. _ _ . . . . < rf 1C 1C Id to lO lO iO ic ic iO CO 0 0 CO CD ■ ‘ - “> CO CO 00 - cocococococococococ )CSOH(NCOtHiO«DN „ IIOOCDCDOOOOO CO CO CO CO CO CO CO CO CO CO CO PUBLIC HIGH SCHOOLS 1737 iliiiiliiiiiliiii lililililiiililiiiillllili S 3 8 “ 8 8 ’ »■“ S 8"8 S SS ”8 5i 8 S ‘~8 " S" 8 S 8 ll§!§l§sl§l!Sli§lIIS! 1C o o ! 50 S C3 o O rH o 0 15 uO -< : T—i • CO CC © Cm H i — i tH 03 00 CO • c^ocg Tj^ o CC © CO • • • iO • • • O lO • ■ O Q lO • • • ^ g So §c oo • • ■ oo • • • Sc oc i ! oo Sc S • ! ! oo •s^n-Sd-iS^as : gfi b£S : 5 5=3-2 §>g :fsti § E go-f^ 1 §£ gjs4 § S’S d § i" g>gg*,d £ I >§3 §53 ox33> So 53 2 l|=S- S33 © d •gl <§° pisiiiiisdrtli; §3 js;l«w.J^£<§ffira|M>3 .•• |K= §d.§S*~ £PO« J gHi |.I2iK.x-WddS^^.l2K^g«^Jj|3&q3s3CS-. mu i ed 1902 — yol ii - 36 llllllllllllllllllsllllll * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-3 — Continued. 1738 EDUCATION REPORT, 1902. •snuuuddB ogijuaps puB ‘aanj ^ iujuj ‘sSuipimq ‘‘spuhoiS jo anpiA ** iiiliii lliillilSfillii lO TP iC COO CO qLoC OCOJO 00 JOiO •AJTuqri aq; ur samuipA jo jaqtunx 11IS!§SII!I1ISIII!!1!III •pup ajw}i[ixh ur jaqumx •siBaA ur ositnoo jo qiSuaq; £> j Pi | - Students. llWiillJs OIT3UI9J X t> rH 04 ■ j 04 T* o rH 04 CO 04 CO co j co r- CO 04 ■3[BK 04 CO • • i-t OlHX Tt< • CO CO ill a =3 •aiuuiaj cs O CO O 04 *04CC04-OCOOCOiC OC0C0h*i0CCC004OC0 ■atBK L-i | 04 04 o -HriiOiCOiCHH COHC5^0r?0*0001 Preparing for college. io§ a>cp ” i-| | -apuiaj j H . o • t> CO O ; o • j • O CO o •aiBK « • co • zo so 04 ; o j • j c 6 j •arronajf S* ! !-< , ‘ 04 rH • j O ; SO j i j •aiBpf = i • o o • • 04 j ^ ; i : :°°?3 IjjjtiJ •apunaj; j 2 OO^OMOOOOOOOOOOOOOOOOOO0 •atBK 3 OOiOO^OOOOOOOOgiOOOOOOOOOO Ibif 1 aiBiuaj « c3 x SJ •aiBR j ** 0000=0 OI^O^g^OTHCOOgOOCOOCCggOO §s?|s ^ cS cc • -a puna j HOWrtOiTOHOHHOHHONiOOrlOClIinN •aiBK B5 H i—i O rH rH H r— 1 O O 04 t— l H i— l r-i 04 H CO H 04 04 04 04 CO H C A , ^ |3|s H 1 1 111 ill j 111 !l| i ii il is £ » I § CO PS8 1| 31 •£ i?p 3 % mmmm . • — • — • -• • gs’g-ssgs3:^ I'C'C'C rzrz- I II 1=1 llfllts PUBLIC HIGH SCHOOLS. 1739 §11 lllllllfl rt‘3‘8'"3S'S'8® 11111111 2‘g'g 8" 111111 co'iq'o JOtC of II llilllill llilllill © eT ioK CM cT j-TtC. t> ideo cvTi-T o' r-7 C'f cf o' oo cf lllsllll5lllISIlllilislslIllliSll”llllilsIlallellls co co ^ co - ’COCOH’TT'CO^^CCCC' CO CO j CM rH rH CtO 00 CO lO rH Ol CO ICOCICO • tH O ■ M 05 C* cc • ■ nr< CM O rH rj< •’CJCCWHHH CM - CM HP CO • CM Ol tH • thWH O • • CO CM CM ■ CO rH CO CO M ^ lC X> CO O X X Cl O CO X (M O O ■ 0 X X lO«HrtN'^ lO CM CM O ?3 X Ci 0 0 0 j mOH * 'O M • * CO CO - ‘20 10 - ^ : - • rH CO O -1 10 tH CO CM (M -* :« rH!M O CO ■ rH CO co § - iH CO - 0 01 CO CO Tji oeoooooooooooooooooogojcooooooo <500 0030000 oooooooeroooo g°§' 0300000000000000000: CO 000000000^00000000000000005315000 MOCMr-.^rr^C'sC^O^niCr-^^O^OT:' liNSOOHOiOHOHHHHiNHHHOeJlNOHN^H * 11: >-.>> ' 3 is > S St>' li 5 m . ^ Ho cHS S555 ° 55 oooooodoooooooodooooooocdooooooooo '^-'C~-:-'=~^'C'c-r--nr'C'r~'r'C'r’r'r~rr-crC'r'r^:'r'r~'C'r'rxr'r'c;5'cr £§£0^ SOOC53 _ EKKEEHaHH.5 c 0 > U fl HI! 1! II I pSS If 1111 II gsf HI ill i I If p| ^^S2BaS3a«a55J3S3S3Sa3^SSSS3i«SSS Ilia lllllil!llll|illli|llllll|ii|sllf||sl||||ll|i|i?||l * statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1740 EDUCATION REPORT, 1902. PUBLIC HIGH SCHOOLS. 1741 iiiliiiiiiiliiiiiliiililiiliiiili §§§i s s 3 S3 §8 3 S g s « 3 R*°' ~ * g gpg“ 8 g g g ® g S' *S g" g llliiiii O 00 rfri — ■ 3" Cl ift 11 “8 !llllSISlSllllllglslSi!!!ilgl!slSl l“lllllslS8allal 3 cc — 31 3i cm Cl ^ O C l • o O C3 31 • Tji C Cl C X3C t'* Sg^g6®^’ ■: o o *icc CO ■ O — i CO -HiO occo^oo (NOiCMCiOl ! 33 CO 30 O CO CO Ol — CO 31 C3 — :t -3 — o 1-310 • 30 o ^ T-: ■ O : : ill ill i i i i i| : ill 1 i ii : i 1 ill Mil : : i ™ i” !rtrH i i i i !rt i irtTH ” : i"" i i 1^ is 5 liflliiliiliiiili Biill! g Sio£ddi^£^fi2(=i s ■£5. , §8 S — a o' C g^ OOOOOOOOOCOCOCOOCOOCCOOOOOO O'C 2 CO o o ■■-•-■ — — . iss 5 w = cc as ^333333333333 is c ?f islllllji iil! Jill! i Hasilii Sllsll|ggS|ggggsgl§g|||s§§ggg| sgfilllsSgffi 11" C o 3 '-3 2 o »g in stf* HIS I1IIIIIIIII1IIIIIIIIIII1I11II1I1I1 III * Statistics of 1900-1901. Table 43. — Statistics ofjmblic high schools in the United States for the scholastic year 1901-2 — Continued. 1742 EDUCATION REPORT, 1902. ■srvjBi'Bdd'8 ognuaios pue ‘amj i *> -iujuj ‘sSuiptmq ‘spunoiS jo onpqv t •AaBiqii aqj ui saumiOA jo raqums; w | 1 _ ‘ 11 O l> s llllllll © Vi ©"aOCS OlO cL illltlllilll oofco'o'o'toooQdio'o'ioo lllllllllallllallllaglls rH~ rH *liup AjBjxiixn ui laqumN ® •siBal ui asxnoo jo qiSuoq 2 42 i a | 1 College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •aiimiaj X M CO rH CO O lOO •9JBK 5 | too © T* rH • O 04 O NCOM' $*§ •aiBuiaj ® to^co^^ j © eo co to j-tfioo © : : 04 rH • O CO •aiBK Is 1 M *o ! 04 i ; COCO ' CO 04 Ele¬ men¬ tary stu¬ dents. •ajBraa^; * 2 OOOO^OOOOOOCOOOOOOOOOOO ©rH ■aiBK 1* OOOOt^OOOOOOOOOOOOOOOOOO’JJ Second¬ ary stu¬ dents. •ajBuiaj * •3[BK Second¬ ary in¬ struct¬ ors. •ajBuia^ CS (N O i — lOOOOCOi — It — IHHHOOCOOHOH!NiC(NO •aiBM Date of estab¬ lish¬ ment. •f 1 11 ill 1 III ii llll l^iilliNillli! illilsl! l^s5Hs|i|gj3is2|a3£gw-|||B •' >r '7 ~ il ° -'-r-'-i K I II S° £ 02 •3 ©6 o ■*} II? S g^'p? ? -2 cd3^ ^ : : : 1 iilmlll . « 0,3 C30_J— ,q 03 s 2 IllfllllllllJsslffl'l” 1=1 3© © ,c.a.^,a 02 02 02 CO SSSSSrHinSSSS PUBLIC HIGH SCHOOLS. 1743 ii ell i" s'as ;§rss“assss §11111111 g.oig-?-oo-»gS-a- iiiii couoco aoio llillllillilll 11 gSfil§ll!isllllsll:lll‘'ISIsis;siI!SIIS§ll!lllllll t-t t-r r-r T* Tf '^^T;t(Tj<-'tfCO^COCOTt H Cl H CO rH CO- 00 O CM rH ^ rH rH hcuo-^o (M O to O rH Tf< CO HOHb o cm CO CM CM CO CM rH OiO^HO CO CO CO CO CO CO o H Cl lO CO o ^HCOC10iOlOO^(NHOGO(MHCICOHCOi^(MCO!CCOHXM>COClHHHClH rH rH o COCO to o to rH CO O rH 8 oco ^ s*- rH ^ rH rH ^ rH ox rH CO ■ QO rH t> cm o § CO • rH tO 8 O Oi - • Cl CO ! ° CO CM rH 3 CO • rH rH 8 rH CO rH oo ooooogooc^ooooooooooooooooosoooooooooccioooooooooo OIOOOO® < o> OOOOOfflOO^OOOOOOOOOOOOOOOOOajOOOOOOOOOiOOOrWOOOOOOO 3°§! rH CO 1-H t-1 rH ss sss§.ss!5isg;s,>j5s.3s8sssa-s,>!5!!§^®sssagssg;as‘0ggssssssss xHO (NCOCOHHHCCHHOOHC; iH^NlNHHlNCOtNOOOOOO^HtMlNCOlNOCOriWOHWi IHOHH(NWH(NHHH(Mi I Halls i g? iii i i?h ni i mill iiiii 111= _ S££dQi>i>!>i>!>££££££ :££££££££ * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1744 EDUCATION REPORT, 1902. PUBLIC HIGH SCHOOLS. 1745 lilliiiiiiiilllillli 111111111 111111111 1 g * g gf £ ^ 3 © co *a © £ 33S^S"sa*°"§ S §!IIsll!l!!ll!liilll ls§llllll §Sf*8I§SS ilsllSII|g COCO'‘ j j j j i is ^ = 6 6 f pi •ajpiaoj ■COOOI • ;MCC5 *00 j * O • O r-* CO j^OCO •01BK = ■ l£KH • • CM -S' lC • CM '• i CM * CM t— 1 CM 'HHS1 S |^iS •ajpuiaj 2_ 55 oooooooooogooooojoooooogo •aiBK OOOOOOOOOOOjOOOOOjgOOOOOi^O 1 - I S *■§ •9XBUI3J X agss^ssssssssssss'as^s^ •aiBK * sgss^it£3sssssss§^s3^®s0s Second¬ ary in¬ struct¬ ors. ’OTBUia^ I— i ^ CM CM f— i r-iO r-^.-iOOr-iOOOOOCMOOOOr-'® •0TBK HMHHOMHHClHrtHHHJlKlnHHrr-NOr- O A . fill * 1 iiiiii 11 lillllili 11 III 1 i 3 i g < K I us -■=1 II N i liill I II! llllll !! 6 1 !I j-s S S 1 5 II; — 0; co — uO o cc Ci I- I> l> I>- I> 82BgSg8Egggg PUBLIC HIGH SCHOOLS. 1747 iiiilii • liiii § Mil! iiiiiiii : iiiiiiiiiiiiiiiiiiii! ® 3 SS lCco' ^ S' § S M" S * § ‘ ^ lllillii efef !°l!i i!i*IiiiiS!s!ii!: i!isi!!-lsl!!l!ll- of of ^ cm ^ ^ ^ ' ; x x x x x cm x ' : x r- cm ci ^::ccv:ih^- ^ 1C O CO X d O Cl O C5 CM 'OC'lOOC'l OX^Xt-ItH XCOOOdd -CO O Cl • l> *TT d Cl Cl rfi d C O d O M : LC CO CO ifC LC ' !-CCXCd^OLrdCd I- CC X -r CC • O CO CM t-H • p- x c i cgco: ^ co •o^»ci>o^^oiociLCOr-T->ic»-o^rO'-CLOoco^' o o o o ^ CM o O Cl Cl o o X Cl g CM o X CO o ^1-* X Cl CM o o o CM o 3 CM ^ o o Cl CO I> Cl CM Cl 12- X O CO a -*? o X X 1-1 co X d o^ 1C X HiCCO ^'ZZ x “ I u 1112 O |3 ; S ^ 5 if S gSp4^<",°! J o o o . . •*■.... . ^ o . . * . . * . * . t*2® o c d o o o oa® ooooodooooooococo ^.T^'trz^.rzrz'Z.rz = r=~'^:r=^:'C'C'^'rrc'c~ — -C'c-r'r-r ow& :::::: :gg s :|J^1 : O ' -f ci -~ 2 ~ K l|-SBl|S3 cicio;.~^l^c;c sssssssx 111 S : SI iJl! y Ipll5 J 1 1 J| 1 1 £f i ill! jgJl Ill! =111 ! i fc-p =£ S' : ? ^ i 2 ^ S 2 S-= o ^ > c 5S o u'C- =i" = ~~-r ~ >•£ >2 ° == s szMmmmmmmmmumn o o ^ i - mum «iis siiisisiiiiiiiiis«iigiiisisisssii •TOfiT-OOOI JO soijsrmS* Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1748 EDUCATION REPORT, 1902. •snjBiBddB oppuoios put? ‘oinj -xiunj ‘sSuipxmq' ‘spunoaS jo enjBA Ililll! ;i :§ii j II : © t'-” CO V -0' cT cT . rH |MlOO • © •9IBH s § : :::::: : ® Ol TT* CO i S >> A -iS a s •9XCUI9j[ 2 ©OOOOOOOOOOgSOrH 000*00000 •9JBK C5 OOOOOOOOOOOPjO* 0^0 0 00000 t*.ji ilsj •9IBUI0.1 X •9JBK Second¬ ary in¬ struct¬ ors. •9IBUI9J ® T-HOOl— iOOi— rHOOOO^rH HOfMOHMHHH •9IBJ\[ I19 NHHHHNHHWHHHCOW HHNrlNHNHN Date of estab¬ lish¬ ment. : | :§ ! ill jg jgjgj 1 i ■3 g M . C. A. Wagner . . A. P. Featherngill . . E. M. Hollingsworth _ . S. A. Kennedy . . 0. D. Carper . . A. J. Lovett . . Theo. C. Conklin . . Miss Louise Stoelzing . . . . E.H. Harding . . Howard I. Floyd . . George Allen, 'jr . . H. H. Peyton . . D . R . K rchbiel , A . B . H. M. Culter . . IT. L. Miller . F. W. Irwin _ 'i iS; 1(2' u Si 45 ■M 0 A3 O « i-g* '< § f. !i if4(L d 1 & (M High School . . do . . do.* . . do . . do . . do . . do.* . . do . . do . . do . Norton County High School.* High School* . X- %% ■■ C i-c : c j'C !* s c d I'O-'O 1 0 ° m - Kansas— eon I’d. Minneapolis . Moline . Moran . Mound City . Moundridge . Mound Valley . Mulvane . Neodesha . Neosho Falls . Ness City . Netawaka . New Albany . Newton . Norton . Nortonville . Oaklev . ' 0) o< It bc'5 3 bl 5o a ■i c }g | > 0 ll II mmmmmm 111111111 PUBLIC HIGH SCHOOLS, 1749 iiiiiiiiii 11 9** liiiiiiiiiiiiiiiiiiiiiiiiii io Vg o io «T o ® i> ic co o m“ o » o o io‘ m o io" in" V d o u: ^-°d©; iis§iiiis§ i"iiiii°iisiin°ii illlaiaillSISIllllil ICOCOCOCOCOCOCO^^COCOCO' CO r— 1 ^a°sHH CO rH rH OlO 1 2 12 TT o • CO CM (M • j rM t-0Mffl00n»0(N lOH co © co th o CO o o rH H 00 O tH ■ o ^ rf< j j rH COiCC01>COCOrHOCOO rH CO CO CO CO CO CO rH 7-1 CO ^ 7—1 TT* Cl CO CO O lO I> H CO lO L- NCOLOCOH^NHCOOClOtNCOOfN l> ^ CO CO 1-i CO CCHOH 7-H ^ CO tH CO O CO CO CO tH O CO lC'OHOHON^lNNCOiOOOCOO CO o o ;S 7—1 CO LO o ! ° CO o ■ CO o • S • O CO CO CO ON CO : ° CO CO CO - • CO lO CO • CO rH ■ ' I-1 tH ■ © CO 00 CO t> 00 CO : CO O CO COgJ^ CO iO O CO CO - I> *> CO h< ; CO CO CO CO O CO CO CO rH tH oooooooooo ooocmo^oocmocooooooooo^o^ooooooooooooooooooo oooooooooo o^gogoosiooogooo«ot;|boooo?ooooooooooo ’S' SSS^S&aSSS SS,0S,09rHa9SS,0S®S®99S“SaaS,0SE5S,0®'',,Sg9SSS^S9 ICCTDO^^O: I O O O HHNOHO CO O © O tH O CO O O rl O O ^1 :OHOOr;:iHO(No:L iririOJOrl III Ills 111: II1S IS P3 4j o Is S3 : W&mi s;«X§ issM § $jjw S HH i-i o d ^ W A S S d O < S S H <& &q S d W E '8 S^SSSSSiSg 2.St III ‘ 01^X110 J 3 O oohoi>cioocom 1 Ol O O O O T-i o C A . m II i :l isli 8« *’2 o fi .2 1 ^^.5wSp.o>;« "32 fqN^tofe 3ISM|S :d Illap *3 pq £? a> 2 c ( 2 A££SgS*I J S .(«»»« g£ go 8 :::::::: : ^3 1 ,-;x! ::::::::: ccoocc^cocoocoo slsrw,w’w S5 H 2gg’o ■"illllpsi ;^2.'5=.E.£| P = Mi ||I| cc^OS 11! SB£' si mmmm Gabby. PUBLIC HIGH SCHOOLS, 1751 iliili iiiiiiiiiiiiiiii eojceooo^'ga COX JOrH IN OC r-Tuo" © H © IN 00 50 ilillllllli -r r ~ ~ ~ r ~ i SJ sg^is sgj's g : !§ 1 Is jSS Isl; =1111-111 111 ii 1 ill 1 cioT HH CM ^ CM X CO Hi CM • tH h t COr CO CO co^ • c MhHhhcohHhHhhcccct V CM CO CM CM ! ° • co tH O r • © ! ° ■ CM • (MO iO co • lC O O rH. • CM i-i O ■ ° • o • © ; ^ • O CO 1> rr j °ts - H C d X (N • ^OCO • i-i ! ^ • I> > © iO ! 00 • iC o •i-fOQO • CO iO CM O 3 £°° riHHO O O j CM © O ■ ■ o ; ° • ° rH © • iO * rH CO ■ X Tji 00 • rH I> i-4 Ht* - • © j ° CM ; j : c MiO • • t - iO ; O • • co • • o o CM ■h ! 00 O j . . o D iO H • • • U 0 rH h i ; °* : III * i . - N • ! ° OHO o ^ ■ co : . ; rH CO j • CM O •O* CM • ( » j ! WHO cm CO i 05 :a° : • CO CM • : ■> • 05 ! ; ^ ; cm <00X00 OOOOOOiCO^OOClOOO OOOOrHOOOOOOOOOOOO 8°£‘ • o o o c o o ooo^oo OOOOOOfiOC^OOOtSOO oot-oooooooooooooo t-oo ooo o '$°§ ss^sg1000: 1 10 ii? Tf i— ; » i SS51 ISSS-^SSS^SSSS OrlriOnl 1OO1 — iOOOOCO : IN © O O r-HriO! lOHIMlSiOO Ort. Statistics of 1900-1901. Table 43.— Statistics of public high schools in the United States for the scholastic year 1901-2— Continued. 1752 EDUCATION REPORT, 1902. •snjiutidd'B oyijuaios pub ‘am; -tuinj ‘sSuipjmq ‘spuhoiS jo aiqBA 9* W i in mu ii S ss 100,000 30, 000 2,000 3,000 20,000 •AiBjqq aqj ui BaumjOA jo raqiunyi « ! ill §1111 ill § |§8Sg •IITjp Ijbjiitui UI aaqumyi § •siBaA ui 9SJU09 jo qjSuaq S5 CO CO CO CO COCO C^rH o Students. m stu¬ dents in the class that gradu¬ ated in 1902. 'dXemd& X - j i 00 04 • CO 04 o 04 •appi CO : : ^ o • O CO O r-1 iO S2 « iO O rH O l> H CO Cl O tH * Tt< Preparing for college. Scien¬ tific courses. •ajBtaaji ^ 1 pH ! ! ° 04 • CO lO • ! co o •apK 2! : j M i- S j • ^ Classic¬ al course. •apuia^ SI • • 0 1C j j j O' rH •9JBH pH pH i i i i i 1:0 i 00 Ele¬ men¬ tary stu¬ dents. •9IBUI9J © o oog ooooo ooo oo ogooo •apH © SS °°8 ooo®® ooo oo ®£000 Second¬ ary stu¬ dents. •0IBIU9d; ! X ^ BS00 SS3 gS 3WSS8 •apH t- 10 3i52 SS . second¬ ary in¬ struct¬ ors. •ajBuiaj » O CO CO O HrlCMO O'^H COO OOHOC1 •api us rH HOH (M (N Ol H H HCOd HH HHOC^H iw ■# II : llill : i !| i Principal. 99 c c 2 1 Ellsworth I-tegenstein . . si i M i ^ i c it c| gs id E2 'lig i i l®ii §ii ■ s?§f ist d^c il ' p si : o : > Or- { fc e j < 1 > d£ i i > S5 : o ^ j z* 3 ac p 1 b 3 i i! is i L s i ) p i= II 1 Geo. L. Sampson, A. M. J Name. 5 * c £ T s 1 l I | > ; j. : hi m Ssf 5 K jo j : ai : •■3 •I ; ;£ j :* 8 i §* f * ills! iil II ill i i| ii ii ills’ I il l il i s S' 1 :S t • o f is 1 :?rtu iS&SSSa illllSI - Wi3 S5 1 j >* 2 c IT j J J-r- 1 Shelby Graded School . . . J State and post- office. - KENTUCKY— COnt’d. Motrnnli'n Maj’sville . Middles boro . Minerva . Mount Sterling.... Murrn <• Newport . N ewport ( Dayton ) . Newport (Fort Thomas). Nicholasville . Owensboro . i 1 3 ST • T5 : ^ i ji Ii a 1 Shelby ville . i in mu in ii mu PUBLIC HIGH SCHOOLS. 1753 II • • CO-^Tf • '4j<^ TflTi'TfTjl .4^1 .4j(Ti=* : a j : : « • • • • • • » • • rH . . • • CO • rH © • • • O • 'WH • ■•I i • • • ii .... • ... • . co jOra : : ; ; j j- :»« j ® j j j lO * • • • rH • © tH * • ■ rH rH • tO © iO ' (M H * © • •• ii. ii o j j © h j : : 1 j i : j : j " • © rH • ‘tHCO • • CO *OlrH • • if© CM rH : ° • © rH • Ol • 00 • £> • •4#i © ■ ■ ■ :© : j j | 0 ©OOHCOOO OOOOUOiUDlOH ^ © CO rH (M uO © o © © © 0©©©©©rHrHiO COCOOI>COJ>©©©© (MrHCOrH ri CO- . CNnrHHHrl HHH CO tH GO t>- rf 'rH© 0O©QOCO©rH©©© © CO © H OI(M(MiO-H^ H rH CO H H CO (NHCO rH rH rH rH 00 rH 0 00 iO • ■ 00 © © • • © © • © •© •© © 88^ • © • rH • • t''* • • Ol • . 1 © © ■ © • ©••©■•©•• rH OO 8 S8 :g co oo • *00 00© • *©oo *oo *oo *oo oq © oo co ' >00 • CO • *00 • •© • • CO CO 00 00 00 • 00 rH rH • 'HnH • • rH rH • rH • rH • rH bol ■Sg <§«§£& > -£ S s N OQ ft £gog^ S &i §" wH a> . a^ >> o bO <1) s £ g a ©°. O o °i«qwE w a rH -cOQgpH :^8 ; o-G .02 o 33^0(1)00 rd c-ddddd ■« p,.S? : 03 ■ bps '. o 'bp * o -d” ° O • rl © o G3 : § 3g) © s © m fl^d QJ^r be : cS g bo ogS •W W ! S } ° d >>,-4 OtJO ) O °3 o J-GgrG o o 2 02 . o ' o :pi . o . 02 I'd • © ;d c3 . *4 r- 1 •0 O ■ O bc3 lZj o ^ ©® o jPjp-5 bo bo g H&Ji 3^*000 -Pdddd d bo • ■ ■ © 5 §>«£ 8S$- £o.3g «-£dw d 44 * g.SP © ^>-H rl O O •r-r -X- -rH .^H P>'X r W CO ffl OQ H W “g O Hg £ r-,’ ^^.^.J3PPS^§ bepq boOtoO O . O _ O ^pdo'G*© fln Sf< fl» a Sofia *e g „ o o PG^o oq oq 0 42 “i-?. j.d'dd to : : o £ j©^o^e» d „ u, lllsISf JgS Qjc3©2e©esgt2 r-; a i. s ©dp o o o HHHWoooofifiM ®d d © 2 n o3 d d © e w e a a ^ ^ o3 ,o d y y h «w >H Pn®OHd Ph oogtdp;^ © § OTJ 4d & aJ Q d=e © § a g" ^ .S^ggg © bd ■ d © ;>.a i ags^ §)^So | eU ^ O c3 CiQ0i 00 O o H (M iO iO lO CD CD CO 05 05 Ci C75 Gfi eO^iOcDNOOO^OH CDCDCOCDCDCDCDl^I'- 05 05 05 05 05 05 05 05 05 1C 50 I> 00 I> 05 05 05 05 ED 1902 — YOU II- 37 * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1754 EDUCATION REPORT, 1902, •snjBiBddB ogiiuaios puc ‘axni -uunj ‘sSurpimq' ‘spunoiS jo anp?A OOO O • O O O 0 0 0 0 0 0.0000 OOO O • >o o o oooooooooo OOO O -lOiQO OOtOOOOOOOO to' cc' tO~ ©f • CO ' CO CO H N H of o' lO o" o' coV X> | H M ^ H ^ O © H •jtxBiqij; aqt ui sararqoA jo laqranyr OOO <00000 oo OlOO CM O O O O OO o o o o o H O iO O tO H O lO H 900 35 •pup AiBinira ui laqranjq © & • • ■ . •sjBaA ui asinoo jo tpSuaq a j CMX^tf^X i Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in ; 1902. •aiBraa.ii X rH • 0^*0 H • • • O CM H H H • •aiBM o i ^ CM • • • SO H H iO H • Gradu¬ ates in 1902. •a{Braa^ O X H to CM H LO -xxhxhhh i • H CM H • •aiBK 15 o X CM CM O H X • H X O CM H O I> • • H H • Preparing for college. Scien¬ tific courses. •atBmaj 14 * j >° j • -OOO • • CM ° : •aiBK 13 * i ^ j • 'HOrJi • • CM CM j Classic¬ al course. •aiBraaj 2 1 " . *0*0 • • H • HH • X tO ^ O O X ’ •ajBH 11 CO : j« |h CM H OiOXHOH • ; H CM CM Ele¬ men¬ tary stu¬ dents. •aiBraaj 2 ooo icooor^ oouoohoooiooo^ CM CO CO ^ TJ< CO •aiB H Si OOO COO^OCO OOXOhOOOOOOH CM CM iO CM CM r-t Second¬ ary stu¬ dents. •a^Braaj 30 01>t0 X O H X X LCtO^iOHCOOOOJXHf H CM H X T — 1 7—1 1 — 1 HriCMri(MC:-OCO CM O CM CM r-i •aiBK r- X l> O O CM UO CM CM OHXCMOXcOCMOXOX H rH ^ HH HH HHuOOC'lHOOl' Second¬ ary in¬ struct¬ ors. •aiBiuaj O j Hr HX OHCMOO HOhOHlCHXOCMXO •aiBH 15 1 rHr-l^ H-^Orl-H rt-HOHH(N*OHHTfrlH Date of estab¬ lish¬ ment. H 1.892 H . CM CM O t-O O CM o .ooo o o o X • X X O X XX • o • o • . o • o • • X ■ X • Principal. M J. F. Welch . n R Htnnl Asi James B. Aswell" (presi¬ dent). J. N. Anglin . C. E. Byrd . J. Montgomery . A. W. Bittle . R. S. Landis Milton G. Drisko . G. F. Rradbnrv _ s- a •*c 15 1 c % 1 Frank W. Jackson . Charles 0. Turner . C. F. Cook . Henry K. White . Arthur M. Thomas, A. M . William T> Mall j l a |5 Is* • &; ■tL T C : 'C . do . State and post- office. - LOUISIANA— cont’d. Robeline . . do . St. Francisville _ Shreveport . Vidalia . Washington . Winnsboro _ MAINE. Addison . Alfred . Andover _ Anson . Ashland . , Augusta . Bangor . Bar Harbor . Bath . . Belfast, _ Berry Mills . XX X X 00 X X OOi o> o* PUBLIC HIGH SCHOOLS. 1755 o“«T iiiiiiiiiii cTH co'H'co oco'o' Hill N HOCOnlNH rH (N CO Orf COO CO 1C N N H O ^ (N O N CO^H^OI> 1C 3 J> r-< lO © 00 N T< a lOl^O CO CO 6 4 12 05 CO N CO © OC CO ia 05 N © l> HCOOO © H NI> 05 OUO^ CO^ 05 tH 05 05 rH N ■ o © o oco 8 o • • o o o © j o ■OiCO ■ N OrHOO jo CO IN © © • *HH^ rH • :S3^ :°° H (N (N • O 05 CC 7 22 3 4 £ OC CO (NO • vO r— i CO ^ N H • iO lllliil 00030000 OOOO^OOOO^OOOOOOOOO^OO-JOOOOIOOOOOOOOOOOOOCOOOCO 000^000 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOO^OOOO^OOOOOO^OOOO HCOHOHHO NOOCOOH!N!NOOWOHHOHHHOO'(MOHHCOO^OriCO ‘SJBa.C ui asinoo jo qi§uaq Si - Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •aiBmaj » CO Ol o ° ! c > Preparing for college. Scien- tific courses. •aiBmaj <1* 00 ©o CO CO • •9IBH M iO rH CO • ° o • Classic¬ al course. •aiBma j CO Cl O CO S3 • o HlO to T* •05 j r- o •aiBj\r £ - ^ !M 3 i 00 O 50 • UO j C 5 • •' Ele¬ men¬ tary stu¬ dents. •aiBuiaj e OiCOOO^OOCONbOOOOHO«OOC5 0jOO •aiBH Si oaoooooo^jjoooooowooso^ Second¬ ary stu¬ dents. •aiBraa^j 30 •aiBM i> second¬ ary in¬ struc¬ tors. •atBmaj 52 HOHOriHlOnnHOHHHMHHOHOHOHO •afBH va HHHHHONOOHHHHHHHHHHHHHHH Date of estab¬ lish¬ ment. 1 1870 is • tH ii ii i llll i ii Principal. CO James D. Murphy . Melville C. Freeman _ H. E. Marston . J. Wilson Hobbs . Miss Isabel Jordan John M. Nichols . j Miss Lettice B. Allbee. . . Miss I-Iattie Skillings.... Win. A. Harthorne . W O nhnse P3 : i ii « : = !s£i ill J. M. Pike .'. . Oscar C. Merrill . D. Lvman Wormwood .. Chas. Robbins . . . Harry E. Walker . Arthur W. Lowe _ _ : : a ill its M 1 E. P. Dyer . Name. w '3 * w c ■fi-C K . do . . do . _ do * _ Jordan High School . High. School . . do . Academy . Hifrh fiebnol * Mattanawcook Academy. High School . * . do . Bennet High School . High School * . . do . . do . . do.* . o ■d t •2 S' fo « MAINE— cont’d. Jonesport . It '• 8 ; s fl \BB : r-i 0:1 • Ol tM Ol CO X r-^cr-^o^cici x> q? i oococoio’ th • r- o uo o M CO -03 -HCI • *0 OOOOOOOO^OOO^OOOOOOOOOOOOOOOOOCNO OOO OHONO^OOCCIOOOOOO (N^OjOOOOOOOClOOCOOOHOOOOX OO OCJOCJO ° ° o OCOOr^.OOOOC^OOOOOOO S38^88^g83££g!3£g|33S&gS;33333dg SS®3 SSSiSSSSSSSSSSiSSa!! ssss* j^OOO^^COg^jH )OHOHHOCOrlHClH«(MHHCOHNHHHOOHOHNOH 03 O O tHCOtHOOOt HHHHNHHHt lOMbHr-. II si ! ^.sl a^C §\tf.3 •§ o <2 . 00CH!?-tJ S c” 8 rf'J-O ■- !l!35.1|S=2i I2l3||fl! I oodoooooood'ooo 'C'C'rrcrc)'C'rarc,ara'C'arcrD S 1< £g H 3 J Is gsilpl PQ «l ®' c’Sl c5- Ipj' tf a' s£; £ If •3 « 15 < :2 .... JjgffiMlI 111 112^701111^ 5SsaSUJllSS3S!1 ill i|i r S.'S . a; o ,a ■SP* £ 1 I 2 S- Jill fiifcslf £ ® ^'crc,0'a ils l||iifl!lig|llc llllls!II Illllssallllllll illlllllilllllllllilllllil! Ill III |o||3d||0|S523i 55 55 *5 55 5355 55 55 55 55 55 53 55 55 55 53 55 Jm 55 55 ’ * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 8 EDUCATION REPORT, 1902. 1 | •srutunddi? aqpiiaias pun ‘axu; ' -lujnj ‘sgmpimq ‘sp’unoiS jo aiqisA II OO • • O OOOOO oo • *o ooooo O O • • 1^ 0 0 0.00 010" • • H-ef^rf CM • • SO CM m • • 0 0 ss ■cTcT 05 0 CSHH Ajuiqii; aq; ux samrqoA jo aaqransj ! •pup AJB^tirni ut aaquinjsi : •sjua.C ui as.moo jo qqJuaq J»3 'V « U ■*-' Trtj ^ O „ o a V *s S S 05 0-e3r"1 2 SC u oS ^ CG O ‘dlvmdfL o o o o o o •*vm •9[Binaj[ m*vm marm O O 05 o CM CO 05 ^ 1- -Cij ^ ^ jl3 " 0 2 .g ^ ; •91'Braaj ooooo ooooo •0I^K .000.00 000.00 o o r» co o •arernaji i-O (M CO O SO Ci O rH CM •ape® SO iO CM CM 05 o SO o o coo o o o ■SO H SO O SO CM ■aimea I .CO © H O H CM 00 t o r? fn o $ S*Q •ei^M O A - ,2 05 a c3 a £ P ® X> CO CM 1> I- 05 .00 .CO .00 co oo co "fri"!***** _ <100^0 %p S£ fl .0 Zfl . oCP m § 9 s* IT bD tt qU2 l§ ^ w £0 ffl 03 crjP O) o '&8 ol^ o3 03 bo ^ a O . &0 0"o r? .a; ^ . o C rg £ o H • H VC d) CJ Cj jh o IlSotSiS.ll <« r5 £ 'S o5 Q ! ! co OrS'P ; O ^ ^ tJ 50 O ) 0 -a c; ? CT! X rr-5 . . Hi * tf «D 0 flc 1 c 1 c i D ^ ^ CO : : ! • o * • ’ O ■ lO • rH rH • • X CO H H H • CO • © rH © • rH • • rH Gradu¬ ates in 1902. •opjniaj 21 iO to lO • X 'HHCOHOJOtO^O^O • CO HHH ' ' • Ol • l> •arepi - 1 CNC0 • 'OlrlHOOCOOPNCOTf*^ • CO tC CO • 02 OC HdHHtOM'^'^COKIiOHOO^HOO rH t)?l ■ai'BR ^ 1 WOlHL^XO^OSMMO^MOH^ClOSXiO'OO^ CO iO O iO lO H H HOI-OH^NCNOKNHONhOO Second¬ ary in¬ struct¬ ors. 1 -ajmcraj © •a[BR kfl ^CONOKNOHHHHCOHHHCOHHHOHONX Date of estab¬ lish¬ ment. • ‘O © • © c f-c . do.* . Powers Institute . High School . . do . Houghton High School . . Brighton High School .... Charlestown High School * State and post- office. pH MASSACHUSETTS. Abington . Adame Amesbury . Amherst . A vlinort.rm Ashby . A cVifin Irl Ashland . Ashleyfalls . Assinippi . Attleboro . Avon . % . . Ayer . Baldwinsville . Harre c f a >,£ la see Belmont . Bernardston . Beverly . Blackstone . Bolton . Boston (Brighton). Boston (Charles¬ town). H(NCC^i0CDt^0005OH(NC0Tt ^ T— i • - f- O *5 ^ = 0N030 (N ©iH«o tH jt^jgl>GCO O^^iCrji OI>^jI^OQCOC^COCq 3^ : -j CO ^oogg«S 3 *0^01MCO gHM^OCHOO CO ^ O T-iT-i • ooo :° :° : j O 00,0^ ! ° ° OW CO ■OHO^ *HO O • O 3 05 8 jg is ! j 3^83 :8 ° t— f CO o • CO CO O O ■ CO O 1(0 ■ Cl 5 3 ° g i°s j ° cocgsoaiort (M tH O !>■ ■ CO o o S 2 £ O ■ CO CO * C^I : S ^ : O o C ' qo r2 ■ ^£,2,2,2 II WPQi jig- ll Iplf 2 2-0.0^ -g >>„ % c3 as 8 g|S cooqoqIoP mum iiiiiiiiiii mm mi 13333 33 33 33$ 333 ics of 1900-1901. a Includes pupils of the evening high school taking certain commercial branches but not pursuing regular liigh-school studies. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1762 EDUCATION REPOET, 1902, •sintutfdde agppiaps puB ‘ajn; -tuanj ‘sSuipitriq ‘spunojfi jo onprv N iiiil sss”!' 35, 000 250, 000 27, 000 35, 000 40, 000 100, 000 102,000 , 2,200 100, 000 41, 200 3, 000 5, 000 115, 000 aqj ui samnioA jo jaqraux 50 1,600 800 100 1,675 sls§l£ll§i§ CO r-T S||| Tltip AJB)i[un ut aaqumsi § Hill : : : :33s : : : : •ejBeX ui asinoD jo q^Suaq; Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •9{BUI0J * 0 l n 0 ONCOiOfNNHO • CO t> O C4 r-i r- 1 CD •aiuK pH HHOS! N • H^O^fNCOCOH • CN COCOOOOHH Gradu¬ ates in 1902. 2 O ^ 50 50 ootonoM I ° O O ; © •9IBM si 1 16 2 10 H^WCOHHCOCOCO * 28, 000 70, 000 10, 000 8, 000 125, 000 175 40 60 5, 184 1,000 1,800 300 48 150 12 I 240 500 75 200 500 750 600 1 III® p 100 500 300 1,700 300 50 200 800 150 40 700 50 860 75 1,100 60 50 250 600 350 92 1,000 220 : • : ; i -a ; ; ; : : .: 8 T*l -tfl -^t.CO ^t< "'tf T)H -«tl Tfl T$( Tj< -tf CO |hhxoo • CO 'H^COO .CO • O © © CO • © © ' O !M CO H (M CO © • LOCOiOHHHClCOCO©H CO tH d j © rH CO • d ' o rH O T-i 1 tH 'CO Cl .CO CO tH • © rH • OC lC IH © d tH rH • © tH OO CO © rH rH d H CO d ^ © CO I> tH ^ © CO l> rH t-j rH CO CO H H d H O OCO OH JOH ®«0OH oorc tO • T-i O O ; H ;©0 0 • . rj< ■©d.lH * © © iH d © © © © © • © CO© ©©©©©©©© © j 1 ■ lO r-i d • • d • d © H i r • © ca ^ • © T-i © S§ri^§ : d • a ; rH d tH d > : co jco r-usi-t- : . ^ iq -rfi . i>. . © ■ d 00 d rH CO d © ^ d ^ i& ; ; © d d O O • CM • • l> tH tH • d COO-#C>5 jgo j i§°" r :i CO CO OrjiOCCOOOOOtMOOOOOOOOO OOOOOOO^dOOOOCOOOOOCSOOOOOOOOOOOOO 0*0000000000000000000 0000|0*0*0000S0000000000000000*000 S^83SgSS833|S3§3g§gS g2S&S|-®sS|S®g;8SSSS|rgg?J^sgg2g®S§ s-as«sag®g,o-®s.?3i?gs§s:gs ^OHHN^HCOHO^H!N>(NHN(NCO (MQCOC^'0 02(NHXO^COCI^XHH(NOCOONOM^(MiC(NnCO^ r-i tH © O T © dClH nHnCKNnn^O isllfllllllllllllll iililltll!!!lt * Statistics of 1900-1901. n 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 1901-2 — Continued. 1764 EDUCATION REPORT, 1902, •svtiBJtfddB oytjueios puB ‘omj -xuinj ‘sSmptmq ‘spimoj.8 jo aiqeA iillillil !i :: 1113 |! :§! S^SSJS :§8 5, 000 25,000 ■AjBiqi[ oqj ui sotunio.v jo joqum^ «1§11§§1§ slllBssg!ISl!S © cdr-Tcf r-T ’HUP ui jaqumx © : : :g : :2 : : :::::::::::::: . CO . •siboA ui osjuod jo qjSuoq; 21 Students. § stu¬ dents in the class that gradu¬ ated in 1902. •aiBiua^ 2 i OHMO 7,1 8 0 1 iHlO •OIBTC SI I^CO^JXHNOH O CO • ! ^ i t-h • 04 CO Hi •ajBiuaj; 2 1 CO*-^OwNL^h*iOCO *> 00 ^ O CO COH lC t-H T-i r-i •aiBK 2 ! ° ^ CO ^ g i-t H I> O lO . | ^ ^ (N lO H ^ O X Preparing for college. Scien¬ tific courses. •aiBuiaj 2 1 O O O O O O iH j • • O O rH O • O • CO rH •aiBH M ; : : j »-H 04 i-H CO j 04 • CO 04 Classic¬ al course. •9IBUI9J 2! rtSe~eog,N8 :S : OuCOOO • j O CO o "9 IB PI pH 1 NOSOMHMIJ • O 1 ^ s : HCCiOH ; O C I'O'C > o I'd ■ i ii o I UI - MASSACHUSETTS— continued. Nahant . Natick . Needham . New Bedford . Newburyport . New Salem . Newtonville . Norfolk . North Adams . Northampton . North Attleboro Northboro . North Brookfield . . North Chelmsford . North Dartmouth . . North Easton . North Reading .... Norwood . Orange . Oxford . Palmer _ Peabody . Hill! Illllllllillil Leonard G. Ewell PUBLIC HIGH SCHOOLS, 1765 1,500 200, 000 70,000 25, 000 7,000 11 as 20, 000 9,000 8,000 40,000 3, 500 40, 000 9,000 ii min a' s|s”@s 15, 000 50, 000 455, 280 i mil S "S5S5S” 30, 000 125, 000 13, 000 10, 000 15,700 25,000 7,500 iimitfflfl 1 ISSillSSIIfl §§Ifss sissPsIfl Tfl Tf CO ^ ^ ^ ^ 0? Tj( -^C 03 -^1 T}< H*l 03 r*< tK H»< Tf Tfl rf< Tjl H*< Tj< T}< Tt< Hfl H#< T}< • » • • T* • T-H O O to • rH i • • CO jc j rH C joiftr-trHrH j CO ^ ^ < ' • ' rH ' - 03 CO • O 03 • 03 © • 'iCHHGC • O NH ■ • CO X 'HO ' 03 t-h C4^iCrqC^iOg500S rHiCiOCCtOI> lOggOlOi'HOlj-HCOg > *=> ® HffiNOHa 03 I> ■ CO iO C3 CO O C3 H ®WrHS3 O CO CO O 1 1> rH^rHCCCO^C^ J i> CO O 03 rH CO rH H Ol CO ) H H Ol CO H LO M • CC O to O -CIOOO^IO *00 • • rH • oo I> ■ O • 1— 1 o © • , ■ o • O O ;{OpOO • OiOCCHO jlO^rH i^rH^CC lT-i2 is rH id 03 • Cfr • O 03 CO • 'CO |S ^ iS'*0^ ■ 'H030COH j^^ \o§*tOCOX> j jg :S o CO rH lO 03 j X | 05 03 • • 03 CO rH rH *03 CO • © ■ 03 lO • is®'* :^«h( n«» : :» ig 03 H1 OOI>H ■ Hi ■ I> CO ri l£> • • • • Orl(NI> ■ O lO J rH j rH X j oooooaoooooooo^o © © © © © © ooooooeooooc rH rH CO « HlOHrtOr-aflHINHNNHW riHHr-lHC4 OO^ H H IN OH HL'KIN HHHHHH OHuOHHHHHH IIIIIIII11 II! Lcs of 1900-1901. « 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 1901-2 — Continued. 1766 EDUCATION KEFOKT, 1902, •snjTU'BddB oqpuaios pue ‘ain't -lumj ‘sSuTpnnq ‘spnno.iS jo aup?A 1 1 $45, 000 14.000 27, 650 55,000 3. 000 16, 000 20, 000 30, 000 15, 000 45, 000 20. 000 M ; :S£ 1,500 25, 000 1111 :! ' :§3SS 5 i ■.Cnuqq oqi ut saunqoA jo aaqum yj 430 200 450 350 200 200 280 129 500 300 150 200 760 900 5,000 20 200 250 700 500 870 100 150 75 •Hup Aapnini ui jaqratiN § g :::::::::::::::: : : : :g : :3 •siisaA xix a&moo jo qjSnaq 2 1 l|&=illsi£s 2 OMCO^OtNHCHiO • •COW • ^ •CO (NCO • M Is •aiBH 2 Jt> Olrf^tO H HCOHHCO • ; Tf O • 0(N^co 0s! * CO 1 :8g««-*8 •aiBj\[ ^COHHCOO • G 5 «OH • o 1 jcoooiocooo Ele¬ men¬ tary stu¬ dents. •ai'Buia.j c 0000000000^0000000t9000000 ’9r®Pi 55 OOOOOOOOOOOOOOOOOOtOOOOOOOO Second¬ ary stu¬ dents. •aiBma^ X •aiuw * second¬ ary in¬ struct¬ ors. •aiBina^ C5CCOiiC(N01tO^!NOO^Hl>MHOMOWiOCOCn^ •ai^H i<5 HHCOHHC4COHCOHHHH^^OHHHCOffOHHHCO m 1 i! 1870 1853 i i r-t • 1880 1855 1889 is ! : : j Principal. M Chas. H. Howe . Leonard M. Patton _ 11 ! ^ II Francis M. Carroll _ Marshall Wentworth . . Berov a. newev . Frank W. Whitney _ Frank E. Nye . Seldon L. Brown . George W. Howland .. T-T P Wfildron lili 4# * :||S| E. G. Hapgood . Charles M. Eaton. A.B. John H. Ward, Ph. B. . . John C. Worcester . E. J. Bugbee . S. A. Melcher . Dudley L.Whitmarsh. A. O. Caswell . o, 1 s < fl £5 c -s Name. C* High School * . . do ...... _ 1 c j-c .....do . . do . Phillips High School . High School . Wellesley High School . . . High School . . do . Hanover High School .... . do . . do . . . do . . . do . Weymouth High School. . Northbridge High School. High School . O d State and post- office. - MASSACHUSETTS— continued. Wakefield . WalDole . . . ■73 £ Ill IIII ji K j o-g 2 ;ill > O 0> CJ West Boylston . Westfield . . West Hanover . West Newbury .... Weston . Westport . . . West Springfield . . Weymouth Center. Whitinsville . Whitman . Williamsburg . § lllllllllllllllllllllilll PUBLIC HIGH SCHOOLS, 1767 ;§§im :§3S£S§ 11 :l oTicT • • T#* iiiiiiiiiiiii »c oSc o'ooo-c-rrcicxo iiiiiiiiin :ii 1 gcfoccVoVcco • oTo e-i 1 , 200 20, 000 4,000 90, 000 mmm 2"o CN CO 11 ssmssiiiBssis ® > j j j i° H j ■ — ■ -03 • *IZC5 •C'7X • t-. OO HM j 0 ■ O • • t— i iC • • • 03 • 30 • ■ 0 ■ * n • * cq i> >toco^ • « ^ 0 CO!N^ 03 O O O O O O 00 :g 0 • • co • x • oj * 0 * in « • • • * ‘XKC • • ; O ; O CC 03 ■ X 0 : :5 > : \ j j \y : j ■ • -r! • ON^ClZl • • — . — ^ • i : j55 j j j j1' j i" :° j j j ::::::: : : : : : •r-i jo 1^,000.0® j • • • 03 ::::::: i^0 : : i : : • rc ■ t-h OOOOOOOgOO OOOOOgOOOOOOOOOgOH^OOWTOOOOOO 000000 G ^ ooooooo^oo 000003000000000^0000000*0000000 000000 e " - SSgggggSSiS SSS^ll^gg = S^SSSS i— O t- O O ^ » T-i !-! Z1 OO-ilHCOO^H CCCO OKHOMHH — r-!CBHClKON'CHCOtO!MH Clr-:r-HOC) r-C^CCZ3COlCCCl>^-,T-l ridSHMHH.HflOriH.riMrrrrN^O^Cl-iHr-HClr-iOH.nH ^ ~ r-i T-! 03 C<1 in in i il I i ill ill!!! i i i ills i il i ill!! i il 1 | : j : Is §•§;!:§ ■«l=!2r | it 2 < 22^5 Ja in i Ilf is -^.2-0 S oPcoll^l ': §1': ': !lf|J>l £*• j : A* • S| :-2o ;;;;;;* CS : Sip” ' w 5 S — c — -rB-B-5r5^-5‘ 53? Ida ' : ”:■= u I !-§Ja iu j igj g :::::::: :g :g :::::: :-g :::: rs&i^s : MMifsii! i s.ijjj«Srt|5^f«iSjs«!B||B S£ = =-s5 • -§B S &3,gsaScS3S1^2»?5s^|S555Hif sl O; § ■ vr£ 5 ” _ 3 c. ZCO zr — — — z: ~ - a £3t£ifcli . §C^I Z © a T •- — min 2 2^22“' Illlllli ii mill ♦Statistics of 1900-1901. a Includes pupils of the evening high school taking certain commercial branches, but not pursuing regular liigh-school studies. Table 43. — Statistics of ’public high schools in the United States for the scholastic year 1901-2 — Continued. 1768 EDUCATION REPORT, 1902, PUBLIC HIGH SCHOOLS, 1769 iiiiiii ilia r-Tio co t>iq'o‘iO gT iO c/d' o’ iiiiiiiiii' 1W1 . I iC ^ ^ H T-< I> lO MI (NHH linn ?v,i5“8 llllliiliiliiilillg ^ONOHOOONOOO^JjlCgOH 111311s |sllliIIII!SI!Sllll!!; llssllllllSlll??,?5l r-T rH 00 r-T O iO g*> C (N CO Cl 1> LC Q ^ C ‘O T? ^ ^ CO O O ^ NNH0(MHMIHH00CC,0--(Ng OININCOOOO i-iCOrH'tft H< to hooohhh^hcocuo^co>o^(N 'OOCOOCOCOHCOOOMIMIHHHg O ^ O MI rH t> 009 H00OH ■ O CO MI ^ rH CO o s a MI rH O OHH CO MOd CKNOO 1 OiOHO j CO MI CO O 00 H o MI 2 & OlCl> H* Ml rH MI H (N • • ^ ■ o s 1C MI • Ml ■ i ° ; MI •iO s MI O CO • OlO O O • • CO * 03 & rH o • CO • • o ’ MI ;rt. 65 Ml tH rj< • 00©£©0© OMOOOOOOOOjHO^OOOOOOOOOOOO^OOOOOOOOOgOOOOOOO ooooooo ou;.oooooooogocgoooooooooooo^ooooooooo^ooooooo £00gc HOrlHCONO MOCJO»»'#0)(NOONOIMHINnMHrie)H^OnOi INHHnHHM lONlOCOrtINHMHHC'lriHOlHHHHHHINi ! CN HLO ^ ~J , cdcoooo oooo 'C "C 'O TJ "C ”2 'O 'C'C'C’C !5Si"Ofl®oooooooo. _ .o -id'O 'C 'O 'C 'a 'O ,c^ :5S OOOOOfJ o®2 o 'C'O'S'C'C CrC^!fCr "3 ' 1soog sil j.1 I §* ;g^2r rH n lilliflllllllslllillillill gji © ® Sj^-~ s-t;S IIIIIII Ifllllillllllillllllllllllllllllllllllllll ED 1902 YOL TT - 38 •XOGl-OOGC jo SORSjwg* Table 43. — Statistics of public, high schools in the United States for the scholastic year 1901-2 — Continued. 1770 EDUCATION REPORT, 1902. •sni'BJBddB ouxjxxaxos puu ‘ajru j ?! -ixunj ‘s^uxpjmq ‘spunoxg jo an^A : lllllllliilliiilili O OX, .0:0 go MO CO- O CO O jOO 1111 •AJBjqil oqj xn saxnnjOA jo joqraxix llllllsllslslSglllSl!lsl rH- • 'HfMHCOH^OlO • • I>Hrl • ^ rH rH Gradu¬ ates in 1902. •oixmiaj s •HOWlOHWH^OLO^H • rH Tj< CO r-i O aC^fHOl • H • rlH • tN u t§ £ isl Sal •ojBxnaj; rH* lO <>4 i>00 • O O O • O ■ rH yj '• 0 0 • • O •91 «N 2 iO^ 040*0 jrHOJOl *CO 'hn • • 04 H •apBrnaj ?! Ot-HO -rH^O -O -CO • • j oj • • • •3IX5K £ 10 OC4H ■ T-i O T— i • o* *00 • • j ^ • • • Ele¬ men¬ tary stu¬ dents. ■aintuaj OOOOOiMCOOOOOOOOOOOOOOOOrt-O "H° •3IBK CS OOOOO^OOOOOOOOOOOOOOOO^O Second¬ ary stu¬ dents. ■ajBxnaj; » gsasss§ssssss?§ssg«sggsssss •ainrt •C A A g-S 2 * •ajBxna^ O CCOH^OWHH^O!N(N!NHHiOCO!NN^ri^OT}< •apK Date of estab¬ lish¬ ment. ■* II 1 iiimi i§ i j Ml Mi US v s §s & s $ 2 si a c 0^’C'CrC:,C'C'C'CrC'C'C-C'C'U'a'CT3,rrC'Sr II o S ilp^llll-s :£.S£|1 l^glphiS. iigiisslsisiiers^igii' :sssssssss: 'public high schools. 1771 llillii iiiiililiiiiiiii :is§§ ;iii :i ii iiiiiiiiiiiiii gg ro-occgoo^g Iiiiililiiiiiiii rf X of r-T i-T r-T cir-T X Tf* tH r-i of r-T r-T lO* 1 rr ^ x -h r-HO JOiCO^M •ON 0 0 ns 03 03 ^ X NHOH • X NOOOHH c H CO^J tN ^ X i-i r? CnU> !N X jcoc - HON tH XHHO ■ iC OHCHH 30 0 OC fN • Ol O 0 03 NHrtHW CO OZ 03 03 oi *0 03 OHO ■^0^0 0 t'c,SH : 0 * X «. O 0 c X *= • Or-: • • OI • X 0 0 OHOOtN • X • 0 • O O o ! ! 1 3c S3 ! x ' '-x '• x '• x ! So • i So • '-x |M _§o ; i|g :|3 S% ■ 5S! its s - |jj '■■ii £0 g§ I! % o' SJ ds 2 ols^ §'®££ qg :sj|§^ go^sK's'c 00—-; 5- • a; c *ga - — so—, y ^ ■. J 3^ = r-2c §5 ggjs»a|l^o5ij gs3 O |5=|ol|z SllSli! J 1 l^llSpiSIS I \< gw ^§6^^ g s|« |^4si s*| s s JJW£* s| J cspWs; o^iiiiiop: = 3j S ~ g I^.: o'S'13^” a o § « £ P.<=: K x -' < K : | 1 S! «B«g, 28 ?i CC^,''-OCOOCCOOOC--,^CCOCCOCOC ~ c-C'C'C-p-cu'C'CC-e = n -2 >>5 =2 o o o ■ * ««i»i»oO*,,,,,00 cooo^^oo cocooo'x:-*-coccco"xcc C3.2 - -5 C~ X £ t -00 O x o "tf S’— .£43 ~ — - £ x X'p-XXi'X o — IlIslflilil'ISalltllBgllllllllllll lass 111 =^§11.111 Ills til Iff ss'ifai * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1772 EDUCATION REPORT, 1902, •snituudd'B ogiiuaias put? ‘oo.ni -luinj ‘sSuxpiinq ‘spimoaS jo a up: a ft ft lllllll !l g0^-«|00.- liigiiiiiiiiiiii oqi ux saxmqoA jo jaqmnsj ft c llsllllllsllilllgllllsl id" rH r-7 >-7 CO rHrH •sj'Boa ui osjnoo jo qjSnoq ft £> pH 42 S 'a s 1C !||il!ll|i ■oimuoj 30 pH rH CM CO • CO rH - o H CO ^ H CO H •opisr pH O Cl * • Cl Cl *-< Cl HiCHHCOCO Gradu¬ ates in 1902. •ojuraoj © pH OC 03 lO CO CO 04 O CO O Cl CO Cl H 00 O CO co CO o if OCOON WOOHCOO^CC AfHCOI^COrHCOt^OO Preparing for college. Scien¬ tific courses. •ojnxnaj pH 0^0 • O • j O rH • O . o • j rt< id *• •aix?K CO iH COCO Cl • - : : h"' : - Cl 1 • CO ^ • Classic¬ al course. ■ajuxxiaij ft r1 : O • Cl • 'O CO • 01 : Cl • •aii?K pH pH - : XO j rH CO • Ele¬ men¬ tary stu¬ dents. •apunaA © o°S0§0S00S000000£0^007J00 •ai^K a 00^0g0d00w000000g°?00S00 Second¬ ary stu¬ dents. •ap3ina.i PC SSSsJgSSBSg ssssssas^sssssss •aiBjAj Second¬ ary in¬ struct¬ ors. •ax^maj o HC^OCOO^OOHOfMCOHHOOO^HHdHHlN •ainj\[ kf Date of estab¬ lish- 1 ment. jl jl 1876 1 1 1 i 1111 1 Principal. » C. E. Ruthruff . Frank Smith . S. D. Grove _ John R. Armstrong . Will .T Mao-inn J. Andrew Ewing . J.M. Chapman . C. F. Weinberger . il Sc g t si da C. H. Farrell (supt.) . F. D. Denison _ Vernon G. Mays, Ph. B . . A. D. DeWitt _ C. E. Severn . Elmer Jewel 1 C. B. Whitmoyer . A TI F nnnn ; > 1 iO l ia > idc E.Jay Martin . . T.onis Rieh Tm .T. Houston _ 1 I © 1 tt High School . . do . _ do _ > o c 1'O'C Union School . . do.* . High School . o c cc > O C i'C’C Union School . TTioh Sehonl ) • i : -oc I'C'C n > o c i'C'C i o C > o c J’C'C ; c s-c Union School . 1 1 jl pH MICHIGAN— COnt’d. Montague . Morenci . Mount Clemens ... Mount Morris Mount Pleasant ... Muir . Muskeeron . 2 G sp © il p 2 2 . ailTARSBN ill 81 ) o c New Buffalo _ Nawha.von New Troy . Miles North Adams . Nnr t h \\ r 1111 o Vi Northville . Morwnv N ;c cj 1 OHINCO^iaot-CCCiOr- 2622 2623 2624 2625 2626 2627 2628 2629 2630 2631 2632 2633 PUBLIC HIGH SCHOOLS. 1773 Hi :i nilllii mi -in iililiiiiiiiiiiiiii -ill eTcitfT § ooo ■ i-l -d coo-d c ;a Nh« 8 : ^8 f : S ^ S 8 S | : 8 8 8 8 8 ^ 8 i-7 Cl rH Sil IllliaislsSllalllllllllsllSSIa ' co ^ co ^ co O 'CiO • CQ . O • CO O O O 00 ■ O CO (N ^ (M • CO -00 (N Cl CO W lO GCOt •O-fOINO, M'tiNMeKHNL'JM MWOINt>K) IO)>0(NH«CIOO^HIMONCO 8 :°8 '8 lOOONOM '8 S' lOOOOJOOOOOOigOCjOO oo^ooooot- 88 OOOOOOOOOOOOOOOOOOOC ’£3 ooooecooooooiooooo OOigOOOOOrHoOCaOOOOOOOOOOOOOOOOOOOCl rss-sg^asjssss^isassss gs^gsssss^saassssfjsi-ssi^ssasJss^as g^SSga^SS&S^IgSSggSSS01^00^' OOOCOH^COOOCCHHHCOCIHOCOM ^OOMOMHOIO! IdHClNr-HCKMCOCOT (OOCIOCIOO IHCl^OHClnCOOlCOHH'Mi 11 w • fil. OO: orf ! Sg tl o o>SK J P c 2 fl § *rch ^o^S*:§b^. _ . Sg^3gWi5W:3^8£w£§tt &I ( gsr 1 :l, :r^.! mm s3 d £3 jlll^oSjllil pj^ISJ^W >SS§ i ® SH oJWJ^S II ill * t» ! O I^OCrl® 1^3’C'C C-£ II ; :1a OOOOrJ^OOCOO 'S'C'd'o od'C'C,5,CrO '"'IS"" M o o Tj.02 SKg M od ■ ^o . COOOOOOOOOOOOOOr-S^O *C re 'C ^ 'C \j >C tZ 'C ^3 'C 'O "C 'O T3 'h”-' 111 OC OOOOOO ,,, Cd'O'C'd'O'o'O 5 * ** II § ?! Hi mm § siils IsIlIlIIIssSsI 11111 V h-l si 111 ^■“g.S'o.SBH i'll' ill!. lilllli :22C3Jfe gg-slil! SKWdWdcc .cc^cccoajoQcoccccccaDcocoic * Statistics of 1900-1901. Table 43. — Statistics of public, high schools in the United States for the scholastic year 1901-2 — Continued. 1774 EDUCATION REPORT, 1902, llillllll! |§SS|2g||H!|j PUBLIC HIGH SCHOOLS. 1775 iiiii^iiiiiiiiiiiiiilliiiiiiiiiill 8 8 8 ; S ■ *55 8 1 5 8 8 8 3 8 S 8 : g: 8 & £ 3 1 *8" 8 1 *°"g ® : 3 3 8 8 §T 3 !l!ii!li!il!iaSllilii!iiil!i!!ll!§ rH H H r-T r-T r-T rH r-T CO eOOjJJOt-CO® DO^CO^t}» j i I i is° : CM O 50 O rH • tH - CM CM • ■ •O ; • rH • * : : : : :S°° : O CM CM CO CM CN Tf< O j OOOOOHJOOH^OOOOO 0000000000000^0000000 oooooooooocooo ooooou~ooh;ooooo OOOOOOOOOOOOOC^OOOOOOOOOOOOOOOOO(NOO SSSSSSSSSSs^SSSS S^^^g85SgS^S^8g§58S8 O O OJ CO OS o o sss^s^sgssssas MOINMriOCINNMO'S'HO (NfNiOCOOCOi-l^i-IC^iMi-ICOr-IMtM^iMlMCOC^i-ii-KNOOTPTHMCNi-KMt^i-l coooooooocoooo rc'crc'urc,crc'a 'cc'cccc 8 cooooooooooooooooooooco rcr0'c'c'o,0'crcrc’c'crcrcrcrcrrrc,cr3'c,c,o'0 w o o o o o o 'C T3 T3 X5 T3 Statistics of 1900-1901. Tablb 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1776 EDUCATION I I •snjui'BddB ogijuaps pin? ‘aanj -min; ‘sSuipjmq’ ‘spunoiS jo onp?A c* liiiiiiiiiiiiiiiiiiliiii aqj ut saiunpA jo jaqranx ^ Isllglllllslllllllllllgl rl tt rl rH •pup AJtnptni ut laqtnnsj ■sjtjoA ut osjnoo jo qjSuoq; lllilflllll =£ op,'3 ~ ~ S2r I 33 •OPH CiOr- -HHCC oot-i • ' — c'l n • re -r;^^Hr.cxoo *-C 00 rl O CO O ' •OI^UIOJ 1 r: u :i :: c t - re oo oi • lC *C X N If ■oi »K 20HC2l0-^-D C g> H £ *0]‘Bni9ttT ■oit?k l; y ■ajBuiaj ^ •oi *K I S O • O O O • C5 lO ^ wW • X CO S'0l°^a • ci T-l • lO -Cl £gb~f - - =? -S r *01T]uiaj ^ ooooooooc ooooooooooooooo •®T8K oooooooooooooooooooooooo lbs I 5 §■£ 3 '8[Btnaj “ •3IT3K g-5 g p I t‘B 3 •apetnaj •ajUK COn'MflHCtDiarrHHHtJHMCSMOIN’MCOrl: MHHHHHHHHHHHHH-NOHHHMIN, 111 illllli il is i ill! « .5 , J — ^ ■ q ; : * . ^ S«IN -j j I3f 2 Sa=siS = I ,g Pfi ^111^=3 bill 11 If |c.^ J I iS-J-Jl ss| J ^i==s= J= agsjSCSx-:5;^^-:cSaS5>dSWSc'3^ 00 c §^3333 3’ 33333 °5 c ® o o c o §1 " “ ~ “ “ ~~~rc'c'a'd S '/.H T a: JoSS : = 1 1 11-2 il 5- f3|J if c = §5o &S33 3 1 lilllillli llllll Id 1 IlllllllllllfllllllWIII S§SS8g38§SgSgS§gg£gSl££g[£j Si SiS;SiS5?iSiSiSiSiSicV«c5SiSiSiSiSSiSiSi! PUBLIC HIGH SCHOOLS. 177V Hill 11 Hill asWs a? ssggg illlllllllillllll I lllllllll gllil II 1 1 1111 1 1 1 ic 1 1 II IS a 1 1 1 1 i i llssllllll IIS H HH COi-TiH > ooo CO 1C LO o ^ co oc 1 CO VC CO O 00 ° I^^CNlTrcOCO-HXOlHH^HOO rH ^F = ^OTf®Ott ! l'°a OOOiO -03 o rH CO ■ I— i o • • • JO • O iO O • rH C\I '(NCjOCOOCCH • • CO O • O O CO ooo (M O • is ^ uO • • • g • rH 00 H • CO uO • CO CO CO 03 © * CO ^ *co © CO • « ° ; CO CO 0©©i0© r-UO CO CO lO • rH © • © © 03 © j ; 0 ; TJ! -* CO© Ol © t-HO § °§§°§gg§ g^'°§00S00pS0C00 OOOOOOOOJOOOOOO § °§?°S^§S 0S^00ga = -'=S SSg 3§jS& o oS£S£oooco Sogg : :g*3*> : -o£$ : : g*>J g.*p*>g g*5«> : :g 1 ‘ ' ' 'js^ossocssa : S S Koo :^pas M Lcs of 1900-1901. Table 43. — Statistics of public higjx schools in the United States for the scholastic year 1901-2 — Continued. 1780 EDUCATION REPORT, 1902, 1 1 § •sru-BJudd-B OTjijuaios put? ‘oin; -m.mj ‘sSuippnq ‘spunojS jo ann? y ©» J ® I 1 » 1,000 17, 500 1, 500 000 OO ooooooooo ooo ~ :: -r~3C“OGO ooo OO OOOGCOOiOGO ooo oco' iOC4iO of HOiC Otic" C4 rH H 04 CO C4 1 1 o o \£xBiqi[ oqj xii sadnnpA jo J9quin\[ £1 § 'll 1,250 225 500 xH O O O xji O iO rH OOO OOO COnl> O O O O IO O O 04 xH •pup Anuinui xii joqum^i © c* ‘Sj"0A ui osmoo jo qiSuoq 19 rH CO 04 'CO ^ xj< CO O CO CO CO CO CO 04 CO CO CO CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. ■oinmo^ fiO n I> rH • Xfi • • H 04 04 •oi«K t- H CO rH • 04 • • 04 O CO Gradu¬ ates in 1902. 16 rH O 04 j O 04 • • 04 xH •OfBK 15 04 O xF CO • 04 • • 04 O xH Preparing for college. Scien¬ tific courses. ■oimnoj 14 OOC4 O 04 rH • 04 xH 04 •’ 04 rO •0[T3H t o lo l 10 1 5 • C0X> O • 10 Classic¬ al course. ■ojxunoj 12 NOHH CO O rH t> • O CO 00 18 1 1 •9ixjj\r 11 CO H CO CO rH O H • lO O 04 04 04 CO Ele¬ men¬ tary stu¬ dents. •9IUUX0J 10 O OOOOOCOOOO OOOOOOOr-rH ooo 04 04 CO xh •OfUH © O OOOOrHOOO OOOOOOOOHIC ooo CO CO C4 ©004COr>0 Second¬ ary stu¬ dents. •ojnmajj; 30 04 04 04 O 00 1> xt* 1C LOOOOMOiCCOO ooo rH I> rH x}< Hi — 1 04 CO CO 04 H CO l'* 00 •9IUH b> lO OOOOHClOiOlO id>H OH (NOCOO OOO lOCMCOHHHHCO 04 H H 04 Xf< Second¬ ary in¬ struct¬ ors. •ginmaji © O HOHOOKMHH COOHO^OOOO 04 O CO •9IX3H rH HHH04HHNH 04HHHHHHHH 04 rH rH Date of estab¬ lish¬ ment. OHiO • o oo on • 00 oo 00 • HHH • 04 O rH • 04 OOO • i> 00 CO O *00 rH H rH • rH u- o GO rH 1890 1901 Principal. M J. A. Martin . W. B. Stark _ Saunders Welburn _ G. F. Boyd . J. 0. Looney . W. P. Goolsby . J.W. Watt . John L. Smith . Henry P. Hughes (supt.) L. R. Miller . Chas. E. Anderson . Chas. H. Henderson . J.E. Brown . Victor G. Kee . W.H. Lackey . .T.C. Wall _ _ : J. J. Huggins . Jno. T. Hood . | R. H. Hester . Name. 1 Graded School, No. 2 1 (colored). Hisrh School . . X ) . do . . do . Collegiate Institute . Hish School . . . . do . High School and Train¬ ing College. Graded High School . Academy . Central High School . Academy * . Graded School . . do . . Tallahatchie Academy. . . High School . Graded High School (col¬ ored). High School . Graded Hierh School . 1 Graded School * . State and post- office. - Mississippi— cont’ d. Jackson . . do . . . Ivilmichael . Kosciusko . Kossuth . Lafayette Springs . Lauderdale . Laurel . Maben . McComb . Monticello . Mosspoint . Myrtle . New Albany . Oakland...' . . do . Ocean Springs . Okolona . . do . Osvka . 1 Oxford . PUBLIC HIGH SCHOOLS 1781 mi mi -r '-r —r § II MOO 11 of t—7 mini linn ii ‘'S 111111111 d co © iff oT ~r i-T cS-o 11 - Ill- 1 -1 |-i it si j :§ j illll 8|S|S8SS|8|| S| : « TT ^ d CO CO CO d O T- ^ ■ d CO CO C^ CO CM C O-^Tjt Tj<- ^ CO CO CO CO d^drHdCOCOCOCOdH . d ^ d d d • CO CO rH • • ° • CO s : - : : : CO Cl oo o ° ! OHO * r i -1 • 04 !MHb ■ > ■ CO CO t-H ■ i i j iC d GO d lO H • CJiOlO -T?*-d CO O d rH do • o CO o o • ■ ° : : : H : • O CO CO dH ' OdHHOHdHrt CO ^ S : • CO * ° ! : ^ O O • • • • • d CO * « . rH O • ; ^ • o ■ : 2 Cl t— i • • ; CO iC • i ^ ■ HT* d • > : - d • ^ ; CO d « ° * : ^ HCUNC1 • * d ■ • d OHO • rH O ■ CO ■ rH CO ! ° ! • 00 rH d Cl O • • CO ■ • d HC1H • ( CO t— : • o '8S C5 00^0 oo ooooo qoo s^0000 oocogoooo?00 oo ‘888 © O O C'l o o ’888° 8; OOMOiOOOgOOOO oo 0>'#SSSSSE!S 88 >828 83: J8 SiSS^Si^S S3SS88 'O-^lC^OQO BO 88 O O HHOi O t-H O O O rH i — !Ot — ICMNO OH HHHH HH HHrtHH HHHHHO(N HHHOJHOl HCOHHHHHHHHiNOl HH * Statistics of 1900-1901'. Table 43. — Statistics of jntblic 'high schools in the United States for the scholastic year 1901-2 — Continued. 1782 EDUCATION REPORT, 1902, ■sn}BXBddB ogijuops pun ‘din) -iiiinj ‘sSuippnq ‘spunoxS jo anp;_\ * 1 llllllill lllil il :i 111 go'.O'OOOgO'O o««ON oof ;0 ;oVo •AJ-BiqiX aq; ui saunqoA jo xaqumvj ifisigisg mil mi iii ‘IIFP d-nun™1 Jsqninsi SI • ! ; i : ; i i 1 j HH! Hi! iii •sxboA ui osjnoo jo qjSuoq 21 t^COCOt^CO^^^CO COCO^^CO 04 CO CO CO ^T^CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •ojboioj os 1 rH 04 ■ * O • HH • to to 04 04 O CO 1-i CO •91BM 5 | rH • • ^ • t-i tH ■too H O CO 04 04 Gradu¬ ates in 1902. ■opemo^j 2 ! CO to ^ iOC4^COH I> CO • 00 to OOI>CO CO CO •9FBK 2 MriH 04 O 04 00 H H 04 1 X> o O O CO 04 CO Ui o ft Is A g •aiBuia^ 21 ^ : : : CO O O • •ai^K «s 04 • • • 04 tH to j 6 6 1*1 s 8 •aiBuiaj c o • • • 0-05 o •OIBK £ ! Cl ^ : : : CO o 3> • ^ ^ I— i 3 | lij •oiBtaoj; 2 ooooooooo ooooo oooo ooo •oibk; © ooooooooo oooog oooo ooo fsij •opBinoj » SSSSSSSSSi 28883 8S88 •oibk b- 83833828=° 2S£82 ££22 222 Second¬ ary in¬ struct¬ ors. j 'oiBnioj 1- COHOO O HHCCrl HOHCOO O t-f O O 04 0 0 •OIBK 1 C5 r— iiHr— it— i04 040404 tH HHHC4H 04 t-1 r-i i-H COHC4 ** fill ■* Is niiii ! 1871 iii i i ii 1 \ •3 1 M J. R. Hale . Is -7 j ■! : X : _c A. G. Steele . Sherman E. Fish . L.N. Gray . H. A. Edwards . C.G. Williams . ;& ; |lr sli : ■ 3 B H =i t- J. T. Payne . W. S. Drace . A oner Jones . E. E. Norvell . W.C. Urban . 1 i c ! ^ il :< > H Ui \'£ ii i x : o :< io : 1 Name. « ::::::: o c 3t B. K. Bruce High School (colored). High School . . ao. * . Central High School * . . . . High School . _ do _ i c i'C i o i'C ::::::: :£ : : High Schoc 0 c S'C i c J'C . do . Sumner 1-g* •S^d. 8^ 1 ■as s? 0 pH -d : ^ >> ! Ii a & ii Birchtree . . J Bloomfield . Bolivar . Bonneterre . Boonville . Bowling Green.... Braymer . l„ = « ^2 Brunswick . jjunuio . Bunceton . Burlington Junc¬ tion. Butler . Cabool . . a 1 S illllll Ill ii llll Ill PUBLIC HIGH SCHOOLS, 1783 ii l> x~ ;i!ll lllllilil :*§S“ SfS'S^S°S8r’ Sill jiii jiiiiiiiiis min j, • Cinr- • o" X rr,C'?CM-’o^C CC o' C-f uO CO irT • iiiiii t too<2c6 co iiisiis if sum it co of t> ; llsll! Ilisii jSl ii mu linn | 400 .. 350 600 .. 2,000 200 100 IN *0 t}< OJ CO -«0 CO co^t*-^ CO'S* CO 0$ -OCO 'J ^ CM CO O ^ CO ’ t N^COCOt? cocococcc^c^oi Cl CO CO CO Cl H r t> • r- • CO CO • X :« : * T— i i co co : • (M(N • •OJON • 03 ^ rH • o i 10 • rH OOl • M • i— i ■ O • • OI T-i ■ : ► • CO o ;HC10 j Or-i CO • r-X^^r-iCC-^ rH ;-^-CJCC035^J j • tH 0^ *0 00 j M Nji LO O lO CM ‘ H^XiO j CM CCHUOOOH CO •CiHOHOU ■ \ • t— i O OI rH* ; j O CO CO rH XOJ Cl r-iCO • OHHCC • rH • iC CO ! t> ! . ! o o ■ Ith ; ° * CO : : ^ • : i :° : :§ o i10 i : :w -I I ; o • io • *> • ; o o o o o -*< o o o o o o r :oooo OOOOOOt^OMOlOOC 0 3 3 3 0 3 0 .00#00000g00000^]0g00000griw 0300 O O O O O CO lO O O iO O O C £3&*S§?3 88388 823d £S88S3r-,3S3gSco ^ss^ss® as^s^“^dfc^Ds®,os,oasss,sso®?ss-ss sss-s^^sssss60 O :i :: 3 - :: ■ iO^OrHCNO^TOOOOMi iOOOOO^-rHOO lOOr-HOOOOOcMrHOO ^ O^H WrH r- M r-;H M H COH HHH ll^ll^l c c © '2-3 gift!II§tJf. _ _ „ _ _ _ lSII3Hg||Sl| i! BW| o p3 I©« oSMl^ajly© <1 SeJ g o ^ £ ® 33 1 Is, liiiissi 5 Mi Jl. " s ■ ~ Hal e jllllllllgll-slllllllllltl II 22 > sy- §2 && & -b'g n3^ Hill! ! 3 ©3 occ < pH 3 3 3 3 3 3 O C 0 IIISII1 illlllllllllllllillili ■XOi OHMCO^OdDUXOO^^ !88 888888888888§5 * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-8 — Continued. 17M EDUCATION REPORT, 1902. •snjuiBdd'B oxjpuaios pm: ‘amj ujiij ‘sSnipiinq ‘spuncuS jo anpA. >00000000 I z> ~ o s o © o >000100000 1C o o o 04~ CO of © Aiuiqij oqj iu soianjoA jo loquinjsj I & o 10 004000000000 0000 0-0000(N^OOi0^0500 lOiOOh COCOHHHOOCC ^rUOiO •SJT30A ui osinoo jo qjSuoT; C0 04 Tt'COC004COrt on © tJjb >> 6 S O A ■oiBuiOji •oit?K A a . rA'r"< (M 5 50 O 0 cj •apBcuaj n-^^COlOHHHOOlO ©HN^OHHMTlIO CO ■ to © P3 o a; .girt 2 0£ 0 m o •aipniaj •9I«I aX'Bniaji o © •0[T?ptf 04 O ^ C4 O O 04 O 04 ' £ § g\g' •apeaiaj O O O O O rH OO O O O O O ©OO* 'zmsL O O O O O co o o o o o 0 o 0000 o o o o OhPfl O sj to 0> a> T3 w •apBuiaj >OlOCOCOtO©CO'M--f©>OtO C<) ©>— iL'oot^r^ooOTc^o^T'iOi 10 © r- 1 © 1010 'cs A A fj.5 o 8 >>S •apeTnaj © 0 cot3c a 0 ■ gx? ;2g 1 O S-i SCO « w S^'6£X% ala a § § 5 0 g S g g g o o o-g g g SOOOOOKSfl £ W © "3 > d © .'S a 0 0 rp GL T1 :woa £g t: 0> Ol 04 04 04 C . _ _ _ _ OOOOOOOOOOOOC CO CO C - - PUBLIC HIGH SCHOOLS. I lllillllillllllillil H s'00' gs*® o « ^ 8 ^ 8 o g lillfifllll illSlI ©lOOKN^^OHod'-^O OOCOI--OW 1785 min IfSIllalliiSlil-Slli IIII1ISI SI llllllllisill cl cl tj< -T .'0^-^COCCCClIOC CM - CM CM rH O O O CM -* - rH • O o O rH CM rH CO CO O I- 00 (NuOCl rH O CM HCHHH 33 3 S”"* :H rH Hl>^N o eor-'^.coe^C'ic-ia CO CO CO I- CM HOOH ^ rH O lO CM rH O 8S 8 S0rH CM LO rH O Cl O O CM CM CM IQ CM CO o CO CO o o • O * O 00 o co CO o • - - • i— 1 CM 12 CM iO • CM — ;- o CO ^CO 00 10 O 00 2 01 1C CO rH CM OH O * CO CO CO CO o CM 8 oos< ooooooooogooogoooo o 0000,0000000 oooooooooooo< g ®08‘ ooooooooooooogoooo o ooooooooooo oooooooooooo^ ^ g?iagsss8j:s^ssg®®g8|s I ss^sss&sssis r^^ss?si^N o HMOHrlOHNOONOOOiHOOOCHM OOOrH(NOOOOOrH INHriMOlNTl'COOfllNHO i 03 T-l CO iH O) ! •sr 8 •iHWO^INf)i COHNHNHOHHMi 111 : ; nut i ilifili ;ii § • ig : :11s :i ; n 1 :! : :l I !& ill ;S i-; ^pp4p?coo s !«I iSllftlpllf j - • G nn _• r/> m »»H . rh ^ - . . Jfc | ^,S^g|6ppp£jariM l^dd^^^^^pcoMd a oQ^WSW«d'EH^-«< t}< COCN Tj< CO CO -T -51 CO SO tji TJt CO -'S« CO TJ< t}< 1 Students. •oimuoj | 15 " oo co • C^J o • < CO ^ CM • *»™ 1 o lC r— < ; O - H C4 CO H : o o • a il i i ‘-3 i : : : : : :.S : : ja j| ; j o c O'C . do . Garfield High School (colored).* High School . Lincoln High School (colored). j, a A 'C ^ H 1 “ 1-1 i a • 1 J 1 M 3 I ¥ 1 £ :| 2 o| ;■§ :2 TS II •3-2 S3 j3 O II ii 32 £ £ c3 c2 22; oi 11 ss il U s-S II 0) o ^ o 22 22 II I I II ssssss ss «8§«w eocococococo coco PUBLIC HIGH SCHOOLS. 1787 lllililliili ilj_l I III If I II I II ill 1 1 ! 1 1 1 i ! 1111 nsVaooo^VooVoViOHOMVoooHi'; ia" n o o" o in h io' o o o o‘ t-T ooo^-T rs?s's ilillllilIl3lllsllll8IIlS!llllls alslls ggssi 11B CO o Oi rHt>CO^iH^00iOi> rH cq CO COW IO rH CO TT* COWiOt-OH O r-i'-H O OCOCOlNO^C3 CO Cq 0 03 IGOO^HiC o cq r-i o CO rH CO xO O 1C rH *COH iO O O r-»0 O i—! rH • Ol o CO to o T* O (M o oo IO M ■ O r— I O iH NO^lO • CO o* xo -* 01 rH CO CO cq co CO loo j * Cq i— i • 3 HCJriH CO XO Tf* cq o XO HOC CO •HO • ! ° CO ^ © rH CO O rH o i-« NH HWHnH!NO^HHH^(NHH^HC'lHHHO^: i M H H O? H ^ lC M i :S i :SSS is ig is is : i » • o » * oo oo oo * oo * oo * oo * oo • * : ill :I i i : ill i i ig ig i i I Sr.il i • * rH 1 * rH rn rH • rH * rH ‘ rH * rH • • » • n H • rH • • • JrrH • 1 • t — 1 1 rH • • rH • • rH • Q3 § S|| s6 If* Sill Sts* w aSf s &3r * g'O J&i a a PS'S !IPiiSl^i|i|iil=ii|!i!iii!iii|i2!i £ « itiss«,s. 22o£d5«»!§n •js^g.g£°Hw. •^ooocooocoooodooo •fz-r — n'c — '-r'C'-r'c — — — •i?g — .d ::*:::* o* ; : : :* ,§ °,§ o .go ® oJ2-§'§ d a a# a d § »* c o gS-g,^ 3 S I o 1 g I ooooo® 'C -c 'd 'C -d ,d '£> W '-'AS ■ :®“ iiillllillllllllllllsillllllllllllllll m 4? ■ ,rd Sg-g SeeSgo |g=S gB__ •S'Sa Itl&iil- 5£££££ss §2d3”S2S^:S3; COMWM3MM«MwS: cococono-ocococoM * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-3 — Continued. 1788 PUBLIC HIGH SCHOOLS. iiiii iiiiiiililiiilii : ii !i : mu '» 8 8 ^ '**: gf cc' r-~ in' oc co H r-T, sa 83 : §"3»8!3 :8g' 1789 . Ji§ >>P © •rHgSOgO gllisillllsllsl-lSlSll IS 11 s llllllli- s tH Islsa rH CCHC^OClH(NHOnCOC3^ o d O H to rH 00 C5 d H d d o o d O rH rH H< • • d 00 O rH • • d H : : o o v-O CO • • iC CO rH tH • rH • d :S : : tH CO CO T?< • o • • rH rH rH O d t> rH hH • • i^s rH CO H< • • IQ rH d tH CO rH CO • • O kO ©oooooocg©® ©©0©©t-.0000©0<£> ©© ©© © ©©0©©©000© © o©©©© ©©©©0©0«©0©©©©©OC©©©©©© ©© ©O © ©©©©©©00©© © ©©©©© s05 ss a gni^ggliags: a gjssias SSS^aS^S^SSSoSS^S^a^Si S^S 2§S S 838SS&2g£ 3 33333 COr- ir-idT— irHOOOOOO^T*OOOOOr— 'OOO H< »H Cl rH ^ COHHOO^^CDW rH (NHMHM HHCICOH(NHHCOHHHHHHH(NHHHHH NH CO rH d 0HHHWHH^(N rH (NHHHH linn 1 1 1 1 : : rH • • II 1 1 II 111 ; : 1899 1900 jl |1 I & pK Kjcclgm&j g P 3 § pq P5 O ,3 c ^ gs gS^3§ «Hh|J.16eH OOW a a I 1 I L. Sag, If f I tf O « • * .... * Souoooooo6 8 g 86® o o o 1SS||™ < lO to NCOO ics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1790 EDUCATION EEPOET, 1902. ■snjBJBddB -tiunj muBddB oppppuapas puB ‘arni n ‘sSuxptmq ‘spuiioiS jo anpBA | ©CO s» I1111I11I co^o«Vjn'^''i»^5iOiooo6"od'?i'co •Ajujqil aqj up saumpoA jo asquint iiiiiisiisiiii*sii 'ixup AiBjpppui up aaqumsp •SJB3.C up osjuoo jo qpSuoq oo ac © i-isac* r- m oo oo oo I03”'® •ainpc i-» CO f^SSSS^SSSSSSS^SSS Second¬ ary in¬ struct¬ ors. •apmua^ 1® o OHHOHHOOHOH^OCOOOHO •apBK tO rH.H Date of estab¬ lish¬ ment. 1897 | Him i M(|jjj s _ CB ; | _ "11^1 |f P|f It Hifl §^CS> |«'^s3 1 0w j g ia'Ea KW<$ad^woo^e^a££o.-ii=i-o‘ | SI ! ; ; ; ; ;II ; i : ; ; ; ; i ; : «....* n-i^ . ^OOOOCo^CCOOCOOGOO ^'3'C3,3'Cfl£' - - - - .2P : : : : : gif K . . I'O'C.cr'O'G'G’C’G'C'C'e'a “i $ Z *0-2 9* § Si ■c 51! g ;~ III Jl 5 -'S- urn II IIIlIllIIlIIIHIIi PUBLIC HIGH SCHOOLS 1791 ■ill! iSSSf®® in tc«roo“ ii ofvo 8,000 7,000 15, 000 9,000 5,000 4. 500 2.500 . 2,000 25, 000 5,000 8, 000 1,500 llilililiSlllllllll.il CO 05 ©®> 0O~i« © o'-rt< ^■'j-HOOo'o'aroOiOTiro' it JO 00 COCC^^TH(NC^COiMC^(NCO^CO^Tt<^JM(N{NC O CO csi O 1— ( (M t-H CO ■ O CO rH • CO O H O CO o OOOOOOO»Oj#gOOOOOOOrjSOOO«2C0'oC|OOOOOO®OOOOOfflOONOOfflOOOO O^OOOOOO^^OOOOOO^OOOj^OHOOOOOOgCOOOOHOOOOO^OOOO sio^Mt's^Hs^s^§sat't'°?5oor‘ow^sssco§Hsoi^®ws?'o'sci'oass^ OtH^^IOOi—!!— iOOOCOiOT— It— 1C5t— IOOOOt-HOOOt— 100©C50i— It— ICHOt— IOOOt— iO©T— IOOOOt— It— tt— 105 HHOTHHHOr-TWHr-lHOlHHHHHHHHHHHtHOHHHOUHr-lHHHHClHOHrlMriHHHHriHH Illllllllllc illllllllllilMlllllllillllllillillllllillllllillll Lcs of 1900-1001. Table 43. — Statistics of public high schools in the United States for the scholastic year ISO 1-8 — Continued. 1792 EDUCATION REPORT, 1902, i PUBLIC HIGH SCHOOLS, 1793 1 j£ lO < c £1 aV 2,500 5,000 7,000 15,000 6,000 25,000 3,000 2, 400 3, 275 22,000 6, 000 ! 10,000 1 25, 000 3, 000 ! 30,000 14,000 6, 000 4,000 1, 500 11,250 25, 000 4,000 2, 000 10, 000 2, 750 iO 3,500 5,000 ill :SS3 llilili o Vef , WVo »o n ~r 350 1 125 203 300 200 20 50 1,236 300 200 600 800 100 100 50 160 60 ! 500 400 300 300 700 600 51 250 50 200 200 125 400 100 562 167 20 107 150 200 150 62 COO 300 300 270 250 580 10 50 125 160 04 CO 04 CO •OJCO’^^CO^'-HOJOl O40404^^-tfC0C0O4C0rHC0H • |8 HOH iO j 04 ■ ^ O •04 : • co 04 j is 04 04 rH CO • O. ;0^ • O tH j CO r-i is o h • o CO j • 04 rH • 00 • 04 • •04 O j rH • 00 04 • o • co 04 j • O CO • CO * ° ! '888 o o o o o 83 OCXOOOOOOOOOOOOOOOIOOOOOO j3 OOOOOOtHOCOO 00008S?8000008800800000000300003000000£££S?000000S°^ M^mHuStOOCS^ >88! iSTSP >8888£ lOiOvOHCiO 88388 ^^NOO.WWOHfOOO.N r8 8 S3 3 3“= 3 Or-;OC0OOrHOOO04OOTHO04 04< © S3 •9PK s HOC^HOiON ic ©chioco o Preparing for college. 1=1 •9qeni9ji i r © • © rH CO • • © © • 03 • • •9m IS • it fill •9JBUI9J © OgOOg00«0^00000gr°000H •9IBK 1© 0'300g00^08g00000£g00000S Second¬ ary stu¬ dents. •9JBUI9J 1 30 •OIBJt b» ! 3 gf St i° •9JBUI9J © (NOOHOHOOHHHOHMOOOOHOMOMO •91BK oA.p fill 1 III* II 1 II illll ;|* iiiisiiiis i£3 t-To? O SN © © j i=TcO~ I 8 5 Egg'S' CC > x — £|L n S > Pi : Iw. . suit. J-£I l-s £ifSiB®.SS>sS.=3l'i*-H o : Sj .=5=3 si I! OOOOOOOOOOOeS-^OOCOOOOOO r'c'C'C'C'Cc^-r'C'c ic -= -r -c rr -a — 5: -r =o -r :::::::::: :g8j> :::::::: : :::::::::: :3s :::::::: : 33 5 = s2~1 ledi&S'S: o o G« illlllllllllllllilll PUBLIC HIGH SCHOOLS, 1795 liillllilllBlill TT .-.%r of 1-7 .-T o ofo COC^ CMTf o' CO CO ;! liiillllllililil • o i> cn“ cT o\o rPo'o o' ’3^'io'ia -'t'o' o' of i IlSIiill s“'f"sass gS|Sg?| §1 IIIs i lO • is sl§ iiiiiiis-§isiiiiS!§iii o sgSll C*0*COS*iNlTf CC O O lit CC rC C'l ^ t ■ ti ti x ti c tj c o ti • © © 01 © © lO * T-! • © o « © *N © ■ -r-i CO CO • © • r-. © © ■ © C^ §§: ooo^oooo©©©© 883° go©©©©©©©oo^©©©oo©©©©o©©©o©tsoooo ©©©^©g©©^©© ©1-0^0 O© ©©©©©©© ©©*©©©©©©©©©©©00©, !SS€ iCHOiXCiXX©»CI>OMXiCLCXC5 gjoog^co©^ ssss^asis^sgsasas^ssggasasa^^afisa ?r-^^csc©^coi-oo©ic. r-© 8 1°a5!S0Sa«5JE5Sa^8S03®SgSS8a,05; ^ t- O rH © cl o©©h©thh©hh©©©h©©©t- ohh©©ooinhoco©hhh©oo, ! © © tH © ‘ ^ . 6b^ 11 Hi gij II tMmmmuniUs aias*«j&«8,57ssf;«s,!i".^^«0?«^8fef««,?s**.asSp^|3^s|5sssa q S£ i-3 P-i ‘■L| 2 ^,2 ” > OKK-[^ j]2 > (bS^i Oft IsalS 9J8UI9J ! © N O CJ lO t> •9J8PT ItiiOHOIN NNHHMiO g « 2 ^ O O « •918819^ •9J8K ” •9X8UI9J •9 IKK « •9IBUI9J •9IT?K O 000000M<0005C(N0. ^ , « Pi b~ S 8 CS K >£ g 0,0 « -+-> S$% g *«a0 •9IBUI9J l!0®«NOO^0»0 •9I8K b* •918109^ •9I8K C'lrHOOlOOOOT-IGli-IOi-IOOOr-fOi-IOrHOOtN HHNHOMHIMHHHHOt Oi 00 i/5 ■ i" «o ov cr> oc ■ e> oo PI o c.g 8^ A O f3 0) Pi I§ _ - ^ b d « s .ads : •ftS’g.s-Sog'g ■g >o i is § © pi a3o tc ■ £ 2, 3 a3 c3 ftftPHl e >-6 ft®-§ £ SSf'gsiW&H ® bJj „ . „ d S ffl a) ®.^.£ O P 3 P3 .J -iJ^i So PHP..ftpHpiP5CHpHP!HpHa?(i£5pHpSC3Qa3CGOOaQOQ eococococoeocoeccoG3cocococoeoeoeccccococoe<5fO< 9 1797 iiiiiiiii lO © © O Ci lO -M ( NO 'MOhNNI COHiO!NClTj O © © O O ONO i??gs&s-3*ir 80©©^uooo©£©ooooo©tjo©©oooo©ooMo©g£ooo°©^k© M^SSrtCO' CO CO 10^5*0* © © t i i-i t-h o or o r ICOtHC^OOOOOOOt ! O HO O t— ! O OOONHi — (OOOt— fr— (©©OOItHOt— f O I Cl H !N H (N H H CC Cl 1 iWHHOHi ics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1798 EDUCATION REPORT, 1902. ■snjvjtrddn oyymops puis ‘oiru -uumj ‘sSuipirnq spdnojS jo 9npsA liiiiiiiiiii odAo-Ti a d\-T 9qj ui saumiOA jo igqninx 11111111111s 11-1 1*1 •pup Are^tnni UF Jraqranx § :e : •SIS39A ut 9SXUOD jo qjSugq ^CCfHCOC^T^CO^^^^rH CO CO CO cococo L ! |||i||ll||i •9JBUI9J X (NCI OOH HO ;>OM ;HOH CO -« •9JBK f=A HO ’^O-N IN r-t • CO O j i-l rH r-H CO o Gradu¬ ates in 1902. •9IBUI9JI j* n< >» •gjO g-,«,£3 If! 8=3* S a = a hkhh hs-< ^ccocoocooco o* o ■-odoPco £ : :a B 3S ss f * A £ 3 s> I IlflllllllJ 5 3 c s ill 4=1 0 | • 0 0 0 0 Q 0 0 • O O O O O O O •00^0000 • OO • O O . ° O ; : ggSSggg : • OO1CCHO1OO • .'coco |t^COI> j • cTo cTi^oo 10 cT • CO 0 CM Hxf ■ rH • cT co' • • uOOOO cr> CM O ci • o o o o o o rH O O >000000 >000000 >0001000 y »o cm~ o cT 1,200 I 150 100 | 100 150 O O lO ».o CM 000»00r^000t0 OOOCMlOCOOOHi' l^OiOHHCOOCO rH O OOOOOOOOOO OOO *sO OiCiOiOOOCOOOlO 000 to rH CO-31 COCO OiO^ lO O i - O CO CO O O CO to CO rH O O CO O tO COCOCO TfTH^^T^CMCOT^ ^ CO CO rt< Til ^ ^ ^ Tfi ^ ^ ^^^0000^ XJH Tji Tf CO CO CM CM rH O rH CO • O O O CO CM to Tf CO CO t> • 0 •CO to CO rH rH H^O O CO I> CO rH rH LO • tH rH rH O CM CM CO CO CM to • CO • rH HHCOOW OfMHHHHr I^^HOCOa, IC^OH^Hr ; j ; ; 1 0 j • • • GO • • • GO 05 • • • tO co to g 00 • • <» io :^ : : : : : • ■ • ■ • QO • • . . 00 • . • rH CO • • • GO CO • : i® • GO •!> • • GO *00 • * 00 00 00 00 • ao • • 00 • § . . . . t i : : • Ith : : 1 ! ^ ! ! ! 1-1 ! ! ! rH rH rH T~l • rH • rH • • rH rH rH tH J rH J | rH J tH • J J \ \ ll w cm '-'44 ch^-Ch C oS 5.Q « Ofl >£>T, 3 -sa. __ a d fH o3 § ««!’SW;?W|gggb“ej& xi^--!feH-,a3PlQ)cl)PQ ffl < bo bi>9 cm IS m p ffl _<5 !►!&. pi W S ^ |-" S : &°W o ^ ^ cc 'o ^ C4 tH ^ a> JH 1_3 W+3-H+3 O HH W Hn ws§H§:as3^3fl r^3 PC • rO H ^ 0)25 • Q W O H W pq H ^ g ^ ^ ►£ & “ S’S ^ -Sj w o f-t cT 5 *,— ' kh n r_j ^<;RffiMoQoofiHw^hoeo ow w p-i s 3 P ® |||liil§1 r*~ £h [ , c I — I Cf— < C-> o 0303or^.tto^©S WHWW«H£Mh» h .2 • CQ fH-r M ' O 2 n . h c3 O c3 ^ £ O g g pw g p.^’S £■3 ct: gjSS-g £ £ £ ££ jo C3 C^ Gj -rH -rH Cu G^ G-> G) O d> H H S S S £ £ £ & £ Ph ^lOO CO CO CO 1-0 ! - L- CO CO CO * 00 O O t I(NCO^ICCONCCOOH(NCO ' ' "* “ “ H uO 1O1O1O - _ , . _ >iOUOlOiO 1COCOCOCOCOCOCOCOCOCOCOCO CONCOa>OH(NCOHi 1010 10 lO 10 lO O O CO CO CD c 1O1O lOiOiOiOiOiOiOiOiOi. COCO COODCOCOCOCOCOCOCOCO CO CO CO CO CO CO CONCOO>OH(NCO^iCcOMX) cooohN 1- i'- i> r> i> iOlOiOiOiOiOiOiOvOiOiOiO - - CO CO CO CO CO CO CO Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1800 EDUCATION REPORT, 1902. 1 ■sujTUvddu ogxjxiaias pun ‘a.inj -ixunj ‘sSarpiinq" ‘spimojS jo antis A 1 "I $75, 000 4,000 50, 000 (i, 000 25, 000 8, 000 13, 000 4,000 12,000 .11, 000 30, 000 25, 380 95, 000 25, 000 •.Ca'Bjqir axn ux samnioA jo jaqxunv 1,500 2, 200 1,100 O ■ O S |S OOOOOOO iG OhO CO 'f 1.0 O O O O (M iCuOO HCCtNMHW CO CC O •[[up AJ'Bpiitxi xii jaqxunsj © ! e* 35’ •gjuaA ux osjxxoo jo qj^uaq 35 1 PH 1 Students. College prepar¬ atory stu¬ dents in the class that gradu- ated in 1902. X HOS lG • 3 ■ d iC O M O r-i CO 04 • 17 Tj< • CO | Cl O H O d CO ^lOiOrl'OnN1 n CO H T-1 CN H C4 C H CO r-i r-i •aiajt lO LO O O N W CO O HiCNHOMOO O CO ^ COCOHC4 tDriCMH 04 04 H • • 00 • • 00 00 • • • rH '• LfO • • 10 1> »oo • • CO 00 • 00 • •HH • r-t • 1879 1890 1897 Principal. % I Norman J. Page . Newton D. Clarke . [ Allen Howe Knapp . C S Kina- Frederick G.Getchell... Everett A. Pugsley . C.C. Ferguson . Miss M. L. Atkinson . Franklin E. Heald.B.S.J Fred S. Libbey . A. B. Hayden . Harry L. Moore . Ernest W. Robinson . S. W. Robertson . Fred S. Shepherd . P. H. Smith . Miss Alice H. Bricker . . . Name. High School . . do . . do . . . do . Franklin High School. . . . High School. . . Grammar and High School. High School . . do . Simonds High School .... High School . . do . . do . . . do _ _ Union High School . High School . . do . . do . State and post- offl.ce. - NEW HAMPSHIRE— I I continued. Pittsfield . Plymouth . Portsmouth . Rochester . Salmon Falls . Somersworth . Sunanee . . Troy . Walpole . Warner . West Lebanon . Whitefield . Wilton . Winchester _ Woodsville . NEW JERSEY. Asbury Park . Bayonne . Belleville . O C H C'l CO 1C o 1^ CC CC 00 UC 00 00 00 IQ iQ kOlOiOiOiOtO COCOCOCOCOCOtfCCO lllllill ill ssssssssg s's" PUBLIC HIG] iiil iiliii 85|s $8§§*4F£ a &cho( nil! )LS. SI 88 aiming i5Jas§s§“s 1 1801 ill SSS CO §1111111 Hal ISill 213§l8SS§i8gSi8aSffiSi8Sailg8gSi coco-r-^rCTjWTr CO CO • 0 H H H cq O CO O Cl O CO O H - 10’ O 0 O Cl'* bHOOiOO CO Cl ’ CO rH H ^ H O H lO Cl H tt Cl CO rr 0 Cl ^ 0 CHCOH*^H 000 '*c*'#egM gcoo ^0CNt-T?««^O^OMO^^OO rH CO Cl H *o CC X ^ ^ CO Cl Or-iGO^CC^M^^gQ^OCCC^^OC^ CO CO 0 T3< 0 0 I OC O O O 1-0 Cl 2° jOO^Cl^ O :gHHHr)H«CCHHOf)H^i-!0)HHH(MHMT-IHH^HHH0S(N 3^30 ^33o3 M> A 42 ^ v ^5 a to o> «8- College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •aiiraia^ IS O 04 lO o o oo C4C4HC4C4H • O •ai'BK 17 rt< © I^L"* rt< © C4 H OiO C4 O • rH Gradu¬ ates in 1902. •areuio^ 16 O to C^OT^gjiOI>jl-jUOC4 CO iO LO GO O H lC iO (M CO •aiBjf |s C0rt< 01>00NHI>0CC OiOIN^CONCOOOrt Preparing for college. Scien¬ tific courses. •apsraaj 14 O CO O 14 rtf rtf 3 04 • O to • 04 • •ai^H 13 04 C4C4 0 c5 3 CO © • 00 CO • CO • Classic¬ al course. •apeuia^ 1 2 04 04 CO © 04 CO rH H C4 • (N rtf O *apsM 04 I-* CO LO O O • O 04 rH •ajmuaj rs oi O u £ C O Cj SS O •apeuia^ ■apeutoj ’*Vm ■sg o o o o o o o o © o o o o' of co'ao' O O O iO LC © o iO iO o OOlO*? 04 -O O 04 1^ O lO OINOOJOH^CO CO CO CO rjf CO 1C rtf ' oi>oooooooo OO NOOiOOOOOO OlOOOOOOOOO CCH*Ot^COQOHNO OOLO^^XNX^CiO iCCNOCNOCCOl-^O l> (N^r^tOC-lCOriH iO CO r-oo4co©i^o404 oio CO iO HHt CO -OOHM 1^ - t- © © 00 • 00 00 00 00 00 oco CD • O l> . _ 00 • © 00 ■ • 00 00 • XJ . ; tagg s O S® O 1 fi!?Sap5!a- i5pqS*S3- ' >> : is> c c3 s S2 i . Q) ^ p > £ „ a3^ £ £ v ;sga > =“ 2 a ;^opu ■ *h ; a>A< I Oh Oh »OSOHNOOrJ O CC ; 1— ( ^ i-H 0 CO ; x ci c^ cun ci OOSO^HNNOO •as ^ 1 OHOO ^ CO CM T*H O ^ CM CO )XHHN(NNO 0 0 * 0 CO ”3< ^ OH^ 8oc > j c O H 0 CO LC^ : OOO « CO • cc cc • CM CM S3 OCCO^ LOr-i(M T— 1 1 j CO C^l « 10 : : « • CO iO • -sf ■ * CO ^ • 1 00 j r- i » lO w ; 0 - OOO 01 j — CO 0 0 • 0 • • 00 cc : : ■ C > • O 0 • CO CO CO CO ^ ;HC1 1 OOOOOOOO^OOO ^ OOO OOOOO OOOOOOO O 00000000^00 oooooooogooo £ OOO OOOOO OOOOOOW O OOOOOCOOOOOO “ $83 £E£3S3° s . gssfgsssssg IMHO'i'CtOLOHOHOca O Or-IO OMMNH COOOMOHO i-i N^NaOHN«H«iO ai - - crinSO, f O r-l r-t ~a2fet^«Rg ■ . wpLcfl s-e^s S-S IP dll isf IriS^d ««9*5.S-?,g I ni*. H 5 2 OWpQo^fQg: Eeheeeh SIS3ffi*§| **mmz*t mmmm ® fr O E a o •a E 5 © c o o o c ^ccli!llj:is Sg£* :|SS 52; Q a :h E oocco^ '©'C'C'O'O 8 g x .5 IP Si§ Z E 3 c o If iS-i :So* cwodoC'-|CCC'-CC!c ^rC'©'T'C 5? : : : :©*> :■£.=? E : : : es :ee Jiili ;s 55 g E5-E>^G-’g>.gS 2-550:^ m£S££S e2D£ OS^p =e.5 > m s-S. 13 'O illsiti e 2 •HSli h '#H® t'CNCOOt'NUC'lO 1 1-1 •ajBK O CO lO HHri^H^'OCO^ CO HC^rlHHMri r-i H Date of estab¬ lish¬ ment. ; ** II ii iim i II ! ill N 6 *: I®I «* : 9 £5 .2 Sf I il s > a J ; ; : : ! i fij >-X.^ 3 K ■gg gl f B 1 1 Id « £ z fsgf 10 * Z ccH sill! ill! zzzoph^cloha, Illllll; “IIllll-s PUBLIC HIGH SCHOOLS 1803 mill ; SPSS'S mu i *asg| 10 ii in in in i ill mini 8S S310 8§8 S ’ £§•* ^oc^ocoo20 lisilglsllg| 1 ii ill* giPiii a" iiiiii'i«i§i ^rl CO CO r-. H ::::::::: :8 : : : : : : : : : ::::': ;g : ::::::::::: tj< CO C"J tjt CO T}< T}< CO r-f ■'3* TJ* CO i CO CO ^ ^ i ^ • ^ ^ ■O • OJ O • • • CO • HH^ ■ CO O ; o CO iO ^ O • rH © rH j j ■ © CO • O • iC • c CO -1 00 CO CO * ^ 'HCJ oooooooogooo £ OOO OOOOO OOOOOOO O 00000000^00 oooooooogooo g OOO OOOOO oooooo« o ooooocoooooo M $83 a ggsfgsssssg is^SeSSSEi^agg ° oSS 8&23S a ssagsas^ssss O iCHO © CO CO d H COOOMOHO rH (N^^OOH WiO CIHthO^H^O (NCCO COCOHON HNN^OHtNX oo oococooi-Toio'o' 10 o co o o' CO ^ CM ^ CO O CM CM O CM oooooooo oooooooo IOOOCMOOOO o o o~ Vr^oo ocTio iCt^OOOiiCOOOOO L - 0)0 OCMOOiOOrHO .'I CO O O J) lO h iO O'. I"* C TTI iO O Or- O Cl 1C CO o CMCMOt^CDCOCMlOCMQOOOCM O CO OiCCNOCOl^OO CM CM*' rTcM^LOCM rH r-+ rTr-T C0~ r-T •pup Aj'Biinm ui jaqnmjsr •sxsaA nt asinoa jo qiSuaq; ^ ^ Tf< ' >3 bA- SboB : ^ C u , •S-S^g •apiaiaji •ai'BH d M iO CO OJ 'WCOOIH C'l C4 10 10 CO CO o o ■ai,Btnalt[ ( th as in tc ■ar®H lO-^COClHN C5 CO I'COtMOOO ft r—i &g gog .22 ^ OT3 5 QQ P o » •at^irra^ •a™ •aimnaj •ai^j\[ 00 OO • • > A •0tiBin8fci *ai^H O CM O O O O O O O O O O OO <0000000 'OCOOOOOOOOOOO OO ► o o o o o o o O O tj E O O rrt CO •O A+j g.S o ^ S bS o •ai'Bniaj Ot^CMOOOCMOOCOOifO CO l> • r-l i.O ~t< O O CM O O OOHOJCOHI CM Tf OO O CM CM CM 'O Hl^OCClHtCiOOWiOH IO iC CM CM ^ r-H t— ( ^ t> CM CM •oi'Binej lC O iO CO H tO H H CO ^ CO CM (CM CO CM CM CM CO •3TBR Tt^occ • O O • O CM CO O t> coooo *or^ »ooi^oo oo oo oc • co co • oo cc co co oo OOi^OO oo ooo ocmi> • io • co ooo ■ O C“ ~ co oo oo • oo < ■Mi « J a S^S; fig# o5 A'-w +J C, i t.O+2 S o o | i’S ° c3 i^^a.ssa'g ■ . CS • 0) • S-( ■[x,P fl 5 S o° A O si all! A bo PC- "3 ■gs . 5 s O Ph ro a- 0.55 £ s K-i >.-5 -g 2 o at: a ^—ocooooo oooowoooo ■SO? -• d 5 co c Cs » X ‘ o o PO o a 53^ e 0 ooaflflp^a X 00 CO CO oooooooooo I- I> l- cocococococococo PUBLIC HIGH SCHOOLS, 1807 llgS§illli§§§§§3 g s‘ S' * ” "S §f~S SS §3 S8 S : S gfs : S3 S 8 ^8 ; iiiilg "8“S§8!§,0'‘ illlllllllllssllslIIslSllIl l!il||gl3glI18ISIIlllll CO TTr-T O'-C -* HOCO -F M XHHHH CM O lO 1 o 00000300 ooooooogoooooooooo ooo mo 0303 00000000000003 000030300330000030000000000 00030030300000000000003 gaSSsSS8;.Saa|SgSS8E53SgSSaS8S& 3Sg8SSS3j^8§^5;S!g5385SSSi:S a^^gsssaassssaaa^sgi^sssssae s^^ss&gfgssssssgssssgg^ 1 ciN co ^ cc ^ c: hxhhcjho^^c:]::^: I CO O CM ^ CC l O 1 IHdHNnnrti ill i :11m ill ill ini 1 :S 111 I 111 II II ISIS 11 « : : < :^‘ S :? o ' IIjS •e 5 o . O g g & n > r ) c2 JS s IJ,l|s|ll|l|g;yi!I|||| ii^s^isi-isiiiiif issi s giy n« j| rijglSIiis liliiitetfia * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1808 EDUCATION REPORT, 1902. PUBLIC HIGH SCHOOLS, 1809 iiiii iiiiiiii iissig i iiiiisiiin in cowgw- svoVhv»2 rs-oV®^ ®!8rfast,rsass‘s ssa >is!i!iiii!i rSSSSt'" ssssa iiiiiiiiiiiiii i !|g§iii§|i| 11 111 i s sills iiii 1NHO CO o^-o OlO O ^ i-i O r-i O OCO CO O l> CO rH HHHC1 (NO O O (N O • CCCOri - iCCH ocouo^ O ^CCCO ^Hr-^HOOi t-cocccc ^'OMICOWHOOOH ! O N NCOCCHGOCIOh iO I> t-i CO rl ^MiOO^fiOX (OHHOO HWHH'OnCCHIN'!? • Cl O^n N O r-i o • X O ^ O jXCOHCOO o o j CJ COO O *0^0 ; tH C1HC1 X • *o T-I iO H iC CO H ■ i Ith O 7—1 (N X N j NlSClTfOClO • s§ooi ooo-o OOOOOOOJOOO oooo o ot-oooooo^oo oooocooooooooooo: ooooooooooeoooo O OC O O O O O O 'M O O o o o o c? o o o o o o o o o o : S§g;SgSSgSSSS8^a 8 SSS¥2^SSSS5Sg8-gS|r ggS^SSSSSSSSSS' KMr-HTfrlNOONOHMi >p d >. Odo occc- .2 £^.21^' ' c^-’-r • d «•« a :p. 85S8.-8 ;s S o^&S’S so “^’s'H'dP c cP,sprc:r5rc,5,c,£r5-5r6 3 ow.^fc d-^o-S? :::::::: :'3 < KddHcE . tr O S "o ci ^ 'S ' 'd O « - “ S- r-P E“0 •r d •" « O « o -r ~ d o •> goalES* 't^'cSS o ~ t: -5 cs *2 'C'C'd'C'C d-o d £ *“ *“ 4th 2H2S2£ o oooocoooS mil IIIIIIIIIIIIII I 11111111111 lillllillllltlll * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1810 EDUCATION REPORT, 1902, •stUBjTidd'B ogpuaps puis ‘airq -iumj ‘sSuipxmq ‘‘spunoaS jo anil* A 5* illill 1 !| * ji - 235,745 ’ArwqiX aqx ui saumiOA jo loqmnsj 1IS52S e si r-Ti-Tes' r-T r-T 3, 110 •pup Airxixitu ui aaquitiK © ‘sxeaA ui asjnoa jo qxSuaq; © T* TJ- CO CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. ■axisuiaj X NrH^CrHiCO .I ICO •axuR I- NH'KOWH : t>oo §4 Gradu¬ ates in 1902. •aX'Biuaj © TfOiCHOO ■ H O O O 3 •8XBK K3 4 4 5 1 21 1 10 133 44 51 _ Preparing for college. Scien¬ tific courses. •aicmaj fH Tf< O 'ONO ^ COO s •ai^H 2 iC CO -C4XH CO O QO • ^ CO 5 Classic¬ al course. •aX'Biuaj « 1-JCO • H QO H (N OO 3 5 < 1 - ;1 i !i ! 1 i i ! Name. Union and High School* Union School . High School . . do . Academy . Union School . . High School . . do . De Witt Clinton High School.* East SideEveningHigh School for Men.* Harlem Evening High School (males).* Harlem Evening High School for Women. Morris High School .... New York Evening High School for Men. New York Evening High School for Women. t 11 o TO rH NEW YORK— cont’d. Naples . Newark . Newark Valley.... New Berlin . Newburgh . Newfield . New Hartford . New Rochelle . New York . . do . • _ 0 rd 0 rO c 'C > 0 [•O 0 mill i ii i PUBLIC HIGH SCHOOLS, 1811 §§j>i§ ill t> 3C tVx' t'0» 11811 30 00^00 30 1111 81a” §lllslillllllsllilllll 1111 s' s 8 aa 5 s a s?” a ? § a 8 -'sv s ” t s' a ; : 8 a isiss iiisssgiiiiiisiiiiiieigiiiiiisiiiiii mi % r-~ t-T idV-T r-T r-5W cio r-Tr-T of i-Tt-T r-lCOT-Tr-T r-T t-T ,-T :ioh j »£ T-i 1 ^ O X ■ xoco 0X0 o CM « X O X O *.— : • lO CM o HHO ■ o s T. 01 CM O jwHLOOO X • X 1 WHOO CO ^ X ^NHO X o * Cl • rH X X O O O iO O CM ■ o CM co^co X CO CO CO 0* r,!NOH 1C T— i • o rH : O r- OOOOOOOO^OO^OO^OOOOOOOOOOOOOOOXOL-OXOO OCOOO C oooooooogooooo^ooooooogooooooooioicoo o o o o o o :§ N»=333 -Si2e§ o ! — - — — - 1 - 1 - — - 3 > £*- HOr+#«C«»OH!i^HCiOCDCJ01>QOH^COCOHWiOHiOCC^iO(NH =iili!— ' ■ • ^ « i— i w — • P* 0’^5 p— I £—> 1 *— * - H II C-0P 'll! I! II II! :?^lg i J11 : : cea, : . a: _ o g ^^^B^BOOOOOCOO I fill || is! ill Hal |s pllll-illl i sill lg| P doolll^S^ 5CSS i|JIl as-fi-g .a Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1812 EDUCATION REPORT, 1902. •StUT3JTiddB OIJIUI0IOS puts ‘aim -iujuj ‘sSuipjinq ‘spunoiS jo atqBA •Anuqij 0qj ui soTimioA jo joqxnnx © © oo © © © o a» i> o o o o O rH o o o oT »o i> Tf' cT c^f ooooooooo o»o^oooocoo 0^^^0000)0 lOOOOlO CO 05 CO 'X> H O O T O O] CO O O lO'OWOOMOLOO io n: o o ^ o lo ON^OO^ "IXtip Aitqiiini in loquinsi •si •so A ui osinoo jo q^3adq[ bj°S >> . S 2 13 *9 r,; ®S,gaE:Sg*-g,dS •H Oil’S — >— < 7—; o u E O cd X a> -d CQ 13 hA gf-SB aitj“ °.o Ad g d MS rj « ® a 5 0 SiS •aiButa^ •3IBH •a^Buia^ •apH •0IBUI3J •0IBH •©[Buiaj •0[BK ■0[BUI0j[ •0IBK •01BTU0J I xf< TJH T*< Ttl Tjl Tf Hf< TF Tfl -Tjl TH TJH ©CO '050 HO • l" (M 01 1*0 ■ CO CO © CO • © © "d< t-H OH Ol tN © © t^HHNCO I CO 00 © © © ->C © © © © © © t-©©©©©©©© lO © © © © © O © © © © © © — © © © © © r~oo©©o © lO © © CO CO CM CO i-U'~ © 00 COr ©©©©©cococoo-i ■0^M © co © © co t-i © on i •apsTnaj •0IBH ; X CD : B | “Oh .Q" • j^*rr-< h-3 . - ^ • P £ q)

o n oxix!x}rorGrzx> bOcd^.- S'd fcJD . . o o : 2^ : & o OCO . CDCQ «j - oOJ 2-c og£?2 O'OP o bo-pj WP :WD 53 0) M © ,2 ■“ p ^ tC CD X2 cC ^ T» % xi .® .2 o o 0$ 03 Oh Oh Oh Oh 0? Oh Oh O-dP. ©I > 2 ooxj^f § g g § § P^PgOgPpH r-_^ r-1 ^ 'T'J -r< ^ CO 00 00 00 Ci 3> 05 d G Cl CO CO CO CO CO CO 0 N GO G O 1 | CO TjH lOON( XXOOXGGGGG C>C50r;O^QiO5O^O^cy5 UJ iw>* comcocococococooo cocococoeo PUBLIC HIGH SCHOOLS, 1813 iliiiiigilliiiiliii ss 1 s sVco"s iliiiiiliiiils iiliii ill s^asa“ssvs“gss« •£* |“"S rH C4V-T: C-T r-Tr-T CO SN CO r-T r-T ©© 04 lO • • -CO © * © © © rH CO © tH ^ r-i • • n ;=>^ ■ lO ?H ©^ ■ • iHMKHflOMOHM M : : ^ ^ • tH T rH © 04 04 04 : : 04 ; 04 O 04 ; 04 © © Ol • ■ 04 © lOOCOTSiWMMSSO'j'S 1 04 ^ © © 04 © © » 0 04 © T- i CO r-i iC r-i CO r— i © 04 • CO © 04 04 — r- © i X © Xt- rH © iO © HC ;04 4>CCrHiCO4©©?-!©i- ue os ch ->s* ® oj ht 1-0 04 © >tj*©O4^C0©iC?--'tJ< • 04 X CO 04 — © : ° © 04 CO S10^^ 04 ?— < t— CO rH © 04 © CO © © igg : 00 04 j 04 CO © ; 04 CO © iH COOCH © :g © 04 co^coco©*>giOrH04 : © CO * iO -r$ © ^ • X ^ 04 rH ^ © 04 ■ © • ■ © oo CO • rH © 1-; 04 ■ ■ CO © 04 © © » • co : • © 00 © 04 : ■ CO © CO • O -> ; 04 TT rH 04 rH -HHC40 • • ^ ^ CO ^ CO ; • rf : ■ tH 04 CO 00 ■ co \ j 04 04 © • © * , ©iC© © 0 0 91 0 0 0 0 0 0 0 0 0 0 1 ,000030® coooooooc^ooo® ©©©©©© © ©»H >©©©©© ooooocoooo^oc ’OOOOgOOOCOOOOOOOOOC .ooog 0 0 0 0 0 > © °°5 j © © © © © SSS3§3£3S£SS388S8S3SS^8SSS5S$3SSS3 3§§3§2 S5;*-§ggS§8 lONHCN»a^CMHHHN»T-?lHf!flOO!MINOW»^-> iSlSllll 5>g s-.c^pq _ _ _ IS-isq S£Ss*SfcKH I 1 :J1§1 ljfl|ic if :~if§if K = 8 11111 ao»55 f = - S Sjll3 llslll £ C c c.^~ if 5 >.c. e^do § £ Jl„ £ c I s o ;oo tL| Z r I" §o“ :S5 p ;.E 8® o =-L o o o o o ■c 'C zjs c — c .c c - c — 'Cfr~-r — — tJS’V'C o c -~ c .£ r - ■ — hr-hr^atp I'S^fS S.’c.S5' I ■ I ! ! : ~ if : \ s S = .5f : “ w : bu-s ' Cx3 ' JS I s -5 - r© | = •£ * = !l bc“: “5i >_= ; c | 53c^ > j s'=i c = r o Z 5 — C £ 2 8 o' £ c? i 2 xmIIIIIIIIkI^xxxkmxxxexSSSexxxxx xx x x xH o c o = 5 os II1I! 2§« ilflii ill 'COC50HWCC'?LCC^X050HM^r?iOCt^aOOlOHWrt ^lOONXCJ ° II £2 ~ ^ l!looSSSSSSSS|||||||||||||| IIIIII oooSSooS * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1814 EDUCATION REPORT, 3902, II HI PUBLIC HIGH SCHOOLS. 1815 iliiiililiiiii 2 - 3 - s s . 38 a a s s a . §f 111 T^r-Tio ISiiSIlIlliill ill 1 ii «N rlrH of r-T r-T j !§!• « 3I1 111 CO §8 i ISII-H csf :::::::::::::: : : : g : iH TJ< ^ t}< rj< CO H}< t}< ^ - 04 rj< 04 CO CO rH © © • O CO • 04 lO HiO ; CO j 04 . CO • l> X^COiC • u- O O C5 CO I> rH o oo j • 1— 1 ^ • CC 05 04 05 04 o j O HCC^H j 04 05 r-i CO Ol • 03 04 CO CO rH CO 04 04 • O CO • w vO rH O 04 CO • « ^ 04 O CO • © o • o • O © CO © 1 WOI> o * • 05 iO i ° ; i*° : ' : j j 04 rH CO ; ° - • * vq-r^’rHO^Ca*C<10CO rH • • O (M ; ° i ^ : i j j 04 CO rH « CO - : >-* 04 © rH • CSJ rH O ;O^CO CM rH CO 05 • °* ; • • o • • • c O 04 • OiOlO O • ! ° ; o HHH • 04 00 • rH CO jOCOH 04 CO lO © 1—1 • CO • : :M : : :r CO CO O 04 a : ; O • 1111 oiVoooc OtHOi^OOOOOOOOOO s§g°g§00 000S§3S 5o°° © I> CS O O O < ?0?Ngg§SSS3£l§£S 888 | 3830000^ ■088sasss5‘0 s^sssssasasssss § §S5aS°*aS ^£8828328” 'OCOH(N5N^^(N^H(NC^CO O 04 i OOHCOOi 04 H O © O O O H tH O t-H O O rH O ir-COHHMOC HHH!NH(Nt I I :! : :il Hi! ill .£ g 5 ^ ^ O <*\ a; m g .® ^StiOMoSOOhOQ'; SSSfl'riH Ulltis i|SI6|l| kJ8 _. . .. ,|S I cd pq ] 03 03 © 03 O gO.-ilOOW 03 rH CO O 03 T$*THI^C^iO©COiiOCO 03 CO i> 03 i-i CO O tH ri^OlCCCCOH X lO 03 X CO :n co -s* co T-i O X X X 03 ©-'*r 03 CO riOlT^ x O ; o 1C • 03 ! ° • jo IO O T-i COO ^ i § »> • ^ . x> : jso o 03 OJ s X X T-i © iO 03 CO -* O 03 iC ? IO -1 -» © o 03 © 03 j©oooooocoo©ooa>ooo©; oooooo ccr^rjoooroo oooooooot 03 0000000— oooooooooo ■ o o o o o g3§0003 O OOOOOOOO; iOOIiOOOI>OOGOO^OLOiCOt— iO — sassis !§33S§ ot"=t'3§ss sssasssss^ a iOCOOOr-^COOHHOHOCOOr-' I O t-3 O O H o oo^o^tc:i-o o i — 03 • 3 t— ; Ol — 03 03 T-i r-i 03 03 i-» — 11111 : :i : ; :i : :i ill § ill i l ill : : ii 1 is -III : ;§ i & I |g§ • § £ S3 c cH ii b’II 7=3 *s d fi < d - c g| *ll§3 li£ |a|-;-2 ,-— • • < • HH • *•••« ^ — « • • HH s Ij J 3m BlJ? a a HIIlSSlJIIMIlfli >» J o > <3 S© 3 £ S-3 2>o ° ®c : a> ^.s~ S3d g iff If fill sill If IIlNl.pl I ^ ~ — cc cssssc&i; ~ ~ ~ ^ <<<<«:-< <<<<<<<< :<<:<< pq ED 1902 — VOL II — sslsls lllsilli fsllaaaaas TT 'T TT TT V ^ T ^ 41 of 1900-1901 » -Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1818 ■sn+BJudcPfi oyy4ucu.w pat? ‘ajmj u.inj ‘sSuiptmq ‘spdncui? jo snnqy EDUCATION REPOET, 1902. OOOOOOOO OOOOOOOO OOOOOOOO »rf lO r-T o' CO ci tjT Cl r-i & ! o o o o o o o 5oooo O O O O O I> H Ol ^ OOOH^N^COCOOH OOCOOO t-H rH CO LO HCOCMHHHOIOUOHH ^l^CNHH o to« CO ■9I«W COOCOCO(N'OX!MOiiOI> rfOHOcO HHtMCO HCOCMHH OItHOI Tf< lO CO rH rH Second¬ ary in¬ struct¬ ors. •grsuigj © OHOHHO dHOOOOOOCOrlH O CO O O O •9^K its Date of estab¬ lish¬ ment. H 1897 1895 1893 1895 1882 CO N 05 05 CO oo • ^ 1882 1886 1860 1876 .2 cj G ag o S" C .5 4 CD - a a :u £) v vs >».a s ^ g 5,3 g® a ddrOOWn g^Jpq g ddhjJ'g fcfl Wo M O' “ o o rCj'C'O bo o ^ 0C>ju‘2CG00£|'-~ 00000.hf. '-•'-'ww g^'^'c-d'CTr «s .She 'V’u'co §£.2? : : g ip- : : : : : acK.a> £ W : :ehW :::::<» w o o o o o o > a3 a> : 5 r} :«pq .a? ,_ > 'a • a> Or ,,c«)2 > f-l S-1 !-( p _ _ -g-g^-SS. 53 cS ci cs ci e; ie cjrtcjojcuaiuoaocu cqpqcqpqpqpqpqeqpqpq S © ■•$ o ,,~< n o+j 'S 'S 'S 'S "3 fqpqpqpqpq 1 Ol t — I I ^ cc CC CO < » o o r- co o o t-h c-i ?o lO CO t- 00 OOCOCOOOGOOOG00505 05 05 O 05 o o o PUBLIC HIGH SCHOOLS 1819 11111 eJcogjV-’w 111 =1111 III 11 ;OCOO« gS« *>£ illlllll 11 ooosiowoa io-<* i Illlllll ;• • OaNNlOOoV ■: in j sTo-^ :§ : g 1 list III !s«i ns !ii!»i S*Str i Sill Hail j 1 ill Tf r. 00 CO ^ 00 lO: • TT CO CO CO cc co co ' CO CO ^ cc > cm : O ^ r$<-Tf< CO-CC ! Tt* CO Tf* ^ Tf< CO COxJiTji CM O • TT O h • ohcc O •CMO^ CM o • CO • r-i jo • ^ • CO. T-i CM Off r-i j CM O * j OHCM 1C O CO j ^ :« H01 • CO • CM CO xk-io a • lO •QOOH CM CM • • Tti CMI> ** CM csic:©. :S CM CO j o CO. CO • CO T-i CM CM iO:C4 ' lO ■ o • CM rr CO lOH j • CM CM CM a o iCCOH * 00 O CO • -CM CM r-i CO • CM ^ OOiO'H^H j CO ■ CM CM •cco • o o o • CO OHCOH : 55° : : CO- •- ' • j CM O j • CM CM j & r-i CM COXO . j j j CM ’ • ■ j O r-i- j . CM CM •HCM • • tO jo CM CO 00 o • 'Tp CM j O'tH — i OCO ■ 1 Tt! CO • • j O o j CM iH j j TH jo lO O CM CO - • CM r-i • r— l -CO. H COCO • • SS : : 0S0g0£°g&g0000 °§° 0002g00g£00 ®°° ®*ogoooQOO»e g®« 0£0S°g0SSS0000 000S^00Sg00 S°° ogo^oooooooo *oo 5;^° sssssssssss-** °°^ oo®sWss-t,-»^g-ast' g°°^ ssssssss-^s®^- s OOC^Or-iOOOOOOOOO i-hOO OMOOOHOHOiNO OOH aOnOO^BOttHOO OHH 1IIIII1IIII1I1 111 18111111111 III llllllllllli 111 * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1820 •snvaxBddt? agpuaios put; ‘am} -iumj 'sSuippmq ‘spunoaS jo anpjA EDUCATION EE PORT, 1902. I o • o o o o o © © o © © o o o oooo ©©© © ■ © © o o © © o © © o © o o cooo ooo O -CTOiO 00000-0 0000 OOOOO ooo •atBinaA «S- •d m C >> A+i o u S a O Cj IC !i) •d a A g£§l o C' ! •aitJW •aimnaj «D 'OOHOINOOOKNMOH' 'UOWMH CO rH -<*1 rH ■Ajxuqq aqj lit saumpA jo laqran^j H 1 « | OOlOOOOiOOOOOOOOO ooo I^ODJOOiOOOOlOOOOOlO OlOlO (NLDt^OOCOCMLOOCMrHCMiLOOOCO o rH rH CO O O CM IC O HCCO •pup Aiuppui ut jaqnmjsT It •sjisaA ui asjnoo jo qiSuap 2 Tfico-^r^^co-^'^cocoeo'^'^-^-^ coiNCSTf eo-^co Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •ajurtra^ omoco^ j jo rH O CM rH CO CO • rH CO ■aiwjl £- H MHt-UOH ■ ■ rH ^ CM CM rH rH CM • O CO Gradu¬ ates in 1902. •aiBuiaj © Tj ca^ ; CO CO CM lO •ap?H 15 COrH^CO^rH '^Hi>W^COHH t- 1 ^ : O OO^ Preparing for college. Scien¬ tific courses. •apjTnaj 3 1 OCCrHOO |0 j rH CM CM ' • 00 CM rH • •at*K 5 IM OIXN 'CO j JO to j j « CM CM • Classic¬ al course. •aiuuiaj 2 O rH O rH ' CO • ! ° ! rH 00 CO CO • Tt* •aiBK 2 Hr^CCClH *tO • CM rH • i i rH CO CM rH j^ •ai'BK •ajuuiaj •91'BW '-'d O c5 r d rrj C) IOO)COHOOO(NOOOMOO rH CM rH O O 3$ 00 00 ■ H tic _ cj a a c o> s fe p o g !gg§ 1 « § s ; s O LO 00 00 GO QQWW O&HO K H § O fi’d^d W cd H »^|d _ § ej o o o c d 'd 'd 'd ■d bo ■ ' 2-0 © o-d o di^d o.o • • • • « w # » q w t, v»/ ooooc-S^oo2o®|aJ 'd d d d d £ .2Pd d d E ■ f5 d d . dW.sp : : £ W : WoW bo © .Sped, 2d C* dV _ £ 2 © © J3 S5 -J3 =g E +i d r« M H M H ^ CC X'Dh H fi _ _ _ _ cj c3 c3 cd»cC c2cd'£c3'£c2oa rHOflH ’S'S bopT os ce 0) .CU- . GG QQ m 0) t>l^COOOO »C O O Cl o o LOCOONt-^ O Cl o CO CC T— ( 1 30 3 40 4L 12 1 ^£g2g3 Cl OiO^iCCOC^N O Cl O Cl (M CC Cl XO lO i£> CC Cl X Cl d M CO g :° :Sg&°£ j o 00 ig : o O O Cl o o o 1 g :§gg3£ • ^ * !- 1 'X rH tH Cl CO o gg30 c|a°*gs Cl CO • CC CC CO Tt< i— i g : 00 o CO ; CO ggs -^sssss CO ^ •COCO ^ Cl Cl • o TT CO ooc-iooooooo oooooooo ooooooooooooo g°g O O CO O O O O O O O O CO o S3 >0000000 oooooooo ooooooooooooo ooocoooooooo- '33 S“aSgil§8S- “ISSIS-8 ssssssgggssss O OOJXC SSSSS3SSS S^SgdSSgg00 2§|ggg^g! g£ggg2g||gga2g1'' ‘“S^SSSSSS COOOOlCOiON^OO 0^hQ*0(Z)HH HOWOHHiCWiCiNHOMO 000^0 > CC Cl HlOO < r-1 (N T-i d O O O d O O (MCOXlCt > O (M > Hr- a o .9 r% ~isH‘ 2 III • s ■ r • o • ^ ' :-§: 8 Kfg immmii i ~ a;’ g oo S K Jr Q B 5 3 ii^i«i^ 1212151*11**11 *mw. Is :1§ ll fiHHJ m3« ; d d ! H»a>g 5 1 i i ^ ’ : SgSrio ..to £ :l I :-g ® ■ p A :l *3 :h Go jocoooooo 0.1 $>£m o J’C'G’C'O’C'C’C’OOj-l^ ■ a a: ft 0^0.. Igi ggg'S O o O 5 G 2 111 DOO II C O o c c c o c •— £-fj|S: ^ ■ — .Sad> 1 ^CCC Cflofipt.a>Sffl.S 6668 86686886566. IIIIIIIIII llllllll IIIIIIIIHIIII IllllllIHII III * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1822 EDUCATION REPORT, 1902. snj-Bjnddra ogijnops pm? ‘aim -injnj ‘sSmpnriq ‘spanoaii jo on^A «* ill j Hi : 111 r^,- | g»~- illilllll :§ :8''SS§3 j- i§ HOO" •£rujqi[ oq; ut saumjOA jo jaqrantf ^ 1 * j PISI s |3§B||| i<'C? CT i— ( O M gMW«aO«H«^a« O •aiT?H 2 1 CO CO CO rH 3 61 Mark Warren . . T. H. Rogers . 1 Name. High School* . . do . . do . Danville and Buckeye High School. M uhlenburg Township High School.* Steele High School . High School. . . . do. * . . do . . do.* . ' . . do . 1 A s ja ■a SI 1 < p : i.o c Green Township {-I igh School. High School * . | ¥r : 8 . II 1 •*3 :p t f - eS*P © * CO - 01110 — continued. Cuyahoga Falls _ Cygnet . Dalton . Danbury . Danville . Darbyville . Dayton . Deavertown . Deerfield . Defiance . DegrafY . Delaware . 0 > 2 51 • c 5 :S 5 551 Dent . Deshler . Dexter City . Dodds . Hill 1 111111111111 III PUBLIC HIGH SCHOOLS, 1823 OOOO »OOOOOOiOOOOOOOOiO ooooooooooooo ooooooooooo OOOO ‘OOOOOOl^OOOOOOOOi ooooooooooooo ooooooooooo - - OOlOOOOOOOOlfDOOO ooooooooooo OJO 0000000S000 o o »o o OoTcOtO • cT O cT CO 00 o' < O O T}1 CO CO O rji CO 00 rf lO lO CO CO n o >C iCCOiOOCOMOGOOO >0 0 OkCOOOOOOiQOOCQOi^OfM > O N OH«Q D^OiOGO^fNO^Oid J00H CO OOOOrH XT COH OH efcTr-Tp-T r-T 0500 05 o o oiSSB CUN OOOOOtOO ooooooo • o o o O O H H lO U O OlOOtOOOO • O O lO H iQ N H H H G COTj O^CO^ ^ o* co e* o* O N U0 00 (NO iC r}< CO CO lO (N ( I (N O CO (N OOOOOOOOCO^ OOOO OOOOOOOOOiOOOOOOOrt<o 1 CO i — l N iQ (NJ^CJOiO^COiOCJMNCJCOiO'NiOOO^^ CO(N^NHH(M HCJ05H H (N O iO Ocaa5 00(M(NNH (NCLCcO H XONOOGM COiOOO OOCOlO WHcOCi(NQO^GOHCOHiOOar«CONO' iO05©r-!I>N> Jzj.t! p',g g S 00 00 00 SO a? ■ od o . ■ fd , — , -d Q % ^ 03 * -a t*< (N " ~ r. oo oo oo oJ3 03 Dh _ pgd C' 00 oo 00 00 oo SlS’SSlSIiSilsaMeiB ■ £ G 3^ a> % ■Q ^ ,® 02 QJ £ g >-4< ■ -sia K • » Vd . cefS G 3 > ^ o • ■ .r-, . g 3 d ai ^ gS S £ OOOOO — . X X 00 00 00 00 >•-3 c ** _ G c3 OrG r ■; -.CCSI cd o ^ ^ ^ « o £P x • — o o GS’d'C be B' a So So © bccc-g .S*£0 G!.^r§, ge &p £ w §go . - . 0000000000000022^0000 O'd'd'd'd'd’d'd'd'd'd'd'dd'tH'd^-o'O'O'd . '&£*> tn w a g ■ . ® o d > >,§3 ooSd fifisq •d- . flfloS ° 1:3 o-S 23 f-i > o a> G a> - .S' "G P< ; G bo og M gOOHft* H . u . s g §^-£-£-8 bc-S-S Org-a | ££ o3 53 O o 0®C!»o rg OnG^rg CiIm.S2 o w >j : o o a> b ■ddd o-G g’S-SP - rf H CO •ai«W £ HiSNHN3HU50H(NMM(N(N lO HOMCO »-h Preparing for | college. Scien¬ tific courses. •ainuxa.i °§° :3° : O ; 1 rH • O • O Cl : - w T-i CO tH ■ O CO ; • CO • iO co j - i d •apuuaj 2 rH • CO O O iC CO - i •0IBK S H COO ^ • o oo M Odd iC CO -< ■ Ele¬ men¬ tary stu¬ dents. •apBinaj 2 gOCjOMO^OOOOgOOO.O oooo o •aiBH 55 S0^0^0S0000^000cd° 'ooco ° Second¬ ary. stu¬ dents. •0{BUI0jI 3C •8IBR *1 i oeconu- ary in¬ struct¬ ors. •0IBIU0J © O Cl t— i rHHHOrl o o o o O O Cl o o coooo o ■0IBH as HNHCOONHWHNNHNNHHH Cl Cl rH rH rH Date of estab¬ lish¬ ment. - 1 1 ill 1 ini ini i Principal. M c 1 ? G Is Chas. W. Boetticher . A. C. D. Metzger . Miss Jennie C. Myers . . . C.T. Northrop.... . R. R. Turnbull (supt. ) . . . H. B. McCollum . Fi ; < | : "E \ \ : f :a is H.S. Thompson . G. W. Hoffman . J. C. York . Eugene H. Foster . "Fl T, TTflpJev j £§ ? q3 f o i ; 5 a ri it* io gj^P. O.S. Nelson . W.A. Hiscox (supt.) _ Name. 5* 1 1 .d * w L 3 Academy-High School . . . High School . . do . . do . '. . Nelson High School . High School . . do . i-g > C I'C • O ! ' . do . . do.* . . do . (in Hopewell Township High School. High School * . . do . Wayne Township High School. High School . State and post- office. - ohio— continued. Si : a Gallipolis . Gambier . Garfield . 1 Garre ttsville . . do . Geneva . 6 1 ij 1 i| [J Gettysburg . Gibson burg . ! Girard . i Glendale . 1 Glen Est.e _ Glenford . Glenville . Glouster . Goodhope . Grafton . Illllllllllllllll II! 30,000 PUBLIC HIGH SCHOOLS. 1825 II ill 11 u** ss"0 s 20 111! oVof« ii ill liiiiii iiiiisiiii mi in CO lO Ol'TjlO i-i ONO ©~ r-T of jO' o' i>~ TjT O rM r-T of §11 III 11111111s rH~ r-T ©-H Slls! r-T | 1 IS |S|||SS||g g§g| 2 J CO Tf< MM -C CO Trl CO ’T1 CO 'O' CO 01 iMTjf’f HMO^' © OI Tji Cl H O M M M OI M © d CO Til 1>0CIHC10 CN • J HI II I S$s S J |! | illlJlilii s.lli * S«$£Ss*fll 2152 Si bh^fihHd^d.4 2 cca ccco:o«5SrH leg III g^ggfal OOP OO'J OOCOOOOKK o o MS KWB III III 1111111111 llllllllllii 111111111! fill Ii * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1826 EDUCATION REPOET, 1902, ‘STvpjiBddB aypnaios pin? ‘am; -luaaj ‘sSuipimq ‘spunoaS jo anpLY jiiiii • oVcod :«£ WrH : illlllllilllll ; • r-i C-7 CO 1C o' OO of CO CO 1C (M' H O aq; xn saumiOA 30 jaqtnnx; - HISS!® Sll!®Slll!*S®s| •IIijp AjBjiinn ui laqmnx § ::::::: g : : : :::::::::: : — ■siBaA tit asinoa jo ipjSuaq © CO IO Tl< -S' CO -S'-'3<'S<'5<-s'-'j'cOCOCOCO-'S id g 1 T >c te ! c . C. L. Martzolff . 1 G. M. IToflirlin y is M iW Name. High School . . do . . do . . do . . do . . do . Greene Township High School.* Kingsbury High School . High School . . do . ) c !-C . do . Educational Institute ... High School* . . do . > c oc : C i'Z . do . _ do Central High School .... I II 0 3 - i - Ohio— continued . Hubbard . Hudson . Iiuntsburg . Huntsville . Huron . Independence . Ironton . Jackson . Jackson Center.... i a if !! i| Jamestown . Jefferson . Jeffersonville . Jerome . fj Jewett _ _ Junction City . Kalida _ 1 Kent . 1 min iiiiiii!iiiiiii PUBLIC HIGH SCHOOLS. 1827 11111111 o' CO c-f r-« -T* ’S' 00 ®®®®«oooo©®o®.©£ = OOOOOO^OO^OOOOjHOOOOO gsj30^ 3“=oo§^ s^ss«ss^wass4§^sssgs •coho r- S' IN-tO IM ops^x-rjaoooour S 10 8*3 838 (N--IOO O O t—4 i— I © © rH © O OHC^OCIO O t— i CCOOOOO © i-l 1-H-O i-! Ei- rH !N r-l © © O © !N © ■ I SP ©32 ^ > o-gog c 2s io’Jj^'g’a^’S'S |Ss a-*- (ga>H ciW ""'Ell &c~ iE h tf « o d d S oMW>wd Sdo- ^NgdaSdwo, ^Sd'gSp* ^ddw|,d £ g g^'S^n SJJddd ©dc^ cc^dmddSdddHffi^HH^H 73 tZ O^ ~I|||| Hill "111 lltllllliftSSflif Ill'll! Hill!; • OhMW^-lOONX I^sskssss * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1828 EDUCATION REPORT, 1902. •snj'Bj'Bdd'B oyi^netos pu^ ‘0114 ** -tumj ‘sSaxpijriq ‘spimoxS jo ^ \uujqi[ 8qi in seuirqoA jo joqmn^ ^ O O c - - o o < o o O' o O lO o o o o o o o o O 11? 1C lO « o o * o o ' lO o O to O O O C IOH OMC^iO *(N»0 COWOCOOIONO C O' : lOOL ) CO CO c qipp AJ*qqim ui .laquinsj ux?8A ui osjuod jo qiSuoT; e I l CO CO Ol CO CO 04 CO ^ ^ OJ u O 03^“ OOOO I" O © O © O © T* o ©©©o©©©© •afeinaj I 30 as GO 00 04 00 O HCDCOWOO^^ iOlOHOSOOOOCOiO •ei^H •0ji?inoj m*V*YL < O 04 CO OHCO^OiOiO OOHOCOO^O I rH rH 04 rH 04 04 H'MiCHHHCOCO OOOO OO OOOHCOOO OHHOOOHh iC4HOJH(N(N £$iz § an* |p| ' i.C X © 00 • O0 00 ‘00 -CO G> & • p, • M a •M « $ W St3 IhH ;dd dWSWd^WW rs r: . >■* u . £* OrO O . 0*0 . h ^ h ■ ^ • ; : • * : : : : : ,o«. o o* : :* : o«* :::::: ook°!;q'>'0*6oo6ohO®6oooooo ^-od'a-O^i'SPi'O'O'O'O'O o'a^'P'OTJ'O'O'O'P • . o ~ «® . . W;> W I'Crp m ; o • c io P'S m. <5 K : a ti > p _ bo !:p £ • > 2 C ; k Sa5 OO o o t3 T3 bo ^ ; (_> o o 'o 'o acp r.nr. -IUU^ c3c3oia3cia3a3— ! lH i-3 ^ S S iO lO uo LO to lO lOONxaoH >4 04 04 Ol 04 CO CO cico^iocot^ooas cocococococococo lOiOiOiOiOiOiOiC PUBLIC HIGH SCHOOLS, 1829 iiililliitililiii 11: s"s 1111111111 111 lllili i :s!lls§llllsilll ISIII 1 co co Tf co co : co co -r co -r co -o -r o; -r rj- - cc co co co co co O r-i • 03 lC • CO r- O 01 • O O i r? ci co c: m *o x os « c :i 8 :l : r- CO CO — — Ol -r 03 01 t— co co HC^HCi«n^xot^Lo:o • i> ■lO XCOi': 01 0 0101-: o ■ :o oi h o oi 0-01 o 00£30S£3^°3S00000 ^*-§00000000000000^0 ggOCIX: 003g°S33£§0g000000 ^00° S^00§0°0000 o o o o o o o §° £3°gg; * — CO 01 X 01 IgSSSsSglS gs^^oogo^goxg^t-cjo^cc oS?r «®ooog®oog®^®j3o°jgr5g?e5;S i-cogo^ ^ooo^ox^o^jnooox^x ong^t-N OOOOiCOOOOOCOOOlOOlOOlO OOCOOO OOOt-HlOOt— . Ot—Ot— iOOr- iOOOlr— iO OOOOOi-H I H m T-. o: 01 ■ C 1 > Ol o 1 COt— CO Ol -HmHr- T-r-: — — C0> - iOlHCOHrrOlr-r- — — • o> n O >> O H > if ■J3 O I • • « • ~ :®o £ jTfl-gOjI^jg £ § §*g g s I J K Sj!»tq|«8^igi-5g^aajs4 ~ fc-:S£o2 11 i :i illsi i i :|1 1 ills :| iissl i i :ili ill illl i§ : ill 1 i j |J M i Msd; : Hi H i j i| i i t: • £ • 5 : i| i| ;i :£«! • • • O • ^ O) H 9 ^ • • • s; : 0 : :2 . j g^ss 2§ g : : : sajdhhSsN £ §i .MS 1=r/;cJS'J'cci gsSj ’ ■-“ .S -•3 S 8 g i* | i i i : i : i i i : i •=C : ■:“ | sill • 'ill j iMifi jjj&jjjjjjjj jfis r-o x ~-=~ — r x-f — o co'r — 'X'C— -t-t-c — ■- — — : :lg®S.Sr£.Sf : ££.=? 5 - ' 1 ,W ~ . . . • ■ ■ X M M H • • n N M H M H ••»•»•••««•••» H W ■ “oCJ . 11151= ® ijb0 iiiu^ = S «•§ !| sii= '2 St: 5 :•* iis- 2 :>.« :~ g b£-0 . - X — u- = - , -sill 1 :55,2s S 0---- Si?** - x irtrc.2 g x- ~ ■ sbiisicssicio - ^ " 2 2 2 g'i = He 5 111111 SS2 iiisiissssssisis^sl iiiiiiiiiiiiiiiii mu 111111111111111111 •loapoei jasonftiws* 3. —Statistics of public high schools in the United Slates for the scholastic year 1901-3 — Continued. 1830 EDUCATION REPORT, 1902. •snrRnjddtf .tup, naps pint ‘aanj t* -uunj ‘sSaippiiq ‘spunoiS jo aiquA 11 O C4~ ri' Illl ooo.oV •Aaiuqii aq^ ut satutqoA jo joqranx: « I S -nil | mm isiii SS| C 04 - V s3i M | -a^ma^ •apjK •aieuiaj j 2 •atcrc O' o ■ o C<\ CO iO CO r— i H O C'l CO* C'J ■ * C?l • ■ CO 1C £ ssi I •a[Btuaj OO 000004 O l> 00000*000 ooo *aI8H 0.0 OOOOj^ o -o ooooooooo ooo •apjuia^ as ass as £s ss££sasss £??a •ait?K °a as s^sassss*5 sa: &li - B •aiBuiaj iO Or-Hi-OOO n O OOCOOlOOOOO r.C4 •aiHK •« n i-i t— O! 0.' O) T-1 Ol n r-l 1-1 r-l 04 TT !— n 01 >— 1-1 T Ilil 1 11 :i I !8ZS8 1 g= SO -M-^3 - - . W r, 55 SS-ogd B ■ 0> .~OC_ *2 £gg|f gs -gSi^Sg-la §50 •t: “ s- -i r i =- *jd ^ > 3 £ s- silsi SS SrHa5li26^ S^d£o Sd uO O H CO I> X ’ CM ^ CO CO LOI>I>CNH^iO(M O :§ rH j 03 20 4 1 CO O o 03 ^ [toma-g m •MOCC CO 03 CO CO CO O if ■ Tj< Os r-i 03 03 iO ^ rH CO rH CO 03 GO ' O 00 ■ J> ■ rH C HOHiO CO rH • tH 03 CO Ol • O 03 03 • 03 ■ • • ! ° r—i ■ 03 • 03 ■ O • • • t-H ! ° ° ! 03 • O • *03 • • O • 03 03 03 ■ O • • • ; ^ O ’ CO *03 ■ rH • • • 03 • o 03 j O j « i > i i^ CO • ■ O 00 rH O • • • ■ ■ • • i — 1 • t — i r-i :S ■ CO rH • • lO 03 • 03 o •IOOOCO j • o : : j j i i^° ° :3 CO • CO O • rH O oooooooooooooc '300 S0083d00 S3 xHO 03 03 ^ O O rH lO 0 23 1 s j00°°° 009Sw0° o ^OOOOOOOOOOCMOO '§3 300SS300 § 36 0 43 :°°3 OIcC ■ JS co°°o 00^:0§00 s idSSS° SS&SSdSS 3 03 O OiOiO iO ocoocooga o SSScoSS^ CO h°^ShhSHh"0i:: IS* SSSI®J5SS3 3 COOCS ■sss oooo • tH O CO O iH O T- iOOOOO rH rH 03 H tH O H O O OCOn C300HH OOHHO HOOHhOIH o H H CO rH 03 rH ; CO rH Irr rH CO tH r(HHCCH03H 1 rH • O tF H • • • • • OC § ■ oo ao oo • * ■ ■ ! ! S > ■ CO CM 00 • • • ’ CO > LO • ■ O : • co oc oc ■ g II ; • O ; 1 :| ill | i : i : ig • rH T- 1 1-1 ! ! ! ! ! ^ 1 :M,“ iri; ; ; ; ' 1 : ' 1 ; ; ^ • 1_ ' n 1 rH ; tH 1-1 !'.!!! 1-1 ll=l M d © §P« M £ £ g >,0HCffl «^SS^g<:®§,§rt§a'3 Pi 6^W«^HE6,2d1d ^SSc^d^d lid' iL s s Jf£.§ e *8 sgmS^sg gSd'^PdKpof ill? 11 ^WdodWrtlJ iiiiiiiiimi mm! ■IC8I-006I JO SOI Table 43. — Statistics of public high schools in the United Slates for the scholastic year 1901-2 — Continued. 1832 EDUCATION REPORT, 1902. •snnuBddc oyuu°Ps puB ‘airtj -xuirij ‘sSuTpjtnq' ‘spunojS jo ou[ba s* _ 1 •AaBjqn 0qj m saxmqoA jo aoqumsj; ^ ii iliiiiiiiiiiii gx fflOHgggtf«5®go“rtci® °i mpmi'ii 8S§| mill silsll o ‘IIPP AJBji[ini ui joqornx ! S a f-S -5 'sibo.C ut osjuod jo qjSuoq; ^ S2 •3lBK U 111 •aiBtnaj . ~ *ai*K ii f1 ill 8 •3JBUI0J j ^ I « v >a£ wg^lS R 'O •opjxnaj ~ o o o o >c oq © © o ,C»OOO^C;jO I- O O O IC o o •oir?H 30£0008l3000g33g000£00 ^ , on C >>A +j ISSI igJSSSS^SSSSS^SS^SggESiS •9PR ;?5 ■aii S-S « g- Hi •01131119^ O0r-.r-.0r-l00r-l-4 00000r-10^-0. •0IBK H -C C X y - a 1 1 ; ii ill i ; is ^S ffl § 2| ■3 >> a i&l isgiSa&e ^IIll^!5t^l!|&p«! | = Ed gw gS« c|w 8 1 8 Bhr-’’? tf) §0Q !* ^ o -"00000000000000000000 .c >•■-- -o-c'O'C’C'O'O'C'C'C'O'O'C'O'O'o'O'O'O'O'O •3£S*P :::::::::::::::::::: as a ::::::::::::::::::: : 1 o. !| 5° ’3 o ^ e«esi iSJ-S : ; iftgSS T £1 plgojl! nafclsSSS -3SS p S'P js 2^2 c3tc.S b a' , o ET « H P .£ \% o.aa.s.s'-^. ^ . . CIS assseeeseeseeeSSSa II 111111111111111111111 PUBLIC HIGH SCHOOLS. 1833 illillill iillllllll :§ llllilll 111 ill lilllllllll aasf’“'"ffS8=!f •'s 'r-PisT nmV t i-T ef to cn~ ocT o co to to of • co'tjT o oo in © ri o « w io •? gpisfPl iisnigi S llllilll |SS|SS ||S8gg|S|S§ re ^r- : rr w ^ re co^^^^^ccccccco^ O CM • • O O • O Cl O ■OO t— H O • -OHn I CM HOCO CM TJ< CC^ CMH^ tH C3 iC O O ^ O CM O lCCMO CM CM r-i CC o CM :c CM c: cm CM I> ^ CM I> tH Cl Cl O ' O © O Cl o O CC O tH t CM • O ■ t-H CM 00^£200^0 OCOOCONOOCC gooccoc^ gggooo^ ©oogogoogog CXN-CC-C 000000*0 00 owe o r^000^ °SS°°S o®oa>®co®®-®< » o 05 IC '§! ruti ia||S SMtfg! : < ffl H £ > 1 1^3 ©l£ I .1 - OD Ss* SSS«g§ «gg-K missel, i ggd^jccs 8 8^ ^S^lllS^ POQ H02*-;Oi-:‘HSG5O0Qp=i * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2— Continued. 1884 EDUCATION REPORT, 1902. PUBLIC HIGH SCHOOLS, 1835 Ill 11 o'l>t> lOtN mi iiiiii iiiiiii Moles' ■OSSO'ofiO ■ GO r-riO^r-rcO TP X> 111111 iiiiiii 11 i>"ac coioi© oo H io WT ^jT ,-T o' ©o' iiiiii g om'oiom" 1 1 IS 1131 21S§1111 r-T lO sssgs H|g||| gs|S| s 11 ci i-iifi Tf CC > CO ^ CN CO CO CO-CO coco^co^co^co^ 1 ^ CO ^ CO f^^^coccTf* co^^^coir co ^^ce > T? ^ COrJ< CO CO O CO O rH m 01 M ^ • GO O M CO O 1OH S O COOn N rH^ • CO M O OHH - rH H M M tH -3 -1 0 xr<0 CO rH 0 ccuoco ^^CC^OOiO 0 1> O O M CO rH ^ Fi10 ■S HHO CO rH H lO CM t— i COMM co t— i-^r* cooh ^COHHHCOH M M HHHHtN ^ QO M ^ O O O CO O M ;iO • M 0 CO O rH M O TJ* OH ^ ! ^ ! CO M CO M iO M gss a*-iss3®s ssssssss^sssa^s^sssss ^sss01;; gsg^gg^00 Oho OOOOtHOO O O T-H O OO COOO O OO 0-00000000 OOtHOtHOO OOOb^OHOO M Hrn MrH T^H!NHri tH H CN H H H H H H H H H ^ C^-d (N H HHHHHHH (NCOH^C^HCOHH 5s oooq66^o hhhSss£<'£hss£ g*, 3 SB « C^.dH^HS g^ddjanjy ^£s.rt £11'^ _ _s> w’w^da^&= s^Sdss^l3 BHHH :HHH£ III iptssi S333! ' ‘ ^ Hill Hi ggggggggi * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-:? — Continued. 1836 EDUCATION REPORT, 1902. ■sn yeiyddu ogpnaps puu ‘amj -mmj ‘sSuipijnq 'spunoj^ jo ou[«a I lllli iiiiiilli! Ill 1 gaoacico' nognio^oaoo" eoVcof io" *Aj«jqi[ aqj ui saturqoA jo loqtun^i a sill3 CO lt§ses3§a cf IS 1 •pup A.iT?ji[itit ui aaquiux •&IB0A UI 0SIUO0 IO l^Sua^ ^ : CO ^ CO T-i ' rr ^ CO CO III 11= •A filing ;«!_g-35 ||S ■apratOji X O T? O - — •0IUK t-* CO iH CM i-4 04 tH r-H 111 o - I -apniiaj !D Ti« CO lO C5 XHTjiCOO - CO •3I«K 1-0 L”» IO HCO rr oi CO i-i j - i O CO ^ OI>^ 0^«C30WWlO(NHQh h}< CM • iO riOHjdfgM-om&:rt3 .■ • ■ - - ^p43 Itlfe <»< w«|« -lllll M M : n •splfg ::::;;; cooooooop om gyj oooooooo g'S,cc gf5®2 o o o o o o o :'CfC'C'CTcrr rorc fc.-sP^'C'C'C'C'C'C'C g£afeS*> ::::::: :sw*8W.5p KSKSH ::::::::£ So K igdii ! :3|§oi||p IsS &!lllll3la!lial III (3 S os 53 a id id S I l^i^S'l'© 55 55 © 55 55 35 55 «5 © 55 55 55 © 55 55 ® w ggggggg gggggggggggggggg ggggggggg^E^g gg ggggggg^ mini iiiiiiiiiiiiiiii iiiiiiiiiiiiii ii iiiiiiii * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-3 — Continued. 1838 EDUCATION REPORT, 1902, •snjttinddi? ogrmaps put? ‘9inj -iujnj ‘sSmppnq ‘sptmoxg jo 3tii«A -X mill ! 1111 11 : gS'gsSK : Sf=‘-)rg -S3 : :i 111 :cr •AJBiqtx aqj Tit saxtmioA jo laqumx ~ gum § im CO rt ill® in 'IIT-rp Ajptirtn m jaqumx £ rk •sxb9a nr asxaoD jo qjSuaq £ « ■ 30 Cl CO CO •aiBK rHC4:OTOl>CO *>• • CO OJ CO CO CO 04 0 w CO fill *§1 •9XBTII9j[ 2 :° : : : ^ O to •9IT?K f* i* : : j w. DO I 'H &5 ' ® 8 2° pg 1 ^ 5 § •ajeniej 5? o * j 04 j • 04 00 *010 o r- •9IBJ-C s . •CC ■ j 04 CO ;hO r-i CO igSCif •9p?ra9j £ OOOOOO O OO^fO OOOOO Ol 0.0 •9IBK £ OOOOOO O 00X0 OOOOO WOO pij aa •9IBTH9J X •9FBK ft!1 '9pjXH9.J £ OHOCH'-^O CO QCOOt- CCHOJCIO r-iNO ■91 L2 HHONNXM i-i -WC4 04 04 04 H^CO o A . +J Jflg -? iimi i ii 1 i ii i I 11 1 'S o 2 £ j Hi . £ •P! 8 IJsl ! hi p|S | <$f| 2551 S ia- l“H3 ^=5 r-i : | il •■s !$ i £ i ; 4 i o ; ii fS^c Hi -■&; = is be j •p : ii’g ■ = s \S$ ijw :s&4 i & 1 : m 0\ ■§ : : : :5 §o : : j i&Mi ! 1 if 111! j : :3>_c S^O-gjg ~l!i!f& c .2 ; * -a •rJ, : 3 :1 :l C ;• =~i -If! C O g §sj jo r. tL - 1| i |j. jf 1 ! i |j| S o g : : :5 -5 5 : : >-j5S 1 1 <: s ' 1 1 ° § 5 2 ■-; i-i- kS; H I iJ i — 0> Him | III! Hill III i illlll o .ooTcogo PUBLIC HIGH SCHOOLS. 1839 8 is ! ill illlll illlliii illiiliiilli ii ills S; a S' S : § & «g ® uf: ogTo 8SS i mil i s rH :»illlilililiis §?§tsm HH i?lSl-3 • ^ CO TJ< ^ CO T t ^ CO 03 COCO rH .03 01 COCOOlOlOl^rH jc 0 03 03 CO ^ h Cl C *3 CO 03 • CO • ■ (N O tH ! 0 ! i— j i i' M O • O •TP CO • 03 03 •rHlO j CO • » O CO i- •Hb • 1 HHCOHONINH • qi>^cocoLO'CO(N^o • - O • • CO CO • ^ . < O Ol O H !N iO • > £> 0 ■ ^ • Ol rH • < • CO xj< rH H ^ rH 0-1 (M H lO • ’ • • 0 • • l>* ■ 00 Ol • • -j :SS i i i ; j j O 03 •03 • Tji ^ i “ i i^ i 0 i *— 1 rH • • * O rH • • 03 (M O j ; ; ^ i 10 O ! rq • lO 0 i a i • CO |C0 j • ■ * rH (M • •HOiO • • • CO ! ^ io • O O O O O !N O O oraooooo^oo-goooooucoooo^ooo ^-oooooooogooo © OOOOC-lOO © ni© © ooomoooowoooso o ©o-c- © © © S8 ©1^©©©©©©UC©©© 8S3S8SS; o.e°u> © CO. 00 Tjf^OCOfflNINpMmWl- gooSc°t~oo^J0^03^lO©-©:;|5,tslo^©©< < © I-I-CO NNO OHHMOO © © ©CO ©■© H^HHOOOOINlMiHOOIOCHOOi ■ © © CN © © rH (NWM-HOHN H O HM O N H H-H H HtHH N H H HHHHrH-O HiH H H H H H HN OlHH H H M (N H * :^odDK^w'pqpq^^pqpHQ qhk;^msph<;oz"'?<0 ... . s >?q ^ a S’-o' a" * Statistics* Of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1840 EDUCATION REPORT, 1902, •SUlBJBddT? 0gi}U3lDS pUB *9.111} -iiutij ‘sSuipimq ‘spimoxS jo a tip* a ?* 11111 I 8g88“ 8 111111 ;i 00 a®*'® 111 1 : § ; •AJBjqq aq} m saunqoA jo jaqnin^ 81818 illlii *11 111 11 ■pup AiBjqiin ui jaqinnx ?, •siBa^ ui asxnoo jo qjSaoq CO CO CO t? CO cocooiojcoco^oi^o* -<5* 03 CO ^ a I S3 © 1 Ilgillilils §§=*S=-=£SS •0{Braaj : X O^OXO "i : 03 CO 03 03 •aiBK l'* 03 OiC ^ tH rlTO o j * o o o ft •9{Buiaj[ ! ^SSS0* O 03 O lOO •9IBK L* co^,° Ot>CO 'Tji 03 CPNOl rH 03 3 II f1 id «=! •aXBmaj j ! ■* •r-iOO ! ° 03 CO o • •8IBK M ■NC^O ■ 03 o o 03 • id 6 8 •0IBHI9J ! ?} O ^ O 03 03 o* 03 j •9IBJC - O tH SO O oo ^ : •QI'Braaj ® OOOOOO OOaDOOOOL-tOOOOCO o o •0IBK a OOOOOO OO OOOOOO OOOOOO oo : tc 2 •aiBniaj •3fk ^ s®|ggs m* •01BUI9J '-S iOO^t-O M'MHHSriJJOMHOOOl •aiBK 13 HHHr^rDr-HHN l!H illlii ; i ; il ill ; ; isss • | M I S ■ > £ :« ©|ggjj ■S-i c xo - 15*113 !l^S“ d :i § gg .^.v i = ~ s^.^w I <^St3^vS II I : ji 3By ’ ’ iri asf Islllsissssi gifs Illlii lliillllilllli li PUBLIC HIGH SCHOOLS. 1841 liiifill •I 1111 ;§ 111 j : 11 :i !1 :i Hill : 1111 i 1111 I ;S asa^ :§ :-°S : . ojl .«? .g tigging ; tj us MM . :S'~'SS s iiiiii 111 Iggsgig ii§ giiiiiii m3iits§§ i :o cc co 04 co 03 < CO CO rr CO CO CO CO 03 03 CO CO CO CO CO ^ CO tj< CO ^ CO tT CO 03 O’. CO © i-< © © © CO • o- © : © 03 iC HCO © 03 © © ' - CO CO i-i ©O ^ : xr i-H © : H rH © 03 ^ © lCH 03 03 © CO Tf ' !- CO © ©*C © 00 ^ r-7 © © iC CO coccics MH3»oo COCO ^JCOCOOCO CO TT* © ©03 WOC.S5 i-lMH r- co 03 r- 04 o © co h ©CO © lO 03 xr- !> © »^im>O3O3©CCi-- •AJBjqq aqj ui sararqoA jo jaqnmsj « i © ■ §§ pis 'SJB9A ui 0SJHOD jo qjSuaq 91 © O4C0O4C0C0tH^C0C0C004C0t* I CO r-1 QO CO 04 ■9IBK PM O CM "O CM ^ 04 00 CO O 04 • Or-iOrf & ! S=i •9JBUI3J O — 1 • O 04 I •OIBK 95 . : 04 • CO • f1 u * 5 8 •ajBUI3jI 2 04 Oi r-. I CO co i •3IBK 2 ! *° * CO j 0 0 j '3JBUI3 j[ e OOOfflOOOOOOOOOOOOfflOCOOO • ■318 H © ooocoooooooooooooooooa>o 3sij •ajBuis.j X ■3fBK b» assays Second¬ ary in¬ struct¬ ors. •axunra^ © HHHHWOHMNOOrl'J'HOMHHHOHH -3IBK * Date of estab¬ lish¬ ment. 1 : 11 l 1 ii | j 1 1 1 11 t V 1 W 4 B Ui < ll |! X A. B. Hess, A. M . Miss Mary Y. Welsh . H. D. Condrnn. i ii X JS K .1 il 1 81 i Ik* !h,-^ ij | ; jz £ 1 0; IS 1 O' is, :w: 5 St SC Sc jS •s il is if ■ a il 1 Kg '<«i 1-; h ic ;C < H >» 1 “ c i oP- >1^ ;oc ii il \k b| i3 is ;k © 1 & « | ll ■Sf W >c § • £3 • s ; ^3 : W § flc fa* ! O i*C * ’ C ; : > 0 c > c 1 JQ *>; C. !i * I £3 “ c r- > 0 STS 0 A £ I* II : I |c D ^ i 1 & A K c X! t > j o-= «s ! c P > 0 :-d i. 11 1° U1 rH PENNSYLVANIA— continued. Clifton Heights.... Coni dn Ip I 12 il © I3: III §§l c a ?> ll ! 2 :S j 1 a > <. ill ill III 0 > \> 1= il k =2 f ? 1 it il ^ a ll > , 1 r2 : c |1 1 c :a ’ • z ■ ffc : t p ;la rj il 1 33 £ it !n mini ill || il Or-MMCO^tCO ggglsss PUBLIC HI GH SCHOOLS. 1843 mill i =1 'ill ! =1 Hill if ! i 111111111 1 =111111 =§ : = =i : :s : :§ '88SS8 : : 53 jSSaS^S i1® : : j10' tiitimiii iiiii 1111 ism IIIlllsii IIs! =ft§§8§|gg r-r : .cT COCOi-i'^MC'?CO'^ • • 03 o rj< rH O 03 O' CO H 03 • CO - - - : HC^ *03 oo ; ■ O 03 o 03 rH 03 03rj co h co HlOH rH rH rH O 1>0 LOxJ HH H^OXHMN(N.COGCr?I>^COO.tD^HCOO^^H • o o • rH - M (NO o o ^ ! i i® o O o — « : 03 rH 03 j i i00 CO rH o CM iO O O CO rH OC 03 CO 03 O iO CO O co O CO 03 03 o CO 03 rH rH <-* rH iO rH rH 03 03 O rH CO CO O rH O rH 03 rf CO CO 03 O - OgJOOOOOOOOOOOOOOO 0-0 O O O O O O OI O O O OO Ot- 0-0 O O 0:0 0-00 o o ^ o o o o < 00000000000000000000 O O 0 0 005 O O OOO 0 05 0.0 O O OO O OO O O CC o O O O J ; S § ««■ ® S £ S"3 g S532 S.S SStf iSJSJj; isssssssssssss; OOOOCOOHMHOKh-’i'OCNHOOHHrtOnOn OHHO:NrfOHOrtrtMINriOHOOOHH(NO, I Ol 1-TrH rH 1-1 CO n H«CqqHtNNiHrHrtC5-1Ht tram 'oi • ■ 10100 • -era • • .coo« • ■ •£- 'Oorajo • • o m -t-o 'O* C> I oo oo • oo • » ,'oo oo oo • • oo • • • oo oc oo • • *00 • 00 oc 00 00 • 00 • 00 00 i §,$ I liliisisssiii® iiiaiisiiHSsiii g §ds4£ I? ~ " * «.<&&»« £ h « « nfe pioimoW KlttospH>i •§ ^j'o. c S3 p . o o II s-fl SJ.2 t-o : : Si is j-gfilil Q.Q:ps. ©'_H|Se45h0 jH;>H a Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1844 •sruurBdcItf opijuaros pm? ‘aan; m j -uunj ‘sSuxpxmq’ ‘spunoaS jo aril's A j I I o o o o o o O O Q O O O O O O 0X0 ooooooooooooc OOOOOOOOOOOOr iOOOOOOOOOuOCOO< aqj. ut sdumfOA. jo J0qum& j ^ j UCO^OOMIO >o o oiooooooo “ rO O CO 03 03 1C OQ©ooogooo 04 CO CO q[jjp Xi'bjiiiui ui joqam^; | ^ _ *sxb0*C iii 9SJU0D jo qiSuoi; I ^ 1 04 CO 04 ^ CO ^ C ^cococc^cowco^cc SbS h , iS ® Ef. •aisraaj o> — — £ o® •op?it OrIN • .-1 •9p?ai9j O O O *04 H 04 -04 CO TF 00 CO Tfi *00 *00 •aisuiaj ■9r*w •apraiaj •ai'BK OHNHMi OCOMMlOHI? w g - •aisraaj •91T?M Oi-iOOOOOOOOOOOOOOJOOi-t ooocnooooooooooocoooo •eisuia^ l'3HOOHNiC’t*toOOOt' NOOOINriHOMH^HH •3IWJI g.g « ^ o ^d sS •axstaa^ ©OOOiO©0©-* S'-r2 CG a> $ ^ rrj 73 r< • W cJ m 5 ^ ^ H N CH(T) •C'Jfq ^ r^Ul U aO§’gQ^oJ«ooo^fq>HoS^ o 53 x & |5s r*® 0 too 0 SSoq o u *. . * . *. . i . OCOqoOOOOOOOOOOOOOOOO Hd:rcrc,drd'drcrO'd-drO'ci,C'C'OrO'd’Ci,d S to I <) . d 'd <5 o < g 5 .3 to., w 1S§ |§ g§g H eS cti ej * tnsw a>ei xx bp ^ »*■ . d o.a g g tog €,3 3 g d to S g g iissfflSooooddd^ KEKSWKKKHHW g £ o d « •S >‘ •* a l> CO OS OHCl«)^iO• 1" 00 CC CO 00 00 00 CO I ooo © © © © © oooooooooooC" PUBLIC HIGH SCHOOLS. 1845 • © © o © .0000 ■ 0000 •o'o'wVotNOOC OOOUOOOO • o o o o O O O CM o o o • o o o o oooi>ooo • o o o o < LO lO CO CO 10 CO 00000 00000 00000 OOOOOOOOOOOOOCOOOOOOOOt^t^OOOuOOiOO O O 1 OOO 40.0.0 O 1-0 IO-C0 O O i>- O O O VO 10 COO JOMQOONOWO o o < iOOtji OO^HH COO-vO^OiOH(N^CIHO^OiOCO^^^ rfiO' <■ - » « - M - > V - » CO O O Tf* O 40 CO 10 o o o o o o 3 10 rH O O H CO CO CO lQ c o - ~ o o O O O rH o o |T^COCO(Mr^ COOl>CMOCMCOiO CM t> O CM CO H iC CM CO O H OOlOrH CO rH CM rH O CM CO lO O CO tO CO CO CO 1> OH j O O O HOHO 00 O rH O OOO rH CM • CM - Tfl rH rH O CO rH *- rH O rH rH CM • O CM • CM CM O rH rH CO CO CM HOlO CM CO ! ° ° ; O-^iOOOHO rH CO • 03 O • COHOOHC1 CM CM CM CO CO CO i1-1 : iOt>HCOHHH •? OOOOOOOrHOOOOOOOO^OOOOOCOrHOOOO^ OOOO OOOOOOOOOOOOOOOO rH rH ^ CO OOOOOOOOOOOOOOOOCOOOOOO^CMOOOOCM OOOO OOOOOOOOOOOOOOOO COOHC^COI>CLOGOOO^ CO O C1CO(NN(MC1^^NN^COHOC1 OOOO HC5(MCO(N^NOTfCOCnoiCODOOO '(NCOOOr-lHCJ^CO HOCOWOOlNOObCOOOHCOOOO^i 1 H H O OrHOOCMrHOC UOfNHNCli H (M H Cl H Cl H 1 I4|!j!sU§lff5||ll •a ® ® g^^cc'o gW bPh" oj o pq p4 c> S a ■ O O :x 2 30 : :a oooS?s 'P'O'd 5 .2 ■ • 2 a o- P CQ 1-5 P "Si'S ■"CK. S.$f-P 'las 'ooooooooooo !-rr^ rrH rrH rrH rrH tr < t-rr-1, rrt rH rrH O Oh Jp XJ -P .B 00 Xi ’O'O'O X5 "O T3 XT'V'rC ' tab ; ; : g gog v £ > . £ . -rnjzj £—■ . h q “ O ' P *1'P ^'S m I > ■ o3 ■a a gfl 2 &P.® ® 111 1 2 s-g 8 .3 a ** 8 ®5| S x g xr pets S'S o fl c c n ©A ? ? Ss S oj y ^^7,^ ® OljiT.Tl'I, cissicjsjoj®o)4)03 e.o3.r<-H’rt.o o S >>5 id U Q SS5I bsp c a O (£ cj a! • C 03 £ "Xi, '^'g-s'gsa Ss-sl-ssi; • -O a> o 23q ►^OCp-O^J.S 5 03-Op^ O 03 USHSnS-iPfa-. Cj Op M >»r) E S X3 cSo3o3oOa3oja303Q303Q3.Pxl.plrPP3 ■OOCiOHNM^iOON »qOOOOOOOOOHHHHHHHHHHHHHHHHHH )WiO»OiOiOiOiOiOiOiOlOiOiOlOiOiOiOiOOiOiOiOlOlCiOiOiOiO (NCO^iCONCOC50H(NCO^lCON CUNCUNCICICKNCOCOCOCOCOCOCOCO rH rH rH rH r— ( rH rH rH rH r-H rH rH rH rH rH rH lOiOiOOiOiOiOiOiOiOiOiOvOiOiQiO * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1846 EDUCATION REPORT, 1902, •Sni'BJTidd'B DTJPTI9I0& PUB ‘QJin -tuinj ‘s§uipiinq ‘spixnojS jo onp?A o o o © o o oooo o o o o o i> cd-odocT m H © Preparing for college. Scien¬ tific courses. 14 i » I tOOiOTfOiCI ^OOCOh- I> "S'? 0) '•^0i ^ 'C ! a; £ ; i <3 ; : f:w) : • ■ o3 fn |;g -§,o Sa ^ 'K > 2 5 rS [2 ■ 8j ; c >*c ! C Monroeton . M on trill rsville _ Morrisville . Mosiertoivn _ Mountaindale . Mount Carmel . Mount Jackson. . . . Mount Pleasant.... Mount Union _ Muncv . Mverstmvri _ Nan ti coke . Nazareth _ | Nesquehoning . COOlOH'MCO^ IO CO t CO CO iOuOiOlOiOiOlQiOiOiQiQ H H H \0 05 O H © CO 03 rH CO rH CO Cl COlOO iOn NHWW? ° °o c02 O^tHiOiCCMH© rH • rH o rH o rH j © j© 3 © © ; © © © rH - a O jet. ;£ © rH 03 ! ^ - rH .© CM CO rH 03 CO 03 © 03 OOHH j 194 O ; ?5 03 • 03:0 03 rH tH 03 O O 03 03 -1 rH rH © rH • © 03 j 3 00 j lO 03 o ® o-o -o^ ^ -o o o-o-o o o © o o o o o o © o o o o o 3 o o o oo oooooooooooo oo O O O O’O COH OCOOOOOOC'-OOOOOOOOOOOO^SOO o oo oooooooooooo oo 85 S£p 85 ^ ££ g 83 S 85.23 853 S3 85 ; 1 1= as ,IOC5S32SoSS! 18523 0 rH O O O O g g‘ ©rHOOOOOOrHrH©© i OHdH HNCOHHH^NH'Hr (HCO(NHU> o 03 05 (NMHHiOWdC rH * rH • • © S ::S5 : IS || : i igj igg 11 : : :I CQ ■So o o' S g'l S! d • 2 5 55 © ■'fiSS d !=s°oiS&§ e5 ll=«| l£dl* ■lls G ri ® H f§* :1« t»§£ 3£ gsIsSi? felSSIISIIl .- g| I! 5*1 - ffitfAreftll t* | S3sfifi-!5a3««a ri s"| !5SWh°o^ O5)0(jl®J)iUiD!l)(D.riOOOO fcfcfcfc.fcfc}z;.fcJ5fcfc^fc{z;.jz; 3££ :SS illl SSSH^^sgllSSSSSS’SSSSSSSISSSS ia oiolo oo oooooooooooooo-ooo oo o o o o o ag sslsllssl^ oo oooooooooi Lcs of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1848 EDUCATION REPORT, 1902 PUBLIC HIGH SCHOOLS, 1849 1-1 mil :ii :ii iiiiiiii :ii llll ; illilil i i illlllil 1 : 00 :g :§£ :eo8g-gS00§ :S° ;g^co ; ;32oojot~ : : : gal II1II11S is!l-8!lilll!l miiimps imimrm HCOHef ■ rH H 7-1 CO r-T -os' CO t-Tco' ^CO^TtClHOCO OOlOrrlOOOMHH HHHOlOO!NiOC1CO(M -HHHCOH 'T^iOd CO ^ • • O o j • • • • jcoco : jo ; ; ! :° : :° : :° j : j i :° j° : : ! ° • ! a « : : j : : I I1' j j r ! h i T : ^ i :MO : : ! h I"5 ! : j ^ : : d • ZD • • CO d rH ■ 05 d • ° :° : : : : : jc > • l© d * O • O- d rH • O O • • « • X>- « j— i • i ^ : -■ : : iO ■ * 1 tO lQ CO • t+i O • « i° j : : i i> 1 • H O • d • rH O d • d • • * • O • tH • • iO • 0 0000000^000000 ooooo® 0000=00® ooooo^ooooo^ocoor^oooo^o© O O O O O O O O U5 O O O O O O O O O O O O O O O O gj O O O O O O O 00 o o o o o -1 o a O 00 o o o o o o o ZD rH tH rH rH lOCOOr-iOGiOOr-id^OOr dOOdOOOOOdi — IOt — I O OHO t— I iO O d O i — 1 O t i(NNCOiOOHOJH(MH(M^H CO rH ' inHlCH d CO H r-. : v,r> 1 90% — YOTi tt - 43 * Statistics of 1900-1901. Table 43. — Statistics of j^ublic high schools in the United States for the scholastic year 1901-2 — Continued. 1850 EDUCATION REPORT, 1902, •sivj'BjTtddt? dgpuaias pin? ‘amj -iiuitj ‘sSurpimq* ‘sptmoi3 jo anpqy J ** | ill 1 =11111 3 iiii ilii :i • o' to cL ■‘f.’xo • c W, VVKJ 60, 000 13, 000 10,000 •ij'BjqiX oq; ui samtqoA jo iaqumx ^ ! l!sllllisag!ll!i 300 500 .. 1,400 40 .. 200 •Hup AJBjqiin m iaqumx •siBa.C ui asmoa jo qpguaq § l 55 ^TfirrCO^CMCOOlCM ^ CO ^ ^ CO 4 ... 3 ... 4 ... 3 ... 3 ... jtl!§t§l!fil •aiBmaj X j * ; O • o t-* j co OOlC •ajuK fc- 1 • CM • CM CM ■ l> 'M • CO ^ CM t> Gradu¬ ates in 1902. •aimnajx © ! HClOOXCOri tOCO^f • Tf< 05 * ^ l> C5 O COO CM 05 •ai^K tO(NHCOO^O«CO • 05 CO • 1 ^ ^ l> CO 05 CO CM Students. Preparing for college. Scien¬ tific courses. •8X131118^ 2 1 • ^ • O • r- o o o :S5 j •apK • CM • r— i ; CO - H lC • 05 ! ° Li r§ •aimnaj CO rH ; ° • vC rH CO . S«Ss* 5 sgi-IS ;c £ igl is! i=r* 3HC \J \l - < || is! W. A. Strieker . Addison L. Jones . < : i : a : 1 J ? 3 i 5 ii Name. High School . Lewisville High School .. 1 i cj : »oc S’C'C a> : ! O C j'C'c *’ ■ § ■■ a . ^ ;■ a si: -•S' IS Is! 1 ; : il I i i :I II ! il Is i ii High School . rin * ' 5 o :rc > . do . . do . . . . do . Borough High School _ State and post- offlce. - PENNSYLVANIA— continued. Tyrone . Ulysses . . t 3ll 3 c e S2.S sst Upland . "V « r» rl orcrri f f Venango . Verona . Wakefield . Waterford . Watson town . Waverly . Wovno " T W/J . Waynesboro . Wpp thprl v ;§ ’1 3 CD :£i Wernersville . Westchester . i5) 8 3 O I * 3 1 Sgl 1IIIIIII1III1IIIII 1 High PUBLIC HIGH SCHOOLS, 1851 Hill ilillllii i SS288 :“gsssa'g's‘ : 7,000 30, 000 5, 000 17, 750 18,000 34,000 18, 000 85, 000 : 1 :§ : ; is ; 40,000 iill 8‘"S igiii-iiiiiiii j r-T rH lO 00 • §11 jsi less 126 .... 1,000 .... 1,313 .... 4,150 450 1 HP .... 300 .... 40 .... 1,200 COCOCO^^SCCOtJ^CO^CO^COCO CO^^^^h^t-H^CO^^ tj< Tj 00 04 t* • 0©0©Hf< ^ : : :0 : : : o j j j j jo °S :g° • ; O -f o o 8 j j r j j j " j j h” j j j1* ^ :jSS j jcoto 04 CO • 04 ■ CO ■ o j^u= j j j j jooco^ooco jo jS :S| :£ j «OH l> • 04 jo • t-I j tO • © tO* • * • * • CO CO © CO iO ■ © • 30 hi h • OC 04 1C iO « CO ooooooo°oo^r-ooo OOOOOOOOOOO OOCOOO o oooo o o J2 o r- © O O O ° ° O ° ° GO OO ° ° H OOOOOOOOrHOO OOHOO O OOOO O O^OCj , ssgjfg s g gsss ®S88jg3,>ggfe3Sg8“ SSSSSS^S^gg 8g§gg | S33S3 g coSSS 00n0-0c0 0>0«0n^r.:0 H«HO(N^OOHXH rH O j-j O rj l- C^ lO Hi I : IlliiSlsfll 111 !1 ill :| III 1^1*4 |liiSl*|-„, ■saa^s^ssa il* §1^1*1^ _f3.sl'S-aQl ^“ilssw 3s^oo^ < < < s- iS c o"> *£ d \d : SC : S ?3 2 25 Jas. B. Henderson . .T S.Eair _ ■s il !« \d e il DjS Sh • -h ii it il ip: 1 il W. K. Tate . B. C. Mclver . It. L. Doualass . Name. Graded School . . . . j c i Cedar Shoals High School* College School . Hiffh School * | = r Graded School . . do . jl il High School * . Line Academy * . 1 X m > Si 11 Graded Sell no 1 t 1 U Sc : ^ i > c in; High School of Charles¬ ton. Memminger High and Normal School. High School . . do . State and post- office. * SOUTH CAROLINA— continued. Bamberff . . ■Rfl.rnwe.ll _ Baseomville _ : ;-e :!I ise Bennettsville . . Bishopville . Blacksburg . l! 11 Bleinheim . Boykin . Branchville . Brownsville . . J Brunson _ c J \$ Central _ _ Charleston _ . do . Cheraw . Chester . 11 illl Hill ill 11 1111 5359 6360 5361 PUBLIC HIGH SCHOOLS. 1853 II illllll OO (NH COiKt-T ;S 12,000 1,000 1,000 7.000 20, 000 8, 000 1,200 000 ‘I Hill “""‘a l lliil i rH drHcl'lO O :SSS ;HS ill | of CO ill ill . L". CO Is Is j ill i :S is ill!®2 i 1 jsss 88 : $ 0% jl is i | jl j CO CO (M CO CO O tH CO CO O CM • H M CO HT1 CO CO • 00 CO CO ^ CO (M^^tHCO CCCOClCC^CldHHCOCl ■ co co i° H : j iO CO O CO O I> Cl 0 tH • H^OOHCl • • C 3> CM • : : 0 • rH ' o ! 0 ! ■HCOH XHCOOd^ - : OCl^HO ^ : i500 : i h (MO CO tH • OCOlO • U- CO 00 r-i I> X> (M ^ i co xr 02 ci 10 O • • C Z> CO dH :° : : : : ^ ^ O • 0 j • 0 O O O j T H • ■ co j ! 0 ! • ! tj< : : : M r° : CO • • T— 1 tH • C 2> • • iO '• :-■ : ! ! 10 ■ O CO GO 1C © M • • r H H H • 00 • • • CM (M co ' TH ^ -M GO CO 03 M • T H • C OOH CO j O CO * c NOCl ■ Ol H Cl O ^ O • • C DCOO • lO ■ • ; CM O • SHOod^ I fd^^Qcag ra^PSMpSH UMlIiil! ics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year IDO 1-2 — Continued. 1854 EDUCATION REPORT, 1902. •snjBiBddB atjijuaias put? ‘am; | -iujuj ‘sSutpiinq ‘spiiuoig jo an[BA ft 1 ft I ;ii m ^ i—i •§ 111 is ----- 1 i mu ■* Si •Aiujqtx aqj ui saumiOA jo laqumx: ft |gg| 8 11 1 i ■IIIJP axbjtitui ui laqxnnx § •sjBaA ui asjriOD jo qjSuaq 2 :0 ^ CO •CO 03 ^ CO ^ OJ ^ rH CO 03 CO tJ< 3 1 P O 1 iPfl# •ajuinaj 30 • P- CO t-H O O O rH - : ■ai'BR b* rH rH O © © CO O j il« •aiBTiiaj 55 • CO CO • Oi *o o iO 03 ^ CO rH ' ■aiBjsx O rH 04 03 03 O o o CO 03 03 O j o i Cog Hi SSI •ajBuiaj; •fC ° i • O rH ■aiBK « 01 ; • T-i O I1 hi & | 6 8 •a^Buiaj ft CO • • co • c M • rH O • •ajBK o « • h ■; O* HC1 • CO rH II 1st ■ajUTuaj 2 °2° S£3° 00°00 •aiBK a °g° 00000 1 •a^Buiaj X as* •a[BK t. SSS3 « £ © l= o ,-i s= - Soooq cl¬ ary in¬ struct¬ ors. •ajBuiaj i° OHCC O O O — i OrHOr-iOOO HHHOH •aiBK i l* r-iOt-i HHHN HHMOnHH HC4HC4H O A . +A m r i i " : ii 1 ll 11 I i i Principal. | >> 8 \l » ;Si 8 :s- * -a : st -Si i S; S H 4 < £ da'c ; ■ 1 g-s = = a 3 II 1 8i c 4a joe £ f I- ;ai ii |I ?5S ^ - - ii* F- |4j i|l i rjr: !>ia fl ii j yr 1? 1 : s ! S: : & i 4' ; «i a © -+- ii ii ;« 3 !xu. ils Name. ft 1 c 1 o' ii: : js is >1 S 'aa'- 1 ^ I 1 ! 1 ij 30 glsf.i 3^1 •5 ig :°Q * ! P 7: :S . c JIjl •in 1 p W -2 Si %% 1| o c j^r g 1 c X r- : : ) , ifi : ex' ! ra; 3 p l_ p HiS sa • ^c** il : o :1 11 i •ii ivO I II S° m - < 55 P £ «l 1 a 8 S g 33 ) ' I: I: & iai 1 P1 g if 3 oEi c Sica iii 53 5 £ : s >1 il • II - > il ii 2 t o’ H ~,£ = § © . ’> o AS T3 o : PUBLIC HIGH SCHOOLS. 1855 iiiiiiiiiiii r-T o' X lC~ icT ■ o' lO o' od" iiiiiiiiiii OhOaOTfOKOCCO lilliillil CO COCOiOo’'©'o'cOo'cM~ 11111 SI1 iaIllaS!iiS!Si:iils§lIlI S^gSlIglSSISI|sii rH CO M CM CM CM rr T ^M^CMCOCMCMCO^CO^CM o o CM o iO - rHiO CM M • (M - CM rH ■ lO^jr 3 - lO CM M --• ■M CO ^ CO • Tjf- CM O O O • O rH CO o (MCO^ rH CM CM CM OI>H CO^IOO © M CO^jf • CO CO o 00 o LOCMOCOH ic (M C COl> o . ■ o CM CM O CM O 2 CO- 1C • ; ^ M rH ^ © rH CO © 8 rH CO CM O rH • CO ntt iC rH * CO o CO § CO ^ CO o • O CO' OO • T - i - O tc o o o o £ST°°-3£ OOOOOOCMI-OOOOOOCiO 000g0^0800S000000gS0S°0000 o^oooo^r.oo^oooooooc^ooo^oooo ^OOOCO^gOOMOOOgOOO^O^OOOOO (OO^-OOr-l CM t- (M g o O ^ o^=Moc3^=?ooooloSo^«ocoorow;o^c5o^ot~c«oo^o>oSooo^loooct~^o< tH © © © rH © rH CM M rH M © rH rH © © rH © © © 3SSS^ ‘T06I-006I JO SO] Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1856 EDUCATION REPOET, 1902. •snjBJBddB ogrjuaios puB ‘ajnj ?* fill :§§ illiillll lill : r" p •soc in of — i . — •Ajujqjx aqj in sanmxoA jo jeqmnx Zj ‘IIPP AjBmnu ut jaqranx •siBa.C hi a&inoo jo tpSaaq ~ tz rc ~r tz ' •atBtnaj _ m _ ill G3 d ■aiBK * ¥ ill x" o •aiBinaj •9tBK •9XBUI3J ut 5 8 I ‘^IBK 5* »C • ^ -CO steai H = = X 3 •3IBTH9j[ ^ :88 ooooooooooooooaooooo •3IBK 0000000000^000^0*00 §|il •sremaj •91BK OCLd>CO^^.( : X O O X O - C X -m X C5 c [ h CC wJ — r- r- C lO r- r-i-- tig StS ‘9XBOI9 j; w OOOOOMC^— riil^ - O C-i O C~1 © C-l O O M •9IBJC *« Jpl 1111 li II 5 s ili si 1 1 !8llig|-|S!tl llllll § K 8 h a J J J < J - z ^ t; cd s 8 2== 58 Si s < G £ o £: £ © £ £ £ £ © jj : | :•£ j IS PUBLIC HIGH SCHOOLS, 1857 111111 iiitii rf d o' 10" O of oTofo re ' 2, 000 i 43,210 I 11,000 13,000 500 1,000 I 20,000 5, 000 1 15,000 ! 1, 075 5, 000 2. 500 1.500 1111111 I :iil KjcqwHHHrt <0 o'h" 1 JJ gsss rt« 110 .. 1,200 iS s§i 1 . . 400 150 20 CC 1 Is P 1111 i CO ^ CO CO (N 1 CO Tf CO ^ ^ Tf- 1 CO (M CO CO -tf ! CO CO ^ rt • CO CO CO ) co ^ 1 co ^ co co ^ co CO rH CO 00 o ■SS! OOOO^lC' 8 1 J .■§ -2' 8 : : : •£ 1 ill. :» 2 8 € ll 11 s? ’S'S 1 -a ■- :w 38-sIIIF dS| HUI 1^ 1. II ■■ -5 S2.fa| n^ia-8 IkPPfiii-JlIP §=s, : :g- iri o ooo oo co cd" df th" r-i cd'io' cT cT cd' i> th cd *£nuqi[ eqj ut setnnpA jo mqumjyj; « 1 1,000 200 841 50 800 250 300 1,200 o o . o o o o • O o ID id • Tf Cd n rH •IliJtp .C.tT?jt[tui ut mqmnjtf « •sit!9A ut osxnoo jo qjSuoq 2 ct coco CO CO CO co co cd co co co rr CO Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •3P3UI9J 2 o rH Cd - i i - o o . • cd Gradu¬ ates in 1902. •0['BUI9ti 2 1 CO O to Cd Cd ICO id Cd •9P?J\[ »o H 11 3 Cd rf< cd o o CO ^ tD Preparing for college. Scien¬ tific courses. •9XBUI9J: 14 ! ° Cd id hH • • rH 'SPK 13 1 ; « O CO cs : : ^ Classic¬ al course. •9I13®I9A IS 1 • ^ • rH ! ° . . cd ■9rBPt 11 1 • cd • Cd ■ Cd • • % cd Ele¬ men¬ tary stu¬ dents. •ejuranj; IS OOOCOO OO O OOOOiDOt-hOsOO OlO lO CO rt< CO CO Cd '9PM 1* OOOt^O -OO O Cd O O O Cd O iD CO O O O »D iO lD CO ^ CM CD Cd Second¬ ary stu¬ dents. •3P3UI9J 30 OHH-DiO O &S O OOiOOOtO^iCHHiO iDO OlOCO rH CO Cd Cd (MnHOOi> (N H t-H Cd CO •arew s> tH O vD CD Cd O CO O OiO^HHDtONOi?) iOO CO CO H rH O Cd r-iCO Cd HH^Cl rH rH Second¬ ary in¬ struct¬ ors. © rfcqo OH iDCd Cd 00rHrH0000r-?0 HO •9IBJ\[ rH rH CO rH Cd rH O rH rHCdOHHHHHCd CO Cd rH Date of estab¬ lish¬ ment. Cd • o • CO • 00 O 00 Sog g o r- go O O rH CD CO 00 00 00 ! ! cd . « (D : § : i '-H i . N jo j A i • > • • 1 • gj • * j> 3 O'S !g.s O CJ (-> -4_i Ch K*"i S? rr-f 02 ^ d * *1“ ~ <3 H S3 .^§h’,e ^6pq ’"IH 3 f^'ciqd®^ *1 Jj o" H oi ^ ^ S H o H S H H ■ r< ~~> cj<3 fa p bp * g g >, „. 03 S ao |s__ c g'b o>:;3 a> Sno O? bo's rS r~f O ti) O r-J r O d£ O O 0>-rH O O -3 rn fH 02 ,£3 r P<_ o o §a2«:3.SPg § g.&P&f ‘ 3a £ SoMoooww O o •® c a o o~ oo,o«> 5§SS)g IHImm M !“J ’’So 3 B ® \MU1 'H J ‘bo® ©rd £fil|l§*-2 1 1 if pi _ L^§ £ ®-S « flftO 0 0^ MCO^iOCONCOOiOH O iO iO iO lO iO iO iO CO O iO D O O cO lO iO lO lO lO lOiOiOiQiiJiOiOiOiOiO ?! CO CD CD* I? oir; r-T 1 §1111 T-1 CO 1 * CO M ^ 0 ^ CO ■ -f H O O ^ • * M • 0* rt< !- CO M O M ’ 03 O CO M O CO • ;« • CO 0 iO(MO(NO iO CO oc t>* M M CO (M-CO O CO iO »o e* 03=0 ^OCOIMO M r-i OlO O-CO M O O OH 00£0 ooo © © o © o © o o © 3§.g ft SftS 10 (NO©i-l i-UQcq o illll High School . i 3 State and post- office. - 1 5 . C l 8 c 1 | H < Arlington ’. . A i av Atlanta . Austin . . (ID . Bairdl . a ■ c c ^ ; • H 0-1 ^ : CM oh • (M CO • • H Cl CO to • OI CO o • CO rH CO h 1 ! : o M • (NH(NC5 •to rH CM • O CO • • M d 1C H • •M CN tH • (MOO :S : : : xM CO j g°s: OOO ©OOOOOO OOOOOOOGOOOOO^OOCOOOO 0^0000000000000 3°°?r op OOO OOOVOOOO 000C9 000P00 00«00«000 opooooooooooooo S-SSsSS S8S3SS-S;£!§838S8§S§2S§i ss-s-Eh^s assgg^s^^sss^a-^ DOHHH(NCOHHMO OOCOO^H!NO(N O O O O O r- 1 O HCOHHOi 15 j__ fl K o r,q S & ^ d ft ^ 3 |j | ^ ^ ^ ^ tc & c4 g ^ ^ c cd aj «3 ^ td f4 o o o o o o o gjq 0)-^x!'-^xi'>O'Orord,O'O'C -g,d 43^-5 >A ©d^ , 8 .&»■»»£. S’* 3. 9 S3 WKE^S^ag 11 ifasl Isa il • • ^ . • mil ’’~: o* oooooooooodoco 2* o r-r^^r.r.r.r-ro^rcl!:!lClC^ d-S^’O . fcf £ A .Sf EC ii 9--< 35 iJs 2J‘C d o S-S° dll ” llllllffJsflsJJI s^oooooooo 33 'C X X 'C ' XX X Ilia siijk NISSSmII saislsttjy ills: II 1111: * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United Stales for the scholastic year 1901-2 — Continued. 1862 EDUCATION REPORT, 1902, •sniujuddn ogruiaps put? ‘omj j -tuinj ‘sSuxpjinq ‘spunojit jo 1. 1 lltliliilllll u- c* i-C c'f o'J1 d'o^ inoort 11111 1 •.Cituqp oqj ui sdunpoA jo joqranx i li¬ es £8§§8§j 572 .. 1,200 . . 200 §f8ll i •pup AiBiipiui ui JoqumM ■sjiso.C ui osjmoo jo qiSuap CS CO rf< CO cc i _ ) TT 04 TJ< CO ^ Tt ' ^ CO CO 04 Students. Hi Sl= J stu¬ dents in the class that gradu¬ ated in 1902. •opmioj X i 10 to ! ' C4 ^ >0 04 •opsK £ • iO CO • rH CO Ol O ill o ~ 2 rH CO S3S« • CO uo lO CO •ai-BK 2 rH iO OrtCO OXH • rH '># 04 O |l ai £ Scien¬ tific courses. •3IBUI9J 3 • i-H O * o • :8 th ° ! ! ° ! ' 2 j Ol Ol : j Ol rH C4 • • CO j • Classic¬ al course. •9IUUI9J 2 • L^iOC^ lO • O • * 04 HOHO • O *91 t»K 2 * 30 CO t-i CO : • GO O iO CO CO ' ^ igbif •9ltmi9^ © ° °°SS°[::h000200 oooooo o •9-1’BH 55 ° 003$°83000:H;00 oooooo o Second¬ ary stu¬ dents. •9113019^ K S ^S:SSSS^as;«ggg g •9P3K * * s-ssssssjsgssg0* s g-- £ v 0J ! 50 O HHHHrtOOMOOCOrtH OHOHHO *-H •9I^H i<5 1-i ClHHHrlHONNHW^r-i HHCOrlHH CO Date of estab¬ lish¬ ment. •* 1880 in 1 111 1 II i *o a g » Walter R. Taylor . W. C. McAlister . R. L. Bewlev _ G. A. Timmons k ^ i 2 jpi .1. W. Hoke “ E. McMullen _ W.D. Williams . T M Terrell : jz i | ;?s ^ l 1« a j. P. Glasgow . Harry H. Ransom . 3 I | A % i 2 % * T. R. Howard . H.T. Clark . W. L, Hughes . A W Weatherford E. Oliver . . T.L.Toland . Name. 9* Douglass High School 1 (colored) . High School . . do . . . do* _ Black land High School *. High School _ po !a High School . High School (colored)* High School . . do.* High School . Ball High School* . i z 0 3 ¥ * 3 II H-g rs Mineral Springs Institute. High School . . do . _ do.* _ Ella Goldthwaite High School. High School* . i 'C £ if & 5 X - 1 tkxas — continued. El Paso . Ennis . Evant . Farmer . Fate . i Flatonia . Florence . ! Fort Worth . _ do _ Franklin . Fredericksburg. . . . Gainesville . Galveston . Garrett . Garrison . Gatesville . Georgetown . Gibtown . . . i Goldthwaite . 1 Gonzales . 1 public high schools. 1863 liliiili cc~ ref o o so ref in liiiisiiiiiissiiiiiii o'to'o o' ref co ire im '"s2-ra‘ gj«g IS S3 - -f co co co co oqif coco^r^^Tycc co co * 03 CO if CO 03 CO CO 03 Tj* < < CO ^ if lt< if if if if CO if if CO CM rH - HOOON l> If OC1 CO if 03 H 03 O *- rH rH CO H 03 - 0 co o-coo^ i-H O 03© 0 rH CO 03 r"rH if 03 O O O CO CO 03 03 'if ©if n X.Oi'-O 00-0 if CO 1^ if O -.* ( Z) — — d s ; ~ o ?!• coco S3 I Si II od'S® mm 5£r-r,c5:r3.-55'5'cc5 55r'rsr5-r:’r’r- — ~ir — -5~:s c . .re ^ ~ - .re: r £& : : : : [f gg ; '■ ::::::: : : :.gi* :g» liSPllspsgBpssssssEsafiaBggggga ggssgiggigggggs 1.0 iC 1C UO 0 C lO lO lO iO lO lO iC iC to C C LO iO C O iC O C O OO O iC lO lO iO O C lOiOiOiOOCibbiOLOtCiokiOiO * Statistics of 1900-1901. ■Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1864 EDUCATION REPORT, 1902, •stUtuBddi? aijijuaias puB ‘oju; s* I -uunj ‘sSuipxmq spunoiii jo arquA ! Ajcaqi^ aqj tit sauuqo.v jo loqinnx I 111 1 1 i §_ijs i i § iilissll!; rH c^eo jo'ieTci'o'io'co® o?n CS -J1 o •ejqaiap x •ap?K ,33s^ss3isssi'o>sa83soo8s8! II 'dl-mndj OO^OOOOO r-i*r— < r— iOOt— iOOOOOr-HOi— !0 •0IBK ill -eg ^csz; 3j S o _ gps,3a^{ r o < »4 [vj pi w w 0 :.g 14 ss ggggg|sssgsgg|g|gsgss8s iCiCiCiCL-.iSiCiCCQiSiCCCCUJiOCi.OiCi.OiCiO PUBLIC HIGH SCHOOLS. 1865 ii iiiiiiiii o'o ONthlOh- T-iCOr-t iliiiiiiiiiiiii liiiiii ill t> i-i\-i'eO«D C4'&£^'C*'0 00‘lJ * . • ^ o . ro . ,• tq o o h-; d ^ d ddd: d>-;ddddd ^iililil!| ^ri®d^‘Wd3dd£l Hi <4 >4 § G P3 H d aj ^ d 1-s* ^ sf! 11 -5* 5 SSIf 8 B3 888 o 1 88 .Cjq jl ;s ®§f ® 8 8S® 8 d £>® d 8 8 do* 8 8 d 8 81® 8 8 8*ll® 8 8 8 8 dft §£ 8 8®^ 8 d jo ojorC'C’C'Hrcrc,T3'c^;'e.-jo~'c,r 5 coocooOr-~o 8jorr^.o^joroiroo:'Hro cufitCS 2^ o’> C CrQO Q) Sae-S.Bs'SSPS’Sgo-*-* sllSllIlgllll ■ >.© p i^sao^ss : oS-g.-ag-2-Sg S'S|||S illiis :gl ;s!g& SI l|KRRggi=gglslISil»lll»ggg ggggSli lllllllilgssS; >iO lC iO iC' lC iC lO iC' iO iO iO lO lC lO iO lO iO lO O lO iO iO iC O iC iO iO iC iC O lO S lOutiCiOioSSiOiCicSiOiSv ED 1902 — YOL II - 44 * Statistics Qf 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1866 EDUCATION REPORT, 1902. •siutJJHddB ogijuaios puu ‘ajnj -iiunj ‘sSmpjmq ‘sp'unoiS jo 9np8A i in O iO 5» 20, 000 3, 000 5, 000 27,200 18,000 3,000 15, 000 8, 000 1, 000 2, 000 42,000 14,000 20, 000 15,000 15, 000 35,000 •AJBjqq aqj ui sotnti[OA jo J9qum^[ pi 1 llsllli- HW^2r(0f'® -* iOI> 00 00 CO CO •9IUH 2 OOOiCMNOiNr-IO O 040 H tO. r- 1 O Preparing for college. Scien¬ tific courses. •9IBUI9j[ 04 1C o • ! ; o co o •apjH M l : 04 coo* ; ! ^ • con* & -33 PUBLIC HIGH SCHOOLS. 1867 gg :g 1111 II SSS 11 111 11111111 1 DiS*pciiC-0 rt< 11 11 11. li as g" “'s s's ll&llll S*S§3S8»»I*S 881l 1° II 11 tH Ci C-T r-T - - : OJ H t-COrr-J^rH rH \g 03 h O H • CO O H 03 CO' o • gw lO O X CO H CO O H 00 OC 03 0 iO lO 03 03 O 03 CO H O H 03 OH^IXOCCOLS to H O H rH- HOS3t>TVO O H 03'0 O 03 03 - H 03 03 CO H H X H 03 03 H iCH co wl>OCO * co°o rtO O • OH H HO CO « O O 04 'OHO 1-0 03 iO H O H O • ^^1 r—f CO - - 7 8 10 • H H 03 CC O 03 ic 000*00 O • CO 04 O OOLCr- | O O H O O - CO H 03 CO H CO CO 03 • C3 CO O CO r»C4 rH * 03 04 03 CH£~» ;rH HOr^r-s-03 O 0 03 O O 1-hCC » CC to ,000000 ooo^ooooaoooo OOt-t^ OO- OO OOOOOOfcO ' O O O O O O OOOHOOOO—* OO: o o o o o 85 O O . O CO H t— i i — ■ o o 3* as §|»3SSg0SS8s3; g*xl ;$sss88 ssssasssasrsaa °sss g*- sg°gg^' c o co t— cc : h i — ! r+HO^i ■ 03 r- H 04 03 O 03 O O 04 O Ol - — CO — H 03 t— * CO O O O r-5 t— 03 03 H T-H CO T— T-H ' 1111 111 11 O O H §§ E to o fete n. a> £ *r 1^1 S-18 be "JO M-W S2-S5^ a 1.1 = s|I? s~= - •g. •« irs ffcSttc lil^HiSI-3 3 »»»Sii '■ hy © ■-g fS ,y X-K ;S^: ;■ = Jl=2-<|-I*. • :^isg mi liiiiii iiiiiiiiiiii ini ii ii iiiiiiiiiii! •I06I-006I JosopsiwS* Table 43. — Statistics of public high schools in the United States for the scholastic year 1001-2 — Continued. 1868 EDUCATION REPORT, 1902, •snjwjuddB ottijuaps.puB ‘dim -mini ‘sSumnua ‘spimoiS io aaiisA « 1111 : g?oo"icfeo ■ ill : icovr : • 1C 17, 380 30, 000 5,000 30, 000 1,500 •Aiiuqij am ui samniOA jo laqmnsj pH ^ j l§s§i jl§l§laSsl 8 :3| 150 ■pup Ai^piim ut laquraNj ?> •sn33A ui asmoa jo qjSuoi Si ^ Tf« TP ^ ^ 04 ^ TJ« ^ T}« CO Tji ^ Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •aiBuiaj S 1 co o O CO ;HO^ • 04 O O * T HOiO o 2 1 O 04 04 iO • 04 iO 04 • 04 D rH CO S3 Gradu¬ ates in 1902. •ajtmiaj » O O 0 23 ji00004C004L^^O 04 ^ 04 O0 o •apK i> 04 04 O • CO r~ O o Second¬ ary stu¬ dents. •ajBuiaj 30 •ajBK t- i DCOU1IU- ary in¬ struct¬ ors. •aiBinaji MriHO-OOHHMHJIOHrIH OrlHM r-l O •atBH »3 HHrtHMHOHrlrirlHrtHCl HNHH O CO Date of estab¬ lish¬ ment. II Is Ni II li 1 1 Principal. w Fred E. Prichard . 6 c * 0 =5c 5s D. H. fieri hner _ 1 S. H. Erskine . u. a. woou, r>. s . Miss Ruth I. Norton . Frank IC. Graves . H. Dressel, jr . C. L. Cowles _ W. E. Thomas . W. H. Botsford . Hervev L. Woodward N Beckwith . N. J. Whitehall . John E. Stetson . warren E. Fisner . A. M. Jones . i x 1 I =5 £ § c 3 l £ % Theodore Ficklin . Name. High School . o c d'c ) c |t: > o’ j, ueorgia Acaaemy . High School . . do . . do.* . _ do _ . do.* . . do . _ rln _ 1 . do . Hartford High School .... High School . . do . High and Graded School. .jtiign scnooi . Guinea High School * . . . . George Washington High School. I l.J 1° m PH VERMONT— cont’d. Randolph . if cl o c 55 II il Rutland . ! st. Aioans . Shelburne . South Royaiton Springfield . Stowe _ Swan ton . . Wallingford . Wells River West Rutland . White River Junc¬ tion. Wilmington . Windsor . Winooski . WOOdStOCK . VIRGINIA. A drinnee Alexandria . I1II1II1IIIIII III! II PUBLIC HIGH SCHOOLS. 1869 SS iiii i-HOCCClO lllllllllll eo'OH COCV tfOHN 2 :S il 1 i 1 i • O !!§! ; of ; ill! S is *8 i K!il 111SI CO CO CO ^ • 05 “O ^ H CO 0 05 ■o CO - rf CO^< COrj< • r? ^ CO C 0 CO ^ Tf : O ^ C 0 COCOCOCO 0 i • O O 'sO ; ° • c :o ^ • • is Ith • O rH ■ 05^ ■ vC CO • • VO ^ : • W 05 1C : : •> ■ rH •HH ■ O O ! 10 0 ; in 05 • O j •HO® ■ O ; ; ;«« ■ '- 0 ; ■ CO • 05 lO • 05 00 rH O CO • • H • 05 CO H • •10 O i-i ; - : • rH 05 LO * 05 H-cp: : CO • c O | j 05 rH » CO rH tJ* lC © j • T— i O ; • ^ ! 0 05 • 0 0 « • 0 i 0 ! 0 ; ° • 0 05 • . *. • 00 • 05 CO ■ 0 05 • jco • 05 • 05 • rH ! 0 ; O • • O ' • c D O • 05 • O 0 • »C- 00 j •O CO * ! ; ; ^ • co • oc is • CO i- ■ 0 H CO « 05 • 05 CO |V-CH • • 05 CO • I ! ! 0 • CO j 05 •T}* S3 liiii •i-'mnV :oooso«ojoocooooo»oooMooac|oaooo §Sg00'^2?§0^ ooooo ^ o o o ooooo ££g00g£&°3; oooooooooooocoooooogowooooot-ocooooo £000 ooooo P coot- 001-0^-00:31500 uoooo £>o®ooo inOn rHOOOOCCOr-iOO05rH — iOtHOOtHlOO©tH7-:^CO©©OOOt-JCO©iCtH CO CO i-i ©'05 HHHHHOHHHH^HnHHHHHHHHHHH^HHObi IKNHOH OH^O COt-iHHC'1 1 if !! ! IlllI 111 So :fe llll i in 1 1 Mi £ ._ diiiili g ni js|g i^s*||§6 is2 :2s c £f-^ c w-SEiS Sfi'1' >.s.2 3* iS b 5d!l I all ill i g> shh^.b B H ^ ^ d s IH» fISP s 1 sjl J*P51§ o o o<< O Oo oq,a,q_. 2° " Ch^o3 HSU ■BB :o Ill Issfll of d fgw*i*S|,5ifS ■ Jfissg Si% ^filiiismsiiiisiw^ssrsiisiiisis B :§hooh isksoHOhS : Ihcssosso :b :oSh :b o ^ go g 8-sa*-! .IjiJII •T!rr^o>-r Os^Ort^^O'^^OOOO - 'C 'C --O "d O 5?1 a ijy- S " o ll illl ■ Ml 2S& 2 SSSSBBBP^ ^.3 agi ££S § ■gsj Hill lllllllllllillllllllllllllllllll 1111 IIII! * Statistics of 1900-1901. Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1870 EDUCATION REPORT, 1902. lillill lllll! I! ill PUBLIC HIGH SCHOOLS 1871 3,000 5, 000 1111 : : Sllll ^“"sa 4,000 00, 000 7,700 6,000 25, 000 nil 5'SSS 111 nr CO CM CM mH!NOCCH MOOCOCl 03 •OO^ • CO r-i CC ‘ CM iO • M M i°S © O ; O ■ r-i O ©^ i i OOIH » ■ U- • © »H O CM i CM • CO • O CO CM 00 i i H M rH COrH j ■ ia ■'tHH CO i - cm ! ! ooo • ■ * r-i !-* i’-1 i i © © 6Moooooosriooooo-&googooog«oooogooSoo2ooMHOQoootoo S°°g' ’l00i oo^oogooo^ooooooaooaoocajooooosooaoosoooo^ooooossooo, 'googo°og OOOWOOO: X'^^OXX **^«g^o|^H®=oo|®WooWH®MHt-S,o|rjc(pl0og.?3»Mi«!0oooW!< ®t-®:Nrrs>cc?t^~;tc-.ojco*:^^r-~r OOOi-H-iOr-rr-.CSIOOr-IKSOOC^OOeSC'ICOOOOOO.-lT-tOOOT-IOr-ieOOOOOr-iO^OT-HiNi-lOt-OO ini-lriNMNi II ill i i ill : illlil ill i ill ill si. - . ,, . . ■®°°St^SBan. § gdgHzd ^ J as Jisoois!tf«s^Kwt-;a^Wfe^HS-a^Q5zjHip;H;EHi-;KSW^w^ccoS^oWh5&H‘t?Sdai.oS1-;wc> § .a-S, s mm ill! i x: & >■> I! illlllllllillllllllllllllllllli IOOGXC50H(NX^IOONXG50 :§llll°g°g§gggg°§ Table 43. — Statistics of public high schools in the United States for the scholastic year 1901-2 — Continued. 1872 EDUCATION REPORT, 1902, •snjBJuddH aijiiuatos pne ‘aan; -imnj ‘sSuiprinq ‘sptmojS jo anp?A o • o o .oooooooo ■ O O O O LO oo O • O O 'OOOOOOOO • o o o O 04 o o O • O O *000000400 'OOOOiO oo of • of»0 . OOiOOCOCOHiOCO •o'ofiC'rjTco' O* CO m | H C4 • H CO 04 r—t • H rH \Cnuqi{ aqj ui souiniOA jo jaqurajtf OOOOOOOOOvOOOOOOOOiOO O CO (M O ICO O GUO O O h O O O O O lO O CO CO OH HiOCOiOHH(NOHHHOCCiO»OCOCCH CO H r-7 Of Of "IIPP Arami™ ui aaqum& § 1 ; i ! i : ; * ; i •SJi?a.i ui asjnoo jo q^Suaq 2 '^TficoTfcseoco-^cscs ^ CO ^ 04 ^ CO 04 CO 04 Students. College prepar¬ atory stu¬ dents in the class that gradu¬ ated in 1902. •ai-emaj 18 i iO j o O OH • • • O 04 • ■ai*K i O • rH O H • * • H H • Gradu¬ ates in 1902. •ai'Bmaji 2 : l> rH CO • H O CO • CO 04 HO^HHOl^O H 04 *ar®w ift 1 ; O rH 04 • CO rH 04 ^ 04 CO H rH 05 H H rH rH Preparing for college. Scien¬ tific courses. •apmiatf H i r >C O o o co • 05 • o • O • •ai®H 2 l : oo to • lO • H • 04 • • Classic¬ al course. •atumaj 2 1 ! co • rH 04 • rH • • • • • •ai^Pi jUj i • H . co CO *04 ■ H ■ • • • Ele¬ men¬ tary stu¬ dents. •a^umaj 2 OOOOOtOOOOCSOiOOOOOOOO oo o ■apK I51 00000000005000000000 \ 1- CO o Second¬ ary stu¬ dents. •aiuina^ •ai^H 1 30 F IXXJCOO^COt^^iOiOHOcOMOOOOl^ *h iO CO 04 O t— l H 00 H CO C 1 t> 04 H 04 H 04 H CO rH HtOH00HC0C4HHH^HGONCDHOlC0Ol tO CO H(M HH HCOH tJ'tHI^tHtHOOtH 04 04 Second¬ ary in¬ struct¬ ors. •apsuiaj 1® OHHCOOHHC4HOOH04C0040CDOO rH O rH rH ■aPK l_ _ H04h05HOH00HHHC0HC0HHC0 04H H rH Date of estab¬ lish¬ ment. H CO O oo 6881 1681 © 05 § 00 § 05 rH 05 CO co O H 04 H H H 05 O 05 05 05 O • 00 05 CO 00 00 05 • rH rH H H H H • Principal. M j D.R.McIntoshn.. . F.. R. Boner _ A. W. Bush . H. T. Coleman . 1 Thns. A . Da vies Miss Katharine Anderson .T B Prnt.zmfl.n J ** } ® 1 § a bog ) « £ 1 S- l_ : & tj i!c ■ —> c 1^1 <1 • X|X IPhE- Patrick Hough . C. H TTna.nn Miss Rose E. Dovell . E. F. Elliot . .• . J.F. Haney . John A. Lee . G. H. Tucker . J. A. Boyle . Charles E. Carrigan . A. J. Findley . bOO W o Wu .02 OOfi“*OOOOOOOa T3rO oX'C'rJ'O'CS'O'O'CS Orel'S' c-^ :::::: :‘S*f aW : : : : : : Xl o o o CfirS r-K o 3 M2 n bo 0>;3 oW gg o 3 E fl «3 O o ©S _c3 gg&g: _ ,T) d)®®o Ja,5ll!,s§l^ ! o a, o,^ )CCCCCC020QHHHH^?::^ j.2 3 : o o Si c3 c2 CO bj CM CM CO CO CO ^OHH^ CO rH rH ’H !NN H H ^ O OHtNCO H^OO H' H N (M H CO 1^ CO LO O O OOMHbCO O ‘Ob O O | cm ° ! o rH CO CO iO CM rH CO rH O rH I> • rH CM • CM cm co d0010 00 O CO rH :° j !° H^OOH CM h}< GO ^ o COO :> -T- • m '■ r* X o a w o y : St 5 ■ —• r« . rn ’ • . oooao-^ooooooooaoocoooo r — -r-r-r :; sr -c sr ~ -c -r ~ ~ -r — t o: -c 'c rr -3 _ 1 1 IL & X J_, 2tJ ? I^2S.= is 11 § - O e o &c j-~-£ m = - 5 = c'=.2^--535>«o&oo S8 8Sg='§’a-§flS-Sa!||'|a 5S55o * ’ll s sJI Jl! 1 If 111 I si iliss £liiSSgS88S;g8gSS83:§gSgSS ea ^oxcncNc^co CC C! O CC Cl O X M-^ClSOOMOJIO'f HlOOlOflOOn^S r* © d d X i.O d © lC -^4 C3 o Ol O ; x o O 03 O 03 O * 03 CO 03 CC dw O X • I> r-{ CC X t— 03 O • O «o 03 03 * 1> 03 r-i • « . • X CC CC - X 03 CO 03 03 CO o CC OH • | • 03 * 03 03 o d 03 OOOOOO OOOOOOOOOOOOOOOOOOC^OOO o o ooooooooooooooooooo *0000000 ooooooooooooooooooooooooooooooooooooooooooo Sashas g^SoS^Bsssggaas^siKgsssssssssss^^ssssafeSg ^SSS^SSSSS^SSSga^SSfeSSgSSS^^S^gSSSSgSSSgUSS^ CO CI(MCOHHHHC'JrH(Mi-iiHCCWHr^Hi- ^ ' O 04 1- • Tf • o IC4iCLCCOr-iOtDOC003 1 rH ^ O 04 CO Ol> ' 1C 1 o O t- CO O O C 1 O CO » rH t- GO CO rr 04 LO >H04^040COOG 1 O CO 04 1.0 ;N£-NHCHS(NMC^H«OH^C3^ i 04 o •o iC TJ1 rji - CO CO CO 04 04 iC O CO 04 • 04 CC 1 20 0 04 O - SsS^'0 - O 00 ^ CO CO lO 04 r-il> ‘ O G 1 28 1 ^ id - §a,oH - C5 1-1 CO ^ CO 04 rf *CO • lO :S° I- iO CD 04 iO 04 rH 04 04 04 O 04 • O • rH o oooooo iOOOOOOC ) O O O O O O 04 !c > 03 iOOOOIOOOO^OOg: .OOOOOOOOC ■g ,oo o o o o o o o ■gg : O O O O O O O 'OOOOOOOOC ’S .OOO^OOOOOOOI; •0 0 00 1^00000 ! o o g |SS5:Sg®,^?:g^gJ5g3,>!SgaSg<10S5l,oSaS5SSS5S2S“8SS3j3aga®Sg2'gS-SSS rH OCOWCOHHOh^^(NW(NCOhOCOW'WHH(NOHOOHHMOC'1^HHW(N(NH(NOO(NOM^^(^HHH l> ^HHC4i-i(NHHt-H(NHHMHHC'1^HHHHCC(NHHHHH^H(NHHHHHHHiCHHHCO!N C<1 tOI> O >-* O C^l ^ OJ CO r-i CG-CO •aiBK 42 ^•00 r- ^OO ^ ON ^ N'Oi H X C3 O Hi>H«COn I i-s 1 ni *®i •apsuiaa; ; O CC H j-OO HH ; • ■ • j j ■ CO j j jo O :« : : •» ■ ■ •« : : : :°° : •aiBK - • rj*- • rH • • • O CO • • • t— l • • • O ■ • • • 03- • Ele¬ men¬ tary Htll- dents. j 'a[T?nxa j ; - oooooooo ooo ooccooo 000 000 •aiBK a 0 0 =000 000.0 0 00 0 000 0 000000 Il'lf •a{Binaj X ?? * ss g sssysssg §§-2 s* s-s § - •aiBK Second¬ ary in¬ struct¬ ors. •aiBuiaj a H O-r^ N ew Cl H H H H H WO H C3 O CO CC 0 03 03 •aiBK »2 HC3C3HiOHr-iCTHClClHWHWClCO t-I CTr-H HHH m 1 i i it !1 ill i ! : i ill llll i! S3 l! s s II o ° d 01 -p -? = £ 5 111 = s-K . a £ - > E P = 2 ^K;#|££ £ : « 1 “ odo-a-d - www w w - jPO'C'C'O’O'O'r^ K 55 5= 5 2 2 2 2 •5 5 2 a aj i Jssga&it ? r-=. = 3 E2 = i = 2 c c : ~ x x xx xiixxx xx Sii-H jl -H III ~ „ ?SSsSh HHHHEhP illllilliilliill Ililll PUBLIC HIGH SCHOOLS, 1879 S5S — ext-grH -i CO^ r-*.- OCO^COr^OhH: gj§:STH^0O'°^*cc ooo^oor-.:ir:-r.::cr. ^ ■ ^r CM O O OO Or-i o i^lOH CMr-rrH 1-1 - I ifill i ill i i i ill : ill ini I I I -f> •’345 :& ^ s bsy£ ® ?« Hjlli E| I|a|5B^^Ssl|»s Sl^|ssd||js5^q !^I!«f^!2*j Is? •<^^x^^ocSos-c^QCi4cp:-;^^GSS £5 IS .x 5| ■ 2 Jl c : ■ . . c • £?l sips ill &§«!» iS'Sgg- m %* u <® ll ■ ■ ij-i fC „ . . u o * . a c 0 ^ 2 n o^ccca^cocc •c r ~aaa:aa.^_aara:aaaa : S : : : 3 =? ' ' ' ' :£K : : :£a •afc 21 coosi-'oceco aaaaaa.a; — aaaraaaaa; 3 !» SE £:§fi h. sifiilfiigflKltllii tllfil! Ill lllllslts!!! E § §*. =pS • ; ; ;H EOC-XICOIO a=~~ Saaaaaaaaaa'O 9 : :g*> W : :cb § £ CJ _ _ _ _ _ is § |lfjl!f! t?SSa^a fe sllllllli isisillli !! III1IIIIII 1 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 as 39 40 41 42 43 44 45 46 47 EDUCATION KEPOET, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. A 1 2 Anniston . Birmingham . Crews Depot . Cullman . I Demopolis . Eliska . Elkmont . Fayette . Fort Payne . Gaylesville . Gurley . Harlselle . Healing Springs . Huntsville . Joppa . Marion . . do . Mobile . _ do . . do . J Montgomery . j . do . Nat . Newton . Pisgah . Plantersville . Rockford . Selma . ..I Springville . . Talladega . Thorsby . Trinity Station . Tuscaloosa . Tuscumbia . ARIZONA. Noble Institute (Girls) . North Alabama Conference Col¬ lege. Pollock-Stephens Institute . The TajTor School* . Trideka Male and Female Col¬ lege.* Polytechnic College and Ladies’ Institute. Demopolis High School . Sevier’s (Miss) School . Elkmont High School . Fayette High School . North Alabama College . Gaylesville High School . Robert Donnell High School * . . . . Hartselle College . Industrial Academy* . Huntsville Academy . Industrial Normal and Collegiate Institute. Marion Baptist Academy . Marion Military Institute . Academy of the Visitation . Hunter’s (Miss) Select School (Girls). St. Mary’s Select School* . St. Mary’s of Loretto Academy . . . University School . Green Academy . Baptist Collegiate Institute . Pisgah Male and Female Acad¬ emy. University School . Rockford High School . Alabama Baptist Colored Uni¬ versity. Spring Lake College . Talladega College . Thorsby Normal School . Lile’s University School . University High School . Deshler Female Institute and College.* Prescott Tucson . St. Joseph’s Academy* St. Joseph’s Academy. . ARKANSAS. Amity . Barren Fork.. Belleville .... Bentonville . . Berryville Fordyce . Gentry . Helena . Holly Springs Amity High School . Barren Fork Academy * . Belleville Normal College . Bentonville Academy (Ouachita). Clarke’s Academy . Little Rock Conference Training School. Hendrix Academy * . Sacred Heart Academy . Judson Baptist High School * . * Statistics of 1900-1901. Principal. Oliver O. Anderson . Rev. Edgar M. Glenn . Mrs. E. T. Taliaferro . . William P. Taylor, A. B . . J. M. Walton, M. A., LL. D _ S. A. Felter, A. M., Florence B. Felter. W. A. McLeod . . Miss Elizabeth Sevier . . W. L. Davis . John B. Ziegler . . J. J. Jones . . Groves Colvert . . Rev. H. L. Walker . . J.H. Riddle . . J. M. Quarles, A. B . . Frank Puryear . . Horace J. Clark . ; Rev. D. V. Jennison . . I James T. Murfee, LL. D . . I Sister M. Ligonei Fox . . | Miss S. E. Hunter . Sister Aloysua . . Sister M. Borromeo . . J.M.&S.C. Starke . . V. Dillard Peek . . A. W. Tate . ! J.W. Simpson . . E. Y. McMorries, Ph. D . . Jef. Sox . . R. T. Pollard, president . . H. Y. "Weisinger . George W. Andrews, D. D _ R. A. Rasco . . Henry T.Lile . . I H. M. Somerville, jr . . ; Mrs. R. P. Foote . . Sisters of St. Joseph Samuel M. Samson .. C. L. Manning . I R. D. H. Montgomery E. R. Wilson . Isaac A. Clarke . J. D. Clary . I [ W. E. Simpson . ! Sister Evangelista . . . i W.R.McEwen . PEI V ATE HIGH SCHOOLS, 1881 other private secondary schools for the scholastic year 1901-2. 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 college. for Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Length of course in years. 1 Number in military drill. Number of volumes in library. Value of grounds, buildir furniture, and scientific ap ratus. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. Male. Female. | Male. Female. § Female. d 'S Female. Male. Female. 4 5 6 7 8 9 IO 11 12 13 IP 10 17 18 19 20 , 21 22 0 3 0 ' 30 12 30 0 8 4 0 300 $50, 000 M. E. So - 6 0 112 2 42 22 10 1 50 1 10 0 10 0 4 40 j 200 30, 000 Nonsect . .. 0 7 0 75 0 75 0 27 0 15 0 19 0 5 5 0 1,000 3, 000 3 9 36 14 43 29 20 4 12 0 4 0 4 1,200 o 21 20 0 0 0 0 1, 200 150, 000 1 i 14 18 3 1 2 2 1 1 0 3 1,000 5, 5C0 Nonsect ... 2 2 29 30 44 49 20 30 9 0 7 7 7 7 4 0 100 11, 000 0 i 8 4 0 0 2 2 1 i 15 16 10 12 5 6 2 3 Nonsect ... 1 0 15 25 60 100 1 3 0 2, 000 Nonsect ... 1 3 24 20 78 85 0 0 0 0 2 0 150 • 3, 500 Cumb.Pres. 2 1 12 13 23 27 .... 2 3 1 1 0 500 10, 000 Cumb.Pres. 1 3 28 30 22 35 2 2 2 1 4 1 1 2 1 16 75 1 12, 000 Nonsect ... 2 2 60 73 0 0 325 5,000 Bapt . 1 0 21 21 25 17 3 0 | 1, 500 Nonseet ... 1 1 19 5 4 0 8 4 2 o 5 o; 400 Cong . 1 0 8 7 88 88 400 3, 000 Bapt . 2 0 11 15 571 | 55 8 0 9 9 0 0 0 0 4 0 157 2, 000 Nonsect ... 6 0 114 0 0 0 1 0 15 0 5 114 75, 000 R.C . 0 4 0 19 0 30 0 4 3 3, 650 Nonsect . . . 0 3 0 20 0 ! 25 0 9 4 R.C . 0 2 0 32 1 0 148 0 70 o 4 4 R.C . J 0 2 0 12 0 143 o 0 6 0 4 0 1,000 Nonsect ...! 3 0 70 0 26 0 o 0 o o 0 13, 000 Cong . i 1 1 13 8 30 32 2 0 100 4,000 Bapt . 1 2 2 40 40 60 43 1 2 4 0 15 3, 000 Nonsect ... 2 0 25 20 55 45, 4 1,200 Nonsect ... J 1 0 11 9 28 35 3 2 0 0 G 0 ! 4 0 1,200 Nonsect . . . 1 1 15 12 30 43 1 3 0 0 0 0 0 0 4 0 800 Bapt . 1 6 40 86 85 200 12 10 500 30, 150 Nonsect . . . 1 1 10 10 40 30 3 2 0 0 0 ol 0 0 4 0 150 600 Cong . 7 4 68 29 164 273 13 4 5 111 5 3 4 ■ 0 7,000 140, 000 Nonsect ... 1 1 60 40 60 82 11 1 11 2 8 3 2 0 2,000 10, 000 Nonsect ... 1 0 16 0 0 0 5 0 5 0 3 1,000 5,000 Nonsect . . . 1 0 21 0 8 0 2 0 5 0 0 0 0 0 4 .",21 100 5, 000 Nonsect . . . 0 1 0 9 2 36 0 8 0 0 o 0 4 17 2,000 R.C . j 0 3 1 5 34 75 1 4 0 2 0 2 4 o 200 R.C . 0 0 50 0 75 20, 000 Nonsect ... 2 0 67 52 61 49 1 3 5 4 0 1 0 1 65 500 9,000 Nonsect ... 3 1 40 20 50 100 10 1 8 4 8 5 0 380 3,500 Nonsect ... 2 2 27 14; 103 98 2 0 75 4, 000 Bapt . 3 2 48 39 25 18 4 0 500 17, 500 Nonsect . . . 2 2 37 20 20 13 j.". 2 2 4 0 950 5, 000 M. E. So.... 3 2 70 30 0 0 j 12 5 10 0 4 0 700 6, 000 M.E. So.... 2 2 20 15 5 10 1 3 2 8 7, 0 0 4 0 1,200 7, 500 R.C . 2 ' 3 10 8 25 27 0 1 0 Miss. Bapt. 2 ll 25 15 10 30 1 0 1 0 0 3 0 2, 500 ED 1902 — YOL II - 45 r 2.r 3 4 5- 6> 7 lO- ll 12- 13 14 15- 16- 17 IS¬ IS 20- 21_ 22- 23« 24, 25- 26 27' 28~ 20 30- 31 32: 33- 34 35- 36* 30- lO- Il 42:: 43 44 45- 46 47J 1882 EDUCATION REPORT, 1902. Table 44. — Statistics of private high schools, endowed academies, seminaries, and 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 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 State and post-office. Name. Principal. 1 2 3 Arkansas — continued. Imboden . Little Rock . Magazine . Maynard . Monticello . Newport . I North Little Rock . ! Paragould . Rogers . | Searcy . : . do . Spielerville . Stuttgart . Sloan-Hendrix Academy * . ! W. L. Clifton . . Arkansas Baptist College . ! Joseph A. Booker . Magazine-Ouachita Academy . I Charles E. Scott . Ouachita Academy . ; J. F. Rorex . Hinemon’s University School . j Ury McKenzie and J. W. Shewmake. Franklin Doswell Institute . ! A. V. Hamilton . _ . Shorter College . T. H. Jackson . Thompson’s Classical Institute _ R. S. Thompson . Rogers Academy * . j Morrison Weimer . Searcy Female Institute . ! Mrs. R. B. Willis . Speers-Langford Military Insti- R. B. Willis, D. D., and W. E. tute.* J Hill. New Subiaco College . Rev. Albert Ignatius Konrad. Stuttgart College * . Rev. E. McKee . Wilmar . Beauvoir College. Witcherville . Buckner College. J. L. Spence W. A. Hill .. CALIFORNIA. Alameda . Alta . Belmont . Berkeley ( post-office box42) Berkeley . Crescent City . East Oakland . Grass Valley . Hollister . Irvington . Los Angeles (Adams street) . Los Angeles . . do . . do . . do . Marysville . Menlo Park _ . . do . Nordhoff . Oakland . . do . Oakland (l4fth and Jack- son streets). Palo A Ito . na 59 South Euclid avenue). Pasadena ( 124 South Euclid avenue) . Petaluma . Red Bluff . Redwood City . Rio Vista . . Sacramento (1028 J street) . . Sacramento (1126 K street). Sacramento . San Diego . San Francisco (925 Frank¬ lin street). Notre Dame Academy . Agassiz Hall . .” . Belmont School . Boone’s University School . Head’s (Miss) School . Crescent City Academy . I Our Lady of Lourdes Academy ... Mount St. Mary’s Academy* . I Sacred Heart Academy . j Anderson Academy . Girls’ Collegiate Institute . The Harvard Military School .... Los Angeles Military Academy. .. Marlboro School for Girls and Young Ladies. St. Mary’s Academy* . College of Notre Dame . Iloitt’s School for Boys . St. Patrick’s Seminary . Thacher’s School . Convent of Our Lady of the Sacred Heart. Horton’s (Miss) School . St. Joseph’s Academy . Manzanita Hall . Classical School for Boys . j Classical School for Girls . I St. Vincent’s Academy . ; Academy of Our Lady of Mercy . . Academy of Notre Dame * . ; I St. Gertrude’s Academy* . J Howe’s Academy ancl Business College. j Sacramento Institute . St. Joseph’s Academy . Academy of Our Lady of Peace...! Academy of the Sacred Heart .... Sister Marv St. George . W. W. Price . W. T. Reid . P. R. Boone . Miss M arion Ransom . Walter F. Jones . Sister M. Fidelis . Sister Mary Baptist O’Connor. Sister Helena . William Walker Anderson . . . A. K. Parsons, J. W. Dennen. . Grenville C. Emery . Walter J. Bailey . Miss Mary S. Caswell . Sister Catherine . Sister Superior . Ira G. Hoitt . Rev. A. J. B. Vinbert . Sherman D. Thacher . Sister M. Hermann, superior. . Miss Sarah Wyman Horton . . Brother Genebern . Frank Cramer . Stephen Cutter Clark . Anna B. Orton . -. . Sisters of Charity . Sisters of Mercy . Sister Mary Cecilia . Sister Mary Camillus . Edward Howe, jr . Brother Walter . Sister Mary Lignori . Sisters of St. Joseph . M. Gorman . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1883 other private secondary schools for the scholastic year 1901-2 — 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 secofid- ary grades. Preparing for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. 0 S s oS S & G) 3 0 h 0 s 6 0 "3 'S a 0 6 § I 0 s 0 "3 a 0 4 5 6 7 8 9 10 11 12 i3 14 ' 1 5 16 17 18 19 20 21 22 M. E. So - 2 2 30 15 10 5 0 0 0 0 0 0 0 0 ! 4 0 600 $10,500 48 1 1 43 17 153 10 1 2 4 2 2 i 4 o 500 4.000 49 0 1 20 20 52 45 10 12 4 40 150 15, 000 50 1 0 4 d 66 64 25 2, 000 51 1 61 15 25 30 50 8 i 1 1 1 4 0 200 15. 000 52 Nonseet ... 1 1 35 38 7 25 9 2 0 1 8 3 8 2 16 3, 670 3,500 53 A.M.E .... 2 3 9 9 0 0 2 1 0 0 1 2 0 0 0 3-50 9, 700 54 2 1 52 29 28 33 6 4 2 j 2 1 2 4 0 500 3,000 55 Cong . S 1 49 41 12 18 0 0 0 0 2 2 2 2 4 0 1,800 15,000 56 0 3 0 38 0 30 0 2 0 2 0 | 1 200 57 Nonsect ... 4 3 65 0 0 0 65 0 0 0 4 65 58 R.C . 4 I 27 0 27 0 2,000 59 United 2 2 16 14 9 13 7 1 3 0 0 1 3 1,000 10,000 60 Presb. Nonseet ... 1 4 45 47 75 83 5 2 40 45 12 4 0 0 2 50 500 10, €00 61 Bapt . 2 2 12 10 52 45 1 0 1 15,000 62 R. C . 0 3 0 23 30 114 I ° i 0 3 0 450 63 Nonsect ... 3' 2 14 0 0 0 4 0 4 0 0 400 | 6,000 64 Cong . 10 3 95 o 38 0 8 0 60 0 19 0 4 95 1 1,200 150, 000 65 Nonsect . . . 6 o| 70 0 0 0 5 0 85 0 15 0 i-5 0 4 0 2,000 30, 000 66 Nonsect . . . 0 12 0 98 16 [ 24' 0 11 0 0 4 0 2,000 40,000 67 Nonsect . . . l! 0 6 1 12 1 0 0 1 0 ! 3 1 1 ; i 0 4 0 j 400 3,000 68 j R.C . 0 t 4 0 93 65 110 1 o 3 3 950 69 R.C . 0 0 5 5 120 ! o 5 o 2 .... o ... . 2 4 "6 70 R.C . 0 3 24 6 6 70 0 0 0 0 3 0 1 250 30, 000 71 Nonsect . .. c ! o 20 0 8 0 1 0 9 6 5 0 4 0 4 20 500 30, 000 72 ' Nonsect . . . 0 13 0 80 0 70 0 25 0 9 0 5 4 0 400 4,000 73 Nonsect ... 5 2 52 0 67 0- 2 0 2 0 4 52 1,000 100,000 74 Nonsect ... - 0 20 o 1 15 0 4 20 5,000 100, 000 i 75 Nonsect . . . i 0 7 0 65 o' 85 0 15 oj 0 0 14 0- 4 4 76 : R. C . 0 ! 5 0 40 o | 140 0 1 I. 0 1 2 0 1 4 0 800 2,500 i R. C . Oj I 3 0 17 51 177 (j 3 0 3 0 I o 3 4 | 1,500 i 78 ; Nonsect ... 2 0 18 0 0 0 4 0 4 4 0 4 6 450 79 ] R. C . 11 0 52 0 o o *7 0 6 0 4 000 400,000 80 • Nonsect . . . 0 9 34 0 6 0 3 0 6 i 6 7 0 7 0 ! 0 500 28,000 81 R.C . 0 8' 0 75 0 55 0 2 4 900 500,000 82 Nonsect ... 3 21 40 88 1 4 4 0 150 83 R.C . 3 0 15 0 85 0 .... 4 0 4 0 6 o 2,000 25, 000 84 j Nonsect . . . 3 2 22 0 0 0 22 o 0 ? 0 4 0 300 17, 000 85 Nonsect i 3 2 26 0 12 0 18 0 8 0 5 ° 4 0 4 0 3,500 86 J Nonsect ... j 0 7 0 17 o 1 63 0 ! 4 1 0 4 4 : 1,200 87 ! R.C . 4 0 40 0 0 140 0 6 4, t 6 4' .... 200 20,000 88 j R.C . 0 3 0 20 o 40 0 2 3 500 89 R.C . 0 4 0 14 o o 6 7 0 0 0 o 0 3 "6 90 R.C . I 2 10 2 50 40 100 2 10 1 8 0 2 3 0 500 45,000 91 Protestant . 2 2 15 16 48 60 4 5 0 3 o 1,200 3, 000 1 92 R.C .... 6 0 76 0 100 0 | o 1,500 2fl,000 93 R.C . 0 3 0 10 0 160 o 41 4 94 R. C . 0 9 5 25 45 125 0 0 6 21 4 500 95 R. C . 0 5 0 25 0 50 4 "6 2,000 96 1 1"" 1 1 1884 EDUCATION REPORT, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 California— continued. 97 San Francisco . [ 98 San Francisco (1849 Jack- son street). 99 San Francisco (2126 Cali- fornia street) . 100 San Francisco (2234 Pacific avenue). 101 San Francisco (Fremont ! and Harrison streets) . 102 San Francisco (1901 Powell street). 103 San Francisco (Eddy and Larkin streets). 104 San Francisco (1623 Broad¬ ! way street). 105 ; San Francisco . 106 ; San Francisco (Twenty- fourth and Alabama streets). 107 ; San Francisco (671 Mission street). los ; San Francisco (2203 Central i avenue) . 109 San Francisco (2014 Van : Ness avenue). 110 San Jose (165 Devine street) . 111 San Leander . i 112 San Luis Obispo . 113 : San. Mateo . 114 . do . 115 i San Rafael . 116 . do . 117 . do . 118 Santa Barbara . 119 Santa Clara . 120 Santa Cruz . 121 Santa Rosa . 122 Shorb . 123 1 Stockton . 124 Vallejo . 125 Woodland . College of Notre Dame * . Hamlin School and Van Ness Seminary. Irving Institute . ! Murison’s (Miss) School . j Our Lady of Mercy’s Academy. ... Presentation Convent . Sacred Heart College . St. Brigid’s School . Sister Julia Theresa . Sarah D. Hamlin . Edward B. Church . Miss E. L. Murison . Sister M. Immanuel . Sister Mary Josephine . Brother Xenophon, F. S. C _ Sisters of Charity . St. Patrick’s Academy (Boys) . St. Peter’s Academy. ! . Sister Eugenia Garvey Sister Mary B. O’Brien. St. Vincent’s School (Girls) . . Trinity School for Boys . West’s (Miss) School for Girls - The Washburn College Prepara¬ tory School. St. Mary’s Convent Academy of Immaculate Heart of Mary. St. Margaret’s School . . St. Mathew’s School . Dominican College . The Hitchcock Military Academy. Mount Tamalpais Military Acad¬ emy. Santa Barbara Collegiate School.. Notre Dame Academy . 1 School of the Holy Cross . ! Ursuline Academy . 1 Ramona Convent . ; St. Mary’s College . ! St. Vincent’s School . 1 Holy Rosary Academy . Sister Eugenia Garvey . H. C. Lyon and L£on H. Roger Miss Mary B. West . Arthur Washburn . Sister R. C. Garvie . Miss Ida Louise Tebbetts... Rev. Wm. A. Brewer . Mother Louis . Rev. Charles Hitchcock _ Arthur Crosby, D. D . T. H. McCune, M. A . Sister Louis de Gonzague. . . Sister M. Joseph . Sister Agatha Reynolds .... Sister Superior . Brother Charles Aul . Sister M. Agnes . Sister Mary Barbara . I COLORADO. 126 127 128 129 130 131 Boulder . . . Canon C’ty Del Norte.'. Denver.... Leadville.. Pueblo .... Mount St. Gertrude’s Academy . . . Sister M. Salone . . Mount St. Scholastica’s Academy. Sister Callista Blake . The Presbyterian College of the Rev. J.E. Weir, president Southwest. * Wolfe Hall . 1 Margaret Kerr . St. Mary’s School . Sister Anacleta . Loretto* Academy . Sister M. Reparata . CONNECTICUT. 132 Baltic . 133 Black Hall . 134 Bridgeport (263 Golden HilD 135 Bridgeport (688 Park ave- 1 nue). Academy of the Holy Family. Black Hall School for Boys Courtland School for Girls * . Park Avenue Institute . . Mother M. Aloysio. . . Charles G. Bartlett . Miss Frances A. Marble and Miss Mary J. Miner. Seth B. Jones . . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS 1885 oilier private secondary schools for the scholastic year 1901-2 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Sec< ai St dei Students. j Length of course in years. J Number in military drill. Number of volumes in library. Value of grounds, buildings, furniture, and scientific appa¬ ratus. 3nd- y li¬ lts. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. d "3 S 6 '3 S 05 d § d £ Q) cl 73 s A 73 1 S d 'S a r2 *3 s Pr 4 5 7 8 9 io ii 12 13 14 15 16 17 18 19 20 21 22 R.C . 0 6 0 54 0 246 0 12 0 81 0 8 0 1 4 0 2, 000| 97 Nonsect ... 0 4 0 86 3 30 0 14 0 0 10 0 1 4 2, 000 $60, 000 98 P. E . 8 0 0 66 0 16 0 6 4 0 2, 000 10, 000 99 Nonsect ... 2 8 0 60 0 30 0 1 0 3i 0 6 0 4 5 0 500 100 R C o 1 o 10 156 184 o 1 101 R.C . 0 4 0 14 0 560 0 0 0 0 0 0 0 0 4 0 6,012 50, 000 102 R.C . 6 0 88 0 327 0 55 o 14 0 6 0 3 0 3, 000 150, 000 103 R.C . 0 3 0 30 210 300 10 20 0 5 4 0 500 104 R.C .. . 2 0 11 0 371 0 4 11 105 R.C . 0 2 0 20 114 390 0 1 4 500 106 R.C . 0 0 84 0 476 0 7 4 3,000 54, 000 107 Nonsect ... 4 0 18 0 21 0 5 0 6 0 6 0 41 0 108 Nonsect ... 0 7 0 55 15 50 0 7 0 0 0 0 1 4 1,000 40, 000 109 Nonsect . . . '2 5 23 36 83 33 22 28 2 5 2 5 4 0 700 7, 500 110 R.C . 0 2 0 15 40 105 o o 0 0 ! 0 oj o 0 4 111 R.C . o 2 o 25 0 8 1 L... 4 200 112 Epis . 2 1 21 2 6 0 2 4 15, 000 113 P.E . 7 0 72 0 62 0 35 0 25 6 9 0 6 0 4 72 1,000 200, 000 114 R.C . 0 5' 0 20 0 60 0 1 0 i 0 2 0 2 4 7,000 100, 000 ! 115 Nonsect . . . 5 0 16 0 36 0 4 "l6 250 25, 600 116 Presb . . 6 0 66 0 24 o 6 0 2 0 4 66 300 40, 000 117 Nonsect ... 2 X 10 5 16 0 10 2 3 3 2 1 4 0 370 10, 000 118 R.C . 0 4 1 0 58 0 152 o 2 0 4 0 2 119 R.C . 0 3 0 80 0 120 0 0 0 0 4 0 600 50, 000 120 R.C . 0 3 o 20 0 1 20 0 2 4 600 121 R.C . 0 5 0 14 0 51 4 "6 750 122 R.C . 1 0 27 0 125 0 . - 4 0 4 0 123 R.C . 0 3 15 17 189 192 1 5 4 32 950 124 R.C . 0 3 0 34 0 93 o 2 .... 0 2 4 900 125 R.C . 0 4 1 13 34 39 55 0 0 0 .... 0 4 10 0 0 4 0 500 40, 030 126 R.C . 0 3 0 44 0 68 0 5 4 300 100, 000 127 Presb . 2 1 19 18 9 6 * 1 0 1 0 :::: 600 20, 000 128 Epis . 0 7 0 58 0 45 o 5 o 8 0 1 4 1 0 1,486 129 R C . 2 2 22 20 300 | 334 o 3 4 1 42 200 130 R.C . 0 8 0 50 0 80 4 1,000 131 R.C . 0 8 0 45 0 33 o 5 0 5 4 1,200 132 Epis . 4 1 21 o 3 c 3 o 11 0 3 o 3 o 4 ;;;; 2,000 1 . 133 Nonsect ... 1 6 0 39 0 48 0 11 0 0 0 0 5 6 ( 134 Nonsect . . . 2 0 41 0 30 0 18 0 12 0 13 0 9 0 4 0 2, 500 30, 000 J 135 1886 EDUCATION REPOET, 1902. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State aud post-office. Name. Principal. 1 2 ♦ 3 136 Connecticut— continued. Bridgeport (836 Fairfield avenue). Vincent C. Peck . 187 Frederick S. Curtis, Ph. B . 138 Episcopal Academy of Connecti¬ cut. The Cornwall School * . Eri D. Woodburv . 139 Rev. Allyn K. Foster, M. A _ J. W. Tavlor . . . 140 Pratt High School . Fairfield Academy * . 141 Francis H. Brewer . 142 Porter’s (Miss) School . Mrs. M. E. Dow . 148 J. H.E.oot..- . 144 . do . Caroline Ruutz-Rees . 145 Mother Fabian Kane . 146 Miss Katharine M. Hopson . . . Edward G. Coy . 147 Lakeville . . The Hotchkiss School _ „ _ 148 . do . The Taconic School for Girls * . . . . Lilian Dixon . 149 Lvrne . . . . . Boxwood School . . . Mrs. R. S. Griswold . 150 Middletown . . . Patten’s (Misses) School.. . Miss Eliza F. Patten . 151 Milford . Simpson’s (Miss) School . Mystic Valley English and Clas¬ sical Institute. Gile Grammar School * . . Miss L. Simpson . 152 Mystic . John Knight Bucklvn . 153 New Haven (18 Insurance building). New Haven (7 College street) Theodore B. Willson . 154 Hopkin’s Grammar School * . George L. Fox,M. A . . 155 New Haven (97 Whitney Johnstone’s (Miss) School . Miss Mary Sibyl Johnstone... 156 avenue). New Haven (33 Wall street) . Whedon’s (Miss) School for Boys. ! Miss Susan H. Whedon . 157 New Haven (96 Mansfield Willard’s (Miss) School . Miss Charlotte A. Willard _ 158 street). New London . Bulkeley School . 1 Walter A. Towne . . . 159 . do . Williams Memorial Institute . | ColinS. Buell . 160 New Milford . . . Ingleside School . 1 Mrs. Wm. I). Black... 161 . do . The Weantinaug School for Boys. 1 Rev. Frank Barnard Draper.. 162 New Preston . . I Upson Seminary . . . Rev. Henry Upson 163 N ewtown . . . . . Newtown Academy . 1 Wm. Wilson Gardner 164 Norfolk . . The Robbins School . Oscar A. Beveratoek, acting principal. Clare Reynolds Bass 165 North Stonington . The Wheeler School . 166 Norwalk . . Baird’s (Miss) Institute _ Miss Cornelia F. Baird . 167 Norwalk (Hillside) . Mead’s ( M ra. ) School for Girls _ Norwalk University School _ Airs Mellville E Mead 168 Norwalk . W. G. Chase, A. B . . 169 Norwich . - . Butt's i Mias i School . Norwich Free Academy Miss Matilda, Bntts 170 . do . Robert P K epp Ph D 171 Pomfret . . Pomfret School . . . Wm. Beach Olmstead _ 172 Putnam . Notre Dame de Bon Secouis Rev. .T. Van Den Noort _ . 173 Redding . Academy.* Hill Academy* .. Adah J Todd 17 t Salisbury . Rev George F Qna.ile 175 Simsbury . . Westminster School W L Cushing 176 Woodside Seminary _ J. B. McLean and Sara J. 177 Southport . Seaside Seminary Smith. Miss Augusta Smith 178 Stamford . Catherine Aiken School Harriet B. Seoville Devan _ Hiram U. King _ _ _ 179 . do . The King School . . 180 Stamford ^5 and 7 Willow Low’s 1 Miss) School . Miss Low and Miss Heywood. 181 street) . Suffield . .. . Suffield Academy* Harry L Thompson 162 Wallingford . The Phelps School for Girls . Miss Sara S. Phelps Kelsey ... 183 Washington . . The Gunnery* _ John C Rrinsm.fi de 184 . do . The Ridge . . William (4 RTinsmade 185 Waterbury . 5 Academy of the Congregation de 1 Notre Dame.* Sister St. Stanislaus . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1887 other private secondary schools for the scholastic year 1901-2 — Continued. ! Sec- i | ond- | ! ary : 1 in- j struc- i Religious tors, denomina¬ tion. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. bo j Number in military drill. Number of volumes in library. ; Clas¬ sical course. i Seien- j tific ; course. i ^ i 6 i 3 S a c5 a •3 1 Collegeville . St. Joseph's College Rey. Benedict Boebner . ! Culver . Culver Military Academy . Col. A. F. Fleet . ! Elkhart . Elkhart Institute . . _ . . Noah E. Byers, B. S . 1 Ferdinand . Academy of the Immaculate Con¬ ception. St. Augustine’s Academy . Girls’ Classical School Fort Wayne . Sister St. Louise . Indianapolis . Mrs. May Wright Sewall . I . do . Knickerbocker Hall (school" for Miss Mary Helen Yerkes . . do . girls). St. Agues’ Academy* . Sister M. Raphael . . do . St. John’s Academy . Sister St. Cyrilla - — . Sisters of the Holy Crosi . Laporte . St. Rose’s Academy . j * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS 1895 other private secondary schools for the scholastic year 1901-2 — 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 1902. College prepar¬ atory students in the • class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. 1,2 || O s a Male. Female. Male. 6 1 Male. Female. Male. Female. | 6 Female. * 5 6 7 8 9 1G 11 12 13 14 : 15 16 17 18 19 20 21 22 R.C _ 1 2 15 22 50 101 0 2 0 0 - 4 0 114 $720 2 2 20 20 0 0 | | 3 I 0 209 3,000 Heth . . 2 0 15 4 2 0 3 0 3,000 3 4 46 0 0 10 0 L . _ _ 400 12,000 Reformed . 1 0 S 6 0 a 1 0 . 2 1 0 4 0 500 7,000 Nonsect ... 4. 2 25 20 18 35 2 14 6 4 0 1,500 70, 000 Nonsect ... 5 5 43 40 36 8 6 2 0 4 0 1,400 75, 000 R.C . 0: 4 Q 20 b 30 1 ° 2 1,009 1 Presb . 9 9 27 29 6 1 1 3 6 4 ! 0 300 25,000 i Christian . - o! 12 0 100 0 50 i;::: 0 15 4.009 500,000 | Prcsb . 0 4 0 32 0 40 0 11 4 . 1,000: 75, 000 ‘ R.C . 0 2 0 6 0 74 : 0 0 ° ! 0 ’ 0 3 4 6 | R.C . ol 2i 28 0 121 0 10 • ■ • ■ 4 1,000 R.C . ! 0i 5 0 24 0 273 :::: 01 li 3 740 "44 ,230 Nonsect oj i! 13 111 13 3 0 1 1 0 1 4 24 700 6,000 Epis. : 6; O' 54 oj 6 0 i 1 | 0 1 89 0 101 0 5 0 4 54 1,000 65, 000 i 51. E . | 3 L 9 23j 7 57 2 4 3: 3 0 4 0 2 4 0 . 25, 000 i Nonsect ... 2 1 10) 19 4 8 0 4 0 \ 0 300) 6, 000 Ad. Chris . . ! 4 3 28 20 20 1 6 2. '3 1 0 2, 400) 15, 000| 1 R.C . I Oi 3 0 44I b 60 0 8 4 450 1 Bapt . ! 1 5 2 60 13 2 1 rj .. 11 2 11 4 0 1, OoOi 56, bool 1 j Ger. Bapt.. 1 7 3 113 *1 100 - 100 23 17 J 4 10 1 4 4 0 18, 500 90, 000 1 R.C . 0 3 0 54 0 82 0 5 0 4 ! Luth . 4; 4 12i 3 40 24 0 ° 4 4 1 1 3 ...° 200 35, 000| | R. C . 0 5 0 25 0 125 oj 4 25 80, 000 | R. C _ 0 5 ■1 0 I 50 0 55 0 O' 0 4 0 7 0 - 4 4 °: 1, 800 50, 000 | Cong - - 1 3l 18 14 0 0 s 0 4 3 J 4 2 3 3 0 350 5, 000 0 6 0 50l 0 150 4 0 250, 000 ! R. C . oj al 0 I 12 0 c 0 4 0 4 a' : Nonseet ... 0l 6 0 43! 0 69 0 4' ' 0 2,006 25, OOOI j Ev. Luth... 5 0 158 0 i 0 0 1 17) 0 16 0 9. I 0) 2,500 125, 000! P.E . 0 3 0 1 11 5 20 oi 4 0 0 2 4! 0 400 30,000 P.E.. . 0 8 0 1 40 1 0 53 0 13 0 4 0 2,800 75, 000 Nonsect ... 1 3 27 i 50 0 0 0 6 0 4 i 4 0 200 15, 000 Nonsect ... 6 1 60 0 18 0 J 2 0 ! 8 0 : 15 0 0 4 60 1,000 75, 000! Friends.... 2 1 14 ! 24 1 11 i 9 ■ 2 1 1 1 3 4 1 1 1 3 i ol 350 6, 000 Nonseet ... 1 2 1 2a ) 62 ! 7 1 6 2 1 ; 4 2 4: 4 4 9 3 oj 4, 000 18, 000t Nonseet ... 2 0 16 I 17 2 1 1 2 0 0 0 oi 2 !..... 4 , 0 . Friends.... 1 1 O0 28 ! 10 | 9 10 9 10 3 1 0 800 1 12, OOoj 1 n end Nonseet _ 3 2 23 j 37 23 4 2! 1 0 4 inn R.C . 6 0 100 1 0 I 33 0 J 20 j 0 30 0 20 0 20 i 0 dob 2, 000! 15o! 0001 Nonsect ... 15; 0 225 1 0 j 23 0 13 0 40 0 j 36 0 23 0 1 4 I 225 2, 000 ! 250, 000' Mennonite 6- 2 : 100 i 75 ■ 60 27 4 2 3 0 10 13 1 4 0 1.000 19./100. R. O _ 0 2 0 i 8 0 24 1. ). ! 4 j 0 i 200. 000 R.C . 3| 6 0 S 65 158 225 0 10 l 4 1.000 60.000 ■ Nonsect ... 1 to 0 43 1 8 71 0 15 0 5 | 4 600 1 1 1 P.E . 0l 8 0 ! 47 j 0 47 j 0 1 3 0 g 0 6 G 1 1 5 1,500 35,000 R. C . 0 5 0 25 78 95 0 0 I ! 4 R.C . 0, 5 0 40 0 190 0: j 4 2, 000 1,000 1 1 R.C . 0l 3 0 ! 11 1 24 49 1 4 r'o <- 20,000! 0 311 0 812 0 313 0 314 0 315 0 316 0 317 . 318 0 319 0 320 0 321 . 322 . 323 0 324 0| 325 0 326 0 327 O' 328 0 329 .! 330 0 331 0 332 . 333 0 334 0 335 Oj 336 o| 337 0 338 . 339 01 340 Oi 341 0 342 0 343 0! 344 0 345 0 346 0 347 . 348 Oj 349 Oi 350 Ol 351 0 352 0! 353 0 354 0 355 . 356 0 357 . 358 . I 359 Ol 36P 1896 EDUCATION REPORT, 1902 Table 44. — Statistics of private high schools, endowed academies, seminaries, and State ami post-office. Name. Principal. Indiana — continued. Lima . Howe School . 363 364 365 366 367 36S 369 370 371 372 373 374 Michigan City . St. Mary’s Academy Notre Dame . . ! . do. '. . Rev. John Heyward McKen¬ zie. Oakland City . Oldenburg . Plainfield . . do . Plymouth . . . St. Marvs . South Bend . Spiceland . Spiceland Academy Vincennes . St. Rose Academy _ . do . Vincennes University. Westfield . Union High Academy Oakland City College* . Immaculate Conception Academy Central Academy . ~ . Sugar Grove Academy * . St. Michael’s Academy . St. Mary’s-of-the-Woods Academy St. Joseph’s Academy . .'. Mother M. Pauline W. P. Dearing . Sister M. Veronica. B. W. Kelly . Laura E. Steer . Sister M. Pulcheria Sisters of the Holy Cross M. S. Woods . Sister St. Cyrilla . J. E. Manchester . Irvin Stanley . INDIAN TERRITORY. 375 Ardmore . Hargrove College* . ' Thos. G. Whitten . 376 Atoka . Atoka Baptist Academy . 1 Edwin H. Rishel . 377 Cameron . Cameron Presbyterian Institute*' W. S. Lacey . 378 Chelsea . Chelsea Academy . G. A. Bearden . 379 Muskogee . Spaulding Institute . | Rev. Theo. F. Brewer, A. M 380 Ryan . Ryan Educational Institute . ; J. W. Campbell . 381 Vinita . Willie Halsell College . C.L. Browning . 382 383 384 385 386 387 88 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 Cedar Rapids _ Charles City . Clinton _ *. . . do . Corning . Council Bluffs... Davenport . . do . Decorah . Denmark . Des Moines . . do . Dubuque . . do . Epworth . Fort Dodge . Hull . Independence. . . Iowa City . Iowa Fails . Jewell . Keokuk . Le Grand . New Providence Nora Springs Orange City ... Osage . Pleasant Plain. Sac City . St. Ansgar . Salem . Vinton . St. Joseph’s Academy . Immaculate Conception Academy Mount St. Clare Academy . St. Marys School . Coming Academy * . . . St. Frances Academy . I mmaculate Conception Academy St. Ambrose College . Decorah Institute * . Denmark Academy . Clark’s (Miss) School . Grand View College . Academy of Visitation . St. Joseph’s Academy . Epworth Seminary . Tobin College . Hull Educational Institute . Notre Dame Seminary . Iowa City Academy . . Ellsworth College . Jewell Lutheran College *u . St. Vincent’s Academy . Friends Academy . New Providence Academy . Nora Springs Seminary arid Busi- j ness College. Northwestern Classical Academy. Cedar Valley Seminary . . Pleasant Plain Academy . Sac City Institute* . . . ! St. Ansgar Seminary and Institute Whittier College . Tilford Collegiate Academy . I * Statistics of 1900-1901. Sister Mary Agatha . Sister M. Ursula . Sister M. Beatrice . Sister Mary Justa . T. D. Ewing, D. D . Sister M. Leocadia . Sister Mary . Rev. John T. A. Flannagan . . . Mrs. J. Breckenridge . Arthur Risser, A. B . Miss Rachel C. Clarke . R. R. Vestergaard . Sister M. Aloysia Faherty - Sister M. Lutigarde . Rev. H. R. De Bra, A. M. . B. D. C. V. Findlay . Mrs. J.F. Jensen . Sister of Mercy . W. A. Willis . J. E. Conner . V. H. Hegstrom, Ph. D . Sister Irene . .' . J. H. Hadley . A. F. Styles . Thomas William Todd, A. M . . Philip Soulen . Alonzo Abemethy, Ph. D . Wm. O. Mendenhall . G. W. Lee . John P. Tandberg . E. H. Parisho . Thomas Francis Tobin, A. M. . PRIVATE HIGH SCHOOLS, 1897 other private secondary schools for the scholastic year 1901-2 — 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 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. 1 Clas- 1 sical | course. Scien¬ tific course. 1 6 ^2 r2 S 6 g ft z5 £ I <0 . rS 1 1 £ o ■ l=i 4 § 6 I ft c5 g Z 4 5 6 7 8 9 10 11 12 13 14 i ~ ® 16 17 18 | lie 20 21 22 Epis . 0 72 0 31 0 20 0 31 0 9 0 8 0 4 72 1,200! | 8100, 000 R. C . 0 2 20 10 160 150 4 0 2 0 6 4 6 0 4 0 2, 500j R.C . 0 10 0 143 0 110 0 | 15 4 0 5,000 3 9 35 32 18 3 3 1 .... 0 4,000 20,000 R.C . 0 6 0 54 0 0 1 7 0 4 41 0 1 2 20 21 4 5 1 3 | 1 0 ! 10 4 0 300 1 6,000 Friends.... 1 0 7 0 21 0 0 0 0 0 0 0 0 4 o 100 5, 000 R.C . 0 3 4 12 66 40 3 6 o 6 1 18,000 R.C ... 0 25 0 125 0 0 25i 1 0 14 0 6 4 8,000 R. C . 0 3 0 25 0 105 0 0 0 o o 1 4; Friends.... 3 1 48 46 0 0 1 3 0 3,000 10,000 R.C . 0 0 o 120 01 1 7 0 6 3 ! Nonsect _ 6 4 79 75 0 0 1 6 ! 6 3 6,000 ! Friends.... 0 9 17 24 1 19 15 7> 2 3i 2 2 4 *”6 500 "‘io’ooo M.E.So..-. 5 6 80 88 10 15 3 5 5 ll 4 39 250 20,000 i Bapt . 1 2 12 136 ' 127 3 4 5 1 ll 4 0 250 9’ 000: Presb . 1 2 6 10 93 ! 84 | 1 0 0 100 2, 500; Cum. Presb 1 1 31 34 50 41 10 5 r*'3 0 1 2 1 2 4 0 25 5, 000! M.E.So.... 0 B 53 60 61 93 1 0 2 4' . ! Nonsect . . . 0 3 15 20 60 60 4 6 1' 1 2 1 2 2j 0: 3, oooj M.E.So.... 2 2 55 45 30 30 .... ...: 4 i 2- 0 80 R.C . 0 8 20 25 86 113 2 1 4 0 900 50, 000J 1 12, 000! R.C . 0 3 8 17 52 73 1 ! 4 4 o! 500 12, 000 R.C . 0 5 2 73 1 0 0 31 .... 5 0 1,000 30,000 R.C . 0 1 0 20; 120 190 0 i .... 4 0 Presb . 2 5 67 0 0 6 2 6 10 9 9 5 4 4 0 500 1,000 R.C . 0 5 0 57 0 140 0 4 0 g 0 8' 0 4 4 ....; 2,000 R. C . 0 6 0 105 0 197 0 ll! 1 4 4,000 R.C . 8 0 67 0 35 0 1 o 1 3 0 5,000 75, 000 Nonsect . . . •7 * 170 61 114 89 3 2 5 o 5 2 3 1 : 4 0 1,500 10,000 Cong . 1 2 15 13 10 12 5 10 5 8 3 3 3 3 i 4 0 1 500 25,000 Nonsect . . . 0 ! 4 6 18 o 0 0 1 i o 1 i 4 0 1 Ban. Luth. - 5 1 48 30 0 0 0 3,656 30, 000 R. C . 0 ! 6 0 47 0 113 o 1 d 1, 000 R.C . 0 12 0 80 350 150 0 20 0 28 o 3,000 75, 000 M. E . 4 8 75 75 0 0 6 8 6 5 4 60 2,000 50,000 Nonsect . . . 3 30 60 78 ! 174 11 9 2 4 573 35, 000 Cong . 1 1 4 30 10 0 0 4 4 2 4 0 4 4 0 500 16] 273] | R. C . 0 2 0 20 30 80 ...., "" 0 4 4 500 10, 000: ! Nonsect . . . 3 i 4 92 81 27 15 2 3 30 27 26 31 8 6 4! f-6 275 600! Nonsect . . . 3 ! i 12 10 68 I 60 0 1 0 1 1 4 ! 22 1,500 80, OOOl Luth . 3 i i [ 24 44 40 i 28 15 4 6 ! 8 1 4 i o 600 25, 000 R.C . 1 i 3 i o 20 45 190 0 4 4 400 40,0001 Friends ... 1 1 2 15 21 5 2 3 1 2 3 ‘"6 500 3,500 Nonsect . . . 1 2 38 30 7 5 3 2 3 1 j 4 400 10,000 Nonsect . . . 5 1 12 18 88 92 5 4 13 2 3 ”36 200 8,000 Ger. Ref . . . I 3 1 X 53 21 0 0 30 5 10 0 9 8 3 i I 0 3,300 28,000 Bapt . 4 8 61 58 52 97 9 13 6 12 4 0 3.000 30, 000 Friends ... ll 1 i 8 12 26 21 i 2 1 1 2 1 1 1 1 3 0 150 2,000 Bapt . 2 : 3 ' 13 15 35 100 ii 10 1 0 1 0 ! 4 0 500 30,000 Lutb . 3 1 4 | 65 24 4 5 0 0 3 3 0 0 4 0 250 12] 000 Friends ... 2 ! 2 27 28 0 0 14 20 3 0 200 6,000 Nonsect ... 4 ! 3 * 85 67 90 85 15 12 1 8 ' 6 5 5 1 3 1,500 30, 000 ED 1902 — VOL II - 46 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 3S8 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 1898 EDUCATION REPOET, 1902, Table 44. — Statistics of ‘private high schools, endowed academies, seminaries, and 414 415 416 417 418 419 420 421 422 423 424 425 427 428 429 430 431 422 433 434 435 436 437 438 440 441 442 443 444 445 446 I f? 448 449 450 451 452 453 454 455 456 457 15s 459 460 461 462 463 State and post-office. Name. Principal. 1 2 i 8 iowa — continued. Wartburg Teachers’ Seminary and Academv. ' Prof. Frederick Lutz . 1 I | St. Patrick’s School . 1 Presentation Sister . ! ! Walter J. Edgerton . Wilton German-English College*. J. F. Grove. .7 . KANSAS. Nazareth Academv . . . . Sister Louise . A. J. Bales . . J. W. Scroggs, D. D _ Haviland Academv . ." . T. Horner Coffin . Win. G. Schliemann, Pin D _ Leavenworh . St. Mary’s Academy * . . . . Mother Marv Regis . I McPherson . McPherson College . . C.E. Arnold . Newton . Bethel College . Cornelius H. Wedel . North Branch . North Branch Academv . . Henry H. Townsend . . . Salina . St. J ohns Military School . R. H. Mize . Wichita . Lewis Academy . J. M. Naylor, Ph. D . KENTUCKY. Albany .... Albany High School * . Bellewood Seminary . A. E. Barnes . Anchorage . W. G. Lord . ' Ashland . Ashland College .......: . Robert Bright Walsh . 1 Auburn . Auburn Seminary . Charles E. Bates . 1 Bardstown . Bardstown Coeducational Col¬ H. J. Green well . lege. • 1 Beattyville . Episcopal High School . West Kentucky Seminary . Miss Minnie A. Hosner . j Beaver Dam . W. G. Welborn . Beechmont . Louisville Training School for Boys. H. K. Tavlor . Blandville . Blandville Baptist College* . J. N. Robinson . Booneville . Booneville Academv * . Rev. F. P. Dalrymple, A. M... Misses Du Bose and Ragland. Bowling Green . Bowling Green School . Buffalo . East Lvnn College . G. L. Crume, A. B . 1 Campbellsburg . Campbellsburg High School . Campbellsville High School ... J. W. Pearcy . Campbellsville . W.M. Jackson B A □ . Kentucky Wesleyan Academv _ F. D. Palmeter . Canmer . Lilian Academy* . S. M. Durham . Carrollton . St. John’s Select School . Ignatius M Alimann Clinton . Clinton College . John C. C. Dunford _ Marvin College . H. W. Browder Columbia . : . Male and Female High School*.. Kentuc ky Northern Normal School Academy of Notre Dame. . . . A. H. Ballard Corinth . Bruce Franks ! Covington . Sister Marv Armella ! . do . Rugby School * . 1 K. J. Morris. . . . Covington (103 E. Twelfth St. Joseph’s High School for Boys.! Brother Francis Laehr . street). ' Cynthiana . Smith’s Classical School . N. F. Smith I Danville . R setf s (Miss Sehool . . . Hardin Collegiate Institute . St. James’s School. Miss Josephine Reed Elizabethtown . J E. Austin jr . do . Sister M Gabriel Elk ton . Vanderbilt Training School . . . Joshua H. Harrison Fountain Run . Fountain Run Training School... Franklin Preparatory School (Luna School). R E Searv Franklin . M. E. I. Luna . Glendale . Lynnland Male and Female In¬ W B Gwvnn stitute.* Harlan . Harlan Academv* . W. C. Clemens _ Hanodsburg . Harrodsburg Academy . J. C. Acheson . . do . Wavman Institute*... . Geo. W. Saffell,ir . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1899 other private secondary schools for the scholastic year 1901-2 — Continued. Religious denomina¬ tion. . Sec¬ ond¬ ary in¬ struc¬ tors. Students. \ >> ; ^ j ‘"S l i iS \ £ £4 | OQ be & jC~« Z, X: Ele¬ men¬ tary Second- pupils, ary inelud- stu- ing all dents, below seeond- 1 ary grades. Preparing for j college. College ; prepar- i atorv 3radu- %“! class 1W- that gradu¬ ated in j 1902. ; i Clas- ! Scien- ! ‘ sieal tific j course, course. ! S £ S j f? 1 -S § £ •3 1 . -f S it? -S ■f 4: 5 6 7 8 9 IO 11 12 13 14 15 16 17 IS IS 29 21 22 Ev. Lath .. 4j 0 5oj 0| 15 •X 0 0 V 0 6 9I cy\ “ 0 j 5j 0 1. 200 $20,000 E, C . 0! 9 9 28 55 70 0 ! J. ... E fid m Is . - . 1 1 10; 7! 0 0 .... 0 3* 5 0 I 1 4| I 3 3 0 500 12,000 Cong . 6} - 25; 3bj 50 15 7 6] 2 4 f 3 28! 15, 165] R. C . G{ 0 24] 0 16 G 1 .... 4 0 ! 2,000 30,000* 1 Friends ... 0 18 12 0 0 4 1 4 4 3 1 2j 1 4] 0 600 5.000 ; Cong . 2? 3 48 43 0 0 i 4 . 8 6’ 4i 1 ' 1 4! 32 1,600 14.000 Friends ... : 1 12. H 4 51 0 6 0! 0: 3 0! 3i 0 3 500 3, 560 ! Bapt - 4i I 86 52 4 9 3 5 2; 5 1 5 1 2 4l 0 2, 100 30, 080 ; R.C . . q O 0 50 0 15 0 50 0 7 @ 1 5* _ 1 1 4L...I 1.000 ; Ger.Bapr .. 4 S - 100; 135 109 9 1 7; 2l 0 .... 0 1.000 60. 000 j Meimonite 4} 0 30’ 12 57 17 2 * ffl " 8; 0 - 5 1 3' 31 1 3 0 1.450 60.238 rriends --.I 1 1 10' 15] 3 4 0 ffl 0 0 4: 0 250 21000 Epis . 6 3i •72' 0! 0 0 "15 6 " 12 6 6 0, 5 0 4 72 600 85] 000 Presb . . 4l 3 30 35| 70 1 117 6 8- 32 16] 10 ] 16 3: I 5 4 0 500 76, 559 Hapt . j 0 1 45’ 35^ 40 30 3 i J X 0 Xonsect . . . 1 4 li)' 30, 4 14 4 i 1 0 4 0 1 4! 0 1.200 10. 000 m.e . • ; 0 8 16| 0 0 0 1 3; 0. ! 2j 0 890 10' 000 i Cum.Presb 2 1 So 31 39 33 2; 1 2 5 4' 1 2' 1 2 1 4 0 10.000 Miss. Bapt . 3 3 14 18] 36 40 ! 4; 0 200 10, 000 Epis . C 1 13 | 7i 22' 18 2 ■ 1 4 0 2,500 Xonsect . . . 1 1 24j 34; 63 79 0 9 2 9 i 4j 0 197 1.500 Xonsect ... 1 1 j 33i 5] 20 5 5 0 101 1 1 3 6 ! 4| 43 2,000 j is; 000 Bapt . 2 1 20; 2o! 46 35 4 3 S o' ' 4.... 5,006 ! Presb . 1 1 ! 16 I2| 14 17 0 0, 0 0 !.___} 0 2 500 Xonseet ... 0 3 i 22J 8' 5 0 ) §[ Oj 5i 0 2| 0 4 . . . . | Z 000 Xonsect . . . 21 1 41 42 34 38 | _ r IQ ig g 1 ! . i 0 150 3,000 Xonsect ... 0 2 j 25 16 25 el 2 1 .... ! 3 0 125 4.000 ; Presb . 1 0 1 1 20 20 50 52 I 5. 4 1 0 1 3] 1 2 5 0 4. 00*3, lleth . j 1 2 I 15 17 71 79 ...... 2 0 324 4, OCOi Xonsect ... O' 1 0] 14; 5 42 "6 ................ *'6 r~o ”*6 3 0 100 3, 5C0j R.C . 1 3 IS 10 22 i 2 L 3l. J...J 5 8 _ 2 200 6,00 Oj BapC . 4’t 3 t 371 34j 24 35 ! 8 9( 7: 5i 5 ! 6.... 4.... 4.500 50.0(0 51. E. So _ 3 3 | 251 28 48 87 1 j 0.;.... 4! 0 1,200 15^ 000; Xonsect ... ! 1 1 30 45 10 15 .... ; 4'.... 4. oc;o| Xonsect . . . ij 2> 45 5) 30 25 j 4 j " * *2j 6; 3k 1 2; 0 100 6,008! i R. C . 1 0 2 'j 30; 80 120 0 i i] _ ! 4! 0 Xonsect . . . 1 0 ! 19 15 9 5 j 1 0; 8 2! J i 0; 7 0 4 28 1 R.C . j 1 0 I 1 0 292 0 i 3 ©j i i 5 0 3 0 3 0 . X .sect ... 1 o| 2 I 25 10; 20 10 j 20 5 1 J. 6 .... 1 1,000 3. 000] Mbnseet ... ; 0 2 \ b 10) 24 30 ! 10 OOOi Xonsect . . . 0 1 ! 2 45i 50j 0 0 1 2 1 _ ! _ , 1 [ 1] 1 1 4j 0 250 25] 000 B. C- . | 0 1 1 4: 29 46 1 1 4;!'.” 50 i 3. OGGI ITetb . ! 2’: 6 30’ 11; 0 0 ' 30 lli . 4; 0 1,400 30,000] Xonsect ... ii 1 3 2 47 50 0 Xonsect ... 2j 0 41! O' 41 0 6 0] 2: 0;. 4 0 250 7,000. Bapt . 1 2| 3 i or 26; 18’ 25 j 1 0 4 3' 1 j 4- 1 4 5 0 1,000 | 15,09o{ Presb . 2 Q j 19' 16.! 106 104 i 0 2Q6 5,090! Xonsect ... 1 2j 0 21! 11| 38 i 32 j 3 | Oj 8 4 4 1. 3 1 4 0 300 4000! Meth . « 21 3 1 1! 91' 17 ‘ S3 1 1 1 c 1 0* 0 0 31 0 400 1 5, 000: 414 425 416 417 418 419 420 421 422 428 424 425 426 428 429 430 431 432 433 434 435 436 -‘37 433 439 440 441 442 443 444 445 446 447 443 449 450 451 152 453 454 455 456 457 453 459 460 461 452 463 464 465 466 467 468 469 470 471 472 473 474 473 476 477 478 479 480 481 482 483 484 485 486 4S7 488 489 490 491 492 493 494 495 4% 497 493 499 500 501 502 503 504 505 506 507 503 509 510 511 512 513 514 EDUCATION REPORT, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Kentucky — continued. Hartford . ; Hazel Green . I Hindman . | Hodgensville . Hopkinsville . Hustonville . Independence . Jackson . Jett . Lagrange . Lebanon . i Level Green . Lexington . London . . do . : Louisville (210 West Orms- : by avenue). Louisville . Louisville (corner Fourth ; and Breckinridge streets) . Louisville (Thirty-fifth j street and Rudd avenue). Louisville . 1 Louisville(1225-1227 Fourth j avenue). Louisville . Louisville (1047 Second st.) . Lyndon . [ Madison . 1 Mayfield . ! Maysville . 1 Mount Sterling . Mount Vernon . ' Nazareth . ' | Nerinx . Newport . North Middletown . Paducah . Paris . . do . Pikeville . Pineville . j Princeton . Rhodelia . Richmond . . do . St. Joseph . St. Vincent . I Sharpsburg . I Shelby ville . i Slaughtersville . 1 Stanford . Sulphur . Taylorsville . Trappist . Hartford College and Business In¬ stitute. Hazel Green Academy . Hindman School . Kenyon College . Ferrell’s High School . Central Christian College . Independence High School . TheS. P. Lee’s Collegiate Institute. Excelsior Collegiate Institute .... Funk Seminary . St. Augustine’s Academy . Level Green Academy . * . St. Catherine’s Academy . Laurel Baptist Seminary . Sue Bennett Memorial School .... The Flexner School . Kentucky Home School for Girls*. Presentation Academy . St. Benedict’s Academy . St. Xavier’s College . Semple Collegiate School . State University * . University School . Kentucky Military Institute . I Atkinson Literary and Industrial | College. West Kentucky College . Hayswood Female Seminary . Goodwin’s Male High School * . . . Mount Vernon Collegiate Insti¬ tute. Nazareth Literary and Benevo¬ lent Institution! Loretto Literary and Benevolent Institution. Mount St. Martin’s Academy . j Kentucky Classical and English Business College.* St. Mary’s Academy * . ' Paris Academy . Tipton’s (Miss) Select School . Pikeville Collegiate Institute * . . . Theodore Harris Institute . Princeton Collegiate Institute .... St. Theresa’s Academy . Madison Institute . Walter’s Collegiate Institute . Mount St. Joseph’s Academy . St. Vincent's Academy . ! . Sharpsburg College . Science Hill School . Van Horn Institute . Stanford Male Academy . Fairmount College * . Spencer Institute . Gethsemani College . I T.J. Morton . Wm. H. Cord . George Clark . John C. Pirtle . J. O. Ferrell . B. J. Pinkerton . C. V. Lucy . William Dinwiddie . Eudora-Lindsay South . John W. Seeple . Sister M. Kevin . J. N. Brown . Sister Mary Vincent . Edgar L. Morgan . J. C. Lewis . Abraham Flexner . Miss Belle S. Peers . Sister Eutropia . Sister Evangelista . Brother Philip . Miss Anna J. Hamilton . Rev. C. L. Puree, D. D . William H. Tharp . C. W. Fowler . S.E. Duncan . Milton Elliott . Miss Fannie L. Hays . M. J. Goodwin . Rev. A. E. Ewers . Mother M. Cleophas Mills _ Sister Rosini . Mother Maria . Mrs. J.B. Skinner . Sister Agathina . E.M. Costello . Miss M. S. Tipton . Rev. James F. Record . J.T.C.Noe . Rice S. Eubank . Sister Edwina . J. W. McGarvey, jr . Col. G. M. Edgar . I Mother Augustine . j Sister Mary David . Mrs. Fannie B. Talbot . j Mrs. Clara M. Poynter . ! Otho Fowler . j S. M. Rankin . B. F. Turner . G. C. Overstreet . Edmond M. Obrecht, O. C. R. J * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1901 other private secondary schools for the scholastic year 1901-2 — 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 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. d 3 S d 3 8 o d § r2 8 o d 1 d *3 a d *3 a d 3 8 * 1 Female. 73 s I = s 0 "3 g 0) 4 5 6 7 8 9 IO ii 12 13 14 15 16 17 18 19 20 21 22 i 6 11 96 24 1 1 4 O' S3, 000 P.E . i 0 32 4 11 3 0 1 4 0! 700 25, 000; Bapt . 0 1 10 4 4 4 4 1 1J 1 1! 3 O' M. E . 1 1 4 15 90 100 4 12 2 J 0 0 4 0 2,500 7,500 Nonsect . .• . 3 1 26 5 26 15 2 6 10 0 •• 0 2 0: 4 0 2, 000 30, 000! Nonsect . . . 3 1 50 60 60 100 8 12 1 4 8! 1 3 1 8 4 oj 175 3, 500j R. C . 0 1 0 24 0 60 1 4 800' 1 0 24 25 52 39 5 Oj 3 0 "'6 lOOj ..... 3,000: R.C . 0 8 30 40 0 2 . 1 1 11 22 33 38 ol 0 0 0 0 2,500 Presb . 1 2 1 25 5 15 0 2| 0 5 0 1 4 0 4, 000 Nonsect _ o 3 2 8 5 14 4 0 5,000 Nonsect . . . 2 5 40 30 60 70 6 9 4 6 4 01 25, 000 Nonsect ... 2 0 26 18 75 n 1 0 0 1 3 1 1 4 0! 500 4, 000 R.C . 1 1 13 18 43 57' 0 2 0 2 4 . . . . 1 Nonsect . . . 0 1 3 11 28 .... 2' 1 300; . 2, 500 R.C . 0 6 0 ! 32 0 80 ! .... 6 2 . 4 . . . . j 1,121 Nonsect . . . 0 2 0 12 0 0 ! I 4 300 8,000 R.C . 4 0 40 0 147; 0 10 0 8 0 13 0 4 J 1,000 60, 000: Nonsect . . . 2 6 0 122 1 10 50 0 20 0 10i 0 on 0 20. 4 0 1,020 10,000 R.C . 0 2 0 20 20 40 0 0 0 0 0 6 0 6 i 0 100 12,000 R.C . 31 0 75 0 1 150 0 10; 0 6 i 0 2 1,000 35,000 R.C . 0 9 30 120 41 40 0 1 5 0 5 i 51 Nonsect ... 0 2 0 10 0 40 :::: i 4 1 300 Nonseet . . . 3 0 59 0 53 0 3 ° 14 0 9 6 9 3 59 500 i 20,000 R.C . 0 20 0 119 0 0 0 1 ! 1 4,500 Nonsect ... 1 3 13 12 87 88 4 0 500 5,666* R.C . 0 3 12 17 18 39 3 .... 4 0 400 4,500 Nonsect ... 0 1 10 20 25 30 1 3 1 0 X 3 1 3 4 1 0 I 4,000' Miss. Bapt . 1 1 26 13 14 12 1 0 g 0 1 4 0 67 2,500 R.C . 0 10 0 90 0 40 0 3 1 Nonsect ... 1 ) 1 13 16 6 1 s 2 4 2 : 1 4 4 | 0 | 2,000 i I* 3, 000| Nonsect ... 0 2 0 5 21 27 0 2 i ' 4 500 Nonsect . . . 3 3 56 69 0 0 21 1 14 | 20 1 8 8 7 3 ! 4 ’""6 490 1,200 Nonsect . . . 2 1 21 57 7 1 2 ! 0 I 0 0 2 2 2 0 4 ° 6,000 M. E . 4 5 45 40 0 0 8 ! 6 8 *7 1 1 4 0 4,000 22,000 Bapt . 2 4 72 55 0 0 12 6 i 6 0 10 13 3 1 1 4 0 1,600 100, 0001 Nonsect . . . 2 2 25 30 0 0 1 3 1 4 0 1,200 1 . Nonsect . . . 1 1 1 22 16 4 4 .... | 2 1 2 4 4 0 400 20,000 Cong . 2 1 26 43 0 0 8 6 1 5 0 5 3 i 0 1 4 0 750 7,000 Nonsect . . . 2 3 24 38 0 0 4 4 I 4 3 4 3 1 4 0 500 5,200 Nonsect . . . 0 ' 2 21 29 9 3 i 5 8 5 1 3 3 2 4 0 700 6,000 Nonsect . . . 1 1 33 35 ' 9 11 17 24 3 3 2 2 4 0 j 1,000 20, 000j Nonsect „ . . 1 3 19 38 ; 17 9 6 6 4 0 3 4 j 0 Bapt . 3 ; 5 110 47 3 1 29 15 7 4 4 0 i 2,000 165, OOu Bapt . 4 : 4 44 76 , 3 4 19 24 5 1 5 14 4 7 1 4 i 0 1,200 50, 000 Cong . 1 . 1 29 25 i 11 12 5 8 1 0 5 ,| 2 1 1 ; 4 J 0 300 2,800; Nonsect . . . 1 . 3 51 44 2 2 ! 17 8 3 0 3 5 2 2 4 0 400 12, OOOj Nonsect . . . C 4 0 0 i| 0 0 2 0 1 2 0 2 4 c Nonsect ... 1 J 3 49 30 i 0 II o |l 14 8 6 0 9 1 6 ! 5 2 4 0 1 300 2,666^ 515 516 517 518 519 520 521 522 528 524 525 526 527 528 529 530 581 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 694 595 596 697 598 699 600 601 602 603 604 605 606 607 608 609 EDUCATION EEPOKT, 1902. Table 44. — Statistics of private high schools , endowed academies , seminaries , State and post-office. Name. Principal. 1 2 3 Maine— continued. North Bridgton . North Parsonfield .... Pittsfield . Portland . Portland (Woodfords) Saco . Sebago . South Berwick . South China . Vassalboro . Waterville . Wilton . Yarmouth . Bridgton Academy . . . Parsonfield Seminary . Maine Central Institute _ St. Elizabeth’s High School. . St. Joseph’s Academy . . Thornton Academy . Potter Academy . Berwick Academy . . Erskine Academy . . Oak Grove Seminary . . Coburn Classical Institute . . . Wilton Academy . . North Yarmouth Academy *, C. C. Spratt . F. W. Ernst . F. U. Landman . Mother M. Euphrasia . Sister Mary Adelaide . Edwin Prescott Sampson. . . Albert C. Eames . F. Stanley Stebbins -. . W. J. Thompson . Arthur M. Charles . Franklin W. Johnson, A. M Drew T. Harthorn . Rev. B. P. Snow, A. M ... .. MARYLAND. Baltimore (604 Park ave¬ nue). Baltimore (Bolton Park, Mount Royal Station. Baltimore (Cathedral and Preston streets). Baltimore (Cathedral and Mulberry streets). Baltimore (917 North Charles street). Baltimore (Charles street extended). Baltimore (851 North How¬ ard street). Baltimore (Walbrook) . Baltimore (Park avenue and Laurens street) . Baltimore . Baltimore (851-853 Hollins and Parkins streets). Baltimore (310 West Hoff¬ man). Baltimore (Station D) . Baltimore . . do . Baltimore (915 North Charles street) . Baltimore (909 Cathedral street) . Brookeville . Brunswick . Catonsville . Charlotte Hall . . do . Colora . Darnestown . Ellicott City . Emmitsburg . Forest Glen . Frederick . . do . Gaithersburg . Hyattsville . . La Plata . . . Academy of the Visitation . The Boys’ Latin School . Bryn Mawr School . Calvert Hall College . The Cary School . The Country School (boys) . Deichmann’s College Prepara¬ tory School. Epiphany Apostolic College . Friends’ School . The Girls’ Latin School . Knapp’s Institute (F.) . Milton Academy . Mount St. Joseph’s College . The Randolph-Harrison School . . St. Frances Academy * . The Southern Home School . Wilford Home School . Brookeville Academy . Brunswick Seminary . Mount De Sales Academy * . Charlotte Hall School . Gay Hill Female School . West Nottingham Academy . Andrew Small Academy . . “ Dundee ’’—School for ‘Girls . St. Joseph’s Academy . National Park Seminary . . Frederick Coliege . St. John’s Literary Institution ... Fair View Seminary . Melrose Institute . Maryland Normal and Prepara¬ tory School. 1 Sisters of the Visitation . James A. Dunham . . Edith Hamilton, M. A . Brother Denis . Mrs. and Miss Cary . Roland J. Mulford . E. Deichmann, Ph. D . Rev. L. J. Welbers . John W. Gregg . Harlan Updegraff . Wm. A. Knapp . W. Joseph Heaps . Brother Joseph . Mrs. Jane R. H. Randall _ Mother Magdalen . Miss Duff and Miss Pendleton Mrs. Walter R. Bullock . Clinton M. Moore . J. J. Shenk . Sister Ignatia Aiken . George M. Thomas, A. M . Edwin T. Briscoe . John G. Conner, A. M . W. F. Mcllwee . Mrs. E. E. Baird Chenoweth . . Sisters of Charity . John A. I. Cassedy . E. E. Cates . Rev. J. F. X. Coleman, S. J _ Grace Herr Frantz . Miss Eleanor Lewin . H. H. Lintner . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS 1905 other private secondary schools for the scholastic year 1901-2 — Continued. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. stuaems. | 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 for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. Male. Female. Male. Female. r2 s Female. 6 1 Female. Male. Female. Male. Female. Male. Female. 4 5 6 7 8 9 10 ii 12 13 14 15 16 17 18 18 20 21 22 Nonsect ... 2 0 50 40 0 0 8 8 12 0 10 10 1 9 6 4 0 1, 830 $12,000 1 3 36 24 0 0 6 9 4 9 4 25, 118 Free Bapt.. 2 8 56 59 4 6 20 18 8 4 4 5 2 0 4 0 500 5,000 R. C . 0 5 0 67 0 0 0 0 i 0 11 4 o R. C . 0 4 0 20 0 22 0 0 0 5 4 Nonsect ... 3 6 70 81 0 0 24 20 7 0 16 17 4 7 4 0 3, 070 36, 000 Nonsect ... 1 2 18 22 0 0 2 1 1 0 1 3 1 3 4 0 340 12, 000 2 3 40 4 13 4 3 5 11 3 2 4 0 150 70, 000 1 2 30 25 0 0 2 3 1 4 0 300 3, 500 Friends.... 3 4 34 41 6 9 4 6 5 8 4 0 200 40, 000 Bapt . 5 83 73 0 0 36 24 17 0 4 0 3,517 75, 000 Nonsect ... 1 4 45 28 0 0 14 6 6 0 6 3 4 1 4 0 800 15, 650 Nonseet ... 1 4 18 26 5 2 4 5 0 2 1 4 ' 1 2 4 0 2, 000 17, 200; R. C . 0 0 35 0 90 0 5 4 0 Nonsect. .. 8 1 96 0 31 0 20 0 16 0 23 0 20 o 4 0 40,000 Nonsect _ 0 14 0 128 0 110 o 22 0 4 0 4 4 o 1, 300 R. C . 0 79 0 108 0 79 0 10 0 5, 103 175,000 Nonsect _ o 8 0 62 0 8 0 3 | 4 Nonseet _ 9 0 57 0 19 0 30 0 1 0 1 G 6 Nonsect ... 7 0 60 0 20 0 30 0 25 0 20 0 15 0 4 0 1 15, 000 R.C . 5 0 40 0 0 0 40 0 6 0 5 0 1,000 120, 000 Friends.... 3 3 28 29 78 93 2 4! 16 2 1 1 1 0 4 0 3,000 45,000 M.E . 0 11 0 186 0 0 0 42 0 31 4 0 1,092 175, 000 Nonsect ... 3 3 40 35 72 43 5 2' 6 2 0 2,950 55, 000 Nonsect ... 4 1 15 0 20 0 2 1 0 5 0 2 0 2 0 4 0 500 5, 000 R.C . 5 0 37 0 98 0 25 0 10 0 6 0 3 0 4 0 7,000 190, 300 Nonseet . . . 0 6 0 47 6 34 0 28 0 0 0 1 0 1 4 0 1,200 R.C . 0 3 0 35 0 35 1 Nonsect ... 1 6 0 13 0 0 4 2, 000 Nonsect . . . 0 5 0 29 8 0 3 0 3 5 600 Nonsect . . . 1 1 18 13 0 0 3 0 5 2 3 1 2 0 4 0 200 9, 000 Nonsect . . . 1 2 15 11 58 49 1 0 0 1 3 0 300 5, 000 R. C . j 0! ! 10 0 50 0 35 0 2 4 0 4,000 Nonsect . . . 4 0 62 0 16 0 3 0 1 0 3 0 3 0 3 62 1,300 20, 000 Nonsect . . . 1 2 0 10 1 3 0 4 0 2 2 Nonsect . . . 2 0 24 15 1 0 5 1 6 2 1 0 1 0 4 0 300 10,000 Presb . ] 2 10 11 15 20 4 0 100 35,000 Presb . 0 1 1 3 2 500 10, 000 R.C . 0 5 0 37 0 43 0 1 6 2 4 0 Nonsect . . . 2 10 0 100 0 100 0 4 0 12 5 0 1,000 100,000 Nonsect . . . 3 3 32 0 5 3 12 0 4 0 4 0 2 0 5 32 6,000 15, 000 R. C . 2 0 18 o 40 0 3 0 2 0 2 0 3 18 8,000 40, 000 Nonsect ... 0 6 0 26 0 4 0 10 0 2 4 0 1,000 2,000 Nonsect . . . 0 2 0 18 0 26 0 7 4 0 22, 000 Nonsect . . . 0 ; i 1 23 7 13 4 1 1 4 0 50 2,500 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 59 595 5S6 597 598 599 600 601 602 603 604 605 606 607 608 609 1906 EDUCATION REPORT, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and 610 612 as 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 638 63'.' 640 641 642 643 644 645 Mi 647 60 650 651 652 State and post-office. Name. Principal. 1 3 Maryland — continued. Leonardtown . MeDonegh. . Millersville . , ! Mount Washington . | . do . ! Port Deposit . I Reisterstown . Rising Sun . Rockville . j St. James School . St. Marys City . 1 Sandy Springs . Sykesville . I Taney town . MASSACHUSETTS. Andover . . do . . do . Arlington (24 Medford street). Ashbumham . ' Billerica . . do . j Boston (Back Bay) (204 Berkeley street). Boston (1022 Boylston street ) ‘ Boston (115 Beacon street) . j Boston (253Commonwealth avenue). ' Boston (Back Bay) (458 j Boylston street). ! Boston (100 Beacon street) .j Boston (324Commonwealth J avenue). | Boston (91 Newbury street ) . ' Boston (25 Chestnut street ) . | Boston (30 Huntington ave¬ nue). | Boston (618 Massachusetts avenue). stnut street). I Boston (Trinity court) ..... , Boston ( 401 Beacon street ) . Boston < 29 Chestnut street) . j Boston (252 Marlboro street) ] Boston (95 Beacon street) . . I Bradford . . Brighton . Brim field . Cambridge . _ do . St. Mary’s Academy . MeDonegh Institute . Anne Arundel County Academy. Mount St. Agnes’ College . Mount Washington Seminary for Boys.* The Jacob Tome Institute . The Hannah More Academy . Friends’ Normal Institute * . Rockville Academy . St. James School*.' . St. Mary’s Female Seminary* _ Sherwood Friends’ Sehool * . Warfield College School . Milton Academy . . Abbot Academy . Phillips Academy . . . . . Punehard Free School . St. Malachy School . Cushing Academy * . Howe School . Mitchell’s Boys School . Academy of Notre Dame . Ballow and Hobigand Prepara¬ tory School. Bellows’ Private School for Girls. Chamberlayne’s(Miss) School for Girls. Chauncey Hall School . Classical School . The Commonwealth Avenue School. Curtis ( Miss’) andPeabody’s(Miss) Private School. The Delafield-Colvin Sehool . The De Meritte School . Female Academy of the Sacred Heart. Folsom’s (Miss) School for Girls.. Frye Private School . Home and Day School for Girls. . . Hopkinson School . Weeks I Miss I and Lougee’s < Miss j School for Girls. Winsor's (Miss) School . Bradford Academy . Mount St. Joseph Academy . Hitchcock Free Academy' . BrowneandNicholsSchobl (boys) . The Gilman School for Girls . Sisters of Charity . S. T. Moreland . C. E. Burchend . Sister Mary Paul . Sister Mary Bonaventure .... Abram W. Harris, LL. D . Rev. Joseph Fletcher . Miss Mary T. Barton . W. Pinckey Mason . J. Henry Harrison . I Mrs. L. V. Maddox . I Elizabeth P. M. Thom . C. W. Stryker and Geo. W. West. Henry Meier . Miss Emily A. Means . C. F. P. * Bancroft: W. B. Graves, acting principal. Frank O. Baldwin . Sister Ludwina . Henry S. Cowell, A. M . Earl C. Davis . M.C. Mitchell . Sister Mary Johanna . ! H. M. Ballow and J. A. Hobi¬ gand. John Adams Bellows . . Miss Catharine J. Chamber- layne. Messrs. Taylor, Hagar, and Kurt George W. C. Noble and James J. Greenough. Miss Fanny C. Guild . Elizabeth Curtis and L. G. Peabody. Mrs. Mary N. Colvin . Edwin D. Meritte . Mme. F. Malloy . . Miss Ella M. Folsom . La Roy F. Griffin . Frances V. Emerson . John P. Hopkinson . Miss Emily Weeks and Miss Susan C. Lougee. Miss Mary Pickard Winsor... Miss Laura A. Knott . Sister Superior . Wellington Hodgins. A. M _ George H. Browne, Edgar H. Nichols. Arthur Gilman . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS 1907 other private secondary schools for the scholastic year 1901-2 — 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 groiands, 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 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. 6 o 6 r3 a | Female. | Male. 1 Female. q5 S ,2 0 CD pR Male. | Female. s | Female. © § Female. 4 5 6 7 8 9 io ii 12 13 14 15 16 17 18 19 20 21 22 R. C . 0 4 7 40 8 20 0 8 0 1 0 1 5 0 500 $6, 000 6 6 40 0 110 0 9 0 9 0 2 0 3 40 4,000 387, 000 Nonsect . . . 4 2 16 18 0 0 i li 6 6 1 5 1 3 0 25 15, 000 R. C . 0 4 0 25 0 o 12 0 1 0 1 "i 0 1,500 R. C . 2 0 10 0 26 0 16 9 94 85 186 185 3 0 3 1 14 1 10 4 0 7,000 800, 000 P.E . 0 0 60 0 i 0 5 0 500 01 1 10 8 4 0 1 0 0 0 .... 0 86 75, 000 j 9 0 29 15 0 0 0 2 350 3 0 17 0 0 0 .... ! .... ..... 0 6 o 37J 2 13 .... 0 8 ... 2 75, 606 0 4 10 10 20 26 3 0 300 Epis . 3 0 19 0 0 0 4 0 | 4 0 2 .... 0 1 0 4 0 400 8,000 Nonsect . . . 6 1 25 19 6 8 8 5 - 6 3 8 9 6 5 4 0 900 3,500 Nonsect ... 1 12 0 90 0 6 0 17 0 12 0 8 0 4,800 165,850 Cong . 21 0 1 403 0 0 ° 204 0 199 0 109 0 109 0 '"4 0 3,300 200,000 Xonsect ... 1 3 48 77 0 0 1 8 7 0 5 13 4 1 4 0 500 27,000 R. C . 0 1 0 15 0 134 1 Nonseet ... 9 97 95 0 0 20 25 14 6 17 20 6 9 4 .... 0 1,800 172, 432 Nonsect ... 2 0 24 ! 36 0 0 3 8 3 0 2 5 0 0 4 100 8, 6OO1 Nonsect . . . 5 0 ! 20 0 60 20 0 6 0 2 0 7 ! o 7| 0 20 .... 500 80, 000! R.C . 0 5, 0 ° 90 0 1 0 1 0 9 0 1 4 6,000 200, 000; Nonsect . . . 5 0 51 - 0 4 0 | 7 5 25 5 24| 5 4 0 100 300 Nonsect _ 1 6 0 22 0 0 0 1 0 0 0 1,000 Nonsect _ 0' 13 o 33 0 2 0 3 3,000 Nonsect ... 3 6 J J 14 4 2 1 1 6 I 20 0 0 5 J 1 4 e 600 1,000 Nonsect ... 6 0 102 1 ! 107 0 ss 1 ° 14 0 20 0 20 0 4 0 200 125, 000 Nonsect ... 0 8 0 29 : 0 0 1 0 3 0 4 1 0 1 Nonsect ... 0 si o' ' 30 ! o 20 1 0 12 0 0 0 10 ! o 10 Epis . 0 9 0 ! 28 ! o 2 o , 0 6 i o o 4 500 5,000 Nonseet . . . 2 I 28 1 ° 5 0 11 0 14 0 3 0 1 2 0 4 "'6 200 R.C . 0 5 26 0 34 1 1 1.805 70, OOOj Nonseet ... 6 10 3 60 ! o 0 ! ii 0 0 0 1 » o1 2 4 0 700 N onsec-t . . 3 1 33 2 1 i 0 1 0 3 0 3 0 i 0 4 0 300 2, 5001 Nonsect . . . 0 : 8 0 33 O' 0 0 5 . ....! Nonsect . . . 0 45 0 25 0 9 0 14 ! o 23 6 23 0 5 0 2,000 70,000; Nonsect ... 0 8 0 33 0 15 0 0 0 1 0 4 0 1,500 Nonsect 0 14 0 97 0 12 0 7 0 ; 0 ! 0 12 0 2 5 0 26, 595 Nonsect ... 2 11 0 75 0 0 0 ! 5 0 17 0 0 5 0 5,000 300, 000 R. C . 0 8 0 31 o 51 0 2 0 o 4 1,600 132, 0751 Nonsect . . . 2 2 20 3! 0 7 8 4 6 ! 4 7 1 2 I 4 '"6 2,000 8, 000j Nonsect ... 7 0 59 ° 24 0 38 0 13 | 0 16 0 16 0 5 0 200 40, 000; Nonseet ... 0 13 0 1 58 0 : 17 0 10 0 1 11 1 1 1. 1 5 0 j 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 6s: 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 EDUCATION REPORT, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Massachusetts — continued . The Lee School . Miss Mary Louisa Kelly . . do . .7 . . do ... Sherman Hall . Miss Sarah W. Ames Thomas Hooper Eckfeldt .... Frederick Winsor . . do . Middlesex School . Miss Flora J. White. . . Deerfield . Deerfield Academy and Dickin¬ son High School. * Robert Pelton Siblev . Alfred G Collins . F. B. Knapp . Star of the Sea School . H. R. O’Donnell . Joseph H. Sawyer . Miss Evelyn S. Hall . Miss M. F. Weld . . Fall River . Academy La Ste. Union des Sacrtjs Cceurs. Dean Academy . Sister Mary Aidan . Franklin . Arthur W. Peirce . Greenfield . Prospect Hill School . Caroline R. Clark . Groton . Groton School . Rev. Endicott Peabody . Hadley . Hopkins Academy .... George H. Driver . . do . . . The Mount Pleasant Institute .... Wm. K. Nash, M. A . . Harvard . Bromfield School . Miss Lilia Frost . Hatfield . Smith Academv * . Howard Williams Dickinson . Haverhill . . St. James School . . . Sister M. de Chantal . Hingham _ Derbv Academy * . . . Sarah G. Robinson. . . Lawrence . St. Mary’s School . James T. O’Reilly . Leicester . Leicester Academy . William E. Cate " . Lowell . The Rogers Hall School for Girls*. Tabor Academy . Eliza P. Underhill, M. A . Marion . Nathan Chipman Hamblin .. Mrs. Annie Brackett Russell. . Merrimac . Whittier Home School for Girls. . . Milton . Milton Academy . Harrison O. Apthorp . Monson . Monson Academv . James Francis Butterworth .. Mount Hermon . Mount Hermon School (boys) .... Walnut Hill School for Girls Henrv F. Cutler . Natick . Charlotte H. Conant, B. A., Florence Bigelow, M. A. Grace B. Dodge. . . New Bedford . Friends’ Academv . . do . Mosher’s Home Preparatory School. Shawm ut School for Girls . Charles E. E. Mosher New Dorchester (23 Allston street). Newton (429 Center street). N ewton( 60Elmwood street) . Ella G. Ives . Cutler’s Preparatory School . Edward H. Cutler . Newton Private School for Girls.. Mabel T. Hall . Northampton . The Mary A. Burnham School for Girls. * Wheaton Seminarv . Miss B. T. Capen . Norton . Rev. Samuel V. Cole, D. D _ Arthur J. Clough, A. M . Miss Mira H. Hall . Pittsfield . The Berkshire School.. Hall’s (Miss) School . Quincy . Woodward Institute for Girls Frederic W. Plummer . Roxbury . Notre Dame Academy Sister Julia Roxbury Latin School Wm C Collar Salem . Draper’s (Miss)Private School .... Walker’s Preparatory School Mico A Cl Tim per . do . Frank L Walker Sherborn . Sawin Academy and*Dowse High School. Ernest Roy Greene Southboro . Wm. Greenough Thayer, D. D. Sister Albertina ... South Boston . St. Augustine School . . South Braintree . Thayer Academy .... Wm Gallagher, Ph . D South Byfield . Dummer Academy. Pefley T,eonard Horne South Lancaster . South Lancaster Academy Frederick Griggs . South Worthington . The Conwell Academy * . . . “The Elms” Home Day, and Music School for Girls. * Statistics of 1900-1901. Miss Minnie H. Bridgeman... Springfield . Miss Charlotte W. Porter . PRIVATE HIGH SCHOOLS, 1909 other private secondary schools for the scholastic year 1901-2 — Continued. Religious denomina¬ tion. 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 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. 12 *03 a o5 3 a o> 6 3 § '3 a CD o5 3 g 6 a | 17 12 j 4 R. C . . 0 13 ; 0 40 0 i 18 1 0 4 Presb . i 0 9 i Oi 73 0 : 12 , 0 7 0 16 |_ 0 5 ! 4 | 0 2,000 I 75, 000 R. C j 4 i i i 9U 376 297 I 2 1 4 i 0 r! C ! 0 6 I lOj 50 190 180 4 1 4 R. C . 1 0 : 12 i 0 85 0 173 ; o ] 2 i o i 2 0 9 \ 0 ! 4 .... 3, 4 49 • 98, 487 i Nonsect ... 9 : 0 ! 1131 0 5 1 0 1 2 i o i 81 0 34 0 21 0 ! 4 113 i 6,000 300, 000 R. C . 0 '! 8 i 18 40 | 72 i 100 0 4 . i 4 0 I 350 Free ALeth. i 3 i 1 31 27 1 25 j 19 L... 0 | 1 3 5 1 0 1 4 i 0 | 600 10,000 R. C . ! 0 2 i o 12 0 14 l’"6 0 0 0 0 3 0 0 ■ 4 0 j 506 1 15, 000; Luth . 2 i 2 14 6 56 24 6 5 5 I 4 0 ! 3 0 700 ! 25, 00q! R.C . 1 0 8 0 70 i 0 0 9 1 4 i ° >! 2,506 1; 45, 006; R. C . i 0: 6 0 40 0 50 1 _ 0 3 1 4 } 800 Epis . 1 0 1 (3 o 60 i o 1*4 1 0 1 s 0 1 0 3, 000 ii 100 000 i Epis . ! 12 4 c 164 0 l 23 0! 9 0 i| 35 • 0 20 1 0 0 >1 14 0 if *"4 j 164 3! 006 . Lutn . • 6 } 1 I 192 34 0 'I c l 11 0 1 . . i 1 3 5 3 0 1 3 0 600 | 60, 000 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 781 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 75o 756 757 753 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 7*7 788 789 790 79 1 792 793 794 795 796 797 798 799 800 801 802 803 EDUCATION REPORT, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Minnesota — continued. Minneapolis . . Minneapolis(1800-1804 First avenue south). Minneapolis (Harvard and Delaware streets). Minneapolis (2118-2122 Pleasant avenue) . Montevideo . Owatonna . Redwing . St. Joseph . St. Paul (459 Portland ave¬ nue). St. Paul (Merriam Park) . . . St. Paul . St. Paul (205 West Sixth street). St. Paul . St. Paul (Western avenue and Nelson street). St. Paul (407 East Ninth street") . St. Paul (155 Western ave¬ nue north). St. Paul . St. Paul Park . Wilder . Willmar . Winona . Academy of the Holy Angels* _ Graham Hall School for Girls . Minneapolis Academy . Stanley Hall . Windom Institute . Academy of the Sacred Heart .... Pillsbury Academy . Red Wing Seminary . St. Benedict’s Academy . Baldwin Seminary . College of St. Thopaas . Concordia College . Cretin High School . The Freeman School . St. Joseph’s Academy . St. Mary’s High School * . St. Paul Academy . Visitation Convent . St. Paul’s College . The Breck School . Willmar Seminary . The Winona Seminary . Sister Frances Clare Zulema A. Ruble, A. B . Edward W. Hauck . Miss O. A. Evers . M. L. Burton, B. A . Sister M. Leo . Rev. James Wm. Ford, Ph. D Rev. M. G. Hanson . Mother Cecilia . Clinton J, Backus . Rev. John F. Dolphin, A. M. . Theodore Buenger . Brother Ambrose . Annie J. Loomis . Sister Hyacinth . Sister Victoria . F. W. Fishe and C. N. B. Wheeler. M. C. Shepherd . Wm. F. Finke, A. M . Edward P. Coleman . Henry Solum . Sister M. Celestine . MISSISSIPPI. Abbeville .... Bay St. Louis. Braxton . Byhalia . Cascilla . Chalybeate... Chatawa . Clarkson . Clinton . Columbia .... Dixon . Edwards . French Camp Hernando.... Holly Springs Houston . Jefferson . Lake Como. .. Lockhart . Meridian . Montrose . Mount Olive . Natchez . . do . . do . Nettleton .... Abbeville Normal School . St. Stanislaus College . Braxton Collegiate Institute . Kate Tucker Institute * . Cascilla High School * . Chalybeate Springs Institute *. . . . St. Mary’s Institute . Bennett Academy . Mount Herman Seminary . Columbia High School * . Dixon High School . Southern Christian Institute . French Camp Academy . Randle’s University School . North Mississippi Presbyterian College. Mississippi Normal College . Jefferson High School * . Lake Como High School . Lockhart Male and Female Insti¬ tute. Lincoln School . Forest District High School ...... Mount Olive High School . Cathedral School . Natchez College* . St. Joseph’s School * . Providence Male and. Female College. E. D. Langley . Brother Isidore . M. McCullough . Kate Eugenia Tucker Professor Guinn . J. N. Berry . Sister M. Apollinaire . Wm. A. Davis . Sarah A. Dickey . J.T. Calhoun . H. Y. Graham . J. B. Lehman, Ph. B . . H. W. Glasgow . E. H. Randle . T.W. Raymond, D.D . W. T. Foster . Miss Juanita Hill . C.E. Watkins . W. P. Still . Mrs. Harriet I. Miller. T. C. Bradford . J. T. Calhoun . Brother Charles . S.H.C.Owen . Sister Scholastica . Andrew L. Burdine. . . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS 1913 other private secondary schools for the scholastic year 1901-2 — Continued. : Religious ! denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. If! p O y. O O 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 pupi'ls. includ¬ ing all below second¬ ary grades. Preparing college. for Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. I 1 d 73 Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. 'i 1 fd © c 5 § 6 r2 S d 1 £ § © 5 3 d 1 d 3 d S Female. ' 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Xonseet . . . 1 38 94 64 80 3 4 1 1 2 9 3 5 4 | . i o 700 §15,000 Nonsect . . . 1 1 20 25 75 80 0 0 2 8 0 0 0 e 2 0 2,000 1 1 10 10 0 0 10 0 0 0 0 o 4 0 320 1,000 1 0 0 70 60 g 0 3 o 1, 000 0 0 30 0 SO i o 3 4 0 300 10,000 1 1 17 20 5 3 j 000 1 1 16 21 12 18 | o 0 R.C . 0 0 197 0 .... .... 7 0 3 0 i 6. 0 768 30, 000 Xonseci . . . 6 0 107 0 8 19 8 0 0 0 3 0 3 0 4 I 100 2,500 1 *£ 0 68 0 154 ©] 17 4 700 45, 000l Xonseet ... 2 l 37 35 83 45 2 1 1 1 6' 1 6 1 3 | 6 960 2, 5001 R.C . 0 9 y 18 44 0 2 4 1,350 M. E. So _ 1 1 10 5 j 35 40 35 1 * Xonseet ... 2 3 38 38 27 19 2 3 2 4| i 40 740 4, 000 R.C . 0 4 0 54 0 6 0 4 3 0 2, 000 Xonseet _ il 1 19 17 0 3 .... a .... 0 0 1,500 1, 100 Xonseet _ 6 0 46 0 27 ! o 2 0: 3 0 2 o 4 46 2,000 60,000 Xonseet _ oj 4 4 31 3 ! 64 0 3 0 4 -0 500 11, 500 Xonseet ... lj 1 5 3 30 ! 60 Christian . . 1 3 0 72 0 28 0 0 0 1 0 « 9 0 0 0 500 30,000 Xonseet _ 2 0 31 0 0 0 1 4 31 300 2,500 R.C . o 0 15 0 0 0 4 0 ’13, 000 60, 200 Presb . 2 2 i 18 19 24 40 21 2 11 14 9 5 1 0 J 1,500 26,850 R.C Oj 2 40 40 0 20 6 4 4 7 0 25 M.E.So _ 21 3 33 32 13 i 17 I 4 0 250 12,000 Xonseet ... 1 2 21 18 5 0 i 1 2 0 2 0j .... 1 2 1 3 0 100 1,200 Christian . . o 2 19 16 7 6 12 ! io 4 o 500 10, 000 Xonseet ... 3 0 12 0 8 0 9 0 4 1 0 2 o 4 12 1.300 10,000 R.C . 8 0 50 0 IS 0 40 o 6 ! o 8,000 30,000 Ev. Luth . . 3 0 57 0 o 0 57 0 12 0 12 o 3 I o ! 600 16, 000 Xonseet . . . 2 1 15 15 j 35 25 I 4 j o 300 3,000 Xonseet . . . 1 1 2 17 14 5 4 3 2 3 I 2 1 j o ; i 0 4 0 500 7,000 M. E . I 3 5 53 43 i 68 j 46 2 0 20 ! 10 4 0 i 1 1 3 0 1 1,200 40,000 Presb . 0 j 4 0 33 0 52 0 4 0 3 300 20,000 M.E.So.... 3 3 63 51 12 ! io 3 5 7 j 2 1 0 j 1 0 4 0 2,100 35, 000 Xonseet ... 1 6 . 0 86 0 o o 12 2,000 50, 000j Bapt . 9 3 20 45 20 23 4 6 1 12 4 j o 2, 000 35, OOOj R.C . 4 1 0 36 6 0 1 3 8 0 1 4 o 600 60, 000j Xonseet ... 2 0 18 20 0 0 4 0 2.000 R.C . 0 6 15' 49 30 40 1 0 9 4 1 0 250 36, 000 Xonseet ... 1 1 3 5 12 9 0 2 3 0 50 2, 000! Cong . 1 2 30 30 15 10 4 i 4 i i i 3 6 3 6 4 i 0 4,000 5,000 Xonseet ... 3 1 52 15 1 1 4 0 i 0 ! 4 44 100 15, 000 R. C . 0 4 0 25 56 52 n 1 4 120 35,000 R. C . 0 ! 2 0 25 0 200 0 3 4 500 Cong . 2 ! 2 60 64 10 15 1 5 12 10 12 9 1 9 6 4 2,0001 25,500 Xonseet .. 3 ! 2 21 0 25 0 10 0 6 0 4 0 3 0 4 ‘*21 500: 25, 000 Xonseet . . 1 j 1 4 22 6 10 1 4 I i 2 1 o 4 0 500 3, 500 Xonseet . . . 4 2 33 43 32 90 8 3 5 4 900 20,000 Xonseet . . . 2 : o 106 0 8 0 4 0 12 0 1 19 6 j 10 0 4 *106 1, 200 30, 000 Xonseet . . . 11 1 0 85 0 25 0 2 0 30 0 7 o 0 4 85 1, 200 4.50, 000 Bant. . 2 1 0 52 35 20 18 1 1 1 0 1 o ! i 0 4 0 308 10,000 M.E . 5 i 1 1 80 34 0 0 1 5 i B 4 i o 600 10,000 / 804 8G5 806 807 808 809 810 811 812 818 814 815 816 817 818 Sj9 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 1916 EDUCATION REPORT, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Missouri — continued. 1 857 Marshall . . . 1 Sister Loretto . The Maryville Seminary *. . . 1 J. Jav Bryant _ 859 Moberly . .. . St. Marv's Academy _ '. . | Sister Agneta . 860 Moundville . Cooper College _ * . C.H. Miles . 861 \ John Edward Brown . 862 O’Fallon . Woodlawn Institute . H. S. Roller . 863 Otterville . Otterville College . E. E. Carey . 864 C. L. Buckmaster . Platte City . Gaylord Institute _ . . I Mrs. T. W. Park . 866 Woodson Institute *. . J. C. Shelton . 867 St. Charles . ! A. Kavanagh . 868 . do. .* . . ' M. McMenamv 869 St. Louis . . . i Sister Aquin Martin . 870 Sister Catharine . ton avenue). 1 871 St. Louis (4296 Washington Hosmer Hall . 872 avenue) . St. Louis (2345 Pine street) . . Loretto Academy . i Sister Elizabeth . 873 St. Louis (3817 Olive street). Phillips School ..... Miss Helen M. Phillips . 874 St. Louis . ; Sacred Heart Academy . Madame Henrietta Spalding. 875 . do _ i Lrsuline Academy and DaySchool Mother Seraphine . 876 St. Louis (1033 South Eighth i Walther College . ! . 1 August C. Burgdorf . street) . 877 Sedalia . ' George R. Smith College . ! Rev. E. A. Robertson . 878 South St. Louis . j Academy of the Sacred Heart *. . . Madam Mary Burke . 879 Springfield . i Loretto Academy* . . Sister M. Wilfred La Motte _ 880 Spring Garden . Miller County Institute . Prof. J. Ivy Lumpkin . 881 Sweet Springs _ Sweet Springs Academy * . \ J. E. Barnett . 882 i Trov _ Buchanan College . . Howard G. Colwell . 883 Weaubleau . Weaubleau Christian College . • J. Whitaker . 884 ! Webb City . Webb City Academy . J. W. Keltner . 885 West Plains . West Plains College*... J. T. Outen . MONTANA. 886 Deer Lodge . St. Mary’s Academy . Mother Josepha Sullivan . 887 Helena . St. Vincent’s Academy. . Sister Emilda . 888 1 Missoula . ■ Sacred Heart Academy . Sister Hilarion . 889 St. Peter . Ursuline Convent * _ _ Sister Marv Amadeus . Stevensville . Stevensville Training School . M. L. Roark . S90 j NEBRASKA. 891 : Central City . Nebraska Central College* i D. B. Haworth . 892 Columbus . 1 St. Francks Academy . Rev. Seraphine Lampe . 893 Franklin . ! Franklin Academy '. . Alexis C. Hart . 894 Jackson . St. Catherine’s Academy . Sister M. Walburga . 895 Keamev . ' Keamev Military Academy . Rev. Anson R. Graves, D. D . . . 896 Lincoln (Fourteenth and Convent of the Holy Child Jesus . Mother St. John . U streets). 997 North Platte . School of the Nativity * Rev. T. V. Haley 998 Omaha (Thirty-sixth and Academy of the Sacred Heart L. Garesch6 . Burt streets). 899 Omaha . Brownell Hall, School for Girls... Miss Euphan W. Macrae, Ph.B. 900 . do . "Mount, St. Mary’s Seminary. Sister Mary Aquin . 901 . do . St. Catherine’s Academy* 902 Orleans . Orleans Seminary . . . W. W. Bruce . . . 903 Pawnee City . Pawnee City Academy. . Rev. R. T. Campbell . 904 Wahoo . i Luther Academy Rev O. J. Johnson, B. D . 905 Weeping Water . Weeping Water Academy . ; Frank C. Taylor . 906 York . 1 School of the Holv Family . ! Sister Margaret Mary . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1917 other private secondary schools for the scholastic year 1901-2 — 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 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildinj furniture, and scientific ap] ratus. Clas¬ sical course. Scien¬ tific course. d 1 6 £ o o rd I o Male. d I Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that •gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. d 3 1 6 1 o d S o d 1 '3 I d S d 3 rH c5 'S 10 8 4 3 R. C . 1 3 20 24: 90 1561 1 1 0 0 .... 0 ” 2 2! 2 2 Nonseet 4 1 26 0 20 0, 1 j 0 12 0 4 6 3 0 Nonseet 0 1° 0 51 3 94 0 2 0 0 1 °i 4 0 2 R.C . 9 1 0 94 0 104 0 0 0 5 0 9 0 5 0 ! R.C . 2 3 11 36 295 364 0 0 1, 0 2i 4 1 0 Nonseet ... 7 0 100 0 j 26 0! | 21 0 21 0 Friends. . . . 2 I 4 12 16 12 7 1 j 1 3 j 3 1 ! i 1 1 Nonseet ... 0 11 o; 39 0 40 0 3 0 2 0 1 R.C . 4 «! 22 29 208 321 14 25 ... 0 0 6 I 1 ! 6: i ) Nonseet ! 0 3 1 4 0 0 1 j 1 0 1! Nonseet . . . 1 ; l 15 29 8 8 o' 21 0 o' 0 0 R.C . 0 40 0 75 0 0 0 20 0 2 : 0! I Nonsect 2 6' 72 35 87 70 8 7 8 7 8 *7 R.C . 3 0 10 0 30 0 1 5 - 0 3 o1 j Nonseet _ 0 8 5 27 45 61 "" 0 ' 3 0 3 Nonseet I 2 0 35 25 10 25 ' 1 Presb. So . . 0 ! 1 0 5 2 1 31 1 01 0 0 0 Nonseet . . . 0 150 0 Oj 0 i 25 6 25 .... i 0 12 0 12 0; Nonseet . . . 0. i 3 3 7 3 8 .... .... Nonseet ... 1 ! 2 22 25 18! 17 4 ; 3 Nonseet . . . 1 j 1 16 10 12 6 1 16 ' 10 M. E. So _ 0 2 24 23 . 56 50 ; 3 1 8 2] 0 Nonsect . . . 1 1 10 10 70 j 130 Nonseet . . . 1 1 16 58 74 | i I o 1 1 1 0! R.C . 0 3 0 25 0 j 15 . 0 1 Friends.... 0 1 12 14 15 43 M.E. So _ 0 40 40 45 1 40 l 2; 1 2 ! 1 0 2 ' 1 2 1' (20 21 i 22 0 582 f30, 000 ! 0 500 12, 000 0 300 123 500 0 2,659 84,260 0 400 12,000 I 1,700! l“‘6 4,000 100, 000 500 1 '”0 4,638 160, 560; ! e 1.100 j 20, 000| 0 1,200 53, 774 01 500 50 . - . I 0 40 O' 500; 01 501 0| 400! 0 1, 813; 0 8,000 . 0 2,635, 2, 973' 1,073! 1, 100! 2,300 2, 000 1161 1162 1163 1164 1165 1166 1167 1168 1170 1172 L175 1176 1177 1178 1179 30, 000 1180 20, 000; 1181 3. 000: 1182 3, 700' 1183 10!000 1184 43, 708! H85 . 1186 259, 867 1187 31, 580* 1188 68, 391: 1189 27, 350; 1190 20, 000 1191 95, 000 1192 1, 500 . 1193 1,000 . 1194 3 0 9, 000 1195 1,200' 501,100 1196 0| 1, 164 25, 000 1197 lO! . i . 1198 0 350; 35, 000 1199 2,000 500 451 l,000j 800 1200 2. 500 1201 60, 000, 1202 . ' 1203 750 ! 1204 4, 000 1205 3,000 1206 5, 000 1207 6, 250 1208 40, 000 1209 1, 000 1210 8. 500 1211 1 £ 1212 1213 1214 1215 1216 1217 1218 1219 1220 1221 1222 1223 1224 1225 1226 1227 1228 1229 1230 1231 1232 1233 1234 1235 1236 1237 1238 1239 1240 1241 1242 1243 1244 1245 1246 1247 1248 1249 1250 1251 1252 1253 1254 1255 1256 1257 1258 1259 1260 1261 1262 1263 1264 1265 1266 1267 1268 1269 O EDUCATION REPORT, 1902 Table 44. — Statistics of private high schools , endowed academies , seminaries, and State and post-office. Name. Principal. 1 2 3 NORTH CAROLINA — COnt’d. Bethel Hill . Bethel Hill Institute * . Rev. J. A. Beam . Big Lick . Big Lick Academy . D. M. Stallings, A. B _ Boomer High School . J. A. Boldin . Boonville . Yadkin Valley Institute . R. B. Horn . Buies Creek Academy' . Rev. J. A. Campbell _ Milton McIntosh . Caldwell Institute . Caldwell Institute . J. M. Roberts, A. B . Carthage Academic Institute . C. M. McIntosh, A. B . 4. F. Sams T. H. Sledge . Charlotte . Charlotte Military Institute . J. G. Baird . Trinity School . N. C. Hughes . Clyde . 1 . . V. O. Parker _ Cobbs . BeUeview High School . James W. Lovingood . Concord . Scotia Seminary . D. J. Satterfield, D. D . Conover . Concordia College . Rev. G. A. Romoser . Crescent . Crescent Academy and Business J. M. Lyerlv, A. M . ,.... Dalton . College. Dalton Institute . W. A. Flynt . Dunn . 1 Dunn High School * . J. D. Ezzell . Durham _ | Trinity Park High School . J. F. Bivins . Eagletown . Aurora Academy . Edgar Thomas Snipes . Elizabeth Citv _ 1 Atlantic Collegiate Institute . S. L. Sheep . Farmer . . ' Farmer Institute . Eugene Harris . Fayetteville _ ' Donaldson-Davidson Academy . . . I Stanhope High School . .* _ John S. Simpson . Finch . H. M. Lov . Flint . Leesville High School . J. E. Dowd . Franklin . Franklin High School . ! Franklin ton Christian College * . . ! ' Gaston Academy * . 1 M. D. Billings . Frank! in ton _ Rev. Z. A. Poste . Gastonia . Robert H. Lafferty . Glen wood . Glenwood Academy * . { 1 Goldston Academy * . 1 J. E. Hudson . Goldston . James R. Rives . HayesvUle . Hayesville High School . ! O. M. Mull . Hertford . Perquimans Academy . S. T. Liles . Ilex . 1 Holly' Grove Academy * . Jonesboro High School * . C. J. Hileman . Jonesboro . 1 Palmer Dalrvmple . Jonesville . Jonesville Academy* . J. T. Smith . Kernersville . 1 Kernersville Academy' . G. W. Mewborn . j Kings Mountain . Lincoln Academy . . . . . Lillian S. Cathcart . 1 Kingston . Lewis’s School . 1 Richard H. Lewis, M. D . Lenoir . Davenport College . Rev. R. C. Craven . 1 Louisburg . Louisburg Male Academy * . Ernest Sims Morton, A. B . O. J. Peterson . j Lumberton . Robeson Institute . *. . Madison . Madison Institute * . J. M. Weatherly7 . 1 Marshall . Marshall Academy * . W. A. Coe . . . Marshallberg. . . . Graham Seminary . Rev. C. M. Levister . . Marshville .... Marshville Academy S. J. Honevcutt . ^ Mars Hill . Mars Hill College./. . R. L. Moore . Mebane . The Bingham School _ Preston Lewis Gray . | Mizpah . Mountain View Institute . 1 M.T. Chilton . I Mocksville . Eaton and Clements (Misses) j School. Patton School * . Miss Mattie M. Eaton . 1 Morganton . R. L. Patton . | Morven . Morven High School . 1 Joseph E. A vent . i Mount Pleasant . Mount Amoena Seminary * Rev. J. H. C. Fisher . 1 Mount Vernon Springs . Mount Vernon Springs Academy*. ! S. A. Underwood . 1 North Wilkesboro Academic and Industrial Insti- | E. M. Gilliard . tute. Norwood . Norwood High School . ' R. C. Willis, A. B . Oak Ridge . Oak Ridge Institute. . J. A. and M. H. Holt . Oxford . Horner Military School * . ' J. C. Homer . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS 1933 other private secondary schools for the scholastic year 1901-2 — 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. Clas¬ sical course. Scien¬ tific course. 6 3 § d 3 a o> d 3 § \M c3 a (U Eh d "3 3 q5 "3 a £ 1 11 9 8 5 8 4 2 0 0 i 1 20 19 5 2 | Nonsect ... i 1 19 20 45 52 - 4 ■ 4 2! 3 i 1 10 13 2 -3! 4 Nonsect . . . 9_ 0 55! 0 65 0 s! 0 12 oi 4 Epis . 3 9 23 23 132 147 1 ...J 2 § Epis . 0 5 0 120 0 128 0 45! 0 44* oi 3; 4 Nonsect ... 4' 0 26] 0 52 0 7 0 11 0 '3: 0 4 1 0 4 17 4 20 0 l! M.E. So. . 6 0 100j 23 33 15 8 1’ j 4 Nonsect ... 2 1 48: 56 1 50 40 4 1 1 0 4! Miss. Asso - 0 5 " 10 41 62 o| 5: 4 Nonsect . . . 2 2 3S| 28; 20 12 4 2 6 1 14 10 4 3 4 Meth . 1 1 1 30 18! 28 30 5 l! 2 M.E. So.... : ll 1 44 46! 42 41 8 9 6 0 3 4 j 3 4 4 Nonsect _ 3 o 60 20 75 50 3 0 5 0 4; Nonsect _ i lj 2 19 18 10 12 2 2 Bapt . 1 32 36 4S 65 6 8 2 0 3: Nonsect _ ! i 1 24: 36 . J 4 2 2 3 3 Nonsect _ i i 40| 17 41 20 4 2 5 Nonsect ... 0 o 34 32 ! 14 14 10 10 10 8 3 i s 4 4 Nonsect ... 5 1 1251 25 75 25 10 5 50 ; 10 25 5 10 3 4 Nonsect ... i i 0 17' 28 1 41 34 2 2 0 ; 0 1 0 1 0 4 Nonsect _ 0 1 10 15 3 10 15 8 0 Nonsect _ I 1 1 25 i 12 0 3 0 0 Bapt . j 1 1 19 I 21 37 4 Moravian . 5 0 68 °0 32 0 4 0 4 ; 0 14 0 8 0 3 Bapt . 2 4 45 47 1 78 ! 104 4 4 4 3 4 Nonsect _ ! 1 1 IS 22 i 35 1 19 1 8 Meth . ! o 1 ' 12 4 23 12 ! 9 1 4 R. C _ 1 0 6 4 30 ! 1 16 100 1 3 ‘ 1 1 1 1 4 R. C . 0 2 6 80 45 .. 85 ! 4 Nonsect . . . i 5 3 65 1 SO 0 1 0 1 18 20 17 20 4 5 4 5 4 Friends. j 3 2 28 1 35 i 8 1 11 2 0 2 4 1 c 8 Mennonite i 5 2 33 26 0 1 0 R. C . 1 8 0 1! 72 0 0 1 0 10 0 6 Nonsect _ 11 0 68 6 i 50 1 0 14 0 10 0 ( 5 Nonseet . . . ! 1 10 1 0 G ; 48 ; 0 0 0 3 4 Epis . : i 0 1 13 0 i C 1 0 1 3 c Nonsect . . . 2 4 : 27' 1 5 16 1 4 0 -5 0 4 -0 3 R. C . ! 0 3 l 0 40 1 .. 0 Q 0 2 Nonsect _ , O G • 561 c • 37 f 6 0 6 0 i 4 Nonsect ... .1 0 6 I 0 40 1 C 1 0 i .... Nonsect ... S 1 J 1C i C 1 0 |.2 0 I 4 1 20 21 22 250; to; S, 500 300 500 600: 200 96: 1,500 Oj 200 0 . - : 300 0 100 0, 2,500 0 63 0; 200' 0 125! 0 50 ■ol . I Oj 500 0 . o! 500 $700 1270 6,000 1271 2,000 1272 1.500 1273 1,000 1274 7,000 1275 . 1276 57, 000 1277 7,000 1278 . 1279 6.500 1280 1,250 1281 . 1282 1,000 1283 1.000 1284 2, 000! 1285 6,000 1286 750: 1287 . 1 1288 800 1289 5, 000 1290 1, 800| 1291 20, 000 1292 5C0 1293 . 1294 2,500 1295 1. 000 1296 10,000 1297 12,000 1298 1. 20( 1289 7, 000 1300 o! 1,000! 0 400! 0j 2,000 0 600 ’•oP"!! 5' 2,000 4 1,000 25, 000 1301 35,000 1302 20,000 1303 1304 - ; 1305 90. 000 1306 50,000 1307 20,000 1308 . 1309 0 1,000! . 1310 -- 1,000! . 1311 1312 1313 3,000 1314 1936 EDUCATION REPORT, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and 1315 i 1316 ! 1317 ! 1318 1319 i 1320 | 1321 1322 1323 : 1324 I 1325 ! 1326 ! 1327 1328 j 1329 1330 I 1331 j 1332 1333 1334 1335 1336 1337 1&38 1339 1340 1341 | 1342 1343 1344 1345 1346 1347 i 1348 1349 1350 1351 1352 State and post-office. Name. Principal. 1 2 ohio — continued. 3 Cincinnati (College Hill) . . . Cincinnati (1615 Vine street) Cincinnati (East Sixth street). Ohio Military Institute . i St. Francis Seraphicus College _ St. Mary’s Educational Institute . . W. L. Siling, Ph. D . Dennis Engelhard, O. F. M... Sister Mary Borgia . Cincinnati Cincinnati (Oak and May streets). Cleveland (768-770 Euclid avenue) . Cleveland (2165 Euclid av¬ enue). Cleveland (1020 Prospect j avenue). Cleveland (895 Second av- j . enue). Cleveland (Willson and Sco- vill). Columbus (151 East Broad j street). Columbus (331 East Rich ' street). Columbus (101 North High ( street) . Columbus (187 East Broad street). Crawfis College . Damascus . . Dayton (17 Third street East). Dayton ( Ludlow and Frank¬ lin streets). Dayton . Gainbier . Glendale . Hudson . Marion . New Lexington . Oak Hill . Pleasantville . Reading . St. Martin . Savannah . South New Lvme . Tiffin . Toledo . Urbana.. . St. Mary’s Female Educational Institute. Ursuline Academy * . Hathaway Brown’s School for Girls. Laurel Institute . Mittleberger’s (Miss) School for Girls. University School . Ursuline Academy . Phelps (Miss) English and Clas¬ sical School.* St. Joseph’s Academy . Thompson’s Preparatory School*. The University School . Crawfis College . Damascus Academy . English and Classical School for Boys and Girls. Notre Dame Academy . St. Mary’s Institute . Harcourt Place Seminary * . Glendale College . . . Western Reserve Academy . St. Mary’s School * . . . St. Aloysius Academy . Providence University . Fairfield Academy* . Mount Notre Dame Academy . Ursuline Academy for Young Ladies. Savannah Academy . New Lyme Institute . College of Ursuline Sisters . Ursuline Academy . Urbana University . Sisters of Notre Dame . Sister M. Angela . Miss Mary E. Spencer . Jennie Warren Prentiss . Augusta Mittleberger . . / . George D. Pettee . Mother M. Peter, superioress. Miss Lucre tia M. Phelps . Sisters of Notre Dame . J. T. Thompson . Frank Theodore Cole . J. T. Fairchild . Ercy C. Kerr, B. A . Albert D. Shauck . Sisters of Notre Dame . Charles Eichner . Mrs. Ada I. Ayer Hills . Miss R. J. De Vore . Charles T. Hickok . Rev. M. Mulvihill . Mother Gonzaga . G. James Jones . I C. C. Webb . Sister Catherine Aloysius .... Sister M. Baptista . W. J. Machwart . W. H. Van Fossan . Ursuline Sisters . I Mother Superior . John H. Williams, A. M . West Farmington . Zanesville . Western Reserve Seminary . . William II. Dye, A. M., B. D., Putnam Seminary*. Ph. D. Mrs. Helen B. Colt OKLAHOMA. Carrier . Northwestern Academy Guthrie . St. Joseph’s Academy Kingfisher . Kingfisher College * . W. H. LeBar, A. M .... Mother Mary Joseph . Julius Temple House. * Statistics of 1900-1901. PEIVATE HIGH SCHOOLS 1937 other private secondary schools for the scholastic year 1901-2 — 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 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Length of course in years. Number in military drill. Clas¬ sical course. Scien¬ tific course. d '3 Female. | d "3 Female. | Male. Female. Male. Female. Male. Female. Male. Female. d r3 g Female. 4 5 6 7 8 9 ID 11 12 13 14 1 5 16 17 18 19 20 Nonsect ... 6 0 50 0 10 °| 17 0 21 0 7 0 7 0 4 50 R C 10 0 81 0 0 0 5 0 5 0 R. C . 0 2 0 18 0 102 0 1 - 4 R. C . 0 c, 0 24 14 45 0 0 0 0 0 0 0 0 4 0 R. C . 0 7 0 30 9 30 0 0 0 0 4 0 14 0 60 12 52 0 13 0 4 j 0 Nonsect ... » 9 0 29 5 75 0 1 0 4 0 6 0 4 4 0 Nonsect _ 3 12 0 89 0 47 0 15 0 4 4 0 Nonsect ... J 2 ! 131 0 118 0 30 0 60 0 24 0 23 0 4 0 R. C . 1 0 7 0 50 0 200 0 24 4 Epis . 1 s1 10 0 100 15 35 ■1 10 0 12 c 4 4 0 R. C . ! 0 4 0 38 35 102 1 0 5 0 0 4 1 1 Nonsect 1 1 8 10 18 0 1 • - 1 3 0 3 2 8 2 0 Nonsect ... 3 2 23 3 ° 1 0 22 3 4 1 4 1 4 0 Nonsect ... 1 3 45 40 0 0 10 8 4 5 1 0 1 1 0 4 0 Friends. . . . 1 2 30 9 o! 0 2 0 2 0 3 2 2 0 4 0 Nonsect _ 1 2 25 1 6 12 20 1 ’7 1 3 0 R. C . 0 5 0 36 0 124 . 0 1 o 2 0 R. C . 15 0 150 0 181 0 12 0 12 0 5 0 Epis . 0 14 0 60 0 0 0 10 Presb . 0 6 0 30 0 10 o 10 0 4 0 Nonsect . . . 6 1 60 15 0 0 4 2 21 1 12 3 12 3 4 R. C . 0 2 8 24 152 138 6 10 3 | R. C . 0 8 0 35 0 45 ’*'6 4 1- - - Nonsect ... 7 3 45 44 0 0 Nonsect ... 2 ' 0 45 25 0 0 "io *2 7 " *9 '5 O 3 '6 R. C . 0 4 0 30 0 85 0 2 0 4 0 2 4 0 R. C . 0 5 0 50 0 13 0 4 4 Nonsect . . . 1 2 20 18 9 8 1 0 0 5 2 6 2 5 4 Nonsect ... 1 4 50 65 0 0 8 16 12 17 2 2 4 "6 R. C . 0 4 0 35 0 140 0 15 0 2 0 R. C . 0 6 0 60 0 230 0 11 4 0 NewChurch 4 1 12 12 8 13 2 1 4 Q 4 0 (Sweden- 1 borgian). M. E . 2 3 18 53 0 0 2 0 3 4 2 1 g 0 Nonsect ... 0 5 0 50 0 0 0 3 0 9 Cong . 2 2 : 19 19 5 7 3 2 3 0 R. C . 0 4 0 19 0 40 4 0 Cong . 7 2 : 51 40 51 5 - 25 40 1 0 1 c 4 0 1,000 $100,000 1315 . j 53, 000, 1316 . 1 . 1317 I 1,100 . 11318 20,000 1319 . 1320 2,000 75 2,000 1321 I I 2, 500 . ... 1322 2,000 225,000 1323 1324 400 10, 000 1,500 2, 000 100 1,000 102 500 1,200 800 1,000 1,000 1325 30, 000 1326 15oj 1327 400 1328 20, 000 1329 5,000 1330 1331 1332 2, 450 150 3, 000 6,000 40, -000 10, 000 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 200 3, 000 1343 1, 500 75, 000; 1344 1,000 . 1345 1,000 . 1 1346 5, 800 120, 000 1347 200 4, 000 10,000 1348 1349 200 575 2,300 4,000 1350 35, 400 1351 40, OOO! 1352 -L O ' 1353 1351 1355 1356 1357 1358 3359 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 1398 1399 1400 1401 1402 1403 1401 1405 EDUCATION REPORT, 1902. Table 4-i. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 . 3 OREGON. Albany.. . . . Academy of Our Lady of Perpet¬ ual Help. St. Francis College and Academy. Sister M. Margaret. . . Baker Cits’- . Sister Mary Cupertino . . . do . . Sister M. Angel superior Santiam Academy * _ _ S. A. Handle . Sacred Heart Academv* . Sister M. Euphrasia Mount Angel . Mt. Angel Academy (Girls) _ Mt. Angel College (Boys) . Mother Mary Agatha, O. S. B. . F. Dominic, O. S. B . A. C. Newill . Bishop IScott Academy. . 1 . . . do . J. W. Hill, M. D J. H. Wilson, S. R. Johnston Eleanor Tebbetts . . do . St. Helens Hall * . St. Mary’s Academy and College . . Sister M. Flavui . . . Ft. Paul . Sister Rosalind . The Dalles . . St. Mary’s Academy * . . Sister M. Geraldine . . . Tillamook . St. Alphonsus Academy * . Sister Mary Clement . PENNSYLVANIA. Academia . . Tuscarora Academy . . > Tda M. Barton, M. A . Allegheny (Lincoln and Allegheny Preparatory School - Henry Carr Pearson . Grant avenue). Allegheny (8 North avenue, west). Park Institute . . . . Chas. R. Uoffin _ _ ..._; Ambler . . Sunnyside School . . . Miss S. A. Knight . . . Armagh . Armagh Academy . . C. A. Campbell . Barkeyvillc . . Barkeyville Academy _ H. K. Powell . . Bedford. . Bedford Classical Academy . C. V. Smith, A. M . . Belief outfit . . Bellefonte Academv * . Rev. J. P. Hughes and J. R. Hughes. Frank D. Keboch . . Berrysburg . . . Berrysburg Seminary . Bethlehem . Bethlehem Preparatory School... Moravian Parochial School . H. A. Foering.* . . . do . Albert G. Rau, Ph. D _ _ Birmingham . Mountain Seminary and College Preparatory School. Fairview Academy ... _ Miss N. J. Davis . . . . Brodh eadsville . . E. T. Kunkle, A. M . . Bryn Mawr . Baldwin’s (Miss) School . Miss Florence Baldwin . . do ... Shipley’s (Misses) School for Girls. Hughesian Free School . Miss Hannah Shipley _ Buckingham . Donald W. Davis _ _ Canonsburg . . Jefferson Academy . J. Addison A. Craig. . . . Carlisle. . . . Metzger College.." . . . Miss Sarah Kate Egc . . Chambersburg . . Chambersburg Academy . . M. R. Alexander, A. M . . do . The Latin School . Miss Belle B. Cressler . . do . . Preparatory School . . . Katherine E. Heyser _ Chester _ Chester Academy _ George Gilbert . . Chestnut Hill, Philadelphia . do . Chestnut Hill .Academy _ James L. Patterson . . Mount St. Joseph Academy * . Rev. Mother Mary Clement. . . Sister M. Flavia _ _ _ Columbia Concord ville . . . Maplewood Institute _ Joseph Shortlidge . Cresson. . Mount Alovsins Academy Mother M. de Sales _ Darlington . Greersburg Academy .. . . W. E. Cozins, B.S . . Dayton . . Union Academy *. . . . L. W. Greenlee . Dovlestown .... National Farm School John H. Washburn _ Easton _ Easton Academy Samuel R. Park . do Lereh’s Prepara tory School Charles H. Lercli . Eau Claire . . Fan Claire Academy _ _ A. W. Kelly . Elderton . . . Elderton Academy W. A. Patton . . Erie . Villa Maria Academy Mother M. Eugenia . Factorvville . Keystone Academy . Rev. Elkanah Hulley, A. M. . . Annie M. Anderson, A. B . Fawn Grove . Fawn Grove Academy . Fredonia . . . Fredonia Institute . F. A. Fruit, A. B . * Statistics of 1900-1901. PKTVATE HIGH SCHOOLS 1939 other private secondary schools for the scholastic year 1901-2 — Continued. Sec¬ ond¬ ary in¬ struc¬ tors. Students. Length of course in years. Number in military drill. Number of volumes in library. 1'- E. > ~ ' Religious denomina¬ tion. Second¬ ary stu¬ dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. d 2 O pO § pC 5 3 O S d z 6 l £ 6 s Hickory Academy * . Lloyd S. Paxton . Mechanicsburg . Normal and Classical School . D. E. Kast . I Media . Friends’ Select School . Louisa Baker . Mercersburg . 1 Mercersburg Academy . William Mann Irvine, Ph. D. . j J. Harry Dvsinger . ! Mifflintown . Mifflin Academy . : Millville . Greenwood Seminars* . Wilmer W. Kesler . | Mount Pleasant . . Western Pennsylvania Classical and Scientific Institute. Laird Institute * . H. C. Dixon . Murrvsville . Rev. S. R. Frazier . ! Nazareth . Nazareth Hall Military Academy. Rev. S. J. Blum, D. D . 1 New Bloomfield Bloomfield Academy * . H.C.Mohn, A. M . ! New Lebanon McElwain Institute . G S. Swank . North East . St. Mary’s College . Rev. John G. Schneider . | North Hope North Washington Institute . Marshall Seminary . ; S. C. Stockdill . Oak Lane, Philadelphia.... 1 Emma S. Marshall . ! 1 Ogontz . Cheltenham Military Academy * . Rev. John D. Skilton, A. M ...! _ do _ Ogontz School for Young Ladies. . Oley Academy . ' Sylvia J. Eastman . i Olev . Howard Mitman , A. M . j i Pennsburg . 1 Perkiomen Seminary . O. S. Kriebel, A. M . 1 Philadelphia (Rittenhouse Academy of Notre Dame . * Mother Agnes Mary . j square). I Philadelphia (1350 Pine Anable’s (Miss) School for Young ; Isabella Anable . street). I Philadelphia (Broad and Ladies. Brown College — preparatory i Alonzo Brown . | Cherry streets). Philadelphia (1420 Pine | school. i De Lancev School . ! Joseph Dana Allen . 1 street). Philadelphia (Fifteenth Friends’ Central School * . J. Eugene Baker, Anna W . and Race streets). Philadelphia (140 North Sixteenth street) . Friends’ Select School | Speakman. J. Henry Bartlett . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1941 other private secondary schools for the scholastic year 1901-2 — 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 1902. College prepar¬ atory studepts in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. 6 '3 "3 s d 3 i c 4 4 0 4 Epis - 8 i i 35 0 0 11 6 20 21 •242 16, 000-53,450,000 0, 80(1 1,000' 0j 324* O' 4,4)00 O' 2,000 .! 1449 1450 1451 1452 2,500 300 0! 1,100 300,000 I -- O' 4,000 165,000 C, 2,000 0 500 0 . . 150, 00C 25,000 0 100 .. 3.500 12, 000 125 200 4,000 202 ©l-.l _ ■01 175 0 1,500 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 400, 000! 1470 2.000 1471 -20, 000! 1472 - _ 20,0001473 0 3, 800| . 1474 Or. . 1475 0 300 60, 000 1 1476 0 3, 000 1 100,000; 1477 _ | _ ! 1478 0 . J 40,000 1479 .. . .. L . ...1480 ' 50, -000' 1481 75, 000 1482 15, 000 1483 0 1,000, 0 3,000' 0 250 ...! 1,200 0 300 32 1,000 0 1,000 33 2,500 20, 000 1484 110, 000 1485 20,000 1486 1. 000 1487 300, 000 1488 1944 EDUCATION REPORT, 1902. Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. . Principal. 1 2 3 Pennsylvania — continued. 1489 Washington . Washington Female Seminarv ... ■ Misses McDonald and Thomp- j son. 1490 Wayne . ArmitagePreparatorvand Finish- Harriet C. Armitage . j ing School. 1491 . do . St. Luke’s Boarding School for Charles H. Strout . | Bovs. 1492 West Chester . The Darlington Seminarv . Frank Paxson Bve . i 1493 West Chester i 406 West Friends’ Select School . 1 Gertrude Rhoads . Union street). 1494 West Newton . West Newton Academv . j George D. Crissman . j 1495 West Sunbury . West Sunburv Academv . 1496 Westtown . Westtown Boarding School . Wm. F. Wickersham . i 1497 Wilkesbarre . ! Harry Hillman Academy . ! HarrvC. Davis . ! 1498 Williamsport . 1 Williamsport Dickinson Seminary Rev. Edward J. Gray, D.D ! 1499 Wyncote . \ Chelten Hills Select School *...’. Annie Heacock . i 1500 York . . . 1 York Collegiate Institute . E. T. Jeffers, D.D 1501 . do . 1 York Countv Academv* . Elmer E. Wentworth . i EHODE ISLAND. 1502 East Greenwich . ' The East Greenwich Academy. . . . Rev. Ambrie Field . 1503 j Newport . ! St. George’s School . Rev. John B. Diman . ! 1504 1 Pawtucket (35 Fountain | Coles Private School . Mrs. C. A. Cole . 1505 1 1 street). Providence (Elmhurst) (736 Academv of the Sacred Heart .... * Madam M. Raleigh . ! Smith street). 1506 ! Providence (15 Greene The Fielden-Chase School for Girls Miss Abbie E. Southwick . ; street). 1 1 1507 Providence (197-205 Frank¬ La Salle Academv . 1 1 Brother Peter . ! lin street). 1 1508 ; Providence (223 Thayer The Lincoln School . 1 Ednah G. Bowen, Margaret street). | Gilman. 1509 1 Providence (60 Broad St. Xavier’s Academv . ' Sisters of Mercy . street). 1 1510 Providence (205 Benefit The University School . Howard M. Rice . 1 street). 1511 Providence (26 Cabot street ) Wheeler’s (Miss) School . 1 ' Miss Marv C. Wheeler . 1 1512 Woonsocket (Park avenue) . ; Convent of Jesus and Marv . Marv St. Stephen . 1513 Woonsocket (43 Hamlet Sacred Heart College - .' . ! Brother Ulric . . . avenue). SOUTH CAROLINA. 1514 Ashland . Ashland High School* . P. P. Bethea . 1515 Bamberg _ Carlisle Fitting School . H. G. Sheridan . ! 1516 Batesburg . Batesburg Institute* . Rev. Louis C. Perry. A. M . 1517 | Charleston (51 Meeting j Academy of Our Lady of Mercy*. Sister Mary Benedicta . street). 1518 i Charleston (38 Coming i The Gibbes School for Girls . Misses S. P. and E. S. Gibbes . . street). 1519 Charleston Porter Militarv Academv . Charles Jones Colcock . 1520 Charleston (47 Meeting j Smith’s (Mrs.) Private School _ Mrs. Isabel A. Smith . street). 1521 Charleston (16 Leg&re The Universitv School Edward F. Mayberry . street). 1522 Chester Brainerd Institute* . . John S. Marques . 1523 Clinton . i The Thomwell Orphanage . Wm. P. Jacobs. D. D . 1524 ■ Columbia . Benedict College . ! * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1945 other private secondary schools for the scholastic year 1901-2 — Continued. Religions denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Students. | Length of course in years. 1 Number in military drill. Number of volumes in library. Second¬ ary stu¬ dents. Ele¬ men¬ tary- pupils, includ¬ ing all below second¬ ary grades. Preparing for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. O S d g3 a d) 'cS 0) '3 S ft d "3 § d "3 a <1) 4 5 6 7 8 9 io ii 13* 13 14 1 5 16 17 18 19 20 21 i 17 0 130 0 20 0 20 * 0 21 „ 2 4 0 1,500’ Nonsect ... 3 6 0 12 0 0 0 3 0 0 0 1 0 4 0 800 P.E.\ . 7 0 60 0 5 0 5 0 26 0 18 0 0 5 0 2,000 5 10 0 0 0 0 11 3 o! 2,550 0 2 13 10 o (Ortho- dox). 2 23 36 3 4 4 8 2 2 2 2 3 0 40 1 1 20 15 6 2 ll 3 0 1,000 8 8 64 81 32 21 10 19 3 2 4, 823 (Ortho¬ dox). Nonsect . . . 8 0 75 0 27 0 12 0 30 0 9 0 8 0 6 0 2,000 M. E 5 5 59 68 18 22 10 7 13 16' 2 0 4 0 3, 500 Nonsect . . . 0 5 6 15 11 21 5 3 2 3 2 1 4 0 Presb . 4 65 49 0 0 15 3 19 20 4 7 4 5 5 0 3,000 Nonsect ... 3 0 35 0 40 0 10 0 3 0 8 0 5 o1 1 0 1,200 M.E . 4 6 67 68 27 20 10 2 20 23 2 0 2 0 4 0 P. E . 5 0 24 0 20 0 6 0 6 0 6 0 400 Nonsect _ 0 1 4 4 9 3 R. C . 0 10 0 35 0 30 0 3 .... 0 5, 000 Nonsect _ 1 8 0 24 0 16 0 2 4 0 R. C . 5 0 100 0 116 0 0 i4 Nonsect _ 0 0 35 0 75 0 12 0 1 4 600 R. C . 0 5 0 57 14 83 0 2 0 5 4 0 2, 000 Nonsect . . . 9 ^ 1 38 0 51 0 8 0 16 0 12 0 12 0 4 35 500 Nonsect _ 0 7 0 41 0 25 0 8 0 4 0 3 5 2, 000 R.C . 0 2 0 20 388 761 0 6 2 ”6 R. C .... 4 0 64 0 190 0 3 0 0 400 2d Adv .... 1 1 40 29 68 67 6 3 1 0 4 0 109 Meth . 3 3 52 28 52 28 14 10 6 0 5 3 5 2 4 0 800 Nonsect ... 2 1 50 60 21 30 12 5 3 0 1 0 1 1 4i 0 50 R.C . c 3 0 45 0 60 0 1 250 Nonsect . . . 0 5 0 13 0 32 0 5 0 2 4 1 0 500 Nonsect ... 6 1 100 0 15 0 5 0 9 0 5 0 *4 ^ 100 Nonsect . . . 0 7 0 53 2 12 0 2 4 0 Nonsect ... 1 0 23 0 10 0 10 0 3 0 4 0 4 0 5 0 400 Presb . 1 2 8 8 81 140 6 1 2 3 2 o 2 1 0 250 Presb . 7 0 16 58 66 64 1 4 4 ! 0 6,600 Bapt . 8 10 99 146 0 0 ! 0 5, 336 ,0-43 0 13 o !| bX)OS $100, 000 100,000 ”‘b ,'666* 1489 1490 1491 1492 1493 3, 000 1494 6, 000 1495 . . 1496 70, 000 1497 150,000 1498 10,000 1499 105, 000 1500 . 1501 69,000 1502 100, 000 1503 5, 000 1504 100,000 1505 . 1506 2, 000 3, 000 35, 000 14,' 666 1507 1508 1509 1510 1511 1512 1513 2, 850 20, 000 2, 500 8, 000 1514 1515 1516 1517 1518 1519 1520 3, 000 1521 10, 000 90, 000 25, 200 1522 1523 1524 ed 1902 — vol ii - 49 1946 EDUCATION KEPOBT, 1902 Table 44. — Statistics of private high schools, endowed academies, seminaries , and State and post-office. Name. Principal. 1 2 • B SOUTH CAROLINA — COnt’d. 1525 Greenville, . . . Chicora College . . • ! S. R. Preston, D. D . 1526 . do . Sterling Industrial College . | D.M. Minus, D.D _ 1527 Hartsville . Welsh Neck High School . 1 J. W. Gaines . 1528 High School* . 1 J J McLewain 1529 1 Rev M A Murray 1530 Lake City High School * . ! S. C. Morris . . 1531 McColl . I R S Fletcher 1532 Reidville - . Reidville High School for Girls _ 1 J. Whitner Reid .. 1533 . do . Reidville Male High School* . George Briggs 1534 Rockhill . Alexander R. Banks 1 Sister M. Philomena 1536 . do . Sumter" Military Academy and | Clarence J. Owens, A. M., LL. Female Seminary. D. 1537 Tigerville . North Greenville High School S. F. Boyles . . SOUTH DAKOTA. 1538 Academy . . . Ward Academy. . . . Lewis E. Canfield . 1539 i Canton . Augustana College . . . Anthony G Tuve 1540 Sioux Falls, . . . . All Saints School . Miss Helen S. Peabody . 1541 Vermilion . 1 St. Joseph’s Academy . . Sister Mary Stanislaus . 1542 Wessington _ f Wessington Springs Seminary .... E G Burritt, A. M TENNESSEE. 1543 Andersonville _ Andersonville Institute _ C. T. Carpenter 1544 Athens Athens Baptist Female College _ Miss Alberta Greene 1545 Atoka . Robinson High School * . R. E. Robinson . 1546 Beechgrove . Beechgrove Training School . C. H. Valker. . 1547 Bellbuekle . . . The Webb School . W. R. and J. M. Webb. . . 1548 Birch wood . Rutherford Graded School * . R T Rutherford . 1549 Bloomingdale _ _ Kingslev Seminary . . . Thomas W. Ketron . 1550 Bluff City . 1 Zollicoffer Institute * . j R H. Freeland . 1551 Bryson . Bethany High School . R V Kennedy 1552 Camden . Benton Seminary.. W D Cooper 1553 Carthage . Joseph W. Allen College . . . S. W. Sherrill, president . 1554 ! Chapelhill . 1 Chapel Hill Academy * . W. E. Thompson . 1 555 Chattanooga . i Baylor’s University School . J.R. Baylor-. . I 1556 . do . . . Chattanooga College for Young John L. Cooper, A. M . i Ladies. 1557 Chucky City . ! Wesleyan Academy . Samuel H. Thompson . 1 1 55 8 Cleveland.. . Centenary Female College* . Annie Walch . • 1559 i Clifton . Clifton Masonic Academy * . J. F. Hughes . 1 1560 Columbia . Columbia Institute . Miss Mary A. Bryant . 1561 ! Culleoka . 1 Culleoka Academy * . . John P. Graham . { 1562 i Cumberland City . Cumberland City Academy . J.H.Baver . 1563 Cumberland Gap . j Lincoln Memorial University . John Hale Larry . . . ! ] 564 Elizabethton . Harold McCormick School . J. J. Loux . . . 1 1565 Evensville . Tennessee Valley College . W E. Rogers . 1566 Fayetteville . Peoples and Morgan ’s School * _ R H Peoples . . . 1567 ; Flagpond . Corv School * . . Frank E. Lindslev . 1568 Friendsville _ Friend svill e Academy j h Moore . 1569 Grassy Cove . ! Grassy Cove Academy Emma Hicks . 1570 Henderson . ‘ . Vanderbilt Training School . R. C. Douglass . 1571 Hilham . * The Fiske Academy . James W. Beaslev . 1572 1 Howell . Howell Academy * . . R. L. Keathly, A. B . 1573 Jackson . i Lane College . T. F. Saunders, D.D . 1574 1 Kingston . 1 Rittenhouse Academy * Geo R. Shields . . . 1575 Knoxville . The Baker-Himel School C M Him el . . 1576 Lafollette . 1 Big Creek Seminary* . K. C. La Grange . 1577 Lawson . i Holston Institute . Theodore D. Culp . * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1947 other private secondary schools for the scholastic year 1901-2 — 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 1902. College prepar¬ atory students in the class that grad u- ated in 1902. 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. a3 1 o5 o oJ § | Female. a> '3 | Female. Male. j Female. | Male. Female. Male. | Female. 6 § Female. 4 5 G 7 8 9 1G 11 12 13 14 15 16 17 18 19 20 21 22 5 6 0 131 4 21 0 19] 4 0 154 50, 000 0 10 40 60 9 18 1 8! 1 7 3 0 20 3,000 Eapt . 4 5 53 42 10 25 12 20 8 0 1 4 1 3 4 80 300 50, 000 Nonsect ... 1 1 30 25 48 42 3 8 1 9 1 9 4 0 300 1,200 Bapt . 1 1 15 30 87 95 3 0 30 2, 000 Nonsect ... 0 2 4 5 36 40 3 2 1 3 3 2I 3 2 3 0 1, 000 1 0 15 8 15 1 0 2 0 4 0 125 1,500 Presb . 1 1 0 40 0 5 0 1 4 0 10, 000 Presb . 1 1 32 0 46 0 8 0 3 0 5 3 0 3 0 600 2,000 Presb . 2 1 38 12 10 2 15 6 15 6 6 6 5 6 4 300 15, 000 R. C . 6 3 0 51 o 14 0 3! 4 Nonse.t ... 10 2 96 60 0 0 48 50 2 4 _ 96 CO to O O O Bapt . 2 1 35 20 40 30 12 8 - 1 5 1 4 30 300 3,000 Cong . 1 3 24 26 1 10 11 9 11 1 2 1 2 4 0 500 17, 000 Luth . 4 1 20 18 50* 45 20 3 6 4 #5 2 4 0 1, 200 20, 000 P.E . 1 11 0 45 20 67 0 5 o 5 0 2 5 0 3, 000 75, 000 R.C _ 1 3 19 10 50 0 4 1 * 4 0 l] 700 30, 600 Free Meth. 3 2 30 20 34 65 1 0 2 0 4 3 1 2 4 0 1,000 10, 000 Bapt . 2 1 65 25 40 50 5 1 1 0 1 ! 0 1 0 4 ! 0 8, 000 Bapt . 1 0 1 0 28 13 18 1 0 Nonsect ... 1 1 10 8 67 50 2 2 1 0 6! . 1 0 125 2, 500 Nonsect 1 1 30 28 37 25 0 0 8 1 4 1 0 4 0 300 1,200 M.E.So.... 6 0 230 24 3 ' 192 19 34 6 27 4 4 3,000 5,000 Nonsect ... 1 1 25 15 110 90 25 i 15 3 5 3 0 *6 200 2,500 M. E . 2 0 15 3 27 30 1 "’4 0 40 2, 000 Nonsect ... 0 2 9 11 83 81 1 1 .... 4 0 400 4, 000 Nonsect ... 2 0 1 34 24 4 0 10, 000 Nonsect ... 2 0 20 20 126 134 3 3 ■ 6 8 7 I 6 2 3 4 0 350 3,000 Nonsect . . . 1 2 60 55 40 35 5 3 10 10 2 ! 8 1 6 4 0 315 20, 000 Nonsect . . . 1 2 14 12 42 34 125 1 2, 500 Nonsect ... 2 0 31 0 25 0 1 4 0 1,000 ! 15, 000 Nonsect . . . 2 1 8 35 0 0 4 10 2 5 i 4 0 1,800 1,000 Meth . 1 1 13 1C 44 10 1 5 0 5 L . 3 0 130 2,500 Nonsect ... 0 5 0 67 0 i 14 1 . 500 75, 000 Nonsect ... 1 1 15 10 105 70 15 10 0 250 Epis . 0 3 5 80 15 50 0 2 o 10 0 2 5 0 11, 000 75, 000 Nonsect . . . 1 1 14 16 15 15 4 6 0 0 2 2 2 2 ! 4 0 1,000 1,200 Nonsect . . . 2 2 71 78 59 68 0 2 2 2 5 2 5 4 0 1,200 15, 000 Nonsect ... 2 1 25 15 155 115 4 4 4 40 500 1 150, 000 Presb . 1 c 10 4 28 31 1 1 3 0 4,800 Bapt . 1 2 40 30 35 30 1 io 8 8 10 1 0 4 0 300 4, 000 Nonsect ... 3 1 100 60 20 10! 50 40 20 0 10 5 8 8 4 0 700 12, 000 Presb . 1 2 59 65 66 54 | 4 0 225 6,000 Friends. . . . ! 2 6 14 35 40' _ 1 0 4 0 196 10, 000 Presb . 1 1 1 10 15 25 25 1 3 2 1,000 1,500 M. E. So... i: i 32 22 21 29 1 7 4 4 150 4, 000 Nonsect ... l 0 15 3 20 37 4 "6 500 Nonsect ... i 1 ] 23 29 16 17 3 0 0 0 0 0 0 0 3 0 230 1,300 A. M. E.... 3 1 42 20 134 89 20 5 2 1 12 10 8 4 4 0 2,500 40, 000 Nonsect . . . 1 ! o 8 6 75 1 64 0 Nonsect ... 4 ; o 76 0 0 0 300 20, 000 Cong _ 0 2 50 25 40 50 1 1 1 1 ...i 2 0 150 5,000 Nonsect ... 1 I 0 8 12 47 1 1^-... 1 1 r*3 0 8, 000 1525 1526 1527 1528 1529 1530 1531 1532 1533 1534 1535 1536 1537 1538 1539 1540 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 ± £7 ‘ 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 1602 1603 1604 1605 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 EDUCATION REPORT, 1902 Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Tennessee — continued. Lexington Normal School and Commercial Institute. Haynes-McLean School . Libertv Training School* . ' Robert L. Sutton . | M. M. Surnmar _ L. F. Wilkerson . 1 D. Balharrie Simpson, B. A . . J. C. Goodrich . Lynchburg Training School . The Robert B. Jones High School . Jackson Reeves . Robins and Peoples . McLemoresville Collegiate Insti¬ tute. McFerrin College* . L. S. Mitchell, A. M . J. T. Pritchett, M. A . Sister Bernardine, superior. . . Sister in charge . . E. S. Werts, J . W. S. Rhea . Memphis (366 Poplar street) St. Mary’s School . C.B.Cox.A.M . Monteagle . Fairmount College . Miss Susie P. Dubose . Mount Juliet . Caldwell Training School . W. A. Caldwell . Mountpleasant .... Howard Institute* . James A. Bostwick . Mulberry . “Eagle’s Nest” or Mulberry ‘Training School. Dyersburg District Training School. J. C. Condor . Mnnford . . Abernathy & Bass . Nashville . Belmont College . Misses Hood and Heron . Nashville (1309 Broad street) Bowen School A . G. Bowen . Nashville. Buford College . Montgomery Bell Academy . Mrs. E. G. Buford . Nashville (28 Academy S. M. D. Clark . place). Nashville PI Ppeilia’s Afflrtpmr* Mother Francis . Nashville (206 South High street). The Universitv School . Clarence B. Wallace . Newmarket. _ . Newmarket Academy . John H. Pence . j Newport . Newport Seminary . Alex. S. Paxton . Orlinda . Orlinda Normal Academy* . Wm. McNeeley . 1 Ottway _ Ottway College . E. F. Goddard . ! Parrottsville . Parrottsville Seminarv . J. M. Rule . ! Persia . Holston Valley High School . W. B. Sanders . Pleasanthill . Pleasanthill Academv . W. E. Wheeler . Rogersville Swift Memorial Institute . . . W. H. Franklin, D. D . Savannah . Savannah Institute* . H. E. Woodside . Scotts Hill _ Scotts Hill College . B. A. Tucker . Sevierville ... Murphy College _ H. F. Ketron . Smyrna . Smvrna Fitting School . Richey and Nolen . Sneed ville . McKinney Academy* . . . F. A. Penland . Southside . Southside* Preparatory School* . . . Tazewell College * . McKee and Harper . i Tazewell . W. A. Evans . . . Tullahoma . Brandon Training School*. . Alfred J. Brandon . Union Union City High School and Training School. Parks School . D. A. Williams . i Viola . J. B. Parks . Watertown . Watertown Training School . Wm. H. Turney . Wellspring . Powel’s Valiev Seminary . . 1 E.M. Ellison . Wheat Roane College * William Tavlor . Whitepine Edwards Academv ! R. Fisher . Woodbury _ _ _ Woodburv Academy . E. J. Lehman . TEXAS. Abilene . Simmons College . Rev. C. R. Hairfield, A. B . I c. R. Melcher . Albanv Reynolds Presbyterian Academy. Carlisle School for Boys . Arlington James M. Carlisle . Austin St. Mary’s Academy* . ! Sister superior . .* . . do . ! Samuel Huston College . •- . . ' R. S. Lovinggood . 1 * Statistics of 1900-1901. PRIVATE HIGH SCHOOLS, 1949 oilier private secondary schools for the scholastic year 1901-2 — 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 . 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. | Length of course in years. Number in military drill. Number of volumes in library. Value of grounds, buildin furniture, and scientific apj ratus. Clas¬ sical course. Scien¬ tific course. 6 8 | Female. | Male. Female. O g3 8 | Female. Male. Female. g5 'S 8 Female. 1 Male. 1 Female. Male. Female. 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 9 0 25 25 115 125 4 0 250 $2, 500 2 9 50 45 25 20 8 2 4 2 2 4 0 200 10, 000 1 0 10 10 70 60 1 1 1 G .... 4 0 1 1 14 17 17 18 3 1 1 .... | 1 4 0 100 10, 000 1 1 27 22 16 18 2 3 0 0 1 0 50 1,500 2 0 17 30 39 34 1 0 1 j o 1 0 4 0 300 18, 000 2 0 59 18 59 18 5 2 4 0 ! 800 12, 000 Meth 2 1 33 27 42 40 12 9 1 6 o 300 5, 500 M. E. So . . . 4 51 28 30 4 I i 3 2 1 4 0 15, 000 R. C . 0 0 0 92 0 5 4 0 0 20 6 52 0 1 0 2 0 j 4 0 2 4 • j Nonseet _ 7 0 106 0 31 0 | 5 0 30, 000 Nonsect ... 1 0 10 15 47 53 5 0 1.500 P. E . 1 8 0 38 0 0 0 4 5 0: 1, 000 20,000 Nonsect ... 2 3 28 24 1 8 5 1 4 0 2,000 Meth . 2 1 65 58 46 48 36 4 3 4 3 5 0 1,200 10, 500 Nonsect _ 1 1 20 18 40 52 5 0 600 6,000 Meth . 2 0 28 10 77 36 1 1 1 1 4 0 724 5, 625 Nonsect _ 0 10 0 98 0 63 0 12 650 Nonsect ... 3l 0 76 0 0 0 20 0 8 0 4 0 l, 800 10, 000 Nonsect ... 0 9 0 150 0 0 0 75 0 75 0 5j ..... 300 25,000 Nonsect _ 5 0 74 0 19 0 5 0 12 0 4 0 1 0 4 0! R. C . . 0 11 | 0 130 0 20 0 5 4 o 3,000 ■ 15, 000 Nonsect ... 4 1 66 O' 38 0 16 0 19 6 16 0 15 0 4 0 Bresb . 1 0 131 : . ii' 51 41 5 1 4 0 1 0 1 3 0 1,000 5,000 Nonsect ... 1 0 5 5 10 8 0 1 2 3 0 0 0 0 0 Nonsect . . . 2 0 20 20 45 50 2 0 1 0 2 3 1 0 *'*3 0 250 2,250 Nonsect . . . 1 1 28| 27 52 51 13 10 15 17 0 0 4 0 20 4,000 Meth . 1 1 35 40 20 30 35 40 0 0 o o 4 o 200 5, 000 Bapt . 1 0 15 ' 14 30 26 3 1 Cong . 2 3 17 17 158 133 1 1 3 2 1 1 3 34 1,000 25, 000 Presb . 2 1 12 15 74 151 3 1 1 5 1 o 5 0 800 3,000 Nonsect ... 2 0 10 15 76 80 5 6 3 0 30G 10,000 Nonsect . . . 3 1 80 40 60 55 13 2 3 300 900 Meth . 2 4 22 21 147 119 10 8 3 ’"6 2,000 15, 000 Nonsect . . . 1 0 8 10 5 3 1 1 2 1 1 4 0 720 3, 000 Presb . 1 0 14 8 66 62 3 0 30 Nonsect . . . 2 1 23 27 48 53 5 4 7 3 7 3 7 3 4 0 120 3, 000 Nonsect . . . 1 1 25 14 40 41 5 7 4 0 700! Nonsect ... 3 0 39 35 126 95 ii 24 5 4 4 0 5, 000 Nonsect . . . 3 1 34 80 0 o 4 0 500 6, 000 Nonsect . . . 1 2 20 40 1 | 50 6, 500 Nonsect . . . 1 1 42 50 60 : 50 10 8 5 2 0 4 0 200 1,000 Meth . 2 0 20 33 73 .54 0 0 0 0 0 0 0 0 5 0 90 5, 000 Nonsect . . . 2 0 13 13 50 60 500 U. Breth... 2 0 22 11 69 60 1 0 5 4 2 3 2 2 4 0 350 5,000 Nonsect . . . 2 0 36 29 19 10 10 7 4 3 5 0 4,000 Bapt . 8 2 89 52 5 ! 4 4 4 3 64 5, 000 37, 500 Presb . 2 0 9 11 20! 33 0 2 4 0 500 2,500 Nonsect . . . 3 0 23 0 25 i 0 15 5 5 0 0 0 0 0 6 23 1,000 10, 000 R.C . 0 5 0 70 0 i 80 0 5 1 4 M. E . 2 1 3 11 1 13 99 ! 150 11 6 4 2 1 4 2 4 0 700 35, 000 1578 1579 1580 1581 1582 1583 1584 1585 1586 1587 1588 1589 1590 1591 1592 1593 1594 1595 1596 1597 1598 1599 1600 1601 1602 1603 1604 1605 1606 1607 1608 1609 1610 1611 1612 1613 1614 1615 1616 1617 1618 1619 1620 1621 1622 1623 1624 1625 1626 1627 1628 1629 1950 EDUCATION REPOKT, 1902, Table 44. — Statistics of private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 texas — continued. • 1630 Tillotson College . Marshall R. Gaines . . . 1631 Belton . . Belton Academy . C. H. Wedemever . j 1632 Blinn Memorial College . John Piuenneke, B. S . ! 1633 . .do . Eyangelieal LutheranTCoILege _. . . Rev. E. Gerfen . . 1634 Incarnate Word Academy* . Mother Stanislaus . 1635 . do . St. Joseph’s College . ' . Rev. Louis Pitoye, O. M. I . Buffalogap College * . J. D.Clav . 1637 Cleburne Academy . K. A. Berrv . . 1633 Corsicana . Miller’s (Mrs.) Seminary for La- | Mis. R. T. Miller . ! dies and Girls. 1639 Crocket . Mary Allen Seminary . John B. Smith, D.D . 1 1640 Crowell . Crowell College* . i H. A. Mayers . 1641 Central Academy . Waldemar Malcolmson. . 1642 Denison . Harshaw’s Academy * . i Geo.L. Harshaw . 1643 Eddy . Literary and Scientific Institute.. ! J. M. Bedichek . 1644 Forney . The Lewis Academy . ! E.C. Lewis . 1645 [ Forth Worth. . St. Ignatius Academy . i Sister Louise . 1646 Galveston . ; Sister Mary . 1647 Glenrose . Glenrose Collegiate Institute . Rev. Andrew S. Carver . 1648 Grapevine . 1 Grapevine College . G. T. Blud worth . 1 1649 Houston . Hargis (Misses) School . 1 The Misses Hargis . 1650 Jacksonville . Alexander Collegiate Institute... Edward Ralston Williams _ 1651 Jasper . . . : Southeast Texas College . J. H.Synnott . 1652 Laredo . . Laredo Seminary . N. E. Holding . 1653 . do . Ursuline Academy . Mother St. Joseph . 1654 MeKinnev . Hawthorne College . H. G. Reed . 1655 Marshall . . . Bishop College . Arthur B. Chaffee, D.D . 16-56 do Masonic Female Institute W. C. Parham . 1657 i Midlothian . University Training School... Thos. E. Kennedy . 1658 Moodv . Central Texas Institute . ! S. J. Lewis . . . : 1659 j Mount Svlvan . Rose Dale Academy . J.W. Adamson . 1660 Omen . Summer Hill School . 1661 Paris . Mary Connor Female College*. . . . H. B. Abernethy . 1662 Salado . Thomas Arnold High School . S.J. Jones, A. M., Ph. D . 1663 ! San Antonio . Academy of Our Lady of the Lake . ! Mother M. Florence . 1664 1 . do . Magruder’s Collegiate Institute. . . ! J.B. Magruder . ; 1665 . do . Peacock’s School for Bovs . j Wesley Peacock . 1666 . do . St. Louis College . . . John Wolf . ; 1667 . do . i St. Mary’s College . ' Brother George Deck . 1668 . do . San Antonio Academy . 1 W. B. Seelev, A. M., Ph. D . 1669 i . do . . Ursuline Academy. . .*. . Mother M. Ursula . 1670 . do . West Texas Military Academy.... John F. Howard . ; 1671 1 San Marcos . Coronal Institute . . . ; John Edward Pritchett . j 1672 Seguin . St. Joseph’s Academy . ; Sisters of the Incarnate Word. 1673 Sherman . North Texas Female' College . Mrs. Lucy Kidd Key . 1674 ' . do . Sherman Private School . . J. H. Le Tillier . 1675 ! Stephenville . 1 John Tarleton College . E. E. Bramlette . ' 1676 Tehuacana . Westminster College . : C. O. Stubbles, A. M . ' 1677 ! Van Alstyne . Columbia College . W. A. Matthews . ! 1678 , Waco . The Douglas-Schuler School . ! S. A. Douglas . . 1679 Weatherford . Texas Female Seminary* . !. : Miss Emma E. McClure . 1680 . do . Weatherford College* .' . ; David S. Switzer . 1681 White wright . Grayson College* . J. F. Anderson . . 1 UTAH. 1682 Ephraim . Snow Academy . Newton E. Noves . . 1683 , Logan . 1 New Jersey Academy . Isaac Newton Smith . 1684 | Mount Pleasant . Wasatch Academy . Geo. H. Marshall, M. S . 1685 Ogden . . . Weber Stake Academy * . L. F. Moench . 1686 : Payson . Iliff Academy . Miss Katharine M. Johnson, 1 1 1 A. B. 1 Statistics of 1900-190L PRIVATE HIGH SCHOOLS, 1951 other •private secondary schools for the scholastic year 1901-2 — 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 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. CO 3 o g> a g3 t-* p rji $ 3 Clas¬ sical course. Scien¬ tific course. 6 d d o5 d d o g Sh O d c3 a 6 'S o3 a "3 ■3 a 6 ”3 a 70 0 70 0 20i 1 0 ’ 20 0 6 0 4 75, 660! 1756 U. Presb ... 21 11 28 66 196 369 4 8 0 0 5 4 2 1 8 0 700 70,000 1757 Nonseet - 1 ' 5 0 4G 0 35i ! 0 4 5 7,000 1758 R. C . . i 1 0 17 0 177 0 3, 0 1759 Nonsect _ 1 G 25 5 65 ! 5 .... 0 1760 R.C ....... 0 8 0 17 33 103 0 17 3 0 500 ! 1761 R. C. . 0 3 0 10 0 10 0 2 o 2 oi q 4! j - 0 5, 000 56, 666' 1762 Nonsect ... ' 5 0 111 0 82 0 30 0 20 ' 0 15 0 12 0 4 ..... 1,200 20, 000, 1763 Nonsect _ 3 0 50 0 : 26 0 20 0 5 o 4 0 4 0 1 5, ooo! 1764 R.C . ll 0 25 0 162 0 5 o 6 0 2 0 2 0 520 1765 Nonsect _ i 1 0 I 10 6 30 29 0 0 0 0 0 900 1766 Luth . 1 0 8 6 3 16 2 1 0 o 0 0 0 0 0 1767 Bapt . i 1 G 11 10 21 20 5 5 1 4 6 2 1768 Nonsect ... 1 1 4 5 5 10 0 2 0 3 0 0 0 0 1769 Nonsect ... 5 0 25 0 15 0 15 0 10 0 1 0 1 0 25 600 20, 000 1770 Epis . o! 12 0 100 0 25 0 3 4 ’”6 1,200 75, 000 1771 Epis . 0 3 0 19 3 4 0 2 0 6 0 1 4 0 300 1772 Univ . 1 i 30 24 80 86 1 1 1 1 2 0 4 0 3,000 2, 000 1773 Meth . 0 J 0 32 0 o 0 3' 4 0 1774 Nonsect ... 4 3 33 35] 16 17 16 18 17 17 3 1 1 0 400 10. 666 1775 Nonseet ... 0 2 - G 26] 4 20 0 I *”4 0 300 10, 000 1776 Nonseet ... 4 o 49 0 0 0 4 45 500 15, 000 1777 Nonsect 1 5 0 59| 0 25 0; 1 0 1 °j 3 0 1 4 0 500 8,000 1778 Nonsect ... 2 2 14 12] 12 16 10 i 10 8 9 0 14 0 8 3 0 200 120, 000 1779 Presb . 2 4 0 20 3 9 o 5 0 5 0 3 3 0 1,450 16, 000 1780 Nonseet ... 6 0 70 0 10 0 3 0 3 0 4 0 500 25,000 1781 R.C . 0 2 0 7 0 27 500 40, 000 1782 7th D. Adv. 6 3 50 46 60 65 ; 1783 Nonsect ... 2 1 67 51 35 10 10 5 7 5 7 3 5 1 4 0 300 10, 000 1784 Cong . 1 2 7 13 11 13 1 0 0 4 0 1 0 1 4 0 200 12,000 1785 R.C . 0 1 0 14' 39 72 0 5 3 20, 000 1786 178? 1788 1789 17S0 1791 1792 1793 1794 1795 1796 1797 1799 1800 1801 1802 1803 1804 1805 1806 1807 1808 1809 1810 1811 1812 1813 1814 1815 1816 1817 1818 1819 1820 1821 1822 1823 1824 1825 1826 1827 1828 1829 1830 1831 1832 1833 1834 1835 EDUCATION REPORT, 1902, Table 44. — Statistics oj private high schools, endowed academies, seminaries, and State and post-office. Name. Principal. 1 2 3 Washington — continued. N. ,T. Hone' . Seattle . Sister M. Hyacintha . . do . Clark W. Sliav . George C. Snow . South Park . Brother Theodulus . Sister Mary Alodia . . ;. .do . Julia P. Bailey . Miss Mary Alice Port, A. B _ Sister M. Melaine . J. A. Keener . Walla "Walla . Brother Vantasian . WEST VIRGINIA. Alderson _ _ _ Alleghany Collegiate Institute _ W. S. Anderson . Beckley . The Beckley Seminary . B. H. White . Buckhannon . West Virginia Conference Semi¬ John Wier . nary.* Burnsville . Burnsville Academy* . G. F. Queen . Charles Town . Powhatan College S. P. Hatton . . do . Stephenson Female Seminary .... C. N. Campbell, D. D . Clarksburg . Broaddus Institute . Samuel Ellis Swartz . Elizabeth . Elizabeth Seminary A. S. Lee . Fayetteville . Favet.teville Academy H. C. Robertson . Parkersburg . Academy of the Visitation . Sister M. Xavier Reilly . Bomney . Potomac Academy .... J. E. Hodgson . Salem . Salem College T. L. Gardiner, A. M., D. D _ Wayne .... Oak View Academy . T. B. McClure . ! Wheeling. . . , Linslv Institute Baine C. Dent . . . do . Mount de Chantal _ Sister Mary Xavier . i WISCONSIN. Ashland . North Wisconsin Academy . M.J. Fenengo . Beaver Dam . Wavland Academy _ Edwin P. Brown . Delafield . St. John’s Military Academy . Sidney T. Smythe, president. . Evansville . Evansville Seminary . A. H. Stilwell, A. M . Fond du Lac . Grafton Hall . B. T. Rogers . Galesville . Gale College . L. M. Gimmestad, B. A . Hillside . Hillside Home School Misses Jones . Kenosha . Kemper Hall _ Sister Margaret Clare . Madison . Sacred Heart Academy Mother Reginald . Wisconsin Academy . Miss Charlotte E. Richmond. . Milwaukee . German-English Academy . Emil Dapprich . _ do . Milwaukee Academy Julius Howard Pratt, Ph. D. . . . do _ St. John’s Cathedral School (Girls) . Sister Bernardine . Mount Calvary . St. La, wren ce College . Antonine Wilmer . Prairie du Chien . St. Mary’s Academy. . . Sister M. Seraphia . Racine . Grammar School of Racine Col¬ Rev. Henry D. Robinson . lege. * _ do . St. Catherine's Academy Mother M. Cecilia . Rochester . . Rochester Academv James F. Eaton . Scandinavia . Sca.ndina.via. Academy . . E. C. Nelson . Sinsinawa . St G1 a ra College * Water Town . Sacred Heart College . Rev. John J. O’Rourke, C. S. C. Waukesha . Carroll College . Walter L. Rankin, Ph. D . WYOMING. Cheyenne . Convent of the Holy Child Jesus.. Mother Mary Stanislaus . * Statistics of 1900-1901. PKIVATE HIGH SCHOOLS, 1957 other private secondary schools for the scholastic year 1901-2 — Continued. Students. Religious denomina¬ tion. Sec¬ ond¬ ary in¬ struc¬ tors. Second¬ ary stii- 1 dents. Ele¬ men¬ tary pupils, includ¬ ing all below second¬ ary grades. 6 1 | Female. Male. I © 1 d Male. d s O 4 5 6 7 8 9 iO Luth . 3 58' 15 30 151 R.C . 0 6 0 40 0 239 Free Meth. 2 ! l 23 16 50 46 Cong . 3 2 35 j 20 1 8 30 ' R. C . 4 0 35 0 ! 40 0 R.C . 0 3 0 : 57 12 172; Epis . 0 5 0 20 0 20; EDis . 0 8 0 64 2 55: R.C . 0 1 0 20 40 180 U. Presb . . . 2 3 34 ; 23! 9 20 R. C . 1 0 24 0 119 0 Meth . 2 4 | 27; 22 16 Nonsect . . . 2 1 50 1 35 150 113 M. E . 2 2 258 180 1 30 20; Nonseet . . . 1 1 16 1 18 28 25 Nonsect ... 0 1 0 50 0 50 Presb . 0 4 0 17 0 16 Bapt . 3 6 25 58 47 78! Nonsect ... 3 o 30 36 20 15 Nonsect . . . 2 1 21 23 51 76 R.C . 0 4 0 20 0 50 Presb . 3 0 27 20 47 0 Nonsect ... 2 2 60 40 25 20 Nonsect ... 1 1 35 36 10 14 Nonsect . . . 3 0 40 0 71 0 R. C . 0 12 0 60 0 50 Cong . 2 2 21 22 22 37 Bapt . 6 7 43 46 0 0 Epis . 8 1 125 0 10 0 Free Meth. 1 4 27 34 33 41 Epis . 4 9 0 72 0 18 Luth . 3 0 10 6 24 9 Nonsect ... 1 1 15 18 4 0 P. E . 5 12 0 92 0 29 R.C . 0 8 0 45 0 36 Nonsect . . . 0 4 34 29 14 9 Nonsect . . . 4 1 10 9 71 62 Nonsect . . . 6 0 55 0 46 0 R.C . 0 2 0 35 0 370 R.C . . 13 0 128 0 0 0 R.C . 0 5 0 40 0 40 Epis . 6 0 51 0 40 1 R.C . 0 5 0 41 0 170' Cong . 1 4 16 32 10 4 Luth . 1 1 19 15 36 9 R.C . 0 18 0 150 0 90 R.C . 4 0 40 0 60 0 Presb . 6 3 74 45 1 6 R.C . 0 4 8 29 52 147 Preparing for college. Gradu¬ ates in 1902. College prepar¬ atory students in the class that gradu¬ ated in 1902. Clas¬ sical course. Scien¬ tific course. ^d § Female. Male. J d I Bridgeport . Trade School and Institute ( Y. M. C. A. ) . . . Hillyer Institute ( Y. M. C. A.) . Boardman Manual Training High School . Waterburv Industrial School . Dr. I. De Ver Warner . Hartford . New Haven . George A. Gregg . Charles L. Kirschner . Waterburv . Mrs. A. S. Chase . . ’ . do . The Young Women’s Friendly League Miss Anna L. W'ard . DELAWARE. Wilmington Cooperative Draughting Schools . A. Edward Rhodes . DISTRICT OF COLUMBIA. Washington Industrial Home School . C. W. Skinner . . . do . i St. Rose’s Industrial School . . 1 Sister Clara . FLORIDA. Ocala . Emerson Memorial Home School . C. M. Buckbee . GEORGIA. Athens . Knox Institute and Industrial School . L. S. Clark . Fort Valley... Fort Valley High and Industrial School*.. Central City College . J. W. Davidson . i M aeon . . Wm. E. Holmes . ILLINOIS. ! Chicago Chicago English High and Manual Train¬ ing School. Chicago Manual Training School . A. R. Robinson . J . do . . . Henrv H. Beefield . . . .do . Chicago Rlovd School . _ . Anna Murray . 1 . do . Jewish Training School . Henrv L. Frank . . . .do . . . Lewis Institute . Geo. N. Carman . ‘ i Des Plaines Brother Paulian . I Evanston . Manual Training School . H. H. Kingsley . i • Glenwood Illinois Manual Training School Farm _ Bradlev Polvtechnic Institute . . . E. B. Butler . 1 i Peoria E. O. Sisson . 1 Springfield . Manual Traininer School . E. Jerrev . INDIANA. | Indianapolis Manual Training High School . Indiana Soldiers and Sailors Orphans’ Home. C. E. Emmerrich . Knightstown . A. H. Graham . IOWA. M oinp^ West Des Moines High and Industrial School. A. C. Newell . Statistics of 1900-1901. MANUAL AND INDUSTRIAL TRAINING 1969 training schools in the United States in 1901-2. Literary instruction. Manual, industrial, or technical training. Instructors. Elementary pupils. Secondary stu¬ dents. Instructors. Elementary pupils. Secondary stu¬ dents. 6 6 c5 6 <6 d 6 '5 0 ’d 0> 35 a '3 6 c; 6 *3 | d i '3 6 '3 0 d I 35 0 0 O ° 3 39 2 1 1 3 16' 23 39| 1 0 1 302 0 102 2 0 2 85 0 85 4. 4 a 90 60 150 1 2 3 90 60 150 1 0 1 56 0 56 2 0 2 25 0 25 40 0 40 2 0 2 18 0 18 22 0 22 9 0 9 277 0 277 7 0 7 277 0 277 7 0 24 24 0 36 36 0 25 25 . 0 no 0 110 40 0 40 4 0, 4 20j 0 20] 40l 0 40 1 4 100 96 196 2 2 4 100' 96 196; 103 55 158, 3 9 12 9S 240 338 1 3, 6 1 125 425 550 0 12 12 1 ! .. . 425 425 9 J 576 0 J D/0 12 0 J 576 0 | 1 576: 1 3 16 19 948' ; 372 1, 320 81 2 1 10' 275 0 6 0 6' i I 275 0 275' 2 1 3 50 57 18 1 19 461 10 471 2l 16 i3 18 20 38 1 . | I 24 110 134 4 2 6' 114 0 114 4 0 114 0 i 114 | 1 1 1 41 41 . ' i . j 0 0 1 1 0 0 0 0 I I 0 0 0 5 5 10 150 U 361 J 1 242 464 5! 16 21 387 151 538 4 1 5 1 387 151 o3s 1 5 6 705 953 1,658 5 6 11 d4d 398 943 2 9 273 0 ; 273 6 0 6 273 0 272\ 1 . 8 5 13 173 ! m 350; 4 5 .... 9 1 19 16 35 36 54 90 3 6 9 19 16 35 36 54 90| 1 13 1 0 l 13 40 0 40 210 22 232 10 0 10 95 35 110 5 0 5 95 0 95 1 1 2 126 172 298; 1 ; 1 . 15 15 4 4 i 15 15 '"6 6 149 83 232 "i 3 4 21 32 53 i 7 ! 6 7 150 115 265 I "ii 14 28 I 390 545 935 6 4 10 390 ! 545 935 8 6 14 117 145 ; 262 55 62 117 1,169 1,752 2,921 1 2 1 3 15 30 45 1.... | 7 0 17 156 0 156 !.... 15 12 27 210 ! 0 210 2 11 ! 13 116 104 220 1 20 16 i 36 1 1 4 5 116 104 i 220 1 12 1 19 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 62 63 64 65 66 67 68 69 70 71 72 73 74 75 1972 EDUCATION REPORT, 1902, Table 6. — Statistics of manual and industrial training 76 78 79 80 81 82 83 84 85 87 88 89 90 91 92 93 94 95 9G 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 Location. Name of institution. President or director. 1 2 3 NEW YORK — cont’d. New York ( 16-24 West General Society of Mechanics and Trades- Prof. Louis Rouillion . 44th street). men of the Citv of New York. Edgar S. Barney C. E sant street). New York (1260 First R. Fulton Cutting . avenue). ' New York (159 West Original School of Industrial Art for No report . 23d street). Women . New York (239 East Mary L. Gordon . Houston street). New York (505 East St. George’s Evening Trade School . Arthur A. Hamerschlag _ 16th street) . New York (222 Bow- Technical School for Carriage Draftsmen 1 Franklin Murphy . ery). and Mechanics. New York (125 St. Wilson Industrial School for Girls . Mrs. H. H. G. Sharpless - Marks place) . Mrs. J. W. Osthout . 1 Rochester (38 South Rochester Athenaeum Mechanics’ Institute. Lewis P. Ross . Washington street). University Heights. . . Webbs Academy and Home for Ship- Stevenson Tavlor . builders. NORTH CAROLINA. 1 Blowing Rock . Skyland Institute . Ellen R. Dorsett . Concord . The Laura Sunderland Memorial School.. Miss Melissa Montgomery.. Farm School . . . . Asheville Farm School . Rev. G. S. Baskerville _ ". . . Hot Springs . . Dorland Institute . Miss Julia E. Phillips . North Wilkesboro .... Academical and Industrial Institute . E.M. Gilliard. . NORTH DAKOTA. Ellendale . State Manual Training School . . W.E. Hicks . OHIO. Cincinnati . . Ohio Mechanics Institute . John L. Shearer . _ do _ The Technical School of Cincinnati . C. W.Marx . . Cleveland . Jewish Orphan Asylum . Dr. S. Wolfenstein . . . do . Working Home for Young Women (Y. W. Mrs. D. P. Eells . C.A.). i Toledo . The Polytechnic School of the Toledo Yirgil G. Curtis . University.* Xenia . Ohio Soldiers and Sailors Orphans’ Home Chas. L. Young . (public). 1 PENNSYLVANIA. Allegheny . Avery College Trade School . Joseph D. Mahoney . Philadelphia . Central Manual Training School . .. Wm. L. Sayre . _ do . Drexel Institute . .Tames MacAlister . . do . Friends Select School . J. H. Bartlett . . do . Girard College . Adam II. Fetterolf, LL. D. . . . . .do . . . Northeast Manual Training School A. J. Morrison . . . .do _ Pennsylvania Museum and School of In¬ Leslie W. Miller . . . dustrial Art. . do . Spring Garden Institute* . Addison B. Burk . Pittsburg _ School of Design for Women . Williamson School . . . Williamson Free School of Mechanical John M. Shrigley . Trades. RHODE ISLAND. Newport . Miss Sayer’s School . _ do Townsend Industrial School Geo. H. Bryant . Providence . Manual Training High School . . Geo. F. Weston . . do . Rhode Island School of Design Eleazer B. Hamer . _ do _ st. Francis Xavier’s Academy Sisters of Mercy . . SOUTH CAROLINA. i Aiken . Schofield Normal and Industrial School. . . Martha Schofield . * Statistics of 1900-190L MANUAL AND INDUSTRIAL TRAINING 1973 schools in the United States in 1901-2 — Continued. Literary instruction. Manual, industrial, or technical training. Instructors. Elementary pupils. Secondary stu¬ dents. Instructors. Elementary pupils. Secondary dents. stu- l rS 1 l | Total. Male. j Female. Total Male. Female. Total. | Male. | Female. TBWL 1 1 Male. Female. Total. Male. Female. j Total. 4 5 6 7 8 9 10 11 12 14 15 16 17 i 18 19 20 21 p 14 0 14 650 0 1 650 4 o 4 211 0 211 0 | 211] 0 1 211 | 28 0 28 666 0 666 35 35 900 900 725 725 3 3 130 130 _ _ 0 84 0 84 2201 0 ' 220 . 1 0 1 30 0 1 30 0 0 2 145 145 2 145 145 0 4 4 0 75 75 5 1 6 49 40 89 . 64 11 75 51 22 73 125 1,200 | 1,325 707 670 1 1,377 3 o 3 35 0 35 2 o 2 . 35: 0 35 0 3 3 26 53 1 79 4 i 1 4 4 4 64 ■ 64 . . ■ 2 2 64 64 .... 1 4 5 140 0 140 . . ’"4 6 9 140 0 440 . 0 6 6 30 25 55 80 90 170 2 4 6 3 6 30 *"62 92 1 1 2 15 23 38 1 1 2 15 23 38 2 3 6 23 29 52 59 61 120 1 2 3 23 29 52 59 61 120 26 0 26 133 0 133 912 ! 0 912 3 1 4 . l 136 0 1361 3 0 3 136 0 136 8 11 19 215 500 4 3 285 215 500 0 2 2 285j 39 39 1 | 5 5 206 206 9^ 1 8 17 227 2S0 507 2 27 29 : ! i 575' 369 944 ! 67 j 0 67 236 161 J 397 2 2 4 20 88' 108 2 6 8 24 90 I 114 14 0 14 630 0 630 □ / 0 7 . 6o0 0 ! 630 52 | 87 89 i 1 444 1, 723 3 167 1 . . 1,444: 1,723 ! 3,167 6 i 13 IS 54' 72 126 64 ■ ' 150 ’214 2 2 4 ! 54 72 126 64 150 I 214 13 j 39 52 1,371 1,371 10 0 10 | 655 0 655 215 0 j 215 15 0 15 618 "’6 ”618 7 0 *7 618 0 618 . 28 6 34 . 600 329 1 929 I 1 12 1 13 508 252 1 760 1 4 5 95 95 60 60 ' 5 0 & 233 o 233 6 0 6 233 0 233 1 3 4 6 20 26 I • | 3 4 n i 431 537 j 968 27 0 27 4 j 1 6 226 ! si | 277 11 4 15 226 61 277 I 18 10 28 . 350 243 1 593 6 1 9 15 28 62 90 1 71 71 1 . 1 t 4 5 92 112 204 9 I . | 1 15 6 4 10 101 118 219 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 1974 EDUCATION REPORT, 1902, Table 6. — Statistics of manual and industrial training Location. Name of institution. President or director. 1 2 3 TENNESSEE. 115 Gravsville . Southern Training School . Ellis Tenney . TEXAS. 116 Austin . Allan Manual Training School . N. S. Hunsdon . 117 Castro ville . Industrial School for Little Girls . Sister M. Ange . VIRGINIA. 118 1 Dinwiddie . 1 John A. Dix Industrial School. . . A. W. Harris . 119 j Miller School . Miller Manual Labor School . C. E. Yawter . WASHINGTON. 120 Seattle . . Industrial School . ! Roger S. Greene . . WISCONSIN. 121 Wausau . Marathon County School of Agriculture i R. B. Johns . i and Domestic Economy. 122 Menominee . 1 The Stout Manual Training School * . ! Judson E. Hoyt . . 123 Milwaukee . Milwaukee Cooking School . Mary Lamson Clarke . 124 _ do _ _ St. Rose’s Omlian Society* . Rey. F. K. Katzer _ Total for the above 124 snhools _ _ * Statistics of 1900-1901. MANUAL AND INDUSTRIAL TRAINING 1975 schools in the United States in 1901-2— Continued. Literary instruction. \ Manual, industrial, or technical training. Instructors. Elementary pupils. Secondary stu¬ dents. Instructors. ! Elementary 1 pupils. Secondary stu¬ dents. Male. * j Total. Male. 13 o Total. Male. Female. Total, s qS Total. Male. Fcinale. Total. Male. Female. 4 5 6 7 8 9 io 11 13 1 3 14 1 5 16 17 j 18 19 20 21 ^ o 8 8 20 30 50 35 65 100 1 L j 115 2 10 12 22-3 350 ! 573 2 I 0 2 60 21 81 116 . 40 40 80 30 j 3 3 40 40 30 30 i 117 1 8 4 10 7 17 17 28 45 4 3 : 7' 9 35 44 9 35 ^ 44 118 ; 3 11 14 67 44 111 83 56 139 5; 12 78 ! 44 122 72 5« ^128 119 1 1 32 8 40 1 3 4 32 C2 OC 120 1 1 2 14 48 62 1 1 2 14 43 62 121 6 1 J i . | . - 58 | 3 ! » 122 2 - 2 L:;:_ 1 56 53 123 6 °; ’ 120 120 124 1 424 524 948 5, 031 ,'3, 820 8, 85112, 710 8, 766 1 1 1 i I 21, 476 723 386i 1 1 : 1, 109 5, 204 5, 477 ! 10, 681 i ' 1 1 I ] 19, 713 11, 35731, 070 1976 EDUCATION REPORT, 1902, Table 6. — Statistics of manual and industrial training schools in the United States in 1 901-2 — Continued . Location. Name of institution. Cost of plant. Expe: CQ O c3 C Fh £ nditure ing 6 *3 c3 = Fh s for industri luring 1901-2. K 1 r2 § ^1, -S o S o O d o al train- *3 o H 1 2 22 23 24 25 | 28 27 ALABAMA. si, 650 S696 $453 815 $20 $1,184 The Southern Industrial Institute . 20, 000 4,000 8,000 12,000 CALIFORNIA. 1 ’ Polvtechnic High School . 50, 000 3, 700 400 100 600 4,800 San Frsi^sciio--.. California School of Mechanical ! 30, 000; 10,000 4,602 2, 000 16, 602 Do.;'. . Cogswell Polvtechnic College . 1 5,000 2,325 1,000 8,325 Do . Mechanics' Institute* . . Do. . . 12, 000; 18, 000 400 . 1,500; 19, 900 Do... 19, 000' 1 9,600 7, 500 600 17, 700 Arts. 1 The Anna S. C. Blake Manual 4, 000 1,900 2, 100 4,000 Training School. COLORADO. State Home for Dependent and 225 50 5 2 67 Neglected Children. Do . Manual Training High School . 17, 365 11, 475 700 25 25 12,225 CONNECTICUT. Bridgeport . Trade School and Institute (Y. M. 500 225 0 0 50 275 C. A.). 1 Hartford . Hillyer Institute ( Y. M. C. A.) . 1, 550 1,420 153 92 1,665 New Haven . Boardman Manual Training High 130, 000 21,500 21,500 School. | Waterbury . Waterburv Industrial School . 25, 000 25,000 Do...! _ The Young Women’s Friendly 5, 000 1, 500 1,500 League. DELAWARE. "Wilmington . Cooperative Draughting Schools ... 100 200 50 0 10 260 DISTRICT OF CO¬ LUMBIA. 1 Washington . Industrial Home School . 150, 000 Do . St. Rose's Industrial School . 5, 772 79 50 5, 901 FLORIDA. Ocala . Emerson Memorial Home School .. GEORGIA. Athens . Knox Institute and Industrial School. Fort Valley . Fort Valley High and Industrial 1,125 600 250 75 2,050 School.* Macon . Central City College. 2,500 1, 150 150 100 300 1,700 ILLINOIS. Chicago . Chicago English High and Manual 50,000 12,000 3,000 : 2,000 2,000 19,000 ! Training School. 1 Do . Chicago Manual Training School .. 115, 000 9,000 793 : 350 330 10,473 Do . Chicago Slovd School . 1,280 500 1,780 Do . Jewish Training School ... 72, 000 13, 650 300 13, 950 Do . I Lewis Institute . 150,000 12,000 1,000 i 1,000 200 14, 200 Des Plaines . St. Marx’ s Training School . 75, 000 0 9,500 1,050 490 11,040 Evanston . Manual Training School . 13, 000 2,700 400 3, 100 Glenwood . Illinois Manual Training School 50,000 3,600 500 100 50 4,250 Farm. 1 Peoria . Bradley Polvtechnic Institute . 25, 600 9,800 1,004 300 1 11, 104 Springfield . Manual Training School . 1,000 150 400 200 25 775 ♦Statistics of 1900-1901. MANUAL AND INDUSTRIAL TRAINING. 1977 Table 6. — Statistics of manual and industrial training schools in the United States in 1901-2 — Continued. Location. Name of institution. Cost of plant. Expenditures for industrial train¬ ing during 1901-2. For teachers. For materials. For new tools and repairs. For incidentals. Total. 1 2 22 23 24 25 26 27 INDIANA. Indianapolis . Manual Training High School . §250, 000 © 1 81,850 81,100 81, 200 814. 850 Indiana Soldiers and Sailors Or- ! 535 250 490 50 1,325 phans’ Home. IOWA. Des Moines . West Des Moines High and Indus- 3,500 2,770 500 125 25 3,420 trial School. KENTUCKY. 2,500 400 75 75 50 600 Manual Training School . .*. . . 1 70,000 6,300 1,100 1,000 8,400 LOUISIANA. | Baldwin . Gilbert Academy and Industrial 6,500 1, 200 200 90 25 1,515 College. Lafavette . Southwestern Louisiana Industrial 7,500 3,200 750 1,500 350 5,800 Institute. MAINE. Bath . Bath Iron Works Shipbuilding Class 270 200 470 MARYLAND. Arbutus . Baltimore Manual Labor School . . . 40, 000 1,200 400 200 50 1, 8c0 Baltimore . Baltimore Polytechnic Institute ... 26, 000 6,000 6,000 McDcnogh . McDonogh School . 9,000 1,050 200 850 100 2, 200 Port Deposit . The Jacob Tome Institute . 6, 000 4,250 150 2, 000 6,400 MASSACHUSETTS. Boston . Friendford Industrial School . 800 830 50 25 20 925 Boston (17 Allen Hebrew Industrial School . 1,200 3, 000 800 175 200 4, 175 street). Boston . Mechanic Arts High School . 38,000 14, 500 10, 200 200 *100 25, 000 Boston (39 North 1 North Bennet Industrial School ... 17, 555 736 1, 203 19,494 Bennet street). Cambridge . ! Manual Training School . 125, 000 Lowell . Lowell Textile School . 300, 000 Roxburv . j South End Industrial School . 21,000 2,440 750 23 1,650 4, 863 Springfield . High School of Mechanic Arts . 13, 000 5, 750 633 470 996 7,849 MICHIGAN. Muskegon . 1 Hackley Manual Training School. . 309,133 10, 689 942 9,456 5, 084 26,173 MINNESOTA. St. Paul . Mechanic Arts High School . 10, 000 21,938 1, 000 250 23, 188 MISSOURI. 1 Kansas City . j Manual Training High School . 188,000 50,180 6,731 844 120 57,875 St. Louis . j Manual Training School of Wash¬ 26,000 6, 900 850 354 500 8,604 ington University. NEW JERSEY. Bordentown . Manual Training and Industrial 1,106 40 167 98 1,411 j School. Newark . Newark Technical School 75, 000 8,485 126 825 9,436 NEW YORK. Binghamton . Barlow School of Industrial Arts. . . 9, 118 2, 100 119 7 40 2,266 Bronxville . Society of Martha _ 1, 200 1,200 Brooklyn ( 217 Ster¬ Home* for Destitute Children . i30 922 203 7 4 1,136 ling place). 1 1 1 ED 1902 — VOL II 51 1978 EDUCATION REPORT, 1902. Table 6. — Statistics of manual and industrial training schools in the United States in 1901-2 — Contifiued. Location. Name of institution. new york — con¬ tinued. Brooklyn . New York (222 ! East 64th street).! New York . j New York (109 West 54th street) New York (16-24 West 44 th street) Industrial School Association. B. E. D. Baron de Hirsch Trade School Boys Club— McAlpin Trade School * Ethical Culture Schools . General Society of Mechanics and Tradesmen of the City of New York. Hebrew Technical Institute . N ew Y ork ( 36 Stuy- vesant street). ! New York (505 ! St. George’s Evening Trade School East 16th street). New York (222 I Bowerv). New York (125 St, Mark’s place). Rochester . Rochester (38 South Wash¬ ington street). University Heights Cost of plant. 22 NORTH CAROLINA. Blowing Rock. Concord . Technical School for Carriage Draftsmen and Mechanics. Wilson Industrial School for Girls.. Industrial School of Rochester*. ... I Rochester Athenaeum Mechanics’ Institute. $500, 000 18, 837 6, 0001 2, 500; Farm School . Hot Springs . North Wilkesboro . Webbs Academy and Home for Shipbuilders. Skyland Institute . The Laura Sunderland Memorial School. Asheville Farm School . Dorland Institute . Academical and Industrial Insti- I tute. NORTH DAKOTA. Ellendale . State Manual Training School Cincinnati . ' Ohio Mechanics Institute . Do . The Technical School of Cincinnati. •eland . Jewish Orphan Asylum . Do . Working Home for Young Women (Y. W.C.A.). Toledo . The Polytechnic School of the To¬ ledo University.* Xenia . j Ohio Soldiers and Sailors Orphans’ Home (public.) PENNSYLVANIA 40, 000 25, 000 750 150, 000 35, 000 15,000 5,206 Allegheny . Philadelphia .... Do... . Do . Do . Do . Do . Do . Pittsburg . . Williamson School. RHODE ISLAND. Averv College Trade School . Central Manual Training School... Drexel Institute . Friends Select School . Girard College . Northeast Manual Training School. Pennsylvania Museum and School of Industrial Art. Spring Garden Institute* . School of Design for Women . Williamson Free School of Mechan¬ ical Trades. Newport . ! Miss Saver’s School . . Do . 1 Townsend Industrial School . 45,024 25,000 200, 000 100,000 70, 000 100, 000 63,000 Expenditures fey industrial train¬ ing during 1901-2. For teachers. For materials. For new tools and repairs. For incidentals. Total. 23 24 25 26 | 27 $200 $200 9,949 $6, 540 $473 $3, 926 20, 888 400 300 800 1 500 5,000 435 5, 435 1 4, 565 | 1, 760 700 7,025 13,508 1 i 1> 755 1,222 7,422 23, 907 ' 3, 300 | 1,200 400 100 5,000 1, 800 200 75 o0 2,130 720 128 I 10 4 862 | 28,407 j 10,760 ; 4,000 16, 494 59, 661 1 7, 000 500 7,500 650 650 500 25 20 10 555 5,300 7,500 12, 800 ' 900 75 975 250 50 35 335 2,500 2,500 15,000 4, 000 19, 000/ 6,500 250 550 60 7,360 2,600 200 60 40 2,900 3,070 2, 135 5,205 19, 231 3, 601 6,100 1, 965 30,897 20, 0C0 12,000 12, 000 140, 000 184, 000 6,500 4,000 1,500 600 12, 600 12, 000 4, 000 1,000 500 17,500 1,700 1,700 13,090 3,000 16, 090 48, 000 4,000 330 405 52, 735 41,000 1,200 10, 000 52, 200 8, 360 1, 430 9, 790 3, 000 3,000 11,610 4,576 16, 186 * Statistics of 1900-1901. MANUAL AND INDUSTRIAL TRAINING. 1979 Table 6. — Statistics of manual and industrial training schools in the United States in 1901-2 — Continued. Expenditures for industrial train¬ ing during 1901-2. Location. Name of institution. Cost of plant. m s 8 [3 Sh a '"’rd 1 'S £ £ g53 pR | E-1 1 2 22 23 24 25 26 27 RHODE ISLAND — continued. $27, 800 12,200 : SI, 679 $120 S72 ' $29, 671 19, 543 Do . Rhode Island School of Design .... 7,343 Do . SOUTH CAROLINA. Aiken . Scofield Normal and Industrial [ TENNESSEE. School. Graysville . Southern Training School . TEXAS. Austin . Allan Manual Training School .... $7, 647 ; 1, 993 172 340 635 3,140 Castro vDle . 1 Industrial School for Little Girls... VIRGINIA. Dinwiddie . John A. Dix Industrial School 1,627 i 1,280 ! 6, 160 315 600 85 2, 280 9,010 Miller School . ! Miller Manual Labor School . 100, 000 1,000 1,350 500 WASHINGTON. Seattle . Industrial School . . . 150 3,185 100 30 3, 315 WISCONSIN. Wausau _ Marathon County School of Agri¬ culture and Domestic Economy. The Stout Manual Training School* Milwaukee Cooking School . 325 325 Menominee . Milwaukee . i,ioo Do . | St. Rose’s Orphan Society* . 300 300 Tntal for fhp nhnvp 194 snhnnls _ _ 5 Sftt fiftfififtft 71ft 140, 473 69, 159 218, 055 1,118,406 I ! * Statistics of 1900-1901. Literary instruction. Manual, industrial, or technical training. 1980 EDUCATION REPORT, 1902. §■§ O 0 ag w°x I « I -oimua.1 I ^ | •9PIU T^iox ■aiuraex I n •aj'Buiax 2 | •SICK •wox ■aicuiaj •sick ‘TOOX ~ I a o P< •SICUI3X X •91CK t- iC O 01 O I> W>£ co ^ 03 co •3ICUI3X I •8ICK PlP IPM 81^! OQ w;l ii i§ “a Xfl • co HH oj l-sl-sa o 2 ^ ° bo “'3’g'g.S .5 £p „c'3 ■g-S o SlS'Sg fifsf > |i iS pj a •d§ C CD £a o « >>>> CSS o3 oj O s S 0 2 ixies 0 O 0) 2 s MANUAL AND INDUSTRIAL TRAINING 1981 s o* - 1 8 1 | s g£g § sag g§ T89 ZZ i8§i ; 8 : £33 £ 838 8 828 88 ~ 1 83S8 : 2 : §83 8 8 S 8 8°>g 88 3 1 8^83 : CiO l^ l> O CO CilOO O OOCO^J o 10 s o Tj< 05 10 05 50 -5f lO O lO lOiNt- -tf1 t> rH T* X TJ< CO u- * Oi O 00 CO 1> lO O lO COr— 0 05 OI *o X CO s 97 18 CT5 ss 8 8 S § i-i i —i ssa* g SS £33 § g£§ 8 SSg §883 g S85S8 s 23 SSS 5 g is 8 §3g 8883 | SSS^SS 3 O XXMiO ^ l^(NCO ril> COCOCOr-1 C> MX^COO CM ^ i> X X H 125 111 - 00 •ai'Braaj b* ! H i> & ci •aPK i-i O 05 10 o co CO d Instructors. •rtuox is s- o tC H OlO d CO Cl •91 IS 00 Cl Literary instruction. Secondary students. •TO<>X IS i 1 •aXBmaj; Is 1 ; CO CO "91'BJtt IS 1 CO CO !« S’Sh ag. ^ pi w •IBJOX 232 111 1 00 •ajuniaj cc tH Cl O O d l> CO •0IUK h rH 4, 830 Instructors. •rmox 1 = O ! ; ! . c | | c 1 : > ) Cl. Tomah Indian Industrial School . Total for the above 39 industrial schools for Indian children. o d !3 S3 • g : £ o ■ !r EE ill p E-i 0 MANUAL AND INDUSTRIAL TRAINING 1983 Table 8. — Statistics of manual and industrial training — Branches taught. Name of institution. Branches of instruction. Number of in¬ structors. Numl pup Male. ter of >ils. Fe¬ male. ! Total. 1 2 3 4 5 1 6 In industrial training . 101 160 261 Ala. Slovd or knife workT. . 1 22 22 1 90 90 1 . j 41 41 2 46 46 Farm or garden work . . . 2 71 75 146 1 68 68 284 88 372 Arts, San Francisco, Ca1 Free-hand drawing . . . 1 190 70 260 Mechanical drawing . 1 260 70 330 1 10 10 1 160 160 1 40 40 1 25 25 1 25 25 1 18 18 1 i.70 170 Forging . “ . 1 120 120 Molding (metal) . 1 120 120 1 70 70 1 25 25 Machine-shop work . 1 70 70 Work in physical laboratory . 1 160 | 50 210 Work in chemical laboratory . 1 95 35 130 Cogswell Polytechnic College San In manual training . 48 84 132 Francisco, Cal. Free-hand drawing . 1 4 I 84 88 Mechanical drawing . 2 48 64 112 Clay modeling . 1 1 | 20 21 Wood turning . 1 30 30 Carving . . . 1 8 8 Art needle work . 1 9 9 Sewing . 1 1 60 60 Dressmaking . 1 20 20 Millinery . 1 9 9 Cooking . 1 76 76 Carpentry . 1 i 40 40 Pattern making . : . 1 6 6 Forging . 1 15 15 Molding (metal) . 1 8 8 Vise work . 1 15 15 Machine-shop work . 1 15 15 VTork in physical laboratory . 1 44 69 113 Work in chemical laboratory . 1 44 69 113 Applied electricity . I 1 4 4 Ciyil engineering . 1 5 5 Polytechnic High School, San Fran¬ In industrial training . 195 75 270 cisco, Cal, Free-hand drawing . 2 173 250 Mechanical drawing . _ . 1 180 180 Cl ay modeling . 2 50 50 e Wood turning . 1 1 102 102 Carying . 2 26 30 56 Carpentry . 1 102 102 Pattern making . 1 30 30 Forcing- . 1 102 102 vise work . 1 65 65 Machine-shop work . 1 65 65 Work in physical laboratory . 1 122 47 169 Work in chemical laboratory . 1 60 29 89 Polytechnic High School, Oakland, In industrial training . 110 130 240 Cal. Free-hand drawing . 1 40 20 60 Mechanical drawing . 1 40 1 41 Paper cutting and folding . 1 20 1 21 Wood turning . 1 30 30 Carying . | 1 60 5 65 Sewing . 1 50 50 Dressmaking . 1 1 40 40 Cooking . 1 50 50 Carpentry . 60 60 Pattern making . . . 15 15 Molding (metal) . 10 10 Work in physical laboratory . 1 i 50 20 70 Applied electricity . 10 5 15 Wilmerding School of Industrial Tn industrial training 133 I 133 Arts, San Francisco, Cal. Free-hand drawing . i 133 133 Clay modeling . 1 i 45 I 45 1984 EDUCATION REPORT, 1802. Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Numt „ Pup Male. )er of dls. Fe¬ male. Total. 1 o 3 4 5 6 1 1 30 1 30 Arts, San Francisco, Cal.— Cont’d. 1 15 1 15 Bricklaying . 1 25 ! 25 1 18 i . 1 lg 1 10 i 10 Sheet-metal work . 1 12 1 12 1 12 1 12 1 100 1 100 Work in chemical laboratcrv . 1 33 ! 33 1 20 i 20 365 385 1 750 ing School, Santa Barbara*, Cal. Sloyd . ” . 2 200 4 204 1 250 250 1 60 ! 60 27 1 14 41 Neglected Children, ‘Denver, Colo. 1 27 27 1 14 1 14 Manual Training High School, Den- In industrial training . . 1 262 253 515 ver, Colo. Free-hand drawing . 2 262 253 515 Mechanical drawing . 2 i 262 253 515 Clay modeling . ! 2 107 121 228 2 107 107 Carving _ ~ . 3 107 199 1 306 2 1 222 ' 222 1 26 26 1 I 42 42 2 . 107 1 107 Pattern making . 1 68 . 68 Forging . 1 68 68 Sheet-metal work . 1 68 . 68 Molding (metal) . 1 68 68 Machine-shop work . 1 44 44 Trade School and Institute, Y. M. In industral training _ 97 97 C. A., Bridgeport, Conn. Free-hand drawing . . 1 16 16 Mechanical drawing . 2 86 86 Hillyer Institute of the Y. M. C. A., In industrial training . 1 120 120 Hartford, Conn. Free-hand drawing . . . 1 1 17 17 Mechanical drawing . 3 1 43 43 Carpentry . 1 20 1 20 Forging . 1 1 1 Plumbing . 1 18 18 Applied electricitv . 1 22 22 Architectural drawing . 1 18 18 J ewelry engraving . 1 7 7 Board man Manual Training High In industrial training . 396 231 627 School, New Haven, Conn. Free-hand drawing . 2 356 231 587 Mechanical drawing . 1 346 2 348 Wood turning . 1 • 165 ! 165 Carving . 1 - 131 131 Sewing . 1 100 100 Dressmaking . 1 50 50 Millinerv . 1 50 50 Cooking . 1 150 150 Pattern making . 1 165 165 Forging . 1 130 130 Vise work . : . | 1 100 100 Machine-shop work . 1 100 100 Work in physical laboratory . 1 37 36 73 Work in chemical laboratory . 1 45 50 95 Applied electricitv . 1 20 20 Basket weaving . 1 100 100 Venetian ironwork . 1 100 100 Pvrography . 1 40 40 Waterbury Industrial School, Wa- In industrial training . 200 200 terbury, Conn. Sewing . 20 200 200 Cooking . 2 60 60 The Young Woman’s Friendly In industrial training . 369 369 League, Waterbury, Conn. Art needlework . 1 0 14 14 Sewing . 1 0 25 25 Dressmaking . 1 0 58 58 Millinery . 1 0 5 5 Cooking . \ 2 o 267 267 Laundering . / Cooperative Draughting Schools, In industrial training _ 40 40 Wilmington, Del. Mechanical drawing . i 40 40 MANUAL AND INDUSTRIAL TRAINING. 1985 Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Number of pupils. Total. Male. Fe¬ male. 1 2 3 4 5 6 50 20 70 ton, D. C. 50 20 70 Clay modeling . 1 15 10 25 Paper cutting and folding . 1 15 10 25 1 10 10 1 15 15 1 1 10 10 .1 10 10 1 ' 6 6 1 | 8 8 2 20 20 1 10 10 1 j 8 8 60 60 ington, D. C. 5 ' 25 25 5 ! 50 50 5 50 50 1 ! 4 4 1 j 5 5 60 60 School, Ocala, Fla. 2 I 50 50 60 60 B 1 60 60 2 ! 20 20 Cooking . / 30 30 Laundering . *. . } 1 : \ 30 30 Knox Institute and Industrial In industrial training . 93 120 213 School, Athens, Ga. Free-hand drawing . 2 57 74 131 Clav modeling . 1 : 60 60 Slovd or knife work . 1 j | 12 12 Art needlework . 1 1 13 13 Sewing . 87 87 Printing . 2 4 10 14 Carpentry . 1 34 31 Central City College, Macon, Ga . In industrial training . 165 200 365 Art needlework . 1 8 8 Sewing . 3 120 120 Dressmaking . 1 16 16 Cooking . 1 175 175 Laundering . 1 89 89 Farm or garden work . 2 25 25 Printing . 2 14 14 Carpentrv . 1 30 30 Chicago English High and Manual In industrial training . 676 676 Training School, Chicago, Ill. Free-hand dra wing . 1 1 67 6 678 Mechanical drawing . 8 ! 676 676 Wood turning . 1 | 350 350 Carpentry . 3 350 350 Pattern making . 1 300 300 Forging . . . . 1 200 200 Molding (metall . 1 ' 200 200 Machine-shop work . 2 130 130 Work in physical laboratory . 1 200 200 Work in chemical laboratory 1 | 130 130 Chicago Manual Training School, In industrial training . 5 ! 270 270 Chicago, Ill. Free-hand drawing . 1 | 270 270 Mechanical drawing . i 270 270 W ood turning . i I 129 129 Carpentry . i 129 129 Pattern making . i 129 129 Forging . l 68 68 Molding (metal) . l 68 68 Vise work . l 58 5S Machine-shop work . i i 58 58 Work in physical laboratory . l 68 68 Work in chemical laboratory . l 58 58 Chicago Sloyd School, Chicago, Ill . . In industrial training . 21 21 Mechanical drawing . 11 11 Slovd or knife work . 14 14 Carving . 21 21 Art needlework . . . 1 1 I Sewing . 9 9 Jewish Training School, Chicago, Ill. In industrial training . . 219 262 481 Lewis Institute, Chicago, Ill . . do . . 200 100 300 Free-hand drawing . 1 2 150 l 50 200 1986 EDUCATION REPORT, 1902. ( Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Numl pup Male. )er of >ils. Fe¬ male. Total. 1 2 3 4 5 G 3 300 300 tinued. Clay modeling _ ” . 1 10 10 2 150 150 2 75 75 2 100 100 2 150 150 1 75 75 1 100 100 Molding (metal) . 1 100 100 2 150 150 2 150 150 Work in physical laboratory . 3 150 50 200 Work in chemical laboratory . 3 125 75 200 2 100 100 5 300 300 5 300 300 230 230 plaine's, Ill. 1 15 15 2 10 10 1 8 8 3 122 122 1 12 12 1 25 25 1 12 12 1 8 8 1 6 6 Cattle raising . 2 12 12 Evanston Manual Training' Scliool, In industrial training . 200 200 400 Evanston, Ill. Cooking . 200 200 Carpentry . . 200 200 Illinois Manual Training Scliool In industrial training . 285 285 Farm, Glenwood, Ill. Free-ha^d drawing . 1 24 24 Mechanical drawing . 1 24 24 Wood turning . 1 50 50 Cooking . 1 • 5 5 Laundering . . 2 10 10 Farm or garden work . . 1 15 1 5 Printing . . 1 5 5 Carpentry . 1 50 50 Forging . 1 24 24 Vise work . 1 24 24 Machine-shop work . 1 20 20 Steam fitting . 1 5 5 Mechanical engineering . 1 5 5 Electrical engineering . 1 5 6 Bradley Polytechnic Institute, In industrial training . 148 155 303 Peoria, Ill. Free-hand drawing . 3 144 144 Mechanical drawing . 3 124 124 Wood turning . 2 81 81 Sewing . . . 3 87 87 Dressmaking . 1 12 12 Cooking . 2 3 43 46 Carpentry . 1 19 19 Pattern making _ 1 17 17 Sheet-metal work . 1 27 27 Vise work . 1 43 43 Machine-shop work . 1 12 12 Work in physical laboratory . 2 51 51 Work in chemical laboratory . 1 42 42 Applied electricity . 1 10 10 Wood joinery .... 1 68 68 Cabinetmaking . 1 5 5 Springfield Manual Training School, In industrial training . 76 76 Springfield, Ill. Mechanical drawing . 1 24 24 Wood turning . 1 64 64 Carpentrv _ 1 76 76 Manual Training High School, In¬ In industrial training . 503 474 477 dianapolis, Ind. Free-hand drawing . 4 272 260 532 Mechanical drawing . 2 215 1 216 Wood turning . i 2 73 73 Sewing . 3 186 186 Cooking . 1 87 87 Carpentrv . 2 154 154 Pattern making . . 2 76 76 Forging . i 1 90 90 MANUAL AND INDUSTRIAL TRAINING. 1987 Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Manual Training High School, In¬ dianapolis, Ind. — Continued. Indiana Soldiers’ and Sailors’ Or¬ phans’ Home, Knightstown, Ind. West Des Moines High and Indus¬ trial School, Des Moines, Iowa. Eckstein Norton University, Cane¬ spring, Ky. Frankfort Public Schools/ Frank¬ fort, Ky. Manual Training High School, Louisville, Ky. Gilbert Academy and Industrial College, Baldwin, La. Home Institute, New Orleans, La.. Southwestern Industrial Institute, Lafayette, La. Branches of instruction. Molding (metal) . Machine-shop work . Work in physical laboratory.. Work in chemical laboratory . In industrial training . Free-hand drawing . Clay modeling . Paper cutting and folding Sloyd or knife work . Sewing . Tailoring . Cooking . . . . Laundering . Farm or garden w ork . Printing... . Carpentry . Steam fitting . House and sign painting . Shoemaking . Floriculture . Dairying . . . In industrial training . Mechanical drawing . Sloyd or knife work . Wood turning . Carving . Carpentry . . . Pattern making . Work in physical laboratory . . Work in chemical laboratory . In industrial training . Sewing . Dressmaking . Cooking . Laundering . Printing . Carpentry . In industrial training . Free-hand drawing . Wood turning . Hand weaving . In industrial training . Free-hand drawing . Mechanical drawing . Wood turning . . Carpentry . Pattern making . Forging . . Molding (metal) . Vise work . . Machine-shop work . . Work in physical laboratory . . Work in chemical laboratory , In industrial training . . Mechanical drawing . . Sewing . . Dressmaking . Laundering . . Farm or garden work . . Carpentry . . Work in physical laboratory . . Work in chemical laboratory . In industrial training . Free-hand drawing . . Mechanical drawing . In industrial training . . Free-hand drawing . . Mechanical drawing . Wood turning . Sewing . Dressmaking . Cooking . Carpentry . Work in physical laboratory . Work in chemical laboratory Number of in¬ structors. Number of pupils. Male. Fe¬ male. 3 4 5 1 76 1 28 2 41 13 1 47 8 334 247 ! 1 334 247 1 91 61 1 60 38 1 91 61 2 101 1 3 10 1 16 1 6 6 2 22 1 39 1 20 i 1 13 ! 1 13 [ 1 10 1 17 1 8 288 30 2 63 5 3 288 30 1 1 25 1 26 1 1 46 12 1 6 1 1 14 20 1 i 20 8 15 30 1 32 1 5 1 12 1 17 1 1 4 1 1 5 30 29 i ...... 5 29 1 1 30 1 20 280 1 130 . j 3 220 ....... 3 110 3 130 1 70 1* 80 1 80 . 1 70 1 70 1 110 1 70 1 16 23 1 2 1 21 1 5 1 6 1 15 1 2 1 1 1 1 8 1 102 1 i 102 1 85 90 60 1 90 60 1 90 1 1 90 1 60 1 . 20 1 9 1 45 1 15 10 1 ! 15 10 ! Total. 28 54 55 581 581 152 98 152 101 13 16 12 22 39 20 13 13 10 17 8 31S 68 318 25 27 58 6 34 28 45 32 5 12 17 5 5 59 34 30 20 280 130 220 110 130 70 80 80 70 70 110 70 39 2 21 5 6 15 2 9 9 102 102 85 150 150 90 90 GO 20 9 45 25 25 1988 EDUCATION REPORT, 1902, Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Numl pui Male. ber of his. Fe¬ male. Total. 1 2 3 4 5 G In industrial training . • . 56 56 1 56 56 In industrial training . 40 40 Arbutus, Md. Farm or garden work . 1 2 40 40 1 10 10 In industrial training . Free-hand sketching . i ^14 14 2 277 277 Wood turning . . 1 107 107 1 156 156 2 156 156 Pattern making . 1 107 107 1 107 107 2 156 156 Vise work . 1 1 107 107 1 1 44 44 3 277 2 2II *44 1 14 1 1 1 14 14 1 14 14 Samuel Ready School, Baltimore, In industrial training . 60 GO Md. Clay modeling . 12 12 Paper cutting and folding . 12 12 Art needlework . 36 36 Sewing . 60 60 Dressmaking . 14 . 14 Cooking . 27 27 HcDor.ogh School, McDonogh,Md.. In industrial training . 1 2 130 130 Free-hand drawing . 1 130 130 Wood turning . 1 42 42 Carving . 1 20 20 Farm or garden work . 3 70 70 Printing . 2 22 22 Carpentry . 1 20 20 Pattern making . . . 1 22 22 Molding (metal) . 1 22 22 Vise work . 1 9 Machine-shop work . 1 18 18 Work in physical laboratory . 1 9 9 The Jacob Tome Institute, Port De¬ In industrial training . .' . 203 j 151 354 posit, Md. Free-hand drawing . 1 i 136 : 117 253 Mechanical drawing . 1 25 25 Slovd or knife work . 98 50 148 Wood turning . 2 42 42 Sewing . 2 116 116 Cooking . 1 56 56 Laundering . 10 10 Forging . 1 10 10 Vise work . 1 5 5 Machine-shop work . 1 5 5 The Friendford Industrial School, In industrial training . 98 240 338 Boston, Mass. Free-hand drawing . 5 40 °40 Paper cutting and folding . 2 10 10 20 Sloyd or knife work . 1 10 10 Carving . 1 15 15 Sewing . 15 1 130 130 Millinery .... 1 10 10 Cooking . 1 . 30 30 Carpentry . 1 15 15 Chair caning . 1 8 ! 8 Housekeeping . 1 40 40 Hebrew Industrial School, Boston, In industrial training . 425 425 Mass. Art needlework . 2 25 25 Sewing . 6 200 200 Dressmaking .... 2 50 50 Millinery . 1 25 25 Cooking . 1 25 25 Mechanic Arts High School, Boston, In industrial training _ 576 • 576 Mass. Free-hand drawing . 4 576 576 Mechanical drawing . 4 576 576 Wood turning . 2 167 167 Carving . 3 264 264 Carpentry . 3 264 264 Pattern making . 1 2 167 167 MANUAL AND INDUSTRIAL TRAINING. 1989 Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Numl pup Male. i _ >er of >ils. Fe¬ male. 1 Total. 1 2 3 4 5 6 Forging . 1 167 167 Vise work . ; . 143 143 Machine-shop work . 2 143 143 Work in physical laboratory . 1 108 108 Work in chemical laboratory . 1 37 In industrial training . . 948 372 1, 320 Boston, Mass. 6 328 ’328 1 212 212 Art needlework . 2 35 35 Sewing . . 7 188 188 Dressmaking . 1 22 22 Millinery . 1 26 26 Cooking . 2 12 28 40 93 93 1 I 230 230 In industrial training . . 1 275 275 Cambridge, Mass. Free-hand drawing . . . j 1 275 275 1 275 275 1 67 67 Carpentry . . 1 117 117 1 67 67 1 67 67 Vise work . . . 1 43 1 47 47 Work in physical laboratory . 1 90 so Work in chemical laboratory . 1 20 20 Lowell Textile School, Lowell, Mass. In industrial training . ] 461 7 468 Free-hand drawing . 4 70 10 80 Mechanical drawing . 3 80 80 Work in physical laboratory . ! 2 70 70 Work in chemical laboratory . 4 150 2 152 Applied electricity . 1 25 25 Hand weaving . 2 80 2 | 82 Power weaving . 100 100 Dyeing . . 2 50 50 Carding and spinning . 4 300 300 Designing of fabrics . Mechanical engineering . 4 2 300 1 300 300 300 Electrical engineering . 1 15 15 South End Industrial School, Rox- In industrial training . 24 110 134 bury, Mass. Free-hand drawing . . 1 6 20 26 Mechanical drawing . 1 12 12 Sewing . 16 110 110 Dressmaking . 3 40 40 Millinery . 1 12 12 Cooking . 1 8 8 16 Laundering . 1 6 6 Farm or garden work . 1 8 8 Printing . 2 4 10 14 Carpentry . 1 24 24 Cane seating . 1 14 14 Shoe making . 1 24 24 Basket weaving . 1 10 10 Housekeeping . . 1 36 36 Mechanic Arts High School, Spring- In industrial training . 114 114 field, Mass. Free-hand drawing . 2 76 76 Mechanical drawing . 1 114 114 Wood turning . 2 45 45 Pattern making . 1 26 26 Forging . 1 26 26 Vise work . 1 45 45 Machine-shop work . 2 88 88 Work in physical laboratory . . . 2 84 84 Work in chemical laboratory . 1 13 13 Applied electricity . 1 3 Oread Institute of Domestic Science, In industrial training . 41 41 Worcester, Mass. Sewing . 1 41 41 Cooking . 1 41 41 Laundering . 1 41 41 Work in physical laboratory . 1 41 41 Work in chemical laboratory 1 41 41 Hackley Manual Training School, In industrial training . 372 j 253 625 Muskegon, Mich. Free-hand drawing . 1 1S4 184 Mechanical draAving . 1 149 149 Sloyd or knife Avork . 1 150 150 1990 EDUCATION REPORT, 1902, Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. o g jQ rj & Numl pui Male. ber of >ils. Fe¬ male. Total. 1 O 3 4 5 6 1 51 51 Muskegon, Mich. — Continued. 1 102 102 1 72 72 1 13 13 1 l 150 150 Laundrv work . 1 54 54 1 51 51 1 34 34 Molding (metal) . ! i 34 34 l 21 21 387 151 538 Minn. Free-hand drawing T. . l 116 157 • 273 2 365 365 Clay modeling . 1 96 246 342 Wood turning . 1 140 140 26 26 1 50 50 1 67 67 Molding (metal) . 1 50 50 1 68 I 68 1 48 48 Work in physical laboratory . 1 87 29 116 Work in chemical laboratory . 1 53 15 68 1 13 13 Civil engineering* . 1 39 1 40 13 13 Manual Training High. School, In industrial*training~ . 545 398 943 Kansas City, Mo. Free-hand drawing . 4 42 506 546 Mechanical drawing . 2 519 11 530 Wood turning . 1 160 160 Sewing . 4 544 544 Dressmaking . 4 544 544 Cooking . 2 27 198 225 Joinery . 2 249 2 251 Pattern making . 1 1 160 160 Forging . 1 68 68 Vise work . 1 40 40 Machine-shop work . 1 40 40 Work in physical laboratory . 1 79 34 113 Work in chemical laboratory . 1 70 58 • 128 Applied electricity . 1 32 32 St. Louis School of Fine Arts, In industrial training . 173 177 350 St. Louis, Mo. Free-hand drawing . . . 4 151 172 323 Mechanical drawing . 1 22 5 1 27 Clay modeling . 1 5 12 17 Fresco painting . g 5 5 Designing of fabrics . 1 5 20 1 25 Ceramic decoration . 1 12 12 Manual Training School of Wash¬ In industrial training . 273 ....... 273 ington University, St. Louis, Mo. Free-hand drawing . 3 273 273 Mechanical drawing . 3 273 273 Wood turning . . 3 105 105 Carving . 3 105 105 Carpentry . 3 105 105 Pattern making . 1 94 . 94 Forging . 1 94 94 Sheet-metal work . ! 1 49 49 Vise work . i 49 49 Machine-shop work . i 49 49 Work in physical laboratory . i 49 49 Work in chemical laboratory . i 94 94 Botanical laboratory . i 105 . 105 Zoological laboratory . i 105 105 Manual Training and Industrial In industrial training . 55 ""*70* 125 School, Bordentown, N. J. Free-hand drawing . i 36 54 90 Mechanical drawing . . . i 23 1 23 Clay modeling . : l 19 16 35 Paper cutting and folding . • l 19 16 35 Sewing . . ' 2 70 70 Dressmaking . i 1 9 9 Cooking . I 1 19 19 Laundering . 1 20 20 Farm or garden work . l ! 15 | 15 Carpentry . 1 l 1 23 ! . i 23 MANUAL AND INDUSTRIAL TRAINING. 1991 Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Number of pupils. Total. Male. Fe¬ male. 1 3 3 4 5 6 In industrial training . 250 22 272 N. J. Free-hand drawing 77 . 2 60 2 62 1 38 38 1 2 2 Work in chemical laboratory . 1 25 25 1 12 12 1 9 95 15 110 Industrial School, Woodbine, N. J. Free-hand drawing 77 . 1 95 15 110 1 26 26 Farm or garden work . 5 95 15 110 Carpentry . 1 25 25 1 4 4 126 172 298 Binghamton, N. Y. 1 68 68 Cooking _ T. . 1 I 207 207 1 107 1 107 15 15 N. Y. Sewing . 77 .. . 15 15 15 15 Laundering. . . 15 15 Cooking . . 7 . 10 10 5 5 21 32 53 lvn, N. Y. Free-hand drawing 77 . i 20 15 35 Clay modeling . . i 14 4 38 Paper cutting and folding . i 26 17 43 Sewing . 32 32 Cooking . i 32 32 Kitchen gardening . i 32 32 Industrial School Association, B. E. Tn industrial training . 30 70 100 D., Brooklyn, N. Y. Free-hand drawing . i 30 25 55 Paper catting and folding . i 30 20 50 Sewing . *1 70 70 Laundering . i 4 4 Farm or garden work . i 10 10 Manual Training High School, In industrial training . I 390 545 435 Brooklyn, N. Y. Free-hand drawing . 2 260 410 670 Mechanical drawing . 4 245 388 633 Wood turning . . . 1 78 78 Carving . . 1 48 48 Art needlework . 1 62 62 Sewing . 3 390 390 Dressmaking . B 240 240 Millinery.. 7 . 3 180 180 Forging . 1 82 82 Sheet-metal work . 1 28 28 Work in physical laboratory . 4 1 210 372 582 Work in chemical laboratory . 5 1 140 4 144 Pratt Institute, Brooklyn, N. Y . In industrial training . 7 . 1,455 2, 100 3, 555 Fine arts . 423 504 927 Domestic art . . 1 756 757 Domestic science . . 2 268 270 Science and technology . 610 1 611 Kindergarten . 27 139 166 Library . 2 36 38 Gymnasium . . 273 251 524 Baron de Hirsch Trade School, New In industrial training 156 156 York, N. Y. Carpentry . 1 15 15 Machine-shop work . 1 36 36 Plumbing . D / 37 House and sign painting . 1 19 19 Applied electricity . 1 49 49 Ethical Culture School, New York, In industrial training . . . 123 116 239 N. Y. Free-hand drawing . 2 123 116 239 Mechanical drawing . 1 13 13 Clay modeling . 123 116 239 Paper cutting and folding . 2 15 15 30 Wood turning . 1 4 Sewing . 1 31 51 82 Dressmaking . . 1 22 22 Cooking . 1 24 45 69 Venetian ironwork 1 24 24 Basketry . 1 18 75 93 Elementary woodwork . 1 • 1 46 40 86 1992 EDUCATION REPORT, 1902. Table 8. — Statistics of manual and industrial training — Branches taught— Continued. Name of institution. Branches of instruction. • Number of in¬ structors. 1 Num , PU] Male. 1 ber of ails. Fe¬ male. Total. 1 2 3 | 4 a 6 In industrial training . 650 650 Tradesmen, New York, N. Y. Free-hand drawing . 3 120 120 5 190 190 Clav modeling _ ." . 2 64 64 Architectural drawing . 5 190 190 1 38 38 In industrial training ... . 211 211 York N. Y. i 179 179 i 211 211 i 110 110 i 69 69 3 165 165 Pattern making . 1 46 46 1 46 46 1 46 46 1 110 110 1 110 110 211 211 1 110 110 1 46 46 666 666 N. Y. 1 1 14 14 1 50 50 2 16 16 2 25 25 1 10 10 Forging . 1 16 16 Sheet-metal work . 3 47 47 Steam fitting . 1 36 36 Plumbing . 5 263 263 Fresco painting . 2 33 33 House and sign painting . 3 48 48 4 pplied electricity . . 5 100 100 Plastering . 1 8 8 Public Evening School No. 13, New In industrial training . . 1 130 130 York, N. Y. Sewing . ; 1 Millinery . ! 1 Cooking . ■ 1 ::::::: St. George's Evening Trade School, In industrial training . 304 304 New York, N. Y. Free-hand drawing . i 24 24 Mechanical drawing . l 60 60 Paper cutting and folding. 2 60 60 Printing . I 48 48 Carpentry . 1 | 60 60 Sheet-metal work . 1 28 28 Plumbing . 1 48 48 Wood burning (pvrography) . 1 18 18 Technical School for Carriage Drafts¬ In industrial training . 1 | 30 30 men and Mechanics, New York. Free-hand drawing . 1 i 30 30 N. Y. Mechanical drawing . 1 30 ’ 30 Wilson Industrial School for Girls, In industrial training . 145 145 New Y'ork, N. Y. Sewing . 1 95 95 Cooking . 1 50 50 Industrial School, Rochester, N. Y.. In industrial training . 36 36 Sloyd or knife work. . . 36 36 Carpentrv . . 36 1 36 Carving . . 1 36 36 Rochester Athenfeum and Mechan¬ In industrial training . 832 1,870 2,702 ics’ Institute, Rochester, N. Y. Free-hand drawing . 6 i 149 98 247 Mechanical drawing . 7 332 11 343 Clay modeling . .’ . 2 1 7 18 25 Paper cutting and folding . 1 2 3 5 Sloyd or bench work . 3 112 38 150 Wood turning . i ! 56 1 57 Sewing . 6 1 591 591 Dressmaking . 308 308 Millinery . 1 129 129 Cooking . 9 1 1 1,186 1,186 Laundering . 1 13 13 Carpentry . 1 | 14 14 Pattern making . 1 28 28 Forging 1 42 42 Molding (metal) . 1 28 28 Vise work 1 36 36 Machine-shop work . 1 1 36 36 MANUAL AND INDUSTRIAL TRAINING 1993 Table 8. — Statistics of manual and industrial training- — Branches taught — Continued. Xameof institution. Branches of instruction. Xumberof in¬ structors. j Xumber of pupils. Total, | 1 Male. - Fe¬ male. 1 2 3 4 5 6 Work in phvsical laboratory . 1 i 59 50 ics’ Institute, Rochester, X. Y.— Work in chemical laboratorv . 2 48 32 80 Continued. Electricitv . 1 57 57 1 c' 59 50 Designing . 2 16 28 44 Basketrv . 1 1 64 65 2 46 46 1 10 10 35 35 2 35 35 X Y 2 35 35 57 57 N. C, 1 57 57 Sewing . • _ 7 . 1 29 20 1 27 27 1 27 27 64 64 cord, X. C. Art needlework .... 7. . . 20 20 40 40 50 50 Laundering . 60 60 140 140 School, X. C. i 12 12 Laundering . i ; 12 12 3 100 100 1 i 12 12 Dorland Institute, Hot Springs, X. C. In industrial training . 30 100 130 Sewing . i ; 100 1 100 Dressmaking . . 2 ! 2 Cooking . 60 60 Laundering . 60 60 Farm or garden work . l 30 30 Carpe'htrv . l j 3 3 Academical and Industrial Institute, In industrial training . . 15 23 33 Xorth Wilkesboro, X. C. Free-hand drawing . 2 ! 15 23 38- Art needlework . i 1 23 20 Sewing . i 1 23 2$ Dressmaking . 1 ! 23 20 Millinerv . 1 23 23 Cooking . 1 23 23 Laundering . 1 ; 23 23 Farm or garden work . 1 i 15 15- Carpentry . 1 | 3 Industrial School and School for ! In industrial training . 77 90 167 Manual Training, Ellendale, X. 1 Dak. Ohio Mechanics’ Institute, Cincin¬ _ .do . . . 1,045 1,045 nati, Ohio. j Free-hand drawing . . . 4 i 250 250 Mechanical drawing .... 350 350 Clav modeling . ' 2 | 15 15 Wood turning . 1 30 SO Carpentry . . . | 1 75 75 Pattern making . i 1 25 25 Work in phvsical laboratorv . 1 "25 25 Work in chemical laboratorv ...... 1 50 50 Applied electricity . * . ! 1 38 33 Architectural design 4 100 1 100 Technical School of Cincinnati, Ohio In industrial training . . . 136 j 136 Free-hand drawing . 1 136 136 Mechanical drawing . © . . . 1 136 i 136 Wood turning . ' 1 48 43 Carpentry . 1 62 | 62 Forging .* . 1 1 31 I 31 Machine-shop work . 1 ! 10 10 Work in phvsical laboratorv . 1 j 27 27 Work in chemical laboratory 1 52 52 Cleveland Jewish Orphan Asylum, In industrial training . 285 215 500 Cleveland, Ohio. Free-hand drawing . 8 254 190 444 Mechanical drawing . 2 32 4 36 Clay modeling . 1 8 6 14 Paper cutting and folding . 3 1 82 54 136 Wood turning . 1 12 12 Carving . 1 | 12 12 Sewing . 3 190 190 Art needlework . 1 42 42 ED 1902 — YOL II - 52 1994 EDUCATION REPORT, 1902. Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Cleveland Jewish Orphan Asylum, Cleveland, Ohio — Continued. Young Woman’s Christian Associa¬ tion, Cleveland, Ohio. Ohio Soldiers’ and Sailors’ Orphans’ Home, Xenia, Ohio. Avery College Trade School, Alle¬ gheny, Pa. Central Manual Training School, Philadelphia, Pa. Pittsburg School of Design for Women, Pittsburg, Pa. Friends’ Select School, Philadel¬ phia, Pa. Girard College, Philadelphia, Pa _ Northeast Manual Training School, Philadelphia, Pa. Cooking . . Laundry work . . Printing . Carpentry . Forging . Vise work . . Applied electricity . Housekeeping . In industrial training . Sewing . Dressmaking . Millinery . Cooking . In industrial training . i Sewing . Cooking . Carpentry . Forging . Electrical engineering . Farm or garden work . Florist . Painting . Mechanical engineering . Printing . Shoemaking . .m . In industrial training . Dressmaking . Millinery . Cooking . Bricklaying . Carpentry . •In industrial training . Free-hand drawing . Mechanical drawing . Clay modeling . Wood turning . Carving . Carpentry . Pattern making . Forging . Sheet metal work . Molding (metal) . . Vise work . Machine-shop work . Work in physical laboratory . Work in chemical laboratory Applied electricity . Civil engineering . Mechanical engineering . Electrical engineering . Surveying . In industrial training . Free-hand drawing . Designing of fabrics . In industrial training . Free-hand drawing . Mechanical drawing . Sloyd or knife work . Hand weaving . Venetian iron . In industrial training . Mechanical drawing . Sloyd or knife work . Wood turning . Carpentry . Pattern making . Forging . Vise work . Machine-shop work . Plumbing . Applied electricity . In industrial training . Free-hand drawing . Mechanical drawing . Clay modeling . Number of in¬ structors. Number of '* pupils. Total. G Male. Fe¬ male. 3 1 4 5 i| 19 19 1 19 19 1 6 6 1 20 20 1 4 4 1 4 4 1 3 3 2 60 60 206 206 2 206 206 1 | 184 184 1 117 117 1 73 73 236 161 397 83 83 8 8 104 112 2 11 11 1 6 6 1 9 9 1 9 9 1 12 12 1 6 6 4 20 20 1 14 14 1 14 14 24 90 114 4 90 90 2 ; . 35 35 1 15 15 1 14 14 1 18 18 630 630 2 630 630 2 630 630 1 200 200 1 200 200 1 200 200 1 330 . 330 1 200 200 1 200 200 1 330 330 1 330 330 1 330 330 1 i 100 100 1 100 100 1 100 100 1 100 100 1 100 100 1 100 100 1 100 100 1 100 100 95 95 i 95 95 60 60 j 85 110 195 1 55 110 165 2 85 96 181 1 56 68 124 1 15 12 27 1 6 6 870 870 1 550 550 1 320 320 1 550 550 1 550 550 1 550 550 1 550 550 } 1 550 550 1 550 . 550 1 550 550 618 618 2 617 617 2 617 i . 617 2 202 1 1 202 MANUAL AND INDUSTRIAL TRAINING. 1995 Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. 42 2 & Numl pui Male. ber of fils. Fe¬ male. Totei. 1 2 3 4 5 1 6 Wood turning . 1 3 318 • 318 Philadelphia, Pa.— Continued. Carving _ ” . 3 202 202 2 318 318 Pattern making . 1 202 202 Forging . 1 520 . 520 Sheet-metal work . 2 318 . 318 Molding (metal) . 2 318 318 Vise work . 2 318 . 318 Machine-shop work . 1 97 97 Work in physical laboratorv . 1 202 202 WTork in chemical laboratory . 1 97 97 Applied electricity . 1 97 97 1 97 : • 97 600 329 929 of Industrial Art, Philadelphia, Pa. Free-hand drawing . 19 606 300 906 Mechanical drawing . 2 150 50 200 Clay modeling . 2 100 50 150 .Carving . 1 25 25 50 Carpentry . 1 [ 25 25 50 2 150 150 1 150 150 Power weaving . 2 100 100 2 150 . 150 4 150 150 Designing of fabrics . 5 150 I 50 200 Williamson Free School of Meehan- In industrial training . 233 1 233 ical Trades, WDliamson School, Pa. Mechanical drawing” . 2 233 233 Wood turning . 1 32 32 Bricklaying . 1 41 41 Carpentry . 1 49 49 Pattern making . . . 1 32 ; . 32 Forging . 1 70 1 70 Vise work . 1 70 70 Machine-shop work . 1 70 70 Steam fitting . 1 29 29 Applied electricity . 1 29 ; 29 Miss Sayer’s School, Newport, R. I.. In industrial training . 5 | 16 21 Free-hand drawing . . . 1 5 i 16 21 Clay modeling . 1 5 1 16 21 Townsend Industrial School, New¬ In industrial training . 458 537 995 port, R. I. Free-hand drawing . 1 27 25 52 Mechanical drawing . ■ 1 26 26 Sloyd or knife work . 2 i 431 431 V7ood turning . 1 8 8 Sewing . 2 ! 532 532 Dressmaking . 1 ! 101 101 Cooking . 2 | 503 503 Pattern making . 1 8 8 Forging . 1 Sheet metal work . 1 6 6 Molding (metal) . 1 8 8 Vise work . 1 6 6 Machine-shop work . 1 6 ! 6 Steam fitting . 1 6 j 6 Manual Training High School, In industrial training . 226 51 277 Providence, R. I. Free-hand drawing . 1 226 51 277 Mechanical drawing . 1 226 51 277 Clay modeling . 1 46 24 70 Wood turning . 1 42 42 Carving . 1 46 24 70 Sewing . . . 1 30 30 Dressmaking . 1 7 Millinery . 1 44 44 Cooking . 1 24 24 Carpentry . 1 88 88 Pattern making . 1 42 1 42 Forging . „ . 1 108 108 Sheet-metal work . 1 20 20 Molding (metali _ 1 42 42 Vise work . . . 1 42 42 Machine-shop work . 1 30 30 WTork in phvsical laboratorv . 1 196 24 220 Work in chemical laboratory . 1 99 81 130 Applied electricity 1 30 30 Mechanical engineering . 1 30 30 1996 EDUCATION REPORT, 1902, Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Numl - pui Male. ber of )ils. Fe¬ male. Total. 1 2 3 4 5 6 • Civil engineering . 1 10 10 Electrical engineering . 1 30 30 Steam engineering . 1 30 30 Botanical” laboratory . 1 20 20 1 51 51 In industrial training . . . . 350 243 593 Providence, R. I. Free-hand drawing .”. . . 112 90 202 100 31 131 25 25 Decorative design . ' . 40 22 62 50 90 140 Teachers’ class in drawing”. . 30 46 76 In industrial training ...” . . 101 118 219 Art needlework _ . 1 i 8 8 1 118 118 1 48 48 1 ! . 25 25 i l 10 10 Printing . . 1 6 1 7 Carpentry . 1 9 9 1 13 13 1 8 8 Cane seating . ” . 1 1 2 3 1 4 4 5 25 30 ville, Tenn. 1 8 8 Dressmaking . 1 5 5 Cooking . 1 12 12 Farm or garden work . 1 5 5 Allan Manual Training School, In industrial training . 60 21 81 Austin, Tex. Mechanical drawing . 2 60 21 81 Wood turning . 1 4 4 Carving . 1 39 I 21 60 Carpentry . 1 39 1 21 60 Pattern making . . . 1 10 10 Forging . . . . 1 10 10 Molding (metal) . 1 10 10 Vise work ... . 1 *7 7 Machine-shop work 1 i 7 7 Industrial School for Little Girls, In industrial training . 40 40 Castroville, Tex. Art needlework . 2 20 20 Sewing . 3 40 40 Dressmaking . 1 10 10 Cooking . 20 20 Laundering . 2 10 10 John A. Dix Industrial School, Din- In industrial training . . 9 35 44 widdie, Va. Art needlework . 1 35 35 Sewing . . . 1 35 35 Dressmaking . 1 7 7 Cooking . ; . . . 1 15 15 Laundering . 1 35 35 Farm or garden work . 2 14 14 Carpentry . 2 12 12 Pattern making . v.1 7 Forging . 1 5 5 Hand weaving . 1 35 35 Dyeing . 1 35 35 Shoemaking . ] 9 9 Brickmaking . 1 6 6 Miller Manual Labor School, Miller In industrial training . 150 100 250 School, Va. Freehand drawing . 1 78 100 178 Mechanical drawing . 1 50 50 Paper cutting and folding . 1 30 30 Sloyd or knife work 1 37 37 Wood turning . 1 37 37 Carving . 1 37 37 Art needlework . 1 44 44 Sewing . . 2 100 100 Dressmaking . 1 23 23 Pattern drafting 1 32 32 Cooking . 1 48 48 Laundering . 1 16 16 Farm or garden work . 1 40 40 Printing . . . 1 4 4 Carpentry . 1 37 37 MANUAL AND INDUSTRIAL TRAINING. 1997 Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Number of pupils. Total. 1 2 3 4 5 6 Miller Manual Labor School, Miller Pattern making . . 1 37 37 School, Va. — Continued. Forging . 1 i 41 41 Molding (metal) . 1 41 41 1 ise work . 1 41 41 Machine-shop work . 1 28 28 Work in physical laboratory . 2 8 4 1 12 \\ ork in chemical laboratory . 2 25 10 35 Applied electricity . 1 10 10 Hand weaving . 1 30 30 Mechanical engineering . 1 j 10 10 St. Andrews School, Richmond, Ya. . In industrial training .7 . ! 130 381 511 Bovs and Girls Aid Society and In- . do . 32 8 40 dustrial School, Seattle, Wash. Free-han d drawing . . . I 32 8 40 Mechanical drawing . . . j 1 32 8 40 Paper cutting and folding . ' 1 32 8 40 Slovd or knile work . i 1 32 8 40 Sewing . 1 1 8 8 Dressmaking . 1 8 8 Cooking . 1 12 5 17 Laundering . . . . . 1 16 5 21 1 10 10 Hand weaving . 1 32 8 40 Housekeeping . 1 32 8 40 Marathon County School of Agri- In industrial training . '. . 14 4S 62 culture and Domestic Economy, Free-hand drawing . 1 14 14 Wausau. Wis. Mechanical drawing . 1 14 14 Art needlework . 1 i 48 i 48 Sewing . ; 1 48 | 48 ' Dressmaking . 1 48 48T Millinery . . 1 48 48 Cooking . 1 48 48 Laundering . 1 48 ] 48 Farm or garden work . 1 14 14 Carpentry . 1 14 14 Forging . < 1 14 14 Vise work . 1 14 14 Machine-shop work . i 14 14 Work in physical laboratory . i 14 14 Work in chemical laboratory . i 14 14 Milwaukee Cooking School, Mil¬ In industrial training . 56 j 56 waukee, Wis. Cooking . 2 56 56 Laundering . 4 4 Moqui Training School, Kearns In industrial training . i 105 70 175 Canyon, Ariz. Sewing . i 70 70 Dressmaking . i 30 30 Cooking . i 10 10 Laundering . i 20 50 70 Farm or garden work . i i 105 70 175 Indian School, Mohaye City, Ariz...! In industrial training . ! 127 79 206 Free-hand drawing . i | 127 79 206 Clay modeling . i 32 30 62 Paper cutting and folding . i 32 30 62 Art needlework . 1 i 79 79 Sewing . i 79 79 Dressmaking . i 79 79 Cooking . i 19 79 Laundering . i 12 79 91 Farm or garden work . i 127 127 Bricklaying . i 12 12 Carpentry . . i 23 23 Forging .' . i 6 6 Vise work . i 6 6 Machine-shop work i G 6 Steam fitting . V 2 2 Plumbiner . 1 , 2 2 House and sign painting . 1 12 12 Phoenix Indian School, Phoenix, In industrial training . 1 400 300 700 Ariz. Free-hand drawing . 1 39 39 Mechanical drawing . . . 1 39 Sloyd or knife work . 1 39 39 Carving . I 1 15 15 Art needlework . 1 i . 12 12 Sewing: _ i 9 1 80 80 O - -- -- -- -- -- -- -- -- . . Dressmaking . 2 ! . 25 25 1 Cooking . 1 2 63 63 1998 EDUCATION REPORT, 1902. Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Numl v pup Male. >er of dls. Fe¬ male. Total. 1 2 3 4 5 G 1 36 36 3 94 94 1 10 10 ] 18 18 1 14 14 1 14 14 1 17 17 1 4 '4 1 11 11 1 6 6 Mechanical engineering . 1 17 17 1 50 50 73 56 129 Ariz. Free-hand drawing . 1 50 40 90 Clay modeling . 1 30 20 50 Paper cutting and folding . 1 30 20 50 Sloyd or knife work . 1 . 12 12 24 3 3 1 3 3 1 24 24 1 10 10 Cooking . . . T. . 2 2 14 16 Laundering . 1 3 15 18 Farm or garden work . 2 25 11 36 Carpentry . 1 4 4 Steam fitting . . 1 1 1 Plumbing . T . 1 2 2 House and sign painting . 1 4 4 % Hand weaving . 3 30 30 Greenville Indian Industrial School, In industrial training . 24 38 62 Greenville, Cal. Clav modeling . 15 20 35 Paper cutting and folding . / 1 Sewing . 1 38 38 Carpentry . 1 23 23 Sherman Institute, Riverside, Cal... In industrial training . 150 150 300 Dressmaking . 3 40 40 Cooking . 1 30 30 Laundering . 1 10 10 20 Farm or garden work . . 3 50 50 Carpentry . 1 10 10 Mechanical engineering . 1 10 10 Fort Lewis Indian School, Breen, In industrial training . 87 41 128 Colo. Sewing . . . 5 87 41 128 Cooking . 1 20 20 Farm or garden work . 2 87 41 128 Carpentry . 1 5 5 Plumbing . 1 4 4 Hand weaving . 3 50 20 70 Grand Junction Industrial Indian In industrial training . 120 60 180 School, Grand Junction, Colo. Sewing . j 1 20 20 Cooking . ! l 4 20 24 Laundering . | l 4 20 24 Farm or garden work . 2 40 40 Printing . 1 4 1 4 Carpentry . 1 8 8 House and sign painting 1 4 4 Fort Lapwai Training School, Lap- In industrial training . 75 65 140 Avai, Idaho. Sewing . 40 40 Dressmaking . 1 15 15 Cooking . 2 20 20 Laundering . 1 15 40 55 Carpentry . 1 10 10 Haskell Institute, Lawrence, Kans.. In industrial training . 450 300 750 Free-hand drawing . . 6 450 300 750 Mechanical drawing 1 250 250 Paper cutting and folding . 2 30 25 55 Clay modeling . . 2 15 20 35 Art needlework . . . 1 200 200 Sewing 2 300 300 Dressmaking . 2 40 40 Millinery. . . 1 10 10 Cooking 2 300 300 Laundering 2 240 240 Farm or garden work . 180 180 Bricklaying . 1 10 10 MANUAL AND INDUSTRIAL TRAINING. 1999 Table S. — Statistics of manual and industrial training — Branches taught — Continued. Name of-institution. Branches of instruction. «— ?- £ “ I £ Numb pup Male. »er of ! >iis. Fe- i male. j Total. 1 o 3 4 , 5 6 Haskell Institute. Lawrence, Printing . 1 10 . 10 Kans. — Continued. Carpentry . o 40 . ! 40 Forging . i 30 30 2 30 30 Plumbing . T. . 2 30 30 Fresco painting . 1 15 15 1 20 20 In industrial training . . . . 146 143 289 Pleasant, Mick. Free-hand drawing “ . 5 146 143 289 Clay modeling . 1 28 | 30 58 Paper cutting and folding . ! 2 64 57 121 1 2 2 In industrial training . . 63 76 139 Pipestone, Minn. Free-hand drawing ~ . 3 63 76 139 Clay modeling . 1 19 18 37 Paper cutting and folding . 1 19 18 37 1 12 12 1 58 58 T 08 58 Laundering . 1 58 58 1 44 44 In industrial training . 112 | 98 210 Poplar, Mont. Free-hand drawing . 4 112 j 98 210 Clav modeling . 4 112 98 210 Paper cutting and folding . 1 20 24 44 2 20 20 Sewing . 2 98 98 Dressmaking . . . 2 60 CO Cooking . : 2 70 72 Laundering . 2 112 98 210 Farm or garden work . 4 112 112 Carpentrv . j 1 j 12 12 Plumbing . 1 j 12 i 12 ! Hand weaving . 1 20 | 24 44 Fort Shaw Industrial School, Sun ' In industrial training . 93 91 184 River, Mont. . i Genoa Indian School, Genoa, Nebr.. In industrial training . ! 198 | 117 31o i Free-hand dra wing . 7 198 117 315 Paper cutting and folding . 1 20 i 16 36 Slovd or knife- work . 1 100 ! 100 Carving . 1 45 ! 45 Sewing . i ! 117 117 Cooking . ! 2 30 30 Laundering . 1 60 j 60 Farm or garden work . i 50 50 Printing . 2 1 2 Carpentry . j i 14 14 Forging . . . i i 4 ! 4 Vise work . : i 4 f 4 Steam fitting . i 14 14 Plumbing . i i 14 14 House and sign painting . i 4 4 Mechanical engineering . i 14 1 14 Electrical engineering . i 14 14 Tailoring . i 26 26 Harness making . i 18 18 Dairying . i 14 14 Baking . i 8 8 Omaha Boarding School, Omaha In industrial training . 38 40 78 Agency, Nebr. l Sewing . i 38 as Cooking . i 38 38 j Laundering . i 38 38 ‘ Farm or garden work . . i 30 30 Santee Normal Training School, In industrial training . 46 44 90 Santee, Nebr. Free-hand drawing . 2 42 i 36 78 Clay modeling . 2 42 36 78 Paper cutting and folding . 2 21 18 39 Sloyd or knife work . 1 24 24 Wood turning . . . 1 24 24 Sewing . B 44 44 Dressmaking . 1 1 26 26 Cooking . 1 26 1 26 Laundering . 1 i 26 26 Farm or garden work . 1 46 46 Printing . . . 1 1 21 1 21 2000 EDUCATION REPORT, 1902. Table 8. — Statistics of manual and industrial training — Branches taught — Continued, Name of institution. Branches of instruction. Number of in¬ structors. Numl puj Male. >er of >ils. Fe¬ male. Total. 1 2 3 i 5 6 1 24 24 Santee, Nebr. — Continued. 1 5 5 Work in physical laboratory . 2 8 4 12 Work in chemical laboratory . 2 8 4 12 In industrial training . 93 75 168 Nev. Free-hand drawing . i 42 32 74 Clay modeling . l 42 32 74 i 20 20 l 2 Printing . . T. . 4 4 i 14 14 i 12 12 i 14 14 i 3 3 i 3 3 i 4 4 Albuquerque Indian Training In industrial training . 180 120 300 School, Albuquerque, N. Mex. 2 20 20 1 20 20 1 20 20 1 20 20 1 22 22 1 24 24 1 24 24 1 10 10 72 72 Mexican Girls, Santa Fe, N. Mex. Mechanical drawing . 9 9 Art needlework . 1 12 12 Sewing . 1 72 72 Dressmaking . 1 40 40 Cooking . 1 30 30 Laundering . 1 60 60 United States Indian Industrial In industrial training . 215 120 335 School, Santa Fe, N. Mex. Sewing . . 2 36 36 Cooking . . 2 9 9 Laundering . 2 11 17 28 Farm or garden work . 2 32 32 Carpentry . ... 1 6 6 Blacksmithing _ 1 3 3 Steam fitting . 1 3 3 Tailoring . 1 18 18 Shoemaking . 1 10 10 Baking . 1 3 3 Eastern Cherokee Training School, In industrial training . 83 65 148 Cherokee, N. C. Cla.v modeling . 1 13 12 25 Paper cutting and folding . 2 25 30 55 Art needlework . 1 10 10 Sewing . . . 1 65 65 Farm or garden work . 1 83 83 Carpentry . 1 6 6 Browning Boarding School, Elbo- In industrial training . 35 35 70 woods, N. Dak. Free-hand drawing . 2 10 10 20 Mechanical drawing- . : . 2 30 30 60 Paper cutting and folding . 1 10 10 20 Sloyd or knife work . 1 5 5 Wood turning . 1 5 5 Art needlework . 1 5 5 Sewing . 1 15 30 45 Dressmaking . 1 15 15 Cooking . . . 1 2 15 17 Laundering . 1 20 20 40 Farm or garden work . 1 30 30 60 Steam fitting . 1 2 2 Plumbing . 1 2 2 Mission HomeSchool, Fort Berthold, In industrial training . 9 11 20 N. Dak. Sewing . 1 11 11 Dressmaking .... 1 5 5 Cooking . 1 5 5 Laundering . 1 5 S' Farm or garden work . 1 9 9 Indian Industrial School, Fort Tot¬ In industrial training . 175 165 340 ten, N. Dak. Chilocco Agricultural School, Chi- _ .do . 400 200 600 locco, Okla. Sewing . . 1 75 75 Dressmaking . 1 30 30 MANUAL AND INDUSTRIAL TRAINING 2001 Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction Number of in¬ structors. Number of pupils. Total* Male. Fe¬ male. 1 2 Q O 4 5 6 l| 75 75. locco, Okla.— Continued. . ... 1- 20 20* 3 250 250 1 10 10 1 10 10 Carpentry . 1 1 30 30 1 12 12 1 20 20 1 10 10 1 8 8 Seger Indian School, Colony, Okla.. 60 50 110 Clay modeling . 2 40 30 70 Paper cutting and folding . 1 40 30 70 Sewing . . . 1 35 35 1 12 12 1 20 20 1 20 20 1 15 15 Carpentry . 1 12 12 1 2 2 1 1 1 Work in physical laboratory . 1 60 50 110 Work in chemical laboratory . 1 30 20 50 Baking . 1 10 10 1 2 1 2 10 I 12 22 mon, Okla. Free-hand drawing. T. . . . . 1 10 12 22 Paper cutting and folding . 1 5 5 10 Art needlework . 1 6 6 Sewing . 1 18 18 Dressmaking . . 1 3 3 Cooking . 1 10 10 Laundering . . 1 10 10 Farm or garden work . 1 12 12 Stock raising _ 1 7 1 7 Indian Industrial School, Carlisle, In industrial training . 406 275 681 Pa. Free-hand drawing . 1 406 275 681 Mechanical drawing . 1 406 275 681 Sloyd or knife work . 1 110 110 Wood turning . . j 1 110 110 Carving . 1 110 110 Sewing . 6 2C0 200 Dressmaking . . . 6 200 200 Cooking . . . . . 1 200 200 Laundering . 6 10 10 Farm or garden work 2 12 IT Printing . 2 25 5 30 Carpentry . 1. 40 40 Forging . 1 30 30 Sheet-metal work . 1 12 12 Steam fitting . . . . 1 6 6 Plumbing . . 1 6 6 Carriage painting 1 10 10 House and sign painting . 1 10 10 Harness making . 1 45 45 Shoemaking.. 1 25 25 Tailoring . 1 35 35 Baking . 1 6 6 Dairying . 1 8 8 Indian Industrial School, Chamber- In industrial training . 36 29 65 lain, S. Dak. Riggs Institute, Flandreau, S. Dak ! _ do . 150 150 300 Sewing . 3 19 22 41 Dressmaking . 2 20 20 Cooking . 2 2 20 22 Laundering 2 12 12 Farm or garden work . 2 19 19 Steam fitting . 1 10 10 House and sign painting _ 1 12 12 Oahe Industrial Boarding School, In industrial training . 9 17 26 Oahe, S. *Dak. Free-hand drawing . 1 9 17 26 Clay modeling . 1 9 17 26 Paper cutting and folding . 1 9 5 14 Sewing . . . 1 9 17 26 Dressmaking . 1 12 12 2002 EDUCATION REPORT, 1902. Table 8. — Statistics of manual and industrial training — Branches taught — Continued. Name of institution. * Branches of instruction. O ^ Zb O V & 3 S k 3 05 £ Numl pup Male. jer of >ils. Fe¬ male. Total. 1 2 3 4 5 G 1 12 12 Oahe, S. Dak.— Continued. Laundering . 1 4 12 16 Farm or garden work . 1 9 17 26 In industrial training . 89 54 143 S. Dak. Free-hand drawing. 7. . 3 70 40 110 Mechanical drawing . 3 70 40 110 Clay modeling . 1 25 15 40 Paper cutting and folding . 1 50 30 80 2 30 30 1 5 . 5 3 20 20 8 50 50 1 25 25 1 40 40 Laundering . . . 1 50 50 Farm or garden work . . . 1 85 85 Carpentry . . . 1 20 20 Vise work . 1 5 5 Plumbing . . 1 6 6 House and sign painting . 1 10 10 Hand weaving . 1 15 10 25 Oglala Boarding School, Pine Ridge, In industrial training . 110 100 210 8. Dak. Sewing . 1 100 50 150 Dressmaking . 1 100 100 Cooking _ _ _ _ 1 100 100 Laundering . 1 100 100 Farm or garden work . 2 110 110 Printing... . . 1 4 4 Carpentry . . 1 4 4 Steam fitting . 1 4 4 Electrical engineering . 1 4 4 Dairying . 1 14 14 Stock raising . . . 2 110 110 Indian Industrial School, Tomah, In industrial training . 50 75 125 Wis. Sewing . 2 75 75 Dressmaking . 1 10 10 Cooking . 3 75 75 Farm or garden wrnrk . . . 3 50 50 Carpentry . 1 20 20 Indian Industrial School, Witten¬ In industrial training . 59 52 111 berg, Wis. Free-hand drawing . 1 30 25 55 Paper cutting and folding . 1 29 27 56 Art needlework . 1 10 10 Sewing . 1 35 35 ■'Dressmaking . 1 8 8 Cooking and baking . 2 27 27 Laundering . 1 25 25 Farm or garden work . 2 59 59 Carpentry . 1 12 1 12 CHAPTER XLI. COMMERCIAL AND BUSINESS SCHOOLS. Beports received by this Bureau for the scholastic year ending June, 1903, show that 4,917 educational institutions of various grades had 240,697 students pursuing commercial or business studies. The 520 business schools and colleges reporting had 137,247 of these students, while 76,794 were found in 3,213 public high schools. The distribution of the students by sex among the five different classes of institutions is shown in the following summary: Classes of institutions. Number of schools. Male. Female. Total. Universities and colleges . . Public and private normal schools . Private high schools and academies . Public high schools . Commercial and business schools . Total . . . 177 51 956 3,213 520 7,085 1 682 10, 094 35, 762 81,344 2,122 383 6,290 41, 032 55,903 9,207 1, 065 16, 384 76, 794 137, 247 4, 917 134, 967 105, 730 240, 697 The enrollment of students in business schools and in commercial courses of other institutions exhibits wide fluctuations from year to year. Such enrollment in public high schools reached the high-water mark in 1901 , while the regular business schools recorded the greatest attendance in 1902. The following table is a summary of the number of students in commercial studies reported each year from 1889-90 to 1901-2: Students pursuing commercial studies. In institutions not distinctly business schools. Scholastic year. Universi¬ ties and colleges. Normal schools. Private high schools and academies. Public high schools. Total. In commer-| cial and business | schools. I Aggregate of students in commer¬ cial studies. ! 1889-90 . 24,994 36,564 27,254 30, 892 34,757 44,228 78, 920 81,898 77,856 99, 654 103, 914 118, 462 105, 110 130, 546 1890-91 . 1891-92 . . 1892-93....' . 1893- 94 . 1894- 95 . 7,300 4,577 5,678 5,056 5,869 6, 463 7,953 7, 771 5,293 4,466 8,819 15,220 25, 539 115, 748 96,135 150, 505 140, 363 131, 934 1895-96 . 5,375 9,889 11, 574 30, 330 33,075 31, 633 38, 134 68, 890 84,412 76, 794 51,272 80, 662 77, 746 1896-97 . 6, 297 56,002 ' 52, 963 133, 748 1897-98 . 5, 721 6, 126 9; 740 10, 609 15,649 16.281 70, 950 70, 186' 123, 913 131, 518 1898-99 . 61,332 1899-1900 . 6,657 7,099 99, 149 116, 402 103, 450 91,549 190, 698 226,433 240, 697 1900-1901 . 8,610 9,207 110, 031 137, 247 1901-2 . 1, 065 16,384 1 Table 1 shows the number of institutions of all grades in each State in which com¬ mercial and business studies were taught and the number of students in such studies. Table 2 gives this information concerning universities and colleges, public and pri¬ vate normal schools. Table 3 in the same manner relates to public and private high schools. 2003 2004 EDUCATION REPORT, 1902, Tables 4, 5, and 6 summarize all the statistics collected from the 520 regular busi¬ ness and commercial schools in each State. The statistics of these schools will be found in detail in Table 11. Tables 7 and 8 show the number of public high schools reporting regular business courses and the number of students in such courses in each State, and also the num¬ ber of schools in which bookkeeping, commercial geography, and commercial law are taught, and the number of students in each of these branches. Tables 9 and 10 summarize like statistics of private high schools, academies, and seminaries. Table 1. — Number of institutions of all grades in which commercial and business studies were taught and number of students in such studies in 1901-2. State or Territory. Schools. Students. Male. Female. Total. 4,917 134,967 105,730 240, 697 1, 559 376 41,350 10, 436 15, 681 56, 512 37, 239 7, 777 78, 589 18, 213 24, 054 100, 616 19, 225 South Central Division . 463 8,373 44, 104 8,237 2, 197 322 10, 988 North Atlantic Division: 129 1,783 1,688 515 3, 471 56 671 1,186 Vermont /. . . 64 646 601 1,247 14, 672 1,240 240 6, 739 651 7,933 589 27 Connecticut . . . 88 2, 380 13, 380 3,542 2,153 10, 502 3, 036 10, 222 497 | 4, 533 23, 882 6,578 21, 780 448 New Jersev . . . 117 Pennsylvania . 390 11,558 640 South Atlantic Division : Delaware . 13 1,137 4,260 2,422 Marvland . . . 77 2,305 1,955 District of Columbia . . 13 1,093 1,329 Virginia . . 60 1,468 948 2,416 1,685 West Virginia . 44 913 772 North Carolina . 64 1, 056 524 1, 580 583 South Carolina . . . 22 274 309 Georgia . . . 56 2, 192 1,201 242 3, 393 737 Florida . . . 27 495 South Central Division: Kentuckv . 78 2, 297 2,746 956 1, 350 1,918 635 3,647 4, 664 Tennessee . _ . 118 Alabama . 37 1, 591 Mississippi . 31 1,446 865 2, 311 Louisiana . 39 1,603 359 1,962 8, 056 1,155 Texas . 121 5, 610 2,446 Arkansas 21 715 440 Oklahoma . 14 283 347 630 Indian Territory . . 4 25 13 38 North Central Division: Ohio . 301 7,084 6,185 10,268 4,189 ! 4,263 6,092 4,633 7,748 13, 176 Indiana . 114 10, 818 18, 016 7, 944 7,260 6,448 10,843 9,585 818 Illinois . . 313 Michigan . 239 3,755 Wisconsin . 148 2,997 Minnesota . 97 4,(55 6,082 5,662 ! 542 2, 393 Iowa . 294 4, 761 Missouri . 136 3, 923 276 North Dakota . 10 South Dakota . 59 828 695 1, 523 8,405 6, 172 Nebraska . 282 4, 352 4, 053 Kansas . 204 3, 292 2, 880 532 Western Division: Montana . 15 587 1,119 Wyoming . 10 103 113 216 Colorado . 39 1,468 1, 215 28 2,683 New Mexico . 7 94 199 Arizona . 5 66 58 124 Utah . Nevada . 17 11 1,153 130 441 158 1,594 288 Idaho . 8 150 136 286 Washington . 57 1,778 1,106 2,984 1,673 Oregon . 40 928 745 California . 113 4,531 3, 605 8, 136 COMMERCIAL AND BUSINESS SCHOOLS. 2005 Table 2. — Students in commercial and business courses in universities and colleges and public and private normal schools in 1901-2. Universities and colleges. Public and private normal schools. State or Territory. Students. Students. Institu¬ tions. Institu¬ tions. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 177 7, 085 2, 122 9, 207 51 682 383 1,065 21 1,011 146 1, 157 648 '8 24 14 38 20 475 173 7 39 50 89 South Central Division . 27 1,593 418 2, Oil 4, 361 1,030 11 188 75 263 North Central Division . 85 3,261 745 1,100 24 415 226 641 24 285 1 16 18 34 North Atlantic Division: V ermont /. . . 1 2 1 3 1 13 13 1 2 4 6 1 2 2 4 381 381 3 9 2 11 10 611 139 750 5 15 12 27 South Atlantic Division: q 41 1 42 District of Columbia . i 66 68 134 • Virginia . 2 43 11 54 1 6 2 8 West Virginia . 3 44 20 64 1 10 10 20 North Carolina . 5 108 19 127 1 3 3 South Carolina . 1 21 21 Georgia . 2 52 12 64 2 19 10 29 Florida . . 4 121 42 163 1 4 4 • 8 South Central Division: Kentucky . 2 330 76 406 2 106 40 146 Tennessee . 10 446 137 583 4 39 19 58 Alabama . . 2 86 86 1 3 5 8 Mississippi . 1 1 1 Louisiana . 4 291 6 297 Texas . 5 387 171 558 1 26 6 32 Arkansas . 3 29 20 49 1 12 15 Oklahoma . 1 24 8 32 1 1 2 3 Indian Territory . North Central Division: Ohio . 14 484 311 795 5 132 72 204 Indiana . . . 230 47 277 3 96 63 159 Illinois . 12 621 136 657 4 38 25 63 Michigan . 1 71 20 91 1 18 15 33 Wisconsin . 3 87 58 145 1 2 2 Minnesota . 4 234 24 258 Iowa . 10 328 91 419 8 54 14 68 Missouri . 11 338 50 388 1 28 15 43 North Dakota . 2 55 25 80 South Dakota . 5 179 78 257 Nebraska . 6 107 45 152 1 47 22 69 Kansas . . 10 627 215 842 Western Division: Montana . 1 39 24 63 Wyoming . 1 23 11 34 Colorado . 1 54 36 90 1 16 18 34 New Mexico . 2 20 17 37 Arizona . . 1 5 8 13 Utah . 2 164 54 218 Nevada . . . . 1 23 31 54 Idaho . Washington . . . 2 101 6 107 175 Oregon . 6 118 59 California . . 7 200 39 239 2006 EDUCATION REPORT, 1902. Table 3. — Students in commercial and business courses in private high schools and acad¬ emies and in public high schools in 1901-2 . State or Territory. Private high schools and acad¬ emies. Publiti high schools. Students. Students. Schools. Male. Fe¬ male. Total. Schools. Male. Fe¬ male. Total. United States . 956 10, 094 6, 290 16, 384 3, 213 35, 762 41,032 76, 794 North Atlantic Division . 332 3, 143 2,113 5, 256 1,042 14, 860 17,212 32, 072 South Atlantic Division . 158 1,321 869 2,190 145 1,382 1,922 3,304 South Central Division . 164 2,039 937 2, 976 214 1,603 lf726 3, 329 North Central Division . 221 2, 557 1,716 4,273 1,646 16, 296 18, 371 34, 667 Western Division . 81 1,034 655 1,689 166 1, 621 1,801 3,422 North Atlantic Division: Maine . 27 193 164 357 94 603 690 1,293 New Hampshire . 20 236 105 341 30 202 218 420 Vermont . 15 135 126 261 45 336 320 656 Massachusetts . 40 175 419 594 178 3,842 ■ 4,878 8, 720 Rhode Island . 7 173 69 242 18 333 349 682 Connecticut . 25 183 172 355 44 • 443 580 1,023 New York . 105 858 488 1,346 296 4,899 4,598 9, 497 New Jersey . 27 157 142 299 77 1,335 1,335 2,670 Pennsylvania . 66 1, 033 428 1,461 260 2, S67 4,244 7, 111 South Atlantic Division: 11 97 189 286 Maryland . 27 292 125 417 40 401 608 1,009 District of Colt rnbia . . 7 35 104 139 2 235 323 558 Virginia . 34 220 99 319 16 220 272 492 West Virginia . 12 214 195 409 23 134 198 332 North Carolina . 47 428 155 583 7 61 82 143 South Carolina . 9 54 68 122 7 44 18 62 Georgia . 16 78 102 180 26 119 153 272 Florida . 6 21 21 13 71 79 150 South Central Division: Kentucky . 43 442 221 663 26 146 108 254 Tennessee . 34 212 133 345 62 344 433 777 Alabama . 15 129 105 234 14 127 134 261 Mississippi . 14 303 59 362 11 120 303 423 Louisiana . 15 286 88 374 16 304 106 410 Texas . 37 522 258 780 64 390 498 888 Arkansas . 1 91 41 132 12 90 50 140 Oklahoma . 2 30 21 51 8 81 92 173 Indian Territory . 3 24 11 35 1 1 2 3 North Central Division: Ohio . 19 241 145 386 221 2,168 2, 037 4,205 Indiana . 18 153 122 275 67 911 1,005 1,916 Illinois . 34 293 312 605 231 2,734 3,214 5,948 Michigan . 13 184 120 304 205 2, 138 2, 216 4, 354 Wisconsin . 14 168 56 224 109 959 1,046 2, 005 Minnesota . 21 389 166 555 50 507 429 936 Iowa . 27 438 269 707 231 2,217 2, 506 4, 723 Missouri . 45 431 310 741 58 651 722 1, 373 North Dakota . 7 92 84 176 South Dakota . 4 28 53 81 47 350 450 800 Nebraska . 13 104 103 207 251 2, 178 2, 835 5,013 . Kansas . 13 128 60 188 169 1,391 1,827 3,218 Western Division: Montana . 4 3 26 29 7 53 45 98 Wyoming . 8 36 74 110 Colorado . 6 18 55 73 25 225 258 483 New Mexico . 2 50 50 3 24 11 35 Arizona . 6 6 2 15 8 23 Utah . 9 448 78 526 3 82 102 184 Nevada . 10 107 127 234 Idaho . 1 8 8 4 10 13 23 Washington . 13 152 64 216 35 220 252 472 Oregon . 10 94 134 228 20 133 174 307 California . 35 269 284 553 49 716 737 1,453 COMMERCIAL AND BUSINESS SCHOOLS, 2007 Table 4. — Instructors and students in commercial and business schools in the United States reporting in 1901-2. OB Instructors. Students enrolled. Students in day schools. State or Territory. o o CO Male. Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 520 1,996 1, 092 3,088 81,344 55,903 137, 247 62,966 46, 141 109, 107 North Atlantic Division . 156 612 378 990 22, 312 17,754 40,066 14, 964 13,662 28, 626 South Atlantic Division . 46 172 111 283 7, 219 4, 763 11, 982 5, 572 3,880 9,452 South Central Division . . 47 215 80 . 295 10, 258 5, 217 15,475 56, 674 8,991 4,782 19, 502 13, 773 North Central Division .. 221 819 399 1,218 33, 983 22, 691 5,478 27, 414 46, 916 Western Division . 50 178 124 302 7, 572 13, 050 6,025 4, 315 10, 340 North Atlantic Division: j Maine . 8 25 18 43 987 834 1,821 913 793 1, 706 New Hampshire . 6 12 5 17 233 192 425 147 • 138 285 Vermont . 3 5 5 10 173 154 327 129 106 235 Massachusetts . 21 79 68 147 2,709 143 2, 636 5, 345 1,915 2,101 4, 016 310 Rhode Island . 1 7 2 9 167 310 143 167 Connecticut . 18 42 42 84 1, 752 1,399 3, 151 1,224 1, 066 2, 290 New York . 37 181 113 294 7,233 5,414 12, 647 3,609 5,042 3,986 9, 028 New Jersey . 13 58 31 89 2, 050 1,559 1, 187 4, 264 1,030 2, 217 Pennsvlvam'a . 49 203 94 297 7,032 5,399 12, 431 4,275 1 8, 539 South Atlantic Division: Delaware . 2 17 5 22 543 308 851 323 175 498 Maryland . 7 33 15 48 1,571 1, 221 2, 792 1,591 884 740 I 1, 624 District of Columbia . 3 11 24 35 757 834 607 733 1, 340 Virginia . 7 33 17 50 979 564 1,543 821 531 1, 352 West Virginia . 5. 3 20 8 28 511 349 860 433 318 751 North Carolina . 4 8 6 14 459 265 i 724 326 194 1 520 South Carolina . 5 12 9 21 176 202 378 132 194 326 Georgia . 10 33 20 53 1,924 924 2, 848 1,840 913 2, 753 Florida . 3 5 7 12 299 96 395 206 82 288 South Central Division: Kentucky . 5 27 10 37 1,273 905 2, 178 1,184 868 2, 052 Tennessee . 8 27 19 46 1, 705 1,196 2,901 1,330 1,127 2,457 Alabama . 5 15 9 24 611 391 1,002 542 364 906 Mississippi . 5 38 5 43 1,022 503 1,525 1,016 503 1, 519 Louisiana . 4 12 8 20 722 159 881 492 133 625 Texas . 14 76 17 93 4,285 1,513 5, 798 3, 910 1,374 5,284 Arkansas . 4 13 8 21 493 326 819 403 251 654 Oklahoma . 2 7 9 11 147 224 371 114 162 276 Indian Territorv . North Gentral Division: Ohio . 42 117 64 181 4, 059 3,527 7, 586 3,029 3,092 6, 121 Indiana . 19 85 46 131 4, 795 6,682 3, 396 8, 191 3, 752 2, 896 6,648 Illinois . 32 142 70 212 4, 061 10, 743 5, 034 3,279 8,313 Michigan . 19 54 26 80 1,778 3,047 1,384 1,837 3, 162 1,318 1,034 2, 352 Wisconsin . 21 77 32 109 4,884 2,345 1,607 3, 952 Minnesota . 22 74 27 101 2,925 1,774 4, 699 2, 362 1,536 3, 898 Iowa . 18 56 49 105 3, 045 1,881 4,926 2, 826 1, 761 4, 587 Missouri . 21 126 35 161 4, 214 2,826 7, 040 3, 575 2,435 6, 010 North Dakota . 1 4 1 5 105 65 170 90 60 150 South Dakota . 3 7 7 14 271 114 385 252 106 358 Nebraska . 11 33 19 52 1,916 1,048 2, 964 1,816 993 2,809 Kansas . 12 44 23 67 1, 146 778 1,924 1,015 703 1, 718 Western Division: Montana . 3 15 9 24 492 437 929 300 . 290 590 Wyoming . 1 1 1 2 44 28 72 23 27 50 Colorado . 6 20 17 37 1,155 848 2,003 827 541 1,368 New Mexico . Arizona . 1 2 1 3 46 36 82 31 27 58 Utah . 3 9 5 14 459 207 656 329 127 456 Nevada Idaho . 3 7 3 ‘"'io 140 115 255 125 106 231 Washington . 7 29 12 41 1,305 884 2, 189 1, 052 741 1,793 Oregon . 4 14 11 25 585 378 963 580 356 936 California . 22 81 65 146 3,346 2,545 5, 891 2,758 2,100 4, 858 2008 EDUCATION REPORT, 1902, Table 5. — Graduates in commercial and business schools and students in evening courses reporting in 1901—2. State or Territory 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 . in any day school. mercial course. Graduates - in amanuensis course. Aggregate daily attendance. Male. Fe¬ male. Total. Male. Male. j Fe¬ male. Total. Day. ■Even- j ing- Total. 17, 980 9, 612 27, 597 12, 103 5,18117,284 6,696 12,353 19,049 43, 061 12, 101 ■55, 162 ! 7,229 4, 212 11.441 2,762 1,348' 4,110 1.696 ! 4,057 ! 5, 753 10, 783 4, 772 15,555 ! 1.680 850 2, 530 992 262 1,254 i 887 1.260 • 2,147 3,174 772 1 3,946 1,262 440 1,702 2,710 956! 3,665 1,174 1,288 ! 2,462 6,028 1,239 7,267 ! 6,271 2, 947 9,21S 4,569 1 1,876 6,445 1 2,488 4,850 ! 7,338 18, 442 4,247 22, 689 1,543 1,163 2,706 1,070 739 1,809 451 | 898 j 1,349 4,634 1,071 | 5,705 78 37 115 118 84 202 21 106 1 127 296 50 346 86 55 141 43 17 60 3 36 39 166 65 231 48 44 92 21 7 28 4 25 29 I 130 45 175 824 505 1, 329 249 ! 161 410 109 1 370 479 1,327 521 1, 848 . 25 32 57 7 62 69 ; 180 | . 180 509 352 861: 130; 89 219 140 307 [ 447 i 801 [ 288 1,089 2.058 1.561 3, 619| S67i 377- 1,344 568 1,554 : 2,122 3,730 1 1,405 5, 135 872 520 1.392 269 42 311 146 447 i 593 > 1.056 i 737 1,793 2,7.54 1,138 3, 892 940 539 1,479 698 ! 1,150 1,848 3,097 1,661 4,758 233 120 353 65' 7 72 28 73 101 90 100 190 720 448 1,168 271 80 351 248 358 606 668 402 1,070 150 101 251 37 . 14i 51 1 254 306 | 560 573 573 162 29 191 151 16; 167 85 I 145: 230 368 65 433 78 31 109' 160 40 200 79 138 | 217 366 73 439 128 76 204 104; 65 169 55 79 134 124 43 167 44 8 52 63 17 80 40 102 1 142 30 21 51 78 17 95 108 21 129 61 49 110 917 50 967 87| 20 107 33! 2j 35 37 10! 47 38 18 56 89 37 126 503 141 644 121 259 380 1,212 25 1,237 350 94 444 647 517 1,164 ; 537 510; 1,047 1,196 1 520 1, 716 69 27 96 41 9 50 20 27 47 369 32 401 6 6 34 . ; 34 590 9 599 230 26 1 256 72 5 77 27 39: 66 421 : 143 564 375 139 514 1, 326 253 1,579 - 419 342 761 1,792 1 314 2, 106 90 75 165| 53; 11 64 28| 19i 47 268 125 393 | 53 42 95 34 20 54 22; 114 180 71 251 1 508 1,455! 731 411 1 1, 142 451 861 1, 312! 2,753 816 3, 569 ! 1,044, 499 1, 543 675; 364 1.039 387: 472 859 3, 565 l 576 4, 141 1 1,623 667 ! 2, 290‘ 889 317 1,206 261 898 1, 159 3, 758 : 870 4,628 I 202 208 : 410 188 112; 300 107! 143 250 1, 235 i 339 1,574 700 232 932 279! 59 338 173 241 414 1,063 ! 340 1,403 564 237! 801 440 160 600 290 i 595 885 1, 242! ! 290 1,532 242' 97! 339! 307 112 419 189 292 481 ! 1, 478: | 254 1,732 674 356 1, C30 655 196 851 409 1 874 1.283 1,577 i 564 2,141 15 5 20 4 3 7 3 5 8 75 8 83 19 8 27; 33; 15 48 15 20 35 30 30 100 55 155 217, 74 291 114 2s0 394 949 70 1,019 131 75 206 151 53 204 89 169 258; 717 120 837 205 147' 352 26 ' | 25 51 19; 30 49; 487 i 157 644 21 1 22 . 1 328 307 635| 44 24j 68 32 60 92 210 95 305 15 9i 24 ... 1 1 1 i 39! 11 50 130 80 210; 53} 15 68 27 45 72 240 110 350 15 9 24 3j 2 5 1 4 5 76 10 86 253 143: 398 91 69; 160 70 79 149 732 258 990 5 22 27| 233 80; 313 55 131 186 464 8 472 571 445 1, 016 620 I 1 5231 1,143 1 247 548 795, 2,386 422 2,808 COMMERCIAL AND BUSINESS SCHOOLS 2009 Table 6. — Students in certain courses of study in commercial and business schools reporting in 1901-2. State or Territory. Commercial course. Amanuensis course. English course. Telegraphy. Male. Fe¬ male. Total. Male. Fe¬ male. [Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 51, 502 21, 451 72, 953 24, 200 34, 534 58, 734 17, 468 12, 618 30, 086 3, 237 990 4,227 North Atlantic Division . . 13, 894 6, 695 20, 589 6, 350 11,624 17, 974 5, 061 3, 252 8, 413 326 72 398 South Atlantic Division . . 4, 246 1,657 5, 903 2, 814 3,342 6,156 1,381 1,023 2,404 275 40 315 South Central Division . . . 7,187 2,219 9, 406 2, 526 2,928 5,454 3,121 2,010 5, 131 299 43 342 North Central Division . . . 21,153 8, 140 29, 293 10, 493: 13, 603 :24, 096 6, 922 5,521 12, 443 2,232 798 3, 030 Western Division . 5, 022 2, 740 7,762 2, 017 3,037 j 5,054 983 712 1,695 105 37 142 North Atlantic Division: 829 404 1,233 123 402 525: 2 3 5 206 101 '307 39 111 1 150 103 72 175 Vermont . 125 55 180 42 75 117' 12 13 25 4 1 5 Massachusetts . 2, 042 1,302 3, 344 461 1,424 1,8851 776 . 589: 1,365 4 4 8 129 71 200 18 104 1 122! 143 1671 310 Connecticut . 1,115 532 1,647 479 1,092 1. 571 77 89 166 51 16 67 New York . 3, 843 1,463 5, 306 1, 801 3, 784 5; 585 900 401 1,301 233 45 278 New Jersey . 1,268 487 1,755 521 1 1,229 1,750 273 145 418 25 6 31 4,337 2, 280 6,617 2, 866 3, 403 6,269 2, 775 1, 873 4, 648 9 0 South Atlantic Division: 208 273 80 145 225 5 3 8 Marvland . 1,048 246 1,290 645 867 1,512 55 .29 84 5 5 535 1,140 561 738 1,299 375 493 868 555 140 '695 3251 403 728 322 419 23 23 West Virginia . 337 72 409 209| 306 515 94 55 149 18 18 North Carolina . 312 97 409 184 172 356 111 82 193 23 8 31 South Carolina . 152 98 250 120 173 293 19 5 24 Georgia . 890 306 1,196 539 456 995 396 259 655 203 31 234 Florida . 209 32 241 151 82 233 4 4 3 1 4 South Central Division: Kentucky . 786 204 990 166 346 512 146 749 895 109 15 124 Tennessee . 1,332 .£85 2,217 773 774 1,547 846 773 1,619 82 11 93 Alabama . 316 65 381 • 136 166 302 323 182 505 6 O 9 Mississippi . 694 134 828 258 469 727 608 608 15 15 Louisiana . 386 26 412 116 129 245 253 8 261 Texas . 3, 123 578 3, 701 986 837 i 1,823 829 200 1,029 75 14 89 Arkansas . 453 278 731 41 32 73 96 73 169 121 . 12 Oklahoma . . . 97 49 146 50 175 225 20 25 45 Indian Territory North Central Division: Ohio . 2, 753 816 3,569 2,463 1,244 3,707 1,484 2, 155 3, 639 865 680 1,545 Indiana . 3, 255 2. 128 5, 383 2, 359 2,487 4, 846 2, 098 1,820 3, 918 313 4 317 Illinois . 4, 064 1, 437 5, 501 1,224 2,513 3, 737 936 349 1,285 47, 6 53 Michigan . 1,308 610 1,918 423 717 1,140 185 5.1 236 37 18 55 Wisconsin . 1,660 578 2, 238 679 1,043 1,722 248 88 336 405 4 409 Minnesota . 1,995 676 2, 671 566 1,164 1,730 172 47 219 48 7 55 Iowa . 1, 649 520 2,169 544 999 1,543 360 273 633 123 8 131 Missouri . 2, 286' [ 761 3,047 1,421 2, 231 3,652 1,111 472 1,583 202 66 268 North Dakota. 60 20 80 10 30 40 20 10 30 South Da kota. 172 33 205 48 58 106 57 33 90 Nebraska . 1,315 276 1,591 451 640 1,091 123 164 287 59 3 62 Kansas . 636 285 921 305 477 782 128 59 187 133 2 135 Western Division: Montana . 244 229 473 89 152 241 204 167 371 17 8 25 Wyoming 12 6 18 32 21 53 Colorado 664 370 1,034 410 538 948 106 57 163 New Mexico . Ari7ona 21 7 28 10 20 30 15 9 24 Utah 246 56 320 132 114 246 56 47 103 N eva.d a. Tdaho 107 57 164 27 73 100 47 30 77 Washington . 816 455 1,271 340 483 823 248 122 370 23 8 31 Oregon . 486 172 658 147 287 434 174 118 292 13 2 15 California . 2,408 1,388 3, 796 830 1,349 2, 179 133 162 295 52 19 71 ED 1902 — VOL n- -53 2010 EDUCATION REPOBT, 1902. Table 7. — Public high schools reporting regular business courses and those having students in bookkeeping in 1901-2. State or Territory. Business course. Bookkeeping. Schools. Students. Schools. 1 Students. Male. I Female. Total. Male. Female. | Total. United States . 630 13,896 16,415 30,311 3,233 35,762 41, 032 76, 794 North Atlantic Division . 233 6,667 9,526 16, 193 1,042 14,860 17,212 32, 072 South Atlantic Division . 58 798 888 1,686 145 1,382 1,922 3, 304 South Central Division . 82 722 511 1,233 214 1,603 1,726 3,329 North Central Division . 199 4, 723 4, 500 9,223 1, 676 16, 296 18, 371 34, 667 Western Division . 58 986 990 1,976 156 1,621 1,801 3,422 North Atlantic Division: Maine . 12 144 141 285 94 603 690 1,293 New Hampshire . 2 16 17 33 30 202 218 420 Vermont . 6 90 69 159 45 336 320 656 Massachusetts . 59 1,730 2, 919 4, 649 178 3,842 4, 878 8, 720 Rhode Island . 9 179 351 530 18 333 349 682 Connecticut . 13 307 428 735 44 443 580 1,023 New York . 51 2, 312 2,031 4,343 296 4,899 4,598 9, 497 New Jersey . 29 786 702 1,488 77 1,335 1,335 2, 670 Pennsylvania . 52 1,103 2, 868 3, 971 260 2,867 4,244 7, 111 South Atlantic Division: H 97 189 286 Maryland . 5 142 .... 152 1 294 40 401 608 1,009 District of Columbia .... 2 328 453 781 2 235 323 558 Virginia . 10 108 100 208 16 220 272 492 West Virginia . 1 6 7 13 23 134 198 332 North Carolina . 4 33 51 84 7 61 82 143 South Carolina . 9 42 6 48 7 44 18 62 Georgia . 18 100 73 173 26 119 153 272 Florida . 9 39 46 85 13 71 79 150 South Central Division: Kentucky . 10 77 51 128 26 146 108 254 Tennessee . 12 43 44 87 62 344 433 777 Alabama . 13 110 47 157 14 127 134 261 Mississippi . 8 30 24 54 11 120 303 423 Louisiana . 7 217 179 396 16 304 106 410 Texas . 21 137 101 238 64 390 498 888 Arkansas . 9 83 57 140 12 90 50 140 Oklahoma . 2 25 8 33 8 81 92 173 Indian Territory . i 1 1 2 3 North Central Division: Ohio . 36 1,036 670 1,706 221 2,168 2,037 4,205 Indiana . 12 383 257 640 67 911 1, 005 1,916 Illinois . 25 533 612 1,145 231 2,734 3,214 5,948 Michigan . 37 692 720 1,412 205 2, 138 2,216 4,354 Wisconsin . 18 419 496 915 109 959 1,046 2,005 Minnesota . 6 115 57 172 50 507 429 936 Iowa . 20 402 389 791 231 2,217 2, 506 4,723 Missouri . 20 671 841 ! 1,512 58 651 722 1,373 North Dakota . 1 13 1 14 7 92 84 176 South Dakota . 2 15 12 27 47 350 450 800 Nebraska . 9 246 222 468 251 2, 178 2,835 5, 013 Kansas . 13 198 223 421 169 1,391 1,827 3, 218 Western Division: Montana . 4 82 66 148 7 53 45 98 W voming . 3 3 1 4 8 36 74 110 Colorado . 3 19 40 59 25 225 258 483 New Mexico . 2 2 4 6 3 24 11 35 Arizona . 2 15 8 23 2 15 8 23 Utah . 2 125 125 250 3 82 102 184 Nevada . 2 22 16 as 10 107 127 234 Idaho . 1 1 1 4 10 13 23 Washington . 11 104 101 205 35 220 252 472 Oregon . 4 15 23 38 20 133 174 307 California . 24 599 605 1,204 49 716 737 1, 453 COMMERCIAL AND BUSINESS SCHOOLS 2011 Table S. — Public high school 's reporting students in commercial geography and commer¬ cial lavj in 1901-2. Commercial geography. I Commercial law. State or Territory. Schools. Students. Schools. Students. Male. Female. ! j Total. j Male. ! | Female. | Total. United States . 666 7, 575 9,761 17,336 554 ! 5,611 6,088 11,699 North Atlantic Division .... 242 3, 113 4,603 | 7, 716 226 1 2,357 3, 149 ! 5,506 South Atlantic Division - 23 351 503 854 18 . 219 299 518 South Central Division . 51 669 689 j 1,358 37 327 188 515 North Central Division . 316 3, 644 3. 535 i 6, 579 235 | | 2,347 2,152 ! 4, 499 Western Division . 34 398 431 829 38 361 300 | 661 North Atlantic Division: ... Maine . 13 109 136 245 25 166 147 313 New Hampshire . 1 1 7 8 3 17 28 45 Vermont . 4 49 50 99 6 50 42 92 Massachusetts . 52 829 822 i 1,651 64 749 726 1.475 Rhode Island . 9 67 139 206 9 66 116 182 Connecticut . 6 91 145 236 9 86 138 : 224 New York . 64 647 953 1,600 35 305 180 485 New Jersev . 17 428 326 754 26 333 397 730 Pennsvlvania . 76 892 2,025 2,949 49 585 1,375 1,960 South Atlantic Division: i 1 5 8 13 Marvland . 8 106 104 210 4 26 54 i SO Disnict of Columbia .... 2 116 -149 ; 265 2 U6 149 265 Virginia g 13 31 44 West Virginia . 1 6 6 12 North Carolina . 3 i 35 . 62 j 97 1 8 10 18 South Carolina. . . 2 16 34 50 Georgia . 3 I 11 59 ! 70 3 18 5 1 23 Florida . 5 67 95 j 162 8 27 36 63 South Central Division: Kentucky . 7 | 75 94 169 7 51 54 105 Tennessee . 7 51 58 109 5 21 14 I 35 Alabama . ! 1 14 20 34 5 35 48 83 Mississippi . 3 22 26 48 5 12 6 18 Louisiana . 6 147 106 •253 3 144 31 175 Texas . 21 291 304 595 10 41 24 65 Arkansas . 5 59 70 129 2 23 n 34 Oklahoma . : 1 10 11 I 21 Indian Territory North Central Division: Ohio . . . 83 810 811 ! 1. 621 31 353 303 656 Indiana . 15 181 201 j 382 19 298 312 610 Illinois . i 37 325 395 720 40 395 407 802 Michigan . 1 38 344 393 737 37 258 229 487 Wisconsin . 13 139 154 | 293 5 26 18 44 Minnesota . 1 11 152 110 262 6 111 52 163 Iowa . . . 36 434 540 1 974 46 426 379 805 Missouri . i 14 124 158 j 282 i 14 187 134 321 North Dakota . ! 4 15 27 42 5 16 24 40 South Dakota . 1 13 64 123 ! 187 1 1 9 7 16 Nebraska . ! 29 220 303 i 523 7 81 71 j 152 Kansas . 23 236 320 1 556 j 24 ] 1S7 216 403 Western Division: o j Montana . ; 2 26 17 | 43 : 2 , 11 4 15 Wyoming . 2 8 8 j 16 ! 1 1 2 1 3 Colorado . j 3 45 58 103 i i : 2 1 3 New Mexico . 1 7 n ! i IS 18 Arizona . 1 Utah . | 2 62 83 | 145 i i 30 20 50 Nevada . | 1 10 4 14 Idaho . ! Washington . 5 13 31 I 44 ! 3 j 37 SI j 68 1 5 6 j 11 1 4 13 ! 14 27 California . ■ 17 222 224 446 1 24 ] 248 229 I 477 2012 ' EDUCATION REPORT, 1902 Table 9. — Academies , seminaries , and private high schools reporting regular business courses and those having students in bookkeeping in 1901-2. State or Territory. Business course. Bookkeeping. Schools. ! Students. Schools, j Students. Male. 1 Female. ! Total. ; Male. | Female, j Total. United States . . 479 7,364 ! 3,389 ! 10,753 956 | 10,094 6,290 j 16, 384 North Atlantic Division . 133 ! 2, 263 1,039 3,302 332 i 3, 143 2,113 I 5, 256 South Atlantic Division . 80 837 324 1.161 158 1,321 S69 2, 190 South Central Division . 98 1,402 471 : 1,873 164 2,039 937 1 2, 976 North Central Division . 129 1,830 1,112 : 2, 942 221 2, 557 1,716 4,273 Western Division . 39 1,032 443 | 1,475 81 I 1,034 655 1,689 North Atlantic Division: | Maine . 71 32 | 103 , 27 ■ 193 164 357 New Hampshire . 4 193 17 210 20 ! 236 105 341 Vermont . 8 60 64 ! 124 15 ! 135 126 261 Massachusetts . 10 70 56 126 40 j 175 419 594 Rhode Island . . 287 39 326 173 69 242 Connecticut . 12 136 66 202 25 183 172 355 New York . 48 587 200 787 105 858 488 1,346 New Jersev . 16 114 114 228 27 157 | 142 299 Pennsylvania . 24 745 451 1,196 66 ; 1, 033 i , 428 1 1,461 South Atlantic Division: i | Maryland . 11 63 29 | - 92 27 292 125 417 District of Columbia .... 6 5 29 1 34 i 35 104 139 Virginia . 20 250 61 311 34 220 99 319 West Virginia . 1 30 36 66 12 214 195 409 North Carolina . 32 ! 366 104 470 47 428 155 583 South Carolina . . 4 • 72 40 112 i 9 54 68 122 Georgia . 1 6 | 51 25 j 76 16 73 ! 102 180 Florida . 6 21 21 South Central Division: Kentucky . 28 1 334 120 454 43 442 221 663 Tennessee . 15 1 126 54 180 34 212 133 345 Alabama . 10 88 34 122 15 129 105 234 Mississippi . 8 203 47 250 14 303 59 362 Louisiana . 8 204 37 241 15 286 8S 374 Texas . 26 362 158 520 37 522 258 780 Arkansas . 1 65 10 75 1 91 41 132 Oklahoma . 2 1 30 21 51 Indian Territorv . 2 20 11 1 31 3 24 11 35 North Central Division: Ohio . 7 123 95 218 19 241 145 386 Indiana . 11 156 66 222 18 153 122 275 Illinois . 19 227 181 408 34 293 312 i 605 Michigan . 6 57 , 66 123 13 184 120 304 Wisconsin . 9 75 45 j 120 14 168 56 224 Minnesota . 13 238 81 319 21 389 166 555 Iowa . 18 429 343 I 772 27 438 269 707 Missouri . 26 269 157 426 45 431 310 741 North Dakota . South Dakota . 1 3 ' 17 20 4 j 28 53 81 Nebraska . 10 82 30 112 13 104 103 207 Kansas . 9 171 31 202 13 128 60 188 WTestern Division: Montana . 3 9 1G 25 4 3 26 29 Wyoming . Colorado . 1 13 14 27 6 i 18 55 73 New Mexico . 1 50 50 2 50 50 Arizona . 1 2 3 5 1 6 6 Utah . 8 j 704 256 960 9 448 78 526 Nevada . Idaho . 1 9 9 i ! . 8 8 Washington . 6 . 81 22 103 13 152 64 216 Oregon . 6 52 28 80 10 94 134 228 California . 12 | 0* 95 | *6 35 269 284 553 COMMERCIAL AND BUSINESS SCHOOLS, 2013 Table 10. — Academies, seminaries, and private high schools reporting regular business courses and those having students in commercial geography and commercial law in 1901-2. State or Territory. Commercial geography. Commercial law. Schools. Students. Schools. Students. Male. Female. Total. Male. Female. Total. United States . 299 3,771 3,606 7, 377 346 4,105 1, 560 5, 665 North Atlantic Division .... 126 1,473 ' 1,116 2, 589 112 1,402 599 2, 001 South Atlantic Division .... 44 685 734 1,419 44 467 78 545 South Central Division . 44 783 649 1,432 61 741 261 1,002 North Central Division . 59 507 802 1,309 96 1,131 475 1,606 Western Division . 26 323 305 628 33 364 147 511 North Atlantic Division: Maine . 4 16 14 30 10 60 69 129 New Hampshire . 4 47 26 73 4 93 18 111 Vermont . 5 41 24 65 7 59 26 85 Massachusetts . 12 71 67 138 8 46 25 71 Rhode Island . 4 80 98 178 4 112 36 148 Connecticut . 9 100 76 176 8 ! 49 49 98 New York . 46 467 327 794 39 369 168 537 New Jersey . 12 77 69 146 14 60 51 111 Pennsylvania . 30 574 415 989 18 554 157 711 South Atlantic Division: Delaware . . . ; Maryland . 15 153 71 224 10 74 j 20 94 District of Columbia .... 2 26 2 i 28 1 1 1 Virginia . 10 I 166 109 275 8 64 j 64 West Virginia . 1 l ; 25 10 | 35 1 25 25 North Carolina . | 4 83 30 1 113 20 278 51 329 South Carolina . 3 42 33 75 1 22 2 24 Georgia . 6 125 210 335 2 4 4 Florida 3 65 269 334 1 4 4 South Central Division: Kentucky . 1 11 240 98 338 14 1 117 29 146 Tennessee . 1 3 20 15 35 9 73 28 101 Alabama . 2 15 25 40 6 62 47 109 Mississippi . 5 203 34 237 6 330 42 172 Louisiana . 5 12 157 169 5 69 18 87 Texas . 12 165 239 404 13 243 77 320 Arkansas . 4 112 63 175 4 29 15 44 Oklahoma . 2 16 18 34 2 14 2 16 Indian Territory . 2 4 3 7 North Central Division: Ohio . 3 2 43 45 0 3 38 3 41 Indiana . 8 41 214 255 8 91 118 Illinois . 11 56 167 223 17 162 139 301 Michigan . 4 25 53 78 8 85 74 159 Wisconsin . 4 85 12 97 7 S7 20 . 107 Minnesota . 1 5 75 72 ! 147 11 175 45 220 Iowa . 7 84 58 142 15 242 53 295 Missouri . 14 136 158 294 16 134 49 183 North Dakota, . . 1 . South Dakota . 1 3 6 9 Nebraska . 2 3 i? 20 5 74 24 98 Kansas . 1 8 8 5 40 35 75 Western Division: Montana . 1 40 40 1 2 2 Wyoming . Colorado . 3 15 43 . 58 i 13 14 27 New Mexico . 2 29 29 i 14 14 Arizona Utah . . 3 27 7 34 6 125 6 131 Nevada . Idaho . Washington . 1 30 30 75 15 90 Oregon . 3 64 59 123 5 39 15 54 California . 13 158 156 1 314 12 98 95 193 2014 EDUCATION REPORT, 1902, Table 11. — Statistics of commercial and business 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 33 34 35 36 37 38 39 40 In¬ struct¬ Actual num¬ ber of stu¬ dents en- ors. rolled. Post-office. Name. Executive officer. Male. d 1 d Female. Total. 1 2 3 4 5 G 7 8 ALABAMA. I [ Birmingham . Birmingham Business Col¬ lege* The Massey Business College i Willard J. Wheeler . . . 3 l i 107 67 174 1 Wm. N. Smith . 3 i 202 115 317 ! c. M Williams . 1 i 57 63 120 Montgomery . Thorsbv . Massey Business College* . Thorsbv School and Busi- R. W. Massev . 3 i 115 36 151 R. A. Rasco . 5 5 130 110 240 ness College. ARIZONA. Lamson Business College _ E. M. Lamson . . 2 1 46 36 82 ARKANSAS. Fort Smith . Fort Smith Commercial Col- Geo. M. Neale . 3 1 96 73 169 lege.* Draughon’s Practical Busi¬ ness College. ; J. F. Draughon . 2 1 150 125 1 275 . do . The Institute Levi Keys * . . . James’s Practical Business i Levi Keys . 6 6 ; 200 100 300 Pine Bluff . J. W. James . 2 0 l 47 28 75 I College. CALIFORNIA. i Eureka . Eureka Business College .... Fresno Business College . Grass Valley Business Col¬ C. J. Craddock . 2 2 28 19 47 Fresno . . J. N. Sprouse . 2 67 65 1321 . Grass Valley . E. H. Armstrong . 2 1 70 30 100 lege. Los Angeles . Woodbury Business College . Napa Business College . Oakland Shorthand Institute N. G. Felker . 3 5 210 106 316 Napa . H. L. Gunn . 1 2 59 45 104 : Oakland . Mrs. Jeannette . 2 10 45 55 . do . Polytechnic Business Col¬ lege.* i W. E. Gibson . 8 7 220 284 504 1 Riverside . Riverside Business College.. ! L. W.Zinn . 3 1 79 43 122 San Diego . San Diego Commercial Col¬ lege. F. W. Kelsey . 2 S2 45 127 ; San Francisco .... Ayer’s Business College . California Business College. Gothie's Stenographic Insti¬ tute. [ J. L. Williams . ' 2 3 203 171 248 451 . do . R. L. Durham . 6 6 j 353 1 524 . do . Wina A. Gothie . 1 3 i 7 10 . do . Heald’s Business College. . . . Munson School of Shorthand E. P. Ileald . | 18 11 619 ; 331 950 . do . . . E. M. Carpenter . 2 24 31 . do . San Francisco Business Col¬ C. E. Howard . 4 4 473 | j 794 lege. ! ; San Jose . Pacific Coast Business College San Jose Business College. . H. E. Cox . 5 3 1 250 : 100 350 . do . C. E. Howard . . , 4 2 102 1 76 178 Santa Ana . Orange CountyBusinessCol- lege. H. O. Sisson . 1 2 60 | 40 100 Santa Barbara .... Santa Barbara Business Col¬ E. B. Hoover . 2 0 28 14 42 lege. Santa Cruz . Chesnutwood's Business J. H. Janson . 3 5 80 42 122 College. Santa Rosa . Santa Rosa Business College. Stockton Business College. . . J. S. Sweet . 3 2 75 50 125 Stockton . W. C. Ramsey . 10 2 4-50 257 707 COLORADO. | Colorado Springs. 1 Denver . Henager’s Business College.. Central Business College.... Modern School of Business. . J. C. Henager . 4 4 276 251 527 L. A. Arnold . 6' 4 320 260 580 . do . A. M. Kearns . 5 1 243 181 424 j . do . Wallace Business College. . . . Pueblo Business College.... The Trinidad Business Col¬ R. .T Wallace 2 B 194 57 251 | Pueblo . C. H. Donaldson . 1 2 70 39 109 Trinidad . W. E. Anderson . 2 3! 52 60 112 lege and Shorthand Insti¬ tute. CONNECTICL'T. | Bridgeport . Union Business College*.... Stillman Business College... Fred Enos . . 3 .A 140 160,' 300 l Danbury . William J. Stillman ..1 1 71' 29' 100 * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS, 2015 schools in United States in 1901-2. 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. 1 Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. d s | Female. d '<3 a Female. Male. Female. Male. | Female. | Male. | Female. Male. | Female. Male. | Female. [ Day course. Evening course. | Male. | Female. Male. | Female. 9 io 11 12 13 14 15 16 17 18 19 2© 21 22 23 24 25 26 27 1 w 1 <* 1G7 67 54 72 13 52 59 i 1 75 1 j 36 1 ! 3 1 4 185 112 17 3 0 0 157 47 45 68 0 0 0 0 0 0 . 5 1 3 7 35 60 22 3 35 20 15 0 25 3C 3 0 0 0 3-6 4-8 15 2 16 20 85 15 30 21 80 12 60 2 14 9 115 36 0 0 4 6 10 0 0 0 130 110 0 0 200 12 3 0 0 130 110 6 3 10 10 4 2 0 0 31 27 15 9 39 11 21 10 20 15 9 10 20 0 1 0 1 96 73 68 71 25 41 32 96 73 12 6 53 11 28 19 125 100 25 25 100 50 150 125 150 50 50 50 100 200 100 . 6 12 32 28 15 0 32 28 4-e 6-10 24 15 5 3 25 15 2 3 8 16 19 14 1 2 42 43 25 22 60 20 67 65 6 10 4 3 46 ! 25 20 9 65 25 50 20 10 20 12 18 5 160 ! 101 25 10 110 20 101 60 30 70 18 6 12 48 28 11 17 29 17 38 23 21 22 6 10 4 g 2 5 5 : 40 5 5 25 6 10 45' _ 6 8 1C 40 180 236 40 48 212 26 I 220 284 100 150 * 6 12 54 42 16 60 65 34 14 9 45 J Id 74 30 25 24! . . 8 15 24 12 12 15 61 34 24 11 45 12 48 25 24 18 10 2! 7 14 9 2 11 203 248 146 203 248 203 248 . 8 108 194 108 194 130 260 46 .... 88 244 "72 71 69 i 36 111 58 45 6 10 29 17 40 3 7 6 3 7 4 6 441 239 178 .... 92 360 38 328 108 156 211 24 12 6 10 155 70 43 80 5 21 2 1 3 14 5 24 357 239 116 82 235 98 368 93 105 228 .... 6 12 250 100 200 200 75 15 60 15 60 80 ! 60 22 16 60 "’26 52 19 28 41 6 12 43 16 22 33 50 39 10 1 55 8 55 20 5 20 7 1C 14 6 2 5 28 14 1 28 14 .... 10-15 80 42 75 60 30 ! 20 12 5 6 18 6 2 9 75 | 50 100' .... 70 40 5 10 6 34 28 4 425 j 225 28 29 300 "■40 350 150 25 25 50 50 10 12 100 100 "26 50 206 191 70 60 135 72 166 101 110 146 6 12 26 17 15 31 220 110 100 i 150; 182 108 138 152 . 1 ! 182 119 61 1 62 : . i...: 100 75 150 200 6 10 10 8 15 25 138 38 56 19 126 36 68! 21 41 33 29 6 23j 8 60 10 2 25 8 4 9 14 40 50 12 10 52 15 30 40 10 15 30 32 9 12 8 4 .2 4 140 160 70 100 60 40 100 20 52 23 20 5 50 "26 711 29 . 1 . 1 2 3 4 5 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 2016 EDUCATION REPORT, 1902. Table 11. — Statistics of commercial and business 41 42 43 44 45 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 Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num ¬ ber of stu¬ dents en¬ rolled. "3 Female. 0) r<3 S Female. 0 H 1 2 3 4 5 6 7 8 CONNECTICUT— continued. F. J. Pope . 1 1 16 33 49 Hartford . Huntsinger’s Business Col- E. M. Huntsinger _ 4 4 355 213 568 lege. . do . Morse Business College . Edward H. Morse _ 8 2 378 234 612 . do . Olmstead’s Commercial Col- E. M. Olmstead . 1 2 25 50 75 lege. 1 Pequod Business College. . . . Albert A. May . 2 3 95 55 150 E. J. Wilcox . 3 ! 2 45 50 95 John F. Gaffey . 1 ! 3 50 117 167 . do . The Childs Business College* Sidney P. Butler . 3 1 2 56 56 112 Yale Business College . Nathan B. Stone . 3 | 3 76 26 102 Norwich Business College*. . W. E. Canfield . 2 j 2 107 63 170 Putnam Business College. . . . E. F. Keller . 1 20 13 33 G. E. Sartain . 4 1 5 103 76 179 Stamford . Merrill College . Mrs. M. A. Merrill.... 2 4 49 60 109 Monroe’s Business College W. J. Monroe . 1 3 103 80 183 and School of Shorthand, Typewriting, and Teleg¬ raphy. . do . Waterbury Business College . H. C. Post . 1 2 40 70 110 Willimantic . Willimantic Business College R. L. Yickerson . 1 1 23 14 37 DELAWARE. Wilmington . Goldey College . H. S. Goldey . 12 2 343 175 518 . do . Wilmington Business School . W. H. Beacom and 5 3 200 133 333 • F. F. Dutton. DISTRICT COLUMBIA J Washington . Tanner’s Business College _ H. C. Tanner . 1 3 228 246 474 . do . Washington Business High School. Allen Davis . 17 282 421 703 . do . Wood’s Commercial Colleee. Court F. Wood . 3 4 247 167 414 FLORIDA. ~ i Fernandina _ King’s Business College . J. H. King . 1 2 82 17 99 Jacksonville . The Massey Business College. E. S. Hewen . 2 1 92 38 130 Tampa _ Tampa Business College . L. M. Hatton . 2 4 125 41 166 GEORGIA. Atlanta .... Draughon’s Business College* J. T. Brantley . 2 1 60 40 100 . do . Southern Shorthand and A. C. Briscoe* . 1 5 2 323 143 466 Business University. Augusta . Osborne’s Business College.. S. L. Osborne . 1 3 0 175 25 200 . do . St. Patrick’s Commercial Brother Theodorus. . . 4 .... 130 130 Institute. * Columbus . The Masse v Business College Richard W. Massev. . . 3 2 312 109 421 Macon . The Georgia- Alabama Busi¬ E. L. Martin . ' _ 3 8 340 236 576 ness College. 1 Rome . North Georgia Business Col¬ Moss & Hamrick . 3 65 35 100 lege. * I Savannah . Richmond Business College. C. S. Richmond . 3 1 139 107' 246 Senoia . Georgia Telegraph and Rail¬ Eugene Row . 3 160 4; 164 road Business College. Statesboro . Statesboro Institute and •T. FT. O’ Quinn . 4 6 220 225 445 Business College. IDAHO. Boise . Boise Business and Short¬ W. N. Rhoade . 3 1 64 43 107 hand College. . do . Idaho Business University . . H. C. Hoffman . 1 1 34 52 86 Moscow . 1 Moscow Business College! . . . Wm. Perkins . . 3 1 42 20’ 62 * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS 2017 schools in United States in 1901-2 — Continued. Actual number of students enrolled. T>av 1 Even- schoil.js^i 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. , d . o 8 d § l o d § 1 Female. 6 S d s 03 d | .'Z CO ! d s | d 9 10 11 12 13 14 13 16 17 18: 19 20 ai OQ 23 24 25 26 27 2S 8 22 8 ll *>8 15 8 22 8 99 8 •79 | 6-9 9-12 6 20 6 20 28S 1/1 67 42 27 23 253 32: 6 9 31 204 152 153 103 206 108 243 10 20 25 35 . 15i 8 15j 35i 64 50 31 5 90 50 SO 48 86 53 61 10 5 16 J 17 26 33 19 17 43 18 36 19 24 38 45 50 •7 6-8 12-14 3 ! 6 101 34 78 16 39 35 50 117 50 117 i 56 ...J 76 26 55 76 26 32 26 6 .... 83 46 24 17 90 30 49 17 34 29 10 10 9 10 A 15 12 10 8 1 54 47 49 29 S3 50 30 24 57 38 9 5 71 4 10; 16 : 14 8 12| 9 30 52 19 8 95 99 21 36 5 g 6 10 4 9 8! 22 48 47 56 32 44 42 56 28 15 50 3 1 28 .... / 12 I 5 1 0 2] 10 35 30 35 30 35 27 35 10 38 6-10' 10-15 . 8 j j 16' 16 9 7 5 23 8 U 3 4; lj 0 8-10 18-24 .... 3 1 91 238 110 120 50 148' 40 60 100 6-10 24 45 2 ! 20 . 85 65 113 70 90 100 60 25 20 45 5 3 6-1.2 14-24 20 5 8 15 188 216 40 30 177! 165 201 241 1 190 I 201 282! 421 573 282 421 | 282 421 282 I 421 | 13 5 49 89 137 96 110 76 19 i 78 76 93 72 | 101 9 24 9 15 16 60 15 j 1 2 ' 38 18 I 75 6 i 18 ; 15 4 0 1 6 10 6 0 57 30 35 ! 8 1 j 59 6 ; 33 ! 32 5 8 4 ! 0 :::: 89 37 30 10 75 20 : 100 35 3 1 5 8 23 2 37 10 50i 35 10 5 i , 30 20 • 40 5 1 10 35 10 4 4-6 I ! 8-10 J I . J 323 ! 143 ! 171 64 143 75 9 4 160 | 25 9 i 6 65 8 150 8 j 45 20 ; 18 j 18 1 ! * 1 42 3 ! 50 20 130 1 100 25 i 130 3 j 0 291 ' 103 21 1 6 140 22 216 40 1 1 63 !"*■ . 6 12 28 6 ! 8 302 ' 236 38 107 65 ; 104 135 34 23 3 4i 65 35 I 60 65 35 i ! 10 30 6 ! 5 3 j 5 j 3 139 ! 107 1 97 94 ! 106 ! 93 1 36 1 21 9 160 4 1 75 i 160 4 4 220 225 | j 350 22 32 4 5 202 213 9 | 60 41 4 2 ... | 53 12 11 31 | 23 45 11 i 7 / 1 26 10 24 37 1 8 1 1 33 5 10 8 12 3 2 1 j 4 42 20 1 50 30 8 r 1 8 9 1 42 20 8 41 42 43 44 45 46 47 48 49 59 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 2018 EDUCATION REPORT, 1902, Table 11. — Statistics of commercial and business Post-office. Name. Executive officer. In- struet- ors. Actual num¬ ber of stu¬ dents en¬ rolled. d 6 s d r3 3 "3 Eh 1 2 3 4 5 6 7 8 ILLINOIS. 78 Aurora Business College . A. H. Meacher . 2 1 1 20 | 60 80 79 Belleville Commercial and Jas. P. Foeller . 2 92 1 22 114 Shorthand College. .... ! 80 Brown’s Business College ... G. W. Brown . 4 ! 4 143 72 ' 215 81 | D. C. Brown . 2 i 2 72 44 ' 116 82 Brown's Business College*.. i G. W. Brown . 1 2 i i 50 30 80 83 Bixler Illinois Business Col- I Gideon Bixler . 3 2 200 165 365 lege. i &1 Chicago Business College. . . . 1 ! A. C. Gondring and ! 16 ' 4 1113 646 1,759 j F. B. Virden. 85 . do . Chicago School of Book- C. Snyder . ! i 40 45 85 keeping. 86 . do . Commercial Shorthand Leslie Warfel . 1 1 40 50 90 School. | 87 De La Salle Institute . [ Brother Icarron . 12 298 298 88 D. Kimball . 2 'i 36 | 50 86 89 [ O. M. Powers. I 16 6 1066 912 j 1,978 90 ' . do . leget North Chicago Business Col¬ C. C. Cochran . 1 5 3 218 144 [ 362 lege and Shorthand Insti¬ - tute. 91 . do . O’Donnell’s Business College | D. J. O’Donnell . I 2 3 125 150 275 92 . do . St. Patrick Commercial I Brother Joseph . | 12 343 i 343 Academy. 93 1 Danville . Danville Business College. . . ! J. C. Walker . 1 3 1 95 30 1 ~ 125 94 Decatur _ Brown’s Decatur Business ' G. W. Brown . i 4 3 177 , 109 i 286 College. | 95 Elgin Elgin Business College . W. H. Callow . 1 1 2 ! 64 76 ! 140 96 Freeport . Freeport College of Com¬ J. J. Nagle . 1 3 1 70 1 30 100 merce. 1 97 I . do . . . Harlow Business College.... Cornelia Harlow . 4 21! j 38 59 98 ' Galesburg Brown’s Business College _ W. F. Cadwell . 5 191 75 266 99 Jacksonville _ Jacksonville Business Col¬ G. W. Brown . 3 3 100 50 150 lege. | 100 Kankakee _ Kankakee Business College N. L. Richmond . 1 2 2 106 35' ; 141 and Shorthand School. 101 Lincoln . The Lincoln Business Col¬ W. R. Whetsler . 1 3 48 1 34 82 lege. 102 Naperville. . . Northwestern Business Col¬ H. J. Kiekhoefer . 1 0 30 10 40 lege. 1 1 103 Ottawa . Brown’s Ottawa Business W. G. Roseberv . 2 2 75! ! 75 150 College. 104 Peoria _ . Brown’s Business College _ W. H. H. Garver . 4 2 264 139 403 105 Quincv . Gem City Easiness College .. D. L. Musselman . 12 4 718: 320' 1,038 106 1 . do* . Union Business College . L. B. McKenna . 408 378 786 107 j Rockford . Brown’s Rockford Business G. W. Brown . - 4 294 127| 421 College. ! 10S Rock Island . Augustana Business College* O. J. Penrose . 2 ! 2 95 83 178 109 . do . . Brown’s Business College . . . G. W. Brown . 2 - 2 | 70 62 132 INDIANA. 110 AndeTson _ Anderson Business College* . W. H. Carrier . 1 49 55 104 111 Elkhart . 1 Elkhart Institute . Wellington K. Jacobs. 5 " i 48 22 70 112 Crawfordsville Crawfordsville Business Col¬ A. J. Hall . 3 2 75 62 137 lege. 113 Evansville . j Columbian Commercial Col¬ Frank J. Wittmer _ 3 60 40 100 lege. 114 . do . ; Lockyear’s Business College. M. H. Loekvear . 6 200 50: 250 115 Fort Wayne . 1 International Business Col¬ T. L. Staples . 8 4 250 200i 450 lege. 116 Huntington _ ! Huntington Business Uni¬ O. E. Hawkins . 3 122 100 222 versity. * 1 117 Indianapolis Indianapolis Business Uni¬ E. J. Heeb . 5 4 411 1 190' 601 1 versity. i 1 i l * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS, 2019 schools in United States in 1901-2 — 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- essarj” for ! graduation. 1 Gradu- ! ates in j com- j mercial course. 1 Gradu¬ ates in amanu¬ ensis course. 1 . O _ d 0 r2 6 ; 0 g»d 6 d j o | 5 d s d d 2 d § 6 7: d If d f d 1 ! .=3 o .=? § s a § 0 0 £ z g ! > 3 2: 3 | 0 Ph S * i & ^ ! 1=4 ! ^ ! 9 10 11 12 13 14 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 35 10 11 8 1 12 2 1 I 1 1 6 19 62( 20 30 2 51 27 86 4 20 18 72 1 20 9-12 1.2-18 i O 1 108 62 35 10 83 24 40 60 12 24 15 5 6! 60 38 12 6 56 15 34 18 23 36 3 8 j 6 i 3 431 21 9 30 95 90 105 40 50 150 30 45 175 | 65 J 12 1 35 15 35j 44 712 526 401 120 650 250 430 112 120 401 206 52 ! 12-15 , 8-16 40 50: 300 40! 45 10 40 45 ! 38 J 25 18 15 32 j 10 1 J 298 .... 270 200 70 34 1 1 H" 12 1 39 24 11 10 8 36 . 3-4 5-6 24 37' 696 769 370 143 603 997 716 138 162 730 188 1 44 i 35 ! 4 6 ! 139 1 137 ' 109 | 81 35 ! 67 19: ! 30 92 121 ; 33 ! 61 i 18 25 90 40 60 85 | 90 70 50 ! 40 60 1 40 60 70 100 6-24 I 8-24 30 | 60 343 ... . 280 90 j 48 27 24 1 6 24 53 26 42 1 4 31 | 29 62 9 ? ! 30 16 6-9 12-18 43 6 21 125 88 52 ; 21 1 100 19 75 90 2 6—8 : 2 2 2 8; I 1 ' 36 40 | 20 50 9 12 ' 4 ! 6 9 38 28 1 32 2 34 1 11 : 4 , 27 9 3 3 12 21 38 51 21 I ! 12‘ 1 18 26 5 12 1 157' 69 ; 34 6 157 1*26 183 59 53 57 10 15 ! 8 4 6 100 50! I 90 ! 25 9 31 9 15 4 1 6 65 41 1 - 10 55 ; 20 50 20 20 . 80 16 5 8 j 12 24 4 8 1 13 40 30 i 8 4 28 10 40 i 8 13 I 10 20 10 5 2 4 30 10 39 27 1 6 2 0 i 0 ! * 5 1 J 65 65 ! 10 10 70 60 | 10 20 | l2! i : 10 5 5 J 181 117 83 22 167 1 o5 15 62 6-9 1 718 320 700 600 j 200 118 120 6 240 12 23 50 1 361 270 ! 106 49 275 75 240 ! 200 1 93 200 47 6 140 63 21 79i 262 116 i 28 15 143 38 186 114 ' 103 67 35 18 7-10 29 17 5 20! 9s' 83 I 125 | 80 30 15 53 10 22 8 13 : 22 54 : 48 8 64 ”35 57 11 52 10 1 1 1 9 24 42 j 25 13 40 15 47 | 18 ; 40 49 j 55 41 21 1 40 ■ 9 8 18 5 0 6 : 8 35 g 8 16 70 62 5 60 10 62 32 13 30 50 30 ■ 10 10 75 20 40 - 30 10 1 6 1 « 8 2 6 .... 200 50 1 100 15 85 - ! /o 15 65 r 6 ! * ' 85 75 15 i 65 160 140 101 49 200 100 110 160 100 130 ! 15 10 10 20 40 30 10 40 100 100 12 10 65 10 75 1 75 50 130 ! 1 6' 12 65 60 140 i 125 314 152 97 38 233 1 i 67 216 i 30 114 1 144 ! 50 I 12 3! ... ! < | 6i . 33 9 1 ~ 34 ! 74 78 79 80 81 82 83 84 85 80 87 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 2020 EDUCATION REPORT, 1902. Table 11. — Statistics of commercial and business Post-office. l INDIANA— COnl’ Name. 2 d. 118 Indianapolis . 119 Lafayette. . .r . 120 Logansport . 121 Marion . 122 Muncie . . 123 New Albany . 124 Richmond . 125 South Bend . 126 Terre ftaute . 127 Valparaiso . 128 Westfield . IOWA. 129 Cedar Rapids . 130 Clinton . 131 Council Bluffs _ 132 Davenport . 133 Des Moines . 134 . do . 135 . do . 136 | Dubuque . 137 1 Fort Dodge . 138 ! Iowa Citv . 139 Keokuk . 140 Marshalltown .... 141 Mason City . 142 Nora Springs . 143 Oskaloosa . 144 i Ottumwa . 145 1 Sioux City . 146 1 Waterloo . KANSAS. 147 Atchison . 148 Concordia . 149 Enterprise . 150 1 Iola . 151 ! Lawrence . 152 Leavenworth . 153 Ottawa . 154 Parsons . 155 Salina . 156 Wichita . 157 . do . 158 Winfield . Vories’s Business College. . . . Union Business College . Logansport Commercial High School. Marion Business College .... The Muncie Business Col¬ lege. * St. Mary’s Academy . Richmond Business College. South Bend Commercial College. Brown’s Business College . . . Northern Indiana Commer¬ cial College.* Union High Academy and Business College. Cedar Rapids Business Col¬ lege. Clinton Business College .... Western Iowa Business Col¬ lege. Brown’s Business College . . . People’s Commercial and Bowen Business College. Capital City Commercial College. Iowa Business College . Bayless Business College .... Tobin College . Iowa City Commercial Col¬ lege and School of Short¬ hand. Keokuk Business Institute.. St. Mary’s Institute . Iowa Business College . Nora Springs Seminary and Business College. Oskaloosa Business College. . Ottumwa Commercial Col¬ lege.* Brown’s Business College . . . The Waterloo Business Col¬ lege. Atchison Business College . . Great Western Business Col¬ lege. Enterprise Academy and Business College. Iola Business College . Lawrence Business College.. Leavenworth Business Col¬ lege. Ottawa University Business Department. Parsons Business College. . . . Skelton’s School of Telegra¬ phy and Railway Business. Wichita Business College. . . . Wichita CommercialCollege. Winfield Business and Aca¬ demic College. Executive officer. 3 Henrv D. Yorles . S. A. Drake . A. E. Oldham . J. D. Brunner . J. Westbrook Howard . Sister M. Bonaventura 0. E. Fulghum . W. T. Boone . G. W. Brown . H. B. Brown . Irvin Stanley . A. N. Palmer _ B. J. Heflin . R. E. Wiatt . J. E. Gustus . B. W. Bowen _ W. H. McCauley. J. R. Hutchison . C. Bavless . . C. V. Findlay . . . J. H. Williams... M. J. Mallery . Mother M. Francis H. J. Knapp . E. F. Fisher . B. A. Wright . J. W. O’Bryan . G. W. Brown, jr . .. A. F. Harvey . A. F. Heck . W. T. Larimore . W. G. Baab . H. J. Powell . I. C. Stevenson . N. B. Leach . G. H. Crain . J. C. Olson . W. H. Skelton . Chester F. Adams - E. H. Robins . H. F. W. Kuehne . In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en-. rolled. Male. Female. Male. Female. Total. 4 5 6 7 8 11 8 1234 1218 2,452 5 1 149 98 247 2 1 30 40 70 3 1 80 60 140 3 9 1 680 356 1,036 1 8 150 250 400 4 1 190 25 215 7 1 260 160 420 3 3 186 109 295 10 4 586 321 907 2 4 35 40 75 6 2 300 112 412 3 2 132 85 217 2 o 240 130 370 3 2 115 138 253 1 1 22 8 30 8 8 599 289 888 7 3 400 230 630 3 174 80 254 4 ""*3 187 104 291 3 2 74 43 117 2 2 25 36 61 8 102 154 256 2 1 30 40 70 3 4 40 6 46 1 1 16 15 31 3 2 225 136 361 3 2 263 155 418 2 4 101 120 221 2 3 90 60 150 5 3 90 60 150 3 1 23 27 50 2 1 37 45 82 2 1 66 40 106 2 2 74 47 121 3 2 65 62 127 5 4 188 144 332 3 1 100 .... 100 5 3 235 173 408 8 2 123 85 208 4 .... 55 35 90 * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS, 2021 schools in United States in 1901-3 — 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. Male. 6 a CD Male. | Female. Male. Female. Male. 1 Female. Male. | Female. Male. Female. Male. Female. Day course. Evening course. ! | Male. Female. g5 "3 | Female. 9 10 11 12 13 14 15 16 17 18 19 30 31 33 33 34 35 36 27 38 927 907 307 311 1,019 267 1,191 931 1,022 1131 1, 234 \ 1218 250 134 98 15 .... 96 12 80 41 24 50 20 8 24 6 15 36 10 10 38 20 35 10 5 50 10 25 20 25 30 30 40 2 ’"6 8 11 8 2 1 2 2 70 10 80 60 424 356 256 418 35 424 356 420 354 8 3 10 18 85 56 84 52 150 250 380 14 12 75 175 3 3 175 20 170 15 150 25 35 15 10 6-8 I 12-15 39 14 6 10 140 120 120 40 149 39 116 108 38 6 132 97 54 12 150 50 75 16 1 8 586 321 601 327 146 259 586 321 9 221 102 ;* *72 35 35 40 58 4 5 4 30 3 36 4 4 290 100 12 10 150 250 50 30 90 8 12! 4 I 2 8 104 73 28 121 99 56 64 72 10 48 22 42 51 240| 130 60 40 40 35 50 20 6 6 60 94 75 24 1 85 49 60 58 18 124 12 6 2 0 2 7 5 15 3 11 15 22 8 2 3 .... 9-12 12-16 7 i 3 2 599 289 350 393 46 119 214 81 29 6 56 5 8 32 400 230 390 120 90 30 85 85 25 3 115 5 6 12 90 1 30 75 75 148 75 26 5 69 14 150 30 31 55 6 12 19 4 19 35! 187 104 37 18 5 17 30 6 5 2 5 74 43 60 12 14 31 ....1 12 18 14 17 12 25 20 8 35 25 35 8 3 6 6 4 4l 102 154 224 7 17 70 100 4 6 1'"' 30 40 8 6 12 34 13 8 5 2 9 40 6 36 4 3 9 10 2 2 2 16 15 15 11 8 4 8 6 225 136 128 46 25 51 72 39 6 35 19 14 45 202 139 61 16 102 34 162 42 60 97 6 10 5 12 8 90 110 11 10 75 10 51 29 27 45 18 39 8-18 9 3 11 14 60 40 30 20 60 45 40 20 10 20 8 2 9 3 10 85 50 5 10 135 15 50 20 20 30 15 9 50 20 20 30 23 27 49 12 3 8 6 20 6 4 9 3 1 2 30 41 7 4 31 7 6 38 6 9 10 2 12 60 35 6 5 * 60 10 6 30 g 6-9 12 20 1 1 39 35 35 12 40 25 39 15 18 28 20 1 6 12 3 3 7 19 65 62 73 25 10 40 52 8 9 10 r> 9 19 164 137 24 7 80 15 96 49 47 73 21 15 6 12 9 5 4 10 100 40 100 5—6 211 156 24 17 160 20 130 35 80 120 1 9 6 1 25 40 123 85 118 90 50 70 8 20 10 10 20 55 35 1 80 35 26 20 10 55 35 6 2 20 10 6 4 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 2022 EDUCATION REPOKT, 1902 Table 11. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Male. 0) rcS s o Male. ! Female. Total. 1 2 3 4 5 6 7 8 • KENTUCKY. 159 Bowling Green . . . Bowling Green Business H. H. Cherry . 11 5 720 480 1,200 College. 160 Corington . Covington Commercial Col- W. D. Clark . 2 1 31 82 113 legeT I 161 E. J. Wright . 6 1 320 168 488 College. 162 . do . Spencerian Business College. Enos Spencer . 6 2 151 125 276 163 Owensboro . Owensboro Commercial Col- Howard Van Deusen. 2 1 51 50 101 lege. LOUISIANA. 1 1 164 New Orleans . Carillon’s Shorthand School. A. C. Carillon . 1 3 1 20 30 50 165 . do . E. G. Durel’s Commercial E.G. Durel . 1 28 2 30 College. 166 . do . George Soule . 9 3 594 82 676 and Literarv Institute. 167 P. E. Townsley . 1 2 80 45 125 ness College. MAINE. 168 Bangor . Bangor Business College .... E. D. Pratt . . . 1 3 52 67 119 169 Lewiston . Bliss Business College . O. D. Bliss . 4 1 128 75 203 170 . do . Gray’s Lewiston Business N. E. Rankin . 1 1 29 39 68 College. 171 North Anson . Anson Academy and Busi¬ F. H. Sanborn . 2 3 45 30 75 ness College. 1 172 Portland . Gray’s Portland Business Frank S. Gray . 3 ! 2 186 191 377 | College. 1 i 173 . do . Shaw’s Business College . F. L. Shaw . 10 5 350 300 650 174 Rockland . | Rockland Commercial Col¬ H. A. Howard . 2 146 105 251 lege.* 175 Waterville . Kiest’s Business College . II. Kiest . 2 1 51 27 78 MARYLAND. 176 Baltimore . Baltimore Business College. . E. H. Norman . 3 2 127 120 247 177 . do . Eaton & Burnett Business A. II. Eaton . 6 210 195 405 College. * 178 . do . . Sadler’s Bryant & Stratton W. H. Sadler . 8 4 463 287 750 Business College. | 179 . do . Strayers Business College. . . S. Irving Strayer . 5 7 491 452 943 180 Cumberland . Central Commercial College . C. E. Pusho . 5 114 75 189 181 . do . Mountain State Business A. G. Sine . 2 85 65 150| College. ■ 182 Hagerstown . Wolf’s Business College . D. Elmer Wolf . 4 i 81 27 108 MASSACHUSETTS. 1 80o| 183 | Boston . Bryant & Stratton Com¬ H. E. Hibbard . 13 13 500 300 mercial School. * 1 184 ' . do . Burdett College * . 1 F. B. Richardson . 15 10 522 421 943! 185 j . do . Comer’s Commercial Col- 1 Charles E. Comer . ! 7 5 402 306 7081 lege. * 186 . do . Hickox Shorthand School. . . j Wm. E. Hickox . 1 4 32 197 229 187. . do . The Benedict School of Short-; George Benedict _ 1 3 6 66 72 hand. 188 Fall River . j Shoemaker & Clark’s R. J. Shoemaker . 4 264 66 330 Fitchburg . 1 School of Business. 189 Fitchburg Business College. . ' D. Fullmer . 3 2 77 91 168 190 Holyoke . 1 Holyoke Business Institute..! A . T. .Tarnell . . 3 1 92 77 169 191 Lawrence . Cannon Commercial College ! G. C. Cannon . 2 2 40 72 112 192 Lowell . Lowell Commercial College.! A. C. Blaisdell and 2 70 75 145; L. E. Kimball. I i93 Lynn . . Lynn Business College . ' H. W. Pelton . 5 3 104 168 272' 294 1 New Bedford . Benton’s Business College. . . 1 Chas. E. Benton . 1 ll 3! 50 25 75' * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS, 2023 schools in United States in 1901-2 — 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. Ini2r course. telegra¬ phy. Months nec¬ essary for graduation. Gradu- | ates in 1 com- | mercial ! course. Gradu¬ ates in amanu¬ ensis course. G) d 1 "3 6 P d s o O 1 P d 73 g S d S >» S Q 53 Evening course. d 73 § d 'S d 73 § Female. 9 10 ii 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 2s: 720 480 1,000 350 20 56 642 85 175 26 64 46 18 52 20 18 18 74 8-10 10-20 I 15 14 ! 46 61 271 159 49 9 256 48 40 120 24 6 12 | 202 | ; 39 34 1 98' 151 125 • 120 125 68 81 107 81 107 12 1 102 ! 53 74 96’ 27 40 24 10 40 25 35 20 30 9 1 9 i 9 4 10 20 10 10 15 15 20 30 I 4 20 30 29 6 2 15 3 28 2 28 2 t 880 68 214 14 350 125 297 14 62 225 6 | 5-12 i 1 9-18 67 3 7 9 80 45 41 61 10 24 37 1 8 5 2 52 67 65 40 51 12 16 12 28 41 8 10 102 60 1 30 11 75 **20 124 20 4 ! 351 6 10 ! 37 10 2 19 13 27 : 16 12 18 16 22 16 l 30 6 12 2 9 1 4 45 30 60 11 8 4 2 j I 8' 4 1 2 4 186 [ 191 160 ! 26 444' J ! 1 14 5 3 46 350 300 1 300 150 ! 50! ! 150' J ! 1 146 1 105 I 60 123 60 11 421 2 8 6-8 30 18 5 26 19 43 32 44 ! 18 14 49 27 1 J 1 3 90 [ 95 37 25 180 60 100 37 27 i 83' 6-8 12 40 | 15 20 43 125 1 128 85 67 125 130 150 25 140 125! 40 25 6-8 12 100 15 90 95 200 i | 125 296 ; 129 1 394 45 130 181 5-9 24 39 11 16 25 226 ! 242 265 ! 210 ! 225' ! 183 ' 215 89 I j 270 359 6 4! 3-15 3-36 63 27 105 157 89 1 60 25 15 78 i 29 , 69 23 ; 45 52 6 24 15 9 12 85 60 .... 67 15 18 50 5-8 5 1 4 15; 69 ! 25 12 1 2 53 8 ! 15 17 9 5 10 9 4 4 44 500 I , 300 500 300 522 J 421 ! .... 510 .... 427 112 ! 95 309 522 421 i 10 101 26 31 102 229 ' 175 217 87 402 306 22 ' 189 ! 40 8 1 | 32 197 6 10 2 9 3 ' 44 3 22 6 66 1 3-6 6-12 70 40 , 181 39 1 70 444 101 16 50 37! 143 13 1 10 21 25 8 11 18 28 56 49 35 1 1 58 1 35 59 34 19 59 | 10 24 2 3 0 5 18 32 73 46 1 20 40 2 1 17 10 20 20 ‘ 52 20 20 ! 35 1 25 35 65 35 65 6 6 70 i ^ 35, 20 70 75 40 65 4-10 10 64 133 40 35 1 140 1 50 81 55 23 113 j 18 i 16, ! 32 9 i 25; | 35 24 4 5 15 '13 1 iol . 16| 1 l| 5. 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 2024 EDUCATION REPORT, 1902, Table 11. — Statistics of commercial and business Post-office. 1 MASSACHUSETTS— continued. 195 Pittsfield . 196 Salem . 197 Springfield . 198 . do . 199 Taunton . 200 Waltham . 201 Worcester . 202 . do . 203 . do . MICHIGAN. 204 Adrian . 205 Alpena . 206 Battlecreek . 207 Detroit . 208 . do . 209 Flint . 210 Grand Rapids .... 211 . do . 212 Jackson . 213 Kalamazoo _ ... 214 Lansing . 215 Manistee . 216 Marquette . 217 Pontiac . 218 Saginaw . 219 . do . . . 220 St. Louis . 221 Three Rivers . 222 Traverse City . MINNESOTA. 223 Brainerd . 224 Duluth . 225 . do . 226 Fergus Falls . 227 Mankato . 228 Minneapolis . 229 . do . 230 . do . 231 ../..do ... 232 . do . 233 . do . 234 Ovvatonna . 235 Red Wing . 236 St. Paul . 237 . do . 238 . do . i Name. Berkshire Business College.. Salem Commercial School . . . Bay Path Institute . Hinman’s Business College 1 Taunton Business College.. Mellor’s Commercial College Becker’s Business College . . . Hinman’s Business College . Worcester Business Institute Brown’s Business University Alpena Business College . Michigan Business College . . Miles College* . St. Joseph’s Commercial School. Bliss Business College . Grand Rapids Business Uni¬ versity.* McLachlan Business Uni¬ versity. Devlin’s Business College . . . Parsons’s Business College .. Lansing Business University Manistee Business College . . Marquette Business College . Pontiac Business College .... International Business Col¬ lege. Saginaw Business College . . . Yerington College . Three Rivers Business Academy. Traverse City Business Col¬ lege. Brainerd Business College .. Duluth Business University. Parsons’s Business College and Shorthand Institute. Darling’s Business College .. Mankato Commercial Col¬ lege. Archibald’s Business College Caton College . Curtiss Business College . Minneapolis School of Busi¬ ness.* Northwestern College and Business Institute. The Munson Shorthand In¬ stitute. The Canfield Commercial School. Red Wing Business College . Boenisch’s Commercial Col¬ lege. Globe Business College . ness School. Busi- . In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Executive officer. Male. Female. O) S Female. Total. 3 4 5 6 7 8 L. M. Holmes . 2 1 30 51 81 Geo. P. Lord . 5 4 129 155 284 4 1 48 70 118 B. M. Bancroft. . . . 1 2 34 60 94 E. L. Hutchinson . 2 2 . 68 86 154 Wm. H. Mellor . 1 1 6 35 41 E. C. A. Becker . 2 4 125 135 260 A. II. Hinman . 2 3 50 90 140 C. B. Post . 3 60 90 150 L. S. Brown . 1 1 56 56 112 Mrs. M. L. Veenfliet.. 1 3 60 64 124 C. J. Argubright . 3 0 133 112 245 C. C. Miles . 4 5 250 150 400 Brother Jerome . 6 106 106 2 1 30 39 69 A. S. Parish . 3 123 177 300 M. McLachlan . 7 1 195 165 360 H. C. Devlin . 3 3 93 46 139 W. F. Parsons . 3 2 150 100 250 H. J. Beck . 2 2 57 62 119 W. H. Marlindill . 2 1 80 60 140 J. C. Parker . . . 2 14 4 18 C. A. Passell . 2 38 29 67 F. H. Harper . 5 1 169 139 308 Geo. W. Smith . 1 20 49 69 C. W. Yerington . 4 ’"2 100 50 150 Charles H. Sage . 2 2 70 50 120 C. R. Dockeray . 1 1 34 32 66 Lewis H. Vath . 1 40 8 48 W. C. McCarter . 8 174 151 325 Hiram Parsons . 2 '*’2 44 6 60 D. Darling . 2 1 41 14 55 J. R. Brandrup . 7 2 292 88 380 A. R. Archibald . 5 118 64 182 Thomas J. Caton . 7 "3 373 298 671 J. L. Hodgmire . 4 1 137 124 261 Rickard and Gruman . 5 2 350 200 550 Rev. A. T. Frykman.. 7 173 93 266 R. J. Smith . 1 2 68 119 187 W. P. Canfield . 2 1 68 37 105 H. J. Mever . 2 1 51 21 72 B. W. Boenisch . 1 1 61 14 75 W. C. Stephens and F. L. Haeberle. 5 1 270 133 403 Julius and Walter Rasmussen. 2 1 42 46 88 * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS, 2025 schools in United States in 1901-2 — Continued. Actual of stu euro 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 j course. Gradu¬ ates in amanu- 1 ensis j course. Male. Female. 6 1 d g o Male. Female. Male. I Female. Male. | Female. Male. r2 O Male. 6 1 0 Day course. fcD . C O ’£ E 0 2 > 0 Male. Z 1 Female. 9 10 ii 12 13 14 15 16 IT 18 19 20 21 22 23 24 25 26 2T 28 21 42 9 30 10 27 27 5 42 8 6 12 i 1 10 12 2 14 195 95 126 34 29 175 40 73 48 26 88 196 29 52 19 18 50 40 38 10 10 38 10 10 5 28 197 18 40 16 20 44 23 16 14 9 31 6 13 9 28 198 40 60 28 26 24 18 16 42 8 10 .2 2 15 16 12 4 28 199 IS 6 22 2 9 2 24 2 24 2 2 5-6 8-10 1 6 0 15 200 88 105 37 SO 81 100 24 86 115 112 30 4 7 48 201 30 60 20 30 70 40 40 70 40 70 12 1 40 70 40 70 202 70 30 20 22 40 38 24 60 8 203 56 56 60 8 19 44 10-15 8 4 9 204 45 52 15 12 70 20 50 24 10 40 5 10 7 3 12-15 24 5 "*6 3 9 205 112 106 80 50 12 6 j 15 10 10 20 206 125 125 225 135 25 15 207 106 100 106 .... 55 106 I 20 20 208 25 30 5 9 52 14 24 15 6 24 8 12 200 119 106 4 j 71 80 57 4 46 10 • 4 5 2 2 6 210 195 165 200 125 20 50 165 8 10 15 3 3 211 65 48 17 9 90 35 69 28 22 40 , 4 212 126 74 24 26 110 45 90 60 40 60 8-12 10-15 30 18 36 34 213 33 53 24 9 ! 49 8 6 47 2 7 6 4 4 214 60 40 22 18 40 20 25 16 20 15 30 9 5 9 18 19 11 15 8 215 3 4 11 5 8 4 7 3 7 10 12 216 30 23 8 ! 6l 1 25 10 1 33 10 5 19 9 12 16 6 2 17 217 119 109 50 30 170 50 116 52 53 87 12 1 . 218 9 35 12 13 20 49 20 42 6 6 1 24 _ 31 219 100 50 90 75 5 15 5 6 40 15 220 60 45 10 5 60 "ii 40 25 10 18 9 10 6-12 221 34 32 1 38 25 14 6 12 9 10 9 1 5 6 222 15 4 25 4 15 25 18 2 16 6 6 15 6 2 12 2 223 142 133 32 18 86 33 132 54 41 98 1 6 12 32 21 15 46 224 28 6 16 30 2 4 12 2 12 24 6 2 225 33 10 8 n;i 37 10 37 4 14 9 5—9 9 3 4 4 226 292 88 330 196 54 26 104 8 16 2 20 50 227 118 64 82 16 22 39 14 9 6-9 16 4 9 12 228 317 244 56 54! 311 73 62 225 6 12 133 49 53 171 229 113 92 24 32 104 36 33 88 1 6 12 28 6 38 52 230 350 200 . 350 200 231 119 72 54 21 47 9 10 6 76 9 8 7 1 1 232 68 119 68 119 1 6 12 233 43 34 25 g 55 20 57 15 11 22 9 2 234 51 21 62 43 2 4 14 3 . 9 235 34 10 27 4 35 "22 61 14 6 12 30 10 236 210 93 60 40 200 50 180 62 34 87 28 2 6-9 33 3 13 28 237 20 26 22 20 30 20 42 46 42 46 1 .... 1 238 ED 1902 — YOL II 51 2026 EDUCATION REPORT, 1902, Table 11. — Statistics of commercial and business In- I struct- | Actual num¬ ber of stu¬ dents en¬ ors; | rolled. Post-office. Name. Executive officer. <6 6 "3 c5 ci ”3 g s o *3 ! S 1 1 2 3 4 5 6 8 MINNESOTA— COnt’ d 239 St. Paul . . St. Paul Business College, Shorthand and Tele- Maguire Bros . 1 5 3 240 70 310 graphic Institute. 240 . do . The Hess Business College . . D. S. Coffey . 2 2 125 218; 343 241 Sauk Center . Sauk Center Academy and 1 Lewis H. Vath . 2 60 20 80 Business College. I ! 242 Stillwater . Rasmussen Practical Busi- I Julius Rasmussen .... ! 2 1 55 j io 65 ness College. 1 1 243 Wells . A. C. Parsons 1 o 78 ! io 88 244 Toland’s Business Univer¬ sity.* J. W. Hooker and F. 1 1 65 30 95 MISSISSIPPI. j J. Toland. 245 Brother Isidore 10 180 180 176 246 Natchez . St. Mary’s Cathedral School. . 1 St. Alovsius College . Brother Charles . 6 176 247 Vicksburg . Brother Alphonso .... 1 8 257 257 248 . do . Vicksburg Commercial School. Macon and Andrews’s Col¬ G. H. McDonald . 2 i 34 j * *28 62 249 West Point . G. A. Macon and A. A. 12 4 375 475 850 lege. Andrews. 1 MISSOURI. i 250 . Canton . J Business College of Chris¬ tian University. J. J. Weber... o 16 4 20 .... 251 j Chilli cothe . , Chillicothe Business and j Allen Moore . 21 6 ' 478 249 727 Shorthand College. 1 252 Hannibal . Hannibal Commercial Col- ' F. L. Kellv . 2 2 152 132 284 1 lege. | 253 1 Joplin . Joplin Business College . W. B. Joiner . 5 1 1 71 1 63 134 254 Kansas Citv . Central College of Business H. E. Hazard . 6 1 200 250 450 j and Shorthand. 255 . do . Cathedral Commercial Brother Charles . 1 4 .... 183 183 School. 256 . do . Kansas City National Busi- Henry Coon . 1 14 2 370 187 557 j . ness College. 257 . do . 1 Spalding’s Commercial Col- James F. Spaulding . . 5 2 504 1 321 825 j lege.* 258 St. Joseph . 1 St. Joseph Business Univer¬ E. E. Gard . 3 1 125 75 200 sity. 259 . do . St. Joseph Commercial Col¬ Brother Elzear . 10 265 265 lege. 260 St. Louis . Barnes Business College . J. R. Anderson . 5 i 4! 104 115 219 261 . do . Draughon’s Practical Busi¬ R. R.Luman . 3 1 77 i 43 120 ness College. 1 262 - .do . Hayward’s Business College . L. F. Havward . 3 1 , 400 300 400 263 . do . . ' Jones Commercial College... J. G. Botimer . 6 1 2 250 181 431 264 . do . 1 Mound City Business Col¬ O. D. Norton . 3 1 42 68 110 lege. 265 . do . Perkins and Herpel Mer- H. C. Perkins . 5 222 i 78 300 j cantile College.* 258 266 . do . St. Louis Commercial Col¬ S. L. Olver . .'. 4 5 120 ' 138 lege. 267 . do . Southwestern Business Col- Edward H. Fritch _ 10 301 205 506 ; lege. 268 . do . ' The Missouri Shorthand John H. Schofield _ 1 2 27 32 59 College. ! 716 Sedalia . Central Business College .... C. W. Robbins . 10 3 431 ! 285 270 1 Springfield . 1 Queen City Business Col- I lege. F.lmer Laoev . 3 1 176 100 276 MONTANA. 271 ' Butte . Butte Business College* . Rice, Fulton, and Gold 7 3 320 j 250 1 570 272 | Great Falls . Great Falls Commercial Col- S. H. Bauman and J. C. 5 2 87 i 93 180 | lege. Preston. 1 179 273 Helena . Engelhom Helena Business Hermann T. Engel- 3 4 85 ! 94 ^ College.* horn. 1 1 1 1 * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS, 2027 schools in United States in 1901—2 — Continued. Actual number 1 of students enrolled. IYm' school, ggbooj Average daily attend¬ ance. In com¬ mercial course. In aman¬ uensis course. In Eng¬ lish course. In telegra¬ phy. Months nec¬ essary for graduation, j Gradu- ! ates in com- ; mercial course. Gradu¬ ates in amanu¬ ensis course. 4 a> c5 ; bo . d 6 >> g V £ 6 < V Q r2 £ 6 g © c5 g ■ 5 d rj Ma] P S o 1 £ i £ § & 1 £ 1 £ j i W 0 | 1 S 9 10 ii 12 13 14 15 16 17 18 19 20 21 22 28 24 25 26 27 28 no 65 130 5 106 40 107 50 45 73 25; 20 20 5 6 8 74 38 37 70 86 187 .0 so 47 97 24 14 99 175 6' 9 16 10 78 132 fin 20 50 18 40 10 20 10 9 10: 6 6 30 10 25 10 20 3 7 1 | ! 30 J 9 5 2 58 8 20 2 25 60 : 9 6 1 J 12 - 8 4 i 1 5 30 12 23 7-9 9 2 174 6 175 ! 175 15 36 14 176 153 52 1761 20 12 257 240 80 ; 257! 20 8 34 28 22 9 99 9 8 14 .... _ 475 365 125 250 455 16 4' 14 3 13 2 12 4 14 8 6 6 478 249' 128 43 961 1 74 412 211 44 5 46 23 52 43 152 J 130 32 30 1 ; 92 53 l 12 17 26 5 J 12 14 67 15 62 9 9 44 I 6-8 14 ! 15 200' ; 250 80 20 120 230 173 1 L.i 10 145 8 32 | .... 1 I 30 30 10 1 310 115 60 79 140 108 170 275 145 75 82 3 6 12 42 20 67 120 504 321 350 150 400 200 300 200 6 12 100 50' 35 15 64 28 100 20 15 55 8 2 9 14 8 5 2 20 200 ... I i 65 254 60 25 240 -1 o; 30 17 3 — 104 115! 97 5 36 81 O- i 11 2 9 28 65 40 12 3 50 20 15 30 ..... 4-7 6-12 10 1 50 1 250' 1 50 j ' 50 ! 125 90 85 50 90 • 275 25 15 1 6! 9 80 40 85 250j 197 . 130 53 1 51 ! 238 98 163 37 50 144 187 136 i 36 , 49 6-12 12-24 154 ! 19 45 133| 31 44 n 24 30 22 16 3 26 1 61 1 4 8 7 1 6 16 9 1 16 j 38 121 i 58 , 101 : 20 ! 100 90 118 11 ! 61 ! 59 43 8 6 12 55 6 37 1 48 94 107 26 - 31 1 190 60 95 80 25 * 75 20 19 12 24 ! 60 : 50 22 70; 120 130 206 50 205 35 32 204 16 4 . 14 ! 28 s 10 | 27! 27 32 | 27 4 4 411 ’ 262 20 ! 23 | 200 ! 75 ■ 231 j 32 ; 210 20 6 30 5 20 .... i n 163 97 13 3 H2 11 86 6 12 1 22 5 10 i 35 160 1 160 160 90 ■ 300 ! 100 150 145 j 51 ' 20 ' 50 150 ! 125 12 30 4 2 2 6 72 | 78 15 15 ; 117 23 54 j 49 j 31 : 46 14 1 ^ i 5 6 9 12 16 9 13 68 52 i 30 1- , 70 1 34 i 40 1 0- 3o ' 38 1 : 56 1 40 1 35 1 12 ' 8 1 10 15 ! 10 I , ' 8 ! 11 239 240 241 242 243 244 245 246 247 248 249 250 251 252 258 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 278 2028 EDUCATION REPORT, 1902, Table 11. — Statistics of commercial and business Post-office. Name. Executive officer. In¬ struct¬ ors. ! Actual num- ! ber of stu¬ dents en¬ rolled. . o 1 - o L i o5 1 2 3 ! 4 5 7 8 NEBRASKA. 274 1 W. E. Stoner and O. T. 1 3 1 I 45 39 84 Swanson. 275 Hugh J. Dobbs . 2 4 184 83 j 267 lege. 276 Falls Citv . ! G. M. Barrett . 1 2 2 1 60 10 70 277 H. S. Miller. . 3 1 90 30 i 120 278 Kearney . Kearnev School and Busi- ! Clarence A. Murch . . . 2 97 54 151 ness College. I 279 : J. L. Stephens _ 5 2 310 160 470 280 McCook . L. W. Stavner . 1 1 10 12 22 stitute. 281 I A. C. Ong . 4 1 125 220 345 Shorthand College. ?89 . do . : M. G. Rohrbough . 7 2 847 339 1,186 283 S D Smith 1 2 2 58 71 129 284 *York . 1 G. M. Jacobs . 2 1 90 30 120 NEW HAMPSHIRE. 285 Dover . Dover Business College . ! E. AY. Warner and C. 2 1 29 25 54 1 McTavish. 286 Laconia . Laconia Business College. . . . 1 J. E. Aitken . 1 1 25 13 38 287 Manchester . Hesser Business College . Joel H. Hesser . 2 1 79 87 166 288 Nashua . National School of Business*. j AY. D. Euler . 1 1 ! 35 22 57 289 ; New Hampton ... New Hampton Commercial Frank W. Preston - 4 35 15 50 290 Portsmouth . College. Bliss Business College . William J. Lewis . 2 1 | 30 30 60 NEW JERSEY. • 291 1 Bavonne . Drake Business College . | Chas. Dell . 1 1 39 21 60 292 Camden . Abrahamson Business Col¬ Chas. M. Abrahamson. 3 57 31 88 lege.* 293 Elizabeth . i Lansley Business College James H. Lansley 2 2 38 36 74 294 . do . Union Business College . Hobart Webster . 4 2 129 69 198 295 J ersey City . ; Drake Business College . Albert J. Gleason . 8 3 216 177; i 393 298 do . . . Lightfoot Stenographic and Robert Lightfoot 3 i 8 73 81 Typewriting Institute. 1 297 Newark . ' Coleman National Business Henrv Coleman . 8 2 343 244 587 College. 298 ' . do . ! Wood’s College . Stephen I. Wood . 14 8 586 532 1, 118 299 ; New Brunswick . . ! New Brunswick Business J. AY. Wilson . 2 2 1 65 50 115 College. 300 Paterson . 1 Columbia College . Geo. Oaklev . 4 2 ' 73 56 129 301 ...do . The Phillips School . T. II. Phillips . o 4 60 75 135 302 Plainfield . Plainfield Business College.. A. A. Phelps . 1 2 .... 1 34 3?| 71 303 Trenton . Rider-Moore and Stewart F. B. Moore . 8 2 402 158 560 School of Business. NEW YORK. 304 Albany . Albany Business College .... Jno. R. Carnell . 15 6 480 337 817 305 Binghamton . Binghamton School of Busi¬ Dr. Jno. F. Riley . 1 4 4 70 781 148 ness. 306 ! Brooklyn . Charles Commercial School * Wm. P. Charles . 'j 5 101 159 260 307 . do . Claghorn’s Bryant and C. Claghorn . 5 2 172 89 261 Stratton Brooklyn Busi¬ ness College. 308 . do . Heffley School . Norman P. Heffley ... 11 9 642 578 1,220 309 . do . Long Island Business Col¬ Henrv C. AAYight _ _ 6 449 418 867 lege. 310 . do . . New York Commercial and Philip B. Gibson . 3 2 203 91 294 Stenographic School. 311 . do . St. James Commercial School B. Cvril . 12 580 ...J 5801 312 Buffalo . Bryant-Stratton Business J. C. Bryant . 10 4 372 263i 635 College. * I Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS 2029 schools in United States in 1901-2 — 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¬ ph"/- Months nec¬ essary for graduation. Gradu¬ ates in com¬ mercial course. Gradu¬ ates in amanu¬ ensis course. Male. Female. 20 8 30 70 158 6 12 87 5 40 87 5 04 49 11 27 53 6 17 12 1 16 10 15 4 2 13 7 1 1 3 16 39 12 5 20 8 20 30 20 30 5 20 1 4 2 15 5 15 1 5 3 5 5-6 6-10 4 39 28 29 24 45 38 50 30 15 25 .... 6 12 20 10 6 15 32 17 10 2 13 14 9 1 6 10 8 17 12 8 17 8 17 9 114 107 125 101 49 34 98 6-8 39 18 7 21 150 150 80 25 88 107 8 35 10 45 65 20 22 10 18 30 10 10 25 20 39 5 2 6 12 6 18 16 28 80 70 40 20 110 50 70 50 50 40 8 14 12 4 13 39 3 120 7 63 25 20 10 183 6 8 3 42 423 217 176 63 350 125 505 40 94 240 12 9 83 3 12 64 185 120 95 80 65 35 160 26 45 140 30 17 44 18 8 12 16 7 10 35 52 45 82 45 65 53 54 26 38 71 82 68 48 8 4-6 5-9 24 17 14 52 628 721 342 278 812 421 319 206 309 835 72 36 6 10 112 23 182 519 24 27 5 3 21 6 13 3 15 28 4 1 6 17 35 45 75 35 45 6-8 8 25 40 406 150 125 50 391 95 145 100 57 62 23 12 85 25 40 15 17 47 3 6 18 14 8 6 17 39 46 9 15 65 15 32 41 3 4 "2 6 10 37 48 23 116 3 12 140 25 10 40 20 75 20 75 6 6 1 3 14 196 73 75 18 150 64 186 31 62 43 17 13 4 6 120 40 37 39 105 98 56 25 13 62 30 10 4 4 3 23 35 39 13 31 11 36 48 13 7 12 6 6 8 25 97 63 90 58 49 23 84 47 65 48 27 15 9 7 8 12 74 58 39 54 51 1 40 38 10 23 40 51 40 14 1 8 5 2 2 3 8 21 8 8 10 5 21 24 21 24 6-9 9-12 10 16 170 70 30 10 65 15 190 40 75 60 12 3 6 10 25 5 4 6 90 60 15 5 75 8 60 20 10 30 20 10 6 9 4 3 3 5 83 99 42 10 80 25 60 30 20 70 6 6 10 60 20 15 70 65 55 27 11 60 29 15 37 12 5 4-8 10-12 15 50 10 5 60 10 24 45 5 20 6 6 9 3 8 12 15 6 7 30 10 4 5 8 5 8 4 4 6 10 B13 814 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 2032 EDUCATION REPORT, 1902, Table 11. — Statistics of commercial and business Post-office. 1 350 ohio — continued. Canton . 351 Cincinnati . 352 . do . ' 353 . do . 351 . do . 355 . do . 356 Cleveland . 357 . do . 358 . do . 359 Columbus . 360 . do . 361 . do . 362 . do . 363 Davton . 364 . do . 365 Dennison . 366 East Liverpool _ 367 Lancaster . 368 Lima . S69 Mansfield . 370 . do . 371 i Marietta . 372 ; Massillon . 373 ! Newark . 374 i Oberlin . 375 . d0 . • 376 1 Piqua . 377 Portsmouth . 378 Sandusky . 379 Springfield . 380 1 . do . 381 j Steubenville . 382 Tiffin . 383 Toledo . 384 Warren . 385 Wooster . 386 Youngstown . 387 . do . 388 OKLAHOMA. Guthrie . 389 Oklahoma City. . . 390 OREGO>'. Portland . 391 . do . Name. Canton Actual Business Col¬ lege. Miss Littleford’s Shorthand School. Nelson’s Business College ... St. Joseph College . The Bartlett Commercial College.* Traub’s Cincinnati Business . College and Telegraphic • School. Berkey and Dyke’s Private ; Business School. Spencerian Commercial School The Modern School . Bliss Business College . Hickle’s Commercial College ' Ohio Business Institute . Parsons’s Business College* . Gem City School of Business. Lentz Commercial College . . Dennison Business College .. Ohio Valley Business College. Columbia Commercial Uni¬ versity. Lima Business College . Mansfield Business College.. Ohio Business College . The Marietta Commercial College. Massillon Actual Business , College. Newark Business College. . . . Oberlin Business College .... Oberlin School of Teleg- j raphy. Beck’s’Academy . I Graham’s Business College . . | Sandusky Business College.. j Nelson’s Business College ... I Williss Business University*.} Steubenville Business Col¬ lege. I Heidelberg Commercial Col- ! lege. Davis Business College . \ Bryant, Stratton and Smith i Business College. Yocum’s Bixler Business College. Browne's Business College Hall’s Business University .. Capital City Business College . ■ OklahomaCity Business Col- I lege. Behnke-Walker Business ! College. Holmes English and Busi- I ness College. I In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Executive officer. r2 | S Total. 3 -1 5 6 7 W. W. Patterson . 4 2 .190' 60 250 B. Littleford . 4 78 295 373 R. J. Nelson . 4 3 185 175 360 Jos. M. Scherer . 7 102 102 C. M. Bartlett . 4 *4 200 '200 400 Louis Traub . 3 2 ISO 123 253 Berkev & Dvke . 6 1 232 186 418 H. J. Loomis . 10 4 200 200 400 O. E. Hull . 2 2 90 203 293 C. A. Bliss . . . 4 4 262 308 570 Flovd Hickle . 2 .... 50 25 75 H. C. Rowland . 3 76 83 159 H. B. Parsons . 3 75! 50 | 125 Mrs. V. A. Matthews . . i* " *2 25 I 43 68 Oley De Arlington. . . . 1 1 25 | 60 85 Mary A. Morgan . 1 1 13 ! 9 22 Frank T. Weaver . 3 ; 3 161 j 105 266 J. E. Joiner . 1 i 26 26 52 Howard W. Pears . 3 i 90 i 75 ! 165 P. W. Frederick . 1 2 13 26 39 C. C. Short . 3 42 23 65 Benn J. Ferguson _ 2 "*i 4, 1 53 102 H. G. Yocum . 3 2 46 1 31 /7 S. L. Eeenev . 1 140 ' 40 180 J. T. Henderson . 4 *2 200 109 ! 309 G. L. Durand . 2 i 30 i2 42 C. E. Beck . 1 l 18 14 32 W. R. Graham . 2 i 2 72 53 125 T. W. Bookmver . 4 1 i 149 ! 68 217 A. C. Jones . 2 2 157 44 201 F. W. Williss . 3 1 41 : 29 70 J. T. Thompson . 3 2 79 69 148 C. C. Kennison . 2 1 25 40 65 M. H. Davis . 5 2 300 200 500 Geo. H. St. John . 4 1 61 66 127 O. M. Yocum . 2 1 57 48 105 J. C. Browne . 2 35 40 75 Edwin A. Hall . 3 ’*i 75 84 159 R. A. Gaffnev . 4 3 83 164 247 J. W. Butcher . 3 1 64 60 124 H. W. Behnke . 4 20 : 67 87 Mrs. G. Holmes Law¬ rence. 3 5 147 j 105 | 252 * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS 2033 schools in United States in 1901-2 — 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- j mercial course. ! Gradu¬ ates in j amanu- j ensis 1 course. Day school. Even¬ ing school. s 6 <£> 1 6 l ^ 28 S lO 11 12 13 14 1 5 16 17 18 19 20 1 21 22 23 24 25 26 100 50 25 125 40 60 15 16 40 45 . 350 48 276 30 19 190 6 10 50 | 190 351 175 165 10 10 150 15 118 52 125 144 12 18 352 102 85 60 12 102 SO 8 3 353 150 150 50 50 250 60 200 200 150 150 1 12 24 354 50 88 80 35 65 48 30 15 95 100 8 6 12 19 ! 8 60 75 1 355 103 145 128 42 115 55 143 51 89 135 1 6 12 356 150 150 25 200 100 100 . 50 100 12 24 357 180 15 23 100 15 35 50 18 50 1 358 230 270 32 38 200 160 110 130 170 230 270 12 12 100 50 65 85 359 20 10 30 15 25 15 25 15 .... 6 8 35 10 360 76 83 i . 40 10 21 85 6 10 12 38 361 75 50 75 50 1 6 6 5 0 362 22 39 8 4 22 39 5 ! 6 22 1 39 363 15 70 40 30 ..... 25 j 60 6 12 20 30 364 7 8 6 j 1 i 8 4 2 6 2 I 4 365 89 86 50 41 60 50 91 14 28 72 35 42 6-8 10-12 15 1 3 20 366 15 23 11 3 28 22 5 2 6 12 1 2 12 367 79 68 11 7 80 12 50 25 29 43 6 9-12 44 20 26 32 368 13 26 15 9 4 5 21 369 42 23 40 42 12 12 20 6 12 40 10 10 18 370 37 38 12 15 30 15 46 39 30 50 49 53 4-8 6-12 161 12 5 10 371 34 28 12 3 60 14 29 10 17 21 ”” 6-9 1 12-18 . 21 1 8 10 16 372 90 25 50 15 100 50 110 25 30 15 4 6 75 J 373 200 109 147 36 60 8ll 12 374 30 12 30! 375 18 14 26 12 4 6 12 6 2 4 8 376 27 38 45 15 57 "35 33 19 12 34 121 1 - 8 8-10 12-15 9 10 3 377 149 68 116 30 33 38 8 33i 9i 13 21 378 142 44 15 60 12 144 17 13 27 6j 14 4 379 41 29 60 13 12 41 29 41 29; 18 1 1 380 53 59 26 10 45 "io 38 9 28 55 13 5 6-12 8-12 6 L J 5 8 381 25 40 35 20 5 4 35 6 8 1 15 382 200 150 100 50 300 100 150 50 150 100 300 200 12 24 100 50 100 100 383 45 52 16 14 63 27 45 29 37 56 61. 66 14 12| 5 18 384 57 48l 50 15 15 43 32 8 10 ■ 12 16 10 385 35 4ol 72 35 40 20 36 15 sol 6 25 386 60 69 15 15 75 23 72 60 60 50 12j 24 16 24 7 31 387 70 112! 33 32 140 56 53 39 30 125 8 5 27 17 12 80 3S8 44 50 20 10 40 15 44 10 20 50 20 25 6 8 3 10 12 389 15 45 5 1 22 14 8 4 3 13 51 2 3 13 2 6 12 3 2 10 40 390 147 105 .... 200 : .... 100 50 25i 1 75 147 105 6 i 50 25 20 50 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 411 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 EDUCATION REPOET, 1902, Table 11. — Statistics of commercial and business In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Post-office. Name. Executive officer. d Female. d 1 I Female. Total. 1 2 3 4 5 6 7 8 OREGON— cont’d. Portland Business College... Capital Business College .... A. P. Arm strong _ 5 4 350 175 525 Salem. . PENNSYLVANIA. W. I. Staley . 2 2 68 31 99 Allentown . Allentown Business College. American Business College.. Altoona Business College. . . . Zeth School . W. L. Blackman . 4 85 37 122 _ do . O. C. Dooney . 6 * " 2 208 85 293 W. F. Isenberg . 1 1 93 60 153 _ do . G. G. Zeth . 2 2 192 103 295 The Tubbs Business College. Sleeper’s School of Stenogra¬ phy. D. C. Tubbs . 2 2 65 55 120 Chester . Jos. Sleeper . 1 1 21 3 24 Connellsville . Douglas Business College. . . . D. E. Brightbill . 1 1 37 25 62 C. H. Geiger . 2 1 10 21 31 - Dubois College of Business .. Easton School of Business. .. G. W. Thorn . 2 1 80 65 145 S. L. Jones . 3 81 69 150 Erie . ! W. O. Davis . 1 ’2 42 67 109 . do . . . ! Erie Business University .... Harrisburg Business College. 1 J. M. Glazier 2 2 65 37 102 Harrisburg . 1 J. E. Garner . 1 2 65 95 160 . do . School of Commerce . | J. C. Shumberger and G. S. McClure. 3 1 95 80 175 Johnstown . Rowe College * . 1 D. I. Rowe . 17 3 165 98 263 Lancaster . ! Lancaster Business College. . Lebanon Business College. . . Lockhaven Business Col¬ lege. H. C. Weivler . 3 1 62 60 122 Lebanon . ! M. G. Denlinger . 4 2 209 76 : 285 Lockhaven . Beny F. Pletcher . 1 1 26 16 42 Meadville . i Meadville Commereis1 Col- lege. Miss S. L. Bovd . 3 3 88 64 152 Newcastle . Newcastle Business College. . J. L. Smith . 3 1 85 57 142 Norristown . Schissler College of Business. Oil City Business College. . . . Banks Business College _ A. J. Schissler . 12 5 390 350 740 Oil City . E. R. Welch . 1 2 33 20 53 Philadelphia . Archibald Cobb . 24 9 727 629 1,356 40 . do . 1 _ Frankford School of Business Geo. E. Harvey _ 3 25 15 . do . Germantown Business Col¬ lege. W. J. Zeiders .' . 4 "i 48 54 102 . do . Haven College of Literature and Business. Curtis Haven . 3 2 | 31 47 78 . do . Palms Business College Theo. W. Palms 4 2 102 102 204 . do . Palmer’s College _ O R. Palmer 2 9. 70 197 276 . do . Peirce School . L. B. Moffett 30 41080 571 1,651 . do . Union Business College. James M. T/ineJe 8 3 194 200 394 Pittsburg . Commercial High School _ S D Everhart 6 9 221 302 523 . do . Duff’s Mercantile College ... Reno Shorthand and Pen¬ manship School. William H. Duff 9 345 135 480 . do . Marshall H. Reno _ 4 ’*"2 164 409 ! 573 . do . ' The Martin Shorthand School. * H. L. Andrews and J. P. McConahey. 4 6 ’ 274 315 589 Pottsville . Commercial Union School G A Fransne 1 25 35 60 Pottstown . Pottstown Business College . Inter State Commercial Col¬ lege. F. E. Kellev . . 3 :::: 55 30 85 Reading . H. Y. Stoner . 5 1 155 77 232 . do . ; Reading Academy and Busi¬ ness College. J. Y. George . 3 53 21 74 Scranton . Scranton Business College* . H. D. Buck and A. R. Whitmore. 4 1 427 146 •373 Sharon . ' Sharon College of Commerce South Bethlehem Business College. .T P Amspnlcer 1 2 56 71 127 South Bethlehem. W. F. Magee . . . 5 1 189 95 2841 To wan da . Towanda Business College . . Keystone School of Short¬ hand and Bookkeeping. * M S Cronk 1 22 21 43 Union City' . W. E. Ackerman . 1 ***i 12 30 42 Warren . Warren Business University. W. F. M. Williams.... 4 2 84 46 130 Washington . Washington Business College Louis Van Orden . 1 6 112 104 216 Waynesburg . Waynesburg BusinessCollege H. E. Barnes . 1 1 28 28 561 * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS, 2035 schools in United States in 1901-2 — Continued. Actual of stu enrc 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. 13 Female. | d r3 s r2 *3 S f=< Male. d a 0 pr Male. J Female. 6 1 | 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 28 350 250 325 100 100 150 25 10 6-9 9 175 50 25 40 68 31 19 9 11 5 3 0 l! 44 29 44 20 31 6 42 24 10 1 5-10 8-20 6 2 13 Ill 156 63 52 22 160 40 126 31 73 48 9 6 10 20 20 4 6 93 60 20 32 80 40 16 15 15 25 114 90 78 13 63 38 90 29 190 94 35 20 .... 6 9 i 75 18 109 801 50 50 14 6 90 14 30 4 23 40 38 1 10 5 4 13 21 23 20 3 1 6 1 25 22 12 3 30 20 37 25 6-10 6-10 15 3 5! 8 17 4 9 8 12 3 14 14 10 9 8 i0 3 12! 70 60 10 5 40 40 25 20 40 50 40 .... .... 39 42 42 27 60 25 76 25 14 35 6-10 12-20 I 7 20 18 52 24 15 28 15 42 67 6-8 12-14 24 50 30 15 43 16 45 15 5 52 6 2 12 5 4 18 44 80 21 15 30 45 44 80 44 80 8 14 56 51 39 29, 60 42 78 52 73 72 79 77 8 15 165 98 1 165 98 100 80 * 1 6 12 2 8 40 471 22 13 38 12 40 30 22 80 1 10 5 4 3 184 64 25 12 60 30 209 76 6 1 142 35 20 16 6 21 5 20 4 9 13 12 3 2 5 88 64 | 54 18 1 i 26 40 43 34 10 6-12 ' 20 13 28 14 37 J 48 15 64 10 15 53 9 12 ! 2 5 8 340 320 50 30 300 50 165 60 175 260 340 320 10 18 40 "*i7 45 50 24 18 9 2 .... 14 4 11 16 7 ' 1 8 1 2 4 341 450 386 179 420 232 395 368 332 427 10 18 44 54 45 186 25 15 35 25 15 10 15 38 39 32 14 16 40 10 8 . 7 10 19 34 12 13 21 11 31 47 31 47 31 47 | 12 9 14 9 14 54 72 48 30 75 50 40 75 7 12 22 2 22 28 143 51 54 11 19 75 195 6 9 446 341 634 230 . 476 5121 817 176 236 398 1,080 571 7-10 15-20 70 24 15 59 62 128 132 72 175 175 112 55 82 145 12 18 39 97 39 97 221 302 283 221 302 20 40 50 250 110 | 95 .... 25 200 75 345 135 345 135 345 135 4 10 145 35 60 30 121 387 43 22 19 101 6 78 314 L 39 145 85 274 315 274 315 6-7 8-10 74 298 25 351 i 54 "J 35 12 20 10 12 14 4 15 45 25 I 10 5! 40 1 10 ! 18 22 12 15 10 9 16 95 45 60 32 60 75 97 1 34 1 40 45 32 6 8-10 19 6 14 12 32 14 1 2! 7 30 13 17 11 36 10 3 5 4 218 94 ' 209 521 427 146 19 ' « ! „ J 1 32 ! 18 11 37 28 3 8-11 15-20 ■ 8 5 2 J 80 i 71 ! 109 24 72 ! 60 97 26 20 9 6-10 8-15 8 14 16 9 19 20 ! 3 1 ! 9 8 10 9 3 0 10 20 7 7 8 J 12 30 12 ! 30 73 40 1 - 6 80 .... 10 50 1 * 40 26 84 46 4 0 9 12 .... 91 89 21 15 99 j 55 35 66 99 55 6-8 6-12 60 50 20 1 25 1 8 3 22 10 24 1 13 4 23 3 .... 6 12 1 3 ""*8 1 "ii 392 393 394 395 396 897 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 411 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 20 440 441 442 ! 443 ! i 444 445 ! 446 ; 447 j 448 I 449 450 451 i 453 | 4-54 : 455 456 457 458 459 460 461 ! 462 463 464 465 466 i 467 468 ; 469 470 4,1 4,2, 473 36 EDUCATION DEPORT, 1902. Table 11. — Statistics of commercial and business Post-office. 1 PENNSYLVANIA — continued. Westchester . Williamsport . . do . RHODE ISLAND. Providence . SOUTH CAROLINA. Charleston . . do . ’. . . do . Columbia . ! . do . SOL'TH DAKOTA. Aberdeen . Sioux Falls . Watertown . TENNESSEE. Chattanooga . Henderson . | Knoxville . . do . . do . j Memphis . | Nashville . ! . do . TEXAS. Austin . . do . Dallas . . do . Fort Worth . . do . Houston . Omen . Paris . San Antonio . San Marcos . Tyler . Waco . . do . I Name. Executive officer. In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. 6 S Female. Male. Female. Total. 2 3 4 5 i 6 7 8 J. B. Martin . | 3 10 15 25 lege. Potts Shorthand College .... J. G. Henderson . 2 125 98 223 Williamsport Commercial Healey & Tomb . 5 ;;;; 192 63 255 College. Brvant - Stratton Business Theodore B. Stowell.. 7 2 ! 143 167 310 College. Charleston Mercantile School Maizie J. Bergmann.. 2 20 15 35 Stokes Business College . A. L. Stokes . 2 2 43 22 65 Y. M. C. A. Night School _ 6 1 25 25 Columbia Business College . . W. H. Newberrv . 2 2 48 "55 103 Macfeats Business College . . W. H. Macfeats . 2 2 40 110 150 Aberdeen Business College. . H. A. Way . 1 1 45 27 "9 Sioux Falls Business College . G. C. Christopherson . 4 5 141 42 183 Watertown Commercial Col¬ D. T. Walker . 2 1 85 45 130 lege. Mountain City Business Col¬ E. L. Wiley and J. A. 3 1 283 135 418 lege. Wiley. The Georgie Robertson A. G. Freed . 9 6 300 215 515 Christian College. Knoxville Business College. H. Woodward . 3 175 75 250 McAllen Business and Short¬ John A. McAllen . 2 *2 84 52 136 hand College. Young’s College of Short¬ L. B. Smith . 2 1 31 34 65 hand.* Watson Business College .... W. T. Watson . 1 3 123 61 184 Fall’s Business College . Alexander Fall . 4 6 647 585 1,232 Jennings Business College. . . R. W. Jennings . 3 62 39 101 Griffitts College of Com¬ D. A. Griffitts . 4 3 180 90 270 merce.* St. Edward’s College . John T. Boland . 22 183 183 Dallas Commercial College.. G. A. Harmon . 4 *2 300 *250 550 Metropolitan Business Col¬ A. Ragland . 6 2 350 150 500 lege. Draughon’s Practical Busi¬ J. W. Draughon . 1 5 2 500 100 600 ness College. Fort Worth Business College. F. P. Preuitt . 5 2 324 74 398 The Massey Business College C. F. Beutel . 1 4 1 312 149 461 Summer Hill Business Col¬ Rev. N. Srnvlie . 1 21 | 5 26 lege. Southwestern Business Col¬ E. M. Charlier . 3 1 221 67 288 lege. Alamo City Commercial Col¬ Shafer & Downev . 6 425 175 600 lege. Lone Star Business College.. M. C. McGee . | 1 1 82 19 101 Tyler College . H. E. Byrne and N. 350 250 600 Adair. Toby’s Practical Business Edward Toby . 6 2 487 1 84 571 College. Hill’s National Business Col¬ R. H. Hill . 9 1 550 100 650 lege. l * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS 2037 schools in United States in 1901-2 — 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. . • 1 ^d d o r2 d ! o O d 6 c3 o* d 2 d c3 d £ d d g-B ’£ p d d cl S £ £ S rA £ a £ 1 ! § £ 1 £ 3 o 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 0< 26 27 28 10 15 25 4 9 8 10 15 69 49 22 71 52 115 67 5 100 60 ■10 23 60 32 50 80 6 12 ! 20 6 15 12 143 180 129 71 18 104 143 167 10 25 32 1 62 20 10 10 10 5 j | : 32 18 11 4 30 _ 32 18 32 18 6-9 9-12! 4 2 .... 2 25 21 12 9 . 9 4Qi 8 4 48 48 4—5 . 8—12' 40 110 50 15 40 loo .... 4-6 6-8! 50 15 40! 100 45 27 30 24 9 6 10 17 17 6 122 34 19 8 106 9 19' 28 20 6 6-9 23 3 2 4 85 45 42 15 23' 20 20 10 6 10 12 13 16 211 123 72 12 283 135' 300 215 450 50 25 12 8 175 150 60 1 15 1 10 1 !.... 150 100 75 125 1 25 30 70 6 26 9 11 ! 13 57 51 97 ; 1 23 1 7 42 i 15 30 24 ; 3S 1! 12 1 ! 1 26 33 J o 1 90 1 95 29 J o 4 6 3 1 4 1 102 52 21 9 58 IS 123 61 251 40 “i 6 10 17 9 6 ' 4 422 514 225 71 500 400 647 585 647 1 585 647 j 585 79 11 6-9 8-12 516 489 516 489 62 39 62 39 2-4 72 1 180 90 180 90 183 183 98 40 30 10 20 6 4 !.... 200 200 100 50 ! 90 50 150 50 100 iso 50 I 50 6 12 75 I 25 50 75 350 ! 150 250 20 | 100 30 150 1 10 500 100 200 75 350 100 ! 100 50 ! | 4-8 8-16 400 1 100 ! 150 50 300 34 24 40 250 50 250 50 1 10 20 14 i _ 5 12 ! 80 264 140 48 9 174 24 282 9 ; 30 140 95 6 9 46 1 21 ! 5 14 | 20 2 6 4 9 1 0 221 ; 67 198 17 43 58 9-18 1 1 j ! 300 150 125 25 200 100 j 250 100 1 75 90 35 ! 15 25 10 100 : 40 35 j ; 50 82 19 31 1 82 19 82 19 6 | n 4 350 250 300 1 150 100 100 75 1 50 1 32 100 | 56 90 64 409 69 78 15 j 275 65 11 92 105 i 487 i 84 6-8 10-20 268 6 63 68 550 100 1 | 250 j 363 ] 500 10 I 50 1 : 86 ! i 1 1 40 4 1 I ! 150 4 i 15 1 1 0 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 2C 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 EDUCATION EEPOET, 1902. Table 11. — Statistics of commercial and business Name. Executive officer. 2 ! 3 Intermountain Business ' James A. Smith College. McKee’s Business College...! J. B. McKee - Salt Lake Business College..! Joseph Nelson., Burlington Business College.! E. G. Evans .. Rutland Business College . . . ! L. J. Egelston St. Johnsbury Academy . A. H. Barbour Danville Military Institute.. I. H. Saunders.., Piedmont College . . ! J. W. Giles . . Smith’s Business College _ T. Parker Smith, Southern Shorthand and ■ J. M. Ressler _ Business University.* | Smithdeal Practical Busi- 1 G. M. Smithdeal ness College. National Business College... E. M. Coulter — Dunsmore Business College. J. G. Dunsmore.. Everett Commercial College. Wilson’s Modern Business College. Northwestern Business Col¬ lege. The Blair Business College . . Engelhom Business College* Tacoma Business College. . . . Empire Business College .... A. E. Flowers . Judson P. Wilson _ E. H. Thompson . H. C. Blair . Herman T. Engelhom W. K. Shoemake . Wm. P. Underwood.. Seminary School of Business. Capital ‘ City Commercial College. Elliott Commercial School . . Marshall Business College . . Wheeling Business College.. Geo. W. Broyles . W. B. Elliott - Walter M. Evans W. A. Ripley _ J. M. Frasher _ Gordon s Business College . . Beloit Business College . Chippewa Falls Business College.* Green Bay Business College. Valentine’s School of Teleg¬ raphy. Kenosha College of Com¬ merce. Wisconsin Business Univer¬ sity. Northwestern Business Col¬ lege. Marinette Business College . Cream City Business College Hoffman’s Metropolitan Business College. E. D. Gordon . W. H. Lee . C. H. Howieson . E. F. Quintal . Richard Valentine . . . Otis L. Trenary . F. J. Toland . R= G. Deming . T. R. Hutchison . H. A. Brown and W. W. Way. O. A. Hoffman . In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. d d d d = o O Ph 4 5 ! 6 7 8 2 3 107 43 150 2 40 34 74 5 ”‘2 312 130 442 2 2 81 64 145 2 2 75 70 145 37 1 1 17 20 6 75 75 3 2 115 i 85 200 2 2 15 1 27 42 7 3 200 200 400 6 3 258 127 385! 4 5 164 67 231 5 2 ! 152 58 210 2 1 60 48 108 6 2 ! 325 275 600 6 1 183 152 335 5 9 446 205 651 5 0 180 95 275' 3 2 84 92 I 176! 2 1 l! 27 17 44 1 2 • 5 22 97 4 120 80 200 2 1 57 68 125 3i 2 95 47 142 [ 10 j 4 164 132 296 1 40 30 70 4 ‘"3 60 45 1051 1 1 26 24 50 3 112 63 175 4 2051 2! 207 4] 2 119 50 169* 5 222 95i 317 4 1 122 64 187j 2; 2 200 310 510 7 2 299 230 529 15 1 380 290 1 670 * Statistics of 1900-1901. COMMERCIAL AND BUSINESS SCHOOLS, 2039 schools in United States in 1901-2— 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. Male. Female. 6 r3 3 | Female. | Male. g5 "3 a O Male. 6 73 £ o Male. | Female. Male. o5 1 Male. | Female. Day course. Evening course. 6 1 c5 3 Male. a o 9 10 ii 12 13 14 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 30 17 13 20 80 5 10 25 20 13 5-9 18 18 5 4 11 12 15 22 34 12 6 22 85 98 45 90 150 39 122 89 30 12 ; 35 10 23 34 46 19 18 60 20 74 16 6 24 12 13 6-10 12 3 6 50 40 29 26 40 25 35 30 35 40 4 1 8-10 12-20 4 ”4 12 20 30 16 1 11 . 10 5 *"*4 63 12 10 9 11 ino 80 80 100 10 20 70 25 20 6 10-12 50 2 10 40 19 8 8 6 2 16 4 4 4-6 6-18 4 2 5 10 150 190 50 10 125 40 100 100 100 100 25 10 15 6 12 25 10 50 50 216 117 46 6 127 15 88 105 39 3 8 121 67 43 100 25 80 10 84 57 150 60 10 15 i 15 2 11 11 152 58 130 3 18 55 4 8 46 9 34 60 48' 100 35 56 48 60 40 30 10 8 6 9 ! so r 40 20 30 250 225 75 50 175 50 250 100 100 225 75 25 8 12 1 29 15 8 16 159 141 24 11 91 83 79 48 50 53 12 5 1 6 12 | 23 I 35 23 446 205 206 20 240 100 80 120 101 40 6 | 80 70 100 25 120 45 80 50 50 45 30 40 10 7 9 15 .... 9 7 1 7 : io 30 35 54 57 40 25 84 92 6 .... 27 17 27 17 1 . 75 | 22 60 44 11 2 16 27 14 6-8 13 1 1 5 110 75 10 5 85 "ii 43 6 69 8 i i5 15 .... I 38 40 57 : 68 30 30 3 27 65 6 12 69 44 26 3 45 i-4 74 5 61 49 6 8 11 i 1 4 8 122 109 42 23 146 48 146 47 42 107 67 41 18 5 12 121 j 37 36 85 35 25 5 5 50 9 10 10 10 10 3 6 12 5 4 15 io1 54 45 6 46 14 8 32 20 30 26 24 26 24 6 12 | 97 53 18 - _ 65 10 29 51 •• 20 6-8 5 2 7 1 5’ 205 2 125 1 205 2 62 39 57 11 44 11 13 18 1 62 21 6-12 ! 2 2 i 5 222 95 280 187 130 | 6-9 110 80 1 | 89 50 34 14 80 20 70 12 23 1 41 1 • 6 12 16 5 2 15 180 285 20 25 175 150 25 200 12 24 136 | 187 163 43 125 50 165 36 109 190 I 25 4 6 15 ! 5 5 25! 380 290 200 100 100 150 60 40 1 . 1 w w . i . , . i 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 EDUCATION REPORT, 1902. Table 11. — Statistics of commercial and business In¬ struct¬ ors. Actual num¬ ber of stu¬ dents en¬ rolled. Name. Executive officer. | Male. j Female. Male. Male. Female. Male. 1 Female. Male. 1 Female. Day course. Evening course. | Male. Female. Male. | Female. 9 10 11 13 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 X (9 65 10 170 10 i 60 120 110 12 80 8 40 12 18 5 6 8 510 174 176 83 139 41 35 135 10 10 30 125 511 200 2 1 50 200 2 4 5 512 23 11 21 2 4 6 8 2 1 4 513 108 93 49 20 21 40 12 3 5-6 514 45 50 20 10 41 17 45 12 20 48 14 16 6-8 12 15 ! 2 5j 12 515 100 50 100 50 80 80 150 20 50 80 6 12 516 65 20 12 50 5 60 10 20 25 4 6 12 40 8 15 20 517 60 70 18 11 51 15 78 81 23 26 518 25 24 45 20 8 6 15 6 20 5 12 519 23 27 21 1 12 6 32 21 520 i -55 ED 1902 — YOL II- CHAPTER XLII. SCHOOLS FOR NURSES. The number of schools for training nurses reported for the year 1902 was 545, an increase of nearly 100 over the previous year. The number of nurses receiving instruction was 13,252, an increase of 1,653, and the number completing the course was 4,015. The value of the grounds and buildings of the hospitals reported was $106,962,246. The endowment funds amounted to $21,332,557. Licensing nurses. — “A bill has been passed in the Illinois legislature providing for the examining and licensing of trained nurses by the State board of health. ® A move¬ ment is on foot among the nurses of Massachusetts to secure the enactment of a simi¬ lar measure.” “An act to amend the public health law relative to the practice of nursing is now before the Hew York State legislature. The object of this amendment is to prevent ill-trained or incompetent persons from posing as nurses. The act provides that the regents of the University of the State of Hew York shall appoint a board of examin¬ ers, who shall judge of the fitness of candidates for registration as nurses. A candi¬ date to be eligible for examination must be over the age of 21 years-, of good moral character, and must hold a diploma from a training school for nurses connected with a hospital giving a course of at least two years. When these conditions have been fulfilled and the examination passed the successful competitors will be granted a cer¬ tificate by the regents testifying to their qualifications to practice as registered nurses, and shall have the right to style themselves as such, which privilege will be denied to all others.” & Trained nurses in Germany. c — “The trained nurses of Germany are agitating a petition to the Government to grant them an official examination after a three years’ course of training and a certificate for successfully passing the examination. This certificate can be withdrawn by the authorities in case of unworthy conduct on the part of the graduate. They also demand that the Government should not appropriate funds for the support of hospitals which exact more than eleven hours of service from the nurses and which have not made adequate provision for pensions in case of old age and sickness. The Government is also petitioned to supply means for an official three years’ course of training. ’ ’ Home for nurses d — “As a result of plans prepared by friends of the Hew York Hospital, the graduate nurses of this institution are to have a clubhouse and home. The building, including the purchase of a tract of land centrally situated, will cost $300,000. The building will accommodate 130 nurses.” «N. Y. Med. Jour., March 7, 1903. This bill, however, was vetoed by the Governor. 6N. Y. Med. Record, March 14, 1903. This bill has since been amended and parsed by the legisla¬ ture and approved by the Governor. Jour. A. M. A., Nov. 15, 1902. dJour. A. M. A., Dec. 6, 1902. 2043 2044 EDUCATION REPORT, 1902. Table 1. — Summary of statistics of schools for training nurses, for 1902. States. Schools. Beds for pa¬ tients. a Ni Men. irse pupiis. Grad- Wo- uated men. in 1902. i Value of grounds and buikl- j ings of the hospitals. Endow¬ ment funds of the hos¬ pitals. Benefac¬ tions received during the year. United States . 545 108, 435 1,376 11,876 4,015 §106,962,246 $21,332,557 $3, 341, 055 North Atlantic Division . . . 274 61,872 743 6, 584 2,296 70, 080, 028 18, 965, 387 2,379,154 South Atlantic Division . . . 54 8, 786 74 936 304 5,792,500 | 342, 179 149, 400 South Central Division .... 19 3,579 24 281 93 1,905,500 75, 000 2,200 North Central Division .... 1G4 30, 456 518 3, 282 1,114 27,109,218 1,771,991 737, 600 Western Division . 34 3; 742 17 793 208 2,075,000 178, 000 72, 701 CLASS A. Hospitals not for insane. Whole number . 492 48,541 j 321. 10, 488 3,456 50, 496, 608 20, 571, 115 : 3,171,055 North Atlantic Division: Maine . 4 282 1 92 33 451,227 219, 225 6,000 New Hampshire . 6 176 1 78 28 115, 000 100, 418 63, 700 4 93 3 29 9 61.000 Massachusetts . 47 3, 852 19 1,138 374 7, 428, 777 7, 444, 043 598, 915 Bhode Island . 4 2 114 43 1, 217, 076 772, 315 8 794 189 71 387, 000 793, 000 12,000 New York . 79 12, 080 143 2, 239 805 13.399,256 3, 570, 958 820, 479 09 1,542 371 130 1,383, 566 531, 500 39, 800 Pennsylvania . 69 7,290 j 15 1,531 485 7, 808, 317 4, 776, 486 728, 260 South Atlantic Division: 9 91 30 9 125, 000 48, 179 15,000 Maryland . 13 1.823 . 285 83 1, 318, 000 88,000 25, 000 7 851 191 68 344,000 5,000 11 803 160 39 645, 000 5,000 12! 400 West Virginia . 4 250 3 35 19 170, 000 31,000 16.500 North Carolina. . 4 171 35 7 119, 500 20,000 13,500 South Carolina, . .. 3 182 33 13 116.000 500 Georgia . 1 5 279 ' 60 15 205, 000 150,000 1,500 Florida .... 1 50 12 5 South Central Division: i ✓ Kentuckv . 6 422 1 1 68 28 87,500 25,000 1,000 Tennessee . 4 335 6 46 13 220, 000 Alabama . j 2 230 9 33 4 260, 000 1,200 Mississippi . 1 1 164 1 6 8 0 175, 000 Louisiana . 3 1,020 75 24 590, 000 50,000 Texas 1 160 22 12 70' 000 A rlca 1 24 6 4 6 3,000 North Central Division: Ohio . 1 22 2, 181 461 144 4, 510, 984 661, 480 | 273, 658 Indiana . j 12 713 1 162 45 669. 000 16, 500 25,500 Illinois . 1 35 2, 544 20 749 256 2, 200, 531 588, 891 133, 542 Michigan . 1 14 1,253 55 386 179 1, 095, 000 212,000 25,050 Wisconsin . 10 875 4 204 51 643, 000 1,000 160,000 Minnesota . 10 1,018 5 255 79 1,214, 874 58,400 10,000 Iowa . 11 570 1 144 46 333, 000 105, 000 5, 500 Missouri . 19 1,622 272 75 666,000 99, 720 82,000 Nebraska 6 221 8 88 31 185, 000 9,600 Kansas . 8 323 1 96 19 205, 000 25,000 12, 750 Western Division: Montana 1 24 8 1 Wyoming 1 60 6 2 30,000 Colorado . 741 5 146 24 : 448, 000 40,000 Utah . . 1 100 0 26 7 90,000 12, 000 Washington . 4 239 2 69 22 129, 000 11,000 3,000 Oregon . 3 455 72 23 ; 180, 000 75,000 4,000 California . 17 2,123 10 466 129 1,198,000 52,000 53,701 CLASS B. Hospitals for insane. Whole number . 53 59, 894 1, 055 1.388 559 . 56, 465, 638 761, 442 170, 000 Maine . 1 210 10 12 0 j 500,000 New Hampshire . 1 470 26 11 350,000 300,000 | 15,000 Vermont . 1 527 10 15 Massachusetts . 6 4,034 194 271 74 l 5, 668, 220 207,442 ; Khode Island . 1 180 38 32 10 l’ 500, 000 250,000 | 95,000 New York . 14 23,209 168 234 140 : 22, 300, 546 New .Tersev . 2 2, 395 29 40 13 ! 3, 800, 000 Pennsylvania . . 5 4,223 180 173 65 j 3, 710, 043 Maryland . 1 422 6 1 6 0 1 500, 000 1 60,000 a For hospitals for insane the number of inmates is given. SCHOOLS FOR NURSES, 2045 Table 1. — Summary of statistics of schools for training nurses, for 1902 — Continued. Nurse pupils. i Value ef Endow¬ Benefac¬ States. Schools. Beds for pa- tients.a Men. Wo¬ men. Grad¬ uated in 1902. grounds 1 and build- 1 ings of the hospitals. ment funds of the hos¬ pitals. tions received during the year. class b — continued. Hospitals for insane— C’t'd. District of Columbia . i 1 2, 260 20 35 30 §1,500,000 250,000 500, 000 500,000 4, 700, 000 Virginia . ] 1 470 5 4 4 South Carolina . 1 1,134 40 2 50 12 Alabama . 1 1,224 25 6 Ohio . 3 3.441 1.442 67 73 37 Indiana . 2 70 64 2? 1, 144, 107 Illinois . . . 'l 2, 300 3,054 3,531 4,238 25 50 11 1,227.495 Michigan . : . 3 69 83 48 2,431,622 Minnesota . 3 43 57 20 2, 435, 825 3, 047. 780 Iowa . 4 99 93 46 ””§4, '666' Missouri . . . 1 1,130 50 45 0 400,000 a For hospitals for insane the number of inmates is given. Table 2. — Statistics of training schools for nurses for the year 1902. 2046 EDUCATION REPORT, 1902, SCHOOLS FOR NURSES. 2047 5,000 7,000 0 15,000 * o | 5,000 009 ‘I 0 0 0 10,000 o o o o • o • • o o o • non ‘oq 0 5,892 i S3 8 jS j o • x ■ j ° o o 150,000 °ss ii Si" : ; o j i °n i 1 Sg I is ;S 274, 091 12, 000 0 25,000 100, 000 111! sgs's' 250,000 54, 000 40, 000 11 as 30, 000 25, 000 300, 000 122, 400 0 20, 000 150, 000 75, 000 i ill i : !§1 i 75, 000 200, 000 40, 000 100, 000 sill §¥”‘s' 50 • >MOO • 1> iO 1 10 0*0 ! o ' * • e ; ; 1000^ *> j j MOOOOMtSOlffl iQt'O 1OO1O O CJS O lO O O GO O 00 0005 lO e owo^ooco • ■ uO ^ O OOOOOOt'OOO) iC l> l> lOOiO OSO lOiOiO 00 O O iO e ■ lOiNO^OOX • ' iO ^ ^ (N 3S°°aSS^ 82§S Tf • o •maA puooag f) 6 0 all 10 12 4 5 * O CO lOOQiOW^^OOiCQOiO 00 ! 3 TO • CO ••real jsjx£ H T}v Til £ ) **“ Rock Island, Ill . Springfield, Ill . Elkhart, Ind . Evansville, Ind . . do . . do . Fort Wayne, Ind . Hammond, Ind . Indianapolis, Ind .... Lafayette, Ind . M n ri on Tn d South Bend, Ind . ierre nauie, mu _ Burlington, Iow a . Cedar Rapids, Iowa . „ Council Bluffs, Iowa. . Davenport Iowa . Jjes Moines, Iowa .... Dubuque, Iowa . _ .do . . . Iowa City, Iowa . SCHOOLS FOB NUKSES, 2049 O ; ! ° °°i ef ;§ jl . CO • o o 0 3,000 o • o :§ is o o o • • ° ’ o o ° ii :g ill i-S °°i : 8 j jl • 1C 204,225 40, 000 0 o © cT 1° a 1° S3 111° : ; Cl • 111! 58*88 Hill sssfs ills .oo^- linn i sum “Ipssfg § ||sass a 100, 000 48, 000 || C S in i §s§ : n c : O • 00 • • O O • • • O 00 * • » • » i > CM * • CO iO • 1 Cl • o ^ '» LOtOlO ■ • O o 00 OC000000^^1>OC*00 i© 00 d © (N © © Cl CO lC O d d O o ^ © lClOiO d © T— i T ; T-H id © iO iCCCOCCX^^^XbO lOOOOOOcOOOO 00 OjO^XNX s 7-1 i>r ©-^ CO vCiCiO GO 1> iO o CCdClCCddi-HCCddOlCOCCClOl d ci CO n :S ’SS' ;^'3'OOb;H>KC3 SS S^SSsiSS S JSSSSS001" 3 8823; ■gsss ; ; ; j © j j jo j r-; th j © © j o j j j t-j o ••••0*0 ° ! ! o j o • o jo j £23^ is-" £ 8 8 : 8 -a is S8^ 1C iH © «j © .§ >> 2 ^ >. "S' 2 tr o o 2 1" o . . ^ . : 3 : »“5 (/>*S ^ *S ^ ^ • £ 2 >s >a 2 >» u § © = d £ = eS S. >. p ci c3 :3 ggg S - oS S 5 *-5 hj III? - ^ 3 •sSi_ *3191**1 °0gSl»|6 glllplfe DC 111 :i l<=® ‘iSSfiS llll I li 23 : h§ = £2- 515 0=1* IS a o^o^Sga I | 1|?h«h s sJ 1 1 ^ £ GJ ^ l 2 ^-"3 13^ g a C . R o • ce 2 > £ IPs 5 S4scm a> t M x . | Stall W gr^<0CO2 llllilliliilHi lilllii i min i ill ; n ; ggng SSSSSSSSggSSSSg 2k|°8*8 8 S8888S 8 §88 8 8|8 gjgggg sgsssgssaSSSSSS g |ggg|g | in | HI mu *In 1901. « Approximately. b Uniforms and $100 at end of term. oNo definite session. d $50 at end of term. c$ioo at end of term. Table 2. — Statistics of training schools for nurses for the year 1902 — Continued. 2050 EDUCATION EE POET, 1902. ■JB3X aqj Suixnp paAtao -ai suoijoujauaa o li i g g r° : li 1 S : gf S " : S« ° :i°i ; jio CO • 0 15, 000 0 0 2,000 •iBjidsoq aqj io spunj juaraAio'pna; 12 1 ir ii i°ii ii g 8 « | § “g 2* « - 1 ii ill i :3 ;”S °S°1I ■i §3 -idsoq aqj jo siut -ppnq puu spanojS jo 'anpjA pajxjonjsa t mi ills mi iiiiti in |ssf § s a g sstfs saas§§ jss iglii sssss g i j|a •3 §■ ! >.& ! 5° o i s •jeaA pjiqx |o r> j ■ o :S : : : : GO > ■ • 09 • « : : : CMO e •JB3A puooag 5? s 01 x> i> o x o jx£JO (SWNQOONOOOO^iCNOOO ! w w •JB3A JSJIJ H 0^0*^ l> cc O O s ** ix J5X O G5 0^ ^ ^ Cil> O O l> O 1C sa X X 00 I e ^ t>T « T-i rH - asjnoo aqj ux srBajt o CSjJNIO OC !N Ci ec OICCCSSS , .3 F -6061 nt paj^npBJO e ^ ^ ^ «>® ;NonTT?!Ma^ocowsi •namoAi X •uaK t- O -CO® ■ O ; • OO • ■ ;® occ® ooo o o • •sasop uorssag » lrt ^ : i £ S Hf “S 2 : : >> >> ^2 :>> 22 ^ g :s; 2 :—• £ IS g ’"sc: LC O •‘-5 • X) ; >,>> ;IS C G> ll | QQ ii ! 1 w a t s ;: 1 1 5 .2 t < c i 1 1 1 i L ii 1 3 2 M Io § < t :' 5 1 1 1 1 i = IS 5 1 3 : £ HU ill :5c3 gg= •sjc; • ill? II J 3S< ll| li ;§S oc O OOO T-. T-i C C ^ GO (NiQO iO O C O O X X IC LO IC CO o o cc 0 050 OOC GO OX S' ^^22 ^ C 8 o OOO CO r^iCiO^OO'-O ICO ■ o ; CO O tO 00 MMM COW MOW MW M W M M MW IM50 w w m m m m w w w m m wwwwwmmw or wo2 I>0 m 8 ^ ~ m S ~ " ; s§ !3 ;3: 332*8 33*3 55SSSS 33333; o o ■ • o o« O T-i OOO ! csi OOr-! • ■ ICO O O O O'M • | O ■ O 'lO ; ■ O 1 So S3 1 1 i §3! 3S£3 3 3 11 133 r-i • S , 2 2- o « -o 22 S i 1 fr go ^ * g2>»2:>-.2 2 a"' S22o= =3 5 =: a: .2 £ 3 g i^.^gp oa « : igj :J s, il • ix o* » , .m ^ 1 S £ ~ cT : £ a 2 J • *» » 1 « H « • H 1 O S ' Sh : : : b& : : s : _ ill if i RlV &§f «.§? Ill 5S-< III ^oSo s P*i im m £2^3 S Ilfs £ 3*?^ 111! 5 I— ! I- X X • l|?l|l 11l| ®!f .8=*I i i ii ii i in ii 1 i mm mm i i|| min iiiiiiii 323 33 333 S3 3333 38 3 :83§ §338 3 33SS23 3833§3|3 ss* si m m ins is ss m sssi i min sssasass In 1901. t*No definite session. d Nothing to female nurses except $100 at graduation. Approximately. «$50 at graduation. Table 2. — Statistics of training schools for nurses for the year 1902 — Continued. 2052 EDUCATION REPORT, 1902, •J-B3A am Suimp paAiaa -aj suoijauja’uag; ; 1 1 a «*■ 0 75,000 0 O ; ; O • 0 0 1,600 8, 000 0 25, 000 11,000 •{'Biidsoq am jo spunj ^uaniAiopua S : 2 i ° 1 O 25, 000 0 o il i is ; o j ooo ojg | : is S -idsotj am J° siut -pimqpuBspunojS jo anjuA pajmnijsg; cT u li ooo ‘9k 000 ‘98 11 M 1 00 000 ‘09 . 000 ‘08 1 000*002 | ii ill i il i s's ass : is a § § u >,& o % •JB3A pjiqx M j iS10 q ; • OO ICO j oo ; • • •iua.i puoaag & • O ! doioco LOiOOOOOO ; ; cs rH GO 00 03 lO iO • O CO 2“ lO ooo o e rH tH TH M133A JSJIJJ 3 • : • o • gow iC CO O O 00 COQCOLCiO • • 00 ! ° lO lOXO o a th ih ■asjnoo am ui area a s CO CO CO CO 0^3 CM 03 M s 2 ‘cL P •2061 ur pajBnpBJQ Si ^(NOiO CO CM CO OiOXiO^tNHfNOlClOnlNH 0^1> I> CO CO •uataoA\ JO •uajt £> •sasop uoissag >. >> ci cS lO iH O rH rH £ > £ Apr. 15 Apr. 10 8 Mary M. Dueker . Emma Kite . Ella F. Carlin . Jennie F. Moore . I. Florence Clusbey .. •sasinu joj jootps jo Suiuado ; *j mi iii iiinmini 1895 1902 i8 © M © © © © X X© ©^ o © i © M © ©X © © © (MX 'lOiCH • © M © © © © © C- © O © © © ©MM : ° : § : s © X M X© C ™ © i> x ! © © © X© © © © © © X © © © » © I> r>. © © X © t^XX©I>© ©©X © © • X © © : ^ « S : ^ ^ : S »c ; - : 3 : g :2§ S £ :£>> :£ 2 : 2 e^=2>>2 | S | IP s 111 g c ’ I \i q do S = p ~ g pH g 3 M •2 g^^- : 5 BWQ* • *-a «-5 ^ = ct gg O © O O 3B —i ^ Ella McCobb . Mary E. Barr . o ... .1 = I : : si = I J ; |I I I Mg | 1 si^li “m §|s“S gl?S ;3|li g-2- o hBa gad g 1 3Q * * • 1 • ’ o • • • • . ’ »rH * * • • • u t : : g : : s i'35 ^ : s • g.c m m ill HOfeJ ; g i? p < £g bS ill 5a sSlI •3 !®1 c ic‘= ill U:j Ml! i :§J i8 6,; i(§b! ; . X 1 ^ - 5 : : : did! £ : : : 2^ £3 §M 1 II 3«a« sfgg p,2 0 ® Si cs 0 c 3 2 -s £■ c g d s 2 S | Q pe s 5 •x; Ii : ill ! S|| ! Ill j : ! i i ; 0 • •S : |g : ;l : II : III 1 ! 111 11 ||l|li|i|l|l nil i i| in i 1 11111 £83 sis 23 sss gs aggsggssgsss ssgggg sgg s g|S|! s o !SJW g E3 te~- j OBJ M II lit/ a 3 I 1^1 SI Mdg £g i3 3-3 litj 4± ."S 'H oM . • Q Q^<— < ^ ^ HH -4-3 »rj , . , Iplflillll! 3j fills i p ii I~rsl saL|l-S||l|Hl §|H;~g 2 2 §2 5 cd-g g| . ! 1 1| sh Ecg gg do^SScSfi H£2.||!|| : S si ii I jjin 31 a |I I Iclo :'2ssS|^ £gg£ <5 p.f 31'Pl iii 6«iii mil*. "S 1 I|Sfls*5IIIl? ill !IllUIpf?I _1> ^ ~w ~ ^ _ If-"— d tfr-. ■ II “tiaoa'BS? ^ CJ 7Z • W . . — 1 2 s O w^g £ S££»h W n“ o -r c ir *s > BaB > B-o- ■g>Tg Bg S| lol Is JJ : : : ■Si ■S&t, |-a s°.g,2.g II III §S * ' • ' 3- a o gg Szi 2^: |So clJSj ini 31 * «t Sll §11 IS iii ii 88SI888888S8 IssSss 8§g 1 slsii * In 1901. ct Approximately. & No definite session. o And $60 at end of course. d And $36 at graduation. e And $100 at gradi Table 2. — Statistics of training schools for nurses for the year 1902 — Continued. 2054 EDUCATION REPORT, 1902. ’I'ea.i aqj Snunp paAiao fH -aj siioijo^jauaa; •['Bjidsoq aqj jo *0 spunj juauiAvdpua; ‘m -idsoq aqj jo sSux -pjmqpn'B spunoiS H jo ‘anjBA paj^ratjsg; o o o O O o 8 • o o o . o o . o o 8° °8° :§ O (NO • O iO • ud cd* rH cflO CO tH O'O' l> i& • ^ • rH (N O O O OlO • O 00 00 00 lO OOOOiOOt •0sinoo 0qj ui s mzx. 0 ^ ^ 00 ‘nan O O • O oq •S0SOp IIOISS0S OlOHOiO CO CO . O . <£> ^ o *»-h oopoWpw a-pgg'ggo 5 4)^2 d o ^ M '~igPP«3 &dPP' - S =3 fl § a 2 > J-g 2 •as gg | ;1I^W | TrWo H- - M O j2 P ” od O^^'ai O a- -H § o.|wWra ©W ®-S 2g a_ s kp » S.S 5 § S)°g2g|^13-slgl'S !.S .WSSf Mcc hPMoqWW « • 2^ • o o ;p 03 :SS • bo'-' 5 e © ,rt.H M a&|- mo oop, .kH (O Pirn P 5ooooooos,gS ^'O'O'O'O'O'O'O 03 cj-^J *5::::,,,flka _ „ p o3 op p op m . oop poo H : A * >> p :jz; fl a3-|a3 p o ^‘3 o aa c3 o3 a a WP § !5^s?a » sasl^ •H-H 0^3) • __ _ _._. . LOCDt^OOCb OH (NCO^iOOt^ 00 . - J 00 00 00 00 O Ci oa oa-o> ooooo oo oooooo ^ (N W (N (N ■ 00 CCt-OiCiCi o OlOlO HCt^ ICOO 00 O OOCOOOO • tr ^ ^ c«ri ^ ^ : j OONMO^O OI> O, OONCiOlO . 05 OlOiO C5Q0i> iOttU) tO CO lO QOt>XOt> • : " cO ” : : : — «3» -«fc* CO CO Ol coo gjwsss-j! « ° °S3 ooc~ ° SS*0*9?^ iggassiegg 0,0 So |gggg*; s ° 333 sa 8 s»ss2s o jo • ' o • ' ■ o o o ! ! O • CM • O • iOOO OO • • O • O • ; j 1 : >s, :& 50 is a ; s ! a H 2:2 x ■ +> ^ >jS'io' • >, 5 1 S O ’ " ' ’ • "C ~ pt, : - ^e g : - ° ° * §■ ■ B S ■ : LO ^ 8^5 I8S § !§■§ ^ o ^5 : g g g^go^g 11; B- ■ ~ ol 13 :o 2'i ii Si i| Is :i |ja: If is %i i if m i| is i ill'll §35 ^ «* pm i*& n ii mmi isgg eg e* i ^ i* §s 31c ggg i ^ r« l- -o wSSnmwM is is miss i i is! isi isi ii s mu' * In 1901. ci Approximately. *» No definite session. c $ioo at graduation. Table 2. — Statistics of training schools for nurses for the year 1902 — Continued. 2056 EDUCATION REPORT, 1902, SCHOOLS FOR NURSES. 205T . 1,200 8,000 500 =r 11 : O r-T • ° 8 00 |° ! : : I tfji i 11° 18 ° 1 ! : g es s : • CJ • ; |1 ! ! ® 0 0 0 000 ‘9 o o • o o °§ r m ” i i ^ i 12° °1 1 ; r ii S : a : ii IS i£r ; : III 11 1 111 ; ■ ess ns s sss r-l O rH : 1111 I ; sss§g a in §®§ ! 111 12 1 i ps II 1 ; e §8 sj il is i ii i is C- » O • 04 0 05 . o 04 • O O • ■ GO 10) OOO 04 04 00 I> O 00 00X0 xoouoior^ > O XOiCI 0050 OOXlOlCO CC 04 CO 04 CO 04 CO iH 04 CO CO 04 CO CO 04 CO 04 04 04 CO 04 04 CO CO t— i 04 COCO 04 CO CO i CO CO CO CO CO CO 00 CO CO 04 ! 04 05 r* iO ^3* ^ < 'CO O^iOCi • O ld CO Ol CO 04 iC rH 1^0 IS 8°° 83338 S' :a 5J eS £§388 O ; ;°° ; ; ; o « jn o • • OO j • OOO • j r-i jo o • j COO j Ma,y 31 June 16 July 1 Jtme 10 SH g SS H ^ =3 £ s3 ^ S3 '-'‘S C3 g^ g <;g O S June 4 Apr. SO (&) June 1 June 30 June 1 May 15 May 30 May 10 May 30 June 5 s S' c3 (6), June — June 14 June 16 Apr. 5 m u £ • • 'S • • • u • : & ; : j 5 ' ' *2 ! ! cd ■1 i i j i i i Ml ! : : s :j ; : ;l \ \m II - te . . . . . Davis. l^d 111 P* III It §fe«3 <^g t s’ s’ II ?s$l Is^ri IIP sill I: A © P •-d s3 IS Kg “I !■§ SW II fed ©•^ ©^ a a =2 * gg .© s §2 & c-dg g fe<1 s Iks |i32“s fS d o w Cm^<5dl Ill 111 11 1 llll llll II llll III II 1 11 = co cc co • min gas tH ss » gg^g gggg rH t~ 1 S8g |g » in snigs 111 .3 1 ;1 d : d s 3k !«.:& in 3l “up unis lllIlKlI 8 lirierl 31 If £ S 1 g, .pjtSjf'a 3 > 3sa || IJal * Its S| .gill * ;i|l|3l! SK a® ^ = S?'£i'B i |SS-|I £s a gi-fS s|-sa H&s ill* rs5i © © © © ord,£j Sg£ izi^Ofe 111 III II 1 nil nil II 11 1| 111 II 1 S2K sssssa ED 1902 - YOL II - 56 * In 1901. 1 o Approximately, &£To definite, session, «$5Q at graduation, Table 2. — Statistics of training schools for nurses for the year 1902 — Continued. 2058 EDUCATION REPORT, 1902. uuaA oqj Suxixxp paAxao -oi subxjoujatiag qBjxdsqq aqj jo spxixxj ^uouiAvo'pua -pi -xdsoq oq; jo sSux -piraq pxii! spxinoiS jo oujxja paj'Bxmjsg; •J'boA pjtqi MO O © ^ © © © O O lOO o o ocT o o o o o o o o o © o o o o o © o o O O H < gSSJ © o o o © © © o o o CM O O O O O .00 o o o © OOlO o o o o o o © © o -> o o i o © "o© gogooo ©© <_ _ O rH © CM < CO © i> o © o i©00CM©t>©00 00©C •j'uaA puooos •ivdA ^SJIJ I -asinoa atfl. ui bxbqjL *Z06I UI pajTmp'Bio > © 00 © ’ © © ooi> © © oo 3 CO CM © © © © Cl!NCUNCO!NC^(NC^(NCi © CM © CM © © © CO © © CM © O© ^I>CMI>CM©1>© •uaxnoAV •uan •sasop xtoissag C o |o 3 o ICO (NOOt^O lp> O 05 (N 00 00 O 05 O Ph ^ ® 3 Si . m ■ 0) 3 U . o © ® O oSM O • © • © © ©©©©©© • © CO CO CM CO I © rH 00 © rH © iH jCr ‘ S ^ ^ G ft u > 3 o g.'Eg m -gggpisrisy^o . o > .g ■>,>.. a, >, rt .3 Hocj®ci23 00 © © © © 00 GO 00 00 GO 00 £3 oo on OiOHvOCO (M © no © T-J © u- ^ CO CO ©00©©© ©©©©©cc©©©©© ©oo©ccoo ©goooooooocoooooocooo iOOOCOOO^©(MI> © i 00 © © © CM © © l 'HiOCQH CQiOHC g\g a Sftfl W x x -®SS 33 j- >. 0.2 a -a a w ■ k ® ‘ggVjcJSg ifiSSaSSl ! “ pj fn Su [3 ! 3 o o g* S'® g ! .afe - -rs - ^ - o . £ . _____ :a 3 3-g g--! : ■a-Sg’S.&f is&SssS y -2 W h w i t-5 rS CD >>3J 7^ ' "3 w • 5 h- ob'^QJ(i>®ra>;o-S'^+j>S^-H:C0 oWcoco^ PHftnP^^Wtf^lWSoQOQ oq!>QO>^; i3 3 '3000 ’> he .Hfl 8^ i5s siS : ftpL, J ^ rn - heg a 1 ‘ ’ os - co SCHOOLS FOR NURSES, 2059 °i:l © °l CiC a X O C M O cc : 00 © 00 © CO OC 8 > 00 © lO 8 8" © cocxoc: © © © 00 lO 1C 8 8 00 oc © i> 1C < XNM 04 CO 0* 04 04 04 CO c Ol CO CO CO Ol CO CO © CO CM :o co 04 oi : ■ © CM © ^ © I> © iO >8 ; © © O 03 © X C,OG0«O«. C°OOO^COO ^ J"S5 3 ^OccfQ 1 1 .3* * ■£ ©- fe¬ es 2 SCO =-£.=3 fls-S'-IIN'S £ :£g : : :woo<» I | 111 Sis is © 5 S o 5 2 o .2 £ IS !l 13 ns % mins ssiiii i nimms § isi umi* it Table 2. — Statistics of training schools for nurses for the year 1902 — Continued. 2060 EDUCATION REPORT, 1902. •JB9A oqj Suunp paAjaa -ai suoi jaTJjauaa © | : 3^ • • o • o o 0 000 ‘09 . ! ! ° o •[TUidsoq aqj jo spunj juauiAvopua es i M <^7 • • o ! ° :|°° : : :‘il f : : : :§ o -idsoq aqj jo sSui -pimq pun spunojS jo ' anpsA papunjsg; 2 ill 1 1 I § | | Sl‘8 § 1 | | | | * _ _ liiiai Hill 1 11 |lil¥l |llll f if § § 'S p >. & a 1 •juaA pjjqx © :::::: %?> j ...... : : : : : : g : •jt?a.v puoaas sss 00 00 00 ■ .3“ a“ a“ j SSSSS 2 a a i ?i8a§a“ a aa“ •JB3A jsita - a°°s O O O • CO a a 3 : ^MOhO S SS s s s a a§a sf gfs •osjnoa aqj ui siBax © » >»>. ^ - 2 >-.>.§ >, 2 >> >. >. : 5 - i =2 a-g q ^ 3 c = c c c c • s: Ss ^ ^ ^ S gg £ S .: o 3 11 .SM a p in 1 c > i| || 3o ! ii 3 w 01 •q 01 1 S : I s M ! x S oi s & is : :J| i :| :s:SS§ |il ||!l|3 |g§ : .So^ ‘ -5-3 i g&;iq.2 5 'Hgo is ■a If | ■ § IU 6 •:H : S s :'^ o •sasinn joj poqos jo Safuado •S* III 1 ! 1 1 1 1 1 1 II |i|i|| 11111 § ii •sjuaijBd joj spag 8§8 f ills m mmm mil i ii Name of institution. 1 1 c 1 a 5 33 5 I If | .1 Is i t its § : ill s j ifa* s | mil « < ; i i 1 1 3 r a 1 ! |1 :SS 1 ■:U'iS is HI 1 & | i 1 1 c ■ i : i ! a a £ i g .S c \ii Id! ! igsll iliilsi ! S ^ K ® : :1 : :g d j j: I iiliis 1 ! ilgSllUl 3 ; :; lc:2gggo“'- s :~J s ; 43 •; pHIsli HI : co c 0 g g 0 c g i L:i52ll|l|lg^ irii^rm -ii a Ii i I U 1 I ii " 1 It J i li-SSl ill III £S o £ ii . II •H : £ P° ; ~ ® m ! & *-< : & O IS 3 p j if I r|f | ig: 1 ill 1 I « i 1 £ i .S 1 1 1 • ■= £ 1 S g 0“ tf H ! 1 ! 1 r 1 1 1 ; a 3 5 c : | || : Z Ij : : :l : i i : : •§ : g" is!?- i’ll! i HaSl a-^l : up il |i1j O— 1 ;? o^ *a >1 ! 'H ^ S > = o 5o^.! ll 1 1 II 13 si 1 § £M 55 A 5 s \s |2 o ii 1 1 i 1 1 ii linn mu g is SCHOOLS FOE NUESES. 2061 o o o o o |°o II i 1 II i il I !’ if l s> =£ is i ii s i ii mil il t Is § i i¥ iiifi «j-iO 288 8 8 882 25 9 s GO rH a° 00 OQ CO i> oo o aa HHHH^ ^aa 8 8 88S iO June 1 May 16 o u ft o S 1-5 OCiC M lO ■ g3 • a : sa >>>, II o -4-> a l l >s>s ce o i aa a & H a o3 a ^ s g >» ii °°328^ >. tJ >> >> sJ oj £lcS c3 p, a* Sfc *.& 3 5s * j ■§£ * 1 1 f n i ss 1 53 I -a* w f- |415 Ml I i sin as I « « g^SS ; «°s r 3 § m > i a i ^ lC 50 t> 00 OS sciio so lO So s 1 II nils III I 1 S SIS I * In 1901. a Approximately. & No definite session. o For hospitals for insane the number of inmates is given instead of beds for patients. CHAPTER XLIII. ED LOCATION OF THE COLORED RACE. References to preceding publications of the United States Bureau of Education in 'which this subject has been treated: Annual Reports— 1870, pp. 61, 337-339; 1871, pp. 6, 7, 61-70; 1872, pp. xvii, xviii; 1873, p. lxvi; 1875, p. xxiii; 1876, p. xvi; 1877, pp. xxxiii-xxxviii; 1878, pp. xxviii-xxxiv; 1879, pp. xxxix-xlv; 1880, p. lviii; 1881, p. lxxxii; 1882-S3, pp. xlyiii-lvi, 85; 1883-84, p. liv; 1884-85, p. lxvii; 1885-86, pp. 596, 650-656; 18S6-87, pp. 790, 874-881; 1S87-S8, pp. 20, 21, 167, 169, 988-998; 1888-89, pp. .768, 1412-1439; 1889-90, pp. 620, 621, 624, 634, 1073-1102, 1388-1392, 1395-1485; 1S90-91, pp. 620, 624, 792, 808, 915, 961-980, 1469; 1891-92, pp. 8, 686, 688, 713, 861-867, 1002, 1234-1237; 1892-93, pp. 15, 442, 1551- 1572, 1976; 1893-94, pp. 1019-1061; 1894-95, pp. 1331-1424; 1895-96, 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. Ixxxviii-xcii; 1899-1900, pp. 2501-2531; 1900-1901, pp. 2299-2331; Circulars of Information— No. 3, 1883, p. 63; No. 2, 1886, pp. 123-133; No. 3, 1888, p. 122; No. 5, 1888, 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 fifteen tables of this chapter exhibiting the statistics of negro education need but little explanation. Table 1 shows the amount expended for the public educa¬ tion of both races in the South each year since 1870, and the common school enroll¬ ment of whites and negroes separately each year since 1876. For 1901-2 the common school expenditure for both races was $37,567,552. About 20 per cent of this amount was expended upon the public schools for the negroes. The aggregate common school expenditure in the South since 1870 has been $687,691,329. It is estimated that at least $125,000,000 of this sum has been expended to support common schools for negro children. Table 2, divided into two parts, summarizes the statistics of education in the com¬ mon schools of the South for the year 1901-2, contrasting the schools for the two races. Tables 3, 4, 5, and 6 give condensed statistics of public high schools for the negroes, while Tables 7 to 12 summarize the statistics of private institutions devoted to the secondary and higher education of the colored race. Table 13 shows a list of public high schools for negroes, and Tables 14 and 15 give the statistics of private schools. Table 1. — Sixteen former slave States and the District of Columbia. Year. Common school enrollment. Expendi¬ tures (both races). White. Colored. 1870-71 . §10, 385, 464 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, 208. 113 20, 821 ; 969 1871-72 . 1872-73 . 1873-74 . 1874-75 . 1875-76 . 1876- 77 . 1877- 78 . 1878- 79 . 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 1879-80 . 1880-81 . 1881-82 . 1882-83 . 1883-84 . 1884-85 . 1885- 86 . 1886- 87 . Year. 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. . 1900- 1901 a 1901- 2 a ... Total Common school . enrollment. White. Colored. 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, 261, 369 4, 268, 877 4, 397; 916 1, 140, 405 1, 213, 092 1, 296, 959 1, 329, 549 1, 3-54, 316 1, 367, 515 1, 432, 198 1,423,593 1, 449, 325 1, 460, 084 1, 540, 749 1, 509, 275 1,560,070 1, 564, 526 1, 587, 309 Expendi¬ tures (both rates). §21, 810, 158 23,171,878 24, 880, 107 26, 690, 310 27,691,488 28, 535, 738 29, 223, 546 29,443,584 31, 149, 724 31. 286, 883 3i; 247, 218 33, 110, £81 34, 805, 568 35, 405, 561 37, 567, 552 687, 691, 329 a Subject to correction. 2063 2064 EDUCATION REPORT, 1902. Table 2. — Common school statistics of the South, 1901-2. State. Estimated number of persons 5 to 18 years of age. Percentage of the whole. Pupils enrolled in 1 public schools. Per cent of per¬ sons 5 to 18 years enrolled. White. Colored. White. Colored. White. Colored. White. Colored. Alabama . 345, 250 295, 250 53.90 46. 10 239, 055 126, 116 69. 24 42.71 Arkansas . 329, 800 127, 120 72. 18 27.82 250, 586 90, 109 75.98 70. 88 Delaware . a 40, 094 a 8, 888 81.85 18. 15 « 30, 751 a 6, 141 76. 70 69. 09 District of Columbia 42, 486 20,428 67.53 32.47 32, 518 15, 914 76.54 77. 90 Florida . 98, 510 75,160 56.72 43. 28 69, 541 42,-843 70.59 57. 00 Georgia . b 389, 470 5 363,050 51. 76 48. 24 298, 181 204, 706 76.56 56.39 Kentucky . 596, 410 . 87,654 87.19 12. 81 436,014 62, 975 73.11 71.84 Louisiana . 241, 600 227, 500 51.50 48.50 125, 272 73, 624 51.85 32. 36 Maryland . & 266, 110 5 70, 120 79. 15 20. 85 b 175, 747 b 48, 257 66.04 68.82 Mississippi . b 215, 240 5 322, 070 40. 03 59. 94 b 179, 142 b 208, 346 83.23 64. 69 Missouri . 896, 850 45, 971 95. 12 4. 88 671, 697 81, 360 74. 90 68.22 North Carolina .... 424, 800 • 225, 900 65. 28 34. 72 314, 871 149, 798 74. 12 66. 31 South Carolina . 186, 480 292, 000 38. 97 61.03 127, 657 144, 786 68.46 49. 58 Tennessee . b 945, 960 5 157, 885 75. 85 24. 15 be 392, 263 be 106, 747 79. 09 67.61 Texas . 840,050 227, 660 78.68 21.32 568. 267 144, 362 67. 65 63.41 Virginia . 367, 530 227, 940 61.72 38. 28 b 258, 222 b 123, 339 70. 26 54.11 West Virginia . 290, 670 11, 487 96.20 3. 80 228, 129 7,886 78. 48 68. 65 Total, 1901-2 . 6, 067, 310 2,786,083 68. 53 31.47 4, 397, 916 1, 587. 309 72.49 55. 97 Total, 1889-90 d 5, 132, 948 1 . 2,510,847 67. 15 32. 85 3, 402, 420 1,296, 959 67.15 32.85 State. Average daily attend¬ ance. Per cent of enroll¬ ment. Number of teach¬ ers. White. Colored. White. Colored. White. Colored. Alabama . 150, COO 90, 000 62.75 71.36 4,451 1,852 Arkansas . 158, 691 56, 290 63.33 62.47 6, 093 1,633 Delaware . . . a 21. 500 « 3, 800 69. 91 61.88 a e 693 a e 138 District of Columbia . 25; 790 12, 206 79. 31 76. 70 885 438 Florida . 46, 283 29, 881 66. 55 69. 75 2,129 670 Georgia . . . / 190, 802 / 124, 553 63.99 60. 84 / 6, 828 / 3, 691 Kentucky . 275. 231 40, 314 63. 12 64.02 8, 067 1,434 Louisiana... . 90; 425 49, 817 72. 18 67. 66 3, 219 1,052 Maryland . . b 112, 803 b 22, 712 64. 18 47.06 b 4, 198 6 833 Mississippi . b 108, 805 b 119, 190 •60. 74 57.21 b 5, 147 6 3, 368 Missouri . <7 451,720 g 21, 079 67.25 67.22 15, 598 749 North Carolina . 185, 598 83, 405 58.94 55. 68 5,898 2,833 South Carolina . 98, 679 109, 699 77.33 75. 77 3,427 2,405 Tennessee . b c 266, 312 be 71, 779 67. 89 67.24 6 7, 543 61,941 433, 384 91, 016 76. 26 63.05 12, 984 3, 186 Virginia . b 156, 472 b 69, 440 60. 60 56. 30 6 6, 809 6 2, 199 West Virginia . 146, 974 5,200 64. 43 65.94 7,028 278 Total, 1901-2 . Total, 1889-90 . 2, 919, 469 d 2, 165,249 1, 000, 381 813, 710 66.38 63. 64 63.02 62.74 100, 994 78, 903 28, 705 24, 072 a In 1899-1900. 6 In 1900-1901. c Some missing data supplied. d United States census. e Estimated. f Cities estimated. g Approximately. EDUCATION OF THE COLORED RACE, 2065 Table 3. — Teachers and students in public high schools for the colored race in 1901-2. Teachers. Pupils enrolled. State. uQ CO Male. Female. Total. Total. Elementary. Secondary. Male. c> * 1 Total. Male. Total. Male. <5 ■3 Alabama . 1 4 7 11 376 470 846 353 409 762 j - - -23 - 61 ! 84 Arkansas . 3 10 22 32 880 1,313 2, 193 860 1, 259 2,110 20 - - 54 74 District of Columbia 1 15 10 25 135 438 573 0 0 0 ■ 135 438 : 573 Florida . 2 4 16 20 295 482 ; 777 285 465 750 | 10 17 I 1 27 Georgia . _ . 4 4 23 27 472 549 1,021 488 484 922 ! 34 65 ! 99 Illinois . 2 2 3 5 29 64 93 ! 29 64 93 Indiana . ] 5 10 14 24 117 179 296 65 -83 - 148 52 96 i 148 Kentucky . 7 25 39 64 1,154 1,500 ! 2,654 1,004 1,096 2, 100 150 404 554 Louisiana . I 1 9 7 16 132 290 i 422 i 102 235 337 30 55 85 Maryland . 1 8 4 12 107 146 i 253 1 - -47 18 65 60 128 188 Mississippi . 1 8 9 48 57 1,420 2,169 3,589 ! 1,-334 1.836 3, 170 86 333 419 Missouri . i 17 34 22 56 760 1,121 1,881 j 496 528 1.024 264 593 857 North Carolina . i 2 3 10 13 260 328 588 I 233 276 509 27 52 79 Ohio 1 1 2 2 4 19 34 53 19 34 ■ 53 Oklahoma . 1 4 6 10 176 370 546 i 170 345 j 515 6 25 3! Pennsylvania . ! l ! i 0 1 5 15 20 1 - 5 15 20 South Carolina . 5 I 6 14 20 621 851 1,472 1 596 772 | 1.368 } 25 79 104 Tennessee . 8 1 20 47 67 1 1.39S 2,052 3,450 1.271 : 1,703 ! 2,974 127 349 476 Texas . 19 1 40 52 94 1,658 2,364 4,022 1,476 i 1.928 3,404 1 182 436 618 Virginia . 6 6 34 40 750 1.220 j 1,970 | 623 869 1,492 127 351 478 West Virginia . 4 1 H 11 1 25 323 331 654 287 ] 280 567 36 51 j 87 Total . 99 i 232 391 j 623 1 jll, 087 16,286 p7,373 9,610 12,586 22, 226 I1'447 3, 700 5, 147 Table 4. — Classification of colored students in public high schools by courses of study, 1901-2. State. Alabama . Arkansas . District of Columbia Florida . Georgia . . Illinois . Indiana . Kentucky . Louisiana . Maryland . Mississippi . Missouri . North Carolina . Ohio . Oklahoma . Pennsylvania . South Carolina . Tennessee . Texas . * . Virginia . West Virginia . Students in clas sical courses. Male- mile. TotaJ' nfate. T°“- 344 50 Students in scien¬ tific courses. Male.1 % 1 Total. Male Students in Eng- ] Students in busi- lish course. ' ness course. 50 16 105 0 13 20 11 132 8 30 33 30 290 12 43 53 41 422 15 I I 21 25 146 i 15 57 32 28 31 8 70 200 ”29 165 6 | o yt> 356 j 521 40 25 j 32 j 7 21 28 12 285 75 25 13 880 115 32 25 18 32 34 70 48 107 27 50 50 104 155 73 35 457 293 91 95 632 619 164 130 1,089 912 313 j 846 I 1,159 361 1,158 11,218 2,301 30 36 294 I 374 4 17 25 32 Total 2066 EDUCATION REPORT, 1902. Table 5. — Number of normal students, manual-training students, and graduates in colored public high schools in 1901-3 . State. Students in normal course. Pupils receiving in¬ dustrial training. Graduates high-school course. Male. Female. Total. Male. Female. Total. Male. [ Female. Total. i i 10 13 23 25 75 100 0 6 6 0 0 0 20 62 82 Florida . 1 1 2 Georgia . 28 60 88 Illinois . 18 41 59 4 8 12 Indiana . 3 11 14 Kentucky . . . 0 30 30 14 57 71 Louisiana . 1 5 6 132 200 332 1 5 6 Maryland . 1 12 13 73 128 201 4 19 23 Mississippi . 0 6 6 6 15 21 8 34 42 Missouri . 5 57 62 82 307 389 27 97 124 North Carolina . 20 0 20 5 13 18 Ohio . 3 10 Oklahoma . 1 0 2 2 Pennsylvania . South Carolina . i 10 1 17 1 27 0 8 8 Tennessee . 1 16 49 65 Texas . 98 168 266 32 100 132 Virginia . ! 4 9 | 13 0 41 41 21 57 78 W est Virginia . 1 6 6 12 Total . . 21 106 127 482 1,065 1,547 175 555 730 Table 6. — Financial summary of the colored public high schools, 1901-3. State. t, Q 3 S3 a ® Alabama . Arkansas . District of Columbia Florida . Georgia . Illinois . Indiana . Kentucky . Louisiana . Maryland . Mississippi . Missouri . North Carolina . Ohio . Oklahoma . Pennsylvania . South Carolina . Tennessee . Texas . Virginia . West Virginia . 508 ,400 10 500 410 966 549 . 189 272 288 212 625 500 75 30 150 ,277 ,386 729 ,000 §333 2,300 50 400 375 750 510 3,948 200 289 | 3,025 I 325 400 30 20 50 1,460 2.590 '400 850 813,500 136, 300 2,000 5,000 20.500 12. 500 41. 500 65, 625 1 $2, 200 | 0 1 8128 1 10,000 1 16‘ 68,300 149, 600 9, 000 5, 000 900 11,500 105, 650 164,201 3,000 26,000 113 650 6,045 Total . 71 j20, 071 18,305 j 64 j 839,176 j 10 ^21,158 12 i : 813, 370 400 ' 62 20 218 607 1 82,200 128 23,537 132 3 I 13,902 I 10 1,312 "i’-iso 17o 670 6,395 35, 667 EDUCATION OE THE COLOEED EACE. 2067 Table 7. — Teachers and students in secondary and higher schools for the colored race in 1901-2 ( not including public high schools ). State. Schools. Teachers. Students. O s Female. Total. Elementary. Secondary. Collegiate. Total. Male. Female. Total. Male. Female. Total. Male. | Female. Total. Male. Female. Total. Alabama . 11 55 110 165 1, 523 1, 462 2,985 800 1,079 1,879 25 5 30 2,348 2,546 4,894 Arkansas . 4 18! 18 36 379 '359 738 122! 148 270 58 23 81 559 530 1,089 ■p plain's re ] 4 2 6 27 9 36 15 111 26 42 20 62 Dist. Columbia. . . 3 66 18 84 321 39 71 194! 186 380 406 116! 522 632 341 973 Florida . ! 7 20 32 521 408! 410* 818 129 229 358 4 0 4 541 639 1,180 Georgia . ! 18 78 172 250 1, 533 2, 558; 4, 091 767; 1, 038 1,805 ! 158 73 231 2, 458; 3, 669 6, 127 Kentucky . 5 21 13 34| 72 811 153 187 125 ; 312 j 42 29 71 301! 235 536 Louisiana . 6 44 66 1101,118 1,337! 2,455 197 261 458; 56 14 70 1, 371 1,612 2,983 Maryland . 5 13 24 87 0 149| 149 60 86 146 34 42 76 94 277 371 Mississippi . 1 10 48 65 113 830 852 1,682 307 472 779 92 85 177 1, 229 1,409 2,638 Missouri . 2 17 10 27 40 48' 88 136 122 258! 6 6 12 182 176 358 New Jersey . 1 1 5 7 12 18 - 17 35 37: 53 90 0 0 0 55 70 125 North Carolina... 1 19 103 78 181 717 i 1,173 1,890 761 966 1,727 331 65 396 1, 809 2,204 4,013 Ohio . 1 23 8 31 99 170 269 ; 61! ! ill 72 160 181 341 Oklahoma . 1 7 2 9 67 101 168 16 ! 27 43 83 128 211 Pennsylvania _ 2 15 6 21 74 106: 180 24 82 i 106 | 199; o 199 297 188 485 South Carolina. . . 12 70 86 158 1,191 1, 391 2,582 598 698 1,296 90 38 128 1, 879; 2,127 4,006 Tennessee . 9 70 79 149 709 940 1,649 438 458 896 401 45 446 1, 548 1,443 2, 991 Texas . 5 42 44 86 378 481 859 305 316 621 106 39 145 789| | 836 1,625 Virginia . 11 75 88 163 726 1,023 1,749 624 637 1,261 53 21! 74 1, 403 1,681 3,084 West Virginia .... 2 11 21 44 42 86 65 121 186 109 163 272 Total . 185 1 805 ;938 1 1,743 9, 859 1 12 569 22, 428 5,893 7,283 13, 176 2,137 1 623 2, 760 l 17, 889 20, 475 38, 364 ! I 1 Table 8. — Classification of colored students , by courses of study, in secondary and higher schools, 1901-2. State. Students in clas¬ sical courses. Students in scien¬ tific courses. Students in Eng¬ lish course. Students in busi¬ ness course. Male. Fe¬ male. Total. Male.' Fe¬ male. Total. Male. Fe¬ male. Total. Male. Fe¬ male. Total. Alabama . 11 17 28 30 16 46 986 500 1,486 13 15 28 Arkansas . 14 5 19 0 1 1 132 122 254 10 8 18 Delaware . 13 0 16 District of Columbia . . 25 3 28 9 2 11 66 68 134 Florida . 42 40 82 0 0 0 230 324 554 0 0 0 Georgia . 74 78 152 35 48 83 368 962 1,330 4 10 14 Kentucky . 1 3 4 0 0 0 27 0 27 3 2 5 Louisiana . 46 31 77 28 52 80 901 912 1,813 0 0 0 Maryland . 26 5 25 0 0 0 29 53 82 0 0 0 Mississippi . 49 61 110 2 9 11 514 475 989 35 16 51 Missouri . 6 6 12 11 15 26 New Jersey . . North Carolina . 147 26 173 63 28 91 772 718 1,490 35 20 55 Ohio . 12 0 12 51 0 51 22 20 42 Oklahoma . 1 1 2 . Pennsylvania . 146 0 146 . 2 8 10 South Carolina . 138 47 185 * 14 22 36 766 844 1,610 87 54 141 Tennessee . 166 34 200 24 7 31 179 190 369 11 15 26 Texas . 74 66 140 25 22 47 216 190 406 22 7 29 Virginia . 71 84 155 10 26 36 309 502 811 10 10 20 West Virginia . Total . 1,043 507 1, 550 304 233 537 js, 495 5, 860 11, 355 265 200 465 2068 EDUCATION EE PORT, 1902. Table 9. — Number of colored normal students and graduates in secondary and higher schools , 1901-2. Students in nor- Graduates of high j Graduates of nor- ' Graduates of col- mal course. school course. mal course. legiate course. State. . d Female. Total. Male. Female. Total Male. Female. Total. _ Male. Female. Total. Alabama . 275 513 788 27 13 40 21 36 57 1 0 1 Arkansas . 53 29 82 2 2 4 8 6 14 4 2 6 Delaware . 0 3 3 0 1 1 District of Columbia . 21 183 204 15 0 15 | 15 101 116 8 1 9 Florida . 27 82 109 5 5 10 1 3 8 11 Georgia . 26 208 234 29 41 70 8 33 41 is 2 ; 18 Kentucky . . . 79 119 198 0 4 4 <7 5 12 Louisiana . 6 38 44 17 30 4 18 22 5 i 6 Maryland . 84 51 1 85 2 1 8 3 7 10 4 i 5 Mississippi . . . 207 311 ! 518 116 14'7 283 28 36 62 20 2 22 Missouri . 95 •84 179 98 73 171 8 0 8 New Jersey . 0 4 j 4 0 4 4 North Carolina . 387 538 | 925 79 14 93 161 118 279 is i 2 [ 20 Ohio . 38 40 78 Oklahoma . 13 22 35 Pennsylvania . 46 53 2 8 10 37 0 . 37 South Carolina . 141 140 281 39 15 54 | 72 69 141 7 3 10 Tennessee. . 196 408 604 11 4 15 1 11 53 64 58 3 59 Texas . 64 91 155 8 1 9 8 6 14 4 1 5 Virginia . 75 139 214 54 63 117 27 57 84 17 5 22 West Virginia . 24 64 J 88 15 19 34 Total . . . 1,768 1 3, 113 4, 881 406 348 754 487 649 1,136 205 24 229 Table 10 .—Colored professional students and graduates in secondary and higher schools , 1901-2. State. Students in pro¬ fessional courses. Professional students and graduates. Theol¬ ogy. Law. Medi¬ cine. Den¬ tistry. 1 Phar- ) macy. Nurse training. 6 I £ Value of grounds, buildings, furni¬ ture, and scien¬ tific apparatus. Number of schools reporting. Amount of State or municipal aid. Alabama . 10 1 21, 721 816, 557 3 $193, 794 11 $685,612 4 $17, 260 Arkansas . 3 1, 875 1, 225 2 43, 000 Delaware . 1 550 500 1 34, 000 1 5, 000 District of Columbia. 2 43, 099 50, 700 1 700, 000 1 35, 100 Florida . 5 2,928 2, 750 1 1,746 6 76, 400 2 5,000 Georgia . 13 45, 438 28, 660 3 43, 593 14 1, 035, 000 2 800 Kentucky .... 3 2,262 2, 100 4 108, 000 1 3,000 Louisiana . 5 12, 150 16, 600 2 1 31, 500 5 431. 000 Maryland . 2 6,000 6,000 3 70, 500 1 2, 000 Mississippi . 8 14,912 17, 700 8 467, 000 2 28, 476 Missouri . 2 3,800 2,500 2 170, 000 1 1 24, 000 New Jersey . 1 403 375 0 1 2, 000 1 6,000 North Carolina . 14 35, 581 32, 041 4 25,200 17 650, 599 10 20, 429 Ohio. ... 1 6, COO 6,000 1 155, 000 1 35, 000 Oklahoma . 1 700 1,600 ! 1 33, 994 1 21, 000 Pennsylvania 2 20, 500 20,000 1 271,000 South Carolina . 9 12, 586 12, 025 4 12,500 11 387, 450 3 21, 800 Tennessee . 9 24, 074 23,585 9 980, 500 5 4, 727 Texas . 4 11,500 17, 000 1 4,000 5 370, 000 2 19, 500 Virginia . 8 25,116 18, 347 2 127, 920 11 1, 953, 997 2 23, 333 West Virginia . 2 6, 760 8, 000 2 154, 200 2 13, 000 Total . 105 j 297, 952 284, 265 20 440,253 ; 116 8,779,252 42 285, 425 2070 EDUCATION REPORT 1902. Table 12. — Financial summary of the 135 secondary and higher colored schools, 1901-2 — Continued. 1 * State. o 2 i! x H ti m ^ i >'£> < X ~ bi u c ~ £ > P o Female. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 MISSOURI. 36 1 3 133 140 125 114 8 26 37 1 1 44 64 34 50 10 14 10 14 38 1 1 8 13 8 13 ........ 39 Chillicothe . 1 0 60 63 59 57 1 6 1 6 40 3 1 27 22 27 22 41 2 1 15 26 15 26 1 6 1 4 42 1 1 45 35 39 31 6 4 School. 1 4 43 Higginsville . Douglass High School*.. 1 0 99 86 98 80 1 6 0 0 1 6 44 4 3 64 121 64 121 64 121 2 2 69 92 64 79 5 13 5 13 46 1 3 10 14 10 14 4 6 47 1 0 4 14 4 14 48 Garfield High School *. . . 1 0 7 16 16 0 0 7 0 49 2 2 84 133 77 117 7 16 16 50 _ do * . “ . 1 0 2 8 2 8 0 0 0 0 51 3 1 17 53 17 53 5 17 2 7 52 St. Louis . Sumner High School .... 8 3 72 221 0 0 72 221 0 0 72 182 NORTH CAROLINA. 53 Durham . . Whitted High School. . . . 1 10 248 307 233 276 15 31 7 25 7 25 54 Beidsville _ _ Graded School * _ 2 0 12 21 12 21 OHIO. 55 Xenia . East Main Street High 2 2 19 34 19 34 7 21 7 21 School. OKLAHOMA. 56 Guthrie . . Lincoln High School .... 4 6 176 370 170 345 6 25 6 25 PENNSYLVANIA. 57 Carlisle. . _ . Lincoln High School _ 1 0 5 15 5 15 0 3 SOUTH CAROLINA. 58 Columbia. . . Howard High School .... 3 H 521 698 514 658 7 40 7 40 59 Easley . . 1 Graded School 0 1 18 50 18 43 0 7 60 Spartanburg _ Dean Street School* . 1 0 8 15 8 15 8 15 8 15 61 Williston . Culbert Graded School . .' 1 1 65 75 64 71 1 4 0 0 1 4 62- Yorkville . Graded School* . . 1 1 9 13 9 13 9 13 TENNESSEE. 63 Chattanooga .... Howard High School * .. 3 13 416 540 399 495 17 45 0 0 14 40 64 Clarksville .. High School . . 2 12 469 614 466 597 3 17 65 Dickson . Wavman Academy _ 1 2 75 104 71 101 4 g 66 Knoxville . Austin School _ 2 122 181 110 136 12 45 3 12 67 McMinnville _ High School . 1 1 40 46 25 31 • 15 15 15 15 68 Memphis . Kortrecht High School*. 3 o 15 71 15 71 69 Murfreesboro _ Bradley Academy . 3 3 11 21 11 21 3 4 2 3 70 Nashville.. Pearl High School 5 9 250 475 200 343 50 132 TEXAS. 71 Bastrop . Emile High School _ 1 0 -7 9 7 9 7 9 72 Beaumont . Central High School .... 2 3 100 150 96 145 4 5 73 i Brvan . High School . 3 3 155 197 150 184 5 13 74 Calvert . . do . 1 176 249 172 237 4 12 4 12 75 Dallas . 1 1 9 57I 9 57 9 57 76 El Paso . 1 1 Douglass High School _ 1 2 74 80 70 70 4 10 Port Worth . ! School No. 10* . . 2 2 16 28 16 28 16 28 78 1 Galveston .... Central High School 4 2 90 143 81 128 9 15 79 1 Gonzales . 1 High School . 1 3 107 102 i 104 87‘ 3 15 3 isl _ * Statistics of 1900-1901. EDUCATION OF THE COLORED RACE, 2075 students, courses of study, etc. , 1901-2 — Continued. Students. Gradu¬ ates. Pupils receiv¬ ing manual train¬ ing. Volumes in library. Value of grounds, build¬ ings, furniture, and sci¬ entific apparatus. .■§’3 from Amount received from productive funds. Amount received from other sources. Total income for the year 1901-2. English course. Busi¬ ness course. Normal course. of 3 3 a GO 3 'eceived ion fees. d d "3 % d a o r2 S Female. Male* '3 3 a> d S d r3 a ° o of 5 ® o| 3 go < < Amount ] tuiti 15 16 18 19 20 21 22 23 24 25 26 27 28 29 30 31 8 26 1 1 300 | 1 0 100 §5, 000 1 4 0 .... 3, 000 .... o 600 6, 000 . ; .... .... 3 2 .... 207 2,200 12 22 0 0 .... 0 0 0 0 0 .... 0 50 2,400 6 4 6 4 0 4 10 11 360 2, 500 0 0 0 0 0 0 0 0 0 0 1,000 12 13 .... . 444 1 2 27 0 1 50 j 2,500 0 0 7 0 .. 0 0 1 £ 0 0 300 1 3 156 2 6 0 0 0 0 0 0 0 .... 0 109 12 17 18 0 3 127 j 25, 666 0 0 0 0 0 39 49 79 221 250 100, 000 25 25 5 ' 9 20 0 600 8, 000 i 0 ■ ' 4 25 1,000 $1, 250 $1,250 12 13 3 500 5,000 0 2 75 30 . 0 6 150 10, 000 . - 0 7 113 $62 0 0 175 0 1 2 64 71 1 4 0 ° 0 0 500 9 ie 9 13 i, ooo; 1 5 4 50 40, 000 0 5 .... 125 11,000 102 1,500 9 3 .... 2 i 13 800 15, 000 0 1 750 650 20 0 0 670 15 71 2 11 .... 150 20, 000 11 j 21 2,400 8 12 50 15, 000 | 1 ; 9 I 1 1 2 8, 000 1,300 50 1,350 1 2 8 15 160 5, 260 172 i 237 1 1 150 2, 500 1 13 543 35, 000 4 j io 1 1 300 15, 000 1 4 207 10, 000 2, 855 0 0 0 2,855 9 15 14 36 90 143 200 1,725 :::: 3,000 53 55 2076 EDUCATION REPORT, 1902. Table 13. — Public high schools for negroes — Teachers , Location. Name of school. Teach¬ ers. Pupils enrolled. - Students. d S j Female. Total. Ele¬ men¬ tary grades. Second¬ ary grades. Clas¬ sical course. Scien¬ tific courses. Male. 1 Female. d S 1 Female. d rd s Male. . O 3 Male. Female. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 TEXAS— cont’d. Hempstead . i High school * . 1 0 3 13 3 13 : Houston . ! . do . 7 10 320 1 462 1 292 348 28 114 10 44 Mexia . 1 . do . 1 2 59 84 55 79 4 : 5 Navasota . 1 . do . 2 8 100 ‘ 200 ; 88 183 12 17 1 Ora rig's do. * 1 0 11 ! 25 11 I 25 . i Palestine . ! Lincoln High School .... 2 4 135 ! 170 125 160 10 10 10 10 1 Paris . 1 High School . 2 i 250 326 ; 243 307 7 i 19 r"7 .... 19 San Antonio . Riverside High School .. 2 0 ' 3 21 3 21 3 21 Waco . 1 High School . 6 3 35 42 35 42 25 '32 W axah.ach.ie . .do . 2 8 6 8 i 6 i 8 6 VIRGINIA. 1 I Danville . High School * . 1 1 18 26 18 26 0 0 15 16 Lynchburg . . do . 1 3 ; 38 93 26 59 12 34 12 1 34 Manchester. .. . do . . 2 ' 204 350 195 325 9 25 Petersburg . Peabody High School . . . 1 11 i 350 440 335 399 15 41 0 | o i o 9 Richmond . High and Normal School . 0 10 ! 70 221 0 0 70 ! 221 0 0 i 0 0 Winchester . Winchester Graded 1 2 . 70 90 67 86 3 4 0 0 0! 0 School. 1 WEST VIRGINIA. , Clarksburg . High School . 2 2 i 76 82 71 71 5 n ; Huntington . Douglass High School _ 1 4 120 125 110 110 10 15 10 15 Parkersburg . Sumner High School* _ 3 4 80 92 73 79 13 Point Pleasant . . Langston Academy . 2 i 1 47 32 33 1* 14 12 3 1 1 9 * Statistics of 1900-1901. EDUCATION OF THE COLORED RACE, 2077 students, courses of study, etc., 1901-2 — Continued. English course. Students Busi¬ ness course. Normal course. Gradu¬ ates. Pupils receiv¬ ing manual train¬ ing. Volumes in library. Value of grounds, build¬ ings, furniture, and sci¬ entific apparatus. Amount of 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 1901-2. 6 "3 Female. o' ■3 a Female. O "3 a Female. | Male. Female. Male. Female. 1 5 16 17 18 19 20 21 22 1 M 1 « 1 24 25 26 27 28 29 30 31 3 13 1 1 20 1 3 14 630 $30, ioO 4 1 5 0 4 20 1,500 $900 $168 $132 $1,200 5 25 2 2 I 2, 000 1 0 3 203! 1, 750 990 0 0 0 990 2 0 4, 316 243 | 307 0 4 400 9,000 0 3 .... 1 0 I 10 ! 200 10, 000 ! . 10 11 2 10 153 20,000 2 0 .... 200 5, 000 3 10 0 5 5 9 0 0 4 3,000 12 34! 3 3 0 0 414 204 350 3 5 0 0 0 0 0 0 3 9 1 0 1 41 . 70 221 0 0 0 0 6 29 315 4 4 4 4 1 1 1 400 20, 000 1 1 2 500 1,000 . 1 2 100 3 1 5, 000 .... 1 1 96 2078 EDUCATION EEPOBT, 1902, Table 14. — Secondary and higher schools for negroes — 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 28 29 30 31 32 33 34 35 Location. Isame of schooL Religious denomina¬ tion. Teachers. Pupils en¬ rolled. White. Col¬ ored. 1 Total. 6 1 5 © 3 1 2 3 4 5 6 7 8 9 10 ALABAMA. Trinitv Normal School«... . Nonsect .... 12 3 4 1 21 105 ; 1(34 Huntsville . 1 2 | X on sent 4 3 , 7 1 79 ; 125 trial Institute. 1 Marion . COTi£T 8 8 1 103 201 Mobile . Emerson Normal Institute . Cong . ! l 5 j 0 1 110 156 Montgomery . State Normal School for Col- Nonsect .... 2 3 5 16 j 26 424 647 ored Students. ! Normal . Agricultural and "Mechanical Nonsect .... 13 13 ; 26 211 244 College. I Selma . Alabama Baptist Colored Uni- Bapt . 1 .... 4 9 13 125 : 286 versitv. | Talladega . Talladega College . *. . j Cong . ! 6 17 1 2 26 232 302 1 Troy . Trov Industrial Academv a . Tuscaloosa . ! Pa pt 1 1 40 50 . do . Prggt) _ ' 2 2 37 0 Tnskegee . Tuskegee Normal and Indus- Xrmseet . .... I 12 16 28 882 371 1 triaf School.* ARKANSAS. ' Argenta . Shorter Universitv a . Arkadelphia . ■ Arkadelphia Academv . Bapt i 1 1 2 15 20 Little Rock . ! Arkansas Baptist College . Bapt 1 3 1 3 8 14 200 170 . do . 1 Philander Smith College . M. E . 1 ’"4 i r [ 5 3 13 221 243 Pine Bluff . ( Branch Normal College . Nonsect _ 1 2 ! 0 3 2 7 123 ! 97 Southland . 1 Southland College a . DELAWARE. . | Dover . State College for Colored Stu¬ Xonseet _ 4 2 6 42 20 dents.* I DISTRICT OF CO¬ LUMBIA. Washington . Howard Universitv . Nonsect .... 42 2 24 5 73 ' 620 251 . do . j National Kindergarten Train¬ i Nonsect .... 0 4 0 0 4 0 ing School.* . do . ! Washington Normal School Nonsect .... 0 0 0 / 7 i2 68 No. 2. I FLORIDA. Jacksonville . Cookman Institute . M. E . 1 2 1 4 : 118 95 . do . Edward Waters College . A.M.E . j 0 0 3! 2 5 , 36 65 ...do . Florida Baptist Academv . Bapt _ 1 3 j 10 : 94 128 Live Oak i Florida Institute a . Martin . Fessenden Academv * . 1 1 4 5 116 | 122 Ocala. 1 Emerson Memorial Home * . . . . M. E . 1 3 3 0 64 Orange Park . Normal and Manual Training Cong . *2 6 1 9 : 68 71 i School. I Tallahassee . Florida State Normal and In¬ Nonsect .... 0 0 9 7 16 59 94 dustrial College. GEORGIA. A t Vi pn s Jeruel Aeademva do Knox Institute and Industrial [ Cong . . 2 4 6 126 167 School. Atlanta . Atlanta Baptist College . Bapt . 3 2 6 2 13 157 0 . do . Atlanta University . 1 Nonsect .... 4 8 2 I 15 100 182 . do . Morris Brown College* . A.M.E . 8 7 15 310: 202 . do . Spelman Seminarv . Bapt . "’6 "39 0 3 42 0 693 _ do . Storrs School . Cong . 1 0 8 0 1 9 138 191 Auerusta . Haines Normal and Industrial 1 Presb . 4 15 19 164 343 i ^ Institute. ...do . Paine College . Meth . 1 3 1 3 4 11 113 143 ' . do . Walker Baptist Institute * . Bapt . i o! 0. 3: 5| 8 49! 102 * Statistics of 1900-1901. a No report. EDUCATION OF THE COLORED RACE, 2079 Teachers, students, courses of study, etc,, 1901-2. 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 course. Normal course. 1 Colle¬ giate ; course. 1 aJ £ rS ”3 d § d "3 g d 33 s d "3 S 1 3 z £ § S z § o s t 11 12 13 14 1 5 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 100 41 200 28 10 104 114 10 29 0 0 0 0 0 0 114 136 101 i 22 0 0 0 0 1 0 0 0 64 9 36 0 0 73 90 8 1 132 185 22 19 o o 0 0 o 0 22 19 3 2 oi o| sl 2! 0 o 115 124 344 183 15 40 46 15 0 1 o 11 42 3 4 o o 3 4 0 n 2 1 2 24 30 1 4 u 172 257 36 88 19 8 1 57 » 84 0 9 3 i 60 3 2 47 33 0 0 3' 33 l] 5 23 31 11 14 2 1 3 3 2 3 1 27 30 49 0 86 0 o 76 116 o 4 4 4 0 o 22 20 0 0 0 0 .... 0 0 0 0 0 0 ! o 0 0 0 0 0 0 0 0 1 27 | G " 27 0 [ 100 25 j 40 27 .... 30 28 17 28 46 53 1 2 1 2 2 50 80 ! 19 37 69 117 1 5 74 65: 12 22 8 9 94 95 1 1 0 591 553 64 50 10 2 10 4 21 41 665 605 .... 1 2i 1 4 ! 3 o 141 264 | 35 46 36 3 10 2 1 1 o 29 1 6. i 12 1 0 1 i 1 0 232 347 i 50 78 2 0 26 25 6 10 27 42 5 8 1 11 | l 0 0 ! 9; 27 4 13 13 40 4 13 i 4 0 0 0 29 36 0 ; 19 ! 34 9 1 20 5 o 0 16 13 9 ! 10 0 0 0 6 0 o 4 1 1 0 120 0 0 15 6 21 28 0 0 0 0 0 0 21 ! 28 0 0 i 2 ! 1 2 3. j 0 0 0 47 0 48 0 48 0 1 48 32 32 ! 20 16 6 3 1 1 0 82 121 j 10 10 82 121 10 1 10 3 125 125 44 j 75 8 1 75 128 85 100 110 10 10 14 4 23 4 0 35 73 : 32 20 1 7 8 60 2 100 80 50 . 100 12 30 30 50 10 | 14 .... 43 97 j *28 | 52 2 i 2 1 2 1 40 3 43 1 j 2 9 i 0 2 205 ; 225 I 25 38 5 4 10 11 11 S3 25 32 B 1 0 154 0 : 68 0 8 0 154 0 17 290 19 70 ; 9 35 . 2 0 0 0 0 368 27 0 0 25 6 25 6 6 I 0 35 i 41 95 1 80 2 0 2 0 95 80 95 3 65 4 8 0 0 o 5 7 ; 41 4 6 4 6 11 1-5 o 18 17 37 ‘ .53 0 0 0 0 .... 0 4 0 ° 0 i % i o o 4 o 1 J i . I ul Graduates. 56 60 0 73 2082 EDUCATION REPORT, 1902, Table 14. — Secondary and higher schools for negroes — Location. Name of school. Religious denomina¬ tion. Teachers. Pupils en¬ rolled. White. 1 Col¬ ored. Total. Total. S Female. O s Female. O "3 S 6 i u 1 2 3 4 5 6 7 8 9 10 NORTH CAROLINA. 74 Nonsect .... 1 4 1 0 6 67 90 Biddle University..” . Presb 14 14 200 o] 76 Clinton . Clinton Normal and Industrial Nonsect 2 "i 3 53 60 School. * 77 Presb 1 11 0 5 17 ' 0 283 78 Elizabeth City _ Elizabeth City State Normal 1 Nonsect .... 2 2 4 37 93 School. * 79 Favetteville . State Colored Normal School* . Nonsect .... 2 1 3 ' 30 63 80 Franklin ton . Albion Academy, «4iite Normal Presb 6 4 10 132 167 School. * ! Christian . . . 81 . do . Franklinton Christian College . 1 3 3 7 61 56 State Colored Normal School « . 82 Bennett College . 1 M. E... 3 4 3 10 118 139 83 . do . The Agricultural and Meehan- | Nonsect .... 1 0 8 0 9 91 0 ical College for the Colored Race. j trial School, a Kings Mountain. . \ Lincoln Academy a . . 84 Liberty . j Liberty Normal School * . . i Nonsect .... 3 2 0 0 1 5 1 85 90 Lumberton . ! Whitin Normal School « . 85 Peedee . Barrett Collegiate and Indus¬ j Nonsect .... ! 0 0 3 2 5 70 75 trial Institute. 86 Plymouth . ! PI ymouth State N ormal School . Nonsect .... 2 1 2 1 6 35 171 87 Raleigh . St. Augustine’s School . . 1 P. E . 2 4 6 6 18 155 170 88 . do . Shaw University . Bapt . 1° 4 8 4 26 246 170 89 Salisbury . i Livingstone College * . A.M.E. Z.. 7 8 15 143 207 . do . 1 State Colored Normal School « . Wilmington . 1 Gregory Normal School a :::: 90 Windsor . i Bertie Academy * .. Bapt 0 0 i 2 3 46 i 73 91 Winston . The Slater Industrial and State Nonsect .... 1 ! 8 4 13 117 : 146 Normal School. * 92 Win ton . Waters Normal Institute . Bapt . 4 3 7 123 151 OHIO. ! 93 Wilberforce . ! Wilberforce University * . A. M. E . 1 23 8 31 160 181 OKLAHOMA. 94 Langston . Colored Agricultural and Nor¬ 7 2 9 83 128 mal University. | PENNSYLVANIA. 95 : Lincoln Univer- Lincoln University * . Presb . 12 0 12 199 0 i sity. % Philadelphia . Institute for Colored Youth .... Friends . 0 0 3 6 9 98 188 SOUTH CAROLINA. 1 97 Allendale . FrancisDaniel Pastorius School* Nonsect .... 2 2 4 120 90 98 Aikeu . Schofield Normal and Indus¬ Nonsect .... 1 4 6 3 14 98 121 trial School. "Resin fort . TTfirhison Institute a . Camden Browning Home School a 99 Charleston . .. Avery Normal Institute Cong . 1 ‘ 6 0 1 8: 113 239 100 . do . Wallingford Academy . Presb . 1 1 3 4 57 83 101 Chester . ' Brainerd Institute * . Presb . 1 2 ... 4 1 3 10 90 147 102 Columbia . Allen University . . A. M. E . ! 14 144 213 103 . do . Benedict College . . Bapt . 1 ’"4 ’*’8 6 2 20 188; 255 104 Frogmore . Penn Normal, Industrial and Nonsect .... 2 5 8 15! 160 110 « Agricultural School. 105 | Greenwood . Brewer Normal School . Cong . ! 1 0 0 9 95 161 106 Lancaster . Lancaster Normal and Indus¬ A. M. E. Z.J 1 3i 4 95 167 1 trial Institute. ...-I 1 1 * Statistics of 1900-1901. a No report. EDUCATION OF THE COLORED RACE, 2083 Teachers , students, courses of study, etc., 1901-2 — Continued. ■- Pupils enrolled. Students. Graduates Ele- | men- tary grades. Second¬ ary grades. Col- i Clas- legiate sical grades, course. Scien¬ tific courses. 1 English course. J Normal course. Busi¬ ness course. High school course, i | 1 Normal ] course, i ! Colle¬ giate course. 1 A £ j ] £ 'S 1 6 1 oj - *3 o 4 | j 4 2 ft £ fa 2 fa S j fa I !§ S j s ; £ S ! fa § 1 i 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 o 7 r 28 29 30 31 32 9 1 3 66' 88 1] 1 92 0 108 0 S9 0 0 92 0 57j i o 57 1 0 0 / oj 1 loj I o' : 8 13 53; 60 15 ! 25 i 0 258 0 » 0 9 0' 16 0 9 ! i o o 37 93 1 37 1 93 2 5 63 30 I « 0 j 9 21 27 111 140 11 9_ 111 140 11 1 2 2' 0 2 6 13 5 6 \ 0 ... 69 114 45 4 0i 4 o 118 139 30 j 35 4 ! 5i 4 1 5: 1 o' 65 0 °6 0 84j 0 6 1 r 1 30, 25! 20 ; 35 : 35; 301 5 8 8 10 20 20 5 10 i 6j 0 5 8 3 5 0 j °j 30 35 25 30 I 15i 10 ; 8j 4 1 8 4 30. 35 30 35 j 25 , 15 2 0 4 2 l 0 14| 83 I 21 ; 88 21 : 88 4 1 132; 147 , 15 15 j 8 8 3 5 23 23 0 4 6Ss 133 37 28 141 9 10‘ 9 37, 28 0 2 i ■ 2 | 123 199 ; 20 8' 28’ 0 ; 28 i o 37 1 42 i;:;1 33 35 13 38 o ° Oj 0 0 ; 0 33j 35 13 38 0 o 6 c 0 0 0 0 66 81 51 65 i 1 1 4 45 76 78 75 123 151 78 I 4 78 75 99 j 170 61 11 12 0 51 0 38 : 40 22 ' 20 8 4 67' 101 16 27 .... J 1 13 22 | o o 0 0 ' 199 j 0 146 0 1 j 37 o -74 106 24 82 46 2 ! 8 2 8 75 60 45 30 120j 90 12 I . j 4 1 89j 115 9 6 | 2 4 j 2 i , 4 77 103 36 136 i 0 | 0j 3 7 10 16 100 239 0 16 7 1 1 0 1 16 42 56 i 15 27 ........ i 15; 27 15 1 27 82 139 8 8 .... s: i 0< 7 2 3 66 137 ■ 69 70 i 9 j 6| 5 0 4 6 2 1 75; 53 : 101 200 !2 ; 2 12 9 j 7 s 1 2 ! o 128 100 32 10 .... 0. 6 0 0 32 10 32 10 , 0 0 1 0 0 ! 9 3 0 0 90 154 5 7 0 1 °| ° 0 1 0 0 0 0 0 0 0 0 I 0 0 ' 3 1 ; 0 0 78: 162 17 5 95 167 17 6 2 1 1 1 1"" 74 75 76 77 78 79 80 81 82 S3 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 30) 101 102 103 104 105 106 2084 EDUCATION REPORT, 1902, Table 14. — Secondary and h igher schools for negroes — 107 108 109 110 111 112 118 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 Teachers. Pupils en¬ rolled. Location, Name of school. Religious denomin¬ ation. White. 1 Col¬ ored. Total. Q 1 I £ d S d O Total. d 13 Female. 1 2 3 4 5 6 7 8 9 10 SOUTH CAROLINA — continued. Meth . 4 6 15 8 33 359 277 . do _ T . Colored Normal, Industrial, Agricultural, and Mechanical College. Nonsect 13 8 21 360 264 TENNESSEE. Wayman Academy . Lane College* . Nonsect 1 2 1 3 77 104 M. E . 1 0 3 6 10 159 113 Cong _ 1 3 51 69 U. Presb .... 9 12 2 2 25 125 178 Le Moyne Normal Institute _ Morristown Normal College* .. Cong . 1 9 2 1 6 18 250 375 M. E . 1 11 3 2 17 138 213 Cong . 11 1 0 0 18 203 126 . do . Roger Williams University . Bapt . 3 7 i 2 j 1 ! 13 134 87 do Walden University * . . . Meth . . 1 34 8 ! 42 411 178 TEXAS. A Tisjtin Tillotson College . Cong 3 10 0 0 13 59 89 Crockett . Mary Allen Seminary « . H Pftrn ft Hearne Academy, Normal and Industrial Institute.** Bishop College . Marshall . Bapt . 5 12 ! 3 | 1 ! 210 231 . . .do . Wiley University . Prairie View State Normal and M. E . 2 6 ! 8 16 242 260 Pm i ri ft vi ft w _ _ . Nonsect 18' 3' ! 21 148 162 Waco . . Industrial College. Paul Quinn College . A. M. E . .... 7 8 15 130 94 : VIRGINIA. Alexandria . William McKinley Normal and Industrial School. Ingleside Seminary a . Nonsect ....; .... 2 3 5 H 30 Cappahosic . Claremont . Gloucester Agricultural and Industrial School. Temperance, Industrial and Collegiate Institute. Hampton Normal and Agricul¬ tural Institute. Spiller Academy a . Nonsect ....! Nonsect ....' 0 Oj 1 3 3 6 4 9 I 78 68 Hampton . Nonsect ....! • 29 | 37 5 2 73 559 1 ! 520 do Lawrenceville.... St. Paul Normal and Industrial — .... School. a Virginia Theological Seminary and College. a Manassas Industrial School .... r 1 1 Manassas . Nonsect .... 41 4 8 J 228 Norfolk . Norfolk Mission College . U. Presb _ 4 - 1 4 16 ! 431 Petersburg . Bishop Payne Divinity School . Virginia Normal and Industrial Institute. Hartshorn Memorial College... Virginia Union College . P. E . 2 1 3 17 I 0 . do . 0 .... o 6 ”*6 12 112 204, Richmond . Bapt . 1 • 7 0 2 J 0 145 . do . Bapt . 6 3 1 17 218 0 Suffolk . St. Paul’s Universalist Mission Universalist 1 2 3 120 150 WEST VIRGINIA. School. Harpers Ferry.... Storer College . Free Bapt . . 2 6 8 47 80 West Virginia Colored Institute . Nonsect .... 9 4 13 62 83 j Institute . * Statistics of 1900-1901. a No report. EDUCATION OF THE COLORED RACE, 2085 Teachers , students, courses of study, etc., 1901-2 — Continued. Tupils 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 course. Normal course. Colle¬ giate course. cJ ’3 § e> 1 Er 1 O) "3 a [R g5 '3 a 6 "3 £ N 6 *3 a a5 *3 a CD Er o5 "3 § a

05 103 110 45 25 45 25 315 239 42 23 87 54 45 25 74 102 0 J 104 103 53 10 2 0 30 7 0 0 90 96 12 2 0 0 3 i 0 0 0 37 38 14 31 0 0 0 0 0 1 51 68 0 0 0 0 0 ° 0 0 0 9 63 120 44 51 18 7 11 2 4 5 0 0 44 51 0 0 0 9 6 7 3 1 170 80 100 0 o 80 100 0 ! o 3 9 0 0 inn 144 38 69 11 25 38 69 4 10 1 9 76 92 67 10 60 24 71 0 0 2 111 0 19 9 1! 38 26 68 60 28 1 28 0 0 1 38 26 5 39 0 0 8 3 1 9 3 0 47 40 : 71 125 293 i 13 15 0 15 0 . 15 36 7 5 41 1 81 | 63 28 26 0 0 2 0 9 8 12 6 12 6 .... 121 ! 142 80 88 9 1 40 45 2 7 30 44 168 224 40 20 34 16 ! 26 18 32 20 6 26 18 5 8 1 0 1 1 o1 38 33 94 122 16 1 6 3 148 139 16 7 4 2 8 5 0 0 20 1 . 19 ! 63 60 47 15 1 16 14 22 18 0 8 3 1 29 30 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 41 59 11 19 0 0 0 v 0 0 0 52 78 0 0 3 6 0 0 0 0 0 0 28 32 12 15 9 21 12 9 10 14 31 25 18 10 7 4 17 18 10 15 7 5 167 231 392 289 .... 14 21 | | 19 55 25 40 206 359 22 72 22 72 206 359 6 20 5 4 5 0 12 0 44 97 52. , 107 16 0 16 0 0 0 0 0 17 35 0 0 0 0 16 32 I 6 0 ! 105 0 ■ 40 0 12 0 13 0 9 1 106 i o 96 i 0 16 0 i6 0 0 0 0 0 0 0 0 0 7 0 0 0 4 6 100 110 20 ; 40 5 3 20 40 20 40 0 1 1 1 24 20 23 60 23 60 7 9 20 22 42 61 1 4 8 10 1 1 1 108 112 113 114 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 2086 EDUCATION REPORT. 1903. Table 15. — Secondary and higher schools for negroes — Professional Students Pupils re¬ in pro- ceiving in- fessional ! dustrial courses. I training. Students trained in industrial branches. Name of school. 4 s s o5 . £ | From United States Government. 2088 EDUCATION REPORT, 1902, Tabje 15. — Secondary and higher schools for negroes — Professional 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 63 54 55 66 67 58 69 60 Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. 6 "3 oJ *"3 a d> ph C? O H O 'S d "3 a . 0) ft *3 o Eh £4 S* u 0 gj £ s & a 0 bo a & 3 0 "C pq bi) a> j§ bo a .a * "S 3 Ol S- 43 g 02 £ 0 3 d tu ■P g bo a ’3) 0 ft ft 0 43 OQ . 3 8 03 3 bib a 3 c3 a O) O 43 02 bio a .a "S ft 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 g eorgia — continued . 24 0 24 66 167 233 6 29 10 9 Morris Brown College* . 23 0 23 0 0 0 0 0 0 0 0 0 0 0 0 0 c 14 14 0 525 525 27 0 0 0 c 96 102 65 250 315 65 14 trial Institute. .... 35 0 35 Walker Baptist Institute * . . 0 0 0 ° 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 College. c c c 22 42 64 16 22 2 12 15 trial School. ~ La Grange Baptist Academy Dorchester Academy . 0 0 0 82 81 163 82 6 Ballard Normal School . 0 0 0 75 225 300 75 Central City College . 40 89 129 40 15 1 Beach Institute « . 1 1.... 1 Clark University . 81 389 470 81 Gammon Theological Semi¬ 62 0 62 nary. Allen Normal and Indus¬ 30 120 150 trial School. KENTUCKY. I Eckstein Norton University. 1 0 1 10 47 57 3 3 10 State Normal School* . 0 o 0 St. Augustine’s School for 0 o 0 22 20 42 Colored Children. 1 Louisville Christian Bible 19 0 19 0 0 0 School.* State University . i L..I 1 LOUISIANA. Alexandria Academy . Central Louisiana Academy ! 1 Gilbert Academy and Indus¬ 36 31 67 10 6 4 7 trial College. 1 Leland University . 27 o 27 1 33 83 10 50 New Orleans University* _ 38 o 38 1 Straight University . 100 225 325 72 MARYLAND. Baltimore Normal School * . 0 o 0 2 2 4 Morgan College* . 8 (r 8 35 18 53 St. Francis Academy . 0 63 63 Industrial Home for Col¬ 0 o: 0 o 120 120 ored Girls.* ol ... Princess Anne Academy* .. 0 0 36 34 70 36 4 1 0 6 * Statistics of 1900-1901. a No report. EDUCATION OF THE COLORED RACE, 2089 and industrial training — Equipment and income, 1901-2-* "Continued. Students trained in industrial branches. 1 ll • to j & l ifi CQ | O | O Chief sources of support. Value of benefactions or bequests in 1901- 1902. 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. Amouht received from other sources. Total income for the year 1901-2. 1 1 8 19 20 21 22 23 24 25 26 27 28 29 2,500 §75, 000 I 0 ’ §300 O s 1 — 1 §6, 318 §7,658 Mission Society. | 85 55 52 Benevolent contribu- §35, 000 11,500 1 1,000 0 2,300 1,650 100 4,050 tion. 1 0 0 0 Tuition . 1,800 ! 100,500 ! 4,500 5, 500 10,000 445 116 W. A. B. H. Miss. Soe.. 3, 674 : 300,000 0 3,688 316 23, 933 27, 937 Slater Fund. 102 Amer. Miss. Assn . 200 3, 500 0 1, 788 0 1,636 3,424 70 166 ! ’ rian Church. M. E. Church, South . . 0 0 0 Walker Bapt. Assn.. 0 200 7, 000 0 628 0 2,956 3,584 Amer. Bapt. Home Miss. Soc. i 42 20 Tuition, State and 8,293 614 19,000 §500 800 5,000 6,300 donations. 1,500 300 63 114 477 funds and tuition. I 81, 25 700 13, 000 0 628 0 5, 805 6,433 225 1 Tuition and Amer. 0 40,000 0 2, 700 0 3,630 6,330 | Miss. Assn. 89 60 Miss. Bapt. Conven¬ 600 20,000 3,000 3,000 6,000 1 tion, tuition. 1 318 I 71 Church and contri¬ 300 1,200 350,000 0 3,250 0 7,000 O to o» 0 butions. Freed men’s Aid and 12,000 100, 000 12,000 419 12, 412 So. Ed. Soc., M. E. Church. 154 6 Amer. Miss. Assn. . 300 696 2,425 3, 121 Cong. Church. ' 47 1 12 Contributions . 0 500 20, 000 0 900 687 1,587 State and United 962 38,000 3,000 175! 3, 600 6 775 States. I 42 Church . Christian Woman’s 800 5,000 0 0 3,000 3,000 Board of Missions. 45,000 Tuition, Freedmen’s 238 50 31 319 Aid. 8th Dist. Bapt. Assn . . 150 5,000 700 300 1,000 26 Freedmen’s Aid and 2,500 75,000 484 2,000 2,’ 484 So. Ed. Soc., M. E. Church. 23 Endowment . 2,000 150,000 Freedmen’s Aid Soc., 30,000 5,000 126,000 3,000 400 4, 100 7, 500 M. E. Church. '225 28 Northern Cong. Ch... 1,500 2,500 75,000 0 4,110 50 6, 840 11,000 4 State o 2, 000 20, 000 2,000 0 250 0 2 250 53 M. E. Ch. and tuition.' 4, 000 30^500 1,200 1,000 6,000 8’ 200 63 12 120 City and State . 34 34 Maryland Agri. Col. . . 0 . o! 20,000 0 427 5,000 0 5,427 ED 1902 — YOL II - 58 28 29 30 31 32 33 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 59 60 2090 EDUCATION REPORT, 1902, Table 1& — Secondary and higher schools for negroes — Professional 61 62 63 64 65 66 67 68 69 70 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. Name of school. 6 "3 6 a o 3 3 'S 0 Eh c3 O EH 33 -g O i" 0 5 Eh a 0) 0, Fh a 0 fci .0 s 3 _o W fci) 0 rS bi) g '3 V p Vi ^ 0 $ H bh a 'Si 0 pH GO . .3 0 -C £ V fci M I 0 O rJl bi> 1 2 3 1 5 O 7 8 » IO 11 12 13 14 15 i<> 17 MISSISSIPPI. Mount Hermon Female Seminary. o 95 95 14 0 14 23 33 56 25 16 4 | 8 ! 3 Mississippi State Normal School, 0 121 121 0 32 32 25 150 175 15 12 Jackson College . 12 0 12 0 81 81 [ r 40 50 90 I Natchez College * .* . 0 0 0 0 0 0 10 11 72 159 231 21 72 1 28 0 222 222 Alcorn Agricultural and 0 0 0 203 2 205 87 39 85 l Mechanical College.* MISSOURI. Lincoln Institute . 73 66 139 30 37 29 7 3 George R. Smith College _ NEW JERSEY. 0 0 0 48 30 78 48 Manual Training and In¬ dustrial School. 0 0 0 23 71 94 6 23 | NORTH CAROLINA. Washburn Seminary . 47 75 122 ...... 47 Biddle University . Clinton Normal and Indus¬ 12 0 12 92 0 1 92 19 17 | 12 G 0 0 20 0 20 "20 5 trial School.* Scotia Seminary . 0 283 283 Elizabeth City State Normal School.* State Colored Normal School* 0 0 0 37 93 130 0 0 0 1 1 30 63 93 Albion Academy, StateNor- mal School.* Franklinton Christian Col¬ 0 0 0 . 120 97 217 120 60 3 6 0 6 12 28 40 1 lege. ! State Colored Normal Schools .... j Bennett College . ® 0 70 70 The Agricultural and Me¬ chanical College for the Colored Race. High Point Normal and In¬ 91 0 91 50 40 3 5 18 8 I dustrial School. « Lincoln Academy a . Liberty Normal School* _ Whitin Normal School ^ .... 0 0 0 0 0 0 0 0 J I 0 0 0 0 °i 0 0 Barrett Collegiate and In¬ dustrial Institute. Plymouth State Normal School. St. Augustine’s School . . .. 1 25 26 25 30 55 26 12 14 18 55 21 171 192 0 9 9 50 70 120 24 14 3 1 | Shaw University . 148 6 148 90 100 190 90 20 10 1 Livingstone College * . 1 | * Statistics of 1900-1901. «No report. EDUCATION OF THE COLORED RACE, 2091 and industrial training — Equipment and income , 1901-2 — Continued. Students trained in industrial branches. Chief sources of support. Value of benefactions or bequests in 1901- 1902. 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 received from other sources. Total income for the year 1901-2. Sewing. Cooking. a o 1 f-4 o ■a O 1 19 20 21 23 23 24 25 26 27 28 29 50 50 400 $25,000 $500 $300 $1,200 $2, 000 donations. 22 612 121 State . 1,400 ! 12, 000 ' $2,250 2,250 115 150 5,000 130, 000 13, 000 5,000 18,000 Aid Society. 1 81 900 4, 858 5, 758 . . Miss. Society. | 90 American Missionary 300 4,000 0 600 2,000 2,600 Assn, tuition. 1 15,000 3,000 3, 000 tion. | 15Q 102 99 Amer. Miss. Assn . 4,000 100,000 2, 500 10,000 12, 500 .»•> 700 45, 000 6, 767 6, 767 rian Church. 79 State and United 2,500 136,000 26, 226 12, 592 800 39, 618 I States. 66 [ 52 State and United 300 100,000 24, 000 3, 000 27,000 j States. 30 10 Freedmen’s Aid and 0 3, 500 70,000 0 1, 900 0 ~ 0 1,900 i So. Ed. Soc. of the M. E. Church. 44 19 2 , State . G 400 2,000 6,000 333 0 0 6, 333 i 75: 47 50 6,250 52 12,800 200, 000 . 4, 000 250 3 750 8 000 12, Subscription and $200 600 180 50 125 ’355 ! county. 283' 283 Tuition and northern 2, 200 65,000 0 600 1,300 1,900 Presb. Church. 130 State . 2,000 2,000 350 2 350 93 . do . 130 2, 500 2, 000 200 2 200 97 i 86 State and donations.. 1,500 15, 000 2, 100 8, 000 io’ 100 25 1 25 Endowment and tui¬ | tion. 701 17 Freedmen’s Aid and 3,000 30,000 0 Southern Ed. Soc. 91 State and United 875 63,299 ; 7,500 286 11,559 19, 345 States. 0 6 0 Tuition, State . 550 2,500 150 2,050 2, 200 2*> 20 Donations . 300 6,000 200 300 500 1 192 State . 21 1,800 1,857 1 857 70 70 Tuition and endowt.. 6, 600 2,856 1 74l' 4 597 100, '*30 Am. Bapt. Home Miss. 12, 726 1,500 92, 000 4* 683 ’280, 1,074 6) 037 Soc., tuition, cont. 5, 674 12, 000 125, 150 1,600 3, 350 6, 000 ! 1,350 12, 300 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 7.7 78 79 80 81 82 83 84 85 86 87 88 89 2092 EDUCATION REPORT, 1902, / Table 15. — Secondary and higher schools for negroes — Professional Name of school. Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial training. Students trained in industrial branches. "3 Female. *3 o H Male. Female. Total. Farm or gar¬ den work. Carpentry. Bricklaying. Plastering. Painting. Tin or sheet- metal work. Forging. Machine-shop work. Shoemaking. Printing. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 NORTH CAROLINA — COnt’d. State Colored Normal School^ 90 Bertie Academy * . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 91 The Slater Industrial and State Normal School.* 92 Waters Normal Institute. . . . 0 41 41 OHIO. 93 Wilberforce University * . . . . 21 o 21 OKLAHOMA. 94 83 128 211 25 13 25 Normal University. PENNSYLVANIA. 95 Lincoln University * 51 o 51 96 Institute for Colored Youth. 18 171 189 18 12 12 SOUTH CAROLINA. 97 Francis Daniel Pastorius 8 16 24 6 2 School* 98 Schofield Normal and In¬ 34 115 149 10 9 4 dustrial School. Harbison Institute a . Browning Home School a. . 99 Avery Normal Institute .... 0 o o 16 72 88 100 Wallingford Academy . 101 Brainerd Institute* . 50 139 189 35 22 4 4 102 Allen University . 6 0 6 6 103 Benedict College _ 47 5 52 188 255 443 20 6 6 20 104 Penn Normal, Industrial, 0 30 30 50 30 80 50 50 3 and Agricultural School. 105 Brewer Normal School 0 0 0 0 161 161 106 Lancaster Normal and In¬ 24 42 66 18 9 3 dustrial Institute. 107 Claflin University . 266 248 514 12 22 74 9 9 108 Colored Normal, Industrial, 360 264 624 150 63 78 80 30 Agricultural, and Me¬ chanical College. TENNESSEE. 109 1 Wavman Academy . 110 1 Lane College* . 44 o 44 6 0 • 6 6 111 Warner Institute . . o o 0 0 26 32 6 112 Knoxville College _ 3 o 3 82 86 168 14 40 i | 28 113 Le Moyne Normal Institute. o o o 170 275 445 25 1 ... 22 114 Morristown Normal Col¬ 0 o o ' 15 113 128 g 12 lege.* 115 Fisk University 6 o 6 ' 76 92 168 116 Roger Williams University. . 5 o 5 i 7 62 69 1 rr 117 1 Walden University * . 306 0 306 1 1 * Statistics of 1900-1901. a No report. EDUCATION OF THE COLORED RACE, 2093 and industrial training — Equipment and income , 1901-2 — Continued. Students trained in industrial branches. Chief sources of support. Value of benefactions or bequests in 1901- 1902. 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 received from other sources. Total income for the year 1901-2. OQ 2 K o £ is 19 20 21 22 23 24 25 26 27 28 29 | - 0 0 0 Baptist Church . 6 50 $i, 500 0 $150 0 $565 $715] 25,000 §2, 857 219 5,891 8, 967J 1 contributions. 41 600 12,000 185 3,165 3,350 Soc. of New York. 6,000 155,000 35,000 '3,000: §1,800 3,000 42,800 128 20 700 33,994 21,000 2, 719 23, 719 Fund.' Endowment . 16,500 271,000 0 1,156 21,386 1 12,090 34,632 78 171 68 4,000 ! 12 4 Tuition, contribu¬ $400 500 600 600 tions. 115 25 66 . do . 2,000 30,000 200 190 1 5, 751 6,141 1 58 58 I Tuition and Amer. i . 650 18,500 - 0 2,700 0 5,900 Miss. Assn. I 1 | 3,200 Tuition and Miss. Bd. 2,500 162 62 224 139 431 42 Presbyterian Church . 250 10,000 I A. M. E. Church 30,000 6 1,089 0 0 1, 089 255 *40 *136 Tuition, Amer. Bapt. 1 3,386 25, 200 1,780 6,250 550 8, 580 ! Home Miss. Soc. 30 30 50 Contributions . 100 300 7,000 ° 270 0 3,300 3,570 161 i I Benevolent contribu¬ 350 12,000 i 895 895 tions. i " 42 6 j 36 Church and State .... 400 8,000 600 200 600 1,400 109 25 ! 226 Freedmen’s Aid, S. E. 10,000 6,000 150,000 1 4,000 10,000 j 14,000 | Soc., Slater Fund. 200 73 State . 750 94,250 21,000 5,754 26,-754 Tuition . 76 1 1,500 300 300 Tuition, church 6 1,500 35,000 45 1 438 o q 000 1 7 483 26 26 Amer. Miss. Assn ..... 24 6*000 320 12 0 *480 *812 67 40 Presb. Church, State . . . 6 2,000 110,000 4,000 450 0 10, 000 14,450 175 25 i'ios Tuition, benevolence. 0 2,700 45,000 50 4,500 4,000 8, 550 113 69 M. E. Church and 1,500 75,000 ' 1, 363 5, 646 I 7,009 j * friends. j j 1 . 58 no Amer. Miss. Assn, and | 7,274 400,000 0 4,500 1,754 17,446 23,700 tuition. ; 62 J Amer. Baptist Home 0 4,000 150,000 0 1,288 0 8,121 9, 409 ! Miss. Soc., tuition. 1 i 1 1 5,000 158,000 1 312 8,260 18,928 27.5001 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 2094 EDUCATION REPORT, 1902. Table 15. — Secondary and higher schools for negroes — Professional 113 119 120 121 122 124 125 126 12 128 129 130 131 132 133 134 135 Students in pro¬ fessional courses. Pupils re¬ ceiving in¬ dustrial i training. Students trained in industrial branches. Name of school. S J2 Total. 6 | Female. | Total. 9-i || ti) . 1 Ig to 1 *§ I .5 I 0D £ A4 rf ■ ~ -t 3: 1 =P ! i1 III! 5 1 § | E 1 O 3 4 5 6 7 8 9 10 11 13 13 14 15 16 17 TEXAS. Tillotson College . Heame Academy, Normal and Industrial Institute.a 35 0 35 1S3 ! 145 328 1S3 I _ 6: 30 9 . | 30 l Wilev Universitv . 26 172 19S 2 ! 18 o . j 14 Prairie View State Normal 0 0 0 148 162 310 74 48 ! 4, 18 : 74 _ ' _ and Industrial College. Paul Quinn College . 62 92: 151 62 10 . 17 VIRGINIA. - I 1 ( 1 William McKinley Normal and Industrial School. ! Ingleside Seminarva . 0 ° 20 20* 40 ! 7 Gloucester Agricultural and Industrial School. Temperance . Industrial, and Collegiate institute. Hampton Normal and Agri¬ cultural Institute. Spiller Academy « . 0 0 , 52 78 130 130 11 23 [J 44 38 341 72 | 16 j 25 ! „ .. J 9 20 . n 559 gj ■ _ O o - 1 i ! 559 38 j [ 12 .... .... 28 9.... 7 St. Paul Normal and Indus¬ trial School, a Virginia Theological Semi- 1 nary and College, a Manassas Industrial School. ! 19 i 55 74 n j 18 15; Norfolk Mission College _ Virginia Normal and Indus¬ trial Institute. Sisbop Payne Divinity ! School. Hartshorn Memorial Col- > o i 0 0 o 35 0 I 375 410 ■204 204 . 38 ! 12 12 1 1 0 100 100 j | ! lege. Virginia Union College 42 0 42 J 133 0 133 84 , 133 ^ 133 133! St. Paul’s Universalist Mis¬ 0 ! o ; 0 0 100 100 sion School. WEST VIRGINIA. Storer College . The West Virginia Colored Institute. 1 1 1 1 also report. EDUCATION OF THE COLORED RACE, 2095 and industrial training — Equipment and income , 1901-2 — Continued. Students trained in industrial branches. Chief sources of support. w : §! O ,r“l § CO ,o g © & c4 j Volumes in library. •Q_ S-. "1 0 0 X! S-> fc. 0 I < Total income for the year 1901-2. Sewing. fab DC o IS 19 20 21 23 24 1 25 26 27 : 28 29 > ^ooo1 $40, 000 $550 $7,000 $7, 5501 tuition. 145 19 Amer. Baptist Home 4,000; 150,000 $1,500 1.500 Mission Society. ! 7n Freedmen’s Aid, S. E. 4,800 30,000 5,000 3,000 8,000 Soc.M.E. Church. 124 62 State, United States . . 700 100,000 18, 000 18, 000 ! 92 .... I'm Tuition and church . . . i $4,000 50,000 0 5, 568 4,675 10, 243 40 10 Subscriptions . 5,000 0 0 0 1, 572 | j 1,572 I | 65 65 Amer. Miss. Assn . 40, 000 0 480 0 5, 875 6, 355 29 41 Contributions . 3,416 4, 997 0 612 $710 1,216 2 538* 520 520 89 U. S., endowment, and 125, 420 11,000 1290,500 8,333 497 60,679 116, 372 185, 881 contributions. 55 ! 52 | 74 { Donations . 300 15,000 0 2,025 4, 000 6 025 287 ; 86 Church and tuition . . . . 600 70,000 0 l’ 750 0 7’ 720 9^470 cm 204 State . 2, 500 157’ 000 15. 000 l’ 122 0 2 698 ! Endowment, contri¬ 2,500 1,000 20,000 0 0 400 IO, oJLU 8, 000 | butions. l , O'Av 100 100 ! Missionary societies . . 50,000 1,031 4,874 5 905 I ! 133 ! Amer. Baptist Home | 6,000 300,000 1,909 4,000 21, 947 ! 27, S56 i | Mission Society. 100 Universalist General 300 1,500 75 50 500 625 Convention. 1 Endowment . 5,200 50 000 1 000 0 AAA Q AAA 1 lj 560 104^200 12,’ 000 iv/U 125 O. vJUU 2S9 O, WU 9,050 7, 400 21,464 118 119 120 121 122 128 124 125 126 127 128 129 130 181 182 133 134 135 CHAPTER XLIY. STATISTICS OF REFORM SCHOOLS. There were 92 reform schools in the United States reporting to this Office for the year 1901-2. In these schools 624 teachers were employed in the instruction of 29,612 pupils. Of those under instruction 18,469 were learning useful trades. The reformatories had 35,247 inmates, 28,981 males and 6,266 females. During the year 13,602 youths were committed and 11,944 discharged. Of the number in the insti¬ tutions 29,007 were white and 4,589 colored, 1,651 not reported as to race. There were 12,827 inmates, children of native parents and 9,992 of foreign-born parents, the remainder not reported as to parentage. There were 2,219 inmates who could neither read nor write and 3,232 who could only read when admitted. The number of assistants caring for inmates, not including those wholly engaged as teachers, was 2,057. The grounds and buildings belonging to the institutions had an aggregate valuation of $20,647,337. During the year the sum of $3,441,390 was expended for support of reformatories and $774,963 for buildings and improve¬ ments. The items mentioned above are given for each State in Tables 1 and 2. Of the 92 schools 34 were in the North Atlantic Division. These schools had 275 teachers and 13,044 pupils, 9,528 of the latter receiving industrial training. The number of inmates reported was 15,846, of which number 13,846 were males and 2,000 females. The value of grounds and buildings was $9,780,312, on which the expenditure for the year amounted to $386,508. For the support ofjdie 34 schools the sum of $1,527,178 was expended. The South Atlantic Division had 15 reform schools with 72 teachers, 2,594 pupils in school departments and 1,140 in industrial training. Of the 2,927 inmates there were 2,508 males and 419 females. The value of grounds and buildings was $1,670,801, on which was expended for the year the sum of $30,344. The amount expended for the support of the 15 schools wras only $174,717. The South Central Division reported only 6 schools with 30 teachers, 970 pupils in school and 129 receiving industrial training. The number of inmates was 1,811, of whom 1,297 were males and 514 females. Buildings and grounds were valued at $210,000, on which the sum of $3,150 was expended during the year. The 7 schools expended $63,015 in running expenses. In the North Central Division there were 30 reform schools with 224 teachers and 11,738 pupils, 6,894 in industrial training. The total number of inmates was 13,229, of whom 10,072 were males and 3,157 females. Buildings and grounds were valued at $8,009,451. The sum of $308,469 was expended during the year for buildings and improvements and $1,426,328 for running expenses. The Western Division reported 7 schools with 23 instructors and 1,266 pupils, 778 in industrial training. The total number of inmates was 1,434, of whom 1,258 were males and 176 females. Grounds and buildings wrere valued at $976,773. Improve¬ ments were made at a cost of $46,492. The sum of $250,152 was necessary to the support of the 7 schools. 2097 2098 EDUCATION "REPORT, 1902. Table 1. — Summary of statistics of reform schools , 1901-2. State or Territory. Number of schools. Number ot teachers. Number of pu¬ pils. Number taught trades. Inmates. Value of grounds and buildings. Expenditures. Male. Female. Total. Buildings and im¬ prove- ments. For support. 1 3 4 5 G 7 8 9 10 11 United States . 92 624 29, 612 18, 469 28, 981 6, 266 35, 247 $20, 647, 337 $774, 963 $3,441,390 North Atlantic Division .... 34 275 13, 044 9,528 13, 846 2, 000 15, 846 9,780,312 386, 508 1, 527, 178 South Atlantic Division .... 15 72 2,594 1,140 2,508 419 2, 927 1, 670, 801 30, 344 174, 717 South Central Division . 6 30 970 129 3,297 514 1,811 210, 000 3,150 63, 015 North Central Division . 30 224 11, 738 6,894 10, 072 3, 157 13,229 8, 009,451 308, 469 1, 426, 328 Western Division . 7 23 1,266 778 1,258 176 1,434 976,773 46,492 250, 152 North Atlantic Division: 2 6 271 70 201 149 350 215, 000 1 3 154 154 126 28 154 100, 000 6,000 1 3 30 130 30 160 24, 272 Massachusetts . . 11 55 1,831 915 1, 567 264 1,831 911, 322 112, 958 246, 963 Rhode Island . 2 7 439 182 363 76 439 223, 700 396 60, 699 Connecticut . 2 17 754 318 409 345 754 420, 000 4, 852 113, 117 New York . 8 136 5, 740 6,166 7,697 606 8, 303 4, 979, 458 141, 981 588, 976 New Jersey . 3 13 888 479 743 145 888 524, 974 118, 238 143, 992 Pennsylvania . 4 35 2, 967 1,214 2,610 357 2, 967 2, 381, 586 8,083 367,431 South Atlantic Division: Delaware . 3 14 163 100 145 18 163 147, 000 5,379 26, 556 Maryland . 7 34 1, 682 521 1,484 258 1,742 1, 025, 000 11, 080 92, 106 District of Columbia. . . . 2 16 239 239 409 67 476 350, 000 16,452 Virginia, _ 1 3 230 230 230 23, 801 485 13, 603 West Virginia . 2 5 280 280 240 76 316 125, 000 13, 400 26, 000 North Carolina . . South Carolina, _ Georgia . Florida . South Central Division: Kentucky . 1 10 215 0 0 256 256 11,520 Tennessee . 2 17 94 94 636 258 894 125, 000 650 6,000 Alabama 1 80 15 80 80 Mississippi . Louisiana .... 1 1 518 20 518 0 518 35, 000 6,890 Texas . 1 2 63 63 0 63 50, 000 2,500 38,605 A rka.n sa.s Oklahoma _ Indian Territorv North Central Division: Ohio . 4 38 2,343 694 2, 185 518 2,703 2, 483, 655 66,787 313,683 Indiana . 2 8 1, 115 498 945 170 1,115 269, 000 5, 965 99, 493 Illinois . 6 33 3,057 2,239 3,127 790 3, 917 1,691,085 73, 335 328, 803 Michigan . 4 56 1, 511 658 780 714 1,494 837, 474 94,475 163, 566 Wisconsin . 2 20 724 724 454 270 724 494, 139 3,369 80, 961 Minnesota . 2 18 570 578 605 72 677 652, 514 26, 570 122, 100 Iowa . 2 17 795 725 598 197 795 333, 684 503 74,414 Missouri . 3 17 900 202 864 269 1, 133 744, 000 35, 465 116, 429 North Dakota _ South Dakota Nebraska . 3 12 253 235 157 96 253 213, 400 2,000 60, 148 Kansas . 2 5 470 341 357 61 418 290, 500 66, 731 Western Division: Montana _ 1 2 96 9 84 12 96 50,000 Wyoming . Colorado . 2 6 397 282 312 85 397 152, 000 29,000 97, 300 New Mexico . . Arizona . Utah . Nevada . . Idaho Washington . 1 3 185 138 150 35 185 48,285 2,500 22,500 Oregon . 1 2 181 54 181 0 181 150,000 California . 2 10 407 295 531 44 575 576, 488 14, 992 130,352 REFORM SCHOOLS, 2099 Table 2. — Summary of statistics of reform schools, 1901-2. State or Territory. Inmates com¬ mitted and discharged during year. Race. Nativity. Illiteracy. Number of assistants car¬ ing for inmates. Committed. Discharged. White. Colored. Native parents. Foreign - born parents. Could only read. Could neither read nor write. 1 2 3 4 5 6 7 8 9 io United States . 13, 602 11,944 29, 007 4,589 12, 827 9, 992 3,232 2,219 2, 057 North Atlantic Division .... 6, 730 4,943 13, 519 1,313 4,580 6,059 1,136 1,184 858 South Atlantic Division _ 890 838 1,906 885 2, 160 213 658 261 185 South Central Division . 331 495 1, 285 447 249 101 70 24 125 North Central Division . 5, 164 5, 236 10, 969 1,838 4, 929 3, 309 1,299 736 752 Western Division . 487 432 1,328 106 909 310 69 14 137 North Atlantic Division: 65 82 346 4 8 New Hampshire . 59 55 153 1 49 95 50 5 12 101 25 154 6 75 50 6 19 Massachusetts . . . 781 784 1,188 38 514 517 21 40 135 Rhode Island . ' 302 275 405 34 144 295 32 14 32 196 271 275 70 82 22 0 23 New York . 3, 934 2,355 7, 840 463 2, 113 4, 339 1, 010 777 355 186 71 741 147 109 31 74 Pennsylvania . 1,106 1,025 2, 417 550 1,544 680 23 342 200 South Atlantic Division: Delaware . 38 45 59 104 70 0 70 5 21 Maryland . 457 559 1,256 426 1,415 179 271 98 90 District of Columbia. . . . 196 160 150 326 223 16 122 80 32 Virginia . 83 74 230 0 224 6 195 35 13 West Virginia . 116 211 29 228 12 43 29 North Carolina . . South Carolina . Georgia . Florida . South Central Division: Kentucky . 256 0 164 92 20 Tennessee . 71 46 820 75 85 9 70 24 78 Alabama . 50 4 5 Mississippi . Louisiana . 210 445 186 332 4 Texas . 23 40 18 Arkansas . Oklahoma . Indian Territory . North Central Division: Ohio . 1,129 1, 118 2,330 373 371 442 162 * 79 112 Indiana . 271 450 886 229 - 967 148 379 264 60 Illinois . 1,414 1, 386 3,231 686 1, 429 1, 340 200 114 202 Michigan . 727 746 1,027 42 52 73 55 42 82 Wisconsin . 327 316 719 5 235 307 75 52 52 Minnesota . 289 281 656 31 294 383 29 40 59 Iowa . 120 76 694 101 448 158 35 40 42 Missouri . 553 593 912 221 722 397 356 91 88 North Dakota . South Dakota . I . Nebraska . 110 44 233 19 42 18 8 4 18 Kansas . 224 226 281 131 369 43 10 37 Western Division: Montana . 63 44 92 4 13 Wyoming . Colorado . 133 159 347 50 212 185 4 5 29 New Mexico . Arizona . Utah . Nevada . Idaho . V ashington . 88 103 177 8 136 49 5 7 11 Oregon . 62 35 180 1 51 11 60 2 17 California . 141 91 532 43 510 65 0 0 67 2100 EDUCATION EEPOET, 1902, Table 3. — Statistics of industrial 1 2 3 4 5 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 j 28 29 30 ' 31 ! 32 33 34 35 36 ' 37 o" 39 Post-office. Name. Executive officer. Number of assist¬ ants. Inmates. Sex. 6 1 6 'S ■3 0 I S 6 s 0 'S 0 H 1 g 3 4 5 b 7 8 9 C. D. Griffin _ 2 0 80 80 School. Waterman, Cal . Preston School of Industry. C.B. Riddick, D.D.... 16 11 27 144 144 Whittier State School . Sherman Smith 39 11 40 387 44 431 Golden, Colo . State Industrial School for Walter W. Branson . . . 15 22 312 0 312 Boys. Sarah C. Irish . 2 5 7 0 85 85 Girls. Chas. M. Williams _ 409 0 409 School. 1 Middletown, Conn . Industrial School for Girls . William G. Fairbank . 6 17 23 0 ,345 345 Clavton, Del . St. Joseph’s Industrial Rev.Louis B.Pastorghh 4 7 11 70 0 70 School for Colored Boys. Marshallton, Del . . . . Ferris Industrial School. . . . Wm. J. Wilcox . 6 4 10 75 0 75 Wilmington, Del ... Dela ware Industrial School Emma S. Jackson . 18 18 for Girls. Washington, D. C . . . The Reform School of the Isaac D. Porter . 22 10 32 409 0 409 District of Columbia. . do . Reform School for Girls of Miss Amy J. Rule . 67 67 the District of Columbia. ... Augusta, Ga . Richmond County Reform¬ No report. atory Institute. Chicago, Ill . Erring Woman’s Refuge for Elizabeth Stone . 1 'T 8 203 203 Reform. . do . John Worthy School . John J. Sloan . 8 37 45 969 0 969 Geneya, Ill . State Training School for Ophelia L. Amigh _ 23 23 262 262 Girls. Glen wood, Ill . Illinois Manual Training Oscar L. Dudley . 10 25 35 618 35 653 School Farm. Pontiac, Ill . State Reform School . M. M. Mallary . 80 0 801.540 0 1,540 South Evanston, 111. Illinois Industrial School Louise C. Johnson _ 2 9 ! 11 0 290 290 for Girls. Indianapolis, Ind .. Indiana Industrial School Miss E. E. Rhodes _ 14 1 14 0 170 170 for Girls. | Plainfield, Ind . Indiana Reform School for Eugene E. York. . 28 18 46 945 0 945 Boys. Eldora, Iowa . Industrial School for Boys. . B. J. Miles . 18 12 30 598 0 598 MitchelviUe, Iowa. . Industrial School for Girls. . F. O. Fitzgerald . 12 12 197 197 Beloit, Kans. . State Industrial School for Julia B. Perry . ! 11 11 61 61 Girls. North Topeka, Kans Boys’ Industrial School . H. W. Charles . . . 15 11 26 357 0 357 Louisville, Kv . Industrial School of Reform No report. Newport, Ky . House of the Good Shepherd Mother M. Baptist 3 17 20 256 256 Jackson. New Orleans, La. . . . Bovs’ House of Refuge . Michael J. Mokler _ 4 0 4 518 0 518 Hallowell, Me . Maine Industrial School for 1 Mary E. King . 2 n 8 149 149: Girls. Portland. Me . . State Reform School . Edwin P. Wentworth.' 201 0 201 Arbutus, Md . 1 Baltimore Manual Labor E. Stabler . . . 30 0 30 90 0 SO School for Indigent Boys. I Baltimore City, Md. Female House of Refuge _ Mary Everett . 88 88 Baltimore, Md . House of Refuge . 1 J. M. Hendrix . . 17 4 21 211 0 211 . do _ St. Elizabeth’s Home for Mother Mary Mildred. 15 15 60 60 Colored Children. | Baltimore, Md.tSta. St. Mary’s Industrial School Brother Dominic . 0 0 0 867 0 867 D). for Boys. Cheltenham, Md . . . House of Reformation (for John E. Dorsey . 19 4 23 316 0 316 colored boys). Mel vale, Md . Industrial Home for Col¬ Miss Maude Moore 1 1 110 110 ored Girls. Boston, Mass . House of Reformation . Sumner D. Seavey _ 9 5 14 176 0 176 North Chelmsford, Middlesex County Truant M. A. Warren _ _ _ _ 3 5 8 210 0 210 Mass. School. Goshen, Mass . Hampshire and Franklin August D. Cordtsen. . . 0 1 1 1 0 1 County Truant School. Lancaster, Mass _ State Industrial School for Mrs. F. F. Morse . 1 19 20 0 264 264 1 Girls. REFORM SCHOOLS, 2101 and reform schools for 1901-2. Inmates. Schools. Value of grounds and build¬ ings. Expenditures. Race. Nativ¬ ity. Illit¬ eracy. During year. Number of teachers. Number of pupils. | Hours of daily sessions. Number taught mechan¬ ical trades. Buildings and improve¬ ments. For support. White. Colored. Native parer. ts. L & C A Jo '3 o Could only read. Could neither read nor write. Committed. Discharged. Male. Female. Total. Male. Female. Total. 10 11 13 13 14 15 16 17 18 19 iso 31 22 33 34 35 36 37 38 4 1 80 80 2-4 15 * 135 9 107 37 57 31 3 0 3 144 0 144 3 32 1306, 952 $41,816 397 34 403 28 0 0 84 56 2 5 7 228 35 263 3 263 269, 536 $14, 992 88, 536 280 32 1S4 128 0 4 no 139 3 1 4 312 0 312 3k 197 125, 000 12, 000 82, 000 67 18 28 57 4 1 23 20 0 2 2 0 85 85 5 85 27,000 17, 000 15, 300 144 188 5 7 409 0 409 3i 168 190, COO 4,852 . 71, 716 275 70 32 33 0 52 83 70 10 0 345 345 4 150 230,000 41,401 0 70 70 0 70 0 20 9 ] 10 70 0 70 1 70 80, 000 2, 000 12,000 41 34 28 24 1 1 75 0 75 2f 12 45, 000 3,379 12, 270 18 10 1 3 3 18 18 8 18 22, 000 2, 2861 146 263 157 15 122 50 172 159 70 0 10 172 0 172 ’4 172 350, 000 16,452 4 63 66 1 30 24 1 6 6 67 67 3 67 1 117 86 123 103 1 1 203 203 4 18 65, 000 970 15, 039 916 53 285 684 65 665 655 8 4 12 969 969 6 969 175, 000 1,400 54,480 227 35 ! 86 48 2 2 262 262 3 262 138, 806 j 70, 965 29, 305 600 53 r" 6 6 618 0 618 51 150 276, 000 40, 984 1, 111 429 J 596 50 .... 24 455 580 9 0 715 0 715 4-6 590 961, 279 | 188,995 260 30 200 60 150 25 85 0 3 3 290 290 5 250 75, 000 155 15 170 10 41 8 3 3 1 170 170 4 170 100, 000 1 . 2,965 39, 493 731 214 | 797 148 379 254 230 442 3 2 5 1 945 0 945 4 328 169,000 3,000 ^ 60, 000 523 75 448 158 35 40 120 76 7 7 14 598 0 698 4 528 234,334 45, 000 171 26 ....! g 3 197 197 41 197 99, 350 503 29, 414 50 11 56! 5 61 66 3 3 . 182 182 5 123 115| 500 25’ 731 231 120 313 38 10 163 160 1 1 J 288 0 288 5 218 175,000 41,000 256 0 164 92 1 9 10 215 215 6 0 11,520 186 332 210 445 1 0 1 518 0 518 20 35,000 6,890 146 3 12 22 2 2 70 70 ”3! 70 50’ 000 200 1 53 60 4 4 201 0 201 4—5 165, 000 90 90 20 1 12 30 31 *"i 1 2 90 0 90 6 20 25,000 2, 000 7,000 88 70 18 7 3 18 16 6 6 88 88 4 88 60, 000 11,000 211 ”'6 156 50 45 30 j 69 79 "*5 2 7 211 0 211 3J 100 300, 000 38, 755 4 30 40, 000 867 0 673 m 156 30 238 278 12 0 12 867 0 867 41 173 400,000 9,080 14, 351 0 316 316 .... 43 1 23 66 113 3 1 4 316 0 316 4 0 200, 000 21, 000 no , no 1 36 42 3 3 no no 2-41 no 171 5 *3 139 0 ! o 1001 53! 4 4 8 176 0 176 41 64 63,000 4,000 15, 000 206 4 2 ! 17 90 76 2 4 6 210 o 210 51 90 112, 000 20,982 1 1 1 1 j 0 1 1 1 1 o 1 174 18 69 182 2 ! 3 92 84 0 8 8 264 264 .. 3 264 136, 190 55, 761 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 36 37 38 39 2 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 70 71 72 73 74 75 76 78 79 80 81 82 EDUCATION REPORT, 1902 Table 3. — Statistics of industrial and Post-office. Name. Executive officer. Number of assist¬ ants. Inmates. Sex. 6 i Cl i £-< 1 2 3 4 5 G 7 8 9 Lawrence, Mass .... Essex County Truant H. E. Swan . 3 3 6 | 35 | 0 hi School.* Oakdale, Mass . Worcester County Truant Frank L. Johnson _ 1 4 5 20 0 20 School. Charles A. Johnson. .. 1 2 3 ! 48 o 48 Springfield, Mass . . . Hampden County Truant Erwin G. Ward . 1 4 5 51 0 51 School. James H. Craig . 2 5 63 0 63 mouth Counties Union Truant School. Westboro, Mass . Lvman School for Bovs . Theodore F. Chapin.. 1 21 18 39 533 o 533 West Eoxburv, Parental School, City of D. P. Dame . 13 14 ; 27 430 1 o 430 Mass. Boston. Lucy M. Sickles . ! 0 0 0 55o 550 Girls. Cold water, Mich . . . Michigan State Public John B. Montgomery. 0 ! 10 i 10 86 i 56 142 School. Detroit, Mich. . House of the Good Shep¬ Mother M. of St. Law¬ 0 30 30 0108 108 herd. rence Brady. Lansing, Mich . Industrial School for Boys.. J. E. St. John . 22 1 20 42 694 n 694 Red Wing, Minn . . . State Training School for J. W. Brown . 18 19 I 37 314 V i 71 385 Boys and Girls.* | St. Cloud, Minn _ 1 Minnesota State Reforma- Frank L. Randall _ 22 0 , 22 ; 29i i 292 1 tory. ! Boonville, Mo . 1 State Reform School for Lvman D. Drake . I 90 8 i 28 afin1 n 360 j Boys. | 1 Chillicothe, Mo . State* Industrial Home for Mrs. L.U. De Bolt.... 4 8 i 12 0119 119| Girls. St. Louis, Mo . House of Refuge . William C. Nolte . 31 17 48 504 150 654 Miles City, Mont ... Montana State Reform Clark B. Dickinson... 8 5 13 84 12 96 School. 1 1 Geneva, Nebr . Girls’ Industrial School .... Horace M. Clark _ 2 0 2 o 60 60, Kearney, Nebr . State Industrial School for Dr. J. V. Beghtol . 14 0 14 145 j 0 145 Juvenile Delinquents. Milford, Nebr . ' Nebraska Industrial Home. Miss Margaret Kealy. 2 2 12 36 48 Manchester, N. H .. 1 State Industrial School . T. W. Robinson . ”8 4 12 1 126 28 154 Jamesburg, N. J _ State Home for Boys . John E. Wilder . 29 14 43 ! 550 o 550 Trenton, N. J . State Home for Girls . Mrs. Myrtle B. Eyler. . 0 12 J 12 ! 0 145 145 Verona, N. J . Newark City Home . C. M. Harrison .*. . 16 3 19 , 193 j 0 , 193 Brooklyn, N. Y . Brooklyn Truant School . . . Henry Spurde . 5 6 i 11 ! 214 0 I 214 Canaan Four Cor¬ Berkshire Industrial Farm. W. W. Mayo . 8 4 1 12 , 111 ; 0 111 ners, N. Y. | 1 Elmira, N. Y . New York State Reforma¬ Frank W. Robertson. . 115 0 115 2, 110 0 2, 110 tory. 1 j Hudson, N. Y . House of Refuge for Women. Hortense V. Bruce, 25 25 '206 ; 206 M. D. I I 1 New York, N. Y _ New York Juvenile Asylum . C. D. Hilles . . 22 33 ! 55 1.264 3091.573 . do . Society for the Reformation OmarV Snsrp 56 39 r 747 I91 1 838 of Juvenile Delinquents. 1 747 Westchester, N. Y. .. New York Catholic Pro¬ Rev. Brother Leon- 32 0 32 3, 011 0 3, 011 tectory. 1 tine. Utica, N. Y . St. Vincent Industrial Home Brother Gregory . 10 0 10 1 240 0 240 Cincinnati, Ohio. . . . Cincinnati House of Refuge ; James Allison . . 4 6 1 10 ! 586 206 792' Lancaster, Ohio .... Boys’ Industrial School .... C. B. Adams . 12 i 10 ; 22 11,260 ! 0 1, 280 Mansfield, Ohio . Ohio State Reformatory _ j J. A. Leonard . 56 o 56 339 0 339 Rathbone, Ohio _ Girls’ Industrial Home*. _ 1 A. W. Stiles . 0 24 I 24 0 312! 312 Salem, Oreg _ .... Oregon State Reform School H. E. Bickers . 11 6 ; it I 181! 0 18l! Glen Mills, Pa . House of Refuge . j F. H. Niheeker 19 , 20 39 1, 097! 0, 1, 097 Huntingdon, Pa ... . Pennsylvania Industrial j T.B. Patton . 90 i o , 90, i ’734: 0 734 1 Reformatory. 1 1 Morganza, Pa . ! Pennsylvania Reform I .T A . Quay 37 20 57 770 995 1,002 School. Philadelphia, Pa ... The House of Refuge . 1 M. A. Campbell . 0 14' 14, 0134 134 Howard, R. I . Oaklawn School for Girls .. i James H. Eastman _ 0 4 4 0 76 76 . do . Sockanosset School for do 171 lni 28! 1 H o 363 Boys. 1 i * Statistics of 1900-1901. REFORM SCHOOLS 2103 reform schools for 1901-2 — Continued. Inmates. Schools. Race. Nativ- Illit- During Number of Number of year, j teachers. ; pupils. 10 11 IS 3 14 13 16 IS 19 20 21 Expenditures. i g I 5 s ! 73 i 5 22 i 23 24 ; 26 27 §20, 500 . 150, 000 . 30,000 . 23. OCOj . I 12, 000 §2, 000 228, 370 10, S58 136, 262190, 000 150, 230, 049 23, 969 I i 300, 000 34, 500 0 0 28 62 17! 0 4S 12 422 114 135 670 376 280 290 119 503 I 52! 138! 43 153 435 120| 186! 204' 111 1,956 189 1,399 741 3,000 240 628 1,150 300 252 8. 346; 84 0 11 52 73 55 29 24 19; 171 12’ 123 70 236 0 109 151 377 4 .... 8! 42 4 0 1 49 115 .... 25 109 10! 94 154 1391 17 193 * 174 ... . 97 135 ! 11 300 164 278 110, 93 39| 0 60 ... . 1 51 215 250 122 601 828' 174 613 19 185 21(3 127 140 108 264 193 137 168 . IS 214 1 28 32 352 1 348 157, 159 169 1 114 337 10! 19 273 .... 0 0 95 50 31; . 719 13 382; 350 440 131 400: 19 121 ! 132 28 122 229 13 351; 44 .. 13 2 5 o: i 0! 3 2, 711, 250; 175 1, 521 12 100 342 0 180. 60 11 ! 122 133 389 39 80 36 6 40 36 28 104 259 ‘ J 26 23 214 31 549 79 668 489 1, 587 143 138 369 : 420; 463! 230, 200; 110! 62 381 280| 95 382; 389 63 25 277! 1 27; 248! 20 : 63 190 2 2 30 2, 4.. 201, 211, J 50 0 50 5 0; 0 8 0 0 550| 56 125 0 70 0 0 119 72 12 60 0 36 28 0 145 0 0 0 0 165 63 4| 533 430 550; 6 142 5 155 3 0 430 108 694 380! 360 119 421 96 60 145 48 154 5.50 145 193 214 111 2, no! 2 400 385 119 145 30 154 276 145 58 214 15 307, 425 36, 006 352,514 9,413: | I 300, 000,17, 157 I 375,000; 4,000 150,00024,000 219, OOo! 7,465 50,000 ... 50,000 2,( 125,000 ... §9, 865 40 6, OOo'll 6, 300 42 5, 657, 43 9, 800 44 74,347 45 43,251 46 55, 488 . 47 32, 500 1 48 0 49 75, 578 50 67, 291 3091 1501 6 10! 5 0 Oj 9 2 0 0 13, :l] i j 0; o °i 1 0 6; 240 316 ,260! 339! 0 181 : .... 1, 0 116 01, 0 312 0 0971, 734 j 165 3 573] 5 327 4-5 38,400 100, 000 200,000| 2,848 126. 324:32, 141 198, 650183, 249 50, OOOi 0 40,000125,000 i 1, 096 1, 457, 970,55, 555 171 j 306,488118,300 6711 838 5 3,011 779, 2231,002 0 0 363! 134 76 0 134 182 000, 00012, 000 535,000 31,126 1,500, 000 . 90, 000'. 250,000 5,000 750, 000 35, 386 1, 183, 65514, 121 300,00012,280 150,0001 . 782, 946' . 1,000,000 ' 598,640! 8,083 54,809 35, 000 23,238 58, 191 13,000 37, 700 9,448 6,000 80, 833 23,359 39,800 11,978 15,000 208, 715 61,496 93, 778 178, 009 20, 000 71 60,269 72 126. 778 73 91,916 74 34, 720 75 . . 76 152, 526 77 89, 512! 78 96,212 79 29, 181* 80 6, 045, 81 54, 6-54 82 2104 EDUCATION REPORT, 1902. Table 3. — Statistics of industrial and Post-office. Name. Executive officer. Number of assist¬ ants. Inmates. Sex. •0D?H Female. Total. Male. Female. Total. 1 2 3 4 5 6 7 8 9 1 Plankington, S. Dak Dakota Reform School . No report. 1 83 Jersey, Tenn . Hamilton County Indus- J. C. Kalleen . I 4 4 8 76 18 94! trial School. 84 Nashville, Tenn .... Tennessee Industrial School W. C. Kilmington . 50 20 70 560 240 800 85 Gatesville, Tex . House of Correction and L. J. Tankersley . 18 0 18 63 0 63 Reformatory. Ogden, Utah . Reform School . No report. 86 Vergennes, Yt . Vermont Industrial School. S. A. Andrews . 1 ' 8 11 19 130 30 160 87 School, Va . Laurel Industrial School _ John W. Cringan . j 10 3 13 230 0 230 88 Pruntytown, W. Va. West Virginia Reform O.E. Darnell . 1 20 7 27 240 0 240 School for Boys.* 89 Salem, W. Ya . West Virginia Industrial Miss Elizabeth Clohan 0 2 2 0 76 76 Home for Girls. 90 Chehalis, Wash . Washington State Reform Thos. P. Westendorf . . 4 7 11 150 35 185 School. 91 Waukesha, Wis . Wisconsin Industrial School Chas. O. Merica . ! 23 16 39 454 0 454 for Boys. 92 Milwaukee, Wis .... Wisconsin Industrial School Mrs. Emma F. Bland . i 0 13 13 0 270 270 for Girls. * Statistics of 1900-1901. REFORM SCHOOLS 2105 reform schools for 1901-2 — Continued. Inmates. Schools. Value of grounds and build¬ ings. Expenditures. Race. Nativ¬ ity. Illit¬ eracy. During year. Number of teachers. Number of pupils. | Hours of daily sessions. Number taught mechan¬ ical trades. Buildings and improve¬ ments. O & GO u p White. 1 tli m s g w a Upc S i.§> £ |£ Could only read. Could neither read nor write. Committed. Discharged. Male. Female. Total. Male. Female. Total. 10 11 12 13 14 15 16 17 IS 19 1 20 21 22 23 24 25 26 27 28 7° : 24 85 9 70 J 71 46 1 1 2 1 3 76 18 94 4 | 94 $15, 000 $650 $6,000 82 750 i 51 14 14 | 4s 110, 000 84 23 40 ! 2 0 2 j 63 0; 63 8 50, 000 2,500 38,605 8c 1 154 1 6 75 50 6 101 25 0 3 3 ! 6 30 24, 272 86 230 0 224 6| "i95 35; 83 74 2 1 3 [ 230 0 230 23, 801 485 13, 603 87 211 29 225 12 25 94 .... 4 6 4 240 0 240 3 1 240 100, 000 2,400 20, 000 |8S 1 18 22 i l 1 1 40 40 4 40 25, 000 11, 000 6 000 gc 177 8 136 1 49 6 7 88 103 0 3 3 150 35 185 3 138 48,285 2, 500 1 22, 500 96 454 0 43 229 65 52 272 300 10 3 13 454 0 454 4 454 332, 999 369 50,494 91 265 5 192 78 " | 0 00 1 16 0 1 7 7 0 270 270 6± 270 161, 140 3,000 30, 467 1 92 ED 1902 — YOL H - 59 2106 EDUCATION EEPOET, 1902. Table 4. — Statistics of reform schools — Manual and industrial training — Branches taught. Name of institution. Alabama Boys’ Industrial School, East Lake, Ala. Whittier State School, Whittier. Cal. State Industrial School, Golden, Colo. State Industrial School for Girls, Morrison, Colo. Connecticut School tor Boys, Meri¬ den, Conn. Connecticut Industrial School for Girls, Middletown, Conn. St. Joseph’s Industrial School, Clay¬ ton, Del. The Ferris Industrial School for Boys, Marshallton, Del. Delaware Industrial School for Girls, Wilmington, Del. Reform School for Girls of the Dis¬ trict of Columbia. Reform School of the District of Columbia. Branches of instruction. In industrial training _ Sewing . . Cooking . . Carpentry . Farm cr garden work _ Printing . In industrial training _ Carpentry . Cooking . Dressmaking . Diningroom . Housekeeping . Laundering . Farm or garden work _ Baking . Printing . Engineering . Painting . Tailoring . Shoemaking . . Blacksmithing . . In industrial training _ Free-hand drawing . Mechanical drawing . . Sewing . . Cooking . Sloyd or knife work . Carpentry . . Car ring . Vise work . Machine-shop work . Farm or garden work _ Printing . Painting . Engineering . . Laundering . Baking . Shoemaking. . . In industrial training _ Sewing . Cooking . In industrial training . Sewing . Carpentry . Wood turning . Farm or garden work . Printing . . In industrial training . Sewing . Cooking . In industrial training . Paper cutting and folding. Sewing . Cooking . Carpentry . . Machine-shop work . Farm or garden work _ Printing . Painting . . Baking . . In industrial training _ Sewing . . Cooking . . Carpentry . Wood turning . . Farm or garden work . Painting . In industrial training . Sewing . . Cooking . . In industrial training . . do . . Sewing . . Cooking . . Sloyd or knife work . Carpentry . Farm or garden work . -Number of pupils. rj 72 £•5 - 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 2 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 228 85 263 8 8 •10 G 16 6 6 32 5 37 12 5 17 8 6 14 60 60 7 7 9 9 6 6 5 5 24 24 7 7 8 8 197 197 39 39 39 39 17 17 15 15 70 70 8 8 4 4 6 6 6 6 -25 25 14 14 2 2 8 8 20 20 8 8 18 18 85 85 85 85 85 85 120 120 j 12 J 12 120 120 48 48 24 24 20 20 150 150 . 75 75 i 75 75 70 70 4 4 7 4 4 4 4 2 2 10 . 10 8 . 8 4 4 4 4 75 75 4 . 4 n 7 rj 7 75 75 7 7 18 18 18 18 18 18 67 67 172 172 8 8 5 5 80 80 2 2 40 ! 40 REFORM SCHOOLS, 2107 Table 4.- ■Statislics of reform school# — Manual and industrial training — Branches taught — Con tin ued. % Branches of instruction. Number of instructors. i Numl aer of ; 6 pupils. o 92 92 Sewing . 4 92 92 Cooking . 2 . 92 92 In industrial training . 969 969 . do . 262 262 Sewing . 1 262 262 Cooking . 1 262 262 In industrial training . 150 150 . do . . . 250 250 . do . 590 590 Free-hand drawing . 1 30 30 Sewing . 1 45 45 Cooking . 3 85 35 Carpentry . 3 35 35 5 5 7 Forging . 2 35 35 . Sheet-metal work . 1 6 6 Barbering . 1 15 15 8 50 50 2 15 15 1 35 35 1 16 16 Electrical engineering . 2 20 20 Stone cutting . 2 150 150 Shoe and harness making . 1 15 15 Picture-frame making . 4 65 65 In industrial training . 170 170 Sewing . 2 50 50 Cooking . 2 11 11 In industrial training . 328 328 Sewing . 2 76 76 Cooking . 2 38 18 Sloyd or knife work . 1 70 70 Carpentry . 1 25 25 Wood turning . 1 15 15 Machine-shop work . 1 11 31 Forging . 1 15 15 Vise work . 1 16 16 Shoemaking . 1 40 40 Farm or garden work . 3 101 101 Bricklaying . 1 12 12 Printing . 1 45 45 Painting . 1 8 8 Tailoring . 1 32 . 32 Laundering . 2 24 24 Baking . 1 6 6 Dairying . 1 8 8 In industrial training . 197 197 Sewing . i 2 . 82 32 Cooking . 1 . 60 60 Baking . 1 1 . 20 20 Laundering . 1 32 32 Dormitory work . 40 40 In industrial training . 528 1 528 Sewing . 2 60 ! 60 Cooking . . . . . 8 20 ' 20 Carpentry . . 1 12 32 Wood turning . 1 12 12 Forging . 1 6 6 Farm or garden work . 2 60 60 Painting . 1 6 6 Shcemaking- . 1 30 1 30 Harness making . 1 10 10 Florist . 1 5 5 In industrial training . 123 123 Free-hand drawing . 88 88 Sewing . 100 100 Cooking . 50 50 Laundering . 80 80 Pattern making . 132 132 In industrial training . 218 218 Sewing . 2 10 10 Cooking . 2 20 20 Sloyd or knife work . 1 51 51 Carnentry . 1 4 4 Wood turning . 1 10 10 Name of Institution. Chicago Erring Woman’s Refuge for Reform, Chicago, Ilf. John Worthy School, Chicago, 331... State Training School for Girls . . Illinois Manual Training School Farm, Glenwood, Ill. Illinois Industrial School for Girls, Evanston, Ill. Illinois State Reformatory, Pontiac, Ill. Indiana Industrial School for Girls, Indianapolis, Ind. Indiana Reform School for Bovs, Plainfield, Ind. Industrial School for Girls, Mitch- ellville, Iowa. Iowa Industrial School for Boys, Eldora, Iowa. State Industrial School for Girls, Beloit, Kans. Boys’ Industrial School, Topeka, Kans. 2108 EDUCATION REPORT, 1902, Table 4. — Statistics of reform schools — Manual and industrial training — Branches taught — Continued. . Name of institution. Branches of instruction. Number of instructors. Numl c5 aer of ] a5 'S 6 S £.5 £ o Farm or garden work . J i 15 15 Bricklaying . ! i 97 97 Printing . 1 i 50 50 Painting . j i 28 28 Barbering . 3 47 47 1 28 28 1 14 14 Cabinetmaking . 1 24 24 Clothing cutting . 1 24 24 Electricity . 1 15 15 1 57 57 Hard-wood finishing . 1 15 15 Horseshoeing . i 1 40 40 House painting . 1 28 28 Machine woodworking . 1 24 24 Machinists . i 80 80 Molding . l 65 65 Paint mixing . l 12 12 Plastering . l 22 22 Plumbing . l 61 61 Shoemaking . l 30 30 Sign painting . l 18 18 l 30 30 l 17 17 i 14 14 l 31 31 i 34 34 In industrial training . 200 200 Sewing . .* . 2 141 141 Cooking . 1 109 109 Laundering . 1 97 97 In industrial training . 747 91 838 Free-hand drawing . 1 288 288 Mechanical drawing . 1 80 80 Clav modeling . . 1 216 216 Paper cutting and folding . 1 35 35 Sewing . 2 6 90 96 Cooking . . . 4 19 90 109 Slovd or knife work . 1 216 216 Carpentry . 2 90 90 Wood turning . 1 90 90 Carving . 1 216 216 Tailoring . 2 62 62 Plumbing . 2 80 80 Baking . 1 12 12 Blacksmithing . 1 26 20 Electricity . 1 2 2 Farm or garden work . 3 37 37 Mason work . 1 4 4 Printing . 1 35 35 Painting . 1 16 16 Shoemaking . 1 30 30 Other work . 20 269 22 291 In industrial training . 511 160 671 Paper cutting and folding . 3 96 35 131 Sewing . 6 132 75 207 Cooking . 3 20 20 Carpentry . 1 2 2 Shoemaking . 1 45 45 Bakery . 1 10 . 10 Farm or garden work . 1 8 . 8 Printing . 1 20 . 20 Painting . 1 2 . 2 Laundering . 1 20 . 20 Other domestic work . 1 150 fvO 200 In industrial training . 3,011 3,011 Free-hand drawing . 1 25 . 25 Mechanical drawing . 1 25 . 25 Clay modeling . 1 25 25 Paper cutting and folding . 5 25 25 Sewing . 3 25 25 Carpentry . 1 5 5 Machine-shop work . 1 10 10 Farm or garden work . 1 25 25 Bricklaying . 1 5 5 Printing . 5 150 150 Painting . 2 10 10 2112 EDUCATION REPORT, 1902. Table 4. — Statistics of reform schools — Manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructors. | Num * i ^ ber of 6 a 8 pupils. H 150 150 N. Y. Sewing . 1 25 25 Knitting socks . 1 100 100 Farm or garden Avork . 2 25 25 225 77 302 Cincinnati, Ohio. Sewing . 2 18 18 Cooking . 1 7 7 Sloyd or knife work . 1 45 45 Carpentry . 1 12 12 W ood turning . 1 4 4 Carving . 1 6 6 Tailoring . 1 24 24 Shoemaking . 1 17 17 Bakery . 1 3 3 Engine room . 2 2 2 Farm or garden work . 1 9 9 Bricklaying . 1 4 4 Printing . 1 18 18 Painting .... . 1 4 4 Floriculture . 1 5 5 Machine-shop work . f 1 71 71 Vise work . \ . Forging: . | . 312 312 1 300 300 80 80 Ohio. Mechanical drawing . 1 10 10 Cooking . 8 8 Carpentry . 8 . 8 Forging . . . 4 4 Machine-shop work . 4 4 Farm or garden work . . 20 20 Bricklaying . :::::: 12 12 Printing . 4 4 Bovs’ Industrial School of Ohio, Stonecutting . In industrial training . 10 '1,260 . 10 1,260 Lancaster, Ohio. Sewing . i 60 60 Tailoring . 2 60 ! . 60 Cooking . 4 98 98 Carpentry . 1 16 16 Wood turning . . . 4 4 Bakery . 1 16 16 Tinning . 1 8 8 Brickmaking . 1 40 40 Steam fitting and plumbing . 1 12 12 Electricity . 1 20 20 Pumping station . 1 8 8 Fruit raising . 1 32 32 Stone quarrying . 1 20 20 Street grading and paving . 1 60 60 Floriculture . 1 20 20 Farm or garden work . 3 100 100 Bricklaying . . 1 16 16 Shoemaking 1 60 60 Printing . 1 60 60 Painting .... 1 8 8 Oregon State Reform School, Salem, In industrial ti'aining _ 54 54 dreg. Sewing 18 18 Cooking . 12 12 Carpentry . 6 6 Shoemaking 12 12 Forging .. __ 4 4 Farm or garden work . 2 16 16 House of Refuge, boys’ department, Tn industrial training . . . 346 346 Glen Mills, Pa. Sewing . 1 83 83 Tailoring . . 1 67 67 Carpentry 2 44 44 Cooking and housework . 179 179 Laundering . 2 69 69 Baking . 1 19 19 Shoemaking. 1 40 40 Boiler-house work 4 32 32 Electricity 2 8 8 Blacksmithing . 1 15 15 Farm or garden work . 3 326 326 Bricklaying . i 1 22 22 REFORM SCHOOLS, 2113 Table 4. — Statistics of reform schools — Manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of instructojs. Number of pupils. d £ 6 g o House of Refuge, boys’ department, Printing . 1 61 61 Glen Mills, Pa.— Continued. Painting . 1 25 25 4 4 Pennsylvania Industrial Reforma- In industrial training . ^ 734 734 torv, Huntingdon, Pa. Free-hand drawing . 1 58 ■ 58 1 58 58 1 16 16 4 21 21 Slovd or knife work . 2 58 . : 58 Carpentry . 3 15 15 Wood turning . 1 13 13 Carving . : 1 4 4 Forging . j 1 7 7 Molding (metal) . ! 1 5 5 Machine-shop work . 1 2 12 12 Farm or garden work . | 2 25 25 Bricklaying . 2 40 40 Printing . 1 1 9 9 Painting . 1 4 56 56 Pennsylvania Reform School, Mor- In industrial training . 779 223 1,002 ganza, Pa. Mechanical drawing . 2 132 132 1 | 17 17 Sewing . j 2 44 44 Cooking and kitchen work . 4 51 97 148 Sloyd or knife work . | 1 50 50 Carpentry . 1 9 9 Plumbing . ' 2 7 7 Shoemaking . ' 1 29 29 Forge and iron work . j 1 16 16 Tailoring . ! 1 70 70 Barbering . 1 14 14 Laundering . 2 47 47 Farm or garden work . 157 157 Bricklaying . i 31 31 Printing . i 34 34 Baking . j i 13 13 Domestic work . 10 113 18 131 The House of Refuge, girls’ depart¬ In industrial training . 134 134 ment, Philadelphia, Pa. Sewing . 134 134 Cooking . 134 134 Dressmaking . :::::: 50 50 Homework . 134 134 Laundering . 134 134 Oaklawn School, Howard, R. I . In industrial training . i . 49 49 Sewing . i 49 49 Cooking . i 5 5 Housework . 20 20 Farm or garden work . 1 2 2 Sockanosset School for Bovs, How¬ In industrial training . f 182 182 ard, R. I. Mechanical drawing . 12 12 Sewing . i 22 22 Cooking . 2 12 12 Carpentrv . 1 12 12 Engineering . 1 7 Forging . 1 16 16 Machine-shop work . 1 12 12 Farm or garden work . 1 8 8 Bricklaying . 1 12 12 Printing . 1 H 11 Painting . 1 4 4 Hamilton County Industrial School In industrial training . 76 1 18 94 and Farm, Jersey, Tenn. Sewing . 3 8 18 26 Cooking . 3 6 18 24 Carpentrv . 1 3 3 Shoemaking . 1 6 . 6 Harness making . 1 6 6 Broom making . 1 8 8 Housework . | 18 18 Farm or garden work . g 56 1 56 Painting . -1 8 3 Chair caning . 1 8 8 Nursery work . 2 12 12 Vermont Industrial School, Vergen- In industrial training . 30 30 nes, Vt. Sewing . 1 . 30 30 Cooking . 2 30 30 Printing . I 1 1 2114 EDUCATION REPORT, 1902. Table 4. — Statistics of reform schools — Manual and industrial training — Branches taught — Continued. Name of institution. Branches of instruction. Number of Inst ructors. Male. c B ber of 6 Z pupils. . 1 H 40 40 trial, W. Ya. 40 40 40 40 1 120 18 138 Chehalis, Wash. 1 9 9 1 9 9 Sewing . 1 16 11 27 Carpentry . 1 9 9 Farm or garden work . 1 18 18 Wisconsin Industrial School for In industrial training . 454 454 Boys, Waukesha, Wis. Free-hand drawing . 1 226 226 Mechanical drawing . 1 226 226 Clay modeling . ! 1 116 116 Paper cutting and folding . 1 116 116 Sewing . } 2 6 6 Cooking . ! 1 19 19 Sloyd or knife work . ! 1 116 116 Carpentry . j 1 10 10 Wood turning . 2 87 i 87 Carving . 1 116 116 Tailoring . . 1 34 34 Shoemaking . I 1 15 15 Engineering . i B 7 Pattern making . 1 15 15 Forging . 1 1 75 75 Molding (metal) . . . , 1 15 15 1 83 83 Machine-shop work . . ' 1 83 83 Farm or garden work . 1 4 75 75 Painting 1 10 10 Laundering . 1 1 16 16 Office work . 1 3 . 3 Industrial School for Girls, Mil¬ In industrial training . ' 270 270 waukee, Wis. Sewing . 1 6 270 270 Cooking . j 5 200 200 CHAPTER XLV. 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 1901-2. Schools for the blind. — The total number of schools reporting was 39, with 487 instructors — 163 males and 324 females — including 159 in music and 131 in industrial training. The total number of pupils was 4,315, the number of males being 2,363 and females 1,952. In the kindergartens there were 470 pupils; in vocal music, 2,076; in instrumental music, 2,242; and in industrial training, 2,948. There were 141 gradu¬ ates. The total number of volumes in the libraries was 105, 804. The value of scientific instruments was 899,115, and the value of grounds and buildings $7,118,125. The sum of $77,877 was expended for buildings and improvements and $1,072,512 for support. Schools for the deaf. — There are represented in this report 121 schools for the deaf, with l,3i5 instructors and 11,938 pupils. The 57 State institutions report 1,118 instructors — 379 male and 739 female. There were 440 teachers of articulation, 42 in auricular perception, and 299 in the industrial departments. The total number o pupils reported was 10,624, the number of males being 5,862 and the females 4,762- The number taught by the manual method was 3,122, the number by the purely oral- method 3,803, and the number by the combined system 4,597. There were 776 pupils in the kindergartens, and the schools reported 283 graduates. The libraries of these institutions contained 103,300 volumes; the value of scientific apparatus was $17,860 and of grounds and buildings $12, 795,359. The sum of $467,124 was expended for buildings and improvements and $2,189,677 for salaries and support. The 49 public day schools for the deaf had 122 instructors — 9 males and 113 females — 94 in articulation, 40 in aural development, and 47 in industrial training. Of the 835 pupils, 457 were boys and 378 girls. The number taught by the manual method was 9, by the purely oral method 710, and by the combined S3rstem 116. There were 77 pupils in the kindergartens. As many of these schools are depart¬ ments of regular city systems, the cost of maintenance could not be accurately ascertained. The 15 private institutions for the deaf had 75 teachers — 16 males and 59 females — 54 being teachers of articulation, 14 of aural development, and 26 in industrial train¬ ing. There were 479 pupils — 202 males and 277 females. The number taught by the manual method was 59, by the purely oral method 165, and by the combined system 222. There were 82 pupils in the kindergartens (22 graduates). Schools for the feeble-minded. — There were 20 State schools reporting, with 277 teachers — 61 males and 216 females— 139 being in industrial training. There are 801 assistants caring for inmates. The State schools had 12,079 pupils — 6,433 males and 5,646 females — 983 being in the kindergartens. These institutions had build¬ ings and grounds valued at $7,321,893. The sum of $653,147 was expended for buildings and improvements and $1,657,466 for' support. There were 12 private schools for the feeble-minded, with 62 teachers and 495 pupils— 298 boys and 197 girls. 2115 2116 EDUCATION REPORT, 1902. Table 1. — Summary of statistics of schools for the blind, 1901-2. State or Territory. Number of insti¬ tutions. Male. • 1 Female. instructor' Total. 1 Music. Indus¬ trial. 1 2 3 4 5 6 7 United States . 89 163 324 487 159 131 North Atlantic Division . 5 33 86 119 43 27 South Atlantic Division . 8 37 51 88 32 85 South Central Division . 9 31 62 93 28 27 North Central Division . 11 47 107 154 45 32 Western Division . 6 15 18 33 11 10 North Atlantic Division: 1 Maine . . Massachusetts . 1 40 55 20 10 Rhode Island . New York . 2 10 28 38 10 7 Pennsylvania . 2 8 18 26 13 10 South Atlantic Division: Delaware . Maryland . 2 13 9 22 5 8 District of Columbia . Virginia . 1 4 5 9 2 2 "West Virginia . 1 2 7 9 3 2 North Carolina . 1 12 18 30 9 9 South Carolina . 1 2 4 6 3 2 Georgia . 1 4 7 11 3 3 Florida . 1 1 1 7 9 South Central Division: Kentuckv . 1 3 6 9 2 3 Tennessee . 1 2 15 17 5 5 Alabama . 1 5 6 11 4 3 Mississippi . 1 2 6 8 3 2 Louisiana . 1 3 5 8 2 4 Texas . 2 10 13 23 8 4 Arkansas . 1 6 8 14 3 4 Oklahoma . Indian Territory . 1 6 3 3 1 2 North Central Division: Ohio . 1 9 14 23 9 4 Indiana . 1 3 17 20 4 2 Illinois . 1 8 16 24 5 5 Michigan . 1 4 8 12 3 4 Wisconsin . 1 3 12 15 4 5 Minnesota . 1 4 7 11 4 2 Iowa . 1 5 7 12 4 3 Missouri . 1 3 10 13 3 3 North Dakota South Dakota . 1 1 2 3 2 6 Nebraska . 1 4 5 9 3 2 Kansas . 1 3 9 12 4 2 Western Division: Montana . 1 1 1 2 1 1 W vaming Colorado . 1 4 5 9 3 2 New Mexico . Arizona 1 Utah . 1 4 4 8 2 4 Nevada Idaho Washington . 1 2 3 5 2 2 Oregon . 1 2 2 4 1 1 California . 1 2 3 5 2 SCHOOLS FOR THE DEFECTIVE CLASSES, 2117 Table 2. — Summary of statistics of schools for the blind , 1901-2. Pupils. State or Territory. Male. Fe¬ male. Total. Vocal music. I Instru- ' mental music. I Kinder- i garten. Gradu¬ ates 1901-2. Indus¬ trial depart¬ ment. 1 2 3 4 5 6 7 8 9 United States . 2,363 1, 952 4,315 2, 076 2,242 470 141 2,948 North Atlantic Division . 495 4io 905 306 409 165 42 657 South Atlantic Division . 349 300 649 471 434 47 13 512 South Central Division . 562 484 1,046 654 474 71 18 613 North Central Division . 843 676 1,519 610 841 187 64 1,052 Western Division . 114 82 196 35 84 0 4 114 North Atlantic Division: | i . ^ . . 1 Massachusetts . 128 122 250 27 104 91 2 172 Rhode Island . Connecticut . New York . 198 143 341 174 139 47 6 240 Pennsvlvania . 169 145 314 105 166 27 34 245 South Atlantic Division: Marvland . 70 61 131 100 89 12 6 93 : Virginia . 40 37 77 62 68 0 2 77 West Virginia . 27 25 52 52 40 0 1 43 North Carolina . 115 109 224 156 138 35 2 197 South Carolina . 30 21 51 51 50 2 51 Georgia . 61 43 104 50 50 42 Florida . 6 4 10 0 7 | 0 0 9 South Central Division: Kentuckv . 71 72 143 143 55 80 Tennessee . 92 115 207 175 i 131 0 8 177 Alabama . 51 34 85 85 70 0 0 77 Mississippi . 27 20 47 4 28 2 35 Louisiana . 20 18 38 16 29 16 26 Texas . 194 122 316 59 73 18 4 80 Arkansas . 101 97 198 160 78 29 4 128 Oklahoma . Indian Territorv . 6 6 12 12 10 8 0 10 North Central Division: Ohio . 1 203 134 337 29 208 43 9 209 Indiana . 75 83 158 68 71 9 1 114 Illinois . 150 99 249 112 109 42 / 125 Michigan . 64 65 129 28 66 25 5 104 Wisconsin . 50 44 94 58 21 10 9 30 Minnesota . 52 33 85 55 57 25 8 82 Iowa . 95 71 166 95 106 20 11 153 Missouri . 61 53 114 12 69 22 3 84 North Dakota . j South Dakota . 16 8 24 8 23 0 o 1 0 Nebraska . 81 81 62 44 37 0 2 62 Kansas . | j 1 Western Division: 1 i | Montana . 6 13 13 1 7 Wyoming . 1 Colorado . 1 32 25 57 1 32 1 55 New Mexico . | i Arizona . 1 Utah . . . 7 6 13 5 12 0 6 13 Nevada . 1 Idaho . j . i Washington . 9 9 18 18 10 ) I o i 12 Oregon . 1 17 15 32 12 17 27 California . 42 21 63 . . r 1 2118 EDUCATION REPORT, 1902. Table 3. — Summary of statistics of schools for the blind , 1901-2. State or Territory. Volumes in library. Value of scientific apparatus. Value of grounds and buildings. Expendi¬ tures for grounds and buildings. Expendi¬ tures for salaries and other expenses. 1 2 3 4 5 6 United States . . 105,804 $99, 115 $7, 118, 125 $77, 877 $1, 072, 521 41, 837 12, 456 12, 225 34, 730 4, 556 23.807 19, 850 26, 000 24, 158 5,350 2, 003, 419 961, 500 933, 000 2, 127, 206 1, 093, 000 27, 371 19, 810 1,600 27, 830 1,266 315, 726 190, 116 149, 062 345, 432 72, 185 North Atlantic Division: Maine . • 17,443 568, 092 11,101 128, 662 New York . 11, 753 12, 307 619, 477 4, 465 97, 276 Pennsylvania . South Atlantic Division: 12,641 11,500 815, 850 11, 805 89, 788 3, 106 j 7, 000 426. 500 ' 48, 565 . Virginia . i, 350 500 4,500 1,000 2, 500 5, 000 65,000 150, 000 200, 000 is, 000 42, 500 55, COO "West Virginia . North Carolina . South Carolina . 5,000 10, 000 Georgia . 3,000 4,000 350 1,500 5,000 1,000 3, 000 100, 000 20, 000 125, 000 238, 000 65, 000 50, 000 40, 000 115, 000 300, 000 18, 000 11,051 29, 180 Florida . South Central Division: Kentucky . 4, 810 Tennessee . . . 3.150 1,821 875 779 4. 150 1,300 Alabama . Mississippi . Louisiana . 0 500 18, COO 5, 000 10, 000 71, 937 13, 945 Texas . Arkansas 12,500 3,000 1,100 Oklahoma . . Indian Territory . 150 4,000 1,800 8,450 3,300 4,800 2,440 5,840 1, 200 1,000 72, 118 29, 745 58, 872 30, 700 34, 000 22, 000 27, 084 29,500 North Central Division: Ohio . 500,000 521, 381 267, 925 114, 550 225,000 60, 000 100, 000 100, 000 > Indiana . 2,501 1,000 7, 707 2,497 2, 784 10,000 Illinois . . . Michigan . - . W isconsin . _ . Minnesota . 6, 750 3, 000 500 800 Iowa Missouri North Dakota . South Dakota . Nebraska . Kansas . 200 1,400 1,300 175 1,000 1, 200 500 550 20, 000 100, 000 118,350 100,000 11,500 249 3,100 18, 080 20, 233 Western Division: Montana . Wyoming . Colorado . 650 1,200 225,000 13, 762 New Mexico . Arizona . Utah . Nevada. . 197 1,000 210, 000 866 24,098 Idaho . s . Washington . 220 414 2,900 Oregon . 600 2,000 15, 000 543, 000 400 7, 000 27, 325 California . Table 4. — Statistics of State institutions for the education of the blind, 1001-2. SCHOOLS FOE THE DEFECTIVE CLASSES 2119 18 qjoddns joj; 0> 0* Ill Ills; Ills 1 s s s s a a s? s " as s s' •s»uani9AOid -iui puu sSuipung r1 si ° i i •: i ; g § i ; : ; ; : I ; * j " MM j •sSut -piinq puu spunojg jo atii'BA i 111 iiiil i 11 1 I § i f £ a 1 s g : §S § S •smvxeddv ogpuaps jo anx^A © 111 i l I i § ills : Tg CO of r-T -a«' t-T of -CO t-i ; •iqidwo jad xsoo [unauv * H §§§11:11 i •AJBjqi[ m saranjOA b* ill lilll l ll : § r-T H N j CO 00“ r-T USt-T | quaiu^jt?dap [«u?snpux o £*§ : 1§ 05 3 | 3 S 2S 8 S 6-1061 m saxt?npt?JD *2 O -3* r-( t-iO ' © O ri O •ua^j^gjaputAi 3 ° § : : ° : 3 : °° § : : s •oistiui [t?;u9tnnj;sux H ? : £ - S § S S 82 S S ■oisnui ibooa § § : °°§2g S ;§3 g S ‘inxox = S S S £3 S | | 8 3 §3 § S8 ■eitjcaax 2 ssa S - 3 8 88 ° 58 S 2 ■ai^K O 3 3 3 £ 3 § S ®-SS S §_ s ! 3 I 2 X I C j -itiam;jBdap [T?tj;snpux 1 *> CO^. CM © CO 1C CM CM CO CM CO ^ •oisnrc b» i^COCN CO C- CO TT rl ^ l> OlO lO o o o (NOCtH otto O CO COOO O O l> 03 o rH tH T-H rH C4 7-I06I nx sa^cnpBjf) iO H O • 04 1C CO 04 CO T— 1 04 O • 04 o •ua^iBSiapuxx 2 04 • t-H iC lO . OJ *OOI>iC CO T-H | O 04 04 *04 • 04 04 00 TT •oxsnxxi |B;uaxxmj^sui 2 OOtHtT O 1^ OC O CO L- C4 OC OC iQ 04 O OiCC40tHCOOI^CO O rH rH (N •oxsnxn ibooa 2 12 M « « lo j ' OO S j§ Ol 2 rr o 05 in co (M o tc r- O 04 © 00 !>■ CO O rH iC 04 CO 00 ^ rH rH rH rH rH •aiBK 1 H jl-^COiO '^i^O4C0rHHf<'^r'COO4 03 Executive officer. co Frederick D. Morri¬ son. . do . M. Anagnos . *• Warren C. Hull . James J. Dow . W. S. Sims . S. M. Green . Thos. S. McAloney _ J.T. Morey . Olin H. Burritt . William B. Wait . John E. Ray, A.M.... G.L. Smcad . Name. 0? Maryland School for the Blind. Maryland School for Col¬ ored Blind and Deaf. Perkins Institution and Massachusetts School for the Blind. Michigan School for the Blind.* Minnesota School for the Blind.* Institution for the Blind.. Missouri School for the Blind. Montana School for Deaf and Blind. Nebraska Institute for the Blind. New York State School for the Blind. New York Institution for the Blind. North Carolina Institu¬ tion for the Education of the Deaf, Dumb, and Blind. Ohio Institution for the Education of the Blind. d s - Baltimore, Md . . do . South Boston, Mass. . . Lansing, Mich . Faribault, Minxx . Jackson, Miss . St. Louis, Mo . Boulder, Mont . Nebraska City, Nebr.. Batavia, N. Y . New York, N. Y . Raleigh, N. C . Columbus, Ohio . * Statistics of 1900-1901. Salem, Oreg . I Oregon School foi SCHOOLS FOR THE DEFECTIVE CLASSES, 2121 Ph 3 . >-p hP^ r=S . l| CO Q a CD a a p Bed *-* ◄ G c3 s ).S >s , ©. ,§£b S H a: ,13 2 jP §5 «.Sp Cl S’ 'CS+fGQ'! CO ol s>- bo'P B £► ;> £ B^ O B 0^3 rB a 111 525 <1 g> P b~ 'C d bt>£ Oco > $ >. 5 CO CO coco CO CO CO CO CO ED 1902 - VOL II- •60 2122 EDUCATION KEPOBT, 1902. Table 5. — Summary of statistics of State institutions for the deaf , 1901-2. State or Territory. Number of insti¬ tutions. Instructors. V Male. Female. Total. Articula¬ tion. Auricu¬ lar per¬ ception. Indus¬ trial de¬ part¬ ment. 1 o 3 4 5 G 7 8 United States . 57 379 739 1,118 440 42 299 North Atlantic Division . 19 87 324 411 221 25 110 South Atlantic Division . 10 74 75 149 47 12 45 South Central Division . 9 62 91 153 44 2 37 North Central Division . 12 120 219 339 110 3 78 Western Division . 7 36 30 66 18 0 29 North Atlantic Division: Maine . 1 1 12 13 9 0 5 2 1 25 26 18 3 1 1 9 10 2 Connecticut . 2 5 19 24 13 0 6 New York . 8 48 166 214 99 5 67 New Jersey . 1 5 13 18 8 8 6 Pennsylvania . 4 26 80 106 74 12 21 South Atlantic Division: Maryland . 2 12 12 24 5 2 9 District of Columbia . 1 20 9 29 16 6 3 Virginia . 1 7 10 17 2 6 West Virginia, . 1 12 9 21 2 7 North Carolina . 2 11 19 30 14 0 10 South Carolina. _ 1 6 6 12 3 3 Georgia . 1 3 5 8 4 4 3 Florida . 1 3 5 8 1 0 4 South Central Division: Kentucky . 1 14 19 33 10 1 7 Tennessee _ _ 1 5 10 15 3 3 Alabama . 1 7 8 15 4 o 4 Mississippi . 1 7 '8 " 15 3 1 5 Louisiana . 1 5 7 12 4 0 3 Texas . 2 16 20 36 16 0 9 Arkansas . 1 8 16 24 4 0 6 Oklahoma. 1 0 3 3 Tnrlian Territory North Central Division: Ohio . 1 10 29 39 18 0 9 Indiana 1 13 20 33 12 4 Illinois . . 1 11 44 55 30 0 i 8 Michigan . . 1 13 34 47 2 1 1 9 Wisconsin . 1 11 12 23 14 4 Minnesota . 1 12 15 27 6 0 8 Iowa 1 12 14 26 7 7 Missouri 1 19 19 38 10 North Dakota 1 4 4 8 2 3 South Dakota . 1 2 3 5 1 0 2 Nebraska . 1 / 12 19 6 2 7 Kansas . 1 6 13 19 5 0 7 Western Division: Montana . 1 5 2 y 1 4 Wyoming Colorado . 1 7 10 17 7 0 6 N6W Mexico 1 A ri 7on a Utah . 1 9 6 15 5 0 8 N evada Idaho Washington . 1 3 2 5 1 0 6 Oregon . 1 4 5 9 2 o : 3 California . 1 8 5 13 2 0 | 2 SCHOOLS FOR THE DEFECTIVE CLASSES 2123 Table 6. — Summary of State institutions for the deaf , 1901-2. Pupils. State or Territory. Male. Fe¬ male. Total. Taught by com¬ bined system. Taught by purely oral method Taught hy manual method Kin¬ der¬ garten. Gradu¬ ates in 1901-2. 1 3 4 5 6 7 8 9 United States . 5,862 4,762 | 10,624 4,597 3, 803 3,122 776 283 North Atlantic Division . 1,806 1,535 3,341 1, 046 2,063 343 500 129 South Atlantic Division . , . 774 625 1,399 715 228 512 19 59 South Central Division . 986 791 I 1, 777 1,043 234 500 55 9 North Central Division . 1,998 1,577 3, 575 1,451 1,194 1,661 202 78 Western Division . •298 234 j 532 342 84 106 0 8 North Atlantic Division: Maine . 61 39 100 92 0 8 .9 0 - Massachusetts . 88 85 173 27 1 146 0 0 3 34 30 64 64 13 Connecticut . . 133 81 214 139 j 36 38 7 9 New York . 947 808 1, 755 689 1 970 208 446 53 New Jersey . . . 73 62 135 99 36 0 25 14 Pennsylvania . 470 430 900 0 811 89 0 50 South Atlantic Division: I _ Maryland . 84 62 146 i 63 54 j 29 19 3 * District of Columbia _ 113 55 168 163 37 Virginia . . . . 84 76 160 131 25 2 West Virginia, . , . 89 78 167 23 i-44 6 North Carolina . 194 169 363 94 | 126 237 ■ 0 5 South Carolina _ _ 67 55 122 6 Georgia . . . 115 101 216 216 92 ■ Florida . 28 29 57 48 0 10 0 0 South Central Division: Kentucky. . 203 163 366 225 141 100 0 7 Tennessee . . 133 118 251 60 40 151 Alabama . . . 97 55 152 152 0 Mississippi . . 66 67 133 86 1 57 0 44 Louisiana . . . 69 65 134 0 60 74 Texas . . 263 185 448 448 0 0 0 Arkansas . 127 104 231 10 46 175 11 2 Oklahoma . 28 34 62 62 0 Indian Territorv . . 1 * 1 North Central Division: I ■ Ohio . . . 324 278 602 286 316 70 6 Indiana . 177 146 323 171 104 48 8 Illinois . . . 334 224 558 0 398 160 45 6 Michigan . 229 | 199 428 | 428 0 163 0 16 Wisconsin . . 128 86 214 23 108 83 0 Minnesota . 149 119 I 268 62 206 29 4 Iowa . 152 125 277 1 107 170 14 Missouri . 212 129 341 341 80 261 6 North Dakota . 32 26 58 45 13 0 3 South Dakota . 26 28 54 54 0 0 3 Nebraska . 103 74 177 52 25 100 6 Kansas . 132 143 275 275 73 202 10 6 Western Division: Montana . 15 14 29 | 21 8 1 Wyoming . . Colorado . 69 44 113 6 58 55 6 2 New Mexico . . . i Arizona . . Utah.... . 41 29 70 I 70 0 0 o 1 4 Nevada . Idaho _ _ ! _ Washington . . 42 49 i 91 1 91 9 ! 0 0 1 Oregon . . 37 33 1 70 52 18 0 California . . . 94 | 65 159 108 “I 51 0 1 2124 EDUCATION REPORT, 1902. Table 7. — Summary of statistics of State institutions for the deaf, 1901-2. State or Territory. Volumes in library. Value of scientific apparatus. Value of grounds and buildings. ^Expenditures. For grounds and buildings. For salaries and other expenses. 1 2 S 4 5 6 United States . 103,300 817,860 812, 795, 359 8467,124 82, 189,677 35, 861 13, 573 6,900 41, 726 5, 240 8,680 5,830 1,000 1, 350 1,000 4, 425, 239 1, 738, 000 1,515,000 4, 049, 120 1,068,000 210, 122 62, 486 133, 650 56, 600 4,266 863.241 296', 719 292, 540 612, 795 124, 382 North Atlantic Division: 600 40, 000 2,000 1 15, 500 . i 2,500 175 165, 000 90, 000 308, 000 2, 058, 355 125, 000 1,638,884 52, 945 20, 000 53, 100 462, 409 34,000 225, 287 Rhode Island . 10, 900 15, 815 3,000 178, 407 New York . New Jersev . Pennsylvania . . . South Atlantic Division: 22, 343 2, SCO 7,443 7,750 100 830 Maryland . District of Columbia . Virginia . West Virginia . 4, 173 4, 550 ' 600 500 1,700 1,000 1,000 50 2, 300 1,000 500 780 i 5,000 1 50 290, 000 700, 000 13-5,000 150, 000 266, 000 90,000 87, 000 20,000 150,000 200, 000 125, 000 75, 000 300, 000 415, 000 250, 000 676 | 3,000 20,000 5,000 9,000 20,000 36, 914 73, 905 25,000 42. 500 57.500 22, 461 27, 388 11,051 60,411 36, 800 North Carolina . South Carolina . Georgia . Florida,. 4,810 0 1,500 South Central Division: Kentucky . 1,000 Tennessee . Alabama. . _ . Mississippi . 32, 550 24, 868 95, 985 41, 926 Louisiana . 300 2, 800 Tpxas . . 52, 150 80,000 Arkansas . Oklahoma Indian Territory . ! . North Central Division: Ohio . . . . 3,000 3,364 14, 500 4,012 3,000 2.500 3.500 2, 600 400 350 1.500 3,000 250 650, OCO 493, 458 688, 000 | 511,037 120, 000 271, 625 500, 000 275, 000 50, 000 40, 000 200, 000 250, 000 55,000 10,000 5, 914 7, 999 11,758 0 1,096 100, 000 68, 516 116, 427 83, 422 40, 000 52, 717 Indiana Illinois . 500 500 Michigan . Wisconsin . Minnesota . Tnwa. . . . 350 Missouri . 10, 728 4, 605 79, 062 16, 268 North Dakota . South Dakota . Nebraska . 2, 500 2,000 35, 383 21, 000 Kansas . Western Division: Montana . Wyoming 1 . Colorado 650 250 500 . 1 225, 000 6,000 I . 27,284 New Mexico . Arizona . Utah . 1,340 210, 000 866 24, 098 Nevada . Idaho . Washington . . 1 Oregon . 150 2,600 30, 000 542, 000 3,400 14, 000 59, 000 California . 500 1 . SCHOOLS FOR THE DEFECTIVE CLASSES 2125 Table 8. — Summary of statistics of public and private day schools for the deaf, 1901-2 . PUBLIC DAY SCHOOLS. State. Number of institutions. Instructors. Pupils. Expenditures for support. d S Female. Total. Articulation. Aural development. | Industrial department. Male. Female. Total. Taught by combined system. Taught by purely oral method. Taught by manual method. Kindergarten. Graduates in 1901-2. Number of schools reporting. Amount. , 1 O 3 4 0 6 7 8 9 10 11 12 13 14 15 16 IT 18 Total .... 49 9 113 122 94 40 47 457 378 835 116 710 9 77 14 28 $71, 032 California . 3 1 5 6 2 2 2 25 20 45 0 45 0 14 0 Illinois . 11 2 23 25 23 18 23 119 72 191 55 136 3 3 11, 806 Indiana . 1 1 1 2 1 0 0 7 9 16 16 5 0 Massachusetts . 1 16 16 14 0 2 69 66 135 0 135 0 'l2 1 26, 296 Michigan . 7 "2 16 18 14 11 7 49 50 99 0 99 0 ~21 0 6 5,948 Missouri . 1 1 4 5 1 0 0 28 9 37 35 0 2 0 1 0 Ohio . 5 1 15 16 12 2 1 63 51 114 9 98 19. 0 5 15, 080 Wisconsin . 17 1 33 34 27 7 12 97 101 198 1 197 0 15 1 13 21, 902 PRIVATE INSTITUTIONS. Total .... 15 16 59 75 51 14 i 26 I 202 277 479 222 165 27 k! 22 . California . 1 0 3 3 1 0 1 14 19 33 33 Illinois . 2 0 12 12 10 6 4 22 63 85 31 30 i Iowa . 1 1 0 1 0 0 0 5 10 15 15 . . Louisiana . 1 2 4 6 2 2 5 22 12 34 *23' 2 9 16* Maryland . 2 2 6 8 5 1 29 36 65 30 35 5 . Massachusetts . 2 0 10 10 10 20 32 52 0 52 0 20 3 Michigan . 1 4 3 3 3 12 18 30 30 8 4 Missouri . 2 0 ' 7 5 "o' 4 16 33 49 37 4 3 0 0 New York . 1 3 6 9 9 6 0 15 12 27 0 27 0 Ohio . 1 3 3 3 3 10 6 16 12 4 Wisconsin . 1 "*4* 5 9 3 "o' 5 37 36 73 26 41 0 8 10 Table 9. —-Statistics of State institutions for the deaf, 1901-2. 2126 EDUCATION REPORT, 1902, Expendi¬ tures. ‘tioddns joj ©* • © © H< © « UO • CM O CO © • O ■ 05 O Cl rH • 05 ■ TH oT ^ CC • CO • lO TN lO • l> 11,051 27,388 116, 427 68, 516 21, 000 •sjuamdAoiduit pun sSuxpxma 5i ot • § i i 05 i © . oo • • o • wT • o - ; g hj • © • 00 *05 05 • o • TP* • !>* to' • cT •sSujpjmq pun spunojS jo 9 rip? A o* #125, 000 250,000 542, 000 225,000 300, 000 8,000 700, 000 • O OO 00 o o • O O O lO o o ;© OO Tp oo • cT t> oo co o o • » rH rH rH • rH • CO I> © 00 CO r- lO uO CO lO rH I> CO • HOlO HlO H< 05 rH lO CO rH -rH • rH CO rH rH rH Instructors. 1 quaxupi'Bdap xmipsupui © -p © I> quoxndopaAap peiny 00 b. (£>00000 ■ rrc^o TfO • -o •uoTj'Bpnotpjy tP tP GO tO » COCOrH TpO -iO • rH CO rH *mox © lO-HCOr^OOCO . O -05 00 00 to CO OO tH 00 O0 lO O » to-ioco CO rH CO • i - co 00 l> Tt< • • •sSuipjmq pus spunoiS jo aniBA H O O O O o o o © o o o o s s s“ § Cl © © rH © © © © 00 © o o © CO © © LO cf rH icT ©~ of CO Cl © © © rH •sn}BjBddB ogi^naps jo an;[BA o « • © • © • 1 CO « © • 1 CO • LO • • ^ • •B}idB0 aed ^soa iBmray 2 1 1> © OI> lO • O © © 'Tf 1- O CO CO t"» • rji O 1^ LO rH Cl Cl r4 Cl • Cl CO Cl Cl •AJBjqij ui saumpA QC 1,700 400 3,000 150 600 683 6, 000 160 Pupils. ‘2-1061 ‘sainnpBjf) 3 1 x*< rH CO © • © Cl © CI •uapiBSiapuiAi H © © O O I> . . ° • © •poqpxn {Buubui Aq iqSnBX | H 1 150 87 316 © © © © © lO co •poqqata jbjo Ajaind Aq iqSnnx 1 2 105 1" COCO O 00 CM CO CM rH i — 1 00 r-< CO CD CO 00 rH CM 1 — l ID) •uiaisAs pauiquioa Aq iqSmxx 1 2 1 © Tf< lO CI Cl • © • © 05 ^ • oio j ; •ppx 1 2 © rH CO Cl NOH CO Cl C O © LOO © © © © 00 Cl © rH LO •a^Buia^ I 2 i o © © oo t^colo to co ci COCO Cl COCO© Cl LO LO tH Cl Cl •9IBM 1 2 I © iO Cl rH 00 l> © OO Tt< Cl CO lO CO Cl Cl CO © CO © CO rH » CO CO Instructors. qxiain^jBdap iBijqsnpui 1 55 I © TT* CO © CO O rH Cl CO •juacadopAap jBjny ! 50 © © • © © © © © •uot,jB[nDt;jy i- Cl Cl Cl 00 tH rH 2 11 6 48 9 •ppx 1 CD T— ' © 00 © CO © Cl 00 Cl Cl CO Cl © rH •aiBuiax | »0 LO ^ Tf © COiOxJi 1> © © tH Cl rH ^ rH •apH | H © lO tH © © ^ 00 rH lO Cl rH rH : CQ bo : n^" • $ P w t-> p u- "S s d o W <8 c3 o o o d S bp o a) p . M cc H M & o§.a c3 P C eS p <3 p .2x5 •43 ft °P\ 6S £ £ a* 5 ® ftS'd P oS j C no ft cS d 88* r^'P.Q S £ 2 5 3 s W <$ , t* > O ft JO ^ dS • ■ s-ww S; ft !:3®$.8®Ppg ! *+h a a®“a).2^ ■ o ocefflH^dftft W H d d Q) !>ft o .2 "3 ^ CD ft t-i ci 3 &c Pi ®o8 5 So is o be cc SCHOOLS FOR THE DEFECTIVE CLASSES, 2129 Table 10. — Statistics of public day schools for the deaf, 1901-2. 2130 EDUCATION REPORT, 1902, "2 x X +* •;joddns iox ! c? © © © kC ifl — Z ° ** : •sjuata -OAOidun pun sSuipimg; 1 3> r> •sSurppnq pnB spunoaf? jo anpA " •snjBjBddB ogijuaps jo aniBA "BjtdBD iad ^soo junuuy IS "AJBjqij at saumjoA » . o • . CO • X ~ ’S-I06I Ul S8*BnpBJ£) Ih j O • • o •na^JBSjapuivj H . CO tO •poqpui jbutibui Aq jqStiBX •3 • O ; •poqpui XBjo A 19 and Aq aqSnux oo ai oo oo io o 18 20 O 40 7 7 •UI9J -sAs pauiqinoo Aq jqSnBX rH . .O' . *00 • - l> 'CO .CO . . o • . ; ; J ; ; d • »— i * ; ; rH •mox 0? H oo oioooo to to oo cq o t> oco oco i> i> o ri t— . I— « H rH d d HH ^ rH •9IBUI9J rH O r^OCO TT d CO O 00 CO iC O d ^ d C* •9IBK H d lOOOlO OiCIC OO-O^ »C05 HJtH CO to 00 30 •juauijJBdap iBrijsnpui a o • d t-h 04 ri Cl Cl CO j-H HC4 tO • rH o •^u9radoi9A9p [Biny » ° ^ ^ - - - : ^ - o 'uoipsiuotny *• O • 04 r-t CKNH Cl Cl Cl r-i HH lOrl iH iH r-i. -mox » 04 04 04 r-, 04 04 r-l 04 04 C? r-( T-i 04 U5 i-l t-l 04 •9tBTn9j[ »3 d C1HH Cl CSl i-l Cl d rH r-l rH d lOH rH rH rH •9IBK 1-1 • d *■* Executive officer. co Marv E. Bennett . Charlotte L. Morgan . Jennie B. Holden _ Mary McCowen . . do . . 3 a 1 . do : c o : 0 i % Clara Belle Andrews . Miss Meta C. Wittig . . James E. Gallaher.... 1 "OUTB^J 3? Los Angeles Oral School for the Deaf. Oral Public School for Deaf . San Francisco School for Deaf.. Burr Public Day School for the Deaf.* Darwin Day School for the Deaf.* Froebel Day School for the Deaf.* Hartigan Day School for the Deaf.* Kqzminski Day School for the Deaf* Lyman Trumbull Day School for the Deaf.* Monroe Day School for the Deaf.* Prescott Dav School for the Deaf,* Seward Day School for the Deaf.* Wicker Park Day School for the Deaf.* Yale Day School for the Deaf.*. Dorinda Center School for the Deaf. Rock Island Day School for the Deaf. Streator Day School for the Doaf. Evansville School for the Deaf.. o "8 1 rH X 00 CS O i-4 .-I© O O o © © © rl o o o - : © - .-Hot- 1 o" ;0 - ] O O O O ©“ loco « « ^ oJ oocg . o-FTr-o- © - j© — oo o © iO 001X0 OM — — j - © - © - © - 1 - 0 0 0"';.03 - 0"':'0 - • - © - © - © - © - © - © © - rs — oo o- oot-o — ©1 S' « -TOO -coo © -OO — *b ^ — ei — — iox© ©» :eoo © — o — © — © — «- .oogog ^ © CO CO-si^jt COT- ics of 1900-1901* a Statistics from the Annals. Table 11. — Statistics of 'private schools for the deaf, 1901-2. 2132 EDUCATION REPORT, 1902. •sSuipjmq m pun spunoiS ’ jo anp?A | •snpBi -nddn oyijuaios jo 9np?A O Ci o o o d • O • • v ' rH • • •njidno jad ■jsoo jnnuuy c H o CO o to » . to to . 1 CO tH • 1 •AjBjqq ui saranjoA gc H o o LQ • 2,900 • 875| 50 200 Pupils. 'S-T06I ui sojnnpnjo 5 to O CO "’T* • o o ■u9jjnSj0puix 3 ~c^ op to" ""6 14 8 0 OC •poqjaui tnnumu Aq jqSnnx | iS ! H I ; 10 05 • O O • • CO © o •poqjaiu jmo A[9.md Aq iqfsnnx is i Ol lOCCH • -H o D ^ H CO CO rH | j CO T-H iC Tf< o uOOO^ O CO tO I- to CO CO iO CO T— 1 CO CO CO CO T-i CO CO 1-1 •ajnuiaA ! S j C5 H< 05 OC) OHH 00 CO O CO O) o to lO o t- T-1 Ol Ol O) T-H i—l rH rH i— 1 CO Instructors. •juoiujjndgp jnujsnpui 1® | 010 "* : • CO Cl . ^■3 £ oj gP OO O flo ;fa ! o3 if . g3 Is £3 . 3 5.06^0 * 8 s .2^ m - o+^ 2 pi ^PflaT £J ra 9 9«oo B • g • fa £ ” w M M ^ O * Statistics of 1900-1901. SCHOOLS FOE THE DEFECTIVE CLASSES, 2133 Table 12. — Summary of statistics of public and private schools for the feeble-minded , 1901-2. PUBLIC INSTITUTIONS. State g QQ °| XJ a a Instructors. Pupils. Value of grounds and buildings. Expenditures. Male. Female. Total. Industrial de¬ partment. Assistants car¬ ing for inmates. Male. Female. Total. Kindergarten. Music. Buildings and improvements. GQ U 1 2 3 4 5 6 ! 7 I 8 9 io 11 12 13 14 1 5 Total . 20 i 61 216 1 1 277 139 801 1 6,433 ; 5, 646 12,079 983 2, 515 ! 87,321,893 8653, 147 1 81, 657, 466 Massachusetts .. 1 1 6 9 1 15 6 98 j 484 312 796 156 91 363, 600 7,434 106, 242 New York . 3 1 17 18 22 75 461 859 1,320 120 185 667, 733 34,883 148, 179 New Jersey . 2 ! 10 15 25 17 42 181 232 413 95 301 325, 000 21, 170 76, 83B Pennsylvania . . . 2 5 36 I 41 18 176 1,105 763 1,868 144 217 1, 500, 000 46, 682 322, 721 Kentucky . 1 0 4 4 2 10 89 57 146 0 0 100, 000 30, 000 Ohio _ '. . 1 2 29 31 707 482 1, 189 292 1.019,304 140, 560 170, 405 Indiana . 1! 0 1 17 1 17 6 33 444 468 912 "i.75 455 475, 000 35, 000 104, 000 Illinois . 1 1 15 16 7 49 683 572 1, 255 117 610, 257 106, 662 154, 853 Michigan . 1 I o: 6 6 4 36 261 257 | 518 "35 40 210, 000 33, 756 75, 940 Wisconsin . 1 4 10 14 6 84 263 251 514 36 82 371, 114 158,000 86, 619 Minnesota . 1 2 14' 16 6 47 516 399 915 54 235 508, 896 55, 000 126,491 Iowa : . 1 7 18 25 12 52 602 489 ! 1,091 70 130 356.449 152, 027 Nebraska . 1 2 5 7 4 28 163 135 298 0 30 200; 000 3, 000 45, 000 Kansas . . 1 0 o 3 5 55 120 90 210 26 150, 000 9,000 15, 826 Washington . 1 1 1 i 1 2 1 4 32 26 58 32 40 27, 000 2,000 3, 335 California . 1 20 1 17 i 37 23 12 322 254 576 i 40 300 437, 540 39, 000 PRIVATE INSTITUTIONS. Total . 12 1 12 50 62 27 90 298 197 I 495 ■ 161 154' 8304,000 82,075 89, 940 Connecticut .... 1 4 4 I 14' 129 78 207 - 80 50 125, 000 . Illinois . 1 2 2 1 12 25 14 39 1 8 . 1 16, 000 i, 000 Maryland . 1 2 2 4 4 4 19 6 25 5 6 20,000 . Massachusetts .. 3 5 10 15 8 27 68 23 91 8 19 75, 000 . Michigan . 1 3 4 13 16 29 29 29 . i . New Jersey . 3 1 22 23 7 22 24 39 63 17 39 1 35, 000 . New York . 1 1 3 4 3 5 4 9 4 0 8, 000i 75 3,200 Virginia . 1 0 3 3 0 8 15 17 32 10 11 25,000 1,000 6, 740 Table 13. — Statistics of State institutions for the feeble-minded, 1901*2 < 2134 EDUCATION REPORT, 1902. $ 1 j- 'jjoddns ioj X i f i ill s s ii ii i § s s s a § § e as a s sf 1 1 1 S 831 8 | 3 g’ “S a i & sjaauiaAO.idim £ puv sSaipirna III : i • I g 11 1 5 1 : g £ : ® : *“ § i§ * 3 . ** ■ S l :i s i ii | ^ - N§ •sSmppnq puB spunoiy JO c I I 1 1 1 ! I 1 11 i I a 8 1 § 1 § 1 1 I li ;= 1 3 B 1 1 1 IS S g g g sg •snjBiBddB agpuaps jo emiBA *0 1 1 1 1 1 • 1 1 ii i 1 1 CO ef TM- ^ eor-T of ,-T :::§!! : : : or : 'AJBiqp ui sOTtmyoA r* •1*8 = ■ 1 s 11 1 1 § : CsT r-T ^ •: : S l 1 :s : co* h r-r : •otstiK c? 1 B 1 1 :°S5188SSJ?|3§3a •napreSjopuiAi 2 § : g 6 8 °- J§ S «° 3 8 ° Si? : 3 S SJS ” j §• ' 'isioi 1 1 1 I 1 a I s §1 a 1 1 K S H S3 ■arsmajL 5 3 i f 1 8"* 3 § IS 3 B s t=g S 3 1 *3 •ajBK * H i 1 3 8 li I! ° a ° SI I 1 5 a? •sajuuiut ioj . SutiBosjuBistssy X : g 3 ’•'S i; j 'juaaxjJBd •g I -ap IBuisnpui g > « 6j « S ■# CO -J» W ao • ^'^riCO 1 T**®i s 15. ® *5"-g =0” ^ ^-O- Sot- ® ^ « ’~l gj £® » ' •aiBj* O TK -©> r- ■©> o -o o ;nc* o O o cr** -cq « IN .irr S e o © > SS 1 CO " c ; ’ 1 p a d : p 5 : b a I S 5 a 1 * .£•« 1 1 j 1 1 ! } I j 1 i » S J i f 5 1 1 1 1 1 - 1 y | * i j £* p; q £ o d •£ £ « a d £ ft : J : :a H 1 5 2 if lI 1 « 1 il S 5 * | £* S d = s S:i :e I s * p *4 fi ^ h Name. 0» I ’S C* o % o C ii .2 O rrt’ © ,2 ,2 S sS’O ’O -3 cia!33'C ~ ~ 03.s a S -o § § .2 '2.5 § 8 S ;5oi i i 5 ■iii 1 n ! 1 1 ii i y=i Us. . g s s - 2 | assn ■Sss a 5 3 .Scl t 3® ? ,g«$gs I|a o .1 It'll® gaSs s|'§*s'S3 *91 ,| I j^s|i |H3 iltPU Hil gl-IIlHil Plls 11 lllif iSIlf 1 p iiliJIUlllili! il| Syracuse State Institution for Feeble- Minded Children. Ohio Institution for the Education of Feeble-Minded Youth. Pennsylvania Training School for Fee¬ ble-Minded Children. State Institution for Feeble-Minded of Western Pennsylvania. State School for Defective Youth . Wisconsin Home for Feeble-Minded ... s m ? 1 i i i >\ : : i : ji ' : a ~ ' ; aj ; c • • ; ; £5 ■ o ; ; 2 ’ ' ^ is 2 >,2 ! c n >-s i 's i I >-^2 3 d g w ^ 2 z o* °. j : cl £ 7 | 1 f I | * |1 £ : 5 || IUU 1 I e 1 ■§ 1 i I ti i J s Si ! l -• ii |S 3 S S ^ S',? .3 m ^ ^ 52iM o w £ !>o i-( C< CO lQ CO t" OO OO >-l C-l CO 'I'lS CO t— CC a* o tcs of 1900-1901. Table 14.— Statistics of private schools for the feeble-minded, 1901-2. SCHOOLS FOR THE DEFECTIVE CLASSES. •jioddns jo^ •sjuoinoAOJdrai pus sSiiipprtg •sSuipimq pirn j © I spunoj's jo oiqB^v H •snjxrjTJddB apjjaaps jo omjBA •Aixuqij ut saniujoA ■otsnpj •uapreSjapuiAj •oiBmaj •3IBPI COO Oi O* 00 l" 03 >°oiS®o c 5 ®W.S S * C k*- \jr ® ^3 P S oft ft W (HO®S S^Sft g’sSs ft G O C ft ft 0 =3 ■rtS-P ® g®S| H,QrH5 ® ®Ph © ® C fn tfft G E3 gft ft o Sft ft ft ^ ft co 2 c^ eft's •dfsg CD g © JH G^'g-§ Sift'S ft w ® o !» ^8 N © c3 ft S ft er of p 6 £ r° >upils. Institution for the Improved Instruc- In industrial training . j 80 f0 130 tion of Deaf Mutes, New York. X. Y. Mechanical drawing . ^ . 1 49 | 35 84 Paper cutting and folding. . 3 20 16 36 2 50 50 1 25 25 1 30 30 2 1 30 ! 30 1 30 1 2 ( 2 1 | 4 i 4 101 89 190 struction of the Deaf and Dumb. Mechanical drawing^ . 1 j 2 2 4 1 9 1 9 Cooking . 1 i2 43 55 Carpentry . . . . 2 33 33 2 is 16 1 . 19 19 1 19 19 Printing . 2 29 29 1 2 2 Tailoring . . . i 1 4 . 4 AVestern Xew York Institution for In industrial training . 56 64 120 Deaf Mutes, Rochester, X. Y. Free-hand drawing . . ! 2 92 100 192 Mechanical drawing . 1 2 | 79 86 165 Clav modeling . 92 100 192 Paper cutting and folding . 2 1 22 21 43 Sewing . 2 1 20 93 113 1 35 35 Sloyd or knife work . . 1 20 25 45 Carpentry . . 1 17 17 Carving . : . 1 ! 52 61 113 Farm or garden work . | 1 1 6 6 Printing. . 1 21 21 Painting . ' 1 11 11 Design . 2 77 84 161 North Carolina School for Deaf and In industrial training . 1 63 60 123 Dumb, Morgan ton, N. C. Clav modeling . 2 9 11 20 Sewing . . 1 60 60 Cooking . 1 56 56 Carpentrv . 1 13 13 Wood turning . 1 5 5 Farm or garden work . 1 30 30 Printing . 1 9 9 Shoemaking . . . 1 11 11 North Carolina Institute for Deaf, In industrial training . 30 20 50 Dumb, and Blind, Raleigh, N. C. Paper cutting and folding . 1 11 4 15 Sewing . 1 27 27 Cooking . . . 1 22 22 Carpentrv . 1 10 10 Shoemaking . 1 10 10 Painting . 1 3 3 Deaf and Dumb Asylum of North In industrial training . 16 20 36 Dakota, Devils Lake, N. Dak. Sewing . i 20 20 Carpentry . 1 6 6 Printing . 1 10 10 Ohio Institution for the Deaf and In industrial training . 324 278 602 Dumb, Columbus, Ohio. Free-hand drawing . . 34 324 278 602 Clav modeling . . . 1 6 8 14 Paper cutting and folding . 10 60 60 120 Sewing . 4 16 110 126 Carpentry . ! . 1 30 30 Wood turning . 1 4 4 Carving . 1 12 12 Printing . 1 30 30 Painting . 1 8 8 Baking . 1 5 5 Floriculture . 1 1 1 Electn'citv. . . 1 2 2 Oregon School -for Deaf-Mutes, Sa¬ In industrial training . 28 21 49 lem, Oreg. Sewing . 1 21 21 Carpentry . 1 21 21 Printing . 1 7 Western Pennsylvania Institution In industrial training . 48 50 98 for the Deaf and Dumb, Edge- Sewing . 2 50 50 wood Park, Pa. Carpentry . . 1 23 23 Printing 1 1 13 13 Shoemaking . 1 1 12 12 2140 EDUCATION REPORT, 1902. Table 15. — Branches of manual training taught in schools for the deaf— Continued. Name of institution. Home for the Training of Deaf Chil¬ dren before they are of School Age, Philadelphia, Pa. The Pennsylvania Institution for the Deaf and Dumb, Mount Airy, Pa. Pennsylvania Oral School for the Deaf, Scranton, Pa. The Rhode Island Institution for the Deaf, Providence, R. I. South Carolina Institution for the Deaf, Cedar Spring, S. C. South Dakota School for Deaf-Mutes. Tennessee Deaf and Dumb School, Knoxville, Tenn. Deaf, Dumb and Blind Asylum for Colored Youths, Austin, Tex. Utah State School for the Deaf and Dumb, Ogden, Utah. Virginia School for the, Deaf and Blind, Staunton, Va. State School for Defective Y'outh, Vancouver, Wash. Branches of instruction. In industrial training . .Free-hand drawing . Mechanical drawing . Clay modeling . Sloyd or knife work . Carpentry . Carving . In industrial training . Mechanical drawing . Paper cutting and folding. Sewing . Cooking . Carpentry . Tailoring . . Shoemaking . Printing . Baking . . . : . Bricklaying . Stone laying . Painting . Plastering . General housework . In industrial training . Sewing . Sloyd or knife work . Shoemaking . In industrial training . Number of pupils. .do Free-hand drawing . Sewing . Carpentry . Wood turning . Farm or garden work . Printing . Shoemaking . In industrial training . Sewing . Cooking . Shoemaking . In industrial training . Free-hand drawing . Mechanical drawing . Paper cutting and folding. Sewing . Cooking . Carpentry . Wood turning . Carving . Dressmaking . Embroidering . Printing . Painting . Shoemaking . Blacksmithing . Barbering . Cane seating . In industrial training . Sewing . Cooking . Carpentry . Printing . Shoemaking . In industrial training . Sewing . Cooking . Carpentry . Farm or garden work . Printing . Painting . Shoemaking . Laundering . structors. Male. Female. Total. 15 12 27 1 15 12 27 1 9 7 16 1 15 12 27 1 9 7 16 1 9 7 16 1 1 9 7 16 260 200 460 1 100 92 192 5 30 20 50 4 200 200 1 24 24 1 48 48 1 45 45 2 53 53 1 36 36 1 6 : 6 1 8 8 1 10 10 1 14 14 1 10 10 200 200 12 26 38 1 26 26 1 8 12 20 1 12 12 31 30 61 67 55 122 13 14 27 75 50 125 5 60 40 100 1 50 50 1 15 15 1 5 5 1 18 18 1 14 14 1 24 24 24 26 50 1 26 26 1 4 4 1 24 24 25 26 51 1 30 24 54 1 8 8 1 10 6 16 1 16 16 1 8 8 1 8 8 1 5 5 1 4 4 1 9 9 1 14 14 1 6 6 1 5 5 1 8 8 1 2 2 1 2 2 1 2 2 84 76 160 2 76 76 1 14 14 1 32 32 1 20 20 1 28 28 20 36 56 1 33 33 2 19 19 1 7 7 1 14 14 1 5 5 1 4 4 1 5 5 1 24 24 SCHOOLS FOR THE DEFECTIVE CLASSES. 2141 Table 15. — Branches of manual training taught in schools for the deaf — Continued. Name of institution. Branches of instruction. Number of in¬ structors. Number of pupils. Male. Female. Total. 52 50 102 1 50 50 1 7 7 2 9 9 108 71 179 1 45 55 100 1 60 60 1 10 10 20 1 12 13 25 1 75 75 1 17 17 1 28 28 1 18 18 1 29 29 1 8 8 1 12 12 1 7 7 i 12 12 West Virginia Schools for the Deaf and Blind, Romney, W. Va. Wisconsin State School for the Deaf, Delavan, Wis. In industrial training . Sewing . Carpentry . Printing . In industrial training . Free hand drawing . Mechanical drawing . Clay modeling . Paper cutting and folding Sewing . Cooking . Sloyd or knife work . Carpentry . Wood turning . Carving . Pattern making . Forging . Molding (metal) . CHAPTER XLYI. REPORT OF COMMITTEE ON STATISTICS OF DEFECTIVE SIGHT AND HEARING OF PUBLIC SCHOOL CHILDREN. [This report has been furnished the Bureau for publication through the courtesy of Alexander •Graham Bell, president of the department of special education of the National Educational Asso¬ ciation. That department of the association was originally known as the ‘ department for the deaf, blind, and feeble-minded.” This name, however, did not prove acceptable, and at the Minneapolis meeting of the association in 1902 a platform was adopted giving the department its present name. Its object was stated to be ‘‘to bring persons engaged in the education of children requiring special methods of instruction into contact and affiliation with teachers in general for the interchange of ideas for mutual benefit.” It was designed to discontinue at the department meetings the presenta¬ tion of technical papers, such as would be addressed to special teachers at their own conventions, and admit only such nontechnical ones as would promote an interchange of ideas between.speeial and general teachers. In his opening address Doctor Bell called particular attention to one common ground of meeting for the two classes of teachers: “There is one special point on which we can all come together. A large number of pupils are in the public schools who have defective sight or hearing, or are backward. The number having defec¬ tive hearing probably outnumbers the total deaf-mute population. These pupils are not deaf enough for special schools. What is done with them, or for them? They are drifting along in the public schools, and teachers do not know what to do with them. Now can not we, who teach the totally deaf, give you information who are teaching the partially deaf? And the teachers of the blind and of the feebleminded, can they not help teachers who have children in their schools who are par¬ tially blind, or who are backward? This department should give special attention to these pupils. “The basal idea of this department is the interchanging of ideas between specialists and ordinary teachers. So when we listen we want men, not specialists like ourselves, but some great, broad men to come to look down upon our little fields.” Dr. Wm. T. Harris continued the discussion as follows: “It seems to me that this meeting will be considered an epoch, not only to the teachers of the deaf, of the blind, and of the feeble-minded, but to teachers of all other classes of children. I approve heartily of Doctor Bell’s plan by which mutual benefit will result to special and general teachers alike. The special teacher focuses his mind on particular difficulties and defects; then invents meth¬ ods and devices by which the defects are removed; then he writes out his ideas relating to these devices, and general teachers learn from his experience what is valuable for their own uses. “ There are various obstacles over which we must lift our pupils; if they are not attended to, the children become morose and disheartened. What a stream of reforms we may expect to come in the way of new methods of special education through the meetings of this department. A single visit to a school for the feeble-minded in Lincoln, Ill., that I once made was worth far more to me than what I had gained from a long study of normal children. The will power is a necessary factor in developing the intellect, and the feeble-minded child is especially lacking in will power. He is trained upon the line of his defect. To gain a strong will is the first step; this taken, other steps may be followed. “ The German poet gives answer to the query, wliat makes life worth living? ‘ Life is worth living if you can only do something by which you make others better.’ The members of this body, by specializing, will systematize the matter of lifting defective children over the threshold of difficulty. Then by describing their methods to teachers of other schools they increase many fold the great ben¬ efits they confer.”] Boston, Mass. , July 10, 1903. To the President of the Department of Special Education of the National Educational Association. Dear Sie: Your committee have experienced considerable difficulty in collecting statistics concerning the number and percentage of pupils in public schools who have defective sight or hearing, retarding their progress in school. Through the courtesy of the Hon. William T. Harris, a special circular of inquiry 2143 2144 EDUCATION REPORT, 1902. was sent out by the United States Bureau of Education to the superintendents of schools in cities having more than 25,000 inhabitants. The circular was sent to 160 city superintendents, 78 answers were received, and onhr in 19 cases were any statistics reported. Unfortunately there "were only about half a dozen cases in which the figures were so arranged as to be capable of combination into a table. From the returns received by the Bureau of Education your committee have com¬ piled the statistics shown in the appendix. Table I relates to defective vision: Total pupils examined, 34,426; defective in sight, 4,603 or 13.4 per cent. Table II relates to defective hearing: Total pupils examined; 57,072; defective in hearing, 2,067, or 3.6 per cent. In these tables minor defects have been ignored and only marked cases included. These results indicate that large numbers of children in the public schools are handicapped in their progress through school by defective sight or hearing; and they suggest the importance of urging upon all superintendents of schools the advisability of testing the powers of sight and hearing possessed by their pupils, and of publish¬ ing the results. Your committee suggests that the department of special education should appoint a committee to examine and report upon the various means employed to test sight and hearing in the public schools and to collect comparative statistics concerning the results. Your committee desire to express their great indebtedness to the United States Bureau of Education for so readily cooperating with them in their labors, and would suggest the propriety of asking the Bureau of Education to continue the collection of statistics of this character. Respectfully submitted. F. W. Booth, Committee . Per A. G. B. APPENDIX. Table I. City. Pupils ex¬ amined. Pupils having marked defective vision. Remarks. Number. Per cent. Bayonne, N. J . 4,610 1, 100 4, 663 6, 113 5,987 11, 953 353 7. 7 Note 1. Jersey City, N. J . 197 17.9 Note 2. Pawtucket, R. I . 1 Utica, N. Y. (1897) . 1 Utica, N. Y. (1898) . j Worcester, Mass . 517 667 588 2,281 11.1 10.9 9.8 19.1 Note 3. Note 4. Note 5. Note 6. Total . . ! 34,426 1 _ 4, 603 13.4 Table II. City. Pupils ex¬ amined. Pupils having marked defective hearing. Remarks. Number. . Per cent. Bavonne, N. J . 4,610 115 2.5 Note 1. Chicago, Ill . . . 6, 729 437 6.5 Note 7. Cleveland, Ohio . 17, 017 342 2.0 Note 8. Pawtucket, R. I . 4,663 200 4.3 Note 3. Utica, N. Y. (1897) . 6, 113 406 6.6 Note 4. Utica, N. Y. (1898) . 5, 987 254 j 4.2 Note 5. Worcester, Mass . 11,953 313 2.6 Note 6. Total . 57, 072 2,067 3.6 DEFECTIVE SIGHT AND HEARING IN SCHOOL CHILDREN. 2145 2COTES. 1. Bayonne , N. J. — Superintendent Christie reported 4,610 pupils examined; total number defective, 618; number with defective eyesight, 353; defective hearing 115; other physical defects, 175. • 2. Jersey City , N. J. — Superintendent Snyder submitted a report by Dr. Wallace Pyle, oculist, concerning the results of the eye examinations of the children of the grammar departments of public schools Nos. 1, 2, 15, 20, and 22. Number of pupils examined 1,100 (girls, 542; boys, 558). Ages ranged from 9 to 16 years. Cases astigmatism, 116 (girls, 56; boys, 60); defective distant vision, 251 (girls, 119; boys, 132); defective near vision, 33 (girls, 15; boys, 18); number wearing glasses, 23 (girls, 14; boys, 9); cases of cross-eye, 19 (girls, 11; boys, 8); inflammation of eyes, 51 (girls, 23; boys, 28); trachoma, 13 (girls, 4; boys 9) , Number of cases having marked defective vision, and whose parents were notified of the existing defect, 197 (girls, 99; boys, 98). 3. Pawtucket , R. I. — Superintendent Hervey reported that during school year 1900-1901 the teachers tested 4,663 children and found 517 children who had one- half or less than one-half of normal vision in one or both eyes, and that 200 had marked defects in hearing; also that a large number of children had adenoid growths. 4. Utica, A7. Y. — Extract from 1897 report of Superintendent Griffith: During the spring, of 1896 tests were made of the sight and hearing of all the chil¬ dren in the public schools. These tests were made by the teachers after instruction by a specialist. Snellen’s test cards were used for testing the sight, and an ordi¬ nary watch for testing the hearing. A summary of the conditions revealed by the test is as follows: Whole number examined . 6, 113 20-60 or lower . 667 20-10 or higher . . . 23 20-40 . 890 20-40 to 20-60 . 48 Astigmatism . . . . . 1, 187 Astigmatism combined with headache . 562 Color-blindness (nearly all to red) . 134 In the ear test, those who could hear less than one-third the average distance for the class . 406 Those one-half to one-third this distance . 399 Counting both tests, there were 1,202 different pupils extremely defective, and 965 others who seemed to be quite defective, enough so to need examination by a special¬ ist. Thus we found about 35 per cent defective in sight or hearing or both. This condition, while not differing much from results reported from other places, demanded prompt attention. The school authorities immediately did two things looking toward a remedy or amelioration of this serious condition. First, all pupils who were nearsighted or hard of hearing were given the seats in school most favorable for seeing and hearing, and all pupils were given special instruction with regard to care and use of eyes and ears. Secondly, notices were sent or given to parents of all children found to be thus defective, calling their attention to what it was believed had been discovered, and advising that a physician or oculist be consulted at once. # Our tests revealed many sad and critical cases, which were remediable because discovered at this stage of development. Many parents could not strongly enough express their gratitude to the teachers. Many children consulted specialists and were successfully treated. Cases of what had been considered dullness or willful inattention on the part of pupils were shown to have been due to inability to see or hear. 5. Utica, JS\ Y. — Extract from 1898 report of Superintendent Griffith: SECOND TEST OF EYES AND EARS OF PUPILS. During the spring of 1896, all the pupils in the public schools were tested by the teachers for defects in sight and hearing. The results of that test were published in the annual report for 1897. This fall a similar test has been made of all pupils 2146 EDUCATION REPORT, 1902. above the first grade. The following table, taken from advanced reports, condenses the main results shown. Further study of the records will doubtless reveal other features worthy of careful attention. Whole number examined . . . 20-60 or lower . 20-10 or higher . 20-40 . 20-40 to 20-60 . Frequent headache . Color blindness . Number somewhat defective Per cent . Number seriously defective. . Per cent . . Total defectives . Per cent . 5, 987 588 9 833 45 587 32 1,038 17 778 13 1, 816 30 In the ear test those who could Rear less than one- third the average distance for the class, 254. Those one-half to one-third this distance, 276. * By the test of 1896 there were found 2,167 pupils, 35 per cent, defective. The dif¬ ference in the percentage of defectives is not great, and may be accounted for by improved conditions, by a more frequent use of glasses by the pupils, by better care of the eyes and ears, by the difference in the grades tested, or by the margin of errors incident to such work when not done by trained experts. This much, however, is evident — there are far too many children trying to do school work handicapped by imperfect vision or hearing. Notices, setting forth what the tests discovered, have been sent to all parents whose children were found defective in either sight or hearing. Attention will be given in the schools to see that such children are given the most favorable seats. Other uses to be made of the results of the tests are yet to be decided upon. It is distinctly asserted that we do not claim for these tests the accuracy of a spe¬ cialist. The teachers were all instructed how to take them, and they did the work with such care and skill as was possible to them. It is confidently believed that the tests were sufficiently accurate for all the uses we have made of them or propose to make of them. Thanks are due to the teachers who have, at considerable expense of time and strength, performed this extra work for what is believed to be the children’s good. . 6. Worcester, Mass. — Extracts from “ Report of the Tests of the Vision and Hearing of the School Children of Worcester,” by G. E. Partridge. The report includes returns from all the school buildings in the city, with the exception of two, having a total of 493 children. * ,* * Deducting these cases from the total population of the grades (II to IX) leaves 11,953 pupils. Of these 2,281, or 19 per cent of the number examined, were found to have defective eyesight. Table I. — Number of cases of defective eyesight in each grade. Grade. Boys. Girls. Number ' examined. Number defective. Per cent. Number examined. Number defective. Per cent. IX . 376 44 11.7 417 84 20.1 VIII . i 541 81 14.9 533 13S 25.8 VII . 583 84 14.4 609 145 23.8 VI . 783 123 15. 7 772 152 19.6 V . . . 883 131 14.8 ■ 804 181 22.5 iv . ; . 888 192 21.6 817 249 30.4 in . 1,017 168 16.5 880 188 21.3 II .: . 1,068 159 14.8 982 162 16.4 Total . ! 6, 139 982 15.9 i 5,814 1,299 22.3 TESTS OF HEARING. Hearing was tested with the conversational tone. One hundred and seventy boys and 143 girls (2.9 and 2.3 per cent, respectively, of all the pupils examined) were reported as defective. These numbers include also a few reported for discharge from DEFECTIVE SIGHT AND HEARING IN SCHOOL CHILDREN. 2147 the ear whose hearing was normal. These numbers compared with the results of tests of the hearing among school children in other cities, made by expert examiners, is unusually small. The tests for hearing are difficult to apply uniformly, and it is highly probable that the first rough examination has failed to reveal the true condi¬ tion. * Deafness varies very much from day to day, and even during the same day in the same individual. The time of year in which the examination was made was also very favorable. It is possible that two or more examinations of the same individual and the application of more than one of the simple tests would have given different results. (Other tests besides voice tests have been used with varying degrees of suc¬ cess. Among these are the watch tests, the Politzer’s acoumeter, and an instrument lately devised by Dr. Seashore, which is said to have given satisfaction in the school tests* in Chicago. This instrument, is simple in operation, and it affords a uniform method, and thus eliminates for the most part personal equations of untrained examiners. The chief objection to it is its cost, but possibly one instrument could be made to do service for all the schools of a city. ) Snellen’s test types were used in testing sight, and the following quotation from “Instructions for examinations” shows the method employed in testing the hearing: To examine for defective hearing, test each ear separately. Have pupil stand 20 feet distant, facing squarely to right or left, not allowing eyes to be turned toward examiner; have pupil gently press a soft handkerchief to the ear turned away from examiner, and then whisper, slowly and distinctly, or pronounce in an ordinary conversational voice, words or numbers, requiring the pupil to repeat them as soon as heard. If the words are not heard at 20 feet, approach pupil until they are heard, and note the distance, and record in the blanks furnished for the purpose. If found defective, a card of information should be sent to parent or guardian. 7. Chicago , III. — “Some Results of Hearing Tests of Chicago School Children,” by D. P. MacMillan, Ph. D. An address given at the Detroit meeting of the National Educational Association July 12, 1901, before Department XVI, now the Department of Special Education. The tests were made with the use of the audiometer invented by Prof. C. E. Sea¬ shore, of the Iowa State University, and which is described in detail by him in Volume II of Studies in Psychology, issued from that university. * * * The apparatus consists of an induction coil, a battery, a galvanometer, a resistance coil, switches, and a telephone receiver, all done up in a convenient and portable hand box. By turning a switch the dry battery can be thrown into the primary circuit of the induction coiL Another switch turns the galvanometer into the circuit. Then by varying the resistance by means of plugs the fall of potential over the pri¬ mary coil can be made constant, as indicated by the galvanometer. The primary circuit can be opened and closed rapidly by means of a key, and, as no stimulus can be produced save when the current is closed, the making and breaking of the current makes sharp clicks, which serve as a stimulus whose intensity can be varied at will by means of the secondary coil. This secondary coil is wound in forty sections, arranged in a series on the basis of the number of turns of wire that each contains. Each of these sections is connected with the surface terminals in such a wav that the number of sections indicated on the scale can be thrown into the circuit by a spring contact, and by moving the carriage along the scale to the proper terminal one can vary the energy communicated to the receiver in this circuit. * * * The test was made in the following manner: As the pupil entered the quiet room he was seated at one end of a table, at the other end of which the operator sat. With the receiver at one ear and the other ear closed to exclude possible disturb¬ ances, by slightly pressing the tragus of the ear backward the pupil awaited the signal for the test to begin. At first the register was set at such a part of the scale that a distinct clicking sound could be heard. The sound was then made to decrease in intensity until the point was reached where it could no longer be sensed. * * * The experiment was further checked by proceeding in the opposite direction, i. e., from below the threshold of hearing to a point where the sound was distinctly sensed. The results secured in these two ways were averaged and the pupil’s record obtained. * * * A pupil is classed as “defective” when it is found from his audiometer record that he would be seriously inconvenienced in detecting sounds of medium intensity, i. e., four or more points below the norm. 2148 EDUCATION BEPOBT, 1902. Table I. — School life and hearing. Age. Pupils tested. Defective in one or both ears. Defective in both ears. Defective in right or left ear. Number. Per cent. Number. Per cent. Number. Per cent. 6 . , . 341 52 15.2 22 6.45 30 8. 79 7 . 473 76 16.0 32 6.97 44 9.30 8 . 545 123 22. 56 47 8.62 76 13. 94 9, . . . 555 96 17. 29 39 7.02 57 10. 27 10 . 598 88 14.71 38 6. 35 50 8. 36 11 . 558 88 15. 77 39 6.98 49 8. 79 12 . 608 86 14. 13 31 5. 09 55 9. 04 13 . 599 82 13.69 35 5.94 47 7. 75 14 . 664 103 15. 51 38 5. 72 65 9. 79 15 . 664 108 16. 26 39 5. 87 69 10.39 16 . 555 84 15. 13 40 7.20 44 7.93 17 . 377 56 14. 85 29 7. 69 27 7. 16 18 . 192 38 14.59 8 4. 16 30 10.43 Total . 6,729 1,080 16.05 437 6.64 643 9.55 In general, of the 6,729 school children between the ages of 6 and 18 tested for aural acuity 1,080 of this number — i. e., 16 per cent — were found defective in hear¬ ing in one or both ears, and are liable to be at a great disadvantage unless the pres¬ ence of such defects is knowm in each case. Again, 6| per cent of the total number are found defective in both ears. Further, 9J per cent of the total number of chil¬ dren have either the right or left ear defective, and need especially to be cared for and seated on the proper side of the teacher in order to be able to utilize the unim¬ paired ear to the best advantage. 8. Cleveland , Ohio. — Superintendent Moulton inclosed the report of the supervisor of hygiene and physical education for the year 1901-2, together with the same data for 1900-1901. Important statistical items deduced from the examination of 39,043 cases in 1900-1901. Grade. - - - r™ - - • First. Second. | Third. [ Fourth. Fifth. Sixth. Seventh. Eighth. Seven upper grades. Total pupils by grades .... Total pupils with defects 6, 104 5,825 6,141 6, 462 4, 719 4, 209 3, 189 2, 934 32, 939 of special senses . . Total pupils with defects of special senses, per 686 965 1,143 1,198 918 862 603 490 6, 169 cent . Total pupils wearing glasses at the beginning 11.2 16.3 18.6 18.5 19.4 20.4 18.9 20.4 18.7 of the year . Total pupils who do not see well with their 37 121 218 277 226 261 233 171 1,507 glasses . . Total pupils marked 20-20 26 32 36 75 63 66 47 34 353 in one or both eyes . Total pupils marked 30-20 97 107 .186 138 139 116 92 102 880 in one or both eyes . Total pupils marked 40-20 (or less) in one or both 234 315 404 410 294 295 219 154 2,091 eyes . Total pupils marked 0 (blind) in one eve . Total pupils having a dif¬ 293 369 482 542 415 3851 244 214 2, 751 52 61 26 44 44 26 24 34 259 ference in vision of eyes. Tot^l pupils who do hot 174 229 446 447 382 378 263 236 2,381 hear Avell . 81 ICO 49 79 58 36 20 17 359 DEFECTIVE SIGHT AND HEARING IN SCHOOL CHILDREN. 2149 Report of teachers' examination of vision and hearing , 1901-2. Grade. First. Second. Third. I Fourth. Fifth. Sixth. i : Seventh. Eighth. Seven upper 1 grades. Total pupils by grades .... 5,004 6,609 6,405 3,098 6,600 5,454 4,099 3, 360 2, 775 34, 802 Total pupils examined .... Total pupils with defects 4, 609 5,827 2,485 1,944 1,524 1,392 765 17, 017 of special senses . Total pupils with defects 411 1,185 1,012 1,115 906 640 558 390 5, 806 of special senses, percent . Total pupils who do not appear to see well Avith 8.2 17.9 15.8 16.8 16.6 15.6 16.6 17.3 16.6 their glasses . Total pupils Avearing glasses at the time of 10 30 j 35 54 55 45 53 32 304 examination . Total pupils Avho appear 41 127 163 259 200 202 178 147 1,276 to have crossed eves . Total pupils who do not hear Avell according to 62 61 49 50 29 15 12 10 226 Gale’s test . 79 1 85 50 60 56 32 35 24 342 9. Chicago, III. — ’ ‘ Some results of Dr. Allport’s sight tests applied to Chicago school children,” by Charles C. Krauskopf. An address delivered before the child-study section of the Illinois State Teachers’ Association, December 27, 1900, reprinted from the Ophthalmic Record, April, 1901 : A year ago last September the department of child study of the Chicago public schools began its first regular work. * * * The only test of sight regularly applied in these tests was the determination of the visual acuity by the use of Snellen’s test types, this being the test recommended by Dr. Frank Allport, consulting oculist and aurist to the department. * * * In the study of the relation between school life and sight the pupils were grouped as to age by years, and at each age the percentage of pupils having defective eyes was calculated. Included in this class of “defective” are all those whose visual acuity falls as low as 20-300 or lower in one or both eyes. * * * Table I. — Percentage of pupils found defective at different ages. Age. Number tested. ! 20-30 or beloAv in ' one or 1 both eyes. 20-40 or below. 20-70 or belOAV. 20-200 or below. 6 . 264 Per cent. 32 Per cent. 7 Per cent. 1 Per cent. 0 7 . 363 35 8 2 1 8 . 351 38 13 3 1 9 . 343 44 17 6 1 10 . 364 43 18 9 2 11 . 385 41 17 8 2 12 . 364 36 16 9 2 13 . 373 30 14 9 2 14 . 450 32 14 9 3 15 . 521 32 32 15 9 3 16 . 475 16 11 4 17 . 339 32 16 12 4 18 _ _ 173 32 16 10 8 Total . . 4, 765 - .. ! 1 On their entrance to school at 6 years of age 32 per cent of the pupils are found with defective eyes, a rather serious condition to be faced by those inclined to ridicule the idea of testing the eyes of young children. * * * The percentage of children with defective sight rises steadily and rapidly until between the ages of 9 and 10, when it reaches its highest point and begins to descend. This descent, which of course means an average improvement in the eyesight, is very slow, though steady, until during the eleventh year; it then drops even more rapidly than it rose at first, reaching its lowest or best point between 13" and 14, then, after a slight rise, continues at practically the same height until after school age is past. * * * 2150 EDUCATION REPORT, 1902. In other words, under the above conditions the children leave school as they began it, with about 32 per cent of their number more or less defective as to eyesight. * * * Tnese compilations were made with no thought of there being any sex difference in eyesight, but on separating the sexes it was found that the girls showed an average of 37 per cent defective as against the boys’ 32 per cent and a general average of 35 per cent. Up to date no reason for this difference has been suggested, except that the freer, more active, out-of-door life of the boys may bring their average of general physical condition above that of the girls. 10. Passaic, N. J. — “Report on the examination of the eyes of the public school children of Passaic, N. J.,” by the sanitary committee of the board of education, George T. Welch, M. D., chairman, April, 1896. Passaic is the first city in New Jersey, and among the very first in America, to order an examination by a skilled oculist of the condition of the eyesight of the children in the public schools. This is done for the immediate relief of many suffer¬ ing from eye affections and for the purpose of ascertaining how far the present methods of school discipline and the exactions of the curriculum are prejudicial to the sight and the general health of the pupils. * * * Dr. William McKay, of New York City, one of the surgeons of the Manhattan Eye and Ear Hospital, was engaged by the board of education to visit the schools and to make an examination with the ophthalmoscope of the eyes of all the pupils. To facilitate his work and to lessen the expense, Miss Ethel Rhodes, and Miss Mabel Mead, two bright and efficient young ladies, former pupils in our high school, were employed to test the eyes with Snellen’s test types. They were drilled in this duty by Dr. McKay, and, being enthusiastic and conscientious, their work was satisfactory and commendable. A card of test types was hung on the wall in a good light, in a hall, or large empty room, as the case might be, and the pupil to be examined was placed 20 feet away/ Each eye was examined separately. A card was held over one eye while the other was being tested, and if the type could be read with each eye the vision was marked 20-20 and was designated as normal, and any deviation with either eye, or any inability with both, was so marked with proper figures, and the name of the child, his grade, and school were also recorded for future reference. As each pupil pre¬ sented himself to the oculist his record was scanned, giving a clue at once to his condition, and then each eye was examined by the ophthalmoscope and a note made of the result. Unfortunately, only 2,173 of the school children were thus exam¬ ined, this number being all that attended school while the examinations were in progress. * * * Report of the examination of the vision of the pupils in the public schools of Passaic, N. J. as made by the use of the test types. School. I . II . III . [V . V . High school Total . Number tested. Vision nor¬ mal. Defective. Per cent of defection. 190 117 73 38.4 329 216 112 34 92 57 35 38 365 224 141 38.6 219 147 72 32.8 435 335 100 22.9 1,630 1,097 538 33 Report of the estimated refraction of the eyes of the Passaic public school children as made by the ophthalmoscope. School number. High school. Total. Per cent. I. II. III. IV. V. Number examined . Refraction normal, or hypermetropia . Vision defective, or hyperopic astigmatism. Mvopia, or mvopie astigmatism . Local conditions requiring medical treat- mpnt. . . . . . . . . . 360 250 101 9 1 555 402 133 20 5 3 93 62 29 2 456 325 134 274 186 86 2 2 435 304 120 11 2 2,173 1,529 603 51 17 10 70 27.7 2.3 Defective color perception . DEFECTIVE SIGHT AND HEARING IN SCHOOL CHILDREN. 2151 Subjoined to this was the name of every pupil suffering from headache, blurring, pain on studying at night, nearsightedness, defective color perception, and of those having local conditions requiring medical treatment. The committee on sanitation lias had proper circulars printed, detailing the condition of each one of these affected pupils, and giving concise and necessary directions for their assistance. These have been distributed by the teachers, under seal, so as to reach the parents of the school children named. Where glasses are needed the matter is urged upon the attention of parents and guardians, and the committee has endeavored to do all that can be done to assist every child to obtain every facility for deriving the utmost advantage from the teachings and privileges of the schools. Table of eye affections in all the schools , by grades. [The abbreviations used are: X. V., for normal vision: A., for astigmatism; H., for hypermetropia; M., for myopia, or nearsightedness. Number examined. j N. Y. | H. A. M. Per cent of j A. and M. Kindergarten . 208 53 114 36 5 19.7 Sixth primarv . 403 93 1% 104 10 28.3 Fifth primarv . 213 47 94 71 1 33.8 Fourrh primarv . 175 47 83 40 5 25.7 Third primary . Second primary . 141 20 69 49 3 36.8 154 1 25 75 52 o 35 First primarv . 170 ; 22 94 46 8 31.7 Eighth grammar . 133 j 15 72 43 3 o4. o Seventh grammar . 99 7 62 28 2 30 Sixth grammar . » . 80 7 i 51 21 ! 1 27.5 Fifth grammar . 67 i 11 33 20 j 3 34.3 Fourth grammar . 54 3 j l 32 18 1 . 35.1 Third grammar . 59 3 36 20 0 33.9 Second grammar . 54 8 28 16 2 33. 3 virst gv-ammar . 52 9 29 12 2 25 High school . 111 19 62 27 3 27 Total . 2,173 389 1,130 603 51 29 11. Lowell , Mass. — " Physical defects of school children.” An address given at the meeting of the Massachusetts Teachers' Association December 2, 1S99. by A. K. Whitcomb, superintendent of schools, Lowell, Mass. Results of tests in Lowell, I am happy to say, are not quite as appalling as are many of those made elsewhere. Miss Katherine Law, a pupil teacher of our training school, tested the vision of 300 children and found 45 per cent to be defective, a little less than two-thirds of the defects being serious enough to need correction. Dr. Bell tested the vision of the 524 pupils of the Highland Grammar School and found 165, or 31 per cent, defective No treatment was considered necessary for those who had five- sixths of full vision, of whom there were 8, nor for those having two-thirds vision who were not troubled by headaches or other ills obviously due to their eyes, of whom there were 20, reducing the number for whom medical treatment was recom¬ mended to 137, or 26 per cent of the whole. Eighteen were aware of their condition and had received treatment, leaving 119, or more than 22 per cent, whose need of treatment, whether previously known or not, and generally it was not, was still immediate and pressing. Dr. Stephenson tested 2,081 children in grammar and upper primary grades and found 44 per cent defective, of whom about 27 per cent needed treatment, a result agreeing very closely with those of Miss Law and Dr. Bell. * * * For testing vision we have in the Snellen cards a uniform standard known and recognized the world over. They consist simply of cards on which are letters of dif¬ ferent sizes, each of which should be easily recognized by the normal eye at a dis¬ tance varying from 10 to 200 feet. Such cards can be procured for a few cents of any optician, or can be had in quantities of Dr. W. 0. Krohn, Hospital, Ill., at 5 cents a piece. The card, in use, should be placed upon a wall in a good light, 20 feet from the pupil to be tested, and on a level with his eyes. Each eye should be examined separately, the other being covered by a card, which is better than anything like a hand or handkerchief that touches the eye and may affect it by pressure or possibly convey contagion. Beginning with the largest letter the pupil should be told to read as far as possible, and should be given credit for the last line of which he can read a majority of the letters. If this line is the one which should be read at 20 feet the examination may generally be considered satisfactory. Should it be the 30-foot line, indicating two-thirds vision, he may be allowed to pass unless headache, nervous¬ ness, or manifest fatigue after study shall give further indication of eye trouble, in 2152 EDUCATION REPORT, 1902. which case he, with all whose vision proves to be but one-half or less, should be advised to seek treatment at the hands of some competent person. I am aware that in these very general directions I am omitting many things which the oculist would wish to note, but the average teacher is not to diagnose diseases or, prescribe reme¬ dies, and for her purpose it is not important that she know the character of the trou¬ ble, whether myopia, hyperopia, astigmatism, or even the result of physical injury; it is only important that she know that something is the matter, and" that she act upon this knowledge by inducing the pupil or his parents to seek advice from some one competent to give it. The method thus outlined is obviously impracticable with children too young to know the letters of the alphabet, and Dr. Allport declares that experience has taught that it is unprofitable to examine. first-grade children. On the other hand, Miss Nich¬ olson, of Philadelphia, Pa., has successfully tested the eyes of children in the kinder¬ garten. Her method was to make the examination take the form of a game, which all were eager to play. The children -were in turn given the seat of 'honor in the teacher’s chair, and were asked to name the pictures on cards held by the teacher at about the distance of full normal vision . - The pictures were of well-known things, like cats, dogs, cows, etc. , and if the child could not distinguish them at the usual distance they were carried nearer until the eyesight was measured with accuracy enough for practical purposes. * * _*. For testing the hearing we have, unfortunately, no uniform . standard, as is the case with vision. Several instruments intended to make sounds of uniform intensity have been proposed, but none have come into general use. Most investigators rely upon the ticking. of a watch or upon the sound of the human voice. I . have been surprised to note that abroad the latter, usually in the form of' a whisper, has been deemed the more practicable and trustworthy. In my Own case I found many pupils who could hear my whisper, made as loud as possible to secure uniformity, at a dis¬ tance of 75 feet, a distance greater than most teachers can well secure unless they have access to a large hall. The voice has this advantage, that the child can not reproduce what is said to him unless he really hears it, while in listening to the tick of a watch he sometimes thinks he hears when he does not. At Clark University I am told by Dr. Hodge that preference is given to the voice, not in a whisper, but in low tones. There is, of course, no reason why both methods should not be tried, but in my own experience I have found the watch the better. The normal ear ought to hear the average watch at a distance of 4 or 5 feet at least, but watches differ so much that a standard should be fixed for each. To do this, test a dozen children; exclude from the results any which are evidently abnormal, and average the rest. Pupils who can not hear at half the average distance obviously need attention. Each ear, of course, should be tested separately with the eyes covered or at least turned awTay from the source of the sound. My plan has been to have the pupil himself hold upon his shoulder one end of a tapeline along which a watch is moved toward the ear, never from it, lest the pupil should seem to hear after he had really ceased to do so. Superintendent Griffith, of Utica, N. Y., placed the watch on a table and had the pupil slowly approach it. 12. Somerville , Mass. — Report of Superintendent South worth, 1900: Under permission of the board, an examination by teachers of the eyes of their pupils is now in progress. The test is similar to that used by oculists, but of course it is conducted wdthout professional skill. Full returns have not yet been received, but the eyes of between five and six thousand pupils have thus far been tested. The result show's that 28 per cent have vision sufficiently defective to require attention. Children were required to read readily a line of letters at the distance of 15 feet with both eyes and with each eye separately. Those who could read it only at a distance of 10 feet or less wrere reported as defective. Very few' children were found wfith absolutely normal sight, but those only have been counted as defective that fall below two-thirds of normal vision. Such cases have been reported to parents, and in many instances a professional examination has been made with the happiest results. * * * The subject of the hearing of school children is also beginning to receive the attention it deserves, and investigations in many places have tended to establish the following points: 1. At least one child out of every five has some defect in one or both ears. 2. In the majority of cases neither parent, teacher, nor child is aw'are of the defect. • 3. Children defective in hearing are usually counted careless, inattentive, or posi¬ tively stupid by parents and teachers, w'ho are ignorant of the real cause. Such children are often kept tw'o or more years in the same grade, and, being the largest children, are not infrequently given seats in the rear of the room, wrhere their chances of hearing are reduced to a minimum. This point is so important that it DEFECTIVE SIGHT AND HEARING IN SCHOOL CHILDREN. 2153 deserves special notice. Out of 961 children examined in two c ities, 176 were found to have defective hearing, while only two out of the 176 were known to be deaf by their teachers. 4. A child who is hard of hearing can hear better at certain times than at others. This fact often leads parents and teachers to misjudge a child. The remark is often heard, “Don’t tell me Johnnie is deaf, he can hear as well as anybody when he wants to.” 5. It is estimated that 90 per-cent of the cases of defective hearing can be cured if taken in time. 13. Elizabeth, N. J. — Superintendent reports number of pupils with defective hear¬ ing, 121; eyesight, 158. 14. Erie, Pa. — Superintendent Missimer reports number of pupils mentally defect¬ ive, 46; defective hearing, 39; defective eyesight (not remedied by glasses) 50. 15. Johnstown, Pa. — Superintendent Berkey reports: Number of pupils in school during the term, 6,148 (boys 2,957, girl3 3,191), year 1902; number of pupils known to have defective sight not properly remedied, 190 (boys 84, girls 106); number of pupils known to have defective hearing, 126 (boys 53, girls 73) . 16. Lincoln, Nebr. — Superintendent Gordon reports 29 pupils defective: Defective in sight, 5; defective in hearing, 8; having impediments in speech, 2; mentally defective, 9; physically defective, 5. In this list only those were reported who were regarded by teachers as being defective to such an extent as to retard their progress in school. 17. Los Angeles, Cal. — Superintendent Foshay reports that tests of sight and hear¬ ing are made each year, but that the only printed results are published in the annual report of the Los Angeles city schools for 1895-96, page 57. 18. New Haven, Conn. — Superintendent Beede reports that the State law of Con¬ necticut requires an examination of the hearing and eyesight of all school children once in three years. Last examination made December, 1909. At that time about 20 per cent of the New Haven school children were found to have defective vision; percentage defective in hearing much less. 19. Saginaw, Mich. — Superintendent. Warriner reports that in the year 1899-1900 the pupils of the Saginaw schools were examined by the students of the senior class of the Saginaw Valley' Medical College. Total pupils examined, 3,828; astigmatism, 1,536; nearsighted, 328; showed signs of exphovia(?), 506; strabismus, 72; blepharitis, 365; found to have running ears, 173; found to breathe through the mouth, 458. As a result of the examination 370 notices were sent to parents stating the facts, 114 pupils were known to have consulted physicians, and 183 changes were made in seat¬ ing pupils in the schoolroom. 20. Williarnsport , Pa. — Superintendent Lose reports that he is now collecting statistics concerning the number of pupils having defective hearing, defective eye¬ sight, or other physical defects retarding their progress in school, but that he is at some loss as to the best way to proceed, and requests suggestions. 21. Malden, Mass. — REPORT OF THE MEDICAL INSPECTOR. Malden, Mass. Mr. Geoege E. Gay, Superintendent of Schools. Dear Sir: I herewith submit annual report of medical inspector of schools for the year 1901. The work, as heretofore, has been confined almost entirely to the examination of the eyes. In the lower-grade schools the system of previous years has been pursued, only those pupils being examined who had been referred to the inspector by the teachers. Notwithstanding, however, the most careful oversight by the teachers, it has become a not uncommon occurrence to find a pupil with very defective eyes, which conditionhas existed unnoticed for years. With the aim of largely extending the practical usefulness of the medical inspection a new method is now being per¬ fected by which in time the vision of every pupil will be recorded. This work has been done by the teachers, and in most cases, 1 believe, by the principals, to whom ED 1902 — VOL II - 02 2154 EDUCATION REPORT, 1902. credit should be given for time spent in the work. Pupils having defective vision are then referred to the medical inspector for further examination, and the following cases are to be seen by him as a matter of routine: All children whose vision falls as low as one-half the normal vision; all children having persistent pain in the eyes; all children with strabismus. As these records are not yet entirely complete no fur¬ ther report can at present be made. Undoubtedly much benefit to the younger children will result. The following tables summarize results of the year’s work: Class A, total number recommended for treatment - - 139 Class B, total number not recommended for treatment . 284 Class C, total number postponed . . . . 13 Total examinations made - 435 Class A. Glasses advised for refractive error, 100; treatment advised for conjuncti¬ vitis, 7; treatment advised for dacryocystitis, 1; treatment advised for blepharitis, 1; treatment advised for other diseases of eye, 2; treatment advised for enlarged tonsils, 3; treatment advised for cerumen, 5; chronic catarrh of middle ear, 7; otor- rhcea, 3; pediculosis capillitii, 9; dermatitis, 1; total 139. Class B. (1) Cases needing no treatment: Eyes examined and found normal, 202; conjunctival ecchymosis, 3; episcleritis, 1; ears examined and found normal, 18; throats examined and found normal, 9; slight dermatitis, 1; pediculosis capillitii, 1; chronic catarrh of middle ear, 2; total, 255 cases. (2) Cases not susceptible of improvement by treatment: Anisometropia, 2; amblyopia, 11; choroidal atrophy, 1; traumatic cataract, 1; nebula cornese with irregular astigmatism, 7; high palate, 1; adhesive disease of middle ear, 2; atrophy of eyeball, 1; coloboma of iris and choroid, 1; strabismus, 1; nystagmus, 1; 28 cases. Total cases, 283. Class C. Twelve cases of probable refractive error and 1 case of deafness (cause not determined) postponed; total, 13. In addition to this the entire class of 1904 of the high school has been examined with the following results: Class A, eyes examined and found practically normal _ 194 Class B, eyes with an abnormality of vision of such a degree to make the use of glasses desirable . . . _ . . . . . . . . 30 Class C, eyes more or less imperfect from disease . 5 Total . . - _ _ _ _ _ _ _ _ _ 230 Deduct 3 names counted twice _ _ _ _ _ 227 The following observations seem worthy of mention: In the entire class no case of corneal nebula was found; and as this condition is not infrequent in the lower grades, it appears that such cases drop out of school before entering the high school, the unequal struggle proving too severe. It is also of interest to note that, with two or three exceptions, all classes of serious refractive error had been corrected by glasses. No extreme case was found of uncorrected myopia or astigmatism such as is fre¬ quently found in the lower grades. Respectfully submitted. Charles D. Jones. 22. Providence, E. I. — Report of Ellen LeGarde, director of physical training: 1. Twenty-five per cent of the school population of Providence, this population being about 25,000 pupils, have defective vision. 2. Ten per cent of the school population wear glasses for poor vision and may be said to be backward in studies because of poor sight. 3. Of this 10 per cent, 3 per cent wear glasses to correct crossed or squinting eyes. The latter i3 more common in the four lowest grades. 4. Of this 10 per cent, the greatest weakness of vision occurs between the fourth and eighth year of school life. 5. Of this 10 per cent, the largest number of cases of poor sight to a grade occurs in the seventh year of school life. As many as 15 pupils in 60, or 12 in 48, in the seventh year wear glasses. By the eighth or ninth year of school life 5 of the 15, or 4 out of the 12, can do without them (glasses). Care in time effected a cure. 6. Children of Jewish parentage require more care for sight, and are afflicted with poorer vision more than any other class. In schools mainly of this character I have often had in the fourth and fifth grades 5, 6, and 8 children out of a class of 45 fitted to glasses wrhich they must wear permanently. 7. With all the poor vitality, undeveloped and poorly nourished bodies the Italian children, prone always to skin diseases, are remarkably free from poor vision. DEFECTIVE SIGHT AND HEARING IN SCHOOL CHILDREN. 2155 8. The Portuguese children and children in our Providence schools whose parents are from the Azores Islands seldom (if ever) require glasses. Syrians and Armenians have very good sight. Colored children in Providence above the normal. 9. To sum up, Jewish, American, and Irish-American children have poor enough vision to be termed most defective, retarding school advancement. 10. About TO per cent of the pupils have defective hearing. This is more common with boys than girls. 11. Adenoid growths are common and in the disciplinary and feeble-minded schools are often found. 12. Fifty per cent of the children in the Providence schools are not properly fed. Not that they have not enough to eat, but that the quality of food is not nourishing, hence the bloodless, senemic, and nervous condition. 13. Boys show this in their stunted growth. More than girls they are deficient in stamina, courage, and endurance. This retards school advancement and makes the masses of the pupils unable to grasp and less able to retain. 14. Not more than 1 per cent have hip disease, humpback, or spinal curvature noticeably apparent. Spinal complaints are more common in girls than boys. CHAPTER XL VII. THE EDUCATION OF THE FEEBLE-MINDED IN THE UNITED STATES. By David F. Lincoln, M. D., Boston, Mass. In preparing the material for the following statements visits were made to the State institutions at Waltham, Mass., Syracuse, N. Y., Elwyn and Polk, Pa., Vine- land, N. J., Columbus, Ohio, and Fort Wayne, Ind.; to the private schools of Mrs. Seguin and Misses Bancroft and Cox, and to city classes in Boston, Springfield, New York, and Philadelphia. Those acquainted with the field will see that this list omits a number of large and important institutions; but it is thought that the study of the schools visited would be sufficient to develop the characteristic features of the education of the feeble¬ minded in the United States. It may be added that the practice in Canada is essen¬ tially the same as with us. In the limited time at the writer’s disposal for visiting these institutions he is aware that full justice can not have been done, and that points deserving mention must have been omitted. A similar excuse can not be pleaded in the case of Wal¬ tham, where the opportunities have been unlimited, and the matter is accordingly treated in much fuller detail. To those who have welcomed his visits, in all places, he owes most sincere acknowledgments for the pains they have taken to assist his in qu hies. No extended history of the training of the feeble-minded can be given here, but the field will be clearer if we recall the fact that it formed the object of a general philanthropic movement, beginning in Switzerland, Germany, and England, and rapidly extending to this country, our first institutions dating six years after the foundation of Guggenbuhl’s school on the Abendberg in Switzerland. Dr. Seguin’ s classic Treatise on Idiocy was published in 1846, and he came to this country hi 1848. He is the true pioneer, having established a successful school at Paris in 1837. As an interesting fact we may note that several idiotic children were trained for a few years with fair success at the American Asylum for the Deaf and Dmnb at Hartford, Conn., beginning 1818, but the experiment was an isolated one and was discontinued. A very brief historical mention of the principal pioneer institutions in the United States may here be given. The Massachusetts School for the Feeble-Minded at Waltham was the first State institution. The resolve appropriating $2,500 annually for an experimental school was passed by the legislature May 8, 1848, and the first pupil was received October 1 of that year, the school being carried on for several years at South Boston by Dr. 2157 2158 EDUCATION REPORT, 1902. Samuel G. Howe and James B. Richards in connection with the Perkins Institution for the Blind. In the interval Dr. H. B. Wilbur opened his private school at Barre, Mass., on the 1st of July, 1848. This school has the credit of having been the first establishment in actual operation, and has since maintained an honorable reputation. The superintendency of Dr. George G. Tarbell at South Boston (1878-1883) is marked by the prevalence of new viewrs of the value of manual, especially outdoor, occupations, and of the necessity of making provision for asylum cases. In accordance with his wishes a farm was purchased at Medfield, 20 miles out of town, where the able-bodied boys were placed; these boys were transferred to Waltham in 1889, and the South Boston cases were also sent to Waltham the next year. A tract of nearly 3 square miles of land was purchased at Templeton in 1897, for the purposes of a colony, and to it have been transferred (beginning in 1900) 141 able-bodied adult males. It is intended to retain adult females at Waltham. The Syracuse (N. Y. ) State Institution for Feeble-Minded Children was founded by an act passed in 1851. The school was opened at Albany in 1851, and transferred to Syracuse four years later, remaining in the care of Dr. Wilbur until his death in 1883. In this case, also, the original object was not of a custodial character, but purely educational. There are, howrever, about 100 custodial inmates, besides a small number of men on a rural colony. The present site is undesirable, as it is surrounded by a rapidly growing suburb of Syracuse. The institution at Elwyn, Pa., (formerly called by the name of the neighboring town of Media) made its fiftieth annual report in September, 1902. A very valuable account of the origin and development of the school, by the present superintendent, will be found in that report. The original establishment was formed in 1852, at Germantown, Philadelphia, under James B. Richards. Dr. Alfred E. Elwyn, whose name the place now bears, in company -with Mr. Richards, secured in 1854 an act of incorporation with an appropriation of $10,000 and provisions for 10 beneficiaries. In 1859 the family, including 25 pupils, removed to the present central edifice at Elwyn. The title of “Training School,” still retained, indicates the exclusive purpose of the founders. The asylum and custodial feature was authorized by an act of the legisla¬ ture in 1871. The Ohio Institution for Feeble-Minded Youth was established by the legislature in 1857, and located near the city of Columbus. It has from the outset owed much to the faithful zeal of its superintendent, Dr. G. A. Doren, whose guiding hand is still at the helm. In 1898 the State provided for the purchase of land for a colony; this “Custodial Farm ” is situated about 12 miles from the parent institutution and embraces 1,068 acres of beautiful land. The Connecticut School for Imbeciles, at Lakeville, was commenced by Dr. H. M. Knight in 1858, and became a State institution a little later. The Indiana School for Feeble-Minded Youth at Fort Wayne, Ind., was estab¬ lished as a branch of the Soldiers’ Orphans’ Home in 1879, as an independent insti¬ tution in 1887, and came to its present location in 1890. This school has also an agricultural colony, of recent origin, and rapid growth. The State Home for the Care and Training of Feeble-Minded Women at Vineland, N. J., issued its fourteenth annual report in 1902. The New Jersey Training School for Feeble-Minded Girls and Boys, at the same place, issued its fourteenth annual report in the same year. Like Elwyn, it is man¬ aged by a private corporation, but seven-eighths of its pupils are maintained by the State, and it belongs, like Elwyn, in the class of institutions which represent their States. The State Institution for Feeble-Minded of Western Pennsylvania, at Polk, Venango County, completed its sixth year of work in 1902, having been authorized by a legis¬ lative act in 1893. It shares the care of the State feeble-minded with Elwyn, upon a geographical division, and is growing very fast. EDUCATION OF THE FEEBLE-MINDED. 2159 Of the private institutions seen that at Orange, N. J., is of historic interest as being conducted by Mrs. Seguin, widow of the illustrious teacher whose work in New York City forms a brilliant page in the literature of the subject. Her association with his school began in 1880. The Haddonfield Training School, at the village of that name in New Jersey, was instituted by Miss Bancroft in 1883 and incorporated 1895. It will be noted that instruction, largely with a view to curing the mental defects and restoring the child to social life, was the object chiefly held in view by those who founded these “schools,” as they were called. The idea, now so prevalent, that pro¬ vision must be made for the custody and care of large numbers of the feeble-minded, did not begin to seem important until a number of years later; not, in fact, until years of patient effort -had demonstrated how large a part of the field of beneficent activity lay outside of strictly school work, and how imperfect the results of the best training must be. The original idea of curing imbecility had to be tried and found untenable before justice could be done to its subjects. The expression “custodial inmate” requires some explanation. It is sometimes understood to refer specially to the adult feeble-minded females who are detained in institutions; but it properly includes all who are being retained rather than educated. The distinction is commonly drawn between “school cases” and “custodial cases,” the latter being very often graduates from the school course who are spending their lives at the institution. There is also an implication of low mental grade in the word “custodial.” At Fort Wayne the “custodial kindergarten” classes are composed of the less intelligent. In estimating the value of this education we must guard ourselves from errors in two directions. On the one hand, we must not be misled by the brilliant results of the “school proper,” into a too exclusive attention to this part of the work done; and I suspect it is very easy to allow oneself to be thus misled. On the other hand, it is natural to look on the mass of “custodial” cases as merely so many cases for detention, burdens to society, now neatly shelved in a safe place. This would be a very grave error; it might truly lead to the logical result of doubting whether it be necessary to prolong the physical life of such an order of beings. The ‘ ‘ custodials ’ ’ are almost without exception improvable to some extent, usually to a relatively very great extent. The amount of training on a very humble level which is given to these persons is enormous. In all institutions their physical habits are trained. They are taught decency; they are made useful in many humble petty employments; they are, in short, given a life to lead and are shown how to lead it. The training thus imparted does two things: It first raises them out of their brutishness to the level of social beings, fitting them to mingle in the daily relations of a home with the other inmates, and second, it is so continued as to form a check to the general tendency to degeneration of mind and body. The intellectual results of the training of the lower grades of the feeble-minded are therefore as distinct and as valuable to them as in the case of those who learn to read and write. There is an economic value in such training, too, for it is far easier to care for them after they are trained in good habits. An illustration of this has been mentioned to me in the case of the custodial institution at Borne, N. Y. , where efforts have been recently made to improve the least improvable patients by means of gymnastic, kin¬ dergarten, and manual training given daily , in classes. As a consequence of this training, the greater part of those who were formerly filthy and destructive are no longer such; many have learned to talk, many have become useful helpers, and the general health has been much improved. As regards the effect of training upon the higher grades of pupils, the attitude usually taken by experts is that feeble-mindedness is not cured by education; if a case turns out “all right,” then it wras a case of wrong diagnosis. There is an intense interest attaching to the class whose condition is not wholly certain or obvious. 2160 EDUCATION REPORT, 1902. Some such cases get into institutions, often on account of early neglect and ill treat¬ ment, often because of mere backwardness. I do not refer to children who, though really foolish, possess some single faculty in a high state of development and make a remarkable show, but to children who really turn out “bright” after a short time of trial. It is hi connection with such cases that we feel the difficulty of giving in words an exact definition of the word “feeble-minded.” Children who are very far from being what is popularly called idiots are nowadays taken into these institutions — occasionally a rather shrewd child is admitted — and the definition is practically a broad one. Typically, the feeble-minded child is weak on all sides — weak in percep¬ tion, attention, memory, in power over number and language, in combination, in judg¬ ment, in mental endurance, and no less defective in touch, in hand power, in general bodily activity, and constitutional vigor; but while a full definition comprises all this, we must acknowledge that in some cases the defect is only partial, while in others it is so concealed as to require a skilled judgment to detect it. If there be one thing which i3 pretty generally acknowledged as characteristic of the class, it is some form of 'weakness of practical judgment 'which renders its possessor unfit for independent life. A want of moral insight or self-control is equally disabling. This trait is noted in the fortunately small class to which is given the name of “moral imbeciles,” the “unmoral” through defect. The definition, however, is incomplete unless we emphasize the anatomical or physical basis of the disorder. W e have to do with the fact of arrested or defective development of body and mind. The evidences of constitutional 'weakness, of slow growth, of inferior size, of defects in the formation of palate, teeth, ears, skull, etc., are associated with poor sight and hearing, defective articulation, inability to grasp objects or to use the legs, and psychic weakness in any or all respects, and in many cases there is manifest disease — as rickets, palsy, hydrocephalus, cretinism — to which wre can point as a cause. Imperfect as is our knowledge of the ultimate anatomical basis of these defects, their general ‘ ‘ constitutional ’ ’ character is admitted, and their ultimate incurability is as distinct as is their susceptibility to amelioration. To return to our main point: If the “school” be really educative, for what sort of a life does it educate? With very few exceptions — perhaps none — all the inmates of an institution for the feeble-minded are its pupils as truly as in the days of Seguin. Hardly an individual is really untrainable. The idiotic are improved in their personal habits, the semi- idiotic are trained to usefulness and to the happiness which health and occupation bring to all. Such children belong in thfe tutelar care of an institution for life. Those of a higher grade of intelligence, when trained and taught, often show a degree of improvement which misleads the parents to a belief in the child’s recovery, and many such are sent out, year by year, at the request of parents. What success these young people have in their new relations can not be stated in a word. The home is not always the best place for them; their defects may reappear after a trial; their want of self-control may lead them into difficulties, even crime. In Massachusetts a great many are sent back to reapply for admission after remaining outside a while. In Indiana, on the contrary, there appears to be an urgent call for comparatively unskilled labor, in response to wffiich a good many young men are withdrawn. In regard to these Mr. Johnson, of Fort Wayne, writes me that most of those who have been allowed by the institution to go out to work are very successfully and creditably earning their living as farm hands, house servants, stable boys, and a few in trades learned at the institution, but none of them, as far as he knows, are mar¬ ried. This appears to be quite different from the experience in Eastern States. But even in Indiana Mr. Johnson considers that the proportion that could be wisely- discharged as ‘ ‘ graduating ’ ’ on the line of self-support is not more than 10 per cent of the boys entering, although more than 10 per cent are taken out by parents, etc. EDUCATION OF THE FEEBLE-MINDED. 21f>l On this surely optimistic view, then, only one in ten of the trained inmates is capable of maintaining the struggle for existence in competition with the world. The development of the colonial system on a large scale begins to make it clearer to all eyes that the safest arrangement and a really happy one for most of the male pupils is a permanent residence on the farm, and for women in domestic employ¬ ment at school. “Given the land, the plant, the brains, and the entire class of the feeble-minded can be made, self-supporting by their own labor,” is the claim that is being made. The colony idea is only in its infancy, but it has been shown that large numbers of the trained male inmates are capable of doing a man’s work in manual labor on farms. It is a matter of frequent observation that the feeble-minded, when properly trained, are happiest and most successful in contact with the soil. Many are capital drivers and plowmen who are baffled and beaten in the clash of competition with other men’s wits. The mere acts of weeding and removing stones from the soil are enjoyed. These remarks are equally true whether the man be placed in a colony or allowed to become a member of a friendly farmer’s household. Whatever makes them self-helpful, capable writh their hands, useful members of their family, will tend to their success in society. Trade education is fairly success¬ ful within the asylum, but not largely in the case of those who have left it. Nearly all, according to the general testimony, require friendly oversight. It may be permitted to say a word in regard to the teachers of the feeble-minded. There is no question that, as a class, they rank very high. Contrary to what might be anticipated, they find distinct attractions in the task of teaching the feeble¬ minded. There are difficulties known only to those who have experienced them, but the overcoming of the difficulties seems to be its own reward. There are very trying pupils, but not, as a rule, cases which excite disgust— at least, among the school classes. .Instead of disgust there is sympathy. The children are mostly fond of being noticed, good-humored, and capable of sincere and friendly relations with their teacher. I have been struck with the frequency with which a thoroughly kind and genial tone pervades the classes. Slowness and forgetfulness are overlooked by teachers in the pleasure of gaining definite results. The secret of the matter lies herein, that the improvement and the uplift are often enormous relatively to the pupil. Every scholar is his own standard, and the real effect, thus estimated, is very great. Teachers have few pupils and are able to knowT each one intimately and to make of him a special problem. The emolument is not large, but the posi¬ tion is highly respected and is secure (as far as my observation goes) from political interference. The attitude of teacher to pupil is marked by friendliness and absence of pedantry, and the scholars almost universally take a great and fresh interest in their tasks. There are different views in regard to the qualifications and training of teachers, but it seems to be agreed that a knowledge of human nature and an aptitude for find¬ ing ways out of difficulties are of very much greater consequence than special train¬ ing. The training which comes from intimate association with this class of children in the position of attendant has been found valuable. A knowledge of kindergarten work is of great value, and yet the kindergartner has to recast her ideas to suit the new conditions. Only a high moral purpose and an unaffected sympathy with childhood can enable the teacher to succeed. One’s patience is often tried; not to mention stupidity, there are perversity, inattention, mischief to be dealt with, often suggesting the propriety of using the rod; but experience is convincingly in favor of moral treatment for these children, and the “last argument” of physical pain is pretty nearly banished from these schools. Rewards and privileges are thought much of. In a great many hours spent in these schools I have very rarely seen anything that looked like any form of punishment. In reality the place of punishment is taken by training into correct 2162 EDUCATION KEPOBT, 1902. habits, by the derivant influence of constant occupation, by making life pleasant and full of natural reward, by weight of character on the part of teachers and attendants. “ The more I know of these children the more I like them; every one of them has a character of his own, and they are almost all good.” This is one man’s way of looking at them, and to my mind a wiser way than it is to make much of their moral weaknesses — their unreliability, for instance. It is not worth while to say, as I have heard it said, that “they are all moral imbeciles,” although their sense of responsi¬ bility and their appreciation of the value of veracity are not always what we could wish. The relations of superintendents and their families with the feeble-minded who surround them are often cordial, even intimate; it appears to be the rule that the children know the inmates, play with them, take part in entertainments with them, drill with them, with no particular feeling of oddness in the situation — perhaps rather enjoying the sense of their own superiority; but the conditions seem natural and healthful. Some of the inmates dance, drill, and take part in athletic events in a way to be respected. The religious question will probably be answered by a majority of those concerned in the education of the feeble-minded in a somewhat negative way. There is a dread of the injudicious interference of a certain class of divines, who insist on dog¬ matic instruction, or who desire to arouse religious excitement in the manner of a revival. The services of the clergy, for certain reasons, are seldom rendered. The superintendents may prefer to lead the religious services or to conduct the Sunday school, and often do so to good purpose. I can name one superintendent who sincerely believes in the simple religious teaching he imparts, and who believes it makes his hearers better and happier. They are led to consider life as a relation to their Maker, and death as the beginning of a new and happier stage of existence, little understood, which will bring them into closer relatipn with the Divine. Funeral services are by him arranged so as to be most attractive to the eye and comforting to the thought; the body is neatly and prettily clothed, with a flower in the hand, and placed in an attractive receptacle, and the words of the service are hopeful and cheering. By such means the old, repulsive idea of “being put away in the potato patch” has been banished from the children’s minds. The schools for the feeble minded are alike in possessing kindergarten classes and higher classes for primary and lower grammar work, forming the school proper. A large share of the day is given to classes in manual training, trade education, phys¬ ical training, music, etc. A great deal of time is given to the training of those too dull to be placed in the school proper. The kindergartens are not conducted in all respects as regular kindergartens are. One may find the class seated at ordinary school desks in a common school room, without piano or ring. I believe all use the games, however, and some do so quite freely, passing to a special room for the purpose. Abundance of kindergarten mate¬ rial is supplied, as it furnishes an excellent means of training the sense perceptions, the hand power, and the knowledge of number; indeed, it has come to be consid¬ ered indispensable. Those elementary faculties which in ordinary children come to view without much tending are in these children overlaid by constitutional inertia, and have to be forced to sprout, as it were, by the use of a host of appliances which common children manage to get along without. The upper kindergarten classes usually begin number work and language along with their proper work; and the primary grades are apt to retain much of the kin¬ dergarten element — a very desirable fusion, which prevents or anticipates that break between the two periods which* is sometimes seen in common schools. The higher grades, usually termed 1 1 primary, ’ ’ really carry the child up to the EDUCATION OE THE FEEBLE-MINDED. 2163 standard of about the age of 12, though the usual number of the grades is only three. Grading is even more urgently required with feeble-minded children than with the normal. Great differences in capacity for acquisition and for development exist side by side in the same class, and the difficulty of keeping a class together is often spoken of. Grading can not be based (as in common schools) upon the prog¬ ress in arithmetic without doing injustice to many whose language work is good, but who are behindhand in number. Language is therefore preferred as a basis of pro¬ motion, where a basis is required. In the primary grades a variety of the ordinary primers and readers, up to the fourth reader, are used; no special text-books are required. Special aids are used for beginners — picture cards, cards with words and letters. Some use is made of books in arithmetic, and histories are in general use, but beyond this (and reading of ordinary library books) the instruction is generally oral. The enrichment needed for this peculiar class'of pupils is given by the incorporation of object material in large variety, much of it derived from kindergarten sources. The abstract ideas of num¬ bers are apprehended -with great difficulty, and all kinds of inducements are offered to lead them to grasp the subject through handling and dealing with real things. Nature and life in many forms are shown pictorially and objectively. Stories are read — largely realistic; and fairy tales are much liked. As a rule, they are fond of music and have a fairly good ear. Manual training makes a strong appeal to them, in the forms of wood working and carving, basket work, clay modeling, and to some extent drawing; but if their capacity in these lines be compared to that of normal children, it is quite distinctly inferior. Literary culture, as represented by the poetry used in primary schools, is not given a promi¬ nent position. One of the chief difficulties among the more intelligent is to write and speak English without making childish and outlandish blunders in construction. The technical details of school administration differ. The idea of progress or pro¬ motion from grade to grade is everywhere present; as a rule, it is the individual rather than the entire class that receives promotion, and one is transferred to a new class or grade at any time of the year when he is thought fit to go up. There are also general promotions at the end of a school yeaT. Consistently with this, the atten¬ tion given to individual members of a class is very great; and, indeed, it would be impossible to carry on the work otherwise. Grading is carried out with logical strictness at Elwyn, where one sees three kin¬ dergarten and three primary or intermediate grades forming a continuous sequence. The plan is similar in general in most of the other schools, the large share assigned to kindergarten work being universally noticeable. In some places, however, there is a tendency to multiply kindergarten classes, grouping the children not so much by the formal progress made as by their ages and dispositions, and even by the char¬ acter of the teachers. Of this Columbus, with its very large school population, offers a good instance. The grading is traversed at Syracuse and Vineland by the principle of specializa¬ tion. At the end of every forty or sixty minutes in these schools the classes break up and are redistributed all over the school, so that a child is not rated as a member of such a grade or of Miss - ’s class, but has a distinct grade or class in every study. Where classes are quite small and periods long this does not seem to prevent that intimate personal knowledge of one’s pupils which is desirable. Specialized teaching is required in certain departments, as manual and physical training and music. A plan combining this requirement with that of continuous personal relations between teacher and class is in use at Waltham and Eort Wayne, which may be called the “half-time system.” Elsew here we find the two-session plan, three hours in the morning and two in the afternoon, the regular school desk in a certain room being the pupil’s headquarters, but with changes back and forth for object work or gymnastics. The half-time plan gives the scholar about three hours 2164 EDUCATION REPORT, 1902. in continued attendance under one teacher, either forenoon or afternoon, and each teacher manages) two classes. The spare half day gives each child the opportunity for special instruction in sloyd, gymnastics, music, trades and other things outside of books. The time allotted to book work may appear inadequate, but the results are perfectly satisfactory. The amount of regular grade work performed under the half-time system is practically the same as under the two-sessions plan. Elwyn, for instance, with two sessions, gives less than three hours a day to this class of work in the upper grades, and the remainder to manual work and the like. It is a question of distribution of time. The loss of time in changing classes may be inconsiderable. The chief point to consider, it seems to me, is the greater moral influence which a teacher can exert if allowed to retain her class for a whole session without interrup¬ tion. From the instructor’s point of view, also, there must be an advantage in hav¬ ing one’s whole session at command with leave to shorten or omit this, to introduce that exercise, according to the special need of the hour and the state of the chil¬ dren’s minds; not working without programme but with an elastic programme. While speaking of the half-time system, an institution for boys of good natural endowments may be mentioned, the Farm School on Thompsons Island in Boston Harbor, where less than three hours of ordinary school work, in combination with a strong and diversified course of manual and agricultural training during the rest of the day, has given extremely good educational results. If we attempt to estimate the amount of school work accomplished by the so-called “high-grade imbeciles” in classes, w'e And so great individual variations that no definite statement can be made which is not open to wide exceptions. Many who begin fail to complete a regular school course, being removed to a manual or trade class. Those who continue are not expected to “make a grade” every year like ordinary children. Those who reach the highest grade are largely between the ages of 14 and 17, and their attainments correspond in general with those of children of 11 or 12 in public schools. Yet they have not performed the same amount of work, for their attention has been largely fixed on “the three R’s,” to the comparative exclusion of such branches as literature, memory gems, declamation, physiology, drawing, music, reading, and part singing. The systematic appeal made to all the faculties by the modern education of the feeble-minded constitutes a far more powerful and far-reaching agency for stimulus and development than the ordinary education of public or private schools. Its effects in many cases still seem as miraculous as they did to the eyes of those who first devoted themselves to this profession. They are due to several causes. First, the profound appreciation of the value of the physical side of training; second, the minute analysis, the abundance of resources in the way of material, the concrete attitude assumed in class work — to which the kindergarten has made most important contributions; third, the fact that the institution is home as well as school, so that children are literally in training for the whole of the twenty-four hours. The public has now fully accepted the necessity of sehooling.and that of custodial care. To these elementary principles some others have been added which promise to be Of far-reaching importance. First, there is the doctrine that no truly feeble¬ minded person is ever so restored to a normal status that his or her marriage is desir¬ able; second, statistical evidence has accumulated of the large number of weak- minded offspring borne by weak-minded females, and as a consequence a general policy of detention of such females in custodial asylums during the period of marriage¬ able age is beginning to be introduced; third, the economic value of the trained adult, and reciprocally, the improvement in health and happiness which follows when occupation is furnished, and the value in both respects of the farm colony for men in good health; fourth, the extension of the work to the so-called backward pupils of EDUCATION OF THE FEEBLE-MINDED. 21(55 our public schools has begun to attract the attention of educators, and the possibilities of extension in that direction seem very large. While the pedagogic methods in use in different institutions are essentially similar, there is a marked difference as regards preferred subjects and tendencies. One is strong in the direction of the economics of the institution; another i3 attached to the aesthetic development of the child; another to the social amusements or to music; another to the trade idea, and another to the physique of the pupil. No single phase can justly represent an institution’s whole tendency. There is an element of feeble-mindedness in a certain proportion of the criminal class and of reformatory school children. The special treatment of these cases by the former superintendent at Elmira Reformatory, Hon. Z. D. Brockway, remains a brilliant illustration of the value of measures addressed to the physical awakening of pupils by bodily treatment. If a similar attitude of devotion to physical interests, as constituting the basis of their whole education, were generally taken by superintendents of the feeble-minded, it is possible that it might be for the benefit of all. In reality, this is the attitude already taken by the best, boarding schools for well-to-do boys, where a teacher’s athletic capacity is as much inquired into as his language. This is not a temporary fad; it represents a gain to education. If any class needs physical elevation, it is the class of the feeble-minded, with their original defects of vitality, their restriction to asylum life, and their notorious and lamentable liability to tuberculous diseases. Ought these deaths from consumption to be acquiesced in, or to be interpreted as a possible educational hint? It is with pleasure that I am able to say that these con¬ siderations have been taken to heart by some in certain quarters. THE MASSACHUSETTS SCHOOL FOR THE FEEBLE-MINDED AT WALTHAM. a Superintendent, Walter E. Fernald, M. D. This institution lies in a very beautiful tract of country about 6 miles from Bos¬ ton. The buildings are principally in two distant groups. They are well separated, well sunned, well drained. The larger dormitories contain 80 beds or more. The school and gymnasium with manual-training rooms occupy a detached edifice. There are (June, 1903) 645 inmates, of whom about 125 are in the school proper, besides 141 men at Templeton. Templeton colony is situated in the central part of the State, about 50 miles from Waltham. It occupies a tract of about 3 miles long by 1 mile in average width, mostly hilly and rough, rising in summits to the height of 1,200 to 1,400 feet, and giving abundant opportunity for the wholesome exercise of clearing land. The colo¬ nists are those already trained at Waltham. Three farmhouses at widely separated points have been made the nuclei of groups of buildings, each accommodating 50 men. The colonists require very little supervision; they have the liberty of the entire grounds and are not constantly under the eye of keepers. The effect of transfer from Waltham to the freer and more robust life at Templeton is marked in an improvement of their physical well-being. They labor regularly and well. There is no school work, but for evening hours there are provided the usual means of rec¬ reation, books and games, and there is reading aloud by the persons in charge. They show signs of mental improvement, as well as satisfaction with the change. The colony is in its infancy and further developments are possible. No female inmates are sent there. The institution is growing rather rapidly. The transfers made to Templeton make room for admitting unusually large numbers of young, improvable pupils in the school department. These changes have greatly improved the grading of the school a Often spoken of as “ Waverley,” from its post-office address. 2166 EDUCATION KEPOKT, 1902. classes. They expect to send a certain number of adults each year to the colony, thus making room for an equal number of young children needing school training. A great many children are removed from Waltham by their parents after they have been trained to a certain extent, but it is found that a large proportion of them apply for readmission after their parents have given them a fair trial. Previous to ten years ago the policy was to dismiss educated children at 18 or 19, but this can no longer be said to be the case, since the trustees have through these experiences learned the real wishes of the public. A small number of those dismissed are more or less self-supporting. There are about twenty who keep in touch with the institu¬ tion, with the understanding that they are to report personally or by letter at stated times; this is of great value, as strengthening their sense of responsibility and helping them in difficulties. The superintendent is required to “regulate the diet, regimen, exercises, and employments, and the whole course of the education and training of the pupils.” There is no principal of the class work other than he; he is intimately conversant with the pedagogic arrangements of the institution and with the character and attainments of the pupils, and assumes the usual responsibilities of a school principal. The educational scheme will be described under the following heads: A. Training of low-grade inmates in the care of the person, the use of the limbs, and social order. Industrial and manual training. B. Classes for training special sense and voluntary motor power. C. Kindergartens, two grades. D. Common school classes, in several grades. A. Elementary training: Attention may properly be called to the development, which has come about within the past dozen years, of a system of training classes especially designed for the younger and the less intelligent inmates. There may be rti all about forty of these classes, some of them taking in more intelligent pupils. These are exclusive of classes for trades, manual training, music, and higher gym¬ nastic work. The practice of the institution is fully described in a paper, a from which a few of the following statements are taken. It originated in an attempt to deal radically with a very trying state of things resulting from the sudden unloading of a hundred old, bad, neglected, custodial cases upon the institution, followed by hundreds more. Feeble, often incapable of walking alone, or feeding or dressing themselves, or speak¬ ing intelligibly; untidy, destructive, noisy, and intractable; shrieking, and tearing off their clothes — they made a Bedlam of the wards. Beginning at the basis the writer has urgently insisted on rectifying the ill bodily conditions of this class by great attention to the preparation of their food, by a lib¬ eral supply of food, slowly eaten; abundance of water to drink; extremely thorough bathing; care of the teeth; systematic training in regard to the calls of nature, and changes of soiled linen. Training of the voluntary muscles is carried out in all possible ways by class work, sports, and hard labor. Physical training is given daily to all not absolutely inca¬ pacitated for receiving it — the duller equally with the brighter ones. The love of music and rhythm and the tendency to imitation are made useful in inducing them to march in line and more or less in step with the beat of a drum; beginning with which they are gradually led to run, skip, walk on tiptoe, leap, and maneuver, in imitation of their teacher, and afterwards at the word of command. All appeals to their intelligence must be vigorous and sharp, and must be systematically planned and methodically carried out. Among the training classes there are some in household occupations, as floor pol- a “ Some of the methods employed in the care and training of feeble-minded children of the lower grades,” by Walter E. Fernald, M. D. Reprinted from Proceedings of the Association of Officers of Institutions for the Feeble-Minded for 1894. EDUCATION OF TEE FEEBLE-MINDED. 2167 ishing, faucet burnishing, the scouring of knives; some for dressing and undressing, and other care of the person. Some very dull boys are in classes for darning and sewing, and for sorting rags by their color. All the girls, of all capacities, if fit to receive such instruction, are taught in classes for sewing, darning, laundry work, sweeping and dusting, bed making, dish washing, vegetable paring, hair combing, and dancing. A part of these classes are under regular teachers, but most are in the care of attendants directed by matrons. Physical efficiency is encouraged in every way. Great pains are taken to give all the inmates daily walks and out-door sport, with the help of their attendants, when it is not storming. All who are able belong to gymnastic classes and attend daily; about one hundred are in military drill, and I can speak in high terms of the mental as well as physical alacrity which is brought about in these exercises. Dancing is taught in classes once a week to the younger children. The games played in the gymnasium during the winter give place in summer to the work of two baseball teams. Competitive athletics form a part of the programme on public occasions, and in these matters the assistant physicians and employees take an active part. . All the physical training is under the direction of a very efficient specialist, a woman. The general attitude of the institution is strongly in favor of the games and amusements common to all children, compared to which special gymnastic exercises, great as is their value for mental and physical development and discipline, are believed to hold a secondary position. At every gymnastic hour at least one-half of the time is devoted to active competitive sports. It is further held as a leading principle, applicable to all, that the tasks which involve the nse of the larger groups of muscles are more valuable than those which teach the manipulation of the fingers. The prevailing status of the feeble-minded is a lack of robustness and resisting power, as is evinced, among other things, by their great liability to consumption ; and it is felt that out-door labor goes more directly to the root of their evils than quiet sedentary training in skilled hand labor. The smaller boys, as fast as they are able, are taken out into the field in classes, and learn to pick up stones from the hillside, to dig ditches, and to handle the pick, shovel, and hoe, and do other things in the way of chores and simple manual labor. On the other hand, while manual training is not neglected, a less important place is assigned to embroidenT, design, and drawing than is the ease in some other institutions, while basket work and carving are not practiced. There is no tailor shop. There has been continued improvement in the physical condition of the inmates within the last three or four years, and at present (July, 1903) there are but two cases of tubercular phthisis among them. In industrial and trade training a marked improvement has been made within a few years. The inmates assist in all departments of household labor, and work on the land and for the stock. Weeding gives plenty of employment. The girls make all their own clothing except knit goods, and that of the small boys, and take care of the little children. The boys do the baking, all the repairing of shoes, the paint¬ ing, the printing for the establishment, and odd jobs at carpentering. All for whom a task can be found which involves useful manual labor are set to work, primarily for their own benefit, and often with an economic result. The practical effect of the kindergarten and manual-training drill has been very plainly seen in the farming and garden work. Previous to 1893 they never had a boy who could be trusted to plant potatoes, com, or other seed, but that year a squad of rather small boys whose eyes and fingers had been very thoroughly disciplined in the kindergarten and manual training were detailed to do the planting, and suc¬ ceeded as well as the most careful man could have done. They did equally well with the hoeing and harvesting. Other trades than those named are not developed. The energies of nearly 150 men are employed at Templeton in the task of subduing the soil; this represents 2168 EDUCATION REPORT, 1902. considerable labor withdrawn from possible trade shops. As regards the economic value of the inmates’ labor, it varies greatly, and is always considered secondary to their personal welfare. ‘ ‘ The amount of work the boys at Templeton have done this summer probably exceeds the average amount of work done in the same length of time by any equal number of laborers employed upon a public work.” (Report for 1900.) But among the less capable the value of work done must often be less than the wages of the person who superintends their operations. B. “Training classes” par excellence for training the control of motor power and developing the special senses are of two sorts; there are five or six groups of chil¬ dren under 15 in the care of three women teachers, about 70 in all; and three classes of low-grade boys from 12 to 20 years of age under a man teacher, numbering nearly as many. The principles and methods followed are alike in all these. I shall describe only those for the younger children. “Awakening classes” would be a good descriptive name. They occupy only an hour or an hour and a half of a child’s time each day. Much of the material and methods is borrowed from the kindergarten ; in fact, nearly all the material is kinder¬ garten material enlarged and made more graphic and effective. The physical train¬ ing, so far as it can be assigned to any system, is of the Swedish type, and is arranged and prescribed by the director before mentioned. A class for play follows this class, and in addition they have their daily walks, and are usually in some of the occupa¬ tion classes above named. I will venture to try to describe one of the special training classes as I saw it. This one consisted of 16 boys, whose ages ran from 6 to 12 and over, seated in chairs against the wall, leaving quite a free space for the teacher, in front of whom stood a table with colored models of animals. She kept up a volley of questions in a vigorous, rousing voice. “What’s this?” “A cow.” “Find another.” (Boy points to a picture; the other boys shout, “No; that’s a calf!” He then points to one on a block.) “What does the cow say? Did you ever see a cow? What do cows do?” “ They eat grass.” “ How do they get the grass?” “They get it with, their mouths.” (Here the boys get on all fours and with great enthusiasm imitate the act of grazing.) “Why don’t they take it with their hands?” (General laughter. ) ‘ ‘ How many feet have you? How many has a cow? How many hands?’ ’ “None.” “Show how' they chew grass.” (They make the motion of chewing.) The teacher then elicits the idea of hay, of milking; that hay makes milk, butter, cheese, beef; that cows have horns, etc. The pig, horse, and cat are gone through similarly, showing their parts, uses, etc.; they sing the finger song “Piggy-wig,” and imitate his grunting, and get down on the very clean waxed floor to show' how he puts his nose in the mud. “ Would you do that?” “No.” They all make the noise of a cat for as long as they choose — say half a minute. One boy wants to pet the cat model. Next came the story of the “Three Bears,” which had already been told repeat¬ edly, with display of pictures and questions. One boy with a good memory then told the story while the teacher showed the pictures and drew out the points by questions. Next follow'ed a gymnastic drill, not Swedish, consisting in taking the attitudes of sitting, standing, kneeling, tiptoe, and placing the hands on various parts. Then a wooden chopping block wras brought in, and the boys, in relays of four, pounded it with wTooden mallets as hard as they could for half a minute to each set. This appeared very gratifying. The room is not in the school building, and no one is annoyed by the noise. A les3 advanced class now replaces these boys. Theie are thirteen, of .whom three or four can talk more or less. One at a time inserts a hand in a bag and tells by feeling what object he has grasped. Models in thin board of squares, diamonds, EDUCATION OE THE FEEBLE-MINDED. 2169 stars, and other forms are placed on the table, and the boys match them with other models which they pick from a box. Three cloths of different colors are spread; the boys place on them blocks of corresponding colors. A hundred sticks of various colors are thrown on the floor with a clatter, and the boys scramble for them. The first class now returns and plays kindergarten games with singing: The Farmer: The Snail; Fly Away, Birds; Squirrel; Pigeon Song; finger games, etc. They match forms and colors. They recognize a boy, blindfolded, by the sound of the voice. They guess ten musical instruments, blindfolded, by their sound. A blinded boy pursues the teacher, who sounds a bell. The sense of smell is stimu¬ lated by causing each to sniff a bottle of some strong odor (chloroform, pennyroyal). Each receives a taste of vinegar in a spoon; each receives a pinch of salt; they seem to like it. Then three prism-shaped blocks of different colors were laid in the form of a cross or a letter H, and boys imitated it correctly; this seemed the hardest task. So far from objection being made to noise, the teachers seemed to like to get the pupils to making noises; everything that went on was stirring. Great vigor and decision was shown in conducting the gymnastic work. The attitudes of the children in their chairs were not interfered with, however quaint; discipline was maintained unflinchingly, but only one boy had to be punished by leaving the room. In the above we have examples of some of the ways in which sight, hearing, touch, taste, and smell are stimulated and knowledge of common things gained. An impor¬ tant piece of furniture is the Swedish stall bars on which they learn to place their feet in climbing. A class for play was then formed of twenty-five or thirty of these children, under their regular teachers, in the large day room of a dormitory— a very sunny, airy room. They had a “military drill,” consisting in marching in single file to the beat of a drum, in lock step, and holding flags; afterwards they removed their hands from the shoulders in front, clapped hands, did a few Swedish movements, hopped, skipped, marching to music all the time. They next joined in a ring game which teaches them the right and the left foot, then a hiding game to “ magic music,” and then a vigorous game between sides, wTith running back and forth to place balls and blocks in position. In connection with these objects they begin to use numbers; one of the brightest boys could make out that 3 — f- 3 = 6. There is a very great difference in the appear¬ ance and capacity of these pupils, many being low and repulsive in type, while a few are remarkably attractive in their way. There is no one who does not know' what obedience means, and that the teacher is “boss,” and the whole fabric of education is thus planted on a right basis at the outset, so that not only the senses and the muscles, but also the attention and the will, are trained by ceaseless appeals. The fact that the children sit in small, comfortable chairs, without any hindrance to quick rising i'n the way of desks or kindergarten tables, seems to me worthy of serious attention, for it makes an infinite difference in the freedom of the programme. A class of children, supposed to be a kindergarten class, but seated behind ordinary school desks, may be receiving skillful treatment, but it will be a totally different treatment from what I have described; they will remain a sedentary class. And for these children there are reasons, which need not be enlarged upon, which make pro¬ tracted sedentary occupations very undesirable. I refer to the sexual stimulation which prolonged sitting favors. The classes for sense and motor training, as described, receive most of the young persons admitted to the institution, with this exception, that a few, not over 2 or 3 per cent, are too idiotic for these classes. There is a further exception in the fact that a good many are found suited for an immediate trial in the kindergarten classes, and a few can be introduced at once to the book study of higher grades. With these exceptions, the “training classes” may be considered the trial classes for all who ed 1902 — vol ii - 63 2170 EDUCATION EE POET, 1902. enter. But few are promoted from them to the kindergarten; the classes of large boys are not so promoted. There is no fixed period; a little one may remain in the class I described for a week or for two years. There is hardly one in fifty of those admitted who would not be benefited by the stimulus thus applied; and the same stimulant methods, modified to suit conditions, are used in the kindergarten classes. C and D, kindergarten, primary, and grammar grades, compose what is usually called the school proper, and number about 125 pupils. They are held by 4 teachers in four rooms. The forenoon session is from 9 to 12, with a recess of twenty minutes, during which the children go out of doors in charge of attendants. The afternoon session is from 1 to 3.45, without recess. The half-time system is in use, so that eight classes are held, two of which, under a kindergartner, constitute the two kindergarten grades. The kindergarten classes work at desks as in ordinary schools, but they also use the ehairs and tables of that system. The free half of the day for each child is given to sloyd and gymnastics daily, with music, trade classes, etc. The kinder¬ garten classes are for boys and girls together; the higher grades comprise two classes of girls and four of boys. The children are carefully graded at the beginning of each school year; the gen¬ eral plan of the year’s work is then laid out for each elass, to be modified later as required. No radical change is made without the superintendent’s approval. The work is supervised by him, and teachers are encouraged to use their own discretion in the daily execution of the plan. The quality of the material composing classes varies greatly from outside causes, and it sometimes happens that a grade can not be made up. The school work is carried as far and done as thoroughly as is usual in such institu¬ tions; but there is a clear perception of the danger of overdoing the academic work. The training of a special talent in school is not looked upon as an aim in itself, the main question being what education will best fit one for one’s real future? Sooner or later a child’s book work is replaced by manual, trade, or industrial pursuits. Children may be taken from any grade and placed in manual occupations, and a considerable number are so removed from time to time from the kindergarten. On entering the lower kindergarten grade or class children know howr to count a little, but seldom know words or letters. On leaving the upper class in kindergarten they have been instructed in telling time by the clock, the points of the compass, the seasons, and the calendar. They have learned addition up to 10 or thereabouts, and they are using Cyr’s Interstate Primer and First Reader, with sentences like “Mamma gave me a water pot,” and spelling words of three letters. They read in general with a natural and pleasing delivery and enunciation. The child spends twTo, three, possibly even four years in making this progress. The training of the fingers is made important. Large pegs are fitted into a board full of holes. Models are used to teach how to lace shoes, to form stitches, to -weave and darn. Toy weaving frames are used. Kindergarten mats, in simple patterns are woven with strips of colored wood or manila paper. Scissor work, pasting, folding, chain making, are done to some extent, but clay modeling and pea work are little used. Number, color, and form are taught by attaching numerous concrete associations to the conception. Lively games of number and color are played with cards marked with colored dots; there are games of going to fetch a required number of blocks; games of ninepins with counting; pegs are used to count; large wooden colored beads are strung in given order; colored balls and cloths are much used. The other kin¬ dergarten “gifts” are too small and their lessons are too abstract; they are not much used — chiefly to teach number. Colored papers are matched; colored cloths, blocks, and sticks are compared with each other and with the pictures on the -wall. Colored pictures are matched. The solid objects employed are made of large size. Kindergarten games are used, but the want of an assistant somewhat limits them; EDUCATION OF THE FEEBLE-MINDED. 2171 the trado games, dancing games, and a few others are useful. The songs are used daily, but less than in ordinary kindergartens. There is a piano in each class room, and in every inhabited building also. English is begun by the word method, and much use is made of colored prints of animals and objects on which the names are placed. The blackboard is used freely. Reading to the class rhymes from Mother Goose, fables, or fairy tales ( following their own tastes) forms a distinct feature, and, with a broader outlook, such readings are equally a feature of the higher grades. There are also conversations on every-day matters — the weather, their experiences, their Sunday lesson, etc. ; on nature, its operations and products. They walk abroad with the teacher; they see pictures of birds. Living nature is brought into the room in rabbits, ducks, geese, a goat, and they visit the cows, the horses, and the birds. There are many colored models of less known creatures. One of the specialties of the institution is a cabinet of teaching models of. a great variety of man’s works— 'engines, ships, farmsteads, etc.— and also of many kinds of animals, plants, fruits, mineral products, and the stock articles representing national wealth, a good part of which was selected for the purpose in Europe. The cabinet is very accessible and is in daily use by all the classes. It may be pointed to as typi¬ fying the objective and realistic tendency of the school— a tendency made necessary “by the character of the minds dealt with. The first boys’ class above the kindergarten contains 12 pupils from 11 to 16 years old, differing much in capacity. The spoken vocabulary is very small, the grammar often defective. Two never use the pronoun “I;” two are just beginning to spell fetcat” and “rat;” one can not add beyond 14-1; some can not write legibly; about half know the four points of the compass. In drawing, however, the class have kept together hi a simple course of drawing lines to dictation and the simplest geometric forms. Penmanship is taught by the form elements. The subjects comprise the finger occupations of the kindergarten carried further, the color and form study also, and the nature and object lessons. Geography is added, and there i^memory drill. They have read during the year Harper’s First Reader (54 pp.), all of Child Life Primer (95 pp.), Child Life First Reader (29 pp.), Progressive First Reader (36 pp. ) , Barnes’s First Reader (35 pp, ). They can not read the harder parts. The second boys’ class adds small digits, have got first notions of subtraction (9 — 1, 10 — 3), can tell how many 3’s there are in 10, 7, etc. For the first time in the school a speller has been used, with great success, and in six months they have learned 128 words of four or five letters perfectly. The third class appreciates very well the story of Morse’s discovery of the telegraph and Whitney’s cotton gin, as read to them. They are learning subtraction by the use of dot cards. The fourth and highest class is composed of boys of better endowments. They have been trained already in tables of measure, using tin measures, and can reduce inches to miles, find T82 of 48, borrow, and do the four rules. Five of the stronger minds use Carpenter’s North America, reading clearly, fluently, and with entire comprehension without previous preparation. They locate, but do not bound, our States, know the capitals, the products, some of the chief men. They have not a clear idea of the leading great nations and countries of the world. They know a little about some European countries and our colonies. They write descriptions, unassisted,. of the subjects of pictures placed on their desks. The following is from a reproduction by a boy of 15 of a story read to the class two days previously. The paper was quite long, careful in execution, and interesting: A little boy named George White was a very mischeivous lad he used to torment his teacher by bringing rats, and mice to school One day the teacher told the prin¬ ciple about it and he said that George could get his walking-ticket Monday morn¬ ing, etc. 2172 EDUCATION REPOET, 1802. The class has derived benefit from drawing and cutting out geometric figures,, following Trybom’s Manual of Training in Cardboard Construction (for fourth and fifth grades). Their ages run from 11 to 17, averaging nearer 12. The first class of girls above the kindergarten has read 380 pages of primer and first readers, but are not ready as a whole to enter a second reader. In number most can count by 2’s, 5’s, 10’s to 100 and write to 100 from memory and add and subtract up to 10. They draw simple natural geometric and symmetric forms with one or both hands; they match color and form correctly and quickly. In hand work, nature study, object work, sense training, and stories their work is like that of the boys’ first class, but a little more advanced. Most can spell easy words of one or two syllables. In the girls’ second or highest class there is much disparity, but the more intelli¬ gent are fully as far advanced as the upper boys. The ages run from 15 to 18, except¬ ing one girl of 11, whose grade is below the rest. In arithmetic the abler ones per¬ form division of fractions by mixed numbers with cancellation. They read in concert very well indeed. They use Carpenter’s North America. Their geography is chiefly that of the United States, with as much as possible of actual interest associated. They use an elementary book in American history. They draw birds and flowers from copy on the board in colored chalk to some extent. The majority sing well together. Their tastes are led in the direction of good music; and a similar leading appeared in the motto I noticed on the board, ‘‘Her voice was soft, gentle, and low — an excellent thing in woman.” Pithy moral sayings are considerably Ased in this way, and there need be no doubt that the young women are susceptible to the higher and refining influences of which these instances give but a slight hint. Their compositions point in the same direction. I was shown the best recent work of five girls of 16 to 18 years, containing about 2,000 words, in reproduction of matter previously discussed. One girl had a few errors in spelling, but the rest were about perfect; the MS. was very neat, the capitals and points rightly used. The thought was clearly and naturally expressed in simple, correct language, free from the childish errors often committed by the feeble-minded. I will add two points, characteristic of the emphasis everywhere laid upon the objective side of things. One was the object lesson, given from models of fruits, buildings, etc. — a kind of lesson which outside children largely pick up for them¬ selves, but which these can not get at. The other point was the application of the sense tests for smelling, etc., as described under the training class; these are not necessarily a part of the daily work, but are always used in the case of newcomers, even in this grade. The writer’s opportunities forgiving full descriptions have been very much greater in the case of Waltham than elsewhere. To this, and not to any prepossession, should be attributed the large space above given to Waltham. The descriptions are characteristic in a general way of all the work done in modern institutions and may properly serve as introductory matter. THE SYRACUSE STATE INSTITUTION FOR FEEBLE-MINDED CHILDREN, SYRACUSE, N. Y. Superintendent, James C. Carson, M. D.; head teacher, Mrs. Emily P. Wilbur. The fifty-second annual report of this institution informs us that there were in September, 1902, 546 inmates, of whom over 100 were of the custodial class — adults and unteachable — for whom the school was not intended and for whom the State makes provision elsewhere; for -males at Rome, for females at Newark. The school proper contains about 275 pupils, taught by 11 teachers, and 2 attendants who per¬ form some of a teacher’s duties. There is a farm belonging to the institution some miles back in the country, on which live about 40 of the able-bodied male inmates, taking care of the grounds and stock. EDUCATION OF THE FEEBLE-MINDED. 2173 Additional provision is made for 125 feeble-minded in the New York City school on Rainsford Island. The Syracuse school, however, is purely under State control. Those discharged from it mostly go to Rome and Newark, a smaller number being sent back to county authorities and parents. By the by-laws the superintendent has the power of appointing and dismissing teachers and prescribing their several duties and places, but is not designated as an educational director. The pedagogic control is in the hands of Mrs. Wilbur, who is called the head teacher, but receives no titular designation in the report. The school hours are from 9 to 12.30 and from 3 to 4.30, withti recess from 10.40 to 11. Saturday afternoon is a half holiday. Introductory morning exercises occupy twenty minutes, after which the classes file off to their rooms. The sessions are divided into periods, four in the morning and two in the afternoon. At the end of each period a bell strikes, and the pupils are all redistributed to fresh teachers, so that no pupil can be said to belong to any one teacher except in the subject or sub¬ jects taught by her. The classes are designated by their subjects, which are very various. There does not appear to be any general grading. There are, however, classes in number work, for girls, first and second; for boys, first, second, and third. There are also classes in the First, the Second, the Third and Fourth Readers, respectively. Mrs. Wilbur takes each new class under her observation for three months. Drawing, dancing, sloyd, and sewing are specialized. There are trial classes, largely composed of low-grade children, in which the sim¬ plest objects connected with kindergartens are used for learning form, color, and number. The form board and large peg board are here used for improving the power of the fingers. Especial value is attached, in this respect, to sewing and to unraveling rope for mats and braiding it in strands. This elementary training is well described in the report for 1901 and comprises a great many devices of the kind known in other institutions. The kindergarten classes do not appear to use the ring games. They fill the usual position of training children for higher work. Dissected pictures are quite largely used and furnish a much-prized resource, both for training and occupation. Such pictures (glued to thin board and cut up) can be made on the premises ad infinitum. Other elementary work, in part transitional from the kindergarten, is indicated by the designations of certain classes, as follows: “ Exercises and observations in atten¬ tion; articulation; musical articulation; words (on strips of card); words and First Reader; chart and First Reader; counting; telling time, ” etc. In beginning the study of words the single word printed in big letters on a sepa¬ rate strip is used a great deal. A next step is frequently the matching of single letters to these words. In general, the usual methods are employed, and the final results, as shown in the reading aloud by advanced boys, appeared satisfactory. In the early stages of reading two or three First Readers are gone through before the Second is used. I was permitted to test the upper class of boys in English by telling them a short story, which 10 out of the 16 present reproduced at once in writing. Ten minutes were allowed. The following is an average specimen: As I went to viset a friend I went to the door a big sat — dog grold at me the nan cane and drove hin away and I went to bed. the next morning as I went over the feld the dog was laying down and the dog look up and rase his head and he know I was one of the friends that belong to house The best of these pieces was free from errors in spelling. The attainments in.number work were quite up to the usual standard. The high¬ est class of girls use fractions to the extent of finding three-fourths of a bushel. ‘ “ I had 100 acres; I sold 1, then I; how much was left?” (Done by concrete method.) “A stove cost §54; an oil stove cost as much; how much more did the first cost than 2174 EDUCATION REPORT, 1902. the second? ’ ’ (This was a little beyond their power in oral work. ) They wrote to dictation a sum in 5 columns and added up correctly. The highest boys’ class do simple interest, not discount. The class were adding £ -f | -f- §•- on slates; some found the least common denominator. The oldest and brightest boys form a class with Mrs. Wilbur in “Current events.” They know the members of Mr. Roosevelt’s Cabinet by name and office; they know what the prosperity of Syracuse began with; they make collections of pictures to illustrate geography, and the “Great Round World” is supplied for their use. Their knowledge of history and geography, however, is not what one expects in other boys; it lacks in connection and relation, as is probably the usual case with the feeble-minded. They appreciate historical characters and facts and such matters of general interest as the Philippines and Cuban affairs. In sloyd, which is a new subject, a special teacher is employed, who gives prac¬ tically three days in the week. She has three sets of boys, ten in each set, and each boy has two periods of one and one-half hours every week. Her intention next year is to give the regular sloyd to those who are advanced enough. At present the work is mostly in thin wood, from which they make little light, ornamental articles — a toothbrush holder, match holder, book rack, boxes, etc.; this is decorated with knife work and burnt work. Special educative value is assigned, and no doubt cor¬ rectly, to the training given in measuring dimensions and distances and fractional parts, one of the first things made being an accurately graduated rule. The boys are selected; ah the best ones are in their Fourth Reader. They use the plane first, the knife later, as requiring more hand control than they at first possess. They work from drawings. The superintendent judges that sloyd work has already produced “a noticeable increase in the manliness, truthfulness, and self-reliance of these boys.” Mrs. Wilbur thinks its effect i3 to make the boys attentive and nice in their other work. Drawing is another new subject, taught at present to 17 boys. They are doing outline forms, devising and cutting out simple pasteboard pattern objects (rosette, fleur-de-lis) ; they work them into a wall-paper pattern and color it. They are begin¬ ning to do rudimentary sketches of landscape in wash, and later will draw from objects. Nature work is attended to. There are 15 garden plots provided for those who wish to cultivate them. Reading is provided by portable libraries sent from the city library and exchanged from time to time. There may be 50 to 75 who care to read. In the way of entertainment, dancing parties are conducted by the teachers as often as twice a week in cold weather, and various popular programmes are given at intervals. Physical exetcise. — Every child must if able take part in calisthenics during school hours each day. I saw one class of 30 boys and girls doing a most complicated set of exercises with dumb-bells and wands, a very showy piece, which is thought very much of. This is their best class, and for that sort of work it was a3 good as it could well be. It was absolute memory work, without orders, under the lead of two pupils. I saw four sets of quadrilles, boys and girls up to 14 or so, very well done, and enjoyed by the dancers. For those needing to be taught to walk the horizontal square-barred ladder is a favorite appliance. The limitation of area (58 acres) is obviously unavoidable in the present location; it does not permit of employing the boys in cultivation to any extent. The buildings are old in part, and deficiencies in accommodation can be pointed out. There are a good many boys who have no day room to go to, and are obliged to sit hi desks in class rooms in their leisure time. EDUCATION OF THE FEEBLE-MINDED. 2175 It is proper to point out the fact, mentioned in the report for 1902, that at the time of the presentation of the report no case of consumption was known to exist among the inmates. To this statement I would add (as an evidence of very efficient house¬ keeping) my own observation of the wholesomeness of the air and its entire freedom from asylum odor in certain parts inhabited by the class of very untidy children. THE PENNSYLVANIA TRAINING SCHOOL FOR FEEBLE-MINDED CHILDREN AT ELWYN, DELAWARE COUNTY. Chief physician, Martin W. Barr, M. D.; principal teacher, Miss Susanne Lied. In September, 1902, of 1,010 inmates, 600 were supported by a State appropriation. The following is the classification : Training department: Schools . 308 Practical employment, viz — Industrial . 355 Manual . - . 85 - 440 Custodial department: Nursery and asylum . 262 1,010 The industrial department includes the farm, garden, bakery, kitchens, dining rooms, dormitories, laundry, clothes rooms; also the care of helpless inmates. The manual department comprises the tailor, shoe, and paint shops, and those for mat¬ tress and hammock Work; sewing rooms; sloyd; also the knitting, chair seating, and mat making of the custodial buildings. The president’s report for 1898 announced the purpose of enlarging the scope of manual training, to fit as many as possible for partial self-support after leaving the school. More improvable and fewer custodial cases are now received. The latter number one-fourth of the resident inmates. There is no colony, and no way to provide for the trained pupils except by dismissal to their homes, or guardians, or to the bureau of charities; we must, however, take note that 10 well-trained boys found work out of the 80 inmates who were discharged in 1901-2/ Of every 100 admitted under present conditions a very few come under the head of unimprovable idiots. About 30 may be found fit to receive instruction by regular text-book methods, 20 more may enter the “object room” for general information, and most of the remainder are trainable to usefulness of various kinds. From 500 to 600 attend Sunday services and week-day entertainments; about 100 enjoy reading. The school hours are 9 to 12 and 1 to 3; kindergartens have recess in the middle of the forenoon, followed by marching and games till 12, and those who can take exercise do so from 9 to 9.30. Other classes have no recesses. Saturday is a general holiday. Miss Lied performs the duties of principal. The scheme of grading is as follows: 1. A “ preparatory” class containing young children of all capacities that are con¬ sidered as possibly teachable. 2, 3, 4. Three kindergarten grades (C, B, A), mostly between 6 and 12 years of age. Above this a threefold division is made into those of high, middle, and low men¬ tal grades. For “high-grade” children there are three primary grammar grades (C, B, A), which we can number as grades 5, 6, 7 of the system. “Middle-grade” children may possibly learn to read, but the classes (one for each sex) which they enter on leaving the kindergarten prepare them for manual occupations — the boys, by sloyd and the hand loom ; the girls, by basket and needle¬ work. This, of course, is not in the academic series of grade progression. 2176 EDUCATION .REPORT, 1902. “Low-grade” boys on leaving kindergarten are placed in trade classes, and girls in knitting, etc. Some simple instruction in numbers is given. Many low-grade girls are placed at once in such classes on entering the institution. Some detailed description will be now useful. 1. Preparatory class: Here the child’s possibilities are tested and training is begun. Perhaps one in twelve of those admitted to the institution are obviously too low to require the test. There are several in the class who offer little prospect of improvement. Children usually stay as long as half a year and possibly as long as three years. They wTere seen seated quietly around a table; they appeared apa¬ thetic. The methods are the usual ones — peg board, lacing, card sewing, color matching, bead stringing, etc. The work of the three kindergarten grades is so arranged that it is best for a child to pass successively through all; he may be promoted as often as once in six months. 2. Kindergarten C numbers 18 children, aged from 4 to 18, of very different endow¬ ments. Nine-tenths have defective speech. It is hard to teach them the words of songs, and they forget faces readily. They began writh the song “Father, we thank Thee,” and a versified prayer. Then finger games and songs followed. Then in turn each took a picture from a pile, told what it represented, and went to the cup¬ board for a corresponding object. They know7 the names of many geometric forms — they are teachable and well taught. 3. Kindergarten B sang “Good morning,” etc. They use all the gifts a good deal, study the calendar, and use tablets and sticks, paper work, etc. There are 14, includ¬ ing 1 girl. Lively spirits. They sit at desks. 4. Kindergarten A: Very bright looking in aspect, wfith spontaneous life. Primary work commenced. Pollock method of reading. They add and subtract (4 + 1, 3 — 2, etc.), using pegs to count and slates to write on. 5. “High grade C:” Twenty-twro children who come directly from 4, and remain from one to three years; lower grade primary work. 8. “High grade B” appeared much in advance of 5. The boys did long division at the board fairly accurately, and wrote quite correctly to dictation some review words of tw7o syllables. They learn some history and elementary geography. 7. “High grade A,” with 7 boys and 7 girls. The quiet demeanor of “B ” is still more marked here; it reminds of a high school. They do simple percentage and compound numbers. Some of the dictation papers in spelling are free .from mis¬ takes, containing sentences like these: “A soiree is an evening party. The trailing arbutus is one of the loveliest of wild flowers. To scuttle a ship is to cut holes through the sides and bottom to make it sink.” The review papers contained spell¬ ing (“mucilage, crescent, tableaux,” etc.), compositions on A. Lincoln, parts of irreg¬ ular verbs, and something in human anatomy. Efficiency of drill appears in this grade work. There are now in the school a few7 young children w7ho have completed the ‘ ‘ high grade C ’ ’ course in one year, having spent two years in the kindergarten, and will probably spend but one year in “B,” and will leave “A” only when their mental limit is reached or they cease to be bene¬ fited. The course of study in “A” is very extensible. Girls and boys in these three grades sit on opposite sides of the room. They give two hours to purely “mental” wrork, the other three to drawing, music, or manual training. There is no recess, but a change of rooms and teachers and alternation of work. There is an exercise period every morning. The shifting of classes is effected without disturbance. Children less bright than these may be put in “ middle grade ” classes; the term corresponds with the classification of imbecility adopted here. The girls learn to do plain sewfing and darning, and make baskets of reed, raphia, and wood splints. The boys are taught cardboard and paper sloyd, woodwork, and weaving on small EDUCATION OF THE FEEBLE-MINDED. 2177 hand looms. A short period daily is devoted to object lessons, drawing, modeling,, and “mental work.” A class of girls of still lower capacity sew carpet strips, knit, etc., with simple exercises in number, color, and form. This completes ten classes in the kindergarten and grade work, with 197 children; the balance of the 308 are in the trade, industrial, and custodial classes. Ail the school children above kindergarten grade receive lessons in the object room, vrhich contains a large collection of natural objects, as stuffed birds and ani¬ mals, with pictures and models. There is a small portable garden to study growth. They discuss practical questions like bread; they mix it and may go with it to the bakery; they take walks in fields and shops. The lessons given here are connected with any matter of interest that arises. Much importance is attached to this work. The ‘ ‘ industrial room ” is of very recent establishment, and has proved a great benefit to a number of overgrown boys whose development in schoolrooms had proved a failure. Here are looms of several kinds for weaving mats, carpets, Swedish tapestry, and ordinary work. Hammocks and mattresses, straw hats, baskets, strips for rag carpets are made; rope strands are braided and formed into mats. For three groups of troublesome inmates of lower grade, in the custodial buildings, occupation is found in caning chairs, knitting, and the like, to their great personal benefit. In such work the services of attendants who have a natural gift and tact in training are utilized. In addition to the above, the trades, as previously named, are taught in classes and carried on as day work. Six of the boys do the printing, for the establishment, and issue a neat bimonthly paper, the matter for which is furnished by the brighter school children. The development of industries is a prominent feature at Elwyn. A favorable instance of its pecuniary value is given by the laundry, where 25 girls of various degrees of intelligence are employed, the dull ones not being necessarily the pooi’er ■workers. It is not exactly high-class work. They are very much in need of steady¬ ing, but under the eye of the mistress and three paid assistants they accomplish fully as much as the same number of paid women wTould. The aesthetic side of the pupils’ activity is made very prominent; and as it is evi¬ dently favored, it is well to consider the results collectively. Vocal music is successfully cultivated. I listened with the greatest pleasure to a group of 14 large girls and 14 boys who sang “Sweet and low” and “Behind the hills the sun is setting,” in parts, without accompaniment. The brass band num¬ bers about 24, of whom only 2 w7ere girls; I should call their performances distinctly good; I can not speak of the orchestra or of the second brass band. The music at the common chapel exercises is very good and very pleasing. Drawing, modeling, carving, and sloyd form a distinct group. Draw ing is taught not only to the higher-grade minds, but to some who are quite dull. The system is that of Mr. Liberty Tadd and consists chiefly of curve-line work. Pupils first practice making large free loops and curves on the board wdth one or both hands, which constitutes a real gymnastic training in free action of arm and wTrist. Having gained easy control of the muscles, they next imitate and learn simple forms of scrolls, spirals, leaves, etc., which they afterwards employ as material to combine in decora¬ tive patterns on paper. These designs can be modeled in clay and then produced in wood. There are 50 boys and 9 girls in the sloyd classes. The teacher was instructed at Naas, but the methods are Americanized and simplified; the joints, for instance; there are no dovetail joints made. The pupils are of the (mentally) high and mid¬ dle grades, and it is said that the latter show more aptitude for this work. Furniture making and wood carving are also taught. 2178 EDUCATION REPORT, 1902. The children’s products are displayed in a special room, and are largely sold for souvenirs. The kindergarten and basket work is the most showy. There are also knitted head gear, straw hats, pretty rag carpets, and tapestry mats. The original designs and wood carvings, detached or upon furniture, are of higher artistic merit. Class work of an educational type is represented by drawings of natural objects. Physical education: The children are allowed much freedom in the open air, and in summer there are delightful opportunities of rustic pleasure. Calisthenics and marching are practiced by the younger children. I saw a good class of girls in wand exercise and marching, and there are uniforms and military drills. There is an abundant provision of ‘ 'heavy” apparatus in the gymnasium, but it is little used. In the evenings 340 of the older children are gathered in 10 classes for amusement or instruction or reading; there are also classes in sewing, etc., and drill, as above stated. On Sundays one-half of the teachers and attendants have leave of absence. The children have quiet occupations or games, or write home, and take walks. There is an inspection at 9.30; from 11 to 12.25 Sunday school, conducted by teachers, with singing, reading, and learning of texts. There is a walk from 2 to 3.30 and another at 5.30, and then meetings in clubrooms or in hall to hear stories; bed at 8 or 9. The regular service at 4 to 5 p. m. is conducted by Dr. Barr after an order arranged by himself, comprising an invocation, the Lord’s Prayer in common, hymn, collect, hymn, responsive reading of a psalm, the epistle and gospel, and recessional. The service and the daily prayers are dignified and impressive. THE STATE INSTITUTION FOR FEEBLE-MINDED OF WESTERN PENNSYLVANIA, POLK, VENANGO COUNTY. Superintendent, J. M. Murdoch, M. D.; principal of school, Miss A. E. Blake. This is the youngest institution here described and issued its sixth report in 1902. The act establishing it was passed in 1893. There i3 much to commend in the plan and the way it was carried out. The site is a very healthy one, being at an eleva¬ tion of 1,132 feet above the sea, among the beautiful foothills of the western slope of the Allegheny Mountains. It is 6 miles from the nearest town and is free from urban influences and nuisances. The hamlet of Polk contains a population of 200, and the relations between them and the institution are so friendly that a con¬ siderable number of the male inmates are trusted to go to the village without escort. The entire structure was built at once upon a very handsome and regular plan, and consists of “cottages” (containing usually about 50 inmates) widely separated and connected by one-story corridors. Two buildings are used for schools. The cost, including the price of 870 acres of land, came within the State appropriation of §500,000. One hundred acres more are about to be added. The intention was to accommodate 800 inmates; 153 were at once transferred from Elwyn, and the number has now risen to 845, so that an urgent call is made to increase the accommodation to 1,000 beds. The feeble-minded of the State of Pennsylvania are shared between Elwyn and Polk upon a geographical division. The inmates are classified as follows: Pupils in class rooms . - . 215 Pupils in training classes . 62 - 277 Employed in domestic duties . . 181 Employed in laundry, garden, shops, etc . 135 - 316 Custodial inmates . 252 Total 845 EDUCATION OF THE FEEBLE-MINDED. 2179 The division of the school into grades is based on a wish to adapt the classes to the children who come rather than to adapt the children to a system. This will help to explain some unusual features. The great majority enter some kindergarten class. Many are unsuited to the class room by reason of untidiness, restlessness, etc. , and are trained by attendants with toys, blocks, dolls, sand, stone piles, etc. , and in dressing, eating, and toilet. Such groups are called “training classes,” and many of the children subsequently enter kindergarten classes. There are 62 in the two training classes, 215 in the kinder¬ garten and primary classes. There are 10 rooms, 5 for kindergartens, 1 for Primary C, and 2 each for Primary B and A, in which the sexes are separated. There are 2 special teachers and a prin¬ cipal, making IS in all. The number to a room varies from 18 to 26. The kindergarten classes are as follows, in order of age: “A.” Small, bright children, forming two groups in one room, the upper group doing some primary work in language and number, orderly, normal, kindergarten, table work. In another room they were seen playing ring games with another set of lower intelligence. The songs were good and rousing, set to good melodies, not of the vague type one often hears. The children’s humanity to the weaker intellects v.'as touchingly shown at this exercise. “D.” Larger boys and girls, not so bright as A, doing kindergarten work a. m. and primary p. m. ‘ ‘E. ’ ’ Kindergarten work p. m. , primary a. m. They have ‘ £ nearly outgrown kind¬ ergarten work ’ they looked a very pretty little class, of the ages of 8 to 14. They were beginning a first reader, after finishing a primer and a first book. Most of them had not been in school before coming here. Some spelled on the board to dictation. They are learning punctuation. One child is probably normal. “ B.” Boys of 12 to 15, of pretty low intelligence, with prominent imitative tend¬ encies. They were cutting and pasting paper, and did simple calisthenics; will not probably study books. “C.” Girls over 12, like B; some recognize a few printed words. Very dull from nature or neglect. With them are a few small paralytic boys of 9 or 10, of about the same mental grade. It is obvious that these classes do not form a graded series for purposes of promo¬ tion. A child seldom passes from one to another, the majority of those in A, D, and E going into Primary G, while B and C send a large proportion of their members to manual classes. Sometimes the reverse occurs; sometimes there is a transfer from one kindergarten to another; while some fail to reach even a manual class. All these classes make more or less use of the common kindergarten material, B and C using the coarser kinds. The favorite games are the birds, flower garden, nest making, magic music, trades, knights, good and bad children, rolling ball, old pigeon house, etc. The influence of the kindergarten work is distinctly felt by the sloyd teacher as making boys more apt. In the academic work the relation is not so marked, if at all perceptible, but in a general way the children are more prepared to use their fingers and to give attention to directions. Certain boys, however, in primary B have not had kindergarten training owing to the youth of the institution, and the teacher testified that it had been a great help to the others who had had it. A har¬ monizing tendency is observed in the games, as the children wTere at first selfish and grasping, but have since grown into habits of obliging behavior. In the primary classes three regular grades are' maintained, and each class is divided into three sections. In C, the lowest boys’ class, some were in the tables of 4’s, could tell one-half of 12, one-fourth of 16. A nature poem was being copied from the blackboard; their hand¬ writing differed greatly, but all was distinct. 2180 EDUCATION REPOET, 1902. In Bone section is nearly through Stickney’s Third Reader, and can make up short sentences. They sang ‘‘Jolly Boys” well. Girls’ B had done pages 50 to 114 in Wentworth’s Elementary Arithmetic in six months. In the highest girls’ grade, A, three small boys were seated in front. They know the tables up to the 12’ s, and in part the ordinary compound numbers', they know decimal currency. A vigorous bean-bag drill was given, followed by a mimic snowball game. The teacher of these girls kindly allowed them to reproduce on paper a story which they had heard and talked over some time ago, “ Editha’s Bur¬ glar.” The best was quite long and very nearly perfect. From the next best I take the following: One day as Editha and her mamma was sitting in their room, their father came in and said that he was going away on busines. Then he said that Editha was to take care of her mother. She had read in the paper about a burglar that had broken in the 18 house, etc. From one of the poorest: Eiddha told the Rurghare not to tuch hernana things but he could have her think She gane him her blacet an mechles and stick pine and wacth, etc. These are not indicative of poor wrork on the part of the teacher, but of the invin¬ cible difference in natural talent which is characteristic of classes of the feeble¬ minded more than of the normal. The gymnastics seen were very satisfactory; good Swedish class work in uniform, with or without the teacher’s lead and usually without music. The brighter boys, not under 12, are selected for sioyd from primary A and B, forming 3 classes, 29 in all, under a graduate of Mr. Larsson’s school. It is held in high esteem for visible results in “brightening” individuals, though its influence in academic work can not be followed. There are boys who can not read or compre¬ hend the working drawings, but can make a good mortise joint. It is found best to omit models which require much use of the knife, and models with curves are only suited for a very few of the aptest pupils. A great variety of articles of practical use are made, including many aquariums and music stands, also desks, chairs, bookcases, frames, chests, etc. The department is remarkably successful. The school hours are 9 to 12.10 and 2 to 4, without recesses, but broken by songs and exercise. All boys in primary A and a part of B and C spend some part of their school hours in trade classes, including the shoe, tailor, and carpenter shops; and 41 boys belong to the brass bands. In kindergarten E there is a little girl of 8, apparently a neglected child, who entered last fall, and has here developed a strong ambition to prove her qualities. The superintendent wwites me: This girl is one of the fewT children who have developed to a point where vTe con¬ sider it advisable for her to be removed from the institution, as wre believe she will from now on be able to take her place' in the public schools and develop into a nor¬ mal woman. Her apparent mental deficiency was no doubt due to a physical ail¬ ment from which she has recovered. The social side of life is very interesting. The “children” gather in the gymna¬ sium three evenings in the week to listen to the band or graphophone, sing religious songs, dance, and play. I had the pleasure of seeing such a mixed programme, partly dancing, partly boys’ games, like shot bag and poison stick, 'wdiich are played vigorously and cause enormous fun. They have also the ordinary boys’ playthings — tops, kites, balls, etc. On four evenings in the week there are classes at wThich let¬ ters are written and stories are read aloud. Natural history is interestingly studied, with real objects in the classes. Each room has an aquarium. On fine Wednesday afternoons they wTalk and collect objects. On Sunday there is service at 10, conducted by the superintendent, comprising a doxology, the Lord’s Prayer, a hymn (Moody’s), a chapter read by the school, the EDUCATION OF THE FEEBLE-MINDED. 2181 lesson for the day, and a recessional, sung by all, the whole occupying less than an hour. There is no colony, hut considerable is done in farming, poultry, and stock. It has been estimated that the value of the inmates’ work all together may be, roughly speaking, $40,000 a year. This, of course, is not net value, and does not take the expense of oversight into account; hut, on the other hand, it was practically earned by only a moiety of the inmates. THE NEW JERSEY TRAINING SCHOOL FOR FEEBLE-MINDED GIRLS AND BOY'S, Y'LNELAND, N. J. Principal, Edward R.. Johnstone; head teacher, Miss Alice F. Morrison. Vineland is 34 miles nearly south of Philadelphia. The school is on a sandy, well- drained plain, in a wholesome locality. The buildings are well separated. The institution, now in its fifteenth year, is a private corporation, receiving about three- fourths of its income from the State for the support of State pupils. There are 242 pupils. The office of “principal ” implies the general superintendency. The pupils under the direction of the head teacher are the following; Kindergarten . 32 Primary . 7B Additional pupils in music and physical culture . 25 Total . 130 To this we might add 22 girls at the Wilbur Cottage, not usually included in the school proper. The school hours are 9 to 12 and 2 to 4, and are divided into periods of an hour each. At the end of each period the classes break up, the children making their own way quietly to the room where they belong for the next hour. At the begin- ing of each school year each child is examined and assigned to such series of studies and periods as seem best suited to his needs. A great many small children have been admitted during the past year, which has caused the establishment of new classes and helped classification and brightened up things, pushing into shop work some who might otherwise have staid too long in the classes. The manual classes average 8 or 9 pupils, the kindergartens 16, the others 13 to 15. The sequence of work is shown in the following five selected classes; 1. “Beginners’ kindergarten class,” 22 low-grade girls of the ages of 6 to 16 at Wilbur Cottage, in the forenoon, who are being trained in elementary tidiness, and taken every hour to the toilet for fifteen minutes. They use the simplest kindergar¬ ten material and play a few games. Perhaps one in twenty reaches bookwork. 2. Kindergarten for beginners; five hours a day with one teacher. They have the usual kindergarten work, except the gifts. They differ greatly; some are promoted to a primary class in a year, others may stay several years or may be assigned to manual work. I saw a very satisfactory ring game played (“blacksmith;” also “soldiers”). 3. Kindergarten class of older boys, held afternoons by the teacher of No. 1. These boys are scattered through other classes in the forenoon. They are less promising than 2, but are farther advanced; one-fourth may be promoted. 4. Boys aged 9 to 13, the most promising pupils in the school, spending two hours with a certain teacher every afternoon, in numbers, English, nature, geography of the grounds, etc. Attractive and well behaved. Subtract four figures from four, borrow¬ ing; spelling taught by the method of preventing blunders meeting the eye, as far as possible. They gave good proof of accuracy and readiness with a list of short com¬ mon words which I offered. They are in the first reader. 2182 EDUCATION EE PORT, 1902. 5. Five classes, with 55 pupils in all, much older than the preceding, who occupy one teacher’s whole day in English, etc. Though much duller than 4, they have reached the second and third reader, and do the four operations, except division. A class was working in the spring on the Easter idea of the awakening of Nature, studying the unfolding of plants and the development of tadpoles and chicks. Children are taken to visit special objects or points of interest, or they walk about the grounds with an object in view, and return to talk it over, then to draw, then to write it up. What is written in this way is found the best material for them to use in the process of learning to read. They “make their own readers.” In the evening there are classes in drill, music, sewing, higher English, and other subjects; there is opportunity for bowling; there is an hour for reading their library books. The authorities are inclined to doubt the desirability of carrying the literary study as far as has been done. Curiosity about the external world, aroused in this way or by the extended study of geography, has been thought to have the effect of stimu¬ lating a spirit of unrest and a desire for reading the sensational parts of newspapers, to which they are not permitted access. As for arthmetic, it is admitted that it costs a great deal of labor to teach it to them, and it is not thought worth while to carry it beyond the four rules, the simplest application of common fractions, and the com¬ mon weights and measures. There are in all 10 teachers* one of whom, the bandmaster, is a man. There are special teachers for physical culture, manual training, and sewing. In the last there are 5 classes with 40 boys and girls. The course in manual training begins with finger development in the kindergarten, where they have a little card needlework, drawing, and coloring with brush and crayon. After kindergarten comes sewing or woodwork ; they are not limited bv sex, but a child does not usually receive training in both. Sewing may be preceded by the toy knitter. It is taught by the system of Olive C. Hapgood. The work is not given in absolutely systematic order, but with a view to capture interest — for instance, quite little girls are allowed to make a doll’s costume, however imperfectly,, and some have been greatly developed by the doll dressing. The raffia and reed work (which precedes the wood carving) is excellent in work¬ manship and color. In wood carving the teacher traces an outline of some object on thin wood, the pupil marks it out by driving nails or with punch and mallet, or by cutting away outside the lines.. The tools first learned are the hammer, mallet, chisel, and saw. The carviug is elementary, in low relief with little modeling. A few useful light articles are made without joints, chiefly as toys and souvenirs, and with regard to the pupils’ preferences. There is a simple carpentry class to which this leads up. Burnt work is also done. There are 5 classes daily with 45 pupils, one-third girls. Comparing the amount of work done on the academic and the manual sides, we find in ordinary school work 73 pupils; in manual training and instrumental music, 121. The kindergarten is not included in this statement. As regards economic results, most of the trained boys are able to do farm -work in its various branches, and like those employments; few care for carpenter’s or paint¬ er’s work. Most of the clothing is made by the nine or more boys at the tailor’s shop. Some of the shops are closed in summer to enable men to work in the fields and small boys to work in the cannery. Girls prefer the care of children to all other occupations (except, perhaps, garden¬ ing). Such care fills a pretty large share of their time. Fifteen work in the dress¬ making room for about three or four hours a day. The children attending school do two hours of work daily on the floors, windows, beds, in dusting, etc. The life furnished by these activities is thought to be adequate to the demands EDUCATION OF THE FEEBLE-MINDED. 2185 the individual’s nature. Their education is intended to fit them for such a life. It is thought doubtful if any child ever left the institution that could begin to make a living except industrially. There is one boy vrho can not talk, read, or write, but the right spring has been touched, and he does handsome work in the carving class, and next year will go to the carpenter. Of the whole number of inmates it is estimated that 80 are unproductive: 15 render services worth their keep; 20 possibly half that, and the balance still less than half. Special privileges are largely used as incitements among the pupils and as aids to discipline. There is an honor system for naming the well-conducted children. There are opportunities for earning pennies by good behavior and spending them. There are several successful clubs among the pupils. There is an evening gathering in a parlor where 20 good-record children are socially entertained with cake, coffee, and pianola. The spirit of encouragement is distinctly prevalent in the institution. The professional feeling of the teachers is encouraged by meetings at which they discuss their work with the principal. I had the good fortune to assist twice at whole-evening entertainments. In one there jvas a series of exciting contests in spelling, number, bed making, potato paring, hair dressing, between pupils, upon the stage, followed by remarkably good recitations and music. The other was a soiree given by the grown boys of one of the cottages to the officers and invited friends, planned and well carried out by these young men, resulting in a most spirited and entertaining 11 good time” in regular village fashion, but with perfect regard to the proprieties. On Sunday the morning assembly, from 10.30 to 12, is held alternately by Miss Morrison and the assistant superintendent. In the afternoon from 3 to 4.30 Mr. Johnstone always leads; there is a Sunday school arranged in 20 groups of 9 each. STATE HOME FOB. THE CASE AND TRAINING OF FEEBLE-MINDED WOMEN AT VINELAND. Superintendent and medical director, Mary J. Dunlap, M. D. In the absence of the director I was very courteously shown over the buildings and saw the school in operation. The number of inmates by the report for 1902 was 126, mostly above 20 years of age. Girls above 10 are now also admitted. There are 2 classes, containing about 40 pupils, under 2 teachers. The younger class (from 12 to 20 years of age) are mostly beginners and do early primary work. The older girls’ teaching is almost equivalent to individual work, and they spend several years in the class. Many are in the Fourth Reader, and in arithmetic they learn some weights and measures and a little in fractions. These girls sang an Easter anthem excellently. The cultivation of the esthetic side is prominent in various ways. The gymnasium is handsome and well fitted up, and very tasteful uniforms are worn. There is an orchestra of 14 pieces. In manual work they do much modeling, basket work, carv¬ ing, wrought-iron work, knitting, and much besides, of course including sewing, and there is much that is pleasing in the general aspect of the house. The school work was not observed to be essentially different from that elsewhere seen. The devotion of the teachers to their work was very interesting and pleasing to behold, and the general impression was an agreeable one. THE OHIO INSTITUTION FOE FEEBLE-MINDED YOUTH. Superintendent, G. A. Doren, Si. D. This is one of the oldest and largest institutions of its class, and maintains the policy of rapid enlargement. The report for 1901 gave the number of inmates as 1,113. The colony, convenient of access, offers large opportunity of growth; at that date 5 custodial Puddings were commenced there, to accommodate, when com- 2184 EDUCATION REPORT, 1902. pleted, 800 male inmates, who will till the soil and make brick. Buildings for 400 more females of the custodial class at the main institution are nearly finished. The school department is very large, having 29 teachers, with perhaps 450 scholars, Mrs. Doren being at their head; and it is admitted, I believe, that the work is very successful. There is to be noticed a close analysis of methods, great resources in text-books and apparatus, constant attention to the needs of individual children, with good final results. Some of the material and methods may conveniently be described here, although not peculiar to Columbus. The following are used in the early training of touch, finger power, and color sense: The form board is an old invention; it is about 2 feet long, with 5 or 6 sockets cut in its surface, corresponding to blocks shaped as circles, triangles, diamonds, etc. , which the beginner tries to fit into the sockets. At Columbus I saw a graded series of 3 boards. A much easier instrument is the peg board, with a lot of boiler rivets which the child inserts into the holes in the board. The heavy iron is more easily felt and handled than wooden pegs. A series of six cups and balls, painted of different colors, teaches color and gives practice in handling. Colored pictures glued to thin wood and cut into irregular bits are found very interesting and useful. The ‘ ‘ pattern.box ” is filled with inch cubes, colored variously on different sides, and is of much use. The above represent part of the original material devised for the feeble-minded and have held their ground well. The slab of sole leather pierced with holes one- fourth or one-half inch apart is used to teach forming stitches on a gigantic scale. The pierced wooden frame has the same use. Wooden splints and pegs are used for number work and for making designs; and then there is the whole kindergarten apparatus to draw from. At Columbus they now use pea work very little; the perforated-card work has been dropped as tiring the eyes; scissor work is found to be difficult for the children, but I understand it is used. Colored pegs are used to place in holes in boards. Colored chalks are used in filling in designs made on square-ruled paper, and for coloring the objects outlined in card sewing. The care taken to analyze the process of education into ; successive steps is well illustrated at Columbus by the teaching of language. What follows may not be a perfect statement, but will show the principles followed. The “word method” is used at the start by letting children become familiar with certain slips of card on which words representing familiar objects are printed in heavy type an inch high. Such words are “desk, blackboard, button, hat, dumb-bell, mamma. ’ ’ About 24 such are used at Columbus. Deaf mutes find advantage in being able to point to the articles signified. The usual primary charts are not favored here, as being to some extent confusing through complexity. There is no definite time for leaving off the use of the word strips or for intermingling more analytic processes. They are adapted to class work. Small cards 2 inches square containing pictures of animals and objects, writh their names, are used with a similar purpose. They should come in three sets, one with printed name, one with print and script forms, one blank for matching words. For desk use there are word cards and a profusion of letter cards, of moderate size, in type w hich resembles that of the word slips. The pupil soon begins to match words with each other and with pictures, then to pick out the letters to match a word. The letters are also used in copying sentences of three or four monosyllables placed before them. Swinton’s “Telling with the Pencil” is used in introducing writing. The word strips having become very familiar (and the individual letters recognized), they also serve as material for blackboard work in spelling. A word-method book is now taken up (a primer). Spelling by dictation is much practiced, and each scholar has a little book in which the teacher writes the words as he learns them individually. Here the pupil is fairly in primary school work of about the second grade. Com¬ position of a simple type has previously been commenced by requiring a sentence to EDUCATION OF THE FEEBLE-MINDED. 218k be made upon a given word. The work now done is fairly typified by the following,, written by a little girl of 9 years. The spelling, etc., are reproduced; a few phrases are culled: “The kitty was on the table. And_ girls went up by the table and hear it pur. It can talk a little if you rub its back. If you pull a cat’s tail he will scratches you.” Here is some history: “Who cut down the pretty cherry tree in tow, and george answered his Father and said I did it with my little hatchet George has so many tears in his eye his Father held him in his arms.” There are no marked peculiarities in the later stages of language work, the chil¬ dren passing through a series of readers to the fourth, with considerable side readings Essays by reproduction are continued. In the highest grade they study authors and make albums descriptive of their works and life, inserting pictures. Much attention is given to signs of weariness, or rather ennui, in the younger chil¬ dren, and their work is often changed or given a new direction, or a new implement or method is used, if they seem tired by monotony. There is a recess of twenty minutes in the morning. Older children go every fore¬ noon to some manual or outside class. Saturday afternoon is a half holiday. The distribution of children among the classes is based largely on a study of their character, temperament, and ability, and their age; also upon the teacher’s qualities. The attainments in a given class may vary exceedingly. Five grades, however,, may conveniently be spoken of, which are represented by the following classes: 1. About 24 girls, from 5 to 12 years of age, the great majority of whom have been in the school less than a year. It is a “trial room,” and children may remain here a few months, or as long as three years. As is usual in lower classes, all require much individual attention. Their abilities differ very much. Some are beginners,, using peg boards, etc. , while others learn words from word strips, etc. A large part were seen at once laying pegs on their desks to count with, doing the same thing, but not at all “keeping together.” 2. Boys, in two sections. Some were laying pegs for number work, the others were in Prince’s First Arithmetic, and of eleven of the latter, no two were working together. They still use word strips; also a word-method book. 3. Girls of eight years and upward, divided in language into four groups, the lowest of whom are learning single words and have not reached the primer, while the two highest are respectively in first and second readers. The composition quoted was seen here. 4. All the pupils new this year to the class. Prince’s Arithmetic, No. 2. 5. Boys, highest grade of work. Prince, part 4, in arithmetic. Can answer men¬ tally, with a little assistance, the question, “ How many quarters of an inch in 1 foot?” Also, “A horse eats one-half peck three times a day; how long will it take him to eat 4J pecks?” They measure the school room and form a plan to scale. They keep albums devoted to the authors they study, and showr intelligent apprecia¬ tion. Their essays are very creditable; would represent good grammar school work; the spelling and handwriting (a3 throughout the school) are exceedingly good. They have some study of birds, in which the grounds of the institution abound. There is one kindergarten teacher who receives in six periods all those who require her work, in groups of fifteen or twenty each. They perform the usual manual occupations. There are also good classes in kindergarten games and marching. The children appear universally bright, orderly, interested. The evening session of an hour employs a large number of inmates, giving oppor¬ tunities for further progress to the more able, and hand work of many kinds to those of lower grade. The hour closes in a short collective session, at which there is spir¬ ited singing to music by a band, followed by the Lord's Prayer and a march off by sections. ED 1902 — YOL H - 64 2186 EDUCATION REPORT, 1902. At the Sunday school a considerable variety of material in the way of illustrated papers is used. A number of ponies are owned by the superintendent, which the.children ride as much as they please. The trade and labor departments comprise the shops of the tailor, shoemaker and mender, baker, plumber, carpenter, dressmaker, cooking, sewing, ironing, and housework; one may add music. Sloyd is not used. There are five girls’ sewing classes and two for boys. This work is rated high, and they pick the boys from the upper classes to make tailors of them. All girls, as far as possible, learn sewing. All the sewing and garment making is done at the institution. Carpentering is done on a large scale. All the unskilled labor in constructing the new buildings is done by inmates. Something like twenty of the brighter graduates are working in setting up mosaic tiles in patterns ready for the workmen, and the entire flooring of the new buildings is to consist of this material. The brick for these buildings was made by the inmates at the farm. The plumbing was done by the boys. The boys do abso¬ lutely all their own housework and run the laundry. All the beef, pork, milk, but¬ ter, and vegetables consumed by the establishment are produced there by the inmates’ labor, with many thousand bushels of grain. The farm boys look happy and healthy. The orchestra, composed of young men and women, play the best classic music in a style which should make them entirely acceptable to a cultivated audience. There are about 27 pieces, well balanced, with a good proportion of strings and wood. INDIANA. SCHOOL FOE FEEBLE-MINDED YOUTH, FOET WAYNE, IND. Superintendent, Alexander Johnson; assistant principal, Miss Alice B. Scott. The institution is near the city, which is rapidly approaching it. There is a large tract of land 3 miles distant where some 90 boys till the soil and make large quantities of brick. Their number is expected to be increased to 240 before the season of 1903 is over. Total enrollment for 1902, 908. The school comprises 19 classes, 3 of which, with 40 children, are devoted to needlework, drawing, and some manual labor, and 16, with 310 pupils, are in kindergarten and grade work. Seven of the 16 are for boys and 9 for girls. The half-time system is adopted, each child having a three-hours’ session under control of its own teacher, leaving the room for kindergarten and for gymnastics, which takes the place of recess. All the scholars have outside work besides, and some attend trade or fancy-work classes. The sessions open with a mustering of the children in a hall, after which the boys form divisions and march to their rooms, while the girls remain for half an hour to sing, and brief devotional exercises are held in the class rooms. The gymnastics are of the Swedish type, very well conducted, and attended by these children as well as by some of lower grade. All the kindergarten classes go daily to the ring games held in the gymnasium, which are also wTell and vigorously conducted. Some of the classes are termed tc custodial kindergartens ” and “ custodial primary classes,” as they are of an inferior mental type and unpromising, and do not as a rule promote their members regularly; yet some of them, by long-continued effort, have reached the standing of the city grades 1 and 2. Other classes are designated by the number of the corresponding city school grades up to 4. The five custodial kindergartens are arranged to correspond with the endowments or ages of different types of children and do not form gradations. One contains 17 boys of the lowest intelligence of any admitted, some of whom know the names of colors. They are learning to keep quiet and to reap the benefits of steadying discipline. A second contains 22 boys, from 8 to 12 years old, of the lower-middle grade of feeble¬ mindedness, who were learning the days of the month on a calendar. These two EDUCATION OF THE FEEBLE-MINDED. 2187 classes mostly fail to reach the primary grades. The third of these was of a more promising type. Some of the boys have been in school for several years, but have just reached a point where systematic work is feasible of the kind to be described. They are not usually promoted to primary grades, but their progress and their interest were evident and pleasing. They sang a song about washing the hands, with appropriate gestures; and the actual hands, as they were pleased to display them, were marvelously clean. An exercise in Gift 3 followed. The boys named the parts; counted them. They divided the cube at their own pleasure, to start original ideas. Fred has four piles; each pile, he says, is one-quarter. ‘ ‘ What do four quarters make?’ 7 “ One-half.” [General laugh among the larger boys.] “If a cube is divided into eight parts, what is one of them?” “One-eighth.” A boy speaks up, “I’m a good boy, to study in school; see, I’m learning.” One boy, yesterday, showed his first beginning of intelligence in the subject by understanding what one-half implies. The boys eagerly correct a (intentional) mistake of the teacher’s in the arrangement of the blocks. There are two custodial kindergartens for girls. One consists of 17 small, mostly low-grade, girls — Mongolians, etc. The other is a typical group of the custodial class of inmates, comprising 23 girls, up to the age of 16. They were sitting at kinder¬ garten tables, on which squares were chalked, and were placing beans by direction. They can mostly place a bean at the mid-point of a given line. Halves and quarters are understood; one girl understands thirds. Numerals are read and copied from the board. Five can write, but no word work or writing is given. Most of these do not get promotion to higher classes, but a few give 1 1 surprises 5 ’ by unexpected development. The boys’ kindergarten primary class looked bright and gave intelligent responses. They had been given the fifth gift for the first time. The teachers said it was beyond them at present; that they found it very hard to resist the divers attractions of the numerous blocks. The girls’ kindergarten consisted of pretty and attractive children, mostly between 5 and 8 years old. There were no repulsive faces; no appearance of low grade. There was a little natural fooling. One girl of 5 years may probably turn out normal, and seems very much so in behavior. This class is one of those whose work approaches most closely to the normal kindergarten type. They were making cubes with clay, and a few did it fairly well. One of the custodial primaries consisted of girls decidedly too big for kindergarten work. They use the gift work for learning numbers, but the aim is to make it a primary class, not a kindergarten. Most of the pupils have been in the institution a number of years. Some of them write, and some compose their own letters. Another girls’ custodial primary is ranked as in second grade. The girls are rather old. Many have been in the school from five to eight years, and some of them four¬ teen or fifteen years. They suggested to me early and long neglect. They are con¬ sidered to have reached their intellectual limit as regards school instruction. The following is an average letter written by a second-grade boy. The boys in his class are from 12 to 15 years old. My dear Father — I am glad to write to you We are all well and happy and hope you are the same. * * * My attendant name is Mr. - . Miss - send her love to you all. We are going to had a nice time on Easter day to gether I am going to school every day and I am attend to my books and slate every day, etc. It happens to be the case that there are no boys of suitable age to fill the first primary grade this year, and the fourth is also wanting, although there are a num¬ ber of boys who might be in it, but are engaged in the industries, while a good many others have left. In the third grade the English was better than in the second. The boys formed three groups in arithmetic. The highest, containing four boys, reduced bushels to pints and told orally the number of quarts in 5 pecks and of pecks in three-fourths 2188 EDUCATION REPORT, 1902. of a bushel. In American history they have rather a feeble grasp of the relations of things. The third-grade girls were being well trained in spelling and easily read easy sen¬ tences containing dissyllables'. They sang, with gestures, “Sweet and Low” very well and sympathetically. The fourth grade is a peculiarly interesting class, of the ages of 16 to 19. In this class is included a special set of girls who are expected to leave the institution as graduates. They use an Eclectic American History, which is within the compre¬ hension of children of 11 or 12 years. Their compositions were very creditable. The best was one just written on “Spring,” without directions from the teacher, con¬ taining nearly two hundred words, in which only three or four were spelled wrong. It was neatly, fluently, and pleasingly expressed and original in quality. Their arithmetic was about equal to that of the third boys’ grade. The special girls referred to entered the school in a very neglected and seemingly hopeless state of stupidity. Mr. and Mrs. Johnson, from daily association with these girls (seme for ten years), have now concluded that their very unusual improvement justifies their being sent out to make their own way. There are about twelve of them. They are to be trained for a year longer in domestic duties and general edu¬ cation. Seven girls of this grade illustrated “ rhythmic drawing,” in which the strokes of the chalk, giving the outlines of a flower, are accompanied by appropriate songs. One girl sang * ‘ Old Folks at Home ” while drawing an appropriate landscape. Those who have talent for drawing are taught in crayon and oil studies from casts, etc., with rather surprisingly good results. There is also a class (including six upper-grade girls) for fancy work in making mats, drawn work, crochet lace, finely matched Japanese silk embroidery, and seven pillows of torchon lace. The work is very satisfactory and pleasing. Basket work and pyrography are not in use. The practical effect of making a useful article is preferred to that of sloyd as a developing agency. The entertainments are considered an important educational feature. They are made very cheerful and wide awake, as I had the pleasure of experiencing. An extensive provision of stage costumes is employed for their historical dramas. In this relation the personality of Mr. Johnson finds opportunity to impress itself upon the inmates in a most wholesome manner. And I certainly can not say less than this of the earnest and encouraging Sunday-school services which he conducts. He arranges these services himself, consisting of 24 different numbers, and comprising prayers, collects, songs, hymns, psalms sung or repeated responsively, psahns recited by divisions, and, in particular, songs by divisions. Each division cf the school has a psalm and song3 which they are prepared to give on request at these services. THE SEGUIN PHYSIOLOGICAL SCHOOL FOE THE TRAINING OF CHILDREN CF .ARRESTED MENTAL DEVELOPMENT, ORANGE, N. J. This school is conducted by the widow of the late Edouard Seguin (died 1880), who inherited her methods from her husband. The school at present numbers 23 board¬ ing and 3 day scholars, under the care of 11 teachers, besides governesses for their play hours. The surroundings are rural, the grounds (4 acres) are beautiful, and everything within the house has a wholesome and cheerful air. The scholars pay for these advantages at a rate corresponding to that of the higher class of girls’ boarding schools. Their defects of body are numerous — blindness, cretinism, hydrocephalus, clubfoot, partial hemiplegia, mutism, stuttering in one case, cleft palato — and there are two epileptic boys, neither of whom wras supposed at entrance to have the disease. For the benefit of this class of cases special teach¬ ers are employed for voice training and for medical gymnastics. The diagnosis of EDUCATION OF THE FEEBLE-MINDED. 2189 muscular disabilities is made and the treatment indicated by Dr. E. H. Arnold, of New Haven. School is in session daily (except Saturday and Sunday) from 9 to 12, and from 1 to 3. The youngest children lie down from 1 to 2. Sessions are divided into periods of twenty or thirty minutes each, the children passing from teacher to teacher, so that one child may be with from five to eight teachers each day. The following is an example of the day’s order of one of the smallest boys: Songs and games . 9. 00 Color lesson (stringing beads) . 9. 20 Bean-bag play, cube puzzle . 9. 40 Stringing straws and disks, sorting colors . 10. 00 Whittling, blackboard work . . . 10. 30 Pasting colored paper . „ . . . 11. 00 Personal invitation, directing tactile exercise . 11. 20 Calisthenics . . 1 1 . 40 Physical work . 1. 00 Best . 1.20 Peg board, stringing buttonmolds . 2. GO Sewing on card, cutting with scissors . 2. 20 Massage . 2. 40 One of the older girls has the following: Songs and games . . . 9. 00 Number work . . 9. 20 Sewing . 9.40 Beading, spelling, dictation. . . 10. 00 Basketry . 10. 30 Number work . . . . 11. 00 Physical work . . . . 11. 20 Calisthenics . . 11. 40 Dinner . 12. 00 Beading . 1. GO Writing . 1.20 Sewing . 1.40 Music . 2. GO Drawing, modeling.. . . . '.. 2.20 Dancing . 2. 40 The 8 children under 12 march and do Swedish gymnastics in a group, accompa¬ nied by 6 ladies. The older children do very much better work ; they execute some of the simpler orders without the teacher’s lead; the marching is good. The dancing, at 2.45, was under the guidance of 7 teachers; there were two sets of quadrilles formed, and the result was very pleasing. The opening exercises were also very pleasant. I came in late and found the school seated on the smooth floor of the gymnasium in a ring. After singing ‘ ‘ My Country,” attention was called to the portraits of McKinley, Washington, etc., hanging on the wall. A waltz lullaby* was played, and a child pointed to a picture which she called “Bock the baby.” A piece from Bubinstein was played by a teacher; The Song of the Lark, from “Pippa Passes,” was repeated in concert. A child recited pretty verses on the pussy willow, suited to the season. A boy sang “Star Spangled Banner.” After this they rose and played and sang in the kinder¬ garten manner, with 7 teachers, a wand game and magic music. The special problems imposed by deformity and paralysis are often severe, as in the case of a boy with palate cleft the entire length, who was being taught to speak. Another was using a finger machine to strengthen the force of separate fingers, and 2190 EDUCATION REPORT, 1902. of the whole hand. The gymnastic apparatus comprises a walking beam, Swedish stall bars, rope, clubs, dumb-bells, a striking bag, and four sets of pulley weights, etc. The children’s manners are most carefully trained, and they are acqustomed to the surroundings of well-to-do life and indulged in simple pleasures. They live in a cheerful atmosphere. The work is pretty steady, but did not present the appearance of crowding or forcing. Many learn the piano, but probably do not carry it far. The best performer is a young lady of 21, who executed juvenile pieces with correct¬ ness and sang in a very good style several songs in the modern German taste. The standards aimed at are those of good-society manners, and it was evident that Mrs. Seguin succeeds where possible in imparting them. The school is not a custodial institution, and the pupils all are returned to their homes. Taken as a whole, the children present many defects, and in many cases a low grade of intelligence. One of the most promising can perform in twenty minutes 15 such examples as 375 X 5, or 903 — 309. The general methods of the school require no further mention; they are of the modern type, and it appeared that the children were generally interested and intent on success. Basket work, now so popular, is very well done. Drawing in line is performed as a disciplinary study. THE IIADDOXFIELD TRAINING SCHOOL FOR THOSE MENTALLY DEFICIENT OR PECULIARLY BACKWARD. Conducted by Misses Margaret Bancroft and Jean W. Cox. This school is situated in a retired and beautiful part of the quiet village of Had- donfield, not many miles from Camden, Philadelphia’s New Jersey suburb. The grounds are very large, the accommodations those of the well to do, and very cheer¬ ful and wholesome. There are eight teachers named in the circular, inclusive of the principals. School work begins at 9 and closes at 1, with a short intermission; the younger children are dismissed at 12. Among the things brought to my notice, the manual training, the physical exer¬ cises, and the music were prominent. Singing naturally forms a large part of the opening exercises. Most of them took a share in the scale exercise, singing in response to the number called, also reading simple scale exercises from a chart. They sang their songs with much spirit and pleasing effect, as they usually do. The lowest class, consisting of 3 low-grade children (2 of them epileptic), was seen in a small room with a piano, and were singing scales and learning to place the fingers, in the care of two persons. A Delsarte class performed movements expressive of sentiments and natural objects. The gymnasium is well provided with the usual Swedish apparatus, besides special apparatus. In the manual room the highest class, containing some quite grown young persons, were working. They do burnt work, which is considered good hand training. They make objects of use: a box to hold battery cells, a tabouret, etc. ; they do color work. The close attention and constant help given by the teachers struck me. In fact, the need of much help was apparent. The kindergarten class of 5 pretty children were enacting a story of a journey by carriage, rail, car, and boat with their toys; they were in the care of a teacher and a maid. A class in articulation was also seen in charge of a special teacher. A class of low' grade large children were interested in their little picture albums and “Baby Stuart;” they write a short sentence on the board or on paper, and know about coins — that 5 cents equal one nickel. They invent devices in flowers for their book covers, and press flowers excellently, and have little gardens to cultivate. The impression is received that the aesthetic side is cultivated assiduously, with all due EDUCATION OF THE FEEBLE-MINDED. 2191 attention to social manners. The classes seen varied in number from 3 to 6 and upward. There was no lack of zeal or attention to the pupils; there seemed to be evidence of close and careful training in the attitude of the scholars. One teacher is employed solely for individual work, taking a child for half an hour at a time for special urging to keep him up to his work. The Sunday school is conducted by two clergymen of different denominations, without the use of much theology, but with a great deal of appeal to natural interest. Recreations are given to a considerable extent by carrying the children to Philadel¬ phia, where they see appropriate plays. In summer the school is taken as a body to a beautiful seaside spot in Maine, where they enjoy a good deal of liberty in the open air, with a very small modicum of teaching. It is well known that Miss Bancroft’s zeal spares no pains, and she is an ardent advocate of the benefits of great personal individual attention, but she puts school in the background in vacation time. CLASSES MAINTAINED BY PUBLIC SCHOOL BOARDS. a Dull and defective children have always been found among the intelligent in public and private schools. Public attention was aroused to the needs of this class in Germany, and a very large number of children in that country are now cared for in special schools. In England such are designated as “special schools for feeble¬ minded and backward children,” and they are assuming an important position. & The ratio of these children to the total school population may vary, but the statis¬ tics collected in different countries lead to the conclusion that probably 1 per cent are so dull or defective that they can not be taught in the ordinary school classes. The degree of dullness is of all grades, and it is not necessary to attempt an estimate of the number of those who are strictly feeble-minded or imbecile. We are sure that in the classes we are describing a varjfing proportion are distinctly such, while more or fewer are found normal, though slow. In Europe ‘it has been considered of importance to prepare such children for self- support, and some of the statistics give a very favorable showing in this respect, but in America we have as yet no sufficient body of results from which to draw statistics. Probably a more important function of these classes is that of the prevention of crime and illegitimate births. The children are of a class whose will and judgment are defective and whose passions are not controlled. They are easily brought under bad influences and led into criminal ways, and one of the first effects noted when they are placed in city schools is an improvement in their moral tone. The mis¬ chievous and perverse are reformed, the mental habits of the indolent and inatten¬ tive are improved, and the foundations are laid for the making of good citizens. The difficult task of following up these children after leaving their special classes has been only begun, in reference to which the paper of Mrs. Ellen F. Pinsent, of Birmingham, may be profitably read. (See the London Lancet, February 21, 1903.) It is not uncommon to find defects of sight and hearing in school children whose teachers and even whose parents are unaware of the defect. Such children are often falsely thought stupid or feeble-minded. It is of the highest importance for the wel¬ fare of such children that their cases should be understood; and it ought to be a uni¬ versal rule that the vision and hearing of ail backward children should be tested by specially skilled physicians. The attention of teachers ought to be directed to this source of mental incapacity and their enlightened aid invoked hi the needed reform. a The Report of this Office for 1896-97 contains (Vol. I, pp. 141-160) an article on “Special schools and classes for children of limited mental capacity.” In the Report of 1899-1900 is reprinted (Vol. II, pp. 1341-1843) a report made to the Civic Club of Philadelphia on “Backward children in the public schools.” — Ed. & The number of scholars of this class in Germany is given by Wintermann (1900) as 7,013. In London in 1899-1900 there were 3,700 children in 115 classes. 2192 EDUCATION REPORT, 1902. Schools for the feeble-minded among public-school children have been established in Providence, R. I., Springfield, Mass., Boston, Philadelphia, and New York, in the order given. They go by different names, but their object is the same. PROVIDENCE. The first schools for the feeble-minded in America, in connection with a public school system, were established in Providence in 1894. There already existed some classes of backward and troublesome boys, called disciplinary schools; among these boys were some of a feeble-minded type who were then taken out and placed with others selected from the public schools, forming three special classes of 15 each. These classes have remained under the direction of Miss Ellen Le Garde, director of school gymnastics, and are designated as “Classes for backward children.” They comprise boys and girls. The correction of bodily weakness is, along with sense- training, made the foundation of their schooling. The career of those who leave is followed up and several have been earning a living in shops for two or three years past; a very few have been successfully placed in school grades. SPRINGFIELD, MASS. The term “special” applies here to two kinds of classes, one of which is intended for simply backward children, and is expected to prepare them for the grammar grades; the children as seen looked bright and promising. The class to be here described is composed of defective children, and corresponds to the classes described under the head of “Boston.” The class was established by the superintendent, Dr. Thomas M. Balliet, in May, 1898. It was at first designated a “ School for peculiar children,” but that phrase has been dropped. A bad feeling was aroused at the outset by a newspaper cartoon describing a “dunce school,” with dunce caps on the children’s heads. The class has outlived the attack, and public opinion is now very friendly, though there is an unwillingness on the part of parents in many cases to have their children assigned • to it. The control is principally in the hands of the supervisor of primary schools, and the responsible conduct of the class has been largely left in the hands of the teacher, who is a trained kindergartner. The place is a well lighted, tasteful room in the Hooker grammar school building. The other children in the school show a friendly interest and are surprisingly kind, with a sort of patronizing attitude when they meet them in the yard or corridor. The hours are from 9 to 12 and from 2' to 4. The aim of the class was to train for self-support where that could be looked for¬ ward to. Of 30 boys and 5 girls who have been in the class 6 have been promoted to grades, 4 to ungraded classes; the 6 are doing well, from the second to the sixth grade. Nine have gone to work in factories, receiving from 60 cents to $1 a day, of whom 3 are distinctly feeble minded and 6 below the average. One low-grade defective who left school i3 unemployed. The number is limited to 15; the entrance age is 6 to 14 years. The car fares are paid by the public, for those living at a distance. There is much difference between the pupils. One-tliird compose a sort of train¬ ing class or prekindergarten. Two-thirds are in reading and number work corre¬ sponding to first grade; but one is doing second and one third grade reading; a boy of 13 reads “Seven Little Sisters” easily, but lacks development in other qualities. Some can add 3 + 4; 2 (of the 9 present) can tell time. Physical training is a prominent feature and is well conducted. Two-thirds receive the Swedish drill for fifteen minutes a day, and their performance in very simple movements was very creditable. They are visited by a special gymnastic teacher occasionally. They use the ‘ ‘ medicine ball ’ ’ and other kinds in collective EDUCATION OF THE FEEBLE-MINDED. 2193 class work to train their defective hand power by tossing, bowling, bouncing, throw¬ ing through a ladder, etc. There are dumb-bells and clubs. I understood that they do not at present have opportunity for free play. In manual training, they have made some of the sloyd articles, but have also made practical shelves and carts. The boys have made the ladder and the balance beam for practice in walking, both of which are much valued. They receive weekly a short instruction in clay work, followed by drawing. They do not practice basket work nor learn sewing. They have the kindergarten hand work (but not the games), and the elementary apparatus for sedentary work at the desk in sense- development is well employed. They have had a small garden for two years; a gift of §10 worth of bulbs was highly appreciated and enjoyed in the planting. Excur¬ sions are occasionally made to the country with their teacher. The class is well and intelligently conducted. BOSTON. The credit of the establishment of these classes in Boston is due to Mr. Seaver, superintendent of schools, who, with the sanction of a special vote of the board, engaged a teacher in the autumn of 1893 and placed her over a class of 15 children in January, 1899. Since then the classes have gradually increased to their present number of 7, placed at widely separated points in Boxbury, the South End, the West End, East Boston, South Boston, and Charlestown. The original plan was very simple, and has been carried out in a conservative way. The best possible teachers were selected — women of experience as teachers, acquainted with kindergarten methods, some of whom had been trained by regular service at Barre and in Mrs. Seguin’ s school, while others had been sent by the board to spend three months in residence at Elwyn previous to taking classes in Bos¬ ton. These teachers were practically allowed to act as their own judgment dictated. There wxas no requirement, scarcely even a suggestion, as to the methods to be used; the work done is very much the same as in State schools for the feeble-minded, and such differences as may be observed between individual classes are chiefly matters of minor detail. The number of pupils is limited to 15 in each class, and car fares are paid when necessary. The one-session plan has always been in use; at first 9 to 12, now 9 to 1, with 20 minutes’ recess for free play with football, etc. Handballs are much used in the rooms, and bars, punching bags, and a few other gymnastic helps are being intro¬ duced. Kindergarten games proper are restricted by the absence of assistants, and (except in one room) of pianos; but they are in use. Previous to the opening of the first class a list of 200 pupils had been secured from the masters of schools as uneuited for regular school w7ork, from whom selection was made of the most urgent cases. A later inquiry revealed more cases, and within the past year about 200 have been carefully studied by Dr. Arthur C. Jelly, in conference with teachers and parents. A considerable number of these have been sent to Waltham, and others placed in the city classes. ‘ 1 Special ’ ’ is the only designation attached to these classes, although the word is quite inadequate to describe them. They ought to be carefully distinguished from the ‘ 4 ungraded ’ ’ classes intended for the mass of backward or foreign-born children who need helping on to get them into grade work but are not defectives. The members of the ‘ 4 special” classes are, with few exceptions, defectives. The history of the original class illustrates this fact. During the four and one-half years of its existence it has had 27 pupils, of whom 15 remain ; 2 have been sent to Waltham, 3 transferred to other classes of the same type, and 2 to private schools for the feeble-minded, wthile 1 has died, 1 disappeared, 1 left on account of ill-health, 1 for home employment, and 1 on account of reaching the limit of age — 16 years. The last has been successful in getting employment in a store. Three years after its foun- 2194 EDUCATION REPORT, 1902. dation this class had 2 members who had had rickets, 6 convulsions, 1 epilepsy, 3 Were seriously deaf, 4 had difficulty with ordinary movements of walking and skip¬ ping, 10 spoke with defective articulation, 2 had deformed palates, and only 3 had good teeth — the whole number being 15. Though this class has been admirably taught, no pupil can do first-grade primary work efficiently or with an approach to the normal rate of speed, and none are in any single study much beyond the attainments of that grade, except in manual work. Their average age is nearly 12. There is much difference betwTeen classes in ability, physical and mental. In one there is a bright group of half a dozen little ones who contrast surprisingly with three unimprovables, one of whom has to be led by the hand from inability to remember her way about the room. No uniform course of instruction can be laid down where each pupil is a class by himself, as is sometimes literally the case. Grading has not been effected in any case, each class representing the needs of its own district. Most of the classes have been plagued at times with the presence of children of mischievous or obstinate character. Very little has been done in replacing children in grade work; three or four will be tried in grades this autumn. A few have been tried in regular classes during the afternoons. Sloyd is taught, as far as the pupils’ abilities go; basket work and sewing have been great favorites, and kindergarten material is used freely, especially at the beginning. Teachers rely greatly on hand work for securing interest, and cases are related where what seemed absolute obstinacy yielded entirely to treatment with basketry, peg board, color study, and the like, and the pupils became good workers in their primers. One class has had superior training in clay modeling for two years. The teacher considers that they, now averaging 11 years of age, have made as much progress in clay work as her third-grade primary classes at the age of 8. This result is far superior to the product of their book work, and is very interesting in itself. The curriculum may be briefly described as embracing physical training, manual training, music, attention, self-control, with elementary number and primer work, and general facts about the clock, the calendar, animals, plants, etc. No body of persons outside of the school board has taken any part in the organi¬ zation or direction of these classes. Private aid has been extended, in the loan of a room, in a gift of money for material, in the placing of ten selected children on a farm for six weeks. Two small groups have been taught gardening. The teachers make much of keeping up friendly relations with the families of the children, and have succeeded in winning their confidence quite satisfactorily. The relations with other children vary. In one school the pupils can not be induced to enter another room; but in general there is little or no unpleasantness, and in one school the children play freely at recess with the rest. This is a class of girls, the only case in which the sexes have been separated. It can not be said that the problem of these schools has been solved; no one sup¬ poses that. The propriety of the method of training is unquestioned, but there may be doubt as regards the choice of pupils, the length of time they are to remain, the grouping and grading of classes, and some other points. Public interest has been much aroused, but the feeling is one of entire confidence in the management. Trade instruction has not been attempted in these, nor indeed in any public school classes of this sort in America. Many of these children after a few years’ training will go back to kindly family relations, with more or less employment, and will be far pleasanter members of the family than before. Others will be liable to be neglected and led astray. I have in mind several girls who, though interesting to the eye, are distinctly, yes, hourly, in need of protection, owing to their childish and pliable rather than vicious natures, EDUCATION OF THE FEEBLE-MINDED. 2195 whose fate it will be easy to forecast if protection be not given — and the family does not always give it. But there is a brighter side to the work, and one sees a number of children in the classes who bid fair to turn out valuable members of society.' The academic results are not prominent. PHILADELPHIA. The first school of the kind we are considering was organized in the Hollingsworth public school in July, 1899, with the approval of the school authorities. Its estab¬ lishment was based on a report by the compulsory education committees of the Pub¬ lic School Association and the Civic Club, a and was due to the initiative of these organizations, which supported and managed it under the name of the 1 1 Philadelphia School for Backward Children.” Two teachers were first employed, with an average attendance of 17, under the supervision of the Haddonfield school and the medical care of Drs. C. W. Burr and A. F. Witmer. Information of importance is given in the reports of the Public Education Associa¬ tion for 1900 and 1901. From the latter we learn that during the year ending March 1 the average enrollment was 11 boys and 4 girls; the average attendance, 11 children; admissions, 23; discharges, 14. Six had been sent to public schools, 5 to institutions, 3 had gone to work. The medical examinations had been very careful, the instruction good. Manual and physical training were emphasized. Excursions were held weekly, and in summer a school was maintained for household work and gardening under substitute teachers for some weeks. The superintendent of schools had reported as the result of an investigation that 1,122 children were found too backward for the usual class instruction in 1900. The school census taken in the summer of 1902 gave 204,423 children from 6 to 16. In September, 1901, a new law, creating a bureau of compulsory education, went into effect, and the classes are now under its charge, under the name of Classes for Back¬ ward Children. Such are now to be found at the “ Special Schools” No. 2 (2813 Fletcher street, A. L. Spencer, principal), No. 4 (2109 Iseminger street, H. Clay Borden, principal), and No. 5 (Marvine, belowr Oxford street, Mrs. M. Cutting, principal). School No. 5 was visited. It contains two classes of troublesome or truant boys, two of 32 “backward” boys, one of 12 “backward” girls. The principal controls all these, deals with anxious mothers, and makes things seem all right, and also per¬ sonally teaches woodwork for three periods in the day; this is the subject best loved by the boys. The truant boys have their recess at a different time from the back¬ ward; but there is no clashing and no persecution — they are told that the backward are a kind “that require less strict discipline.” The boys were crowded into one room for opening exercises, which were very spirited and cheering, consisting of good and favorite music, which they knew well. Twelve girls were found in one room. This class was established October, 1902, being the first separate one; the principal believed in the need of separation of girls of 14 and over from large boys. All of these girls but one were receiving dictation work in spelling at once, different sections taking different words: “vessel, horse, he, packages,” etc. The class of dower-grade boys were in age from 9 to 14. They are of the defective type. The brightest really knows that 4 -f- 3 = 7. They can not tell time. One spells words of four letters. One is beginning his education by painfully threading spools. They use beads, peg-board, pasting, and a good deal of raphia work. The higher-grade boys add columns of four figures, multiply 946 by 84, and divide by 24 by the aid of a written-out table. Some are just adding single digits. They are very carefully taught penmanship by analysis. They may run from third or fourth grade down to early first. Perhaps one or two may return to grade work in a See footnote p. 2191. 2196 EDUCATION REPORT, 1902. schools. It is intended to carry them on to fractions, weights, and measures. Their appearance is not far from pprmal; two had defective hearing. The session is from 9 to 2, with two recesses of fifteen minutes each. •- The methods appear to be the ordinary school methods, with some allowance for easing off in case of fatigue; the teachers have a kindergarten training. There is some calisthenics, but no apparatus. Judged as regular school work, the work is good. There is no fixed age limit. In regard to the future prospects of these children the principal made some observations. For a few, she believed, situations in dry-goods stores are a possibility, but the most are more likely to take up the trade of a carpenter, a painter, etc. , and the intervals of idleness which occur in such trades are an element of danger for them. The almshouse seems to hang over most of them; there is a tendency to pauperization, to accept gifts of shoes, etc. ; there are one or two whose parents are anxious to put them to work as soon as they reach 13, and parents often quite fail to recognize the defect. In special school No. 2 there is an old-fashioned, low, narrow, upper room with 19 “backward” boys, the truants being downstairs. There is instruction from a male teacher in making useful small boxes, trays, etc., and Liberty Tadd’s work. Of the backward boys some multiply three figures by three figures; some spell words of two syllables; only one can do division. The teacher can manage to wTork the -whole class at once by making six grades or divisions for spelling and seven for arith¬ metic. Of the lower boys, one reads a few words only, one can only stick pegs, one (after three weeks’ schooling) is just winding raphia into rings. There is no clay modeling; the most of the hand work is in raphia, and very good. The order in the room is good, but it is the last half hour of the five (9 to 2) , and the observer’s impression is that the session is too long for profitable work, and that the teacher and children show it. The influence of the woodwork must be beneficial. The grading practicable in school No. 5, though only in two rooms, places them at a great advantage compared with the class last seen. Two physicians give volunteer care to the eyes and the general health of No. 5. NEW YOKK CITY. The visit to this place proved unexpectedly interesting, as revealing the commence¬ ment of a new and spontaneous movement. My first visit was paid to City School No. 1, where Miss Farrell has conducted a class for several years. There were 15 boys present, principally east-side boys of foreign origin, sons of “businessmen,” some of whom were being prepared for the fourth or fifth grade. The teacher did not think the experiment in this direction had proved particularly successful, as sev¬ eral have been rejected. Quite a number appeared intelligent and were working rapidly in their arithmetic- books. In reading they gave the sense well and spirit¬ edly (Fourth Reader) . One boy has been quite an invalid; could not read a word five weeks ago, Avhen he entered, and is now in First Reader. He expects to enter a grade next fall. They do facings correctly and promptly But along with the more promising there are one or two pretty low and unhopeful cases markedly defective. * The boys are excitable and hard to control, and the credit of what has been done is directly due to the teacher. One of the customs of the class is a rest period of five minutes every hour, with the head on the desk and eyes closed. The woodwork and the window-garden work and study seemed distinctly suited to the boys. It was here that I learned of the interest taken in the defective and backward children by the principal of School No. 77, Miss Julia Richman. This lady has, within a few -weeks, secured permission from the school board to set aside for instruction in special classes those unable to continue in regular grades. In her school of 1,460 girls she found 29 such cases, or 2 per cent. To these she EDUCATION OF THE FEEBLE-MINDED. 2197 added a few from outside, and divided them according to their ages, making an older class of 20 and a younger of 17 children. In the first class alone, 13 are suffering from adenoid growths. She has been greatly encouraged and assisted in her benevo¬ lent intentions by Dr. Oppenheim, of this city. The division by ages seems to be a judicious arrangement. In the older group there are some cases of very marked mental deficiency, so marked that they can hardly profit much by attendance even in this class. Their manner was dull and quiet in contrast to the natural, pleasing, and lively ways of the younger class, whose age averages 8J, and of whom only two or three are considered defective, the rest having lost standing from backwardness. It is hoped that most of these younger children may be sent back to grades, though, perhaps, they may at a later time again require help. The ladies who conduct these classes were chosen from the teaching force of the school. The plan of operations is so far rather tentative; the younger children are shown a good deal of nature in the open air. There has been no means of training these teachers, but they have since had opportunity for visiting the Boston special classes and the State school at Waltham, being most hospitably received in both places. The attitude taken by the school board, as far as I can learn, is encouraging. The first step has been taken in New York without prepossessions or pedantry, and a further step will be awaited with great interest. CHAPTER XL VIII. CHANGES IN THE AGE OF COLLEGE GRADUATION. a By W. Scott Thomas, Teachers College , Columbia University. The belief seems to have become general that the American boy of to-day takes his first collegiate degree — A. B. or its equivalent — a good deal older than his father took his and a great deal older than his grandfather. The present study was under¬ taken with a view to determining from actual records the measure and rate, if real, of this increase. The plates and tables that are presented herewith tell, in the main, their own story; my task will be little more than the making of a running commen¬ tary upon these. The calculations are based upon nearly twenty thousand cases and include the graduates of eleven colleges, representing all parts of the country except the extreme West. If undue wTeight seems to be given to the New England colleges, my excuse is twofold: First, the proportion of colleges that date back fifty years or more is much larger in New England than elsewhere; second!}7, I have used all the published material I have been able to find, in the shape of alumni catalogues, which give the date of birth of graduates. These have, moreover, been largely supplemented by private information very kindly furnished by the officers of colleges whose general catalogues do not come down to the year 1900. The results are given in decade periods for the double reason that shorter periods are unwieldy, becoming too numerous, and because the longer period is more reli¬ able. Two or three year periods often show7 what seems a very decided trend in a given direction; but this is in all cases decidedly modified, if not entirely obliterated, by the addition of the remaining years of the ten. The results thus win stability and evenness. Before beginning the discussion of the tables and plates, one further wTord of explanation may be given. It wrill be noted that in Table I and elsewhere the median age is used rather than the average age. The reasons for using the median age — the point above which and below which, respectively, one-half of the students in each decade graduate — are evident. In the first place, the labor of finding the exaet arithmetical average of the age of graduation of 20,000 students would be enormous; and when found it would not give us what we wash, viz, the age at which the students, or a definite percentage of them, actually do graduate. It is evident that a few students graduating in a class above 40 years of age — by no means an unheard-of state of affairs — wrould unfairly raise the average age of that class, since it is manifestly impossible to graduate twenty years below the normal age. Again, a class, or series of classes, may graduate a considerable number of its members below 20, while a still larger number graduates above 24 or 25. The curve of distribution a Reprinted by permission from the Popular Science Monthly, June, 1903. 2199 2200 EDUCATION REPORT, 1902. of the ages of graduation will then resemble the letter M. Manifestly, in such a case, which occurs several times, the arithmetical average tells us nothing of value. Finally, the median age gives us the exact information that one-half the students in question graduated at or above the given age and the other half at or below it. The curves of distribution, moreover, given in the plates for all graduates and all colleges for the years 1850-1859 and 1890-1899 show exactly what percentage gradu¬ ated at each age. Table I. — Median ages of graduation by decades. Dartmouth. Middlebury. I Bowdoin. 1 University of Vermont. Adelbert. Age. No. Age. No. Age. j No. Age. No. Age. No. 1770-1779 . 1780-1789 . 1790-1799 . 1800-1809 . 1810-1819 . 1820-1829 . 1830-1839 . 1840-1849 . 1850-1859 . 1860-1869 . 1870-1879 . 1880-1889 . 1890-1899 . 23- 0 23- 1 ^3- 2 22- 8 22- 9 23- 1 22- 5 23- 1 23- 8 23- 1 22-10 22-10 78 150 336 323 330 328 3S1 586 558 491 593 527 678 22-10 23- 1 23- 0 23- 4 22- 8 23- 3 23- 5 23- 4 22-11 23- 2 76 j 194 | r 187 j 242 109 i 121 132 111 ' 86 ! 125 1 20- 4 20- 8 21- 7 21- 9 22- 1 22-10 22- 5 22- 8 22- 7 106 258 289 356 335 348 321 303 481 22-4 22-7 22-0 22-4 22-6 22-6 22-8 22-9 59 80 184 3.68 91 98 108 215 23- 0 23- 2 23- 0 22-10 22- 9 23- 0 22- 9 41 125 98 160 217 251 156 University of Alabama. New York University. Wesleyan. Oberlin. De Pauw. Syracuse. Age. No. Age. No. Age. No. Age. No. Age. No. Age. I No. 1830-1839 . 1840-1849 . 1850-1859 . 1860-1869 . 1870-1879 . 1880-1889 . 1890-1899 . . 20-4 20-3 20-9 20-0 20-3 20-0 20-2 57 126 173 48 66 209 270 20-2 20-3 20- 7 20-8 21- 6 21-1 21-8 73 147 102 128 141 154 115 23-0 23-3 23- 4 24- 0 23-8 23-3 23-6 107 231 231 260 325 323 456 24- 11 25- 6 25- 2 24- 0 24- 3 24- 3 23-11 34 122 120 176 270 267 403 21- 7 22- 9 23- 2 23-1 23-2 23-9 1 63 89 115 230 317 371 23- 11 24- 0 24- 6 23- 9 23-11 28 29 138 224 264 We now come to a consideration of Table I.a The most obvious and surprising thing that strikes us at first sight is the fact that our assumed great increase in the age of graduation, taken generally and so far as our material reaches, is absolutely nonexistent. aln Table I, decade “1770-1779” equals Dartmouth 1771-1779; decade “1800-1S09” equals Middle- bury 1 S0S-1 809; decade “1830-1839” equals Alabama 1832-1839, New York University 1833-1839, Oberlin 1837-1839, Wesleyan 1833-1839; decade “1850-1859 ” equals in Syracuse 1852-1S59. In each case the cor¬ rected year marks the date or the first graduating class. In decade “ 1890-1899 ” Adelbert includes only the years 1890-1895; New York University, 1890-1894; Syracuse, 1890-1898. In Alabama Univer¬ sity there were no graduates for the years 1866-1871, inclusive. During several of these years the university was closed. The data for the decade “1900- ” are as follows: Dartmouth, Oberlin, DePauw, each, class of 1900 only; Wesleyan, Alabama, and Vermont, classes of 1900-1901; Bowdoin, 1900-1902. The whole num¬ ber of cases in this “decade ” is 572. In reference to the degrees included in the investigation, I have attempted to use only A.B., Ph.B., and B.S. In a few instances the last-named degree seems to be used as a semiprofessional degree, implying, for instance, that the student has taken an engineering or some such course not purely “cultural.” It seemed impossible to shut out entirely cases of the semiprofessional degrees. The number of them is, however, too small to materially influence the results. In Dartmouth College the graduates of the Chandler Scientific School are not included in the calculations, for the reasons above given. The justice of the exclusions above referred to is evident at once, for the examination is an attempt to show the changes that have come about in the college course as formerly understood: that i3, when it did not include the study of a profession within itself, as several of the present courses do. Only young men have been considered in my inquiry. It is interesting, however, to note that if young women had been included in the investigation the averages and medians would have, in almost every case, been materially reduced. In other words, the young woman is either more highly selected as a student or she meets with fewer hindrances external to her work while going through high school and college. At any rate, whatever the cause or causes may be, the young women graduates are, as a rule, younger than the young men in the same college. This subject is worthy of a separate inquiry. CHANGES IN THE AGE OF COLLEGE GRADUATION. 2201 The median age of graduation in Dartmouth, for instance, has in one hunded and thirty years fallen three months; in one hundred years the median for Middlebury has risen four months. But note that in 1830-1839 the median for Middlebury was two months higher than now. In the case of Bowdoin there has been a steady rise to a little over two years, which, however, reached its maximum in the decade beginning in 1860 and has since been falling. In seventy years the University of Vermont median age has risen but two months, while in the same period that of Adelbert College has fallen three months. Again, we may compare the New York University with Oberlin College. While the age at the former has in sixty years risen one year and five months, in the latter it has fallen one year and seven months. It may be noted in passing that the number of graduates in the given time is in Ober¬ lin about double that in the New York University. Finally, we may call attention to the fact that in the University of Alabama and in (Syracuse University the age of graduation has remained practically unchanged, with a slight tendency to decrease. So much for the general aspects of Table I. It will be of some interest to consider somewhat closely the changes that have come within the last two generations of col¬ lege graduates, or since 1850. At this period all the colleges in our list are available for comparison; and it is since the beginning of this period that practically all the modern development of the American college has taken place. What happened before 1850, while it may be interesting, can not have the importance for us now that the changes of the past fifty years have. At the outset, we note that of the eleven colleges in the table, the median age for one only remains quite unchanged — Syracuse. The following show increases, in months: Bowdoin, 6; Vermont, 5; New York University, 13; Wesleyan, 2; DePauw, 12; total, 38. The following show decreases, thus: Dartmouth, 11; Adelbert, 3; Alabama, 7; Oberlin, 15; Middlebury, 1; total, 37. Table II. — Average of median age of graduation for past fifty years. 1850-1859. 1860-1869. 1870-1879. 1880-1889. 1890-1899. Dartmouth . 23- 8 23- 1 22-10 22-10 22- 0 Middlebury . . 23- 3 23- 5 23- 4 22-11 23- 2 Bowdoin . 22- 1 22-10 22- 5 22- 8 22- 7 University of Vermont . 22- 4 22- 6 22- 6 22- 8 22- 9 Adelbert . 23- 0 22-10 22- 9 23- 0 22- 9 University of Alabama . 20- 9 20- 0 20- 3 20- 0 20- 2 N ew Y ork University . 20- 7 20- 8 21- 6 21- 1 21- 8 Wesleyan . . 23- 4 24- 0 23- 8 23- 3 23- 6 Oberlin . 25- 2 24- 0 24- 3 24- 3 23-11 DePauw . 22- 9 23- 2 23- 1 23- 2 23- 9 Syracuse . 4 . 23-11 24- 0 24- 6 23- 9 23-11 Average of totals . 22- 9. 6 22- 9. 3 22- 9. 9 22- 8. 3 22- 7. 5 The net result of the changes that have come in the age of graduation in these fifty years is more clearly presented to the eye by Table II. Here is presented a view of the medians for all the eleven colleges, wherein each college is given an equal weight, regardless of whether it be a large or a small college. By this method, then, is avoided the overweighting which a large college, like Dartmouth or Bowdoin, would otherwise exert on the results. The results show that in only one decade is the average of medians as high as that of 1850-1859. Moreover, the last two decades show a slight decreasing tendency, making a net reduction in fifty years of two months for all the colleges. Thus far we have dealt with the median age of graduation as distinct from the average age, and reasons have been adduced to show why the former is preferable to- the latter as the measure in our present study. Inasmuch, however, as the arith- ED 1902 — VOL II 65 2202 EDUCATION REPORT, 1902. metical mean is the one in most common use, and further, as some may still feel that it, if investigated, would show the rise that has been' supposed to exist, we will consider the data and results that Table III shows. In this table are shown the Table III. — Average age of graduation for the past fifty years . 1850-1859. 1860-1869. 1870-1879. : 1880-1889. 1890-1899. Cases. Dartmouth . 23- 9.4 23- 6. 7 23-4.9 23- 1. 3 23- 2. 7 5, 362 Middlebury . 23- 8. 1 23- 6.5 23-5. 8 23- 6. 5 23- 8. 1 1,386 Bowdoin . 22- 6. 4 22-11.7 23-0.0 23- 1. 6 23- 2. 4 2,797 Vermont . 22-11. 5 23- 3. 3 22-8. 6 23- 3. 4 23- 0. 2 1,003 Adelbert . 23- 9. 6 23- 7. 2 23-2. 4 23- 2. 4 22-10. 8 1,048 University of Alabama . 21- 0. 0 20- 1.8 20-2. 4 20- 3. 6 20- 6. 0 949 New York University . 21- 1. 6 21- 2. 3 20-8. 4 21- 7. 5 21-10. 8 860 Wesleyan . 23-10. 8 24- 3.3 24-2.8 23-10. 2 23- 6. 1 1,933 Oberlin . 25- 0. 7 ■ 24- 7. 5 24-5. 3 24- 8.7 24- 3. 9 1,392 1,185 De Pauw . 22- 2. 4 23- 8.4 23-8. 4 23- 9. 1 23-10. 3 Syracuse . . 24- 1.6 24- .5. 0 24^7.7 24- 8. 6 24- 7.5 751 Average of totals . 23- 1. 3 23- 3. 4 23-0.8 23- 2. 3 23- 1.9 arithmetical averages of each college by decades, supposing that the students gradu¬ ating at any given year of age, say 22, are about equally distributed throughout the months of the year, thus giving an average for the given year of, say, 22.5 years. With small numbers this assumption is not without its liability to error; but with numbers so large as we have, the errors are found by actual trial practically to neg¬ ative each other; so that we can rely upon the results as being, for all practical pur¬ poses, and in the main, substantially correct. The first striking thing to be observed in Table III is the fact that the average age is a few months higher than the median throughout in the totals of all colleges. In the past fifty years the average age of graduation has remained quite unchanged, while in the past forty years the average has fallen one and a half months. This difference is, however, probably too small to be in itself significant, so that we may conclude that there is neither any actual change in the average, nor any definite tendency observable toward rising or falling. CHANGES IN THE AGE OF COLLEGE GRADUATION. 2203 In the above discussion of averages each college has been given the same weight as every other. Now, we may look at the same matter from another point of view. a All Graduates: 1- Average age. 2- Median age ;1 T _ ; n 6 All Colleges: ■b Average* 2* Median. \ i _ = -: _ _ _ 1 - -= -23- :: 2 - ; 1850-1860-1870 | 1880- 1890-1900- -22- 1850 - 1860 - 1870 -1880 - 1890 - 1900- We may bunch all the graduates as though they were all students of one great college; and, still assuming that they will be about equally distributed through the months of any given year — an assumption which by the now very much larger numbers is made doubly secure — we may take the average for the five decades since 1850. By this method wre obtain the following results : 1850-1859. 1860-1869. 1870-1879. 1880-1889. 1890-1899. 1 1900- Years. Months. Years. Months. Years. Months. Years. Months. Years. Months. Years. Months. 28 3. 0 23 5.4 23 1- 23 3.9 23 6.1 23 0.5 Even here, where every concession possible is allowed to the weighting of the averages by the few colleges which in the last decade have relatively much larger numbers, together with their consistently higher average age of graduation than in the earlier decades, we still find no change of any significance. At the very best, or worst, the change in fifty years past has been only three months. While now, if we may use for the sake of further illustration the available data of the colleges for the decade beginning 1900, we find on an average three months less than that of 1850- 1859. The colleges included here are those seven which furnished for the decade 2204 EDUCATION REPORT, 1902. 1890-1899 over 81 per cent of all graduates, and include all the colleges except New York University, Adelbert College, Middlebury College, and Syracuse University. It will be noted that all the largest colleges are included, and that of those omitted two are above and two below the average in the decade 1890-1899. We may now turn from the consideration of the tables to an examination of the plates. Plate I shows the percentage of students actually graduating at each age — 16 years to 31 years — in which last category are bunched for convenience all gradu¬ ates of the age of 31 years or over — for the two decades 1850-1859 and 1890-1899, respectively. The upright line on the base in the twenty-second year marks the actual median age of graduation of all students for the decade. It will be noticed that its position remains absolutely unchanged. Perhaps the most noticeable exhi¬ bition presented by this plate is the pushing of the great bulk of graduates in the last decade into the comparatively narrow compass of the years 20-24, and the conse¬ quent great reduction of the numbers graduating above or below these limits as com¬ pared with the earlier decade. One further observation is worth making: At first sight it appears that the mode — the year in w’hich the largest number graduates — is in the first decade, the twenty- first year; while in the second decade this has been pushed up, and is now the twenty-second. In this there are two matters of significance. First, while the mode in the first decade is 21, the percentage here is still less than it is in the same year in the next decade, where the mode appears as 22; secondly, the reduction of the CHANGES IN THE AGE OF COLLEGE GRADUATION. 2205 percentages in the years below the twenty-second in the second decade is largely due to the fact that in the first decade two or three colleges which have a high median age of graduation have in this decade very few students, while in the last decade they have a relatively very much higher number of graduates, thus acquiring an undue influence in the second decade, and failing to exert this influence in the first decade. This fact, which does not come out in this plate, becomes much clearer if we take decade 1860-1869 for comparison with decade 1890-1899. Plates IV, V, VI, and VII present the evolution of the individual colleges during the last five or six decades in the matter of concentration of the body of graduates into a few years. We may in a measure take the degree of this concentration as an indica¬ tion of the homogeneity of the student body and of the organization of the educa¬ tional machinery that prepares the students for college. It will be noted that w’hile there is the greatest difference in the degree to w'hich the condensation has gone on in different colleges, there is, nevertheless, a distinct and uniform tendency toward this concentration, which must in every case be set down as a distinct advantage to the college. The ideal types may be said to be very nearly approximated by such curves as those of Yale, Plate VI, Adelbert and Dartmouth, Plate IV, and Alabama, Plate V. Such a curve as that of Dartmouth, w hich we may take as the type w hich all the other colleges more or less closely resemble, shows most clearly that the col¬ lege has changed in sixty years from a place to 'which a young man might go for study at any age to a place to which young men go as a matter of business, so to speak, and at a definite period of their life. In other words, the going to college has 2206 EDUCATION REPORT, 1902. become a matter of social organization, with its very definite place in the life of the youth. The intermediate decades, which lack of space prevents our showing, pre¬ sent curves which show how gradually this change has come about. It seems, further, a safe conclusion to say that all the colleges that have not yet reached the high degree of concentration which some show are, nevertheless, distinctly destined to come to it, unless some unseen force changes their direction of development. CHANGES IN THE AGE OF COLLEGE GRADUATION. 2207 It should he noted, in passing, that an anomaly, such as the curve of Syracuse for 1850-1859, is due to the small number of cases. There were but twenty- nine graduates in this decade. Plate II presents in graphic form the same facts that have been given in the tables. Division “ a ” shows in the upper line, marked “1,” the average age of all graduates as presented in Table III, “Average of totals,” plus the data for decade 1900, so far as available, also referred to above. The second line, marked “ 2, ” gives the actual median age of all graduates considered as students of one college. It will be noted that, while the median has remained practically uniform throughout, the average has varied, but with no marked tendency either up or down. Plate II “b” presents the same facts as “a,” except the units of comparison are now' colleges instead of individual students. While, as would be expected from the small number of cases, the fluctuations are greater than in the “a” division, the same absence, of pronounced trend in either direction is easily observable. There is one tendency in American education which it seems we may accept as established beyond cavil, viz, that for the future the public high school will take the place of the old academy as the institution in which the average boy will receive his training antecedent to entering college. In the days of our grandfathers the pros¬ pective college student received hi3 preparation for college either under the private instruction of his pastor or in one of the academies of the time. In either case the body of college-going boys was a highly selected one — a class who had both the tra¬ dition of the scholarly life and, to no small extent, the taste and opportunities to follow7 this tradition. Then, even more than now, the college turned out men whose future work was to be the ministry, law', or medicine. With the advent of the public high school and the growing tendency of colleges to aecept its graduates for entrance to college courses, we should expect to find two or three changes in particular becoming manifest: First, we should expect to find the college-going students less selected along the lines of intellectual aptitudes and schol¬ arly traditions; secondly, we should expect a greater scope of life employment among the college graduates, and, thirdly, we should anticipate a natural advance in the age at w hich boys would go to college as a result of the above-named circumstances, with all that they imply. Now, our public school system is, for the most part, so constructed that the normal age for a boy to finish his high school course is in his nineteenth year, making his age of graduation from college between 22 years and 22 years 11 months, inclusive. From this point of view it becomes important to examine our data w7ith a view to finding out in how far these influences which would be expected to raise the age of graduation from college have been active over other conditions which have nega¬ tived them, or vice versa. Plate III show's the percentage of students that actually graduated in all colleges under the age of 23 years since 1850— the date at which the data for all our colleges become available. Comment is hardly necessary here. With the exception of decade 1860-1869, which evidently shows the effects of the civil war, the trend has been unmistakably upward. Even if wTe throw out the fig¬ ures Jor 1900 — which represent, as explained above, all the available data from the colleges that in 1890-1899 furnished over 81 per cent of all graduates — the trend is still unmistakably upward. Concerning the influences that have been instrumental in causing the marked rise in the median or average age of graduation in certain colleges in our list, it is not possible to speak with certain tj7 for all. In the case of one or two, such as New York University and Bowdoin College, it w'ould seem that the rise is due to an increase in the requirements for admission. In the case of certain other, pro¬ nouncedly denominational institutions, as DePauw and Syracuse, there is one ele¬ ment separable from perhaps others that may be surmised, which has played an important role. This is found in the decidedly high average or median age of those 2208 EDUCATION REPORT, 1902. young men who go into the ministry. The following shows the conditions in the two institutions just named: DePauw University (1) . Syracuse University (2). Median of non- ministers. Median of minis¬ ters. Per cent of ministers. a) (2) (1) (2) (1) (2) 1850-1859 . 22 1 23 1 22 7 22 11 22 9 23 8 23 3 23 11 23 3 23 2 25 5 23 3 25 6 25 3 26 9 25 6 24 6 25 9 25 6 26 7 27.2 22.8 25.2 25.4 22.2 27. 6 41.6 28.5 31.7 30.7 1860-1869 . 1870-1879 . 1880-1889 . 1890-1 S99 . It thus appears that our medians for these two colleges, as shown in Table II, would, with this element of disturbance removed, give quite different results. Thus, the median of the last decade for DePauw would be lowered by just twelve months, while that of Syracuse for the same decade, instead of remaining the same as that of fifty years before, would be lowered by nine months. While I have not been able to work over the data for the other denominational colleges completely enough to give the results here, there are nevertheless many indications that a similar state of affairs prevails, though probably in different degree. In conclusion, "we may sum up our findings as follows: The increase in age of graduation from college in general has been tremendously exaggerated. It exists only for certain institutions, while others show a corresponding decrease. The normal age of graduation, as our school system is constituted, is below 23 years and above 22; our results show that more students graduate now within those limits than ever before; that the gradually organizing secondary education tends to make this percentage increasingly larger. (Nearly 85 per cent of all graduates of the Johns Hopkins University in the twenty years since its founding to 1899. have been within these limits. ) If entrance into professional life is later than formerly, the cause must be sought elsewhere than in the college and preparatory school. Whereas it was once possible for a boy to graduate from college at 16 or even younger, though very few really did so, this is true no longer. But the young man now, as a consequence, leaves college with very much higher academic attainments, and but little, if any, older than was his father or even his grandfather. All colleges show, in different degrees, an increasing diminution of range in age of graduation. This shows that the secondary education is becoming better organized. If, now, the age of graduation which we have shown to be the prevailing one, viz., 22.5 years, be deemed still too old, three means of reducing this would seem to be possible: First, cut off one year from the college course, without lowering the entrance requirements; secondly, in view of the far greater efficiency of the secondary school, reduce the entrance requirements to college and, retaining the four years’ course, permit the boy to enter college, say, a year younger; thirdly, drop one year from the college course, increase the length of the actual weeks of residence and instruction to thirty-eight or forty, and endeavor to disabuse the mind of the average collegian of the belief that college is a place to dawdle and loaf four years for the sake of a degree that he does not earn, but which he generally gets just the same. The college would then have a serious opportunity to prove its right to existence, and if it succeeded the present diletantism of college life would tend to disappear. One further suggestion we may venture to make. Every boy that has the native capacity to do college wTork should be put into the high school in the fall after he is 14 years old, regardless of "whether he has done all the prescribed grammar school work or not. If he can not then get ready for college by 18, don’t let him go to- college. He is not cut out for the strenuous intellectual life. CHAPTER XLIX. REPORT OX SCHOOL STATISTICS, MADE BY A COM¬ MITTEE OF THE DEPARTMENT OF SUPERINTENDENCE OF THE NATIONAL EDUCATIONAL ASSOCIATION. [This report, reprinted from the Proceedings of the N. E. A., appeared in the Annual Report of this Office for 1897-98, Chap. 29. It is here again reprinted for information and suggestions.] The Department op Superintendence. Gentlemen: Your committee, consisting of the undersigned and Messrs. James MacAlister and George P. Brown, holding over from the last year, conclude their report^ a PRELIMINARY REPORT, MADE IN FEBRUARY, 1891. Gentlemen: Your committee, appointed at the last annual meeting for the purpose of considering and reporting on the subject of school statistics, beg leave to offer the following preliminary report, setting forth the results of their studies on the subject, and postponing for another meeting, or for the work of another committee, if it be your pleasure, the completion of the details of a scheme of statistics which will afford the data required for a comparative study of domestic and foreign educa¬ tional systems. YTour committee would first call attention to the object and purpose of collection of statistics, which they conceive to he the following: Statistics reveal the nature and efficiency of the powers and forces involved in a process. Forces and powers are revealed in their results. Their results are of little moment, if dead results, except as they indicate what the living power has been and still is. In matters of education we inquire into the aims and purposes of the educative process, and learn this by a quantitative study of the means employed and the results obtained. It is evident, therefore, at the outset, that the quantities given by our statistical tables can have no significance except in connection with the qualitative , elements involved. We pass over at once from the how many to the what kind. We seek again new quanti¬ tative data that may indicate the quality, hut we never reach quantitative data that are significant in and for themselves. Your committee would suggest as the four principal heads under which school statistics may he grouped: First, attendance of pupils; second, course of study; third, teaching forces and appliances; fourth, support — revenue and expenditures. Under these four heads they would group the following details: I. Statistics of attendance should answer questions like the following — (a) How many? (6) How long? (c) Who? That is to say: (1) How many pupils in the aggregate? (2) How many relatively to the entire population? (3) How many relatively to the population of the school age, say 5 to 21, 6 to 14, or some other period agreed upon? Then this item should be further defined in five items: (1) How many enrolled during the annual session of school? (2) How many as average belonging? (8) How many in actual average daily attendance? (4) How many were dropped and afterwards readmitted? (5) The number of cases of tardiness. Under the second item of attendance (How long?J we wish the number of daily school sessions for the year, and the hours of a school session, the length and hour of recesses and intermissions. UndeT the third item of Who? we include such items as — (1) How many of each sex? (2) How many at each year of age, and the average age? (3) Race. (4) How many born in the town or State where the school is situated? (5) How many born in other parts of the same nation? (6) How many bom abroad? (7) Occupations of parents. II. Under the second of our four chief heads we should ask for statistics regarding the course of study, and thus determine by this grade of schools as follows: (a) Kindergarten; ( b ) primary and grammar schools;' (c) secondary education; ( d ) higher education. We should ask very carefully as to the relations of these items to the first class of items, especially age, sex, and average attendance. The primary and grammar schools are to be distinguished from the secondary schools by the fol- 2209 2210 EDUCATION EEPOET, 1902, on statistics by offering, first, a list of the items which, in their opinion, should be collected to show the workings of a school system. They have arranged these items in three classes. The first class includes the essential data which should be taken every year, and from all schools. This first list contains the essential and indispensable items for every annual report. The second list contains the more important of what we may call occasional sta¬ tistics, and should not be expected every year, perhaps, nor from all schools. A State superintendent may, for example, collect statistics one year regarding the place of nativity of pupils and parents, another year he may take occupations, and another year he may collect items regarding the preparation of the teaching force. In our third list we have included still less essential items, which may be collected at still rarer intervals. In the next place, we have given a tabular summary showing in detail the items actually collected in the several States of the Union, and side by side with it an exhibit of the statistical items collected in the several countries of Europe. As these details can not be read before an audience, your committee submit the same for printing in an appendix, hoping that they will be found useful to State officers in the preparation of their forms and blanks for collecting these returns. All of which is respectfully submitted. W. T. Harris, Chairman of Committee. APPENDIX I. \ School Statistics. I. FUNDAMENTAL ITEMS. 1. Number of children of legal school age, classified by race and sex (school population): a, White males; b, white females; c, colored males; d, colored females. Note.— These letters, a, b, c, d, are used in these tables always to indicate race or sex as here indicated. lowing tests: The introduction of algebra, or of an ancient or modern language, marks the beginning of the secondary eourseof study. The higher course of study should be marked by analytic mathe¬ matics, or by logical and philosophical studies, or by advanced language studies. III. The third general head, “The teaching forces and appliances,” includes: (1) Buildings and accommodations; (2) size of schools under one principal teacher (or else number of pupils per teacher); (3) number of teachers; (4) supervision; (5) means of training teachers; (6) examinations of teachers; (7) methods of discipline and instruction used by teachers. IV. The fourth general head, “The support of schools,” includes— (1) Revenue. Items of. (a) Receipts from State and local taxation; (b) receipts from funds or productive property; (c) receipts, if any, from tuition. (2) Expenditures, (a) For teachers’ salaries, including supervision; (6) incidentals, including janitor hire, fuel, apparatus, and other current expenses; (c) permanent investments, including building and repairs. Your committee would call attention to the importance of a detailed discussion of the use to be made of these several items, in studying the effective forces of educational systems, and in comparing one with another. Such discussion is not here attempted, but is suggested as a proper subject of a supplementary report. Moreover, your committee have observed the prime necessity for such a definition of the several items as to prevent misunderstanding. A description of the best methods of keeping and tabulating the several items would also be a very useful addition to such a report. In dealing with reports, not merely reports from a foreign country, but with reports from different sections of the United States, your committee has been impressed with the necessity of a glossary of terms used in tabulating statistics. There should be a careful collation of all terms and designations used here and abroad, and so minute a description given of the processes of ascertaining the data under the several heads as to leave no doubt in the mind as to the exact meaning of each. Without this accurate information there can be no satisfactory comparative study of school systems. All of which is respectfully submitted. W. T. Harris. Jas. MacAlister. George P. Brown. REPOBT OIST SCHOOL STATISTICS. 2211 2. Number of pupils enrolled on the school registers (excluding duplicate registrations), classified by race and sex (a + b + c + d). Note. — The plus sign (+), when used, indicates that the items between which it is placed are taken separately. Thus, a + b means that the white males and white females are given separately. Where this plus sign is omitted the items are not given separately in the reports. 3. Average daily attendance, classified by race and sex. 4. Average length of school year (days). 5. Number of teachers, classified by race and sex. 6. Number of pupils receiving kindergarten instruction, classified by race and sex. 7. Number of pupils receiving elementary instruction (including kindergarten pupils) , classified by race and sex. 8. Number of pupils receiving secondary instruction, classified by race and sex. 9. Number of students receiving higher instruction, including colleges, schools of medicine, theol¬ ogy, law, technology, classified by race and sex. 10. Number of students in special schools, classified by race and sex, including trade schools, even¬ ing schools of all kinds, manual-training schools, schools for the defective and dependent classes, reform schools, commercial schools, and nurses’ training schools. 11. Number of buildings used as schoolhouses. 12. Total seating capacity of such buildings (number of pupils that can be accommodated). 13. Value of all property used for school purposes. 14. Average monthly salaries of teachers classified by race and sex. 15. Total school revenue: (1) Income from productive funds and rents, (2) State school fund, (3) local taxes, (4) other sources. 16. Total expenditure: (1) Salaries of teachers (including supervision) , (2) other current expenses, (3) permanent expenditure (for buildings, grounds, etc.). 17. Amount of permanent invested funds. II. LESS ESSENTIAL BUT DESIRABLE ITEMS. 18. Age classification of pupils enrolled: (1) Number of pupils under 6, (2) number of pupils between 6 and 7, etc., * * * (11) number of pupils between 15 and 16, (12) number of pupils over 16. 19. Number of cases of tardiness. 20. (1) Number of pupils born within the State, (2) number of pupils bom in other States, (3) number of pupils born in foreign countries. 21. Occupations of parents; (1) Agents, (2) bankers and brokers, (3) clerks and salesmen, (4) domestic servants and waiters, (5) draymen and teamsters, (6) farmers, (7) factory and mill opera¬ tives, (8) hotel and boarding house keepers, (9) laborers (unskilled), (10) manufacturers, (11) mari¬ ners and boatmen, (12) mechanics and artisans, (13) miners and quarrymen, (14) merchants, traders, and dealers, (15) professionals, (16) public officials and employees, (17) railroad employees, (18) seamstresses, (19) saloon keepers and bartenders, (20) unclassified. 22. Average number belonging, including temporary absentees. 23. Number of pupils in each branch of study. 24. (1) Average age of kindergarten pupils, (2) average age of elementary pupils, (3) average age of secondary pupils, (4) average age of higher pupils, (5) average age of special pupils. 25. (1) Number of normal schools, (2) enrollment in normal department, (3) average attendance, (4) number of teachers, (5) expenses. in. OCCASIONAL ITEMS. 26. (1) Number of teachers who have taught less than two years, (2) number from two to five years, (3) number over five years. 27. (1) Number of applicants for teachers’ certificates, (2) number who are certified. 28. (1) Number of teachers graduates of normal schools, (2) number of teachers graduates of uni¬ versities and colleges, (3) number of teachers graduates of high schools, academies, etc., (4) number of teachers who have received only an elementary education. 29. Number of pupils dropped and readmitted in the course of the year. SO. Number of hours in each school session. 31. Length of recesses or intermissions, and time of beginning. 32. Number of cases of corporal punishment. 33. Number of pupils promoted to next higher grade. APPENDIX II. An exhibit showing which of the essential items enumerated in Appendix I are reported by the several States of the Union and by leading foreign nations. Note. — Acknowledgment is here made by the committee to Mr. F. E. Upton, of the Bureau of Edu¬ cation, for valuable assistance in the compilation of this and the following appendices. — W. T. H. 2212 EDUCATION REPORT, 1902. I. THE UNITED STATES. Alabama.— 1. ab + cd (enumeration made on alternate years). 2. ab + cd. 3. ab + cd. 4. ab + cd. 5. a + b + c + d. 14. ab + cd. 15. (l)+(2) + (4); (3) is imperfectly given. 16. (1) and (3) are only reported in city districts. 17. 23. 25. Arizona.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 7. 8. 13. 14. a + b. 15. 16. 22. Arkansas.— 1. a + b + c + d. 2. a + b + c + d. 3. a + b + c + d. 4. 5. ac + bd. 11. 13. 14. ac + bd. 15. 16. 17. 23. California.— 1. a + b + c + d. 2. a + b. 3. ab. 4. 5. a + b. 7. 8. 11. 13. 14. ab. 15. 16. 17. 22. 25. 27. 28. Colorado.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 7. 8. 11. 12. 13. 14. a + b. 15. 16. 17. Connecticut.— 1. ab. 2. ab. 3. ab, 4. 5. a + b. 6. 8. 11. 12. 13. 14. a + b. 15. 16. 17. 26. Delaware.— 1. a + b. 2. a + b. 3. 4. 5. a + b. 13. 14. a + b. 15. 16. 23. ab. District of Columbia.— 2. a + b + c + d. 3. ab + cd. 4. 5. a + b + c + d. 6. 7. 8. 10. 11. 15. 16. 22. 25. (1) (2) (3) (4). Florida.— 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 8. 11. 13. 14. a + b + c + d. 15. 16. 17. 23. Georgia.— 1. a + b + c + d (every fifth year). 2. a + b + c + d. 3. ab + cd. 5. a + b + e + d. 7. 8. 11. 13. 15. 16. 23. Idaho.— 1. a + b. 2. a+b. 3. 4. 5. a + b. 13. 15. 16. 17. Illinois.— 1. a+b. 2. a + b. 3. ab. 4. 5. a + b. 8. a + b. 11. 13. 14. a + b. 15. 16. 17. 25. (1) (2) (3) (4) (5). 27. Indiana.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 8. 11. 13. 14. a + b. 15. 16. 17. 25. Iowa.— 1. a + b. 2. ab. 3. ab. 4. 5. a + b. 8. 11. 13. 14. a + b. 15. 16. 17. 26. (1) (2). 27. (1) (2). Kansas.— 1. a + c + b + d. 2. a + c + b + d. 3. a + b + c + d. 4. 5. a + b+c + d. 8. 11. 13. 14. a + b. 15. 16. 17. 27. Kentucky.— 1. a + b + c +d. 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b+c + d. 7. 8. 11. 13. 14. a + b + c + d. 15. 16. 17. 23. (1) (4). 25. 26.(1). 27. (1) (2). 28.(1). Louisiana.— 2. a + b + c + d. 3. ab + cd. 4. 5. a + b+c + d. 11. 14. a + b + c + d. 15. 16. Maine.— 1. ab. 2. ab. 3. ab. 4. 5. a + b. 8. 11. 13. 14. a + b. 15. 16. 17. 23. Maryland.— 2. a + b + c + d. 3. ab + cd. 4. 5. a + b + c + d. 11. ' 15. 16. 23. Massachusetts.— 1. ab. 2. ab. 3. ab. 4. 5. a+b. 6. 8. 14. a + b. 15. 16. 17. 22. 25. 28. (1). Michigan.— 1. a + b. 2. a + b. 4. 5. a + b. 7. 8. 11. 12. 13. 14. afb. 15. 16. 17. 23. Minnesota.— 2. ab. 3. ab. 4. 5. a + b. 8. 11. 13. 14. a+b. 15. 16.' 17. 28. (1) (2) (3). Mississippi.— 1. a + b+c + d. 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 11. 13. 14. a + b + c + d. 15. 16. 27. (1) (2). Missouri.— 1. a + b +c + d. 2. a + b + c + d. 3. 4. 5. 8. 11. 12. 13. 14. 15. 16. 17. 27. b. 28. (1). Montana.— 1. a + b. 2. ab. 3. ab. 4. 5. a + b. 11. 13. 15. 16. 17. 28. (1). Nebraska.— 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 7. 8. 11. 13. 15. 16. 17. 18. 27. (1) (2). Nevada.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 11. 13. 14. a+b. 15. 16. 17. 22. 26.(1). New Hampshire.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 11. 13. 14. a + b. 15. 16. 22. 26. (1). New Jersey.— 2. a + b. 3. ab. 4. 5. a + b. 8. 11. 12. 13. 14. a + b. 15. 16. 18. 27. (1) (2). New Mexico.— 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 13. 15. 16. New York.— 1. a + b. - 2. a + b. 3. ab. 4. 5. a + b. 8. 11. 13. 14. 15. 16. 17. 27. (1) (2). North Carolina.— 1. a + b + c + d. 2. a + b + c + d. 3. ab + cd. 4. 5. a + b + c + d. 11. 13. 14. a + b + c+d. 15. 16. 17. 18. 23. North Dakota. — 1. a + b. 2. a + b. 3. ab. 4. 5. a+b. 7. 8. 11. 13. 14. a + b. 15. 16. 17. 23. Ohio.— 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 7. 8. 11. 13. 14. a+b. 15. 16. 17. 23. Oregon.— 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 11. 13. 14. a + b. 15. 16. 17. 23. 27. (1) (2). Pennsylvania. — 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 8. 11. 12. 13. 14. a + b. 16. 26. (1) (4). 27. (1) (2). 28. (1) (2) (3). Rhode Island.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 8. 11. 13. 14. a + b. 15. 16. 17. 23. South Carolina.— 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 11. 13. 14. ac + bd. 15. 16. 23. South Dakota.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 11. 12. 13. 14. a + b. 15. 16. 17. 23, ' 27. (1) (2). Tennessee.— 1. a + b + c + d. 2. a+b + c + d. 3. ac + bd. 4. 5. a + b + c + d. 11. 13. 14. a + b + c + d. 15. 16. 17. 23. Texas.— 1. a + b + c + d. 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + c + b + d. 8. 11. 12. 13. 14. a + b + c + d. 15. 16. 17. 23. 28. (1) (2). Utah.— 1. a + b. 2. a + b. 3. ab. 4. 5. a + b. 13. 14. a + b. 15. 16. 17. 23. Vermont.— 1. a + b. 2. a + b. 4. 5. a + b. 7. 8. '13. 14. a + b. 15. 16. 18. 23. Virginia.— 1. a+b + c + d (once in 5 years). 2. a + b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 8. ab + cd. 11. 12. ab + cd. 13. 14. ac + bd. 15. 16. 17. 18. 24. 25. 27. (1) (2). Washington. — 1. a + b. 2. a + b. 3. a + b. 4. 5. a + b. 7. 8. 11. 12. 13. 14. a + b. 15. 16. 17. 27. (1) (2). REPORT ON SCHOOL STATISTICS, 2213 West Virginia.— 1. a + b + c + d. 2. a+b + c + d. 3. a + b + c + d. 4. 5. a + b + c + d. 11. 13. 14. 15. 16. 17. 23. 27. Wisconsin.— 1. a + b. 2. a + b. 4. 5. a + b. 8. 11. 12. 13. 14. a + b. 15. 16. 17. II. FOREIGN COUNTRIES. Canada — England. — 1. ab. 2. a + b. 3. a+b. 4. 5. a + b. 6. a + b. 7. a+b. 8. a + b. 9. 10. 12. 14. a + b (yearly). 15. 16. 18. ab fa + b in some cities). 23. 25. 26 (in some cities). 27. 28. Scotland.— 1. ab. 2. a + b. 3. a + b. 4. 5. a + b. 6. a + b. 7. a + b. 8. a + b. 9 (partial). 10 (partial). 12. 14. a + b (average annual salary). 15. 16. 18. ab. 23. 25. 27. 28. France. — 1. a + b. 2. a + b. 4. 5. a + b. 6. a + b. 7. a + b. 8. a + b. 9. a + b. 10. a + b. 11. 12. 13. 14. a + b (annual). 15. 16. 18. 21 (Paris). 25. 28. 30. 31. Belgium.— 1. ab. 2. a + b. 3. a + b. 4. 5. a+b. 6. a + b. 7. a + b. 8. a + b. 9. a + b. 10. 11. 14. 15. 16. 22. 23 (certain branches). 25. 29. Italy.— 1. ab. 2. a + b. 4 (by months). 5. a + b. 6. ab (reports infant schools which include Frcebelian methods and a few kindergartens in the largest cities). 7. a + b. 8. a + b. 9. ab. 10. a+b. 11. 14. a + b (reports maximum and minimum annual salary). 15. 16. 25. a + b. 27. a + b (reports numbers certified). 28. a + b (reports graduates of normals). 30. 31. Netherlands.— 1. ab. 2. a + b. 5. a + b. 7. a + b (kindergartens not included). 8. a + b. 9. a + b. 10. a + b. 11. 14. ab (reports maximum and minimum annual salary). 15. 16. 23. a + b. 25. a + b. 27. a + b. 28. a + b (reports grad; ates of normals). 33. ab. Spain. — 1. ab. 2. a + b. 3. a + b. 5. a + b. 7. a + b (kindergartens not included). 8. a + b. 9 (in part). 10 (in part). 11. 14. a + b (reports maximum and minimum annual salary). 15. 16. 25. a + b. 27. ab (reports n mbers certified and those certificated). 28. ab (reports graduates with normal certificates). 30. 31. Norway.— 1. ah. 2. a+b. 4 (reports number of weeks). 5. a + b. 7. a + b (kindergartens not included). 8. a + b. 9. ab. 15. 16. 25. ab. 28. ab (reports graduates of normal schools and academies). 30. 31. Sweden. — 1. ab. 2. a + b. 4 (by weeks). 5. a + b. 7. a + b (kindergartens not included). 8. a+b. 9. ab. 10. a + b. 11. 14. a + b (reports maximum and minimum annual salary). 15. 16. 18. ab. 23. ab (reports per cent of pupils in each brafich in secondary schools) . 25. a + b (reports separate schools for the sexes) . 30. 31. 33. ab. Russia. — 1. ab. 2. a + b. 5. ab. 7. a + b (kindergartens not included). 8. a + b. 9. a + b. 10. a + b. 15. 16. 25. a + b. Prussia. — 1. a + b. 2. a + b (every fifth year for State statistics, annually for local puposes). 4. 5. a + b. 7. a + b. 8. a + b. 9. a + b. 11. 15. 16. 17 (every fifth year) . 25. 27. 28. SO. Saxony.— 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 9. ab. 10. ab. 11. 15. 16. 17 (every third year). 25. 27. 28. 30, WURTTEMBERG. — 1. a + b. 2. ad -b. 4. 5. a + b. 7. , a + b. 8. a + b. 9. ab. 10. ab. 11. 15. 16. 17 (only partially) . 25. 27. 28. 30. Hamburg. — 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 10. ab. 11. 15. 16. 17. 25. 27. 28. Bremen.— 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 10. ab. 11. 15. 16. 25. 27. 28. Lubeck.— 1. a + b. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 10. ab. 11. 15. 16. 25. 27. 28. Austria.— 1. a + b. 2. a + b. 4. 5. a+b. 7. a+b. 8. a + b. 9. ab. 10. 11. 25. 27. 28. 30. Hungary.— 1. 3» ~i~ 2. a + b. 4. 5. a + b. 6. 8. -f- b. 7. a+b. 8. a + b. 9. ab. 10. ab. 11. 15, 16. 17. 25, . 27. 28. 30. Switzerland.- “1. el + Id. 2. a + b. 4. 5. a + b. 7. a + b. 8. a + b. 9. a + b. 10. ab. 11. 15. 16. 25. 27. 28. 30. APPENDIX III. Giving the definitions of certain technical terms used in educational reports, together with their equivalents in certain foreign countries. The Portuguese equivalents were furnished by Mr. H. M. Lane. TECHNICAL TERMS USED IN EDUCATION— DEFINITIONS AND FOREIGN EQUIVALENTS. 1 (a). School age. — Age at which children are permitted free attendance at the public schools. This age varies in the different States, but 6 to 21 may be considered the representative school age in this country, being designed evidently to embrace all minors old enough to render school instruction advisable and profitable to them. The children of school age in each State, whatever that age may be, collectively constitute the school population of such State. Note. — There are, in the foreign countries considered in this vocabulary, no terms corresponding in significance to “school age” and “school population,” as understood in the United States. In a popular sense, however, as used in literature everywhere, “school age” includes the period of life from the age of 4 or 5 years to adult age, as the epoch most suitable for schooling. 1 (b). Compulsory school age. — The age at which children are obliged by law to attend school in 2214 EDUCATION KEPOKT, 1902. those States of the Union having compulsory school laws. This age also varies in the several States, but 8 to 14 may be considered as the representative. The children subject to a compulsory school Taw constitute the “ compulsory school population” of a State. Eng. Age for school attendance. Ger. Schulpjlichtiges Alter. Ft. Age scolaire. It. Obbligo difrequentare la scuola. Sp. Edad escolar. Port. Idade escholar. Note. — The compulsory school age in the foreign countries considered above varies, but 6 to 13 may be regarded as typical. All the children subject to compulsory school laws in England and France, and the major part of those in Germany, are allowed free instruction at public schools. 1 (c). School population. — See 1 (a) and note. 1 (d). Compulsory school population. — For definition, see 1 (b). Eng. Population of school age. Ger. Schulpflichtige Kinder. Fr. Enfants d’ age scolaire ; or, Nombre d’enfants d instruire. It. Popolazione da 6 a 12 anni. Port. Populdqao escholar. Enrollment. — Number of different pupils enrolled (or entered) on the school registers during any given year; or, in other words, the entire number of different pupils who have attended at any time during the year. Eng. Number of children (or scholars ) on registers. Ger. Zahl der Eingeschriebenen. Fr. Nombre des inscrits. It. Nuvnero degli iscritti. Sp. Numero de nihos concurrentes (or inscriptos). Port. Numero de alumnos matriculados. 3 (a). Attendance.— Number of pupils present (on any given day or at any given time). Eng. Attendance. Ger. Frequenz, determined on two test days ( Stichtage ) each year. Fr. Frequentation, or Elbves presents, determined as in Germany. Sp. Asistencia. Port. Frequencia. 3 (b). Average attendance. — Average number of pupils attending each day or session. Eng. Average attendance. Sp. Asistencia media. Port. Frequencia media. 4 (a). School year. — (1) The year, or period of twelve months, for which school officials are elected, appropriations of money made, teachers hired, school reports made, etc., though the annual epoch of some of these features sometimes dates from a different day than that of others. In the United States the school year usually begins the 1st of July, or some other day during the summer vacation. The term is sometimes restricted to (2) that portion of the school year during which the schools are in actual session. Eng. School year. “A year or other period for which an annual Parliamentary grant is* * * paid or payable.” It “ is the year ending with the last day of the month preceding that fixed for the inspectors’ annual visit.” — Ed. Acts Man., 17 ed., p. 375. Ger. Schuljahr. Fr. Annee scolaire. It. Anno scolastico. Port. Anno lectivo, or anno escholar. 4 (b). Length of school year. — The number of days, weeks, or months the schools were in actual session during the school year. The expressions “ length of schools,” “ duration of schools,” “ length of school term,” etc., are also used. The average length of the school year is the average of a group of schools in which the number of days of session varies. As in most foreign governmental school systems the number of days is nearly uniform, this latter term has little application outside the United States. Eng. Number of times school Lias kept. This must be divided by two to get the number of days. Ger. Daucr des Schuljahres. Ft. Puree de Tan n&e scolaire. Port. Numero de dias do anno escholar. 5. Teacher. — An instructor in an elementary or secondary school. Eng. Schoolmaster, schoolmistress, teacher Ger. Lehrcr, Lehrerin. Fr. Ma it re, maitresse, instituteur, institutrice. It. Insegnante, maestro, maestra. Sp. Maestro, maestra. Port. Mestre, mestra, professor, professora. REPORT ON SCHOOL STATISTICS. 2215 6. Kindergarten. — A school for young children, from about 3 to 6 years, conducted after the methods of Proebel. Eng. Infant school, or class. Ger. Kindergarten. Ft. Ecole matcrncttc. It. Asilo d’ infanzia. Port. Jardlm da Infaneia. 7. Elementary instruction. — Instruction in the first principles or rudiments of knowledge, including chiefly reading, writing, spelling, arithmetic, grammar, geography, United States history, and often the outlines of natural history and science, the pupil being prepared by this course to enter upon algebra and Latin or some modem language. Usually in the United States the first eight years of a f ully graded public-school course mark the period of elementary instruction, taking the child at the age of about 6 years. Elementary schools are schools in which elementary instruction is the sole or predominating feature. These in a fully graded course may be subdivided into primary schools (first four years) and grammar (or intermediate) schools (second four years) . Kindergarten instruction is also classed as elementary. Eng. Elementary instruction. Ger. Elemeniar- Unterricht. Fr. Enseignement primaire < excluding the ‘ 1 primaire superieur ’ ’ ) It. Istruzione elementare. Sp. Enseiianza primaria. Port. Ensino elemeniar. 8. Secondary instruction. — This is supposed to begin the ninth year of the course of study, and to take up algebra, geometry, natural philosophy, physical geography, Latin, Greek, French, and German, for some or all pupils, and for a whole or a part of the four years; also an outline study of universal history, English literature, and some of the special natural sciences, as geology, human physiology, botany, etc. A secondary school is a school whose ultimate object is to give a secondary education, and which may or may not have a preparatory course of elementary grade, or pupils pursuing elementary studies. Eng. Secondary (ot intermediate) instruction. The term “secondary schools” in England is applied to certain groups of schools designed for the education of the upper and middle classes, including endowed grammar (i. e., classical) schools, endowed non- classical schools, private schools, and proprietary schools. These are also known as middle-class schools. They receive pupils at about the age of 8, continue them in their elementary studies, and carry them along to an age varying from 14 to 19, giving them an education in some cases higher, in others — especially in the “pri¬ vate” schools— not so high as is indicated by the term secondary in the United States. The nine great public schools of England (Eton, Harrow, etc.), which are properly “intermediate” schools— i. e., standing between preparatory primary schools, or private tutors, and the “universities"— receive pupils from 10 to 15, and are of higher grade than most of the secondary schools of the United States. Higher board schools have developed in some of the large cities, and correspond nearly to our public secondary schools (high schools), giving to the children of their people an opportunity to continue their education beyond the elementary grade. About 80,000 pupils pursue high-school subjects in elementary schools. Ger. Hoherer Unterricht (i. e., higher than that given in the Yolksschulen). Fr. Enseignement primaire superieur. The instruction given in the “division de gram- maire” of lycees and colleges communaux also belongs here. It. Istruzione secondaria. Port. Ensino secundaria. 9. Higher (or superior) instruction. — This is supposed to take the fourth epoch of four years in a com¬ plete course of education, secondary taking the third four years, and elementary education the first eight years. By topics and methods, the higher education is distinguished by taking mathe¬ matics in those branches which succeed plane geometry and elementary algebra; Latin and Greek writers that require more maturity of reflection to master, such as Horace, Livy, Tacitus, Juvenal, Cicero’s moral essays, Homer, Demosthenes, Plato, JEschylus, Sophocles, Euripides, Aristotle; physics treated by mathematics; rhetoric; mental philosophy; the philosophy of history. In general, the studies of higher education are conducted on a comparative method— with the purpose of treating each theme in the light of all branches of knowledge. A higher institution of learning is one whose ultimate object is to give a higher education, and which therefore may or may not have a pre¬ paratory department in which instruction is given in secondary or even elementary branches. Eng. University instruction; collegiate instruction. Ger. Hochschulunterricht. Fr. Enseignement superieur. The last three years of the enseignement secondaire is also of the higher grade according to the Urited States standard. It. Istruzione superiore. Sp. Enseiianza universitaria. Port. Ensino superior. 2216 EDUCATION REPOET, 1902. 10 (a). Special schools. — Schools of elementary or secondary grade which (1) educate for some special trade, business, or occupation (e. g., commercial colleges, art schools); or (2) educate some special class of persons (e. g., deaf-mutes, juvenile delinquents). 10 (b). Evening schools. — A class of special schools, generally public and located at the centers of population, designed to give evening instruction in elementary and sometimes in secondary branches, general and technical, to persons whose occupation, age, or both, prevent them from attending the day schools. A special feature of evening schools in some cities of the United States is the instruction of foreigners in the English language. Eng. Evening schools. Ger. Abendschulen, Foribildungsschulen. Fr. Classes d'adultes. (Held in the evening or on Sunday.) It. Scuole serali. Port. Escholas nocturnos, or aulas nocturnos. 10 (c). Evening high schools. Continuation schools. — A class of evening schools designed more par¬ ticularly to give some degree of secondary education to youths -who are obliged to go to work after finishing their elementary education in the day schools. Ger. Technische Foribildungsschulen (evenings or Sundays). Port. Escholas secundarias nocturnas. 11. Sclioolhouse. — A building used for school purposes, one in which instruction is given. Eng. School building. Ger. Schulhaits. Fr. Maison d'ecole. It. Edificio scolastico. Locale per le scuole. Sp. Casa ae escuela. Port. Edificio escholar. 12. Number of sittings for study, excluding those used only for recitation purposes. Eng. Accommodation, number of seats. Includes all seats, being total seating capacity. Port. Lotagao da eschola. 13. School property. — All property, real and personal, belonging to a school system (i. e., not hired or rented), and designed to be used for school purposes, including school sites and buildings, furni¬ ture, libraries, apparatus, etc. Eng. School buildings, premises, and. furnishing. Ger. Schul-Eigentlium. Fr. Bdtiments & materiaux scolaires. Port. Propriedade escholar. 14. Salary {or wages ) of teachers. — The sum paid to teachers weekly, monthly, or annually, as com¬ pensation for their services. In computing the average monthly salaries of any group of teachers weekly and annual salaries must be reduced to a monthly basis. Eng. Salary. Ger. GehaXt. Fr. Traitement. It. Onorario; stipendio. Sp. Sueldos. Port. Ordenado. 15 (a). Revenue {school).— Money from any source received for school purposes. Eng. Income. Ger. Einnahmen. Fr. Ressource. It. Rendita. Sp. Ingresos. Port. Rendimento. 15 (b). • State { school ) tax— A uniform tax levied on all the property or polls of a State, the proceeds whereof is apportioned to the counties, towns, or school districts, generally according to school population or average attendance. Eng. Rates. Ger. Staats-Steuern. 15 (c). Local { school ) fazes.— County, town, and school district taxes for school purposes. Eng. Rates. Ger. Oris- (or Municipal-) Stcuem. Fr. Centimes additionels, or speciaux. It. Tasse communale e provinciate. Sp. Fondos provinciates, comunales, y municipales. 15 (d). Revenue from permanent funds. — The interest on invested funds, including rent of school lands, if any. Eng. Income from endowment. Ger. Interessen angelegter Fonds. Fr. Produit des legs el dons. Sp. Ingresos de los donativos y legados. Port. Renda dos f undos permunentes. REPORT ON SCHOOL STATISTICS, 2217 16 (a). Expenditure (school). — Money expended for school purposes. Eng. Expenditure. Ger. Ausgaben. Ft. Depenses. It. Spese generali. Sp. Gastos. Port. Despezcis escholares. 16 (b). Amount paid to teachers (for salaries), including salaries of superintendents. Eng. Teachers' salaries. Ger. Ausgaben fur Gehalte. Fr. Ti'aitements. It. Stipendi; rimunerazioni ed indemnita al personate. Sp. Obiigaciones del personal. Port. Ordenado do pcssoal. 16 (c). Other current expenditure in addition to amount paid to teachers; i. e., incidental or miscel¬ laneous expenditure for the maintenance of the schools and care of school buildings, including, among other things, fuel, lighting, janitors, incidental repairs, free text-boots if any, and stationery, cost of administration, rent of hired buildings, etc. Foreign countries do not conform to this classifi¬ cation, but the analogous foreign terms are as follows: Eng. Miscellaneous expenditure. Ger. Andere Ausgaben. Fr. Depenses diverses. Port. Despezas da administragdo. 16 (d). Permanent expenditure. — Expenditure for school buildings (including permanent repairs), grounds, furniture, libraries, and lasting apparatus. Eng. Capital charges. Ger. Baukosten. Fr. Depenses de construction. It. Sussidiper construzione e riparazione di edifici scolastici. Port. Depezas da conservagao. 17. Permanent funds.— Value of funds and other property yielding an annual revenue for school purposes. Eng. Endowment. Ger. Fonds. Fr. Dons et legs. Sp. Donativos, legados, y mandos. Port. Patrimonio; or Fundos permanentes. 19. Tardy. — Late in arriving at school. Eng. Not punctual. Ger. Zuspdtkommend. Fr. En retard. Port. Tardio. 22. Average number belonging to a school, or system of schools, includes temporary absentees. Pupils absent for sickness or other cause, but with intention of returning to school, are considered as “belonging.” This number differs from the number “enrolled” (see 2), inasmuch as the latter con¬ tains all different pupils who have attended at any time during the year, some of whom may have been dropped from the roll of those “belonging,” on account of death, removal from the district, protracted sickness, entrance on business, etc. 25. Normal school. — A school designed for the professional training of persons intending to become teachers, usually maintained by a State or city. Eng. Training eollege. Ger. Lehrer-Seminar. Fr. Ecole normale. It. Scuela normale. Sp. Escuela normale. Port. Eschola normal. 27. Certificate; license (to teach). — A formal testimony of ability to teach, or permission to teach, awarded as the result of satisfactory examination before an examining board, or after having suc¬ cessfully completed a certain prescribed course of study, or given other evidence of capacity to teach. Eng. Certificate. Ger. Zeugniss; Eeifezeugniss; Licenz. Fr. Titre (or brevet) de capacity; certiflcat d' aptitude pedagogique. It, Diploma d’ abiliiazione (or d’idoneita). Sp. Certificado de aptitud. Port. Titulo de sufficiencia. 28 (a). University. — An institution for higher education, having as its nucleus a college in which the so-called liberal arts are taught in a course of three or four years for the degree of A. B., and in ED 1902 — YOL II - 66 2218 EDUCATION REPORT, 1902, addition one or more departments for the learned professions, medicine, law, or divinity; or it may be for advanced or post-graduate work, along any lines of learning or investigation. In England the university unites several colleges. Eng. University. Ger. Universitdt. Fr. Faculte. University is the term very generally employed for the Paris “facultes.” It. Universita. Sp. Universidad. Port. Uniter sidade. 28 (b). College. — Strictly speaking, an institution of higher education, usually with a four years’ course completing preparation for the degree of A. B. The word college is also used in connection with a descriptive word to designate other species of higher education, as “Agricultural College,” “Medical College.” Eng. College. Ger. Gymnasium. Fr. Lycee; college communal (deplein exercice). It. Ginnasio ; liceo. Sp. Instituto; colegio. Port. Academia (used only for institutions of higher studies). 28 (c). High school. — A public secondary school. Eng. Higher hoard ichools. Ger. Hohere Schule. Fr. Ecole primaire suptrieure. • Port. Gymnasio; lyceo. 28 (d). Academy; institute; seminary. — Names given indifferently to private secondary schools. “Institute ” is occasionally applied to schools of higher grade. Eng. • Grammar school; high school; institute; public school, etc. Fr. Etablissement libre d’ enseignement secondaire; etablissement laique; etablissement; eccllsi- astique; petit seminaire. Port. Instituto; collegio (used for all kinds of schools below college grade). 30. Sessions. — A sitting of a school, or assembly of the pupils for recitations, exercises, and studies, continuing from the time the school is called to order until the pupils are dismissed beyond the teachers’ jurisdiction. There are generally either one or two sessions each day. Eng. Meeting of the school. Ger. For- Oder Nachmittags Unterricht. Port. Reuniao; dias de aula; sessdo da eschola. 31. Recess; intermission. — Brief suspensions of school exercises, recurring periodically each day, for recreation, meals, or some other purpose. In public elementary schools holding sessions from 9 to 12 a. m., and from 1 to 4 p. m., two recesses of fifteen minutes each take place, the first at or near the hour of 10.30 a. m., and the second at or near the hour of 2.30 p. m. The noon hour for dinner is not called a “recess,” but usually an “intermission.” Ger. Freiviertelstunde. Fr. Recitations; sortie de midi. Port. Recreio. 32. Corporal punishment.— Punishment inflicted upon a pupil’s person, generally with a rod, cane, or ruler, but including a variety of other punishments in which bodily pain is caused. Other punish¬ ments, to be discriminated from corporal, are such as are based on the sense of honor, such as deprivation from privileges of the school, confinement after school hours, requirement to sit or stand in some unusual place, enrollment on a list of disgraced pupils, etc. 33 (a). Promotion. — Advancement from any grade to the next higher. Eng. Advance to higher standard. Ger. Versetzung. Fr. Avancement; montte d'une classe. Port. Accesso; “ promoq&o." 33 (b). Grade; class. — The body or group of pupils having the same degree of advancement, pursu¬ ing the same studies, etc. Eng. Standard. Ger. Klasse. Fr. Classe. Ital. Classe; grado. Sp. Celas; grado. Port. Grdu; classe. CHAPTER L. EDUCATION IN THE PHILIPPINES. [The account of the condition of education in the Philippines for the year 1901-2 is perforce confined in the present chapter to the reports of the American educational- authorities upon the suc¬ cess of their efforts to perfect the system of public schools which was inaugurated immediately after the military conquest. The introduction of schools, it will he remembered, formed a conspicuous feature of the American occupation of the islands. No official report of the work of the ancient Uni¬ versity of San Tomds, or of the various “ colleges” or secondary schools scattered through the archi¬ pelago, which formed part of the educational facilities available in the islands under the Spanish rule, has been received since the American occupation, nor, so far as known, has any adequate account of those higher institutions been published by any competent observer within that period. No review, therefore, of the condition of secondary and higher education in the Philippines during the American occupation can be given at the present time. The chapter opens with a brief historical summary of the efforts of the Spanish authorities to intro¬ duce the Spanish language and primary instruction into the Philippines, taken from a Spanish source. These efforts resulted in the establishment of a normal school at Manila'in 1864, and public schools in all the municipalities. School buildings were found by the Americans throughout the islands upon their arrival, although the schools themselves were not in operation, having been inter¬ rupted by the disturbances which afflicted the country.] PUBLIC SCHOOLS IN THE PHILIPPINES UNDER SPANISH RULE. In view of the purpose of the Americans to make English a part of the compulsory public school course in the Philippines, it is interesting to know that the Spaniards on their part also endeavored to make their own language an obligatory study in the schools of the archipelago from time to time, beginning soon after their acquisition of the islands. At that early period the attempt to introduce Spanish was a part of the missionary work of the church in christianizing the natives. The introduction of Spanish in modern times was a part of the general programme of primary instruc¬ tion provided for the islands, and a history of that branch of education as fostered by the Spanish Government is given in a little work by Senor Vicente Barrantes (La Instruction Primaria en Filipinas, Madrid, 1869) , who was for a number of "years sec¬ retary to the governor-general at Manila. The following is a partial summary of that history. From this work it appears that the same questions as to the intelligence and capacity for self-government of the Filipinos were discussed in Spain in 1868 that have been discussed in this country within the last four years. ^Senor Barrantes based his estimate of the intellectual capacity of the Filipinos in part upon the num¬ ber of them who could speak Spanish, which he put at over 87,000. He was of the opinion that there were Filipinos as well qualified to sit as delegates in the Spanish Cortes at the time of his observations as the former delegates from Cuba and Porto Rico had been, whose qualifications were "well known. It also appears that there were as diverse opinions regarding the state of education in the Philippines among Spaniards in 1868 as among Americans in 1899. Some Spaniards declared that there was not then, and that there had never been any education worthy of the name in the islands, while others affirmed that education was widespread. These latter 2219 2220 EDUCATION REPORT, 1902. writers referred to the “revolution” in the schools of the Philippines due to the regulations of December 20, 1863, introduced by Minister Concha, and the establish¬ ment of the normal school at Manila in 1864, directed by the Jesuits, as evidence of increased educational activity. By these final improvements, they said, primary instruction was made compulsory, the schools were well attended in every town, and as a consequence there were more persons in the archipelago able to read and write than in the peninsula. Moreover, these Filipinophilists added, given two ignorant individuals, one a Spaniard and the other a Filipino, and the Filipino will have the better manners. On the other hand, Spaniards who had lived in the archipelago described the Filipinos as intellectually backward and given over to ignorance — a summary judgment which is familiar to us from repetition at this day. Comparing these two opinions, which in great part might be paralleled in recent years, we may assent to the declaration of Senor Barrantes that the Filipinos were unknown to the Spaniards. Coming now to the real subject of this little historical sketch, we observe that Senor Barrantes combats the charge that the friars were the cause of the backward¬ ness of education in the islands, the real explanation of which he proceeds to develop by tracing the successive steps taken by the Spanish Government to introduce at first the Spanish language, and in modern times primary instruction among the natives of the archipelago. By the laws of the Indies (leyes de Indias) under Charles Y it was ordered in 1550 that the natives of the colonies be taught Spanish if they wished, in order that they might learn Christian doctrine, and in 1596 the law directed that Spanish should be taught them through policy, on account of the general advantages which would result from their familiarity with that language. But in 1550, as Barrantes points out, Spanish sovereignty had not yet been extended h> the Philippines, but was confined to Peru and Mexico, for the benefit of which countries the law in question had been framed. Legaspi did not annex the Visayas to the Spanish crown until 1566, and it was not until 1596 that the law was really promulgated in the Philippines. This early action is apparently cited only to show that the home government and the church were no more backward in attending to the intellectual or spiritual needs of the Filipinos than of the natives of the other Spanish colonies. The next order cited is the cedula of 1686, enjoining upon all archbishops and bishops in the colonies to see that the natives be taught Spanish and be instructed in Christian doctrine in Spanish. Passing now to more modern times, the author asks how we could expect that primary instruction should be promoted in the archipelago when it was so backward at home. Nevertheless, he cites a cedula of November 5, 1782, relating to the estab¬ lishment of schools for teaching Spanish in the towns of the “Indies,” which pro¬ vides that there should be a common land set apart in the principal communities for cultivation and grazing, the proceeds of which should be used for school pur¬ poses. This cedula also Tequired that capable teachers should be selected to teach in the schools, Avhich was, however, an empty prescription, since school-teachers wrere not to be had in the colonies, or even in Spain at that time, where there were as yet no elementary public schools. Senor Barrantes says, in defending the religious orders against the charge that they had always neglected to teach Spanish, and had prevented others from teaching it, that the early missionary friars in the Philippines were not themselves sufficiently well educated to give lay instruction, while the diversity of languages in the islands and their other manifold duties have since prevented the friars from teaching Span¬ ish systematically. The royal order of December 22, 1792, regarding the teaching of Spanish in the Philippines, prohibits the use of the native dialects in the schools and provides that Spanish be the only language spoken in the convents and courts. This order reiterated the provisions of others running back to 1770. But the authorities in Spain were ignorant of the conditions of the Philippines. No teachers were to be EDUCATION IN THE PHILIPPINES. 2221 had for the schools referred to in the orders. There was no inducement for the Spaniards who went to tne islands with a view to making money to turn to school- teaching, while the natives were not fitted to teach and the friars could not give their time to it. Some time after the issue of these orders the friars did make difficulties about teaching Spanish, professedly on account of what they regarded, or affected to regard, as severities on the part of the governor, Anda, in enforcing the regulations regarding it. It was alleged that Governor Anda attempted to enforce the use of Spanish tyrannically, and banish the native dialects altogether, whereas the royal order only directed that heads of families should be persuaded to send their children to school, without oppressive measures, while making Spanish the only language to be used in school. In 1815 a royal order directed that charity schools should be established in the convents of friars and nuns in the Philippines to teach poor children Christian doc¬ trine, good manners, and the elements of reading, until they were 10 years of age, furnishing them food and clothing meanwhile. (The Spanish constitution of 1812 had made education obligatory throughout the reahn. ) The royal cedula of November 14, 1816, extended primary instruction to the Phil¬ ippines at the request of the deputies from the colonies, ordered the erection of school buildings in localities where there were none, directed the priests to persuade parents to send their children to the schools, and specified how the teachers were to be paid. During the constitutional period in Spain, from 1820 to 1823, Minister Cuadra estab¬ lished a normal school in the City of Mexico, on the Bell and Lancaster method, which was to be the center of normal schools in other Mexican cities, and a decree directed that a suitable teacher should be sent from this school to open a similar one in Manila. The revolutions in Mexico and South America, however, prevented the execution of this plan. The political situation in Spain from 1820 to 1840 is sufficient to account for the backwardness of education in that country as well as its colonies during that period, but nevertheless, in 1834-1839, Minister Altamira, who was deeply interested in organizing education in Spain, endeavored to extend the school organization of the mother country to the Philippines, under the mistaken idea that the islands were really a Spanish colony and the people colonial Spaniards. He ordered an impracticable and absurd census to be taken, which was to show the literacy of the population, the number of schools, the attendance, etc., in the Philip¬ pines, just as in each province of Spain. The questions were very minute, the census inquiries containing the following heads*: Name of town; population; males able to read; females able to read; males able to write; females able to write; number of public and private schools; attendance and age of pupils; number of masters and mistresses; examined or not, and whether engaged in any other business; salary of teachers and sources thereof; who appoints the teachers; character of school buildings and mate¬ rial; text-books used. Senor Barrantes says that it took fifty years to get this information in the Philippines. The minister was totally ignorant of the conditions in the islands, and while everyone knew that a nipa hut or a room in the tribunal or the priest’s house was the only schoolhouse in a town, the census asked whether the schoolhouse was the property of the town, was rented, bequeathed, or presented, etc., as in Spain. The ayuntamiento of Manila, on receiving this cedula, declared that it was impossible to fill the blanks. In 1839 the first practical step was taken toward establishing primary instruction in the islands through the appointment by the minister of marine, commence and the colonies, of a commission to prepare a plan for a system of schools in the Philippines to conform, as far as possible, with the law of 1838 in Spain. The reforms proposed in the royal order of November 3, 1839, were not, however, carried out until 1855, for the reason, principally, that in that interval there had been nine changes in the Government, which did not allow sufficient uninterrupted time to carry out any plan with effect. Among other things 2222 EDUCATION REPORT, 1902. it is interesting to read that the Government proposed to send 150 or 170 teachers from Spain to the Philippines. The junta of education in Manila was created in 1855, after the readmission of the Jesuits into the islands, in 1852, had given a new impulse to education in general and particularly to the proposal to introduce Spanish into the schools. The follow¬ ing fundamental points were impressed upon the junta by General Crespo, the governor-general, viz: First, to provide for uniformity of instruction in schools for both sexes and promote instruction in Spanish; second, to determine the number of teachers needed and the amount of taxes from each town necessary to pay them; third, to report upon the advisability of establishing a normal school in Manila. After its first session the junta did not meet again until February 23, 1857, nor did it report finally until March 7, 1861, after General Crespo had been succeeded by four other governor-generals, all zealous for primary instruction and all contributing to its advancement, especially the last, General Solano, who had a project of reform drawm up analogous to that of 1855. The principal points in this reform were as follows: A normal school was to be established in Manila, the teacher students of which were to be apportioned to the different provinces in the proportion of 1 teacher student to 50,000 or 60,000 inhabitants, while their expenses were to be defrayed from local funds. A prominent place was to be given to subjects relating to industries and the arts in the normal course. No graduate could receive a diploma unless he could * speak and write Spanish with ease, and no one could teach in the schools "without a diploma and unless he "was of good moral conduct. Inspection of the schools was put under the charge of the heads of the provinces, religious and moral instruction being placed in the hands of the parish priests. The proposed normal course included a school of practice in charge of the teacher students. The proposed instruction in Spanish met with much opposition in the junta itself, a circumstance which caused much delay in its work, while the acting governor had confidentially charged the Jesuits with a different organization of the schools than that officially proposed, "which division of counsels further contributed to the slug¬ gishness which prevailed in educational matters at that time. The argument of the opponents of the proposal to teach Spanish in the schools was, according to Senor Barrantes, that if there were a uniform language in the islands the door would be opened to Protestant propagandism, and they cited the attempts of Russia and Prus¬ sia to force their languages upon unhappy Poland as a warning and an example. They regarded the attempts as prompted by religious motives while, as Barrantes points out, those attempts were rather political acts. In either case, he continues, the objection could have no weight as far as the Philippines "were concerned, because the Evangelical Society of London had already made its propaganda in the islands not only in Spanish but in Visayan and Tagalog, in the latter cases easily avoiding the vigilance of the Spanish authorities and the custom-house. The opponents of Spanish acted also from political considerations. They hoped that by keeping alive and thereby mutually opposing the different languages — Cagayan, Tagalog, Pam- panga, Ilocano, Pangasinan, etc. — they "would isolate so many separate sources of incendiarism. The comment of Senor Barrantes on this plan is that the antagonism of those different peoples lies not in language but in race, and that as the Malay is the common parent of all the dialects of Luzon and the Visavas there is sufficient fundamental similarity among them to enable those speaking them to form a polit¬ ical alliance if the proper historical moment should ^ver come. That such a moment had never come up to the time of his writing, and probably never would, was due, Barrantes thought, to antipathy of race, which is stronger than affinity of language. The junta finally voted to make Spanish obligatory, and the Madrid government promulgated the necessary orders in December, 1863. By those orders a normal school was created at Manila and placed in charge of the Jesuits. Its instruction was to be gratuitous and its graduates were required to teach for ten years after EDUCATION IN THE PHILIPPINES. 2223 graduating. The law also provided that there should be one school for boys and one for girls in each town of the archipelago, instruction in these schools to be free for the poor and obligatory upon all. The normal school and the public schools were to be supported from local funds, and provision was made for the purchase of school material and apparatus and for the rent of quarters for schools where there were no public school buildings. The teachers were to have certain privileges. They were to be preferred as clerks in public positions and were to be regarded as among the principal es (or aristocracy) after a certain term of service. Inspection was provided for in a superior central commission at Manila as an advisory board for the governor- general, consisting of the archbishop and seven others. In the provinces the govern¬ ors were to have councils like the superior central one at Manila, while the parish priests were to be the local inspectors. It was to be their duty also to teach morals and Christian doctrine in the schools. Article 16 of the law provides that in any town where a school has been established fifteen years no natives shall be eligible for gobernadorcillo or lieutenant-governor who can not read, write, and speak Spanish, nor shall they be reckoned among the principales unless they are such by descent. Finally the archbishop and bishops were admonished to arouse the zeal of the parish priests for the schools. Spanish alone was to be used in the normal school. The programme of primary instruction included Christian doctrine, reading, writing, practical instruction in Spanish grammar and orthography, arithmetic, general geography, history of Spam, practical agriculture and its application to the needs of the country, good manners, and singing. For girls, instruction in needle¬ work, etc., was provided. The teachers were to receive a salary of from 8 to 20 pesos a month besides fees from children of rich parents, together with a house. The government provided pens, ink, and paper for the pupils. The normal school at Manila was opened January 23, 1865, and the superior com¬ mission and the provincial and local boards went into operation May 17, 1864. The pupils of the normal school were allotted among the various provinces in proportion to the population and in accordance with certain other conditions (such as the degree of civilization, for example). Few pupils came from distant parts of the archipelago, however, and in order to reach these distant points it was proposed to establish another normal school at Cebu. As a further means of securing teachers, captains and sergeants of the Filipino army were authorized to matriculate as “externes” in the Manila normal school, and from these military officers came some of the best teachers in the islands. Up to 1867 there were no school statistics in the archipelago, so that the reform junta was obliged to have recourse to the report of the tax collector’s bureau, and from this source all they were able to say was that there had been 817 schools in the islands in 1855. But in 1867 a statistical bureau was organized at Manila, and the inspector-general began to publish monthly reports from that time. The clergy throughout the provinces, being urged and charged thereto by the government, put their hands to the work, undertook the inspection of schools, and supplied funds for school equipment and material, nor did they, Sefior Barrantes asserts, oppose the teaching of Spanish. In order to make its wishes carried out the government sent out the following order to be posted in the streets of all towns and at the doors of all churches, schools, and “tribunals” (municipal buildings): To Don - , gobernadorcillo of - . By order of his excellency, the superior civil governor, the captain-general of the Philippines hereby reminds all heads of families that they not only ought to send their children to school as a sacred duty, but for the further reason that in fifteen years from the date of the establishment of the school in this town only those who can speak, read, and write Spanish shall be qualified to be gobemadorcillos, or justices, or be classed with the principales, unless they be such by descent. Further, that thirty years from the said date only those who can speak, read, and write Spanish shall be exempt from personal prestaciones, and, finally, after Decern- 2224 EDUCATION EEPOET, 1902. ber 20, 1868, only those who can speak, read, and write Spanish can be appointed to any salaried government office in the archipelago. Fathers who do not send their sons to school after being notified hereby shall be punished by a fine of from one- half to 2 reales, as the cura of the parish and the gobernadorcillo shall determine. By an accompanying order it was directed that the inauguration of every new school or installation of a teacher should be celebrated by a procession of the prin¬ cipals of the town, headed by the cura and escorted by music, while the names of donors of school furniture, books, etc., to the school should be published in the Gazette. The preceding orders soon produced good results. Although schools for girls were less amply provided for than those for boys, yet the teachers of these schools received salaries, and the schools made good progress, largely on account of the aptitude of the native women for education and their ambition. Sisters of charity were imported at the expense of private individuals to teach in these schools. Senor Barrantes gives statistics and explains the difficulties in the way of obtaining them and dis¬ cusses the poor and the good results of primary instruction in the various provinces. The statistics apply to the year 1868, only one year after the publication of the law. From these figures it appears that in the whole archipelago there were 593 schools in 1867 and 684 in 1868, with an attendance in the latter year of 138,990 pupils in an enumerated population of 4,721,619. Senor Barrantes explains in conclusion that the backwardness of primary educa¬ tion in the Philippines was to be attributed rather to the antiquated laws than to the character of the population or the apathy or opposition of the religious orders. As to superior education, we know that the ancient University of San Tomas has had influence during nearly three hundred years of existence, and Senor Barrantes mentions the following facts regarding the work of the university in a footnote. The cabinet of natural history at the university was being increased every day, and he gives the names of many graduates of the university who have written on philoso¬ phy, chemistry, physics and astronomy, geography, and history, besides publishing sacred hymns and other works in the native languages. PRESENT CONDITION OF EDUCATION IN THE PHILIPPINES. [The following account of the state of education in the Philippines is of great interest historically, as it represents the results so far of the efforts of the Americans to introduce their public school system into the archipelago and the modifications thereof which the strange conditions there have made necessary. The centralization of authority will he noticed, and it will he instructive to com¬ pare these measures taken by the Americans with those of their Spanish predecessors in introducing primary instruction in the islands, an account of which, translated from a history of primary instruc¬ tion in the Philippines up to 1868, by Senor Barrantes, immediately precedes the present account. Unlike the Spaniards, the Americans have begun their educational campaign by establishing public common or elementary and secondary schools for the benefit of the common people at large, and they have deferred any attempts to introduce higher education until, on their plan, there is a suffi¬ cient preparation for it. The Spaniards, on the other hand, coming to the islands when public elementary education supported by the state was unknown, proceeded to found a university for higher education, in addition to the church schools, which were common at the period of the con¬ quest, but, following the changes of modem ideas, they also took steps to establish a system of schools for the people in the latter half of the nineteenth century. Evidences of the existence of these schools at the time of the American occupation are found in the reports of the American officers and teachers, extracts from which were published in the last two reports of thi3 Bureau, and similar evidence will also be seen in the present account. This account is made up of extracts from the official report of Hon. Bernard Moses, secretary of public instruction, Philippine Islands, and from the detailed report of Mr. Fred W. Atkinson, general superintendent of public instruction for the Philippine Islands. The secretary’s report is mainly a summary of the more important features of the superintendent’s report, and presents the difficulties of the educational situation and the ener¬ getic measures taken to meet them in a concise but comprehensive manner. Extracts from the detailed report of Mr. Atkinson are given writh the view that readers may get a more vivid picture of the actual field work than could be obtained from the judicial summary of the secretary.] EDUCATION IN THE PHILIPPINES. 2225 THE PEOPLE. [The general character and distribution of the people of the islands is concisely stated by Mr. Atkinson as follows:] 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 Indonesians, with a tribal population of some 251,200, live almost exclusively on the great island ftf Mindanao. They are not only physically superior to the Negritos, but to the peoples of the Malayan race as well, and are, as a rule, quite intelligent. The Malayan race, with its admixture, however, is the dominant one, and is found in all parts of the archipelago in greater or less numbers. The Yisayans, with a popu¬ lation of 2,600,000, occupy the islands south of Luzon; the Tagalogs, with 1,663,000, the central part of Luzon; the Bicols, with half a million, southern Luzon; Ilocanos and Cagayans, northern Luzon; the Pampangans and Pangasinans, northern central Luzon; the Moros, the Jolo (Sulu) Archipelago and Mindanao. Thus it will be seen that the problem of educating the peoples of three different races, made up of many tribes, which, even in the same race, differ very greatly, 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. [From the Report for 1901-2, of Bernard Moses, secretary of public instruction.] ADMINISTRATIVE CHANGES. In order to bring the educational affairs of all parts of the archipelago more directly under the head of the general superintendent and to provide for a more efficient management of the school affairs in each province, an important change in matters of school supervision was made by the law enacted October 8, 1902. It divided the archipelago into 36 school divisions. The several divisions, except in a few cases, were made to coincide with the provinces. In each of these divisions, except those corresponding to the provinces of Benguet, Lepanto-Bontoc, Nueva Vizcaya, and Paragua, a regularly appointed division superintendent was provided for. In each of the four provinces excepted it was provided that the governor should act, without additional compensation, as division superintendent. In addition to the teachers appointed for the municipalities by the division super¬ intendent, whose salaries are paid by the municipalities, the general superintendent is authorized to keep in the service of the insular government a force of 1,000 trained teachers for the primary schools and such other additional trained teachers as may be necessary for the provincial schools of secondary instruction. The salaries of the teachers of primary schools range from the few dollars received by the Filipino teacher in the poorest pueblo to $1,500 per annum. For the salaries of secondary teachers an upper limit of $1,800 per annum has been fixed. The annual salaries of the division superintendents range from $1,500 to $2,500; only three of this number, , however, receive the highest salary. The salaries of the division superintendents, of the teachers of the provincial schools, of the American primary teachers, and of the clerks in the offices of the division superintendents are paid with funds appro¬ priated from the insular treasury. The offices of the division superintendents are provided by the several provinces. 2226 EDUCATION REPOET, 1902. THE AMERICAN TEACHERS. The American teachers have been appointed or selected in general in two ways — either directly by the general superintendent or by persons or institutions in the United States authorized to select a definite number. It is not to be expected that some mistakes would not be made in appointing so large a number of persons in a very limited period, but, considering the whole number of teachers, the quality has been eminently satisfactory. These teachers were not, however, all brought from America, but a number were appointed who were already in the Philippines. Among these latter were included discharged volunteer and regular soldiers and wives and relatives of officers and civilians. At the outset those who were sent into the more remote towns suffered certain hardships, not the least of which was their isolation. Their food was often such as they were unaccustomed to, and the change from the conditions which they had left was often such as to cause homesickness and a certain measure of dissatisfaction with their lot. The long intervals which some¬ times occurred between the coming of the mails, and the consequent difficulties of hearing from friends and receiving their pay promptly, tended to develop in many cases a considerable measure of discontent, and when the pay arrived it was, by reason of the depreciation of the local currency, found to be worth less than at the time 'when they should have received it. In addition to these causes they were also sometimes affected by the difficulties which they encountered in sending money to the United States. But as the monetary difficulties disappeared, as they became adjusted to their new surroundings, as the civil supply stores made available a better quality of food, and as they became more intimately acquainted with the people, they turned to their work with new zeal, and appear, in many cases, to have found in it a high degree of satisfaction. It might be added that the increases in a large number of their salaries during the year tended to impress upon them the thought that their services were, after all, appreciated. The strong desire on the part of the more intelligent Filipinos to have their children educated, and the aptitude of the children to learn, have generally made the way of the American teacher easy, and given him or her a high place in the regard of those among whom they worked. This friendly attitude of the people to'ward the teachers has been met by the heroic efforts of many of the teachers in behalf of the Filipinos afflicted with cholera. When the scourge appeared and the schools were closed, in almost every instance the teacher stood at his post and did whatever was possible for him to do to relieve the sufferings of the people and impede the progress of the disease, and four of them became its victims. The number of American teachers connected with the bureau of education between January, 1901, and September, 1902, was 1,074, but the highest number on the rolls at any one time was 926. Between May, 1902, and September of the same year this number was diminished, so that on the 1st of September, 1902, there were 845 Amer¬ ican teachers in active service. This number included the division superintendents and deputy division superintendents. The total number separated from the service during the period in question, from the beginning of 1901 to the 1st of September, 1802, was 229; 15 of these by death, 2 on account of the death of other persons, 61 by reason of sickness either of the teacher himself or some member of his family, 69 wives of soldiers and other transient residents who had been appointed in the islands, 10 women married, 24 men appointed to civil positions, 3 commissioned as military officers, 8 dismissed or discharged, 7 deserted, and 30 resigned — some of these last for the good of the service, others on account of dissatisfaction with mone¬ tary and other conditions, and a few to engage in business or other affairs. In addition to the American teachers there have been employed in the period in question a large number of Filipino teachers. In view of the fact that some of these teachers were appointed by. the municipal authorities before the organization of the EDUCATION IN THE PHILIPPINES. 2227 public school system and some since its organization, in violation of, the provision placing the appointment in the hands of the division superintendent, it has been impossible to keep in the general office an accurate statement of the whole number of Filipino teachers in the service at any given time. In the day schools of Manila in July, 1901, the number in attendance was 5,123. On account of the cholera the number in August, 1902, was 3,044. In the report of last year it was said that at the time there were probably over 150,000 Filipino pupils enrolled in the free primary schools and over 75,000 in actual attendance. It was stated that there were probably 3,000 to 4,000 elementary Filipino teachers, 1,800 to 2,000 of whom were receiving one hour of English instruction daily; that there were at least 10,000 adults receiving instruction in English in the evening schools, and that there would shortly be from 20,000 to 30,000 attending these schools. During the present year there are more than 200,000 Filipino pupils enrolled in the primary schools, about 65 per cent of whom are in actual attendance. The number of Filipino teachers appointed by the division superintendents is 2,625 and the total estimated number 3,400. There is a combined teaching force of Americans and Filipinos of 4,227. The night school enrollment for the past year has been about 25,000, and the estimated actual attendance is about 70 per cent of this number. Between 15,000 and 20,000 pupils are already enrolled in the provincial schools of secondary instruction. THE FILIPINO TEACHERS. While the American teachers have already rendered very important services in beginning the work of public instruction in accordance with American ideas, it is nevertheless true that the ultimate character of the public instruction in the Philip¬ pines must depend on the character of the Filipino teachers which it will be possible to develop. Under the old regime the salaries of Filipinos were insignificant, and at present they average about $6 a month for women and $8 a month for men, in money of the United States. The upper limit of these salaries actually paid is about $25 a month, while the lower limit is about $1, which in some instances is for long periods withheld. It has happened that a teacher receiving a salary of $16.50 a month has hired a substitute for $4.50, and has lived as an independent gentleman on the remaining $12. The establishment of the native constabulary, with salaries ranging from $8.75 to $18.75, when the ability to read and write is required only of those receiving the highest salary, has naturally aroused more or less of discontent among the Filipino teachers and led them to inquire why a government which can pay its police sergeants the munificent salary of $18.75 i3 not able to pay its teachers with equal liberality. This unfavorable contrast may also be made in other cases, for the Filipino teachers are paid less than the drivers and cooks, and often less than ordi¬ nary laborers. In addition to the fact that the salaries of the Filipino teachers are extremely low, there is the other fact that there is sometimes great uncertain1 y about the payment. By lav/ the division superintendent is authorized to appoint the Filipino teachers in the municipalities and some of the municipalities have raised the question as to whether they were expected to pay the salaries of teachers appointed by officers not belonging to the municipality. “They argued that since the government appoints the teacher and fixes his salary the government expected to pay that salary. Others, when instructed to pay the salary, have assumed the right to fix it and also to appoint the teacher.” Even where there is no question about the obligation to pay, the pay¬ ments are often made irregularly, sometimes in other articles than money, some¬ times at long intervals, and sometimes not at all. It is clear that under a system like this the Filipino teacher can never become a very effective factor in the devel¬ opment of public enlightenment; but as the bulk of the population must in the long run rely upon the Filipino teacher, either the municipalities must rise to a proper 2228 EDUCATION REPORT, 1902. recognition of their obligations toward the public school-teacher or a more satisfac¬ tory arrangement for their payment be made through some other authority. teachers’ college. Prior to August, 1902, the schools of Manila held two sessions daily, one in the morning and one in the afternoon. The last hour of the morning session was set apart for the instruction of the Filipino teachers. The instruction was given by the American teachers in the schoolhouses where they were severally employed. Given in small groups, without systematic organization or effective supervision, its quality depended largely on the personality of the American teachers. Where the teacher was strong and methodical the wbrk was orderly and effective; where the teacher was weak and lacking in zeal the instruction was fragmentary and unsystematic; but as the purpose of this early instruction of the Filipino teachers was merely to assist them in acquiring a knowledge of the English language, the method adopted, secur¬ ing close relations between an American teacher and a small group of Filipino teachers, was productive of more or less satisfactory results. In the course of time, however, it became necessary that the Filipino teachers should be subject to a more regular discipline and more systematic instruction. They needed instruction not only in the English language, but also in the various subjects that entered into the curriculum of the primary school. This, became manifest at the end of the school year in 1901, when a considerable number of Filipino teachers of Manila had to be dismissed on account of their inefficiency. Some of these were too old to acquire a useful mastery of a new language, and some were indifferent and not in sympathy with the purposes of the government as manifested in its system of public instruc¬ tion. In order to obviate the necessity of a subsequent resort to this severe method of curing the inefficiency of the city schools, it was determined that the sessions of the schools for teaching the children should be continued throughout the forenoon, that the afternoon session should be abandoned, and that all the Filipino teachers should be assembled at one place and organized into a normal school to be held between 3 and 5 o’clock in the afternoon. Under this plan the 150 Filipino teachers engaged in the public schools of Manila are assembled for five days in the week in the building in the Walled City known as the “ Escuela Municipal.” They are divided into small sections and are taught by the American teachers regularly assigned to the Manila schools, each section meet¬ ing for three periods and receiving instruction in three different subjects in the two hours of the session. The obligation which was imposed on the Filipino teachers to attend the afternoon session of this branch of the Manila normal school was at first thought by them to be a hardship, on account of the difficulties and expense of securing the requisite transportation; but when it was explained to them that this opportunity was offered by the government in order to enable them to increase their fitness for their wTork, and thus make them worthy to be continued in their positions, they saw clearly that what was required of them was for their advantage. In bring¬ ing the instruction of the children into a single period of four hours in the morning, with two brief recesses, the cooler half of the day was utilized for this purpose and they were released from the necessity of returning to school in the hotter hours of the afternoon. These advantages were more than sufficient to balance whateyer dis¬ advantages may have arisen from establishing one session of four hours in place of two shorter sessions separated by a midday intermission. This plan was carried into effect on August 4. Legally this school is a branch of the Manila normal school, and has been conducted under the general direction of Dr. E. B. Bryan, principal of that school. Much of its noteworthy success, however, is due to the tact and energy of the vice-principal, Mr. E. W. Oliver, who has been in actual charge of the institution from its beginning. EDUCATION IN THE PHILIPPINES. 2229 PROVINCIAL SCHOOLS OF SECONDARY INSTRUCTION. An important step in the development of the system of public instruction in the Philippines was the establishment and organization of the provincial schools of sec¬ ondary instruction. The law authorizing such schools was enacted March 7, 1802. Prior to this date the bureau of education had been chiefly concerned with the organization of primary schools. As a consequence, many of the more advanced pupils in these schools, who had been taught English, began to entertain serious doubts respecting the possibility of continuing their studies in English in schools of a higher grade, and some of them thought it advisable to resume their studies of Spanish in order that they might be prepared to enter the Spanish schools of sec¬ ondary instruction. This was particularly true in Manila, where there were several secondary schools which were maintained under the authority of the church. These were the only important schools of this grade that existed in the archipelago at the beginning of the American occupation, and only a comparatively small part . of the inhabitants of the provinces found themselves in circumstances which per¬ mitted them to give their sons the advantages of these schools. It was advisable, therefore, to meet as early as possible the strong demand in the provinces for schools to which children could be admitted on completion of their primary instruction. With the enactment of the law of March 7 the general plan of the system of public instruction began to assume real form. This plan provided that in the course of time the primary schools should exist under municipal authority, the secondary schools under provincial authority, and higher instruction, together with whatever special schools might be established, should be supported directly by the insular government. Schools of secondary instruction were thus to become the peculiar charge of the provincial government. The provincial board was authorized to pro¬ vide, by construction or purchase or renting, such school building or buildings in the province as in the opinion of the board might be necessary, to be used for the free secondary instruction of pupils resident in the province. In view of the rude condition of the provincial population with respect to educa¬ tion, and in order to provide an effective and simple organization, it was determined that the secondary schools in the provinces should cover the widest range of sub¬ jects that it might be found necessary to teach. It was recognized that these pro¬ vincial schools would furnish the highest grade of instruction that would be demanded by any considerable number of residents of the provinces; that they would become in the course of time the colleges for the people; and that the few who might demand such instruction as is given in a university would seek that instruction either in Manila or in the United States. It was, therefore, provided by law that the secondary instruction given in the provincial schools might include, in -addition to academic and commercial subjects, manual training, instruction in agri¬ culture, and normal-school instruction. While it is expected that ultimately the expenses of equipping and maintaining the provincial schools will be borne by the provinces, it is provided that for the time being the salaries of the teachers in these schools shall be paid from the insular treasury. In their establishment and conduct they are subject to the supervision of the division superintendents and the general superintendent of education. When, however, it shall be determined by law that the condition of finances of a province will justify for the future the payment of the salaries of teachers and all the expenses of supplies and equipment for secondary schools for the provincial treasury, such salaries and expenses shall be met by the several provinces. It was recognized in providing for these schools that certain provinces might not for a number of years be prepared to establish schools for secondary instruction, and it was provided that the provincial board of any such province might appropriate provincial funds for the payment of the tuition m a pro¬ vincial school in any other province or in the city of Manila of such pupils as might wish to enter such provincial school. 2230 EDUCATION REPORT, 1902. Prior to September 1, 1902, 23 provincial schools had been established in the prin¬ cipal towns of the archipelago, and the work of organizing such schools in 11 other towns was in progress. While English will continue to be the language in which • the instruction in these schools is given, an opportunity will be offered to such per¬ sons as desire it, for business or social reasons, to acquire also a knowledge of Span¬ ish. By reason of the large part which the Spaniards have played in the history of the Philippines, and the fact that the principal sources of our knowledge respecting these islands are in Spanish, it will be desirable for many years to come that Filipino scholars and men of special cultivation shall, in addition to their knowledge of English, have also such command of Spanish as will make accessible to them the history and information relating to their early institutions. This language and its literature, therefore, will constitute one of the subordinate subjects in the curriculum of the provincial school. By authorizing the broadest possible curriculum and by bringing instruction in all of the subjects mentioned under a single organization it is expected that those who have these schools in charge will adapt the work in them to the peculiar conditions of the people in the several provinces wrhere they are established. The wide diversity in the soil, the climate, and the character of the inhabitants make necessary different kinds of instruction for different parts of the islands, and the organization of provincial schools makes it possible for the main work of the school to be adapted to the various needs of the inhabitants. In some instances, moreover, in order to make it possible for students from all parts of the province to attend the provincial school, it has been found necessary to make pro¬ vision for furnishing them at reasonable rates with board and lodging. This is rendered especially necessary in some places by the extensive destruction of houses during the rebellion. In some parts of the islands the people had heard that Napo¬ leon’s great army was defeated in its undertaking against Russia by the burning of Moscow, and burned some of their principal towns as a means of checking the advance of the Americans. They were surprised to find that this means was not effective, that the Americans could sleep out of doors, and that they brought their own food with them. This useless destruction of buildings has left many important towns without adequate accommodations either for the offices of the government or for the schools. This limitation of quarters imposes upon some of the schools the necessity of providing quarters for at least a certain part of the pupils, and this bringing together boys who are prepared to enter upon their secondary studies and subjecting them to a rational discipline is likely to have a beneficial effect both on their character and their attainments. MUNICIPAL SUPPORT OP NORMAL SCHOOL STUDENTS. There are many small towns and villages in the interior of the islands which are too porr to pay Filipino teachers sufficient salaries to induce those of proper attain¬ ments to come from other larger towns to engage in teaching, and which have among the inhabitants no persons of sufficient attainments to warrant their employment in the schools. These places are not of sufficient importance to make it wise for the government to support in them American teachers. The inhabitants of these small interior towns or villages are, therefore, without any means for bringing them¬ selves into connection with the educational plans and purposes of the government, or of acquiring knowledge of the kind of civilization which the Americans are hop¬ ing to develop in the Philippines. The difficulty here presented is a real one, for it is not desirable that so large a part of the population as is represented by these small towns should be left long without being brought, either directly or indi¬ rectly, under the' influence of American ideas. To remedy the existing state of things authority was given by act No. 446 to the municipal council to pay out of any funds in the municipal treasury not otherwise appropriated 40 pesos monthly toward the support of one young man and one young woman while attending a public EDUCATION IN THE PHILIPPINES. 2231 provincial or normal school. It is understood by the municipality furnishing the support authorized by this act that on returning from the normal school the persons in whose behalf these contributions from the municipal treasury have been made should become teachers in their several municipalities whenever their services might be required. In order to secure the attendance from these small towns of persons properly equipped to carry on the work of the normal school and to give promise of being effective •teachers, it was provided that the appointment should be in the hands of the municipal councils, but that the principal of the provincial or the normal school should examine these persons at the end of their first month of attendance. If they passed this examination satisfactorily they might be retained as students, receiving the assistance provided from the municipal treasury, but if they failed to pass creditably this examination they should be sent back to their pueblo, and other more promising persons be appointed in their stead. Before the passage of this act information had been received from various small towns stating their desire to have the opportunity thus presented for providing themselves with properly instructed teachers. This act was passed so recently that as yet no informa¬ tion is at hand concerning action taken under it. LANGUAGE OF THE SCHOOLS. Fuller knowledge of the condition of the Filipinos with respect to language seems to justify the decision formed in the beginning to make English the language of the schools. The great majority of the Filipinos are ignorant of Spanish. This is par¬ ticularly true of the children. Those who profess to be able to use this language have but an imperfect command of it. The native languages are numerous and so unlike that no one of them can be employed as the common medium of communica¬ tion. There are no books in any one of them that could be advantageously used in in a system of public instruction. The few newspapers that are printed in the native languages do not furnish all the intellectual guidance or stimulus needed by the inhabitants of the islands in their aspirations to be counted among civilized peoples. Of such papers there are only two in Tagalog and two in Yisayan, but none in any of the other six dialects of the civilized tribes. Elementary books might have been prepared and printed in. the various dialects and made the basis of primary instruction. Pupils having passed over this stage of their cultivation by this means would have found only a barren waste before them. There is no great advan¬ tage in learning to read in a language which offers nothing worth reading to those who have acquired the art. Children educated in the common schools with only such means as may be provided in Tagalog or Bicol have still practically no access to sources of information regarding the world. The limits of the province remain their horizon. They are shut out from the advantages enjoyed by their more fortunate fellow-countrymen who have had the means to enable them to acquire a language through which may be derived a knowledge of civilized society. The boy who grows to manhood knowing only a language without a literature finds that as the result of his training in school he has not the means for increasing his knowledge, and he very readily falls back into the mental darkness of the semi-savage state. The boy who in his school days has learned the language of a civilized nation, even if he has learned nothing else, has put himself en rapport with civilization. Aside from the practical circumstances of his life, it makes little difference whether he learns Eng¬ lish, French, German, or Spanish, but it makes a great deal of difference whether he learns French or Tagalog, English or Bicol. The one makes him a citizen of the world, the other makes him a citizen of a province in the Philippine Islands. If the government were to make the local dialects the media of school instruction, a limited number of the more or less wealthy and influential persons would use the facilities which they can command to learn English for the sake of the additional power or other advantages it would give them in the communities to which they belong, and 2232 EDUCATION REPORT, 1902. these advantages or this additional power would tend to perpetuate the prestige and domination of the present oligarchic element in Filipino society. The knowledge of English which the public schools offer to the youth of the islands will contribute materially to the emancipation of the dependent classes and to the development of that personal independence which is at present almost entirely wanting in the great mass of the people, but which is necessary to the maintenance of a liberal govern¬ ment. It may, perhaps, be difficult to change the fundamental ideas of a race, but it is not very difficult, under proper circumstances rendered permanent for a consider¬ able period, for children of one nation in the process of growth to manhood to acquire a complete practical knowledge of the language of a foreign race. The use of a vernacular dialect in the intimate relations of life and of a literary language in the commercial and public affairs is not uncommon. Practically all Filipinos who use the Spanish language in their more important concerns make at the same time more or less use of one or another of the local dialects; yet under Spanish rule no persistent effort was made to give the great body of the people opportunities for learning Spanish, and in many instances not only was no encouragement offered to the acquisition of a knowledge of this language, but positive hindrances were put in the way of acquiring it. The effort of the Americans to give to the Filipinos a knowledge of English is in marked contrast to the policy carried out by some of the European nations in their oriental possessions. This effort has been met by consid¬ erable enthusiam on the part of the people, and, considering the brief period during which schools have been maintained, has produced noteworthy results. The pupils in all the schools where. American teachers have been stationed are able to receive instruction in English, and in the larger towns most of the Filipino teachers have acquired sufficient knowdedge of English to enable them to use it successfully in their teaching. The 150 Filipino teachers of Manila, as students in the recently established branch of the Manila normal school, and the students of the normal school itself, use only English in their recitations and reports. INDUSTRIAL EDUCATION. The progress of industrial education has met, and will probably continue to meet, with certain obstacles in the Philippines. The people have been accustomed under their earlier instruction to regard education as a means of putting themselves in positions where manual labor is not required. Hitherto the Filipino youth has looked upon the instruction of the schools as a means of preparing him to become a teacher, a civil officer, a clerk, a lawyer, a physician, or a priest. That phase of education through which the young man expects to become a skillful workman has lain almost entirely below his horizon. This is not so much a fault of his race as it is a fault of the nation under which he had been a subject for three centuries. Spain has impressed upon the Filipinos her lack of appreciation of honest work and that higher form of skill which comes from systematic education. EDUCATION OF THE MOROS. The Moros, like the Igorrotes, manifest little or no desire to place themselves under the civilizing influences which the government may exert. Their religion appears to satisfy their present needs, and they show no inclination either to accept or tolerate any other. Occupying some of the richest lands of the archipelago, they appear to have abundant food, and whatever excitement is needed to contribute to their happiness they find in the intertribal conflicts which mark their history. For generations they have been as they are, and they see no reason why they should be plunged into that uncomfortable stream which we call progress. The knowledge of the wisdom and traditions of their ancestors apparently satisfies them. Instruction among them, to be successful, must start from their point of view, and the instructor EDUCATION IN THE PHILIPPINES. 2233 has to exercise great care not to do violence to their traditional ideas. In accordance with this view, teaching among the Moros on a limited scale has been undertaken in two schools, one in Zamboanga and another in the island of Jolo, but at present the Moros are not manifesting any considerable eagerness to be taught by Americans. Like many other people in the rudimentary stage of social development, they enter¬ tain an exaggerated idea of the importance of their power and popular wisdom. As long as they remain in the delusion that they are invincible, it will not be possible by any system of Instruction to break the authority of their inherited views. No change is likely to be made in these views except as a consequence of recognizing the physical superiority of some other people. The education of the Moro must, therefore, follow his awakening to an appreciation of his feebleness as contrasted with the powers of a civilized nation. LOCAL SELF-HELP IX EDUCATIONAL AFFAIRS. It is possible that if no other consideration has been taken account of in the devel¬ opment of the schools and the construction of school buildings, much more might have been accomplished if the funds and forces at the disposal of the insular govern¬ ment had been used more freely. JTy reason of many generations of subjection to a strongly centralized administration, the Filipinos have failed to develop the spirit of local self-help and the sense of local responsibility In the municipalities and provinces, and in view of the fact that the government here established provides for a certain degree of self-government in the municipalities and provinces, it was recognized that it would be desirable to stimulate the sense of municipal and provincial responsibility as far as this could be done without sacrificing the present too much to the future. It was manifest that the people were especially interested in education and were willing, in many cases, to make extraordinary efforts to secure proper schools. By allowing them to understand that American teachers would be furnished wherever suitable accommodations for schools were provided, the spirit of local pride was in a measure aroused, and in many cases the municipalities have made noteworthy efforts either to build suitable schoolhouses or to repair those which had suffered some years of neglect. * Evidence of the beginning of a healthy activity in this respect comes from various quarters. The Commission, in act No. 74, indicated that $400,000 might be spent in building and equipping schoolhouses, but only a very small part of this has been actually used, and in view of the improvement in the finances of the provinces it is not probable that large sums will be required by them from the insular government. INSTRUCTION IN AGRICULTURE. The organization of the school of agriculture provided for by act No. 74 has been delayed with a mew, if possible, to bringing it into connection with the proposed experimental sugar plantation in the island of Negros. While this project was under consideration and investigations were in progress to determine the proper plans for such a plantation, it was impossible to fix definitely the site of the proposed school. Finally, in view of the large amount of work devolving upon the general superintend¬ ent of education, and in view of the fact that the bureau of agriculture would have constantly in Its service a number of experts who might be used for some part of the year as instructors in the school and at other times carry on their various investiga¬ tions, it was determined that the school of agriculture proposed for the island of Negros should be placed under the bureau of agriculture, and the government farm at La Granja was selected as its site. While thus the school of agriculture is placed under the jurisdiction of the bureau of agriculture, arrangements have been made by which certain teachers in the provinces will be employed to cooperate with the bureau of agriculture in making various experiments and in gathering such informa¬ tion as may be useful in promoting knowledge of the agricultural conditions of the ed 1902 — wol h - -67 2284 EDUCATION REPORT, 1902. islands. At the same time the law establishing secondary instruction in provincial schools provides for the extension of the curriculum beyond the ordinary course of high-school instruction and makes it embrace not only commercial subjects and man¬ ual training, but also normal-school instruction and instruction in agriculture, which means that the provincial schools may on a larger or smaller scale, as the authorities of the province may determine, carry on instruction and experiments in such branches of agriculture as may be supposed to be adapted to the conditions in the province in which any provincial school is established. COMPULSORY SCHOOL ATTENDANCE. Hitherto it has not been thought advisable to carry out any general system of com¬ pulsory attendance on the public school. At the oatset of its deliberations on the subject of free public education the Commission took up and carefully considered the question of the desirability of adopting a general law compelling the attendance of children between certain ages either at public schools or at private schools of recognized standing. For lack of schoolhouses and teachers it was impossible to accommodate all the children of school age either in Manila or in the provincial towns. If, therefore, a compulsory school law had been passed, it would have been impossible to carry it out. In many of the municipalities the municipal officers would have been likely to interpret it as meaning compulsory attendance at a public school, and might therefore have interfered 'with the freedom of teaching which has been approved, provided that teaching fulfills the condition of a certain standard. Moreover, on account of the poverty and the unsettled condition of the population, a compulsory school law would have imposed a real hardship on many parents and placed an embarrassing obligation on the officers of the-government. Such an order issued by the insular government might very well have removed from the local authorities the opportunity to consider this subject independently. Under existing conditions the question of attendance at the schools has been brought to the atten¬ tion of many of the municipalities and they have had an opportunity to exert their local influence in the matter, thus stimulating their sense of local responsibility. This opportunity of the people of the town to act on a project in which they are vitally interested has furnished another occasion in which to develop the spirit of self-help, and this although the towns have not the legal authority to pass ordinances making education compulsory. However, the town has been, in some iheasure, able to reach and affect this question by the development of a local public opinion in favor of public education. Iii the course of time it will probably be found desirable, when schoolhouses shall have been constructed and a sufficient number of teachers trained, to pass a general law affecting this question, either making attendance at schools of a certain standard generally compulsory throughout the archipelago or authorizing the provinces or the municipalities to legislate on the subject. NIGHT SCHOOLS. The night schools were originally organized in Manila in September, 1900, for the instruction of persons wTho had passed beyond the age when they could be expected to attend the primary schools. These were chiefly young men who wished to learn English that they might use it in their business or in clerkships. Filipino teachers also attended these schools to prepare themselves for the contemplated change from Spanish to English as the language of instruction. When the pupils had acquired a sufficient knowledge of English to enable them to use it with some degree of facility in their studies, the curriculum of the night school was made to embrace certain sub¬ jects that had a practical value for those in attendance. Some of the schools intro¬ duced bookkeeping, stenography, typewriting, and telegraphy, and more of them history, arithmetic, and geography. They have been attended by young men wish¬ ing to enter the civil service in order to acquire the necessary knowledge of English, EDUCATION IN THE PHILIPPINES. 2235 and by persons already in the service to fit themselves for promotion to the higher grades. The immediate and striking success of the night schools in Manila seemed to war¬ rant their introduction into the towns in the provinces. In a large number of places, therefore, where American teachers were stationed, night schools were established and taught by one or more of the day-school teachers. These schools were attended by members of all classes, including the municipal officers and sometimes the gov¬ ernors of provinces, as well as by young men and young women living in the town. They have exercised no little influence in giving the more influential classes ideas respecting the methods and purposes of American education. There have been employed in the Manila night schools many persons not otherwise engaged as teach¬ ers, such as persons with the requisite attainments regularly engaged in the civil service, while in the provinces the night schools have been almost exclusively taught by American teachers regularly engaged in the day schools. The demand for night schools, both in Manila and in the provinces, has been strong and constant, and the teachers have been willing to teach in them for a compensation of §15 a month for three nights in the week. During the past year nearly 500 teachers have taught in these schools, and nearly 20,000 pupils have been enrolled. Two thousand and fifty-seven of these have been in attendance in the night schools of the city of Manila. To correct what appeared to be an abuse of the system, the commission provided by law that no night school should be maintained in the city of Manila, or elsewhere, at the public expense in which the average attendance was not at least 25 pupils over the age of 14 years. This section was introduced into an appropriation bill passed on the 14th of July, 1902. This required average attendance was found, after a brief experience, to be too high, particularly in the provincial towns. When therefore the law of October 8, making extensive changes in the organization of the system, was passed., the provision of July 14 was repealed and 15 fixed as the required average attendance. The salaries of the teachers in the night schools, except in the city of Manila, are paid by the insular government. In Manila the expenses of maintaining the night schools are borne by the city treasury. SCHOOL OF TELEGRAPHY. With the establishment of peace and the withdrawal of the bulk of the soldiers from the islands, the military authorities are ready to transfer the telegraph lines to the city government. In order to be able to undertake their operations the govern¬ ment has found it necessary to make special preparation for the training of a con¬ siderable number of Filipinos to become operators. For the purpose of providing this force a school of telegraphy, as a department of the trade school, was opened in Manila on February 12, 1802. The instruments were provided by the Signal Corps of the Army. The opportunities afforded to young men by this instruction were clearly seen, and a considerable number of pupils were enrolled at once. At present there are 74 in the school. Of this number 15 are already able to act as operators in offices. "When brought into the service they will be enrolled in the constabulary, since the bureau of constabulary will have charge of the telegraph and telephone lines in the islands. The need very soon of a larger number of operators than will Ire provided by the Manila school has led to the establishment of two other schools, one at Yigan and one at Iloilo. The school at Vigan is expected to train Ilocanos who may become operators in northern Luzon, the school at Manila to train especially Tagalogs for service in central Luzon, while the school at Iloilo will provide instruc¬ tion for Yisayans who will be able to take charge of the stations in the southern islands of the archipelago. 2236 EDUCATION REPORT, 1902. MUNICIPAL, PROVINCIAL, AND INSULAR SUPPORT OP SCHOOLS. While the public school system $s at present organized provides for primary and secondary instruction and for certain special schools, as yet no important step has been taken to make provision for higher or university education. This form of instruction in a very short time will be imperatively needed, since the students from the provincial schools of secondary instruction will have completed their courses, and many of them will require opportunity for further study and training. While it may be desirable to send considerable numbers to the United States, where, under the actual conditions of life, they may acquire a knowledge of American civilization, yet for the great body of Filipinos there must be provided in these islands all the opportunities for education wffiich they will ever be able to enjoy. A university, therefore, organized to supplement the instruction given in the provincial schools will be demanded by the Filipino youth. They will need to be taught not only in those legal and historical subjects which will tend to enable them to comprehend and aid in the administration of the government under which they live, but also those practical sciences, such as civil and electrical engineering, chemistry and its numerous applications in manufacturing, and the various forms of mechanical wrork which lie at the basis of the material progress of the country, and such an institu¬ tion it will be the duty of the government in the very near future to provide. [From report of Fred W. Atkinson, General Superintendent of Public Instruction for the Philippine Islands.] The Year’s Work. The past year has been a busy one, and the educational movement has gone for¬ ward with great strides in spite of many difficulties entity fundamental in character. Briefly, the tangible results since October 1, 1901, are: A deputy division superintendent has been appointed for each province; 926 American teachers, including division superintendents and deputy division superin¬ tendents (the maximum number at any one time) have been engaged in school v7ork, and thus instruction in the English language has been provided for in about 1,838 schools, in which it is estimated over 200,000 children are enrolled; 400 night schools for adults and those unable to attend during the day have been opened; high schools have been established in 23 provinces, with an enrollment of over 1,500; an enor¬ mous quantity of schoolbooks, school supplies and a few thousand modern school desks have been distributed. Through the efforts of the division superintendents, whose duty it is to# appoint native teachers, 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. Vaca¬ tion normal courses have been conducted in the various school divisions to train the native teachers. Courses in normal instruction are now provided for in the provincial high schools. Industrial instruction has not progressed rapidly, but the industrial school in Manila has at present a steady attendance of 149. Industrial instruction in rather an elementary way also forms a part of the regular wrork of the provincial high schools. Plans for trade schools in Benguet, Lepanto-Bontoc, and Paragua provinces are maturing, furthered by a regular appropriation for this work which is now available. As a means of preparing the Filipino for wTork in the signal corps, telegraphy is now a branch taught in the Manila trade school. The present number pursuing this branch in day and evening classes is 85. An art course has been EDUCATION IN THE PHILIPPINES. 2237 arranged lor in connection with the Manila normal school as a preliminary step, it is hoped, to the establishment of a school of fine arts in the future. Every portion of the archipelago has been visited by some member of the bureau and the peculiar conditions and special needs of these localities investigated. Cir¬ culars of inquiry have been sent out to the provincial governors, presidentes, super¬ intendents, and teachers, and a mass of valuable data is accumulating. The needs and conditions of the different provinces, and in some cases the different parts of a province, have been 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 is an important factor. Very inadequate are the facilities of getting about in this archi¬ pelago, made up of several hundreds of islands, 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 the 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 table gives some of the more important data concerning school divisions: Number of school divisions . 17 Estimated total area, square miles . 114, 792 Number of elementary American teachers in the field . . . 790 Number of American teachers en route or awaiting transportation . 39 Number of secondary American teachers . . 40 Total number of American teachers and division superintendents in the field . 847 Number of Filipino teachers appointed by division superintendents . 2, 625 Total number of Filipino teachers (estimated) . . 3, 400 Size of teaching force, American and Filipino . . 4, 247 Number of children enrolled in day schools (more than) . 200, 000 Night school enrollment of past year (estimated) . 25, 000 The Field and the Woek. THE FIELD. To give a complete survey of the field and the many factors which enter into the school problem would be very interesting, but would necessitate much time and space. A few extracts from reports will be given, showing in a measure some of the difficulties and the diverse features of the problem. As the center of the archipelago, and the portion most cosmopolitan in its make-up, work in the city of Manila is summed up as follows: There are employed in the Manila public schools 48 American teachers. Of these, 5 are engaged in grammar school work with Filipino students, 9 are employed in the American grammar school, 1 is employed in the Chinese school, and the remainder are employed with Filipino teachers in the elementary schools. Of the Filipino teachers employed in the city 80 are men and 64 are women. Two of them are engaged in giving instruction in drawing; 1 of the women is a leper and is engaged in teaching the inmates of the San Larazo leper hospital. In addition to the foregoing, 2 Chinese are employed in the Chinese public school on Calle Asuncion. There are maintained in the city 38 schools, including the American grammar school and the 2 grammar schools for Filipinos. In a few instances 2 schools are located in the same building, and the number of schools is therefore greater than the number of school plants, there being 30 of the latter. On account of the prevalence of cholera at the opening of the schools on .Tune 16, 1902, and its slow abatement, also on account of antagonistic ecclesiastical influences exercised during vacation, the schools did not receive the desired matriculation, but, contrary to the record§ of the preceding year, the number of matriculants has grad¬ ually increased, so that on August 30, 1902, there were enrolled in all the schools 3,044 students. 2238 EDUCATION REPORT, 3902. The following extracts from report by the division superintendent of the prov¬ inces of Ilocos Sur, Union, Lepanto, and Benguet may be considered as fairly typical of the diversity of conditions and difficulties throughout the archipelago. This division includes not only some of the most thickly settled and progressive portions of the country, but also includes some of the uncivilized tribes, the education of which presents difficulties greater than the work among the American Indians. People. — The principal inhabitants -of this coast plateau [of Luzon] are Uocanos. They own, occupy, cultivate, and control the greater portion of the arable land in Ilocos Sur and La Union. Along the base of the mountains are a number of small barrios or ‘ ‘ rancherias ’ ’ containing Tinguianies, perhaps three thousand in number. Here we also find perhaps two thousand Igorrotes and less than two hundred Negritos. The latter are harmless, nomadic, and are rapidly dying off. Ilocano. — The Ilocano, I consider, is the most desirable native in Luzon. He is kindly, domestic, not unreasonably ambitious, and seems well disposed toward Americans. While possessing perhaps less energy than ihe'Tagalog, he more than supplies the deficiency by being satisfied to remain at home, till the soil, and edu¬ cate his children. In the last report of the Manila Normal I notice that Union Province is more strongly represented in its classes than any other province in the Archipelago. In general physical characteristics the Ilocano does not differ from the rest of the coast people. His face is more pleasant than that Of the Tagalog and his stature is perhaps a trifle greater. The home life of these people is peaceful and pleasant. There are, as in all countries, the two classes, rich and poor. Here, as in most coun¬ tries, the rich man rules and exacts from the poor; but here, unlike the custom in many countries, the rich support the poor in time of need. The mendicant is seldom turned from the door. The common ‘ 4 rice paddy h ombre” may feel reasonably certain that some of the good things of the fiesta will find their way to his table. These people are Christians, and have a language and grammar of their own. Span¬ ish is spoken fluently by only the best educated class. In many sections people speak nothing but Ilocano. Their morals are reasonably good. In their dealings with each other they are honest. In method and business instinct they are certainly not American, but much of our criticism is unjust because based upon an imperfect knowledge of conditions and customs. Perhaps the best quality possessed by the Ilocano is his peaceful disposition. He is not a warrior by choice. During the days of Spanish rule the Ilocano provinces were quiet and easily managed. Our own experience has been similar. The fight¬ ing which was done here was really forced upon the people by their warlike neigh¬ bors from the south. It is stated by Spaniards that during a former insurrection prac¬ tically all Spanish troops were taken from the Ilocano provinces, the natives not being disposed to cause trouble. The people commonly included under the term “Ilocano” may.be divided into three classes. The first, and I believe the most substantial class, consists of the pure blood natives. The next class in point of desirability is the Spanish-mestizo. The third class, and the one with which I have experienced greatest difficulty and the members of which show least inclination to accept the American idea, is the Chinese- mestizo. The pure-blood native Ilocano is a rather sturdy individual. He is satisfied to work and confine himself to practical things. His ability is not less than that of the other two classes mentioned, as is shown by the advancement made by the native children in school, as well as by the business and professional ability of men of this class who hold prominent positions in the provinces. The Spanish-mestizo seems to have so much of history and tradition inseparably connected with him that he is able to acquire new ideas only after a thorough course of forgetting. The Chinese-mestizo is an exceedingly difficult fellow to manage. He combines the keenness and stolidity of the Chinaman with the smoothness and secretiveness of the native. The combination is not a particularly pleasant one. The greater por¬ tion of the trouble that Americans have experienced in these provinces has been caused by this class. * * * The capacity of Tinguianies for education is unknown, schools not yet having been established among them. My impression is, however, that they can learn easily. The Tinguianie is not an aggressive person. He does not impress me as one who would contend strongly for his rights. This is perhaps the reason why he clings to the low foothills between the Igorrotes and Ilocanos.* He is satisfied to be allowed to remain alone. His face, though pleasant, indicates a lack of the aggres¬ sive element necessary for a successful contest among opposing races. * * * EDUCATION IN THE PHILIPPINES. 2239 Toams. — The provinces of Ilocos Sur and Union are somewhat overpopulated. All through these provinces the people are collected into centers having an average popu¬ lation of 10,000, with an average distance of 4 miles between centers. These towns are practically all built along the coast wagon road, which follows the general direc¬ tion of the coast line and runs the entire length of the division. The towns are built upon the plan which is general throughout the islands, the poblacion or central pueblo regularly laid out, usually containing good brick or stone buildings, and bar¬ rios scattered ail around the center. My impression is that the towns of Union are generally more prosperous than those of Ilocos Sur. This is partly due to the fact that this province was not so impoverished by war as was Hocus Sur and partly to the fact that the soil of Union is deeper and richer. Schools. — The progress of school work in the coast provinces during the past six months has been entirely satisfactory. Presidentes, with a few exceptions, are inter¬ ested in school work, and every town ha3 a comfortable schoolhouse, fairly good fur¬ niture, and a compulsory school law. Local school boards have been organized and are proving helpful. The last vestige of church opposition has been removed. In almost every town the padre is actively interested in school work. In several towns padres assisted at opening of school after vacation. In some towns church bells are rung so as to serve as calls to school. The people seem genuinely interested in the work, and have evidently accepted the idea of English as a common language. The most valuable work in this direction has been done in the night schools. With few exceptions the attendance in these night schools has been made up of the principales of the town. In many towns the entire municipal government, presi- dente, vice-presidente, treasurer, and consejales have attended. In this way Ameri¬ can influence is brought to bear upon a class of people which can not be reached in any other way. Classes for business men are contemplated in a few towns. School attendance is strong and steadily increasing. The complete organization of schools is being perfected, and in most towns the school is the central feature. Almost without exception American teachers are deeply interested in the work. Only one complaint of dissatisfaction with station has reached me. In this case the teacher, who complains of heart trouble, wishes transfer to station with another teacher. This transfer has been recommended. Native teachers are generally satisfactory. The exceptions are the old ones who come down to us from former times, and whose retention is necessary because of popularity in community. Progress made by younger teachers is remarkable. Some of them speak English almost perfectly, teach like Americans, and are full of ambi¬ tion. In another year many of these teachers will be qualified to take charge of schools. The normal institute was particularly helpful to these teachers. Teachers’ classes also assist materially. * * * I am of the opinion that the greatest improvement which has been effected in school work in this division during the past six months is in the case of native teach¬ ers, particularly those of the barrio schools. I found a great majority of these teachers absolutely worthless. Many of them, while regularly appointed, had never seen an American, and had no idea of the proper manner of conducting a school. Not 5 per cent of them understood a word of English or showed any disposition to learn. This condition has been radically changed. The American teachers almost with¬ out exception deserve great credit for effort in this direction. Teachers’ classes have been organized in the central pueblo, and native teachers have been compelled to attend and study. A knowledge of English is rapidly becoming an indispensable qualification. Teachers showing no disposition to learn are dropped. The country is full of desirable young men and women eager to teach. I wish particularly to commend the work and attitude of American teachers in this division. From the beginning I have accorded them the greatest degree of lati¬ tude consistent with good conduct. In hardly any case has this been abused. They have w orked hard and effectively. Perhaps the best results have been accomplished in the direction of organization and conciliation of antagonistic elements among the natives. The greatest effort has been expended upon organization. The endeavor has been made, and with general success, to make the school the strongest and most fashionable institution in the town. In order to accomplish this it has been neces¬ sary to work in a number of directions. In the beginning I proceeded upon the assumption that all padres, presidentes, and ilustrados were antagonistic, but neces¬ sary to our success. Indifference is the worst we have encountered from the common “gente.” . The above-described condition has been entirely changed. The work of concilia¬ tion has been ably performed by the teachers. As before stated, padres are with us. _ Presidentes are not so favorable generally, but are assisting us materially. Their activity in enforcing compulsory school laws has gone far beyond expecta- 2240 EDUCATION REPORT, 1902. tions. Our hardest work has been with the “ilustrados,” particularly Chinese- mestizos. For a loug time they were disposed to stand aloof and criticise. This disposition was not apparent in Yigan. I am pleased to note that during the month of June the boys’ school of Yigan has added to its rolls more than 100 of this class. Great gains have also been made in provincial towns. The following increases during the month of June are so great as to deserve special mention: Yigan, hoys, 127 to 293; Magsingal, 286 to 358; Santo Domingo, 158 to 315. * * * The only solution of the problem of education in the mountains which I can offer is the industrial school. One of these is to be established at Baguio, Benguet; one at Cervantes, Lepanto, and one at Bontoc. In these schools the elements of an Eng¬ lish education should be taught, but only to make possible the teaching of more important things. Our endeavor should be to impart simple practical knowledge. I believe the future of the Igorrote should be properly confined to his little farm. In him I see no possibilities beyond. Business and professional men of all kinds may reasonably be expected from the coast people. I believe that the best we can do for the Igorrote is to make him better satisfied with his present occupation. [Another report reads:] The conditions in Sorsogon Province are not so favorable. There the country is unsettled, and the indications are that it will remain so for some time. In general throughout the province the schools are in rented buildings, and these are very inferior to those of Albay Province. There are no roads throughout the country, and money is quite scarce, hence repairs will be slower than in other provinces. The anting-anting brigands are still active, and at the present time the country is much stirred, owing to recent attacks on different towns. This makes the outlook for next year’s work rather dark, as I am assured that if the present activity con¬ tinues it will be unsafe for teachers to remain in some towns. During my visit to the province a town in which I was spending the night was attacked by fanatic bolo- men while I was there, but they were driven off, leaving some dead and wounded and five of their number as prisoners. Since my return I am informed that a party of Filipinos in the constabulary was set upon and literally cut to pieces by the bolo- men. Notwithstanding these conditions, there is no complaint from the teachers of that province. The newly elected governor of Sorsogon, Senor Monreal, is apparently much inter¬ ested in schools, and I have reason to believe that he will five up to his statements. The former governor was unpopular throughout the province, but the new governor sterns to have the confidence and respect of all parties. He has pledged his sym¬ pathy and helpfulness, and already has done much to help us. The province of Ambos Camarines is probably in a worse condition than either Albay or Sorsogon, for while those provinces are wealthy in hemp, Camarines must depend almost entirely on the cultivation of rice. The recent death of nearly all the carabaos and cattle has left the province in a bad condition financially. Great pov¬ erty exists among the people in some sections, and this has somewhat interferred with the attendance of the children at school, as they have been compelled to assist in the struggle for bread. Apart from this the results have been very satisfactory. All of the civil officials, and practically all of the military officials, "from General Grant down, have personally expressed to me their high appreciation of our work. The character of the buildings used for schools is probably below the average of other provinces, and in some cases we can hardly hope for much improvement for some time to come, as many of the municipalities can not raise enough money to keep up their running expenses. * * * The people of this and the other provinces, as a general rule, are very anxious for schools, and many cases where parents have made sacrifices to send their children to school have come to my own notice, and I am confident that they appreciate their privileges. For the benefit of those who wished to study English and could not attend the day schools, night schools were established throughout the division and at first were well attended, but the attendance gradual 1}T fell off until most of them had to be abandoned for lack of interest, but I think this is not due to any fault of the Amer¬ ican teacher. * * * The moral tone [of the American teachers] i3 on a high level, except in a few cases. I have heard rumors of some immorality, but have no reliable evidence, except in one case and this case wTas soon adjusted. I have personally found teachers smoking in the schoolroom, and I am informed that one at least of the American teachers is gambling continuously with the padre of his pueblo, but I could not find reliable proofs, although I am reasonably satisfied that it is a fact. Some of the Filipino teachers have made excellent progress, but a few of them EDUCATION IN THE PHILIPPINES. 2241 are so old that they are beyond the age when it is easy for them to take up a new language. Some of the best of these teachers have been recruited from the advanced pupils and they are very diligent in their work. * * * In Albav and Sorsogon provinces it is very difficult to secure good material for teachers. The salaries that the municipalities can afford to pay are, in many cases, much less than they could make in the hemp market, and consequently they are loth to accept appointments as maestros. In general, they are studious and courteous. They are attentive to their duties and show an interest in learning English, and usually reflect the American teachers in methods of teaching. They have arrived at the place where they are a valuable aid to the American teacher in the English work. Very little opposition has been shown by those who are supposed to be opposed to the introduction of American schools. Only two cases of open opposition have come to my notice. In one case an ecclesiastical official spread untruthful state¬ ments abroad, and in the other case a person pinned upon his door some seditious statements about the American Government in general and the schools in particular. Tie was placed under arrest, and is now at liberty under heavy bail to appear before the next session of the court of first instance. The people at large are wholly in sympathy with our work and speak in the highest terms of the work that has been done. Upon our arrival here we heard almost no English, but everywhere now one is met with greetings in English, and the parents are delighted with the work of their children. In the most remote towns, in passing through the country, one is surprised to hear conversation among the children in English, or the strains of “America,” or “The Star Spangled Banner.” [Extract from Governor Betts’s report.] At the time the civil government took charge of affairs in this province there were two schools organized in each province, one at Ligao under the supervision of an American, and the other at Tabaco under a native instructor. Since the organiza¬ tion of civil government there have been established from one to three schools in each organized municipality throughout the province. Twenty out of the 27 organ¬ ized pueblos have their schools now under the supervision of American instructors. The greatest enthusiasm prevails among the people in all the pueblos where American instructors have been detailed, and the problem that at present confronts the municipal governments is that of providing adequate accommodation for the schools, the attendance invariably being in excess of the capacity of the buildings in which the schools are held. In nearly every pueblo in the province there remain the ruins of what was once an excellent school building, but which apparently has been abandoned for some years. These buildings were invariably of stone, the walls of which are still in an excellent state of preservation and could be reconstructed into excellent school buildings. Some idea of the enthusiasm created in some of the pueblos by opening American schools can be had from the fact that in several pueblos temporary buildings have been constructed by contribution labor in order that there might be ample room to accommodate the pupils. The wonderful progress made by these little people dur¬ ing the short time they have been in school seems incredible, and I do not believe there is a brighter and more enthusiastic lot of little students in the world than can be found in the public schools of this province. The greatest credit is due the American teachers for the excellent manner in which they have conducted their work and for their own excellent deportment. TEACHING FORCE. The accompanying table shows the number of schools in each division and prov¬ ince throughout the archipelago, together with the total number of Americans and Filipinos engaged in teaching on, the 1st of July, 1902. , The number of native teachers includes those formally appointed and under American oversight. That these figures are lower than the real number is evident; the latest report from the Island of Marinduque showing 32 teachers (native) actually at work, where the pres¬ ent list shows but 4. Owing to the prevalence of cholera and the delay in reopen¬ ing schools in many provinces, division superintendents have not reported native teachers unless sure of their being actually at work during the present school year. The total number of Filipino teachers will probably be found to be about 3,400. 2242 EDUCATION EEPOET, 1902. Division superintendents . 17 Division clerks . 14 Department superintendents . . 36 Schools . - . 1,838 Native teachers . . . 2, 625 American teachers . 806 [The foregoing includes tlie nautical school at Manila with 2 native and 4 American teachers, the normal and the trade schools at Manila with IB and 5 American teachers respectively, and the agri¬ cultural school at Negros with 1 American teacher;] PROGRESS OF THE WORK. During the past year the issuing of books in Spanish for the use of the public schools has been discontinued, and everywhere within the radius of the influence of the American teachers instruction has proceeded in English, and text-books in arith¬ metic, geography, and other studies are furnished in English. For some of the barrio schools, removed from the influence and oversight of American teachers, limited use has been made of Visayan-English, Ilocano-English, and Tagalo-English primers, to make the transition more easy. The instruction in Spanish has been to a large extent superseded by instruction in English, and except in the high-school courses wriil not be taught in the public schools. A great advance has been made'm the comprehension of the nature of the people and the children, and in methods of handling them to obtain the best results. One division superintendent has had much success in his handling of school problems, and one of his methods is thus reported by him: I have adopted the plan of calling all presidentes in the province to the provincial capital for a discussion of school matters before the provincial board. In Union Province such meeting was attended by remarkable success. Presidentes were brought before a board composed of the provincial officials and the division superin¬ tendent. At this meeting the treasurer, the governor, and the division superintend¬ ent were present. The entire meeting was devoted to a discussion of schools and school matters. The division superintendent presented to the meeting all matters which he considered as of importance concerning schools. The treasurer stated his position upon these matters in very plain language. I have already described to you the manner hi w'hich the governor acted. In the larger part of the field the weekly school holiday has been changed from the middle of the week, as was customary in Spanish times, and now comes on Sat¬ urday, as customary in the United States. The week is thus less broken up and better results are obtained. In some places the old custom of separate schools for boys and girls has been over¬ come and boys and girls attend the same school. As this custom grows and becomes more general, it will be possible to effect a saving in teachers, as separate teachers are now required in some cases where the size of the classes is such that they could be consolidated under one teacher if the prejudice did not exist. FILIPINOS TO THE UNITED STATES. During the past year a number of Filipino young men have gone to the United States, either under the care and protection of returning army officers or at their own expense, to obtain higher education. One of the teachers of this bureau, during the long vacation, took two young men to his home and placed them in school in Penn¬ sylvania, where they are to remain for three years, the teacher guaranteeing their expenses and their safe return to these islands. The teacher -who showed his confi¬ dence in this manner has returned to these islands with his bride and has again taken up the work of instruction. It has always been the opinion of the general superintendent that a selected few of the best young men in these islands should be sent to the United States, not alone EDUCATION IN THE PHILIPPINES. 2243 for the academic education which they can receive, hut for the broader and more impressive education of daily life in the United States, in contact with its greatness and activity. Educational institutions in the United States will eagerly cooperate in such a work, and parents in many cases could contribute toward the payment of expenses. An appropriation for the partial payment of the expenses of such young men would be money well invested in its results when the young men return to these islands. Manila Noemal School. This school occupies the central position in the educational movement in these islands, and its work is of vital importance in carrying out the policy of supplying thoroughly trained Filipino teachers to take charge of the schools throughout the archipelago. After some preliminary work the Manila normal school was organized by Dr. E. B. Bryan, its principal, on September 1, 1901. It was at that time provided with rooms in the municipal school building in the Walled City, the same building being also occupied by the Manila grammar school, which held its sessions in the fore¬ noon, thus reducing the normal school to afternoon sessions only. During the remainder of the school year sessions were held from 2 to 5.25 p. m. Five courses were given full time and two courses part time: (1) English expression in its broadest sense, reading, writing, and talking; (2) geography; (3) American history; (4) arithmetic; (5) science. Music was taught two days and art three days each week, the subjects alternating on the programme. The total enrollment up to January 1, 1902, was 310 pupils, of which number 18 only were females. The average enrollment was 220, with average attendance of 202. The ages ranged from a minimum of 16 years to a maximum of 28. The instruction was given by 11 American teachers — i men and 7 women. Twenty-four provinces were represented by the pupils. The necessity for a suitable building received careful consideration, and during the long vacation the large buildings on the exposition grounds in Ermita, a mile south of the Walled City, were repaired and fitted up for the use of the normal school. On the 16th of June, while the cholera was still prevalent in the entire country sur¬ rounding Manila, the present school year was begun. The prevalence of this dread disease, which has hampered all school work, was especially felt by the normal school, preventing the attendance of pupils both in Manila and from the remoter provinces. The present buildings have accommodations for about 500 pupils, and sessions are held forenoon and afternoon. Good physical and botanical laboratories are ready for use and the apparatus for the same is arriving. In spite of the handicap mentioned, the total enrollment since June 16 has been 330 pupils, and on the last day of August 270 were actually enrolled, with an average attendance of 265 for the month. Of the 270 pupils, 70 are young women. Letters from a large number of presidentes indicate that the attendance will reach 500 at the opening of the middle term, October 1, on account of improved conditions as to cholera and the consequent removal of local quarantine restrictions and restrictions upon travel. Fourteen American teachers furnish instruction in English, arithmetic, geography, American history, Filipino history, algebra, physics, botany, and music and art. The instruction in music and art is being given by the normal school in place of a separate school of fine arts which it is hoped will be established in Manila at a later date. One teacher gives full time to music and another full time to drawing. All students are required to take one year of music and they are also permitted to take two years in addition to the one required, and many are availing themselves of this opportunity. At present the work is limited to vocal music and voice culture. 22,44 EDUCATION EEPOET, 1902. In drawing, the students are also required to take one year. The work of this year is planned with a twofold purpose in mind — to give the student skill in illustrating his daily work when he takes up his work as a teacher and to give him a basis for the more advanced work. Students are encouraged to take more than the required work if they show especial skill or fondness for it. At present 7 students are pur¬ suing special lines with surprisingly good results. These students have passed from charcoal work to color. A class of 20 is ready for the work in charcoal. The stu¬ dents are taking great interest in this work and are showing considerable capacity for it. Classes in wood carving will be started as soon as the science hall is ready for use. The course of study for the Manila normal school is designed to be a four-year course, and during the last two years it is the plan to bring to Manila the pupils who have successfully accomplished the two-year normal course in the various provincial high schools, these courses being especially designed and laid out by the principal of the Manila normal school for that purpose. THE NORMAL SCHOOL COURSE OF STUDY. First year. — 1, oral expression (reading and talking with special emphasis on diffi¬ cult sounds and combinations); 2, arithmetic; 3, elementary geography; 4, history of the United States; 5, drawing; 6, music. Second year. — 1, reading (the purpose being to develop rapidity in interpretation, fluency in expression, and a taste for good literature); 2, arithmetic; 3, physical geography; 4, Filipino history; 5, nature study; 6, hygiene, physiology. Third year. — 1, algebra; 2, political and commercial geography; 3, general history; 4, botany; 5, physics. Fourth year. — 1, geometry; 2 (a) United States history, (5) civics; 3, zoology; 4, chemistry; 5, professional work (observation and practice in model school). For the benefit of Filipino teachers in the city of Manila normal training classes which all native teachers are required to attend have been organized. These classes meet every afternoon from 3 to 5 in the municipal school building, Intramuros. This school is under the direction of the normal school principal. The daily man¬ agement of the school is in charge of Mr. E. W. Oliver, principal of the large Victoria grammar school (American and Filipino), which meets forenoons from 8 to 12 in the same building. The classes are taught by American teachers employed in the pub¬ lic schools of Manila. Daily instruction is given in arithmetic, English, civics, geography, and hygiene. Thus the Manila normal school marks the culmination of the efforts for the train¬ ing of Filipino teachers, which were necessarily begun in a crude way by the instruc¬ tion of each for an hour every school day by the local American teacher; then followed by systematic instruction during a month or six weeks in provincial insti¬ tutes during the long vacation; further advanced and placed on a more substantial foundation by the work of the provincial schools in their normal courses, and com¬ pleted and made thorough by the central school at Manila. Short as has been the time improvement is already felt in the elementary schools where teachers with but a little training in the Manila normal school have been appointed. Too much, however, must not be expected, for the full benefit of such a course can not be obtained for several years, and among the first graduates there may develop a lack of efficiency due to insufficient preparation in such rudiments as are the common possession of all American school children, but are just being introduced in these islands. Nautical School. A nautical school was opened in Manila, December 15, 1899, with an attendance of 22 pupils. The school is designed to educate young men for the merchant marine sendee. Owing to the mountainous character and small size of these islands, trans- EDUCATION IN THE PHILIPPINES. 2245 portation "by water must always continue to be the principal and almost exclusive method. This school is intended to fit Filipinos to take control of their own ship¬ ping instead of permitting it to be controlled by people of other nationalities. At the beginning of the present school year the attendance, especially from the provinces, was subject to the same curtailment on account of cholera as has been noted in other secondary schools. In spite of this, however, on August 31 there were enrolled 73 young men, and the percentage of attendance for the month was 87.7. The pupils represent about 20 different provinces. The school is under the supervision of Lieut. Commander John J. Knapp, TJ. S. Navy, and has a teaching force of 4 American teachers and 1 Filipino instructor. The school was last year divided into four classes instead of three, and the scope of the instruction has been much extended. The attendance of the three upper classes is very good, and the attendance of the fourth class improves after the first three or four months. The school is now in good running order. Two full months of work have been completed, including the regular monthly examinations. The upper classes show good progress since the opening of the year, and the new fourth class has some promising material. New classes in physics, nautical astronomy, general history, and United States history have been formed this year. The instruction during the first year includes arithmetic, English, geography, and drawing. That for the second year, English, algebra, geometry, geography, and draw¬ ing. That for the third year, English, history, geometry, plane trigonometry, physics, mechanics, geography, and drawing. During the fourth and final year, the pupils are instructed in spherical trigonometry, nautical astronomy, navigation, sea¬ manship, hydrographical drawing, general and United States history, and English. All classes are instructed in practical seamanship three times a wTeek. For the course in practical seamanship a mast has been erected in the school grounds and fitted with foresail and 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, howrever, 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. During the long vacation the pupils of the most advanced classes have been placed on commercial ships for actual experience in their future profession. 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 training 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 unproved the appearance and bearing of the students. As further means of disci¬ pline, 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 the periods. The two larger classes are divided into twTo sections each, so that each instructor has during each period an average of 12 students. At the beginning of the school year the number of instructors wTas 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. 2246 EDUCATION REPORT, 1002. The methods'of instruction, system of marks and records, and th'e 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 exception of that in the class room of the remaining Filipino teacher. The change of the school language from Spanish to English has been an important step, and 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 American method of thought and action. It is recommended that three or four recent graduates of the United States Naval Aeademy be secured as instructors for this school, that larger and more suitable quarters somewhere near the water be provided, and that a dormitory system be arranged for. The whole course should be extended and enriched and the discipline should be stricter. Manila Trade School. The Manila trade school has at present 136 pupils, divided into classes as follows: Telegraphy, 74; drawing, 60; English, 57; carpentry, 29. Of this number, only 23 come from the north side of the river Pasig, showing very conclusively that the great body of Filipinos are not being reached in the efforts to give them a knowfedge of modern industrial work. The beginning of trade-school work in Manila has been delayed and hampered by many obstacles, some of them very unexpected. The Filipino people as a class, after years of Spanish rule, have the idea firmly embedded in their minds that manual labor is degrading and beneath their dignity. This is strikingly shown by the enrollment in the classes in telegraphy and drawing as compared with the very few in the carpentry class. The location of the buildings assigned for use of the trade school is bad, in that it is far removed from the working class of Filipinos, who can not pay for transporta¬ tion and who will not walk long distances. The school should be moved to a new location in a Filipino industrial center, either in Binondo or Tondo. Cholera, as in the case of all other secondary schools, has played an important part in decreasing enrollment and attendance. It has been impossible to purchase in this city a sufficient number of tools for the use of the various classes and for distribution to industrial classes in provincial high schools. Orders for tools to be purchased in the States have been subject to very great and annoying delays. The status of the various classes is given in the following quotation from the report of the principal, Mr. Ronald P. Gleason: Carpentry.- — Up to the latter part of July we had four sets of carpenter tools and a few extras. They were a makeshift and hardly suited to the needs of the Filipinos. Since. the arrival of the tools from the United States much more ha3 been accom¬ plished. The number of pupils taking this work to-day is 29. Drawing. — No drawing tools or supplies came until about the middle of July, so that up to that time nothing was accomplished. There are 60 pupils in the drawing classes at this time. Telegraphy. — The outfit for this department, with the exception of the tables and chairs, was furnished by the army. In order to make this a practical course the printed blanks and books for the keeping of such records as the student will be obliged to keep in any telegraph office in the Philippines ha ve been ordered. There is great need for a few typewriters, for in the modern telegraph office a typewriter is almost as necessary as the telegraphic instrument, and the students should have practice in using them. Seventy-four students are taking this course. EDUCATION IN THE PHILIPPINES. 2247 Plumbing. — The tools for this work have arrived, but the classes in telegraphy now occupy the room set apart for this work. It is intended to move the classes in telegraphy to the north room of the northwest building. This room is now stacked full of lumber. A building is now being put in condition for the lumber, and the room will soon be cleared so that the classes can be established in plumbing. English. —The teacher who is to take charge of the plumbing work is at present engaged the full time in teaching English and mathematics to all who desire it. Many do not wish to study these branches here, as they go to the evening school and prefer to devote their full time to practical work. Fifty-seven attend these classes. Blacksmithing. — Requisitions for tools and supplies for this work were forwarded to the insular purchasing agent early last March. After many Relays they were returned with the request that they be cut down. At this time all the funds had been withdrawn, and there was no appropriation available. The teacher who will take charge of this department is here. Neither room, tools, nor supplies are ready, but his services will be required in assisting in the drawing room and elsewhere. Electricity. — The requisition for this work suffered the same fate as did that of the above. A teacher has been appointed to take charge of this course, but it is doubt¬ ful if he comes from the States. * * * Evening school. — As soon as possible after receiving the necessary tools and sup¬ plies evening classes in drawing and carpentry were started, two teachers giving their services five evenings a week. There being no possibility of receiving, under the new night-school attendance requirement, any pay for services rendered, the classes were kept open only three nights a week. The classes in drawing averaged for a number of nights over 20, and with an enrollment of 33. Since the rains have begun the classes are not quite as large. The rain is not the only damper, however, for there are not lamps enough properly to light the room. Immediately after the passage of the appropriation bill for the present quarter a requisition was put in for 10 Parker lamps or their equivalent, so that there might be light enough in all the rooms. ITp to the present time no lamps have been received. The classes in carpentry have never been over 10. There should be evening classes carried on in connection with the trade-school work for the accommodation of a class of people who can not attend school in the daytime, but it does not seem fair to have the teachers give their services when the school day is fully occupied with the regular work. Under the present law that seems to be the only way if they are to be kept qnen. Emergency Normals. In the provinces. of Pampanga and Bataan, the supply of competent native teach¬ ers being insufficient and the ordinary daily instruction of teachers not materially assisting to fit aspirantes for these vacancies, small normal schools were opened at San Fernando, in Pampanga Province, and at Balanga, in Bataan Province. At the former school the attendance became nearly 50 within a week of starting, and the school continued in successful operation under the instruction of two American teachers until the long vacation. The school in Balanga had an enrollment at the same time of 25, and the work in this school was continued under the charge of one American teacher until the vacation. Since the vacation, during which the cholera epidemic prevented the holding of the vacation teachers’ institutes in these prov¬ inces, the normal schools thus begun have been continued as integral parts of the provincial high schools established in these towns at the reopening of school work. These schools, it may be noted, although organized to supply purely local needs, were the first regular normals to be organized outside of Manila. Vacation Normal Institutes. To obtain a sufficient number of fairly efficient native teachers to supply the demand, and to teach them English and give them training in American methods, has been one of the most pressing needs of the school work. In pursuance of this plan, all American teachers have devoted one hour per day to this work, giving instruction to all native teachers within a convenient distance. While this work has been effective in its way, the necessity of assembling native teachers in larger bodies for more advanced work has been given much attention by the general superintendent and the division superintendents. In a small way the work was 2248 • EDUCATION REPORT, 1902. commenced during April and May of 1901, by vacation normal schools in Manila, Iba, and Laoag. During the past year the arrival of large numbers of trained American teachers enabled plans to be made for much more efficient work during the long vacation, which in most provinces came during the months of April, May, and June, although some of the provinces had vacations at earlier or later dates on account of local con¬ ditions and needs. The long vacation consisted of twelve w eeks, during at least four of which the vacation normals were in session. In some cases the institutes were held at the beginning of vacation and in some provinces in the last month. The general idea was to have one such instruction school in each province, in special chses to be divided or consolidated, as conditions required. One large institute was planned for the entire island of Panay, but the impossibility of getting reasonable transportation and accommodations for the native teachers while attending the session, and the insular government not being able to furnish funds for this purpose, smaller schools were held at Iloilo, Capiz, and San Jose. It should be remembered that the work along this line, while successful both in numbers and results, was performed in the face of difficulties of transportation, com¬ munication, and health which can not be conceived by a person not familiar with these islands. Just at the close of schools the cholera had broken out in Manila, spreading rapidly to the provinces, and for a time threatening not only the vacation work, but the regular school work at the recommencement of schools as well. In an ever- widening circle the scourge has spread, until at the present time the Yisayan group (Panay, Cebu, Negros, and Bohol) and the Ilocos provinces, in the north of the island of Luzon, are the provinces most afflicted. The schools for San Fernando, Malolos, Baliuag, Balanga, and Dagupan — in the most thickly populated parts of the archipelago — were forbidden to open, and it is estimated that the attendance at these five schools would have been nearly 1,000. Other schools were severely cut in attendance, or the term was shortened, by the same cause. The mail and transpor¬ tation service (slow and unsatisfactory at best) was doubly crippled by the quaran¬ tines which were enforced on all travel, both by land and sea. [Notwithstanding the foregoing drawbacks, the statistics of these vacation institutes show that there were 300 American and 2 Filipino teachers engaged in the work at various dates, with 4,389 pupils, and an average attendance of 3,986.] Necessarily much difference existed in the programme for these schools on account of the varying number of instructors, and more especially because of the limited capac¬ ity of the native teachers and aspirantes attending. In the smallest schools the subjects taught were arithmetic, geography, history (general, United States and Filipino) , English conversation and grammar, school methods and management. In addition to these, the larger and more advanced classes also received instruction in physiology and hygiene, botany, nature study, applied psychology, drawing, music, and civil government. In these vacation institutes the common branches were taken up with a view to teaching the subject-matter, and illustrating, as far as possible, correct methods. Filipino teachers or candidates were often called upon to take charge of classes and teach subjects designated by the American teachers, criticism being invited from the other students upon their work and method. In some schools certain principles of pedagogy were illustrated and students were encouraged to discuss them in the Eng¬ lish language. An effort was made to discourage belief in a number of popular fallacies; as, for instance, the value of translation methods and the use of Spanish and Tagalog in the schools. Music, drawing, and physical exercise were also taught where a teacher was available for the purpose. EDUCATION IN THE PHILIPPINES. 2249 The division superintendents and principals in charge of these schools report a very noteworthy interest on the part of the pupils, who entered into the work with enthusiasm and displayed a commendable spirit of eagerness and friendly rivalry. The school work during the few months elapsing since the beginning of the schools for the present term shows a very fair increase in efficiency and interest as a result of these institutes. In some divisions classes for conversation, to which were admitted a limited num¬ ber, were held every afternoon after the regular hours. This was optional and proved very successful. Each American teacher met from 8 to 12 Eilipino teachers, the object being to cultivate the habit of free and easy conversation. Subjects of conversation were chosen largely by the students, but it was always to be something worth talking about and in which all had a lively interest. Many students who attended these normal institutes did so at great personal sacri¬ fice. It was soon apparent that many who had come would not be able to continue through the month for lack of means. Many of the native teachers had received no salary since January 1, and only a comparatively few were paid up to date. Aspirantes, as a rule, were in a still worse condition, having no money and no hopes of receiving any soon. In Cebu a teachers’ organization was formed, a contribution was made by the American and native teachers alike, the needs of the less fortunate were relieved, and 84 pesos were left in the treasury for the next year. The amounts paid to aspirantes and teachers are to be returned whenever they are able, the fund thus becoming self-renewing. In many of the schools young men and young women studied together. At first many questioned the advisability, as it was a radical departure from the custom of keeping the sexes separate during school work. The young women hesitated to enter the classes with the men, but after the first few days all embarrassment passed away and they were generally agreed that there was great advantage in the arrangement. Provincial Schools. One of the most important parts of the work during the past half year has been the organization of provincial schools. Not alone is a free public secondary school an entirely new departure in these islands, but the organization of these schools has gone far toward impressing the influential natives with the idea that the American public schools are of interest to themselves as well as to the humbler people. The higher classes of Pilipinos have a great love for the showy and ornamental, and while they prefer to send their children to a private school under the church authorities, yet the fact that the Americans are beginning to provide for the higher education — an education more complete and thorough than it is possible to obtain . within the islands otherwise — is having its effect, and when it is possible to announce a free American university at Manila it is believed that the primary schools will reap much benefit in increased attendance of «the children of the better class of Pilipinos. The foundation for the provincial high schools has been laid by the division superintendents during the past year; grammar classes were organized in public schools in several large towns under municipal support, but accepting pupils tem¬ porarily from other towns, and when in March of the present year an act was passed giving provincial boards power to provide for the erection or renting of buildings for such schools, and to pro\ ide funds for the other expenses, the division superintend¬ ents were nearly ready to make their definite recommendations and select their teachers in order to get the schools started in time for the beginning of the present school year. The amount of work connected with the organization of these higher schools can not adequately be described. It has been absolutely new work. Everything had to ed 1902 — vol ii - 68 2250 EDUCATION REPORT, 1902. be created and provided. The American teachers and the text-books were furnished by the insular government, and the buildings, native teachers, furniture, and all other equipment by the provinces. The division superintendents,, almost without exception, spent a large part of their vacation in assisting in the organizing of these schools and getting action by provincial authorities. Up to September 1 twenty- three provincial high schools had been organized: The course of study for these provincial high schools, while necessarily not uni¬ form, provides academic, normal, commercial, industrial, and agricultural courses, the purpose being to fit students for the higher educational work of a general nature; to prepare for the university work to be offered later in Manila; to prepare Filipino teachers to carry on successfully the work of education; to educate for clerical jrnsi- tions, and to fit for the trades and agriculture. The academic course will include all the branches usually taught in grammar and high schools in the United States, with the addition of Spanish, for which there is still a large demand. As a rule, the teacher of Spanish will be amative of these islands, and as fast as the best teachers can be properly educated and imbued with American methods of teaching they will be used in many of the teaching positions in these schools. • A letter received from one of the most active and best division superintendents at the time these high Schools were being organized summarizes well the attitude of the people toward the educational movement: I am forced to believe that the high school will be the strongest weapon we have and will cover the weakest spot in our defenses. The primary schools are all right; I feel safe as to them. In the country we are drawing everything our way. In cities, where church influence and private schools are strong, a serious task confronts us. We have not yet reached the best class of students. They want education. They are not opposed to us or to our schools. They simply realize that we can not yet give them what they want. Some of them are in Manila in church schools. A few of them are in Manila in our schools. A great many of them are here in private schools. They came out to our normal and were among the best workers. The powers of the church here are strong, but latent at present. They are not working against us, but are watching us. I firmly believe that if we do not reach the class described church schools will be established. This would be a serious blow to our work, as this is a strong church town. I consider myself in a position to be posted upon this point. The local institute represents the power of the private school. It has a fluctuat¬ ing attendance, a curriculum embracing everything from elementary work to the history of philosophy. It is a self-supporting affair and is not on a very firm finan¬ cial basis. This class of students do not need Spanish, but they demand it. I have been uncertain upon this point until recently. I now believe we should accept the situation. If we do not furnish a course in Spanish some one else will. The principal of this institute is a man who would be in every way desirable. He is a finely educated man. He speaks and teaches Spanish and native dialect well. He is also a first-class Latin teacher. The ease with which he puts his dialect or Spanish into Latin is a revelation to us Americans. He has a strong following and is the brains and backbone of the institute. As for American teachers for the £igh school, I feel that the best we have is none too good. Here, even more than at any other place in the field, we need an organ¬ izer. We must get out among the people and present our case. The organizing of the school at Iloilo, where conditions were very favorable, shows the eagerness of the people for this class of schools, and mention is incidentally made of the paralysis temporarily imposed by the cholera: I have the honor to submit the following report of the tributary normal school, organized at Iloilo on June 16 of this year. The provincial board, being in full sympathy with the idea of establishing a nor¬ mal school at Iloilo, rented an excellent building at a cost of $125 gold per month and equipped the same with 200 school desks, teachers’ desks, and is now having made 40 benches with a seating capacity of 300 pupils. The board has at all times shown a willingness to comply with any reasonable request for assistance. Circular letters were sent to the presidentes in Panay requesting them to announce in their respective pueblos the opening of a normal school at Iloilo on June 16 -and that pupils would be matriculated on and after June 2. The school was opened with EDUCATION IN THE PHILIPPINES. 2251 an attendance of 150 pupils. Matriculations were kept open until the enrollment had reached 288, representing 40 towns from Panay, 6 from Negros Occidental, and 1 from Romblon. Owing to the bad weather, very largely, the average attendance was kept down to about 250 for the month of August. The greatest enthusiasm prevailed throughout the school among teachers and pupils. " A literary society was formed, made up principally of the best pupils hi the school, which has assisted very greatly in maintaining an interest and spreading the reputation of the school. Following out a suggestion made to the presidentes, many pupils formed clubs for the purpose of reducing living expenses, and just before the outbreak of cholera arrangements were under way to accommodate 100 members with a Filipino and an American teacher in charge of the club. With the outbreak of the cholera about August 28 the pupils began to leave, obeying the urgent requests sent in by parents for them to return. On September 2, in compliance with request made by board of health, the school was closed until cholera situation was so well in hand that the danger was practically over. As these provincial high schools draw their students from all over the province, and in some cases from neighboring provinces as well, provision has been made by the provincial or municipal authorities in many cases for dormitories for the pupils, or for the provision of suitable board and lodging at a reasonable price on the club plan. These arrangements are made by the provincial or municipal authorities, but the teachers of the school have general oversight of the quarters. INDUSTRIAL AND AGRICULTURAL INSTRUCTION. In some parts of the islands, particularly in the provinces of Benguet, Lepanto, Bontoc, Nueva Vizcaya, and in Mindanao, the nature of the tribes makes especially important the instruction along industrial and agricultural lines, rather than along the lines of ordinary primary instruction. Consequently the provincial schools to be established in these places will conform largely to these necessities. In many of the high schools these branches will be given as regular courses, but the work will naturally proceed along more advanced lines in the civilized and more highly edu¬ cated provinces. The following extract from a letter in reference to the industrial work at Iloilo will give a view of the latter conditions: In asking what courses should be included at the beginning, the consensus of opinion was that carpentry, blacksmithing, meehanical and architectural drawing, woodworking, and machinery should be put in at once. Special emphasis was laid upon the last. A number of business men said it was by far the most important, as at the present time it is necessary for the haciendero to send to Manila whenever a piece of his machinery breaks for a man to go out to his hacienda to see what is the matter, and thus is often caused a delay of days and sometimes weeks. The editors in Iloilo make a strong plea for the immediate establishment of printing. They say that they have to send to Manila for Tagalog printers; that these Tagalogs refuse to teach the Visayans their trade, and consequently much ill feeling is aroused. They wish this taught their own countrymen as soon as possible. Its worth as an educational work will be great ; however, it is not of prominent interest as are the courses in carpentry, blacksmithing, woodwork, etc. A view of conditions in the Igorro^e provinces illustrates the opposite extreme of industrial work. In forwarding plans and specifications for a building to be erected to accommodate a combined agricultural and industrial school for the province of Bontoc, the division superintendent gives this interesting information : The province is entirely mountainous and reached from the coast by a single trail, passable for horses and in very good condition. * * * The entire province is inhabited by Igorrotes. So much has already been written about the Igorrotes that I shall not encumber this report with attempts to describe their habits or customs. It lies within the scope of the report, however, to say that they are not in any social condition to be benefited by any attempts to educate them along the lines laid down for the more civilized tribes of Filipinos. They are centu¬ ries behind the other races in race development. I think it would be wise, in entering upon a plan to educate the Igorrote, to take account of the backward condition of the race and adapt the methods to the needs. Their homes are wretched and filthy. Their habits of dress and eating are shiftless 2252 EDUCATION REPORT, 1902. and unsatisfactory from a civilized point of view. Their filthy personal habits can not but breed disease. Their methods of providing the means of livelihood are primitive. They are, however, industrious in a measure and their conditions may be improved by very simple industrial and sanitary instruction. For this reason I believe the school suggested herein is the most feasible plan for undertaking their improvement. The plan recommended to build or establish in Bontoc, the capital of the province, an industrial school which will accommodate about 150 to 200 boys and perhaps half as many girls; to provide for the pupils to live at the school under the control of an American teacher who shall have the responsibility of their supervision, both as to their studies and their living, cooking, eating, clothing, etc. ; to teach them by actual direction the better ways of living, possible under their circumstances, seems the most hopeful way of bettering them by means of education. Their soil is productive and the climate is as good as any on the archipelago. Their chief products at present are rice and a kind of sweet potato. They display rather remarkable understanding and diligence in the cultivation of their rice. The tillable land is all in very steep and narrow mountain valleys. The Igorrotes have terraced the sides of these valleys, building up the sides of the terraces with stone walls and directing the small mountain streams into them in such a way that all the rice land is admirably irrigated. The sweet potatoes are cultivated on the sides of the moun¬ tains and are produced in abundance. The soil and climate are such as would make a great variety of products possible. There is already grown in various places a small quantity of cacao and coffee. There is no reason why live stock should not thrive, as there is an abundance of grazing and water. The following is an extract from the letter of Mr. Smith accompanying the esti¬ mates for the school: ‘ ‘ There is much in the furnishing and equipping the school here that can be made in Bontoc by the boys and girls, and of materials that can be secured by the natives; the boys and girls can have the same things in their homes when they leave school if they so desire. In this line are the dishes and beds. We will have only to ask the Department to furnish us with knives, forks, spoons, blankets, and domestic (cloth). It is estimated that we will need 100 each of knives, forks, and spoons; 1,000 yards of domestic, 100 blankets, 2,500 yards of cloth for clothing, which could be made up by the school. I think nine-tenths of all the work can and should be done by the pupils of the school, and that everything should be made of material that can be obtained by the native and is within his reach in his present condition. It is my idea to have the school make as many as possible of the things needed and used, and to have the life of the pupil approach as near that of the civilized man as is practical for the Igorrote under the present conditions of the entire people. * 1 1 think that the Department ought to be asked to furnish us with at least 50 sheep, 50 goats, 10 cows, 10 carabaos, 10 mares, and 10 pigs.” The variety of natives in Mindanao of the lower types of civilization gives rise to peculiar conditions and leads to a consideration by the division superintendent of the industrial work there, as follows: I believe the introduction of industrial education among the regular Christian or Filipino population to be feasible, but attended with many difficulties, chief of which is the Filipino mental attitude toward work. The line of least resistance with the older pupils will run along the industries and occupations held in most esteem by their parents. These vary in different localities, but never include the work done chiefly by the pagans of the region involved— much less that done by the Moham¬ medans. In Cuyo JVh'- Stone has found a satisfactory beginning in pottery, and I expect Mr. Tarbox to find this same line satisfactory in Cagayan. In other localities other industries will form the center. The cultivation of the soil should begin with the things the growing of which is esteemed by the people, even if this confines us to floriculture, as it will in certain localities. This can be folio wed with the intro¬ duction of new things, and in the course of time we may hope to reach the proper cultivation of standard crops, in one locality camotes (which can be indefinitely improved), in another cassava (which is far from its best development here), and so on, in each case adapting the work to the local needs. The work for the big girls is already laid out in most places, and consists in sewing, needlework, fancywork, and in some cases weaving. This furnishes a basis for a beginning. Girls also take an interest in gardening, especially flowTer gardening. The little children do not feel so much the home prejudices and they can be handled more easily. Pandamus leaf work will be found very interesting and valuable to them, if wisely handled. The simple weaving of mats will soon tire them; but the mat work can be made into an EDUCATION IN THE PHILIPPINES. 2253 endless variety of beautiful and useful things of which these people know little. Grasses and various Abel’s will be useful in similar lines and developments. The “New Christians” have no prejudices against work, and they are anxious for help. All we shall have to trouble about wTith them is the decision as to what would be most profitable to them and how to give it them. They are very largely agricul¬ tural people, and their form of industrial education should be governed accordingly. The various Moro tribes vary greatly in their manners of life, and consequently in their needs. At Zamboanga their work must be largely mechanical. In Jolo and the regions roundabout the mechanical and the agricultural elements should be com¬ bined. I am longing to get into the region of Lake Lanao, as I feel confident we can help the people there. Their needs seem from this distance to be largely agricul¬ tural, as are their tastes. But for the present we can do' so little for the Moros that they hardly need be taken into account in forming general schemes for immediate action. The pagans are nearly all agricultural peoples, although in other respects they differ greatly. We have done absolutely nothing for them as yet, and shall be able to do so little for the present that they, like the Moros, need not enter into our general calculations. The first and most important item in the equipment needed is the mental equip¬ ment of the teacher. This applies especially to the American teacher. That teacher who fails to recognize in this the most serious and important work he has to do will hardly do anything worth the doing. Next to the attitude which will lead a teacher to give this work his most serious attention and constant thought is knowledge of the details of such work and skill with the hands. In most cases we must trust the Filipino teacher to furnish these, wThile the American teacher furnishes general guidance and enthusiasm. We shall have to bear in mind that the Filipino teacher shares the general Filipino prejudices on the subject of work, and needs encourage¬ ment to feel the importance of what he is set to do. The equipment in the wray of tools and apparatus required can not be determined till we know exactly wThat is to be done in the several localities. For pandanus and allied work the teacher ought at least to have a pocketknife worth a quarter — two or three such knives will be found convenient and useful A few “ Diamond dyes ” will be required, but it will be possible to pay for these out of the product of sales of manufactured articles in nearly all cases. A sewing outfit, with such material as it will be necessary to buy, will average probably a cost, by the year, of 50 cents (United States) per girl; but the details of this requirement can be made out by others better than by me. A dozen mattocks or pickaxes, a dozen hoes, two rakes, and two spades will be found a fair outfit with which to begin gardening. Of course seeds, in addition to those to be found in the immediate neighborhood, will be needed soon. A pocketknife is a good tool with which to begin wood carving. Pottery work can be done without a wheel, but this latter will be found very desirable before the work has progressed far. Bamboo splints can be made into additional tools with the help of a knife only. Should clay work develop along artistic lines, as I have no doubt it will in some cases, essentially no additional tools will be required except those which can be made by the artists themselves. As to the necessary kiln for burning clay work, I shall have to refer you to Mr. C. H. Stone, who has had experience in that line in this division. Finally, let me express my strong convic¬ tion that it is very desirable, from the educational point of view, to do this work with the simplest practicable apparatus and tools, and to give preference to that which can be made on the ground with ordinary everyday tools. Night Schools. "Within the past year great progress has been made in the education of adult Fili¬ pinos in English and the common branches by means of the night schools which have been held throughout the archipelago. The first night schools were opened in the city of Manila in September, 1900, and they w7ere so successful that with the establishment of regular day schools in the provinces in the first half of 1901 steps were taken to provide for night schools as well. The salary at this work was fixed at $15 a month for conducting evening schools an hour and a half three times a week and is paid by the insular government. Outside of the city of Manila the night school-teachers were almost invariably the regular day teachers, but in the city of Manila the services of a considerable number of well-educated civil employees in the various government offices were obtained, together with some regular day school¬ teachers as instructors and principals. 2254 EDUCATION REPORT, 1902. The growth of these schools has been rapid, and at the end of the last school year in nearly every town where there was an American there was at least one night school. During the year ending with June, 1902, 484 teachers had ..taught night schools. Of the teachers who have separated from the service 71 had taught night schools, leaving approximately 413 individual night schools conducted for a longer or shorter portion of the school year. Of this number probably 300 had been in operation during the school year. The enrollment, being reported only to the division superintendents, is not accurately known at this office, but is between 15,000 and 20,000, with a high average attendance. The city of Manila bears all the expenses of its night schools, including salaries of the American teachers. [A list gives the night schools of Manila during the last half of the school year just passed showing a total of 84 teachers, with 2,057 students enrolled. ] Some of these schools, notably the Victoria night school, teach higher arithmetic, geography, history, bookkeeping, stenography, typewriting, and telegraphy. In these advanced classes the Filipinos are being prepared for the civil-service examina¬ tions while at the same time carrying on their daily work as before. Already a considerable number have taken civil positions, their qualifications including book¬ keeping, typewriting, and even stenography, and many others are working indus- * triously toward the same goal. In the provinces the instruction in English is the principal subject, and in connec¬ tion with the learning of the language the common branches are taken up, both as a direct help in the teaching and as additional training. In this work the pupils are constantly drilled in conversation, and in reading, writing, and spelling the language. The people attending these night schools represent every occupation, from the poorest field laborers to the presidentes, and even the provincial governors in two or three cases, all with a practical object in view in studying the English language. The interest shown in these schools by the older persons, less to be expected than in the case of children, is deep and continued. [Letters quoted by Superintendent Atkinson show the difficulties the superintendents encounter. One writes as follows:] The great weakness of the system of instruction as practiced in the public schools of this division is lack of supervision of the work of the native teachers. Each Fili¬ pino teacher has his or her own classes, sometimes in the same room with the Amer¬ ican teacher, but more frequently in a separate room. The American has his own classes also, and his entire time is given to personal teaching, without intermission. True, the American may sometimes take the class of the Filipino, but in that case the latter takes in exchange the class of the former. Both are busy the entire time. The American teacher has no time nor opportunity to observe and criticise the work and' methods of the native, and the native entirely lacks opportunity” of learning by observation of the methods of the American. * * * My solution of the difficult}” is to relieve the American teacher of regular teaching, so that he will not be tied down to a class of children every moment of his time, and thus enable him to make his work supervisory. To do this it will be necessary in many cases to employ additional Filipino teachers. The American teacher then must visit constantly the different departments of the school, each of which is under a native teacher, carefully observe the work and methods of the latter, and make notes, either mentally or in writing, of the errors in speech, method, and manage¬ ment. In most cases he will not criticise the teacher before the pupils, but will do so in the teachers’ class, or in some cases privately, after dismissal. At times, how¬ ever, it will be necessary for the American to make a correction, tactfully and con¬ siderately, in the presence of the class. At times the method will be so faulty that the supervising teacher will politely request the class, and will proceed to teach the matter in hand by the correct method, the native meanwhile studiously observing the methods of the American. There may be certain subjects which the American teacher should teach personally, and if so, 3he can do so. * * * The main point is to arrange it so the American teacher can teach as much or as little as the circumstances may seem to require from day to day, and devote the remainder of his time to careful study and supervision of the work going on under the native teachers. EDUCATION IN THE PHILIPPINES. 2255 American Teachers. No better presentation of the varied aspects of the teacher’s life and work in this archipelago can be presented than the following paper on ‘ £ The American teacher in the community,” read before the American Teachers’ Institute at Cebu, June 16, 1902, by John A. Staunton, jr., the deputy division superintendent for the province. It was particularly valuable on account of a large number of teachers being present who had recently arrived in the city of Cebu on the way to their stations. The con¬ ditions described may be considered as typical of the larger part of the archipelago, and the attitude of the writer is equally characteristic of the spirit in wThich the problems have been approached by the large majority of the teachers and supervisors. * * * The American teacher comes to these islands not as a contract laborer but as a representative of the Government in one of its branches; he stands for all that is included in the word citizenship, and he is concerned with all that is human. And he comes to educate. If there ever was a place where the schoolmaster’s art has been thrown sharply into contrast with education in its true meaning it is here in the Philippine Islands under the Spanish Government. For the Spanish occupants of the islands, whether civil or ecclesiastical, never sought to draw out what there is in the native, but to put that into him which, like an embalming fluid in a corpse, would preserve him from corruption, indeed, but would never make him a master either of knowledge or of himself. The obvious advantage of this system from the Spanish point of view was that it postponed indefinitely the daj^ when the Filipino would become master of his masters. Upon his arrival in Cebu a point of departure in methods of teaching may be profitably noted by the American teacher by attend¬ ing a session in some barrio school where the Spanish system has not yet been dis¬ carded. The parrot-like recitation in concert from a text-book which admits of but little variation from this method will make the newly arrived teacher appreciate to the full the advantages he has to offer. Born of the contrast he will have a new enthu¬ siasm for the object-lesson method; he will newly appreciate both its utility and its necessity. He will better understand that the servile work of a master in the old sense is not to be compared in dignity with the work of an educator, and that he is an educator. And so, believing in himself and his work, the American teacher will enter the community which for two years at least is to be not simply his residence, but more than likely the scene of a struggle against ignorance, conservatism, and indo¬ lence which will demand all of his knowledge, tact, and ability. One Filipino community is very much like another, and yet, in respects, there is a very great difference. Nothing is more noticeable to one who travels about this island of Cebu, for example, than the conformity to a common type in the arrangement of most pueblos. A large church of stone, with tiled roof, faces a plaza in the center of the town. To one side, and frequently connected with the church by cloisters, is the convent, or residence of the clergy. On the other side of the church, perhaps, or at no great distance from it, stands the tribunal, the town hall of the municipality; and on the other side of the plaza the schools — one for boys and another for girls. In each town the elected officeholders — the president, vice-president, treasurer, secre¬ tary, and councilmen — officially regulate the municipal affairs, and, in perhaps the majority of cases, are themselves unofficially regulated, or at least largely influenced, by the parish priest who dominates the community very much as the church domi¬ nates its buildings. On every Sunday and festival the people, almost to a man, flock to church where the priest sings the mass. The parish priest alone among the resi¬ dents of the pueblo enters every house and comes in direct contact with every indi¬ vidual; he marries, he confesses, he gives holy communion to each soul in the village; and in each household if there is not a birth with almost immediate baptism in the course of a year, there is at least a death with the necessity for immediate burial and the rites of the church. The padre necessarily dominates the town, and he will as long as the people are Catholics. [After adding that, it is no part of the teacher’s business to attempt to disturb this relationship between priest and people but to recognize it fully and conduct himself accordingly, with all the tact he is capable of, the author proceeds to point out that there are differences between Filipino commu¬ nities as well as uniformity. The uniformity in municipal government, in public and church build¬ ings, and in religious observances throughout the islands is due, he says, to outside influence, while the differences in customs and habits between different communities are due to the natural charac¬ teristics of the natives themselves, who, as a rule, do not care to leave their homes and travel about, but prefer to remain isolated in their villages, content with their own ways, which thus become in a manner peculiar to each pueblo. He then goes on to say:] Perhaps some one will be surprised, however, to learn that in making the circuit of this island of Cebu one will be accosted with several different forms of native salu- 2256 EDUCATION REPORT, 1902. tation, varying with the locality. One might think, perhaps, that the native clergy, who are always the best educated, would have the disposition to get away from their cures on extended vacations; but as the result of questionings put to them on a recent trip, it was learned that many, if not most of the parish priests, prefer to remain con¬ tinuously at work in their pueblos for years after assuming charge. A trip even to Cebu seems to have little attraction for them, and attendance at fiestas celebrated in neighboring pueblos is all the travel that most of them desire. Where so little oppor¬ tunity of comparison exists the extent to which local pride or shame can be made use of in encouraging effort is somewhat problematical, but I recall one instance where the flattering encouragement of a visitor worked wonders in developing enthusiasm for the schools. The two persons in the pueblo wTith whom the teacher must be on good terms, if his work is to be a success, are the presidente and the padre. The presidente comes first, necessarily, in our enumeration; but it is a rare occasion when the padre comes last if there is any conflict of interests. If the American teacher is a statesman, he will before long have both of these men working for his interests in the development of the schools. If he is short-sighted enough, he may yield to his prejudices, and either leave the two greatest influences in the community unutilized or openly antag¬ onistic. In the latter event, so far as that particular situation is concerned, the teacher is a failure, for the presidente and the padre represent the combined inter¬ ests of the community. The presidente has been elected nominally by popular suf¬ frage; that is, he is the choice of the people. If his election has been secured by any species of corruption, it amounts to the same, so far as the teacher is concerned, for an influence in the community which has been strong enough to put the man into office will be strong enough to hinder or help the American teacher and his school if the man so wills. It is impossible to suggest beforehand the best way of getting the presidente to take an active interest in the school, if he does not have it already. Perhaps the best way is an indirect one. Study your man, and if possible gain his confidence and good wishes. His active interests in the schools is more than likely to be due to a personal liking for the teacher. But I am as conscious that my advice is about as valuable as that which runs, “ The best way to kill a flea is to pinch it between the thumb nail and forefinger.” If you can catch the flea you do not need the advice; if you can not catch it the advice will do no good. But one word is important, it seems to me, in dealing with all of these natives. If there is danger of friction which will work an injury to the schools, do not let the personal element enter into the dispute. We may safely show that we belong to a superior race, at least to this extent, that we refuse to entertain a quarrel with an inferior. Besides, to urge a lower motive, the teacher has no offensive weapon with which to carry a fight with the average presidente through to a successful conclusion, so he had better not begin it. He can afford, if necessary, to lay insults on the table, and to act not as he feels, but as he would advise another to act under the circumstances. I acknowledge that this is difficult advice, but the luxury of a quarrel with the first man in the community can not be afforded when the efficiency of the schools is at stake. As is to be expected under present conditions, the attitude of the presidentes toward American schools and teachers will vary widely. In some pueblos the presi¬ dente will be a real Americanisto, in others his insurrecto tendencies will be hidden only sufficiently for him to continue in office. Where the former is the case the American teacher will be asked, no doubt, to take a more or less active part in munic¬ ipal affairs. He will be asked about conditions, laws, manners — in short, everything American. In such a pueblo he has a great opportunity. He may be placed on the board of health or be instrumental in forming a board and getting the town cleaned up and kept cleaned; in getting contagious diseases segregated and so stamped out; in influencing the people to use proper wrater for drinking purposes and washing. He may be called upon to act as interpreter, as a teacher was recently in a case that affected the financial interests of the pueblo to the extent of thousands of dollars. In fact, there are many ways in which an American teacher may be so useful to a presidente who is friendly to American rule that he will be sure to be asked to take a prominent part in municipal affairs. But with an unfriendly presidente there is not much that the teacher can do until the attitude has changed. He has, however, a great opportunity in his night class to develop a pro-American spirit, and I would urge that wherever possible night classes be conducted {even by those teachers to whom the extra pay i3 no object) for the sake of the contact it affords with the earnest adult of life of the community. A teacher who is not wanted by the chief man in the pueblo can, in most cases if he uses all his opportunities, make himself needed by the pueblo itself before the lapse of many months of his residence. While the presidente is the first man in the community in name, he is by no means the first man in influence, even in the majority of cases. The padre comes EDUCATION IN THE PHILIPPINES. 2 257 first. This is a fact, not a theory. The condition must be faced by every teacher who enters a pueblo; and whether he is a Catholic or a Protestant he should know something of the peculiar relationship in which the Pilipino padre stands to his flock. With religion, as such, the American teacher has no official relation while he is occupying his station. He may not use the public schools either to promulgate or to attack any religious system or tenets. But the religion of the islands he can not afford to he ignorant of. He will see the whole community flocking to the church, and with a persistence he would like to see displayed in school matters. He will see processions move past his schoolhouse and residence with a solemnity and dig¬ nity which may perhaps seem out of keeping with certain features which he may deem grotesque. There is evidently a force at work here stronger than he can ever expect to exert. It behooves him to understand what it is, and if possible to make use of it, and this can be done solely through obtaining the good will of the padre. Consider for an instant what the padre is to the community. His name defines his position — he is a father to every man, woman, and child in the place. If the incum¬ bent has only recently assumed his charge, at least the office has been permanent, and each successive priest enters into the whole spiritual legacy of his predecessor. He is a father, because every child born in that pueblo, without exception, has been brought to the church and there born again into the spiritual family — the church — by the act of this priest or his predecessor, who baptized it. This makes the padre the spiritual father not only to the child in the schoolhouse, but of the presidente and of all the municipal officials. Once in a while the padre has a wayward child, but rarely one who denies this relationship. The padre of the pueblo may be a young man and the presidente an old one. The old man will be found kissing the hand of his young father in God. Doubtless many of you have observed this as often as I have. Not only does each person in the pueblo recognize the parish priest as his father, but he goes to that father in confession more or less frequently throughout his entire life. He believes that he can receive the official declaration that his sins are remitted only through that channel. It is not my purpose to go into a disquisition on Catholic theology, but to show the strongest influences at work in the Philippine Islands — the influ¬ ences of the church. After confession those who have been given permission to do so approach the altar to receive that food — the body and blood of Christ — which each, to a man, believes necessary to insure his everlasting life. There is not one in the whole pueblo who either dares or wills to die without it. If one is sick or in danger of death, the priest takes this food from the church and carries it to the sick man’s house, that it may support him on his journey into the other world. The priest, then, is regarded, so to speak — not disparagingly — as having a monopoly of the necessarjr spiritual food, without which the population will starve. Do you see how this gives power? And because this belongs to the people’s religion you are prevented from publicly combating it, whatever may be your own personal belief, and I hope you see the logic of my advice that non-Catholic teachers should refrain from covert attacks upon a system which is all but universal in their pueblo and powerful enough to make their schools either successful or failures. Before we meet the padre we ought to know further that every marriage in the pueblo is contracted before him in the church; that he buries the Christian who dies in the faith in the consecrated ground of the cemetery, under the shadow of the big crosses, and that the reason the people flock to church in such numbers on Sundays and holy days is because the priest there offers the great sacrifice of the mass, which calls Christ to earth again each time it is celebrated, and avails for the salvation of the living and the dead. But here comes our padre. Bet us stop our theological talk and meet him. He i3 big and fat, or he is little and insignificant, or again he may be, as is often the case, a very well appearing man indeed. But he is the padre in any case. He is dirty and slovenly in personal attire, or he is clean shaven and neat. Never mind; these things do not touch his official position; he is still the priest. Rumor has it that his morals are not of the best; that there are children who are his by other than spiritual generation. It amounts to the same; he is nevertheless both the padre and the priest. If he is personally vicious and corrupt, so much the worse for him. The penalty of his sins he must bear alone, like any other mortal. His duties do not lessen, the validity of his official acts is untouched. The church says, *l Once a priest, always a priest, even in hell.” Here is the whole clew to a relationship which to many Americans and to all non-Catholics seems so incomprehensible. But Padre Juan or Padre Francisco is welcoming you warmly to his pueblo; he is calling to his muchachos to bring tobacco and something to drink; or, if it is near dinner time, he is ordering an extra place for you at table; and more than likely he has asked you to make the convent your place of residence until you can find a suit¬ able house. Ought this hospitality to be spurned, ought this offer of friendliness to be lightly treated because you have always been opposed to the system this man 2258 EDUCATION EEPOET, 1902. represents, or because you have other personal beliefs, or even because you have heard tales about conduct on his part which would not be tolerated in New England? It is to be answered “no” to every one of these questions. You are sent to that pueblo in a public, not in a private, capacity; as an American citizen, not as a mis¬ sionary. Your own private life, and not the padre’s, is your personal concern; and it is your duty to make your school a success by using every legitimate available means. With the padre as your friend you are almost sure of success; with the padre working against you you are nearly sure to make a failure; or, to state it too mildly, your success can never be complete. And be sure the padre, with all his outward politeness, is not yours until you have won him. He is watching you, be assured, in your work, to find just what is to be your influence upon his spiritual children. To the padre comes all informa¬ tion in the pueblo that he cares to receive. Your only safety is in what, anyhow, is of real obligation, by the terms of your appointment — a strict neutrality when in school and a close reticence when out. And, more positively, a cultivation (with judgment and tact) of cordial relations with the padre which will make him person¬ ally your friend. I can not go into details as to just how this can best be achieved, but I may throw out the hint that a candle placed in the window of your house when, on some fiesta, the whole pueblo is decorated and the procession is to pass by, will go a long way toward placing you in favor. And be assured that the padre will know it. It is a narrow man, indeed, who would fear he would compromise himself by the act. If I, who am not a Roman Catholic, may, without offense, say one word to the many teachers in this division who are Americans of that faith, I will add this: I have heard from one or two of you criticisms so strong of the ecclesiastical system here as to make me think that perhaps away from home the practice of your religion is irksome. If you maintain this attitude, there is sure to be antagonism between yourself and the padre. But think what a special opportunity you American Catho¬ lics have of reassuring these people and of reconciling them to American sovereignty. You are of the same faith. The Spanish type of Catholicism has prevailed neces¬ sarily in the past. Your underlying faith is essentially the same. The abuses which some of you object to are peculiarly Spanish. They are even now passing away. If by the quiet practice of your religion, and, if the opportunity offers, [in] your con¬ versations with the padre, you can illustrate the genius of American Catholicism and get the padres to catch the spirit of it, you will have done a great work indeed — a work no less for your country than for your church. * * * One "word in conclusion shall be a plea that the American teacher in the commun¬ ity will, in contrast to some other Americans whom the Filipino is obliged to meet, stand for personal fair dealing. It is a pity that every American who comes here should not be inspired with the high ideals which represent the spirit of America. There are constant opportunities of taking unfair advantage of the native. Even now worthless trinkets are being unloaded on the natives of this island in exchange for hard-earned money. The other day a little piece of jewelry (if it can be called that) wTorth 25 cents was sold to a native for $20 (Mexican). Another native showed me a watch for which he had paid $10 (Mexican). It was an Ingersoll dollar watch! Transactions such as these make one ashamed of one’s countrymen. I am glad to say that the receivers of the money in neither of these instances were teachers, but the fact that they were Americans shows how a great labor is before us, for the Fili¬ pinos have not yet been taught by the object-lesson method that wre love our neigh¬ bors as ourselves. * * * APPOINTMENTS. During the summer of 1901 it became apparent, from the number of declinations of appointments received at this office and from the unfilled quotas of various educa¬ tional institutions to which appointing power had been given, that the number of 1,000 teachers would not be attained without additional appointments, and accord¬ ingly the applications on file were carefully examined again and additional appoint¬ ments made. Many excellent teachers, wives of teachers arriving under appointment, were also appointed after their arrival in Manila, as well as a few men and women after passing the examination prescribed for candidates applying in these islands. Up to these appointments no attention had been paid to any qualifications except those of an educational nature, and appointments and authorities to make appoint¬ ments had been distributed impartially, as will appear from the fists submitted with the last annual report. In September and October, 1901, however, fists of candidates EDUCATION IN THE PHILIPPINES. 2259 were submitted by high representatives of the Roman Catholic Church in the United States, and pressure was brought to bear to make appointments from these lists, on account of the peculiar religious status of these islands. Accordingly 3 division superintendents and 22 teachers were appointed from these special lists, this number including all whose educational preparation and teaching experience equaled those required of others who were appointed directly by the general superintendent. These appointees have arrived at various times and have been stationed without favor ot prejudice. With this exception the administration of this bureau has been without any consideration of the religious beliefs of its employees. Since the 1st day of January, 1901, 1,074 persons have been connected with this bureau as teachers or superintendents. These were American teachers, and the figures do not include the 2,700 native teachers, who are paid by the municipalities and records of whose changes are kept in the office of the division superintendents. The arrival of appointees from the United States constantly increased the teaching force from 765, as reported in September, 1901, until May, 1902, when the maximum number of 926 American teachers were on the rolls, including division superintend¬ ents and their deputies. This number has sinee steadily fallen off from death, sick¬ ness, and resignation, until on the 1st of September, 1902, there were 845 American teachers in the field. Since January, 1901, 229 teachers have separated from the bureau for various reasons, as given in the following table : Causes. Women. Men. Total. Deaths . . . . 1 14 15 On account of deaths . . 1 1 2 Sickness (seif or family) . . . . . 30 31 61 Local appointees (soldiers, wives, etc.) . . . . 28 41 69 Married . * . . . . 10 10 Appointed to civil positions . » . _ . . 24 24 Commissioned as military officers . . . . - . 3 3 Dismissed or discharged . . . . . . . _ . | . 8 8 Deserted . . 7 Resigned : Good of service . . 3 8 11 Dissatisfaction . . . . . i -1- 12 13 Business or general . . . - . . 1 i 5 6 Total . . 75 154 229 The local appointees were for a large part discharged volunteer and Tegular soldiers, wives and relatives of officers, and civilians, who were appointed here in the islands without contract, and largely for the purpose of temporarily providing a teaching force prior to the arrival of the trained teachers from the United States. The matter of personal safety had almost ceased to be a question, for the teachers 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, appreciate this work of education. The civil commissary, from which teachers purchase supplies at reduced rates, has now been in operation for nearly a year. While there is some complaint, particu¬ larly from those who live in the remote towns, it is small; and the advantages accruing to them from this privilege are material. Branch supply stores have been established in the capital of nearly every province, and the methods in handling 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 2260 EDUCATION REPORT, 1902. 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 the teachers were paid. The appropriation for the salaries of teachers is made by the Commission in this local currency; hence the disbursing clerk is com- _ pelled 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. To endeavor to equalize the ratio, the Commission fixed the legal ratio of Mexican currency to gold at $2.10 to $1 for the first quarter of 1902. The postal authorities, moreover, accepted the local currency at this ratio to the amount of $50 gold per month from all civil employees. The commercial ratio, however, continued to increase rapidly, and for the second quarter of the year the ratio was established at $2.27 to $1; but almost immediately the parity was lost, and at times the commercial ratio was $2.50 to $1. The post-offices were forced to refuse Mexican currency at any ratio in order to protect themselves, and the situation for a time was very embarrassing. Gradually the ratio fell off, and with the beginning of the third quarter the ratio was established at $2.35 to $1, and, although this rate was only fixed positively for ten days and i§ subject to change at any time to preserve the ratio, yet it has remained steadily at that figure for nearly three months, until to-day the government ratio is a few ' points better than the commercial ratio, and the teachers and other civil employees are in a position to regain some of their losses during the first half year. The post-offices now accept Mexican currency in prac¬ tically unlimited quantities from civil employees at the established ratio. The fail¬ ure of Congress to pass legislation regarding the currency of these islands has been largely responsible for the peculiarly trying and unfortunate position in which all government officials and employees have been placed, and the Philippine Commis¬ sion has exercised its full power to do justice to all. The transportation difficulties at the present time cause serious delay in receiving 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 material 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. The plan was adopted, whenever possible, of making the local presidentes respon¬ sible 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 by both 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 con¬ struction in China, moreover, for the transportation of civil property, decidedly better service is 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 own 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 EDUCATION IN THE PHILIPPINES. 2261 all property and supplies. The native teacher devotes all his time to school manage¬ ment and teaching the children. For the purpose of gaining impartial opinions of the effect created by the Ameri¬ can teachers in their respective towns a letter was sent to the chiefs of the constabu¬ lary, 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 American ideas, in raising the standard of home life, in preparing the natives really for self-government, in dispelling feeling against Americans, and hence aiding in this work of pacification by showing the people the best we have to offer. It is needless to quote the numerous letters which have been received in answer to this inquiry. The following letter from Mariano Trias, governor of Cavite Province, is especially interesting as giving the view from the native standpoint: Before saying a word on the subject, I thought it better to await information from the municipalities of the province, since they have local school boards and are there¬ fore able to* furnish me true data. Of the work, behavior, and interest shown by the teachers in teaching, I have the pleasure to state to you that there is no complaint against them; on the contrary, I am informed that, judging by the improvements made in the English language by the children of both sexes, an agreeable success on this subject in the public schools is soon expected. As regards the instruction of other subjects, they also praise the practical methods carried out, and for the purpose of giving more encouragement it would be better for the teachers to give instruction direct from the native dialect, using for a basis of instruction the English language. For those barrios far from town it would be advisable to fix certain dates for visit¬ ing them to teach the children, because some are very poor and small and unable to support a school. I have no idea of the number of American teachers of both sexes in this province, as the reports do not show the disposition of the teachers among their stations, but I understand the towns are in lack of them. Concerning the helpless native teachers, I think their salaries could be fixed accord¬ ing to the importance of the town and its inhabitants, for some teachers are paid worse than a native policeman, and with such stimulation I wonder that efficiency and skill can be demanded from them. In those towns where school buildings can not be obtained, and where land taxes amount to nothing, a voluntary contribution is being made with the object of build¬ ing them as soon as possible, and I hope that all the towns and barrios shall possess good buildings for said purpose within a year. The news of the opening of the high school was received with great pleasure in this province, and the people only wish that the agricultural, art, and trade schools may be soon opened also. It would be advisable to establish the latter in any of the neighboring towns of Cavite, San Eoque, or La Caridad, and the former in Santa Cruz or San Francisco de Malabon. Some towns want a compulsory law for school attendance, with fines and punish¬ ment for parents who do not send their children to school, but I do not agree with such measure. It would be better to give prizes and other stimulations to encourage and increase the number of attendants to school. The following extracts from the report of one of the division superintendents are 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 eyewitnesses 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 even¬ ing 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. 2262 EDUCATION REPORT, 1902. 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 muehacho. * * * 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. 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 schoolhouse for girls is filled by 7. 30 in the morning. In the afternoon they accompany the ‘ ‘ maestra ’ ’ home. When the “maestra” walks out the pupils waylay her, and beforeshe reaches her home again there are many “ compaiieras. ” If the “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 tfie presidente has not, perhaps, thought of it. A woman in the presence of children can become more sympathetic and kindly than can a man. Especially is this true in the present stage of the devel¬ opment 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 is the chief factor at present The success of this great educational experiment depends upon his ability to establish sympathetic relations with Filipino pupils, parents, and teachers; to work day and night conscientiously and tactfully, 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 bureau of public instruction here in the appointment of the 1,000 teachers. They are either normal or college graduates, and the majority of them have had at least two years’ successful experience; their health good, personal habits and moral character vouched for by the propeT authorities. Success or failure in a country like this depends on the personal idiosyncrasies of the individual. Ambitious, restless young men, with perhaps a too great anxiety to get on in the world, jdaced in surroundings very different from their native land, especially if surrounded by discomforts, will naturally become discontented, and, seeing the difficulties of the situation only from the one side, will be free in criticism. The general superintendent wishes to express his great appreciation of the excel¬ lent character of the wTork done by the large majority of American teachers in the field during the past year, to testify to his appreciation of the great discomforts and long delays which have been patiently borne by them, and the help given by the teachers toward solving the problems which are inseparable from pioneer educational work in a country far removed from home and friends, in a different climate, and among a babel of dialects. That so little complaint has been made is a striking illus¬ tration of the enthusiasm and continuous perseverance with which the teachers have entered upon and carried through their arduous work. That the teachers have endeared themselves to the children and parents through¬ out the archipelago is evidenced by the flood of petitions which come to this office in protest against the removal of teachers, even when their places are to be filled by other American teachers. Some of these petitions, in their quaint wording and ornate "EDUCATION IN THE PHILIPPINES. 2263 signatures, are quite curious. It is especially eloquent of conditions to find both the presidente and the local padre heading petitions for the retention of American teachers of very different religious faiths, as has happened in several cases. Another tribute to the work of the American teachers is the eagerness with which they have been sought by other branches of the civil service. Three teachers, formerly soldiers here, have received commissions in the Regular Army, and among the 24 who have taken civil positions are included provincial treasurers, provincial super¬ visors, civil-service examiner, agricultural expert, and other positions of similar impor¬ tance. It is a significant fact that these other positions have carried with them a substantial increase in salary over what was paid for a similar grade of work in this bureau. HEROISM OF TEACHERS. The work of the American teachers during the cholera epidemic, which, in many of the most populous provinces reached its culmination during the school vacation, can not be too highly commended. In many cases the teacher was the only Ameri¬ can in the town. In some cases there was not even a native or Spanish doctor. Some teachers with a little knowledge of medicine, and all through their knowledge of hygiene and sanitation, accomplished wonderful work in preventing and suppress¬ ing the dread disease. Almost invariably the American teacher was a member of the board of health, and in Manila the teachers arriving on the McClellan, fresh from the States, unacclimated and unused to tropical conditions, being unable to take up school work, became health inspectors in the city of Manila and surrounding towns. In the remoter towns, isolated from the prompt aid which alone can save life when the most dreaded of all scourges makes its attack, with no command to remain, with the allurements of foreign travel during the vacation put sternly into the background, with no relatives or intimate friends to protect or to encourage, and among alien races, these noble men and women fought by night and day, for week after week, for the lives of an alien people, with no thought or chance of reward, with a noble heroism that is far above the bravery of the soldier fighting a foe who can be seen and known. The United States may justly be proud of the bravery of its soldiers, but it must also remember that the peaceful army of teachers has shown a nobleness of spirit, a self-devotion to the services of humanity, a steadfastness and bravery of soul that is rarely excelled. Nor did all escape unscathed. Four young men contracted the disease and died — Messrs. Jamison, Badger, Zumstein, and Lucker. One other young man (Mr. De Witt) and two young ladies (Miss Kent and one of the Manila normal teachers) were attacked by the disease, but through prompt and careful nursing they were saved. Filipino Teachers. In other parts of this .report are given details of the work for the betterment of the Filipino teachers in an educational way by daily instruction, vacation institutes, and normal schools. These teachers are appointed by the division superintendents and are paid by the municipalities. The whole number of Filipino teachers in service on September 1 is not known exactly, as the division superintendent in most cases only report those regularly appointed by him, and many teachers are actively engaged in teaching in barrios and the more inaccessible towns where the division superintend¬ ents, with their press of other duties, have not penetrated and where communica¬ tion has been slow and infrequent. On the 1st of July there were reported by division superintendents 1,838 separate schools and 2,625 native teachers. On account of the ravages of cholera only those teachers were reported who were known to be at work since the beginning of the school year, and the tabulated report will show many provinces where no schools are reported except those taught by 2264 EDUCATION REPORT, 1902, American teachers. In the island of Marindnqne alone, where only 4 native teachers were reported, later returns have shown that 52 are at wTork. Making a fair and conservative estimate for these unreported teachers, the total will he in the neigh¬ borhood of 3,400 native teachers at the present time. A considerable advance has been secured in the salaries of Eilipino teachers, but this advance has not kept pace with the rapid upward leap of salaries in all occupa¬ tions since American occupation — especially during the past year. The average sal¬ ary for male teachers i3 about 20 pesos a month; for female teachers 15 pesos; or, in terms of United States money, little more than $8 and §6, respectively, per month. The extreme range of salaries is from 4 to 60 pesos, or even higher in one or two cases, but very few receive over 40. In the case of one teacher, receiving the absurd salary of 4 pesos per month, the municipality objected to raising his salary because they needed the money for roads! The condition in many provinces is well illustrated by the following extract from a report from the island of Bohol: The salaries in this division are very inadequate and irregularly paid. The monthly salaries for men teachers range fom 5 to 30 pesos, those of women teachers from 4 to 20 pesos. For a short time during last year the man teacher in Tagbilaran was paid 40 pesos per month, but he “farmed” the position, hiring a substitute for 10 pesos. * * * The native teachers have petitioned for an increase of salary. I have explained to them that under the present system the pueblos pay the teachers, and, since the pueblos are all very poor, they can not afford to pay good salaries. Just now the constabulary is trying to organize a force on this island, and the pay offered is as fol¬ lows: Per month, first-class privates, 21 pesos; second-class privates, 18 pesos; cor¬ porals, 28 pesos; duty sergeants, 35 pesos; first sergeants, 45 pesos. In the grade of sergeant only is reading and writing a requisite, it is difficult for the native teachers to discern why the government that can pay its police the schedule quoted above can not pay them wuth equal liberality. The average salary per month for men teachers is about 15 pesos, and for wromen about 12 pesos. Another difficulty which has caused much trouble is the requirement that salaries can be increased only in the annual appropriations, unless by special approval of the provincial treasurer. The following extract will illustrate this class of hindrances: The municipal council can appropriate, but such action is inoperative if, in the opinion of the provincial treasurer, the expenditure is not justified. This includes expenditures for construction and repair of schoolhouses, the providing of furniture, and the native teacher’s salary allowance. My predecessor in this division had appointed native teachers and increased the salaries of others during the fiscal year. This, according to the later decision of the attorney-general, was impossible without the approval of the provincial treasurer. This approval he appears to have been unable to obtain in a great many cases. Upon January 1, 1902, these appointments and increases made by my predecessor should have become operative, and the proper procedure was for the presidente to include the new salaries and increases upon old salaries in the “presupuesto,” or annual expense account, which is sent to the pro¬ vincial treasurer for approval. This “presupuesto” is supposed to contain a state¬ ment of all municipal expenses for the year. Many presidentes, in making up these “ presupuestos,” included only the salaries at the old figure; some of them even cut this down. The provincial treasurer had no means of knowing that the salary entries in the “presupuestos” were not entirely in accord with the wishes and appointments of the division superintendent. I discovered that these “presupuestos” were wrong in several cases, and acting upon this information I requested the provincial treasurer to hold the * 1 presupuestos ’ ’ until I could ascertain as to the genuineness of these entries. I am pleased to state that the treasurer did everything in his power to assist me in this matter. In many cases back salary of native teachers amounting to several hundred pesos had accrued. In such cases the provincial treasurer ordered the particular presidente to include this back salary as an expense item in a special “ presupuesto” and send same to him at once. In this way our difficulty along the line of native teachers’ salaries has been about cleared up. There are some teachers at present who are receiving sufficient compensation for the quality of work they are able to do. There are many who are doing excellent EDUCATION IN THE PHILIPPINES. 2265 work and yet are receiving barely enough salary to meet their living expenses. Although division superintendents have made great efforts to get increases made, the average compensation of native school-teachers is much below the wages paid for good cocheros, cooks, policemen, and in many cases below that of laborers. The government is employing many natives in both the military and civil branches, and the civil service, with its policy of training intelligent Filipinos in clerical positions, opens a field peculiarly fascinating to this class, and at salaries far above the pay of teacher. Complaint is made that bright natives attend the normal classes for a time, obtain a little knowledge of English and facility in the common branches, and then pass the civil-service examination and take positions in offices under the American clerks, thus losing to the educational work the services of many bright teachers. The suggestion has been made that the insular government should fix the salaries and pay the native teachers, but this can not be assumed by the General Government, and solution must be sought along the municipal or provincial lines. The law provides that a tax of one-fourth of 1 per cent of the valuation of real estate shall be collected and used for support of schools, payment of teachers, erection of build¬ ings, etc., as i3 more fully stated in the section on “Finances.” In the poorer provinces this tax in many cases has not been collected, or, if collected, has been of so small amount as to leave the problem still unsolved. As conditions improve the municipalities will be able to grant the increased salaries to their native teachers. 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 necessary. Such existed under the Spanish rule, but were of little value because they were not true indexes of the teachers’ ability. The question was recently submitted to the various division superintendents, and the general opinion is that a system of exami¬ nation should be introduced gradually and on the results of which certificates of first and second grades should be issued. The matter of pensioning Filipino teachers was also submitted to the division superintendents for their opinions. The majority were in favor of such pensioning on the grounds 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 of issuing certificates remain to be worked out. The establishment of normal courses in the provincial high schools tends to 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 common branches. This work of preparing the Filipinos to teach their own countrymen is one of the fundamental elements of the present school sys¬ tem, and is one of the most significant signs to the Filipinos of the true purpose of the American Government toward the Filipino people. SUPPLIES. The principal supplies which arrived during the last year are as follows: 25,000 Ward’s Primer. 25.000 Ward’s First Header. 1,000 Ward’s Manual to Teachers. 500 Phonetic Cards, Primer. 500 Phonetic Cards, First Reader. 20,000 Songs of the Nation. 10,000 Child’s First Studies in Music. 10,000 Normal Music Course, First Reader. 40,000 Baldwin Primer. 25,000 Baldwin First Reader. 10,000 Baldwin Second Reader. 20,000 Baldwin Third Reader. 10,000 Shaw’s Big People and Little Peo¬ ple of Other Lands. 20,000 Eggleston’s Stories of Great Ameri¬ cans for Little Americans. 10,000 Lyte’s Elementary English. 10,000 Heart of Oak, Book 1. 10,000 Heart of Oak, Book 2. 10,000 Grimm’s Fairy Tales, Part 1. 1,000 Tompkin’s Philosophy of School Management. 5,000 Syr’s First Reader. ed 1902 — vol ii - 69 2266 EDUCATION REPORT, 1902. The principal issues are as follows: 5,000 The Young American. 15,000 Wentworth’s Arithmetic. 9,000 Big People and Little People of Other Lands. 650 charts, Camifex. 8,000 dozen copy books. 10,000 Fifty Famous Stories. 8,000 Frye’s Elementary Geography. 6,000 Tarbell’s Geography. 5,000 Heart of Oak, Book 2. 8,000 Montgomery’s Beginner’s United States History. 10,000 Child’s First Studies in Music. 6,000 Yisayan-English Printers. 50,000 Baldwin Primers. 30,000 Baldwin First Year. 15,000 Baldwin Second Year. 10,000 Bobinson Crusoe for Youngest Readers. School Buildings. In answer to a special circular letter sent out to the teachers, a detailed report on 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 discon¬ tinued on the recommendation of the civil governor in order to avoid any harsh feeling between the church and civil authorities. Often 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 mod¬ ern 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 160 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. 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. School Finances. insulae. 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, and the cost of trans¬ porting 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 for by the municipalities. - Expenses of the bureau of public instruction for the Philippine Islands for the fis¬ cal year 1902, being for the period from July 1, 1901, to June 30, 1902, were as follows: U. S. currency. Salaries and wages . .$893, 428. 20 Transportation . 86, 179. 16 Rents and repairs . 2, 183. 44 School furniture and supplies . 212, 848. 06 Contingent expenses . 44, 284. 12 Support of schools . . 3, 013. 56 Total 1,241,936. 54 EDUCATION IN THE PHILIPPINES. 2267 These figures represent the expenditures from appropriations made for obligations of the fiscal year 1902, and are furnished by the auditor for the Philippine Archi¬ pelago, to whom all disbursing officers expending funds of this bureau account direct. MUNICIPAL AND PROVINCIAL. By the requirements of the municipal code it is made mandatory that ‘ ‘ the pro¬ ceeds of at least one-fourth of 1 per cent of the lands and improvements as assessed shall be devoted exclusively to the support of free public schools and the providing or erection of suitable school buildings. ’ ’ There is no provision which limits expend¬ iture for school purposes to this amount. The low valuation of real estate and the difficulty of collecting the tax in the provinces have caused much trouble in school matters, as will be seen in extracts from letters from division superintendents. It should be remembered that a tax on real estate is a new method of raising revenue in the Philippines, and has been inaugurated since American control began. The provincial revenues are likewise raised by a tax upon land to the amount of three-eighths of 1 per cent of the valuation thereof. This tax is expendable for the construction and repair of roads and for other provincial purposes. Thus far no trouble has been experienced in obtaining from provincial officers the renting of buildings for provincial high schools and the proper equipment of the same in cases where the provincial revenues warranted. The policy of the insular government is to require the provincial governments to support the secondary schools as soon as their financial status will permit, paying not only for supplies, but also the salaries of American teachers. The same plan will subsequently be followed in the case of municipalities, the support of the primary schools in all particulars being transferred to municipal boards when the time is ripe. That some time will elapse before that moment arrives is evident from the report of the division superintendents, whose duties bring them into close contact with the provincial and municipal boards. A few excerpts are given as illustrations: There is not a pueblo in this division that can afford to pay 10 pesos per month to 2 teachers for each barrio. There are only 14 teachers in this province who are receiving more than 10 pesos per month, even in the pueblo schools. In this prov¬ ince the provincial treasurer’s representative on the board of assessors for valuing and assessing real estate is a Filipino. I inquired into the why of this and found that there wa3 a great fuss raised against having an American as the treasurer’s rep¬ resentative on this board. Results: This pueblo (Tuguegarao) will have a little over 3,000 pesos of land tax. The salary list of teachers for the year will amount to more than the whole tax, and there is not a schoolhouse of any kind in the pueblo. The valuation placed upon the best tobacco lands by the board was 100 pesos per hectare. I offered the members of the board 400 pesos per hectare for their “ primera clase ” land and they would not sell it to me. Such is life in the Philippines. 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 offi¬ cials more money than many of them have ever seen, giving them opportunity to spend improperly more than all their poscessions are worth. I will confine myself to the situation in Oriental Negros, as my data is reasonably complete for that province only. During my recent visit to that side of the island I examined the records in the office of the provincial treasurer, and also inspected the books and papers of many of the towns in that province. The assessment list is very small, as you will observe. The income for schools to be derived from the land tax will be exceedingly small. It will be less in almost every case than wras paid by the towns to their native teachers before the coming of the American teachers and before the adoption of the school law by the Commission. On the other hand, the attendance in the schools is large and demands many native teachers to handle the work. The towns of Lacy and Canoan, having an average attendance of 555 and 537, respectively, have each been in the hands of one Ameri¬ can teacher and two native teachers during the past year. 2268 EDUCATION REPORT, 1902. I asked Governor Wright what should be done to secure funds for paying an ade¬ quate force of Filipino teachers, in view of the evident inadequacy of the revenues provided by the land tax. He replied that the towns must pay out of their other municipal funds. Acting on this advice, Major Peed, the provincial treasurer, said that if I would appoint enough native teachers to meet the necessities- of each town and would keep the pay within such limits that the town would have enough left to pay other necessary municipal expenses, he would refuse to approve the “estimates” of the towns until they contained an item for salaries of native teachers equal to the total teachers’ salary roll for the town. We had the revenues of the different towns for the past nine months and the new assessments as guides, and the salaries of the teachers appointed by me and approved by him, amounting in all to 109 teachers for the province, call for from one-fourth to one-third of the total estimated incomes of the several towns. Local School Boards. MUNICIPAL SCHOOL BOARDS. Local school boards have been organized throughout the divisions. These are composed of five or seven members, including the president of the municipality. The time is not yet ripe to look for results from these local school boards, since none of them has had more than a year’s existence. A large number of them have only been organized recently, for the reason that the division superintendents wished 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 prema¬ ture, 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. Division superintendents comment as follows on these school boards: One-half of the board is appointed by myself, generally upon the recommendation of the American teacher stationed in the town for which the board is appointed. The recommendations by the American teachers are made upon the basis of the man’s ability, his interest in school matters, and his influence in the town. The board organizes by electing as president one of its own members and as secretary generally some other member of the board, but sometimes one who is not a member. Their field of action, as outlined in section 12 of act No. 74, gives them but little real power in school affairs, and as the Filipino respects power aloue, not much weight is given to the recommendations of the school board. The school board at the present time is of but little real benefit to us or to the schools; the principal benefit consists in keeping the members of the board, who are always influential men, acquainted with what we are doing and in this way bringing them into closer sympathy with us. In the actual bettering of present conditions, and making more effectual our schools, the school boards are of little or no benefit to us. This, of course, is not so true in Iloilo, where I come more directly in touch with the board. The school boards will become more effective as the people become better acquainted with American ideals, as they learn to think more as we think and to appreciate to a larger degree the real need and worth of a public school. When this time comes the recommendation of four or six influential citizens who have given special attention to the pueblo’s schools will have real weight with the city council and will to a large degree influence the deliberations of that body when making provisions for the municipal schools. At the present time, when there is no public opinion on these matters and no general interest deep enough to lead to action, the recommendations of a school board can have but little force. I can not recommend that more power be given the local school boards, as I have no reason to believe that they would use it more wisely than the municipal councils. If the school board had power to fix definitely, without the municipal council having power to change it, the amount of money which should be spent for the schools of the pueblo, the amount so fixed would probably be in excess of what the town could justly devote to this purpose, for the interest of the school board would be bound up in school matters, and other municipal needs would not be duly considered. The EDUCATION IN THE PHILIPPINES. 2269 boards should not have power in the appointing of or fixing the salaries of the native teachers. First, because they would make it a matter of patronage simply. Second, because, being themselves unacquainted with our ideas and methods in school work, they would be unable to judge wisely a teacher’s work. Nor do I think it would be wise to have the school funds go through the boards’ hands, as this would be multiplying official machinery without securing greater security. The boards’ rec¬ ommendations as to sites and buildings have, in the first place, but little weight and, in the second place, are of but little worth when made, because of their lack of knowl¬ edge of what constitutes a good sanitary school house and grounds. They are quite apt to recommend a lot that one of the members has for sale, regardless of its location. On the whole, the school board is a place for training some of the best natives to be active sympathizers with us and our helpers in the future in the enlargement of the wTork. At the present time they are not exactly in the way, but they are of very little use to us. We must get a greater number of people interested in the success of our work. Towns are under the finger of one man, the presidente. In most cases he is not favorably disposed toward us. At best he is dilatory. The people, rich and poor, seem wiiling to be dominated by him. One of the really bad conditions growing out of Spanish custom is the almost superstitious regard the people have for the presi¬ dente. Through the school board I see a means of breaking in on his absolutism. A number of respectable and active elements may in this wTay be induced to express opinions contrary to his. Then, too, the board will serve as a buffer between us and the municipality. At present it is hard to locate responsibility. The presidente says: “ See the consejos.” The consejos say: “ See the presidente. ” Often during our visits it is impossible to get these parties together. As a result our work goes undone. The board will obviate this. Up to the present our greatest difficulty has been encountered in the way of securing school buildings and furniture. The boards can be of great assistance to us in this matter. The people attach great importance to the mere fact of possessing authority of some sort. It is almost the only means of securing their aid. True, these boards, as I understand them, will not possess much real authority from our point of view, but they look at it in an entirely different light. In general, I would say that I view these boards as a rather valuable auxiliary. I also consider the present as the proper time for their formation. The local school board of Tagbilaran, the only one yet organized in this prov¬ ince, consists of seven members, including the presidente of the pueblo. They visit the schools, inspect, make reports, and in every particular comply with the law. They encourage and compel attendance, thus relieving the town presidente of much work. They visit the barrio schools once in two months. They meet once each week in the office of the division superintendent. Thus far they have taken an interest and a pride in their duties, to the advantage of the schools. These boards are capable of assisting materially in the problem of education, and will work more effectively after a nicer adjustment of the powders 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. PROVINCIAL BOARDS. The establishment of provincial high schools, supported by provincial funds, has brought into prominence the composition of the provincial boards. While this board is in no sense a school board, yet its duties bring it closely into contact with the school work at many points. As at present constituted the provincial board is com¬ posed of the governor, treasurer, and supervisor. Of these, the provincial treasurer and the supervisor are generally Americans and the governor is generally a Filipino. Whether it would be advisable to have the division superintendent or his deputy a member of this board has been considered by the division superintendents, and a variety of opinions expressed. While the general superintendent does not consider that the advantages which can be obtained by such membership would be great enough to offset the disadvantages and extra work which would result, some of the superintendents write in favor of such provision, as is shown by the following extracts: 2270 EDUCATION REPOET, 1902. I think that the school department should have a representative on the provincial board. The entire matter of buildings and furniture is in the hands of the provincial supervisor. Under the present law his cooperation is necessary in order to cut a single stick of timber in the province for any purpose. You can easily appreciate the position in which we find ourselves placed when the question of material for con¬ struction comes up. First, it is necessary to establish the fact of necessity in the minds of the municipal councils; they, of course, are disposed to find some way out of it. They plead, first, the fact that an order from the provincial treasurer is neces¬ sary before the expenditure can be ordered. If this objection is successfully removed, they fall back upon the impossibility of securing materials without an order from the provincial supervisor. They will recognize the authority of the school department within the school department. They will recognize the authority of the provincial board in provincial matters. They do not seem to be able to grasp the idea of sev¬ eral departments of the government working as a unit. I belive that a representa¬ tive of the school department upon the provincial board would assist in clearing up this difficulty. At present, when these matters come up, all I can do is to advise as to the possible attitude of the provincial board. This is not sufficient. The Filipino, by reason of his peculiar training, has fallen into the habit of respecting nothing but positive authority. Argument is, as a general thing, ineffective. When it is possible to outline his duty clearly and authoritatively, he complies very gracefully. He seems to expect it. If the division or deputy division superintendents could speak to the municipalities as a member of the provincial board, I feel that their statements would carry proper force. Another benefit that would result from the indicated change is the effect it would have upon the provincial board as now constituted. In Ilocos Sur and La Union — and I assume that the same conditions exist generally — the provincial board is composed of two Americans and one native. The Americans are the active members of the board. It is reasonable to assume that the native will be controlled by one American. If he happens to be controlled by the’wrong American, the school department receives slight consideration. Another reason for the pro¬ posed change is that at present the school department in the provinces is not prop¬ erly recognized as a provincial affair. Boards are disposed to leave as much of the support of schools to the insular government as they possibly can. I believe that with a schoolman upon the provincial board it would be possible to bring us closer together. With reference to the provinces included in my division, I find no condi¬ tion which would deprive the above arguments of force. The making of division superintendents or deputies members of the provincial boards — Would encourage a larger degree of sympathy and harmony between the members of the provincial board and the division superintendent; Would enable the division superintendent to present before the provincial board the needs of the educational department in such a way that they would be able to appre¬ ciate them as they can not be made to appreciate them under present conditions; Would give the division superintendent equal advantage in presenting the claims of the educational department and enable him to stand clothed with equal authority, instead of being merely a petitioner. Provincial boards are made up of the governor, who is usually a Filipino, the treasurer, and the supervisor, who are Americans. These men, while honest and of large practical experience, are not as a rule college or university trained men. They are not broad, liberal-minded men, who can always see clearly relative needs. Division superintendents are, I suppose, without exception college or university trained men, and, although many of them are lacking in practical experience in gov¬ ernmental affairs, are men of wide general experience. * * * Those who have immediate charge of provincial affairs should have the keenest interest in education and be given every opportunity to know the needs and to bal¬ ance them with the needs of other departments. The educational department is a vital element in the government and merits support in proportion to its worth to the people. It is not a thing separate, to be supported by such means as are left over after other departments are thoroughly provided, but as the foundation of free government literally demands its strongest support. There is no work of the provincial board with which the division superintendent ought not to be acquainted. A thorough acquaintance with much of the work of the provincial board is absolutely necessary. Being a member of the board would facili¬ tate much of the work of the division superintendent. Information which he now gets with difficulty would come to him naturally through his work with the board. There seems to be one disadvantage. It seems to involve additional work for division superintendents. In reality, however, this is probably not a disadvantage. The additional work involved would be more than compensated for by the ease with which division superintendents would be able to accomplish their other work. EDUCATION IN THE PHILIPPINES. 2271 The chief criticism of the school board as at present organized is its lack of power. The recommendatory power might be of considerable use under certain circumstances, but councils and presidentes cling to whatever power they have and are not going to share it with others unless obliged to do so. In a former paper the writer urged the necessity of giving some power either to the division superintendent or to the school board to order small repairs, etc., providing proper town authorities did not take action within sixty days after notice of need given. But as councils often elect their share of the school board from among themselves, with the ex officio member the presidente, in such cases the council controls the board. But even otherwise, so strong is the custom handed down from the Spanish Gov¬ ernment, and so reluctant is any individual member of the council or of the school board to oppose the presidente openly, that the latter reigns supreme, more or less as he did when he was gobernadorcillo. The presidente is certainly the bellwether of the flock. His strength depends largely, of course, on his strength of character. If he is a strong man, he will lead the town. On the other hand, several examples have come to my notice where the presidente was a weak or passive man. Then leadership fell on one of the other municipal officers, e. g., the secretary or some member of the council who was independent enough to take the initiative. Again, outside officials, such as the governor, also according to Spanish custom in part, have too much influence with the presidentes and councilmen. The school board has undoubtedly been of some service, even with its recommendatory power in con¬ nection with the council. But its great service has been its forming a connecting link between the administration and the people. It has been a support to the teachers more than they realize, and has really done some little service toward stirring up interest in school affairs in the community, thereby increasing the attend¬ ance. The school board is usually composed of some of the best men in the com¬ munity. The Filipinos have great repect for their wise men. Quite a number of ex- teachers have been elected presidente; many others are on the council. It is unfortunate that the division superintendent is unable to correspond with the boards to any great extent. The connection wTould be increased if I had a Filipino-Spanish clerk who could undertake this. He need not know any English. The school board is a good step in the direction of creating civic interest in public affairs. Spontaneous individual initiative could scarcely be expected where all have depended on a so-called paternal government from time immemorial. The school board is a useful part of the larger scheme of the civil government for the educating of the native up to the point of being able to profit by local self-government. SPECIAL SCHOOLS. Attention is again called to the need of reform schools and schools for the deaf, dumb, and blind. Summary. To sum up in a word: Popular education, on which the whole structure must nat¬ urally rest ultimately, has been strengthened and broadened. Steps have also been taken at the same time in the direction of higher education, especially in the prepa¬ ration of Filipinos to teach their own people. The instruction in English is the car¬ dinal point of the present system of education. CHAPTER LI. STATISTICS OF PUBLIC AND PRIVATE KINDERGARTENS. This Bureau has collected and published statistics of kindergartens at irregular intervals since 1873. During the period in which the kindergarten was in the experi¬ mental stage in this country information concerning the work was difficult to obtain. Prior to 1892 this Office did not attempt to tabulate separately the returns from public and from private kindergartens. The growth of the kindergarten movement in the last thirty years may be shown in the following table, which gives the number of public and private kindergartens, the number of teachers, and the number of pupils, as actually reported to this Office for certain years beginning with 1873: Year. Kinder¬ gartens. Teachers. Pupils. Year. ' Kinder¬ gartens. Teachers. Pupils. 1873 . 42 73 1, 252 1882 . 348 814 16, 916 1874 . 55 125 1,636 1884 . 354 831 17, 002 1875 . 95 216 2,809 1885 . 415 905 18, 832 1876 . 130 364 4, 090 1886 . 417 945 21,640 1877 . 129 336 3,931 1887 . 544 1,256 25,925 1878 . 159 376 4, 797 1888 . 521 1,202 31, 227 1879 . 195 452 7, 554 1892 . 1, 311 2, 535 65, 296 1880 . 232 524 8, 871 1898 . 2,884 5, 764 143, 720 1881 . 273 676 14, 107 1902 . 3,244 5,935 205, 432 In 1892, as shown in the above table, there were 1,311 kindergartens reporting to this Office, with 2,535 teachers and 65,296 pupils. Nearly half these pupils, or 31,659, were in 459 public kindergartens in 137 cities. The remaining 33,637 pupils were in 852 private kindergartens. The Bureau had that year the names of 1,148 other pri¬ vate kindergartens from which no statistics could be obtained. In 1898 the number of kindergartens reporting to this Office had increased to 2,884, with 5,764 teachers and 143,720 pupils. The public kindergartens had 95,867 of these pupils under 2,532 teachers in the 1,365 kindergartens of 189 cities. The number of private kindergartens reporting had increased to 1,519, with 3,232 teachers and 47,853 pupils. That year this Bureau had the names of 1,479 private kinder¬ gartens from which no information could be obtained. In 1902 the number of kindergartens reporting had increased to 3,244, with 5,935 teachers and 205,432 pupils. The number of cities sustaining public kindergartens had increased to 289, the number of public kindergartens to 2, 202, the number of teachers to 3,764, and the number of pupils in these public kindergartens to 151,552. On the other hand, the number of private kindergartens reporting had decreased to 1,042 and the number of private kindergarten teachers to 2,171, although the num¬ ber of pupils had increased to 53,880. The Office had the names of 1,022 other private kindergartens still in existence from which no information could be obtained after repeated requests. In the four years from 1898 to 1902 there had been an enormous growth of the public kindergarten, while the private kindergarten had scarcely held its own. 2273 2274 EDUCATION REPORT, 1902. There had been a falling off of 477 in the number of private kindergartens reporting and a net loss of 934 in the number reported to be in operation. The remaining schools are undoubtedly stronger than ever, and the best teachers who gave up private work found wider fields of usefulness in the public kindergartens maintained in connection with city school systems. Table 1 summarizes the statistics of all the kindergartens actually reporting to this Bureau in 1902. The number of cities of 4,000 population and over in which public kindergartens were maintained was 289. It will be noted that Delaware, Maryland, Virginia, West Virginia, Florida, Mississippi, Indian Territory, North Dakota, Wyo¬ ming, Arizona, Utah, Idaho, and Oregon are not represented. The 2,202 public kindergartens had 3,764 teachers and 151,552 pupils — 65,834 boys and 67,414 girls. The names of the 289 cities, with the number of public kindergartens, teachers, and pupils in each, will be found in Table 11 of this chapter. Table 1 also summarizes the statistics of the 1,042 private kindergartens actually reporting to this Office in 1902. There were 2,171 teachers and 53,880 pupils — 25,758 boys and 28,122 girls. No private kindergartens were reported from West Virginia, Arkansas, Oklahoma, Wyoming, Arizona, Utah, Nevada, or Idaho. The combined statistics of the 3,244 public and private kindergartens actually reporting to this Office in 1902 are given in Table 2. There were 5,935 teachers and 205,432 pupils, or an average of nearly 35 pupils to the teacher. The number of boys was 91,592 and the number of girls 95,536. As already stated, 1,022 private kindergartens known to be in existence failed to report any information after repeated requests from this Bureau. If it be assumed that these kindergartens had the average number of teachers and pupils, it may be estimated that the 1,022 kindergartens had 2,166 teachers and 52,052 pupils. Adding these figures to those actually reported, the estimated strength of private kinder¬ gartens in the United States would be 2,064 schools, 4,337 teachers, and 105,932 pupils. Combining these with the numbers reported for public kindergartens, the estimated number of kindergartens, public and private, is 4,266, with 8,101 teachers and 257,484 pupils. These estimates are shown in Table 3. Table 4 is a financial summary of the 1,042 private kindergartens reporting. The total expenditure of 738 of these schools was $416,6241 Tables 5 to 10, inclusive, summarize the statistics of public and private kinder¬ gartens for each year for which information was collected from 1873 to 1898. Table 12 is a list of kindergarten associations in the United States reported to this Office as in operation. Table 13 is a list of training schools and classes for kinder- gartners. PUBLIC AND PRIVATE KINDERGARTENS 2275 Table 1. — Statistics of public and private kindergartens actually reporting for 1901-2. Public kindergartens. I Private kindergartens. State or Territory. Number of cities. Number of schools. Number of teachers. Pupils. Number of schools. Number of teachers. Pupils. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 239 2, 202 3,764 65,834 67,414 151,552 1,042 2,171 25, 758 28,122 53,880 North Atlantic Division. . . . 149 1,181 1,879 30, 977 31.561 76, 731 451 855 9, 896 10, 592 20,488 South Atlantic Division .... 4 39 76 953 '992 1,945 130 276 2, 323 2,683 5, 006 South Central Division . 10 37 66 1,022 1,087 2. 109 51 1 [ 93 1,033 1,199 2,232 North Central Division . 105 829 1,520 30,451 31, 252 63, 080 306 760 9, 836 10, 750 20, 5S6 Western Division . 21 116 223 2,431 2, 522 7,687 104 187 2, 670 2,898 5, 568 North Atlantic Division: \ Maine . 6 18 34 399 429 828 12 ! - - 24 290 277 567 New Hampshire . 4 15 22 376 392 768 3 ! 9 367 337 704 Vermont . 8 9 14 203 186 389 4 6 56 59 115 Massachusetts . 32 228 428 6, 622 6,648 14, 587 45 85 534 636 ! 1, 170 Rhode Island . 5 43 76 1,519 1,564 3, 083 4 16 93 113 206 Connecticut . 12 58 153 1,469 1,444 3,498 30 47 324 374 698 New York . 47 397 594 13,406 13, 760 27, 429 211 433 6, 176 6,521 12,697 New Jersev . 28 211 256 1, 848 1, 872 15, 588 45 70 659 716 1, 375 Pennsylvania . 12 202 304 5, 13o 5, 266 10,561 97 165 1,397 1, 559 2,956 South Atlantic Division: 15 16 207 184 891 Marvland . 25 57 508 581 1, 089 District of Columbia. . . . 1 32 67 841 885 1,726 16 36 255 297 552 Virginia . 8 16 125 160 285 West Virginia . North Carolina . i i 1 22 12 34 11 19 246 260 506 South Carolina . i 2 2 8 14 96 122 218 Georgia . l 4 6 90 95 185 35 95 731 906 1 1, 637 Florida . . 12 23 155 173 328 South Central Division: Kentucky . 2 7 14 325 325 650 10 23 ■ 164 185 349 Tennessee . 1 1 1 20 30 50 8 10 155 168 323 Alabama . 1 1 1 20 20 40 6 9 137 147 284 Mississippi . 1 2 35 40 75 Louisiana . 2 19 43 486 544 1,030 8 18 229 286 515 Texas . 2 3 3 61 53 114 17 30 300 358 658 Arkansas . 1 1 1 Oklahoma . 1 5 5 110 115 225 Indian Territory . 1 ! 1 13 15 28 North Central Division: Ohio . 11 94 140 2, 763 2,859 5,982 78 165 1,596 1,845 | 3, 441 Indiana . 14 64 87 1,608 1.699 3, 307 36 140 1,539 1,817 3, 356 Illinois . 6 100 196 4, 662 4.548 9,354 89 222 4,289 4, 411 8,700 Michigan . 27 150 243 4, 823 4, 851 9,727 31 64 729 819 1,548 Wisconsin . 22 133 277 6, 972 7, 056 14, 218 14 33 340 308 648 Minnesota . 4 50 102 2, 057 2,271 4, 728 18 45 467 501 968 Iowa . 12 54 77 •709 660 1,599 9 17 109 113 222 Missouri . 2 ' 137 321 5, 279 5,642 10, 921 16 37 404 497 901 North Dakota . 1 2 4 20 24 South Dakota . 1 2 2 6 51 53 104 3 8 137 148 285 Nebraska . 4 44 70 1,512 1,601 3, 113 1 3 32 24 56 Kansas . 1 1 1 15 12 27 10 24 190 247 437 Western Division: Montana . 1 4 5 41 37 78 4 6 32 56 88 Wyoming . Colorado . 2 29 60 1,346 1,407 2,753 18 31 254 291 545 New Mexico . 1 1 1 42 43 85 Arizona . Utah . 3 4 57 68 125 Nevada . 1 1 2 Idaho . . Washington . 3 4 6 94 93 187 12 23 194 193 387 Oreeron . 9 23 127 144 271 California . 13 77 149 908 942 4,584 58 100 2,006 2, 146 4,152 2276 EDUCATION REPORT, 1902, Table 2. — Combined statistics of public and private kindergartens actually reporting for 1901-2. Number of kinder¬ gartens. Number Pupils. State or Territory. of in¬ structors. Male. Female. Total. United States . 3,244 5, 935 91, 592 95, 536 205, 432 1, 632 2, 734 40, 873 42, 153 97, 219 6,951 169 352 3,276 2,055 40, 287 3, 675 2,286 42, 002 88 159 4,341 83, 666 13, 255 1,135 220 2, 280 410 5, 101 5,420 North Atlantic Division: 30 58 689 706 1,395 1,472 18 31 743 729 13 20 259 245 504 273 511 7, 156 7,284 15, 757 3,289 4, 196 40, 126 16, 963 13, 517 391 Rhode Island . 47 92 1,612 1,793 19,582 2,507 6,532 207 1,677 1,818 Connecticut . . . 88 200 608 1,027 326 20, 281 2,588 6, 825 184 256 299 469 South Atlantic Division: Delaware . 15 16 25 57 508 581 1,089 2, 278 48 103 1,096 125 1,182 160 Virginia . 8 16 285 North Carolina . 12 20 268 272 540 South Carolina . 10 16 96 122 218 Georgia . 39 101 821 1,001 1,822 Florida . 12 23 155 173 328 South Central Division: Kentucky . 17 37 489 510 999 Tennessee . 9 11 175 198 373 Alabama . 7 10 157 167 324 Mississippi . . 1 2 35 40 75 Louisiana . 27 59 715 830 1,545 772 Texas . 20 33 361 411 Arkansas . 1 1 Oklahoma . . . 5 5 110 115 225 Indian Territorv . 1 1 13 15 28 North Central Division: Ohio . . 172 305 4,359 3,147 8, 951 5, 552 7,312 2, 524 4, 704 9,423 Indiana . 100 227 3, 516 6, 663 18, 054 11, 275 Illinois . 189 418 8, 959 Michigan . . . 181 307 5,670 Wisconsin . 147 310 7,364 2, 772 773 14, 866 5, 696 1,821 11,822 24 Minnesota . 68 147 Iowa . 63 94 818 Missouri . 153 358 5,683 4 6, 139 20 North Dakota . 1 2 South Dakota . 5 14 188 201 389 N ebraska . 45 73 1,544 1,625 259 3, 169 464 Kansas . 11 25 205 Western Division: Montana . 8 11 73 93 166 Wvoming . . . . . Colorado . 47 91 1,600 42 1,698 3,298 85 New Mexico . 1 1 43 A ri zon a . . Utah . 8 4 57 68 125 Nevada . . 1 2 Tda.ho.. . . Washington . 16 29 288 286 574 Oregon . 9 23 127 144 271 California . 135 249 2, 914 3,088 8, 736 PUBLIC AND PRIVATE KINDERGARTENS. 2277 Table 3. — Statistics of all public and private kindergartens in the United States in 1901-2, those not reporting to this Office being estimated. State or Territory. Private kindergartens not reporting. Private kindergartens reporting and not reporting. Public and private kin* dergartens reporting and not reporting. Num¬ ber of kinder¬ gartens not report¬ ing. Esti¬ mated num¬ ber of teach¬ ers. Esti¬ mated num¬ ber of pupils. Total num¬ ber of private kinder¬ gar¬ tens. Total num¬ ber of teach¬ ers, partly esti¬ mated. Total num¬ ber of pupils, partly esti¬ mated. Total num¬ ber of kinder¬ gar¬ tens. Total num¬ ber of teach¬ ers, partly esti¬ mated. Total num¬ ber of pupils, partly esti¬ mated. United States . 1,022 2, 166 52, 052 2,064 4,337 1 105, 932 4,266 8,101 257, 484 North Atlantic Division .... 296 550 11, 967 747 1,405 32, 455 1, 928 3, 284 109, 186 South Atlantic Division .... 121 267 4, 928 251 543 9,934 290 619 11, 879 South Central Division . 90 168 4,031 141 261 6,263 178 327 8,372 North Central Division . 387 952 24, 986 693 1,712 45, 572 1,522 3, 232 108, 652 Western Division . 128 229 6,140 232 416 11, 708 348 639 19,395 North Atlantic Division: Maine . 18 36 851 30 60 1, 418 48 94 2,246 New Hampshire . 2 6 469 5 15 1,173 20 37 1,941 Vermont . 7 10 201 11 16 316 20 30 705 Massachusetts . 48 91 1,248 93 176 2, 418 321 602 17, 005 Rhode Island . 3 12 155 7 28 361 50 104 3,444 Connecticut . 30 47 698 60 94 1,396 118 247 4,894 New York . 88 181 5, 295 299 614 17, 992 696 1,208 45, 421 New Jersey . 23 35 703 68 106 2, 078 279 362 17, 666 Pennsylvania . 77 131 2,347 174 296 5, 303 376 600 15,864 South Atlantic Division: Delaware . 5 5 130 20 21 521 20 21 521 Maryland . 28 64 1,220 53 121 2, 309 53 121 2,309 District of Columbia . . . 11 25 380 27 61 932 59 128 2, 658 Virginia . 7 14 249 15 30 534 15 30 534 West Virginia . North Carolina . 18 31 828 29 50 1,334 30 51 1,368 South Carolina . 5 9 136 13 23 354 15 25 354 Georgia . 36 98 1, 684 71 193 3,321 75 199 3,506 Florida . 11 21 301 23 44 629 23 44 629 South Central Division: Kentucky . 25 58 873 35 81 1 °22 42 95 1,872 Tennessee . . 17 21 686 25 31 i;6o9 26 32 1, 059 Alabama . 10 15 473 16 24 757 17 25 797 Mississippi . 4 8 300 5 10 375 5 10 375 Louisiana . 15 34 966 23 52 1,481 42 93 2, 511 Texas . ... . 14 25 542 31 55 1,200 34 58 1,314 Arkansas . 2 3 90 2 3 90 3 4 90 Oklahoma . 1 2 45 1 2 45 6 7 270 Indian Territory . 2 2 56 3 3 84 3 3 84 North Central Division: Ohio . 65 138 2, 868 143 303 6,309 237 443 12, 291 Indiana . 40 156 3,729 76 296 7, 085 140 383 10, 392 Illinois . 99 247 9, 678 188 469 18, 378 288 665 27, 732 Michigan . 49 101 2, 447 80 165 3, 995 230 408 13, 722 Wisconsin . 27 64 1,250 41 97 1,898 174 374 16,116 Minnesota . 21 53 1,129 39 98 2, 097 89 200 6,825 Iowa . 23 43 567 32 60 789 86 137 2,388 Missouri . 38 88 1 2,140 54 125 3, 041 191 446 13, 962 North Dakota . 4 8 96 5 10 120 5 10 120 South Dakota . 2 5 190 5 13 475 7 19 579 Nebraska . 5 15 280 6 18 336 50 88 3,449 Kansas . 14 34 612 24 58 i 1,049 25 59 1,076 Western Division: Montana . 11 17 242 15 23 330 19 28 408 Wyoming . 3 5 144 3 5 144 3 5 144 Colorado . 16 28 484 34 59 1, 029 63 119 3,782 New Mexico . ! . 1 1 85 Arizona . 1 2 48 1 2 48 1 2 48 Utah . 15 20 625 18 24 750 18 24 750 Nevada. 1 2 Idaho . i 2 48 1 2 48 1 2 48 Washington . 17 33 548 29 56 935 33 62 1,122 Oregon . 14 36 422 23 59 693 23 59 693 California . 50 86 3,579 108 186 7, 731 185 335 12, 315 2278 EDUCATION REPORT, 1902. Table 4. — Sources of support , expenditure , and receipts of private kindergartens in 1901-2. State or Territory. Number of kinder¬ gartens. Source of support. I Number reporting | total expenditure. Number of pupils in schools reporting total expenditure. Total expended. Receipts, a Association. | Tuition. 1 Donation. Tuition. Association. Donation. Endowment fund. United States . 1, 042 458 615 128 738 39, 157 $416, 624 $157, 190 $154, 593 $85,534 $10, 985 North Atlantic Division.. 451 186 272 50 298 13,665 200,565 69, 597 76, 988 39,071 5,020 South Atlantic Division . . 130 62 74 22 104 4,134 43, 429 16, 017 16, 744 9, 307 825 South Central Division... 51 18 32 3 39 1,816 14, 545 5, 049 7,370 1,851 North Central Division. . . 306 140 189 42 226 15, 707 120, 812 57,715 41, 072 22, 742 2,470 Western Division . 104 52 48 11 71 3,835 37,273 8, 812 12, 419 12,563 2, 670 North Atlantic Division: 12 8 9 3 9 379 5,485 1,639 3,018 725 New Hampshire . 3 2 1 1 2 309 1,020 484 286 50 200 4 1 3 1 40 800 800 25 Massachusetts . 45 7 34 5 25 771 18, 089 11, 900 3,090 1, 958 o r O 4 4 3 146 940 525 30 2 26 2 20 549 9, 318 5,948 1,850 1,320 New York . 211 122 89 23 141 8,157 117, 990 27, 174 56, 098 25, 846 2,371 New Jersey . 45 15 39 2 31 1,115 15, 604 10, 411 3, 154 1,746 175 Pennsylvania . 97 29 67 14 66 2,199 31,319 11, 516 ‘ 8,692 7,401 274 South Atlantic Division: Delaware . 15 6 11 3 13 367 4,446 1,329 1,355 1,662 50 Maryland . 25 13 17 5 18 798 10, 854 3,217 3,959 3, 987 50 District of Columbia. . 16 4 10 5 6 216 2, 012 1,790 5 217 Virginia . 8 4 4 1 8 285 5,272 2, 625 2,192 455 West Virginia . North Carolina . 11 5 6 1 10 478 2, 325 435 1,613 277 South Carolina . 8 3 5 1 6 163 922 547 275 59 Georgia . 35 22 14 3 32 1,519 15, 286 5, 586 5, 950 2,550 675 Florida . 12 5 7 3 11 308 2, 312 488 1,395 100 50 South Central Division: Kentucky . 10 1 8 1 7 227 3, 379 2, 235 500 644 Tennessee . 8 5 3 1 4 190 1,760 1,260 500 Alabama . 6 1 4 1 6 284 1,041 284 507 Mississippi . 1 1 1 1 75 500 50 450 . Louisiana . 8 5 3 7 490 3, 550 600 2, 850 100 Texas . 17 5 12 13 522 4,065 1,630 2, 310 100 Arkansas . Oklahoma . Indian Territory 1 1 1 28 250 250 North Central Division: Ohio . 78 45- 38 10 58 2,659 27, 200 7, 925 15, 217 4, 872 1,184 Indiana . 36 18 19 2 15 827 5, 066 2, 661 1,545 800 Illinois . 89 31 64 11 72 8, 057 53, 650 33, 026 10, 945 9, 771 980 Michigan . 31 19 21 8 26 1,377 11, 836 5, 216 2,525 3, 575 50 Wisconsin . 14 8 6 2 14 648 7,319 2, 570 4, 225 1,034 Minnesota . 18 7 13 1 12 768 6, 151 2, 527 3, 624 Iowa . 1 _ 9 2 7 1 6 162 1,490 579 650 220 41 Missouri . 16 7" 10 3 12 783 5,073 1,260 2,241 1, 370 215 North Dakota . 1 1 South Dakota 3 2 1 1 33 110 110 Nebraska . 1 1 1 56 850 850 Kansas . 10 3 7 3 9 337 2, 067 991 100 1, 100 Western Division: Montana . . . 4 1 2 1 3 66 825 241 325 325 Wyoming Colorado . 18 8 11 1 11 314 4, 855 3, 140 1,325 390 New Mexico. . . , Arizona _ Utah . 3 1 2 1 2 111 1,200 150 75 Nevada . Idaho .... Washington . . 12 2 10 10 261 1,376 876 500 Oregon . . 9 2 7 6 212 1 245 745 California . 58 38 16 "s 39 2, 871 27, 772 3, 660 10, 194 11,848 2, 670 a Twenty-five kindergartens, in Alabama' (1), Connecticut (1), Florida (1), Georgia (7), Indiana (1), Maine (2), New Jersey (1), New York (7), Pennsylvania (3), Utah (1-), received partial support from public funds, aggregating §5,509. PUBLIC AND PRIVATE KINDERGARTENS, 2279 Table 5. — Statistics of public and private kindergartens in the United States, 1873-1876. 1873. 1874. 1875. 1876. State or Territory. Kindergartens. Teachers. GG ft 3 Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. 42 73 1,252 55 125 1,636 95 216 2, 809 130 364 4, 090 30 51 856 34 65 892 50 100 1,372 248 62 130 1,720 8 8 104 5 14 166 10 20 10 24 236 2 3 62 2 3 61 2 4 53 4 6 92 11 230 14 43 517 31 89 1,096 51 200 1,969 43 2 3 40 3 4 North Atlantic Division: 2 2 47 2 2 45 2 2 45 1 1 20 1 1 14 2 4 30 10 12 151 14 18 213 12 20 204 9 21 172 1 1 24 1 1 8 2 6 92 2 6 87 11 23 359 10 27 345 16 33 424 20 45 656 6 13 296 5 13 229 13 28 505 14 31 530 2 2 26 1 3 30 4 10 88 13 21 200 South Atlantic Division: 1 2 14 2 3 29 3 5 91 3 8 83 District of Columbia _ 2 6 90 3 11 137 7 15 157 6 14 163 Virginia, . West Virginia . ' _ North Carolina . South Carolina . ::::: 1 ..... 20 Georgia . . Florida . South Central Division: Kentucky . 2 3 62 2 3 61 2 ..... i 4 53 4 6 92 Tennessee . Alabama . Mississippi . Louisiana . . . Texas . Arkansas . . . . I Oklahoma . -- Indian Territory . North Central Division: Ohio . 2 2 53 2 3 50 4 t- e 78 5 9 96 Indiana . 1 i 25 1 2 16 Illinois . 2 10 43 5 8 109 8 21 207 Michigan . 8 3 . 87 4 6 92 3 5 80 4 6 90 Wisconsin . 1 3 48 4 17 238 5 17 290 5 15 273 Minnesota . 1 1 18 2 2 29 Iowa . 1 4 50 Missouri . 1 3 42 2 7 94 12 496 25 141 1,208 North Dakota . South Dakota . | . Nebraska . Kansas . Western Division: Montana . | Wyoming . 1 . Colorado . 1 1 8 New Mexico . Arizona . . Utah . Nevada . . . Idaho . W ashington . 1 i 25 Oregon . California . 1 1 2 15 2 3 35 1 . 1 2280 EDUCATION REPORT, 1902, Table 6. — Statistics of public and private kindergartens in the United States, 1877-1880. State or Territory. 1877. 1878. 1879. 1880. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. United States . 129 336 3, 931 159 376 4,797 195 452 7,554 232 524 8, 871 North Atlantic Division . 65 129 1,634 86 188 2,220 93 202 2,687 118 251 3, 545 South Atlantic Division . 11 28 265 11 30 301 17 33 514 23 41 521 South Central Division . 3 7 82 7 9 78 7 8 70 4 5 50 North Central Division . 46 167 1,896 48 140 2,080 71 202 4,163 83! 212 4,415 Western Division . 4 5 54 7 9 118 7 7 120 9\ 15 340 North Atlantic Division: Maine . 2 2 39 4 4 25 2 10 25 2 2 80 New Hampshire . o 4 30 1 1 16 1 i 16 Vermont.! . Massachusetts . 12 22 195 18 31 346 16 29 338 20 41 627 Rhode Island . 1 6 64 Connecticut . 1 5 80 2 5 55 3 8 76 4 6 71 New York . 22 50 632 26 70 855 31 68 989 42 101 1,348 New Jersey . 14 24 451 14 32 552 17 37 751 16 '37 717 Pennsylvania . 12 22 207 22 46 387 23 49 492 27 '57 622 South Atlantic Division: Delaware . 1 1 15 1 1 15 Maryland . 4 10 48 3 10 56 3 8 83 5 9 83 District of Columbia . 5 15 186 6 18 208 6 16 257 9 19 254 Virginia . 2 2 40 2 3 15 West Virginia . N orth Carolina . 1 1 2 3 16 55 South Carolina . 1 2 24 1 1 20 2 2 87 1 1 67 Georgia . . 1 1 7 1 1 17 1 1 12 1 1 12 Florida . . 1 1 20 1 1 20 South Central Division: Kentucky . 3 7 82 4 7 78 3 4 35 1 2 15 Tennessee . 2 2 2 2 12 1 1 12 Alabama . 1 1 1 jl Mississippi . Louisiana . 1 1 1 23 1 0. 23 Texas . Arkansas . . J Oklahoma . 1 1 Indian Territory . . . JL . North Central Division: J Ohio . 6 9 89 12 19 196 18 34 383 12 28 285 Indiana . 1 5 30 1 3 35 4 9 95 5 l2 108 Illinois . 6 13 141 7 22 274 10 23 336 15 23 538 Michigan . 3 4 90 2 3 54 2 6 70 6 20 119 Wisconsin . 6 17 291 7 14 305 5 10 200 12 23 452 Minnesota . 3 9 70 2 8 50 1 1 5 14 108 Iowa . 1 5 40 1 5 37 3 9 70 2 8 88 Missouri . 20 105 1,145 15 66 1,129 28 110 3, 009 23 90 2,640 North Dakota . _ South Dakota _ | ::::: Nebraska . . 1 . 1 . 1 i 12 Kansas . 1 | 2 3 65 Western Division: Montana Wyoming . ;;;;;;; . 1 | Cninra rin 1 2 22 1 2 22 New Mexico Arizona. jTtflh Nevada ..... _ _ _ .... Trl n.h n Wfl i T1 jjt1 nil Oregon . . California . 3 3 32 6 7 96 7 | 7 120 9 15 340 PUBLIC AND PRIVATE KINDERGARTENS, 2281 Table 7. — Statistics of public and private Mndergartens in the United States, 1881 , 1882 , 1884, 1885. 1881. 1882. 1884. 1885. Statle or Territory. Kindergartens. Gfc u © p Pupils. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. 278 676 14,107 348 814 16, 916 354 831 17, 002 415 905 18,832 103 134 273 3, 965 517 118 j 271 1 4,008 504 141 300 4, 698 542 23 47 '475 | 23 47 28 | ' 50 27 51 2 63 1 6 9 140 6 I 1 11 165 | 12 18 227 126 9,178 612 154 432 11,207 1,087 172 448 11,053 j ! 1,272 | 195 462 11,573 19 82 | 31 53 30 51 40 74 1,792 North Atlantic Division: 2 2 104 2 j 3 58 2 3 48 2 3 51 1 1 15 1 1 35 1 1 15 Massachusetts . 20 37 647 41 53 724 22 I 46 714 19 38 641 2 6 68 4 13 135 4 9 110 3 9 122 4 6 81 6 12 160 6 11 156 7 19 228 37 97 1,689 501 38 95 1,600 45 J 109 1,735 41 92 1,532 12 28 12 29 443 12 27 474 12 25 440 25 58 674 31 68 845 27 66 771 55 112 . 1,634 42 South Atlantic Division: 2 ± 30 2 4 31 1 3 30 2 5 Maryland . 3 9 69 6 10 93 7 10 105 7 15 168 District of Columbia _ 10 20 303 10 22 270 14 26 252 12 21 217 Virginia . 4 8 48 3 63 1 2 22 T 2 22 West Virginia . North Carolina . South Carolina . 4 6 25 j 2 4 60 2 4! 60 j 3i 3 38 Georgia . 1 3 5 I 35 | 2 5 55 Florida . 1 1 South Central Division: Kentucky . ' 1 1 1 20 1 1 20 8 4 27 Tennessee . 1 1 ‘I Alabama i 1 2 2 26 1 2 22 I | 3 2 20 Mississippi . 1 I Louisiana . . l 1 j 5 63 2 6 84 2 6 i 99 1 2 I 9 128 Texas _ 1 Arkansas . . . Oklahoma . 1 Indian Territory . 1 1 1 24 2 3 52 North Central Division: Ohio . 12 34 448 18 36 539 21 49 582 26 53 641 Indiana . 4 9 93 15 165 14 20 218 11 32 622 Illinois . 19 34 611 27 55 701 25 53 921 37 71 1, 715 Michigan . 8 150 5 8 193 14 294 9 18 427 Wisconsin . 12 24 457 17 42 918 24 | 64 1,286 204 31 64 1, 885 170 Minnesota . 5 18 173 7 23 243 9 14 ! 12 Iowa . 4 11 168 4 12 199 11 128 4 18 202 Missouri . 60 l ... 214 7,002 65 233 8,076 64 211 7,213 15 1 181 5,655 82 North Dakota . South Dakota . 1 5 J Nebraska . 1 . I 1 3 57 1 3 57 2 3 40 Kansas . . . 3 5 To j 3 5 116 3 7 135 3 5 134 Western Division: Montana . 1 Wyoming . Colorado . i . 2 4 137 New Mexico . 1 1 1 1 16 Arizona . 1 1 1 i 16 1 1 16 I . Utah . | 1 1 Nevada . . . i 1 2 50 Idaho . | ..... | Vrashington . Oregon . 1 2 21 1 2 21 2 4 60 California . 17 | 29 1 546 28 49 1,050 29 49 ,251 34 64 1 1,579 ED 1902 — VOL II TO EDUCATION REPORT, 1902. 2282 Table 8. — Statistics of public and private kindergartens in the United States, 1886, 1887, 1888, 1892. State or Territory. 1886. 1887. 1888. - 1892. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. Kindergartens. Teachers. Pupils. United States . 417 945 21, 640 544 1, 256 25, 925 521 1, 202 31, 227 1, 311 2, 535 65, 296 North Atlantic Division . . 161 321 6,202 206 398 7,629 186 370 9, 442 458 819 20, 231 South Atlantic Division. . . 19 42 529 25 47 563 23 66 799 58 117 2,409 South Central Division. . . . 8 20 327 12 24 401 10 26 365 55 127 2, 558 North Central Division - 185 479 12, 400 233 645 14, 110 225 600 16, 614 606 1, 219 32, 616 Western Division . 44 83 2, 182 68 142 3, 222 77 140 4, 007 134 253 7,482 North Atlantic Division: Maine . 2 3 51 3 5 69 3 5 95 5 : 7 119 1 1 4 7 91 Vermont . 1 2 14 1 2 17 1 1 13 4 5 56 Massachusetts . . 41 79 1,482 46 86 1,446 44 88 1,819 101 172 4,182 Phode Island . 3 11 156 5 15 186 6 16 359 13 37 616 Connecticut . 10 18 347 13 30 519 13 32 673 30 80 1, 954 New York . 40 91 1,916 60 124 2, 813 55 114 3,300 170 313 7, 750 New Jersey . 10 22 410 15 28 680 13 23 965 36 $0 1,345 Pennsylvania . 53 94 1,791 63 108 1,899 51 91 2, 218 95 148 4, 118 South Atlantic Division: Delaware . 1 2 23 1 2 21 1 2 21 2 3 33 Maryland . 5 16 236 10 19 286 10 29 434 18 39 702 District of Columbia . . 8 16 165 11 22 195 10 32 314 16 30 517 Virginia . 4 T 86 West Virginia . . l North Carolina . 2 3 54 1 1 30 1 2 30 5 ID 152 South Carolina . 1 7 412 Georgia . 3 5 51 2 3 31 1 1 8 15 383 Florida . 4 6 119 South Central Division: Kentucky . 2 3 27 1 1 1 1 21 60 1, 157 Tennessee . 1 1 19 2 2 32 2 5 28 11 21 471 Alabama . 1 3 35 1 o 35 1 3 20 Mississippi . 2 2 92 Louisiana . 2 10 160 3 11 192 3 13 227 10 28 525 Texas . 1 1 15 4 6 116 4 7 110 8 10 224 Arkansas . 1 2 20 Oklahoma . Indian Territory 1 2 71 1 1 26 1 1 49 North Central Division: Ohio . 27 66 788 33 74 850 30 75 1,170 80 153 2,758 Indiana . 9 20 445 12 31 446“ 13 27 542 35 124 2,910 Illinois . 31 105 2,246 48 157 2, 684 50 144 3, 048 197 271 7,491 Michigan . 14 30 808 16 31 725 6 25 908 46 87 2, 208 Wisconsin . 22 41 2, 286 31 58 2,491 31 56 3,295 60 113 5, 704 Minnesota . 5 12 177 10 19 336 9 8 341 32 66 1,673 Iowa . 4 9 166 8 22 368 8 26 501 33 85 1,677 Missouri . 66 181 5,236 71 244 6,081 74 230 6, 678 90 270 7,003 North Dakota . l 2 A 52 1 o 28 16 South Dakota . r 2 1 ± JL 1 Nebraska . i 2 40 l 4 50 1 4 50 17 30 623 Kansas . 4 9 156 2 3 51 2 j 4 65 16 19 569 Western Division: Montana . 5 6 71 Wyoming I . 1 i 10 ! . Colorado . 2 3 I 144 1 3 105 1 3 105 28 |o 1,250 \Tpw MpyiVn 1 1 10 1 1 10 1 1 19 Arizona Utah . 1 1 90 1 i 50 1 i 50 2 5 80 Nevada 1 I 1 i 30 1 i 30 1 Trlshn . "Washington . 1 i 10 1 l 10 8 9 183 Oregon . 4 8 j 124 6 13 192 6 14 243 2 4 77 California . 1 36 1 70 1,814 56 121 2,815 66 119 3, 550 89 179 5,821 PUBLIC AND PRIVATE KINDERGARTENS, 2283 Table 9. — Statistics of public and private Icindei'gartens actually reporting for 1897-98. Stale or Territory. Public kindergartens. Private kindergartens. Number of cities. Number of schools. Number of teachers. Pupils. Number of schools. Number of teachers. Pupils. Male. Fe¬ male. Total. Male. Fe¬ male. Total. United States . 189 1,365 2,532 46,542 49,325 95, 867 1, 519 3, 232 22, 387 25,466 47,853 North Atlantic Division . 94 698 1,173 20,953 22 022 42, 975 613 1,148 8,416 9,726 18, 142 South Atlantic Division . 2 6 7 134 165 299 142 282 1,874 2, 167 4,041 South Central Division . 8 27 50 1, 087 1,046 2,083 90 209 1,348 1,528 2,876 North Central Division . 68 535 1,095 20, 543 22,064 42,607 499 1,271 8,386 9, 351 j 17, 737 Western Division . 17 99 207 3, 875 4,028 7, 903 175 322 2,363 2,694 | 5, 057 North Atlantic Division: Maine . 3 10 22 278 303 581 28 43 218 315 533 New Hampshire . 4 10 14 184 188 372 1 1 10 6 16 Vermont . 1 2 3 53 59 112 10 13 65 86 151 Massachusetts . 27 181 358 5,398 5,579 10, 977 91 153 810 892 1,702 Rhode Island . 5 25 51 730 781 1.511 11 22 178 180 358 Connecticut . 15 57 147 1,493 1,590 3,083 44 80 475 548 1,023 New York . 31 218 371 7,638 8, 179 15, 817 232 499 4,326 5, 026 9,352 New Jersev . 6 46 64 1,611 1,666 3,277 57 85 604 686 1,290 Pennsvlvania . 2 149 143 3,568 3, 677 7, 245 139 252 1,730 1,987 3,717 South Atlantic Division: 18 28 203 177 380 28 61 391 540 931 . 35 62 366 400 766 Virginia . 14 87 111 198 West Virginia . 2 7 62 68 130 North Carolina . 14 28 283 342 625 South Carolina . .... 8 6 48 56 104 Georgia . 2 6 7 i34 165 299 24 57 316 359 675 Florida . h . 1 if 19 118 114 232 South Central Division: .... Kentucky . 4 | 12 22 555 561 1,116 27 69 467 487 954 Tennessee . 1 1 15 29 230 275 505 Alabama . i 1 1 1 1 57 65 122 9 17 83 133 216 Mississippi . 1 i 1 1 ! . 3 4 58 44 102 Louisiana . l 12 23 352 344 J 696 16 1 58 288 ais¬ 631 Texas . l j 1 3 73 76 1.49 13 18 119 les 247 Arkansas . 2 1 6 43 47' 90 Oklahoma . 2 3 21 23 44 Indian Territorv . 3 5 39 48 87 North Central Division: Ohio . 7 27 37 869 871 1,740 | 96 230 1,264 1,493 2,757 Indiana . 8 26 43 568 638 1, 206 ' 60 183 2,023 2, 022 4,045 Illinois . 2 65 132 2, 660 3,011 5, 671 125 389 2, 103 2,412 4,515 Michigan . 17 65 90 1, 973 2,050 4, 023 64 110 811 948 1, 759 Wisconsin . 17 103 210 5, 722 6, 013 11, 735 22 71 433 519 952 Minnesota . 3 49 94 L589 1,695 3,284 39 108 714 825 1, 539 Iowa . 9 51 79 1, 325 1,350 2,675 18 35 195 215 410 Missouri . 2 107 343 4,262 4,888 9,150 32 55 343 401 744 North Dakota . 5 7 45 56 101 South Dakota . 1 | 1 2 24 36 60 2 4 21 22 43 Nebraska . 2 41 65 1,551 1,512 3,063 12 34 121 118 239 Kansas . 24 45 313 320 633 Western Division: Montana . 6 15 69 111 180 Wyoming _ _ 4 4 33 39 72 Colorado . 4 29 60 1,482 1,504 2,986 13 27 154 153 307 New Mexico . Arizona . 1 3 17 13 30 Utah . ! 15 41 217 314 531 Nevada . ; . 1 . 1 1 1 13 7 20 Idaho . ::::::: 2 2 13 9 22 Washington . 2 3 9 158 j 155 313 32 53 293 363 656 Oregon . 1 2 2 12 12 24 14 30 130 182 312 California . 10 65 136 2,223 2,357 4,580 87 146 1,424 1, 503 2,927 2284 EDUCATION REPORT, 1902, Table 10. — Statistics of public and private kindergartens in the United States in 1897-98 , partly estimated. Private kindergartens not reporting. Private kindergartens reporting an d not re¬ porting. Public and private kin¬ dergartens reporting and not reporting. State or Territory. N umber of kinder¬ gartens not re¬ porting. Estimated num¬ ber of teachers. Estimated num¬ ber of pupils. Total number of private kinder¬ gartens. Total number of teachers, partly estimated. Total number of pupils, partly estimated. Total number of kindergartens. Total number of teachers, partly estimated. Total number of pupils, partly estimated. United States . 1,479 3, 173 45, 884 2, 998 6,405 93, 737 4, 363 8, 937 189, 604 North Atlantic Division.... 499 949 14, 771 1,112 2,097 32, 913 1,810 300 3,270 75, 888 South Atlantic Division. . . . 152 304 4,336 294 586 8, 377 593 8, 676 South Central Division . 88 203 2, 816 178 412 5, 692 205 462 7,775 North Central Division . 541 1,356 18, 209 1,040 2, 627 35, 946 1, 575 3, 722 78, 553 Western Division . . . 199 361 5, 752 374 683 10, 809 473 890 18, 712 North Atlantic Division: Maine . 19 36 563 47 79 1,096 57 101 1,677 New Hampshire . 6 11 178 7 12 194 17 26 566 Vermont . 5 10 148 15 23 299 17 26 411 Massachusetts . 95 181 2, 812 186 334 4, 514 367 692 15, 491 Rhode Island . 12 23 355 23 45 713 48 •96 2,224 5,290 Connecticut . 40 76 1,184 84 156 2,207 141 303 New York . 183 348 5, 417 1,154 415 847 14, 769 633 1,218 30,586 New Jersev . 39 74 96 159 2,444 142 223 5, 721 Pennsylvania . 100 190 2, 960 239 442 6, 677 388 585 13, 922 South Atlantic Division: Delaware . 14 28 399 32 56 779 32 56 779 Maryland . 37 74 1,055 65 135 1,986 • 65 135 1,986 District of Columbia _ 23 46 656 58 108 1,422 58 108 1,422 Virginia . 11 22 314 18 36 512 18 36 512 West Virginia . 1 2 29 3 9 159 3 9 159 North Carolina . 13 26 371 27 54 996 27 54 996 South Carolina . 3 6 86 6 12 190 6 12 190 Georgia . 37 74 1,055 61 131 1,730 67 138 2, 029 Florida . 13 26 371 24 45 603 24 45 603 South Central Division: Kentucky . 30 69 960 57 138 1,914 69 160 3,030 Tennessee . 24 55 768 39 84 1,273 39 84 1,273 Alabama . 5 12 160 14 29 376 15 30 498 Mississippi . 3 7 96 6 11 198 7 12 198 Louisiana . . 10 23 320 26 81 951 38 104 1,647 Texas . 10 23 320 23 41 567 24 44 716 Arkansas . 3 7 96 6 13 186 5 13 186 Oklahoma . 1 2 32 3 5 76 3 5 76 Indian Territory . 2 5 64 5 10 151 5 10 151 North Central Division: Ohio . 97 243 3,444 193 473 6, 201 5, 181 220 510 7,941 Indiana . 32 80 1, 136 92 263 118 306 6,387 Illinois . 151 378 4,361 276 767 8, 876 341 899 14, 547 Michigan . 61 153 2, 166 125 263 3, 925 190 353 7,948 Wisconsin . 36 90 1, 278 58 161 2,230 161 371 13, 965 Minnesota . 49 123 1,740 88 231 3, 279 137 325 6,563 Iowa . . 36 90 1,278 54 125 1,688 105 204 4, 363 Missouri . 45 113 1,598 77 168 2, 342 184 511 1 11, 492 North Dakota . 4 10 142 9 17 243 9 17 | 243 South Dakota . 5 13 178 7 17 221 8 19 281 Nebraska . 7 18 249 19 52 488 60 117 3, 551 Kansas . 18 45 639 42 90 1,272 42 90 1,272 Western Division: 498 Montana . 11 20 318 17 35 498 17 35 Wyoming . 1 2 29 5 6 101 5 6 101 Colorado . 17 31 491 30 58 798 59 118 3,784 New Mexico.. . Arizona . 2 4 58 3 7 88 3 7 88 Utah . 15 27 434 30 68 965 30 68 965 Nevada . 1 2 29 2 3 49 2 3 49 Idaho . 2 4 58 4 6 80 4 6 80 Washington . 21 38 607 53 91 1,263 56 100 1, 576 Oregon . 27 49 780 41 79 1,092 43 81 1,116 California . 102 184 2, 948 189 330 5, 875 254 466 10,455 PUBLIC AND PRIVATE KINDERGARTENS, 2285 Table 11. — Public kindergartens in cities of over 4,000 inhabitants in 1901-2. State and city. Number of schools. Instruct¬ Pupils. ors. Male. 1 Female. Total. 1 o o O 4 o 6 ALABAMA. Florence . ARKANSAS. Helena . CALIFORNIA. Fresno . Los Angeles . Oakland . Pasadena . Pomona . . Redlands . Riverside * . Sacramento . San Diego . San Jose . Santa Ana . Santa Barbara . Santa Cruz* . COLORADO. Denver — District No. 1 . District No. 2 . Pueblo — District No. 20 . CONNECTICUT. Bristol . Hartford . Killingly* . Manchester (South) . Naugatuck . New Britain . New Haven . New London . Norwich (Central District) . Stamford* . Winchester . Windham . DISTRICT OF COLUMBIA. Washington . GEORGIA. Augusta . ILLINOIS Chicago . Evanston — District No. 1 . District No. 76 . Morris . . Pekin * . Rockford . INDIANA. Anderson . Columbus . . Evansville . Fort Wayne . Hammond . La Porte . Michigan City . New Albany . Richmond.'. . Shelby ville . South Bend . Terre Haute . Valparaiso . Vincennes * . 1 i 20 20 | 40 1 1 : 1 1 56 40 ' '84 2, 678 1 1 23 26 j 49 5 11 149 150 299 3 "5 61 72 133 1 i ! 1 2 31 39 | 70 7 13 138 147 285 6 12 188 179 367 5 6 11S m J 235 2 4 61 55 1 116 4 7 111 ' 124 1 235 1 2 28 33 : 61 21 42 963 1,035 ! 1,998 5 10 313 288 601 3 8 70 84 j 154 3 6 157 127 | 284 12 59 1 1 29 24 i 53 1 8 158 159 317 3 4 96 89 185 8 18 275 300 ! 575 15 28 651 639 1, 290 4 8 140 5 10 251 2 2 60 53 I 113 i 2 43 53 i 96 3 7 194 32 67 841 885 1, 726 4 6 90 95 185 89 178 4, 475 4,360 8,835 3 6 80 88 168 1 2 37 25 62 4 4 05 55 120 2 5 144 1 1 5 20 25 2 3 42 49 91 2 2 35 45 80 5 6 195 222 417 4 9 132 152 284 6 12 242 249 491 2 5 56 65 121 4 4 118 100 218 1 1 10 10 20 4 4 84 103 187 4 2 73 87 160 6 12 174 174 348 22 11 280 295 575 1 14 127 103 230 1 2 40 45 85 * Statistics of 1900-1901. 2286 EDUCATION EEPOET, 1902. Table 11. — Public kindergartens in cities of over 4,000 inhabitants in 1901-2 — Cont’d. State and city. Number of schools. Instruct¬ Pupils. ors. Male. - Female. Total. 1 2 3 4 5 6 IOWA. Burlington _ _ _ _ 5 6 2 4 80 Creston . . 3 6 109 67 176 Des Moines (West Side) . 18 26 6 12 211 203 414 1 3 3 i 77 70 147 7 160 185 345 6 6 9.5 74 169 1 3 150 Waterloo (West Side) . 1 2 27 31 58 Webster Citv . . . . . . . . 1 2 30 30 60 KANSAS. 1 1 15 12 27 KENTUCKY. 6 12 293 301 594 1 2 32 24 56 LOUISIANA. 1 1 20 20 40 18 40 466 524 990 MAINE. 5 11 81 93 174 Bath . 1 2 9 11 20 1 1 -18 14 32 Lewiston . 4 83 82 165 Portland * . 6 12 200 207 407 Saco _ _ _ _ _ 1 1 8 22 30 MASSACHUSETTS. Andover _ .. __ 3 4 41 50 91 Attleboro . . . 3 5 67 73 140 Boston . 84 162 3,105 14 3, 063 21 6, 168 35 Bridgewater* . 1 2 Cambridge . . . 14 25 426 460 886 Chicopee . . 2 2 110 Dedham . 2 4 68 65 133 Easton . 1 2 24 28 52 Fall River . 3 6 132 78 210 Framingham* . 1 1 . Greenfield . . . 2 2 47 43 90 Haverhill . 2 4 91 Holyoke . 7 13 213 228 441 Lowell . 13 26 395 381 776 Malden . 5 9 162 166 328 Medford . 7 6 169 158 327 Melrose* . 4 8 78 89 167 Milton . 4 7 151 New Bedford . 3 6 93 95 188 Newton . 15 32 345 377 722 North Adams . 4 8 108 121 229 Northampton . 4 8 80 82 162 Peabody * . 1 2 18 13 31 Salem . 4 7 106 100 206 Somerville . 4 8 180 216 396 Springfield . . 11 25 498 482 980 Watertown . 1 2 40 Wellesley . 1 1 18 18 36 Westfield . 3 6 40 40 80 West Springfield . 3 3 85 91 176 Winchester . 4 8 110 110 220 Worcester _ _ _ _ _ _ 12 23 925 MICHIGAN. Bie Ranids . . 2 2 41 46 87 Cadillac* . 2 6 65 83 148 Calumet . . 13 27 343 337 680 Cold water . 2 2 47 62 109 Dplrfl.v _ _ _ _ __ _ _ 2 2 46 64 110 Detroit . 33 63 1 1,427 1,481 2,908 * Statistics of 1900-1901. PUBLIC AND PRIVATE KINDERGARTENS. 2287 Table 11. — Public kindergartens in cities of over 4,000 inhabitants in 1901-2 — Cont’d. State and city. 1 Michigan — continued. Dowagiac . Grand Haven . Grand Rapids . Holland . Ionia . Ironwood * . Ishpeming . Kalamazoo . Manistee . Manistique . Marquette* . Menominee . Mount Clemens . Muskegon . Negaunee . Pontiac . Port Huron . St. Joseph . Sault Ste. Marie . Traverse City . . . Wyandotte . MINNESOTA. Duluth * . Minneapolis . St. Paul . Winona * . MISSOURI. Kansas City St. Louis _ MONTANA. Helena NEBRASKA. Lincoln . Nebraska City . Omaha . York . NEVADA. Reno NEW HAMPSHIRE. Concord (Union District)* . Franklin . . Nashua . Portsmouth . NEW JERSEY. Asbury Park . Bayonne . Bloomfield . Camden . . Dover . . East Orange . Englewood . . Hoboken . Jersey City . Long Branch Montclair . Newark . New Brunswick Newton . North Plainfield Orange . Passaic . . Paterson . Perth Amboy. . . . Plainfield . Rutherford . Number ' rv f Instruct¬ Pupils. OJL schools. ors. Male. Female. Total. 2 3 4 5 6 i 1 44 39 83 i 3 55 53 108 29 29 819 771 1.590 3 3 118 152 '270 2 1 5 14 290 200 490 5 10 210 218 428 9 10 263 282 545 3 3 42 39 81 3 3 146 147 293 1 1 53 5 8 1 225 212 437 4 5 90 97 187 9 10 316 318 634 1 2 80 90 170 1 1 1 2 19 21 40 3 3 61 57 118 2 2 5 5 j 3 25 76 82 158 15 27 528 525 1,053 1 2 69 73 142 27 59 1,460 1,673 3, 133 7 14 400 14 16 420 415 835 123 305 4,859 5,227 10, 086 4 5 41 37 78 13 13 411 446 857 1 2 24 30 54 29 54 1,031 1,074 2,105 1 1 46 51 • 97 1 2 6 9 141 126 267 2 2 31 33 64 3 3 102 110 212 4 8 102 123 225 2 2 44 54 98 7 14 280 7 10 116 109 225 3 3 55 54 109 3 3 132 6 11 439 5 6 67 67 134 7 14 1,122 3 4 623 3 4 110 115 225 7 15 213 192 405 96 93 6,638 1 1 30 34 64 1 1 40 53 93 2 4 90 103 393 5 10 260 275 535 >7 H 872 21 21 1,762 1 1 24 20 44 5 7 128 138 266 2 2 49 65 114 * Statistics of 1900-1901. 2288 EDUCATION REPORT, 1902. Table 11. — Public kindergartens in cities of over 4,000 inhabitants in 1901-2 — Cont’d. State and city. Number of schools. Instruct¬ Pupils. ors. Male. Female. Total. 1 2 3 4 5 6 new jersey — continued. 2 2 16 14 30 100 53 105 202 1 1 40 60 1 2 25 28 2 2 56 49 Town of Union . 2 2 95 107 West Hoboken . . . 5 5 282 263 545 4 5 108 72 180 NEW MEXICO. Santa Fe . 1 1 42 43 85 NEW YORK. 21 21 527 567 1,094 19 L Auburn . 4 8 96 95 Binghamton . 14 14 335 319 654 Buffalo * . 18 20 456 538 994 Catskill . 2 2 55 60 115 4 5 120 159 279 Cortland . 1 1 33 21 54 1 2 47 51 98 Geneva . . 4 9 119 138 257 Glens Falls* . 2 4 63 63 126 5 5 205 199 404 Haverstraw * . 1 1 28 32 60 4 4 115 113 228 2 5 60 57 117 Jamestown . 9 11 280 300 580 2 2 65 50 115 Lansingburg* . 5 10 138 123 261 Little Falls . . . . . . 2 2 55 58 113 Lockport . 2 4 166 Matteawan . 1 1 17 23 40 Medina . 2 2 81 27 58 Mount Vernon . . 2 2 34 36 70 New Rochelle . . 5 9 191 193 384 New Y ork . . . . . _ . . 152 226 5, 622 181 5, 467 191 11, C89 372 Niagara Falls . 7 12 North Tonawanda* . 4 4 72 67 139 North Tarry town . 1 1 19 23 42 Norwich . 1 2 18 22 40 Nyack . 1 1 40 30 70 Olean . 6 6 186 174 360 Ossining . 4 2 37 47 84 Peekskill (District No. 7) . 1 1 18 16 34 Plattsburg . o 2 97 Port Chester . 4 7 142 161 303 Poughkeepsie . 2 2 30 30 60 Rensselaer . 2 2 49 61 110 Rochester . 31 80 1,922 99 2,129 4,051 212 Rome . 5 6 113 Sandy Hill . 1 2 49 59 108 Schenectady . 5 5 124 145 269 Syracuse . ; . 22 34 612 614 1/226 65 Tarrytown . 1 2 32 33 Troy . 4 8 108 118 226 Utica . 14 26 543 572 1,115 37 Watervliet . 2 2 16 21 White Plains . 3 4 75 91 166 Yonkers . 9 13 342 354 696 NORTH CAROLINA. Highpoint . 1 1 22 12 34 OHIO. Akron . 9 9 310 Canton . 2 2 42 27 69 Cleveland . 23 46 965 924 1,889 Dayton . 19 24 514 522 1,036 Fostoria . 1 3 65 61 126 Fremont . . 3 7 114 120 234 Gallipolis. . 1 6 15 6 21 Mansfield . 6 12 163 195 358 Marion . 4 5 153 176 329 Portsmouth * . 2 4 50 Toledo . . . 24 22 732 828 1 1,560 * Statistics of 1900-1901. PUBLIC AND PRIVATE KINDERGARTENS, 2289 Table 11. — Public kindergartens in cities of over 4,000 inhabitants in 1901-2 — Cont’d. State and city. Number of schools. Instruct¬ ors. Pupils. Male. | Female. | Total. 1 2 3 4 5 6 OKLAHOMA. Guthrie * . 5 5 110 115 225 PENNSYLVANIA. Allegheny . 12 24 436 289 725 Arch bald . 1 3 Bradford . 3 4 125 Erie . 2 6 88 97 185 Greenville . 1 2 28 32 60 Huntingdon . 1 1 10 25 35 Johnstown . 4 6 80 75 155 Philadelphia . 148 192 3,496 3,743 7, 239 Pittsburg . 22 49 760 750 1,510 Scranton . 8 8 143 148 291 Titusville . 4 8 94 107 201 1 1 35 RHODE ISLAND. I Cranston . 4 5 80 77 157 Newport . 5 5 168 157 325 Pawtucket . 7 15 282 285 567 Providence . 24 48 921 995 1,916 Woonsocket . 3 5 68 50 118 SOUTH CAROLINA. Bock Hill . 2 2 SOUTH DAKOTA. Lead* . 1 ' 4 28 30 58 Yankton* . 1 2 23 23 46 TENNESSEE. Johnson City* . . 1 1 20 30 50 TEXAS.’ Denton . 1 1 El Paso . 2 2 61 53 114 VERMONT. Burlington . 5 5 121 95 216 Montpelier . 1 3 38 30 68 Kutland . 3 6 44 61 105 WASHINGTON. Seattle . 1 2 48 32 80 Spokane . 2 2 46 61 107 Tacoma . 1 2 WISCONSIN. Appleton . . . I 5 10 210 219 429 Baraboo . 4 8 72 67 139 Beaver Dam . 1 2 27 28 55 Beloit . 4 12 204 219 423 Berlin . 2 4 66 74 140 Fond du Lac . . 6 14 320 337 657 Grand Rapids . 2 4 60 50 110 Kaukauna * . . . 1 2 27 33 60 Madison . 2 4 39 53 92 Marinette . 6 6 276 250 526 Marshfield . 1 2 40 » 51 91 Menasha . 3 4 85 105 190 Menomonie . 3 4 122 115 237 Merrill . ! 1 2 Milwaukee . 1 45 90 3,300 3, 164 6,464 Neenah . . . i 2 2 57 86 143 Oshkosh . I 10 25 606 625 1,231 Racine . 9 16 444 440 884 Shebovgan . . . 7 23 363 370 733 Stevens Point * . 4 6 190 Superior . . . 9 24 401 j 460 861 Wausau . . . ! 6 13 253 310 563 * Statistics of 1900-1901. [Kindergarten associations for which statistics are not given in this table failed to respond to the request for information.] 2290 EDUCATION REPORT, 1902. o3 c3 s s ><& O 08 3 PlHcc Pi Pi o o o o PQPiPl 'suaixcS - J 9 p UI aqj Suinrejuimn jo jsoh obmn’ixojddy O O 00 o o 0300 ooco O O CO o OiC'iOO 05 o oo •mox lO CO to O iC Is* C5 oc cc i> co co oo w • • o : . Q ■ © 3 |||* M ■ 03 ‘ . B S§ "S 2 o ,2 5 ■‘i CD © o.2 Jj 138 ’JTa O QQ o <;• G Sgo PP So o C T- DO h f-l 03 G G S| g 03 TJ 4-3 TO G g ■S 2 bo W ,4 a iog G 3 03 M o >> A -3s do OOfiO , O to .G 5 0 1 fc, to S-^rG P<5H H •S G bfl C71 M J hoW 03 s s'S 'O-G .0 .S w >»TO G ■S2 G oS E&? ^ O >-& fa |1 is *& o O t+H •§ Eg o G Gogo •2gjp C/2 7" C3 a << g -3 g _ fcJCC o d ^ ^ E O 0 K Z! £.5 _ § g - c G G fcC.5 G be . u kj Ph *-, t3 .s WpPP o o'g aaw o o “Sg £ g G> o'b o ■§■§23 ££ o O 0) ® 223^ 02 . .y (0 ,0.^3 O DO -&••£ 3 ts -g c I^'Sg” g o *o?ca >o ■i-SSgwg o S-S £?§ o'g ® * s ®3 o.h ®^S*o§) -OrG 3^-0." 03 a> -e -i-j o a> 72 o 0«M®oP'S M O ^ ^ rj ^ ' <{ il a 3 oq £ 0 5 6b G U ’§ 3 *1 o Sc 3 2-S- oP ©m G -1^ O G o -r-c •31 O O G 5'P ^‘3 r. O H '° § o *3 .^S-g i-aggg 5g^3^ co ■< 3 G oM o u G o Wiz; •GOO Sftfi Noo S&Pfi f4 G a a 00 rj G^| Hi -<8® Table 12. — Kindergarten associations — Continued. 2292 EDUCATION REPOET, 1902. c3 O in & § fl g ego 3 G T-S O - ii.pl § i os t? -•« 2 ■.-> M | >> £ be bp « 2 S fl o3 b£ e t- c ‘3 71 ci p_, ct £ -3 3 e*®-dgM ox) oj'S B <® ^ £33 £ a o.g N£w ft® 4) O-s) O O^ t-, CM ^ i I ■§ s x O d ■a © 2-0 >. £ rt.-S £ oo < a o a £ « § C$ PUBLIC AND PRIVATE KINDERGARTENS. 2293 .P 00 -£ £ .g\o ! p i§ 00 CO PI PI o o o o P2.P p p ® 02 ft ft 8, 000 1,250 600 3,000 439 700 2,000 1,000 750 550 o g 2,200 1,400 2,500 OO O 1> r- 00 o cc o ' CO 22 42 OO o t> o lO rH 30 168 § 200 r- o LO O Cl • xO lO I CQ • o •rt ffl rift O O 00 03 oo £0 = 1 S ©ft _• P 1H§6 bjoPPJ P fH ai ft : £ -p © g po.S =3 bo -hi O m Table 12. — Kindergarten associations — Continued. 2294 EDUCATION REPORT, 1902. PUBLIC AND PRIVATE KINDERGARTENS. 2295 1 I 1 * 11 * «'l I s •d •d § g o g u •43 ‘g i I § § g gg o o o *43 *43 43 a a& 111 £ ££ Table 12. — Kindergarten associations — Continued. 2296 EDUCATION REPORT, 1902, •suajiBS -wpiiiij sin Suimujureui jo jsobbjBinixojddy •i^;ox ‘TO g 55 21 rO 22 C 3 o iO lO CM lO CM oo cn g g o o o u x t/3 22 22 g g coco •sAoa •siojonjjsui •pauiB^niBut SII9JIB.8.I0P UIX •hotj -BZIUBSlO JO 9JB(X S fe o > p. l_; 8 §. hi M E B S S g 2 S [d o O CO c» g hH O Sft h£ pj ’3 O •g o bo.g SM gg Mm ft ft o 2 3 S Ph co CO ft Lapp. PUBLIC AND PRIVATE KINDERGARTENS. II ad •c.2 II i o • 1 1 I § 1 § o Is g-a l! 1 1 'C g, ^ _3§ ■s >s£a I I If a Slii'll 2297 I Table 12. — Kindergarten associations — Continued. 2298 EDUCATION KEPOKT, 1902. Means of support. H H Subscriptions. Do. Donations. Donations. Subscriptions and donations. Subscriptions and donations. Endowment fund. 'SUajIR.8 -.1 9pui5[ Suiuiuiuiunr jo jsoh aj'sunxoiddy o H o o o o I— 1 o o CO o s 1, 450 8 8 l> i> • Pupils. •pnox a 48 60 lO 8 o r-t o' * co co • 00 C5 1-0 (N CO o CM CO CO rH •• •sloe; fc- 05 lO rH a ) c IS . > ij > > > 1 c : p ) i SOUTH CAROLINA. Charleston . TENNESSEE. Memphis . Nashville _ TEXAS. Temple _ ............ UTAH. Salt Lake City . VERMONT. BrattlebdfO . Montpelier . PUBLIC AND PRIVATE KINDERGARTENS 2299 Table 13. — Training schools and classes for hinder gartners. 2300 EDUCATION REPORT, 1902. •aoiTBuaiuiBni jo j s o o ojBiiiixojddv •sqjuotn hi osjnoo jo ijjgno'i o.p c a 13-2 s^is. S s 2 a3 ts aS-c £ •TOoi ■STITO •SAOa •soj'Bnp'BjS jo jaqum^ X •(sjoqo'eaj jid -nd) sjnapnjs jo ioqumjjq; ■sjojoiujsui jo jaqHinNj •HOijnjijsm JOqjOH'B io j'bhiiou jo juamjjBdaa a> o o a> & kH •UOIJUZIH'BSjO JO 0J^a O • os « fco’i ; o«“.2 ' : ’O) -- . O m -CO 'oCO O c .g'O Eh cq IS o t» c£ o ce '•£ o.m p « CD ■go O r>“S tup a> 5 I §£ £ [ C <1) O § o Q [ay Sc] PUBLIC AND PRIVATE KINDERGARTENS. 2301 u ll l i l i I 1, 500 1,000 8 j ! 00 £8 8 CO CO oo CO S5 2 aa S S : § £ | : 8 38 § 8 : § 3 : 8 38 8 8 : 3 O g : $ l> O 3 cc o iO « i-i CO (N Si 33 o» rH i-O O 00 CO 61 Oil iO CO §f S5 W W o_; II Q o 02 3 bo c c .9 3 53 O S3 CQ ho C-O '3 -a bo O I rtfflO bOr^ ^2So-§'S°SH r i-irf Ci .C rH J'So s ® £ - - > £ m £ f-i E-i •-< oq W W bo f a a O ^ o W3 u c3 g bc£ PJ I gill 3^.5 S& ♦3 ww 1J3 §03 a bo S g O | "S S’ a> t3 3 ’3 o o’ O tS 03 bo bo ft gw H a-; >rH . cu oS . - 8 3 S 3 pi bo a bo ^l«3l s-feg*i 3eh^3h ft PW ll 5S >, S s-i So S3 >,§ a 3 33 p;> 3 c?ai & 03 o ppp ft PO 1 College Kindergarte PUBLIC AND PRIVATE KINDERGARTENS, 2303 Table 13. — Training schools and classes for hinder gartners — Continued. 2304 EDUCATION REPORT, 1902. Means of support. fH Tuition fees. Public lunds. Tuition fees. Do. Public funds. Tuition fees. Public funds. Tuition and donations. •0OUBU3JUIBUI jo j s o o 04'BiiiixojddY 2 1 1 s 1 ! 1 i : ^ • 1,000 1,900 ■sqjuoui ut ©sinoo jo « ■ :! N S § 8 £ : • 00 CO T—i Number of pupils in model kin¬ dergarten. •mojj S8 -3 § i i j S ■siJJD CO 00 o 3 ig : i : 8 •slog - CO rt* 00 3 g : j j 8 •sopenpuiS jo laqmnx cc 3 S S j : 3 o •(sj0qoB0j Tid -nd) sjuopnjs jo ioqumx l- 18 4 24 3 s § ; : 8 8 ■sjojomjsux jo jaqumsi © ^ rH - D- CO • : - No.. 5 •uoijnjTjsui jaqjouB jo jbui’jou jo juamjJBdod o cS 8 Yes. Yes. No.. g •UOIJBZIUBgjO jo ojbq; j 1 1 1 1 | I | 1892 Name of principal. cc Miss Hattie Twitchell . . J Clarence A. uroaeus . Mrs. Mary D. Plum . Miss Clara W.Mingins... Mrs. Lucretia Willard Treat. L. H. Jones, A. M . Miss Stella L. Wood . 1 Name of school or class. « State Normal Kindergarten Training School. Kindergarten Training Class . . State JNormal Kindergarten Training School. Alma College Kindergarten Training Department. Ferris Institute Kindergarten Train¬ ing Class. Kindergarten N ormal Training School. Washington Normal Kindergarten Training School. Kindergarten Training School . Public Kindergarten Training School reacners Kindergarten training School. Normal College Kindergarten Train¬ ing School. Kindergarten Training Sehnnl j 3C l!z II i IT. School. Normal School for Kindergartners. . . . Location. H MASSACHUSETTS— Con. ■fl'it.fVhhnrer _ f | i e’ l K i o.. I in \ westneia . MICHIGAN. Alma . Big Rapids . TVtrmt Do . Grand Rapids . Kalamazoo . iviusKegon . Ypsilanti . ' MINNESOTA. Duluth . Mankato . . Minneapolis . 1 PUBLIC AND PRIVATE KINDERGARTENS. 2305 p o o 1 1 ll I a | § s| § £ Table 13. — Training schools and classes for kindergartners — Continued. 2306 EDUCATION REPORT, 1902. o o' 5ft 5 8 3 a> O o 3S ft ft •oon'BU3^nreui jo jsoo 0 j-Bufixoiddy ■sqjuoia ui 0gjnoo jo qjSu0T[ os so ooo o.s 3 ci U ©r-H © Oj a o| o ft •spiO ■sAoa l> t- l> CO 'sajimp'Bxg jo jaqninjsi 00 00 T}< O •(sjaqo'eaj jtd -nd) sjuopnjs jo J0qnin£i CD vC 1> CM © a> b£)ft © CD -I _ft CD ft •a e bo o c 1 o -5'lft g 002 ft5 3 ©." ©5 o b ^co sjceftco « 3 bD.2 bD on bcft ft.s^.5.1.5 a ■ ' ^ £ " © r0 CO W ft 6 « 00 w gq

- - lO © p CO •sjojoujjsui jo jaqmnjsl © O CO CO rH •uoijnjijsui jaqjouu jo [euiiou jo jii9mjJBd9(i o £ Yes. o £ Yes. No.. •uoij'bziu'bSjo jo aj'Bd Cl © cc UO © 00 1896 rH O O 05 05 GO i— 1 rH Name of principal. M Miss Elizabeth Culp . Mrs. Emma J. Hamm _ • Miss Evelyn Holmes .... A. E. Booth . Miss Sara E. Grigg . Name of school or class. Pittsburg and Allegheny Free Kin¬ dergarten Association’s Training School. State Normal Kindergarten Training School. Froebel School Training- Class . . Kindergarten Training Class . Winthrop Normal and Industrial College, kindergarten training de¬ partment. Kindergarten Training School . Southern Normal University, Kinder¬ garten Training Department. King’s Daughters Kindergarten Training School. Kindergarten N ormal Tra i n i n g School. Kindergarten Training School _ Kindergarten Training Class . . Location. - PENNSYLVANIA— con. Pittsburg . Do . Slippery P„ock . RHODE ISLAND. Providence . SOUTH CAROLINA. Charleston . Rockhill . . TENNESSEE. Greenbrier . Huntingdon . Knoxville . . . Memphis . Springfield . TEXAS. Henderson . PUBLIC AND PRIVATE KINDERGARTENS, 2309 CHAPTER LII. ILLITERACY IN THE UNITED STATES. The reports of the Ninth, Tenth, Eleventh, and Twelfth Censuses furnish the figures from which the tables in this chapter are compiled, presenting the statistics of illiteracy for the United States for 1870, 1880, 1890, and 1900. The tables have been rearranged and new com¬ putations have been made for the purpose of comparing the results for the four years named. Illiterates are persons 10 years of age and over who can not read and write. Those who can read but are not able to write are still classed as illiterates. Most persons learn to read and write before they are 10 years old. Very few who are still illiterate at this age are likely to learn to read later in life. By general consent 10 years was considered as the probationary period, after the completion of which all persons should be classed as literates or illiterates accordingly as they had reached or failed to reach the required standard. The census enumerators ascertained the number of persons 10 years of age and over and the number of illiterates in this population, whether native-born whites, foreign-born whites, or people of colored races. In the total population of 75,991,575 in 1900, there were 57,919,821 persons 10 years of age and over, in which latter number were 6,180,069 illiterates. This was 10.7 per cent of the population 10 years of age and above as compared with 13.8 per cent in 1890, 17 per cent in 1880, and 20 per cent in 1870. The statistics for the four years named may be compared in Tables 1 and 2, where they are given by States and geographical divisions. In 1870 the percentage of illiteracy in the North Atlantic division was 7.6, in 1880 it was 6.2, in 1890 the same, and in 1900 it was 5.9. In the South Atlantic divi¬ sion the percentages for the same years were 16.2, 10.3, 30.9, and 23.9. In the North Central division for the same years the percentages of illiteracy were 9.3, 6.7, 5.7, and 1.2. The rank of each State, based upon the percentage of illiteracy according* to the census of 1900, is shown in Table 21, Iowa, the State having the smallest percentage, being placed first. From Table 13 it appears that of the 75,991,575, total population, there were 56,595,379 native-born whites, or 71.5 per cent of the whole. There were 10,213,817 foreign-born whites, or 13.1 per cent of the whole, and 9,185,379 colored people, or 12.1 per cent of the whole. It will be noted that while the Southern States have nearly all the negroes, the Northern and Western States have nearly all the foreign-born whites. The total white population in 1900, without reference to nativity, was 66,809,196, as shown in Table 3. In this population there were 51,250,918 persons 10 years of age and over, of whom 3,200,716 were illiterate. This was 6. 2 per cent as compared with 7. 7 in 1890, with 9.1 in 1880, and 11.5 in 1870, as shown by comparing Tables 3 and 1. The rank of each State according to the illiteracy of its white popula¬ tion is shown in Table 25. 2311 2312 EDUCATION REPORT, 1902. The illiteracy of the native white population is shown in Tables 5 and 6 for the four 3^ears. In 1900 there were 1,913,611 illiterates in the native white population of 41,236,662, 10 years of age and over, or 4.6 per cent, as compared with 6.2 per cent in 1890, with 8.7 per cent in 1880, and 10.8 per cent in 1870. In 1900 there were 10,014,256 foreign-born whites 10 years of age and over, and of these 1,287,135 were illiterate. This was 12.9 per cent as compared with 13.1 in 1890, with 12 in 1880, and with 14.4 per cent in 1870. These figures are shown in Tables 7 and 8. Tables 9 and 10 show the number and per cent of illiterates in the colored population 10 years of age and over in 1900, 1890, 1880, and 1870. The colored enumeration included the negroes, Chinese, Jap¬ anese, and the Indians. In 1900 the colored population 10 years of age and over was 6,698,906, in which number were 2,979,323 illiterates, or 44.5 per cent as compared with 56.8 in 1890, with 70 in 1880, and 79.9 in 1870. Table 11 shows that in 1900 the percentage of illiteracy in the total male population 10 years of age and over was 10.1 as compared with 12.4 in 1890. Table 12 indicates that the percentage of illiteracy for the female population was 11.2 in 1900 and 14.4 in 1890. Tables 14 to 18, inclusive, exhibit the statistics of 1900 relating to the degree of illiteracy in the separate elements of population already mentioned. In Table 14 it is shown that in the total illiterate popula¬ tion of 6,180,069 there were 5,224,226 persons who could neither read nor write, and 955,843 who could read but could not write. In like manner the degree of illiteracy for the total white population, for the native white, for the foreign white, and for the colored population may be learned by reference to Tables 15, 16, 17, and 18. The illiteracy of the population 10 years of age and over, classified by sex and certain age periods, may be studied in Tables 19 to 23, inclusive. Table 19 shows that there were 577,649 illiterates 10 to 14 years of age, 721,394 who were 15 to 20 years of age, and 4,881,026 who were 21 years old and over. The five tables above mentioned are perhaps the most important comparisons made in this chapter. The statistics here given empha¬ size the fact, which has been pointed out for several jTears in the Annual Reports of the Commissioner of Education, that the girls of the present generation are receiving more benefit from the public schools than the boys. Table 19 shows that of the 577,649 illiterates from 10 to 14 years of age 325,984 were boys and 251,665 were girls; of the 721,394 illiterates from 15 to 20 years of age 396,770 were boys and 324,624 were girls, while of the 4,881,026 illiterates 21 years of age and over 2,288,470 were men and 2,592,55 6 were women. It is thus seen that from 10 to 14 years of age the boys constituted 56.43 per cent of the illiterates and the girls 43.57 per cent; from 15 to 20 years of age, the bojTs 55 per cent and the girls 45 per cent. Com¬ bining all the ages from 10 to 20 the boys constituted 55.64 per cent of the illiterates and the girls 44.36 per cent. From 21 years of age and over the illiterates were 46.89 per cent males and 53.11 per cent females. Tables 29 to 43, inclusive, present the statistics of illiteracy for the 16 former slave States and the District of Columbia. These tables are arranged so that they may be compared item by item with the tables for the whole United States which precede them. These tables will be found valuable to those who are stud}7ing the race and educational problems of the South. ILLITERACY IN THE UNITED STATES, 2313 The table which follows exhibits the percentages of illiteracy in the countries of Europe. These percentages can not be compared with those given for the United States, as the age periods of those enumer¬ ated are not the same. Percentage of illiteracy in Europe. Group. Countries (or States). Per¬ cent¬ age. Date. Sex. How found. Sources of infor¬ mation. Teutonic na- German Empire . 0.05 1901 Male . Army recruits . . Imperial bureau of tions. statistics, Berlin. .07 1901 . do _ _ . do . Do. .01 1901 . do _ . do . Do. Saxony . .00 1901 . do . Do. Wurttembarg . .01 1901 . do . Do. .03 1901 | . do _ . do . Do. .02 1901 . do _ . do . Do. .00 1901 | . do _ . do . Do. Scbwerin. .00 1901 1 . do _ . do . . . Do. .00 1901 1 . do _ . do . Do. Strelitz. 00 1901 . do _ _ do _ Do. .11 1901 . do _ . do . Do. .00 1901 i . do _ _ _ .do . Do. .00 1901 1 . do _ . do . Do. S axe-Coburg- .00 1901 j . do - . do . Do. Gotha. .07 19C1 ' . do ... J . do . Do. Schwarzburg-Son- .00 1901 . do _ . do . Do. dershausen. Sch warzburg-Ru - .00 1901 ; . do _ . do . Do. dolstadt. .CO 1901 . do _ . do . Do. Reuss senior line. .00 1901 . do _ 1 . do _ Do. Reuss, junior line. .00 1601 . do _ 1 . do . Do. Schaumb urg- .00 1901 . do _ . do . Do. Lippe. TyippO . - . .01 1901 .....do .... . do . Do. Lubeek . .00 1901 . do _ . do . Do. Rrpm pti .00 1901 . do _ ..‘...do . Do. TTflmhm tp . 05 1901 . do _ . do . Do. Alsace-Lorraine. . (6 1901 . do _ . do . . . Do. Sweden and Norway.. .08 1 1900 . do — . do . Hiibner’s Annual Tables. "DpTvrrmrlr .20 1900 . do _ . do . Do. Finland. . .49 1899 Male and Census . Do. female over 10 years. Mixed Teu¬ S wi t.zerl and. _ • .13 1901 Male . Army recruits.. Sch we izerische- tonic. Lehrerzeitung. Scotland . 2.46 1901 Male and Signing mar¬ Statesman’s Year¬ female. riage certifi¬ book. cates. Netherlands ... 2.30 1901 Male . Army recruits . . Hiibner’s Annual Tables. England . 3.00 1901 Male and Signing mar¬ Statesman’s Year¬ 1 female. riage certifi¬ book. ' cates. Romanic, 4. 70 1900 Male.. _ Army recruits . . Levasseur’s S t a - Teutonic, | France . tistique. Magyaric mixture. I Belgium . 10. 10 1900 . do _ Hubner’s Annual Tables i Austria . 35. 60 1901 . do .... . do . Army returns. ; Ireland . 7.90 1901 Male and Signing mar¬ Statesman’s Y ear- female. riage certifi¬ book. cates. Hungary . | 47.80 1900 Male . Army recruits . . Army returns. i Greece . 1 30.00 1900 Male and Census . Hubner’s Annual female. Tables. 1 Italy . | 32.90 1900 Male . Army recruits . . Do. Portugal . I 79. 20 1890 Male and Census . Do. female. Spain . 68.10 1889 Male . . do . Do. Slavic na¬ Russia . 61.70 1894 . do - Army recruits . . Do. tions. 1 Servia . i 79. 30 1895 . do . . . _ do . Do. Roumania . | 88.40 1899 . do . . . . .do . Do. ■72 ED 1902 — VOL II 2314 EDUCATION REPORT, 1902, Table 1. — Number and per cent of illiterates in population 10 years of age and over: 1890 and 1900. State or Territory. 1900. 1890. Total popula¬ tion. Popula¬ tion 10 years of age and over. Illiterates. Total popula¬ tion. Popula¬ tion 10 years of age and over. Illiterates. Num¬ ber. Per cent. Num¬ ber. Per cent. United States . 75, 994, 575 57,949,824 6,180,069 10.7 62, 622, 250 47,413,559 6,324,702 13.3 North Atlantic Division. . . . 21, 046, 695 16, 692, 161 976,536 5.9 17,401,545 13, 888, 377 859,989 6.2 South Atlantic Division. . . . 10, 443,480 7, 616, 159 1,821,346 23.9 8, 857, 920 6,415, 921 1,981,888 30.9 South Central Division . 14, 080, 047 10, 124, 215 2,318,579 22.9 10, 972, 893 7, 799, 487 2,318,871 29.7 North Central Division .... 26,333,004 20,281,866 858,322 4.2 22, 362, 279 16, 909, 613 964,268 5.7 Western Division . 4, 091, 349 3, 235,423 205,286 6.3 3,027,613 2,400, 161 199,686 8.3 North Atlantic Division: Maine . 694, 466 565, 440 29, 060 5.1 681, 086 541, 662 29, 587 5.5 New Hampshire . 411, 588 337, 893 21, 075 6.2 376, 530 315, 497 21, 476 6.8 Vermont . 343, 641 278, 943 16, 247 5.8 332, 422 271, 173 18, 154 6.7 Massachusetts . 2, 805, 346 2, 267, 048 134, 1)43 5.9 2, 238, 943 1,839, 607 114, 468 6.2 Rhode Island . 428, 556 344, 824 29,004 8.4 345, 506 281, 959 27, 525 9.8 Connecticut . 908, 420 730, 454 42, 973 5.9 746, 258 609, 830 32, 194 5.3 New York . 7, 268, 894 5, 801, 682 318, 100 5. 5 5,997,853 4, 822, 392 266, 911 5.5 New Jersey . 1,883,669 1,480, 498 s 86,658 5. 9 1.444,933 1,143, 123 74, 321 6.5 Pennsylvania . 6, 302, 115 4, 885, 379 299, 376 6.1 5, 258, 014 4, 063, 134 275, 353 6.8 South Atlantic Division: Delaware . 184, 735 145, 500 17,531 12.0 168,493 131, 967 18, 878 14.3 Maryland . 1, 188, 044 920; 715 101, 947 11.1 1, 042, 390 798, 605 125, 376 15.7 District of Columbia . . . 278, 718 231, 837 20,028 8.6 230, 392 188, 567 24, 884 13.2 Virginia . 1,854,184 1,364,501 312, 120 22.9 1, 655, 980 1,211,934 365, 736 30.2 West Virginia . 958, 800 701, 646 80, 105 11.4 762, 794 549, 538 79, 180 14.4 North Carolina . 1,893,810 1, 346, 734 386,251 28.7 1,617, 947 1, 147, 446 409, 703 35.7 South Carolina . 1,340, 316 942, 402 338, 659 35.9 1, 151, 149 802, 406 360, 705 45.0 Georgia . 2, 216, 331 1, 577, 334 480, 420 30.5 1,837,353 1, 302, 208 518, 706 39.8 Florida . 528, 542 385,490 84,285 21.9 391, 422 283, 250 78, 720 27.8 South Central Division: Kentucky . 2, 147, 174 1, 589, 685 262, 954 16.5 1, 858, 635 1, 360, 031 294, 381 21.6 Tennessee . 2, 020, 616 1,480, 948 306, 930 20.7 1, 767, 518 1,276, 631 340, 140 26.6 Alabama. . 1, 828, 697 1, 304, 703 443, 590 34.0 1, 513, 017 1, 069, 545 438, 535 41.0 Mississippi . . 1,551,270 1, 098, 891 351,461 32.0 1, 289, 600 902, 028 360, 613 40.0 Louisiana . 1,381,625 990, 364 381,145 38.5 1, 118, 587 794, 683 364, 184 45.8 Texas . 3, 048, 710 2, 163, 913 314, 018 14.5 2, 235, 523 1, 564, 755 308, 873 19.7 Arkansas . 1,311,564 934, 332 190, 655 20.4 1,128,179 787, 113 209, 745 26.6 Oklahoma . 398, 331 287, 055 15, 774 5. 5 61, 834 44,701 2, 400 5.4 Indian Territorv 392, 030 274, 324 52, 052 19.0 North Central Division: Ohio . 4, 157, 545 3, 289, 921 131, 541 4.0 3,672,316 2, 858, 659 149, 843 5.2 Indiana . 2, 516, 462 1,968, 215 90, 539 4.6 ! 2,192,404 1,674,028 105, 829 6.3 Illinois . 4, 821, 550 3, 727, 745 157, 958 4.2 3,826,351 2, 907, 671 152, 634 5.2 Michigan . 2, 420, 982 1,896,265 80, 482 i. 2 1 2,093,889 1, 619, 035 95, 914 5.9 Wisconsin . 2, 069, 042 1, 561, 156 73, 779 4.7 i 1,686,880 1,258,390 84, 745 6.7 Minnesota . 1, 751, 394 1, 305, 657 52,946 4.1 1 1,301,826 962, 350 58,057 6.0 Iowa . 2, 231, 853 1,711,789 40, 172 2.3 1,911,896 1,441,308 52, 061 3.6 Missouri . 3, 106, 665 2, 371, 865 152, 844 6.4' 2, 679, 184 1, 995, 638 181, 368 9.1 North Dakota . 319, 146 229, 161 12,719 5. 6 182, 719 129,452 7,743 6.0 South Dakota . 401,570 294, 304 14,832 5.0 328, 808 236, 208 9,974 4.2 Nebraska . 1,066, 300 799, 755 17, 997 2.3 1, 058, 910 771, 659 24, 021 3.1 Kansas . 1,470,495 1, 126, 033 32, 513 2.9 1, 427, 096 1,055,215 42, 079 4.0 Western Division: Montana . 243,329 191, 596 11,675 6.1 132, 159 107, 811 5,884 5.5 Wyoming . 92, 531 72, 062 2, 878 4.0 60, 705 47, 755 1, 630 3.4 Colorado . 539, 700 425, 424 17, 779 4.2 412, 198 327, 896 17,180 5.2 N ew Mexico . 195, 310 141, 282 46,971 33.2 153, 593 112, 541 50, 070 44.5 Arizona . 122, 931 94, 147 27, 307 29.0 59, 620 46,076 10, 785 23.4 Utah . 276, 749 196, 769 6, 141 3.1 207, 905 147, 227 8,232 5.6 Nevada . 42, 335 34, 959 4, 645 13.3 45, 761 38,225 4,897 12.8 Idaho . 161, 772 119, 837 5,505 4.6 84, 385 62,721 3,225 5.1 Washington . 518, 103 408, 437 12, 740 3.1 349, 390 275, 639 11, 778 4.3 Oregon . 413, 536 328, 799 10, 686 3.3 313, 767 244, 374 10, 103 4.1 California . 1, 485,653 1, 222, 111 58, 959 4.8 1, 208, 130 989, 896 75, 902 7.7 ILLITERACY IK THE UNITED STATES. 2315 Table 2. — Number and per cent of illiterates in population 10 years of age and over: 1870 and 1880. 1880. State or Territory. Total popula¬ tion. Popula¬ tion 10 years of age and over. Illiterates. Num- Per ber. cent. Total popula¬ tion. United States 50, 155,783 36, 761, 607 6,239,958 17.0 38,558,371 North Atlantic Division . South Atlantic Division . South Central Division .. North Central Division . . Western Division North Atlantic Division: Maine . New Hampshire . Vermont . Massachusetts . Ehode Island . Connecticut . New York . New Jersey _ _ Pennsylania . South Atlantic Division: Delaware . Maryland . District of Columbia . ■14, 507, 407 : 7,597.197 | 8.919,371 17, 364, 111 1, 767, 697 648,936 ! 346.991 i 332,286 1, 783. 085 276, 531 622, 700 5,082,871 1,131,116 4,282, S91 146. 608 934,943 177, 624 ! 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 . 1, 512, 565 ! 618, 457 1,399,750 995, 577 1,542, 180 269, 493 1, 648, 690 1,542,359 1, 262, 505 1, 131, 597 939, 946 1,591, 749 802,525 3,198,062 1,978,301 I 3, 077, 871 1, 636. 937 1, 315, 497 780, 773 1,624. 615 2, 168, 380 \ 135,177 452, 402 996, 096 39, 159 20, 789 194, 327 119, 565 40, 440 143, 963 62. 266 32; 610 75, 116 174, 768 864, 694 11, 270. 090 5, 286, 645 6.076,243 12, 760, 841 1, 367, 7S8 699.369 2,129,830 2,402.5S9 853,020 155,150 6.2 40.3 39.5 6.7 11.3 12, 298, 730 5, 853, 610 6, 434, 410 12,981,111 990, 510 519, 669 286, 188 264, 052 1, 432, 183 >20,461 497,303 3, 981, 428 865, 591 3, 203, 215 22, 170 14,302 j 15,837 I 92, 980 24, 793 28, 424 219. 600 53; 249 228, 014 4.3 5.0 6. 0 6.5 11.2 5. 7 5. 5 6.2 7.1 626,915 318, 300 330, 551 1, 457, 351 217, 353 53 / , 4o4 j 4, 382, 759 906,096 3, 521, 951 110. 856 695, 364 136, 907 1, 059, 034 428, 5S7 959, 951 667, 456 1,043,840 184, 650 19,414 134,488 25, 778 430, 352 85, 376 463, 975 369, 848 520, 416 80, 183 17. 5 19.3 18.8 40.6 19.9 48.3 55. 4 49.9 43.4 125, 015 780, 894 131, 700 1,225, 163 442,014 1, 071, 361 705, 606 1,184, 109 187, 748 1, 163, 498 1, 062, 130 ' 851, 780 753, 693 649, 070 1, 064, 196 531,876 2,399.367 1, 468, 095 2, 269, 315 1, 236, 686 965, 712 559, 977 1. 181, 641 1, 557, 631 348,392 29.9 410, 722 38.7 433,447 j 50.9 373, 201 49.5 318, 380 49.1 316, 432 29.7 202, 015 38.0 131, 847 5. 5 110, 761 7. 5 145, 397 6. 4 63, 723 5. 2 55, 558 5. 8 34,516 6.2 46, 609 3. 9 208, 754 13. 4 1,321,011 1,258, 520 996, 992 827, 922 726, 915 818, 579 484, 471 2, 665, 260 1,680,637 2, 539, 891 1, 184, 059 1, 051,670 439, 706 1, 194, 020 1, 721, 295 99, 849 4, 821 4. 8 14, 181 318, 271 11, 528 704,297 j 39, 476 31,989 1,707 16,479 i 556 158,220 j 10, 474 87,966 ! 57,156 32,922 5, 842 97.194 8,826 50; 666 4,069 25,005 j 1,778 55,720 i 3,889 130,565 ! 7,423 681,062 j 53, 430 3.6 5. 6 5.3 3.4 6.6 65.0 17.7 9.1 8.0 7.1 7.0 5. 7 7.8 122,993 364, 399 20, 595 9, 118 39, 864 91, 874 9, 658 86,786 42,491 14, 999 23, 955 90, 923 560, 247 1870. Popula¬ tion 10 years of age and over. Illiterates. Num¬ ber. . Per cent. 28,228,945 5,658,144 20.0 9,430,792 712,277 7. 6 4,207,398 j 1,943,166 46.2 4,548,220 l 12,024,395 44.5 9, 292, 434 865,917 9.3 750, 101 112,389 15. Q 493, 847 19,052 ! 3.9 260, 426 9,926 | 3.8 258, 751 17,706 I 6.8 1, 160, 666 97,742 8.4 173, 751 21,921 12.6 425,8% 29,616 7.0 3, 378, 959 239, 271 7.1 680, 687 54,687 8.0 2, 597, 809 222,356 1 8.6 92, 586 23,100 25.0 575, 439 135, 499 23.6 100, 453 28, 719 j 28.6 890, 056 445, 893 50.1 308, 424 81, 490 26.4 769, 629 397, 690 51.7 503, 763 290,379 57.6 835, 929 468, 593 56.1 131, 119 71,803 54.8 930, 136 332, 176 35.7 890, 872 364, 697 40.9 706, 802 383, 012 54.2 581,206 313, 310 53. 9 526, 392 276, 158 52. 5 571, 075 221, 703 38.8 341, 737 133, 339 39.0 1, 953,374 173,172 I 8.9 1, 197, 936 127, 124 . ! 10.6 1, 809, 606 133, 584 7.4 873, 763 53, 127 6.1 751, 704 55,441 1 7.4 305, 568 24,413 j 8.0 837, 959 45,671 5.5 1, 205, 568 222, 411 1 18.5 10,640 1,563 14.7 88,265 4, 861 i 5. 5 258, 051 24, 550 9. 5 18, 170 918 5.1 8,059 602 • 7. 5 30,349 6, 823 1 22.5 66, 464 52, 220 78.6 8, 237 2. 753 32.4 56,515 7,363 13.0 36. 655 872 2.4 13,189 3,388 25.7 17,334 1,307 7.5 64,685 4,427 6.8 430,444 31, 716 7.4 2316 EDUCATION REPORT, 1902, Table 3. — Number and per cent of illiterates in the white population , 10 years of age and over: 1890 and 1900. State or Territory. 1900. 1890.-- Total white popula¬ tion. White popula¬ tion 10 years of age and over. Illiterates. Total white popula¬ tion. White popula¬ tion 10 years of age and over. Illiterates. Num¬ ber. Per cent. Num¬ ber. Per cent. United States . 66, 809, 196 51, 250, 918 3,200,746 6.2 55, 101, 258 41, 931, 074 3,212,574 7.7 North Atlantic Division . . . 20, 637, 888 16,350,192 926,476 5. 7 17,121,985 [13, 658, 519 810, 091 5.9 South Atlantic Division. . . . 6, 706, 058 4,953,831 567,967 11.5 5,592,149 4,109,269 595, 952 14.5 South Central Division .... 9, 815, 912 7,066,708 833,306 11.8 7,601,304 i 5,347.099 817, 031 15.3 North Central Division .... 25, 775, 870 19,831,594 747,648 3.8 21,913,813 16, 560, 840 849, 843 5.1 Western Division . . 3, 873, 468 3,048,593 125,349 4.1 2,872,007 2,255,347 139, 657 6.2 North Atlantic Division: Maine . 692, 226 583, 617 28, 5S9 5. 1 659,263 540, 157 29, 108 5.4 New Hampshire . 410, 791 337, 178 i 20, 966 6.2 375,840 314, 913 21, 340 6.8 Vermont . 342, 771 278, 222 16, 139 5.8 331,418 270, 385 17, 986 6.7 Massachusetts . 2, 769, 764 2, 237, 027 130, 321 5. 8 2, 215, 373 i 1,820,012 111, 442 6.1 Rhode Island . 419, 050 336, 854 27, 871 8.3 337, 859 275, 629 26, 355 9.6 Connecticut . 892,424 717, 184 41, 401 5.8 733, 438 599, 346 30, 536 5.1 New York . 7, 156, 881 5, 705, 704 305, 773 5.4 5, 923, 955 4, 760, 282 255, 498 5.4 New Jersey . 1,812,317 1,421,465 1 76,338 5. 4 1,396,581 1, 103, 786 63, 163 5.7 Pennsvlvania . 6,141,664 4, 752, 941 ! 279,078 5.9 5, 148, 258 3, 974, 009 254,663 6.4 South Atlantic Division: Delaware . 153, 977 121, 913 8, 548 7.0 140,066 110,359 8,186 7.4 Maryland . 952, 424 740, 806 1 38, 694 5.2 826, 493 637, 499 44, 653 7.0 District of Columbia . . . 191, 532 159, 423 j 2, 480 1.6 154, 695 127,526 3, 495 2.7 Virginia . 1 1,192,855 885,037 98, 160 11.1 1,020, 122 756, 252 105,058 1 13.9 West Virginia . i 915, 233 667, 275 69,011 10.3 730, 077 524, 801 68, 188 13.0 North Carolina . . 1, 263, 603 904, 978 175, 907 19.4 1, 055, 382 754, 857 173,722 23.0 South Carolina . 557, 807 404, 860 54, 719 13.5 462, 008 332, 174 59,443 17.9 Georgia . 1,181,294 853, 029 1 101,264 11.9 978, 357 701, 585 114, 691 16.3 Florida . j 297,333 216, 510 j 19, 184 8.9 224,949 164, 216 18, 516 11.3 South Central Division: Kentucky . 1 1,862,309 1, 369, 842 174,768 12.8 1,590,462 1,162,342 183, 851 15.8 Tennessee . 1,540,186 1,125,968 1 159,086 14.1 1,336, 637 966, 831 172. 169 17.8 Alabama . . 1.001,152 714, 883 | 104,883 14.7 833, 718 590, 115 107; 335 18.2 Mississippi . . 641,200 458, 467 1 36, 844 8. 544,851 | 385, 099 45, 755 11.9 Louisiana . . ! 729, 612 524, 753 1 96,551 18.4 558,395 ! 402, 041 80, 939 20.1 Texas . 2,426,669 1, 725, 030 1 146,487 8.5 1,745,935 1, 228, 601 132, 389 10.8 Arkansas . . . 944, 580 670,409 j 77, 160 11.5 818, 752 569, 659 93, 090 16.3 Oklahoma . 367, 524 264, 404 7, 547 2.9 62, 300 42, 411 1,503 3.5 Indian Tprritnrv 302, 680 212, 952 29, 980 14.1 110, 254 North Central Division: Ohio . 4, 060, 204 3, 210, 258 117, 310 3.7 3,584,805 2, 789, 479 132, 244 4.7 Indiana . 2,458,502 1,920,860 79, 859 4.2 2,146,736 1,638,334 94, 334 5.8 Illinois . 4,734,873 3, 654, 997 144, 705 4.0 3,768,472 2, 861, 671 140, 219 4.9 Michigan . 2,398,563 1,878,083 76, 676 4.1 2,072,884 1.602,474 91,076 5.7 Wisconsin . 2, 057. 911 1,552,580 70, 385 4. 5 1,680,828 1,253,594 82, 984 6.6 Minnesota . 1,737,036 1, 294, 825 48, 480 3.7 1.296,408 957, 662 56, 966 5.9 Iowa . 2, 218, 667 1,700, 807 37, 953 2.2 1,901,090 1,432, 849 49, 828 3.5 Missouri . 2,944.843 2, 241, 704 116, 349 5.2 2, 528, 458 I) 881, 478 133,806 7.1 North Dakota . 311,712 223, 711 9,495 4.2 182,407 128, 998 7,528 5.8 South Dakota . 380, 714 279, 010 7,039 2.5 328,010 234, 979 9, 564 4.1 Nebraska . . . 1, 056, 526 791, 735 16, 628 2.1 1,047,096 762, 144 21, 575 2.8 Kansas . 1, 416, 319 1, 083, 024 22, 769 2.1 1, 376, 619 1, 017, 178 29, 719 2.9 Western Division: •Montana . 1 226, 283 177, 781 5, 016 2.8 127, 690 103,264 4, 232 4.1 Wyoming . 89, 051 69, 190 1,697 2.5 59, 324 46, 436 1,408 3.0 Colorado . 529, 046 416, 301 15, 956 3.8 404, 534 321, 059 15, 474 4.8 New Mexico . 180, 207 129, 958 38, 922 29.9 142, 918 104,103 43, '265 41.6 Arizona . 92, 903 71, 501 10, 648 14.9 55, 734 42,482 8,956 21.1 Utah . | 272, 465 193, 184 4, 275 2.2 205, 925 145, 437 7,407 5.1 Nevada . 35,405 29, 165 774 2.7 39, 121 32, 289 1,356 4.2 Idaho . 154, 495 113, 646 2,167 1.9 82, 117 60, 446 2, 119 3.5 Washington . 496, 304 389, 489 5, 920 1.5 340, 829 267, 747 8, 261 3.1 Oregon . 394, 582 311. 365 4,387 1.4 301, 982 232, 925 6,946 3.0 California . 1,402,727 1,147,013 35, 587 3.1 1, 111, 833 899, 159 40, 233 4.5 ILLITERACY IN THE UNITED STATES, 2317 Table 4. — Number and per cent of illiterates in the white population, 10 years of age and over: 1870 and 1880. State or Territory. 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 . . 1880. 1870. White Illiterates. T A 4 Q 1 White Illiterates. popula- 1 OUU popula¬ white white tion 10 tion 10 popula- vears of Num¬ Per popula¬ tion. years of Num¬ Per tion. age and ber. cent. age and ber. cent. over. over. 43,402, 970 32, 160, 400 3,019,080 9.4 33, 589, 377 00 - 1 ° 2,851,911 11.5 14,273,844 11, 086, 104 654,817 5. 9 Il2, 117, 269 9, 285, 812 672,077 7.2 4, 654, 112 3, 312, 920 647,085 19.5 3,635, 238 2, 655, 333 623,386 23.5 5, 901,315 4, 068, 790 877,344 21.6 4, 227, 971 3,014, 773 j 705,630 23.4 16, 961,423 12, 466, 565 731,804 5.9 12, 698, 503 9, 088, 051 i 750,633 8.3 1,612,276 1, 226, 021 108,030 8.8 910, 396 673, 901 1 100,185 14.9 646, 852 518, 011 21, 758 4.2 624, 809 492, 128 18, 874 3.8 346, 229 285, 594 14, 208 5. 0 317,697 259, 904 9,831 3. 8 331,218 263, 245 15,881 6.0 329, 613 257, 993 17, 584 6.8 1, 763, 782 1,416, 767 90, 658 6.4 1,443,156 1, 148, 990 95, 578 8.3 269, 939 215, 158 23,544 10.9 212, 219 169, 479 21,029 12.4 610, 769 487, 780 26, 763 5. 5 527, 549 417, 804 27, 913 6.7 5, 016, 022 3, 927, 603 208,175 5.3 4.330, 210 3, 336, 198 228,424 6.8 1,092,017 835, 385 44,049 5.3 ' 875, 407 ' 656, 972 46,386 7.1 4, 197, 016 3, 136, 561 209, 981 6. 7 3, 456, 609 2, 546, 344 206,458 8.1 120, 160 91, 611 8,346 9.1 102,221 76,016 1 11,280 14.8 724, 693 544, 086 44, 316 8.1 605, 497 447, 731 ; 46, 792 10.4 118, 006 91,872 3,988 4.3 88, 278 66, 620 ■ 4, 876 7. 3 880, 858 630, 584 114, 692 18.2 712, 089 527, 432 123, 538 23.4 592, 537 410,141 75, 237 18.3 424, 033 295, 519 71, 493 24.2 867, 242 608, 806 192, 032 31.5 678, 470 497, 132 166, 397 33.5 391, 105 272, 706 59, 777 21.9 289, 667 213, 794 55, 167 25.8 | 816, 906 563, 977 128, 934 22.9 638, 926 462, 718 124, 939 27.0 ! 142, 605 99, 137 19, 763 19.9 96, 057 68, 371 18,904 27.6 ! 1,377,179 973, 275 214, 497 22.0 1,098, 692 773, 653 201, 077 26.0 1.138,831 790, 744 216, 227 27.3 936, 119 665, 390 178, 727 26.9 ' 662, 185 452, 722 111, 767 24.7 521, 384 377, 967 92, 059 24.4 479, 398 328, 296 53,448 16. 3 382, 896 276, 132 48,028 1 17.4 454, 954 320, 917 58, 951 18.4 362, 065 264, 033 50,749 j 19.2 1,197,237 808, 931 123, 912 15. 3 564, 700 401, 110 70,895 17.7 591, 531 393, 905 98,542 25.0 362, 115 256, 488 64,095 25.0 . 3,117,920 2, 339, 528 115, 491 4.9 2, 601, 946 1, 906, 494 152,383 8.0 1,938,798 1.438, 955 100, 398 7.0 1.655,837 1,179, 792 118, 761 10.1 ,| 3,031.151 2, 234, 478 132, 426 5. 9 2, 511, 096 1, 788, 175 123, 624 6.9 . 1,614,560 1,219,908 58, 932 4.8 1,167.282 861, 523 48, 649 5.6 . 1,309; 618 961, 433 54,233 5. 6 1,051,351 749, 181 54,845 7.3 . | 776, 884 557, 183 33, 506 6.0 438, 257 304, 418 23,941 7.9 . 1,614,600 1,174,063 44, 337 3.8 1.188,207 833, 698 44, 145 5.3 .1 2,022,826 1,453, 238 152, 510 10. 5 1, 603, 146 1, 122, 175 161, 763 14.4 1 36, 192 96, 955 } 98, 348 4, 157 4.2 12,887 9, 766 914 9.4 . 449,764 316, 312 10, 926 3. 5 122, 117 87, 562 4,630 5.3 . ! 952, 155 673, 121 24,888 3.7 346, 377 245, 267 16, 978 6.9 . i 35, 385 28,986 631 2. 2 18, 306 15,925 643 4.0 19, 437 15,240 374 2. 5 8, 726 7,709 481 6.2 191,126 155, 456 9,906 6.4 39, 221 29, 819 6, 564 22.0 108, 721 79, 767 49, 597 62.2 90, 393 65,224 51,140 78.4 . 35,160 28, 634 4.824 16.8 9,581 8, 170 2,729 33.3 . | 142, 423 95, 876 8, 137 8.5 86, 044 55,828 7,097 12.7 53, 556 42, 595 1,915 4.5 38,959 33, 175 653 2.0 29, 013 21,481 784 3.6 10, 618 8, 839 486 5. 5 67,199 49, 269 1,429 2.9 22, 195 15, 873 823 5.2 163, 075 119, 482 4,343 3.6 86, 929 60, 846 3, 411 5.6 767, 181 589, 235 26, 090 4.4 499, 424 372, 493 26, 158 7.0 2318 EDUCATION REPOET, 1902. Table 5. — Number and per cent of illiterates in the native white population 10 years of age and over: 1890 and 1900. State or Territory. 1900. 189p. Total na¬ tive white popula¬ tion. ' Native white pop¬ ulation 10 years of age and over. Illiterates. Total na¬ tive white popula¬ tion. Native white pop¬ ulation 10 years of age and over. j Illiterates. Num¬ ber. Per cent. Num- I ber. | Per cent United States . 56, 595, 379 41, 236, 662 1,913,611 4.6 45,979,391 33, 144, 187 2,065,003 j 6.2 North Atlantic Division . . . 15, 898, S00 11,729,536 192, 052 1.6 13, 247, 119 9,937,918 229, 897 I 2.3 South Atlantic Division . . . 6, 497, 175 4, 748, 622 541,530 11.4 5,389,833 3, 912, 815 571, 899 ! 14.6 South Central Division .... 9, 462, 220 6, 723, 766 754, 967 11.2 7, 282, 725 5, 039, 641 754, 935 j 15.0 North Central Division .... 21,624,468 15, 736, 473 363, 672 2.3 17, 860, 356 12,652, 374 436, 328 3.4 Western Division . 3, 112, 616 2, 298, 265 61,390 2.7 2, 199, 358 1, 601, 439 71, 944 4. 5 North Atlantic Division: Maine . 599, 291 474, 821 11,394 2.4 580,568 466, 835 11,443 2.5 New Hampshire . 322, 830 253, 636 3,840 . 1.5 303,644 247, 824 3, 679 1. 5 Vermont . 298, 077 235, 117 6,934 2.9 287, 394 228,689 7, 211 3.2 Massachusetts . 1, 929, 650 1, 420, 219 10, 739 0.8 1, 561, 870 1, 193, 469 9,727 0.8 Rhode Island . 285, 278 207, 953 3,714 1.8 231, 832 175, 065 4, 087 2.3 Connecticut . 655, 028 485, 367 3,678 0.8 550,283 422, 986 4, 300 1.0 New York . 5, 267, 358 3, 861, 371 47,350 1.2 4, 358, 263 3, 248, 761 57, 362 1.8 New Jersey . 1,382,267 1, 000, 700 17,031 1.7 1,068,596 788, 401 ! 21, 351 2.7 Pennsylvania . 5, 159, 121 3, 790, 352 87, 372 2.3 4, 304, 669 3, 165, 888 j 110,737 3.5 South Atlantic Division: | Delaware . 140, 248 108,389 6,072 5. 6 126, 970 97, 732 6, 068 6.2 Maryland . 859, 280 649, 197 26, 432 4.1 732, 706 546, 290 32,105 5.9 District of Columbia . . . 172, 012 140, 114 1,138 0.8 136, 178 109, 262 1, 803 1.7 Virginia . 1, 173, 787 866, 295 96,117 11.1 1, 001, 933 738, 476 103,265 14.0 West Virginia . 892, 854 645, 250 64,281 10.0 711, 225 506, 434 ! 65, 420 12.9 North Carolina . 1, 259, 209 900, 664 175, 645 19.5 1,051,720 751,302 i 173,545 23.1 South Carolina _ 552, 436 399, 540 04, 3/0 13.6 455, 865 326, 125 59, 063 18.1 Georgia . 1,169,273 841,200 100, 431 11.9 966,465 6S9, 969 113,945 16.5 Florida . 278, 076 197, 973 17, 039 8.6 206, 771 147, 225 j 16, 685 11.3 South Central Division: Kentucky . 1, 812, 176 1, 319, 982 169, 324 12.8 1, 531, 222 1.104,044 1 178,159 16.1 Tennessee . 1, 522, 600 1, 108, 629 157, 396 14.2 1,316,738 947, 445 170, 318 18.0 Alabama . 986,814 700, 823 103, 570 14.8 819. 114 576, 154 106,235 18.4 Mississippi . 633, 575 450, 952 36, 038 8.0 537,127 377, 466 44, 987 11.9 Louisiana . 677, 759 474, 621 82,227 17.3 509, 555 354,293 72.013 20.3 Texas . 2, 249, 088 1.554, 994 95, 006 6.1 1, 594,466 i 1,084,587 89i 829 8.3 Arkansas . 930, 394 656, 438 76,036 11.6 804, 658 555, 873 92,052 16.6 Oklahoma . 351, 920 249, 064 6,279 2.5 59, 591 | 39, 779 1,342 3.4 Indian Territory 297, 894 208,263 29, 091 14.0 110, 254 North Central Division: Ohio . 3, 602, 304 2, 758, 138 67, 155 2.4 3, 126, 252 : 2,343,936 82, 673 3.5 Indiana . 2, 316, 641 1, 780, 458 63,800 3.6 2, 000, 733 1 1,495,302 78,638 5.3 Illinois . 3,770,238 2, 703, 296 58,037 2.1 2, 927, 497 2, 051, 323 : 64, 380 3.1 Michigan . 1,858,367 1,348,352 22, 277 1.7 1,531,283 i 1,086,481 27,016 2.5 Wisconsin . 1,542,206 1,042,940 13, 989 1.3 1, 161, 839 752, 678 15,613 2.1 Minnesota . ! 1, 232, 101 795, 959 6,338 0.8 829, 351 508, 615 7,112 1.4 Iowa . 1 1, 912, 885 1, 397, 581 16, 522 1.2 1,577,158 1, 118, 475 20, 649 1.8 Missouri . 2, 729. 068 2, 027, 613 96,405 4.8 2, 294, 176 1, 651, 622 112, 938 6.8 North Dakota . ! 199,122 115, 544 1,063 0.9 101,059 52, 933 929 1.8 South Dakota . ! 292, 385 192, 240 1,204 0.6 237, 167 148,819 1, 811 1.2 Nebraska . 879,409 616, 473 4, 717 0.8 844, 852 568, 041 7,412 1.3 Kansas . . ! 1,289,742 957,879 j 12, 165 1.3 1,228,989 874, 149 17, 157 2.0 Western Division: _ Montana . ' . ! 163,910 116,475 | 752 0.6 87, 360 64, 089 1,020 1.6 Wyoming . 72, 469 52,816 348 0.7 44,894 32, 546 427 1.3 Colorado . 438, 571 327,143 8, 692 2.7 322, 028 241,084 9,235 3.8 New Mexico . 1 166, 946 117,338 ! 34, 525 29.4 132, 058 93, 625 40, 065 42.8 Arizona . ! 70, 508 50,122 ! 3, 096 6.2 38, 271 26, 139 2,056 7.9 Utah . 219, 661 141,036 1 1, 108 0.8 153, 792 94, 925 2, 219 2.3 Nevada . 26, 824 20,621 133 0.6 27,227 20, 456 173 0.8 Idaho . 132, 605 92,008 862 0.9 66, 653 45, 339 867 1.9 Washington . - . 394, 179 289,007 ! 1,374 0. 5 254, 635 184, 860 2,467 1.3 Oregon . 340, 721 258,056 ! 2,180 0.8 254,160 186, 599 3,302 1.8 California . 1, 086, 222 833, 643 j 8,320 1.0 818,280 611, 777 10, 113 1.7 ILLITERACY IN' THE UNITED STATES, 2319 Table 6. — Number and per cent of illiterates in the native white population 10 years of age and over: 1870 and 1880. State or Territory. 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 . 1880. 1870. Native' Illiterates. Native Illiterates. Total na- white pop- j local na- vv Ill IC pop- tive white ulation 10 f ive white ulation 10 popula- years of Num¬ Per popula¬ years of Num¬ Per tion. age and ber. cent. tion. age and ber. cent. over. over. 36, 843, 291 25, 785, 789 2,255,460 8.7 j28, 095, 665 19, 347, 967 2,081,233 10.8 '11,465,448 8, 351, 065 234,576 2.8 9, 599, 990 6, 815, 773 218,962 3.2 ! 4,483,144 3, 144, 714 630j 062 20.0 3, 469, 737 2, 490, 168 603, 310 24.2 ! 5,630,217 3,806,063 836.489 22.0 3, 997, 805 2, 788, 841 668, 972 24. 0 14, 049, 225 9. 646, 617 482,103 5.0 10, 367, 625 6, 824, 774 521, 381 7.6 1.215.257 837, 330 72, 230 8.6 660, 508 428,411 68, 608 16.0 588,193 463, 158 8, 775 1.9 I | 576, 097 f j 444, 226 7,808 1.8 299, 995 242, 811 2, 710 1.1 288,117 230,885 1, 897 0.8 290, 281 224,361 5,354 2.4 282, 492 211, 781 3, 780 1.8 1,321,844 990, 160 ! 6,933 0.7 I 1,090,843 802, S32 5, 750 0.7 196, 108 144, 596 I 4, 261 2.9 156,927 115, 191 3,552 3.1 481, 060 361, 733 [ 3, 728 1.0 1 414, 015 306, 440 3,975 | 1.3 3, 807, 317 2,742,847 59, 516 2 2 3,193,160 2, 220, 640 59,870 2.7 870, 697 618, 941 20, 093 3! 2 ! 686, 5S9 471,823 21,425 4.5 3,609,953 2,562,458 123,206 4.8 2,911,750 2, Oil, 955 110, 905 5.5 110, 720 82,318 6,630 8.1 93,101 66, 971 8,811 13.2 642, 165 462, 697 36, 027 7. 8 522, 238 365’ 155 38,201 10.5 101, 026 75, 025 1,950 2.6 72, 107 50, 582 2,658 5.3 866, 248 616, 314 113, 915 18.5 698,388 513, 819 122, 269 23.8 574, 309 392,242 1 72, 826 18.6 406, 951 278, 599 68, 392 24.5 863, 550 605, 244 191, 913 31.7 675, 490 494, 133 166, 280 33.7 383, 651 265, 356 59, 415 22.4 281, 894 205, 802 54, 514 26. 5 806, 573 553, 769 128, 362 23.2 628, 173 451, 703 123, 849 27.4 134, 902 91,749 19,024. 20.7 91, 395 63,454 18,336 28.9 1,317,725 914, 311 208, 796 22.8 1, 035, 346 712, 158 193, 846 27.2 1, 122, 236 774,411 214, 994 27.8 916, 930 646, 653 176, 985 21. 4 652, 664 ' 443,327 111, 040 25.0 I 511, 718 368, 304 91, 189 24.8 470, 403 319, 385 52, 910 16.6 371, 915 265, 292 47, 217 17.8 402, 177 268, 600 53, 261 19.8 301,450 204, 130 43, 406 21.3 1, 083, 656 701, 969 97, 498 13.9 503, 216 340, 596 52, 526 15.4 581, 356 384, 060 97, 990 25.5 357, 230 251, 708 63,803 25.3 1 2,723,582 1,952,858 83, 183 4.3 2,229,782 1, 545, 177 113,313 7.3 i 1,794,764 | i 1,297,159 87, 786 6.8 j 1,514,410 1,042,562 104, 822 10.1 ! 2,448,172 1, 666, 214 88,519 5.3 1 1,996,114 1,288, 434 80,635 6.3 1 1,228,127 854, 925 19, 981 2.3 900, 630 601, 555 18, 069 3. 0 904, 300 566, 745 11,494 2.0 686, 903 395, 617 13,517 3.4 509, 373 300, 747 5,671 1.9 | 277, 579 14S, 542 5,086 3.4 ] 1,353,046 918, 723 23, 660 2.6 983, 543 635, 150 23,453 3. 7 1,811,467 1,244, 738 137, 949 11.1 1, 380, 972 906, 579 146, 179 16.1 1 j 81, 770 51, 229 933 1.8 8, 275 5, 095 109 2.1 352, 413 224,899 5,102 2.3 91, 376 57, 736 3,321 5.8 842, 211 568, £80 17, 825 3.1 298, 041 198, 327 12,877 1 6.5 | 25, 898 19, 628 272 1.4 12,288 10, 016 248 2.5 14,509 10, 458 177 1.7 5, 359 4, 406 179 4.1 151, 978 117, 132 8, 373 7.1 32, 635 23, 359 6, 309 27.0 100, 773 72, 219 46, 329 64.2 84, 786 59, 716 48, 231 80.8 20,809 15,200 1,225 8.1 3,803 2,497 243 9.7 98, 958 53,944 3,183 5.9 55, 792 26, 176 3, 283 12.5 33, 350 22, 660 240 1.1 23, 332 17, 839 77 0.4 22,414 15, 011 443 3.0 1 7,018 5, 300 108 2.0 54, 896 37, 278 895 2.4 17,585 11, 179 320 2.9 142, 143 99, 028 3,433 3.5 78, 711 52,741 2, 795 5. 3 549, 529 374, 772 7, 660 H 339, 199 215, 182 6,815 3.2 2320 EDUCATION REPORT, 1902 Table 7. — Number and per cent of illiterates in the foreign white population 10 years of age and over: 1890 and 1900. State or Territory. 1900. 1890. Total for¬ eign white popula¬ tion. Foreign white pop¬ ulation 10 years of age and over. Illiterates. Total for¬ eign white popula¬ tion. Foreign white popula¬ tion 10 years of age and over. Illiterates. Number. Per cent. Number. Per cent. United States . 10, 213, 817 10, 014, 256 1,287,135 12.9 9,121,867 8, 786, 887 1, 147, 571 13.1 North Atlantic Division. . . . 4, 738, 988 4, 620, 656 734,424 1 15.9 3, 874, 866 3, 720, 601 580, 194 15.6 South Atlantic Division. . . . 208, 883 205, 209 26,437 | 12.9 202. 316 196, 454 24, 053 12.2 South Central Division .... 353, 692 342, 942 78,339 j 22.8 318; 579 307, 458 62,096 20.2 North Central Division .... 4,151,402 4, 095, 121 383,976 9.4 4, 053. 457 3, 908, 466 413,515 10.6 Western Division . 760, 852 750, 328 63,959 8.5 672, 649 653, 908 67,713 10.4 North Atlantic Division: Maine . 92, 935 88, 796 17, 195 19.4 78, 695 73, 322 17, 665 24.1 New Hampshire . 87, 961 83,542 17, 126 20.5 72, 196 67, 089 17, 661 26.3 Vermont . 44, 694 43, 105 9,205 21.4 44,024 41, 696 10, 775 25.8 Massachusetts . 840, 114 816, 808 119, 582 14.6 653, 503 626, 543 101, 715 16.2 Khode Island . 133, 772 128, 901 24, 157 18.7 106, 027 100, 564 22, 268 22.1 Connecticut . 237, 396 231,817 37, 723 16.3 183,155 176, 360 26, 236 14.9 New York . 1, 889, 523 1 . 844, 333 258, 423 14.0 1, 565, 692 1, 511, 521 198, 136 13.1 New Jersey . 430, 050 420, 765 59, 307 14.1 327,985 315, 385 41,812 13.3 Pennsylvania . 982, 543 962, 589 191,706 19.9 843,589 808, 121 143, 926 17.8 South Atlantic Division: Delaware . 13,729 13, 524 2,476 IS. 3 13, 096 12, 627 2,118 16.8 Maryland . 93,144 91, 609 12, 262 13.4 93, 787 91, 209 12, 548 13.8 District of Columbia . . . 19, 520 19, 309 1, 342 7.0 18, 517 18, 264 1, 692 9.3 Virginia . 19, 068 18, 742 2,043 10.9 18, 189 17, 776 1,793 10.1 West Virginia . 22, 379 22, 025 4, 730 21.5 18, 852 18, 367 2, 768 15.1 North Carolina . 4,394 4,314 262 6.1 3,662 3,555 177 5.0 South Carolina . 5, 371 5, 320 344 6.5 6,143 6,049 380 6.3 Georgia . 12, 021 11,829 833 7.0 11,892 11,616 746 6.4 Florida . 19, 257 18, 537 2, 145 11.6 18, 178 16, 991 1,831 10.8 South Central Division: Kentucky . 50, 133 49, 860 5, 444 10.9 59, 240 58, 298 5, 692 9.8 Tennessee . 17, 586 17, 339 1,690 9.7 19, 899 19, 386 k, 851 9.5 Alabama . 14, 338 14, 060 1,313 9.3 14, 604 13, 961 1,100 7.9 Mississippi . 7, 625 7,515 806 10.7 7,724 7,633 768 10.1 Louisiana . 51, 853 50, 132 14, 324 28.6 48, 840 47, 748 8.926 18.7 Texas . 177,581 170, 036 51,481 30.3 151,469 144,014 42,560 29.6 Arkansas . 14, 186 13, 971 1,124 8.0 14, 094 13, 786 1,038 7.5 Oklahoma . 15, 604 15, 340 1,268 8.3 2, 709 2, 632 161 6.1 Indian Territory 4, 786 4,689 889 19.0 North Central Division: Ohio . 457, 900 452, 120 50, 155 11.1 458, 553 445, 543 49, 571 11.1 Indiana . 141,861 140, 402 16, 059 11.4 146, 003 143, 032 15, 696 11.0 Illinois. . 964, 635 951, 701 86, 668 9.1 840, 975 810, 348 75, 839 9.4 Michigan . 540, 196 529, 731 54, 399 10.3 541,601 515, 993 64, 060 12.4 Wisconsin . 515, 705 509, 640 56, 396 11.1 518, 989 500, 916 67, 371 13.4 Minnesota . 504, 935 498, 866 42, 142 8.4 467, 057 449, 047 49, 854 11.1 Iowa . 305, 782 303, 226 21,431 7.1 323, 932 314, 374 29, 179 9.3 Missouri . 215, 775 214, 091 19, 944 9.3 234, 282 229, 856 20, 868 9.1 North Dakota . 112, 590 108, 167 8,432 7.8 81,348 76, 065 6,599 8.7 South Dakota . 88,329 86, 770 5, 835 6.7 90, 843 86, 160 7,753 9.0 Nebraska . 1 177, 117 175, 262 11,911 6.8 202, 244 194, 103 14, 163 7.3 Kansas . 1 126, 577 125, 145 10, 604 8.5 147, 630 143, 029 12, 562 8.8 Western Division: Montana . 62, 373 61, 306 4,264 7.0 40, 330 39, 175 3, 212 8.2 Wyoming . 16, 582 16, 374 1,349 8.2 14,430 13, 890 981 7.1 Colorado . 90, 475 89, 158 7,264 8.1 82, 506 79, 975 6,239 7.8 New Mexico . 13, 261 12, 620 4,397 34.8 10, 860 10, 478 3,200 30.5 Arizona . 22, 395 21,379 7,552 35.3 17, 463 16, 343 6,900 42.2 Utah . 52, 804 52, 148 3, 167 6.1 52,133 50, 512 5,188 10.3 Nevada . 8,581 8,544 641 7.5 11, 894 11,833 1,183 10.0 Idaho . 21,890 21, 638 1,305 6.0 15, 464 15, 107 1,252 8.3 Washington . 102, 125 100, 482 4, 546 4.5 86, 194 82, 887 5, 794 7.0 Oregon . 53,861 53, 309 2, 207 4.1 47, 822 46, 326 3,644 7.9 California . 316, 505 313, 370 27, 267 8.7 293, 553 287, 382 30, 120 10.5 ILLITERACY IN THE UNITED STATES 2321 Table 8. — Number and per cent of illiterates in the foreign ivhite population 10 years of age and over : 1870 and 1880. State or Territory. 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 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 . 1880. 1870. Foreign white pop- I Illiterates. Foreign white pop¬ niiterates. Total for- Total for¬ eign white ulation 10 eign white ulation 10 popula- vears of Num¬ i Per popula¬ years of Num¬ Per tion. age and ber. | cent. tion. age and ber. cent. over. 1 over. 6, 559, 679 6, 374, 611 | 763,620 i 12.0 5, 493, 712 I 5,369,903 770, 678 14.4 2, 808, 396 2, 735, 039 420,241 15.4 2,517,279 2,470,039 165, 165 453, 115 20, 076 18.3 170, 968 168, 206 17, 023 10.1 | 165, 501 12.2 271, 098 262, 727 40, S55 ! | 15.6 230,166 225, 932 36, 658 16.2 2, 912, 198 2, 819, 918 249,701 8.9 ! 2,330,878 2.263,277 229, 252 10.1 397, 019 388,691 85,800 9.2 249, 888 245,490 31, 577 12.9 58, 659 * 54, 853 1 12, 983 23.7 48.712 47, 902 11, 066 23.1 46, 234 42, 783 11, 498 ; 26.9 29; 580 29, 019 7,934 27.3 40, 937 38,884 10.327 26. 6 47,121 46, 212 13,804 29.9 441,938 426,607 1 83; 725 ; 19.6 352,313 346, 158 89, S28 25.9 73, 831 70, 562 19, 283 27.3 55,292 54; 288 17,477 32.2 129, 709 126,047 23,035 18.3 | 113,534 111. 364 23, 938 21.5 1.208, 705 1.184,756 1 148.659 23, 956 12.5 | 1,137.050 1.115, 558 168,554 15.1 221,320 216,444 11.1 j 188,818 185, 149 24, 961 13.5 587, 063 574, 103 86,775 15.1 544,859 534, 389 95, 553 17.9 9,440 9, 293 81, 389 1,716 ' 18.5 9,120 9,045 2, 469 27.3 82, 528 8,289 i 10.2 83,259 82, 576 8,591 10.4 16, 980 16, 847 2,038 12.1 j 16,171 i6; oss 2, 218 13.8 14, 610 14, 270 777 I 5.4 i 13, 701 13, 613 1,269 9.3 18,228 I 17, 899 2,411 | 13.5 17,082 16, 920 3, 101 18.3 3,692 3, 562 119 3.3 2,980 2,999 117 3.9 7,454 7, 350 362 4.9 7, 773 7,992 653 8.2 10, 333 10, 208 572 5.6 10,753 11, 015 1,090 9.9 7, 703 7,388 1 739 10.0 4, 662 4,917 568 11.6 59, 454 58,964 5, 701 9.7 63, 346 61, 495 7,231 11.8 16, 595 16,333 1,233 7. 5 19, 189 18, 737 1,742 870 1 9.3 9, 521 9 395 727 7 7 9, 666 9,663 I 9.0 8,995 8,911 538 6.0 10, 981 10,840 811 7.5 52, 777 52,317 5, 690 10.9 60, 615 61,484 59, 903 7,343 12.3 113, 581 106,962 26,414 24.7 60, 514 18. 369 30.4 10, 175 9,845 552 5.6 4,885 4,780 '292 6.1 394,338 386,670 ] 1 32, 308 8.4 372,164 361, 317 39,070 j 10.8 | 144, 034 141,796 12, 612 43.907 8.9 141,427 137,230 13, 939 10.2 1 582, 979 568,264 7 7 514,982 499. 741 42,989 8.6 ! 386, 433 364,981 38,951 10.7 266, 652 259, 968 30,580 11.8 I 405, 318 394,688 42,739 10.8 384,448 353,564 41,328 11.7 ! 267, 511 256,436 27, 835 10.9 160, 678 155, 876 18, 855 12.1 1 261,554 255,340 I 20,677 8.1 204,664 198, 548 20, 692 10.4 211, 359 208,500 14, 561 7.0 222,174 215, 596 15, 584 7.2 ;} 51, 377 47, 119 3 224 6.8 4,612 4,671 805 17.0 97, 351 91,413 5,824 6.4 30,741 | 29, 826 1,309 4.4 109, 944 104, 741 7,063 6.7 48, 336 46, 940 4, 101 8.7 9,487 9,358 359 3.8 6,018 5, 909 395 6. 7 4,928 4 782 197 4.1 3, 367 3,303 302 9.1 39, 148 38 324 1, 533 4.0 6,586 6,460 255 3.9 7,948 7,548 3, 268 43.3 5, 607 5, 508 2, 909 52.8 14, 351 13. 434 3,599 4,954 26.8 5, 778 5, 673 2,486 43. S 43, 465 41. 932 11.8 30, 252 29, 652 3,814 12.9 20, 206 6,599 19, 935 1, 675 8.4 15, 627 15, 336 3,539 576 3.8 6,470 11, 991 341 5.3 3,600 378 10.7 12, 303 534 4.5 4,610 4, 694 503 10.7 20, 932 20,454 910 4.4 8, 218 8, 105 616 7.6 217, 652 214, 463 18,430 8. 6 160, 225 157, 311 19, 343 12.3 1 2322 EDUCATION REPOET, 1902, Table 9. — Number and per cent of illiterates in the colored population 10 years of age and over : 1890 and 1900. State or Territory. 1900. 1890; Total col¬ ored pop¬ ulation. Colored popula¬ tion 10 years of age and over. Illiterates. Total colored popula¬ tion. Colored popula¬ tion 10 years of age and over. Illiterates. Number. Per cent. Number. Per cent. United States . 9,185,379 6, 698, 906 2, 979, 323 44.5 7,638,360 5, 482, 485 3, 112, 128 56.8 North Atlantic Division.. . . 408, 807 341,969 50, 060 .14.6 279,564 229,858 49,898 21.7 South Atlantic Division _ 3, 737, 422 2, 662, 328 1, 253, 379 47.1 3, 265, 771 2, 306, 652 1,385, 936 60.1 South Central Division . 4, 264, 135 3,057,507 1,485,273 48.6 3, 485, 317 2,452,388 jl, 501, 840 61.2 North Central Division .... 557, 134 450, 272 110, 674 24.6 450, 352 348, 773 114, 425 32. 8 Western Division . 217, 881 186,830 79, 937 42.8 157, 356 144, 814 1 60, 029 41.5 North Atlantic Division: Maine . 2, 240 1, 823 471 *25.8 1,823 1,505 479 31.8 New Hampshire . 797 715 109 15.2 690 584 136 23.3 Vermont . 870 721 108 15.0 1.004 788 168 21.3 Massachusetts . 35, 582 30,021 3, 722 12.4 23', 570 19, 595 3,026 15.4 Rhode Island . 9, 506 7,970 1,133 14.2 7,647 6,330 1,170 18.5 Connecticut . 15, 996 13, 270 1,572 11.8 12,820 10, 484 1,658 15.8 New York . 112, 013 95, 978 12, 327 12.8 73, 901 62,110 11, 413 18.4 New Jersey . 71, 352 59, 033 10,320 17. 5 48,352 39,337 11,158 j 28.4 Pennsylvania . 160, 451 132. 438 20,298 15.3 109, 757 89, 125 20, 690 23.2 South Atlantic Division: . Delaware . 30, 758 23, 587 8,983 38.1 28, 427 21,608 10, 692 j 49.5 Maryland . 235, 620 179, 909 63, 253 35.2 215, 897 161, 106 80, 723 ! 50.1 District of Columbia . . . 87, 186 72, 414 17,548 24.2 75, 697 61,041 21,389 35.0 Virginia . 661, 329 479. 464 213, 960 44.6 635, 858 455, 682 260, 678 57.2 West Virginia . 43,-567 34; 371 11,094 32.3 32, 717 24, 737 10, 992 44.4 North Carolina . 630, 207 441,756 210, 344 47.6 562, 565 392, 589 235, 981 60.1 South Carolina . 782, 509 537, 542 283, 940 52.8 689, 141 470, 232 301, 262 64.1 Georgia . 1,035,037 724,305 379, 156 52.3 858, 996 600, 623 404, 015 67.3 Florida . 231, 209 168, 980 65, 101 38.5 166, 473 119, 034 60,204 50.6 South Central Division: Kentucky . 284, 865 219, 843 88, 186 40.1 268, 173 197, 689 110, 530 55.9 Tennessee . 480, 430 354, 980 147, 844 41.6 430, 881 309, 800 167, 971 54.2 Alabama . 827, 545 589, 820 338, 707 57.4 679, 299 479,430 331,200 69.1 Mississippi . 910, 070 640,424 314, 617 49.1 744, 749 516, 929 314,858 60.9 Louisiana . 652, 013 465, 611 284, 594 61.1 560, 192 392, 642 283,245 72.1 Texas . 622, 041 438, 883 167, 531 38.2 489, 588 336, 154 176, 484 52.5 Arkansas . 366, 984 263, 923 113,495 43.0 309, 427 217, 454 116, 655 53.6 Oklahoma . 30, 807 22,651 8, 227 36.3 3, 008 2, 290 897 39.2 Indian Territory 89,380 61, 372 22, 072 36.0 North Central Division: Ohio . 97,341 79, 663 ‘ 14,231 17.9 87, 511 69,180 17,599 25.4 Indiana . 57, 960 47, 355 10, 680 22.6 45, 668 35, 694 11, 495 32.2 Illinois . 86, 677 72, 748 13,253 18.2 57, 879 46, 000 12,415 27.0 Michigan . 22, 419 18, 182 3,806 20.9 21, 005 16, 561 4,838 29.2 Wisconsin . 11, 131 8,576 3,394 39.6 6,407 4, 796 1,761 36.7 Minnesota . 14, 358 10,832 4,466 41.2 5, 667 4,688 1,091 23.3 Iowa . 13, 186 10, 982 2, 219 20.2 10; 810 8,459 2, 233 26.4 Missouri . 161, 822 130,161 36,495 28.0 150, 726 114, 160 47,562 41.7 North Dakota . 7,434 5, 450 3,224 59.2 596 454 215 47.4 South Dakota . 20,856 15, 294 7,793 51.0 1,518 1,229 410 33.4 Nebraska . 9, 774 8,020 1,369 17.1 12,022 9, 515 2, 446 25.7 Kansas . 54, 176 43,009 9,744 22.7 50, 543 38,037 12, 360 32.5 Western Division: Montana . 17, 046 13,815 6,659 48.2 4,888 4, 547 1,652 36. 3 Wyoming . 3,480 2,872 1.181 41.1 1,430 1,319 222 16.8 Colorado . 10, 654 9, 123 1,823 20.0 7,730 6,837 1,706 25.0 New Mexico . 15, 103 11,324 8,049 71.1 10, 874 8, 438 6,805 80.6 Arizona . 30, 028 22,646 16,659 73.6 4, 040 3, 594 1,829 50.9 Utah . 4,284 3,585 1,866 52. 1 2,006 1, 790 825 46.1 Nevada . 6, 930 5, 794 3,871 66.8 6, 677 5,936 3,541 59.7 Idaho . 7, 277 6, 191 3,338 53.9 2,367 2, 275 1,106 48.6 Washington . 21,799 18, 948 6,820 36.0 8, 877 7,892 3,517 44.6 Oregon . 18, 954 17, 434 6, 299 36.1 12, 009 11, 449 3, 157 27.6 California . 82, 326 75, 098 23, 372 31.1 96, 458 90, 737 35, 669 39.3 ILLITERACY IN THE UNITED STATES 2323 Table 10. — Xumber and per cent of illiterates in the colored population 10 years of cige and over : 1870 and 1880. State or Territory. 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 Is. and . 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 . Or^on . Calif omia . 1S80. 1870. Colored Illiterates. Colored } Illiterates. popula- Total popula¬ colored tion 10 colored tion 10 popula- years of Number. I Per popula¬ years of Number. Per tion. age and j cent. tion. age and cent over. over. 6, 752, 813 4, 601, 207 3,220,878 | 70.0 4, 968, 994 3, 511, 075 1 2, 806, 233 79.9 233, 563 183, 986 44,552 ! 24.2 181,461' 144,980 | 40,200 27.7 2,943,085 1.973,725 :1, 482; 745 ; 75.1 2, 218, 372 1, 552, 065 1, 319, 780 85.0 3,018,958 2,007,453 1, 525, 245 I 76.0 2, 206, 439 1, 533, 447 1,318, 765 86.0 402, 688 294,276 j 121, 216 41.2 282,608 204,383 i 115, 284 56.4 155,421 141,767 | 47,120 ! 33.2 80, 114 76,200 12, 204 16.0 2,084 1,658 412 : 24.8 2, 106 ; 1,719 178 10.3 762 594 94 15.8 603 522 95 18.2 1, 068 807 156 19.3 948 758 122 | 16.1 19, 303 15, 416 2, 322 15.1 14, 195 11, 676 1 2,164 18.5 6,592 5,303 1,249 i 23.6 5, 134 1 4, 272 892 : 20. 9 11,931 9,523 1, 661 17.4 9,905 8,092 1, 703 21.0 66. 849 53,825 11,425 21.2 52, 549 42, 761 10, 847 ; 25.4 39, 099 80. 206 9,200 30.5 30, 689 23, 715 i 8,301 35. 4 85, 875 66,654 18,033 i 27.1 65, 342 51,465 1 15, 898 30.9 26,448 19,245 11,068 ! 57.5 22, 794 16, 570 11, 820 71.3 210, 250 151,278 90, 172 i 59.6 175, 397 127, 708 88, 707 1 69.5 59, 618 45,035 21,790 i 48.4 43, 422 33,833 23,843 70. 5 631,707 428,450 315,660 ; ro *7 513, 074 362, 624 322, 355 88.9 25,920 18, 446 10, 139 : 55.0 17,981 12, 905 9,997 ! 77.4 '532,508 3ol, 145 271, 943 j 77.4 392, 891 272, 497 231,293 84.8 604, 472 ! 394, 750 310,071 1 78.5 415,939 289,969 235,212 81.1 725,274 479,863 391, 482 i 81.6 545,183 | 373, 211 343,654 92.1 126,888 85, 513 60,420 70.7 91,691 62,748 52, 899 84.1 271,511 190, 223 133, 895 70.4 222,319 156,483 131, 099 83.8 403, 528 I 1 271, 3S6 194,495 71.7 322, 401 225, 482 185, 970 82.4 GOO, 320 399,058 321,680 | 80.6 475, 608 328, 835 290, 953 88.1 652, 199 425, 397 319,753 1 75.2 445, 026 305, 074 265,282 87.0 484, 992 328, 153 259,429 79.1 364.850 262, 359 225,409 85.9 394, 512 255, 265 192,520 j 75.4 253, 879 169, 965 150,808 88.7 210, 994 137, 971 103,473 75.0 122, 356 85,249 69,244 81.2 . -1 80,142 59,839 36,356 27.3 63, 314 46,880 ! 20, 789 44.3 39, 503 29,140 10,363 i 35. 6 24, 800 18,144 ; 8,363 46.1 46. 720 34,837 12,971 | 37.2 28,795 21,431 i l 9,960 46.5 22, 377 16, 780 4,791 | 28.6 16, 777 12,240 4,478 36.6 5,879 4,279 1,325 ! 31.0 3, 319 2, 523 596 23.5 3, 889 2,794 1,040 j 37.2 1,449 1,150 472 41.0 10, 015 7, 578 2,272 1 30.0 5, 813 4, 261 1,526 35. 8 145, 554 104,393 56,244 53.9 118, 149 83, 393 60,648 72.7 } 2, 030 1,501 664 44.2 1,294 874 649 74.3 2,638 1,959 602 30.7 876 703 231 32.9 43,941 31, 176 14,588 | 46.8 18,022 12, 784 7,572 59.1 3,774 3,003 1,076 : 35.8 2, 289 2,245 275 12. 2 1, 352 1,239 182 14.7 392 350 121 3L6 3,201 2, 764 568 20.5 643 530 259 48.9 10,844 8,199 7,559 92.2 1,481 1,240 1,080 87.1 5, 280 4, 288 1,018 23.8 77 67 ' 24 1 35. 8 1,540 1,318 689 52.3 742 687 266 38.7 8, 710 8,071 2,154 26.7 3, 532 3,480 219 6.3 3, 597 3,524 994 28.2- 4, 381 4,350 2,902 ■ 66.7 7, 917 6,451 2,460 38.1 1.760 1,461 484 | 33.1 11. 693 11,083 3,080 27.8 3, 994 3,839 1,016 26.5 97, 513 91, 827 27,340 29.8 60, 823 57, 951 5,558 9.6 2324 EDUCATION REPORT, 1902, Table 11. — Number and per cent of illiterates in the male population 10 years of age and over: 1890 and 1900. State or Territory. 1900. 1890. - Total male pop¬ ulation. Male pop¬ ulation 10 years of age and over. Illiterates. Total male pop¬ ulation. Male pop¬ ulation 10 years of age and over. Illiterates. Num¬ ber. Per cent. Num¬ ber. Per cent.. United States . 38, 816,448 29, 703, 440 3,011,224 10.1 32, 067, 880 24,352,659 3,008,222 12.4 North Atlantic Division .... 10, 524, 877 8, 336, 593 475, 277 5.7 8, 677, 798 6, 904, 566 407, 186 5.9 South Atlantic Division. . . . 5,222,595 3, 798, 278 879, 065 23.1 4, 418, 769 3, 178, 769 926, 096 29.1 South Central Division . 7,181,922 5, 176, 755 1,132,633 21.9 5, 593, 877 3, 977, 614 1,098,755 27.6 North Central Division _ 13, 589, 322 10, 527, 915 412, 603 3.9 11,594, 910 8, 828, 083 457, 793 5.2 Western Division . 2, 297, 732 1, 863, 899 111,646 6.0 1,782,526 1, 463, 627 118, 392 8.1 North Atlantic Division: Maine . 350, 995 286, 114 16, 936 5.9 332, 590 271,787 15, 932 5.9- New Hampshire . 205, 379 168, 483 12, 043 7.1 186, 566 155, 928 11,643 7.5 Vermont . 175, 138 142, 528 9, 507 6.7 169, 327 137, 899 10, 230 7.4 Massachusetts . 1,367,474 1,097,581 59, 414 5.4 1 , 087, 709 887, 063 47, 348 5.8 Rhode Island . 210, 516 168, 704 13,582 8.1 168, 025 135, 955 12, 240 9.0 Connecticut . 454, 294 365. 130 20, 929 5.7 369, 538 300,675 15, 233 5.1 New York . . 3, 614, 780 2, 877, 822 143, 214 5.0 2, 976, 893 2, 385, 622 124, 443 5.2 New Jersey . 941, 760 739, 224 42, 625 5. 8 720, 819 568, 585 35, 413 6. 2 Pennsylvania . 3, 204, 541 2, 491, 007 157, 027 6.3 2, 666, 331 2, 061, 052 134, 704 6. 5 South Atlantic Division: Delaware . 94, 158 74, 395 8, 882 11.9 85, 573 67, 309 9,274 13.8 Maryland . 589, 275 455, 285 49, 110 10.8 515, 691 392, 485 59, 526 15.2 District of Columbia . . . 132, 004 108, 613 7,807 7.2 109, 584 88, 703 9, 821 11.1 Virginia . . 925, 897 679, 440 157, 890 23.2 824, 278 598, 677 177, 043 29.6 West Virginia . 499, 242 367, 973 41, 429 11.3 390, 285 281, 576 37, 579 13.3 North Carolina . 938,677 661, 731 181, 228 27.4 799, 149 559, 764 184, 506 33.0 South Carolina . 664,895 465, 002 159, 419 34.3 572, 337 395, 466 167, 120 42.3 Georgia . . . 1,103,201 782, 629 231,880 29.6 919, 925 647,922 244, 944 37.8 Florida . 275, 246 203, 190 41,420 20.4 201, 947 146, 867 36, 283 24.7 South Central Division: Kentucky . 1, 090, 227 807, 156 131, 939 16.3 942, 758 689,572 141,999 20.6 Tennessee . 1, 021, 224 746, 793 150, 047 20.1 891, 585 640, 677 155, 869 24.3 Alabama . 916, 764 651, 523 212, 579 32.6 757, 456 531, 941 206, 362 38.8 Mississippi . 781,451 552, 676 170, 827 30.9 649, 687 451, 788 170, 761 37.8 Louisiana . . 694, 733 496, 879 183, 318 36.9 559, 350 394, 815 172, 847 43.8 Texas . 1,578,900 1,129, 899 156, 801 13.9 1, 172, 553 830, 783 151, 852 18.3 Arkansas . . . . 675, 312 484,601 91, 483 18.9 585, 755 412, 227 97, 779 23.7 Oklahoma . 214, 359 157, 910 7,930 5.0 34, 733 25, 811 1,286 6.0 Indian Territory . 208,952 149, 318 27, 709 18.6 North Central Division: Ohio . 2, 102, 655 1, 663, 595 63, 404 3.8 1,855, 736 1,442,430 69, 924 4.8 Indiana . 1,285,404 1,006,755 43, 763 4.3 1, 118, 347 855, 368 49, 505 5.8 Illinois . 2, 472, 782 1, 922, 803 74, 752 3.9 1, 972, 308 1,507, 159 70, 548 4.7 Michigan . 1, 248, 905. 983, 089 43, 224 4.4 1, 091, 780 851, 163 51, 522 6.1 Wisconsin . . . 1, 067, 562 811, 123 34, 284 4.2 874, 951 657, 968 39, 517 6.0 Minnesota . 932, 490 706, 401 23, 049 3.3 695,321 523, 342 25, 993 5.0 Iowa . 1,156,849 893, 912 18, 675 2.1 994, 453 755, 134 24, 125 3.2 Missouri . 1, 595, 710 1,223,168 75, 272 6.2 1, 385, 238 1, 037, 994 86,530 8.3 North Dakota . ' 177,493 131,893 6, 194 4.7 101, 590 74, 442 3, 650 4.9 South Dakota . 216, 164 161, 746 6, 160 3.8 180, 250 133, 252 4,816 3.6 Nebraska . 564, 592 429, 465 8, 094 1.9 572, 824 426, 815 11,753 2.8 Kansas . 768, 716 593, 965 15, 732 2.6 752, 112 563, 016 19, 910 3.5 Western Division: Montana . 149, 842 123, 724 6,885 5.6 87, 8S2 75, 596 4,330 5.7 Wyoming . 58, 184 47, 731 1,866 3.9 39, 343 32, 675 1,070 3.3 Colorado . 295, 332 237, 665 8, 774 3.7 245, 247 202, 719 9, 808 4.8 New Mexico . . . . «. 104, 228 76, 819 19, 765 25.7 83, 055 61, 885 20, 969 33.9 Arizona * . 71, 795 57, 027 14,404 25.3 36, 571 29, 736 6,027 20.3 Utah . 141,687 100, 999 2,811 2.8 110, 463 79, 747 3, 778 4.7 Nevada . 25, 603 21, 822 2,618 12.1 29,214 25, 370 3, 127 12.3 Idaho . 93, 367 72, 000 3, 260 4.5 51,290 40, 276 2, 336 5.8 Washington . 304,178 248, 282 7,360 3.0 217, 562 179, 965 7,639 4.2 Oregon . 232, 985 190, 037 7,429 3.9 181,840 146, 406 6,634 4.5 California . 820, 531 687, 793 36, 444 5.3 700, 059 589, 252 52, 674 8.9 ILLITERACY IN THE UNITED STATES 2325 Table 12. — Number and per cent of illiterates in the female population 10 years of age and over: 1890 and 1900. State or Territory. 1900. 1890. Total female popula¬ tion. Female popula¬ tion 10 years of age and over. Illiterates. Total female popula¬ tion. Female popula¬ tion 10 years of age and over. Illiterates. Num¬ ber. Per cent. Num¬ ber. Per cent. United States . 37, 178, 127 28, 246, 384 3,168,845 11.2 30, 554,370 23, 060, 900 3,316,480 14.4 North Atlantic Division . . . 10, 521, 818 8, 355, 568 501, 259 6.0 8, 723, 747 6,983, 811 452, 803 6.5 South Atlantic Division . . . 5,220, 885 3,817,881 942, 281 24.7 4, 439, 151 3, 237, 152 1,055,792 32.6 South Central Division .... 6, 898, 125 4, 947, 460 1,185,946 24.0 5, 379, 016 3,821,873 1,220,116 31.9 North Central Division .... 12, 743, 682 9, 753, 951 445, 719 4.6 10, 767, 369 8,081,530 506, 475 6.3 Western Division . 1, 793, 617 1,371,524 93, 640 6.8 1. 245, 087 • 936,534 81,294 8.7 North Atlantic Division: Maine . 343, 471 279, 326 12, 124 4.3 • 328, 496 269,875 13, 655 5.1 N ew Hampshire . 206, 209 169, 410 9,032 5.3 189, 964 159, 569 9, 833 6.2 Vermont . 168, 003 136, 415 6,740 4.9 163,095 133, 274 7, 924 5.9 Massachusetts . 1,437,872 1, 169, 467 74,629 6.4 1,151,234 952,544 67, 120 7.0 Rhode Island . 218, 040 176, 120 15, 422 8.8 177, 481 146, 004 15, 285 10.5 Connecticut . 454, 126 365, 324 22, 044 6.0 376, 720 309,155 16, 961 5. 5 New York . 3, 654, 114 2, 923, 860 174, 886 6.0 3,020,960 2, 436, 770 142, 468 5.8 New Jersey . 941, 909 741,274 44, 033 5.9 724, 114 574,538 38, 908 6.8 Pennsylvania . . 3, 097, 574 2, 394, 372 142, 349 5.9 2,591,683 2,002,082 140, 649 7.0 South Atlantic Division: Delaware . . 90, 577 71,105 8,649 12.2 82, 920 64, 658 9, 604 14.9 Maryland . 598, 769 465, 430 52, 837 11.4 526, 699 406, 120 65, 850 16.2 District of Columbia. . . 146, 714 123, 224 12, 221 9.9 120, 808 99, 864 15, 063 15.1 Virginia . 928, 287 685,061 154, 230 22.5 831, 702 613, 257 188,693 30.8 West Virginia . 459, 558 333,673 38, 676 11.6 372, 509 267,962 41,601 15.5 North Carolina . . 955,133 685,003 205, 023 29.9 818, 798 587, 682 225, 197 38.3 South,Carolina . 675, 421 477,380- 179, 240 37.5 578, 812 406, 940 193, 585 47.6 Georgia . . . 1,113,130 794, 705 248, 540 31.3 917, 428 654, 286 273, 762 41.8 Florida . 253, 296 182, 300 42, 865 23.5 189, 475 136, 383 42, 437 31.1 South Central Division: Kentucky . 1, 056, 947 782, 529 131, 015 16.7 915, 877 670, 459 152, 382 22.7 Tennessee . 999, 392 734, 155 156, 883 21.4 875, 933 635, 954 184, 271 29.0 Alabama . 911, 933 653, 180 231, 011 35.4 755, 561 537, 604 232, 173 43.2 Mississippi . 769, 819 546, 215 180, 634 33.1 639, 913 450, 240 189, 852 42.2 Louisiana . . . 686, 892 493, 485 197, 827 40.1 559, 237 399, 868 191, 337 47.9 Texas . 1, 469, 810 1,034, 014 157, 217 15.2 1,062,970 733, 972 157, 021 21.4 Arkansas . 636, 252 449, 731 99, 172 22.1 542, 424 374, 886 111, 966 29.9 Oklahoma . 183, 972 129, 145 7,844 6.1 27, 101 18, 890 1,114 5.9 Indian Territory . 183,108 125, 006 24, 343 19.5 North Central Division: Ohio . 2, 054, 890 1, 626, 326 68, 137 4.2 1,816,580 1, 416, 229 79, 919 5.6 Indiana . 1, 231, 058 961,460 46, 776 4.9 1,074,057 818, 660 56, 324 6.9 Illinois . 2,348,768 1, 804, 942 83, 206 4. 6 1,854,043 1,400, 512 82, 086 5.9 Michigan . 1, 172, 077 913, 176 37, 258 4.1 1, 002, 109 767, 872 44, 392 5.8 Wisconsin . 1,001,480 750, 033 39, 495 5.3 811,929 600, 422 45, 228 7.5 Minnesota . 818,904 599, 256 29, 897 5.0 606, 505 439, 008 32,064 7.3 Iowa . . . 1,075,004 817, 877 21, 497 2.6 917, 443 686, 174 27, 936 4.1 Missouri . 1, 510, 955 1,148, 697 77,572 6.8 1, 293, 946 957, 644 94, 838 9.9 North Dakota . 141, 653 97, 268 6, 525 6.7 81, 129 55, 010 4, 093 7.4 South Dakota... . 185, 406 132, 558 8,672 6.5 148, 558 102, 956 5, 158 5.0 Nebraska . . 501, 708 370, 290 9, 903 2.7 486, 086 344, 844 12, 268 3.6 Kansas . 701, 779 532, 068 16, 781 3.2 674, 984 492, 199 22, 169 4.5 Western Division: l Montana . 93, 487 67,872 4, 790 7.1 44, 277 32, 215 1,554 4.8 Wyoming . 34, 347 24,331 1,012 4.2 21,362 15, 080 560 3.7 Colorado . 244, 368 187, 759 9, 005 4.8 166, 951 125,177 7,372 5.9 New Mexico . 91, 082 64, 463 27, 206 42.2 70, 538 50, 656 29, 101 57.4 Arizona . 51,136 37, 120 12, 903 34.8 23, 049 16, 340 4, 758 29.1 Utah . 135, 062 95, 770' 3,330 3.5 97,442 67, 480 4,454 6.6 Nevada . . 16, 732 13, 137 1,997 15.2 16,547 12, 855 1,770 13.8 Idaho . 68, 405 47, 837 2,245 4.7 33,095 22, 445 889 4.0 Washington . . 213, 925 160, 155 5, 380 3.4 131, 828 95, 674 4, 139 4.3 Oregon . 180, 551 138, 762 3, -257 2.3 131, 927 97, 988 3,469 3.5 California . 664, .522 534,318 22, 515 4.2 508, 071 400, 614 23, 228 5.8 2326 EDUCATION EEPOET, 1902. Table 13. — The three elements of population in 1900. State or Territory. Totaf popu¬ lation. Native white. Per | cent. Foreign- born white. Per cent. Colored. Per cent. United. States . 75, 994, 575 56,595,379 74.5 10,213,817 13.4 ' 9, 185, 379 12.1 North Atlantic Division . 21,046, 695 15, 898,900 75.6 4,738,988 22.5 j 408, 807 1.9 South Atlantic Division . 10,443,480 6, 497, 175 62. 2 208,883 2.0 ; 3, 737, 422 35.8 South Central Division . 14, 080, 047 9, 462, 220 67.2 353, 692 2.5 4, 264, 135 30.3 North Central Division . 26, 333, 004 21,624,468 82.1 4, 151, 402 15.8 ! 557, 134 2.1 Western Division . 4,091,349 3, 112, 616 76.1 760, 852 18.6 | 217, 881 5.3 North Atlantic Division: 1 Maine . 694, 466 599, 291 86.3 92,935 13.4 2,240 0.3 New Hampshire . 411, 588 322, 830 78.4 87,961 1 44,694 21. 4 797 0.2 Vermont . 343, 641 298, 077 86. 7 13.0 870 0.3 Massachusetts . 2, 805, 346 1, 929, 650 68.8 840, 114 29.9 35,582 1.3 Rhode Island . 428, 556 285, 278 66.6 133, 772 31.2 9, 506 2.2 Connecticut . . . 908, 420 655, 028 72.1 237, 396 26.1 15, 996 1.8 New York . 7, 268, 894 5, 267, 358 72.5 1, 889, 523 26.0 112, 013 1.5 New Jersey . 1, 883, 669 1, 382, 267 73. 4 430. 050' 1 22.8 71, 352 3.8 Pennsylvania . 6, 302, 115 5, 159, 121 81.9 982,543 15.6 160, 451 2.5 South Atlantic Division: Delaware . 184,735 140,248 75.9 13, 729 7.4 30, 758 16.7 Marviand . 1,188,044 859,280 72.3 93,144 7.9 235, 620 19.8 District of Columbia . 278, 718 172,012 61.7 19, 520 7.0 87, 186 31.3 Virginia . 1,854,184 1, 173, 787 63. 3 19, 068 1.0 661. 329 35.7 West Virginia . 958, 800 892, 854 93.1 22,379 2.3 43, 567 4.6 North Carolina . 1,893, 810 1, 259, 209 66.5 4,394 0.2 630, 207 33.3 South Carolina . 1, 340, 316 552, 436 41.2 5,371 0.4 782, 509 58.4 Georgia . 2, 216, 331 1, 169, 273 52.8 12,021 0.5 1, 035, 037 46.7 Florida . 528,542 278, 076 52.6 19,257 3.6 231, 209 43.8 South Central Division: Kentucky . 2,147,174 1,812,176 84.4 50,133 2.3 284, 865 13.3 Tennessee . 2,020,616 1,522,600 75.3 17, 586 0.9 480,430 23.8 Alabama . 1, 828, 697 986, 814 54.0 14, 338 0.8 827, 545 45.2 Mississippi . 1, 551, 270 633, 575 40.8 7,625 0.5 910, 070 58.7 Louisiana . 1, 381, 625 677, 759 49.1 51,853 3.7 652, 013 47.2 Texas . . . 3, 048, 710 2, 249. 088 73.8 177, 581 5.8 622,041 20.4 Arkansas . 1, 311, 564 930, 394 70.9 14, 186 1.1 366, 984 28.0 Oklahoma . 398, 331 351, 920 88.4 15, 604 3.9 30, 807 7. 7 Indian Territory . 392,060 297, 894 76.0 4,786 1.2 89,380 22.8 North Central Division: Ohio . 4, 157, 545 3, 602, 304 86.7 457,900 11.0 97,341 2.3 Indiana . 1 2,516,462 2, 316, 641 92. 1 141, 861 5.6 57, 960 2.3 Illinois . 4,821,550 3,770,238 78.2 1 964, 635 20.0 86, 677 22,419 1.8 Michigan . i 2,420,982 1,858,367 76.8 540, 196 22.3 0.9 Wisconsin . 2, 069, 042 1, 542, 206 74.5 515, 705 24.9 11, 131 0.6 Minnesota . : 1, 751, 394 1,232,101 70.4 504, 935 28.8 14,358 0.8 Iowa . 2, 231, 853 1,912,885 85.7 305, 782 13.7 13, 186 0.6 Missouri . 3, 106, 665 2.729,068 87.9 215, 775 6.9 161, 822 5.2 North Dakota . . . 319, 146 ' 199, 122 62.4 112, 590 35.3 7,434 2.3 South Dakota . 401,570 1, 066, 300 ! 1, 470, 495 292, 385 879, 409 72.8 88.329 22.0 20,856 9, 774 | 5.2 Nebraska . 82.5 177, 117 16.6 0.9 Kansas . 1,289, 742 87.7 126,577 8.6 54, 176 3.7 Western Division: 1 Montana . 243, 329 163,910 I 67.4 62, 373 25.6 17,046 7.0 Wyoming . 92, 531 72, 469 78.3 16, 582 17.9 3,480 3.8 Colorado . 539, 700 438,571 81.2 | 90, 475 16.8 10,654 2.0 New Mexico . 195, 310 166,946 85.5 13, 261 6.8 15,103 7.7 Arizona . 122, 931 70,508 57.4 22,395 18.2 30,028 24.4 Utah . 276, 749 219, 661 79.4 52,804 19.1 4,284 1.5 Nevada . 42,335 26, 824 63.3 8,581 20.3 6,930 16.4 Idaho . 161,772 132, 605 82.0 21,890 13.5 7.277 4.5 Washington . 518, 103 394, 179 76.1 102, 125 19.7 21, 799 4.2 Oregon . 413, 536 340, 721 82.4 53,861 13.0 18, 954 4.6 California . 1,485,053 1, 086, 222 73.2 316,505 21.3 82, 326 5.5 ILLITERACY IN THE UNITED STATES. 2327 Table 14. — Total illiterate population 10 years of age and over, classified by sex and degree of illiteracy: 1900. State or Territory. Aggregate. Number who can read but can not write. Number who can neither read nor write. Total. Males. Fe¬ males. | Total. Males. 1 1 Fe- males. Total. Males. Fe- | males. United States . 6, 180, 069 3,011,224 3, 168, 845 ,955, 843:421, 476 ;534, 367 1 5, 224, 226 2, 589,748 2,634,478 North Atlantic Division. 976, 536 475. 277 501, 259 139, 618 54,268 85,350 1 836, 918 421,009 415, 909 South Atlantic Division. 1, 821, 346 879, 065 942, 281 257, 046 117, 619jl39, 427 1,564,300 761,446 802, 854 South Central Division.. 2, 318, 579 1, 132, 633 1, 185, 946 325, 064 154, 363 470, 701 1, 993,515 978, 270 1, 015, 245 North Central Division.. 858,322 412, 603 445, 719 214, 731 86, 278 128,453 I 643, 591 326, 325 317, 266 Western Division . 205, 286 111,646 93,640 ; 19,384; 8,948 10, 436 185,902 102,698 83, 204 N. Atlantic Division: Maine . 29,060 16,936 12, 124 1 ' 4,271 2,218 2, 053 1 24, 789 18, 051 14, 718 1 10,071 New Hampshire . 21, 075 12, 043 9, 032 3,024 1,554 1, 470 10,489 7, 562 Vermont . 16, 247 9, 507 6,740 2, 118 1,048 1,070 14, 129 8, 459 5,670 Massachusetts . 134, 043 59, 414 74, 629 17, 977 6, 131 11,846 116. 066 53, 283 62, 783 Rhode Island . 29,004 13, 582 15, 422 4, 933 1,820 1 3,113 24,071 11, 762 ! 12, 309 Connecticut . 42, 973 20, 929 22,044 6, 459 2, 529 3,930 36, 514 18, 400 18, 114 New York . 318, 100 143, 214 174, 886 37, 777 15, 131 22,646 280, 323 128, 083 152, 240 New Jersey . . 86, 658 42, 625 44, 033 11,217 4, 343 6, 874 75,441 38,282 37, 159 Pennsylvania . 299, 376 157, 027 142, 349 51,842 19, 494 32, 348 247,534 137, 533 110, 001 S. Atlantic Division: Delaware . 17, 531 8,882 8,649 1,939 843 1,096 15, 592 8,039 ' 7, 553 Maryland . 101, 947 49, 110 52, 837 11, 711 4,836 6, 875 90.236 44, 274 45. 962 Dist. Columbia . 20, 028 7, 807 12, 221 2, 119 773 1,346 1?; 909 7, 034 10; 875 Virginia . 312, 120 157, 890 154, 230 37, 515 17, 969 19, 546 274, 605 139, 921 134, 684 West Virginia . 80, 105 | ' 41, 429! 38, 676 21, 561 9,540 12, 021 I 58,544 31,889 26. 655 North Carolina . 386, 251 1 181, 228 205, 023 70, 006 28,899 41, 107, 316, 245 152, 329 163, 916 South Carolina . 338, 659 1 159,419 179, 240! 39,216 18,824 20, 392 i 299, 443 140, 595: 201,667 j 158, 848 Georgia . . 480, 420 ; 231,880 248. 540 61, 659 30, 213 31,446; 1 418, 761 217, 094 Florida . 84. 285 ; 41, 420 42; 865 11, 320 5, 722 5, 598 72, 965 35, 698 37,267 S. Central Division: Kentucky . 262, 954 i 131,939 131, 015 47,904 21, 798 26, 106; 215,050 110,141 104, 909 Tennessee . 306,930 150, 047 156, 883 ! 60,892 27,089 33, 803! 246, 038 122, 958 123, 080 Alabama . 443, 590 ! 212, 579 231, 011 ! 57, 340 27, 411 29, 929 386, 250 185, 168 201, 082 Mississippi . 851, 461 170, 827 180, 634 | 44,458 22, 413 22,045 307, 003 148,414 158, 589 Louisiana . 381, 145 183, 318 197, 827 ! 22,786 11,437 11,349 358, 359 171, 881 186, 478 Texas . 314, 018 156,801 157, 217 40,470 19,670 20. 800 273, 548 137, 131 136, 417 Arkansas . 190, 655 91,483 99, 172 ! 38.018 17, 520 20; 498 152, 637 73,963 78, 674 Oklahoma . 15,774 7, 930 7,844 j 2,921 1,490 1,431 12, 853 6; 440 6, 413 Indian Territory . 52,052 27, 709 24,343 10,275 5, 53o 4,740 41, 777 22, 174 19, 603 N. Central Division: Ohio . 131, 541 63, 404 68, 137 32,693 12,883 19, 810 98,848 50, 521 48, 327 Indiana . 90, 539 43, 763 46, 776 ! 24,415 9, 350 15, 065 66, 124 34,413 31, 711 Illinois . 157, 958 | 74, 752 83,206 35,744 14, 380 21,364 122, 214 60, 372 61, 842 Michigan . 1 80,482 1 43, 224 37,258 j 17,523 7, 980 9,543 62, 959 35,244: 27, 715 Wisconsin . 73, 779 ! 34, 284 39, 495 ■ 18,699 7,111 11,588 55, 080 27, 173 27, 907 Minnesota . 52, 946 23, 049 29, 897 i 18,599 6, 375 12 224 34, 347 16, 674 17, 673 Iowa . ! 40, 172 18, 675 21, 497 i 13,298 4, 981 8, 317 26, 874 13, 694 13, 180 Missouri . 152, 844 75, 272 77, 572 35,460 16, 103 19, 357 117, 384 59, 169 58,215 North Dakota . 12, 719 6, 194 6, 525 2, 547 1,051 1,496 10, 172 5, 143 5, 029 South Dakota . 14,832 6, let) 8, 672 2,547 875 1,672 12, 285 5, 285 7, 000 N ebraska . 17, 997 32, 513 8, 094 9,903 4, 789 1,784 3,005 13, 208 6, 310 6,898 Kansas . 15, 732 16, 781 8,417 3, 405 5, 012 24, 096 12, 327 11, 769 Western Division: Montana . 11, 675 6,885 4, 790 791 455 336 10,884 6,430 4, 454 Wvoming . 2, 878 1,866 1,012 269 153 116 2, 609 1, 7131 896 Colorado . 17, 779 8, 774 9,005 27, 206 12, 903 2,080 952 1,128 15, 699 7, 8221 7,877 New Mexico . 46, 971 19, 765 5, 852 2,386 3,466 41,119 17, 379! 23, 740 Arizona . 27, 307 14, 404 607 287 320 26. 700 14,117 12, 583 Utah . 6,141 2, 811 3,330 1,601 523 1, 078i 4; 540 2,288 2, 252 Nevada . 4,645 2,648 1,997 2,245 115 75 40 4,530 2, 573 1,957 Idaho . 5, 505 3,260 631 324 307 4, 874 2, 936 1,938 Washington . 12,740 7, 360 5, 380 1,508 742 766 11,232 6, 6181 4. 614 Oregon . 10, 686 7,429 3, 257 1,580 854 726! 9, 106 6, 575 2, 531 California . 58, 959 36,444 22,515 4,350 2, 197 2, 153 54, 609 H 20,362 2328 EDUCATION REPORT, 1902 Table 15. — Illiterate white population 10 years of age and over , classified by sex and degree of illiteracy: 1900. State or Territory. Aggregate. Number who can read but can not write. Number who can neither read nor write. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. United States . 3, 200, 746 1,567, 153 1, 633, 593 645, 959 267, 393 378, 566 2, 554, 787 1, 299, 760 1,255,027 North Atlantic Division. 926, 476 449, 810 476, 666 131, 790 50,909 80, 881 794, 686 398, 901 395, 785 South Atlantic Division. 567, 967 278, 125 289,812 125, 334 52, 305 73, 029 442, 633 225, 820 216, 813 South Central Division.. 883, 306 416, 955 416, 351 170, 776 77, 025 93, 751 662, 530 339, 930 322, 600 North Central Division.. 747, 648 359, 193 388, 455 200, 385 79, 489 120, 896 547, 263 279, 704 267, 559 Western Division . 125, 349 63, 070 62, 279 17,674 7,665 10, 009 107, 675 55, 405 52, 270 N. Atlantic Division: Maine . 28, 589 16, 699 11,890 4, 220 2,194 2,026 24, 369 14, 505 9, 864 New Hampshire . 20, 966 11, 965 9,001 3, 007 1,542 1, 465 17, 959 10, 423 7,536 Vermont . 16, 139 9,438 6, 701 2, 102 1,038 1,064 14, 037 8,400 5, 637 Massachusetts . 130, 321 57, 353 72, 968 17, 453 5, 950 11, 503 112, 868 51, 403 61, 465 Rhode Island . 27, 871 13, 063 14, 808 4,717 1,747 2,970 23, 154 11,316 11,838 Connecticut . 41,401 20, 180 21,221 6, 115 2,384 3, 731 35,286 17, 796 17, 490 New York . . . 305, 773 136, 889 168, 884 36, 084 14, 436 21, 648 269, 689 122, 453 147, 236 New Jersey . 76, 338 37, 783 38, 555 9,622 3, 716 5, 906 66, 716 34, 067 32, 649 Pennsylvania . 279, 078 146, 440 132, 638 48, 470 17,902 30, 568 230, 608 128,538 102, 070 S. Atlantic Division: Delaware . 8,548 4,499 4,049 1, 159 489 670 7, 389 4, 010 3, 379 Maryland . €8, 694 18, 551 20, 143 5, 932 2, 180 3,752 32, 762 16, 371 16, 391 Dist. Columbia . 2,480 1,007 1,473 336 86 250 2, 144 921 1, 223 Virginia . 98, 160 5i; 866 46, 294 19, 144 8, 679 10, 465 79, 016 43, 187 35, 829 West Virginia . 69, 011 34, 518 31,493 19, 866 8,494 11,372 49, 145 26, 024 23, 121 North Carolina . 175, 907 82, 492 93, 415 43, 126 16, 633 26, 493 132, 781 65, 859 66, 922 South Carolina . 54, 719 26, 900 27, 819 9,871 4, 371 5, 500 44. 848 22, 529 22, 319 Georgia . 101, 264 49, 078 52,186 22, 414 9, 805 12, 609 78, 850 39, 273 39,577 Florida . 19, 184 9,214 9, 970 3,486 1,568 1, 918 15, 698 7,646 8,052 S. Central Division: Kentucky . 174, 768 87, 496 87, 272 38, 836 17, 373 21, 463 135, 932 70,123 65, 809 Tennessee . 159, 086 77, 275 81, 811 41, 416 17, 439 23, 977 117, 670 59, 836 57,834 Alabama . 104, 883 50, 812 54, 071 24, 441 10, 850 13, 591 80, 442 39, 962 40, 480 Mississippi . 36, 844 19, 035 17, 809 8, 220 3, 936 4, 284 28, 624 15,099 45, 834 13, 525 Louisiana . 96, 551 48, 277 48, 274 4, 894 2, 443 2,451 91, 657 45, 823 Texas . 146, 487 75, 606 70, 881 21, 336 10, 136 11,200 125,151 65, 470 59, 681 Arkansas . 77, 160 37, 429 39, 731 21, 832 9,572 12, 260 55, 328 27, 857 27, 471 Oklahoma . 7, 547 29, 980 4,146 3, 401 2, 305 1,216 1,089 5, 242 2, 930 2, 312 Indian Territory .... 16, 879 13, 101 7,496 4, 060 3,436 22, 484 12,819 9,665 N. Central Division: Ohio . 117,310 56, 159 61,151 30, 047 11, 726 8,583 18, 321 87, 263 44, 433 42, 830 Indiana . 79, 859 38, 361 41,498 22, 795 14, 212 57, 064 29,778 27, 286 Illinois . 144, 705 68, 277 76, 428 33, 592 13, 317 20, 275 111,113 54, 960 56, 153 Michigan . 76, 676 41, 289 35, 387 17,071 7, 757 9, 314 59, 605 33, 532 26, 073 Wisconsin . 70 385 32, 574 37, 811 18, 588 7, 046 11, 542 51, 797 25, 528 26, 269 Minnesota . 48, 480 20, 992 27, 488 18, 480 6,320 12, 160 30, 000 14, 672 15,328 Iowa . 87, 953 17, 475 20, 478 12, 956 4,815 8,141 24, 997 12, 660 12, 337 Missouri . 116, 349 57, 841 58, 508 30, 460 13, 726 16, 734 85, 889! 44, 115 41, 774 North Dakota . 9,495 4,648 4,847 2,390 968 1, 422 7, 105: 3, 680 3,425 South Dakota . 7, 039 3,030 4, 009 2, 411 818 1,593 4, 628 2, 212 2, 416 6,204 Nebraska . 16, 628 7,512 9,116 4, 643 1,731 2,912 11, 985 5, 781 Kansas . 22, 769 11, 035 11, 734 6, 952 2, 682 4, 270 15, 817 8, 353 7, 464 Western Division: Montana . 5,016 3,315 1,701 701 393 308 4, 315 2, 922 1,393 Wyoming . 1,697 1,168 529 242 137 105 1,455 1,031 424 Colorado . 15, 956 7,842 8,114 1,871 858 1,013 14, 085 6,984 7, 101 New Mexico . 38, 922 15, 736 23, 186 5, 798 2, 3o4 3,444 33, 124 13, 382 19, 742 Arizona . 10, 648 5, 970 4, 678 552 250 302 10, 0Q6 5, 720 4, 376 Utah . 4, 275 1, 777 2, 498 1,576 504 1,072 2, 699 1,273 1,426 Nevada . 774 532 242 92 55 37 682 4T1 205 Idaho . 2,167 1,313 854 547 248 299 1,620 4,552 1,065 555 Washington . 5, 920 3,276 2,644 1,368 643 725 2,633 1,919 Oregon . 4, 387 2, 331 2, 056 1,293 587 706 3, 094 1,7^4 1,350 California . 35, 587 19, 810 15, 777 3, 634 1, 636 1, 998 31,953 18, 174 13, 779 ILLITERACY IN THE UNITED STATES. 2329 Table 16.- - Illiterate native white population , 10 years of age and over, classified by sex and degree of illiteracy: 1900. State or Territory. Aggregate Number who can read but can not write. Number who can neither read nor write. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. United States . 1,913,611 955, 517 958,094 445, 263 192, 559 252, 704 1,468,348 762,958 705, 390 North Atlantic Division . . 192, 052 97, 318 94, 734 46, 415 17, 995 28,420 145, 637 79, 323 66, 314 South Atlantic Division . . 541, 530 265, 231 276, 299 121,917 50, 950 70, 967 419, 613 214, 281 205, 332 South Central Division . . . 754, 967 377, 907 377, 060 165, 102 102, 408 74, 758 90,344 589, 865 303,149 286, 716 North Central Division . . . 363, 672 188, 067 175, 605 44,684 57, 724 261, 264 143,383 117, 881 Western Division . 61, 390 26, 994 34,396 9, 421 4, 172 5,249 51,969 22, 822 29, 147 North Atlantic Division: Maine . 11, 394 7, 137 4, 257 1,800 1,031 769 9, 594 6,106 3,488 New Hampshire . 3,840 2,284 1, 556 748 430 318 3, 092 1,854 1, 238 Vermont . 6, 934 4, 234 2,700 1,082 597 485 5, 852 3, 637 2,215 Massachusetts . 10, 739 5, 318 5,426 1,965 844 1,121 8, 774 4,469 4, 305 Rhode Island . 3,714 1,798 1,916 994 417 577 2, 720 1,381 1, 339 Connecticut . 3, 678 2, 007 1,671 811 403 408 2,867 1,604 1,263 New York . 47, 350 28, 715 20,635 10, 119 5. 018 5, 101 37,231 21,697 15, 534 New Jersev . 17, 031 9, 282 7, 749 48, 824 3,326 1,389 1. 937 13, 705 7,893 30,682 5, 812 Pennsylvania . 87, 372 38,548 25, 570 7,866 17, 704 61, 802 31, 120 South Atlantic Division: Delaware . 6, 072 3,198 2,874 876 391 485 5,196 2, 807 2,389 Maryland . 26, 432 13, 670 12, 762 4, 354 1,666 2,688 22, 078 12,004 10, 074 District of Columbia. . 1,138 509 629 164 45 119 974 464 510 Virginia . 96, 117 50.609 45, 508 18,913 8,553 10, 360 77, 204 42,056 35, 148 West Virginia . 64, 281 3L 306 32,975 19, 234 8, 167 11,067 45, 047 23, 139 21, 908 North Carolina . 175, 645 82, 338 93,307 43, 097 16, 617 26,480 132, 548 65, 721 66,827 South Carolina . 54, 375 26, 731 27, 644 9, 815 4,349 5,466 44,560 22, 382 22, 178 Georgia . 100,431 48, 681 51, 750 8, 850 22, 268 9, 731 12, 537 78, 163 38,950 39, 213 Florida . 17, 039 8, 189 3,196 1,431 1,765 13, 843 6,758 7,085 South Central Division: Kentucky . 169,324 85, 256 84, 068 37, 807 17,020 20, 787 23, 856 131, 517 68,236 63, 281 Tennessee . . 157, 396 76, 469 80, 927 41, 196 17,340 116, 200 59,129 57,071 Alabama . 103, 570 50, 074 53; 496 24, 265 10,767 13, 498 79, 305 39, 307 39, 998 Mississippi . 36,038 18, 557 17, 481 8,128 3,882 4,246 27, 910 14, 675 13, 235 Louisiana . 82, 227 40, 862 41,365 4, 374 2,221 2, 153 77, 853 33,641 I 39, 212 Texas . 95,008 49, 935 45, 071 IS, 348 8,996 9,352 76, 658 54,420 40, 939 35, 719 Arkansas . 76, 036 36, 849 39, 187 21, 616 9, 464 12, 152 27,385 27, 035 Oklahoma . 6, 279 3,581 2,698 2,002 1,090 912 4, 277 2,491 1, 786' Indian Territory . 29, 091 16, 324 12, 767 7, 366 3, 978 3, 388 21, 725 12, 346 9,379 North Central Division: Ohio . 67, 155 33,474 33, 681 20,459 8, 279 12, 180 46, 696 25, 195 21, 501 Indiana . 63, 800 31,098 32, 702 19, 055 7; 341 11,714 44, 745 23,757 20, 988 Illinois . 58, 037 29, 601 28, 436 15, 697 6, 705 8,992 42,340 22,896 19, 444 Michigan . 22, 277 13, 300 8, 977 5,193 2,774 2,419 17, 084 10,526 6,558 Wisconsin . 13, 989 7, 878 3,548 6, 111 3,046 1,536 1,510 10, 943 6, 342 4,601 Minnesota . 6, 338 2, 790 1,615 796 819 4,723 2, 752 1,971 Iowa . 16, 522 8,954 7,568 5, 215 2,390 2, 825 11, 307 6, 564 4, 743 Missouri . 96, 405 49,840 46, 565 26,678 12, 404 14, 274 69, 727 37, 436 32, 291 North Dakota . 1,063 589 474 215 102 113 848 ■487 361 South Dakota . 1, 204 654 550 288 137 151 916 517 339 Nebraska . 4, 717 2. 601 2,116 1,334 604 730 3, 383 1,997 1,386 Kansas . 12, 165 6i 530 5, 635 3, 613 1,616 1,997 8,552 4,914 3,638 Western Division: Montana . 752 496 256 161 ICO 61 591 396 195 Wyoming . 348 253 95 71 46 25 277 207 70 Colorado . 8,692 3,898 4,794 829 406 423 7,863 3,492 4, 371 New Mexico . 34, 525 13, 279 21,246 5, 428 2,191 3,237 29, 097 11,088 18, 009 Arizona . 3,096 1, 652 1,444 221 119 102 2, 875 1,533 1,342 Utah . 1, 108 598 510 388 177 211 720 421 299 Nevada . 133 89 44 12 7 5 121 82 39 Idaho . 862 494 368 251 122 129 611 372 239 Washington . 1,374 730 644 368 166 202 1,006 564 442 Oregon . 2,180 1,213 967 709 348 361 1,471 865 606 California . 8,320 4, 292 4,028 983 490 493 7,337 3,802 3,535 ED 1902 — YOL II - 73 2330 EDUCATION REPORT, 1902, Table 17. — Illiterate foreign white population , 10 years of age and over , classified by sex and degree of illiteracy : 1900. State or Territory. Aggregate. Number who can read but can not write. Number -who can neither read nor write. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. United. States. . 1,287,135 611, 636 675,499 200, 696 74,834 125, 862 1,086,439 536, 802 549, 637 North Atlantic Division.. 734, 424 352, 492 381,932 85, 375 32, 914 52,461 649, 049 319, 578 329,471 South Atlantic Division.. 26, 437 12, 894 13, 543 3,417 1, 355 2,062 23,020 11,539- 11, 481 South Central Division. . . 78, 339 39, 048 39, 291 5, 674 2, 267 3,407 72, 665 36,781 35, 884 North Central Division. . . 383, 976 171, 126 212, 850 97, 977 34, 805 63, 172 285, 999 136, 321 149, 678 Western Division . 63, 959 36, 076 27, 883 8,253 3,493 4, 760 55, 706 32, 583 23, 123 North Atlantic Division: Maine . 17, 195 9, 582 7, 633 2, 420 1,163 1,257 14, 775 14, 867 8, 399 6,376 New Hampshire . 17, 126 9, 681 7,445 2, 259 1, 112 1, 147 8, 569 6,298 Vermont . 9, 205 5, 204 4, 001 1,020 441 579 8, 185 4, 763 3, 422 Massachusetts . 119, 582 52, 040 67, 542 15,488 5,106 10, 382 104, 094 46,934 57, 160 Rhode Island.... . 24, 157 11,235 12, 892 3,723 1,330 2, 393 20,434 9, 935 10, 499 Connecticut . 37, 723 18, 173 19, 550 5, 304 1,981 3, 323 32, 419 16, 192 16, 227 New York . 258,423 110, 174 148, 249 25, 965 9,418 16, 547 232, 458 100, 756 131, 702 New Jersey . 59, 307 28, 501 30, 806 6,296 2, 327 3,969 53,011 26, 174 26, 837 Pennsylvania . 191, 706 107, 892 83, 814 22,900 10, 036 12, 864 168, 806 97, 856 70,950 South Atlantic Division: Delaware . 2,476 1,801 1, 175 283 98 185 2, 193 1,203 990 Maryland . • 12,262 4,881 7,381 1, 578 514 1, 064 10, 684 4, 367 6,317 District of Columbia.. 1, 342 498 844 172 41 131 1,170 457 713 Virginia . 2,043 1,257 786 231 126 105 1,812 1,131 681 West Virginia . 4,730 3,212 1, 518 632 327 305 4, 098 2,885 1,213 North Carolina . 262 154 108 29 16 13 233 138 95 South Carolina . 344 169 175 56 22 34 288 147 141 Georgia . . 833 397 436. 146 74 72 687 323 364 Florida . 2,145 1,025 1,120 290 137 153 1, 855 888 967 South Central Division: Kentucky . 5,444 2,240 3,204 1,029 353 676 4,415 1,887 2,528 Tennessee . 1,690 806 884 220 99 121 1,470 707 763 Alabama . 1, 313 738 575 176 SB 93 1,137 655 482 Mississippi . 806 478 328 92 54 38 714 424 290 Louisiana . 14,324 7, 415 6, 909 520 222 298 13.804 7,193 6, 611 Texas . 51, 481 25, 671 25, 810 2,988 1,140 1,848 48, 493 908 24, 531 23, 962 Arkansas . . 1, 124 580 544 216 108 108 472 436 Oklahoma 1, 268 565 703 303 126 177 965 439 526 Indian Territory . 889 555 334 130 82 48 759 473 286 North Central Division: Ohio . 50, 155 22, 685 27,470 9, 588 3,447 6, 141 40, 567 19,238 21, 329 Indiana . 16, 059 7, 263 8, 796 3,740 1, 242 2, 498 12, 319 6,021 6,298 Illinois . 86,668 38, 676 47, 992 17, 895 6,612 11,283 68, 773 32, 064 36, 709 Michigan. . 54, 399 27, 989 26,410 11, 878 4,983 6, 895 42,521 23,006 19,515 Wisconsin . 56,396 24, 696 31,700 15, 542 5, 510 10, 032 40, 854 19, 186 21, 668 Minnesota . 42, 142 17, 444 24, 698 16, 865 5,524 11,341 25, 277 11,920 13, 357 Iowa . 21, 431 8,521 12, 910 7,741 2,425 5, 316 13, 690 6,096 7, 594 Missouri . 19, 944 8, 001 11, 943 3,782 1,322 2, 460 16, 162 6, 679 9, 483 North. Dakota . 8, 432 '4, 059 4, 373 2, 175 866 1, 309 6,257 3,193 3, 064 South Dakota . 5, 835 2,376 3, 459 2, 123 681 1,442 3,712 1,695 2,017 Nebraska . 11,911 4, 911 7,000 3,309 1,127 2, 182 8, 602 3, 784 4, 818 Kansas . 1 10, 604 4, 505 6, 099 3, 339 1,066 2,273 7, 265 3,439 3,826 Western Division: Montana . . 4, 264 2, 819 1,445 540 293 247 3,724 2,526 1, 198 Wyoming . 1, 349 915 434 171 91 80 1,178 824 354 Colorado . 7, 264 3,944 3,320 1,042 452 590 6, 222 3, 492 2, 730 New Mexico . 4, 397 2, 457 1,940 370 163 207 4,027 2, 294 1,733 Arizona . 7, 552 4, 318 3,234 331 131 200 7,221 4, 187 3, 034 Utah . 3. 167 1,179 1,988 1,188 327 861 1,979 852 1,127 Nevada . '641 443 198 80 48 32 561 395 166 Idaho . 1, 305 819 486 296 126 170 1,009 693 316 Washington . 4,546 2,546 2,000 1,000 477 523 3,546 2,069 1,477 Oregon . 2, 207 1,118 1,089 584 239 345 1,623 879 744 California . 27, 267 1 15, 518 11,749 2, 651 1, 146 1,505 24,616 14, 372 10, 244 ILLITERACY IX THE EXITED STATES, 2331 Table 18. — U literate colored population , 10 years of age and over, classified by sex and degree of illiteracy: 1900. State or Territory. Aggregate. Number who can read but can not write. ! ... Number who can neither read nor write. Total. Males. Fe¬ males. j Total. Males. Fe¬ males. Total. Males, i Fe¬ males. United States . 2, 979, 323 1,444,071 1, 535, 252 309, 884 154, 033 155, 801 2, 669, 439 1,289,988;!, 379, 451 North Atlantic Division. 50,060 25, 467 24, 593 7,828 3, 359 ! 4, 469 : 42,232 ! 22,108 20,124 South Atlantic Division. 1,253.379 600, 940 652, 439 131, 712 65, 314 ! 66,3981,121,667 j 535, 626; 586. 041 South Central Division.. 1,485,273 715, 678 769,595 154, 288 77,338 ! 76.9501,330,985 1 638. 340 692. 645 North Central Division.. 110, 674 53. 410 57, 264 14,346 6, 789: i 7,557 96, 328 46,621 49, 707 Western Division . 79, 937 48, 576 31, 361 | 1,710 1, 283! 427! 78, 227 47, 293] 30, 934 North Atlantic Division: Maine . 471 237 234 51 24 27 ] 420 21 3J 207 New Hampshire . 109 78 31 17 12 5 92 66 26 Vermont . 108 69 39 16 10 6 92 59 33 a 799 9 r>fn 1 661 524 181 343 3 198 1 880; 1 318 Rhode Island . 1, 133 519 ' 614 216 143 ’917 '446 ’471 Connecticut . 1,572 749 823 344 145 199 1,228 604 624 New York . 12, 327 6, 325 6,002 1 1,693 695 998 lo! 634 5,630 5.004 New Jersey . 10, 320 4,842 5,478 ! 1, 595 627 968 8,725 4,215 L 510 Pennsylvania . . . 20, 298 10, 587 9, 711 j 3, 372; , 1,592 1,780 16, 926 8,995; 7,931 South Atlantic Division: Delaware . 8,983 4,383 4,600 780 354 426 8,203 4.029 4,174 Maryland . 63, 253 30, 559 32, 694 ! 5, 779 2,656 3, 123! 57, 474 27, 903 29, 571 Dist. Columbia . 17, 548 6,800 10, 748 i 1.783 687 1,096 15,765 6, 113; 9, 652 Virginia . ! 213, 960 106, 024 107,936 ! 18,371 9,290 9, 081: 195,589 96, 734 98, 855 West Virginia . | 11,094 6,911 4, 183 ! 1,695 1. 046 649 9,399 5,865 3, 534 North Carolina . ! 210,344 98, 736 111, 60S 26,880 t 12,266 14, 614 183,464 86,470 96, 994 South Carolina . 1 283,940 132, 519 151,421 29,345 14,453 14.892 254, 595 I 118. 066 136, 529 Georgia . 379,156 182, 802 196, 354 39,245! 20,408 18, S37 339, 911 162, 394 177, 517 Florida . i 65,101 32,206 32, 895 7, 834; 4,154 3, 6S0 57, 267 ! 28,052: 29,215 South Central Division: j Kentucky - . 88,186 44,443 43,743 9,068 4,425 4,643 79,118 40,018 39, 100 Tennessee . i 147, 844 72, 772 75, 072! 19,476 9, 650 9,826 128, 368 63. 122 - : Alabama . j 338, 707 161, 767 176,940; j 32.899 16.561 16, 33S 305, 808 j 145, 206 160,602 Mississippi . ! ! 314,617 151, 792 162,825 ! 36, 238 18,477 17, 761 278, 379 133, 315 345,064 Louisiana . j 284,594 135,041 149, 5531 i 17,892] 8,994 8,898 266, 702 126. 047 140, 655 Texas . 167 531 81,195 86, 336 ; 19,134! 9,534 9 600 148, 397 71,661 76, 735 Arkansas . : 113’ 495 54,054 59' 441 16^ 186 7*948 s] 238 97, 309 46 ! 106 51, 203 Oklahoma . 1 8,227 3, 7S4; 4,443! 616 274 342! 7, 611 3', 510 4, 101 Indian Territory .... 22, 072 10, 830 11, 242 ! 2,779 1,475] 1,304 | 19, 293 9. 355 9, 938 North Central Division: Ohio . ! 14, 231 7, 245' 6,986 2,646' 1,157 1,489 11,585 6,088 5,497 Indiana . 10 680 5,402 5 278 1, 620 767' 853 1 9, 060 4, 635 4, 425 Illinois . 13’ 953 6, 475] 6’ 778 2’ 152 1,033 1,089 11, 101 5,412! 5. 689 Michigan . 3,806 1, 935] 1, 871 452 223 029 3,354 1.712 1,642 Wisconsin . 3,394 1, 710 1,684 111 65! _46 3,283 1,645 1,638 Minnesota . 4,466 2, 057 2,409 119 55 64 ! 4. 347 2,002 2,345 Iowa . 2,219 1,200 1,019 342 166 176 1,877 1,034; S43 Missouri . ! 36, 495 17, 431 19, 064 5,000 2,377 2 623 31,495 15, 054; 15,441 North Dakota . 3,224 1,546 1,678 157 83 74 3,067 1,463; 3.604 South Dakota . 7, 793; 3, 130 4,663 136 57 79 7, 657 3, 073; 4; 584 Nebraska . ; 1, 369 582 787; 146 53 93 1,223 529] 694 Kansas . 9, 744; 4,697 5,047j j 1,465! 723 742 8,279 3,974 4,305 Western Division: I Montana . 6, 659 3, 570 3,089 90 62 28 6,569 3,508 3,061 Wyoming . 1,181 698 483] 27 ! 16 11 1,154 682 472 Colorado . 1,823 932 891 ' 209 94 115 1,614 838 776 New Mexieo . S, 049 4. 029 4, 020 54 32 22 7, 995 3,997] 3, 998 Arizona . 16, 659 8,434 8,225! 55 37 18 ! 16, 604 S, 397; 8,207 Utah . 1, 866 1,034 832 25 19 6 1,841 1, 015; 826 Nevada . 3, 871 2, 116 1, 755 23 20 3 3,848 2,096 1,752 Idaho . 3,338 1,947 1.391 84 76 8 3,254 1,871 1, 383 Washington . 6,820 4,084 2,736 140 99 41 ! 6,680 3,985 2,695 Oregon . 6,299 5, 09Sj | 1,201 2S7 267 20 6, 012 4. 831 1, 181 California . 23, 372 j 16,634 6,738 716 561 1 155 1 22, 656 j 16, 073, 6, 583 2332 EDUCATION REPORT, 1902, Table 19 .—Total illiterate population, 10 years of age and over , classified by sex and age periods: 1900. 10 to 14 years. 15 to 20 years. 21 years and over. State or Territory. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. United States.... 577, 649 325, 934 251, 665 721, 394 396, 770 324, 624 4,881,026 2, 288, 470 2, 592, 556 N. Atlantic Division . . . 17, 908 9,964 7,944 76, 760 39, 878 36,882 881,868 425,435 456, 433 S. Atlantic Division _ 221.977 125, 916 96, 061 256,128 141, 518 114, 610 1, 343, 241 611,631 731, 610 S. Central Division - 299, 649 168, 508 131,141 322,914 177, 054 145,860 1, 696, 016 787,071 908, 945 N. Central Division - 27, 483 16, 228 5, 368 11, 255 47,947 17,645 29. 151 18, 796 782, 892 367, 224 415, 668 Western Division . 10, 632 5,264 9,169 8,476 177, 009 97,109 79,900 N. Atlantic Division: Maine . 1,255 734 521 3, 485 2, 250 1,235 24, 320 13,952 10, 368 New Hampshire. . . 557 289 268 2, 357 1,459 898 18, 161 10, 295 7,866 Vermont . 287 161 126 1,114 802 812 14, 846 8, 544 6, 302 Massachusetts . 1,547 788 759 9, 823 4,932 4, 891 122, 673 53, 694 68, 979 Rhode Island.'. - 691 388 303 2, 677 1,519 1,158 25, 636 11, 675 13, 961 Connecticut . 436 230 206 3, 384 1, 715 1, 669 39, 153 18, 984 20, 169 New York . 4,740 2,228 2, 512 25,855 10, 982 14, 873 287, 505 130, 004 157, 501 New Jersey . . 2. 069 1,146 923 6, 556 3,174 13, 045 3,382 78, 033 38, 305 39, 728 Pennsylvania . 6,326 4,000 2, 326 21, 509 8, 464 271, 541 139, 982 131,559 S. Atlantic Division: Delaware . 845 497 348 1,416 847 ' 569 15, 270 7,538 7, 732 Maryland . 5,859 3, 347 2, 512 9,484 5,411 4, 073 86, 604 40, 352 46, 252 Dist. Columbia . 398 236 162 1,026 519 507 18, 604 7, 052 11, 552 Virginia . 34, 612 20, 348 14, 264 40, 168 24, 189 15, 979 237, 340 112, 853 123, 987 West Virginia . 5, 819 3, 411 2,408 9, 586 5,952 3, 634 64, 700 32, 066 32, 634 North Carolina .... 51, 190 28, 558 22, 632 53, 814 30, 012 23, 802 281, 247 122, 658 158, 589 South Carolina .... 51, 5oS 28, 363 23, 173 60, 720 31,540 29,180 226, 403 99, 516 126, 887 Georgia . 63, 329 36, 301 27,028 69,466 37, 332 32,134 347, 625 158, 247 189, 378 Florida . 8,369 4,855 3,534 10, 448 5, 716 4, 732 65, 448 30,849 34,599 S. Central Division: Kentucky . 21, 247 12,405 8,842 28, 627 17, 006 11, 621 213,080 102,528 110, 552 Tennessee . . 36. 375 21, 065 15,310 39, 083 23,131 15, 952 231,472 105,851 125, 621 Alabama . 66,072 36, 827 29, 245 67, 512 36, 103 31, 409 310, 006 139, 649 170, 357 Mississippi . 44, 334 25, 204 19, 130 51, 130 27, 566 23, 564 255. 997 118, 057 137, 940 Louisiana . 55, 691 29, 521 26, 170 61, 963 31, 159 30, 801 263; 491 122, 638 140, 853 Texas . 35, 491 20, 332 15, 159 40, 313 22, 686 17, 627 238, 214 113, 783 124, 431 Arkansas . 26.972 15,259 11,713 24, 488 13, 609 10, 879 139, 195 62, 615 76, 580 Oklahoma . 1,295 809 486 1, 159 653 506 13, 320 6, 46S 6, 852 Indian Territory . . 12, 172 7,086 5, 086 8, 639 5,141 3, 498 31, 241 15,482 15, 759 N. Central Division: Ohio . 2,048 1,164 884 5, 784 4,332 3,542 2,242 123, 709 58, 698 65, 011 Indiana . 1, 453 928 525 2,819 1,513 84, 754 40, 016 44, 738 Illinois . 4, 044 2,427 1,617 8, 767 4, 658 4,841 3, 923 145, 147 67,481 77,666 Michigan . 1,744 1.003 741 2, 991 1,667 74,080 39, 230 34, 850 Wisconsin . 1,688 985 703 3, 629 2, 163 1,466 68, 462 31, 136 37,326 Minnesota . 1,365 785 580 2,487 1,408 1, 079 49, 094 20, 856 28, 238 Iowa . 8S3 550 333 1,628 1,064 564 37,661 17, G61 20,600 Missouri . 11, 660 6,970 4, 690 12, 582 7,975 4, 607 128,602 60,327 68, 275 North Dakota . 836 434 402 1,029 573 456 10,854 5, 187 5,667 South Dakota . 472 227 245 683 305 378 13, 677 5,628 8,049 Nebraska . 412 246 166 855 460 395 16, 730 7,388 9, 342 Kansas . 878 509 369 1,513 1, 007 506 30, 122 14, 216 15, 906 Western Division: Montana . 374 199 175 803 477 326 10, 498 6,209 4, 289 Wyoming . 72 49 23 263 181 82 2, 543 1, 636 7, 689 907 Colorado . 742 360 382 1,562 725 837 15, 475 7,788 New Mexico . 4,354 2,088 2,266 5,164 2,092 3,072 37,453 15, 585 21, 868 Arizona . 2,592 1,351 1,241 3,651 1,838 1,813 21,064 11,215 9,849 Utah . 220 127 93 411 214 197 5,510 2, 470 3,040 Nevada . 275 152 123 459 225 234 3, 911 2,271 1,640 Idaho . 209 114 95 334 210 124 4, 962 2, 936 2,026 Washington . 340 184 156 806 541 265 11,594 6,635 4, 959 3.077 Oregon . 175 97 78 456 354 102 10, 055 6.978 California . 1,279 647 632 3, 736 2,312 1,424 53,944 33, 485 20, 459 ILLITERACY IN THE UNITED STATES 2333 Table 20. — Illiterate white population 10 years of age and over , classified hy sex and age periods: 1900. 10 to 14 years. 15 to 20 years. 21 years and over. State or Territory. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. United States.... 138,241 102, 339 315, 926 179,015 136, 911 2, 644, 240 1,249,897 1,394,343 N. Atlantic Division. . . 17, 134 9, 575 7, 559 73, 801 38,194 35,607 835, 541 402, 041 433,500 S. Atlantic Division. .. 72, 568 41,872 30,696 74, 467 43, 366 31.101 420. 932 192, 887 228, 045 S. Central Division _ 120, 834 69, 579 51, 255 115, 512 68,625 48; 887 596; 960 280, 751 316, 209 N. Central Division - 23, 763 14, 089 9, 674 42, 112 25,788 j i 16,324 681, 773 319. 316 362, 457 Western Division . 6, 281 3,126 3, 155 10, 034 5,042 I 4, 992 109, 034 54', 902 54, 132 N. Atlantic Division: Maine . 1,244 729 515 3,453 2,238 1.215 23, 892 13, 732 10,228 10,160 New Hampshire. . . 555 288 267 2, 343 1,449 '894 18, 068 7,840 Vermont . 286 160 126 1,109 799 310 14,744 8,479 6,265 Massachusetts . 1,512 769 743 9, 623 4, 799 4, 824 119, 186 51, 785 67, 401 Rhode Island . 688 387 301 2, 635 1,490 1, 145 24, 548 11, 186 13,362 Connecticut . 427 226 201 3,298 1,689 1, 609 37, 676 18,265 19,411 New York . 4,575 2. 136 2, 439 25, 027 10, 536 14, 491 276, 171 124, 217 151,954 New Jersev . 1,821 1,026 795 5, 902 2.802 3, 100 68,615 33, 955 34, 660 Pennsylvania . 6, 026 3,854 2. 172 20, 411 12, 392 8,019 252, 641 130, 194 122,447 S. Atlantic Division: Delaware . 295 181 114 588 373 215 7, 665 3,945 3,720 18,136 Marvland . 1,803 1,061 742 3, 077 1, 812 1,265 S3, 814 15, 678 Dist. Columbia . 43 23 20 98 40 58 2,339 944 1,395 Virginia . 12, 258 7.261 4,997 13, 197 8,112 5,085 72, 705 36,493 36, 212 West Virginia . 5,328 3,141 2, 187 8, 187 4, 905 3,282 55,496 26,472 29, 024 North Carolina .... 25,444 14, 298 11, 146 24, 172 13, 720 10, 452 126, 291 54,474 7i;817 South Carolina .... 9,996 5, 654 4, 342 9, 508 5,381 4, 127 35, 215 15,865 19, 350 Georgia . 14,923 8, 798 6,125 13,508 7,822 5,686 72,833 32,458 40, 375 Florida . 2, 478 1,455 1,023 2, 132 1,201 931 14, 574 6,558 8, 016 S. Central Division: Ken tuck v . 16, 290 9, 453 6,837 21,066 12, 526 8,540 137,412 65,517 71, 895 Tennessee . 21,473 12, 446 9, 027 20, 893 12, 411 8,482 116, 720 52, 418 64,302 Alabama . 18, 804 10, 700 8, 104 14. 992 8, 498 6,494 71,087 31, 614 39, 473 Mississippi . 6, 156 3, 732 2,424 4; 964 3,010 1, 954 25, 724 12, 293 13, 431 Louisiana . 14, 513 7,813 6, 700 16, 167 8, 425 7,742 65, 871 32, 039 33, 832 Texas . 20, 819 11,882 8,937 21.333 11,934 9,399 104, 335 51, 790 23,523 52, 545 Arkansas . 13, 256 7, 835 5,421 10, 178 6,071 4, 107 53, 726 30,203 Oklahoma . 987 648 339 663 418 245 5, 897 3,080 2,817 Indian Territory . . 8, 536 5,070 3,466 5,256 3, 332 1,924 16, 188 8, 477 7,711 N. Central Division: Ohio . 1,910 1,088 822 5, 314 3,302 2,012 110, 086 51,769 58, 317 Indiana . 1,368 881 487 3,945 2, 577 1,368 74, 546 132, 827 34, 903 39, 643 Illinois . 3, 712 2,212 1,500 8,166 4.466 3, 700 61, 599 71, 228 Michigan . 1,595 ’ 918 677 4, 392 2, 859 1,533 70,689 65,523 37, 512 33, 177 Wisconsin . 1,502 879 623 3, 360 2, 086 1,324 29, 659 35,864 Minnesota . i 976 575 401 2,058 1,194 864 45, 446 19, 223 26,223 Iowa . 823 506 317 1, 518 988 530 35,612 15, 981 19, 631 Missouri . 9 872 5,920 3, 952 10, 195 6, 511 3, 684 96, 282 45, 410 50,872 North Dakota . ! ’619 322 297 791 446 345 8,085 3,880 4,205 South Dakota . ! 297 139 158 442 19S 244 6,300 2,693 3,607 Nebraska . 380 235 145 777 436 341 15,471 6,841 8, 630 Kansas . 1 709 414 295 1,154 775 379 20,906 9,846 11,060 Western Division: Montana . 87 49 38 263 168 95 4,666 3,098 1,568 Wyoming . 36 28 8 134 100 34 1,527 1,040 487 Colorado . 676 327 349 1,439 668 771 13, 841 6,847 6,994 New Mexico . 3,596 1,696 | 1,900 3, 987 1,536 2,451 31,339 12, 504 18, 835 Arizona . 731 380 351 1,398 814 584 8,519 4,776 3,743 Utah . 87 54 33 171 104 67 4,017 1, 619 2, 398 Nevada . 10 8 2 58 49 9 706 475 ' 231 Idaho . 106 60 48 115 88 27 1,946 1,165 781 Washington . I 116 61 55 266 173 93 5,538 3,042 2,496 Oregon . 109 62 47 163 109 54 4, 115 2, 160 1,955 California . 727 401 326 2,040 1,233 807 32,820 18, 176 14,644 2334 EDUCATION REPORT, 1902, Table 21. — Illiterate colored population 10 years of age and over, classified by sex and age periods: 1900. 10 to 14 yea rs. 15 to 20 years. 21 years and over. State or Territory. Total. Males. Fe- | males. Total. Males. I Fe¬ males. Total. Males. Fe¬ males. United States. . . . 337, 069 187,743 149, 326 405,468 217, 755 187, 713 2,236,786 1, 038, 5/3 j 1, 198, 213 N. Atlantic Division. . . 774 389 385 | 2,959 1, 684 1,275 46, 327 23, 394 22, 933 S. Atlantic Division . . . 149, 409 84,044 65,365 18i; 661 98, 152 83,509 922, 309 418, 744 503, 565 S. Central Division _ 178, 815 98, 929 79, 886 207,402 | 110, 429 96, 973 1, 099, 056 506, 320 592, 736 N. Central Division _ 3,720 4,351 2,139 1,581 5,835 3, 363 2, 472 101, 119 47, 908 53, 211 Western Division . 2,242 2,109 7,611 4,127 3, 484 67, 975 42, 207 25, 768 N. Atlantic Division: ■Maine . 11 5 6 32 12 20 428 220 208 New Hampshire. . . 2 1 1 14 10 4 93 67 26 1 1 5 3 2 102 65 37 Massachusetts . 35 19 16 200 133 67 3,487 1, 909 1,578 599 Rhode Island . 3 1 2 42 29 13 1, 0S8 489 Connecticut . 9 4 5 86 26 60 1,477 719 758 New York . 165 92 73 828 446 382 11,334 5,787 5, 547 New Jersey . 248 120 128 654 372 282 9, 418 4,350 5, 068 Pennsylvania . 300 146 154 1,098 653 445 18, 900 ' 9, 788 9, 112 S. Atlantic Division: Delaware . 550 316 234 828 474 354 7, 605 3,593 4, 012 Marvland . 4, 056 2,286 1,770 6, 407 3, 599 2, 808 52,790 24, 674 28, 116 Dist. Columbia _ 355 213 142 928 479 449 16, 265 6,108 10, 157 Virginia . 22, 354 13,087 9, 267 26, 971 16, 077 10,894 164, 635 76,860 87,775 West Virginia . 491 270 221 1,399 1,047 352 9,204 5,594 3,610 North Carolina.... 25, 746 14, 260 11, 486 29,642 16, 292 13, 350 154, 956 68,184 86, 772 South Carolina .... 41,540 22, 709 18, 831 51, 212 26, 159 25, 053 191, 188 83,651 107, 537 Georgia . 48,406 27, 503 20, 903 55. 958 29, 510 26, 448 274, 792 125, 789 149, 003 Florida . 5.911 3,400 2,5H 8; 316 4,515 3, 801 50, 874 24, 291 26,583 S. Central Division: Kentucky . 4, 957 2, 952 2, 005 7,561 18, 190 4, 480 3,081 75, 668 37, 011 38, 657 Tennessee . 14, 902 8,619 6, 283 10, 720 7,470 114, 752 53, 433 61, 319 Alabama . 47, 268 26. 127 21,141 52, 520 27, 605 24, 915 238, 919 108, 035 130, 884 Mississippi _ 38, 178 21, 472 16, 706 46, 166 24, 556 21, 610 230, 273 105, 764 124, 509 Louisiana . 41, 178 21, 708 19, 470 45, 796 22, 734 23,052 197, 620 90, 599 107, 021 Texas . . 14, 672 8,450 6, 222 18, 980 10, 752 8,228 133,879 61, 993 71,886 Arkansas . 13, 716 7,424 6,292 14, 310 7,538 6,772 85, 469 39, 092 46, 377 Oklahoma . 308 161 147 496 235 261 7,423 3, 388 4, 035 Indian Territory . . 3,636 2, 016 1,620 3, 383 1,809 1,574 15, 053 7,005 8,048 N. Central Division: Ohio . 138 76 62 470 240 230 13, 623 6,929 6, 694 Indiana . 85 47 38 387 242 145 10, 208 5,113 5, 095 Illinois . 332 215 117 601 378 293 12, 320 5,882 6,438 Michigan . 149 85 64 266 132 134 3,391 1,718 1,673 Wisconsin . 186 106 80 269 127 142 2,939 1,477 1,633 1,462 Minnesota . 389 210 179 429 214 215 3,648 2, 015 Iowa . 60 44 16 110 76 34 2, 049 1,080 969 Missouri . 1, 788 1,050 738 2, 387 1,464 923 32,320 14, 917 17,403 North Dakota . 217 112 105 238 127 111 2,769 1,307 1,462 South Dakota . 175 88 87 241 107 134 7, 377 2, 935 4,442 Nebraska . 32 11 21 78 24 54 1, 259 547 712 Kansas . 169 95 74 359 232 127 9,216 4,370 4,846 Western Division: Montana . 287 150 137 540 309 231 5,832 3, 111 2, 721 Wyoming . 36 21 15 129 81 48 1,016 596 420 Colorado . 66 33 33 123 57 66 1,634 842 792 New Mexico . 758 392 366 1,177 556 621 6, 114 3,081 3,033 Arizona . 1,861 971 890 2,253 1,024 1, 229 12, 545 6,439 851 6, 108 Utah . 133 73 60 240 110 130 1,493 642 Nevada . 265 144 121 401 176 225 3, 205 1,796 1,409 Idaho . 103 54 49 219 122 97 3,016 1,771 1,245 Washington . 224 123 101 540 368 172 6,056 3, 593 2,463 Oregon . 66 35 31 293 245 48 5.940 4, 818 1, 122 5, 815 California _ _ 552 246 306 1,696 1,079 617 21, 124 15,309 ILLITERACY IN THE UNITED STATE! 2335 Table 22. — Illiterate native white population 10 years of age and over, classified by sex and age periods: 1900. 10 to 14 years. 15 to 20 years. 21 years and over. State or Territory. Total. Males. Fe¬ males. l Total. ! Males. ! 1 Fe- ' males. Total. Males. Fe¬ males. United States . 223,208 129,027 94,181 235,320 138,909 96,411 1,455, 0S3 687,581 767,502 North Atlantic Division.. 7, 799 4, 712 3,087 30,481 | i 17,123 j 10,754 | 6,369 167, 130 81, 852 S5, 278 South Atlantic Division.. 72, 090 41,609 | 72, 883 ! 42,503 ' : 30,380 396.557 181,119 ; j 215,438 South Central Division. . . 116, no 67, 306 49.404 108,862 ! 63,416 1 45,446 529; 395 247,185 i 282,210 North Central Division. . . 21, 132 12,689 8,443 1 29,735 19,223 1 10,512 312, 805 156,155 | ! 156. 650 "Western Division . 5,477 2,711 2,766 | i 6,717 j 3,013 3,704 49, 196 21,270 ; 27, 926 North Atlantic Division: Maine . 752 437 315 j 1,832 j 1, 191 299 641 8,810 5, 509 3,301 N ew Hampshire. . 187 90 97 495 196 3, 15S 6,030 1.S95 1,263 Vermont . 211 127 84 | 693 490 203 3,617 2,413 Massachusetts . 457 248 209 ; 1, 278 716 562 9,004 4,349 4, 655 Rhode Tsland . 186 99 87 553 308 245 2,975 1,391 1,584 Connecticut _ _ 122 70 52 ! 372 234 138 3,184 1,703 1,481 New York . 1,491 821 670 ; 1 3,995 ! 2, 453 1,542 ! I 41,864 23,441 i 18,423 New Jersev . 1,010 621 389 S | 1, 569 J 6, 336 | 1,006 '563 ! 14,452 7, 655 : 6, 797 Pennsvlvania . 3,383 2,199 1,184 j 1 4, 057 2,279 j 77, 653 32, 292 | 45, 361 South Atlantic Division: Delaware . 266 164 102 ! 430 275 155 1 5, 376 2, 759 I 2,617 Marvland . 1,629 967 662 | 2,388 ] 1,506 882 1 22,415 11,197 | ll; 218 District of Columbia. . 32 15 17 i 67 28 39 j 1. 039 466 1 573 Virginia . 12.229 7,247 i 3,089 ! 4,982 13,089 i 8,035 5, 054 70, 799 35, 327 | 35, 472 West Virginia . 1 5, 263 i 2,174 7,840 ! 4; 640 3,200 i 51, 178 23, 577 27, 601 North Carolina . 25,437 14,293 | 11,144 24,157 ! 13,711 10,446 1 ! 126, 051 54,334 71, 717 South Carolina . 9,986 5,646 | 4,340 9,488 ! 5, 374 4,114 I 34,901 15, 711 19,190 Georgia . ! 14,911 8,791 j 6,120 13,483 ! 7, 808 5,675 72, 037 32, 082 39, 955 Florida . 2, 337 1,397 940 1,941 i 1,126 815 12, 761 5, 666 7,095 South Central Division: ' Kentucky . 16,274 9,442 6,832 20,970 | 12,466 ! 8,504 132, 080 63.348 68,732 Tennessee . 21,411 12,413 1 8,998 ! 20.813 i 12,368 1 1 8,445 115, 172 51.688 63,484 Alabama . j 18.769 10,676 ! 8,093 1 14,886 i 8,432 j i 6,454 69, 915 30, 966 38, 949 Mississippi . 6, 131 1 3,716 j 7,300 | 2,415 1 4,933 | 2,995 ! 1,938 24. 974 11, 846 13. 128 Louisiana . 13,583 I 6, 283 j 14,862 ! 7. 7 1 7; 101 53, 782 25,801 27, SSI Texas . i 17,840 10,260 7, 580 16,444 i 9,658 6,786 69,722 30, 017 30,705 Arkansas . 13,234 7,817 5,417 10,126 6, 037 4,089 52, 676 22,995 29,681 Oklahoma . 965 639 326 1 631 402 229 4. 6S3 2,540 2, 143 Indian Territory . 8,503 5, 043 3,460 5,197 3,297 1,900 15t 391 7,984 1 7,407 North Central Division: Ohio . 1,727 984 743 | 3, 552 2,326 1.226 61, S76 30,164 | 31,712 Indiana . 1,314 849 465 ! 3,591 2, 3( B 1, 223 58,895 27,88-1 j 31, 014 Illinois . 3,045 1,867 j 1,178 j 4,465 2, 743 1, 722 50, 527 I 24,991 25, 536 Michigan . 1,288 758 530 2,526 j 1,723 803 18,463 10,819 7,644 Wisconsin . 1, 233 722 511 | 2,145 ! 1,390 755 10.611 ! | 5,766 4,845 Minnesota . 788 440 298 964 605 359 4.636 | 2,503 2, 133 Iowa . 735 460 I 275 1, 162 759 403 14, 625 7, 735 6, 890 Missouri . 9,709 5,843 j 3,866 9, 666 6,253 3, 413 77, 030 37, 744 39, 286 North Dakota . 225 115 110 171 101 70 667 373 294 South Dakota . 177 88 89 183 88 95 844 47S 366 Nebraska . j 305 195 110 404 242 162 4,008 2,164 1,844 Kansas . 636 368 1 268 906 625 281 10, 623 5,537 5,086 Western Division: ! Montana . ] 63 36 j 27 54 37 17 635 423 212 Wyoming . 27 21 6 28 20 8 293 212 81 Colorado . 585 275 ! 310 996 428 568 7. Ill 3,195 3, 916 New Mexico . 3, 433 ■ 1,622 1,811 228 3, 700 635 1,397 2,303 27, 392 10,260 ! 17,132 Arizona . 499 271 364 271 1,962 1,017 1 490 j 945 Utah . 69 47 22 102 61 41 937 447 Nevada . 8 6 2 19 14 5 106 69 37 Idaho . 96 53 43 66 46 20 700 395 305 Washington . 80 42 38 94 59 32 1, 203 629 574 Oregon . 96 55 ; 41 111 79 32 1.973 1.079 j 894 California . • 521 283 238 915 i SOS 407 6,884 3,501 1 3, 383 2336 EDUCATION REPOUT, 1902, Table 23, — Illiterate foreign white population 10 years of age and over , classified by sex and age periods: 1800. 10 to 14 years. 15 to 20 years. j 21 years and over. State or Territory. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. United States . 17, 372 9, 214 8, 158 80,606 40, 106 40,500 1 1,189,157 562,316 626, 841 North Atlantic Division.. 9, 335 4, 863 4, 472 56, 678 27,440 29, 238 ' 668, 411 320, 189 348, 222 South Atlantic Division . . 478 263 215 1,584 863 721 24, 375 11,768 12, 607 South Central Division... 4, 124 2,273 1,851 6, 650 3,209 3,441 67, 565 33,566 33,999 North Central Division... 2, 631 1,400 1,231 12, 377 3, 317 6, 565 5,812 368, 968 163, 161 205, 807 Western Division ..... _ 804 415 3S9 2,029 1,288 59, 838 33, 632 26, 206 North Atlantic Division: Maine . 492 292 200 1,621 1,047 574 15, 082 8,223 6,859 New Hampshire . 368 198 170 1,848 1,150 698 14, 910 8,333 6,577 Vermont . 75 33 42 416 309 107 8, 714 4, 862 3.852 Massachusetts . 1, 055 521 534 8, 345 4, 083 4, 262 110, 182 47,436 62; 746 Rhode Island . 502 288 214 2, 082 1,182 900 21,573 9, 795 11, 778 Connecticut . 305 156 149 2, 926 1, 455 1,471 34, 492 16, 562 17, 930 New York . 3, 084 1,315 1, 769 21, 032 8, 083 12, 949 234, 307 100, 776 133, 531 New Jersev . 811 405 406 4, 333 1, 796 2, 537 54, 163 26, 300 27, 863 Pennsylvania . 2,643 1, 655 988 14, 075 8,335 5, 740 174, 988 97, 902 77, 086 South Atlantic Division : Delaware . 29 17 12 158 98 60 2, 2S9 1,186 1,103 Maryland . 174 94 80 689 306 383 11, 399 4,481 6, 918 District of Columbia. . 11 8 3 31 12 19 1,300 478 | 822 Virginia . . 29 14 15 108 77 31 1,906 1,166 740 West-' Virginia . 65 52 13 347 265 82 4,318 2,895 1,423 North Carolina . 7 5 2 15 9 6 240 140 100 South Carolina . 10 8 2 20 7 13 314 154 160 Georgia . . 12 7 5 25 14 11 796 376 420 Florida . 141 58 83 191 75 118 1,813 892 921 South Central Division: Kentucky . 16 11 5 96 60 36 5,332 2, 169 3, 163 Tennessee . 62 33 29 80 43 37 1,548 730 818 Alabama . 35 24 11 106 66 40 1,172 648 524 Mississippi . 25 16 9 31 15 16 750 447 303 Louisiana . 930 513 417 1, 305 664 641 12, 089 6, 238 5, 851 Texas . 2, 979 1,622 1,357 4,889 2, 276 2,613 43, 613 11, 773 21, 840 Arkansas . 22 18 4 52 34 18 1,050 528 522 Oklahoma . 22 9 13 32 16 16 1,214 540 674 Indian Territory . 33 27 6 59 35 24 797 493 304 North Central Division: Ohio . . 183 104 79 1,762 976 786 48, 210 21, 605 26, 605 Indiana . 54 32 22 354 209 145 15, 651 7,022 8, 629 Illinois . 667 345 322 3,701 1, 723 1,136 1,978 82, 300 36,608 45, 692 Michigan . 307 160 147 1,866 730 52, 226 26,693 25, 533 Wisconsin . 269 157 112 1,215 646 569 54,912 23,893 31, 019 Minnesota . 238 135 103 1,094 589 505 40, 810 16,720 8,246 24, 090 Iowa . 88 46 42 356 229 127 20, 987 12, 741 11,586 Missouri . 163 77 86 529 258 271 19,252 7, 666 North Dakota . 394 207 187 620 345 275 7,418 3,507 3, 911 South Dakota . 120 51 69 259 110 149 5, 456 2, 215 3,241 Nebraska . 75 40 35 373 194 179 11,463 4,677 6, 786 Kansas . 73 46 27 248 150 98 10,283 4, 309 5, 974 Western Division: Montana . 24 13 11 209 131 78 4,031 2, 675 1, 356 Wvoming . 9 7 2 106 80 26 1, 234 828 406 Colorado . 91 52 39 443 240 203 6, 730 3,652 3, 078 New Mexico . 163 74 89 287 139 148 3,947 2,244 1, 703 Arizona . 232 109 123 763 450 313 6,557 3,759 2, 798 Utah . 18 7 11 69 43 26 3,080 1,129 1, 951 Nevada . 2 2 39 35 4 600 406 194 Idaho . 10 7 3 49 42 1,246 770 476 Washington . 36 19 17 175 114 61 4,335 2, 413 1,922 Oregon . 13 7 6 52 30 22 2, 142 1,081 1,061 California . 206 118 88 1,125 725 400 25, 936 14, 675 11, 261 ILLITERACY IN THE UNITED STATES. 2337 Table 24. — Showing the rank of each State in percentage of illiteracy of the population 10 years of age and over: 1900. Rank. State or Territory. Per cent. Rank. State or Territory. Per cent. 1 Iowa . 2.3 i 26 Pennsylvania . 6.1 9 2.3 j 27 Montana . 6.1 8 Kansas . 2.9 ; 28 1 New Hampshire . 6.2 4 Washington . 3.1 29 j Missouri . 6.4 Utah 3.1 30 | Rhode Island . 8.4 6 Ore«rvn 3.3 31 District Gi Columbia . 8.6 7 Ohio 4.0 32 Maryland . 11.1 8 1 W voming 4.0 33 West Virginia . 11.4 9 i ! Virmc^r.r; 4.1 4.2 85 Delavrare 12.0 10 i Illinois Nevada . 13. 3 11 | | Michigan 4.2 38 Texa« . 14.5 12 j 1 Colorado 4.2 Kentucky . __ . 16.5 13 ■ Indiana 4.6 I Indian Territory . 19.0 14 : ! Idaho- . | 4.6 1 39 Arkansas . 20.4 15 | j Wisconsin . ! 4.7 40 Tennessee . 20.7 16 4.8 : 41 i Florida . ; 21.9 17 i | South Dakota 5.0 | 42 1 Virginia . i 22.9 18 Maine . 5.1 | 43 J North Carolina . 1 2S. 7 19 i 1 \ew "York 5. 5 i 44 | Arizona . 29.0 20 i ; Oklahoma 5. 5 S 45 Georgia . 30.5 21 i North Dakota 5. 6 j 46 Mississippi . | 32.0 99 i i Vermont . 5.8 47 ] New Mexico . 33.2 j "Massachusetts _ _ 5. 9 j 48 Alabama . 34.0 24 1 New Jersey . 5. 9 49 | South Carolina . 35. 9 25 ! | Connecticut 5.9 ! 50 | Louisiana . 38. 5 Table 25. — Showing the rank of each State in percentage of illiteracy of the -white popula¬ tion 10 years of age and over : 1900. Rank. ' State or Territory. j Per cent. Rank. State or Territory. j Percent. il Oregon . 1.4 26 New York . 5 4 2 1 Washington . _ 1.5 New Jersey . . . 5i 4 3 District of Columbia . > 1.6 28 Massachusetts . 5.8 4 | Idaho . ' 1.9 29 Connecticut . . 5. 8 5 Kansas . . j 2.1 j 30 Vermont . 5.8 8 Nebraska . 2.1 31 Pennsylvania . 5.9 Iowa. _ _ _ ! 2. 2 32 New Hampshire . 6.2 8 Utah . 2.2 33 Delaware . 7.0 9 South Dakota . 2.5 34 Mississippi . 8 0 10 Wyoming _ . . ! 2.5 35 Rhode Island . 8.3 11 Nevada ' 2.7 38 Texas . 8.5 12 Montana . - 2.8 37 Florida . 8.9 13 Oklahoma i 9. 9 38 West Virginia . j 10.3 14 California . ! 3. 1 39 Virginia . j 11.1 15 Ohio . J 3. 7 40 Arkansas . ! 11.5 16 41 Georgia . i 11.9 17 Colorado . j 3.8 42 Kentucky . j 12. S IS | Illinois . 4.0 43 South Carolina . 13.5 19 ! : Michigan . ! 4.1 44 Tennessee . 14.1 20 ! Indiana . 4. 2 j 45 Indian Territory . 14.1 21 | North Dakota . 4. 2 46 Alabama . * . 14.7 22 ! Wisconsin . 4.5 47 Arizona . 14.9 23 Maine . 5.1 48 Louisiana . 18.4 24 ! Missouri . 5.2 ; 49 | North Carolina . 19.4 25 i Maryland . 5.2 ! 1 ! 50 j New Mexico . 29.9 2333 EDUCATION REPORT, 1902, Table 26. — Showing the rank of each State in percentage of illiteracy of the native white population 10 years of age and over: 1900. Rank. 1 2 3 4 5 6 7 8 9 30 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 State or Territory. || Per cent. [Rank. State or Territory. 0.5 28 Ohio . 0.6 27 Maine . 0.6 28 Oklahoma . 0.6 29 Colorado . Wyoming . 0.7 30 Vermont . Massachusetts . 0.8 31 Indiana . Minnesota . 0.8 32 Maryland . Nebraska . 0.8 33 Missouri . Connecticut . 0.8 34 Delaware . Oregon . , . 0.8 35 Texas . Utah . 0.8 36 Arizona . District of Columbia . 0.8 37 MississipDi . North Dakota . 0.9 38 Florida /. . Idaho . 0.9 39 West Virginia California . 1.0 40 Virginia . New York . 1.2 41 Arkansas .... Iowa . 1.2 42 Georgia . . Wisconsin . . 1.3 43 Kentucky . Kansas . 1.3 44 South Carolina . New Hampshire . 1.5 45 Indian Territory . Michigan . 1.7 46 Tennessee . New Jersey . . . 1.7 47 Alabama . Rhode Island . 1.8 48 Louisiana Illinois . 2.1 49 North Carolina . Pennsylvania . 2.3 50 New Mexico . Per cent. 2.4 2.4 2.5 2.7 2.9 3.6 4.1 4.8 5.6 6.1 6.2 8.0 8.6 10.0 11.1 11.6 11.9 12.8 13.6 14.0 14.2 14.8 17.3 19.5 29.4 Table 27. — Showing the rank of each State in percentage of illiteracy of the foreign white population 10 years of age and over: 1900. Rank. State or Territory. Per cent. Rank. State or Territory. Percent. 1 Oregon . 4.1 26 Michigan . 10.3 2 Washington . 4.5 27 Mississippi . 10. 7 3 Idaho . 6.0 28 Kentucky . 10.9 4 Utah . 6.1 29 Virginia . 10.9 5 North Carolina _ 6.1 30 Wisconsin . 11.1 6 South Carolina . 6.5 31 Ohio . . . 11.1 7 South Dakota . 6.7 32 Indiana . 11.4 8 Nebraska . 6.8 33 Florida . 11.6 9 Montana . . . 7.0 34 Maryland . 13.4 10 District of Columbia _ 7.0 35 New York . 14.0 11 Georgia . 7.0 36 New Jersey . 14.1 12 Iowa . 7.1 37 Massachusetts . 14.6 13 Nevada . 7. 5 38 Connecticut . 16.3 14 N orth Dakota . 7.8 39 Delaware . 18.3 15 Arkansas . 8.0 40 Rhode Island . 18.7 16 Colorado . 8.1 41 Indian Territory . 19.0 17 Wyoming . 8.2 42 Maine . 19.4 18 Oklahoma . . . 8.3 43 Pennsylvania . 19.9 19 Minnesota _ 8.4 44 New Hampshire . 20.5 20 Kansas . . 8.5 45 Vermont . . . 21.4 21 California . 8.7 46 West Virginia . 21.5 22 Illinois . 9.1 47 Louisiana . . . 28.6 23 Missouri . 9.3 48 Texas . 30.3 24 Alabama . 9.3 49 New Mexico . 34.8 25 Tennessee _ 9.7 50 Arizona . 35.3 ILLITERACY IN THE UNITED STATES. 2339 Table 28. — Shoicing the rank of each State in percentage of illiteracy of the colored popu¬ lation 10 years of age and over : 1900. Rank. State or Territory. Per cent. Rank. State or 1 Connecticut . . 2 M assa chusetts 3 j New York .... 4 Rhode Island. 5 | Vermont . ll.S j: 26 12.4 27 12.8 | 28 14. 2 29 15. 0 30 Oklahoma Delaware . Texas . Florida ... Wisconsin 6 New Hampshire . 7 Pennsylvania . 8 Nebraska . 9 New Jersey . 10 Ohio . ' . 11 Illinois . 12 Colorado . 13 Iowa . . . 14 Michigan . 15 Indiana . 16 Kansas . 17 District of Columbia 18 Maine . 19 Missouri . . . 20 California . 21 West Virginia . 22 Maryland . 23 Indian Territory 24 Washington . 25 Oregon . 15.2 31 15.3 32 17.1 33 ; 17.5 34 i7.9 : 35 j 18.2 | 36 20.0 37 20.2 33 • 20.9 39 22.6 40 22.7 41 24.2 42 25.8 : ! 43 28.0 44 31.1 45 32.3 46 35.2 j 47 36.0 . 48 36.0 49 36. 1 50 i Kentucky . Wyoming . Minnesota . Tennessee . Arkansas . Virginia . North Carolina Montana . Mississippi . South Dakota . . Utah . Georgia . South Carolina Idaho . Alabama . North Dakota.. Louisiana . Nevada . New Mexico ... Arizona . ’erritory. Per cent. 36.3 38.1 38.2 38.5 39.6 40.1 41.1 41.2 41.6 43.0 44.6 47.6 48 2 49.1 51.0 52. 1 52.3 52.8 57.4 59.2 61.1 66.8 71.1 73.6 Table 29. — Sixteen form-;/' slave States and the District of Columbia — Number and per cent of illiterates in population 10 years of age and over: 1890 and 1900. States. 1900. 1890. Total popula¬ tion. Popula- | tion 10 j years of age and over. Illiterates. | Total ! popula¬ tion. Popula¬ tion 10 years of age and over. i Illitera tesr Number. 1 Per j cent. Number. Per cent. Total . ! 26,839,801 19, 550, S60 4,224,943 21.6 22,448,163 16, 166, 345 4, 479, 727 27.7 Alabama . 1.828,697 1,304,703 443,590 i j 34.0 1,513,017 1, 069, o45 438, 535 41.0 Arkansas . | 1, 311, 564 934, 332 190,655 I 20.4 1,128.179 787, 113 209,745 26.6 Delaware . , 1 184, 735 j 1 145.500 17,531 i 12.0 168, 493 131,967 18, 878 14.3 District of Columbia | 278. 718 231, 837 20,028 i 8.6 ! 1 230.392 188, 567 24,884 13.2 Florida . i | 528. 542 3S5.490 84,285 j 21.9 ! 391. 422 283,250 7S, 720 27. 8 Georgia . 2,216.331 1,577,334 480 420 30.5 1.837.353 : 1.302.20S j 518, 706 39.8 Kentucky . . . 2,147.174 1, 589. 685 262. 954 16.5 1.858,635 i 1,360.031 1 294, 381 21.6 Louisiana . i 1.381,625 j 990.364 381,145 1 38.5 1. 11S, 587 | 794; 683 . ! 364,184 45.8 Maryland . j 1.188,044 ! 920, 715 101,947 1 11.1 1.042.390 i 79S.605 1 125, 376 15.7 Mississippi . ! 1,551.270 ’ 1.098,891 351,461 | 32.0 1,289.600 902, 028 360. 613 40.0 Missouri . 1 3,106,665 2.371.865 152,844 6.4 2,679,184 1.995,638 181.388 1 9.1 North Carolina . 1.S93.810 1,346.734 386,251 ! 28. 7 1,617,947 I 1,147.446 i 409.703 35.7 South Carolina . .. _ 1,340,316 j j 942,402 338,659 i 35. 9 1,151.149 | j 802, 406 ' 360. 705 45. 0 Tennessee . 2,020.616 1,480.948 306,930 i 20.7 1. 767. 518 ! 1,276,631 i 340, 140 26.6 Texas . 3, 048. 710 ! ' 2,163,913 314, 018 ! 14.5 2,235.523 | 1,564,755 ! | SOS, S73 19.7 Virginia . 1,854.184 1,364,501 312,120 ! 22.9 1, 655, 980 1,211.934 365,736 30. 2 West Virginia . 958, 500 ! 701, 646 ! 80,105 11.4 762, 794 | 549,538 79, 180 14.4 2340 EDUCATION REPORT, 1902, Table 30. — Sixteen former slave States and the District of Columbia — Number and per cent of illiterates in population 10 years of age and over : 1870 and 1880. States. 1880. 1870. Total popula¬ tion. Popula¬ tion 10 years of age and over. Illiterates. Total popula¬ tion. Popula¬ tion 10 years of age and over. Illiterates. Number. Per j cent. Number. Per cent. Total . 18,684,948 12,920,519 4,741,173 36.7 14, 009, 315 9, 961,186 4, 189,972 42.1 Alabama . 1, 262, 505 851, 780 433, 447 50.9 996, 992 706, 802 383,012 54.2 Arkansas . 802, 525 531, 876 202, 015 38.0 484, 471 341, 737 133, 339 39.0 Delaware . 146, 608 110, 856 19, 414 17.5 125,015 92, 586 23, 100 25.0 District of Columbia .... 177, 624 136, 907 25, 778 18.8 131, 700 100,453 28, 719 28.6 Florida . 269, 493 184, 650 80, 183 43.4 187, 748 131, 119 71, 803 54.8 Georgia . 1,542,180 1, 043, 840 520, 416 49.9 1, 184, 109 835, 929 468, 593 56.1 Kentucky . 1, 648, 690 1, 163. 498 348, 392 29.9 1, 321, 011 930, 136 332, 176 35.7 Louisiana . 939, 948 64S, 070 318, 380 49.1 726, 915 526, 392 276, 158 52.5 Maryland . 934, 943 695, 364 134, 488 19.3 780, 894 575, 439 135,499 23.6 Mississippi . 1,131,597 753, 693 373, 201 49.5 827, 922 581, 206 313. 310 53.9 Missouri . 2, 168, 380 1, 557, 631 208, 754 13.4 1,721,295 1, 205, 568 222', 411 18.5 North Carolina . 1, 399, 750 959, 951 463, 975 48.3 1, 071, 361 769, 629 397, 690 51.7 South Carolina . 995, 577 667, 456 369, 848 55. 4 705, 606 503, 763 290, 379 57.6 Tennessee . 1, 542, 359 1,062, 130 410, 722 88.7 1, 258, 520 890, 872 364, 697 40.9 Texas . 1,591,749 1, 064, 196 316, 432 29.7 818, 579 571, 075 221,703 38.8 Virginia . 1, 512, 565 1,059,034 430, 352 40.6 1, 225, 163 890, 056 445, 893 50.1 West Virginia . 618, 457 428, 587 8d, 3/o 19.9 442,014 308, 424 81,490 26.4 Table 31. — Sixteen former slave States and the District of Columbia — Number and per cent of illiterates in male population 10 years of age and over : 1890 and 1900. States. 1900. 1S90. Total male pop¬ ulation. Male pop¬ ulation 10 years of age and over. Illiterates. Total male pop¬ ulation. Male pop¬ ulation 10 years of age and over. Illiterates. Number. Per cent. Number. Per cent. Total . 13, 576, 916 9, 890, 953 2,051,331 20.7 10,537,263 7,525,387 2, 196, 412 29.2 Alabama . 916, 764 651, 523 212, 579 32,6 757, 456 531, 941 206, 302 38.8 Arkansas . . . 675, 312 484, 601 91, 483 18.9 585, 755 412, 227 97, 779 23.7 Delaware . 94, 158 74. 395 8,882 11.9 85, 573 67, 309 9,274 13.8 District of Columbia .... 132, 004 108; 613 7,807 7.2 109, 584 88, 703 9, 821 11.1 Florida . 275, 246 203, 190 41,420 20.4 201, 947 146, 867 36, 283 24.7 Georgia . 1, 103. 201 782, 629 231, 880 29.6 919, 925 617,922 244, 944 37.8 Kentucky . 1, 090! 227 807, 156 131, 939 16.3 942, 758 689, 572 141, 999 20.6 Louisiana . 694, 733 496, 879 183, 318 36.9 559, 350 394,815 172, 847 43.8 Maryland . 589, 275 455, 285 49, 110 10.8 515, 691 392, 485 59, 526 15.2 Mississippi . 781, 451 552, 676 170, 827 30.9 649, 687 451, 788 170, 761 37.8 Missouri . 1, 595, 710 1, 223, 168 75, 272 6.2 559, 350 394, 815 172, 847 43.8 North Carolina . 938, 677 661, 731 181, 228 27.4 799, 149 559, 764 184, 506 33.0 South Carolina . 664, 895 465, 002 159,419 34.3 572, 337 895, 466 167, 120 42.3 Tennessee . 1. 021, 224 746, 793 150, 047 20.1 891, 585 640, 677 155, 869 24.3 Texas . 1, 578, 900 1,129, 899 156, 801 13.9 1,172, 553 830, 783 151, 852 18.3 Virginia . 925, 897 679, 440 157, 890 23.2 824, 278 598, 677 177, 043 29.6 West Virginia . 499, 242 367, 973 41, 429 11.3 390, 285 281,576 37, 579 13.3 ILLITERACY IH THE UNITED STATES. 2341 Table 32. — Sixteen former slave States and the District of Columbia — Number and per cent of illiterates in female population 10 years of age and over: 1S90 and 1900. States. 1900. 1890. Total fe¬ male pop¬ ulation. Female popula¬ tion 10 years of age and over. Illiterates. Total fe¬ male pop¬ ulation. Female popula¬ tion 10 years of age and over. Illiterates. Number. Per cent. Number. Per | cent. Total . 13,262,885 9,659,887 2,173, 612 22.5 11,085,012 7,997,779 2,369,632 29.6 Alabama . 911,933 653, 180 231, 011 oO. 4 755, 561 537,604 232, 173 43.2 Arkansas . 636, 252 449, 731 99, 172 22.1 542.424 374, 886 111, 966 29.9 Delaware . 90, 577 71,105 8,649 12.2 82; 920 64, 658 9,604 14.9 District of Columbia .... 146, 714 123, 224 12,221 9.9 120,808 99.864 15, 063 15.1 Florida . 253,296 182, 300 42, 865 23.5 189,475 136; 383 42,437 31.1 Georgia . 1,113, 130 794, 705 248,540 31.3 917, 428 654,286 273, 762 41.8 Kentucky . 1,056,947 782,529 131, 015 16.7 915, 877 670, 459 152,382 22 7 Louisiana . 686, 892 493,485 197, 827 40.1 559, 237 399; 868 191, 337 47! 9 Maryland . 598, 769 465,430 52,837 11.4 526, 699 406, 120 65, 850 16.2 Mississippi . 769, 819 546,215 180,634 33.1 639,913 450, 240 189,852 42.2 Missouri . 1, 510, 955 1,148,697 77, 572 6.8 1.293.946 957. 644 94, 838 9.9 North Carolina . 955, 138 685, 003 205,023 29.9 818, 798 587, 682 225, 197 38.3 South Carolina . 675, 421 477,380 179, 240 37.5 578, 812 406; 940 193, 585 47. 6 Tennessee . 999, 392 734,155 156,883 21.4 875,933 635,954 184,271 29.0 Texas . 1, 469, 810 1,034,014 157, 217 15.2 1,062.970 733, 972 157, 021 21.4 Virginia . 928,287 685,061 154,230 22.5 831, 702 613, 257 188. 693 39.8 West Virginia . 459,558 333, 673 38, 676 11.6 372,509 267, 962 41,601 15.5 Table 33. — Sixteen former slave States and the District of Columbia — Number and per cent of illiterates in female population 10 years of age and over: 1870 and 1880. States. 1880. Total fe¬ male pop¬ ulation. Female popula¬ tion 10 years of age and over. Ulitera tes. Total fe¬ male pop¬ ulation. Number. Per cent. Total . 9,285,517 6,445,766 2,473,812 3S.3 7,021,990 Alabama . 639,876 437, 6S5 228,204 52.1 508,254 Arkansas . 386,246 253, 691 103, 412 40.8 286,210 Delaware . 72,500 54, 853 10,020 18.3 62,387 District of Columbia .... 94,046 73, 478 15, 730 21.4 69,508 Florida . 133,049 91, 175 41.748 45.8 93,200 ! Georgia . 779, 199 534,010 273; 077 51.1 605,154 j Kentucky . 816, 100 577, 074 179, 363 31.1 655, 336 1 Louisiana . 471. 192 327,066 163,845 50.1 364,750 j Maryland . 472, 756 353, 743 70, 984 20.1 395,910 Mississippi . 564,420 378, 132 192, 675 51.0 414,501 j Missouri . 1,041.193 740, 669 105, 582 14.3 824,948 North Carolina . 71i; 842 494, 683 250, 779 50.7 552,657 South Carolina . 505, 169 343,092 196,041 57.1 361,704 Tennessee . 773,082 537, 571 219, 081 40.8 635,173 Texas . 753, 909 495, 268 155, 385 31.4 395,022 Virginia . 765, 976 542,639 222,790 41.1 628,105 j West Virginia . 303, 962 210, 937 45, 096 21.4 219,171 1870. Female popula¬ tion 10 years of age and over. Illiterates. Number. Per cent. 2342 EDUCATION REPORT, 1802, Table 34. — Sixteen former slave States and the District of Columbia — Number and per cent of illiterates in total -white population 10 years of aye and over: 1890 and I960 . States. 1900. 1890. Total white pop¬ ulation. White popula¬ tion 10 years of age and over. Illiterates. Total white pop¬ ulation. White popula¬ tion 10 years of age and over. Illiterates. Number. Per cent. Number. Per cent. Total . 18,796,609 13, 784,887 1, 480,095 10.7 15, 548, 817 11,295,435 1, 545, 286 13.7 Alabama . 1,001,152 714, 8S3 104, 883 14.7 833, 178 590, 115 107, 335 18.2 Arkansas . . 944, 580 670, 409 77, 160 11.5 818, 752 569, 659 93, 090 16.3 Delaware . 153, 977 121,913 8,548 7.0 140, 066 110, 359 8, 186 7.4 District of Columbia - 191, 532 159, 423 2,480 1.6 154, 695 127, 526 3, 495 2.7 Florida . 297, 333 216, 510 19, 184 8.9 224, 949 164, 216 18, 516 11.3 Georgia . 1,181,294 853, 029 101, 264 11.9 978, 357 701, 585 114, 691 16.3 Kentucky . 1,862,309 1,369,842 174, 768 12.8 1,590,462 1, 162, 342 183, 851 15.8 Louisiana . 729, 612 524, 753 96, 551 18.4 558, 395 402, 041 80, 939 20.1 Maryland . 952, 424 740, 806 38, 694 5.2 826, 493 637, 499 44, 653 7.0 Mississippi . 641, 200 ■ 458,467 36, 844 8.0 544, 851 385, 099 45, 755 11.9 Missouri . 2, 944, 843 2, 241, 704 116, 349 5.2 2,528,458 1, 881, 478 133, 806 7.1 North Carolina . . 1, 263, 603 904,978 175, 907 19.4 1, 055, 382 754, 857 173,722 23.0 South Carolina . 557, 807 404, 860 54, 719 13.5 462, 008 332, 174 59, 443 17.9 Tennessee . . 1,540, 186 1,125, 968 159, 086 14.1 1, 336, 637 966, 831 172, 169 17.8 Texas . 2, 426, 669 1,725, 030 146, 487 8.5 1, 745, 935 1,228,601 132,389 10.8 Virginia . 1, 192, 855 885, 037 98, 160 11.1 1, 020, 122 756, 252 105,058 13.9 West Virginia . 915, 233 667,275 69, 011 10.3 730,077 524, 801 68, 188 13.0 Table 35. — Sixteen former slave States and the District of Columbia — Number and per cent of illiterates in total white population 10 years of age and over: 1870 and 1880. States. 1880. 1870. Total white pop¬ ulation. White popula¬ tion 10 years of age and over. Illiterates. Total white pop¬ ulation. White popula¬ tion 10 years of age and over. Illiterates. Number. Per cent. Number. Per cent. Total . 12, 578, 253 8, 834, 948 1, 676, 939 18.9 9, 466, 355 6, 792, 281 1,490,779 21.9 Alabama . 662, 185 452, 722 111,767 24.7 521,384 377, 967 92,059 24.4 Arkansas . 591, 531 393, 905 98, 542 25.0 362, 115 256, 488 64,095 25.0 Delaware . 120, 160 91, 611 8,346 9.1 102, 221 76, 016 11,280 14.8 District of Columbia .... 118, 006 91 , 872 3,988 4.3 88, 278 66, 620 4, 876 7.3 Florida . 142, 605 99, 137 19, 763 19.9 96, 057 68, 371 18, 904 27.6 Georgia . . ! 816, 906 563, 977 128, 934 22.9 638, 926 462, 718 124, 939 27.0 Kentucky . 1,377,179 973, 275 214, 497 22.0 1, 098, 692 773, 653 201,077 26.0 Louisiana . 454, 954 320, 917 58, 951 18.4 362, 065 264, 033 50, 749 19.2 Maryland . 724, 693 544, 086 44, 316 8.1 605, 497 447, 731 46, 792 10.4 Mississippi . 479, 398 328, 296 53, 448 16.3 382, 896 276, 132 48,028 17.4 Missouri . 2, 022, 826 1, 453, 238 152, 510 10.5 1, 603, 146 1, 122, 175 161, 763 14.4 North Carolina . 867, 242 608, 806 192, 032 31.5 678, 470 497, 132 166, 397 33.5 South Carolina . 391,105 272, 706 59, 777 21.9 289, 667 213, 794 55,167 25.8 Tennessee . 1, 138, 831 790, 744 216, 227 27.3 936, 119 665, 390 178, 727 26.9 Texas . 1,197,237 808, 931 123, 912 15.3 564, 700 401, 110 70,895 17.7 Virginia . 880, 858 630, 584 114, 692 18.2 712, 089 527, 432 123, 538 23.4 West Virginia . 592, 537 410, 141 75, 237 18.3 424, 033 295, 519 71, 493 24.2 ILLITERACY IN THE UNITED STATES 2343 Table 36. — Sixteen former slave States and the District of Columbia — Total illiterate population 10 years of aye and over , classified by sex and degree of illiteracy: 1900. States. Aggregate. Number who can read but can not write. Number who can neither read nor write. Total. Males. Fe¬ males. Total. I Males. | Fe¬ males. Total. Malc-s. Fe¬ males. Total . 4,224,943 2,051,331 2,173,612 604, 374 ' 281,060 323,314 3,620,569 ! 1,770,271 1,850,298 Alabama . 443,590 212,579 231,011 i 57,340 ! 27,411 29 9'>9 386,250 f 185,168 201,082 Arkansas . 190, 655 91, 483 99, 172 38,018 i 17,520 20; 49S 152, 637 ; 73,963 78, 674 Delaware . 17,531 8,882 8,649 1.939 I 843 1,096 15,592 S. 039 7, 553 District of Columbia. . 20, 028 7,807 12, 221 i 2; 119 773 1, 346 17,909 ! 7,034 10,875 Florida . 84, 285 41,420 42,865 11,320 5,722 5, 598 72,965 35,698 37,267 Georgia . : 480,420 231, 880 248, 540 61,659 30,213 31,446 418, 761 201, 667 ■ 217. 094 Kentucky . i 262,954 131, 939 131,015 47, 904 i 21,798 26. 106 215, 050 110,141 104; 9G9 Louisiana . ! 381,145 183, 318 197,827 , 22,786 11,437 11,349 358, 359 171, 881 186,478 Maryland . | 101,947 49, 110 52,837 11,711 4, 836 6, 875 90, 236 44,274 45, 962 Mississippi . 351,461 170, 827 180, 634 44,458 22.413 22, 045 307,003 148, 414 158,589 Missouri . ! 152,844 75, 272 77, 572 1 35,460 1 16; 103 19, 357 117, 384 I 59,169 58,215 North Carolina . 386. 251 181, 228 205, 023 70,006 ; 28,899 41,107 316,245 1 152,329 163, 916 South Carolina . 338,659 159, 419 179, 240 1 39,216 I 18,824 20, 392 299,443 ! 149,595 158, 848 Tennessee . 306,930 150. 047 156, 883 60,892 27,089 33,803 246,038 122,958 123, 080 Texas . 314,018 156, 801 157, 217 1 40,470 1 19,670 20,800 273,548 i 137.131 ! 136,417 Virginia . j 312,120 157,890 154,230 * 37.515 17,969 19. 546 274; 605 > 139,921 134, 684 West Virginia . 1 SO, 105 41,429 38, 676 21 ; 561 | 9,540 12,021 j 58, 544 I 31,889 26, C55 Table 37. — Sixteen former slave States and the District of Columbia. — Illiterate white population 10 years of age and over, classified by sex and degree of illiteracy: 1900. States. Aggregate. Number who can read, but can not write. j Number who can neither read nor write. Total. Males. Fe¬ males. ! Total. Males. 1 Fe¬ males. Total, j j Males. | ■ Fe¬ males. Total . 1,480,095 731,896 748,199 1 316, 769 137, 780 178,889 1,163,326 ; 594, 116 j 569,210 Alabama . ! 104,883 50,812 | 54,071 ] 24.441 10,850 I 13,591 80,442 1 39,962 J 40,480 Arkansas . 77, 160 37,429 ; 39, 731 21,832 I 9,572 ; 12,260 55.328 ! 27,857 ! 27, 471 Delaware . 8,548 j 4, 499 4,049 1,159 489 670 7, 3S9 4,010 j 3, 379 District of Columbia.. 2,480 1, 007 1.473 1 336 86 250 2,144 921 1, 223 Florida . 19,184 9,214 9,970 3,486 1,568 ; 1,918 15, 698 7,646 ! 8, 052 Georgia . | 101,264 49,078 52,186 j 22,414 9.805 : 12,609 78, 850 39,273 ! 39,577 Kentucky . 1 174, 768 87, 496 87,272 38,836 17, 373 21, 463 135, 932 70,123 j [ 65, 809 Louisiana . 96, 551 48, 277 48,274 4, 894 j 2,443 2,451 91, 657 45,834 | | 45,823 Maryland . 38,694 18, 551 20,143 5, 932 : 2,180 1 3,752 32, 762 16,371 16,391 Mississippi . 36,844 19, 035 17,809 8,220 1 3,936 4, 284 28,624 15,099 ! 13, 525 Missouri . I 116,349 57,841 , 58,508 30,460 | 13,726 ! 16,734 85,889 44,115 ! 41, 774 North Carolina . | 175,907 82, 492 I 93,415 1 43,126 16, 633 1 26,493 132,781 65,859 | | 66, 922 South Carolina . 54, 719 26, 900 j 27,819 9, 871 4,371 5, 500 44,818 1 22,529 ! 22, 319 Tennessee . j 159, 086 77, 275 : 81.811 41,416 17, 439 ! 23,977 117, 670 59, 836 j | 57, 834 Texas . 146,487 75, 606 70,881 21,336 10, 136 11,200 125, 151 1 65,470 59, 681 Virginia . 98, 160 51. 866 l 46,294 1 19,144 8.679 | 10,465 79. 016 1 43, 1S7 35, 829 West Virginia . 69, 011 34, 518 34,493 19,866 8; 494 | 11,372 49,145 ! 26,024 ! ! 23, 121 ! 2344 EDUCATION KEPORT, 1902, Table 38. — Sixteen former slave States and the District of Columbia — Illiterate native white population 10 years of ' age and over, classified ly sex and degree of illiteracy: 1900. States. Ag gregate. Number who can read but can not write. Number who can neither read nor write. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total . . 1,857,532 673, 073 684, 459 304, 329 133, 044 171,285 1, 053, 203 540, 029 513,174 Alabama . . . 103, 570 50, 074 53,496 24, 265 10, 767 13,498 79, 305 39, 307 39, 998 Arkansas . . 76, 036 36, 849 39, 187 21, 616 9, 464 12, 152 54, 420 27, 385 27, 035 Delaware . 6,072 3,198 2, 874 876 391 485 5, 196 2, 807 2, 389 District. of Columbia. . 1,138 509 629 164 45 119 974 464 510 Florida . 17, 039 8,189 8, 850 3, 196 1,431 1,765 13, 843 6, 758 7,085 Georgia . 100, 431 48, 681 51, 750 22, 268 9, 731 12, 537 78,163 38, 950 39, 213 Kentucky . 169, 324 85, 256 84, 068 37, 807 17, 020 20, 787 131, 517 68, 236 63, 281 Louisiana . 82, 227 40, 862 41, 365 4, 374 2, 221 2,153 77,853 38, 641 39, 212 Maryland . 26, 432 13, 670 12, 762 4, 354 1,666 2,688 22, 078 12, 004 10, 074 Mississippi . 36,038 18, 557 17, 481 8,128 3, 882 4, 246 27, 910 14,675 13, 235 Missouri . 96, 405 49, 840 46, 565 26, 678 12, 404 14, 274 69, 727 37,436 32, 291 North Carolina . 175, 645 82, 338 93, 307 43, 097 16, 617 26, 480 132, 548 65, 721 66,827 South Carolina . 54, 375 26, 731 27, 644 9,815 4,349 5,466 44,560 22, 382 22, 178 Tennessee .' . 157, 3S6 76, 469 80, 927 41,196 17, 340 23, 856 116, 200 59, 129 57,071 Texas ". . . 95, 006 49, 935 45, 071 18, 348 8, 996 9, 352 76, 658 40,939 35, 719 Virginia . 96, 117 50, 609 45, 508 18,913 8,553 10, 360 77, 204 42,056 35, 148 West Virginia . 64, 281 31, 306 32, 975 19, 234 8, 167 11, 067 45, 047 23, 139 21,908 Table 39. — Sixteen former slave States and the District of Columbia — Illiterate foreign ivhite population 10 years of age and over , classified by sex and degree of illiteracy: 1900. States. Aggregate. Number who can read but can not write. Number who can neither read nor write. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total . 122, 563 58, 823 63,740 12, 440 4, 736 7,704 110, 123 54, 087 56,036 Alabama . 1,313 738 575 176 83 93 1,137 655 482 Arkansas . 1,124 580 544 216 108 108 908 472 436 Delaware . 2, 476 1,301 1, 175 283 98 185 2,193 1,203 990 District of Columbia. . 1,342 498 844 172 41 131 1,170 457 713 Florida . 2,145 1,025 1,120 290 137 153 1,855 888 967 Georgia . 833 397 436 146 74 72 687 323 364 Kentucky . . . 5, 444 2,240 3,204 1,029 353 676 4, 415 1,887 2,528 Louisiana . 14, 324 7,415 6,909 520 222 298 13, 804 7, 193 6,611 Maryland . 12, 262 4, 881 7, 381 1, 578 514 1,064 10, 684 4, 367 6, 317 Mississippi . Missouri . 806 478 328 92 54 38 714 424 290 19, 944 8,001 11, 943 3,782 1,322 2,460 16, 162 6,679 9,483 North Carolina . 262 154 108 29 16 13 233 138 95 South Carolina . 344 169 175 56 22 34 288 147 141 Tennessee . 1,690 806 884 220 99 121 1,470 707 763 Texas . 51,481 25, 671 25, 810 2, 988 1,140 1,848 48, 493 24, 531 23, 962 Virginia . 2,043 1,257 786 231 126 105 1,812 1,131 681 West Virginia . 4,730 3, 212 1,518 632 327 305 4, 098 2, 885 1,213 ILLITERACY IN THE UNITED STATES, 2345 Table 40. — Sixteen former slave States and the District of Columbia — Illiterate negro population 10 years of age and over, classified by sex and degree of illiteracy: 1900. States. Aggregate. Number who can read, but can not write. Number who can neither read nor write. Total. Males. Fe¬ males. 1 Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total . 2,739,126 1,316,056 1,423,070 287, 169 143, 020 144, 149 2,451,957 1,173,036 [ 1, 278, 921 Alabama . 338, 605 161, 708 176, 897 32, 890 16, 555 16, 335 305, 715 145, 153 160, 562 Arkansas . 113, 453 54, 015 59, 438 16, 182 7, 945 8, 237 97, 271 46, 070 51,201 Delaware . 8, S67 4, 367 . 4,600 780 354 426 8,187 4, 013 4,174 District of Columbia. . 17,462 6, 716 10, 746 1,776 680 1,096 15, 686 6,036 9, 650 Florida . 64, 816 32, 027 32, 789 7,830 4, 150 3,680 56, 986 27, 877 29, 109 Georgia . 379, 067 182, 719 196, 348 39,239 20, 403 18, 836 339, 828 162, 316 177, 512 Kentucky . 8i, 137 ! 44,417 43, 720 9, 066 4,424 4,642 79, 071 39, 993 39, 078 Louisiana . 284, 028 134,642 149, 386 17, 879 8, 983 8,896 266, 149 125, 659 140,490 Maryland . 63, 033 30, 340 32, 693 5, 763 2,640 3, 123 57, 270 27,700 29, 570 Mississippi . 313, 312 151,131 162, 181 36, 188 18,447 17, 741 277, 124 132, 684 144, 440 Missouri . 36, 390 17, 336 19,054 4,989 2,367 2, 622 31, 401 14, 969 16, 432 North Carolina . . . 208, 132 97, 688 110,444 26, 598 12, 121 14, 477 181, 534 85, 567 95, 967 South Carolina . 283. 883 132, 481 151,402 29, 344 14, 452 14, 892 254, 539 118, 029 136, 510 Tennessee . 147, 784 72, 728 75, 056 19, 470 9, 648 9, 822 128, 314 63, 080 65, 234 Texas . 167, 138 80, 919 86, 219 19, 115 9, 521 9, 594 148,023 71, 398 76, 625 Virginia . 213, 836 105, 921 107, 915 18, 366 9,285 9,081 195, 470 96,636 98, 834 West Virginia . 11, 083 6,901 4, 182 1,694 1,045 649 9, 389 5, 856 3,533 Table 41. — Sixteen former slave States and the District of Columbia — Total illiterate population 10 years of age and over, classified by sex and age periods: 1900. 10 to 14 years. ; 15 to 20 years. ! 21 years and oyer. States. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total . 519, 819 293, 499 1226,320 [581,826 820, 753 261,073 3,123,298 1, 437, 079 1,686,219 Alabama . 66, 072 36,827 I 29,245 67, 512 36,103 31, 409 310, 006 139, 649 170, 357 Arkansas . 26. 972 15,259 11,713 24, 488 13, 609 10, 879 139, 195 62, 615 76,580 Delaware . 845 497 348 1,416 847 569 15, 270 7,538 7,732 District of Columbia . 398 236 162 1.026 519 507 18, 604 7,052 11, 552 Florida . 8, 389 4, 855 3,534 10, 448 5, 716 4, 732 65,448 30, 849 34, 599 Georgia . 63. 329 36, 301 27,028 69, 466 37, 332 32, 134 347, 625 158, 247 189, 378 Kentucky . 21, 247 12, 405 8,842 28, 627 17, 006 11, 621 213, 080 102, 528 110, 552 Louisiana . 55, 691 29, 521 26, 170 61,963 31, 159 30, 804 263,491 122, 638 140, 853 Maryland . 5, 859 3,347 2,512 9,484 5, 411 4,073 86, 604 40,352 46, 252 Mississippi . 44, 334 25, 204 19, 130 51, 130 27, 566 23, 564 255, 997 118, 057 137,940 Missouri . 11, 660 6, 970 4,690 12, 582 7, 975 4, 607 128, 602 60, 327 68,275 North Carolina . 51, 190 28, 558 22, 632 53, 814 30, 012 23, 802 281,247 122, 658 158, 589 South Carolina . 51, 536 28, 363 23, 173 60, 720 31,540 29, 180 226, 403 99, 516 126, 887 Tennessee . 36, 375 21,065 15, 310 39, 083 23, 131 15, 952 231, 472 105,851 125, 621 Texas . 35, 491 20, 332 15, 159 40, 313 22, 686 17, 627 238, 214 113, 783 124, 431 Virginia . 34, 612 20, 348 14, 264 40, 168 24, 189 15, 979 237, 340 113, 353 123, 987 West Virginia . 5,819 3, 411 2,408 9,586 5, 952 3, 634 64, 700 32,066 32, 634 ED 1902 — YOL II - 74 2846 EDUCATION REPORT, 1902. Table 42. — Sixteen former slave States and the District of Columbia — Illiterate white population 10 years of age and over, classified by sex and age periods: 1900. 10 to 14 years. 15 to 20 years. 21 years and over. States. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total . 193, 751 Ill, 653 82, 098 194, 255 112, 752 81, 503 1, 092, 089 507, 491 584, 598 Alabama . 18, 804 10, 700 8,104 14, 992 8,498 6,494 71, 087 31,614 39, 473 Arkansas . 13, 256 7,835 5,421 10, 178 6,071 4, 107 53, 726 23, 523 30,203 Delaware . .. 295 181 114 588 373 215 7,665 3, 945 3, 720 District of Columbia. . 43 23 20 98 40 58 2,-339 944 1,395 Florida . 2, 478 1,455 1,023 2,132 1,201 931 14, 574 6,558 8, 016 Georgia . . 14, 923 8, 798 6, 125 13, 508 7,822 5,686 72, 833 32, 458 40, 375 Kentucky . . 16,290 9, 453 6, 837 21, 066 12,526 8, 540 137, 412 65, 517 71, 895 Louisiana' . . . 14, 513 7,813 6,700 16, 167 8, 425 7,742 65, 871 32, 039 33, 832 Maryland . 1,803 1,061 742 3,077 1,812 1, 265 33, 814 15, 678 18, 136 Mississippi . 6, 156 3, 732 2,424 4, 964 3,010 1,954 25, 724 12, 293 13, 431 Missouri . 9,872 5, 920 3,952 10,195 6, 511 3,684 96,282 45, 410 50, 87 2 North Carolina . 25, 444 14, 298 11,146 24, 172 13, 720 10, 452 126,291 54, 474 71, 817 South Carolina . 9, 996 5,654 4,342 9,508 5, 381 4,127 35,215 15,865- 19, 350 Tennessee . 21, 473 12, 446 9 927 20,893 12, 411 8,482 116,720 52, 418 64, 302 Texas . 20, 819 11, 882 8,937 21,333 11, 934 9, 399 104,335 51, 790 52,545 Virginia . . 12, 258 7,261 4,997 13, 197 8,112 5,085 72, 705 36,493 36, 212 West Virginia . 5, 328 3,141 2, 187 8,187 4, 905 3, 282 55, 496 26,472 29, 024 Table 43. — Sixteen former slave States and the District of Columbia — Illiterate negro population 10 years of age and over, classified by sex and age periods: 1900. States. 10 to 14 years. 15 to 20 years. 21 years and ovex. Total. Males. Fe¬ males. Total. Males. Fe¬ males. Total. Males. Females. Total . Alabama - - Arkansas . Delaware . .. District of Columbia. . Florida . . .. Georgia . Kentucky . . Louisiana _ _ Maryland _ _ Mississippi . Missouri . . North Carolina . South Carolina . Tennessee - - Texas . . . Virginia . . . West Virginia . . 325, 396 181, 470 143,926 386, 755 207, 583 179, 172 2, 026,975 927, 003 1, 099, 972 47,249 13,716 550 355 5,865 48, 406 4, 952 41, 125 4, 058 37, 960 1.786 25, 448 41, 535 14, 900 14, 648 22, 354 491 26,117 7, 424 316 213 3,366 27, 503 2,950 21, 681 2, 286 21, 365 1,049 14, 079 22, 705 8,618 8, 441 13,087 270 21,132 6, 292 234 142 2,499 20, 903 2, 002 19, 444 1, 770 16, 595 737 11,369 18, 830 6,282 6,207 9, 267 221 52,499 14,308 827 926 8,268 55, 954 7,553 45, 725 6, 400 45, 907 2, 380 29, 327 51,208 18, 181 18, 931 26, 962 1, 399 27, 594 7, 537 473 479 4, 490 29, 506 4,477 22, 699 3,592 24, 435 1,458 16, 120 26, 158 10, 714 10, 734 16,070 1, 047 24, 905 6, 771 354 447 3, 778 26, 448 3,076 23, 026 2, 808 21, 472 922 13,207 25, 050 7,467 8, 197 10,892 352 238,857 85,429 7,590 16, 181 50, 683 274, 707 75,632 197, 178 52,577 229, 445 32, 224 153, 357 191, 140 114,703 133,559 164,520 9,193 107, 997 39, 054 3, 578 6,024 24, 171 125, 710 36, 990 90,262 24,462 105, 331 14, 829 67, 489 83, 61S •• 53, 396 61,744 76, 764 5,584 130, 860 46, 375 4,012 10, 157 26, 512 148, 997 38, 642 106, 91-6 28, 115 124, 114 17, 395 85, 868 107, 522 61,307 71, 815 87, 756 3, 609 m CHAPTER LIII. CURRENT TOFICS. Contents. — Compulsory attendance and child-labor laws. — Consolidation of schools and transportation of pupils. — Teachers’ pensions. — Foreign students in German universities. — Higher commercial education. — Salaries of officers and supervisors of instruction in certain cities.— Teachers’ salaries in cities. — Regulations relating to corporal punishment in cities of over 100.000 inhabitants. — Temperance education in the United States.— Benefactions to education. — Coeducation of the sexes. — Free text-books. — Education in Cuba and Mexico. — Statistics of education, libraries, books, and periodicals in Japan. — The General Education Board. — Education as a factor in suc¬ cess. — The celebration of Founder’s Bay at Tulane University. — Religious exercises in the public schools. — Statistics of elementary education in foreign countries. COMPULSORY ATTENDANCE AND CHILD-LABOR LAWS. The following table has been brought, so far as practicable, down to the date of this report, and in the case of many of the States the legislation of 1903 has been given. Since the last annual publication of this table Iowa has been added to the list of States having compulsory-attendance laws. The term of required attendance has .been extended so as to embrace the full school year in Kansas, Montana, North Dakota, Oregon, and Wisconsin, while in Colorado a like extension has been made to apply to all the schools of the State (instead of being limited to certain districts). In Vermont the compulsory period has been extended from twenty to twenty- eight weeks, in West Virginia from fifteen to twenty weeks, and in Washington from twelve weeks to four months (six months in graded school districts). The age limits between which attendance is required have been extended one year in Con¬ necticut, Kansas, Nebraska, and Vermont, and two years in Colorado. In New Mexico the age limits have been changed from 8-16 to 7-14, a reduction of one year. It will be noticed that the trend of legislation is strongly in the direction of requir¬ ing the children who are subject to a compulsory law to attend the full term that the schools are in session. This is now the practice in 17 States. Many additions and changes have been made in the child-labor laws, particularly in the direction of exacting a certain term of school attendance, or requiring a knowl¬ edge of reading and writing, as a condition of children engaging in employment, and prohibiting altogether the labor of the younger children. A number of the Southern States passed new laws in 1903 restricting and regulating the employment of chil¬ dren; among these are North and South Carolina, Alabama, and Texas, and probably Arkansas and Virginia. Illinois strengthened its child-labor law, while an attempt to accomplish the same object in Pennsyl vania resulted in a complete defeat, the proposed law not even having been reported back by the committee to which it had been referred. A law governing child labor failed of . passage in Georgia. No attempt has been made in the table to note the States regulating the hours of labor of minors where such labor is permitted. Such regulations are now very general. Many States forbid, or permit only under restrictions, occupations dangerous to the life, limb, morals, or health of children. In some States the employment of children hi begging, theatrical and circus exhibitions, on dangerous machinery, in occupations requiring the handling of intoxicating liquors, night work, etc., is spe¬ cifically forbidden. I 2347 COMPULSORY EDUCATION. CHILD LABOR. « 2348 EDUCATION REPORT, 1902. COMPULSORY ATTENDANCE AND CHILD-LABOR LAWS. 2349 provisions relating to compulsory attendance and child labor — Continued. 2350 EDUCATION REPORT, 1902. COMPULSORY ATTENDANCE AND CHILD- LABOR LAWS 2351 S3 A-2P i phi lil1!s O |.S 2)| a 3o4P n^um p 32 11 18 r- “ K l!§ HI 1ft III !r: g5g So, is si? i-s-s mill Pllil flfc 3gtf£| s-*s»: l» IS 2 2 - q Utrr ffl ■ rj 3g5g2 cs i-i x qs = 52 . .. p ^ 3 ° gS*&-8‘ H.nCosS h o-- c o ^ 33 2££ O . ge*&Vg£l ^71-2 "2=2 2 3 .2 S 3 4a! a *s;i*r3 |sS i-s4i tfss»-.pgE-sS':n-&|"S5 ^•3£ £33g '3£2is.S£:H'3SS^2S2H>* ^ ^ CC (M O xa< g i±£S 2 Ills 2. Is si I llll | sill hem a ZB Si « Hill! ^ O ^ S3 g Ch §5 O la 2 «§ Sg Jill S q ^r-tr ;cjg a» & &o*fg £>= S-0 fill- >5 oV, §» „ar |S 13 SS §3 11 U h 32° 3*| ill. gj^a l-sff ifS nil | = sa a To 16 if unemployed. rfNot applicable to children over 13 who can read and write and are regularly employed in useful service. &To 16 if unable to read and write English. eNot applicable to children over 13 who are lawfully employed. 0„To 15 if unemployed. Statutory provisions relating to compulsory attendance and child labor — Continued. 2352 EDUCATION REPORT, 1902. a To 16, if not regularly and usefully employed at home or elsewhere. & Penalty only for child' 7 to 16, or one living idly and loitering about public places. CONSOLIDATION AND TRANSPORTATION. 2353 CONSOLIDATION OF SCHOOLS AND TRANSPORTATION OF PUPILS* [For further information on this subject see the Annual Report cf this pffice for 1894-S5, Yol. II, pp. 1469-1482; 1895-96, II, 1353-1358; 1898-99, I, 526-529; 1899-1900, H, 2581-25S4; 1900-1901, I, 161-213, and II, 2396-2402. The June, 1903, number of the Western Journal of Education (San Francisco) is devoted especially to the consolidation of school districts a»d the transportation of pupils. A useful and general com¬ pilation of information on the subject is given in the Iowa Sch. Rep., 1900-1901, pp. 30-97. See also Indiana Rep., 1901-2, pp. 725-763; N. C. Rep., 1901-2, pp. xviii-xxvi and 365-373; Minn. Rep., 1901-2, pp. 271-290; Mich. Rep., 1901, pp. 6-34; Conn. Rep., 1902, pp. 186-190; Kans. Rep., 1901-2, pp. 33-48; The Review of Reviews, Dec., 1902, pp. 702-710.] The practice of consolidating two or more small schools and transporting the more distant pupils of the discontinued schools to the central (usually graded) school at the public expense has been resorted to, either under specific provisions or under the general authority of the law, in the following States: California, ® Colorado,® Con¬ necticut, Florida, Georgia, Indiana, Iowa, Kansas, Maine, Massachusetts, Michigan, Minnesota, Nebraska, New Hampshire, New Jersey, New York, North Dakota, Ohio, Pennsylvania, Rhode Island, South Dakota, Vermont, Washington,® and Wisconsin. Notable movements toward the consolidation of schools, but without the feature of transportation, have been recently inaugurated in North Carolina and Missouri. Some progress in the same direction has also been made in Louisiana. The following tables give the available statistics on the subject. It will be seen that Maine expends the largest proportion of its school money for transportation, about 3J per cent of the total. In Connecticut the proportion expended for trans¬ portation is minute (about one-tenth that of Maine). Per cent of total expenditure used for transportation. Maine. Vermont. Massachusetts. 1 Connecticut. New Jersey. School Expended Per Expended Per Expended Per Expended Per Expended Per year. for trans¬ cent of; for trans¬ cent of for trans¬ cent of for trans¬ cent of for trans¬ cent of portation. total. portation. total. portation. total. portation. total. portation. total. 1888-89 . . . $22, 118 0.29 1889-90 . . . . 24, 145 .29 1890-91 . . 30^ 649 . 36 1891-92 . . . 38, 726 .42 1892-93 . 50, 590 .52 1893-94 63,618 .64 1894-95 . . . $12, 941 1.41 76, 608 .72 1895-96 . . . $47, 739 2. 91 18, 429 1.73 91,136 . 77 . 1896-97 . . . 28, 818 1.81 18, 521 2.04 105, 317 ■ .85 1897-98 . . . 38, 961 2. 41 18, 306 1.96 123, 032 .90 $11,416 0.38 1898-99 50,118 3.20 20, 881 2. 14 127, 409 .92 10 , 752 .34 1899-1900 . 51, 050 2.98 26, 492 2. 47 141, 754 1.03 9, 817 .31 1900-1901 . 54, 037 3.13 32,034 2. 90 151, 773 1.07 12, 838 .38 $4, 421 0.06 19-91-2 .... 62, 179 3.46 36, 563 3.34 165, 597 1.09 6,435 .09 Expenditure per pupil transported. School year. Vermont. Connecticut. Number of pupils trans¬ ported. Average cost. Number of pupils trans¬ ported. Average c-ost. 1894-95 . „ . 921 $14. 05 1895-96 1 = i . 1,347 13.68 1896-S7 ..■.W. _ l . 1,309 14. 15 1897-98 .L.v.J _ l . 1.574 11.63 849 $13. 45 1898-99 L A : ...v . 1,652 12.64 773 13. 91 1899-1900 . L . . . . . . . 2, 062 12. 85 639 15. 36 1900-1901 . 2,540 12. 61 780 16.46 1901-2 . 2,517 14. 53 a Law of 1903. 2354 EDUCATION EEPOET, 1902. In Vermont, the average annual cost per pupil for- the 8 years tabulated has been $13.27, which, with a school term of 155 days, makes the expense of transportation about 8| cents a day for each pupil. In Connecticut, with a school term of 189 days, the daily cost for 4 years has been about 7f cents. These are averages. In individual cases the cost varies greatly, according to the particular circumstances in each case. While this movement of consolidation has spread to all parts of the country, it is only in a few localities in any State that the system has been adopted, and in fewer still that, it has become a settled policy. Generally it is in the experimental stage. The practical working of systems of centralized schools, wherever they have been established, is being watched with more than ordinary interest by school officials in nearly all sections of the Union, as furnishing a possible solution of the problem of improved rural schools. There is a natural reluctance on their part to enter upon any far-reaching changes whose wisdom has not been practically demonstrated by examples and objeet lessons in their immediate neighborhood and under similar conditions — topographical, climatic, racial, economical, administrative, etc. ‘ ‘ I think most of the boards,” writes Supt. E. H. Wood, of Jerauld County, S. Dak., “would be glad to have the plan tried in an adjoining county. They do not care to be educated by facts and figures from abroad and are loath to experiment. ” At to the contagious influence of a concrete example near by, Mr. C. G. Williams, trustee of a consolidated district in Ohio, says: As further evidence that centralization is here to stay, attention should be called to the fact that while Gustavus was the first township in this county to adopt this system, since we have adopted it every township adjoining us has adopted it and at the present time has in operation similar schools. Those who are nearest us seem to be most favorably impressed with its benefits. In this, as in considering any other innovation, school authorities are justified in exercising a prudent conservatism. Not all examples are as successful as that of Gustavus Township. The following account, for instance, is a statement of the experience of the consolidated school of Broadlawn, N. Dak. (N. Dak. Rep. 1901-2, pp. 300-301): During the -winter of 1901-2 an eight months’ term was held, with partial success. Four routes, from 8 to 10 miles long, were established. The vehicles used for trans¬ porting the children were furnished by the district. Many complained about their children taking cold on the way to and from school, for it required from one and one-half to two hours to make the trip. Smallpox and scarlet fever also interfered with the working of the school. One hundred and five pupils were enrolled, with an average attendance of 48 for the entire term. The irregular attendance caused poor work to be done. Transportation charges and teachers’ wages amounted to $250 per month, not counting incidentals. The school is in its experimental stage, but I think it will be a success in time. Broadlawn district will open four rural schools this fall, and the consolidated school during the winter months. It should be said, howrever, that few such cases of indifferent success have come to the notice of the Bureau; when they occur they are probably often due to defects in the details of management, arising from inexperience, or else to local or excep¬ tional conditions. The possibilities of consolidation in the way of furnishing better and cheaper schools have been fully demonstrated, and such being the case its general adoption would seem to be only a question of time. PRESENT STATUS. CALIFORNIA. Two or more school districts in the same county shall be formed into a union school district when so voted at elections held in each of the districts, wffiich must be called by the county superintendent for that purpose on petition of the majority CONSOLIDATION AND TRANSPORTATION. 2355 of heads of families in each district. Joint union school districts may be formed of school districts not in the same county. Methods of procedure for determining the location of the union school or schools are minutely prescribed, also composition and powers of boards of trustees. Course of study to be not less than eight years. The board of trustees of a union district may contract for the transportation to and from school of such pupils as may seem to be in need of such transportation and pay therefor out of any funds available for the purpose; but such contract must first be approved by the county superintendents (Stats, 1903, ch, 252, sec. 1674 of Code. ) On May 2 an election was held in San Diego County to vote on the proposition to unite the districts of Merle, Hope, and Encinitas into a union school district. The election was carried, and this becomes the first union under the new law. The future of this union will be watched with interest, (Western Jour. Ed. , June, 1903. ) COLOBABO. Two or more contiguous school districts maybe consolidated by a majority vote of each district at meetings called upon petition of a stated number of legal voters. (Act approved Feb. 17, 1903. ) A district school board, when authorized by a. majority vote at a school meeting, is required to “furnish transportation to and from school to all pupils living more than two miles from the school building; and may, at their discretion, provide for the transportation of any and all pupils residing nearer than two miles from the cen¬ tral building.” The school board, however, may board the pupils near the school if cheaper than transporting them. In either case they may pay the expense out of the common school fund, and must levy a tax for the purpose when authorized by a vote of the district. Or a district board, when authorized as before, must suspend the district school and make arrangements with another district for the instruction of all the pupils, and provide for their transportation, meeting the expense of tuition and transportation as before. (Act approved Feb. 16, 1903.) CONNECTICUT. A law of 1889 provided for the discontinuance of small schools and in certain cases their union with schools of adjoining districts. In 1893 free transportation of pupils was authorized. In 1897-98 the number of schools closed was 84; pupils transported, 849; cost, $11,416. In 1900-1901 there were 780 children transported, at a cost of $12,838. , The following very instructive table, from the Connecticut School Report of 1900-1901, gives many suggestive details regarding this subject. Conveyance of children in Connecticut. Town. m ; x 1 s-» o 2 1 . % Cost | for year 1900-1901. Remarks. Berlin . 1 32 $199. 00 The plan was satisfactory to parents and beneficial to schools. 3 children in fifth district attend school in third district. Bozrah . i 3 (a) Branford . l 16 228.00 Short Beach district carried the children to the Center district. ! We have a covered bus in the winter and for stormy days: plan I was satisfactory to parents and beneficial to schools.’ Bristol., . l 60 600.40 $1 per day to carrier in district No. 9, $10 per year to each pupil from remote districts, if they attend high school. Brooklyn . 1 6 104.00 No other reasonable way to provide for these pupils. ! We have paid town of Scotland 75 cents per week for conveyance and tuition of 1 scholar. Canterbury. . . . 1 28.50 Chaplin . l 6 116.00 : 6 scholars formerly attending- at Mount Hope district in Mansfield, have for the past 2 years been carried to our Center School; carrier was to furnish covered team, plenty of blankets, and make regular and punctual trips; town to pay 66f cents per 1 diem; 3 miles each way; plan was satisfactory, a No cost. 2356 EDUCATION REPORT, 1902. Conveyance of children in Connecticut — Continued. Town. Number schools closed. 1 Number children carried. Cost for vear 1900-1901. 'Remarks. East Granby. . . 1 14 898. 00 14 were transported from district No. 6 to Tariffville for fall and winter terms; they walked during spring term; plan was satis¬ factory. East Haddam.. 1 14 140. 05 Paid in proportion to distance and days attendance; plan was not satisfactory to parents, but it was beneficial to schools. East Haven.... 15 324. 00 Conveyance was by stage and cars; plan was satisfactory to parents and beneficial to schools. East Lyme . ° 15 870. 00 5 pupils conveyed from Macks Mill to Flanders; 5 from Boston to Niantic; 5 from Black Point to Niantic; all by contract; not gen¬ erally satisfactory to parents, but beneficial to schools. Easton . 6 84. 00 Arrangements were made with the person who conveyed the children that he should go every day for so much a term; plan was generally satisfactory to parents. East Windsor. . 3 15 573. 10 Children were carried from ninth to first district, from fourth to fifth district, from second to first district; some carried by town team and others by individuals; plan was satisfactory to parents and beneficial to schools. . Enfield . 1, 233. 75 Paid so much per week for teams, and street railway issued half¬ fare tickets for school'children. Fairfield . 5 90 810. 00 About 90 children from 5 districts near Greenfield to Greenfield school; we like the plan better every year. Farmington ... 1 10 4 or 5 children have been carried from the North East district and 5 or 6 from the East Farms district to the Center; in both cases on the trolley; plan was satisfactory to parents and beneficial to schools. Goshen . 1 4 60.00 North Goshen school, 4 children who are about 3 miles from the schoolhouse; verbal contract; plan was satisfactory to parents and beneficial to schools. Griswold . 2 16 231. 10 Conveyed by parents in most cases; all satisfied. Harwinton .... 1 8 135. 00 Children from school No. 6 have been conveyed to and from school No. 10; children were met at corner near their homes at certain hours and left there at night. Killingly . 3 21 489. 00 From Mashentuck district to Valley district, about 4; from Ledge district to South Killingly district, about 10; from Horse Hill district to South Killingly" district, about 7; contractors call at the homes to take and leave children in stormy weather, other¬ wise take and leave them at convenient points on the route; plan was satisfactory to parents and beneficial to schools. Lebanon . 1 3 48.00 District No. 11 to district No. 12, 1 scholar; district No. 11 to district No. 10, 2 scholars; conveyed by parents; plan satisfactory to all. Lisbon . 11 312. 00 Arrangements were made with the person Avho conveyed the children to furnish suitable conveyance for all weather and to see that the children were on time; plan was satisfactory to parents and beneficial to schools. c Litchfield . 1 16 258. 00 We transported from Marsh district to Northfield by contract; plan was satisfactory. Meriden . 1 («) Scholars are carried by trolley, and the arrangement seems satis¬ factory to all. New Britain... 1 30 375. 00 Children have been carried from Stanley Quarter to Bartlett School; arrangements were made to transport them safely and comfortably at a specified sum per week; plan was satisfactory to parents and beneficial to school. New Hartford . 1 11 266. 00 Carried from South East to South East middle district. Norfolk . 1 4 18. 90 6 cents apiece a day, as shown by the register, carried 4 miles by family; plan satisfactory to parents but not to carriers; of the very highest benefit to the scholars concerned and so to the school. North Haven . . 1 6 90. 00 Children were carried from district No. 5; plan was satisfactory to parents and secured better attendance. North Stoning- ton. Old Savbrook. . 2 6 90 136. 00 The lowest bidder transported 4 children from No. 8 and 2 from No. 12; plan was satisfactory to parents and beneficial to schools. Children have been carried to the graded school from different parts of town; time and route were specified and stipulations covering the keeping of order; the plan suited all. Plainfield . 1 7 190. 80 4 were carried from South district to Plainfield, 1 from Black Hill to Plainfield, 2 from Black Hill to Central; carrier received 20 cents a day and in one case 40 cents. Plainville . 28 320.00 Children were carried from parts of the town at a distance from the school in a covered wagon both waya* every- ’sehfrof day; plan was satisfactory to parents and beneficial - to ‘school;-' ) Redding- . 1 9 60.00 To Ridge School, 7 pupils; to Center School, 2 pupilsjT serial fam¬ ilies conveyed their own children. Scotland . 46 616. 72 Required to provide comfortable conveyance. a No cost. CONSOLIDATION AND TRANSPORTATION. 2357 Conveyance of children in Connecticut — Continued. Town. Number schools closed. Number children carried. Cost for year 1900-1901. Remarks. Southington... 1 8 848. 00 The board offered 20 cents for each child for every day of actual attendance; plan was not satisfactory to the parents; children attended only one term, no one was found who cared to convey the children at 20 cents per day; we are now returning to the old plan of contracting for the conveyance of all children in the district for the year; have found such a good vehicle and driver that there will be no excuse for nonattendance; still the par¬ ents want their school reopened; there are only 9 children in the district and 6 of them live If miles or more from the school- house. Stamford . 1 16 130. 00 A trolley car was run at the expense of the town during the win¬ ter term, to convey children living at Shippan Point to and from the William Street School; the streetcar company was paid $2 per day for 13 weeks. Sterling . 3 15 409.45 Lowest bidder conveyed children from No. 2 to No. 4, and from Nos. 6 and 8 to Nos.' 7 and 13; plan was satisfactory to jjarents, but it is of doubtful benefit to schools. Stonington _ 1 6 152. 30 From No. 19 to No. 2, 4 children; from No. 15 to No. 14, 2 children. Thomaston . . . . («) 2 33.00 Town paid $1 per week for care and feed of horse for a party who lives quite a distance from school. Waterford . 1 (6) 200. 00 These children formerly attended school in East Lyme, but since that town discontinued its school (in a joint district) they have been conveyed to the nearest school in our town. Westbrook .... 1 2 20.00 Discontinued Kirkland School, transported children to Hayden School; parent moved to vicinity of school and school board allowed above sum for transportation; the plan was satisfactory. West Hartford. 3 30 688.50 Children were carried from the northern part of the town to the center; town furnished omnibus; driver furnished horses, etc.; plan was satisfactory to parents and beneficial to schools. Westport . c 2 8 251. 75 6 pupils were carried to West Saugatuck from Poplar Plains, 2 from North to Cross Highway; plan was not satisfactory at Pop¬ lar Plains, and school was reopened. Winchester .... 4 12 229.40 Each parent or guardian was paid for conveying his own children; satisfaction has gradually increased. Windham . 60 1, 494. 60 Carried 45 pupils to Windham Center and 15 to Windham street. Parent carried his own children from Flanders to Bethlehem. Woodburv . 2 30. 00 Woodstock .... 1 10 131.25 The plan was satisfactory to parents and beneficial to schools. Total, 49 towns. 59 790 12, 83S. 57 a Winter term, 1. & All who required it. c For 6 months, 2. FLORIDA. 1 1 Several counties have inaugurated the system of consolidating the smaller schools and transporting the pupils by wagons.” (Fla. Rep., 1900, p. 19.) In the few counties in which consolidation and transportation have been tried the general verdict is that the more important advantages accruing are the following: 1. Decreases the aggregate cost of rural schools or gives greater efficiency at the same cost. 2. Secures to the pupils better instruction, better buildings and equipment, and longer periods for recitation. 3. Insures closer supervision by officials and stronger principals. 4. Conduces to better health and morals. 5. Continues in school country maidens liable to remain at home because of vaga¬ bond tramps or large bodies of employed negroes in certain localities. 6. Holds in school youth advanced beyond the curriculum and discipline of most small schools. 7. Relieves mothers anxious about their girls and children of tender years. 8. truancy and diminishes irregularity. 9. Cause's to attend many out of reach of a school without transportation. 10- Enhances the value of the instruction, because the larger the number of pupils the fewer the grades per teacher, and the more of himself the teacher is enabled to give to each pupil. 11. Awakens healthy rivalry through the inspiration of numbers. 2358 EDUCATION REPORT, 1902. 12. Makes compulsory’attendancemore feasibleand justifiable. (Ibid., 1902, p. 28.) Expended for transportation of pupils, 1901, $3,225; 1902, $5,427. Supt. George P. Glenn, of Duval County, reports: Of 45 one-teacher schools for white children, existing in Duval County in 1896, only 10 now remain. Within a year or two these will be merged into concentrated schools located in Duval or one of the adjoining counties. County line concentration is an important phase of this new system of organizing and conducting rural education. A very practical illustration of the feasible working of such a plan is found in the Maxville school now in operation on the county line between Clay and Duval. The superintendents of these two counties chose a site for the school according to a pre¬ vious agreement that the county having the preferable site should build a suitable house and that the other should furnish the equipment, and that each should incur half the current expenses of the school when in operation. The most eligible site fell on the Clay County side of the line, and there now stands a substantial, well-lighted building of three commodious rooms, each accessi¬ ble by means of a roomy hall and an attractive veranda, all representing Clay Coun¬ ty’s faith in Duval County’s pledge to furnish and equip it. Duval provided 96 new patent sittings for pupils, 3 tables for teachers, 180 square’ feet of hyloplate black¬ board, 3 stoves with fixtures, a globe, maps, and window shades, and will continue to supply all portable appliances necessary. The teachers and patrons of this school are delighted with an enrollment of 80 pupils and an average attendance of 80 per cent. This school solves the problem of complete concentration of rural schools in Duval County and illustrates the feasibility of assimilating the school interests of adjoining counties to such an extent as to form a State system of concentration. Twelve of these schools are now in operation in Duval, each accommodating the children of about 60 to 100 square miles of territory. The concentration of the children into these new schools is accomplished by means of wagonettes, especially designed for the purpose, and provided by the board of public instruction at public expense. Twenty-seven of these comfortable vehicles are now running at an average cost of $23. 33 per month each. These conveyances enable us to close 24 of the old one-teacher schools, the cur¬ rent cost of which, if in operation, would have been not less than $45.50 per month for each. Hence the transportation system now in operation produces a current saving of $462 per month over the old system. Taking from this the increase of salaries for eight assistants at the centralized schools, $225, and there is still left a net saving of $237 per month. Financially, therefore, concentration in Duval County is a very decided success. (Fla. Rep., 1902, 264-265.) State Superintendent Sheats reports that concentration and transportation are being tried in a few counties. The subject is being agitated throughout the State; the movement is making some progress, but as elsewhere has much opposition to contend against. GEORGIA. Several counties in Georgia are experimenting with the transportation of children. * * * In general, the work in each county has proven satisfactory, both as to cost of operating the system and the quality of the increased service received. (M. B. Dennis in Ga. Rep., 1901, p. 104.) INDIANA. The trustee or trustees of a school district or corporation, upon petition of a major¬ ity of voters for the abandonment of their schools and the consolidation of their schools with others in the same township, must comply therewith. (Ind. Sch Law, 1901, sec. 116.) No township trustee may abandon any district school without written consent of the majority of voters, excepting schools with an average attendance of 12 or less. A school so abandoned must be reestablished upon written petition of two-thirds of the voters. (Sec. 117.) There are “ 181 wagons transporting 2,599 pupils at public expense in two-thirds of the counties of Indiana.” (Ind. Rep., 1902, p. xi.) CONSOLIDATION xiND TRANSPORTATION. 2359 State Superintendent Frank L. Jones, in his report for 1902 (pp. 727-763) , gives an account of the progress of improvement in the rural schools in Indiana, from which it is learned that the school officials, State and local, have come to the conclusion that the small school must be abandoned, and that the only question now is one of means. More than one-half the rural schools are tod small to be profitably main¬ tained. Both the sentiment of the public and the State laws are helping to promote the consolidation of schools, which “seems to be progressing as rapidly as any new movement should. A gradual adjustment will be looked upon with favor by the patrons, a majority of whom should at all times be in accord with it.” The following letter to State Superintendent Jones gives a parent’s view of consoli¬ dation : ^oyerton, Ind., October SO, 1902 . Mr. F. L. Jones, Superintendent, Indianapolis, Ind. Dear Sir: Your letter or request is at hand, asking my opinion about consolida¬ tion of schools. While I have not fully considered the subject, and at the same time the consolidation of schools being almost in infancy, it is yet too soon to determine what is best, but will reply. In the beginning I was not in favor of consolidation of schools; can not say that I am yet. While the children may learn some faster, having the advantages of being in larger classes and have most likely better teachers and other surroundings, yet there are some objections of vital importance. While we all love to have our children educated, wTe must not force them too fast. At the same time wTe must learn to look after their health, whether it is best to crowd so many in one room or house them like sheep in a fold. One great objection of con¬ solidated schools over the district schools is this: If fatal diseases are carried or start in these schools, then most all of the children of the township are exposed to it. Then, under the ruling of the board of health of our county, the school must close from thirty to forty days, while in district schools if one is exposed the other schools not exposed can go on. Still more, I am not certain the hauling of the chil¬ dren is the .best for them at all times. True, there are days in stormy weather of rain and sleet the hauling of them is nice, but in general is it not better for them to walk to school for health by having exercise than to leave a warm room, jump into a cold wagon, and ride from 1 to 3 miles? These are thoughts that must come into the mind of every parent if the hauling system is to go on. I would have the township trustee to be very careful in hiring the teams, get good, gentle teams and careful drivers. Now to the point: I have been in Hamilton Township, this county, over forty- seven years; have paid my taxes to help build all the schoolhouses in the township, and we had good schools; the people were satisfied. Now, under the consolidation, the schoolhouses are going down, school lots not cared for, windows being broken; good many of the people are feeling sore as to the property loss of thousands of dol¬ lars; and now, if the consolidation of schools is to hold good, there must be greater temples built. More rooms to accommodate the children — more taxes. The Ameri¬ can people are progressive, but they are going at a rapid rate. I am not an old fogy on the subject at all. You wanted my views. I do not think it will be long till they will fall back to the district schools. Many of the profound scholars of the day never saw a consolidated school or were hauled to school in a wagon. While this new system may prove better than many believe, yet it is to be thoroughly tested before final decision. Not condemning the school so far as it has been going on and hope it may prove better for all than many of us think, yet with what advantage children have over the district schools will hardly warrant a success. Yours, truly, T. F. Kirby. The Lagrange County board of education have adopted the following form of con¬ tract with drivers: SCHOOL CONVEYANCE CONTRACT. - Township, Lagrange County, Indiana. This article of agreement made and entered into this — day of - , 190-, by and between - , of Lagrange County, in the State of Indiana, and - school township, in the said county and State. 2360 EDUCATION REPORT, 1902. Witnesseth, that the said - , party of the first part, doth hereby agree to and with the said - school township, party of the second part, as follows, to wit: That the said - will convey by spring hack all children Herein stated: - , - , and such other children of school age whose parents may later reside on the route or in the district. The transportation route shall be as follows: - : - .. The said party of the first part further agrees to arrive at - between — a. m. and — a. m., standard (sun) time and to leave said scl.oolhouse promptly at the close of each day’s session and convey the foregoing pupils to their respective homes as expeditiously as possible in the same general manner as in the morning. He shall strictly prohibit profane or obscene language and boisterous conduct in or about the hack. The said party of the first part further agrees not to use tobacco while in charge of the children, neither will he permit its use by any pupils while in his cus¬ tody. The pupils shall be conveyed with due regard for their comfort, and the team shall not only be safe but reasonably speedy. (Additional considerations.) - . The services of the said party of the first part shall commence on the — day of ■ - , 190-, and continue throughout the school year for such days as the school shall be in session. The said party of the first (second) part shall provide a comfortable and safe con¬ veyance, and said vehicle shall be so constructed that it can be entirely closed during inclement weather. (Additional considerations. ) - . The said party of the second part, in consideration of the prompt fulfillment on the part of the party of the first part, contracts and agrees to pay - dollars per day for services rendered as above stated. In case party of the first part fails, neglects, or refuses to faithfully do and perform each and every one of the covenants and agreements herein specified on his part to be performed, then this contract shall be void at the option of the party of the second part, and the party of the second part may immediately bring suit on the bond annexed hereto for any damages sustained to the party of the second part by reason of the failure of the party of the first part to perform his covenants and agreements herein contained. In witness whereof, the above-named parties have signed the above contract this — day of - , 190-. Party of first part, - ^ - , Party of second part, - By - , Trustee. Know all men by these presents, that we, - - and - are held and bound unto the State of Indiana in the sum of - dollars, for the payment of which we do bind ourselves jointly and severally. The condition of this obligation is such that we do hereby guarantee the full performance of all conditions specified in said contract on the part of said - to be kept. Now, if the said - shall faithfully fulfill all the requirements men¬ tioned, then this obligation to be void, otherwise to be and remain in full force. Witness our hands and seals this — day of - , 190-. - . [seal.] - . [seal.] State Superintendent Frank L. Jones submits the following opinion upon the mat¬ ter of transpdrtation contracts: “I am not in favor of letting contracts for conveying pupils. It is not a matter which can be lumped off to the lowest bidder. It would be as sensible to employ teachers upon this basis. The law' does not contemplate that the contracts for transportation should be made in this way. It is entirely proper for a trustee or advisory board or both to fix the amount that will be paid and then select the best man for the work at that price.” IOWA. An early law (sec. 2800 of the code) provided for the consolidation oF tths^mrai! independent districts composing a township. Under this statute the penptfeof: BiU# falo Center Township organized themselves into a school township in 1895'. It was not proposed at the time to consolidate the schools, but a demand for better school CONSOLIDATION AND TRANSPORTATION. 2361 facilities arose, and during the succeeding four years all the rural schools of the town¬ ship except two were closed in succession and their pupils transported to a central graded school. The experience of this township is detailed at some length in the Iowa School Report of 1801, pages 78-80. Section 2774 of the code provides that wffien a board is for sufficient reasons released by the county superintendent from keeping a school, or when children live at an unrea¬ sonable distance from their own school, the children may be sent to school and have their tuition paid in other districts. And when there will be a saving of expense, and children will also thereby receive increased advantages, school boards may arrange for the transportation of any child to and from school in the same or in another corpo¬ ration. An amendment of 1801 provides that not over $5 may be estimated in the contingent fund for each person of school age for transportation. Consolidation has been tried in 28 counties, transportation in 35, and both in 18. Ninety-five per cent of the county superintendents favor the plan. Good effects are reported in 27 counties, doubtful in 5. Bad roads are the chief obstacle. (Iowa Rep., 1801, pp. 35, 73.) KANSAS. The parents or guardians of any pupils residing more than 3 miles from the school- house of their district shall be allowed not exceeding 15 cents a day for not more than one hundred days in a year for the conveyance of such pupils. (Sch. Laws, 1801, sec. 48.) A school district may discontinue a school entirely and send the pupils to school in another district, paying their expenses and tuition. (Sec. 112 «.) Or any part of the pupils of a district may be so sent to school in another district. (Sec. 112 &. ) Twto or more school districts by a majority vote of each may unite to form a union school district and conduct a graded school. (Sec. (50.) Children living 2 or more miles from such school may be transported. (Sec. 51.) One of the most important problems for our rural communities is how best to secure the benefits of a graded-school system so as to enable the farmer to give his children instruction in the higher branches of learning without being obliged to leave the farm. It is found that many farmers do not find it desirable to change their place of residence, and consequently the larger educational privileges are limited to a very few of the boys and girls upon the farm. * * * The last legislature enacted a law authorizing the consolidation of schools. A very excellent school has been organized under this law at Pearl, in Dickinson County. Another consolidated school exists at Lorraine, in Ellsworth County. Indications are that a number of consolidated schools will be established during the coming year. * * * I would suggest that the present law be modified so as to enable a majority of the votes cast at any election to decide the question of consolidation. (Kans. Rep. 1801-2, pp. 38, 38.) The report just quoted contains (pp. 38-48) a number of suggestive and interesting statements by county superintendents as to actual conditions in regard to consolida¬ tion. LOUISIANA. “ In several parishes the effort to consolidate small ungraded schools into large graded schools has been made with the result of considerable improvement in the school work, although I fear that it brought the superintendent under the ban of those wTho considered it their right to have a school and a teacher exclusively for their own family use.” (La. Rep., 1800-1801, p. 7.) By an act of 1883 and subsequent amendments school districts are abolished; towns determine the number and location of schools; schools having too few scholars may be suspended for one year; schools having less than eight pupils are discontinued. ed 1902 — yol ii - 75 2862 EDUCATION REPORT, 1902. The superintendent of schools in each town must provide transportation for a part or the whole of the distance to the nearest suitable school for the full school term in his town for all pupils who reside so far from school as to render it necessary, in the opinion of the superintending school committee; or he may board scholars near schools. (Me. Sch. Laws, 1901, sec. 1-3.) MASSACHUSETTS. A law of 1869 provides that the school committee of any town may expend, in their discretion, money raised and appropriated for transporting pupils to and from school. Towms determine the number and location of schools. The process of consolidating small and expensive schools is still going on. The total expenditure for conveyance, $165,596.91, exceeds that of the previous year by $13,823.44 and that of a decade ago by $115,006.50. The policy of uniting small schools in larger central ones and conveying the chil¬ dren thereto has made great strides during the decade. The movement fs a wholly voluntary one, the lav/ authorizing but not requiring it. * * * The law prescribes no limits beyond wffiich the children must be conveyed. Schoolhouses are conveniently located if they are sufficiently near the children, or if, being too far away, the children are transported to the schoolhouses. What con¬ venience is the school committee determines; its decisions are influenced naturally by the magnitude of the problems involved and the money available for their solu¬ tion. The courts incline to sustain committees in the exercise of their discretion. (Mass. Rep. 1901-2, pp. 101, 102.) MICHIGAN. At least one county (Menominee) has had recourse to transportation. The expe¬ rience of this county, as reported by the county superintendent, is so instructive that it is quoted here at length (from Mich. Rep., 1900, pp. 179, 180): In one of our township districts [Stephenson] there was a locality with 20 chil¬ dren in it. The parents brought every pressure possible to bear on the members of the board to induce or compel them to build a schoolhouse in that neighborhood to accommodate these children. The board, after canvassing the matter thoroughly, decided to transport these children about 3 miles to the nearest village school. The parents opposed the plan by every conceivable objection, but the board thought they were right and went ahead. A suitable rig was hired to take the children to school in the morning and home in the evening, at vffiat it would cost to hire a teacher, thus saving the interest on the money invested in building and furnishing a schoolhouse, and the expense of keeping up the school and house. The children attended school more regularly, and had the advantages of a village graded school. Every one of the protesting parents are, after the year’s trial, now as enthusiastic indorsers of the plan as they were opponents last fall. The board have decided to continue the same plan for that locality another year and inaugu¬ rate it in another neighborhood in the same township. Other boards are discussing the feasibility of inaugurating the scheme. This is by far the best method of pro¬ viding for the children of many localities, and I expect to see it come into more gen¬ eral use throughout the county. MINNESOTA. (Laws, 1901, chap. 262.) Two or more school districts maybe organized as an independent school district on petition of majority of freeholders and by vote of electors. (Sch. Law, 1901, secs. 214-216.) Board of education to be elected. (Sec. 216.) Such board may provide for the transportation of pupils, at public expense; every person employed for this purpose must give reasonable bond. (Sec. 217.) Pupils were transported in Minnesota last year in 9 counties, covering 11 districts. The results are reported to prove generally satisfactory. (Minn. Rep. , 1901-2, p. 276. ) The present law provides that the board of education of any district organized as therein provided (that is, a consolidated district) shall have power to provide for the transportation of pupils to and from school at public expense, etc. Scores of common school districts now organized are so large that transportation of pupils or multiplying schoolhouses is necessary. Many of these desire to transport their pupils, but are not authorized to do so under the present law. CONSOLIDATION AND TRANSPORTATION. 2363 I respectfully recommend that the right to provide such transportation be extended to all school districts of the State, and a system of contracts whereby one district may contract with another for the education of its pupils and still draw the district quota of public money. (Ibid., p. 31.) MISSOURI. A law of 1901 enables three or more school districts, one of which may be a village district, to unite and form a new district. The new district may maintain a high school and as many lower-grade schools as the board of directors may determine. The forty-first general assembly wisely provided for the consolidation of three or more school districts. Under this law four districts in Jackson County have united, and this district has the distinction of being “consolidated school district No. 1.” In addition to maintaining the four district schools it maintains a high school at a central point. It is believed that, this is the beginning of a movement that will in a few years give Missouri several hundred such districts and rural high schools. It is hoped that many such will be formed next April. Jackson County is trying another experiment worthy of mention. The Mount Washington district just west of Independence was quite large in territory. From year to year its population increased until it had too many children for one teacher. It divided into two districts. A new house was built. Tn a short time both schools were crowded. The two districts reunited so that by employing a third teacher both schools were relieved. The population continued to increase, for it was a dis¬ trict rich in soil and near enough Kansas City to make small farming profitable. The people concluded last summer to consolidate the schools, build a nice four-room brick, grade the school, and maintain a two years’ high-school course. Here is evo¬ lution. Graded rural schools are coming in Missouri. This consolidation of schools should be encouraged and division of districts discouraged by giving directors author¬ ity to arrange for transportation of children who live more than 2 miles from the school. There are too many small. schools in Missouri. There are 2,539 district schools having less than 20 pupils in attendance. Such schools from the very nature of the environments can not be excellent. Just think of it, more than one-fourth of all the rural schools of the State have fewer than 20 pupils. Of these schools 575 have less than 12 pupils. Of course, district consolidation is best in such cases. When such districts are consolidated with larger ones and transportation permitted, they may be abandoned. There should be other means of relief, however. Districts having fewer than 20 children should be given opportunity to close their schools and arrange with adjoining districts to send the children there by paying tuition and transportation expenses out of the public moneys of such abandoned district. There are at least a thousand small districts in the State where such an arrangement may be made with profit — saving money and providing better schools. Tuition paid to the adjoining districts will enable them to employ better teachers, have longer terms, and make better provisions for the schools. (Mo. Rep., 1902, pp. 9, 11.) NEBRASKA. ‘ £ Two districts may be made from one by the county superintendent upon a peti¬ tion from each district proposed, signed by a majority of the voters in each district proposed. One district may be discontinued, and its territory attached to other adjoining districts, upon petitions signed by one-half of the legal voters in each dis¬ trict affected. ” (Neb. Sch. Law, I, 4, Fourth.) A law of 1897 authorizes a city or a high school district board, by a two-thirds vote of entire board, or any district board, when authorized by a two-thirds vote of those present at a district meeting, to make provision for the transportation of pupils to any other school in their district who live so far from school as to render attendance im practicable without transportation; or they (except city boards) under the same conditions may contract for the instruction of all pupils in a neighboring district, and transport them thither, without forfeiting apportionment. (Ibid., V, 4b, 4c.) Twenty-one counties contain schools in which one or both features of the law have been tried. Fifty-seven pupils were transported, at a cost of §560; 158 pupils attended school in adjoining districts for an average of seven months at a total cost of $1,471. 2364 EDUCATION REPORT, 1902. “ Those making the report are nnanimons in the opinion that the law is beneficial.” “The difficulty in inaugurating any new system, where prejudice and long-estab¬ lished usages prevail, is met here as well as in other matters.” (Neb. Sch. Rep., 1900, pp. 40-43. ) NEW HAMPSHIRE. Towns are authorized to expend a portion of the school money, not exceeding 25 per cent, in conveying children to and from school. (N. H. Sch. Laws, 1898, chap. 92, sec. 1.) NEW JERSEY. Children in any district “living remote from the schoolhouse ” maybe transported to and from school under rules and contracts made by the board of education. A child living remote from any public school in his own district may, with the written consent of the county superintendent, attend a school in an adjoining district, and be transported at the public expense. (N. J. Sch. Law, 1902, secs. Ill, 112.) Children who have completed the school course of their own district may attend a higher grade school in apother district (with the consent of the school boards of both districts), and have their transportation and tuition paid. (Secs. Ill, 113.) In making the apportionment of the school moneys, $200 must be apportioned to each district for each teacher whose services shall have been dispensed with by adopting transportation. (Sec. 177, I. ) NORTH CAROLINA. Since June 30, 1901, 318 districts have been consolidated, and there has been a total decrease of 179 districts. In Durham County the number of districts has been reduced from 65 to 49, and still more than nine-tenths of the children are within less than 2 miles of a school, and less than 100 of them are as far as 3 miles. Consolida¬ tion has been tried with great success in Buncombe, Guilford, Lincoln,* Cabarrus, Alamance, Mecklenburg, Robeson, Randolph, Iredell, and other counties. Our territory is large, and our population is comparatively sparse. For these reasons the problem of properly dividing the counties and townships into school districts is very difficult. In North Carolina there are 39 inhabitants for every square mile. The school population constitutes about 38 per cent of the entire population, making an average of about 13 school population to the square mile. The average of population to the square mile of territory for the North Atlantic division of States is 129.8. The average for Massachusetts is 348.9. A small population scattered over a large area necessitates a large number of school districts and schools. The number of districts and schools is largely increased, in some sections doubled, by the neces¬ sity of maintaining separate schools for the two races. It is difficult for States that have a much larger population, a much smaller territory, a much greater school fund, and a single system of schools, to realize the startling magnitude and difficulty of our task of maintaining on a much smaller fund a much larger number of schools for a much smaller population composed of two races, in a much larger territory. Under present conditions in North Carolina, with a small school fund, a sparse, largely rural population, and an immense territory, it is absolutely necessary for the efficiency of the schools and the greatest good to the greatest number of children that there should be the smallest possible number of districts and schools. Is it not a simple business proposition that with a given fund to be divided among a number of districts and schools, the smaller the number of districts and schools the larger the amount of money for each district and school? The best argument for consolidation, however, is to be found in the practical suc¬ cessful workings of it where it has been tried. Concrete examples are always more valuable than theoretical declarations. Without going into details, I have no hesita¬ tion in saying that the sentiment for consolidation is growing all over the State, and almost without exception wherever it has been tried it has resulted in better school- houses, better teachers, longer terms, increased attendance, increased pride in the school on the part of patrons, and a finer school spirit on the part of the children. A 'practical illustration. — Let me give one practical illustration of the workings of it in Mangum Township, in Durham County. I was present at the celebration of North Carolina day at this school, Wednesday, November 26. The information that I give CONSOLIDATION AND TRANSPORTATION. 2365 about the school, therefore, is of my personal knowledge and observation. Last summer, after a hard and almost bitter tight, three small districts in this township were consolidated into one large district. A neat, comfortable, beautiful three-room schoolhouse was built in a grove on a beautiful slope in the center of the large dis¬ trict. This new schoolhouse in the larger district is still within less than 3 miles of the farthest child. A number of children from other districts have already asked to be transferred to this district, and some of them are passing by little schools almost at their door and coming more than 3 miles to get to this school. A graduate of the University of North Carolina, a young and enthusiatic teacher, was employed to teach the school. A student of the State Normal and Industrial College was employed as assistant. The school opened with 75 pupils the first day. At the end of the first month the enrollment had increased to 108, and a third teacher had to be employed. The average daily attendance for the first month was 76. The records of the county superintendent show that the enrollment during the first month is much larger than was ever made in the three schools of the three small districts during any previous year, and that the average daily attendance is about twice as great. The largest average daily attendance of all three of these small schools during any year of their existence was 40. During my visit to this school I rode by one of the old school- houses in one of the small districts that had been consolidated. It was a small one- room log house. I was told that while the other two houses were small frame houses they were but little more attractive, and perhaps no more comfortable, than this. I could not help contrasting with these little hovels the beautiful new school home among the trees on the slope. A large crowd attended the celebration of North Carolina day at this school. I have rarely seen a more enthusiastic and attentive audience. I was informed that nearly all opposition had vanished, and that such enthusiasm for education had never been known before in the community. A num¬ ber of schools from surrounding districts were present and united w ith the Mangum school in the celebration of the day. A number of men from these districts con¬ sulted with me about taking immediate steps for consolidation in their districts. One object lesson of this sort is a more unanswerable argument than all your beauti¬ ful theories and fine wmrds. If we can get but a few* such schools established in all the counties in the State, the movement will spread until it reaches every nook and corner of it. It will not be wise, I think, to force consolidation. It will be wiser to set about systematically to create sentiment for it where it is needed, and bring it about as rapidly as conditions and public sentiment will permit. Rash and radical action in defiance of the washes of the people is always unwise, and invariably results in harm¬ ful reaction. In many counties considerable time will be necessary to consolidate all the small districts that ought to be consolidated, after a careful study of the entire situation. The work ought to be wisely planned at once in every county, and pushed as rapidly, prudently, and tactfully as possible. (N. C. Rep., 1901-2, pp. xviii-xxvi. ) On pages 371-373 of the North Carolina report above quoted State Superintendent Joyner gives a number of instructive letters from county superintendents on the subject of consolidation. NEW" YORK. School districts are authorized to contract with adjoining districts for the tuition of their children and to convey them at the public expense; 150 such contracts were made in 1898-99. More than 30 per cent of the rural schools have an average attendance of less than 10. NORTH DAKOTA. A district school board may, and on petition of a majority of the voters shall, arrange for sending to the schools of an adjoining district such pupils as can be con¬ veniently taught therein and for paying their tuition and transportation. (Rev. Code, sec. 696, as amended 1903. ) A school may be discontinued wrhen its average attendance for ten consecutive days shall be less than 4. A district board may, and on petition of a third of the voters shall, call an election to determine the question of ‘ ‘ conveying pupils at the expense of said district to and from schools already established;” or “of consolidating twm or more common 2360 EDUCATION REPORT, 1902. schools, and of selecting a site and erecting a suitable building * * * to accom¬ modate the pupils of schools to be vacated.” If a majority is in favor of either of these proceedings the board shall carry out the decision. (Ibid*, sec. 704, as amended 1903.) A few instances of consolidation are reported by county superintendents. In 1894 a special law was passed authorizing centralization and transportation in Kingsville, Ashtabula County. The succeeding legislature passed a measure appli¬ cable to the counties of Stark, Ashtabula, and Portage. In 1898 the law was made general, and in 1900 further amended. As it now stands (1902) boards of education may submit to a vote the question of township centralization, and must submit it upon petition of one-fourth the electors. (Ohio Sch. Laws, 1900, secs. 2931, 2932.) A graded school must be maintained in centralized townships, and a high school course of not less than two years is authorized. Transportation must be furnished all pupils living more than three-fourths of a mile from the central building. (Secs. 3921-3928. ) An act of 1887, as amended in 1902, provides that a board of education, when, in its opinion, for the best interests of the pupils, may suspend any or all subdistrict schools under its jurisdiction, and convey the pupils to some other school or schools in the same or an adjoining district. (Laws of Ohio, 1902, p. 221.) “Under this section the schools of a township can be centralized without submitting the question to the electors. ’ ’ (State School Commissioner. ) “More townships each year approve it [centralization], and always with the same result.” (Ohio Rep., 1901, p. 18.) The centralized schools of Ohio have attracted much attention, and have been made the subject of frequent reports by visitors from other States. See references on page 2353. PENNSYLVANIA. A law (dating from 1897) authorizes directors to provide transportation for the children at the public expense to and from any school of their own district or of a neighboring district, but only for pupils of schools that have been closed by reason of small attendance, and who will have a greater distance to travel than before, and with the proviso that the cost of transportation per pupil shall not exceed the cost of maintaining the schools so closed. No school official may be a party to any contract for conveying children. (Pa. Sch. Laws, 1901, Secs. CXXX, CXXXI.) An act of 1901 requires township boards, upon petition of a majority of the electors representing one-fourth the assessed valuation, to submit to the electors the question of township centralization, « which is carried by a majority vote. (Sec. CXXXIII. ) A graded course must be maintained in centralized townships, and a high school course of not less than two years is authorized. Transportation must be furnished all pupils living more than three-fourths of a mile from the central building. (Sec. CXXX VI.) There is a loss of upward of $50 in the State appropriation for every school which is closed. * * * So far as one can see from the reports which have reached the department, the act of April 25, 1901, has not borne much fruit in the centralization of schools in country districts, and further legislation will be necessary if this idea is ever to be generally realized in the sparsely settled sections of our State. (Pa. Rep., 1901, p. vii. ) a The Pennsylvania law is closely modeled, in certain features, after that of Ohio. In each “centralisation” of a township is defined as “the abolishment of all subdistricts, and the conveyance of pupils to one or more central schools.” CONSOLIDATION AND TRANSPORTATION. 2367 County superintendents report in 1902 a few instances of centralization, but not of a complete township in any case. Superintendent Moxley, of Susquehanna County, says: The problem of concentration or centralized schools is engaging the attention of many of our school boards, with a few actually in operation. No complaint comes from districts so consolidated of any hardship to attend the central school, as might be expected. The better school privileges offered more than overcome any hardship they are obliged to undergo in attending the central school. I can see that it is a question of but a few years before fully one-half of our township schools will be brought into one or more central schools. (Pa. Rep., 1902, p. 142.) On the other hand, the superintendent of Lancaster County reports a step backward: In Drumore Township a new school district was established at Fishing Creek. This is the district in which school transportation at the expense of the township was given a trial. For the three years immediately preceding the Fishing Creek children were transported by coach morning and evening to one of the adjoining schools. The increase of pupils in the Harmony district, where these children were received, and the objections of some parents to have their children taken some distance from home when they were entitled to school facilities right in the home neighborhood led the school board to establish a new district and build a house at Fishing Creek. (Pa. Rep., 1902, pp. 93-94.) RHODE ISLAND. A lav/ of 1898 authorizes school committees to consolidate any schools that have an average number belonging of less than 12 and provide transportation for pupils. Any town may consolidate three or more ungraded schools. Any district with ungraded school may consolidate with district having graded school. The State pays $100 to each district so consolidated. A few ungraded schools have been consolidated. The conveyance of the children still remains as the great obstacle. It is a pleasure to note the fact that the small ungraded school seems to be reced¬ ing. In the number of such schools having less than 20 pupils each there has been a decrease of 13, while there has been more than a corresponding gain in the number having from 20 to 40 pupils. There are still far too many schools having less than 20 pupils apiece, and quite a number having less than 10. Of course there will be exceptions, but, as a rule, no school of 10 pupils ought to be allowed ; it is too small to permit of much of any classification or decent grading, while the lack of numbers kills any enthusiasm in both teacher and pupils. The efforts made by the general assembly to bring about consolidation of these littje schools have met with but a limited response, and yet it is apparent that people are thinking on the subject, and here and there action is taken which tells the way the stream is moving. The recent creation of a “ State board of public roads ’ ’ by the assembly ought to result in the advancement of the idea of larger schools. Facilities in the line of transportation of children will do more to secure consolidation of schools than almost anything. The establishment of electric roads has alread}’’ been the means of action in this direction in one town, and others are contemplating action. (R. I. Rep., 1901, p. 73.) SOUTH DAKOTA. tVe understand the school laws of this State are sufficient to allow a school town¬ ship to try this plan, or even two or more subdistricts may unite their schools into one, so that centralization may be tried in this State at once. (B. D. Kribs, in S. Dak. Rep., 1900, p. 13.) Although in a few localities action has been taken looking to the establishment of central graded township schools, I regret to report that the movement in that direc¬ tion is not general. However, much discussion of the proposition has been had in many districts, and many of the smaller schools of the State have been closed and the pupils transported to other schools in the same or other districts. It would seem that evolution, rather than revolution, is to be the method of change which will eventually give us “No school of fewer than 20 pupils, and graded township schools where possible.” (S. Dak. Rep., 1902, p. 4.) 2368 EDUCATION REPORT, 1902. A county superintendent reports: “The financial side of the plan is the only thing that can bring it into this [McPherson] count}'-, and as that is favorable, I believe that in a few years we shall have many central schools. We are at least working and hoping for that time to come.” (S. Dak. Rep., 1902, p. 100.) UTAH. Opinion of attorney-general: “The county commissioners may consolidate two or more school districts, upon the petition of as many residents of such districts as have the care and custody of not less than twenty school children of school age residing therein, or upon the recommendation of the county superintendent; that is to say, if the residents of the territory of which the new district is to be composed, vTho control twenty school children of school age, or the county superintendent, shall petition to the board of county commissioners, the said board may consolidate the districts set forth in such petition. It is not necessary for the people to vote upon the question. The county commissioners possess ample power under the law to make such consoli¬ dation. The power is ( onferred upon them by section 1801 of the Revised Statutes.” (Utah Rep., 1902, 287.) VERMONT. The town system established (Sch. Laws, 1903, sec. 664). “Schools shall be located at such places and held at such times as in the judgment of the [town board of] school directors will best subserve the interests of education and give all the scholars of the town equal advantages so far as practicable. The school directors may provide conveyance of scholars from such points as they may designate to and from school at the expense of the town, when in their judgment they deem it advis¬ able, or may pay a reasonable sum for the board of such scholars while in attendance upon school. In case the school directors refuse to provide board or conveyance for scholars residing more than 1 J miles from school, when requested so to do by the parent or guardian of any such scholar, an appeal may be had to the selectmen of the town on a petition signed by ten or more resident taxpayers of such town. On receipt of such petition the selectmen shall inquire into the necessity of such convey¬ ance, and determine whether such scholars are receiving the equality of school advant¬ ages herein contemplated. They shall make known their decision to the school directors, in writing, whose duty it shall be to provide board or transportation for such scholars when so ordered by the selectmen. Nothing in this act (section) shall be construed as applying to the conveying of scholars attending high schools.” (Sec. 685.) Without doubt, in towns conveniently situated for the purpose it i3 possible for Vermont to profit by the union of schools and the transportation of pupils. And yet only a few towns have made a success of the plan. Probably no other detail of school administration has caused the directors so much perplexity and has caused so much dissatisfaction among patrons. There is some misunderstanding of the meaning of the law. As the lav/ is com¬ monly interpreted, directors are empowered to locate schools and furnish conveyance for the practicable equalization of educational advantages, as their judgment directs. In cases of pupils residing more than 1 J miles from school an appeal may be made to the selectmen on the refusal of directors to convey pupils. It is not known in this office whether any appeal has been made to the courts to compel conveyance in any case on the ground that it is the intent of the statute to require equal advantages so far as is practicable. Several complaints have been received from parents that suit¬ able conveyance was not furnished and that towns by vote and directors refused to furnish conveyance in cases of 2, 3, and 4 miles, even when schools near the aggrieved had been closed. On the other hand, directors report the difficulty of providing conveyance with the means afforded and of making satisfactory arrangements with certain patrons. Also objection is made in some quarters to the expense. The aim of the law is excellent. The difficulty of its execution is unfortunate. To provide more equable school advantages in a town is progressive and commend¬ able. There are abundant evidences that many directors have exerted faithful effort to profit by the provisions of the law. The wisdom of further amending the law is TEACHERS’ PENSIONS. 2369 doubtful. Certainly directors should continue to have present powers. It is ques¬ tionable whether compulsory conveyance in certain cases would be wise. At best the wise execution of law must be left to the sober thought of the people. (Vt. Rep., 1902, pp. 23-24.) WASHINGTON. “Upon receipt of a petition signed by five heads of families of two or more adjoin¬ ing districts, * * * the county superintendent may organize and establish a con¬ solidated district.” Provision is made for the election of a board of three directors for the consolidated district. (Sch. Laws, sec. 12, as amended, 1803.) District school boards “shall have power, and it shall be their duty: * * * Twelfth. To provide and pay for transportation of children to and from school when, in their judgment, the best interests of their district will be subserved thereby.” (Sch. Laws, sec. 40, amendment of 1903. ) WISCONSIN. Any school district may make provision for closing its schools ard sending its pupils to adjoining schools, and provide for the payment of tuition and transporta¬ tion of pupils by taxation. An amendment of 1901 gives the annual meeting power “ to vote a tax for the purpose of providing for the free transportation of any or all children residing in the district, by the most direct route, to and from the school- house in the district.” (Sch. Laws, Wis., 1901, sec. 430, 16.) In towns which have adopted the township system the town school board may transport pupils, in their discretion. (Sec. 524.) As a result of the agitation of this question the experiment of consolidation of small district schools and the transportation of pupils at public expense is being tried in not less than twTenty counties in the State. In every case where the condi¬ tions have been at all favorable the experiment has proved a success. In these cases pupils have attended school more regularly, usually for longer terms, and have had better instruction, and this without any increased expenditure of money. In many other counties the question is being investigated and a large degree of public interest awakened. As people become familiar with the success of these experiments in differ¬ ent counties, it is hoped that the small schools of from five to ten pupils will disap¬ pear by the process of consolidation with other schools. (Wis. Rep., 1902, 22-23.) TEACHERS’ PENSIONS. In European countries in w'hich the State supervises and directs the elementary schools and regulates the appointment and emolument of teachers lawTs are in existence which provide for the teachers’ support in old age, and even offer relief in cases of breakdown. Rut wThile in former years the pensions paid were to a large extent derived from premiums contributed annually or monthly by the teachers themselves, recent legislation in most German States has done awmy with the teach¬ ers’ contributions and laid the burden of paying pensions upon communities and the State. The argument advanced was that teachers, as officers of the State, are entitled to pensions the same as ail other civil or military officers. Furthermore, that teachers, among all the State’s officers, are the ones wrho deserve the highest consideration, being the best of the State’s agencies of conservation, and the ones who are more likely to sacrifice their health in the discharge of their duties. Mutual aid societies and annuity funds established by teachers are therefore declining. The following summary gives the most essential facts: 2370 EDUCATION REPORT, 1902. Pensions paid to teachers of elementary schools in Europe. Country or State. German Empire: Prussia . . . Bavaria . Wurttemberg . Saxony . Baden . Hesse . Mecklenburg-Schwerin Mecklenburg-Strelitz . . Oldenburg . Saxe- Weimar . Brunswick . Anhalt . Saxe-Altenburg . Saxe-Coburg-Gotlia _ Saxe-Meiningen . Reuss, sr. line . Reuss, jr. line . Schwarzburg-Sondersh Sckwarzburg-Rudolst. . Lippe-Detmold . Schaumburg- Lippe _ Waldeck . Bremen . Liibeck . Hamburg . Alsace-Lorrain e . Austria . . Hungary . . Switzerland . Denmark . Norway . Sweden . Netherlands . . Belgium . France . Italy . . Great Britain . Paid by State ^>r commu¬ nity. Dues paid by teachers, per cent of salary; Both. None Community . . State . Both . . do . _ 'do . Communities . Crown . State and community. Both . .do .do .do .do do .do .do .do . I None . Yesa.. None . . do . do . do . do . do . 2 per cent . . None . . do.... . do - . do _ . do - . do _ 2 per cent .do _ .do , .do , .do , .do , .do .do .do .do Community . -. . do do do State and community. Both . . . do . . .do . .do . .do . (*) (?) (e) Both . State / . State . . do . Communities . State . State a . . State . (?) None . . do . 3 per cent... None . . do . $15 + SI. 25 for each 10 per cent of increase of salary. Pen¬ sion may begin after— Mini¬ mum amount paid, per cent of last salary. Retire¬ ment takes place after— Maximum amount paid, per cent of last salary. Years. Years. 10 25 45 75 per cent. 5 25 45 Do. 10 40 45 85 per cent. 10 30 40 80 per cent. 10 30 45 75 per cent. 10 45 45 100 per cent. 20 (*) 50 90 per cent. (c) (c) (c) («) 10 40 45 80 per cent. (?) (?) 37 Do. 5 331 50 100 per cent. 5 331 50 Do. 10 34 45 86 per cent. 10 40 40 100 per cent. 10 60 50 Do. 10 40 45 80 per cent. 10 40 45 Do. 10 40 48 Do. 10 40 50 100 per cent. 10 40 45 80 per cent. 10 30 45 Do. 10 331 45 66f per cent. 10 40 45 80 per cent. 10 331 35 75 per cent. 10 40 40 80 per cent. lo 25 45 75 per cent. 1 10 381 40 100 per cent. (?) (?) 40 $150-$200. 1 10 10 45 66§ per cent. (?) (?) 30 75 per cent. (?) (?) 40 66f per cent. 12 (?) 30 (?) (?) (?) 25 50 per cent. (?) (?) (?) 30 10 (*) 35 $100 for each year after 10 years of service. a In Bavaria the dues paid by teachers vary considerably in the different parts of the Kingdom — i. e., between $1.25 in central Franconia and $25 in lower Palatinate. Also initiation fees are paid. b Lowest amount of salary. c At pleasure of the Crown. d In some Crown lands of Austria dues are paid by teachers. e In Switzerland the cantonal governments are, as a vule, opposed to pensioning teachers. Where it is done, it is the result of local agreement. The teachers themselves maintain annuity funds. / In Norway pensions are paid to all teachers, but each case is individually decided by Parliament. <3 In Italy the State pension fund is not large. Hence private annuity funds are numerous. h See last column. General notes. — The foregoing statements have reference to men teachers. Women teachers are retired, on an average, ten years earlier, and their pensions amount to about 10 to 20 per cent less than those of the men. In most German States the communities (or the State) make a single relief pay¬ ment if a teacher is disabled before he reaches the end of the tenth year of service — i. e., the lower age limit. The same practice prevails in Austria and a few other countries. 2371 teachers’ pensions. Pensions paid to teachers of secondary schools in Europe. Country or State. Paid by State or commu¬ nity. Dues paid by teachers, per cent of salary. Pen¬ sion begins after— Mini¬ mum amount paid, per cent of last salary. Retire¬ ment takes place after — Maximum amount paid, per cent of last salary. German Empire: None Years. 10 25 Years. ] 40 ! 75 per cent. 100 per cent, t 80 per cent. Bavaria . . do . . do . 4 70 (?) 40 _ do _ 10 30 Wurttemberg . . do . . do . 10 40 («) ! 40 Baden . _ do . . 10 30 75 per cent. 100 per cent. 90 per cent. 80 per cent. 90 per cent. 100 per cent. 75 per cent. 80 per cent. 100 per cent. Do. . .do . . 5 40 50 . do . . do . 20 50 50 _ do 1 40 36 Oldenburg . . . . .do . . do . 1 50 50 Brunswick . _ do . . do . 3 331 50 Saxe-Meiningen . .do . ...do ... 1 45 40 Saxe-Altenburg . _ _do . 3 per cent . . 1 per cent . . | None . 1 25 40 Saxe-Coburg-Gotha . . do . 1 40 40 Anhalt . ...do . 1 334 49 Sch warzburg-Rudolst _ . . _ do . . do ... 1 40* 36 80 per cent. Do. Schwarzburg-Sondersh .. do . ...do. . 1 40 37 Waldeck . . do . . do . 1 3B| 26 66| per cent. 80 per cent. Do. Reuss, sr. line . . do . . do . 1 40* 37 Reuss, jr. line . Sehaumburg-Liope . . do . . do . 1 40 45 . do . . do . 10 30 Do. Lippe-Detmold . 1 . do . . do . 1 40 37 Do. Liibeek . . do . . do . 10 33i 35 75 per cent. 80 per cent. 100 per cent. 75 per cent. 100 per cent. Do. Bremen . I . do . ! . do . 1 40 30 Hamburg . _ do . i . do . 1 40 50 Alsace-Lorraine . . .do . . . 1 . do . . . 10 25 40 Austria . 1 . do . . do . 8 (?) 40 30 Hungarv . ! . do . i . do . 10 30 Switzerland . Denmark . (*) (c) (?) L (?) jSone . (?) 10 (?) (?) 10 (?) 45 (?) 66f per cent. (?) $900. 66| per cent. Do. Norway . ( d ) State . . . (?) (?) (?) 30 Sweden . 10 (?) Netherlands .... Both v (e) ;None . (?) 30 Belgium . State . (?) (?) (/) 10 (g) (?) (?) 30 France . _ do _ 10 per cent.. (/) 10 per cent.. (0) ! 74 per cent.. (fc) 30 Do. Spain . CO Both . (/) 33£ (/) 25 CO 100 per cent. (90 40 per cent. (<) (fc) Portugal . Italy . (90 State 0b (?) (0 (fc) (90 20 (*) (k) Greece ft . (?) Russia . (i) (i) Great Britain . (fc) (fc) a In Wurttemberg the pensions may reach 924- percent in cases where the salary is not higher than $600. The rate of increase is 1* per cent; as high as 35 per cent with salaries over $600. No pension can exceed $1,500. b The population is not favorably inclined to paying pensions to teachers or other civil officers. "Where it is done, it is the result of local agreement. c In Denmark each case is decided by the minister of education, but usually according to the scheme indicated in the table. d Each case is decided by Parliament. e In the Netherlands the teacher pays one year’s salary into the pension fund within the first five years of service. / In Spain the State pays two-fifths of salary for two years after twenty years of service; three-fifths of salary after twenty-five years, and four-fifths of salary after thirty-five years of service, hut only for two years. g Iii Italy teachers may retire from service on account of ill health, and still draw one-half or three- fourths of their salaries, according to the length of service. ft In Greece an addition of one-fiftieth of the salary is paid for each additional year of service, over and above the 40 per cent paid after twenty years. i In Russia the pensions are not uniform; they range between 300 and 400 rubles after twenty-five years of service. k In Great Britain a few distinguished schools, such as Eton, pay pensions; the majority of secondary schools being private institutions do not pay pensions to teachers. UNITED STATES. Iii the United States teachers are not pensioned from public school funds, except in Maryland. Voluntary beneficial associations have been formed in some cities and in other localities specified below. In certain States the laws provide for pension funds, but the feature of compulsory membership which the laws contained at first has been eliminated in Illinois and Ohio. (See page 2373. ) A consequence of this 2372 EDUCATION REPORT, 1902. was that many members withdrew and that the amount of annuity was greatly reduced. The following paragraphs show the varieties of organizations, etc. Voluntary mutual benefit associations for temporary aid only exist in Baltimore, St. Louis, Cincinnati, Cleveland, Detroit, Chicago, Buffalo, San Francisco, and St. Paul, and there is one interstate association. These call for $1 to $2 initiation fee, $1 to §5 annual dues. Special assessments of $1 are made in some cases. Benefits in sickness range from 50 cents a day to $10 a week; at death funeral expenses only are paid in some instances, and in others a sum equal to $1 from each member of the association. Associations for annuity, or retirement fund only, are in New York, Boston, and Baltimore, and there is an annuity guild in Massachusetts. The initiation fees reported are $3 to $5. The annual dues are 1 to 1J per cent of salary up to $18 or $20. The annuity is from 60 per cent of salary to $600 a year. Time of service required for retirement is from two to five years with disability, or from thirty-five to forty years without disability. Associations for both temporary aid and annuity exist in Hamilton County, Ohio (Cincinnati), Philadelphia, Brooklyn, and the District of Columbia. Initiation fees, $1 to $10; annual dues, $5 to $40. Annuity, $5 a week to $600 per year, and $100 for funeral expenses in case of death. Temporary aid during illness, $5 or $6 per week. Time of service required for retirement is two to five years with disability, or thirty- five to forty years without disability. In some cities the subject of pension funds administered by public authorities has been agitated and discussed by teachers. In consequence pension or retirement funds are authorized by State legislatures for St. Louis, Boston, Brooklyn, New York City, Poughkeepsie, Detroit, Chicago, Charleston, S. C., and Buffalo, and for all cities in California. In Ohio,« in New Jersey, and in the State of Maryland the State pays pensions to retired teachers. Dues vary little; they are generally 1 per cent of sal¬ ary. Annuity, $250 to one-half of salary; maximum limit, $600. Minimum length of service with disability, twenty to thirty years; without disability, twenty-five to thirty-five years. In Maryland no dues are paid, but the State exclusively assumes the burden of paying pensions to teachers. The law of Maryland, dated 1902, reads as follows: Whenever any person in this State has taught in any of the public or normal schools thereof twenty-five years, and has reached the age of sixty years, and his or her record as such teacher has been without reproach*, and by reason of physical or mental disability or infirmity is unable to teach longer, the said teacher may lay his or her case before the State board of education, and the said board shall proceed to consider the same, and if the facts are found as above stated the said teacher shall be placed upon a list, a record of wThich shall be kept by the said board, to be known as the “teachers’ retired list,” and the names upon the said “teachers’ retired list” shall be regularly certified by said board to the comptroller of the treasury of this State, and every person so placed upon the said “retired list” shall be entitled to receive a pension from this State of two hundred dollars per annum, to be paid quar¬ terly by the treasurer of this State' upon the warrant of the comptroller. The law of Massachusetts contains the following provisions: A teachers’ retirement fund shall be created in the city of Boston, which shall consist of (a) a permanent fund, made up of gifts and legacies specifically given to said permanent fund and a sum set apart by the board of trustees; (6) a general fund, made up of gifts and legacies not specifically given to said permanent fund, amounts retained from the salaries of teachers under the provisions of this act, and the interest derived from said permanent fund. The general fund may be drawn upon for the purposes of this act. Section VI. The city treasurer, upon vote of the board of trustees, shall pay out of said retirement fund, in monthly payments, such an annuity to any teacher who shall retire or be discharged from the service of the city as the fund will allow and said board of trustees shall determine, but in no case shall a teacher receive such a See synopsis of this law in the Annual Report of 1901, p. 239G. teachers’ pensions. 2373 annuity unless such teacher has taught for thirty years, and for at least ten years in the public day schools of the city of Boston, except as hereinafter provided. Section VII. The city treasurer, upon a vote of the board of trustees, shall pay out of the retirement fund, in monthly payments, such an annuity to any teacher who has taught not less than two years in the city of Boston, although less than thirty years in the aggregate, as the fund will allow and said board of trustees shall deter¬ mine, if such teacher has become incapacitated for teaching and has been discharged from the service of the city of Boston: Provided , That a certificate of such incapacity be furnished by the attending physician and by a physician employed by the board of trustees: And further provided, That the annuity shall cease when the incapacity cease3. Section VIII. All annuities shall be uniform in amount, whether the annuitants are retired under the provisions of section six or of section seven, except as provided in section nine of this act. Section IX. No annuity shall be paid to any teacher until such teacher shall con¬ tribute, or has contributed to the general fund, a sum equal to all the assessments for thirty years, to wit, five hundred and forty dollars. v Section X. Any teacher * * * who shall retire from the service of the city of Boston, not being in receipt of an annuity, shall * * * receive one-half of the total amount paid by such teacher into said fund. The law passed by the New York State legislature in 1802, with reference to a retire¬ ment fund in Poughkeepsie, provides that the fund be composed of (1) “all money, pay, compensation, or salary, or any part thereof, forfeited, deducted, or withheld for or on account of absence from duty for any cause; (2) all moneys received from dona¬ tions, legacies, gifts, bequests; (3) 2 per cent of the salaries paid each month.” The law creating a retirement fund in greater New York designates as sources of this fund (1) money forfeited or withheld for absence of duty; (2) moneys received from donations, legacies, gifts; (3) 5 per cent annually of all excise moneys or fees from licenses granted to sell strong or spirituous liquors. Nothing is said of a regular contribution on the part of the teachers. The amount of annuity is fixed at one-half of the teacher’s salary at the date of retirement, provided it does not exceed §1,000 in the case of a teacher and $1,500 in the case of a principal or superintendent, nor shall any annuity fall below $600. Illinois. — On May 11, 1801, the law of 1895, which provided for a pension fund, was amended as follows : That the board of education in cities having a population exceeding 100,000 inhab¬ itants shall have power, and it shall be the duty of said board, to create a public school tea,chers’ and public school employees’ pension and retirement fund, and for that purpose shall set apart the following money, to wit: (1) An amount not exceed¬ ing one per cent per annum of the respective salaries paid to teachers and school employees elected by such board of education, which amount shall be deducted in equal installments from the said salaries at the regular time for the payment of such salaries; (2) all moneys received from donations, legacies, gifts, bequests, or otherwise, on account of said fund; (3) all moneys which may be derived from any and all sources: Provided, however, That no tax shall ever be levied for said fund; (4) any public school teacher or public school employee, a part of whose salary is now or may hereafter be set apart to provide for the fund herein created by this act, may he released, from the necessities of making further payments to said fund by filing a written notice of his or her desire to withdraw from complying with the provisions of this act with said board of trustees, which said resignation shall operate and go into effect immediately upon its receipt by said board of trustees. New Jersey. — This State makes provision for the retirement of teachers in Article XXYII of its school law. The essential features of the law are as follows: A board of trustees of the teachers’ retirement fund is created, which board administers the fund and pays annuities according to the following provisions: Whenever any teacher shall have taught in the public schools * * * for a period or periods aggregating twenty years or more, and shall have become incapac¬ itated from earning a sufficient livelihood, such teacher shall, at his or her request, and on the approval of the aforesaid board of trustees, be retired as a teacher and shall receive an annuity out of the fund * * * equal to one-half of the average 2374 EDUCATION REPORT, 1902. annual salary received by such teacher for the five years immediately preceding the time of retirement: Provided , however, That no annuity shall be less than two hundred and fifty dollars nor more than six hundred dollars: Provided further, That no teacher shall be retired under the provisions of this article unless he or she shall have first paid into said fund such sum as shall make his or her total payments into said fund equal to at least twenty per centum of his or her average annual salary for the five years immediately preceding the time of such retirement. The retirement fund herein provided for shall be made up as follow's: I. One per centum of the monthly salaries of all teachers upon wThom this act shall have become binding by its terms prior to January first, one thousand nine hundred and three; one per centum of the monthly salaries of all teachers wrho shall become members of said fund on or after January first, one thousand nine hundred and three, and who shall have been teaching ten years or less at the time of becoming members of said fund; tw'O per centum of the monthly salaries of all teachers wLo shall become members of said fund oh or after said date, and who shall have been teaching more than ten years at the time of becoming members of said fund: Provided, That on or after said date no person who shall have been teaching more than fifteen years shall become a member of said fund unless he or she shall have passed a satisfactory med¬ ical examination under such rules as the board of trustees may prescribe: And pro¬ vided further, That a teacher, now a member of said fund, shall not be required to pay more than one per centum of his or her salary by reason of the fact that he or she has been teaching more than ten years. * * * II. One per centum of all annuities paid under the provisions of this article, which shall be deducted and withheld from each payment made to any annuitant. III. All moneys and property received by donation, legacy, gift, bequest, devise, or otherwise, for or on account of said fund ; IV. All interest on investments and other moneys which may be duly and legally raised for the increase of said fund. In States and cities wrhere the law provides for public authorities to administer a teachers’ retirement fund the associations for temporary aid and annuity are gradually winding up their business or merging their interest with the fund created by law. This has been the result in Europe, and naturally will be the result here. FOREIGN STUDENTS IN GERMAN UNIVERSITIES. The number of foreigners who were matriculated at the old German universities (21 institutions), not including the technological schools, agricultural, mining, for¬ estry, and veterinary colleges, during the year 1902, was 2,783. These figures show an increase of 177 over the preceding year, when 2,606 w'ere enrolled. Of the num¬ ber in 1902 (2,783) as many as 708 studied philosophy, philology, and history; 649 mathematics and natural sciences; 585 studied medicine; 323 studied lawr and eco¬ nomics; 147 Protestant theology; 25 Catholic theology; 156 forestry and administra¬ tion; 148 agriculture; 26 pharmacy, and 18 dentistry. The foregoing figures do not include the nonmatrieulated foreign hearers, of w7hom there are many more than 2,783, but being irregular students they do not figure on the rolls. As to the nationality of the foreigners in 1901, as many as 717 were Russians. Other European countries are represented by the following numbers: Austria- Hungary, 507; Switzerland, 259; England, 157; Bulgaria, 68; the Netherlands, 50; France, 47; Greece, 46; Italy, 44; Servia, 44; Luxemburg, 38; Roumania, 37; Turkey, 35; Sw'eden and Norway, 26; Belgium, 22; Denmark, 8; Spain, 8; Portugal, 2; Monte¬ negro, 2. As many as 492 are from other continents. Of these 323 are Americans, almost all from the United States; 154 are from Asia, almost all from Japan; 12 from Africa, and 3 from Australia. In the year 1835-36 there w7ere only 475 foreign students, or 4.02 per cent of the total number of university students in Germany. In 1870-71 there were 735, or 6.1 per cent. In 1880-81 the percentage had fallen to 5.16 per cent. In 1890-91 it again rose to 6.7 percent; in 1900-1901 it was 7.3 per cent, and in 1901-2 it was 7.55 per cent. Ten years ago America furnished the largest contingent with 415 students, 22 per cent of the total number of foreign students; now Russia leads. FOREIGN STUDENTS IN GERMAN UNIVERSITIES. 2375 As regards the different institutions, the following details as to the number of for¬ eigners will show their relative rank: UNIVERSITIES. Berlin . 888 Leipzig . 415 Munich . 259 Heidelberg . 181 Halle . 162 Freiburg . 121 Gottingen . 89 Marburg . 88 Strasburg . 79 Jena . 73 Bonn . 68 Vvr iirzburg . 64 Konigsberg . 62 Breslau . 47 Tubingen . 43 Giessen . 41 Erlangen . 29 Greifswald . 25 Rostock . 17 Kiel . 16 Munster . 13 Total . 7 2,783 A. Munich . 461 Darmstadt . 413 Karlsruhe . 384 Berlin . 363 Dresden . 261 Hanover . 156 Aix la Chapelle . 144 Stuttgart . 78 Brunswick . 54 Total . 2,314 In 1902 the number of foreigners in the 9 polytechnica was 2,314; in the 5 vet¬ erinary colleges, 45; in the 4 agricultural colleges, 156; in the 5 forestry schools, 74; in the 3 mining academies, 304; in the 4 commercial universities, 285. Hence •the total number of foreign students in German higher seats of learning* was 5,861, exclusive of nonmatriculated hearers. In the same year the Austrian universities and other higher seats of learning in which German is the medium of instruction had 1,936 foreign students, while Switz¬ erland had 2,491. Number of foreign students in German universities. UNIVERSITIES. 1835. 1870. 1895. 1899. 1900. 1901. 1902. Berlin . 553 655 714 885 888 Leipzig . 258 i 322 370 415 Munich . 193 196 206 232 259 Heidelberg . 206 i 205 158 184 Halle . I . 135 ] 138 141 162 Freiburg . 1 . 84 96 140 121 Gottingen . 65 j 93 102 89 Marburg . 61 66 81 88 Strasburg . 93 73 79 79 Jena . 78 71 60 Bonn . 50 50 56 68 Wurzburg . 52 | 59 45 64 Konigsberg . 40 49 47 62 Breslau . 29 40 40 36 47 Tubingen . 35 ! 48 46 43 Giessen . 6 35 24 41 Erlangen . 30 i 83 30 29 Greifswald . 20 22 ’ 21 24 25 Rostock . 10 7 18 17 Kiel . 17 22 24 i 16 Munster . io : 4 8 | 13 Total . J 475 | 735 | 2,025 | 2,284 ! 2,322 J 2,606 : 2,783 Per cent of the whole number of stu¬ dents . 4.02 6.1 1 6.2 ; 6.7 j 7.3 7. 5 | 7. 55 2376 EDUCATION REPORT, 1902. Number of foreign students in German universities — Continued. POLYTECHNICA. 1895. 1899. 1900. 1902. Munich . . . 230 461 Darmstadt . . 83 413 Karlsruhe . . . 123 384 Berlin . 213 363 Dresden . . 151 261 Hanovev . . 84 156 Aix la Chapelle . 58 144 Stuttgart . > . 65 78 Brunswick . 34 54 Total . 1, 041 1, 276 1, 800 1 1 | 2, 314 1 Notes.— The figures in both tables do not include the foreign nonmatriculated students, whose number is considered fully as large. They are usuadly students of special branches only. The number of foreign students in agricultural, forestry, mining, veterinary, and commercial col¬ leges was 864 in 1902. In 1902 Austria had 1,936 foreign students in its universities; Switzerland, 2,491. United States contribute from 22 to 25 per cent of the foreign students in Germany. HIGHER COMMERCIAL EDUCATION. In Chapter XXV of the Report of the Commissioner of Education for 1901 was given a statement concerning the courses in commerce offered by the universities and colleges of the United States. Since the publication of that article information has been received of the establishment of similar courses in three additional institutions. The courses offered are as follows: STATE UNIVERSITY OP IOWA. The school of political and social science was established in 1900 and offers four- year courses of study in commerce, in administration, and in statistics, leading to the degree of Bachelor of Arts or Bachelor of Philosophy. The studies of the freshman and sophomore years in these courses are the same as in the general course in polit¬ ical and social science. Specialization should begin in the junior year, and the work prescribed for the junior and senior years in the courses mentioned is as follows: Course in commerce. [The figures indicate the number of hours per week.] JUNIOR YEAR. First semester. — Modern industrialism, 3; currency and banking, 3; taxation, 2; elementary law, 3; elective, 4 or 5. Second semester. — Corporation finance, and accounting, 3; public finance, 3; trans¬ portation, 2; commercial law, 3; elective, 4 or 5. SENIOR YEAR. First semester. — Theory and technique of statistics, 3; distribution of wealth, 2; international law, 2; modern history, 2 or 3; elective, 6 or 5. Second semester. — Economic and social statistics, 3; social legislation, 2; commerce and consular service, 2; colonial government, 2; elective, 6 or 5. HIGHER COMMERCIAL EDUCATION, 2377 Course in administration. [The figures indicate the number of hours per week.] JUNIOR YEAR. First semester. — Principles of American government, 3; local government, 2; theory and technique of statistics, 3; modern history, 2 or 3; elective, 5 or 4. Second semester. — -Political parties, 3; colonial government, 2; public finance, 3; modern history, 2 or 3; elective, 5 or 4. SENIOR YEAR. First semester. — Elementary law, 3; administrative law, 2; introduction to sociol¬ ogy, 3; international law and diplomacy, 2; elective, 5. Second semester. — Constitutional law, 3; administrative law, 2; social amelioration, 3; legal history, 2; elective, 5. Course in statistics. . [The figures indicate the number of hours per week.] JUNIOR YEAR. First semester. — Business organization, 3; theory and technique of statistics, 3; analytics and calculus, 2; political economy, 3 or 2; elective, 4 or 5. Second semester. — Corporation finance and accounting, 3; economic and social sta¬ tistics, 3; analytics and calculus, 2; public finance, 3 or 2; elective, 4 or 5. SENIOR YEAR. First semester. — Advanced statistics, seminary work, 3; theory of probabilities, 2; administrative law, 2; American history, 3; elective, 5. Second semester. — Advanced statistics, seminary work, 3; theory of probabilities, 2; administrative law, 2; American history, 3; elective, 5. OREGON AGRICULTURAL COLLEGE. The literary commerce course extends through four years and leads to the degree of bachelor of science. The entrance requirements for this course are the same as those for admission to any one of the other courses. The course of study is as follows: Hours per week. First term. Second Third term. term. Hours per week. First term. Second Third term. term. FRESHMAN YEAR. JUNIOR YEAR. Bookkeeping . English composition . Composition and rhetoric. Commercial arithmetic . . . Algebra . . . Geometry . Penmanship . Military drill, or . Physical culture . SOPHOMORE YEAR. Bookkeeping.... Stenography .... Typewriting .... Rhetoric . Floricul ture . Algebra . Zoology . Military drill, or Physical culture Commercial law Latin or German English . Entomology . Vertebrate anatomy Civics . History . Military drill . Military science . Physical culture 3 5 5 5 2 1 li 3 . 5 & 5 5 5 5 5 2 1§ 5 SENIOR YEAR. Economics . Latin or German . English* . Aesthetics . Psychology . Astronomy . Geology . Military drill . Military science . Physical culture . 5 5 5 5 5 5 5 . 5 5 2 1 2 n u 5 5 5 ED 1902 — YOJj II- -76 2878 EDUCATION- REPOET, 1902. LAWRENCE UNIVERSITY, APPLETON, WIS. The course in commerce was established in 1902. It extends through four years, and leads to the degree of Bachelor of Commercial Science. The candidate must complete satisfactorily during his course the following term-hours of prescribed work: Modern languages, 36; history, 9; English, 10; mathematics, 4; physical and natural sciences, 30; political and social sciences, 15; commerce, 40; religion, 10; physical culture (Bible, evidences), 6; elocution, 6; total, 166. In addition to the pre¬ scribed work, students are required to select from the elective courses sufficient to make a total of 204 hours. The subjects included under commerce are economic geography, commercial law, banking, and credit, business forms and accounts, trans¬ portation, and industrial development. Students in colleges or courses of commerce of universities and colleges. a Institutions. 1900-1901. 1901-2. University of California . . . 41 59 Colorado Agricultural College . . . 83 90 University of Chicago . - . 88 109 Louisiana State University . 38 43 Nevada State University . 1 2 Dartmouth College . . 15 27 New York Universitv . 67 89 Oregon Agricultural College . 58 Central High School (Philadelphia, Pa.) . 362 353 University of Pennsylvania . „ . 139 149 77 Universitv of South Dakota . 82 Utah Agricultural College . 44 94 University of Vermont . 1 3 Washington Agricultural College . 50 61 West Virginia University . . - . 52 122 University of Wisconsin . 81 95 University of Wyoming . . . . 45 34 a So far as reported. FOREIGN COUNTRIES. In foreign countries the importance of higher commercial education has been rec¬ ognized by the establishment of commercial academies and university faculties of commerce in Leipzig, Frankfort, Cologne, and Hamburg, Germany; in Vienna and Prague, Austria; in Zurich, Switzerland; in Paris, France; in Antwerp, Belgium; in London and Birmingham, England, and in Edinburgh, Scotland. The four insti¬ tutions in Germany already, three years after their establishment, have nearly 2,000 students, 145 of whom are foreigners. SALARIES OF OFFICERS AND SUPERVISORS OF INSTRUCTION IN CERTAIN CITIES. 2379 Salaries of officers and supervisors of instruction in certain cities — Continued. 2380 EDUCATION REPORT, 1902, •Sut ojpoo jo losiAjadng PH | o o o •suajj'BSjap -ui?[ jo .iosiAjadng © § : | i; 1,100 1,000 1,000 1,300 •Sin -avos jo jostAjadng pH o o o 1 1,000 ooo T % j8 •Suiuibij jbu -uBin j’o jostAjadng 30 $1, 500 1 of Is | (c) («) 1,000 1,200 2, 000 2,000 •ubui -jag jo josiAiadng b- £ •Sux -jijay jo jostAjadng 2 o o i o * J 1 u 1,000 1,400 Physical training. ’SJUBJSISSB jo saiiujug o o o O O iC oooo 11 § •SJUBJSISSB jo jaquin{sj Z rH 00 CO •jostAjadng eo 8 O o («) 1,200 | s£ 1,400 900 1,100 1,000 Music. •sjubjsissb jo sauBjug « pH ooo T \ 009 J 000 ‘It 000 ‘I 1,500 900 1,200 •SJUBJSISSB jo jaqnrnjsr ^ 3 CO - H H ri •josiAjedng © M 1 1,200 1 _ 1,500 (a) 2, 000 £ 1 gl 11 1 I 1.500 2.500 (a) > a •sjubjsissb jo sauBjBg © O lO lC o»c o O 1 § I o £ Syracuse, N.Y . New Haven. Conn _ t-s £ g 2381 superintendents’ and teachers’ g & o c ^ o SALARIES. Salaries of principals and teachers in 2382 EDUCATION EEPOET, 1902. Kindergartens. Assist¬ ants (first year). c 0 1 1 S IIS 1 1 i 8 1 II I I Direct¬ ors with maxi¬ mum allow- ancefor experi¬ ence. t- i i i isi g i a : i § l ll M l i Primary schools. Assist¬ ants in charge of be¬ gin¬ ners’ classes. o H Ml ; j o !- ; i Mil ^ ! ! ; ; ; ■** i i *«■> * Assist¬ ants of lowest rank. IS r=1 |i § ill 1 1 § i 1 1 ii 1 1 i § Assist¬ ants of .highest rank. $1,000 ii i ll i g ll l I <*-a : Princi¬ pals of largest schools. H i I 8 § : 8 ® 8 oo r-r r- r : rf cf — ^ : Grammar schools. Assist¬ ants of lowest rank. fft 1 i li i 11 i i ii § § § § ; Assist¬ ants of highest rank. rH IS 1 III i 1 1 1 1 1 II 1 I 1 1 Princi¬ pals of largest schools © H II lllillllllllllll g Includes gifts to normal and secondary schools. c Leland Stanford Junior University alone received $11,000,000 in 1898-99. COEDUCATION OF THE SEXES. 2389 tion) during the first two years of the university course. Dr. David Starr Jordan, president of Leland Stanford Junior and Dr. W. R. Harper, president of Chicago, both disclaim any intention of antagonizing the general policy of coeducation by these modifications. Apart from these changes, the actual status of our schools and higher institutions remains as reported last year. In the elementary schools coeducation i3 the general practice. Exceptions are indeed found in a few cities (less than 6 per cent of the total number), 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 build¬ ings. 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 estab¬ lishment of schools for boys. The tendency is to do away with the separate schools where these exist; thus, out of 15 cities which in 1891 reported separate high schools, three have since adopted the coeducation plan. Of a total of 6,005 public high schools reporting to the Office the present year, 98 per cent are mixed schools. The majority, even of private sec¬ ondary schools reporting to the Office, are also mixed schools, viz, 1,121, or 58.7 per cent, in a tc^al of 1,987. The policy of coeducation in higher institutions was inaugurated by Oberiin Col¬ lege, Ohio, in 1833. In 1880, that is, forty-seven years from the founding of Oberiin, more than half the colleges of the country — 51.3 per cent (technical schools not included) — had adopted the policy. In the decade 1880 to 1890 the proportion increased to 65.5 per cent. In 1900 it had risen to 71.6 per cent. In the number of coeducational institutions reporting to this Office in 1891-92 were included 24 State universities and 8 private foundations of the highest order. Since that time there have been added to the list 6 State universities, 3 Territorial universities, and 6 pri¬ vate institutions of high order. Several colleges have also adopted coeducation dur¬ ing the last decade, which in respect to scholastic standards and present equipments might well be classed with some of the State institutions included above; but for obvious reasons the latter must exert an influence in the development of their States beyond what is possible for any local college. Foreign countries. — In England 65 per cent of the departments into which the ele¬ mentary 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. Separate education is the general policy in English schools of secondary grade, and where both sexes are admitted to the same school it is generally to separate depart¬ ments. The royal commission on secondary education advocate the extension 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 those for the French the sexes are separated. In the Australasian colonies the tendency to separate departments for boys and girls is noticeable in cities. In Cape Colony, while nearly all schools are mixed, separate schools for girls are encouraged. In France custom and sentiment favor the separate education of boys and girls, and the law requires every commune having above 500 inhabitants to establish a separate school for girls unless specially authorized to substitute therefor a mixed school. In secondary schools, public and private, separate education is the universal rule. Germany. — Separate education is the preferred policy of the German States, but is not practicable in the rural primary schools. According to statistics of 1891, in Prussia two-thirds of the children in the common schools were in mixed classes, but 2390 EDUCATION REPORT, 1902. 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. Other continental countries. — Similar conditions prevail in the remaining countries of Europe, the tendency toward separation being most strongly marked in the Cath¬ olic countries. In Italy the, law calls for separate schools for boys and girls, and if they attend at the same building it must be in separate departments, each provided with its own entrance door. The lowest classes, however, may be, and often are, mixed. In Norway, and to a less extent in Denmark, girls are securing admission to sec¬ ondary schools formerly reserved for boys. The South American republics follow the precedent of the Latin States of Europe. Brazil, like Italy, requires separate schools for the two sexes. In 1888 the experi¬ ment of admitting boys and girls to the same class room was made in a few schools, but they were seated in different rooms outside of recitation hours. Coeducation in the universities of Europe. — At Oxford University women are admitted by courtesy to the lectures of about 160 professors and readers. They are also admitted to the examinations for B. A., but the degree itself is not conferred upon them. Substantially the same arrangements have been adopted at Cambridge. Durham University confers upon women all degrees excepting those in divinity. London University, Victoria University, and the University of Wales make no dis¬ criminations on account of sex. The university colleges established in England since 1868 are open to men and women. By the “universities act” of 1889 the Scotch universities were authorized 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 University 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 1897 there were altogether 3,550 women in attendance upon universities and university colleges in Great Britain and Ireland. In France women have never been legally deprived of university privileges, and since 1863, when the first woman was enrolled in the Paris faculties, the number of women matriculates has been gradually increasing. The number of women students registered in the French universities in 1898 was 871 on a total of 28,782. The universities and secondary schools of Italy admit students of both sexes to the same class, a policy at variance with that pursued in the elementary schools. Women have recently been admitted to courses in the universities of Germany, Austria, and Hungary, special authorization being required in each individual case. In 1898-99 the Prussian universities granted the privilege of attendance to 414 women as against 117 in 1895-96. The University of Athens was open to women in 1890. FREE TEXT-BOOKS. In the following-named States text-books are required to be furnished free: Dela¬ ware, Idaho, Maine, Maryland, Massachusetts, Nebraska, New Hampshire, New Jersey, Pennsylvania, Rhode Island, Vermont, Wyoming (12 States). FREE TEXT-BOOKS. 2391 In the following-named States authority is vested in local boards or voters to deter¬ mine whether text-books shall be furnished free: Colorado, Connecticut, District of Columbia, Iowa, Kansas, Michigan, Minnesota, Montana, New York, North Dakota, Ohio, South Dakota, Utah, West Virginia, Wisconsin (15 States). IN CITY SCHOOLS. In January, 1903, the following inquiries were addressed to the superintendent of city schools of each of the 161 cities of 25,000 population and over in the United States: 1. Are text-books furnished free to all the pupils in any of the grades of your city schools? 2. In what year did the city begin to furnish free text-books in any of the grades? 3. In wilich grades were they then supplied to all the pupils in said grades? 4. In which grades, of your schools are they now furnished to all the pupils? Responses were received from 159 of the 161 superintendents. In many cases the information was not complete. The answers to the inquiries, so far as could be tab¬ ulated, are given for each city in the following table: Name of city. Popula¬ tion in 1900. Are free text¬ books fur¬ nished? City began to fur¬ nish free text¬ books. In which grades then supplied? In which grades now furnished? New York, N. Y . 3, 437, 202 Yes _ 1878 All grades . All grades. Chicago, Ill . 1,698,575 No.... Philadelphia, Pa . 1, 293, 697 Yes _ 1818 All grades . Do. St. Louis, Mo . 575, 238 Yes _ 1897 1 to 4, inclusive . 1 to 4, inclusive. a Boston, Mass _ 560, 892 Yes _ 1884 Ail grades . ’ . All grades. Baltimore, Md . 508, 957 Yes _ 1884 . do . Do. Cleveland, Ohio . 381, 768 Yes... 1901 3 to 8, inclusive b ... 3 to 8, inclusive.^ Buffalo, N. Y. .. 352, 387 Yes _ 1893 All grades . All grades. San Francisco. Cal . 342, 782 No.... Cincinnati, Ohio . 325, 902 Yes... 1899 7 and 8 . 3 to 8, inclusive. Pittsburg, Pa _ 321, 616 Yes _ 1894 All grades . All grades. New Orleans, La . 387, 104 No.... Detroit, Mich . 285, 704 Yes... 1892 Elementary grades . Elementary grades. Milwaukee, Wis . 285, 315 No... Washington, D. C . 278, 718 Yes _ 1891 1 to 4, inclusive 1 to 8, inclusive Newark, N. J . 246, 070 Yes . . . 1838 All grades . All grades. Jersey City, N. J . 206, 433 Yes _ 1830 Primary grades _ All grades. c Louisville, Kv . 204, 731 No. . . . Minneapolis, Minn . 202, 718 Yes _ 1893 All grades . Elementary grades. Providence, R. I . 175, 597 Yes _ 1893 . do . All grades. Indianapolis, Ind . 169,164 No. Kansas Citv, Mo . 163, 752 No.... St. Paul, Minn . 163, 065 No.... Rochester, N. Y . 162, 608 No... Denver, Colo, (district No. 1).. 133, 859 Yes... 1893 Elementary grades . Elementary grades. Toledo, Ohis . 131, 822 Yes _ 1894 All grades _ All grades. Alleghenv, Pa . 129, 896 Yes _ 1893 . do . Do. Columbia, Ohio . 125, 560 No.... Worcester, Mass _ 118, 421 Yes _ 1884 Alt gra d es All grades. Syracuse, N. Y . 108, 374 Yes _ 1887 1 to 3, inclusive Elementary grades, New Haven, Conn . 108, 027 Yes _ 1890 All grades All grades. Paterson, N. J . 105, 171 Yes . . . 1860 . do . Do. Fall River, Mass . 104, 863 Yes _ 1874 _ do _ Do. St. Joseph, Mo . 102, 979 No... Omaha, Nebr . 102, 555 Yes _ 1888 i j ATI grad es Do. Los Angeles, Cal . 102, 479 No. . . . Memphis, Tenn . 102,320 No... Scranton, Pa . 102, 026 Yes _ 1888 All grades Do. Lowell, Mass . 94, 969 Yes _ 1881 do Do. Albanv, N. Y . 94, 151 No. . . . Cambridge, Mass . 91,886 Yes _ 1884 All grades Do. Portland, Oreg . 90, 426 No. . . . Atlanta, Ga . 89, 872 No. . . . Grand Rapids, Mich . 87, 565 No.... Dayton, Ohio . 85, 333 No.... a Free books and stationery will be furnished all grades September, 1903. & Spellers, 3 to 8, inclusive." Geographies, 4 to 8, inclusive. c Since 1848, all grades. 2392 EDUCATION REPORT, 1902, Name of city. Popula¬ tion in 1900. Are free text¬ books fur¬ nished ? City began to fur¬ nish free text¬ books. In which grades then supplied. In which grades now supplied. Richmond, Ya . Nashville, Tenn . Seattle, Wash . Hartford, Conn . Reading, Pa . Wilmington, Del .... Camden, N. J . Trenton, N.J . Bridgeport, Conn Lynn, Mass . Oakland, Cal . Lawrence, Mass . New Bedford, Mass . . Des Moines, Iowa _ Springfield, Mass Somerville, Mass .... Troy, N. Y . Hoboken, N.J . Evansville, Ind . Manchester, N. H _ Utica, N.Y . Peoria, Ill . Charleston, S. C . Savannah, Ga . Salt Lake City, Utah San Antonio, Tex . . . Duluth, Minn . Erie, Pa . Elizabeth, N.J . Wilkesbarre, Pa . Kansas City, Kans . . . Harrisburg, Pa . Portland, Me . Yonkers, N.Y . Norfolk, Ya . W'aterbury, Conn Holyoke, Mass . Fort Wayne, Ind Youngstown, Ohio. . . Houston, Tex . Covington, Ky . Akron, Ohio . Dallas, Tex . Saginaw, Mich . Lancaster, Pa . Lincoln, Nebr . Brockton, Mass-. . Binghamton, N.Y... Augusta, Ga . Pawtucket, R. I . Altoona, Pa . Wheeling, W. Va _ Mobile, Ala . Birmingham, Ala ... Little Rock, Ark . Springfield, Ohio _ Galveston, Tex . Tacoma, Wash . Haverhill, Mass . Spokane, Wash . . . Terre Haute, Ind Dubuque, Iowa . Quincy, Ill . South Bend, Ind . Salem, Mass . Johnstown, Pa . Elmira, N.Y . . Allentown, Pa . . Davenport, Iowa McKeesport, Pa . . Springfield, Ill . Chelsea, Mass . . Chester, Pa . York, Pa . . Malden, Mass . Topeka, Kans . 85,050 80, 865 80, 671 79, 850 78, 961 76, 508 75, 935 73, 307 70, 996 68, 513 66,960 62, 559 62, 442 62, 139 62,059 61, 643 60, 651 59, 364 59, 007 56, 987 56, 383 56,100 55, 807 54, 244 53, 531 53, 321 52, 969 52, 733 52, 130 51, 721 51, 418 50, 167 50, 145 47, 931 46, 624 45, 859 45, 712 45, 115 44, 885 44, 633 42, 938 42, 728 42, 638 42, 345 41,459 40, 169 40, 063 39, 647 39, 441 39, 231 38, 973 38, 878 38, 469 38, 415 38, 307 38, 253 37, 789 37, 714 37, 175 36, 848 36, 673 36, 297 No.... No.... Yes... Yes... Yes... Yes... Yes... Yes... No.... Yes... Noa .. Yes... Yes... Yes... Yes... Yes... No.... Yes... No.... Yes... No.... Yes... No.... No.... Yes... No.... Yes . . . Y es . . . Yes... Yes... No.... Yes... Yes... Yes... Yes... Yes... Yes... No.... No.... Yes... No.... Yes... No.... Yes... Yes... Yes... Yes... Yes... No.... Yes... Yes... No.... No.... No.... No.... Yes... No.... No.... Yes... Yes.. . No.... No.... 1897 1902 1892 1875 1883 1887 1884 1884 1884 1899 1884 1884 1855 i.890" 1800 1856 1892 1886 1893 1850 1892 1891 1890 1882 1865 1896 1883 1885 1887 1891 1884 1888 1893 1888 All grades . Elementary grades. All grades . . do . - do . All grades . All grades . All grades . _ do . . do . - do . _ do . All grades . All grades . First grade . Primary grades 1 to 8, inclusive _ Elementary grades c Elementary grades . All grades . Elementary grades c Primary grades. All grades . . do . . do . . do . 1 to 4, inclusive 1 to 8, inclusive All grades . . . do . . do . . do . 1 to 4, inclusive All grades . . do . 1895 All grades . 1884 1898 All grades . _ do . All grades. Elementary grades. All grades. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. Do. First grade. 6 None. 1 to 8, inclusive. All grades. Do. Do. Do. Do. Do. Do. Do. Do. Do. 1 to 4, inclusive. 1 to 8, inclusive. All grades. Do. Do. Do. Elementary grades All grades. Do. 1 to 4, inclusive.# All grades. Do. Do. 36, 252 35, 999 35, 956 35, 936 35, 672 35, 416 35, 254 34, 227 34, 159 34, 072 33, 988 33, 708 33, 664 33, 608 No. . . . No.... Yes... Yes... No... 1884 1875 All grades . Elementary grades . Yes... No.... 1893 All grades . Yes... No. . . . 1894 All grades . Yes... Yes... Yes... Yes... No.... 1885 1864 1893 1884 All grades . All grades . . do . Do. Do. Do. Do. Do. Do. Do. Do. a Certain supplemental books furnished in elementary grades. eReaders only. 6 Readers to all elementary grades. ’ # Supplemental readers only. EDUCATION IN CUBA AND MEXICO. 2393 Name of city. Popula¬ tion in 1900. Are free text¬ books fur¬ nished? City began to fur¬ nish free text¬ books. In which grades then supplied. In which grades now furnished. 33, 587 1884 All grades . All grades. 33, 111 No.... 32' 722 1893 All grades . Do. 32, 637 Scheuectadv, N. Y . ‘ 31, 682 No _ 31 '531 1884 All grades . Do. 31, 091 1891 . do . Do. Rockford, Ill ... 3R 051 31, 036 1884 All grades . Do. No.... 30' 470 1897 1 to 8, inclusive . 1 to 8, inclusive. Montgomery, Ala . . 30, 346 No.... Auburn, N. Y . 30, 345 No a . . Chattanooga, Tenn . 30, 154 No.... East St. Louis, Ill . 29,655 No&... Joliet, Ill . 29, 353 Nob... Sacramento, Cal . 29, 282 No.... Racine, Wis . 29, 102 No _ La Crosse, Wis . 28, 895 Yes _ 1882 All grades . . All grades. Williamsport, Pa . 28, 757 Yes. . . 1893 . do . Do. Jacksonville, Fla . 28, 429 No.... Newcastle, Pa . 28, 339 Yes _ 1893 All grades . Do. Newport, Kv . 28, 301 Oshkosh, Wis . 28, 284 No« . . Woonsocket, R. I . 28, 204 Yes _ 1877 1 to 9, inclusive . All grades.^ Pueblo, Colo. (Dist. No. 1) . 28, 157 No.... Atlantic City, N. J . 27, 838 Yes... 1888 All grades . All grades. Passaic, N . J . 27, 777 Yes _ 1870 . do . Do. Bay City, Mich . 27, 628 Y es _ 1889 1 to 8, inclusive . All grades, e Fort Worth, Tex . 26, 688 No.... Lexington, Ky . 26, 369 Gloucester, Mass . 26, 121 Yes _ 1884 All grades . All grades. Joplin, Mo . 26, 023 No. . . . South Omaha, Nebr . 26, 001 Y es _ 1891 All grades . . Do. New Britain, Conn . 25, 998 Yes... 1897 Elementary grades. Elementary grades. Council Bluffs, Iowa . 25, 802 Yes _ 1902 All grades . All grades. Cedar Rapids, Iowa . 25,656 Yes _ 1902 . do . Do. Easton, Pa . 25,238 Yes _ 1889 . do . Do. Jackson, Mich . 25,180 No.... a Readers only, b Supplemental readers only. c Only music books and supplemental readers. d French. German, Latin, and Greek books are not furnished. e High school included in 1899. EDUCATION IN CUBA AND MEXICO. [The Bureau is indebted to the courtesy of the honorable the Secretary of State for the following translations of articles on education in Cuba and the district of Mexico, and for the report of a visit to the public schools of Cienfuegos, Cuba, by Mr. Max J. Baehr, United States consul. The account of the condition of education in Cuba is taken from the message of President Palma while the article relating to Mexico is taken from the message of President Diaz. Consul Baehr’ s report of his visit to the schools of Cienfuegos is especially interesting as being the testimony of an outsider to the condition of schools in a Cuban city.] EXTRACT FROM MESSAGE OF THE PRESIDENT OF CUBA. The Government continues to devote special attention to the important branch of public instruction, convinced that individual and collective culture is the fundamental basis of modern democracy and that it is indispensable, in order to make out of the Cuban people a people prosperous and obedient, to persevere in the sacrifices required by the propagation of learning in all its grades, primary, secondary, superior, and ed 1902 — vol ii - 77 2394 EDUCATION REPORT, 1902. professional. The work is slow; the results are not felt at once, as are those produced by the efforts to materially improve. However, the product will be certain and the harvest abundant. We are behind in the race in which civilized peoples have been competing since the dawn of the nineteenth century, and we must regain the time lost by energy and constancy. The aim is eminently social and can not be attained without the cooperation of all who constitute our population, some exercising the initiative corresponding to them by reason of their superior culture, the others — who, unfortunately, form the greater number — following the counsels and guidance of those best fitted. Our scholastic organization, based an military orders 266 of 1899 and 368 of 1900, with some modifications contained in later orders, calls upon parents to directly par¬ ticipate in the matter of schools, through the boards of education clothed with the powers necessary, although under the general supervision of the State. There has been a decrease in the number of schoolhouses during the present year. The average of the four months is 1,847 schools for last year, with 3,489 schoolrooms, against 1,373 schools and 3,328 rooms for the present year, or, that is, 161 school¬ rooms less. Divers causes occasioned this decrease. It has been endeavored to group the great¬ est possible number of rooms in the same premises for the purposes of economy and add to others existing, where the scholastic population is more dense, the pupils of those which have been abolished on account of the very small average of attendance. Furthermore, after the last examination the number of teachers qualified legally to teach in public schools was found to be short. For this reason many rooms were without teachers. Several have since been provided for, but to do so it has been necessary to qualify persons wrho in the examinations had obtained the best marks among the nonaccepted. Notwithstanding, not a few rooms are still without teach¬ ers, principally in the rural wards of districts like Jiguani, Sagua de Tanamo, Baracoa, Mantua, and Guane, for wrhich no aspirants present themselves, due, without doubt, to the difficulties of communication. The average number of scholars during the four months was 158,104 in 1901-2 — 84,191 males and 73,913 females, and in 1902-3 140,276 — 80,654 males and 67,622 females, a decrease of 9,826. This difference is due in part to the number of schools without teachers in the remote rural districts and principally to the efficacy of the administrative and pedagogic inspection of the schools, since with the experience acquired the school lists have improved, they having been deficient before on account of the desire of many teachers to maintain the greatest number of inscriptions therein. It wTas the custom to show as scholars throughout the course those who had at some time attended the school; now the scholar who fails to attend for a wrhole month is not included in the lists. The causes showm for the decrease in the lists also explain the slight decrease noted in the average daily attendance — 116,773 in 1902-3 against 119,995 in 1901-2. How¬ ever, if the percentage of daily schoolroom attendance is compared with scholars registered we find an increase in favor of the present year amounting to more than 3 per cent in November and December, 4 per cent in January, and 2 per cent in Feb¬ ruary. The attendance would have been greater in January and February if there had been no epidemic of smallpox, ophthalmia, and grippe. In some cases it has been necessary to temporarily close a school. Another fact that is revealed by the scholastic statistics and reports received in the department of public instruction is that the rural populace is rapidly returning to its respective districts as the agricultural reconstruction advances. They again take up the old farms and in the towns and vil¬ lages the scholastic population is decreasing, moving to the country. Thus it results that attendance is decreasing in the urban centers and it is necessary to move schools or rooms in order to put them within the reach of the country folk. This is now being done — not ahvays, unfortunately, through the initiative of the boards of education, EDUCATION IN CUBA AND MEXICO. 2395 the most called upon to know of those changes in residence — but through the work of agents of the central government. The result of the scholastic census made in this second half of March past is not yet known. As soon as it is definitely learned the establishment of schools as demanded by circumstances will be prepared and carried out. The executive is awake to the necessity of propagating the advantages of instruction among our sober and industrious country people. As a result of the reforms made up to the present time in the distribution of schools an economy in salaries of §23,727.82 and in rents of §10,454.42 has been obtained. It would be highly advantageous for the State to use these savings in building school- houses, beginning with the rural districts, where building can be done at small cost and with economy to the treasury and advantages of instruction. High rent for bad palm houses is now paid and the State not only suffers a loss but the children of our country districts do not find the comfort to be desired in the school. With the publication of order 4 of 19Q2, the cooperation of private initiative in the work of popular education was formally recognized by the State. Private schools had grown to 610 in number, with a total of 24,333 pupils, but since then the number has been reduced to 428 schools with 25.675 pupils. That the public school is acquiring prestige is not to be doubted. Many are the districts in which there are no private schools, and the scholastic populace, without distinction of classes, attend the public schools. The administration recognizes the liberty to teach, following the principle of the law; however, it will see that the teachers have the fitness necessary and that the schools are installed in a way adapted to their purpose. As is known the State provides secondary instruction in the secondary instruction institutes. To some of them special or professional teaching and preparatory courses are added, in which is comprised the superior primary instruction not yet furnished in our public schools. The total number of registered_seholars in these institutions, including the pupils of incorporated colleges, amounts to 1,016 in the present course. The number of registered scholars in the university during the current academic course is 534, as per the following summary: Faculty of letters and sciences . . . 138 Faculty of medicine and pharmacy . 247 Faculty of law . 149 Total of the university . 534 The progress made in both the institutes and the university is notable, thanks to the efforts of the professors and the cooperation, each day more efficacious, of the scholars. While the number of scholars in some studies considered separately is . very small it should be taken into account that these studies are of recent creation, and that it is necessary1" to preserve them because later on when the country shall have recovered from the losses of the war they will be of genuine advantage. The new premises to which the university has been transferred — so advantageously situated — required considerable improvement to properly adapt them to the purpose to which they are now applied. To this end an allotment of §50,000 already appears in the general estimates, and this is but the first of the allotments which must be applied to the improvement. The botanical garden and the experimental agricul¬ tural station are the object of special attention by the Government. Another thing that is the subject of study, and will later on be subject of a communication, is the necessity of preparing young men for the telegraph service, and attaching to some institutes of secondary instruction the instruction indispensable to the profession of navigator, on account of the advantage and necessity of preparing seamen qualified for our merchant marine, which may become relatively large in an -insular country 2396 EDUCATION REPORT, 1902. like ours, not to consider the necessity to guard and defend our coasts and adjacent keys and islands. The school of painting and sculpture has always been well attended. At present it has 625 registered scholars, 548 in elemental and 77 in superior studies. If the condition of the treasury is favorable when next year’s budget is made up, we can perhaps think of organizing a modest conservatory of belles arts, where music, voice culture, and elocution can also be studied. The school of arts and trades of Habana, in charge of the State, wdiich has built a grand building for the school and acquired a great quantity of material for instruc¬ tion, is one of the most useful institutions we possess. It has 451 scholars registered, 308 day and 143 night, with an average attendance of 350. Considering that there have been disbursed from the State treasury great sums of money to build a fine building and acquire teaching material, and also considering that it is yet necessary to spend a great deal of money to equip the school to the extent required by its importance and the benefits it furnishes our laboring classes, I consider that the school of arts and trades of Habana has become a property of the State rather than of the province. Furthermore, the State stands in a more favorable position to look after its sustenance and introduce therein improvements and modern equipment necessary to an institution of its kind of such notable advantage. There is a normal kindergarten school in operation in this city. Twenty registered students and some auditors attend. There are but few schools of the Froebel system on the island, and it is the purpose of the administration to support them and increase their number without burdening the treasury. I am convinced that in no other branch of the administration is legislative insta¬ bility so prejudicial as in matters of public instruction. After a general organization of instruction has been founded among us that is a considerable advancement over the one that formerly existed we should direct our activity to taking advantage of the existing means as far as possible and not begin a new organization when the present one has hardly been co'mpleted. This does not exclude such reforms as are abso¬ lutely indispensable. Reports and statistics of our educational institutions will be published at the end of the school and academic year, and then the administration of public instruction during the first year of our existence as a nation can be judged fully. A VISIT TO THE SCHOOLS OF CIENFUEGOS, CUBA. Consulate of the United States, Cienfuegos, Cuba, March 3, 1903. Hon. Francis B. Loomis, Assistant Secretary of State, Washington, D. C. Sir: Through the courtesy of Mr. Vincent P. Lombard, superintendent of public schools at Cienfuegos, I had the opportunity to visit the schools of which I have made the following report, which I have the honor to submit to your consideration. The by-laws and regulations of the city district of Cienfuegos public schools are very similar to those of the State of Ohio. It consists of a board of education, com¬ posed of 1 president and 6 members, all vested with legislative power and authority in matters pertaining to the fulfillment of all orders and instructions received from the secretary of public instruction relative to the management and teachings of the public school system. number of schools. They have in the city district of Cienfuegos ten schools, comprising from the kinder¬ garten to the fourth grade. Children are admitted in the kindergarten from 3o to 5 J years of age. School age is set for all children between the ages of 6 and 14. EDUCATION IN CUBA AND MEXICO. 2397 Branches of study taught in the public schools are reading, writing, language les¬ sons, geography, arithmetic, drawing, physiology and hygiene, history, and physical culture. The first and second grade students are children that average from 6 to 10 years of age; they receive the same tuition as those of the third and fourth grades with the exception of history, which is not taught in the first and second grades. The board w7as unable to secure for this session, as they did for the last school session, a good teacher for the useful and interesting branch of sloyd and manual training. ENGLISH LANGUAGE. The English language is taught by special teachers thrice weekly to all the pupils of the second, third, and fourth grades. NUMBER OF TEACHERS AND CERTIFICATES. There are in the city district of Cienfuegos 60 public school teachers, all of whom are provided with certificates of examination from the board of superintendents as the requisite for teaching in public schools in Cuba. Of these 60 teachers, there are 2 without class rooms, v.rho act as principals of each department of the central school. There are also 3 English teachers, wThose duty it is to go from one class room to another teaching the language in all the schools. LOCATION OF SCHOOLS. It was owing to the constant exertions of Mr. Pedro M. Hernandez, president of the board of education, and through the efforts of Lieut. Matthew E. Hanna, U. S. Army, ex-commissioner of public schools during the United States military gov¬ ernment in Cuba, that the board obtained their best school site, called “Escuela Central,” situated in the most central part of the city, the building occupying a whole block, from Santa Clara, Tacon, and Cuartel streets. This building was modernized and improved by the United States military govern¬ ment. It has two departments, one for the boys and the other for girls; the former has 14 class rooms and the latter has 11, one of which is devoted to the kindergarten. In both of these departments the class rooms are spacious, having excellent hygienic conditions, light and ventilation, and each is capable of seating 60 pupils. The artistic decorations in these class rooms are made by the skillful hands of their respective teachers, and are admired by numerous foreigners who visit the schools. Such combinations of art and natural objects in the class rooms brighten and impart mirth and beauty, thus making the children happy. The plumbing and other conveniences in this building are superb, and nothing was spared by the government, to which it belongs, to make it a first-class school building, being the second in Cuba. OTHER SCHOOLS. At the four cardinal points of the city are established two schools, one for boys and the other for girls, which are denominated the northern, southern, eastern, and western ward schools. These school buildings not being the property of the gov¬ ernment, rent must be paid for them, ranging from $30 to $45 per month, and the conditions of the houses and class rooms are not of the best. SCHOOL FURNITURE. The school furniture is of modern style, of the best quality manufactured in the United States, and in a fairly good condition, and all the schools are well supplied, having done away with the old style of benches and desks so characteristic of colo¬ nial times. 2398 EDUCATION REPORT, 1902. APTITUDES OF TEACHERS. Fitness and competency of teachers for the discharge of their duties seem to be fairly good, as far as I am able to judge. It appears that they practice order and discipline, and at the same time impress it well upon the minds of their pupils. RECESSES. The recreation grounds in both departments of the central school are ample and in good condition. Children of the first grade have a recess of one hour, divided into periods of a quarter of an hour each in both the morning and noon sessions. Those of the second, third, and fourth grades get only half an hour recess daily. ATTENDANCE. There is a regular daily attendance of over 2,000 children of both sexes at the city district of Cienfuegos, of which attendance about 1,082 are males and 975 females, making a total of 2,057, which gives an average of 37.20 pupils to each teacher. SALARIES OF TEACHERS. Teachers of the first and second grades get from $30 to $40, those of the third and fourth grades get from $60 to $75 per month. TEXT-BOOKS AND SCHOOL SUPPLIES. All the schools are very well supplied with text-books and school material, all of which are furnished by American publishers and suppliers from the United States. I have the honor to be, sir, your obedient servant, Max J. Baehr, United States Consul. EDUCATIONAL MATTERS IN THE DISTRICT OF MEXICO. [From the Mexican Herald, April 2, 1S03.] The school premises intended for primary instruction are being gradually improved, both for the purpose of affording accommodations for the increased attendance and to place their hygienic conditions on a better footing. This has entailed a note¬ worthy increase in the outlay for rents. The number of pupils entered on the rosters of the compulsory schools is 46,000, and as the census of the district shows a total population of 56,000 children of school age, it is evident that about 10,000 do not attend the official schools, the majority of them going to private schools. The usual sy stem of examination in the superior primary schools has been replaced by another method from which better results are expected, and, in addition to the traditional prizes, annual periods of scholastic festivals have been inaugurated with brilliant success. In accordance with a legal enactment, the creation of superior primary schools, with a special section attached, has been initiated, and one such establishment, viz, the mercantile school for young ladies, named for the conspicu¬ ous statesman, Miguel Lerdo de Tejada, has been started under the direction of a distinguished teacher. EDUCATION IN CUD A AND MEXICO. 2399 The normal school for men, reorganized in accordance with a new plan which creates two grades of masters, is how working with a roster of 67 pupils taking the normal course, a number never before attained, and 558 boys in the attached pri¬ mary school. In the normal school for young ladies there are 357 pupils taking the course for teachers and 775 girls in the attached school. In a special section of the office of the assistant secretary of education a registry of the personnel of the official schools has been opened, containing a record of all the facts in the scholastic life of each of the masters. In the international exposition of scholastic material, inaugurated at Santiago, Chile, pn December 14 last, the exhibit of the district, prepared by the director of the normal school, won the first prize. In the territories success has also been attained in the material and intellectual improvement of primary instruction. In the territory of Quintana Eoo schools have been founded and are already in operation. The Government recently acquired a property contiguous to the national prepara¬ tory school which will be used chiefly to provide a large hall for public lectures. In accordance with the new plans in force in the national colleges of jurisprudence and medicine, new and important branches of study were introduced from the beginning of the current year, as, for example, the course of administrative law and fiscal legislation in the school of jurisprudence, and the third year’s courses of med¬ ical clinics and surgical clinics in the school of medicine. For the class of medical clinics the indispensable apparatus has been secured and what is lacking will in due time be added. The plan of studies in the national school of fine arts has undergone a radical trans¬ formation by virtue of the law which the executive, duly authorized, recently issued. Thanks to that law the studies of pupils aspiring to the profession of architecture will be better adapted to the desired end, and will be coordinated in so appropriate a manner tjiat, while their artistic attainments will be enhanced, the scientific knowl¬ edge which must serve as the foundation of the former will not be neglected. On the other hand, the courses for painters, sculptors, and engravers will in the future be more solid, and as they are no longer distributed over a number of years the persons who possess ability will be enabled rapidly to conclude their career. In order to adapt the physical environment in which instruction is imparted with these improved methods, important and costly alterations have been started in the building, fixtures, and working utensils of the national school of fine arts. The plan of studies of the national conservatory of music which will go into force this year has also undergone a transformation. Under the new plan carefully matured regulations will enable the pupils who demonstrate greater aptitude to com¬ plete their studies more rapidly. Moreover, the laws, both for the national school of fine arts and for the conservatory, provide a system of pensions for study abroad as rewards for success in competitive examinations, with the obligation of reimburs¬ ing expenses with a view to the formation of a fund for subsequent improvements. The first two pensioners of the national school of fine arts have just departed for Europe under this arrangement. 2400 EDUCATION REPORT, 1902, STATISTICS OF SCHOOLS, LIBRARIES, BOOKS, AND PERIODICALS IN JAPAN. [Compiled by Mr. S. Ito, member of the International Congress of Statisticians, Budapest, and pub¬ lished in the Sun Trade Journal, Tokyo, August 1, 1903.] Educational institutions for 1901-2. Institutions. Number of schools. Instructors and teachers. Students and pupils. Gradu¬ ates. Elementary schools . 27, 010 15 102, 700 79 4, 980, 604 797 850, 370 55 176 Blind and dumb schools . Normal schools . 2 118 860 Higher normal schools . 54 1,032 4, 233 17, 982 88,391 17,540 4, 361 2, 718 9, 496 3, 654 756 Middle schools . 242 Higher female schools . 70 958 Higher schools . 8 282 Imperial universities . 2 327 3, 612 17, 888 671 Special schools . 57 1,201 2, 236 2,486 6,056 18, 685 Technical schools . 401 36, 787 96, 184 Miscellaneous schools . 1,474 4, 938 Total . 29, 335 118, 104 5, 265, 006 895,123 Children attending the elementary schools. 1877 . 1878 . 1879 . 1880 . 1881 . 1882 1883 . 1884 . 1885 . 1886 . 1887 . 1888 . 1889 . 1890 . 1891 . 1892 . 1893 . 1894 . 1895 . 1896 . 1897 . 1898 . 1899 . 1900- 1901 1901- 2 . . . Year. Boys. Girls. Total. Per cent of popu¬ lation. 1, 593, 922 1.671.276 1, 717, 422 1, 766, 747 1, 875, 576 2, 084, 624 2, 216, 358 2, 219, 375 2, 154, 449 1, 988, 199 1,913, 094 2, 061, 353 2, 144, 138 2,180, 912 2, 209, 060 2, 197, 438 2, 266, 025 2, 340, 975 2,435,223 2, 533, 272 2. 570, 878 2. 582. 277 2, 672, 372 2, 785, 697 2, 836, 872 567, 967 601, 948 597, 648 586, 746 731,601 919, 513 1, 021, 147 1, 013, 851 942, 786 814, 448 800, 297 866, 515 887, 790 915, 488 944, 753 967, 963 1 , 071, 535 1, 160, 096 1, 235, 122 1, 344, 709 1,423,948 1,480, 141 1, 630, 251 1,897,901 2, 143, 732 2, 161, 889 2, 273, 224 2, 315, 070 2, 353, 493 2, 607, 177 3, 004, 137 3, 237, 507 3, 233, 226 3, 097, 235 2, 802, 639 2,713, 391 2, 927, 868 3, 031, 928 3. 096, 400 3, 153, 813 3, 165, 401 3, 337, 560 3,501,071 3, 670, 345 3, 877, 981 3, 994,826 4, 062,418 4, 302, 623 4, 683, 598 4, 980, 604 6.47 6. 55 7.17 8. 19 8. 75 8. 63 8. 18 7.28 6.94 7.39 7. 57 7. 65 7.75 7.70 8. 06 8. 37 8.69 9. 09 9.25 9. 29 9. 73 10. 47 10.86 Libraries. Year. Libra¬ ries. Japanese and Chi¬ nese volumes. European volumes. Total volumes. 1879 . 15 35, 448 58,029 63, 324 93, 477 1880 . 21 56,050 65, 952 119, 374 125, 766 1881 . 21 59, 814 65, 423 65, 975 68, 373 65, 737 1882 . 21 80, 299 145 722 1883 . 24 92, 406 158, 381 156, 878 1884 . 25 88, 505 1885 . 23 81, 851 147, 588 1886 . 21 78, 610 72, 011 78, 933 88, 713 60, 395 65, 197 68, 020 64, 489 139, 005 137, 208 1887 . 16 1888 . 20 | 146, 953 1889 . 17 j 153, 202 STATISTICS OF SCHOOLS, ETC., IN JAPAN, Libraries — Continued. 2401 Year. Libra¬ ries. Japanese and Chi¬ nese volumes. European 1 volumes. Total volumes. 1890 . , . 20 99, 958 99. 736 79,374 179,332 181, 942 1891 . : . 20 88,206 37 727 1892 . 24 289, 821 291, 315 374, 193 327, 548 1893 . 25 40, 576 41,331 41,303 331, 891 415, 524 1894 . 25 1895 . 25 399, 731 441. 034 491,822 510, 561 1896 . 27 443, 467 460,485 471,049 48,355 1897 . 31 50, 076 1898 . 33 50, 955 62, 332 51,443 57,071 522, 004 646, 557 525, 971 619,232 1899 . 2 . 38 484, 225 19C0-1901 . 43 474, 528 562, 161 1901-2 . 50 Publication of books. 1877. 1878. 1879. 1880. 1881. 1882. 1SS3. 1884. 1885. 1886. 1887. 1888. 1S89. 1890. 1891. 1892. 1893. 1894. 1897. 1898. 18S9. 1900. 1901. Year. j Compila¬ tions. ■ Transla- ' j tions. 1 Total. 5,209 232 5, 441 6,620 170 6,790 2,282 311 2, 593 3.080 233 3, 313 2,795 157 J [ 2, 952 4, 132 237 4, 369 9, 130 332 9, 462 9.590 303 9,893 8, 143 454 | I 8, 597 7,654 451 8, 105 8,856 692 1 9,548 10. 817 546 11,273 14,853 269 1 15,122 18, 497 223 1 18, 720 22, 362 206 j 22,568 21,671 173 21.844 26, 754 211 26, 965 28,021 191 28, 212 26, 650 142 26, 792 25,453 123 25, 576 25,381 141 25,522 20,805 9 20, 814 21,255 180 21,435 18; 170 111 18,281 18, 963 35 IS, 998 Newspapers and journals. 1881. 1882. 1883. 1884. 1885. 1886. 1887. 1888. 1889. 1890. 1891. 1892. 1893. 1894. 1893. 1896. 1897. 1898. 1899. 1900. 1901. Number : Dec. 31. 1 Publications. J During the year. 1 Circula- | tion pro- j liibited. Opened. J Closed. 253 64, 506, 655 190 148 ' 244 59. 038, 342 191 198 199 57', 278, 112 132 175 269 61, 162. 611 117 66 321 70, 916, 620 168 116 402 81, 914. 763 247 116 470 95, 932, 270 279 211 ! 510 111.594,502 345 305 1 647 1 5L 892. 701 420 383 716 188,289,728 441 372 766 199, 168, 371 446 399 . 792 244, 203, 066 460 4§4 802 27S! 157, 421 484 774 87 814 367, 735, 426 518 506 140 753 409. 429, 528 349 410 238 775 413, 768, 616 339 319 25 745 431,823,536 322 352 ; 829 464, 458, 141 376 282 25 978 414 265 1 27 944 475 509 25 1,181 1 523 286 j 16 2402 EDUCATION REPORT, 1902. THE GENERAL EDUCATION BOARD. a AN ACT To incorporate the General Education Board. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That William H. Baldwin, junior, Jabez L. M. Curry, Frederick T. Gates, Daniel C. Gilman, Morris K. Jesup, Robert C. Ogden, Walter H. Page, George Foster Peabody, and Albert Shawr, and their successors, be, and they hereby are, constituted a body corporate of the District of Columbia; that the name of such body corporate shall be General Education Board, and that by such name the said persons and their successors shall have perpetual succession. Sec. 2. That the object of the said corporation shall be the promotion of education within the United States of America, without distinction of race, sex, or creed. Sec. 3. That for the promotion of such object the said corporation shall have power to build, improve, enlarge, or equip, or to aid others to build, improve, enlarge, or equip, buildings for elementary or primary schools, industrial schools, technical schools, normal schools, training schools for teachers, or schools of any grade, or for higher institutions of learning, or, in connection therewith, libraries, workshops, gardens, kitchens, or other educational accessories; to establish, maintain, or endow, or aid others to establish, maintain, or endow, elementary or primary schools, indus¬ trial schools, technical schools, normal schools, training schools for teachers, or schools of any grade, or higher institutions of learning; to employ or aid others to employ teachers and lecturers; to aid, cooperate with, or endow associations or other corporations engaged in educational work within the United States of America, or to donate to any such association or corporation any property or moneys which shall at any time be held by the said corporation hereby constituted; to collect educational statistics and information, and to publish and distribute documents and reports con¬ taining the same, and in general to do and perform all things necessary or convenient for the promotion of the object of the corporation. Sec. 4. That the said corporation shall further have power to have and use a common seal and to alter and change the same at its pleasure; to sue or be sued in any court of the United States or other court of competent jurisdiction; to make by-laws for the admission or exclusion of its members, for the election of its trustees, officers, and agents, and otherwise; for the casting of votes by its members or trustees by proxy; for the purchase, management, sale, or transfer of its property; the investment and control of its funds and the general transaction of its business; to take or receive, whether by gift, grant, devise, bequest, or purchase, any real or personal estate, or to hold, grant, convey, hire, or lease the same for the purposes of its incorporation; to accept and administer any trust of money or of real or personal estate for any educational purpose within the object of the corporation as aforesaid; to prescribe by by-laws or otherwise the terms and conditions upon vdiich money, real estate, or personal estate shall be acquired or received by the said corporation, and for the grant, transfer, assignment, or donation of any or all property of the said corpora¬ tion, real or personal, to any society or corporation for any of the said purposes for wffiich the said corporation is hereby incorporated, and 'otherwise generally for the management of the property and the transaction of the business of the corporation. Sec. 5. That the members of the corporation shall be not less than nine in number and not more than seventeen, as may be prescribed by the by-lawTs of the corporation: Provided, however, That if and when the number of members shall be less than nine the members remaining shall have power to add and shall add to their number until the number shall be not less than nine: And provided,, That no act of the corporation shall be void because at the time such act shall be done the number of the members of the corporation shall be less than nine; that all the members of the corporation shall be its trustees; that no member of the said association shall, by reason of such membership or his trusteeship, be personally liable for any of its debts or obligations; that each member of the corporation shall hold his membership for a term of three years and until his successor shall be chosen: Provided, however, That the members shall be at all times divided into three classes numerically, as nearly as may be, and that the original members shall, at their first meeting, or as soon thereafter as shall be convenient, be divided into three classes, the members of the first class to hold their membership and office until the expiration of one year from the first day of January next after the enactment of this law, the members of the second class until the expiration of tvTo years thereafter, and the members of the third class until the expiration of three years thereafter, and. that in every case the member shall hold a An account of the Southern Conference and the boards associated with it is given in the Commis¬ sioner’s Report of 1901, Yol. I, pp. 1024-1026. EDUCATION AS A FACTOR IN SUCCESS. 2403 office after the expiration of his term until his successor shall be chosen: And pro¬ vided further, That in case any member shall, by death, resignation, incapacity to act, or otherwise, cease to be a member during his term, his successor shall be chosen to serve for the remainder of such term and until his successor shall be chosen; and that the principal office of the said corporation shall be in the city of Washington, Dis¬ trict of Columbia: Provided , That meetings may be held elsewhere within the United States as may be determined by the members or provided for by the by-laws. Sec. 6. That all real property of the corporation within the District of Columbia which shall be used by the corporation for the educational or other purposes of the corporation as aforesaid, other than the purpose of producing income, and all per¬ sonal property and funds of the corporation held, used, or invested for educational purposes as aforesaid, or to produce income to be used for such purposes, shall be exempt from taxation: Provided , however, That this exemption shall not apply to any property of the corporation which shall not be used for, or the income of which shall not be applied to, the educational purposes of the corporation: And provided further , That the corporation shall annually file with the Secretary of the Interior of the United States a report in writing, stating in detail the property, real and personal, held by the corporation, and the expenditure or other use or disposition of the same or the income thereof during the preceding year. Sec. 7. That this charter shall be subject to alteration, amendment, or repeal at the pleasure of the Congress of the United States. Approved, January 12, 1903. At a meeting of the general education board for the purpose of organization, held at Washington, D. C., January 29, 1903, the following announcement was made: In developing its constructive programme to aid rural schools the board has coun¬ seled with State and county school authorities. State superintendents of public instruction in Virginia, North Carolina,- Georgia, Alabama, and Louisiana have held conferences of all their county superintendents at which the executive officer of the general education board has been a most welcome guest. He has accepted an invita¬ tion to meet the county superintendents of Florida at Gainesville in that State next week. The knowledge thus acquired and the relations established have convinced the board that the opportunities are now at hand for wise and prudent investment of large sums of money to promote the education of all the people throughout the Southern States. The fact is demonstrated that no wiser or more patriotic opportunity for philanthropy is before the people of the United States. The board is now organized to receive funds designated for the further prosecution of the work begun, to act as trustees for the holding and investment of funds desig¬ nated for the benefit of institutions of learning, and to pay over the annual income of such funds under the terms of the trust, to see that funds given conditionally to insti¬ tutions through the board are distributed in strict accordance with the conditions. Funds held by the general education board are free of taxation. EDUCATION AS A FACTOR IN SUCCESS. [From Who’s Who in America, 1901-2.J Among the preliminary discussions in the original edition of Who’ s Who in America was an article which was inserted with a view to analyzing as accurately as possible the educational advantages enjoyed by the people biographically mentioned in the volume. The statistics there presented, with the deductions made from them, attracted wide and interested attention, and very many requests have been made for a similar pre¬ sentation of educational statistics in the present edition. In addition to these requests, the extended current discussion as to the value of the higher education as a factor in success has seemed to make the compilation of such statistics in this edition timely as well as useful. Some writers have maintained that the higher education is a detriment rather than an aid to success, while others have stoutly defended the advantages of a college education. Of course the strength of the argument either way depends very largely upon the individual definition of the word “success.” Of the 11,551 people whose brief biographies appear in the present edition 9,760 2404 EDUCATION EEPOET, 1902. have furnished educational data, more or less complete, concerning their general or special education. These are people who have, in some line of effort, become suffi¬ ciently well known away from home to make the publication of biographical facts about them seem desirable. Many of them are successful people, from any defini¬ tion, although not all are successful in the same way. Of course the value of these statistics depends primarily upon the accuracy of the information upon which they are based; and, secondly, upon the manner in which that information is statistically used. In preparing the following figures the data furnished in regard to education of each subject have been examined. It has been necessary to eliminate from considera¬ tion all post-graduate work, in view of the fact that so large a proportion of post¬ graduate degrees are honorary that their value for statistical purposes is not ascer¬ tainable with even approximate accuracy. Therefore the highest point in education to which these statistics reach is the baccalaureate degree, and for the purpose of this inquiry the degree of each collegiate institution must be taken as representing a gen¬ eral average of education. In the items relating to general education there have been.no duplications, so that where the subject has attended one or more colleges besides academies, public schools, etc., there has been only one entry, and the higher includes the lower. Following are the figures: Four thousand five hundred and twenty-one are graduates of universities and colleges conferring baccalaureate degrees in letters, science, or philosophy; 965 others attended like institutions, but were not graduated; 889 closed their scholastic career in academies, seminaries, and other insti¬ tutions of a secondary grade; 117 finished in normal schools; 239 have a high school education only; 808 have merely common or public school education; 282 were pri¬ vately educated; 31 are self-taught; 368 were educated in foreign institutions; 1,791 furnish no educational data; 717 were graduated in medicine; 327 were graduated from technical schools as engineers, architects, chemists, agriculturists, etc. ; 494 are theological graduates; 521 were graduated from law schools; 121 were graduated from the United States Naval Academy; 14 naval officers were not graduated as such; 168 were graduated from the United States Military Academy; 36 military officers wTere not graduated as such. In the foregoing there are about a thousand duplications, which represent those who have furnished facts concerning their technical or professional as well as their general education. Many, however, particularly physicians and lawyers, have given the details of their professional training, but have omitted all other reference to their general education. The 1,791 who furnish no educational data include a certain number of persons about whom there are only a few identifying wTords, because further information could not be obtained. Others have simply omitted to furnish details of their education. Yet the absence of such details by no means implies lack of education, because many of them are engaged in pursuits which make sound scholastic training imperative. It is probable that if these had all supplied the information desired the relative numbers in each classification would have been practically the same. For the purpose of the present comparison these and the 366 educated in foreign institutions may be eliminated and the inquiry may be confined to the first eight items, with the addition of the naval and military graduates, or to 8, 141 out of the total of 11,551 names in the book. Of these, 5,486 are collegians, or, if the naval and military academies are accorded collegiate rank the number is 5,775. Only 313 (282 privately educated and 31 self-taught) did not attend school, and of the remaining 7,828 only 808 stopped with the instruction received in the common schools. It should be remembered, however, that by far the larger number of those who went higher received their early training in the public schools. The most noteworthy fact is that of the 8,141 who furnished full data in regard to their general education, 5,775 are collegians and 4,521 (or 4,810 if West Point and Annapolis graduations are con¬ sidered equivalent) have been graduated from colleges. FOUNDER S DAY AT TULANE UNIVERSITY. 2405 In regard to professional training, lack of time has prevented careful comparison, but it may safely be said that less than one-half of the lawyers have recorded them¬ selves as having attended law schools and less than one-half of the clergymen are graduates of theological schools. Most of the members of both professions have pur¬ sued their professional studies in other ways. The artists, sculptors, musicians, and actors have for the most part gained their preparatory studies under private direction. Considering the character of the people concerning whom the foregoing figures and deductions have been compiled, the latter may be of some value for the purpose of illumining the current discussion of education as a factor in success. Another fact that may be worth emphasis as indicating the value of the deductions here made is that a comparison between the figures given here and those presented in the first edi¬ tion on precisely the same basis show close similarity in results, the ratios being very nearly the same between the different items, notwithstanding the increased number of names in the present volume. THE CELEBRATION OF FOUNDER’S DAY AT TULANE UNIVERSITY. [Compiled from an account in the New Orleans Times-Democrat, March IB, 1908.] The foundation of Tulane University was commemorated March 12, 1803, with appropriate ceremonies and observances. In the morning visits were exchanged by heads of departments. In the afternoon a procession was formed in line and marched to the Tulane Theater, where the exercises of the day were held. In addition to the professors, students, and alumni of the different branches of the university, the pro¬ cession included the mayor of New Orleans, the justices of the supreme court of Louisiana, the State and city superintendents of education, the invited representatives of other institutions, the deans of the university and the president of the board of administrators, the speakers of the day, and the president of the university. While places were given to the student body in the parquet, the remainder of the procession was conducted by the marshal to the stage. The waving of many ban¬ ners contributed to the splendor of the occasion, while the hearty cheering of the students testified to their loyalty and enthusiasm. Before the exercises had commenced “Tulane” was sung by the assemblage to the air of “Old Kentucky Home.” Then there was music while the distinguished guests were being seated on the stage. Right Rev. David Sessums delivered a prayer. Hon. E. M. Shepard, of New York, delivered the address of the day (given in part below), followed by Edward Rightor, of the Alumni Association. Dr. Edwin A. Alderman, president of the col¬ lege, announced the conferring of degrees on Mr. Shepard, Justice Francis T. Nicholls, R. C. Ogden, of New York, and D. F. Houston, of Texas, amid much enthusiasm. The exercises, which had been liberally interspersed with music, were concluded by an address of President Alderman, from which is taken the following statement as to the numerical strength of the institution: 1903. ! 1900. 89 ! 24 96 I 91 154 89 182 I 123 139 89 116 i 53 57 75 425 426 149 j 150 1,357 I 1,120 Graduate department . College of arts and sciences College of technology . Newcomb College . . . . Newcomb High School . Newcomb art department . . Law department . Medical department . leathers’ courses . Totals . 2406 EDUCATION REPORT, 1902. Candidates for graduation in June. For the degree of doctor of medicine . . ' . 93 For the degree of master of pharmacy . „ . 12 For the degree of bachelor of laws . 45 For the degree of master of arts . 3 For the degree of mechanical engineer . ] For the degree of bachelor of science . 4 For the degree of bachelor of engineering . 13 For the degree of bachelor of arts . . . . .. 31 Total . 187 The president recalled to mind the four new buildings that had been put into the service of the university within the year then closing — the dormitory and refectory buildings, the pottery building at the Newcomb College, and the Tilton Memorial Library. The last-mentioned building was the special attraction of Founder’s Fay, on which it was opened to the public for the first time. It is in the Romanesque style of architecture, and was donated by Mrs. Caroline Stannard Tilton as a memorial to her husband, the late Frederick W. Tilton, for many years a prominent merchant of New Orleans. The architects are two former Tulane students. The building is very handsome both within and without, the general effect of the interior being espe¬ cially striking. The lower floor is occupied entirely by the reading room and book room and librarian’s offices. The second floor will contain the Linton-Surget art collection, and will provide special seminar rooms for advanced research work in certain subjects. THE GROWTH OF A WORLD PUBLIC SENTIMENT. [From the address delivered by Hon. Edward M. Shepard, of New York, on the occasion of the cele¬ bration of Founder’s Bay by Tulane University.] The intimate association established in recent years, and in good part by efforts of your president, between the able and influential teachers of our entire country, between its great education boards and societies, is an unifying influence of the first order for the many States and the many peoples of our Republic. Men of letters are fond of tracing much of modern civilization to schools and universities which grew up six or seven hundred years ago, when the Renaissance dawned upon the Middle Ages. There was. a community of feeling and interest between Padua, Bologna, Pisa, Paris, Montpellier, Oxford, Cambridge, Heidelberg, and Cologne. The pilgrimages of barefooted scholars between those schools brought about a likeness of sentiment and conviction which of itself was a really fruitful public force in western Europe. Yet if you compare the isolation of those cloisters of learning, the distances of months or even years of travel by which they were separated, the great lapse of time, in com¬ parison with the brevity of human life, before the pious student body of a late medi¬ aeval university among the vineyards of Italy heard of things mooted in the comfort¬ able English halls of Balliol or Merton or Trinity College, on the banks of Isis or Cam — if you compare all this with the quick familiarity of speech and feeling which Harvard has with Tulane, Yale with Chicago, Leland Stanford wdth Tennessee, it is as if you compare our observations of fixed stars, whose light journeys a hundred years before it reaches us, with the glances delayed but five minutes in ethereal car- founder’s day at tulane university. 2407 riage from the dwellers on Mars to ourselves. It was reflection upon the large and swift power created "by this neighborhood relation between modern seats of learning, by the familiarity of the Northern people whence I come with the work of Louisiana and Virginia and Tennessee, by the corresponding familiarity on your part with the like work done at the North — by the intimacy in late years established between men of all countries who are dedicated to educational work — it was this reflection wrhich put into my mind the topic of this address. I shall speak of the world public senti¬ ment. I shall speak more especially of its growth in the latter years of the nine¬ teenth and the first years of the twentieth century to be a single, definite, practical, quickly effective force, and of all forces the most powerful in organized civilization. Sometimes it is said, and I think absurdly, if not unpatriotically, that it was only five years ago, during our Spanish war, that the United States really became a “world power.” The saying seems to me quite unfitted to the true place in mili¬ tary and naval power and the material respect of the world which our nation has held since Jackson’s victory over British veterans eighty-eight years ago. I beg you to observe, however, that it is not of world powers of which I am now speaking, but of world power. We are not, on your founder's day, concerned with the lesser and relatively obsolete or obsolescent exercise of brute force in wars large or small. I am not to-day concerned with the 1 i world powers ’ ’ known to diplo¬ macy — the "United States, or Great Britain, or Germany, or France, or Russia, or Japan — but with the powerful sentiment of the whole world, which, under God, will rule all the “world powers,” subduing all their diplomacies and armed forces. Already such a true world power, slight though it be to wrhat the future wfill bring, controls from day to day specific national acts over every populous land and traveled sea within the three hundred and sixty degrees of latitude. Already are there world sentiments of right and wrong, of justice and spoliation, of mercy and cruelty, of glory and shame. Already is the power of the public sentiment of the world con¬ cretely exercised by commands to do or refrain, given within a few weeks or days or even a few7 hours after the deeds or events which call them out. Think how the newrs of the events, intentions, and even opinions, of each people, great or small, in our time reaches all the rest. In our time the miracle in frustra¬ tion of man’s arrogance wrought at Babel is again reversed, and we hear every man in language instantly made intelligible to us all. Parthians and Medes and Elamites and the dwellers in Mesopotamia and in Judea and Cappadocia, in Pontus and Asia, strangers of Rome and Arabians — truly we do hear them all speak, as it were in our own tongue, the wonderful “works of God.” Every morning the citizen of New Orleans, riding to his work or at his breakfast, beholds a modern marvel to which usage has made him dull. . His newspaper puts before him pictures of the world as it was the day before, a world at work, or at play, or in thought, a world contriving, planning, or dreaming its own future. Most of the events are contemporaneous and fresh. They are such as in early modern times would not have been heard of for years or decades, if, indeed, they were ever heard of at all; they are such as a century ago would not have been heard of for months or even years, and then vaguely and slightly; they are such as a half generation ago would have been first learned only weeks and months after the events, and usually vrhen the time for effective operation of public sentiment had passed. Jackson’s victory of 1815, a few7 miles below7 us on this left bank of the Mississippi, was not known at Washington for three weeks after the battle, or to the people of the United States generally for a month after, or in Europe for tw7o months. London did not hear the mighty news of Waterloo, fought but 200 miles away, until tw7o days afterward, and then only because of the extraordinary fleetness of the mes¬ senger. When Henry Clay’s indomitable and pathetic ambition for the Presidency w7as finally defeated in 1844, he learned in Kentucky of the decisive returns from 2408 EDUCATION REPORT, 1902. New York several days afterwards, instead of at an early hour of the very evening of election day, as would be the case now. Then it was eight* or ten months after an order was issued from the East India office in London before the response from India was received, while now it is due the very next day. How small was the extent of the world influence or its depth among the peoples of that ancient civilization magnificently built up by the power of the Roman Commonwealth. Athens, you will remember, was a sort of university town for its Roman masters. Nevertheless when St. Paul told the Athenians that God had ‘ ‘ made of one blood all nations of men for to d well on all the face of the earth ” his hearers did not understand the nations of which he spoke to include the strange masses of men in those outer and unexplored stretches of the earth which now maintain its best civilization. How slight and precarious was intellectual or moral intercourse between neighboring and the best-ordered parts of ancient civilization at the height of Roman power one may somewhat realize from the local and personal details of the Pauline' episode. It wTas only after years that human societies highly organized and not remote in distance from the source of news learned of the rise and fall of empires and of other gigantic events. You must also -remember that the change has been not only in the geographical extent of world opinion, and its speed of communication, but in the human compo¬ sition of what, for this purpose, we call the “world.” Public sentiment, such as it was, in any of the civilizations before the sixteenth century meant the opinion of the few, the very few. Its only depositaries were men who held military and political power, and the very small number of those who had acquired the learning or accomplishment taught in a few cities. No orderly and peaceful representation of what we call the public, the masses of people, was known. Any great conviction of the inhabitants of a kingdom, any displeasure or anger or resolution of a province, was mutely cherished until it appeared in an outbreak and bloody passion. Do not, pray, understand me to say that the sentiment has, in our time, had its first beginning, or that its whole growth has been of a sudden before our eyes. The development of deep and lasting power, divine or human, is not on that wise. World sentiment was forming when Chronos was still drowsy and the morning stars sang together. The mercies of international law were already a noble feature of its growth before history began. Its operation was, however, vague, slow — never specific and swift; nor until our day did it attain a veritable world character. Not until after the birth of the youngest of your students had it passed doubt that the world public sentiment included the Orient as well as the Occident; not until then did it become a power capable of instant and peremptory influence in the Pacific. To my mind the outpouring of the sentiment of the world over President Cleve¬ land’s Venezuelan message, seven or eight years ago, was the first distinctly clear ^exhibition of this popular force. For in that outpouring every quarter of the earth had a share. By that time the improvements in railroad and ocean steamship travel and the extension of ocean telegraph cables had brought closely together all the great nations and colonies of the world so that each learned daily of the doings and sentiments of all the rest. Besides, the world was at peace and could easily listen. The Atlantic and Pacific coasts of our country were but four days apart for travelers or letters; the City of Mexico and Quebec but five days apart; London and New York, Paris and Philadelphia, but six days apart; Yokohama and Chicago, Alaska and New Orleans, but two weeks distant for travelers or letters. This, however, was not all or nearly all. Written correspondence, important as it w^as for details or for the complete color and genesis of political or business or social or religious transactions, would by itself or with personal intercourse by travel founder’s day at tulane university. 2409 have left the world still dilatory or relatively torpid. It was the system of wires overhead and under water and the splendid development of newspaper enterprise which brought swiftness and keenness and operative force to the world spirit. In 1895 the system to which I have already referred was well established of printing every morning, in all the larger towns of the United States and of Europe, and in the principal towns along the coasts of Australasia, India, China, Japan, South Africa and North Africa, a conspectus for the day before of the business, the eventsr the feelings, the intentions of every nation and every people. By that time the journals of great cities had acquired an enormous, an even preternatural, circulation without as well as within the cities; and through the system of suburban delivery and rapid deliveries by rail the area of almost every city had for this purpose been far extended. What a stupendous power journalism has been of late. How it has welded together, in the belief of men, as God has welded together in underlying reality, the interests and the welfare of all the various peoples of the globe. Let me mention two other sources of the harmony, the mutually hospitable temper, the unity of opinion, of men the world over — sources very modern. I mean, first, the clubs and exchanges, and, secondly, the public conferences or meetings of learned charitable, religious, and other societies. The clubs of London, New York, San Francisco, and, I doubt not, of your city, the clubs of Calcutta and Manila and Mexico, besides their neighborhood member¬ ships, sometimes including several thousand active and important citizens, furnish foreign homes and hospitality for well-known and representative citizens from all parts of the world. Now and then the gossip and gentlemanly indulgence of club life make an atmosphere rather trivial; but even the mellower and mellowing side of it often helps on that fellow feeling which makes men, otherwise distant and churlish, to be wondrous kind. The hundreds of important . clubs are as really clear¬ ing houses for world sentiment, and as truly promote prompt and sympathetic thought the world over as the exchanges of merchants, manufacturers, and bankers. Consider also the intimate and instant mutual influences of the stock exchanges or bourses of London, New York, Paris, Hamburg; of the cotton, produce, coffee, ship¬ ping or merchants exchanges of your own city and a thousand other cities of every country in momentary and the closest communication with one another. All of these influences, and many, many more, had, to a wonderful and beneficent degree, before 1895, filled the warp, whose threads were distinct and foreign to one another, with a woof of sympathy and common intelligence. So it was that, when in that year, a letter written at Washington by our President to the body of Ameri¬ can gentlemen we call Congress, suggested the possibility of war between the two nations of Anglo-Saxon civilization over a South American boundary — the whole world thrilled and spoke out. We heard and paused, and England even more than we, as indeed she had a better reason to hear and pause. The Venezuelan question was taken up as the business ' of far Cathay hardly less than of Wall street or the Bank of England. It was the talk of Rio or Buenos Ayres, of Alexandria or Hong Kong, as well as of San Francisco or Vancouver, of Boston or Liverpool. No man has been a better spokesman for this modern world sentiment than a Chinese gentleman lately well known to you. I refer, of course, to Wu Ting Fang, our 'charming Oriental guest, who, in a situation of the extremest difficulty, and with dignity, tact, and keenness, interpreted to us the hundreds of millions of the people of the Flowery Kingdom, as well as its imperial court, its officials and its merchants. Wu brought us a pathetic appeal, after the manner of Confucius, who loved the masses of men, to those in America who spoke for Christ, or in His name, and of whom many, I rejoice to say, then stood for His divine purpose. ED 1902 — VOL II - 78 2410 EDUCATION REPORT, 1902. Within the past few weeks an event not in itself of capital importance has given ns another illustration, perhaps the most striking yet, of the power of a world public sentiment now fully come of age. It was the second Venezuelan episode. A few shots thrown by a German gunboat into a small South American fort brought an outcry the very next day from the whole world around. Within a few hours after, the bombardment every American newspaper had its say. Within twenty-four hours it was a topic in the British Parliament; within a few hours more the com¬ ments of statesmen there and cablegrams from Washington were in the foreign offices of Berlin and Paris. No sane man to-day asks “What have we to do with abroad?” Lately there was born of this world spirit the appeal for disarmament and peace made by the frail young autocrat of St. Petersburg. Perhaps he is a sentimentalist; but if so, it is a noble sentiment to which he is given. Nor wTill it be fruitless. The establishment of the International Court at The Hague, though as yet only a shadowy symbol, is a true one of the world sentiment and an honorable and truly august achievement of Nicholas, the future influence of wrhich all the eulogies of war by Captain Mahan and other advocati diaboli can not prevent. And so I might go on still further beyond the limits of your patience. I might deal wTith the rapid spread of uniform costume, reminding you that the gentlemen of Tokyo or Rio dress after the fashion of Bond street in London; that the trowsers, the waistcoat, the sack coat are symbols of neighborhood relations the world over; that the ladies of South America wratch the fashions of Paris or New' York. I might show that the rapidly increasing dominance of our English tongue is no tribute to its inflec¬ tionless character or its indifferent accuracy or suppleness, or even to its splendid energy and profusion, but to a greater intimacy betwreen the nations of the world, the consequent necessity for a general speech to them all, and the presence of Eng¬ lish speech in every seaport. You need not be reminded of the tolerance of religious differences now held as an axiom of intelligent government throughout civilization. Nor need I further suggest the modern speed and comfort of passenger travel across remote seas and through the dark depths of the Tropics; of the w'ondrous economy and facilities of land and water transportation of goods, the most hopeless obstruction of which often seems to be in man’s ignorance of his neighbors and his prejudice against them — ignorance and prejudice with which our world spirit will deal in due time. Nor do you need further reminder of the speed and thoroughness of mail service, of the extent of telegraph and telephone service even among subject races, of that new speech of Marconi across the intercontinental fields of invisible weaves, a sort of new and sixth sense of civilization. Through all these, and in a thousand ways, this touch or that touch of nature is helped, to make the whole wTorld kin, as Puck’s girdle of intelligent sympathy is put around the earth in forty minutes. This marvelous compression of almost the whole earth — its thought, ideals, aspira¬ tions and volitions — into a true neighborhood relation, is for me the chiefest wronder of our time. It brings a tonic with which to neutralize duller and lower influences in which all of us are immersed. We are told, and perhaps truly, that in poetry and the plastic and pictorial arts genius is in a decline, that no Michael Angelo or Milton or Rembrandt is now at wrork, nor even a Thorw'aldsen or Tennyson or Turner, or master hand of the Barbizon school. When, however, you and I look wistfully for other great achievements belonging to our own twentieth-century humanity, when we would find such an achievement elsewhere than in the creation of wealth, we ought to thank God that we find at hand the spiritual possession of which I have spoken. For to us belongs this intense, intimate, immediate sense of the oneness of the nations of the world, this practical and swift recognition of a world intelligence — a world conscience — a teacher’s day at tulane university. 2411 'will of the world’s people. The world sentiment ennobles and brings splendid dig¬ nity to our own day, the precious present, in which alone you and I have to find our terrestrial blessings. Save during the sacred lifetime which began when Caesar Augustus was emperor and ended under Tiberius Oesar, and during the life of the aged Apostle which closed, it is- said, on Patinos, the world has not seen a new force on earth, a new enginery potent for righteousness, equal to that just arisen before our eyes. It is the true world spirit — sometime to be the all-powerful world spirit — operative, day by day, from one end of the earth to the other, rapid as the forces of steam and electricity or the subtler molecular energies of the latest science. It contains within its intellectual and ethical influence the thought, the feeling, the will of the peoples of the entire earth, and the whole work of its social and political institutions. No longer is the action delayed through years and centuries, or con¬ fined to limited areas of civilization. Por you and me it is peremptory, daily in its assertive dominion, and. not bounded until it reaches Arctic or Antarctic regions, where human population ceases to be important. To what use, to what purpose, is to be put this world sentiment, so instant, so peremptory, so practical in its sway of kingdoms and republics? Is it only to make the faculties of wealth more productive and the enginery of bloodshed more dreadful? Is it to help the demagogue, either in imperial purple or in the black coat of an Ameri¬ can or English statesman, promote the jealousies and hatred of nations or races? Or is it to be a use of justice and of mercy, a fit use of moral power? The response, gen¬ tlemen of Tulane University, is, in large part, with men engaged in your work, and the response, therefore, is not doubtful. What you have been taught, that you will teaeh. Your thought, your speech, your labors, all the fine fruits of your education, and those of all who inspire and direct this world spirit, will summon it to the promotion of peace and of the mutually helpful arts of friendship between nations and peoples. For this end has the Almighty created the power of the public opinion of the world; for this end has He given it, before your eyes and mine, a wonderful growth, such as none of our forefathers saw; for this has He made it to kindle our hope and sustain our faith. 2412 EDUCATION REPORT, 1902. RELIGIOUS EXERCISES IX THE PUBLIC SCHOOLS. The following tables, giving the status of religious exercises in the public schools of cities of 4,000 inhabitants and over, are reprinted from the Report of the Com¬ missioner of Education for 1896-97 (pp. 2189-2191). It is not probable that condi¬ tions in this regard have materially altered since the date of that Report. Table 1. — Statistics relating to religious exercises in the public schools of 531 cities of 8,000 population and over in 1896. State or Territory. Number of cities 1 reporting. OC © £ Prohibited. 5 2 2 £ Limited to read¬ ing of Bible. Bible. New Testament only. Old Testament only. Book of selections. >> L' Sacred song. Comment forbid¬ den. United States . 531 425 106 57 j 446 29 381 ! 3 5 38 : 343 1- I 142 63 North Atlantic Division . 217 199 18 9 202 20 j 185 l 1 15 163 | 65 35 South Atlantic Division . 37 35 2 1 34 0 28 0 2 1 30 12 3 South Central Division . 40 27 13 6 30 2 i 21 0 0 2 19 7 5 North Central Division . 207 153 54 29 166 5 ! 140 2 2 17 127 ! 54 20 Western Division . 30 11 19 12 14 2 7 0 0 3 4 4 0 North Atlantic Division: r Maine . 9 9 0 1 o 9 o 9 0 0 o 9 5 i New Hampshire . 6 6 0 0 6 0 5 0 0 i 1 ! 6 3 0 Vermont . . 1 1 0 0 1 0 0 1 1 0 i 1 0 Massachusetts . 50 50 0 0 50 4 48 0 0 7 46 14 14 Ehode Island . 8 8 0 0 8 0 7 0 0 1 7 6 0 Connecticut . 16 16 0 0 16 1 13 0 0 0 I 13 0 2 New York . 55 43 12 9 44 5 38 0 0 3 33 i 15 8 New Jersey . 21 20 1 ! 0 21 2 19 0 0 2 18 i 5 5 Pennsylvania . 51 46 5 1 0 47 8 : 46 0 0 1 : so 16 5 South Atlantic Division: 1 Delaware . 1 1 0 i 0 1 0 1 0 0 0 i 1 0 1 Maryland . 3 3 0 0 3 0 3 0 o 0 | 3 0 1 District of Columbia . 1 1 0 1 o 1 0 1 0 1 0 0 j 1 1 1 Virginia . 10 9 1 1 1 8 0 8 0 0 0 7 5 0 West Virginia . 3 3 ! 0 0 3 0 3 0 1 o 0 2 0 1 0 North Carolina . 3 3 I 0 o 3 0 3 0 1 1 2 0 0 South Carolina . 4 4 1 0 0 4 0 2 0 1 1 ! I 0 4 2 0 Georgia . 8 8 0 0 8 0 4 0 1 0 0 8 2 0 Florida . 4 3 1 1 1 0 3 0 3 0 1 0 0 2 2 0 South Central Division: 1 Kentucky . 9 7 j 2 0 8 0 6 0 0 0 3 3 1 Tennessee . | 6 5 1 1 5 1 4 0 0 2 4 0 0 Alabama . 1 5 6 ! 0 j 0 6 1 6 0 0 0 4 3 1 Mississippi . 3 2 1 0 2 0 1 0 0 0 2 1 0 Louisiana . 1 1 0 1 0 1 0 1 0 0 0 0 1 0 Texas . 12 5 4 7 0 2 0 0 0 5 1 2 Arkansas . | 3 1 2 j 1 1 0 1 0 0 0 1 0 1 Oklahoma . i 0 j o ! 0 J 0 0 0 0 0 0 0 0 0 0 Tnriian Territory North Central Division: Ohio . ; 41 39 2 1 : 40 1 38 0 0 7 35 17 5 Indiana . 25 23 | 2 1 24 0 1 22 0 0 1 13 8 5 Illinois . 1 33 26 ! 7 2 1 31 0 24 0 1 2 24 8 4 Michigan . 29 20 1 9 3 24 ! 1 l 14 0 1 4 18 8 1 Wisconsin . 19 l ! 18 17 ; 1 0 ! 0 0 0 0 1 0 0 Minnesota . 9 3 6 3 3 0 1 3 0 0 1 3 1 0 Iowa . 17 15 2 i 15 1 13 1 0 1 11 6 2 Missouri . 15 8 7 0 1 10 o ! 8 0 0 0 8 5 I 2 North Dakota . 0 0 0 0 ! 0 0 0 0 0 j 0 0 o 0 South Dakota 1 1 0 0 1 1 0 1 1 o 0 Nebraska . 0 o 1 0 0 0 [ 6 7 o ! 1 Kansas . 11 10 1 1 10 2 ! 10 1 0 1 1 6 i 0 Western Division: Montana . 3 0 3 3 I 0 0 I 0 0 0 1 0 j O’ 0 | 0 Wyoming 1 1 ] 0 o 1 1 Colorado . ! 5 4 i 1 1 4 1 4 | o 1 0 0 I 3 0 0 New Mexico . 1 0 o ! 0 0 o 0 0 | o ; 0 o 0 0 0 Arizona . 1 0 o i 0 0 0 j o 0 i 0 o 1 0 0 0 Utah . 2 2 ! 0 o 2 0 1 o 1 0 2 0 0 0 Nevada . 0 6 0 0 1 0 j 0 0 0 0 o ! • 0 0 0 Washington . 4 I 2 2 | 2 i o 0 : 0 0 0 i o| 2 1 0 Oregon . | 0 | 2 1 i 0 ; 0 o • 0 0 0 0 0 California . 1 13 | 2 | 11 5i 4 1 2 0 : 0 0 1 1 2| 0 RELIGIOUS EXERCISES IX THE PUBLIC SCHOOLS 2413 Table 2. — Statistics relating to religious exercises in the public schools of 277 cities of over 4,000 but less than 8,000 population in 1896. State or Territory. Number of cities reporting. Yes. £ Prohibited. Not prohibited. Limited to read¬ ing of Bible. Bible. New Testament only. Old Testament only. Book of selec¬ tions. , Prayer. Sacred song. Comment for¬ bidden. United States . 277 226 51 20 243 14 221 5 3 11 193 84 36 North Atlantic Division . 141 130 11 3 136 10 127 4 2 9 110 44 21 South Atlantic Division . 11 11 0 0 11 1 11 0 0 0 7 6 2 South Central Division . 18 13 5 1 16 0 12 0 1 0 13 7 2 North Central Division . 88 62 26 9 72 2 64 0 0 2 56 24 9 Western Division . 19 10 9 7 8 1 7 1 0 0 7 4 2 North Atlantic Division: Maine . 10 10 0 0 10 1 10 2 0 0 8 3 2 New Hampshire . 2 2 0 0 2 0 2 0 0 1 1 1 0 Vermont . 5 5 0 0 5 0 5 0 0 0 .5 2 0 Massachusetts . * . 41 41 0 0 41 3 41 0 0 4 38 14 11 Rhode Island . 8 3 0 0 3 0 3 1 0 0 2 0 1 Connecticut . 11 10 1 1 10 0 9 1 0 1 9 3 2 New York . 86 32 4 1 35 4 30 0 1 2 26 14 4 New Jersey . 6 6 0 0 6 0 6 0 1 0 6 1 0 Pennsylvania . 27 21 6 1 24 2 21 0 0 1 15 6 1 South Atlantic Division: Delaware . 1 1 0 0 1 0 1 0 0 0 1 1 0 Maryland . 1 1 0 0 1 0 1 0 0 0 1 1 0 District of Columbia . Virginia . 2 2 0 0 2 1 2 0 0 i 0 1 1 0 West Virginia . 2 2 0 0 2 0 2 0 0 0 2 0 1 North Carolina . 3 3 0 0 3 0 3 0 0 0 0 1 0 South Carolina . Georgia . 1 1 0 0 1 0 1 0 0 0 1 0 i 0 Florida . 0 0 0 South Central Division: Kentucky . 4 1 0 3 0 3 0 0 0 3 2 0 Tennessee . 3 3 o 0 3 0 3 0 0 0 3 2 0 Alabama . 3 3 o 0 3 0 2 0 1 0 3 1 0 Mississippi . 1 0 1 0 1 0 0 0 0 0 0 0 0 Louisiana . Texas . 5 3 2 1 4 0 3 0 0 0 3 2 2 Arkansas . 1 0 1 0 1 0 0 0 0 0 0 0 0 Oklahoma . 1 1 0 0 1 0 1 0 0 0 1 0 0 Indian Territory . North Central Division: Ohio . 19 19 0 0 19 0 19 0 0 0 16 9 0 Indiana . 3 3 0 0 3 0 3 0 0 0 3 1 1 Illinois . 16 H 5 0 15 1 11 0 0 0 10 1 0 Michigan . 16 12 4 0 14 0 16 0 0 2 12 6 4 Wisconsin . 10 0 10 7 1 0 0 0 0 0 0 0 0 Minnesota . 7 6 1 1 6 0 6 0 0 0 6 3 3 Iowa . Missouri . 10 4 6 1 7 0 2 0 0 0 1 4 0 1 North Dakota . South Dakota . 1 1 0 0 1 0 i 0 0 0 j 1 0 0 Nebraska . Kansas . 6 6 0 0 6 1 6 0 0 0 4 4 0 Western Division: Montana, . Wyoming . 1 0 1 1 0 0 0 0 0 0 0 0 0 Colorado . 4 4 0 0 4 0 4 0 0 0 2 1 2 New Mexico . 2 2 0 0 2 0 2 0 0 0 2. 2 0 Arizona . 1 0 1 1 0 0 0 0 0 0 0 0 0 Utah . 2 2 0 0 2 1 1 1 0 0 2 0 0 Nevada . 1 0 1 1 0 0 0 0 0 0 0 0 0 Idaho . Washington . . Oregon . | . California . 8 2 6 4 0 0 0 0 0 0 1 1 1 0 2414 EDUCATION REPORT, 1902, Table 3. — Combined statistics relating to religious exercises in the public schools of 808 cities of more than 4,000 population in 1896. ( Tables 17 and 18 combined. ) State or Territory. Number cities reporting. Yes. d & Prohibited. Not prohibited. Limited to read¬ ing of Bible. | Bible. New Testament only. Old Testament only. Book of selec¬ tions. Prayer. Sacred song. Comment for¬ bidden. United States . 808 651 157 77 689. 43 602 8 8 49 536 226 99 North Atlantic Division . 358 329 29 j 12 338 30 312 5 3 24 273 109 56 South Atlantic Division . 48 46 2 1 45 1 39 0 2 1 37 17 5 South Central Division . 58 40 18 7 46 2 33 0 1 2 32 14 7 North Central Division . 295 215 80 1 38 238 7 ! 204 2 2 19 183 78 29 Western Division . 49 21 28 19 22 3 14 1 0 3 11 8 2 North Atlantic Division: Maine . 19 19 0 0 19 1 19 2 0 0 17 8 3 New Hampshire . 8 8 0 o 8 0 7 0 0 2 7 4 0 Vermont . 6 6 0 o 6 0 5 1 1 0 6 3 0 Massachusetts . 91 91 0 0 91 7 89 0 0 11 84 28 25 Rhode Island . 11 11 0 I 0 11 0 10 1 0 1 9 6 1 Connecticut . 27 26 1 ! l 26 1 22 1 0 1 22 3 4 New York . 91 75 16 10 79 9 68 0 1 5 59 29 12 New Jersey . 27 26 1 0 27 2 25 0 1 2 24 6 5 Penns vl vania . 78 67 11 1 71 10 67 0 0 2 45 22 6 South Atlantic Division: Delaware . 2 2 0 0 2 0 2 0 0 0 2 1 1 Maryland . 4 4 0 0 4 0 4 0 0 0 4 1 1 District of Columbia . 1 1 0 0 1 0 1 0 0 0 1 1 1 Virginia . 12 11 1 1 10 1 10 0 0 0 8 6 0 West Virginia . 5 5 0 0 5 0 5 0 0 0 4 0 1 North Carolina . 6 6 0 0 6 0 6 0 1 1 2 1 0 South Carolina . 4 4 0 0 4 0 2 0 1 0 4 2 0 Georgia . 9 9 0 0 9 0 5 0 0 0 9 2 0 Florida . 4 3 1 0 3 0 3 0 0 0 2 2 0 South Central Division: Kentucky . 13 10 3 0 11 0 9 0 0 0 6 5 1 Tennessee . 9 8 1 1 8 1 7 0 0 2 7 2 0 Alabama . 9 9 0 0 9 1 8 0 1 0 7 2 1 Mississippi . 4 2 2 0 3 0 1 0 0 0 2 1 0 Louisiana . 1 1 0 0 1 0 1 0 0 0 0 1 0 Texas . 17 8 9 5 11 0 5 0 0 0 8 2> 4 Arkansas . 4 1 3 1 2 b 1 0 0 0 1 0 1 Oklahoma . 1 1 0 0 1 0 1 0 0 0 1 0 0 Indian Territory North Central Division: Ohio . 60 58 2 1 59 1 57 0 0 7 51 26 5 Indiana . 28 26 2 i 1 27 0 25 0 0 1 16 9 6 Illinois . 49 37 12 2 46 1 35 0 1 2 34 9 4 Michigan . 45 32 13 3 38 1 30 0 1 6 30 14 5 Wisconsin . 29 1 28 24 2 0 0 0 0 0 1 0 0 Minnesota . 16 ' 9 7 4 9 o 9 0 0 1 9 4 3 Iowa . 17 15 2 1 15 1 13 1 0 1 11 6 2 Missouri . 25 12 13 1 17 0 10 0 0 0 12 5 3 North Dakota 0 0 0 0 0 South Dakota . 2 2 0 [ 0 2 0 2 0 0 . 0 2 0 0 Nebraska . 7 7 0 0 7 0 7 0 0 0 7 0 1 Kansas . 17 . 16 1 1 16 3 16 1 0 1 10 5 0 Western Division: Montana . 3 0 3 3 0 0 0 0 0 0 0 0 0 Wyoming 2 1 1 1 1 Colorado . 9 8 1 1 8 1 8 0 0 0 5 1 2 New Mexico . 2 2 0 0 2 0 2 0 0 0 2 2 0 Arizona. _ _ _ 1 1 1 1 Utah . 4 4 0 0 4 ! 1 2 1 0 2 2 0 0 Nevada . 1 0 1 1 0 0 0 0 0 0 0 0 0 Tria.bo . . . 1 Washington. . 4 2 2 2 2 0 0 0 0 1 0 2 0 Oregon . 2 0 2 1 1 0 0 0 0 0 0 0 0 California . 21 4 17 9 4 1 2 0 0 0 2 3 0 STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COU ELEMENTAEY EDUCATION IN FOREIGN COUNTRIES. 2415 STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES— Continued. 2416 EDUCATION REPORT, 1902. Ills IIISIIS « 'to «g • G 23 ■ M g O Ills m as gsil SI « la II cf gio II ®?' id 8£ ssss s' Eyases ss ci oc c o r x H Cl x u I ic c^i oo ci o i—i oi co co co ^ < II fill llSillliggl sgl gills §||!ii!!!§ g| ggsa assssiissss^ ssfs ease's |§8|sWsass I glsaii siSlls gsgggs W M M || Mis iiiiiiiiiil §i§ Hill llllilllii c g 5 I ■Si i- .F 83§llft EsoccB;'-:»o 1 « In ambulatory schools. ft Also 21,447 in private institutions. o Also 40,230 in private schools. ^Also in model schools and academies partly supported by public funds, 118,322 pupils, chiefly elementary. e Average during four months. /Average daily attendance. (/Includes public, private, and national primary schools. STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES— Continued. 2418 EDUCATION REPORT, 1902. § ®'o"s S ° 03 a S,o CO O H N N CO O CO H CC N CJ !M O CO OO O CO O lO io'cof co~ '(NOOOiO^ >GOOGXI> Y ^ 05 O CO N O) asisg-sga- OHOOGOiO LO iO (N H 05 H NOiNOHCOH I CO 00 H CO OO 05 GO CO ^ lO go CO 00 H CO iO CO ( oo co co co oVh oT CO 05 CO ^ CO H CM CM rH o o> O l> OI> OH^OHHH o o v o o o o o> rk a> o> o> ^ : -3^ gj’ O'nl^.S 2^3 ?Sss5*a sSg.s%S% ^o’dQ^P^ei sl 2 gj ®‘&S^ O Ph S Pi ~V 0 V 1 1 d o nd a> ®-d I-3 • £-< O rj +£ JO a3 'd •d fl 2 * gjj o d d 'd PI 0 88 a .s# 113 •rH ^,r-J QQ CD ft 3 'P'3'2 d d 2 ,'H o B o ci .5 1 s sg g I 5Sfl toa o o ft . t> o ph‘ (4 £Q« o:d o U a> d ® q ^.3 £ o-fj SSa. -8.3 e- w d a q nu • fl*3 §55 P so sfi's f SI; <*Si .gnp 50 ’B P'S . ftS-2^ Clio'S o 82asri0a O0 _ CD a §fi^ • 00 05 O O iO CM l> lO OOlO ^00 1> 1> © - ~ lO CM I> 05 HIO co'uT 05^ ZO iCOrjH OlOiO t#< rH CM 1> CM CO 1> CO ^ CO 00 icaT O O O t> i 05 I “ ~+< SSSUS lfPicToT 3.2 d d 5^3 g* : >>,§ d cS ‘SSSrgg.g .2 h d eg 3 ^ ^ ^ •r GO CO 00 CM ic o CO ^ CM CM oo%^ 05 CO _ o3 d 5X)fcf3 "3 d a) g.S •§& | .3 r-1 ai |g >» i §R' ! ! ! ! II II m 1 11 Hill SSs | is iii|i I in = S I I I g I I S 8e Si 11 I SI i § § S § 1 § 1 II Si §»■ s ES TjT of r-T r-T I S §1111 | 4 gsggg II Hill S i§ iiiii s sr 2 S S5 § § g S S S3 £8 8 SS 2 « 88£S8 ,_: c ,_; d c4 d C So 8 -; -i c « 8 S 8 $ §S 85 £g 8 88 d oq o' do do dd oo oc d 8 S. 83853 d d cisibsi ss s oc S£ 3 Sai: gill 1 1 I I I 1 I Is El II 1 18 1 1 ISlil I B I l¥ 11 SS S ss 1 1 fill! a-3~m ||E5||lSlS|||l|li|l- £*"^<2 |S: 5* STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES— Continued. 2420 EDUCATION REPORT, 1902. ELEMENTARY EDUCATION IN FOREIGN COUNTRIES. 2421 «By Govt STATISTICS OF ELEMENTARY EDUCATION IN FOREIGN COUNTRIES— Continued. 2422 EDUCATION REPORT, 1902. INDEX A. Aberdeen University, Carnegie trust, 1067. Abnormalities in growth, child study, 1109. Academies, endowed, need for, 656; private high schools, 1646; in Canada, 461; teaching bookkeeping, 2012. Academy, a nonsectarian, Franklin’s, becomes a university, 116, 117. Accommodations, new, for higher institutions, 1351. Accrediting schools, methods in use, 534. Accrediting system, influence upon boards of education," 538; influence upon pupils, 538; influence upon standards, 538; influence upon the teaching force, 538; of universi¬ ties, 529; tends to belittle examinations, 539. | Act, to incorporate the General Education Board, 2402; to make further provision for education in England, 1018; to establish a department of education, 923. Acts of Congress relating to land-grant col¬ leges, 1; of 1890, appropriations for agricul¬ tural colleges, 1578. Ada ns, an aristocrat, 166; father of the public school, 163; his educational views, 162; his reply to Jefferson’s inquiry, 168. Adams and Franklin in France, 125. Adams, Jefferson, and Franklin compared, 171. Adams, S., 907. Address, by Albert G. Dane on Colonel Parker, 265; by A. K. Whitcomb, 2151; by Bishop Spalding on Colonel Parker, 276; by Col¬ onel Parker on the Quincy method, 231; by Emil G. Hirsch on Colonel Parker, 269; by John Dewey, 267: by Orville T. Bright, 273; by President Chas. W. Eliot, 622; by President Daniel C. Gilman, 609; by Presi¬ dent F. L. Patton, 623; by President Ira Remsen, 615; by President Nicholas M. But¬ ler at the anniversary of Colonel Parker, 242, inaugural, 625; by President Th. Roose¬ velt, 631; by President Wm. R. Harper, 624; by Wilbur S. Jackman on Colonel Parker, 231; by President Wm. R. Harper on Col¬ onel Parker, 264; by Dr. W. T. Harris on the Quincy school, 245, at inauguration of President Butler, 625; on education, by James A. Garfield, 916; on Henry Barnard, by W. T. Harris, 887, 901 ; on National Bu¬ reau of Education, by A. J. Rickoff, 909. Addresses at funeral of Colonel Parker, 231; at installation of President Butler, 622; at the Johns Hopkins celebration, 609. Adelbert College, ages of graduates, 2200. Adjustment in a nation, power of, 159. Administration versus theory of government, 156. Admission, of cadets to Military Academy, 1360, 1364; of foreign students to French univer¬ sities, 708; requirements at Columbia, 938; requirements at Harvard, 930; details, 934; to college on certificate of secondary schools, 527, xxxu; to correspondence study department, 1082; to Italian art gal¬ leries, 864; to professional courses at Yale, 945; to professional schools, 660; to technical schools in Russia, 888; to the U. S. Naval Academy, 1374; to universities, conditions, 536. Adults, schools for. in Italy, 765. Advice to immigrants, Franklin’s, 161. Aesthetics, training in, 648. Africa, chief school officers, 2420; elementary schools and teachers, 2417; school expendi¬ tures, 2420. Age of college graduation, changes, 2199; me¬ dian ages, 2200; average ages, 2201. Agencies, complementary to the school in France, 679; of examination, in England, 1045. Agricultural and mechanical colleges, nxxv, statistics, 1551. Agricultural colleges, endowment and sup¬ port, 4; for colored students, 1552; foreign, 825; general laws, 1; State laws, 5; provi¬ sion for, in Alabama, 6. Agricultural education in Russia, 1143. Agricultural schools, in Italy, 752; in Porto Rico. 1185. Agriculture, as a study, 1555; course for teach¬ ers in Porto Rico, 1187; in rural schools of the United States, 650; instruction in, in the Philippines, 2233, 2251; in technological schools, 1494; students of, 1349. Aid grants for education in England, 1020. Alabama, business schools, 2014; city schools, 1282, 1294, 1312,1322, 1332; city superintend¬ ents, 1152; colleges for women, 1482, 1487; compulsory attendance and child labor, 2348; constitution quoted, 5; educational pe¬ riodicals, 1147; higher schools for negroes, 2075: industrial schools for negroes, 2086; institutions admitting students on certifi¬ cate, 531: institutions conferring degrees, 1412; kindergartens, 2285; kindergarten as¬ sociations, 2290: law relating to temperance instruction, 315; manual training in public schools, 1961, in separate institutions, 1968; provision for agricultural colleges, 5; pro¬ visions for dental practice, cii; provisions for practice of medicine, xcvu; public high schools, 1696, private, 1880: public high schools for negroes, 2072; public nor¬ mal schools, 1612, 1620; private normal schools, 1632; State normal school for col¬ ored students, 10; teachers’ training in higher seats of learning, 1604; training of kindergartners, 2300; universities and col¬ leges, 1426, 1444, 1460. Alaska, appropriations for education, 1237; arc¬ tic and subarctic Alaska, 1229; character of native children, 1240; compulsory attend¬ ance and child labor, 2348; education in, 1229; historical tables of school statistics, 1234; introduction of reindeer, 1257; law relating to temperance instruction, 315; local school committees, 1238; reindeer herds at mis¬ sions, 1263; reindeer stations, 1258; what be¬ comes of the school children, 1243. Alcohol from potatoes in Germany, 641. Alcoholic drinks and their effects, 315, 317. Alcoholism in France. 872. Alderson, Victor C., 640. Alemany, Rev. Joseph S., 567. Algebra, at Harvard, 935; examination at Ann¬ apolis, 1377, 1379; examination at West Point, 1366; students of, in high schools. 1644, 1646, 1653. Allen, William, 190. Allowances paid to nurse pupils, 2046. Alsace-Lorraine, chief officer of education, 2419; elementary schools and teachers, 2416; school expenditures, 2419; commercial edu¬ cation, 880; medical inspection of schools, 518. 2423 2424 INDEX. Altenburg, commercial education. 880. Alterations in arts curriculum in England. 1066. Amanuensis course in business schools. 2008. America, industrial freedom, 137; medical in- ' spection of schools, 517. American, markets and English markets, 142; college in Strassburg. Germany, 873; cause, the cause of all mankind, 124; education, Franklin's influence, 91: educators, necrol¬ ogy, 339; Journal of Education, 924. 926: Mis¬ sionary Association, 285; Philosophical Soci¬ ety, 172; public school, first, 541; school, the people's system, 578: schools, too much un- ! certainty and change, 576; teachers in the : Philippines, 2226, 2265. Amount expended for common schools, | LXXXIX. Angell. James B., 220. Antwerp geographical exhibition, 863. Apparatus, scientific, in colleges for women, ! 1487: in technological schools, value of, 1497. j Appeal to facts concerning the negro, 229. Appointment, of cadets to the military acad- ; emy, 1360, 1363; of teachers in the Philip- | pines, 2258. Apportionments of school fees in England, 1022. j Apprentice in pharmacy, 1505. Appropriations, for education in Alaska. 1237; 1 for farmers’ institutes, 1576; for introduc- j tion of reindeer into Alaska, 1263; for nor- j mal schools, 1582, 1589, (a) for support, 1590, i b ) for buildings. 1591; for schools in the ; Philippines, 2267; State and municipal, for agricultural colleges, 1572, 1578; State and municipal, for colleges for women, 1487: State and municipal, for higher seats of learning. 1461; State and municipal, for technological schools. 1497; State, for public instruction in France, C 69. Arbitration suggested by Franklin, 154. Architecture, taught in agricultural colleges. 1566; in technological schools, 1495; students of, number. 1349. Argentina, chief officer of education. 2421: ele- i mentary schools and teachers. 2417: school expenditures, 2421: medical inspection of schools, 517; universities, 833. Arguments in favor of medical inspection of ’ schools, 599. Aristocracy of wealth, birth, and position. 954. j Arithmetic, examination at Annapolis, 1377, . 1379; at West Point, 1366. Arizona, business schools. 2014: city schools, j 1282, 1294, 1312, 1322, 1332; city superintend- j ents, 1152: compulsory attendance, 2348; ex- \ cerpts from laws relating to land-grant col- i leges, 11: industrial schools for Indian chil- , dren, 1980: institutions conferring degrees, 1412; law relating to temperance instruc¬ tion. 315: provision for agricultural colleges, 11: provisions for dental practice, cn; pro¬ visions for practice of medicine, xcvii; pub¬ lic high schools, 1698, private. 1880; public normal schools, 1612, 1620: teachers’ training i in higher seats of learning. 1603; universi- j ties and colleges. 1426, 1444. 1480; university admitting students on certificate, 531. Arkansas, business schools. 2014: child labor, 2348; city schools. 1282, 1294. 1312. 1322, 1332; | city superintendents. 1152; colleges for j women. 1482,1487: constitution and statutes j quoted. 15; educational periodicals, 1147; ex- : cerpts from laws relating to land-grant col- leges, 15: higher schools for negroes, 2078; j industrial schools for negroes. 2086: institu- | tions admitting students on certificate. 531; , institutions conferring degrees, 1412: kin- : dergartens, 2285; kindergarten associations, 2290: law relating to temperance instruc- , tion, 316: manual training in public schools, 1961 : provisions for agricultural colleges. 15; provisions for dental practice, cii: provi¬ sions for practice of medicine, xcvn; pub¬ lic high schools, 1698, private, 1880; public high school for negroes. 2072; public normal schools. 1612. 1620: private normal schools, 1632: teachers’ training in higher seats of learning. 1604: training of kindergartners. i 2300: universities an d c olleges, 1426, 1444, 1460. Armstrong, Wm. H., 1206. Art, departments in colleges for women, 1482; education, periodicals devoted to, 1150; gal¬ leries. Italian, admission, 864; high, prac¬ tice of, in a democracy, 118; needlework taught, 1983: schools in Russia, 11 42. Articles of confederation, proposed, 151. Articulation, instructors of. in schools for the deaf, 2122. Artisan, the, and the art, Franklin, 91. Artisans, plan for the benefit of, 134. Arts, curriculum, alterations, in England, 1066; the seven liberal, 955. Ascham, Roger, 492. Asia, elementary schools and teachers, 2416; school expenditures, 2420. Aspect, national, of the education act, 1027. Assignment of cadets to corps after gradua¬ tion. 1372. Assistant superintendents of schools, salaries, 2379. Astronomv. students of. in high schools, 1644, 1646, 1654. Atheism, the charge against Socrates and Christ. 740. Athletics, college. 659. Atkinson. Fred. W., 2236. Attendance, in business schools, 2008: commer¬ cial schools, 2020; city schools, 1272; elemen¬ tary schools in England, 1004; secondary schools, 1642; of Alaskan children at Car¬ lisle. 1241. Attention, voluntary and deliberate. 729. Attitude of benefactors, change in, 660. Atwell, W. P., 867. Audio-visual memory, 1133. Auriculation, instructors of. in schools for the deaf. 21 22. Australasia, chief school officers, 2422; elemen¬ tary schools and teachers, 2418; school ex¬ penditures, 2422. Australia, list of universities, 833. Austria, chief officer of education, 2418; ele¬ mentary schools and teachers, 2415; ex¬ penditures for schools. 2418: illiteracy, 2313; list of universities, 833; medical inspection of schools, 519; teachers’ pensions, 2370. Authorities, educational, in England, 1023; of schools in Manitoba, 456. Autobiography of Franklin, 127. Autonomy of royal universities in Italy, 783. Average, amount of schooling per inhabitant, xviii: daily attendance, lxxv; daily ex¬ penditure per pupil, lxxxviii; length of school term, lxxviit. B. Baccelli bill for reform of higher education in Italy, 767. Bachelor’s degree, condition of admission to professional school. 660. Bachelor’s degrees, fewer, 658. Baden, elementary schools and teachers, 2415; chief officer of education, 2419; school ex¬ penditures, 2419: commercial education, 879; medical inspection of schools, 518. Baehr, Max J.. 2398. Baking taught, in industrial schools, 1999; in re¬ form schools, 2106. Balance of sense memory, 1135. Bancroft. Miss Margaret, 2190. Baptist Church, the education of the colored race, 307: missions in Alaska, 1248, 1252. Baptist secondary schools, 1648. Barbering taught in reform schools, 2107. Barnard.IIenry .560,925, xi.viit; services to edu¬ cation. 887: 'first commissioner of education, 891; his relation to the establishment of the Bureau of Education. 901: his plan of a cen¬ tral agency for the advancement of educa¬ tion. 923. Barnard's Journal of Education, 911. Barney. H. H., 894. Barr, Dr. Martin W.. 2175. Basket weaving taught, 1984. Batchelder, John. 807. Bavaria, elementary schools and teachers, 2415; chief officer of education, 2418; school expenditures. 2418: commercial education, 878; medical inspection of schools, 518. INDEX. 242S Baylor University, Waco, Tex.. 1092. Beattie. W. S.. 1238. Beck, George J.. 1283. Becon, Thomas, 501. Belgium, chief officer of education, 2418: ele- i mentary schools and teachers. 2415: school expenditures, 2418; illiteracy. 2313: list of : . universities, 833: medical inspection of schools, 517: teachers' pensions, 2370. Bell. Alexander Graham. 272. 2143. Bellinzona. Switzerland, Cantonal Commercial Academy. 849. Benefactions, to colleges for women. 1487: to col¬ ored schools. 2069: to dental schools. 1514, 1541: to education, 2388: to higher institu¬ tions of learning. 1354. 1461 : to kindergar¬ tens, 2278: to la w schools, 1510, 1525: to med¬ ical schools, 1512. 1531: to normal schools, j 1588: to private high schools. 1677: to pro¬ fessional schools. 1500: to public high schools. 1664: to schools for nurses, 2046: to schools of pharmacy. 1515, 1545: to technological schools, 1497': to theological schools, 1509, 1517 : to veterinary schools. 1549. Benefactors, change in attitude, 660. Benefit of college training, 222. Benefits of free text-books, 632. Benton. Thomas H.. 894. Bequests. Franklin's, to Boston and Philadel- ‘ phia. 135. Bermuda, elementary schools and teachers, 2417: chief officer of education, 2421; school expenditures, 2421. Bernard i. Mrs. S.. 1229. Bernet-Hanrat. Theophil, 837. Bible read in public schools, 2412: prohibited. 2412. Bicentennial celebration at Yale, 582. Biggs. Hermann M.. 1508 Biography of Francis W. Parker. 231: of J oseph Le Conte. 602: of Geo. Charles Soils, 560. Birth and breeding of Franklin. 93. Birthday norms in child study, 1098. Birthplace of college-bred negroes, 195. Bishop. Nathan. 894. Blacksmi thing, in agricultural colleges, 1568: in industrial schools. 2000: in Manila trade school. 2247: in reform schools, 2109. Blake. Miss A. E.. 2178. Blind, schools for the, 2115. Blow. Susan E., 594. Board. New England, college entrance certifi¬ cate, 527. Board of education, influence of the accrediting system. 538. Boarding schools, medical inspection necessary, 515. Boards, governing, of State institutions, 1354. Bodleian tercentenary. 990. Bolivia, chief officer of education. 2421: ele¬ mentary schools and. teachers, 2417: school expenditures, 2421. Bond. Phineas. 190. Bond. Thomas, 1£0. Book of Bible selections for schools, 2412. Bookkeeping in academies and seminaries, £012: in business schools, 2010. Books, and periodicals in Japan. 2400: and sup¬ plies for schools in Porto Rico. 1182: those which Franklin read in youth. 94: adapted for rural school libraries. 580: their place in Franklin's scheme. 100: used in United States Military Academy. 1372: in the United States Naval Academy.' 1380. Booth, F. W., 2144. Bosse. Dr., minister of education in Prussia. 518. Boston. Franklin's bequest to, 135: bis love for. 154: medical inspection of schools. 517; spe¬ cial classes for feeble-minded. 2193. Bowdoin College, ages of graduates. 2200. Branches, industrial, colored students of, 2089. Branches taught, in manual and industrial training. 1883; in normal schools, 1588; in re¬ form schools. 2106. Brazil, chief officer of education. 2421: elemen¬ tary schools and teachers, 2418: school ex¬ penditures. 2421; universities. 833. Bremen, chief officer of education. 2419: ele¬ mentary schools and teachers, 2415; school expenditures, 2419. ED 1902 — VOL II Brevig. T. L. , 1230. Brewer. David Josiah. 583. Bricklaying in agricultural colleges, 156S: in in¬ dustrial schools. 199*2; in colored schools,. 2039: in reform schools. 2107 Brick making taught in reform schools. 2110. Bright. Orville T.,273. British Columbia, chief officer of education,. 2421: elementary schools and teachers. 2417;. school expenditures, 2421; public school sys¬ tem. 457: school statistics, 458. British India, chief school officers. 2420: elemen¬ tary schools and teachers, 2416; school ex¬ penditures. 2420. British South African colonies, education in 1465. Brittain. J. I. , 873. Brockett . Linns P . . 565. Brodeur. Clarence A.. 556. Brodric-k. Dr . . quoted . 987. Brooks. S. P. . quoted. 1092. Broom making taught in reform schools, 2113, Brothers of the Christian schools, 566. Brougham. Lord, quol ed, 920. Brown. George P.. 2209. Brown L niversity. length of college course. 946, Brunswick. Germanv, commercial education. 879. Brush making taught in reform schools, 2110. Bryce. James, discussion of education act, " 1015; quoted, 1026. Buildings, new. for agriculture, 1557; for engi¬ neering, 1558. Buisson. Prof. Ferdinand. 6S7, 721. xi.t. Bulgaria, chief officer of education. 2418: ele¬ mentary schools and teachers, 2415; school expenditures. 2418. Bulkley. J. W.. 90S. Bumstead. Horace, 224 Bunnel, Charles E.. 1231. Burgerstein. Leo. 509. Business courses, in colleges for womer. 1480; in colored high schools. 2065: in normal schools, 1585: in technological schools, 1495: in uni¬ versities and colleges, 2003. Butler. Nicholas Murray. 242. 272. 622, 625, 939. By-laws of board of college entrance on cer¬ tificate, 527. C. Cadets, admitted on certificate or by examina¬ tion. 1361; resigned before semiannual ex¬ amination. 1363. Cadwalader. Tbomas. 190. Caldecott. H. S., 478. California, business schools. 2014: city schools, 1282-1332; city superintendents. '1152; col¬ leges for women. 1480, 1482. 1487: compul¬ sory attendance and child labor. 2348; con¬ stitution quoted. 21; educational period¬ icals. 1147: excerpts from political code. 22; industrial schools for Indian children. 19S0; institutions admitting students on certifi¬ cate. 531: institutions conferring degrees, 1412: kindergartens, 2285: kindergarten as¬ sociations. 2290: law relating to temperance' instruction, 316: manual training in public schools, 1961. in separate institutions, 1968; provisions for agricultural colleges, 22; provisions for dental practice, cii; pro¬ visions for practice of medicine, xcvii; public high schools, 1700. private, 1882; pub¬ lic normal schools, 1612, 1620; teachers’" training in higher seats of learning. 1604; training of kindergartners, 2300: transpor¬ tation of pupils, 2354: universities and col¬ leges. 1428, 1444. 1460. Calligraphy, periodicals devoted to, 1150. Calver. Leonard. 566. Campbell, Dr. E. O., 1230. Camp meetings, Methodist, 1072. Canada, education in. 423. xxvi: enrollment in schools. 426: expenditures for schools. 426; higher educational institutions. 460, 833; in¬ come of schools. 427: population of, 425; teachers and their salaries. 428. Canada and the United States. Franklin's idea, 144. Cane seating taught in industrial schools. 1989, 79 2426 INDEX. Canton. China, consulate, 866. Cape Colony, chief officer of education, 2420; elementary schools and teachers, 2417; school expenditures, 2420; education in, 465. Cape Prince of Wales, reindeer station, 1258. Capital, movement of, in our times, 951. Caprice not will, 724. Carding and spinning taught, 1989. Carlisle Indian School, attendance of Alaskan children, 1241. Carnegie Institution, 664. Carnegie trust for universities in Scotland, 1067. Carpentry, in agricultural colleges, 1568; in in¬ dustrial schools, 1983; in colored schools, 2039; in Manila trade school, 2246; in reform schools, 2106. Carson, Dr. James C., 2172. Carter, Chas. M.,645. Carter, Franklin, 220. Carving in wood taught, in industrial schools, 1984; in reform schools, 2111. Caste feeling as affecting English education, LVT. Catholic separate schools in Ontario, 431. Cattle raising taught in industrial schools, 1986. Causes of death of children, 513. Celebration, bicentennial, at Y ale, 582; of Found¬ ers’ Day at Tulane, 2405; of Johns Hopkins University, 609; of Henry Barnard’s birth¬ day, 887. Census, school, lxix; of United States quoted, i 2311. Central America, chief officers of education, 2421; elementary schools and teachers, 2417; school expenditures, 2421. Centralization of schools, 650. Ceramic decoration taught in industrial schools, 1990. Certificate, admission to college on, 652, xxxii. Certificates, granted by correspondence school, 1091; in Oxford extension courses, 996; of secondary schools, 527 ; of systematic study at Oxford, 996. Ceylon, chief officer of education, 2420: ele¬ mentary schools and teachers, 24x7 ; school expenditures, 2420. Chair caning or seating taught, in industrial schools, 1988; in reform schools. 2109. Chamberlain, Charles J., quoted, 1087. Chambers of commerce, German, 857. Change in attitude of benefactors, 660. Changes, administrative, in the Philippines, 2225; in age of college graduation, 2199. Character, of examination for admission to Mil¬ itary Academy, 1365; to Naval Academy, 1376, 1378; popular, or the superintendency movement, 553. Characteristic of will, self-control, 738. Charter of University of Pennsylvania, fac¬ simile of, 186. Chase, George C., 219. Chautauqua, College of Liberal Arts, 1076; School of Business, 1076; University, 1075; School of Languages, 1073; School of The¬ ology, 1074: Assembly Herald, quoted, 1074; Camp Meeting Association, 1072; Literary and Scientific Circle, 1073; University, scope of work, 1075. Chemical engineering in technological schools, 1495; number of students, 1349. Chemistry at Harvard. 935; students of, in high schools, 1644, 1646, 1654. Chicago, child-study in. 1095; superintendent’s tenure, 650; University, 1077; correspond¬ ence school, 1080. Chief State school officers, in United States, 1151; in foreign countries, 2415. Child, its inconsistency, versatility, and levity, 7.33. Child labor laws and compulsory school at¬ tendance, 2347. Child study, in Chicago, 1095; in Cook County Normal School, 261; laboratory, 1117; num¬ ber of students, 1583, 1593; percentile groups, 1119; periodicals devoted to, 1150. Children, in model schools of normal schools, 1586: in Porto Rico, 1209; native, in Alaska, ■ what becomes of them? 1240, 1243; sick, 1 should they be treated by school physi¬ cians? 525. Chile, chief officer of education, 2421; elemen¬ tary schools and teachers, 2417; school ex¬ penditures, 2421; medical inspection of schools, 517. China, educational movements, 865. Chinese language, ideographic, 865. Christ charged with atheism, 740. Christian Brothers in the United States, 566. Christian theory of moral education, 734. Christopher, Dr. W. S., 1095. Christy, S. B., 602. Chronological view of secondary schools in France, 697. Church missions and reindeer in Alaska, 1267. Churches, northern, and the freedmen, xxi, 285. Cienfuegos, Cuba, visit to the schools of, 2396. Cities, having kindergartens, 2275; of France, educational statistics, 682; over 8,000 inhab¬ itants in the United States, 1271; over 4,000 inhabitants, kindergartens, 2285; high schools in, 1661; manual training schools, 1960. Citizen versus State, 179. City of Paris, enrollment in schools, 684. City school systems, statistics of, 1271. City schools, free text-books, 2391. City superintendents in the United States, 1152. Civics, students of, in high schools, 1644, 1646, 1657. Civil engineering in industrial schools, 1983; in technological schools, 1495; students of, 1349. Civil state of French teachers, 713. Classes, many, of negroes, 224; of philosophy in secondary schools of France, 693; of schools in Manitoba, 456; in New Brunswick, 451; in Nova Scotia, 449; separate, for men¬ tally deficient, 2191; size of, in Swiss com¬ mercial schools, 852. Classical colleges in Quebec, 460. Classical courses, in colleges for women, 1482; in colored high schools, 2065; in high schools, 1644; students of, 1651; students of, in higher institutions, 1349. Classical lycees in France, 693; schools in Italy, 756. Classics, and sciences, conflict between, 697; taught in English secondary schools, 1057; versus modern languages, 143. Classification, of schools in France, 675; in Que¬ bec, 441; of secondary schools in Great Britain and Ireland, 1049; of studies, 170; of superintendents, 555; of teachers in France, 677. Clay modeling taught in industrial schools, 1986; in x*eform schools, 2111. Clergy, the, and the education act, 1028. Clerical versus lay teachers in France, 677. Clubs, philological, in Italy, 762. Cobbett, William, 1070. Coeducation in Porto Rico, 1206; in United States, 2388. Coeducational colleges, presidents of, 1162. Coleman, William, 190. College, admission to, on certificate, 527; ath¬ letics, 659; course, length of, 927; course, shortening of, 661; course shortened at Co¬ lumbia, 939; department, expenses, 1460; entrance certificate board, 527; certificates, 652; faculties, more women desired, 661; feeling in Oxford, 956; graduation, changes in age, 2199; average age, 2202; instructors, training for, 658; preparatory students in graduating classes of high schools, 1648; presidents in the United States, 1162; train¬ ing, has it benefited you? 222; training of negroes, is it necessary? 219; year, division in, 1349. College-bred negro, the, 191. College of Libeial Arts at Chautauqua, 1076. Colleges, agricultural and mechanical, 1; statis¬ tics, 1551; endowment and support, 4: in Canada, 461; foreign, number of students, 823. Colleges for women, expenses in, 1487; presi¬ dents of, 1168; private, 1611; professors and students, 1401, 1403; statistics of, 1480. INDEX. 2427 Colleges, in the United States, 1347; junior, 663; in Canada, 460; ladies’, in Canada, 461: of . liberal arts, presidents of, 1162; of Oxford, 974; of pharmacy, commercial instruction, 1505; undergraduate and graduate students, 1386. Collegiate departments, in agricultural col¬ leges, 1563; in collages for women, 1480; in . technological schools, 1493; of universities, 1386. Collegiate students of the colored race, 2087. Colonial schools in Italy, 759. Colonies, educated by Franklin, 118. Colorado, business schools, 2014; city schools, 1282-1332; city superintendents, 1152; com¬ pulsory attendance and child labor, 2348; constitution quoted, 27; educational peri¬ odicals, 1147; excerpts from annotated stat¬ utes, 2S; industrial schools for Indian chil¬ dren, 1980; institutions admitting students on certificate, 531; institutions conferring degrees, 1412: kindergartens, 2285; kinder¬ garten associations, 2290; law relating to temperance instruction, 316; manual train¬ ing in public schools, 1861, in separate insti¬ tutions, 1968: provisions for agricultural colleges, 28; provisions for dental practice, cm; provisions for practice of medicine, xcvn; public high schools, 1704, private, 1884; public normal schools, 1612, 1820; pri¬ vate normal schools, 1632; teachers’ train¬ ing in higher seats of learning, 1604; train¬ ing of kindergartners, 2300; transportation of pupils, 2355; universities and colleges, 1426, 1444. 1460. Colored people and the Society of Friends, 304. Colored race, and the Baptist Church, 307; edu¬ cation of, 2063. Colored secondary students, number, 1650; in normal schools, 1586; of industrial branches, 2069. Colombia, chief officer of education, 2421: ele¬ mentary schools and teachers, 2417; school expenditures, 2421. Columbia University, admission requirements, 940. Columbian University, Washington, shorten¬ ing the course, 948. Commenton Bible reading forbidden in schools, 2412. Commercial, geography taught in public high schools, 2011; instruction in colleges of pharmacy, 1505: law taught in high schools, 2011; school in Tifiis, Russia, 889; schools in Russia, 1142; in Switzerland, xlviit; pur¬ pose and condition, 842; Swiss, classes, size of, 852; courses of study, 849; diplomas, 851; ex¬ aminations, 851; officials and" principals, 854; scholarships, 853; teachers, 854; text-books, 851; tuition fees, 853; university in Switzer¬ land, 842. Commercial and business schools, statistics, 2003. Commercial and technical education, higher, 657. Commercial courses. 652. Commercial education, higher, 2376; in Ger¬ many, 857, 874; in Switzerland. 837; historical review, 838; origin, 839; present status, 842. Commission, of inquiry into educational endow¬ ments, 1042; on accredited high schools, 655. Commissioner of Education, report of, ix; the first, 891. Committee on statistics of defective sight and hearing of children, 2143. Common school, curriculum of the, 648; educa¬ tion, periodicals devoted to, 1149; statistics of the South, 2064; of the United States, xii. Communities with large negro population, 817. Community and the superintendent, 560. * Comparison of illiteracy, native and foreign, Complementary schools for girls in Italy, 748. Composition, English, examination at West Point, 1368; how Franklin perfected his, 149; how to teach it, 109. Compromise learned in boyhood, Franklin, 97. Compulsory, attendance and child labor laws, 2347; education in Italy, 747; instruction in physiology and hygiene, 315. j Conceits founded on wealth, 952. i Concentration in Cook County Normal School, 258. Concomitants of dullness and precocity , 1106. Condition of admission to professional schools, 660. I Condition, social and physical, of negroes, 191. I Conditions of admission, of foreign students in France, 708: to university, 536. Conditions of illiteracy in the United States, 791 . Conferences, educational, in Porto Rico, 1201. Conflict between classics and sciences, 697. Congregational Church mission in Alaska, 1243, 1255; secondary schools, 1648. Congress, acts *of, relating to land-grant col¬ leges, 1. I Connecticut, Barnard’s services in education, 887; business schools, 2014; city schools, 1282- 1333; city -superintendents, 1152; compul¬ sory attendance and child labor, 2348; con¬ stitution quoted, 31; educational period¬ icals, 1147 ; excerpts from general statutes, 31; institutions admitting students on cer¬ tificates, 531; institutions conferring de¬ grees, 1412; kindergartens, 2285; kindergar¬ ten associations, 2291; law relating to tem¬ perance instruction, 317; manual training in public schools, 1961, in separate institu¬ tions, 1968; provision for agricultural col¬ leges, 31; provisions for dental practice, cm ; provisions for practice of medicine, xcvn; public high schools, 1705, private, 1884; pub¬ lic normal schools, 1812, 1620, private, 1632; training of kindergartners, 2301; trans¬ portation of pupils, 2355; universities and colleges, 1426, 1444, 1460. Conscripts, illiteracy of, in France, 685. Conservation of the State, 177. Conservatories of music in Italy, 760. Consolidation of schools, 2353. Conspectus of registration in correspondence school, Chicago, 1033. I Constitution, of state system of education in France, 670: of the public academy in Phila¬ delphia, 185; of the University of Oxford. | 961 Consular reports on education, 857. Control of education, transfer to laity, 664. Convention in 1787, Franklin in the, 131. Conveyance of children in Connecticut, 2356. Convitti, boarding schools for girls in Italy. 759. Cook County Normal School, 231. j Cook, John W., 272. Cooking, in agricultural colleges, 1568; in indus¬ trial schools, 1983; in colored schools, 2069; in reform schools, 2106; supervisors, sala¬ ries, 2379. I Cooperation of Treasury, Stats, and War De¬ partments in Alaska", 1267. Cornell University, length of course, 946. Corporal punishment, regulations, 2385. Correlation in Cook County Normal School, 258. Correspondence school, at Willimantic, Conn., 1093; Baylor University, 1093. Correspondence schools, 1069, 1079, lxt: typical courses, 1080. * Correspondence study department. Chicago University, 1081. Cost, of free text-books, 632; annual per capita, of education of the blind, 2119; of primary and normal schools in Italy, 749; per pupil in free text-book cities, 639. Costa Rica, chief officer of education. 2421: ele¬ mentary schools and teachers, 2417; school expenditures, 2421. Council of education in Transvaal. 471 . Countinghouse practice in Switzerland, 848. Course in agriculture for teachers in Porto Rico, 4187. Course of study, at Columbian University. 946: at U. S. Military Academy. 1372; for Higher commercial education, 2376; for high school grades in Porto Rico, 1226; in administra¬ tion, 2377; in college, shortening of, 661; in public schools of Porto Rico, 1222; in statis¬ tics, 2377; of commercial school in Tifiis, Russia, 870; of graded schools in San Juan, P. R., 1216; of Manila normal school, 2244; of Naval Academy, 1380; of San Juan (P. R.) high school, 1219. 2428 INDEX. Courses, commercial and industrial, 652; of cor¬ respondence instruction, Pennsylvania State College, 1090. Courses of study, for honors at Oxford, 957; of agricultural colleges, changes, 1555; of com¬ mercial schools in Switzerland, 849; of cor¬ respondence schools, 1080; of normal schools, 1585; of purblic high schools, 1644, private, 1648; of universities, changes in, 1347; pur¬ sued by students in "universities .and col¬ leges, 1393; technical, in higher seats of learning, 1421. Cotton Mather’s benefit societies, 101; questions of debate in, 101. County model schools in Ontario, 433. Cox, Miss Jean W., 2190. Cravath, Ida M.. 643. Creevey, E. A., 869. Criticism, of Franklin’s philosophy, 154; of the * constitution of Massachusetts, *152. Crocheting taught in reform schools, 2108. Cuba, chief officer of education, 2421; elemen¬ tary schools and teachers, 2417 : school ex¬ penditures, U421; education in, 2393. Culture courses in technological schools, 1494; students of, 1349. Culture, the slogan of recent years, 575. Current topics, 2347. Curriculum, of secondary schools, G51; of the common school, 648. Cushing. T„ 907. Custodial farm in Ohio, 2158. ID. Dabney, Charles W., 789. Daily school programme of Franklin, 112. Dairying in agricultural colleges, 1566; in in¬ dustrial schools, 1986. Dante Allighieri Club, 764. Dartmouth College, ages of graduates, 2200. Date of establishment of high schools, 1663. Deaf, schools for the, 2115. Deaf mutes’ education, periodicals devoted to, 1150. Defective classes, schools for the, 2115; eye¬ sight in certain cities in the United States, 2145; sight and hearing of children, 2143. Defects, of university curriculum in Great Brit¬ ain and Ireland, 1036; physical, of children, 2151. Definition, of education, Plato’s, 179; psycho¬ logical, of will, 739. Degree, bachelor’s, condition of admission, 660; conferred at Oxford, 967. Degrees, academic, institutions conferring them, 1412; at Columbian University, 947; conferred by colleges for women, 1401, 1404; by technological schbols, 1409; by universi¬ ties and colleges, 1395; in the United States, 1350; on women, 1397; fewer bachelors’, 658; honorary, conferred, 1398. Delaware, business schools, 2016: city schools, 1283-1323; city superintendent, 1152; college admitting students on certificate, 531; ex¬ cerpts from revised statutes, 37 ; free text¬ books, 632; higher schools for negroes, 2078; industrial schools for negroes, 2086; institu¬ tions conferring degrees, 1412; kindergar¬ tens, 2285; kindergarten associations, 2291; law relating to temperance instruction, 318; manual training in public schools, 1961, in separate institutions, 1968; normal students in State college, 1604; provisions for agri¬ cultural colleges, 37; provisions for dental practice, cm; provisions for practice of medicine, xcvjt; public high schools, 1707, private, 1888; training of kindergartners, 2301: universities and colleges, 1426, 1444, 1460. Demand for special teachers, 653. Demands of medical school inspection, 523. Democracy, practice of the art in, 118. Democratic devices and substitutes, 175; stu- I dent life, 658. Denmark, chief officer of education. 2418; ele¬ mentary schools and teachers. 2415: school expenditures, 2415, 2418; illiteracy, 2313; teachers’ pensions, 2370. Denominations maintaining, private acade¬ mies, 1648. Dentistry, colored students of, 2068; provisions governing the practice of, ail. 1504; schools of, statistics, 1514. Department, of education, act to establish, 923; of special education, 2143. De Pauw University, ages of graduates, 2208. Deposit prior to admission at West Point, 1371. Designs, decorative, taught, 1989, 1996. Development, arrested-mental, school for, 2188; of country, relation of Yale to, 588; of dis¬ trict supervision of schools, 551; of State system in France, 671; of strength, child study, 1100. Devices and substitutes, democratic. 175. Devices by Franklin, Adams, and Jefferson, 123. Dewey, John, 267. Diagram, 1, showing enrollment in schools of the United States, lxxiti; 2, showing per centrof population in school, lxxiv; 3, show¬ ing length of school term, lxxix; 4, show- ingschool expenditure per capita, lxxxvi; 5, showing number of secondary students, xcn; 6, showing population enrolled in secondary schools, xciv; 7, showing num¬ ber of college students, xcv; 8, showing per cent of population enrolled in colleges, XCVI. Diagrams showing ages of college graduates, 2202-2206. Diem, Mary G., 644. Difficulty, the chief, in teaching, 178. Diploma for the practice of dentistry, cxti. Diplomas in Swiss commercial schools, 851. Diplomat, a, by nature, Franklin, 152. Diplomatic school in Italy, 760. Directory, educational, 1151. Disbursements of the appropriation in aid of agricultural colleges, 1578. Discipline in Cook County Normal School, 252; students of, 1583. Distribution, of appropriations for agricultural colleges, 1578; of normal students, 1803; of population by race elements, 799; of second¬ ary students, 1649; of students in France, 699; of time in classical courses in France, 698. District of Columbia, business schools, 2016; city schools, 1283-1333; city superintendent, 1152; college for women, 1482, 1487; compul¬ sory school attendance, 2348; educational periodicals, 1147; free text-hooks, 639: higher schools for negroes, 2078; illiteracy, 2340; in- . .stitutions admitting students on certifi¬ cates, 531; institutions conferring degrees, 1412; kindergaa-tens, 2285; kindergarten as¬ sociations, 2291; manual training in public schools, 1961, in separate institutions, 1868; normal students in higher seats of learning, 1604; provisions for dental practice, cm; provisions for practice of medicine, xcvn; public high schools, 1703, private, 1888; pub¬ lic high schools for negroes, 2072; public normal schools, 1613, 16^); private normal schools, 1632; “training of kindergartners, 2301; United States law relating to temper¬ ance instruction. 318; universities and col¬ leges, 1428, 1444, 1460. District of Mexico, education in the, 2398. District supervision of schools in Massachu¬ setts, 551. Doctor of philosophy, degree con f ei-red. 1350. Doctrine of “the general welfare” of Frank¬ lin, 98. Doctrines of life and death, 150. Domains of the mind, 730. Domestic arts taught in industrial schools, 1991. Domestic education, periodical devoted to, 1150. Doihestie science in agricultural colleges, 1556. Dominion of Canada, chief school officers, 2421; elementary education and teachers, 2417; school expenditures, 2421. t Don, the Oxford, 958. Donations to kindergartens, 2278. Dorchester, Mass., first public school, 545. Doren, Dr. G. A., 2158, 2183. Doubter in youth. Franklin, 97. Draper, Andrew S., 271, 570. INDEX. 2429 Drawing, in western normal schools, 642; taught in industrial schools, 1983; in Manila trade school, 2246; in reform schools, 2110; super¬ visors, salaries, 2376; teachers’ association, report of, 642. Dressmaking taught , in industrial schools, 1983; in reform schools, 2106. Drill needed, not research, 575. Dubois, Rev. John, 566. Du Bois, W. E. Burghardt, 191, 229. Dullness and precocity, concomitants, 1106. Dunlap, Mary J., 2183. Duties, academic, at West Point. 1371: of school physicians, 522; of superintendents of schools in Massachusetts, 553. Dyeing taught in industrial schools, 1989. E. Early training of negro college graduates, men, 197; women, 202. Eaton, John, 570, £04, SOS. Eaton, Unalaklik, reindeer station, 1260. Ecuador, chief officer of education, 2421; ele¬ mentary schools and teachers, 2417; school expenditures, 2421. Edinburgh University, Carnegie trust, 1067. Education, American, Franklin’s influence, 91; a national interest, 916; a universal scheme, 114; as a factor in success, 2403; authorities, local, in England, 1018; benefactions to, 2388; bill, national aspect of, 1027; board, south¬ ern, 650; general, 651, 2402; commercial, in Switzerland, 837; constitution of State sys tern of, 670; consular reports on, 857; control of, transfer to laity, 664; department in Transvaal, 474; early English writers on, 481; elementary, English system. 1003: higher commercial and technical, 657; higher, in France, 698; in Alaska, 1229; appropriations for, 1237; in British South Africa, xxviii; in Canada, 423, xxvi; in Connecticut, Bar¬ nard’s services, 887; in Cuba and Mexico, 2393; in England affected by the caste feel¬ ing, LiVi; in France, 667, xxxyi; primary, 673; secondary, 685; higher, 698; in Great Britain and Ireland, 1001, l; in Italy, xli; in Orange River Colony, 478; in Porto Rico, 1177; in Russia, 1139: in the Bi*itish South African colonies, 465; in the Cape Colony, 465; in the Philippines, 2219; present condi¬ tion, 2224; administrative changes, 2225: in Transvaal, 467: of orphans, 118; of Swiss merchants, 838; of colored race, 802, 2063; of feeble-minded, 2157; of the Moros, 2232; of the will, 721; of youth in Pennsylvania, pro¬ posals relating to, 182; on the gold fields of the Witwatersrand, 476; pros and cons in, 116; public, in Italy, 741; technical, in Germany, 640; the ideal in, 180; utopian. 508. Education act in England, 1013; full text of, 1017'; its relation to secondary education, 1041; at work, 1035. Educational, authorities in England, 1022; di¬ rectory, 1151; movement in Quebec, 444; movements in China, 865; needs of Porto Rico, 1203; notes from Siberia, 881; period¬ icals, list of, arranged by States, 1147; ar¬ ranged alphabetically, 1149: problem in England, liv; progress of the year, 647, xxxiv; system of Newfoundland, 461; sys¬ tems of Canadian provinces, 427: tendencies, desirable and otherwise, 570; views of Jef¬ ferson, 169. Educators, notices of their deaths, American, 339; foreign, 408. Effacementof claims for special consideration, 953. Effects of alcoholic drinks, 315. Egypt, chief officer of education, 2120; elemen¬ tary schools and teachers. 2417; school ex¬ penditures, 2420; medical inspection cf schools, 516. Eibenstock, Germanv. consular agency, 863, 867, 872, 874, 881. Elective work in secondary schools, 653. Electrical engineering in technological schools, 1495; students of, 1349. Electricity taught, in industrial schools, 1983; in Manila trade school, 2247; in reform schools, 2111. Electrocution, Franklin’s experiment, 144. Elementary education, in foreign countries, 2415; in England, 1018; expenditures, 1007. Elementary instruction in Italy, 746; in Russia, 1143. Elementary pupils in high schools, 1650. Elementary schools, in England, attendance, 1004; accommodations, 1005; higher, 1054; in Scotland, programmes, 1081. Elements of the population, illiteracy. 792. 2326. Eliot, President Charles W. C., 221, 622, 939. Eliot, W. G„ 898. Ellis, Florence, 646. Elocution, periodicals devoted to, 1150. Elwyn, Alfred E., 2158. Endowment and support of colleges for agri¬ culture and the mechanic arts, 4. Endowment funds, of hospitals, 2046; of kinder¬ gartens, 227'8; of universities and colleges, 1390. Endowments, commission of inquiry, 1042; of higher institutions of learning. 1353; value of. of public high schools, 1664; private, 1677. Endurance, development of, child study, 1101. Engineering, civil and mechanical, in industrial schools, 1986; civil and mechanical in agri¬ cultural colleges, 1566; in reform schools, 2106; mechanical, in technological schools, 1494: civil, 1495. England, attendance at universities, 1083; com¬ mission of inquiry into endowments, 1042; comparative school statistics, 1011; edu¬ cated by Franklin, 119; education act, 1013; examining universities, 824; expenditure for elementary education, 1007; averages; 1008; grants for elementary education, 1009, illiteracy, 2313; income for maintenance of schools, 1008; list of universities, 833; local school administration, 1023; retrospective educational statistics, 1004; salaries of teachers, 717, 1010; science and art instruc¬ tion, 1045; teachers in elementary schools, 1010; the educational problem in, liv. England and Wales, chief officer of education, 2419; elementary schools and teachers, 2416; school expenditures, 2419; educational sta¬ tistics, 1002. English, at Harvard, 934; composition taught by correspondence, 1085; courses in busi¬ ness, schools, 2009; in colored high schools, 2065; high school in San Juan, P. R , 1219; language, progress in Porto Rico, 1183; prophecy concerning it, 162; taught in Cuba, 2397. English and American markets, 142. English writers, early, on education, 4411, xxx. English-speaking countries, union of, 849. Enrollment and school population, relation, LXX. Enrollment, classified by sex, lxxi; in city* schools, 1272; in colored schools, 2033; in schools of Canada, 426; in secondary schools of France, 685; in special schools, lx. Episcopalian Church missions in Alaska, 1247, 1251. Episcopal secondary schools, 1648. Equipment, of public high schools, 1664; of schools in Porto Rico, 1181. Essays and logic in Franklin’s scheme, 110. Established church as an educational power in England, lix. Establishment, of a commercial university in Switzerland, 842; of Office of Commissioner of Education, 801. Estimate of Colonel Parker, by F. A. Fitzpat¬ rick, 280; by Wm. R. Harper, 279. Ethics, number of students, 1583, 1594. Europe, elementary schools and teachers, 2415; expenditures for schools, 2418; medical in¬ spection of schools, 516; teachers’ pensions, 2370. European countries, illiteracy in, 2313. Evans, A. N.. 1231. Evening schools in Manila. 2247. Everett, Edward, quoted, 821. 2430 INDEX. Examination, agencies, in England, 1045; at Ox¬ ford, 967; for admission to the Naval Acad¬ emy, 1375, 1378; for college entrance, 652; for the practice of dentistry, cxi; of teachers in Iowa, 322; in Mississippi, 326; of vision and hearing of pupils, 2l50; questions, ad¬ mission to Annapolis, 1378. Examinations, at W est Point, physicaland men¬ tal, 1365; in Swiss commercial schools, 851. Examining universities in England and India, 824. Exceptional negro, the, 227. Exhibition, Antwerp geographical, 863. Expenditure, for education in France, 678; for primary and normal schools in Italy, 749; for transportation of pupils, 2353; of kinder¬ gartens, 2278; of reindeer fund, 1264. Expenditures, annual, of French teachers, 716; educational, in England according to de¬ nomination, 1009; for city schools, 1274,1322; for colored schools, 2063; for education in Alaska, 1237; for education in Porto Rico, 1204; for elementary education in England, 1007; for manual-training schools, 1966; for reform schools, 2098; for schools for the blind, 2118; for schools for the deaf, 2124; for schools for the feeble-minded, 2134; for schools in Canada, 426. Expenses, in college departments, 1460; in col¬ leges for women, 1487; in technological schools, 1496; living, in universities, 1460; of foreign students in France, 709. Experiment stations, agricultural, 2. Experiments, Franklin’s, in the Gulf Stream, 123. Experts, special class of, 652. Explanation of Franklin’s influence, 138. Extent of supervision by superintendents, 555. Eye affections in the schools, 2151. F. Facsimile, of draft of charter of University of Pennsylvania, 186; charter signatures, 187. Faculties, college, more women desired, 681 ; in¬ dependent, foreign, 823. Faculty, of arts at Oxford, 965; other faculties, 966; of the Cook County Normal School. 248. Failure to enforce provisions of temperance law, 317. Fair play, love of, £53. Farm work, taught in agricultural colleges, 1568; in industrial schools, 1983; in colored schools, 2069; in reform schools, 2106. Farmers’ institutes, 1553; statistics, 1576. Fatigue, child study, 1132. Faunce, president of Brown University, 946. Federal aid to higher institutions of learning, 1353. Federal government, Swiss, 837. Feeble minded, education of, 2157: schools for the, 2115. Feeling, fraternal, between universities, 659. " Fees in Italian universities, 787. Fellowships, in higher seats of learning, 1460; in technological schools, 1496. Female university students in Italy, 758. Fernald, Dr. Walter E., 2165. Fields for practical instruction in agriculture in Italy, 754. Filipino teachers, 2227. 2263. Filipinos sent to the United States, 2242. Finances, of the education act, 1039; educa¬ tional, in Porto Rico, 1204; of colored sec¬ ondary and higher schools, 2069. Financial,-’ consideration of medical inspection of schools, 512; status of French teachers, 710 Fine arts, schools of, in Italy, 760; taught in in¬ dustrial schools, 1991. Finland, chief officer of education, 2420; ele¬ mentary schools and teachers, 2416; school expenditures, 2420; illiteracy, 2313. First American public school, 541. Firth, J. B , 930. Fitzpatrick, Frank A., 280. Flexner, Simon, 1508. Flint, Edith Foster, quoted, 1085. Floriculture taught in industrial schools, 1986; in reform schools, 2107.' Florida, business schools, 2016; city schools, 1283-1323; city superintendents, 1153; com¬ pulsory attendance and child labor, 2348; educational periodicals, 1147; excerpt from revised statutes, 42; higher schools for negroes, 2078; industrial schools for negroes, 2086; institutions admitting students on certificates, 581; institutions conferring de¬ grees, 1412; law relating to temperance in¬ struction, 319; manual training in public schools, 1981, in separate institutions, 1968; provisions for agricultural colleges, 42; pro¬ visions for dental practice, civ; provisions for practice in medicine, xcviii; public high schools for negroes, 2072; public high schools, 1708, private, 1890; public normal schools, 1613, 1620; private normal schools, 1632; teachers’ training in higher seats of learning, 1604; training of kindergartners, 2301; transportation of pupils, 2357; univer¬ sities and colleges, 1428, 1445, 1462. Followers of Franklin, 167. Foreign born, illiteracy, 789. Foreign countries, elementary education in, 2415; requirements for practice of dentis¬ try, 1504. Foreign educators, necrology, 408. Foreign students, in French universities, 708; in German universities, 2374. Foreign universities, list of, 819. Forestry academies, foreign, 819. Forging, iron, taught in colored schools, 2069; in industrial schools, 1983; in reform schools, 2108. Foundations of our educational system, 577. France, alcoholism, 872; changes in school leg¬ islation, 687 ; chief officer of education, 2418; elementary schools and teachers, 2415; school expenditures, 2418; constitution of state system, 670; education in, 667, xxxvi; primary, 673; secondary, 685; higher, 698; educational statistics of cities, 682; expendi¬ ture for education, 678; higher education, 698; higher technical schools, 710; illiteracy, 2313; of ponscripts, 685; industrial school at Tourcoing,867; list of universities, 833; medi¬ cal inspection of schools, 518; programme of secondary schools, 691; secondary education, 685; teachers’ pensions, 2370; the teaching force, 677. Franchise, educational qualifications for the, 177. Francis, Tench, 180. Franklin, Adams, and Jefferson compared, 171. Franklin, Benjamin, 91-190; a democrat, 166; a diplomat by nature, 152; a Philistine, 153; as a poet, 132; as seen by others, 126; curious to see another world, 157; educates public opinion, 120; educates the Colonies, 118: edu¬ cates England, 119; examined by the House of Commons, 119,146; the maker of a school¬ book, 128; welcomed home, 129. Franklin and Adams in France, 125; and Dupont de Nemours, 148; ar.dHume,145; andLincoln, 182; and Lord Karines, 144; and Malthus, 143; and Noah Webster, 161; and Priestley, 122; and the physiocrats, 147 ; and Whitefisid, 111. Franklin College founded, 130. Franklin stove, the, 150. Franklin’s, autobiography, 127 ; bequests to Bos¬ ton and Philadelphia, 135; conversations at Passy, 153; creed, 173: death, 172; educa¬ tional methods, 120; educational views, 162; idea of Shay’s rebellion, 157; influence in American education, 91, xx; influence in France, 124; last word, 133; last word on ed¬ ucation, 162; method of reaching conclu¬ sions, 148; optimism, 160; plan for the bene¬ fit of artisans, 134; political satires, 150; story of the speckled ox, 125; treaty with Prussia, 129; trick of doing good, 134; versus Adams’s ideas, 176. Fraternal feeling between universities, 659. Frazer, Helen, 646. Free cities of Germany, commercial education, 881. Free ships mak9 free goods, Franklin’s treaty with Prussia, 129. Free text-books, benefits, objections, and cost, 632, 2390. INDEX. 2431 Freedman’s Aid Society of Methodist Episco¬ pal Church, 293. Freedmen, and the northern churches, xxi: education of, 285; their schooling, 300. Freedom, larger, for the teacher, 649. Freedom of teaching, 662. French, at Harvard, 935; students of, in high schools, 1844, 1646, 1652; teachers, income, 713; prof essional status of , 710; universities, foreign students, 708. Fresco painting taught in industrial schools, 1890. Friars, contest -with the, at Oxford. 984. Friends’ missions in Alaska, 1248, 1254; second¬ ary schools, 1648. Fruit raising taught in reform schools, 2112. Functions of ministry of education in Italy, j 742. Funds, of agricultural colleges, 1572; of colored J public high schools, 2073; of dental schools, 1514, 1541; of higher colored schools, 2070; of kindergartens, 2278; of law schools, 1510, 1525: of medical schools, 1512, 1531; of nor¬ mal schools, 1588; of schools of pharmacy, 1515, 1545: of technological schools, pro¬ ductive, 1497; of theological schools, 3509, 1517; of veterinary schools, 1549; produc¬ tive, of higher seats of learning, 1461: of public high schools, 1664; of private high schools, 1677. Future of the negro, 210. €4. Galleries, art, admission to, in Italy. 864. Galloup, D. P., 907. Gambell, St. Lawrence Island, reindeer station, 1262. Gardening taught, in colored schools, 2069; in I industrial schools, 1983; in reform schools, | 2108. Garfield, James A.. 888, 900. Gay, George E., 2153. Gearhart, May, 643. General Education Board, 651, 2402. Geneva, Switzerland, course of study of school of commerce, 850. Gentleman, typical English, 952. Geography, commercial, in high schools, 2011: examination at Annapolis, 1376, 1378; at W est j Point, 1368: in Cook County normal schools, j 256; periodicals devoted to, 1150; physical, i students of, in high schools, 1644, 1646, 1655. Geology, students of, in high schools, 1644, 1646, 1655. Geometry, at Harvard, 935; examination at An¬ napolis, 1377, 1378; students of, in high schools, 1644, 1646, 1653. Georgia, business schools, 2016; city schools, 1283-1333; city superintendents, 1153; col¬ leges for women, 1482, 1487; constitution quoted, 46; educational periodicals, 1147; excerpts from the code, 46; higher schools for negroes, 2078; industrial schools for ne¬ groes, 2086; institutions admitting students on certificates, 531: institutions conferring degrees, 1412; kindergartens, 2285; kinder¬ garten associations, 2291; law relating to i temperance instruction, 319; manual train¬ ing in public schools. 1961; in separate in¬ stitutions, 1968; provisions for agricultural colleges, 46; provisions for dental practice, civ; provisions for practice of medicine, xcvm; public high schools, 1709, private 1890: public high schools for negroes, 2072; public normal schools, 1613, 1620; private normal schools, 1632; teachers’ training in higher seats of learning, 1604; training of kindergartners, 2301; transportation of pupils, 2358; universities and colleges, 1428, 1445, 1462. Gera, Germany, consular agency, 865. German, at Harvard, 934: students of, in high schools, 1644, 1648, 1653. German chambers of commerce. 857. Germany, American college in Strassburg, 873; commercial education, 874; elementary schools and teachers, 2415; school expendi¬ tures. 2418; foreign students in universities, 2374; Glauchau weaving school, 868; illiter¬ acy, 2313; medical inspection of schools, 517; listof universities, 833; new national school, 866; nurses trained, 2043; pensions paid to teachers, 2370; professorship of railroads, 872; technical education in, 640. Gifts and bequests to professional schools, 1500. Gifts of Carnegie and Rhodes, 950. Girls, complementary schools for, in Italy, 748. Glasgow University, Carnegie trust, 1067. Glauchau, Germany, consular agency, 869; weaving school, 888. Gleason, Ronald P., 2246. Golder, F. A., 1231. Golofnin reindeer station, 1260. Governing boards of State institutions, 1354. Government, test of, 181. Graded schools in Porto Rico, 1188. Graduate departments, of agricultural col¬ leges, 1563; of universities, 1386. Graduate school of agriculture, 1557. Graduates, negro, from white colleges, 192; their birthplace, 195; negro, of a typical college, 205; of agricultural colleges, 1566, 1568; of business schools, 2008: of colleges for women, 1480, 1482; of colored high schools, 2066; of dental schools, 1514, 1541: of higher seats of learning, 1386; of law schools, 1510, 1525; of medical schools, 1512. 1531; of nor¬ mal schools, 1587; of public and private high schools in 1902, 1644. 1651, 1667; of schools for defective classes, 2117 ; of schools for nurses, 2044; of schools of pharmacy, 1515, 1545: of technological schools, 1493; of theological schools, 1509, 1517; of veterinary schools, 1549. Graduation at West Point, 1372. Grady, Anna Earl, 644. Grammar, examination at Annapolis. 1376. 1379: at West Point, 1367. Grammar school at Vladivostok, 885. Grammar school teachers, salaries, 2382. Grants for elementary education in England, 1009. Great Britain and Ireland, education in, 1001, l; higher education, 1063; medical inspection of schools, 518; secondary and university education, 1041; statistics of secondary edu¬ cation, 1049; teachers’ pensions. 2370. Greece, chief officer of education, 2419; elemen¬ tary schools and teachers, 2416; school ex¬ penditures, 2419; illiteracy, 2313. Greek, at Harvard, 934; in colleges for women, 1482; opposition to, at Oxford, 979; number of students in higher institutions, 1394: stu¬ dents of, in high schools, 1644, 1646, 1652. Green, Miss Nellie, 1233. Greener, R. T.,868, 881. Grew, Theophilus, 190. Grounds and buildings, of colored schools, 2089; of colored public high schools, 2073; of high schools, value of, 1664, 1677; of reform schools, 2098; of schools for the blind, 2118; of schools for the deaf. 2124; of schools for the feeble-minded, 2134; of technological schools, value of, 1497. Grouping of schools in England, 1021. Growth, in height and height sitting, child study in Chicago, 1099; in weight, 1100; of high schools in Ontario, 432. Growth and development, increase, child study, 1101. Guatemala, chief officer of education, 2421: ele¬ mentary schools and teachers, 2417; school expenditures, 2421. Guenther, Richard, 872. Gulf Stream. Franklin’s experiments in. 123. Gwin, Mrs. Clara, 1231. Gymnastics in Italy, 751. H. Habit result of psychic actions, 729 Hadley, President, of Yale, 945. Hall, Alice E., 644. Hall, G. Stanley, 219, 273. Hall, Miss Phene E., 231. Hamburg, chief officer of education, 2419; ele¬ mentary schools and teachers, 2416; school expenditures, 2419. Hamilton, Win., 1237, 1264. 2432 INDEX. Harness making taught, in industrial schools, ! 1999; in reform schools, 2107. Harper, President Wm. R., 264, 279, 613, 624, 647, I 10S4. Harris, Ernest L., 883, 867, 872, 874, 881. Harris, George, 220. Harris, Wm. T., U. S. Commissioner of Educa- j tion, lxiv, 245, 271, 625, 887, 898, 901. 949, 2143, 2210. Hart,. John S., 894. 908. Hartford, celebration of Henry Barnard’s birthday, 887. Hartshorn, O. N., 909. Harvard, admission requirements, 930; details, 934; influence of, 141. Hawaii, law relating to temperance instruc¬ tion, 320. Health of school children. 883. Hearing and vision of pupils tested, 2150. Heilig, A. R., 1239. Heizer, Mrs. E. C., 1232. Henkle, W. D., 909. Henry VIII, of England, quoted, 980. Henry, Prof. J.. 8S5. Herter, C. A., 1508. Hesse, chief officer of education. 2419; elemen¬ tary schools and teachers, 2415; school ex¬ penditures, 2419; commercial education, 879; medical inspection of schools, 518. High and graded schools in San Juan, 1214. High school, trend of development, 655; teach¬ ers, higher standard for, 654; teachers’ sal¬ aries, 2382. High schools, accredited, commission on, 655; and academies having business courses, 2003; for boys only, for girls only, and for j both sexes, 1695; in cities of 8, CKX) inhabi¬ tants and over, 1661; in Ontario, 432; in Porto Rico, 1188; normal students in, 1602; outside of cities, 1662; private, teaching bookkeeping, 2012; public and private, xvii; growth since 1889-90, 1643. Higher commercial education, 2376; in Europe, 2378. Higher education, becoming a process of re¬ search, 951; increase of , 657; in Canada, 460; in England, 1018; in Prance, 698; in Great Britain and Ireland, 1063; in Italy, bill for reform, 767; in the Middle Ages, 771; in Ontario, 488; in Russia, 1145: of the negro, 224. Higher grade schools in Scotland, pro¬ grammes, 1062. Higher primary schools in France, 683. Higher schools for the colored race, 2067. Higher seats of learning, foreign, 821; technical courses in, 1421. Higher technical education, 657; schools in France, 710. Hills, W. J., 1239. Milton, Miss Olga, 1233. Hirsch, EmilG., 269. History, at Harvard, 935: examination at An¬ napolis, 1377, 1378; at West Point, 1369; of education, number of students, 1583, 1592; of educational work in Transvaal, 478; of supervision of schools, 556; of University of Oxford, 960; taught by correspondence, 1088; universal, students of, in high schools, 1644, 1646, 1657. Hollander regime in Transvaal, 470. Holloway, W. R., 868. Holls, George Charles, biography ^ 560. Holt, Emmett. 1506. Holt, V. L„ 1232. Home, for nurses, 2043; for the care of feeble¬ minded women, 2183. Home study in Chautauqua course, 1092. Honduras, chief officer of education. 2421; ele¬ mentary schools and teachers, 2417: school expenditures, 2421. Honorary degrees conferred, 1398. Hopkiuson, Thomas, 190. Hospitals for the insane, nurses. 2044. House and sign painting taught, 1987. House of Commons examines Franklin, 119. Household economy in agricultural colleges, 1566. Housekeeping taught, in industrial schools, 1988; in reform schools, 2106. Howe, Dr. Samuel G., 2158. Human system, effects of alcoholic drinks and narcotics, 315. Hume and Franklin, 145. Hungary, chief officer of education, 2418; ele¬ mentary schools and teachers, 2415; expendi¬ tures for schools, 2418; illiteracy, 2313; list of universities, 833; medical inspection of schools, 519; teachers’ pensions, 2370. Hunt, Miss Bertha, 1233. Hustling for students in stock company schools, 1078. Hyde, Wm. D., 221. Hygiene and physiology, instruction in, 315. Hygiene, examination at West Point, 1370. Hygienic condition of school building in Italy 743. I. Idaho, business schools, 2016; city schools, 1333; city superintendents, 1153; compulsory at¬ tendance and child labor, 2348; constitution quoted, 52; excerpts from general laws, 52; industrial schools for Indian children, 1980; institution conferring degrees, 1413; law re¬ lating to temperance instruction, 320; man¬ ual training m public schools, 1861; provi¬ sion for agricultural colleges, 52; provisions for dental practice, civ; provisions for med¬ ical practice, xcviii; public high schools, 1713, private, 1882: public normal schools, 1613, 1620; teachers’ training in university, 1605; university, 1428, 1445, 1462; university admitting students on certificate, 531. Iddings, L. M., 864. Idea of Shay’s rebellion, Jefferson's, 157. Idea of state, of the eighteenth century, 180; or¬ ganic or modern, 181. Ideal, the, in education, 180. Ideal of nurture, kindergarten, 594. Ideals, educational, 573. Hlinois, business schools, 2018; city schools, 1283-1333: city superintendents, 1153; col¬ leges for women, 1480, 1483, 1487; compulsory attendance and child labor, 2348; constitu¬ tion quoted, 56; excerpts from revised stat¬ utes, 56; educational periodicals, 1147: insti¬ tutions admitting students on certificate, 531; institutions conferring degrees, 1413; kindergartens, 2285: kindergarten associa¬ tions, 2291; law relating to temperance in¬ struction, 320; manual training in public schools, 1861, in separate institutions, 1968; provision for agricultural colleges, 56; pro¬ visions for dental practice, ctv; provisions for medical practice, xcviii; public high schools, 1713, private, 1892; public high schools for negroes, 2072; public normal schools, 1613, 1622; private normal schools, 1632; teachers’ training in higher seats of learning, 1605; teachers’ pensions, 2373; train¬ ing of kindergartners, 2)101 ; universities and colleges, 1428, 1445, 1462. Illiteracy, among the negro race, 796: in colored population, 2322: in Europe, 2313; in Teu¬ tonic nations, 2313; in Romanic nations, 2313: in Slavic nations, 2313; in female population, 2325; in foreign-born popula¬ tion, 2320; in Italy, 747; in male popula¬ tion. 2324; in population 10 years of age and over, 2314; in the United States, lxviit, 2311; in white population, 2317; in native white population, 2318; of conscripts in France, 685; of males of voting age, 801: of reform school pupils, 2099; of the voting population in the United States, 789, xlvii: of the white population, 790; of white males of voting age, 803; rank of States in, 2337. Illiterate population classified by sex, 2327. Illocanoes in the Philippines, 2238. Immigration, Franklin’s idea of, 155. Inaugural address by President Butler. 627. Income, of agricultural colleges, 1551, 1572; of colleges for women, 1402, 1406, 1487: of col¬ ored public high schools, 2073; of French teachers, 714: of higher colored schools, 2070; of institutions for higher education, 1353, 1400, 1461: of normal schools, 1588: of public high schools, 1664; of private high INDEX, 2433 schools, 1677; of schools in Canada, 427; of | schools in Manitoba, 456; of schools in New Brunswick, 451; of schools of pharmacy, 1545; of schools of technology, 1411, 1461, 1497; sources of, of schools in Quebec, 443. India, British, chief school officers, 2420; ele¬ mentary schools and teachers, 2416; school expenditures, 2420; examining universities, 824. Indian children, industrial schools for, 1880. Indian Territory, college admitting students on certificate, 532; institutions conferring degrees, 1413; law relating to temperance instruction, 321: public high schools, 1734, private, 1896; teachers’ training in higher seats of learning, 1605; universities and col¬ leges, 1430, 1446, 1464. Indiana, business schools, 2016; city schools, 1284-1334; city superintendents, 1153; com¬ pulsory attendance and child labor, 2348; constitution quoted, 50; excerpts from re¬ vised statutes, 60; educational periodicals, 1147; institutions admitting students on cer¬ tificate , 532: institutions confirming degrees, 1413; kindergartens, 2285: kindergarten as¬ sociations, 2292: law relating to temperance instruction, 321; manual training in public schools, 1961, in separate institutions, 1968; provision for agricultural colleges, 60; pro¬ visions for dental practice, civ; provisions I for medical practice, xcvm; public high j schools, 1723, private, 1894; public high ! schools for negroes, 2072; public normal j schools, 1613, 1622; private normal schools, 1632; school for feeble-minded youth, 2186; teachers’ training in higher seats of learn¬ ing, 1605; training of kindefgartners, 2302; transportation of pupils, 2358; universities and colleges, 1428, 1446, 1482. Individualism of the eighteenth century, 174. Industrial and manual training in public, schools, 1259; in separate institutions, 1964. Industrial, courses, 652; education in Ontario, 435; in the Philippines, 2232, 2251; school at Toureoing, France, 867; schools for Indian children, 1980; in Porto Rico, 1189. Industrial training, in colored high schools, 2066; periodicals devoted to, 1150. Ineligible towns without superintendents, 555. Infant asylums, schools, and kindergartens in Italy, 745. Influence, of Franklin on Adam Smith, 120; of Harvard and Yale, 141 : upon boards of edu¬ cation, of accrediting system, 538; upon pupils, of accrediting system, 538; upon standards, of the accrediting system, 538; upon the teaching force, of the accrediting system, 538. Inglis, John, 190. Inmates of reform schools, race, nativitv. sex, 2098. Inspection, medical, in schools abroad, 509; of reindeer, 1260. Inspectors, sanitary, teachers should not act as, 510. Installation of President N. M. Butler, 622. Instinct and effort, 737. Institutions, admitting students on certificate, j 531; conferring academic degrees, 1412: con¬ ferring Ph. D., 1350; higher, for the colored race, 2067; in which commercial studies are taught, 2004; supplementary, at Oxford, 988. Instruction, by correspondence, 1079; courses, 1090; practical, of midshipmen, 1384; by les¬ sons, by books, and by correspondence, 1090; system of, at Oxford, 967. Instructors, college training for, 658: in busi¬ ness schools, 2007; in kindergartens, 2276; in manual training schools, 1964; in normal schools, 1584; in schools for defective classes, 2116. Insular normal school, Porto Rico, 1212. Insular support of schools in the Philippines, I 2236. | Interpretation of the education act in England, 1025. Interpreters of the constitution, 156. Introduction of reindeer into Alaska, 1257. Investigation, pedagogic, in Chicago, 1095. Iowa, business schools, 2020; city schools, 1284- 1335; city superintendents, 1154; educational periodicals, 1147 ; institutions admitting stu¬ dents on certificate, 532; institutions con¬ ferring degrees, 1413; compulsory attend¬ ance and child labor, 234S; constitution quoted, 64; excerpts from annotated code of the State, 64; kindergartens, 2288; kin¬ dergarten associations, 2292; law relating to temperance instruction, 321; manual train¬ ing in public schools. 1961, in separate insti¬ tutions, 1968; provision for agricultural col¬ leges, 64; provisions for dental practice, civ ; provisions for medical practice, xc vm ; public high^chools, 1735, private, 1896; pub¬ lic normal schools, 1613,1622; private nor¬ mal schools, 1634; teachers’ training in higher seats of learning, 1605; training of kindergartners, 2302; transportation of pu¬ pils, 2360; universities and colleges, 1430, 1447, 1464. Ireland, attendance at universities, 1063; chief officer of education, 2419; elementary schools and teachers, 2416; school expendi¬ tures, 2419; educational statistics, 1002; higher education, 1063; illiteracy, 2313; list of universities, 833; state of secondary edu¬ cation, 1048. Irritability, sensibility, and. motility, 727. Italy, admission to art galleries, 864; chief offi¬ cer of education. 2419; elementary schools and teachers, 2416; school expenditures, 2419; classical schools, 756; colonial schools, 759; complementary schools for girls, 748; compulsory education and illiteracy. 747; conservatories of music, 760; convitti,. boarding schools, 759; cost of primary and normal schools, 749; diplomatic school. 760; elementary instruction in primary schools, 746; public education in, xli; female stu¬ dents in universities, 758; gymnastics in, 751; higher education in the middle ages, 771; hygienic condition of school buildings, 743; illiteracy, 2313; kindergartens in, 745; list of universities, 833; mining schools, 760; nautical .schools, 755; normal schools in. 749; manual training, 752; philological clubs in, 762; physical education, 751; professional schools, 754; public education in, 741; pub¬ lic libraries in, 762; reform of universities, 783; schools for adults in agricultural dis¬ tricts. 765; schools of fine arts, 760; special schools in, 761; teachers’ pension fund, 750; pensions paid, 2370; technical schools, 755; superior institutes, 757; universities in, 757. Items, essential, of school statistics, 2210; desir¬ able, 2211: occasional, 2211. Itinerary of Dr. Wm. Hamilton in Alaska, 1267. J . Jackman, Wilbur S., on F. W. Parker, 231. Jackson, Sheldon, 1253,1269. Jamaica, chief officer of education. 2421; ele¬ mentary schools and teachers, 2417; school expenditures, 2421. James, William, 736. Japan, chief officer of education, 2420; el emen¬ tary schools and teachers, 2417; school ex¬ penditures, 2420; medical inspection of schools, 517; schools and libraries, 2400. Jefferson, Adams, and Franklin compared, 171. Jefferson, the eclectic, 169. Jefferson’s educational views, 162, 189; idea of Shay’s rebellion, 157. Jesuit missions in Alaska, 1250. Jewelry engraving taught, 1984. John Worthy School in Chicago, 1118. Johns Hopkins University, age of graduates, 2208; celebration, 609. Johnson, Alexander, 2186. Johnson, Miss Amanda, 1230. Johnstone, E. R., 2181. Joinery taught, in industrial schools, 1984; in reform schools, 2111. Jones, Charles D., 2154. Jones, F. L., 2359. 2434 INDEX. Jones, Jenkin Lloyd, 271. Jordan, David Starr, 219. Junior colleges, 668. Junto, Franklin’s society, 99: questions of de¬ bate, 103. &. Kansas, business schools, 2020; city schools, 1285- 1335; city superintendents, 1154; colleges for women 1483, 1488; compulsory attendance and child labor, 2348; constitution quoted, 70; excerpts from general statutes, 70; edu¬ cational periodicals, 1147; industrial schools for Indian children, 1980; institutions ad¬ mitting students on certificate, 532; institu¬ tions conferring degrees, 1414; kindergar¬ tens, 2286; kindergarten associations, 2292; law relating to temperance instruction, 322; manual training in public schools, 1961; pro¬ vision for agricultural colleges, 70; provi¬ sions for dental practice, cv; provisions for medical practice, xcviii; public high schools, 1744, private, 1898; public normal schools, 1013, 1622; private normal schools, 1634; teachers’ training in higher seats of learning, 1608; training of kindergartners, 2303; transportation of pupils, 2361; univer¬ sities and colleges, 1430," 1448, 1464. Kant, theory of moral education, 734. Kelly, Wm. A., 1237. Kent, Chancellor, quoted, 921. Kentucky, business schools, 2022; city schools, 1285-1335; city superintendents, 1154; col¬ leges for women. 1483, 1488; compulsory at¬ tendance and child labor, 2349; constitution • quoted, 75; excerpts from theKentucky stat¬ utes, 76; higher schools for negroes, 2080; industrial schools for negroes, 2088; institu¬ tions admitting students on certificate, 532; institutions conferring degrees, 1414; kin¬ dergartens, 2286; kindergarten associa¬ tions, 2293; law relating to temperance in¬ struction, 323; manual training in public schools, 1961, in separate institutions, 1970; provision for agricultural colleges, 76; pro¬ visions for dental practice, cv; provisions for medical practice, xcvm; public high schools, 1750, private, 1898; public high schools for negroes, 2072; public normal schools, 1613, 1622; private normal schools, 1634; teachers’ training in higher seats of learning, 1606; training of kindergartners, 2303; universities and colleges, 1430, 1448, 1466. Kern, Oliver B., 1222. Kindergarten, education, periodicals devoted to, 1150; ideal of nurture, 594; in Cook County normal schools, 254; work firmly estab¬ lished, 649; in industrial schools, 1991; train¬ ing schools, 2300: estimated statistics, 2277; for defective children, 2117; growth of, 2282; in cities of over 4.000 inhabitants, 2285; in Ontario, 431; in schools for the deaf, 2123; public, and private, statistics, 2273; com¬ parative statistics. 2279; reporting to the Bureau, 2283. Kindergartners, salaries, 2382. King, Rufus, 895. Kirby, T. F.. 2359. Kitchen gardening taught in industrial schools, 1991. Knight, Dr. H. M., 2158. Knitting taught in reform schools, 2112. Knox, Frances, quoted, 1088. Kotzebue, reindeer station, 1258. Kovalevsky, E., 1139. Kuskokwim, reindeer station, 1260. L. Labor legislation in Siberia, 883. Labor the measure of wealth, 137. Laboratory work by correspondence, 1087. Laity, transfer of control of education to, 664. Land, granted under act of 1862, 1560; in farms and grounds of agricultural colleges, 1560; scrip, 2; used for experimental stations, 1560. Land grant of 1862, 1551. Land grant colleges, in Alabama, 9: in Arizona, 11; in Arkansas, 15; in California, 22; in Colo¬ rado, 28; in Connecticut, 31; in Delaware, 37; in Florida, 42; in Georgia, 46; laws, 1. Lane, Albert G., 285. Langenscheidt, Gustav, 1071. Language, Chinese, ideographic, 865. Language, instruction in Cook Countv Normal Schools, 261; periodicals devoted to, 1150. Language of the schools in the Philippines, 2231. Laplanders want reindeer herds, 1237. Larger freedom for teachers, 649. Lathbury, D. C., 1028. Latin and Greek, shall they be taught? Frank¬ lin’s scheme, 117. Latin, at Harvard, 934; in colleges for women, 148.2; in technological schools, 1495; number of students in higher institutions, 1394; stu¬ dents of, in public high schools, 1844, 1646, 1652. Laundering taught, in industrial schools, 1983; in reform schools, 2108. Laurie, S. S., 980. Law, colored students of, 2068; commercial, taught in academies and high schools, 2011; newEnglish, its relation to secondary educa¬ tion, 1041; relating to superintendents in Massachusetts, 550; schools, statistics, 1499, 1510. Law of living, the, 135. Lawrence, Thomas, 190. Laws, general, relating to agricultural and me¬ chanical land grant colleges, 1; relating to temperance instruction, xxv, 315. Lay versus clerical teachers in France, 677. Learned society proposed by Franklin, 115. Le Conte, Joseph, biography of, 602. Lecture of F. Buisson on the education of the will, 721. Leech, Thomas, 190. Legal provisions, for practice of dentistry, oi i; for practice of medicine, xcvn. Le Garde, Ellen, 2154. Legislation, concerning agricultural colleges, 1553; concerning education for Uitlanders, 473; in France, modifications of school courses, 687. Length, of college course, 927, t; of course in schools for nurses, 2046; of school term in Alaska, 123 1; of term in business schools, 2020. Letter, of A. G. Bell on Colonel Parker. 272; of A. S. Draper, 271;> of G. Stanley Hall, 273: of J. L. Jones, 271: of John W. Cook, 272; of N. M. Butler, 272; of W. T. Harris, 271; of Gen. John Eaton, 904; Franklin’s, to Wash¬ ington on slavery, 161. Letters of S. M. Lindsay, 1196, 1197. Libraries, of agricultural colleges, 1530; of higher colored schools, 2089; of colleges for women, 1487; of colored public high schools, 2073; of dental schools, 1514, 1541; of higher seats of learning, 1460: of law schools, 1510, 1525; of medical schools, 1512,1531; of piiblic high schools, 1664; of private high schools, 1677; for rural schools, 579; of schools for the blind, 2118; of schools for the deaf, 2124; of schools for the feeble-minded, 2134; of schools of pharmacy, 1515, 1545; of techno¬ logical schools, 1493; of theological schools, 1509, 1517; of veterinary schools, 1549; public, in Italy, 762; traveling, 998. Library, Bodleian, at Oxford, 990; in Philadel¬ phia, founded by Franklin, 105; presented by Franklin, 128; work taught, 1991. Licenses for nurses, 2043. Lieber, Francis, 565. Lied, Miss Susanne, 2175. Life and death, doctrines of, 150. Life and work of Col. F. W. Parker, 231-284. Life, secret of, Franklin’s, 140. Lilly, William, 490. Lincoln and Franklin, 182. Lincoln, Dr. David F., 2157. Lincoln, George F., 863. Lindsav, S. M., 1188, 1266; letters of, 1196, 1197. j List, of educational periodicals, arranged by States, 1147; arranged by subjects, 1149; of foreign universities, 819; other higher seats of learning, 821; of institutions admitting I students on certificate, 531. INDEX. 2435 Literature and criticism, periodicals devoted to, 1150. Literature, English, students of, in high schools, 1644, 1646, 1657; examination at West Point, 1868. Livermore, A. A., 895. Living expenses, in colleges for women, 14S7; in technological schools, 1496; annual, in universities, 1460. Local school, authorities in Ontario, 428; com¬ mittees in Alaska, 1238. London Times, quoted, 1027. Loomis, Francis B., 2396. Louisiana, business schools, 2022; city schools, 1285-1335; city superintendents, 1154; col¬ leges for women, 1483, 1488; compulsory at¬ tendance and child labor, 2349; constitution quoted, 82; excerpts from Revised Statutes, 83; educational periodicals, 1147; higher schools for negroes, 2080; industrial schools for negroes, 2088; institutions admitting students on certificate, 532; institutions conferring degrees, 1414; kindergarten^, 2288; kindergarten associations, 2i;9B; law relating to temperance instruction, 323; manual training in public schools, 1961, in separate institutions, 1970; provision for agricultural colleges, 82; provisions for dental practice, cv; provisions for medical practice, xcvm; public high schools, 1753, private, 1902; public high schools for ne¬ groes, 2072; public normal schools, 1614, 1622; teachers’ training in higher seats of learn¬ ing, 1606; training of kindergartners, 2303; transportation of pupils, 2361; universities and colleges, 1432, 1449, 1466. Louth, Bishop Robert, 1070. Liibeck, chief officer of education, 2419; ele¬ mentary schools and teachers, 2416; school expenditures, 2419. Lupset, Thomas, 481. Lutheran secondary schools, 1648. Lycees, classical, in France, 693. M. Machine-shop work taught, in colored schools, 2069; in industrial schools, 1983; in reform schools, 2106. Machinery of agricultural colleges, 1570. Mackintosh, Misses May and Genevieve, 1232. MacLean, George E.,219. Macnamara, T. J., 1035. Maddox, Joshua, 190. Mail route, reindeer, in Alaska, 1263. Maine, business schools, 2022; city schools, 1285- 1335; city superintendents, 1155; colleges for women, 1483,1488; compulsory attendance and child labor, 2349; free text-books, 632; in¬ stitutions admitting students on certificate, 532; institutions conferring degrees, 1414; kindergartens, 2286; kindergarten associa¬ tions, 2293; law relating to temperance in¬ struction, 323; manual training in public schools, 1961, in separate institutions, 1870; provisions for dental practice, cv; provi¬ sions for medical practice, xcvin; public high schools, 1754, private, 1902; public nor¬ mal schools, 1614, 1622, private, 1634; teach¬ ers’ training in higher seats of learning, 1606; training of kindergartners, 2303; transportation of pupils, 2361; universities and colleges, 1432, 1449, 1466. Maintenance of schools in England, 1019. Mallery, Hervey F., 1080. Man, the study of, 257. Management, of early schools too harsh, 576; of schools in England, 1019; of schools, stu¬ dents of, 1583. Manila, normal school, 2243; nautical school, 2244; trade school, 2246; teachers’ college, 2228. & Manitoba, chief officer of education, 2421; ele¬ mentary schools and teachers, 2417; school expenditures, 2421; classes of schools, 458; public-school system, 454; receipts and ex¬ penditures for schools, 457 ; school authori¬ ties, 456; school income, 45S; school statis¬ tics, 456; teachers, 456. Mann, Miss Anna, 1231. Mann, Horace, 895. Manual and industrial training, 1959; in public schools, 1961 ; in separate schools, 1964. Manual or sign method in schools for the deaf, 2123. Manual training, in Cook County Normal School, 254; in Italy, 752; schools in cities of over 8,000 inhabitants, 1641, 1940; in graded schools, 1961; in separate schools, 1964; su¬ pervisors’ salaries, 2379; teachers, prepara¬ tion of, 656. Marriott, I. A. R., 999. Marsden, Edward, 1233. Marseille, France, consular office, 873. Martin, David, 190. Marx, Karl, 950. Maryland, business schools, 2022; city schools, 1286-1336; city superintendents, 1155; col¬ leges for women, 1480, 1483, 1489; compul¬ sory attendance and child labor, 2349; edu¬ cational periodicals, 1147; free text-books, 633; higher schools for negroes, 2080; indus¬ trial schools for negroes, 2088; institutions admitting students on certificate, 532; in¬ stitutions conferring degrees, 1414; law re¬ lating to temperance instruction, 323; man¬ ual training in public schools, 1961, in sepa¬ rate institutions, 1970; provisions for den¬ tal practice, cv: provisions for medical practice, xcix; public high schools, 1758, private, 1904; public high schools for ne¬ groes, 2072; public normal schools. 1614, 1622, private, 1634; teachers’ pensions, 2372; teachers’ training in higher seats of learn¬ ing, 1606; training of kindergartners, 2303; ■^universities and colleges, 1432, 1449, 1466. Massachusetts, business schools, 2022; city schools, 1286-1336; city superintendents, 1155; colleges for women, 1480, 1483, 1489; compulsory attendance and child labor, 2349; constitution criticised by Franklin, 152; educational periodicals, 1148; free text¬ books, 633; institutions admitting students on certificate, 532; institutions conferring degrees, 1415; kindergartens, 2286; kinder¬ garten associations, 2293; law relating to temperance instruction, 324; manual train¬ ing in public schools, 1961, in separate in¬ stitutions, 1970; provisions for dental prac¬ tice, cv; provisions for medical practice, xcix; public high schools, 1760, private, 1906; public normal schools, 1614, 1622, pri¬ vate, 1634; supervision in, 550; teachers’ pensions, 2372; teachers’ training in higher seats of learning, 1606; training of kinder¬ gartners, 2303; transportation of pupils, 2362; universities and colleges, 1432, 1449, 1466. Massena, J. L., 645. Masters, William, 190. Mathematics and philosophy in secondary schools of France, 693. Mathematics taught in English secondary schools, 1058. Mauritius, chief officer of education, 2421; ele¬ mentary schools and teachers, 2417; school expenditures, 2421. Mayo, A. D., 285, 981. McAlister, James, 2209. McCall, Samuel, jr., 190. McFarland, John W.,1232. McWade, Robert, 866. Measurements in child study, 1096. Measures relating to secondary education in Great Britain, 1042. Mechanical engineering, in technological schools, 1494; students of, 1349. Mechanics’ institutes and art schools in Onta¬ rio, 437. Mecklenburg, commercial education, 879. Medical inspection of schools, regulations for, 518; in Europe and America,, 516; of schools, ' xxxt; arguments in favor, 509; financial considerations, 512; purpose of, 513; teach¬ ers’ sympathy needed, 515. Medical inspector of schools, report of, 2153. Medical institute for women in St. Petersburg, 868. Medical research, Rockefeller Institute, 1506. Medical schools, regular, homeopathic, eclectic, 1512; statistics, 1499. 2436 INDEX. Medicine, colored students of, 2068; practice of, legal provisions, xcvii. Meiningen, commercial education, 879; medi¬ cal inspection of schools, 518. Memorial of school superintendents, 916. Memory and school standing, 1185. Memory investigation, child study, 1129; its de¬ velopment, 1133; power, auditory and visual, 1132; span, child study, 1134. Merchant, Swiss, education of, 838. Message of the President of Cuba, 2393. Method, of educational progress, 551; in audi¬ tory memory tests, 1131; in visual memory tests, 1131; of memory tests, 1130. Methodism in America, 111. Methodist Church, missions in Alaska, 1248, 1252; secondary schools, 1648; Episcopal Church, 293; secondary schools, 1648. Methods, of ascertaining average attendance, lxxvi; in use of accrediting schools, 534; of teaching the feeble-minded, 2168. Mexican Herald quoted. 2398. Mexico, chief officer of education, 2421; ele¬ mentary schools and teachers, 2417; school expenditures, 2421; education in. 2393. Michigan, business schools, 2024: city schools, 1287-1337; city superintendents, 1156; com¬ pulsory attendance and child labor, 2349; educational periodicals, 1148; free text¬ books, 634; industrial schools for Indian children, 1980; institutions admitting stu¬ dents on certificate, 532; institutions confer¬ ring degrees, 1415; kindergartens, 2286; kin¬ dergarten associations, 2293; law relating to temperance instruction, 325; manual train¬ ing in public schools, 1962, in separate in¬ stitutions, 1970; provisions for dental prac¬ tice, cvi; provisions for medical practice, xcix; public high schools, 1767, private, 1910; public normal schools, 1614, 1624, pri¬ vate, 1634; teachers’ training in higher seats of learning, 1607; training of kindergart¬ ners, 2304; transportation of pupils, 2362; uni¬ versities and colleges, 1482, 1450, 1466. Mid lie ages, higher education in Italy, 771. Midshipmen, admission to Naval Academy, 1374; their practical instruction, 1384. Migration of college graduates, 196. Military Academy, admission to, 1360. Military drill in agricultural colleges, 1566; in¬ struction at West Point, 1371; schools in ■ Russia, 1146; tactics in secondary schools, 1651. Miller, Lewis, 1072. Miller, Prof. Kelley, 191. Milligan, George, 461, 463.